JAN ‘ 5 19 Y, 4 VOL. XIII JANUARY, 1924 No. 7 aa Dos The JOURNAL of the NATIONAL EDUCATION ASSOCIATION Our National Association , Educational Progress During 1923 Building Personality ‘ P Annotation, Denotation, and Connotation Education’s Fight for Recognition Testing Physical Fitness ; : How the Department of Commerce Works Editorial ‘ Fresh from the Classroom Ben Franklin in Your School Enrolment and Affiliation R ; The Ideals of the American Public School Washington: The Nation’s Capital Elementary Education in Sweden In Other Journals , New York Honors President Jones World Peace Through Education The Library in Education Guide to Books . , Department of Superintendence—Program Will Your School be Represented at Chicago? Where to Get What Notes and Announcements Washington Hotels Directory of Advertisers ND Mn wm WO bh Ny - - WwW “I UN ee EW WW WW W WN ND LH & WHO KH OD NT SW ND — LO 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. AMERICA THE MAKING . . | OF AN AMERICAN A History of Our Country | ae by JACOB A. RIIS WILLIAM J. LONG “To those who have been asking if they are A new and unusual school history made-up stories, let me say here that they are not. . And I am mighty glad they are not. I would not Sets forth all the essential facts of have missed being in it all for anything.” history and teaches the spirit of justice and democracy. —Jacob A. Riis. It is just the text to teach the young American a love of country and a great enthusiasm for America’s ideals and aims. It stirs his pride in the story of our nation and awakens his sense of re- sponsibility for its future. ec Jacob Riis was one of those men who by his writings contributed most to raising the standard of unselfishness, of disinterestedness, of sane and kindly good citizenship, in this country. If I were asked to name a fellow-man who came nearest to being the ideal American citizen, | should name Jacob Riis.” -Theodere Roosevelt. GINN and COMPANY In The Modern Readers’ Series Renee Hip Teh, Chicago Fontes THE MACMILLAN COMPANY Atlanta Dallas Columbus San Francisco New York Boston Chicago Atlanta Dallas San Francisco WINSTON THEY MUST BE BETTER! They are. That is why The Winston Readers are used by more than 2,000,000 children and why they were just adopted in the Philippine Islands. As a result of this adop- tion, every child beginning school during the next four years will have The Winston Primer and First Reader and every teacher the Winston Interleaved Manuals NOW READY THE WINSTON PRE-PRIMER This helpful accessory is an outgrowth of the demand by progressive teachers and Teachers’ Colleges for materia! on pre-primer work. The Winston Pre-Primer is in two parts: Work and Play and My Book. It prepares directly for The Winston Primer. ‘The second part, “My Book,” is a distinct innovation, in that every lesson is preserved in permanent form for each pupil by a course in correlated handwork. THE WINSTON COMPANION READERS PRIMER, FIRST, SECOND, THIRD The content of each book in this series is entirely different from the equiva- lent Winston Reader, but the vocabulary is the same. Such a vocabulary drill is exceptionally helpful. This new and distinctive series has won instant favor with primary teachers. Literature describing The Winston Readers, including the Pre-Primer and the Companion Readers, will be sent immediately upon request THE JOHN C. WINSTON COMPANY SAN FRANCISCO DALLAS WINSTON BUILDING, PHILADELPHIA CHICAGO TORONTO FOR TEXTBOOKS January, 1924 Our National Association HE POWER of the National Education Association to carry forward the torch of universal public education depends upon its all- inclusiveness. America is divided more or less into class groups. Public educa- tion knows no class groups. America Public education is races. America has many religions. Public education min- isters equally to them all. Our nomic and social life have been many times divided and subdivided by the specializing processes of our time. In has diverse races. no respecter of eco- the eyes of the great basic public school and public library every member of our varied society is equal—a liability if not grounded in the stabilizing elements of our common culture; an_ incalculable asset if his life is well-rooted in this com- mon culture and quickened by the spark of inspiration into larger initiative and originality. Education is therefore the basis of our social pyramid, and the individual teach- ers may be thought of as the foundation stones upon which the vast structure is erected. If the individual teacher is sound in life and training and ideals, every life that touches his is thereby sounder. If the individual teacher is soft and weak, the whole structure is thereby weakened. It is fitting then that those who seek to improve education endeavor to reach the rank and file of teachers. They know that the social standing of the teacher is of high im- portance. Large appreciation of teach- ing by the general public is needed to at- tract the best young men and women into the profession. “They know that training is necessary. ‘lhe frontiers of childhood must be held by safe guides equipped with the keenest tools that the science of education can supply. They know that tenure is important. Fear and uncertainty must not drain off energy that should go to the vital work of teaching. They know that pensions are important. Teachers give themselves wholly to their work during the active years with full assurance that society will not neglect them in old must The Classroom Element age or force them to remain on the firing line when the time for retirement has come. A generation ago the rank and file of teachers did not see these things as they do now. Even those who were looked to for leadership often lacked the vision. Professional organizations were small. VER half a million chil- dren are in school part time for lack of room in school buildings. In many other re- spects millions of children are denied an equal chance for lack of public support. Thousands of teachers are pushed against the wall, struggling at low sal- aries and under unfavorable conditions. teacher working alone can do little to remedy this situation, but many teachers pulling shoulder to shoulder in local, State, and National associa- tions can secure the adoption of remedial measures. There never was a greater challenge to the 700,000 teachers of the Nation than now. The individual They worked under many limitations. The philosophy of teaching and educa- tional administration that are bearing fruit in our day were then in their in- fancy. It is not surprising that the rank and file had not then been awak- ened to their professional duties and op- portunities. The spirit of democracy and the appetite for service, which are now such powerful forces in the lives of increasing numbers of men and women, were then less prevalent and compelling. were inclined to work alone. They had not then sensed, as now, the joy and the infinite resources of common action guided by high mo- tives. How rapidly the leaven of this new spirit in our life will lift educa- [1] People more tional workers to higher planes of pro fessional coéperation we cannot know, but the force of the movement is sug gested by National Association fewer than ten thousand to more than 130,000 in less than five years. membership growth in the Education from This great increase must of necessity have been among the rank and file— the classroom element. It is to nat branch of the service that this article— the fifth in the series on Our National Association—is given. Its point of view has been gleaned from many letters from teachers working in all sections of the country and in all branches of the service. Let it be said at the start that the Association’s greatest service to the individual teacher will always be service shared in common by all other branches of the profession. While we consider the peculiar problems of special groups, let us bear in mind that the importance of the group is not measured by its size or field of activity, but by its service to childhood and to the profession. When the Association seeks greater recognition of education by the public, every teacher profits. When it labors for improved training, securer tenure, higher salaries, sound pension systems, and more adequate financial support, the Association is rendering a service to the individual teacher. Services of this type during the last five years have been so substantial that were they adequately appreciated, every one of the Nation’s seven hundred thousand teachers would be eager to enlist in the ranks of pro- fessional organization. ‘The Association would be able to use for other purposes the money it~ now spends in seeking members. Members would seek the Association, determined to make their contribution and thus to share the com- mon burdens and opportunities of its invaluable work. Of the special services which the As- sociation renders the classroom element as such, perhaps the greatest is the work of the Department of Classroom Teach- ers, which is leading in the movement to improve the professional status of the | eer “TEAMWORK” | teacher. Tremendous energy would come to the profession if teachers every- where could live a vigorous professional lite—if there could be frequent profes- and contacts with fellow teachers; if there could be continuous consideration by teachers in every school and every community of the vital prob- lems that spring from the day’s work; if there could be more initiative and leadership among teachers by teachers. All of these things the De- partment of Classroom Teachers is help- ing to bring about. It was organized in July, 1913, and reorganized under a new constitution at July, 1922. Membership is open to all teachers who are members of the National Education Association. It holds annual meetings at the time of the Association’s meetings in July of It recognizes the worth of sional social surer Boston, in each year. all other organizations of classroom teachers and seeks to cooperate with them. It brings to the National Asso- ciation the counsel of a select group of teachers who have demonstrated their devotion and capacity in the field of professional work. The Department has announced the following aims: (1) To secure higher qualifications for teachers, (2) to assist administrators in school problems, (3) to improve economic and social condi- tions among teachers, (+) to promote, encourage, and and State organizations of classroom teachers, (5) to maintain unity among all who are enlisted in educational service. The Department of Classroom Teachers is represented at Association headquarters by Miss Agnes S. Winn, assist local THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION Jan uary, 1924 )$$ $$ eee director of the Division of Elementary School Service. Miss Winn came to headquarters on February 15, 1922, after winning wide recognition as a worker in classroom teachers’ organiza- tions and as a student of their problems. Her work since that time is well known by those who have been reached by her extensive correspondence, who have read her writings, or who have seen her work at the annual meetings. In addition to her duties as advisory officer of the Department of Classroom Teachers, Miss Winn represents other departments and committees at quarters, Association’s head- in various other branches of work, and replies to assists and advises numerous calls from the field for special help. The professional movement among classroom teachers is still young. It has tremendous possibilities among every group of teachers. The very fact of great numbers suggests the opportunity before the elementary-school group. The rapid growth of secondary schools, the fact that secondary school teachers work with a selected group of youth, and the additional fact that specializa- tion this field—all these constitute a challenge to teachers in increases in secondary schools to make their influence felt in professional organization and to develop greater unity among themselves. Teachers in normal schools and teach- ers’ colleges are naturally interested in professional organization. They are the builders of the profession. The things they believe in and work for have large influence with students soon to be teachers. a natural following. There comes to such workers It is fine for the profession as well as for the men and women in the schools from which the profession springs, if this following can continue when students become prac- tising teachers. It is thus that influence is multiplied and put out at interest. A young student was one day heard to remark that the best advice his favorite teacher in normal school had given him was to join local, State, and National organizations at the very beginning of his teaching career and to support them and work in them and for them con- sistently. Now and former teacher meet each year in professional teacher gatherings to share common enthusiasms and experiences. Such opportunity to give sound advice and such fellowship are among the glories of work in teacher- training institutions where material re- wards are still far from adequate. College and university teachers, li- brary workers who are truly teachers, and teachers in professional schools of every type also have a common oppor- tunity in the National Education Asso- ciation. The college teacher is working near the top of our educational pyramid and needs contact and sympathy with those who are laying the foundations. The library worker builds where the teacher leaves off. The teacher in the professional school—even the worker jn the field of research—needs to be tied by bonds of professional organization to the great body of educational workers whose common task is to maintain the intel- lectual level of the whole people as high as possible in order that there may be health, efficiency, prosperity, and appre- ciation of the finer and more important things of life. Our National Association is a com- mon tie that binds us, inspires us, gives unity to makes our efforts count, enriches life with signifi- cance, lifts us to higher planes of en- thusiasm and endeavor, and renders us true apostles of the Great Teacher who proclaimed the Gospel of Service. The classroom element, being the closest to growing life and being the most numer- ous element in the educational structure, has the most to gain and the most to give in the great program of professional organization. our enterprises, RACE fender of MANN, public America, is an inspiration to those who must do battle now in behalf of the same cause. This picture was painted by J. Harvey Young and presented to the Salem (Massachusetts) - Normal School by the class of July, 1861. pioneer de- education -in $$$ inte mov Let! of | men | | Se — Vol. 13, No. 1 Educational Progress During 1923 HE JOURNAL'S annual survey of educational progress is of unusual interest this year because of the strong movement for tax reduction at any price. Letters were sent to three people in each of the States asking for a brief state- ment—the State superintendent of pub- lic instruction, the secretary of the State education association, and the State Di- rector of the National Education Asso- ciation. ‘The following replies are full of encouragement for the new year. They are also rich in suggestions for pro- grams for State associations. Alabama—(1) The formulation and presentation to the Legislature of a uni- fed building and maintenance program covering all phases of education. Though defeated, the projection of this program represented a forward step in the realization of an educational ideal. (2) The successful resistance of a re- actionary element in the legislature that would have destroyed the educational machinery of our State—John W. Abercrombie, State superintendent of education, Montgomery. Alabama’s gain in such items of edu- cational progress as length of term and attendance has been more than twice as great as the gains in purchasing power of school funds. Birmingham’s bonus to all teachers attending meeting of Na- tional Education Association in San Francisco and taking a six weeks summer course in a university, has proved of more than local significance—C. B. Glenn, superintendent of schools, Bir- mingham, and N. E. A. State director. Arizona—Improvement through higher requirements for certificates, per- manency of good salaries for teachers, and coéperation of parent-teachers asso- ciation. —C. O. Case, State superintend- ent of public instruction, Phoenix. Arkansas—The passage of a sever- ance-tax act and a gross income-tax act with the revenues from both these acts to be placed in the common school fund. Through these acts, the State has as- sumed a greater responsibility for the education of the children of the State.— A. B. Hill, State superintendent of pub- lic instruction, Little Rock, and Mr. H. L. Lambert, business manager of the Arkansas Educational Association, Lit- tle Rock. California—The extension of school advantages in rural districts through tural supervision and improvement of teachers in the service is our chief ad- vance for the year. Over ninety per cent of our teachers have normal school or college training, but this is not in itself sufficient to enable them to meet the special problems of the rural school. Rural supervision has increased the eficiency of the rural school by helping and improving the rural teachers——Will C. Wood, State superintendent of pub- lic instruction, Sacramento. The overwhelming defeat in the State legislature of the Dozier Bill, which if passed would have removed every ves- tige of tenure for teachers from the State law.—William P. Dunlevy, N. E. A. State director, San Diego. In face of unprecedented growth in school attendance, antagonistic and reac- tionary forces and inadequate budget provisions, standards have been main- tained and our educational program vin- dicated through supreme court decisions entirely in the interest of the schools. There has developed a solidarity of pur- pose amongst teachers and appreciative understanding on part of the people never before known.—Arthur H. Cham- berlain, secretary, California Council of Education, San Francisco. Colorado—Raising teachers’ stand- ards through the new certification law, which ultimately will mean a trained teacher in every schoolroom; and greater unification of the educational forces through growing professional organiza- tions.—H. B. Smith, N. E. A. State di- rector, and secretary, Colorado Educa- tion Association, Denver. Connecticut—The inauguration of a State-wide system of certification of teachers establishing minimum standards of academic and professional work.— A. B. Meredith, commissioner of edu- cation, Hartford. Many cities and towns have erected new school buildings to take up the shortage that has existed since the war. The schools were larger in 1923 than in any previous year and in most of the ‘cities and towns of the State additional educational facilities are planned to meet the demand. The school year 1922-23 was notable as the first under the new law for the certification of teachers. No new teachers may be em- ployed unless certified by the State au- thorities. An entirely new normal school plant is being built at New Britain to replace the present insufficient accommodations. All the cities and THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 3 large towns have continued to advance the salaries of the teachers on the sched- ule adopted in the past three or four years.—Edward B. Sellew, superintend ent of schools, Middletown. Delaware—The maintenance of the principle of a uniform system of taxa- tion upon real and personal property for the whole State as a unit, and the pay- ment by the State for the entire cost of transportation of pupils to graded or consolidated schools—H. V. Holloway, State superintendent of public instruc- tion and N. E. A. State director, Dover. Progressive building program planned and started. Marked increase in aver- age attendance in rural schools. Active interest in State educational association to secure larger appropriation from leg- islature for public schools —W. K. Yerger, secretary, Delaware State Teachers Association, Wilmington. District of Columbia—The prepa- ration of comprehensive courses of study for junior high schools including pro- vision for the standardization of time allotments, programs, departmental teaching, supervised study, and extra- curricular activities—Frank W. Ballou, superintendent of schools, Washington, D. c. The beginning of a comprehensive plan for putting into effect a codrdinated, unifying system of schools on the 6-3-3 basis—Harry English, N. E. A. State director, head of the Department of Mathematics, High Schools, Washing- ton, D. C. Preparation for extending the junior high school organization in the scho- lastic year 1923-24 by providing special courses for teachers in the graded schools, by erecting two new buildings and providing for the conversion of two other buildings, with the result that the new school year opened with six junior high schools in operation—four white and two colored.—Adelaide Davis, sec- retary, District of Columbia Education Association, Washington, D. C. Florida—The large increase in en- rolment of the Florida Education Asso- ciation, the employment of a full-time secretary, and the establishment of the Journal of the Florida Education Asso- ciation —W. S. Cawthon, State super- intendent of public instruction, Talla- hassee, and Agnes Ballard, N. E. A. State director, county superintendent of schools, West Palm Beach. The uniting of teachers and citizens to secure a State survey to be followed with legislation. ‘The increased millage for school purposes and the publication & i ty ‘ s - F } i t : ‘ + THE JOURNAL OF THE NATIONAL EpUCATION AssOcIATION of an educational journal.—O. I. Wood- ley, secretary, Florida Educational Asso- ciation, Winter Park. Georgia—Decision of Supreme Court (Hanks versus D’Arcy) makes it possi- ble for the first time to support uniform system of schools and give equal educa- tional opportunity. State-wide survey in progress—N. M. Ballard, State su- perintendent of schools, Atlanta. Had compulsory county-wide local tax for schools from one to five mills since 1920. Independent city systems might be exempt if not under county board of education. Hence rural schools suffered as most of the property was in independent districts. Now decision of the State Supreme Court declares that the county commissioners have full au- thority to levy a tax of any amount for educational purposes over the whole county to be used by county board of education as it sees fit. Our rural schools can now get what money they need.—Kyle T. Alfriend, N. E. A. State director and secretary, Georgia Educational Association, Forsyth. Idaho—The improvement of rural education by changing the plan of the rural supervisors from the individual school visits to group meetings with demonstration schools in one and two- room systems. Two group meetings are held in each county.—Elizabeth L. Rus- sum, State superintendent of public instruction and N. E. A. State director, Boise. Illinois—Progress in the rehabilita- tion of our teaching force and physical plant since the close of the war. A successful fight in our last general as- sembly against the forces of reaction. We did not get much progressive legis- lation, but we held our own in all but two minor matters.—F. G. Blair, State superintendent of public instruction, Springfield. Schools have held their own in spite of attacks on school budgets to lessen taxes.—Sarah L. Thomas, N. E. A. State director, Rockford. The preservation of the progressive school legislation enacted in the last six years in the face of a wave of reaction that produced several dangerous bills in the legislature. The increase of the school-building tax-rate in Chicago from seventy-five cents to one dollar on the dollar of assessed valyation by a vote of the people at a time of sweeping reaction against high taxes —R. C. Moore, sec- retary, Illinois State Teachers’ Associa- tion, Carlinville. Indiana—T he enactment of a teacher-training and licensing law, which does away with the practise of licensing teachers by written examinations. It provides for six different kinds of ele- mentary teachers’ licenses based upon special training and experience. It raises the standard of beginning grade teachers from twelve weeks beyond the high school to one year’s consecutive training and requires them to continue in training until the minimum standard, two years of normal work, has been met, at which time the applicant may ex- change her provisional certificate for a life certificate. It provides for first, second, and third-grade certificates for county and city superintendents. All licenses are issued by the State Board of Education.—Benjamin J. Burris, State superintendent of public instruction, In- dianapolis; H. L. Smith, dean, School of Education, Indiana University, Bloom- ington; and Charles O. Williams, sec- retary, Indiana State Teachers’ Asso- ciation. Iowa—The passage of the Physical Education Bill by the Fortieth General Assembly.—May E. Francis, State su- perintendent of public instruction, Des Moines. In spite of economic depression the ranting of demagogues and political at- tacks upon some of the better features of our school laws, no backward steps have been taken. The mobilization of the teaching force of the State in an aggres- sive effort to secure a financially sound retirement system is the outstanding ‘event of the field of teachers’ organiza- tions. “Hold the fort” is the watch- word of the hour.—Charles F. Pye, secretary, Iowa State Teachers Associa- tion, Des Moines. Kansas—(1) The enactment of an eight months’ minimum term law, (2) abolishment of county high schools and creating in their stead community high schools, (3) giving certain third-class cities a superintendent, (4) creation of a State commission for the blind.— J. W. Miley, State superintendent of public instruction, Topeka. Kansas has raised standards of certifi- cation of teachers, moved forward in financial support, improved high-school laws, given much attention to rural- school improvement, increased member- ship in State association, and extended Smith-Hughes service—M. E. Pearson, N. E. A. State director, superintendent of schools, Kansas City. The adding of nearly a thousand new members to the Kansas State Teachers’ Association and the growing harmony January, 1924 es, among tne school leaders ot the State under the administration of State Sy. perintendent J. W. Miley.—F. L. Pinet, secretary, Kansas State Teachers Aggo. ciation, Topeka. Kentucky— More than 8000 of Ken. tucky’s 14,000 teachers in school during the summer of 1923 demonstrated that better salaries will mean better qualified teachers. ‘The establishment of super- vised administration promises to do more for better administration of rural schools than anything that we have done— George W. Colvin, State superintendent of public instruction, Frankfort, and R. E. Williams, N. E. A. State direc. tor and secretary, Kentucky Education Association, Louisville. Louisiana—The organization in the State Department of Education and the parish departments of education and by principals of schools to supervise sympa- thetically and in a businesslike manner classroom instruction. The result of this supervision is improved _ school work.—T. H. Harris, State superin- tendent of education, Baton Rouge. The establishment by the State of a school for the feeble-minded on the out- skirts of Alexandria where pupils are taught that which they are best fitted to do; said institution is self-support- ing.—Loretta R. Doerr, N. E. A. State director, New Orleans. The marked improvement in class- room instruction. ‘This has been accom- plished by the State and parish school officials centering their effort specifically on this definite phase of education.— P. H. Griffith, secretary, Louisiana Public School Teachers Association, Ba- ton Rouge, La. j Maine—The passage of the Teachers Retirement Act which provides that teachers in service the first of July, 1924, may take their choice of a gratuitous pension of $300 or a contributory act. Members of the State department and of the normal schools may retire after twenty-five years on one half the aver- age salary of the past five years.—Av- gustus O. Thomas, commissioner of ed- ucation, Augusta, and Adelbert W. Gordon, secretary, Maine Teachers’ Association, Augusta. The progress made in school consoli- dation through the standardization of conditions of conveyance ; supervision of noon hour; school housing facilities; and professional qualifications of teach- ers. Great interest has been shown by the teachers in professional advancement. One fourth of the entire teaching force was in summer schools. Very neatly Ve a! ov' Ste edi Vol. 13, No.1 rr a sufficient number of teachers were in training to care for the annual turn- over.—Josiah W. Taylor, N. E. A. State director, State agent for secondary education, Augusta. Maryland—S upervisor in each county for every fifty rural or town teachers. Four hundred per cent in- crease in normal school students. One half of normal school graduates placed in one and two-teacher schools at higher minimum salary. Educational opportu- nity in poorer counties increased through equalization fund.—Albert S. Cook, State superintendent of schools, Bal- timore. The State-wide test of the public- school children of Maryland from the second to the eighth grades inclusive in reading and arithmetic—Hugh W. Caldwell, secretary, Maryland State Teachers’ Association, Elkton. Massachusetts—Special emphasis has been placed upon health service in the public schools through a series of nine regional conferences covering the State for the purpose of codrdinating the administration of compulsory laws for medical inspection, physical educa- tion, and school nurse service. Ninety- nine per cent of the pupils in the public schools have the services of a trained nurse—Payson Smith, commissioner of education, Boston. The defeat of the Mayors’ bill, sc- called, which might have led to a reduc- tion of teachers’ salaries and a divided control of school finances.—Ernst Make- chnie, secretary, Massachusetts Teach- ers Federation, Boston. Michigan—The real progress made toward securing a genuine equalization and distribution of public funds in this State. Our bill did not pass but it would have been passed had it not been for a political situation which arose in the last days of the session—T. E. Johnson, State superintendent of public instruction, Lansing, and N. E. A. State director. The consolidation of the Upper Pen- insula Educational Association with the Michigan State Teachers’ Association and the launching of the Michigan Edu- cational Journal, which are preparatory steps for a more thorough codperation with the State Department of Public In- struction in the advancement of the progress of education and in procuring a square deal for the boys and girls of our State—E. T. Cameron, secretary, Michigan State Teachers Association, Lansing. Minnesota—The enactment of the THE JOURNAL OF THE NATIONAL EpucATION AssoOcIATION 7A law providing for physical and health education in all public schools. The law is accompanied by a sufficient appro- priation to employ a director and prop- erly launch the project. The introduc- tion of the work is well under way.— J. M. McConnell, education, St. Paul. Passage of law requiring the teach- ing of physical and health education in the public schools. Minimum length of school year fixed at seven months. Re- organization and preparation of course of study by committees working under direction of State department of educa- tion—W. H. Shephard, North High School, N. E. A. State director, Minne- apolis. The preparation and publication by the State Department of Education, un- der the direction of the commissioner, of an elementary course of study adapted to the entire elementary public-school system in the State as a progressive, per- manent basis and outline of study and training.—C. G. Schulz, secretary, Min- nesota Education Association, St. Paul. Mississippi—The reélection of the State superintendent of education with an overwhelming majority in a cam- paign in which a large amount of money was used to fight him, by those who be- lieve there is a teacher trust and that we are spending too much money for edu- cation in general.—W. F. Bond, State superintendent of public instruction, Jackson. The overwhelming reélection of State Superintendent W. F. Bond under whose leadership Mississippi has made great educational progress. Ninety-five per cent of teaching profession supported Mr. Bond against an opponent who charged that the Mississippi Education Association was a giant trust not work- ing for the best interests of the chil- dren—Joseph E. Gibson, N. E. A. State director, superintendent of schools, Ma- comb. The development of standard ac- credited high schools accompanied by the erection of a large number of high- school buildings and the purchase of equipment for same. Our high-school development for 1923 has exceeded such development for any two_ previous years.—W. N. Taylor, secretary Missis- sippi Education Association, Jackson. Missouri—Closer supervision of the high schools and rural schools which is possible by having additional help, so that we now have six high school and six rural school supervisors in the State department, devoting their time to su- commissioner of pervision work.—Charles superintendent of ferson. A. Lee, -} } SCNnOOIS, State public Jef Increased appropriations for schools, including State educational institutions, increased interest in professional im provement as indicated by attendance at university, and State teachers’ colleges.- E. M. Carter, secretary, Missouri State Teachers Association, Columbia. Montana—Legislation raising mini- mum qualifications of teachers to four vears of high school and twelve quarter credits of professional training after September 1, 1924.—May ‘Trumper, State superintendent of public instruc- tion, Helena. A definite stand has been taken for higher qualifications for teachers requir- ing a minimum high-school graduation plus twelve weeks of special training. The people of the State are beginning to appreciate the necessity of increased rev- enue for the public schools —D. S$. Wil- _ liams, secretary, Montana State Teach- ers Association, Glasgow. Nebraska—The adjournment of the legislature without enacting any of the threatened legislation designed to crip- ple the public schools —C. Ray Gates, N. E. A. State director, superintendent of city schools, Grand Island. The abolishment of teachers’ emer- gency certificates, with a consequent im- petus for better-trained teachers and an awakening of professional consciousness, which has brought about a better under- standing of the relationship between the schools and the community. The open- ing of Omaha’s technical high school has given a new vision to secondary educa- tion in the Middle West.—Everett M. Hosman, secretary, Nebraska State Teachers Association, Lincoln. Nevada — Temporary certificates abolished. ‘Teachers’ salaries and school support have been slightly bettered. A movement for a representative assembly within the Nevada State Education As- sociation. in membership in the National Educa- tion Association. Every teacher in the Fifth District Institute enrolled in both National and State associations-—W. J. Hunting, State superintendent of public instruction, Carson City. The teachers of Increased interest was shown offered a resolution to permit the use of the Bible in schools of the State under certain conditions.—Karl W. Mitchell, secre- Nevada State Asso- ciation, Winnemucca. New Hampshire—lIn six years the number of regular students in our nor- Nevada tary, Educational 6 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION mal schools has increased as follows: 1918, 240; 1919, 290; 1920, 342; 1921, 357; 1922, 466; and in 1923, 608. In 1933, we expect to have a trained teacher for every New Hampshire school.— E. W. Butterfield, State commissioner of education, Concord. New Jersey—The recognition of a common core in secondary education— namely, health, language, and civics.— John Enright, State commissioner of education, Trenton. Expanded school-building program; State-wide application of intelligence and achievement tests; rural-school con- solidation; increasing amount of social- ized recitation work and project teach- ing.—Charles B. Dyke, secretary, New Jersey State Teachers Association, Trenton. New Mexico—Great improvement in rural schools as a result of: (1) The adoption of new certification rules, rais- ing the qualifications of teachers; (2) re- peal of law allowing county superintend-, ents to issue temporary certificates.— Isabel Lancaster Eckles, State superin- tendent of public instruction, Santa Fe. New York—New emphasis on pro- fessional growth in service. One teacher in every five attended summer session courses. Larger State appropri- ations for training rural teachers. Bet- ter rural supervision. State and local expenditures for public education ap- proximately $200,000,000.—George M. Wiley, assistant commissioner for ele- mentary education, Albany. The election of a New York City principal to the presidency of the Na- tional Education Association and the de- feat through united professional effort of an attempt in the legislature to place the Board of Examiners of New York City under the control of a non-pro- fessional Board of Education by giving the latter Board the power to appoint a chairman of the Board of Examiners with large powers. The teachers of the State are still hoping to extend finan- cial independence of boards of education to the larger towns and cities.—Am- brose Cort, N. E. A. State director for New York, New York City. North Carolina—The codification of the school law ; the increased expenditure for public education to $23,000,000 in 1923; the $5,000,000 bond for rural school buildings and the at- tendance of 12,000 teachers in the six to twelve weeks’ summer schools. The North Carolina Education Association, now divided into six sections, holds sec- tional meetings with as large an attend- issue ance at each sectional meeting as was formerly had at the one general meet- ing.—A. T. Allen, State superintendent of public instruction, Raleigh, and Robert H. Wright, N. E. A. State director for North Carolina, Greenville. North Dakota—The enactment of the children’s code commission laws by the last legislature. fare bills were passed. remarkable increase in standardized rural sults have followed the intensive drive against illiteracy made possible through a legislative appropriation Minnie J. ‘Twenty child-wel- There has been the number of schools. Good re- Nielson, State superintendent of public instruction, Bismarck. Ohio—Legislative authorization for the application of a selective process in determining admission to institutions which train elementary teachers, and a departmental regulation that all high- school teachers without degrees must secure additional training each year until the deficiency is removed, as a condition of continuing in service—Vernon M. Riegel, State director of education, Co- lumbus. A request to the State Tax Commis- sion for a survey of more than six hun- dred school districts to ascertain whether property is on the tax duplicate at a reasonable value, so that the State direc- tor of education may know what finan- cial aid to extend to these districts; physical education is now being taught in all public schools of Ohio; super- visors of special subjects are being em- ployed by many county boards of edu- cation.—F. E. Reynolds, secretary- treasurer, Ohio State Teachers Asso- ciation, Columbus. Oklahoma—Standardization of rural schools through the model-school-score- card plan; definite progress toward the eradication of illiteracy; adoption of an amendment to the constitution provid- ing for $15 per child in average daily attendance, as State aid annually for the support of the public schools.— M. A. Nash, State superintendent of public instruction, Oklahoma City. (1) State-wide aid for rural schools by legislative action through State Su- perintendent M. A. Nash. (2) State- wide movement in curriculum making for the rural schools. (3) The pro- gram for improvement of teachers in service and an adequate single salary schedule in the Oklahoma City public schools. (4) Vitalization of patrons’ clubs and the State-wide Parent-Teacher Association.—A. C. Parsons, N. E. A. State director, Oklahoma City. January, 1924 a The eradication of illiteracy in Okla. homa. ‘There are twenty-five States jp the Union which have more illiterates than Oklahoma. However, it is iney. cusable that Oklahoma still has 56,864 illiterates. ‘This matter is being attacked vigorously by the State Department of Education, the American Legion, the Parent-Teachers’ Association, and the Oklahoma Education Association, — C. M. Howell, secretary, Oklahoma Education Association, Oklahoma City. Oregon—The improvement in ery. ice of teachers through a monthly jn. crease for men teachers of fourteen dol- lars and for women teachers of nine dollars; the equalizing of educational opportunity in rural sections through consolidation of school districts; estab. lishment of union high schools and the adoption by three counties of the county unit for taxation and administration — J. A. Churchill, State superintendent of public instruction, Salem, and George W. Hug, N. E. A. State director for Oregon, Salem. Pennsylvania — The appropriation ————— us of eight million dollars more for the | public schools than was ever appropri- ated for any biennium and the distribu- tion of this appropriation so that the poorer districts might receive a large proportion in order to equalize educa- tional advantages throughout the Com- monwealth.—J. George Becht, State superintendent of public _ instruction, Harrisburg. The Legislature of 1923 not only ap- propriated $30,000,000 to balance the biennial appropriation of 1921, but also voted an additional $8,000,000 to keep our State program of education intact and to extend its provisions by giving additional State support to our less wealthy districts. State aid to these dis- tricts was increased from 50 to 75 per cent of the minimum salaries of teach- James H. Kelley, executive sec- Pennsylvania State Education ers. retary, Association, Harrisburg. Porto Rico—The improvement of rural education through the creation of 300 consolidated schools; the introduc- tion of the teaching industries in some of our graded schools; the widening of educational facilities through the newly created branch of extension work and examination, particularly designed for those beyond school age, who wish to improve themselves by systematic study at home.—Juan B. Huyke, commissioner of education, San Juan. (The rest of these reports will appear in the February JOURNAL.) rr To SR TELESIS IMU we tio is tio an po: tri en ate fai the cal fa an fol bu of to de sat cal of the ha: by pa sul pe to all in the tra pa' see thi wl say ha col tal ho of th: sel fo: ip- Iso ep) ing ess lis- per ch- ion Vol. 13, No. 1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 7 Building Personality CAROLINE T. STEWART Assistant Professor of Romance Languages, University of Missouri Columbia, Missouri E have heard a great deal about personality of late, and some of us would like to know just what the agita- tion in regard to it means. Personality is defined by some as a sort of combina- tion of character, of professional attitude and of temperament—that is, as a com- posite of positive moral qualities, such as truthfulness, loyalty, and salutary influ- ence on others; of willingness to codper- ate, to take suggestions, and to carry a fair share of the load; and finally of those attitudes of disposition which we call cheerful or pessimistic, helpful or fault-finding, red-blooded or anemic, and so on. Next to religion, the important thing for a teacher is character, or personality, but a teacher can have most, if not all, of the good qualities listed above, added to scholarly attainments, and still, aca- demically speaking, fail as a teacher, for, satished with his own personality, he may neither have a good method nor call forth in his teaching the personality of his pupils. We will dispose of the former point, that of method, quickly. As some one has said, the day of acquisition of method by a long process of trial and failure is past. Those who go out to teach any subject should be trained for the work in a good teachers’ college taught by com- petent teachers. And now the other point, the appeal to personality. As Christianity gradu- ally permeates an entire nation, chang- ing it from materialism to idealism, so the appeal to personality will by degrees transform an entire class. The moun- tain boy from the Ozarks with the pathetic expression in his eyes which seems to speak of hard knocks all round, thinks you are “knocking” him again when, on handing back his paper, you say, “You are improving; you worked hard over that.” ~An incredulous look comes over his face, when you add, “I mean it, 1 am serious in what I said.” A load seems to fall from him and as he takes his seat he says, “I worked over an hour and a half over that.” The eyes of that boy now take on an expression that you understand; one of growing self-confidence and of firm resolve to put forth his best efforts in that study. In this particular class the teacher was careful from the start to appreciate ef- fort, to give no negative criticisms, to answer kindly all questions, to grant all reasonable requests, and to hurt no one’s feelings. She was aware that she had in her class thirty or more distinctive per- sonalities. Far from dreading exhibi- tions of these personalities, wishing the end of the hour might come, and heav- ing a sigh of relief every Friday, she as far as possible thrust her own person- ality into the background and sympa- thetically listened to the members of her class. At first it was not all a bed of roses, because of the presence of several of the well-known, time-honored personalities. The girl with the habitual chip on her shoulder was there. One of her first queries was, “Does the word ‘good’ written on a paper mean anything, or is it just handed out indiscriminately ?” The teacher listened respectfully and answered respectfully, “Yes, it means something. Here are several other papers with ‘good’ on them, and you see they have very few mistakes. Here is another with a few more mistakes, but the paper shows considerable improve- ment over the previous ones handed in by that same student.” The grouchy girl was satisfied; the chip in time fell off, and, being one of the brightest mem- bers of the class, she was soon working hard and progressing. The sorority plague was there too, but she soon began working. Even the big square-shouldered boy who loves the out-of-doors forgot his restiveness, or kept it in the background; and the student next him, a _hero-worshipper, worked in imitation. The boy of illegible handwriting who habitually enters the classroom from three to five minutes or more late, was there. He was not scolded. He was told how the teacher herself had once been a very bad penman, and how she reformed because an English professor refused to read her themes. Acting on the suggestion, he started some reforms in his penmanship, but for a time con- tinued to be tardy. Finally, after those sitting near him in class had scored him roundly and asked him why he always came late, he decided to get to class on time, and he did. Student sentiment cured him. A day or so after this de cision, however, he handed in a paper with only four sentences out of twelve. In this instance student sentiment could not operate, for only the teacher would see. The latter returned the paper the following day with the comment, “Do you wish to finish this exercise?” appeal- ing to his own personality, for, as Abra- ham Lincoln said, you can lead a horse to water, but you can’t make it drink. As a matter of fact, he never did finish that exercise, thus proving to himself that he was not going to be “bossed” or pushed, but he never handed in another exercise unfinished. The popular boy was there, too— skeptical and full of his own import- ance—but he was dealt with courte- ously, so that after the first few days he of his own accord stopped putting his feet up on a level with his knees, cast aside the reclining posture, ceased being absent every two or three days, and stopped talking in an undertone, or even a whisper, to his neighbor. We suspect that he had formed the habit of doing all these things out of blind protest against materialism, and that some day he will be one of those business suc- cesses of whom we shall say a word later. He was not industriously in- clined, but he was intelligent, and he could write an almost perfect paper if his personality were not interfered with. In the same class was the type of student called by some teachers a “‘bone- head.” For two weeks he did not answer a question, and he wore a vacant expression of constant bewilderment. He was seeing the word “good” on his neighbor’s paper all this time. Finally, one day his paper came back with “good” on it. His lower jaw dropped; his arms fell; he stared at his neighbor and all around as if he could not believe his senses. Since then he has answered a number of questions and has received “good” on his papers several times. Another member of the class, a good mathematician and athlete, concluding that he could not master a language, did not study his lessons at all. He was called on regularly, was reprimanded in no way, and received none of the ill- treatment he evidently expected. The teacher was not at all impatient, for it was a matter clearly outside the realm of her personality. She had to accept respectfully what came, and could not compel more to be given than was of- fered. Seeing that his independence was respected and his right to form his own judgments, he at last decided to 8 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION ee OEE yield the point and study, since it was clearly to his own interest. Gradually the class papers came in with corrections better and better made. The teacher did not correct the sen- tences on the board all at one lap, so to speak, with a running commentary of her own. She faced the class and asked whether there were any mistakes in the sentence under discussion. Thus com- petition arose in seeing who could detect mistakes most quickly. Questions as to whys and wheretores and as to vary- ing constructions were listened to re- spectfully and answered, and of their own accord the pupils weeded out the mistakes on their papers diligently. The teacher soon noticed in the class a growing sentiment of, shall we say, disgrace, when a paper came back with- out the word “good” on it; the owners of such papers did not hide them, but very soberly showed them to their neigh- bor, and together they quietly figured out how it happened. After that the teacher, wherever possible, wrote on each paper before returning it, if not “good,” at least, “corrections good”’ or “improvement.” In return, she received such communications as these: “Pardon use of pencil in the last three sentences. Ma plume est seche’; from another student—the one who loves the out- doors—when he made a larger number of mistakes than usual, “I did this after midnight last night. I had to or not at all”; and from still another, “I didn’t have these,” referring to three sentences copied from the board. It goes without saying that after the work on the board, the subsequent look- ing over of the already carefully cor- rected papers is a pleasure. After using what we have here called the personality method, one understands the conspicuous business successes of men who in their school days were academic failures. ‘They were all the time of superior ability, and, as said before, their chaotic attitude in school was, we think, a blind protest against academic methods. Some of the good results noted from the application of the personality method are the following—absences do not oc- cur except from illness; the honor system is in force, coming in silently, to stay; tardiness does not occur except for some good reason; all exercises come in on time, neat and in entirety; all the mem- bers of the class are the teacher’s friends instead of so many potential enemies ; in- terest is secured; lessons are better pre- pared; reciting, even by timid ones, is willingly and better done. The present writer need hardly say that she is not in favor of sectioning classes on the basis of ability, nor of placing a limitation upon registration, because she regards both procedures as at the opposite pole from the person- ality method. She believes that every- one can be reached; that at any rate the attempt to do so should be made, and that all methods are meaningless and sometimes harmful which do not take into account, first of all, personality. Those teachers who do not yet employ the personality method are not to be reached by threatened dismissal, but, in turn, by the personality appeal. The writer is aware that the “person- ality method” operates only indirectly to correct objectionable character traits in pupils. Students under this system will be exemplary in conduct because they are not antagonized. However, when they go out into life they will be antagonized, and they may fall by the wayside unless kindly warning has been given to them while in school. That is the province of the teacher’s course, of the course in sociology, in civics, in philanthropy, and also of the various deans who come in contact with offenders reported to them. To be most effective, they too will have to let live, and to adhere to the construc- tive method of personal appeal. Self- control is much more than restraint un- der antagonizing circumstances; it is positive, constructive action guided by intelligent decisions. In conclusion, the appeal to, or the calling forth of personality is the main thing in teaching. After that ranks method. Both are vital for efficiency, in teaching, but in our search after a best method, we should not forget that any method will fail of the best it may accomplish if it disregards the personal- ity of the student. Annotation, Denota- tion, and Connotation O Annotation, how many facts are collected in your name! Laura B. Everetr HE Annotatory Compendium of Children’s Poetry,’ edited and an- notated by Archibald Baldwin Win- field, Bv. D., is a monumental example of what can be done in explanation and comment. Every teacher who has used editions of school books prepared by those who have never taught children, ‘Published by Gog, Magog, and Company. Jan uary, 1924 will feel acquainted at once with Doctor Winfield’s work. He has performed his labor fully and faithfully. Not one syllable that could lend itself to annota- tion has escaped his careful scrutiny, A few of the notes that accompany a familiar poem of Stevenson’s will give one an example of the thoroughness of Doctor Winfield’s work: The friendly cow all red and white, I love with all my heart. The friendly cow. Notice Stevenson's sympathetic treatment of animal life. Cow. This word may mean chimney- cap; a wedge; < brake. Here the author refers to the large milk-giving animal from which most nations secure milk and butter-products. Notice Stevep- son’s preference for Anglo-Saxon terms. He uses (Old English cu, cou,) the Saxon word cow in preference to the familiar and more childish form, Bossy, which, however, is from the Latin (bos). Friendly; the antonym for friend js antagonist. Give synonyms for friend and antagonist. All red and white. See Blenstein’s Psychology of Color, volume vii, pp. 653-715. I love with all my heart. Do people love with hearts? In what sense is this a physiological fallacy ? She gives me cream. (Cream, a thick oily light-yellow substance, composed chiefly of fatty globules.) In what sense does the cow give cream? In what form does cream appear? Com- ment on the time element. May cream be called a by-product of milk? Define by-product. With all her might. Might denotes energy or intensity of purpose, feeling, or action. In this case, which? To eat with apple tart. Apple, a word of unknown origin, the fleshy pome of a rosaceous tree, of the family Malaceae. ‘The Hebrew name for apple was tappuach. Discuss the apple in literature. What was inscribed on the apple thrown by Eris, goddess: of discord ? Tart. Origin and meaning of the word? Is it linguistically related to tortilla? Was the queen of hearts who made some tarts an historical character? Cream to eat with apple tart. Would this be a hygienic com- bination? Give the approximate num- ber of calories in an individual apple tart. Supplementary reading—Cadmus and the Cow; The Cow of Super-Lunar Activities. | | | to dai Sti fer og ret fic ap) ea: vi of tu ve ae SE cad —_— oe HE UNITED STATES is unique among the civilized na- tions of the world in that it fails to recognize education as one of the fun- damental interests of the Nation. When the President of the United States calls his Cabinet together for con- ference and advice, agriculture is so rec- ognized. “The one concern of the Sec- retary of Agriculture is the advance- ment of the Nation’s agricultural ef- ficiency. Congress, in 1923, authorized appropriations for the use of the De- partment of Agriculture to the amount of $145,500,000. The 1923 Digest of Appropriations lists in detail the specific purposes for which this sum was voted by Congress. ‘The following are rep- resentative: Over a half million was appropriated “‘for investigating the dis- ease of hog cholera and for its control or eradication by such means as may be necessary—either independently or in coéperation with farmers’ associations, State or county authorities.” Six hun- dred thousand dollars was voted “for the payment of indemnities on account of cattle slaughtered in connection with the eradication of tuberculosis from ani- mals.” Over a half million was pro- vided “for investigating the food habits of North American birds and other ani- mals in relation to agriculture, horticul- ture, and forestry” and for similar in- vestigations. In the President’s Cabinet, Com- merce is recognized as a paramount Na- tional interest. “The Secretary of Com- merce speaks for the business interests of the Nation. Congress, in 1923, appro- priated twenty-one million dollars for the work of this department. Nearly a half million dollars was provided “to investigate and report on domestic as well as foreign problems relating to production, distribution, and market- ing.” Nearly a million dollars was ap- propriated for. the “collection of sta- tistics” including “‘semi-monthly reports of cotton production’”—and “quarterly reports of tobacco.” “For protecting the sponge fisheries,” $549,000 was pro- vided, When the President’s Cabinet meets, one member is present whose sole inter- est is the welfare of labor. Nearly nine million dollars was provided for the work of the Department of Labor by Congress in 1923. There was an ap- propriation of $225,000 “to foster, pro- Mote, and develop the welfare of the Education's Fight for Recognition wage earners of the United States.” The sum of $242,000 was appropriated for the maintenance of a bureau to col- lect statistics of peculiar significance to the wage earners of the Nation. HE world now struggles to regain its balance—to preserve the institutions that make life rich and secure. “The race is between education and catastrophe.” The heroic work of the teacher stands out. The great army of teachers begins to feel the thrill of common service that stirred the fighting forces of the war. The organ- ized teachers are meeting the challenge of the times. Sup- ported by other large groups of citizens they have placed before Congress the Education Bill. It would transform the Nation’s attitude toward education, vitally affecting the life and work of every teacher and every child. The Bill has been widely discussed. It has been widely misrepresented. No_ teacher can afford not to be familiar with its provisions and the reasons for its passage. Do you know the facts? This article tells the story briefly. Write your Senator or Representa- tive, Washington, D. C., for a copy of the Bill and further in- formation. Why is the Federal Government so generous in making appropriations for the advancement of the Nation’s agri- cultural interests, in assisting in the so- lution of the great problems of modern business and industry, and in guarding the welfare of labor—while at the same time the most niggardly appropriations are made for investigations which would profoundly influence public-school prac- tice in the direction of greater efficiency ? Is it because the people of the Nation fail to appreciate the crucial part played by the public school in a democracy? Those who know the sentiment of the Nation would not accept this explana- tion. [9] The answer is found in the organiza tion of our Federal Government. Com merce and industry have a voice in the Nation’s government. A Herbert Hoover constantly keeps the welfare and the problems of the Nation’s great business interests the President and his Cabinet. When the Secretary of Commerce discusses the Nation’s business the Nation listens. His prestige and ability command the attention of Congress. His recommen- dations for legislation designed to ad- vance industry are not lightly passed by. A Wallace and a Davis similarly stand ever ready to speak for Agriculture and for Labor. before interests, Education has no such representation. Education is submerged in the Depart- ment of the Interior, which includes a diversity of national interests. Of the 1923 appropriation of $328,000,000 for the Department of the Interior, $161,990 was for the use of the U. S. Bureau of Education as such—or less than twentieth of one per cent. This figure is roughly representative of the percent- age of the time and thought that educa- tion may expect to receive from Sec- retaries of the Interior. Is it not too much to expect that any Secretary of the Interior, selected because of his touch with a miscellany of great ques- tions, such as the reclamation service, the industry of mining, and Indian af- fairs, will be in close touch with the vital problems of education? Only a Department of Education with a Secretary in the President’s Cabi- net can expect to command the resources and respect that will lift education te the rightful place among the Nation’s primary interests. It is too much to expect that the people of the Nation, that the Congress of the United States, or that the 800,000 teachers of the Na- tion will be satisfied with a submerged bureau enjoying a smaller appropriation than is made available for the use of the offices of some of our State superin- tendents of schools. Why is education a primary National interest? Why does education deserve to rank with Agriculture, Commerce, and Labor? Education directly con- cerns all of our 110,000,000 people. Each year 25,000,000 children come under the direct influence of our 275,000 public schools. Close to $1,5000,000 is being expended yearly for the main- tenance of these schools. These schools one 10 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1924 dent’s Cabinet. cators and laymen. The Education Bill Would 1. Create a Department of Education with a Secretary in the Presi- 2. Create a National Council of one hundred representative edu- 3. Encourage the States, by Federal aid, to meet five educational needs of National importance: 1. The removal of illiteracy ; . The Americanization of the foreign-born; . The promotion of physical education ; . The training of teachers; . The equalization of educational opportunities. affect every phase of our increasingly complex civilization. The results of good schools or of poor schools are not confined to the localities in which schools exist. ‘The ignorance that re- sults in hookworm in Alabama makes raw cotton more expensive in Massa- chusetts. Tuberculosis in Massachu- setts adds to the cost of an lowa farm- er’s overalls. The negro illiteracy of the South almost overnight becomes the problem of Pennsylvania. We are all affected, we are all poorer, when any of our population is physically or educa- tionally below par. It is for the public interest that tuber- cular hogs should be destroyed and that the owners of such hogs should be in- demnified from Federal funds. But is the eradication of tubercular hogs of less National concern than the prevention of illiteracy among thousands of our native-born citizens? Is a half million dollar Federal appropriation “for in- vestigating the disease of hog cholera and for its control or eradication by such means as may be necessary” more of a National function than the appropria- tion of a similar amount to a Depart- ment of Education to “conduct studies in the field of education?” Is the pro- vision of “quarterly reports” on tobacco production more of a National function than the provision of adequate school statistics for the guidance of local school boards in their expenditure of a billion and a half of school money each year? Public education is today a more im- portant National interest than forest supervision, concrete highways, fish propagation, game preserves, or the con- trol of cattle tick or bovine tuberculosis. All of these we accept today as proper National functions. We generally ac- cept the principle of an equalization of advantages and burdens throughout wide areas by ordering common railway rates; common charges for electric light and power, water, gas, and telephone services; common costs for health and agricultural services and common postal rates. It costs the same to send a letter from Key West to Seattle as from Minneapolis to St. Paul. If rural resi- dents paid the actual cost of the rural mail service, the cost of this service in many country districts would be pro- hibitive. It is only by a pooling of costs on a large scale, as expressed in common service rates, that common and universal services can be provided. These new services have come recently, after better ideas as to equalization have come to prevail. We accept an equalization of costs for them as perfectly proper. Ed- ucation began much earlier, in the days of little things and local effort, and we often fail today to see that the same principle of equalization should apply, These fundamental facts are recog- nized in the Education Bill. In one of its first sections, it provides for the es. tablishment of a Department of Educa. tion with a Secretary of Education ip the President’s Cabinet. Thus, educa- tion would be given the recognition which its primary importance in oyr democracy justifies. The Education Bill also creates g National Council on Education, an agency through which the best educa- tional thought of the Nation could be pooled. In the National Council each year would be brought together the fol- lowing citizens to consider “subjects re- lating to the promotion and develop- ment of education”: 1. The State sy- perintendents or commissioners of the forty-eight States; 2. Twenty-five per- sons not educators interested in the re- sults of education from the standpoint of the public; 3. Twenty-five educators representing different phases of edu- cation. This National Council on Education would be a tremendous force for better schools. ‘To this body the Secretary of Education would present the results of the investigations of the Department of Education. Experience would be pooled. The mission of the public school in a democracy would receive careful thought. The results of this great annual conference on education would be carried back to the States by the State superintendents to be adopted by the local school boards in their direc- tion of the schools—in making these schools better meet their local, State, and National purposes. The Education Bill would further recognize the primary importance of President Harding on Education From the very beginning public education has been left mainly So far as schooling youth is concerned the policy has been justified, because no responsibility can be so effective as that of the local community alive to its task. in the hands of the States. in the cooperation of the National authority to stimulate, encourage, and broaden the work of the local authorities. But it is the especial obligation of the Federal Government to devise means and effec- tively assist in the education of the newcomer from foreign lands, so that the level of American education may be made the highest that is humanly possible-—Message to Congress, December 8, 1922. I believe ——————r aed Vol edu app cou star tior Fed rect the 178 eve put has for pri era Sta edu in | era me jor ndi act tic — a!lU6lel Ul eae ae eee $$ TT a LLL CC LLL TT TT TT TT TI ———— Vol. 13, No. 1 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 11 education by authorizing substantial appropriations of Federal money to en- courage the States to correct five out- standing educational deficiencies of Na- This principle of Federal aid is not new. Education is receiving Federal aid now-_and has since the very beginning of our history. In 1785 Congress set aside lot No. 16 in every township ‘for the maintenance of public schools.” Since then Congress has repeatedly granted land and money for the encouragement of education. The Education Bill would extend this principle by authorizing further Fed- eral appropriations to be used by the States in the solution of five specific educational problems fundamental to worthy citizenship both in the States and in the Nation. The first of these problems is _ illit- eracy. 5,000,000 illiterates were enu- merated in the 1920 census. ‘The ma- jority of them—over 3,000,000—were native-born Americans. These 5,000,000 according to the census “should be understood as representing only those persons who have had no schooling whatever.” In the draft one man in every four could not write a letter home or read a newspaper in English. Such a condition in a democracy is a menace. Economically it costs us nearly a billion annually according to an esti- mate made by Franklin K. Lane. [Ilit- eracy and ignorance constitute a Na- tional problem and can be met success- fully only by a National approach. This the bill recognizes by authorizing annually an appropriation, so long as the illiteracy problem continues, not to exceed $7,500,000 from the Federal Treasury to be apportioned among the tional significance. and death.” 5,000,000 confessed illiterates. due to illiteracy. census. National Educational Liabilities 1,340,625 men rejected as unfit for military service. $1,800,000,000 yearly economic loss “from preventable disease $825,000,000 yearly economic loss Bureau of pensions Reclamation service Investigating mine accidents Support of Indians in Arizona BUREAU OF EDUCATION These figures are from the Treasury Department’s Digest of Appropriations, 1923. Construction and maintenance of Alaska railroad. . Protection and survey of public lands and timber. . Is Education Submerged? Some Appropriations for the Department of the Interior, 1923 $254,246,362 .67 14,800,021 .O1 4,510,210.00 1,175,000 .00 378,000 .00 185,000.00 161,990.00 The figures given for the Bureau of Education do not include appropriations made for “educa- tion of natives in Alaska,”’ nor similar outside work. It also does not include a sum of approximately $50,000 for printing and supplies, which is available, but not specifically appropriated for Bureau use. several States for use in stamping out illiteracy. The second great National need rec- ognized by the bill is the education of our enormous alien population. 8,000,000 of our 14,000,000 foreign-born cit- izens come from countries in which from 25 to 80 per cent of the population is illiterate. Millions of these people are illiterate or unable to speak English. The lack of facilities for adult educa- tion makes it impossible for many of these people to take the first step toward becoming intelligent’ citizens. To aid in correcting this condition, the bill authorizes an annual maximum appro- priation of $7,500,000 from the Federal Treasury for the use of the States in Americanizing our foreign-born adult population. A third object of the bill is the pro- 1,060,858 child workers between the ages of 10 and 15—1920 Three out of every five teachers with less training than is gen- erally required for teaching by advanced nations. 1,437,000 children between the ages of 7 and 13 not attending “any kind of educational institution.”—1920 census. motion of physical education. 1,340,623 men, one in every six examined during the World War, rejected for physical deficiencies. These men were supposedly in the prime of life, under 32 years of age. The great majority of their defects were preventable. ‘The eco- nomic loss to’ the Nation from prevent- able disease and death is $1,800,000,000 yearly” according to the report of Herbert Hoover’s Committee on Waste in Industry. The bill would strike straight at the menace of physical degeneration by authorizing the appropriation each year of not more than $20,000,000 for use of the States in promoting physical edu- cation. A fourth section of the bill further recognizes that the classroom taught by an untrained and an_ inexperienced teacher is a menace in a democracy. In the United States in 1923, 50,000 teach- ers with practically no experience and with no training beyond common school were attempting to prepare 1,000,000 children for citizenship in the world’s greatest democracy—unskilled labor for work requiring great skill. Children cannot be prepared for successful citi- zenship in our present complex democ- racy by immature, untrained teachers. This is no new problem. It existed before the war. The war exaggerated the condition, but little has been done that is fundamentally corrective. The great majority of our teachers still pos- sess less than the minimum amount of training ordinarily recognized as neces- sary for successful teaching by other civ- ilized nations. By annually appropriating a maximum of $15,000,000 to aid the were THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION Should Education Have a Spokesman in the President’s Cabinet? Some Federal Appropriations, 1923 $510,000 for the investigation and control of hog cholera. $600,000 for payment of indemnities to owner of animals slaughtered in connection with eradication of tuberculosis in animals. $350,000 for location and destruction of barberry bushes. $360,000 for purchase and distribution of valuable seeds. $671,401 for prevention of manufacture and sale of adulterated foods. other animals. marketing. $895,000 for securing information for semi-monthly reports on $600,000 for preventing spread of moths. $502,240 for investigating food habits of North American birds and $536,000 for enforcement of United States Grain Standard Act. $800,000 for printing and binding, Department of Agriculture. $547,840 for suppressing spread of pink Boll Weevil. $379,100 for field investigations for promotion of Commerce. $450,000 for investigation relating to production, distribution, and cotton production and quarterly reports on tobacco production. $175,000 testing structural material. $4,200,000 Lighthouse Service. $165,000 for protecting seal and salmon fisheries in Alaska. $1,175,000 for protection and survey of public lands and timber. $378,000 for investigating mine accidents. $241,960 for collection of statistics by Bureau of Labor Statistics. $1,190,000 for promotion of welfare and hygiene of maternity and infancy. $225,000 to promote and develop the welfare of wage earners. $161,990 FOR SALARIES AND EDUCATIONAL INVESTIGA- TIONS OF UNITED STATES BUREAU OF EDUCA- TION. States in the training of teachers the bill would strike at one of our outstanding educational weak spots. Nothing could do more to elevate the teaching profes- sion to a place of respect throughout the Nation than by allowing none but quali- fied teachers to undertake the skilled task of instructing the Nation’s children. Finally, the bill aims to reduce the glaring educational inequalities that mock the Nation’s ideal—an_ equal chance for all. Millions of American children are now being denied any edu- cational opportunity. 1,437,000 chil- dren from 7 to 13 years of age were listed by the last census as not attend- ing “any kind of educational institu- tion.” Over 1,000,000 child workers were enumerated, counting only those from 10 to 15 years of age. Méaillions of other children are being given such meager school opportunities that they may be expected to reach maturity in ignorance, lacking even the fundamental tools—reading and writing—by which information may be acquired. Such educational inequalities weaken the whole Nation. The intelligent cit- izen’s vote may be nullified by that of the ignorant. The denial of school op- portunities to millions of American children is a matter that deserves Na- tional attention. This the bill recog- nizes by authorizing the yearly appro- priation of not over $50,000,000 to en- courage the States to equalize educa- tional opportunities. This money would be used by the States for the partial payment of teachers’ salaries, for pro- viding better instruction, lengthened terms, and otherwise providing educa- tional opportunities for all children. The accomplishment of these five great purposes would infinitely strengthen January, 1924 our schools. They can be most effec. tively accomplished through Federal aid and encouragement. None of the pro. visions of the bill would result in Feq. eral control of education. The bilj provides in the most specific terms for the continuance of State and local con. trol of the schools. Section 13 states “That all the educational facilities ‘i. couraged by the provisions of this act and accepted by a State shall be or. ganized, supervised, and administered exclusively by the legally constituted State and local educational authorities of said State, and the Secretary of Eq- ucation shall exercise no authority in relation thereto; and this act shall not be construed to imply Federal control of education within the States, nor to impair the freedom of the States in the conduct and management of their re. spective school systems.” The bill also provides that all Federal funds apportioned to a State under the act “shall be distributed and adminis. tered in accordance with the laws of said State—and the State and local educa- tional authorities of said State shall de- termine the courses of study, plans, and methods for carrying out the purposes” for which the Federal money is provided. ORRECTING A WRONG IM. PRESSION.—Then the next les- son Mr. Taxpayer needs to learn is that taxation is not a curse—that it is merely a system of buying collectively, as a community or as a State, those things we need but could not buy singly. Most people have a wrong impression of taxes, They seem to think there is some myste- rious person hidden behind the door of the treasurer’s office who squanders the taxpayers’ money. He _ should learn that we are paying taxes to ourselves, and with the money we buy collectively more than we could buy singly. With this money we buy our local and State governments; we buy our roads and pay for their upkeep; we buy our schools; we buy protection against the lawless; we buy protection against fire; we in the cities buy our conveniences and com- forts in the way of water works, sewer systems, electric lights, and a score of other things we could not buy singly. Taxes, wisely administered, constitute our most profitable investment, and not an expense. Suppose we had no govert- ment, no roads, no schools, no protection against thieves or fire or disease—what would our property be worth? Who would want our lands and our houses at any price?—The Ohio Teacher. 4 — Pla of wit pre pre tha init bat ane du: pal fitr $$ TE Ta INCE January, 1918, more than 36,500 bronze badges have been awarded to boys and girls by the Playground and Recreation Association of America. Artistic in design, but with little intrinsic worth, they are proudly displayed because earned by preparation and effort and signifying that their possessor has attained a def- inite standard of physical development. The great increase in the number of badges distributed by the Playground and Recreation Association of America during the last year testifies to an ex- panding interest in National physical fitness. Tests aiding campaign for National physical fitness—Schools, playgrounds, and recreation departments have been adopting physical tests as a_ practical answer to “What shall we do about our problem of National physical unfit- ness?” The World War draft dis- closed that 33 per cent of our young men were physically unfit for military service. Painstaking surveys have _ re- cently shown that 50 per cent of our school children have physical defects which impede normal development. Restricted modern conditions of living and modern inventions, such as the auto- mobile and the motion picture, are tend- ing to check muscular activity and the spirit of spontaneous play. Only by building habits of exercise and of health- ful living in the children of today can we work out our future physical salva- tion. The tests have proved a valuable in- centive in arousing boys’ and girls’ in- terest in their own physical fitness. “The time of the presentation of the badges offers an excellent opportunity for em- phasizing loyalty and civic duty and may well be made a part of a com- munity celebration or festival. Value in rural schools—Schools with no departments of physical education have found the badge tests particularly valuable. They give boys and girls in isolated sections opportunity to measure their physical development by definite standards. Preparation for passing the tests may, under the supervision of the tural teacher, form the basis of a pro- gram of organized play and exercise. The Playground and Recreation Asso- “Prepared for THe JournaL by Mabel Travis Wood, Playground and Recreation Association of America, 315 Fourth Avenue, New York City, to which teachers may write for additional information. Testing Physical Fitness ciation of America will furnish free of charge a bulletin (No. 889) suggesting games and other activities helpful in training for the tests. Rural children. have been found less free from physical defects than city school children, some of the school The Athletic Badge Tests What They Do Provide a minimum physical stand- ard for all America. Combat the evils of the star sys- tem in athletics. Arouse school and community in- terest in physical fitness. Build up a sorely needed athletic tradition for girls. Promote immediate understanding and comradeship between boys and girls who, wearing the badges, may meet in any part of America. Rules Any responsible adult may give the tests. There are no height, weight, or age limits. No boy or girl may earn more than one badge in each of the three tests, nor may he or she com- pete for another badge until six months have elapsed. It is not necessary to have earned a badge of a lower class in order to qualify for a badge of a higher class. To win a badge it is necessary to qualify at one time in all four events in any one test. If a boy or girl fails in a test he or she may practice and try it again later. agricultural States showing the poorest record in the draft. Outdoor life and muscular labor do not insure physical fitness for the farm boy or girl, as they often overstimulate one or two sets of muscles at the expense of general de- velopment. Thus the badge tests, pre- senting the ideal of all-round physical development through both work and play, serve an important missionary pur- pose in country districts. ‘The tests were given last spring at field days in a number of rural counties, boys and girls from the various schools having prepared for them under the direction of their teachers. Tests for boys—Physical educators generally agree that “climbing, jump- [13] ing, running, and throwing should be considered the four fundamental activi- ties to be included in any physical ef- ficiency test.””. Accordingly, all four of these activities are represented in each of the three tests. Certain options are permitted, to make the tests adaptable to varied local choice of those terest the boys. ‘To pass any conditions and to allow activities which most in- of the tests a boy must qualify at one time in each of the four events. It has been found that boys twelve years old should be able -to qual- ify for the badge under the first test. The second test is suitable for elemen- tary school boys of thirteen years or over, and the third test for high-school boys. No age, height, or weight limits are set, however. The tests for boys are as follows: First test—(1) Pull-up (Chinning), 4 times, or Rope Climb (using both hands and legs), 12 feet. (2) Stand- ing Broad Jump, 5 feet 9 inches. (3) Sixty Yard Dash, 9 seconds, or Fifty Yard Dash, 8 seconds. (4) Baseball Throw (accuracy), 3 strikes out of 6 throws at 40 feet, or Baseball (distance) 130 feet. Second test—(1) Pull-up (Chin- ning), 6 times, or Rope Climb (using both hands and legs), 16 feet. (2) Standing Broad Jump, 6 feet 6 inches, or Running Broad Jump, 12 feet. (3) Sixty Yard Dash, 8 seconds, or One Hundred Yard Dash, 13 2-5 seconds. (4) Baseball Throw (accuracy), 3 strikes out of 5 throws at 45 feet, or Baseball Throw (distance) 195 feet. Third test—(1) Pull-up (Chin- ning), 9 times, or Rope Climb (using hands only), 16 feet. (2) Running High Jump, 4 feet 4 inches, or Run- ning Broad Jump, 14 feet. (3) Two Hundred Twenty Yard Dash, 28 sec- onds, or 100 Yard Dash, 12 3-5 sec- onds. (4) Baseball Throw (accu- racy), 3 strikes out of 5 throws at 50 feet, or Baseball Throw (distance), 220 feet, or 8 lb. Shot Put, 28 feet. Tests for girls—In supplying sets of standards in physical attainment for girls, the athletic badge tests fill an enormous need. The lack of an ath- letic tradition for girls and the absence of definite scientific knowledge of the effect of athletics upon girls causes phys- ical educators to differ sharply on the question, “To what extent shall our girls and women indulge in athletics?” Throw 14 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION January, 1924 Grommer School grad 6” 7 7™ 8™ 1” Q” High School year 37 4” hids ey story of the children Sth grade of the public ~ of the United States. Only 63 of each 100 graduate from grammar school —13 from high school—and 2 from college, according to Bulletin No. 34 of the VU. S. Bureau of Education. — is the si; enter ¢ school teaching. Another Bulletin shows that in the bio- graphical book known as “Who's Who in America”, which lists more than 20,000 successful living Americans, there are 87 times as many high school graduates and 800 times as many college graduates as there are those who have had only grammar By giving your children the kind of training they need, you will make them happier, more successful men and women, and your country will be the richer for your contri- bution of better citizens. The Metropolitan Life Insurance Company will arrange, if you like, to supply your boy (or girl) with funds needed untimely death—or if you live, for that matter. If interested in this phase of the question, write for booklet describing our Educational Fund policy. But in any event begin now to prepare for what you must do in case you live. Statis- tical records prove that of the parents who read this page most of them will live for fifteen years or more, but failing to make early and proper preparation will be unable to carry out their present good intentions as to educating their children. HALEY FISKE, President. + in case of your BY SINESS CONCERNS are increasingly recognizing the necessity of educa- tion. It also enables them to buy more. of a life insurance company. This proved a mooted topic at the Tenth National Recreation Congress, which met at Springfield, [llinois, Oc- tober 8-12. It is generally agreed that the ele- ment of exploitation which has been en- tering girls’ athletics is dangerous. The ideal should be to promote poise, beauty, and bodily control in every girl. This the badge tests aim to bring about by establishing a series of minimum ath- letic standards which place no undue strain upon the growing girl but are sound tests of her muscular develop- ment and general physical stamina. The girls’, as well as the boys’, tests of the Playground and Recreation Asso- ciation of America have been recently revised, and now meet with the ap- proval of leading educators, as Dr. Jesse Williams, associate professor of physical education at Teachers College, Columbia University. The girls’ tests as they now stand offer a variety of choices in each of the four events making up one test. First test—(1) Balancing (1 deep knee bend), 24 feet, 2 trials. (2) Po- tato Race, 22 seconds, or All-up Indian Club Race, 30 seconds, or Fifty Yard Dash, 8 seconds. (3) Basket-ball Throw (distance), 35 feet, or 12-inch Indoor Baseball Throw (accuracy), 2 strikes out of 5 throws at 25 feet. (4) Volley-ball Serve, 2 Tennis Serve, 3 in 6, or Basket-ball Goal Throw (10 foot line), 2 in 5, or 12 inch Indoor Baseball Throw and Catch, 3 errors allowed. Second test—(1) Balancing (book on head—1 deep knee bend), 24 feet, 2 trials. (2) Potato Race, 20 seconds, or All-up Indian Club Race, 28 sec- in 5, or It enables men and women to work effectively and thus to produce more. This illustration appears in the advertisements onds, or Run and Catch, 19 seconds, or Fifty Yard Dash, 7 3-5 seconds. (3) Basket-ball Throw (distance), 45 feet, or 12 inch Indoor Baseball Throw (ac- curacy), 3 strikes out of 6 throws at 30 feet. (4) Volley-ball Serve, 3 in 6, or Tennis Serve, 3 in 5, or Basket-ball Goal Throw (12 foot line), 3 in 6, or 12 inch Indoor Baseball Throw and Catch, 2 errors allowed. Third test-—(1) Balancing (book on head—3 deep knee bends), 24 feet, 2 trials. (2) Potato Race, 18 seconds, or Run and Catch, 17 seconds, or Fifty Yard Dash, 7 1-5 seconds. (3) Basket- ball Throw (distance), 55 feet, or 12 inch Indoor Baseball Throw (accu- racy), 3 strikes out of 5 throws at 36 feet. (4) Volley-ball Serve, 3 in 5, « Tennis Serve, 3 in 4, or Basket-ball Goal Throw (15 foot line), 3 in 5, or 12 inch Indoor Baseball Throw and Catch, 1 error allowed. Equipment simple—The equipment required for giving the tests consists of a baseball and either a volley ball, or a basketball and basketball goal. A climbing rope, Indian clubs, and a lead or iron shot will be needed if the rope climb, Indian club race, or the shot put are used. A chinning bar for boys and a balancing beam for girls are all the apparatus required. In the absence of a portable chinning bar in a doorway or a horizontal bar in a gymnasium, the rungs of a ladder set at an angle against a building may be used. For the standing and running broad jumps in the boys’ tests it is advisable to prepare a jumping pit by digging up a piece of ground about 4 feet by 25 feet and imbedding at one end of the pit, flush with the surface, a wooden or i metal strip 2 inches by 5 inches to serve as a “‘take off.” The high jump, which may be substituted for the broad jump in the third boys’ test, requires a thin stick resting on pins which shall pro- ject not more than three inches from uprights. Securing instructions and badges Any organization of good st: anding jn any community may use the tests adopted by the Playground and Recrea- tion Association of America. Detailed instruction for conducting the tests may be secured from the Association at 315 Fourth Avenue, New York City. A booklet on boys’ tests and a booklet on girls’ tests are available at five cents per copy, single copies free. Before the required number of badges are supplied, the names, ages, and ad- dresses of boys and girls passing the tests must be certified on blanks furn- ished free upon request by the Associa- tion, which reserves the right to test boys or girls whose names have been sent in. The price of the badge singly or in any quantity is twenty cents each. It is recommended that boys and girls passing the tests be allowed to pay for their own badges. An engraved cer- tificate has been prepared for each of the three tests and will be furnished in addition to the badges at a cost of three cents each. The badges awarded for tests of all three classes are the same, except that the first badges have one star, the sec- ond badges two stars, while the third badge for girls has three stars and the third badge for boys the Greek -word Apeerov. All the badges are in bronze. Dr. R. Tait McKenzie, of the Univer- sity of Pennsylvania, designed the boys’ badge with its hurdler in action, and Mrs. Edith W. Burroughs, of New York City, designed the girls’ badge, which shows a girl about to throw a basketball. Y AFFILIATING \ with the Na- tional Education Association teach- ers make the Association the instrument through which they speak to the public. Through it they can tell their difficulties and make their wants known. A single member is powerless to promote na tionally a good idea, incorporate a new system, or carry out an educational re- form, but banded together teachers can make any of these come to pass. Urge your friends to join. Address J. W. Crabtree, Secretary, 1201 Sixteenth Street Northwest, Washington, D. C. LO TT TT TRE Ter -—_ ee - 85 53 © QW SI or = oo — -— FF How the Department of Commerce Works Assistant Secretary of Commerce, Washington — HAT exchange of commodities which ~.«. tutes commerce is a fundamentally im- portant thing to everybody in the world. But for commerce each of us would wear only the clothes that he could make from the skins of the wild animals he snared or the grass he cut from the marshes. But for commerce we would eat only the foods grown or foraged through our own efforts. But for com- merce a civilization beyond that of roam- ing tribes would be impossible. Com- merce builds cities, girds nations with railroads, sends ships to plow all the seas. But a slight interruption of commerce might deprive us of the sugar for our coffee or the coffee itself. A slight in- terference might rob us of our market for wheat or cotton and leave millions of us out of work. Every aid to com- merce helps us to market what we have to sell and to buy those materials from all the world which make us live more happily. The purpose of the Department of Commerce is to smooth the ways of trade that the people of the United States may find ready markets at home and abroad for what they produce and a convenient opportunity to buy economically those articles they consume. This task leads it, as we shall see, into many activities that might not have been thought of as being parts of commerce—the building of lighthouses, the study of science, the regulation of salmon nets in far-away Alaska—all of which and many more contribute to the broad purpose it serves. When one talks to school teachers on a subject like this, he feels that he is reaching another and greater audience, the fertile minds of the many children whom they teach. An idea planted in the mind of a man of fifty has but twenty years to live and work. An idea planted in the mind of a child has sixty years. I want to plant the germ of understanding of the work of the De- partment of Commerce in the minds of as many children as I can. I am in- terested in teachers, but I am more in- terested in children. So I challenge every teacher who reads this article. to Present its facts, to read it to the chil- consti- “sees “eae Pie J. WaLTER DRAKE dren in his class, to join with me here and now in an attempt to get those chil- dren started toward an understanding of this branch of Government. The Department of Commerce is one of the ten departments of the Govern- ment that actually carries on its business ERBERT HOOVER, Secretary of Commerce since March 5, 1921, was born in Iowa and later moved to California, where he graduated in en- gineering from Stanford University. His world service during the war is well known. His broad experience as an engineer is now the source of many improvements in the commerce of the world. just as the sixth grade is one of the grades that goes to make up the school. The Department of Commerce looks after trade, and one is likely to think of that as foreign trade. It does look after foreign trade but it also looks after domestic trade, becomes interested in production of those things that go to make up trade, and it is surprising to find what queer tasks this leads to. There is in the Department of Com- merce a Lighthouse Bureau. You may never have thought of this as a part of commerce, but lighthouses are kept up that ships may carry their cargoes up and down our coasts in safety and are [15] > +s therefore a part of the business of com- merce. Wherever you go in_ boats around the United States you will find evidences of the work of the Lighthouse Bureau—the bell buoy which clangs away as it is rocked by the waves and warns the mariner of the approach of danger; the float lights that mark the channels in many harbors; fog signals and whistling buoys. There are noble lighthouses that flash intermittently from such points of danger as Diamond Shoals, off Cape Hatteras, the Dry Tortugas Islands of Florida, Poverty Island, in the Great Lakes, Catalina in the Pacific, and all along the route by which President Harding went to Alaska. In this far-flung service about 6000 people are employed and the Gov- ernment spends on it about $10,000,000 a year. One might not think of the Bureau of Fisheries as a part of the Department of Commerce, but fish is an important item of commerce and it is probable that the supply of fish available to the people would not be half sc great or so varied as it is, if it were not for this bureau. The Bureau of Fisheries, in the first place, examines the streams of the whole country to find out what are the best fish and where they are to be found. It discovers, for instance, in the mountain streams of the Pacific Coast, a rainbow trout, which it established in hatcheries and there grew millions of little rainbow trout. While they were tiny it put them in cans and shipped them alive all over the country. It would pour a can of these tiny fish in a New England stream, for instance, and in a few years they would have so multiplied that one could go fishing for rainbow trout.-in that stream instead of having to cross the continent to do so. In this way the best fish in many streams were placed in hun- dreds of other streams in different parts of the country; many varieties came to be widespread and there was more fish for everybody. But trom the standpoint of commerce this Bureau of Fisheries looks after much more important matters. Most of the salmon that we eat comes from the streams of the North Pacific coast. In the spring the salmon come in from the ocean and go up the streams to lay te - Lakes. Y fe ped is the lighthouse tender Crocus which guards the waters of the Great The Cape Hatteras (North Carolina) Light Station is shown below. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION their eggs and hatch their young. They are so plentiful that sometimes they al- most fill the water; they can be scooped up almost like dirt. This is the time when they are caught for canning, but if too many of them are caught there will not be enough left to breed young ones for the years that are to follow. So the catch of salmon must be regulated and supervised. The Bureau of Fish- eries looks after this that we may still have salmon ten years from now. If it did not we certainly would have no salmon. The same is true of many other fish. One of the interesting tasks of the Bureau of Fisheries is to look after the seal herds of the Island of Pribilof, far up in the waters of the north. The fur seals play all over the North Pacific through the greater part of the year and then come home at Pribilof to raise their young. They come back every year to this one island. Japanese and other sealers knew this. Fifteen they were going to these islands which belong to the United States and were killing the seals in great numbers. In a few years there would have been no seals left. The Bureau of Fisheries took hold of this situation. By allowing the killing of only certain members of the herds that could be spared, just as cer- tain cattle on the farm can be spared for beef, they built up the herds until seals are again plentiful. Every season the Bureau harvests these sealskins. They are brought to the United States years ago and sold in the fur market at St. Louis. The money received from them, some $700,000 a year, goes into the United States treasury. ‘This single item is more than half the cost of running the whole Bureau of Fisheries, which is about $1,250,000 a year. There is in the Department a Coast and Geodetic Survey. Its business is to survey the coasts and navigable waters of the Nation and make maps of them which people who operate ships may use that they may know just where they may safely sail. If a man should attempt to sail a ship that draws twenty feet of water up a stream that is but eighteen feet deep he would be liable to have much trouble. ‘There are waters like those at the mouth of the Mississippi, for instance, where the channels are constantly changing, where the silt that the stream brings down is con- stantly being deposited. ‘This Bureau has to keep the opera- we tors of ships informed or they A would be likely to run aground. A captain can take the charts of the Coast Se EE ROR and Geodetic Survey and run his craft into waters that he has never visited before with entire safety. He could not do this but for the continued work of this survey. Since all vessels that go to sea must be inspected to find out if they are Safe, there is a steamboat inspection service in the Department. This bureau also examines officers to see if they are com- petent to handle ships, and none are allowed to take command that have not passed these examinations and been given licenses. The Bureau of Navigation registers all vessels that fly the flag of the United States and keeps track of them. It js. sues their papers to them, and a vessel must have papers from its government to enter or leave foreign ports. There are innumerable details as to the opera- tion of vessels that are attended to by the Bureau of Navigation. It performs an odd task that is likely to bring it in contact with nearly every boy in the United States at almost any time, There are certain regulations with rela- tion to radio communication, and if a boy with his modest set is messing in in such a way as to interfere with important business he may have to answer to this bureau. Just now the Department is making a special effort to organ- ize all agencies, public and private, that have to do with the operation of ships, to bring them together for conference, to get whatever facts, suggestions, coOperation it can among them that will facilitate | shipping and make it more eco- nomical. Particularly is it anxious that every device known to modern science—and many have been de- veloped during and since the war —should be made _ available, should make its contribution to the eficiency of those argosies that tie the United States to foreign lands. But these are the lesser bureaus of the Department with specific and somewhat narrow though interesting and _ important tasks. The three bureaus of the Depart- Jan uary, 1924 i | a THe JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION id “Mae Pe % Wire. ment that have the most directly to do with commerce, as it is usually thought of in the buying and selling of goods, are the Bureau of Standards, which is the engineering bureau of the whole Govern- ment, the Bureau of the Census, which is the statistical bureau of the Govern- ment, and the Bureau of Foreign and Domestic Commerce, which is the sell- ing branch of the Nation’s industry, all interesting and important agencies of Government. The Coast and Geodetic Survey Above, Surveying the Alaska- Canada boundary. To the right, Measuring the Deep Sea With the Longest Plumb Line in the World—Five Miles of Fine Piano OF WATER COVERS THIS SO WELL IS 555 FEET Take the Bureau of Standards, for instance. It tests the materials bought by the Government. If the Govern- ment is buying building stone it is repre- sented as being hard enough to stand certain pressure. The Bureau of Stand- ards puts a block of that stone in a ma- chine, which is one of the most powerful machines in the world, and puts on pressure until it is ground to pieces. It measures the pressure that this stone will stand. If the United States is buy- THE SUBMERGED.“'WASHINGTON MONUMENT 650 FEET, FOUND IN ALASKAN WATERS IN 1915 BY THE WIRE DRAG PINNACLE PINNACLE ROCK), HEIGHT | BUT 17 FEET | THE WASHINGTON MONUMENT WE KNOW ing steel cable to be used in bridge build- ing it puts this cable on another ma- chine and pulls it until it pulls in two. It can pull a steel rod an inch thick in two. It finds out just how strong that cable is. If the Government is buying paper and that paper is supposed to be made up of one part rag fibre and three parts wood pulp, the Bureau of Stand- ards actually takes a sample of it apart under a microscope and counts the fibres to see that they are right. There is a card for each of us at the Census Bureau. were foreign-born, for example, it makes this machine do the work. there is a hole punched at a certain place. THE JOURNAL OF THE NATIONAL EpucaTiIon ASSOCIATION This machine at the Bureau of Census picks out the particular cards in the millions that record any particular fact. If that Bureau wants to sort out and count those of us who In the card of anybody who is foreign-born The machine feels for this hole and when it finds it drops the card. But the Bureau of Standards does more than this. It asks the manufac- turers of the Nation to submit to it their difficult scientific problems. The mak- ers of automobiles, for instance, want to know just how much of the power of their cars is being used up because of the resistance of the wind when they are being driven. The Bureau of Stand- ards has a wind tunnel where it has carried on many airplane experiments. In that tunnel it can make the wind blow as hard as two hurricanes. If they make the wind blow at the rate of sixty miles an hour against an automobile, it is the same as though the car was being driven sixty miles an hour through the wind. ‘They can measure the pull that this sixty-mile wind gives the car. On a typical large-sized car it was found that this wind resistance at sixty miles an hour was so strong that it required 30 horsepower, or more than the power of a small car, to overcome it alone. They carry on the study in the design of bodies that will go through the air easier and give their findings to the manufac- turers. What object in nature, do you suppose, is so shaped as to meet least re- Janua ry, 1924 sistance while going through the air? The falling raindrop. If an automo- bile could be designed in the shape of a falling raindrop it would be ideal from the standpoint of air resistance. This bureau studies this sort of thing for all kinds of industry. It costs about $2,000,000 a year to run this bureau. The Bureau of the Census is now admitted to be the greatest statistical office in all the world. It is one of the oldest bureaus of the Government, hav- ing been established within a year after General Washington became the first President. The United States was the first Government in the world to make provision for the periodic compilation of census returns. The first census in 1790 related only to population and contained but 56 pages. This modest return contrasts strongly with the census of 1920, which consisted of eleven thick volumes, containing 12,000 pages. The taking of this census resulted in the handling of a greater mass of statistical fact than had ever before been handled by any agency in the world. ‘There were 90,000 enumerators working on it at one time. All together it cost basis for the formation of judgment and the basing of action, for this census set forth such facts as this: The extent to which people were moving from the country to the cities, the relative increase of whites and blacks, the number of for- eigners in the country, the various oc- cupations of the people, and the _num- bers of marriages and divorces. But modern censuses go further than to give only facts about population. They include a census of agriculture which shows what farms produce, what percentage of farms are owned by the people who work them, the livestock that is on them, a study of irrigation, of drainage, and of many other phases of | farm life and activities. They include surveys of mines and quarries. They contain a census of manufacturers which include capital invested, people em- ployed, wages paid, cost of materials used, amount of taxes, rent and other expenses, fuel burned, machines used, value of product. These figures are of great value to people engaged in indus- try in the United States and form the $23,000,000. It is the greatest compila- tion of fact ever made and is the proper al Vol. 13, No. 1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The Bureau of Standards tests and inspects other products some- what as the Department of Agri- culture inspects farm products. The giant machine below, used for measuring the strength of building columns, can exert a crushing force of 10,000,000 pounds. It helps to substitute science for guess-work in our great buildings. The machine at the right above tests such prod- ucts as airplane wings. It can blow through the tunnel a wind equal to two hurricanes. At the lower right is a machine for wearing out automobile tires to find what parts need to be strengthened or built differently. basis for proper studies of industrial sit- uations that would otherwise be impos- sible. But the Bureau of the Census has, particularly under the régime of Secre- tary Hoover, tended steadily toward the idea of furnishing information of im- portance to the business world at more and more frequent intervals. It began by issuing statistics on cotton, leather, wool, sugar, and other important items once a month. This idea developed into the publication, beginning July, 1921, of the Survey of Current Busi- ness, which appears every month .and which is coming to embrace a wider and wider range of industrial activities. The tendency of the Bureau of the Census is to develop rapidly toward an agency which will furnish information that is always of greater and greater use to the business world. Finally, there is the Bureau of For- eign and Domestic Commerce, the sales department for the American Govern- ment, a stupendous and growing agency. As the sales department this Bureau has as its primary duty the responsibility of finding markets and reporting to the production agencies of the Nation just what and where they are. In this study of world markets this Bureau has most unusual agencies at its disposal. It maintains commercial attachés in eight- een of the most important centers of the world. These are highly trained men who devote themselves to studying their particular fields with the idea of helping American business in those fields. In addition to them the Bureau maintains its staff of special agents, trained experts in particular lines, who make extensive studies of the opportuni- ties in those lines. It might have a shoe expert, for instance, who would be as- signed to a field like the South Ameri- can continent, of which he would make a careful study and report on the possi- bilities of selling goods in that area and the methods that should be used in do- ing so. This work is supplemented by reports from members of the Consular Service of the State Department. These con- suls, located in all the important towns of the world from Sydney or Fiji, in the South Seas, to Stockholm or Helsingfors THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION January, 1924 On the Yangtse River asst ee An Automobile Arrive American-Harvesting Machinery at Bordeaux in the frozen north, report on trade con- ditions and trade opportunities at their many posts. So is the whole world cov- ered. These consular reports are pub- lished each week by the Bureau. All of these agencies bring in material from all over the world. In the home office that information is digested and so prepared as to be put at the disposal of the people who can use it. All this in- formation is conveyed to commercial and industrial America in the most ex- peditious manner; it is given to the peo- ple who are most interested in it while it is still fresh and immediately avail- able for their use in trying to place American goods in foreign markets. A relatively newer development in the Bureau is the division of domestic commerce. The object of trade is profit and we all know that oftentimes the possible profits are not made because of ineficient methods—holes _ scattered along the route from factory to con- sumer that gradually eat up the possible profit. Mr. Hoover’s study of the do- mestic trade situation led him to believe it would be possible to save great sums of money to domestic commerce, and ultimately to the consumer, if carefy] studies were made and if codperation were secured from the different groups that handle the product from raw ma- terial to the door of the consumer. When the consumer buys a suit of clothes, for instance, he pays the fee of every man who has handled it. If the expense of wholesaling that suit can be reduced by one dollar, the consumer can buy it one dollar cheaper. If that suit was made in New York, shipped to San Francisco, wholesaled and reshipped to Albuquerque, it has paid much more freight than it would have paid had it been made in St. Louis and shipped direct to Albuquerque. It may be possible to save a dollar in freight on that suit. If the methods of retailing that suit were unduly expensive because of mistakes that could be- corrected, and if after the corrections were made, a dollar were saved in the cost of retailing, the con- sumer would save another dollar on the price he paid. The division of domestic commerce will study these problems of getting goods to consumers’ more cheaply. Aside from these undertakings of specific bureaus there are tasks that fall to the Department itself and to which different bureaus contribute. The De- partment has what is known as the Di- vision of Simplified Practice. It was seen that there was a great deal of waste in production which could be eliminated and that the best way to reduce this waste lay in removing some of the un- necessary complications in _ industry. For example, there was a manufacturer of penknives in New Jersey, who made a hundred kinds of penknives. Now, in the factory to produce a hundred kinds of penknives, it is necessary to operate probably a thousand machines to make the different parts that go into them. Maintaining all these machines and all these parts is expensive. Under this method of operation it cost him a cer- tain amount to produce 100,000 knives. This manufacturer decided to produce but ten kinds of penknives. He scrapped many of his machines and concentrated on quantity production on those that re- mained. It cost him much less money, he found, to make 100,000 knives than before. He concentrated in selling these ten varieties. He could sell them more cheaply than before because he produced Fo jm fe 9 Vol. 13, No.1 their product. right. as well as sixty-six sizes. different sizes. THE JOURNAL OF THE NATIONAL EpucaTIon ASSOCIATION 21 Under the leadership of the Bureau of Standards hosiery manufacturers met to simplify the boxes in which they packed The two hundred sizes shown on the left were reduced to the twenty-four sizes shown on the By such methods stockings can be better packed, at the same time saving 10,000,000 pounds of cardboard annually. By the same method the manufacturers of paving brick found that six sizes would serve every purpose Consumers may thus be saved the cost of the extra machinery and of stocks of many en tint So he got more He sold more penknives of them more cheaply. business. the ten varieties than he had of the hun- dred varieties. He made more money. The boy who bought a penknive got it cheaper than before. All had profited by a simplification of this manufactur- er’s line of knives. This principle extends throughout production. If a manufacturer of col- lars makes 300 varieties it costs him more per collar than if he makes 100 varieties. Maybe 100 would be enough to satisfy the consumer! If the manu- facturer of shoes makes 1000 varieties and could get along with 500 he would find his problem simplified and _ the wearer would get his shoes cheaper. What the Division of Simplified Prac- tice does is this: It calls upon the makers of any product, milk bottles for instance, to get together in a meeting. It asks them if the trade would not be as well served if they manufactured ten sizes of bottles as it is with sixty. They answer that it would, that manufacture would be simplified and cheapened, that bottle dealers would have to carry less stock and that it would move faster, that the consumer would be spared the incon- venience of handling different sized bot- tles that were not interchangeable. The Division suggests that these manufactur- ers come to an agreement to manufac- ture only ten sizes of milk bottles and go back and put that agreement into operation. They do so and one activity is simplified. The idea of doing just this thing is getting hold of industries and they are coming to Washington every week to work out the details. The saving to the Nation when the majority of them have done so will be almost beyond computation. Another of the practical campaigns of the Department was along similar lines with relation to house construction. Are the houses of the Nation costing more than they should?, Mr. Hoover asked. A Division of Housing was created to answer this question. Its findings were startling. It found, for instance, that the builder of the average two-story brick house in the United States was putting $200 worth more brick into it than was necessary. A saving of $200 on each house built on this item alone would amount to a good deal when multiplied by the number of brick houses that are to go up ‘in the next ten years. It found that, if a plan of simplification in plumbing could be worked out every man who builds a house in all the Nation could save 25 per cent on his plumbing bill. It went aggressively to working out this saving. The manufacturers of building brick and of hollow tile were induced to re- duce the number of sizes they made. The lumber trade is being led toward simplifying the number of sizes of doors and windows, toward coming to agree- ments as to standard cuts of lumber. The makers of builders’ hardware are being induced to reduce the number and consequently the cost of production on such details as door locks. All of this promises to be a saving to the home owner and likewise a great convenience. If a plumbing fixture leaks one will need only ask for the number of pipe or valve that is causing the trouble. The confusion and inconven- ience due to the existence of innumer- able sizes of these small accessories promise to disappear. Simultaneously there will be a reduction in the price paid for them. The effort in the Department of Commerce is to render more definite service, more concrete benefits to in- dustry and to the citizen. In its rela- tion to industry it is a coéperative and in no way a regulative agency. Its business is to help industry toward more efficient production and toward better markets. Its business is to help the cit- izen toward better codperation that he may buy what he uses at a lower price. It is bringing its activities down to a basis where they can be appreciated in actual money saved by every citizen. ORR SERS SS Aaah, ncaerissonoes Oe SY ae ken The Journal of the Naticnal Education Association Published monthly, except July and August, by the National Education Association of the United States President, Olive M. Jones Secretary, J. W. Crabtree The payment of $2.00 active membership dues entitles a member to attend all meetings of the Association and its de- partments, to vote for delegates to the Representative As- sembly, to hold office, and to receive THE JOURNAL monthly. The payment of $5.00 instead of $2.00 entitles an active mem- ber, in addition to the privileges of the $2.00 membership, to receive the complete bound volume of Proceedings, all committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year’s subscrip- tion to THE JOURNAL. Subscription to non-members is $2.00 per year; single copies, twenty-five cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. THE JOURNAL is a member of the Educational Press Associa- tion of America and is published in accordance with the standards of that organization. Entered as second-class matter October 28, 1920, at the post- office at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1108, Act of Oct. 3, 1917, authorized Jan. 26, 1921. Editor-in-Chief, William C. Bagley Publication Staff Harold A. Allan Business Manager Joy Elmer Morgan Managing Editor EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C. 1923 in Review OUND and adequate education of the masses is the rock upon which democratic society must be built. Re- newed and widening recognition of this fact in the face of the chaotic condition of world affairs is the most significant educational achievement in the United States during 1923. Educational work- ers may take stock of resources and make plans to direct the educational advance during 1924 with the assurance that back of the vast amount of writing and talk- ing on education, there is profound faith in the American public school on the part of people generally. Reactionary movements here and there have tested the courage of educational workers and the devotion of our people to the schools. On the whole there has been steady and substantial progress. The National Education Association has grown in mémbership. Its depart- ments and committees have become more active. The various headquarters di- visions are stronger. The- Association las become the greatest publisher of educational literature in the world. The adjacent buildings purchased last year have been remodeled and connected with the main headquarters building on Six- teenth Street. The Association had a THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION remarkable series of meetings in Odak- land-San Francisco and has plans well along for an even greater meeting—a veritable crusade of teachers to the Na- tion’s Capital in July, 1924. State and local associations have con- tinued to strengthen their services and their organizations. Many victories were won in the forty-four State legis- latures that met during 1923. Ground gained in previous years was generally held and new advances were made in spite of unusual economic depression. The Department of Superintendence held in Cleveland a meeting that was unusually well-planned and attended. A revival of interest in the study of the curriculum was there started and is being carried on by a strong committee. The objectives of education are being more clearly defined and the methods of reaching those objectives are being re- fined and strengthened in the light of scientific study of educational problems. Professional unity has been much in evidence during 1923. Educational workers have stood solidly together. In- dividual differences and group differ- ences have been subordinated to the larger cause to the great credit of the profession and the advancement of edu- cation. The World Conference on Education, held in San Francisco under the auspices of the National Education Association, stirred both the profession and the public to a larger appreciation of education’s part in world affairs. Provision for world-wide observance of Goodwill Day on May 18 of each year, the tenta- tive organization of a world federation of education associations, and the adop- tion of statements of policy on many important matters laid the foundation for a closer integration of the efforts of educational workers throughout the world. The Education Bill has gained added support. It is now plain that the great group of National, State, and local organizations—both lay and _profes- sional—that have indorsed this measure, will stand firm to the end. It is only a matter of time until the rising tide of public opinion will force Congress to recognize the justice of the Bill and the necessity of the policies which it em- bodies. Education Week was observed with striking success. The program was ‘issued in the spring and plans went for- ward during the summer. The proc- lamations of the President and of mayors and governors mzke an imposing exhibit. January, 1924 Hundreds of special programs and bulle- tins were issued by school officers in States and cities. The public studied the basic problems of education as never before. Teacher-training made notable im- provement. Probably over a fourth of the Nation’s teachers attended summer schools. Such reports as are available show increased enrolment in teachers’ colleges and normal schools. Added pay for added training continues to win its way as a wise administrative policy. School building programs of enormous magnitude are under way. Most of the larger cities have a serious shortage of school seats. Half a million children are in school on half-day sessions for lack of accommodations. The causes are rapid growth of city populations and the cessation of building during the war. It is gratifying to see conditions steadily improving, although here, as in teacher training, vast improvement will be re- quired to bring the Nation up to recog- nized standards. Magazines and newspapers have never before given so much space to education as during 1923. Several magazines of great influence and circulation have made the promotion of education one of their primary objectives. There has been less attempt at “jazz’”’ publicity for educa- tion and more sound reporting of basic educational needs and achievements. Classroom-teacher participation in pro- fessional organization and in the deter- mination of courses of study and school policies is bringing new initiative and interest to the rank and file of American teachers. Along with larger opportunity is coming the willingness to make more thorough preparation and to assume greater responsibility. Other evidences of educational ad- vance during 1923 need not be men- tioned here. There is room for rejoic- ing that this year of reaction has affected the schools so little. Perhaps by 1925, when most legislatures will again meet, the peak of reaction will have given way to an intelligent popular appreciation of the need for larger investments in educa- tion all along the line. MERICAN EDUCATION WEEK is rendering an invaluable service to the schools. VERY CITY, county, and district system of schools should send the superintendent to the meeting of the Department of Superintendence at Chi- cago, February 23-March 1. ie ie Vol. 13, No.1 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 1222 2049 8 —_ sp anne 0 —— 00 0 of FRESH FROM THE CLASSROOM HE invitation from your committee to write of our problems has re- called the distress of spirit I felt during the first years of my teaching in a big school system, and I wonder if I may not help some younger teacher by telling something of how I struggled to solve my hardest school problem.* When I first came into this big school system and discovered that my classes sat dull-eyed without asking any ques- tions, waiting for the teacher to tell them what to learn in order to pass their next examinations, I was appalled! Can it be, I thought, that I must give up the joy of having an alert, bright- eyed, expectant class of pupils full of “why” and “how” questions, and just settle down to stuffing in lessons for which the children have no appetite and which they are unprepared to digest? Must I always, I asked myself, strive hopelessly in the midst of a multitude of interruptions and distractions, to meet the requirements of a heavy, unvarying course of study, in order to reach the end of the term with uniform results? My hardest problem during those years was to keep myself fresh, happy, and alive professionally, and not to give up my ideals nor sink under a crushing avalanche of impossible requirements where teaching would deteriorate into merely a job. This is one of the ways I helped my- self solve this problem. I prescribed for myself a Teacher's Tonic and took a dose of it each morning before school. This dose was in the form of a thought written on a card—a bit of advice to myself—which went with me through the day, such as the following: Keep the sparkle in the children’s eyes. Don’t take your old lessons out of cold storage; prepare fresh ones. Don’t forget a real boy is an intensely active animal. “Do more than your duty.” A smile is worth a thousand scowls in any classroom. Keep up your enthusiasm; don’t forget that everything is fresh and new to children, even though it may be stale to you. Never mind your disappointment—“keep sweet.” * Miss Lucy C. Simonson, a teacher in Pub- lic School No. 120, New York City, wrote this statement in a letter to Mrs. Mary C. C. Bradford, chairman of the Committee on Classroom Teaching Problems. + Help the child to self-mastery even though it takes more time. A bit of tact is worth a ton of nagging. “What is yours to bestow is not yours to withhold.” “Variety is the spice of life’—try it today. Don’t allow yourself to grow cranky and old-maidish. Don’t waste time scolding; a bright, little story clears the atmosphere. Find the squeak and grease it today. “Distinguish between essentials and non- essentials.” Don’t wear the children out demanding a thousand fussy little things. Don’t try to cut the children all out with the same cookie-cutter—it can’t be done. They are sure to come out different sizes and shapes according to their varying mental capacities and natural trends. Don’t worry if you can’t show uniform results. Life is not enriched by selfishness but by joyful service. I have no doubt this “tonic” idea will seem very simple and useless to a woman of your strength and experience, but I must tell you it has helped me through many a day of discouragement, and I have been able to keep up my enthu- siasm, although still a classroom teacher, with my ambition to get ahead profes- sionally as yet unattained. During these years and in all these varied teaching conditions, I have found story-telling a master-key to the chil- dren’s hearts, and an invaluable help in many a trying situation. There is noth- ing new in this statement, and I realize you know perfectly the various uses of well-chosen stories. For example— Making real and alive lessons in geog- raphy, history, and civics. Making practical and concrete ethical laws of everyday living. Training the imagination. Stimulating a desire to master the tech- nical means to reading in order to enjoy the fascinating tales of literature. Training children in self-control and helping them create noble ideals. It is not my purpose to go over this old ground but to point out a new field in which I am convinced story-telling must take a vital place, i. e., in the ef- fort we are all making to contribute our share towards stopping hideous warfare in the future among the nations of the world. With this hope deep in my heart I have been challenging the time- honored stories which I enjoy telling and in which my boys delight; and I am startled to find that many of my most popular ones emphasize rather than minimize racial prejudices and old na- tional quarrels. ‘Thrilling tales depict- ing the glory of being a soldier and of fighting and dying for one’s country, | am beginning to believe can be over- emphasized. That kind of patriotism in which we (the U. S. A.) unconsciously coop our- selves up within walls of national pride, unwilling to make a decided ef- fort to forget the differences which have led to past’strife, is, I think, too narrow for real Americans (world citizens) of today. We can just as easily train our boys to see that “Red Coats” and “Rebels” and “Huns” need no longer stand as synonyms for our enemies, as to keep fanning the dying flames of mis- understanding and animosity. Let’s keep testing our nationalism to see that it does not remain too narrow to keep pace with the world’s needs. As I am a member of the D. A. R., I do not think there is any danger of my spreading anti-American propa- ganda; but I have been thinking hard these last few months, and I now find myself searching for stories which present to our boys noble traits in other nationalities and splendid heroes among other races. By telling stories of this kind to our pupils I wonder if we as teachers cannot do something towards bringing about peace and _ goodwill among men. I am thinking just now of a story, “Scout Wong” by Richard Connell, published in the Saturday Evening Post. March 22, 1922. I have used this story with our boys in the children’s court with satisfying results. I feel that the whole Chinese race has been brought into a more cordial relation- ship to our boys who have heard this story and have been touched by the heroism of little Chinese Wong. I be- lieve that a warm and lasting admira- tion for the fine traits of patience and loyalty in the Chinese people has been awakened. Why not enlist Richard Connell and other story writers in this idea of writ- ing stories which bring to our boys heroes of other nationalities with the thought of looking towards universal goodwill, instead of the opposite? UMAN SYMPATHY is too fine for the cool, calculating attitude to take its place. One can name very few great advances that did not have human sympathy behind them.—My Life and Work by Henry Ford. Ben Franklin in Your School ITH CAMPAIGNS and ob- W servances, “days” and “weeks” trooping on in ever-swelling succession, it is a problem for the edu- cator to decide which to introduce into his school and which to exclude. Many of them, although having quite worthy objects, are unwieldy and unadaptable to the school curriculum. A pleasant exception to this, however, is National Thrift Week, which always begins on Franklin’s birthday, January 17, and runs to January 23. Not only does Thrift Week by its very nature lend itself readily to school use, but the Na- tional Thrift Committee has given time and careful study to school problems and to developing a program which will be not only usable but helpful for school use. Coming, as it does, in the middle of January—one of the long, holidayless months of the year—Thrift Week offers a patriotic birthday at just the right time, the birthday of a man whose life is packed full of practical lessons in history and civics, a life which probably had more to do with the establishment of the United States upon a firm and secure basis than any other of its time. Franklin, the man of peace, of diplo- macy, of philosophy and hard work, of- fers a fine opportunity to bring home forcefully the peaceful side of the Revo- lution and of the formation of the Union. Franklin, the great mediator of the Con- stitutional Convention, is coming grad- ually into his own, a fitting figure to stand beside Washington and Lincoln, a figure particularly valuable in the pos- sibilities he offers for shedding an in- teresting light on that precarious period in our country’s development, which is often side-tracked in the glamor of war. Franklin the diplomat, Franklin the ambassador, Franklin the counsellor, Franklin the mediator, all offer abun- dant opportunity for the teaching of civics. Franklin the inventor, Franklin the philosopher, Franklin the thrift apostle, Franklin the successful business man and generous public servant, all offer ideal character examples and dem- onstrations of the full duty of an Amer- ican citizen. ‘Prepared for THE JourNAL by John A. Goodell, Executive Secretary, National Thrift Committee. Write Mr. Goodell at 347 Madison Avenue, New York City, for additional material on thrift and for further information on the poster contest, For the English teacher Thrift Week offers a fresh theme for essays and com- positions, a theme that can be enlivened with a prize offer as stimulus. Each day of Thrift Week presents an ideal theme as does the general topic of thrift. As an exercise in concise expression the Slogan Contests, advocated as part of this week’s program, are ideal. Wher- ever tried they have produced many snappy, to-the-point maxims and slogans, a splendid exercise in condensation and apt expression. The drawing teacher welcomes the opportunity of Thrift Week to present a concrete, up-to-the-minute problem for posters. Poster. contests have been a feature of practically every thrift ob- servance and have been successful every- where. Not only is there the incentive of the prize and the opportunity for a public display of the student’s work, but there is also that atmosphere of produc- ing a commercial job for a definite order, a sure enthusiasm arouser. Bank interest, discount, notes, and drafts will be the more interesting if the scholar has some conception of what the inside of a bank is like, of how bank routine operates. The Detroit plan of bank visitation by school children is another phase of Thrift Week that has been accorded a ready reception. Last year 300,000 school children in New York City alone visited the banks. The plan was tried with notable success from the Atlantic to the Pacific coast, where [24] San Francisco led the way. In the banks the children are shown the vaults, money, locks, etc.; are given short talks on banking, and follow the course of a dollar from the time it enters the insti- tution until it returns, bringing the in- terest with it. For auditorium exercises, declama- tion contests, and dramatic productions Thrift Week again affords an opportu- nity to tie up the school program with a timely and inspiring subject. Odak- land, California, made particularly good use of this phase of the program in 1922. Besides the usual poster and slogan con- tests and displays, an assembly, presided over by a student chairman, interpreted Thrift not only in a financial sense but also in terms of dress, books, and time. As a climax to the week’s program of speeches and other observances, an al- legorical play, written by a senior, was presented—the thrift theme well dram- atized under the title, The Quest of Happiness. Songs, slogans, posters, and plays featured the grade-school ob- servance of Thrift Week as well as that of the high school. Incidentally, several schools took this opportunity to lay special emphasis on thrift in connection with economy in the use of school ma- terials. As a result of the Oakland ob- servance $288,630.64 was credited to the savings accounts of 10,510 school children in just one of the city’s banks. Berkeley is another Coast city where school observation of Thrift Week was thorough and remarkable. ‘Twelve essay contests were promoted beginning at the fourth grade and running through the high school; also a_ poster contest. Thousands of essays and posters re- sulted. So good were the results of a prize offer for a thrift play that in 1924 a contest will be held in all the public schools to secure the best possible thrift play for juvenile minds, a liberal bank account being the prize for the success- ful author. National Thrift Week, sponsored by the Young Men’s Christian Association and backed by over forty codperating civic, commercial, educational, and re- ligious organizations of National scope, is aimed to stimulate the individual te think straight and act wisely in regard to personal money matters in the realm of earning, spending, saving, investing, and giving. Under the slogan, For Suc- cess and Happiness, the committee will is = nA fr 0 hk ee -_ SS ~~ Vol. 13, No. 1 again drive home in 1924 the ten-point economic creed: Work and Earn, Make a Budget, Record Expenditures, Have a Bank Account, Carry Life Insurance, Own Your Own Home, Make a Will, Invest in Safe Securities, Pay Bills Promptly, Share With Others. The special days of Thrift Week are: Bank Day, }s:uary 17; Budget Day, January 18; Life Insurance Day, January 19; i 8 8 8 8 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Own Your Own Home Day, January 20; Share With Others Day, January 21; Pay Bills Promptly Day, January 22; and Make a Will Day, January 23. Attractive posters and leaflets are being printed and a well-rounded out program is ready to be launched. Your school has a place in that program—as large and beneficial a place as you care to make it. + ENROLMENT aad AFFILIATION —a—— HE FOLLOWING ASSOCIATIONS are in ad- T iition to the affiliations which have been reported in previous issues of THE JOURNAL. Cotumsus, Oxn10, Columbian Elementary Principals’ Round Table, Margaret McElrain, Secretary. Fresno, Cauir., Fresno City Council of Education, Katherine Gamble, Secretary. LextNGTON, TENN., Henderson County Association, W. L. Bobbitt, Secretary. Teachers’ HE FOLLOWING SCHOOLS have completed aiainte reports for one hundred per cent member- ship enrolment in the National Education Associa- tion since the list was published in the December JOURNAL. EEN, S. Dak., Aberdeen City Schools, O. S. AMteed, Superintendent; Adams School, Margaret Gallagher, Principal; Garfield School, Lydia Leis- tikow, Principal; High School, M. H. Hallman, Principal; Junior High School, D. A. Podoll, Prin- cipal; Lincoln School, Etta De Kraay, Principal ; McKinley School, Harriet Carpenter, Principal; Monroe School, Warriet Carpenter, Principal; Washington School, lo Goddard, Principal. Attus, OKta., Altus Public Schools, Arty B. Smith, Superintendent; Junior High School, Charles Hat- field, Principal; Senior High School, B. O. Corbin, Principal; Washington School, May Fullerton, Principal; Wilson School, Stella Berry, Principal. Americus, GA., Americus High School, Charles M. Hale, Principal; East Americus School, Susie Taylor, Principal; Furlow School, Sarah P. Cobb, Principal; Prospect Heights School, Elizabeth Belcher, Principal. ANDERSON, IND., Anderson Public Schools, W. A. Denny, Superintendent; Anderson High School, D. E. Weidler, Principal; Anderson Junior High School, E. H. Fishback, Principal; Central Avenue School, Mary E. Spice, Principal; Columbia School, Estella M. Tarney, Principal; Hazelwood School, Anna M. Conway, Principal; Jefferson School, Gentry Delph, Principal; Lincoln School, Helen Huffman, Principal; Main Street School, Mattie B. Fry, Principal; Mount Hope School, Joseph Clay, Principal; Park Place School, Joseph- ine Waite, Principal; Riley School, Reba Arbogast, Principal; Seventh Street School, Anna M. Ellis, Principal; Shadeland School, Katherine Hersberger, Principal; Washington School, H. M. Gullette, Principal. Arpmore, OKLA., Jefferson School, G. W. Coffman, Principal; Junior High School, T. Russell Fisher, Principal; Lincoln School, R. J. Sarndon, Prin- cipal. ASHEVILLE, N. C., Park Avenue School, Miss Q. M. Carson, Principal. Ausurn, Nesr., Auburn City Schools, A. M. Nelson, Superintendent; Athens Ward School, Dillie Web- ber, Principal; Auburn High School, H. L. Cas- well, Principal. BAKERSFIELD, Ca.ir., Lowell School, Josephine Stone, Principal. BARBERTON, On10, Washington School, H. E. Cor- many, Principal. BarTLETT, TENN., Nicholas Blackwell High School, John George, Principal. BeLmMont, Mass., Brighton Street School, Eva S. Burns, Principal; Daniel Butler School, Alice Farrar, Principal; Homer School, Vivian A. Ding- ley, Principal; Joseph S. Kendall School. Berketey, Cauir., Hawthorne School; Hillside School; Jefferson School; Le Conte School; Long- fellow School, Annie Woodall, Principal; John Muir School; Oxford School; Washington School; Willard School, W. B. Clark, Principal. oe —— ve —— 00 — | + BeEvERLY, Mass., Centerville School, Marion L. Miller, Principal; Farms School, Alice M. Preston, Principal; Hardie School, Elizabeth G. Harding, Principal; Pleasant View School, Amaie A. Wood- bury, Principal. BINGHAM CaANyon, Utan, Jordan Teachers’ Associa- tion, K. C. Tanner, Secretary-Treasurer. BINGHAMTON, N_ Y., Alfred Street School, Ida M. Lane, Principal; Thomas Jefferson School, Daniel B. Mills, Principal; Laurel Avenue School, Edward B. Horton, Principal; Opportunity School, Mrs. Helen H. Wilson, Phincipal; Pine Street School, Mary G. Mollen, Principal; Woodrow Wilson School, Anna J. Stone, Principal. Boise, Ipano, Central School, Coral M. Norton, Principal. BouLper, Co.o., Highland School, Blanche Ricketts, Principal. BraprorD, Pa., Fourth Ward School, Mrs. Adelaide Christie, Principal; Sixth Ward School, Adam Ul-’ shafer, Principal; Third Ward School, Beatrice Chapman, Principal. BrivGeTon, N. J., South Avenue School, Norman A. Wright, Principal. Britton, Ox1a., High School, W. H. Taylor, Prin- cipal. BROOKLINE, Mass., Edward Devotion School, Charles H. Taylor, Principal; Elliot Cabot School, Lucie A. Metcalf, Principal; Parsons School; Pierce School, Mary McSkimmon, Principal; Sewall School. BRUNSWICK, TENN., Brunswick School, Bessie Coch- ran, Principal. BURLINGTON, VT., Adams School, Emma J. Chap- man, Principal. BuRNsipE, Conn., Burnside School, Mabel I. Moore, Principal. Caripou, Me., Caribou High School, John A. Part- ridge, Principal. CARPENTER, Wyo., Village School. Castine, Me., Eastern State Normal School, William D. Hall, Principal. CHEYENNE, Wyo., Churchill School, Elizabeth Dud- ley, Principal; Converse School, Mabel Fincher, Principal; Gibson Clark School, Irene Hinkston, Principal; Park Addition School, Ruth M. Chap- lin, Principal. Cuicaco Heicuts, I11., Franklin School, Idelette Ferguson, Principal; Grant School, Florentine Peters, Principal; Lincoln School, Claire O'Reilly, Principal; Washington School, W. G. Smith, Prin- cipal. Cincinnati, On10, Pleasant Ridge School, Thomas L. Simmeron, Principal; Vine School, E. E. Ellis, Principal. CLEVELAND Heicuts, On10, Fairfax School, Lillian A. Cleland, Principal. CoLuieRVILLE, TENN., Collierville High School, Hal Anderson, Principal. Corpova, TENN., Cordova High School, Elizabeth Word, Principal. Corry, Pa., Corry Public Schools, A. Earle Hem- street, Superintendent; Concord Elementary School, Elizabeth Ranney, Principal; Corry High School, M. L. Brown, Principal; East Main Elementary School, Ruby McCullough, Principal; Fairview Elementary School, Mrs. Helen Brown, Principal; Hatch Elementary School, Helen Sullivan, Prin- cipal; Washington Elementary School, Mrs. Elenor Griswold, Principal. DariEN, Conn., Holmes School, May F. Anderson, Principal. Dayton, Onto, Cleveland School, Margaret W. Ed- wards, Principal. | Detroit, Micn., Barstow School, George A. Birkam, Principal; Bellevue School, Florence E. Geer, Principal; Berry School, Anna Charbonneau, Prin- cipal; Brownson School, W. A. Ellis, Principal; Burton School, Flora M. Miller, Principal; Duf- field Annex, W. A. Ellis, Principal; Edgewood School, Maude E. Kemp, Principal; Greenfield Park School,. Walter H. Allmendinger, Principal; Guyton School, Mae B. Carroll, Principal; Myra Jones School, Emma E. Coughlan, Principal; Keat- ing School, Mrs. A. B. Young, Principal; Leland School, Grace F. Woolfenden, Principal; Livernois School, Maude E. Kemp, Principal; Philips School, Lillian Kudduck, Principal; Pingree School, James Baird, Principal; Ravenswood School, John H. Belisle, Principal; Rose School, Ira J. Arehart, Principal; Stephens School, Hiram Miller, Prin- cipal; Tappan School, Henrietta Van Dyk, Prin- cipal; Van Dyke School, Loren C. Bow, Principal. Dexter, Me., Pleasant Street School, Grace E. Pooler, Principal. Eaps, TENN., George R. James School, Miss Bertie Johnson, Principal. East Cnicaco, INp., Harrison School, Aria Spencer, Principal. East CLEVELAND, On10, Caledonia School, Ella Hill, Principal; Mayfair School, J. E. Pettit, Principal; Rozelle School, Della Freeborn, Principal; Sx- perior School, Mrs. Belle L. Parks, Principal. East Hartrorp, Conn., Center School, Mrs. Lillian W. Dolan, Principal; East Hartford High School, Bernard Ross, Principal; Meadow School, Marcella M. St. Onge, Principal. Eaton Rapiws, Micu., High School, Murray Martin, Principal. E.cin, ILL., Principal. ELko, Nev., Elko County High School, Bertha C. Knemeyer, Principal. Evyria, Oun10, Elyria Public Schools, F. M. Shelton, Superintendent; Ely School, Bertha Philpott, Prin- cipal; Franklin School, Hittie McCloy, Principal; Garfield School, Nellie Mantle, Principal; Gates School, Leanna Moore, Principal; Hamilton School, Elizabeth Freese, Principal; High School, R. P. Vaughn, Principal; Jefferson School, Myrtle Halli- well, Principal; McKinley School, Lizzie Hahn, Principal; Roosevelt School; School for Crippled Children. ENGLEwoop, N. J., Lincoln School, Lillian F. Hover, Principal. Erie, Pa., Columbus School, John L. Principal. Euc.iip, On10, Euclid Public Schools, W. A. Franks, Superintendent; Boulevard School, Ruby Hahn, Principal; Euclid School, R. B. Sharrock, Prin- cipal; Noble School, Bessie F. Wells, Principal; Roosevelt School, Edna Felt, Principal; Shore School, D. E. Metts, Principal. Everett, Mass., Horace Mann School, M. A. Arnold, Principal. Fiat River, Mo., Central School, Lillie Holtzapple, Principal. GERMANTOWN, TENN., Mabel Williams High School, P. E. Callis, Principal. GLENDALE, Ariz., Glendale Grade School, C. A. Me- Kee, Principal. Granp Rapips, Micu., Sheldon School, Nora A. Matthews, Principal; Sigsbee School, Josephine A. Goss, Principal; South Division School, Mrs. Bertha H. Mason, Principal. GREELEY, CoLo., Cameron School, Luna I. Smith, Principal; Central School, Carrie E. Fashbaugh, Principal; East Ward School, Inez Beardsley, Principal; North Ward School, Jesse A. Fink, Principal; South Ward School, Luna I. Smith, Principal; West Ward School, Mabel Cochrane, Principal. Hasey, Ore., Grade School, H. F. English, Prin- cipal; High School, H. F. English, Principal. HANNIBAL, Mo., Hannibal High School, E. T. Miller, Principal. Haworth, N. J., Haworth School, Caroline Hendrick- son, Principal. HoouiaM, WasnH., Hequiam Teachers’ Association, Bernice Folsom, Treasurer; Central School, Mrs. Adele A. Oliver, Principal; Emerson School, Nell B. Allen, Principal; Grade School, Ivan Travis, Principal; High School, Forest J. Murdock, Prin- o_ Washington School, M. B. Franklin, Prin- cipal. HUNTINGTON, IND., Huntington City Schools, Jesse M. Scudder, Superintendent; Central School, H. Jay Scheiber, Principal; High School, Charles E. Byers, Principal; Lincoln School, J. C. Murdock, Principal; Riley School, Helen A. Tyner, Prin- cipal; State Street School, Nellie W. Hollis, Principal; Tipton School, Belle Miltonberger, Principal; William School, David H. Paul, Prin- cipal. HUNTSVILLE, On10, McArthur-Huntsville School, E. J. Arnold, Superintendent. INDIANA, Pa., State Normal School, John A. H. Keith, Principal. IRONWoop, MicH., Aurora School, Edna H. Erickson, Principal; Oliver School, Gladys Dunlop, Prin- cipal. : JACKSONVILLE, ILt., Morton School, Gussie Duffner, Principal; David Prince Junior High School, Laura C. White, Principal. . Kansas City, Mo., Leeds School, Ona Long, Prin- cipal; Longfellow School, Louise Birkenhauer, Franklin School, Mable H. Price, Coughlin, > J A 4 LA a 2 eee Scala anki iene MeO RS RR 26 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1924 Principal; Presbyterian Home School, Bess Mc- Daniel, Principal. KENILWORTH, I1L., Kenilworth Public School. KERRVILLE, TENN., Kerrville School, Ella Tidwell, Principal; Rosemark High School, F. §S. Elliott. Principal. Lockport, N. Y., Lockport Public Schools, R. B. Kelley, Superintendent; Lockport City Teachers Association, Veronica Kenney, Treasurer; Arnold School, Maud M. Sipson, Principal; Chestnut Street School, Fannie Wright, Principal; Clinton Street School, Margaret M. Moran, Principal; Hawley Street School, E. Ellen Holbrook, Prin- cipal: High Street School, Hannah J. McCarthy, Principal; Intermediate School, Earl Rickard, Principal; Lockport High School, Edmund Evans, Principal; Lockport Part Time School, E. A. Johnson, Principal; Vine Street School, Ettie M. Woods, Principal; Walnut Street School, Fannie Shearston, Principal; West Avenue School, Jessie C. Gardner, Principal; William Street School, M. Elizabeth Samson, Principal. Loomis, Wasu., District Number 107 School, W. E. Gamble, Principal. Los ANceLes, Catir., Figueroa Street School, Florence D. Mount, Principal; John Muir Gram- mar School, Marie H. Siebert, Principal; Olinda Grammar School, Mrs. Gladys L. Cooper, Prin- cipal; Solana Avenue School, C. G. Hopkins, Principal; Wadsworth Street Development School, Bertha T. Crawford, Principal. Lucy, Tenn., Lucy School, Mrs. E. P. Hill, Prin- cipal. MANASOUAN, N. J., Brielle School, Eva Voorhees, Principal. Map.teton, Me., Mapleton High School, Roland J. Carpenter, Principal. Marietta, Ono, Marion School, Mrs. Helen H. Rinehart, Principal; Norwood School, Belle Adamson, Principal; Putnam School. MEMPHIS, TENN., Ernest Adams Junior High School, O. H. Jones, Principal; Frayser School, Mrs. May S. Vreeland, Principal; Levi School, Essie L. Anderson, Principal; Ford N. Taylor School, Priscilla Cartwright, Principal. MiLBaNK, S. Dax., Milbank City Schools, H. C. Souder, Superintendent; Elementary School, Sidney Barricklow, Principal; High School, E. M. Deller, Principal. Montrose, Coro., Central School, J. B. Morgan, Principal; County High School, R. R. Brown, Principal; Johnson School, Elizabeth Remley, Principal. MUNHALL, Pa., High School, Mr. McCready, Prin- cipal. NeGAUNEE, Micn., Negaunee High School, C. L. Bystrom, Principal. Newark, N. J., Lincoln School, Anna B. Hasbrouck, Principal; Webster Street School. New Beprorp, Mass., Dartmouth Street School, Isadore F. Eldridge, Principal. New Orveans, La., McDonough Number 10 School, NorFo.k, Va., James Monroe School, M. J., Ober, Principal. OAKLAND, CAauir., Campbell School, Mary Campbell, Principal; Claremont School, H. N. Massey, Principal; Elmhurst School, H. W. Campbell, Principal; Emerson School, R. S. Wheeler,’ Prin- cipal; Fruitvale School, G. E. Furbush, Princi- pal; Garfield School, J. Fred Anderson, Principal; Intermediate School, Elizabeth Arlett, Principal; Jefferson School, Elisabeth Sherman, Principal; Lakeview School, Edgar E. Muller, Principal; Melrose School, Paul Martin, Principal; Moss- wood School, H. C. Petray, Principal; Peralta School, Anne Bradley, Principal; Rockbridge School, R. J. Graham, Principal; Santa Fe School, Anna M. Richardson, Principal; Tompkins School, Susan McFeely, Principal. Ou Crry, Pa., Selden Avenue School, Edith W. Montgomery, Principal. OKMULGEE, OKLA., Emerson School, Frances Coffey, Acting Principal; Franklin School, Ruby Watts, Principal; Washington Irving High School; Lee High School, Adolphine Reichel, Principal; Lee Ward School, Willie Moss, Principal; Longfellow School, Roosevelt School, Julia Harris, Principal; Webster School, Marian Walsh, Principal; Wilson School, Lena Pitts, Principal; Wéilson School Number 2, Galen Oliphant, Principal. O_p Town, Me., Old Town-Orono Union Schools, W. O. Chase, Superintendent. Omana, Nesr., Central Park School, Margaret Ham- ilton, Principal; Clifton Hill School, Carrie Nash, Principal; Garfield School, Edith Isakson, Principal; Jungmann School, Grace Griffith, Prin- cipal; Howard Kennedy School, Franc Eaton. Principal; Edward Rosewater School, May An- derson, Principal; Saratoga School, Frances Gross, Principal; South Lincoln School, Jessie S. Flynt, Principal; Webster School, Fannie Meyers, Prin- cipal; Benson West School, June Slocum, Prin- cipal; Henry W. Yates School, Edna M. Reap, Principal. PARKDALE, Ore., Parkdale High School, George E. Axtelle, Principal. PHILADELPHIA, Pa., Charles W. Henry Sckool, Car- cline T. Moffett, Principal; Francis Scott Key School, Louis F. Perring, Principal; Leidy-Ben- nett School, Margaret Robinson, Principal; Henry W. Longfellow School, Charles M. Dudley, Prin- cipal; Wissahickon School, Blanche L. Heidinger, Principal; Mary Channing Wister School, Anna A. Wilkinson, Principal. PHa@nix, Ariz., Phoenix Public Schools, John D. Loper, Superintendent; Adams School, Grace Court, Principal; Capitol School, Bertha Lyall, Principal; Douglas School, P. Landry, Principal; Emerson School, Harry Eagan, Principal; Fill- more School, Dollie Oglesby, Principal; Garfield School, Martha Garnett, Principal; Grand Avenue School, Helen Cross, Principal; Grant School, Marguerite K. Williams, Principal; Jackson School, Alta Holmes, Principal; Jefferson School, Laura E. Wells, Principal; Kenilworth School, Lulu Smith, Principal; Lincoln School, Lou Marlar, Principal; Longfellow School, William Hirschy, Principal; McKinley School, Mrs. Lina K. Sheldon, Principal; Monroe School, A. H. 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 mem- bers. Membership in the Association is con- tinuous. According to the By-laws, it does not lapse for six months beyond the time covered by the payment of dues. Mem- bership, therefore, can only be terminated on request of the member or by being per- mitted to lapse. When membership dues are _ received they are credited on the current year and if the member is in arrears a bill is sent for the unpaid year. 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 re- sponsibility should be considered highly unprofessional. Those who solicit new members should call particular attention to both the re- sponsibilities and the privileges of mem- bership. Rummel, Principal; Ninth Avenue School, Cora N. Jones, Principal; Washington School, Marie La Chance, Principal. PitTsBURGH, Pa., North Continuation School, Aida C. Bishop, Acting Principal. PLAINFIELD, N. J., Bryant School, Flora Griffin, Principal; Irving School, J. Wade Wimer, Prin- cipal; Jefferson School, J. R. Floyd, Principal; Lincoln School, F. W. Cook, Principal; Stillman School, Helga Johnson, Principal. PLymMouTH, Mass., Burton School, Addie L. Bart- lett, Principal; Cornish School, Addie L. Bartlett, Principal. Pontiac, ILu., Pontiac Public Schools, S. R. Allen, Superintendent; Central School, Elizabeth Dunlap, Principal; Ladd School, Eva Fristoe, Principal; Lincoln School, Esther Reed, Principal; Special Teachers; Washington School, Dell Herbert, Prin- cipal. PorTLAND, Me., Emerson School, Marada F. Adams, Principal; Monument Street School, Marada F. Adams, Principal; Shailer School, Marada F. Adams, Principal. PorTLAND, Ore., Vernon School. Prescott, Ariz., Prescott City Schools, S. H. Mar- tin, Superintendent; High School, Virginia Cole- man, Principal; Jefferson School, Abbie Lee Taylor, Principal; Lincoln School, Mrs. Vera M. Keeney, Principal; Special Teachers and Substi- tutes; Washington School, J. K. Wade, Principal. PresQue Is_e, Me., Aroostook State Normal School San Lorenzo Merriman, Principal. Quincy, ILL., Special School, Anna M. Kordsiemon, Principal. RALEIGH, TENN., J. M. Coleman School, Pauline Keaton, Principal. Revere, Mass., Julia Ward Howe School, Marial Paull, Principal; Point of Pines School, Florence M. Spooner, Principal. Rock Sprincs, Wyo., Junior High School, J. Albert Winchester, Principal. Rocky Forp, Coro., Rocky Ford Public Schools, R. J. Walters, Superintendent; High School, J. H. Wilson, Principal; Junior High School, E. M. Jasper, Principal; Liberty School, Scott Bradford, Principal; Lincoln School, Mrs. B. B. McFarland, Principal; Washington School, Nettie Partner, Principal. SaLeM, Ore., Highland School; Lincoln School; Richmond School. San Dteco, Cauir., Encanto School, Mrs. Anabel R. Scott, Principal; Fremont School, Mrs. Florence K. Marshall, Principal; Garfield School, , Mrs. Adele M. Outcalt, Principal; Grant School, Frank Y. Van Valin, Principal; Jefferson School, Ida V. Meeks, Principal; Lincoln School, Nell Breen, Principal; Point Loma School, Charles C. Price, Principal. SAND SprINGS, OKLA., Central School, Blanche Col- lins, Principal; Garfield School, C. C. Jelks, Prin- cipal; High School, M. W. Taylor, Principal; Medio School, W. L. Adams, Principal. SANDWICH, ILL., Sandwich Public Schools, John R. Cranor, Superintendent; North Side School, Robert A. Manley, Principal; Sandwich Town- ship High School, John Cranor, Principal; South Side School, Annabelle Funk, Principal. San Francisco, Cauir., Gratton School, Luise H. Krauss, Principal; Patrick Henry School, Frances R. Lewis, Principal; Michelangelo School, Bertha J. Klaus, Principal; Rockambeau School, Mrs. T. F. Spencer, Principal. SANTA ANA, Cauir., Jefferson School, Berthile Bar- clay, Principal; McKinley School, Mary A. An- drews, Principal. SauLtt Ste. Marie, Micnw., Sault Ste. Marie City Schools, George G. Malcolm, Superintendent; Garfield School, Carrie Hawes, Principal; High School, H. J. Ponitz, Principal; Jefferson School, Evelyn Wilson, Principal; Junior High School, E. D. Pierce, Principal; Lincoln School, Georgia Andrews, Principal; McKinley School, Thomas H. Temple, Principal; Park School, Mertie Welch, Principal; Washington School, Myrtle A. Elliott, Principal. SeaTTLe, Wasu., Daniel Bagley School, J. W. Scud- der, Principal; Cascade School, Charles Fagan, Principal; McDonald School, Emma D. Larrabee, Principal; Horace Mann School, Dio Richardson, Principal. Sepatia, Mo., Community Teachers Association, Helen A. Bowers, Secretary-Treasurer; Arlington School, Minnie C. Murphy, Principal; Broadway School, Lida Burress, Principal; Eugene Field School, Anna V. Hannum, Principal; Jefferson School, Ethel McCluney, Principal; Horace Mann School, Jessie Belle Steele, Principal; Prospect School, Nina K. Slater, Principal; Summit School, Lydia D. Montgomery, Principal; Washington School, Anna L. Greer, Principal. SHARLINE, On10, Shkarline City Schools, W. L. Richey, Superintendent. Sioux City, Iowa, Bancroft School, Mary E. Me- Carty, Principal; Emerson School, Edna Harring- ton, Acting Principal; Girls Prevocational School, Ethel Jones, Principal; Hawthorne School, R. L. Kitch, Principal; Hunt School, Mary O’Connor, Principal; Lincoln School; Lowell School, Hilda Aron, Acting Principal; Riverview School, Me- Kinley Evans, Principal; Roosevelt School, Su- sanna Avery, Principal; Smith School, E. E. Briggs, Principal; Webster School, D. D. Zinn, Principal. SoutH BeENp, INp., Division Street School, Allegra Ingleright, Head Teacher. SPRINGFIELD, Mass., Carew Street School; East Union Street School, Nellie A. Ryan, Principal. STRATFORD, CONN., Honeypot School, Huldah H. Brown, Principal; Washington School, Mrs. Ger- trude L. Carpenter, Principal; Eli Whitney School, Amy M. Lawson, Principal. TIMBERVILLE, VA., Timberville High School, Reuben L. Humbert, Principal. Torepo, On10, Indiana School. WaLtTHAM, Mass., Lowell School, L. Mabel For- bush, Principal. Warren, On10, Dickey Avenue School, Alice L. An- drews, Principal. WatTerLoo, Iowa, McKinley School, Fred J. Rapp, Principal. WaTERLOO, West Sipe, lowa, Waterloo West Side Public Schools, J. C. McGlade, Superintendent; Central School, Mrs. P. E. Bickenbach, Principal; Edison School, Nellie Rownd, Principal; Emer- son School, Nettie McKinnon, Principal; High School, Sloane M. Wallace, Principal; I/rving School, Bertha Ohler, Principal; Kingsley School, Della Orcutt, Principal; Lowell School, Nellie Garvey, Principal; Whittier School, Ruth Upde- graff, Principal. WAUKEGAN, ILL., Jackson School, Mina R. Folliard, Principal; McAllister School, Gertrude M. Car- man, Principal. West Cuester, Pa., Model School, Lilian W. Pierce, Principal. WILKINSBURG, Pa., Wilkinsburg City Schools, William H. Martin, Superintendent; Horner School, Mary H. Gibson, Principal; Johnston School, Elizabeth O. Evans, Principal; Junior High School, E. E. Hicks, Principal; Kelly School, Eleanor B. Ralston, Principal; McNair School, Mrs. Mary A. Gregg, Principal; Semple School, Mrs. Elizabeth J. Sloane, Principal; Senior High School, W. C. Graham, Principal. WILLiaMsportT, Pa., Transeau School, Harvey E. Stabler, Principal. WILMINGTON, Det., School Number 4, Dorothy W. Willard, Principal. Wooster, On10, Bowman Street School, H. D. Wile, Principal. : Wray, Co.o., Wray Public Schools, H. W. Curtis, Superintendent. YouNGSTOWN, On10, Adams School, W. P. Moody, Principal; Elm Street School, Catherine Edmunds, Principal; Harding School, Elizabeth Evans, Prin- cipal; Myrtle Avenue School, Ferne Irey, Prin- cipal. - we se Ft = ST SF = —_— a= eS Ve w pt i i i Ti | SPEAK not only as a friend and ad- vocate of the men and women who constitute the teaching force of our community, but also as a critic—not al- ways a satisfied one—of their methods, results, and sometimes of their aims. [| shall try to present what I conceive to be the state of mind of a significant portion of our people on the subject of education—people who are not profes- sionally interested or technically in- formed, but who do care about it tremen- dously. I shall attempt to deal only in fundamentals. Education has two purposes: First, to help the youth to acquire a knowledge . of the true values of life and a determi- nation to live his life in terms of those values. Second, to help the youth to acquire such general and special fact in- formation and such ability to use the faculties and the knowledge he possesses that in the environment and conditions of his generation he may succeed in liv- ing a life of real value to himself and to his fellowmen. ‘The relative im- portance of the first is greater than that of the second. Right thinking and right living are more important than merely skilful or brilliant thinking or living. More and more will the teacher in the public schools take a place with relation to children which was once held only by the clergyman and the parent. Not that there is or will be in those schools the teaching of sectarianism, but in- creasingly will the public-school teacher seek to implant in the youthful student the sturdy seeds of high ideals and sound principles of life, not religious history nor sectarian doctrine, but those truths which ten thousand years of human ex- perience have made _ articulate—such truths as we find in the ten command- ments and in the Sermon on the Mount. The teachers, who for the greater part of all of a youth’s waking hours, during the most plastic period of his life, have the opportunity to implant sound ideals of living are the greatest potential power for good in this country. The parents have the children for meals and a little while in the evening. The clergyman may have them a part of the Sabbath and on special occasions, but the teachers have them for most of The Ideals of the American Harrison S. Rogpinson President, Chamber of Commerce Oakland, California the daylight hours, five days a week. From whom will they get their most complete impressions of what life is all about? I have spoken of the goal of education—that set of things we want to achieve by it. But before the product AKLAND’S CHAMBER OF COMMERCE helped make the meeting of the National Education As- sociation in Oakland-San Francisco a great success. Mr. Harrison 8. Rob- inson, its popular president, gave this inspiring address at the vesper service, Sunday, July 1, 1923. can come forth there must be the process of education and the machinery by which the process is carried on. Some people have a belief, and we say it kindly, that the process phase of edu- cation is in a disturbing—even painful— state of evolution. We believe that the incomparable way to learn is to live, that fact information acquired in the process of living is ours to keep and to use as no other informa- ton is, and we at least sense the enormous difficulty of applying this principle gen- erally in our schools. But we do want improvement in the processes of education, and we wish you would from time to time tell the public about your accomplishments in that 27] Public School regard. Another thing. The men who have to take and work with the products of the public schools want to see the young men and young women give more evidences of disciplined faculties. We want them to be able to do something accurately and well. We are oftered too many sloppy products of the public schools—sloppy in bearing, in raiment (1 am thinking of boys), in mind, in action. We business men ask you for more evi- dences of discipline in your work. And now we come to the machinery of education, that machinery by which the processes of education are carried on—and the goal lost or won. It is here that the school administrator, the school teacher, and the citizen of the school district meet and agree—or dis- agree. The machinery phase is ex- pressed in land, buildings, equipment, and supplies; in superintendents, prin- cipals, teachers, and janitors—money, jobs, the exercise of power, and the per- formance of duty. It is around the machinery phase of education that ninety per cent of all public discussions of education revolve. We started talking about ideals—and that is not ideal. With almost no pub- lic attention to the processes or the re- sults of education, we have been filling the air with clamor about its machinery. It is the least difficult phase of educa- tion. Locally, our people have already insisted that the matters of physical plant, salaries, and personnel be period- ically settled on a clearly stated, busi- ness-like basis. That our school depart- ment shall be an educational institution wherein the superintendent, his assist- ants, the principals, and the teachers shall throw all the ability, the force, the devotion, the imagination, and the love of their lives into the development of our growing generation, year by year making the methods and conditions of education better and better, the products of our schools finer and abler. Our people have come to a realiza- tion, publicly and emphatically expressed, that the machinery of education—even the splendid human part of it—is a means and not an end. ‘They have de- manded, and they will not be denied, that the administrative and teaching 28 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION January, 1924 staffs be allowed to devote themselves primarily to the processes and results of education. The public, usually through its school board, will express its decision as to policies—how much we shall spend for education, in a general way what it shall consist of, what shall be its goal. But those policies being determined, they want politicians and even Board mem- bers to keep their hands off the adminis- tration of the public schools. Our country’s greatest growth and achievement in the last fifty years has been in industry. For the next fifty years the greatest needs and possibilities of our country are in education—education as | have defined it—which includes the The Teacher Speaks WALTER BARNES State Normal School, Fairmont, West Virginia teaching of the essentials of life that un- derlie all true religions and philosophies, as well as information and the ability best to use our facts and our faculties. If our ideals of education are achieved, our race will be dominated and perpet- uated by good men and women and the achievement will have been that of our public schools, All I can reach, I teach, But I keep myself and I give myself To the few. The butterfly crowds approach, Hover, And flutter away. They leave no trace on me, No remembrance with me, I lay no touch of power on them, Nothing in me passes over into them, They flutter, They circle and flutter; Gay, wistful butterflies, How can I touch you? What have I to communicate to you? Yet— Pause for a moment, poise over me; I also have butterfly moods, butterfly fancies and graces. Go now. Fluttering is a mode of flying. Comes the groper for facts, for rules, Hungry for formulas, for recipes, for patterns, Burrowing into my views, my opinions, Ferreting out my conclusions, Prowling for the wisdom, Planted, and nurtured and ripened by me. Fool! Filch my facts, you have not my truths. Reap my conclusions, you have not the soil out of which they have sprung. My views are what I see from my viewpcint; Until you stand with me and until you have eyes like mine, you cannot perceive my views. Forge formulas out of your own hot experiences, and shape them with your own tools. Pass on, pass by. Yet— Take of me what you will and use of it what you can— It becomes yours when you can use it as yours. Here also crouch and kneel the suppliants, Those who pray for uplift, exaltation, Who would kindle their embers at my fire. O weak and infirm! Know you not that Adam’s body was formed before the spirit entered into him? And know you not that spirit calls only to spirit? And know you not that the wind bloweth as it listeth? Do you fancy I can control the breath of the spirit? Am I a bellows to fan your souls into flames? Go to, then. I will be a bellows indeed, a giant bellows, And blow you, like ashes, away. And yet—and yet— I bid you welcome to my fire. You may carry away live coals if you wish. But I warn you: These coals must be used to start fires At once. I wonder if you have the fuel ready. All I can reach, I teach, But I save myself and I grant myself To the few. I can reach, can touch, can teach Only those of my clan, my kindred. To these I lend myself, For these I spend myself. Into these I send myself. Teaching is communion, And communion is possible only when commonalty exists. Teaching is companionship: Only companions can learn from one another. Those who are like me can learn, through me, to be more like themselves. I teach only when I am an experience, Like a picture, Like a melody, Like a landscape, Like joy, like sorrow, Like love, like life. I am to be accepted, then left behind, as a phase of existence, And only those who are similar to me can get from me food for assimilation. I can transfuse blood only into the veins of those who have the same heart-beats. I say not, These are the greatest and best; I say only, These are the only ones I can teach. All I can reach, These I teach, But I hold myself and I yield myself To the few. N a country as new as ours, where relics of past centuries are rarely seen, where _ cathe- drals and _ tri- umphal arches are the tion rather than the rule, it is natural that every loyal American cherish all reminders of those early days when the Alleghanies formed our western boundary and the flag boasted but thirteen stars. Many a western city today would gladly ex- change a brand-new skyscraper for one of the dingy relics to be seen in numer- ous Eastern cities, while some openly acknowledge that their street and park planning have been modeled on the city of Washington. ‘Tokio, recently dev- astated by earthquake, is rebuilding its business section, using our Capital as a model. It is customary to think of Washing- ton as always being the seat of govern- ment, forgetting that New York and Philadelphia have shared the honor. In 1787 Congress, in providing a site for the National Capital, designated that a section of land ten miles square be taken from Maryland and Virginia to be called the District of Columbia, and to General Washington was given the right to decide just where in this area the Federal city should be located. With his usual acumen he selected its present site. Before the work of surveying started, Washington discussed the plans for the city with Thomas Jefferson, whose copi- ous notes taken abroad proved most val- uable. One of Lafayette’s officers, Major Pierre Charles L’Enfant, who had been in charge of the engirfeers dur- excep- Washington: The Nation's Capital ing the Revolution, was chosen to work on its plans. To his remarkable vision and imagination we are indebted to- day for the plans he laid, not for com- pletion in his lifetime but looking for- ward to a model city generations hence. It was his idea to have wide avenues, named after the thirteen States, criss- crossing the city, numbered streets ex- tending in one direction, lettered ones in the other. Taking the Capitol build- ing as a center, he divided the city into four sections — northeast, southeast, northwest, and southwest—each section having its own set of lettered and num- bered streets, and each street having one hundred numbers to a block. L’Enfant’s plan has for the most part been carried out, and in addition it has served as a guide and inspiration to those planning further improvements. Washington could give the building of the new city only a secondary inter- est, for his time was largely occupied with the affairs of government in New York and Philadelphia, but that he took a practical interest in it is shown by the fact that he invested in lots west of the Capitol and along the Anacostia, or Eastern Branch, as it was then called, but not to such an extent, however, that he be considered a speculator. He be- lieved in the growth of the city, but were he to view it now from the top of the lofty granite shaft which bears his name, he would be deeply stirred and gratified to see the marvelous progress a century and a quarter have made in his dream city. What a change since George Wash- ington rode on horseback over muddy paths! ‘Those slim saplings now stretch gigantic branches across wide avenues, where mud has given way to asphalt and concrete. At their intersections with the streets are frequent circles, where imposing statues, surrounded by well-kept flower beds, turn the straight path of the swiftly moving automobiles. Few horseback riders now in evidence! Telephone, telegraph, and wireless in stead. How those lofty radio towers at project The same Arlington themselves on the Potomac, but what wonderful drives border its banks; with what skill has the Basin been cleared and acre on acre redeemed from bogs view ! Amid the luxurious fo- liage gleams the majestic Capitol, the impressive Memorial, the And if the bird’s eye view of the city stirs his heart, think what surprise would await a visit to these buildings where the Gov- ernment works—the Treasury, the Bu- reau of Printing and Engraving, the De partment of Agriculture, the Pension building, the Patent Office, the Naval Observatory, the State, War, and Navy building, and the Government Printing Office. The Grecian beauty of the exterior of the Treasury would interest our first President no less than the _ processes whereby paper money is made, counted, and wrapped for shipment, but the. De- partment of Agriculture would prob- ably claim more of his time, for a large part of his private life was devoted to the study of crops and their improve- ment. Its many activities even bewilder the visitor in the twentieth century, ac- customed as he is to scientific inventions. The Pension Office is a serious reminder of the wars this country has engaged in, for the cases on file in this Bureau out- number a million, and the present out- lay for pensions has reached the stag- gering sum of 150 millions of dollars a year. Unlike the Pension Bureau, the Patent Office makes money for the Gov- ernment instead of spending it. ‘The earnings from its million patents exceed cost of buildings and running expenses. and swamps! Lincoln magnificent government buildings. 30 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION Big business is done in Washington. In the Government Printing Office, the largest and best equipped printing office in the world, the Government’s immense amount of printing is handled. Mil- lions of cards are printed each day, money-order blanks, income-tax forms, census cards, pamphlets, and _ books. More than four thousand men and women are on its payroll. The main Post Office Department building at 12th Street and Pennsylvania Avenue directs the entire postal system of the United States with nearly 350,000 employees. Another group of buildings houses en- terprises whose influence is felt through- out the Nation—the Naval Observatory, where astronomical work is and where information of use to mariners is collected and sent out; the Weather Bureau, which forecasts the weather; the U. S. Fish Commission, which oversees the important work of restocking our inland waters; and the National Bureau of Standards, of the Department of Commerce, which has scientific carried on done wonders for the cause of stand- ardization. We can well imagine the Father of His Country inquiring the whereabouts of the National University, for which he made provision in his will. But any disappointment he might feel on hear- ing that none exists, would be offset by the sight of the great institutions of learning which make Washington today a seat of education and research. Not only have the universities multiplied from the one university, Georgetown University, that founded during Washington’s lifetime, to a dozen pow- erful universities, but the city has be- come a favorite location for institutions of national or international character, such as the Smithsonian Institution, the Carnegie Institution of Washington, the American Red Cross, the Daughters of the American Revolution, and the National Education Association. It is also a favorite location for fashionable girls’ boarding schools, many of the best-known ones lying just outside the was -LE4? Corcoran Art Gallery , = i< January, 1924 Hundreds of institutions, of minor significance, have selected Wash- ington as a permanent home. Authors, have lived here—Mrs. Hodgson Burnett, Thomas Nelson Page, Walt Whitman, Joaquin Miller, George Ban- croft, Edward Everett, Joel Barlow, and Owen Meredith. Among the present writers of fiction who have en- deared themselves to young and old alike is Mary Roberts Rinehart, who has recently purchased an old residence on Massachusetts Avenue, which she in- city. too, tends to remodel for a permanent home. Some time in the course of a busy life, every true American will desire to visit the National Capital. Some time his heart will burn, his eyes sparkle, as standing before the Nation’s shrines he recalls the wisdom and valor of those who guided the destiny of this land. The throngs that daily visit its famous spots testify to the place the Capital holds in the hearts of men. “Every American has two home towns and Washington is one of them.”—J. M. R. rs eae : fi 3 . photograph by the U. S. Army Air Service shows the central location of N.E.A. Headquarters, which will be the _ Mecca of thousands of teachers in July. Vol. 13, No.1 Elementary Education in Sweden S§ FAR BACK as 1842, State elementary education came into being in Sweden. The law then passed laid a _ foundation which has been built on by successive stat- utes, of which the most recent was that of September 26, 1921. The unit for the purpose of elementary education is the parish (ecclesiastical), which, as a rule, constitutes a school dis- trict in which there is at least one elementary school with infants’ and senior departments. From the vestry meeting of ratepayers four or more persons are elected to fo.m, along with the rector of the parish, the school board. This committee acts more as the executive of the vestry meeting than as an independent authority. Thus the number of schools, the provision of buildings and of the necessary equipment and materials, and the appointment of teachers are matters which the vestry meeting decides. The de- tailed work necessary for carrying out its instructions is left to the school board. To all the deliberations of this body the teach- ers of the district send a representative, in a purely consultative capacity. The school districts in each diocese (of which there are fifty-two) are grouped un- der the control of a district board, known as the chapter. This consists of the bishop and dean, who act as president and vice- president, and the senior tutors (lektors) of the State secondary school. In _ university towns certain professors take the place of the lektors. The chapter issues to the school districts the regulations it receives from the Royal Central Board of Education, of which more later. It also acts as an appeal court if any dispute arises between a vestry meet- ing or school board and the district in- spector. This inspector, who is appointed by the government, reports on the work and man- agement of the schools. Complaints are made by him in the first place to the school boards, to which he suggests the necessary remedies. If no action is taken, he reports the matter to the chapter for their decision. When plans for a new school are prepared by the vestry meeting he must first approve of the situation, and the suitability of the rooms and the playground. He also reports upon the manner in which the schools carry out the regulations of the State, upon which the grant depends. The state authority for elementary, sec- ondary, and technical education is the Royal Central Board of Education. This consists of a general director in chief and fourteen members, all appointed by the government. Every one of the fifteen must have had ex- perience as a teacher in some type of school. The board is divided into three sections— one for elementary, one for technical, and one for secondary education. All matters concerning the are settled by the board, in most cases by a majority vote. In certain cases the decisions of the board are passed on to the Bureau of Elementary Education, which is a government depart- ment, to be laid before the cabinet. This bureau is the channel through which state schools regulations on education reach the adminis- trative part of the educational machine. Schools and scholars—Parents and guard- ians must send their children to school when they reach the age of seven, and until they reach the age of fourteen, but may send them at the age of six. Children being taught in private schools and those who receive efhcient instruction at home are exempt from attendance. The minimum school year is eight months, but in most, districts it is extended to nine. A _ rather ingenious regulation requires any child who does not attain the standard of qualifications necessary for passing the final examination to remain at school after the regular leav- ing age. On the other hand, the children of poor parents who cannot afford to do without the small amounts their labor would bring may leave before they reach the age of fourteen, provided they can pass the “minimum examination.” Generally each child is two years in the infant school and five in the senior school, and then takes the final examination (avgangsprov- ning) and _ receives the final certificate (avnangsbetyg). The regulations for the general organi- zation of the schools in each district deal with the hours of opening and closing, the holidays, and similar matters, and are drawn up by mutual agreement between the school board, the vestry meeting, and the teaching staff. Before these rules become operative they must be submitted to the inspector for the district, who passes them on with his comments to the chapter. Any differences between the boards, the inspect- ors, and the chapters are referred to the Central Board for decision. The syllabus of instruction is drawn up by the school board on the lines of a model syllabus issued by the Central Board, which, of course, is bound in its turn by the stat- utes and decrees of the government. The most recent of these is the Royal decree of October 31, 1919, which lays down the times to be given and the ground to be covered in all subjects, which are: Religion, Swedish, arithmetic and geometry, geography, his- tory, natural history, drawing, singing, gym- nastics, gardening, wood or metal hand- work, knitting and needlework (girls), and household economy (girls). A good deal of latitude is allowed to each school board in the interpretations of this decree, so that teaching may be in keeping with local needs and conditions. There were in 1920, in Sweden, 24,833 teachers, of whom 72 per cent were women, and 708,821 scholars in elementary schools— an average of 28.4 per teacher. Expenditure—There are no fees in ele- mentary schools and the expenditure is met partly by the state and partly by the par- ishes. There is a definite understanding as to how the expenses are allocated. Thus, the parish provides and maintains school buildings, furniture, and materials, sees to the heating and cleaning of the schools, pro- THE JOURNAL OF THE NATIONAL EpucaTIOn ASSOCIATION 3] ss vides the teachers with fuel, lodging, and a plot of ground, or its equivalent in cash, and pays one tenth of the cash salaries. The state pays the rest of the salaries, bears all the cost of the training colleges, inspect- ors, the General Board of and Education. The expenditure of on elementary education in 1922 at £3,000,000, but this does not Bureau of the is estimated include the state special increments given to teachers and officials on account of the increased cost of living. Special schools—There are special schools for deaf and dumb, for blind, for mentally deficient children, and juvenile offenders. On state spent £140,000. reformatories for these, in 1922, the Higher elementary schools—For children who wish to continue their education after the age of fourteen there are higher ele- mentary schools which have one-, two-, three-, and four-year courses. The education given is general, but includes a technical training. There are no fees and the expenses .are raised as in ordinary elementary schools. Continuation schools—The statute of 1919 made it compulsory for all children who cease to attend a day school at fourteen to attend a continuation school. The instruc- tion is given partly during hours which otherwise would be work hours, and partly in the evenings. The course, which must be from 360 to 540 hours in length, lasts two or three years. The chief aim is practi- cal instruction in a particular trade or in- dustry. Citizenship, Swedish, and natural history must be taught. The schools are free. Apprentice schools—The compulsory con- tinuation schools lead up to the apprentice schools, which may be made compulsory by the school boards. The pupils are from sixteen to eighteen years of age, and the course extends over six to eight hours a week, for eight or nine months in the year, and lasts two years. Lessons are given outside work hours and the schools are free. Pupils who have passed through these schools and who wish to continue their edu- cation still further, may enter the one-year trade or commercial schools, or (for girls) the schools of domestic economy. A boy or girl leaving one of these schools at eighteen or nineteen years of age may proceed further, on payment of a small fee, to the technical trade schools or technical gymnasia or commercial gymnasia. The two former give a_ specialized practical training in certain trades, while the latter give a more general commercial training. The course in all three schools lasts for three years. For 1922 the state expendi- ture on all these practical schools was £146,600. From the above necessarily brief sum- mary it will be seen that in Sweden a child must continue his education until he is at least sixteen, and may receive free instruc- tion in a higher elementary school, or in a trade or commercial school until he is eigh- teen. Furthermore, provision is made for practical education either free or a low cost until the age of twenty or twenty-one. Evidently there are only real economists in Sweden.—Fred Tait in The Educational Times (London). THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION January, 1924 — IN OTHER JOURNALS HE AMERICAN CITY for November, 1923, in an article on Library and School Coéperation, by G. F. Bowerman, clearly defines the relationship that should exist between the public school and the public library and the mutual benefit that one can be to the other. Drawing his conclusions from the practises which have become cus- tomary in Washington, D. C., and also utilizing the experience of other cities, Mr. Bowerman writes that: “The library needs the school to give the basic education to fit the individual to use the library; it needs that the school should point the impression- able child to the library as an agency through which it can round out and continue its education. The school needs the library to furnish live illustrative material to sup- plement and vitalize the textbook; the school, in order that its work shall not cease or be perverted when school days are over, is interested in seeing that its sister, the library, takes over the @ducational process and carries it on indefinitely. The more complete this codperation and the earlier it can be established, the better the results.” “THE AMERICAN MAGAZINE for Octo- ber, 1923, contains an article by H. G. Wells on What Every One Should Learn at School. No shadow of doubt is left in the reader’s mind as to Mr. Well’s evaluation of the elementary teacher, for he writes: “The elementary teacher is, I am convinced, the most heroic and devoted figure in the modern community.” The following is the definite program of knowledge which he feels should be learned at school: “Schooling, which can only be properly rounded off if it goes on until sixteen, at least, should give in an English-speaking community : 1. A full and satisfactory knowledge and command of English so as to be able to talk it and write it clearly and well. 2. An elementary knowledge of Latin and some slight knowledge of Greek to assist the appreciation of English. 3. A fair “foreigner’s knowledge” of any two of these languages: German, Spanish, French, Italian, Russian, and where local conditions render it practicable and prefer- able: Arabic, Japanese, Chinese, Turkish, Irish, Czech, Finnish, or indeed any other living language. 4. A good general knowledge of the uni- verse. 5. A knowledge of the national history and political order in relation to the history of the world. 6. A fair all-round knowledge of geogra- phy of the world as it is. 7. A sound knowledge of general princi- ples and methods of physical and chemical science. 8. A ideas of biological with special relation sound knowledge of the general science, of physiology to health, and of veaneonaats psychology with special relation to conduct, to the control and migration of moods and impulses and difficulties of human co- operation. 9. And in addition the young citizen should have learned in workshop, gymnasium, playing field, debating, society, theater, and elsewhere, to use hand, brain, and _ body, nimbly and effectively, and to codperate - freely and willingly with his fellows.” HE CENTURY for December, 1923, through a referendum of psychologists presents a survey of opinion on Mental Tests, by Frank N. Freeman. In the hope of discovering and formulating a view of men- tal tests which would agree with the sober judgment of psychologists, or at least of finding the variations of expert opinion and of setting the limits within which they vary, Mr. Freeman submitted to a group of twelve experts fifteen statements concerning the na- ture and significance of tests and asked them to indicate their agreement or disagreement with these statements. The first two presented, and upon which the entire group agreed, were as follows: “Intelligence tests are forms of standardized examinations which have been developed as a result of prolonged experimentation and which have proven their usefulness through the fact that they work.” “The aim of these tests is to measure general mental ability. Regarding the precise nature of general men- tal ability psychologists differ in opinion, but that individuals may be distinguished ac- cording to general mental ability they agree.” While the existence of this general mental ability was agreed upon, the exact definition of it was not. One member of the group drew the distinction between intelligence as it really is and the sort of intelligence which is measured by present tests. Several described the latter by saying that it repre- sented ease of learning in the intellectual field. Other correspondents went so far as to distinguish various types of intelligence, specifically suggesting: “abstract intelli- gence,” “social intelligence,” and “mechanical intelligence.” General agreement was given to this state- ment of the case: “The differences in test scores which exist between large groups of persons, such as those belonging to different occupations, social levels or localities, are probably due in part to inherent and partly to environmental factors. Psychologists differ as to which set of factors is the more im- portant. No experimental method has yet been applied by which the issue can be settled.” This group of specialists were agreed, however, that inherent differences in capacity are large and of vital importance among persons whose training has been substantially alike. There was unanimous agreement to this fact stated in the following form: “The careful study of the reaction of individuals to intelligence tests, to the demands of the school and of vocation, and to special forms of training indicates that marked differences in intellectual capacity exist within groups of fairly equal educational and environmental opportunity and that these differences are in- herent.” One infers from the article that what is of most importance are the facts that intelligence tests do measure individual dif- ferences in capacity and that these require differentiation in education. HE FORUM for November, 1923, pre- sents two answers to the question: Is Coeducation a Failure? Olivia Howard Dunbar believes that it is, and presents her reasons in an article entitled: Women at Man-Made Colleges. The following ques- tions lead her to challenge some educational pioneer to found an institution where grown boys and girls can study on an equal footing: “Does the atmosphere of the typical coeduca- tional college increase the artificial femi- ninity of the women students and the arbi- trary domination of the men? If not, then why are women never found as presidents of mixed classes or as leaders in representative student activities?” That isolation will not train women stu- dents to their role in modern life is the theme of a second article, entitled: The Case for Coeducation, by Dr. Jessica B. Peixotto, professor of social economics at the University of California. “Only through the disciplines gained by studying, side by side with men, can they hope to hold their own when they leave college. If women do not fill positions of highest responsibility in coeducational centers it is because they have not yet finally broken down their traditional and inherited handicaps.” HE GOOD HOUSEKEEPING MAGA- ZINE for December, 1923, presents a stimulating article on Dog and Child Cul- ture—A Little Talk About Some of the Advantages of Being a Man’s Dog, by Fred C. Kelley. The following frank statements are typical of the article: “Being vain crea- tures, we parents dislike to admit that our offspring is not much different from other young animals. Besides their inherited in- stincts—which they get not from us but from the entire race—their minds are unpreju- Ten Good Resolutions Frank Crane 1. I will live one day at a time. 2. I will adjust myself. 3. I will be happy. 4. I will take care of my body. I will improve my mind. I will be agreeable. I will have a program. I will not be afraid. I will settle the sex question. I will satisfy my conscience. [From the American Magazine] “es of al in- at Vol. 13, No.1 They receive only what we give them. “If a child or a dog becomes skulking and fearful, afraid of the dark or of a stranger, diced. it has been taught to be afraid. Knowing as we do how dogs get their ideas, we shield them from whatever may make them timid or suspicious. But not knowing so much about children, we are likely to be less successful in training them and fre- quently make a terrible botch of the job. “Occasionally schools and even parents show almost as much intelligence toward a child as if he were a dog. Perhaps one rea- son for the marked advantages dogs have over children in their early upbringing is that ordinarily those who teach dogs do so because they like to.” HE WOMAN’S HOME COMPANION for December, 1923, shows the impor- tance of very early pre-school education in Ethel Puffer Howes’ article on the Nursery School. “It is a great new principle—the discov- ery, coming in along a dozen lines of science, that every single part of the ‘raising’ of little children is as important for their future as every other part; that right daily habits of digestion, sleep, exercise, are as important for their future as every other part; that right daily habits of digestion, sleep, exer- cise are as important for health as feeding; that these same daily habits and right emo- tional control are the very center of moral training and mental health; that moral training and mental health are necessary to enable the child to learn. All this is summed up in one word, ‘nurture,’ which is the keynote of the whole nursery school movement. “The nursery school differs from the day nursery and play school in giving physical, emotional, and mental training, with indi- vidual study of each child. It differs from the kindergarten in beginning with much younger children and in carrying them through the whole day, which is necessary for control of nutrition and training. More- over, the emphasis on group play and spe- cial hand work is exchanged for quiet indi- vidual occupation. “The Nursery School Movement is a Mother’s Helper Movement in every sense.” HE WORLD’S WORK is featuring a series of articles on American education, by William McAndrew, assistant superin- tendent of schools of New York City. In this series Mr. McAndrew not only draws on his own broad experience as an educator, but also presents in picture and in story some of the best present educational prac- tices throughout the United States. The facts presented and the spirit of optimism throughout the series answer the question: “What's right with our schools?” In the number for December, 1923, under the title, American Liberty, More or Less, he raises the question as to the “Why” of the public school and then shows how nearly present- day practices are meeting the purpose for which the public school was planned. Mr. McAndrew’s inquiry sent to a large number of representative citizens as to the purpose of the public school brought the answer that “the people, to perpetuate the Nation and to keep alive specified purposes, established schools not for children, not for THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION parents, not for scholarship, not for culture, but especially for equality, life, liberty, hap- piness, union, justice, tranquillity, defence, and general welfare.” Having secured this statement as to the ideal outcomes of the public school, the ques- tion was put to a group of representative school men: “What are you doing to per- petuate each of these nine ideas?” This article is a compilation of the facts and photographs which they submitted in answer to the above question. New York Honors President Jones STATE-WIDE luncheon was given November 10 at Hotel Com- modore in New York City in honor of this year’s president of the National Education Association, Dr. John H. Finley, editor of the New York Times, acting as toastmaster. Miss Jones prefaced her remarks to those present by paying tribute to the men and women who had most influenced her life. Without exception they were connected with the schools of America. Elo- quently she spoke of Mary Tate, prin- cipal of Public School 45, William C. Hess, Joseph Taylor, now district super- intendent, Julia Rickman, Cecil Kidd, William H. Maxwell, William L. Ettinger, Edward R. Shaw, George D. Strayer, and Dr. A. E. Winship, and again at the conclusion of her speech, she especially mentioned the help and inspiration of Ambrose Cort, New York State director for the National Educa- tion Association. An abstract of her address follows: OT the least of the opportunities which come with being president of the National Education Association is that of meeting the teachers and people of many States. I have already been in fourteen different States, and since the War I have crossed the continent five times. Everywhere I find one subject of universal interest. ‘That subject is how can we provide an educated cit- izenry which will preserve the American democratic ideas and form of govern- ment. In San Francisco last summer that thought prevailed over all others. In Grand Forks, North Dakota, a few weeks ago, it was the note that sounded highest. In Omaha, Nebraska, last week, and in Hartford, Connecticut, the week before, it was the subject which formed the foundation of every discus- sion no matter what the announced sub- ject might be. Sometimes it was the discussion of il- literacy in the United States. I shall not go into that discussion further than to say that the United States, a democ- racy and the richest country in the world, has the highest percentage of il- literacy in the world. For the facts on this question read the N. E. A. Bul letin for American Education Week. Sometimes it was the discussion of Americanization, which after all onl; means how are we going to teach a tremendous number of immigrants from undemocratic countries our American ideals. Sometimes it was the discussion of citizenship, which in turn means only how are we going to teach people to ap- preciate their privilege of voting as American citizens, so that they will con- duct themselves as worthy of that gift. Sometimes it was the discussion of moral education, which is a recognition of the fact that no matter what we do in re- gard to the problems of illiteracy, Amer- icanization, or education for citizenship, the underlying problem is the training of character. There is no time today to discuss any of these problems; they are too serious and too complicated for a social occasion, but whatever the problem may be called it resolves itself back to the one uni- versal subject, the problem of education. I have tremendous faith in the teach- ers of America; the more I see of them the gladder and prouder I am to be one of them. I believe the teachers are go- ing to meet this challenge, and meet it in a full sense of its importance, its dig- nity, and its tremendous seriousness, not only to America but to civilization and to the ultimate triumph of the forces of good over the forces of evil which are striving for mastery of the people of America today. Because I believe that the mass con- science of the teacher is a true gauge, ] am trying to make the main aim of the National Education Association this year the discovery of the opinions and hopes and beliefs of the teachers of America. If that aim is realized we shall have a book of knowledge of American education more complete and more thorough than any book of knowl- edge ever provided by any of the great encyclopedists. Being a practical teacher and never having had a chance to get far away from the practical experience of that position, naturally I am seeking to get at this mass conscience of the teacher in 34 Tue JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION practical and concrete ways so that the result will interest the average teacher and be suitable for practical application in every classroom in the United States. Accordingly, the N. E. A. this year is making a departure in the organiza- tion of its committees. Instead of small committees of selected groups of experts, the main problems of teaching will be handed over to committees of 100 each, so that every State in the Union can present its point of view and so that every type and rank of the teaching body can be represented. There are five of these committees of 100—(1) Class- room teaching problems; (2) rural- teaching problems; (3) tenure; (4) pensions; (5) the American program of education. What can you and individual teachers or individual persons interested in edu- cation do? First, you can find out who is your State representative on each of these problems. Second, you can send to that State representative or direct to the office of the N. E. A. any thought, question, or suggestion that seems to you individually and personally as deserving of consideration. Third, you can watch the columns of the JOURNAL OF THE NATIONAL EpucaTion Asso- CIATION so that you can discover whether the thoughts and opinions reflected there are in accord with your experience; and fourth, you can join the National Edu- cation Association and by your contribu- tion of dues assist in the development of the study of these problems. Nor is that all that you can do. You can aid in the development of profes- sional spirit by being proud of your pro- fession, by exhibiting pride in its work, and by your sympathetic comprehension and assistance in the problems of teach- ers all over this United States. Lastly, I believe that you can be in- dividually helpful by keeping the public informed, not by cheap and ill-considered letters anonymously signed to news- papers, but by making all the groups with whom you come in contact inti- mately acquainted with what the schools are doing and what the schools can do if rightly guided and helped towards the solution of America’s one great problem, as stated at the beginning of my talk. In other words, don’t be afraid to talk “shop.” If you do it constructively and professionally people will be in- terested. The reason people have often not wanted to listen to teachers’ “shop” talk is that it has too often consisted of whining’ and complaining about salaries, or bad boys, or one another. Instead, let us take a leaf out of Mr. McAn- drew’s book, and go out and talk about the schools and about education in a spirit of constructive helpfulness, as his January, 1924 articles in the World’s Work, which are doing more to put education before the public right than anything else I- have ever read. World Peace Through Education 325,000 Award for Best Plan GENTLEMAN, who wishes his name withheld, has given the World Federation of Education Associations twenty-five thousand dollars, to be used as an award for the best plan which will bring to the world the greatest security from war. The donor of this generous gift watched the proceedings of the World Conference on Education, which met in San Francisco in June, 1923, and believing that lasting peace can come only through education, he desires to en- courage a movement calculated to pro- mote friendliness among the nations. The World Federation of Education Associations—The World Federation gratefully acknowledges this generous gift to be used in furthering the world’s greatest cause and accepts the offer in the spirit which actuates the giver. The Federation joins the donor in the belief that such a reformation as the award is to promote must await the longer pro- cesses of education. It also accepts the belief that textbook materials and teach- ing attitudes are all essential and any plan proposed must have as its principal object the bringing about of a better understanding between nations with the elimination of hatreds, both racial and national. The peace plan—A plan of education calculated to produce world amity is de- sired. There is a distinct difference between this plan and the one called for by that distinguished citizen and gener- ous donor, Mr. Edward Bok, inasmuch as this contest calls for a world-wide program of education which will pro- mote the peace of the world. The con- test is likewise world-wide and open to interested persons of all countries. The plan does not call for legislative action unless necessary to back up new and fundamental processes. It is the con- viction of the giver and of the Federa- tion that universal peace must have uni- versal application and must begin with unprejudiced childhood. We _ desire also to create a world-wide thinking on the subject of the Golden Rule as ap- plied to international contacts and to produce a psychology or “world mind- edness’ such as will support any system of diplomacy or any functioning of the state. Rules of the contest—1. All manuscripts must be in typewritten form with sufficient margin for the notes of examiners. 2. The Commission on Award reserves the right to reject such manuscripts as it may desire. 3. The plan should contain a clear, con- cise set-up of not to exceed 2,500 words, with not more than an equal number of words in argument or clarifying statements. 4. Manuscripts will not be returned. The Federation reserves the right to retain for such use as it may see fit all plans submitted. 5. Only one plan may be submitted by one person or organization, and no person who is a member of an organization which sub- mits a plan shall be allowed to participate further in the contest. 6. In order to secure impartial decision manuscripts should be unmarked, but should be accompanied by a plain, sealed envelope, unmarked, in which shall be given the au- thor’s name and address, so that in case of acceptance the award may be mailed to the proper person. Any identifying marks on the manuscript will render the sender in- eligible to compete. 7. Plans must be submitted to Augustus O. Thomas, president of the World Federation of Education Associations, Augusta, Maine, U. S. A., bearing postmark not later than July 1, 1924. 8. Twelve thousand five hundred dollars of the award will be given when the plan is accepted and $12,500 when the plan is in- augurated. Commission on award—Henry M. Robin- son, President, First National Bank, Los Angeles, Calif., and Member of Board of International Arbitration; Henry Noble Mc- Cracken, President, Vassar College, Pough- keepsie, N. Y.; Percival P. Baxter, Governor of Maine, Augusta, Me.; Herbert S. Hous- ton, Publisher of Our World, New York, N. Y.; P. W. Henry, Scarborough-on-the- Hudson, N. Y.; Olive M. Jones, President, National Education Association, Public School 120, New York, N. Y.; Henry E. Dunnack, State Librarian, Augusta, Me.; J. W. Crabtree, Secretary, National Education Association, Washington, D. C.; Cora Wil- son Stewart, Chairman, Illiteracy Commis- sion, Frankfort, Ky.; George T. Moody, Bound Brook, N. J.; Carleton E. Ladd, Buf- falo, N. Y.; William Gibbs McAdoo, Los Angeles, Calif.; Milton A. McRae, Script- McRae Newspaper Bureau, Detroit, Mich., and San Diego, Calif.; Alfred Lucking, Ford Building, Detroit, Mich.; R. A. Milliken, President, Institute of Technology, Pasadena, Calif. ie ir ie = HEN our friend Mr. Guten- berg, nearly five hundred years ago, invented printing, he started something. The extent to which print is now used would astonish the man who first made movable type. In this coun- try alone over 8000 new books are pub- lished annually. There are at least five libraries that contain over one million volumes; 23,000 newspapers and maga- zines scatter abroad their regular issues. Print surrounds us and we must read. Any person today who wishes to be an intelligent companion for his friends, one who aspires to keep abreast of the world’s progress, a man who hopes to develop his business, must devote some time to reading. If he attempts to avoid it he will find himself deserted by his friends and left at the post by his com- petitors, to say nothing of the loss to his own soul from lack of contact with the world’s great minds. School statistics show that the great majority of pupils never reach high school. Two thirds of the children leave school before they are sixteen years of age. During seven or eight years in school the greatest thing they learn is the ability to read. It has been estimated that in our elementary schools from twenty five to seventy per cent of the pupils’ time is devoted to exercises which have as their aim the interpretation of the printed word. Recent developments in the teaching of reading include the silent reading period, the object being to train the student to read with greater speed, and to grasp the meaning of sen- tences and short paragraphs at a glance. Educators recognize the importance of reading and admit that the ability to read is the chief acquirement received in school by a large majority of pupils. What provision are we making for continuing the education of this multi- tude of children who leave school with little more than the ability to read? If they continue to grow mentally it must be chiefly through ability to read, and if they are to have access to good reading matter it must be chiefly through li- braries. And yet sixty per cent of the people in the United States have no access to libraries. The problem is dificult but it is also serious and it must be solved, for the success of our form of Government will ultimately depend on The Library in Education By the President of the American Library Association education and an enlightened citizenship. The first step toward its solution will have been taken when we secure general recognition of the fact that education is not a matter for the teacher alone. The responsibility rests on the librarian as heavily as it does on the teacher. If we are to have an informed and enlightened UDSON T. JENNINGS, presi- dent of the American Library Asso- ciation and librarian of the Public Li- brary, Seattle, Washington. Mr. Jen- nings believes that reading is the greatest skill the schools teach and that commu- nities will be required to establish li- braries as they are now required to pro- vide schools. citizenship good library service must be made available to all of our population. Librarians are awake to this need and it will some day be filled. The time will come when communities will be com- pelled by State law to establish libraries just as they are now required to provide schools, and for the same reason. Here, then, are two big fundamentals in our educational system—the school teaching the child to read; the library providing the reading matter in order that he may continue his education after he leaves school. There is, however, a third fundamen- tal which is the joint task of teacher and librarian. The child must be taught [35] while in school to know and love books. In this he must not be forced. He must be led to read for the love of reading and not for school credit. In order to bring this about we must have teachers who know and love books, and who can im- part a discriminating taste in reading and we must have libraries and librarians in our schools. Colleges and universities have long recognized libraries as a necessary part of their equipment. The high-school library is a much younger institution, although its importance is now quite generally recognized. But the most im- portant part of our educational system, the grade school, has too long been ne- glected. It is to children of grade- school age that the habit of reading and the love of books can most easily be taught, and it is in the grade school that we reach three times as many future citi- zens as are reached in high school and college. To librarians belongs the credit of first seeing this need and of partially filling it by lending classroom libraries to the schools, by giving library lessons in the classroom and by story-telling hours held in both schools and libraries for the purpose of introducing the chil- dren to books. There are many evidences that the need of libraries in grade schools is find- ing recognition. The Report of the Survey of the Public Schools of Phila- delphia, published last year, devotes twenty pages to school libraries, from which the following is quoted : “Modern educational methods demand school li- braries administered by li- brarians who know the details of library work and also the problems of the school room. The project method of teach- ing, the socialized recitation, the in- creasing emphasis placed on securing in- formation from various angles, by con- sulting many books—all these have in recent years given a new value and greater importance to the school library. The library has taken its place as the book laboratory of the school and as such has become an integral part of the school It is here that all the in- terests of the school converge. A well- organized library has not only a vital organization. relation to every department and activity of the school, but it touches the com- Library habits should munity as well. 36 Tue JourNAL OF THE NATIONAL EpucaTION AssociATION have their beginning and receive their direction here. These habits influence the self-education of the boys and girls in after-school years. No other labora- tory of the school is used so widely or exerts such a far-reaching influence on every pupil and teacher as does the school library. Financially and educa- tionally it is an economic investment. Library service should extend from the lowest grades of the elementary school, through the intermediate and high SGM «a This is the best statement that has come to our notice of the need for school libraries. The following is quoted from a committee report approved by the Na- tional Education Association and the American Library Association: “All pupils in both elementary and secondary schools should have ready access to books to the end that they may be trained to love to read that which is worthwhile. Every secondary school should have a trained librarian and every elementary school should have trained library serv- ice. The school system that does not make liberal provision for training in the use of libraries, fails to do its full duty in the way of revealing to all future citizens the opportunity to know and to use the resources of the public library as a means of education.” ‘These state- ments are definite and emphatic and the points made are supported by two great educational associations. If we believe in these ideas can we not persuade school boards to put them into practice? I GUIDE TO BOOKS | Descriptive List ITLES and notes in this list are taken from the November Booklist of the American Library Association. Anperson, Nets. The hobo; the sociology of the homeless man; a study prepared for the Chicago council of social agencies under the direction of the Committee on Homeless Men. Chic., Univ. of Chic., 1923. 302p. Illus. $2.50. An interesting and sympathetic study of the hobo and “Hobohemia” of Chicago, where from thirty to seventy-five thousand homeless men, a shifting group, live together in an area of thirty or forty city blocks, and where in response to their needs “a distinct and relatively independent local community with its own economic, social, and social- political institutions’ has grown up. Ap- pendix contains carefully worked out pro- grams, city and National, for the solving of the hobo problem. Bibliography. Bowen, Witspur Parpon, and MuIrTcHELL, Evmer D. The practice of organized play. (Theory and practice of organized play). N. Y., Barnes, 1923. 218p. Music. $2. Primarily a textbook, designed for normal students; arranged in progression from kin- dergarten to highly specialized team games. Charts of efficiency, height, weight, etc. Bibliography, index. Puitip MARSHALL. International Brown, ; N. Y., Macmillan, 1923. 173p. society. $1.50. A presentation of the fundamental rela- tions of nations by a professor of interna- tional law in Princeton University. The writer's idealism does not blind him to the issues and problems as they actually exist, as is well illustrated in his discussion of the League of Nations and the World Court. A brief but illuminating study, ably presented, for the student and general reader. | a oe CaTHer, WILLA SipertT. A lost lady. Knopf, 1923. 174p. $1.75. In Mrs. Forrester, the author has por- trayed with delicacy and simplicity the moral disintegration of a lovable woman. She is interpreted through a boy’s eyes, first as his ideal of charming womanhood, then, after the shock of his utter disillusionment, still tenderly cherished in his memory be- cause of the beauty of his boyish ideal. Probably the most finished piece of work of this author. Appeared in Century. ideals of Appleton, Cotton, Epwarp Howe. The Theodore Roosevelt. N. Y., 1923. 329p. $2.50. Emphasizes the important part played by his profound moral and religious convictions in his relations with men, in politics, in his home, and in the many enterprises which he successfully undertook. Quotes liberally from his writings and speeches. DruckKER, SAUL, and HextTer, MAurRICcE BEck. Children astray. Cambridge, Harvard Univ., 1923. 421p. $3.50. An unusual study of the “difficult” child, coming from an orphanage to which the children here described were committed. Consists of twenty-four case histories in which various problems, such as truancy, pilfering, etc., are illustrated. Interesting to read and should prove valuable to social workers among juvenile delinquents. Extuis, Don Cartos, and ‘THORNBOROUGH, Laura. Motion pictures in education. N. Y., Crowell, 1923. 284p. Illus. $2.50. Tells what films are available for educa- tional purposes, how they should be used, and how to install and operate the equip- ment. Also examines at some length the history of the use of visual aids in educa- tion, and the advantages and disadvantages of using motion pictures in schools. A competent treatment of both the theoretical and practical sides of the subject. January, 1924 FULLER, RAYMOND GARFIELD. The meaning of child labor. (National social science series). Chic., McClurg, 1922. 161p. $1. A brief practical discussion of the child labor problem in the United States, em- phasizing the still pressing need for reform. Outlines the Federal and State legislation of child labor. GERNSBACK, Huco. Radio for all. Lippincott, 1922. 292p. Illus. $2. Can be recommended to the amateur for the clearness of its instructions, illustrations, and general information. Popular and not technical. Includes lists of broadcasting stations in the United States and Canada, Washington weather signals, and a map showing location of United States telephone broadcasting stations. Phila., HUNGERFORD, Epwarp, ed. abroad. | a Map. $1. A valuable guide book for the novice planning a trip abroad, with practical advice about every conceivable phase of traveling; routes and expenses; on board; arrival in Europe; what to see; shopping; automobile touring; customs on return. Planning a trip McBride, 1923. 300p. JoHNsON, JosEPH FreNcH. We and our work. N. Y., Boni & Liveright, 1923. 301p. Illus. Maps. $2.15. The second in the series of citizenship books, similar in plan and makeup to Jenks, We and our government. Emphasizes the importance of good work, individual and col- lective. Traces the evolution of industry, showing man’s control of it and in turn its effect on the life of the people. Of special interest to teachers and students in high and junior high schools. LoFTING, HuGH. Doctor Dolittle’s post office. N. Y., Stokes, 1923. 369p. IIlus. $2.50. The need for an efficient mail service for the kingdom of Fantippo and the establish- ment of the Swallow mail led Dr. Dolittle to the discovery of animal writing and then many interesting things were found out. Full of the charm and humor that character- ized The adventures of Dr. Dolittle and The voyages of Dr. Dolittle, and illustrated in the same happy way. Lucas, WILLIAM PALMER. The health of the runabout child; the journey from his mother’s lap to the school gate. N. Y., Macmillan, 1923. 229. Illus. $1.75. A plea for a happy, healthy childhood coy- ering such practical subjects as common diseases, nutrition and diet, recreation, and character training. Presented in interesting fashion though perhaps too technical for many mothers. Author was chief of Chil- dren’s Bureau, American Red Cross in France, and is now professor of children’s diseases, University of California. A MOTHER’s letters to a schoolmaster. N. Y., Knopf, 1923. 283p. Ilhus. $4. A radical and thought-provoking book in which, from the conditions of her own child’s mental development, the author evolves a plan for the education of children in public schools. Their activities are to be based on adult activities, and expert supervision, as well as different buildings and equipment, would be required. J. H. Robinson has written an appreciative intro- duction, LT Og a gy RT > TEI ay LT ~~ Pe ar ot ig a, ip e e a y, is 1 = VS =e oe nd ag Rg Eg NS | ST yy ST a —- ET TT 5 . aed Vol. 13, No.1 Classified List HIS list is based on books received at THE JOURNAL office, supplemented by in- formation from publishers. Elementary-school Texts Cowan, EsTHER MarsHALL, and others. Es- sential language habits; books 1, 2, and 3. Newark, N. J., Silver, Burdett, 1923. 278p., 309p., 439p. Book 1, 76c; Book 2, 80c; Book 3, 96c. FAIRGRIEVE, JAMES, and YOUNG, Ernest. Hu- man geography by grades; book 1, chil- dren of many lands. N. Y., Appleton, 1923. 128p. 72c. — Human geography by grades; book 2, homes far away. N. Y., Appleton, 1923. 144p. 80c. FREEMAN, FRANK N., and DouGHerty, Mary L. How to teach handwriting; a teacher’s manual. Boston, Houghton, 1923. 306p. $1.80. GoopHvE, Lincotn P. Sensible seat work. Illus. Chicago, Ideal School Supply Co., 1923. 82p. 35c. Lonc, Joun A. Reader for new Americans; books 1 and 2. N. Y., Am. Bk. Co., 1923. 224p., 208p. 68c each. Moopy, Mitprep O. Tales of golden deeds; teacher’s manual. N. Y., Abingdon Press, 1923. 96p. $1. PATTERSON, ALICE JEAN. The study of na- ture; by months; for grades 1, 2, 3 4, 5, and 6. Bloomington, Ill, Public School Pub. Co. 244p. Paper, 90c. PearsoN, Henry Carr, and SuzzALLo, HENRY. Essentials of spelling. N. Y., Am. Bk. Co., 1919. 196p. 56c. Van WacENEN, Kate. A manual for teach- ers; to accompany The Modern Speller and Dictation Day by Day; rev. ed. N. Y., Macmillan, 1923. 40p. Paper, 32c. Wiruers, Bsowne, and Tate. Manual to accompany the child’s world readers. Richmond, Va., Johnson Pub. Co., 1917. 196p. 75¢. Children’s Books GotpsmiTH, CLIFF. A parody sport book; health habits for “good sports.” Illus. 370 Seventh Ave., N. Y., Am. Child Health Assn., 1923. Boards, 25c. IncPEN, Rocer. One thousand poems for children; a choice of the best verse old and new; rev. ed. Philadelphia, Jacobs, 1923. 591p. Illus., in color, $3.50; un- illus., $2.50. Parsons, MarcaretT GeTcHELL, In the chil- dren’s play-house. Boston, W. H. Baker. 83p. Paper, 35c. SHINN, UNcLeE Coss. fingers drawing primer. Illus. Whitman, 1923. 125p. 60c. The new way busy Chicago, Education and Philosophy U. S. Bureau or EpucaTION PUBLICATIONS listed below are available, at prices in- dicated, of the Superintendent of Documents, Government Printing Office, Washington, D. C. BULLETIN 4, 1923. Junior high schools of Berkeley, Calif. 48p. Paper, 10c. BULLETIN 20, 1923. Recent advances in instruction in music. 21p. Paper, Se. BULLETIN 21, 1923. Specimen junior high- school programs of study; with list of references on junior high-school courses of study. 28p. Paper, Sec. BULLETIN 28, 1923. Vocational education. 26p. Paper, Sc. BULLETIN 34, 1923. Colleges and univer- sities; higher education, 1920-22. 33p. Paper, Sc. BULLETIN 36, 1923. Rural education. 35p. Paper, Sc. BULLETIN 51, 1917. Reprint. Secondary education; moral values in secondary education; report of Commission on Re- Books for Boys Recommended by other boys How Many Have You Read? Adams—Log of a cowboy Batten—Many trails Benson—David Blaize Birmingham—Spanish gold Buchan—Huntingtower Carruth—Track’s end Cervantes—Don Quixote Chapman—Green timber trails Comfort—Routledge rides alone Conant—Tackling tech Curtis—Indian days of long ago Evarts—Bald face Hawes—Mutineers Hough—Covered wagon Hudson—Far away and long ago Jacobs—Salthaven Kendall—Romance of the Martin Conner Le Gallienne—Pieces of eight Marryat—Masterman Ready Marshall—Cedric the forester Masefield—Martin Hyde Melville—Moby Dick Mikszath—St. Peter’s umbrella Miller—Hidden people Mills—Wild life in the Rockies Mundy—King of the Khyber Rifles Paine—Call of the offshore wind Paine—The boy’s life of Mark Twain Pollock—Northern diamonds Ravage—An American in the making Remington—Pony tracks Sabatini—Scaramouche Sienkiewicz—In desert and wilderness Smith—Beyond the sunset Smith—Doom trail Terhune—Lad, a dog White—On tiptoe White—The pass Cleveland Public Library Books-Information-Service organization of Secondary Education appointed by the National Education Association. 38p. Paper, 5c. ; COMMERCIAL EpucaTION LEAFLET 5. Busi- ness education; organization and con- duct of business, report of conference held by Bureau of Education in con- junction with National Commercial Teachers’ Federation, Chicago, Ill., Dec. 26, 1922. i8p. Paper, Sc. CoMMERCIAL EDUCATION LEAFLET 6. Busi- ness education; statistics relating to business education in colleges and uni- versities, 1921-22. 8p. Paper, Se. HEALTH EpucaTION 12. Sleep; with list of references. Illus. 22p. Paper, Se. RuraL ScHoo. Leartet 15. Country schools; educational progress and par- ents. 8p. Paper, Sc. ALEXANDER, FREDERICK Matruias. Con- structive conscious control of the individ- ual. N. Y., Dutton, 1923. 317p. $3. Brown, ALAN. The normal child, its care and feeding. N. Y., Century. 263p. $1.25. CLAPPER, Epwarp N. Rural child welfare; an inquiry by the National Child Labor THE JOURNAL OF THE NATIONAL EpucaTIon AssociATION 37 Committee based upon conditions in West Virginia. N. Y., Macmillan, 1922. 355p. $3. EpMonsoN, J. B. Problems in secondary edu- cation. (Educa. problem ser., no. 2). Bloomington, Ill., Public School Pub. Co., 1923. Paper, 90c. Gates, C. Ray. The management of smaller schools. (Riverside Educational Mono- graphs.) Boston, Houghton Mifflin, 1923. 174p. $1.20. JENKINS, FREDERICK WARREN. Social and in- dustrial psychology; a selected bibliogra- phy. (Russel Sage Found. lib. bull. no. 61.) N. Y., Russell Sage Foundation, 1923. 4p. Paper, 10c. KILPATRICK, WILLIAM HEARD. Source book in the philosophy of education. N. Y., Macmillan, 1923. 365p. $2.25. MEIKELJOHN, ALEXANDER. Freedom and the college. N. Y., Century, 1923. 231p. $1.75. Perry, CLARENCE ArTHUR. The attitude of high-school students toward motion pic- tures. N. Y., National Board of Review of Motion Pictures, 1923. 55p. Cloth bound, 75c; paper bound, 40c. ROBINSON, JAMES Harvey. The humanizing af knowledge. N. Y., Doran, 1923. 130p. 1.50. SELVIDGE, ROBERT WASHINGTON. How ‘fo teach a trade. Peoria, Ill, Manual Arts Press, 1923. 1lip. $1. Sxaccs, Ernest Burton. An elementary textbook of mental measurements. Illus. ~¥ Arbor, Mich., George Wahr. 169p. 1.60. STANLEY, HONORABLE OLIVER. The way out; essays on the meaning and purpose of adult education by members of the British Institute of Adult Education. N. Y., Ox- ford University, 1923. 115p. $1.50. Tripon, ANpRE. Psychoanalysis and gland personalities. N. Y., Brentano’s, 1923. 216p. $2. YOUNGSTOWN PusBLic Liprary. Home read- ing with school credit. Complete teacher’s record, manuals, including a summary of each book. Grades 3A to 8A, _ incl. Youngstown Public Library, Youngstown, Ohio, 1923. $2.50 for set of 11, or 25c each. —— Manual for teachers describing the home reading with school credit. LIllus., 4p. 10c. Mimeographed booklists for grades 3 to 8, grades divided into steps A and B, with publishers and prices. 5c per set. Health, Science, and Mathematics Answers to exercises and problems in Taylor and Allen’s junior high-school mathe- matics; Ist, 2d, and 3d books. N. Y., Holt. Paper, 15c. each. BuRCHENAL, E.LizABeTH. Official handbook of the National comm. on women’s ath- letics of the Am. Physical Educ. Assn. 45 Rose St., N. Y., American Sports Pub. Co., 1923. 144p. Paper, 25c. KENDALL, JAMES. A laboratory outline of Smith’s College chemistry. Illus. N. Y., Century, 1923. 219p. $1.50. MACFADDEN, BERNARR ADOLPHUS. Fasting for health. N. Y., Macfadden Publica- tions. 224p. $2. McLaucHiun, ALLAN JosepH. The commu- nicable diseases, how they spread and how they may be controlled. N. Y., Harper, 1923. 279p. $3. McNair, Georce Hastincs. Methods of teaching modern day arithmetic. Boston, Badger, 1923. 437p. $1.75. May, Georce A. Physical training. Ann Arbor, Mich., Edwards Bros., 1923. 130p. Paper, $1.50. i } f 1 4 mgr nn am 38 Moore, H. A textbook of intermediate physics. N. Y., Dutton, 824p. $9. NATIONAL COMMITTEE ON MATHEMATICAL REQUIREMENTS. The reorganization of mathematics in secondary education. Han- over, N. H. Mathematical Assn. of Am., Inc., 1923. 20c. Regents questions without answers in ele- mentary algebra, covering the require- ments of high schools and college entrance. N. Y., Regents Pub. Co., 1923. 63p. 35c. Sears, FrepertcK Epmunp. Laboratory Manual of physics for secondary schools. 171 Madison Ave., N. Y., F. M. Ambrose, 1923. 138p. 81c. Art, Music, and Games Hanoey, L. pe B. Swimming for women. Illus. 45 Rose St., N. Y., Amer. Sports Pub. Co., 1923. 1151p. Paper, 25c. Vicror TALKING MacuHine Co. Music ap- preciation with the victrola for children. Camden, N. J., Author, 1923. 288p. $1.50. Wise, CLAupe Merton. Dramatics for school and community. Illus. Cincinnati, Stewart Kidd, 1923. 147p. $3. Language and Literature Bett, Lucy D. The art of public speaking. N. Y., Dutton, 1923. 118p. $1.25. CHAMBERLAIN, R. W., and Botton, J. S. G. Progressive readings in prose. Garden City, N. Y., Doubleday, Page & Co., 376p. $2. CumnNock, Ropert McLean. Choice read- ings for public and private entertainments and for the use of schools, colleges, and public readers. Chicago, McClurg, 1923. 630p. $1.75. Gos_LE, CATHRYN ROSANNA. Minimum essen- tials in English; a textbook for grades 7 to 12. 2924 W. Adams St., Chicago, Au- thor, 1922. 56p. Paper, 35c. GraANER, K. A. Practical French course; original method for acquiring an easy speaking knowledge of French, the out- growth of many years of successful teach- ing. Part I. 462 Milwaukee St., Mil- waukee, Wis., Author. $1. HanpscHin, CHarLes Hart. Methods of teaching modern languages. Yonkers, N. Y., World Bk. Co. 484p. $2.40. Herrick, Ropert, AND OruHers. Working plans for new composition and rhetoric. Chicago, Scott, Foresman, 1923, 52p. Paper, free. JesperseN, Otto. Growth and structure of the English language. N. Y., Appleton. 271p. $2. Lee, James Metvin. History of American journalism; rev. ed. Illus. Boston. Houghton Mifflin, 1923. 462p. $5. SavAGE, Ernest Apert. The story of libraries and book-collecting. N. Y., Dutton. 230p. $2. History, Economics, and Statecraft The Chi- 929p. DoucLas, PAUL HOWARD, AND OTHERS. worker in modern economic society. cago, Univ. of Chicago Press, 1923. $4.50. FAmRcHILD, Frep Rocers. Essentials of eco- nomics. N. Y., American Bk. Co., 1923. 543p. $1.60. Fite, Emerson Davip. The United States. Illus. N. Y., Holt, 1923. 515p. $1.68. FRENCH, JosepH Lewis. The pioneer west. Illus. Boston, Little, Brown. 400p. $2.50. Hayes, C. J. H., and Moon, Tuomas P. Teachers’ manual to accompany modern history. N. Y., Macmillan, 1923. 61p. Paper, 24c. THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION sciences ctaatieaceiaiias aii LL HULBERT, ARCHER BUTLER. The making of the American Republic. Illus. Garden City, N. Y., Doubleday, Page. 656p. $3. HUNTER, MERLIN H., and WATKINS, Gor- DON S. The background of economics. N. Y., McGraw-Hill, 1923. 524p. $3. IRWIN, WILL. Christ or Mars? N. Y., Appleton. 188p. $1.50. JENKS, JEREMIAH WHIPPLE, and SMITH, Ru- FuS DANIEL. We and our government. Illus. N. Y., American Viewpoint So- ciety, Inc. 1922. 223p. $1.50. RUSSELL, BERTRAND A. W., and RussELL, Dora. The prospects of industrial civili- zation. N. Y., Century, 1923. 287p. $2. SmiTH, Harry B. Industrial history. N. Y., Macmillan, 1923. 305p. $1.40. WasnHsurn, R. M. Calvin Coolidge; his first biography; from cornerstone to cap- stone to the accession. Illus. Boston, Small, Maynard, 1923. 150p. $1.50. WHITING, Epwarp- ELWELL. President Coolidge; a book of first aid toward the solution of a public enigma. Illus. Bos- ton, The Atlantic Monthly Press, 1923. 208p. $1.50. How to Know Architecture EW avenues of pleasure are constantly opening to one who has even a slight measure of appreciation of architecture. To him a city is no grey prison, shutting him in from God and nature; it is rather a great book in which is written large the history of the aspirations, the struggles, and the constant stirring for beauty of all mankind. To him a building may no longer be merely stone and brick and iron and wood; it may become vital with beauty, a symphony thrilling in its complex rhythms of window and door and column, enriching all who are willing to look at it appreciatively .with its message of beauty or peace or struggle.— Talbot F. Hamlin, in The Enjoyment of Architecture. This is the message of one who is a prac- tical “maker of architecture,” but sees it with an artist's eye. The pleasures of archi- tecture are for those who have eyes to see and who, seeing, learn; for those whose hearts gladden with appreciation in the presence of the best expression of life, na- tionality, effort and success in lifeless but lasting stone, wood, metal, clay and a score of lesser known materials. In the United States there are many strik- ing examples of architecture which invite study. Our National Capitol and the White House present interesting studies, as do also numerous other buildings great and small in many towns and cities. The Boston Pub- lic Library, the Woolworth Building in New York, and Christ Church, Philadelphia, are examples of beauty of design and of the fitness of buildings for their purposes. It is with a view to stimulating the sense of appreciation in those who already have an intimation of the art of architecture that the United States Bureau of Education offers a reading course (No. 23) on How to Know Architecture, which has been prepared by Richard F. Bach, associate in industrial art, Metropolitan Museum of Art, New York City. January, 1924 Any one who reads ten of the books in this list according to requirements of the Bureau of Education, may have a certificate signed by the Commissioner of Education. For information regarding this or other reading courses, address Miss Ellen C. Lom- bard, Division of Home Education, Bureau of Education, Washington, D. C. Teachers may borrow these and other books listed in THE JouRNAL from their local public or county library. If there is no local library they may usually be had by writing to the Secretary of the State Library Commission at the capital of the State. CaFFIN, CHARLES H. How to study archi- tecture; an attempt to trace the evolution of architecture as the product and expres- sion of successive phases of civilization. Illus. N. Y., Dodd, Mead & Co., 1917, 540p. 8vo. $3.50. Watts, Frank E. A-B-C of architecture. Illus. N. Y., Harper & Bros., 1915. 108p. 12mo. 90c. Price, C. MATLACK. architecture. Illus. Lippincott Co., 1916. The practical book of Philadelphia, J. B. 348p. 8vo. $7.50; or HAMLIN, TaALsor FAULKNER. The en- joyment of architecture. Illus. N. Y.,, Charles Scribner’s Sons, 1916. 349p. 8vo. $2. Barstow, CHARLES L. Famous buildings. A primer of architecture. Illus. N. Y., Cen- tury Co., 1914. 246p. 8vo. $1.50. Hamuin, A. D. F. A textbook in the history of architecture. Illus. N. Y., Longmans, Green & Co., 1915. 467p. 8vo. $2.50; or KIMBALL, SIDNEY FISKE, and EDGELL, GeorcGe Haroip. History of architecture. Illus. N. Y., Harper & Bros., 1918. 621p. 8vo. $3.75; or Simpson, X. A history of architectural development. Illus. N. Y., Longmans, Green & Coa., $5.50, $4.50, and $4.50, respectively. Vol. 1, Ancient, 272p.; Vol. 2, Medieval, 404p.; Vol. 3, Renaissance in Italy, France, and England, 359p.; or STaTHaM, H. Heatucore. A short critical history of architecture. Illus. N. Y., Charles Scrib- ner’s Sons, 1912. 586p. 8vo. $5. FLETCHER, BANNISTER, amd BANNISTER, F. A history of architecture on the comparative method. Illus. N. Y., Charles Scribner’s Sons, 1905. 738p. 8vo. $12. BELCHER, JOHN. Essentials of architecture; an analysis of the principal qualities to be 3 vols. 1913. looked for in buildings. Illus. N. Y., Charles Scribner’s Sons, 1907. 17Ip. 8vo. $3. Paris, WILLIAM FRANCKLYN. Decorative el- ements in architecture; Random observa- tions of the eternal fitness of things from Illus. N. Y,, 8vo. $5. Architecture and the Bobbs- a decorative point of view. John Lane Co., 1917. 152p. Brooks, ALFRED M. allied arts. Illus. Indianapolis, Merrill Co., 1914. 258p. 8vo. $2. Hamuin, A. D. F. A history of ornament. Vol. 1. Illus. N. Y., Century Co., 1916. 41lp. $5. rchi- ution Dres- ition. 1917, ture. 108p. k of oe 7.50; > en- | ie 349p. a es Cen- story nans, 2.50; GELL, oture. 621p. ry of vols. 1913. ieval, ‘ance, = y of scrib- ‘a ‘ative yner’s ture; to be ,. -a 171p. ve el- erva- from N. Ya b5. i the sobbs- ment. 1916. Department of Superintendence 1 Schedule of Meetings and Tentative Program for the Chicago Saturday Evening February 23, 1924, 8 O’clock The National Society for the Study of Edu- cation—Gold Room, Congress Hotel. Sunday Afternoon February 24, 1924, 4 O’clock The Department of Superintendence—Gold Room, Congress Hotel. Monday Morning February 25, 1924, 9:15 O’clock The Department of Superintendence—Audi- torium Theater. Monday Afternoon February 25, 1924, 2:15 O’clock State Superintendents and Commissioners— English Room, Congress Hotel. County Superintendents—Elizabethan Room, Congress Hotel. Superintendents, Cities Population Below 5000—Cameo Room, Morrison Hotel. Superintendents, Cities Population 5000 to- 10,000—Tiger Room, Hotel Sherman. Superintendents, Cities Population 10,000 to 25,000—Gold Room, Congress Hotel. Superintendents, Cities Population 25,000 to 50,000—Crystal Room, Great Northern Hotel. Superintendents, Cities Population 50,000 to 200,000—Crystal Room, Hotel Sherman. Superintendents, Cities Population above 200,000—Ball Room, Second Floor, Au- ditorium Hotel. Society of College Teachers of America— Banquet Room, Ninth Floor, Auditorium Hotel. Department of Elementary School cipals—Ball Room, Hotel LaSalle. National Association of Secondary School Principals—Red Room, Hotel LaSalle. Women—Ball Prin- Department of Deans of Room, Blackstone Hotel. National Association of High School In- spectors—Rose Room, Great Northern Hotel. City Teacher Training School Section—East Room, Hotel LaSalle. Monday Evening February 25, 1924, 8 O’clock Department of Superintendence—Auditorium Theater. Tuesday Morning February 26, 1924, 9:15 O’clock Department of Superintendence—Auditorium Theater. *P epared for Tue Journat by the Secretary of the Department, Mr, S, D. Shankland. Meeting, February 23-28, 1924 Tuesday Afternoon February 26, 1924, 2:15 O’clock Department of Elementary School pals—Ball Room, Hotel LaSalle. National Association of Secondary School Principals—Red Room, Hotel LaSalle, Princi- pP4Yson SMITH, president of the Department of Superintendence, 1923-24, and State Commissioner of Education for Massachusetts since 1917. Dr. Smith came to Massachusetts after nine years service as State superintend- ent of schools of Maine. including additional small group meet- ings elsewhere. National Council of Primary Education— Gold Room, Congress Hotel. Luncheon at 12 o'clock. Society of .College Teachers of America— Banquet Room, Ninth Floor, Auditorium Hotel. Department of Vocational Education—Cameo Room, Morrison Hotel. Department of Rural Education—Elizabethan Room, Congress Hotel. Department of Deans of Women—Ball Room, Blackstone Hotel. National Council of Education—To be as- signed. National Association of High School In- spectors—Rose Room, Great. Northern Hotel. Educational Research Association—Tiger Room, Hotel Sherman. City Teacher Training School Section—East Room, Hotel LaSalle. [39] Tuesday Evening February 26, 1924, 6 O’clock State Superintendents and Commissioners— English and Walnut Room, Congress Hotel, banquet meeting. Department of Elementary School Princi- pals—Ball Room, Hotel quet and meeting. National Association of Secondary Principals—Red Room, Hotel banquet and meeting. Department of Deans of Room, Blackstone Hotel, meeting. Department of Rural Education—Eliza bethan Room, Congress Hotel, banquet and meeting. LaSalle, ban- School LaSalle, Women—Ball banquet and Tuesday Evening February 26, 1924, 8 O’clock National Society for the Study. of Educa- tion—Gold Room, Congress Hotel. Wednesday Morning February 27, 1924, 9:15 O’clock State Superintendents and Commissioners— English Room, Congress Hotel. County Superintendents—Elizabethan Room, Congress Hotel. Superintendents, Cities Population Below 5000—Cameo Room, Morrison Hotel. Superintendents, Cities Population 5000 to 10,000—Tiger Room, Hotel Sherman. Superintendents, Cities. Population 10,000 to 25,000—Gold Room, Congress Hotel. Superintendents, Cities Population 25,000 to 50,000—Crystal Room, Great Northern Hotel. Superintendents, Cities Population 50,000 to 200,000—Crystal Room, Hotel Sherman. Superintendents, Cities Population above 200,000—Ball Room, Second Floor, Audi- torium Hotel. Educational Research Association—Society of College Teachers of America, Joint Meeting Banquet Room, Ninth Floor, Auditorium Hotel. Department of Elementary School Princi- pals—Ball Room, Hotel LaSalle. City Teacher Training School Section— East Room, Hotel LaSalle. Department of Deans of Women—Black- stone Hotel. Wednesday Afternoon February 27, 1924, 2:15 O’clock Department of Elementary School Princi- pals—Ball Room, Hotel LaSalle. National Association of Secondary School Principals—Red Room, Hotel LaSalle. Council of Kindergarten Supervisors—Gold Room, Congress Hotel. Luncheon at 12 o'clock. Department of Vocational Education— Cameo Room, Morrison Hotel. THe JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION How to Reserve Rooms Advance reservations in the Chicago hotels have been made very rapidly. The Congress, Auditorium, Blackstone, and La Salle are not in a position to take further reservations at present. In- quiries regarding hotel accommodations may be addressed to Mr. H. L. Carson, secretary of the Hotel Association of Chicago, Room 1825 Republic Building, 209 South State Street, or directly to the hotel managers. A letter received November 21 from Mr. John F. Bowman, manager, Bureau of Conventions, of the Chicago Asso- ciation of Commerce, is as follows: I have arranged with the Hotel Association of Chicago so that inquiries made to hotels that are already reserved to capacity for the period of your convention will be referred for further reply to the Secretary of the Hotel Association, who will handle the work through this office and his own office. I think it would be wise to print a story in the next and subsequent issues of your journal which will carry the information that while a few of our hotels are filled to capacity, others have plenty of rooms available. find it difficult to secure hotel accommodations. tion which would cause our visitors to suffer any inconvenience or delay. Department of Rural Education, Group meetings—Elizabethan Room, Congress Hotel; Fraternity Room, Great Northern Hotel; South Parlor, Auditorium Hotel; Rose Room, Congress Hotel; Crystal Room, Sherman Hotel. Department of Deans of Room, Blackstone Hotel. National Council of Education—Ball Room. Ninth Floor, Auditorium Hotel. Women—Ball National Association of High School In- spectors—Rose Room, Great Northern Hotel. City Teacher Training School Section—East Room, Hotel LaSalle. State Superintendents and Commissioners Council—English and Walnut Room, Congress Hotel. Wednesday Evening February 27, 1924, 6 O’clock This evening will be given over to the annual college dinners. Thursday Morning February 28, 1924, 9:15 O’clock Department of Superintendence The plan for Thursday morning is a new departure. Section meetings of unusual merit dealing with problems of supervision and administration are being arranged on a basis of leading topics. These meetings are for all members of the National Education Association, while the meetings of superin- tendents by population groups on Monday afternoon and Wednesday morning are in- tended for members of the Department of Superintendence. The tentative list of topics Another point that should be stressed is that persons who may find it con- venient to attend the convention and decide at the last minute, need have no hesitancy about coming, as the Association of Commerce and the Hotel Association will at all times guarantee a comfortable room at a price to suit the taste and purpose of the applicant without delay. Every effort should be made to prevent discouragement to any persons who may feel that they will We have never had a situa- follows: Physical Education, Health Educa- . tion, Vocational Education, Part-time Educa- tion, Civic Education, Immigrant Education, Character Education, Extra-curricular Activ- ities, Visual Education, Problems of the Junior High or Intermediate Schools, Edu- cational Publicity, Improvement of Teachers in Service, A School System in its Commu- nity Relationships, Major Objectives. Other Organizations National Council of Education—Banquet Room, Ninth Floor, Auditorium Hotel. Department of Rural Education—Eliza- bethan Room, Congress Hotel. Educational Research Association—Crystal Room, Hotel Sherman. National Association of Secondary School Principals and Department of Deans of Women, joint meeting—Ball Room, Hotel LaSalle. Thursday Afternoon February 28, 1924, 2:15 O’clock Department of Superintendence—Auditorium Theater. Breakfasts, Luncheons, and Dinners Friday Evening, February 22 Dinner, American Association of Teachers Colleges, Auditorium Hotel. Monday Noon, February 25 Luncheon, Officers, National Council of Edu- cation, Congress Hotel. Tuesday Morning, February 26 Tennessee Breakfast, English and Walnut Room, Congress Hotel. January, 1924 Breakfast, Officers’ National Education Asso- ciation, Rose Room, Congress Hotel. Tuesday Noon, February 26 Phi Delta Kappa_ Fraternity Luncheon, Banquet Room, Ninth Floor, Auditorium Hotel. Luncheon, National Council of Primary Edu- cation, Gold Room, Congress Hotel. Tuesday Evening, February 26 Dinner, Department of Elementary School Principals, Ball Room, Hotel LaSalle. Dinner, Department of Rural Education, Elizabethan Room, Congress Hotel. Dinner, Department of Deans of Women, Ball Room, Blackstone Hotel. Dinner, National Association of Secondary School Principals, Red Room, Hotel LaSalle. Dinner, State Superintendents and Commis- sioners, English and Walnut Room, Con- gress Hotel. Pennsylvania Dinner, Banquet Room, Ninth Floor, Auditorium Hotel. Iowa Dinner, Rose Room, Morrison Hotel. Michigan Dinner, Rose Room, Congress Hotel. Indiana Dinner, French Room, Congress Hotel. ¥ Wednesday Morning, February 27 Breakfast, Officers of Department of Class- room Teachers, Room 104, Hotel La- Salle. Wednesday Noon, February 27 Luncheon, Council of Kindergarten Super- visors, Gold Room, Congress Hotel. Luncheon, Secretaries of State Education As- sociations, West Room, Hotel Sherman. Luncheon, Rotary Club Reunion, Tiger Room, Hotel Sherman. Luncheon, National Conference on Educa- tional Method. Place to be assigned. Luncheon, Teachers of Crippled Children, Spalding School, 1623 West Park Avenue. Wednesday Evening, February 27 Dinner, University of Chicago, Ball Room, Ninth Floor, Auditorium Hotel. Dinner, Teachers College, Columbia Uni- versity, Gold Room, Congress Hotel. Dinner, Peabody College, East Room, Hotel LaSalle. Thursday Evening, February 28 Dinner, Educational Hotel Sherman. Research Association, "THE CENTRAL PASSENGER ASSO- CIATION will sell round-trip tickets on the Identification Certificate plan, at one and one half fare for the round trip, applicable for members of the National Education Asso- ciation and dependent members of their families only. Tickets will be good via the same route in both directions and will be sold from Central Passenger Association territory February 20-26. When validated, tickets will be good for return on any day within the final limit; passengers must, how- ever, reach original starting point not later than midnight of March 5. Dates of sale from more distant territory governed by other passenger associations may be ob- tained from local ticket agents. Identifica- Asso- el. theon, orium Edu- I. ) ichool lle. ation, A omen, idary Hotel nmis- Con- Ninth tel. gress gress 7 ‘lass- La- uper- 1 As- man. Tiger luca- ed. dren, enue. 7 oom, Uni- i: Lotel tion, $SO- 's on and cable \sso- their 1 the 1 be ation ated, day 10W- later sale by ob- 7 ee ae eee weer ger Vol. 13, No.1 tion Certificates will be ready for distribu- tion about the middle of January. HE CHICAGO DIVISION of the Illinois State Teachers’ Association will keep open house during the meetings of the De- partment of Superintendence in the rooms of The Alliance Francaise, Room 200, Fine ’ Arts Building. Entrance to these rooms may be had from the second floor of the Audi- torium Hotel. All members and visitors are cordially invited to make use of them for rest and conference. Tea will be served each afternoon from three to five. HE ELLA FLAGG YOUNG CLUB of Chicago Women Principals will enter- tain visiting women at tea Monday, after- noon, February 25, from 3 to 5, at a place to be announced later. HE CHICAGO PRINCIPALS’ CLUB will give a reception to members of the National Education Association in the Art In- stitute Monday evening, February 25, 1924, from 9:30 to 11:30 o’clock. An exhibit of Chicago artists will be a feature of the re- ception. HAIRMEN of the local Chicago com- mittees for the Department of Superin- tendence meeting are as follows: General Chairman, Peter A. Mortenson, superintend- ent of schools; Chairman, Committee on En- tertainment, Rose A. Pesta, president, Chi- cago Principals’ Club; Chairman, Committee on Publicity, Charles D. Lowry, district su- perintendent of schools; Chairman, Com- mittee on Transportation, Albert W. Evans, principal, Wendell Phillips High School. EPARTMENT OF SUPERIN- TENDENCE—President— Payson Smith, State Commissioner of Education, Boston, Mass. First Vice-president—John H. Beveridge, Superintendent of Schools, Omaha, Nebr. Second Vice-president—M. G. Clark, Su- perintendent of Schools, Sioux City, lowa. Executive Secretary—Sherwood D. Shank- land, 1201 Sixteenth Street Northwest, Washington, D. C. Executive Committee—Frank Cody, Super- intendent of Schools, Detroit, Mich.; Randall J. Condon, Superintendent of Schools, Cin- cinnati, Ohio; Frank W. Ballou, Superin- tendent of Schools, Washington, D. C.; and William McAndrew, Associate Superintend- ent of Schools, New York City. ITY TEACHER Training School Section—President, J. Leslie Purdom, President, Harris Teachers College, St. Louis, Mo.; Secretary, Warren E. Bow, Assistant Dean, Detroit Teachers College, Detroit, Mich. OUNCIL of Kindergarten Super- visors and Training Teachers—Presi- dent, Ella Ruth Boyce, 705 Fulton Bldg., Pittsburgh, Pa.; Secretary, Lillian B. Poor, 15 Beacon St., Boston, Mass. EPARTMENT of Elementary School Principals—President, W. T. Long- shore, Greenwood School, Kansas City, Mo.; First Vice-president, J. D. Williams, Wood- lawn School, Birmingham, Ala.; Second Vice-president, Elizabeth Bates, 66th St. THE JOURNAL OF THE NATIONAL Epucarion AssoclATION Will Your School Be Represented at Chicago? NCE each year the superintendents of schools of the United States gather in the great winter meeting of the Department of Superintendence. In February they will meet in Chicago. It is within a single night’s journey for over half of America’s educa- tional workers. A remarkable group of programs will cover a wide range of school topics. Numerous section meetings will give oppor- tunity for specific and intimate discussion of problems in the several administrative fields. Inspiring general sessions in the Auditorium Theater will be addressed by recognized leaders of educational thought. Modern school systems need precise knowledge of facts, educa- tional and financial. Research Bureaus, with highly trained person- nel, have been organized to meet this demand. A valuable feature at Chicago will be an exhibit prepared by the Division of Research of the National Education Association, assisted by the Research Bureaus of many cities. School equipment, books, and supplies cost the Nation about | $65,000,000 annually. By a visit to the exhibits arranged by leading manufacturers, the visitor may become acquainted with the latest improvements in the material things which a school must have. | Unwise selection of a single item of furniture for a new school | building may cost several times the price of the convention trip. tunities. No school can fully meet its obligation to the children, the com- munity, and the Nation, unless its administrative officers are in touch with progress in modern education. To this end the meeting of the Department of Superintendence offers exceptional oppor- | May we earnestly inquire of every Board of Education, Can your school afford not to be represented? It will include material gathered in a nation-wide study of present curriculum practice. School, Los Angeles, Calif.; Third Vice- president, George A. Beers, Clark School, 3925 W. Van Buren St., Chicago, Ill.; Sec- retary, Jessie M. Fink, Palmer School, Grand Rapids, Mich.; Treasurer, Courtland V. Davis, J. E. B. Stuart School, Norfolk, Va.; Executive Committee: J. W. Anthony, 225 Hampton St., Pittsburgh, Pa.; Mary Mc- Skimmon, Pierce School, Brookline, Mass.; Anna Laura Force, Lincoln School, Denver, Colo.; and Louise H. Krauss, Grattan School, San Francisco, Calif. EPARTMENT of Rural Education— President, John M. Foote, Department ef Education, State, Baton Rouge, La.; Vice- president, N. R. Baker, Superintendent of Schools, Jefferson County, Birmingham, Ala.; Secretary, Mabel Carney, Teachers College, Columbia University, New York City; Treasurer, Mrs. A. F. Beverley, Prin- cipal of the Farm Life School, Whitmell, Va. EPARTMENT of Vocational Edu- cation and Practical Arts—President, John N. Greer, Assistant Superintendent of Schools, Minneapolis, Minn.; Vice-presi- dent, J. G. Collicott, Superintendent of Schools, Columbus, Ohio; Secretary-Treas- urer, Carl Colvin, State Department of Edu- cation, Springfield, III. DUCATIONAL Research Association —President, Clifford Woody, Director of Bureau of Mental Tests and Measurements, University of Michigan, Ann Arbor; Vice- president, J. L. Stenquist, Director of Re- search, Public Schools, Baltimore, Md.; Sec- retary-Treasurer, H. A. Greene, State Uni- versity of lowa, Iowa City, Iowa. EPARTMENT of Deans of Women —President, Agnes E. Wells, Dean of Women, Indiana University, Bloomington, Ind.; First Vice-president, Anna V. Day, Dean of Women, Milwaukee-Downer Col- lege, Milwaukee, Wis.; Second Vice-presi- dent, Mary Ross Potter, Dean of Women, N. W. U., Evanston, Ill.; Secretary, Florence Kellogg Root, Dean of Women, College of Wooster, Wooster, Ohio; Treasurer, Mary Hooker Johnson, Dean, Washington Irving School, 400 Irving Place, New York City. ATIONAL Association of High School Inspectors and Supervisors— President, J. B. Edmonson, Inspector, Uni- versity of Michigan, Ann Arbor, Mich.; Vice-president, H. N. Ives, State High School { i | } i ww mm ys Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Where to Get What VERY MAIL brings letters to Association headquarters ask- ing for information of various kinds. For every teacher who tion if they had it. Washington, D. C. Art Education— Write Marshall Jones Company, 212 Summer Street, Boston, Massachusetts, for a poster illustrating the signifi- cance of the fine arts. Athletic Badge Tests—Address Play- ground and Recreation Association of America, 315 Fourth Avenue, New York City, asking for a copy of the rules and regulations gov- erning Athletic Badge Tests. Boy Scouts—Write James E. West, Secretary of the Boy Scouts of America, 200 Fifth Avenue, New York City, asking for information on how to organize scout work. Child Labor—Write to Owen R. Lovejoy, General Secretary of the National Child Labor Committee, 1230 Fifth Avenue, New York City, for literature on proposed Constitutional Amendment. Education Bill—Address your Sena- tor or Representative in Congress, Washington, D. C., asking for ma- terial on the Sterling-Reed Edu- cation Bill. Child Health—Write John H. Finley, President, National Child Welfare Association, 70 Fifth Avenue, New York City, asking for aids in health teaching. Foreign Study and Travel—Dr. S. P. Duggan, Director, Institute of In- ternational Education, 419 West 117th St., New York City, will give information about foreign study and travel. Geography—Apply to J. R. Hilde- brand, Chief of School Service, National Geographic Society, Washington, D. C., who will send, on payment of the postage (25 cents a year) the Geographic News Bulletin for schools. Girl Scouts—Address Mrs. J. D. ae . Rippin, Director, Girl Scouts, 189 Lexington Avenue, New York Inspector, Baton Rouge, La.; Secretary- Treasurer, J. B. Davis, State Supervisor of Secondary Education, Hartford, Conn. ATIONAL Association of Secondary School Principals—President, Claude P. Briggs, Lakewood High School, Lake- wood, Ohio; Secretary-Treasurer, H. V. writes such a letter there are hundreds who would use the informa- This page is a clearing-house for JOURNAL readers. Is there something you want that you have been unable to find? Have you something that should be brought to the attention of other educational workers? Address: Editor, Journal of the Na- tional Education Association, 1201 Sixteenth Street Northwest, City, for help in organizing Girl Scout work. Junior Red Cross—Write National headquarters, American Junior Red Cross, Washington, D. C., for help in organizing a local unit or for information about the Junior Red Cross Magazine. How to Organize a Library—Ad- dress the American Library Asso- ciation, 78 E. Washington St., Chi- cago, Ill., for pamphlets and advice on this subject. Prizes for Thrift Essays—Write Mrs. Allan P. Stevens, Chairman of Committee on Teachers’ Con- test, Women’s Division, National Association of Mutual Savings Banks, Portland, Maine. Prizes for Safety Essays—Address Highway Education Board, Wil- lard Building, Washington, D. C. Prizes for World Essay Contest— Address Mrs. Fannie Fern An- drews, secretary, American School Citizenship League, 405 Marl- borough Street, Boston 17, Massa- chusetts, for full particulars. Reading Lists on _ Education—Dr. John D. Walcott, librarian, U. S. Bureau of Education, Washington, D. C., will furnish on request a list of references to books and maga- zines on any educational subject. School Supplies—Consult the adver- tising pages of THE JOURNAL, where only the best supplies and equipment are announced. Thrift—Write Secretary John A. Goodell, National Thrift Commit- tee, 347 Madison Avenue, New York City, for material which will help in teaching ways of saving. World Peace—Write to Frederick J. Libby, Executive Secretary, Na- tional Council for the Prevention of War, asking for a sample copy of the Bulletin issued by the Council. Church, J. Cicero, Ill. ATIONAL Council of Education— Sterling Morton High School, President, J. M. Gwinn, Superintendent | of Schools, San Francisco, Calif.; Vice-pres- ident, Henry Lester Smith, Dean, School of Education, Indiana University, Bloomington, January, 1924 Ind.; Federal dD. ©. Adelaide for Secretary, Board Steele Vocational Baylor, Education, pypezeomar Council of Primary Edu- cation—President, Ella Victoria Dobbs, University of Missouri, Columbia, Mo. (un- til 1925); Vice-president, Lucy Gage, Pea- body College, Nashville, Tenn.; Secretary, Alta Adkins, Assistant Superintendent, Ham- mond, Ind. a jpeabeareggeye Council of State Depart- ments of Education—President, J. M. McConnell, State Superintendent, St. Paul, Minn.; Vice-president, Mrs. Mary C. C. Bradford, State Superintendent, Denver, Colo.; Secretary, Mrs. Katherine A. Morton, State Superintendent, Cheyenne, Wyo. AC pehpey Society of College Teach- ers of Education—President, Allen S. Whitney, Dean, College of Education, Uni- versity of Michigan, Ann Arbor, Mich.; Secretary, Arthur J. Jones, Professor of Sec- ondary Education, University of Pennsyl- vania, Philadelphia, Pa. Py Fezouenal. Society For the Study of Education—President Charles H. Judd, University of Chicago, Chicago, IIl.; Vice- president, Lida B. Earhart, University of Nebraska, Lincoln, Nebr.; Secretary-Treas- urer, Guy M. Whipple, University of Mich- igan, Ann Arbor, Mich.; Executive Com- mittee, H. W. Holmes, L. V. Koos, S. A. Courtis. HE National Association of Princi- pals of Schools for Girls will meet February 22-23, 1924, with headquarters at the Hotel Drake. On Friday morning busi- ness will be transacted, and in the afternoon conferences with official representatives of colleges and universities will be held. On Friday there will be a luncheon and a dinner for members. Saturday will be devoted to business and informal discussions. a Council of Primary Edu- cation will meet in the Gold Room of the Congress Hotel, Tuesday afternoon, February 26, following the annual luncheon, arrangements for which may be made by ad- dressing Miss Helen Dwyer, 500 Diversey Parkway, Chicago, Illinois. At the meeting there will be a discussion of a unit of work as carried out in the Francis Parker School, Chicago, and the Winnetka, Illinois, Public Schools. a cre heat ny Organization of Secre- taries of State Education Associa- tions will hold a luncheon February 27, at noon, following which a program will be given on the Relation of the State Depart- ments of Public Instruction and the State Education Associations; The Education Bill; and the Service Bureau of State Education Associations. HE NATIONAL Council for the Social Studies will hold two half-day sessions and luncheon in connection with the meeting of the Department of Superintend- ence. The topics to be discussed will be experiments on the reorganization of the social studies of the junior and senior high schools; educational and ethical guidance and the Dawson report on the _ history inquiry. i j j ere of er to + eee ee THE JOURNAL OF THE NATIONAL EpucaTion AssociATION + If the office is late in sending member- ship receipts during January you will know that the delay is caused by moving the machinery into the newly repaired building which was purchased last summer by the Association. The staff in the Division of Records and Accounts has been enlarged and new machinery installed to care for the increased work of the larger Association. AMERICAN EpucaTION WEEK—Was a bul- letin issued by your school system or by any educational or lay organization of which you are a member, in connection with American Education Week? The National Education Association is collecting all Edu- cation-Week material which was issued in printed, mimeographed, or other form. Please send a copy of your material, if you have not already done so, to the National Education Association, 1201 Sixteenth Street N. W., Washington, D. C. It will be valu- able in planning for Education Week in 1924. Governor Ritcuiz, of Maryland, was re- elected by a substantial majority on a plat- form in which adequate support of educa- tion was one of the important planks. Cuicaco ComMMERCE, the weekly journal of the Chicago Association of Commerce, de- voted the edition of Saturday, October 27, 1923, to a special high-school edition, em- phasizing My School; My Job; My Chicago. THe Wortp Essay Contest 1923-1924 is open to students in normal schools, teachers’ colleges, and to high-school seniors in all countries. Two foreign students were suc- cessful in the 1922-1923 contest. Two sets of prizes, with three prizes each of $75, $50, and $25 will be given. Essays must not exceed 5000 words and must be carefully written on paper 8% by 11 inches. The writer should send his name, school, and home address in a letter accompanying the essay to Mrs. Fannie Fern Andrews, Sec- retary, American School Citizenship League, RESIDENT COOL- IDGE’S first message to Congress has been highly com- plimented by the press gen- erally, especially that part of it | recommending a Federal De- | partment of Education. It is a | source of satisfaction among | educational workers that the President has come out firmly for this part of the educational | program projected by the Na- | tional Education Association. | 0 ——— 0 ——— 0s —— » 0» 0 —— oe ——— | NOTES and ANNOUNCEMENTS | | 405 Marlborough St., Boston 17, Mass., not later than June 1, 1924. Dr. A. H. Seymour, of the Northern Normal and Industrial School, Aberdeen, South Dakota, was elected president of the South Dakota Education Association at its recent meeting. Dr. Seymour has been giv- ing his entire time to the Association for several months, during which its member- ship has more than doubled. EXPERIMENTS with intelligence and achieve- ment tests of all kinds are conducted in the schools of New York ‘City. In each district one school has been selected as an experi- mental school where pupils are classified according to the ability shown by these tests. SouTtH DAKOTA now has two hundred forty-nine accredited high schools, two hun- dred more than it had in the year 1912. THe Mount Vernon, New York, Teach- ers’ Association gave a reception November 14, 1923, in honor of Mr. W. H. Holmes’ tenth anniversary as_ superintendent of schools. THE Denver Pusiic ScHoors have re- cently let contracts for new buildings and additions to old buildings to the amount of over $1,186,000, apportioned as follows: Berkeley, $61,591.30; Colfax, $26,438.52: Columbian, $134,981.52; Elyria, $38,523.19; Fairmont, $206,091.35; Garden Place, $173,458.40; Garfield, $20,774.51; Perry, $122,107.04; Rosedale, $95,993.60; Stedman, $63,672.08; Valverde, $114,174.11; Manual Training High School, $64,800.98; Grant Junior High School, $64,031.42. PRESIDENT JONES has been granted time, without loss of pay, by the New York City Board of Education to visit school systems in New York and other States. THe Four-couNTY DEMONSTRATION of the Three-track System is the suggestive title applied by State Superintendent Mary C. C. Bradford, of Colorado, to a series of exper- iments designed to adapt the school to the individual differences of children. Mrs. Bradford is a pioneer in the movement to give rural children advantages equivalent to those enjoyed by city children. Tue NortH Dakota Epucation Associa- TION on November 21-23 held an inspiring meeting in Bismarck at which Dr. Engle- man, field secretary of the National Educa- tion Association, gave three addresses. CHARACTER EpucATION was discussed at the forty-first annual convention of the South Dakota Education Association, held in Watertown, Noyember 26-28. Among the speakers were Dr. T. E. Finegan, Dr. M. E. Ww Haggerty, of the University of Minnesota, and Dr. J. O. Engleman, field secretary of the National Education Association. Tues- day noon at the luncheon of county superin- tendents Dr. Engleman gave a talk and in the afternoon he spoke on a Neglected Ideal in Education. THE MEETING of the Wisconsin Teachers Association held in November was the larg- est the Association has had. Miss Lillia Johnson, county superintendent of schools in Eau Claire County, was elected president. The other officers were reélected. One thou- sand dollars was appropriated for delegates’ expenses to the N. E. A. The Towner- Sterling Bill was endorsed. NEARLY ONE HALF of the 12,000 members of the Minnesota Education Association at- tended the annual meeting at St. Paul, November 1-3. The Association reorganized on a delegate-assembly basis and provided for the payment of annual dues on a budget basis, the State body and the nine constituent divisions each to receive $1. Superintendent James P. Vaughan, of Chisholm, Minnesota, was unanimously elected president. THe Fiorina EpucaTion ASSOCIATION is carrying on a campaign for citizen member- ship with a view to starting a State educa- tional survey. A legislative program is to be based on this survey and backed by the citizens of Florida. THE FOUR-COUNTY INSTITUTE, held at Tampa, Florida, in November, was attended by eleven hundred teachers. Nineteen South Florida counties were represented at the meeting at Orlando. This meeting was called to discuss methods of better financing the public schools of the State. THe UNIversiTy OF WASHINGTON, at Seattle, Washington, has just received a gift of $250,000, to be used in the construc- tion of a building devoted to the study of forest technology and lumbering, in connec- tion with the College of Forestry. The gift was made by Mrs. Alfred H. Anderson, of Seattle, in memory of her husband, a pioneer lumberman of Puget Sound. The Board of Regents of the University has authorized immediate construction. Dr. ANDREW W. Epson, for twenty-five vears associate superintendent of schools, New York City, and now residing in Shrews- bury, Massachusetts, has been obliged on account of illness to cancel all fall and winter engagements for Institute and Col- lege work. Tue Wasnincton State Epucation As- SOCIATION at its recent meeting in Seattle elected Miss Clara L. Jahnke president for 1923-24. Miss Jahnke is a grade school teacher in Spokane, this being the first time in the history of the organization that a classroom teacher has been chosen for president. —— Tue JOURNAL OF THE NATIONAL EpucATION ASSOCIATION January, 1924 Washington Hotels Members Washington Hotel Men’s Association Rates per Person Rooms Without Bath | Rooms With Bath Type of Room Single Double | Single Double a oe | | | Number of Persons in Room | One Two Two | Three | Four | One Two Two | Three | Four Two Four (cot) | (cot) European Plan (includes room only) | | | BO er 0) Se ee a cn ee Too ay Ce ... {$3.00 ($3.50 |$3.00 ($2.50 ($5.00 $3.00 nc Gt vcc accesso eceecs $2.50 ($2.00 ($2.00 |$2.00 |$1.75 ($3.50 2.50 | 3.00 2.50 2.29 | 3.80 2.50 Capitol Park (300)................ 2.50 | 2.00 2.00 1.75 2.00 4.00 3.00 | 3.00 2.75 2.50 Ly Congress Hall (500)............. | 2.50 2.00 2.00 2 go See 3.00* | 3.00 3.00 2.50 3.50 2.50 Continental (400)................ 2.50 | 2.00 2.00 i i aw 3.60 (Ss ee ae RE 2 a ae ee ee eres eae 2.50 2.25 2.25 2.00 1.75 3.50 3.00 | 3.00 aoe. | B.08..1...0,. ‘nie Franklin Square (250)............. 2.00 1.50 | 1.50 | 2.00 2.00 3.00 5 sal a 2.50 | 2.00 6.00 4.00 Gordon (200).... oe «ian ata a 1.75 2.00 2.00 | 1.75 3.50" | 2.50* | 3:00 | 2.50 2.50 5.00 3.00 Grace Dodge (for women only) (600).; 1.50* | 1.50* | 1.50* a, 3.50* =. oh Se Cee 5.00 4.50 Grafton (150). . esis. ees 3.50 ‘ 3.50 3.50 | 3.50 4.50 ....-1 4.50 | 4.50 Pee 4.50 parmneton (500). .....0.........60.] & 2.50 2.25 2.00 2.00 4.00 3.00 | 3.00 | 2.75 wee bes. EE OE Ea RO a Po ee nae Recon Se ale ee Ce fsa Ss ree ee ee ee ere ee o ae ee athe ad 4.00* | 3.00 | 3.50* | 3.50 3.00 | 5.00* | 3.50* I oc 6 ve ihe 45 asliae 2.00 2.00 2.00 1.75 1.50 3.00 2.50 2.50 2.00 f Fe see i. Eee ean te ee ree ee ere ere 3.00 3.50* | 3.00 2.50 5.00 3.00 New Ebbitt (400)................. 2.50 2.00 2.00 2.00 | 2.00 3.50 | 3.00 3.00 3.00 3.00 ie ‘cal New Willard (800). .....6.....4.... 3 00* | 3.00* | 2.50* | 2.50 | 2.25* | 5.00* | 4.00* | 3.50* | 3.00* | 2.75* |10.00* | 6.00* New Wanseer (200)... 0.5 ccc 2.00 1.50 1.50 1.50.) 1.50 2.50 | 2.00 2.00 2.00 2.00 3.00 3.00 Powtate® (G00)... 0... ee 3.00 3.00 2.00" |} 2.00" ¥...... ge ee ae” | 2:48" 1.08: 5.00* | 4.00* | ee 3.00 2.50 2.0 Ose Lesa. aes 4.00 3.00 2:60" | 2.50* | 2:50* | 6:00* |.. oS | ES ree 1.50 1.50 1.650* | 1.26* | 1.26* | 3.50* | 2:25° |-2.25*:| 1.75* | 1.60* | .3.25* | 2.507 NINN RR Ss icon a sins pieles Hes de ge ae 2.00 |.2.80 | 2.50.| 3.50° |....... 2.50* | 3.00* | 2.50* | 6.00* | 4.00* I Se aes cia by a.c a ears [és die 615 biavere.c ope seis’ e's 5.00 3.00 4.00 | 3.50 3.00 7.50 4.00 SD Pex v, Stee a cies Sass che oe gee kbs wae edes seo 5.00* | 4.00 | 5.00* | 4.00 3.50 10.00 7.50 American Plan (includes room and me als) | ee ee Ee ee ee eae Oe ee $6.00 $6.50 $6.00 $5.50 $8.00 $6.00 RA Sg 9 a ri $5.00 $4.50 $4.50 $4.50 $4.25 ($6.00 5.00 5.50 5.00 5.00 6.00 5.00 Congress Hall (600)............... 5.50 5.00 fae. | a ee 6.00* 6.00 6.00 aS ree 6.50 5.50 Continental (400)................. 5.50 5.00 2 ae © ae 6.50 5.50 5.50* | 5.50 5.50 ee §.00 4.50 | 4.50 | 4.00 | 3.75 | 6.00 | 5.50 | 5.50 5.00 2 = =e - Franklin Square (250)............. | O00. | 4:50 | 4:50 | 5:00 | 5.00 | 6.00 |....... 5.50 5.50 5.00 9.00 7.00 IN i ao on ow on wiminis ¢ Bees 7.00 Tae} 4 ee 1 BO R..... 8.00 ag Perera: 9.50 8.00 Sa a ere Oe ee ne oe ee? pete, io 6.50 6.00 5.50 8.00 6.50 Metropolitan (400)................ i die Coe 4.50 4.00 4.00 LS ar 5.50 5.00 Sree New. aemmeeenm (900)... ww... ce. 4.50 4.00 4.00 4.00 4.00 5.00 4.50 4.50 4.50 4.50 >. 50 ». 50 Potomae (400).............. 4.00 3.50 3.75 3.50 3.25 5.50 4.00 4.50 3.00 rake ee OMA (Figures in parentheses indicate capacity of hotel.) Reservations of rooms should be made with the hotels direct. No single hotel will be selected as headquarters. list of hotels serving as State headquarters will appear in a later issue of The Journal. * Indicates minimum rate. Rooms may be engaged according to either European or American plan. The arrangement of State headquarters is being taken up with the State directors. A Members wishing accommodations in the headquarters hotel of their State may postpone reservation until this list is published or may communicate with their State Director who can furnish this information. THe VocaTIONAL EpUCATION AS8SOCIATION of the Middle West will hold its tenth an- nual convention, at Hotel Chase, St. Louis, Missouri, January 16-19, 1924. The pro- gram will deal with all phases of vocational education, including Agriculture, Home Eco- nomics, Vocational Guidance, Commercial Education, Trade and Industrial Education, Part-Time Schools, Codperative Industrial Training, and Foremanship Training. The committee on local arrangements is headed by Superintendent J. J. Maddox, as general chairman, assisted by others from the public and private schools of the city. A valuable commercial exhibit will display the latest type of equipment for vocational education. Reduced railroad rates will be in effect. For further details and advance copy of the program, address the Secretary, Leonard W. Wahlstrom, 1711 Estes Avenue, Chicago, Illinois. UNDER THE AuspPices of the Citizenship Committee of the American Bar Association school contests on citizenship subjects will be held in order to stimulate a study of the Constitution and the principles of our Gov- ernment. If sufficient interest is manifested in this contest in civic discussion during the current year, the plan may develop into a National contest for high schools. Any school or club planning to hold such a con- test should at once register with the chair- raan of the Citizenship Committee of the American Bar Association, Mr. R. E. L. Saner, 1412 Magnolia Building, Dallas, Texas. A pamphlet of suggestions for history and English teachers will be sent on request. A Girt oF $7500 a year for two years has been made by the Carnegie Corporation to the American Library Association for the use of the American Library in Paris, main- tained as an agency for promoting inter- national understanding. This gift and others recently received will enable the li- brary to improve and extend its staff and its collection of books and magazines. M. SAWAYANAGI, the Japanese minister of education, has written Dr. H. W. Foght, president of the Northern Normal and In- dustrial School, Aberdeen, South Dakota, that the university buildings, recently destroyed by earthquake, will be ready by next April, and urges him to come at that time and make the survey of the school sys- tem which had been planned for last year. ———