American Education Week, Wavember 17-23, 1924 VOL. Xill NOVEMBER, 1924 me The JOURNAL of the NATIONAL EDUCATION ASSOCIATION Cop \ A a ‘T| What’s Right with the Schools? The Citizen Teacher . ; ; The Root of the School Question Getting Out the Vote . Radio in Oakland Schools Education and the New School Education in Holland Radio in London Schools State Association Publicity Activities for Patriotism ; , Cleveland Papers Feature School Opening Editorial ; ; ; ‘ ; Program for Professional Study The Children’s Morality Code Elementary Principals at Washington Teacher Training at Washington Summer Courses at Oxford Among Committees and Departments The Socialized Library ; } Why Should Debates Be Judged? ; Our State Associations 1924-25—Officers Classroom Teachers at Washington Vital Professional Problems : Building a Local Education Association Department of Education . R Problems for Teachers’ Meetings Booker T. Washington Guide to Books Notes and Announcements Directory of Advertisers Ze 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. An Intropuction POTTER-JESCHKE-GILLET ORAL AND WRITTEN ENGLISH TO TEACHING By William C. Bagley and John A. H. Keith cAlabama and Oklahoma have, within the past six months, adopted the Potter-Jeschke-Gillet Series. Other State adoptions include New Mexico, Oregon, Texas, and Nevada. No other series motivates the work more thoroughly. HIS is the initial volume of a series of which the authors of this book are the editors. It is designed for the training and the mental illumination concern- ing their prospective vocation of students of collegiate grade in professional schools for teachers. If this volume is indicative of the quality of the series, such students will find it, as they assuredly will this first book, so enlarging and stimulating as to make its study No other series emphasizes more strongly the acquisition of all grammar—even tech- a real mental adventure. . . . It is written in simple , kd and lucid style, with very little technical language, nical grammar—through the self-activity with a rich background of knowledge and with fine, inspiring feeling for the high consequence of the teacher’s work.—New York Times, of the pupil. Price $1.80 Boston (GINN AND COMPANY _ vee York Chicago London Atlanta Dallas Columbus San Francisco THE MACMILLAN COMPANY ATLANTA SAN FRANCISCO NEW YORK CHICAGO DALLAS BOSTON WINSTON Consider These Modern Supplementary Readers Titles— . i Che Winston be - CLEAR-TYPE HEIDI PINOCCHIO Jin ArT lar Clas Gir Ki GRIMM’S FAIRY TALES THE ARABIAN HE CLEAR-TYPE CLASSICS represent the latest development in ) NIGHTS supplementary readers. They were prepared to fill an existing need. Instead of the usual form of supplementary reader, with short, discon- LAMB'S TALES nected stories, each CLEAR-TYPE CLASSIC contains a complete story or FROM SHAKE- stories with a similar theme. The purpose of the CLEAR-TYPE CLASSICS SPEARE is to inspire children to read and to further a love for good literature. ALICE’S ADVEN- TURES IN WON- Your unqualified approval of these readers is anticipated. To the teachers DERLAND and others who have ordered some of THE WINSTON CLEAR-TYPE Other titles are in prepara- CLASSICS we direct attention to the complete list of titles. tion, but the titles listed here are ready for delivery. List Illustrated literature upon request or price of each is eighty cents, , any title upon receipt of list price. with usual discount to schools y po pt of pric THE JOHN C. WINSTON COMPANY HOME OFFICE, WINSTON BUILDING, PHILADELPHIA CHICAGO SAN FRANCISCO DALLAS TORONTO FOR TEXTBOOKS — ee ree ere 2 Gp ne November, 1924 What's Right With the Schools? HE POINTING out of what is . wrong with the public schools has been going on for so long that what is right with our schools has been almost entirely overlooked. In 1884, it was said: “Our present educa- tional system unfits young people to deal with actual neces- sities ; it takes away self-reliance, begets conceit, and draws at- tention to what is ornamental rather than what is_ funda- mental.” Educators knew that the statement exaggerated the weaknesses of the schools. It was not seriously regarded, be- cause it was looked upon as a practical method of forcing de- sirable changes in courses of study. This was the use of the destructive method to secure constructive results. This sort of criticism has been going on all these years. It has given the public, in exaggerated form, every weakness and shortcoming of the schools. It is high time to give attention to what is right with the schools. Many persons educated in the public schools have been surprised to know that the schools have been so bad. In view of their own knowledge and experience, they prised to learn that even now the schools breed lawlessness, but they say it must be true because the charge comes from high educational author- ity. But what are the actual facts? To begin with, we have in the United States a school system which is for the education of all, regardless of race, creed, or color. In some countries the education of the “classes” and _ the “masses” is provided for under separate and distinct systems which make a social cleavage between the leisure or aris- tocratic class and the producing or in- dustrial class. In direct antithesis to this, the education system in the United States is designed to give equal educa- tional opportunity to all, regardless of birth or social position, And the oppor- are sur- tunity is offered to all on exactly the same basis—namely, similar training for all, and entirely free of cost. A rich ’ man’s son may attend the same class and be put to no more expense than a poor WEAITH 4x» EDUCATIONAL OPPORTUNITY IIo vee Jacome Per Child Io 325 40 45 & Pee Cont seus seemstcacramrteetecgi te expeaded where children live. Ouswa ef Leeann Natoaal man’s son; the daughter of a carpenter may receive the same cultural and prac- tical education as the daughter of a millionaire. The American ideal is: The best in education for all. That is what every parent wants for his child, and what the community wants for all children. In 1922, there were more than twenty-two million children in our public schools. . The American public school is sup- ported by the state. Both the Federal Government and each individual State spend large sums of money annually in our educational interests. The money [271] Taucatioa Association is supplied by taxation, and since edu- cation increases the wealth-producing abilities of a people, it is but fair that a portion of the wealth produced should be spent fer education. All property holders in the United States pay a school tax, regardless of whether they have children to be educated or not. This is a new idea in public policy. Less than a hundred years ago, Henry Barnard was threatened with personal vi- olence for proposing the taxa- tion of the property of all to educate the children of a few. But it was soon seen that, since education makes life and prop- erty more secure, when a man pays for the education of his neighbor, he makes the world a safer and better place for him- self and his family. The public schools of the United States are in the control of the people themselves. No creed, no special propaganda, no class distinctions are given place in our public schools; hence, they enjoy the continued confi- dence and support of the people. Our public school system offers a complete education. Many States have such a full of the benefits of learning that they provide free schools with courses extending from the kindergarten to the university. Industry and brains, rather than caste and wealth, are the keys that open the door to edu- cational opportunity. Our public school system has been a stimulus to the hopes of parents for a complete education for their children, and they are making great sacrifices in order that more young people than ever before may receive a higher training. In 1870, six children out of every ten, from five to eighteen years of age, were enrolled in the public schools. In 1922, eight of every ten children, from five to eighteen years of age, were enrolled in the pttblic schools. Not only were more enrolled, but those enrolled were at- realization Tue JourNAL oF THE NATIONAL EpucaTiIoN ASSOCIATION CAN AMERICA ARPFORD EDUCATION ? Dsotat Natoaat Wealth 22 @ Querage Yearly Income @expeadituces for Cuxunes 1920 @asount aSarags Accounts 922 IT, 53} Bt odo 9,000, 000,090 _—_e——_ ©ut cuernment Costs 1922 © putuct Educahion Costs 1922 tending more regularly. In 1870, all the public elementary and secondary schools provided 539,053,423 days of schooling. In 1922, they provided 3,022,882,932 days of schooling. If the general popu- lation of the United States had increased as rapidly as the school attendance be- tween 1870 and 1922, we would have more than 216,227,633 persons in the United States at the present time. Our compulsory education laws play a large part in keeping school attendance up to a high mark. These laws well rep- resent the will of the people as regards education, and are a reflection of public confidence in our school system. The public school has been the chief agent in lifting the general level of education in the United States. In 1880, one person in every six was with- out schooling. In those days, we had 6,239,958 illiterates. In 1920, with all our increase in population, this class of people was reduced to 4,931,905, or one in seventeen. An examination of the biographies of more than twenty-two thousand notable persons in America, shows conclusively the importance of education for success in life. Of the twenty-two thousand examined, seventeen thousand - showed college training; more than three thou- sand had high school training, or its equivalent; and eighteen hundred had less than high school training. In 1900, eleven men out of every hundred listed in Who’s Who in America, had had less than a high school training; in 1923, eight out of every hundred had had less than high school training. Déxswa af Research National Education Association These figures show that it is becoming increasingly difficult to achieve notable success without the higher cultural and practical education provided by the high school, the college, and the university. Granted that a man’s spirit and his in- nate ability are the fundamentals for his success in life, it must be admitted that he cannot make the most of them unless he has the mental discipline and the fund of knowledge which are fur- nished by a complete education. A contemplation of the figures given above should convince even the most skeptical that the value of the public school system of the United States, in terms of spirit, intelligence, morals, jp. dustry, and general culture, can never be estimated. Never before has the public school had | sounder and more worthy objectives than | it has today. It is a great constructive institution with a purpose and scope broad enough to enrich every depart- ment of life, and an influence wide enough to reach every citizen. In 1922, more than twenty-two million children came under the tutelage of more than seven hundred thousand public school teachers. One person in every five in the United States devotes half of his waking hours to school activities. The rest of our one-hundred-ten million people, either as parents or taxpayers, have a less direct but no less important stake in the schools’ accomplishments, The United States has no more im- portant institution into which to pour its superabundant energy and tremendous wealth than the public school. ‘The public school aims, first, to de- velop character, by fixing right standards and habits of conduct. Right habits are | fundamental to moral integrity. Preach- | ing at the child does little good. When | he finds that it is pleasant to be honest, | to codperate with his neighbors, and to \reverence things that are reverend, he \develops in character. The public §chools, although they do not teach re- ligious creed and dogma, do develop character, and do create, in the minds of the students, ideals and standards which motivate them throughout their lives. This is evidenced in the perpetuation of the public schools themselves, and in the SCHOOL ATTENDANCE HAS INCREASED MORE RAPIDLY THAN GENERAL POPULATION PER CENT INCREASE 707° 1922 I? the population of the United States had increased as rapidly as school attendance , the population in 1922 would have been 216, 227,633instead OF 109,248,393 Divisioa of Research National Education Association November, 1924 | 1924 » in- or be had than Ctive cope Dart- wide 922 dren than hool e in his The llion yers, ‘tant ents. pour dous de- ards ; are ach- Then nest, d to , he iblic | re- elop ls of hich ives. n of the —remeaecee: receive from each succeeding generation. Vol. 13, No. 9 confidence and support which the schools The programs of the schools are being so shaped that they will contribute more and more to the development of char- acter, and among teachers character edu- cation has become a major subject of study. Reading is said to be the mother of all study. Reading and writing are al- most inseparable, and neither of these subjects can be considered without spell- ing and language. Therefore, more than half the time of the children in the common schools is devoted to the three R’s—reading, ’riting, and ’rithmetic— to which is added spelling and language. This gives the children the groundwork for any amount of further education which their conditions may permit them to acquire, and even if compelled to leave school before taking a high school course, they have the tools for taking unto them- selves as much ‘fearning as they will. The modern public school gives more instruction in less time than was possible a generation ago. As a result of ex- perimentation and research and by profiting from past errors, methods of teaching spelling and reading have been evolved which conform to the psycholog- ical laws of learning—of understanding and retaining—and children are now taught more quickly and with less effort ; and they read faster and better and with less instruction than their forebears. The public school is doing a remark- able work in education in health and wholesome living. This work is far- 519 251 215,061 NUMBER OF STUDENTS ENROLLED IN PUBLIC HIGH SCHOOLS 2,299,407 ; If the population of the United States had increased as rapidly as its high school enrollment since 1890 its general population would now be 687, 861 ,581- THE JOURNAL OF THE NATIONAL EpuUCATION AssocIATION b> TAL WEALTAAY 320,803,862,000 SAVwesS ACCOuy?. #17 331,474,000 reaching as it is carried into the homes, where it has its influence upon every member of the family. The children are taught the principles of health and sanitation, and are drilled in health habits that become fixed and permanent, contributing in an inestimable measure to their physical and moral health and cleanliness. Such an influence from the public schools will be carried over into the generations that are to come. The death rate shows a steady decline in the United States, and this seems to be evi- dence that some progress has been made Duis of Reseach National Educaiioa Association i) “I w sil MY RESOURCES 2 > TUSTIFY A y_/ LARGER EXPENDITUR FOR EDUCATION? *\ DISCOVERY! in achieving the health objective. One of the many results of public school health education is shown in the fact that city children, in whose schools health lessons are emphasized, are superior in physical health to rural children, in whose schools health lessons are given little attention. One of the first aims of the public school is to develop good citizenship. It is now recognized that something more than a knowledge of governmental form and organization is necessary for good citizenship. The citizen must be imbued with a sense of duty and responsibility to his government as a voter. Modern schools give the children actual practice in the activities of a good citizen, and in an effort to quicken the civic con- science, the schools extend their influence to the parents through the children. The public schools give training which is essential to effective home life. The school curricula are so designed as to include activities which will develop in the child the qualities necessary for harmonious and complete coéperation in the family. The schools also strive to increase the general mental efficiency of all children. The training given’in habits of study and the required exercise of independent thought cultivate the mental alertness and strength essential for success in adult life. In the army intelligence tests, the average mental efficiency of the men from the States having the better educa- tion systems was shown to be higher than that of the men from the States h | 274 | ‘WHAT IS THE EDUCATION OF THOSE WHO ACHIEVE NOTABLE SUCCESS? | College Trainiag 2 30 # 6 6 DoD &© co Success in life is increasingly depeadent on a complete education. Ditasioa af Reseacch Nadional Fducatioa Association ELEMENTARY SCHOOL SUBJECTS pecial Ubjects | DER CENT OF TIME ALLOTTED | | Fundamental ubjects All Elementary Subjects Based ona dudy a of 49 representalwve h school sys ems Bic ch. Mationadl Education Association THe JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION November, 1924 | IS EVERY CHILD ENTITLED TO A COMPETENT TEACHER? a elencatary Oities Villag Towns Are OneTeacher Rucal Sehools Necessary “Teachers 0 Sh ,; Aitioaal Education Asectation Reasonable Salaries Jo Obtain Coarpetent * TOTAL NUMBER oF PEOPLE WHO, ACCORDING TO THE US. CENSUS REPORTS, HAD “NO SCHOOLING WHATEVER” BISO.OGS | Diviswa of Research Nitioaal Educatioa Qssociatios DOES EDUCATION GET A FAIR PERCENTAGE OF THE NATION'S INCOME? : ima MISSCELLANEOUS (| \ i Tare. £ ¥ aw t a«f./ y) iK% ATIONA ial i er The greater adaptability of high school and college men was manifested in every branch of the service. Notwithstanding the many good fea- tures of our education system, it has its with inferior education systems. weaknesses. Among the most noticeable are inadequate country schools and the low standard of qualifications for teach- Cn mm yt { ae Sh4 7! “WE 1s i \ ers that now exist. In some of the rural and sparsely populated regions, the people are still without adequate schools. Such a condition encourages illiteracy. Some of our teachers are without sufficient preparation for the intensive and diverse service required of them. The schools will more nearly approximate the com- plete fulfilment of their high mission EDUCATION , oT a TS ~ ¢ Basen Ow How We Secno Que Income” tm Ame ricaw Eoucat: on ar Dee or. agmm Wi, when the teachers have higher qualifica- tions. No person should be considered qualified to teach in our public schools unless, in addition to knowledge, train- ing, and experience, he has an American background, the highest moral standards, a passion for service, and a full realiza- tion of the tremendous responsibility the position involves. el Vol. 13, No.9 ‘THE JOURNAL OF THE NATIONAL EpucaTion AssociaTION The Citizen Teacher’ Juxia A. SPOONER President, Department of Classroom Teachers, 1924-25 Portland, Oregon TELL in fifteen minutes’ time what are the outstanding contribu- tions of the classroom teacher to educa- tion, is a task of some magnitude. The classroom teacher is a considerable fac- tor in the educational body, not the di- recting brain, perhaps, nor the sustain- ing heart, but surely equivalent to the nervous system, with all its ramifications and manifold duties, and without which the brain would be helpless and the heart futile. Many classroom teachers have ap- peared on this platform, in the past, to discuss various phases of their activity, but this is perhaps the first time we have been called upon to present group ac- complishment for your consideration. Probably the outstanding contribution of the past two decades by classroom teachers is their organization of teachers as teachers. Not until the classroom teachers were so organized, did they be- gin to realize their comparative positions in the educational scheme or attempt to develop themselves in harmony with that position. Teachers are organized to promote education, and through organ- ization education has been given a wider publicity and a more democratic inter- pretation than has ever been possible in the previous history of schools. A dozen cities report teachers, organized to put over bond issues or tax levies, using their strategic position in the community to secure publicity which otherwise would cost more than could be spent for the purpose. Financial aid is a small thing compared to the educational publicity and the National educational unity which are slowly being achieved through teacher organization. It is no accident, nor is it a purely economic result that our young people are seeking higher education as never before in the world’s history. Teachers are becoming pro- moters, engaged in selling an investment which brings large returns to every one except themselves. As an individual in the organization, each teacher is doing publicity work. Through codperation with clubs and parent-teacher associations, the teacher is helping to bring about a bet- women’s *An address before the General Session of the National Education Association, Washington, D. C., July 1, 1924. ter understanding of the ends and aims of education as well as of its processes. It is impossible for any other group to develop the same close relationship with parents as does the teaching group. The child’s parent and the child’s teacher working together for the child’s wel- fare, form a combination that eventually will secure results. Mutual understand- ing is the basis of the codperation. Added to these two positive contribu- tions in relation to the public, is a third, a negative one. ‘The classroom teacher's repudiation of the absurd assumption that child character is the product of the schools solely, in the face of the fact that the school has him but eleven per cent of his time, while his leisure hours cover forty-four per cent of his time, is com- pelling public attention to the disposi- tion of those leisure hours. The public is beginning to take into consideration the fact that the child is the joint prod- uct of home, school, and community, and that all must equally share responsi- bility for his teaching, and that to that extent a finer type of codperation is be- ing established between those responsible for the youth of the country. In relation to the child himself, what have been the classroom teachers’ con- tributions to education? There seem to be two outstanding ones, both prob- ably directly traceable to the sex of the teacher, for the classroom teacher in America is predominantly feminine. We are told that women are more prac- tical and less philosophic, more con- servative and less imaginative and less theoretical than men, less given to ab- stractions and more prone to direct ac- tion. It is not strange, then, to find that classroom work has become increas- ingly practical and usable, that emphasis is more and more put upon those things which will function somehow, some- where, some time in a child’s life. There are those who mourn this condition, but classroom teachers have been forced to see that education is a living of life, not a fitting for life. The second is closely related to the first—and I offer it not solely upon my own responsibility but supported by the testimony of Rudyard Kipling. It is that, because of the in- fluence of the classroom woman teacher, the emphasis of education has shifted from mathematics and languages to citi- zenship. What profits it a man that he can translate every language past and present, or demonstrate every proposi- tion ever presented, if he cannot trans- late right thinking into right action or demonstrate _ his life living? theories of into What has been the classroom teacher's contribution to education in relation to her co-workers? I quote from a speech made upon the National Education As- sociation platform, tremendously inter- esting to me: “I wish to urge the organization of school faculties consisting of the selec- tion of leading teachers whose duty it shall be to advise with each other and with school boards on all matters per- taining to the schools, save those which are personal or incongruous to their po- ee The true dignity of the teacher’s office would be recognized by such a relation and position in the school work of the city, town, county, or State. The proper balancing of influences, edu- cational and administrative, would be secured in the most important decisions relating to the educational work of the community, and unity, harmony, and permanence of relationship would be readily secured and maintained. Much of the power of our teaching talent is now wasted in the merciless wear and constant friction between the authority that contrives and the hands that exe- cute. How glad the day when the teacher and the officer can see eye to eye and work shoulder to shoulder, ani- mated by a common purpose each with the freedom of his own personality but governed by the loyalty of all true hearts to duty, conscience, and the higher law!” From what do you suppose I was quoting? From some of the hysterical, morbid leaders of classroom organiza- tions about whom we heard at the Chi- cago meeting? Indeed, no! It is from the opening address made by the Presi- dent of the National Education Associ- ation, but I doubt if any of you, with the exception of Dr. Winship, or Major Clancy, perhaps, remember it, for it was given the year that I was born, when the National Education Association met in Madison, Wisconsin, my native State. I read through the National Education Association proceedings of that year, to see what he was doing then, and if he was featured as a radical, and I found some interesting things. In his annual address, this President reviewed the progress made by the organization dur- ing its twenty-eight years of existence; = 276 Tue JourNAL oF THE NaTIONAL EpucaTion ASSOCIATION he cited that it had adopted an honorary membership annex for ladies engaged in teaching, admission to which by a board of gentlemanly directors gave women teachers the right of presenting in the form of written essays (to be read by the secretary or any other member whom they might select), their views upon the subject assigned for discussion. He went on to say, “The rights thus gallantly accorded have not frequently been exercised, through whose neglect we cannot bear testimony, and the large opportunity granted to women at the present meeting may be regarded as a confession and a penance for past shortcomings.” Now, what was the large opportunity granted to women at that meeting as a confession and as a penance for past shortcomings? This extremely liberal President had arranged a symposium on “Woman’s Contribution to Education,” at which five women were permitted fifteen minutes each at one of the night meetings in which to sum up what they considered the outstanding features of their work, which would justify them in continuing as co-workers with men in the field of education. It is worthy of note that at least half of the previous speakers of the convention had stressed the importance of bringing more men into the work. ‘They had called atten- tion to the fact that in the northern States at least seven-eighths of the teachers were women, and while it made education cheaper and the condition had therefore at least one virtue, the occu- pation could scarcely be called a pro- fession so long as it was predominantly woman’s work, for woman’s sphere was domesticity. I am quoting one of these women for the benefit of the teachers. She said: “Actual teaching does not wear out the teacher; it is the expenditure of nerve and will-power to hold the pupil in a necessary condition to be taught that saps the teacher’s strength.’’ She quoted the authorities as saying, “Each genera- tion is more carelessly trained than the last,” all of which has a distinctly fa- miliar sound. Her conclusions I quote for the benefit of the men present to- night. She said that through women’s en- trance into the educational field, there had been a general amelioration of dis- cipline. Due to her physical weakness, woman had substituted spiritual and moral forces for physical agencies of discipline. Woman had made the dis- covery of the child’s moral powers; she had effected an economy of childish power, zeal, and love; she had intro- duced inspiration into the profession, and lastly, men, through competing with women in the profession, had attained an almost feminine purity. Frances E. Willard used part of her precious fifteen minutes acknowledging the unusual opportunities given her sex in this advanced organization by saying: “I thought it a very liberal idea on the part of the President of the Association and certainly liberal on the part of our friends who have gathered here to listen while the women have their say about their views.” But while three of the ladies were ladylike and did not take advantage of the situation to cry out upon the gal- lant sex that had been generous enough to give them a hearing, there were even in that day, apparently, thorns in the flesh of the governing body, and one of these prefaces her remarks by this com- ment on the woman’s symposium: “This evening I regard as an historic survival from a time now dead, when every church held its distinct corner for in- ferior classes.” Yet, while she appar- ently objected to being segregated as a woman, she was inconsistent enough to call attention to the fact that although everywhere, except in the superintend- ent’s department, the audience was made up in major part of women, the speak- ers, gentlemen all, persistently addressed their remarks to the gentlemen, and had been unable to admit the women within their line of vision. We have traveled a long way since that historic night in the National Edu- cation Association; how far we have come it is hard to gauge unless one does frequently retrace his steps to the point of departure; women as women serve in all departments of the National Educa- tion Association today, and in the one committee meeting in which I have par- ticipated, where the chairman insisted upon recognizing only the masculine members of the committee, they were much more embarrassed than I. The point of direct emphasis has shifted during these years from sex to departments, or as some insist upon thinking, to class distinctions, though it really is only a part of the process of evolution of education through which we are going, which brings me back to my query as to the classroom teacher’s contribution to education in relation to her co-workers. Just as the contribution of woman to education and to civic life has been the insistence that civic life must include her in its functioning, must recognize her as a definite, responsible, contribut- ing factor in the development of civic projects, so the contribution of the class- room teacher to education is the ip- sistence that education is a job for all departments ; that none can be outstand- ingly conspicuous, that all must share the labor, the responsibilities, the recog- nition, and the rewards involved in the task. No department can accomplish alofie—it is contrary to the law of life— and until all groups engaged are equally participants and equally respected in all processes of education, education. will] fall short of the reality it might become, the creative force directly influencing the lives of men. When the classroom teacher insists upon the recognition of the fact that no single group in education can lay its hand upon one single educational achievement and say, “This work is mine,” she is doing what lies in her power to bring about a true codrdination of our educa- tional forces based upon sensible and sound principles. What has been the classroom teacher's contribution to herself—to her own de- velopment and outlook ? Self-preservation is the first law of nature, and therefore she has devoted much energy to bettering the conditions under which she works. Fortunately she has not had to work entirely alone, for other departments, realizing that whatever improves individual condi- tions, improves group conditions, have ultimately recognized the value of her efforts along this line. Hand in hand with the demand for improved teaching conditions goes the demand for higher standards of preparation and for growth in service. A survey of the local pub- lications shows how definitely the organ- izations have answered this demand and are trying to make their deeds match their words. Her best contributions to her own group have been the awakening of her professional self-consciousness, her determination within her own group to raise and reach standards which match those set by the ablest leaders in educa- tion for themselves, and her consecration to the creed that not the supremacy of one but the equality of all brings best results to our Nation. In conclusion, I wish to go back to that fifth woman who took part in that National Education Association sym- posium so long ago. It is well for this generation of women to pause and re- turn thanks to the pioneer teachers who November, 1924 Vol. 13, No. y THE JOURNAL OF THE NATIONAL EDUCATION AssociATION nc ccc sss se EERE EERE were caught in the maelstrom of chang- ing conditions, educational and_ eco- nomic, and who ardently yet sanely worked toward the open sea of tolera- tion, mutual respect, and cooperation. She was pleading for recognition of woman’s right to work, saying, “I would have her feel that there need be no superfluous woman in all the land; if there be one indifferent to woman’s cry for more of the bread of -life, I would say to him, ‘Why trouble ye the woman? She has wrought a good work for me.’”’ She went on to tell of a con- yersation with a university man, in which she said, “If I were eighteen years old tomorrow, I would knock at the door of the Tennessee University, and say, ‘Gentlemen, may I come in?’ His answer ‘lf | say in reply, ‘Come in, were there, | would Miss Clara, have a chair and make yourself perfectly at home.’ ” The classroom teacher is knocking at the door of the educational workrooms of the Nation. We do not want to hear—‘‘Come in and have a chair,” for we have been sitting around long enough. We want to hear, “Come right in. Here’s the dishpan; there’s the broom. Hunt up the dust cloth, and let’s get the work done, in order that we can all go exploring and adventuring together.” Was The Root of the School Question HERE do the people place edu- cation in their scheme of things? This is the basic, and ultimately the only, question regarding the develop- ment of the American public school. Everyone has his “scheme of things,” just as everyone is said to have his philosophy. The golf score of this one is absorbing; to that one a dog-eared first edition is especially delightful. My lady goes in for uplifting, while the master cultivates horses and dogs. ‘The world is full of a number of people and they all attach different values to things. In virtue of this, matters that in an objective sense have the same nature take on vastly different subjective mean- ings. The question we raise is this: What is the personal, subjective meaning of education for the individuals who constitute the public—the meaning which actuates them when they vote, talk, pay taxes, and take certain atti- tudes? People have posted on the_ inside walls of their heads and hearts a list of the things with which their lives are concerned. The items on this list are apparently assigned certain values, and at a given moment these items are ar- ranged in the order of their supposed worth. The list constantly changes. New items are being added as new in- terests arise. Old items disappear or drop far down on the list. And all the time the values of these items, like market quotations, are changing. Around New Year’s Day certain quota- tions are high, such as quitting smoking, or going to bed early, or agreeing with one’s mother-in-law. At times, due to proximity or urgency, or to some unes- sential circumstance, relatively trivial things take on an aspect of exaggerated importance, and get in the way of things whose right to precedence is intrinsic. Yet even then we shall have to say that this proximity, this urgency, this artifi- cial inflation is part of the immediate basis of value; and if a person becomes a putterer, forever busying himself with little things, it is quite proper to say that the fault is with his rather than with his failure to put such values as he has into practice. In other words, he acts according ‘o his present personal sense of values, although his values may be quite different from those entertained by people in general and in- deed quite different from those which this hypothetical person would himself entertain if he could be made to do a little thinking. If he is to act wisely and rightly, he must be brought to a better sense of values, for it seems to be essentially true that people act or refrain from acting, persist or quit, spend much or little, according to the valuation they put upon the objectives which compete for their attention. For example, when we fail to attend a meeting or to write to a friend or to vote on election day, we really fail be- cause these things appear to be of little importance. When, therefore, after a year or so of silence, you write to your friend and seek to excuse your long delay on the plea that you have been “so busy,” you in effect say to him, “for an entire year writing to you has seemed to me less important than any of the thousands of things I have done. A certain number of these things were truly important, but many of them were sense of values have attended fifteen or twenty plays and | have spent two or three hundred hours playing bridge. | have read trash and I| have wasted no end of time in the inanities of conversa tion. trivial. I All these things I have preferred to writing to you; and the accumulated pressure of an entire year has now barely sufficed to make this act seem too im- portant to be further neglected.” Of course you don’t say such a thing; but your friend, if he stops to think, and if he is not too deeply tarred with the same stick, will see the real mean- ing beneath your subterfuges. The fact is that we are unaware of our mendacity. We are inveterate posers, and in our actions we are never so clever or inde- pendent, so honest or haughty, or cour- ageous or inscrutable as we would like to imagine. Accordingly, the springs of our action are not necessarily what we think they are, and by no means what we would often have others believe they are. We do the things which to us have the great- est value, and the criterion of value is some form of satisfaction. When the farmers of a certain county elected two or three new members of the county board on a retrenchment pro- gram, they talked about the little red schoolhouse and local independence, but they were actuated by the desire to save $2.17 apiece in taxes. When the board members whom they had elected reduced the superintendent’s salary and cut his assistants off the payroll, they didn’t have to do any talking. They had the power, and power is not talkative. They were actuated, however, by the same motive as their electors, and they de- prived the county schools of supervision to save cash enough for each of them to take his family to one more movie each year. Still more fundamental, however, than the love of money, in the case of these men, is the low estimate in which they hold education. On their list of the things of life the school is pretty well toward the bottom. Perhaps the kind of education they know about isn’t worthy of a high valuation. for them it means a drab and _ joyless activity carried on in a dark and ill- ventilated under the eye of a crabbed flail—a _ strait-jacket activity involving sitting bolt upright in Perhaps room human impossible seats and learning a fixed from a prescribed book—an activity carried on in violation of child- hood, with play banished, spontaneity left at the door, and interest distrusted. amount n en ' 278 If this conception of education, or something like it, prevails, it will ac- count for slow progress and the ten- dency in many quarters to retrogression. We are accustomed to believe that the faith of the people in education is strong. This is indeed the case, but it admits of many exceptions. It makes a great deal of difference what kind of education the people have in mind. If they realize the nature of it in its modern setting, they will place it high in their scheme of things. They will put a high valua- tion upon it. They will realize that it accomplishes vastly more than it even attempted to accomplish in the days of their childhood. Under these circumstances our task is clear. The public school belongs to the people. Its possibilities depend upon their faith in it and their support of it. No school deserving the name of public will be run behind closed doors. It will take the people into its confidence and THE JouRNAL oF THE NATIONAL EDUCATION ASSOCIATION Ce assume the role of leadership for the purpose of realizing the best aspirations of the people. Under these circum- stances, it will not lack support or pres- tige or dignity. The people will have faith in it and will set too high # valua- tion upon it to permit it to fall short of its largest mission. Viewed in this light, the fundamental question is not good teachers nor ade- quate support, for both of these rest upon a deeper consideration, namely, the estimate of education which lies in the minds of the people. If this.is true, it is certain that some superintendents are trying to secure financial support by de- voting too much attention to salary schedules, budgets, and unit costs. Let them show the people that the school is worth their money, and the money— to say nothing of other things—will not be withheld.—B. R. Buckingham, Ohio State University, Journal of Educational Research. Getting Out the Vote MINNIE FISHER CUNNINGHAM Vice-President, National League of Women Voters Washington, D. C. N ITS campaign to get out seventy- five per cent of the possible vote in the Presidential election of this year, the National League of Women Voters has asked all good citizens as individuals and through their various organizations to help. Many State and National or- ganizations have made ready response, for thinking people do not need to be told that rule by the minority is a Na- tional danger and political apathy a men- ace to American institutions. Fewer than half the voters of the coun- try voted in 1920. United States Sena- tors in some instances were elected by the vote of one fourth the voters in their States and grave questions of local and State government were decided by as small a proportion of the electorate. The campaign, of course, will be largely one of education. Men and women must be reminded, for assuredly they will all admit it if they are re- minded, that no qualified voter who fails to vote fulfills his obligation of citizen- ship. When our Nation was made, the franchise was so precious a possession that it was not granted to every man, much less to all women, and under our laws still, conviction for a crime carries with it the added penalty of disfranchise- ment, for in the elder day it seemed to lawmakers that men who had grievously offended against the laws could not be safely trusted afterward with the re- sponsibility of selecting men to make laws. It is apparent that to our fore- fathers it was incredible that any man should possess the right to vote and not prize the possession. There is no way in which we could explain to a man from Mars, these things being true, why we are ruled by the mi- nority and the people have let power drop from their careless hands. “Hail Columbia” bids us “let inde- pendence be our boast” (and it is), but we have forgotten to be “ever mindful what it cost” and still more to be ever mindful of what the loss of it is costing us and will cost us unless we mend our ways. We are not, in fact, a democracy, for the basis of democracy is that the people shall rule. It would be idle to speculate as to how this deplorable condition came about and as to precisely why in our boasting of independence we have not made it clear that independence imposes a solemn obligation. In our scheme of education we have been so busy with a number of November, 1924 things that perhaps we have not had time to teach our children that patriotism jg not a mere pledge of allegiance to the flag. It is the willingness to perform and the habit of performing the every. election duty of the citizen—the casting of a conscientious vote. There is nothing more heartening to the National League of Women Voters than the hearty response the teachers of the country have made to the suggestion that this understanding of devotion to our country be impressed on the children under their care. In innumerable schools throughout the country, where the work of getting out the vote has been undertaken, the help of teachers has been beyond calculation, and the Nation will need that help continued if the cam- paign which the League of Women Voters has opened to bring seventy-five per cent of the voters of the country to the polls in the next Presidential election is to meet success. We have put heavier and heavier bur- dens on teachers, and teachers have borne the added loads willingly, not complain- ing even when duties properly those of the parent and the home have been shunted over to the school. In the work of getting out the vote I believe the teacher will have an opportunity to re- mind the home that the school can do no more than build on the foundation and with the material the home furnishes. In one of the States where local elec- tions were held in 1923, the League of Women Voters furnished. thousands of little tags to be distributed in the schools. Each tag bore the question, “Will your parents vote?” above a space concealed by a bit of blank paper. Thousands of children wore those tags home and came back proudly next day with the bit of blank paper torn off and “‘Yes, they will” revealed in clear black letters. In other States through the codpera- tion of teachers the dates of registration and election have been lettered on hun- dreds of blackboards. We shall need every blackboard to help get out the vote. There are few fathers and moth- ers who will be able to give a satisfactory reason for not voting when John’s par- ents next door and Lucy’s across the street are known to vote. It is to remind all citizens of their duty that the League is working shoulder to shoulder with organized men and women for a crusade to rescue our sacred inheritance—rule by the majority of the people—from the evils and perils of un- American, unpatriotic, sloth and rule by the minority. political — see 924 | Vol. 13,No0.9 Tue JourNAL OF THE NATIONAL EpucaTion AssociaTION 279 ‘ime | ° ° A committee was appointed composed nis | Radio In Oakland Schools of supervisors and Rene He with i whbe the range of interests. This committee orm | Vircit E, Dickson planned the course. What kind of les- ery- | Deputy Superintendent of Schools sons should we try? What teacher ting | Oakland, California would be willing to stand before the } microphone for the first time in his life, 5 to | AN radio be used to advantage in an experiment involving eight lessons. risking his reputation by teaching in- ters the public schools to assist or to This was to be conducted through the visible classes in fifteen specified schools sof | supplement regular classroom instruc- tion | tion? Are there any types of lessons or to demonstrations that can be presented ren successfully to pupils or teachers with- ble | out the personal element of the teacher lere in the room with the class? een These questions are here considered —E has by Dr. Dickson, describing a series of Hon eight tests carried out by the Oakland ao Public Schools and KGO, the General nen Electric Pacific Coast Broadcasting Sta- five tion at Oakland. Dr. Dickson’s conclu- ’ to sions will be of especial interest to school ‘on workers who use radio in connection with American Education Week. ur- ae HE FEELING among teachers, ua principals, and administrative ofh- - of cers, with whom I talked about radio in ba | public school work, seemed to be uni- ork versal that a musical entertainment, or a the lecture by some noted person, might oc- \ sl casionally be of value to a class. Be- . lee yond that they could see little or no UPILS in the Melrose Heights School, Oakland, California, receiving a pen- and possibility of radio being of value for manship lesson by radio as it is being broadcast from KGO during tests made 4 pupil instruction. However, the best to determine the value of radio in school work. lec- way to learn is to try. morn Cc Op style, getting me out of a mixup} taking my courser schools oper in Cleveland and Cae that bad me all Gabbergasted. I'll tell |stull the poets talk haga county you about it wbo bas bos Notwithstanding new buildings and You ere, ma and grandma dressed me|be said M edditions in Cleveland and suburbs, all up yesterday morning and made me the chief pr sebool officials put oo my shoes — stockings. Myjbeod ao! “ shoes butt like everything. but Sitound Mi WR be Soding ecequste « “grinned and bore it,” as Bhakeapeare or lant litt Culumbus or Nosh nerd to aay, and{el! git out “We. ge G-P-x&S “The Press Riss ce sa | Proof That the Fi irst Day of School Has Arrived FIVE NEW BLDGS. COMMERCE. RiGH == pe (WILL RELIEVE Soe : CONGESTION ISPLANNED “= rary "OVERFLOW : wok an appropr riation of } W.-Side to Get New Building, “Te n ft the Ret Pupils Forced to Study in Say Officials _— bg ay ~ Small Rooms 4850 Teachers Ernployed for Year; Telegraphy Course to Bé Tried Out by Board A new high schoct of “4743 ebiidren « Neat, Monday 125.000 Cleveland children will take up their booke hownand chudren were forced [School to ®, and trudge to erhool to resume the (QARTER MUON [22S] I len 8000 PUPS eo JMARCHING BACK fri tn an rna|isoassccaiceasseats| he EXPECTED AS “a See | || SLES = ae gs - weed co , x peng? “Pls r (\. ler eu72 3 (ue. Saeko Sawa |e oe seni “x! LIKE SCHOOL? SURE LAKEWOOD TO COMPEL — Svv=ros mtte"ens "ane marina mpvved voting and rman tr WE DO, SAY CHILDREN heen scheduled for er ter equipment end a finer PUPILS’ VACCINATION h - . ovede af save comaenee : Straw Vote Sinai “Three to ipa Majority, and E is to wee that the product of t “2 of ity t ufy the greater ' ae ( M N. 3,000 Protest Computsory “Tm maple a 2 J oped t ae e P csimdiees ae artoonists Must Seek New Idea. vitier o np [Mate when the edne and daughters of the reput wee: ee ot Se ves Seiubeus satan sch cate wore) (On Uap. ite sea] 38, for Tonight. option Sutin ve this gree: travming camp for better cit | . onig haher 7 remship it ts + day eeaePneetiatne an obt DITOR PLAIN DEALER—S : | gatioe bearing upon al) of as ae membere of « be Att ae o fan Cleelons th hoe ie 10” | wertety theoretically devoted to -ducation > oge tare ve meas 4 1 theucht that on epte of al) the foe outfit ¢ poselbilry of failure remame| | yy eo emerged from « period! | per on \@ bere bool department " teoce ip the board of eduee | ae ton oo © \be masegemen' of the ecboola, tn the . wperiptendent and hie organization of teachers! | our lowe the school sed semetnots This begets satisfaction tp the 4 dee s advewrd aloe that from ene end te the of owld, Soild end cop ot far duwtent 1 Cleveland will be able te -ated op this primary obhgation te its some and daughters Meanwhile we observe this sonus) master dey of young America and pledge anew our support x o moe or el of the) am earog for the things It etande for in © democracy of | .. . wand proper ay Seren tee. seo we aasy, (ee! ne — A astion cannot ge fer @rong whicd th une Gite | mated at 5.008 over ine) with | @ total of | pepe end of the school yee co-operation between par | essentys! to the belt results t continues to put ae much emphasis es the op *4% popular educatic me crowding of pupils. but the | €ader~- Ne ws Ve Now Rican Likes Schoo! BY EVE E. KELEWER apuanaea He Dramatizes Three R's: It s Guiding msn ant ater re oat Youthful Imagination That Counts used to be when every schoolhouse os Sans eas Nowadays Rather Than Teaching be town. Jobony will be surprised things won't be just as be hr chem net syne Steen Methods of Lincolns Time Getting better” Ove uses one’s own judgment about member af) abou it They put And it seems to de very effective branches of art. We need imagine bet But whatever society ™SY wheat ip the states where *beat ie Ninety per cent of what we leara tion, And the right Rind should be [ Bink of the changes that eve BeeO grown and dig mines in the states and retain ie learned by observation, encouraged A good writer or good 1) made since ite senior members wete inst bave mines. Its real fun thie and becmuse some of us are poor @f orator must Oret imaging visualize +} geography system of today, sod (he observation thie visualization method his subject and (ben select the words geography book, sccording to R G. te excellent from bis *ocabulscy thet best om Jones. “bo ts superintendent of > of It to make up for what schools, te used very little except for Train Imagination society dows or dosent think. reference work Cc LEVELAND'S school evperinten¢ Joheny is beart and soul for tbe ip the dislory and Bnglieh classes ent, R. ©. Jones, delieves thet day educations) system. AB? ihe pupils are taught by Gramation sense training i» very important, 7 aot? tion of “The Courtsbip of Miles «(hat imagination is probably tbe He has bis rocking-borse rigdt gtandisd.” the Civil) war. tbe Revolu greatest thing that can come to ua tn sebooi. He bas bis pot of tionary war They costume them- and that ocurishment of the tmagi He bas big shrubbery to stick setves and play the parte and they pation along tbe righ! lines, te the bere and there and make Florida gever forget the tories Binéest nourishment ‘bat las be tect like Florida instead of baving They have marionetic shown toa, given to the child ture to page 38 In the geography and learn that Florida is one of the @outbeastern states and ie bordered BF the Guif af Mexico tralntraia He Daa_bia worsen tora. too, apd big (CF nuttiescion NEWSPAPERS are known throughout the country for their intelligent and constructive use of public-school news. “It is our policy to help newspapers obtain all the facts they desire with the least incon- venience,” writes Clyde Miller, director of the Division of Publications for the Cleveland Schools. The Journal of the National Education Association Published monthly, except July and A ugust, by the National Education Association of the United States President, Jesse H. Newlon Secretary, J.W. Crabtree The payment of $2.00 active membership dues entitles a member to attend all meetings of the Association and its de- partments, to vote for delegates to the Representative As- sembly, to hold office, and to receive THE JOURNAL monthly. The payment of $5.00 instead of $2.00 entitles an active member, in addition to the privileges of the $2.00 member- ship, to receive the complete bound volume of Proceedings. all committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year's subscrip- tion to THE JOURNAL. Subscription to non-members is $2.00 per year; single copies, twenty-five cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. THE JOURNAL is a member of the Educational Press Asso- ciation of America andis published in accordance with the standards of that organization. Entered as second-class matter October 28, 1920, at the post- office at Washington, D. C., under the act of August 24, 1912 Acceptance for mailing at special rate of postage provided for in section 1103, Act of Oct. 3, 1917, authorized Jan. 26, 1921 Editor-in-Chief, William C. Bagley Publication Staff Joy Elmer Morgan Harold A. Allan Managing Edttor Bustness Manager EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C. Radio in Education VEN as the automobile has wrought a revolution under our very eyes without its educational significance be- ing fully understood, radio is bringing about changes more far-reaching than we are aware. Merely to mention the re- port that nearly five hundred million dollars’ worth of radio equipment is be- ing sold during 1924 suggests the mag- nitude of the development. It is be- lieved that this new means of entertain- ment and instruction—universal, swift, inexpensive—will raise the level of in- telligence among adults generally. What will it do for the schools ? Two experiments, one conducted in the schools of Oakland, California, and the other in the schools of London, Eng- land, suggest possibilities. “The Oakland experiment followed the plan of using teachers from the regular teaching staff. The London experiment brought in a famous musician, not primarily a teacher. In both methods there are large possibil- ities. Carefully planned teaching by ex- perts can be followed by novices and the less skilled. On the other hand, well- known authorities in music, history, lit- erature, art, politics, and science can speak directly to class groups in the schools, adding to the systematic instruc- Tue JourNAL OF THE NATIONAL EDUCATION ASSOCIATION tion of the classroom the inspiration of the creative thinkers and workers who produce the knowledge that the class- room aims to transmit. Building the Profession HE Nation-wide campaign for mem- bers now being carried on by the National Education Association means much to the rank and file of American teachers. It will heighten the profes- sional interest of hundreds of thousands of teachers, many of whom will not im- mediately affiliate with the Association. Better salaries, securer tenure, and im- proved working conditions generally can come only as teachers themselves take the initiative to improve the profession and increase its service to the children. The first step is the enlistment of the thousands of individual teachers in the professional army which battles for the elevation of the profession. One can get a fair measure of educational progress and excellence by studying the map which shows the schools with one hun- dred per cent enrolment in the National Education Association. In such schools local and State Associations find their best support, the desire for self-improve- ment among teachers is generally strong- est, and codperation between forces and the people of the community is most developed. Now is the time to rally round the Hag of professional organization. There are battles to be fought to maintain the schools at their present standard. Cer- tainly the growth and improvement which we have a right to expect will come only with a united profession. The need friends and _ enthusiastic supporters as never before. Let every member of National, State, and local associations pay his dues promptly and let those who are not members enlist at once. To help improve the profession is the obligation and privilege of every worker who practices it and profits by it. 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JOU PIP sUBIRIIA JEM P120Mm JO VOHPENIIGEYD2 [EUOIEDOA 405 176] Ut IUads 900 000'R0!$ (7 ~eamnbe aya 20 sfooyrs wi Surures,) yom peudgeanpe Xpouys 20} wuauUs2ACF pesepag ay Aq Ayenuwe quads #1 Q90'009' Irs «ONINUALIG AVA SSHUYONOD SV» SADTAdO GNV ‘SAvaund ‘SGYVOd TYWNOILL -voOnda TvasgdsId YWHLO HONS WING 2Y UI UOEINPE [FUOITEIOA JO qususadesnooua ay) 10) DY sayIn4{-yITUIS ays Aq 205 pap osd voreudosdde jesapa) jenuve wnunxew ay) 81 iOS 6ST ae $761 20) pseog sry) JO asnatpuadxa payewasa aya 8 2671 Z7$ (983,900 "N OOO OL Funwos; woo swayqosd qm Buyeap Aouade we 20) ayenbepew: Apssojadoy s1 mins smyy $261 405 Measng tmp Jo asnegpuades pareurnss ay 8 Tie SRIS (@ 70 susse, Aq vortonpg 70 yuounsedag ut party ) NOILVONGa do AVIUNG SALVLS GALINA «ANINYALAG AVI SSHYONOO SV» LNAWN “NYAAOD ‘TWAACAA AO MYOM ‘TVNOLLVONGA [308] “NYAAOSD TVeAdAd JO NOLLVYAdOOO AOA SACTAOUd ONILSIXA AO NOLLVNIGUOOD YO SHCTAOUd ‘uoneINpyY jo uswj1edaq Tel9peq e8 jO sanITIGQIssod 24} JO SsUIOS SMOYS ‘UOT}EID -Ossy uoneonpy [euoneN 243 jO UOISIAIG YdIeISaQy 943 4q peredaid Yieys gry “U9AIS 9194 SoIn3y 943 Aq po}se33ns a18 susjqoid jeuonenN Bursueley> *Aya1908 JO Aynp 4se] pue ysIy 943 St USsIpP]IyD s}I JO uoNeONps WP NOILVONdGA AO LNAWLUVdAG ears Ne tS ae SO rr Vol. 13, No.9 + THE JOURNAL OF THE NATIONAL EpucaTion AssoclaTION 309 PROBLEMS FOR TEACHERS’ MEETINGS Based on this Number Over two thousand schools have one hundred per cent membership in the National Education Association. The number is steadily increasing. Many of these schools are proud of having main- tained one hundred per cent status for several years. All the teachers in these schools have received THE JourRNAL regularly. Many of them report that they are making it the basis of systematic group study with profit to themselves and the schools. The importance of continued professional training is widely appreciated in the profession. Personal growth is recognized as the basis of pro- fessional advancement and school im- provement. To aid teachers who wish to use THE JOURNAL for group meet- ings, faculty conferences, local club pro- grams, and individual study, the follow- ing problems are suggested. In taking up these problems some groups will wish to appoint committees or individuals to study and report on particular points. Suggestions from groups of teachers working in this way and accounts of the results should be sent to THE JouRNAL, 1201 Sixteenth Street Northwest, Washington, D. C. Study 1—What proportion of the parents of the children in your school voted in the last presidential election? What are the teachers in your school doing to interest pupils in urging their parents to vote? What method is used to check the effect on the parents of the efforts aimed at them through the chil- dren? See page 278. Study 2—Does your school library have ten books for every child? What per cent of the pupils read one book each month? What methods are used to increase interest in the library? See page 299, Study 3—Take a census of the people in your community or school area, divid- ing them into three groups: (1) the notably successful; (2) the successful ; (3) failures. Study each group show- ing per cent having a common school education, per cent having a high school education, and per cent with college education. See chart on page 274. Get the testimony of men and women who have finished high school or college as to what their education has meant to them. Publish these statements in local papers. Study 4—How many homes in your community are equipped with radio re- ceiving sets? What type of program features are most listened to? Which features are most distinctly educational ? ISS JULIA A. SPOONER, Pres- ident of the Department of Class- room Teachers, of the National Educa- tion Association, 1924-25, and formerly President of the Portland Grade Teach- ers Association, Portland, Oregon. Are these most popular or least popular? What can the schools do to elevate the tastes of radio listeners? Read articles on pages 279, 285, 290. Study 5—Have each of the children in your school write for himself a code of morals. Then have the class as a whole work out a code as a group pro- ject. Have the children compare this code with the one printed on page 292. Have codes from different schools com- pared, letting a committee of teachers select the best code produced in the en- tire school system for publication in the local papers. (Especially suitable for grammar grades. ) + Using The Journal in Teacher- Training Classes Whether or not American teachers are to be professional will depend largely on the attitude of the instructors to whom they look for inspiration during their days in teacher-training institutions. THE JOURNAL will be pleased to receive reports of efforts that are being made in such institutions to widen the profes- sional outlook of students. A most interesting experiment is being conducted in the Wilson Normal School at Washington, D. C., by Miss Alberta Walker, who has worked out a project for using THE JOURNAL as the basis of one or two class exercises each month. The following is the exercise which Miss Walker used in October: 1. Scan the articles in the magazine (you may have five minutes). You will be asked to make a list of ten facts every teacher should know. 2. Make your list. Try to get ten. 3. Look over THe JouRNAL and decide upon one article you want to read first. Write the name of it together with its author. 4. What thought or problem came into your mind to make you choose as you did? Write your thought in a few words or sentences. 5. Read the article you decided upon. 6. How did the réading satisfy your query? 7. What points stand out in your mind as most important to remember? 8. Can you support the author’s point of view by any principles or facts you have learned in your study for this class? 9. Do you challenge it? Why? 10. Notice the suggested program on page 249. Can you make a slogan that could be used effectively at such a meeting? 11. On page 254 are given suggestions for American Education Week. Look them over. What in your opinion are the advantages and dangers of conducting such a campaign? List them—(a) advantages; (b) dangers. 12. On page 256, Judging the Recitation— read the three exercises. Choose the reason why the judges found it hard to grade them— (1) because they were so differently handled; (2) because they were not comparable; (3) because they were no* definite. 13. On page 265 is a Guide to Books. If you were to have a present of one, which would you choose? Why? pa Kg } 1h ta I. SP em ay PEAT BAR tA 2 a icon es: eS Fate EE ee aN einen le aaa Fike som amma oe ae THe JOURNAL OF THE NATIONAL EpucaTiIon ASSOCIATION Booker T. Washington On Negro Education’ OURTEEN years ago, it is said, Northern teachers in the South for the purpose of teaching colored schools were frightened away by the whites, from the town of Tuskegee, Alabama. Four years ago, the Democratic mem- bers of the Alabama legislature from Tuskegee voluntarily offered and had passed by the general assembly, a bill, appropriating $2000 annually, to pay the salaries of teachers in a colored normal school to be located at Tuskegee. At the end of the first session of the school, the legislature almost unanimously passed a second bill appropriating an ad- ditional $1000 annually, for the same purpose. From the opening of the school to the present, the white citizens of Tuskegee have been among its warmest friends. They have not only given of their money, but they are ever ready to suggest and devise plans to build up the institu- tion. . . . Any movement for the elevation of the Southern negro, in order to be successful, must have, to a certain extent, the codperation of the Southern whites. They control the government and own the property—whatever ben- efits the black man, benefits the white man. ‘The proper education of all the whites will benefit the negro as much as the education of the negro will benefit the whites. Harmony will come in proportion as the black man gets something that the white man wants, whether it be of brains or of material. Some of the county whites looked, at first, with dis- favor on the establishing of a normal school in Tuskegee. It turned out that there was no brick-yard in the county; merchants and farmers wanted to build, but bricks had to be brought from a distance. The bricklayers had to wait for one house to burn down, before building another. The normal school, with student labor, started a brick-yard. Several kilns of bricks were burned; the whites came from miles around for bricks. From examining bricks, they were led to examine the workings of the *Abridged from an address before the National Education Association at Madison, Wisconsin, in 1884. That address first brought Booker T. Washington to the at- tention of the American people and led to many notable addresses in all sections of the country. It may be found in full in the Proceedings for 1884. school. From the discussion of the brick-yard came the discussion of negro education—and thus many of the “old masters” have been led to see and become interested in negro education. In order that there may be the broad- est development of the colored man, and that he may have an unbounded field in which to labor, the two races must be brought to have faith in each other. The teachings of the negro in various ways, for the last twenty years, have been rather too much to array him against his white brother than to put the two races in codperation with each other. . . . But matters are grad- ually changing in this respect. The black man is beginning to find out that there are those even among the Southern whites who desire his elevation. The negro’s new faith in the white man is being reciprocated in proportion as the negro is rightly educated. The white brother is beginning to learn by degrees that all negroes are not liars and chicken thieves. A former owner of seventy-five or one hundred slaves, and now a large planter and merchant, said to me a few days ago, “I can see every day the change that is coming about. I have, on one of my plantations, a colored man who can read and write, and he is the most valuable man on the farm. In the first place, I can trust him to keep the time of the others, or with anything else. If a new style of plow or cotton planter is taken on the place, he can understand its construction in half the time that any of the others can.” Alabama gives $9000 annually toward the support of colored normal schools. The last legislature increased the annual appropriation for free schools by $100,000, making the total annual ap- propriation over $500,000. Nearly half of this amount goes to colored schools. The Tuskegee Normal School, located in the black belt of Alabama, with an ignorant, degraded population of twenty- five thousand within a radius of twenty miles, has a good chance to see the direct needs of the people. To get a correct idea of their condition, one must leave the towns and go far out into the coun- try, miles from any railroad, where the majority of the people live. They need teachers with not only trained heads and hearts, but with November, 1924 trained hands. Schoolhouses are needed in every township and county. The present wrecks of log-cabins and bysh harbors, where many of the schools are now taught, must be replaced by com. fortable, decent houses. In many school. houses, rails are used for seats, and often the fire is on the outside of the house, while teacher and scholars are on the inside. Add to this a teacher who can scarcely write his name, and who is ag weak mentally as morally, and you will then have a faint idea of the educational condition of many parts of the South, It is the work of Tuskegee to send into these places, teachers who will not stand off and tell the people what to do, or what ought to be done—but to send those who can take hold and show the people how to do. The blacksmiths, carpenters, brickmasons, and _tinners, who learned their trades in slavery, are dying out, and slavery having taught the colored boy that labor is a disgrace, few of their places are being filled. The negro now has a monopoly of the trades in the South, but he can’t hold it unless the young men are taught trades while in school. The large number of educated loafers to be seen around the streets of our large cities, furnishes another reason for industrial education. Then the proud fop, with his beaver hat, kid gloves, and walking cane, who has done no little to injure the cause of edu- cation in the South, would be brought down by industrial training, to some- thing practical and useful. The Tuskegee Normal School, with a farm of 500 acres, carpenter’s shop, printing-office, blacksmith’s shop, and brick-yard for boys, and a sewing de- partment, laundry, flower gardening, and practical housekeeping for girls, is try- ing to do its part toward furnishing in- dustrial training. We ask help for noth- ing that we can do for ourselves; noth- ing is bought that the students can pro- duce. The boys raise the vegetables, have done the painting, made the brick, the chairs, the tables, the desks; have built a stable, a carpenter’s shop, and a blacksmith’s shop. The girls do the entire housekeeping, including the mending, ironing, and washing of the boys’ clothes. . . . .- A chance to help himself is what we want to give every student; this is the chance that was given me ten years ago, when I entered the Hampton Institute with but fifty cents in my pocket, and it is my only ambition in life to do my part in giving it to every other poor but worthy young man and woman. ften use, the can IS as will onal h. send not do, end the iths, ers, are ight ace, the old des of ith op, g; id ve ne . te d It THE JOURNAL OF THE NATIONAL Epucation AssoclaTION 311 GUIDE TO BOOKS Print at, Work Pupil librarians from the elementary schools work with the school librarian in the Public Library at Haverill, Massa- chusetts. The post of pupil librarian is much coveted by the children, who keep the records, encourage reading among their fel- lows, and meet at intervals by grades and groups to discuss the purposes of the library and methods of improving their service as pupil librarians. Reports of these meetings are carried back to the pupils in the various grades of the public schools and are the means of arousing wider interest in read- ing. N. E. A. Publications These publications may be had postpaid at the prices indicated from the National Education Association, 1201 Sixteenth Street Northwest, Washington, D. C. Research Bulletin, Volume II, No. 3, May, 1924. Teachers’ retirement allowances. 32p. Single copies, 25c. Has been mailed to $5 members. Research Bulletin, Volume II, No. 4, Septem- ber, 1924. Facts on the public schools for American Education Week. 40p. Single copies, 25c. Has been mailed to $5 mem- bers. Health education; a program for public schools and teacher training institutions ; report of the Joint Committee on Health Problems in Education. 1161p. Single copies, $1. Thrift education; report of the National Conference on Thrift Education held in Washington, D. C., June 27 and 28, 1924. 79p. Single copies, 50c. Roberts, John S. William T. Harris; his philosophical and educational views. 250p. Single copies, cloth, $2. Bureau of Education Publications The publications listed below may be had from the Bureau of Education or from the Government Printing Office, Washington, D. C., at the prices indicated, which should be sent in coin, not stamps. The list is pre- pared for THE JouRNAL by Edith A. Wright, of the Editorial Division of the Bureau. BULLETIN, 1924, No. 7. Statistics of public high schools, 1921-1922. 69p. Paper, 10c BULLETIN, 1924, No. 8. Visual education de- partments in educational institutions. 36p. Paper, 5c. BULLETIN, 1924, No. 9. Intelligence of seniors in the high schools of Massachusetts. 39p. Paper, 10c. BULLETIN, 1924, No. 10. Statistics of teachers’ colleges and normal schools, 1921-22. 76p. Paper, 10c. BULLETIN, 1924, No. 11. Manual arts in the junior high school. 89%p. Paper, 15c. BuLteTin, 1924, No. 15. The daily schedule in the high school. 17p. Paper, 5c. Home Economics Circutar, No. 18, 1924. Titles of completed research from home economics departments in American col- leges and universities, 1918 to 1923. 14p. Paper, 5c. M* H. H. B. MEYER, director of the Legislative Reference Service of the Library of Congress, Washington, D. C., is president of the American Li- brary Association for 1924-25. Liprary LEAFLET, No. 24, 1924. Lis? of references on the money value of educa- tion. 7p. Paper, 5c. Program American Education Week and aids for its observance, November 17 to 23, 1924. 4p. Paper, free. Suggestions for the observance of American Education Week, November 17-23, 1924. 36p. Paper, 5c. Other Books on Education ALLEN, CHARLES Forrest. Outlines for extra-curricular activities. Little Rock, Ark., Little Rock High School Print Shop, 1924. 150p. Paper, 75c. ARMENTROUT, JAMES S. A manual for leaders of teacher training classes using the second year of “Thoroughly finished.” Philadelphia, Westminster Press. 32p. Paper, 20c. Baker, Ray Parmer. A chapter in Amer- ican education: Rensselaer Polytechnic Institute, 1824-1924. N. Y. Scribner’s, 1924. 170p. Becker, May Lamperton. A reader’s guide book. N. Y., Henry Holt. 384p. $2.75. Bevier, IsaBEL. Home economics in educa- tion, Philadelphia, Lippincott, 1924. 2Zop Bospitt, FRANKLIN K. How to make a cur- riculum. Boston, Houghton Mifflin, 1924. 292p. $1.80. Burris, BENJAMIN J. The county school system; how organized and administered. (Educational Bulletin, No. 73) Indian- apolis, Ind., State Dept. of Public Instruc- tion, 1924. 56p. Paper, apply. CLarK, Harotp F. The cost of government and the support of education. N. Y., Teachers College, Columbia University, 1924. 78p. Curnepinst, Mar A, Library work in the public schools of York, Pennsylvania. York, Pa., York School Library. 58p. Apply. Detroir Pusiic Liprary. One thousand use- ful books. Chicago, American Library Assn., 1924. 63p. Paper, apply. FREELAND, GeorGe E. G. The improvement of teaching. N. Y., Macmillan. 305p. $1.60. FULLER, Epwarp, comp. An _ international yearbook of child care and protection. N. Y., Longmans, Green, 1924. 448p. $2.50. GLUECK, BERNARD. Some _ extra-curricular problems of the classroom. 50 E. 42d St., N. Y., Joint Comm. on Methods of Pre- venting Delinquency. 14p. Paper, apply. HALL, W. L. Arrangement and disposition of pamphlets and clippings. (Va. State Lib. Bull., Vol. 15, No. 1) Richmond, Va., Davis Bottom, Pub. Pr., 1924. 13p. Paper, apply. HALL-Quest, ALFRED LAWRENCE. Supervised study in the elementary school. N. Y.., Macmillan, 1924. 485p. $2. F Henry, NELSON B., comp. A study of pub- lic school costs in Illinois cities; a report reviewed and presented by the Educational Finance Inquiry Commission under the auspices of the American Council of Education. N. Y., Macmillan. 93p. Paper, apply. HENZLIK, FRANK E. Rights and liabilities of public school boards under capital out- lay contracts. N. Y., Teachers College, Columbia University, 1924. 118p. HicH ScHOOL READING Commission. Books of good reading; a list of biography, fiction, poetry, history, science and other sorts of . books for American high school students and public library patrons; Ist and 2d years. Syracuse, N. Y., Author, 1924. Paper, apply. Horn, JoHN Louis. The education of the exceptional child. N. Y., Century, 1924. $2. INTERNATIONAL KINDERGARTEN UNION, Com- MITTEE OF NINETEEN. Pioneers of the kindergarten in America. N. Y., Century, 1924. 298p. $2. KiRKPATRICK, MARION GREENLEAF. Teach- ing: a business; practical suggestions as to school management. Boston, Little, Brown, 1924. 202p. $2. Koos, Leonarp V. The junior college; 2 vols, Minneapolis, Minn., University of Minnesota, 1924. 714p. $5. fOVES— hy ntl | | a Noss neko epee eno. arses SAIAE Yih; Unlaniibov edad o 312 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION ——————————LL— << LearRNeD, WILLIAM SeETCHELL. The Ameri- can public library and the diffusion of knowledge. N. Y., Harcourt, Brace, 1924. 87p. $1.50. Luorzxy, Hemnricu. The soul of your child. N. Y., Dodd, Mead. 165p. $1.50. Lowry, Eprra Bette. What does your child weigh? Chicago, Forbes & Co., 1924. 187p. $1.25. Marrs, S. M. N., and Rocers, L. W. Public school laws of the State of Texas, 1924. (Dept. of Education Bull., 178.) Austin, Texas, State Department of Education, 1924. 222p. Paper, apply. Maruias, Marcaret E. The beginnings of art in the public schools. N. Y., Scribner, 1924. 133p. $1.25. Miter, Georce Freperick. The academy system of the State of New York. Nor- man, Oklahoma, Author, 1922. 180p. Paper, apply. Minor, Rusy. Principles of teaching prac- tically applied. Boston, Houghton Mifflin Co., 1924. $1.90. Morrison, Henry C., comp. The financing of public schools in the State of Illinois; a report reviewed and presented by the Edu- cational Finance Inquiry Commission under the auspices of the American Council on Education. N. Y., Macmillan. 175p. Paper, apply. Morr, Paut R. The measurement of educa- tional need; a basis for distributing State aid. N. Y., Teachers College, Columbia University. 92p. $1.50. MossMAN, Lots CorFey. Changing concep- tions relative to the planning of ‘lessons. N. Y., Teachers College, Columbia Uni- versity, 1924. 72p. OPPENHEIMER, JULIUS JOHN. The visiting teacher movement; with special reference to administrative relationships. 8% West 40th St. N. Y., Public Education Assn., 1924. 203p. Paper, apply. O’SHea, M. V., and Kettocc, J. H. Health habits. N. Y., Macmillan, 1924. 263p. 80c. Osuna, JOHN JosepH. Education in Porto Rico. N. Y., Teachers College, Columbia University, 1923. 312p. $3. Payne, ArtHuR F. Administration of voca- tional education. N. Y., McGraw-Hill, 1924. 354p. Ritrennouse, ANNE. The _ well-dressed woman. N. Y., Harper. 228p. $2. Spain, CuHartes L. The platoon school; a study of the adaptation of the elementary school organization to the curriculum. N. Y., Macmillan, 1924. 262p. SuzzALLo, Henry. Our faith in education. Philadelphia, Lippincott, 1924. 108p. $1.25. Unt, Witus L. The materials of reading; their selection and organization. Newark, N. J., Silver, Burdett, 1924. 386p. Van Creve, Jessie Gay, comp. Books for the high school library; prepared by a joint committee of the N. E. A. and the A. L. A. Chicago, American Library Assn., 1924. 279p. $1.75. Vincent, Leona. A study of intelligence test elements. N. Y., Teachers College, Columbia University, 1924. 36p. Warp, Gripert OAKLey. Publicity for pub- lic libraries; principles and methods for librarians, library assistants, trustees, and library schools. N. Y., H. W. Wilson. 322p. $2.40. WuirtenHouse, J. Howarp, and Goocn, G. P. Wider aspects of education. London, Eng- land, Cambridge Univ. Press, 1924. 80p. Witp, Monica R., and Wuirte, Doris E. Physical education for elementary schools. (Bull. of Iowa State Teachers College, Vol. 25, No. 4, Sept., 1924) Cedar Falls, Iowa, Iowa State Teachers College, 1924. 431p. Paper, $1. Younc, J. W. A. The teaching of mathe- matics in the elementary and the secondary schools. N. Y., Longmans, Green, 1924. 452p. $2.20. Books to Grow On' LITERATURE—ESSAYS Benchley—Of all things. ———— Love conquers all. Bergengren—The comforts of home. Brooks—Journeys to Bagdad. Brown—Seeing things at night. Crothers—The pardoners wallet. Eaton—Green trails and upland pastures. Galsworthy—The inn of tranquil- lity. Kirkland—The joys of being a woman. Morley—Plum pudding. ————— Mince pie. ed. Modern essays. Sharp—The hills of Hingham. Strunsky—Belshazzar Court. Warner—Life’s minor collisions. Woodbridge—Jonathan papers. RELIGION—ETHICS—PHILOSOPHY Cabot—What men live by. Hudson—The truths we live by. James—Varieties of religious ex- perience. Papini—Life of Christ. Phelps—Human nature in the Bible. Robinson—The mind in the mak- ing. 1 Prepared by Mary K. Reely, Wisconsin Library Commission. Zook, GeorGce F., and others. Report of a fact-finding survey of technical and higher education in Massachusetts. Boston, State Department of Education, 1923. 358p. Psychology and Behavior Bocarpus, Emory S. Fundamentals of social psychology. N. Y., Century, 1924. 480p. $3.75. BurnHaM, WituiAM H. The normal mind; an introduction to mental hygiene and the hygiene of school instruction. N. Y., Appleton, 1924: 702p. $3.50. CHAPMAN, J. Crossy, and Counts, Georce S. Principles of education. Boston, Houghton Mifflin, 1924. 645p. $2.75. CuILp, CHARLES MANNING. foundations of behavior. Holt, 1924. 342p. $5. GrirFitts, CHARLES H. Fundamentals of vocational psychology. N. Y., Macmillan, 1924. 372p. $2.50. Physiological N. Y., Henry November, 1924 HAANEL, CHARLES’ FRANCIS. The new © psychology. St. Louis, Mo., Author, 1924 | 339p. $3.60. LyMAN, R. L. The mind at work. Chicago Scott, Foresman, 1924. 350p. $1.60, McDovucaLL, WILLIAM. Outline of psycho). ogy; library ed. N. Y., Scribner, 1994 472p. $3.50. PyLe, WILLIAM Henry. Psychological prin- ciples applied to teaching; a manual for teachers. Baltimore, Md., Warwick & York, 1924. 197p. Apply. Tuom, DoucLtas Armour. Habit clinics for the child of pre-school age; their organiza. tion and practical value. (U. S. Chil. dren’s Bureau Pub. 135) Washington, p C., Supt. of Docs., Gov’t Print. Off., 1924, 71p. Paper, apply. Watson, JOHN Broapus. Psychology from the standpoint of a behaviorist. Phila. delphia, Lippincott, 1924. 465p. $3. Watts, FRANK. Abnormal psychology and — N. Y., Appleton, 1924. 220p. 2. Biography, History, and Citizenship ALMACK, JoHN C. Education for citizenship. Boston, Houghton Mifflin, 1924. 287p. $2, Bearp, CHaArRLes A. and BaGLey, WILLIAM C A first book in American history; rev. ed. N. Y., Macmillan, 1924. 489p. $1. CHANG, PENG CHUN. Education for mod- ernization in China. N. Y., Teachers College, Columbia University, 1923. 92p. DoNELLY, HArRoLD I. What shall I do with my life? a study course for pupils of junior and senior high school age. Philadelphia, Westminster Press. 248p. $1.25. HAMMOND, JOHN WINTHROP. Charles Proteus Steinmetz; a biography. N. Y., Century, 1924. 500p. $4. HucHEs, ‘THOMAS. Tom Brown’s school days. N. Y., Stokes. 376p. $2.50. LypenBerc, Harry MuItier. John Shaw Billings, a biography. Chicago, Ameri- can Library Assn., 1924. 104p. $2.50. Moore, CLype B. Civic education; its objec- tives and methods for a specific case group. N. Y., Teachers College, Columbia University, 1924. 120p. Witson, G. M. What is Americanism? American ideals as expressed by the leaders of our country. Newark, N. J., Silver, Burdett & Co., 1924. 330p. Among Other Books Received ALLEN, NELLIE B. How and where we live; an open door to geography. Boston, Ginn & Co., 1924. 282p. 88c. - Ayres, Harry M., Howe, Witt D., and PapELForD, FREDERICK M. The modern stu- dent’s book of English literature. N. Y., Scribner, 1924. 898p. $3.75. CATHER, KATHERINE DuNLApP. Girlhood stories of famous women. N. Y., Century, 1924. 336p. $1.75. Dennison’s Christmas book; suggestions for Christmas, New Year’s and Twelfth- Night parties. Framingham, Mass., Den- nison Manufacturing Co. 32p. 10¢e. MacCurpy, Greorce GRANT. Human origins; a manual of prehistory; Vol. 1, the old stone age and the dawn of man and his arts; Vol. 2, the new stone age and the ages of bronze and iron. N. Y., Appleton, 1924. Vol. 1, 440p. Vol. 2, 516p. Set, $10. Reppaway, W. F. Modern European his- tory; a general sketch (1492-1924). N.Y Longmans, Green, 1924. 312p. $2. 1924 new 1924, cago, ychol. 1924. prin. al for ick & cs for Nizg. Chil- n, D, 1924, from Phila- ! and 220p. Ship ship. - $2, iM C, v. ed, mod- thers’ 92p. with unior phia, oteus tury, chool haw neri- bjec- Case mbia ism? ders Iver, ive; se 7inn and stu- ood ury, for fth- en- ns; old the on, 10. 115- Y., Vol. 13,No.9 STALEY, SEWARD CHARLE. Games, contests and relays. N. Y., Barnes, 1924. 354p. 3. : i D. J. One thousand Bible read- ings; a guide to Bible readings; especially arranged and adapted for use in the pub- lic schools, also for church aid and young people’s societies, mission circles and the home altar. N. Y., Macmillan, 1924. 57p. $1. Books for Children All education is self-education. The child’s mind is active during all his waking hours, and if the school and home are con- cerned with its proper development they may well guard the child’s leisure hours. No better means to this end has been devised than to see that the child has a library of his own, wherein he will delight to browse, thus widening his interests at the same time that he is learning to use leisure wisely. Since 1919 libraries, schools, homes, book stores, scout organizations, and churches have cooperated in an annual Children’s Book Week. ‘The sixth annual book week will be observed November 9 to 15, 1924. Full information may be had from Chil- dren’s Book Week Committee, 334 Fifth Ave- nue, New York City. Free Material Book repairing and binding is a feature of many schools. Children greatly enjoy the work and find the skill gained useful both in school and home. The Toronto Method of Book Repairing is an illustrated catalog in- struction book issued by Gaylord Brothers, Syracuse, New York, who will send copies free on request. The Employing Bookbinders of America at 141 Broadway, New York City, are eager to learn the name, location, and super- visor in charge of every school teaching printing and binding. They will send free on request a circular explaining the value of bookbinding as a school course and as a means of teaching art. The National Civil Service Reform League will send without charge pamphlets concern- ing the merit system in the civil service to teachers of history, civics, or current topics. Address the league at 8 West Fortieth Street, New York City, Among Best Sellers Public interest in non-fiction books as indi-« cated by The Bookman’s monthly score of best sellers contains much food for thought for those who are engaged in educational work. In the list for September, 1924, The Americanization of Edward Bok is missing and there has been added Right Off the Chest, by Nellie Revell, and The New De- calogue of Science, by Albert Edward Wig- gam. Wells’ Outline of History is well along in the fifth year of its popularity. The list as it now stands follows: (1) Life of Christ, by Giovanni Papini; (2) My Garden of Memory, by Kate Douglas Wig- gin; (3) Life and Letters of Walter H. Page, by Burton J. Hendrick; (4) The Dance of Life, by Havelock Ellis; (5) Etiquette, by Emily Post; (6) Galapagos: World’s End, by William Beebe; (7) The Outline of History, by ‘H. G. Wells; (8) Right Off the Chest, by Nellie Revell; (9) The Outline of Literature, by John Drink- water; (10) The New Decalogue of Science, by Albert Edward Wiggam. Educational Publicity THE LIBRARY AND THE COMMUNITY. By Joseph L. Wheeler. Chicago, American Library Association, 1924. 417p. $2.85. Books to Grow On For Children in Grade Seven Bennett—Barnaby Lee. Brown—Rab and his friends. Bullen—Cruise of the Cachalot round the world after sperm whales. Clemens—Prince and the pauper. Cooper—Last of the Mohicans. Dickens—Christmas carol. Irving—Rip Van Winkle. Janvier—Aztec treasure-house. Jewett—Betty Leicester. Kipling—Captains courageous. Lamb—Tales from Shakespeare. Lodge and Roosevelt—Hero tales from American history. Masefield—Jim Davis. Meigs—Master Simon’s garden. Moffett—Careers of danger and daring. Muir—Stickeen. Nicolay—Boys’ Lincoln. Pyle—Some of Jack Ballister’s for- tunes. Scott—Ivanhoe. Seaman—Jacqueline of the carrier pigeons. Stevenson—Treasure Island. Stockton—Buccaneers and pirates on our coast. Vaile—Orcutt girls, Wiggin—Rebecca of Sunnybrook Farm. life of Abraham This list represents the combined judg- ment of workers with children in America’s largest public libraries. Permission is here given to reprint the list, referring to its source in THE JOURNAL of the National Education Association. Many localities are planning to reprint these lists in their courses of study. Children vary so widely in reading ability and interests that the books listed for each grade are useful also for adjacent grades. Information about many more excellent books may be had from the school or public library. The scope of The Library and the Com- munity, by Joseph L. Wheeler, librarian cf the Youngstown Public Library, is perhaps better indicated by the subtitle, Increased Book Service Through Library Publicity Based on Community Studies. It is the first comprehensive book on library publicity to be published, and it will meet a long felt want. Mr. Wheeler, who is known among librarians as being able to produce more original ideas on library promotion than perhaps any other American librarian with THE JOURNAL OF THE NaTIonaL Epucation Association 313 the probable exception of Mr. John Cotton Dana, of Newark, has expended a tremen- dous: amount of time in the writing of this book. If there are any methods or mediums of publicity which have been tried out by librarians which he does not include and comment upon they have escaped my obser- vation. The book also has a wealth of illustrations, consisting of charts, maps, tables, posters, typical newspaper articles with headings used, book lists, bulletins, lettering, and bulletin boards. Some of these illustrations were taken from library sources, others from books and journals quite out- side the profession, but all suggestive and helpful. School executives have their own books on publicity for schools, but The Library and the Community will undoubtedly be of value to them, as the problems of school and library publicity are in many re- spects the same. The chapters on newspaper publicity and on campaigns for increased financial support should, I judge, prove especially useful in this respect. The book, however, is much more than a mere account of successful methods of pub- licity. It is permeated through and through with the philosophy of the present-day librarian and of the librarian of tomorrow, which Mr. Wheeler expresses in the words of another: The old-time librarian was proud and com- placent in the possession of books. The present- day librarian smiles at this barren conception and bases his pride on the number of books distributed and the number of readers enrolled. The librarian of tomorrow will look on both conceptions as about equally crude and unworthy and _ will base his pride on the aid his library can give in making the use of books a means of positive educational and cultural advance .. . The purpose of library publicity in Mr. Wheeler’s mind is thus expressed: The primary object of publicity is to tell the public the things which it will benefit them to know. There is no motive involved in this other than the desire to make the library’s service as widely known and used as possible. A _ library which claims to be efficient can hardly justify a policy which neglects to tell the people unceasingly what kind of books and service they may find at the library, not merely by distributing lists to a small circle who are already interested, but by, attracting the attention and arousing the interest of the far greater number who can be encouraged to begin to use library books. Despite the news- paper reports of library events, a large percentage of intelligent men and women know of the library only as a name. A well-known business man, after hearing a library talk at a city Chamber of Commerce meeting, said, rather apologetically, “I don’t use the library because the rates are so high.” Certainly, there must be many ill-informed citizens who imagine they cannot use their free public library for the same reason! The book will be of interest to all teachers who look upon education as beginning in early youth and continuing through life, the responsibility for which rests upon both teachers and librarians. Mr. Wheeler emphasizes the relationship between school and library and recommends that the librarian read books on_ present school methods and that he keep in touch with educational development in his own com- munity. He also devotes a special section to the library’s work with schools. It is to be hoped that many of the teach- ing profession will read this book, for it can hardly fail to increase their interest in public libraries and enlist their aid in further development of education of the individual through libraries—Charles H. Compton, Assistant Librarian, St. Louis Pub- lic Library, St. Louis; Missouri. ee OE ee ES ES as a eee aS TRO: tata aM ate RIC RI PCRS ee Fr be fi pecransnsdponesnts = Fe ati Re aed epee EPARTMENT of Superintendence— The tentative program outline for the fifty-fifth annual meeting of the Department of Superintendence in Cincinnati, beginning Saturday, February 21 and ending Thursday, February 26, is as follows: Saturday evening—National Society for the Study of Education, Music Hall. Sunday afternoon—Annual Vesper Serv- ice, Music Hall. Monday morning—Public Session, De- partment of Superintendence, Music Hall. Monday afternoon—Allied departments, hotel ball rooms. Monday evening—Public Session, De- partment of Superintendence, Music Hall. Tuesday morning—Executive Session, members only, Department of Superin- tendence, and certain allied departments, Music Hall and Hotel ball rooms. Tuesday afternoon—Allied departments, hotel ball rooms. Tuesday, 5 P. M.—State and Department Dinners, hotel ball rooms. Tuesday, 8 P. M.—National Society for the Study of Education, Music Hall. Wednesday morning—Public Session, Department of Superintendence, Music Hall. Wednesday afternoon—Allied depart- ments, hotel ball rooms, Wednesday evening—College Dinners. Thursday morning— Meetings, topic groups, Department of Superintendence, hotel ball rooms and Music Hall. Thursday afternoon—Public Session, De- partment of Superintendence, Music Hall. Thursday evening—Closing Public Ses- sion, Department of Superintendence, Music Hall. The speaker for the opening Vesper Serv- ice is Dr. Randall J. Condon, superintendent of the Cincinnati public schools. Dr. Condon is on leave of absence for the year prepar- ing a series of articles which are to appear in the Atlantic Monthly. His temporary resi- dence is at Friendship, Maine. His appear- ance on the opening program wil afford satisfaction to his Cincinnati friends as well as to the members of the Department. Seven-minute speeches on controversial subjects in education under the leadership of Superintendent John H. Beveridge, of Omaha, Nebraska, will be one of the inter- esting features of the Executive Session of the Department of Superintendence on Tues- day morning. This discussion will be fol- lowed by a business meeting with nomina- tions of officers from the floor. Ballot boxes for the election of officers will be open from 11:00 A.M. to 6:00 p.M. Wednesday. The Wednesday morning meeting will be devoted to the curriculum with Dr. Edwin C. Broome, superintendent of schools, Phila- delphia, Pa., as presiding officer. Education and the fine arts will be the theme of the Tue JourNAL OF THE NATIONAL EpucaTion ASSOCIATION NOTES ard ANNOUNCEMENTS general sessions Thursday afternoon and evening. A musical program of unusual merit is planned for Thursday evening. Advance reservation of hotel rooms is un- usually great. Communications regarding such reservations should be addressed to Mr. Thomas Quinlan, Chamber of Com- merce, Cincinnati, Ohio. The hotels are filled nearly to capacity and plans are com- pleted for reservation of rooms in private residences under the direction of the Hous- ing Committee. The United States Bureau of Education, the National Association of Public School Business Officials, and the Department of Superintendence are codperating in the preparation of a revised bulletin on Uniform Records. The last bulletin on this subject was issued in 1912. The Bureau of Educa- tion is represented by L. A. Kalbach and Frank M. Phillips. The Department of Superintendence is represented by R. O. Stoops, superintendent of schools, York, Pa., and N. L. Engelhardt, professor of educa- tion, Teachers College, New York City. The National Association of Public School Business Officials at their recent convention appointed the following committee to codper- ate With the Bureau and the Department in the revision: W. T. Keough, business man- ager, Board of Education, Boston, Mass.; William Dick, business manager, Beard of Education, Philadelphia, Pa.; Herbert N. Morse, business manager, State Board of Education, Trenton, N. J.; John S. Mount, inspector of school accounts, State Board of Education, Trenton, N. J.; and B. D. Ham- melbaugh, secretary, Board of Education, Harrisburg, Pa. Tue FourTH YEARBOOK of the Department of Elementary School Principals will be en- titled, Some Professional and Administrative Aspects of the Elementary School Principal- ship. Members of the Department are urged to write the editor, Mr. Arthur S. Gist, prin- cipal of the B. F. Day School, Seattle, Wash- ington, concerning possible contributors who may assist with some of the topics listed in the following outline: The Professional Side—1. The Principal and his Professional Training—a study of desirable courses; 2. The Rating of Princi- pals in Service; 3. The Principal and the Improvement of Instruction, including local geography, history, spelling, literature in the grades, outside reading of pupils—an ex- periment, natural science in the elementary grades, the school assembly as an aid to the academic subjects, the librarian in the elementary school; 4. The Principal and the Pupil. The principal and the delinquent boy, work with the slow pupils, the bright pupil—an enriched course in place of spe- cial advancement, the crippled child, home study—an investigation of conditions, the education of pupils with defective vision; and 5. General—Visual education; thrift education; the school and the public museum; November, 1924 the scientific selection of texts; the pringj- pal’s health. The Administrative Side—1. The Principal and his Community; 2. The Principal anq the Administrative Office; 3. The Principal and the Selection Transfer, and Dismissaj of Teachers; 4. The Principal and the Janitorial Service; 5. The Principal and His Remuneration—A study; 6. The Principal and Extra-Curricular Activities; 7. The Principal and His Office Equipment and As- sistance; 8. The Principal and the Business Management of His School; 9. The Principal and the Use of Educational Experts; and 10. The Principal and His Physical Plant. Tue AssociaTion is pleased to announce the publication of a new book entitled, Dr, William T. Harris; His Philosophical and Educational Views, by Dr. John S. Roberts, Price, in cloth binding, $2.00. Orders should be placed early. The book may be paid for after delivery. The proceeds of its sale will be turned over to the Permanent Fund of the Association. THE Worvp Feperation of Education As- sociations will meet in Edinburgh, Scotland, in July, 1925. Teachers who expect to at- tend should make their plans as early as possible. For details, write Dr. A. QO, Thomas, State Commissioner of Education, Augusta, Maine, who is president of the Federation. Continuous professional growth by using THE JOURNAL as the basis for study and group meetings is urged by the Secretary in the following letter, sent to school principals throughout the United States. Dear Principal: More important than membership in a profession is living in it and working on its problems. Nothing better serves to stabilize membership in local, State, and National associations than study- ing as individuals and in groups the vital problems pertaining to the welfare of the profession and to the promotion of the best in education. In recognition of these gen- eral principles, The Journal is preparing plans each month to facilitate the study of professional problems at the desk, in groups and in local associations. This will enable the principal to hold profitable meetings of his corps of teachers at frequent intervals. Each teacher will find an abundance of up-to-date and reliable information on topics of professional interest in The Journal and in the State paper. These building and group meetings may be held even though the local association is a most active one. They will add to the suc- cess of the meetings of the local association just as committees add to the success of meet- ings in general, If any group of teachers desires to have a formal organization for study, write this office immediately for the Suggestive Consti- (Continued on page A-192) Dal nd dal al the lis al ‘he \s- a1) al nd ce yr, nd ts, be its Vol. 13, No. 9 THE JOURNAL OF THE NATIONAL EpucaTIon ASsociATION A-191 “Victory,” from the bronze by Evelyn Longman Batchelder, on exhibition at the Grand Central Art Galleries, | New York Put yourself | on your | 7 e } Christmas list | OU can give to yourself at Christmas time, and oem yet be as unselfish and as | Free copies will be sent charitable as you like to be. | tony responsible school Buy Christmas Seals. official for critical inspec- Everywhere there are tion by members of ‘his men and women whose only faculty. Subscriptions in hope for life and health is quantities of 10 or more in the Tuberculosis Associa- for 10 issues, 65¢ each; tions. Christmas Seals single subscriptions, furnish the funds to bring $2.00. these men and women suf- ferers from tuberculosis | Reproduced back to health. When you | coer buy Christmas Seals, it is | November you who are giving them the greatest gift that lies | La within the reach of man— | V | Cc t O c the gift of life. | Every life you save from tu- berculosis means additional pro- tection for you and your family. Funds from the sale of Christ- mas Seals have eliminated half the deaths from tuberculosis. Help stamp out the dread dis- ease. Buy Christmas Seals. The English department of William H. Seward High School, New York, at the beginning of the term decided on a change in its current-topics magazine. Copies of sev- eral were handed faculty members with requests for a written reportoneach. The Scholastic won out easily. As a result, every student in all the history and English classes is using The Scholastic. In other words, out of an enrollment of 3,164, The Scho- lastic has more than 2,000 individual subscriptions. | Such selection from a field of six periodicals constitutes a striking victory. The §CHOLASTIC A National Magazine for the Schoolroom CHRISTMAS SEALS Bessemer Building, - Pittsburgh, Pa. Eastern Office, 1133 Broadway, New York ISSUED EVERY OTHER WEEK STAMP OUT TUBERCULOSIS The National, State, and Local Tuberculosis Associations of the United States rr Ey an a eee Snes = { TON aa ae tae ee as ra a Sk bal nae Leg 7 Ey A-192 Notes aad Announcements (Continued from page 314) tution and By-laws prepared by Miss Chase at the request of local associations and other groups of teachers. We recommend formal meetings for study and discussion. Hold the slogan up before your teachers, “One Hundred Per Cent Enrolment in the Local, State, and National Associations” and add to it “A stabilized inclusive membership and the entire profession at work.” The president of the Association is stress- ing the idea of the profession at work. He is anxious for the Association to do the greatest possible amount of constructive work during the year. Let us all join in the effort to realize President Newlon’s dream that we may see the profession at work from coast to coast and from gulf to gulf during Mr. Newlon’s administration.—Very sincerely yours, J. W. Crabtree, Secretary. Tue ResearcH Division of the National Education Association is working on a salary study covering the year 1924-25, which in comprehensiveness and thoroughness will be similar to the report of two years ago en- titled Teachers’ Salaries and Salary Trends in 1922. The salary inquiry forms are now in the hands of all city school officers. Re- plies will be summarized promptly. In addi- tion to the general summary, special salary tabulations to meet the needs of individual cities will be available at the cost of preparation. PresipENT CooLmce will issue again this year a Proclamation for American Educa- tion Week. This will add to his large num- ber of outstanding contributions to education. TEACHERS may obtain full information on Child Labor from Mr. Owen R. Lovejoy, General Secretary of the National Child Labor Committee, 105 East 22d St., New York City. Tue SeEpreMBER number of The News Letter, official publication of the Philadel- phia Teachers’ Association, was the first local publication to be received at head- quarters this fall. Copies were in the hands of the teachers by September 15. The News Letter announces a plan whereby. Philadel- phia teachers may subscribe or renew their subscriptions to professional periodicals through the News Letter office thus effecting an economy of time and correspondence for the teachers. Tue Wisconsin State Normal School at Oshkosh has established a new department for the education of exceptional children, the aim of which is to prepare teachers for all kinds of exceptional children, such as mentally sub-normal children, mentally gifted children, blind and deaf children, and those with speech defects. Oshkosh is be- lieved to be the first Normal School in the United States to create such a department. Mrs. Cuartes W. Exsor, wife of the pres- ident emeritus of Harvard University, died on July 18, in her seventy-eighth year. Dr. Wituram M. Davinson has been re- elected superintendent of the Pittsburgh schools. The term is for four years and the annual salary $12,000. A life membership THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION in the National Education Association was recently presented Dr. Davidson by the teachers of the city. THE cartoons Uncle Sam Makes a Dis- covery on page 273, and the one with the pigs on page 274, were drawn by a sixteen year old high-school boy. A COMPREHENSIVE report on secondary edu- cation has just been issued by the Commit- tee of Fifteen of the California High School Teachers’ Association. The work of the Committee was largely that of investigation and research. The plan was first to discover and state anew the purposes and objectives of secondary education. This was followed by a survey of the actual conditions under which high school work is being done, some- thing of the methods employed, and an evaluation of the results accomplished. Finally, and for future determination, will come suggestions for modified courses of study and of methods and materials, to the end that our secondary education may, as nearly as possible, meet the demands of our developing civilization and aid in advancing our social and economic life. A COMPREHENSIVE REPORT of the National Conference on Thrift Education held in Washington, June 27 and 28, under the auspices of the Committee on Thrift Educa- tion of the National Education Association and the National Council of Education is now ready for distribution. The price is fifty cents. The report includes all of the addresses that were made, the reports and recommendations of the group chairmen, and the address of Brigadier-General Herbert M. Lord, director of U. S. Budget, entitled The Nation’s Business. Tuespay, November 11, will be fittingly celebrated throughout the Nation as Armistice Day. Many national organizations have an- nounced their plans for the observance of the day, which will include a vast mobiliza- tion for peace. In the National Capital for the past three years a pilgrimage has been made on Armistice Day to the home of Woodrow Wilson, friend and apostle of peace. This year the pilgrimage will be made to the Cathedral of Saints Peter and Paul at Mount Saint Albans where the body of the great war president rests. THANKSGIVING Day will be celebrated on Thursday,. November 27. The President of the United States has issued a proclamation calling attention to the Day and asking the people to cease from their various tasks to give thanks for the blessings which we, as a Nation, are privileged to enjoy. VOCATIONAL EDUCATION ASSOCIATION of the Middle West will hold its eleventh annual convention at the Hotel Sherman, Chicago, on February 12, 13, 14, 1925. The president of the association is Lewis Gustafson, super- intendent of the David Ranken, Jr., School of Mechanical Trades, of St. Louis. Mr. W. J. Bogan, assistant superintendent of schools of Chicago, is chairman of the pro- gram committee. LocAL PUBLICATIONS that have been re- ceived at headquarters when this number of THE JOURNAL goes to press are: Philadelphia News Letter, Minneapolis League Scrip, Bul- letin of the Minneapolis Classroom Teachers’ November, 1924 Association, Los Angeles School Bulletin of the Portland Grade Ber Association, Bulletin of the Clapelena Teachers’ Federation, and the N Teacher. The Philadelphia News! Ya and the Minneapolis League Scrip * adopted the larger standard size coat mended by the Committee on Standards ra Educational Journals. 4 More THAN $211,500,000 have been col lected from children in the schools of New York City since 1917 for Red Cross we Work Campaigns, Near East Relief Zz similar funds, according to a report recehal issued by the Board of Education, fondidies ing plans for the handling of such funds b the school authorities. . THE AMERICAN Association of Teachers of Spanish will meet in Denver, January 2 and 3, 1925. Spanish teachers who expect to be present will notify the president Miss Bernicia Batione, 1450 Grant Street, Denied Colo., or the secretary, Mr. L. A. Ward. 1605 Pennsylvania Street, Denver, Colo, THE Boy Scouts of America have created a district, comprising the States of Cali- fornia, Arizona, Utah, and Nevada as Region Twelve, and have created for tliat Region a director of education who will have charge of training courses and educational programs, especially in coédperation with col- leges, universities, and normal schools. Mr. Vaughan MacCaughey, a member of the National Council and special field commis- sioner for the State of California Boy Scouts of America, has accepted appointment to the new position. THE ADVERTISEMENTS in this issue are in- teresting. Every member of the Association should look them over so as to be informed about the latest school supplies, new ideas in equipment, etc. Remember the best firms advertise in THE JouRNAL. CoLumMBIA UNIVERSITY is now in its one hundred seventy-first year. It is estimated that the enrolment for the whole year will exceed last year’s record figure of 32,769. PERIODICALS FOR THE SMALL LIBRARY by Mr. Frank Walters, published by the Ameri- can Library Association, has this to say about THE JOURNAL OF THE NATIONAL EDUCATION AssociATION: Indexed in Readers’ Guide since 1923. Official organ of the Association. Starting as a news bulletin for members of the Association it has developed into an excellent, illustrated record of educational progress and affairs in interesting, popular articles. The “Guide to Books” section in- cludes notices (some annotated) and selected lists of books for general reading, for teach- ers, and for school libraries. St. Louis boys and girls who desire a higher education but lack the funds are to be provided for by a Students’ Loan Fund of $2,000,000, according to a movement which is being sponsored by fifteen business and professional men of that city. Mr. Joun Hutt, of Milwaukee, Wisconsin, a life member of the Association, died re- cently. Mr. Hull has been a member since 1891. (Continued on page A-194) yol 13, No. 9 Tue JouRNAL OF THE NATIONAL EpucaTion AssociATION A-193 Pelt 1924 BAUSCH & LOMB re MICROSCOPE FS eland York Letter have -Com- $ for col- New War and ently . . . ula Side by Side with the 8 by Blackboards at Dartmouth _ Working side by side with the blackboards at Dartmouth, Day- chers light Projection with the Spencer Delineascope and Trans-Lux ary 2 Daylight Screen is a new force stimulating mental processes for “ both professors and undergrads. . spect The Spencer Delineascope and Trans-Lux Screen illustrate any Miss subject—at any time in lecture room or laboratory—and in broad nver, daylight. Vard, Send the coupon for the story of Daylight Projection. e SPENCER LENS COMPANY AUSCH & Lomb Microscope FS is the ideal equipment to meet . eated the hard and varied usage of the school laboratory. In it have 442 Niagara Street Buffalo, N. , Cali- been combined simplicity of design and Bausch & Lomb quality. It PAPA 2 has been made with the same optical and mechanical precision as have “Eta seat Tate Sl” a Oe? Lee ee 4 as all other products that bear the familiar trade-mark of the Bausch & SPENCER LENS COMPANY that Lomb Optical Company. : Buffalo, N. Y. h Microscope FS meets the requirements of your school laboratory, ; ts ; 7 F ave just as it has met the requirements of hundreds of other schools. Please send me the story of Daylight Projection and its value in tonal Write for our illustrated catalog A-n-9, describing our microscopes teaching. 1 col- and similar equipment for educational institutions. Mr, BAUSCH & LOMB OPTICAL CO. the 204 Freeman St. Rochester, N. Y. nmis- New York Chicago Boston London San Francisco Washington scouts 0 the e in- - ation Research Bulletins This Magazine is from irme } ideas i NATIONAL EDUCATION ASSOCIATION Our Presses TWO NEW ISSUES } one ated Vol. II, No. 3 wi 69. Teachers’ Retirement Allowances—32 pages—single copies 25c. Bed Fifty copies at reduced rates meri- ifty copies or more at reduced rates. about The Iowa State Teachers Association has ordered 10,- wd 000 copies. ruide . , ' ora In this Bulletin is concentrated the outstanding ma- Judd & Det weiler, hi 1c. rs of terial that has resulted from the Association’s recent work > an in the teacher-retirement field. ional M P “es Vol. II, No. 4 aster Irinters n in- Facts on the Public School for American Educa- ected tion Week—40 pages. each- : : Single copies 25c. Special rates made on large orders. ri Shows: (1) What’s Right With the Schools; (2) re to How to Strengthen the Schools; and (3) Offers Fund : : . Sea Timely Suggestions for Observance of American loons Education Week. . pe. NATIONAL EDUCATION ASSOCIATION Eckington Place and Florida Ave. nsin, 1201 16th Street Northwest Washington, D. C. | re- Washington, D. C. since Mention THe Journal when writing our advertisers. A-194 Notes aud Announcements (Continued from page A-192) More THAN 2000 teachers of the city of Detroit were enrolled in various summer schools and colleges, and hundreds were en- gaged in educational travel during the sum- mer vacation, according to a report received from Superintendent Cody. AFTER AN INACTIVE period of two years, Hedding College, Abingdon, Illinois, re- opened this past September, under the leader- ship of President Walter E. Harnish. For almost seventy years Hedding functioned as a four-year school, and now with the largest freshman class in all these years, it is start- ing its career as a Junior College. Tue Bureau of Naturalization at Wash- ington announces a change in the procedure for filing the petition for naturalization. Form 2226 is no longer .used. Instead of making requests for the certificate from the Bureau in Washington, it is made on a new form 2214, through the office of the District Director of Naturalization in whose jurisdic- tion the applicant resides. This change simplifies the procedure and saves the ap- plicant time and expense. Since this blank may be obtained of any public school teacher, we summarize herewith necessary informa- tion regarding naturalization: (1) Making the Declaration of Intention, or “the first paper” requires that the alien (white or negro) be 18 years of age or over, and live within the jurisdiction of the court in which his declaration is filed. The alien must first fill out preliminary Form 2213, take it to the clerk of the court who will make out the Declaration. No witnesses re- -quired; legal fee $1 to be paid the clerk. Declaration may be signed by mark. (2) In filing the petition for Naturalization or “second paper” the applicant (white or negro) must be 21 years of age or over; have a Declaration of Intention not less than two or more than 7 years old; live within the jurisdiction of the court in which the petition is to be filed; be a resident of the + Tue JourRNAL oF THE NATIONAL EpucaTIon ASsOociATION November, 1924 United States for the past five years and of the State for at least one year; have two witnesses who must be citizens, who can swear to his residence and moral character. The petition must be signed by applicant in his own handwriting; must be able to speak English. The fee is $4 payable to the clerk of the court. The blank preliminary Form 2214 may be had from the clerk at the court, Naturalization Examiner, or public school teacher, who will give assistance in filling it out. The applicant should take or send it together with his Declaration of Intention to the Naturalization Examiner, whose ad- dress appears at the bottom of the form. The Examiner will attend to the necessary details and will notify the applicant when and where to appear with his witnesses to make the petition. (3) The hearing in court.—Before the petitioner may appear before the court for final action of his petition it must be publicly posted in the office of the clerk for not less than ninety days. His witnesses must be present at the hearing. If the court finds the petitioner is entitled to naturalization, he takes the oath of allegiance to the United States and is given the Certificate of Nat- uralization. Betrer SPEECH WEEK for 1925 will be the last week of February, according to a letter recently received from W. Wilbur Hatfield, secretary-treasurer of the National Council of Teachers of English. In many commu- nities, which have not observed speech week heretofore, by means of posters, slogans, tags, assembly programs, better speech plays and other plays, the value of good English may be emphasized. Where Better Speech Week has been celebrated several times, the week of 1925 may best be the occasion for the completion of discussion contests and de- bating contests involving the whole school, a climax to better speech activities occurring during the first half of the year. It may be used as a time for setting out upon the year’s program which is soon to be published in a pamphlet, Better Speech Year, by the Na- tional Council of Teachers of English. ENROLMENT aad AFFILIATION AFFILIATED Local AsSOCIATIONS HE following associations are in addition to the affiliations which have been re- ported in previous issues of the JoURNAL. ALAMEDA, Cauir., Alameda Grade Teachers Club, Helen T. Norton, President. Ba.timore, Mp., Baltimore County Teachers Asso- ciation, George W. Schluderberg, Treasurer. BrRooK.yn, N. Y., Association of Boys High School and Girls High School, William L. Felter, Secre- tary; Association of District 27, William M. Rainey, Secretary; Association of District 30, Warren M. Van Name, Secretary; Association of District 32, Doctor Samuel Katz, Secretary; Asso- ciation of District 36, Rufus A. Vance, Secretary; Association of District 37, Constance Fuller, Sec- retary; Association of District 38, Horace M. Snyder, Secretary; Association of Public Schools 29, 46, 6, 3, Clara T. Nichols, Secretary; Asso- ciation of Public Schools 55 and 148, Mary Mason, Secretary; Association of Public School 64, Beulah Searing, Secretary; Association of Public Schools 66, 114, 115, Marion F. Gillespie, Secretary; Association of Public School 109, Elizabeth Brice, Secretary; Association of Public School 128 and 80, Fred F. Crooker, Secretary; Association of Public School 147, Max Gottlieb, Secretary; As- sociation of Public School 164, 186, 192, Henry Ludwig, Secretary; Association of Public School 182 and 149, Anne Griffin, Secretary. CarpintTeRIA, CAuir., Santa Barbara County Teachers’ Association, Cella Green, Secretary. CHAMPAIGN, ILL., Champaign Teachers’ Association, Marjorie B. Baker, Secretary. Cuester, S. C., Chester City School Association of Teachers, M. E. Borchman, Secretary. C.InNToN, Onto, Barberton Teachers’ Alice Frase, President. Kansas City, Mo., Junior High School Club, Mayme Allen, President. Lockport, N. Y., Lockport Teachers’ Association, ‘ Veronica “ane, Secretary. OUISVILLE, Ky., Louisville Principals’ i Weibel, President. yf oy So Mesa, Ariz., Mesa Teachers’ Association, O. P. Greer, Secretary. Muskocee, OKLA., Muskogee City Teachers’ Asso- ciation, Nelda Haines, Secretary. NASHVILLE, TENN., Davidson County Teachers’ As- rain. ag Secretary. EW ROCHELLE, a + New Rochell F Club, Cecil E. Powers. He regen New York City, N. Y., Association of District 2, Rufina A. Carls, Secretary; Association of District 5, Katharine School, Secretary; Association of Association, District 7, Manhattan, Loretto M. Roches retary; Association of District 13, M Stewart H. Rowe, Secretary; Association of Dis. trict 23, Bronx, Angelo Patri, Secretary; A ss ciation of District 42, Queens, Harriet E. Alsat Secretary; Association of District 44, Alice Stans. bury, Secretary; Association of District % Queens, Frances J. Cronan, Secretary; Asseclennt of District 48, Richmond, M. I. Selby, Secrem.™ Association of Public School No. 1, Anna Ww Brenzinger, Secretary; Association of Publi, Schools 1, 4, 5, 6, 84, 69, 70, Bryant High Schoo, Alfred S. Roberts, Secretary; Association of Publi. Schools 1, 31, Bronx, and Theodore R m High School, Kathryn E. Gerety, Secretary; Ass ciation of Public Schools 3, 9, 18, 37, 52, Con. tinuation School, Bronx, Mary J. Lonergan Sen retary; Association of Public Schools 4, 12, 22 ry 88, 110, Mrs. M. C. Donohue, Secretary; Beats ciation of Public Schools 10, 54, 179, York Model School, Hester Roberts, Secretary. Association of Public Schools 17, 18, 29 oy Richmond, J. Herbert Hoyt, Secretary; Association of Public Schools 17, 51, 58, 84, 141, 166, Kaw erine A. McCann, Secretary; Association of Public Schools 21, 26, Curtis High School, Mary M. Con way, Secretary; Association of Public Schools 27. 49, 70, 74, 76, 82, 111, 183, High School of Con. merce, Albert Lisson, Secretary; Association of Public Schools 35, 160, 161, Manhattan, Sarah American; Association of Public Schools 3g 108, 114, 177, 61, Rose Davidson, Secretary. Association of Public Schools 40 and 19, Manhat. tan Trade School, Charlotte A. Woodruff, Sec. retary; Association of Public Schools 43, 68, 157 192, 46, Herman S. Piatt, Secretary; Association of Public School 57, Bronx, Hugh Laughlin, Sec. retary; Association of Public Schools 87, 93 127, Anna R. Kastenbein, Secretary; Association of Public Schools 90 and 115, Julia S. Hennesey Secretary; Association of Public School 93. Queens, Elizabeth L. Kelly, Secretary; Associa. tion of Public Schools 121, 171, 83, 172,° Man kattan, Frederick Scheider, Secretary. NortH Apams, Mass., North Adams Grade Teachers’ Association, Mary M. Sheldon, Secretary. OrLaAnbo, FLa., Orange County, Florida, Teachers’ Association, C. L. Durrann, Secretary. PiTTsFIELD, Mass., Pittsfield Teachers’ Association, Alice Coffey, Secretary. Rock Istanp, ILi., Blackhawk Division of the Illi. nois State Teachers’ Association, Natalie Mirfield, Secretary. Sacinaw, Micu., Saginaw West Side Teachers’ Club, Lena M. Fee, Secretary. Saint Tuomas, V. I., Virgin Islands Education As. sociation, E. B. Oliver, Secretary. SALEM, Orec., Salem Teachers’ Association, Elsie R. Lippold, Secretary. Sioux Fauis, S. Dak., Sioux Falls Public School Teachers’ Association, Ella Grifhn, Secretary. SoutH PasapENA, Ca.ir., South Pasadena Teachers’ Club. STRATFORD, CONN., Stratford Teachers’ Association, Mary F. Emery, Secretary. VANCOUVER, WasH., Vancouver Education Associa- tion, Eleanor Yale, Secretary. WarrEN, On10, Warren Teachers’ Association, H. B. Turner. Watson, Ata., Jefferson County Teachers’ Associa- tion, J. F. Jackson. WAUKEGAN, ILL., Waukegan Township Secondary Schools, George F. Zimmerman, Secretary. WEEHAWKEN, N. J., Association of De Witt Clinton High School, Julius A. Freynick, Jr., Secretary. WELLESLEY Hits, Mass., Norfolk County Teachers’ Association, Julia Sheehan, Secretary. York, Pa., York City Teachers’ Association, Eleanor C. Kerchner, Secretary. ter, Sec. anhatta, 00s evelt Asso. and New CoMPLETED ENROLMENTS +s following schools have completed their reports for one hundred per cent membership enrolment in the National Edu- cation Association for 1924-25, since the list was published in the June JOURNAL. Five YEARS EmeryviL_e, Cauir., Emeryville School District, D. B. Lacy, Supervising Principal. Sioux City, Iowa, Boys’ Prevocational School, Mary A. Lord, Principal. Four YEARS La Junta, Coro., La Junta Public Schools, Robert Tirey, Superintendent; Boys’ Club Building, Clair Pringle, Principal; Columbian School, J. W. Roberts, Principal; High School, G. W. Inman, Principal; Junior High School, C. M. Herren, Principal; Lincoln School, C. A. Kane, Principal; North La Junta School, A. C. Plunk, Principal; Park School, J. F. Scott, Principal. MaNnkKAtTo, MINN., Franklin School, gerter, Principal. WiLKiNssuRG, Pa., Wilkinsburg Public Schools, W. H. Martin, Superintendent; Horner School, Mary (Continued on page A-197) Minnie Ban- , 1924 egg er, Sec. mhattay, of Dis. | Asso. rams, ; = ict 4%, 9Ciatiog retary; nna W. Public School, f Public OSevelt > Asso. 2, Con. in, See. 22, 34, ; Asso. id New OCiation » Kath. | Public A. Con. ols 27, f Com. tion of Sarah ol 93, l ssocia. Man. pachers’ achers’ ciation, he Illi. lirfield, ” Club, on As. , Elsie School achers’ ciation, |ssocia- =H. B. 'ssocia- ‘ondary Clinton ary. achers’ Sleanor pleted - cent Edu- e list dD. B. _ Mary Robert ilding, J. W. Inman, lerren, ncipal ; ncipal ; Ban- Is, W. Mary INFORMATION MEMBERS are requested to immediately notify the headquarters office in case of a i address. Local Associations change in should report the names of new officers as soon as they are elected. THE FOLLOWING are the headquarters di- visions and their directors: Research, John K. Norton; Publications, Joy E. Morgan; Classroom Service, Agnes Winn; Business, Harold A. Allan; Records and Accounts, Mrs. Helen T. Hixson; Field, Charl O. Williams; Department of Superintendence, s. D. Shankland, Executive Secretary. The Secretary, J. W. Crabtree, invites you to write the division head if you are in need of help along any particular line. Mr. CHARLES Priest, Deputy Superintend- ent of Education, Carson City, Nevada, be- lieves that Nevada will reach the 100 per cent goal in both State and National Asso- ciations. Tue Beprorp, Ohio, Schools take pride in the fact that they have had a 100 per cent membership every year since the N. E. A. was reorganized. They have also had a 100 per cent membership for this length of time in the Ohio Teachers Association and the Northeastern Ohio Teachers Association. THE TEACHER of today is anxious to invest her money wisely. No investment could bring higher dividends than a life member- ship in the National Education Association. The Association stands today as the greatest educational body in the world. A life mem- bership card not only serves as a credential but is the highest type of credential that can be carried by members of the Association. The life member contributes to educational progress through ages to come. The amount received from these members adds to the permanent fund of the Association and so is kept in perpetuity. The membership fee of $100.00 can be paid in four installments of $25.00 each, covering a period of four years. Write the Secretary, J. W. Crabtree, 1201 16th Street, Washington, D. C., for the booklet on life membership. One HuNprRED ForTY-EIGHT SCHOOLS re- ported 100 per cent membership on one day, October 14. MEMBERS OF THE ASSOCIATION will be pleased to know of the new book which is now on the press, on the philosophical and educational views of Hon. William T. Harris, by Dr. John S. Roberts, New York City. Price, in cloth binding, $2.00. Dr. Roberts, the author, has donated all royalties to the National Education Association. The proceeds will go into the Permanent Fund of the Association and in harmony with Dr. Robert’s wishes will become a part of the William T. Harris Memorial Fund as soon as that Fund is established. As the number of volumes is limited you will need to order immediately. Payment is to be made after receiving the volume. This book provides the first adequate recognition of the self- sacrificing and history-making services of Dr. Harris to the cause of education in the United States. Teachers, schools, and libra- ries owe much to the work of this great philosopher and administrator. Order now .80 that you will be sure of receiving a copy. THE JOURNAL OF THE NATIONAL EpuUCATION AssocIATION DO YOU KNOW 1. THAT an intensive membership campaign is being carried on in nearly every State under the joint auspices of the N. E. A. Secretary, State Director, Secretary of the State Association and the delegates who at- tended the Washington meeting and that you are needed in this move- ment? bo . THAT teachers may become members immediately by using the time bank check, which makes a provision for the later payment of dues? 3. THAT your $2.00 is used wisely by the Association? page. ) 4. THAT Tue Journat of the N. E. A. is recognized as the leading pro- fessional Journal among the nations? (See cut on this 5. THAT it fits into your needs by bringing to you each school month the outstanding messages of the profession? 6. THAT it is your professional responsibility to give support to your local, State, and National associations? 7. THAT you are indebted to the Association for increases in teachers’ sal- aries throughout the country, for improvement in tenure regulations, and for progress in teacher retirement legislation ? HOW THE $2 IS SPENT rtmeat & Committee Service eseareh Serviee Legislative Service eadquarters Service Field Serviec Conventions =~ Publications €ducational ticity Note—The success of the efforts of the intensive membership campaign will depend largely on activity of members of the Association. Last year each of 25,000 secured one new member. The use of the time bank check meets the needs of the Association as well as the convenience of the new member. Use this time bank check in renewing your membership or let some new member make use of it. Pay N. E. A. Membership Dues now with this TIME BANK CHECK * Write here date you wish to pay (any time before December 31) Write here name of Bank or Trust Company Address of Bank Pay to the Order of the National Education Association TWO ($2.00) DOLLARS Signature here * This is a check on your own bank and will not be cashed before the date given above. It is given in payment of dues for the present school year, including a year’s subscription to THE JOURNAL. Mention THe Journat when writing our advertisers. a IT ea a OS ae senna — — . wes < BO seed me NG? way WESC? mB =H La wieees i A-196 Book Publishers Barnes & Noble, Inc. Ginn & Company Gregg Publishing Co. Houghton Mifflin Co. La Prensa Pub. Co. Little, Brown & Co. Longmans, Green & Co. Macmillan Co., The Rand McNally & Co. Translation Publishing Co. Winston Co., John C. Coffee Exhibits Joint Coffee Trade Pub- licity Com. Costumes Schoultz & Co., Fritz Dentifrices and Toilet Articles Colgate & Co. Duplicating Machines Underwood Duplicator Revolving Educational Films Bureau of Commercial Economics Encyclopedias Winston Co., John C. Encyclopedia Brittanica Eraser Cleaners Lynn Company, James Filing Equipment Library Bureau Furniture American Seating Co. Heywood-Wakefield Co. Hotels Hotel Hamilton Laboratory Furniture Kewaunee Mfg. Co. Peterson & Co., Leonard Lantern Slides Ace-Accelerator Ass’n Bible Extension Society | Keystone View Co., Inc. Library Equipment Library Bureau Life Insurance John Hancock Life Ins. Co. Lighting Lighting Educational Com. Maps Rand McNally & Co. Microscopes Bausch & Lomb Optical Co. Spencer Lens Co. Motion Pictures Ford Motor Co., The Pathé Exchange, Inc. Note-book Covers Business Reviving Co. Paste Commercial Paste Co. Pens Spencerian Pen Co. Pictures | Perry Pictures Co. Printers | Judd & Detweiler, Inc. Prints Brown-Robertson Co., Inc. Projection Machines Co. Spencer Lens Co. Publications Scholastic, The Records and Files | Library Bureau Alphabetical Directory American Educational Service pear. Fy ere Ty A-198 American Seating Company.A-190 Barnes & Noble, Inc.......A-182 Bausch & Lomb Optical Co..A-193 Brown-Robertson Company, ESS ere Bureau of Commercial Eco- MOMICE .ccccccccvcccccceod A-184 Business Reviving Co.......A-184 Se REM 6 o cmetiee & 0-000 A-198 Colgate & Company........... C-4 Commercial Paste Company. .A-197 Encyclopedia Brittanica...../ A-183 Fairbanks, Morse & Co....../ A-185 Ford Motor Co............-A-181 Ginn & Company............. C-2 Gregg Publishing Co........ A-180 Hahn Teachers’ Agency > year eee ee Hancock Life Insurance Co., Peis 0nsiacccsscgasdaegy ween Heywood-Wakefield Co......A-184 Hotel Hamilton ........... .A-188 Houghton Mifflin Company. .A-190 International Textbook Co...A-182 Joint Coffee Trade Publicity NG oi ics s KdV cece ccd A-189 Judd & Detweiler, Inc. .:...A-193 Kewaunee Mfg. Co........... C-3 Keystone View Co., Inc.....A-188 La Prensa Pub. Co........./ A-188 Library Bureau Mention Tue JourNaL when writing our advertisers. Lighting Educational Com- CNG inccniiinnmiineniinss