DEC « DECEMBER, 1924 The JOURNAL of NATIONAL EDUCATION ASSOCIATION How Shall Opportunity be Equalized ? Education in England ‘The Challenge of Child Labor ‘The Development of Youth Housing the Rural School A Reply to “The Case Against Silent Re ading” Physical Education as Teacher ‘Training A New Title: An Old Task ‘Teachers and Retirement Laws Jeremiah Junior’s I. Q. The Film as a Medium of Instruction Evening School Activities in Gary, Indiana Editorial Program for Profenional Study Among Committees and Departments Department of Business Education Department of Kindergarten Education Cleveland Library Service—What the Figures Say The Education Bill The Situation Summarized Notes on Curriculum Revision A Pioneer Friend of Children Books to Grow On ‘ National Council of Education Problems for Teachers’ Meetings Friends of Children In Foreign Journals Guide to Books Notes and Announcements Index to Volume XIII Directory of Advertisers Published monthly, except July and August, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. Entered as second class matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. I Re A) FRYE- > .| ATWOOD Countries and Capitals may be names memorized—and forgotten. Or they and all geography may, like vivid experiences, be stamped upon the mind. The Frye-Atwood New Geographies emphasize man’s part in the making of geography. Hundreds of carefully-selected pictures tell the story. This building up of vivid, visual imagery accounts partly for the wide success of THE NEW GEOGRAPHIES poston GINN AND COMPANY new vorx CHICAGO ATLANTA DALLAS COLUMBUS SAN FRANCISCO ‘a THE WINSTON READERS THE WINSTON READERS, for Grades One to Five, inclusive, follow the plan of instruction ap- proved by all prominent educators. They present the best literature of childhood and more new ma- terial than is found in any other series of readers. The vocabulary meets the requirements of modern teachers. The Pre-Primer, Accessory Material, and Manuals for teachers are further aids in using this series. Try this successful combination A New Book for High Schools Current Problems in Citizenship By William Bennett Munro Harvard University “Admirably lucid, judicial, and temperate in treatment and _ expression, Professor Munro’s new book will be a first-class aid for any one who wants a clearer understand- ing of many of the important questions that are being discussed and are likely to remain unsettled for some time. His aim is to present each problem in its various aspects, to discuss its origin, its significance, its phases, its relation to daily life.’—New York Times. Built to accompany SOCIAL CIVICS by Munro and Ozanne, but may be used with any text in civics THE MACMILLAN COMPANY NEW YORK BOSTON DALLAS CHICAGO SAN FRANCISCO ATLANTA THE COMPANION READERS THE WINSTON COMPANION READERS, Primer to Second Reader, inclusive, are by Firman and Maltby, the authors of THE WINSTON READERS. THE COMPANION READERS duplicate the vocabulary of THE WINSTON READERS, story for story, in a wealth of fresh material. The new stories give the teacher an opportunity to drill and review the pupils on the basal vocabulary with stories that are not familiar to them. THE WINSTON READERS are the most universally used readers. Even a casual exami- nation of them will reveal many of their features. THE WINSTON COMPANION READERS are justly called unusual books and their unique plan has made a tremendous appeal. Use this effective combination—THE WINSTON READERS for basal use— HE COMPANION READERS for vocabulary drill. THE JOHN C. WINSTON COMPANY HOME OFFICE, WINSTON BUILDING, PHILADELPHIA CHICAGO AN FRANCISCO DALLAS TORONTO FOR TEXTBOOKS i Ne December, 1924 How Shall Opportunity Be Equalized? WILLIAM C. BAGLEy S IT JUST to tax a state in propor- tion to its wealth for the education of all of the children in the Nation?” May we consider this question in a simpler form? A hundred years ago, it was being asked in this simpler form, “Js it just to tax a man in proportion to his individual wealth for the education of all the children in the community ?” After a long and bitter discussion, this question was answered in the affirm- ative, and the principle of tax-support for local schools was firmly established. This general conviction was based upon a clear recognition of the following facts— 1. The value of a man’s property and the degree of his own prosperity depend not only upon his own character, intelligence, and efficiency, but upon the character, intelligence, and efficiency of his neighbors. ‘To give to everyone in the neighborhood the advantages of schooling is the best guarantee that the public can provide of a high level of in- telligence, efficiency, and character in the community as a whole. To _ increase the prosperity of the community is to multiply the chances that each individual will be prosperous. 2. Under a democratic system of gov- ernment, all voters have an equal voice in determining public policies. Even from the most selfish point of view, then, each citizen has a stake and an interest in the intelligence of all other citizens. If the general level of intelligence is low, each individual incurs a risk; as the general level of intelligence is raised, this risk is decreased. Once the justice of a local tax for schools had been recognized, a similar question arose regarding a State tax. The question now became this, “Is it just to tax a community in proportion to its wealth for the education of all the children of the State?” Again basing the argument solely upon the interest of the community itself, a clear and unequivocal affirmative answer was forthcoming. The argument is merely an extension of that outlined above— 1. A. rich community commonly draws its wealth from the outlying areas. If these areas are prosperous, the pros- perity of the rich center increases; if Educational Inequalities The five richest States had an average annual income in 1919 of $3356 per child; the five poorest States only $960. The five richest States spent $50.37 in 1920 for the education of each child; the five poorest only $10.76. The average yearly income of the United States is $65,000,000,000; ex- penditures in 1922 for public ele- mentary and secondary education were. $1,580,671,296. A person without education has one chance in 161,290 of achieving distinction; a person with a high- school education has one chance in 1606. Among country children 49 per cent have defective teeth; among city children 33.58 per cent. During 1923 city teachers re- ceived an average salary of $1653, village and town teachers $1141, teachers in one-room rural schools $729. The annual income of each per- son gainfully employed is $1789.16 in the five States ranking highest in school efficiency; $999.07 in the five States ranking lowest. The average savings account of each person gainfully employed is $695.50 in the five States ranking highest in school efficiency; $89.25 in the five States ranking lowest. those areas are backward, the center suffers. Good schools throughout the State mean an enhanced prosperity not only for the areas in which they are located but for the centers to which these areas are tributary. [315] 2. The State is an important unit in democratic government. Its safety and progress depend not only upon the in- telligence of the electorate in the rich centers, but also upon the intelligence of the voters in the outlying districts. It is again to the advantage of each local community that good schools be main- tained in every other local community. 3. A third’ reason for the general State support of local schools lies in the mobility of the population. Many of the children growing up in the poorer areas are likely later to become residents of the rich centers. Again the rich centers have a stake and an interest in the character of the schools throughout the State. The principle of local taxation for all schools within the local community has been clearly established. The principle of State taxation for all the schools within the State has been recognized by practically every State in the Union. With the increasing interdependence of our States—-with the ever-multiplying bonds that make the forty-eight States one Nation—the extension of these prin- ciples is inevitable. 1. Our rich, industrial, thickly pop- ulated States are, in the Nation, pre- cisely analogous to the rich individual in the local community a century ago; they are precisely analogous to the rich com- munities in each State fifty years ago. Their prosperity depends upon the pros- perity of the country as a whole; the prosperity of the country as a whole de- pends upon the level of intelligence in the country as a whole. 2. The Nation is the largest unit in our democratic government. The stability and progress of our National Govern- ment depends not only on the intelli- gence of the people of the rich States; it depends upon the intelligence of all the people of all the States. The rich States suffer if school facilities of the poor States are inadequate. 3. The mobility of our population is not confined within State boundaries. The recent northward migration of negroes has brought to the northern lis nD at Trl Ele Nay Se ERS ee Phe tener grad at Seite ee ee ae nate man aa O NA aaNet! Mie aa EE Ett OA CC DLL AS ALLL LD PLA ALON wh nigns if 316 Tue JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION December, 1924 a ttt ee States some intricate problems that re- veal clearly enough how much concern one section of the country may have in the schools of other sections. ‘There are twenty States today in each of which a clear majority of the present inhabitants were born outside the State. Is it not clear that we are a Nation and not merely a collection of forty-eight States? Is it not clear that the Nation as a Nation has a stake and an interest in the education of every child born in the land? Is it not clearly to the ad- vantage of the rich States to help in proportion to their wealth toward de- veloping in the country as a whole the highest possible level of trained and in- formed intelligence ? This does not mean that the Nation should bear all of the expense of schools. In spite of what the community has done, some part of the burden of education still rests upon the parents. They must maintain and clothe their children, often provide them with books and supplies, Education NGLAND has had another elec- tion—the third in three years. This means a new minister of education (President of the Board of Education). The Unionist Party headed by Stanley Baldwin won the elections on Octo- ber 29. Since this party will form the new cabinet, its educational views are of especial interest. Sometime before the election, it issued an educational platform to meet the educational pro- grams of the opposing parties. This platform, which is published in The Teachers World (London), reads as fol- lows— HE UNIONIST PARTY puts in the forefront of its educational pol- icy the three following principles which it considers to be axiomatic. (1) No child should be debarred from full edu- cational facilities by reason of the pov- erty of his parents. The number of free places in secondary schools should be adequate to meet this principle. State scholarships should be established in suf- ficient numbers, as supplementary to Local Educational Authority Scholar- ships (not to relieve rates) to enable the best pupils to go to the Universities. (2) The material circumstances in the schools must be such as to ensure that the best possible return is obtained for the effort expended. The Unionist and forego whatever pecuniary rewards the labor of these children might earn. In spite of what the States have done for public schools, the chief burden of their support still rests upon the local community. Under no conditions, would the Nation’s burden approximate those borne by the family, the local commu- nity, and the State. As we pass to the larger units, the share becomes relatively less. In the case of the Nation what the Education Bill proposes is a some- what adequate recognition of the stake that the country as a whole has in the intelligence of all of its citizens. It still recognizes education as of primary con- cern (1) to the individual child and his parents, (2) to the local community, and (3) to the State. If the subsidies pro- posed by the Education Bill, sponsored by the National Education Association, were authorized by law to the full amount named, the Nation would bear about six per cent of the total cost of public tax-supported education. in England Party desires a progressive reduction in the size of classes. In primary schools the maximum number of pupils in a class should not exceed 40 in urban and 48 in rural districts. The Unionist Party calls for the modernization and enlargement, where necessary, of exist- ing schools, many of which are ill- equipped and unsuited to modern needs. (3) There must be a highly trained and adequately remunerated body of teachers who can count upon stability in the material conditions of their work. Where a local education authority has accepted the Burnham Committee scale of salaries, and has subsequently departed from it, that authority should be made to adhere to the scale by the Board of Education. It is possible to sketch the outline of a National scheme of education in har- mony with the fundamental principles enunciated above. Secondary schools — Sufficient _ sec- ondary schools, with adequate provision of free places, should be provided. At the age of 11, the best pupils from the primary schools should proceed to the secondary schools, there to remain as free-place holders up to the age of 16. The best of these, again, should remain up to 18, and State scholarships should be provided to enable the most promis- ing of these to proceed to the universities. Central schools—The Unionist Party will extend the provision of these schools with the object of accommodating al] those primary school pupils between the ages of 11 and 15 (16 where Possible) who are not accommodated in the sec. ondary schools. Transfer from central to secondary school should be made easily possible. Technical schools—At the age of 15 or 16, the best pupils from the central schools should be enabled to proceed to technical schools providing advanced technical instruction and training. Adult education—No scheme of school and university education, however highly developed, can do more than prepare the mind for the pursuit of knowledge. If must, therefore, be completed by a sys- tem of adult education. The object of such a system must be, not to give cheap instruction to those who have been denied the advantages of higher educa- tion, but to enable all classes to use and enjoy the faculties developed by school or university training. We attach the utmost importance to the development of facilities for adult education by close cooperation, with the assistance of the State, between local educational author- ities, universities, and voluntary effort. Training of teachers—(a) The Un- ionist Party would discourage the further appointment of teachers without adequate qualifications. (b) Definite and adequate qualifications should be recognized and required for each cat- egory of employment. (c) The prema- ture selection of young people to become teachers whether by scholarships or otherwise should be discouraged. (d) The standard of qualification for entry into training colleges should be grad- ually raised. If reasonable academic qualifications could be counted upon, more time could be devoted to training in the technique of teaching. The most important part of the training course should be actual teaching under super- vision in school. Religious instruction—No educational system can be satisfactory which does not include the provision of adequate religious instruction for all children in the schools. The Unionist Party is confident that the system of education outlined above will receive National support. In these difficult days, we cannot afford to waste the intellectual power of the country’s future citizens, and the Unionist Party is convinced that by this program the most valuable of the State’s resources may be developed. a 124 Tty ols all the le) eC Tal ade ral to ced ool hly the It VS- sap en Ca- ind the “nt the ste ys he Vol. 13, No. 10 THE JOURNAL OF THE NATIONAL EpUCATION AssocIATION 317 ‘ The Challenge of Child Labor HE DEVOTED TEACHER along with the faithful parent is the guardian of childhood. He knows that society can climb higher only by conserv- ing the strength and spirit of children. When the child is attacked, the teacher comes to its defense. Every child has a right to a reasonable education, sound health, and a fair start in life. This right is now being chal- lenged by selfish interests who are seek- ing to mislead the public as to the mean- ing of the proposed Child Labor Amend- ment. Mr. James A. Emery, general counsel of the National Association of Manu- facturers, would have the public believe that if the amendment is ratified, Con- gress will abuse its authority by fan- tastical rules, regulating the employment of all children on farms or in their homes. No one who knows the facts would be misled by such piffle. It is as patent as the sudden interest of The Manufacturer's Record in the welfare of the American farmer. Child labor is clearly a National prob- lem. The National Child Labor Com- mittee brings out some appalling facts which ought to convince anyone that there is need for immediate relief: In the United States one child in every twelve—and for some States one child in every four—is gainfully employed. The census of 1920 showed over 1,000,000 children from ten to sixteen years of age . >» working in the United States in factories, mills, canneries, agriculture, mines, and in other industries and occupations. Nearly 400,000 of them were between ten and four- teen years of age. : %, ES =, a ne De ol Re AASEVEN-YEAR-OLD cotton picker. to work from nine to eleven hours a day; ; one does not regulate in any way daily hours of labor of children. No one questions the interest of the National Government in its man power Still less should we question the National stake in the edu- in times of war. Working twelve hours, a six-year-old girl picks 80 pounds daily; eight-year-old children pick from 50 to 75 pounds daily. Thirty-five States allow children to go to work without a common school education. Nineteen States do not make physical fit- ness for work a condition of employment. Eleven States allow children under sixteen Ps : ' < ~ i i : . & . a ys . “a : : ~ % : a 4 ro Ae ~ * Vw URING the fall, more than 1000 Philadelphia children are absent from school, working from six to ten hours daily in New Jersey cranberry bogs. cation and health of children in times of peace. Patriotic, sensible, far-seeing men and women throughout the Nation, including leading business men and man- ufacturers, are supporting the Child Labor Amendment. . More than twenty- National ficially indorsed the proposal. The National Education Association is actively supporting this constructive two organizations have of- measure as it earlier supported Woman Suffrage and Prohibition. On July 3, 1924, its Representative Assembly, meeting unanimously adopted the following resolution: in Washington, Believing in governmental responsibility, Convention ap amendment to the Constitution empowering Congress to make regarding child labor. We now advocate the prompt ratifi- cation by the States of the Child Labor Amendment passed by the present Congress and urge the members of this Association to make every effort to obtain its ratification by the legislatures of their respective States at the earliest possible date. we endorsed in our last laws Beginning with the Beveridge-Parsons Bill, introduced in Congress December, 1906, an increasing number of statesmen i & i : Tue JourNAL of THE NATIONAL EDUCATION ASSOCIATION _— , Lo uh a | ee ee ’ Pos . LA ¥ tie “ : as, FTER the day’s work in the breakers of a Pennsylvania anthracite coal mine. These boys are between thirteen and sixteen years of age. have recognized the necessity of some form of Federal regulation of child labor. They realize that State author- ity alone is inadequate. States desiring to protect their children from child labor cannot do so against the competi- tion of other States with low child labor standards. Many teachers will recall the eloquent addresses made by Senator Beveridge in a Nation-wide tour at this stage of the battle for the rights of child- hood. By 1916, the movement was suf- ficiently strong to pass the Keating- Owen Bill, which prohibited the ship- ment in interstate commerce of the prod- ucts of child labor in violation of the standards set up by the Bill. The measure became effective September 1, 1917, but was declared unconstitutional June 3, 1918. Early in 1919, through an amendment to the Revenue Act, the standards of the first child labor law were again enacted, to be enforced by an excess tax of ten per cent on the net profits from products of establishments employing children contrary to the standards laid down by the Act. This measure, effective April 25, 1919, operated until May 15, 1922, when it was declared unconstitutional. Twice Congress has sought to abolish child slavery by measures which were acknowledged sane, moderate, and con- structive. These having been declared unconstitutional, Congress is now asking for power to deal with the problern di- rectly. Article V of the Constitution provides that Congress propose amend- ments to this Constitution, which shall be valid when ratified by the legislatures of three fourths of the several States. Acting under that authority Congress, has submitted to the States, with no time limit for ratification, the following amendment: Section 1. The Congress shall have the power to limit, regulate, and prohibit the labor of persons under 18 years of age. Section 2. The power of the several States is unimpaired by this article except that the operation of State laws shall be suspended to the extent necessary to give effect to legis- lation enacted by the Congress. December, 1924 The Amendment does not prohibit the labor of children. It does not enact any legislation. It merely gives Congress an additional power. With that power Congress may do much. It may do little. It may do nothing. In the long run it will carry out the wishes of the people expressed through their choice of Representatives and Senators. Thirteen States can block the ratificeg- tion of the Amendment and its enemies are attempting to get a running start. They are working the States-rights argu- ment overtime and are sending broadcast an article by Dr. Pritchett whose state. ments have before been used by the enemies of public education. Many child labor conferences—local, State, and National—and experience with State and National legislation have indicated some of the points that should be covered. Among them are (1) the establishment of age, educational, and physical standards to be attained by the child before he can be employed in spec- ified occupations; (2) the regulation of hours of work during the first few years of employment and the prohibition of employment in occupations involving undue physical or moral hazards. The rules are enforced by work permits, compulsory school attendance, and fac- tory inspection. No one who values childhood can object to such regulations as _ these. They do not attempt to prevent—they would rather encourage—child work under the guidance of home and school, which is a vital part of education. They would seek to stop child slavery and gainful child labor.—J. E. M. COMPARISON OF STATE AND FEDERAL LEGISLATIVE STANDARDS FOR CHILD LABOR IN FACTORIES.” NAN \\ DONG AWW first and second Federal laws™ State laws below standards of first and second Federal laws* pop © SS ™“ SS. # There is no Federal child-labor law at the present time. The two Federal laws enacted on this subje’ withwhich the State laws are here compared, have been declared unconstitutional. Both these laws established, in effect, the following standards for work in factories: minimum ,'4; for children 14 to 16, maximum hours, Sper day, 48 per week, and days per week, and night work prohibited between 7p.m and 6a.m. the any 5 an wer do ong the > of ica- nies art, gu- cast ate- the cal, nce lave yuld the and the pec- 1 of ears of ving The its, fac- can ese. hey ork ool, ‘hey and Vol. 13, No. 10 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION The Development of Youth JosepH G. MAsTeErs Principal, Omaha Central High School, Omaha, Nebraska EHAVIOR is a matter of conscious organization, effort, and planning. Life is the type of response we make to stimuli in and about ourselves. Schools are opportunities for conditioning both the stimuli and the responses. An inner life must have some sort of external ex- pression. Indeed, it can well be said that it is the opportunity for the ex- pression of the finer qualities within the individual that gives the very raison détre of the school. The release of creative energy, the guiding of action, and the giving of direction to the energies of boys and girls in their activities form the highway over which, and up which, these young people are now climbing to a better development than the world has yet attained. Since we must still care for large num- bers in class recitations and since there is always a given amount of work al- ways to be accomplished in the various subjects, the teacher must take the initia- tive in class work. The student thus has little chance to exercise initiative and ingenuity in the regular work of the school. The school must, therefore, provide additional means and opportu- nities wherein the student may release and exercise his creative abilities. Our extra-curricular activities offer the best chance today for the development of the dynamic powers of the individual. ‘““To educate is to educe; to make something out of a man rather than put something into him” (Hadley). If the youths of today are to have a large part in making and moulding their country in a good way, they must be taught to think and act in groups—to work shoulder to shoulder with their fellows. Heretofore the schools have given ideas and knowledge but have given but little help and training in the technique of accomplishment. If they are to be of lasting good, ideas and at- titudes need to be crystallized into habits of action and response. Left free, with no training to work in better groups, the individual often gravitates to the base or “gang” group as the first op- portunity for a foothold. Again, if knowledge is to be valuable, the indi- vidual must be taught how to make it usable. How actually to use our own experiences and the experiences of the trace is the distinct problem for all of , us. If we can give our young people practice in the best use of their knowl- edge and experiences, we shall help them greatly to become effective men and women in the world. It is this practice and the living out of the good life that is the crucial test. The doing of hun- dreds of things in the school through organized activities and under careful guidance not only crystallizes knowledge and ideas into habits and skills but forms the very basis and background of char- acter itself. If life is to be of value, we shall have constantly to meet new situations and solve them in a good way. I cannot be- lieve that our young people are so lack- ing in ideas that they cannot see what to do in many complex situations. It is because they have always stood apart from these situations and have had no part in their solution that these young people face such situations in a _per- fect dilemma. Go into any American high school today, make a survey of the students who have contact with the activ- ities of that school, and you will find scores and scores of them that have no part whatever except in classroom reci- tations. Are they going to develop— vea, are they going to be happy and have a pride in their school and feel at home in such a place? ‘The traditional atti- tude of most of us as teachers has been that we must “hand” good things over to the student. Some of us have been so naive that we have thought miracles were worked when we “lectured” a stu- dent. Before Friday night of the same week, we have generally come to the conclusion that the clay had not greatly changed while in our hands. In our own high school, we had almost boasted at times that we had an extremely large number of activities, and yet during the year, 1923-24, just closing, we found it possible to add twenty entirely new activities. The soul of youth is action. Nearly every boy is a “self-starter.” The muscles of boys and girls tingle for action. Led to act out and practice ideals of fair-dealing, give and take, and respect for their fellows in the presence of each other they will have good at- titudes and purposes wrought deep into the nerve centers of their being. ‘The kingdom of character education is in 319 the hearts, minds, and muscles of chil dren, not in general precepts or abstract principles,” and “to wrestle out and solve an actual situation that arises in play and work among his fellows, and finally make an affirmatien of his own relative choice and value goes to the depths of his being. Such affirmations are the stuff out of which character is forged,” says the lowa Plan. Standards are not final results, but habits. In the old days we tried in the schools to “lay out” moral precepts for the guidance of the young. Now we try to get them to practice and live those qualities which will make for a better moral order. Activities offer a chance to the student to share his life with the lives of others. They offer an opportunity of making the school a real democracy in spirit and attitude. Student participation in the administration of the school is no longer a problem of advisability ; it is now only a problem of administration for the faculty. The pride of ownership is developed and brought about by giving students a large share in the affairs of the school. An attitude of ownership and codperation solves nearly all of the dificult problems that can arise in a school. It is not what the school does for the pupils alone but what the pupils do for the school which determines at- titude and point of view. The test of a great teacher or a great leader is no longer his own deed but the things ac- complished by those working with him. A great teacher is a teacher who trains, teaches, and develops students to the de- gree that they can do great things. Some one has well said that our stu- dents need a great cause to kindle them. It is my observation that we are just beginning in a small way to tap the tremendous sources of power in these, our young people, and to use their energies to the lasting good of both the student and the school. We have given them far too littie to do. In former years we tried to “sit on the lid,” but we sat not leng. We generally moved to a new field about the third year. Now some of us are beginning to abide for at least a little time and all are happier. In the old days repression was the watchword, children must keep in the background, be seen, and not heard. “It was good for their souls,” we said. “It is not in its apprehension, but in its expression that a truth finally becomes assimilated to our body of usable know]- edge.” Today we are thinking of growth, development, practice, expres- sion, use, and training for our young 320 people. We cannot destroy nor sup- press the great primal human emotions, but we can develop the best of the great elemental forces which nature has given us as a starting endowment. The schools have generally asked, “How much do you know?” but the world out- side says, “What can you do?” The world wants to know whether the in- dividual can use his knowledge, skill, and ideas in an effective way. Generally speaking, nature has endowed the most of us fairly well with certain innate abilities and powers but has left to the home, the school, the church, and to society the problem of developing the technique by which these abilities may be exercised. The schools must regard every boy and girl not only as an op- portunity but as a real challenge to its utmost ingenuity. Human nature comes to us in a raw and crude state, but we must remember always that it is potential and dynamic as well. It is so mobile, so easily led, so educible that we should stand in fear almost when we see our responsibility in its development. Among the qualities which we wish to develop in our young people are school spirit, school loyalty, morale, esprit de corps, self-reliance, honesty, fair dealing, courage, unselfishness, industry, clean- heartedness, self-control, comradeship, and dependability. Now individuals are developed by placing upon them the largest amount of responsibility possible. It is the crowning glory of democracy that it is so organized that every citizen can make a contribution to the public welfare, and in turn the democracy places the utmost responsibility upon each and every citizen. If the above mentioned qualities are to make an in- tegral part of every student, it must be by use and habituation—that is, by the actual practice of these qualities in the presence of his fellows. As far as I can discern, participation in activities organized in and through the school offer as yet about the only opportunity for this practice. We gain control only through con- stant trying. For example, the ability to stand on one’s feet, think clearly, and talk logically, smoothly, and convinc- ingly can come only after long and care- ful practice by the student in the presence of his fellows. The school can by direction and help short-circuit the process greatly. It is my observation that only a few seniors in our high school (and the same is true in many other high schools that I know about) can do this thing. Why? The school has given TuHeE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION ———————————— EEE little opportunity and chance for them to learn. Dr. Judd has made clear the isolation existing between practical and theoretical forms of behavior and _ has shown science and industry often far re- moved from each other. In _ looking toward a solution for the problem he says, “We come back to the conclusion that the school must include both theory and practice for the sake of producing that highest type of human experience.” Colvin and Bagley say in “Human Be- havior,” “The connection between sensory excitation and motor response is the condition of all experience; that sensation is incomplete without response ; and that the nervous system tends al- ways to act in this sensori-motor way.” It is clear from the above that there is great need of crystallizing classroom values by giving them permanency in the composition of the student through ex- ercise in activities. The dreamer and visionary, if he is to count, must some day check reverie with reality. Work- ing with his fellows in many types of activities will cause him to make the test, lop off peculiarities and eccentrici- ties, and actually learn good methods and habits of getting things accom- plished. How often we have known the good student as entirely impractical and ineffective just because books were his only contacts in high school or college. In this case, which has failed to a greater degree, the boy or the school ? Life is an endless quest for the great- est possible number of rich experiences. It is the business of the school to make it possible for the student to enter into activities which offer such opportunities. More than this, it is the duty of the school to lead all who can be lead into those activities which will help the stu- dent find himself in and through the development of his own powers. Power flows to him who can. “The world soon relates itself to its dependables.” Learning to do things, carrying forward a project, working with others, etc., soon give a student an attitude of ease and trust in his own abilities. This feeling of at-homeness, poise, and sang-froid comes by cultivation and use. Many a student has through some type of activity in school or college discovered unknown powers and abilities in his own composi- tion which has given him an entirely new outlook upon life. Now that restraints of home and church seem to be breaking down earlier than formerly, the school is the more anxious to develop within boys and girls a greater degree of inner-direction, inner- December, 1924 control, and inner-self-sufficiency that they may better meet the unusual temp- tations and responsibilities thrown upon them. Boys and girls need tasks that will challenge every ounce of their energies and abilities. This past fall the students of the Lincoln, Nebraska High School, under faculty leadership, undertook to build a stadium around their athletic field. They are now well] on their way with the project which has cost $21,000. In November, 1923, the students of the Omaha High Schools presented a monster pageant in which over 900 took an active part. Students and an energetic faculty member con- structed our own broadcasting station (KFCZ) and experimental station (9XAR) by begging and constructing the materials as well as assembling the plant. The National Honor Society demands the qualities of initiative, leadership, character, and service in large measure as well as scholarship for election to membership. It is generally agreed that the first group of qualities herein named is developed largely through participa- tion in activities of the school. In all activities nearly all of the active leader- ship is to be thrown upon the student— and in almost every case the student will rise to meet such responsibilities. We like the plan of regulating the amount and kind of participation by the point system, so that all may have a chance for this broader development. But some will say scholarship must suffer with such a long list of extra-cur- ricular activities in the school. May I try to say without boasting that we have entered upon a very large program of activities here in Central High School and we find that our ‘students still do well in the College Board examinations and in eastern colleges and that we are still able to take first rank in the State- wide scholarship contests of Nebraska. Democracy means a brotherhood, a chance to share and achieve, a chance to grow, develop, and win, in a good way, an opportunity to live richly and well the better values of our civilization. But you and I are holding all of the stakes; we condition the processes of growth pretty largely. Are we conscious of this responsibility? And have we sufficient desire to see that avenues for the development of youth are provided? “Where there is no vision the people perish.” Have we this vision as. teach- ers to lead these young people from nar- row, selfish, proud lives to lives of nobil- ity, kindness, and service? that mp- Pon that heir fall, ska hip, und vell the ls ich nts on- on ion ing the nds Lip, ure to hat 1ed ns ire ell n. he US ve or d? le ‘h- ir- il- Pol. 13, No. 10 THE JOURNAL OF THE NATIONAL EpucATION AssociATION Housing the Rural School’ OQ CONSISTENT program for the improvement of educational opportunities of country boys and girls can omit consideration of the improve- ment of the one-teacher school. Regard- less of our faith in consolidation as a means for general rural school advance- ment, we must recognize that the small school must continue to exist for many years to come. Sparseness of population and topographic and climatic conditions, as they exist in many parts of the coun- try, are as yet insurmountable obstacles in the way of consolidation. Local senti- ment also is a factor which cannot be dealt with too lightly. The simplest method of improvement of the one-room school is to abolish it. When this is impossible, however, we cannot shut our eyes to the problem of ‘ education for the thousands of children whose needs must be met through this often neglected institution. Any plan that includes a policy of letting the small school “rot off’’ is indefensible. Such a policy is a grave blow at country life. Even when consolidation is extended to its present possibilities, thousands of necessary small schools must remain and must be directly dealt with for im- provement. It is obvious that there are several approaches of attack of the problem of Written for THE JouRNAL by Harold A. Allan, formerly Agent for Rural Education for Maine. the betterment of the necessary small school. Better teaching, including better preparation and greater continuity of service, a more effective curriculum, a 321 may basis to make these “human influences” easier to secure and to retain; that approach is through the serve aS a improvement of the school plant. Do we sufficiently recognize the value of a suitable rural school plant and its effect on the other elements that go to HE COMMUNITY Rural School at Burnham, Maine, has an alcove stage, sliding partitions, movable furniture, and electric lights. more active community interest and par- ticipation—all of these and others are factors which require the constant at- those There is, however, another ap- tention of responsible for the school. proach by which an essential factor of a good school may be made permanent and HE CHAPMAN, MAINE, Community Rural School is a one-teacher school, but is fully equipped for school and neighborhood activities. make up a good school? Can we not recall many instances where a well ar- ranged building has been the means of attracting a superior teacher and retain- ing her for continued valuable service? Under proper surroundings curriculum improvement is made easier, teaching is more effective, health conditions are better, the interest of the boys and girls is more readily sustained. School and community activities may be maintained on a scale and with results impossible to secure in a school which is handicapped by a meager plant. Lack of leadership and knowledge is responsible for the inadequacy of many newer rural buildings. . The farmer, making improvements to his own school plant, does not hesitate to incorporate modern ideas of arrangement as he has learned them. State laws and regula- tions governing school building construc- tion have brought about marked im- provements, but leadership and know!- edge must come into play if the school building plans are to include features in advance of those set forth as “minimum requirements.” New are commonly replacements and must be constructed without delay. Plans are adopted and operations started as soon small buildings 322 THE JouRNAL oF THE NATIONAL EDUCATION ASSOCIATION - December, 1924 _————————— CC CC CCC as necessary preliminaries can be disposed of. Rural school leaders must have their ideas “on tap” if a well arranged plant is to result. A building of the ordinary type need not be accepted as a permanent handicap to the school. Many such buildings are possible of remodeling or, by additions, may be made to include all of the desir- able features of a modern rural school. A program should be outlined to pro- vide for the recon- struction or replace- ment of unsuitable but necessary small plants. Such a pro- gram should cover a stated period and should indicate a definite rate of prog- ress. Under favor- able conditions it should result in complete accomplish- .ment and at the same time it should stimulate consolida- tion of unnecessary schools. To carry out such a program requires an arousal of the in- terest of the com- munity. When the work is completed this interest is easily sustained and may be directed into other channels of profit to the school. Country people are not interested in theories of school improvement. Give them a definite piece of work to do; convince them of the value of the work; lead them—and they’ll do it. All the “show me” people do not live in Mis- souri; they are pretty well scattered through our rural sections in all parts of our land. Regardless of the unit of administration, whether it be the district, township, county, or State, the call for the improved school plant must be sup- ported by the people whom it serves. To convince the community the case cannot rest on an argument against the inadequacy of the existing building, equipment, and grounds. We must re- member that many of the elders—yes, and their elders—attended this school and did not question its fitness. It must be clearly demonstrated how much 7. OM Aus ty CLASS better a modern school building can serve. Common _ standards must be described and correlated with the better health, comfort, convenience, and prog- ress of the children. Conveniences of arrangement—even in little things—may appeal to certain individuals. But of all things the. proposal that the new plant be arranged to serve the commu- nity as a center of its social life and activ- 00M. Crass Room- Blackboards ities is likely to receive the most support and to weld the leaders of various in- terests into an active force behind the movement for a better plant. Standards of building construction are too well known to require space for their description. Because the plant is small, however, is no reason for a lack of thought and care as to arrangement. The tiny kitchen of the dining car has been planned as carefully as the battery of kitchens of the mammoth hotel. The selection of the site is usually the first problem, and incidentally, one full of difficulties through differences of opinion, opposition to taking land, relative values, and the like. There may be times and occasions when the loca- tion may be wisely deferred until such time as the project is so completely launched as to make reaction impossible. A tract about two thirds or one half as wide as it is long is most desirable. An acre is the smallest plot that should be considered. It must be of such oj] and location as to provide good drain. age and usable play space. It should be planned for real games and for a school garden that will give to the chil. dren the joy of watching living things grow. The proximity of barns, manufacturing plants, railroad tracks, dangerous high way Crossings or turns, swamps or ledges and over- shadowing forest growth should be avoided. ‘Take ad- vantage of good roads, centrality of location, availability of water supply, and ease of installation of electric lights and telephone service. The _ orientation of the building is not a difficult prob- lem, but often glar- ing errors are made. T he first requisite is that the class- room windows shall be in the west or the east side of the building. While recognizing that the preponderance of opinion favors east lighting, there are many merits to lighting from the west especially in the more northern lati- tudes. Here much advantage is secured by window exposure to that part of the sky that is lightest during the short afternoons of the winter. Incidentally, it may be pointed out that if direct rays of sunlight enter the room, they do so over the shoulders of the pupils rather than directly into their faces as with the east light. A second requisite, in the colder sections at least, is that the en- trance to the building shall be on the warm side of the building, preferably on the south, or if conditions require, on the southwest or southeast corner of the building. A third point to con- sider is that the building presents an attractive appearance from the road, lity and ion and ‘ion is lar- ide, site hall or the ile the ist re yest ati- red the ort lly, rays » $0 ‘her vith the the ably lire, r of son- an pad, Vol. 13, No. 10 All of these requirements may be met by adopting plans of a proper type to the available site. So locate the building on the site as to make available the largest possible space for out-door activities. To place the building too far from the front line imposes an additional burden in the up- keep of the front yard and in clearing snow from the paths. Drives and paths and decorative trees and shrubs should not cut off play space. An attractive building does not in- yolve extravagance. Care in the design, selection of colors, and the like do not increase the expense. Features, such as a porch of ample size, substantial out- side steps, gutters and drains, storm- doors, door and window screens may add to the cost but should be classed as essentials. A vestibule not only saves heat but serves aS a proper anteroom to the visitor and a real convenience at times of community gatherings. The vestibule ‘should not be used as a cloakroom. Separate rooms for this purpose should be provided, these to be entered only from the schoolroom. Hooks in sufh- cient quantity to serve a community gath- ering may be secured by placing them in the wall a foot or more higher than those used by the children. Cloakrooms thus arranged may be warmed and venti- lated and insured of proper supervision by the teacher. Lavatories should be provided in each cloakroom, even if running water is not supplied. Running water or a drilled well is entirely possible in most coun- try schools. Toilets may be connected with the cloakrooms or a portion of the space partitioned off for that purpose. When thus located their supervision is simplified and privacy and cleanliness are assured. Flush water closets are not frequently found in country schools, especially in sections where cold weather adds greatly to their care. Chemical toilets of the tank type are eminently satisfactory when properly installed and cared for with reasonable regularity. They are not “fool proof,” to be sure, but they have solved the problem of the toilet in the country school to the extent that dirt privies of the detached type are outlawed in several States. The so-called “portable type” of chemical closet should be labeled as a nuisance. A basement is not a necessity, but when well finished and well lighted it is a great addition. Here we may find the chemical toilets—not so desirable a loca- tion as that described above, however. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Here is the heating apparatus and fuel storage if basement heat is preferred. A good basement may provide room for one or two work benches, a range, cup- boards, and kitchen conveniences usable alike for simple domestic science work, preparation of the noon lunch, and com- munity suppers. It is preferable, however, to provide for these things by an “extra room” separated from the classroom by wide folding doors or sliding partitions. In some schools a room about equal in size to the classroom is provided. Here are The following are references to a few publications especially valu- able in determining standards of modern rural school building con- struction and arrangement: Challman—Rural School Plant— Bruce Publishing Co. Butterworth—Rural School Survey of New York State—School Buildings and Grounds—Joint Committee on Rural Schools— Ithaca, N. Y. Dresslar—Rural Schoolhouses and Grounds—U. S. Bureau of Edu- cation, Bulletin 1914, No. 12. Mills—American School Building Standards (2nd Ed.)—Franklin Educational Pub. Co., Columbus, Ohio. Ayers, Williams and Wood— Healthful Schools, How to Build, Equip and Maintain Them— Houghton Mifflin Co. Showalter—Handbook for Rural School Officers—Houghton Mif- flin Co. Departments of Education of sev- eral States—various bulletins re- lating to rural school building im- provement. the benches, the library and reading alcove, the large oil range, tables that may be set up for the community sup- per. Here, too, are folding chairs, usable for any school activities, and a few more comfortable chairs for visitors or elderly people. Perhaps, also, a cheery fire-place may be found. In other schools the extra space is provided for by a room with a floor raised above the level of the schoolroom floor, this separated by a sliding parti- tion and usable as a stage when occasion demands. Alcoves of good size may also be used. When so used the various activities are distributed among them, with one fitted out as a kitchenette. The classroom itself should be of standard dimensions even though the number of pupils is less than that requir- ing a room of that size. To build a 323 a smaller classroom saves very little in the cost of the building. The standard room is as easily heated and will, of course, be properly lighted. Only as many seats need be installed as the size of the class requires and these, always, of properly assorted sizes. Movable chair desks have many advantages in a rural school. If impossible to get them, arrange for the type used to be movable. ‘The floor then may be cleared for school or community uses and the extra space thus given, combined with the connected room, alcoves, or stage, will provide conven- iences for class work or community gath- erings that will enliven the school far beyond the possibilities of the one-room plant. Other details of construction require care and planning. The heating and ventilating system must be adequate and properly located in the “cold end” of the building. If a basement heater is used, beware of floor registers. Avoid the one-pipe furnace of the recirculating type. Give careful attention to the in- terior color scheme. Provide book shelves, book closets, and storage closets. Supply the building with translucent or light colored adjustable shades, slate boards placed low enough for the smaller chil- dren, electric lights or good oil lamps, substantial furniture, and complete equipment. Within such a building neighborhood activities will center when properly encouraged. Arrange for an old-fash- ioned housewarming and, when the sea- son is right, for a “bee” at which the grounds may be graded, walks and drives prepared, trees planted and simple play- ground apparatus set. And, finally, on the grounds, let there be a substantial flag staff erected from which Old Glory may daily float and indicate to the passerby that this is a community that sets up true values for the education of its youth. F THIS country is to meet success- fully the problems confronting it to- day, there must be first of all greater recognition of the spiritual side of life; there must be a more widespread ac- knowledgment of the obligation that we owe to use our power and strength for the general welfare and for the redemp- tion of humanity. The Sunday Schools furnish today the great agency by which these spiritual ideals may be made a part of the lives of the younger generation of Americans, and the growth of the schools will mark the spread of these principles. —Calvin Coolidge. 324 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1924 A Reply to ‘The Case Against Silent Reading CLARENCE R. STONE Author of “Silent and Oral Reading,” San Diego, California N THE ARTICLE entitled “The Case Against Silent Reading” pub- lished. in this JoURNAL in the issue of May, 1924, is the following charge against present-day society and our edu- cational system: “Atrophy has set in, the capacity to feel has disappeared, and the taste for good literature and good music, painting, and sculpture—children of the emotions—is dead.” After tracing the social and economic changes that have resulted in the domination of the mate- rial and the practical in our education, the writer arrives at the conclusion that “silent reading” is responsible for the present failure of education to develop appreciation of literature. He says: “I am making the claim on this short premise which might easily be enlarged that “silent reading” as practiced in our literature and reading classes might better be omitted altogether than to monopolize the time as the tendency now indicates.” But the fact is that oral reading has been and now is the dominant method in our literature and reading classes. Any- one who is doubtful about this should visit ten to twenty middle and upper grade reading classes in ten different schools and make a count of the number that use the oral-reading method. It was my privilege recently to examine re- ports of 228 middle grade reading reci- tations observed by 50 different prin- cipals in all sections of the United States... These schools represented the more progressive type of elementary schools. Of the 228 recitations 123 were of the oral-reading type. No doubt in the great majority of our classrooms silent reading has made little or no head- way. If “the taste for good literature is dead” the cause for it must be sought elsewhere than in silent-reading prac- tices. The studies of Professor Hosic are illuminating in this relation. He says?: “Both the stenographic reports themselves and the quantitative results of the analysis of them indicate a tendency ‘Third Yearbook, Department of Elemen- tary School Principals, National Education Association, Oral Reading, Its Functions and Its Supervision by Clarence R. Stone. * Empirical Studies in School Reading by J. F. Hosic, Teachers College, Columbia University, p. 55. in practice to deal with details at the expense of the whole.”” Apparently the reading-course of the American school is still largely a formal course in oral read- ing, the study of vocabulary, and the ac- quiring of miscellaneous knowledge, rather than a course in the interpretation and enjoyment of literature. After elaborate experimentation with two methods—the method of the whole and the method of details, Professor Hosic reaches this conclusion: By way of summary with regard to the experimental teaching it may be said that evidence was obtained sufficient to indicate a strong probability that a piecemeal attack on poetry with formal and ineffective read- ing aloud and much insistance upon the dis- cussion of details of language, without any attempt to bring the pupils’ own experience to bear on the poem as a whole and without any final synthesis, is relatively ineffective as a method of teaching. If this is true, the emphasis was wrongly placed by the editors of the textbooks examined and by the majority of the teachers whose lessons were reported. Better results would be obtained by giving a vivid impression of the whole to minds awakened to the possibilities and ready to interpret in the light of experience. A second reading of the whole is probably better than painstaking examination of details, especially if these are treated as un- related items instead of cumulative sug- gestions. After twelve years of careful study of the reading problem, including daily contact with the classroom in a super- visory capacity, | am convinced that this piecemeal, oral-reading method of con- centration upon details to the neglect of the major values and the larger thoughts and feelings is mainly respon- sible for our failure to develop apprecia- tion of good literature and _ establish permanent reading interests in so far as there has been a failure. The danger is in going to the extreme one way or the other. Let us consider briefly the respective functions of oral- reading and of silent-reading activities in relation to literary-reading interests, habits, and appreciations. There is general agreement that specially artistic units of literature, such as the poem, the oration, and units of poetic prose should be taught by the oral-reading method. ‘The values in- volved are auditory and consequently auditory experience is fundamental to appreciation. The same principle ap- plies in life situations outside of schoo] in relation to poetry or music. $o far there is agreement with the writer of the article. But the danger of the oral. reading method is the tendency to gq piecemeal, highly analytical and detailed treatment of the poem. This must be guarded against by such suggestions as Professor Hosic makes. But our literary appreciation involves the establishment of permanent extensive reading interests as well as the intensive treatment of highly artistic units. There are three ways in which silent-reading methods are being used very effectively in developing a taste for good literature and establishing permanent reading jp. terests and habits. I. The silent-reading method in teach- ing selected units adapted to a rapid ex.- tensive type of treatment—A few years ago I was fortunate enough to observe Miss Lucile Murphy teach Warner's “How I Killed a Bear” to a seventh grade class. The rapid extensive silent- reading method used was especially ef- fective in developing an appreciation of the humor of the unit. I regret that space prevents giving a full account of the procedure used in this silent-reading appreciation lesson but the full account may be found in my method text, “Silent and Oral Reading,” pages 131-134. Il. The library method as a silent- reading method—To take the position that all of our reading lessons should be of the oral-reading type practically pre- cludes an effective use of the library method as a means of developing ap- preciations and interests in extensive reading as contrasted with the intensive study of a few units. In the school in St. Louis where I had the privilege of working for a number of years, each room had a classroom library supplied by the public library. One period a week of the program reading time was given over for the purpose of stimulating and directing the pupil’s extensive read- ing. Undoubtedly this phase of the reading work is principally a silent-read- ing activity. The development of ap- preciations and interests in extensive reading is quite as important as the development of appreciations and inter- ests in intensive reading. III. Class study of a particular book— The serious handicap of the oral-reading method as compared with the silent-read- ing method in relation to extensive lit- erary reading is seen when we consider ied ok— read- e lit- sider Vol. 13, No. 10 the problem of the best method of teach- ing such a unit as “Ivanhoe” or “The Man Without a Country.” Teachers hound by the slow oral-reading method have the pupils plod through such a book week after week considering detail after detail with emphasis upon word and phrase pronunciations and meanings to the neglect of the major values. My own observations have convinced me that appreciation of such units can be more effectively developed by the use of the faster method of silent reading dur- ing study time and class discussion based upon problems that center attention upon meanings of large significance and involve consideration of details, including word pronunciations and meanings as they come up in relation to these more fundamental leading ideas. Oral-read- ing. comes in incidently to prove points, to show fine shades of meaning, and to aid in experiencing exceptional literary passages here and there. But a formal and ineffective reading aloud paragraph by paragraph tends to the use of a piece- meal method of details, consumes an undue amount of time, forces the su- perior pupils to go at the rate of the slow ones, and consequently puts a damper upon their interest and appreciation. Oral-reading methods and silent-read- ing methods both have their legitimate functions in the total reading program. The important thing is to recognize the values and functions of each and not over-emphasize either to the exclusion of the other. Physical Education as Teacher Training Henry S. Curtis State Director of Physical Education Jefferson City, Missouri HYSICAL EDUCATION in teachers’ colleges should be con- sidered from two points of view. Does it give to the student the type of physical activity which he enjoys and which meets his present needs? Is it a type of activity which can be put to use in the schools of the State? Thus far, physical activities at teacher- training institutions have been selected mainly from the first point of view, and do not represent a type of activity which can be used in the schools at large. In most cases the emphasis for the men is placed upon football, baseball, and basket ball. Yet there is little place for these games in the elementary schools. Even in the high schools only a very small per- centage is reached by them. For the young women the emphasis is placed mostly on gymnastics, largely dancing, hockey, tennis, and basket ball. Yet, especially in the rural communities, to which many of these teachers go, dancing is taboo. Practically none of the schools have hockey grounds, and basket ball is an extremely strenuous game which should be limited to the stronger girls in high school and college. It is not at all impossible to select for teacher-training instruction a series of activities which will meet the three fun- damental problems of physical training —that will give a type of activity which t~ the students need for their health and physical development, that can be put into practice in the schools of the State, and that will be carried on after school days are over, so as to keep the teacher in condition. Teachers’ colleges should require every student to play tennis. Tennis is an activity which is increasing in popu- larity everywhere and is often provided for in our new high schools. It carries over into life. It should require each teacher to play volley ball, because volley ball is a game which can be played at every school, which suits all ages from eight to eighty, and can be enjoyed in the backyard after supper, by father and mother, John and Mary. It should re- quire playground baseball for the same reason, and soccer football, at least of the men, and perhaps also of the women. It should have the simpler forms of ath- letics, chiefly dashes, for all. These are excellent exercise, and women are not so much handicapped with the new cloth- ing which modern practice permits as they were a few years ago. Every teacher should learn to swim. Every teachers’ college should issue a walker’s guide with thirty or forty walks outlined and regular leaders selected, some of which should be in charge of physical trainers, others of botanists, or teachers of history, geology, or agriculture. Such THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 325 a guide should be placed in the hands of each student at the time he enters college. They should be encouraged to take all of the Walking is the fundamental form of physical training walks outlined. and represents at least ninety per cent of all of the physical energy we develop. Most of us who are tired at night are tired because we have never learned to walk properly or practiced sufficiently. It should be a matter of course that every teacher during her period of train- ing would learn to play several games appropriate to each grade of the public and practice these games with children. When the weather is pleasant, all exercises should be taken out of doors. Many physical trainers now have all of the work in the gymnasium even though the weather outside is ideal. Yet, exer- cise indoors is always subject to two criticisms. Indoor air and a hard floor, two conditions which yield greater fatigue for the same exercise than exercise out of doors. There is also the further difficulty, that in the schools to which most of these teachers will go there will be no gymnasium, and they also are likely to think that they cannot have physical training without one. The time given to physical education in most teachers’ colleges is inadequate. Physical training is now generally started in the first grade and maintained through the sophomore year in college, but most of those now in teacher-train- ing instruction have not had this pre- liminary work. ‘They are about second and third grade pupils so far as physical education is concerned. ‘Their need is much greater than it would have been if they had had this work in the elementary school and high school. It will be almost impossible for them to organize the physical education of children who have had it regularly for seven or eight years unless they are given thorough courses in the teachers’ colleges. For their own health alone, even if we dis- regard entirely the teaching requirement, the students need three or four hours a week of physical exercise. Probably the majority of those enter- ing normal schools are coming from rural districts. For the most part, they have not been accustomed to going to a dentist regularly. Many of their teeth are in bad condition. They are. mostly young women of limited financial re- sources who think they cannot afford to go to a dentist. The State is interested that they should come through the teach- ers’ college in splendid physical condition. school always 326 Tue JouRNAL OF THE NATIONAL EpucATION ASSOCIATION December, 1924 A New Title: An Old Task Lucy LEsTEerR Dean of Girls, Thomasville High School Thomasville, Georgia N THE LANGUAGE of the psychologist, the modern language par excellence, the suitability of a title can be gauged by the reaction of those directly concerned. The position of faculty adviser in high schools is as new as the title, and very naturally, confusion will arise as to the significance of both. The title carries with it too much the idea of an older person who, from the superior vantage point of age and ex- perience, looks down upon her charges and prescribes their conduct. Footsteps like to wander and, sometimes, to loiter along the way; that is a privilege for which young girls contend and one to which no adviser who remembers her own youth would object. But the title carries with it other and greater re- sponsibilities; personal conduct is not the sole preoccupation of the adviser. The title, Dean of Girls, applied to the high school adviser, would seem to encroach upon the prerogatives of the college dean, but this new dean, who is an adviser, in fact, whether in high school, normal school, or college, has manifold interests. She is concerned not only with the academic standing of her charges, but with their health and character, their vocational choice, whether it be gainful occupation or home-making. To be sure the high school dean and the college dean have problems that are widely divergent, but fundamentally the educational aims are the same; the difference lies more in the maturity of the girls that come within the high school and college group. The title of dean would, therefore, seem more appropriate, in that it carries with it no suggestion of the unpleasant duty in- volved in discipline, and it includes the broader aspects of the adviser’s work from an academic and vocational stand- point. The adviser establishes a contact with every girl in every interest, and this will always be true, even though the ex- tent and variety of such contacts will in- evitably decrease as specialists are added to the faculty. These experts will take over certain functions of the dean, but there will always remain the need for a clearing-house, an official who co- ordinates the activities of the individual girl. As such the dean is entitled to the faculty rank next to that of the princi- pal. The dean’s educational qualifications will determine her standing with the young girls she advises; not only will her qualifications determine her standing, but the degree of her success will be also in direct proportion to the equipment she brings to her work, for girls are keen appraisers. A college degree is essential as a starting point, but within itself the degree does not indicate the possession of other important qualifications. It is highly desirable that the dean have spe- cial training as a preparation for her work, and that emphasis be upon sociol- ogy, that she may have a background upon which to place in true perspective educational aims and the basic sources of happiness; upon psychology that she may understand and interpret the reac- tions of the adolescent and bring this knowledge to bear upon the problems of vocational guidance in the light of social needs. Here one may add that, in addition to this special training superimposed upon a culture as broad as the liberal arts col- lege affords, the adviser needs a degree that life alone confers, after independent research and experimentation—a degree of wisdom that bears a seal of divine stamp, an honorary degree in tact and human sympathy, which alone makes one approachable. ‘To paraphrase Bol- ton Hall, this new dean must be able to say to her self: “IT looked at my sister in the micro- scope of criticism and said, ‘How coarse my sister is!’ I looked at her in the tele- scope of scorn and I said, ‘How small my sister is!’ Then I looked into the mirror of Truth and I said, ‘How like me my sister is!’ ” If the dean has many classes, the de- mand upon her time will be so great that teaching will tend to assume first place. In that event the title is an empty one and merely adds one more sham to the long list of pretenses. She must teach, as has been pointed out, in order to maintain her academic standing with faculty and pupils, but the class- room should not be allowed to crowd out the opportunity for consultation. The dean’s usefulness is to be measured largely by accessibility to students. However brilliant her attainments ang however sincere may be her desire to discharge her duties, it will be impos- sible, if consultation is limited to a recess period or after school. Recess is a time for relaxation needed by teacher and pupil. After-school hours, in the opinion of pupils of high school age, are reserved for purposes of discipline, not for inter. views in connection with health or cop. duct or life work. Ideally, the dean should have an opportunity to meet her charges, in groups, according to age and advancement, and separately to deter- mine the balance that should be main- tained by every pupil in school activities of every nature. In addition, there arise emergencies which should be met by the dean, situations the young girl feels she can not meet and which she brings to the dean. The frequency with which such consultations are sought is an index to the success of the dean and may serve to gauge the wisdom of those who selected her, as well as to justify her in her choice of a vocation. It would appear feasible for the dean to assume certain administrative duties that would most naturally come within her province and that would not conflict with those of the principal. It is for her to see that extra-curricula activities are correlated to regular academic work, and so project the social life of the stu- dents that each will have the kind of contact she needs. Since the aims of education are social, girls must be so directed that they will know how to translate their knowledge into conduct. The special problems that arise in connection with the vocational aspect of the dean’s office presuppose a familiarity with each child’s heredity, environment, and special aptitudes, if there be any. An equally difficult phase of her work is instruction in sex education, given sup- plementary to that in the regular course. Her approach to this topic naturally varies as the case may require, but ordi- narily the dean should confine her ef- forts to developing a normal and whole- some attitude towards life. Until more expert advice is available, the health of girls in high school will also claim much of her time and offers one of the largest fields of usefulness. It is apparent that the dean has many duties and heavy obligations if she is to measure up to the responsibilities of the office. No dean dares hope to fulfill all the requirements, but it is well to bear in mind the ideal of service to those in her charge, so that she may approxi- mate it, as far as it within her lies. Te et irl an les ‘in ict le- ore of ich iny is of fill to xi- Vol. 13, No. 10 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Teachers and Retirement Laws HE FORM of teacher retirement legislation which promises most in benefits to the public also promises most in benefits to the teacher.—The public and the teacher have a common interest ‘n sound teacher retirement legislation. The public is interested because such leg- ‘slation promises greater efficiency in the classroom and prote#ts children from teachers rendered incompetent by ad- vanced age. ‘Lhe teacher is anxious for the elevating effect that a sound retire- ment system has upon the profession in general and for the benefits that such a system guarantees him as an individual. There is no necessary conflict between these two interests. The retirement plan which promises the greatest in- creases in efficiency to the teaching body is the one which in the end will bring the greatest benefits to the individual teacher. It is important that the teacher realize, however, that the public often has little interest in the benefits accruing to the teacher from a retirement system. The public may with justification take the attitude that it owes no one a living except as payment for service rendered, and reject retirement plans advocated principally on the basis of sympathy for teachers as a group. It is a wise policy both to draft retirement legislation in the form that guarantees the greatest returns to the public and to advocate its enactment because of the benefits which will accrue to the children from its en- actment. Whereas the public may be expected to exercise reasonable interest STATE and LOCAL TEACHER RETIREMENT LAWS in the welfare of the teacher as such, that interest is likely to be less consistent and to form a weaker foundation upon 327 the greatest advances in the direction of guaranteeing all teachers the benefits that come from sound retirement legis- lation. The support of sound teacher retire- ment legislation on the part of all teach- INCOME AND OUTGO OF REPRES ENTATIVE STATE TEACHER RETIREMENT | FUNDS—FISCAL YEAR 1923 1 Income Outgo | | | | | | | | Payments | | States Payments into retire- | \ Amount I. | by State mentfund | | paid to Cost of Total ! into retire- | from other | Total | teachers admin- Other! expendi- mentfund | sources | income | in istration expenses tures | (appropria- | (teachers’ pensions | H tions, ete.) | contribu- | tions, ete.) | { 1 2 | 3 5 | 6 7 8 ! | California $317,232.22) $296,564.47, $613,796.69] $371,607.18| $6,737.85)... | 2$378,345.03 Connecticut... .. 173,321.74 432, 147.86 605, 469 .60 54,381.70) 7,427.61 $3,279.52 65,088 . 83 So iinle « ceccustons 306, 105.14 291,017.53 597,122.67] 466,723.46) 14,045.12 480, 768.58 Maryland........... 80,000.00) i 80,000.00 80,000.00) | 80,000.00 Massachusetts... ..... | 363,371.84) 1,124,966.56) 1,488,338.40]) 298,262.43) 10,044.36 73,027.16 381,333.95 Michigan eke hans 210,592.68; 210,592.68] 98,607.21) 17,454.44) 47,732.17) 123,793.82 _— .. = - 203,847.33) 272,278.97) 106,471.83| 5,032.01| 4101,550.70| 308,550.28 Nevada 2, 61).. a on 12, 188.61 8,057 . 67). 8,057 . 67 New Jersey 1,049,000.00) 1,170,371.74| 2,219,371.74] 776,430.45) 30,000.00 | 806,430.45 New York 5... 52,596, 092.82) 1,535, 126.66) 4,131,219.48) 831,760.48) 30,722.37)... | 862,482.85 | North Dakota 21,354.30 98 , 629.88 119, 984.18) 31,852.60) 1,310.60) 5,536.30 38,699.50 Pennsylvania. . 4,144, 265.34) 4,051,219.00| 8,195, 484.34] 337,992.81) 41,000.00! 521,308.67 900,301.48 Vermont. . 20,000.00! 24,941.87 44,941 87 1,148.96 244.91 1,393 .87 } Virginia 10,000.00 121,070.88 131,070.88} 101,858.43 ' 101, 858.43 1 These include reimbursements to cities for pensions paid locally, ete. 2 The total disbursements included this amount and in addition $206,450.00 invested in bonds, etc., making a total of $584,795.03. | | 3 This amount covers refunds, etc. i These total disbursements included $91,927.56 invested in bonds and $9,623.14 for refunds. | 5 Does not include New York City, and figures given are for the fiscal year 1924 instead of 1923. 6 Payments from cities and school districts. These data were obtained frcm secretaries of State-wide teacher retirement systems. ese ’ a ——— a = =a which to build an adequate retirement system, than is a general realization that a retirement system promises increased teaching efficiency. This principle is fundamental to prog- ress in retirement legislation and its ac- ceptance by teachers and their commit- tees in drafting and promoting retirement legislation will in the end bring about Mm he .Ytate tegoher aw CI gtefecwise fescner s "But nStBekescatasnes® ‘=" ers is a professional duty.—It is coming to be accepted that sound teacher retire- ment legislation increases the efficiency of the profession. It is, therefore, the duty of every member of the profession possessed of a proper professional spirit to place no obstacle in the way of such legislation. It may be possible, in ex- ceptional cases, that individual teachers exist for whom the enactment of retire- ment legislaiton means no personal ben- efit. The opposition to the enactment of a measure, or its lukewarm support, on such a basis is unworthy of any mem- ber of a group deserving classification among the professions. Sound teacher retirement legislation can entail no hardship upon any teacher. If after being a member of a retirement system for a number of years he chooses to withdraw from the profession, the deposits made toward building up his annuity fund are returned to him. Join- ing a retirement system, therefore, means no personal sacrifice, even though a teacher may not continue in the profes- sion until the age for normal retirement. On the other hand, the failure of a small group of teachers to support retirement legislation may make such legislation 328 THe JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1924 CH! See eee ge era memento a dificult or impossible of enactment, and result in harm both to teachers and chil- dren. Every teacher should give his support to the enactment of a sound teacher retirement system if for no other reason than his interest in the advance- ment of the profession. Every teacher has a direct personal in- terest in the enactment of sound retire- ment legislation —Teachers, like other people, sometimes refuse to face facts. They refuse to recognize that: (1) Hu- man beings must look forward to old age; (2) Practically all old teachers did not expect to keep on in the profession when they first began teaching; (3) Many teachers who have given their lives to the profession are actually desti- tute at the present time. A recent in- vestigation covering but 12 States re- vealed 1263 teachers dragging out the last years of their lives in painful pov- erty. It is no answer to say: “That will never happen to me.” It has happened already to thousands who have said the same thing. In the absence of a sound teacher retirement system there is a pos- sibility that it will happen to any teacher. No one can predict his future with cer- tainty. In fact, it is more likely to happen to a teacher than to a member of other groups. ‘The man or woman who marries and raises a family has given “hostages to fortune.” At the time when he reaches old age his dependents become capable of supporting him. Other means failing, men or women who raise families may expect their children to care for them in their old age. How true this is, need not be emphasized to the teacher who often is discharging this very duty. When the unmarried teacher reaches old age, however, his dependents have usually ceased to exist. Few of the many teachers whe now have others, partially or wholly, dependent upon them, may look forward to protection in old age as a result of the care which they give these dependents. In short, the unmarried teacher is in a peculiar position. There is a greater possibility of this teacher becoming a public charge than almost any other member of society. Teachers’ salaries should be large enough to permit saving ; but usually they are not. In the few cases where they are, the absolute guar- antee of a retirement law is still neces- sary to insure the teacher against unfore- seen want and the child against a teacher incapacitated through old age. Every teacher, therefore, has an exceptional in- terest in seeing that the extra hazard of dependence in old age, which service in the profession means, should be met by the enactment of a sound teacher retire- ment system. Sound teacher retirement legislation 1s based upon principles, which may be freely accepted by all teachers without loss of self-respect —A sound teacher retirement law is a straight business proposition in which two interested groups, the public and the teachers, share the cost of supporting a proposition that brings benefit to both. sound business The retirement annuity is in no sense a gratuity or a matter of charity as the “pension” systems of the past so often have been. It is as much the teacher’s as is the salary that he receives during his period of actual service. He has fully earned it, and he may accept it without question. A teacher may sup- port sound retirement legislation with- out any feeling that it involves a lower- ing of his own self-respect, or that in which the profession is held. A teacher retirement system exercises an important influence upon advance- ment and promotion within the profes- sion.—One important effect of a sound ‘teacher retirement system is often over- looked by teachers. A properly drafted plan guarantees annuities to all members of the profession of an amount that makes it reasonable to expect retirement upon reaching the normal retirement age. In some retirement systems the mistake has been made of placing so low a maximum retirement annuity that those in the upper levels of the profession re- ceiving the higher salaries refuse to re- tire unless actually forced to do so. As a result, the path of promotion is blocked and too high a percentage of the most de- sirable teaching positions are occupied by superannuated people. Promising peo- ple in the lower ranks are thereby denied the promotion that should be their right. It is important, therefore, that there be a reasonable relationship between the teacher’s salary at the time of retirement and the amount of the annuity. This may be accomplished with justice to all when each teacher is required to con- tribute a percentage of his salary over a long period of years to the building up of an annuity fund. The placing of a maximum amount which a teacher may receive from public funds guarantees that no one share unduly in the income from this source. Exact information is now available to guide those in charge of the drafting of retirement legislation. In drafting such legislation teachers’ committees should avail themselves of expert advice —QOvyt of the experience gained in the adminis. tration of teacher retirement systems during the past generation has come a mass of exact information and a clarifica. tion of the principles that should guide those charged with the drafting of retire. ment legislation. Legislation should not be drafted which does not draw upon this experience and thus avoid the serious mistakes that have been so frequently made in the past. This does not mean teachers’ organizations need accept dog- matically stated principles or plans laid down by experts. The teacher’s decision, based upon an analysis of all the facts in the case, is often worth as much as that of an expert. Teachers should draw their own They should, however, always have the advice of ex- perts in this field, and careful considera- tion should be given to their recom. mendations. . . . The enactment of sound legislation must be based upon a proper education of the public and united effort on the part of the teaching profession.—There are still those among the general public so shortsighted that they are unable to see the benefits that accrue to the children from the enactment of sound teacher re- tirement legislation. In spite of the small cost that an annuity plan adds to public expenditures, and the many say- ings which it brings, they oppose all efforts to enact such legislation. ; In carrying on this important work and in actually obtaining the enactment of legislation, teachers should preserve a united front. The opponents of sound teacher retirement legislation too often have defeated such legislation by array- ing one group in the profession against another, such as elementary teachers against secondary teachers, or beginning teachers against those of experience. Whenever teachers allow this to be done they are the losers. . . . Controversial points should be decided with the greatest possible fairness, and then all should stand together. The readiness with which teachers of any State or community accept and act upon these simple truths will to a large degree determine their success in promoting the enactment of sound teacher retirement legislation—From the report of the Committee of One Hundred on Teacher Retirement Allowances adopted by the Representative Assembly, July, 1924, and included in Research Bulletin, Vol. Il, No: 3, Teachers’ Retirement Allowances. conclusions. 24 uld ut Lis- Ms Ca- ide ot on Dus tly an og- aid aw Id, ion of art are so see ren the to av- all ork ent ea ind ten nst ers ing one ded and The any pon ree the ent the her the and Il, ces. Vol. 13, No. 10 —_ THE JOURNAL OF THE NATIONAL EpucaTION ASsocIATION Jeremiah Juniors I. Q. HE FRONT door siammed heavily. Professor Jeremiah Leonidas Kip winced. The soup he had started mouth- ward billowed dangerously in the spoon. He returned the spoon to the plate and waited for the waves to subside. Hob- nailed boots charged the front stairway, and the breakers surged and heaved again. “He is late to dinner again,” an- nounced Professor Kip. “Yes, Leonidas” (his wife had dropped the Jeremiah somewhere upon the matri- monial highway), “the fourth time this week, and this is Thursday. ‘There has been something strange about his con- duct all this fall. For a high school student, his actions are most peculiar.” “That means that he has been late to dinner every day this week,” interrupted Professor Kip. ‘However, Sybil, we must not let him know what his teachers say of him.” “Indeed not, Leonidas. But his lying —when we had told him specifically that he was not to play football. They tell me that he has been playing every after- noon this fall—that is evidently what has made him late. However, we must not let him know. The psychological eflect would be very bad. We must spur him on instead, and besides they may be mistaken.” “Yes, my dear, they may be quite mis- taken; in fact, I should not be at all surprised, and what is more I’m positive that they must be. I was discussing this method of measuring human in- telligence with Dr. Flegall only today, and he tells me that the mental tests are being attacked in certain quarters as un- scientific, and that—”’ “Jeremiah Leonidas Kip!” bristled his wife. ‘Do you mean to tell me that you told Dr. Flegall that our Jeremiah, your son, has failed his intelligence tests ?”” “Certainly not, my dear Sybil—be calm. Naturally, I regard that fact as a strictly private matter to be discussed only in the privacy of our home. The question came up, most casually, and Dr. Flegall tells me—Sybil, what is that ?” The chandelier above the table trembled, its crystal pendants jingling merrily. Thump, a heavy shoe. Thump, another—its mate, at last. A door slammed. "Written for THe Journat by Miss A. Helen Anderson, Denver, Colorado. “Leonidas, we must do something.” The ceiling crackled—much like a lake of ice on a zero day. “He = gets every day—just listen, he can’t clean up for dinner with- out tearing down the house—more and more unruly, Leonidas, he never gets home—Leonidas, what shall I do? And he’s been playing football against our knowledge, without our consent, every one else has known it.” The stairway withstood a second on- slaught. “Hush, my dear, he’s coming.” noisier “Hello, Dad; ’lo, Maw. Whatch got t’ eat?” “Junior, where did you get that bruise? Your face, my dear, your face!” “Aw—cut it, Maw. Quit calling me Junior. Sounds as though I’m about three years old. Can’t you call me Jerry —the way the fellows do?” “What have you been doing?” “Huh?” “My son, you’ve been told not to say ‘huh’ to your mother. Explain instantly. The left side of your face is unsightly, most unpleasant—.”’ “Gee! What a fuss! That! That’s nuthin’. Fell off the bike—that’s all.” He rubbed the scratched surface affec- tionately, finishing with a meditative stroke across the upper lip. He frowned. “Did’t have time to shave,” he an- nounced loftily. “Hope don’t mind.” His elders exchanged glances again. “So you fell off your bicycle?” Kip, Senior, pondered. “And your English,” interrupted Mrs. Kip. “It is most embarrassing for your father, in his position, to have his son use the language of a street gamin. I’m sure your English teachers would not countenance suéh speech if they could hear you.” “Gosh, no. Miss Rudolph bawled me out three times this morning. No, Maw, it sure ain’t lack of warning that does it. Just a lot more sand to it ’n there is to most words. Any more soup? Vegetable? Thanks—no, pea.soup—not the flavor I’d get up in the night ’n write home about.” Jeremiah Leonidas Kip and Sybil Tannihill Kip laid down their spoens. Leonidas gazed steadfastly at Sybil and Sybil gazed helplessly at Leonidas. No more intellectual combination than Jeremiah Leonidas Kip and Sybil Tanna- you 329 hill had sought connubial sanctuary dur- ing the first decade of the century. Be- tween them, in the year of grace 1923, at their round, golden-oak dining table, his red head a glowing mass beneath the stained glass shade of the chandelier, sat the result of their union. inches in his stocking feet. Five feet nine One hundred and sixty pounds of him in a track suit. The progeny of the house of Kip ladled vigorously, an unexpected tidal from the soup spoon left its sick green blot near the artificial fruit centerpiece. “And a clean tablecloth, too,” sighed Sybil. “And what did you accomplish in the history test you were to have today?” in- quired the Professor. “Oh, we had a true ’n false test; flunked, almost. Not quite, though. Spuds, Maw, please. Thanks. Bread pudding for dessert again. Thought sure we'd have a pie tonight. Haven't had pie for a month.” “There was lemon pie last Sunday. What kind of a test did you say ?” “A true and false test.” “True and false? And what is that?” “An innovation in the educational world, my dear Sybil,” explained the Professor. “And really a very scientific addition to the data on examinations. And how did you come out, son?” “Got seventy,” said Jeremiah, Junior, proudly. “Seventy! Disgraceful. Just what kind of questions were you asked ?” Jeremiah, Junior, sighed. “Well, it’s like this,” he explained patiently. ‘There was a sentence like this: ‘Martin Luther invented the com- pass.’ Now, if it’s true, you mark it true, with a plus sign. ’N if it’s false, you mark it false, with a minus sign. See? There was fifty questions. “And just what did you mark that question ?” inquired his father suspi- ciously. “I marked that one true, I think.”’ “True” came a simultaneous gasp. “Uh huh. Isn’t it true?” “True—that Martin Luther _ in- vented the compass?” The Professor wiped his brow with his napkin. “Well, Dad, don’t take it to heart so. You see, Jim Hicks ’n me decided it was just as easy to flip a coin about the ques- tions. Anyway, we thought we'd try it ’n see what kind of grades we'd get. We flunked last week, and I got seventy this week, and Jim got seventy-three. You see, it worked like a charm. We each had a quarter; and for every ques- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Salary Schedule in Washington, D. C.—Effective July 1, 1924 (This schedule was provided for in an Act passed by Congress at its last session and approved by President Coolidge on June 4, 1924) Classification Period of years | for which annual increase is granted salary Minimum | Annual | increase | Class I.—Kindergarten and Elementary Teachers: RSs ES pig tt «9 4,0:4 0 ia EE ae | rf : | ‘gi Yaa 4 Class I1.—Junior High School Teachers: 5 me School Qualifications— NR Class I1I.—Senior High Group A....... Eo ia de 3 <0 N= Class IV.—School Librarians: ae Group B aE: 38 #8 8 Class V.—Teaching Principals, 4-7 Rooms.... $|\s Class VI.—Teaching Principals, 8-15 Rooms... pip] pe Class VII.—Administrative Principals with 16 Rooms or more and Principals of Vocational and Ameri- canization Schools... 2,900 Class VIII.—Principals of Junior High Schools 3,500 Class IX.—Principals of Senior High School and Normal Schools q be 4,000 Class X.—Directors of Special Subjects and Depart- ments of High Schools. 3,200 Class XI.—Heads of Departments and Ass’t Principals 3,200 Class XII.—Supervising Principals..... 4,000 Board of Examiners, White Schools: Chief Examiner 3 Assistant Superintendents. . First Ass’t Superintendents... Superintendent of Schools. ’ * ’ ? may be credi In Veli teachers serve on tenure after one year of satisfactory probationary service. Teachers ted with outside experience and placed on the fifth year of the elementary school schedule and on the sixth year of the high school and normal school schedule. Teachers on tenure automatically advance one hundred dollars per year until the maximum salary for Group A is reached. Group B salary schedule is provided for those teachers whose superior teaching, advanced study, and higher professional equipment justify for them higher compensation than the teachers in Group A receive. Promotions from the Group A schedule to the Group B schedule will be made on the basis of such evidence as the Board of Education may determine. tion, we shook up the coin in our fists under the desk. If it came heads, we marked the question true, ’n if it came tails, we marked it false. Now, when I got to the Martin Luther question, the quarter turned up heads—so what was a fellow to do?” “Sybil, no dessert this evening. No, don’t insist. I really do not feel equal to it.” “Got an important engagement this evening, Dad. Very important. Jim Hicks ’n me—.” Jeremiah, Junior, had vanished through the dining-room door. A raucous whistle pierced the evening air. The front door slammed. “Stop him, Jeremiah, he must stay home this evening. His lessons!” “He is gone, my dear. I feel that I can endure no more tonight.” “My dear, endure it or not, but some- thing must be done.” “Yes, Sybil, to be sure. Now, just what was it that his teacher said?” “Normal, Leonidas; she said he was just ‘normal.’ ” “Normal. I really do not understand. Now, on my side the family, the Kips have been in educational work for generations ; and my mother’s family, the Tillinghasts, were clergymen of first-rate parishes. Thomas Tillinghast, in fact, was a bishop—Church of England, too. And Oliver Kip, you remember his rec- ord, my dear? His contributions to ethnological study have never been ex- celled.” Sybil flushed. “Well, Leonidas, as for that, my own family certainly will not explain your My mother’s people, the Henry Ruggs—” “Very fine family, to be sure, my dear Sybil. Very fine, of course. But you will admit that it is most strange. The boy has always been an enigma to me. son. December, 1924 a Now you know we have never been able to account for his red hair.” “You forget, Leonidas. Your great uncle, Tillinghast, the bishop himself, had a red beard.” “To be sure; to be sure. But I cap. not understand why they should find him normal. Now, if they had found him subnormal, well, we might have done something—found it a_ problem jp heredity, adenoids, perhaps, or even tonsils. But normal! It’s unaccount. able, something one simply can’t explain and it leaves one so utterly helpless,” - “And after all our hopes for him,” sniffed Sybil. “I wonderful Leonidas—.”’ “Yes, Sybil.” “What is an I. Q.?” That teacher talked about his 1. Q. And, of course, I wouldn’t inquire for fear of seeming ignorant.” was so for sure of a careere “IT. Q.? Very simple, indeed. A new term in educational science. It stands for intelligence quotient, Sybil. I’m sur- prised you did not know. mon term. A very com- One's intelligence quotient is, in fact, a synonym for one’s inherited educability. You understand ?” “Of course.” “One’s intelligence quotient, in other words, determines the extent of one’s mental possibilities. A very useful dis- covery, and it is so easily determined by these intelligence tests. ‘That is the pur- pose of the test, Sybil, to determine one’s intelligence quotient, one’s I. Q., in other words.” “But, Leonidas.” “Yes, Sybil.” “You know Mrs. Jordan, the woman who helps me with my work every sec- ond Monday.” “Yes, Sybil—.” “Her daughter, Juliana, is a class- mate of Jeremiah, Junior’s, and—” “Go on, Sybil.” “And the teacher told me_ that Juliana’s I. Q. shows her to be an ac celerate.” “Sybil!” “Yes, an accelerate, a supernormal child. Her intelligence tests show her to be above normal. Her I. Q. is above our son’s! Leonidas, imagine!” “You heard aright?” “Yes, Leonidas, and oh, Leonidas, her mother does our wash! Two blocks down the street, under- neath a snowball bush, Jerry Kip and Jim Hicks waited for the gang. ible ‘eat ’ her ne’s dis- by yur- ne’s her nan sec- that ac- mal her ove her der- and Vol. 13, No. 10 —————— THE JOURNAL OF THE NATIONAL EpucaTIon AssociATION 331 The Film as a Medium of Instruction A. G. BALcOoM Assistant Superintendent of Schools Newark, New Jersey HE FILM is the youngest in the family of visual aids and by virtue of the motion involved in its representa- tion gives a stamp of reality to the sub- ject illustrated (where motion prevails) that cannot be given by other means. The film and all that go with it to make it function are expensive in comparison with other illustrative material, so, as a matter of economy, the film should not be used when other forms of representa- tion will be just as effective. Popular notion of the film as a medium of entertainment—In taking an inven- tory of aids to evaluate their worth we realize that up to the present time there are widely dif- visual instruction to ferent opinions as to the value of the film as a medium of instruction. Its great use in entertainment has been so far-reaching that scant consideration has been given its instructional possibilities. Many teachers are skeptical as to the use of the film as an aid to their teach- ing. They think if the film has any teaching value it will make the learn- ing process too easy. Boards of educa- tion are scrutinizing every budget item now to keep down the cost of the schools. Somewhere in the course of SING THE FILM to teach manual training. Bowen, was the first teacher in Newark to operate a portable projector. study there have crept in “fads and which add to the cost of the fancies,” Some promotors and supporters of the film for instructional have made extravagant claims for it—claims that have not been realized or are not likely to be—for instance, the elimina- tion of retardation in the schools, the work of the teacher and pupil made easier, the supplanting of textbooks, more economical method of instruction, etc. Some of the claims made for the film, when conditions are right, may purposes DISCRIMINATING AND appreciative audience watching an educational film in the Miller Street School auditorium, Newark, New Jersey. schools and draw the efforts of teachers and pupils away from important subjects. The instructor, George F. come to pass, in part at least, but sweep- ing indiscriminating claims of this char- acter have «done more harm than good. There are a number of tangible and definite obstacles to be overcome before the film functions largely in the schools as an aid to instruction—the recognition of the public of the instructional value of the film and its place in the schools, the provision in the budget by those in authority for film purchase and rental ; purchase of projectors; training of teachers in the wise use of film and in handling projectors; availability of a sufficient number of pedagogically edited films for purchase and rental; and saner views of the fire hazards involved in running films embodied in a rational law governing the same. What constitutes an _ instructional film?—QOpinions will differ on this point according to individual notions. A textbook that seems to be ideal in the opinion of one teacher will not appeal! to another ; however, there are, it seems to me, certain fundamental principles 332 that should be observed in making an instructional film: The subject should be one which a film will illustrate more effectively than any other form of illus- tration; it should contain animated work if this lends to clearness and compre- hensiveness of subject-matter, a well- selected title, carefully chosen subtitles, good photography, a sequence in devel- opment of subject-matter as applied to subtitles and pictures. How to use an instructional film—A good workman is always master of his tools, so in putting the film to use the teacher needs to know how to make use of the material shown in it and how to clarify and deepen the impressions made by it. The film may show only a part of what the pupils should know of the subject, but by reason of the definite visual images given he is helped thereby to understand other sources of informa- tion bearing on this subject. A digest or synopsis should be avail- able with all instructional film and should set forth the teaching purposes of the film, the titles, suggestions for study, references, and questions whose correct answers constitute the high spots of the picture. Unquestionably various methods will be evolved in using the film for instructional purposes. It is evident that more should be done than simply viewing it projected on the screen or becoming exposed to it, as it were. First of all, pupils should be prepared before the showing by the information contained in the digest which should be in the hands of the teacher three or four days in advance. Commenting on the film while it is being shown is recom- mended, particularly for the ear-minded pupils. A reaction on the film leading to oral and written composition is quite necessary. When the film is used in the classroom there may be some ad- vantages in stopping it at certain places and holding a single picture on the screen for purposes of discussion. Where a number of classes assemble in the audi- torium for the study of a film it is sug- gested that the classes take turns in handling the lesson, one class doing it one week, the next class the second week, and so on. One group of pupils may give the teaching purposes, another group may read the titles orally, another group give the more important facts to be learned and another ask the questions. The training of teachers in the use of visual aids—The most important factor in the teaching process is the teacher, then if visual aids are to function in the classroom and auditorium they must be Tue JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION understood by the teacher. The teacher, who has an appreciation of good photog- raphy as applied to slides and films, and some knowledge of how this is obtained, is very much more likely to become in- terested in using these aids in her teach- ing. The teacher who has been taught to operate a stereopticon and to adjust its several parts to the end of maximum screen efficiency, and has been taught to operate a motion picture projector, por- table and standard types, will have an in- terest in this form of instruction that could not be gained in any other way. The teacher who has given serious thought to the relative values of the dif- ferent types of picture illustrations and their effect upon the child mind will be anxious to incorporate these in her methods of instruction. The greatest need in’ making visual aids function in our schools is through the adequate train- ing of teachers in their use. Some possible effects of an extensive use of the film for instructional pur- poses—The use of the film for instruc- tional purposes will not be a panacea for all of our educational shortcomings. If wisely used it will prove to be a helpful factor in stimulating pupils to find out things for themselves and to quicken their powers of observation. Those who have traveled extensively and mingled with the people of many lands have become citizens of the world, as it were. They love not their own country less, but have a respect for the people of other lands and are broad-minded in thought and action. ‘Those who do not keep in touch with the pulse of the world through December, 1924 SS. travel and other means, and are entirely engrossed with the duties of earning a living, are likely to be narrow in their thinking and action and unsympathetic with anything that does not relate to their own narrow groove of life. In this day of devoting our energies to the pursuit of one thing, there is danger of not looking at our problems from an- other’s standpoint. In other words, we do not see ourselves as we are seen. Through the use of the film we bring to our pupils pictures of the scenes of near- by and faraway lands, showing the peo- ple of these countries at work and what they contribute to our needs. The great industrial processes of our own land are observed intimately. A teacher told me that in her follow-up work on the film “Mining of Anthracite Coal” a boy stated that he now knew why we had to pay so much for coal. He explained it by referring to one of the subtitles which read, “The Mining of Coal is a Danger- ous and Hazardous Occupation.” In analyzing the impression made upon the class by the film the teacher said she found that a sympathetic attitude to- ward the miner’s work had been pro- duced. Therefore, may we not expect as a result of harnessing the film to the task of instruction in our schools that it will be a factor in producing citizens of the future broad-minded and sympathetic not only with their neighbors, but with the people of other lands? ‘This, then, will be one step nearer to the realization of the goal for which many are striving, the “brotherhood of man and the father- hood of God.” Evening School Activities in Gary, Indiana’ HE EVENING SCHOOL is a logical step in extending the facil- ities of the Work-Study-Play program. Through evening activities Gary is offer- ing further opportunities of study to all groups of persons from the unlettered immigrant to the college graduate. During the year 1923-1924, a total of 12,800 were enrolled in the evening schools. One sixth of the population of Gary, or as many as are enrolled in the day schools, is attending the evening schools. In addition to this 12,000 enrolment, Written for THe Journar by Mr. Albert Fertsch, director of Guidance and Extension Edu- cation, Gary Public Schools, Gary, Indiana. a far larger number have been spectators and participants in the daily special activities of the physical, social, and audi- torium divisions of the school from 4:15 to 10:00 p.m. Evening centers—A great variety of work is annually offered to those at- tending the evening schools at the four- teen evening centers of the Gary School System. It must be borne in mind that in Gary the extension of school facilities for evening activities is not confined to the use of one center, but to every school center in the system. The field of the evening school activities is so large in any community that there can be no real lat sat ire rs ial Vol. 13, No. 10 Fee competition with other community agen- cies in educational extension. The real competition is between all educational agencies and outside distracting influ- ences. With such a spirit of codperation, the promotional work of any of the agencies naturally aids the work of the program of the entire city of Gary which has, besides, the fourteen evening school centers, five other centers kept busy in educational and social activities. Courses off ered—academic—As previ- ously stated, Gary offers in the extension of its work-study-play program, courses to unlettered immigrants in the elemen- tary subjects of reading, writing, and arithmetic, emphasizing the English lan- guage. In the advanced classes of im- migrant education, the history of the United States, and the development of the National, State, and city govern- ment is emphasized with a view to pre- paring definitely for naturalization ex- aminations. In this program of immi- grant education, the school codperates with the Bureau of Naturalization at Washington, D. C. Between the courses for immigrant education, of which Gary has sixteen classes the present year, and the Uni- versity Extension Courses offered to col- lege graduates and advanced students, of whom Gary has an enrolment of 383 in twenty courses offered, are courses of every type of elementary academic sub- jects as well as high school courses and high school review work in chemistry, physics, mathematics, English, and jun- jor study clubs. Commercial courses—Regular com- mercial courses are offered in the Gary evening schools for those desiring to ex- tend their knowledge in the commercial field. The main courses offered are commercial English and arithmetic, bookkeeping, shorthand and typewriting, special machine operation, filing and ac- counting. Vocational courses—Naturally in an industrial center, there are always a large number of men who are ambitious in the extension of their skills. For all those who desire aid, the various shops of the school are open in the evening. The shops having a good enrolment are the machine shops and foundries, auto mechanics, cabinet-making, and _ the drafting rooms. There are also courses offered in telegraphy, furniture repair, and radio to several groups of men who are inter- ested in these lines of work. Through the codperation of business and indus- trial establishments with the schools, in- THE JOURNAL OF THE NATIONAL EpucatTION AssocIATION 333 struction in other lines of industrial and vocational work is who are interested. available for men While courses are offered to men in whatever special work there is a de- mand, courses are also offered to women. During the year millinery, sewing, cook- ing, home china painting, basketry, and knitting are offered. All of these courses are so popular that as decoration, many as thirteen classes were offered in one course. It became a problem to find instructors to meet the demands. of the classes. Social and club activities—The social activities of the evening school centers are determined by the social needs and demands of the community served. The social activities in connection with the Gary program of work-study-play schools consist of piano recitals, radio concerts, social dances, general exhibits, parties given by evening classes, class exhibits, visitation, banquets for teams, bands, orchestra, or participants in plays presented by evening school classes. The effect of the wide range of the social program of the evening school is that the spirit in the work and the worker makes itself felt by an awakened interest in the community life of the particular center. Each center has a local patron’s committee which acts as the promoter, determines the charges es- sential to meet the expense of the social program of each center, and meets with the principal of the school to determine what may be done for the school with any proceeds which may be gained throughout the year’s program. The club activities aside from ath- letics consist in the Gary evening school program of radio, get-together, junior commercial, millinery and sewing, dra- matic and junior social clubs, as well as boy and girl scouts at several school centers. ‘These clubs usually meet twice a week. Physical training courses—The eve- ning program of physical training is de- voted to every phase of the day school program under the direction of the physical training department of the pub- lic schools. The gymnasiums, swim- ming pools, showers, play rooms, hand- ball courts, tennis courts, and play grounds are open to the public. In summer and early fall, baseball games consisting of the twilight leagues of junior and adult teams occupy all the athletic fields, and scheduled tennis tournaments fill the tennis courts. During the football season, soccer and football practice is carried on at the various fields, while the gymnasiums are used for preliminary basketball practice by teams representing the various de- partments of the city and the industrial and business establishments. audi- torlum programs in connection with the evening schools are given once a week Auditorium activities — The at each of the thirteen school centers. The programs vary greatly from week to week at each center. Besides plays, which are presented by student, adult, or junior dramatic clubs, the audi- torium teacher trains children for solo or chorus other numbers as poems, dialogues, dances, and songs. Moving pictures are run each pro- gram night. The first hour of the evening is usually devoted to the speak- ing part of the program as above de- scribed. work in This is followed by an hour of moving pictures. Usually orchestra or band selections are presented at some of the centers before the program and dur- ing the presentation of the films. Besides the regular program evening at each school center, there are meet- ings of all kinds during the year. Some of the meetings are as follows: Political, mass meeting, parent-teachers, piano re- citals, band concerts, choral concerts, de- bates, general meeting of the com- munity. The auditorium of each center is available for any activity to meet the needs of a community. Band and orchestra—Band and or- chestra activities are a part of the regu- lar evening school program of the Emer- son and Froebel schools. Those who desire group instruction and such indi- vidual help as can be given to individ- uals of groups of twenty in a two-hour period, are welcomed to the classes. Aside from instruction, there are op- portunities offered to advanced groups in band and orchestra to present num- bers at the evening auditorium meetings at various school centers. Physio-therapy class and clinic—The physio-therapy class is carried on under the auspices of the vocational depart- ment of the night school with the school physician as the director of the course. The class was organized to meet three needs: To procure some trained work- ers for our crippled children; to afford some special physical training for crip- pled children; and to instruct parents or friends in the technique of caring for certain cases. Cases are referred by the family physician or surgeon to the clinic where instruction is given to the workers or parents by the teacher according to individual needs. 334 The Journal of the National Education Association Published monthly, except July and August, by the National Education Association of the United States President, Jesse H. Newlon Secretary, J.W. Crabtree The payment of $2.00 active membersnip dues entitles a member to attend al! 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. Children First HEN disaster strikes a ship chil- dren and women are first rescued. Thus, the race seeks to safeguard its future. The care and development of its children is the first and last duty of society. There is no darker blot on American life than its million child wage slaves. Congress has submitted a Con- stitutional amendment to the States ask- ing for power to remove that blot. Civic- minded people everywhere are urging prompt ratification of the amendment by the States. Selfish interests oppose it. Masking under various names, they pour their gold into the campaign against the measure, hoping in turn to squeeze more gold from the young life they exploit. Will the people be misled by their thinly veneered arguments? Much depends on what each teacher does to acquaint the people in his community with the facts. Renewing the Curriculum HE movement for curriculum re- vision is Nation-wide. In almost every school system the subject is under discussion. It is a central theme in teach- ers meetings and in teacher-training in- stitutions. It is attracting the attention of research workers striving to find a THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION scientific basis for educational practices. The specialist in curriculum struction first determines the broad ob- jectives of education, such as worthy home membership, sound health, mastery of the tools of learning, vocational ef- fectiveness, wise citizenship, constructive use of leisure, and ethical character. He then seeks to find the materials which will fit individual pupils and groups of children to meet these objectives. The child is the center of the movement. The aim is to build the school course around child needs. As a result of this wave of curriculum renewing the schools will teach more and do it better. They will teach the child how to learn rather than cram his mind with facts. They will place more emphasis on the positive qual- ities of children. There will be more suggestions, fewer prohibitions—larger use of the child’s natural urges; less resort to artificial incentives. Mass Education NIVERSAL education for citizen- ship in a democracy is the task which America has set for itself. It is not easy to maintain among a vast popu- lation the degree of intelligence neces- sary for wise citizenship and rational liv- ing. The progress that is being made is most heartening. Merely to enumerate some of the figures suggests both the magnitude of the problem and the work that is being done. Between 1870 and 1922 the population of the United States increased 183 per cent, the number of days’ schooling pro- vided in public schools increased 461 per cent. There has been undoubted im- provement in the curriculum, in the spirit of the school, and in the technique of teaching and school management. Within fifteen years the junior high school movement has swept the country. High schools have expanded by leaps and bounds. over two hundred thousand students en- rolled in public high schools; in 1922 there were over two and a quarter mil- lion. There is now growing up a new in- stitution known as the junior college, which gives extended educational oppor- tunity to young people without removing them from their home surroundings, using equipment and buildings that have been provided for high schools. In 1890 there were 156,449 students enrolled in colleges and universities. The estimated figure for 1924 is over seven hundred thousand. There has been con- In 1890 there were slightly’ December, 1924 einen am rapid growth of extension classes, adult classes, private correspondence schools and of attendance at summer schools, _ Numerous other agencies which haye educational significance have likewise developed rapidly. Over nineteen billion newspapers are circulated annually in the United States. More than a dozen magazines claim a circulation in excess of a million copies each. There are more than fifteen thousand motion picture theaters with a weekly attendance oj over fifty million people. It is estimated that five hundred million dollars’ worth of radio equipment will be sold during 1924, and no one knows how many mil- lions listened to the speeches made by candidates during the closing days of the presidential campaign. The day is coming when almost every one will be studying systematically under the leadership of the school, library, or other public agency important problems connected with his life and work. LERICAL WORK is sapping en- ergy which should be used in teach- ing. The necessity for handling great numbers of children unavoidably involves the keeping of certain records. In some schools teachers and administrators are relieved by the employment of clerks. RS. JOHN F. LYONS, of Fort Worth, Texas, who is serving her second two-year term as president of the National Federation of Music Clubs. This Federation, which has over 200,000 members, is one of the enthusiastic sup- porters of the Sterling-Reed Education Bill. can Education Week in November makes it fitting to use as the De- cember topic for professional study The Teacher and the Community, or Mutual Understanding in Service. The activi- ties of the Week may well be followed by the formation of an organization or committee of teachers and administra- tors, giving special attention to school improvement and heartily codperating with those organizations or agencies con- cerned in school improvement. The use of the school plant, as a general center for community meetings, should be en- couraged. Jesse H. Newlon, president of the As- sociation, has announced that his chief objective for the year is the strengthen- ing of the ties between the schools and the public. He strongly advocates the establishment of more vital relation- ships between teachers and the parents. School life, to achieve its purpose, must be real life. The success of a teacher’s work is measured by the ability of the child to make his full contribu- tion to the society in which he lives. The progressive teacher of today realizes that he cannot accomplish this end by con- fining his work to the materials and op- portunities found within the schoolroom. The old formal textbook work is not suf- ficient. He must use every available means, both inside and outside of school, to prepare the child to take his place in the world about him. Community re- sources, extra-curricular activities, and other social agencies must be made to contribute to the children’s education. The effective classroom teacher, then, must have a more intimate knowledge both of the home and of the community conditions and the experiences of the children. The first step toward the real- ization of this ideal is the development of a closer relationship between the home and the school. This is fast being real- ized through the work of parent-teacher associations. One may well question whether any teacher is ever quite efficient except as he has relationships outside of his own pro- fession that put him in touch with other agencies, making for the common good and the activities of other business and professional groups. Capable teachers T= OBSERVANCE of Ameri- make as good members of city clubs, chambers of commerce, social welfare or- Program for Professional Study ganizations, as do those from other social groups, and will not those who par- ticipate in these community activities bring to the child a richer and fuller knowledge of the world about him? In her presidential address at the Washington meeting last July, Miss Suggested Program for December THE TEACHER AND THE COMMUNITY Opening remarks by president (5 minutes). Transaction of business, includ- ing reports of officers and committees (30 minutes). Net results of American Educa- tion Week. From the standpoint of the schools—One or more teach- ers (10 minutes). From the standpoint of the community —A_representa- tive of the civic organiza- tions which participated (10 minutes) Discussion from the floor (10 minutes) Report on activities of local teachers’ organizations along comunity lines (based on this page of THE JOUR- NAL and on local publica- tions) (10 minutes). Report on local membership in the National Education As- sociation (5 minutes). Announcements Adjournment. Olive M. Jones said: “There are signs that teachers are becoming conscious of the basic relationship of their work of education to the type of citizenship, and the future character of government it- self, in America. The growth of teachers’ associations all over the coun- try and the phenomenal increase in the National Education Association member- ship in four years indicate the awakening professional spirit of the teachers and their growing consciousness.” That teachers’ organizations are in- teresting themselves in question of pub- lic concern and are thus bringing about a closer relationship between the schools [335] and the public is demonstrated by the fact that many of them are affiliated with civic and lay organizations, or are active- ly coéperating with them in civic work. These activities include school bond cam- paigns, community chest drives, Ameri- canization work, and coéperation in vari- ous local enterprises. The Portland (Oregon) Grade Teachers’ Association holds joint lunch- eons with the Oregon Civic League to honor prominent visiting educators. The Pueblo (Colorado) Grade Teachers’ Association assisted last year in a Better Homes Campaign. The Cleveland Teachers’ Federation conducted a publicity campaign in the press calling attention to increasing financial demands for extra-curricula activities. This active organization is often called upon by the Educational Committee of the Cleveland Chamber of Commerce for information and assistance in the study of local school problems. The Seattle Grade Teachers’ Club has enlisted the support of the Retail Bu- reau of the Chamber of Commerce in securing advertising for its magazine. The Bellefontaine (Ohio) Teachers’ Association gives an annual dinner to the members of the Board of Education, to which representatives of civic bodies are invited. This organization also works with the Federation of Women’s Clubs for the improvement of playground facilities. The Omaha School Forum planned and directed a series of radio addresses to be sent out over WOAW station. The teachers of Lincoln ( Nebraska) joined with the parent-teacher associa- tion and patriotic organizations of the city in presenting to the public an Ameri- canization pageant. The Summit (New Jersey) Rotary Club was served its weekly luncheon in the domestic science building of the high school by members of the cooking class. The Rotarians were then taken on a tour of inspection of the building. In the following places organizations have given not only the teachers, but the public the privilege of hearing promi- nent speakers and artists by sponsoring a lecture or entertainment course: Port- land, Oregon; Marion, Indiana; Mason City, Lowa; Seattle, Washington; Kal- amazoo, Michigan; and Muncie, In- diana.— A gnes Winn. AMONG COMMITTEES aad DEPARTMENTS THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION — a 1} ne Legislative Commission—The Legis- lative Commission grew out of the work of the Committee on the Emergency in Education during the war. It was first appointed by President Mary C. C. Bradford in March, 1918. The report of the Legislative Com- mission given before the Representative Assembly on June 30, 1924, contains in- formation that every person interested in education in the United States should know. It gives the provision of the Education Bill, tells who is supporting it, why it deserves wide support, what specific problems of the States would be helped by Federal appropriations, and why the bill is opposed. Twenty-two National organizations representing millions of American citi- zens have endorsed the bill. And the list is constantly growing. The Educa- tion Bill deserves wide support for vari- ous reasons. It will aid in coérdinating educational work already carried out by the Federal Government. It will elimi- nate waste and duplication of effort. It will provide for vital educational inves- tigations now unprovided for. It will expand educational information through- out the States and thus promote educa- tional efficiency. The States have educational problems that retard the educational progress of the Nation. They include illiteracy, Americanization, physical dis- ability, poorly trained teachers, and lack of educational opportunity. (a) In 1920 of the five million illiterates, more than three million were native-born Americans. This means that six per cent of the people of the United States cannot read and write. When we con- sider that this percentage is higher than the illiteracy in Germany, France, and England, we have cause for shame. (b) The United States has fourteen million foreign-born citizens. Over eight mil- lion of these are partly illiterate; nearly two million of these confess to being illiterate; and one and one half million do not speak English. (c) It will take years to erase from memory much that was brought to light during the war regarding the health of the Nation. Of nearly six million men under thirty-two years of age, over one million—22 per cent—were rejected as physically unfit. seriously The bill authorizes Federal funds for the use of the States in promoting physi- cal and health education. (d) The un- trained, the inexperienced teacher is a menace in a democracy. Last year more than fifty thousand inexperienced and untrained teachers attempted to instruct over one million children. By annually ap- propriating a maximum of $15,000,000 to aid the States in training their teach- ers, the bill would make it possible to have a competent well-trained teacher in every public school system in the United States, an objective toward which the National Education Associa- tion has been working for years. Glaring educational inequality exists. Millions of American children are now denied educational opportunities. The last census showed that 1,437,000 chil- dren from seven to thirteen years of age were not attending any kind of educa- tional institution. Millions of other children have such meager opportunities that they reach maturity without the fundamentals of reading and writing. By authorizing substantial sums of money to the States, such conditions can in time be done away with. Education is a matter of National con- cern. Our schools are more important than our forests, our roads, our fish and game, or our cattle. All these interests are matters of National concern and worthy of National support. A_pool- ing of their costs on a large scale, as ex- pressed in common service rates, is gen- erally accepted. Equalizing the cost of education follows as surely as the equal- izing of the cost of road building. Although the Education Bill is fav- ored by many thousands, there are those who oppose it. Some say that the Na- tion cannot afford the cost; others say it is not right to tax one State to educate the children of another. Some declare that the bill means Federal control and the stifling of local initiative. Everyone who believes in the bill should study the bill itself and by reading informational literature distributed by the National Education Association should be able to refute all such arguments against the bill. Before we own anything, we first are conscious of a need for it, then we visualize the kind we need, learn more about it, desire to possess it, and decide December, 192 um to buy it. A little time devoted to get. ting acquainted with the provisions of the Education Bill will be time well spent. The Nation is not ready for g Department of Education until its citi. zens know the value of such a Depart- ment to the Nation’s educational jp terests. The present Commission includes the following membership: George D. Strayer, Chairman, Teachers Col- lege, Columbia University, New York City. Mary C. C. Bradford, State Supt. Public In- struction, Denver, Colorado. J. A. C. Chandler, President, College of William and Mary, Williamsburg, Vir- ginia. Randall J. Condon, Superintendent of Schools, Cincinnati, Ohio. William M. Davidson, Superintendent of Schools, Pittsburgh, Pennsylvania. Thomas E. Finegan, 350 Madison Square, Suite 2002, New York City. C. G. Cooper, County Superintendent of Schools, Towson, Maryland. Willard E. Given, Superintendent Publie In- struction, Honolulu, Hawaii. Thomas E. Johnson, State Superintendent Public Instruction, Lansing, Mich. D. B. Waldo, President, Normal School, Kalamazoo, Michigan. Will. C. Wood, State Superintendent Public Instruction, Sacramento, California. Payson Smith, State Commissioner of Edu- cation, Boston, Massachusetts. Anna Riddle, 217 North 13th Street, St. Joseph, Missouri. W.. T. Longshore, Principal, School, Kansas City, Missouri. Greenwood Arthur C. Perry, Jr., District Superintendent, Board of Education, New York City. John A. H. Keith, President, State Normal School, Indiana, Pennsylvania. Fred M. Hunter, Superintendent of Schools, Oakland, California. Olive M. Jones, Principal, Public School 120, New York City. Mary McSkimmon, Principal, Pierce School, Brookline, Massachusetts. Robert H. Wright, President, East Carolina Teachers College, Greenville, North Caro- lina. Velda Bamesberger, Director of Educational Statistics and Supervision, Okmulgee, Ok- lahoma. Caroline S. Pfaff, District Superintendent of Schools, New Orleans, Louisiana. May ‘Trumper, State Superintendent of Schools, Helena, Montana. W. E. Sealock, Dean, School of Education, University of Nebraska, Lincoln, Ne- braska. H. L. Smith, Dean, School of Education, In- diana University, Bloomington, Indiana. Charl O. Williams, Field Secretary, Legisla- tive Division of the National Education Association, assigned as consulting mem- ber, 1201 Sixteenth Street N. W., Wash- ington, D. C. }- [= rf OINT ACTION of business men and public school authorities in solving problems of business educa- tion has been strongly emphasized dur- ing the past few years by the Depart- ment of Business Education. To this end the custom of arranging a luncheon whereby business men and teachers of commercial education may come together for mutual help and exchange of ideas was inaugurated at the Oakland-San Francisco meeting in July, 1923. The president of the Department for that year, Earl W. Barnhart, of the Federal Board for Vocational Education, enlisted the support of the San Francisco Cham- ber of Commerce and the success of the luncheon was due largely to the interest of the local business men. The second luncheon conference was held under the auspices of the Washing- ton Chamber of Commerce at the Men’s City Club, July 1, 1924. Arrangements were in charge of H. E. Warner, prin- cipal, L. G. Hine Junior High School of Washington, D. C., and M. A. Leese, secretary, Washington Chamber of Com- merce. To interest the Washington business men in the meeting the Cham- ber sent out over 1500 letters and every business men’s club in the city was visited by a speaker, who urged the members to attend. More than two _ hundred teachers and business men were present. Isaac Gans, president of the Washing- ton Chamber of Commerce, presided. The speakers were: E. Dana Durand, U. S. Bureau of Foreign and Domestic Commerce, whose subject was Teaching World Economics in High School ; Alvin E. Dodd, manager of Domestic Distri- bution Department, U. S. Department of Commerce, who spoke on Education for Retail Selling, and Brigadier-Gen- eral Anton Stephan, general manager, Dulin & Martin Co., Washington, D. C., who talked on Business Education from a Business Man’s Standpoint. Mr. Durand said in part: Comparatively few of our youth are able to continue their scholastic education beyond the high school. The high-school course, therefore, should be as far as possible com- plete in itself, and should give the boy or girl all that its limited duration will permit in preparation for life. The biggest phe- nomenon in the world is its economic activity, making a living, producing, exchanging, and consuming goods and services. No educa- tion is worthy of the name which neglects this all-important field. Educators generally Department of Business recognize the importance of including in the high school curriculum something regarding such subjects as the basic principles of eco- nomics, the economic history of the United States, its industries and commerce, its eco- nomic life and problems. There is, of course, great room for improvement in instruction in this field. It is my task to emphasize the need for giving our high-school boys and girls a world point of view of economic life. The World War not only aroused our con- L. JONES, President of the De- e partment of Business Education and Head of the West High School of Commerce, Cleveland, Ohio. sciousness of world interdependence, but ac- tualHy greatly increased the number and strength of the bonds which tie the United States to Europe, to Asia, to South America, to Africa, to the islands of the sea. While there is no other important country whose prosperity is so little affected by foreign conditions as the United States, nevertheless our economic and political relations with the rest of the world are highly and increasingly important. Foreign countries increasingly supply us with goods essential to our com- fort, and conversely we must seek abroad for markets for increasing quantities of goods with which to pay for needed imports. The United States has become the chief creditor nation, the greatest source of capital for foreign investments. The business of many million Americans is very directly af- fected by things foreign, and in any case the American, -as a citizen of the world, owes it to his fellow citizens throughout the world to seek some knowledge and understanding of their economic life. Earl W. Barnhart, who originated the luncheon conference in the Department, [337] Education expresses great faith in its future. He writes as follows: I am hopeful that the success of these two first luncheons will result in establishing a tradition and that the Department of Busi- ness Education will at its future meetings - always have a luncheon of this kind. Ar- rangements have been set on foot for hold- ing a similar luncheon during the 1925 meet- ing, and as soon as the place of the meet- ing is made public the president of the De- partment of Business Education will set the machinery in motion and I am sure we shall have an even more successful one. The program for the two regular ses- sions was in charge of Frederick G. Nichols, of the Graduate School of Edu- cation, Harvard University, the presi- dent of the Department. On Tuesday afternoon, July 1, the talks and discus- sions pertained to the various phases of junior high training. Some of the problems discussed were school business the scope of junior high school commer- cial education, content and primary aims of an elementary business training course as a forerunner of bookkeeping, business arithmetic from a vocational point of view, the vocational need for business writing in the junior high school and how to meet it, and special problems of the junior high school typewriting teacher and how to solve them. The speakers included: Allan Davis, prin- cipal, Business High School, Washing- ton, D. C.; Clyde B. Edgeworth, super- visor of Commercial Education, Balti- more, Md.; Elizabeth Smith, Junior High School, Trenton, N. J.; C. E. Bowman, head of Commercial Depart- ment, Girard College, Philadelphia, Pa., and instructor in Teaching Methods, School of Education, Temple University, Philadelphia, Pa.; Elmer G. Miller, director of Business. Education and supervisor of Writing, Pittsburgh, Pa., and Laura Hedges, Washington Junior High School, Rochester, N. Y. Senior high school business training was discussed on Thursday afternoon by Calvin O. Althouse, director, School of Commerce, Central. High School, Phila- delphia, Pa.; Mrs. Frances M. Butts, Business High School, Washington, D. C.; Mrs. Helen L. Campbell, Elizabeth- town College, Elizabethtown, Pa.; Lewis A. Newton, Office Practice De- partment, East Boston High School, Boston, Mass.; S$. Augusta Taintor, Theodore Roosevelt High School, New 338 Tue JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION December, 1924 ———————— EO EO York City, and L. L. Jones, West High School of Commerce, Cleveland, Ohio. The presiding officer was John Aubel Kratz, chief of the Rehabilitation Divi- sion, Federal Board for Vocational Education, Washington, D. C. Mrs. Frances M. Butts, in her discussion of classroom helps in training a typist, stated that she did not have in mind de- vices merely, but all other classroom fac- tors affecting the progress of learning. An analysis of the subject must of ne- cessity include the relation of aims and ideals in typewriting to the underlying aim in commerce; honest and efficient ex- change, which is a direct outgrowth of the great American ideals of self-re- liance; respect for public opinion; equality. of opportunity and education, and will to activity. It must also take into consideration the teacher, the pupil, the classroom, the textbook, methods and devices, the initial habit formation period, rythm drills, paper control, the habit ac- celeration period, motivation, and the period of artistic production and crea- tive typewriting. S. Augusta Taintor, Theodore Roose- velt High School, New York City, spoke on Business English as a Part of Steno- graphic Training. In dealing with the much discussed and apparently unsettled question of what kind of English will best prepare stenographers to do their work to the better satisfaction of their employers, she said: * ae ta Claus x & a ae” &.,9 e I believe that we all subscribe to the fol- lowing creed of what a stenographer should be able to do. We believe that she should be able to spell; to punctuate; to recognize and to write good sentences; to know some- thing of paragraph structure; to compose letters herself that are not only clear, concise, and correct, but also attractive and pleas- ing in style. The method of obtaining this result is what is of interest to the modern- ist. Casting aside theories that seem to him to have failed because they apparently have not produced the results desired, he loudly affirms his belief in what he is pleased to call Business English, as the only means by which the stenographer can attain to her earthly paradise. We have been mistaken in the belief that business demands little, and we have also been mistaken in the assumption that it is possible to gain that little by constant drill on what seemed to be the essentials without also giving something which would lead one to think, to grow, and to live. Business demands much, and because it does, it be- hooves teachers to make equally great de- mands upon students, so they will talk well, write well, and think well. Teaching bookkeeping so as to realize its most important education and voca- tional values was the subject chosen by Lloyd L. Jones, West Commerce High School, Cleveland, Ohio. He expressed the opinion that because it seldom hap- pens that two high schools in the same county, or even in the same city, agree as to courses in bookkeeping, when to be- gin, when to stop, or what sort of teachers should handle the subject, there should be committees appointed to in- * te? i. } . i a 7 PEN . » AJ ’ ewAG ' ‘3 vestigate these and other subjects. He gave a brief summary of the work of the Cleveland committee on bookkeeping of which William L. Conner, director of Reference and Research of the Cleve. land schools, is chairman. The teacher of bookkeeping alone cannot determine the objectives of courses in book. keeping in secondary schools and the right textbooks for realizing these objectives. He ought to be organized with other bookkeep- ing teachers and in close touch with the local Educaticnal Research Department. At the business session the following officers were elected for 1924-25: Presi. dent, Lloyd L. Jones, West Commerce High School, Cleveland, Ohio; Vice. President, Irving R. Garbutt, director of Commercial Education and Penmanship, Woodward High School, Cincinnati, Ohio; and Secretary, J. O. Malott. Commercial Department, High School, St. Louis, Mo. The history of this Department covers a period of more than thirty years. It was created in response to a petition from the Business Educators’ Associa- tion, requesting admission as a depart- ment of the National Education Associa- tion at the meeting at Saratoga Springs, N. Y., July 2, 1892. The Business Educators’ Association was organized in New York City in 1878 and its constitu- tion revised for acceptance by the De- partment in 1894. Yeatman Agnes Winn. a A EL uw 4 ae rating at a Rural 1 in the Black Belt of Alabama ot k- ht Te p- he i — as Department of Kindergarten Education MONG the organizations that held sessions at the time of the famous Madison meeting of the Associa- tion in 1884 was the Froebel Institute of North America. Out of this grew the Department of Kindergarten Edu- cation of the National Education As- sociation which held its first sessions at Saratoga Springs in 1885. ‘Thus the meeting of the Department in Washing- ton marked the fortieth anniversary of its organization. The sessions were held in the Rose Room of the Washington Hotel with Marion Barbour, of Cali- fornia, the president, in the chair. The Kindergarten Association of the Dis- trict of Columbia furnished flowers, which gave another touch of beauty to an already attractive room. ‘The key- note of the meetings was the scientific approach in the education of young chil- dren, and this thought dominated all the papers and discussions. At the first session, July 1, there were more than 350 present. Mary Cover Jones who has been closely associated with John B. Watson, editor of the Journal of Experimental Psychology, New York City, in his experimental studies in child behavior, described a number of interesting experiments with children which illustrated the process by which the simple emotions of infants become the enormously complex emo- tions of adult life. She also told of Dr. Watson’s plans for an infant founda- tion, where psychologists, with a quali- fied staff, can bring up children under controlled conditions. This work should “be started with a group of not more than 20 or 25 children as a larger num- ber could not be wisely handled by one group of scientific warkers. Gail Harrison, lecturer in early edu- cation, Teachers College, Columbia Uni- versity, made a forceful plea for a more scientific environment in the education of young children, and a series of slides showed the practical application of the methods suggested. The report on A Typical Kindergarten Day, by Mary Dabney Davis, outlined the plan of the committee appointed to prepare and pub- lish a circular on this subject, and showed the progress which had been made dur- ing the past year. The committee con- sists of the following members: Mary Dabney Davis, of Darien, Conn., chair- man; M. Madilene Ververka, of Los Angeles, Calif.; Olga Adams, of Chi- cago, Ill.; Allene Seaton, of Louisville, Ky.; and Mrs. Ernest D. Horn, of Iowa City, lowa. Since the Washington meet- ing the committee has been at work on the collection and classification of ma- terial pertaining to kindergartners in all parts of the country. The name of the circular has not been definitely agreed upon. The title, Current Practice in Kindergarten Work, has been suggested. DNA DEAN BAKER, President of the Department of Kindergarten Education and President of the National Kindergarten and Elementary College, Chicago, Illinois. On Wednesday afternoon, at the Hotel Raleigh, a delightful luncheon was enjoyed by the kindergartners and their friends. Dr. John J. Tigert, U. S. Commissioner of Education, gave a most interesting address and Robert L. Haycock, assistant superintendent of schools of the District of Columbia, who represented the superintendent, spoke of the early history of the kindergarten in Washington, and of the progress which had been made during the twenty-five years in which kindergartens have been a part of the school system. Miss Bar- bour spoke a few words of greeting to the guests, and at the conclusion of the luncheon, all joined in giving a cordial welcome to May Murray and Mabel Osgood, officers of the International Kindergarten Union, which has estab- lished headquarters in Washington, D.C. [339] At the second regular session, July 3, Maude Reed, Kindergarten-First Grade Department, Teachers College, Columbia University, spoke on the need of .assisting administrators who gener- ally do not know how to evaluate kin- dergarten instruction nor how to deter- mine the unit costs of this instruction on the basis of an acceptable day’s work. She discussed the need for standards and instruments for measuring progress. The eagerness with which kindergartners are utilizing material that is now being worked out is somewhat indicative of the help for which they are eagerly waiting. Students in training must also be helped to get a scientific attitude in the methods of work they are accepting. The indoctrination of a method, a point of view or a philosophy of education is the surest way to kill prog- ress. To give students the best methods of work that we know, with a questioning at- titude and a desire to experiment and meas- ure results, will, I believe, produce the type of kindergartner that will carry on in the future the fine work that has been done and is being done at present. The nominating committee of which Mary Waite, of Washington, D. C.., was chairman, made the following rec- ommendations for officers for 1924-25: President, Edna Dean Baker, President, National Kindergarten and Elementary College, Chicago, Ill.; Vice-President, Margaret Holmes, Assistant Director of Kindergartens, New York City; and Secretary, Fannie A. Smith, Principal, Fannie A. Smith Training School, Bridgeport, Conn. The report unanimously accepted. The report of the committee on reso- lutions expressed appreciation for the excellent arrangements that had been made for the success of the Kindergarten sessions by the Washington kindergart- ners under the leadership of Catharine Watkins, secretary of the Department. The illuminating exhibit of the U. S. Bureau of Education was also highly commended. Among the were the following: was resolutions That as a body we go on record as ap- proving the strengthening of this Depart- ment through publicity and whatever medns will be effective in bringing kindergartners in larger numbers to the National Education Association convention. We also recommend that kindergartners throughout the country make greater effort to acquaint the general public with the value of the kindergarten as the foundation of public education, and the necessity for this training for every child in America.—Agnes Winn. Tue JOURNAL OF THE NATIONAL EpucaTION AssociATION WHAT THE FIGURES SAY BRIEF SUMMARY OF THE WORK OF THE CLEVELAND PUBLIC LIBRARY FOR THE YEAR WHICH ENDED MARCH 31, 1924 USE OF BOOKS CIRCULATION Books loaned for home use Increase over any previous year Books loaned to adult readers 2,508,555 Books loaned to juvenile readers 2,698,070 Per cent of fiction loaned to adults 28.98% Per cent of fiction loaned to children 20.18% OTHER LOANS Class room and period loans in school branches ¥ ‘ 124,646 Pictures loaned . ‘ ‘ . Seas Miscellaneous loans: clippings, lantern slides, maps, bulletins, plates, sheet music, embossed alphabets for the blind . a - 8,360 BORROWERS Registered card-holders in union file 226,120 Additional borrowers served through stations, school libraries and class room libraries, about . ; ; ; ‘ . 66,700 (For economy, the latter are not cleared in union file). VISITORS Readers and reference workers in the libraries 3,456,913 Increase in readers over any previous year 218,471 5,206,625 408,937 Volumes added by gift Net gain in book stock OTHER COLLECTIONS IN LIBRARY 14,974 32,139 (Main Library, only, reported, branches not counted) Pamphlets on hand . Pictures, photographs and prints Maps, charts and diagrams Clippings : ; Periodicals currently received, no. of titles SERVICE DISTRIBUTING AGENCIES Main Library ; . Municipal Reference Libra Library for the Blind General branches School branches Stations : Class room libraries ‘ Total < Sea Days open during year, Main Library Hours open each week for lending For reading ; ; Hours open each week day Hours open each Sunday EMPLOYEES TOTAL NUMBER Many part-time workers employed... This was 15,521 77,481 4,142 72,487 2,276 794 equivalent to 578 full-time employees for library REFERENCE AND INFORMATION SERVICE Statistics impracticable. Questions answered numbered millions and covered the greatest variety of subjects, both practical and scholarly. TOTAL USE OF BOOKS The number of books consulted in the libraries is not recorded; it is estimated to average from three to four volumes per visitor. The very conservative estimate of two volumes per visi- tor brings the total use of books for the year well over 12,000,000. The average of four per visitor would make the total over 19,000,000. The actual figure is probably somewhere be- tween these two. BOOKS Volumes in regular inventoried collection 807,401 In addition there are about 38,541 little child- ren’s books, 25,000 unaccessioned volumes in the John G. White Collection, and 8,000 vol- umes in duplicate and surplus stock. The Li- brary is also custodian of 98,525 volumes be- longing to the Board of Education, Engineering Society, Chamber of Commerce, and Cleveland Writers’ Club. Volumes added during year Volumes discarded, worn out or lost Little children’s books, withdrawn for separate count . ‘ : . 38,541 BOOK REPAIRS Volumes bound or rebound Volumes re-cased Volumes given minor repairs CATALOGS New cards added Cards discarded Cards revised . GROUP ACTIVITIES Use of auditoriums, 5 in system 386 Library Clubs, 70 1226 Other use of club rooms . 4154 Story-telling . : F 2340 Other talks by staffmembers . 3163 FINANCIAL RECEIPTS Taxes, excluding bond fund Fines and lost books December, 1924 83,635 1,146 154,792 272,738 23,447 33,977 Group Meetings Attendance 18,748 14,676 117,269 100,770 189,893 $1,157,675.15 37,006.64 Interest , ; - 34,739.19 Sales, refunds, other sources EXPENDITURES Operation Repairs , . , ‘ 4 Betterments 11,010.97 $886,349.76 99,240.16 168,490.84 TOTAL APPROPRIATIONS FOR GENERAL PURPOSES $1,194,678.13 Disbursements Outstanding bills 1,154,080.76 26,235.99 EXCESS OF APPROPRIATIONS OVER EXPENDITURES AND BILLS OUTSTANDING BOND BUILDING FUND $14,361.38 service and 62 for janitorial and mechanical service. Expended for new Main Building $1,416,282.69 Fuller detail reports covering all parts of the work, includ ing building fund reports, may be seen at the Library Office LEVELAND LIBRARY SERVICE is noted for its spirit and thoroughness. It makes life better morally, keener mentally, sounder physically, richer commercially in a thousand different ways. The people appreciate its work. ‘ They gladly pay twice as much per capita for library activities as the average American city. The staff of the library has learned how to deal with its public. This fascsimile of a four-page report is widely distributed and tells the story of an outstanding service in convincing terms. The Education Bill Sixty-eighth Congress, H. R. 3923 and S. 1337 UPPORTED by more people who have given it careful consideration than any other measure ever before Congress. That is the verdict of ob- servers in Washington who have watched the progress of the Education Bill, known in this Congress as the Sterling- Reed Bill after Senator Thomas Sterling, of South Dakota, who introduced the bill in the Senate, and Representative Daniel A. Reed, of New York State, who is sponsoring the bill in the House. The measure grew out of the investigation made by the National Education Asso- ciation into the educational emergency during the war and the need for recon- struction after the war. The principles embodied in the Bill have been six times indorsed by the Department of Superin- tendence and five times by the National Education Association. Scores of organ- izations—National, State, and local—have given the measure their support after it has been discussed before gatherings of their members and in the columns of their official magazines. The text of the bill is here given that every member of the Association may have an opportunity to read it. Local associations, faculty meetings, and other groups may use it as the basis of dis- cussion. A BILL to create a Department of Education, to authorize appropriations for the conduct of said department, to authorize the appropriation of money to encourage the States in the promotion and support of education, and for other purposes. Be it enacted by the Senate and House of Rep- resentatives of the United States of America in Congress assembled, That there is hereby created an executive department in the Government to be called the Department of Education, with a Secretary of Education, who shall be the head thereof, to be appointed by the President, by and with the advice and consent of the Senate, and who shall receive a salary of $12,000 per an- num, and whose tenure of office shall be the same as that of the heads of other executive de- partments; and section 158 of the Revised Stat- utes is hereby amended to include such depart- ment, and the provisions of title 4 of the Revised Statutes, including all amendments thereto, are hereby made applicable to said department. The Secretary of Education shall cause a seal of office to be made for such department of such device as the President shall approve, and judicial notice shall be taken of said seal. Sec. 2. That there shall be in said department an Assistant Secretary of Education, to be ap- pointed by the President, who shall receive a salary to be determined by Congress. He shall perform such duties as may be prescribed by the Secretary or required by law. There shall also be one chief clerk and a disbursing clerk and such chiefs of bureaus and clerical assistants as may from time to time be authorized by Congress. Sec. 3. That there is hereby transferred to the Department of Education the Bureau of Educa- tion, and such offices, bureaus, divisions, boards, or branches of the Government, connected with or attached to any of the executive departments or organized independently of any department, as — Congress may determine should be administered by the Department of Education, and all such offices, bureaus, divisions, boards, or branches of the Government so transferred by act of Congress The Sterling-Reed Bill Index by Sections Section 1. Creates a Department of Education, with a Secretary in the President’s Cabinet. Section 2. Authorizes an Assistant Secretary of Education. Section 3. Transfers the Bureau of Education to the new depart- ment. Provides for coérdination of existing educational work of the Federal Government as Con- gress may determine. Section 4. Defines powers and duties of Secretary. Section 5. Directs department to conduct research in special fields. Section 6. Authorizes appropria- tions for administration. Section 7. Authorizes appropria- tions for the removal of illiteracy. Section 8. Authorizes appropria- tions for Americanization. Section 9. Authorizes tions to equalize educational op- portunity. Section tions for physical and health edu- cation. appropria- 10. Authorizes appropria- Section 11. Authorizes appropria- tions for training teachers. Section 12. How States may re- ceive Federal aid. Section 13. State and local control guaranteed. Section 14. Relation of Secretary to State authorities. Section 15. Authorizes Secretary of Treasury to make quarterly pay- ments to States. Section 16. Provides for reports from States. Section 17. Creates National Coun- cil on Education. Section 18. Requires Secretary of Education to make annual report to Congress. Section 19. Enacting clause. shall thereafter be administered by the Depart- ment of Education, as hereinafter provided. All officers, clerks, and employees employed in or by any office, bureau, division, board, or branch of the Government, transferred in ac- cordance with the provisions of this Act to the Department of Education, shall each and all be transferred to said Department of Education at [341] their existing grades and salaries, except where otherwise provided in this Act; and the office records and papers on file pertaining exclusively to the business of any such office, bureau, division, beard, or branch of the Government so trans- ferred, together with the furniture and equip- ment thereof, shall be transferred to said depart- ment. Sec. 4. That the Secretary of Education shall have charge, in the buildings or premises occu- pied by or assigned to the Department of Educa- tion, of the library, furniture, fixtures, records and other property used therein or pertaining thereto, and may expend for rental of appropriate quarters for the accommodation of the Depart- ment of Education within the District of Co- lumbia, and for the library, furniture, equipment, and all other incidental expenses, such sums as Congress may provide from time to time. All power and authority conferred by law upon the head of any executive department, or upon any administrative board, over any officer, office, bureau, division, board, or branch of the Gov- ernment, transferred in accordance with the pro- visions of this Act to the Department of Educa- tion, shall, after such transfer, be vested in the Secretary of Education, and all business arising therefrom or pertaining thereto, and all duties performed in connection therewith shall thereafter be administered by the Department of Education All laws prescribing the work and defining the duties and powers of the several offices, bureaus, divisions, boards, or branches of the Government, transferred in accordance with the provisions of this Act to the Department of Education, shall, in so far as the same are not in conflict with the pro- visions of this Act, remain in full force and effect and be administered by the Secretary of Educa- tion, to whom is hereby granted authority to re- organize the work of any and all of the said offices, bureaus, divisions, boards, or branches of the Government so transferred in such way as will in his judgment best accomplish the purposes of this Act. Sec. 5. That the Department of Education shall conduct studies and investigations in the field of education and report thereon. Research shall be undertaken in (a) illiteracy; (b) immi- grant education; (c) public school education, and especially rural education; (d) physical educa- tion, including health education, recreation, and Sanitation; (e) preparation and supply of com- petent teachers for the public schools; (f) higher education; and in such other fields as, in the judgment of the Secretary of Education, may re- quire attention and study. In order to carry out the provisions of this sec- tion the Secretary of Education is authorized, in the same manner as provided for appointments in other departments, to make appointments, or recommendations of appointments, of educational attachés to foreign embassies, and of such in- vestigators and representatives as may be needed, subject to the appropriations that have been made or may hereafter be made to any office, bureau, division, board, or branch of the Government transferred in accordance with the provisions of this Act to the Department of Education; and where appropriations have not been made there- for the appropriation provided in section 6 of this Act shall be made available. Sec. 6. That for the fiscal year ending June 30, 1925, and annually thereafter, the sum of $500,000, or so much thereof as may be necessary, is hereby authorized to be appropriated, out of any money in the Treasury not otherwise appropriated, to the Department of Education, for the purpose of pay- ing salaries and conducting studies and investiga- tions, and paying all incidental and traveling ex- 342 Tue JourNAL of THE NATIONAL EDUCATION ASSOCIATION December, 1924 EOE ee penses and rent where necessary, and for the pur- pose of enabling the Department of Education to carry out the provisions of this Act. And all ap- propriations which have been made and which may hereafter be made to any office, bureau, di- vision, board, or branch of the Government, trans- ferred in accordance with the provisions of this Act to the Department of Education, are hereby continued in full force and effect, and shall be administered by the Secretary of Education in such manner as is prescribed by law. Sec. 7. In order to encourage the States to re- move illiteracy $7,500,000, or so much thereof as may be necessary, is authorized to be appropri- ated annually for the instruction of illiterates four- teen years of age and over. Said sum shall be apportioned to the States which qualify under the provisions of this Act, in the propositions which their respective illiterate populations fourteen years of age and over, not including foreign-born illiter- ates, bear to such total illiterate population of the United States, not including outlying possessions, according to the last preceding census of the United States. All funds apportioned to a State for the removal of illiteracy shall be distributed and administered in accordance with the laws of said State in like manner as the funds provided by State and local authorities for the same purpose, and the State and local educational authorities of said State shall determine the courses of study, plans, and methods for carrying out the purposes of this section within said State in accordance with the laws thereof. Sec. 8. That in order to encourage the States in the Americanization of immigrants $7,500,000, or so much thereof as may be necessary, is author- ized to be appropriated annually to teach immi- grants fourteen years of age and over to speak and read the English language and to understand and appreciate the Government of the United States and the duties of citizenship. The said sum shall be apportioned to the States which qualify under the provisions of this Act in the proportions which their respective foreign-born populations bear to the total foreign-born popula- tion of the United States, not including outlying possessions, according to the last preceding census of the United States. All funds apportioned to a State for the Americanization of immigrants shall be distributed and administered in accordance with the laws of said State in like manner as the funds provided by State and local authorities for the same purpose, and the State and local educational authorities of said State shall determine the courses of study, plans, and methods for carrying out the purposes of this section within said State in accordance with the laws thereof. Sec. 9. That in order to encourage the States to equalize educational opportunities $50,000,000 or so much thereof as may be necessary is author- ized to be appropriated annually to be used in public elementary and secondary schools for the partial payment of teachers’ salaries, for provid- ing better instruction and extended school terms especially in rural schools and schools in sparsely settled localities, for the extension and adaptation of public libraries for educational purposes, and otherwise providing equally good educational op- portunities for the children of the several States. The said sum shall be apportioned to the States which qualify under the provisions of this Act one- half in the proportions which the number of chil- dren between the ages of six and twenty-one of the respective States bears to the total number of such children in the United States, and one- half in the proportions which the number of pub- lic-school teachers employed in teaching positions in the respective States bears to the total number of public-school teachers so employed in the United States, not including outlying possessions, said apportionment to be based upon statistics collected annually by the Department of Educa- tion. All funds apportioned to a State to equalize educational opportunities shall be distributed and administered in accordance with the laws of said State in like manner as the funds provided by State and local authorities for the same purpose, and the State and local educational authorities of said State shall determine the courses of study, plans and methods for carrying out the purposes of this section within said State in accordance with the laws thereof: Provided, however, That the apportionments authorized by this section shall Organizations Supporting Education Bill National Education Association, American Federation of Teachers. American Federation of Labor. National Committee for a Depart- ment of Education. National Council of Women. National Congress of Parents and Teachers. General Federation of Women’s Clubs. National Voters. Supreme Council, Scottish Rite of Freemasonry, Southern Jurisdic- tion, United States. International Council of Religi- ous Education. National Council of Women. National Women’s Temperance Union. American Association of Univer- sity Women. National Federation of Business and Professional Women’s Clubs. General Grand Chapter, Order o the Eastern Star. . National Women’s Trade Union League. National Board of the Young Women’s Christian Associations. National Society, Daughters of the American Revolution. National Federation of Music Clubs. American Library Association. National Vocational Education Association. Woman’s Relief Corps. Federal Council of Churches of Christ in America. National Kindergarten Associa- tion. American Home Economics As- sociation, American Hellenic Educational Progressive Association. League of Women Jewish Christian be made only to such States as by law provide: (a) A legal school term of at least twenty-four weeks in each year for the benefit of all children of school age in such State; (b) A compulsory school attendance law requiring all children be- tween the ages of seven and fourteen years to attend some school for at least twenty-four weels in each year; (c) That the English language shall be the basic language of instruction in the com- mon school branches in all schools, public and pri- vate: Provided, That apportionment may be made under the provisions of this section to a State pre- vented by its constitution from full compliance with the foregoing conditions if said conditions are approximated as nearly as constitutional limita- tions will permit. Sec. 10. That in order to encourage the States in the promotion of physical education, $20,000,- ooo, or so much thereof as may be necessary, is authorized to be appropriated annually for Physical education and instruction in the principles of health and sanitation. Said sum shall be apportioned to the States which qualify under the Provisions of this Act in the proportions which their respective populations bear to the total population of the United States, not including outlying Possessions according to the last preceding census of the United States. All funds apportioned to a State for the promotion of physical education shall be distributed and administered in accordance with the laws of said State in like manner as the funds provided by State and local authorities for the Same purpose, and the State and local educational authorities of said State shall determine the course of study, plans, and methods for carrying out the purposes of this section within said State in ac. cordance with the laws thereof. Sec. 11. That in order to encourage the States in the preparation of teachers for public-school service, $15,000,000, or so much thereof as may be necessary, is authorized to ke appropriated an- nually to provide and extend facilities for the im- provement of teachers in service and for the more adequate preparation of prospective teachers, and to provide an increased number of trained and competent teachers by encouraging through the establishment of scholarships and otherwise a greater number of talented young persons to make adequate preparation for public-school service. The said sum shall be apportioned to the States which qualify under the provisions of this Act in the proportions which the number of public- school teachers employed in teaching positions in the respective States bear to the total number of public-school teachers so employed in the United States, not including outlying possessions, said ap- portionments to be based on statistics collected annually by the Department of Education. All funds apportioned to a State for the preparation of teachers for public-school service shall be dis- tributed and administered in accordance with the laws of said State in like manner as the funds provided by State and local authorities for the Same purpose, and the State and local educational authorities of said State shall determine the courses of study, plans, and methods for carrying out the purposes of this section within said State in ac- cordance with the laws thereof. Sec. 12. That in order to receive apportionment from one or more of the appropriations authorized in sections 7, 8, 9, 10, and 11 of this Act a State shall by legislative enactment accept the pro- visions of this Act and provide for the distribution and administration of such funds as shall be ap- portioned to said State, and shall designate the State’s chief educational authority, whether a State superintendent of public instruction, a commis- sioner of education, a State board of education, or other legally constituted chief educational author- ity, to represent said State in the administration of this Act, and such authority so designated shall be recognized by the Secretary of Education: Provided, That in any State in which the legis- lature does not meet within one year after the passage of this Act, the governor of said State, in so far as he may have authority so to do, may take such action, temporarily, as is herein pro- vided to be taken by legislative enactment in order to secure the benefits of this Act, and such action by the governor shall be recognized by the Sec- retary of. Education for the purposes of this Act until the legislature of said State shall have met in due course and been in session sixty days. In any State accepting the provisions of this Act the State treasurer shall be designated and appointed as custodian of all funds received by said State as apportionments under the provisions of this Act, to receive and provide for the proper custody and disbursement of the same, such dis- bursements to be made in accordance with the legal provisions of said State. Vol. 13, No. 10 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 343 ee a a aaa A State may accept the provisions of any one or more of the respective apportionments au- thorized in sections 7, 8, 9, 10, and 11 of this Act, and may defer the acceptance of any one or more of said apportionments: Provided, however, That no money shall be apportioned to any State from any of the funds authorized to be appropriated by sections 7, 8, 9, 10, and 11 of this Act, unless a sum at least equally as large shall be provided by said State, or by local authorities, or by both, for the same purpose: And provided further, That the sum or sums provided by the State and local au- thorities for the equalization of educational op- portunities, for the promotion of physical educa- tion, and for the preparation of teachers shall not be less for any year than the amount provided for the same purpose for the fiscal year next pre- ceding the acceptance of the provisions of this Act by said State: And provided further, That no money apportioned to a State under any of the provisions of this Act shall be used by any State or local authority, directly or indirectly, for the purchase, rental, erection, preservation, or repair of any building or equipment, or for the purchase or rental of lands, or for the payment of debts or the interest thereon. Sec. 13. That when a State shall have accepted the provisions of this Act and shall have provided for the distribution and administration of such funds as shall be apportioned to said State, and when the State’s chief educational authority desig- nated to represent said State shall so report in writing to the Secretary of Education, and said report shall be approved by the governor of said State, showing that said State has complied with the provisions of this Act with respect to any one or more of the apportionments authorized in sec- tions 7, 8, 9, 10, and 11 of this Act, and when annually thereafter a like report shall be filed with the Secretary of Education, approved by the gov- ernor of said State, the Secretary of Education shall apportion to said State for the ensuing fiscal year such funds as said State may be entitled to receive under the provisions of this Act, and shall certify such apportionment or apportionments to the Secretary of the Treasury: Provided, That all the educational facilities encouraged by the pro- visions of this Act and accepted by a State shall be organized, supervised, and administered ex- clusively by the legally constituted State and local educational authorities of said State, and the Sec- retary of Education shall exercise no authority in relation thereto; and this Act shall not be con- strued to imply Federal control of education within the States, nor to impair the freedom of the States in the conduct and management of their respective school systems. Sec. 14. That the Secretary of Education is authorized to prescribe plans for keeping accounts of the expenditures of such funds as may be ap- portioned to the States under the provisions of this Act and to audit such accounts. If the Sec- retary of Education shall determine that the ap- portionment or apportionments made to a State for the current fiscal year are not being expended in accordance with the provisions of this Act, he shall give notice in writing to the chief educa- tional authority designated to represent said State, and to the governor of said State, in duplicate, stating specifically wherein said State fails to com- ply with the provisions of this Act. If after be- ing so notified a State fails to comply with the provisions of this Act, the Secretary of Education shall report thereon to Congress not later than in his next annual report. If any portion of the money received by the treasurer of a State, under the provisions of this Act, for any of the purposes herein named shall, by action or contingency, be diminished or lost, the same shall be replaced by said State, and until so replaced no subsequent apportionment for such purpose shall be made to said State. If any part of the funds apportioned annually to any State for any of the purposes named in sections 7, 8, 9, 10, and 11 of this Act has not been expended for such purpose, a sum equal to such unexpended part shall be deducted from the next succeeding annual apportionment made to said State for such purpose. Sec. 15. That the Secretary of the Treasury is hereby authorized and directed to pay quarterly to the treasurer of each State such apportionment or apportionments as the Secretary of Education shall certify that said State is entitled to receive under the provisions of this Act. Sec. 16. That the chief educational authority designated to represent a State receiving any of the apportionments made under the provisions of this Act shall, not later than September 1 of each year, make a report to the Secretary of Education showing the work done in said State in carrying out the provisions of this Act during the next preceding fiscal year, and the receipts and ex- penditures of money apportioned to said State under the provisions of this Act. If the chief educational authority designated to represent a State shall fail to report as herein provided, the Secretary of Education may discontinue all ap- portionments to said State until such report shall have been made. Sec. 17. That there is hereby created a National Council on Education to consult and advise with the Secretary of Education on subjects relating to the promotion and development of education in the United States. The Secretary of Education shall be chairman of said council, which shall be constituted as follows: (a) The chief educational authority of each State designated to represent said State in the administration of this Act; (b) not to exceed twenty-five educators representing the different interests in education, to be ap- pointed annually by the Secretary of Education; (c) not to exceed twenty-five persons, not edu- cators, interested in the results of education from the standpoint of the public, to be appointed an- nually by the Secretary of Education. Said coun- cil shall meet for conference once each year at the call of the Secretary of Education. The mem- bers shall serve without pay, but their actual ex- penses incurred in attending the conferences called by the Secretary of Education shall be paid by the Department of Education. Sec. 18. That the Secretary of Education shall annually at the close of each fiscal year make a report in writing to Congress giving an account of all moneys received and disbursed by the De- partment of Education and describing the work done by the department. He shall also, not later than December 1 of each year, make a report to Congress on the administration of sections 7, 8, 9, 10, II, 12, 13, 14, 15,°16, and 17 of this Act, and shall include in’ said report a summary of the reports made to him by the several States showing the administration of this Act therein, and shall at the same time make such recommendations to Con- gress as will, in his judgment, improve public education in the United States. He shall also from time to time make such special investigations and reports as may be required of him by the President or by Congress. Sec. 19. That this Act shall take effect upon its passage, and all Acts or parts of Acts in conflict with this Act are hereby repealed. The Situation Summarized EARINGS on the Education Bill were held before the Committee on Educa- tion of the House of Representatives of the Sixty-eighth Congress beginning Wednesday, February 20, 1924, and ending June 4, 1924. At the close of the last hearing, Congress- man Daniel A. Reed, of New York State, who is a member of the Committee and who is sponsoring the Bill in the House, made this statement summarizing the situation: “Mr. Chairman and Gentlemen of the Committee: As most of you know, I have attended practically all of the meetings of this committee since this hearing has been in progress. Notwithstanding the fact that the bill bears my name, I have listened with an open mind to all of the witnesses who have presented themselves here, and I have given much time and thought to a study of the arguments on both sides of this question. I have been a member of the Education Committee of the House for five years and during all this time this question has been a live issue. It was never more live than it is today. If I am any judge of move- ments in this country, this particular one has come to stay. The American people have just about fully arrived at the realization that the future of this democratic Republic and the perpetuity of our cherished institu- tions depend upon the extension and strength- ening of the public-school systems of this country. After careful investigation and study they have decided that this is the way to begin, and they are committed to it in overwhelming numbers. If you will thought- fully analyze the organizations and _ in- dividuals who have appeared here for and against this Bill, I believe that you will make the same observations that I have. “The opposition has set up a ‘straw man’ of Federal control of the public schools and has proceeded to turn all of its guns against it. When a careful study of the Bill is made and it is found that Federal control is most rigidly guarded against, one wonders why all of this argument. The opposition has even admitted that this Bill does not sanc- tion or permit Federal control. They fear that some time in the distant future some one may suggest Federal control. For my part, I am willing to trust the problems of that day to the people then concerned. “We have had ample time to study this problem. The facts and figures presented here regarding our illiteracy, the foreign- born population, the inadequacy of the teach- ing personnel, the costly physical deficiencies of our people, the large number of children not in any school, and the shameful inequal- ity of educational opportunity we have no reason to doubt or deny. “For one, I am willing to stand before this country and my constituents, in particular, and declare that it is my belief that the Na- tional Government has some responsibility in the solution of these National ills. The Nation’s very existence is inextricably bound up with these problems, and only the short- sighted would longer withhold its support. The States and the local communities should continue as now to manage and control their public — schools. That we regard = as axiomatic. The Federal Government, how- ever, must come to realize that education is a fundamental process in this Republic, and as such it is entitled to the same scientific research and investigation which has been extended for years to agriculture, commerce, and labor, and with such unquestioned ad- vantage to these great National interests. “I earnestly hope that the members of the committee will give to this question dur- ing the recess careful consideration and that we may be able to report this Bill out in December. Requests to this effect are com- ing from all parts of this country. In fair- ness and justice to all we can no longer delay.” Notes on Curriculum Revision OW DENVER is revising its course of study—Committees are composed of teachers, prin- cipals, directors, and supervi- of six thousand doliars has been made by this Association for the work of the Mis- souri State Committee charged with cur- sors. A classroom teacher al- ways acts as chairman. Com- mittees meet on school time. Substitute teachers take the place of committee members in the schools. Many committee chairmen have worked prac- tically full time this year in the Administration Building. A permanent secretary is provided to direct the clerical work in- volved in the curriculum re- vision program. The leading thought in the field of each of the subject courses is obtained by calling to Denver subject specialists from all over the country for conferences from three to five days in length. The Board of Education has financed this work with a special appropriation. California is making a thor- ough study—California has re- ceived a grant of $18,000 from the Commonwealth Fund to conduct an investigation of the course of study of the elemen- tary schools. The research and advisory committees responsible for this study have in mind: (a) The reorganization of the sub- jects of study now required by law to be taught in the elemen- tary schools; (b) The elimina- tion of non-essentials in all sub- jects; and (c) The regrading of subject-matter in all subjects, according to the capabilities of the pupils. What Teachers College is doing—Teachers College of Columbia University has un- dertaken a study that will ex- tend over a period of years. Two full-time research workers are engaged in making a survey of current curricular practice. Guiding Principles in Making Courses of Study State Department of Public Schools Jefferson City, Missouri . Subject-matter should have some positive justi- fication. . Subject-matter should be selected and ar- ranged in accordance with the four outstanding contributions of modern educational theory. These are recognized as the following: a. General transfer is not automatic and inevitable. b. There is no general desirable “discipline” from what is merely difficult or distaste- ful. c. Adaptation must be made to individual differences of all kinds. d. Social education is of increased im- portance. . Subject-matter should be so selected and pre- sented as to: a. Explore the interests, aptitudes, and ca- pacities of pupils by means of worthwhile material. b. Reveal to them by material otherwise justifiable the possibilities in the higher phases of activities of many kinds. c. To be of maximum good to the extent to which it is pursued. . Education must be considered an investment by the State to preserve and promote its own best interests. . The first duty of the school is to teach pupils to do better the desirable things that they will do anyway. Another duty is to reveal higher activities and make them both desired and to an extent possible. . Each course should be so made that any nor- mally intelligent and industrious pupil can pass. . Courses of study should have two other char- acteristics: a. They should be so devised as to secure desirable integration of pupils (by com- mon information, ideals, attitudes and prejudices) in a democracy. . They should provide for an increasing amount of differentiation and specializa- tion, according to the needs of individual pupils, cities, and even schools. . Courses of study as well as curricula should be the result of continuous codperative effort of teachers and administrative officers. . Courses of study should always be considered tentative and should be modified whenever good reasons appear. They have collected and are re; viewing several hundred courses of study now in use. Their next step after dis- covering “what is,’ is to determine through research “what ought to be.” What the Missouri State Teachers’ Association is doing—An appropriation riculum_ revision. This contribution shows the Missouri teachers, like many others, are quite as interested in improv- What the National Society for the Study of Education is doing—A com- prehensive list of research studies jp elementary school reading wil] be reviewed in one of the yol- umes of the 1925 Yearbook of the National Society. This is one of the most complete studies ever made of an elementary school subject. W hat the National Education Association is doing—A Com- mission, “for the purpose of bringing together the elements for the construction of a suit- able curriculum for the boys and girls of American public schools,” was appointed by the Department of Superintendence at its Cleveland meeting, in February, 1923. The work accomplished last year was re- ported in the 1924 Yearbook. A much larger program is under way this year. Twelve sub-committees, to- gether with the Division of Re- search of the National Educa- tion Association, are working with the Curriculum Commis- sion of the Department of Su- perintendence in collecting and analyzing the outstanding re- search studies in each of the elementary school subjects. In arithmetic, spelling, and other fields, research studies have been made which every course of study committee throughout the country should consider. Here- tofore it has been difficult to ob- tain these studies because they were published only in isolated monographs or journals. In the 1925 Yearbook, these re- search studies will be carefully reviewed, so that the reader without referring to the original study will get the benefit of the findings. Curriculum revision is an im- mediate and pressing neéd in many States and cities. Even in those places where new courses of study are just off the press, it continues to be a topic which requires the best codperative ing the professional effectiveness of the thought. A course of study should be schools in which they teach, as they are in a living, growing thing —Margaret M. promoting their own personal interests. Alltucker. [344] _ a ee. ee | oe ae A Pioneer Friend of Children HE HUNDREDTH sary of Pestalozzi’s anniver- work at Yverdon, Switzerland, recalls to the educator the work of this great Swiss teacher, who rejected formal in- struction and substituted real studies based on observation, experimentation, and reasoning. ‘The statue of this ven- erable philosopher and teacher, standing on the quaint streets of Yverdon, at- tracts the notice of the traveller who pauses for a moment to read its in- scription : TO PESTALOZZI Saviour of the Poor at Neuhof, Father of the Orphans at Stanz, Founder of the Public Schools at Burgdorf, Educator of Humanity at Yverdon. The traveller is told that in order to keep the memory of Pestalozzi fresh in the hearts of Swiss boys and girls, the Government has had a © US mee Si Sees RF Oe I KIB ae Se cc —_—_— “Ss — ~ we es S=S S&S — oS eS Ss. i ie $$ _ crete ————— ee REE See | | | | | | | | | | | | Vol. 13, No. 10 i Print at Work Librarian Joseph L. Wheeler, of the Youngstown, Ohio, Public Library, has a thoroughly worked out project of home read- ing with school credit which has been in operation for five years, and it is considered one of the best methods yet undertaken to make good home reading a part of the school work of every pupil. Just as Superintendent Washburne and his teachers have had to write new textbooks for their system of in- dividual instruction, so Mr. Wheeler and his staff have worked out valuable manuals for use in this home reading work. Books for Christmas Books as gifts are unexcelled both for children and adults if chosen wisely. The rule to follow is to give no book that one has not read carefully. Many libraries fol- low the practice of having sample copies of gift books on exhibit for several weeks be- fore Christmas with an expert to advise their patrons in book matters. The American Library Association publishes two useful Christmas lists—one for adults, Books as gifts; one for children, Gifts for children’s bookshelves. Copies may be had on applica- tion to the American Library Association, 86 East Randolph Street, Chicago, Lllinois, mentioning THE JOURNAL. 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. Bulletin of the Department of Elementary School Principals, Volume IV, No. 1, Oc- tober, 1924. 64p. Single copies, 50c. Has been mailed to members of the Department of Elementary School Principals. Health education: a program for public schools and teacher-training institutions: report of the Joint Committee on Health Problems in Education. 1161p. Single copies, 50c. (Formerly announced as $1.) Roberts, John S. William T. Harris; his philosophical and educational views. 250p. Single copies, cloth, $2. Addresses and Proceedings of the sixty-sec- ond annual meeting of the National Edu- cation Association, held at Washington, D. C., June 29-July 4, 1924; Volume 62. 1100p. Single copies, $3. Has been mailed to $5 members, Other Books on Education Acnew, Water D. The administration of professional schools for teachers. Balti- more, Md., Warwick & York, 1924. 262p. $2.20. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION GUIDE TO BOOKS Avey, ALBERT EDWIN, comp. Readings in philosophy. N. Y., Appleton, 1924. 614p. $3. Betts, GeorGe Herpert. The curriculum of religious education. N. Y., Abingdon Press, 1924. 536p. $3. Books of good reading for high-school stu- dents and others; in two parts. N. Y., Public Library. Syracuse, Paper, 30c. CHAPMAN, JAMES CROSBY, and COUNTS, GEORGE SYLVESTER. Principles of educa- tion. Boston, Houghton Miflin, 1924. 663p. $2.75. BIRTHDAYS — CHRISTMAS -VACATION TIME — HOW DO YOU SELECT THE BooKSs WHICH YoU BUY FOR "YOUR CHILDREN? WHY NOT CONSULT THE CHILDREN’S DERARTMENT PUBLIC LIBRARY Public Library, Washington, D.C, Cooper, Homer E. Cost of training teachers. Baltimore, Md., Warwick & York, 1924. 112p. $1.60. Crow, CHARLES SUMNER. Evaluation of Eng- lish literature in the high school. N. Y., Teachers College, Columbia University, 1924. 172p. Dae, J. A., ed. Education and life; ad- dresses delivered at the national confer- ence on education and citizenship, held at Toronto, Canada, April, 1923. N. Y., Ox- ford Univ. Press, 1924. 316p. $4.75. EpMONSON, J. B., and SCHORLING, RALEIGH. Problems of the high-school teacher. Bloomington, IIl., Public School Publish- ing Co., 1924. 68 problems. Hart, JosepH K. Social life and institutions. Yonkers, N. Y., World Book Co. 423p. $1.80. Hauser, C. A. Latent religious resources in public-school education. Philadelphia, Pa., Publication and Sunday School Board of the Reformed Church, 1924. 320p. $2.50. HAWKSWoRTH, HALLAM. What are you go- ing to be?; little talks on the vocations. N. Y., Century, 1924. 256p. $1.75. HILL, H. C., and Lyman, R. L. Reading and living; in two books. N. Y., Scribner’s, 1924. Book 1, 496p. Book 2, 518p. ee 3 Hopkins, L. Tuomas. The intelligence of continuation-school children setts. Cambridge, Mass., Harvard Press. 150p. $1.75. KoRNHAUSER, ARTHUR W. How to study, some siggestions for college students. Chi- cago, Univ. of Chicago Press, 1924. 50p. Paper, apply. LouNSBERY, HARRIET CAMP. 4 syllabus of hygiene for the lower grades of the public schools; a guide for the teachers. Charles- ton, W. Va., Lovett Printing Co., 1924. 66p. $1.25. Mavity, ArTHuR B., and Nancy B. Respon- sible citizenship. Chicago, Benjamin H. Sanborn & Co., 1923. 424p. $1.76. NEWCOMER, MaseL. Financial statistics of public education in the United States, 1910- 1920. N. Y., Macmillan, 1924. 188p. PAN AMERICAN UNION, SECTION OF EDUCA TION. Latin America; suggestions for teachers. Washington, D. C., Gov’t Print. Off., Supt. of Docs., 1924. 13p. Paper, apply. Patrick, Georce T. W. Introduction to phil- osophy. Boston, Mifflin, 1924. 463p. $2.50. PENDLETON, CHARLES S. The social objec- tives of school English. Nashville, Tenn., George Peabody College for Teachers. 225p. $2.25. By mail, $2.50. PRATT, CAROLINE, ed. Experimental practice in Massachu- Univ Houghton in the city and country school. N. Y., Dut- ton, 1924. 302p. $2.50. RANDOLPH, EDGAR DUNNINGTON. The pro- fessional treatment of subject-matter. Bal- timore, Md., Warwick & York, 1924. 202p. $2.20. SHARP, RusseLL A. Teaching English in high schools. Boston, Houghton Mifflin, 1924. 163p. $1.20. SmiTtH, AMY K. Needlework for student teachers; intended for the use of teachers and students of all grades. N. Y., Pit- man. 258p. $2.25. SMITH, WALTER ROBINSON. Constructive school discipline. N. Y., American Book Co., 1924. 275p. Sowers, Don C. Financing of public-school education in Colorado. (Univ. of Colorado Bull., Vol. 24, No. 6) Boulder, Colorado, Univ. of Colorado, 1924. 94p. Wittetr, Georce W. The public school debt in Illinois. (Publications of the Ed- ucational Finance Inquiry, Vol. 2.) N. Y., Macmillan. 112p. Paper, apply. Wopenouse, HELEN. A survey of the his- tory of education. N. Y., Longman’s, Green, 1924. 239p. $2. : The child in school; care Y., Funk & Wagnalls. Woop, THoMAs D. of its health. N. 77p. 30c. 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 352 Tue JourNat or THE NaTioNnaAt EpucaTIon AssociATION Decem ber, 1924 ay ee Public Library, Washington, D.C. 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, 1923, No. 55. Bibliography of education and psychological tests and measurements. 233p. Paper, 25c. BULLETIN, 1924, No. 5. The chief state school official. 67p. Paper, 10c. BULLETIN, 1924, No. 16. Objectives in commercial engineering; report of the second conference on business training for engineers and engineering training for students of business. 66p. Paper, 10c. BULLETIN, 1924, No. 19. Schools for adults in prisons, 1923. 33p. Paper, Sc. BuLietin, 1924, No. 22. Technique of pro- cedure in collegiate registration. 26p. Paper, 5c. BuLLeTIN, 1924, No. 27. Record of current educational publications, June 1, 1924. 69p. Paper, 10c. Broapsipe. American Education Week, November 17 to 23, 1924. Paper, Sc. HOME ECONOMICS CIRCULAR, No. 19, 1924. Sources of useful information for the teacher of home economics. 18p. Paper, 5c. INDUSTRIAL EDUCATION CIRCULAR, No. 23, 1924. Vocational education in Geneva, Switzerland. 24p. Paper, 5c. KINDERGARTEN CIRCULAR, No. 17, 1924. How the kindergarten aids children’s progress in the grades. 6p. Paper, Se. RURAL SCHOOL LEAFLET, No. 26, 1924. Types of courses of study in agriculture. Adapted to grades 7 and 8 of elementary rural schools or rural junior high schools. 35p. Paper, Se. TEACHERS’ LEAFLET, No. 17, 1924. A list of books for a teacher’s professional li- brary; a classified list of 100 titles. 15p. Paper, Se. Among Books Received ARNOLD, JoHN H., comp. The blue book of prize pieces. Harrisburg, Pa., Handy Book Corp., 1924. 310p. ASHLEY, Roscoz Lewis. American history; for use in secondary schools. N. Y., Mac- millan, 1924. 678p. Couurns, A. FrepericK. The amateur elec- trician’s handbook; a book for the boy or man who wants to make and do things electrical. N. Y., T. Y. Crowell Co., 1924. 373p. $2. Hiuttyer, V. M. A child’s history of the world. N. Y., Century, 1924. 480p. $3.50. MacVEacu, LINCOLN, ed. The new Champ- lin cyclopedia for young folks; persons. N. Y., Holt, 1924. 630p. $5. NeuuHaus, Eucen. The appreciation of art. Boston, Ginn & Co., 1924. 250p. $3. Morris, Cora. Stories from mythology; North American. Boston, Marshall Jones Co., 1924. 173p. Parsons, Kitty. Stories of people worth while. N. Y., Revell, 1924. 160p. $1.25 SHIPPEE, LEsTER BuRRELL. Recent American history. N. Y., Macmillan, 1924. 554p. SMALL, SIDNEY AYLMER. The boys’ book of the earth; the story of the earth from the beginning. N. Y., Dutton, 1924. 281p. $2.50. THURBER, SAMUEL. Précis writing for Ameri- can schools; methods of abridging, sum- marizing, condensing; with copious exer- cises. Boston, Atlantic Monthly Press, 1924. 150p. 90c. WaAGENEN, THEODORE F. Beacon lights of sci- ence; a survey of human achievement from the earliest recorded times. N. Y., T. Y. Crowell Co., 1924. 444p. $3. Wess, HANor A., and Dipcoct, JoHN J. Early steps in science. N. Y., Appleton, 1924. 691p. WILDMAN, Epwin. The founders of America; in the days of the Revolution; the lives and deeds of the great patriots who gave this Nation its independence. Boston, Page & Co., 1924. 326p. $2. HE READS WHAT DOES YOUR CHILO READ? Public Library, Washington, D.C. These Eventful Years These Eventful Years, The Twentieth Cen- tury in The Making, as Told by Many of Its Makers. New York, Encyclopedia Brit- tanica, Inc., 1924. With 160 full-page illus- trations and numerous maps. 2 vols. $11.25. “It would have been difficult to have se- lected topics more absorbing or writers whose opinions are better worth attention than those which have been chosen,” says James Harvey Robinson in reviewing these two THE STAFF OF THE CHILDREN'S O€PARTMENT OF THE PUBLIC LIBRARY: ARE TRAINED (N THE SE- LECTION OF CHILDREN'S BOOKS BY YEARS OF CARE- FUL StUDY OF THE CHILO’S INTERESTS ANO OF €0U — 2 CATIONAL - ANO ETHICAL: STANOAROS eS En Public Library, Washington, D.C, volumes which have just come from the press. It is the dramatic story of all that has happened throughout the world during the most momentous period in all history. The authors of the various chapters, eighty- four in number, are those who, by their per- sonal part in the events, or by study of them, are best qualified: to tell the story, whether regarding the past, the present, or the future. Every chapter is signed by the author. The volumes are intended primarily, not for con- sultation or reference but for connected read- ing. They form one continuous story, the truth and vividness of which cannot fail to impress the reader. It is an original con- tribution to the world’s knowledge, and con- tains new and striking information never before in type. The first four chapters by J. L. Garvin, editor of The London Observer, give a:bird’s- eye view of what has taken place the world over in the unprecedented years of this cen- tury under the title History of Our Own Times. Following these are eleven others covering the World War, its causes, its di- plomacy, its fighting. The next eight chap- ters deal with the results of the War and cover such subjects as the League of Na- tions, Allied Debts, Taxation, Wages, and Social Unrest. Then comes a series of chap- ters dealing with the principal countries of the world, written by persons who have been prominent leaders of affairs or by scholars who have made a comprehensive study of those countries during the of this century. The second volume opens wth A Forecast of the World’s Affairs by H. G. Wells. He thinks of history not merely as a record of events but as an “analysis of the main operating causes that determine the general flow of human affairs.” If this book fulfils its purpose it should be a contribution to- ward a better understanding of the future, and should help to make that future clearer and brighter. Quoting again from Mr. Robinson: “As one closes this work he cannot but feel that it far outruns all reasonable ex- pectations and that it should serve to raise our thinking about all public questions onto a new and higher plane.”—Agnes Winn. years —— —_ ——— ee _ Adit. la, tis asa 2 daa cic a a ~~ SL CT CO A THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION NOTES ard ANNOUNCEMENTS —— Gxt Officers and Headquarters Stait of the National Edura- tion Association send rordial holiday greetings to the members of the Assoriation and its hosts of friends. EPARTMENT of Superintendence— Cincinnati, February 22-26, 1925. The opening service of the Department of Super- jntendence will be held Sunday afternoon, February 22, at four o’clock. The last gen- eral session will be on Thursday evening, February 26. The general theme for the week, selected by President William Mc- Andrew, is Schools for Service, not for Self. Complete announcements will appear in the January and February issues of THE JouRNAL. Exhibits—The convention will emphasize the finer things in education, and exhibits in the Cincinnati Music Hall will be arranged to show progress in such activities. The creative work of children in the fine arts will have a prominent place. The exhibit will include paintings, drawings, wood cuts, plastics, and embroideries. Posters showing participation of schools in movements for civic betterment will form an_ interesting section of the exhibit. All schools having material suitable for exhibit are invited to contribute. William H. Vogel, art authority of the Cincinnati public schools, will be in charge. Hotels—Reservations of hotel rooms al- ready made forecast an unusually large at- tendance. Single rooms in hotels are ex- hausted but the Housing Committee has an “ : ee ample supply of such rooms in private resi- dences. Hotel rooms for occupancy by two or more persons are still available. Com- munications regarding sleeping room ac- commodations should be addressed _ to Thomas Quinlan, Chamber of Commerce, Cincinnati, Ohio. Special railroad rates—One and one half fare for the round trip on the identification certificate plan. Certificates will be ready for distribution January 10, 1925. Yearbook—The Commission on the Cur- riculum met in Washington October 24 and 25. The Commission is responsible for the preparation of the Third Yearbook. Twelve subcommittees, including in their member- ship over seventy outstanding educators, have been collecting and analyzing research studies in the field of the elementary school curriculum. The 1925 Yearbook will rep- resent a fine piece of codperative effort. It is planned to make this Yearbook of im- mediate practical use to superintendents of schools and committees engaged in revision of courses of study. HE BIENNIAL MEETING OF THE WORLD FEDERATION of National Education Associations, will occur July 20-28, 1925, at Edinburgh, Scotland. The Educa- tional Institute of Scotland, through the di- rection of George Pringle, secretary and also member of the executive committee of the Federation, is actively at work on local ar- rangements. Considerable interest is mani- fested throughout the world in this coming meeting and everything bids fair for a very profitable occasion. We have arranged with the travel de- partment of the American Express Company to handle the trans-Atlantic movement. Steamers are being chariered and circulars are being printed for broadcasting the in- formation. It seems evident that a round- trip rate will be secured from $165 to $275. Many American educators and laymen in- terested in this world movement will attend the conference. Present indications are that from three hundred to five hundred Ameri- cans will attend this meeting. We are assured now, from the general interest expressed, that we shall be able to secure for speakers for the occasion many of the most outstanding men and women of Europe, both in education and in statecraft. At the coming biennial meeting we expect to add to the machinery for carrying out the program adopted at San Francisco and for pushing through matters of general interest as well. We have the hearty codperation not only of the Educational Institute of Scotland but of the British Teachers’ Union and the Irish National Teachers’ Organization. It seems wise this year to send out a general invita- tion to all countries to participate in order that we may help them in local organization through our contact with them and by ex- change of ideas and experiences. This does not mean that there will be indiscriminate participation in the management of the Fed- eration, but the Conference Group Sections and general meetings may be attended by delegates from all countries who may be called participating delegates, while the delegates from the organizations with mem- bership in the Federation will transact the business and pass on all matters pertaining to the work. As directed by the Conference at San Francisco, a Commission on Illiteracy has been appointed. This Commission is headed by Mrs. Cora Wilson Stewart as chairman. HE THIRD Annual Meeting of the Royal Palm Education Association at West Palm Beach, Florida, September 22 to 26, 1924—The Boards of Education of Dade, Broward, and Palm Beach Counties—the three lower east coast counties of Florida—financed this edu- cational meeting and the attendance constitutes the first week of the school term. Under the constructive leadership of superintendents Agnes Ballard, James S. Rickards, and instructors nationally know were there. Six hundred teachers were present. Speakers and Charles M. Fisher a campaign for membership in the National Education Association was inaugurated, and carried to a successful finish the last day of the meeting. A committee of three teachers from each county, appointed by the superintendent, was enlarged to include all of the principals. As a result of their activity, the association voted to join the National Education Association one hundred per cent. When the time bank checks were counted seventy-five per cent of these teachers had paid the first day. ing in daily to headquarters. One hundred per cent membership in the State association followed next. The other memberships are com- The splendid attendance, the enthusiastic group meetings, the unusual quality of instruction, and the professional spirit of the teachers, combined with the high order of leadership of these three superintendents, make this gathering one of the truly significant ones in the country. ae. 354 THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1924 CHILD STUDY Stimulated by the World Conference at San Francisco, the crown prince of Japan has set aside one million yen for the purpose of attempting to wipe out illiteracy in Japan in ten years. China has organized and adopted the slogan China a Literate Nation in one Generation. Mr. Ortega, of Hon- duras, is heading a project for solving their problem in five years. Similar movements are already under way in many other coun- tries. Mexico has taught 200,000 adult il- literates to read and write in two years. The work of the coming meeting of the Federation will be far-reaching. World peace, the greatest cause of all, will receive definite attention. The cause of world peace is inseparably connected with education. When the people of different nations learn of the environment, history, and aspirations of others, together with their contributions to the advancement of society, and when they come to an understanding of them, most of the points of friction will be elimi- nated. War thrives on ignorance and jeal- ousy; peace on knowledge and understanding. , WASHINGTON, PUBLIC SCHOOLS —_ By tye OF WORK THE CHILD NOAPAL [SUPERIORMAL] RETARDED [PSYCHOPATHIC [DONGUERT a | COURTS | SOCIAL WORKER | PHYSICIANS DIAGNOSIS and - RECOMMENDATIONS DEPARTMENT There has been much interest in the $25,000 award offered by Raphael Herman for an educational plan calculated to pro- duce justice -and coéperation among the nations. The correspondence covering this contest reached many thousands, and five thousand plans were submitted. The World Federation will act upon the plan finally selected, and if approved, the program set up in the winning plan will be promulgated among the nations. Persons wishing to make arrangements for attending the World Federation meeting at Scotland in 1925 should write either to the president at Augusta, Maine, or to Charles W. Williams, secretary, Columbia, Mis- souri.—Augustus O. Thomas, President of the World Federation of National Education Associations. Remove the tax on friendship—Interna- tional travel is impeded by a ten-dollar charge in each country for the visa of pass- ports, one of the remnants of the war. A movement is now on foot to have the United ———___ States agree with other countries to give up their ten-dollar charge if we will give Up ours, Miss Katherine D. Blake writes to suggest that members of the Association write thei; Congressmen and Secretary Hughes urging that this be done, in view of the many teach. who travel and study abroad each year, HELP WANTED—The editorial staff of Typ JourNAL is deeply indebted to its many friends throughout the country for : helpful suggestions. Have you written your suggestion? What article in this number of the magazine do you like best and why? What article do you like least and why? What articles or features would you like to see added? Address suggestions to Joy Elmer Morgan, Managing Editor, 1201 §jx- teenth Street Northwest, Washington, D. ¢. many Unper the direction of the Department of Classroom Teachers of the National Educa- tion Association a regional conference for Oregon and southern Washington will be held at Lincoln High School, Portland, Oregon, on Wednesday morning, Decem- ber 31, 1924. Reports of the National con- vention at Washington, D. C., and of the business sessions of the Department of Class- room Teachers, reports of the regional con- ference in Walla Walla and Tacoma, and of the committee work being done by the department will be given. Tue Pros_eM OF TENURE is more carefully reviewed in Research Bulletin, Volume II, No. 5, than in any previous publication. Exact data showing the high percentage of teacher turnover are presented. Numerous court cases are reviewed. The principal provisions of State tenure laws are arranged in tabular form; and special features of local tenure regulations are listed. A review of teacher tenure provisions in foreign coun- tries shows that the United States is far be- hind European countries in tenure legisla- tion. The vote of 2112 teachers and laymen as to what are just causes for dismissal is recorded. All existing State tenure laws are reviewed, and a comprehensive bibliography on teacher tenure is included. TEACHERS’ SALARIES throughout the United States for 1924-25 have been carefully sur- veyed by the Division of Research of the National Education Association. Special tabulations to meet the needs of individual cities will be available shortly. These dis- tribution tables will show the salaries paid kindergarten, elementary, junior high school, senior high school, and special class teach- ers, school nurses, school janitors, clerks in principal’s offices, and clerks in administra- tive and supervisory offices; teaching and supervising elementary school principals, junior high school principals, assistant or vice-principals or deans, and high school principals. The January Research Bulletin will not on!y summarize the above findings but will trends in_ teachers’ also analyze present salaries. THe Nationa Epucation ASSOCIATION has done more for teachers than any other thing or any other group of people.—Ethel E. Redfield, Executive Secretary, Idaho State Teachers Association. Boise, Idaho. a ———— cca ctl ACCC CC LLL 924 up urs, Lest heir zing ach- ue any any our ber hy? hy? like Joy Six- ica- ally II, on. of Ous pal zed of ew un- be- la- Ven are »hy ted ur- the ‘ial ual lis- aid rol, ind 001 not rill Ts ON hel ate ee Vol. 13, No. 10 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION THE NEXT annual Conference of the Amer- ican Library Association will be held in Seattle, Washington, June, 1925. Tue VALUE of the golden rule in charac- ter building has long been recognized among educators. But if this principle is to become part of human character, we must not only teach but must see that the teaching becomes automatic through practice. An _ unusual opportunity for the practical working out of the golden rule idea is afforded by the Inter- national Golden Rule Sunday observance being promoted by the Near East Relief. The following letter from Commissioner Tigert to Dr. John Finley will be of inter- est to teachers who desire to urge their pupils to eat a simple Sunday dinner on December 7, that orphans in the Near East may have more to eat throughout the year: Dear Dr. Finley: The second annual observance of Golden Rule Sunday, which I understand is to be carried out on December 7, should arouse the efforts of all those who are interested in the relief of the innocent and suffering children of the Near East. I hope that this observance will be even more successful than last year’s. In the schools of the country, action will neces- sarily be controlled by local authorities, but in so far as such a program is consistent with State and local policy, it would seem to me that this action offers an opportunity not only for worthy philanthropy, but for educational value to our children in the spirit of brotherhood and _ inter- national good will. I understand that the results of this campaign will be used for a constructive orphanage program. This appeals to me as an altogether worthy ob- jective. Cordially yours, JOHN J. TIGERT, Com- misstoner. Tue Division of Research of the National Education Association has just issued two new bulletins: Vol. II, No. 3—Teachers’ Re- tirement Allowances; and Vol. II, No. 4— Facts on the Public School for American Education Week. In the bulletin on Retire- ment Allowances has been concentrated the outstanding material that has resulted from the Association’s recent work in the teacher retirement field. The Iowa State Teachers’ Association has ordered 10,000 copies of this bulletin. The bulletin, Facts on the Public School for American Education Week, shows: (1) What's Right With the Schools; (2) How to Strengthen the Schools; and (3) Timely Suggestions for Observance of American Education Week. AT THE RECENT ELECTION, Mrs. Mary C. C. Bradford, State superintendent of public instruction of Colorado, was re-elected with a plurality of 20,000. This record is con- sidered a special tribute to Mrs. Bradford’s work in view of the fact that she ran on the Democratic ticket in a Republican stave. Mrs. Bradford has long been an active par- ticipant in constructive work of the Associa- tion. She was president of the National Education Association in 1918, and a mem- ber of the Committee on the Emergency in Education during the World War. Dr. W. C. Bac.ey, editor-in-chief of The Journal, has been appointed by State Super- intendent Wood, of California, to direct the California survey of elementary school courses of study, with a view to ascertain- ing whether school children are being re- tarded by some of the subjects prescribed by law. Dr. WILLIAM M. Davinson, superintendent of schools of Pittsburgh, Pa., has accepted the chairmanship of the Public School Golden Rule Committee, sponsoring the ob- Does Professional Organization Pay? WASHINGTON EDUCATION JOURNAL October, 1924 W.E. A. and P. T. A. On the Firing Line My Obligation as a Lepislator By Crara L. JAHNKE, Spokane President Washington Education Association I am a legislator, for an initiative measure makes every voter in the state a law maker. I am a legislator; therefore I should be informed on pending measures. Rightly is condemnation heaped on a representative who casts an ignorant vote, and rightly is condemnation heaped on a voter who casts an ignorant ballot. I am a legislator. There are so many bills that no one can be fully informed on all of them so I depend on friends who have made a special study of some measure to give me the facts, and they rely on me for information on a bill with which I am familiar. Being a teacher, they naturally turn to me to learn the effect of Initiative No. 50 on their schools. I must give them facts, figures and con- vincing arguments, so that they can cast an intelligent ballot. I have but one vote, but I can multiply my vote by giv- ing out correct information. I may be worth as much as a thousand voters who con- sider that they have done their duty by the ballot box when they have cast their vote. The indifferent, the uninformed and misinformed need to be aroused to opposition They need to see that Initiative No. 50 would wreck the school system of the state, without correcting our inequitable system of taxation. It is the experience of workers that very few people are in favor of Initiative No. 50 when they know its effects. Parents are incurably fond of their children and do not want to curtail their educational op- portunities. The schools are facing a crisis. As guardians of educa- tion let us multiply our votes in four ways: By talking to friends. By writing acquaintances. By using the phone. By distributing literature. We are legislators. Are we assuming our full obliga- tion? We assume that every teacher will cast an intelli- gent ballot but that is not enough. Are we making our influence felt so that others will cast their ballot against Initiative No. 50? That is our obligation. Are we influ- ential legislators? How many votes can you influence? A great responsibility rests upon your shoulders, for we are legislators—plus The Crisis. Calls By Mrs. Victor H. Matstrom, Tacoma President Washington State Branch of the National Congress of Parents and Teachers Forces within the state whose primary interest is not protection of education nor the welfare of children have precipitated a crisis in the financial support of schools and other institutions representing education and protection of dependents calling for intelligent action of all responsible citizens. tion measure known as Initiative No. 50. have an association in your district or not, see your patrons are informed concerning this proposed measure, which means so much to the children of all the commonwealth. Make specd to help your community in organizing a par- ent-teacher association, that machinery for the study and meeting of problems that have to do with the education interests and the welfare of the child may be standing and ready to act. This danger appears before us as a tax reduc- Whether you “With All Vigor” By Mrs. C. E. Brown, Bremerton Chairman Legislative Committee, Washington Branch National Congress of Parents andeTeachers The phrase above tells the manner in which our state branch of the National Congress of Parents and Teachers resolved to oppose Initiative No. 50 at their annual con- vention last May. I am reminding you of this as your secretary feels that W. E. A. members will be encouraged by and interested in knowing our Parent-Teacher forces are in the field with you and conducting an active cam- paign against the proposed “40-mill limit.” Our magazine has carried instructive articles on the measure the past two issues and a letter to all circles has further enlightened our own membership. This committee firmly believes that P.-T. A. members and their families will go to the polls with a clear understanding of No. 50's danger and act accordingly. We have 33,000 members in 485 circles located in all sections of the state. Our local circles are also instructed to work for news- paper publicity in their own communities and to get cor- rect information before such organizations interested in such matters. The University of Washington Alumni As- sociation is cooperating by furnishing speakers and the two issues of their publication “The Alumnus,” to appear be- fore election day, will contain articles against the measure. Both our organizations have agreed to it; as a motto we have all followed it and if we continue success will re- ward efforts. Remember !—“with all vigor.” A drastic program of tax-reduction embodied in Initiative No. 50 was defeated in the State of Washington at the November election. are rejoicing that the schools will not have to suffer the reduction of 80 per cent in the State school fund, which would have resulted had the measure passed. Arthur L. Marsh, secretary of the Washington Education Association, sends the good news to THE JOURNAL in the following telegram: Tax limit measure decisively defeated with returns almost complete. stands over three to two. Menace to schools conclusively shown by educational forces regarded chiefly responsible for defeat. Friends of education Adverse vote Clearly shown that people of this progressive State want good schools even more than lower taxes. Splendid campaign by educational forces. servance of Golden Rule Sunday on Decem- ber 7 throughout the schools of America. Golden Rule Sunday is to be observed by the eating of an orphanage dinner, such a dinner as the children in American orphan- ages in the Near East eat every day—nour- ishing but frugal, cost about four cents for each person. As a fulfillment of the Golden Rule, gifts are asked for the orphan children. THE NATIONAL Convention of the Ameri- can Association of Teachers of Spanish will meet in Denver, Colorado, December 22 and 23, instead of January 2 and 3, as announced in the November JOURNAL. A coop suGGESTION—“I should like to sug- gest that each teacher make her own Who's (Continued on page A-209) Tue JouRNAL OF THE NATIONAL EpUCATION ASSOCIATION December, 1924 356 —— INDEX TO VOLUME XIII A few subject headings—like Education Bill, Ethics for Teach- Portraits are included in the main alphabet. editorial pages, but not to each editorial. Articles and poems are indexed under authors and titles. ers, and Curriculum—are used. Abstracts are listed under authors only. Cartoons and some illustrations are listed by titles. Reference is given to Asercrombiz, JOHN W. (abstract).......----- 137 ~—- Brazil, Recent educational trends in (CARNEIRO Crane, Dr. Frank, pleads for the Educati ; ion Abstracts of addresses -Chicago meeting..... 137 LEAo) SS eR Ea reer 175 ry LER SEE, Oo aR Le ae eee ee ee 8 — Washington convention........---++++++- 242 Breaking the lock step (Freperic Burk)...... 23 in eineidie -...... 4... oe 187 Activities for patriotism (Harriet CHAPELL).. 287 Briccs, THomas H. Comes autumn.......... 247 CUNNINGHAM, MINNIE FisHER. Getting pee 32 ae tas Joun. The teachers’ registration coun- k Buckincuam, B. R. The root of the school MEMES Sidley SEV ss tc cate els adeeb se 278 in, Tall ed ie 6.6.0 60 00.0.0 © seca eeeceeeceree 181 QUCESTION ... 2c ccc esccccrccrccscccccceccces 277 NEES, oO Cr Ee 67, 6 . me Addresses, Abstracts of—Chicago meeting.... 137 Building a local education association......... 306 Curriculum and the teacher, The Thi apna 334 —— Washington convention...... es eeeeeescecs 242 Building personality (Carotine T. Stewart)... 7 ey SOND 505.5500 530. snes is Affiliation and enrolment (see Enrolment and Building the curriculum (Marcaret M. ALL- Curriculum, Building the (Marcarer M. “ALL- Bee Affiliation) ........-.. eebes wen eceee . ee. SEED ca Kan 4.06.9: 2 ngdiiteh ahd ebihin es Gelesooai 67 I ASS cninie's Rik» wiabaraniechie.n 9 Asm eakiosd 5 Aims in American education (Payson SMITH) 119 Bureau of Standards—simplification processes Curriculum revision, Notes on (Marcaret M. Aucort, Louisa M. (portrait).............. 349 S55 IRS Ee en SRE 241 ARPORIMED oii liecis cs sicie <é0 : ota cea Autan, Haxotp A. Housing the rural school 321 Burk, Freperic. Breaking the lock step...... 12 Curriculum yearbook...........++..-....000, 544 ALLEN, Fiorence (abstract)....-..-...-+--- 137 Burrows, ArtHurR R. Radio in education..... 98 Curtis, Henry S. Physical. ‘educati - = ; 69 ALLEN, Firorence E. Enforcing.the law.... 202 seadhee tetining } ation as AutitucKer, Marcaret M. Building the cur- Camp, PauLine Francis. Wireless (poem).... 298 Czechoslovakia and education (EMANUEL V. 7 riculum ...-++.+-+e++- ee ceeecesesocces 67 Camp Roosevelt—Boy builder (Major F. L. eS ee en cate tee y ~- ows on curriculum revision........-... 344 _. PRR op aneits Sear aeae Ct tel Ohl in Sa ia. nents toe Lee a7 — The curriculum and the teacher.......... 133 Carreon, Manuet I The Philippine publi ic [ j 1 t ; na — “ ublic Jebates be judged? 3p American Classical League (Washington pro- C0 a anaes BO PR , f ons ie cos San Harvey) . : , 7 ‘ wept ele 105 TREE foetal babad eee s cok k a ses eet ees 225 Carrot, Lewis (portrait) Debates be j S thc chaaues real ek _ Ge ! : ¥ Is (portrait)...... belewell OUSE es 49 ebates be judged? Why should (Watrer — ae , emer ay on) 139, 238 Case against silent reading, The. (E. T. Dur ee aes eae be 301 —— ——— Wok Pow’ ‘* treeeeee 254 FIELD) ...-. still + « aS sae tain» oe i +a cee Decalog of health (NicnoLtas T. McNEIL)... 307 merican Education Wee ay! OES..-+-- 62 Case against silent reading, The. A reply to Demonstrating the possibilities of health educa- ype negl Foreign ree en A steecees } 87 SUMO ER. DTOMMD «voce saccccccccenece 24 tion (Satty Lucas JEAN)..........00. Ks 21 MERICAN IBRARY ASSOCIATION. | eal tests Challenge to American education, The (Pay- Department of Business Educatior. (AcNnrEs > ine library progress in a community........ 146 Son SMITH) nash Winn) “ - (AcNeEs theclann geblic schoole, Ideals of the (Han. ; . Soisne Meee e TVS Cotes oe ee sh aie hs 2 NN sete tees ste eees sete tee ee eee eeees 33 on s! a va Challenge of child labor ee er sees eens 317 Business Education (Washington program) oe “ aes s CHANNING, WILLIAM ELLERY (quotation)...... 184 — Child Hygiene (Washington program) American public school, The (editorial from Cc . . «aes SOT , ae 7 ; : eram)..... 223 Washington Herald) on >HAPELL, Harriet. : Activities for patriotism. 287 Classroom Teachers (Washington program) 223 American Red Cross headquarters (photograph) a Cuar_es, FRED. The newspaper and _ the Educational Publications (Washington pro- Rate, wed tot ebbtation (CALVIN : BORODIS 02 ose ccccccncevccssponccccccesees 83 gram) ....... oo eee 22 Sescee . .. 2 < Cheerful books—Books to grow on..........-. 186 Elementary School Principals (Washington heen chien sol etainanie oa pak ee Chicago, Big things done at (J. W. Searson).. 144 PEGGET) wr cvecnccccccesccccesscssscescn pe egg gg yl Veenieh juniops IO. 33 Chicago meeting—Abstracts of addresses...... 137 Immigrant Education (Washington hassle. deatietiod” Gad con netatic fa: Mie — Tentative ; program for Department of Su- oo te Toba con bea eet wets (Lawes 2. Evererr). et sade. 8 ,. Perintendence ........6ee ce eeeeeeeeee 39, 75 — Kindergarten Education (Ac Aumsuncemente, Motes and. tece Notes and An- Chicago resolutions eee ree 139 — Kindergarten Education (W janiammentns. Chicago? Will your school be represented at.. 41 BUN MAS SE chan ad's sh eWe atkS sews ves 6 Oe Aaeel mestinn—Beteeeih...:....--...-2---- wai Child-labor amendment a aes nin ale 193, 238, 248, 334 Library (Washington program).......... 22 Architecture, How to know (booklist)........ 38 Child labor, The challenge of ~ ae eee 317 —_ Music Education (Washington program).. +223 Association (see Our National Association). Be Hg s morality code (WiLtu1am J. Hurtcu- a Schools and Teachers Colleges ATHEARN, CLARENCE A pioneer friend of INS) cece cece teen cere eee e ese ee renee eens 292 OEBINGLOM: | PTORTAM) «6.5 20. iis sis a0. dice bs 22 ID nsidis i Widirieabials seaiidae sd: 09:3 00:b0.0.0.0: 345 Children who work on farms (Nettie P. Mc- Physical and Health Education (Washington aie Athletics, School (E. C. CLINE)........++- sos Eee GILL oes eee pene Steere 2 4ssipe oo 193 Se ) ert e teens [sigihia's aibaie.cescinee ocwie 224 Citizen teacher, The (Jutia A. SPOONER).... 275 tural Education (Washington program)... 224 Bacitey, Wituiam C. How shall opportunity be Citizenship training in a democracy (MartTHa - School Administration (Washington pro- | A ee ee eee eer 315 _MAZUROWSKA) 2.46.00 0e eee c ee eseeeeeereees 19 GET GARE Res cds Sein bs bp wehd ad 00s ste alten 22 Batcom, A. G. The film as a medium of in- City of columns, The (Marcaret R. SCHERER). 164 - Science Instruction (Washington program) 224 OI on Skins 0 0 ep gSPT REA Dhe cra whonese 331 Classroom element—Our National Association. I _ Secondary Education (Washington program) 224 Battou, Frank W. (abstract)............-..-. 244 Classroom, Fresh from the (see Fresh from the - Superintendence (tentative Chicago pro- Barnes, Wauter. The pool, the river, and the classroom). STATE) ein cdceccccensecovcccsccsccsccese 7 canal SER cet .s 2 cD EERE TS ek Sb aw Gud cues 197 Classroom teacher, The—(poem), Estetua M. ; ~ Visual Instruction (Washington program).. a — The teacher speaks (poem)...........-++-- 28 SCHARF 22. ccc cccerccesecs cetesesesseses 166 — Vocational Education (Washington _ pro- Barrie, James M. (portrait).............-++005 Classroom teachers at Washington (AGNES IE aa Fee wid eid ds chad woe daanc 2 AR ; ! Pp + +349 : Lathe abet ese dadlandeee se sate 224 sasic studies in school finance (JoHN K. BEI D, ies Sie won H10rh ohn 26.90 06 bse 0 gels ones 303 Department of Commerce, How it works (J en 5 2 arin ectbhaidle-bog-t'n6 6-aisme.0 00 © 114, 195 Classroom weight record.........+--++-+: 149, 270 WP II 3 icc sak ska ck 0 i00aece ee 15 Beats, Mayor F. L. Camp Roosevelt—Boy CLEMENT, STEPHEN C. Possibilities of radio.. 174 Department of Education (chart)............ 308 builder . eee ee eee ee eee eee eee eee ee 143 CLEVELAND library service......+.--.+++-+++ 340 Department of Education, Its battle for—Our ar —— in your school (JoHn A. CLEVELAND papers feature school opening...... 289 ee De Saar 77 OS Se er aa 24 Curing, E. C. School athletics............--- 170 Department of State, The (Cartes Evans 3ENNETT, ARNOLD. A parent’s responsibility.. 133 Code of ethics for teachers...........263, 294, 307 eae en ES 5 . p s I ity of ethics for teachers. ......+.+«+203, 294, 307 j= FTLUGHES) ....c cc cccccccccscccccccccccrece 85 Better trained teachers — Vital professional Corrman, L. D. (abstract)....-+-+s.-eseeees _.. 138~ Departments, Among committees and (see CN wbscSSsocts ccbeecc ebb swevectcses 25 CoLteman, Laurence VaiL. School and public among committees and departments). Beveripce, J. H. (abstract).......+.++..ee0e- 138 MUSEUM «cc ccccrcceece Setein aheeaeaaysee es 218 Development of youth, The (JosepH G. Mas- Bickne.L, THomas W. (portrait)............-. 172 Collier’s service platform.........-++eee+ee+s 156 B® GW dud videicatds dec swallwake et teak dadmeee 3190 ~— Concerning teachers......... Dees eeeseeeee 206 Comes autumn—(THomas H. BriccGs)......--- 247 Dickson, Vircit E. Radio in Oakland Schools 279 Big things done at Chicago (J. W. SeaRson).. 144 Comincs, WittiaM R. Salvaging human dere- Direction of human evolution without educa- Booklists (see also Guide to Books). ERR N LIES NETS PLE Pere ere LET 70 ee ee Sere eee. 131 Books for boys (booklist).. Megs OS IS Committees and departments, Among — (see Do we need a world language? (Henry W , s00ks for children in grade five..... OFS 6 ss 219 Among committees and departments). ia i ales ok oo mma nb dues e's 2 ee 178 ae for children in grade four...........-. 185 Committee on classification of educational ma- Does American Education Week Pay?........ 62 ooks for children in grade one....... toeeeee 73 terial, 1924-25...--- perce cere ese eaes states 297 Douglass, Home of Frederick (photograph)... 215 Books for children in grade seven............ 313. Committee on Codperation with World Federa Beasn, Taveme A. (portrait) ..csacccdceseccs cnt 290 Books for children in grade six....... sesceees 266 MAE as <0 cb dawieclsbon kee sekas db shiesh ees 201 Drake, E. H. The course of study—What it sooks for children in grade three............. 147. Common things—poem (L&onarp G. NaTTKEM- eee ee Pere reer ial alata so0ks for children in grade two...... tsseeeee 105 OO NETS LP PEE Te CEPT TOT AT TT 236 Drake, J. Watter. How the Department of Books for children in grades one to eight..... 346 Comparison of education (chart)..........--- 14 yA a ine perie — 15 Books for visitors to Washington, De Cie .e 145 Concerning teachers (THomas W. BICKNELL). 206 “Drastic economy” (cartoon).........sseeee0s 100 Books, Guide to (see Guide to Books). Cone, Heren Gray. Heartbreak road (poem). 118 Drury, AusreY. Education and the metric ad- Books of 1923, Interesting a SS ees = boeeose”” FS Conference on ip Reading for Hard-of-Hear- WONGE congeners ccconesssees gisihe ac) «tine 179 wane to grow el ogee —— ee c ing a ea pengre) ann TE 226 Durrietp, E. T. The case against silent read- ~- Educational books of 1923.........- mike ae ongressional Library—The service of our Na- RR AAA A ee ees a ee 155 — For children in grade five.......... éschess 219 tional library (Hersert PUTNAM).......--- 203 DUNKELBERGER, GeorGE F, Education and the For children in grade four...... seseeeeee. 185 Constitutional convention on education........ 50 BO BORO oo 66.05.00 0 hsccscverececinsrees me 282 — For children in grade one...... sececeseeee 73 Continental Hall—D. A. R. (photograph)..... 215 Dunn, ArtHur WILLIAM. The junior Red — For children in grade seven............... 313 Coorey, Epwin G, (portrait).........-++.++- 127 ee ee eee ere, Se 108 - For children in grade six................. 266 Convince, CALVIN (portrait).....-..eeeeeeeee 220 — For children in grade three.............. 147. — America’s need for education.............- 229 ~=© Editorial... 22, 60, 96, 134, 172, 210, 248, 290, 334 — For children in grade two...... teteeeeeses 105 — (quotation on education).............. 124, 323 Editorial Council for 1924-25.......eeeeeeees 297 — For children in grades one to eight........ 346 Correcting a wrong impression.............-. 12 Editorial from The Washington Herald—The — Interesting books of 1923............+++4- 72 CoTTERMAN, Haroitp F. Education in Holland 283 Aamericnn public echoaol... ...cccescssacssccen 192 aS Seenareemeye RRS oy tess Re 312 Course of study—What it should contain (E. Education, Aims in America (Payson SMITH) 119 ad Se owe ad po gga = sos £5 CEE ie 294 ‘ H. DRAKE) .......+-.-- sec teeeeee seteeees 68 Education, America’s need for (Catvin Coot- ae a Se, whtlosaohy ..0.0 04.00.00 «0-050 312 Cove, W. G. Hope for British education..... 205 ES ines bbe dn h'd dies ap mbie aes eae oe kee 229 PE PCRS § nsceccccsccicastoccccve 204 Craptree, J. W. The secretary’s annual re- Education and the metric advance (AUBREY — Some good novels of 1923 (booklist)....... 194 eS Re ie bw wnSe ood etn teylbedtsn 239 OE EEE TS rn ee ee Mail 179 OO — Eee a —— ee eee a Vol. 13, No. 10 THE JOURNAL OF THE NATIONAL EpucaTion AssocIATION 357 —..—. aa LW, Education and the new school (Georce F. DUNKELBERGER) ceeeese cece seecsctceseeeee Education as teacher training, Physical (HENry SG, CURTIS). .---- cece nese cece ere secwcees Education association, Building a local....... Education associations, growth of (table)..... Education Bi..«.10, $2, Et, 130, 150, 187, 237, 341, 342, Education Bill (editorial) 650. ccsecesccscecs. Education Bill (resolutions on)........... 139, Education Bill advances, The................ Education Bill, Dr. F rank Crane pleads for the Education Bill hearings.............. ror rey. Education Bill, Organizations supporting the.. Education Bill, Progress on the.............. Education Bill reintroduced (photograph)..... Memestion Bill, The.................. eee Education Bill The situation summarized.....: Education Bill would, The................... Education, Booker r. W ASHINGTON on negro.. Education, Constitutional convention on Education, Czechoslovakia and IT Dr RS nr ee f Ore eT eee Education, Demonstrating the possibilities of health (Satty Lucas JEAN)................ (EMANUEL V. Education, Department of (chart)............ Education, Direction of human evolution with- REID «6 4.56 0.0.02 0'scle 60400048000 ee MNO «56 Cdn Shah i 6600 be bode Education in Holland (Harouip F. Correrman) Education in the Nation’s Capital (resolution Di ahth s4@b Cin tan cubbedd oe wae oo vaccads Education, Liberalizing vocational (BENJAMIN I Gs Gea s.db bs A.nie.0 0 4 0. ceded 6 s.0 6 0 40-8 Education, Measuring and testing in (ALEx- NT RT CT Or rrr Education, Notable service in Education, Popularizing health (VeERA Jacoss) Education, Radio in (ArtuurR R. Burrows).. Eéucation, Radio Talks in..............e0e0: Education, Testing the genuineness of (R. W. GETCHELL) Education, The challenge to American (Payson SMITH) Education, The future of radio RIcE) Education, The junior Red Cross in (ArTHUR Saree rrre ; oe aabed 7. . = EE <3; 0.0.4.5 0.0 ath eae abe gabe was sknee ns Education, The library in (Jupson T. Jen- NINGS) cee cece cece cece eee sees eee eeeeeene Education, Workers’ (H. G. Goop)........... Education, World peace through.............-. Educational books of 1923......+++++++++++- Educational progress during 1923 Aer eee . Educational service of the library, The (WiL- Sam ALLEN WHITE)...c0.cccccccccscccess Education’s fight for recognition.. cess cess Elementary education in Sweden (Frep Tait) Elementary principals at Washington (S. D. SHANKLAND) Eviot, CHARLES W. (portrait)...... pe cesacees Elmwood School, Springfield, Ohio (photo- graph) ......-.-..eee-eeees sete cece seeees Enforcing the law (Fiorence E. ALLEN)..... England, Education in............++--.- tees England—Hope for British education (W. G. Cove) Enlarging ideals in public recreation (JAMES UO eee) es ers. ee re eee Enrolment and affiliation..............++25, Ethics for educators, Professional (FLORENCE CARON bo. ood aciocicenelcs oscmmsecsee Ethics for teachers. .64, 65, 237, 261, 294, 307, Ethics for teachers (N. J. Goutp WIcKEY)... Ethics—philosophy—treligion (booklist)....... Evening school activities in Gary, Indiana CAreunr FRRTEcH) 2... cccccccccceserces eee Everett, Laura B. Annotation, denotation, CORSE. cs «3.0.00 be doin 66 ts 5 RKO ROO Everett, Laura Bevi, and EvizasetTH ABBEY. Mrs. Snaffy on cake and capacity........-- — Mrs. Snaffy, psycho-analyst.............. Expenses of delegates, Partial payment of..... Farrcuitp, Hoxie Neate. Falling in love with FAIRCHILD) Fertscu, ALBERT. Ns 6.6.4 uo 66.00 thek basa ge wed Cua : Film as a medium of instruction, The (A. G. SEED. + bn 0. sdoccecccvesce ae veces eetence Finx, Mrs. Jessie M. (portrait)........--.. For the future of the South (poster)........ Forsusn, Witt1aAmM Byron (abstract).......-- Foreign Service, American (map)........++-. Franklin in your school, Ben (Joun A. Goop- ELL) Frasier, Georce W. (portrait)............+++ Fresh from the classroom. .23, 61, 97, 135, Friends of children (portraits)..........+..-+- Fryer, BenyamMin N. Liberalizing vocational education Future of radio education, Rice) Gary, Indiana, Evening Rr er Gecxs, MaTuitpe C. (abstract)............0- GetcHett, R. W. Testing the genuineness of TE ae eee er are Getting out the vote (Minnie FisHer Cun- ED. 6.0:6'« 40.4000 chs wese s Satnws Maen Gettysburg Battlefield (photograph)....... bey The (Martin P. school activities in 210, 343 210 Iil 187 150 342 187 139 201 98 268 110 116 332 242 136 278 214 God dances on the hills—poem (Mary Sir owen nit MES TALE LL PTL Tee 288 Gotpricu, Leon W. (abstract)............... 242 Goon, H. G. Workers’ education............. gt GoopELL, JoHn A. Ben Franklin in your ee ee ee a ee ye 24 Ne | ae as eee 165 Gorvon, ANGIE Miriam. The master builders SOD Sk soa Oa Sis dt en na wawelse'snsus cas 92 GRavEs, FRANK PIERREPONT (abstract)......... 138 Great public school exhibit will amaze you.... 253 GREENAWAY, KaTE (portrait)................. 349 Growth of education associations (table)...... 128 Guide to books....36, 71, 104, 147, 185, 219, 26s, ; 311, 351 Gwinn, JoserH M. (portrait)..........cce0-- 347 Harding on education, President.............. 10 Harman, A. F. If I were king (poem)...... 236 Harris, Joe. CHANDLER (portrait)............ 349 pranrwens TC. GURGieet).. 6. Scicccs savcsen 137 Harvey, P. Caspar. How shall debates be ns a EES LEE EEN SEE Ee er 106 Hawes, CHARLES BoaRDMAN (portrait)........ 265 Health, Decalog of (NicHoLtas T. McNEIL)... 307 Heartbreak road—poem (HELEN Gray Cone). 118 HetzeL, Henry W. Do we need a world NNT oo ssa hie wed 0é60 66 ode eee 178 i SOM. ose scdae bens ta tecens tion 214 HorrFMan, Fern’ Evans. The opportunity ds Ors <0 5&5 > od0 0 neae st eae roe 257 Holland, Education in (Harotp F. CorrerMan) 283 Home projects for boys... ... 2.0.0 cccccccccces 226 Hoover, HERBERT (portrait)..............-00. 15 Hope for British education (W. G. Cove) 205 oe a ee ee re eee 138 SS Oot eee eee rel. 44 Housing the rural school (Harotp A. ALLAN). 321 Housing the school army......:.....cseccces 58 How do your schools rank? (table)........... 223 How shall debates be judged? (P. Caspar IN oh os as wid bw aac sub 0 oho ee 106 How shall opportunity be equalized?.......... 15 How the Department of Commerce works (J. ak a RE eR EA Dyly. haeil 15 How to know architecture (booklist).......... 38 How to reserve rooms..............ccccccces 40 How we spend our income (chart)............ 225 Hucues Cuaries Evans (portrait)........... 85 — The Department of State.......c.cccccace 85 Hurcuins, WiLL1AM J. The children’s moral- Be GGG... cess ne A ee APE ee A 292 Ideals of the American public school, The (HARRISON S. ROoBINSON)..............005.. 27 If I were king—poem (A. F. HarMAN)........ 236 Illiteracy conference, The National........... 107 ek I i sick ican tae ee 350 Rh GENE JOUTMANS. . .50s 00000400 32, 212, 264, 350 In other journals What they think of the sum- BRET GROREIN Ge 0. b:0600s 0 ieee setibewesteetinn 264 OE EE NO 57 Interesting books of 1923... ...cccsssseveses 72 Is education submerged? (chart)............. 11 It’s largely in the point of view (Rue. Mc- RREELS +0055 6 ots0a sgt Sein ian enae 200 Jacoss, Vera. Popularizing health education.. 201 Jean, Satty Lucas. Demonstrating the possi- bilities of health education................ 217 Jefferson’s home (photograph).......... err 214 JENNINGS, Jupson T. (portrait)......... 35 — The library in education.................. 35 Jeremiah Junior’s I. Q. (A. HELEN AwNpeER- cg MOO EC et Ce een 329 Joint committee on methods of preventing de- linquency (Washington program)........... 226 sotiia,; 5. Kav, COOP 6c ced sees Bee oR 337 Jones, New York honors President........... 33 sous, Garwt Mi. Gperkeeit) vcscandncckSckbe my 221 i el ee ree 233 — Wachman, tell us of the night............. 12 Journalist’s creed, The (Dean Water WIt- LTA) 2s. Coase nes cbaueesh sss cheeeees cue 84 Judging the recitation (Jutia A. SPOONER).... 256 Junior Red Cross in education, The (ArtHuR We PONY on o's occ0dues nas tele hes th bans see 108 KeitH, JoHN A. H. Constitutional convention i. A Sere ea oe ere 50 Krecinc, Rupyvarp (portrait).......cccccsccce 349 Kien, Gertrupe. A project for seniors...... 171 Kwox, Mancanet (abetract). 6c. is cideicevese 242 LacerLor, SELMA OrTILIANA Lovisa (portrait) 349 LrAo, CaRNErRO. Recent educational trends in DUGG: <5 ..0.05>0seadinn ith benetncheeaaas 175 Lesieiative Cocitiingio®... ...«-.-+ssnenss>. oubories stem Rural school in the black belt -of ae cea C eben bean be Ga0.44 209 121 217 gi2 231 325 214 335 211 187 171 117 203 203 228 285 82 98 285 279 174 59 209 146 175 215 96 208 Iot 125 1$7 Salary question, A phase of the (Isanet Simpson ) Salary schedules in Washington, D. C....... Salvaging human derelicts (Wiut1am R. Com- | re ere re Santa Claus operating at a rural school in the black belt of Alabama (photograph)......,. ScuarF, Esterta M. The classroom teacher CDOGUE) & . Heh sos ces cccemewes gece rsscecrcdes ScHERER, Marcaret R. The city of columns School and public museum (Laurence VAIL DS, REET COT OTE CT Bemoes athietics (CE. C.. Cause) is ccs oon veces School costs, The truth about..........e.e0.. School finance, Basic studies in (Joun K. Nor- DD. sheaths c:h beh S6S bbs 60.06% sa eee 114, School Garden Association of America (Wash- ET ES Schools rank? How do your (table)........ Science, social and popular (booklist)...... Searson, J. W. Big things done at Chicago. . Second gt rade, Books for children in........ Secretary's annual report, The (J., W. Cras- errr er reer re errr ee ee Service of our National library, The (HERBERT Nr a tails a Wh wie every mrgust OES ie chin lanka Service of research—Our National Association SHANKLAND, S. D. Elementary principals at RE ree te 8 Ae ae ee SHERMAN, Mrs. Joun B. (portrait).......... Should education have a spokesman in the ee SS a ar ee | SRE s:s os se nts aieacesibave code deus SIpNEY, MARGARET (portrait).......ceeeeeee- Srecrist, Mary. God dances on the hills ON OE OD ET ae Silent reading, The case against (E. T. Dut PT) Kd doewn odd er babn onanensieigetitiawace “Silent reading, The case against,” A reply to eR ERs OCONR DP ang:s's en oeenscsigo usa Srmonson, Lucy C. Fresh from the classroom Simplification process of the Bureau of Stand- et OID. 6645-05 00s 4 oh onSusignicws Srtmpson, Isapet. A phase of the salary ques- SS, ailindns Aah bc einwrestne oelamke dant mates « Situation summarized, The...............++- SMITH; PAYSON (DOrtrait).... ovcss o> ce codecs — Aims in American education............. -~ The challenge to American education.... Snaffy, Mrs., on cake and capacity (Laura Bett Everett and Ex.izasEtH ABBEY Ever- EE hon 0 .0,0.0.0 0 6s Saat r ob nes 0 6nGd emeeess Snaffy, Mrs., psycho-analyst (Laura B. and ee ee rere Socialized library, The (ExvizasetH Maprson) Solving the moving picture problem (Mrs. ee SO Aer re Some good novels of 1923 (booklist)......... Sources Of informiBtiON... .. occ. ccc cccceene South, For the future of the (poster)........ Sroonmr, Jurza (abstract) ..........0...ce0- PE dd Rida 6565 5808s oon sastones ce ae at a ee tee SPRANKLE, VirGINIA. (portrait)............. Starsuck, Epwin (abstract)............... State association publicity (Artuur L. Mars) State Associations 1924-25, Our............. Sterling-Reed Bill, The (see Education Bill) Stevenson, Rospert Lovis (portrait)........ Stewart, Carotine T. Building personality Stone, Crarence R. A reply to “The case against silent reading’’ Srrayver, Georcre D. (abstract)...........-.. Summer. courses at Oxford (RaymMonp WaAL- GS Sa. Peete edss owesGhene Stud esac’ se Summer school attendance, 1913-23 eT) ere Or re Tere Surton, Wize A, (abstract)... .cccisies Sweden, Elementary education in (Frep Tait) Swimming pools safe, Making (JoserH Garp- Be rae eee ee Tait, Frep. Elementary education in Sweden. . Teacher as judge, The (Eucene THompson) Teacher speaks, The poem (WaLTER Barnes) Teacher training at Washington (AcnEs WINN) Teachers and retirement laws.............. Teachers and world peace (Avcustus O. RES & et a re Teachers’ organizations, 1924-25, Program for Teachers’ registration Seen The (Joun ED son oink ctr cee his sume Ceol « «6c Teachers retirement annuity principles........ Teaching better mail service..............000% Teaching the truth about history............. TEAGARDEN, FiLoreENcE M. Professional ethics EE EES OP TPE FE OTE WE WOMPOGOIED sb 5c occ ca cecdisaccapes Ten articles of American faith (Junie Ma SO BOOM sch cias ee cece caeeeses Ten good resolutions (FRANK CRANE)......... Testing in education, Measuring and (ALEx- ENS a Pee eee Testing physical fitness (Maser, Travis Woop) Testing the genuineness of education (R. W. ED abd thie ba teen 64 6 vibes oPod se ba Tew, JosepH GARDNER, Making swimming Ss Je EES {kbc ae ven cies. «ae Tomas, Aucusta O. Teachers and world ak anh hcahd ancs Beings cashnass 4 EM THOMPSON, EuGENE. The teacher as judge.... Thrift Education, National Conference on (Washington program)............++---0% ROE, DEM 3. (GDUEREE). ccenswhccowesds ous 338 166 164 218 170 56 195 223 294 144 105 209 343 It9 240 268 Ito 299 167 194 57 142 244 309 256 275 201 243 286 302 141 31 199 28 295 327 245 2I1I 181 216 222 204 64 2 198 32 101 13 136 141 245 199 Tourist camp in East Potomac Park (photo BIAPD) cr ncsccccccsecvcccessnvescesecseall 17> TREVELYAN, CHARLES PHILIrs (portrait)... ... 27 Truth about school costs, The.... “2 Tuskegee? What is (RoseErt R. Morton RS : Tereim, Mase (porteait) 4s cS ’ New Teaching Methods Required New Material Educators everywhere were quick to realize that Compton’s Pictured Encyclopedia . . . with its fascinating interest, its great collection of pictures and its new type of articles... . sup- plied the material that made new teaching methods practicable for every classroom from the 4th grade through the 8th. Visual education, Motiva- tion, the Problem-Project . . . Comp- ton’s Pictured Encyclopedia not only made these dreams realities, but at the same time greatly reduced the teacher’s ever-growing burden. Enthusiasm of Teachers is Matched by Praise of Pupils Teachers found in Compton’s Pic- tured Encyclopedia a new type of material. With a minimum of adapta- tion, they could use its articles, its COMPTON'S PICTURED ENCYCLOPEDIA 8000 HALFTONE ILLUSTRATIONS Should Be in Every Classroom 10 VOLUMES «+ 4000 PAGES - THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION An avalanche of approval from the educators of America rom teachers, principals, superintendents . . . from university : professors and presidents of normal schools... from the leading members of the N. E. A. in every state of the Union - » came an avalanche of praise when Compton’s Pictured Encyclopedia was first published. pictures, its motivated paragraphs to enrich every school subject. Students found Compton’s Pictured Encyclo- pedia a supplementary text book that was literally charming. “4 Real Service’ —W. B. OWEN “You have done a real service in preparing this useful encyclopedia,” writes William Bishop Owen, President of the Chicago Normal School and President of the N. E. A., 1923. ‘‘It is modern, simple, clear, accurate, reliable, attrac- tive and stimulating. It would be a great aid to the cause of education if every teacher in America could have a set available to help her and the children in their work.” Almost from the time COMPTON’S was pub- lished two years ago, it has been breaking sales records to teachers and schools...and sales are rapidly increasing week by week. Have you, too, discovered the great teaching possibilities of Compton’s Pictured Encyclopedia? Write today for sample pages and special terms. Address: Dept. 4, F. E. COMPTON & CO., 58 East Washington Street, Chicago. | es | SPECIAL NOTICE to TEACHERS New Book of Over Forty Practical Problem-Projects Just Off the Press Send for it At Once In view of the increasing interest in Project teach- ing and the desire of teachers to secure practical help on this most modern method of teaching, the * publishers of Compton’s Pictured Encyclopedia have had prepared, by a leading authority, this book of Practical Problem-Projects containing several Projects for each grade from the Fourth to the Ninth inclusive. Each Project has been used in a system that for fifteen years has been experi- menting with and developing the Project Method. Each Project is carefully worked out with details explaining every step in its development and correlation. To the best of our knowledge, this book is the most practical, most advanced and most authoritative book of Projects yet published. We will mail you one copy if you will send us merely the cost of mailing—20 cents. Regular price of additional copies —35 cents. Just wrap two dimes in heavy paper and enclose them in an envelope with this coupon. seessesseseses COUPON ‘8822802200008 F. E. COMPTON & CO., Dept. 4, 58 E. Washington St., Chicago Gentlemen: Send me one copy of your new book, Practical Problem-Projects, as advertised. I en- close 20c. Rc terihtinimnetmmiminnatitiiihmnesnininsemianantiaael SR Revicieseccnashetinnitinncibitnnsmnntastanlainininstiiniaiintanieggeetn Position.......... ———————— rd A-200 Tue JouRNAL OF THE NATIONAL EpuCATION ASSOCIATION For Junior High Schools General Language By STERLING ANDRUS LEONARD, Assistant Professor of English, Wisconsin High School and University of Wisconsin, and RIAH FAGAN COX, formerly Teacher of Latin and English in Wisconsin High School and University of Wisconsin Designed for Junior High School classes to — precede Senior. High School courses in Latin, French, Spanish, German, English. A course in understanding what a language is. Includes a brief, vivid, interesting history of the English Language, many lessons in word derivations, fas- cinating stories of words and their families, and a thorough grounding in basic grammar. Ready November First Rand MSNally & Company Chicago New York (Dept. M-95) To make English a community study is one of the achieved aims of SELF-HELP ENGLISH Lessons, by Julia H. Wohlfarth and John J. Mahoney. Pupils and teacher work together in finding strong and weak points in the oral and written English of individuals and of the class as a whole. Self-help methods are then applied to strengthening the weak places discovered. Throughout the course the pupils pool their resources for class composition; they form teams for com- petitive games and drives; they engage in a large variety of projects that demand intelligent group coéperation. In a multitude of ways they learn to work together to play their parts in a community job, thereby gaining invaluable social experience. Self-help is the keynote of this series. There is no other language series that presents as many helpful, unique ideas for pupils and teacher. Write for Self-Help English Lessons Brief, a complete description. WORLD BOOK COMPANY Yonkers-on-Hudson 2126 Prairie Avenue New York Chicago December, 1924 TEACHING: A BUSINESS By M. G. KIRKPATRICK A practical manual of common sense in school man- agement. Helpful and readable. A sound and _inter- esting aid to elementary teachers. Just published. Mailing-price, $1.40 THE KELPIES By ETTA AUSTIN BLAISDELL The Kelpies live down at the bottom of the sea, among the rocks and kelp, but when the moon shines they come up on the beach to play. What they do, and what fun they have, is shown in forty of the prettiest colored pictures ever set before first-grade children. A _ jolly book, carefully graded, with extra large type. Just published. Mailing-price, 65c PREHISTORIC MAN Human Life in the Old and New Stone Ages By MARY E. BOYLE For Grammar-grade History Readings This book will teach young readers that to appreciate the real meanings of the Scriptures they must lend an ear to the lessons extracted from the earth—to the answers yielded by the contents of caves, glaciers, and river de- posits; to the stories mutely told by raised and sunken beaches. Stones and bones will help them to interpret the great traditions of Holy Writ. Just published. Mailing-price, 85c LITTLE, BROWN & COMPANY 34 Beacon Street 221 East 20th Street BOSTON CHICAGO ALEXANDER-DEWEY ARITHMETIC By a method at once unique and interesting, it teaches logical thinking and independent reasoning. Understanding is the keynote of this series. Number work is related to the pupil’s daily life. Problems are numerous, reviews frequent, oral work constant. Admirably adapted to teaching project method lessons. 2-book, 3-book, and 6-book series. WOODBURN & MORAN’S Histories and Civics In this series history and civics are made real. The ma- terial is skilfully chosen and interestingly presented, with a strict adherence to truth. Brimming over with the spirit of good citizenship. THE MAKERS OF AMERICA (Sth yr.) INTRODUCTION TO AMERICAN HISTORY (6th yr.) ELEMENTARY AMERICAN HISTORY (7th & 8th yrs.) THE AMERICAN COMMUNITY (8th yr. & Jr. H. S.) HORACE MANN NEW SECOND READER The New Seconpn Reaper, like its predecessors, the Horace MANN New Primer and New First Reaper, takes advantage of the cumulative effect of a series of related incidents and situations woven together into a complete story. Interesting, new, and of permanent value. Illustra- tions all in color. Teacher’s Edition now ready. LONGMANS, GREEN & CO. New York Chicago Boston Mention THe Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION AGRecr ETEBE pat ‘hd Crary, ATOR - ESTryy = Lat, by A COMPLETE SYNOPSIS IS SUPPLIED GRATIS EACH LIBRARY SUBJECT Films appearing in this group are printed on either inflammable or safety stock. Prompt de- livery is assured. Grand Canyon of the Colorado Yosemite Valley Rocky Mountains Yellowstone Park Mount Rainier Niagara Falls Panama Canal Washington, D. C. Democracy in Educa- tion Some of Uncle Sam’s Workshops Iron and Steel Making a Rubber Tire Oyster and Shrimp Fishing Olives and Oranges The Honey Bee Milk as Food The Banana The Date Palm Making Maple Sugar Mining Anthracite Coal Brain Operation Goitre Operation Meat Packing Salmon Fishing Cattle Ranch Luther Burbank Irrigation Babies of Wild Animals Pueblo Indians Wheat and Flour Big Trees of Cali- fornia Water Supply of a Great City New York City Lumbering in North Woods Paper Making Changing Hides into Leather Pottery Many other subjects are available on inflam- mable film. These are sold at reduced prices. ORBIS SENSUALIUM PICTUS “The World of Sensible Things Pictured” Published 1657 by JOHN AMOS COMENIUS FORD EDUCATIONAL LIBRARY FILM SUBJECTS The World of Sensible Things Pictured Established 1922 by FORD MOTION PICTURE LABORATORY Orbis Pictus taught and interested peo- ple for two hundred years. The estab- lishment of visualization in education was the great contribution of Comenius, the “Father of Visual Instruction.” The school film, refined and perfected, is a modern educational force of the new era of learning. Comenius prepared edu- cation to use worthy school films. The Ford Educational Library offers to aid visual instruction with school films of high educational standard at low cost. ACTION IN FILM LESSONS HOLDS THE STUDENT'S ATTENTION Detail information on this Library plan will be mailed upon request FORD MOTION PICTURE LABORATORY DETROIT, MICHIGAN Mention Tue Journat when writing our advertisers. Hotel Hamilton WASHINGTON, D. C. Opposite Franklin Square Park Fourteenth and K Streets THE HOTEL HAMILTON seeks to entertain school workers when on business or pleasure trips to Washington. Liberal Reductions from regular rates are made to persons connected with schools and colleges. Three Blocks from— NATIONAL EDUCATION ASSOCIATION HEADQUARTERS Faultless in appointments and complete in every detail of arrangement. Courteous and careful attention to the comfort of guests. Convenient in location and easily accessible from business centers and points of interest. Transportation service to and from Union Station. Four hundred rooms, all with outside exposure and with tub and shower baths. The Metropolitan Museum of Art Announces Two New Publications for Early Issue A Handbook of the American Wing— Opening Exhibition By R. T. H. Halsey and C. O. Cornelius This volume will prove of the greatest value to all people interested in American Art, especially the arts of decoration. Its general introduction on styles and _ its special reference to woodwork, furniture, textiles, ceram- ics, ete., will offer an unparalleled opportunity for study. Fully illustrated. A Bibliography of Early American Art By William Clifford and Helen J. Baker This volume gives the annotated titles of about four hundred books and one thousand periodical articles on all phases of the fine and industrial arts of the Early American Period, architecture, painting, furniture, glass, ceramics, costumes, customs, etc. Tue Journat or THE NATIONAL EpucaTION ASSOCIATION They do stay accurate The Fairbanks Health Scale is designed for home, office, and hospital use. Like the school scale, it reads to 300 pounds by quarter-pounds directly on the beam and can be fitted with a convenient measuring rod. There are no loose weights to be mislaid or lost. The finish is white enamel. Details and prices on Fairbanks School Scale — Health Scale — Clinic Scale (105-lb. capacity)— Baby Scale (35-lb. capacity )— at your dealer’s. If he cannot supply you, write us. Fairbanks Health Scale _ Fairbanks School Scale One reason why the Fairbanks School Scale has proved so pop- ular is because it remains ac- curate through years of use and abuse. Rugged, sturdy con- struction is of prime importance under the severe usage common to such scales. A _ particularly convenient feature of this scale is that it may be read from either a standing or sitting posi- tion. It is finished in mahogany. i : * Fs ty Pe FAIRBANKS SCALES NEW YORK Broome and Lafayette Streets and forty other principal cities in the United States CHICAGO 900 South Wabash Avenue December, 1924 ee SS ee tl C—O ee ee —_—$—$_ TT sentence A i ana CN. Vol. 13, No. 10 i WARREN BOWLING GREEN LAKEWOOD PS AKRON * e YOUNGSTOWN RINGFIELO — wal ba COLUMBUS a2 DAYTON Ohio, too, 4 Adopts the Miessner 120 Miessners in the schools of 11 cities in Qhio! And many more throughout the State. Here is one more example of the progressive trend in musical education. Day by day more schools are turning to the Miessner to carry out the program of ‘‘Music For Every Child.” Designed to fill school needs, the Miessner holds a unique position in the piano field; it is the outstanding school piano, ideally suited for class piano instruction. 20 children can be taught in a group where there’s a Miessner. Make music an important subject in your schools by adopting Class Piano Instruction on a self-sup- porting basis. The coupon will bring a booklet which fully explains this plan; also attractive Miessner terms and details of special ten-day free trial plan. Mail the coupon now. MIESSNER PIANO CO. 116 Reed Street, Milwaukee, Wis. THE MIESSNER PLAYER IS Valuable for musical appreciation work, and for accompaniments. MUITESSNER THE LITTLE PIANO WITH THE BIG TONE Miessner Piano Co., 116 Reed St., Milwaukee, Wis. GENTLEMEN: Send me, without obligation on my part, booklet explaining Piano Class Instruction, the Melody Way. Also quote your special low price to schools, and send details of the ten-day free trial plan. a) ee ee ee | THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION L.B. Practice outfits in use in the Winchell Continuation School, Chicago, Illinois 20 classes a week fascinated in learning filing by the new L.B. Practice method Mrs. Fiscus, instructor in filing at the Winchell Continuation School, Chicago, Illinois, has 20 different classes each week with 20 to 25 pupils in each class. Over 400 pupils in her filing classes! How to teach these classes most effec- tively—that was the problem. Mrs. Fiscus investigated all methods and then selected the L.B. Practice method. Each L.B. Practice outfit is a complete miniature filing system. With it each student files and finds correspondence just as she would in a modern office. Already over 400 schools are using L. B. Practice outfits and proclaiming them highly successful. The coupon below will bring you a free copy of the booklet “‘Making filing fascinat- ing to teacher and pupil.” It tells you what you, too, can easily accomplish—by the new L.B. Practice method of teaching filing. Library Bureau Administrative school records and files for superintendents, principals, department heads and secretaries Boston Chicago NewYork Philadelphia 89 Federal St. 214W.Monroe St. 380 Broadway 910 Chestnut St. Library Bureau, Educational Division, Cambridge, Mass. Please send me your booklet, “Making filing fascinating to teacher and pupil.” Name School Address City. J. N.E. A, 12-24 Mention THe Journal when writing our advertisers. A-204 Tue JourNat oF THE NATIONAL EpucaTION ASSOCIATION December, 1924 Comedies That Are | Real Mirth-Makers Pathe specializes in comedies of the pop- ular length—one-reel, two-reel and feature. COM TO THIS BIG FAMILY OF TEACHERS —Who have no financial worries, due to Sickness or Accident. —Who have a regular income in time of need. —Who are protected during vacation as well as during school year. —Who are able to “smile thru the tears.’ “SMILING THRU TEARS’—OUR NEW BOOKLET Recently from the press, it tells, in a series of letters from Teachers all over America, the story of the T. C. U. more graphically than we can tell it. It is sent freely, without placing you under any obligation whatever. Write us today. Pathe distributes not only the most com- edies, but the best. Personal investigation will prove the statement. From Hal Roach: One-reel Charley Chase, two-reel “The Spats,” Roach Star Comedies, “‘“Our Gang’’ and Arthur Stone. From Mack Sennett: Two-reel Mack Sen- netts, Ben Turpin, Harry Langdon and ., Sennett Star Comedies. ’ Write us as to your requirements, and we will be glad to advise you. There is a Pathe exchange near you. Pathe Exchange, Inc. % 35 W. 4sth Street New York Teachers Casualty Underwriters 563 T. C. U. Building Lincoln, Nebr. NAA Ade AY eA SELF $69.00 WRITING INSTRUMENT FILLER 2 with your name engraved F REE Here is the opportunity for those seeking the joy of a perfect writing instrument. Secure this new improved Inkograph at a reduced price with your name engraved in gold free. Read the description below that tells of Inkograph’s wonderful qualities. You have your choice of either of the two self-filling models pictured. THE MeEwImMprRoven Thousands already know the wonderful comfort enjoyed by using an Inkograph. Those who have not . used one will welcome this opportunity to purchase at reduced price the New Improved Inkograph. ONS ZE- HRA OLE 2) ADA ENDORSED BY Clergymen, Teachers, Bankers, Postmasters, Writers NOTE These Pictures: They show a few of the temper-produc ing draw-backs of the fountain pen, the lok ograph eliminates. Men and women in every walk of life who have occasion to write a great deal are unanimous in their praise of the Inkograph, and why shouldn’t they. It writes like a pencil in ink, costs less than a good fountain pen and performs many duties an ordinary fountain pen cannot do. Inkograph has the reputation of be- ing the only Ink writer in the world that gives entire satisfaction. A reputation earned by per- formance. White Gold Point, Shaped Like Fine Lead-pencil Point Inkograph is better than fountain pens you are accustomed to using, be- cause it won’t skip, blot, scratch, leak, clog or soil hands. Made of beautifully polished best- grade hard rubber. Has nickeled pocket clasp or gold ring. » Cannot Leak Makes 3 or 4 Carbons Style No. 14A “s at er for pohesrape fo <= With an original copy in ink. Bear down as . or soil hands or clothes. No 1e ‘ “ai S oe ‘ Inkograph Co.,Inc. tiniest drop of ink will spill. hard as you like. You cannot injure the point. 159-201 Centre St. . »s . *,* New York City: ‘\. Style No. Automatic Feed Improve Writing . , nail s 13 — a wi , , s . PR, —_ Sgn ae 4 Works freely up and down within writing Gives lasting satisfaction. Use an Inkograph ener, fot, te anoerer % point, insuring perfect flow of ink. and you will never write with anything else. with my name stamped free. s "e- se stvle y s Please send me style No . How to Order—Send no Money Cc. O. D. I will pay postman ‘ ' 2.00 plus postage on arrival ‘,. Print your name and address clearly and state which style num- ™ F z ~ ber you want. Your Inkograph with your name stamped in *. gold will be sent by return mail C. O. D.; pay postman $2.00 a ae *, plus postage. When ordering be sure to print name clearly. A Oe a Oe en pee ‘. aes ‘.. INKOGRAPH COMPANY, INC. ™% 159-201 Centre St., New York Vol. 13, No. 10 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION A-—205 | | | | : Which | of these | two men has learned the secret of 15 minutes a day? The secret is contained in the free book offered below. Until you have read it you have no idea how much 15 minutes a day can mean in growth and success. Send for your copy now ERE are two men, equally good looking, essentials of a liberal education in even fifteen min- equally well dressed. You see such men at utes a day. every social gathering. One of them can talk of The booklet gives the plan, scope, and purpose of nothing beyond the mere day’s news. The other “ae brings to every subject a wealth of side light and Dr. Eliot’s illustration that makes him listened to eagerly. Five-Foot Shelf of Books He talks like a man who has traveled widely, The Fascinating Path to a Liberal Education though his only travels are a business man’s trips. He knows something of history and biography, of Every well-informed man and woman should the work of great scientists, and the writings of at least know something about this famous library. philosophers, poets, and dramatists. The free book tells about it—how Dr. Eliot has Yet he is busy, as all men are, in the affairs of | put into his Five-Foot Shelf (The Harvard Clas- every day. How has he found time to acquire so. sics) “the essentials of a liberal education,” how rich a mental background? When there is such a_ he has so arranged it that even “fifteen minutes multitude of books to read, how can any man be a day” are enough, how in pleasant moments of well read? spare time, by using the reading courses Dr. Eliot The answer to this man’s success—and to the has provided for you, you can get the knowledge success of thousands of men and women like him— _ of literattire and life, the culture, the broad view- is contained in a free book that you point that every university strives to may have for the asking. In it is told —_ : give. c the story of Dr. Eliot’s great discovery, “For me,’ wrote one man who had sent in the coupon, “your little free book meant a big step forward, and it showed me besides the way to a vast new world of pleasure.” which, as one man expressed it, “does for reading what the invention of the telegraph did for communication.” From his lifetime of reading, study, and teaching, forty years of it as President of Harvard University, Dr. Eliot tells just what books he chose for the most famous library in the world; why he chose them, and how he has arranged them with notes and reading courses so that any man can get from them the Z . ) Send for this FREE booklet that | H int’ Ww By mail, free, send me the little guidebook to the most f: books in tl gives Dr. Eliot’s O n plan J woah, Guasitiae Dr. Fliot’s Five-Foot Shelf of Becks (Fhe Harvashteiosh: of reading and containing the plan of reading recommended by Dr. Eliot, of Harvard. ) l I 1 ¢ 1 Every reader of this magazine is in- vited to have a copy of this handsome and entertaining little book. It is free, will be sent by mail, and involves no obligation of any sort. Merely clip the coupon and mail it today. ————— ee 0 — s - — —— P. F. COLLIER & SON COMPANY, 416 West Thirteenth Street, New York: | P. F. COLLIER & SON COMPANY Me Name Mrs.-_---- > insale oetharenen a Miss Publishers of good books since 1875 PO SP The Great Masters IN COLOR Picture-Study Course in Art Appre-. ciation—a practical and thorough method of instruction for use in pub- lic school or the home. These accurate, inexpensive color reproductions of the world’s great masterpieces of painting are a con- stant source of delight to the children —they make Study seem like play. Introductory Offer 100 Color Miniatures (Complete Set) - - $2.00 1 Museum Color Print (Specimen Copy) - 50 1 Teachers’ Manual (Collins) - - - - .50 1 Picture Talks for Children (Oliver) - -_ 50 Actual Value 33.50 Save $1.50—if ordered at once__ $2.00 Bring the Art Museum to the Class Room BROWN-ROBERTSON CO., Inc. Educational Art Publishers 415 Madison Avenue, Dept. 12, New York City New Haven Normal School of Gymnastics 38th year Fits tor physical education, recreation, playground, reconstruction work. Appointment bureau. 14 dormitories and school buildings on enclosed Completely equipped 250-acre camp on campus. Long Island Sound. 1466 Chapel Street The Supreme Quthority” The Dictionary will prove a constant friend and helper to pupils especially in their English, Geography, and History lessons. What more lasting service can you, as a teacher, perform than to direct an inquiring mind to the source of ac- curate, up-to-date information? Why not say to your Principal thata New International is much needed in your classroom ? Write for Helps in Teaching the Dictionary, Free. G. & C. MERRIAM COMPANY Springfield, Mass., U.S. A. Get the Best New Haven, Conn. Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Temple University PHILADELPHIA, PA Phone, Columbia 7600 College of Liberal Arts and Sciences Teachers College School of Commerce Professional Schools: Theology, Law, Medicine, Dentistry, Pharmacy, Chiropody School of Music Training School for Nurses University High School SEND FOR BULLETIN SUG While Teaching AT become moreefficient through courses in your particular subject whether it be English, Mathematics, History or the Sciences or through profes- sional courses in education like ‘Genetic Psychology,” ‘‘StoryTellingin Primary Grades,” “‘Elementary School Administration and Super- vision,” *‘Methods of Teaching in Elementary Schools,” ‘The Junior Hish School Movement,” “Educational Measuremenits,”’ etc. The Univer- sity gives over 450 courses by mail which command credit towards a .Bachelor degree. Begin any time. a The Anibversity of Chicago 91 Ellis Hall Chicago, Illinois Normal Schoo*. Founded 1898 by Annie Mos-ley Perry. Thorough training for kindergarten, primary and playground positions. HARRIOT HAMBLEN JONES, Principal 25 Huntington Ave., Room 316, Boston, @ass. The Draper Sanitary Roller Shade Patented Jan. 8,'07; Aug. 7, 1923 The Draper Line of Adjustable Cotton Duck Shade Meets School Requirements Sold by Most of the Leading School Supply Houses Manufactured by The Luther O. Draper Shade Co. Spiceland, Ind. Mention THe Journat when writing our advertisers. ) Supervised practice teaching. Enroll now for entrance in 1925. Tuberculosis might strike your home today HERE is no precaution too great for you to take to pro- tect your home and family from tuberculosis. Your children are constantly exposed to tuberculosis germs. The one effective protec- tion against tuberculosis is the organized, co-operative campaign to stamp out the disease. It can be stamped out. Only half as many people die from tuberculosis today as died ten years ago. The organ- ized battle against tuberculosis, carried on by the Tuberculosis Associations, has helped to save the other half. Tuberculosis Associations are financed by the annual sale of Christmas Seals. One tangible, sure way to protect yourself and your family against tuberculosis is to buy Christmas Seals. Buy Christmas Seals. Buy as many as you can. Seal every letter, Christnas card,and Christmas par- cel witli, Christmas Seals. STAMP OUT TUBERCULOSIS WITH CHRISTMAS SEALS The National, State, and Local Tuberculosis Associatiors of the United States Decem ber, 1924 — a - J 1S THE NEW NEAR EAST contains valuable material pertaining to conditions in Greece, Turkey, Russia, Syria, Palestine and Persia for “True Stories’’ that will help boys and girls to countries that will lead to future peace. THE NEW NEAR EAST 151 Fifth Avenue, New York Subscription, Fifty cents a year Vol. 13, No. 10 THE JOURNAL OF THE NAYVIONAL EDUCATION AssocIATION A-207 Pictures give in glanees what volumes of words fail to convey: __ Ibe Perry Pictures Make Reproductions of the World’s Great Paintings Choice ONE CENT SIZE. 3x3%. For 50 or more. Christmas TWO CENT SIZE. 5%x8. For 25 or more Gifts TEN CENT SIZE. 10x12. For 5 or more. Large Pictures for Framing. Artotypes Size 22 x 28 inches, including the margin. $1.00 each, for two or more: $1.25 for One: 10 for $9.50. Send $3.00 for “The Mill,” “Song of the Lark,” and “Sistine Madonna,” by Raphael, or Washington, Lincoln and President Coolidge, or for any three. In colors, same size, two for $3.00. Send 15 cents for Illustrated Catalogue Of 16vo0 miniature illustrations: sculpture, historical, geographical, religious, natural his- tory, etc. Included in the catalogue are four specimen Perry Pictures and 54 pictures PRESIDENT COOLIDGE each about 14x2%. Send coin or stamps. . Copyright, 1923, by Eugene A. Perry Sistine Madonna Raphaei e ° rryT°ictures ©. Box . AWARDED FOUR GOLD MEDALS The Pe © >. nem Gave PICTURES APPEAL, EDUCATE THE NEW NEAR EAST I. C. S. Pamphlet Texts for Schools The Trade, Technical and Busi- conceivable subject. Nearly three ness Texts used by the Inter- million dollars has been spent in in History and Geography classes, and 2 . national Correspondence Schools’ the preparation of these texts and are also used by more than 350 more than $100,000 is spent yearly schools and colleges in the United in keeping them up to date. We States and Canada. believe they are the best and most There are more than 2500 pam- authoritative texts offered today phlets in the series, covering every for schools and colleges. understanding of the children of other Write for Descriptive Catalogs INTERNATIONAL TEXTBOOK CO., Box 9296, Scranton, Penna. Five cents a copy NOW READY ORDER AT ONCE THE NATIONAL EDUCATION ASSOCIATION Announces WILLIAM T. HARRIS Educational Pioneer United States Commissioner of Education Noted School Administrator Friend of Libraries Noted Leader and Thinker Had Dr. Harris lived in Europe his work would long ago have been the theme of a book. This service has now been rendered for America by Dr. John S. Roberts in a book— WILLIAM T. HARRIS His Educational and Related Philosophical Views THE NATIONAL EDUCATION ASSOCIATION has published the book in an attractive octavo volume. Cloth, Two Dollars The edition is limited. Order early to be sure of a copy. (Address) NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street Northwest 1924 Washington, D. C. ‘Date ) a oo Please send me....................copies of your new book—WILLIAM T. HARRIS: HIS EDUCATIONAL AND RELATED PHIL- OSOPHICAL VIEWS—for which I agree to pay at the rate of two dollars ($2) each, postpaid when billed for same after delivery. (Name of library or individual) "(Address in full) id nelgatie 5 (Signature) Mention THe Journat when writing our advertisers A-208 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1924 ‘The Curriculum Bobbitt’s THE CURRICULUM Bobbitts HOW TO MAKE A CURRICULUM Charters’ TEACHING THE COMMON BRANCHES Revised and Enlarged KeNDALL AND Miricx’s How to Teach the Fundamental Subjects || A_macx’s Education for Citizenship KENDALL AND Mirick’s How to Teach the Special Subjects Hiv’s The Teaching of Civics DoucHerty’s How to Teach Phonics Ossurn’s Corrective Arithmetic Jenkins’ Reading in the Primary Grades LosH aNp Weeks’ Primary Number Projects PENNELL AND Cusack’s How to Teach Reading Suzza.Lo’s The Teaching of Primary Arithmetic Stone’s Silent and Oral Reading Barser’s Teaching Junior High School Mathematics Bo.Lenius’ Teachers’ Manuals of Silent and Oral Reading Anpress’ The Teaching of Hygiene in the Grades Coo.ey’s Language Teaching in the Grades Anpress’ Health Education in Rural Schools HALIBURTON AND SMITH’s Teaching Poetry in the Grades é * FREEMAN AND DouGuerty’s How to Teach Handwriting B ’ Teaching Literat in the G Grad d eg oo le OPS TT pemmesan’s The Tetshing of Handwriting Haw.ey’s Teaching English in Junior High Schools Suzza.Lo’s The Teaching of Spelling Leonarp’s English Composition as a Social Problem TraFTon’s The Teaching of Science in the Elementary School KENDALL AND STRYKER’S History in the Elementary School No.tan’s The Teaching of Agriculture swvek HFLOUGHTON MIFFLIN COMPANY su :c88 Let the ip Mark of American Seating Company Be Your Guide to Good School Desks UR reputation for fine school seating has penetrated to practically every county of every state in the Union. To use this reputation as your guide to enduring satisfaction in school desks is good buying judgment. Immediate Delivery Fifteen Models 51 branch offices and distribut- Catalogue A-155, sent on request, ing organizations throughout the icturesand describes fifteen models country have stocks on hand now or classroom and auditorium, thus in anticipation of youremer- insuring 4 right desk for every gency requirements. school need American Seating Company 12 East Jackson Boulevard, Chicago The Factory is in Michigan, but the Service is Local to You! Mention THe Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucATION AssoclATION Vol. 13, No. 10 SS SPENCER (eau MICROSCOPE No. 64 with side-fine adjust- ment lever type, is An Ideal Instrument For High School Use It is distinctive in that it has a side-fine ad- justment which is not | only fool-proof, but will not show lost mo- = tion because there Pe me are 34 threads of the / i. screw engaged at all Nn . times, instead of but one. It is equipped with the best grade Spencer Optics, well and favorably known for over 75 years, since the days of Charles A. Spencer, the pioneer micro- HE easiest way to the child’s mind is through the eye. The class room equipped with the Bausch & Lomb Balopticon usually contains happy, rapidly-developing children. Made in several models, projecting not only lantern slides, but photographs and opaque objects Write for illustrated catalog describing the as_ well. Bausch & Lomb ee ee BALOPTICON Bausch & Lomb Optical Co. 203 Freeman Street, Rochester, N. Y. Boston Washington Chicago New York Notes avd Announcements (Continued from page 355) Who. 1 have made one for myself and have memorized it. Of course, every teacher should know the National, State, and local oficers. In my own Who’s Who, 1 have the names and official positions of the presi- dent, executive secretary, and editor of THE JourRNAL OF THE NATIONAL EpucaTion Asso- CIATION; the president, executive secretary, editor of The Journal, district president, and local president of the Montana Education Association; president of the Playground and Recreation Association; president and editor of the Journal of the American Physi- cal Education Association; National, State, and local officers of the Federation of Women’s Clubs and of the Business and Professional Women’s Clubs. I think every teacher should be familiar with the leaders, the aims, and the policies of every organiza- tion with which she is connected.”—Alpha M. Pierson, Physical Director, Deer Lodge, Montana. Tue FourtH National Safety Educational Contest offered by the Highway Education Board is announced to close December 20, 1924. More than $6500 in cash prizes and medals will be awarded to elementary school pupils and teachers. Pupils will write essays on the subject, My Conduct on Streets and Highways. The teachers are invited to prepare practical lessons for use in the classroom. Essays are not to exceed five ‘hundred words; the lessons by teachers may run between one thousand and three thou- sand words. Detailed information may be San Francisco London America. request. SPENCER MICROSCOPES, MICROTOMES, | BUFFALO |] DELINEASCOPES, SCIENTIFIC J] BUFFALO SA APPARATUS. S.A SF BUFFALO, N.Y. had by writing to the Highway Education Board, Willard Building, Washington, D. C. A REPORT of the School Savings Plan in Seattle, Washington, shows that 66 per cent of the entire enrolment in the public schools now have savings accounts. The amount in the School Savings Bank at the beginning of the present school year was a little in ex- cess of $200,000, with a total of 32,113 de- positors. The enthusiasm for the plan dis- played by both teachers and pupils indicates that the deposits for 1924-25 will far ex- ceed those of any previous year. MILWAUKEE, Wisconsin, has a new and comprehensive program of school building. In the next ten years, the city will build four more senior high schools, of which it now has eight; twelve more junior high schools, of which it now has six; and twenty- one elementary schools. Dr. LinpseyY BLAYyNEY, of Rice Institute, Houston, Texas, has been elected president of the Texas State College for Women, at Denton, Texas. Dr. Blayney is a graduate of Centre College of Kentucky, pursued graduate studies in Europe (Ph. D., Heidel- berg), and was Albert Kahn Fellow in India, China, and Japan, 1914-15. He will assume his new duties on January 1. NEARLY 10,000 REQUESTs for health publi- cations have been received by the United States Bureau of Education during the past year, and more than 1,000 letters requesting specific information on school hygiene were answered by specialists in the division of physical education. Catalogue ‘sent scope lens maker of MICROSCOPE No. 64 B on with 10x eyepiece, 16m /m and 4m /m objec- tive, double nosepiece, iris diaphragm. Com plete in cabinet, $73.00. Discount to schools. SPENCER LENS CO. SPENCER MANUFACTURERS DepIcATION of the new school of citizen- ship and public affairs at Syracuse Uni- versity, early in October, was marked by impressive ceremonies at which the principal speakers were Elihu Root, formerly Secretary of State, and Professor James W. Garner, of the University of Illinois, president of the Political Science Association of America. The school is the first of its kind in the United States. FREEPORT, PENNSYLVANIA, dedicated a new public school building, October 3, 1924. Two years ago the town voted a bond issue of $155,000. The bonds were sold for $160,035, giving the board $5035 premium. The new building has been organized on the six-six plan. Its junior high school has been rec- ognized by the State Department of Public Instruction. A fully equipped commercial department is a part of this system, and a full-time music teacher is employed. A cOURSE in commercial photography has been added to the curriculum of the Roose- velt High School, Los Angeles, California. This is an addition to a department of graphic art which is to include also a course in printing and in photo-engraving. These courses have been determined upon as a result of a survey of the vocational needs of that particular community. Tue University of Illinois has classified the parents of its 11,000 students. Thirty per cent are farmers and 1399 are skilled or unskilled laborers. Among them are junk dealers, blacksmiths, policemen, watchmen, painters, plumbers, miners, and porters. Professional men, scientists, and business A-210 men constitute the majority, but these statistics show that intelligence is not a mat- ter of class distinction. Teacners who desire literature on the subject of the Child Labor Amendment can obtain it by addressing the National Child Labor Committee, 215 Fourth Avenue, New York City. Lincotn S$. INGRAHAM, a former slave, of Sparta, Georgia, has founded the Sparta Agricultural and Industrial Institute for the education of colored people in the South. The institute has buildings valued at $35,000, with 35 acres of ground, and has an enrol- ment of 230. It aims to give the colored people an elementary education, along with agricultural and other vocational training. The school is supervised by a board of trus- tees composed of some of the most prominent white men in the State. Urces National Department—The Kansas State Teachers’ Association, in its 1924 con- vention, urged the creation of a National department of education upon the same basis as the other departments of the President’s Cabinet. The Association also passed a res- olution encouraging the active membership of the Kansas teachers in the National Edu- cation Association, and expressing its ap- proval of the attitude of the Association in furthering a better understanding of inter- national affairs. NATIONAL THRIFT WEEK will be observed January 17-23. Each day of the week will be dedicated to some special feature of thrift: Saturday, the 17th, Pay Bills day; Sunday, the 18th, Share with Others day; Monday, the 19th, Thrift or Bank day; Tuesday, the 20th, Life Insurance day; Wednesday, the 21st, Own Your Home day; Thursday, the 22d, Budget day; Friday, the 23d, Safe Investment day. Those desiring further information on this subject should address John A. Goodell, executive secre- tary, National Thrift Committee, 347 Madi- son Avenue, New York City. PROFESSIONAL SPIRIT manifests itself in some places in “drops” and in others it “pours” out from groups bubbling over with pride and enthusiasm. A Detroit principal writes: “We are in favor of promoting the interest of local, State, and National associations and we believe in and place a 100 per cent loy- alty to the profession.” When that view is universally accepted, what a profession we shall have! Our own slogan for 1924-1925, “A stabilized all inclusive membership and the entire profession at work on its prob- lems,” is what we want carried out. How about your school, Miss Teacher and Mr. Principal? After all there is no higher nor more worthy profession than ours, so let everyone put a shoulder to the wheel so that enough momentum can be gained to exceed the previous “speed limit” in professional zeal. Future citizens of prominence, includ- ing Presidents of the United States, are be- ing trained in the 100 per cent schools. See that your school reaches that goal in profes- sional spirit so that these leaders in their reminiscence will recall a school that stood out in its time as a leader in not only the community but also in the Nation. Wor_p PEACE through education is being advocated as the only pathway to world amity. Schools which now have a National viewpoint will more easily grasp the in- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION eh emt tnt RTT ternational or world viewpoint. The time is near at hand when every teacher must diffuse knowledge in an international way. Let’s he ready for it in 100 per cent interest and loyalty! DENMARK’S woman minister of education— Mrs. Nina Bang, Denmark’s first woman minister, is a member of the Social Demo- cratic Ministry of the party which has re- cently been returned to power. She was born at Elsinore, the home of the famous International College, in 1866, and has taken her degree as Master of Arts. Mrs. Bang, the widow of Dr. Gustav Bang, an ardent adherent of Marxian philosophy and one of the leading theorists in the Danish Social Democratic party, was elected a member of the Central Board of the party, a post which she still occupies, and from 1913 to 1917 she was a member of the municipal council of Copenhagen. Since 1918 she has been a member of the Landsling (upper house).—The Schoolmaster, London, Eng- land. Dr. Rosert E. VINSON, inaugurated presi- dent of Western Reserve University, Cleve- land, Ohio, advocates that schools prepare for ever-increasing enrolments, and fore- sees a great university based on the unit system. This will consist of the various colleges divided into smaller divisions of five hundred students each. These smaller units can be easily managed and will afford greater contact with instructors. Gerorce WILLARD FRASIER was inaugurated as president of Colorado State Teachers I December, 1924 College, November 21, 1924. Doctor Frasier is also president of the Department of Nor. mal Schools and Teachers Colleges of the National Education Association. Tue OrriciaL BULLETIN of the Cincinnati Teachers Association has adopted the stand- ard magazine size as described in the re. port of the Committee of the Educational Press Association of America. To the Editor of The Journal—I notice in Notes and Announcements of the current JouRNAL an allusion to the large attendance at the night schools in Detroit. Decatur, Illinois, is not behind. With a population about one twentieth that of Detroit, she had enrolled in her evening school last year 920, and already this year the number of foreigners for English and Citizenship courses has passed the one hundred mark, and the indications are that the total enrol- ment will exceed that of last year.—H. H. Radcliffe, Principal, Public Evening School, Decatur, Illinois. THE BROOKLYN Teachers Association has just distributed its fiftieth annual report, compiled by Frank J. Arnold, president of the association for the past three years. The report gives a review of the activities of the organization during the fifty years of its existence, 1874-1924. This association, which now has over 7000 members, is a pioneer among teachers’ organizations and from the beginning has carried on a strong professional program. The Brooklyn teach- ers are to be congratulated on the high pro- fessional standards they have maintained. [ ENROLMENT aad AFFILIATION ee 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 November JOURNAL. Five Years Americus, Ga., Americus High School, Charles M. Hale, Principal. BEAUMONT, Tex., Junker School, Helen Poole, Prin- cipal. CastLe Hitt, Me., Castle Hill Public Schools, Elmer H. Webber, Superintendent. CHAPMAN, Me., Chapman Public Schools, Elmer H. Webber, Superintendent. ; East CLEVELAND, On10, Superior School, Belle Parks, Principal. Mapteton, Me., Mapleton Public Schools, Elmer H. Webber, Superintendent. MILWAUKEE, Wis., State Normal School, Frank E. Baker, President. Mount VERNON, N. Y., William Penn School, Oscar E. Coburn, Principal. Norro.k, Va., Henry Clay School, Ellie M. Marx, Principal. WAUKEGAN, Principal. ee Me., Warren School, Inez Page, Prin- cipal. Itt., Central School, Georgia Adams, Four Years Beprorp, Oun10, Bedford High School, Orvis C. Irwin, Principal; Central School, Ruth Hulbert, Princi- pal; Glendale School, Mildred Geiger, Acting Prin- cipal; Interstate School, Esther Gibson, Principal. Be_mont, Mass., Daniel Butler School, Alice Farrar, Principal; Homer School, Vivian A. Dingley, Prin- cipal. Detroit, Micu., Williams School, Amelia M. Stark, Principal. Granp Rapips, Micu., Jefferson School, Clara E. Skinner, Principal. Ironwoop, Micu., Newport School, Ethel Holmberg, Principal. Omana, Nesr., Florence School, Bertha Thoelecke, Principal. WaAvuKEGAN, ILL., Andrew Cooke School, Alma M. Dietmeyer, Principal. Three Years BARBERTON, On10, Barberton Public Schools, W. L. Light, Superintendent; Central School, Ruth Cham- berlain, Principal; Hazelwood School, Joseph §. Dewell, Principal; High School, L. L. Everett, Principal; High Street School, Grace Sheafer, Prin- cipal; Lincoln School, Edna McFarlin, Principal; Rose Street School, Nora Santrock, Principal; Washington School, H. E. Cormany, Principal. Detroit, Micu., Berry School, Anna M. Charbon- neau, Principal; Roberts School, Evelyn Hubbard, Principal; Stephens School, H. W. Miller, Prin- cipal; Wingert School, Marion Terry, Principal. Granp Rapips, Micu., West Leonard School, Mrs. Lettie A. March, Principal. OBERLIN, On10, Oberlin Public Schools, Howard L. Rawdon, Superintendent; Centennial Street School, Frances C. Hammond, Principal; High School, C. L. Mackey, Principal; Junior High School, Mabel B. Askew, Principal; Pleasant Street School, Crilla B. Thomas, Principal; Prospect Street School, Mrs. Bernice W. Andrus, Principal. Terre Haute, INv., McLean Junior High School, W. C. Garretson, Principal. WAUKEGAN, ILL., Glen Flora School, Ina L. Curtis, Principal. Two Years ALPENA, Micu., Cass School, Elizabeth Gibbons, Principal. Arvapa, Co.o., Arvada Public Schools, Grover Hooker, Superintendent; Grade School, Mrs. Mabel E. Wilson, Principal; High School, Grover Hooker, Principal. Aurora, Utan, Aurora Grade School. BAKERSFIELD, Ca.ir., McKinley School, Weiser, Principal. Bette Center, Ono, Belle Center Village School, H. B. Wood, Principal. Ber.in, Pa., Berlin Public Schools, Bert S. Walker, Supervising Principal. BROOKLINE, Mass., Sewall School, L. Margaret Ams- den, Principal. Burvit_e, Utan, Burville Grade School. CHEYENNE, Wyo., Central School, Lulu M. McCor- mick, Principal; Gibson Clark School, Irene Hink- ston, Principal; Churchill School, Elizabeth Dud- (Continued on page A-212) Anna E. ce nt ce on id ar of ip ’ |- 1, sem - «mee Vol. 13, No. 10 COMMITTEE REPORTS NATIONAL EDUCATION ASSOCIATION WASHINGTON CONVENTION Copies of the reports of various committees and commissions to the Representative Assembly—the latest thought and comment on current Educational Problems. Price per single copy by mail Report of the Legislative Commission 2 $0.10 Report of the Committee on Evaluation of Instruc- tion Report of the Committee on Visual Education. ... Report of the Illiteracy Commission Combined report of the following: Committee of One Hundred on Classroom Teachers’ Problems Committee of One Hundred on Rural Teachers’ Problems Committee on Arithmetic Revision Committee on Codperation with the World Fed- eration Committee to Coédperate with the American School Citizenship League Committee on Educational Nomenclature Committee on Health Problems in Education... Committee on Character Education Committee on Classification of Educational Ma- terial Committee on Problems of English Teaching... . Committee of One Hundred on the Problem of Tenure Teachers’ Health Education The supply is limited—Send your order promptly. NATIONAL EDUCATION ASSOCIATION 1201 16th Street Northwest This Magazine is from Our Presses Judd & Detweiler, Inc. Master Printers Eckington Place and Florida Ave. Washington, D. C. WASHINGTON, D. C. ST — Za dn din dn ; » / : > FPA THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Bessie Friedman congratulating Albert Tangora on winning the International Silver Trophy, while Minnie Regelmeyer looks on a UNDERWOOD WINS World’s Championship Typewriter Contest Held under the auspices of the National Business Show, New York City October 20, 1924 OR the nineteenth consecutive year the World’s Typewriter Champi- onship has been won on an Under- wood Typewriter, Albert Tangora retaining his title of 1923 in a remark- able exhibition of speed, accuracy, and endurance. Throughout the hour of continuous writing he averaged 130 words per minute and his percentage of accuracy was 99.99%, Not only was the World’s Professional Title won on the Underwood, but all trophies, all medals in all classes were also won by Underwood operators. Proof conclusive of the unquestioned leader- ship of this—the World’s Standard Typewriter. World’s Typewriting Championship— W on by Albert Tangora, New Jersey, at 130 net (five-stroke words) per minute. World’s Amateur Typewriting Championship— Won by Barney Stapert, New Jersey, at 120 net (five-stroke words) per minute. World’s School Novice Typewriting Championship—Won by Albert Theroux, St. Ann’s Commercial High School, Fall River, Mass., at 85 net (five-stroke words) per minute. UNDERWOOD TYPEWRITER) CO., INc. UNDERWOCD BUILDING NEW YORK CITY UNDERWOOD The Machine of Champions —_ —s _ ~ =. Mention Tue Journal when writing our advertisers, Tue JourNAL oF THE NATIONAL EpuCATION ASSOCIATION December, 1924 Enrolment and Affiliation (Continued from page A-210) ley, Principal; Johnson School, Lavinia Cole, Prin- cipal; Park Addition School, Ruth Chaplin, Prin- cipal. Cunamane Sprincs, Coro., Avensdale School, Laura Ryan, Principal; Whittier School, Laura Ryan, Principal. Cotumsus, Onto, Fulton School, Belle Torrey Scott, Principal; Leonard Avenue School, Grace C. Phil- ips, Principal. ConEMAUGH, Pa., Conemaugh Public Schools, J. M. Uhler, Superintendent. Darien, Conn., Holmes School, May F. Anderson, Township Principal. DeLand High School, William O. Jones, Principal. DzeLanp, IL., Denver, Coro., Alcott School, E. Gene Arnold, Prin- cipal; Colfax School, H. T. Cluxton, Principal; Columbine School, Susanne E. Morrison, Princi- pal; Corona School, Dora M. Moore, Principal ; Edison School, Maude L. Craig, Principal; Iron- ton Sckool, Ethlyn Rogers, Principal; Lincoln School, Anna Laura Force, Principal; Sherman School. Derrorr, Micu., Chandler School, Amelia C. Smith, Principal; Jackson School, Grace N. Bateman, Principal; M. M. Rose School, Robert R. Forner, Principal. Dunoee, Itv., Carpentersville Building, Bessie Marshall, Principal; Dundee Grade Building, Cora M. Lockwood, Principal. Eaton Rapips, Micu., Senior High School, E. A. Sindecuse, Principal. Eucene, Ore., Condon School, Margaret Halvorsen, Principal. Famrpury, Iiv., Edison School, Nelle Carrithers, Principal; Jsaac Walton School, Ruth Bradshaw, Principal. GLENDALE, Ariz., Glendale Grade School, C. A. Mc- Kee, Principal. Groversvitte, N. Y., Oak Street School, Katharine A. La Rouette, Principal. Granp Rapips, Micu., Burton School, George E. Downes, Principal; Juvenile Home School, Mrs. Berenice Anderson, Principal; Madison School, Lucy M. Bettes, Principal. Greeiey, Coro., Greeley Public Schools, G. E. Brown, Superintendent; Greeley Teachers Club, Inez Beardsley, Secretary; Colorado State Teachers College, Dr. George W. Frasier, President; East Ward School, Inez Beardsley, Principal; Greeley High School, Paul S. Gillespie, Principal; Greeley Junior High School, Carey Fashbaugh, Principal; North Ward School, Jessie A. Fink, Principal; South Ward School, Luna Smith, Principal; West Ward School, Mabel Cochrane, Principal. HammMono, INo., Wallace School, Blanche M. Nixson, Principal. HANNIBAL, Mo., Hannibal High School, E. T. Miller, Principal. Hawortu, N. J., Haworth School, Caroline Hendrick- son, Principal. HoLianp, Micu., Holland Public Schools, E. E. Fell, Superintendent; Froebel School, Clara McClellan, Principal; Junior High School, Minnie K. Smith, Principal; Lincoln School, Esther McVea, Prin- cipal; Longfellow School, Dora Strowenjans, Prin- cipal; Horace Mann School, Harold Lilly, Princi- pal; Senior High School, John J. Riemersma, Principal; Wan Raalte School, Hermine Ihrman, Principal; Washington School, Mrs. Etta Whit- man, Principal. Hoop River, Ore., High School, L. B. Gibson, Prin- cipal; Junior High School, R. A. Barnett, Prin- cipal; Park Street School, Dora D. Oberton, Principal. BuNTSVILLE, Onto, McArthur-Huntsville School, E. J. Arnold, Principal. Ironwoop, Micu., Aurora School, Edna Erickson, Principal; Northside School, Amy A. Olson, Prin- cipal; Oliver School, Gladys Dunlop, Principal. JACKSONVILLE, ILt., Morton School, Guse Duffner, Principal; David Prince Junior High School, Laura White, Principal. Jouret, ILu., Sheridan School, Sara Burke, Principal. Kansas City, Kans., McKinley School, Leona Shep- pard, Principal. Kearney, Nesr., Kearney City Schools, O. A. Wirsig, Superintendent; Alcott School, Otto Oakes, Prin- cipal; Bryant School, Elma H. Milam, Principal; Emerson School, Gladys Carner, Principal; Haw- thorne School, Ruby Erickson, Principal; Kearney High School, Cloy S. Hobson, Principal; Kearney Junior High School, Katharine Major, Principal; Kenwood School, Gertrude Houston, Principal; Whittier School, Gladys Hutchins, Principal. KeNnosHA, Wis., Weiskopf School, Eda M. Bufton, Principal. KoosHAREM, UTAH, Koosharem Grade School. Loncmont, Coto., Longmont Public Schools, Charles C. Casey, Superintendent; Longmont High School, Archibald Taylor, Principal; Longmont Junior High School, Kent L. Sanborn, Principal. LyncusurG, VA., Garland-Rodes School, Lizzie Harvey, Principal. MansrieL_p, Ouro, Bowman School, H. L. Creveling, Principal. Marinette, Wis., Park School, Margaret Erdman, Principal. Massitton, Ono, Harvey School, A. L. Mayer, Prin- cipal; Edmund A. Jones School, A. L. Mayer, Principal; Horace Mann School, Manly Clark, te agua Whittier School, Manly Clark, Prin- cipal. Meprorp, Mass., James School, Neliie M. Baker, Principal. Mempuis, TENN., Snowden School, Arthur C. Nute, Principal. Montrose, Coro., Central School, J. B. Morgan, Principal; Johnson School, Elizabeth Remley, Principal; Montrose County High School, R. R. Brown, Principal. Mount VERNON, N. Y., Fulton School, Mary E. Gernon, Principal; Nathan Hale School, Mary B. Imrie, Prin¢ipal; Hamilton School, Dr. J. Milford McKee, Principal; William Wilson Junior School, Martin H. Traphagen, Principal. Norwoop, Ou1o, North School, H. H. Maddox, Prin- cipal; Norwood View Colony School, H. H. Mad- dox, Principal. Oris, Coio., Otis High School, Finis A. Johnson, Principal. Puenix, Ariz., Phoenix Public Schools, John D. Loper, Superintendent; Adams School; Capitol School; Douglas School; Emerson School; Fillmore School; Garfield School; Grand Avenue School; Grant School; Jackson School; Jefferson School; Kenilworth School; Lincoln School; Longfellow School; McKinley School; Monroe School; Ninth Avenue School; Washington School. PLAINFIELD, N. J., Lincoln School, Cook, Principal. Pues.o, Coro., Wildeboor School, Nannie Walker, Principal. RepMonpb, Utanu, Redmond Grade Frandsen, Principal. RicHFieLp, Urtan, Richfield High School, Angus M. Maughan, Principal. RUSHSYLVANIA On10, Rushsylvania Village School, D. A. Pyers, Principal. Saint CiLoup, MINN., Saint Cloud Public Schools, P. R. Spencer, Superintendent; Franklin School; Lincoln School; Roosevelt School; Technical High School; Union School; Washington School. Saint Louis, Mo., Simmons School, Richard H. Cole, Frederick W. School, Ernest Principal. Savina, Utan, North Sevier High School; Salina Grade School. San Francisco, Cauir., Le Conte School, Mrs. Elizabeth Scott, Principal; Lincoln School, Martha A. Watson, Principal; Madison School, Emma G. Howard, Principal; Jean Parker School, Celina R. Pechin, Principal. Santa Ana, Cauir., Jefferson School, Berthele Bar- clay, Principal; McKinley School, Mary Andrews, Principal. SANTA Barpara, Cauir., Franklin School, Raymond R. Hutchings, Principal; Garfield School, Mylitta Morris, Principal; McKinley School, Mrs. Faye N. Demaree, Principal; Roosevelt School, Samuel O. Welday, Principal; Washington School, Melvin E. Bowman, Principal. Sioux City, Iowa, Irving School, June Connor, Prin- cipal; McKinley School, Lilah Thompson, Prin- cipal; Riverview School, William M. Evans, Prin- cipal; Smith School, E. E. Briggs, Principal; Whittier School, Inez Lippert, Principal. SPRINGFIELD, Mass., Boston Road School, Pearl C. Southmayd, Principal. ToLepo, Onto, Indiana School, Harriet S. Johnson, Principal; Lincoln School, Mrs. Lulu Moore, Principal. Wasasu, INp., Wabash Public Schools, O. J. Neigh- bours, Superintendent; Wabash City Teachers Club, Margaret Plummer, President; Century School, Fannie McCarty, Principal; East School, Margaret Plummer, Principal; Miami School, Har- riet Waite, Principal; South School, Rose Coate, Principal; Wabash High School, M. C. Darnall, Principal; West Ward School, Ertha Aukerman, Principal. Wavkecan, ILi., Jackson School, Nina R. Follaird, Principal; McAllister School, Gertrude M. Car- man, Principal; West School, Mary A. Devlin, Principal. Westsrook, Me., Valentine Street School, Minnie I. Hodson, Principal. YOUNGSTOWN, Oxn10, Adams School, W. P. Moody, Principal; Harding School, Elizabeth Evans, Prin- cipal; Poland Avenue School, W. P. Moody, Principal. ZeeLaNnno, Muicu., Zeeland Public Schools, H. S. Denison, Superintendent. Current Year BAKERSFIELD, Cauir., Fremont School, Mary F. Gill, Principal; Lincoln School, Mrs. A. C. Mack, Prin- cipal; William Penn School, Clara Petterson, Principal. —. Wyo., High School, Rebecca Megown, Prin- cipal. BreaAUMONT, Tex., Magnolia School, Lois Cunning- ham, Principal; Millard School, Effie Piland, Prin- cipal; Ogden School, Louise Hobby, Principal; Pennsylvania School, Loula Greer, Principal. Be.ite Fourcue, S. D., Belle Fourche Public Schools, C. S. Hall, Superintendent; High School, F. E. Connor, Principal; Junior High School, Winifred Williams, Principal. a * gua Iut., High School, R. E. Garrett, Prin- cipal. sor >> apes Garfield School, R. A. Kenney, Prin- cipal. CHERRYVALE, KANs., Garfield School, Isabel Smock, 7 0 tea Lincoln School, Mayme McCarter, Prin- cipal. , Cayton, Mo., Clayton Grade School Number One, Julia Brossard, Principal; Clayton Grade School Number Two, F. G. Roth, Principal; Clayton High School, Carl Burris, Principal. Caur v’ALENE, IpAnHo, Roosevelt School, Clara Weis- | award Principal; Sherman School, Daisy B. Reese, rincipal. CoLtumsus, On10, Columbus Normal School, W. F. Heilman, Principal; Fourth Street School, Anna Pfeiffer, Principal; Michigan Avenue School, Fan. nie S. Glenn, Principal. Datias City, ILL., Community High School, A, A Holmes, Principal. 1 DariEN, Conn., Baker School, Helen B. Morehouse Principal. F De Grarr, Ono, De Graff Village School, G. ¢ Kreglow, Principal. F DeNvER, Coio., Albion School, Eugene C. Stevens, Principal; Barnum School, Genevieve Simpson Principal; Boulevard School, James M. Erwin, Principal; Bromwell School, Belle McMichael, Principal; Byers Junior High School, Louise A Merrill, Principal; Central School, Richard Par. sons, Principal; Ebert School, Louise Klein, Prin. cipal; Elyria School, Nell Romick, Principal: Fairmont School; Franklin School, Nellie K. Bay. serman, Principal; Garden Place School, C. pD Hall, Principal; Globeville School; Gove Junior High School, H. S. Philips, Principal; Lawrence Street School, Ralph W. Strong, Principal; Manual Training High School, Charles A. Bradley, Prin. cipal; McKinley School, Belle McMichael, Prin. cipal; Montclair School, Charlotte J. Godsman Principal; Rosedale School, Elizabeth M. Keller. Principal; Sheridan School, L. A. Stueland, Prin. cipal; Stedman School, Elizabeth Ellis, Principal; Steele School, Julia M. White, Principal; Stevens School, Eugene C. Stevens, Principal; Swanseg School, Nell Romick, Principal; Henry M. Teller School, Elizabeth S. Feltner, Principal; Thatcher School, Elizabeth Cordingly, Principal; Villa Park School, W. H. Eagleton, Principal; Whittier School H. W. Zirkle, Principal; Wyman School, W. € Shute, Principal. Des Mornes, Iowa, I. & Mitchell, Principal. Detroit, Micu., Dixon School, James H. Voorhees, Principal; Doty School; Estabrook School, Cora L. Peel, Principal; Grayling School, T. A. Clad. den, Principal; Lynch School, James H. Voorhees, Principal. DunpeE, ILi., Dundee Community High School, §. E. Baker, Principal. Ear Park, Inp., Earl Park Township School, H. A. Kesler, Principal; Richland Township School, H. A. Kesler, Principal. East Liperty, Ono, Perry Rural School, J. E. Dun- away, Principal. Eaton Rapips, Micu., Eaton Rapids Public Schools, M. J. Martin, Superintendent; Junior High School, L. S. Ragan, Principal; Senior High School, E. A, Sindecuse, Principal. Erie, Pa., Burns School, Gertrude M. Stiles, Prin- cipal; Davison School; Franklin School, Nora I. McCarthy, Principal; Marshall School, H. L. Steadman, Principal. Fairsury, Nesr., Central Ward School, Mrs. Rena V. Leger, Principal; East Ward School, Ada Wag- ner, Principal. Fort SmitH, ArkK., (Additional Schools) Dunbar School, Verneda L. Richardson, Principal; Howard School, Mary J. Lewis, Principal; Lincoln School, J. L. Harris, Principal; Washington School, Eliz- abeth V. Conwell, Principal. Fort Wayne, INnp., Haagland School, Margaret I. Murphy, Principal; James H. Smart School, R. Nelson Snider, Principal. Fow.er, INnp., Wadena High School, Dockins, Principal. GLOvERSVILLE, N. Y., Estee School, James D. Coon, Principal. Go.prieL_p, Nev., Goldfield Public School, A. L. Car- man, Principal. Granp Cane, La., Grand Cane High School, C. C. Payne, Principal. Granp Rapips, MICcH., Erb, Principal. GREENVILLE, Micu., Greenville Public Schools, W. R. Booker, Superintendent; Cass Street School, Anna Roysten, Principal; Central School, Nell Tower, Principal; Clay Street School, Mrs. Har- riett Eastman, Principal; Pearl Street School, Vir- ginia Given, Principal; Union High School, For- rest G. Averill, Principal. Hackensack, N. J., School Number Two, Elenore E. Demarest, Principal. Maple Grove School, Michigan School, Grace I. Haywarp, Cauir., B Street School, Katherine Hogrefe, Principal; John Gamble School, Ruth Larkey, Principal; Hayward Grammar School, W. B. Kammerer, Principal; Orchard Ward School, Grace Gamble, Principal. HaAzarDvVILLE, CoNN., Scitico Whiton, Principal. Hoop River, Orec., Hood River Public Schools, A. M. Cannon, Superintendent; Coe Primary School, Mrs. Henrietta Cornelius, Principal; High School, L. B. Gibson, Principal; Junior High School, R. A. Barnett, Principal; Park Street School, Dora D. Oberton, Principal. INDEPENDENCE, Iowa, Independence Public Schools, Thomas R. Roberts, Superintendent; Emerson School, Warriet Mason, Principal; Hawthorne School, Myrtle Batcheler, Principal; High School, Ellen Filean, Principal; Lincoln School, Maude Whillis, Principal; Washington School, Harriet Mason, Principal. Jackson, Micu., Pleasant Street School, Mamie E. Jose, Principal. Jackson County, Inp., Driftwood Township Schools, Harry B. Henderson, Superintendent. JACKSONVILLE,, Itu., Franklin School, Agnes Lusk, Principal; Jefferson School, Clara C. Cobb, Prin- cipal; Lafayette School, Agnes Paxton, Principal; Josephine Milligan School, Lucretia Hutchinson, es Washington School, Anna Hopper, Prin- cipal. Jourt, Itt., A. O. Marshall School, L. Alice Cope, Principal. School, Jennie E. Charles W. eg ——— a 24 isc ns, on, ‘in, el, ar- in. al; au. ior ice wal in- in- in, er, in- al; ns ea ler er rk ol, es, ra d- 2s, - © oe wowonvas TT T_T a Vol. 13, No. 10 THE JouRNAL OF THE NATIONAL EpucaTiIon AssociATION Franklin Sckool, Harriett Kansas CITY, KANS., , Principal. P . Feely Ono, Highland School, Zorah D. Caskey, incipal. gexux, 10wA, Keokuk High School and Principals Club, Mrs. Josephine H. Bail, Secretary. Koosharem High School. - 2m, UTAH, KOOSHARE® Lincoln School, E .M. Lawson, LEAVENWORTH, KANS., incipal. do. Cour, Lodi Public Schools, J. R. Overturf, Superintendent ; Emerson School, Mrs. Reta B. Mathews, Principal; Garfield School, Bessie Reed, Principal; Lincoln School, Arthur T. Smith, Prin- cipal; Needham School, W. H. Bunkman, Prin- cipal; Salem School, Ruth Wyckoff, Principal. LocaN County, Onto, Logan County Public Schools, Glenn Drummond, Superintendent. oie: LouisvitLe, Ky., Henry Clay School, Lizzie C. An- statt, Principal. é Mapison, Wis., Franklin School, Meta B. Raettig, Principal. _ ; MARINETTE, Wis., Marinette Public Schools, C. E. Hulten, Superintendent; Ella Court School, Daisy Dawson, Principal; Garfield School, Mrs. Bernice H. Peterson, Principal; Junior High School, William F. Waterpool, Principal; Lincoln School, Frances M. Kraus, Principal; Menekaunne School, Emma Jaeger, Principal; Merryman School, Ella Moore, Principal; Park School, Margaret Erd- man, Principal; Senior High School, Edgar H. Auerswald, Principal; Wocational School, G. W. Schefelker, Director. MarsHaLt, Mo., Marshall Public Schools, W. M. Westbrook, Superintendent; Benton School, Mrs. Virginia S. Cullimore, Principal; Eastwood School, Louis B. Faris, Principal; Junior-Senior High School, W. Y. Lockridge, Principal; North School, Emily Albietz, Principal. Mitterton, N. Y., Millerton High School, Harold T. Hendershot, Principal. Monroe, Utan, Central Grade School. Montrose, Coro., North Side School, W. G. Connell, Principal. MounT STERLING, ILL., Mount Sterling Grade School, | Laura Tice, Principal. Nampa, IpaHo, Nampa High School, J. T. Longfel- low, Principal. New Brunswick, N. J., Livingston School, Cornelia Schroeder, Principal. Norwoop, Oxn10o, Norwood High School, Clayton M. Howe, Principal; Williams Avenue School, H. E. Davis, Principal. Oak Park, ILL., Principal. Orance County, Cauir., Alamitos School, Isabel M. Little, Principal. Oxrorp, INp., Oak Grove Township Public Schools, A. M. Meyer, Principal. Me- Holmes School, E. L. Carlyon, ParkerspuRG, W. Va., Nash School, Lula Gale, Principal. Pontiac, Micu., John P. Wilson School, J. Irene Cleveland, Principal. PRINCETON, KANS., Princeton Weakley, Principal. QukEN ANNE County, Mb., Queen Anne County Schools, Thomas Gordon, Superintendent; Queen Anne County Teachers Association, Ethel M. Roe, Secretary. High School, G. A. Quincy, On10, Quincy Village School, C. C. San- ders, Principal. RepMoND, UTAH, Redmond Public Schools. Rockrorp, Itt., Kent School, Mrs Anna B. Dexter, Principal; P. A. Peterson Schooi, Judith H. Dalin, Principal. Roswe_t, N. Mex., Missouri Avenue School, Vir- ginia M. Welborn, Principal. Sacinaw, Micu., Roeser School, Lena M. Fee, Principal. SHEBOYGAN, Wis., Jefferson School, O. H. Lowe, Principal. SHERIDAN, Wryo., Taylor School, May A. Ives, Principal. Sioux City, Towa, Longfellow School, H. F. Lud- gate, Principal. Srratrorp, CoNN., Garden School, Kk. Gertrude Spoor, Principal. STRYKER, Ono, Stryker Public Schools, N. W. Frasure, Superintendent. Summit, N. J., Lincoln School, Margarette E. How- ard, Principal. TirFin, Ono, The College Hill Building, Emma McKelbach, Principal; Tiffin Junior High School, Wilbert W. Martin, Principal. Toccoa, Ga., Toccoa Public Schools, A. M. Stephens, Superintendent, Grade School; High School, Ware T. Beall, Principal. WattHaM, Mass., J. B. Bright School, Annie C. Pottle, Principal; Thomas Hill School, Carrie M. Leonard, Principal. Warren, On10, South Park Baldwin, Principal. Wauwatosa, Wis., Krueger, Principal. 4venue School, Alice Aetna Park School, A. W. WAVELAND, INpb., Waveland School, Thomas W. Records, Principal. Westsrook, Me., Brown Street School, Julia A. Doyle, Principal. West Liserty, On10, Monroe Rural School, L. G. Wright, Principal. West Mansrie_p, Ono, Bokescreek Rural School, W. E. Royer, Principal. WILLIAMSTOWN, Mass., Williamstown Grade Teachers Association, Anna M. Brookman, Secretary. Youncstown, Onto, Haselton School, George W. Alloway, Supervising Principal; Jefferson School, Margaret McNabb, Principal; Pleasant Grove School, Cecil M. Dallas, Principal. ZANESVILLE, Ono, Jefferson Rural School, V. W. Perry, Principal. | Spencerian School Pens Spencerian Steel Pens are the best for schoolroom use because they outwear any two ordinary pens. They retain their smooth-writing points longer against the misuse and hard wear that children put upon pens. Children become better writers quickly with these good tools. For more than half a cen- tury Spencerian Steel Pens have been the standard for school pens. A sample card of one dozen assorted pens for a dime. Please men- tion this publication. Spencerian Pen Company 349 Broadway New York No. 1—College, fine point ; double elastic. No. 2—Counting House, excellent for bookkeep- ing. No. 5—School, fine point ; semi-elastic. No. 47—Intermediate, medium point; stiff ac- tion. Teachers’ Retirement Allowances Research Bulletin, Vol. II, No. 3 A thirty-two page pamphlet in which is concentrated the out- standing material that has re- sulted from the Association's recent work in the teacher-retire- ment field. Price: Single copies, 25 cents; reduced prices for fifty or more copies NATIONAL EDUCATION ASSOCIATION 1201 16th Street Northwest Washington, D. C. SUMMER CRUISE N O ee W A y AND WESTERN MEDITERRANEAN Portugal, Spain, No. Africa, Italy, Riviera, Scandinavia and Scotland, etc. 53 Days July 1, 1925 $550 up Including-Hotels, Drives, Guides, Fees, etc. New, luxurious, oil-burning Cunarder “Lancastria,’ 17,000 tons, especially char- tered for the voyage and run like a private yacht. Stop-over privileges in Europe with return by any Cunarder. Full particulars available now. CLARK’S TOURS Times Building New York YOUR SCHOOL can make $100 to $500 any day, also receive a serviceable Loose Leaf Note Book Cover for each student FREE. Let us tell you how. BUSINESS REVIVING CO. Oblong - - - - Illinois | | LUEY PASTE never needs a sec- ond introduction. When once used it is always specified. Its matchless qualities make it the most desired paste in over 3,000 schools who use 1t exclusively. Gluey Paste well de- serves its name. _ It sticks like glue and car- ries with it all the de- sired features of a paste for school use. If you have never tried Gluey Paste, we will send you A Big Tube for a Dime Use Gluey Paste wherever you may have need for a paste of any kind—see how it sticks. It is creamy white— with a most delicate odor. Contains just enough moisture to make it spread smoothly and evenly. When its superior conveniences are considered, Gluey Paste costs very little. Ask us to quote you on your requirements. THE GOMMERGIAL PASTE 60. Makers of the Most Complete Line of Adhesives COLUMBUS, OHIO ¥ DEPT. 13 GLUEY PASTE A-214 Tue JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION December, 1924 ——————__ Advertising Directory Book Publishers Collier & Son Co., P. F. | Compton & Co., F. E. Ginn & Company Houghton Mifflin Co. Little, Brown & Co. Longmans, Green & Co. Macmillan Co., The Merriam Co., G. & C. Metropolitan Museum of Art, The Rand McNally & Co. Winston Co., John C. World Book Co. Coffee Exhibits Joint Coffee Trade Pub- licity Com. Dentifrices and Toilet Articles Colgate & Co. Encyclopedias Compton & Co., F. E. Winston Co., John C. Eraser Cleaners Lynn Company, James Filing Equipment Library Bureau Furniture American Seating Co. Hotels Motion Pictures Pianos Ford Motor Co., The | Miessner Piano Co. Pathé Exchange, Inc. | | ‘ t Note-book Covers Pictures , ail Perry Pictures Co. Business Reviving Co. , Paste Printers Judd & Detweiler, Inc. Commercial Paste Co. Pens Prints Brown-Robertson Co., Inc. Inkograph Co., Inc. Spencerian Pen Co. Alphabetical Directory PAGE | American Educational Service Bureau__--------------- A-216 American Seating Company A-208 ee ee 2S Cr A-209 Brown-Robertson Co., A-206 OEE OE SE ee ee ee A-213 ORS 2 ee eee sey ey es aes, ee ee A-213 Colgate & Company Collier & Son Co., P. F Compton & Co., F. E Cook & Son, Thos Draper Shade Co., Luther O Fairbanks, Morse & Co Ford Motor Co., Friends’ Peace Committee Ginn ON Ba Oa Sa eS ese a A-216 Hotel Hamilton Houghton Mifflin Co Inkograph Co., Inc., The International Textbook Co Joint Coffee Trade Pub. Com. of U. § eee ee oe A-2 Kewaunee Mfg. Co C- Library Bureau, The | Little) Brown & Co | Macmillan Co.. Hotel Hamilton ‘Laboratory Furniture Kewaunee Mfg. Co. Peterson & Co., Leonard Library Equipment Library Bureau Maps Rand McNally & Co. Tunnell Map Co. Microscopes Bausch & Lomb Optical Co. Spencer Lens Co. Merriam Co., G. & Metropolitan Museum of Art Miessner Piano Co National Association of Teachers’ Agencies_____._____- A-216 National Teachers’ Agency New Near East, The New Haven Normal School of Gymnastics Pathé Exchange, Perry Kindergarten Normal School__-.--------------- A-2 Perry Pictures Co Peterson & Co., Leonard Rand McNally & Co A ia a anal tlic ns cstaccendati lint tgp went) nia A-2 Spencer Lens Co A-209 Eg SE REET a a Co A-213 Teachers’ Casualty Underwriters.__..._...__-_-___-__- A-204 EY I a cca alin tens dilation ahieetibine A-206 Tunnell Map Co Underwood Typewriter Co University of Chicago Weedon Co., The S. L Winston Co., The John C 2 cn cpnutiionmipuiaitine A-200 Yates-Fisher Teachers’ Agency A-216 Young Typewriter Co A-216 Mention THe Journat when writing our advertisers. | | } } } a a AaB Se gel a A-204 _ | Clark’s Tours | | Projection Machines Bausch & Lomb Optical Co. Spencer Lens Co. Publications Friends’ Peace Committee. New Near East, The Records and Files Library Bureau Scales Fairbanks, Morse & Co. Schools, Colleges and Universities New Haven Normal School of Gymnastics Perry Kindergarten Nor- mal School Temple University University of Chicago Teachers’ Agencies American Educational Service Bureau Hahn Teachers’ Agency, J. M. National Association rT* , ° Teachers’ Agencies National Teachers’ Agency r As r ; ’ Yates-Fisher Teachers Agency of Teachers’ Insurance Teachers’ Casualty Un- derwriters Textbooks International Textbook Co. Travel Cook & Son, Thos. | Weedon Co., The S. L. Typewriters Underwood Typewriter Co. Young Typewriter Co. Window Shades Draper Shade Co., Luther O. en Vol. 13, No. 10 INFORMATION requested to notify the headquarters office in case of a MEMBERS are immediately change in address. Local Associations 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, §. 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. 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. AcTIVE worK of raising funds for the Walter Hines Page School of International Relations, to be established at Johns Hop- kins University, has been started. The aim is to raise $1,000,000 for endowment, and the school will be put into operation as soon as a substantial portion of the endowment is made available. The university intends to call men of international reputation to the professorships and has arranged to have an interchange of students and professors. Poticy AND PLANS for the elementary schools of Los Angeles, published as mono- graphs, make a significant contribution to educational progress. The Course of Study for the Third and Fourth Grades is now ready for distribution. The Course for Kindergartens and the Primary Grades and The Course for the Fifth and Sixth Grades will follow later. New York UNIversiTy teaches cooking, cleaning, and home nursing. ‘These subjects are given credit toward a degree of Bachelor of Arts in Washington Square College. THE scHOOLS of Washington, D. C., have entered on their second year of testing. The board approves the work done by Jessie La Salle, who has charge of standardized testing. Tue Air CoLiece of New York University, with an estimated audience of 90,000 per- sons, from Maine to the Mississippi, began its fall term last night in codperation with the Radio Corporation of America. The air courses are a development of those given last spring, when lectures were radiocast as they were delivered to the classes. This year special 20-minute lectures are to be given every evening except Saturday and Sunday. The courses are to run in series throughout the term, a week being devoted to each particular subject—From Christian Science Monitor, October 7, 1924. rtmeat & Committee Service eseareh Serviee Legislative Service eadquarters Service Field Serviee Conventions~ Publications €ducationa) Pubticity 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. Life Membership The life member has the pleasure of holding a certificate which testifies to his professional interest. More than that, he has made a substantial and permanent contri- | bution to the improvement of his profession. Through | his investment in educational progress he will enjoy im- | mortality of influence. A teacher who recently took out a life membership says: ‘‘The spirit of the profession | would be nobler if we could induce the majority to become | members for life.’” There are great battles still to be fought on behalf of education for democracy. The great- est ones are yet to come. Teachers’ salaries, tenure, pen- sions, and working conditions are far from what they should be. Hundreds of thousands of children are not | getting a square deal. The professional army that must | lead in the fight for better conditions will be greatly strengthened by a large number of life enlistments. Will not each of 100,000 attempt to secure one new member? Do you want to see the leaflet on Life Memberships? If so, fill out this order blank. Life Membership NATIONAL EpUCATION ASSOCIATION, 1201 16th Street N. W., | Washington, D. C, | To the Secretary: I am interested in the Life Membership and request you to send me the leaflet which gives complete information as to its benefits and which describes the plan of making payments. A-216 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1924 ee National Association of Teachers’ Agencies “Every ambitious teacher and every educational executive finds it profitable to be in habitual intimate communication with some agency.” This truth seems obvious and is generally recognized. The N. A. T. A. comprises sixty of the older, well-established agencies. interests of its clients, consistent with its primary duty to American Education. Each is under pledge to do its utmost to promote the Members of the National Association of Teachers’ Agencies, May, 1924 Adams-Smith & Thurston Teachers’ Agency, Chicago. Albany Teachers’ Agency, Albany. Alexander Teachers’ Agency, Boise. Albert Teachers’ Agency, Chicago. American & Foreign Teachers’ Agency, N. Y. City. American ‘Teachers’ Agency, Springfield. American “‘eachers’ Bureau, Pittsburgh. Boynton Teachers’ Agency, Los Angeles. Brewer Teachers’ Agency, Chicago. Bryant Teachers’ Bureau, Philadelphia. Cary Teachers’ Agency, Hartford. Central Educational Bureau, St. Clark Teachers’ Agency, Chicago. Clark Teachers’ Agency, Kansas City. Clark Teachers’ Agency, New York City. Clark Teachers’ Agency, Spokane. Coéperative Teachers’ Agency, Buffalo. Corlew Teachers’ Agency, Boston. Eastern Teachers’ Agency, Boston. Educators’ Bureau, Indianapolis. Louis. TEACHERS WANTED For Schools and Colleges Every Day of the Year NATIONAL TEACHERS’ AGENCY, INC. D. H. Cook, Gen. Mar. Home Offices Philadelphia, Pa. Branches: Pittsburgh, Pa.; Indianapolis, Ind.; Syracuse, N.Y. Northampton, Mass.; Auburn, Maine. No charge to employers. No charge to candidates till elected. Positions waiting. Correspondence confidential. MAPS McConnell-made high-grade maps of all kinds for educational institutions. TUNNELL MAP CO. Formerly McConnell Map Co. 213 Institute Place Chicago, Ill. PRICES REDUCED Yes, UnbERWOOD, REMINGTON, LC. SMITH, ROYAL Il standa es on ea me | *Re-manufactured like new by the famous “Young Process.” 10 Days’ Trial—5 Years Guarantee Oar liberal ‘‘direct from factory plan” saves half. actually use the types we hare the great est typewriter bargains over offered. Big saving. | Big Mustrated Catalog Free He interesting valuable book explains fully how Process of Lae my u ing, YOUNG TYPEWRITER CO. Est. 1911 —o \ = Send Coupon Now === eeneeececeeeseeeseeeseeseeenes “eeeeeesenenseseeneneesoserens bY .cersrsrerereesecens sonenncnnner sees eo seeeeees SEALE...200reereeveresem Empire Teachers’ Agency, Syracuse. Fickett Teachers’ Agency, Boston. Fisk Teachers’ Agency, Birmingham. Fisk Teachers’ Agency, Boston. Fisk Teachers’ Agency, Chicago. Fisk Teachers’ Agency, New York City. Fisk Teachers’ Agency, Philadelphia. Fisk Teachers’ Agency, Pittsburgh. Frankford Teachers’ Exchange, Los Angeles. Hann Teachers’ Agency, J. M., Berkeley. Interstate Teachers’ Agency, New Orleans. Interstate Teachers’ Agency, Rochester. Interstate Teachers’ Bureau, Atlanta. Kellogg’s Teachers’ Agency, New York City. Love Teachers’ Agency, Fargo, N. D. Midland Schools Teachers’ Agency, Des Moines. Minneapolis Teachers’ Agency, Minneapolis. Musical & Educational Bureau, Boston. Ohio Midland Teachers’ Agency, Columbus. Ohio Valley Teachers’ Agency, Mentor, Ky. Professional Placement for Progressive Teachers Oswego Teachers’ Agency, Oswego. Parker Teachers’ Agency, Madison, Wis. Pratt Teachers’ Agency, New York City. Rocky Mountain Teachers’ Agency, Denver. Rocky Mountain Teachers’ Agency, Minneapolis, Rogers Teachers’ Agency, Columbus. Sabin’s Educational Exchange, Des Moines. Schemerhorn Teachers’ Agency, New York City. Schemerhorn Teachers’ Agency, Cleveland. Schemerhorn Teachers’ Agency, Pittsburgh. Southern Teachers’ Agency, Columbia. Specialists’ Educational Bureau, St. Louis. Stewart School Service, Lincoln. Teachers Exchange, Boston. Western Teachers’ Exchange, Denver. Winship Teachers’ Agency, Boston. Yates-Fisher Teachers’ Agency, Chicago. Yates-Fisher Teachers’ Agency, Portland. Yates Teachers’ Bureau, H. D., Nashville. Yergensen Teachers’ Agency, Salt Lake City. Discriminating Service to School Officials THE J. M. HAHN TEACHERS AGENCY We fill every sort of educational position from the kindergarten to the university. Our field is the twelve westernmost States, the Islands, Alaska, the Orient and Spanish America. Register now for 1925-1926 J.M. HAHN Blanche Tucker Managers No registration fee Correspondence invited Rooms 35-38, 2161 Shattuck Ave. Berkeley, California PAUL YATES, Manager THE YATES-FISHER TEACHERS’ AGENCY ozo soutu micHIGAN AVENUE, CHICAGO Other Office: PORTLAND, OREGON, 911-12 Broadway Bldg. Telephones: Harrison 2642 Harrison 2132 Largest Teacher Placement Work in the U. S. Under one management (direction of E. E. Olp, 28 E. Jackson Blad., Chicago) Fisk Teachers Agency, 28 E. Jackson Blvd., Chicago. A filiated offices in principal cities. American College Bureau, Chicago Temple, Chicago; 1254 Amsterdam Ave., New York. National Teachers Agency, Southern Bldg., Washington; Security Bldg., Evanston, III. Education Service, 1254 Amsterdam Ave., New York; Southern Bldg., Washington; 19 §. Offers various forms of service to schools and teachers. La Salle St., Chicago. de Mediterranean Annual Summer Cruise on the Cunard and Anchor Liner TUSCANIA We have again chartered this popular steamer to sail from New York July 4th, returning September 5th. A really worth-while itinerary— 63 days of enjoyment and inspir- ation— popular fares. Apply early THOS.COOK & SON NEW YORK \ 585 Fifth Ave. 253 Broadway y A GATEWAY TO GOOD WILL A collection of poems, stories and pageants for the use of those who desire to promote peace among the next generation. 80 pages, 50 cents. Friends’ Peace Committee 304 Arch Street Philadelphia, Pa. Travel and earn $2000 to $5000 Here is a rare opportunity for educated men and women. Interesting work in a high- class field among refined people. No experi- ence is necessary. Salary to start with; all railroad fare paid. Full training, free of charge, and constant coéperation and assist- ance. Consider this as a real opportunity for a successful business career. You start in making money—and advancement is un- limited. You can see the United States while you are earning a handsome income. Work is along school lines—is gratifying as well as profitable. Please write at once for our 20-page booklet, ““A Highway to Suc- cess.”’ Gives you full detail of our company, its work, personnel, and its opportunities. Kindly give your age and education. We are ready to start you now. Your letter will entail no obligation—and will have our prompt reply. The S. L. Weedon Co. 7016 Euclid Avenue, Dept. 4 Cleveland, Ohio — EEE a EE, 24 Vol. 13, No.2 THE JOURNAL OF THE NATIONAL EpucaTIon ASSOCIATION A-37 PAVAVAVAVAVAVAVAVAVAVAVAVAVAVAVAVAPAVAVAVAVAVAPAVAPAVAVAPAPAPAPAVAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPaPaPAaPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPAPA Efficient School Building Service By WM. B. ITTNER Architect and School Specialist ST. LOUIS, “MO. e UILDING schools for educational efficiency, safety, durability, sane econ- omy and beauty requires an organization of technical specialists in the fields of architecture, engineering, construction and education. The Wm. B. Ittner School Architectural Service corps with a quarter century of successful practice in all parts of the country is an example of an efficient and complete present-day school architectural organization. THE WM. ‘B. ITT NER School Building Service Organization of superintending and reporting the progress of each project. A super- Associates. The associated mem- bership of the Ittner Service consists of two experienced architects and two structural and mechanical engineers. The associates assist in all prelimi- nary studies of every building prob- lem. Other Architects and Engineers. Two office architects assist in the study and planning of school plants after the policies, size, type and pro- portions have been determined. A group of structural, heating, ventilat- ing and sanitary engineers study and develop the mechanical equipment of each building. An equipment en- gineer for the purpose of developing equipment plans and specifications and a landscape architect for site and playground developments are also employed. Draftsmen. A competent force of twenty-five architectural and mechan- ical draftsmen and several artists are regular members of the Ittner staff. Construction Superintendents. Every building is provided with a construction specialist throughout the construction period for the purpose vising field superintendent is also maintained for the purpose of ex- amining all construction progress and for checking the general efficiency of the school plant after completion. It is a recognized fact that Ittner Serv- ice is particularly outstanding in the close personal supervision of build- ings under construction and the care- ful inspection after completion. Office Corps. A general manager, assisted. by a well-organized office force, is in charge of all business, financial and legal matters. Educationists with a wide expe- rience in educational practice consti- tute a recent addition to the Ittner School Building force. They have been included for the purpose of forming a link between the Ittner organization and the educational field. As the success of any school building plan depends on its efficient adapta- tion to the educational program and type of organization, the inclusion of the educational specialists has re- sulted in greater economy and in- creased efficiency of school plants. Mention THe Journat when writing our advertisers. VAVAVAPAVAVAVAVAVAPAPAVAVAVAVAPAVAPAV AV AVAPAPAVAVAPAPAVAVAVAV AP AVAPAPAPAPAPAPAVAVAPAVAVAVAPAVAP AP AP AP AV AP AV Av AP AVAPAPAPAabAPAvAPAPAPAPAbAPAPavavavarAvavavararavavAParAPrapAparaPAraravarAarararard AVAVAVAVAPAPAPAVAPAS MLA ALALALAV AYA ALALALAL AV AVALAV AVA) A-38 Be Sure to See This at the N. E. A. Convention The Newest Improvement in School Windows Developed by H. J. Dono- van, well-known school architect, with the co- operation of the Truscon technical experts. This greatest of all school windows will be on exhibit in Room 16, Floor D Congress Hotel Chicago at the Annual Convention of the National Education Association. Whether builder or occu- pant of school buildings, you are cordially invited to visit our exhibit. If not present at the Convention, write for information. TRUSCON STEEL COMPANY YOUNGSTOWN, OHIO Warehouses and Offices from Pacific to Atlantic. of principal cities. Ont. For addresses see phone books Canada: Walkerville, Export Div.: New York USCON STEEL WINDOWS Visit Our Exhibit at the Chicago Convention THE JouRNAL OF THE NATIONAL EpucaTIoNn ASSOCIATION EPARTMENT of Deans of Women will meet at the Ball Room, Blackstone Hotel, February 25-28. Monday morning, at 9:30, there will be a business session last- ing one hour; at noon a luncheon with the National Committee of Appointment Bu- reaus of Colleges and Universities. At 2:30 P.M. a joint session will be held with the National Parent-Teacher Association. The program follows: Mental Hygiene: One Aspect of Education for Parenthood, Alma L. Binzel; Social Standards and Recreations for Young People, Mrs. D. F. Langworthy ; How the Parent-Teacher Association Can Coéperate with Deans, Mrs. Edith C. Bris- tol; How the High Schools Can Cooperate With Parents, Bertha Ferguson. On Mon- day evening, a special dinner will be held. Tuesday, February 26, 9:30 A.M., there will be a joint meeting of sections to con- sider special problems. A luncheon will be held at 12:30, when Chancellor Lindley and President Bryan will speak. In the after- noon at the joint sessions Citizenship will be discussed by Mrs. Frank M. Warren and Dean H. L. Smith. There will be a formal dinner at 6:30, when Charles E. Merriam will speak on Recent Tendencies in Ameri- can Political Thought. Wednesday at 9:30 A.M. sectional meet- ings will be followed by a luncheon with the Educational Research Association. The speakers are Mina Kerr and John K. Norton. Thursday morning, a joint session will be held with the National Association of Sec- ondary School Principals, whose program follows. The conference closes at 2:30 Thursday afternoon with a meeting of the new Executive Committee. The Deans of Women are invited to tea Thursday after- noon at Ida Noyes Hall. PARTMENT of Elementary School Principals will hold its meetings in the Ball Room, Hotel La Salle, Monday and Tuesday afternoons, Tuesday evening, and Wednesday forenoon and afternoon. A Platoon School will be discussed Monday afternoon. A three-reel film will illustrate the work done in these schools. A Shorter Elementary School Course of Study will be discussed Tuesday afternoon by three leading educators. Tuesday eve- ning, at the dinner given by the Department, all branches of educational endeavor will be represented. Wednesday morning, the Right Relation of Coéperation Between the Elementary School Principal and Supervisors will be treated by reports from Minneapolis, Seattle, Detroit, and Chicago. Wednesday after- noon’s program will include: Method of Procedure in Subject Matter; The Elemen- tary School Principal from the Standpoint of the City Superintendent; A Message to the Department by One of Its Real Friends; A Challenge to the Elementary School Prin- cipal; and A _ Report on _ Educational Progress. PARTMENT of Rural Education will meet in Chicago, February 26 to 28, 1924. The program includes three gen- eral sessions to be held in the Elizabethan Room of the Congress Hotel, the annual dinner for rural school people and their friends, and five section meetings. Four phases of rural education will be featured— namely, (1) The One Teacher School, (2) Research in Rural Education, (3) The Com- munity Relations of the Rural School, and Mention THe Journat when writing our advertisers. February, 1924 (+) Rural Education—a Field of Pyby Service for the Women of America. ed The opening session, Tuesday afternoon will be devoted to the real merits and oby;. ous limitations of the one-teacher shail The keynote address will be made by Pap, nie W. Dunn, who has made an exheaai study of the organization and curriculum ye this oldest and much misunderstood type 2 rural school. She will be followed by Carle ton W. Washburne and U. J. Hoffman ai will present a plan for The Possibilities , Individual Instruction and show presi application thereof. The Effective Pr vision of the One-teacher School will be given by E. W. Ireland, who has experienced marked success in improving this type of school. Practical field illustrations of work with small schools in Wisconsin by Annj Reynolds will follow. ” Tuesday evening the theme will be Re. search in Rural Education. E. J. Ashbay h will open this program with the Value a Significance of Research in Rural Educa. tion. F. P. O’Brien and L. M. Favrot will review a recent study of instruction in cop. solidated and one-teacher schools. A pro- gram of studies to be undertaken by this Department will be presented by Norman Frost. On Thursday morning, the Community Relations of the Rural School will receive a thorough discussion. O. G. Brim will lead with an exposition of his convictions on the Community Functions of the Rural School Adelaide M. Ayer will open the discussion of Brim’s address. Superintendent Oscar M Fogle follows with A Plan for Educational Publicity which has brought success in his county. This program will conclude with A New Vision of the Rural School in Coun- try Life by Mrs. Marie Turner Harvey. On Tuesday evening at the dinner hour four women of National prominence will present Rural Education—a Field of Service for Women: Mabel Carney, Mrs. Seymour L. Cromwell, Mrs. A. H. Reeve, and Mrs. Katherine M. Cook. [ PARTMENT of Vocational Educa- tion will hold meetings Tuesday and Wednesday afternoons at 2:15 P. M. in the Cameo Room of the Morrison Hotel. At the Tuesday meeting the amalgamation of voca- tional education organizations will be dis- cussed by Edwin A. Lee, Charles A. Ben- nett, Harry D. Kitson, Alice F. Blood, Charles A. Prosser, Carl Colvin, J. G. Colli- cott, David Snedden, George E. Myers, Cath- erine F. Dodd, and L. H. Dennie. Wednesday afternoon at the joint meeting of the National Society for the Study of Ed- ucation and the Department of Vocational Education, the twenty-third Yearbook of the National Society for the Study of Education, Section 2, Part 2, will be discussed. The program follows: Present ‘Trends and Friendly Enemies of Industrial Education, A. H. Edgerton; Provisions for Industrial Education in the Public Schools, Howard L. Briggs; What Is the Place of Analysis in Vocational Curriculum Building?, Harry D. Kitson; How Does the Instruction in Voea- tional Schools Provide for Individual Differ- ences? Robert H. Rodgers; What Methods Are Used for Training Workers in Indus try? Charles A. Prosser; What is the Fu ture Outlook for Vocational Industrial Edu cation in the United States? K. G. Smith (Continued on page A-40) a THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Vol. 13, No.2 nie | KENT STATE NORMAL 2 EXCEPTIONAL OPPORTUNITY | FOR TEACHERS ATTENDING N.E. A. AT WASHINGTON this Personally Conducted Educational Tour of the East—Five weeks’ work with nan six weeks’ credit at the largest State Teachers College Summer School in the United States ea | EDUCATIONAL TOUR , (FOLLOWING CONVENTION AT WASHINGTON) ool, Including Philadelphia, Atlantic City, New York, Hudson River by daylight, Historic New England, Atlantic Ocean sion to New York, and Gettysburg Battlefield, personally conducted and specially arranged for this student group from ' -M. distant sections at a very low cost covering all expenses. You see the worth-while things intelligently. You travel onal care free. his Teachers attending the N. E. A. can take this extensive eastern tour and the with five weeks’ work at Kent State for $100.00 less than the cost of attending a — six weeks’ term in New York City. ho will | SPECIAL SUMMER TERM wile &S (FOLLOWING EDUCATIONAL TOUR) sau SIX WEEKS’ WORK IN FIVE WEEKS ii Ss. ' JULY 14 — AUGUST 16 i ees Kent State, with an enrollment of 3740, surpasses all other State teachers’ colleges in summer quarter. The fine climate . a and surrounding glacial lakes attract teachers for summer study. More than 200 courses are offered covering every ; phase of education. SPECIAL REGISTRATION, JUNE 27, FOR TEACHERS TRAVELING TO THE N. E. A. | | the tthe | roca- ROUTING OF TICKETS Be Kent, Ohio, is on the main line of the Baltimore and Ohio Railroad—the direct route for all teachers west of Chi- ee cago traveling to Washington. By routing tickets over the Baltimore and Ohio with a stop-over on Saturday, ‘oli. June 27, teachers from the West can register and arrange for the special term opening July 14. ‘ath- | Write for catalog and full information concerning the most extensive educational tour ever plannei for summer students. eting "Ed- KENT STATE TEACHERS COLLEGE, KENT, OHIO | ional | f the Last Summer Party Touring Washington, Philadelphia, Atlantic City, New York City, Hudson River, Niagara Falls, and Great Lakes ation, The and ation, strial rd L. jis in ry D. V oca- i ffer- thods ndus- Mention THe JourNnat when writing our advertisers. A-40 THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION February, 1924 Does your VACATION take from or add to the VALUE of your VOCATION? 1886 NATIONAL KINDERGARTEN 1924 AND ELEMENTARY COLLEGE (Incorporated—Accredited) SUMMER SESSION June 23 to August 15 Session curriculum includes de- Kindergarten and ele- mentary methods for Teachers, Parents, and Social Workers, as included in College cur- riculum taken by most recent graduates, and being , generally adopted Summer velopments in Some of the courses arranged to give prac- tical experience applicable in classrooms wherever children are. (Demon- stration with Children) 41924 Summer Bulletin upon application to: REGISTRAR, SUMMER SCHOOL, BOX 26, NATIONAL KINDERGARTEN AND ELEMENTARY COLLEGE, 2944 MICHIGAN BOULEVARD, CHICAGO, ILLINOIS. Physical Education for Women—Accredited SUMMER SESSION 6 weeks—July 1-August 9 Advanced, post-graduate work for teachers of physical education. Classes for beginners if registration war- rants. Special Courses in Therapeutic Exercises and Schoo] Health Problems; Dancing, Games, Coaching, Apparatus Work New Material, Exhibition Specialties, Novelty Work An exceptionally strong faculty gives excellent courses in all departments. School is accredited by State Departments of Public Instruction and by the Chicago Boardof Education. New gymnasium—splendidly equipped. Dormitory on grounds. Ideally located near parks and bathing beaches. Catalog and full particulars on request. Address Res- istrar, Box J. N. CHICAGO NORMAL SCHOOL OF PHYSICAL EDUCATION 5026 Greenwood Avenue - Chicago Advertising Directory; page A-50 COLOR IS NECESSARY FOR PICTURE STUDY True appreciation of originals in color can be gained from the study of mono- chrome prints. The child needs color. Write for prospectus and free samples of 100 inexpensive color miniatures selected and graded for New York Schools, Ist through oth grades. BROWN-ROBERTSON CO., Inc. GALLERY H 415 Madison Avenue New York (Continued from page A-38) Discussion will be led by Superintendents Cody, Hartwell, and Lewis. Pse] Training School Section will hold its meetings Monday, Tuesday, and Wednesday afternoons at 2:15 o’clock in the East Room of the Hotel La Salle. On Monday afternoon, Principles Under- lying the Making of the Curriculum of Teacher-Training Institutions will be dis- cussed by W. W. Charters and further ana- lyzed by Deans L. A. Pechstein, Henry W. Holmes, and T. C. McCracken. Tuesday’s program includes: What has been done in the reorganization of the cur- riculum in the Cleveland School of Educa- tion, by Dean Ambrose L. Suhrie; What has been done in the reorganization of the cur- riculum in the Detroit School of Education, by Director S. A. Courtis. Principals Eliza- beth G. Breckinridge, Wallace Boyden, and H. B. Davis will take part in the general discussion. Wednesday’s program is as follows: Re- views of Grade-school Subjects in the State Normal School of Paterson, New Jersey, by F. W. Smith; A Desirable Course in Theory of Teaching for a Two-year Teacher-train- ing Course, by Norman W. Cameron; A Desirable Course in Psychology for a Two- year Teacher-training Course, by William B. Owen. Bcampee of Kindergarten Supervi- sors and Training Teachers will hold a luncheon Wednesday, February 27, at 12:30 p.M., in the Gold Room of the Con- gress Hotel. The Needs of the Pre-school Child will be discussed. Miss Bess V. Cun- ningham will speak. DUCATIONAL Research Associa- tion will hold three meetings—Tues- day afternoon, February 26, at 2:00 o’clock in the Tiger Room of the Sherman Hotel; Wednesday morning, February 27, at 9:15 o’clock in the Banquet Room of the Audi- torium Hotel, and Thursday morning, Feb- ruary 28, in the Crystal Room of the Sher- man Hotel. The topic for discussion on Tuesday after- noon is Improvement of Instruction in Arith- metic. P. R. Stevenson will speak on A Reading Test in Arithmetic; Director C. H. Judd, on Laboratory Analysis of Arithmetic; Dr. W. J. Osburn, on Amount of Drill Re- vealed Through the Analysis of a Text- book in Arithmetic; Professor F. B. Knight, on Transfer in the Narrow Mental Func- tion of Adding Fractions; B. R. Bucking- ham, on Individualizing Instruction on the Basis of Tests; and A. B. Wight, on Im- provement in the Fundamentals of Arith- metic Through Tests. The Wednesday morning meeting is a joint meeting of the Educational Research Association and the Society of College Teach- ers. Wednesday morning, W. W. Charters will speak on Technique of Trait Analysis; W. H. Hughes, on Organized Personnel Re- search and Its Effect on High School Prac- tices; Dean W. S. Gray, on the Case Method of Studying Reading Deficiencies in Junior High Schools; J. Freeman Guy, on Diagnos- ing the Individual Case; Dean S. A. Courtis, on Relation of Rate and Quality in Educa- tional Measurements; J. K. Norton, on A General Survey of the Curriculum Situa- tion; and F. N. Freeman, on What Can Mo- tion Pictures Contribute to Education? Mention Tue Journat when writing our advertisers. Thursday morning, at 9:15 o’clock, in the Crystal Room of the Sherman Hotel, Statis. tical and Experimental Studies will be dis. cussed. The program follows: Method of Coordinating Results of Mental Tests ang Achievement Scales in Surveys of Schooj Achievement and Progress, by M. J. Van Wagenen, with discussion by Joseph Peter. son; Graphic Device for Representing Teg Scores Over a Period of Years, by M. R Trabue, with discussion by W. W. Theisen: A Graphic Method for Obtaining the Co. efficient of Correlation, by E. R. Wood, with discussion by Raymond Franzen; Skewness of Distribution of Reading Scores and the Supervision of Instruction, by H. §. Will with discussion by Bessie Lee Gambril; The Criteria for Planning and Judging Spelling Tests, by Ernest Horn, with discussion by R. L. Morton; An Experiment on the Merits of the Individual Place of Instruction, by C. W. Washburne, with discussion by H. R, Rugg. The banquet of the Association will be held at 6:15 o’clock Thursday evening, Feb- ruary 28, in the Crystal Room of the Sher- man Hotel. ATIONAL Association of High School Inspectors will hold sessions Monday, Tuesday, and Wednesday after- noons, February 25-27. The first session will] discuss the Merits and Deficiencies of Dif- ferent Methods of State Standardization of High Schools. The program follows: Cur- rent Criticisms of the Accrediting System, A. C. Olney; The Texas Plan of Inspection, A. W. Evans; The Ohio Plan of Inspection, C. B. Ulery; The Illinois Plan of Inspection, John C. Hanna; The North Carolina Plan of Inspection, J. Henry Highsmith. On Tuesday afternoon, Judging the Eff- ciency of the School is the general topic. The program follows: On What Evidence Should a State Inspector Judge the Building Needs, J. T. Giles; The Use of Reports, Minimum Equipment Lists, Manuals, Ete. for the Improvement of the Efficiency of Schools, C. L. Goodrich; The Use of Exami- nations to Test the Efficiency of a High School, E. M. Phillips. Significant Undertakings in the Field of High-school Inspection is the general topic for Wednesday afternoon. The program follows: Inspection Problems in New Mex- ico, Isabel Eckles; Curriculum Practices in Junior High Schools as Revealed in a Re- cent Commonwealth Fund _ Investigation, James M. Glass; An Attempt at Better Su- pervision, E. E. Ramsey; The Time Require- ment for Graduation from High School, R. M. Sealey; Standards Applying to Col- lege Preparatory Work Versus Standards Applying to Non-College Preparatory Work, H. F. Childs; Restricting College Entrance from Accredited Schools, George F. Zook. ATIONAL Association of Secondary School Principals will hold meetings February 25-28 in the Ball Room of the Hotel La Salle. Monday afternoon’s pro- gram, at 2:15 P. M., includes an address by President C. P. Briggs; The High School Principal’s Responsibility in Curriculum Making, by Franklin Bobbitt; More Pur- poseful Activities and Definite Objectives for Pupils, E. E. Morely; and Curriculum Making for Pupils of Varying Ability, by L. A. Pechstein. Tuesday afternoon will be devoted to Round Table conferences on the (Continued on page A-42) NA oe ———__ ee Sa 24 Vol. 13, No.2 [HE JOURNAL OF THE NATIONAL EpucaTiIon ASSOCIATION A-41 “Pictures Speak a Universal Language” AUUNNLLDEDEEUOUULAELAUEEGAEA AU EGOATE RUE AAAA EGAN ANU TENGHH NAAN AAU EAGUUOUOGEAOU OA AAAOU EGAN The child learns through experience. To provide adequate experiences for the child during his school life is the prob- lem of the modern educator. Keystone Stereographs and Lantern Slides, fully indexed to meet school needs, =- = and S25 on = a R be provide these necessary experiences. ‘eb- er- | 4 | Copyright K. V. Co Visit Keystone Booth at N. E. A., Chi- igh vovoeuuennenvuaenenonacageegtacsneatneninaty AUUUOUTLEUSNAUUUCOUUCAONAAA"*U{LUEERENOGUUOUOUUOUCUOORESACUUOUOUEUEENENEEOTUUOUUUNONOGG4OOUOUUQNONNNNONOLOUNEENUALUUQGUUCONNNECHUquOqaeqasuveuuaaunanenengu4yeccaerneenenaenooqnnnett cago, Booth D-15. ons ter- vill . 7 if. KEYSTONE VIEW COMPANY, Inc., Meadville, Penna. ‘ur- | nae Pe Rate vse Vet! A) oe ae et ates eral em, — —— — Ps ——————————— — — ts Keystone has purchased the Stereoscopic and Lantern Slide Department of Underwood & Underwood ’ ion, ‘lan | efh- pi a mee ¥ fe oS ling } Ke we Pe eS f l rts, x "> - oi a oo = Safe School Grounds A *y a P . a“ ra of : ( Ae hae? ai ‘ i ~ =} The nation is awakened to the need of adequate protection for school igh Se te A 7 Meech ; children. | : aa Two big forces are at work—the teaching of Safety in the school room, the of } » providing of safer school playgrounds through fencing with Cyclone Fence, »pic | al Has your school kept pace with this safety program? If not, will you sit idly by and wait for others to start this movement? Or, will you be one 8s of the promoters of this great movement? wr The study of Safety methods is of vital importance with the enormous toll A... of traffic accidents around school grounds. Motorists are not entirely re- Re- sponsible for this. Children will dash from the playgrounds into busy 10n, streets in the excitement of play. So accidents are bound to result. Su- Cyclone Fence ends this source of accidents. Establishes centralized en- ire- trances and exits. Confines the children safely while at play. With the ool, teaching of safety methods, it means the minimizing of traffic accidents ol- around school grounds. rds | NEW RUST-PROOF FENCE ork, : Formerly the fencing of school grounds meant a big initial investment and then ince annual expenditures for fence upkeep, painting and other repairing. Today k. the first cost is the only cost with Cyclone Chain Link Fence, Heavily Hot- | Dip, Zinc-Coated AFTER Weaving. This new rust-proof fence lasts ary many years longer than other fence. Let us send you complete information ings =| on how Cyclone Fence will minimize traffic hazards at your school. Write the our nearest offices, Dept. 48. | T0- glee Cyclone Fence Company r001 ‘ Factories and Offices: Waukegan, Ill.; Cleveland, Ohio; Newark, N. J.; Fort Worth, Texas; ae } KB Oakland, Cal, (Standard Fence Co. )s Portland, Ore. (Northwest Fence & Wire Works). u ned iad ur- J fit y ives —— lum d by The “Red Tag” | be Ste ee the PRAOPERATY PROTECTION Pars A few of the many school grounds made safe with Cyclone Fence. xis Mention THe Journat when writing our advertisers. Temple University Broad and Montgomery Avenue PHILADELPHIA, PENNSYLVANIA Telephone, Diamond 0631 College of Liberal Arts and Sciences Teachers College School of Commerce Professional Schools : Theology, Law, Medicine, Pharmacy, Dentistry, Chiropody School of Music . : University High School Training School for Nurses Second Semester begins February 4, 1924 SEND FOR BULLETIN “PROBLEMS IN RURAL EDUCATION” By LAWRENCE A. SHARP, PH. D. A new textbook in a new form; 180 pages, notebook size, bibliography and problems especially adapted for study groups of teachers and for college and normal school classes. Released from press December 5, 19233. Price 75 cents. Published by UNIVERSITY EXTENSION DIVISION BOULDER, COLORADO ' We can supply Literal (75c. each), Interlinear ($2.00 each), Paralle | Text ($1.50 each), and Fully Parsed Translations ($2.00 each) of Caesar’s Gallic War, Cicero’s Orations, Virgii’s Aeneid, also Translations of other Ancientand Modern Classics, We can also supply any Dictionary published, including the well knowr Students’ French, German, Italian and Spanish two-part Dictionaries. at $1.25; Noble’s Large Type Spanish-english English-Spanish Dictionary, at $4.00 postpaid. Cash with order TRANSLATION PUB’G CO., 76 FIFTH AVE., N. Y. CITY Teaches Children the Value of Always Using Good Tools Over 2000 Public Schools alone use Gluey exclusively Send 10 cents for Big Handy Tube The Commercial Paste Company Columbus, Ohio Address Dept. 104, please Tue JourNAL OF THE NATIONAL EpucATION ASSOCIATION (Continued from page A-40) junior high school, the small high school, the large high school, and the junior college. On Tuesday evening the annual banquet will be held. Singing will be led by E. K. Fretwell. Wednesday morning, at 9 o'clock, the ses- sion will be given over to the Study of Democracy. The program follows: Defini- tion of Democracy, Walter Lippman; The Application of Democracy to (a) the Or- ganization and Administration of the Schools, Michael H. Lucey; (b) the Social Status, Thomas J. McCormack; (c) The Physical Sciences, E. E. Slosson. On Wednesday af- ternoon, there will be a joint meeting with the National Federation of State High School Athletic Associations. The Health Program for the High School Pupil and Competitive Athletics will be discussed by Major John L. Griffith, C. E. Whitten, and L. W. Smith. There will be a joint meeting with the Department of Deans of Women, Thursday morning, at 9 o’clock. The topic for the session is The Needs of the High-school Girl. The program follows: How They Are Being Met in the School, (a) By the Princi- pal, J. E. Armstrong; (b) By the Dean, Janet McDonald; How They Are Being Met in the Community, (a) By Civic Organiza- tions, Mrs. W. S. Hefferan; (b) By Social and Philanthropic Organizations; The Mal- adjusted Girl, by Janet M. Pengelly. Thursday afternoon, at 2 o’clock, George D. Strayer will speak on How Are We to Finance Public Education? Fletcher Harper Swift will discuss What We May Learn from Massachusetts, California, and Minne- sota. ce ihe peer Council of Primary Edu- cation will meet Tuesday afternoon, February 26, in the Gold Room of Congress Hotel. Descriptions of the units of work as carried out (a) In the Francis Parker School, Chicago, Emphasizing Social Values; (b) In the Winnetka Public Schools, Emphasizing Individual Responsibility. A general dis- cussion will follow. The usual council lun- cheon will precede this meeting. ATIONAL Council of State Superin- tendents and Commissioners of Ed- ucation will hold three sessions, February 25-27, in the English Room of the Congress Hotel. The subject of the Monday afternoon ses- sion is Modern Education—Its Scope and Progress. The speakers will be Ernest W. Butterfield, Thomas E. Johnson, J. A. Churchill, Minnie J. Nielson, and John W. Abercrombie. On Tuesday evening, at 6 p.M., the State superintendents will banquet. Francis G. Blair will act as toastmaster, and Payson Smith and John J. Tigert will speak. Wednesday morning, at 9:15, School Sup- port will be discussed by John Callahan, S. M. N. Marrs, May Trumper, H. V. Hol- loway, and W. F. Bond. Wednesday afternoon, at 2:15, teacher training and certification will be discussed by Albert B. Meredith, J. George Becht, Benjamin J. Burris, Josephine Corliss Pres- ton, and A. T. Allen. Mention Tue Journat when writing our advertisers. February, 1924 ora Society for the Study of Education will hold three meetings Saturday and Tuesday evenings in the Gold Room of the Congress Hotel, and Wednes- day afternoon in the Cameo Room of the Morrison Hotel. The first session will be a joint meeting with the National Vocational Guidance Association and the Department of Vocational Education, to discuss Part 2, Section 1, of the Twenty-third Yearbook of the National Society for the Study of Edy- cation. The program follows: Recent Indi- cations of Progress in Educational Guid- ance, Harry D. Kitson; What is the Guid- ance Emphasis in Our Public Schools, A, H. Edgerton; Outstanding Demands for Guid- ance Activities in a City System, H. H. Bixler; How the Problems of Guidance Are Met in a Small City, John Friese; Training Programs for Those Who Are Responsible for Vocational Guidance, John M. Brewer; Critical Review of Present Developments jn Vocational Guidance, With Special Refer- ence to Future Prospects, George M. Myers, The Tuesday evening meeting will take up Part } of The Twenty-third Yearbook of the Society. The program follows: The Work of the Committee on the Education of Gifted Children, Guy M. Whipple; Methods of Selecting Superior Children in School, Bird T. Baldwin; Characteristic and Sig- nificant Differences Between the “X” and “Z” Pupils in the Detroit Public Schools, Anna M. Engel; The School Progress of Superior Pupils Under a System of Indi- vidual Instruction, Carleton W. Washburne; Scientific Evidence Bearing on Special Treat- ment of Gifted Children, Frank N. Free- man. Discussion. Business. The program for the joint session with the Department of Vocational Education on Wednesday afternoon will be found under the Department of Vocational Education. a igmelagar ye Society of College Teach- ers of Education will hold three ses- sions, February 25-27, in the Banquet Room of the Auditorium Hotel. Educational Ob- jectives for Colleges in Schools of Education is the general topic for the first session, Mon- day afternoon. The program follows: Why Educational Objectives?, Boyd H. Bode; Discovery and Formulation of Objectives, Franklin Bobbitt; Validation of Objectives, S. A. Courtis. There will be a discussion by Agnes L. Rogers and Dean W. E. Sea- lock. Business meeting. Job Analysis and the Training of Teachers is the general topic for Tuesday afternoon. The program follows: Analysis and Method of Job Analysis, W. W. Charters; Job Analysis in Teaching, F. B. Knight, Leonard B. Koos, and Robert J. Leonard; The Pro- fessional Curriculum of the College of Edu- cation in the Light of Job Analysis of Teach- ing, Arthur J. Jones, discussed by John W. Withers and Charles H. Judd. Business meeting. The Wednesday morning meeting will be a joint session with the Educational Research Association. See program above. ASSOCIATION OF ‘TEACHERS OF CRIPPLED CHILDREN will hold a meeting at the Spalding School for Crippled Children, 1623 W. Park Avenue, on Wednesday morning, February 27, 1924. Luncheon will be served. Make reservations on Monday—Telephone, West 0208, Jane A. Niel, President. (Continued on page A-44) —_—_——— eee | ~~ ry was Oe tly en a Vol. 13, No. 2 New York University SUMMER SCHOOL July 7-August 15, 1924 The Summer School of New York University announces for the summer of 1924 24 courses for teachers, supervisors, and school administrators, distributed among the following departments: Educational Sociology, Elementary Education, Secondary Education, Educational Psychology, Experimental Education, Theory of Education, History of Education, Educational Administra- tion, Supervision, Art, and Music. In addition, courses are offered in all the reg- ular collegiate departments, together with an ex- tensive program in commercial subjects. Students may readily combine courses in edu- cation with courses in academic or commercial subjects. Attention is called to the following special feat- ures : 1. Conference Course on School Administra- tion, conducted by Professor Withers, with the assistance of nationally known educators. . Conference Course on the Problems of Deans and Counsellors ot Girls in Sec- ondary Schools. . A program in Health Education, offered with the cooperation of the American Child Health Association. . Courses in Physical Education, under the direction of Professor Clark W. Hetherington. . Courses in Art Education, under the di- rection of Professor Walter Sargent. Credit may be secured for work in the Sum- mer School toward both graduate and under- graduate degrees. The Residence Bureau of the University is available to assist students from outside New York in securing comfortable, convenient, and rea- sonably priced living accommodations. All courses except those in Art and Music will be given at Washington Square. For further information, write for the complete bulletin. Address DR. JOHN W. WITHERS, Director New York University Summer School 101 Washington Square East, New York City New York University Headquarters at the meet- ing of the Department of Superintendence, Chi- cago, February 24-28—Room D18, Congress Hotel. THE JOURNAL OF THE NATIONAL Epucation AssoclATION These are danger months Watch the children’s health These are the months when sickness makes heavy inroads in school attendance. If the chil- dren in your care are in good physical condition, they have the resistance necessary to ward off illness. Weight is an important indication of health. And NOW is the time to watch the weight and health of every child most carefully. Fairbanks School Scale Enables you to safeguard the health of every child. Has a convenient measuring rod for re- cording heights, and a beam so placed that the person who is recording weights may either sit or stand. Is dark in color; does not show soil; looks attractive in spite of constant handling. Light in weight; will not get out of order. Is extremely sensitive and reliable. The sub-base, on which the scale is easily moved, can be had for a slight extra charge. Write for further infor- mation about Fairbanks School, Baby, Clinic, Health or Portable Health Scales. Fairbanks Scales CHICAGO NEW YORK 900 S. Wabash Broome and Avenue Lafayette Sts. and forty other principal cities in the United States Mention THe Journat when writing our advertisers. A-44 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION (Continued from page A-42) CoLtLece APPOINTMENT SECRETARIES will have headquarters at the Blackstone, Febru- ary 24-28. Representatives may be consulted here at any time by officials desiring to secure suggestions as to condidates. Those in- tending to be present are Isabel Pratt, Teachers College; Miriam F. Carpenter, Harvard Graduate School of Education; Margaret Cameron, University of Michigan; Mrs. Elizabeth B. Snell, Leland Stanford University; Helen Wright, Smith College. A committee of the Department of Deans of Women will have a list of persons avail- able for deanships in schools and colleges. School officers will have access to the com- bined resources of the bureaus, and thus avoid the necessity of dealing separately and by correspondence only with a number of institutions. AMERICAN ASSOCIATION OF TEACHERS COL- LEGES have a dinner session Friday evening, February 22, and regular sessions Saturday morning and afternoon, February 23, at the Auditorium Hotel. J. G. Crabbe, of Gree- ley, Colorado, is president. The Secretaries of the various State Pen- sion Funds will meet in the Gray Room, Hotel Sherman, Wednesday, February 27, at 2:15 o'clock. NaTIONAL CouNCIL OF ADMINISTRATIVE WomMeEN IN Epucation will breakfast at The Cordon, eighth floor of the Fine Arts Build- ing, 410 S. Mich. Ave., February 26-27, at eight o’clock, price $1.25. Make reserva- tions through Christine Bednar, principal, Sherwood School, Chicago. The Council is invited to use the rooms of the Chicago Col- lege Club, 153 N. Mich. Ave., during the meeting. A CHARACTER EpucaTION ExuisitT in charge of Milton Fairchild will be held in Room D-7, Congress Hotel, during the meeting. NATIONAL CONFERENCE ON EDUCATIONAL MertuHop will hold two afternoon meetings, February 26-27, in the Crystal Room, Great Northern Hotel. At the first session Ernest Horn, Mary E. Pennell, and Stuart A. Courtis will discuss The Reading Problem. At the second session, H. B. Wilson, John P. Hering, and William B. Owen will discuss Aspects of Modern Method. NATIONAL COUNCIL OF SUPERVISORS OF Na- TURE STUDY AND GARDENING will hold two sessions on Saturday, February 23, in the Rose Rroom of the Great Northern Hotel. The program of the morning session follows: Desirability of Special Teachers for Nature Study and Gardening in Elementary Schools, George H. Brennan; The Conservation of Forests a part of the Nature Study Pro- gram, Clarence M. Weed; The Project in Nature Study and Gardening, Elliot R. Downing; Essentials in Elementary Science for Junior High-school Grades, A. E. Winship. At the afternoon session the program will be: General Science and Nature Study and Gardening, H. S. Pepoon; Acceptable Meth- ods of Teaching General Science, Nature Study, or Gardening, Anna F. Washburn; Economic Botany of the Junior High School, M. G. Coulter; Elementary Agriculture for the Junior High School, F. A. Merrill; Future Problems for the Council, Lester S. Ivins. Report of Committee and Election of Officers. , Cuicaco TEACHERS invite all visitors of the Department of Superintendence to visit the city schools. Automobile transportation Lebruary, 1924 ee ee has been arranged. Write F. L. Morse principal, Harrison Technical High School, Chicago, stating kind of activity or school you wish to visit and the time you prefer, Excursions Tuesday noon, February 26. Swift & Company at Union Stock Yards. Compli- mentary luncheon to visiting delegates. Wednesday noon, February 27. Sears Roebuck & Company. Complimentary leis cheon to visiting delegates. Thursday noon, February 28. Automobile trip through Chicago parks and boulevards if weather permits. Register and receive tickets for these at Excursions Desk, General Headquarters, Congress Hotel. A day's notice is desired. THE MICHIGAN DINNER which is to be sponsored by the Michigan State Teachers’ Association and the University of Michi- gan will be held in the Elizabethan Room at the Congress Hotel on Wednesday eye- ning, February 27th. THE NEW HAVEN NORMAL SCHOOL OF GYMNASTICS 1466 Chapel Street, New Haven, Conn, Vocational guidance in High Schools directing students into physical education should look up this Institution. Superintendents and Principals in need of playground, recreation, and physical directors write to its Appointment Bureau. POETRY GLIMPSES—A National Anthology of Secondary School Verse— 1923. $1.05 percopy 21 states—52 students—50 pages THE GLEAM—A Poetry Magazine for Schools. Modern Poetry—Standard Poetry edited for classroom use. Student Verse $1 per year PAUL S. NICKERSON, Editor, Middleboro, Mass. George Washington University The University of Wisconsin SUMMER SESSION June 30 to August 8 (Law School June 23 to August 29) One Fee, $22, for ALL Courses (Except SUMMER SCHOOL Education, Arts and Sciences, Law. Nine-week classes, June 16—August 16. Six-week classes, July 7—August.16, immedi- Law, $35) Courses in all Colleges, leading to the Bache- lor’s and Higher Degrees and providing oppor- School tunity for professional advancement. FOR: University, Instructors, College and Normal High School Teachers, 1 Supervisors, Principals, Superintendents, Men and Women in Professional Life, College Graduates and Undergraduates, High School Graduates, Grade School Teachers and Super- visors. Special work this year: Educational Administration, Speech Clinic, and Courses for Teachers of Exceptional, Deaf and Sub- normal Children. ately following the meetings of the N. E. A. A sojourn in the Nation’s Capital forms a back- ground for both teaching and citizenship. Daily lectures on the civic and cultural assets of Wash- ington will be given. For illustrated booklet on Washington address Research Facilities Lakeside Advantages Director Summer School For further information address DIRECTOR SUMMER SESSION MADISON, WIS. 2023 G Street N. W. Washington, D. C. Mention THe Journat when writing our advertisers. tei ee rs ile a ee < PF ad ee eee STUDENTS’ CHEMISTRY DESK A favorite in many laboratories. The gas and water pipes, with convenient outlets, are placed under the lower shelf and directly over the trough. Accommodates sixteen students, working in sections of eight. The details of laboratory furniture manufacture are so intricate and require such a fund of scientific knowledge re- garding laboratory operation that only a firm having back of it years of experience, years of conscientious experimenta- tion and progress, and a record sistently satisfying service can Kewaunee has that quirements. experience. for having rendered con- hope to meet modern re- knowledge and has that \ddress all inquiries to the factory at Kewaunee. —_—. AMMMMICE a z (a h Yo. Co: LABORATORY C. G. Campsett, Treas. and Gen. Mér. 123 LINCOLN ST., KEWAUNEE, WIS. New York Office, 70 Fifth Avenue Branch Offices in Principal Cities LOG oD Hw AKO) Laboratory Furnitur p 2) Every design Instructor’s of Peterson Desk Laboratory No. 1200 Furniture is based on thorough study of exact re quirements and a_ full un derstand- ing of act- ual condi- tions pre- vailing where the equip- ment is used. Each piece of Peterson Furniture serves most efficiently and econom ically the purpose for which it was designed. Since 1890 Leonard Peterson has manufactured Furniture for Chem- istry, Physics, Agriculture, Domestic Science, Biology, Zoology, Manual Training, Mechanical Drawing, Pathology, Filtration, City Testing, etc. This long experience in filling the needs of the various branches has gained for Peterson Equipment the highest commenda- tions from the most discriminating users in America’s leading educa- tional institutions. Send for our catalog No. Peterson Furniture insures unfailing satisfaction. 14-N, It shows a full line of fine Laboratory Furniture for educational institutions, hospitals and industrial plants. LEONARD Peterson & Corr. Manufacturers of Guaranteed Laboratory Furniture OFFICE AND FACTORY 1222-34 Fullerton Ave., Chicago, Ill. New York Sales Office: Knickerbocker Building., 42nd and Broadway to Work in Price, $32.50 The Little Giant is a mod- ern hygienic device that should be in every school. Put this accepted aristocrat of blackboard eraser clean- ers to work in your school under our guarantee of satisfaction. Silent - Swift - Picking Coffee on a Brazilian Plantation