JUN 12 24 On to Washington, Sixty-Second Annual Meeting, June 29 to July 4, 1924 VOL. Xiil JUNE, 1924 nel, ‘4? JB The JOURNAL of the NATIONAL EDUCATION ASSOCIATION Citizenship Training in a Democracy The American Public School Children Who Work on Farms Basic Studies in School Finance Milwaukee Vocational School The Pool, the River, and the Canal The Teacher as Judge ‘ , Popularizing Health Education E nforcing the Law The Service of our Nation: ry L beast Hope for British Education Concerning Teachers Czechoslovakia and Education A Phase of the Salary cea Editorial Fresh From the Cla assroom In Other Journals A Professional Program for Sepecasber Patriotic Pilgrimages ‘Teachers’ Retirement Annuity Peinstaies The School and the Public Museum Guide to Books Annual Mectine—Programs Home Projects for Boys Notes and Announcements Enrolment and Affiliation Washington Hotels Directory of Advertisers Published monthly, except July and August, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NorTHWEST, WASHINGTON, D. C. Entered as second class matter October 28. 1920. at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. < AO OK SONS , 4 use| rie ‘ | ; ; \ 1 , | ] ' | ; f — | New Books on the Junior High The Horn School Learn to Study For Summer Schools “Readers To make automatic the habits of effective study is the important goal of this new series. The Learn to Study Readers are JUNIOR HIGH SCHOOL CURRICULA By Harian CAMERON Hines, Pu. D. Professor of Education, University of Cincinnati JUNIOR HIGH SCHOOL LIFE basic books, not “supplementary readers.” They develop the pupil’s ability to use all By Emma V.TINDAL AND JessiE DUVAL Myers books more efficiently. Write our nearest | Oliver Wendell Holmes Junior High School, office for information about Philadelphia Book One Horn-Shields PROCEDURES IN HIGH SCHOOL Book Two Horn-McBroom TEACHINGS and The Horn-Shields By Doucias Waptes, Pu. D. | ing Flash Car . ; eed: Toenay foe “ Assistant Professor of Secondary Education, The Other books in this series will follow shortly University of Pittsburgh GINN AND COMPANY | THE MACMILLAN COMPANY Boston New York Chicago London New York , Chicago Atlanta Atlanta Dallas Columbus San Francisco Boston Dallas San Francisco ee WINSTON | You, too, can enjoy this summer Just relieve yourself of textbook worries by getting distinctive books of recognized merit. If you are not familiar with the complete Winston list—a list of books replete with new, fresh, modern methods and material—be sure to start the summer right by sending for it. Here are some of the titles that are now having a phenomenal distribution: THE WINSTON READERS THE SILENT READERS - d is J States Pz Office. A basal series. More than 2,000,000 in use. Registered United States Patent Office THE COMPANION READERS Tests prove their superiority. Over 1,000,000 in use. ; sia HUMAN GEOGRAPHY The only readers duplicating the vocabulary of a basal Fi eels ae ; A series of two books by J. Russell Smith. The only pres ll (THE WINSTON READERS) in entirely new modern series with a different approach in each book. | THE WINSTON SIMPLIFIED DICTIONARY THE MAKING OF OUR COUNTRY dines hype Given the highest rating by every group scoring history The only dictionary that satisfies both teacher and stu- texts. Contains the famous Ferris illustrations in four dent. More than 1,000,000 used in five years. colors. | THE SPELL-TO-WRITE SPELLING BOOKS The only series with a teaching method. THE WINSTON CLEAR-TYPE POPULAR CLASSICS | | Robin Hood Pinocchio Heidi Treasure Island “Not mechanical excellence but mechanical perfection” are interested. Send for the Winston list. THE JOHN C. WINSTON COMPANY HOME OFFICE, WINSTON BUILDING, PHILADELPHIA | CHICAGO SAN FRANCISCO DALLAS TORONTO AMERICA’S LARGEST PUBLISHERS AND MANUFACTURERS OF BOOKS AND BIBLES FOR TEXTBOOKS Write us about the subjects in which you June, 1924 Citizenship [raining in a Democracy Poland reveal clearly the impor- tance of training for citizenship in ademocracy. To educators, the unusual object lesson going on in that country today is too important to be allowed to pass unnoticed. Of course, no one would dare question the patriotism and devotion of the twenty-seven million people living in the territory of the new republic of Poland. ‘Their glorious history of three generations of men and women, suffer- ing unparalleled mental and physical tor- tures with the hope of regaining their mother-country, speaks conclusively of irrepressible patriotism in trying times of war. Times of peace, however, seem to present a far more difficult test, in- volving all of the people in a codperative plan of service. War time demands com- paratively few leaders and unquestioned military obedience. Ideals in a democ- racy in time of peace involve slow but steady, untiring and trustworthy execu- tion of daily duties on the part of all of the people for their common welfare. This requires long training in habits of industry and an intelligent interpreta- tion of such terms as equality, opportu- nity, privilege, and duty. A democratic form of government, more than any other, presupposes this individualistic contribution to the sum total of national welfare and progress. In Poland, today, leaders of political affairs received training under three different forms of government. The work of reconstruction is not an easy matter in spite of their unselfish devotion and fine character. “The mass of citizens, now “free and equal” show definite inequalities as to education, ideas, and historical background of the last one hundred fifty years. At least 65 per cent of the total pop- ulation consists of [ret GOVERNMENT affairs of cheir peasants most of whom are illiterate and unfamiliar with the complicated system of annual budgets and governmental taxation. The ma- chinery of production and distribution has not had time as yet to set its wheels in motion. Adequate taxes simply can- MARTHA MazurRowsKA not be collected. During 1920 when the first national budget was made up, only one seventh of the required amount was raised; in 1921, one third; and in A Letter from Poland Krucza 29, Warsaw, Poland. To the Editor, Journal of the National Education Associa- tion, Washington, D. C. Dear Sir: I am sending to you some material for publication in THE JOURNAL. Before coming to Poland I was principal of Elementary School No. 13 in Buffalo, New York, and a member of the De- partment of Elementary School Principals of the National Edu- cation Association. On the in- vitation of the Federal Depart- ment of Education in Poland, I came here as an advisor and a lecturer on American educa- tion. My work consists mainly in assisting in the organization of the Polish educational sys- tem. The conditions here are very different, most interesting, and very difficult. I am anxious that American teachers know about the wonderful work Poland is doing in spite of her difficulties. I am, Yours very truly, Martha Mazurowska. 1922 only three eighths. This, in turn, necessitated the printing of additional paper money, causing a steady drop in the value of the Polish mark. ‘The de- creased value of wages and the climbing cost of living brought out a general con- flict in the struggle for existence. With the hope of removing unbearable finan- cial pressure, political leaders are changed as soon as they become too ob- trusive in their demands on the masses. This seemingly awkward helplessness cannot be blamed on the people. They {191] are rather to be pitied as victims of most unusual circumstances of the last cen- tury and a half. Education alone can prepare the way for a better understand- ing of the duties as well as the privileges in a democracy. If the national treasuty of Poland could be supplied with necessary funds by means of.a perilous battle there is absolutely no question that the peasants would most cheerfully sacrifice their life and all for the good of their country. Today, however, their country is calling for service in the form of faithful work, unstinted moral support, and the neces- sary funds. This conception of civic duty, based on an intelligent under- standing, can be inspired by education only. The peasant who was denied edu- cational advantages by reason of his servitude and nationality is not prepared to participate in the constructive uphold- ing of the virtues of citizenship. The Polish Department of Education recognizes its responsibility and duty in this social condition. They have al- ready done gigantic work with super- human effort. Seasonal classes for il- literate adults are arranged in all villages at convenient hours. Traveling libraries and lecturers are doing an inestimable amount of “first aid” in education. A net-work of “Know Your Country” clubs is being organized everywhere for the young men and women. In some of the country schools, on account of the shortage of teachers, fathers and mothers assist by instructing classes in cooking, dairying, weaving, bee culture, cobbling, sewing, and many other similar subjects. Everyone is studying or helping others. The leaders in education are equally busy comparing the best in the systems of other countries and interpreting its value in terms of Polish social and eco- New textbooks and school aids aie being prepared carefully. Everything possible is done to assist the people of the fifth largest country in Europe, rich in natural resources, like timber, oil, coal and iron, in deveioping— its natural endowment by means of edu- cation and citizenship training. nomic conditions. 190 THE JOURNAL OF THE NATIONAL EpucaTIoNn ASSOCIATION May, 1924 + NOTES amd ANNOUNCEMENTS | Re a et a ea ne te ene te nee ne a OFFICIAL DELEGATES to the Fourth Repre- sentative Assembly of the National Educa- tion Association should be reported to Asso- ciation headquarters by May 15. If dele- gates and alternates have not already been chosen, arrangements should be made at While delegates may be chosen after May 15, there is an advantage in having the reports in on time. Blanks for these reports have already been mailed to afhliated asso- Ciations. Organizations wishing additional blanks should write to Harriett M. Chase, assistant to the secretary, 1201 Sixteenth Street Northwest, Washington, D. C. once. FIELD SECRETARY J. O. ENGLEMAN is round- ing out a notable service for the school year. He has covered a wide territory, making many addresses both to lay and professional groups, frequently several addresses in one day. Here is a sample of his schedule: Logansport, Ind., March 28; La Porte, Ind., March 31; Warrensburg, Mo., April 2; Kansas City, Mo., April 3-5; Wichita, Kan- sas, April 7; Hutchinson and Newton, Kan- sas, April 8; and Pittsburg, Kansas, April 10. AN OPPORTUNITY for teachers to do some studying in the National Capital will be pro- vided by the summer school of the George Washington University. The department of and sciences offers nine-week beginning June 16 and six-week courses be- ginning July 7. Teachers who wish to com- bine attendance at the National arts courses Education Association meetings with the six-week courses may reserve their rooms in Wash- ington by writing to Dr. W. C. Ruediger, director of the summer school, George Wash- ington University, Washington, D. C., who will be glad to furnish full information upon request. THE SOUTHEASTERN PASSENGER TION has granted a _ thirty-day privilege on railroad tickets to the National Education Association Convention. ASSOCIA- stop-over A CONFERENCE ON TuHrIFT Education will be held in Washington, D. C., June 27 and 28. Mr. Arthur H. Chamberlain, secretary of the California State Teachers Association, is chairman. WHAT THE ScHooLts Can Do to Prevent Delinquency will be the subject of a luncheon and afternoon conference on July 3, in con- nection with the Association's Washington meeting. Further information about this luncheon and open session may be had from Mr. Graham R. Taylor, executive director, Joint Committee on Methods of Preventing Delinquency, 50 East Forty-second New York City. Street, To pay the expenses of delegates to the Representative Assembly in July, motion picture entertainments are being held in the school buildings of San Diego, California. Similar entertainments are being held in other places for the same purpose. TEACHERS planning to go abroad will be interested in the City of London Vacation Course, July 26 to August 9, 1924, which is under the principalship of Right Honorable H. A. L. Fisher. The the including residence and meals at the Head- quarters Hotel is £82; without residence at the Hotel but including luncheons there, £42. An_ illustrated had from Hugh W. Ewing, secretary, Montague House, Russell Square, London, W. C. 1. cost of course, catalog may be scHOOL for librarians will be Montpelier, August 4 to 15 inclusive. Full information may be had Mrs. Helen M. Richards, Free Public Library Department, Montpelier. A SUMMER held in Vermont, from secretary, NATIONAL Music WEEK will be observed in many schools May 4 to 10. ‘Teachers wishing program and material for use dur- ing this week should write to the National Music Week Committee, 105 West Fortieth Street, New York City. THe Hawa EpucaTion ASSOCIATION is one of the largest afhliated with the National Education Association. Out of 1600 teachers, 1596 belong to the Hawaii Association. Be- sides this each Island has its own local as- sociation. Last year 88 per cent of the teachers of the Territory of Hawaii be- longed to the National Education Associa- tion. THe AMERICAN LEGION National Contest on “Why Communism is a Menace to Americanism,” closes June 15, 1924. Further information may be had of Mr. Garland W. Powell, National The American Legion, Indianapolis, Indiana. Essay director, TRAINING FOR AMERICAN citizenship is be- ing especially emphasized in Missouri under the leadership of State Superintendent Charles A. Lee who, in codperation with high-school workers, has developed special curricula for the high schools of the State which place larger emphasis on citizenship and social studies. THE NATIONAL AMERICANISM COMMISSION of the American Legion reports that there were 18,000 world war veterans who applied for naturalization papers while in the serv- ice, but who have not called for their final papers, which have been granted. ‘Teachers are asked to help locate these men and to have them write to the Bureau of Naturaliza- tion, Washington, D. C., giving their name, address, camp from which application was made, and the unit in which they served. FIFTY PLAYGROUNDS will be given away this year to growing the United States. Further information may be had of the Harmon Foundation, 140 Nassau Street, New York City. towns and cities in Loren W. Barciay, formerly educational director of the Boy Scouts of America, has been appointed vice-president of the Chil. dren’s Foundation, an institution devoted to the study of child life. THE SUPERINTENDENT AND EVERY PRINC]- PAL, SUPERVISOR, AND TEACHER IN THE Mountz VERNON, NEW YORK PUBLIC SCHOOLS BELONG TO NATIONAL, STATE, COUNTY, AND Local TEACHERS’ ASSOCIATIONS. A PRIZE OF $25,000 for the best essay on World Peace Through Education is offered by the World Federation of Education Asso- ciations. Dr. Augustus O. Thomas, president of the Federation, State Department of Education, Augusta, Maine. Dr. Thomas is chairman of the Association's Committee to with the World Federation. Full information may be had from cooperate PRINCIPAL THEODORE E. MAartTIN, of the Richfield High School, Richfield, Utah, has been appointed full-time executive secretary of the Utah gin his duties on June 1. Educational Association to be- THe UnNitTep STATES SENATE resolution introduced by George W. Norris, of Nebraska, amendment to h as passed a proposing a Constitutional make the of President and Vice-president begin on the third Mon- terms day of January instead of the fourth of March. The later date was set in stage- coach days when it took much longer for candidates to travel from their homes to the Capital. . AMERICAN EpucaTION WEEK will this year be observed from November 17 to November 23. Many teachers will begin at once to collect material to be used in their classes during this important week. THE TEACHERS of Denver have been at work for a year and a half in the cooperative enterprise of building a new curriculum for leadership of Threlkeld and the present-day needs under the Assistant Superintendent direct guidance of L. T. Hopkins, professor of education, University of Colorado, and W. D. Armentrout, professor of education, Among the experts that have been called in to advise with the local are Ernest Horn, on methods of procedure; F. G. Bonser, on in- dustrial arts courses; W. S. Gray, on read- ing language and English; Otis W. Cald- the sciences; F. G. Nichols, on commercial education; John C. Stone, on elementary mathematics; and Harold QO. Rugg, on the social sciences. Colorado State Teachers College. workers well, on “THe cost of public education is the cost of democracy.” This statement appears on the cover of the Akron, Ohio, Annual School Report, containing much data on education in Akron and comparable cities. TEACHERS INTERESTED in summer vacation study in Switzerland can obtain information by writing Mr. F. Dossenbach, director of the Official Information Bureau of Switzer- land, 241 Fifth Avenue, New York City. Miss ANNA M. Lupton, for fifty years a beloved primary teacher in the schools of Richmond, Indiana, recently resigned after teaching in one building for thirty consecu- tive years, part of the time as a training teacher. Her retirement was the occasion of a memorable gathering of teachers. 1924 ee Chil- ted to RINC]- lount ELONG LOCAL ay on ffered Asso- from of the ‘ation, irman perate f the 1, has retary to. be- ‘sed a Jorris, tional sident Mon- to the s year ember ice to ‘lasses en at rative m for lip of id the fessor and -ation, \mong advise rn, on on in- read- Cald- ls, on ie, on ld 0. e cost ars on School cation cation nation tor of vitzer- y. ears a ols of after nsecus aining ‘casion . Vol. 13, No. 5 THE JOURNAL OF THE NATIONAL EpucaTiIon ASSOCIATION f Real Value to Every Teacher AVE you considered the value of a daily newspaper which is international, handles the topics of the H day according to their broad, universal interest, gives you companionship with the world’s greatest thinkers? Have you recognized your opportunity, as a teacher, to extend the helpful influence of clean journalism by utilizing such a newspaper in your class work, and bringing it to the attention of your pupils ? The Christian Science Monitor offers a wealth of material useful in the classroom. Its clean, con- structive news, domestic and foreign, is obtained mainly from special correspondents in all parts of the world. Its Editorial Page deals with vital world events; its pages devoted to Finance and Clean Sports are unexcelled;: its features include Art, Music, Drama, Book Reviews, Architecture, Aviation, Radio. A Young Folks’ Page is a regular feature. The Monitor’s Educational Page, every Monday and Thursday, brings teachers into close acquaint- ance with great educational issues, and promotes right ideals in the teaching profession. The space devoted by the Monitor to Educational Conventions has been the subject of marked com- ment. Concerning the 1923 meeting of the N. E. A. in Oakland-San Francisco, Augustus O. Thomas, Committee on Foreign Relations of the N. E. A. said: “The fine report you yave of the World Confer- ence on Education is very deeply appreciated. . . . The fact that the Monitor is absolutely clean and has for its purpose and mission the promotion of the better things of civilization makes it of tremendous importance as a newspaper.’ Commenting on the 1924 meeting, Department of Superintendence, N. E. A., Joy E. Morgan, director of the N. E. A. press service, writes: “I congratulate you upon the admirable reports of the meeting of the Department of Superintendence that have appeared in the Monitor. During the meeting I was asked many times what newspaper would contain the best reports, and I was glad to say that, in spite of its distance from the scene of action, the Monitor would cover the conference most fully and effectively.” Our subscribers include many able and progressive educators. Are you one of them? If not, the coupon below offers you the opportunity to receive the Monitor regularly. The Christian Science Monitor An International Daily Newspaper Back Bay Station, Boston, Mass. eAn Invitation DUCATORS who visit the British Empire Ex- hibition, Wembley, London, are cordial- /y invited to call at FOR YOUR CONT ENIENCE the Christian Science : To The Christian Science Monitor, Back Bay Station, Pavilion immedtate- l Boston, Mass. , "2g ? J.N.E.A. ly adja cent to the | Please enter my subscription for British Government | One Year, $9.00 4 Six Months, $4.50 [J buildings, where rs l Three Months, $2.25 [] a - or ry be ; ees ane Monitor ve J : | One Month and Ten Days’ Trial Subscription, $1.00 1 read or obtained. | | Herewith find $.. .. (Please write plainly) | NN 6 o5. a 6k dpeata nck Sete ke Ok sie eek mh I a ee tee es ae | | i Address | THE JourRNAL when writing our advertisers Mention A-118 THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION May, 1924 ART: Sketching, Design, Modeling, Drawing (Still Life, Cast Ornament, Cast Head and Figure, Life), Painting (Still Life, Figure, Landscape), Methods, History of the Arts. INDUSTRIAL TRAINING: Woodworking and Cabinetmaking, Sheet Metal, Electricity, Draft- ing, Plumbing, Welding, Patternmaking, Ma- chine Shop. Carnegie Institute of Technology Schenley Park, Pittsburgh, Pa. SUMMER SESSION, 1924 Courses for Teachers and Supervisors ot Art Music Home Economics Industrial Training Including subjects in Education and Psychology June 30 to August 8 Exceptional Laboratory, Studio and Shop Facilities HOME ECONOMICS: Nutrition, Cookery, Sewing, Dressmaking, Household Management, Methods. MUSIC: Technique of Orchestral Instruments, Chorus Conducting, Solfeggio and Dictation, Eurythmics, Harmony, Counterpoint, History of Music, Appreciation, Methods, Individual Lessons in voice, piano, organ, and all instru- ments of the symphony orchestra. Special Course in Architecture, June 16-July 26 Wide range of other subjects offered in the College of Engineering and College of Industries For Catalog, address the Director of the Summer Session Carnegie Institute of Technology, Pittsburgh, Pa. . siieiepiinnieiinibnaemiapeatitianeataamnenaiinsigiapmaitnaciimnarentians + ENROLMENT aad AFFILIATION + wt + HE following associations are in addition to the affiliations which have been re- ported in previous issues of THE JOURNAL: Cuicaco, Itt., Chicago Division Illinois State Teachers Association, Emma McCredie, Secretary; Schoolmasters Club, C. A. Hoffman, President. Copy, Wyro., Park County Teachers Association, Ralph B. Hardin, Secretary. Oneiwa, N. Y., Oneida Teachers Association, Jessie F. Butts, Secretary. Prescott, Ariz., Prescott Anne Douglas, Secretary. WILMINGTON, N. C., North Carolina Educational League, Incorporated, Charles B. Newcomb, Secre- tary. Education Association, HE following schools have completed their reports for one hundred per cent membership enrolment in the National Ed- ucation Association for 1923-24, since the list was published in the April JOURNAL: Four Years CLEVELAND Heicuts, Onto, Boulevard School, J. Belle McVeigh, Principal. Denver, Coro., Corona School, Dora M. Moore, Principal. Three Years Councit Biurrs, Iowa, Avenue B School, Frances Potts, Principal. Maywoop, Iit., Lincoln School, Mrs. F. M. Wood- bury, Principal. STERLING, Coro., Sterling Public Schools, John A. Sexson, Superintendent; Franklin School, Myrta Pantall, Principal; Junior High School, Amy Dickinson, Principal; Lincoln Sckool, Anne L. Rogers, Principal. STONEHAM, Mass., South School, Laura L. Principal. WestTBROOK, MAINE, Sinclair, Principal. Stevens, Bridge Street School, Guy V. Two Years Cororapo Sprincs, COovo., M. Rudy, Principal. HAGERSTOWN, Mb., Antietam Street School, Kleora A. Sands, Principal. Los ANGELES, Cauir., Hammel Street School, Anna S. Conniar, Principal. New York City, N. Y., Public School Thirty-eight, Queens, Irma S. Gottlieb, Principal. Lowell Sc hool, Mrs. Anna Mrs. OAKLAND, Catip., Stonehurst School, Angie H. Webster, Principal. Wooster, Ono, Beall Avenue School, Mary G. Ebright, Principal. Current Year ApNA, WasH., Adna Public Superintendent. ARLINGTON County, VA., C. Davis, Principal. Battimore County, Mob., Ingleside School, Julia W. Jones, Principal. BELLEFONTAINE, OHt0o, Pyers, Superintendent. BINGHAM Canyon, Utan, Central School. BinMINGHAM, ALA., Ensiey High School, E. E. Smith, Principal; Woodlawn Sckool, J. D. Williams, Principal. BripGerort, CoNN., Garfield School, Caroline Woos- ter, Principal. BrookiyNn, N. Y., Public School Sixty-two, Mabel F. Dodge, Principal. CapLevitte, TENN., Capleville High Sckool, Jennie Allensworth, Principal. Casper, Wro., Central Principal. CHESTERTOWN, Mb., Chescertown High School, Mark Creasy, Principal. Schools, J. R. Logan, Laegmuller Sckool, Anne Rushylvania School, D. A. Minnie Eddleman, School, CLEVELAND, Onto, Case Sckool, Jennie A. Principal. CoLERAINE, MINN., Dutter, Dean. CoLvuierRvVILLeE, TENN., derson, Principal. ( sleeson, Itasca Junior College, H. W. Collierville Sc hool, Hal An- CoLorapo Sprincs, Coro., Garfield School, L. B. Grafton, Principal. Compton, Carip., Belle Vernon School, Wayne F. Bowen, Principal. Councit Biurrs, Towa, Longfellow School, Clara Myers, Principal; Washington School, Mantio Mangum, Principal. Dayton, Onto, Washington School, Emma J. Clark, Principal. Decatur, Iti., Ulirich Building, Mrs. Florence A. , Hodgson, Principal. JELAND, Itt., De Land Townshi j . } William O. Jones, Principal. . DENVER, Co.o., Edison Sckool, Maude L. Craig, Principal; Jronton School, Ethlyn Rogers, Prin- cipal; Smedley School, M. Allien Lander, Prin- cipal; Twenty-fourth Street School, Lila M. O'Boyle, Principal; Washington Park School, Sarah P. Ketner, Principal. DoyLestown, Pa., Doylestown Public Sckools, Doctor Carmon Ross, Superintendent. East Braintree, Mass., Perkins Eldridge, Principal. East Paterson, N. J., Farrar, Principal. East Saint Louis, ILt., Junior High School, M. E. Bruce, Principal. Fonp pu Lac, Wis., Fond du Lac City Schools, L. P. Goodrich, Superintendent; Bragg School, Helen Schoenlaub, Principal; Cleveland School, Bertha Saak, Principal; Deaf School Department, Anna Nugent, Principal; Garfield Junior High School, S. P. Unzicker, Principal; Grant School, Ruth Murphy, Principal; High School, E. R. Ellian, Principal; Lincoln School, Katherine Evans, Prin- cipal; McKinley School, Minnie Manion, Prin- cipal; Roosevelt Junior High School, R. B. Wood- worth, Principal; Washington School, Sarah Fahey, Principal; Wilson School, Eva Kyle, Principal. GLENWoop, Hawau, Glenwood Sc/ ool. Gioucester, Mass., Maplewood School, Ida M. Proctor, Principal. GREENVILLE, N. C., East Carolina Teachers College, Robert H. Wricht, President. Harenaku, Maui, Hawan, Halehaku R. T. Kiakona, Principal. Haovu, Hawau, Haou School, M. A. Principal. Hito, Hawau, Haateo School, E. A. Brown, Principal; Hilo Unios School; Junior High School; Kaiwiki School; Kapiolani School; Piihonua School. School, A. M. Market Street School, Bertha School, Miss Medeiros, School; Hilo Senior High yne F, Clara Mantio Clark, nce A, Sckool, Craig, Prin- Prin- a M. Sarah Doctor . Union ‘chool; Vol. 13, No.5 —— The University of Wisconsin SUMMER SESSION June 30 to August 8 (Law School June 23 to August 29) One Fee, $22, for ALL Courses (Except Law, $35) Courses in all Colleges, leading to the Bache- lor’s and Higher Degrees and providing oppor- tunity for professional advancement. FOR: University, College and School School Supervisors, Principals, Superintendents, Men and Women in Normal Instructors, High Teachers, Professional Life, College Graduates and Undergraduates, High School Graduates, Grade School Teachers and Super- visors. Special work this year: Educational Administration, Speech Clinic, and Courses for Teachers of Exceptional, Deaf and Subnormal Children. Research Facilities Lakeside Advantages For further information address DIRECTOR SUMMER SESSION MADISON, WIS. This Magazine is from Our Presses Judd & Detweiler, Inc. Master Printers Eckington Place and Florida Ave. Washington, D. C. Mention THe Journal THE JOURNAL OF THE NATIONAL EpucaTIon AssOcIATION \ Maryquetic University A Summer Session in Milwaukee In very few places can you so delightfully combine such attractive courses with so many recreational advantages. Located on the shores of beautiful Lake Michigan, you can indulge freely in glorious fresh-water bathing, yachting, and short lake trips. The Milwaukee River and the Inland Lakes (only a few miles west of Milwaukee) are easily reached and offer excellent fishing, boating, swimming, etc. Golf and tennis arrangements are easily made. A wide variety of courses are offered in the College of Liberal Arts leading to undergraduate and graduate degrees. Courses of special interest to teachers in the Department of Education. Courses in Teaching Methods and Public School Music in the College of Music. Courses in Athletic Coachirg (football, basketball, baseball, track) by the Marquette coach- ing staff. The Summer Session begins June 23rd and ends August 2nd. Write for attractive, illustrated booklet. Address Marquette University, 1113 Grand Ave., Milwaukee A-119 George Washingt SUMMER SCHOOL GEORGE WASHINGTON UNIVERSITY Education, Arts and Sciences, Law Six-week classes, July 7 to August 16. Nine-week classes, June 16 to August 16. Among the Special Lecturers who will speak at the assembly hour are the following: Senor Alfaro, Minister of Panama. Paul Bartsch, Curator Smithsonian Institution. Clifford K. Berryman, Cartoonist Washington Evening Star. Samuel P. Capen, Chancellor University of Buffalo. Mitchell Carroll, Secretary Archeological Institute of America. Arthur W. Dunn, Director Junior American Red Cross. Robert F. Griggs, Explorer Valley of Ten Thousand Smokes. Harris Hart, State Superintendent of Public Instruc- tion, Virginia. Olive M. Jones, President National Education Asso- ciation, William Mather Lewis, President George Washington University. Fe Charles Moore, Chairman Fine Arts Commission, Washington, D. C. Leo S. Rowe, Director General Pan-American Union. |. Butler Wright, First Assistant Secretary of State. Approximately thirty lectures will be included in the series. Most of these will be illustrated and many of them will deal with the government and the cultural assets of Washington. For information address: Director Summer School on University, Washington, D. C. n writing our advertisers A-120 HonokonHua, Hawan, Honokohua School, Ahsam, Principal. Honoxowali, Hawau, Honokowai School, Mrs. R. K. Hose, Principal. Hono_utu, Hawan, Territorial School for Deaf and Blind, Sara McBride, Principal. Hopepace, Mass., Chapel Street School, Preston, Principal; Dutcher Street School, A. Preston, Principal. Jerome, Ariz., Jerome Public Schools, J. O. Mullen, Superintendent. JoHNSTOWN, Pa., Union Street School, H. S. Weller, Principal. Jouet, Int., North Hickory Street School, Mary A. McPartlin, Principal; Sheridan School, Sara J. Burke, Principal. KAHAKULOoA, Maui, Hawau, Kakakuloa School, Mrs. J. K. You, Principal. : KAHULUI, Maul, aoe, Kekului School, William K. Hoopi, Principal. t KatuaaHa, Maut, Hawanu, Kaluaaha School, W. R. Bishop, Principal. - irs. Edith A. Edith Kamato, Moroxat, Hawau, Kamalo School, Frank Foster, Principal. é KAMEHAMEHA, Hawau, Kamehameka School, P. H. Cooley, Principal. Kansas City, Kans., McKinley School, Leona Shep- pard, Principal; Prescott School, C. W. Myers, Principal; Quindaro School, Lillian I. Swartz, Principal. Kansas City, Mo., The Council of Negro Teackers of Kansas City, Joe E. Herriford, Secretary; McCoy School, Arthur E. Martin, Principal; Nor- man School, Lucy J. Smoot, Principal; Switzer School, A. E. Douglass, Principal; Woodland School, C. E. Marston, Principal. KAUNAKAKAI, Morokat, Hawau, Kaunakakai School, D. Kaai, Principal. KAUPAKALUA, Hawa, Aaupakalua Sclool, Miss C. Emmsley, Principal. KeaHuA, Hawau, Aeakua Schoo!, Edith §S. Patrick, Principal Keane, Mavi, Hawau, Keane School, Mrs. M. H. Cockett, Principal. KeaNoku, Lanai, Hawa, Keanoku School, Mrs. Mary Gay, Principal. KeNnosHa, Wis., Weiskopf School, Eda M. Bufton, Principal. Keokea, Hawau, Keokea School, D. Kapohakimo- hewa, Principal KiHel, Hawa Kihei School, Mrs. A. Richmond, Principal KoeLe, Lanai, Hawan, Koele School, Miss R. P. Walker, Principal. Kuta, Hawau, Kula Sanitarium, Rose Okamura, Principal KURTISTOWN, Hawau, Aurtistown School. LAUPAHOEHOE, Hawan, Laupahoehoe School. LINCOLN, Nesr., Lake View School, Mrs. Florence Conkle, Principal; McKinley Sckool, E. Ruth Pyrtle, Principal; Whittier Junior High School, C. L. Culler, Principal. Linwoop, Pa., Lower Chichester Roxby, Principal. LitTLeTton, Coro., Littleton Public Schools, O. W. Rote, Superintendent; Grade School, E. H. Her rington, Principal; High School, Mabel E. Miller, Principal. LONGMONT, Coro., Longmont Public Casey, Superintendent. Los ANGELES, Cauir., Ann Street School, Ethelda Drake, Principal; Breed Street School, Mrs. E. M. Pruden, Principal; Eagle Rock School, C. W. Preston, Principal; Euclid Avenue School, Edna M. Weignian, Principal; Gates School, Joseph W. Hamer, Principal; Los Feliz School, A. B. Hea- cock, Principal; Melrose Avenue School, Clara B. M. Williams, Principal; James Whitcomb Riley School, Anna E. Schools, C. C. School, Edith A. Connor, Principal; Sixty-first Street School, Mrs. Margaret H. Smith, Prin- cipal; Trinity Street School, Rachel H. Jamison, Principal. LoveELaNpD, Coro., High School, B. F. Kitchen, Principal Lucy, Tenn., FE. E. Jeter High School, Russell Johnson, Principal. Macuias, Maine, Washington Street Normal School, W. L. Powers, Principal. Makawao, Hawau, Makawao School, O. W. Robin- son, Principal MAKENA, Hawat, Makena School, Miss 1. Kapohaki- mohewa, Principal. MANCHESTER, Mass., Jokn Price Schoo!, Fannie S. Knight, Principal. Maui, Hawan, Maui High School, Miles E. Cary, Principal. Maywoop, I11., Washington School, Pearl Pierce, Principal. Mempuis, TENN., Snowden School, Arthur C. Nute, Principal. MetTucHEN, N. J., Oak Tree School, Mari B. Rudi- boc, Principal. Mokena, I1t., Mokena Public School, A. L. Brown, Principal. Monmouth, Iit., Whillitts School, Ella McLoskey, Principal. Monrovia, Cair., Orange Avenue School, Mrs. Mamie Norene Maag, Principal. Nasuua, N. H., O’Donne!l Sckoo!, Belle G. Bur- roughs, Principal. New Orveans, La., Benjamin Franklin Sckoo!, Mr. A. Ivichievich, Principal New York City, N. Y., Public School Twenty- three, Bronx, Frederick N. Westphal, Principal. Ninoie, Hawau, Ninole Sc/ ool. NortH Sciruate, Mass., Hatherly School, Carlton A. Burney, Principal. Norwicu, CONN., Poquetanuck School, Mrs. Jane Taylor, Principal. Miss A. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION May, 1924 SAINT LOUIS Summer Session—1924 Undergraduate Courses Graduate Courses Special Courses for Teachers in Education Physical Education Vocational Education School Hygiene Psychology Phy siology Sociology Philosophy Mathematics English General Literature French Latin Spanish Economics Political Science Geography Geok gy Chemistry Physics Botany Biology Commercial Subjects Art Engineering Architecture Law Washington University is one of the largest and best equipped urban Universities in the Middle West. Situated in St. Louis, adjoining Forest Park, it combines suburban location with the social, musical and artistic advantages of a large city. For Bulletin of the Summer School address the Director of the Summer Session, Room 204, University Hall. Washington University, St. Louis, Mo. OAKLAND, Cattr., Cleveland School, Kate C. Morris, Principal. Oxraa, Hawau, Olaa School. O._owaLu, Hawau, Olowalu School, S. K. Mookini, Principal. Panaa, Puna, Hawau, Kawaea School. Panos, Puna, Hawau, Aalapana School; Pahoa School. Paia, Hawan, Paia School, Miss E. Fleming, Principal. PapaaLoa, Hawau, Kapehu School. Papatkou, Hawau, Papaikou School. Pereekeo, Hawai, Pepeekeo School. PHCENIXVILLE, Pa., High Street School, Mrs. Edna S. Cairns, Principal; Mason Street School, Gladys Thomas, Principal. Pierre, S. Dak., Pierre Rawlins, Superintendent. PirtspurG, KAns., Central School, Callie King, Prin- cipal; Eugene Field School, Verna Kelley, Prin- cipal; Forest Park School, Mrs. Anna R. Brown, Prncipal; Lincoln School, Lora Allen, Principal. PirrspurGH, Pa., Gladstone School, John W. Anthony, Public Schools, R. E. Principal. Piano, Iit., Plano City Schools, George L. Letts, Superintendent. PortsviLte, Pa., Bunker Hill School, R. W. Zieg- enfus, Principal; Centre Street School, Helen M. Aikman, Principal; Fishbach School, Mary E. Robertson, Principal; Garfield School, Carrie A. HR251 Swaving, Principal; Jackson Street School, H. G. Dunkelberger, Principal; Jalappa School, Nettie E. Hartstein, Principal; Minersville Street School, Frances R. Eberwein, Principal; Mount Hope School, Josephine L. Albanese, Principal; Orch- ard School, Edythe Moyer, Principal; Patterson Grade School, Laura J. Schweers, Principal; Race Street School, Emily D. Shimer, Principal; York- villle School, Caroline G. Pugh, Principal. Puukoitu, Hawau, Puukolii School, C. Kanahele, Principal. REDLANDS, Cauir., McKinley School, Emma L. Jack- son, Principal. RicHFiELD, Uran, Sevier District tion, Mabel H. Miller, Treasurer. RICHMOND, Va., Grace Arents School, Lucille Har- rison, Principal; Monroe School, W. M. Adams, Principal; Springfield School, C. C. Crouch, Prin- cipal. Roya Oak, Micu., Hazel T. F. Davis, Superintendent. Saint Louis, Mo., Marquette School, H. H. Seidell, Principal; Simmons School, Richard H. Cole, Principal. San Disco, Carir., La Jolla Elementary School, Mrs. B. F. Enyeart, Principal. Santa Monica, Catir., John Adams Junior High School, C. L. Fairchild, Principal; Canyon School, Theresa C. Sletten, Principal; Garfield School, Josephine O'Leary, Principal; Grant School, Paul- Teachers Associa- Park Public Schools, ocia- Har- lams, Prin- ools, idell, Cole, Mrs. High ‘hool, ‘ool, Paul- ae ( Li Cel Education plus Recreation’ is an illustrated booklet describing unusual opportunities to make your study this sum- mer both profitable and enjoyable by com- bining needed summer recreation with work leading to degrees. SUMMER * « SESSION Earn Promotional Credits on the COOL WOODED SHORE OF LAKE MICHIGAN Boating, bathing, tennis, gymnasium facilities, con- certs, recitals, lectures, dramatic performances—and many other forms of wholesome recreation right on the campus Organized excursions to leading industrial, financial and art centers of Chicago. The Summer Session includes The Graduate School, The College of Liberal Arts, School of Commerce, School of Education, School of Journalism, Law School, School of Music, School of Speech. Professional courses offered in the School of Educa tion include: Principles and Methods of High School Curriculum Teaching Educational Measurements School Administration Educational Psychology Principles of Secondary Contemporary European Education Education (travel course) The other schools offer a wide choice of subjects. Fac- ulty includes Public School men of achievement. Summer Session Opens June 23, 1924 Address WALTER DILL Scort, President. NORTHWESTERN UNIVERSITY 405 University Hall, EVANSTON, ILL. ——S ee ee ee ee ee ee ee cee ee Northwestern University, 405 University Hall, Evanston, Il,. BOOKLET REQUEST Please send me a copy of the booklet illustrated here describing all details of the Northwestern University Simmer Session — both educational und recreational Name Full Address Dice iene Gin anid Gite SUMMER NORMAL COURSE Elementary and Advanced Course with Practical Clinical Experience in The Correction of Speech Defects (Also the Psychology and Physiology of Speech Development) Five Weeks Summer Session, 1924 Commencing June zoth By DR. FREDERICK MARTIN Lecturer at the Postgraduate Medical College, New York City. Formerly Director of Speech Improvement, Board of Education, New York City; Director of the Clinic for Speech Defects at the College of the City of New York; President of the National Round Table for Speech Improvement. This unique practical course is offered to meet the present nation-wide demand for teachers of speech improvement and_ specialists to correct speech defects. It will prove of inestimable value to teachers of English, lyramatics, or Singing, Super intendents, Physicians, Kindergartners and those in charge of mentally retarded children or the deaf. The demand for those holding Dr. Martin’s cer tificate is greater than the supply. For Catalogue address MARTIN INSTITUTE FOR SPEECH DEFECTS 423 De Witt Park, Ithaca, N. Y. Residential Institute for the correction of Stam- mering, Joss of Voice, Monotonous Pitch, Atten- tion Deafness, and those retarded because of cog- nate defects. THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION A-121 PLAN YOUR SUMMER LOUIS WIN RAPEER, Ph. D. Author of leading texts for teachers and President of Research University, Washington, D. C. An ideal plan for wise use of the sum- mer vacation this year is to include as many recreational and cultural values in one place. Besides being the National Capital, with which every teacher and administrator should be familiar, Wash- ington, as international travelers admit, is the most beautiful city in the world. A liberal education and plentiful recrea- tions are available here in the summer in the manifold divisions of the govern- ment and historic places. Besides these you can attend the great- est meeting of the National Education Association in the week ending July 5S. This every American teacher should at- tend. The values obtainable are in- estimable. SUMMER SESSION OF RESEARCH UNIVERSITY Then on July 7 you may start courses, during the day or the cool of the evening between 5 and 10 P. M., at Research Uni- versity for either a 6 or 12-week term. Here, on beautiful Lafayette Square, fac- ing the White House, leading government and other experts will teach many courses in the Colleges of Education, Liberal Arts, and Commerce of the University. These instructors are under the general leadership of President Rapeer who is well known to teachers and adminis- trators by reason of his many educational publications, several of which have for some time been required reading for teachers in most states. His principal non-technical works are “Teaching Ele- mentary School Subjects,’ “Educational Hygiene,” and “The Consolidated Rural School,” published by Charles Scribner’s Sons, New York. Research University is the first co-oper- ative institution of higher learning in this country and is devoted to the experi- mental development of higher education. Students of the day classes next fall will be self-supporting by alternating six weeks in industry and in the University classes. Two men or women students will be secured a single position in in- dustry. While one is in school the other will be on the job. New MeEtTHOps AND SUBJECT MATTER The instructors of the evening classes receive 50 per cent of the tuition fees col- lected from their respective students, thus encouraging initiative and superior teach- ing. Most of the deadwood of ordinary colleges has been cut out of the require- ments for degrees and certificates. In every way the institution justifies its name—Research University. By correspondence courses teachers and others are enabled to go forward in al- most any subject toward professional certificates and degrees. A great advantage of the summer ses- sion at Research is the opportunity of taking all classes in the cool of the evening. This has been tried for five years, and teachers like it. This leaves the entire day for trips to historic places, for recreation and research in the 300 libraries of the District of Columbia, and for study. Write for the interesting story of this progressive institution and description of the summer and home-study courses. RESEARCH UNIVERSITY 20 JACKSON PLACE WASHINGTON, D. C. Summer Schools provide your opportunity for improved service THE AMERICAN UNIVERSITY Washington, D. C. Summer School June 18-August 30, 1924 Special Courses for Teachers Get credit for a full term’s work and see the National Capital Circular of Courses sent on application 1901 F Se. N. W. Washington, D.C. YOU WILL BE COOL IN SUMMER SCHOOL if you attend COLORADO STATE TEACHERS COLLEGE-— located close to the mountains—only a short auto ride to Estes (National) Park. Stu- dents in large numbers spend the week- ends there The cool nights and clear atmosphere and climate make Greeley an IDEAL PLACE for Summer study. Nearly 300 courses. The PROFESSIONAL SCHOOL FOR PROFESSIONAL PEOPLE Special faculty of 49 eminent educators in addi- tion te the regular faculty. Summer Quarter Begins June 10 You can register by mail Send now for information to GEORGE WILLARD FRASIER, Vice-President Greeley, Colorado ton School, Jenne W. Rice, Principal. ; Sioux Faris, S. Dak., Irving School, Jean Welker, Principal; Lincoln School, Ella M. Griffin, Prin- cipal; Mark Twain School, Elsie Staliman, Prin- cipal. Sot Casper, Wyo., South Casper School. SoutuH Haven, Micu., South Haven Public Schools, L. C. Mohr, Superintendent. SPRECKELSVILLE, Hawau, Sprecklesville School, Mrs. L. A. Sabey, Principal. SPRINGFIELD, ILL., Converse School, Samuel H. Heid- ler, Principal. SprRinGFieLp, Mass., Alden Street School, Rosa M. Bowker, Principal; C/arles Street School, Alice E. Childs, Principal; Homer Street School, Miss E. F. Wassum, Principal. Stockton, Cauir., Linco'n School, Florilla Camp- bell, Principal. Tacoma, Wasu., Mount View Sanitarium, Dorothy King, Principal. Traverse City, Micu., Senior H'gh School, Hugh Francis, Principal. VaLpez, ALASKA, Valdez Pblic Schools, Everctt P. Frohock, Superintendent. Votcano House, Hawan, Keakealani School. Warkapu, Hawau, Waihapu Schoo!, Edith Dunn, Principal. Watta Warta, WasnH., Washington School, Irma Rounds, Principal. WaRREN, Onto, Elm Street School, Maude Fox, Principal. WASHINGTON County, Cotro., Abbott High School, V. L. Baker, Principal; Akron High School, C. E. Stewart, Principal; Cope High School, R. E. ‘ Murfin, Principal; High Prairie High School, Ruth Thaxton, Principal; Lone Star High School, D. A. Sawyer, Principal; Otis High School, N. D. Marker, Principal; Platner High School, Doro- thy Bair, Principal; Roosevelt High School, C. L. Spears, Principal; Woodrow High School, Eliza- beth Willson, Principal. WASHINGTON, D. C., Garnett-Patterson School, K. C. Lewis, Principal; Henry-Polk School, M. E. Bond, Principal. Wicnita, Kans., Ingalls School, Maude M. McLaugh- lin, Principal. WILMINGTON, Det., School Number Florence V. Marley, Principal. WINCHESTER, Va., Winchester Public Schools, F. E. Clerk, Superintendent; Handley High School, A. Twenty-three, M. Jarman, Principal; John Kerr School, Edna Eighmey, Principal. Wooster, Ono, Walnut Street School, Maude L. Shamp, Principal. is for Ages Who sing Gluey’s praise; Big folks and small use it Hundreds of ways. means that there is No bother or waste. Happy the Kiddies who Use Gluey Paste. If you have never had the pleasure of pasting with Glucy, send 10 cents for the big, handy desk tube. THE COMMERCIAL PASTE CO. COLUMBUS, OHIO Please address Department 104 fii S LIKE A BROTHER — {hit STICK 4 Wnt 1 aterially to your inc me mer, either Sales Representatives Wanted . representing whole k interesting and work 1 of requirements in your ry will be helpful Home Office Write at once -operat CAXTON SCHOOL SUPPLY CO. 2347-2349 South La Salle St., Chicago, Illinois THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION A-122 ine L. Wright, Principal; Jefferson School, Cora C. Lietzau, Principal; Lincoln Junior High . , . g School J. G. MecNeeley, Principal; McKinley ford, Ohio, board of education contains the School, Kathryn M. Peck, Principal; John Muir following statement: “You are expected to School, Bertha M. Parker, Principal; Roosevelt b , eth School, Josephine Hodgkins, Principal; Washing- € a member o the Mention THe JournaLt when writing our advertisers. May, 1924 he ie es a i. > 5 me THE CONTRACT with teachers by the Bed- Association, the Ohio State Teachers’ Aggo. ciation, and the Northeastern Ohio Teacherg Association. You are expected to be a regu- lar subscriber, and reader of at least three professional journals. You are also ex. pected to attend and take part in all teachers’ meetings called by the Superintendent or Principal. You will be allowed a maximum of ten days at full pay for sick leave jf your physical inability to teach is attested by a written statement of the school physi- cian. You are expected to live in the com- munity and take part in its recreational, social, and church activities.” National Education 36 Old World CitiesontheSame Tour that takes you to Paris, London and the Mediterranean Other tours for as little as $425.—30 days of delightful travel, Longer tours up to $1100. Write today fur boos letjj-4suilings from May to Sept GATES TOURS — Founded 1892 **World Travel at Moderate Coat’’ 225 Fifth Avenue, N. Y. London, Paris, Rome I. C. S. Pamphlet Texts for Schools conceivable subject. Nearly three million dollars has been spent in the preparation of these texts and more than $100,000 is spent yearly in keeping them up to date. We believe they are the best and most authoritative texts offered today for schools and colleges. The Trade, Technical and Busi- ness Texts used by the _ Inter- national Correspondence Schools are also used by more than 350 schools and colleges in the United States and Canada. There are more than 2500 pam- phlets in the series, covering every Write for Descriptive Catalogs INTERNATIONAL TEXTBOOK CO., Box 9296, Scranton, Penna. Four Former Teachers Who Have Found Themselves Thru Our Pleasant, Profitable Plan of Summer Employment Without giving up your present position, you can see how well fitted you are for something bigger and better. Whether you wish to spend your vacation in extensive travel or to stay in your home locality, you can make from $200 to $400 per month, and qualify for a permanent executive position. The work is part of a world-wide, non-sectarian movement to introduce and extend an established plan of Bible Reading and Religious Education in homes, churches and schools,—highly endorsed by educational authorities and religious leaders. If you wish to increase your service to mankind, and your salary as well, send coupon at once for booklet of information. This Booklet FREE JOHN RUDIN & CO., Inc. to Teachers 2314 Prairie Avenue, Chicago $300 Per Mont First 9 Months Miss 7; we M, Lock- man, A. B., was a high 5 schoolinstructorin Iowa. 4, She is now one of our £1 Illinois executives. She > writes, “I am most en- ® thusiastic. The work % offers boundless op- s.\ portunities." Vea Wy FREE FACTS COUPON aid. a. Four Summers and Two Winters Miss Marybel McQuis- ton has been associated with us four years when not teaching. She says, “I shall never regret the wonderful trips, friends made, compensation re- ceived, and above all, the spiritual good done. “Could Not Expect More Advantages” writes). M. Brown,who has been a teacher, of- fice manager, and finan- “An Enormous Stride Ahead” says Holmes D. Ferris, A.B., M. A., who held splendid positionin high school work and turned down a postinthe U. S. Foreign Baslecnaticliere- ice to enter this work, cial secretary of a well- known religious organi- zation. He furtherstates “Possibilities for se development are unsur- passed.” \ JOHN RUDIN & CO., Inc., 2314 Prairie Ave., Chicago | ; ntlemen: Please send me ycur free booklet, “The World's Great- ft est Need,”’ which describes the characver of work you are offering N\ teachers for the summer months. - Name and Address........ — Vol. 13, No.5 THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION A-123 880- ers’ = = m= = a. SE (m= = Le my ee I Boars oe S| " =42 = 1S ere Soar gu- meh Al om SS aes P= aid! =f2 |= et: ue | - = = =f 3, es eS. 3.5 2 eS . Sues OK BES Scientif =|) a = ers’ —WV/\ LOOP = clentific ee Sie or Seating Service x 5. num OR 98 years Heywood-Wakefield me. e if has been learning to build seating sted equipment to these well-defined speci- Ly si- fications : cm Comfort — scientifically built to correct pos- nal ture for greatest poise and ease of body. Quality — of enduring materials, skillfully com- bined and well finished. Economy ~— space-conserving, reasonably priced, long lasting. By consistent possession of these desirable traits H-W School Furniture has assumed and main- tained a leadership which justifies its consideration in every school or college installation. H-W School seating experts are at your command, without charge or obligation. HEYWOOD-WAKEFIELD WAREHOUSES BALTIMORE, MD. - - - 113 W. Conway St. BOSTON 45, MASS. . . e Winter Hill BUFFALO, N. Y. - - Wells and Carroll Ses. CHICAGO, ILL. - - - 2653 Arthington St. KANSAS CITY, MO. . 7 1310 W. 8th Sc. LOS ANGELES, CAL. - 215 East 6th St. NEW YORK, N. Y. - - 516 W. 34th Se. PHILADELPHIA, PA. . 244 So. Fifth Sc. PORTLAND, ORE. . 148 No. Tenth St. SAN FRANCISCO, CAL. 737 Howard St. ST. LOUIS, MO. Sixth and O'Fallon Sts. REG. U.S. PAT. OFF. CITY SCHOOL COSTS Get PER PUPIL IN 1923 Under 1. What did cities the size of mine os (Pe DER expend per pupil in average daily at- | Protection! : [3S 4 > ] se ‘ ‘ . tendance in 1923 for: General Control, sa | Bor rers ter. F.2 } ' } r . from financial worries Instruction, Capital Outlay, ete. ? | | caused by sickness or ac- cident Every month, all over America, grateful ») ° . teachers welcome it he 2. How should inereases in school s & checks Far erase . , a County Supt. James A. costs be explained to the honest tax- ér LG Keay, Marton, Kans. AV “2 ‘- **The Teachers Cas- pay el : ualty Company, inits , . dealings with teach- \ a ers under our super- ‘ b] . 4 . . . ; ‘ vision has been unu- 3. Are teachers’ salaries being in- visien lee boon Gue- nile . prompt and reliable.”’ creased, maintained, or decreased 2? Ail These Benefits Are Yours, Too—If You Wish Them Pays #50 a Month when you are totally | Pays ope n Month when yom nre totally , ; , i ‘ é » { rere disable yy accident -onfining sick- disabled by injuries received in an auto- Questions ( { current interest are answer d on — t accident or confining ee ape Bes yt yo agen Ft : ) 147 be death in an automobile disaster. the basis of 1923 data from over 400 cities « f Pays $11.67 a Week when you are’ Pays indemnities of from $333 to e quarantined and your salary has stopped #1.500 for mayor accidents or for ac- i i ~ j st iss ? — . cidentalloss of life. These indemnities all sizes 1n the Research Bullet in just Issue d Pays $25 a Month for illness that does are increased 10 per cent for each con- , = } j =o ina od gg house, but keeps secutive annual renewal of the policy for price IODC. In ordering specify : you from your work not to exceed five years. . ; Pays 20 Per Cent increase in sick ben Pays double these benefits for travel ac- efits for two months when you are con cidents —— ed = railroad, street-car ” - fined to an established hospital or steamboat wreck. cts on City School Costs same Current Fa - Y Just fill out and mail the cou | REE INFORMATION Col PON poa for f::'l particulars of how o the T. C. U., 560 T. C. U. Bldg., Lincoln, Nebr we protect teachers I am interested in knowing about your Protective I Benefits. Send me the whole story and booklet of testimonials Tue Nat “DUCATION ASSOCIATION, Tue Nationat Epucation ' ‘ State 3 1201 Sixteenth Street N. W., Underwriters | Nom | Washington, re. «;. 560 T. C. U. Building, f 4 Lincoln, Nebraska (This coupon places the sender unhder no obligation.) Mention THe JTournaL when writing our advertisers. A-124 Makes Possible Universal Classroom Projection RAYCO problems that completely solves the have stood in the way of satisfactory and universal CLASSROOM PROJEC- TION. Its marks a notable step forward in the develop- ment of VISUAL EDUCATION. It has been subjected to rigid tests by introduction prominent educators and has received their enthusiastic and unqualified ap- proval. What BRAYCO is A simple, practical still-picture pro- jector, using small strips of standard instead of Weighs only 3% attaches to any size motion-picture film heavy glass slides. pounds and light socket. Projects pictures clearly and sharply from 5 by 8 inches to 5 by 8 feet in size on any wall, floor or ceiling. The BRAY LIBRARY, comprising 2000 scientific, educational and scenic subjects, is being rapidly produced on Brayco Film at an average cost of less than 2c. per picture. Other new subjects are being constantly added. There is a Special Department in the Bray Organization made up of trained educators who will co-operate with educational institutions in producing new subjects. Price,$25 Complete, Ready for Use. Fill out the coupon below and mail at once to Bray Screen Products, Inc. 130 West 46th Street, New York, N. Y. Please send me descriptive circular of the BRAYCO PROJECTOR Name Address City. previously Tue JOURNAL OF THE NATIONAL EpucATION ASSOCIATION EpUCATION was given a place in the cabi- net of the British Government in 1856. All of the leading nations of the world, except the United States now have ministers of edu- cation. THE PENNSYLVANIA STATE EDUCATION ASSOCIATION will pay the expenses of the Pennsylvania State Delegates to the Wash- ington Convention. AMERICAN SCHOOLS offer their pupils edu- cation a /a carte, while English schools give them their courses table d’hote, according to a remark made by Dr. John Adams, of the University of London, in an address before the Oregon State Teachers’ Association. TEACHERS’ SALARIES as low as $45 a month are reported in Beaufort County, North Carolina, in a recent bulletin of the U. S. Bureau of Education. VERY TEACHER in America is helped by the work of the National Education Association whether he is aware of it or not. You may not be a member; you may not know much about its activities, but you daily profit from what it has done for your profession. You use books that have been influenced by the work of its notable committees. You work under laws that represent policies crystallized at its meetings. You draw a higher salary this month be- cause of the campaigns the Association has inaugurated to demonstrate the needs of salaries that will keep the best men and women in the profession. Are you adding to the efficiency of the Na- tional Association by doing your part? Have you sent your dues for this year? Do it now! Headquarters: 1201 Six- teenth Street Northwest, Washing- ton, D. C. N EARLY proposal to establish a journal for the Association (then The National Association ) came before its meeting in Washington, D. C., in 1859, in the form of a com- mittee report recommending the estab- lishment of a monthly journal to be called The National After much discussion the proposal was laid on the table. Teachers’ Teacher. t }. preserve children, take one large grassy field, one half dozen children, two or three small dogs, a pinch of Mix the chil- dren and the dogs well together, and put brook, and some pebbles. them in the field, stirring constantly. Pour the brook over the Sprinkle the field with flowers. pebbles. Spread over all a deep, blue sky and bake in the hot sun. When brown, remove and set away to cool in a bathtub.—Michigan Public Health Bulletin. May, 1924 ANEAN vorunc BENCH VISE FOR MANUAL TRAINING DEPARTMENTS ~SIMPLE~EASY TO ADJUST~EFFECTIVE~ f_ fin aid to the student because STANDARD equipment holds the work level. ~ Y) IN SOME OF THE Quickly adjusted, positive Y LEADING SCHOOLS = inaction and very durable Y OF THE COUNTRY Will do more and better Y work than the ordinary bench Y vise at only a Fraction of the Y cost teat yr ena 8 ps removed to clear bench to: Yj WZ = w> for other work. Trial dan” GY /y ¥ |} postpaid $1.25 Quantity YA {s- aM SY OPricesion application Y = 1n_ POSITION TEXO SALES co. y = 2 . y 901 Union Central Bidg., Y > CINCINNATI The Draper Sanitary Roller Shade "Patented Jan. 8,'07; Aug. 7, 1923 The Draper Line of Adjustable Cotton Duck Shade Meets School Requirements Sold by Most of the Leading School Supply Houses Manufactured by The Luther O. Draper Shade Co. Spiceland, Ind. State—The HE ‘Teacher and the teacher is making not merely a his- torian or an artist, a classical scholar or a scientist, a philosopher or a captain of citizen of the State. Now the State is merely an aggregate of its citizens, and therefore what the teacher has in his hand is not merely the material for shaping one human life, but fashioning a Nation. It has been re- peated until every one is tired of it, that the children of today are the Nation of tomorrow, yet the fact is so intense in its reality that it cannot be too persistently insisted on. industry, but a The great mass of the world repeats these things parrot-like, as may be shown from the remuneration it offers to its teachers. Some day it will grasp how much of its own future happiness and success is in the hands of these teachers, and it will then realize that there is no office in the State of more importance and dignity than that of the teacher. For the raw material of humanity goes into the hands of these teachers in the schools, and comes out, if not the finally finished product, at any rate, fashioned on lines which in the future are devel- oped and not changed.—ZJnternational Interpreter Radio. The his- Tr or n of tate. gate the the but re- that n of n its ntly yeats own » its how and hers, s no ance her. goes the rally oned evel- ‘onal HE GOVERNMENT affairs of Poland reveal clearly the impor- tance of training for citizenship in ademocracy. ‘To educators, the unusual object lesson going on in that country today is too important to be allowed to pass unnoticed. Of course, no one would dare question the patriotism and devotion of the twenty-seven million people living in the territory of the new republic of Poland. ‘Their glorious history of three generations of men and women, suffer- ing unparalleled mental and physical tor- tures with the hope of regaining their mother-country, speaks conclusively of irrepressible patriotism in trying times of war. Times of peace, however, seem to present a far more difficult test, in- volving all of the people in a codperative plan of service. War time demands com- paratively few leaders and unquestioned military obedience. Ideals in a democ- racy in time of peace involve slow but steady, untiring and trustworthy execu- tion of daily duties on the part of all of the people for their common welfare. This requires long training in habits of industry and an intelligent interpreta- tion of such terms as equality, opportu- nity, privilege, and duty. A democratic form of government, more than any other, presupposes this individualistic contribution to the sum total of national welfare and progress. In Poland, today, leaders of political affairs received three different government. The work of reconstruction is not an easy matter in spite of their unselfish cheir training under forms of devotion and fine character. “The mass of citizens, now “free and equal” show definite inequalities as to education, ideas, and historical background of the last one hundred fifty years. At least 65 per cent of the total pop- ulation consists of peasants most of whom are illiterate and unfamiliar with the complicated system of annual budgets and governmental taxation. ‘The ma- chinery of production and distribution has not had time as yet to set its wheels inmotion. Adequate taxes simply can- MartTHA MazurowsKA not be collected. During 1920 when the first national budget was made up, only one seventh of the required amount was raised; in 1921, one third; and in A Letter from Poland Krucza 29, Warsaw, Poland. To the Editor, Journal of the National Education Associa- tion, Washington, D. C. Dear Sir: I am sending to you some material for publication in THE JOURNAL. Before coming to Poland I was principal of Elementary School No. 13 in Buffalo, New York, and a member of the De- partment of Elementary School Principals of the National Edu- cation Association. On the in- vitation of the Federal Depart- ment of Education in Poland, I came here as an advisor and a lecturer on American educa- tion. My work consists mainly in assisting in the organization of the Polish educational sys- tem. The conditions here are very different, most interesting, and very difficult. I am anxious that American teachers know about the wonderful work Poland is doing in spite of her difficulties. I am, Yours very truly, Martha Mazurowska. 1922 only three eighths. ‘This, in turn, necessitated the printing of additional paper money, causing a steady drop in The de- creased value of wages and the climbing the value of the Polish mark. cost of living brought out a general con With the hope of removing unbearable finan- flict in the struggle for existence. cial pressure, political leaders are changed as soon as they become too ob- trusive in their demands on the masses. This seemingly helplessness They awkward cannot be blamed on the people. [191] June, 1924 _ Citizenship Training in a Democracy are rather to be pitied as victims of most unusual circumstances of the last cen- tury and a half. Education alone can prepare the way for a better understand- ing of the duties as well as the privileges in a democracy. If the national treasury of Poland could be supplied with necessary funds by means of a perilous battle there is absolutely no question that the peasants would most cheerfully sacrifice their life and all for the good of their country. Today, however, their country is calling for service in the form of faithful work, unstinted moral support, and the neces- sary funds. This conception of civic duty, based on an intelligent under- standing, can be inspired by education only. The peasant who was denied edu- advantages by reason of his servitude and nationality is not prepared to participate in the constructive uphold- ing of the virtues of citizenship. The Polish Department of Education recognizes its responsibility and duty in this social condition. ‘They have al- ready done gigantic work with super- human effort. Seasonal classes for il- literate adults are arranged in all villages at convenient hours. Traveling libraries and lecturers are doing an inestimable amount of “first aid” in education. A net-work of “Know Your Country” clubs is being organized everywhere for the young men and women. In some of the country schools, on account of the cational shortage of teachers, fathers and mothers assist by instructing classes in cooking, dairying, weaving, bee culture, cobbling, sewing, and many other similar subjects. Everyone is studying or helping others. The leaders in education are equally busy comparing the best in the systems of other countries and interpreting its value in terms of Polish social and eco- nomic conditions. New textbooks and school aids aie being prepared carefully. Everything possible is done to assist the people of the fifth largest country in Europe, rich in natural resources, like timber, oil, coal and iron, in devetsping its natural endowment by means of edu- cation and citizenship training. 192 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION June, 1924 EDITORIAL —An American Paper for the American People— C TY ITY LI SUNDAY, MAY 4, 1924 FE — SECTION | —An American Paper for the American People— Et THE AMERICAN PUBLIC SCHOOL Copyright 1924. by International Pasture Gervion Great Britain Rights Reserved NJ Ze BMI OV Cp GLH, YELL [2 RST, it should be clearly under stood that parents have the right to educate children as THEY choose, providedthey give them REAL, GENUINE EDUCATION THAT WILL EQUIP THEM FOR = LIFE’S DUTIES. The rich man who thinks the public school not ¢voa enough for his “‘superior’’ children may sen¢ his children to a private school if he chooses, pro vided HE pays for that private school. The father whose faith and conscience tell him chat a religious school is necessary, that the Ameri can public school is not adequate and that religious teac! must be combined with secular teaching, has the right to send his child to a religious school if he chooses, provided that HE pays for that school This newspaper opposes attempts that have been made here and there to deprive parents of their rights in the education of their children. And this newspaper oueme and ey plauds the recent decision of a United States Court setting aside as unconstitutional a law that in sub 8 would make attendance at the public schools COMPULSORY. The public school stands for liberty, and those that appreciate its value should not interfere with liberty by denying to fathers and mothers the right to give their children such education as they choose, provided it is REAL EDUCATION, and rovided that pducation outside of the public school is paid for by those that demand such gutaide education. The public school is the high road to education and to success in this republic. In the public school children meet Americans of all kinds and receive an actually DEMOCRATIC EDUCATION. They are not set aside in groups or divided up into classes based on wealth or social distinction or varying re ligious beliefs. The public school class is THE CLASS OF AMERICAN CHILDREN, and among all the insti tutions of the United States the public school is the most distinctly AMERICAN, the most useful and the one most worthy of the public support. e e e To oppose the public school, to attack it and conspire against it is treason against the United States. The public school is just as much an estab- lished institution of this nation, a feature of its Government, as the Constitution itself. One decision worth while above all others, rade by the people of the United States, is the de cision that EVERY CHILD IS ENTITLED TO AN EDUCATION, that education must be COM PULSORY, and that education shall be carried on at the pablic’s expense and paid for by the public taxes. > . . Hostility to private schools and to religious be i At The GOVERNMENT of the United States, and the FUTURE of the United States, Rest Upon the Public Schools of the United. States. In This Picture You See Public Schools of All Kinds, Great High Schools, Little Country Schools, Holding Up the Govern- ment, Which IS the United States. The Public School Is the LIGHT of the Future and the HOPE of the Future. In It the Important Workers of the Future Find Their DEMOCRATIC START TO-DAY. HONOR the Public Schools, PROTECT Them, Remember That Every Dollar That the Tax Payers Spend Upon Them Will Come Back Many Thousandfold in the Years Ahead. schools is just as un-American as hostility to the public schools. ? Attacks on private schools are attacks on indi vidual liberty, just as attacks on the public schools are attacks upon the American system of govern- ment and the American system of life. In this picture we show the Government of the United States resting upon a great collection of little school houses, because we believe sincerely that outside of the public school there is no sure foundation for PE NENT, DEMOCRATIC, AMERICAN GOVERNMENT = e * The public schools supply to future generations citizens that have studied together, played together, talked together, mixed together, regardless of rank, wealth, racial origin or divergence in religious or other parental beliefs. ere is more real democracy in a little wooden country school house, forty feet long and twenty feet wide, to which the children come with bare feet, than there is in the whole of Harvard College This is not criticism of Harvard College, an ex cellent institution, that trains many young men usefully. But the difference between the publie school and the private school is the difference be tween absolute democracy and clas< vrivilege. ° o 2 American fathers and mothers need to be re minded, sometimes, of the work that the = schools do in this country and of the admirable ser vices rendered the nation by the public school teachers, the great American army of enlighten ment and democracy. It must be remembered that the public school has ite enemies. It has vicious enemies that work in an urderhand way, afraid to work openly I4 has encmies among ovvliticians that grudge the school money that the children NEED, grudge and withhold the good pay and generous treatment “hat the teachers deserve — . ca It is the duty of fathers and mothers to protect the public school, to bury with their votes the poll- ticians hostile to them, to realize that all industries in the United States are as nothing — with the eat intellectual industry—the PRODUC. TION OF DEMOCRATIC CITIZENS. In that in- dustry the public school is the NATIONAL FAC TORY, the most valuable of all our institutions. * e e Fathers and mothers should explain to their children what the public school means. They should remind them that all real freedom on this earth is based on KNOWLEDGE They should say to the children, ‘‘The owners of slaves made it a crime to teach any slave to read. They were wise, since they wanted to keep their slaves down. “The moment a slave learneg to read, know} edge was open to him, he began to THINK and he became dangerous TO SLAVERY.” e e Tell the children about the slow, discouraging efforts through centuries to get knowledge among the people and of the opposition that the public school met, even in America, in the beginning. Tell them about the British Governor before we had achieved our independence who ‘thanked God that there was no such thing as a public school in his part of the country, and hoped that there might not be one for another hundred years Tell them it was the READING A THINK ING of the early Americans, such men as Franklin, Jefferson and Washington and the others, that se cured freedom far this countrv ee me =—— =—s PAs SE Sw Danks . SC AY | ABOVE ALL, TEACH YOUR CHILDREN TO RESPECT THEIR TEACHERS. Let them understand what the public school system, the wel. trained and patient teachers do for the children of this nation and for the FUTURE OF THB a elp the teachers in their work inspiring your children with respect for the muller school sys- tem and gratitude for the work that the teachers do, Above all, make your children realize that when they go to the American public school they go TO THE BEST SCHOOL IN THE WORLD. * «= << Life at school does more than teach merely spelling, writing and arithmetic and history. Life at school FORMS CHARACTER In the public scnooi, made up of all kinds of children, the child early in life begins the éducation that later Will enable it to understand and deal WITH ALL KINDS OF MEN Pity the child that is kept apart, that is de prived of the public school education, deprived of the KNOW GE OF HUMAN BEINGS THAT IS TO BE OBTAINED SCHOOL ONLY Here is a little boy going to the public school with other little boys of all kinds. And there isa little boy going to some private school because the ublic school isn’t consthened ‘quite good enough or him.” If you could see those two ‘“‘little boys” into men thirty years hence you would very likely find the little boy of the public school giving the orders and owning the business and the other little boy for whom the public schcal was ‘‘not quite good enough’’ carrying out the orders as an employe... e e e Interest yourself in the public school to whieh pour children go. Listen to what yo childresa have to say about it and about the teachers Encourage your children to bring home with them their public school friends. To the extent of our ability and facilities make it your business to now, to receive at your home and become a¢ quainted with the public school teachers . #2. 6 2 If you had a man building you a house ora smal] stable, or even a dog kennel, you would talk with him, consult with him, interest yourself in his work. In the public school teacher you have the man or woman BUILDING THE CHARACTERS OF YOUR CHILDREN, building up their knowledge, their future success, and you certainly shcuid inter- est yourself in THAT Above all, HONOR THE PURLIC SCHOOLS AND THE PUBLIC SCHOOL TEACHERS. What this nation ig to be in the gext generation deverds upon what the public schools amd the teachers are TO-DAY iN THE PUBLIC IDUCATION is the problem of all the people. It is most encouraging to those whose lives are devoted to the cause to see rallying to their support chains of newspapers which reach many millions of readers with convincing cartoons and statements like the one above; influential magazines like Good Housekeeping, The Ladies’ Home Journal, and Colliers, The National Weekly; and such powerful organizations as the General Federation of Women’s Clubs, the League of Women Voters, and the American Legion. ao =e ae =e OCOL!’®lUeDlCir Ol OU eklCit lC eOlC MK .lUC lClC CCU Cee Clk =a am ae ce. oc 2 an 1924 LDREN Let them the we'l- rildren of )F THE inspiring chool sys- wchers do. lize that hool they ORLD. h merely ry. Life kinds of education and deal hat is de prived of 3 THAT PUBLIC lic scnool there isa cause the d enough 3” ery Likely ri the ther little juite good mploye... | to whieh > childres rs ome with extent of usiness to come a¢- ouse. oF & vould talk self in his e the man TERS OF nowledge, suid inter SCHOOLS ERS. zeneration ; ated the cause rtoons l, and eague Vol. 13, No.6 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 193 Children Who Work on Farms Netrig P. McGitu Associate Director, Industrial Division, United States Children’s Bureau N these days of teacher shortage and Pacuble shifts and portable school buildings in our city school systems it is hard to believe that there is any such thing anywhere as a pupil shortage or an empty schoolroom. But there is— at certain seasons of the year and in certain places. the spring and the fall and the places are likely to be wherever children are employed as farm laborers. Almost six hundred and fifty thousand of them there are, according to the 1920 Census, working in the sugar-beet fields of the West, in the great cotton and tobacco producing States, in the truck and fruit growing sections of the Atlantic sea- board and the Pacific coast, in the corn and wheat belts, and in the potato rais- ing and grazing States of the North- west—to mention only such places and types of agriculture as the United States Children’s Bureau has included in a series of studies of rural child labor which it has been engaged in making since 1919. ‘The pupil shortage is con- fined to no one section of the country. A North Dakota visited by a Children’s Bureau agent had been closed by the teacher because every child ex- cept one had “gone potato picking” for a week. A school in the heart of the trucking section of New Jersey had only one of its twenty-five pupils in attend- ance throughout the last three weeks of the term; the children were at work on the surrounding farms. richest counties of central school which, according to the school census should have had 350 pupils had an enrolment of only one hundred and twenty and a daily average attendance of only forty pupils when visited by the bureau agent early in November, six weeks after its opening. Some of the State laws exempt rural districts from certain provisions of the school attendance laws; others give local officials authority to excuse children for The seasons are usually school In one of the Texas a fam work or give authority to excuse children in such general terms—such as ‘in cases of emergency,” or “for other sufficient reason”—that they may easily be interpreted to cover agricultural work, A Maryland farmer told the Children’s Bureau agent that the “law only compe!s the children to make one hundred days a year. them out to work all I need them.” Although the one hundred day pro- vision applied only to children who were at least thirteen years of age, on the strength of it his ten-year-old girl had lost seventy-one days during the preced- ing school term. After that I keep Even where the compulsory school attendance law does not permit children to stay out of school for farm work, some locai attendance officers, unwilling to disoblige their neighbors, wink at dis- regard of the law, like one who kept in his pocket the notices to be served on parents until the harvest was over and the children’s help no longer needed. Many districts have so few attendance officers that prompt action is impossible and by the time parents are warned the children have lost weeks of schooling. So thoroughly customary has the pupil shortage become at harvest time in many localities that the school au- thorities do not even go through the mo- tions of opening school, nor do they attempt to continue school after the an- nual spring exodus to the fields sets in. In one county in a Southern State sur- veyed by the Children’s Bureau the opening of school is regularly postponed to November or December in order that the children may continue to pick cotton “The schools have to close before strawberry season” until the crop is all in. certain truck farming localities. Why are rural schools in is a characteristic comment in session six or seven, or at most eight months, while city schools are cpen nine months or longer? It is true that when a small local district bears the entire responsibility for the of its not be able to aftord a longer term, but child labor on farms is to a large extent to blame for the country child’s inequality of opportunity as compared with that of the child who lives in a town or city. support schools it may In spite, however, of the short terms of many rural schools it was found that from thirty per cent to sixty per cent of the farm working children included in the Children’s Bureau studies had been absent from school on account of their farm One fifth absent for f of those who had m‘ssed at least forty days or eight school work. had_ been farm work weeks because of it. To this number must be added the toll of school days inevitably exacted by bad roads and bad weather, and if the worker’s father is a tenant farmer an annual move may still further decrease the amount of his schooling. “The child who must sacri- fice a certain amount of time to emer- gencies runs on a very narrow margin when he stays out of school several weeks to help on the farm. He may be like the ten-year-old boy, included in one of the Children’s Bureau surveys, who had been absent from school seven- ty-six days, or sixty per cent of the school term. In the fall he had stayed out to pick cotton, finishing “along in January.” ‘Then the roads and weather were so bad that “we just kept him home till it was so he could go.” In February he missed seven days because “the creek was up” and in the spring he was ill for several days. It is not surprising that he had not even com- pleted the first grade. Or he may be like one of the brothers Lejewsky, aged twelve and fourteen, who had attended school not more than thirty days during the school year preceding the Children’s Bureau survey and were in the first. and second grade, respectively. They had entered at Christmas and were with- drawn in March after having stayed out in January and February to get wood and do other household chores. The child worker may be a colored laborer on a farm in the rich trucking section around Norfolk, Virginia, where there is an almost continuous succession of crops throughout the year. If so, he is lucky if he is able to attend school the short time required by the law. ‘Twenty-seven per cent of the children between eight and twelve years of age in the Children’s Bureau study of child labor in Norfolk truck farms had at- tended than the required number of days (80) during the year preceding the investigation, and almost one tenth of the children of these ages included in the study had not darkened the doors of a schoolroom the entire year. school less Such children cannot, of course, make Besides the actual loss of time, many are too tired normal progress in school. and listless, according to their teachers, to do the required work when they do returnto school. “Many of them work be- yond their strength,” reads one teacher’s report, “and it takes them a long time to adjust themselves to school routine.” From thirty-eight to sixty-nine per cent of all the white children included in the Bureau’s surveys, and from sev- 194 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION June, 1924 enty-one to eighty-four per cent of the colored children were reported from one to six years behind the standard grades for their ages. In all districts in which comparative material is available the amount of retardation is shown to be much greater among working than among non-working children attending the same schools. With their elemen- tary school course curtailed by reason of the short terms to the equivalent of only about six years of the elementary course in city schools, many country children make such slow progress on account of their prolonged absences that they have received hardly more than two or three years’ worth of schooling by the time they are considered old enough to leave school. The migratory farm worker who leaves the city schools in April or May to work in beet or onion fields, to pick strawberries, and tomatoes, to harvest beans and peas and other truck crops and does not return until weeks after school has begun, pre- sents an even more difficult problem, for responsibility for the school attend- ance of these children is assumed neither by the community from which. they come nor by that to which they go, even when their migration takes place wholly within one State. In a Chil- dren’s Bureau study of almost eight hundred Philadelphia children leaving the city for work on the straw- berry farms and cranberry farms of New Jersey, it was found that their average absence for farm work was be- tween fifteen and twenty per cent of the school year. Of children going out from Baltimore to near-by farms in Maryland, nine tenths had lost at least twenty days or an entire school month. From forty-seven to seventy-eight per cent of the migratory workers included in the Children’s Bureau studies were retarded in school, that is from two to cherries, cranberries, school three times the average proportion of children are below standard grades for their ages. city school who And what of education in its larger sense? “Knowledge never learned in books” and free, spontaneous physical activity, supposed to be the birthright of the child in the open country, are for weeks at a stretch denied the boys and girls who work on the farm. Of all the children included in the Children’s Bureau and reporting their hours of work, one half worked more than eight hours a day, one fifth more than ten, and some as much as fourteen hours a day. Comparatively few may surveys suffer obvious physical injury as a re- sult of the work they do—like the little girl who complained that her “back was growing crooked from working in the beets,” or the boy whose father said that “he got a rupture—we put him too Some Good Novels of 1923 Books to Grow On Atherton—Black oxen Bennett—Riceyman steps Bojer—The last of the vikings; tr. the Norwegian by Muir Borden—Jane, our stranger Boyd—Lazy laughter Boyd—Through the wheat Buchan—Midwinter Comfort—Public Square Conrad—The rover Davis—Times have changed Easton—Tantalus Ertz—Madame Claire Fairbank—Cortlandts of Square Furman—Quare women Gale—Faint perfume Gerould—Congquistador Gibbs—Middle of the road Harker—The really romantic age Hawes—The dark frigate Hough—North of 36 House on Smith Square Hudson—Nowhere else in the world Hull—Labyrinth Hurst—Lummox Irwin—Lew Tyler’s wives Kaye-Smith—End of the house of Alard King—Happy isles Lawrence—Kangaroo Lincoln—Dr. Nye of North Ostable McIntyre—Blowing weather Norris—Bread O’Brien—Terms of conquest Parker—Here’s to the gods Parrish—Pocketful of poses Pérochon—La parcelle 32; tr. French by Fay Pirandello—The late Mattia Pascal; tr. from the Italian by Livingston Prouty—Stella Dallas Quick—Hawkeye Quirk—Different gods Rath—The nervous wreck Roberts—Scissors Robins—Time is whispering Rud—tThe second generation Sabatini—Fortune’s fool Sackville-West—Challenge Snedeker—The perilous seat Stephens—Deirdre Stern—The back seat Swinnerton—Young Felix Thevenin—Barnabé and his whale; tr. from the French by Redman Tilden—Mr. Podd Train—His children’s children Vachell—Change partners Wells—Men like gods Wharton—A son at the front Widdemer—The graven image Wilson—The able McLaughlins Wylie—Jennifer Lorn Young—Pilgrim’s rest from Washington from the Cleveland Public Library Books-Information-Service young at the plow’—but many thou- sands suffer the loss of their playtime, which to the developing child is not merely recreation but life and growth itself. Few children may “scream and cry from fatigue’ after a hard day’s work, as one father confessed that his children did, but after hours of bending over the hoe in the blistering sun, of crawling along rows of low-growing plants in the dust, of continuous tramp- ing behind a harrow over soft, loosened soil, few children feel like play, although they are at an age when they crave and need it, physically, mentally, and 0. cially. Thirty-five per cent of the children included in the Children’s By. reau studies under ten years of age, and eighty-one per cent were under fourteen. State child labor laws seldom attempt to fix the age at which children may begin to do farm work. It is left to the discretion of parents—to the father who says that he “worked his children as soon as they were the least bit big enough,” to the mother who js innocently proud of the eighty pounds of cotton that her six-year-old daughter can pick in a day, to the parents who boast that, ‘“‘Asa’s worked ever since he could lift a beet.” While thought should be given as to whether or not it is possible to work out a method of regulating by law the age at which agricultural work may be be- gun and the number of hours a day that children may be permitted to do such work, an immediate improvement in op- portunities for schooling can be effected by improving school attendance laws and their administration. It is begin- ning to be recognized that a larger unit of administration, in which the personal element does not play so large a part, is necessary if school attendance is to be enforced effectively in rural districts. At least ten States now have a county- unit form of administration in which the county rather than the district authorities are predominant. Even the county unit is small for the greatest effectiveness, however, especially where superintendents are elected, not appointed. If State super- vision is needed in any field of legal reg- ulation it certainly is in the matter of school attendance, but this need has been recognized thus far in only a few States, notably in Connecticut, where the law provides for State agents to assist in and supervise the local enforcement of the Possibly, since many rural schools overcrowded, special schools for were school school county law. are migratory workers may have to be pro vided by the State, as has been done in California, if this class of workers is to be guaranteed adequate schooling. At least one county farm bureau has officially stated that in its territory “the demand for child labor is more a habit than a need.”’ But even where poverty and a shortage of labor seem to create 4 real “necessity” the public intelligence and conscience cannot rest content 0 load the burden of its problems on the shoulders of school children. 1924 ough - and | so- the Bu- rs of inder Idom Idren s left } the d his least ho is ounds ghter - who since as to -k out ie age de be- y that . such in op- ected laws begin- rT unit rsonal | part, ; to be stricts. ounty- ion in listrict ninant. or the vecially rs are super- al reg- tter of as been States, he law in and of the schools ls for be pro- done in rs is to ig. eau has ry “the a habit poverty create a Lligence itent to s on t0 Basic Studies on School Finance’ IVE VOLUMES of the studies of the Finance Commission have recently been is- Educational Inquiry sued in addition to those previously re- viewed. Elementary School Costs in the State of New York is based upon data col- lected from the schools of New York State and supplements the general vol umes on School Finance in New York State. It presents a simple method for computing per pupil costs for elementary education in systems where the account- ing system does not provide for such seg- ‘This makes the study of general value, as the tech- nique may be regation in accurate form. applied in studying ele- mentary school costs in Facts on elementary school costs in New York State are also presented in a form any system. valuable for comparative purposes. The Cost and Support of Secondary Schools in the State of New York is a companion volume to that on elementary school costs. It is of special interest to those studying the costs of a secondary school program. Like its companion volume, it is distinctly of more than local interest. The Fiscal Administration of City School Systems deals with fiscal depend- ence or independence. It builds upon the study of Frasier * in this field, ampli- fying and reinterpreting the data of this pioneer piece of work. is employed to A new technique the signifi- cance of the differences between the aver- ages of the dependent and the independ- ent cities on the items used as measures measure of educational efhciency. The judicial attitude that marks the interpretation of the data presented on this vital problem of school finance is characteristic of all the volumes of the Inquiry issued to date. The Bibliography on Education Fi- nance is an amplification and refinement of the mimeographed study issued a year ago. In comprehensiveness it replaces all previously compiled guides to the study of school finance. It limits itself Fu- will to available and usable materials. field foundation this doubtless be built upon the created by this piece of work. The Political Unit of Public School ture bibliographies in This supplements the statement which ap- peared in THe JourNnaAL, March, 1924, page 114, *The Control of City School Finances, Frasier, George W., Bruce Publishing Co., Milwaukee, Wis., 1922, p. 132. a State in which the local district tax is the prin- Finance in Illinois concerns cipal source of school support. The in- evitable results of such an organization are revealed by a painstaking evaluation of the wealth and expenditures of the school districts in several typical counties. Reports of Educational Finance In- quiry Commission recently issued by the Macmillan Company, 66 Fifth Avenue, New York City, are: Elementary School Costs in the State of New York. R. O. Stoops. 123 p. The Cost and Support of Second- ary Schools in the State of New York. Charles W. Hunt. 107 p. The Fiscal Administration of City School Systems. J. R. Mc- Gaughy. 95 p. Bibliography on Education Fi- nance. Carter Alexander. 300 p. Tre Political Unit of Public School Finance in Illinois. Floyd W. Reeves. 190 p. Reports of Superintendents. of Schools reviewed in this article and published by the Boards of Education of the Cities indicated are: Twentieth Annual tion 1, Denver, H. Newlon. 88 p. Annual Report of Schools, Akron, Ohio. Reed. 111 p. Sec- Jesse Report, Colorado. the Public Carroll R. Research Bulletin, National Educa- tion Association, 1201 Sixteenth Street N. W., Washington, D. C. The last issue of this Bulletin is entitled: “Current Facts on City School Costs,” Research Bulletin, Vol. II, Nos. 1 and 2, January and March, 1924. 64 p. 25C. Consideration is then given to the effects that would follow the adoption of a larger taxation unit such as the com- munity or the county. It has wisely been said that the prob lem of securing proper school support is fundamentally one of obtaining strong One of the hopeful signs in the present public-school leadership in education. situation is the evidence of the intelligent leadership that superintendents are exer- the field of Space will not permit listing even a frac- cising in school finance. tion of the recently issued reports of superintendents that indicate an increas- ingly intelligent handling of the problem [195] ot securing proper school support. Only two of a great number can be mentioned. A chapter in the Denver Report an- alyzes the causes of the budget increases between 1913 and 1922 from $1,300,000 to $3,438,000. items is described, and the amount con- cerned is calculated. The cost of each of SIX The presentation is one that should supply an honest tax- payer with the facts that he has a right to know. ‘This section of the report summarizes as follows: Budget in 1912-13 Increase, 1913 to 1922 $1,299,796 .64 , due to: Increase in prices. $981,440.08 Increase in enrol- ment 748,257 .84 Increase in teach- ers’ salaries 112,347.40 Increased services 115,978.40 Junior high school organization 8,819.20 Increase in pen- sions ; 42,897 .34 2,079,740 .26 Expected budget in 1922 Actual budget in 1922 379,536.90 438,348.20 Ww w Difference $58,811.30 The chapter of the Akron Report on school costs is another brief presentation of essential facts in usable form. In Akron, school expenses increased from $454,324 in 1913 to $2,587,934 in 1923. The simple and effective analysis that is made of this increase can be summarized as follows: Current Expenses 1922-23.... $2,587,934 1922-23 Expenses stated in 1913 detlare ....5. : 1,522,314 Expenditures 1913-14. $454,324.00 Increase in real wages of teachers Increase due to greater enrolment Increased efhciency. Increased service 280,068 .00 542,654.27 42,224.00 114,578.05 Pension increase 88,465.68 Total $1,522,314 Current Facts on City School Costs is the last issue of the Research Bulletin of the National This bulletin is valuable to school people Education Association. It gives for a repre- cities of all for two reasons. sentative number of sizes comparable data on various phases of school finance for the last complete fiscal vear. It then presents in practical form the reasons for recent eftec- methods whereby increases in school costs may be tively presented to the taxpayer. The next few years are to be crucial history. If the schools are to retain the slight gains ones in educational 196 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION June, 1924 a LLL made since the war closed, every leader in school finance must “hit the line hard.” The present economic and psychological situation offers the enemies of public education an opportunity which they are not neglecting. “The success of their efforts to discredit the schools will succeed only if the friends of public edu- cation fail to do their duty. That duty is a clear and continuing presentation of the honest facts on public education. The studies reviewed may well be con- sulted by those upon whom rests the re- sponsibility for such work. Milwaukee Vocational School _— COMPLETE the arrested edu- cation, to continue learning after school years are over, to supply a voca- tion where no skill exists—these are ob- jects of the Milwaukee Vocational School which, since its inception in 1911, has advanced to a stage where its unique- mess and success are attracting nation- attention. Recently a group of twelve leading educators of New York City made a special trip to Milwaukee to study the work of the public schools in educating pupils who can not attend full-time classes. wide As the first school in the first State to make continuation education compulsory, the institution started under R. L. Cooley, director, thirteen years ago, with meager equipment. ‘Today it comprises a plant costing $3,250,000, a faculty of 161 men and women, and a student body of 13,694. Its principles are being studied by hundreds of educators every year. It has come to be known as the school which adjusts itself to the pupil. It is the antithesis of the once prevalent schoolhouse with a ruler and stern demeanor, the master dispensed a brand of learning which might be taken as offered or left. where, Frequently it was left and the pupil lost. The school or master was not concerned. “In that day it was believed,” said Mr. Cooley, recently, “that only the pupils whose parents could afford to send them beyond the eighth grade could ob- tain a high-school or more advanced edu- cation. It was thought that because it was so costly to educate high school and college pupils we could not afford to edu- cate with public funds the great mass who left at But today, when the great cry of those seeking na- were home. tional prosperity is for the creation of a market for trade, we look upon the education of every person as an economic We know that a dozen illit- erate Indians won't create any market. necessity. We also know that the needs of educated ‘Prepared for the Journal by Miss Agnes S. Winn, director of the Association’s Di- vision of Classroom Service. men and women will create a consider- able market. ‘Today we feel that we can’t afford to disregard the education of any boy or girl.” The part-time education law in Wis- consin provides that all persons who have finished the eighth grade, who have at- tended school nine years, or who are 16 or older, if they are working or staying at home, must attend school eight hours a week until 18. The Vocational School, as soon as the law was enacted, began organizing to meet this need. ‘Today there are 7450 students attending who come under this head. In addition there are 671 student apprentices whose wages are paid by their employers during the half day or more that they attend school, 173 who daily take commercial work at the school, 174 former service men tak- ing rehabilitation work, and 5226 adults attending night classes. These students include the office boy who is learning in his one-day-a-week of school to become expert at filing; the typist who wishes to become a stenog- rapher ; the stenographer who would be- come a private secretary; the housemaid who would learn to be a fancy pastry cook; the chauffeur who would become an expert automobile mechanic; the la- borer who wants to be a bricklayer; the youth who desires to go in for com- mercial art, drafting, or architectural drawing. A student who takes daily work in the commercial department may continue that work once a week if forced later to work during the other five days and may still continue the same work by night if The Con- tinuation School, the first name given the forced to work every day. school, was chosen because of this out- standing characteristic. Furthermore, according to Mr. Cooley, the school is unique, in that reading, writing, and arithmetic are disregarded except for students whose trade or occupation de- pends on these subjects. ‘There are short periods of English required of every eight-hour-a-week student, but for the girl learning cooking or the boy learning tailoring the great portion of the time js spent on subjects bearing directly on the particular trade chosen. Every girl entering eight-hour-a-week classes is required to take a course in home making and every boy a course in home The home-making course consists of sewing, millinery, cook- mechanics. ing, child care, home nursing, and laun- dering with the related sciences of nutri- tion and sanitation. ‘The course in home mechanics consists of teaching boys all types of repair work that might be neces- sary in a home. In addition girls may study shorthand, typewriting, bookkeep- ing, filing, and the use of the calculating machine. Boys may also take this work They automobile mechanics, steam engines, construction, in the commercial department. may also choose work in watch repairing, tailoring, cabinet mak- ing, pattern making, carpentry, baking, painting and sheet metal work, bricklaying, electrical work, pho- tography, decorating, upholstering, retail _ selling, printing, plumbing, shoe making and re- pairing, commercial art, telegraphy, drafting and architectural drawing, gen- eral work and Any one who desires it may science machine shop molding. have instruction on a musical instrument and there are two bands of sixty pieces recruited from the students. The school is housed in a seven-story fire-proof building covering more than one half of a city block, and plans are now under way for an addition that will cover the entire block. “Throughout the school are evidences of the expertness of the workmanship of the pupils. Tinted walls, frescoed or stenciled, are the work of the students, all printed forms used in class work are made in the print shops, microscopic testing of tempered steel is in progress in one room; shoes are being adequately and street shoes manufactured ; a phonograph made being played, and rest rooms are being deco- resoled, tennis shoes from galvanized iron is rated and furnished. HE fight for reasonable regulation of child labor passed th rough another stage on Saturday, April 26, when the House of Representatives, by a vote of 297 to 69, adopted a resolution proposing an amendment to the Constt- tution giving Congress the power to limit, regulate, and prohibit labor of per- sons under eighteen years of age. This vote was 53 more than the two thirds required for adoption. ‘There seems little doubt that the Senate will concur in this joint resolution. 924 —— le is the veek e in e in king ook- aun- utri- 1ome $ all eces- may ceep- ating work hey obile ‘tion, mak- king, metal pho- lling, id re- aphy, , gen- and - may iment pieces -Story than 1s are t will ut the ess of l inted - work ; used shops, teel is - being ; and ygraph being - deco- ulation ou gh ril 26, ves, by olution Consti- ver to of per- This thirds seems concur The Pool, the River, and the Canal WALTER BARNES Head of the English Department, State Normal School ERE isa pool. It is a limestone pool, far back in the hill country. The place was hollowed out by the quarrying of limestone and the hol- low has been filled by rain. It holds the _water for a long time because there is no outlet, either by leakage through the rocks or by passage through an outflow- ing stream. ‘The pool has no connection with other bodies of water; it is separate and isolate. Ducks swim on it and cattle drink from it, frogs make their home in it and mosquitoes breed therein. But aside from this, it has little to do with life, little relation to life. Fish cannot live in it; it irrigates but a tiny patch of soil; it cannot turn the wheels of trade, for it has no current—no objective, no fall, no power. Being only a pool, it does not, as does a stream, make a pas- sageway through the hills, spreading out wide, rich bottoms and carrying out a space for roads and railroads; nor is it, like a stream, paralleled for scores of miles by giant elms and sycamores and by peaceful homes and well-filled barns. In short, it touches and affects life at but few points and in trivial ways; it is re- moved and remote. standing water. admirers. “They ask you to observe how clean the banks are, how beautiful with grass and moss and ferns, and how pre- cisely symmetrical is the shape of the pool. ‘‘We made it they say; ‘we It is only a pool of But the pool has its in that fashion,” like neatness and order and organization. Nor is the water dan- gerously deep, as is the river of which you boast; but we it, at More- over, that which fills the pool is water, as truly water as that courses down the streams. It life, this also is life. wade in places we can almost swim in it. can which that is And because it Is liquid quiet and motionless, one can learn more about life here than on the banks of your rapid-rushing, dangerous river. We need but to sit on the shore and ob- serve and larger life. We have made this pool out of the materials of life: earth, rock, study life and prepare for a Water, grass, flower; and we know pre- cisely what we shall find therein from day to dav. To be sure. it does not bring us into contact with large prob- Fairmont, West Virginia that will come Now is the time for quiet, de- tached study and the orderly learning of the facts which will be needed after- wards. Of course, some of those we have with us find this pool too lonely and lifeless, and they rush off to the river before we have prepared them. And some of them lead a wretched life there and But clearly lems and tangled issues: later. are drowned. Education is not a prepara- tion for life. Education is not life. But there is no education outside the channel and current of life. Education must at every turn parallel and accom- pany life in all its interests and activities, finding in life its pro- gram and its processes and bringing back into life its prod- ucts. that is their fault: they should remain with us longer by the pool. How beautiful and quiet and orderly is the pool we have made! How pleasant is existence here!” But life is existence in motion, with a current, with an outlet. Coming from far up in the hills, fed by springs and rills Here is a river. and brooks, it flows for miles and miles through fertile valleys in whose fecun- It turns On its banks grow stately trees, and flowers dity cattle feed and people live. mill wheels and it waters the land. drowse in the sunlight, and in its pools the cows wade to drink. -It winds and turns upon itself, making scenes of en- chanting beauty. Here it deepens into great reaches, where boats can sail; there it broadens out into shallow riffles, where children can play; yonder it nar- rows into rocky, rushing gorges, where fishermen cast their lines. It is here, along by the river, that people congre- gate in farms and villages and populous the river, that fields are cleared and food is grown, cities. It is here, along by that telephone poles are raised and high- The In the river val- roads, and railroads are built. river touches all life. [197] leys are commerce and trade, beauty and art, homes and friendships, joy and sor- row, problems and struggles and deep, rich content. Here, in all its luxuriance and variety, its dangers and griefs and its nobility and serenity, here is life. May I never live far removed from the river of the waters of life! But the river is deep in places and rough and violent in places, and danger and death lurk in its waters; how shail one who is young and restless and reck- less preserve his power and his youth long enough to learn to live by it and And it twists and bends and meanders in such make his living through it? a roundabout manner: how can one, if he follows every curve of it, arrive at a destination? And it is so steadily in motion: how can one observe it and analyze it and learn its laws? And life is so teeming and intricate: how can one disentangle the essential from the non- Here are muddy or rough: must one travel essential ? and there the banks Frequently the river does the times cannot one learn life by ob- there, too? same thing many over within a few miles: serving a few pools and riffles and bends and shallows and by meditating upon a few trees and farms and villages and fac- tories, a few common, ever-repeated phases and evidences and problems of “after his kind’? times the river is too shallow for floating life, each And many logs to the mill and carrying boats to the market, and its windings carry trade ~ far from the straight course, and often it runs low during a drought or floods its banks during a freshet—is it not pos- sible to have life, life steady and con- trolled and direct and economical, life so abundant that one can live fully, life so varied that one can live richly, life in motion, in action, yet with its current controlled and guided, life which is so simple and direct that it may be ob- served and studied, yet life, nevertheless, life natural, vital, powerful, useful ? Yea, it is possible : Here is a canal. there is such a life. It is dug near to the river and it keeps near to the river in all its course. Its waters are the waters of the river: it could not exist except fort the river. nor far removed from it— it is 198 THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION June, 1924 utterly dependent upon it, it has no life nor power ex- cept through it. But here, where the river makes a wide bend, the canal runs straight and direct, even though it cross a viaduct; and there, where the river spreads out in flats, too shallow for boats, the canal is full and deep. At times the river is at flood, but the canal keeps its even measure of water. In places the river bank is too rough or muddy for travel, but the canal bank is al- ways smooth and level, with a path for man and beast. Here the river runs swift and here it runs slow, but the canal keeps a measured pace. The river is hard to travel when one goes up stream, but the current in the canal is so mod- erate that one can easily travel up as well asdown. The river is uncon- trolled and _ un- guided, but the canal is curbed and forced to go where the engineers wish it to go. Nor is its current so swift that one cannot pause upon its banks and observe it and _ meditate upon it. Trees grow up upon its banks, fields are made fertile by its waters, homes and inns and_ villages are built up near it. stores of the riches made by the industries the peace and order and symmetry of the of the world. And being made by man, pool; not a river, though it runs in the it can be made deeper or wider at will, valley of the river and is fed by the river. or, if need arises, be abandoned. And it carries vast Ten Articles of American Faith Julie Mathilde Morrow Classroom Teacher, New York City BELIEVE IN THE UNITED STATES OF AMERICA, not in a nationalistic sense merely, but because the great humanizing, democratic ideals which actuated her founders and found expression in her institutions must be perpetuated for the world. 2.I BELIEVE IN THE FORM OF GOVERNMENT OF THE UNITED STATES OF AMERICA AND IN HER CONSTITUTION, knowing that it contains within itself the machinery necessary to make whatever changes may be needful in adapting it to new conditions and problems, economic or otherwise, as they arise. 3. 1 BELIEVE IN HUMAN BROTHERHOOD, BUT IN THE RE- STRICTION OF IMMIGRATION INTO THE UNITED STATES TO SUCH AS ARE IN SYMPATHY WITH OUR INSTITUTIONS, and with the ideals and principles which gave them birth. This should be accom- plished by a definite plan of procedure carried out at the port of embarka- tion. All immigrants admitted into the United States and becoming residents should be registered. 4. I BELIEVE IN ECONOMIC JUSTICE—JUSTICE TO THE EM- PLOYER, THE EMPLOYEE, AND THE PUBLIC—in the principle of an equitable profit to the employer and employee, but only such profit for both as is compatible with justice to the public. This involves belief in the principle ot concentrated work, full time, in thrift, and in wholesome, hardy recreation. s. I BELIEVE IN POLITICAL JUSTICE, IN LEGISLATION EN- ACTED FOR THE BENEFIT OF ALL, and not for the exclusive advant- age of, or the domination by an organized minority group—whether that group be a bloc, or a racial or religious unit, or a combination of these— at the expense, or to the subjugation, of the whole. I BELIEVE IN UNIVERSAL FRANCHISE IRRESPECTIVE OF RACE, CREED, SEX, OR MATERIAL POSSESSIONS, BUT IN A REQUIRED QUALIFICA- TION FOR FRANCHISE carried out by a Civil Service Examination under a Board of Regents. 6. I BELIEVE IN THE SANCTITY OF THE HOME, IN PERSONAL INTEGRITY OUTSIDE THE HOME, AND IN PATRIOTISM RE- SULTING IN PERSONAL SERVICE AND DEVOTION TO THE STATE AS WELL AS TO THE HOME. 7. I BELIEVE IN ABSOLUTE FREEDOM OF SPEECH AND OF THE PRESS, except such license as might be subversive of the Government of the UNITED STATES. 8. I BELIEVE IN THE GREAT NON-SECTARIAN UNIVERSITIES AND IN THE PUBLIC SCHOOLS OF THE UNITED STATES, acces- sible to all students irrespective of race or creed. 9. I BELIEVE IN RELIGIOUS TOLERANCE AND IN THE ABSO- LUTE SEPARATION OF CHURCH AND STATE. 10. I BELIEVE IN THE BEAUTY AND INSPIRATION OF THE LIVES OF THE OLD AND NEW TESTAMENT PROPHETS, IN THE SANCTITY AND EXAMPLE OF THE LIFE OF CHRIST AND IN THE GLORY OF GOD. PLEDGE. Knowing that these TEN ARTICLES OF FAITH IN OUR COUNTRY were fully exemplified in the lives and writings of George Wash- ington, Abraham Lincoln, and Theodore Roosevelt, I again “Pledge allegi- ance to the Flag of the UNITED STATES and to THE REPUBLIC for which it stands—one nation indivisible with LIBERTY AND JUSTICE FOR ALL.” waters of the river poured into it frequently, lest it become stagnant and grow muddy and sluggish and ugly and monot- onous. And even its warmest ad- mirers will tell you that occasion- ally they must cross over from the towpath to the banks of the river (which is but a few steps) and re- invigorate them- selves with the sight of it, with its freedom and force and naturalness, Education is not preparation for life. Education is not life. Educa- tion is the impor- tant and_ typical experiences of life scrutinized, criti- cized, analyzed, and organized. Education is a se- quence of the vital activities of life made educative by thought, guidance, and control. In my school I will deal only with life. I will accept no substitute for life, no subterfuge from life; I will not falter f rom life, nor palter with life. But I do not teach except -as I reveal to my pupils how by living they may learn to live more happy and _ success- ful and thoughtful and _ well-ordered lives. ‘Therefore will I build my school on the banks of the canal, where 1 will live with my Not a pool, though it has somewhat of pupils in the constant presence of the phenomena and activities of life, whence I may lead them frequently across the way to the great river and occasionally up But the canal must have the fresh into the hills to the quiet limestone pod. 1924 —— the into lest nant uddy and onot- even ad- tell asion- lust m the o the river ut a id re- h e m- the ith its force ess, is not 1 for ‘10Nn is ‘duca- 'm por- ty pical of life criti yzed, rized, a Se- e vital life ive by da nce, . 2 I will th life. pt no yr life, e from ll not n life, th life. t teach reveal ls how ~y may » more success ightful »rdered erefore ld my > banks where “ith my of the whence oss the ally up e pool. The leacher as Judge MONG THE MANY activities which the teacher is called upon to perform as a recognized pub- lic oficial, that of judge is one of the most important. ‘This viewpoint is re- ceiving wider acceptance, particularly be- cause of the growth of the school-and- community idea. If we are going to impress upon our children the conception that the school is a bona-fide community, in which they must play the part of good, active citizens, we must set up some in- which the children will readily recognize as corresponding with the institutions that exist and func- tion in the community outside the school walls. stitutions at least The judge is a very significant public official. ministrator of American justice. Re- Many times he is the sole ad- cently I had the privilege of sitting on the bench with a friend who is a magis- trate of a city court. I witnessed his administration of justice in a number of what the law regarded as minor cases. But as I sat and watched the proceed- ings of the court I became quite con- vinced that the culprits were no more than overgrown children, and the next logical and natural step occurred to me. Why could not teachers and other school oficials assume more of the magisterial Would not some of our problems be helped to attitude towards boys and girls? a solution if offenders against the school rules and regulations were “‘brought into court” ? All educational couraged the status of judge for the teacher. Such an attitude is benefit to the State. ishment constantly mind will inevitably redound to the credit of the school, the child, and our Nation at large. legislation has en- a distinct Ideas of just pun- before the grow ing Handling offenses—In the handling of offenses the identical procedure that exists in a court of law ought to be fol- lowed. The pupil should first be taught the reasonableness of a fair trial. He ought to be able to enter his plea of guilty or not guilty before the court in a digni- fied, serious manner. Every pupil, as is every citizen, is en- titled to self-defense and an opportunity to answer or explain the indictments which have been brought against him. Only the boy who realizes that he is EUGENE THOMPSON guilty will remain sullen and silent, and thus convict himself. entirely Gen- erally the testimony of the culprit and HILDREN’S VALUES are largely determined by the im- portance which teachers and par- ents attach to various attitudes and habits. Mr. Thompson sug- gests the following list of topics to be used in school character ratings. The specific list of character rat- ings follows: I. Care of property: A. Care of school building and furniture. B. Care of school books, includ- ing covering. C. Return of books at time desig- nated. II. Courtesy and good manners: A. General consideration of the rights and wishes of others. B. Observance of the rules of po- liteness in school and com- ing and going from school. III. Industry: A. Effective use of time in study hall. B. Thorough preparation of all assigned work—written and oral. C. Judicious ments. D. Use of a_ systematic schedule for study. use of spare mo- time IV. Honor and trustworthiness: A. Thorough and honest prepara- tion of all assigned work. B. Absolute honesty in all recita- tions, examinations, and tests. C. Absolute honesty in all_recita- tions; dependability in all school assignments. D. No change of program with- out signature of proper member of program com- mittee. his attempts at self-defense under skil- ful cross-examination will determine the course of action of the judge. If the teacher does not desire to prefer all the charges, a reliable pupil acquainted with the offense may be instructed to act as a prosecuting attorney and make out a case against the offending pupil. An entire class turned out one after noon after school, at the teacher’s invi- tation, to witness the trial of a boy who continually neglected his homework. [199] The prosecuting attorney was aided by the teacher’s records, and a jury brought in a verdict: “Guilty of destroying the The boy is doing his homework regularly now. Methods of punishment—There are many methods of punishment for pupils judged and found guilty. The first is one that teachers have been using from time immemorial, but perhaps without realizing its value in this particular con- scholarship standing of the class.” nection. Reference is made to the marks or grades—our estimates of the pupil’s work which we have been trained to apply to certain abilities or lack of abili- ties, for the satisfaction of parents and school records. Some schools are carrying this method into the Newtown realm of character. In the High School, of Elmhurst, Long Island—for instance, an intensive campaign for character development and training is being waged under the leader- ship of Dr. James D. Dillingham, prin cipal. Marks in characters are awarded for such qualities as courtesy, punctuality, care of property, initiative, honesty, per- sonal appearance, industry, reliability. These ratings have done much to con- vince pupils that the development of sound character is just as important—if not more so—than the development of the mind. A concrete illustration—As a concrete . illustration of the possibility of “holding court” over the offense of a delinquent pupil, let us assume that the pupil has Immediately he is brought into court and faced with been accused of dishonesty. his crime. If proved guilty, he is given a “C” character rating, which is brought to the attention of his parents. Gen- erally parents take matters into their own hands then, and perhaps a little more strenuously than they do when the report card shows failures in the subjects studied. The ingenuity of each teacher will be taxed to find appropriate punishment for The be determined largely by the conditions individual offenses. “fines” will and circumstances under which both the pupil and teacher work. Method for the home right and privilege to act as judge is not It can be used to great advantage by principals and —The teacher’s limited to the teacher alone. those who in any way have the proper 200 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION June, 1924 i a aa discipline of children in their province. It has proved eminently successful in the home. Many parents give their chil- dren a small sum as an allowance each week, from which, after due trial, all fines for offenses committed during the week are subtracted. Everywhere there must be a campaign to educate youth to realize that it is being judged, not arbitrarily, harshly, pedantically, but reasonably and in accord with common practice in the world in which the school is helping them to find a place. Thus the method becomes an excellent training in citizenship, in ad- dition to its value as a character builder. In conclusion, we must bear in mind, above all, to be rigidly fair and square, rigorously firm and inflexible in our de- cisions, once having made them honestly. We must remember to judge as we should like to be judged, shall in some final day be judged our- selves. and as we IBERALIZING VOCATIONAL EDUCATION—Public school vo- cational training appears to be definitely set in the Nation’s Many observers trade-training education system. discern in tendencies to undemo- cratic stratification in society because high schools devoted to imparting trade skills will be likely to gather students already little inclined to book-learning and apt to belittle book experience ; and further, by its aim, it is suspected that trade-training will allow this state of mind and attitude to become engrafted in the mentality of students. seem to That this view does not cover the whole ground is evident even at pres- ent in some lines of work, notably print- ing, in teaching which not a few schools range the wide fields of scholars, histo- rians, and artists. Similar breadth of knowledge, or extent of information, as the typographic art is heir, might readily be included in the content matter of other vocations, for principles of craft de- velopment and of art origins (trades be- ing crafts democratized and design being applied art) come from commen sources. Granted that some trades have stronger and more patent ties with the past than others, it should be feasible by revealing development of trades to encourage stu- dents in their own lines while opening their vision to general relationships be- tween them. ‘This course would be of benefit in public school education from a social standpoint, and liberal in more than one direction. The knowledge should tend to disclose the framework Con- and growth of the social structure. tent matter embracing trade history and design principles might easily be taught in half the time trade students give to related subjects. In this wise, domestic science classes would become aware of the woodworkers’ part in furniture making and of the forge for ironwork, the plumbers’ shop for fixtures, the carpenter shop for house- building, and of a relation between them, and with their Those classes, too, would feel closer to one an- own future. other, and to others, such as the drawing classes. and would fellow-feeling with printers and with commercial art students in shape and color problems. The elec- trical worker might then evince an in- Dressmaking millinery discover a terest in lamp fixtures, the work of forge- men or moulders. Forgemen should be led to examine the detail harmonizing in Ma- chinists might be induced to give grace a buildings put up by carpenters. thought along with strength proportions, and, with sheetmetal workers, feel yet more affinity with the automobile shops. In a school where trade history were a subject, students would be alive to mat- the shape, color, uses, and arrangement of ancient furniture, utensils, and conven- iences. ‘There would be perennial food for comparative thought in the develop- ters like the discoveries at Luxor, ment and adaptation through succeeding periods. All this would inevitably make for influencing modern living, just as conversely lack of it has done, except with the few. Students are at school to learn the best way to plan a life. How to do so with success is necessarily based on how past generations managed, with what they had to live with. Learning the best from the past in a focused plan, and practicing it, should tend to bring out awareness of its values, with its apparent ramifications yet unified trend, and of how closely the present is bound up in the legacy, down to the different trades in a schedule from one school. Even at less than college grade, what possibilities for liberalizing of trade practices !—Ben- jamin N. Fryer, Vocational High School, Oakland, California. T’S LARGELY IN THE POINT OF VIEW—A business and profes- sional women’s club was holding a re- ception in honor of a nationally known woman writer, who had spoken before the membership. The visitor was a grand old lady. She took an interest in everyone whom she met; an interest that appeared al- most too strong to be sincere, but never- theless she meant every bit of it. She was invariably interested in what young working women were doing. That was usually one of her first questions when she was introduced to some one who earned her own living. The reception that evening was an in- formal affair, so the visitor could mingle freely with those about her. Among the numerous club members to whom she was introduced were three young school teachers—chums, who taught in the city schools. “And what do you do, my child ?” the author asked the youngest of the trio. “Oh, I worry my life out trying to keep thirty kids quiet, out at Ball High School!” The reply was not in a dis- respectful tone, but it did reveal the young woman’s attitude toward her posi- tion. “And you?” the visitor turned to the second of the group. “Me?” she answered, surprised like, “Ah—I, I mean. the city.” I teach school here in “Now, my dear, tell me what you do, please ?”’ she now turned to the third. “Well, Mrs. I’m trying to be a character molder—trying to build good citizenship. I think it’s the grandest calling in the world,” she replied, a touch of pride in her voice. These three replies from young wo- men who apparently followed the same kind of employment, reveal three dis- tinct views of one’s position. There are too many people like the first and second teachers, and too few in the class with the third. School any other for that matter, becomes a burden—a tiresome, thankless daily task, or it is the exercise of a noble privilege, just as the person who follows it sees her occupation. work, or There are fatigue and reasons for worry in any vocation that is worth fol- lowing, but these fade into nothingness if a person looks for the finer things in his work. Occupation is not merely a useful means of providing the necessities of life. It is a source of pleasure, con- solation, and peace of mind. The right occupation supplies avenues for initia- tive, ambition, and talent. It is both the goal and the means to the goal. The teacher who molds character in addition to “teaching school’’ finds re- muneration in his work that his associ- ates can never enjoy, so long as they con- sider theirs as tasks that must be per formed rather than the exercise of 4 noble privilege—Ruel McDaniel, San Antonio, Texas. 924 ——_ She ung was yhen who 1 in- ngle r the she ‘hool city ” the 10. ig to High dis- the posi- » the like, re in u do, third. be a good ndest ed, a y WO- same > dis- re are econd with that some, cercise person is for +h fol- ngness ngs in rely a essities >, con- - right initia- s both yal. “ter in ids _re- associ- j con- ye per- » of a 1, San Popularizing Health Education VERA JACOBS Department of English, Webster Junior High School KLAHOMA CITY schools have voluntarily assumed health edu- cation. Every educator admits that it is very difficult to interest the junior high school pupil in organization work inside of the curriculum. Any method by which health is regularly taught and acquired makes health popu- lar as well as profitable, because “‘health and happiness are with one gifts of acci- dental circumstances.” The Webster Junior High School of Oklahoma _ City unique health project with all the faculty co- operating with the dean of girls who is sponsor for the system. contains a The girls are called to the gymnasium to be examined by the physical director for posture de- fects and are passed on to the woman physician to be examined for physical defects. ‘The include the head, shoulders, feet, while the physical defects include the throat, teeth, lungs, and abdomen. No deduction is made for the unfortunate whose ills are posture defects spine, and eyes, ears , nose, heart, impossible to remedy, as a lost eye or organic heart trouble, but the heaviest penalties are charged against those who neglect the simplest rules of hygiene, as the care of the teeth. the the gymnasium last autumn, with grades of A (plus (plus and minus), and C (plus and minus) given, Following examination in and minus), B it was found that nine girls out of five hundred perfect. _> 2 3 “ENC Oi ee | 150,000 75,000 75,000 300,000 ENCE 75 HIS CHART, prepared by the American Educational Digest, is based on the latest available figures showing the age, preparation, and experience of The number of teachers is now estimated to be | over 700,000, but the proportions shown in this chart have probably not greatly changed. There is an alarming shortage of qualified teachers. this chart shows that if the teachers were put in a line three feet apart, ar- ranged according to age, one would pass 100,000 and travel 50 miles before a teacher would be found older than nineteen years. arranged according to preparation, one would pass 30,000 and travel fifteen miles before a teacher with more than an eighth-grade education would be reached; and if arranged according to length of service, one would have to go 165 miles and pass 330,000 before one teacher trained to an accepted minimum standard of a high-school course and two years of normal training school would be discovered. The chart shows that, approximately, twenty-five per cent of all public school teachers are beginners each year. : —— 150 300 For example, If the teachers were In the rural schools Schools and Teachers Colleges. The program follows: Where Is the Advancement of the Science and Art of Teaching Most Needed in Normal Schools and Teachers Colleges? William C. Bagley, Teachers College, Columbia Univer- sity, New York City; Distinctive Treatment of Subject-Matter: How make the Curriculum Func- tion Most Vitally in the Education and Practical Training of Teachers? Harold O. Rugg, Lincoln School, Teachers College, New York City; Gen- eral Discussion led by T. J. McCormack, La Salle-Peru Township High School, La Salle, Il. Business Meeting. EPARTMENT OF PHYSICAL AND HEALTH EDUCATION will hold two ses- sions, Tuesday and Thursday, July 1 and 3. The Tuesday session will include an address on Rural School Athletics by a superintendent of a county district; Athletics and Their Value for Citizen- ship 7 a member of the Public Service Commis- sion of Maryland; Girls’ Athletics by a leader of girls’ activities; Behavior as Affected by Athletics by a leader of the Behavioristic Psychology. On Thursday afternoon a joint meeting with the De- partment of Child Hygiene will be held. EPARTMENT OF RURAL EDUCATION will hold two meetings on the afternoons of July 1 and 3. The topic of the Tuesday after- noon session will be Rural Education—A Field of Service for the Women of America. The pro- gram follows: The Professional Woman Educator in Rural School Service, Mabel Carney, Teachers College, New York City; The Lay-Woman Edu- cator in Rural School Service, Mrs. John F. Sippel, president of Maryland Federation of Women’s Clubs, Baltimore, Md.; The Parent- Teacher Associations in Rural School Service, Mrs. John B. Cleaver, National chairman of country life, Delaware; A Brighter Future for the Rural Child, Mrs. Katherine M. Cook, bu- reau of education, Washington, D. C. On Thursday afternoon, the topic to be dis- cussed is Contributions of Rural Education to the National Life. The program follows: The Coun- try—The Economic Basis of National Life, Henry C. Wallace, Secretary of Agriculture, Washington, D. C.; Educational Resources of Country Life, Julian E. Butterworth, Cornell Uni- versity, Ithaca, N. Y.; An Educational Program for the Rural Schools of the Nation, T. H. Harris, State superintendent, Baton Rouge, La. An informal social hour will follow. EPARTMENT OF SCHOOL ADMINIS. TRATION will hold two sessions, Wednes- day and Thursday afternoons, July 2 and 3. The Wednesday program follows: Shall School Boards be Independent of Municipal Government? W. §. Deffenbaugh, U. S. Bureau of Education, Wash- ington, D. C. with discussion by the Massa- chusetts and New York Board of Education mem- bers; New York’s Colossal School Problem, George J. Ryan, president, Board of Education, New York City; What are the Essentials of School Administration Efficiency? Thomas E, Mitten, member, Board of Education, Philadel- phia, Pa., with discussion by the President of the Board of Education in Richmond, Va.; Bus- iness. On Thursday the following program will be given: Should the School Secretary be under the Direction of the Superintendent? George W. Gerwig, secretary, Board of Education, Pitts- burgh, Pa. and Secretary William Dick, Board of Education, Philadelphia, Pa.; What are the Outstanding Essentials of Modern School Archi- tecture? William H. Gompert, architect for the New York City Board of Education, New York City, and D. Knickerbacker Boyd, school archi- tect, Philadelphia, Pa.; Shall School Architects be engaged on Salary or Commission Basis? R. M. Milligan, commissioner of school buildings, St. Louis, Mo., and S. A. Layton, school archi- tect, Oklahoma City, Okla.; Reports of Commit- tees; Election of officers. EPARTMENT OF SCIENCE INSTRUC. TION will meet Tuesday and Thursday after- noons, July 1 and 3. Tuesday’s program follows: Science for the Million, Edwin E. Slosson, di- rector of science service, Washington, D. C.; Science in the Elementary School, Holland R. Sperry, Lincoln School, Teachers College, Colum- bia University, New York City; Devices and Methods in Junior High School Science, J. T. Shriner, head of science department, Latimer Junior High School, Pittsburgh, Pa. On Thursday afternoon this program will be given: The Science Teacher in Relation to the Conservation and Use of Our Fuel Resources, Samuel S. Wyer, associate in mineral technology for the Smithsonian Institution, Washington, D. C.; Investigation of Demonstration vs. Lab- oratory as a Method of Teaching, Fred G. Anibal, department of chemistry, Central High School, Kansas City, Mo.; Science Teaching in Some European Schools, E. R. Downing, as- sociate professor of natural science, University of Chicago, Chicago, IIl. EPARTMENT OF SECONDARY EDUCA- TION will hold two meetings, July 1 and 3. The Tuesday afternoon program follows: Organ- izing the High School and Classifying its Pupils so as to Serve Each Equitably, H. B. Wilson, superintendent of schools, Berkeley, Calif., and Margaret M. Allitucker, assistant director, Re- search Division, National Education Association, Washington, D. C.; Ways and Means of Ac- crediting Secondary Schools for College Entrance, Arthur Whitman, Lincoln School, Teachers Col- lege, Columbia University, New York City, and L. W. Brooks, president, National Association of Secondary School Principals, Wichita High School, Wichita, Kans. ; On Thursday afternoon Mary E. Stewart, di- rector, Junior Division, Employment Service, U. S. Department of Labor, Washington, D. C. and J. D. Stark, in charge of employment service, Department of Vocational Guidance, Pittsburgh, Pa., will speak on The Relation of the Secondary School to Junior Employment. After a_ ten- minute discussion an address on The Future of the Cosmopolitan High School will be given by Thomas R. Cole, superintendent of schools, Seattle, Wash. A business meeting will follow. EPARTMENT OF VISUAL INSTRUC- TION will hold two sessions, Tuesday and Thursday afternoons, July 1 and 3. The general topic will be The Classroom Technique of Using Visual Aids and will be discussed from the stand- point of the N. E. A. Committee on Visual Edu- cation, of a normal school president, and two or more classroom teachers will develop the topic from the standpoint of their experience. EPARTMENT OF VOCATIONAL EDU- CATION will hold its meetings on the after- noons of July 1 and 3. The Tuesday program will be devoted to the topic The Public School and Apprenticeship Training with Special Refer- ence to the Building Trades. The program fol- lows: The Administration of a State Program of Apprentice Training in the Building Trades, esley A. O’Leary, State director of vocational education, Trenton, N. J., and L. H. Dennis, State director of vocational education, Harrisburg, Pa.; Employees’ Interest in Apprentice Training in the Building Trades, G. M. Bugnazet, vice-president, International Brotherhood of Electrical Workers, Washington, D. C.; From the Standpoint of the Construction Industry, What Can the Public Schools Do to Direct Youth toward this Field? D. K. Boyd, architect, Philadelphia, Pa.; The American Construction Council and its Interest in Apprentice Training, Dwight T. Hoopingarner, executive secretary, American Construction Coun- cil, New York City; Report of Committee on the RIE EI eS my SER TINE eae SRT mee ter- NS: di- 1m- and ner be the ces, ogy ton, ,ab- ‘igh in as- r of CA- Zan- ipils son, and Re- ion, Ac- nce, Col- and n of ligh di- vice, vice, irgh, dary ten- e of 1 by ools, llow. tUC- and neral Ising tand- Edu- Oo oF topic -DU- after- gram chool tefer- | fol- m of ades, ional State Pa.; n the ident, rkers, f the Public tield? The terest arner, Coun- n the Vol. 13, No.6 National Council for Vocational Education, L. H. Dennis, chairman, Harrisburg, Pa. On Thursday afternoon the following program will be given: The Codperation of the Federal Board with the States in Carrying out a Program of Apprentice Training in the Building Trades, G. A. McGarvey, Federal Board for ocational Education, Washington, D. C.; The Instruction and Training Needed by a Particular Building Trade and How the Public Schools Can Assist in the Program, Oscar Reum, Contracting Plasterers International Association, Chicago, Ill.; How the Public Schools can Help the General Contractor in his Apprenticeship Training Program, D. H. Sawyer, Associated General Contractor, Wash- ington, D. C.; What the Public Schools Can Do in an Apprentice Training Program, Charles W. Sylvester, director vocational education, Balti- more, Md.; Forestry as a Tool in Vocational Education, M. C. Merrill, director of forestry publications, Washington, D. MERICAN CLASSICAL LEAGUE will hold its fifth annual meeting Saturday morning, June 28, at the New National Museum. The pro- gram will include the General Report of the Classical Investigation which has been in progress for three years and is now concluded. The Coun- cil of the American Classical League will meet at eight o’clock, Friday evening, June 27. ONFERENCE ON LIP READING FOR HARD-OF-HEARING SCHOOL CHIL- DREN will hold a meeting on Tuesday after- noon, July 1. The program follows: Vital Prob- lems of Meeting the Needs of the Hard-of-hearing Child, Martha E. Bruhn, principal, Muller-Walle School of Lip Reading, Boston, Mass.; The Deaf- ened Child Problem as We See It, Estelle E. Samuelson, New York League for the Hard of Hearing, New York City; The Value of Lip Read- ing and Voice Training in the Education of the Hard of Hearing, Alice G. Bryant, member of associate staff, New England Deaconess Hospital, Boston, Mass.; The Hard of Hearing Child in Rochester, New York, Alice G. Howe, supervisor of lip reading instruction, Public chools, Rochester, New York; Work for Hard-of-hearing Children in the Public Schools of Washington, D. C., Louise Wimsatt, District of Columbia School of Lip Reading, Washington, D. C.; Ad- dress by Franklin W. Bock, director, Deafness Prevention Clinic, Public Schools, Rochester, N. Y.; Address by Dr. Charles W. Richardson, Washington, D. C. ATIONAL ASSOCIATION OF VISITING TEACHERS will hold a conference Tuesday, Wednesday, and Thursday, July 1, 2, and 3. Program will be announced later. ATIONAL CONFERENCE ON THRIFT EDUCATION will be held in Washington, D. C., June 27-28. This meeting is called by the Committee on Thrift Education of the National Education Association and National Council of Education. Arthur H. Chamberlain is chair- man of the Committee. The meetings will be held at the New Willard Hotel and a large number of National organizations have named delegates to attend and to take part in the delib- erations. These include The General Federation of Women’s Clubs; National Congress of Mothers and Parent-Teachers Associations; American Bankers’ Association; American Library Associa- tion; United States Bureau of Education; Amer- ican Red Cross; National Y. M. C. A.; United States Department of Commerce; United States Department of Labor; National School-supply Association; National Editorial Association; American Legion; United States Chamber of Commerce; American Federation of Labor; and numerous other National organizations. It is felt that the time is especially opportune for consideration of a program of Thrift Educa- tion that can be introduced throughout the schools of the Nation by those representing financial, industrial, social, religious, and educa- tional organizations. Such a program, to be effective, must include not only the financial side but also the social phases of thrift and conservation. ATIONAL CONGRESS OF MOTHERS AND PARENT-TEACHER ASSOCIA- TIONS will hold a meeting on Tuesday after- noon, July 1. The program follows: The Im- portance of Parent Codperation in the Develop- ment of Educational Policies, Payson Smith, State commissioner of education, Boston, Mass. ; The Mother and the Teacher as Joint Agencies in Character Building, Olive M. Jones, president the National Education Association, New York City; The Visiting Teacher—The Link Between the Home and the School, Jessie L. Louderback, of the Association of Visiting Teachers, New York City. HE NATIONAL COUNCIL FOR THE SOCIAL STUDIES will hold a luncheon and conference on Wednesday noon, July 2, at 12:30 o'clock. A session will be held on Thursday afternoon, July 3. HE NATIONAL COUNCIL OF ADMIN- ISTRATIVE WOMEN IN EDUCATION will hold a luncheon Tuesday noon, July 1, at THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION HOW WE SPEND OUR INCOME PERSONAL ig STATE - NATIONAL 11% Church Schools Govern- ment Crime 814%, VA% 12% Invest- ment Luxuries Miscella- neous Living Costs pas CHART, from the American Educational Digest, gives a graphic and startling picture of our National sense of values. want. crime and waste. We can afford what we Perhaps if we spent more for schools there would be vastly less spent for the Raleigh Hotel. Miss Minnie J. Nielson, the president, will preside. Representatives from women’s national organizations will be the guests of honor. Reservations for the luncheon may be made through Miss Adelaide Davis, Henry School, Washington, D. C. HE NATIONAL COUNCIL OF PRIMARY EDUCATION will hold a luncheon on Thurs- day noon, July 3, at the New Ebbitt Hotel. Reservations may be made through Miss Florence Fox of the U. S. Bureau of Education, Washing- ton, D. C., who is in charge of local arrange- ments. ATIONAL COUNCIL OF STATE SUPER- INTENDENTS AND COMMISSIONERS OF EDUCATION will hold meetings, July 1 and 3._ The program follows: Equalizing Edu- ucation Opportunities For All The Children of a State, (a) Through Larger Local Units of Taxation and Administration, John M. Matzen, State superintendent of public instruction, Lin- coln, Nebr., and A. B. Hill, State superintendent of public instruction, Little Rock, Ark.; (b) Through a _ State Distributive Fund, Mrs. Josephine Corliss Preston, State superintendent of public instruction, Olympia, Wash., and John Callahan, State superintendent of public schools, Madison, Wis.; (c) Through More Uniform Standards of Teacher Preparation, Certification, and Compensation, James M. McConnell, State commissioner of education, St. Paul, Minn. and Mrs. Katharine A. Morton, State superintendent of public instruction, Cheyenne, yo.; (d) Through State Standards and State Supervision, J. George Becht, State superintendent of public instruction, Harrisburg, Pa. and Thomas E. Johnson, State superintendent of public instruc- tion, Lansing, Mich. A dinner will be held at the Washington Hotel, Wednesday, July 2. The toastmistress will be Mrs. Mary C. C. Bradford, superintendent of pub- lic instruction, Denver, Colo. Thursday afternoon’s program follows: Equal- izing Education Opportunities For All The Chil- dren of The Republic, (a) Through National Conferences and eetings, Payson Smith, State commissioner of education, Boston, Mass., and S. M. N. Marrs, State superintendent of public instruction, Austin, Tex.; (b) Through a Na- tional Bureau of Education, John J. Tigert, U. S. Commissioner of Education, Washington, D. C.; (c) Through Federal Aid and Encouragement, Will C. Wood, State superintendent of public in- struction, Sacramento, Calif., and Augustus O. Thomas, State commissioner of education, Au- gusta, Maine. ATIONAL COUNCIL OF TEACHERS OF ENGLISH will hold two meetings July 1 and 3. The program follows: President’s ad- dress—Facing the Facts, Thomas C. Blaisdell, professor of the Teaching of English, State Nor- mal School, Slippery Rock, Pa.; The Relation of High School Annuals to the Course in English, Sarah T. Muir, head of the department of Eng- lish, high school, Lincoln, Nebr.; The Teacher of English and the Library of Congress, Charles Moore, chairman, National Commission of Fine Arts, Washington, D. C. Thursday afternoon’s program follows: The Drama and the Teacher of English, Clarence Stratton, director of English in high schools, Cieveland, Ohio; Address by John J. Tigert, U. S Commissioner of Education, Washington, D. C.; English in the Auditorium, Florence A. Marsh, director of auditorium, Hutchins Intermediate School, Detroit, Mich.; Address by Frank Ayde- lotte, president, Swarthmore College, Swarth- more, Pa.; Address by G. A. Lyon, editor, The Evening Star, Washington, D. C. HE NATIONAL FEDERATION OF MOD. ERN LANGUAGE TEACHERS will hold a session on Thursday afternoon, July 3, under the auspices of the Association of Modern Language Teachers of the Middle States and Maryland. Frederick F. Hemry, head of the Modern Lan- guage Department, Tome School, Fort Deposit, Maryland, will act as chairman. The program will include an address, The Value of Cultural Training in Modern Languages and Literature as a Preparation for a Career in Foreign Trade, by Charles Lyon Chandler, manager, Foreign Trade Department, Corn Exchange National Bank, Phil- adelphia, Pa., and curator of Spanish-American Literature, Harvard University Library. A _ re- port on the Survey of Modern Language Teach- ers under the auspices of the Carnegie Corpora- tion will be given. ATIONAL LEAGUE OF TEACHERS’ AS- SOCIATIONS will hold meetings on Mon- day afternoon, June 30, and Friday morning, July 4, and a luncheon on July 2. Monday afternoon’s program follows: Minutes; Report of the Secre- tary-Treasurer, Miriam D. Eisner, San Francisco, Calif.; Report of the President, Mrs. Emma L. Dacre, San Francisco, Calif.; Addresses by John J. Tigert, U. S. commissioner of education, Washington, D. C., and William C. Bagley, Teachers College, Columbia University, New York City; Reports of Special Committees, (a) Living Conditions of Teachers, Marion Comstock, Du- luth, Minn.; (b) Tenure, Minneapolis Grade Teachers’ Association; Reports of Committees, (a) Legislative, Ethel Gardner, president of the Milwaukee Teachers’ Association, Milwaukee, Wis.; (b) Social, Professional, and Economic Status of Teachers, Karl W. Guenther, Santa Barbara, Calif.; (c) Membership, Carrie Magee, Park School, East St. Louis, Il; (d) Curriculum and Educational Ideals, ?.— E. Lobner, Oak- land, Calif.; Reports of Affiliates, (a) Social Status of the Classroom Teacher, Los Angeles City Teachers’ Club; (b) Comparison of ees Paid by Civic, Social, and Teachers’ Organiza- tions, Oakland School Women’s Club; (c) Pro- fessional Reading of Teachers, San Francisco Grade Teachers’ Association; (d) Teacher Par- ticipation in Curriculum Making, Denver Class- room Teachers’ Association; (e) Minimum Es- sentials Grades I to VIII, Pueblo Grade Teach- ers’ Association. 226 The following program will be given at the luncheon on Waedesdien, Addresses by Herbert Hoover, Secretary of Commerce, Washington, D. C.; William H. Kilpatrick, professor of edu- cation, Teachers College, Columbia University, New York City, with remarks by Ida C. Iversen, President, Department of Classroom Teachers, Los Angeles, Calif: Reports of Affiliates, (a) Public- ity During Education Week, Duluth Teachers’ Association; (b) Educational Guidance and Re- search, Portland Grade Teachers’ Association; {c) The Platoon System, Milwaukee Teachers’ Association and Chicago Teachers’ Federation. Other Clubs will give their reports at this time. A business meeting will be held on Friday morning. Headquarters of the League will be at the Willard Hotel. CHOOL GARDEN ASSOCIATION OF AMERICA will hold one meeting, July 3. The program follows: The £chool Garden in Edu- cation, Albert E. Winship, editor, Journal of Education, Boston, Mass.; The Needs of Nature Education, George M. Wiley, assistant commis- sioner of elementary education, Albany, N. Y.; Pageantry as an Aid in Nature Study, Elizabeth K. Peeples, supervisor of nature study, Washing- ton, D. C.; A Demonstration School Garden, Ellen Eddy Shaw, curator elementary instruction, Brooklyn Botanic Garden, Brooklyn, N. Y.; The Place of the School Garden in the Curriculum, R. G. Jones; John A. Hollinger; W. R. Beattie; THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION Effie M. Burton; Howes, Business. ATIONAL VOCATIONAL GUIDANCE : ASSOCIATION will hold a meeting on July 1. The program follows: In the Elementary School, Thomas C. McCracken, dean of college of education, Ohio University, Athens, Ohio; In Secondary Schools, Virgil E. Dickson, director of Research and Guidance, Oakland and Berkeley public schools, Calif.; In the Part-Time School, Vierling Kersey, director, part-time high school, Los Angeles, Calif.; In the College, Iva L. Peters, professor of economics, Goucher College, Baltimore, Md.; In _ Relation to Placement, Dorothea deSchweinitz, employment supervisor, vocational guidance and placement, the junior employment service, Philadelphia, Pa. OINT COMMITTEE ON METHODS OF J PREVENTING DELINQUENCY will hold a luncheon Thursday noon, followed by an after- noon conference. Miss Olive M. Jones will speak on The Opportunity of the Schools to Deal with Behavior Problem Children. Dr. Bernard Glueck of the Bureau of Children’s Guidance, New York City, will speak on The Personality of the Behavior Problem Child and Modern Scien- tific Effort to Understand and Guide It. There will be a general discussion of the practical steps that might be taken to bring about a more thorough understanding of behavior problems by school people. L. H. Dennis; L. Gertrude Home Projects for Boys RECENT SURVEY of the San Antonio Public Schools indicates that only one-fifth of the parents are training their children in the independent and habitual performance of home proj- ects. ‘‘Few of them probably realize,” says Mr. L. E. Wolfe, who conducted the survey, “that parents can give a prac- tical education quite as valuable as teach- ers are giving from books and that such practical education is a powerful agent in preventing crime, divorce, need for charity, and the social evil.” Every home is a potential industrial plant where apprentices in cooking, sew- ing, gardening, cleaning, and repairing, may become experts, adding not only to the knowledge of the apprentices but to the happy management of the home. Mr. Wolfe thinks that parents make a great mistake in doing these little tasks instead of teaching their children to do them. By praising them for their efforts and, when practicable, paying them for the work, parents can encourage in- dustry, self-respect, and perseverance in their offspring and help them acquire greater joy in living. Projects for both boys and girls, classi- fied as to grades, were distributed for use of the parents. The following projects for boys may prove suggestive: Grade 1. Putting on stockings and lacing up shoes; running errands; dust- ing rounds of chairs, baseboards, base of tables, window sills; feeding the chick- ens ; gathering the eggs; picking up small pieces and threads from the floor; bring- ing in the mail, watering the flowers; picking up paper, cans, and other small rubbish in the yard. Grade 2. Keep clothing brushed and hung up in place; help remove the dishes from the dining table; sew buttons on plain clothes; answer telephone; set the table for the family ; fold papers true and square; put papers away for future use; care for daily papers and current maga- zines, placing them on reading table; water the flowers; cut flowers for the house; tidy a room, putting things in place; buy and carry home small pack- ages of groceries; water the lawn, and sweep the walks. Grade 3. Remove all the dishes from the table; place the food to be put away in proper dishes; stack all dishes of a kind ready for washing; dry the dishes; place dishes on table; fill the glasses with water; set the table for a family meal; place chairs at the table; cut the buttons from discarded clothing; sew buttons on underwear ; put own laundry away; keep clothing brushed and hung up in place; keep flat clothing properly placed in linen drawers; answer the telephone; bring in wood and kindling; sweep the porches; write, fold, enclose, stamp, address, seal, and mail letter. Grade 4. Assist in getting the meals; peel potatoes and other vegetables; learn to make tea, cocoa, and coffee; assist in serving the meals; answer the telephone; care for fresh fruit and vegetables; wash and iron handkerchiefs; learn to answer the door bell; clean obstructed lavatory and bath tub, removing obstacles with button hook; making fires; raising poul- try, rabbits, or pigeons; exterminating mosquitoes, flies, cockroaches, moths, and ants. Grade 5. Putting on faucet and hy- June, 1924 drant washers ; making fly swatters ; home gardens; raising poultry, rabbits, or pigeons; exterminating mosquitoes, flies, cockroaches, moths, and ants; planting fig cuttings and pecans; making sparrow traps. Grade 6. Hanging and adjusting win- dow shades; sharpening kitchen knives; putting clothes hooks in closets, castors on furniture, metal slides on chair legs; putting up towel racks and similar fix- tures. Grade 7. Renewal of window, door, or gallery screens; mending garden hose; making wood box, preferably with a high back; painting outbuildings and fences ; chopping and sawing wood. Grade 8. Putting on valve washers in toilet tanks, siphon washers (in high toi- let tanks), rubber bulbs (in low toilet tanks), and springs in locks; framing pictures. Grade 9. Soldering; planing and fit- ting windows and doors that bind; mak- ing flytraps, miter box, and book shelves; budding and grafting pecan trees; ad- justing gas-stove burners; trimming trees, roses, and shrubbery. Grade 10. Making keys from blanks; putting in window glass, and shelves and rods for clothes hangers in closets; set- ting up stoves; sharpening hatchets, axes, chisels, and garden tools; making saw horse, wash bench, and flower-pot stands; using up-to-date preparations for renew- ing finish on furniture and floors, and treating new floors, being careful to thoroughly clean surface before applying the preparation. Grade 11. Renewing electric sockets, switches, and fuse plugs; splicing electric wires, and reading electric meters; re- moving pennies. and other dangerous metallic substances from behind dead fuse plugs; filing and setting saws; get- ting clocks to run by washing them in gasoline and applying a small quantity of high grade machine oil on pivots and other bearings; installing and repairing electric and non-electric bells; renewing sash cords; sharpening and adjusting lawn mowers; making telephone stand and stool, flower and vine trellises, auto- mobile creeper, chicken brooder, and stepladder. Where practicable, each grade should perform the projects of the previous grades, all of which will prove most val- uable to the parents of boys. The real value of these projects lies in their suita- bility to various ages and temperaments and to indoor and outdoor life. They af- ford countless ways of “letting off steam,” and many of them are educational. Ir, es nd ol- let ng es, aw ds ; w- ind to ing ets, TiC ous ead ret- in rity and ing ing ing and ito- and uld ous val- real ita- nts Vol. 13, No. 6 Summer Meeting Notes Persons who are not members of the Na- tional Education Association and who plan to attend the Washington meeting should pay dues immediately and request an identi- fication certificate for reduced round-trip railroad tickets. Tue COMMITTEE on the Revision of De- partments of the National Education Asso- ciation proposes the following amendment to Section 8, of Article 5, of the By-laws of the Association relating to the formation of new departments. That the words “one thousand” be substituted for the words “twenty-five” and that following the phrase “purposed to be established” there be added the clause “provided that no group shall be admitted to departmental status until it shall have held constructive meetings for at least five successive years.” Hore, AccoMMopDATIONS—Information in regard to hotel accommodations will be found on page A-152 of this issue of THE JOURNAL. REGISTRATION HEADQUARTERS will be con- veniently located at Central High School. Members should have their membership cards for 1923-24 or 1924-25 with them at the Washington meeting. Show the mem- bership card at the registration desk at Cen- tral High School and receive the envelop containing the Official Program and other material. Those who do not have member- ship cards should enrol at the registration desk and receive their cards and announce- ments. Mrs. Helen T. Hixson will be in charge of registration. N. E. A. Postorrice and Information Serv- ice will be located on the registration floor of Central High School. CoMMERCIAL Exuisits will be located on the registration floor of Central High School. Tickets for breakfasts, luncheons, and dinners will be on sale at the Information Service Desk at Central High School. OrFiciaL CREDENTIALS—Delegates from State and local affiliated Associations to the Representative Assembly after registering at general headquarters will step to a near-by desk, marked “Registration of Del- egates” and receive from Miss Harriett M. Chase, assistant to the Committee on Cre- dentials, the official credentials for the Con- vention, the delegates’ badge, the Official Manual, and other literature prepared especially for their information and _ use. All delegates should be duly registered and accredited by Monday morning, June 30. It is therefore advisable for them to reach Washington not later than Saturday, June 28, and to register immediately at Central High School. State HEADQUARTERS will be at the various hotels as listed on page A-152 of this issue of THe JouRNAL. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION NOTES amd ANNOUNCEMENTS THE ADVERTISING Paces of THE JOURNAL should be read carefully by all members. Persons expecting to attend the Convention will be especially interested in the announce- ments of the Convention which appear in this number. Official Meetings EXECUTIVE COMMITTEE—Friday afternoon, June 27, 2:00 o'clock; Saturday morning, “©@C. O. Buckingham NE’S first and last glimpse of Wash- Those who attend the 1924 will long remember this view of the Capitol, taken from Union Station. ington. Convention June 28, 9:00 o’clock; and Saturday fore- noon, July 5, 9:00 o’clock; all meetings of the Committee at N. E. A. Headquarters, 1201 Sixteenth Street Northwest. Boarp oF TrusteEes—Friday afternoon, June 27, 3:00 o'clock, and Saturday fore- noon, July 5, 10:00 o’clock; both meetings at N. E. A. Headquarters. Boarp oF Direcrors—Saturday afternoon, June 28, 2:00 o’clock; Monday morning, June 30, 10:30 o’clock; and (New Board), Thursday afternoon, July 3, 2:30 o'clock; all meetings to be held in Music Room, Central High School. DELEGATES to meet by States Monday afternoon, June 30, 5 o'clock, at State head- quarters. No delegate should fail to attend his State meeting. Each State at this meet- ing is to select its members of the nominat- ing and other elective committees. See page A-152 of this number of THe Journat for location of State headquarters. The Official Program will have the complete list. REPRESENTATIVE ASSEMBLY—General meet- ing for delegates and members will be held Monday morning, June 30, 8:30 o'clock; First Business Session, Tuesday morning, July 1, 8:30 o’clock; Second Business Ses- sion, Wednesday morning, July 2, 8:30 o'clock; Third Business Session, Thursday morning, July 3, 8:30 o’clock; all meetings to be held in the auditorium of Central High School. THe COMMITTEE ON RESOLUTIONS—Tues- day afternoon, July 1, 5 o'clock, library, Central High School, to organize and re- ceive resolutions for consideration from active members. Any active members who desire to submit a resolution should see that it is in the hands of the Secretary of the As- sociation, or the chairman of the Committee on Resolutions prior to this meeting. THE COMMITTEE ON CREDENTIALS—Monday evening, June 30, at 10:00 o’clock, New Wil- lard Hotel, to organize and pass on the credentials of delegates. COMMITTEE ON NOMINATIONS—Wednesday morning, July 2, 9 o'clock, library of Cen- tral High School, to nominate the officers of the Association for the year 1924-25. COMMITTEE ON NEcROLOGY—Tuesday after- noon, July 1, 4:30 o'clock, Music Room, Cen- tral High School. LEGISLATIVE COMMISSION AND EDITORIAL Councit will hold meetings, places and dates to be announced in the Official Pro- gram. ELtiotr Tours will conduct a party of southern teachers to Washington, D. C., leaving Birmingham, Alabama, on June 27. THe DEPARTMENT of Deans of Women will hold a get-together luncheon at the Grace Dodge Hotel, on Wednesday, July 2, at 1 p.M. The price will be $1.75 per cover. Please notify Miss Anna L. Rose, dean of women, George Washington University, if you plan to be present. A PIONEER COURSE in “Visual Aids in Ed- ucation—with special reference to Motion Pictures,” will be given at the Summer Session of George Washington University, Washington, D. C., beginning July 7, fol- lowing the National Education Association Convention. It will be conducted by Miss Laura Thornborough, pioneer and specialist in the educational film field. Further in- formation may be had from the director of Summer School, George Washington Uni- versity, Washington, D. C. THe Army Overseas Educational Corps will meet in the Auditorium of the Depart- ment of the Interior, at two o'clock, July 2, fer a trip to Mt. Vernon. There will be a dinner in the evening at 6:30. It is ex- 228 pected that General Reese and some of the Commissioners will be present. Tue PENNSYLVANIA State dinner will be held in the Spanish Garden of the Wash- ington Hotel on Wednesday evening, July Z, at 6 o’clock. Tue Forest Service invites educators who attend the Washington convention to the exhibits or demonstrations on forestry which are being especially planned for that occa- sion. In increasing numbers each year teachers of nature study, geography, botany, civics, and vocational and rural subjects, as well as administrative officers, are call- ing upon the Forest Service fur material on forestry to aid them in their work. Bulletins, circulars, leaflets, photographs, slides, motion-picture reels, wood samples, and demonstrational exhibits are gladly sup- plied when available. Visiting teachers will be welcome at the Forest Service headquar- ters, Atlantic Building, 728-730 F Street Northwest. Tue Nationa GeocrapHic Society will hold two conferences on geography July 1 and 3 in the New Masonic Temple as fol- lows: July 1, The Romance of Geographic Explorations by Ralph A. Graves, George- town University, and July 3, Adventures of an Expedition to the South Sea Islands by Robert Cushman Murphy, naturalist and explorer. Other Notes Tue DEPARTMENT of Superintendence of the National Education Association will meet in Cincinnati, Ohio, February 22-26, 1925. Hotel Gibson and Hotel Sinton have been designated as the headquarters hotels. Registration, general sessions, and exhibits will be in Music Hall. Fietp SECRETARY J. O. ENGLEMAN, who be- gan his work with the Association in Octo- ber, 1922, will leave at the end of the year to become superintendent of the city schools of Terre Haute, Indiana, at a substantially higher salary. The invitation to Terre Haute came to Dr. Engleman_ unsolicited and he will undertake the new task with the united support of all the forces in the city. His service to the National Education Asso- ciation has been outstanding. His many ad- dresses before State and local education as- sociations and before civic and lay bodies have brought new inspiration and vision to many American communities. Tue DEPARTMENT OF CLASSROOM TEACHERS has held regional conferences this year at Kansas. City, Missouri, Topeka, Boston, Seattle; Spokane, and Oakland. Each con- ference was in charge of a member of the executive committee of the Department. Among the recommendations made by these groups are the following: (1) That recognition be given by school authorities for professional study by teachers; (2) that classroom teachers be selected as chairmen of all classroom committees and classroom departments in State and National organiza- tions; (3) that standardized preparation for teachers in all parts of the country be pro- moted by the National Education Associa- tion; (4) that the Association encourage Tue JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION teacher-training institutions to provide def- inite instruction in professional ethics; and (5) that the Department of Classroom Teach- ers request the Association to promote the policy of advocating more opportunities for the advancement of women to administrative positions. THE FirsT sTupy of the Educational Ser- vice of the Department of Superintendence in codperation with the Division of Re- search of the National Education Associa- tion was recently issued to subscribing cities. © Harris & Ewing OHN R. QUINN, Commander of the American Legion, which is co- operating with the National Education Association to make American Educa- tion Week, November 17-23, 1924, a powerful agent in bettering American schools. This leaflet contains a vote of expert opinion on the most helpful books on curriculum problems and a review of the twelve books receiving the most votes. Further studies will be issued frequently. LutHer L. Dickerson, until recently with the U. S. Army as advisory librarian, has been engaged as executive assistant to the Commission on Adult Education, the ap- pointment of which has been authorized by the Executive Board of the American Li- brary Association. Dr. WituiAM J. O’SHEA, formerly assist- ant superintendent of schools in New York City, was recently elected to succeed Dr. William L. Ettinger, who has just rounded out a term of efficient and courageous service. SUPERINTENDENT N. E. Steele, of Bryant, S. Dak., is full-time executive secretary of the South Dakota Educational Association. His address is 722 South Wisconsin Street, Mitchell, South Dakota. June, 1924 Dr. G. STANLEY HALL, one of America’s leading psychologists, died in Worcester, Massachusetts, on April 24. He was edu. cated at Williams and at Union Theologi- cal Seminary. He earned his doctor’s de- gree at Harvard in 1878 and later studied at foreign universities. Dr. Hall’s work in educational psychology is well known, especially his study of the adolescent age. He was founder and editor of the American Journal of Psychology and since 1917 has been editor of the Journal of Applied Psy- chology. He was president of Clark Uni- versity from its opening until his retirement in 1920. Among his most important writ- ings are Adolescence and Educational Prob. lems. BENJAMIN J. Burris, State superintendent of schools for Indiana, has been elected president of the Eastern State Normal School of Indiana, at Muncie. MicHarL Conway, full-time secretary of the Bradford (England) Teachers’ Asso- ciation, and an alderman of that city, is the new president of the National Union of Teachers. He succeeds Mr. E. J. Sains- bury, who attended the World Conference on Education at San Francisco last July. Dr. Ambrose L. Sunriz, for a number of years dean of the Cleveland School of Edu- cation, has resigned to accept a position on the Faculty of New York University. His successor at Cleveland is Dr. Charles W. Hunt, of the University of Pittsburgh. ALEXANDER J. INGLIS, professor of educa- tion at Harvard University, died at Boston on April 12 in his forty-fifth year. An authority on secondary education and a writer of Latin textbooks, Professor Inglis has been on the Harvard faculty since 1914, THE SECOND annual meeting of the Ameri- can Child Health Association will be held in Kansas City, Missouri, October 15, 16, and 17, 1924, in the Grand Avenue Temple. Several meetings will be held in conjune- tion with the Kansas City Clinical Society which will also convene that week. Dr. Frank C. Neff, of the Kansas City Pediatric Society, is local chairman of arrangements for the convention. A seT of sixty lantern slides and lecture manuscript describing the organization and activities of the League of Nations and the Permanent Court of International Justice has been made available for general use by the League of Nations Non-Partisan As- sociation. Application for the use of the slides and manuscript should be addressed to Jonathan A. Rawson, Jr., 18 East 37th Street, New York City. The royalty is five dollars for each use, the user to assume postage charges and guarantee the immedi- ate return of the slides. E. E. OperHo.tzer, formerly superintend- ent of schools in Tulsa, Oklahoma, took up his new duties as superintendent of the Houston, Texas, schools on June 1. The University of Michigan has recently increased the salary of President Marion L, Burton from $18,000 to $24,000 annually.