PERIODICAL ROOM 


VOL. XIII aay ae ae FEBRUARY, 1924 


The JOURNAL of the 
NATIONAL EDUCATION 
ASSOCIATION 


Our National Association 

What is Tuskegee ? ; ; 

Educational Progress During 1923 

The Education Bill Reintroduced , 
Washington—The Founder of Washington 
The Truth About School Costs 

Housing the School Army 

Radio Talks in Education 

Editorial ° 

Fresh From the Classroom : 

Does American Education Week Pay? 
Enrolment and Affiliation ; 

Professional Ethics for Educators . 

Building the Curriculum ; : , 
The Course of Study—What it Should Contain 
The Curriculum Yearbook 

Salvagings-Human Derelicts . 

Guide to Books 

Notes and Announcements ; ; ; 
Department of Superintendence—Tentative Program 
Programs of Departments and Allied Groups 
Directory of Advertisers 


Published monthly, except July and August, by the 
NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 
1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. 


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









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—————— ns 


F ebruary, 1924 


Our National Association 
The Service of Research 


ILLIAN JONES got a raise in sal- 
ary. She was working in a school 
where teachers were elected for 


one year at a time. While she 
had felt reasonably secure, she 
had been afflicted with some 
doubt as to what might happen. 
Relief came, therefore, with re- 
election and the larger salary. 
Perhaps Miss Jones did not 
know why she got the larger 
salary. Perhaps not even the 
board that elected her really 
knew. An important factor in 
the decision was research. 
Someone had gathered the facts 
to show that there was a short- 
age of teachers, that salaries 
were lower than in other types 
of work requiring similar prep- 
aration, and that strong men 
and women were leaving the 
profession. Editors of news- 
papers and magazines, follow- 
ing the lead of the National 
Education Association, had 
taken up the cry for better-pre- 
pared and better-paid teachers 
and for securer tenure and im- 
proved working conditions. 

All of this had reached the 
school board that employed 
Miss Jones. They had seen 
charts dividing the teachers into 
groups according to preparation 
and pay. Pride in their chil- 
dren had led them to provide a 
salary better than the average 
that they might be surer of get- 
ting a superior teacher. But 
back of it all was research, 
bringing to the school board 
information as to what other 
schools were doing and a vision 
born of broad knowledge of 


conditions throughout the country. 
What should a city pay for the serv- 
ices of an inferior teacher? an average 


teacher? a superior teacher? Does edu- tions. If the school board is to have 
cation pay? Can we afford increased 
expenditure for education? What has 
been the experience of schools elsewhere 
in these matters? The welfare of mil- 


swers that school boards make to such 
simple questions as these. 


lions of children depends upon the an- many 








OUR membership helps to make possi- 

ble the many-sided activities of the Na- 
tional Education Association. They are 
your activities. Previous articles have de- 
scribed several of them. Research is the 
theme of this article. 


Letters from every corner of the world 
testify to the usefulness of our Association’s 
research activities. Here are a few quota- 
tions: 


“Your answers to five questions for American 
Education Week were of immense value to us 
here,” writes the superintendent of schools in 
Hawaii. 

“Your Bulletin is full of valuable information 
on matters of vital concern in the present dis- 
tressing educational crisis. It is very helpful to 
most of us who are busily engaged in legislative 
fights and in trying to guide public opinion along 


right lines in the support of the schools.” 

“I am proud to be a member of an organiza- 
tion which is doing such efficient work. The Re- 
search Bulletin will help us to make American 
Education Week a success.” 


“The Bulletin for Education Week hit the spot. 
I made four speeches and got out pages of pub- 
licity that have been useful at every step.” 


“Fortunately for the cause of education the in- 
formation in your Research Bulletins is up to date. 
‘Five questions for American Education Week’ is 
the best thing of its kind I have seen. This Bulle- 
tin is a mark of distinct professional progress.” 


“T have already referred to the Division of 
Publications with its wonderful press service. I 
would like here to refer to the Division of Re- 
search. Although organized quite recently it is 
already a power in America. The first Bulletin 
is a mine of information—patiently collected and 
scientifically collated upon every phase of educa- 
tional finance. It is better than anything I have 
yet seen done in this country, better than any- 
thing turned out by our Board of Education.”— 
The Schoolmaster, Londor. 

















Every teacher has a vital interest in 
seeing that school boards have the basic 
facts with which to answer such ques- 


these facts it must either collect them 
itself or rely on some central agency to 
collect and interpret them. If some 
central agency does not do this work, 


[45] 


school boards decide important 
matters of policy without having the 
essential facts needed for a clear under- 


standing of them. 

Let us assume, however, that 
a hundred school boards recog- 
nize the need of getting evi- 
dence and that each writes to 
the others and obtains an an- 
swer to some one question. 
Each board sends out one hun- 
dred letters and receives one 
hundred. ‘The transaction re- 
quires twenty thousand letters. 
Let us assume that some central 
agency writes to each of the 
boards for the essential facts, 
compiles them, and sends the 
tabulated and interpreted data 
back to the boards. Only 
three hundred letters are re- 
quired. Measure the three hun- 
dred against the twenty thou- 
sand and you have a suggestion 
of the economy of common ac- 
tion by professional organiza- 
tions. 

Add to this consideration the 
advantage that instead of one 
hundred schools using the facts 
that have been carefully pre- 
pared, they will probably be 
used by a thousand boards, thus 
multiplying many fold the intel- 
ligence that is brought to bear 
on the solution of our educa 
tional problems. 

It was recognition of this 
need for common service, par- 
ticularly in the financial crisis 
which was then facing Ameri- 
can education, that led the As- 
sociation in March, 1922, to 
establish its Division of Re- 
search at Association head- 


quarters with Mr. John K. Norton as 
director. 
under Doctors Cubberley and Terman 
at Stanford University. His experience 
includes service in various kinds of pub- 
lic-school work. 
coming to the Association he was di- 
rector of the bureau of research and 


Mr. Norton’s training was 


Immediately before 





+0 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


February, 1924 





extension of the State Teachers’ College 
at San Jose, California. 

From the first this division has had 
many more tasks than it could possibly 
accomplish with the limited funds avail- 
able from the Association’s treasury. 
But with its limited funds and staff the 
Division has made studies and prepared 
information that have been of 


findings have also been given to a large 
radio audience through Station WRC at 
Washington, D. C. 

The impact on the educational ad- 
vance; the encouragement which this 
division has given to greater and wiser 
expenditure for public education reaches 


ing that there are fifty State and local 
research agencies interested in gathering 
facts on a particular subject, if each of 
these agencies should write to each of 
the others, 2500 letters would be ex- 
changed. 

Assume again that they agree upon a 


to the remotest classroom. Its work 





inestimable value to education 
and to the individual teacher. 

Hardly had the service begun 
when a steady stream of letters 
of appreciation began to tell of 
its great value to all parts of 
the country. Every educational 
worker has an interest at stake 
whether he be a member of the 
Association or not. The teacher 
gains when the Research Di 
vision gathers the facts on teach- 
ers’ salaries from every section 
of the country and presents the 
arguments which must appeal 
to any reasonable board of edu- 
cation as to why the salaries of 
teachers should be increased. 

The individual teacher profits 
when the Research Division 
gathers material for American 
Education Week. Out of this 
week grows a widening appre- 
ciation of the real meaning of 
education and of the commu- 
nity’s. great obligation to its 
teachers. The Research Di- 
vision serves the individual 
teacher in another way. In- 
stead of making at great ex- 
pense graphs and charts which 
they can use in a salary cam- 
paign, superintendents now ar- 
range to have these made for a 
small fee by the Research Di- 
vision of the National Educa- 
tion Association where all ma- 
terials are on file. 








OBJECTIVES AND ACCOMPLISHMENTS 


OF THE RESEARCH DIVISION OF THE 
NATIONAL EDUCATION ASSOCIATION 


. The collectinn of educational facts not other- 


wise available and the interpretation and dis- 
semination of these facts in time to be of most 
value. Special studies have been completed on 
school finance, the curriculum, and teachers’ 
salaries, tenure and retirement systems. 


. Furnishes special information in response to 


inquiries of Association members and affiliated 
organizations. 


. Serves as an agency whereby the research work 


of the Association’s numerous committees and 
departments is coérdinated. 


. Collects and puts in form for effective use facts 


and statistics desired by the six other divisions 
at the Association’s Headquarters at Washing- 
ton. 


. Serves as a clearinghouse for studies in the field 


of educational research produced by over one 
hundred educational research bureaus. 


. Regularly issues the RESEARCH BULLETIN 


of the National Education Association. Over 
100,000 copies have been distributed. The six 
numbers issued are: 


Facts on the Cost of Public iWducation and 
What They Mean, Bulleiin One, June, 
1922. (Out of print.) 

Facts for American Education Week, Bulle- 
tin Two, November, 1922. 


Facts on State Educational Needs, Vol. 1, 
No. 1, January, 1923. 


Can the Nation Afford to Educate Its Chil- 
dren, Vol. 1, No. 2, March, 1923. 


Teachers’ Salaries and Salary Trends in 1923, 
Vol. 1, No. 3, May, 1923. 


Five Questions for American Education 
Week, Vol. 1, No. 4, September, 1923. 








The division has prepared 
much valuable material for the Associa- 
tion’s JOURNAL and for other magazines. 
Every division of the Association’s head- 
quarters which requires information 
looks to the Research Division to supply 
that information on short notice. In 
other words it is the business of this Di- 
vision to put facts to work, to discover 
from a study of facts what the wisest 
practices are so that educational workers 
everywhere may have the best available 
material. That the figures gathered by 
the Division are used by thousands of 
speakers, and hundreds of magazines, 
both lay and professional, is ample testi- 
mony to the usefulness of its work. Its 





common center, which gathers facts from 


each of them and compiles and 
distributes the results. Only 


-one hundred fifty letters are 


then required. Many more 
facts can be collected for the 
money available. Every teacher 
again benefits. ‘That is another 
reason for the existence of the 
Research Division and for the 
Research Advisory Committee. 

This committee representing 
‘ll phases of education insures 
that the Division is well advised 
in its work of coérdinating the 
efforts of the Nation’s educa- 
tional research agencies. 

What has the Division of 
Research done during its brief 
existence? The statements in 
the box on this page tell the 
story. Is this work appreciated 
by the profession? The state- 
ments on the preceding page are 
an eloquent answer. 

Here then is one other serv- 
ice that is made possible by the 
small fee that we all pay into 
our common professional treas- 
ury. Like many other of the 
Association’s services, in itself 
it is worth the entire member- 
ship fee to each _ individual 
teacher whether a member 
or not.. It is an added reason 
why every practicing teacher 
should join the Association and 
share the deeper sense of pro- 
fessional well-being that is en- 
joyed by its members. ‘The in- 
dividual teacher standing alone 


touches the life of every child in a score 
of ways—helping to determine the kind 
of teacher that shall guide him, the kind 
of building that shall house him, the 
kind of books he shall study, the time 
table that shall regulate his day, and the 
curriculum that shall chart the mighty 
seas of knowledge to be learned. These 
are pressing problems as education ex- 
pands to larger usefulness. Research 
throws its life-giving beams upon 
them all. 

Just as thousands of individual school 
boards working alone cannot well gather 
the facts they need, so State and local 
agencies need a clearing-house. Assum- 


can do little in research, in obtaining 
better working conditions, or in securing 
just public recognition of the importance 
of the teacher’s work. One hundred 
thousand teachers banded together are a 
mighty force. Seven hundred thousand 
would be more than seven times as 
mighty. They would be irresistible when 
supporting any program of recognized 
advantage to childhood and the Nation. 
It is appreciation of this fact that is lead- 
ing many schools to maintain one hun- 
dred per cent enrolment year after year 
and many teachers to make special effort 
to interest others in sharing the work of 
our remarkable Association. 


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— 





HE name 

Tuskegee 

Institute 
is only a little 
less familiar to 
the general pub- 
lic and to the 
educational 
world in partic- 
ular than the 
name of its dis- 
tinguished founder, Doctor Booker T. 
Washington. It has enjoyed the good 
fortune of being much talked and writ- 
ten about, and uniformly in the most 
complimentary terms. And in spite of 
the fact that it is hidden away in the 
heart of the Black Belt of Alabama, 
visitors from all over the world, con- 
firming the Emersonian dictum, have 
made a beaten path to its door. 

Few persons have come to the Insti- 
tute grounds without the greatest sur- 
prise at the proportions of the plant and 
the character of the activities conducted 
here. Perhaps no single expression has 
been more frequently uttered from the 
platform in the chapel of Tuskegee In- 
stitute than the universally familiar 
phrase “the half has never been told.” 

The plant—Here, in the midst of 
rural Alabama is a plant of some one 
hundred and fifteen buildings, large and 
small, providing facilities for the housing 
and training of two thousand students. 
Surrounding the institution, there is a 
community of about three hundred and 
fifty homes, representing for the most 
part the faculty and employees of the 
Institute. Together, the school and the 
little village called Greenwood, consti- 
tute a community of between two thou- 


ROBERT R. MOTON 


_sand five hundred and three thousand 


people who sustain among themselves 
practically all of the activities necessary 


‘Prepared for THe JourNAL by Robert R. 
Moton, Principal of Tuskegee Normal and 
Industrial Institute, Tuskegee, Alabama. 










What is Tuskegee? 


The 
homes, as well as the school, are sup- 
plied with light and water from the 
Food and 
supplies are purchased at the school’s 
commissary. The ‘Tuskegee Railroad, 
coming up to the grounds of the school 
brings fuel and freight and the mail for 


to their own life and sustenance. 


school’s own power plant. 





WASHINGTON, 


founder and for thirty-five years 


Fo ape aa 3 


principal of Tuskegee Institute. 


the second-class postofiice located in the 
administration — building. Passengers 
board the train on the Institute campus 
from whence connections are made with 
the main line of trafic between New 
York and New Orleans. Recreation 
and amusement from football games to 
movies are provided for the whole com- 
munity. In fact, nearly all the needs 
of life can be supplied for residents and 
visitors without leaving the school com- 
munity. And all of this is controlled, 
directed, and operated by Negroes, from 


bank, of 
which the Principal is president, to “‘cen- 
tral” who sits in the telephone exchange. 

It really takes at least a week to see 


the cashier of the institute 


Tuskegee and its varied activities, and 
there are students, as well as teachers, 
who remain in the Institute for a period 
of years without having seen for them- 
selves all the different phases of its work. 
It never ceases to be interesting, even to 
those who live at the school, and visitors 
always pledge themselves a return trip 
to see more. For there are scenes at 
Tuskegee which can not be witnessed 
anywhere else in the world. 

The Tuskegee idea—Tuskegee is 
unique. It is not a duplication even of 
Hampton Institute, the great and use- 
ful institution which produced _ its 
founder and first principal, Doctor 
Washington. It is a school indeed, but 
it educates its own teachers and work- 
ers as much as it educates the students 
who enrol. And it carries its work of 
education beyond the classroom and the 
trade-school to the homes and farms and 
business establishments, not only of its 
immediate vicinity, but into all the 
States of the South and even further 
afield where Negroes live in any consid- 
erable numbers. 

Tuskegee Institute is familiarly known 
in educational circles as an “industrial 
school.” In the minds of many, this 
means a place where young men par- 
ticularly, and to some extent, young 
women, may secure vocational training 
in such a degree as will enable them to 
earn a simple livelihood and prevent their 
becoming either idle dependents or pub- 
lic charges. “The aim of the institution, 
as these persons think of it, is to assist 
more or less unfortunate colored youth 
to become useful and self-supporting 
members of society, whose education, of 


course, must necessarily be limited and 
their training more or less superficial. 
It is this thought in the minds of many 



















































me “et « 


% 
ae 


UMMER-SCHOO 





Tiiz JouRNAL OF 


students at Tuskegee studying a demonst 








ey A ¢ 





ration in first aid. 


The school is famous for the practical character of its work. 


people unacquainted with the actual 
workings of Tuskegee that for so long 
a time was responsible for a certain 
amount of hostility toward industrial 
education among some members of the 
Negro race and certain types of people 
in other races. This hostility proceeded 
on the assumption that industrial edu- 
cation meant the virtual elimination of 
the usual academic subjects, such as his- 
tory and literature and science and the 
languages, and the substitution of voca- 
tional subjects with the greater part 
of the time spent in the practice of vari- 
ous trades and industrial operations. 
But if one visits Tuskegee Institute, 
he will immediately discover that indus- 
trial education as practiced at Tuskegee, 
and at Hampton likewise, and at 
other industrial schools established by 
their graduates, instead of eliminating 
academic subjects indeed broadens their 
and correlates them with trade 
The Tuskegee plan considerably 


scope 
work. 
enlarges the usual program of education 
by taking the traditional public-school 
program and adding to it a vocational 
objective in such a way as to give deeper 
meaning and larger interest to both fea- 
It is to be re- 
membered too that in Tuskegee where 
all students live in the dormitories, the 
school has control of all the student’s life 
and activities. There are no waste 
hours from the rising bell at 5:30 a.m. 
to “taps” at 9:30 p.m. The time is so 
regulated as to provide each student with 
some wholesome, definite pursuit, 
whether studies, work or recreation, 


tures of the program. 


which develops his powers, enlarges his 
outlook upon life, and deepens his sense 
of responsibility to the community of 
which he is a part. In this way, the 
graduate of Tuskegee is equipped not 
only with the regulation high-school 
course, but also with a vocational train- 
ing that is both theoretical and practical, 
along with a training in community life 
and social responsibilities that makes of 
each graduate, whether man or woman, 
a social leader as well as an industrial 
unit. 

The idea in operation—The develop- 
ment of the Tuskegee idea by Doctor 





THE NATIONAL EDUCATION ASSOCIATION 





ROSENWALD school in Mississippi. 


February, 1924 





Washington was not the application of 
an educational theory. He himself was 
trained under a somewhat similar system 
at Hampton Institute, where General 
Armstrong had developed ideas which 
he had seen his father use as a missionary 
in the Hawaiian Islands. When Booker 
Washington came to Tuskegee in 1881, 
he found that the appropriation of $2000 
by the Alabama Legis!ature for a normal 
school for Negroes at Tuskegee was un- 
accompanied by provis‘ons for buildings, 
land, or equipment. Moreover, he found 
that the patrons of this school, which he 
was to establish, were not farmers of 
When he opened 
school in the little church which pro- 
vided temporary accommodations, he 
found that he must himself be respon- 
sible for these features of the work. 
There was plenty of timber available, so 
he set his students to work cutting the 
trees and sawing the lumber. ‘Thus the 
carpentry division of the school was be- 
gun. He found that boarding students 
could eat much more than they had the 
means to pay for, so he set out to raise 
food-stuffs. In this way, the agricul- 
tural department began operations. In 
the change from a small frame building 
to the first brick building, he thought 
it would be cheaper to make his own 
bricks and that money could be saved by 
having the students do the work. The 
result was the organization of the divi- 
sions of brick-masonry and brickmaking. 

It happened at the same time that 
similar conditions existed very generally 
in the South, even where people had the 
means to provide these things. There 


wealth or affluence. 





Nearly 2000 schools like this have 


been built for negro boys and girls in the south during the last eight years. 





ee ST 


eee Eee ee 


Sma ea 


— 


ned 
yro- 

he 
on- 
ork. 
, $0 
the 
the 
be- 
ents 
the 
“aise 
icul- 

In 
ding 
ught 
own 
d by 
The 
divi- 
cing. 
that 
rally 
1 the 


‘here 


have 


eT 





Vol. 13, No.2 





was more work to be done than skilled 
laborers to do it. Here was an oppor- 
tunity to use existing necessities as the 
means of education as well as of self- 
help, so he “let down his bucket” where 
he was and made Tuskegee an industrial 
school in the effort to help Negroes to 
help themselves. As the school grew, 
other activities were added to the pro- 
gram until today forty-seven trades and 
industries for young men and women are 
taught at Tuskegee Institute. Some of 
the earlier trades have been dispensed 
with, as the demand for them has de- 
creased with the use of machinery. 
Other new ones have been introduced as 
industrial advance has created new de- 
mands. For the past several years, the 
division of auto-mechanics has enrolled 
the largest number of students, but a 
change is taking place in favor of brick- 
masonry, evidently in response to the 
high wages that are being paid to brick- 
layers. Industrial education as organ- 
ized at Tuskegee thus becomes a system 
of education which seeks to fit the young 
man or woman for every phase of social 
responsibility. And in this, it is a finish- 
ing school, not a preparatory school, and 
its graduates are in demand in all sec- 
tions of the country for the very effective 
service which they render. 

A social agency—But all of Tuske- 
gee’s activities are not limited to its cam- 
pus or to the youth who register here 
as students. The very personality of 
Doctor Washington early led him to in- 
terest himself in and relate the school to 
the homes and communities from which 
the students came. Agriculture at Tus- 


the student in the trade. 


THE JOURNAL OF THE NATIONAI 


. EDUCATION ASSOCIATION 49 





AKING furniture from 





Be 


packing cases and barrels is a part of the regular 


course in home economics at Tuskegee Institute. 


kegee concerns itself not only with teach- 
ing agronomy, dairying, and the like, but 
undertakes to encourage land ownership, 
rotation of crops, and codperative mar- 
keting among the farmers themselves. It 
is now more than twenty-five years since 
Doctor Washington held the first annual 
negro farmers’ conference at Tuskegee. 
Today it brings together Negro farmers 
from every part of the South to discuss 
the problems of agriculture from their 
own point of view and to observe and 
learn all they can of improved methods 
that are demonstrated in the booths about 
the campus. 





— 


tie blacksmith shop at Tuskegee does the work of the school while training 


The training of nurses at Tuskegee 
has become related to National Negro 
Health Week, which, with the support 
and encouragement of the United States 
Public Health Bureau, the National Red 
Cross, and the National Association” of 
Hygiene and Health, undertakes to 
awaken within the race a general interest 


‘in the prevention and cure of disease, the 


use of sanitary measures, and the general 
improvement of public health. 

The training of public-school teachers 
at Tuskegee is part of a regular program 
for the improvement of Negro schools 
whereby as one result in the last seven 
years, under the patronage of the Rosen- 
wald Fund, 1740 new school buildings 
for Negroes have been built in the South, 
State appropriations for Negro education 
have been multiplied four and five times. 
and a general advance in educational in- 
terest has taken place which has over- 
crowded schools and at the same time 
reduced illiteracy in the Negro race to 
less than twenty-five per cent. 

Tuskegee, besides being an industrial 
school, has become a great social agency 
for the development and progress of the 
Negro race. Many people wonder at 
its wide repute, at the hold which it has 
upon public confidence, and at the in- 
creasing resources provided for its work. 
But when the magnitude of its program 
as a great social agency is observed, there 
is no longer room for wonder, unless it 
be that it does not have more funds at its 
disposal to carry out the very heavy pro 
gram which it undertakes, a program 
which takes account of every phase of 
















50 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





February, 1924 





Negro life from the home to the church, 
from the babies to their grand-parents, 
from recreation to business. 

Interracial goodwill—Another phase 
of the work of Tuskegee no less impor- 
tant than that of training Negro youth 
or the promotion of Negro progress is 
its work in establishing interracial co- 
operation and accord. Very early in his 
work at Tuskegee, as a matter of fact 
it was necessary to the progress of the 
school, Booker Washington began his 
unique efforts to enlist public interest in 
the aspirations of his race. When he 
talked of education, it was necessary for 
him to interpret his race to that large 
number of people who had serious mis- 
givings about the wisdom, and even 
safety, of giving education to Negroes. 

In the North, his work became a cam- 
paign to secure financial aid for the de- 
velopment of his school. In the South, 
it was the task of convincing his white 
neighbors that his program of education 
was calculated not only to satisfy the 
aspirations of the Negro but to be a con- 
tributing element to the progress of the 
South as a whole, from which both black 
and white should derive benefit. So 
well did he present his cause, so skill- 
fully and justly did he interpret each 
race to the other, and at length the 
North to the South and the South to the 
North, that he became a National figure, 
in the promotion of interracial and inter- 
sectional goodwill, and ere long, an in- 
ternational figure in his contribution to 
the problem of large scale advancement 
for unprivileged groups and to the cor- 
rection of interracial maladjustments 
without the dangers of revolution. 

Any meeting at which Booker Wash- 
ington was scheduled to speak became 
the focus about which gathered those ele- 
ments of both races that were seeking 
to find a way out of social difficulties 
without injustice to either group. Fol- 
lowing his leadership, Tuskegee Institute 
itself became a center at which gathered 
the liberal-minded, courageous leaders of 
both races and both sections for the ex- 
change of view and the discussion of 
topics, which meant a steady and sane 
progress to better understanding and 
goodwill. Tuskegee itself was indica- 
tive of the possibilities of the Negro race, 
and the visitors number hundreds who 
have stood in its chapel and declared 
that their vision of the Institute has in- 
creased beyond measure their faith in the 
possibilities of the Negro race, some even 
declaring that they have been converted 
from hostility and distrust to confidence 
and support. 





The importance of this phase of the 
work of Tuskegee was strongly empha- 
sized by ex-President Roosevelt, a mem- 
ber of the Board of Trustees of the In- 
stitute at the time of the death of Doctor 
Washington. When the Board had 
under advisement the question of a suc- 
cessor to Doctor Washington, Colonel 
Roosevelt expressed his conviction to the 
members of the Board that the future of 
the Institute, because of its unique serv- 
ice in interracial activities, was a matter 
of great National concern. This phase 
of the work of Tuskegee reaches out into 
every part of the Nation. ‘Iwo or three 
times each year the principal of the In- 
stitute makes what has come to be called 
a “Goodwill Tour” into some Southern 
State. Upon the invitation of leading 
citizens of both races, these tours are 
featured by public addresses in which 
matters affecting both races are dis- 
cussed with frankness and in a spirit of 
goodwill. And the fact that they con- 
tinue is the indication of their accepta- 
bility in those sections which are visited. 

In the light of these activities, “uske- 
gee may be called a school, a social 
agency, and a spirit. As a school, it has 
done as much as any other institution in 
America to establish the soundness of 
those educational policies called “indus- 
trial education.” A new word, how- 
ever, has come to take the place of the 
term “industrial.” It is now called 
“vocational education.” That idea has 
come to be generally accepted as the 
soundest program of public education 
that has yet been proposed. At one time 
considered especially adapted to the needs 
of the Negro race, it is being provided 
throughout the Nation for the youth of 
all races. Once regarded as more or 
less peculiar to America, it is being 
adopted throughout the world. As de- 
veloped at Tuskegee, industrial educa- 
tion is seen to be not simply a system of 
materialism aiming only at meat and 
money, but as a complete system of life 
in which love and truth and beauty are 
as much a part of the daily bread for 
which to work and pray as are what we 
shall eat, what we shall drink, and 
wherewithal we shall be clothed. The 
institution itself is a great agency to 
project this conception of life into every 
phase of a race’s activity and progress. 
It is dedicated to the idea that in the 
providence of God the two races in 
America, white and black, are indispens- 
able to each other’s welfare and progress, 
and that together they can establish upon 
these shores a civilization which shall 
mark out for other lands the path of 


goodwill over which differing races and 
peoples may travel toward the brother- 
hood that shall include all the races of 
men. 


HE CONSTITUTIONAL 

CONVENTION ON EDUCA- 
TION—Dr. John A. H. Keith, princi- 
pal of the State Normal School, Indi- 
ana, Pennsylvania, contributes the fol- 
lowing summary based on a study of 
Madison’s Journal of the Constitutional 
Convention: 

On Saturday, August 18, 1787, Mr, 
James Madison proposed ten additional 
powers for Congress and they were re- 
ferred to the Committee on Detail. The 
first of these proposals was to dispose 
of the unappropriated lands of the 
United States, and the eighth was to es- 
tablish a university. The following 
Monday, August 20, Mr. Madison made 
several proposals, which were referred to 
the same Committee on Detail. Among 
these: ‘“To establish seminaries for the 
promotion of literature and the arts and 
sciences.” ‘“To establish public institu- 
tions, rewards, and immunities for the 
promotion of agriculture, commerce, 
trade, and manufactures.” 

In the preliminary consideration of 
the Constitution, this clause is found: 
“Congress shall have power to dispose 
of and make all needful rules and regu- 
lations respecting the territory or other 
property belonging to the United States,” 

When the “Committee on Stile and 
Arrangement” finally agreed upon a 
form for the Constitution and. reported 
it to the Convention, Mr. Madison and 
Mr. Pinckney moved to insert among the 
powers of Congress a power “to estab- 
lish a University in which no prefer- 
ence or distinction should be allowed on 
account of religion.” Mr. Wilson sup- 
ported the motion. Mr. Gouverneur 
Morris said: ‘‘It is not necessary. The 
exclusive power at the seat of Govern- 
ment will reach the object.” On the 
motion of Mr. Madison and Mr. Pinck- 
ney the question was voted on. Six 
States voted No against four in favor and 
one divided. 

Congress, under the Articles of Con- 
federation, was then in session. The 
Ordinance of 1787 was being formulated 
and passed and the right of Congress to 
dispose of the public domain remained 
unquestioned under the Constitution. 
Congress might aid education in the 
States, although the Tenth Amendment 
definitely decided that the management 
of educational agencies in the States was 
to be left with the States. 












































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Vol. 13, No.2 


THE JOURNAL OF THE NATIONAL EpucaTIOoN AssociATION 51 





Educational Progress During 1923 


HE first part of THE JouRNAL’s 

annual survey of educational prog- 
ress appeared in the January number. 
Beginning with Rhode Island reports 
for the rest of the States are presented 
here. In spite of the fact that America 
has forty-eight school systems as inde- 
pendent of each other as are those of 
England and France, the excellent prac- 
tices and programs of one State have 
been copied by other States and the 
schools of the Nation have steadily im- 
proved. ‘The United States, with only 
six per cent of the world’s population 
and seven per cent of its area, controls 
a great share of the world’s gold and 
raw materials. ‘This fact is a challenge 
to every educational worker to make 
the schools produce a nation ever more 
worthy of its rich heritage. 


Rhode Island—The General Assem- 
bly authorized a new building for Rhode 
Island College of Education and appro- 
priated $400,000 for construction. The 
College of Education is full to over- 
flowing with students preparing to 
teach. One of every three teachers in 
Rhode Island is attending professional 
courses for improvement.—Walter FE. 
Ranger, State commissioner of educa- 
tion, Providence. 

The development of the College of 
Education. An added building voted 
unanimously. Afternoon and Saturday 
classes for teachers doubled. One third 
of all public-school teachers continuing 
their professional preparation within its 
walls every year, although 85 per cent 
are already college or normal-school 
graduates.—William G. Vinal, secre- 
tary, Rhode Island Institute of Instruc- 
tion, Providence. 

South Carolina — Increased enrol- 
ment in white schools; largely increased 
State appropriations and county levies 
for support of schools; the establishment 
of fifty rural high schools and the build- 
ing of more adequate school buildings all 
over the State——J. H. Hope, State su- 
perintendent of education, Columbia. 

The signal results of the concerted 
effort to reduce illiteracy together with 
the increased interest and support of 
both the common and high schools.— 
George H. Webber, N. E. A. State di- 
rector for South Carolina, Beaufort. 

The legislature authorized the State 
to pay $9 a month for the tuition of 
pupils not living in a district supporting 
a high school and attending a high school 





somewhere in the State, thus committing 
itself to a free public high-school educa- 
tion for all—B. L. Parkinson, secre- 
tary, South Carolina State Teachers As- 
sociation, Columbia. 

South Dakota — Teachers’ salaries 
were increased and a State-wide build- 
ing program was conducted. Teaching 
requirements have been raised and a 
high-school division has been established 
in the State Department of Education to 
direct the two hundred forty-nine high 
schools of the State. Under the Smith- 
Hughes Act, thirty-four accredited agri- 
cultural courses have been established in 
high schools and fifty-three home eco- 
nomics courses. A compulsory attend- 
ance law now requires an average at- 
tendance per rural pupil of 127 days 
per year. A law has also been provided 
for a minimum term of eight months in 
every school in the State—Fred L. 
Shaw, State superintendent of public 
instruction. 

Tennessee—The legislature of 1923 
divided the work of the State into eight 
departments with a commissioner at the 
head of each. The Department of Ed- 
ucation has the following divisions: 
High schools, elementary schools, certifi- 
cation, library, geology, registration of 
professions and trades, vocational educa- 
tion, industrial rehabilitation. A survey 
of the State’s educational needs is being 
made in preparation for the 1925 legis- 
lature. Effort is being made to make 
the rural school term at least eight 
months, to improve the efficiency of 
teachers, and to provide better buildings 
and equipment.—P. L. Harned, State 
commissioner of education, Nashville. 

Increased attendance and longer term 
in rural schools and a unanimous recom- 
mendation by a general education com- 
mittee for a State bond issue of 
$12,000,000 as a State subsidy in build- 
ing schoolhouses for a period of three 
years.—S. L. Smith, N. E. A. State 
director for Tennessee, Nashville. 

Texas—The appropriation of 
$2,000,000 supplemental to the State 
available fund and $1,500,000 to be used 
as an equalization fund each year of the 
biennium, 1923-1925. The appropria- 
tion of $1,000,000 to establish in the 
western portion of the State a Texas 
Technological Institute. The appro- 
priation of $50,000 for the purpose of 
making a survey of the entire educa- 
tional system, including the public free 
schools, the State’s higher institutions 


of learning, and the State Department 
of Education —S. M. N. Marrs, State 
superintendent of public 
Austin. 

No doubt the proposed Educational 
Survey in Texas, for which the legisla- 
ture has appropriated $50,000, will 
bring education to the attention of the 
people more fully and awaken our whole 
Commonwealth to ‘Texas’ needs. — 
Catherine Gorbutt, N. E. A. State di 
rector for Texas, FE] Paso. 

Passage by the legislature of the Edu 
cational Survey Bill and the making of 
definite plans for doing the work imme- 
diately —R. T. Ellis, secretary, Texas 
State Teachers Association, Fort Worth. 

Utah — Greatly improved attitude 
towards the essential quality of work to 
be done by the schools.——-C. N. Jensen, 
State superintendent of public instruc- 
tion, Salt Lake City. 

Professional reorganization of teach- 
ers including appointment of executive 
secretary and adoption of code of ethics 
and the gradual shift of public interest 
from cost to educational results with 
corresponding revival of interest in a 
constructive program.—L. J. Nuttall, 
retiring president, Utah Educational 
Association, Provo. 

Vermont — (1) The training of 
teachers has been placed upon a standard 
basis, requiring high-school graduation 
for admission to teacher-training courses. 
The number of teacher-training students 
enrolled will probably be sufficient to 
meet the entire needs of the State. (2) 
A program of improvement and stand- 
ardization of rural schools, initiated in 
1921, has made steady and significant 
progress. (3) The teachers of the 
State have shown marked interest in 
self-improvement and in_ professional 
spirit, evidenced by widespread profes- 
sional reading, attendance at summer 
schools and educational courses, and 
membership in the State Teachers Asso- 
ciation——Clarence H. Dempsey, State 
commissioner of education, Montpelier. 

The indorsement of expert supervi- 
sion by 86 per cent of the towns and 
over 95 per cent of the population, after 
the State legislature had made such 
supervision a matter of local option.— 
D. W. McClelland, N. E. A. State 
director for Vermont, Bennington. 

Virginia—Considerable consolidation 
has been accomplished, and particularly 
has great improvement been made in the. 
quality of instruction in the rural 
schools. ‘The general plan of certifica- 


instruction, 


tion, which seeks to elevate standards, 
and the preparation of the handbook 


52 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





February, 1924 





with the elementary course of study 
have materially contributed to this end. 
—Harris Hart, State superintendent of 
public instruction, Richmond. 

The State-wide adoption of the county 
unit of administration has been com- 
pleted ; and the improvement this change 
has already made in school procedure 
and efficiency is most encouraging.— 
S. A. MacDonald, N. E. A. State direc- 
tor for Virginia, Norfolk. 

(1) The inauguration of a plan for 
making physical examination of all the 
school children of the State and provi- 
sion for corrective measures through the 
organization of clinics and the services 
of public health nurses; (2) the adoption 
and use of a new and modern course of 
study for the elementary schools of the 
State—C. J. Heatwole, executive sec- 
retary, Virginia State Teachers Asso- 
ciation, Richmond. 

Washington—An increasing readi- 
ness on the part of the public adequately 
to finance education. Bonds and spe- 
cial levies have been approved in every 
part of the State to provide better hous- 
ing and improved organization.—- Jennie 
M. French, N. E. A. State director for 
Washington, Tacoma. 

State-wide retirement fund. Con- 
structive program in State-wide consoli- 
dation. Increased aid for high schools. 
Establishment of observance of State- 
wide temperance and Good-citizenship 
Day. Increased direct supervision of 
rural schools through eighth grade ex- 
emption law. Increased professional 
standards for teachers.—Josephine C. 


Preston, Superintendent of public in- 
struction, Olympia. 

The 1923 legislature enacted, almost 
without opposition, the W. E. A. certifi- 
cation bill, raising the minimum train- 
ing requirements gradually from nine 
weeks beyond high school to two years 
by 1927, and greatly simplifying other 
features of the certification plan.—Ar- 
thur L. Marsh, executive secretary, 
Washington Education Association. 

West Virginia—Seven thousand, or 
54 per cent, of West Virginia’s 12,869 
teachers attended summer schools. This 
number is equivalent to the aggregate 
number of West Virginia teachers who 
attended summer schools for the decade, 
1910-1920.—J. H. Hickman, N. E. A. 
State director for West Virginia, 
Charleston. 

The defeat of retrenchment bills be- 
fore the legislature last February and 
March; the growth of professional 
spirit among the teaching corps indicated 
by increased enrolment in the State and 
National education associations; in- 
creased subscriptions to school journals ; 
an increased devotion to the teaching 
profession; and the manifestation of a 
greater spirit of service—W. W. 
Trent, secretary, West Virginia State 
Education Association, Elkins. 

Wisconsin—P hysical Education 
Law was enacted by the last legislature 
providing that a minimum of two and 
one half hours a week in physical educa- 
tion shall be required in all the public 
schools of the State of Wisconsin. By 
this law teacher-training institutions are 


required to prepare all teachers to give 
instruction.—John Callahan, State su- 
perintendent of public schools, Madison. 

(1)The enactment of a compulsory 
physical education law. (2) Definite 
program of education inaugurated and 
dynamically executed by the State De- 
partment of Education to include bet- 
ter teacher-training, a larger taxing and 
administrative unit, the establishment of 
more consolidated and rural high schools, 
and providing for a larger distributive 
educational fund.—John F. Sims, N. E. 
A. State director for Wisconsin. 

The final reorganization of the Wis- 
consin Teachers Association, the say- 
ing of the Teachers’ Retirement Law, 
and the establishment of compulsory 
physical education—E. G. Doudna, 
secretary, Wisconsin Teachers Associa- 
tion, Madison. 

Wyoming—For 1922-23 the average 
length of term including rural and city 
schools was one hundred seventy and 
four tenths days actually taught. Less 
than twenty-five schools in the State 
were maintained for less than a term of 
eight months.—Katherine A. Morton, 
State superintendent of public instruc- 
tion, Cheyenne. 

The strengthening of our truancy 
law; the amendment of the compulsory 
education law, which requires all chil- 
dren to attend school regularly until the 
sixteenth birthday; State aid, which en- 
courages consolidation; and higher cer- 
tification requirements for rural teach- 
ers.—A. A. Slade, N. E. A. State direc- 


tor for Wyoming, Casper. 














duced in both houses of Congress. 
South Dakota, who sponsored the Bill in the last Congress. 
man Daniel A. Reed, of New York, Judge Towner having resigned his membership in the House last 
Both men are leaders of recognized experience and judgment. 
The outlook is excellent. This is a picture of a committee representing the great National organizations 
that are supporting the Bill, which called upon Senator Sterling and Congressman Reed the day the Bill 
was presented. The Bill has been referred to the education committees. 


spring to become Governor of Porto Rico. 


HE EDUCATION BILL REINTRODUCED—On December 17 the Education Bill was reintro- 
It was presented to the Senate by Senator Thomas Sterling, of 
It was presented to the House by Congress- 















































ee 








cree 





Washington— Ihe Founder of Washington 


OST of the 

great prin- 

ciples estab- 
lished during the 
Revolutionary period 
center about the fig- 
ure of Washington, 
who, with possibly 
one exception—Abra- 
ham Lincoln—had 
more to do with forming the positive 
thought of present Americans than any 
other man. His personality affected 
not only those with whom he came in 
contact but all the people of his time as 
well. The principles for which he 
stood have become part and parcel of 
the subconscious mind of the Nation and 
have had a powerful effect on the life 
and institutions of other republics. 

On entering the public schools Young 
America is introduced to George Wash- 
ington, and every recurring twenty-sec- 
ond of February with its afternoon of 
recitations, tableaux, and songs, firmly 
fixes upon his impressionable mind the 
Washington. Upon 
leaving the friendly care of his teachers 
to enter the school of life he carries with 
him an idealized image of the Father of 
his Country. ‘The virtues of the first 
President of the United States are thus 
clearly engraved on every intelligent citi- 
zens heart. Washington’s close ad- 
herence to high standards of duty, his 
sympathy and affection for his family, 
his friends, and his dependents, his calm 
manner, his judicial way of looking 
at problems are as inspiring in the 
twentieth century as they were when the 
thirteen colonies struggled for existence. 

The city of Washington abounds in 
relics of its founder and in memorials to 
his memory. Dominating the south- 
ern landscape is that simple yet superb 
shaft, the Washington Monument. 
Statuary Hall of the Capitol contains 
Houdon’s statue of Washington. That 
the sculptor was employed by the State 
of Virginia to create the original and 
that he lived at Mt. Vernon while ex- 
ecuting the missiom are facts worth re- 
membering. ~The White House has its 
Gilbert Stuart, the painting Dolly Mad- 
ison cut from the frame and bore to 


characteristics of 


*This is the second of a series of articles 
on the city of Washington by Miss Jessie M. 
Robbins, of the Association’s Division of 
Publication. Many thousands of teachers 
will visit these National shrines next July. 


safety the night the British burned the 
White House. 

At Washington Circle, the intersection 
of Pennsylvania and New Hampshire 
avenues, is a fine equestrian statue of 
Washington and another by Greenough 
adorns the Capitol Plaza. The coat 
worn by Washington on his resignation 
as commander-in-chief of the Con- 


tinental Army may be seen in the Na- 





IVE hundred fifty feet above the 
city looms Washington Monument. 
This noble shaft is the city’s most char- 
It dominates Wash- 
ington more than any other structure. 
From its summit may be had wonderful 
views of the City, the Potomac, and the 
Virginia hills. 


acteristic feature. 


tional Museum and his commission, in 
the Department of State. 

Not far from the city, lovers of Wash- 
ington can find much of interest. Half- 
way between Mt. Vernon and Washing- 
ton is the city of Alexandria. Some of 
its old streets are paved with cobble- 
stones laid by Hessian prisoners of war 
under the personal direction of Wash- 
ington. On North Columbus Street 
stands Christ Church, a quaint old stone 
edifice, built in 1773, containing the 
pews of General Robert E. Lee and 
George Washington. The nominal 
entrance fee of ten cents maintains the 
necessary wear and tear involved. The 
lover of old things will find great 
pleasure in the altar tablets, the facsimile 


[53] 


autograph on the Washington pew, and 
the little prism-hung chandelier given by 
Washington to the church in days when 
all such “luxuries” had to be imported 
from the Mother Country. At Pohick, 
not far from Mt. Vernon, stands the 
little brick church where the Washing- 
ton family retained two pews. Its altar, 
as was also the one in Christ Church, 
was restored by the Daughters of the 
American Revolution. 

The Carlyle House recalls the time, 
twenty years before the Revolution, 
when the governors of the six colonies 
met and recommended to the King of 
England that means be devised to com 
pel the colonist to pay the taxes de- 
manded of them. Alexandria also 
points with pride to the lodge where 
Washington Worshipful 
Master. On the outskirts of the city, 
a vast memorial temple is beifg erected 


presided as 


by his Masonic brethren in his memory. 
Those who visit Fredericksburg, one of 
Virginia’s oldest towns, may see the old 
Masonic lodge where Washington was 
made a Mason. 

At 3051 M Street, in Georgetown, 
one of the oldest sections of the city, 
may be seen the building used by Wash- 
ington as headquarters when surveying 
the District of Columbia in 1791. 
Long before this, however, Washington 
had been employed as surveyor by the 
Ohio Company, and in surveying the 
different tracts of land, he had gained 
an intimate knowledge of the Potomac, 
especially the picturesque turns and 
bends of the stream above Georgetown. 
He became convinced that the Potomac 
would in time become the avenue of 
communication between the sea and the 
plains west of the Alleghanies. The 
building of this waterway across the 
mountains, thus making the Potomac a 
medium of western traffic, was one of 
his cherished dreams. It was a part of 
his scheme to circumnavigate the falls 
of the Potomac, twelve miles from the 
city and 120 miles from where the river 
flows into Chesapeake Bay, and here to 
erect a manufacturing city. The war 
for independence interfered with his 
plans and he did not live to see boats 
travel from Cumberland to tidewater, 
but the nucleus of a city was formed. 
Lots were sold, a few buildings put up, 
and the village named Matildaville. 
But like some mining towns of our 
western States, little remains today to 




















































ee ee a NE A 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





i i ele 


Copyright by Underwood & Underwood. 


O SPOT near Washington has more of Nature’s charm than Great Falls, 


Virginia. 


The changing color of the rushing waters—now brown, now 


green—and the picturesque wildness of the rocks which form the river bed make 


this an ideal place for picnics. 


mark the scene of erstwhile activity. 
Crumbling cellar walls and the ruins 
of a mill are all that is left of this 
“deserted village.”’ 

The story of the Canal starts with 
the granting in 1748 of a charter to the 
Pawtommack Company by Maryland 
and Virginia. Its object was to make 
the Potomac navigable, the principal ob- 
structions being Little Falls, Great 
Falls, Seneca Creek, and the junction of 
the Shenandoah River. In thus uniting 
the freshwater and tidewater Potomac 
it was necessary to build a canal around 
the Falls, a colossal task in days when 
money and labor were scarce and the 
few American engineers unfamiliar with 
canal locks. The company started with 
a capital of $250,000. Maryland sub- 
scribed fifty shares and Virginia a like 
amount. Virginia afterwards  trans- 
ferred them to Washington, who in turn 
willed them to the city of Washington 
for a National University. 

With occasional help for the enter- 
prise from the State legislatures of Vir- 
ginia and Maryland and encouraged by 
the enthusiasm of its officials, the canal 
was finally built. The main canals 
were six feet deep, 25 feet wide at the 
top and 20 feet at the bottom, accom- 
modating ordinary river boats. The 
locks were 14 by 100 feet, with a lift of 
ten feet. At Great Falls there were five 
locks and a canal one mile long. A 
suspension bridge was built over the 


Falls. ‘Three fourths of a mile down 
the river, the visitor may see the entrance 
to the canal where there is a deep cut 
through the river cliff near the mouth 
of the gorge. Through the Virginia 
bluffs, rising 60 to 70 feet, is a canyon 
blasted from solid rock seven feet deep 
and fifteen feet wide. The lock walls 
are of red sandstone blocks, two feet 
long and a foot thick. Records show 


} 


G LDA eT 


a 


freom the front veranda of Mt. Vernon, where Washington spent many re 

hours, a magnificent view of the Potomac is obtained. 
foliage the river glitters in the sunlight, and we catch a glimpse of sailboats and 
laden freighters on their way to the sea. 





February, 1924 


that 300 boats used the canal the year 
it was opened, with an increase ten years 
later to 1300 vessels, but the revenues 
fell short of paying the cost of main- 
tenance. 

Great Falls, though’ comparatively 
unknown, is well worth seeing both for 
its historic significance and its intrinsic 
natural beauty. Everyone knows of 
Mount Vernon and on coming to Wash- 
ington makes it one of his first objectives, 
It is easily reached by water, land, or 
air. The cool boat ride on the Potomac 
and the peaceful charm of the grounds 
and gardens are a delight in themselves, 
and the mental stimulation from this 
close contact with history is a never-to- 
be-forgotten experience. The fifteen 
miles of charming scenery help prepare 
one for the beauty of this wonderful 
colonial estate with its mansion house 
overlooking the river from its vantage 
point on the Virginia shore. We are 
not disappointed to find people from 
everywhere strolling along the red brick 
walks, in and out of the hedges of box- 
wood, which line the garden paths, up- 
stairs and down in the house itself, for 
is it not a National shrine, the goal of 
all true Americans? 

The mansion house was built in 1743 
by Lawrence Washington, a half-brother 
of George Washington. On his death 
and that of his only daughter, George 
inherited the estate, taking possession of 
it shortly after his marriage in 1759. 
He was called to command the Conti- 
nental Army. Then followed his two 


. 
z i 
HB ne eH 


2 





stful 


Through masses of 











Vol. 13, No.2 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 





























































ear terms as President. On retiring from 
ars public life, Washington lived only a 
ues little over two years among the peaceful 
1in- surroundings of his beautiful home. 
The estate stayed in the hands of the 
vely Washington family until 1855 when it 
for was offered for sale. Through the pa- 
nsic triotic energy of Ann Pamela Cunning- 
of ham, of South Carolina, an association 
ash- was formed—the Mt. Vernon Ladies’ 
ves. Association. In 1860 it acquired the 
or property of Mt. Vernon for $200,000, 
mac and since then it has purchased parts of 
inds the estate that had fallen into other aime ie _Aiti.. 
ves, hands, restored fallen buildings, and 7 i - : 
this brought to the protecting walls of the . j : 3 
r-to- mansion house countless articles once Fi ; All, 
teen owned by Washington or his wife. 
pare Through the excellent management a ae 
rful of the Association the deer park under enancia 
ouse the hill has been restocked, memorial pot 
tage trees have been planted, and the lawns, poe wpe a . — ~_ 
are gardens, and hothouses so well cared for O THE peaceful tomb of George Washington the Nation reverently comes to 
coi that today Mt. Vernon is a constant pay homage. The sealed sarcophagi, containing his remains and those of 
rick source of satisfaction to visiting Ameri- Martha Washington, are viewed through the plain iron gates by everyone visiting 
box- | cans. The spinning house, the covered Mt. Vernon. 
up- passageway to the kitchen, the old well 
_ for lend an indescribable charm. races at Annapolis. And no small part the reins of government he also applied 
il of The stables and the coach house recall of the retinue from Mt. Vernon was the to his own affairs. His estate he di- 
the traditions of those early Virginia pure white coach team groomed to look vided into five farms, each of which had 
1743 days when horses played such a large like satin. His favorite diversion was its own overseer, hands, slave quarters, 
ther part in tilling the soil, journeying across fox-hunting. He rode with ease, and and live stock. Each of these overseers 
leath country, and affording pleasure. Wash- when at home he supervised on horse- reported weekly to the manager, who 
orge | ington maintained extensive stables and back the many details of his estate, which sent Washington a full account of farm ‘ 
n of bred horses for his own and his neigh- had grown to eight thousand acres. happenings. And every Sunday after- 
759. bor’s use. His correspondence shows Few people realize how excellent an noon when absent from Mt. Vernon 
onti- that he was steward of the Alexandria organizer General Washington really Washington went over this correspond 
two Jockey Club and usually attended the was. The skill with which he directed ence and wrote his manager, thus keep 


ing in-close touch with conditions on his 
plantation. 

Mt. Vernon, the home of Washing 
ton, is also his burial place. In 1831, 
the new tomb was finished and the bod) 
of Washington removed to its final rest- 
ing-place. The magnificent memoria! 
wreaths, placed there by men and women 
of national or international fame, are 
of more than passing interest, and the 
old colored attendant often has to sug 
gest to him who tarries that others are 
waiting to see. 

The Potomac, beloved by Washington 
in his lifetime, daily joins in reverence 
to his memory, for all craft pay tribute 
when passing Mt. Vernon. The cere- 
mony is usually simple, consisting merely 





of tolling a bell or lowering the flag, 
but on vessels of the United States Navy 
a more elaborate service is observed—a 





rf bell is tolled, colors are lowered to half- 
restful 


HE WINDOWS from the rear of Mt. Vernon have as pleasing a view as’ mast. a bugle sounds “taps,” the guard 
ses of those from the front, for they overlook the beautiful rose gardens hedged with presents arms, and all on deck stand at 
ts and boxwood, the ivy-covered greenhouses and stables, the sunny fields, and the distant attention and salute as the ship passes 





woodlands. America’s most venerated shrine. 








56 THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 





February, 1924 





The Truth About School Costs 


ERE was real news! A press re- 
lease, hot off the statistical griddle 
of the Census Bureau, had just reached 
the editorial rooms of the Zenith Daily 
News. It showed that school expendi- 
tures in the city of Zenith had increased 
156 per cent in the five years from 1917 
to 1922. Don’t analyze this figure. 
Rush these headlines into type: Flagrant 
Extravagance In School Expenditures 
Revealed. 
The Zen:th Daily News for six years, 


ever since the appointment of the last’ 


superintendent, had been warning the 
city that its school expenditures “threat- 
ened the city with bankruptcy.” For 
reasons best known to itself, it had con- 
sistently attacked the public schools at 
every opportunity. Here was another 
splendid chance. On the authority of 
tre Census Bureau the increase in school 
‘ expenditures in Zenith in five years was 
156 per cent; exceeded by but five of 
the twenty-five cities for which figures 
were given. 

Another “school extravagance’ edi- 
torial would be timely. The school 
board was holding hearings preparatory 
to fixing the budget for the next year. 
The superintendent of schools was pro- 
posing a carefully drawn budget provid- 
ing for an increase in school expenses 
for 1924-25 of approximately ten per 
cent. An attack on school costs at this 
time would probably lead to the rejec- 
tion of the proposed budget and the ap- 
plication of “the knife” to Zenith’s 
school privileges. And that was the 
real objective of this paper. 

The situation described is not unusual. 
Suppose the charges made by the news- 
paper are biased? Suppose that the in- 
crease in school costs in Zenith, as re- 
liably stated by the Census Bureau, are 
justifiable when analyzed? What is the 
best means of meeting the situation? 

The best answer is a clear presenta- 
tion and a proper interpretation of facts 
on school costs during the war period, 
to the school board, to the newspapers, 
and to the public in general. This is 
what was done in Zenith. The follow- 
ing are some of the facts presented. 

Table 1 gives figures pertinent to 
Zenith’s school growth during the last 
ten years, beginning with 1913. While 
city population increased 42 per cent, 
school attendance increased 82 per cent, 


*Prepared for THe JourNnav by the Di- 
vision of Research of the National Education 
Association. 


and school costs 312 per cent. What 
better fodder could any advocate ot re- 
duced school privileges desire ? 

But let us study these figures. Zenith 
grew very rapidly in total population 
from 1913 to 1923. Its school attend- 
ance grew nearly twice as fast. For 
every one hundred children attending in 
1913, 182 were attending in 1923. An 
increase of 82 per cent in school costs 
in 1913 would, therefore, appear justifi- 
able on the basis of increased attendance. 

But the figures of Table I show that 
the largest increases in attendance were 
in the junior and senior high schools and 
in the special groups—all relatively ex- 
pensive to’maintain. The total increase 
in attendance, therefore, is not a true 
measure of the increased burden placed 
upon the schools. For example, in ac- 
cordance with the demands of the Fed- 
erated Women’s Clubs of Zenith, facil- 
ities for crippled children, one of the 
special groups, were rapidly extended be- 
tween 1913 and 1923. Each additional 
crippled child attending, however, rep- 
resented an increased burden of cost 
over twice as great as did an additional 
child in the regular day elementary 
school. ‘These children had to be taught 
in smaller classes. Transportation to 
and from school had to be provided. 
Specially trained teachers had to be ob- 
tained. 

These facts had been pointed out to 
the Federated Women’s Clubs, but their 
attitude had not changed. ‘They rightly 
insisted that society could better afford 
to educate these children and make them 
self-supporting, than to allow them to 


TaBLe 1.—School Costs in Zenith—1913 


become public charges to beg on the 
street. 

In short, society had demanded that 
the schools provide a new and expensive 
public service. But at the same time 
the schools were condemned because this 
valuable service cost money. 

How should the costs of the rapidly 
growing and most expensive school 
groups be evaluated in measuring in- 
creased school attendance? They may 
be equated on the basis of their relative 
cost. In Zenith the yearly costs per 
pupil attending in each of the school di- 
visions, were as follows: 


Elementary Grades I to VI..... $72 1 
Junior High Grades VII to IX.. 108 ly, 
Senior High Grades X to XII.. 144 2 
Special classes (Crippled, deaf, 

blind, and over age)........ 180 2% 


These figures show that it costs one 
and one half times as much to provide 
for a year’s schooling in one of Zenith’s 
well organized junior high schools as in 
its elementary schools. Similarly the 
cost of one year’s schooling in the senior 
high school is twice that of the elemen- 
tary school. ‘The cost of properly edu- 
cating a child in one of the special groups 
is on the average two and one half times 
as great as the cost in the regular el- 
ementary class. “These ratios were used 
in evaluating the increased attendance in 
Zenith between 1913 and 1923 as given 
in Table 2. 

Table 2 shows that Zenith’s increase 
in school attendance between 1913 and 
1923, when each divisien of the school 
system is properly evaluated as to its cost, 
was not 82 per cent, but 113 per cent. 
The additional burden placed upon the 
schools of Zenith represented by in- 
creased attendance was 113 per cent. 
An increase in school costs of this per 





to 1923 











Average daily attendance 


= _____|} —_ Cost of 





City 
population schools 


grades 


schools 
| grades 


a _ si eS 
|Elementary| Junior high| Senior high) Special 


I to VI VII to XI 





1 | 2 Peg 4 


public 
schools schools 
grades from all 

Xto XII | grades 


5 6 7 8 


groups 








280,331 | 
308.420 


24,242 | 
37 ,330 | 


1913 
1923 


5,561 | 
13'614 


31,830 
57,941 


$1,553,308 
6,401, 132 


1,801 226 
4,922 | 2,075 





— 





Increase 
1913 to 
1923 





118,089 | 13,088 


Per cent in- 
crease 
1913 to 

1923 














8,053 





3,121 | 


| 1,849 


26,111 | $4,847,924 
| 





173.3 | 818.1 




























(ee Se TM a SRT ERR 








27 &: 


2Y2 
ne 


ide 


_ in 
the 
ior 
en- 
du- 
ups 
mes 
el- 
ised | 
e in 
ven 


























Vol. 13, No.2 


cent was therefore justified on this basis 
alone. 

During the period 1913 to 1923 the 
value of the dollar lost in purchasing 
power. ‘lhe loss of the ability of the 
dollar to purchase those human services 
and materials necessary for the conduct 
of a public-school system are indicated 
by the index numbers that are available 
from a number of reliable sources. For 
example, in 1923 it took, according to 
the United States Department of Labor, 
$172 to purchase what $100 purchased 
in 1913. ‘This index of the cost of liv- 
ing, that is, the cost of those things 
needed for the maintenance of a family, 
is indicative of the purchasing power of 
the dollar when applied to the largest 
item of school expense, the teacher’s 
salary. 

In buying building materials $100 in 
1913 purchased as much as $181 in 
1923. Industrial concerns were paying 
approximately $212 in 1923 for the 
same amount of labor that cost $100 in 
1913. School Boards had to do the 
same in constructing school buildings, in 
grading school sites, and in employing 
janitors. 

In short, the dollars expended by the 
public schools in 1923 were not 1913 
dollars. ‘The expenditure of a dollar in 
1923 by a school board represented a 
much smaller levy against the Nation’s 
supply of human services and materials— 
namely, teachers’ services, building ma- 
terials, labor, fuel, and the other things 
necessary for school maintenance—than 
it did in 1913. 

Using the conservative figure repre- 
sented by the cost of living index, Zenith 
was justified in spending $173 in 1923 
for every $100 expended for its schools 
in 1913: Or stated differently, one 
factor alone, the depreciation of the 
dollar between 1913 and 1923, justified 


THE JOURNAL OF THE NATIONAL EpucaTion ASsocIATION 


school costs: 


Sources of Information 


The following are sources of information valuable in presenting facts on 


Research Bulletin of the National Education Association, 1201 Sixteenth 





dealing with City School Costs. 








living for individual cities. 









Labor. 


Street Northwest, Washington, D. C. See especially the recent number 
25c. a copy. 


Changes in Cost of Living. Press releases regularly issued by the De- 
| partment of Labor, Washington, D. C., giving index of change in the cost of | 
Last issue dated October 22, 1923. 


Wholesale Prices of Commodities, issued monthly by Department of 


Wages, Hours, and Employment in American Manufacturing Industries, 





























1914 to 1923. 





since beginning of war. 


Issued by National Industrial Conference Board, 10 East 
Thirty-ninth Street, New York City. 


Measuring the Current Expenditures of the Cleveland Schools, 1911 to 





$2. 154 pages. Gives wage trends 








1922, L. C. Bain, August, 1923. 
















enrolment. 


distribution. 
| §chools. 


School Expenditures 1917-1922. 
merce, Census Bureau. 








Unusually good presentation of facts on 
city school expenditures as affected by purchasing power of the dollar and 
The method of evaluating enrolment in the accompanying 
article follows the method uSed in this study. 
Partially reproduced in School Topics, Cleveland Public 


Press releases of Departnent of Com- | 
Show percentage increase in current school ex- 
penses and capital outlays between 1917 and 1922. 





Not available for general 

















an increase in school costs stated in dol- 
lars of 73 per cent. 
School costs in Zenith in 1913 were 


$1,533,308. Attendance properly eval- 
uated, increased 113 per cent between 
1913 and 1923. Therefore an increase 
in school costs of 113 per cent was justi- 
fied during these ten years, bringing this 
figure up to $3,265,946. Each of the 
dollars of this sum however represented 


-a depreciated purchasing power. In 


order to give this sum the same purchas- 
ing power in 1923 that it had in 1913, 






































School 
division 


Increase in 
attendance 
1913 to 1923 








Increase in atten- 





Ratio of dance 1913 to 1923 
cost per evaluated on 
pupil basis of cost 




















3 4 




























Eas, seraeitacl 
Elementary 13,088 1 13 ,088 
Junior high 8,053 13 12,079 
Senior high 3,121 2 6,242 
Special classes 1,849 23 4,622 
Total 26,111 36,031 
Per cent 82.0 113.2 
























it was necessary to increase it by 73 per 
cent, or to $5,650,087. 

The actual cost of the schools in 1923 
in Zenith, $6,401,132, was thirteen per 
cent greater than thissum. This is very 
different from the 312 per cent increase 
given in table I, or the 156 per cent in- 
crease for five years given for Zenith in 
the press release of the Census Bureau. 

This thirteen per cent increase repre- 
sents the real gain in the school’s ability 
to improve its own efficiency in Zenith, 
during this ten-year period. All but 
thirteen of the 312 per cent increase in 
Zenith’s school costs between 1913 and 
1923 are fictitious insofar as they en- 
abled the School Board to provide a 
more efficient school system. Increased 
attendance and the depreciated dollar 
swallowed all but thirteen per cent of the 
“extravagant increases” dwelt upon by 
the Zenith Daily News. 

What had the public schools in Zenith 
done in these ten years with this thirteen 
per cent increase? Ten accomplish- 
ments were reported. Five of them 
follow: 


1. The schools greatly increased their 
holding power. In 1913 but twenty-three per 
cent of the total schoo] enrolment was above 
the sixth grade. In 1923 thirty-three per 
cent of the enrolment was above the sixth 














58 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 





February, 1924 





grade. A moving picture show that draws 
and holds a large attendance is a success, no 
matter what the price of admission. Any 
institution that draws and holds a large au- 
dience is considered a success. Does this 
also apply to the public school? 

2. The average score of Zenith’s school 
buildings on the Strayer-Engelhardt score 
card in 1913 was 692, meaning that many 
buildings were unsafe and unsanitary. In 
1923 the average score was 803—substantial 
progress toward the desirable score of be- 
tween 900 and 1000. Is the safety and 
health of Zenith’s children worth anything? 

3. The salaries of teachers in Zenith were 
below the average of cities of compa- 
rable size in 1913. They were slightly above 
the average in 1923. Is it worth anything 
to Zenith to have its fair share of the Na- 
tion’s best teachers? 

4. There was an increase of eleven per 
cent in the play space per child in Zenith’s 
school grounds between 1913 and 1923. 
These grounds are now open, under super- 
vision, until sundown. Is it worth anything 
to Zenith to have adequate play space pro- 
vided for its children? 

5. Special classes were organized for 2000 
crippled, blind, deaf, and over-age children. 
Is it good management to relieve the reg- 
ular classes of the burden of instructing 
these handicapped children? Is it a good 
investment to make these children self-sup- 
porting, good citizens, rather than allowing 
them to become community charges? 

Was the budget recommended by the 
superintendent adopted by the Zenith 
board of education? It was adopted 
with but two amendments. Amounts 
in addition to those recommended were 
approved by the board for additional 
special classes and for new playground 
space. And the citizens of Zenith ap- 
proved the action as a good investment. 
Zenith’s experience can be duplicated in 
any city if the people are given the 
facts—clearly stated and honestly in- 
terpreted. 

In many cities school boards today, 
due to increased attendance and the de- 
preciated dollar, are in a less ad- 
vantageous economic position than they 
were ten years ago. They have less 
ability in the open market to command 
those human services and materials nec- 
essary to the provision of any unit of 
school service than they had before the 
war. And yet in some of these same 
cities school leaders have allowed the 
people to be led into the belief that the 
schools are indulging in riotous spend- 
ing. This should not be. 

The misrepresentations by the enemies 
of public education—the calumnies 
against the public schools of those whose 
selfish interests are threatened by the ex- 
tension of school privileges—would ap- 
pear in their true light if educational 
workers made one of their first duties the 


presentation of the facts on school costs. 


The American people believe in their 
schools. They will continue in that be- 
lief if they know the facts. Educational 


Housing the 


HERE is no excuse for unprepared- 

ness either in war or peace. What 
a menace to democracy when schools 
are not ready for the incoming army of 
boys and girls! We prate of an equal 
chance for all, and at the same time 
withhold proper schooling from the Na- 
tion’s children. When school opened 
last fall, there was a scarcity of over 
345,000 seats in 300 of our largest towns 
and cities. A small per cent of cities 
reported that new school buildings were 
then under construction, but in most 
cases the extra room gained from these 
new buildings will be needed for the 
midyear increase in enrolment, an in- 
crease almost as great as in September. 
Recent letters from different localities 
to the editor of THE JoURNAL show the 
present situation. They speak for them- 
selves. 

Birmingham, Alabama, has 5800 pu- 
pils on a forced part-time schedule and 
482 teachers with classes too large for 
efficiency. 

Oakland, California, has 337 portables 
housing 13,293 pupils. Superintendent 
Hunter adds “While we have: been able 
by very strenuous efforts to maintain 
our salary schedule in the Oakland public 
schools and also to have seats for all 
children for full-day sessions except in 
the kindergartens, it has been at the ex- 
pense of our physical plant. It will re- 
quire half a million dollars to put it in 
good condition and a bond issue of seven 
and a half million dollars to eliminate 
the portables and temporary buildings.”’ 

Denver, Colorado, has had a growth 
of 1500 pupils per year for the last five 
years. Five thousand pupils in the ele- 
mentary schools are housed in basements, 
in portable buildings, and in other inade- 
quate buildings. Needed additional pu- 
pil capacity may be put at 18,000. The 
new structures for which a school bond 
issue was recently made will provide ac- 
commodations for about 14,000. 

Increased accommodations are needed 
yearly in Washington, D. C., for some 
800 pupils in the grades and 750 pupils 
in the high schools. 

More than 4000 children are on part- 
time in Atlanta, Georgia. Superintend- 
ent Sutton writes that though the city 
has recently completed 18 magnificent 


leadership has no more important duty 
today than the wide dissemination of the 
facts on school costs. 


School Army 


buildings, they are crowded and need 
more space and better financial support 
for schools. 

Chicago has 22,562 pupils on a forced 
part-time schedule and more than 27,000 
pupils in buildings that are being used 
in excess of their capacity. 

Superintendent Young, of Worcester, 
Massachusetts, writes: “There are 
nearly 6000 children now on a four-hour 
school plan. We believe that this is the 
peak of the congestion because of accom- 
modations which will be ready for use in 
September, 1924. The building program 
has been adopted by the School Com- 
mittee and is now awaiting action by the 
city government. 

St. Paul, Minnesota, has 4411 pupils 
in old buildings and rented quarters and 
more than 1500 in portable buildings. 
According to Superintendent Hartwell, 
there are still 1000 pupils on half-day 
sessions and 8500 pupils in classes of 
more than 40 pupils. 

All the Newark, New Jersey, senior 
high schools—four in all—are on double 
shifts, the enrolment far exceeding the 
proper accommodations. Dr. Corson, 
superintendent of the Newark schools, 
reports that the increase this year is 469 
over that of last year and that probably 
two full shifts will be necessary in each 
building. “The city owns a site, but no 
appropriation has been made for a new 
building.” 

Paterson, New Jersey, has sixteen 
classes containing 590 pupils on _part- 
time sessions in its elementary schools. 





Two high schools are using one building. 
Plans have been made to remedy all of 
these conditions. 

On June 1, 1922, 
85,000 pupils in part-time classes in New 
York City; nearly 74,000 in four-hour 
double session classes; and more than 
117,000 in five-hour double 
classes. If the buildings 
and high—now being erected are ready 
for occupancy. by January 1, 1924, and 
allowing for 30,000 increased enrolment 
in the elementary schools and 16,000 in 
high schools, the number in all part-time 
will be re- 


there were over 


session 





elementary 


and double-session classes 

duced about 75 per cent. 
Nearly 2000 children are on half-time 

in Buffalo, New York. Over 330 tem- 













































of 


or 
yle 


he 


1s, 
+69 
bly 
ach 

no 
ew 


een 
art- 
ols. 
ing. 
| of 


ver 
New 
our 
‘han 
sion 
tary 
eady 
and 
nent 
0 in 
time 

re- 


-time 
tem- 





Vol. 13, No.2 





THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 59 





porary rooms are now in use. ‘The city 
has made plans to relieve this situation. 

In Cleveland, Ohio, there are 2100 
children on shift, going from classroom 
to classroom and 7000 on half-day ses- 
sions, according to Mr. Connor, the di- 
rector of the Division of Reference and 
Research. Last June about 13,000 boys 
and girls were in sub-standard classrooms 
of all kinds. 

Dayton, Ohio, has five buildings with 
250 pupils on half-time and 137 classes 
held in other than regular classrooms. 
Another indication of overcrowded con- 
ditions is that 98 elementary school 
classes have an enrolment of more than 
45. Superintendent Stetson says, “Our 
experience has been that we can not 
build new buildings fast enough to keep 
up with the growth of the city.” Mr. 
Stetson adds, “The great problem before 
the people interested in education today 
is the problem of financing our public 
schools. ‘This financial situation means 
that we must ask those interested in edu- 
cation to study this great problem seri- 
ously. I do not believe that it is real 
economy to lower teachers’ salaries or to 
do anything which will, in any way, 
lessen the efficiency of the instruction 
which the teachers are able to give. 
There are four ways, however, which 
suggest themselves among others, as to 
possible ways by which certain economies 
may be effected—(1) in school-building 
construction, (2) in the supervisory and 
administrative organization, (3) through 
the reorganization of the various courses 
of study, and (4) through reorganizing 
the teaching load in the high school. 





= 


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 A membership. Both 
7 be definitely understood by all mem- 
ers. 


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. 














Some plan must be outlined whereby 
adequate financial support through tax- 
ation may be assured the public school.” 

Another Ohio city, Toledo, reports 
854 pupils on half-day sessions. Nine 
tenths of this number will be taken care 
of by the schools now under construction. 
Youngstown, Ohio, has 1200 pupils on 
half-day sessions, and 2000 pupils are in 
portable buildings. At the fall election 
a levy will give about $800,000 a year 
for building purposes in the next four 
years. 

“Approximately 2000 of the Provi- 
dence, Rhode Island, pupils are on part- 
time schedule on account of the lack of 
schoolrooms. About 2500 are crowded 
into the buildings beyond their normal 
capacity.” 

Superintendent Rhodes, of San An- 
tonio, Texas, writes that the housing 
facilities of the San Antonio public 
schools have been badly congested with 
7500 pupils on part-time last year, but 
as a partial relief, the city voted a two- 
million bond issue to improve elementary 
schools and build junior schools. 

Richmond, Virginia, has 2500 chil- 
dren on part-time. ‘Three years ago it 
had three times as many, the reduction 
coming about through a bond issue of 
$1,500,000 for new buildings. 

Seattle, Washington, is using 32 port- 
ables in the high schools and 115 port- 
ables in the elementary schools in order 
“to avoid double sessions, which we seri- 
ously object to from an educational 
standpoint.”” Superintendent Cole adds, 
“The high-school growth in this city is 
astonishing, as 23 per cent of all the 
students enrolled in the regular public 
schools are in the high schools. It is a 
serious matter’ for us to erect buildings 
rapidly enough to take care of the sec- 
ondary schools. Roosevelt High School 
was completed in 1922, and Garfield 
High School in September, 1923. These 
buildings combined afford accommoda- 
tions for 3000 students, and by the close 
of this year both will be filled to their 
capacity. Additional high-school or in- 
termediate school accommodations will 
be sorely needed by September, 1925.” 

“Milwaukee finds itself woefully be- 
behind on its building program,” writes 
Superintendent Potter. “At the present 
time we have 5900 chidren above the kin- 
dergarten on half-time; 2500 children 
are housed in barracks, and another 700 
children in basement rooms and assembly 

halls. Classrooms are crowded far be- 
yond their most efficient capacity. The 
Board has set a maximum of 45 pupils 
per teacher, but many teachers have more 





than that. There are approximately 
forty rooms at the present time with an 
enrolment as large as fifty.” 


Radio Talks in 


Education 


ADIO is fast sweeping into the 
life of the Nation as an educa- 
tional force. The transition from play- 
thing to tool is now rapidly taking place. 
The new tool will modify the possibil- 
ities of non-school and adult education 
many fold. How shall the schools pre- 
pare for these new opportunities? The 
development of print brought with it 
rapidly widening opportunities for richer 
mental life for the average man and 
woman. Films have added vividness 
and reality. Radio audiences will 
eventually be as many times larger than 
newspaper and film audiences as the 
latter are larger than the audiences of 
the ancient town crier. 

The National Education Associaton 
has arranged for a series of radio talks 
on education from Station WRC, Radio 
Corporation of America, Washington, 
D.C. For the present these will occur 
on Monday evenings at 6:15 o'clock, 
eastern standard time. THE JouRNAL 
wishes to list the subjects of these and 
other educational radio talks and col- 
lege courses in this column. Readers 
are invited to report to the Editor, 
Journal of the National Education As- 
sociation, 1201 Sixteenth Street North- 
west, Washington, D. C., such talks and 
courses. Talks noted thus far are: 


American Education Week addresses, John 
H. Beveridge, Superintendent of Schools, 
Omaha, WOAW, Omaha, Nebraska, 
November 18-24. 


Watching the margin in education, S. ‘D. 
Shankland, Secretary of the Department 
of Superintendence, WRC, Washington, 
D. C., December 22. 


Does education pay, John K. Norton, Di- 
rector of the Division of Research, Na- 
tional Education, WRC, Washington, 
D. C., December 29. 


Education in patriotism, Mrs. Frances O. 


Abbott, lecturer, WRC, Washington, D. C. 
January 7. 


Brooklyn Daily Eagle Weekly Digest of 
current affairs, H. V. Kaltenborn, asso- 
ciate editor of the Brooklyn Daily Eagle, 
WEAF, New York City, each Tuesday 
evening at 8:30, eastern standard time. 


Extension courses are broadcasted from the 
State College of Washington, at Pullman, 
Washington, using its own station, KFAE, 
which recently celebrated its first anni- 


versary. 













The Journal of the 
National Education Association 


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


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


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

The payment of $5.00 instead of $2.00 entitles an active mem- 
ber. in addition to thé privileges of the $2.00 membership, to 
receive the complete bound volume of Proceedings, all 
committee reports, and other regular publications of the 
Association. 

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

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

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

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


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


Editor-in-Chief, William C. Bagley 
Publication Staff 
Harold A. Allan 


Business Manager 


Joy Elmer Morgan 


Managing Editor 


EXECUTIVE AND EDITORIAL OFFICES: 
1201 Sixteenth Street N. W., Washington, D. C. 








Teaching Joy in Work 


ITHOUT a wholesome respect 

tor all kinds of work democracy 

must perish. Society may be able to 
carry a few idlers and parasites who do 
not earn their keep. It may be able to 
survive for a time with a considerable 
number of unwilling and half-hearted 
workers, but democracy cannot be at its 
best until men and women everywhere 
recognize their just obligation to con- 
tribute to society services in return for 
what society does for them. ‘This ideal 
cannot be too often emphasized in the 
schools. In our efforts to shield chil- 
dren from too much labor we must not 
make them soft and selfish in their atti- 
tude toward labor—its necessity, its dig- 
nity, its opportunity for service and joy. 
Some work carries its own satisfac- 
tions—elements of beauty and variety, 
problems that challenge initiative and 
originality, stimulating surroundings, or 
desire for the finished product which is 
immediately in sight. Other work is 
sordid or at best monotonous. The com- 
ing of the automatic machine has greatly 
multiplied tasks that are surrounded by 
monotony. But the automatic machine 
just because it is automatic maintains its 
rate of production. It is one wheel in a 
great machine and must move with the 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


rest. This mere mechanical keeping up 
with the procession is satisfying to cer- 
tain types of minds. 

The greatest losses from lack of joy 
come where men and women are work- 
ing alone or in small groups. Here a 
wrong attitude toward work means in- 
efficiency, loafing on the job, and other 
practices that are little less than thiev- 
ery. And the laborer is robbing himself 
because he is diminishing the supply of 
services that would be available if every- 
one worked fairly and honestly. Such 
failure to be faithful in work robs the 
worker in another way. It breeds dis- 
satisfaction and rots character. Give 
everyone a task in which he can find joy 
either in the work itself or in the con- 
sciousness of service and most of the 
evils of our time would be gone. There 
rests with every teacher and parent the 
obligation to build into the lives of chil- 
dren the attitudes that make for social 
well-being. Joy in work is one of the 
most important of these attitudes. 


Pledge to the Flag 
IXTY-EIGHT National organi- 


zations at a recent conference on the 
Flag adopted the widely used Pledge of 
Allegiance in a slightly modified form. 
As revised the pledge will be used gen- 
erally in the public schools and on all 
patriotic occasions. It is the practice in 
many schools to use Washington’s birth- 
day as an occasion for instructing pupils 
in the meaning of the pledge and of the 
flag as a symbol of the great Republic. 
The revised pledge follows: 

“T pledge allegiance to the Flag of the 
United States and to the Republic for 
which it stands, one Nation, indivisible, 
with Liberty and Justice for all.” 


INANCING the schools is one of 
the gigantic problems before Ameri- 
The American people 
They are able to 


can education. 
want good schools. 
pay the price. They are willing, but a 
system of taxation fashioned for a differ- 
ent set of conditions makes the task 
dificult and even impossible in many 
localities. Relief may be found in larger 
funds from the States and the Nation 
combined with a wiser distribution of 
the tax burden. 


EACHER TRAINING in service 
is one of the surest means of profes- 
sional advancement. It should include 
studies that broaden the outlook and 
vitalize living as well as courses that bear 
directly on the work of the schoolroom. 








February, 1924 


HE POLITICIAN who wants the 

votes of women may as well be told 
at the outset that the women of America 
are more and more making the adequate 
support of the schools their major issue. 
And theirs will not be the stay-at-home 
vote when the interests of the schools are 
at stake. 


HOSE who would reduce taxes by 

reducing school support base their 
hope of success on present political and 
economic conditions. While the public 
may be easily stampeded we can hardly 
think the excitement over tax reduction 
will be such as to cause citizens to lose 
sight of school needs. 


DUCATION cost 1.36 per cent of 

our total National income in 1910. 

It cost 1.48 per cent in 1920. Our 

schools were inadequate then. They are 

inadequate now. Let educational work- 

ers unite to demand an equal opportunity 

and a fair start in life for every Ameri- 
can boy and girl. 


EFORE there can be fine teaching 
there must be fine living. Every 
teacher should be enabled to live a sim- 
ple, well-rounded, contented life—rich 
in the abiding satisfactions, secure eco- 
nomically, broad in its community con- 
tacts, well-poised, and consecrated. “The 
influence of such a teacher in the life of 
a single child is immeasurable. 


OCTOR DORA ZOLLINGER, 

of Switzerland, been 
studying education in America, reports 
that history textbooks in Switzerland are 
being rewritten to place larger emphasis 
on non-military contributions to the na- 
Modern 


social, and political life are rich in hero- 


who _ has 


tion’s success. industrial, 


ism, generalship, and high achievement. 


CHOOLS exist to create right basic 
tastes. Io what extent are they 
teaching children to demand better news- 
papers? ‘The impressions that flow into 
the mind are the raw material of think- 
ing. High thinking does not come from 
minds flooded with the deadly and the 
sensational. 


OCIOLOGISTS are agreed that, 

barring the possible devastation of 
another general war, the masses of the 
people will have increasing leisure. 
How can this leisure be turned into in- 
dividual and racial improvement? Here 
is a problem for study by teachers. 





















































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Vol. 13, No.2 


I 





1012 —« oe 


FRESH FROM THE CLASSROOM 





ROM every section of the country 

have come scores of letters in re- 
sponse to the appeal sent out through 
the columns of THE JouRNAL calling 
upon classroom teachers to state the 
difficulties that are preventing them 
from rendering one hundred per cent 
service. Mrs. Bradford, chairman of 
the Committee of One Hundred on 
Classroom Teaching Problems, is highly 
gratified with the generous response and 
wishes to urge teachers who have not 
responded to do so at once. Many of 
the letters that have been received state 
frankly and sincerely some of the short- 
comings of the present-day school sys- 
tems. Where does the fault lie? What 
can be done to remedy the situation ? 
The following excerpts have been se- 
lected from the many excellent letters 
received : 


HOW much longer must we try to pour into 
one mold all children of one grade without 
regard as to whether they are of superior, 
average, or inferior intelligence? How 
much longer must we labor under conditions 
which force the bright child to form lazy 
habits and the dull child to become embit- 
tered and discouraged by work which is be- 
yond him? To keep the note of success and 
achievement ever ringing in the child’s heart 
and mind is a greater aim by far than mere 
class achievement. How often in dreams 
I've wandered to that imaginary schoolroom 
which radiates culture and refinement, where 
the teacher might gather the children about 
her as would a mother and open their eyes 
to greater appreciation of the world about 
them and study their reactions and attitudes 
and bring to them such a world of culture 
that life on any lower scale than the highest 
type of citizenship would become distasteful. 
A school where the child will be able to 
have real and vital experiences under sym- 
pathetic guidance—this is the hope of the 
future!—A. A. A. 


OUR public schools are overlooking the in- 
dividuality of children. Splendid children 
are going into the school mills every year, 
and after being drawn through the huge 
melting-pot, come out apparently a machine- 
made article, easily duplicated. They have 
not the fine healthy mind and nerves, with 
which they entered. Their desires for the 
finer things have become feeble and aimless 


because they are mentally exhausted.— 
K. T. W. 


I AM glad to see THe JourNnaL becoming 
more human—getting closer to the teacher’s 


problems. Keep up the good work and help . 


us to get some of the many things needed— 
special schools for special children, sym- 








+ 


pathetic assistance instead of autocratic su- 
pervision, and the launching of a live cam- 
paign for the abolition of those “drives” that 
sap the vitality of teachers and children. 
Help us to find time for the real work of 
teaching for which there is such erying need. 
I know I voice the hope of many teachers 
when I say let us work together for less 
drives, less confusion—imore time for the 
really big things of childhood.—H. T. W. 


JUST as men used to plan the kitchen and 
equip it with all sorts of “inconveniences” 
for the housewife, so architects, unfamiliar 
with classroom problems, are building school- 
houses without consulting the teachers. The 
practice of sending a questionnaire to all 
teachers asking for suggestions as to class- 
room arrangement, and for criticisms on the 
building they are occupying, would do much 
to overcome the present difficulty —M. P. O. 


AN increasing number of grade teachers 
here would very humbly suggest the rating 
of principals and supervisors by teachers for 
the help of superintendents of schools in 
larger cities. If such marking of teachers 
is desirable and helpful, why would not the 
opinion of from three to twenty experienced 
and efficient workers, from whose ranks the 
principals have usually been taken, be help- 
ful to the superintendent of schools in rank- 
ing principals? If when additional work is 
added to our daiiy routine provision were 
made for dropping some other work, that 
too would be a step forward. A _ unit of 
salary the same for high and grade schools 
with equal ability, preparation, and experi- 
ence is greatly and earnestly hoped for. A 
tenure of office bill, wisely safeguarded, is 
another hope that looms large in the teach- 
er’s dreams. Provision for retirement, after 


-years of faithful service, more or less uni- 


versally applied is another vision. Ex- 
change of teachers from one city or State to 
another should be increased.—M. F. W. 


SO TO instruct that the child’s school life 
will. be so happy and satisfying, that he will 
almost unconsciously become an_ honest, 
broad-minded citizen, desirous of rendering 
service to the world, is the great service of 
the teacher. I have not reached this goal! 
No doubt my own limitations are re- 
sponsible in part. We are too much bound 
by our courses of study and give too little 
time to the establishing of a close relation- 
ship with the child. Teachers and parents 
must work together to train the child for 
life; criticism on either side must be con- 
structive, not destructive. Each teacher must 
recognize the value of subjects other than 
her own, and of the various school activities. 
Keep ever in mind the happiness and wel- 
fare of the child that the community, the 
Nation, shall receive in him a fair, friendly 
citizen!—R. R. I. 


W HAT can be done for the boys and girls 
who simply do not fit into our scheme of 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 61 





things? I am speaking of the normal boys 
and girls, those who are physically and 
mentally straight. Some teachers will say 
that a normal child will adjust himself to 
the conditions in school. But I have found 
some who would not. Shall we continue to 
let them drift, as so many have done in the 
past, until they are old enough to leave 
school? Is the trouble with the teacher? or 
the curriculum? or perhaps the home?— 


es a 


THERE are several reasons why a teache! 
is unable to give one hundred per cent serv- 
ice. First, an overcrowded curriculum; sec- 
ond, lack of a spirit of codperation between 
pupils, teachers, and parents, and last but 
not least the fact that a teacher does not 
usually remain in the same school longer 
than two years. A teacher must spend much 
time and money in obtaining a certificate to 
teach. Then she goes into the schoolroom 
and must work four or five years at a low 
salary to try to save what she has expended 
on her education. If I had been teaching 
merely for the monthly wage I earned, | 
would not have continued in the profession 
even as long as I have. I agree with Miss 
Elwell that there are no bad boys nor bad 
girls, they are mere'y misunderstood or mis 
guided.—T. T. N. 


FAULTY, inadequate supervision is worse 
t.an no supervision at all. A _ supervisor 
possessing a deep knowledge of his work 
together with the proper methods, a keen 
sense of justice, a capability of understand- 
ing the conditions under which the teacher 
works, a sense of humor, a blameless, ir- 
reproachable character, ability quickly to 
detect imperfections and faults of a teacher 
and then firmly, kindly and tactfully to sug- 
gest improvement—this is the supervisor that 
will be a real help to the teacher and the 
means of uplifting the high standards of 
the school.—V. S. W. 


ONE of the things that keeps me from ren- 
dering one hundred per cent service is the 
crowded condition of our schools. There 
are so many subjects in our curriculum that 
have to be crowded into the daily program 
that there seems to be no time left to help 
the backward children. Again, each su- 
pervisor expects so much in his special line 
of work, that not sufficient time is left for 
the essential subjects. Instead of giving a 
model lesson as an inspiration for future 
work, supervisors ask to see what you have 
been doing.—M. T. W. 


[ HAVE been teaching for over twenty-five 
years. In the early days of my teaching | 
had no feeling of union or brotherhood with 
other educators in other parts of our coun- 
try. THE JOURNAL and the conventions of 
the National Education Association have 
changed all this for me. Now we are all 
members of a great family, all interested in 
one another, each anxious to know the 
opinions of the other and to profit by his 
experiences, and each rejoicing in the suc- 
cess of the other. I have been able to keep 
up with new ideas in educational work and 
to share the thoughts of men and women 
who are the leaders. No part of our coun- 
try seems remote or isolated now, but each 
community and each school seem a part of 
the great whole.—B. F. M. 


; 
iy 
A 
14 






—— ~neen 
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Does American Education 


THE JouRNAL OF THE NaTIONAL EpuCATION ASSOCIATION 





Week Pay? 


HEN American Education Week 

was added to the school calendar 
doubtless many a teacher and principal, 
already burdened with a preponderance 
of “weeks and days,” thought to him- 
self “one more interruption.” A survey 
of the observance of the week through- 
out every State in the Union for the 
year 1923 reveals, however, that the set- 
ting aside of a week for the purpose of 
arousing and consolidating the sentiment 
of the American people toward their 
greatest investment and their greatest 
responsibility has met its most enthusi- 
astic response from those who deal di- 
rectly with the child. The new promi- 
nence which has been given education as 
a result of Education Week has focused 
public attention on the place the profes- 
sion holds in the life of the Nation and 
this has had a favorable reaction on the 
teaching force itself. 

Education Week has been celebrated 
for four years, but with its annual re- 
currence preparations for it have become 
more systematic and effective. This 
year in many States a State-wide pro- 
gram was carried out and many of the 
cities had their own plans, all of which 
were based on the National program. 
Special bulletins calling upon adminis- 
trators and teachers to join whole- 
heartedly in the observance were issued 
by State and local departments of edu- 
cation. The President’s Proclamation 
was printed in full or in part by prac- 
tically every newspaper in the country 
and was given much prominence in other 
publications. ‘The press responded with 
special educational editions, editorials, 
and information in their columns based 
largely upon the facts sent out by the 
United States Bureau of Education and 
the National Education Association. In 
the mining town of Tarentum, Penn- 
sylvania, the daily paper was given over 
to high-school English classes for one 
day. 

More than a million sermons and ad- 
dresses were delivered on the subject of 
education during the week. Clubs of 
all kinds, particularly noonday luncheon 
clubs, Rotary, Kiwanis, Lions, and oth- 
ers were active in the campaign. In 
most places the American Legion as- 
sumed the leadership in furnishing speak- 


* Prepared for THE JourNAL by the Divi- 
sion of Elementary School Service. 


ers for luncheons, dinners, and civic meet- 
ings. A feature of the week’s observ- 
ance this year was the active support 
given to the movement by the motion- 
picture theatres of the country. 

In the three months passed since its 
observance, November 18-24, there has 
been time for sober reflection on the per- 
manent results from the intensified cam- 
paign for better schools in which 
churches, clubs, newspapers, theatres, 
libraries, and other organizations par- 
ticipated. Through this campaign of 
publicity many facts and figures con- 
cerning the schools were brought to 
light, which often startled the most opti- 
mistic. Many communities are not al- 
lowing these to drop into oblivion, but 
are using them as a background for a 
permanent school program for improved 
school conditions both locally and na- 
tionally. 

Perhaps the most far-reaching benefit 
and one that will have an immeasurable 
influence on American life will come 
from the cordial invitation extended to 
the parents to see the “school in action.” 
On school-and-teacher day doors were 
thrown wide open and tens of thou- 
sands—yes, hundreds of thousands—of 
parents saw the actual working of a 
modern school. ‘Thousands of foreign- 
born parents caught their first glimpse 
of an American schoolroom. In many 
places evening sessions were held and 
supper was served, so that the parents 
might come directly from the office or 
factory. In Anne Arundle County, 
Annapolis, Maryland, the superintend- 
ent and supervisors used the school 
busses to carry the patrons and citizens 
of the county to the schools. Parents 
and teachers were no longer strangers. 
Surely this interpretation of the school 
to the home and the home to the school 
will bring about an understanding that 
will be reflected in the life of the com- 
ing generations. 

A feature of the week, and one that 
in the future will play an increasingly 
important role in stimulating the public 
to a more vital interest in the schools, 
was the radio. Through this wonder- 
ful medium people in the _ remotest 
hamlets, those in far-away rural and 
mountain districts, and those in the 
larger centers of population received 
alike the challenge to rally to the sup- 





February, 1924 






port of popular education. With this 
powerful agency added to those which 
have already demonstrated their effec- 
tiveness in leading the American people 
to reflect systematically upon the right 
of every child to a liberal education, the 
permanency of American Education 
Week seems assured. 

Through the President’s Proclama- 
tion, followed closely by similar appeals 
from the chief State officers and from the 
mayors of many cities, the whole Nation 
was led to dwell for a time at least upon 
the advantages of education. The ring- 
ing sentences in many of these proclama- 
tions should appeal to every American. 

“Despotism finds its chief support in 
ignorance. Knowledge and freedom go 
hand in hand.”—Calvin Coolidge. 

“In any field of thought or activity a 
man’s judgment is only as good as his 
information.” — William D. Denny, 
Delaware. 

‘Education is the foundation of prog- 
ress. Without it man is hampered by 
ignorance and superstition; with it he 
can press forward to boundless achieve- 
ment.” —Percival P. Baxter, Maine. 

“The most important function of the 
schools is not merely to teach facts and 
develop mentality, but to arouse and in- 
spire the great vital forces of youth to 
thrift and industry; to lofty endeavor; 
and to service and sacrifice for God, 
country, and humanity.’”—Arthur M. 
Hyde, Missouri. 

“There is need for more reflection 
upon the fact that the perpetuity of our 
most cherished institutions depends upon 
the universal education of our youth.”— 
A. V. Donahey, Ohio. 

Another contributing factor to the 
success of the week was the intelligent 
use made of the educational pageant 
tracing the progress of education from 
the earliest times down to the present. 
Chief among those given were The 
Light, The Torch, The Enchanted 
Year, and America, the Land of Visions. 
What child would not have a clearer 
conception of the part that education has 
played and continues to play in the life 
of all nations and a finer appreciation of 
present-day opportunities after seeing 
one of these ? 

The underlying purpose of all adver- 
tising is to make people want the com- 
modity advertised. That this is the mo- 
tive of the advertising campaign during 
American Education Week is admitted 
by the three organizations sponsoring it. 
If then it has served to popularize edu- 
cation with the American people, does it 
not pay in untold dividends? 













































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Vol 13, No. 2 











ee ie 


ENROLMENT aad AFFILIATION 








HE following associations are in addition 
to the affiliations which have been re- 
ported in previous issues of THE JOURNAL: 


Cincinnati, Onto, Elementary School Principals 
Club of Cincinnati, Edith A. Hill, Secretary. 
PEKIN, IiL., Pekin Teachers Club, Mildred Marrs, 

Secretary. 


HE following schools have completed 

their reports for one hundred per cent 
membership enro’ment in the National Edu- 
cation Association for 1923-24, since the list 
was published in the January JouRNAL. 
The lists are grouped according to the num- 
ber of years the schools have maintained 
complete enrolment in the Association. 


Four Years 


CLEvELAND, Oun10, Gordon Sckool, Edith C. Peters, 
Principal. 

Mesa, Ariz., Mesa Public Schools, H. E. Hendrix, 
Superintendent; Franklin Junior High School, 
O. P. Greer, Principal; Irving School, Mabel 
Morris, Principal; Lincoln School, Daisy Aston, 
Principal; Mesa Union High Sckool, H. E. 
Hendrix, Principal; Washington School, Helen 
Vance, Principal; Webster School, Olive Huber, 
Principal. 


Three Years 


Cueney, Wasu., State Normal Sckool, N. D. 
Showalter, President. 

CHEYENNE, Wyo., Johnson School, Lavina A. Cole, 
Principal. 

Cuimuicotue, Mo., Chillicothe City Schools, James 
R. Kerr, Superintendent; Central School, Herschell 
Thomas, Principal; First Ward School, Lora 
Hudson, Principal; Fourth Ward School, Mrs. 
A. C. Jones, Principal; Garrison School, A. C. 
Lane, Principal; High School, E. R. Adams, Prin- 
cipal; Highview School, Vernie Diehl, Principal; 
Second Ward Sckool, Ruth Linville, Principal. 

GLoversviILLE, N. Y., Oak Street School, Katharine 
A. La Rouette, Principal. 

Lewiston, Me., Dingley Normal Training School, 
Adelaide V. Finch, Principal. 

LincoLtn, Nesr., Saratoga School, L-na Jane Mer- 
rill, Principal. 

MAKAWELI, Kauat, Hawan, Makaweli Sciool, Car- 
rie A. Thompson, Principal. 

Omana, Nesr., Comenius School, Lula B. Mathews, 
Principal; Park School, Mary A. Fitch, Principal. 

Quincy, ILL., Washington School, Edith E. Hall, 
Principal. 

San Jose, Cair., Washington Sckool, Nell O’Brien, 
Principal. 

Tucson, Ariz., Dunbar School, Cicero Semmons, 
Principal; Drachman School, Julia C. Keen, Prin- 
cipal; Miles School, Mrs. A. B. Lineweaver, 
Principal; Roosevelt School, Salome Townsend, 
Principal. “ 

Westsprook, Me., Forest Street School, J. A. Tut- 
tle, Principal. 


Two Years 


Beverty, Mass., Charles S. Brown School, Evelyn 
A. Greenlaw, Principal. 

GraNp Rapips, Micu., Walker School, Ada A. 
Fuller, Principal; West Leonard School, Mrs. Let- 
tie A. Marsh, Principal. 

Tucson, Ariz., Davis School, Grace Hudlow, Princi- 
pal; Holladay School, Winnie Wheeler, Principal; 
Mansfield School, R. H. Robison, Principal; 
Menlo Park School; Mission View School, Eliz- 
abeth Angle, Principal; Roskruge Sckool, O. W. 
Patterson, Principal; University Heights School, 
Lurena Merriman, Principal. 


Currert Year 


Apams, Mass., Maple Grove Sckool, Hannah Bail- 
don, Principal. 

Americus, Ga., McKay Hill School, A. S. Staley, 
Principal. 

ANN Arsor, Micu., Bach School, Emily Maischke, 
Principal; Eberback School, Lottie Seath, Princi- 
pal; Jones School, Wendell Vreeland, Principal; 
Mack School, Emma _ Weitbrecht, Principal; 
Perry School, Carrie L. Dicken, Principal. 

Arvapa, Co1o., Arvada City Schools, George H. 
Wheatley, Superintendent; Grade School, Mrs. 
Mabel Wilson, Principal; High School, George 
H. Wheatley, Principal. 














+ 


AUBURN, NEBR., Antioch Ward School, P. W. Lamb, 
Principal. 

Bispek, Ariz., Bisbee High School, H. D. Buffing- 
ton, Principal; Lincoln School, Francis Chamber- 
lin, Principal. 

ge acs Whittier Sckool, Belle Eagleson, Prin- 
cipal. 

BrapForD, PA., Bradford Public Schools, J. F. But- 
frworth, Superintendent; Fifth Ward School, 
Elizabeth Dana, Principal; Fourth Ward School, 
Mrs. Adelaide Christie, Principal; High School, 
George E. Schilling, Principal; Second Ward 
School, Emma Boyle, Principal; Sixth Ward 
Sctool, A. Ulshafer, Principal; Third Ward 
School, Beatrice Chapman, Principal. 

Brivceton, N. J., Gouldtown School, Edwina 
Steward, Principal; Hopewell Towns.ip Schools, 
J. J. Unger, County Superintendent. 

Britton, OKLA., Britton City Schools, J. Carl Con- 
nor, Superintendent; Britton Grade School, Edna 
Larson, Principal; Britton High School, W. H. 
Taylor, Principal. 

BrookPiELD, ILu., Brookfield School. 

BROOKLINE, Mass., J. D. Runkle School, Edith E. 
Wricht, Principal. 

CAMPBELL, Catir., Campbell Union Grammar 
Sc'ool, Ernest J. Cuthbertson, Principal. 

Canon City, Coro., Alcott Annex School, Mrs. 
Willie McLeskey, Principal; Alcott School, Kate 
Cromley, Principal; Harrison School, Mrs. Myr- 
tle Abbott, Principal; Jefferson School, Cynthia 
McGowan, Principal; Junior High School, J. H. 
Thomasson, Principal; Lincoln School, P. E. 
Smithson, Principal; McKinley School, Harper 
Johnson, Principal; Washington School, G. T. 
Steinsultz, Principal. 

CHEYENNE, Wyo., Central School, Lulu McCormick, 
Principal. 

CoLcHESTER, CONN., Bacon Academy, Arthur E. 
Gregory, Principal. 

Cotorapo Sprincs, Coro., Bristol School, Katharine 
Courtney, Principal; Lincoln School, R. M. Grin- 
dle, Principal; Washington School, Nellie A. 
Remick, Principal. 

CotumBus, Onto, Leonard Avenue School, Grace C. 
Phelps, Principal. 

CoNEMAUGH, Pa., Conemaugh Public Schools, J. M. 
Uhler, Superintendent. 

De_MontT, S. Dak., Delmont City Schools, J. O. 
Davis, Superintendent; Grade School, Lulu 
Berchfield, Principal; High School, Florence Bid- 
well, Principal. 

Divininc Creek, N. J., Fairton School, Edward 
Campbell, Principal. 

Downers Grove, IL_., Downers Grove City Schools, 
Ernest Iler, Superintendent; High School, Ernest 
Iler, Principal; North Side School, Agatha Swect, 
Principal; South Side School, Maude Whiffen, 
Principal. 

East Hartrorp, Conn., South Grammar School Dis- 
trict, Alice F. Baker, Principal. 

Eveece, Kauai, Hawau, Eleele Public School, H. H. 
Brodie, Principal. 

E.woop, INnp., Linwood Building, Carrie House, 
Principal. 

ERIE, ‘io. McKinley School, Mary O’Connor, Prin- 
cipal. 

EuceNe, Orec., Condon School, Margaret Halvor- 
sen, Principal. 

Farrpury, IxLi., Edison School, Nelle Carrithers, 
Principal; Fairbury Township High School, E. W. 
Powers, Principal; Jsaac Walton School, Ruth 
Bradshaw, Principal. 

Gatena, Mb., Galena High and Elementary Sckool, 
Lelia N. Ware, Principal. 

GoruaM, Me., State Normal School, W. E. Russell, 
Principal. 

Granp Rapips, Micu., Jefferson School, Clara E. 
Skinner, Principal; Madison Sckool, Lucy M. 
Bettes, Principal. 

GREELEY, Co1o., Greeley City Schools, G. E. 
Brown, Superintendent. 

GreYBULL, Wyo., Greybull City Schools, C. M. 
Negus, Superintendent. 

HaAckKENSACK, N. J., School Number Four, Olga L. 
Buck, Principal. 

Hakatau, Hawau, Hakalau School. 

HaMAKUAPOKO, Maui, Hawan, Hamakuapoko-Maui 
School, Mrs. Louise V. Boyum, Principal. 

HAMMOND, INp., Columbia School, Kate Hamilton 
Principal; Edison School, Eva H. West, Princi- 
pal; David Gibson School, Mrs. Nan Mostellar, 
Principal; Hessville Sckool, O. . Hayward, 
Principal; High School, A. L. Spohn, Principal; 
Irving Schcol, H. F. Cortright, Principal; Ken- 
wood Sckool, Jennie Mabbs, Principal; Lafayette 
School, Rena Ames, Principal; Maywood Sckool, 
Mrs. Susie Shaffer, Principal; Riverside School, 
De Etta Curry, Principal; Wallace Sckool, Blanche 
Nixon, Principal; Washington School, Nina Pettit, 
Principal; West Park School, Ethel M. Dunn, 
Principal; Woodrow Wilson School, J. J. Owen, 
Principal. 


THE JOURNAL OF THE NATIONAL EpucaTion AssociATiON 63 





HANNIBAL, Mo., Central Junior High School, A. B 
Goodrich, Principal; Eugene Field School, Nor- 
well Romjue, Principal. 

Hittsporo, N. Dak., Hillsboro City Schools, V. E. 
Esson, Superintendent; Hillsboro High School, 
B. N. Meland, Principal. 

Hiro, Hawan, Kaumana School, E. C. Houston, 
Principal; Waiakea-kai School, Rebecca Bohen- 
berg, Principal; Waiakea-uka School, Joseph Car- 
vacho, Principal; Waiakea-waena School, Mrs. 
Guido Geacometti, Principal. 

Hovomu, Hawau, Hounomu School, Louise Van 
Wagner, Principal. 

INDIANAPOLIS, IND., School Number 31, Grace M 
Black, Principal. 

KaKAHA, Kauai, Hawau, Kakaha School, Clyde C 
Conwill, Principal. 

Katamazoo, Micn., Western State Normal College, 
D. B. Waldo, President. 

KEARNEY, Nesr., Kearney City Schools, O. A. Wir- 
sig, Superintendent; Alcott School, Julia Ellis, 
Principal; Bryant School, Beatta Bauer, Principal; 
Emerson School, Julia Hall, Principal; Haw- 
thorne School, Ruby Erickson, Principal; High 
School, C. §. Hobson, Principal; Junior High 
School, Katherine Major, Principal: Kenwood 
School, Elma Milam, Principal; Whittier Sckool, 
Leona Kuhn, Principal. 

Kearny, N. J., Nathan Hale School, Edith M. 
Leadley, Principal. 

Lamar, Co.o., Lamar City Schools, E. J. Knight, 
Superintendent; Central School, Mrs. Minnie Ut- 
ter, Principal; Lamar Junior High School, Jac- 
queline Monahan, Principal; Lamar Union High 
Sciool, A. Boyd, Principal; Lincoln School, Lena 
Cooper, Principal; Pioneer School, Ethel Rupp, 
Principal. 

Lone Beacn, Cauir., Horace Mann School, S. F. 
Howland, Principal; Washington Junior High 
School, H. H. McCutchan, Principal. 

Los ANceLes, Cauir., Second Street School, Wil- 
liam B. Frackelton, Principal. 

Marietta, Ono, Harmar School; Washington Sckool. 
Marinette, Wis., Park School, Margaret Erdman, 
Principal. 

Mayrietp, Utan, Mayfield School, J. M. Wood- 
house, Principal. 

Maywoop, Iit., Irvirg School, C. C. Bristor, Prin- 
cipal; Lincoln Sci.ool, Florence M. Woodbury, 
Principal. 

MINNEAPOLIS, MINN., Dowling School, Mrs. Julia 
L. McGrew, Principal. 

Minot, N. Dak., Central School, Eva Martin, Prin- 
cipal; Lincoln School, Mary Norton, Principal; 
Roosevelt School, Glynn Sinclair, Principal; Sun- 
nyside School, Grace Kennard, Principal. 

Montrose, Coro., School District Number One, 
William Melcher, Superintendent. 

Mount Cremens, Micu., Mount Clemens City 
Schools, L. W. Fast, Superintendent; Clemens 
School, Marguerite L. Evans, Principal; Dickin- 
son School, Lilian E. Broome, Principal; A. 7. 
Dona!dson School, Loa Green, Principal; Grant 
School, Lucile Stevens, Principal; High School, 
R. W. Ward, Principal; Lincoln School, Mrs. 
Anna Hicks, Principal; Wilson School, Rachel W 
McVea, Principal. 

Mount VERNON, N. Y., School of Industrial Arts, 
Hugh H. Stewart, Principal. 

Mount View, Hawan, Mount View School, Mrs 
Gladys Weatherbee, Principal. 

MUNHALL, Pa., Elementary School, Charles R. 
Stone, Principal. 

Murray, Utan, Arlington School, E. E. Boggess, 
Principal; Bonnyview School, Mae G. Scott, Prin- 
cipal. 

New Or.eans, La., A. H. Wilson School, J. B. 
Soares, Principal. ° 

OBERLIN, Onto, Oberlin City Sckools, Howard L. 
Rawdon, Superintendent; High School, W. Z. 
Morrison, Principal; Pleasant Street School, Crilla 
B. Thomas, Principal; Prospect Street School, 
Mrs. Bernice W. Andrus, Principal. 

Ocitia, Ga., Ocilla Public Schools, A. M. Stephens, 
Superintendent; High School, E. V. Whelchel, 
Principal. 

OKLAHOMA City, Oxta., Edgemere School, Mrs. 
Dora C. Frye, Principal. 

OKMULGEE, OK1A., Okmulgee High School, Paul N 
Campbell, Principal. 

OoxaLa, Hawan, Ookala School, Mrs. Cora Sabin, 
Principal. 

PaAwHuSKA, OKLA., Century School, Charles T. Hoy, 
Principal. 

PEKIN, ILL., Pekin City Sckools, C. B. Smith, Su- 
perintendent; Douglas School, Mina Fair, Princi- 
pal; Franklin Sci/ool, Agnes Bross, Principal; 
Garfield School, Bertha Evans, Principal; Jeffer- 
son School, Julia Higgins, Principal; Lincoln 
School, Anna C. Kumpf, Principal; McKinley 
School, Frank Isenburg, Principal; Pekin Com- 
munity High School, R. V. Lindsey,. Principal ; 
Pekin Junior High School, O. C. Echols, Princi- 
pal; Roosevelt School, Nina Teach, Principal. 

PHILADELPHIA, Pa., Ellwood School, Rebecca W. 
Riegner, Principal; Nebinger School, Margaret C. 
Kane, Principal. 

PittspuRGH, Pa., Friendship School, Mary Z. An- 
derson, Principal; Knoxville Union H’gh School, 
C. B. Critchfield, Principal; Morningside School, 
Katherine C. Kernan, Principal. 


The rest of this list will appear in the 
March Number 


4 
< 
‘ 












64 THE JOURNAL OF THE NATIONAL EpuUcATION ASSOCIATION 





Professional Ethics for Educators 


T WOULD no doubt be futile to at- 

tempt an estimate of the age of the 
teaching profession, for even if we should 
utterly ignore the incidental training 
of the home in prehistoric times we 
still have a great accumulation of years 
in the pages of history to the credit of 
the teacher. It is perhaps not assum- 
ing too much to say that ever since 
teaching as such began some kind of 
teaching ethics existed. “The Sophists, 
we recall, did not conform to the ethics 
which their contemporaries thought 
proper and essential. One item in this 
code which the Sophists appear to have 
violated and. for which they were se- 
verely criticized was accepting fees for 
their services. How times have changed! 
It is inconceivable, from the very nature 
of the profession itself, that teaching 
service could have been carried on for 
any length of time without the formula- 
tion—subtle and unorganized it may 
be—of certain ethical principles which 
belong peculiarly to the business of in- 
struction. Our own observation, like- 
wise, supplies us with many instances of 
the control of conduct on the part of 
teachers according to customs which are 
recognized as being, to say the least, 
professional courtesies. It is safe to say 
that the large majority of teachers in 
our country today act under a very high 
code of professional ethics, even though 
it be in large measure a personal code. 

A survey of kindred fields along other 
professional lines shows us that a well- 
defined and codified system of ethics is 
a part of the training given to initiates 
in those fields. Medical students are 
instructed before receiving their degree 
in the principles of medical ethics, some 
features of which go back to Hippoc- 
rates himself. Law also has its code of 
ethics sanctioned in this country by the 
American Bar Association and adopted 
by thirty or more States. Violation of 
the code of ethics by a member of these 
profesions spells ostracism by one’s col- 
leagues. The following additional pro- 
fessional bodies have codes of profes- 
sional ethics in most cases adopted by the 
national body of the respective organiza- 
tions: National Association of Credit 
Men, National Dental Association, 
American Pharmaceutical Association, 
American Society of Mechanical Engi- 
neers, American Society of Civil Engi- 








*Written for THe Journat by Florence 
M. Teagarden, University of Pittsburgh, 


Pittsburgh, Pennsylvania. 


neers, American Institute of Electrical 
Engineers, American Institute of Archi- 
tects, Newspapers of Kansas, Missouri 
Press Association, American Business 
Publishers, and perhaps others not here 
noted. In addition to these definitely 
codified principles, we rejoice to note 
such movements as the Associated Ad- 
vertising Clubs of the World, which 
have formed a Vigilance Committee 
whose business it is to enforce the policy 
of the organization for “truthful presen- 
tation of business facts.in advertising.” 
Another praiseworthy index of popular 
high standards of business is seen in the 
stupendous work undertaken by the 
Rotarians of “creating a code of ethics 
in every craft and business group 
throughout the country.” 

An account of these modern efforts 
for ethical practices and for the formula- 
tion of ethical codes is given in the An- 
nals of the American Academy of Po- 
litical and Social Science, volume 101. 
The whole volume is given over to a 
study of this matter. The committee 
whose work is presented in the volume 
consisted of twenty-one members, all 
men of national repute, three of whom 
represented the teaching profession. 
The arrangement of the contents of the 
volume, however, gives quite a blow to 
the erstwhile rising hopes of those in- 
terested in the matter of educational 
ethics. Part II, for example, is devoted 
to ethical codes for lawyers; Part III 
to the: medical profession; Part IV to 
engineers; Part V to architects; Part 
VII to journalists; Part VIII to ac- 
countants; Part 1X to ethics in business. 
Note that Part VI is devoted to ethical 
standards for teachers, librarians, min- 
isters, and social workers, and even so is 
not much longer than some of the sec- 
tions devoted to a single profession. It 
is also embarrassingly conspicuous that so 
far at least as the headings show ours is 
the only profession in the group reported 
in the Annals that concerns itself with 
an article on “(academic) freedom” and 
“tenure.” For some reason the other 
professions have not felt it necessary to 
take up these matters. It could not be, 
of course, that there is any causal con- 
nection between our abbreviated code of 
ethics and the necessity to defend 
“freedom” and “tenure”’! 

While we can conscientiously defend 
before the world the morality and the 
ethics of the members of our profession, 
yet within the bosom of the professional 






























February, 1924 


family there are some facts which can 
not be ignored but which can be rem- 
edied. The writer a short time ago 
became interested in professional ethics 
for teachers, and with this thought in 
mind made a survey of books represent- 
ing fields where one might reasonably 
expect to find mention of the matter if 
there were anything to be said. Ac- 
cordingly, books on the philosophy of 
education, principles of education, his- 
tory of education, and ethics, were can- 
vassed by means of tables of contents and 
indices (where given). Every possible 
title under which the subject might be 
treated was run down if it appeared at 
all, but with what pitiful results: Con- 
trary to what one might suppose, the 
topic, “The meaning of education’’ has 
apparently nothing to do with educators’ 
ethics. Perhaps one might not be pre- 
sumptuous in thinking he could find help 
in “Changing Conceptions of Educa- 
tion,” but evidently, conceptions had not 
changed enough at the time of the ap- 
pearance of the book to include our sub- 
ject. It was thought that School and 
Society might give some assistance, but 
no. Well, then one might certainly 
hope for something from Schools of To- 
morrow but apparently we shall have to 
wait longer than tomorrow for the 
desired end. Educational Reform looks 
as though it were going to give us light 
but the phantom turns out to be nothing 
but “tenure.” ‘The Educational Ideal,” 
likewise, does not include what we 
should like to think is at least one phase 
of the ideal—namely, professional 
ethics. And so it went not only 
through books on philosophy and prin- 
ciples of education but likewise through 
history of education, even through those 
texts giving chapters and sometimes 
volumes to “modern times” or “‘present- 
day tendencies” but without a reference 
to our subject. In all over 14,000 pages 
were examined in this way by means of 
tables of contents and indices without 
finding a s‘ngle reference to the topic. 
Likewise a search through more than 
3000 pages of works on ethics in the 
same way failed to yield anything but 
negative results. Of course it must be 
noted in this connection that some of 
the books cited may have within their 
covers a mention of the subject but if 
they do it is not listed so that one un- 
familiar with them could find it. 

Now it must not be understood that 
nothing has ever been written on this 
matter, as the bibliography appended 
will indicate, but it is true that there 
has been altogether too little written and 














is- 
an- 
ind 
ble 
be 
at 
on- 
the 
has 
ors’ 
pre- 
1elp 
uca- 
not 
ap- 
sub- 
and 
but 
inly 
To- 
re to 
the 
ooks 
light 
hing 
eal,” 
we 
yhase 
ional 
only 
prin- 
ough 
those 
times 
esent- 
rence 
pages 
ins of 
ithout 
topic. 
than 
in the 
g but 
ust be 
me of 
. their 
but if 


ne un- 


yd that 
yn this 
pended 
t there 
ren and 









Vol. 13, No.2 


that a layman who wanted to know if 
there were such a thing as a code of 
ethics for teachers would have a hard 
time finding out. Incidentally it may 
not be amiss to remark that the writer 
while surveying this field chanced to ask 
a fellow teacher from another State if 
his State had adopted a code of ethics. 
Surprise was registered on the gentle- 
man’s face as he said “A code of ethics? 
Written out? I never heard of one,” 
and yet as the writer discovered later 
the State in question had adopted a code 
some seven or eight years ago! One can 
find in Bagley’s Classroom Management 
an excellent chapter on The Ethics of 
Schoolcraft, but here we see also the 
dearth of material with which the au- 
thor had to work since this chapter, the 
one on “ethics,” is the only one without 
a bibliography. Monroe’s Cyclopedia 
of Education gives an excellent article 
on the subject written by Dr. Suzzallo 
and gives a code which the author says 
is “gradually acquiring a wide if not a 
general acceptance among American 
teachers.” Although not presenting 
codes several works contain exactly the 
meat that should be included in a well- 
ordered code, as for example, Dewey’s 
My Pedagogical Creed and Thorndike’s 
Education. McVannel in his Outlines 
of a Course in Philosophy of Education 
hints at the need for a code of ethics but 
goes no further. He mentions three 
“problems of the philosophy of educa- 
tion, the last of which is “to formulate 
educational ethics.”’ 

Educators all over the country are 
beginning to be conscious of the need of 
a code of ethics and current educational 
literature is giving us quite a wealth of 
material on the subject and several val- 
uable articles are cited at the end of this 
paper. A. L. Threlkeld, superintend- 
ent of schools of Chillicothe, Missouri, 
says, ““We should adopt a code of ethics 
which would so connect itself with our 
system of certification and revocation of 
certificates that teachers who are guilty 
of breaking the code would be expelled 
from the profession. If we were to 
draw up a high ethical code and put the 
necessary teeth into it, I believe that 
with the teachers working for it through 
local, State, and National organizations 
the legislatures would not hesitate to sup- 
port it with necessary laws. How much 
better it would be for us school teach- 
ers to push this than to have the lead 
come from others!” Is Threlkeld not 
right and would it not be much better 
for the teachers of the Nation to formu- 
late ethics on their own initiative than 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 5 


ga a anna 


to wait until the suggestion comes from 
an outside agency? It is a commend- 
able thing, indeed, for the Rotarians of 
the country to influence businesses and 
crafts to adopt codes of ethics, but if we 
belong to a profession, as we have stoutly 
maintained for many years, we will 
formulate our own code and we will do 






































Ethics for Teachers 


National League of Teachers’ 
Associations 





E BELIEVE that one who 

aspires to be a leader of youth | 
should have, first of all, character | 
—that subtle and indefinable quality | 
which is finer than the finest deeds; | 
greater than the greatest facts, 
which includes, but transcends, 
honor—a nice sense of what is 
right, just, and true, with a course 
of life corresponding thereto; 


Vision—a supreme faith in the 
ultimate triumph of the ideal good; 


Patience — which means _ the 
ability and the willingness to wait, 
and may also mean kindliness to 
evil-doers, and bearing with the 
weaknesses of others; 


|  Justice—recognizing in our fel- 
| low-man another self—seeing both 
cides of every question; 


Benevolence—that which helps 
another to help himself—not in- 
dulgence; 


That energy and enthusiasm 
which can be satisfied only by see- 
ing ambition realized; 


Service—“The power to give the 
world more than I take.” 


And with these a broad educa- 
tion, both liberal and professional, 
as a prepaartion for one’s life work, 
so that he may do it conscien- 
tiously and with pleasure because 
he can do it well. 


“And it came to pass that after 
awhile the artist was forgotten— 
but the work lived.” - 














it as a National body. On the very face 
of things is it not an anomaly that teach- 
ing, being one of the two professions, 
the ministry being the other, that con- 
ceives it to be one of their highest obli- 
gations to inculcate ethical principles in 
the present generation is not quite sure 
of its own ethical prnciples? 

The writer has at hand at present 
copies of eighteen codes drawn up by 
various States, cities, and clubs and has 
knowledge of several others. The fol- 
lowing list gives the States that have of- 
ficially adopted codes arranged in order 
as to date of adoption if current in- 
formation be correct: Alabama, North 





05 


Dakota, Virginia, New New 
Hampshire, Oregon, Massachusetts, 
Mississippi, Pennsylvania, New York, 
lowa, and Michigan. Rhode Island in 
effect has a State code inasmuch as the 
Barnard Club representing the men edu- 
cators of the State and the Rhode Island 
Association of Women Teachers have 
both adopted a code prepared by the 
Barnard Club. Michigan and Massa- 
chusetts are both working on revisions 
of their codes at the present time. Cal- 
ifornia has a committee working on a 
professional code and hopes to have 
complete reports ready within a short 
time. In addition to the work done by 
States there have been several other 
codes prepared. The Cincinnati Teach- 
ers’ Association adopted a code in 1922. 
The Teachers’ Forum of the Teachers’ 
Association of Malden, Massachusetts. 
as well as the Levana Club, of Wor- 
cester, Massachusetts, both had codes, 
but these are no doubt superseded now 
by the code adopted by the State. A 
code was also prepared at one time by 
graduate students in education at the 
University of Utah. The principles of 
a code suggested by Suzzallo have al- 
ready been mentioned. ‘The Monon- 
gahela Teachers’ Round Table, of West 
Virginia, prepared a code some eight or 
ten years ago, but since it never became 
a part of the creed of the teachers of 
that section, it is considered by them to 
be non-existent. There is also an ac- 
count of a code prepared by the Illinois 
town and city superintendents. The 
code prepared by a committee of school- 
men under the auspices of the University 
of Pennsylvania has been superseded by 
the code adopted by the State. 

One thing may not be apparent to 
those who read the above account of the 
codes which are in existence—namely, 
that these codes literally have to be run 
down and it is altogether possible that 
there are others which have still escaped 
the attention of the writer. To be able 
to present the meager list given above 
has required considerable search through 
magazine articles, periodical indices, and 
the like, and a small volume of cor- 
respondence with State associations, Na- 
tional headquarters in Washington, 
D. C., and others. In the words of 
one of the staff in the office of the Na- 
tional Education Association to whom 
the writer mentioned this fact, “We 
need not only that codes be written, but 
that a system of machinery be set up to 
place them in the hands of every initiate 
in the profession.” 


Jersey, 




























































66 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 


A perusal of the available codes re- 
veals several interesting and significant 
facts. Inasmuch as the wording of 
whole paragraphs from different State 
codes is identical it is evident either that 
one State is willing in large measure to 
abide by the same rules of conduct that 
another State has worked out and found 
useful or else that the States have found 
a common model from which they are 
both willing to copy. This is a signif- 
icant and favorable sign, for it indicates 
that there is considerable unanimity of 
opinion as to what should be included in 
a code. 

On the other hand, there are apparent 
in some codes evidences of purely local 
conditions which to one outside the 
particular vicinity in question would 
seem should be omitted from a code 
which is to be considered professional. 
For example, one code at hand consist- 
ing of nineteen articles devotes its first 
article to the following: No teacher 
should lend his or her name in any way 
whatsoever in a situation which has 
arisen from attack upon a teacher for 
personal or political reasons.” Surely 
as teaching conditions are at large 
throughout the country such matters do 
not deserve first place in a code of ethics. 
Again, while boards of education are 
not always what the best educators 
would wish yet circumstances hardly 
seem to justify the inclusion in a code 
of ethics of such a philippic as “Teachers 
should recognize school boards as em- 
ployers and superiors, but also as fair- 
minded gentlemen and co-workers in 
education; unless proved otherwise.” 
While all conscientious educators depre- 
cate the apparent faithlessness of some 
in the matter of contracts yet when we 
consider the general qualifications, 
responsibilities, and ideals of professional 
teachers it hardly seems appropriate to 
devote three out of thirteen articles to 
the matter of contracts, as is done in one 
code. Again, there are in some codes 
such details of conduct and behavior for 
teachers as to imply that the teaching 
body is far inferior to what most of us 
believe it to be. Some such items might 
well be omitted, since it is belittling to 
the profession to include them. It has, 
however, been wisest to begin with local 
conditions and with such apparently 
necessary detail and with differing codes 
for different units in order to furnish a 
beginning of thinking. Have we not, 
however, now reached a point where 
more mature thinking is incumbent 
upon us? Are we not already arrived 
at the place where big issues can best 








be taken care of by a national code and 
where smaller and more local issues will 
be taken care of through the “courtesies 
pertaining to the profession” ? 

An attempt was made by means of a 
chart to compare the several items in the 
individual codes. The results given 
here do not claim mathematical exact- 
ness. Wherever the evident intention 
of differently worded items was the 
same they were listed as being identical. 
The designations under which they ap- 
pear here will identify them by this ap- 
parent common thought. The figures 
are based on the eighteen codes at hand. 
The percentage given indicates the per- 
centage of codes in which a given item 
appears : 


Contract obligations__-----~--_- 78 per cent 
Relations to superiors____-~---- 78 per cent 
Affiliation with educational or- 

ganizations and movements_-_- 61 per cent 
Duties in community_-_--------- 61 per cent 
Criticism of associates, or of 

teachers by supervisors___---- 50 per cent 
Appointment on merit only__-_- 50 per cent 
Applying for only those posi- 

tions known to be vacant_-_--- 50 per cent 
Relations to parents____-_---_--- 50 per cent 
Democratic plan in school or- 

I Here 50 per cent 
Study of education____--------- 44 per cent 


Duty to notify superintendent of 
employed teacher before offer- 


ing” a pbeeee. 44 per cent 
Relations with publishing houses 

and commercial firms__------ 44 per cent 
Indiscriminate use of recommen- 

a ey a 39 per cent 
Underbidding or injuring rival 

Gp ee sere 39 per cent 
Compensation ____ ___ ________ 28 per cent 
General conduct and behavior___ 28 per cent 


These figures are on those items only 
which are included in one fourth or 
more of the codes at hand. Strange as 
it may seem there is no one phase of pro- 
fessional conduct that has been included 
in 100 per cent of these codes. It seems 
hard to explain certain other matters, 
too, as for example, how almost 40 per 
cent of these codes account for omitting 
an item on affiliation with educational 
organizations and how likewise another 
39 per cent could omit such a matter as 
participation in affairs of the community. 
Other anomalies are that less than 25 
per cent of these codes indicate by spatial 
arrangement that the teacher’s first duty 
is to the pupils. If it is true that “the 
purpose of the school is instruction’’ it 
would seem as if this relationship should 
be given considerable and conspicuous 
attention. One code, giving ‘four 
phases of the teacher’s ethical duty in 
order of contact,” puts “relation to 
parents and pupils” third; “relations to 
his fellows and the profession’’ first ; and 
“the proper attitude toward his officials 
and superiors in the school organization”’ 





February, 1924 








second. The last named of these four 
relationships is “to the school board and 
the public.” It would seem in the light 
of the best principles of educational pro- 
cedure today that in this arrangement 
the cart were put before the horse. 

On the other hand, some excellent 
items are suggested by a small percent- 
age of the codes under consideration. 
It may be that the spirit of these ideas 
could be included in a national code 
without detailed mention, but at any 
rate, it would certainly be wise for any 
group formulating a code of ethics to 
keep in mind such items as the following, 
which are included in but few of the 
codes at present: 

Duty of notifying all other districts in 
which an application has been placed as 
soon as the applicant has been elected in 
one of them. 

Appointment of a Commission on Pro- 
fessional Ethics, whose duty it would be to 
study new problems of ethics as they arise; 
to conduct investigations in regard to vio- 
lation of the code, etc. 

Duty of giving proper notice to a teacher 
who is not to be re-employed. 

That it is unprofessional for a teacher to 
accept remuneration for tutoring a member 
of his own class. 

Provision for adequate preparation for 
members of the profession before taking up 
the work of the profession. 

Standardized nomenclature on such terms 
as superintendent, principal, supervisor, 
staff, faculty, and professor. 

Courtesies common to this and other pro- 
fessions. 

Duty to deprecate using the profession as 
a “stepping-stone.” 

Other duties in regard to the profession. 

Obligation of answering all letters which 
enclose postage. 

No doubt there are other topics which 
we can not afford to omit in implication 
at least if not in exact statement. 

‘The work of the profession on the 
matter of ethics will not be complete 
either until adequate means are taken for 
actually training all initiates in the prin- 
ciples of professional ethics. Such mat- 
ters ought to be required of candidates 
as definitely as other matters now in- 
cluded in teachers’ examinations, many 
of which are of much less importance. 
Training schools, normal schools, and 
teachers’ colleges certainly should make 
it a part of their business to educate in 
these matters as well as in other phases 
of the principles, history, and philosophy 
of education. 

A national code of ethics—Can we not 
say now that we are ready for the 
formulation and adoption of a national 
code of ethics? Because (a) We are 
already far behind the other professions 
in this matter and probably will never 
be recognized by them as belonging to a 
profession until we can compete with 














ber 


ro- 
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nich 


lich 
Hon 


the 
lete 
for 
rin- 
nat- 
jates 
in- 
any 
ince. 
and 
nake 
re in 
hases 
ophy 


e not 

the 
ional 
> are 
ssions 
never 
r to a 
with 





Vol. 13, No.2 





them on equal terms on this point. (0) 
After all these years of teachers’ organi- 
zations throughout the States and cities, 
many places have not yet adopted a code 
of their own and it might be years be- 
fore they would of their own accord, 
while, on the other hand, they would 
undoubtedly be perfectly willing to sub- 
scribe to a national code if one were 
presented to them. (c) Will it not be 
better to undertake this matter for our- 
selves than to wait until we are obliged 
to do so at the instance of other bodies 
or professions? (d) In view of the dif- 
ferent existing codes is it not highly 
unreasonable that a matter which is un- 
ethical for a teacher in one State or city 
is perfectly ethical in another either be- 
cause he lives under a different code of 
ethics or else because he lives under none 
at all? (e) Since the rough places have 
already been gone over by local units, is 
it not time that we pool the benefits of 
these first attempts and devise a larger 
and more professional code? (f) Since 
among those groups which have already 
adopted codes there is as much unanim- 
ity of opinion as there is in regard to 
content, is there any real difficulty in 
the way of undertaking such a task? 

Plea for proper publicity—In the 
event of the adoption of a national code 
of ethics, it is clear, is it not, that con- 
siderable publicity should be given to 
the code for the benefit not only of the 
laity but also for the enlightenment of 
our own members. Until such a time 
as a national code is adopted can not 
some steps be taken to give publicity to 
the already existing codes? 

Plea for training in _ professional 
ethics—It would seem that all those 
who have to do with the training of 
prospective teachers in matters, at least, 
of theoretical professional training; or 
with the admission of new members into 
the profession; or with the uninformed 
members already in the profession, should 
make it a point of honor to give proper 
attention to instruction in or examina- 
tion of knowledge of professional ethics. 

Plea for a commission on professional 
ethics—Assuming that a national code 
of ethics has been adopted, our duty will 
not be done in this regard until we have 
appointed a national commission of pro- 
fessional ethics and perhaps subsidiary 
commissions to represent smaller units, 
such as State organizations, throughout 
the country. The commissions can at- 
tend to such matters as necessary re- 
visions of the code as conditions may 
change, proper enactment of the code, 
and investigation of cases of violation. 





THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


Building the Curriculum’ 


The Factors Involved 


HE first step in curriculum con- 

struction is to discover the child's 
capacity for education, to understand 
what we have to start with, namely, the 
child himself, and then to visualize what 
we want him to become, in order that 
he may go out to serve life in terms of 
his own best self. The school no longer 
measures a child’s worth merely by his 
capacity to achieve results in a prescribed 
course of study independently of his 
other powers. The modern educator 
realizes that it is the whole child that 
comes to school, that not merely minds, 
but bodies, emotions, attitudes, and un- 
folding ideals, all surge into the class- 
room to be developed and synthesized 
into an abundant life. 

In other words, we are to measure 
or estimate a child’s physical, social, and 
moral worth as well as his mental worth. 
As we take these measurements, the 
variation in the abilities, interests, and 
ambitions of children is found to be so 
great that it demands that courses of 
study be differentiated to meet the needs 
of different groups of pupils. These 
varying groups may be in different 
schools in the same city or they may be 
in the same school. One group may 
be preparing for college matriculation 
and looking forward to a professional 
career. Another group must be trained 
so that its members can work for the 
street-car company or run a _ banana 
stand. Some are of alien parentage and 
must be orientated in American life; 
others are of American parentage, but 
the ideals of Americanism are foreign to 
them. 

The teacher—Let it be understood 
that we refer to the teacher strengthened 
and reénforced by the best qualified su- 
pervisors and administrators—must have 
a proper perspective and balance of 
values of the curriculum as a whole in 
relationship to the growth of the indi- 
vidual pupil. Sometimes it is only as 
the teacher follows the progress of her 
former pupils, that she realizes that sub- 
jects are not ends in themselves, to be 
pursued in logical order, but are merely 
means of enriching instruction. ‘They 
are not all-inclusive, they only serve to 


‘Prepared for ‘THE JouRNAL by Margaret 
M: Alltucker, assistant director of the Di- 
vision of Research of the National Educa- 
tion Association, in charge of curriculum in- 
vestigation for the 1924 Yearbook of the 
Department of Superintendence. 


point the way. It is the teacher with 
large vision who vitalizes the course of 
study so that it becomes a means by 
which pupils grow and develop intel- 
lectually, morally, and socially, to the 
end that they may render proper service 
in school and in society. Very little in 
the course of study amounts to anything 
except as it blossoms in the classroom 
teacher’s own thinking and life. 

In emphasizing what is expected of 
the teacher, we sometimes forget the 
teacher herself. Her physical, social, 
and economic welfare are factors worth 
consideration. ‘To insure the best serv- 
ice, the teacher should enjoy not only 
health and strength and a well-stored 
mind, but also a reasonable economic in- 
dependence. 

What are the aims and objectives of 
education?—The next step in curricu- 
lum construction is to decide upon the 
general and specific aims and objectives 
of education. The following list is. a 
compilation of the aims named most 
frequently. Some are restatements of 
the same thing. 

General aims—Moral development or 
virtue, social efficiency, complete living, 
good citizenship, individual develop- 
ment to the end that each may live a 
happy and productive life, discovery and 
promotion of individual capacity, ability 
to adjust oneself to an ever-changing 
environment. Splendid ideals, but the 
classroom teacher sometimes wonders 
just what they mean. She wants them 
to be particularized. 

Specific aims: (1) Health and phys- 
ical efficiency, including personal and 
community hygiene. (2) Command of 
fundamental processes, mastery of the 
tools of formal learning, such as reading, 
spelling, writing, drawing, number com- 
binations, and social intercommunication, 
clarity and coherence of mind which 
best reveals itself in command of the use 
of language, both written and oral. (3) 
Worthy home membership, parental re- 
sponsibilities and activities, the upbring- 
- ing of children, and the maintenance of 
home life. (4) Vocational efficiency, 
practical skills which the individual is 
fitted by natural ability to take on, the 
labor’s of one’s calling, together with an 
appreciation of the other man’s job. 
(5) Social and civic efficiency, realiza- 
tion of the desire to be well thought of 
by one’s fellows, intelligent participation 




















































68 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








February, 1924 








in the solution of social and economic 
questions, activities involved in one’s 
general social relationships and behavior, 
together with those qualities which make 
for friendship and good neighborliness, 
and finally a realization that man’s 
highest and most permanent ideal is 
service. (6) Worthy use of leisure, 
education for play and recreation, avoca- 
tional efficiency, training for leisure to 
the end that it may be used for enjoy- 
ment and enrichment of life, training for 
the enjoyment of nature, of literature, 
and of the fine arts in all their forms, a 
body of intellectual and cultural in- 
terests and contact with other cultures 
than his own through command of their 
languages. (7) Ethical character, con- 
duct founded upon right principles, 
clearly perceived and loyally adhered to, 
an appreciation of the great moral values 
and spiritual capital in the experience of 
the race. (8) Religious attitudes and 
activities. (9) Unspecialized practical 
labors, such as selecting, using, and mak- 
ing simple adjustments to the common 
mechanical devices for the home which 
modern civilization supplies. (10) Gen- 
eral mental efficiency—its development 
and maintenance, ability to analyze 
problems, to concentrate attention, to 
study effectively, and to do independent 
thinking, i. e., intellectual responsibility 
and independence, the discovery of 
knowledge through reading and informa- 
tion on scientific results and the methods 
by which they are achieved. 

What are the purposes of the course 
of study?—(1) To guide the teacher in 
her work. The printed course of study 
is her handbook. It should help her to 
understand the purpose of school work— 
what things to teach in each subject and 
how to divide the time. In so far as it 
limits and restricts the individual ex- 
pression of the thoughtful teacher, it is 
at fault; in so far as it aids the work and 
gives ample latitude to the strong it is 
helpful and worthwhile. As a guide it 
should encourage initiative and resource- 
fulness and inspire the teacher to her 
best thinking. 

(2) To coérdinate all the efforts of 
the school, to unify the work of the var- 
ious grades as to aims and principles, and 
to enable each teacher to see her own 
work, not as a separate unit, but as grow- 
ing out of the work of preceding grades, 
and leading to that which is to follow. 

(3) To provide a basis for classifica- 
tion and promotion, to make approxi- 
mate assignments of work to be com- 
pleted within given periods, and to estab- 
lish standards of attainment which will 







































help each teacher to keep in mind cer- 
tain facts, habits, and skills which chil- 
dren in her class are expected to acquire, 
with ability to use these in situations re- 
quiring their use. 

(4) To encourage teachers to keep in 
mind the fostering of superior abilities 
with which some children are endowed ; 


, 


a oe “a 
we 


, »! 
' 


A. 


if 


Let us have Faith that 
kight makes Might and in 
that Faith Let us to the end 
Dare to Do our Duty aswe 
understand it? .., 


AMO LINCOLN 


to help all children to work to their 
capacity. 

(5) To help teachers constantly to 
work toward the realization of those 
ultimate, though less tangible aims, 
namely: the cultivation, as by-products 
of all the required work, of certain 
habits, skills, interests, attitudes, ap- 
preciations, and ideals which promote 
not only the ability tc make a living, but 
the ability to live abundantly. 

W hat are the essentials?—An analysis 
of the groups affected by the course of 
study, the aims in education, and the 
purposes of the course of study deter- 
mines the curriculum, or the body of 
experience that can and should be com- 
municated. Since children learn by do- 
ing, the curriculum should consist of 
pupil activities, carefully selected and ar- 
ranged so as to bring about the desired 
outcomes in terms of knowledge, habits, 
skills, and attitudes. 

Formerly the teacher’s emphasis was 
on subjects, bodies of knowledge, ac- 
cumulated through the thinking and ex- 
perience of generations and arranged in 
logical order. ‘These were doled out in 
daily portions to the pupil. From his 











viewpoint it was largely a cold-storage 
process—the idea being that at some 
future time he might need this informa- 
tion which at present had no connection 
with his daily life. Now subjects are 
looked upon as sources of material for 
enriching the child’s activities and not 
as ends in themselves to be pursued in 
logical order. 

In brief, the essentials of a course of 
study are: statements of general educa- 
tional aims and objectives, aims of par- 
ticular subject courses and their relation- 
ship to the general purposes of educa- 
tion, outlines of pupil activities, subject- 
course references for both pupils and 
teachers, grade outcomes, and differen- 
tiation of material to fit pupils of dif- 
ferent levels of ability as well as stand- 
ards of attainments measured by educa- 
tional tests. 

Who shall make the course of study 
and how?—The selection and arrange- 
ment of pupil activities is not a one-man 
job. It is a problem beyond the wisdom 
of any one person. Ernest Horn’s state- 
ment has received widespread approval, 
namely: “The best course of study in 
any subject is possible only by pooling 
the leadership in that subject. Leader- 
ship includes all those who have con- 
tributed. It includes: (1) the 
room teacher, (2) the supervisor, (3) 
the superintendent, who has made suc- 
cess in the subject administratively pos- 
sible, (4) those in colleges or in bureaus 
of research, who are building the founda- 
tions of sound method by their investiga- 
tions, and (5) those in colleges or nor- 
mal schools who are directing the train- 
ing of young teachers.” 


class- 


HE COURSE. OF STUDY— 

WHAT IT SHOULD CON- 
TAIN—The question of what should 
enter into a course of study is ever a 
puzzling one to those who have to do 
with its planning or organization. If 
we accept the now general view that the 
school is an institution which not only 
prepares for life but is life, we have very 
wide limits and the curriculum becomes 
very inclusive. But if we accept another 
theory that the curriculum is the em- 
bodiment of race experience to be made 
over in so far as possible into present-day 
life experience perhaps the matter is 
simplified somewhat. The subjects of 
study then become the phases of life 
about us—a thing that teachers and su- 
perintendents too often fail to take into 
consideration, and thus lay the founda- 
tion of many mistakes. These phases 
of life or subjects of study constitute 








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SIC EEE 





1924 


rage 
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duca- 
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eren- 
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e suc- 
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Founda- 
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nstitute 


Vol. 13, No.2 


THE JOURNAL OF THE NATIONAL EpucaTtion AssoclATION 


69 





largely the life of the school. The 
school is the institution which takes the 
child at an early age and for a number boys 
of years in connection with other insti- 
broadens his 


tutions and _ influences, 
powers and his capacities 
and seeks to advance him 
toward the goal set up as 
the purpose of his educa- 
tion. In this process it 
should make him better 
able to adjust himself to 
his environment and make 
it minister to his physical, 
intellectual, moral, and 
esthetic nature. One 
point, therefore, that 
should not be overlooked 
is that the schools should 
be organized and con- 
ducted to give the child 
the greatest possible com- 
mand over the things that 
are around about him. In 
this connection it should 
be said that it is but fair 
that he ask to be given 
some insight into voca- 
tions, some guidance and 
some training toward a 
vocation. 

In-the planning of the 
course of study for the 
public schools of Kala- 
mazoo, it was the aim so 
far as experience and con- 
ditions would allow not 
to lose sight of certain 
principles and standards— 
namely, that needs and 
interests of present-day 
life and environment 
should be reflected in the 
curriculum and that the 
work at any stage should 
be adjusted to the indi- 
vidual needs and capaci- 
ties of the child; that pro- 
vision should be made for 
motivation, opportunity 
given for independent sel f- 
direction and for growth 
in proper personal quali- 


ties and in appreciation of worth, also 
for the increasing power to organize and 
use knowledge—E. H. Drake, Superin- 
tendent of Schools, Kalamazoo, Mich. 











ing together elements for the construc- 
tion of a suitable curriculum for the 
and girls of American public 
schools.” The executive committee at its 


meeting in May voted to coérdinate the _ year. 





XPERIENCE is the best teacher. Wise educa- 

tional workers build life by controlling experi- 
ences. What experiences shall the child have in school? 
Curriculum makers aim to answer this question scien- 
tifically. They recognize that 


The Curriculum Vitally Concerns: 


The child—he is the direct objective and bears the 
first shock. 


The teacher—she is the interpreter of life. She must 
make the course of study a living thing for a group of 
rioting youngsters. 


The parent—he is the State’s most interested trustee 
—more inclined than ever before to examine the pro- 
cedure to which his children are exposed during school 
hours. 


The local community—it is the co-operating critic, 
asking for a precise statement of aims and objectives in 
terms easily understandable. 


The tax-payer—he foots the bills for the education of 
his own children or those of his neighbors. He wishes 
a statement of achievement in terms of cost. He is 
willing to pay after he has been shown. 


The enthusiast—with a special plea for particular 
propaganda which he wishes the school to assume. 


The Nation—its future progress and prosperity are 
at stake. Its security depends upon the suitable educa- 
tion of its future citizens. 


The next generation—it depends upon us, not merely 
for its physical but also for its social heritage. The 
children of 1955 will be dependent for their social inher- 
itance upon the skill, wisdom, and foresight with which 
we of today prepare their parents for tomorrow. The 
real measure of the worth of education in 1924 cannot 
be taken until thirty years later, when the children 
whom we have taught have put our teaching to the 
acid test of life’s responsibilities. 

















work of the proposed Commission on the 
Curriculum with the 1924 Yearbook 
Committee, which had been appointed 
previously. President Payson Smith, of 


two-year problem; the 1924 Yearbook 
Committee to conduct the work for the 
first year and the proposed Commission 
on the Curriculum during the second 
A sub-committee, consisting of 


Payson Smith, Will C. 
Wood, John K. Norton, 
and Sherwood D. Shank- 
land, was appointed, 
which met in Oakland, 
July 6, when topics were 
selected and assigned. 
The completed volume 
will be ready for distri- 
bution at the Chicago 
meeting of the Depart- 
ment of Superintendence. 

The capacity of the 
child for education is the 
primary factor in a pro- 
gram of public education. 
Other important factors 
are the teacher, the com- 
munity and the Board of 
Education. The Year- 
book includes careful dis- 
cussions of each of these 
subjects. 

As a basis of future 
work, a review of present 
curriculum practice was 
prepared by the Division 
of Research of the Na- 
tional Education Associa- 
tion. This task involved 
a Nation-wide search for 
material and a vast 
amount of labor in its 
organization. Chapter 
titles are: What are the 
aims and objectives of 
education? What are 
some of the present meth- 
ods of determining the 
curriculum? Who shall 
make the course of study 
and how? What are the 
essentials of a course of 
study? Aims and objec- 
tives of subject Courses; 
Outcomes in terms of 
knowledge, habits, skills, 
and attitudes; Facts on 


time allotments of subjects. 

The machinery for devising, revising, 
and supervising the curriculum is consid- 
ered from the viewpoint of the general 


HE CURRICULUM YEAR- 
BOOK—The Department of Su- 
perintendence at its Cleveland meeting 
in February, 1923, authorized its presi- 
dent and executive committee “to create 
a commission for the purpose of bring- 


the Department of Superintendence, and 
Superintendent Robinson G. Jones, 
chairman of the committee for the sec- 
ond Yearbook, held a conference in 
Cleveland a few days later to formulate 
the working program. It was decided 
to make the study of the curriculum a 


administration, the principal, the class- 
room teacher, and the rural worker. 

Some practical curriculum problems 
are discussed in sections dealing with 
holidays and special observances, moti- 
vated education, silent reading and the 
junior high school. 





THE JOURNAL OF THE NATIONAL EpuCcATION ASSOCIATION 


Salvaging Human Derelicts 


WILLIAM R. ComINGs 
Elyria, Ohio 


HE International Society for: Crip- 

pled Children should be allied with 
the National Education Association. It 
should be allied with the American 
Medical Association, for it is an organi- 
zation with an amazing record of edu- 
cational and physical reorganization 
work that entitles it to the warmest rec- 
ognition. Its healing miracles rival 
those of ancient record, its educational 
success dwarfs anything I have seen in 
public schools—and I am reasonably fa- 
miliar with modern movements. Withal 
there goes with these two lines of its 
work an altruistic web of service, of 
love, of uplift, of opening doors of op- 
portunity. The detailed story would 
liven the heart of the veriest pessimist 
on earth. 

This conviction was forced upon me, 
a teacher and superintendent of nearly 
forty years’ experience, during the ses- 
sions of the Fourth Semi-annual Meet- 
ing of the Society, held recently in Elyria, 
Ohio. It was not a great crowd— 
there were only about seventy-five in at- 
tendance—but they came as delegates 
from State and district associations to 
confer on the work of redemption and 
education of the crippled children in a 
dozen or more States. 

This International Society was or- 
ganized to bind together the work of 
the several States and Ontario, to hear 
reports of the progress in each and to 
add enthusiasm and impetus to the work. 
Every speaker, every report gave great 
credit to Edgar Allen, “Daddy Allen” 
as he is familiarly known among the 
children and the workers in the _ hos- 
pitals. It was he who turned aside from 
a prosperous business career to build a 
needed hospital for the Elyria commu- 
nity, and then, a little over ten years ago, 
raised funds for the first hospital for 
crippled children at Elyria, Ohio. It is 
a great work. Surveys indicate that 
there is one crippled child needing care 
for every four hundred population. 
Parents instinctively avoid publicity of 
the burden that “an act of God” has 
thrust upon them. Often they are 
sadly conscious that it is not an act of 
God but has come about through some 
fault of their own or some inherited 
physical defect. In the cities special 
schools have been started to care for 
these children, many of whom spend but 





a brief time in the hospitals. They are 
better provided for in convalescent 
homes, in special “home cottages,” or in 
their own homes, from which they are 
daily taken by busses to the schools, for 
the child needs the home feeling and 
surroundings rather than _ institutional 
furnishings. The Elyria (Gates’) Hos- 
pital has been crowded from the day of 
its opening. 

An incident just at the close of the 
World War led the Elyria Rotary to 
take an interest in the work Edgar Allen 
was doing and it became so vitally in- 
teresting that missionaries were sent to 
other Rotaries to get them to take up 
the work in their localities. A State 
organization of fifty or more of them 
was the result. The impulse spread to 
other States with wonderful rapidity, 
and now more than 18,000 children have 
been benefited by their work, aided by 
other organizations. 

The rapid spread of the work is 
phenomenal. Rotaries gave it an im- 
pulse in Pennsylvania, and New York, 
Michigan, Illinois, Kentucky, Tennes- 
see, and Ontario followed suit, and New 
Jersey, the Virginias, and California are 
now effecting the establishment of work- 
ing conditions. To correlate the work 
of these various States that differ in or- 
ganization somewhat from each other 
the International Society was organized. 
Reports made at the meeting show that 
the Rotaries are unable to keep up with 
the sentiment of devotion to these chil- 
dren; every conceivable organization 
begs the privilege of assisting. In Mich- 
igan over thirty different organizations 
are enlisted and are represented in the 
State organization. In Ohio only the 
Rotaries are represented in the State 
organization, though assistance is had 
from many societies of different sorts. 

Ohio was the first to give State aid. 
This was secured through the influence 
of the Rotaries. It provides for the 
hospital treatment and for the academic 
and vocational education through the 
high school if necessary. ‘The legisla- 
tion in other States is patterned or being 
patterned after that of Ohio. Without 
this aid ninety per cent of the cripples 
sooner or later become dependent upon 
charity. It is humanitarian. It is 
good business. 

The Edgar Allen forces are today 



















































February, 1924 


coéperating with the Shriners to avoid 
duplication of effort and are thus not 
antagonizing State institutions where 
they are established. Aid is accepted 
from the Rockefeller Foundation, the 
Russell Sage Foundation, the Knights 
of Columbus, or other forces showing 
a readiness to give assistance. Chicago 
has undertaken a large and splendid 
work along this line. Literature giving 
information about the work there can be 
obtained by writing Miss Jane Neil, of 
the Spalding School, Chicago. Wher- 
ever schools for cripples are established, 
as they have been in Cleveland, Youngs- 
town, Akron, Columbus, and many cities, 
much attention is given to athletic ex- 
ercises, games, and gymnasium work. 
These handicapped children soon learn 
to take great pride in doing what they 
have seen other children do. The ac- 
complishment of a feat becomes im- 
mediately a matter of exaltation, a pride, 
and a joy. 

There should be no stint of praise for 
these active business men, engrossed in 
their own affairs, who pledge themselves 
to carry out this work. It means no 
little effort and expense. When a crip- 
pled child is discovered, he is assigned to 
some member who must visit him and 
get the consent of the parents to*the 
hospital care and treatment, must take 
him to the hospital, see that he is prop- 
erly cared for, give advice as to his edu- 
cation, be a guide in the vocational 
training so that it may fit the child for 
earning his own living, and then find 
such work as he can do. If the child is 
living many miles away it is no small 
task that is thus undertaken. Not in- 
frequently an assessment of five dollars 
a year or more is made upon each mem- 
ber of the club to carry on the work 
until such time as the State can be pre- 
vailed upon to assume the financial part 
of the program. It is pioneer work in 
every State to secure the needed legisla- 
tion. Politicians find so many uses for 
money that they are quite unwilling to 
appropriate funds to carry out the 
“vagaries” of the these “propagandists.” 
Arguments fortified by strong backers, 
supported by statistics, impressed by “be- 
fore and after” photographs, must be 
fairly forced upon the members. When 
they are fully convinced that wry necks 
can be made to “face front,” that hunched 
spines can be straightened, that clubbed 
feet and hands can be made to perform 
naturally, that artificial legs and arms 
can be fitted to the stumps nature has 
given some unfortunate—when they are 
satisfied that this can be done and that 





id 


eX- 


mn 
ley 
ac- 
im- 


de, 
for 


ves 

no 
rip- 
| to 
and 
the 
‘ake 
rop- 
‘du- 
ynal 

for 
find 
d is 
nall 


lars 
1em- 
vork 
pre- 
part 
k in 
risla- 
; for 
ig to 
the 
ists.” 
kers, 
““be- 
t be 
Vhen 
necks 
iched 
ibbed 
‘form 
arms 
e has 
'y are 
| that 





} ai. Io,i 


— 





in the end the State will save money 
they surrender and appropriate about 
half the amount called for. 

Much space might be given to indi- 
vidual cases relieved, but two are 
worthy of mention. In Toledo a boy 
was born with only stumps in place of 
legs and arms. He had attained his 
growth before he was “‘discovered” by 
the local Rotary. Lying upon a board 
mounted on skate wheels he could push 
himself about the alley in which he lived, 
but after being sent to a special hospital 
and fitted with hands and feet he walked 
unaided to visit his mother and later 
learned to drive the hospital car and 
make himself useful. It is his delight 
to support the Rotary in its work. 

In Chicago another boy was found 
who had no semblance of arms. He 
was taken in charge and was being 
trained to use his mouth, his chin, and 
his feet to typewrite and do other work 





when it was discovered by X-ray that 
inside the skin of his shoulders there 
were stumps of arms about four inches 
long. An operation was performed, 
the short stumps released, and arms were 
fitted to them that enabled him to be 
almost normal in his range of activities. 

Every hospital given to such work has 
its miracles that speak words of praise, 
more eloquent than verbal speech, of the 
agencies that have made abnormality 
normal, that have brought joy into lives, 
that have replaced shadows with sun- 
shine. Edgar Allen, the Rotaries, and 
their aiding cohorts would welcome any 
organized effort of teachers that will 
assist them in this humanitarian task. 
Address the International Society for 
Crippled Children, Elyria, Ohio. Ask 
them also to send you complimentary 
copies of the Crippled Child, the organ 
of the society, so that you may know 
more of its work. 


GUIDE TO BOOKS 





Descriptive List 


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


BAUDOUIN, CHARLES. The power within us; 
tr. from the French by Eden and Cedar 
Paul. N. Y., Dodd, 1923. 196p. $1.50. 


A scientific discussion of the “mental de- 
terminants of moral energy,” involving a 
consideration of personality, the inner life, 
concentration, the emotional forces, and per- 
sonal ascendancy, in the light of the most 
recent findings of psychology. While non- 
technical, it is not the usual popularized 
“mental tonic.” 


CALDWELL, Otis WILLIAM, and SLosson, Ep- 
win E. Science remaking the world. 
Garden City, N. Y., Doubleday, 1923. 
292p. Illus. $2.50. 


“Interesting and engaging information” 
on modern science, delivered as lectures at 
Columbia university by well-known scientists 
and put into clear, non-scientific terms for 
the layman. Includes a chart giving chron- 
ological list of outstanding scientific achieve- 
ments in forty centuries. Bibliography. 


Darrow, FLoyp Lavern. Masters of science 
and invention. N. Y., Harcourt, 1923. 
350p. Illus. $2.50. 


Brief biographies of some fifty leading 
scientists from Galileo to Einstein, which 
place each man against a background of the 
ideas of his time. While written for the 
high school boy and girl many older readers 
will find the book useful and interesting. 
Well indexed. 


DRINKWATER, JOHN. Robert E. Lee. Bos- 
ton, Houghton, 1923. 128p. $1.50. 

Opens with a dance at Lee’s home on the 
night of his great decision, taking him in 


+ 


succeeding scenes through the battles of 
Malvern Hill and those around Spottsyl- 
vania Court House, culminating in the line 
of retreat near Appomattox. Climax is scene 
between Lee and Davis on day of Stonewall 
Jackson’s death. Play platitudinous and 
disappointing in more than one_ respect 
though it succeeds in conveying the nobility 
of the central character. 


Harris, ARTHUR MerTON. Pirate tales from 
the law. Boston, Little, 1923. 324p. $2. 


Book is based on court records from the 
Old Bailey so it may be presumed to be a 
fairly accurate account of the exploits of 
Blackbeard, Captain Kidd, Quelch, and 
Avery. Disillusioning to one who thinks 
piracy synonymous with precious jewels 
and buried treasure, as the loot seems to 
have been largely groceries. 


KLEISER, GRENVILLE. Training for power 
and leadership. N. Y., Doran, 1923. 
383p. $3. 

A course of study in self-cultivation and 
business conduct, consisting of general in- 
structions and exercises in the development 
of personality, acquiring self-confidence, 
understanding human nature, business cor- 
respondence, salesmanship, etc. Author was 
formerly instructor in public speaking in 
Yale divinity school. 


MEEKER, Ezra. Ox-team days on the Ore- 
gon trail; rev. and ed. by Howard R. 
Driggs (Pioneer life series). Yonkers, 
N. Y., World Bk. Co., 1922. 225p. Illus. 
$1.20. 

An account of the author’s two trips with 
an ox team, the first from Iowa to Oregon 
in 1852, the second fifty-two years later 


- across the continent from West to East. 


Simple sincere treatment of interesting ma- 
terial. Book is well printed and bound but 
has textbook appearance. For fifth or sixth 
grade reading. 


No.2 THE JOURNAL OF THE NATIONAL EpucaTION AssociATiIo» 71 






NORTHCLIFFE, ALFRED CHARLES WILLIAM 
HarmMswortTH, Ist viscount. My journey 
round the world; ed. by Cecil & St. John 
Harmsworth. Phila., Lippincott, 1923. 
326p. Map. $4. 

The diary of Northcliffe, written for his 
family to take the place of letters, in 1921- 
22. Gives a clear-cut impression of a force- 
ful personality as well as a keen commen- 
tary on everything that came under his 
observation. 


Orpen, Sir WittiaM. The outline of art. 
vol. 1. N. Y., Putnam, 1923. 247p.  Lilus. 
$4.50. 

Like the recent outlines of history, science, 
and literature, this is designed “not for the 
critic and the expert, but rather for the gen- 
eral public.” This, the first of two volumes, 
reviews the history of art from the birth 
of modern painting in the fourteenth cen- 
tury to the eighteenth century, giving a brief 
account of the life of each of the more im- 
portant artists and a critical appreciation 
of his work. A valuable feature of the 
book is the large number of reproductions, 
some in color, of well-known works of art. 
The editor is a distinguished English por- 
trait painter. 


RussELL, CHARLES EpMUND. True adven- 
tures of the secret service. Garden City, 
N. Y., Doubleday, 1923. 316p. $2. 


Twelve thrilling narratives of exploits of 
the United States Criminal intelligence serv- 
ice of the A. E. F. in France. 


SEVEN AGES; a brief and simple narrative 
of the pilgrimage of the human mind as 
it has affected the English-speaking world, 
by a gentleman with a duster. N. Y., 
Putnam, 1923. 218p. Illus. $2.50. 


The anonymous author of The mirrors of 
Downing street and The glass of fashion 
here attempts to trace the main current of 
human thought from the age of Socrates 
down to the present time. Interpretive 
chapters on Socrates, Aristotle, Jesus, Au- 
gustine, Erasmus, Cromwell, and Wesley 
are linked together in interesting fashion 
and pervaded by a high ethical spirit. Work 
is biased by a preconceived thesis but is 
stimulating and worthwhile and is pre- 
sented in clear and direct fashion for the 
average reader. 


TATCHELL, FRANK. The happy traveller. 
N. Y., Holt, 1923. 271p. $3.50. 


A glorified guide-book, discreetly mixed 
with naive humor, which plans walking 
trips throughout the world for the real 
traveler without funds, so complete in every 
detail that by observing its two great rules 
—“Be cheerful and interested in everything” 
and “Do not bother too much about your in- 
sides,” he can go where he will in compara- 
tive comfort. Short practical vocabulary 
for each country. 

Contents: The art of traveling—The Med- 
iterranean countries—the Far East—Islands 


Wiccin, Mrs. Kate Doucias (SmitH). My 


garden of memory. Boston, Houghton, 
1923. 465p. Illus. $5. 


An autobiography of wide appeal, main- 
taining, as do the other works of this 
author, a happy combination of grave and 
gay, and revealing with evident uncon- 
sciousness an admirable and lovable char- 
acter. Should be popular. 


Women of 1923, international; ed. by Ida 
Clyde Clarke and Laura Miller. Phila., 
Winston, 1923. 224p. $1. 

A handbook covering with some thorough- 
ness the activities of women in international 
and National organizations, in government 
service, in politics, in the various States, in 






































































72 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





February, 1924 





the professions and industry, and in the 
arts. There are in the list of two hundred 
outstanding women some notable omissions. 


Classified List 


HIS list is based on books received at 
THE JouRNAL office, supplemented by in- 
formation from publishers. 


Children’s Books 


BartLey, CAROLYN SHERWIN. In and out door 
playgames; boys’ and girls’ book of what 
to play and make. Chicago, Albert Whit- 
man Co., 1923. 126p. 60c. 

Bearp, DANIEL CarTER. The American boy’s 
book of birds and brownies of the woods. 
Illus. Philadelphia, Lippincott, 1923. 
242p. $2. 

GERWIG, GEORGE 
the young leader. 
144p. 88c. 

SMITH, LAuRA Rountree. Fifty funny ani- 
mal tales. Chicago, Albert Whitman Co., 
1923. 126p. 60c. 

SMITH, NorA ARCHIBALD. Action poems and 
plays for children. N. Y., Crowell, 1923. 
169p. $2. 

Wixtse, Sara E. Grimm’s fairy tales; bks. 


WituiaM. Washington, 
N. Y., Scribner’s, 1923. 


1 and 2. Boston, Ginn & Co., 1923. 254p. 
230p. 68c. each. 
Art, Music, and Games 
Camp, Water CuHauncey. The book of 


sports and games. 
1923. 424p. $2. 
CartT.ince, S. J. Original design; bk. 1, geo- 
metric pattern for beginners. Illus. N. Y., 
Dutton, 1923. 143p. $2.50. 
De Govera, C. J. The community play- 
house; a manual on its organization and 


Illus. N. Y., Crowell, 


maintenance. Illus. N. Y., Huebsch. 
165p. $2. 
Downs, Marie, and O’LgEary, FLORENCE. 


Elements of costume design for high-school 
students. Illus. Milwaukee, Wis., Bruce 
Pub. Co., 1923. 64p. 90c. 

Weipic, AnotF. Harmonic material and its 
uses; a textbook for teachers, students, 
and music lovers. Illus. Chicago, Clay- 
ton F. Summy Co., 1923. 423p. $3. 


Health, Science, and Mat’-e-natics 


ABBOTT, CHARLES GREELEY. Everyday mys- 
teries, secrets of science in the home. 
Illus. N. Y., Macmillan. 204p. $2. 

BAINBRIDGE, Francis A. The physiology of 
muscular exercise; rev. ed. N. Y., Long- 
mans, Green, 1923. 226p. $3.50. 

Barrett, W. H. Elementary physical chem- 
istry. N. Y., Longmans, Green. 248p. 
$1.80. 

BROADHURST, JEAN. Home and community 
hygiene; rev. ed. Illus. Philadelphia, 
Lippincott, 1923. 444p. $2.50. 

BUSHEE, FREDERICK ALEXANDER. 
of sociology. N. Y., Holt, 
$3.50. 

Davis, Kary Capmus. The new agriculture 
for high schools. Illus. Philadelphia, 
Lippincott, 1923. 494p. $1.80. 

HASEMAN, LEONARD. An elementary study of 
insects. Illus. Columbia, Mo., Missouri 
Bk. Co., 1923. 143p. $1.20. 

INGERSOLL, Ernest. Birds in legend, fable, 


Principles 
1923. 590p. 


and folklore. N. Y., Longmans, Green, 
1923. 292p. $3. ; 
Kruecer, WaLTeR W. Insect life. Grand 


Rapids, Mich., Central High School, 1923. 


74p. Paper, 50c. 

LuckeTT, GeorGE Sparr. The elements of 
public health administration. WUlus. Phil- 
adelphia, Blakiston’s, 1923. 271p. $3. 








McCoy, Frank. The fast way to health. 
Los Angeles, Calif., Times-Mirror Press. 
333p. $5. 

MacDonatp, V. May. Mental hygiene and 
the public health nurse. Philadelphia, 
Lippincott, 1923. 67p. $1.50. 

Mine, R. M. Mensuration and elementary 
solid geometry for schools. N. Y., Mac- 
millan, 1923. 216p. $2.90. 

SCHUYLER, Rosert Livincston. The Constt- 
tution of the United States; an historical 





Books to Grow On 
Interesting Books of 1923 


Have you read them? 


| Boyd—Through the Wheat. 
Bradford—Damaged Souls. 
\Cather—Lost Lady. 
Charnwood—Theodore 


Collins—Sea-tracks of the Spee- 
jacks. 


Crothers—The Cheerful Giver. 


Dickinson—War, Its Nature, Cause, 
and Cure. 


Roosevelt. 


~Frost—New Hampshire. 
Gale—Faint Perfume. 


Gibbons—Eurore Since 1918. 


Greene—The Lone Winter. 
Jenison—Sunwise Turn. 


Kaye-Smith—End of the House of 
Alard. 


Powell—By Camel and Car to the 
Peacock ‘Throne. 





Robinson—Humanizing of Knowl- 
edge. 


Stephens—Deirdre. 

Stern—The Back Seat. 
Swinnerton—Young Felix. 
Towne—Ambling Through Acadia. 
Ward—Triumph of the Nut. 
Warner—Groups and Couples. 
Werner—Barnum. 

Wharton—Son at the Front. 
Wiggin—My Garden of Memory. 
Wilson—Able McLaughlins. 


New York State Library 
Book Selection Section 














survey of its formation. N. Y., Macmil- 
lan. 219p. $1.50. 

SMITH, ALPHEUS WILSON. 
applied physics. Illus. 
Hill, 1923. 481p. $3. 

SmiTH, Davin Eucene. Essentials of plane 
and solid geometry. Boston, Ginn & Co., 
1923. 514p. $1.60. 

The progress of arithmetic in the last 
quarter of a century. Boston, Ginn, 1923. 
93p. 72c. 

STARLING, SIDNEY GEORGE. 


The elements of 
N. Y., McGraw- 





Elementary elec- 


tricity. Illus. N. Y., Longmans, 1923. 
248p. $1.10. 
Tuomson, JoHN ArtHur. The biology of 
birds. Tllus. N. Y., Macmillan, 1923. 
447p. $5. 


Watson, W. A textbook of physics, includ- 
ing a collection of examples and questions ; 


rev. ed. N. Y., Longmans, Green, 1923. 
976p. $4.80. 

WinsLow, Cuarves E. A. The evolution and 
significance of the modern public health 
campaign. New Haven, Conn., Yale Univ. 
Press. 65p. $1.50. 


Language and Literature 


Bascock, Ropert W., and Powe Lt, JOHN H., 
Jr. How to debate. Philadelphia, Lip- 
pincott, 1923. 288p. $2. 

Boynton, Percy H. Milestones in American 
literature. Boston, Ginn & Co., 1923. 
65ip. $2. 

Detroir Boarp OF EpucartION. 
for speech correction. Illus. 
Mich., Author, 1923. 40p. 15c. 

DONNELLY, Francis Patrick. Art principles 


Pupils’ guide 
Detroit, 


in literature. N. Y., Macmillan. 1161p. 
$1.50. 
Evuiott, G. R., and FoersTrer, NORMAN. 


English poetry of the nineteenth century. 
N. Y., Macmillan. 848p. $3.50. 

Gannett, Maser. Anstice. A handbook for 
the study of the drama and the short 
story. Boston, Palmer Co., 1923. 6lp. 
Paper, 40c. 

Herrick, Ropert, and Damon, LINDSAY Toop. 
Working plans for new composition and 
rhetoric. Chicago, Scott, Foresman, 1923. 
52p. 

Hitcucock, ALFRED MarsHALL. High-school 
English book. Illus. N. Y., Holt, 1923. 
583p. $1.56. 

IRVING, WASHINGTON. Rip Van Winkle and 
other sketches. Boston, Ginn & Co., 1923. 
242p. 72c. 

LawwLey, Mary Fontaine. Teachers’ 
uals; Our English; bks. 1 and 2. N. 
Am. Bk. Co., 1923. 40c. each. 

Lawrence, Epwin Gorvon. Rudiments of 
speech; a system of training in oral ex- 
pression. N. Y., Scribner’s, 1923. 146p. 
80c. 

Scott, James Brown. Robert Bacon, life and 
letters. Illus. Garden City, N. Y., Dou- 
bleday, Page. 459p. $5. 

Scott, WALTER. Guy Mannering; edited by 
Charlotte M. Yonge. Boston, Ginn & Co., 
1923. 516p. $1. 

Tassin, ALGERNON DE Vivier. The oral study 
of literature. N. Y., Knopf, 1923. 447p. 
$2.25. 

Wiuntsoe, Ossorne J. P., and Lewis, B. Ro 
LAND. Effective writing. N. Y., Scrib- 
ner’s, 1923. 218p. $1.25. 


man- 


b 


Education and Philosophy 


U. S. Bureau oF EpucaTION PUBLICATIONS 
listed below are available, at prices indi- 
cated, of the Superintendent of Documents, 


Government Printing Office, Washington, 
D. C. 
BULLETIN, 1923, No. 27. Hampton Nor- 


mal and Agricultural Institute. 118p. 


Paper, 25c. 


BULLETIN, 1923, No. 30. An Americaniza- 


tion program. 60p. Paper, 10c.) 
BULLETIN, 1923, No. 31. Americanization 
in the United States. 42p. Paper, Se. 


BULLETIN, 1923, No. 33. Educational hy- 
giene. 36p. Paper, 5. 

BULLETIN, 1923, No. 35. 
of Bureau of Education, 1906-1922. 
Paper, 10c. 


BULLETIN, 1923, No. 37. 


List of bulletins 
52p. 


Progressive ten- 


dencies in European education. 3\p. 
Paper, Sc. 
BULLETIN, 1923, No. 38. Main streets of 
the Nation. 42p. Paper, 10c. 
BuLLeTIN, 1923, No. 39. Consolidation 
and transportation problems. 22p. Pa- 
per, 5c. 


BULLETIN, 1923, No. 40. Report of a sur- 
vey of the State institutions of higher 
learning in Kansas. 160p. Paper, 20¢. 








24 


23. 


and 
alth 


niv. 


Lip- 


ican 
923. 


uide 
roit, 


iples 
61p. 


MAN. 
fury. 


¢ for 
short 
61p. 


Cop. 
and 
1923. 


chool 
1923. 


> and 
1923. 


man- 


l. Ta 


its of 
il ex- 
146p. 


'e and 
Dou- 


ted by 
& Co., 


study 
447p. 


B. Ro- 
Scrib- 


‘ATIONS 
3 indi- 
iments, 
ington, 


n Nor- 
118p. 


caniza- 
tization 
r, 52: 


nal hy- 


ulletins 
2. 52p. 


ive ten- 
. Sip 


reets of 


lidation 
2p. Pa- 


f a sur- 
t higher 
per, 20¢. 





Vol. 73. No. 2 


THE JOURNAL OF THE NATIONAL EpucATION AssocIATION 





BULLETIN, 1923, No. 45. Work of Bureau 
of Education for natives of Alaska. 4p. 
Paper, 5c. 

BULLETIN, 1923, No. 48. Suggestions for 
consolidating rural schools of Beaufort, 


mw. GC. 23. Paper, 5c. 
BuLLETIN, 1923, No. 49. Statistics of 
State universities and State colleges. 


16p. Paper, 5c. 

City ScHoot LEAFLET No. 9, 1923. Teach- 
ing load in 136 city high schools. 6p. 
Paper, 5c. 

City ScHoo, LEAFLET No. 10, 1923. Bibli- 
ography of work-study-play, or platoon, 
plan. 7p. Paper, Sc. 

City ScHoo.t LEAFLET No. 11, 1923. Train- 
ing of teachers for platoon schools. 5p. 
Paper, 5c. 

COMMERCIAL EpucaTion LEAFLET No. 7, 
1923. School opportunities and business 
needs. 10p. Paper, Sc. 

HeaLttH Epucation No. 13, 1923. 
matics for 
per, 5c. 

HIGHER EpucATION CIRCULAR No. 27, 1923. 
Need of art training in college and its 
application in after life. 7p. Paper, 5c. 

INDUSTRIAL EpuCATION CrrRcuLAR No. 18, 
1923. Standards of eighth-grade attain- 
ment in shop work. 15p. Paper, Sc. 

INDUSTRIAL EpuCATION CIRCULAR No. 19, 
1923. Means of improvement for teach- 
ers in service. 18p. Paper, Sc. 

InpusTRIAL EpucaTion CircuLar No. 20, 


Dra- 
health training. 16p. Pa- 


1923. Art as a vocation. 18p. Paper, 
Sc. 
KINDERGARTEN CIRCULAR No. 13, 1923. 
Pre first-grade training. 8p. Paper, Sc. 
KINDERGARTEN CrRCULAR No. 14, 1923. 


References on preschool and kindergar- 
ten-primary education. 1p. Paper, Sc. 

LipRARY LEAFLET No. 21, 1923. List of 
references on home economics. 21p. Pa- 
per, 5c. 

LipraRy LearirtT No. 22, 1923. List of 
references on secondary education in the 
United States. 10p. Paper, 5c. 

Rurat Scuoot LEAFLET No. 12, 1923. Con- 
solidation of schools in Randolph County, 
Indiana. 12p. Paper, Se. 

Rurav ScHoo. LeaFiet No. 13, 1923. Con- 
solidated schools of Weld County, Colo- 
rado. 1p. Paper, 5c. 

» Ruray Scnoor LearceTt No. 16, 1923. Jowa 
plan of observation and practice teach- 
ing in training of rural teachers, 4p. 
Paper, 5c. 

Rurav ScHoo. Learvet No. 17, 1923. Jowa 
plan of training superintendents and 
teachers for consolidated schools. 5p. 
Paper, 5c. 

Rurat ScHoor LeaFvet No. 18, 1923. Prin- 
ciples of kindergarten-primary educa- 
tion in the consolidated rural schools. 
9p. Paper, Sc. 

BaLowin, Howarp H., and others. 
tian citizenship in high school. 
Doran, 1923. 161p. Paper, Se. 

Capy, Marion Ernest. Education in the Bi- 
ble; principles, practice and product of 
the ancient Hebrew system, with applica- 
tions to the problems of modern education. 
Illus. Wash., D. C., Review & Herald 
Pub. Assn. Paper, 50c. 

CALtrornia STATE DEPARTMENT OF Epuca- 
TION. List of high-school textbooks; pre- 
scribed by the State Bd. of Education. 
(Bull. no. 3.) Sacramento, Calif., Calif. 
State Pr. Off., 1923. 

—— List of high-school texthooks; supple- 
ment to bull. 3. Sacramento, Calif., Calif. 
State Pr. Off., 1923. 9p. 

Downey, June Erra. The _ will-tempera- 
ment and its testing. N. Y., World Bk. 
Co. 339p. $2.16. 

Frank, GLENN. An American looks at his 
world; variations on a point of view. 


Chris- 
we 


=> 
a) 





Newark, Del., Univ. of Delaware, 1923. 
375p. $3. 
FRANZ, SHEPHERD Ivory. Nerwous and mental 
re-education. N. Y., Macmillan. 234p. 
$2. 


GriZZELL, Emir Duncan. Origin and de- 


velopment of the high school in New Eng- 

































Books to Grow On 


For Children in Grade One 





Adelborg—Clean Peter and _ the 
children of Grubbylea. 


| Bannerman—Story of little Black 
| Sambo. 


Blaisdell—Boy Blue and his friends. 
Brooke—Johnny Crow’s garden. 
Bryant—Stories to tell children. 


Caldecott—Hey diddle diddle pic- 
ture book. 


Cce—Story hour readers, 1st year. 
Cox—Brownie books 

Falls—A B C picture book. 
Francis—Book of cheerful cats. 
Greenaway—Marigold garden. 
Grover—Overall boys. 
Howard—Banbury Cross stories. 
Lansing—Rhymes and stories. 


Lefévre—Cock, the mouse, and the 
little red hen. 


Lofting—Story of Mrs. Tubbs. 

Mother Goose book of nursery 
riymes. 

O’Shea—Six nursery classics. 

Potter—Tale of Peter Rabbit. 


Poulsson—Through the farmyard 
gate. 


Skinner—Nursery tales from many 
lands. 


Smith—Chicken world. 
Stevenson—Child’s garden of verses. 


Treadwell—Reading literature, first 
reader. 


Wiggin—Pinafore palace. 








This list represents the combined judg- 
ment of workers with children in America’s 
largest public libraries. Children vary so 
widely in reading ability and in their in- 
terests that the books listed for each grade 
are useful also for adjacent grades. Infor- 
mation about many more.excellent books 
may be had from the school or public 
library. 











land before 1865. Illus. N. Y., Macmil- 
lan. 443p. $2.50. 

Groves, Ernest RUTHERFORD. Presonality 
and social adjustment. N. Y., Longmans. 
292p. $1.40. 

Hotmes, JoHN M. Talks to high-school 
boys. Illus. N. Y., Macmillan, 172p. 
$1.50. 


Joyce, WiLtiAM B., and ForsusH, WILLIAM 
B. The honesty book; a handbook for 
teachers, parents, and other friends of 
children. 115 Broadway, N. Y., National 
Honesty Bureau, 1923. S56p. 80c. 

KELLOGG, VERNON LYMAN. Mind and hered- 
ity. Princeton, N. J., Princeton Univ. 
Press. 113p. $1.50. 

MASSACHUSETTS Dept. OF EpucaTIONn. Pro- 
fessional ethics in normal schools; a man- 
ual for teachers. (Bull. No. 2, 1923; whole 
no. 142.) Boston, Author, 1923. 32p. 


Morrison, J. Cayce. Some administrative 
uses made of standard tests and scales in 
the State of New York, 1921-22. Albany, 
N. Y., N. Y. State Univ. Press, 1923. 37p. 
Paper, 5c. 

NEWMAN, Louis IsrAEL. A Jewish univer 
sity in America? N. Y., Bloch Pub. Co 
96p. Paper, $1. 

Parkins, A. E. A teachers’ manual to ai 
company the McMurray and Parkins’ ge 
ographies. N. Y., Macmillan. 55p. Pa- 
per, 40c. 

SINGER, Epcar ARTHUR. 
and present problems. 
$2.50. 


SMITH, WALTER WHATELY. 


Modern thinkers 
N. Y., Holt. 329p. 


The measurement 


of emotion. Illus. N. Y., Harcourt, 1922 
183p. $3.50. 
Yates, DorotHy HAZELTINE. A study of 


some high-school seniors of superior in 
telligence. Bloomington, Ill., Public 
School Pub. Co., 1922. 78p. $1.25. 


History, Economics, and Statecraft 


Bocart, Ernest Luptow. Economic history 
of American agriculture. Illus. N. Y., 
Longmans, Green, 1923. 173p. $1.25. 

Borton, E. J. Cost accounting principles 
and methods. Chicago, Lyons and Carna- 
han, 1923. 243p. $2. 


BowMaN, Isa1AH. Supplement to The New 
World; problems in political geography. 
Yonkers, N. Y., World Bk. Co. 102p. 
Paper, 50c. 

CLELAND, Ropert Grass. One hundred years 
of the Monroe Doctrine. Los Angeles, 
Calif., Times-Mirror Press. 127p. $1. 

CRENNAN, C. H., and Kunospury, F. A. 
Psychology in business?’ (The Annals, 
Vol. 110; no. 199; Nov., 1923.) Phila- 
delphia, Am. Academy of Political and 
Social Science. 240p. Paper, $1; cloth, 
$1.50. 


Dana, EmMaA Litian. Makers of America. 
Illus. N. Y. Immigrant Publication Soc., 
1923. 206p. $1.30. 

Franklin, Benjamin, The pictorial life of. 
Illus. Philadelphia, Dill & Collins. $3. 

Georce, Marian M. A little journey to 
Cuba and Porto Rico; for intermediate 
and upper grades. Illus. Chicago, A 
Flanagan, 1923. 162p. 60c. 

Henry, Avice. Women and the labor move- 
ment. N. Y., Doran, 1923. 258p. $1.50. 

NicHoits, Roy F., and Krout, JoHn A. A 
syllabus for the general course in Ameri- 
can history. N. Y., Columbia Univ. Press 
Bookstore, 1923. 116p. $1.25. 

OsBoRNE, ALBERT B. Picture towns of Eu 
rope. Illus. N. Y., McBride, 1923. 259p. 
$2.50. 

Scott, Water DILL. 
efficiency in business. 
1923. 369p. $2.25. 

Scott, WALTER DLL, and CLOTHIER, ROBERT 
C. Personnel management; principles, 
practices, and point of view. Chicago 
A. W. Shaw. 657p. $4. 

Wesstir, Nesta H. The French revolution, 
a study in democracy. N. Y., Dutton 
519p. $5. 

Weeks, ARLAND Deyetr. The control of the 
social mind, psychology of economic and 
political situation relations. N. Y., Apple- 
ton. 260p. $2.25. 

WILLARD, R. C., and Ropinson, Epwarp K. 
Practical map exercises and syllabus in 
general history. Boston, Ginn, 1923. 31p. 
Paper, 5é6c. 

Practical map exercises in English his- 
Boston, Ginn, 1923. 32p. Paper, 


Increasing human 
N. Y., Macmillan, 





tory. 
S6c. 

























































™s 
ae 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





February, 1924 

















| NOTES amd ANNOUNCEMENTS | 
+ 


THE HEADQUARTERS OFFICE was taken by 
surprise in November when the receipts from 
membership dues mounted to over $50,000 
which was 60 per cent above the income 
from memberships in November of last year. 
This necessitated enlarging the office force 
of the division of records and accounts at 
once. But in order to do that it was neces- 
sary to move the machinery into new and 
larger quarters. In doing this there were 
the usual difficulties. That is why there was 
delay in sending out membership cards in 
December and January. It could not be 
helped this time and is not likely to occur 
again. 


Tuis is the last number of THE JOURNAL 
to be sent to those whose membership dues 
are not paid for the year 1923-24 until after 
payment is received. 


Now AND THEN one receives THE JOURNAL 
an entire year, and all at once recalls that 
he did not really wish to be a member for 
the year and refuses to pay. Does that 
look ethical or professional? 


THE REPAIRS on the buildings purchased 
by the Association last summer have been 
completed. This adds four fine office rooms, 
one large store and supply room, one large 
machinery hall, and several good storage 
rooms. The office rooms compare favorably 
with the office rooms in the main building. 


MEMBERS who have received 1923-24 mem- 
bership cards express favorable comment. 
They apparently like the style. 


THE NUMBER of one hundred per cent 
schools received during the fall months was 
much larger than reports of previous years 
covering a similar period. This indicates 
the professional growth of teachers and the 
pride they take in having their school on 
the honor roll. 


FOLLOWING the Monday evening meeting 
of the Department of Superintendence, Feb- 
ruary 25, the Chicago Principals Club will 
hold a reception at the Art Institute for 
those in attendance. The exhibit of the Chi- 
cago artists will be up at this time, and many 
of the artists will be guests of the club. 


THE NEW officers of the Arizona State 
Teachers Association are—president, J. O. 
Kreager, dean, Department of Education, 
University of Arizona, Tucson, Arizona; 
and secretary, John Branigan, superintend- 
ent of schools, Holbrook, Arizona. 


Rotary members of the N. E. A. are cor- 
dially invited to attend the Rotary Club of 
Chicago luncheon, Tuesday, February 26, 
12:10 to 1:30 P.M. in the Tiger Room, Hotel 
Sherman. Rotarians who are members of 
the Department of Superintendence will hold 
a luncheon, Wednesday noon, February 27, 
in the Tiger Room, Hotel Sherman. 





+ 


On to Washington June 29-July 5, 1924. 


IT REQUIRES organization to meet organi- 
zation. 
unknown in 


TENURE still 


places. 


RIGHTS are 


THE LARGER CHICAGO HOTELS are reserved 
to capacity. The Hotel Association advises 
those desiring reservations to address Mr. 
H. L. Carson, Secretary of the Hotel Asso- 
ciation, Room 1825 Republic Building, 209 
South State Street, Chicago, Illinois. 


RAILROAD IDENTIFICATION CERTIFICATES are 
ready for distribution to paid-up members 
of the National Education Association. Ad- 
dress J. W. Crabtree, Secretary, 1201 Six- 
teenth Street N. W., Washington, D. C. 


Tue DEPARTMENT OF CLASSROOM TEACHERS 
will have headquarters at Hotel LaSalle, 
Chicago, during the meeting of the Depart- 
ment of Superintendence. The Executive 
Committee of the Department will hold sev- 
eral sessions, President Iversen, announces 
an open conference for all classroom teach- 
ers on Tuesday afternoon, February 26, in 
Room 102 at the same hotel. On Wednes- 
day morning, February 27, a Department 
breakfast will be held at Hotel LaSalle, at 
which Olive M. Jones, Payson Smith, and 
W. T. Longshore, will speak. There will 
be brief messages from all organizations 
represented. 


PresipENT Olive M. Jones has accepted 
the chairmanship of the Public School Di- 
vision of the Thomas Jefferson Memorial 
Foundation which is raising a million dollar 
fund with which to purchase and preserve 
Monticello, the home of Jefferson between 
1770 and his death in 1826.  Jefferson’s early 
championship of public education did much 
to shape our conceptions of State and Na- 
tional duty and it is fitting that the move- 
ment for a suitable memorial should arouse 
the interest of school children throughout 
the Nation, furnishing an opportunity to 
emphasize those ideals of writings and 
liberties for which Jefferson stood. Monti- 
cello is in Albemarle County, Virginia, about 
three miles from Charlottesville where Jef- 
ferson founded the University of Virginia. 
The estate to be purchased includes 648 
acres and the mansion with practically all 
of its original furnishings. 


Tue Boarp of Education of Ithaca, New 
York, has voted unanimously that all perma- 
nent teachers in the Ithaca public schools 
who become ill shall receive one half their 
monthly salary during a period not to ex- 
ceed one school vear of ten months. 


W. G. Cover. former president of the Brit- 
ish National Union of Teachers and a lead- 
ing speaker at the meeting of the National 
Education Association in Boston, July, 1922, 





was recently elected Member of Parliament 
for the Wellingborough District. Mr. Cove 
will now devote his entire time to Parlia- 
mentary duties. 


Over 860,000 pupils in the New York 
State schools are without any knowledge of 
the Bible. The Bible was used every day 
in the average colonial home and in the pub- 
lic school, but the days of religious educa- 
tion in the home and school are past, ac- 
cording to an article by Reverend Clarence 
H. Benson, in the December Moody Bible 
Institute Monthly. 


THE ADOPTION of the metric system of 
weights and measures is one of the issues 
before Congress. The Metric Association, 
which met in Cincinnati, December 28, has 
organized an energetic campaign to push 
the passage of the Bill. 


“CoLuMBus” and “Jamestown,” the first 
two of the “Chronicles of America’ photo- 
plays produced by Yale University Press, 
were shown recently at Harrisburg, Pennsyl- 
vania, before over one thousand school su- 
perintendents and their friends. The gath- 
ering was enthusiastic over the triumph of 
the producers in making history so dramat- 
ically interesting as to reveal a new era of 
possibility for theatrical presentation. 


A PAGEANT picturing the early settlement 
of Elizabeth City County, under the super- 
vision of Miss Katherine L. Sinclair, was 
presented in Richmond, Virginia, at the 
State Educational Conference. It was the 
direct outgrowth of the history work of the 
third and fourth grade pupils of the Syms- 
Eaton School at Hampton, Virginia. Teach- 
ers performed the duties of pageant, ad- 
vertising, business, and scenic managers, and 
episode and musical directors. 


More than half of the children of school 
age in Cuba do not receive any education 
at all. It is estimated that more than 
12,000 new classrooms are needed to pro- 
vide places for these children. Many owners 
of buildings have offered free classroom 
space to boards of education, and additional 
classes will be installed as early as possible. 
By the provisions of a law passed in July, 
1923, it is now possible to remedy in part 
the great shortage of teachers, which has 
been one of the greatest drawbacks in Cuban 
education. 


Tue Temporary Library Training Board, 
appointed by the American Library Associa- 
tion last May and recently subsidized with a 
fund of $10,000 by the Carnegie Corporation, 
has begun investigation of the field of library 
training with a view to formulating tenta- 
tive standards for all library training agen- 
cies and devising plans for accrediting such 
agencies. Adam Strohm, librarian of the 
Detroit Public Library, is chairman, and 
Sarah C. N. Bogle, assistant secretary of 
the American Library Association, Chicago, 
is secretary. 


THE CORRESPONDENCE courses in radio re- 
ception and transmission, offered by the 
engineering extension department of the 
Pennsylvania State College, have enrolled 
more students than any of the other corre 
spondence courses offered by the department. 











I24 


—— 


nent 
‘ove 
rlia- 





Y ork 
e of 

day 
pub- 
juca- 
, ace 
rence 
Bible 


n of 
ssues 
ation, 
, has 

push 


first 
»hoto- 
Press, 
nnsyl- 
ol su- 
gath- 
ph of 
‘amat- 
era of 


lement 
super- 
r, was 
at the 
as the 
of the 
Syms- 
Teach- 
nt, ad- 
rs, and 


school 
ucation 
e than 
to pro- 
owners 
assroom 
ditional 
possible. 
in July, 
in part 
‘ich has 
n Cuban 


x Board, 
Associa- 
d with a 
poration, 
f library 
1g tenta- 
ng agen- 
ting such 
1 of the 
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radio re- 
i by the 
+ of the 
, enrolled 
her corre: 
epartment. 





Department of Superintendence 


Tentative Program for the Chicago Meeting, February 23-28, 1924 


{ OTEL reservations and the de- 
mand for identification certifi- 


cates by paid-up members wish- 
ing the special railroad rates indicate 
that the meeting of the Department of 
Superintendence this year will be one of 
the largest in its history. The programs 
of President Smith and the officers of 
allied groups are receiving their fin- 
ishing touches as THE JOURNAL goes to 
press. A time schedule showing a gen- 
eral outline of the meetings, luncheons, 
and dinners, together with officers of co- 
operating departments, appeared in the 
January issue. This and the following 
page contain additional information. 
The official program will be distributed 
at the time of registration. Several 
meetings of other educational groups are 
scheduled for Friday and Saturday, Feb- 
ruary 22-23. 

The opening Vesper Service of the 
Department of Superintendence will be 
held Sunday afternoon, February 24, at 
+ o'clock, in the Gold Room of the Con- 
gress Hotel. All other general sessions 
wil be in the Auditorium Theater, as 
outlined below. 

Monday morning, February 25, 9:15 
o'clock, Olive M. Jones, President of 
the National Education Association, will 
bring the greetings of the parent Asso- 
ciation. Superintendent P. P. Claxton, 
of Tulsa, Oklahoma, will speak. J. W. 
Abercrombie, State superintendent of 
Alabama, will speak on National Obli- 
gations in Education; William Mather 
Lewis, president of George Washington 
University, Washington, D. C., will 
talk on Encouragements. 

Monday evening, February 25, 8 
o'clock, Judge Florence Allen, of the 
Ohio Supreme Court, will deliver an 
address. 

Tuesday morning, February 26, 9:15 
o'clock, the following program will be 
given: Recent Achievements and Next 
Forward Steps in Rural Education, 
Frank P. Graves, State commissioner of 
education of New York; Educational 
Expenditures considered as Investments, 
E. C. Hartwell, superintendent of 
Schools, Buffalo, New York; Educa- 
tional Fads as Fundamentals, O. L. 
Reid, superintendent of schools, Youngs- 
town, Ohio. 

Thursday afternoon, Superintendent 
J. H. Beveridge, of Omaha, Nebraska, 
speaks on Some Hazards of the Super- 


intendency, with special reference to 
next forward steps that should be taken 
to protect the office of the superin- 
tendent and make it more highly profes- 
sional. Mrs. Susan M. Dorsey, of Los 


Angeles, will discuss Relations of the 
- Superintendent of Schools to the Teach- 
ing Corps, and Lotus D. Coffman, presi- 
dent of the University of Minnesota, 











To Members cf the Depart- 
ment of Superintendence: 





The meeting of the Department 
of Superintendence to be held at 
Chicago from February 24 to 28 
| gives promise of being the largest | 
in the history of the Department. | 
Every effort has been made to | 
make the program conform to the | 
high standard of preceding meet- | 
ings. While the speakers will not | 
be held rigidly to a general topic, 
the pervading theme will be “Re- 
cent Achievements and Next For- 
ward Steps in Public Education.” 
The program will be optimistic 
and consiructive. The aim of the 
meeting as a whole will be the pro- 
motion of the interests of the 
American public school. Every 
session whether general, sectional, 
or that of an affiliated body will 
conform to that aim. 


Certain important changes have 
been made in program arrange- 
ment. The number of general ses- 
sions will be reduced from six to 
| four. Two sessions instead of one 
will be devoted to the programs 
arranged by population groups. 
For Thursday forenoon, eleven pro- 
grams have been arranged around 
certain central subjects. Each of 
these programs is sufficiently strong 
in itself to stand as a general ses- 
sion. The program offerings as a 
whole will be many times greater 
| than those of former meetings. 


This change will present a real 
problem to every member, that of 
| choosing from among so many ses- 
| sions, each making the strongest 
| possible appeal to his interest. On 
| the other hand, there will be in- 
creased opportunity for conference 
and discussion because of the dis- 
| tribution of the membership into 
numerous groups. This program 
with its smaller groups and strong 
leaders in discussion invites from 
the membership a large measure 
of personal participation. 

With tte coéperation that is im- 
plied, the meeting of 1924 will yield 
large returns to every school sys- 


tem whose superintendent is in at- 
tendance. 


PAYSON SMITH, President. 


















































will give an address in reference to 


higher education; Superintendent J. W. 
Studebaker, of Des Moines, lowa, will 
speak on School Board Organization. 


OUNTY SUPERINTENDENTS | will 
hold meetings in the Elizabethan Room, 
Congress Hotel, Monday afternoon and 
Wednesday morning. The Superintendent's 
Relationships will be discussed at the Mon- 
day afternoon meeting by Edward J. Tobin, 
A. G. Yawberg, Fern Kennedy, M. S. Bentz, 
and Marie T. Harvey. Wednesday morn- 
ing My Experience in Administrating Edu- 
cation will be given by M. L. Pitman, Lillia 
E. Johnson, Carleton B. Gibson, W. L. 
Mercer, George P. Barron, C. H. Barnes, and 
A. L. Harman. Charles E. Dickey, leader. 


UPERINTENDENTS OF CITIES with 
population above 200,000 will meet .in 


the Ball Room, second floor, Auditorium 
Hotel, Monday afternoon and Wednesday 
morning. The program for Monday after- 


noon will be on Improving Service. The 
speakers include: Ernest C. Hartwell, John 
J. Maddox, and Jesse H. Newlon. 

The theme of the Wednesday morning 
program is Possible Economies. Through 
General Organization within the Schools 
will be discussed by I. I. Cammack, Charles 
L. Spain, Carleton W. Washburne; Through 
a Longer Schoo! Year by David B. Corson, 
and Through Central Business Administra- 
tion, R. G. Jones. Herbert S. Weet, leader 


UPERINTENDENTS of Cities with 

Population 50,000 to 200,000 will meet 
in the Crystal Room, Hotel Sherman, Mon- 
day afternoon and Wednesday morning. 
The first session’s program follows: Organ- 
izing a Curriculum after the Educational 
Objectives Have Been Determined, J. H. 
Bentley, C. B. Glenn, and M. G. Clark. 
Improved Methods of Supervision, William 
John Cooper, H. B. Wilson, and Daniel J. 
Kelly; Some Practical Next Steps in the Re- 
organization of Secondary Education, Frank 
G. Pickell and W. C. Reavis. 

Wednesday morning’s program includes: 
Planning Schoolrooms to Facilitate Instruc- 
tional Processes, J. W, Studebaker and M. 
E. Pearson; Making the High School a 
Social Institution, J. H. Beveridge and Paul 
C. Stetson; Personnel Management and 
Supervision of the Teaching Staff, E. E. 
Lewis, P. P. Claxton, and L. P. Benezet; 
and Recent Achievements in Budget Plan- 
ning, Orville C. Pratt. H. C. Johnson, 
leader. 


UPERINTENDENTS of Cities with 
Population 25,000 to 50,000 will be held 
Monday afternoon and Wednesday morning 
in the Crystal Room, Great Northern Hotel. 
At the first conference the Powers and 
Duties of the Superintendent, and His Rela- 
tion to the School Committee and to the 
Community will be discussed. 
The second session will discuss Compari- 
son of the 6-3-3 Plan and the 6-4-2 Plan in 


































76 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 





February, 1924 





Organization of the Elementary and High 
Schools; Promotion by Subjects; Value of 
Teacher Organizations; and Safety Teach- 
ing in our schools. John F. Gannon, leader. 


UPERINTENDENTS of Cities with Pop- 

ulation 10,000 to 25,000 will meet Mon- 
day afternoon, and Wednesday morning, in 
the Gold Room, Congress Hotel. These ses- 
sions will be addressed by C. Ray Gates, 
J. H. Risley, $. Howard Chase, Frank E. 
Converse, P. R. Spencer, E. M. Sipple, E. T. 
Duffield, D. W. Horton, John L. Bracken, 
and C. B. Cornell. Walter Siders, leader. 


UPERINTENDENTS of Cities with Pop- 
ulation 5000 to 10,000 will meet in Tiger 
Room, Hotel Sherman, Monday afternoon 
and Wednesday morning. The Monday’s 


Round Table will discuss the Scientific 
Method in Administration. The program 
follows: What Service should School Sys- 


tems render in This Group of Cities, C. R. 
Gates; Next Forward Steps in Educational 
Administration, N. L. Englehardt; The New 
Science of the Public School Publicity, P. R. 
Spencer; Professional Procedure in_ the 
Selection and Training of Teachers in This 
Group of Cities, H. A. Sprague; Notable 
Progress in Administration in this Group of 
Cities, J. J. Early. 

Wednesday morning the general topic will 
be Next Forward Steps in Curriculum Mak- 
ing. The program follows: Criteria and 
Standards for the Selection of Subject Mat- 
ter, A. G. Erickson, Will French, Richard 
W. Kretsinger, and Harry W. Langworthy; 
Methods of Finding, Assembling, and Using 
the Results of the Latest Investigation in 
Each of the Large Curriculum Branches, 
Oscar S. Wood; Organization of Cur- 
riculum Materials for Instruction Purposes, 
H. M. Corning; and Curriculum Making, 
L. Thomas Hopkins. John A. Sexson, leader. 


UPERINTENDENTS of Cities with Pop- 

ulation below 5000 will meet in the 
Cameo Room, Morrison Hotel, Monday 
afternoon and Wednesday morning. Mon- 
day afternoon the Curriculum and the Train- 
ing of Teachers are the principal topics. 
The program follows: Differences of the 
Curriculum of Rural Elementary Schools for 
Grades 1 to 6 and with Those for Similar 
Grades in City Schools, John M. Foote and 
Burr F. Jones. Minimum Institutional 
Training, Florence M. Hale; A_ Definite 
Program of Training in Service, Florence 
M. Wellman and Charles A. Philhower. 

The second session’s program follows: 
The Standard Four-year High School, E. E. 
Ramsey; Junior and Senior High School, 
W. L. Spencer and C. H. Dempsey; and 
Coérdination of Educational Units for Max- 
imum Efficiency, Milo B. Hillegas, and 
Francis G. Blair. John D. Whittier, leader. 


OPIC CONFERENCES dealing with 

problems of supervision and administra- 
tion will be held Thursday morning, Feb- 
ruary 28, at 9:15 o'clock. These meetings 
will be open to all members of the National 
Education Association. At the conference 
on Physical and Health Education, E. George 
Payne will discuss Health Education in the 
Schools; William R. P. Emerson, Open 


Window Classes Versus Nutrition Classes; 
and Frederick W. Maroney, Codrdination of 
Physical and Health Activities. 
Corson, leader. 


David B. 


The conference on Vocational and Part- 
time Education will discuss Specialized Edu- 
cation and the Superintendent. The pro- 
gram follows: The Superintendent’s Re- 
sponsibility in Determining and Codordi- 
nating the Major Policies of Vocational and 
Part-time Education, Ernest C. Hartwell; 
The Superintendent’s Opportunity to Co- 
ordinate Vocational and General Education, 
Robert J. Leonard; The Relation of Part- 
time Education to General Education and 
Vocational Education, Randall J. Condon; 





High Lights of the Chicago 
Convention 






Program—Optimistic and con- 
structive. 

Topics deal with urgent prob- 
lems of administration. 

14 allied departments and or- 
ganizations co-operate. 

108 addresses in conference ses- 
sions of population groups. 

66 addresses in conference ses- 
sions of topic groups. 

Vesper service Sunday after- 
noon at 4 o'clock. 

General sessions — Auditorium 
Theater. 

Registration and post-offiice— 


Mezzanine floor of Congress 
Hotel. 


A new and 
plan. 

The Second Yearbook of the 
Department on curriculum 
making distributed to mem- 
bers. 

57 varieties of dinners, lunch- 

eons, and breakfasts. 























intimate exhibit 












Vocational Guidance as an Adjunct of Voca- 
tional Education, Frank M. Leavitt. William 
M. Davidson, leader. 

The conference on Immigrant Education 
will discuss The Place of Immigrant Educa- 
tion in a Democratic School System; What 
the High Schools have Accomplished in the 
Education of the Immigrant; and the Out- 
look for Immigrant Education in the United 
States. Two committees will report on Fed- 
eral Leadership and State Leadership and 
Legislation. A. B. Meredith, leader. 

The program of the conference on Visual 
Instruction in Education follows: Value of 
Visual Aids in Education, F. N. Freeman, 
Joseph J. Weber, and George C. Kyte; Use, 
Value, and Expense of Visual Instruction 
(a) in a City School System, Frank Cody, 
(b) In a State School System, Alfred W. 
Abrams and Dudley Grant Hays; Visual 
Aids Available for Use—Improvements 
Needed and Under Way, Susan M. Dorsey 
and Ernest L. Crandall; Training Teachers 
to Employ Visual Aids in Teaching, W. M. 
Gregory and John J. Tigert; Progress 
Achieved and Desirable in Visual Instruc- 
tion, Charles H. Judd and Thomas E. 
Finegan. H. B. Wilson, leader. 

The conference on Educational Publicity 





will be addressed by W. H. Holmes, R. J, 
Tighe, Carleton B. Gibson, E. W. Butterfield, 
J. H. Risley, P. H. Smith, D. C. Bliss, W. H. 
Allen, and R. G. Reynolds. Charts, graphs, 
newspaper clippings, and school reports and 
bulletins will, during the meeting, illustrate 
the talks. L. P. Benezet, leader. 

The program of the conference on The 
School and the Community follows: Parent, 
Teacher, and School, M. E. Moore; City 
Schools and Community Service, Paul C. 
Stetson; A Rural School Community Pro- 
gram, Mabell G. Bush; The Boy Scout 
Project, Loren W. Barclay; and School and 
Community Possibilities, Charl O. Williams. 
Frank Cody, leader. 

The program for the Conference on Major 
Objectives of Elementary Education follows: 
How Shall We Select Subject Matter of the 
Elementary School Curriculum, William H, 
Kilpatrick ; Reorganization of Subject Matter 
in the Elementary School, F. G. Bonser; Re- 
organization of the Elementary School to 
Meet Major Objectives, Charles L. Spain; 
Research in Relation to the Attainment Ob- 
jectives in Elementary Education, Ernest 
Horn; Relation of Supervision to the Attain- 
ment of Major Objectives, Fred M. Hunter. 
Jesse M. Newlon, leader. 

Other conferences include Civic Education, 
under the leadership of Jeremiah Rhodes, 
San Antonio, Texas; Character Education, 
under the leadership of J. E. Burke, Boston, 
Massachusetts; Training Teachers in Serv- 
ice, under the leadership of J. M. Gwinn, 
San Francisco, California; and Problems of 
Junior High and Intermediate Schools, under 
the leadership of Ben G. Graham, Newcastle, 
Pennsylvania. 


ATIONAL Council of Education 

will hold three sessions, Tuesday and 
Wednesday afternoons and Thursday morn- 
ing, February 26-28. Prior to these sessions, 
a luncheon will be held in the French Room 
of the Congress Hotel, Monday afternoon 
at 12:30, February 25, for officers, chairmen, 
and members of committees. 

Tuesday afternoon, February 26, the Coun- 
cil will meet in the Playhouse Theater. The 
program follows: President’s address; The 
Work of the Bureau of Education in Alaska, 
John J. Tigert; The Relation of Professional 
Spirit Among Teachers to Public Education 
and the Devotion of Citizenship, Olive M. 
Jones; Reports of the Committee on Reor- 
ganization of the National Council of Edu- 
cation, the Joint Committee on Health Prob- 
lems in Education, and the Committee on 
Extension Education. 

The Wednesday afternoon session, Feb- 
ruary 27, will be held in the Banquet Room 
of the Auditorium Hotel. Reports will be 
given for the Committee on the Status of the 
American Woman Teacher, the Committee 
on Illiteracy, the Committee on Vocational 
Education, and the Committee on State Funds 
for the Support of Elementary and Secondary 
Schools. 

Thursday morning, February 28, 9:15 
o’clock, a joint session will be held with the 
topic conference of the Department of Super- 
intendence, dealing with Improvement. of 
Teachers in Service, at which there will be 
reports of the Committee on American 
Teachers Colleges, the Committee on Train- 
ing Teachers in Service, and the Committee 
on Participation of Teachers in School Man- 
agement.