136 vsant wt Title Page and Index for Volume 12 in this Number py yo ee 9) o DECEMBER, 1923 The JOURNAL of the NATIONAL EDUCATION ASSOCIATION Our National Association . ‘ : : ; ; ; F ; : 393 The Schools Must Save America p ; ; ; ; ; : 395 Culture and Professionalism in Education . , ‘ ‘ : : : 397 School Control . , ; ‘ ‘ . ‘ . ‘ : ; 399 “There’s Music in the Air” ‘ ; . : : : , 400 Could I Live My Teaching Life iis . : ; ‘ , ‘ : 401 The Antioch Plan. : : ‘ ‘ ; , “ ‘ 402 Serving the Wage Earner and dhe iiide Q ‘ . : . ; ; 405 The Parent-Teacher Movement . ‘ ‘ ~ » ; . . ‘ 411 Editorial . i : ‘ , ‘ * . ‘ . ‘ : 412 Fresh from the Chania . ‘ . » ‘ ° : . ‘ . 413 Enrolment and Affiliation . , ‘ . e . . " ‘ . 414 Education and Genius j ‘ ‘ F ‘ ‘ : . ‘ , 415 Fresh Air or Gymnasium . ; : . ‘ : ‘ , - ; 416 Transportation of Pupils. . , ‘ . . ‘ ‘ : ' 417 Scientific School Counseling ; ‘ ‘ ‘ ‘ P , ; ‘ 418 Economy is Wise Spending : , 3 . : ‘ . ’ : 420 The Seattle Principals’ Association P < , . ‘ ‘ . : 421 Beauty in Education . ; j ; 4 ; ‘ ‘ . : . 423 Guide to Books . ; ; : ‘ : ‘ ; ; ; 425 The Library and Adult Education , ; ‘ j : ‘ : ; 428 Department of Superintendence . : i . 4 : ‘ ; A 429 Notes and Announcements . . ; F ‘ : ‘ ‘ , 430 On to Washington . : : ; : ‘ ; ‘ ‘ : ; 431 Index to Volume 12 . ; ‘ : . ; ; i ‘ ; ‘ 432 Directory of Advertisers . , ; ‘ , ; ‘ , : . A-200 Published monthly, except July and August, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. Entered as second class matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. TWO NOTABLE TEXTS REVISED THE HISTORY OF THE AMERICAN PEOPLE BY You have it now, but can you keep it? We mean the pupils’ interest Beard and Bagley into closer har- Take arithmetic, the subject that often suffers from lack of interest. Have you books that will hold this essential in classroom success—Interest ? Have you drill which fixes points without becom- ing wearisome? Have you problems and projects that seem as worth while in the late days of May as they did in the snappy air of October? Have you games for using numbers? cleverly devised group exercises, in short have you the Text throughout brought mony with rest of the series. Reset in a new, more legible type. New illustrations replace about three-fourths of the old. Brought on to the Coolidge Administration. Price $1.60. ELEMENTARY ECONOMICS BY Ely and Wicker The plan of the book remains unchanged. Some chapters have been entirely rewritten, others supplemented or rearranged. On the whole, an effort has been made to improve phraseology and bring facts and illustrations to date. Price $1.68. THE MACMILLAN COMPANY New York Boston Chicago Atlanta Dallas San Francisco Wentworth-Smith School Arithmetics Let us tell you about them Boston Ginn and Company _ new York Dallas Columbus San Francisco Chicago London Atlanta WINSTON A Remarkable Recognition of Excellence In Atlanta, Georgia, during the past summer a committee of teachers with the educational executives examined geographies for the purpose of selecting a textbook for use in the Junior High Schools. HUMAN GEOGRAPHY, BOOK II, REGIONS AND TRADE, by J. Russell Smith, was selected and adopted. That this textbook was the unanimous preference of all others is significant. The fact that it was selected on sheer merit alone—the publishers of this book having sent no one to outline its features to the members of the committee—is a remarkable recognition of the excellence and outstanding merit of this publication. The 3500 copies now in use in Atlanta are delighting teachers and pupils. Hundreds of cities, towns and school districts are using Human Geography, Book I, Peoples and Countries, and Book II, Regions and Trade, although these books have been published only two years. On the large list of places using them exclusively or extensively are: A Partial but Representative List Ashland, Wis. Concord, N. H. Highland Park, Mich. J Nanticoke, Pa. Portsmouth, N. H. Atlanta, Ga. Council Bluffs, Ia. Hutchinson, Kans. New Brunswick, N. J. Revere, Mass. Bath, Me. Dayton, O. Jersey City, N. J. New Castle, Pa. San Diego, Calif. Battle Creek, Mich. Des Moines, Ia. Johnstown, Pa. New Haven, Conn. San Francisco, Calif, Boston, Mass. Dover, N. H. Kalamazoo, Mich. Newton, Mass. Saginaw, Mich. Bridgeport, Conn. East Orange, N. J. Kansas City, Mo. New York City, N. Y. St. Cloud, Minn. Burlington, Ia. Elizabeth, N. J. Lansing, Mich. Oakland, Calif. Scranton, Pa. Camden, N. J. Everett, Wash. Lawrence, Mass. Oil City, Pa. Seattle, Wash. Central Falls, R. I. Fresno, Calif. Longbeach, Calif. Omaha, Nebr. Streator, Il. Chicago Heights, Ill. Grand Jsland, Nebr. Los Angeles, Calif. Pasadena, Calif. Tacoma, Wash. Cicero, Ill. Grand Rapids, Mich, Manitowoc, Wis. Passaic, N. J. Toledo, O Cincinnati, O. Haverhill, Mass. Meriden, Conn. Paterson, N. J. Trenton, N. J. Cleveland, O. Hazleton, Pa. Milwaukee, Wis. Philadelphia, Pa. Washington, D. C. Clinton, Ia. Hibbing, Minn. Muskegon, Mich. Pittsburgh, Pa. Wilmington, Del. South Carolina has adopted Book North Carolina has adopted I and Book II. for co-basal use Book I for supplementary use Do You Use Human Geography? Send for Descriptive Literature THE JOHN C. WINSTON COMPANY SAN FRANCISCO WINSTON BUILDING, PHILADELPHIA CHICAGO TORONTO FOR TEXTBOOKS a RR December, 1923 Our National Association OR more than half a century after its organization in 1857 the Na- tional Education Association was small enough to permit most of its mem- bers to attend meetings at least every few years. Annual meetings were its chief activity and those who attended elected oficers, saw them in action, and other- wise had personal touch with the Asso- ciation’s work, which, though limited in the earlier days, was of the utmost im- portance in the life of the expanding Republic. The Association’s work and member- ship have now increased until more teachers than ever dreamed of becoming members even a decade ago, send rep- resentatives to its annual assembly, re- ceive its Journal, attend its conferences, and meet its field workers. To tell members the story of its important activ- ities is the purpose of this series of articles on Our National Association. This article, which is the fourth of the series, is an account of the Division of Field Service. ‘The function of this di- vision is to maintain personal contact between the National Education Asso- ciation and its growing membership and also to meet the demand for contact with the general public whose interests the Association exists to serve through. the elevation of education. The growth of the Association and the development of its program of service have brought many tasks calling for per- sonal contacts more numerous than could be supplied by any one not giving his entire time to the work. Legislative activities of the utmost importance to the welfare of education and the life of the Nation require personal codperation be- tween the Association and other agencies which have chosen to adopt and promote its program. Men and women who shape legislation have faith in the Asso- ciation’s leadership and have sought to keep in close touch with its plans. Early in the development of its head- quarters organization the Association provided for a Field Secretary and Mr. Hugh §. Magill was called to the post Mr. Magill brought in January, 1919. Its Far-reaching Field Service to his task the experience of a public- school career, including the superin- tendency of the Springfield, Illinois, schools and of a membership in the IIli- nois State Senate, where his champion- ‘THE obstinacy of the materials with which we have to deal, in all kinds of human work, has an educational value. Some one has called it “the total depravity of in- animate things.” The phrase would be fit if depravity could be con- ceived of as beneficent. No doubt a world in which matter never got out of place and became dirt, in which iron had no flaws and wood no cracks, in which gardens had no weeds and food grew ready cooked, in which clothes never wore out and washing was as easy as the advertisements describe it, in which the right word was not hard to find, and rules had no exceptions, and things never went wrong, would be a much easier place to live in. But for purposes of train- ing and development it would be worth nothing at all. It is the re- sistance that puts us on our mettle: it is the conquest of the reluctant stuff that educates the worker. I wish you enough difficulties to keep you well and make you strong and skilful!—Henry van Dyke in THE SCHOOL OF LIFE. ship of progressive measures had won him wide recognition. He took up the fight for the Education Bill—then the Smith-Towner Bill—and by personal work with leaders in other organizations and members of Congress, supplemented by speaking tours throughout the coun- try, he kept the cause of education and the need for primary recognition of edu- cation in the President’s Cabinet before the country. On September 1, 1922, Mr. Magill resigned the Field Secretary- ship to become executive secretary of the newly-formed International Sunday School Council of Religious Education, where he is now laboring to unify and vitalize the educational of the churches. Because of increasing demands for leg- work [393] islative activity as well as for a repre- sentative in the field, the Executive Committee selected two field workers at its meeting in September, 1922. Dr. J. O. Engleman was called from the superintendency of the schools of Joliet, Illinois, and especially assigned to the field with the understanding that he would come to Washington to help with the Education Bill when needed. Miss Charl Ormond Williams, a former pres- ident of the Association, was called from the superintendency of the Shelby County, Tennessee, schools and especially assigned the task of developing lay sup- port for the Education Bill, with the understanding that she would work with teachers’ organizations throughout the country wherever desirable. Dr. Engle- man has come to be known as Field Sec- retary and Miss Williams as Legislative Secretary, although the line between their respective activities is not so sharply drawn as these terms might imply. The work of the Field Secretary keeps him in the field most of the time, often at great personal sacrifice. The debt which teachers owe to this service is in- calculable. ‘The National Association is now made up of State and local asso- ciations. The Field Secretary addresses the meetings of these associations and holds conferences with their officers and with the various State directors of the National Association, thus helping to maintain the unity of professional or- ganization in the Nation. The point of view which one who knows education in every section of the country brings to his work is of tremen- dous value to the cause. We all need continually to be inspired anew with the rich promise of public education. We need to be reminded that although the forces of reaction get in their work here and there, education throughout the Na- tion is advancing. All this, that we may have perspective and the courage of our convictions amid the many and pressing tasks of the daily routine. If we are so near the trees that we cannot see the forest, we need contacts with some one from the distant hills who has 394 seen the vast sweep of the forest and who can bring us the joy of perspective. This need is particularly great just now when society the world over seems to be in a state of change and transition. Everywhere appears a tendency towards wider unity, towards a common philos- ophy of educational method and organi- zation. The present generation is for- mulating a philosophy of education which it may take a century to realize in all its rich fullness. The educational currents now forming are of such vital consequence in the life of humanity that they cannot be too often brought to our attention. Dr. Engleman, himself a keen student of education, is well fitted for this task and in doing it during the school year 1922-23 traveled 30,000 miles, visited the Washington office six times, and addressed hundreds of audi- ences on the Education Bill and other live issues. Perhaps more important than contacts with educational workers are the con- tacts of the field secretaries with citizens outside the profession. The war left us with huge burdens of taxation, bur- dens which we cannot unshoulder until the enormous debts are paid, burdens which are peculiarly irksome because they are carried with the broken shoul- der-straps of an antiquated system of taxation fashioned for a different time and a different distribution of wealth. Men who value wealth more than child- hood and the Nation’s future have sought to escape the tax burden by tak- ing it out on the children, by cutting off their opportunity for a fair start in life. The whole power of the Association has been hurled against the influence of these men. The field secretaries through innumerable personal conferences and many addresses before Rotary, Kiwanis clubs, and similar organizations have done more than any teacher knows to maintain the public’s faith in its schools and to arouse anew its determination to maintain them unimpaired. Much of what has been said about the work in the field might also be said of the Association’s legislative activities. Both are the common burden of all pro- fessionally-minded teachers. Before the Great War education in the United States was not keeping pace with the development of other phases of our life. The losses due to illiteracy and physical deficiency had become apparent to man- agers of great industries, teachers’ sal- aries were too low to attract and hold the best men and women in the profes- sion, and there was increasing public THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION recognition of the shortage of trained teachers. There would have been a forward movement even without the war. But the war magnified our edu- cational weaknesses and strengthened public determination to remedy them. At home, in industry, in training camp, and at the front every illiterate or in- competent man or woman was recog- nized as a liability of the whole Nation. Under such circumstances demand arose for a program in which the Nation would assume its educational responsi- bilities. The National Education As- sociation was called upon to formulate such a program. It created the Com- mittee on the Emergency in Education. After careful study of the whole situa- tion and consultation with educational workers in every section of the country and in every branch of the service, this committee framed the Education Bill. Endorsed ten times by the National Edu- cation Association and its Department of Superintendence, this Bill is the leg- islative program of the Association. Its endorsement by scores of lay organiza- tions representing more than twenty-five millions of voters has virtually made it the program of the American people, but like all great reforms it must run the gauntlet of every political test and thoroughly establish itself in the minds of Congress and the President before it can become a law. It took years of agitation to establish the Departments of Agriculture, Labor, and Commerce. Just as it took years and years of work to secure these Departments which have rendered such indispensable service, edu- cation has had to battle for its place in the life of the Nation. Since education touches every individual citizen more closely and continuously than any other single activity, the battle for primary recognition of education by the National Government may not be so long, but it is a battle that has cost great effort and much careful planning. The Educa- tion Bill has drawn large support from many sources. To codrdinate this sup- port and keep it informed has involved labors that none but the doer can ever know. To this task of codrdination and edu- cation Miss Williams has brought not only her experience as a teacher and superintendent, but also a wide experi- ence in legislative reform. By her ef- forts the interests of the Education Bill have been steadily advanced both in Con- gress and in the field. She has kept in close touch with the sponsors of the Bill in Congress and has December, 1923 conducted a continuous survey of the position which members of Congress have taken or are likely to take when the measure comes up for final decision, She has maintained effective codperation between the Association and that great group of National organizations which have followed its leadership. During the year these organizations have re. newed their support and increased their activities. Other organizations —haye come out for the measure for the first time. The American Association of University Women and the National Association of Business and Professional Women’s Clubs have added their en- thusiastic endorsements. ‘The National Board of the Young Women’s Christian Association has recorded its unanimous approval of a Department of Education and of Federal aid to encourage the States to improve education within their several borders. When her duties permitted her to be away from Washington, Miss Williams has gone into the field before teachers’ associations and other audiences to bring them first-hand accounts of the Associa- tion’s legislative work and of its other efforts to improve the status of the teacher and elevate the place of educa- tion in the Nation. Sometimes the work of the Field Di- vision may seem intangible and far away to the individual teacher, whose two- dollar membership is necessary to main- tain and expand the activities of the Association. Nevertheless it is by such activities that the Nation moves to greater unity and effectiveness. They are of the most vital and far-reaching consequence to every teacher in America. They sustain the current of the Nation’s educational advance. They stimulate and direct the forces that shape our life and decide what part education shall have in that life. They daily influence the conditions under which the teacher works and the place she holds in the community. That teachers are grateful for this service is shown by the growth in membership from fewer than ten thousand in 1917 to more than 130,000 in 1923. If every teacher understood the worth of the Association’s work, the high plane on which it is conducted, and the fine professional spirit that runs through it all—if this were appreciated as it should be, every one of our seven hundred thousand teachers would hasten to enlist and thus share in the great work of improving the profession and elevat- ing education to its proper place in the life of community, State, and Nation. POS za On fo Fo i i ia ae ie ae, a as oe i, of. ae “-— nm & ae — oS on er oe Fy wT wees FF Fe SS |”F The Schools Must Save America Ropert E. L. SANER President of the American Bar Association, Magnolia T the meeting of the American Bar Association in San Francisco, in August, 1922, a committee on American citizenship submitted a report, the result of painstaking investigations, wherein the following significant pas- sages occurred: ‘There is but one rem- edy for our National ills—education. Knowledge and inspiration are essential to citizenship. “The schools of America must save America! “But we must not be content with merely imparting knowledge. Ameri- can citizenship should mean patriotism, and patriotism is not of the intellect alone; it is very largely of the spirit and of the heart. It cannot be taught by merely imparting information. It can- not be taught by a mere discussion of principles. Religion is of the spirit; so is patriotism. “In teaching citizenship, the real es- sential is “atmosphere.” An appeal must be made to the heart, to the spirit. and to the emotions, as well as to the intellect. “America should no more consider graduating a student who lacks faith in our government than a school of theology should consider graduating a minister who lacks faith in God. “Socialism is being taught in some of our schools and colleges. We are not afraid of the teaching of socialism as one of many theories of government, but we do object to its presentation as the only true theory. We do object to the teaching of the socialistic premise that our present form of government is un- worthy of respect and should be swept away. Until the faith of Washington, and Jefferson, and Hamilton, and Frank- lin, and Madison, and Lincoln has been crushed, until patriotism and loyalty and confidence have been driven out of the heart, there is no room in the American conscience for the gospel of the socialistic agitator.” In pursuance of the recommendations of this report a committee on American citizenship was created which has been actively functioning since that time. The shibboleth of this Committee is, “To establish and maintain the Consti- tution of the United States and the ideals Building, Dallas, Texas and principles of our Government in the minds and hearts of the People.”’ What relation does this “shibboleth”’ bear to the schools?—It goes without saying that we can make no substantial progress in civilization, nor indeed exist as a self-governing republic, without a OBERT E. L. SANER, president of the American Bar Association, who believes that in the schools rest the power and the opportunity to save the Republic. According to Mr. Saner the Constitutions of State and Nation should be taught more intensively and exten- sively than now. better and better education of each ris- ing generation ; that the only justification for our American public-school system is education for citizenship; that a knowledge of Why and How of govern- ment, of American history and institu- tions, of the essentials of our Constitu- tion and of the constitution of a partic- ular State, are just as necessary for the young mind to study and absorb as a knowledge of reading, writing, and arithmetic. "Thus far lawyers, teachers, and citizens generally are, I assume, in substantial accord. But when we come to consider whether or not the Consti- tution of our country and the principles and ideals of our Government are being [395] generally taught, especially to pupils in the grades before many of them leave the schools for good, and, still more to the point, whether or not these subjects are being taught in an interesting and ef- fective considerations as these will doubtless raise many questions for debate. The only point to be in- sisted upon—and I speak not alone for lawyers but for all the loyal citizens of America—is that the citizens-in-the- making now in our schools should be educated along the lines above indicated more extensively and more intensively than they have been in the past. If the world war taught us one lesson more than another it was that the American school must be more thoroughly Ameri- can than ever before. “The schools of America must save America!’ As a distinguished educator has remarked, “The program for the solution of Na- tional problems, whether for good or for ill, is now being shaped in the school- rooms of America.” Is training for citizenship as the main objective of our school instruction a viewpoint constantly held in mind by the majority of our teachers and by those responsible for our courses of study? Have we so loaded our schools down with pedagogical fads, as suggested by the last report of the Carnegie Founda- tion, that we fail to teach fundamental subjects? An illuminating article en- titled, “The Belated Revolution in the Public Schools,” by Dr. William Mc Andrew, assistant superintendent of schools of New York City, appearing in the November, 1920, issue of the World’s Work, presents some striking evidence on the foregoing queries. In that article Dr. McAndrew calls atten- tion to the reports to a questionnaire ad- dressed to one hundred leading educators asking their ideas of the purpose of pub- lic education, and only twenty-nine per cent of the replies received even men- tioned among the purposes that public schools are supported by the commu- nity for public benefit, which means the training of children for zenship. However, I doubt not that the great mass of our teachers are desirous of per- forming their full duty in connection way—such future citi- 396 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION cA Patriotic Wish EDGAR A. GUEST I’d like to be the sort of man the flag could boast about; I'd like to be the sort of man it cannot live without; I’d like to be the type of man That really is American: The head-erect and shoulders-square, Clean-minded fellow, just and fair, That all men picture when they see The glorious banner of the free. I’d like to be the sort of man the flag now typifies, The kind of man we really want the flag to symbolize; The loyal brother to a trust, The big, unselfish soul and just, The friend of every man oppressed, The strong support of all that’s best, The sturdy chap the banner’s meant, Where’er it flies, to represent. I'd like to be the sort of man the flag’s supposed to mean, The man that all in fancy see wherever it is seen, The chap that’s ready for a fight Whenever there’s a wrong to right, The friend in every time of need, The doer of the daring deed, The clean and generous handed man That is a real American. Reprinted by permission from “A Heap o’ Company, Chicago. Livin’,”” copyright, 1916, Reilley & Britton with citizenship training, and I assume that they will commend an organized cooperative effort upon the part of the lawyers of this country to aid in effecting this end. Briefly stated, the work of the citizenship committee of the Ameri- can Bar Association, so far as it relates to the schools, may be grouped roughly under the following three classifications: (1) The Committee has instituted a movement which will be continued until all the States have adequate laws requir- ing the teaching of the Constitution of the United States and of the respective States and the principles and ideals of our Government in all schools and col- leges supported in any manner by public funds. (2) We are codperating with local authorities in supplying qualified lectures for various school convocations, the main purpose of which is to teach teachers how to teach the Constitution in an at- tractive and inspiring way. Supplemen- tary to this project we shall in the near future issue a pamphlet entitled The * 1412 Magnolia Building, Dallas, Texas. Story of the Constitution, which may be used by teachers of civics as a sup- plementary text. (3) We are publishing another pamphlet suggesting certain school and college contests on citizenship subjects for the purpose of stimulating and vitalizing the instruction given in the regular school curriculum. Single copies of the pamphlets mentioned will be fur- nished. upon application to the head- quarters of our Committee on American Citizenship." The most superficial glance at condi- tions in America today must convince every thinking man that there is urgent need, not only for a more general educa- tion of our children, but also for co- operative effort with educators in a more intensive education particularly along the lines that have been above briefly outlined. We note that the Congres- sional Committee on Education reports that statistics put America in the ninth place among the nations in regard to our status in education; that one out of every three persons in America is either December, 1923 TS foreign-born or the child of foreign-born parents, that of the fifteen million for. eign-born in the United States seven million cannot read or write the English language and that two million cannot read or write any language. Further, radicals among the native as well as the foreign-born advocating both openly and secretly various degrees of communistic doctrines as substitutes for long-estab- lished American institutions, show the urgent need of a more universal educa- tion in true Americanism as never before in our history. To this movement the American Bar, in cooperation with various other organ- izations, desires to contribute its quota of service, dnd to codéperate with teach- ers in every practicable way in training the children in our schools as our army of future defense, for It is not on fields where cannons pour shells upon the foe Can you train the soul of Freedom in the things it ought to know. The old bell at Philadelphia rang its notes and then was still; But its voice today is speaking from the schoolhouse on the hill. And from the schoolhouses of America must come students possessed of not only various forms of knowledge, but hay- ing more especially a knowledge of ‘American history and institutions and a spirit of service that will make them good American citizens. “The Schools of America Must Save America!” AMES MADISON ON EDUCA- TION—While it is universally ad- mitted that a_ well-instructed people alone can be permanently free people, and while it is evident that the means of diffusing and improving useful knowl- edge from so small a proportion of the expenditures for National purposes, | cannot presume it to be unreasonable to invite your attention to the advantages of superadding to the means of educa- tion provided by the several States a seminary of learning instituted by the National Legislature. . . . Such an institution, though local in its legal character, would be universal in its beneficial effects. By enlightening the opinions, by expanding the patriotism, and by assimilating the principles, the sentiments, and the manners of those who might resort to this temple of science, to be redistributed in due time through every part of the community, sources of jealousy and prejudice would be diminished, and greater extent given to social harmony. Second annual mes- sage. ‘ 1 “= o0cUlUlUMmEtlCUhlUr PP — ———— ae we we Culture and Professionalism in Education Professor of Philosophy, Columbia University N EDUCATION as in sport the amateur has always had a higher standing than the professional, even if the professional had greater skill and won more There may be some snobbery mingled with this state of affairs, but in the main it is due to the idea that the amateur cares for the thing itself and pursues it, whether golf or learning, from love of the activity, while with the professional the activity, whether science or a game, is subservient to pecuniary rewards and other external consequences. It is not surprising ac- cordingly that a great number of persons are deeply concerned about present tendencies in education, especially in the higher schools, for they seem to see everywhere an irresisted movement to successes. professionalize teaching and learning. The amateur of learning hardly seems to be holding his own as well as the amateur in sports. It is not hard to make out a case. Disinterested inquiry and idealistic devotion to the things of the mind in science and art are not flourish- ing in our high schools, colleges, and universities as are the studies that pre- pare for what is called practical life. The campus of almost every large edu- cational institution in the country presents to the observer professional schools of business or commerce, of teaching and of journalism added to the traditional schools of law, theology, and medicine, while the branches of technical study in engineering and agriculture have been indefinitely multiplied. Many colleges have a large part 6f their under- graduate work so arranged as to overlap work in the professional schools so that they are in effect professional prepar- atory schools. Hence there is lively solicitude as to higher schools are going to surrender to the practical and industrial spirit of the age, until that discriminating love of thought and its products that we call culture shall have been buried under modes of training that prepare students for their future vocations. Although there are deplorable features in the present situation and dangers for the future, a consideration of their causes is more helpful than lamentation and scolding. In the main, these causes love of whether our Joun Dewey seem to be twofold. In the past, liberal studies and culture were the almost ex- clusive class, which, however, was not an idle class, for it was in general control of political affairs, and through the responsibilities possession of a leisure and contacts of social management se- OHN DEWEY, recognized through- out the world as the foremost liming student of educational problems, jas through his writings and teaching,-for more than thirty years, profoundly in- fluenced our schools from kindergarten to university. Dr. Dewey is largely re- sponsible for the American school life which has char- acterized the past quarter of a century, transformation of our schools now being considered “the happiest schools in the world.” He has been associated with the universities of Michigan, Minnesota, and Chicago, and for nearly a decade with Columbia Uni- versity. cured a wide horizon and a serious and dignified outlook on life. Moreover the status of the members of this leisure class was hereditary, so that there Was opportunity for the development of a continuous and cumulative tradition of taste and interests. The masses of the people were occupied as they always have been with getting their daily living. They had no part in the direction of social [397] consulted in foreign. they were not affairs—domestic or society ; political Their interests were confined to their own parish and dooryard, and they naturally had no share in any education except the most elementary practical and vocational apprenticeship. At the present time there is no social class predestined to play the major role in politics and in social management. Actual control has passed largely into the hands of practical business men, but this class is not a closed class but is ever changing its personnel with the ups and downs of economic fortune. have been politically emancipated and in theory at least share in the control of society and the State. time and material resources as their fore- fathers had not; they have access to cheap The masses They have free and varied reading matter. In conse- quence of this great social revolution, the leisure class with which the whole tradition of the past was bound up tends to disappear or to become a merely idle class. Its representatives in our higher schools do not go in for professionalism, but neither do they go in for culture; they are de- voted to luxury and And in comparison with the nominal concern of this class or traditional liberal studies, and their actual lack of any intellectual interests, the assiduity and seriousness of students with professional aims stand out in a refreshing way. Large numbers who had neither op- portunity, money, nor motive for getting a higher education in the past now have the chance and the means of improving their careers by getting an education. The tradition behind them being by force of necessity that of industrial en- culture and education in sport. deavor and achievement, it is natural that the same standards should persist for a generation or two at least. Vocational education is not new; it has always been the only training re- ceived by the great mass of mankind. What is new is the opportunity to get this education somewhere else than -in the home or shop and in some other manner than by indenture or by imita- tion of associates. The rapid growth of professional ten- dencies and aims in higher education ap- pears then to be the effect of the social 398 and economic changes of the last century and a half. No such political and in- dustrial dislocation could possibly occur without a great educational change. The decline of the traditional leisure class has given a shock to the studies and intellectual interests associated with it. The economic and political elevation of the masses has intensified the studies and interests which have been in the past the pre-occupation of the masses, as it has also afforded new facilities for realizing their practical ambitions. Even if it could be proved that the present movement toward profession- alism in education were historically inevitable, it would not follow that it is desirable or admirable. But the placing of the movement in its historic setting shows that if there has been loss on one side there has been gain on the other. Large numbers of students may not be getting the ideal education, but at all events they are getting some scientific training and intellectual outlook while their ancestors only a few generations ago were not getting any higher school- ing at all and much lower instruction. It is even possible that it is only in ratio that professional studies have gained upon liberal ones, and that in absolute amount the liberal studies have not ap- preciably lost. But the chief value of the historic in- terpretation is the ground it gives for believing, with some reasonable confi- dence, that present tendencies are tran- sitory, since they are the expression of a rapid and recent social transition. It is natural that newcomers ‘to an_ intel- lectual and liberal tradition should bring with them their own old tradition. Since by necessity and through no fault of their own their background is mainly that of getting a secure livelihood and obtaining success in a career, why should not this aim be projected by them into education when they get a chance at it? Meantime there is some contact with intellectual pursuits and aims, some de- gree of reshaping of thought and pur- pose, and it may well be that a new and much more widely and solidly estab- lished tradition of culture is in process of development. The great universities of the middle ages in Europe were groups of professional schools, and yet it cannot be doubted that they were largely the authors of the free artistic and intel- lectual movement that we call the Renaissance. After all, the friends of liberal and so-called cultural studies are somewhat to blame for the existing state of affairs Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION which they deplore. They have often made a cult out of culture and treated it as a sacred and highly protected industry. Imagination sensitive to things of in- tellectual value and a power of discrim- inating choice among the values that sur- roundings offer are the chief marks of the cultivated mind. Even if, at first, these things are only secondary accom- paniments of the pursuit of knowledge and mental discipline carried on pri- marily for professional ends, yet if they are as worthy and delightful as we friends of culture think they are, even incidental acquaintance with them ought to breed a more whole-hearted interest and devotion, till from the training of the professional there emerges the person who has the spirit of the amateur com- bined with the seriousness and trained skill of the professional. I do not believe, however, that we should sit idly by and wait passively for this hope of a future transformation of professional tendencies to be realized. There are things that can be done to facilitate and hasten the process. I hesitate to call culture a by-product be- cause the word might seem to insinuate that it is unimportant. But culture is not a specific and direct aim. As mor- alists have said that happiness is best at- tained by not aiming directly at it, but by devotion to things that bring happi- ness in their train, so it is with culture. It is a fruit and reward of other activ- ities. There is nothing in the subject- matter or method of professional studies that prevents them having this fruitage. It is a question of the spirit in whch they are carried on. A school of law, medicine, engineer- ing, or theology that teaches only enough science to be a directly practical tool and teaches it only as a subordinate device for material success, and not for the sake of insight into principles will not be favor- able to culture... But that is the fault of the spirit of the teaching and learn- ing, not of the subjects taught nor of the fact that useful application is ultimately to be made of the things learned. The more the scientific spirit of inquiry, the more love of thinking is introduced into professional teaching, the surer is broad and liberal intellectual interest and taste to be the product. Again while professional studies have to be conducted with the ultimate ap- plication in view, this application may be personal success, pecuniary and com- petitive, or it may be more widely social. There is a great difference in the at- titude, for example, of the engineer who December, 1923 iiasinsaeteseaestinsesarenmannarsnsapeastainsaacemmene qe looks upon his special training as a means to the material success of himself or his employer, and the one who also sees in it a means of solving some of the most acute social problems of the present. In the degree in which the broad human factor enters in, culture is a consequence, Our friends in the professional schools will not take offense if we say that many of us who are engaged in non-profes- sional fields of inquiry and teaching often feel some misgivings at present tendencies and wonder whether because of these tendencies academic considera- tion of philosophy, history, and of the natural and social sciences is going to suffer. Fundamentally we are co-work- The more theoretical studies do not attain their highest development until they find application in human life, contributing indirectly at least to human freedom and well being, while the more practical studies cannot reach their highest practicality save as they are animated by a disinterested spirit of inquiry. At present the current sets your way rather than ours, and time it did, you may think, in view of much of past educational history. But in our common interest, we may ask that we join together to foster in any and every department of the university interest in inquiry and liberal discussion and love of scientific thinking. When all teaching, whether labeled primarily liberal or professional, has this end as its goal, we shall develop in our schools what may be called the amateur professional—the man and woman who unite the seriousness, unity of purpose, and skill of the professional with the breadth and freedom of thought -and desire characteristic of the amateur. ers. some Is your library organized for educa- tion?—-The American Library Associa- tion believes that every student from the elementary school through the uni- versity should learn to use and appre- ciate books and libraries, not only that he may study to advantage in school, but also that he may continue through adult life to benefit from the resources of libraries. To accomplish this there should be a supervisor of school libraries in every State and province, and a school libra- rian and supervisor for every school sys- tem—city, county, township or district. We therefore recommend as a mini- mum standard that there be at least one full-time school librarian for an enrol- ment of 1000 elementary and _high- school pupils.—A. L. A. Bulletin. ir ir e, ie a- S- {I- 1€ 1 - Vol. 12, No. 10 . [HE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 399 School Control J. G. MAsrers Principal, Central High School, Omaha, Nebraska FEW days ago a member of the Student Control in our high school remarked that he had obtained a great deal of pleasure from being a member of the Control and in keeping other people ‘Gn line.” He said he looked upon the whole matter as a game and that before he became a member of the Control he had matched his wits with faculty wits in trying to get ahead of them. This had given him a great deal of pleasure. His last two years in the high school gave him an equal amount of pleasure in checking misdemeanors of others. This attitude may be taken as that of a considerable number of boys and a few girls in every high school. The gaming instinct, so strong in most in- dividuals, finds expression in the adoles- cent mind when he matches his wits against those of his teachers. In this will be found a cogent argument for the teacher being “one of the gang.” It is a wise teacher who can understand and appreciate adolescent life far enough and enter into their activities sufficiently to be one of them. More teachers could do this if early in their teaching careers they would set out with a conscious determination to adapt themselves fully to the ever-changing, effervescent, adoles- cent nature. In all that we do we need to keep in mind clearly that the end of school discipline is a noble, well-rounded char- acter well able to meet the responsibil- ities of ever widening group relation- ships. Direction and training must help the individual to respond better to these varied demands. Disobedience comes through one of three causes: ignorance, awkwardness, wilfulness. The teacher should know into which of these categories each case of discipline falls. If due to either ignorance or awkwardness, advice, help- ful suggestions, and a kindly interest are the remedies. If the action is wilful, it must be regarded as a separation be- tween the self and the ideal self. The problem then becomes one of restora- tion—of getting the individual to see the ideal in conduct. Sometimes the indi- vidual refuses to see. Since the deed is in his will and since a good many in- dividuals have an innate desire to have their own way in this world, it may be that some type of punishment will be necessary to bring about the restoration of spiritual unity between the individual and the school. Now, punishment does not necessarily mean bodily pain. It may mean the separation of the indi- vidual from the usual activities; it may mean only the expression of regret on the part of the teacher that the indi- vidual is not able to live up to the re- sponsibilities thrown upon him; it may be an analysis in which the individual is shown as lacking strength of decision. If the case is due to wilfulness there are several don’ts which should be kept in mind by the teacher: Don’t talk; don’t scold; don’t worry; don’t berate the student. Simply bring about some sort of separation of the student from the class. This may be done in several ways: Tell the student that he may not recite ; give him a seat apart in the class- room; have him step into the hall; send him to the office or, send him to some other teacher by prearrangement. The teacher owes it to her class and to her work the duty of carrying on the recita- tion in a composed manner. The troublesome member may be considered after class or after school. The most efficacious part of the whole proceeding is that a separation has been set up be- tween the offender and the _ school. President Eliot one time said to the stu- dents of Harvard: “In this University, there is only one penalty—exile, separa- tion from this blessed community.” If the offense is serious, one of the finest and best cures in the world is to send a student to the office and let him sit for hours without any recognition whatever. When the prodigal son had spent all, and was greatly in want, he had plenty of time to think it over. While engaged in that most humiliating experience of swine feeding, he had still further time to think and consider. It was then that he came to himself. In other words, the solution of the whole problem was wrought out in his own life while there was a separation. An obstreperous pupil in a high school should be allowed a day in which to sit and think it over and to communicate with his own thoughts. _If this is not sufficient to restore the wholesome at- titude and determination within him, give him two days to think it over, and if necessary give him a whole week. In the meantime, the teacher o1 principal should be patient and go on with the other lines of work so greatly in need of attention. to say to the student, “I am sorry for this situation, but really I do not know what we can do about it. I am sorry you did this.” With this, pass quickly away and allow the student to meditate for a few more hours. While he is still in the “Slough of Despond”’ ask him to write statement of the matter. If the offense is serious, and especially if it has been repeated, send him home with a note to the parents, expressing regret for the student’s fail- ure to live up to his finer self, and ask- ing for the codperation of the parents, keeping always a copy of the notice sent. When a student comes to himself, do not scold or berate him. Have him write out his own statement. Tell him that you are glad for this new and determined resolution and that you believe he will live up to it. Keep all of this on file for future reference. In serious cases, write a note home requesting the parent to come, and express always to them the hope that the student will fall in with the plans of the school, get his work in good shape, and go on without further trouble. Youth thinks that the road to freedom is through rebellion. Many are willing to take the hazard. Youth is young, curious, irresponsible ; this is the “namby- pamby” age. The teacher must, there- fore, assume a great deal of responsibility to see that young men and young women develop into strong noble characters. Idealism in conduct and careful guidance will generally develop the power of in- hibition in our more or less undeveloped youth. School control must always have posi- tive, forward-looking, constructive goals and is to be regarded as an integral part of the program of the school. ‘The best method of solving problems of discipline is to reduce the number of such problems to a minimum. It can be done by mak- ing the work so appealing that the stu- dents will seldom think of getting into mischief. Each teacher can do his part by having his work thoroughly planned and conducting the recitation in a busi- ness-like manner with no waits. The teacher who handles his or her own cases of discipline gains daily strength and prestige. But it is conducive to the wel- fare of the school to have a principal or superintendent with a hardy spinal col- umn to support the teachers when troublesome cases occur. To be a good It is a good plan out a 400 disciplinarian—no matter where, school, home, or factory—requires tact, patience, common sense, good judgment, persever- ance, will power, and above all poise and the “milk of human kindness.”’ One of the greatest surgeons in the THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION Mississippi Valley says he regards every unsuccessful operation as a fault of the physician in charge. Are we who are directing the intellectual and spiritual lives of American boys and girls willing to take such an exalted position? “There's Music in the Air’ Peter W. DyKEMA Chairman, Department of School and Community Music University of Wisconsin, Madison NEW significance has been given the text of the old song, the title of which serves as the name of this brief article. Mechanical devices such as the phonograph, the player piano, and radio, added to the immense developments in school and community music during the past decade, have filled every hour of the twenty-four with music of one sort or another. The constant and heated argu- ments regarding jazz indicate that not everyone is convinced that all we hear is desirable. It is evident that we have unloosed the floods of sound, but im- probable that we are properly controlling or directing them. ° Everywhere with thinking people, there is a consciousness that we are too little concerned with the kind of music we hear. Even the unthinking man be- lieves that there is in good music a desir- able influence which he is not sufficiently utilizing. In every community there are forces which might, properly directed, vitalize the power of music. Too fre- quently these forces fail to get satis- tactory results because they are not united. The overcoming of this inef- ficiency through the correlating and fo- cussing of music endeavors is the essence of those numerous and varied attempts to influence the music of the masses which are grouped under the term, com- munity music. This term, which many erroneously think includes only the type of mass singing which became popular during the war, is properly used for any musical movement which has as its aim the greater social application of music. One of the most striking recent ap- plications of this idea is the music mem- ory contest. The hundreds of cities which, in the last five years, have used this ingenious and effective plan for ac- quainting more people with the best music, have been convinced that there is in the right kind of music a power for good as yet but slightly utilized. The contest itself assumes many dif- ferent forms, but it is fundamentally simple. It is a game, a variation of the old competitive idea. A certain number of worthwhile compositions are selected, announced to the public, and finally, after a period of a month or more for becoming acquainted with them, played, in whole or in part, to everyone who wishes to test his ability to identify the music played. From this general outline, numerous developments have been made. ‘The number of compositions may vary from twenty to a hundred; the time of study- ing them, from a month to thirty weeks; the opportunities for hearing them dur- ing this period may depend upon the initiative of the people at large, or it may be organized in the form of music parties. With children in the schools, it may develop into a carefully developed series of study lessons. At the contest proper the entire composition may be played or just a portion, either a usually known section or some unimportant and scarcely recognizable passage. It may be per- formed modestly by a pianist alone, by a small group of instruments, or even, as in Cleveland and in Chicago, by the city’s great symphony orchestra led by its sympathetic director who sees in the movement the creating of intelligent and appreciative future symphony or- chestra supporters. The information required from the contestants may be merely the name of the composition or it may involve adding also the composer, his nationality, dates of his life, and im- portant facts regarding his life and the particular composition studied; the gathering of interpretative material may be limited to reading brief articles which are printed regularly in the local news- paper or may extend to combining into elaborate scrapbooks literary, musical, and pictorial material from a wide variety of sources. The stimulus for carrying on the contest may be either the mere desire to know good music, or the December, 1923 obtaining of prizes of greater or lesser value, ranging all the way from a button or badge to a phonograph or a grand piano. In practically all cities, the public schools form the chief unit in the contest. Music supervisors enthusiastically jp- dorse the project and make it a definite part of the music activities in the schools. Recognition of the general community values of the contest has led to its being extended to the community at large. In’ this way, codperation in performing the numbers has been obtained from churches, theaters, musical organizations, individual performers, music, and other merchants. “The newspapers have pub- lished not only general items regarding the plan of the contest, but have given extensive space to biographical and analytical notes concerning the contest numbers. Much of this newspaper pub- licity has been collected by the National Bureau for the Advancement of Music, 105 West Fortieth Street, New York City, and may be had free of charge upon application. The music department of Community Service, 315 Fourth Avenue, New York City, has published bulletins at a nominal cost which give complete directions and material covering the inaugurating and carrying out of every phase of a music memory contest. As indicating the kind of material which is being used in this contest, there are given below two lists. ‘The first is that which is recommended and printed with complete annotated notes by Com- munity Service. A first music memory contest list— From the Land of the Sky-Blue Water, by Cadman, American. Minuet in G, by Beethoven, German. Triumphal March from Aida, by Italian. Sextet from Lucia di Lammermoor, by Doni- zetti, Italian. Stars and Stripes Forever, by Sousa, Amer- ican. Verdi, Unfinished Symphony: first movement, by Schubert, Austrian. Barcarolle, from Tales of Hoffman, by Offenbach, French. Danse Macabre (Dance of Death), by Saint- Saens, French. Old Black Joe, by Foster, American. Liebestraum (Dream of Love, No. 3) by Liszt, German. Melody in F, by Rubinstein, Russian. Oh, for the Wings of a Dove, by delssohn, German. Largo from the New World Symphony, by Dvorak, Bohemian. Minuet from Don Juan, by Mozart, Austrian. Two Grenadiers, by Schumann, German. Morning; and In the Hall of the Mountain King; from Peer Gynt Suite, by Grieg, Norwegian. To a Wild Rose, by MacDowell, American. Pilgrims’ Chorus from Tannhauser, by Wagner, German. Marche Slav, by Tchaikovsky, Russian. Men- Vol. 12, No. 10 Silent Night, by Gruber, Austrian. Swing Low, Sweet Chariot, Negro Spiritual, American. Blue Danube Waltz, by Strauss, Austrian. Polonaise Militaire, by Chopin, Polish. Hallelujah Chorus from “The Messiah,” by Handel, Anglicized-German. ; The second list is the one which the Madison Community Music Committee used for its Fifth Annual Music Mem- ory Contest during the fall of 1923. This list is based upon the following con- siderations. (1) Making three classes of material—easy, moderately difficult, and difficult. While normally these three classes would be distributed as fol- lows: Class A, for children in the first four grades; Class B, for children in the fifth through the eighth grade; Class C, for high-school students and adults. (2) There are thirty-two compositions which is an increase of four over the pre- ceding lists. Since the material on the whole is simpler than it ever has been before, and, in most cases, much shorter, this ought to prove no hardship. (3) The general plan would be to have four compositions a week for eight weeks, one of Class A being assigned to Monday, one of Class B to Tuesday, another of Class A to Wednesday, and one of Class C to Friday. (4) Unfortunate as it is to restrict ourselves to material that has been recorded on phonograph records, the advantages of having the material thus obtainable are so great that we have adhered to it. Extreme limitations are placed upon the making of any list by this restriction. for instance, to get a proper representa- tion of American composers, especially in the more serious forms. Madison’s fifth community music memory contest held inthe fall of 1923—Class A consists of simple ma- terial which may be studied by persons who have little time to give it. It is even simple enough so that children below the fifth grade may become ac- quainted with this material, and may have a contest of their own. The ma- terial in Class B is more difficult and is intended. for all persons who wish to take the time for a more advanced study. In the schools this class will, according to Miss Anna Menaul, supervisor of music, be studied by children below the high school. The final group contains some of the finest masterpieces of music and represent adults and students in the high school. These classifications are, of course, not final, and any person may prepare himself to take the contest in any. of the groups he desires. Class A. It is almost impossible, 12 selections—From the Land of the Sky-Blue Water, by Cadman, Amer- ican. Het JOURNAL OF THE NATIONAL Epucation AssoclATION 401 Could I Live My Teaching Life Over I. G. WILSON Head of English Department, Kansas State Teachers College, Pittsburg, Kansas 1. I would be loyal to my district, to my town, to the parents, to the pupils, to the superintendent. It pays in return with friendship, love, and dollars. 2. I would be punctual at school, at meetings called by my superin- tendent, and at any function where my example might be followed. 3. I would keep a question-book that I might consistently ask my superintendent concerning the things that had bothered me. Business people do this for exhausted sup- plies. 4. I would take care of my own problems quietly when I could not conveniently consult my _ superin- tendent. 5. I would hand in reports called for promptly and accurately. 6. I would be professional—join local, State, and National Associa- tions, and attend teachers’ gather- ings. 7. I would have the best certifi- cate that I was able to earn, as early in life as it could be acquired. 8. I would speak kindly of my predecessor, and forget about my enemies. 9. I would watch the ventilation of my schoolroom more closely, for fresh air and sunlight accomplish wonders for health. 10. I would be economical in the use of supplies, but never niggardly. 11. I would give extra time to the slow pupils, the ones who need my services most. 12. I would hesitate to send so- called bad boys to the principal or the superintendent. It would only weaken my own authority. 13. I would remember that there is good in every child. 14. I would make few rules. fewer made, the fewer broken. 15. I would not keep pupils in at recess, for that is their natural play time. The 16. I would follow my program even if visitors were present. 17. I would frequently talk of the pleasures of high school and college that my pupils might imbibe the spirit. 18. I would watch for the growth of my pupils. 19. I would visit the children occasionally in their homes and urge the parents to visit the children at school. 20. I would be exceedingly care- ful about neighborhood gossip. 21. I would visualize the children’s future. I would build cathedrals rather than outbuildings. 22. I would place oil upon the troubled, grinding, rusty places where friction was evident. 23. I would cultivate an optimism that would not permit self-pity. 24. I would prepare carefully for a better field of service through pro- gressiveness, education, health, and good fellowship. 25. I would try to convince my patrons that education is an invest- ment and that taxes can never be too high when the output shows worthy returns. Shepherd’s Boy, by Grainger, Australian. National Emblem March, by Bagley, Amer- ican. The Bee, by Schubert (Francois), German. The Slumber Boat, by Gaynor, American. Minuet from Orpheus, by Gluck, German. Narcissus, by Nevin, American. Susy, Little Susy, from Hansel und Gretel, by Humperdinck, German. Selections from Robin Hood, by American. All Through the Night, Folk-tune, Welsh. Dagger Dance from Natoma, by Herbert, American. Waltzing Doll, by Poldini, Hungarian. Class B. The 12 selections of Class A and the 12 additional selections listed below—The Year's at the Spring, by Browning-Beach, American. Irish Love Song, by Foote, American. Invitation to the Dance, by Weber, German. What Shall he who have Killed the Deer? by Shakespeare-Bishop, English. Andante, from Surprise Symphony, by Haydn, Austrian. Selections from the Mikado, by Sullivan, English. DeKoven, Minute Waltz, by Chopin, Polish. Tannhauser Overture, by Wagner, German. Danse des Mirlitons (from Nutcracker Suite), Tchaikovsky, Russian. Poet and Peasant Overture, by von Suppe, Austrian. Papillon (Butterfly), by Grieg, Norwegian. Fifth Symphony, Allegro, Andante, by Bee- thoven, German. ‘ Fifth Symphony, thoven, German. Class C. The 24 selections of Classes A and B and the 8 additional selections listed below—From an Indian Lodge, by MacDowell, American. ; My Heart Ever Faithful, by Bach, German. A Song of India, by Rimsky-Korsakov, Rus- sian. Overture, Finlandia, by Sibelius, Finnish. Lift Thine Eyes, trio from Elijah, by Men- delssohn, German. Erlking, by Goethe-Schubert (Franz Peter), Austrian. Songs My Mother Taught Me, by Dvorak, Bohemian. Allegretto from C Minor String Quartet, by Brahms, German. Scherzo, Finale, by Bee- Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1923 The Antioch Plan Horace B. ENGLISH Professor of Psychology, Antioch College Yellow Springs, Ohio HE DOUBLE difficulty which faces one who would present the es- sential characteristics of the Antioch Plan to a public which has been some- what surfeited with magazine accounts of “this novel experiment in education” is to tell anything which is not already known while correcting what has been in some cases an undue emphasis upon certain features of the plan. The most striking feature in public estimation has been the so-called co- operative plan, according to which the student body is divided into two groups for alternating periods of work and study. For five weeks one student of each pair is at work in some industry, business,.or professional office while his alternate is in college. Then the func- tions of the two are reversed. It fol- lows, of course, that the class-work in each subject is given twice in alternating periods of five weeks. Each student gives twenty weeks in the year to his academic work and twenty-six to his “coéperative job.” Like virtually every other feature of the Antioch Plan, this is not a new idea.t It springs essentially from the same motives which underlie the project method in elementary and secondary edu- cation. The youths of two generations ago came to college with a background of experience of actual workwhich is denied the youth of today. Most were farm boys or boys from small towns. They lived close to the occupational verities of their day and age. ‘Today this is much less so. The introduction of automatic machinery and the means of rapid communication have worked in the last fifty years a transformation in the economic structure as profound, per- haps, as that which followed the intro- duction of steam. All this is the veriest commonplace; but to what extent, one must ask, has it found any expression in the educational theories and practices of our colleges? The point must not be pushed too far. ~The plan of coéperative work and study was first put into execution by Dean Schneider, of the University of Cincinnati Engineering College and has since been fol- lowed in several other places. In all these cases it has been associated with technical training. As will be seen, the novelty of its application at Antioch consists in the setting and in the purposes which it is made to serve. Individual courses have moved with the times. Thus courses in economics at- tempt to interpret the momentous changes in the modes of production. Psychology is beginning to furnish an understanding of the way men feel and act under modern industrial conditions. But in the curriculum as a whole (in the relatively few cases where one may speak of the curriculum as a whole at all) there have been surprisingly few changes. Such courses as deal with modern movements are attempting this task of interpretation to young people who have had relatively little opportu- nity for vital acquaintance with the prob- lems. If it is the function of a liberal and cultural education to provide an adequate orientation to the problems of contemporary living, then it is essential to supply acquaintance with the facts and conditions of contemporary living; and it is surely obvious that purely academic acquaintance is not living ac- quaintance at all but merely what James calls “knowledge about.” We place this educational and cultural aspect of the codperative scheme of half- time employment first because it em- phasizes the point of novelty, if any, in the application of this scheme at Antioch, and because it may give the clue to our underlying purposes. The notion that Antioch is striving to be merely a more successful technical college along some- what novel lines is one of the hardest to combat. Antioch does believe in educa- tion for vocational fitness; but Antioch believes just as firmly in education for integral living. We insist, however, that merely academic education, even in the best sense of that much abused term, is not adequate to the complete fulfilment of the cultural ideal. Naturally industrial employment, at Antioch as in American life, is the com- monest form of economic activity, but it is by no means the only kind of ex- perience through which Antioch students obtain this first-hand acquaintance with the economic processes of modern life. It is one of the most valuable means open to the average inexperienced college stu- dent. Antioch students work in stores, offices, schools, newspaper offices, engi- neering and construction firms, social settlements, libraries, and other institu- tions. They teach, do employment re- lations work, accounting, advertising, life insurance writing, shop work, engi- neering, selling, and perform various other services. But whatever the em- ployment, the desired insight into the economic basis of civilization comes best when the student worker is placed under the same circumstances as any other employee, working for and earning his wages under penalty of being dis- charged. The result has important by-preducts in a large measure of self-support during college years, without the losses of jir- regular hours and broken social contacts that are characteristic of self-supporting students in the conventional college; and in Opportunity to test one’s fitness for prospective wocations. Self-support js important for other reasons than because it enables students more nearly to earn their way through college. A very great change in viewpoint is induced in the> minds of the students when they cease to be immature wards or parasites, and take their places as self-sustaining mem- bers of society, with, for example, budgeting problems to consider and solve. The necessity of rendering a full meas- ure of service in return for value re- ceived rapidly develops in the more re- sponsive type of students a sense of responsibility and self-reliance. They receive intimate training in the economic value of human effort and learn some- thing of the cost in labor of modern civilization. Since there are applicants for admission whose chief motive seems to be the possibility of self-support, it seems well to emphasize that the extent of such self-support is easily exaggerated. During the freshman year, the average Antioch student needs about $300 (or if a girl, $400) more than is saved. Self-support is only one of the incidental values of the plan, and Antioch does not desire students who have no deeper sympathy with its aims. Another important aim of Antioch_is vocational guidance. A young man or woman at seventeen or eighteen cannot be expected to understand the require- ments of the various vocations, nor can such a person have had the necessary experience to learn the price which must be paid for success in certain endeavors. This has contributed largely to a certain inefficiency in the work of the technical college. An amazing proportion of mis- fits is inevitable where direct vocational training is beguns without adequate knowledge of the requirements of the profession or of the individual’s equip- | ‘e oes Fo — Vol. 12, No. 10 ee —t—t—‘—S ment to cope with them. (Ten years after graduation of the members of one class of a certain large engineering col- lege, over sixty per cent are not follow- ing the lines for which they were os- tensibly trained.) But while to delay the final choice of a life profession until one has had time to examine the structure of our society in actual operation has obvious advantages, it means, under the traditional scheme of college education, that there can be no direct vocational training in college. The plan of alternating study and work permits a solution of this old dilemma. By a judicious shifting of types of employment (ordinarily such shifts are made annually), the_student-is led_gradually to crystallize his ideas about a general field for a life work. Every advance in ideas comes on the basis of definite information or new ex- perience. At each step he is led in classes and personal conference to examine the nature of the vocations with which he comes in contact in his codperative em- ployment, to analyze the place of these vocations in human affairs, to itemize the qualities which make in them for suc- cess or failure, and to examine his own ability to cope with these demands. The period of trial and error or what Rob- inson has aptly called “‘fumble and suc- cess” is thus made coincident with, in- stead of subsequent to, college training. Not only is the period of fumbling eco- nomically thus thrown earlier in one’s career, but to a considerable extent or- ganized guidance is substituted for this fumbling. So much for certain of the vocational features of the Antioch Plan. Others can be best understood in connection with a consideration of the curriculum. The writer has failed if it is not evi- dent that the_ underlying spirit is not narrowly utilitarian but is broadly cul- tural. It would be unsafe, however, to leave the student without guidance and instruction to work out the philos- ophy of life implied in the whole Antioch program. And an intelligent apprecia- tion of life is as important for effective living and social usefulness as is the maximum development of individual gifts. It is this which gives to the liberal arts courses their permanent values. Antioch College does not feel that they can be surrendered in any scheme which aims at a complete education. Nor may these values be safely com- mitted to the unrestrained election of the undergraduate. To leave to the stu- dent the choice of cultural subjects when THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION he has neither a basis for judging their values nor any real measure of his own capacity to profit by them is to couple ignorance and responsibility in unholy union in the manner which has been the curse of all libertarian movements from Rousseau down. |For it is a large part of the function of the college to discover to the student values hitherto not dreamed of, as well as to assist in the development of powers and knowledge in fields already familiar. \It is not the purpose to dictate to the student which fields of knowledge he must be interested in, but to supply him with an adequate basis in information to make his own choice intelligent; and to influence that choice by so presenting subjects that the student is led to discover how they relate to his interests, and what unsuspected values they possess. If this function of influencing and directing the student’s interests is to be assumed by the college faculty, its exercise must be preceded and accompanied by rigorous, judicial appraisal of the relative values of pos- sible courses. It is in this conviction that Antioch has determined upon a sequence of re- quired courses which resembles some- what more than superfcially the old sequence of required courses in vogue before the days of President Eliot at Harvard. A great contribution of Dr. Eliot was that in breaking up adherence to antiquated cultural standards, he in fact allowed a new appraisal of present values. The most fatal defect of the old system of required classical studies was not its failure to fit the needs of the individual, .but its failure to suit the needs of its day and age. ‘The curric- ulum must change with the changing conditions of life. A fresh survey has been made at Antioch of the main sub- jects of human concern and the cur- riculum has been planned so that in no great department of human interest will the student be without a basic insight. An orderly sequence and insistence upon the interrelations of subjects as taught in the various courses forms an essential and important feature of this plan. As might be expected, the sciences, pure and applied, loom large in the list of required subjects. Mathematics as a tool and as a model for quantitative thinking, that is, as a sort of applied logic, must be carried beyond the high-school level. Introductory courses in physics, chem- istry, biology, geology and astronomy, and psychology are required. ‘The trend of the modern age is reflected in the teaching of history as a branch of 4- “~~ social science in which is traced the de velopment of social institutions and of the great social and political ideas which have moulded modern Lit- erature, as the most intellectual of the arts, is the heart of the cultural subjects. society. It is viewed as the study of the develop- field of human concern; but more especially in ment of man’s ideas in every science, religion, and the applied philos- ophy of life. Philosophy, more strictly speaking, as the ever-renewed attempt ot man to read the final meaning of things finds its recognition. Roughly one third of the thus devoted to the effort to learn what are the chief kinds of prob!ems and_the manner of their solution. while more largely concentrated in the student’s entire .cours2_ is These courses, early years, are scattered over the entire six years which are normally required under the codperative plan of alternating work and study. The habit of study and interest in things outside one’s range of the immediately practical has over such a period of years a far greater chance of becoming permanent, than when limited to three years of pre-pro- fessional college work. A number of courses, moreover, form a transition to those which may be designated as strictly vocational. Such intermediate courses are most of those offered in economics and personnel man- agement. In many of these the student is led to consider the problems which arise from the current economic organi- zation of society. For the training of industrial statesmen such courses have a unique value. And industrial statesmen, if we may be pardoned the use of a rather imposing term, is what Antioch seeks to develop. The aim is to train men and women capable of independent management and proprietorship. ‘There are several mil- lion proprietors in America, including not merely manufacturers and shopkeep- ers but farmers, publishers, professional men and women in private practice, and home makers. No other field offers such opportunities as proprietorship and management for financial returns, inde- pendence of action, social and civic service, and the full development of per- sonality and power. The training for such management is, however, not special but general. It im- plies a certain economic adaptability and understanding of human relations, an ability to analyze a problem in business or otherwise into its component factors and, once the problem is so resolved, to find the practical solution. Codperative 404 THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION December, 1923 employment, by bringing the student in contact with a number of selected enter- prises, gives him a background of ex- perience which is the essental basis for ready and sure intuitions. ‘This is en- riched in the classroom where the prob- lems in economics, accounting, advertis- ing, records, personal relations, and the like are discussed with the codperative job as the background. ‘The problems which accrue to the management in in- dustry are constantly before the student in both college and job. Every effort is miade to induce an unprejudiced attitude towards industrial problems. As _ stu- dents develop in maturity, responsibility, and knowledge of the particular enter- prise, they are assisted to positions in which they have opportunity to exercise their growing powers of management. It will be observed that comparatively little time is given to definite, particular, technical training. ‘This is due to two facts. ‘There is a growing conviction among successful men of affairs that there is something fatally wrong with systems of technical education, whether the protestant is himself a prod- uct of such a system, a professor in a technical school, or an untutored man like Mr. Edison. The most pressing need of industry is not so much for more men of specialized technical proficiency, as for men of imagination and vision. Granted these, a minimum of technical knowledge and skill very frequently will suffice. And this leads to the second point. While it is possible to teach many of the general principles of a particular profes- sion, the vast majority of the important factors must be learned on the job. It is this fact which lends color to the cheap sneer about merely theoretical or academic knowledge. Even in respect to principles which can be definitely taught as contrasted with those which must be learned but cannot be taught, immediate effort to apply those prin- ciples has immensely great value and efficiency. Thus we return once more to the co- operative system of part-time employ- ment. As the student gradually nar- rows the field of his immediate voca- tional interest and approaches a final choice of a vocation, he is assisted to posi- tions in those vocations, or to an oppor- tunity to undertake his own project. The theories learned in the classroom are correlated with their application in the industry. The practical details are our learned, in the only way that they are But they are ever learned, on the job. learned while the student is still in touch at college with those who may help in the difficult task of correlating these details with each other and with theory, and in gaining a proper perspective. To suppose that training in character in the widest sense is a novel educational ideal would be to ignore the testimony of thousands of college catalogs, past and present. Yet in any attempt to describe the Antioch Plan, this cannot be omitted, since one is judged fully as much by what one omits to claim as by what one positively asserts. In several respects, moreover, we believe that Antioch has a contribution to make to this problem. The first point is intimately related to the financial policy of the college. We have already alluded to the moral value when the student ceases to be al- most parasitic upon society and begins to earn a large share of his own expenses. Something very like this is involved in paying a sum for tuition which has some relation to the cost of education. When a person can get his education for sev- enty-five or a hundred dollars a year, the suggestion is that this is about all it is worth. But substantially it is not how much a year’s schooling costs which in- terests the student; it is how much money he needs to bring with him. Antioch enables the students to meet a considerable part of the cost without placing a bigger burden on him and thus enables him to increase his self-respect by the consciousness that he is genuinely making and paying his own way. A corollary of this policy is that the col- lege, which is small and will be kept small, can with a smaller burden upon the public support a faculty, adequate in both number and competence, and pay them a living wage. It is recognized that character build- ing can be promoted by the faculty only when there are intimate relations be- tween teacher and student. ‘These, when the ratio of teachers and resident students is one to five, may be a reality instead of the vague gesture which is all that is possible in a vast majority of American colleges. During the initial two years of the new Antioch this rela- tion has been furthered by the realization that faculty and students were pioneer- ing in a new and common enterprise. The assurance that this will be con- tinued into a tradition lies in the fact that Antioch is dedicated to an ever- renewed revaluation of the educational process. Nor will there be room on the faculty for the teacher who does not see in the integral development of the student the chief aim of education and his own opportunity. But the fundamental control of one’s energies is an art which cannot be taught, Initiative, courage, responsibility, and common sense control of one’s conduct come chiefly through exercise. Oppor- tunities for the development of leader- ship, personality, and character are tra- ditionally restricted almost solely to the extra-curricular activities of the college and are taken advantage of by compara- tively few. At Antioch these are not denied the student. On the contrary, student self-government particularly js encouraged. But here again the co operative plan is a vahuable instrument in the attainment of ultimate purposes, The student in industry is a marked man. Not only does he receive no favors; he may deem himself fortunate if he is not discriminated against. All the cheap prejudice against the academic, all the dislike of the different, finds in him a fair target. Errors which would be quickly forgotten in another are re- membered against this “picked college man.” Not only does his own success depend on his making good in this dif- ficult situation ; in large measure the suc- cess of the college and of the whole co- operative plan rests with him. The de- mands of his job under the Antioch Plan possess a reality which extra-curricular activities ordinarily lack; and this is a responsibility which the student-work- man cannot delegate. Antioch today is not the Antioch of Horace Mann’s time, but the school exemplifies many of his ideals. An informal statement as given to the present writer of what Mr. Morgan, president of Antioch, wishes the college to be may well close this brief descrip- tion: The heart of the Antioch idea is this—Effective human personality is made up of many factors, some of which are ignored in conventional education. It is the business of education to deter- mine what factors enter into well-devel- oped personality and to arrange a pro- gram which will provide as nearly as possible the experiences, opportunities, disciplines, and incentives which will tend most to full and effective develop- ment. It is because conventional edu- cation does not provide adequate occa- sion for the development of some funda- mentally essential qualities that the Antioch program extends beyond for- mal academic work and includes ex- periences that place new tests upon per- sonality and demand the development of other than academic ability.” ated a Serving the Wage Earner and the Nation HE DEPARTMENT OF LA- BOR is sometimes referred to as the “human” department of the Government ; that title is not undeserved, because no organ of government has ever been created which dealt to greater extent, nor more exclusively with the things which affect the everyday life of the people. Its functions not only affect us in our labors, but in many of the problems of home life—our social af- fairs, and to a great extent our economic well-being. I cannot attempt to detail the many ways in which it is every day serving each one of the hundred and ten million citizens and residents of our Republic. This youngest of the Executive De- partments was created by Congress in 1913 under an act which declared its purpose “To foster, promote, and de- velop the welfare of the wage-earners of the United States, to improve their working conditions, and to advance their opportunities for profitable employ- ment.” This act wrote into our laws practical recognition of the rights of workers who make up the vast majority of our people. It demonstrated that popular government had finally and ir- revocably committed itself to the doc- trine for which the working men and women of the world had been struggling for centuries, the doctrine laid down by the Carpenter of Nazareth that “The laborer is worthy of his hire.” In its purpose to foster, promote, and develop the welfare of the Nation's wage earner, the Department of Labor has no authority to foster any special privileges for the wage earner. The safe-guarding of the rights of labor, the betterment of working conditions, the advancement of opportunities for profit- _ able employment, these are the objects of the Department. In the pursuit of these objects it covers a wide field. Under the beneficent jurisdiction come not alone workingmen and _ working- women, but their children, as well as the unfortunate little ones who by press of economic circumstances have been forced into the stern path of labor be- fore their time. Its great care is hu- manity—men, women, and children. The present Department of Labor with its wide field of activity was the James J. Davis Secretary of Labor, Washington, D. C. outgrowth and development of an agita- tion that began shortly after the civil war, when recognition in the Federal Government for the great Wage-earners of the country sought. group of first This agitation resulted in the Was creation of the Bureau of Labor in the Department of the Interior in 1884. AMES J. DAVIS, Secretary of March 5, 1921, came with his parents to America from South Wales at the age of eight. He left school at the early age of eleven for employment in an iron works, and con- tinued as a worker in the steel and tin industry for many years. His service in the development of the Mooseheart Home School has attracted wide atten- tion among educational workers. Labor since The law creating this bureau was ap- proved by President Arthur. It was later enlarged and in 1888 was made an independent establishment of the Gov- ernment, with its head reporting directly to the President. In 1903, under the administration of President Roosevelt, the Department of Commerce and La- created, and the Bureau of Labor was transferred to the new de- partment. A continued and insistent demand that the wage-earner be accorded separate representation in the Cabinet of the bor was [405] President resulted in the enactment of a law, approved by President ‘Taft, March 4, 1913, creating the Department ot Labor and transferring to it the Bureau of Labor, now the Bureau of Labor Statistics, the Children’s Bureau, the Bureaus of Immigration and’ Nat- uralization. The Secretary of Labor authority to concili- ate industrial disputes submitted to him. During the war the activities of the Department were widely extended, and many wartime bureaus were added to the organization. With the Depart- ment back on a peace basis, the Women’s Bureau and the United States Employ- ment Service have been developed as normal and necessary services based upon the skeleton organization left from the war work. The United States Train- ing Service also is continued to some ex- tent through the Junior Division of the Employment Service. Only the Bureau of Industrial Housing and Transporta- tion of the strictly war services, remains in existence to dispose of the many mil- lions of dollars in property which it ac- quired. Today these make up the Department of Labor. Taking up the functions of the indi- vidual bureaus, I will first introduce the oldest—the Bureau of Labor Statistics. It keeps the finger of the Department upon the pulse of labor demand and supply, compiles the vast amount of in- formation that is vital to intelligent administration, and keeps the wage earner and the public generally informed as to employment, wages, working con- ditions, and cost of living. Every worker is entitled to a saving wage—a wage that will do more than provide the necessities of life. I believe, as President Harding has said, “The work- man’s lowest wage must be enough for and law also gave the comfort, enough to make his house a home, enough to insure that the struggle for existence shall not crowd out the things worth existing for.” Facts are a fundamental need in any movement which has for its purpose the advancement of humanity. Before we can ‘provide any group of men with op- portunities to benefit themselves, to im- prove their social, economic, and _ politi- cal status, we must know their needs, exactly and in detail. The Department a Mt n 3 a 406 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION December, 1923 WHERE TNE DOLLAR GOES. HE Bureau of Labor Statis- tics gathers the facts that en- able us to determine the cost of living as well as much other in- formation needed in the man- agement of labor and industry. THE 10-CENT LOAF OF BREAD. AVERAGE WORKINGMAN'S WAGES of Labor in pursuit of its law-imposed duty finds its first and vital need in facts. Getting the facts is the special duty of the Bureau of Labor Statistics. It delves into every corner of the field of labor to secure them, and compiles also statistics upon which employers and em- ployees must rely more or less in fixing their mutual relationship. Its compi- lations of hours of labor, per man pro- duction, cost of living, wages, housing facilities, and accidents are examples of its diversified activities. The Children’s Bureau began its ex- istence eleven years ago. One of the first things which it found necessary to do was to urge people to register their children’s births. A large number of States have such laws and there has been considerable improvement in this respect in the past few years. But nineteen States had not in 1920 been admitted to what the Census Bureau calls the “Birth Registration Area.” This bureau could not study every city, or even every city which registered its babies’ births, but it made investigations in sections of twelve different States. It found that in this area the pro- portion of babies who die before they are one year old is higher than in Swit- zerland, or England and Wales, or the Union of South Africa, or the Nether- lands, or Norway, or Sweden, or Aus- tralia, or New Zealand. In_ other words, we stand ninth among the na- tions of the world. The disclosure of this fact was in large part responsible for the passage of the Sheppard-Towner Act authorizing an appropriation of $1,240,000 a year for five years, for the use of the States presenting adequate plans to advance the welfare and hy- giene of mothers and infants. The ad- ministration of this money is in the hands of the various States and the Fed- eral administration is under the Chil- dren’s Bureau. While in force the Children’s Bureay also administered the Federal child ]a- bor laws. Today it is still carrying on the fight against child labor through making public the results of its investj- gation in that field. Space is too limited for me to detail the work of this bureay. In addition to the publication of the re. sult of its investigative work it issues the booklets Prenatal Care, Infant Care, and Child Care, which are much ap- preciated by parents. ‘These and other publications may be had by writing to the Bureau. It also engages in instruc- tive work, codperating in some cities with local organizations in the conduct of clinics. ‘This sketch would not be complete without mentioning the bu- reau’s big gray automobile fitted up like a modern consulting room with scales and measuring devices and everything needed for a doctor to make examina- tions. It is called the Child Welfare Special and goes into country districts where nurses and doctors are scarce— not to stay long, but to call the attention of fathers and mothers to the need of keeping up with the latest knowledge about the health of children. The greatest part of the work of the Department of Labor is in connection with the Bureau of Immigration. The oficers who enforce the immigration laws of the country, are in truth the keepers of the Nation—they stand on guard at the gates. Their duty is to test the worthiness of every alien who presents himself as a candidate for the high privilege of residing in the United States. The tests imposed are fixed by law. In general their purpose is to bar those whose physical condition might imperil the National health, those whose moral conduct might offend or contami- nate the morals of the community, those who preach the downfall of the Ameri- can system of government, and finally, those who by reason of the different eco- nomic standards under which they have lived would, if permitted to enter in un- restricted numbers, reduce the standard of living of the American wage earner. The immigration statutes bar aliens over sixteen years old who are unable to read in some language or dialect; they exclude the feeble-minded, the insane, and those afflicted with loathsome or dangerous contagious diseases. Special laws exclude Chinese laborers and aliens from certain defined sections of Asia. The latest legislation is that which limits the number of immigrants which —— i e, or al ns ia. ch ch —_ ————————————————e ——————————— Vol. 12, No. 10 ———— may come into the United States (ex- cept from certain nearby territory, China and Japan) to three per cent of the number from each foreign country residing here in 1910. Contrary to the general impression existing, the present passport system does not give United States officers a chance to say who shall or who shall not de- part from their homelands for our country. It seems to me that it is time we had something to say about it—that we refuse to take immigrants unless the right is given our officers to make inves- tigations at the ports of embarkation as to the physical, mental, and moral quali- fications of those who apply and to re- ject those who do not meet our stand- ards. This “selective” program would not only give us better immigrants, but it would prevent the breaking up of homes and families, all or part of which might be found inadmissible upon arrival, and it would give us a record of the indi- vidual as he was known at home, upon which to base a program for American- ization and education. Better immigra- tion should be the watchword, for it means better citizenship and better in- stitutions. Closely related in importance is the Bureau of Naturalization, tor it is the duty of that organization to make Amer- icans of those from foreign lands who cast their lot among us. When a new baby comes into an American home it is usually a time of rejoicing. All of the relatives are interested and take the first opportunity to see and in their own way welcome the little stranger. The baby is generally a force for good, but its potentialities are paramount, not its present power, strength, and ability to better the conditions of the family. When an alien is admitted into Amer- ican citizenship it should be a source of pleasure to the “family.” He should be welcomed by his “Uncle Sam” through his agents, who for this purpose should be all the people. It is a rebirth of the alien. He is more than a potential force for good to the country as a whole. He is a present force. If he be clean mor- ally, regardless of whether or not his rea- helpless sons for becoming a citizen are selfish, his admission into the body politic is a decided acquisition. The Americanization process shou'd not be left to chance or haphazard meth- ods. We find the results of such pro- cedure in every alien community. Radi- calism is bred in misunderstanding of our language, American _ institutions, "THE Children’s Bureau has literally saved the lives of countless children. The Child Welfare Special —a clinic on wheels—is here shown. UNGER WOOD & UNDERWOOD THE JOURNAL OF THE NATIONAL EpucaTION AssOCIATION 407 nde reood and Underwood Boag Lees ae ag : ideals, standards, and government. There is no immediate danger of des- troying our government of evolution by revolution, but nevertheless, sinister forces are constantly at work and should be checked. The Government itself should under- take the task of educating the foreign born, and it should do so in a spirit of helpfulness and not of antagonism. From the time that he lands he should be made to feel at home and welcome— he should be made to understand that America wants to help him secure full benefit of the privileges which residence and citizenship here afford. But the Government must know its problem, just as an individual must know his job, before it can succeed. The school authorities keep records of the children they are to teach and see that education is furnished. The Bureau of Naturali- zation in its Americanization program should be no more lax in its work than the public The alien must therefore be enrolled and a record kept of his progress. schools. Some objection to this plan has been raised because its oppo- nents declare it would be similar to the old espionage system of the Czar, but, it must be pointed out, the czarist regime never had such a program for welfare WHERE THE DOLLAR GOES. HE Bureau of Labor Statis- tics gathers the facts that en- able us to determine the cost of living as well as much other in- formation needed in the man- agement of labor and industry. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION THE 10-CENT LOAFOF BREAD. AVERAGE WORKINGMAN'S WAGES of Labor in pursuit of its law-imposed duty finds its first and vital need in facts. Getting the facts is the special duty of the Bureau of Labor Statistics. It delves into every corner of the field of labor to secure them, and compiles also statistics upon which employers and em- ployees must rely more or less in fixing their mutual relationship. Its compi- lations of hours of labor, per man pro- duction, cost of living, wages, housing facilities, and accidents are examples of its diversified activities. The Children’s Bureau began its ex- istence eleven years ago. One of the first things which it found necessary to do was to urge people to register their children’s births. A large number of States have such laws and there has been considerable improvement in this respect in the past few years. But nineteen States had not in 1920 been admitted to what the Census Bureau calls the “Birth Registration Area.” This bureau could not study every city, or even every city which registered its babies’ births, but it made investigations in sections of twelve different States. It found that in this area the pro- portion of babies who die before they are one year old is higher than in Swit- zerland, or England and Wales, or the Union of South Africa, or the Nether- lands, or Norway, or Sweden, or Aus- tralia, or New Zealand. In_ other words, we stand ninth among the na- tions of the world. The disclosure of this fact was in large part responsible for the passaze of the Sheppard-Towner Act authorizing an appropriation of $1,240,000 a year for five years, for the use of the States presenting adequate plans to advance the welfare and hy- giene of mothers and infants. ‘The ad- ministration of this money is in the hands of the various States and the Fed- December, 1923 eral administration is under the Chil- dren’s Bureau. While in force the Children’s Bureay also administered the Federal child la. bor laws. Today it is still carrying on the fight against child labor through making public the results of its investj- gation in that field. Space is too limited for me to detail the work of this bureay. In addition to the publication of the re- sult of its investigative work it issues the booklets Prenatal Care, Infant Care, and Child Care, which are much ap- preciated by parents. ‘These and other publications may be had by writing to the Bureau. It also engages in instruc- tive work, codperating in some cities with local organizations in the conduct of clinics. This sketch would not be complete without mentioning the _ bvu- reau’s big gray automobile fitted up like a modern consulting room with scales and measuring devices and everything needed for a doctor to make examina- tions. It is called the Child Welfare Special and goes into country districts where nurses and doctors are scarce— not to stay long, but to call the attention of fathers and mothers to the need of keeping up with the latest knowledge about the health of children. The greatest part of the work of the Department of Labor is in connection with the Bureau of Immigration. The officers who enforce the immigration laws of the country, are in truth the keepers of the Nation—they stand on guard at the gates. Their duty is to test the worthiness of every alien who presents himself as a candidate for the high privilege of residing in the United States. ‘The tests imposed are fixed by law. In general their purpose is to bar those whose physical condition might imperil the National health, those whose moral conduct might offend or contami- nate the morals of the community, those who preach the downfall of the Ameri- can system of government, and finally, those who by reason of the different eco- nomic standards under which they have lived would, if permitted to enter in un- restricted numbers, reduce the standard of living of the American wage earner. The immigration statutes bar aliens over sixteen years old who are unable to read in some language or dialect; they exclude the feeble-minded, the insane, and those afflicted with loathsome or dangerous contagious diseases. Special laws exclude Chinese laborers and aliens from certain defined sections of Asia. The latest legislation is that which limits the number of immigrants which | | ' | i ns ey ne, ial ons ia. ich ich | | Vol. 12, No. 10 _ eer ce may come into the United States (ex- certain cept from territory, China and Japan) to three per cent of the number from each foreign country residing here in 1910. Contrary to the general impression existing, the present passport system does not give United States officers a chance to say who shall or who shall not de- part from their homelands for our country. It seems to me that it is time we had something to say about it—that we refuse to take immigrants unless the right is given our officers to make inves- tigations at the ports of embarkation as to the physical, mental, and moral quali- fications of those who apply and to re- ject those who do not meet our stand- ards. This “selective” program would not only give us better immigrants, but it would prevent the breaking up of homes and families, all or part of which might be found inadmissible upon arrival, and it would give us a record of the indi- vidual as he was known at home, upon which to base a program for American- ization and education. Better immigra- tion should be the watchword, for it means better citizenship and better in- stitutions. Closely related in importance is the Bureau of Naturalization, for it is the duty of that organization to make Amer- icans of those from foreign lands who cast their lot among us. When a new baby comes into an American home it is usually a time of rejoicing. All of the relatives are interested and take the first opportunity to see and in their own way welcome the little helpless stranger. The baby is generally a force for good, but its potentialities are paramount, not its present power, strength, and ability to better the conditions of the family. When an alien is admitted into Amer- ican citizenship it should be a source of pleasure to the “family.’”’ He should be welcomed by his “Uncle Sam’’ through his agents, who for this purpose should be all the people. It is a rebirth of the alien. He is more than a potential force for good to the country as a whole. He is a present force. If he be clean mor- ally, regardless of whether or not his rea- sons for becoming a citizen are selfish, his admission into the body politic is a decided acquisition. The Americanization process shou'd not be left to chance or haphazard meth- ods. We find the results of such pro- cedure in every alien community. Radi- calism is bred in misunderstanding of our language, institutions, nearby American (THE Children’s Bureau has literally saved the lives of countless children. The Child Welfare Special —a clinic on wheels—is here shown. UNDERWOOD & UNDERWOOD THE JouRNAL OF THE NATIONAL EpucaTion AssoctIATION 40; rwood tar ideals, standards, and government. There is no immediate danger of des- troying our government of evolution by revolution, but nevertheless, sinister forces are constantly at work and should be checked. The Government itself should under- take the task of educating the foreign born, and it should do so in a spirit of helpfulness and not of antagonism. From the time that he lands he should be made to feel at home and welcome— he should be made to understand that America wants to help him secure full benefit of the privileges which residence and citizenship here afford. But the Government must know its problem, just as an individual must know his job, before it can The school authorities keep records of the children they are to teach and see that education is furnished. succeed. The Bureau of Naturali- zation in its Americanization program should be no more lax in its work than the public The alien must therefore be enrolled and a record kept of his progress. Some objection to this plan has been raised because its oppo- nents declare it would be similar to the old espionage system of the Czar, but, it must be pointed out, the czarist regime never had such a program for welfare schools. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Teaching English to Foreigners Immigrant Children in Nursery at Ellis Island and education. ‘True, we would be able to locate more easily the radical leaders engaged in sinister propaganda against the Government. They ought to be discovered and re- turned to the countries from which they came. Such individuals, seeking to bring to America the conditions existing under the irresponsible governments of parts of Europe and Asia, are no less a menace to America than the law-loving aliens residing here. The alien who be- lieves in our Government of law and order and our institutions of liberty, freedom, and equal opportunity to all has nothing to fear from enrolment for education, and has much to gain in hap- piness, contentment, and prosperity by a knowledge of our language and full participation as an intelligent citizen in our National affairs. How many people realize that of 572 occupations listed in the census there were only thirty-five in which no women December, 1923 were employed? In this country today are women who are managers of fac. tories, bankers, chemists, clergymen, judges, doctors, inventors, engineers, and architects. But there are greater num- bers of women in the lower ranks, work- ing in factories making clothing, auto- mobiles, The over. alled woman with grimy hands, making guns and shells, was a conspicuous per- shoes, cigarettes. son during the war; she has been more or less forgotten since. Not every one knows that she has not given up her factory work but is probably busy now making implements of peace, while she still wears the overalls and works on the same kind of machine that she used for making guns and shells. It will readily be realized that the conditions under which women work will be reflected in the standards of the homes they come from, their communities, and their coun- try. It is the function of the Women’s Bureau to collect and present facts and statistics for use in throwing light on these problems; to codperate with other agencies in the recommendations and establishment of standards for the pro- tection and advancement of wage-earn- ing women. ‘There is need for the ideal industrial week for women—that is, the eight-hour day, the half-holiday on Sat- urday, one day of rest in seven and no night work. Equally important in fix- ing the standards for women in indus- try has been the cry for equal pay for equal work. Of no standardized working conditions for women wage earners. One of the guid- ing principles of modern industrial engi- neering is that a working environment established on the corner stones of com- fort and hygiene, science, and sanitation forms a strong foundation for a super- structure of efficiency. The Bureau points out that as long as women work less interest are in plants, grimy with accumulation of dirt and lint, strain their eyes at their jobs because of glare or insufficient light, stand all day without a seat in sight, or sit continuously in a cramped posture— as long as safety is jeopardized by un- guarded machinery or lack of fire pro- tection—then some action is necessary. When health is menaced by such things as the common drinking cup and _ the common towel, there is urgent need for improvement. These questions should not be given attention merely from the standpoint of industrial efficiency. A much more fundamental necessity for the considera- tion of working conditions is the socio- logical. Industrial conditions that af- a >IT it, or in- O- ry. igs for Vol. 12, No. 10 THE fect the health and well-being of women wage earners are particularly important, for whatever saps their vitality limits their ability to bestow a good health heritage upon their children and upon society. Under the immediate supervision of the Secretary of Labor is the Concilia- This is one of the im- portant activities of the Department be- cause it is devoted to the maintenance of peace in industry. In this field of en- deavor the representatives of the Secre- tary—commissioners of tion Service. conciliation— seek to bring man and manager into closer codperation. Commissioners of conciliation are appointed under the pro- visions of the organic law which author- izes the Secretary of Labor to act as a mediator or to appoint commissioners of conciliation whenever in his judgment he deems it necessary to do so. Neither the Secretary, the Director of Concilia- tion, nor the officials engaged in adjust- ing a trade dispute can arbitrarily fix any basis of settlement. They cannot make awards nor decisions and then in- sist that they be put into effect. As the official title implies, conciliators are industrial peacemakers and their duty is to bring the contending interests together in council and to aid in the ne- gotiations, impartially endeavoring by advice and suggestion to remove the separating barriers and make clear the way to a peaceful agreement. The purpose of the Department in this service is three-fold—to encourage a full measure of production, preserve the welfare of the wage earner, and to secure fair and just consideration for the employer. Employers and employes are both entitled to receive just returns for their respective contributions to pro- duction. If they secure these returns, both go forward together, thereby in- creasing the wealth of the world which will insure greater comfort and happi- ness to the whole people. It is a recog- nized fact that you cannot solve the industrial problems presented in a trade dispute without also considering the pub- lic in addition to the workers and the employer directly affected. The Conciliation Service has grad- ually become more and more a recog- nized factor in America’s industrial life, as experience has demonstrated the ef- fectiveness of mediatorial effort intelli- gently directed by experienced, impar- tial, and diplomatic representatives of the Government guided only by a desire to be helpful in settling differences be- tween employer and employe. While JOURNAL OF THE lth nace. ialtetantaiane NATIONAL EpUCATION | Women in | Industry Running Lathes conciliation is not always successful, we believe it is the best method so far de- vised for bringing the contending inter- ests in trade disputes into agreement. No hard and fast rules, no set policy is pursued. Settlements are sought through the spirit of coéperation, understanding, and goodwill between the men manage industry and the men labor is the basis for all industry. During the past two years of read- justment more than thirteen hundred strikes or threatened strikes have been quietly and effectively handled by these industrial peacemakers and a record of who whose ASSOCIATION 409 Testing Chemicals Running Punch Presses approximately ninety per cent of success- ful adjustments attended their efforts. Directly and indirectly concerned - in these cases were 2,196,525 fellow citi- zens. For the most part but little pub- licity is given to the activities of the Conciliation Service. Because of the very nature of the work, it must proceed quietly and unobtrusively until a settle- ment of a controversy is secured, and then it has little news value outside of the immediate locality affected. The United States Employment Serv- ice began its existence as one of the many agencies established to aid in the prosecu- 410 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION December, 1923 tion ef the war. With the coming of peace its activities were curtailed and at present it is functioning as a service coéperating with a majority of States and nearly two hundred cities in the maintenance of public employment bu- reaus. ‘This codperation with the State and municipal employment services, has created a National system for furnish- ing and publishing information as to opportunities for employment, and pro- vided a method of clearance between the various States. In addition to the maintenance of a National system of codrdination of pub- lic employment offices, this service con- ducts an industrial employment survey monthly, providing an accurate index to employment conditions in the forty-eight States of the Union, the leading sixty- five cities of major industrial impor- tance, and three hundred fifty-five cities of minor industrial importance. The scope of this survey covers the fluctua- tions in employment in the fourteen basic industrial groups as set up by the United States Census Bureau. For a number of years the United States Employment Service has main- tained a Farm Labor Bureau for the purpose of assisting in caring for such crops as require especial seasonal labor help. In performing this service the Farm Labor Bureau has coéperated with the labor departments of the different States. In many localities where the bureau has directed its activities the agri- cultural associations and county farm agents have been of great assistance and have added materially to the efficiency and effectiveness of the work. The Employment Service also main- tains a junior division which deals with the youth of the country, between the legal working age and twenty-one. Its purpose is to aid the schools in assisting boys and girls to select and prepare for some definite occupation in which they may be efficient, productives and con- structive workers, and to offer employers the best possible facilities for the selec- tion of their junior employes. Informa- tion is supplied to schools regarding or- ganization requirements and changes in industry. As an employment agency the junior division has as its aim pooling the junior labor supply at its source and distributing it in such a manner that each individual will realize his best pos- sibilities and contribute his utmost to the welfare of the society. A junior placement office, equipped with a per- sonnel familiar with business conditions and trained to understand the needs alike of industry and of boys and girls and the obligation of public education to both, does this with an immediate and practical effectiveness. Like the Conciliation and Employ- ment Services the United States Housing Corporation is under the direct super- vision of the Secretary of Labor—as a part of the executive office, as distin- guished from bureaus like the Bureau of Immigration and others. It was created during the war to provide housing and transportation facilities in industrial centers where such facilities were inade- quate to meet the added burdens of war- time production. It is now engaged in disposing of these properties and col- lecting the loans made to private inter- ests during the war in furtherance of its general policies. The policy of the Corporation in dis- posing of the homes it built during the war is to give the individual an oppor- tunity to purchase his own home. It furthers this policy by the system of selling on instalments, taking mortgages as security for the unpaid purchase price. There are two major projects which the Corporation still operates—they are the Norfolk County ferries and the Government Hotels for women Federal employes in Washington. Norfolk and Portsmouth, Virginia, between which cities the ferries furnish the principal means of transportation, were the scene of great war activities. Neither the city of Portsmouth, nor the County of Norfolk, which jointly own this utility, were financially able to undertake the improvements necessitated by the in- creased traffic. On behalf of the Fed- eral Government the Housing Corpora- tion assumed supervision over these prop- erties and spent over $1,000,000 in their rehabilitation. It is consequently in charge of their operation pending the liquidation of its loan. The Government Hotel is perhaps the largest American plan hotel in the world. Erected to provide accommoda- tions for employes of the Federal Gov- ernment drawn to Washington during the war, the hotel is still fulfilling an urgent need in the Nation’s Capital. For a nominal sum per month its patrons are furnished accommodations which far surpass those obtainable elsewhere at a similar rate. A standard of service is maintained which is designed to pro- mote the physical and moral well-being of the guests, and which has, undoubt- edly, rendered them more efficient in their daily work for the Government. In all its activities the Department of Labor deals with human beings. Its service is to men and women and chil- dren in their human relationships. It js in daily, even hourly, touch with the in- timate life of the great bulk of our peo- ple. There its work lies. The Department of Labor faces a great future of service and accomplish- ment. With the codperation of the peo- ple whom it serves it can bring to Amer- ican industry and American wage earn- ers that spirit of mutual help that will unite the interests of worker and em- ployer, and set both of them hand in hand on the highway to achievement that will make for a bigger and better America. HARLES W. DABNEY ON EDUCATION—Our common schools have made such progress that we may confidently look forward to the time when every child in the country will have the opportunity for an elemen- tary education. High schools are also being rapidly erected in all our cities, and through them the secondary and vocational education are within the reach of all the fit. But what of equality of opportunity for the higher and profes- sional education? Shall we limit it to the children of the rich, or of profes- sional men, or even of the moderately well-to-do? Shall not the higher edu- cation, also, be put within the reach of all the fit? ‘The small colleges, nor- mal schools, agricultural colleges, and State universities have done much to open the way for the young people of the rural districts to obtain the higher education. But have the opportunities for this education been made as easily available for the sons of the middle and poorer classes of the cities? Statistics show that these classes have not availed themselves of the facilities for higher education to the same extent as have the sons and daughters of the farmers. Everywhere the urban population is now increasing ahead of the rural. ‘There- fore, if we are to carry out our doctrine of equal opportunity for all in educa- tion, we must have municipal universi- ties to put the higher and professional education within the reach of city youth. Day and night high schools, continua- tion schools, and industrial schools must be provided to train those who must go to work, but we dare not stop with them. The opportunity for the highest training must be afforded the poorest youth of the city, provided only he is fit—From A Study of the Student Body of the University of Cincinnati. The Parent-Teacher Movement E HAVE come a long way since the days when parents sent their children to school leaving them and their education to the teachers, and visiting the school once a year on Examination Day. How well I remember those examination days in late June! As a child of eight I had learned to dread that day so much that roses and peonies lost all their charm because their blossoming foretold the nearness of that dreaded day, when, dressed in my best, I stood in line and was examined by six Committee Men in turn, in all the subjects which I had studied during the year. I can see those Committee Men today. They seemed always the biggest and sternest men in town. And I can see my mother’s anxious face! Yes, we have come a long way! Years ago parents began to realize that they, as well as the teachers, were responsible for the education of their children. Mothers’ Clubs were formed with edu- cational committees for the purpose of studying subjects taught in the schools and the methods used, to listen to lec- tures on the educational problems of the day, and to take courses in child psychology. In 1897 the National Con- gress of Mothers and Parent-Teacher Associations was founded in Washing- ton, D. C. Today there are active State branches in forty-five States and the District of Columbia. More than 530,000 parents are working for better schools and better homes. Mrs. A. H. Reeve, of Philadelphia, is the National president. Progressive principals of both public and private schools in city and country are realizing that the problems dealt with by the home and by the school are the ones for which a common standard of both institutions is necessary in the best interest of the child. As Mrs. Higgins, a former president, says, the Parent-Teacher Association is an organi- zation not only doing team-work with the schools, but it is a university for parents. A brief report of the work of one association for the past year will give some idea of what these organizations are doing for the schools. Four mothers were on duty each day in the lunch room; fourteen mothers worked weekly, LAuRA UNDERHILL KoHN coming each day at nine o’clock and re- maining until twelve, preparing and serving milk to sixteen classes in the primary and elementary school; a com- mittee of mothers codperating with the teachers planned and carried out many class excursions to places of historical RS. A. H. REEVE, of Philadel- phia, president since April, 1923, of the National Congress of Mothers and Parent-Teacher Associations and editor of the Child Welfare Magazine. Mrs. Reeve has been attending conven- tions of the State associations from New Jersey to Texas and from Tennessee to Wyoming. - = - — and educational interest; another com- mittee planned and took charge of the afternoon recreation groups and Satur- day “hikes’’; ten mothers, each giving two mornings a month, acted as a Bu- reau of Information and School Guide for the visitors who came to the school ; a committee codperating with the high- school students arranged for the as- semblies; the association gave several exhibits of community interest; assisted in the purchasing of the material and the making of the costumes for the school festivals, collected and filed neces- sary information about all colleges and universities, raised a considerable sum for scholarships, planned twenty el- ementary and two high-school group [411] meetings of parents and teachers for dis- cussion of concrete problems, held one fathers’ meeting, three forums, and an annual meeting (a supper) during the year and has taken charge of the school publicity as well as financing the com- munity work which is done by the high- school students and the teachers. ‘This association publishes a magazine devoted to the school and home. These associations are awakening the parents, the fathers as well as the mothers, to their responsibility in the “all-round” education of their children; they are bringing into the homes the best books and articles on child training, and bringing the mothers out of the homes and interesting them in the community. And yet there are many parents all over the country who are leaving all the work to the schools and are criticising the teachers, wholly indifferent to their own responsibility to their children in the school and in the home and are blaming others for their failure. These are the slumbering parents. 0- eeu | Voi. 12, No. 10 The contest closed on November 15, and the committee, of which Mr. Elihu Root is chairman, is now selecting the plan that is to be submitted to the American people for approval or rejection. The aim of the committee in charge is to give every interested man or woman in the country an opportunity to express his judgment on the plan submitted, so nS SE CHE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION that there shall be a clear understanding of the part the people of the United States wish their government to play in a plan for international codperation looking toward the prevention of war. Teachers generally will share this aim and will codperate with newspapers, magazines, and various other agencies in forwarding the movement. oe ee FRESH FROM THE CLASSROOM - previous issues of THE JOURNAL announcement has been made of the appointment by President Olive M. Jones of a Committee of One Hundred on Classroom Teaching Problems, com- posed of representatives from every State, with Mrs. Mary C. C. Bradford, of Denver, Colorado, as_ chairman. Through this committee an effort is be- ing made to discover the real problems of teaching, to conserve the experience of teachers throughout the country as it relates to teaching conditions, and to develop a scientific basis for bettering classroom conditions. This committee wishes to hear from as many teachers as possible. What do you consider the greatest service of the teacher? Do you feel that you are rendering maximum service? If not, what is keeping you from doing so? What is the greatest problem in your classroom work? Do not hesitate to commend constructive policies or to condemn those that seem to you unwise. Here is your opportunity to contribute to the improvement of teaching. If you have not done so, get in touch at once with the chairman or with a member of the committee from your own State and send your contribution “fresh from the classroom.” The committee is com- posed of the following persons: Mary C. C. Bradford, State Public Instruction, Denver, man. Eleanor Baptist, Hammond High School, Ham- mond, Indiana. Bernice Baxter, 2558 Pleasant Street, Oakland, California. Olive Bayles, Central High School, Omaha, Ne- braska. Merle Beattie, 421 Nebraska. Edith Beaumont, Pierre, South Dakota. Annie T. Bell, University Demonstration High School, Baton Rouge, Louisiana. Helen E. Blaisdell, 2000 Penn Avenue South, Minneapolis, Minnesota. Frances Boyd, Fort Fairfield, Maine. Mary Lee Boyd, Central High School, Jackson, Mississippi. John L. Bracken, U. S. Grant School, Duluth, Minnesota. Eula Bridger, Instructor in Mathematics, Junior High School, Kansas City, Kansas. Marguerite H. Burnett, State Director of Immi- grant Education, Wilmington, Delaware. A. J. Burton, Principal, East High School, Des Moines, Iowa. Superintendent of Colorado, Chair- South 15th Street, Lincoln, —— «2 —— 00 ———_ # » ——- so ——— 2 —— ra R. C. Burts, Superintendent of Schools, Rock Hill, South Carolina. Ada E. Chevalier, Pierce School, Brookline, Massachusetts. W. A. Clark, State Normal School, Stevens Point, Wisconsin. J. Agnes Connors, 735 Arlington Street, mouth, New Hampshire. Alice Cosgrove, 517 South Fourth Street, Poca- tello, Idaho. Bess Cotrel, California. Julia B. Davis, Grade Supervisor, City Schools, Topeka, Kansas. Mata Dexter, Prescott, Arizona. Charles E. Dickey, Superintendent of Allegheny County Schools, 595 Union Arcade Building, Pittsburgh, Pennsylvania. Amy Dickinson, Principal, Junior District 12, Sterling, Colorado. Desalee Ryan Dudley, Assistant County. Com- missioner, Battle Creek, Michigan. Anthonette Durant, State Normal School, Platte- ville, Wisconsin. Josephine Duvall, Ponca City High School, Ponca City, Oklahoma. Harry English, Head of the Department of High School Mathematics, Franklin School Build- ing, Washington, D. C. Mildred E. English, Secretary to P. L. Harned, Ports- 3240 Clay Street, San Francisco, High School, State Superintendent of Public Instruction, State Department of Education, Nashville, Tennessee. Bess Evans, 1005 McGowan Street, Little Rock, Arkansas. Emily Ewaliko, 11 Ewaliko Lane, Hilo, Hawaii. George Fox, Superintendent of Schools, Annapo- lis, Maryland Ethel M. Gardner, President, Milwaukee Teachers Association, 151-152 Hotel Wisconsin, kee, Wisconsin. Elizabeth Graves, President, Mason City Grade Teachers Association, Mason City, Iowa. Martha Haines, Glasgow, Montana. Zala Hall, 1716 Jefferson Avenue, Alabama. Frances E. Harden, cago, Illinois. Albert Harwell, gow, Montana. Inga Olla Helseth, Professor, Elementary Educa- Milwau- Birmingham, 1543 Sherwin Avenue, Chi- Principal, Public School, Glas- tion, State College for Women, Tallahassee, Florida. Lester D. Henderson, Commissioner of Educa- tion, Juneau, Alaska. Ethel Hill, 2556 First Avenue, Huntington, West Virginia. Ida Christine Iversen, President of the Depart- ment of Classroom Teachers, Hotel Trinity, Los Angeles, California. Emma A. Jensen, Central High School, Washing- ton, District of Columbia. M. Beatrice Johnstone, County Superintendent of Schools, Grand Forks, North Dakota. 413 Edna Joseph, Elementary Supervisor, Elyria, Ohio. Helen M. King, Supervising Principal, Portiand, Maine. Ella Louise King, 138 Cross Street, Central Falls, Rhode Island. Edith A. Klein, Irving School, St. Paul, Minne- sota. Claire Lathrop, Wilmington, North Carolina. Ella Lewis, Buena Vista, Kentucky. Fannie F. MacDonald, dence, Rhode Island. Jessie A. MacWilliams, High School, New Haven, Connecticut. 3 Greene Street, Provi- Alice Macy, President, State Grade Teachers Association, 2427 Stevens Street, Spokane, Washington. Carrie Magee, Park School, East St. Louis, Illinois. Anna Morris, 402 Reserve Avenue, Hot Springs, Arkansas. Olive Mount, Mount Airy, Maryland. Jessie Muse, Girls’ High School, Atlanta, Georgia H. C. Muth, Principal, Roosevelt School, Rock- ford, Illinois. Jessie D. Newby, Irving High School, Oklahoma City, Oklahoma. Robert M. Newton, Division Superintendent of Schools, Franklin, Virginia. Ottie Nickell, Board of Education, Ashland, Ken- tucky. Charlie M. Noble, 1511 Cooper Street, Fort Worth, Texas. Viola Ortschild, Couch School, Portland, Oregon. Harriet J. Outwin, 409 Knickerbocker Avenue, Paterson, New Jersey. Frank Paine, Public School No. 120, New York, New York. Hermese Peterson, Brigham Young University, Provo, Utah. Christopher Prestopino, Public School No. 18, New York, New York. Anna Riddle, 217 North 13th Street, St. Joseph, Missouri. J. H. Risley, Superintendent, District 1, Pueblo, Colorado. L. Hilda Rose, 840 South 12th Street, Newark, New Jersey. Bertha Ruess, 126 South Main Street, Mansfield, Ohio. Annie G. §collard, 11 Bowditch Street, Braintree, Massachusetts. Lena B. Sexton, New Mexico Education Associa- East tion, Las Cruces, New Mexico. Lulu A. Shelton, 574 Sixty-first Street, Oakland, California. William C. Shute, 2612 Williams Street, Denver, Colorado. Jessie A. Skinner, land, Oregon. Julia A. Spooner, President, Grade Teachers As- Jefferson High School, Port- sociation, 331 Chamber of Commerce Building, Portland, Oregon. Lilian J. Sterrett, West High School, Minne- apolis, Minnesota. Lena B. Stinson, 130 Washington Street, Mount Vernon, New York. Edward W. Stitt, 1543 St. Nicholas Avenue, New York, New York. Harriet K. Storer, Strong School, New Haven, Connecticut. Estella Swen, Cedar Rapids, Iowa. Ermina Templeton, Teacher, Public Schools, Ceeur d’Alene, Idaho. Nannie W. Thompson, 2204 Lamb Avenue, Rich- mond, Virginia. Eva Timmons, Principal, Public School, Ely, Nevada. Annie Tucker, 111 College Avenue N. E., Grand Rapids, Michigan. Bertha B. Wagner, Watsontown, Pennsylvania. Mary Enoch Warming, Grand Junction, Colorado. Martha Wilson, Public School No. New York, New York. Caroline S. Woodruff, President, State Teachers’ Training School, Castleton, Vermont. Annie G. Woodwami, High School, Massachusetts. J. H. Workman, Pensacola, Florida. Anna Youngquist, 345 Coffeen Avenue, Sheridan, Wyoming. 127, Somerville, Superintendent of Schools 414 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1923 | 0 —— ©9 ———@ » ——— ENROLMENT and AFFILIATION Affiliated Locai Associations HE FOLLOWING ASSOCIATIONS are in ad- dition to the affiliations which have been reported in previous issues of THE JOURNAL. ALLERTON, Iowa, Wayne County Teachers’ Associa- tion, Helen Levis, Secretary-Treasurer. MeriDIAN, Miss., Meridian Teachers’ Association, Sara Douglas Green, Secretary. New Haven, Conn., New Haven Teachers’ League, Alice E. Wyman, Secretary. Provipence, R. 1., Brown University Teachers’ As- sociation, C. Emanuel Ekstrom, Secretary. Sioux City, Iowa, Administration Club of Sioux City Schools, Dora Finley, Secretary. Completed Enrolments HE FOLLOWING SCHOOLS have completed their reports for one hundred per cent member- ship enrolment in the National Education Associa- tion for the year 1923-24. BAKERSFIELD, Ca.ir., Hawthorne School, Anne Hol- gerson, Principal; McKinley School; Roosevelt School, Ruth Harding, Principal. BARBERTON, On10, Central School; Highland School; High Street School; Lincoln School, Edna Mc- Farlin, Principal; Rose Street School. Beprorp, Oxn10, Central Ward School, Ruth Hulbert, Principal; Ellenwood Building, Edith Rees, Prin- cipal; High School Building, O. C. Irwin, Prin- cipal; J/nterstate School, Esther Gibson, Principal. BELLEFONTAINE, On10, Bellefontaine, Public Schools, S. A. Frampton, Superintendent; Central School, Nellie Huston, Principal; High School, S. J. Bon- ham, Principal; Hubbard School, Fred S. Emery, Principal; Lincoln School, Ann Aiken, Princi- pal; McBeth School, Georgia Coulter, Principal; North School, Susie Parker, Principal; South School, Mary Fulton, Principal. BELMONT, Mass., Payson Park School, Emma R. Sleeper, Principal. Boutper, CoLo., Central School, Mrs. Clara G. Coulson, Principal; Lincoln School, Mary M. Stryker, Principal; Mapleton School, Miss S. M. Lovelace, Principal; Whittier School, Jessie K. Fitzpatrick, Principal. : BrookLine, Mass., Driscoll School, Minerva E. Fales, Principal. BURLINGTON, Iowa, Burlington Public Schools, E. M. Sipple, Superintendent; Burlington Teachers’ Association, Robert K. Corlett, President. CARPENTERSVILLE, Iti., High School, Sewell E. Baker, Principal. CASTLETON, Vt., State Normal Training Course, Caroline S. Woodruff, President. CINCINNATI, Ono, Jackson School, Albertma Bech- mann, Principal. CLEVELAND Heicuts, On10, Roosevelt Junior High School, Lawrence B. Brink, Principal; Superior School. Co_tumsus, Ga., Waverly Terrace School, O. B. Trammell, Principal. Co_umsus, Oxn10, Columbus Normal School, W. T. Heilman, Principal; Fulton School, Belle Torrey Scott, Principal; Reeb Avenue School, Lucy Thompson, Principal. Concorp JuNcTION, Mass., Harvey Wheeler-West Concord School, Roger F. Holmes, Principal. Detroit, Micu., Chandler School, Amelia C. Smith, Principal; Firnane School, Robert Forner, Prin- cipal; Hely School, Nora L. Egan, Principal; Jackson School, Robert Forner, Principal; Marr School, Jennie M. Fleming, Principal; Roberts School, Evelyn B. Hubbard, Principal; Scripps School, Catherine Wineman, Principal. DuNDEE, ILL., Carpentersville Building, Mrs. Jane Martin, Principal; Dundee Building, Cora M. Lockwood, Principal. East LaANsINnG, Micu., Liberty Hyde Bailey School, Minnie Bowen, Principal; High School Building, W. C. Buchanan, Principal. East Moutne, Iti., The United Township High School, John W. Casto, Superintendent. Ex. Centro, Cauir., Lincoln School, Harva Pitts, Principal. EMERYVILLE, CAaA.ir., Emeryville School District, Daniel Boone Lacy. Fieminc, Coio., Fleming Public Schools, Harold V. Baker, Superintendent; Elementary School, Mar- garet Dean, Principal; High School, Harold Y. Baker, Principal. Granp Rapips, Micu., Burton School, George E. Downes, Principal; Finney School, Mrs. Etta F. Jones, Principal; Palmer School, Mrs. Jessie M. Fink, Principal. Hastincs, Micu., Hastings Public Schools, D. A. Van Buskirk, Superintendent; Hastings Teachers’ Ciub, Mabel T. Clark, Secretary; Central School, Anna Burton, Principal; Department School, Cath- erine Clark, Principal; First Ward School, Mrs. Ala Myers, Principal; High School, William T. Wallace, Principal; Second Ward School, Ethel M. Ford, Principal. HOoLianpb, Micu., Holland Public Schools, E. E. Fell, Superintendent; Board of Education, Doctor A. Leenhouts, President; Froebel School, Clara Mce- Clellan, Principal; High School, J. J. Riemersma, Principal; Junior High School, Minnie K. Smith, Principal; Lincoln School, Esther McVea, Prin- cipal; Longfellow School, Dora Strowenjan, Prin- cipal; Specials and Supervisors’; Wan Raalte School, Hermine Ihrman, Principal; Washingtion School, Etta Whitman, Principal. Hoop River, Ore., High School, E. Tingelstad, Principal; Junior High School, R. B. Kizer, Principal; Park Street School, Dora D. Oberton, Principal. IRoNwoop, Micnu., Ashland School, Amy A. Olson, Principal; Newport School, Carrie Bond, Prin- net Northside School, Ethel Holmberg, Prin- cipal. Junta, Pa., Juniata Public Schools, M. B. Wine- land, Superintendent; High School, Harry Peter- son, Principal; Keystone School, Paul L. Brandt, Principal; Logan School, C. R. Campbell, Prin- cipal; Noble School, Belle Woomer, Principal. KeNosHA, Wis., Durkee School, Mrs. H. M. Kenzie, Principal. La Junta, Coro., La Junta Public Schools, Robert M. Tirey, Superintendent; Columbian School, J. W. Roberts, Principal; Junior High School, C. M. Herren, Principal; Lincoln School, Claude Kane, Principal; North La Junta School, A. C. Plunk, Principal; Park School, T. C. Mountain, Prin- ay Senior High School, G. W. Inman, Prin- cipal. a Micu., Warner School, Nina Iversen, Prin- cipal. Me- Laporte, Coro., Cache La Poudre School, J. G. Damon, Superintendent. Lexincton, Mo., Lexington High School, R. G. Bigelow, Principal. Los ANGeELeEs, Cauir., Garvanza School, Sydney V. Good, Principal. LYNCHBURG, VA., Biggers School, Anna D. Le Grande, Principal; Floyd School, Maree T. Jones, Principal; Garland-Rodes School, M. Lizzie Har- vey, Principal. MarENGO, ILL., Community High School, C. W. Hill, Principal. MassiLLon, Onto, Lorin Andrews School, E. G. Bowers, Principal; Emerson School, E. G. Bowers Principal; Franklin School, L. W. Lucas, Prin- cipal; Harvey School, A. 1. Mayer, Principal; Edmund A. Jones School, J. C. Tannehill, Prin- cipal; Lincoln School, L. W. Lucas, Principal; Longfellow School, Mary E. Nill, Principal; Horace Mann School, Manly S. Clark, Principal; Whittier School, Manly S. Clark, Principal. Mayrwoop, IL.., Proviso Township High School, J. L. Thalman, Principal. MERIDEN, CoNN., Hanover School, Nellie E. Simons, Principal. Mount VERNON, N. Y., Robert Fulton School, Mary E. Gernon, Principal; Hamilton School, J. Milford McKee, Principal; Jefferson School, James M. Grimes, Principal; Lincoln School, Martin H. Traphagen, Principal; William Penn School, Oscar E. Coburn, Principal; William Wilson School, Martin H. Traphagen, Principal. Nites, Micu., Niles Public Schools, O. W. Haisley, Superintendent; Elementary School, Ella Champ- ion, Principal; Junior High School, Walter J. Zabel, Principal; Senior High School, C. R. Mac- donnell, Principal. Norro._k, VA., Henry Clay School, Ellie Marcus Marx, Principal. Norwoop, Ono, Allison Street School, George E. Reeves, Principal; North School, H. H. Maddux, Principal; Norwood View Colony Building. OAKLAND, Catr., Melrose School, Paul Martin, Principal. Omana, Nesr., Field Club School, Julia Newcomb, Principal; Florence School, Bertha Thoelecke, Principal; Hawthorne School, Anna M. Milroy, Principal; Minne Lusa School, Emelia Pearson, Principal; Windsor School, Mrs. Cora S. Ander- son, Principal. PASADENA, CA.ir., Washington School, E. E. Mce- Cullough, Principal. PiepMONT, Cauir., Piedmont Public Schools, H. W. Jones, Superintendent; Egbert W. Beach School, Florence E. Luke, Principal; Frank @. Havens School, Ellen Driscoll, Principal; Piedmont High School, H. W. Jones, Principal; Wildwood School, Ileen McKenzie, Principal. PITTSBURGH, Pa., Lawrence School, Alice L. Huston, Principal. Rome, N. Y., Jay Street School, Lena M. Putnam, Principal. Sacinaw, Micn., Otto Roeser School, Lena M. Fee Principal. ‘ Saint Crair, Micu., Saint Clair Public Schools, 9. M. Misenar, Superintendent. San Disco, Cauir., Washington School, Pete w. Ross, Principal. San Francisco, Cauir., Balboa School, Lucy R. Adams, Principal; Burnett School, Josephine Hay. rigan, Principal; Freemont School, Rose Goldsmith, Principal; Harrison School, Miss Sovia A. Fo}. som, Principal; Lincoln School, Martha A. Wat. son, Principal; Sutro School, Miss M. R. Duraind, Principal. Sioux City, Iowa, Boys Prevocational School; Bryant School; Cooper School; Crescent Park School; Dwight School; Everett School; Floyd School; Franklin School; Hopkins School; Ir. ing School; Joy School; Lowell School; McKinley School; Washington School; Whittier School; §, E. Bovee, Principal; Worcester School. SmitH CENTER, KANs., Smith Center Public Schools, C. H. Nettles, Superintendent; Elementary School, Belva Shores, Principal; Smith Center High School. C. H. Nettles, Principal. SoutH Benp, INpD., Colfax School, Lillie A. Mem. hard, Principal; Coquillard School, Lillian Ander. son, Principal; Elder School, F. A. Hite, Prip. cipal; Michigan School, F. A. Hite, Principal; Muessel School, Ella H. Reiman, Principal. SouTH HAvEN, Micu., South Haven Teachers’ Club, Beatrice C. Boyle, President. SPRINGIELD, Mass., Boston Road School, Southmayd, Principal. Tacoma, WasuH., Roosevelt School, C. A. Payne, Principal. Terre Haute, INpD., McLean Junior High School, W, C. Garretson, Principal. TiFFIN, Ono, Monroe Street School, Martin, Principal. To.epo, On10, Lincoln School, Mrs. Lulu M. Moore, Principal. WartTerRLOO, Iowa, Alcott School, Mary S. Christie, Principal. WAUKEGAN, ILL., Central School, Georgia Adams, Principal; Andrew Cooke School, Alma M. Diet- meyer, Principal; North School, Clara L. Hoffman, Principal. Waupaca, Wis., Waupaca Public Schools, Edward G. Lange, Superintendent; Teachers’ Association of W aupaca. West New York, N. J., Public School Number 3, J. Edgar Dransfield, Principal. WILMINGTON, Dex., Public School Martha L. Magee, Principal. ZANESVILLE, Oun10, Zanesville Public Schools, F. C. Kirkendall, Superintendent; Columbia School, Lucy Sweetland; Principal; Garfield School, Edith Geiger, Principal; Grant School, Lottie Cosner, Principal; Hancock School, Alice Murphy, Principl; High School, M. M. Mansperger, Principal; Jackson School, Dell B. Myers, Principal; Lincoln School, Helen Baird, Principal; Madison School, Anna M. Garges, Principal; McIntire School, Bessie Lee, Principal; Monroe School, Ethel M. Ford, Prin- cipal; Moxahala School, Ruth Rutherford, Prin- cipal; Munson School, Laura Hannum, Principal; Normal School, F. E. Swingle, Principal; Pioneer School, Luanna Smith, Principal; Sheridan School, Beulah C. Thompson, Principal; Stemler School, Elenora Brooks, Principal. Pearl A, Wilbert W. Number ll, RESPONSIBILITY OF MEMBERSHIP EMBERS, as a rule, understand and appreciate the privileges and respon- sibilities of membership in the Associa- tion. Occasionally one has not fully un- derstood this relationship. Much more has been said about the privileges than about the responsibilities of membership. Both should be definitely understood by all members. Membership in the Association is con- tinuous. According to the By-laws, it does not lapse for one year beyond the time covered by the payment of dues. Membership, therefore, can only be ter- minated on request of the member or by being permitted to lapse. When membership is discontinued on re- quest or for the non-payment of dues, the member is under obligation to pay dues to the date of such discontinuance. One cannot become a member under the pro- visions of the By-laws without assuming that obligation. A failure to meet this responsibility should be considered highly unprofessional. Those who solicit new members should attention to both the call particular responsibilities and the privileges of mem- bership. eee 7 Har. nith, Fol. Wat. aind, 001; Park ‘loyd Irv. inley ools, hool, High fem. der. Prin. ipal; lub, 1 A. 1yne, » W. pore, istie, ams, Diet- man, d G. n of ws ll, Lucy iger, ipal ; High kson hool, Lee, rin- rin- ipal; neer hool, hool, ee Vol. 12, No. 10 iit JOURNAL OF THE NATIONAL EpucaTion AssociATION Education and Genius’ H. A. L. FisHer Champion of the Fisher Education Bill and formerly president of the Board of Education, London, England HE progress of the human race upon this planet has not been due to agitation or organized appetite of any kind but to the force of individual genius. It is to the religious leaders, the poets, the philosophers, the artists, the scien- tific discoverers that the real education of the human race must be attributed. The function of the rank and file of the educational army is to spread a knowledge and appreciation of their work. Why genius occurs most abundantly among certain races or in certain geo- graphical areas at certain periods is one of the mysteries of history. Whether America and Africa will be as prolific as Europe in creative human _ power, whether the genius-containing stocks of the old world will die out or be re- plenished is again a mystery. Of this only we may feel assured that the moral and intellectual level of mankind can only be sustained by a steady supply of that quality of intellect and character which, by reason of its intensity, its force, its rarity, its imaginative quality, we agree to designate by the term genius. An essential function—It follows that the discovery and encouragement of genius is a function essential to a well- constituted social order. A teacher who ignores genius, a school which suppresses and bullies genius, a university which can provide no occasion for genius to develop its discovering powers in free- dom and tranquillity, a business world which thinks that it can dispense with genius, a State which refuses to reward genius, fail, each in its special degree, to perform an important duty to the human race. A test of every educational system— One test, then, of every educational sys- tem is that it should be favorable to the development of human eminence. A well-ordered State provides equal oppor- tunities for inequalities. Medieval monasticism was bad because it condemned to celibacy some of the development This is one of a series of articles by Mr. Fisher which first appeared in the weekly Teachers World, Montague House, Russell Square, London, W. C. I. The editor of the World, Mr. E. H. Allen, asks Tue Jour- NAL to announce that it will be sent postpaid to American subscribers at five dollars per year. ablest representatives of the ablest races in the world. Russian Bolshevism in its present phase is equally bad, because it has destroyed the intellectual class in Russia, and by abolishing entrance ex- aminations to the universities has con- demned men of the highest eminence to their time teaching elementary arithmetic to hordes of ignorant stu- dents. A system of public education, in which the examination tests are so severe as to exhaust the mind and dim its freshness, is also, though in a lesser de- gree, The influences of a war are more complex, for while on the one hand war generally opens certain new avenues to talent, besides exerting a stimulating effect upon those branches of pure and applied science which bear directly upon national power, on the other hand it destroys many valuable lives, atmosphere of terialism and vulgarity, and so depresses some sensitive natures as to deprive them of the spring and elasticity requisite to good creative work. We are led then to consider whether in this vital respect of fostering creative and discovering talent the present situa- tion of the world is such as we should wish it to be. Clearly not. From the intellectual point of view the general outlook has never in recent years been promising. Russia is waste injurious. creates an ma- practically out of action, her intellectual élite ruined less or massacred, her schools disorganized, her universities become helpless to for- ward research. The professorial class in Austria is reduced to the extreme of physical destitution. Medical research, so at least we are given to understand, has practically ceased in Germany, owing to the poverty of professors and students, and original work of all kinds suffers from the same source of disable- ment. In fact, the war has led to a sensible lowering of the scientific and learned output of the world, and has seriously weakened the physique of those families in Russia and Central Europe from whom the intellectual workers of the Continent were so largely recruited. In England the middle-class has been crippled, but not ruined. ‘There is no compelling reason, founded upon our economic situation, why the higher powers of creative energy should not be 415 fully developed in this country, and that they should be so developed is rendered the more essential in view of the paral- ysis of large parts of the continent of the more important to consider whether our Europe. It becomes, therefore, present educational system is as favor- able as it is capable of being made to the power and creative talent. development of free discovering Uneasy apprehensions—To this the must be—not entirely. We have, indeed, widened the highway from answer the elementary school ; we have improved We have free places, We have in- creased the number of our universities We have pro- vided opportunities for intellectual stim- ulus and encouragement in our evening our secondary school system. multiplied scholarships, maintenance allowances. and university colleges. schools, our technical colleges, and tu- torial classes and extension lectures. In all these ways we have rendered it dif- ficult for intellectual talent to go un- discovered. We want, of course, more secondary schools, but these will, doubt- But are we satisfied that the spirit of our less, be provided in course of time. educational system is favorable to genius, that popular thought about education understands the supreme importance of taking risks to promote it, and that teachers all along the line are sufficiently respectful to its early manifestations? 1 confess that I have some uneasy ap- prehensions that the great mechanical effort of helping millions of clumsy minds over a succession of low educa- tional stiles may be absorbing too much of the educational energy of the country. In this connection there is a common fallacy to which I wish briefly to advert. It is sometimes assumed, but without a scintilla of evidence, that schools sup- ported from public funds must neces- sarily be less favorable to the develop- ment of individuality than schools de- pendent on private endowments or conducted for private profit. The argu- ment is that in the one case there is pub- lic control, and in the other, not. The truth is that so far as a school can affect the individuality of its pupils it operates, in the main, through two agencies, the quality of the teaching and the pro- vision for leisure. Neither of these is affected by the question of public con- trol. What is true is that the excessive organization of leisure in any school is harmful to the development of individual tastes. So far as I have observed, this defect is as common in the endowed as it is in the grant-aided schools. +16 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION Fresh Air or Gymnasium Henry S. Curtis Director of Hygiene and Physical Training Jefferson, Missouri NDER natural conditions man lives out of doors. Under condi- tions of modern life many of us live in- side nine tenths if not ninety-nine one hundredths of our time. But the out- door period is much longer than the house period in human history. All of our organs and functions still crave the open air. As to just what the difference is be- tween the air in the house and the air out of doors, or why one is so much better than the other, we do not know. We do know that the air indoors is often overheated and undermoistened, that it contains much dust, many bacteria, and a great deal of carbon dioxide, that its temperature is nearly uniform, and that it is still confined air. But whether these differences between the air inside and the air outside, will account for the different effect, we do not know. Our first revelation of the need of fresh air came from anthropology, when it was discovered that primitive peoples accustomed to live out of doors became sickly and especially subject to tubercu- losis when brought inside. ‘The Indian moving indoors fades away before the great white plague, as does the Negro in our cities. Thus we discover that tuberculosis is likely to develop when- ever people constantly breath the inside air, while fresh air stimulates the air cells and makes them more resistant. A few years ago it was found that many of the monkeys in the Lincoln Park Zoo died of tuberculosis in the winter when they were kept in the warmed monkey house. The authorities finally decided to experiment. ‘They selected all the monkeys that seemed bound to succumb before the winter was over and put them in an outdoor cage. It was a foregone conclusion that the tropical monkey could not stand the rigors of a northern climate, but as they were sure to die anyway, it did not make any difference. Unexpectedly, the monkeys throve and grew fat, fresh air proving more important than heat. Pneumonia patients also do better when they are kept out of doors. They are often put on the roofs of the hospitals even in the middle of winter. The heart and lungs are bound to- gether like a single organ; their rhythms vary together. When a soldier was gassed at the front; the most serious re- sult was often the enlargement of the heart. This made any violent effort or excitement dangerous if not deadly. Anything that affects the lungs also af- fects the blood and the heart. The best treatment for anemic children is to put them in open-air classrooms. The effect upon the nerves is no less pronounced. ‘The little child kept in- side often becomes restless, fidgety, and irritable. He quiets down as soon as he is taken into the open air. All of us are likewise affected; the best cure for a spell of nerves or restlessness is to get outdoors. Often the doctor prescribes a week or a month in the woods. The inside air acts as a nervous irritant, while the outdoor air is soothing. Dr. Emerson in his studies of malnu- trition in the clinics of Boston and New York finds one of the main causes of undernourishment to be lack of fresh air. He says that often the sole reason that certain children do not gain in weight is that they are sleeping in a closed room. They begin to gain as soon as the windows are thrown up nights in their bedrooms. A sleeping porch has a yet more pronounced effect. In our new schools, we are putting the undernourished children in open-air classrooms whenever possible. The best demonstration, however, was found in the orphan asylums. Dr. Emerson states that where a class of undernour- ished children in an orphanage was put on a regular regimen and were gaining a pound or so a week regularly, if there came a rainy week, so that they had to take their play period in the gymnasium instead of on the playground, not a child would gain. As the same result was found in a number of orphanages, the conclusion should be fairly conclusive. Apparently the open air stimulates all the vital functions, and assimilation is directly benefited. The effect of the open air upon the skin is evident. One who spends his time inside is usually pale and sallow, while a walk of half an hour in the wind will put roses in the cheeks. The open air and wind are a direct stimulus to the skin and call the blood to the surface, so that those who live out of doors usually December, 1923 have a ruddy complexion. I question jf any amount of exercise in a gymnasium can make the cheeks glow like an hoy; of skating, or coasting, or tennis. The outdoor air apparently has a good effect upon the nose and throat, Those who live out of doors are almog immune from colds and catarrh. The open air has a stimulating effect upon the follicles of the hair. People who go bareheaded never their hair; while those who wear tight hats are liable to. ‘The boys of the Blye Coat school of London always went bareheaded. It is said that no one of them was ever known to become bald. headed. The women on the island of Marken wear from three to five caps, Many of them become completely bald, College girls have commonly dispensed with hats during late years. Without doubt, their hair is more glossy and beautiful as a result. It is necessary to the hygiene of the eye that there be given frequent op- portunities to look off at a distance where the eye axes may become parallel, The eyes of any group of children al- ways look brighter after they have been out of doors. Either the outdoor air has been good for their eyes or their brains, one or the other. The brain’s alertness is always more or less dependent on stimuli from the outside. In the outside air there are al- ways the changes of the temperature, the lose ; impact of the wind, and many sights and | sounds. Merely to sit outside in a breeze will raise the heart rate from five to twenty beats. Children often grow stupid in the overheated air of the class- room. They need to get outside fre- quently in order to wake up. The testi- mony from the open-air schools all over the country is unanimous, as far as | have seen, to the effect that the children there are more alert and make better progress in their lessons. Each year I speak at many normal schools and colleges. the physical director is giving the work in the gymnasium, even though the weather outside is ideal. Most of the normal schools of physical training are doing this. Yet the student who i devoting his day to study needs the open air no less than he does the exercise. HE United States has the shortest school year and the shortest school week and the shortest school day of all the highly civilized nations of the world.—Leonard P. Ayres in the De troit Educational Bulletin. In general, I find | hats Slue vent > of ald. l of aps, ald, nsed 1out and the Op- ance Hlel, al. been air | heir | Ne RANSPORTATION jis the foundation which the con- solidated rural school stands. It upon is probably the greatest factor in deter- mining the success of consolidation which has gained such momentum during the past few years. A conspicuous example of what may be ac- complished along this line is furnished by Montgomery County, Alabama. A thorough survey in 1917 of the schools of that county showed a one or two- teacher type of school housed in almost any kind of building. After a careful study of the situation, Wil- liam F. Feagin, who had just been elected to the superintend- ency of the schools of the county, recom- mended a larger type of school, modern buildings, pupils trans- ported from distances to the richer curriculum, and more highly trained teachers. The program, which included the building of five large consolidated schools and provision for transporting the chil- dren to these schools, was carried rapidly as would permit. Very few places at that time had developed a system of school trans- portation, so there was little available in- formation to guide the superintendent and the school board in this problem. By the close of the year 1919, however, sixteen chassis were in active operation in carry- ing the pupils of Montgomery County to and from school. In 1920 the work was taken up by Mr. Feagin’s successor, Arthur L. Har- man. Before the schools opened in the school, a out as funds one-ton Transportation of Pupils fall two additional trucks were added to the were purchased. fleet and the next year two the more For purpose ot completing the school-building project, Consolidated Schools in Montgomery mene apne rae meee 15 abe oO g sacle sa. ait Pike Road Junior and Senior High School ee ~ Resa i Wiepenetisicce Pike Level Schoo a three hundred thousand dollar bond issue was authorized and as this neces- sitated the purchase of schoolroom equip- ment and additional trucks, a special three-mill tax levy was placed before the people and was carried by a large ma- jority. As a result, twelve additional trucks began to operate in September, 1922. Montgomery County has from [417] County ~—_ SEBEBE 3 tery x the beginning of the system depended mainly on trucks owned by the County Board of thirty-four in There now thirty-two of which are owned by the County Board of Education. As the safety of the children is the most important element to be sidered in any school Education. are operation, con- project, Montgomery has the dling of school auto that well be put into prac- Sc 8 han- County standard in busses might tice by other rural communities. The following rules gov- the drivers of conveyances ern 1 for chil- dren: (1) The driver of a truck passing a must in railroad come to a complete stop, while the captain (one of the students) gets out and_ stands the crossing the truck has crossed it. (2) A truck, children crossing on until while are init, must not be run over miles not miles seventeen per hour and more than five per wooden bridges. (3) While the road, trucks must be run at least seventy-five yards apart. (4) No driver has authority to ad- just any part of a truck, unless in case of emergency, then he must report the change made to the head mechanic immediately upon ar- rival at the garage. (5) Drivers must observe all commonly accepted “rules of the road.” (6) Trucks must not be run with chokes open nor left in gear when stopped. (7) The driver must not leave the truck while the motor is running. (8) Unless in case of emer- gency, or by direction of the principal, no truck shall be stopped on the road. hour over on and +18 (9) The driver must keep a clean per- sonal appearance when driving a truck in which children are being transported. At no time through carelessness has the life of a single child in Montgomery County been put in jeopardy. Every truck driver will testify that the child has been the chief object of concern. Montgomery County has tried both the schoolboy and the man drivers. While it may do the schoolboy good to drive a truck, experience has shown that the schoolboy does not always do good to the truck. At present there are six schoolboys driving in Montgomery County, but all the rest are full-time men. By proper planning, these full- time drivers, twenty-six in number, are assigned during school hours to other duties, thus avoiding loss of time and energy either to the school board or to the men themselves. Some assist in the development ot athletic fields and play- grounds; others take care of the school grounds; some load and unload coal; while others look after the repair work of the trucks. The Montgomery County is that the motor-drawn vehicle must be used in transportation. This means the expenditure of money, but no county board of education can op- erate trucks without making adequate plans for their up-keep. Because the trucks require excellent care, regular schedules for garage work have been put into effect. The longest transporta- tion route in Montgomery County is twenty-three miles; the shortest route, three miles. The average number of miles traveled by each child is 11.1 miles. So important to the development of the rural schools has the problem of transportation become that it is especially provided for by the school laws of forty- three States according to a survey made by the U. S. Bureau of Education. The remaining five States permit transporta- tion under the authority granted to school directors to provide for the general welfare of their school districts. The transportation used include ferries, rowboats, trolleys, railroads, but the most common types are the horse- drawn wagon, the van, and the gasoline- driven autobus. In northern States, when the snow is deep in winter and the sleighing excellent, the body of the school van is frequently transferred to runners. Washington usés almost every type of transportation except the aeroplane and the submarine, the school children of the Puget Sound counties being trans- ported in rowboats and launches. experience of types of THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1923 ig i ia a ine As safety, convenience, and comfort are the points to be considered in school transportation, bonds for the faithful fulfilment of the contract are required of all drivers by the school laws of Arkansas, Colorado, Nebraska, Nevada, Ohio, and Missouri. Many other States are so specific and exacting in their re- quirements for drivers, and so carefully safeguard the lives of the children who must be transported that bonds are not always required. The outstanding advantages of trans. portation are: (1) Protection for the pupils from wind, rain, and snow. (2) Dry and comfortable garments when the children arrive at school. (3) More time at home in the morning and evening, (4) Greater regularity in attendance. (5) Proper protection and supervision while going to and from school. (6) The removal of the handicap of distance. (7) An equal opportunity for every child to attend school.—A. S. W. Scientific School Counseling’ EE, she’s got the biggest job of the whole faculty!” This exclamation came from a senior boy, who was watch- ing a high-school counselor cheerfully erect each student in the long line that was constantly streaming into her office. In this office the many opportunities of the high-school are carefully explained to the new pupil and personal attention given to see that he is adjusted as quickly as possible to his new surroundings. Programs are adapted to individual pupils after careful investigation of physical and mental capacity, previous accomplishments, and future plans. Some students are permitted to enrol for more than the normal amount of work. Others not so strong have a lightened program, for separate courses as well as differentiated courses are offered. Stu- dents come for help in the choice of elective subjects and for information about the different courses. No child’s school program is allowed to be a matter of chance. Class teachers find in this office com- plete case-records of students and from these judge the type of work to be ex- pected from each pupil and the partic- ular needs to be met. Students get ac- curate information about graduation requirements, college and university matriculation requirements, and voca- tional information, such as the opportu- nities and demands of the more common vocations, their educational require- ments, and where these can best be met. Students apply for after-school em- ployment; those who are forced to drop out of school for economic reasons are placed on a job, as nearly as possible * This is the first of a series of articles on school counseling that is being prepared for THe Journat by Miss Margaret M. All- tucker, who recently became assistant di- rector of the Division of Research of the National Education Association, after earn- ing recognition in the movement to put school counseling on a scientific basis. suited to their capacities, and are shown the advantage of the part-time school. Conferences are arranged with each pupil planning to leave school. Trivial reasons, which sometimes upset a_ boy or girl, are discovered and cleared up, Students and their parents come fre- peatedly for counsel and help in present school difficulties and future plans. And research studies are constantly made to act as bases for determining school pol- icies and scientific guidance of pupils. Do you not agree with the senior boy that the counselor who directs this work has the biggest job of the whole faculty ? In the course of the term, every pupil in this school comes under the super- vision of the counselor just described; the multiplicity of problems which they bring shows that students need guidance. In the past, various guidance pro- grams have been developed throughout the country—some of them have fallen into disrepute and others have not func- tioned. The great difficulty with guid- ance formerly has been that too often it Was a matter of mere opinion, sentiment, and well-intentioned conjecture. Edu- cators now realize that school counseling must be based upon scientific research. It is fortunate that scientific methods are being developed at a time when the need for guidance is greater than ever before. An analysis of present-life conditions shows that there are at least seven out- standing reasons why school counseling is needed : 1. Youth is a period of development and groping. One of the outstanding characteristics of youth is a strong feel- ing of independence without the judg- ment that comes with experience to di- rect it. While choice is recognized as one of the greatest gifts of life and is what every adolescent youth wants and should have, it is fraught with dangers as well as possibilities for good. Youth school — ay fb *-.—= = oo ee — -. — «ss *- SF -* ew st = 4 1S] LF — —~s ee = = = FH — -—e eee - ay tie O& See Vol. 12, No. 10 lacks the judgment that experience has brought to older persons. Counsel is needed and much of it, to be acceptable, must be given indirectly. In the end each individual pupil must be helped to orient himself. And never before was it so dificult for a developing youth to find his proper bearings and relationships. 2. There is difficulty of adjustment in present complex surroundings. For- merly the education needed to meet the less complex industrial conditions was not so specialized. Furthermore a child could then adjust himself more grad- ually to his social surroundings. He grew up with a knowledge of the nature of the occupations in his small commu- nity and as he was able to share in the work, became skilled in one of them. Now in many fields special qualifica- tions including special training are re- quired for success. The number of vo- cations is so great that it is difficult for a youth to choose one wisely unless he has considerable information about many. The need for youth to have a definite objective that as he grows up he shall find his place in the world is apparent to every teacher. How many times we hear of the youth who wants to go somewhere but does not know where he wants to go, and consequently does not burn with zeal to get there. One of the things which keeps boys and girls from going straight to their goal is ignorance of ways and means. Students naturally look more and more to the public school for this information as well as for the courses of instruction necessary for them to become skilled in their chosen vocations. 3. Training is demanded in many fields. ‘To meet the various social de- mands, a constantly increasing number of subjects is included in the school cur- riculum. It is not unusual today for a large high-school to offer over 140 dif- ferent classes. From this very diverse educational menu each pupil is expected to choose four or five subjects. It is obvious that guidance is needed in this choice, if a well-balanced course, which each individual pupil’s abilities, interests, and ambitions permit him to assimilate, is to be selected. 4. Present public-school enrolment is larger than ever before. Statistics com- piled by the U. S. Bureau of Education? show that, although the population from 1890 to 1920 increased 69 per cent, the percentage of high-school attendance to the total population increased 550 per *Bulletin, 1922, No. 29, U. S. Bureau of Education, page 5. cent. Every day each teacher meets so many classes, and each class is so large that the individual pupil is often sub- merged in the group. Too frequently in large schools, students are neglected because no one teacher feels that it is her business to give them her sincere consid- eration. While every teacher should be interested in the personal problems of her students, one or more members of every faculty should act as a counseling staff, whose particular business it is to adjust the problems of the individual pupil. 5. The school’s responsibility in train- ing for citizenship has greatly increased. The State, realizing that its progress depends upon an educated citizenry, re- quires, at present, a longer period of compulsory school attendance than ever before. In justice to a pupil, he should not be kept in school unless he can profit by it. ‘This means that each pupil must not only be guided in his selection of school subjects, but that his progress be watched from week to week. Unfor- tunately we sometimes hear more of the failures to pass in school subjects than of the reasons for these failures. Good citizenship depends so largely upon right attitudes that a constant study of the individual pupil is necessary. A spirit of social consciousness must be developed in each pupil. This is dependent upon guidance. The neighborhood, the church, and the home, in a simpler state of society, were for the most part adequate socializ- ing agents. They assumed the greater share of the responsibility for training in ideals, social relationships, and avoca- tions. This division of labor has shifted. More and more, the public school is be- ing made responsible for the develop- ment of the whole life of each of the 25,000,000 children enrolled. The problem is complicated by the fact that no two children are alike. 6. There are outstanding individual among pupils. With the changing economic and social conditions and the extension of the age of compul- sory school attendance there are chil- dren enrolled in school today who for- merly would not have attended. In- telligence and subject tests are showing the wide range of abilities and accom- plishments that exist among the pupils in any one grade. These tests need to be supplemented by case studies of indi- vidual pupils which will include such factors as: health, character traits, special interests, future plans, ambi- tions, home and neighborhood condi- differences THE JOURNAL OF THE NaTIONAL EpucATION ASSOCIATION 419 ——_—_——$ LL —LLLLNLLLL tions, and other data. Individual as- sets and adaptive difficulties can only be discovered and systematically cared for in a large school by a counseling staft which is definitely work. 7. Students, school to another, find adjustment dif- ficult. Schools in different localities differ in courses of study, in standards of accomplishment, and in methods of teaching. Individual schools often think that their work is superior. The re- sult is that when a pupil enters a new school, particularly if he is a late entrant and has lost several weeks of school, teachers are apt to think that he should be put back a grade rather than continue in the grade in which he has been enrolled, when as a matter of fact, it may be that he should be pro- moted to a higher grade. Careful evaluation of the new pupil’s previous record, his score in ability and accom- plishment tests, his health, and all other factors that enter into his successful ad- justment must be considered by the counselor. When we remember the variety of problems which pupils brought to the counselor described in this article and when we consider that youth is a period of development and of groping, that there is great difficulty of adjustment in our present complex surroundings, that training is demanded in many fields, and that the subjects offered in a cos- mopolitan high school are so many and varied that a pupil cannot select from them wisely without help, that the present public-school enrolment is close to 25,000,000, that the public school has a greatly increased responsibility in training for citizenship and in the whole development of the child, that there are outstanding individual differences among pupils, and that students, even in trans- ferring from one school to another, find adjustment dificult—when we consider these things we responsible for this transferring from onée realize that school counseling is not only necessary, but that it must be based on scientific re- search and carried on by specialists, who are not merely dominated by sentiment and a desire to be helpful, but who are educational diagnosticians. A later ar- ticle will show how educational diag- nosis can approach a scientific basis. N order depends all intellectual progress. Without .it all schools close, libraries are empty, and education stops. Disorder was the forerunner of the Dark Ages.—Calvin Coolidge. +20 THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION Economy is Wise Spending EpirH McCuure PATTERSON Budget Specialist, General Federation of Women’s Clubs Dayton, Ohio ROM TIME immemorial economy and thrift have been preached, but a wrong interpretation has been given these terms. They have been inter- preted as closeness, even to the point. of stinginess or miserliness. “Today the women of the Nation, the real home- makers, are fast coming to see that thrift and economy mean not doing with- out, but wise spending. No one benefits through waste, neither the housewife nor the merchant. All buying should rightly be considered in the light of an investment. Right buy- ing insures getting full value for the money spent, and that is true economy and thrift. This interpretation of thrift is a much more agreeable one than the old-fashioned idea of miserly hoarding. Why has the American Nation ac- quired the reputation of being im- provident and careless with its money ? Simply because we as individuals have not been taught to understand money, what it means, and how to handle it so as to get the most from it. We have taught our children much that has no practical application to their later daily problems; we have neglected to teach them the fundamentals of good man- agement. Four fifths of the children of the Na- tion leave school between the ages of sixteen and eighteen to take up their life work, That their education has been neglected in certain fundamentals is evi- dent when statistics show that 65 per cent of the people of the United States only own 5 per cent of the National \ wealth? Furthermore, these same sta- tistics show that 69.43 per cent of the families in the United States have an income of less than $1000. A recent college investigation in a certain State shows that there is one automobile in the State for every family, and one bath tub for every four families. Could there be better evidence that our chil- dren should be taught how to use money_ wisely? There is a concerted movement on foot to supply this lack. The General Federation of Women’s Clubs, the largest organization of women in the world, with a membership of over three million in the United States, has appointed a Budget Specialist to give help and information to clubs in ar- now ranging programs on practical finance. Club women and_ housewives have through experience come to realize that any study which will help them to live within their incomes rather than in a haphazard fashion, and therefore, per- haps, beyond their incomes, is equally fascinating and much better than the study of ancient history, art, literature, civics, and other present-day questions. Educational work of this nature will help to stabilize the finances of any com- munity and those engaged in catering to the wants of that community are bound to benefit accordingly. The American homemaker, too, is seek- ing with keen concern and determined effort knowledge that will enable her to handle her job in a business-like way. Many community merchants are co- operating in spreading this knowledge, for they realize that by helping the housewife spend her money wisely they will profit not less but more. This educational work is not being\ The © confined to the housewife alone. best results can be achieved through in- corporating into our public-school train- ing a practical education along business- like lines. One of the best known text- book writers in the United States is com- pleting a series of arithmetics which will show its practical application to the needs of every-day life and lead children to look upon mathematics in its lower branches, not as a difficult subject that must be mastered, but as an interesting study that will help them every day. Children little realize the value of money, its uses as a medium of exchange, and how to utilize it to the greatest ad- vantage. Yet thousands of children enter business life after completing the sixth grade, and become self-supporting and oftentimes the mainstay of a family. They spend money every day. Is there anything more important for them to learn than the wise spending of it? Such a knowledge would increase their value to their employers and to them- selves. A great cry has gone forth to build stronger boys for our Nation’s leaders. Is it not equally important to build stronger girls—mentally, physically, and spiritually—that they may be mothers of great National leaders? ‘The founda- December, 1923 tion of true Americanism is laid in the home. Wise spending has much to do with the welfare and growth of oy; children and the well-being of our men and women. The present movement aims to reach both adults and children, The late President Harding, under. standing the value, and practising the virtues, of true thrift, voiced his ap- preciation in these words: “No habit js so easy to form, none so hard to break, as that of reckless spending, and on the other side, none is more certain to con- tribute to security and happiness than the habit of thrift, of savings, of carefyl management in all business concerns, of balancing budgets, and living within jn. comes. If I could urge upon the Amer- ican people in a single rule, applicable to every one of them as an individual and to every political or corporate unit among men, it would be to learn to spend somewhat less than your income all the time.” One of our captains of industry, Frederick B. Patterson, president of the National Cash Register Company, is offering ten life memberships in the Na- tional Education Association for the ten best suggestions as to what may be in- jected into our elementary and _high- school curricula that will tend to develop habits and understanding of better busi- ness methods, more intelligent buying, and more efficient spending. The Say- ings Bank Division of the American Bankers Association has offered one thousand dollars for a similar contest. Bankers, merchants, and business men generally have shown much interest in this movement. The American edu- cator sees the day approaching when women will know how to manage the home purse; when the children will take their places in the business world better prepared to meet its problems; when public schools will graduate children with a practical education. When that day comes, and it is on its way, the general community standards of living will be raised, and worry, lack, and sickness be replaced by contentment and prosperity. HERE is something sacred about wages—they represent homes and families and domestic destinies. People ought to tread very carefully when ap- proaching wages. On the cost sheet, wages are mere figures; out in the world, wages are bread boxes and coal bins, babies’ cradles and children’s edu- cation—family comforts and _ content ment.— Vy Life and Work by Ford. NERS oe . ese fe OU UclhlUlUklUeelClU lel et alCUeee ell TH O® 34 nt ry, the ten Isi- ng, av- can one eet, the coal edu- ent- — HERE are three main reasons for a local organization of princi- pals: (1) To promote profes- sional study; (2) to maintain the pro- fessional status of the principalship within the community; (3) to serve the community as a civic organization. ‘The purpose of this article is to indicate briefly how one group of principals has worked out these ideas. The objectives of the Seattle Princi- pals’ Association, according to the con- stitution, are “Professional advancement, civic improvement, and better- ment.” Professional advancement is named first and it is at this point that the Seattle principals began their organ- ized efforts. The story of how the program of systematic professional study came about is interesting. It was a gradual devel- opment and not a sudden metamorphosis. The organization had always been fa- vored with strong presidents who felt the value of codperative effort. Dinner meetings had been held and these had become increasingly frequent as_ the group spirit increased. At these meet- ings addresses of professional as well as non-professional character had been given, occasionally by a principal but more often by an outsider. There was much of inspiration and benefit in this kind of thing and certainly no princi- pals’ organization can afford to cut itself entirely off from the viewpoint of the man of affairs. To Dio Richardson, president in 1919-20, however, must be given the credit of having first conceived and put into operation the idea of a professional study program based upon regular monthly meetings and conducted almost entirely by the principals themselves. Since that time, the Association has gone steadily forward, not only in pro- fessional standing, but also in rank as a social civic organization. Centering the activities upon profes- sional study has several advantages: (a) It means increased ef- ficiency through the dissemination throughout the system of the best ideas iN supervision and management. (b) It stimulates the interest of the members because principals feel that they school ‘Prepared for THe Journat by Worth McClure, Superintendent’s Assistant and President of the Association, 1921-22, Seattle, Washington. The Seattle Principals Association get something which they can apply to their own problem. (c) Principals themselves grow con- siderably through investigations made as members of committees and presented to the Association at the meetings. Several RANK D. McILRAVY, prin- cipal of Gatewood School, Seattle, Washington, who is the president of the Seattle Principals’ Association for 1923-24. studies thus made have been published in educational periodicals. (d) Community respect is compelled for an organization that is concerned chiefly with improving the efficiency of the service of its members. When the Tax Reduction Council began in 1921 its fight for cheaper Seattle schools, it recommended slashing cuts in all sal- aries excepting those of principals. (e) It avoids the pitfall of “politics.” It is true that a civic organization of any kind is always open to such a charge. There is always pressure from without for a principals’ play politics in city affairs. It is well to have community recognition as a purely pro- fessional group in order not only to les- sen this pressure, but as a safeguard against the possibility of unfair charges being given credence by the public. Nothing will ruin community confidence in the schools faster than will serious questioning of the motives of the school people themselves. association to [421] Publicity should be part of an organ- ization’s work. However, publicity is a two-edged weapon. Careful publicity has been the policy of the Seattle organ- ization. No exaggerated claims have been made. Conservative reports of meetings and other professional activities have been regularly given to the press. Accomplishments of the have been featured. Officers of the associa- tion have been careful nox to rush into print with hasty opinions. Even under the sting of unfair attacks on the schools, this rule has been followed. Good faith in professional ideals has been proved in a convincing way. Until 1922, the expenses ot a representative from the Association to attend the con- vention of the Department of Superin- scho¢ ils tendence and allied groups and en route to visit other school systems had been borne by the Board of Education. When lack of school revenues made this practice no longer possible, the Associa- tion voted the necessary funds and sent the representative as usual, accompany- ing this action with the statement that so valuable had former reports been to the Seattle schools that the principals preferred to pay for these personally rather than to forego the benefits. Two other distinctive features are yet to be noted—namely, the personnel of the organization and its relations with the superintendent’s office. ‘The active membership of the Seattle Principals’ Association includes both high and el- ementary Superin- tendents and supervisors are entitled to become associate members. school principals. They have no vote and do not pay dues, but are both privileged and accustomed to take This arrangement is perhaps different from that of many such organizations, but there is found to be an advantage in hav- part in all professional discussions. ing several different viewpoints repre- sented. Dues are five dollars per year, of which a large part now goes to pay the expenses of the representative to the mid-year National convention of the al- lied departments. Monthly dinner ex- penses, save those of honor guests, are not paid out of the treasury. The most cordial feeling has always existed between the superintendent’s office and the Association. There is no doubt that this has helped in the ef- fectiveness and development of the schools and of the organization as well. THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION December, 1923 HIS beautiful school plant is the gift of Mr. John Handley to the town of Winchester, Virginia. Mr. gift to his home community to “recognize the foundation of democracy, the public school.” completed after numerous conferences with educational experts of every type. Discussions have been conducted in an entirely frank but withal a friendly spirit, and problems have been met in the light of what was best for the schools as a whole. The Seattle Principals’ Association continues to thrive under the policy of professional study first. Instead of the interest wearing out, as was occasionally predicted in the beginning, the organiza- tion within the membership of several small study clubs meeting semi-monthly would seem to show that interest is on the increase. The following are the programs for 1921-22 and 1922-23. Each meeting is presided over by the president, but is in charge of a small committee of two or three principals, selected by the program committee in conference with the presi- dent. Meetings are held upon the fourth Tuesday evening of each month except December. Program for 1921-22—(1) Reports of delegates to the Des Moines Conven- tion of the National Education Associa- tion and to the Pan-Pacific Conference on Education in Honolulu. (2) How the principal may be most helpful to the teacher. A studv of re- plies from the teachers themselves to a questionnaire upon this topic. Officers of all parent-teacher circles were guests at this meeting. (3) Bridging the gap between grades and high school. A symposium of cur- rent practices with suggestions for im- provement. (4) The work and aims of Washington Education Association. (5) The practicability of the single salary schedule in American education. A study of first-hand reports obtained the Handley wished through this The plans and design for the plant were from cities where the schedule is now in operation. (6) The report of the delegate to the Chicago meeting of the Departnient of Superintendence and allied groups. (7) A testing program for a city school system. How may the testing work of the principal be better codrdi- nated with that of the central office ? (8) The elementary school—how shall it be evaluated? A study of stand- ards by which the efficiency of an el- ementary school may be estimated, with especial reference to Seattle’s platoon schools. Program for 1922-23—(1) Report of delegates to Boston Convention of the National Education Association. Ad- dress by Will C. Wood, State superin- tendent of schools, Sacramento, Calif. (2) The purposes and plans of the newly organized Research Department of the Seattle Public Schools. (3) The diagnostic work of the principal and various plans for effective follow-up work. (4) A study of school costs and municipal finances with especial ref- erence to school support. (Two meet- ings). (5) Report of representative at the Cleveland meetings. (6) Report of the committee on the teaching of English in the elementary and high schools. As a result of this report a joint committee representing the high and elementary schools was ap- pointed by Superintendent Cole to ad- just the English courses of study so as to articulate more closely in both types of schools. (7) General “experience” meeting participated in by members of the Board of Education, superintendents, super- visors, and principals. Each person was asked to describe briefly some “high light” in the Seattle system that had come under his notice during the cur- rent year. HOMAS JEFFERSON ON EDUCATION—When sobered by experience, I hope our successors will turn their attention to the advantages of education. I mean of education on the broad scale and not that of the petty academies, as they call themselves, which are starting up in every neighborhood, and where one or two men, possessing Latin and sometimes Greek, a knowl- edge of the globes, and the first six books of Euclid, imagine and commu- nicate this as the sum of science. They commit their pupils to the theater of the world with just taste enough of learn- ing to be alienated from industrious pur- suits, and not enough to do service in the ranks of science. We have some exceptions, indeed. I presented one to you lately, and we have some others. But the terms I use are general truths. I hope the necessity will, at length, be seen of establishing institutions here, as in Europe, where every branch of science, useful at this day, may be taught in its highest degree. Have you ever turned your thoughts to the plan of such an institution? I mean to a speci- fication of the particular sciences of real use in human affairs, and how they might be so grouped as to require s0 many professors only as might bring them within the views of a just but en- lightened economy.—Writings, Vol. 6, page 356, Letter to John Adams, Mon- ticello, July 5, 1814. T 4 ll is. er n- 6, yn- Vol. 12, No. 10 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Beauty in Education FREDERICA BEARD HE INBORN love of beauty in the human heart struggles for expres- sion. The window of a tenement house with its box of greenery goes to prove that it exists and seeks to live. The gaudy colored prints on the wall of a Negro cabin testify to the same truth. Weak, crude, elemental as the expres- sion is, it is surprising to find in places most unlikely a longing for the artistic. Such evidence suggests that the love of the beautiful is potentially in every human heart, though crushed it may be, by many forces, and often dying of starvation. Should not the hungry be fed and the opportunity for satisfaction be given before it is too late? The response of a child to a beautiful effect is sometimes startling. It may be unconscious response but it is none the less true. A schoolroom decorated in soft and tasteful coloring with growing flowers here and there, and two or three fine pictures on the walls, has been found to have so controlling an influence that Poles and Russians of the street have grown increasingly polite and orderly in its atmosphere. Scientific observation has proved that color has an effect on the nervous organization; cer- tain colors bringing rest and_ repose, while others tend to excitement and disquietude. Such results are, of course, most noticeable when sensitiveness is peculiarly acute, but they are just as much a fact when unrealized, and when the reaction is less keen. This is, how- ever, only a part of the story as we con- sider the cause of a refining behavior. Beauty calls forth a response, and in its presence ugly roughness in a child re- treats and gentleness of action takes its place. A story told before is so apt an il- lustration of this truth that it will bear repetition. A little fellow from “The Black Hole” of Chicago was one of a group of kindergarten children to be taken one morning to the Art Institute. There they saw the Sistine Madonna among other pictures. The following Saturday found the child, with his somewhat older brother, standing at the door. “Please, Mum,” said he to the attendant at the desk, “can we come in? I’ve brought Jim to see the picture that’s so great.” It was against the rules to *Reprinted from The School-Arts-Mag- azine. allow children to go to the rooms with- out adult company, but the pathetic picture and eager look before her caused the attendant to call an assistant to the desk and to go herself as escort, curious to see which was “the picture that’s so great.” The children tiptoed in and with hushed awe as if on “holy ground,” the younger boy pointed to the Madonna and child that had made the great im- pression. Then they turned with ab- sorbed interest to other pictures until the attendant had to send them away. The next Saturday and the next found them again at the Art Institute, and, because they were so orderly and quiet, even reverent in their actions, these little street urchins gained special per- mission to enter. Why did they come, and why did they behave thus? Was it not because they were hungry for the beautiful? One has only to go into any one of the magnificent railway stations of the country to note the effect of grandeur upon rough natures. Move- ments are more quiet than when outside the building and even voices are subdued. If hunger for beauty and the effect of the beautiful were appreciated, greater attention would be paid to the arrange- ment and appearance of school rooms. Here is a factor in education that is too little recognized. If the silent influence of a picture were realized, care would be taken to place one, two, or three good pictures in a home or school as much as, or more, than other furnishings, and some pictures already there would be cast out. Perhaps this influence is not considered because it is silent and elu- sive ; something that cannot be computed in exact terms, that can only be deter- mined by close observation of a number of children. Indirect influence is greater than direct. Gradually, quietly, per- sistently the picture bears its message, sometimes doing what other expressions fail to do for “We're made so that we love First when we see them painted, things we have passed Perhaps a hundred times, nor cared to see; And so they are better, painted—better to us, Which is the same thing. Art was given for that; Leading our minds out.” A young girl stands before the por- trait of Antigone or Cordelia; she has a vision of a possibility and, as she gazes on that face, an ideal grows and by and 423 by the ideal is woven into life. Anothe: looks into the face of a beautiful Ma donna and as she sees the beauty of motherhood, she longs to fulfill in her- self all that it suggests. And the youth as he turns now and again to note the courage and nobility of “Sir Galahad’”’ finds desire astir within himself. With a larger vision of the many ways in which the Divine life manifests itself we shall say with Emerson, “God is the All-fair. Truth and beauty and goodness are but different faces of the one all.” If beauty is to bring the desired effect, it must be adapted to the child’s plane of development and must answer to his need. In both form and content it must correspond to his life, and so call forth a response. ‘This does not mean that it should be lowered to a child’s immediate whim and taste; if this were true, little beauty might remain! Superficial lik- ings are not to be considered. ‘The guide for selection is not to be what a child thinks he wants, but innate ten- dencies that will respond to certain stimuli and not at all to others must be reckoned with. These much at different ages. An unwarranted conclusion has, how- ever, sprung up from the theory of evolu- tion, namely, that the individual and the race begin, both in expression and ap- preciation, with the inartistic aid the ugly and gradually grow toward perfect art. Such an assumption arises from a limited notion of expression and appre- ciation. Decidedly inartistic are some of a child’s expressions, and some of his appreciations tend toward the ugly rather than the beautiful. But under a broad, deep view the untruth of such a theory is evident. ‘The baby waves a good-by with a grace and beauty of arm and hand movement that the best trained actress cannot equal. A simple folk- song is as perfect art as a Wagner opera. The Hymn to the Dawn in the early Vedic poems is as artistic as Milton’s Lycidas. An early Greek myth may rival Goethe’s Faust in the harmony and beauty of its artistic expression and interpretatiqgn of life.’ Thus human life on any plane may have some expres- sion of beauty and still more, may it re- spond to such expression if between the two there is some sympathetic touch. To understand child nature and _ its development is essential in the use of art in education. An illustration will be suggestive. One of the old-time pictures may call forth an expression of wonder and delight on the face of a five-year-old which to his ten-year-old brother with vary 424 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1923 T THE meeting of the Department of Superintendence in ; deal in 1893, a most notable gathering was the Authors’ and Publishers’ Reception on February 23. present was Dr. Oliver Wendell Holmes, who after a few remarks read the following verses, prepared for the occasion. occurred October 7, 1894. Verses Oliver Wendell Holmes Teachers of teachers! Noblest that noble minds can ask. High up AZonia’s murmurous mount, To watch, to guard the sacred fount That feeds the streams below; To guide the hurrying flood that fills A thousand silvery rippling rills, In ever-widening flow. Rich is the harvest from the fields That bounteous Nature kindly yields; But fairer growths enrich the soil Among the celebrities His death Yours the task Ploughed deep by thought’s unwearied toil, In Learning’s broad domain. And where the leaves, the flowers, the fruits, Without your watering at the roots, To fill each branching vein? Welcome! the Author’s firmest friends, Your voice the surest godspeed lends. Of you the growing mind demands The patient care, the guiding hands Through all the mists of morn. You knowing well the future’s need, Your prescient wisdom sows the seed, To flower in years unborn. his keen materialistic appreciations will suggest only physical grotesqueness and appeal to his sense of humor, leading to irreverence. Thousands of homes cannot give the uplifting influence that children need, either because of economic reasons or be- cause of ignorance. The State must give what the home cagnot supply. Beauty should, therefore, be added to the cleanliness, neatness, and convenience of school grounds and buildings. For homes that, for may be termed of the “middle class” there is op- portunity as never before to get good works of art in copies. One fine presentation is often better than two of poorer workmanship. In homes of culture and of wealth it may well be remembered that too much feed- convenience, inexpensive ing is as bad, or worse, than too little. The pitiable ugliness of poverty is less morally harmful than the gorgeous ugli- ness of extravagant wealth. For the appreciation of what is beauti- ful, and a practical application of it, no better work can be done than that pur- sued in a few schools of the country today by the study of desirable house One group of eighth-grade pupiis were given the opportunity of selecting between wall-paper samples, in accordance with the rules of color and form they had been taught, and the greatest interest was manifest in the choice of a well built house and of good furnishings. Care was taken that extremes sitating extravagance should not be ad- vocated. Two wall papers, one good decorations in color and design. neces- and the other bad, but of the same price, proved that it needed only discriminating taste to reject the coarse and loud and purchase the good. Imagination can easily picture the effect on the homes of the future. Incalculable good may be done by training a girl in color apprecia- tion applied to dress. She has a natural love for gay plumage and the desire for personal adornment is legitimate; she js not to think of the bright and gay as ugly, but only undesirable when used in wrong quantities and relations. The right association of color, resulting in harmonious blending, is what she needs to realize. Beauty in education by way of Nature has been so far only hinted at in this writing. It needs emphasis again and again and yet again. For to a small extent at least, it is possible to all, and to child-life Nature is nearer than art because it is simpler and more elemental. To the children of the poor, Nature must be brought or special provision must be made to take them to it. Some- thing has been gained by way of city parks and by natural objects in the school room, and something by way of “fresh air” expeditions. But the appeal of one child is but the cry of many: “I wish I could sit on the grass all day,” not but many times. “Children are even closer than we to the great Nature-Mother, and if they can have constant opportunity for contact with her beauty, it will build itself into their very spirits, giving a dignity and _har- mony difficult to gain in any other way. A boy stood out in the fields one day. A hoe was in his hand, but he was not working. He was looking afar off. A sympathetic mother approached _ the dreamer and gently said, “What is it, once son?” “Oh, Mother,” responded the lad, “it’s so beautiful! It makes me want so much.” The conscious realization thus ex- pressed is, undoubtedly, exceptional, but Nature's appeal to aspiration is just as true to many another youth. “Had I but two coins,” said Mahomet of old, “with one I would buy bread; with the other hyacinths, for hyacinths would feed my soul.” The food of the soul has many names and is interpreted in many ways. “A haze on the far horizon, The infinite tender sky, The ripe, rich tint of the cornfields, And the wild geese sailing high, And all over upland and lowland The charm of the goldenrod, Some of us call it Autumn And others call it God.” ' ) je the lis to 12 tol ca! BR in evi tic bly rez in lite spe the mi nu pa nes lis! the an sal ire is nd all nd irt al. ire on Vol. 12, No. 10 Ce GUIDE TO BOOKS . FE HE EDITORS of THe Journat are ll to know what features of the Guide to Books are most useful to its read- ers. Do you find the Select List useful? Does the Comprehensive List aid you in keeping in touch with new educational ma- terial? Are the lists of books on special sub- jects, like the one on motion pictures in this number, valuable? If so what are some of the subjects on which you would like similar lists? Address your observations to Guide to Bovks, National Education Association, 1201 Sixteenth Street Northwest, Washing- ton, D. C. Select List ITLES and notes in this list are taken from the October Booklist of the Ameri- can Library Association. Brim, OrvitLe G. Educational progress and the parents (Education bureau, Rural school leaflet 15). Wash., D. C., Supt. of Docs., Gov’t Pr. Off., 1923. 8p. Paper, Se. Tells how the new tendencies and problems in education may be presented to school boards and patrons in order to give them, in every-day language, a clear and more prac- tical idea of the purpose of education. Coss, IrviN SHREWsBURY. Snake doctor. N. Y., Doran, 1923. 343p. $2. Nine short stories, wise, humorous, and pathetic, in some of which appears the fa- miliar character of “Old Judge Priest.” The title story won the O. Henry Memorial first prize for 1922. Reprinted from various magazines. DRINKWATER, JOHN, ed. The outline of literature. vol. 1. N. Y., Putnam, 1923. 309p. Illus. $4.50. Designed to give a “representative sum- mary” of the great works of literature and to place them in historical perspective, this first volume of three fulfills its purpose admira- bly. Not intended for the practiced, critical reader, as the matter is necessarily condensed in form, but for one whose knowledge of literature is superficial and poorly organized. Each of the studies has been prepared by a specialist, although only one, “The story of the Bible,” by E. W. Barnes, Canon of West- minster, appears signed. Contains a large number of reproductions of well-known paintings which add much to the attractive- ness and interest of the book. Contents: ‘The first books in the world— Homer—The story of the Bible—The Eng- lish Bible as literature—The sacred books of the East—Greek myth and the poets—Greece and Rome—The middle ages—The Renais- sance. HazeL J. N: ¥., Frost, HELEN, and CUBBERLEY, Field hockey and soccer for women. Scribner, 1923. 247p. Illus. $2. A practical and authoritative manual of two games which are rapidly gaining in popularity among American high-school and college girls. The principles of both games are clearly presented, and the book is well illustrated with photographs and diagrams so that it will be useful both to player and coach. THe JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION —— + ee + education of 1923. 378p. WILLysTINE. The Macmillan, GOODSELL, women. N. Y., $2.60. A broad, open study of problems and tend- encies. Discusses the percentage of mar- riages among college women, sex differentia- tion in education, “bringing out” the retiring or individualistic girl, cultural vs. vocational Why not education, and the questions of morals and health. Interestingly written, often present- ing views of leading thinkers on the various phases of the subject. Chapter bibliographies and index. Appendix contains findings of a questionnaire on physical education in high schools and colleges in 1921. LINK, Henry CHARLES. Education and in- dustry. N. Y., Macmillan, 1923. 265p. Illus. $2. A detailed discussion of the various phases of industrial education, for the employer and general reader. Considers the problems of the subnormal worker, the training of ex- ecutives, foremen, and salesmen and de- scribes the functioning of trade and vestibule schools, of industrial motion pictures and Americanization classes. Author is lecturer in industrial education at Columbia Univer- sity. Goes over some of the ground covered by Kelly, Training industrial workers, but is more general. McMurry, Oscar L., and others. Teaching of industrial arts in the elementary school. N. Y., Macmillan, 1923. 357p., Illus. $2. Written to “give an insight into the teach- ing of the principles underlying the several acts of designing and making.” Discusses the zsthetic and thought elements in the in- dustrial arts, how designs and decorations are thought out, and methods of class pro- cedure. Outlines in detail courses in wood- ew construction dixes on finding the median and on feeble- 425. work and bookmaking. Comprehensive and practical. Fully illustrated. Masson, THOMAS LANSING That silver lining. Garden City, N. Y., Doubleday, 1923. 441p. $2. The well-known humorist has here turned physician of the mind and advocates the practice of work, faith, and self-forgetfulness as the surest means of getting on the road to happiness. He backs up his rules and formu- lars with illustrations from his personal ex- periences and from the lives and writings of thinkers and philosophers, and is happily free from sentimentality. MUuKERJI, DHAN GopaL. Caste and outcast N. Y., Dutton, 1923. 303p. $3. An absorbing narrative of East and West The first is an intimate and charming ac- count of the life of a Hindu boy of the Brah- min caste; his childhood, training, initiation into the priesthood, and the influence of re- ligion on daily life in India. The second part tells of his life in America, an outcast, his college career at the University of Cali- fornia where he worked his way, his contact with socialists, spiritualists, and I. W. W.’s. Later he became a professor of comparative literature and a lecturer. PHELPS, WILLIAM Lyon. Some makers of American literature (Dartmouth alumni lectureships on the Guernsey Center Moore foundation). Bost., Marshall Jones, 1923. 187p. $2.50. Lectures delivered at Dartmouth College on American writers and thinkers, containing brief biographical notes and critical com- ments. Edwards, Franklin, Cooper, Webster, Lincoln, Hawthorne, Emerson, and Mark Twain are included. For the general reader. Appeared in Ladies’ Home Journal. PresseY, SIDNEY LEAVITT, and LUELLA C. In- troduction to the use of standard tests. Yonkers, N. Y., World Bk. Co., 1922. 263p. $1.80. “An introductory manual in the use of tests.” Part one discusses their nature, pur- pose, and use; part two contains tests in ele- mentary and high-school subjects with in- structions for giving them; part three is devoted to the measurement of mental ability, and part four to a general discussion of test and testing programs. Appen- mindedness. Bibliographies and_ glossary. More elementary and practical than McCall, How to measure in education, and Monroe, Theory of educational measurements. SwiFT, FLETCHER HARPER. Federal aid to public schools (Education bureau, bulletin 1922, No. 47). Wash., D. C., Supt. of Docs., Gov’t Pr. Off., 1923. 47p. Paper, 10c. As a concise statement of just what the Federal Government has done in the past to encourage and promote public education through grants of lands and money, this re- port will be of great value to educators and students of government and public policy. U. S. CHILDREN’s Bureau. A brief manual of games for organized play, adopted from standard sources, by Martha Travilla Speakman (Publication 113). Wash., D.C. Supt. of Docs., Gov’t Pr. Off., 1923. 39p. Illus. Paper, 5c. Lists and gives directions for seventy games. Bibliography of reference books. WANAMAKER, JOHN. Maxims of life and business. N. Y., Harper, 1923. 129p. $1. Sayings of the merchant genius, which, pieced together, make up his philosophy of Rp SITET — REE R AE Hg. RP nt Shins Be mor Rak a Ca Sm THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION ne KATHARINE MERRILL Belmont, Massachusetts If all of teaching were but the dull giving Forth again of words from the dead past; Were stripped bare of association with the living; On Teaching Meant merely formule, dry lines, thoughts classed With former ways of life now left behind On the straight high road leading ever on To those far open spaces where the mind Sees Life and Education as but one; Then were full half its savor gone. To teach Is first to know that daily one has part In building-up of personality, Helping it forward, step by step, to reach Full growth, and gain the understanding heart.— Such teaching has strength and reality. life. Arranged under headings of Business and success—Character-building—Human re- lations — Citizenship — Education — Life. Edited by Russell H. Conwell, a close friend. Comprehensive List = list aims to mention all important new educational books published in the United States. It is based on books received at THE JOURNAL office, supplemented by in- formation for the various publishing houses represented. ALABAMA STATE BoarD FOR VOCATIONAL Ep- UCATION. Vocational education under the State and Federal! acts 1922-1927. Mont- gomery, Ala., Brown Pr. Co., 1922. 95p. Sent on payment of postage. ALLEN, WiLiiaAM Sims. A siudy in Latin prognosis. N. Y., Teachers Coll., Co- lumbia Univ. 41p. Cloth, $1.50; Paper, $1. AMERICAN BANKERS’ AssociATION. School savings banking, including the standard method approved by the American Bank- ers’ Association, savings bank division. N. Y., Ronald, 1923. 174p. $1.25. Amster, Isipor. Commercial law, including recent examination questions. N. Y., Globe Bk. Co., 1923. 179p. 67c. ANDREWS, BENJAMIN RICHARD. Economics of the household; its administration and finance. N. Y., Macmillan. 623p. $3.25. BARNES, INA G. Rural school management. N. Y., Macmillan, 1923. 303p. $1.60. Bearp, CHARLES A., and BAGLEY, WILLIAM C. The history of the American people; rev. ed. N. Y., Macmillan, 1923. 708p. $1.60. BeGeMAN, Louis. Everyday physical science. Illus. Cedar Falls, Iowa, Author. 242p. $2. BENNET, Henry Eastman. Psychology and self-development. Boston, Ginn & Co., 1923. 296p. $1.48. Brack, N. Henry. Laboratory experiments in practical physics; to accompany the re- vised edition of Black and Davis’ “Practi- cal Physics.” N. Y., Macmillan, 1923. 241p. $1. Bok, Epwarp W. A man from Maine. Illus. N. Y., Scribner’s, 1923. 278p. $3. Bonser, FRreverick G., and Mossman, Lois Correy. Industrial arts for elementary schools. N. Y., Macmillan, 1923. 491p. $2.40. BorrowMan, HELEN I. Card text system of cookery for school and home use. N. Y., Bruce Pub. Co., 1923. 151 cards. Cards only, $1.20; Paper Container, $1.45; Metal Container, $2. Brown, CuHartes R. Lincoln, the greatest man of the nineteenth century. N. Y., Macmillan, 1922. 77p. $1. Bryant, V. S. Introduction to practical mathematics. N. Y., Oxford, 1923. 99p. 85c. BULLOCK, CHARLES Jesse. The elements of economics; rev. ed. Newark, N. J., Sil- ver, Burdett, 1923. 406p. $1.60. CHAMBERLAIN, JAMES F. How we are clothed; a geographical reader. N. Y., Macmillan, 1923. 189p. 88e. CHARNWOOD, Lorp. Theodore Roosevelt. Boston, Atlantic Monthly Press, 1923. 232p. $2.50. Cotvin, Cart. A state program in agricul- tural education for high schools. Illus. Springfield, Ill., Schnepp & Barnes, 1922. 47p. No charge. CorseTT, Lee CLEVELAND. Intensive . farm- ing. N. Y., Macmillan, 1923. 146p. $1. CRENSHAW, BoLtiins H., and Derr, Homer M. Plane trigonometry. Boston, Ginn & Co., 1923. 157p. $1.40. Darrow, FLtoyp LANveRN. Masters of sci- ence and invention. N. Y., Harcourt, Brace, 1923. 350p. $1.75. DOHERTY, MARGARET. Tentative list of edu- cational subject headings; issued for criti- cism by field workers. Columbus, Ohio, Ohio State Univ., 1923. Paper, $1. Dotcu, Epwarp WILLIAM. Outlining for ef- fective writing. N. Y., Harper, 1923. 61p. 70c. Draper, WittiAM Henry. University ex- tension. N. Y., Macmillan, 1923. 155p. $1.25. Dupont pE Nemours, PIERRE SAMUEL. WNa- tional education in the United States of December, 1923 America. Newark, Del., Univ. of Dela. ware Press. 16lp. $2.50. Evson, WituiaAM H., and others. Junio, high-school literature; bk. 3. Illus Chicago, Scott, Foresman Co. 592p, $1.80. Evy, Ricnarp T., and Wicker, Georce R Elementary principles of economics; to. gether with a short sketch of economic his- tory; rev. ed. N. Y., Macmillan, 1923, 532p. $1.68. Faris, Joun T. Where our history was made. Newark, N. J., Silver, Burdett, 1923. 326p. 96c. FILFus, NATHANIEL, and ROBINSON, NATHAN- IEL. Graded exercises in bookkeeping and accounting; pts. 1 and 2. 175 Fifth Ave, N. Y., Oxford Bk. Co., Inc., 1923. 304p, Pe. 4, $1; Pt. 2. $1.20. FLEXNER, ABRAHAM. 4 modern college and a modern school. Garden City, N. Y, Doubleday, Page, 1923. 142p. $1. FowLKEs, JOHN Guy. Evaluating school textbooks. Newark, N. J., Silver, Burdett, 1923. 33p. Paper, 40c. GLAZEBROOK, RicHarp. A dictionary of ap- plied physics; in 5 wols.; vol. 5, aeronaut- ics, metallurgy—general index. Illus. N: Y., Macmillan, 1923. 599p. $15. GLAZIER, RicHARD. Historic textile fabrics; a short history of the tradition and de- velopment of pattern in woven and printed stuffs. Illus. N. Y., Scribner. 120p. $8, GRIFFITH, COLEMAN R. General introduction to psychology. N. Y., Macmillan. 528p, $2.50. Hart, ALBERT BUSHNELL. We and our his- tory; a biography of the American people. 319p. $1.80. HARTMAN, GertruDE. Home and commun- ity life; curriculum studies for the ele- mentary school. N. Y., Dutton, 1923. 200p. $3. Hawes, CHARLES BOARDMAN. The _ dark frigate. Illus. Boston, Atlantic Monthly Press, 1923. 247p. $2. Hines, HARLAN C., and Jones, R. G. Public school publicity. N. Y., Macmillan, 1923. 72p. Paper, 60c. Hosson, Ernest WILLIAM. The .domain of natural science; the Gifford lectures de- livered in the Univ. of Aberdeen in 1921 and 1922. N. Y., Macmillan, 1923. 510p. $6.50. HopGMAN, CHARLES Davin, and LANGE Nor- MAN ApOoLPH. Handbook of chemistry and physics; a ready-reference pocket book of chemical and physical data. Cleveland, Ohio, Chemical Rubber Pub. Co., 1922. 801lp. $4. HoLLincworTH, Leta S. Special talents and defects; their significance for education. N. Y., Macmillan, 1923. 216p. $1.60. HucHAN, Jessie WALLACE. A study of inter- national government. N. Y., Crowell, 1923. 420p. $2.75. HULBERT, ARCHER BUTLER. United States history. Garden City, N. Y., Doubleday, Page, 1923. 656p. $2. Josey, CHARLES CONANT. Race and national solidarity. N. Y., Scribner. 236p. 92.50. LinvILLE, Henry RicuHarpson. The biology of man and other organisms. Illus. N.Y» Harcourt, Brace, 1923. 507p. $1.68. LOUISIANA DEPARTMENT OF EDUCATION. State course of study for high schools of Louist- ana. Baton Rouge, La., Ramires, Jones Pr. Co., 1923. 95p. Paper, Free. >, ww | 0! tt, p- il- 18, is- le. N- rk ily nal 50. gy Y. ate ist- Pr. Vol. 12, No. 10 THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION 427 McCaLt, WILLIAM A. in education. N. Y., McFartanD, J. Horace. The rose in Amer- ica. N. Y., Macmillan, 1923. 233p. $3. MiricK, GEORGE A. Progressive education. Boston, Houghton Mifflin, 1923. 314p. $1.90. Mississipet. STATE Board OF EDUCATION. Course of study, public schools of Missis- sippi; grades 1 to 8. Jackson, Miss., Tucker Pr. House, 1923. 400p. $1.40. MorcaN, DeWitt S. Living and work- ing together. Illus. N. Y., Scribner, 1923. 31ip. $1. Morrison, H. C., and others. Studies in secondary education—I. University High How to experiment Macmillan, 1923. School. Chicago, Dept. of Educ., Univ. of Chicago, 1923. 150p. $1.50. NeuLeN, Leon N. A guide to the study, sources, and materials of educational mo- tion pictures. (Pamphlet No. 1, January, 1923, National Child Welfare Assn., Inc.), 70 Fifth Ave., N.Y., National Child Wel- fare Association, 1923. Paper, 10c. NeuMANN, Henry. Education for moral growth. N. Y., Appleton, 1923. 383p. $2. New Jersey STATE Dept. oF Pustic INstruc- TION. Report of the survey of accounting and business systems of the school districts in New Jersey; completed by the commis- sioner of education, November, 1921. Trenton, N. J., Author. 45p. Paper, 25c. for copies sent to persons outside of New Jersey. New Jersey STATE Dept. oF Pustic INstruc- TION. School building survey for the State of New Jersey, 1922. Trenton, N. J., Author, 1923. 128p. Paper, 50c. for cop- ies sent to persons outside of New Jersey. New York STATE UNiversiTy, Division OF VOCATIONAL AND EXTENSION EDUCATION. High school departments of vocational agriculture. Illus. (Univ. of State of N. x. Bull. No. 770, Nov. 15, 1922.) Albany, N. Y., Univ. of State of N. Y., 1923. 34p. Paper. PatTee, Frep Lewis. the American short survey. N. Y., 388p. $2.50. PETERSON, JOSEPH. The development of story; an historical Harper & Bros., 1923. The comparative abili- ties of white and negro children. Balti- more, Williams & Wilkins, 1923. 142p. $2.25. Pierson, CLARA D. Plow stories. N. Y., Dutton, 1923. 179p. $2. Pratr INsTiITUTE Free Lisrary. Technical books of 1922; a selection compiled by Donald Hendry. Brooklyn, N. Y., 1923. 27p. Paper, general sale, 10c. Single copies free to libraries. Price, Georce McCreapy. The new geol- ogy. Illus. Mountain View, Calif., Pa- cific Press Pub. Assn., 1923. 726p. $3.50. Racing, SAMUEL FrReperick. Elementary ac- counting. Seattle, Wash., Western Inst. of Accountancy. 277p. $4. Roserts, Henry Howarp. The public speaker and what is required of him. N. Y., Dutton, 1923. 190p. $2. Ropertson, D. H. The control of industry. st Y., Harcourt, Brace & Co., 1923. 171p. 1, Rocers, Hersert Westey. Some empirical tests in vocational selection. N. Y., Co- lumbia Univ., 1922. 48p. 75c. Setvince, R. W. How to teach a trade. Peoria, Ill., The Manual Arts Press, 1923. lllp. $1. When God Taught the Arts’ EDITH E. McGEE Norwood, Ohio In the dim ages of creation’s birth God shaped full many a lovely mountain scene With chiseled crags and cliffs, and in between Carved sloping valleys with their pastures green; Thus taught He sculpture to the new-born earth. He tinged the sunset clouds with tints sublime; Across the skies His mighty brush he drew, Leaving a rainbow there of wondrous hue; With tenderness divine He painted, too, The gay moth’s wings, the robin’s eggs of blue; Thus taught He mankind color and design. He blessed with song a million tiny throats Of warblers sweet to carol mid the trees; He taught the wind its crooning melodies; The young world thrilled with nature’s symphonies, And mankind caught the music of their notes. But lo! He sent from heavenly courts above Earth’s model teacher, to transform the night By teaching’s Art into the dawning bright, To lead His little children into light, And show the waiting world that God is Love. ‘This poem was inspired by the closing words of Dr. F. B. Dyer, of the Cincinnati Board of Education, at the Hamilton County Teachers’ Institute held recently in Memorial Halli, Cincinnati. Sewarp, A. F. Character reading aat a glance; or, phrenology made easy. 3620 Rokery St., Chicago, A. . Seward Co. 96p. Paper, $1. SHEFFIELD, ApA Exiot. Case-study possibili- ties; a forecast. Boston, Research Bureau on Social Case-Work, 1922. 64p. 50c. SNEDDEN, Davip. Sociological determination of objectives in education. Philadelphia, Lippincott, 1921. 322p. $2.50. STENQUIST, JoHN L. Measurements of me- chanical ability. Illus. N. Y., Teachers Coll., Columbia Univ. 100p. Cloth, $1.75. Paper, $1.25. Stryker, Maser F. Little dog Ready; how he lost himself in the big world. N. Y., Holt, 1923. 124p. $1.50. Symonps, PercivaL Mation. Special disa- bility in algebra. N. Y., Teachers Coll., Columbia Univ. 88p. Cloth, $1.60. Pa- per, $1.25. TatnTor, Saran Aucust. Training for sec- retarial practice; a textbook in secretarial theory and correspondence. Illus. N. Y., McGraw-Hill. 298p. $2.50. TarkiIncTOoN, Bootu. The _ fascinating stranger, and other stories. Garden City, N. Y., Doubleday, Page, 1923. 402p. $2. Texas DEPARTMENT OF EpucaTION. Outline course of study; summer normals, 1922. (Bull. 146; May 1, 1922) Austin, Texas, Author, 1922. 110p. Free. Tuomas, E. E. In the North woods of Maine; the story of a winter in the wild- erness fifty years ago. Yonkers, N. Y., World Bk. Co., 1923. 109p. 88c. Topp, Davin. Astronomy; the science of the heavenly bodies. N. Y., Harper, 1922. 384p. $3. Trask, JOuN WALTER, and CuzzortT, BeLva. Essentials of physiology, hygiene and sani- tation. Illus. N. Y., D. C. Heath, 1923. 232p. 96c. TuRNER, Epwarp RAYMOND. 1789. Garden City Page. 888p. $3.50. Vette, Exsiz. Vitalizer of common school branches; az invaluable aid for pupils, Europe 1450- N. Y., Doubleday, studenis, and teachers. Enid, Okla., Author, 1923. 112p. Paper, $1. Warp, CHARLES HENSHAW, and MoOrFFet, Harotp Younc. The junior highway to English; a textbook for the seventh and eighth years. Chicago, Scott, Foresman, 1922. 331p. $1. —— Comma book, for use with the junior highway to English. Chicago, Scott, Fores- man, 1922. Paper, 15c. WILLIAM, PRINCE OF SWEDEN. Among pyg- mies and gorillas with the Swedish Zo- ological Expedition to Central Africa 1921. Illus. N. Y., Dutton. 296p. $8. WILLIAMS, WILLIAM, and TREsSLER, J. C. Composition and rhetoric by practice. Illus. N. Y., Heath, 1923. 480p. $1.64. WituiamMson, CuHartes C. Training for li- brary service; a report prepared for the Carnegie Corp. of N. Y. N. Y., Carnegie Corp., 1923. 165p. Distributed without charge to librarians and others interested in their training. WoELLNER, Freperic P. Education for citi- zenship in a democracy; a textbook for teachers in the elementary schools. N. Y., Scribner, 1923. 260p. $1.60. Woop, J. G. The illustrated natural history. N. Y., Dutton, 1923. 795p. $9. AN IO ie dam 20 Re f- Teachers and Motion Pictures OW can teachers aid in solv- ing the probleims arising from the influence of the commercial moving pictures on children? The following suggestions were given by Miss Olive M. Jones, president of the National Education Associa- tion, before the National Council at San Francisco: (1) Bring the moving picture to the school and make it a means of education rather than trifling amusement. (2) Codperate with the produc- ers so that they will comprehend our point of view and not think us creatures of blind prejudices and possible ignorance. (3) Educators write the best textbooks for the publications. Let teachers become the best writers of scenarios and themes for the film producers. (4) Guide children as to the films they should see as we now do the places they should see and the literature they should read. (5) Do not try to keep children away from moving pictures but train their taste in what to see and teach the producer what we, as teachers, think artistic and moral. (6) Make use of the moving pic- tures the children see in your class- room exercises, Worsnop, B. L., and Fiint, H. T. Advanced practical physics for students. Illus. N. Y., Dutton, 640p. $8. Younc, Kimpatt. Mental differences in certain immigrant groups; psychological tests of south Europeans in typical Cali- fornia schools with bearing on the educa- tional policy and on the problems of racial contacts in this country. (Univ. of Ore. pubs., vol. 1, no. 11. July, 1922.) Eu- gene, Oregon, Univ. of Oregon. 103p. Apply. ZELENEY, ANTHONY, and Erickson, Henry A. A manual of physical measurements. Illus. N. Y., McGraw-Hill. 305p. $2.25. Education Through Motion Pictures NTEREST in motion pictures as an edu- cational force is rapidly increasing. Dur- ing 1922-23 a committee of the National Education Association codperated with the Motion Picture Producers and Distributors of America to formulate statements of the needs and principles involved. The matter will be still further studied during the present year by a Committee on Visual Education under the chairmanship of Dr. Thomas E. Finegan, formerly State Commissioner of Education in Pennsylvania. The following list of books was prepared especially for THE JourNAL by Miss Emily Miller, editor of The Booklist of the American Library Asso- ciation. Teachers wishing additional ma- terial in books and magazines will be able to obtain it through local school and public librarians. Motion pic- N. Y., Holt, BOLLMAN, GLapys, and Henry. tures for community needs. 1922. $2. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Fi ieehdictanicnnennennancimementansstpiiintenanaeeen Suggestions for the use of moving pictures by churches, clubs, schools, and other com- munity organizations. Includes list of film exchanges, bibliography of books and peri- odicals on moving pictures, suggested musical accompaniments, suggested programs, me- chanical and legal aspects of the presenta- tion of pictures. CLEMENT, INA. Teaching citizenship via the movies (Special report No. 2). N. Y,, Municipal Reference Library, 1918. Paper, 10c. A pamphlet discussing the importance of the work done by the movies in educating to patriotism, sanitation, safety first, prison reform, etc. It argues the need of a film library and gives a directory of agencies in- terested in educational films and a classified list of reviews of rentable films for this pur- pose. Motion picture educa- Ohio, Standard Pub. DencH, Ernest A. tion. Cincinnati, Ge.;°9987: $2. “Shows in an interesting way how both the child and the adult may be educated by mo- tion pictures.”—St. Louis Public Library. Dubey, WILLIAM Henry. Organization for visual instruction (Education bureau, bul- letin, 1921, No. 7). Wash., D. C., Supt of Docs., Gov’t Pr. Off., 1921. Paper, 5c. A summary of what has been done in the extension division of the State University of Wisconsin, whose system has _ attracted Nation-wide attention. Will be of value to other educational boards interested in this method of instruction. ‘THORNBOROUGH, education. E.uis, Don CArLos, and Laura. Motion pictures in N. Y., Crowell, 1923. $2.50. Tells what films are available for educa- tion purposes, how they should be used, and how to install and operate the equipment. Also examines at some length the history of the use of visual aids in education, and the advantages and disadvantages of using mo- tion pictures in schools. A competent treat- ment of both the theoretical and practical sides of the subject. Linpsay, NICHOLAS VACHEL. ‘The art of the moving picture. N. Y., Macmillan, 1922. $2. Real photoplay criticism, original and vivacious. Discusses the shortcomings of the screened classic, etc. McConoucHey, E. M. Motion pictures in religious and educational work. N. Y., Federal Council of the Churches of Christ in America, 1915. 10c. How motion pictures are being used to ad- vantage by the church in mission work. Part two contains practical suggestions. PERKINS, Frep W., and GeEorGENS, G. R. Motion pictures. (Agriculture Depart- ment, circular 114), Wash., D. C., Supt. of Docs., Gov't Pr. Off., 1920. Paper, 5c. Explains organization of the U. S. De- partment of Agriculture film service; advises how best to use and handle; gives glossary of terms and annotated list of films available on different subjects. REYNOLDS, FREDERICK WILLIAM, and ANDER- son, CARL. Motion pictures and motion- Picture equipment. (Education Bureau, bulletin 1919, No. 82), Wash., D. C., Supt. of Docs., Gov’t Pr. Off., 1920. Paper, 5c. A handbook on equipment, installation, handling, and repair for schools, colleges, and clubs. Has a nomenclature. December, 1923 Motion picture films of educationa} value in the possession of associations and commercial and manufacturing companies, (Education Bureau, extension leaflet 2 December, 1919). Wash., D. C., U. S. By. reau Education, 1920. Paper, free. List gives names of firms, subjects of films and number of reels. , Wriciey, M. Jackson. Film; with a fore. word by Sir Gilbert Parker, and an intro. duction by Walter A. Briscoe (Coptic series). N. Y., Wilson, 1922. $1.50, “A study of the educational value of moy- ing pictures and of the possibilities which lie in the combined efforts of school, library, and moving pictures. It also studies the moral influence of the film, its use in commercial and library advertising, and concludes with a chapter on film production.”—Book Review Digest. Bun LIBRARY and adult education—Ip January, 1922, the Cleveland Public Li- brary enlarged its school department by a division for night schools, the purpose being to find ways and means for the library to become so real to the students that they would continue its use beyond student days, Within a short time it was found, paradox- ical as it may seem, that some night schools hold classes in day-time. Clearly the term “night schools” was a misnomer. A study showed that these day and night classes were composed of folk of eighteen years and over. In the effort to find a comprehensive term “adult education” was chosen. The World Association for Adult Educa- tion, formed in 1919, was sufficient to justify the term. Moreover, the American Library Association had entered into definite rela- tionship with the organization. The spirit of the movement was so beautifully ex- pressed as to be irresistible: “The purpose of the World Association for Adult Education is to dispel the mel- ancholy belief that grown men and women have nothing left to learn, and to diffuse throughout all countries and in every sec- tion of society, the sense of wonder and curiosity and the gift of mutual sympathy and companionship which add so much to the meaning of life. “It pursues this purpose by seeking to establish contact between all those, whoever or wherever they may be, who hold fast to the belief that the true purpose of edu- cation, for young and old, is the understand- ing and enjoyment of life, and that the un- educated man is not he who cannot read or write or count or spell, but he who walks unseeing and unhearing, uncompanioned and unhappy through the busy streets and glorious open spaces of life’s infinite pil- grimage.” The division for night schools became the extension division for adult education. By December we were thinking in terms of adult elementary schools, adult high schools, and advanced schools for adults. Adult elementary education we have _ interpreted as: (a) the education of non-English speak- ing people whether educated in their own language or not; (+) the education of ib literate folk whether native or foreign born, white, or colored; (c) the education of native born, white or colored, who left school before completing the elementary grade. A further division of a and 5 into oe Vol. 12, No. 10 intermediates, and grades is important. The divisions, adult high schools and ad- yanced schools for adults, would seem suf- beginners, advanced ficiently explanatory. While in these schools students may be native or foreign-born all have a working knowledge of English. Invaluable as these terms have been to us in our work we hesitate to put them in print. Adult education is a living, growing thing. Why label it so soon with a terminol- ogy? Even now it is perhaps a mistake to include in adult elementary education educated immigrants, a group of people, by no means small, often highly educated, some- times technically trained, who have studied at more than one foreign institute of learn- ing. Not infrequently these same folk speak and think not only in their native language but in one or more others. What they long for is a common means of communication for the exchange and interchange of information and ideas. Is the acquiring of a new lan- guage really adult elementary education? Some interesting problems arise in finding books for students in these different groups. Though there are several textbooks for adult immigrants they are entirely inadequate in content. Books of use to illiterate im- migrants learning English are quite unsatis- factory in content for illiterate native-born. There is an excellent series for illiterate native-born in rural districts. Where is a series for illiterate native-born in industrial districts? For the large group of adult im- migrants who have had some schooling in the home country, books, at the same time adult in content and simple in language, can scarcely be found. No matter what the cultural background of adult students, does a life experience count for nothing? A life experience of eighteen years or more, part of which has probably been spent in office, shop, or factory, providing a living for himself if not also for others. Must we con- tinue to approach adult students of any group as though they were children? From teachers in adult high schools come increasing requests for suitable books in English literature courses. There would seem to be a turning away from the historical course to one of appreciation of literature. It is certain that adult students are reach- ing out, vaguely perhaps, toward an enrich- ment of life through education and would doubtless appreciate Lord Haldane, a leader in the adult education movement, when he said: “The object of adult education is to stimulate the discrimination, which will en- able the adult student to distinguish quality and use it.’—Annie P. Dingman, Head of the Extension Division for Adult Education, Cleveland Public Library, Cleveland, Ohio. EPARTMENT OF SUPERINTEND- ENCE, Chicago, February 23-28, 1924. Program. The opening vesper service of the Department of Superintendence will be held in the Gold Room, Congress Hotel, Sunday afternoon, February 24, at four o'clock. At a preliminary meeting, Saturday evening, February 23, the National Society for the Study of Education will discuss voca- tonal education and vocational guidance. The convention closes Thursday night. Ac- ceptances already in the hands of President Payson Smith assure sessions of unusual ex- THE JOURNAL OF THE NATIONAL EpUCATION AssocIATION ee x“ I. General Goals and Objectives Department of Superintendence 1924 Year Book—A Study of the Curriculum The 1924 Yearbook Committee—Robinson G. Jones, Chairman. II. The Child’s Capacity for Education Bird T. Baldwin, University of Iowa. III. Machinery and Organization for Devising, Revising, and Supervising the Curriculum H. B. Wilson, Berkeley, Calif., presenting the administrator's viewpoint. Advisory Committee: A. P. Meredith, Hartford, Conn., F. N. Freeman, Chi- cago, Ill., Jesse H. Newlon, Denver, Colo. Worth McClure, Seattle, Wash., presenting the principal's viewpoint. Advisory Committee: W. T. Longshore, Kansas City, Mo., Mary McSkimmon, Brookline, Mass., Olive M. Jones, New York, N. Y. Jeannette Jacobsen, Los point. Angeles, Advisory Committee: Vida Hammond, Portland, Oregon, Effie Mac- Calif., presenting the teacher's view- Gregor, New York, N. Y., Julia E. Sullivan, Charlestown, Mass. Florence M. Hale, Augusta, Maine, presenting the rural viewpoint. Ad- visory Committee: J. S. Hoffman, Flemington, N. J., Lee L. Driver, Harrisburg, Pa., J. M. Foote, Baton Rouge, La. A General Analysis of Present Elementary School Curriculum Practice Division of Research, National Director. V. The Community Responsibilities, chusetts. Demands of Propagandists announced later. VII. Agencies Now Working on Curriculum Problems and their Probable Contributions A Review of work by Commonwealth Fund, Junior High School, J. M. Glass, Harrisburg, Pa. Details to be announced later. Education Association, . Attitude to be Adopted in Administering Legislative Requirements and Nore: This chapter to include consideration of relationship to such organi- zations as Parent Teacher Association, American Legion, Rotary Club, Fed- eration of Labor, Bar Association, and Chamber of Commerce. Curriculum revision in Denver, A. L. Threlkeld, Denver, Colo. Observance of special days and weeks, including a typical school day, showing interruptions, Agnes E. Doherty, St. Paul, Minn. VIII. Probable Future Trend in Curriculum Development John K. Norton, Among those who will contribute to this section are the following: Frederick S. Camp, Hartford, Conn., William S$. Gray, Chicago, Ill., James W. Gowans, Hutchinson, Kans., M. G. Clark, Sioux City, Iowa, Fred C. Ayer, Seattle, Wash., Ray Latham, Duluth, Minn., E. M. Sipple, Burlington, Iowa. A. Requirements based on local needs; B. The Board of Education as the agency for meeting requirements and educating the public. (1) Payson Smith, State Commissioner Duties, (2) of Education, Massa- Details to be cellence. A new feature announced for Thursday morning will be eight or more group meetings dealing with topics of lead- ing interest. Full program announcements will appear in the January and February issues of THE JOURNAL. Special railroad rates—One and one half fare for the round trip; tickets on sale Feb- ruary 20-26, inclusive; good for return up to midnight, March 5. Identification certifi- cates will be ready January 10. Educational Research Exhibit—An_in- structive exhibit will be shown in the Con- gress Hotel by the Division of Research of the National Education Association and the 1924 Yearbook Committee of the Department of Superintendence. Valuable material has been collected from many sources in con- nection with the study of current curricular practice, which forms the subject matter of the yearbook. Representative courses of study, charts showing plans of curricular organization, and illustrative material rep- resenting many lines of work carried on by bureaus of educational research throughout the country will be included. The exhibit will be of immediate practical interest to superintendents of schools and all educa- tional officers. The 1924 Yearbook—The outline of this volume appears in the box on this page. The list of contributors assures sound scholarship and progressive thinking in its preparation. It is to be distributed at Chi- cago only to paid-up members of the De- partment of Superintendence. Superintend- ents of schools and other school adminis- trators will do well to mail check for dues to headquarters immediately and thus be assured a copy of the Yearbook for conven- tion use. The annual register of members is included in the Yearbook. I BOT i | | baat Pe le Ne RM PI ee SS Se NAS aia Ae fees ay Seen THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1923 ee ee ‘a NOTES aud ANNOUNCEMENTS a THE WORK OF OVERHAULING the additional buildings purchased by the Association last spring and of connecting them with the main headquarters building is going for- ward rapidly. The additional floor space, which is badly needed, will be available early in 1924. AMERICAN EpucaTion WEEK was cele- brated widely and most effectively. The demands this year made upon headquarters for materials and help were greater than in all previous years combined. THE DEPARTMENT OF SUPERINTENDENCE last year enrolled about 1650 members who paid the five-dollar annual dues. The De- partment of Elementary-School Principals enrolled about the same number of members on a two-dollar fee. Each department has a goal of 3000 members for 1924. EpucaTion Bitt—A delegation represent- ing the National organizations that have in- dorsed the Education Bill was received at the White House by President Coolidge on Tuesday morning, November 13. Dr. George D. Strayer, chairman of the Legis- lative Commission of the National Education Association, speaking for the delegation, pre- sented to the President the proposal to create a Department of Education with a Secretary in the President’s Cabinet and to provide Federal aid for carrying out the provisions of the Education Bill. He pointed out to the President the advantages of giv- ing education the same recognition as has been given to Agriculture, Commerce, and Labor, and emphasized that only through a Department of Education and with Federal aid could the Nation provide equal educa- tional opportunity for every American child. Following Dr. Strayer, Mrs. F. P. Bagley, vice-chairman of the National Committee for a Department of Education, representing the lay organizations that have indorsed the Education Bill, spoke in behalf of the meas- ure. The President showed a deep interest in the message brought by the delegation and in a brief speech assured them of his interest in education and of his desire to have the codperation and advice of educa- tional workers. A PIONEER AMONG PUBLISHERS passed on with the death of Mr. Edward Payson Dutton, president and founder of E. P. Dutton and Company. Mr. Dutton was born January 4, 1831 and died September 6, 1923. He entered the publishing business in 1852 in Boston. THE PLACE OF THE sCHOOL in democratic society is set forth in an unusually clear- cut, convincing, and stimulating manner in an article on “The Dissociated School” by Cornelia James Cannon in the Atlantic Monthly for November, 1923. , THe NATIONAL COMMERCIAL ‘TEACHERS Feperation will hold a meeting in Chicago, December 26 to 29, with headquarters at Hotel Sherman. General meetings will be held Wednesday and Thursday evenings. Friday evening the annual banquet will be given. Shorthand and business round tables will be features of the Thursday and Friday morning sessions. A BOND ISSUE of $3,500,000 was carried by a vote of almost four to one at a popular election in Reading, Pennsylvania, early in November, according to a letter from Su- perintendent Landis Tanger. The election was preceded by publicity based on a survey of the school district by the State Bureau of School Buildings under the direction of Dr. Hubert C. Eicher, of the Department of Pyb. lic Instruction, Harrisburg. Tue Executive COMMITTEE of the Iowa State Teachers Association at its recent meeting reélected Secretary Charles F. Pye for another term of three years. A CENTENNIAL CELEBRATION of teacher training in the United States will be held in the Indiana State Normal School at Terre Haute, December 6-7, 1923. Many distinguished presidents of teachers’ colleges and others will address the various meet- ings.. The proceedings will be printed. Mr. R. J. Barr, who was superintendent of schools at Grand Island, Nebraska, for forty years and since July 1, 1922, superin- tendent emeritus, died of apoplexy at his home on October 6. Mr. Barr was nearly seventy-six years old. ]* I WERE told that my Christmas wish were to come true, it would be for the boys and girls of America, and my wish would be this— I wish that every American boy and girl would keep the spirit of Yuletide from year’s end to year’s end so that “peace on earth, good will toward men,” may abide with them always. youth. and forever. Almighty’s plan. as have the dragons of war. I wish that every American child would dedicate his life to a worthy purpose. rot in perfect peace. times. as free as the birds of springtime. wish for more. cA Schoolmaster’s Christmas Wish For 1923 DAVID FREDERICK AUNGST Bernardsville, New Jersey I wish that the apologies and pretenses of things could be swept into oblivion so that life with its truth and beauty may be taught our American I wish that every girl and boy in America could sit at the feet of teachers consecrated to the unfolding of character and the outpouring of wisdom. I wish that property rights would give way to children’s rights everywhere I wish that the youth of today would become the citizens of the morrow, ready to perform their tasks that this Nation may live according to the I wish that education could quicken the life and conscience of the people I wish that our pupils would study for the intrinsic values of things, and for the rewards of life that count and are worth while. I wish that examinations could be forever abolished from every American school, to be filed away in the archives of a forgotten past, there to mold and I wish that our children would speak a simple, beautiful language at all I wish that every child could go to a schoolhouse—a Temple of Health, wherein mind and body may be nourished in ways they should grow. I wish that the truism, “The schools are for the children,” would guide and direct all men in offices of public trust. I wish that the sweet ringing laughter of the children in our schools were I wish that the real blessings of liberty be with our children forevermore. This is my Christmas wish for 1923. When next Christmas comes I may = = On to Washington National Education Association will Meet in Washington, D.C., June 29-July 5, 1924 EJOICING will come to the R hearts of the Nation’s seven hundred thousand teachers at the announcement that the next meet- ing of the National Education Asso- ciation is to be in the Nation’s Capital. The final arrangements have been com- pleted. The announcement made at the State-wide luncheon given President Olive M. Jones in New York City on November 10 drew an enthusiasm typi- cal of the approval that has been indi- cated by letters and telegrams from the country at large. A Great Program—The location of siete connate the meetings in the heart of the Nation’s Capital, within easy distance of a large number of great centers of population, gives vast resources of pro- gram talent for both main and depart- mental meetings. Teachers may plan to be in Washington from Sunday, June a9, to Saturday, July 5, 1924, with the assurance that they will have an oppor- tunity to hear more outstanding lead- ers than have ever before assembled at any gathering. Unexcelled Meeting Places—The new auditorium now being completed is one of the finest, most conveniently ar- ranged, and thoroughly equipped to be found in the country. Auditorium and exhibit halls are well planned. The lo- cation is in the heart of the city. Pub- lic buildings that are marble palaces and many hotel ballrooms are available. Abundant Hotel Accommodations— Washington is a city of fine hotels and apartment houses. It is accustomed to handling crowds. Even the large crowds brought by the Arms Confer- ence and the burial of the Unknown Soldier were absorbed with little diffi- culty. Full announcement about the reservation of hotel accommodations will be made later. Since there will be no difficulty in accommodating guests, members may well await further notice before attempting to reserve rooms. Special Rates—The passenger asso- ciations do not decide summer schedules at this time, but special tourist rates on the usual terms may be expected. Opportunity to See the Association’s Home—When the Association moved its headquarters to Washington in 1917 there was an active membership of less than eight thousand. There is now a membership of over 130,000—perhaps it will be over 200,000 before the meeting next summer. A period in rented quar- ters was followed by the purchase of the beautiful home on Sixteenth Street. Still further expansion required the pur- chase of additional properties adjacent to the main building. These are now being remodeled and the entire plant is to be thoroughly overhauled. The members of the National Education Association are proud of this home which houses so many activities dear to their hearts. It will mean much to the Association for its members to visit its headquarters where the great work of professional organization is carried on. A Challenge to Southern Teachers— For the first time since it began its enlarged activities the Association is meeting within convenient travel dis- tance of the re-awakening South. The educational renaissance that is felt throughout the Southern States will certainly be reflected by a large attend- ance of southern teachers. The Summer School Belt—Perhaps a quarter of the Nation’s teachers were in summer courses during 1923. The number may be even larger during 1924. Many thousands of these teach- ers will pass through Washington on their way to summer schools which will not begin their work until Mon- day, July 7, following the meetings. A brief stopover will give access to the rich resources of the summer meetings at slight additional cost. Many local associations and school officers will begin at once to plan for special cars or special trains. The Inspiration of Historic Scenes and Shrines—Washington is young as centers of the world’s civilization ~o. For less than a century and a half has it been the Capital of our expanding Republic, but during that brief period it has won such commanding influence that the eyes of the world literally focus upon the activities that center there, giving new meaning to shrines and historic scenes in which the region abounds. The meetings will be held in the heart of the city where every turn brings one face to face with history. The great attractions usually enumer- ated—the stately Washington Monu- ment, the classic Lincoln Memorial, the majestic Capitol, the magnificent Library of Congress, the lovely White House, and historic Mt. Vernon—do not begin to tell the story. History is everywhere, commanding architecture [431] is nowhere in richer profusion, a wealth of art repays one’s every interest. Historic Richmond is within two hours’ ride. Three hours takes one to Phila- delphia and Independence Square. New York is but a little farther and Boston may easily be included in the itinerary of those who come from a distance. Wealth in the Great Out-of-doors— Those who wish to combine life in the open with attendance at the meetings of the Association cannot begin to ex- haust the scenic resources of the East- ern States in a summer. Whether they come by train or make use of the Capi- tal’s great automobile tourist camp, they will be within easy distance of many. open-air garden spots of rare charm and beauty. Virginia, Maryland, Pennsylvania, New York, and New England are all within a day’s ride. Wonderful boat trips may be had on the Potomac or the Hudson or the fascinating lakes of the Adirondacks. The Glories of Fellowship—A quarter of a century hence when many who are now on the firing line in education have retired to well-earned leisure to medi- tate upon the blessings of their lives, thousands of them will recall the great meeting in the Capital in 1924. They will think of the new impulse that its stirring program gave to the educa- tional advance. They will recall the richness of the halls wherein they sat and the comfort of the hotels. They will see anew the beautiful building on Sixteenth Street that is the Associa- tion’s home and the activity and anima- tion that it housed. They will feel once more the thrill of living in surroundings that reek with history. They will pic- ture anew the charm of Washington’s glorious natural setting. Perhaps best of all, they will live again the fellow- ships of the meeting—the old acquaint- ances renewed and the new friendships made. Fellowship amid surroundings such as the National Capital affords is more than ordinary fellowship—it is inspired comradeship. It is rich in the stuff that men and women live by. To know it once should be the ambition of every American, more especially of every teacher whose influence touches unfolding American life. Let ON TO WASHINGTON be the slogan from now till July. Let there be such a crusade of teachers to the Nation’s Capital that citizens throughout America will recognize the new spirit in education, eines ea) tea OO tim eh ea ati ha INDEX TO VOLUME XII A crowning achievement (cartoon)............. S22 i feview (editorial)... ..6...6..00..0- A peace opportunity (editorial)............. A project—The four S’s (Auice M. CaHILL).. “ dV MS ee Abstracts of addresses—Oakland-San_ Fran- SIMI OE ART Sigk ca/e das ceiec ccc sce Active membership for life.................. Apams, JouHN. Education in England........ Addresses, Abstracts of—Oakland-San Fran- SN A ee PS Administrative element, The—Our "National As IE «TARR lias an 6 OSs wt bites. b8astaee Administrative women in education (Mrs. Se INDY, oie in 0. 6 5 0 bbw oe siecidie we Adults, Educating (editorial)................ Affiliation and enrolment (see Enrolment and affiliation). AGNEW, Water D. Teacher councils fifty VYOEATS ABO nce rccscccsecsesccccesssssseces Agriculture, Federal leadership in (Henry C. oo. gt TPB AE 5-0 Diba FOAL 4 Et At ALLTUCKER, MARGARET M. Scientific school A EEE Ey cre AutMack, Joun C. Class Size and efficiency. Aaetane: weet; et. es 6 0. EES America must play her part (SamueL GompErs) America, The schools must save (R. E. L. SI hs dee EHS a cs SaC Reale eee tea Coen wee American book production, 1922 (table)....... American education, Financing (Grorce D. ae Ry EE eo ie re ee tar ey eee American education, Ideals in (HERBERT Hoo eA ee See ee er eee Pe American Education Week............. 216, American Education Week, How Beaver City ee eee ee es Se American Education Week, How Portsmouth, New Hampshire, observed...............-.. American Education Week—President Cool- DE me III: «a. oe 2d baa 4 es x sacs Sh dg wane OS BEE ie rere ) Se oe Se ra ee ee American School Citizenship ‘League Satan Saat American School Citizenship League (FANNIE EE... PRIN iin i SER a2, 8.0 808s 03 «3 Se 303 Compton’s pictured encyclopedia.............. 114 Conduct, Education for world (WiLi1am B, EE etna einai, Gi siard $b daiatale aaiela Wie 0%, due 259 Conference on Education, World......... 191, 239 Conference on Education, World (James F, Ee eee et ne en ee 295 ETT COT T etre 183 Conservation of talent (Lewis M. TerMAN).. 2 Constitution adopted at San Francisco—World Federation of Education Associations......, 304 Control, School (J. G. MAsTeErs)............ 399 CooLipcE, CALVIN (quoted)...............05. 411 Coo.ipce’s proclamation, American Education gs Kak cee tech o cacvc ake We ot Had ok CRE Coéperative research in western Colorado (Herscuel, T. MANUEL)...... vere eee 180 Coérdination of research agencies............ 311 CorseTT, Erten L. Three weeks at Cambridge ; Corporation, The psychological (RvupoLpH so, a, SERRE epee /- 224 Correlation of geography, science, and civics, Ethical (Henry NEWMANN)........-.0+e00 59 Cost and the fiscal administration of schools Compa Ee UMA WRGY oe sc cies sv caenesnscd Cost of education, Dr. Pritchett and the (W. Carson Ryan. OS ee ee eee ++ 195 Could I live my teaching life over (I. G. Wiz- SON) Council of Teachers of English, National (J. W. He: Tee hieeeaiie.6 bocae alien 268 Counsel of Kindergarten Supervisors and Train- ing Teachers (tentative program)........... 74 Counseling, Scientific school (Marcaret M. ee ne, ELLE RAE 418 Country schools, Home reading for (Josepu Rig WINER ire ce diedind «5 amabukioes ees « 91 ee eee 41, 43 — Impressions of America.................. II Creed, My—poem (Ricuarp K. Piz) “Ds sawee 260 CROMWELL, SEyMouR LL. (quoted)............ 22 Crusaders, Educational......... 238, 280, 324, 370 CuBBERLEY, ELLWoop P. A new profession... 355 — The American school program from the standpoint of the Nation......... sesces 265 CULMSEEF, CARLTON. The close of school SPOUID 8 v.00 54 W600. 056 4:0 016 y os 09.46 0.4005 ade 244 Culture and professionalism in education (JoHn oe, ot EE ee a ee mee 397 Curriculum—By whom and how made (Ernest I eR a a a dB i ahs,’ dan eile dt dele 156 Curriculum, The coming (Laura B. Everett) 169 Curtis, Henry S. Fresh air or gymnasium.. 416 Czechoslovakia, Education in (EM. Lippert)... 141 Davis, James J. Serving the wage earner and Ie PO a, Oe pre | 405 Decalog of health (NicHo.as “7, McNzIL).... 358 Defenders of education (editorial)........... 277 Democracy, Education for (Newron TD. Baker) 123 Denver bond election, The (R. A. Purrer).... 14 Denver scenic gateway (WarrREN E. Boyer)... 125 Department of Deans of Women (tentative pro- OS RN era ee eee a ree) eee 37, 73 Department of education, Secretary Fa.u’s argument for a (editorial)............. . 103 Department of Elementay School Principals RERMCMNIVE DRORTRIM) «op occ .n50.0:00-40 09-00 37> 73 Department of Rural Education (tentative pro- MEBOT ) 0 o:s cio ee Seance ds comecepebesecsscese 36, 73 Department of Superintendence (tentative pro- GTO cc ic cc cc cticececcssccceseecceoceses 35, 71 Department of Vocational Education and Prac- tical Arts (tentative program).......... 36, 74 Detroit, Safety education in (Frank Copy). 18 Dewey, Joun. Culture and professionalism in Ls 6 F'n: t ono eo hae een a hehe < spe 397 Dickson, Vircit E. The test controversy . 176 DinGMAN, ANNIE P. Library and adult edu- ER Pe Se eS ee Ce es 428 Do good schools pay? (WiiiiamM C. BaGLey).. 211 Dr. FINEGAN selected for important work..... 345 Dr. PritcnetTt and the cost of education (W. ES FO ee er 195 Dorsey, Susan M. The place of the junior college in public education................ 265 Dormitories for secondary schools (Epitu A, DADS ds atehseches cee canw ca vc ceca 57 Downey, Mary EizAsetH. What a county library will do for North Dakota........... 94 Driccs, Howarp R. Longitude and latitude of Se Ger PENNS 4. oa be oe ccc bee vb.bnen 149 The book of knowledge............-+-065 248 DyKEeMA, Peter W. There’s music in the air 400 Earth’s noblest monument..............--+05: Economic background of rural of re eS ere ig sorte 40 0 Economizing on the kids (Boston Globe Vol. 12, No. 10 Economy is wise spending (EpitH PATTERSON ) Editorial council... Editorial council for 1923-24 Editorials: 19 __ A peace opportunity Educating An opportune conference Books for Christmas..... Boxer indemnity Capital, Washington the Commerce and education Defenders of education.. a Department of education, Economizing on the kids ES SE Te and commerce and respect for law McCiure — Adults, Secretary Fa.u.’s Educating Education Education bill, Status of the Education, Emulating Mrs. Partington Ethics, Training teachers in Fallacies of management Fight to the finish Film problem, The Final campaign ee Se Future of our Association Harding, President Investing in leadership....... Law, Education and respect - Leadership, awakening New school year Oakland-San Francisco.... Opportunities in educationa Opportunity, A peace Our tower of strength Peace opportunity, Pennsylvania’s misfortune... 1 legislation. . NNR 5 5s & 510 6.5, 0'0'0 whi Professional ; Rising costs of education San Francisco-Oakland Secretary Fall’s argument for a of education Shall child labor be abolished State versus federal control - Status of the education bill Training teachers in ethics United front, The.. Washington schools Washington World goodwill day adults (editorial) and commerce and genius (H. and respect oe wa Fr “ow ur (editorial)... (editorial).... and the movies (CHaARLEs II. Jupp) (AuGcustus =~ Education associations, Education, Beauty in (FrepERicA Bearp) ae Se bill, Nevada for the Status of the (editorial) Education, professionalism (Joun Dewey) Education, Education, Carson Ryan, Jr.) Financing Defenders (editorial).... Education, Education for democracy (Newton D. thought-life Education for parenthood (ALMA L. Education for (WILLIAM California—1922 Boone and ArtHuR H. CHAMBERLAIN) Education in Czechoslovakia (Em. Liprert).. Education in England (Jonn Apams) Education in Kansas during the last five years (G. W. Trovr) Education in Tennessee Education? Is the general public interested in Education, James Madison on Education, Education, (RICHARD Notable service in...........- Education, President Harding on Rising costs of (editorial) Education, The library and adult DincMaAn) Education, Education, The new era in elementary (LEON on ik o6 6.4 46 ns angles Education, The State board of DIED cis o's oie sca. a> closures ae due Education, the road to peace Education, Thomas Jefferson on ; Education through motion pictures (booklist). . Education too costly? Education Week, American——Nation called to ENGLEMAN) 420 310 344 20 412 368 232 412 102 368 100 277 103 166 368 100 102 412 277 144 100 61 144 60 1869 323 20 276 276 368 102 368 277 145 21 412 322 412 128 1&5 392 422 428 192 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION aaa aamaaaamaamaamaamaummaamaamaamma aaa AE a ta aaa aaa aaa naa rane ee par Education Week, PresipENT CooLripce’s procla if ee ey Se ee Peete Oy ee 347 Education, World Conference on....... 191, 239 Education, World Conference on (James F. PN ta Sintec ds bt hb wb ie % Rr ee ee 295 Educational achievements—1i922.............. 41 Educational crusaders......... 238, 280, 324, 370 Educational progress in 1922 (A. E. WINsHIP) 153 Educational research and the American school program (CHARLES H. Jupp).............. 264 Educational research, Teamwork in...... i¢< 3 Oe Efficiency, Class size and (Jonn C. ALMACK).. 107 Element, The administrative............. ‘a> a Elementary education, Progress in the super- vision of (IpE G. SARGEANT)........ ~ateegic Oe Elementary education, The new era in (LEon- ARD POWER)........ Se . oa . 22 Elementary school principal’s contribution to public education (I. G. SARGEANT)......... 155 Emulating Mrs. Partington (editorial)...... 144 England, Education in (JoHN ADAMs)...... 374 ENGLEMAN, J. O. Is education too costly?.... 192 - Mooseheart—More than a school..... 4.56 ENGLISH, Horace B. The Antioch plan....... 402 English, National Council of Teachers of (J. i =e ee ee 268 Enrolment and affiliation.... 27, 65, 103, 146, 190, 246, 278, 414 Equal salaries for equal service (Junia E., RT ) Pe ee eer ee orn ry 373 Ethical correlation of geography, science, and civics (HENRY NEWMANN). eds aia 359 Ae MS Oh tas acs wie aes eae we 166 Ethics, Training teachers in (editorial)...... 100 ETTINGER, WILLIAM L. The American school program from the standpoint of the city.... 265 Europe and the World Conference on Education 6 ee: ee ere 98 EVERETT, E. A., and L. B. Mrs. Snaffy and IID ES 5 5 0 tha h.5.505 00:0 on00k edema 363 Everett, E, A. Mrs. Snaffy and the Gary sys- rec rrererer rt res Se ee eee ee 341 EVERETT, Laura BELLE. An interplanetary test 269 Fee coming cCUurfictlam, «. «.icds ses +0000 169 Executive committee and board of trustees.... 312 Exterminating tuberculosis (J. A. Myers).... 49 Pee 1b: Dees i. tik bela eis ae se 118 Fallacies of management (editorial).......... 61 ee rere Cee ree ee ee 116 FavILLeE, WituiaAmM B. ‘Teaching art apprecia- SRK. cackin Mads + 0ttikeus 6 Coudbee “debsos® a. Se Federal leadership in agriculture (Henry C, | Ee eRe re eee Ce arate 's age Field, In the (see In the field). Field service—Our National Association....... 393 Fight to the finish (editorial)................ 144 Film problem, The (editorial).......... scene Final campaign (editorial).............0.; . 189 Finances of the Association...... er - 312 Financial security (editorial)............. > eae Financing American education (Grorce D. a pe eee more Se fe 352 Financing of the American schools (GEORGE DD; GRO. onicciawkscaw'sso ey ee 264 FINLEY, EvizaBETH R. The torc (poem) Reverse of title page. Pictes dese, On. COibirds Parting (Mitiie RutwH Turner)........ 275 Erager (Diancuy Capntee)...........68% 168 - Deneher (W. H. MoeCasary)..........003 106 The potter (M. Louise Mizen)........... 159 - The torch (ExvizapetH R. FINLEy)......., cece resesesreenesecsene Reverse of title page To a deficient child (BLANCHE CARRIER)... 187 To a first-grade child (BLANCHE CARRIER.) 168 Your house of happiness (B. Y. Wittiams) 46 Up from the pit (KatHERINE W. Weeks). Verses (OLIVER WeENDELL HoLMeEs)...... 414 When God taught the arts (Epirn E. 288 NMED © Sinn Sisk 546 25,clbs Sa kW) 5 os os Oe 417 Wiser way, The (J. L,.. Picxanp).......:4 388 Wish, A patriotic (Epcar A. GuEstT)..... 306 ypies for memorial day (WiLiiam B, RPE Rchce es bob 0d0r0cerecvrscssnem 206 Popular education, Book postage and (ALFRED A eee eee 218 Portland Grade Teachers’ Association (JuLrIa ee ee! OEE TE TS ECL LE COC 361 Portraits: ABERCROMBIE, JOHN W........... 163 a es ere ee reer 61 Acitrucker, Marcaret M..............085 298 ee = ee 123 OS™ > SSAA eons ee ae .. 163