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American Education Week, November 17-23, 1924 


SEPTEMBER-OCTOBER, 1924 


The JOURNAL of the 
NATIONAL EDUCATION 
ASSOCIATION 


America’s Need for Education 

The Nation’s Teachers ; 

Resolutions Adopted at Washington 

The Secretary’s Annual Report 

The Challenge to American Education 
Washington Convention—Abstracts of Addresses 
Teachers and World Peace 

Comes Autumn 

Editorial ; , 

Program for Professional Study 

Among Committees and Departments 

President Newlon Sends Greetings : i 
National Education Association Officers—1924-25 
Great Public School Exhibit Will Amaze You 
American Education Week, 1924 

Making Friends for the School 

Judging the Recitation 

The Opportunity School 

Vital Professional Problems 

Ethics for Teachers 

In Other Journals 

Guide to Books : : i 

Mrs. Snaffy on Cake and Capacity 

Notes and Announcements 

Classroom Weight Record . 

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. 


Nos. 7-8 


CPE 










A new and superior text in geography 


First LESSONS IN GEOGRAPHY 







by 


The Music Hour Philip A. Knowlton 


should be the period most anticipated. 



















Vitalize music in your schools The simplest of all basal texts. 


Use the 
Music EDUCATION SERIES 







The most basal, because the most 


comprehensive of all simple texts. 














Beautiful songs of lasting worth. The most beautifully illustrated 





Plateau plan of gradation. text. 








Music ee” logical develop- 


ment of the daily lesson. 










GINN AND COMPANY 


NEW YORK CHICAGO 
DALLAS COLUMBUS 






THE MACMILLAN COMPANY 


CHICAGO 
DALLAS 














BOSTON 
ATLANTA 


LONDON 
SAN FRANCISCO 









NEW YORK BOSTON 


SAN FRANCISCO 


ATLANTA 

































WINSTON 


Before we go far into the school year 


let us take just one last look back 
State adoptions 1924 A noteworthy list 


Since January First 


ALABAMA Population 2,348,174 KENTUCKY Population 2,416,630 
Our Community (Civics for Seventh Grade), adopted THE SILENT READERS, six books, adopted for supplementary 

for exclusive use for five years. use for five years. 
THE SILENT READERS, three books, adopted for exclusive ’ 

use for teaching silent reading for five years. OKLAHOMA Population 2,028,283 
PinoccHio and Rosin Hoop (CLEAR-TYPE PopuLAR CLAs- THE SpELL-TO-WriTE SPELLING Books, adopted for ex- 

sic3), adopted for supplementary use for five years. clusive basal use for five years. 

ARKANSAS tt _ Population 1,752,204 PHILIPPINE ISLANDS Population 10,350,640 
Our NEIGHBORHOOD (Civics for Sixth Grade), adopted for Tue Winston Reapers (adapted and retitled), two 


basal use for five years. books, adopted for exclusive basal use for four years. 


FLORIDA , Population 968,470 Tue Makinc or Our Country (adapted and retitled), 
THE Winston SIMPLIFIED DicTIONARY, adopted for ex- 
clusive use in all elementary grades for eight years. 
THE SILENT Reapers, six books, adopted for exclusive use 


adopted for exclusive use for two years. 
BeTTerR ENGLISH FOR SPEAKING AND WriTING (Grades Six 


for teaching silent reading for eight years. and Seven), adopted for exclusive basal use for four years. 
INDIANA Population 2,930,390 TEXAS Population 4,663,228 

Tue Winston Reapers, four books, adopted for exclusive Tue Sirent Reapers, four books, adopted for exclusive 
basal use for five years. use for teaching silent reading for five years. 


Be sure to examine the Winston list before you choose your textbooks 


THE JOHN C. WINSTON COMPANY | 


HOME OFFICE, WINSTON BUILDING, PHILADELPHIA 


CHICAGO DALLAS SAN FRANCISCO TORONTO 
FOR TEXTBOOKS 















































OR almost a century and a half 

the Fourth of July has _ been 

marked as Independence Day. It 
has been given over to the contempla- 
tion of those principles and those insti- 
tutions which America peculiarly repre- 
sents. In times gone by the exuberance 
of youth and the consciousness of power 
recently gained has often made it an oc- 
casion for boastfulness. Long orations 
have been made, which consisted for the 
most part of a reassurance to ourselves 
and a notice to the world that we were 
a great Nation. ‘Those days are past. 
Our own people need no reassurance, the 
world needs no notice, of this long-self- 
evident conclusion. Our country has 
not ceased to glory in its strength, but it 
has come to a realization that it must 
have something more than numbers and 
wealth, something more than a fleet and 
an army, to satisfy the longing of the 
soul. It knows that to power must be 
added wisdom, and to greatness must be 
added morality. It is no longer so 
solicitous to catalog the powers which it 
possesses, as to direct those great forces 
for the spiritual advancement of the 
American people at home and the dis- 
charge of the obligations to humanity 
abroad. America is turning from the 
things that are seen to the things that 
are unseen. 

By this I do not mean that there is 
in contemplation, or required, any change 
in our fundamental institutions. I mean, 
rather, that we are beginning to reap the 
rewards which accrue from the existence 
of those institutions and our devotion 
and loyalty to them. Some principles 
are so constant dnd so obvious that we 
do not need to change them, but we 
need rather to observe them. The world 
is fairly well agreed on the probable 
permanance of the first four tables of 
the arithmetic with which I struggled 
when I attended the district school. It 
is not thought that they need to be 
changed, or that we can make any prog- 





“An address before the National Educa- 
tion Association, Friday forenoon, July 4, 
1924, in the stadium of the Central High 
School, Washington, D. C. 


America s Need for Education 


CALVIN COOLIDGE 


ress by refusing to apply them. Those 
who seek to evade them in the ordinary 
business and procedure of life would 
undoubtedly find that such action would 





RESIDENT CALVIN COOL- 

IDGE, who received a notable ova- 
tion and repeated applause during his 
Fourth of July address to a remarkable 
audience of teachers and friends of edu- 
cation. The United States has had 
many Presidents who realized the need 
of education, but no President has stated 
educational objectives and needs more 
clearly. 


work either to the ruin of any commer- 
cial enterprise, or if it did not, the 
beneficiaries of such a disregard of the 
commonly accepted rules of addition 
would undoubtedly find that a very large 
majority of people would be old-fash- 
ioned enough to charge them with fraud. 
The institutions of the Government and 
society may not always be susceptible of 
a demonstration which is as exact as 
those of mathematics, but nevertheless 
political relationship is a very old science 
which has been set out in theory and 
wrought out in practice through very 


many centuries. Its fundamental prin- 


[229] 


September- October, 1924 


ciples are fairly well established. ‘That 
there could have been gathered together 
a body of men so learned in that science, 
so experienced in its application, so 
talented and so wise in its statement and 
demonstration, as those who proposed, 
formulated, and secured the adoption of 
the American Constitution, will never 
cease to be the wonder and admiration 
of the profoundest students of govern- 
ment. After making every allowance 
for a fortunate combination of circum- 
stances and the accomplishments of 
human ingenuity, they have been nearly 
all forced to come to the belief that it 
can be accounted for only by the addition 
of another element, which we must rec- 
ognize as the guiding hand of Provi- 
dence. As we can make progress‘ in 
science not by the disregard, but by the 
application of the laws of mathematics, 
so in my firm conviction we can make 
progress politically and socially, not by 
a disregard of those fundamental prin- 
ciples which are the recognized, ratified, 
and established American institutions, 
but by their scrupulous support and ob- 
servance. American ideals do not re- 
quire to be changed so much as they 
require to be understood and applied. 

The return of this day quite naturally 
invites us to a reconsideration of those 
principles set out in the Declaration of 
Independence, which were for the first 
time fully established in a form of goy- 
ernment by the adoption of the American 
Constitution. Such a consideration pre- 
sents many angles, for it touches the en- 
tire life of the Nation. To deal with 
so large a subject adequately, it is ob- 
vious, would require extensive treatment. 
On this occasion it is possible only to 
touch on one phase of it. 

It cannot be too often pointed out that 
the fundamental conception of American 
institutions is regard for the individual. 
The rights which are so clearly asserted 
in the Declaration of Independence are 
the rights of the individual. —The wrongs 
of which that instrument complains, and 
which it asserts it is the purpose of its 
signers to redress, are the wrongs of the 
individual. Through it all runs the 






















230 





recognition of the dignity and worth of 
the individual, because of his possession 
of those qualities which are revealed to 


us by religion. It is this conception 
alone which warrants the assertion of 
the universal right to freedom. America 
has been the working out of the modern 
effort te provide a system of government 
and society which would give to the indi- 
vidual that freedom which his nature re- 
quires. 

It is easy to appreciate both the sound- 
ness and the grandeur of such a vision. 
Its magnitude implies that it was a con- 
ception not to be accomplished in a day 
or a year, but by the slow and toilsome 
experience of generations. The founda- 
tions of the structure have been laid; 
the rules of action have been stated. It 
is for us to make such contribution as 
we are able toward the completion and 
adoption. The end sought has been to 
create a nation wherein the individual 
might rise to the full stature of manhood 
and womanhood. 

It needed but little contemplation to 
determine that the greatest obstacle to 
freedom was ignorance. If there was to 
be self-government, if there was to be 
popular sovereignty, if there was to be 
an almost unlimited privilege to vote and 
hold office, if the people were going to 
maintain themselves and administer their 
own political and social affairs, it was 
necessary as a purely practical matter 
that they should have a_ sufficiently 
trained and enlightened intelligence to 





THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 


accomplish that end. Popular govern- 
ment could only be predicated on popu- 
lar education. In addition to this, the 
very conception of the value and re- 
sponsibility of the individual, which 
made him worthy to be entrusted with 
this high estate, required that he should 
be furnished the opportunity to develop 
the spiritual nature, with which he was 
endowed, through adequate education. 

Merely to state the American ideal is 
to perceive not only how far we still are 
from its realization, but to comprehend 
with what patience we must view many 
seeming failures, while we contemplate 
with great satisfaction much assured 
success. 

We can see the early beginnings of 
our country and understand the situation 
in those days better than it was un- 
derstood by its own contemporaries. It 
was a time of great toil and hardship. 
The entire settled area could be de- 
scribed as little more than a frontier. 
Everything in the way of modern con- 
venience was wanting, and save where 
a seagoing commerce was_ beginning 
there was an entire absence of wealth. 
The America which we know had yet 
to be made. But the land was blessed 
with a great people and with great lead- 
ers. Washington and Jefferson, Franklin 
and Mason, Hamilton and Madison, 
Adams and Marshall, suggest a type of 
citizenship and leadership, of scholarship 
and statesmanship, of wisdom and char- 
acter, of ability and patriotism, unsur- 





September-October, 1924 








passed by any group of men ever brought 
together to direct the political destinies 
of a nation. They did what they could 
in their time for the advancement of the 
public welfare, and they were not dis- 
contented because they could not im- 
mediately secure perfection. ‘They had 
a vision and they worked toward it, 
They knew that in their day it was not 
to be fully realized. They did not lack 
the courage to have faith in the future. 
They started the country on that long 
road of stupendous achievement with 
To pro- 
vide for that human welfare which was 
the cherished hope of the Declaration of 
Independence and the well-wrought-out 
plan of the Federal Constitution, it was 
necessary to develop the material re- 
sources of our country. ‘There had to 
be created the instruments with which 
to minister to the well-being of the peo- 
ple. National poverty had, to be re- 
placed with national possessions. ‘Trans- 
portation had to be provided by land 
and water. Manufacturing plants had 
to be erected. Great agricultural re- | 
sources had to be brought under cultiva- | 
tion. The news service of the press had 
to be established. “The schoolhouse, the 
university, the place of religious worship, | 
all had to be built. All of these mighty 
agencies had to be created, that they 
might contribute to a unified national 
life where freedom might reign and | 
where the citizen might be his own 
sovereign. 


which you are all so familiar. 






























4 





Vol. 13, No. 7-8 


, 


bs IN TEE stanim oF Te Cem} a 
' IROTON, D. Ge, NAPIONAL BOUCATION assoclatic 
bi) JULY 4, 1924—-RSTIMATED APEREDANCE 15,000<20 000 


oe 
SBCTION OF AUDTENGB* 


It was only as this work was accom- 
plished, as these instruments were pro- 
vided, these properties built, and these 
possessions accumulated, that there could 
be a reduction in the hours of labor, an 
increase in the rewards of employment, 
and a general betterment in those ma- 
terial conditions which might result in a 
higher standard of living. ‘The leisure 
for culture had to be secured in this 
way. Servitude of all kinds is scarcely 
ever abolished unless there is created eco- 
nomic opportunity for freedom. We 
are beginning to see that the economic 
development of our country was not only 
necessary for advancing the welfare of 
the people, but that we must maintain an 
expanding power of production if that 
welfare is to be increased. Business 
makes a most valuable contribution to 
human progress. 

As we look back upon all this develop- 
ment, while we know that it was abso- 
lutely dependent upon a reign of law, 
nevertheless some of us can not help 
thinking how little of it has been de- 
pendent on acts of legislation. Given 
their institutions, the people themselves 
have in the past, as they must in the 
future, to a very large degree worked 
out their own salvation without the in- 
terposition of the Government. It is 
always possible to regulate and supervise 
by legislation what has already been 
created, but while legislation can stimu- 
late and encourage, the real creative 
ability which builds yp and develops the 





THE JOURNAL OF THE NATIONAL EpucaTion AssociATION 





country, and in general makes human 
existence more tolerable and life more 
complete, has to be supplied by the 
genius of the people themselves. The 
Government can supply no substitute for 
enterprise. 

As a result of the activity of all these 
forces, our country has developed enor- 
mous resources. It has likewise to be 
admitted that its requirements are very 
large, but the fact remains that it has 
come into a position where it has the 
accumulations of wealth and the means 
of production more adequately to pro- 
vide for the welfare of its people, and 
more securely to establish their physical, 
mental, and moral well-being. You are 
making your contribution to this great 
work in the field of education. It is here 
especially that the growth and progress 
of our country can be most easily under- 
stood. You can realize what an oppor- 
tunity for securing the higher things of 
life they have provided when you recall 
that it is claimed that one out of every 
four persons in this Nation, either as 
pupil, administrator, or teacher, is now 
in some capacity directly concerned in 
education. 

In the year 1921-22, the latest time 
for which complete statistics have been 
compiled, the students in the elementary 
and secondary schools, in the colleges 
and universities, had reached the un- 
precedented number of 26,206,756, and 
the total number of teachers and admin- 
istrators approximately 882,500. If to 


au 


this number one should add the parents, 
the members of school boards, and the 
taxpayers who maintain them, it be- 
comes clear at once how universal is the 
direct or indirect concern of our citizens 
with the schools. 

Another indication, both of our in- 
creasing resources and of the tremendous 
importance’ of education in the life of the 
Nation, is the great amount of money 
which we are able to spend for it. 
Twelve years ago the total money ex- 
pended for all educational purposes 
amounted approximately to$705,781,900. 
In ten: years this had increased to 
$2,144,651,000. Even when one takes 
into account the depreciation of the dol- 
lar, due to the economic changes caused 
by the World War, it becomes clear that 
the American people have demonstrated 
their faith in education and their de- 
termination to use the wealth of the 
Nation for the creation of the highest 
type of manhood and womanhood. 

While I believe that educators are 
under obligation to expend public funds 
economically, it seems obvious that the 
recent increase in expenses for this pur- 
pose is a most wise investment. It is 
impossible to conceive that there should 
be any increase in agricultural products, 
in the production of manufactures, or 
any other increase in our material 
wealth, through ignorance. The reac- 
tion to using the resources of the country 
to develop the brains of the country 
through education has always been 


i 
q 
iq 
i] 





232 


THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 


September-October, 1924 


eee 


greatly to stimulate and increase the 
power of the people to produce. 

As already indicated, America is turn- 
ing from the mere thought of the ma- 
terial advantage to a greater appreciation 
of the cultural advantage of learning. 
It is coming to be valued more and more 
for its own sake. People desire not only 
the intelligence to comprehend economic 
and social problems, but they are finding 
increased leisure is little more than time 
wasted in indulgence, unless an oppor- 
tunity for self-development and self- 
expression has been provided in youth by 
the cultivation of a taste for literature, 
history, and the fine arts. 

It is necessary also that education 
should be the handmaid of citizenship. 
Our institutions are constantly and very 
properly the subject of critical inquiry. 
Unless their nature is comprehended, and 
their origin is understood, unless their 
value be properly assessed, the citizen 
falls ready prey to those selfish agitators 
who would exploit his prejudices to pro- 
mote their own advantage. On this day, 
of all days, it ought to be made clear 
that America has had its revolution 
and placed the power of government 
squarely, securely, and entirely in the 
hands of the people. For all changes 
which they may desire, for all grievances 
which they may suffer, the ballot box 
furnishes a complete method and remedy. 
Into their hands has been committed 
complete jurisdiction and control over 
all the functions of government. For 
the most part our institutions are at- 
tacked in the name of social and eco- 
nomic reform. Unless there be some 
teaching of sound economics in the 
schools, the voter and taxpayer is in dan- 
ger of accepting vague theories which 
lead only to social discontent and public 
disaster. The body politic has little 
chance of choosing patriotic officials who 
can administer its financial affairs with 
wisdom and safety, unless there is a 
general diffusion of knowledge and in- 
formation on elementary economic sub- 
jects sufficient to create and adequately 
to support public opinion. Every one 
ought to realize that the sole source of 
national wealth is thrift and industry, 
and that the sole supply of the public 
treasury is the toil of the people. Of 
course, patriotism is always to be taught. 
National defense is a necessity and a 
virtue, but peace with honor is the 
normal, natural condition of mankind, 
and must be made the chief end to be 
sought in human relationship. 

Another element must be secured in 
the training of citizenship, or all else 


will be in vain. All of our learning and 
science, our culture and our arts, will 
be of little avail, unless they are sup- 
ported by high character. Unless there 
be honor, truth, and justice, unless our 
material resources are supported by 
moral and spiritual resources, there is no 
foundation for progress. A trained in- 
telligence can do much, but there is no 
substitute for morality, character, and 
religious convictions. Unless these abide, 
American citizenship will be found un- 
equal to its task. 

It is with some diffidence that I speak 
of the required facilities of the school in 
this presence. We are able to give more 
attention to the schoolhouse than for- 
merly. It ought to be not only con- 
venient, commodious, and sanitary, but 
it ought to be a work of art which would 
appeal to the love of the beautiful. The 
schoolhouse itself ought to impress the 
scholar with an ideal, it ought to serve 
as an inspiration. 

But the main factor of every school is 
the teacher. Teaching is one of the 
noblest of professions. It requires an 
adequate preparation and training, pa- 
tience, devotion, an a deep sense of re- 
sponsibility. “Those who mold the hu- 
man mind have wrought not for time, 
but for eternity. The obligation which 
we all owe to those devoted men and 
women who have given of their lives to 
the education of the youth of our coun- 
try that they might have freedom through 
coming into a knowledge of the truth is 
one which can never be discharged. 
They are entitled not only to adequate 
rewards for their service, but to the ven- 
eration and honor of a grateful people. 

It is not alone the youth of the land 
which needs and seeks education, but we 
have a large adult population requiring 
assistance in this direction. Our last 
census showed nearly 14,000,000 for- 
eign-born white persons residing among 
us, made up largely of those beyond 
school age, many of whom nevertheless 
need the opportunity to learn to read 
and write the English language, that 
they may come into more direct contact 
with the ideals and standards of our life, 
political and social. There are like- 
wise over 3,000,000 native illiterates. 
When it is remembered that ignorance 
is the most fruitful source of poverty, 
vice, and crime, it is easy to realize the 
necessity for removing what is a menace, 
not only to our social well-being, but 
to the very existence of the Republic. 
A failure to meet this obligation reg- 
isters a serious and inexcusable defect in 
our Government. Such a condition not 


only works to a national disadvantage, 
but directly contradicts all our assertions 
regarding human rights. One of the 
chief rights of an American citizen js 
the right to an education. The oppor- 
tunity to secure it must not only be pro- 
vided, but if necessary made compulsory, 

It is in this connection that we are 
coming to give more attention to rural 
and small village schools, which serve 
47 per cent of the children of the Na- 
tion. It is significant that less than 70 
per cent of these children average to be 
in attendance on any school day, and 
that there is a tendency to leave them 
in charge of undertrained and under- 
paid teachers. The advent of good 
roads should be much to improve these 
conditions. The old one-room country 
school, such as I attended, ought to give 
way to the consolidated school, with a 
modern building, and an adequate teach- 
ing force, commensurate with the best 
advantages that are provided for our 
urban population. While life in the 
open country has many advantages that 
are denied to those reared on the pave- 
ments and among crowded buildings, it 
ought no longer to be handicapped by 
poor school facilities. The resources 
exist with which they can be provided, if 
they are but adequately marshaled and 
employed. 

The encouragement and support of 
education is peculiarly the function of 
the several States. While the political 
units of the district, the township, and 
the country should not fail to make 
whatever contribution they are able, 
nevertheless since the wealth and _ re- 
sources of the different communities 
vary, while the needs of the youth for 
education in the rich city and in the poor 
country are exactly the same, and the 
obligations of society toward them are 
exactly the same, it is proper that the 
State treasury should be called on to 
supply the needed deficiency. The 
State must contribute, set the standard, 
and provide supervision if society is to 
discharge its full duty not only to the 
youth of the country, but even to itself. 

The cause of education has long had 
the thoughtful solicitude of the National 
Government. While it is realized that 
it is a State affair, rather than a national 
affair, nevertheless it has provided by 
law a Bureau of Education. It has not 
been thought wise to undertake to col- 
lect money from the various States into 
the National Treasury and distribute it 
again among the various States for the 
direct support of education. It has 
seemed a better policy to leave their tax- 


1924 


— es 


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Vol. 13, Nos. 7-8 


THE JOURNAL OF THE NATIONAL EpucaTIon AssociATION 233 





able resources to the States, and permit 
them to make their own assessments for 
the support of their own schools in their 
own way. But for a long time the 
cause of education has been regarded as 
so important and so preéminently an 
American cause, that the National Gov- 
ernment has sought to encourage it, 
scientifically to investigate its needs, and 
furnish information and advice for its 
constant advancement. Pending before 
the Congress is the report of a commit- 
tee which proposes to establish a Depart- 
ment of Education and Relief, to be pre- 
sided over by a Cabinet officer. Bearing 
in mind that this does not mean any in- 
terference with the local control, but is 
rather an attempt to recognize and dig- 
nify the importance of educational ef- 
fort, such proposal has my hearty in- 
dorsement and support. 

It is thus that our educational system 
has been and is ministering to our na- 
tional life. Our country is in process 
of development. Its physical elements 
are incomplete. Its institutions have 
been declared, but they are very far 
from being adopted and applied. We 
have not yet arrived at perfection. A 
scientific investigation of child life has 
been begun, but yet remains to be fin- 
ished. There is a vast amount of 
ignorance and misunderstanding, of 
envy, hatred, and jealousy, with their 
attendant train of vice and crime. We 
are not yet free, but we are struggling 
to become free economically, socially, 
politically, spiritually. We have limited 
our amount of immigration in order that 
the people who live here, whether of 
native or foreign origin, might continue 
to enjoy the economic advantages of our 
country, and that there might not be 
any lowering of the standards of our 
existence, that America might remain 
American. We have submitted an 
amendment to the National Constitution 
designed to protect the child life of the 


‘Nation from the unwarranted imposi- 


tion of toil, that it might have greater 
opportunity for enlightenment. All of 
these movements are in the direction of 
increased National freedom, and an ad- 
vance toward the realization of the 
vision of Washington and Lincoln. 

A new importance is attaching to the 
cause of education. A new realization 
of its urgent necessity is taking hold of 
the Nation. A new comprehension that 
the problem is only beginning to be 
solved is upon the people. A new 
determination to meet the requirements 
of the situation is everywhere apparent. 
The economic and moral waste of 


ignorance will little longer be tolerated. 
This awakening is one of the most signif- 
icant developments of the times. It in- 
dicates that our National spirit is reas- 
serting itself. It is a most reassuring 
evidence that the country is recovering 
from the natural exhaustion of the war, 
and that it is rising to a new life and 


starting on a new course. It is intent, 
as never before, upon listening to the 
word of the teacher, whether it comes 
from the platform, the schoolhouse, or 
the pulpit. The power of evil is being 
broken. The power of the truth is re- 
asserting itself. The Declaration of In- 
dependence is continuing to justify itself. 


The Nation's Teachers 


Ouive M. Jones 


NE year ago, when you chose me 
President, I pledged you that my 
aim would be to execute the motions, 
the resolutions, the will of the mem- 
bership as expressed by the elected dele- 
gates. Tonight I come before you to 
render an account of my stewardship. 
The National Education Association 
is the only means existing today by which 
the teachers of the Nation can give ex- 
pression to their ideals, to their self- 
sacrificing perception of the needs of 
little children, to their patriotic devotion 
to the education of children so that they 
may be fit citizens of a democracy. 
Among us there is the equal opportunity 
which true democracy affords. There 
is no limitation on our membership, pro- 
voking clash of rank against rank and 
withholding from one group the intimate 
knowledge of what another group thinks 
and feels. At the same time there exists 
the fullest liberty for groups with similar 
interests to meet and to act by them- 
selves. Our organization thus encour- 
ages the Departments, committees, allied 
and affiliated associations, to meet with 
the National Education Association, and 
reserves final decision on Association 
policies to the Representative Assembly, 
composed of elected representatives from 
every rank in our educational systems. 
The enemies of education have given 
sure evidence that our scheme of organi- 
zation functions by their strenuous ef- 
forts to belittle the work of classroom 
teachers in the Association. No greater 
tribute can be offered to the teachers’ 
rock-bottom sense and consecration to 
the cause of education than their re- 
sponse. Guided by a woman, a past 
president of the National Education As- 
sociation, the Committee of One Hun- 
dred on Classroom Teachers’ Problems 
is rendering a great service. ‘Two thirds 
of its membership consist of classroom 
teachers selected by themselves in their 
State and local associations, and they 
have become a nucleus for gathering and 
distributing information concerning the 


needs of teachers, not pedagogical 
theories, but the practical conditions and 
problems of the themselves. 
The execution of the purely pedagogical 
phases of the teachers’ work can rise no 
higher in its progress than the teacher 
rises, the worker upon whom that 
pedagogy depends for successful fruition. 

The year has been marked by auspi- 
cious developments in the three largest 
departments of the Association. The 
Department of Superintendence speaks 
for itself every February, and so I shall 
only pay my tribute for a high degree 
of codperation and broad, inclusive pro- 
fessional spirit to its past president, 
Payson Smith, and to the present head, 
William McAndrew. Of the Depart- 
ment of Elementary School Principals, I 
cannot refrain from boasting because of 
its rapid growth and great achievement 
in its five years of existence. Its Year- 
book was the first to be published by any 
Department of the National Education 
Association and has yet to be equaled by 
any group’s Yearbook published since. 
Its quarterly bulletins are _ treasure 
troves of inspiration and information. I 
am proud of being a charter member of 
that group. 

The Department of Classroom Teach- 
ers has taken a stride forward this year. 
Time does not permit me to describe the 
regional conferences of classroom teach- 
ers which I have attended—the subjects 
discussed, the dignified yet frank proced- 
ure, and the charm, sincerity, and firm- 
ness of their presiding officers. Those 
meetings were fountains of hope and 
faith in the future of education. 

Cost of education—Mindful that I 
am reporting to you concerning the op- 
eration of the year’s work, I make men- 
tion of the harmful prepaganda regard- 
ing the cost of education. I urge upon 
you, not only a practical study in your 
local teacher groups of the problems of 
taxation and finance, but also the widest 
local publicity, through organizations of 
parents and citizens, 


workers 


concerning the 








234 





actual causes of the increased cost of 
education and its absolute inevitability. 

Another new element in the history 
of the National Education Association 
has been established this year in the be- 
ginning of two trust funds, the accept- 
ance of which has been authorized by 
the Executive Committee and will come 
before the Representative Assembly for 
ratification. Both will be under the 
jurisdiction of the Association. One is 
to establish a home for the lonely and 
neglected old age of teachers for whom 
the circumstances of life have made such 
care essential. The establishment of 
this fund was made possible by the be- 
quest written into the will of a Chicago 
teacher, Marilla Parker. The second 
fund was made possible by the gift of 
John S. Roberts, district superintendent 
of schools, New York City, author of a 
valuable work on the contribution of 
William T. Harris to our modern edu- 
cational methods. Dr. Roberts has given 
the proceeds of the sale of this book for- 
ever to the Association. This will be 
known as the William T. Harris Fund. 

Desirous that every department of the 
National Education Association shall 
have a voice in the affairs of the parent 
organization, I have often called the 
presidents of the three departments— 
Superintendents, Principals, and Class- 
room Teachers, into counsel. One re- 
sult was a budget committee composed 
of a representative of each of the three 
departments, a past president, an officer 
of the Association, and the chairman of 
the Board of Trustees, who is also a 
member of the Executive Committee. 

Closely related to the subject of the 
budget is the question of the sources of 
income of the Association. Not one 
dollar have we ever accepted in con- 
tribution, bequest, or donation, except 
when the money was placed in our hands 
for administration without any pledge 
of submission of findings to the giver and 
without supervision by persons outside 
of our own organization. He who 
holds the purse pulls the strings, and 
there must be no strings pulled in our 
Association which might divert us from 
our program and might obstruct our in- 
dependent operation as a_ professional 
body consecrated to education. 

Foes of democracy—Let us consider 
the connection between our income and 
the urgent need for wide dissemination 
ef knowledge among the citizens of 
America concerning the sinister motives 
behind certain movements in relation to 
school activities, notably our courses of 
study in history and vocational work. 


THE JOURNAL OF THE NATIONAL EpucATION’ ASSOCIATION 


One of the most dangerous move- 
ments afoot for the breaking down of 
American democracy affects the teach- 
ing of American history. We have 
some people in our midst who laud as 
new apostles of light the people who 
throw history into the waste basket and 
replace it with the teaching of current 
topics. What right have they, or you 
and I, to shape the social, political, or 





NTHUSIASTIC applause 

from the throng assem- 
bled in the Stadium of Central 
High School, Washington, 
D. C., greeted the inspiring ad- 
dress of Miss Olive M. Jones, 
President of the Association, 
Monday evening, June 30. The 
firm tones of the speaker were 
carried by huge amplifiers to 
every corner of the great out- 
door assembly and testified to 
her earnestness and sincerity 


as she told of the year’s prog- 
ress within the Association as 
well as in the Nation and dis- 


cussed dangerous movements 
afoot for the breaking down of 
the American public school sys- 
tem. The address, which is 
here given in brief, closed with 
an appeal to the teachers of the 
Nation to take a firm stand for 
education. Delegates who so 
desired received a complete 
copy by mail. 








religious life of children on the basis of 
a study of issues and occurrences, whose 
reporting is of doubtful accuracy and 
even more doubtful impartiality, when 
we ourselves change our point of view 
in regard to some of them with almost 
every issue of a newspaper? Wise judg- 
ment of present-day issues depends upon 
experience, as gained in our own lives 
and companionships, or as obtained from 
the lessons of history. Our business 
with children is to teach facts as told by 
reliable historians and leave the forma- 
tion of positive conclusions on the issues 
of today to maturity. 

Even if it were true that we had 
taught history by wrong methods and 
with insane prejudice in the past, why 
should we discount all the experiences of 
the past? How can we preserve Amer- 
ica as America unless we teach its ideals 
and traditions to the children of people 





September-October, 1924 





who know more about Mussolini and 
that disputed strip of land on the 
Adriatic, about the Talmud, or the 
Soviet, than they do of our history or 
even our speech? Do not mistake me. 
I am not contemptuous of the history or 
traditions of other lands. But they are 
the problems of Russians, Italians, and 
Swedish in Russia, Italy, and Sweden. 
Once here to live on our soil and become 
voters in the American democracy, they 
must become steeped in America’s 
theories and history, the story of the 
Declaration of Independence and the 
Constitution, the services and ideals of 
Jefferson, Hamilton, Marshall, Adams, 
Washington, Lincoln, Wilson; the story 
of Lewis and Clark, the Oregon Trail, 
cotton, railroads, telegraph, telephone, 
and radio. 

A long argument, recently advanced 
against the Education Bill, calls to my 
mind a distinction in aims regarding in- 
dustrial and vocational education which 
must speedily be made clear to parents 
or great harm is going to result to the 
progress of vocational education. ‘Teach- 
ing a child to make a living is one thing. 
Teaching him a trade or a job so that 
it perforce becomes his career and be- 
cause the industry has need of workers 
is another thing. Teaching him how to 
choose a career and then teaching him 
how to work in it happily, industriously, 
and worthily is different from either. 

The three ideas as aims of vocational 
and industrial education are becoming 
confused in people’s minds. Making a 
living and the needs of industry, as final 
aims, are low motives, selfish and de- 
basing to both the individual character 
and the community life. Either one is 
destructive to the progress of vocational 
education, is deeply and justly distrusted 
by labor organizations, and will under- 
mine American democracy. ‘The third 
is sane and safe Americanism and what 
every teacher means by vocational edu- 
cation. Therefore we must 
against the imposition upon us in our 
teaching of any other aim, we must 
make parents understand the real values 
of vocational education, we must pro- 
tect the child from any abridgement of 
his right to choose his own career and 
occupation according to his intelligence 
and aptitudes. 

The clearing up of the situation in 
regard to these two subjects, history and 
vocational education, is a part of a great 
piece of work to be done for education, 
the restating of the American program 
in education. Are we going to do it 
ourselves, as educators of the common 


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Vol. 13, Nos. 7-8 





people, free and independent citizens of 
a great republic? Or shall we let it be 
done for us and accept the dictation of 
some organized group outside of our 
Association, whose viewpoint, however 
worthy, is nevertheless biased by their 
own needs and interests? The answer 
is a matter of dollars and cents, of As- 
sociation income. 

It is not for me to pass judgment upon 
the achievements of 1924, but in making 
this return of my stewardship, I wish 
to inform you concerning certain aims 
which have controlled my action during 
the year. 

First, 1 believed it essential to make 
every State feel that it is an active part 
of Nazional Association work. 

Second, I believe the National Edu- 
cation Association can grow and can 
wield a united influence only when an 
extremely large proportion of the mem- 
bership is actively at work on its prob- 
lems. The resultant sense of responsi- 
bility and information concerning the 
procedure and needs of an association 
seal each worker unbreakably with the 
organization, and are worth securing 
even at a slowing up of some activities. 
Tk:: aim was held in view in adopting 
the following measures: (1) Four Com- 
mittees of one hundred each on prob- 
lems closest to teachers’ personal and 
professional life; (2) Enlargement of 
other committees as far as possible with- 
out interfering with concrete results; 
(3) Committees appointed so as to give 
definite and ample recognition to: Men 
and women, section of country, differing 
points of view, creed and race, past ex- 
perience in N. E. A. work, the introduc- 
tion of new and younger workers in the 
Association, and recognition of all ranks 
and types in the teaching body. 

These aims were held in mind in 
planning the program for this conven- 
tion, together with certain other aims 
for the realization of which I must now 
rely upon you who are in attendance at 
this convention: (1) To give to the 
world, whose embassies are here in our 
convention city of 1924, a living dem- 
onstration of the vital force and in- 
fluence of the teachers; (2) To prove 
conclusively the relationship of educa- 
tion to government in a democracy; 
(3) To give the teacher a new inspira- 
tion in her professional life and a new 
devotion to her country whose citizen- 
ship she is responsible for; and (4) To 
provide opportunity for teachers to meet 
one another in social contact amid 
scenes of great beauty in the capital of 
their country. 


Professional growth—Meeting in 
Washington makes honest and valid 
comparisons possible, for it is twenty-six 
years since the National Education As- 
sociation held its annual meeting in 
Washington, sixteen years since any de- 
partment meeting was held in Washing- 
ton. Here are figures showing the 
marvelous growth in professional or- 
ganization in twenty-six years. 


Percentage of 





Number of total member 
Class of members members in ship in 
1898 1924 1898 1924 
Superintendents and 
Supervisors ..... 671 8400 34.3 6.0 
Primcipais ........ 423 14,000 21.7 10.0 


College and Normal 
School Presidents 
and Instructors.. 399 2800 20.5 2.0 








Classroom Teachers 154 112,000 7.9 $0.0 
Miscellaneous .... 305 2,800 15.6 2.0 
oC ae 1,952 140,000 100.0 100.0 


Dr. Bicknell tells me that the first 
actual public recognition of women in 
the discussions of educational policies 
was given at the famous Madison Meet- 
ing. On the 1924 program for general 
and business sessions, sixteen out of forty- 
four speakers listed for general and busi- 
ness sessions are women. ‘The program 
for 1898 included no classroom teacher 
or elementary principal. Today nine 
are included. 

The lists of committees show how far 
our work has taken us beyond the four 
walls of a classroom and how fast we 
are reaching our goal of professional 
recognition. In 1898 the Association 
had eight committees, every one of 
which was concerned with academic 
studies alone and by implication re- 
stricted the interests of educators to the 
academic studies they taught. By 1923 
there had been added a score of com- 
mittees, every one of which was con- 
cerned with the broader problems of 
our social, civic, and industrial life. 

Character education—There has been 
no meeting of the Association in which 
the question of character training fails 
to appear as a subject of discussion, nor 
is the subject of religious education new 
in the reports of the National Education 
Association. Yet there are _ people, 
conscious or unconscious agents of prop- 
aganda against democracy and its cor- 
relative, popular education, who say that 
the schools develop lawlessness, that 
they are godless; and foolish imitators 
take up the cry, when right at hand lies 
the evidence of the serious, painstaking 
thought teachers have always given to 
character development, and of the fact 
that no child can possibly go through 


THE JOURNAL OF THE NATIONAL EpucaTion AssociATION 235 


Senne 


a public school without a strict training 
in the most essential habits of char- 
acter—self-control, consideration for 
others, justice, respect for law and order. 

It is not God, but dogma, the origi- 
nators of this slander would have. And 
dogma has no place in education sup- 
ported wholly or in part at public ex- 
pense. God, yes, for a belief in and 
knowledge of God is an elemental need 
to the human soul. Principles of right 
conduct and establishment of right habits 
by practice and precept—these we must 
have and we always have had. If 
Nicholas Murray Butler’s indictment of 
the youth of the land as lawless is true, 
it is not the fault of the public school, 
but of the other institutions of our social 
life whose opportunities for influence on 
the morals of young people outweigh 
the school two to one. 

Why is it taking us teachers so long 
to see that the very people who shriek 
against the failures of education are 
identically the same people who are 
hampering and obstructing education in 
appropriations, in plans to remove illit- 
eracy, in the extension of teacher-train- 
ing, in legislation aimed to remove posi- 
tions of the top’ ranks from unethical 
influences ? 

It matters little what test be applied, 
the answer is the same. The history 
of the Nation’s teachers has been one 
of progress in the struggle for recogni- 
tion of education as a National issue on 
which the ultimate fate of America and 
of all democracy depends. We teachers 
are no longer Greek slaves, or women 
seeking a genteel occupation, or male 
failures in other occupations, or mem- 
bers of a disfranchised class. We are 
workers together in a service which has 
no equal in its value to the preservation 
of the aims for which America was 
founded. 

There are signs that teachers are be- 
coming conscious of the basic relation- 
ship of their work of education to the 
type of citizenship, and to the future 
character of government itself, in Amer- 
ica. The growth of teachers’ associa- 
tions all over the country and the 
phenomenal increase in the National 
Education Association membership in 
four years indicate the awakening pro- 
fessional spirit of the teachers and their 
growing class consciousness. After a 
year’s experience as your President, | 
feel more strongly, if possible, than ever 
before that the Nation’s teachers must 
keep a path with a single goal in sight— 
equal opportunity to all children for an 
education which fits them to be citizens 





———= 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





Common Things 


Leonard G. Nattkemper 


Polytechnic High School 
Long Beach, California 


The things I prize of greatest worth 
Are just the common things of earth: 
The rain, the sun, the grass, the trees, 





The flowers, the birds, the glorious breeze, 
Clouds that pass, the stars that shine, 
Mountains, valleys, all are mine. 

Rivers broad and open sea 

Are riches none can take from me; 

And day by day my thanks I give 

That with these common things I live. 








of high character in a genuine democ- 
racy. 

National recognition of education— 
The time has come when the educators 
of the country must stand solidly united 
and resolved to obtain rightful recogni- 
tion of education in our Government. 
Organized effort was required to secure 
Cabinet recognition of agriculture, com- 
merce, and labor. Similar organized 
effort must be put forth by us who are 
responsible for education, and the time 
is at hand when it must be done, or this 
fundamental factor of education will be- 
come the tool of the enemies of real 
American democracy. These propa- 
gandists are awake and active, while 
teachers sleep, and while the American 
with inherited traditions rests in smug 
complacency and false security. 

It is not militarism or pacifism that 
we need in the great struggle that is 
upon us. It is not propaganda against 
inimical influences nor legislation for 
their exclusion. It is education ensured 
its place as the most indispensable, the 
most dignified, the most valued function 
of government. -I say this, not only be- 
cause I believe in the Education Bill, but 
because I have learned to know by actual 
sight and hearing in all parts of this land 
that every argument for that Bill is not 


only true as told, but that the half has _ 


not been told, can never be told from 
public platform. 

My acquaintance among Association 
workers has made me feel intensely the 
rural and small town school situation in 
this country, but I realize that the big 
city also has its need of national sym- 





pathy. In New York City there are 
more than 29,000 teachers, of whom 
1113 are in the supervising staff. Upon 
their faithfulness depends the citizenship 
of 940,000 children when they reach 
voting age. The complexity of the 
local problem in educating these children 
is shared nationally, for few of them 
will in maturity make New York their 





September-October, 1924 


home. We cannot shake off our mutual 
responsibility. The educational  op- 
portunity for the child in a big city, or 
for the child in mountain, ranch, or 
plantation sections of the various States, 
the conditions of training and living for 
teachers in city and country alike, are 
National problems of greater urgency 
than railroads, cotton, wheat, or coal, 

Democracy is not yet safe, and you 
must be the organized army to make it 
safe by your stand for education, by 
your determination to so vote in every 
election, that office-holders—local, State, 
and National—heed the warning. So 
long as Congressmen and_ Senators, 
publicists and propagandists, orators and 
demagogues, continue to secure applause 
and votes by empty talk of education as 
an abstraction, while at the same time 
they regard the teacher, responsible for 
that education, as the most negligible 
element in their constituency, the en- 
emies of democracy do not fear us. The 
issue that lies before us, the Nation’s 
teachers, today is: Shall we let the 
plutocrat, the Bolshevist, the apostle of 
chaos, take from us our glorious op- 
portunity to fulfil our mission in civili- 
zation and by a united stand preserve 
democracy by our devotion to the cause 
of education ? 





If I were king, 


If I were king, 


And deep streams should flow 
To that port called Tomorrow, 


If I were king! 





If I Were King 


A. F. Harman 


County Superintendent of Education 
Montgomery, Alabama 


The streams that run down to the sea 
Should laugh in the hills and bear loads through the plains, 
And touch with the magic of infinite pains 

The springs of eternity! 


The upstreams of life should be filled with such laughter 
As ripples and rings, and recks not of kings, 
And all the dull things that come after. 


And the springstreams of life, the season of flood, 

Should sweep out of their way, in the wild games they play, 

Rugged old roads, and all the young things of the plain and the wood, 
If I were king! 


Upstreams with laughter, and springstreams with flood, 
In their search for the Infinite Sea, 

Should loosen their bands in labor for lands, 

For white ships of joy and dark ships of sorrow, 


Where sorrow is gladness, and the bound are the free, 











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1924 


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Vol. 13, Nos. 7-8 





THE JOURNAL OF THE NATIONAL Ep: 





Resolutions Adopted at 
Washington 


HE EDUCATION BILL was 

favored for the sixth time, the teach- 
ing of the history of public education 
in the schools was urged, and interna- 
tional peace, law enforcement, and the 
child labor movement were indorsed in 
resolutions drafted by the Resolutions 
Committee under the chairmanship of 
President J. A. C. Chandler, of the 
College of William and Mary, Wil- 
liamsburg, Virginia, and unanimously 
adopted by the Representative Assembly 
at Washington, D. C.., in its final session 
on July 3, 1924. The Resolutions also 
acknowledged the service rendered edu- 
cation by private institutions, recom- 
mended literacy tests, and suggested that 
a professional code of ethics be drafted. 
They are as follows: 

The Education Bill—We, the mem- 
bers of the Representative Assembly of 
the National Education Association, here 
assembled in the National Capital re- 
afirm our devoted and unqualified sup- 
port of the Education Bill now pending 
in Congress. We believe that Federal 
leadership as provided by the creation 
of a Department of Education with a 
Secretary in the President’s Cabinet is 
essential to the development of the high- 
est degree of efficiency in the schools of 
the Nation. We know that the Fed- 
eral Government has an obligation to 
support research and investigation, and 
to disseminate information with regard 
to public education comparable to that 
undertaken by other Federal depart- 
ments. We are convinced that the Na- 
tion should contribute to the develop- 
ment of a Nation-wide program for the 
removal of illiteracy, the Americaniza- 
tion of the foreign-born, the training of 
teachers, the development of a program 
of physical education, and the equaliza- 
tion of educational opportunity. This 
leadership, to be provided by a Secretary 
of Education in the President’s Cabinet 
and the Federal aid required to promote 
the program of education on a broad 
scale, can and should be accomplished 
without any interference on the part of 
the Federal Government in the consti- 
tutional rights of the States to organize, 
administer, supervise, and control their 
own schools. It is gratifying to note 
that the two great political parties have 
in their platform recognized that edu- 
cation is one of the chief concerns of the 
Nation and that the President of the 


United States is favorable to the estab- 
lishment of a new department emphasiz- 
ing the importance of education. 

Private institutions—The National 
Education Association, while recogniz- 
ing the American public school as the 
great nursery of broad and tolerant citi- 
zenship and of a democratic brother- 
hood, acknowledges also the contribu- 
tions made to education by private insti- 
tutions and enterprises, and recognizes 
that citizens have the right to educate 
their children in either public or private 
schools, when the educational standards 
of both are approved by the State edu- 
cational authorities. 

Professional ethics—We believe that 
the time has come in the development 
of the teaching profession for the prepa- 
ration of a professional code of ethics to 
govern the general attitude of teachers to 
teachers and to school officials as well as 
their general relation to society. In this 
we should be following the practice 
found so necessary and beneficial to the 
great professions of medicine and law. 
To this end suggest that the Secretary of 
the National Education Association cor- 
respond with the officials of the various 
State associations to encourage them in 
the preparation of professional codes, 
and we recommend that a special com- 
mittee be appointed to prepare a national 
code of ethics for the teaching profession. 

Status of teachers—The security of 
the professional status of teachers and 
supervisors has not been adequately pro- 
vided for. Too often are teachers, prin- 
cipals, and superintendents dismissed 
without due notice or any adequate 
statement of the cause of such action. 
In the last year there have been reported 
numerous instances of teachers, princi- 
pals, and superintendents who have 
failed of reappointment in utter disre- 
gard of professional and lay public 
opinion for no other than political rea- 
sons. The teachers of America were 
shocked at the action of the New York 
City Board of Education in failing to 
reappoint the faithful and efficient super- 
intendent of schools of that city though 
he was practically unanimously endorsed 
for re-election by parents’ associations 
and other civic bodies, and by the teach- 
ers, principals, and district superintend- 
ents. We believe the time has come 
when this Association should have defi- 
nite and systematic investigations made 


ATION ASSOCIATION 


ho 
w 
i, 


£ such cases by the Tenure Committee 
in order that this body may be in a 
position to recommend such remedial 
measures as will tend to take the schools 
of the country out of politics. 

We recommend that the Tenure Com- 
mittee of the National Education Asso- 
ciation be empowered to give its active 
support to the association of any State 
in which there is pending legislation for 
the protection of teachers and super- 
visors and for the promotion of the ef- 
ficiency of the service. 

We again deplore the tendency of 
some States to reduce appropriations for 
teacher-training institutions and for the 
support of the public high and elemen- 
tary schools. We call upon the State 
teachers’ associations to exert every ef- 
fort to improve standards of teacher- 
training institutions. If the schools are 
to be what the American people desire, 
better trained teachers must be secured, 
adequate salaries must be paid, and teach- 
ers must be promoted on merit, and not 
because of political influence. 

The teachers’ retirement systems must 
be improved in order that a_ teacher 
shall receive an annuity that will be 
based upon living conditions. 

We believe that there should be no 
discrimination in the schools as to sex, 
but that men and women teachers should 
be put on the same basis—equal quali- 
fication, equal service, equal salary. 

The teaching of the Constitution and 
the history of public education—Teach- 
ers welcome the codperation of the 
American Bar Association and similar 
agencies in a task with which the schools 
have always been vitally concerned—‘‘to 
establish and maintain the Constitution 
of the United States and the principle 
and ideals of our government in the 
minds and hearts of the people.” We 
believe therefore that the Constitution 
should be taught in all the upper grades 
of the elementary schools. 

We further. maintain that in the 
schools instruction should be given in the 
history and ideals of our public-school 
system. 

Character education—Our boys and 
girls are the greatest assets of the Na- 
tion. It is essential that they shall re- 
ceive proper character training. Hon- 
esty, integrity, and truthfulness should 
be emphasized in all the work of the 
schools. We believe, however, that the 
responsibility for character building 
must fall primarily upon the home. At 
the same time, teachers must by precept 
and example do everything possible to 
develop the highest type of character in 










q 
q 








238 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





September-October, 1924 





the boys and girls under their influence. 
We believe that religious education is 
fundamental in the development of 
character. Holding to these views, we 
urge that the school, the home, and the 
church coéperate fully in the training of 
our youth. 

The day has come when parents, 
teachers, and leaders in religious, moral, 
and educational work must coéperate for 
-the protection of our boys and girls of 
high-school age. Manners and morals 
today need safeguarding and direction. 
Many forms of recreation now prevail- 
ing should be eliminated and all recrea- 
tion should be supervised. We recom- 
mend, as a preliminary step to this end, 
that efforts be made to secure for all 
high schools teachers whose sole duty 
shall be to give moral and social guid- 
ance to pupils and to confer with parents 
and teachers regarding such forms of 
recreation as will prove wholesome. 

Everything should be done to inspire 
in our children a love for and sympathy 
with the children of other nations. We 
therefore endorse the efforts to secure 
help through American children for the 
destitute and orphan children of foreign 
lands. 

National Conference on Outdoor 
Recreation—The National Education 
Association heartily endorses the Na- 
tional Conference on Outdoor Recrea- 
tion and believes it will furnish a whole- 
some opportunity for the proper develop- 
ment of our youth physically and 
morally. 

Literacy tests—We believe that the 
reading and writing of English under- 
standingly should be a qualification for 
citizenship and also a qualification for 
voting. 

We, therefore, urge upon Congress 
and the President the wisdom of adding 
the ability to read and write English 
understandingly, as an additional quali- 
fication for citizenship, and that such 2 
test be administered by existing Federal 
agencies in conjunction with the Bureau 
of Education. 

We further recommend to such States 
as are not already provided with a 
literacy test for voting that they adopt 
such a test of reading and writing Eng- 
lish. understandingly, to be administered 
by the educational authorities of the 
State. 

International 


Na- 


relations—The 


tional Education Association is opposed 
to war except as a means of National de- 
fense. We strongly urge that our Na- 
tion shall take steps to prevent any more 
wars. 


We ask that by agreement and 





coéperation, the American Government 
shall lead in securing from the civilized 
world a complete denunciation of war 
as a means for the settlement of interna- 
tional differences. For this purpose our 
Government should endeavor to secure 
the establishment of codperative tribunals 
to regulate international relations. 

Child-labor amendment—Believing in 
governmental responsibility, we  en- 
dorsed in our last convention an amend- 
ment to the Constitution empowering 
Congress to make laws regarding child 
labor. We now advocate the prompt 
ratification by the States of the Child La- 
bor Amendment passed by the present 
Congress and urge the members of this 
Association to make every effort to ob- 
tain its ratification by the legislatures of 
their respective States at the earliest pos- 
sible date. 

Narcotic education service—We give 
our hearty endorsement to the Bureau 
of Education for having agreed to estab- 
lish a Narcotic Education Service, recog- 
nizing that in narcotic addiction, espe- 
cially in the spread of the use of heroin 
among the youth, there is a grave peril 
to the boys and girls of America and to 
the human race. We urge the National 
Education Association and the depart- 
ments and boards of education of States, 
counties, and municipalities to  co- 
operate fully with this service. 

Law enforcement—We regret that in 
many communities there has developed 
a spirit of disregard of laws, especially 
those dealing with personal conduct. 
This attitude is reacting unfavorably 
upon the vouth of America by causing 
laxness in respect for and enforcement of 
law. Teachers everywhere should en- 
deavor to inspire respect for law and 
should advocate strict enforcement there- 
of. We refer in particular to National 
and State laws, forbidding the liquor 
traffic and the distribution of obscene 
literature, posters, and pictures. This is 
equally true with regard to the enforce- 
ment of laws in many States forbidding 
the sale of cigarettes to children. 

American Education W eek—In order 
to penetrate the consciousness of all citi- 
zens with the importance of education 
in our national life, we urge the widest 
observance of American Education 
Week in the schools, churches, and civic 
centers of all communities. 

The Territories of Alaska and 
Hawaii—The National Education Asso- 
ciation recommends to the Congress of 
the United States that the teachers in 
the territories of Alaska and Hawaii be 
not required to pay Federal income tax. 





Schools of the District of Columbia~ 


The National Education Association 
reafirms the resolution passed at the 
Oakland-San Francisco meeting of 1923 
relative to the schools of the Nation’s 
Capital. We heartily endorse the action 
of the present Congress of the United 
States in passing a salary schedule pro- 
viding increases for officials, teachers, and 
other employees of the public schools of 
the District of Columbia. The National 
Education Association urges that Con- 
gress, at its next session, pass legislation 
which will enable the educational au- 
thorities of Washington to institute and 
carry to completion an adequate pro- 
gram of school buildings. 

Resolution of thanks—We express our 
sincere appreciation of the courtesy and 
hospitality extended to the members of 
the Association by the teachers, the civic 
organizations, and by private citizens of 
Washington, of the State of Virginia, 
and other nearby States. We acknowl- 
edge the great service rendered to the 
teachers and the cause of education by 
the intelligent and public-spirited re- 
ports on our deliberations, published not 
only by the local press but by many other 
great papers of the Nation. We heartily 
thank our Government for its generous 
assignment of band music to the many 
occasions when the teachers met in con- 
vention. 

We are deeply sensible of the honor 
conferred upon the Nation’s teachers by 
the President of the United States in 
consenting to address their representa- 
tives on the Nation’s birthday. We feel 
that such public recognition of the dig- 
nity and importance of the profession 
of teaching by our Chief Magistrate at 
this and future conventions of the Na- 
tional Education Association would give 
inspiration and stimulus to teachers in 
their great endeavor. 


T MUST be recognized that as civili- 

zation grows more complex, and as 
the teaching profession involves a greater 
variety of needs and interests, real prog- 
ress within it must, in the last analysis, 
come from the teachers themselves. 
Knowing their work in its difficulties 
and importance as no one else can know 
it, they must formulate those demands 
on society which will make for the ef- 
ficiency of their profession. As isolated 
workers they cannot do this; society is 
slow to respond to demands that come 
from individuals, and it will be very 
slow to learn of itself the true signifi- 
cance of the teaching profession.— 


Samuel T. Dutton and David Snedden. 








HE REPORT of the Secretary 

of the National Education Asso- 

ciation, Mr. J. W. Crabtree, 
states that the enlarged and reorganized 
Association is meeting the varied de- 
mands made on the teaching profession. 
The membership of the Association in 
former years was composed almost ex- 
clusively of leaders in education and 
those in administrative positions. The 
history of the activities in the Associa- 
tion will always stand as a marvelous 
record. The new Association with its 
larger policy of participation should be 
all the more effective. 

Membership—On December 31, 
1923, the membership reached 140,191. 
The dues for one fourth of this number 
were unpaid at that date. There were 
over 5000 withdrawals last year and 
nearly 13,000 permitted their member- 
ship to lapse. 

Headquarters—Mr. Crabtree declares 
that visitors to the headquarters office 
are impressed with the amount of work 
turned out and with the wonderful spirit 
and coéperation in each division. The 
staff contains men and women of excep- 
tional ability, well fitted for their re- 
sponsibilities. 

Teachers and their profession—A 
leaflet, entitled, The Fight to Reduce 
School Privileges, was mailed during the 
year to every principal and superintend- 
ent in the States. Over 200,000 teach- 
ers had the opportunity to read the 
Association’s warning, but of this large 
number only 15,000 took heed “to im- 
press upon their associates the needs of 
the hour. They aided in organizing to 
meet the opposition locally. They saw 
that parents and citizen friends of the 
schools were provided with reliable in- 
formation.” 

Mr. Crabtree pointed out that the list 
of 15,000 workers included almost every 
delegate present at the 1923 Convention. 
He made a strong appeal that every dele- 
gate at the Washington meeting be re- 
sponsible during the year for a complete 
enlistment of the profession in his or her 
community. This can be accomplished 
through the work of active committees 
in local teachers’ associations. It was 
also suggested that delegates encourage 
educators to take out life memberships. 

Opposition to the schools and to the 
profession—In last year’s report the Sec- 
retary called attention to an organized 
effort to reduce school privileges. This 





The Secretary's Annual Report 


year, he asserts, has added materially to 
the certainty of a united opposition to 
the further development of the schools. 
The president of the Carnegie Founda- 
tion has again repeated his criticism of 
the work of the public schools. Nicholas 
Murray Butler, of Columbia Univer- 


WHAT HAPPENS 70 
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sity, has gone out of his way to discredit 
the work of the schools. Many a leader 
has felt the force of well-organized at- 
tacks on his program and _ policies. 

Private and public schools—A friendly 
feeling exists between private schools 
and the public schools. There are thou- 
sands of teachers in private schools in the 
membership of the Association. Great 
contributions to human betterment are 
made by both religious and 
private schools, as well as by our great 
system of public education. Wealthy 
agencies work great injury to private 
schools in attempting to prejudice them 
against the publi¢ schools. In a democ- 
racy, the foundation for success is a 
democratic education, and the public 
schools are admirably adapted to give 








secular 


[239] 






the private schools are 
also thinking of the public welfare. 
Great credit is due to wealthy persons 
who have contributed generously to the 
support of school enterprises. 
an arrogant wealthy class, 
which is violently opposing the adequate 

support of the schools. This class is 
reinforced in its opposition to the pol- 
icies of the Association as well as to the 
progress of the public schools by a fault- 
finding group from unthinking sources. 

With the greatly increased member- 
ship and with the changes brought about 
by placing the Association on a repre- 
sentative basis, the work of the Associa- 
tion has likewise expanded. To the en- 
larged activities of the Association is due 
its greatly increased expenditures. The 
Secretary calls attention to the need of 
care in making expenditures meet the in- 
come of the past year and advises that 
the Budget Committee make lower ap- 
propriations accordingly. 

The formulation of a formal state- 
ment in policies and relationships and of 
a professional code of ethics was sug- 
gested. At present much confusion is 
caused by the points of relationships be- 
tween departments and committees and 
the Association remaining undefined. 
Neither is it set forth in formal manner 
the extent to which officers can speak for 
the Association. 

American Education Week—Amerti- 
can Education Week has become an es- 
tablished institution, appreciated by the 
public as well as by the schools. Its 
permanent establishment is due to the 
efforts of the American Legion, the Bu- 
reau of Education, and the National 
Education Association. The future suc- 
cess of American Education Week is as- 
sured as long as it is not used for the 
dissemination of propaganda for various 
causes, valuable though they may be. 
Its purpose should ever be to give all 
citizens the genuine interest and inspira- 
tion which can only come from first- 
hand knowledge and information. 

Local and State associations—State 
associations have much in common with 
the National Association. Many of 
them carry on important research work. 
However, only a limited number of local 
associations attempt to make any con- 
tinuous study of local problems. Won- 
derful results might be obtained from 
the codperation of these local associations 
on numerous educational problems. 


that training; 


There is 
however, 








THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


The Challenge to American 
Education 


Payson SMITH 


State Commissioner of Education, Boston, Massachusetts 


HERE CAN BE no place better 

than this, no time more opportune, 
no occasion more appropriate for the 
representatives of the school teachers of 
America te renew their expressions of 
faith in the American system of educa- 
tion and to rededicate themselves to the 
fulfilment of its high purposes. 

If you would seek the beginnings of 
the American public school you might 
find them there in the cabin of the May- 
flower when the Pilgrim Fathers gave 
hand and seal to that compact which 
established, long before the Republic 
was itself created, the basis upon which 
that Republic was to stand. 

So far as we know there was no dis- 
cussion at that time about the founding 
of schools. But this we know. There 
can be no hope of the successful issue 
of any experiment in democracy unless 
intelligence is widespread among the 
people. So it is not surprising that 
early in the colonial days this democratic 
society founded the public school. 

With the development of democracy 
and the increase of its problems it was 
inevitable that the educational program 
should itself develop and expand. So in 
the beginning of the last century the 
public school, hitherto a local neighbor- 
hood affair with limited offerings, 
found itself facing the challenge of 
greater service to a young and growing 
Nation whose civic and social require- 
ments were no longer those of a some- 
what primitive civilization. The greater 
expectations of the people with refer- 
ence to the results of education were 
met with a greater liberality in provid- 
ing the means of education and a larger 
sense of responsibility. “Thus came the 
town, county, city, and State systems of 
schools, expressing larger conceptions of 
responsibility and creating more nearly 
just methods of support. Thus came 
publicly supported schools for the train- 
ing of teachers—growing in a little more 
than three quarters of a century from 
the little school at Lexington with its 
three pupils, to the present-day enrol- 
ment of tens of thousands. Thus came 


*An address before the National Educa- 
tion Association, Sunday afternoon, June 29, 
1924, on the steps of the Capitol, Washing- 
ton, D. C. 


a great system of secondary education, 
expanding from a little group of a few 
score in the eighteen seventies to its 
thousands of free public high schools 
with their more than two million stu- 
dents in the year that has just closed. 
Thus came a chain of great tax-sup- 
ported universities, the answer of the 
American States as to how far they in- 
tend to go in the education of the people. 
Thus came within a few years a Nation- 
wide, and in part nationally supported 
system of vocational education which not 
only aims to aid youth in choosing and 
preparing for a vocation but is also the 
answer to the question as to whether 
the American people can and will find 
a way of joining successfully State and 
Federal forces to meet a National need. 

The fundamental challenge to Ameri- 
can education through all these years 
and amid all these changes has been the 
same. It will not be different in future 
years. The American public school, 
now as always, is under express responsi- 
bility to deliver to the Republic, citizens 
who understand and are prepared to 
meet the obligations that citizenship in 
a Republic implies—not some of the 
obligations but all of them. As Amer- 
ican teachers serving the American 
people in schools supported by their 
taxes, in schools to which they send in 
confidence their children we cannot, and 
we must not, forget that the public 
schools in which we teach have been 
established and are being maintained for 
the paramount purpose of providing for 
this Nation a citizenship—civic, indi- 
vidual, and social—that shall be sound 
in thought and right in action. What- 
ever may be the somewhat remote and 
incidental obligation to help American 
youth to understand its international ob- 
ligations, we as American teachers—as 
servants of the Republic—do well to 
keep always in mind that our schools 
must be national in character and na- 
tional in purpose. We have within our 
borders one service of supreme im- 
portance and that is to teach American 
vouth the history, the cost, and the 
meaning of America and her institu- 
tions—to inculcate loyalty to them and 
to develop and foster the high resolve of 
serving them both in time of war and 





September-October, 1924 


in time of peace. It is not enough, 
however, to deal in generalities. While 
the underlying objective of American 
education does not change, it must, with 
the changing and expanding needs of 
society, encounter new challenges and 
find new ways of meeting them. 

A foremost challenge of this day in 
education is that of producing citizens 
who respect knowledge, are eager in its 
pursuit, and are skillful in its use. It 
is the business of the educational institu- 
tions to see. to it that all the truth that 
has been garnered by men in past gen- 
erations is conserved for the use of this 
generation and passed on for the service 
of succeeding ones. But that is not 
enough. Not only must education con- 
serve knowledge, it must constantly seek 
new truth. It is not best that a dem- 
ocratic society should seek to standardize 
or to make uniform the thinking of its 
citizens. America today does not need 
the contented mind so much as she needs 
the curious, the inquiring, and the 
pioneering mind. 

But even here we must not stop. A 
supreme challenge to American educa- 
tion today is that it shall produce citi- 
zens who know how to use and to apply 
fact and truth and fundamental prin- 
ciple. Groups and parties and com- 
munities are torn and divided because 
there is a turning away from the scien- 
tific method of facing and settling ques- 
tions and a turning toward a far less 
satisfactory method. We attempt to 
apply tradition—we are moved to words 
and to hasty action by our emotions—we 
seek the weapons of personal and class 
prejudice—we turn most of all to per- 
sonal, sectional, and other selfish in- 
terests, and we get as results not 
thoughtful, conclusive, constructive ac- 
tion, but high emotional tension, hurt 
and sore feelings, and wicked seeking for 
personal, sectional, or class advantages. 
I am not debating nor proposing to de- 
bate any issue that confronts the people. 
I am saying that if you and I do our 
full duty the schools will produce with 
each passing generation a larger num- 
ber of citizens who will face their per- 
sonal, civic, and social problems in the 
scientific spirit and try to solve them on 
the scientific basis. Therein is an edu- 
cational challenge of the first magnitude. 

Whether the public school or the 
American Nation will succeed as a melt- 
ing pot may well be questioned. 
Whether they will succeed in helping 
people of diverse characteristics to dwell 
together in unity is another question, 
which must be answered in the affirma- 









1 


— 





THE JOURNAL OF THE NATIONAL EpucaTIOn AssociATION 














YIAKODARD > 


ene 





Simplification of manufacturing processes and products is one of the important activities of the United 


States Department of Commerce. 


tive if the Republic itself is to endure. 
Mark you—there is a difference between 
uniformity and unity. ‘The first is not 
desirable; the second is _ imperative. 
There are unfortunately some of our 
adult fellow citizens—in a minority we 
must believe—who seem to think that 
they can serve their country by trying 
to array class against class, section 
against section, and racial group against 
racial group. ‘These citizens are wrong. 
They are denying to themselves even the 
highest privilege of American citizenship, 
that of standing each day as one believes 
he should stand on the issues of that day 
alone. You are a free American citizen 
at his best when you reserve to yourself 
the privilege of standing with me when 
you believe I am _ right—and parting 
with me when you believe I am wrong. 
The attempt to align groups of citizens 
by section, by class, by creed, by race, 
is wrong in principle and utterly de- 
structive of the highest good of the 
whole. The bloc principle may be ef- 
fective in a narrow and selfish way for 
a limited time. In the long run it will 
prove a menace to the stability of our 
institutions, and to the highest develop- 
ment of the best ideals of citizenship. 
Fellow teachers, this is true. There are 
many American institutions that stand 
for equality of opportunity and for the 
avoidance of unfair discriminations 
among men. But among them all none 
is or can be so powerful as the public 
school. A challenge, therefore, to it and 
to us is to produce an American citizen- 
ship richer in the quality of codperation, 


Under the Department’s leadership, manufacturers of various products 
consider and agree upon sizes that meet all needs. Odd sizes are then eliminated. 





quicker and more steadfast to resist ap- 
peals that would set man against man, 
readier, while it insists on the right of 
each to his own opinion to grant freely 
the right of the other man to his. I 
repeat Democracy does not imply uni- 
formity of thought or of action. It 
does imply a unity of attitude on certain 
fundamental Among _ these 
fundamental things none is more im- 
portant than that each citizen has the 
fundamental right to make in his own 
way his own contribution to the life 
and culture of the Nation so long as 
he does not make it to the detriment or 
the offense of his fellows. 

Modern education must help the mod- 
ern man to live in a modern world. 
That world is vast and intricate and com- 
plex. It is not a time for the pessimist 
nor for the prophets of despair. The 
world is not a wreck and civilization is 
not a ruin. It is a time, however, when 
nothing less than the most thoughtful 
attitude must be taken towards the 
youth who are to live and work and 
serve in the decades just ahead. It is 
not a simple primitive existence which 
they face. There is almost no simplic- 
ity about it. 

Political highly  or- 
ganized, intricately complex and con- 
fusing. Industrial life is so compli- 
cated, the barriers around it so difficult 
to scale that millions of American boys 
and young men stand confused before 
the choices they must make, with too 
little help in the choosing. The boy of 
today finds his hardest task that of find- 


things. 


machinery is 


ing his life work and the way into it. 
In such a time education cannot be 
It must be rich in content, 
teeming with varied opportunity and ex- 
tended in the length of its service. “This 
helping the modern man to live in a 
modern world—the right adjustment of 
the individual to his time, is a challenge 
which perhaps comprises all the rest. 
The intention of the American people 
in the matter is clear. It is shown in 
their generous appropriations of money 
for the support of schools. It is shown 
by the great number of young men and 
women who in teacher-training institu- 
tions are preparing for more effective 
service for childhood. It is shown in 
the vast army of more than twenty mil- 
lion young Americans, who forgetting— 
if we but let them—differences of creed 
and party and race, are joined in a com- 
mon enterprise for themselves and for 
the Nation. It is shown in the question 
recently sent to the States from this very 
building in whose shadow we meet, as 
to whether by constitutional amendment 
every child who lives between the oceans 
shall be guaranteed the years of his 
youth for growth of body, mind, and soul. 
The Nation looks forward only as it 
looks with the Nation’s children. The 
challenge to you and to me and to the 
schools we represent is that we have a 
vision that sees afar, that we cultivate 


simple. 


a strength equal to the task set for our 
hands to do, and that we have always 
that devotion to our Nation that brings 
her our service without stint and with- 
out limit. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





September-October, 1924 





Washington Convention 
Abstracts of Addresses 


HE PROGRAMS of eighteen de- 

partments and twenty allied organi- 
zations, added to the main program of 
the Washington Convention, afforded a 
wealth of resources for educators visit- 
ing the National Capital, June 29 to 
July 4. No summer meeting has had 
more unique features than this, it being 
held at the seat of the National Gov- 
ernment, where in addition to the usual 
inspiration and good-fellowship there 
were certain high spots never to be for- 
gotten—visits to the Government build- 
ings, the parks, the bands, the Stadium 
alive with color cheering the President 
of the United States, and the pilgrimages 
to patriotic shrines on the Fourth of 
July. Herewith are abstracts of ad- 
dresses before the general sessions. Sum- 
maries of reports of committees and ac- 
counts of the meetings of the various 
Departments will appear in future num- 
bers of THE JOURNAL. 


ELIGIOUS instruction—In a 

number of educational systems of 
our country attempts are being made to 
provide for religious training, with more 
than fair success. Children are per- 
mitted on school time to go to the 
church centers designated by their par- 
ents for the needed instruction in their 
faith. 

Due consideration should be given to 
the working out of a practical program 
that will permit members of different 
religious sects to secure for their chil- 
dren the desired religious instruction 
But no further responsibility for this 
instruction than the granting of time 
and place for same must rest with the 
public school. No classroom teacher in 
the public school should attempt the 
work, for just as with school nursing 
and school visiting, complications arise 
that a classroom teacher cannot cope 
with, and should not become involved 
in. The classroom teacher must never 
resort to dogmatic teaching, to dogmatic 
practice of religion. She must never at- 
tempt direct religious instruction. Her 
part of the work will be the indirect 
application of such teachings and the 
force of example. 

A program that will provide opportu- 
nity for religious instruction in the pub- 
lic school according to the wishes of the 
parent of the child is not impossible and 
can be worked out. Such a program 








will make not merely for the spiritual 
development of the individual, but will 
tend toward a better understanding of 
the motives and a more liberal toler- 
ance for the beliefs of others. Again 
our united efforts in this worthy cause 
will clear the atmosphere of much prop- 
aganda against certain churches and 
especially against the church. As a 
people we have not, as yet, learned to 
work together harmoniously for the 
common good. Our individual im- 
mediate interests will be lost sight of, 
in the ultimate big purpose of providing 
in the best possible way for the spiritual 
welfare of the children—Mathilde C. 
Gecks, Director of Primary Depart- 
ment, Harris Teachers College, St. 
Louis, Missouri. 


PIRITUAL values in our public- 

school programs—First and __fore- 
most among the spiritual agencies of the 
public school is the public-school teacher 
himself. Not only must the teacher be 
trained to know thoroughly the subject 
matter which he is to teach, but must 
know the best modern scientific methods 
of teaching these subjects; he must 
have a deep insight into child psychology, 
and he must have the patience, sym- 
pathy, and skill of an artist who knows 
how to draw out the best qualities of 
each individual child. He must, above 
all, feel the noble mission of his pro- 
fessional calling, so as to enable him to 
mould the plastic characters of his chil- 
dren and to inspire them through his 
constant appeals to all that is good and 
true and beautiful in life. 

Supervisors, directors of special sub- 
jects, principals and superintendents of 
schools can do a great deal towards em- 
phasizing the human aims, human 
aspects, and cultural and spiritual values 
in our courses of study. If supervisors 
demand that teachers produce definite 
mechanical results that can be measured 
and weighed accurately at the end of 
each school term by means of a series 
of dull tests, then of course, teachers 
will follow the line of least resistance 
and strive to give those in authority the 
mechanical results they seek. If, on the 
other hand, the supervisors do not as- 
sume the undemocratic role of ar- 
bitrary authority, but seek rather to co- 
operate with teachers and to guide and 
encourage them to the end that good 


strong individual characters in children 
will be formed, that a beautiful tone 
and atmosphere of love and codperation 
in the schoolroom between teachers and 
pupils will be established, that the spirit 
of mutual service will be developed, that 
the child will form permanent valuable 
habits of right living, right thinking, 
and right doing which will make him a 
permanent spiritual asset in our Ameri- 
can democracy, then will the supervisors 
of our public schools render their great- 
est service to America.—Leon W. Gold- 
rich, Executive Director, Hebrew Shel- 
tering Guardian Society, Pleasantville, 


mts 

'R_ children’s neglected  inherit- 

ance—The offer on the part of the 
board of education of a great city to 
consider the setting aside one hour a 
week for the purpose of religious educa- 
tion is a matter of Nation-wide import- 
ance. It is a matter that every parent, 
every teacher, every church, every citi- 
zen, should take into careful and prayer- 
ful consideration. 

I am sorry that we did not have the 
opportunity to experiment with that 
hour. I can see our Catholic friends 
gathering in hundreds of children into 
these afternoon classes, in addition to 
the 100,000 already receiving religious 
instruction in the parochial schools. I 
can see the devoted Jewish teachers 
hastening in even larger numbers to open 
more and more centers for the instruc- 
tion of Jewish children in Hebrew and 
in the Jewish doctrines in preparation 
for their Barmitzvah or confirmation. 
And I can see a real awakening and a 
shaking off of the lethargy and inertia 
of our Pretestant people as they see the 
children hurrying past closed church 
doors and entering by way of the Roman 
Catholic and Jewish gateways. 

I feel that if we had got that hour 
all religious faiths would have thrown 
open their own churches and Sunday 
Schools and would have joined the 
crusade to bring our great army of chil- 
dren under religious training.—Mar- 
garet Knox, Principal, Public School 15, 
Borough of Manhattan, New York 
City. 





EACHING business morals—In 

the much-mooted question of teach- 
ing morals in school we encounter the 
absolute necessity for teaching business 
morals. Nearly all young people today, 
girls as well as boys, are going to have 
real contact with business. The place 


where moral decisions are made and 


























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Vol. 13, Nos. 7-8 


used is chiefly in the shop, the store, and 
the counting-house. Morals today are 
mostly business morals. And yet how 
poorly and indefinitely are we facing the 
task. We disguise the subject under 
the vague name of “citizenship.”” We 
use textbooks based on the simple home 
and commercial customs of a century 
ago, and use as examples Benjamin 
Franklin and Peter Cooper. Our dis- 
cussions are miles away from reality. 
Business morals is not a new subject; 
it is life itself. Perhaps the most signif- 
icant fact in a modern school is that the 
student body is going almost without 
exception within a very few years into 
the world of affairs, and that world 
today as never before is demanding in- 
tegrity. We have no right to use our 
skill as teachers in turning out educated 
crooks. We have no right to issue a 
graduation diploma to anyone for whom 
we would not sign a fidelity bond. 
How shall we do this? There is 
need of textbooks and reading books that 
teach modern ideals of business ethics 
explicitly and by practical examples. 
There is opportunity for indirect meth- 
ods. We have our chances in commer- 
cial arithmetic, in history, and in cur- 
rent events. The children may be 
taught practical thrift, budget-making, 
and responsible accounting, and all 
these are ways to honesty. They may 
be encouraged to conduct honesty cam- 
paigns and evolve codes for schoolroom 
conduct. There is no more effective 
place than on the schoolground, and no 
more effective agency than clean school 
athletics. We become powerful influ- 
ences for honor when we never permit 
dishonesty to work in any realm of the 


school life——William Byron Forbush, 


The University Society, New York 
City. 
UNDAMENTALS of character 


training—JTeachers must have shin- 
ing sun-clear in the midst of all they 
do the true “objectives” of character 
education. Otherwise their conduct is 
like a voyage without a port, a journey 
without a destination, planting and till- 
ing without a possible harvest. In our 
new way of thinking, these objectives 
are found in relation to the permanently 
significant human situations that make 
up the personal, social, and ideal life 
of human beings. They are: right atti- 
tude towards family, the social group, 
wealth and its uses, animals, vocation, 
civic relations, the facts and truths of 
science, the beauty of nature and art, 
health of body and mind, a cosmic order, 


THE JOURNAL OF THE NATIONAL EpucaTion AssocliATION 


and all other integrating and determin- 
ing centers of conduct and objects of 
response. The teacher will not talk 
overmuch with younger children about 
these objectives, these guiding suns and 
stars of all her endeavor, perhaps never, 
but they will shine so clearly and express 
the warmth of her heart so surely that 
they will condition all she does and the 
spirit of her activity. Our fourth step, 




























| 
ARELESS critics who 
condemn the public 
schools as creators of godless- 
ness and disrespect for law and 
order would have had an object 
lesson indeed could they have 
listened to the speakers and 
sensed the deep earnestness of 
the audiences as the theme of 
moral and religious education 
was unfolded at the sixty-sec- 
ond annual convention of the 
| Association. From the begin- 
ning moral education has been 
much discussed in Association 
meetings, but at no time has it 
been presented from more 
angles or with greater thor- 
oughness by men and women 
whose service gives point to 
their teaching. Educational 
workers are facing the task of 
training children for this new 
day with its enlarged responsi- 
bilities and opportunities with 
a consecration that is glorious 
to contemplate. They are ever 
seeking to improve the schools 
and have welcomed every con- 
structive proposal from what- 
ever source. 











then, 
situations for virtues. 
wholesome not only for children but 
for adults to look predominantly out- 
wardly, with discipline of thought and 


is to substitute objectives and 
It is normal and 


conduct concerning proper attitudes 
toward objects that require adjustment, 
rather than inwardly upon states of 
mind that need to be cultivated.—Ed- 
win Starbuck, Professor of Philosophy, 
State University of Iowa. 


DDRESS of welcome—What does 
the growth of the National Edu- 
cation Association and the development 
of the school system in the last quarter 
of a century mean? 
cate for the future? 


What does it indi- 


243 





For the Nation it has meant material 
prosperity, spiritual culture, patriotism, 
and the success of representative demo- 


cratic government. The United States 
is the greatest nation on the planet to- 
day, and its system of public instruction 
has been the greatest institution in the 
Republic. This is a deliberate, care- 
fully premeditated thesis which I think 
few would attack, but which could be 
defended against anyone who may be 
bold enough to question it. 
For the teachers, what 
growth of an organization from 6000 
to 140,000 in twenty-six years mean? 
It means that we have now become an 
organized profession instead of a group 
of individuals holding jobs. It means 
that educational policy has largely sup- 
planted political expediency in the ad- 
ministration of our schools. It means 
that we are developing an ethical code 
such as has long existed in the older 
professions. It means that public wel- 
fare is placed above personal ambition. 
It means above all a codperation that 
we have never had before. It means 
the progressive fight for the welfare of 
our future citizens by nearly a hundred 
and fifty thousand of the most en- 
lightened citizenship of this Nation.— 
John J. Tigert, U. S. Commissioner of 
Education, Washington, D. C. 


does the 


DUCATION in the Nation's Capi- 

tal—In one important respect Wash- 
ington differs from every other Amer- 
ican city. The people in every other 
city can determine how much money 
shall be spent for education and how 
that money shall be spent. In Wash- 
ington this is not the case. The Repre- 
sentatives and Senators elected by voters 
in the several States of the Nation are 
the Representatives and Senators who 
determine legislation and appropriations 
for the people of the Nation’s Capital. 
No governing body in the District is 
elected by the people. The Commis- 
sioners are appointed by the President. 
The Board of Education is appointed by 
the Supreme Court of the District. 

At no time during the preparation of 
the school estimates, or their progress to 
and through Congress, are these esti- 
mates dealt with by a single official who 
was selected by the people of the Dis- 
trict or who can, in any direct or usual 
way in a democracy, be held accountable 
by the people of the District for his of- 
ficial acts in determining the amount or 
character of appropriations for public 
education in Washington. 

The educational welfare of the people 








244 


Tue JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION 





September-October, 1924 




























residing in the Nation’s Capital depends 
on an intelligent understanding of this 
situation on the part of the people of 
the country and sympathetic interest and 
action on the part of the Representatives 
and Senators whom the people elect to 
Congress.—Frank W. Ballou, Superin- 
tendent of Schools, Washington, D. C. 


7 contribution of parents to edu- 
cation—The average parent looks 
upon the school system as somewhat of 
a gigantic “trust,” with an incredibly 
large income sufficient to all its require- 
ments—formed to assume certain func- 
tions in the community and to perform 
them without assistance from the gen- 
eral public. The more modern idea 
which is gradually gaining ground is 
that the school system is indeed a trust 
but in a different sense of the word— 
one which has been committed to trus- 
tees who have proved their fitness, but 
that the parent shares their responsibility 
because it is by his vote that they hold 
their office and to him they owe the 
accounting of their stewardships—the 
knowledge as to how their obligations 
are being discharged and how far the 
profits of the trusteeship—that is, the 
development of the boys and girls under 
their care, are commensurate with the 
capital invested and the faith reposed 
in them.—Mrs. A. H. Reeve, President, 
National Congress of Parents and 
Teachers, Philadelphia, Pa. 


jeg principal and his place— 

Throughout our ranks a dim un- 
easiness is felt. “There is no unanimity 
of requirement on the part of school 
boards, nor of service on the part of the 
elementary principal, nor of interpreta- 
tion of the principal’s status by the 
superintendent. Our title of principal 
is sometimes given to the highest grade 
teacher of a three-room primary school, 
and if other places denied to the person 
in charge of a thousand or more pupils 
unless there are at least twenty-five class- 
rooms under his care. There is still 
an unsettled condition where super- 
visors of special subjects—people expert 
in their line—find it hard to realize 
that a school must have just one head 
unless confusion is to reign. It is the 
person responsible for coérdinating all 
the work of all the teachers and super- 
visors who must be the court of decision 
as to how the learning process may best 
be served, for the schools are built and 
supported for the children, and for them 
alone. If ignorant, untrained youths 
could grow into good citizens without 








the schools, then schools need never have 
been built. This then is one point to 
be aimed at by every elementary prin- 
cipal in the country: to be the unques- 
tioned head of his own school and to 
receive his authority from one chief, the 
superintendent, who represents the 
school board—Mary McSkimmon, 
Principal, Pierce School, Brookline, 
Massachusetts. 


YONTRIBUTION of the classroom 
teacher to education—Just as the 
contribution of woman to education and 
to civic life has been the insistence that 
civic life must include her in its func- 
tioning, must recognize her as a definite, 
responsible, contributing factor in the 
development of civic projects, so the 
contribution of the classroom teacher 
to education is the insistence that edu- 
cation is a job for all departments; that 
none can be outstandingly conspicuous, 
that all must share the labor, the re- 
sponsibilities, the recognition, and the 
rewards involved in the task. No de- 
partment can accomplish alone—it is 
contrary to the law of life—and until 
all groups engaged are equally partici- 
pants and equally respected in all pro- 
cesses of education, education will fall 
short of the reality it might become, 
the creative force directly influencing the 
lives of men. 
When the classroom teacher 
upon the recognition of the fact that no 
single group in education can lay its 


insists 


hand upon one single educational 
achievement and say, “This work is 
mine,” she is doing what lies in her 


power to bring about a true codrdina- 
tion of our educational forces based upon 
sensible and sound principles.—Julia 
Spooner, Classroom Teacher, Portland, 
Oregon. 


HE superintendent's contribution to 
education — T he superintendent’s 
chief contribution to education is an 
aroused conscience on the part of all the 
people for the continual development of 
the entire State, city, or community. I 
believe in professional training, I be- 
lieve in the college, the university, the 
summer school. I believe in the ex- 
tension courses for superintendents as 
well as teachers, but the superintendent 
himself must be miore than a_profes- 
sionally trained man. He must be a 
man upon whose conscience the responsi- 
bility for the proper education of the 
entire community continually rests. 
As such a leader he must be tactful, 
but 't is of even greater importance that 





he be fearless) Men and women have 
never followed the timid, hesitating 
character. The masses and classes love 
the intrepid and the daring. In this 
age when demand after demand is be- 
ing made for retrenchment in education, 
when plutocratic industrialism is try- 
ing to create a plutocracy among edu- 
cators, when the fictitious increased cost 
of education is being flaunted, when men 
and women are declaring that the sal- 
aries of teachers must be reduced and 
that whole departments must be cut 
out, the prime essential of the superin- 
tendent, and his greatest contribution to 
education, is a bravery to stand before 
his board and before his people and dis- 
play an unyielding courage by demand- 
ing the best and the highest things for 
his teachers, his officers and supervisors, 
and the children of his city—Willis 
A. Sutton, Superintendent of Schools, 
Atlanta, Georgia. 


HE TEACHER and democratic 

ideals—If the public has failed to 
take on its responsibilities for education, 
so also has the teacher overlooked her 
duty as acitizen. Fearful of the slogan 
“Politics in the schools,” we have in the 
past permitted our fellow citizens to re- 
main uninformed of educational matters. 
We have not considered that schooling 
in youth does not insure a body of in- 
telligent citizens. Continuous education 
is necessary, and it is our duty to see 
that it is provided when necessary. It 
is our duty as informed citizens to let 
others share in our knowledge. It is 
just as important that the teacher func- 
tion in her relation as citizen as in that 
of educator, if we are to realize the 
ideal to which we have consecrated our- 
selves—Mary F. Mooney, Vice-Prin- 
cipal, Washington School, San Fran- 
cisco, California. 


lV4 TIONAL learning and National 

life—Of the American people it 
may be said today as Mazzini said of 
Italy a generation ago, “The world’s 
athirst of God, of progress, and of 
unity,” but without a National learning 
applied to our National life we shall at- 
tain neither to God, to progress, nor to 
unity. Like our forefathers of ’76 we 
are anxious that men shall be free to 
“mind their business’. We believe that 
education is a part of the business of the 
respective States. But, like our fore- 
fathers, we are not afraid to enunciate 
at the same time the truth that as a 
Nation we are one.—John H. Mac- 
Cracken, President, Lafayette College. 






Fe ae NE RSE 





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Vol. 13, Nos. 7-8 


THE JOURNAL OF THE NATIONAL EpucaATION AssocIATION 








Teachers and World Peace’ 


Aucustus O. THoMmaAs 


State Commissioner of Education, Augusta, Maine, President of World Federation of 
National Education Association, and Chairman of the N. E. A. Committee on 
Codperation with the World Federation 


LIKE TO VISUALIZE humanity 
as a pilgrim, very much as John 

Bunyan visualized Christian living with 
Christian and placed upon his back his 
pack of sins, which he was to carry with 
him on his journey, at least in part, from 
the City of Destruction to the Delectable 
Mountains. I like to visualize mankind 
as an individual on the long, long trail 
from the days of darkness, from savag- 
ery, we will say, from barbarism, up the 
hill of civilization. So far as we know 
6000 years have passed away since this 
pilgrim emerged from the darkness of 
the past out into the twilight. Possibly 
he is now only in the twilight zone. But 
yonder I can see the upper end of the 
road, shrouded in the gathering light of 
a new day of civilization, and this indi- 
vidual has upon his back, as he starts 
out, all of the barbaric tendencies of the 
race. He has in that pack which weighs 
him down superstition, ignorance, dread, 
intolerance, war, and the old, old doc- 
trine of an eye for an eye, a tooth for a 
tooth. He is bent with his load. 

I can see him as he toils his weary 
way. Somewhere he picks from the 
roadside the staff that he might assist 
himself on the journey, and as I look 
I see this staff labeled “Education.” 
Immediately I perceive that he has 
reached over his shoulder into that pack 
and has pulled out one of the heaviest, 
the one labeled “ignorance.” Thus edu- 
cation had its beginning. 

If you and I are teachers who do not 
believe in the fundamental principles of 
education and that education is worth- 
while and that we can in America direct 
the force of civilization through educa- 
tion, we had better get out of the pro- 
fession. We must believe in it, so that 
we can feel, as we go into the classroom 
in the morning, that the lessons we teach 
are somehow to be gathered up in the 





*Report of the N. E. A. Committee on Co- 
operation with the World Federation of 
National Education Associations. The Com- 
mittee includes in addition to the chairman 
the following: Katherine D. Blake, Archi- 
bald J. Cloud, Stephan B. Duggan, W. K. 
Dwyer, John H. Finley, James W. Gowans, 
Florence Holbrook, James F. Hosic, Jean- 
nette Jacobson, Abby Porter Leland, Arthur 
J. Matthews, H. D. Showalter, J. W. Stude- 
baker, Charl O. Williams, Charles H. Wil- 


liams, Annie C. Woodward, and Robert H. 
Wright. 





lives of those children and carried on 
into the new and rising generation to 
affect mankind eventually. That is the 
mission of the teacher, and we believe in 
education. We have not taken super- 
stition entirely out of the bag yet; we 
have not taken out intolerance, for even 
today, while we sit here, side by side, 
having with us people of all races, of all 
nationalities, of all creeds, though we 
work shoulder to shoulder in tolerance, 
there is scarcely another body of people, 
especially in the United States, who can 
work as we do with men and women of 
different creeds and different tongues 
and different nationalities. The spirit 
of intolerance, if it is ever wiped out 
from our country and from the world, 
must be wiped out through the force of 
the teachers in the schoalrooms of our 
country. 

I hope when Mr. H. G. Wells re- 
vises the Bible he will include the sup- 
posed prayer of Abraham Lincoln. I 
think I see the lad Abraham down in 
the cabin in the wilderness of Kentucky, 
the cabin surrounded by the dread wil- 
derness in which people were lost, and 
which fathers and mothers dreaded as 
well as the children, and I see him kneel- 
ing at night before his mother’s knee. 
May I stop here long enough to inter- 
rupt myself to say that the greatest in- 
stitution that God ever made is a Chris- 
tian mother, and the greatest shrine on 
earth is a mother’s knee. And then I 
hear the voice of Lincoln in that humble 
prayer, “Oh, God, bless father, bless 
mother, bless sister, bless me, bless every- 
body and make Fido a good dog, and 
keep us all from being lost in the wilder- 
ness.” It is to the last I want to call 
your attention, to keep us from being 
lost in the wilderness and confusion of 
thought, for today we have in our coun- 
try persons who believe in a program of 
preparedness. 

At the present time there is a group 
of persons who are promulgating Pre- 
paredness Day, in which all over Amer- 
ica there will be warlike preparations, 
when there will be the visualization of 
how the war forces of a great country 
are to be assembled, as an example to 
the nations of the world that America 
can take care of itself. There are those 
who would plunge America into an ex- 


pensive program of militarism and bind 
down our people with the yoke of bond- 
age for other generations. 

Then there are other extremists. There 
are those who would throw down our 
arms even in the face of an enemy; there 
are those who would fire their piece in 
the air while confronted with an oppon- 
ent who means death. ‘There are those 
who would bring to our young men and 
young women the pledge to sign that 
under no circumstances and under no 
conditions would it be right for them to 
go to war, even in defense of our own 
country, or to right the wrongs of others. 
Here we stand with the two extremes, 
the extreme of militarism and the ex- 
treme of pacifism. 

Somehow it has come to me to define, 
if possible, the attitude of this great body 
of teachers here in the United States on 
this subject. We shall always have the 
extremists with us. They have a definite 
mission to perform, and just now I think 
that mission is to keep the great body of 
teachers level-headed, to keep them 
thinking straight, to keep them sane. 
Teachers have always been level-headed 
and have always been sane, and if they 
were not, there would not be the prog- 
ress in this country that we see today, 
for whatever there may be good in civili- 
zation, whatever there may be good in 
our Government, whatever there may 
be good in our society, I believe the 
teachers of this country have had some 
fundamental responsibility in introduc- 
ing. Out of the schools are coming the 
things that are weaving the better ele- 
ments of our society together. I have 
taken pains, as chairman of this com- 
mittee and as president of the World 
Federation, to determine so far as possi- 
ble the attitude of teachers in this 
country and teachers in other countries. 
I cannot speak for every single teacher 
of this organization, nor can I speak for 
every teacher the world wide, but I can 
speak with reasonable surety for the 
great mass of teachers as they have ex- 
pressed themselves to me, and I can sum 
it all up in this way: That teachers want 
peace, will continue to work for it; that 
peace is the greatest single issue of the 
age, for some way of bringing the nations 
into that form of codperation whereby 
they can take out of the pack of this 
pilgrim on his way from the darkness of 
the old days into the new light of a new 
civilization the burden of ignorance; 
that teachers are going to continue work- 
ing for it. They want peace, but they 


want peace with honor. They hate war, 
but they love America better than they 














246 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





September-October, 1924 


enn LL 


hate war, and they will fight for America 
if American principles are in danger, but 
we believe, as teachers beginning with 
fundamentals, that we can teach those 
things to the children world wide that 
will make it possible for the nations to 
coéperate and eventually get together by 
agreement and simultaneously throw 
down their arms. Then we shall come 
into a reign of eternal peace. And by 
no other means can we produce it. 
These teachers, then the molders of 
the future, beginning with the children: 


In hearts too young for enmity, 

Their lives from hatred free, 

When children’s friendships are world wide 
New ages will be glorified. 

When child loves child, then war shall cease. 
Disarm the heart, for that is peace. 


And the children represent the strate- 
gic position and the strategic force 
throughout the world, and the teachers 
do not believe that it is necessary today 
to mobilize the war forces of this coun- 
try in order to show our own people or 
to show the peoples of the world that 
America can take care of herself. The 
people of the world know it, and they 
need no demonstration of it. And I see 
this pilgrim mounting again up the path- 
way, throwing out ignorance, bringing 
on universal education, throwing out in- 
tolerance, making men love each other 
the world over, bringing in friendship 
everywhere. 

Then there are those who tell us we 
are coming into a new dark age; that it 
is going to be necessary for us to scrap 
the civilization we have and start anew. 
I think it must be a fundamentalist pict- 
ure that I saw the other day, a cartoon. 
There was a tree without any branches 
to it, but there was a fork, and in the 
fork sat a monkey, and around the tree 
were dead men in uniform, and the 
monkey was saying very solemnly and 
sadly, “Now that the last men have 
killed themselves, I will have to start in 
all over again.” And so they say civili- 
zation will have to start all over again. 

We are not coming into a new dark 
age. Possibly we have been in a new 
dark age. I think perhaps when we 
compare the things of today with the 
things of yesterday, or with the thir- 
teenth, fourteenth, and fifteenth cen- 
tury, we will find many points of sim- 
ilarity. I think I see in the future a 
gleam of light and not of a new dark 
age, not the ray of darkness, but I see 
somewhere coming in the new ray of 
a new renaissance, a new awakening, 
for when we go back to the dark ages, 
we see it was not a time of stagnation. 





Nations were settling down; they were 
beginning forms of government. Cities 
were beginning; they were establishing 
great commercial centers. Great indus- 
tries were building and great routes of 
trade were being established, and above 
the roofs of villages and out of the 
trees of the forest there appeared the 
spires of the old Gothic cathedrals. 
Then men began to think, though 
somehow in the development of civiliza- 
tion mankind has developed the material 
things, because they were tangible and 
because he could place his hands upon 
them. Hence the material things have 
been developed faster than the spiritual. 
Then some men saw that there was 
too much materialism and they went 
into the cloisters and they began to 


think, and they thought lifelong 
thoughts. Then came the period of 
learning, -a mew renaissance. Then 


came Michael Angelo and Raphael and 
DaVinci, thrilling the world with their 
art. Then came great philosophers 
again and great writers, and we find 
the world teeming with a new thought, 
not of material things but of those things 
which represent the highest aim of the 
human race. 

Therefore it seems to me that out of 
the great struggle that we have had, and 
as we begin to think soberly now in 
cloistered thoughts, humanity is begin- 
ning to think as it never thought before 
of how can the nations of the world 
come together on mutual ground and 
lift out of the pack of Pilgrim the war 
club that represents the old law of an 
eye for an eye, and how can they sub- 
stitute that new gospel that came when 
those shepherds on the hills of Gallilee 
saw the rift in the cloud and heard the 
angel band sing out, “Glory to God in 
the highest, peace on earth, good will 
to men.” Out of the pack of barbaric 
influences Pilgrim must throw away the 
barbaric tendency of war and of bring- 
ing the people together to clash and to 
fight out their differences on the field 
of battle. They are to come together as 
men and women sensible and sane to 
sit down around the table and decide 
in a just and friendly way their differ- 
ences. 

I believe that the teachers of this 
country believe that there should be a 
codification of international laws, in- 
ternational agreements, international 
treaties, as the first step of world con- 
cord; that there should be a world court 
for the purpose of interpreting these 
codes of agreement; and that all na- 
tions may place their differences be- 


fore that tribunal that they may settle 
upon. We believe with the President of 
this country that there should be a con- 
tinuation of conferences and the reduc- 
tion of armies by agreement. We be- 
lieve that there should be an open 
diplomacy. We believe that our for- 
eign relations should have definite 
policy and that they should be taken 


out of the realm of ward politics and - 


put upon the high and broad plain of 
true statesmanship; that the biggest 
problem of the age is the international 
statesmanship, for today the world has 
become so small that the nations are 
thrown together and they must live to- 
gether in peace and unity. It is up to 
the teachers to carry on that program, 

Already there are a million teachers 
federated for this great program the 
world over. Taking the teachers of 
China, there is the Association for the 
Advancement of Education, and the As- 
sociation of Christian Schools. Then 
comes the Imperial Japanese Educational 
Association, and also in that country 
the Association of Christian Schools. 
Then our sister to the north. Then 
Scotland with 35,000 teachers in The 
Educational Institute of Scotland. Then 
the British Teachers Union and the 
Congress of Irish Teachers, 140,000 
teachers of the German Teachers’ Asso- 
ciation, and the Teachers of Norway 
and Sweden, and of Belgium and Italy 
and Greece and Mexico, and others that 
have applied for membership. 

In Scotland in the latter days of July, 
1925, we shall gather again the nations 
of the earth that they may sit down in 
conference together to show the world 
that educators may lay aside their dif- 
ferences while they solve their problems 
and that we shall present not a great 
scheme of international education but 
that we shall present certain definite 
forms of education which will make it 
possible for the organizations world 
wide to work together for the spread of 
education of the right sort, to bring the 
nations into better understanding, to 
make the children of one country love 
the children of another. 

We teachers believe that if it were 
possible to set up a series of ideals of 
what we wish the future generations to 
be and if we could put those ideals into 
the hands of experienced and efficient 
teachers and they could teach those ideals 
to the children of today, we could deter- 
mine with reasonable accuracy the atti- 
tude and characters of the children of 
the world to be, of the generations that 
are yet to come, 



















THE JOURNAL OF THE NATIONAL EpuCATION AssocIATION 








Se Enna 








Comes -Autumn 


Thomas H. Briggs 


Teachers College, Columbia University 
New York City 


OMES autumn with its harvests, the fruition of 
long labors, its gorgeous leaves adorning earth in 
jubiliation, its crisp air injecting new life for more 

work. 


I stand grateful for the harvest, adoring beauty, and 
eager for my task. 


Come also the children—strong, rested, restless, and 
curious. What has the world to offer—a prison-house for 
meaningless drudgery, sapping strength, dimming the eye, 
challenging ingenuity to escape tasks perhaps meaningful 
once to rope-girdled monk in his stone cell, frigid and far 
removed from life—meaningful once, perhaps, but long 
since alien to youth, to reality, to life, as the Mosaic Law? 


A prison-house—or a possibility, by which dreams, 
aspirations, ambitions, hopes, may become true—meaning- 
ful tasks leading on to ends worthy in the real life of 
nineteen hundred twenty-four in the United States of 


America? 


O, little children, strong, rested, restless, and curious, 
the dearest, the best that fathers and mothers, my friends, 
have borne, I welcome you trooping in, with dim vision 
of high places to be achieved through the mystery of edu- 
cation, though my heart all but fails at the responsibility. 
Some may achieve to greatness, but most of you will be 
great only in lowliness. 


But my heart leaps forward at opportunity. 
hand, side by side, understanding, believing, 
operant, we will work together with joy— 


Hand in 
and co- 


For health, which makes all else possible—straight 


limbs, strong bodies, the pulse pounding steadily on, that 
the spirit may be free; 


For work, which brings the daily bread, not with bitter 
sweat, but with great labor gladly done because each hand 
is gladly turned to what brings pleasure in the doing and 
obvious good to other men; 


For better use of leisure time, the heaping up of stores 
of beauty culled from all the works of all the men who 


have sought and seen God—in color, form, or sound, or 
truth; 


For making of a home—aye, and for keeping it more 
than place to lodge and feed, making it a refuge for the 





weary mind or body, a sanctuary of rest, of restoration, 
of renewed strength and courage and joy, which even 
touching Antzus-like one returns to conquer in his 
battlefield, whether large or small, or to fail, with cer- 
tainty of understanding heart and comfort and strength 


renewed for other battles endless still; 


For eager. sharing in the larger family of friends, of 
acquaintances, of men unknown but brothers still—the 
State, enjoying all its privileges and in equal manner de- 
manding with enjoyment, too, its duties, the codperant 


school proving the economy of the codperant State. 


And clearly seeing all these ends, I stand with cour- 
age and with an inspiration that I know divine for the 
task, the never-ending task, of guiding these young souls, 
these possibilities for good or ill, these germs of genius 
or of regret, patiently, tediously, slowly onward with 
sympathy and kindness toward better manhood. 


How often I must retrace my steps to rescue some- 
one errant from the road, how often recognize the new- 
sought path the better, how often lead to little heights that 
a glimpse, a vista, may be had of inviting lands that lie 
ahead, how often I must restore the courage ebbing from 
hearts too frail to spur forward the body sluggish, rebel- 
lious, or demanding easy paths that surely end in death— 
all this experience oft has taught. 


But what a task, nearer that of God than any other 
vouchsafed to man—to take the creation of God and with 
His help better it, to bring something of Heaven on 


earth—preparatory to a more perfect Heaven beyond! 
Who knows? 


I shall not make the dreams, the aspirations, the am- 
bitions, the hopes, of these strong, rested, restless, curi- 
ous children all come true. But I shall wake in them new 
dreams, new visions of Canaans that each by effort may 
call his own, and arriving there find the joy of labor and 


success. 


To better God’s work! 
What audacity, and yet 
His will 

And my privilege. 








248 


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 all meetings of the Association and its de- 
partments, to vote for delegates to the Representative As- 
sembly, to hold office, and to receive THE JOURNAL monthly. 

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

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

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

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

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





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





Editor-in-Chief, William C. Bagley 


Publication Staff 


Joy Elmer Morgan Harold A. Allan 
Managing Editor Business Manager 





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





The Washington Meeting 


EN and women who have at- 

tended many meetings of the Na- 
tional Education Association declare that 
the Washington meeting reached high- 
water mark, excelling the notable gather- 
ings of recent years and pointing to still 
greater achievements for the future. 
The thrill of historic surroundings, the 
beauty of the Capital City, the remark- 
able weather favoring the great open-air 
meetings, the convenience of ‘Washing- 
ton’s Central High School and Stadium, 
the well-planned organization and bril- 
liant management of President Olive M. 
Jones, the large array of distinguished 
and capable platform talent, the par- 
ticipation of representatives of the vari- 
ous educational agencies of the Govern- 
ment, the unusually strong meetings of 
the Association’s Departments and com- 
mittees, the carefully prepared speech of 
President Coolidge and the enthusiastic 
reception that it received, followed by 
pilgrimages to patriotic shrines—all of 
these things and many others contrib- 
uted to the truly remarkable convention. 
Miss Jones is to be congratulated upon 
the successful fruition of her long labors, 
and members of the Association may 
well rejoice over conditions which made 
such a convention possible. 





Tue JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


Education and the 

Campaign 
DUCATION is playing a larger 
part in the Presidential campaign 
than usual, for which teachers and par- 
ents have the National Education Asso- 
ciation and the other groups that have 
supported its program largely to thank. 
Candidates may disagree as to details, 
but on the general question of the im- 
portance of public education they dare 
not be silent, and if they have the perma- 
nent interests of the Nation at heart, 

could not wish to be silent. 

The National Education Association 
has always maintained the attitude that 
education is the concern of all the peo- 
ple, that it is broader and bigger than 
party, and recognizing the large and in- 
fluential elements in all parties that 
favor its program of a National Depart- 
ment of Education with Federal en- 
couragement for the States, it has not 
allied itself actively with the campaign 
of any party. Its plan has been to en- 
courage all candidates to make state- 
ments which would reveal their appreci- 
ation of public education and their in- 
tention as to important matters of pol- 
icy, leaving to the members of the Asso- 
ciation and the general public the task 
of weighing those statements along with 
other qualifications of candidates in an 
effort to make a choice which will best 
serve the interests of the Nation in all 
matters, including education. At a time 
in the world’s history when one of its 
best known writers can say that the “race 
is between education and catastrophe,” 
no one will regard lightly the attitude of 
candidates on the public schools. 


The Child Labor 
Amendment 


HE child labor amendment to the 
Constitution of the United States is 
assured a large and active support among 
educational workers. It has the en- 
dorsement of the National Education 
Association. All party platforms favor 
the amendment or recognize the neces- 
sity of protecting child life. It is not 
a statute and does not prohibit the em- 
ployment of children under eighteen 
years of age, but merely authorizes Con- 
gress to deal with terrible problems that 
have grown out of the exploitation of 
children by selfish interests. The 
proposed amendment reads: 
Section 1. The Congress shall have power 


to limit, regulate, and prohibit the labor of 
persons under eighteen years of age. 








September-October, 1924 


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 leg- 
islation enacted by the Congress. 


No one questions the importance of 
teaching children to work. Respect for 
work of all kinds and a knowledge of 
how to work are vital elements in edu- 
cation for democracy. Work under 
right conditions, guided wisely by par- 
ents and teachers, has a most important 
part in forming the character of the 
child, but until the child has reached a 
reasonable age, the primary aim of such 
work should be educational rather than 
economic. Not to use these years for 
the building up of the child in body, 
mind, and spirit is to rob the Nation of 
a fully developed citizen. 


OTING is one of the primary 

privileges of the citizen. That it 
is too little appreciated is shown by the 
startling statement that less than fifty 
per cent of the qualified voters went to 
the polls in the Presidential election of 
1920. The movement which is now 
under way to correct this situation will 
have the support of teachers, who will 
encourage children to see that their par- 
ents go to the polls. 


waa\ 


RS. JOHN B. SHERMAN, of 

Chicago, Illinois, recently elected 
president of the General Federation of 
Women’s Clubs for a period of two 
She is well known for her book 
on parliamentary law, now in its tenth 
The General Federation is a 
staunch supporter of the Association's 


years. 
edition. 


Legislative Program. 
































Program 


NTINUOUS study and per- 

sonal improvement is one of the 

marks that distinguishes a pro- 
fessional worker. ‘That the practice of 
growth is everywhere present among 
teachers is shown by the enrolment in 
summer schools, which is estimated to 
exceed two hundred thousand teachers 
each year. It was shown by the work 
of the Committee of One Hundred on 
Classroom Teachers’ Problems and in 
the correspondence reported last year in 
THe JourRNAL page “Fresh from the 
Classroom.”’ 

Problems suggested by that page were 
formulated in the June JOURNAL into 
a monthly program of topics for the 
use of local associations and one-hun- 
dred-per-cent schools wishing to follow 
them. The program on_ professional 
ethics for September was announced in 
the June JourNAL. ‘Training in serv- 
ice is especially fitting for October when 
teachers are becoming established in the 
work of the year. 

Development of the movement—The 
improvement of the teacher in service 
is one of the oldest developments in edu- 
cation, in that for the earliest teachers 
the large part of improvement came in 
service. It is one of the most recent 
phases, in that the past few years have 
witnessed remarkable efforts on the part 
of teachers to improve while in service, 
and on the part of administrators and 
boards of control to supply the means 
through which these efforts might be 
realized. The increasing appreciation 
of the difficulty of supplying adequately 
trained teachers through pre-service 
training on the one hand and the in- 
creasing appreciation of the importance 
of universal elementary education on 
the other, have combined to give to the 
problem of the improvement of the 
elementary school teacher while in serv- 
ice a fundamental significance. 

Among the early agencies from which 
have grown those in use today are teach- 
ers’ institutes, the Lyceum which later 
developed into the Chautauqua, reading 
circles, and the extension movement. 

Present day requirements—The rapid 
changes in professional aims require con- 
stant growth and development on the 
part of teachers. New points of view 
are steadily developing in the older sub- 





*Prepared for THe Journat by Miss 
Agnes Winn, director of the Division of 
Classroom Service. 


for Professional Study’ 


jects, such as history, mathematics, Eng- 
lish, and geography, and new subjects, 
such as thrift, community health, voca- 
tional and industrial subjects, plays, 
games, and the social studies, are being 
introduced. 

Distinctively new forms of educa- 
tional technique are being developed by 





Suggested Program 
for October 


TRAINING IN SERVICE 





Opening song. 
Transaction of business. 


Talk and discussion on train- 
ing in service as practiced in 
the local community. 


Talk and discussion on training 
in service through the activi- 
ties of the State Education 
Associations. 


Brief review of the October 
Journal of the National Edu- 
cation Association, showing 
how it can be used as the 
basis of professional improve- 
ment, with brief reports on 
leading articles and editorials. 





the profession, such as mental and 
achievement tests, educational measure- 
ments, and supervised study. 

Growth in training may be enforced 
by salary advances contingent on further 
study in summer schools or extension 


- courses, and by granting leave of ab- 


sence for study. It may be encouraged 
through educational leadership, through 
committees formed to develop courses of 
study, syllabi, or methods; it may be 
extended by means of organized teach- 
ers’ councils, engaged in the study of 
specific educational problems. 

The agencies of today—Among the 
agencies which contribute largely to pro- 
fessional advancement are (1) summer 
schools, (2) extension classes, (3) cor- 
respondence work with higher institu- 
tions, (4) specified courses in profes- 
sional reading, (5) current periodicals, 
(6) travel, (7) professional organiza- 
tion work, (8) participation of teachers 
in certain problems of administration, 
and (9) helpful supervision. 


[249] 





Summer school—During the past 
few years thousands of teachers have en- 
rolled in summer schools and in profes- 
sional courses during the school year. 
This is indicative of the recognition by 
teachers and patrons that preparation 
standards have been too low, and it is a 
commendable effort on the part of teach- 
ers in service to meet the desired higher 
standards. It is also convincing evi- 
dence that American teachers as a group 
believe in themselves and in the work 
they have chosen, and are willing, often- 
times at tremendous individual sacrifices, 
to improve themselves in order to better 
their work. In recent years it has be- 
come the custom for boards of educa- 
tion to encourage attendance at summer 
school and recognize it by granting 
financial allowances not only for one 
year but in the form of permanent salary 
increases when the courses are accepted 
for credit and approved by the school 
officials. 

Extension work and other courses— 
Many teachers find it possible to carry 
extension work and other courses during 
the year, especially those who teach in 
places where higher institutions are lo- 
cated, as a means of improving their 
professional equipment. That school 
boards are coming to look upon this 
movement as an investment is indicated 
by the fact that credits earned in this 
way are more and more being recognized 
in salary scales. This is the funda- 
mental principle underlying the single 
salary schedule which has been adopted 
in many progressive school systems. It 
is necessary, of course, for the superin- 
tendent and school board to work out 
regulations whereby credits earned in . 
this way may be applied toward an ad- 
vancement of a teacher in the salary 
schedule. 

Sabbatical leave—The granting of 
leave of absence, with credit, for pro- 
fessional study or travel for those who 
are willing to meet certain definite re- 
quirements is fast coming into favor. 
The usual period of service before such 
leave may be granted is seven years, and 
the salary is generally one half of the 
regular salary. 

The granting of this year on half pay 
is of inestimable benefit to the school, 
for on returning refreshed in body and 
mind, the teacher incorporates into the 
system the new ideas and projects he has 
acquired. 








How the Association's work is done— 
The far-reaching work of the National 
Education Association is made possible 
by the interest of the large numbers 
who enlist in its ranks. These members 
select delegates to the Representative 
Assembly, which is the legislative body 
of the Association and which determines 
its broad plans and policies. The gen- 
eral direction of the Association between 
meetings of the Representative Assem- 
bly is in the hands of the Executive Com- 
mittee and Board of Trustees. The 
administrative activities are in the 
hands of a carefully selected head- 
quarters staff. Special phases of educa- 
tion and the interests of the various 
branches of the profession are organized 
into departments, which have their own 
programs. 

The growth and reorganization of 
departments—The practice of organiz- 
ing departments began in 1870 when 
the National Teachers’ Association, the 
National Association of School Super- 
intendents, and the American Normal 
School Association combined. Begin- 
ning with the four departments created 
at that time—Superintendence, Normal 
Schools, Higher Education, and Ele- 
mentary Education—the departmental 
organization has grown until there are 
now seventeen departments: Adult Edu- 
cation; Business Education; Classroom 
Teachers; Deans of Women; Educa- 
tional Publications; Elementary School 
Principals; Kindergarten Education; 
. Library; Music Education; Normal 
Schools and Teachers Colleges; Rural 
Education; School Health and Physical 
Education ; Secondary School Principals ; 
Science Instruction; Superintendence; 
Visual Education; Vocational Educa- 
tion. There is also the National Coun- 
cil of Education. 

As the educational has 
changed some departments have been 
discontinued and new ones have been 
established. In an effomt to improve the 
departmental organization, President 
Olive M. Jones appointed last year the 
Committee on the Revision of Depart- 
ments, with James H. Kelley, executive 
secretary of the Pennsylvania State Edu- 
cation Association, as chairman. 

The following departments held meet- 
ings in Washington, D. C., July 1 and 


situation 


AMONG COMMITTEES aud DEPARTMENTS 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 









Child 
Hygiene ; Classroom Teachers; Deans of 
Women; Educational Publications; Ele- 
mentary School Principals; Immigrant 


3, 1924: Business Education; 


Education; Kindergarten Education; 
Library; Music Education; Normal 
Schools and Teachers Colleges; Physical 
and Health Education; Rural Educa- 
tion; School Administration; Science 
Instruction; Secondary Education; 
Visual Education; Vocational Educa- 
tion. Reports of these departmental 
meetings will appear in future numbers 
of THe Journat. The names of 
some of these departments have since 
been changed. 

Extensive committee work—The Asso- 
ciation has for many years conducted 
studies of special educational’ problems 
through its committees, whose reports 
have frequently changed the course of 
our educational development. The fol- 
lowing committees made reports before 
the Representative Assembly at the 
Washington meeting: Classroom Teach- 
ers’ Problems; Rural Teachers’ Prob- 
lems; Codperation with World Federa- 
tion of National Education Associations ; 
Joint Health Committee; Character 
Education; Illiteracy © Commissien; 
Legislative Commission; Visual Educa- 
tion; Arithmetic Revision; English; 
Classification of Educational Material ; 
Educational Nomenclature; Thrift; 
Coéperation with American School 
Citizenship League; Editorial Council. 
There were in addition to these, reports 
by the Executive Committee, Board of 
Trustees, Board of Directors, and the 
Committees on Nominations, Resolu- 
tions, Rules, Credentials, Necrology, 
Amendments, and Audit and Budget. 

Under the rules ef the Representative 
Assembly, the work of every committee 
ends with the Association year and the 
committee is discontinued unless it is 
recreated by vote of the Assembly. The 
following committees have been author- 
ized for the year 1924-25: Classroom 
Teachers’ Problems; Rural Teachers’ 
Problems; Problem of Retirement 
Allowances; Problem of Tenure; Visual 
Education; [Illiteracy | Commission; 
Legislative Commission; Educational 
Nomenclature; Joint Health Commit- 
tee; Editorial Council; Character Edu- 
cation; Thrift Education; English; 











September-October, 1924 








Arithmetic; Revision of Departments 
of the National Education Association ; 
Classification of Educational Material; 
Co6éperation with American School Citi- 
zenship League; Research Advisory 
Committee ; Racial Well-being ; Codper- 
ation with Conference on the Limitation 
of Armaments; Coéperation with World 
Federation of National Education Asso- 
ciations; American Program of Educa- 
tion; Professional Code; Affiliations and 
Relationships; Co-inclusive State and 
National Association Membership. 

The Illiteracy Commission is request- 
ing every State Teachers Association to 
work for the adoption of its program 
of ten points which was worked out by 
the National Illiteracy Conference in 
Washington, D. C., last January. These 
points include the creation of a State 
illiteracy commission, the appointment 
of a State director of adult education, 
the passage of a literacy test law, the 
taking of a State census of illiterates, 
training courses for teachers of adults 
in all teacher institutions, proper super- 
vision of night classes, and a State 
publicity committee to give adequate 
publicity to the illiteracy crusade. A 
personal representative of the Commis- 
sion, in many cases its chairman, Mrs. 
Cora Wilson Stewart, will endeavor to 
attend these State meetings to urge the 
matter. The program has back of it 
the American Legion, the General Fed- 
eration of Women’s Clubs, the United 
States Bureau of Education, and the Na- 
tional Education Association. 

The Association must not be ex- 
ploited—The following resolution was 
passed by unanimous vote of the Board 
of Directors of the National Education 
Association at its meeting in Washing- 
ton, July 5, 1924: 

Whereas, it is manifestly improper both 
from an ethical and from a business stand- 
point that the National Education Associa- 
tion should become a selling agency for any 
commercial article; and whereas, the Asso- 
ciation or its departments or its committees 
are not infrequently solicited to give such 
endorsements or listings as will promote the 
sale of articles of this character; Therefore 

Be it resolved, That it is against the policy 
of this Association either as an Association 
or through its departments or committees to 
endorse or list as ‘approved’ any text or 
reference book or piece of apparatus or ar- 
ticle of school supplies; 

Resolved, That any such approval or list- 
ing which may have been or may be given 
is disavowed as against the policy of the 
Association and not permissible; 

Resolved, That the Secretary of the Na- 
tional Education Association supply a copy 
of these resolutions to the officers of each 


department and to the chairman of each as- 
sociation and department committee. 


























i comeocenncmemmeemeteatenine-naenmnamamnenemenaenecnccacenoacee ame ee 









_— -—- 





Y first official message to the 

members of the Association will 

be brief. I pledge my support 
to the program of the Association. I 
shall do all in my power to advance the 
Education Bill and to support all of the 
forward-looking measures which have 
been officially adopted as the program of 
the Association. 

The reorganized Association has 
grown rapidly in membership, until now 
the total has reached well over the one 
hundred thousand mark. The demands 
which are being made for service are in 
excess of the financial resources. This 
is a healthy situation, because it indicates 
that the Association is functioning. The 
policy of the utmost publicity regarding 
the financial conditions of the Associa- 
tion will be followed. Drastic measures 
have been taken to keep the expenditures 
of the year within the appropriations. 
This condition, however, imposes upon 
us the duty of endeavoring to increase 
as much as possible the membership of 
the Association, in order, first, that the 
revenues may more nearly meet the de- 
mands for service, and, second, that the 
Association may benefit more teachers 
and in return be benefited by the support 
and counsel of the new members. 

We are living in a period of trans- 
formation and_ reconstruction. The 
members of this Association are instruct- 
ing the youth of the land in the duties 
of citizenship. This is a presidential 
year. Let us perform our duties as 
citizens in the exercise of the suffrage. 

Servants of the state as we are, it is 
frequently impossible for members of 
our profession to participate actively in 
party politics, but we have a peculiar 
responsibility in presenting to the people 
the facts concerning their schools in 
order that they may make intelligent de- 
cisions as to educational policies. In the 
exercise of our suffrage, we shall not 
perform our duties as teachers and as 
citizens if we do not take into considera- 
tion the attitude on public education of 
those who are candidates for policy- 
determining offices before casting our 
ballots. There is no reason why the 


700,000 teachers of America should cast 
their ballots for those who are indifferent 
or hostile to the interests of the boys and 
girls of this Nation. 

If I may urge one thing upon the 
teachers of America in this brief mes- 
sage, it is that every teacher become a 





President Newlon Sends Greetings 


student, not only of his immediate prob- 
lems, but of the broader aspects of edu- 
cation. The problems of education in 
America will not be solved until every 
teacher becomes a student of these prob- 
lems in their broader implications. 

The National Education Association 
will perform its best service in stimulat- 


ESSE H. NEWLON, president of 


the National Education Association 


1924-25, is superintendent of schools in 


Denver, Colorado. For many years 
Mr. Newlon has been closely connected 
with the Association, the National 
Council of Education, and the National 
Society for the Study of Education. 
His teaching experience began in 1909. 
Prior to his becoming superintendent of 
the Denver schools, in 1920, he was su- 
perintendent of schools in Lincoln, Ne- 
braska. 





ing such study and in providing means 
whereby all the teachers of America may 
have a part in the formulation of sound 
educational policies. Through its Repre- 
sentative Assembly, through the head- 
quarters staff, which is a splendid service 
organization, through its numerous de- 
partments, through its great National 
meetings, and in many other ways, the 
National Education Association is per- 
forming just this function at the present 
time. 

As President of the Association, I 
wish to approach my work in the same 


[251] 


professional spirit with which I attempt 
to perform my duties in the administra- 
tion of the Denver schools. ‘To this end, 
I am extremely desirous that those who 
are responsible for the administration of 
the National Education Association may 
have the benefit of the counsel and ad- 
vice of all its members. 

I take this opportunity, therefore, to 
invite the members to communicate with 
the heads of departments, with chairmen 
of committees, with the secretary, with 
the members of the Executive Com- 
mittee, or with the President upon any 


. matters vital to the development of the 


Association and its work. We want to 
be of the utmost service to you. To 
accomplish these ends we seek your frank 
criticisms, suggestions, and 
operation. 

This is written with the wish that 
the Association and the teachers of 
America may perform in the coming 
year for the State and Nation the finest 
service in the history of our American 
public-school system.—Sincerely 
Jesse H. Newlon, President. 


your co- 


yours, 





HE first National Education Asso- 

ciation Week at Teachers College, 
Columbia University, was observed July 
25 to August 1. A big mass meeting in 
the Horace Mann auditorium, Thursday 
evening, July 31, was a feature of the 
drive. Dr. R. J. Leonard, director of 
the School of Education in Teachers 
College, presided, and Dr. E. K. Fret- 
well led the singing. The speakers were 
Miss Olive M. Jones, of New York 
City, recently president of the Associa- 
tion; Dr. George D. Strayer, of Teach- 
ers College, former president and chair- 
man of the Legislative Commission, and 
Mr. John K. Norton, director of the 
Division of Research of the National 
Education Association. 

An exhibit showing the varied ac- 
tivities of the Association was placed in 
the main entrance of Teachers College, 
where a registration desk did a flourish- 
ing business during the week. Almost 
two hundred new members enrolled in 
the Association, and eighty-two acquisi- 
tions were received by the Department 
of Superintendence. Eight thousand 
pieces of publicity material were dis- 
tributed. Professors in important classes 
reviewed the educational service of the 
Association. 





THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 





National Education Association 
Officers 1924-1925 


Jesse H. Newlon, President, Superintendent 
of Schools, Denver, Colo. 

J. W. Crabtree, Secretary, 1201 Sixteenth 
Street N. W., Washington, D. C. 

Cornelia S$. Adair, Treasurer, 3208 Haw- 
thorne Ave., Richmond, Va. 


EXECUTIVE COMMITTEE 


Jesse H. Newlon, President, Denver, Colo. 
Olive M. Jones, Vice-President, Principal, 
Public School No. 120, New York City. 
Walter R. Siders, Chairman, Board of Trus- 

tees, Superintendent of Schools, Pocatello, 
Idaho. 
Cornelia S. Adair, Treasurer, Richmond, Va. 
Ida C. Iversen, Member by Election, 21512 
So. Catalina St., Los Angeles, Calif. 


Boarp OF TRUSTEES 


Walter R. Siders, 
Idaho. 

Jesse H. Newlon, President, Denver, Colo. 

Agnes E. Doherty, 2078 Summit Ave., St. 
Paul, Minn. 

Thomas E. Finegan, Room 419, Union Trust 
Bldg., Washington, D. C. 

Carroll G. Pearse, 3209 Grand Ave., Apt. C 
9, Milwaukee, Wis. 


Chairman, Pocatello, 


ViceE-PRESIDENTS 


Olive M. Jones, New York City. 

Albert S. Cook, State Superintendent of 
Schools, Baltimore, Md. 

Harold W. Foght, President, Northern Nor- 
ma! and Industrial School, Aberdeen, S. 
Dak. , 

J. M. Foote, State Rural Supervisor, Baton 
Rouge, La. 

Florence M. Hale, State Agent for Rural 
Education, Augusta, Maine. 

J. O. Marberry, 409 S. First Street, Rock- 
ford, Ill. 

Mary F. Mooney, 251 Missouri Street, San 
Francisco, Calif. 

Helen B. Shove, 3116 Clinton Ave., Minne- 
apolis, Minn. 

R. M. Sealey, State High School Inspector, 
Tallahassee, Fla. 


A. A. Slade, Superintendent of Schools, 
Casper, Wyo. 
Cora Steele, 300 Potomac Avenue, Terre 


Haute, Ind. 
F. E. Webb, Superintendent of Schools, 
Globe, Ariz. 


Boarp oF DiREcrors 
Directors Ex Officio 


Jesse H. Newlon, President, Denver, Colo. 

Olive M. Jones, Vice-President, New York 
City. 

Cornelia S. Adair, Treasurer, Richmond, Va. 

Walter R. Siders, Chairman, Board of Trus- 
tees, Pocatello, Idaho. 

J. W. Crabtree, Secretary, Washington, D.C. 


Life Directors 


Robert J. Aley, President of Butler College, 
Indianapolis, Ind. 

Thomas W. Bicknell, 207 Boyle Avenue, 
Providence, R. I. 

Board of Education, Nashville, Tenn. 

Mary C. C. Bradford, State Superintendent 
of Public Instruction, Denver, Colo. 

Elmer Ellsworth Brown, President of New 
York University, New York City. 

Nicholas Murray Butler, President of Co- 
lumbia University, New York City. 

P. P. Claxton, Superintendent of Schools, 
Tulsa, Okla. 





_ William B. Owen, 


Oscar T. Corson, R. F. D. No. 2, Oxford, 
Ohio. 

Charles W. Eliot, President Emeritus of 
Harvard University, Cambridge, Mass. 

H. A. Graham, Mt. Pleasant, Mich. 

Fred M. Hunter, Superintendent of Schools, 
Oakland, Calif. 

David B. Johnson, President, Winthrop 
Normal and Industrial College, Rock Hill, 
. <3 

Olive M. Jones, Principal, Public School No. 
120, New York City. 

David Starr Jordan, President Emeritus of 
Stanford University, Calif. 

James Y. Joyner, La Grange, N. C. 

T. Marcellus Marshall, Stouts Mill, W. Va. 

President of Chicago 
Normal College, Chicago, Ill. 

Carroll G. Pearse, Milwaukee, Wis. 

Josephine Corliss Preston, State Superintend- 
ent of Public Instruction, Olympia, Wash. 

Charles R. Skinner, Librarian, Legislative 
Library, Capitol Building, Albany, N. Y. 

State Teachers’ Association of Illinois, Rob- 
ert C. Moore, Secretary, Carlinville, Ill. 

George D. Strayer, Teachers College, Co- 
lumbia University, New York City. 

Joseph Swain, Swarthmore, Pa. 

A. R. Taylor, Decatur, Ill. 

Teachers’ Institute, Philadelphia, Pa. 

John J. Tigert, U. S. Commissioner of Edu- 
cation, Bureau of Education, Washington, 
D.< 

Charles G. White, Menominee, Wis. 

Charl Ormond Williams, Field Secretary, 
National Education Association, Washing- 
ton, D. C. 


State Directors 


Alaska, Lester D. Henderson, Commissioner 
of Education, Juneau. 

Alabama, P. W. Hodges, Secretary, Certifi- 
cation and Placement, State Department 
of Education, Montgomery. 

Arizona, Sutton H. Martin, Superintendent 
of Schools, Prescott. 

Arkansas, Annie G. Griffey, 2110 Battery 
Street, Little Rock. 

California, W. P. Dunlevy, 2924 Ash Street, 
San Diego. 

Colorado, H. B. Smith, Secretary, Colorado 
Education Association, 520 Commonwealth 
Building, Denver. 

Connecticut, E. Everett Cortright, Superin- 
tendent of Schools, Bridgeport. 

Delaware, H. V. Holloway, State Superin- 
tendent of Public Instruction, Dover. 

District of Columbia, Harry English, Secre- 
tary, Board of Examiners, Franklin School 
Building. 

Florida, W. S. Cawthon, State Superintend- 
ent of Public Instruction, Tallahassee. 

Georgia, Kyle T. Alfriend, Dean, Bessie 
Tift College, Forsyth. 

Hawaii, Willard E. Givens, Superintendent 
of Public Instruction, Honolulu. 

Idaho, Elizabeth Russum, State Superintend- 
ent of Public Instruction, Boise. 

Illinois, Sarah L. Thomas, 401 Kishwaukee 
Street, Rockford. 

Indiana, H. Lester Smith, Dean, School of 
Education, Indiana University, Blooming- 
ton. 

Iowa, Thomas R. Roberts, Superintendent of 
Schools, Independence. 

Kansas, M. E. Pearson, Superintendent of 
Schools, Kansas City. 





September-October, 1924 





Kentucky, R. E. Williams, Secretary, Ken- 
tucky Education Association, 319-320 
Starks Building, Louisville. 

Louisiana, Loretta R. Doerr, 
Rampart, New Orleans. 

Maine, Josiah W. Taylor, State Agent for 
Secondary Education, Augusta. 

Maryland, William Burdick, State Director 
of Physical Education, 7 East Mulberry 
Street, Baltimore. 

Massachusetts, Mary McSkimmon, Princi- 
pal, Pierce School, 20 Clinton Road, Brook- 
line. 

Michigan, Thomas E. Johnson, State Super- 
intendent of Schools, Lansing. 

Minnesota, W. H. Shephard, 1115 Thomas 
Avenue, Minneapolis. 

Mississippi, Joseph N. Powers, State Uni- 
versity, University. 

Missouri, Thomas J. Walker, 800 Conley 
Street, Columbia. 

Montana, A. H. Douglass, 820 West Mer- 
cury Street, Butte. 

Nebraska, M. C. Lefler, Superintendent of 
Schools, Lincoln. 

Nevada, Maude Frazier, Deputy, State De- 
partment, Fifth District, Las Vegas. 

New Hampshire, Florence Hewitt, 112 
Highland, Portsmouth. 

New Jersey, Charles B. Dyke, Superintend- 
ent of Schools, Short Hills. 

New Mexico, Isabel L. Eckles, State Super- 
intendent of Public Instruction, Santa Fe. 

New York, Sara L. Rhodes, Principal, Pub- 
lic School 28, Brooklyn. 

North Carolina, R. H. Wright, President, 
East Carolina Teachers College, Green- 
ville. 

North Dakota, M. E. McCurdy, Secretary, 
State Teachers Association, Washburn. 
Ohio, R. J. Kiefer, Superintendent of Schools, 

Niles. 

Oklahoma, A. C. Parsons, Superintendent of 
Schools, Oklahoma City. 

Oregon, W. L. Verry, 520 East 10th North, 
Portland. 

Pennsylvania, James H. Kelley, Secretary, 
Pennsylvania State Education Association, 
10 South Market Square, Harrisburg. 

Philippine Islands, Luther B. Bewley, Com- 
missioner of Education, Manila. 

Porto Rico, Juan B. Huyke, Commissioner of 
Education, San Juan. 

Rhode Island, William O. Holden, 46 Good- 
ing Street, Pawtucket. 

South Carolina, George Harris Webber,,Su- 
perintendent of Schools, Beaufort. 

South Dakota, Harold W. Foght, President, 
Northern Normal and Industrial School, 
Aberdeen. 

Tennessee, S. L. Smith, General Agent, 
Julius Rosenwald Fund, Commercial Club 
Bldg., Nashville. 

Texas, Catherine Gorbutt, “D” The Wright, 
El Paso. 

Utah, W. Karl Hopkins, Superintendent of 
Schools, Ogden. 

Vermont, Ernest A. Hamilton, Superintend- 
ent of Schools, Newport. 

Virginia, S. A. McDonald, Principal, Ruff- 
ner School, Norfolk. 

Virgin Islands, Arthur E. Lindborg, Director 
of Education, St. Thomas. 

Washington, Mrs. Jennie M. French, Prin- 
cipal, Point Defiance School, Tacoma. 
West Virginia, J. H. Hickman, Superintend- 

ent of Schools, Hinton. 

Wisconsin, John F. Sims, President, State 
Normal School, Stevens Point. 

Wyoming, A. A. Slade, Superintendent of 
Schools, Casper. 


1323 North 











sow 





Vol. 13, Nos. 7-8 





THE JOURNAL OF THE NATIONAL EpucATION AssocIiATION 








‘reat Public School Ex hibit Will Amaze Youz==-Visi, 





minutes spent daily 
Want Ad section of 
Jerald will be both 
and profitable to 
he habit today. 








uo NO. 


201.2 « « +©«‘Satered as Se 









WEDNESDAY, MAY 21, 1924. 


OUR SCHOOLS. 


If you get up in the morning with a bad taste in 
your mouth, damn the weather, are afflicted with tbat 
dismal feeling and despair of the future of the repub- 
lic—then go take a look at the exhibition of the work 
of the Omaha public schools, on yiew at the Brandeis 
stores. 

‘The result will be surprising. You will throw away 
your crutches and atep off with the lithe vigor of youth. 
If you still despair it will be of yesterday and today— 
but not of tomorrow. For tomorrow, as you will plainly 
see, is to be in the hands of our betters. 

We hear a great deal of nonsense nowadays about 
how the children are deteriorating together with their 
elders. But nonsense is all that it is. For the children 
are coming whocping along under a full head of steam, 
better trained, better equipped to become good citizens, 
with their imaginative and creative faculties more 
highly developed, than were we and ours when we 
were children. 

To a very large proportion of the people of Omaha 
we venture to say that this public school exhibition 
will come as a revelation. And, by the same token, it 
is an inspiration. It foretells the coming of a generation 
of Americans that can appreciate beauty, that can 
create it, that knows how to think, skilled in the use 
of its hands, taught the value of discipline and order, 
superb material for the uses cf democracy. 

Omaha, that was thrilled by the boys’ parade. that 
now is afforded the encouragement that les in this 
superb showing of the work the schools are doing, 
has learned something worth while this spring. The 
foundation of the republic, which is the training, edu- 
cation and character of the children, is firm and sound. 

The World-Herald will be indulged, we trust, if it 
pats itself on the back a bit for the part it has taken 
in sponsoring this exhibition as well as for the interest 
it has shown for a good many years in schools and the 
children. The work this newspaper has done in en- 
couraging and rewarding scholarship and character in 
the schools, in promoting wholesome sports and recrea- 
tion among the pupils, in bringing teachers and par- 
euts and children into closer contact, it proudly counts 
as first among its services to the community and to 
the r¢public. 

For it is the schools that build and insure city and 
nation. Without them we should be lost. “We must 
educate or we must perish.” But with them, amply 
supported, steadily encouraged, spurred on by generous 
emulation and by public appreciation to function at 


oo best and highest, the future is builded on a solid 


Ji 


orning 


OMAHA, “NEBRASKA. KA, WEDNESDAY, AY. M 


Entered as Second-Class | Matter 
at Postoffice, Omaha, Nebraskae 


Morning World-Herald 











SCHOOL INSPECTOR 
SAYS EXHIBIT IS A 
“GREAT INCENTIVE” 


State Superintendent Also 
Warm in Praise of Display 
at Brandeis Store. 


SHOWS CANNOT RECKON 
VALUE OF INSTRUCTION 


“Strikingly original!” 

“A wonderful incentive to initia- 
tive!” 

“Revealing splendid 
in the school system?’ 

om never saw anything to approach 
it!” 

These were some of the exclama- 
tions uttered yesterday by John M. 
Matzen, state superintendent of pub- 
lic instruction, and A. A. Reed, in- 
spector of high school for the Uni- 








co-operation 


, versity of Nebraska after they had 








nn 
oe 


made a flying inspection of the 
Omaha public school exhibition in 
the Brandeis stores. 

The two officials made a quick 
trip to Omaha from Lincoln between 
commencement engagements just to 
view the exhibition, and said they 
would have remained hours longer 
if they had had time. 

"A Wonderful Showing.” 
“We hear much about the high 
cost of education,” said State Super- 
intendent Matzen, “but an exposition 
like this shows that we cannot eval- 
uate the service the schools render 
in dollars and cents. This is a won- 
derful showing. It is a monument to 
the instructional system of the Oma- 
ha schools.” 
“It is different all the time,” said 
Nr. Reed. “It reveals every depart- 
ment of school work. It is a scholarly 
showing. It is the real thing.” 
Both men regretted extremely the 
necessity of hurrying away. In the 
little time they had, however, they 
looked beneath the surface for the 
evidence of essentials of education, 
and found them spread about on 
every hand. 


P 

They” inspected the writing and the 
number’ work in manifold ways. 
They lcoked with interest at writ- 
ten reco:rd of research ahd careful 


















study in history, ge@graphy, and 

language. The live exhibits {nter- 

ested them but as educational ex- 

perts they probed beneath the sur- 

face and then congratulated the of- 

ficlals of the Omaha school system. 
Centrai High Day. 

It was so with the thousands who 
swarmed through the exhibit yester- 
day. The completeness of the display 
opened the eyes of all to the work 
being done. 

Yesterday was Central High day 
on the grill room program and after 
the numbers by the Castelar orches- 
tra, by Central Park, Saunders, Gar- 
field, Train, Comenius and Florence | 
pupils, the stage v-as given over toa 
complete musical and spectular pro- 
gram by Central students. 

Central orchestra, the boys’ senior 
glee club, a string quartet, the girls’ 
senior glee club and instrumental 
numbers entertained a crowd that 
jammed the room to its uttermost 
corners leading up to the pageant | 
“Spirit of Central” given by thirty- 
two young women and one youth, 
Jack Kerschner, who in cadet of. | 
ficers’ uniform took the character of 
the Spirit of Central. The pageant 
was written by Miss Beatrix Manley 
of the English department, presided 
over by Miss Sara Vore Taylor. It 
was symbolic of Central life, each of 
the characters representing 2 de- 
partment. 

A surprise was sprung when cray- 


‘on portraits of Superintendent Bev- 


eridge, Principal Masters, Assistant 
Superintendent Belle Ryan and Miss 
Jessie Towne, dean of women, were 
unveiled, These were the work of 
Miss Mary Angood, art teacher. Miss 
Lena May Williams, head of the de- 
partment of dramatic art, Mrs. Elsie 
Howe Swanson, assistant in the mu- 
sic department, Miss Floy H. Smith, 
assistant in the department of ex- 
pression and Miss Constance Platt 
all shared in putting on the pageant. 
Boy Artists at Work. 

On the eighth floor crowds con- 
stantly gathered before the booths 
where pupils gave demonstrations. 

In the Franklin school booth Bert 
Bryant, an eighth grade _ boy, 
sketched so rapidly that he was able 
to pass out his handiwork to pass- 
ersby. Alphidio Soles, West Side 
fifth grader, also showed his ability 
along the same line. His specialty 
is heads. 

Kellom school produced some re- 


(Continued on Page 2, Column 4.) 


R MANY YEARS the National Education Association has encouraged the press to recognize the public interest 


in education and to exploit its great news possibilities. 
tional forces—newspapers and schools—are coming closer together. 


This page is one of many evidences that the two great educa- 


a) 


REPARATION for American 

Education Week cannot be made 

too early. The program deals 
with those fundamental things in edu- 
cation which are essentially universal. 
It can easily be adapted to fit into the 
plans of different organizations and 
communities. 

Plans for proclamations by the Presi- 
dent of the United States, by the gov- 
ernors of the various States, and by the 
mayors of cities have already been made 
more extensively than a year ago. News- 
papers, educational journals, and gen- 
eral magazines are working on plans for 
special editions, articles, and editorials. 
Radio program managers are planning 
provisions for broadcasting talks on edu- 
cation and school features. 

During this week let every commu- 
nity evaluate its educational resources 
and needs. Let parents visit teachers 
and teachers visit parents in an effort 
to solve the common problems of child- 
hood. Let the week bé a time of new 
understanding and new vision on the 
part of the entire American people of 
the part that education has played, is 
playing, and must play in the life of 
our great democracy. 

American Education Week is the one 
time in all the year when the entire 
Nation is called upon to dedicate itself 
anew to the great task of universal edu- 
cation for democracy, to see and know 
the schools, to consider in a public way 
the big problems of education, and to 
join in appreciation of its achievements. 

The schools themselves have a truly 
remarkable opportunity to teach every 
boy and girl his responsibility as a citizen 
to help maintain an educational system 
which will perpetuate the best in the 
life and ideals of the Republic. 

The following is the basic program 
which has been prepared by the Amer- 
ican Legion the National Education 
Association, and the United States Bu- 
reau of Education. The general slo- 
gans for the week are: 


Children today, citizens tomorrow 
A man of knowledge increaseth might 
A sick body makes a sick mind 


Monday, November 17, 1924 
Constitution Day 


The Constitution is the bulwark of democracy and 
happiness 


1. Life, liberty, justice, security, and oppor- 
tunity 

2. How our Constitution guarantees these 
rights 


American Education Week—1924 


3. Rovolutionists, communists, and extreme 
pacifists are a menace to these guar- 
antees 

4. One Constitution, one Union, one flag, one 
history 


Slogans—Ballots not bullets 
Master the English language 
Visit the schools today 


SUGGESTIONS FOR 


Churches, Chambers of Commerce, Labor 
Organizations, Women’s Organizations, 
Fraternal Bodies, Luncheon Clubs, and 
Other Codperating Agencies. 


. Urge the mayor to issue a proclamation 
setting aside this week as American 
Education Week and asking the 
people to codperate. 


. Urge the newspapers to give all space 
possible to educational matters, ar- 
ticles, editorials, and news material. 


. Urge the merchants to use window dis- 
ae appropriate for the occasion. 
Irge them to devote as much space 
as possible to matters of education 
in their newspaper advertisements. 


. Ask the moving picture theaters to 
flash slides on the screen urging the 
people to visit the schools and study 
educational questions. 

. Urge program 
broadcastin 
cational addresses 
grams. 

. Have speakers at all public meetings 


held that week talk a few minutes on 
the necessity of education. 





managers of _ radio 
stations to feature edu- 
and school pro- 





. Codperate with the educational officials 
and other patriotic, civic, and fra- 
ternal organizations. 


. Advertise American Education Week 
on letterheads and envelopes. 





. Urge ministers of all denominations to 
preach upon the subject of education, 
Sunday, November 23, 1924. 





Tuesday, November 18, 1924 
Patriotism Day 


The United States flag is the living symbol of the 
ideals and institutions of our Republic 


1. The red flag means death, destruction, 
poverty, starvation, disease, anarchy, 
and dictatorship 

2. Help the immigrants and aliens to be- 
come American citizens 

3. Take an active interest in governmental 
affairs 

4. Stamp out revolutionary radicalism 

5. To vote is the primary duty of the patriot 


Slogans—A merica first 
‘ The red flag means danger 
Visit the schools today 


Wednesday, November 19, 1924 
School and Teacher Day 


The teacher is the guiding influence of future 
America 


_ 


. The necessity of schools 

The teacher as a Nation builder 

3. The school influence on the coming gen- 
eration 

. The school as a productive institution 

School needs in the community 

6. Music influence upon the Nation 


[254] 


» 


wv > 


Slogans—Better-trained and better-paid 


teachers, more adequate 
buildings 

Schools are the Nation’s great- 
est asset 


Visit the schools today 


Thursday, November 20, 1924 
Illiteracy Day 


Informed intelligence is the foundation of repre- 
sentative government 


1. Illiteracy is a menace to our Nation 

2. An American’s duty toward the unedu- 
cated 

3. Provide school opportunity for every il- 
literate 

4. Illiteracy creates misunderstanding 

5. An illiterate who obtains only second- 
hand information is a tool of the radical 


Slogans—No illiteracy by 1930 
Education is a Godly 
greatest need 
The dictionary is the beacon light 
to understanding 
Visit the schools today 


nation’s 


I'riday, November 21, 1924 
Physical Education Day 


Playgrounds and athletic fields mean a strong 
healthy nation 


1. A playground for every child 

2. Physical education and _ health habits 
for all 

3. Adequate parks for city, State, and Nation 

4. Safety education saves life 

5. Encourage sane athletics for all 

6. Physical education is a character builder 


Slogans—A sick body makes a sick mind 
Athletes all 
Visit the schools today 


Saturday, November 22, 1924 
Community Day 


Service to community, State, and Nation is the 
duty of every citizen 


1. Equality of opportunity in education for 
every American boy and girl 

2. Better rural schools 
3. Adequate public library service for every 
community 

community’s concern for education 
measures its interest in its own future 
5. Geod roads build a community 


4,A 


Slogans—Get acquainted with your neighbor 
A square deal for the country boy 

and girl 
Children today—citizens tomorrow 


Sunday, November 23, 1924 
For God and Country Day 


Religion, morality, and education are necessary 
for good government 


1. Education in the home 
2. Education in the school 
3. Education in the church 


Slogan—A Godly nation cannot fail 


Ministers of all denominations are urged to 
preach a sermon on education, either morning or 
evening. All communities are urged to hold mass 
meetings. Requests for speakers for meetings 
during this week should be made tc the American 
Legion Posts throughout the country. 



























































fe 


he 


bor 
boy 


ry 


to 
; or 


ings 
ican 





UR present educational system 

largely unfits young people to 

deal with the actual necessities 
of those who are to earn their own liv- 
ing. It takes away self-reliance, begets 
conceit, and draws attention to what is 
ornamental rather than what is funda- 
mental.” 

Sounds familiar, doesn’t it? Thomas 
W. Bicknell in 1884 quoted it from a 
newspaper in discussing “the matter of 
attacks on the common school.” 

Since the beginning of our educa- 
tional history criticising the schools has 
been a popular indoor sport. What can 
we do about the attacks now being lev- 
eled against the schools? 

First, we can disseminate facts that 
refute many of the common criticisms. 
When a man is worried about the 
schools ‘‘running to fads and frills,”’ tell 
him that a recent investigation indicates 
that two thirds of the time of elemen- 
tary school children is given to the three 
R’s and the fundamentals. Tell him 
that this leaves but one third of all 
school time for physical training, health 
education, music, drawing, manual train- 
ing, and recess. 

Or perhaps the complaint is that the 
schools are costing too much. Facts 
like the following may be of interest to 
him. 


Total National wealth.... $320,000,000,000 
Annual National income... 65,000,000,000 
On hand in “savings ac- 

EE ik on pniychnin ae ae inc 18,000,000,000 


Annual investment in public 


education 1,500,000,000 


It is important that we answer some 
of the statements made by critics of the 
schools, but it is more important that 
people have a chance to see what the 
schools are doing at first hand. Many 
who criticize educational procedure to- 
day have never been inside a modern 
school. 

The parents need special considera- 
tion. In dealing with parents a cardinal 
principle should be kept in mind. They 
are interested in what schools do for 
children, or even more specifically, for 
their children. Education Week offers 
an excellent opportunity for parents to 
get acquainted with the schools. 

Seattle, Washington reports: 


The chief aim of our program was to 
show the development of the child—to make 





*Prepared for THe JourNaL by Mr. John 
K. Norton, Director of the Division of Re- 
search of the National Education Association. 


Making Friends for the School 


it clear to parents that the fundamental aim 
of all education is the preparation for citi- 
zenship. This plan necessitated actual class- 
room work rather than any type of display 
work, 






























American Education Week 
November 17-23, 1924 


These Will Help You Prepare for It 





Caldwell, Otis W., and Courtis, S. 
A. Then and now in education, 
1845-1923, Yonkers - on - Hudson, 
N. Y., World Book Company, 
1923. 400 pp. $1.76. 

Compares schools of today with 
those of the middle of the last cen- 
tury. Based largely on objective 
data. 











Miller, Clyde R., and Charles, Fred. 
Publicity and the public school, 
Houghton Mifflin Company, 1924. 
179 pp. $1.20. 


Valuable to school people re- 
sponsible for obtaining adequate 
school publicity. 


Research Bulletins, National Edu- 
cation Association, 1201 16th 
Street, Washington, D. C. Facts 
on the public school curriculum, 
Vol. 1, No. 5, 48 pp. 25c. 





Answers such questions. as: 
““How does a child spend his time 
in school?” and “Are the 3 R’s 
crowded out by fads and frills?” 


Education Week Bulletin, Vol. 
II, No. 4, September, 1924, 32 pp. 
25¢. 





Concrete suggestions for teach- 
ers and principals for school and 
classroom work. 








Suzzallo, Henry. Our faith in 
education, Philadelphia, Pa., J. 














B. Lippincott Company, 1924. 
108 pp. $1.25. 
Tells why the teacher should 


have faith in his work. 


O. H. Werner, of Anthony, Kansas, 
shows what can be done in a small city. 
He says: 

In a city of 3000 population we had 612 
different visitors to our schools during Edu- 


cation Week. We had more interest in 
schools than at any previous time. 


Nellie Houston, of Bellefontaine, 
Ohio, reports similar success. She says: 
The outstanding feature of the week was 
the fact that 1526 parents visited our class- 


[255] 


rooms during that time and saw the regular 
classwork of teachers and pupils. 


Annette Smith, of Cleveland, Ohio, 
tells us that 


Open house was held in many schools and 
an opportunity given parents to see actual 
lessons in progress. Night sessions were 
held so that fathers and mothers who 
worked might see their children engaged in 
regular school activities. Special entertain- 
ments were discouraged. 


No dearth of school visitors existed 
in St. Paul: 


One school of twenty-two rooms reported 
over eight hundred visits in the different 
rooms during Education Week. 


The cities, however, had no corner on 
the supply of interested visitors. George 
Fox tells us that in Anne Arundel 
County, Maryland: 

School busses were used to convey the 
visitors from one school to another. 


Special evening programs were con 
ducted in thousands of schools. Peralta 
School, Oakland, California, reports this 
unique feature: 

The evening program reached over two 
hundred parents. It consisted of a dem- 
onstration selected from actual work being 
carried on in the classrooms. Each class 
came into the auditorium for its particular 
part, the idea being to show sequence of 
development rather than finished lessons. 
The attention of visitors was called to the 
changed viewpoint whereby emphasis is laid 
on teaching the children rather than on sub- 
ject matter; to the fact that children are get- 
ting the ‘tools of learning’ as thoroughly as 
of old, but with the greater effectiveness that 
always accompanies the actual use of any 
tool; to the fine enthusiasm set up for leisure 
hours through creative work in music and 
dramatization; and to the important emo- 
tional responses planted deep.in their hearts 
through stimulating patriotic exercises. 


This happened during American Edu- 
cation Week in Denver, Colorado: 

On Tuesday the Lions Club met at the 
School of Industrial Arts and was served a 
luncheon by the girls of the domestic science 
department. After luncheon members of 
the Club were divided into committees to 
visit the different schools of the city. On 
Wednesday the Rotary Club did the same 
thing. Thursday the domestic science classes 
in Columbus School served luncheon to the 
Women’s Club. At the close of the luncheon 
they too made visits to several schools. Fri- 
day, members of the American Legion visited 
some of the schools. 


American Education Week should 
mark the high tide of a continuous cam- 
paign waged to acquaint parents with 
what the schools are aiming to accom- 
plish and are accomplishing with their 


children. 

























THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


Judging the Recitation 


TTHE DEPARTMENT OF- 

CLASSROOM TEACHERS is 
undertaking a study relating to stand- 
ards for judging a phase of their own 
work—namely, class recitation units. 
The successful completion of the study 
requires the codperation of classroom 
groups throughout the country. This 
appeal is made to the professional pride 
and codperation of such groups. 

It is suggested that at least one class- 
room organization in each State under- 
take to collect twenty-five sample reci- 
tation units, evenly distributed from 
0 to 100. For greater detail as to the 
plan see the report of the Committee on 
Evaluation of Instruction, made at the 
Washington Convention, July, 1924. 
This report contained eleven sample rec- 
itation units which, according to the 
preliminary judgments made, had median 
values ranging from 0 to 100. 

Three of the samples there reported 
and having median values of 0, 40, and 
100 are given below as exercises 1, 2, 
and 3. 


EXERCISE I 


Mathematics—Reported by F. G. Houghton 


When I was very young I attended a 
small country school. The teacher called 
me to her one day and said, “You say your 
tables so well that I am going to give you 
a big arithmetic.” She handed me a copy 
of Greenleaf’s Practical Arithmetic, and as- 
signed a half page to be memorized. The 
lesson was headed “Arithmetical Principles.” 
One was that multiplying a dividend mul- 
tiplies a quotient. I think I had never 
learned the terms dividend or quotient, but 
I memorized the rules before I went home, 
and I received commendation for a perfect 
lesson. So far’ as the technique of teaching 
was concerned I think that was the poorest 
I ever experienced. 

Criticism of the Poorest Lesson 
1. Story of the lesson. 

a. Assignment. Simply a statement of 
the page and extent of the lesson. 

b. Recitation. Child repeated the words 
included within the assigned para- 
graphs. The teacher praised the 
child for perfect memory work. 

c. Next assignment. Child told to do 
examples in addition given on a cer- 
tain page. No relation to the pre- 
ceding lesson. 


2. Analysis of lesson. 

Technique—none. 

Teaching done by the book. 

Teaching skill—none. 

Results—first assignment gave child sat- 
isfaction in accomplishing an as- 
signed task. Second assignment gave 
increased skill in adding 


. Cause of failure. 
No teaching done. 


Ww 


EXERCISE Il 


Spelling, Grade V—Reported by Rebecca Parsons 


This lesson was conducted in grade five. 
The material was the Ayres Spelling scale 
used as a study list. 

The only class work done by the teacher 
was to assign ten words to be studied at 
home. The class work consisted of writing 
the ten new words assigned and the ten re- 
view words taken from any of the four 
previous assignments. The work was mo- 
tivated by a star record—each pupil with 
100 per cent paper getting a star for daily 
work and two stars for a weekly review 
paper. The lessons were further reviewed 
by a monthly spelling match. 

The technique was not evident. 

The teacher was not aware that she was 
not doing good work. 

The text was the center. 

Skill was lacking. 

Results were poor. 

The cause of failure was inefficiency of 
the teacher. 

The lesson lacked thorough motivation, 
skilled teaching, drill technique. 


EXERCISE IIl 


English, Grade IX—Reported by Bernice Hartley 
I. Story of the Lesson: 


1. Assignment—a drill in letter-writing 
for ninth grade English. Each child was 
asked to write the teacher a letter of request 
with the promise if well written that the 
request would be granted. One boy asked 
to make a post-office and be a postmaster. 
This request was granted. On a day ap- 
pointed each child was to write two letters 
that would require an answer, one of these 
to be a business letter. These letters were 
to be put into the “post-office” and the post- 
master was to distribute them with the help 
of an “assistant.” The class was divided 
into “pairs” so each child would receive two 
letters. 

2. What happened during the recitation 
period: (a) The teacher made arrangements 
for the postmaster to take charge. After the 
letters were distributed, several were read 
by pupils. (b) Necessary corrections were 
written by the pupils. The children were 
very much interested in the letters they re- 
ceived and took great care in replying. The 
teacher gave help if necessary. After the 
letters were answered the “postmaster,” the 
“assistant” and teacher corrected the replies 
as they were read by students. A committee 
of three students made a list of errors in 
grammar and spelling, to be taken up in the 
following lesson. 


3. The next assignment, a new “postmas- 
ter” was chosen by the class and details of 
general postal knowledge was assigned for 
investigation. The following were noted: 
(1) money order, (2) registered mail, (3) 
special delivery, (4) foreign mail, (5) par- 
cel post. (6) One boy volunteered to find 
laws regarding mails that every one should 
know. (7) Classes of mail. 

These topics were assigned to different 
students, who were to file such information 


September-October, 1924 





with the “postmaster” within one week, 
when the class would take up this work 
again. 


II. Analysis of lesson: 


1. Technique involved—drill chiefly. Next 
assignment might be a problem, but involved 
much drill. 


2. Type of teacher—pupils were center, 
vitally interested in drill in letter writing. 
Teacher in background, but in control al- 
ways. She aided pupils and made sugges- 
tions, but at the same time the pupils felt 
that it was their “drill,” not one imposed 
upon them. Each child participated. 


3. Degree of skill—good subject matter, 
good motivation, good drill; evidently a 
high degree of skill. 


4. Results—excellent. 


Aims—These three exercises show 
what is wanted. Groups undertaking 
to furnish the committee with twenty- 
five samples for final judgment should 
get their members to report such sam- 
ples as the above. Experience shows 
that it is difficult to get the poorer 
samples, particularly those ranging from 
poorest to the average. However, even 
good teachers have off days and oc- 
casionally have poor recitations. Others 
may recall poor work of their beginning 
years or remember the poor work of a 
former teacher. Some follow-up will 
be necessary but with a committee in 
charge it should be possible to secure 
twenty-five samples with values fairly 
evenly distributed. 


Another suggestion—If a group un- 
dertakes to supply only twenty-five sam- 
ples, all should relate to a single teach- 
ing technique, to drill, or appreciation, 
or problem, or project (the word project 
as here used is not synonomous with 
motivation but has a limited meaning, 
“doing on a real life basis’’). 


Important service—The Department 
of Classroom Teachers is particularly 
anxious to make this important profes- 
sional contribution. By giving this 
matter serious attention and extending 
to your president your immediate co- 
operation, you will not only be serving 
the teachers of the country but you will 
be making a valuable educational con- 
tribution. This work is to be carried 
on under the direction and supervision 
of Dr. Guy M. Wilson, professor of 

Boston, 
president 


Boston University, 
Write 
that you are ready to help.—Julia A. 
President, Department of 
Classroom Teachers. 


education, 


Massachusetts. your 


Spooner, 







OPT 






xt 
ed 


ig. 
al- 
3 
elt 
ed 


er, 


ect 
ith 
1g, 


nt 
rly 


his 








Vol. 13, Nos. 7-8 


THE JOURNAL OF THE NATIONAL EpucATION AssOcIATION 25 





The Opportunity School 


Fern Evans HorrMan 


UT IN Denver, Colorado, in the 
O heart of America, is a public school 
which is fast achieving a national repu- 
tation because of the unusual method in 
which it has been developed to meet the 
needs of the students. Educators, in 
speaking of this school, invariably use 
the word “unique,” meaning that it is 
the only one of its kind. 

The Opportunity School—all that the 
name implies—was founded nine years 
ago by Miss Emily Griffith, who has 
acted as its director and principal since 
that time. For the carrying out of her 
original idea—purely experimental at 
firs-—the Denver school board allotted 
Miss Griffith an old building on the 
edge of the business district of the city. 
This afforded an ideal location for the 
type of pupils Miss Griffith wished to 
attract to her school. These would in- 
clude individuals past their childhood 
who had entered upon days of self-sup- 
port, and who had discovered their own 
shortcomings as to preparation for their 
work. There would also be included 
the ambitious foreigners, the new citizen 
class, who realized the unequal competi- 
tion of business and social conditions into 
which they had precipitated themselves 
and were desirous of educating them- 
selves out of the difficulty; and, better 
still, Opportunity School should be open 
to persons of any age whatsoever who 
had never had the chance to train for the 
line of work best suited to them. 





A noble ideal in education surely! 
A school to fit the pupil—not an elabo- 
rate curriculum to be fitted. The pass- 
ing of the “table d’hote” in education 
for the “cafeteria” or “serv-self” style. 


A situation in which the individual might 
return and gather advantages he had 
somehow missed in his youth. ‘And 
who, indeed, drinks more deeply than 
the.thirsty one? 

Opportunity School was begun in a 
very simple way, offering, at first, only a 





Denver Municipal Facts 





/ 
few classes in vocational training and 
academic subjects—such as, typing, book- 
keeping, spelling, penmanship, stenogra- 
phy,sewing, cooking, telegraphy, busi 
ness mathematics, business English, and 
subjects for foreigners, including civics, 
American history, and courses in citizen- 
ship. ‘Today, may be had work in brick- 
laying, carpentering, plumbing, auto- 
mechanics, acetylene and electrical weld 


Denver Municipal Facts 


ing, hair-dressing, manicuring, architec- 
tural and mechanical drafting, applied 
electricity, vulcanizing, cobbling, sales- 
manship, dressmaking, millinery, cook- 
ing, paper-hanging, machine shop train- 
ing, multigraphing, use of dictaphone and 
adding machine, show-card writing, and 
the common elementary and high school 
subjects. New departments are added as 
fast as the demand justifies the employ- 
ment of skilled instructors. 

The building, which, in its days as 
an elementary school, accommodated less 


than one thousand pupils, has _ been 
crowded until, during the past year, it 
daily housed four thousand persons, 


three thousand of whom were Americans, 
the rest being foreigners. Every avail- 
able cloakhall and every basement nook 
has been turned into a classroom. There 
is no principal’s office in this school—a 
class needed the space. The desks of 
Miss Griffith and her assistant, Mrs. 
Mary F. Miller, are to be found in the 
main hall. Outside storerooms have 
been rented to care for overflow classes. 
In every possible way, the school has re- 
ceived the cordial support and codpera- 
tion of the school board and the super- 
intendent, Mr. Jesse H. Newlon. An 





258 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





September-October, 1924 


LL LL: 


addition to the present building will be 
erected during the coming year. 

In this temple of service, for thirteen 
hours daily, the hum of activity continues 
without intermission for five days a week. 
The school is run in 


matriculate without at least a_high- 
school diploma, he has been gathering up 
the tangle ends of his education so that 
he can pass a county teacher’s examina- 
tion. This will be accepted as the 





shifts, the teachers ap- 
pearing in relays. 
Night classes are un- 
usually large. Some 
of the vocational 
classes continue 
throughout the sum- 
mer months. 

There is no age 
limit at Opportunity 
School. ‘There is no 
race line. ‘There are 
no entrance require- 
ments. There are no 
restrictions as to one’s 
religious or political 
beliefs. In short, no 
one is ever turned 
away from the school. 
There seems to be a 
place for every one 
somewhere in the 
building. Pupils may 
attend one hour or 
many hours each day, 
according to their 
ability and the time 





they have to spare. 
Whoever enters to 
breathe the atmos- 


phere of this demo- 
cratic institution, 
whether his coming 
was actuated by mo- 
tives of curiosity, of 
loneliness, or of in- 
tellectual hunger, re- 
mains to become a 
progressive along some 
line of social useful- 
ness. 

The question might 
reasonably be asked: 
Can a school so un- 
restricted in its re- 
quirements really set 
a goal for its pupils? 
Can such interwoven 
paths lead anywhere? For answer, a 
few concrete cases will illustrate. 

An ambitious young man, the private 
secretary to the president of a large local 
corporation, has been attending night 
classes for several years, coming directly 
from the office and staying until 9:15 
o'clock. His ambition is to study law, 





and learning that the Dean of the night 
law school could not permit him to 





Denver Municipal Facts 


Repairing Automobiles 


much patience as she was obliged to 
pursue her studies at night. 

A high-school girl was forced to drop 
out of school for a year to work. Her 
employer gave her an hour and a half at 
noon. She carried a 
paper bag lunch to 
Opportunity School 
every day, and after 
eating it, spent the re- 
mainder of the time 
in a class, making up 
important — study 
she had missed. She 
attended night 
that, the 
next year, when she 
reentered the high 
school, she continued 
her work and was 
finally graduated. 

A business man and 
his wife attended the 
regularly last 
winter so that they 
might learn the latest 
forms of business let- 
ters for dictation to 
their stenographer. 
Many students attend 
the English classes to 
improve their oral 
English, as they 
realize that this is one 
of the biggest keys to 
success. A highly in- 
telligent Swedish 
salesman confessed to 
his teacher that he 
must “rub off” the 
foreign accent, or he 


an 


also 


classes, so 


school 








could never hope for 
a promotion. 

How does this un- 
usual school and its 
achievements react 
upon the community 
which it serves? The 
newspapers, the 
clergy, and numerous 
constructive civic or- 
ganizations of the 
city, all voice unani- 











equivalent of the diploma which he 
lacks. He expects to begin his studies 
in law this fall at the University of 
Denver. 

A house maid wanted to be a trained 
nurse. She could not enter the training 
class in the hospital she had selected un- 
til she had completed two years in the 
high school. Opportunity School was 
her stepping-stone, although it required 


mous approval of the 
school amd its work. Last year, a total 
of nearly ten thousand students enrolled 
in the various classes. Most of them, 
employed in business concerns, went forth 
to their daily tasks more efficiently equip- 
ped because of training received at the 
school. Others were able to obtain em- 
ployment through the school bureau—an 
important department of the institu- 
tion. 























et 
lity 
[he 
the 
‘ous 
or- 


ani- 
the 
otal 
lled 
em, 
orth 
uip- 


the 


—an 





OULD the National Education 
Association by some stroke of 
magic add overnight one hun- 
dred dollars to the salary of every 
American teacher, there would be much 
appreciation and acclaim. And yet, 
while the Association has not done it 
overnight, its activities during the past 
few years have probably added much 
more than one hundred dollars to the 
average salary of teachers throughout 
the United States and the work has 
been done in such a way that the resuit 
is more or less permanent. A gradual 
but certain awakening of the people has 
led them to appreciate the necessity of 
higher salaries if they are to have teach- 
ers competent to train their children for 
the responsibilities of the new day. 
While the sudden manifestation of 
power may cause great excitement, it is 
the less tangible but slower processes of 
general leadership and sound education 
that win the big advances. It is the 
buildings erected carefully stone upon 
stone and girder upon girder that en- 
dure and render the great service to 


humanity. So it is in professional or- 
ganization. 

The contributions of the National 
Education Association to the _ better 


training of teachers are as old as the 
Association itself, building upon the 
earlier foundations that had been laid 
during the latter part of the eighteenth 
and the first half of the nineteenth 
century, when the piongers in teacher 
training were doing noble work. The 
stages of teacher training in America 
may be loosely defined as follows: (1) 
Incidental teacher training in_ the 
academies; (2) the development of nor- 
mal schools at first in conflict with the 
academies; (3) the establishment of city 
training schools; (4) the establishment 
of training classes in high schools; (5) 
the establishment of educational depart- 
ments in universities and colleges; and 
(6) the elevation of normal schools to 
teachers colleges and the rapid growth 
of teachers colleges in universities. 


Throughout this development, organiza- 
tion has been an important factor in 
determining plans and standards. 

The American Institute of Instruc- 
tion, founded in 1830, was a strong 
factor in creating a demand for pro- 
fessional training. Massachusetts opened 





Vital Professional Problems 


Better Trained Teachers 


its first normal school at Lexington in 
1839. This school. and others of the 
period were built on the model of the 
Prussian Lehrerseminar—a drill school 
with a narrow curriculum, which was 
studiously isolated by the ruling class 
from the aristocratic gymnasium and 
higher education generally. 

The American Normal School Asso- 
ciation, which grew out of a meeting 


Can You Answer These 
Questions? 


Program for Professional 
Study 


1. What institutions 
gave teacher 
America? 


first 
training in 


2. Upon what model were the 
first American normal schools 
built? 


3. Through what stage is 
teacher training now passing? 


4. What amount of training 
does the National Education 
Association advocate for all 
teachers? 





of representatives of normal schools held 
in New York City in 1855, furnished a 
forum for the enlarging group of work- 
ers in such schools. In 1870 this Asso- 
ciation united with the National Teach- 
ers’ Association and became the Depart- 
ment of Normal Schools of the National 
Educational Association, thus laying the 
foundation for a union of. educational 
forces that has been of inestimable value 
to American education and that has 
eventually brought to teacher training 
full recognition as the equivalent of 
other forms of higher education. From 
that day to this the improvement of 
teacher training institutions and their 
extension into the new States and Ter- 
ritories have been closely associated with 
the work of the National Education As- 
sociation, so that it is possible to trace 
in the Association’s programs and reso- 
lutions the growing emphasis on the im- 
portance of better trained teachers and 
on the extent and nature of the training 
to be provided. 


Perhaps the resolution adopted in 


[259] 


1873 is a reaction from the narrow type 
of normal school first established. It 
reads, “That the interests of education, 
whether in university, academy, normal 
school, or common school, are one and 
inseparable; that all should have and 
show hearty sympathy with all other 
co-laborers in this general work, joining 
heart and hand towards the improve- 
ment and greater efficiency of schools of 
every grade, for the benefit of the in- 
dividual and for the safety of the State.” 

A resolution adopted in 1885 rec- 
ognizes the importance of higher educa- 
tion for women, who were then coming 
rapidly into their own as teachers, in the 
following words: “That we heartily 
give the support of our encouragement 
and sympathy to the higher institutions 
of learning that open their doors widely 
to women and that we see in this action 
the promise of such attainment as will 
fit women and especially women teach- 
ers for places of the highest honor and 
usefulness.” 

By 1891 members of the National 
Education Association were becoming 
jubilant over the progress in teacher 
training and expressed their satisfaction 
in the following resolution: “The ad- 
vance in public sentiment touching the 
necessity for the special and professional 
preparation of the teacher has been so 
marked as to justify us in characterizing 
it as a revolution. Many of the col- 
leges, even some of the most conservative 
of them, now recognize the fact that 
teaching has a scientific basis by provid- 
ing for instruction in the science of 
pedagogy.” 

In 1895 members of the Association 
were asked to “Urge upon the legis- 
latures of the several States that they 
make provision for the establishment of 
thoroughly equipped normal schools in 
suficient numbers to make it possible 
that all of the teachers in the public 
schools may receive such training as the 
transcendent interests committed to 
their charge imperatively demand, so 
that in the near future none but well- 
trained teachers shall be permitted to 
enter upon the work of instructing 
children.” 

It was long thought that secondary 
school teachers needed merely to be 
proficient in the subjects taught, but an 
Association resolution in 1896 recognizes 


260 


the growing movement for professional 
as well as academic training for such 
teachers in the following words: “In 
particular do we wish to express our 
interest in the suggestions that have been 
made, and the plans that have been of- 
fered, looking to the provision of pro- 
fessional training for the secondary 
teachers of the country, and in the prac- 
tical efforts that have already been made 
in that direction.” 

By 1898 standards were becoming 
more clearly defined, as indicated by the 
statement: “A _ high-school education, 
and at least one additional year’s profes- 
sional study of the history, principles, 
and practice of teaching, should be the 
minimum toward the establishment of 
which we should work.” 

The resolution of 1902 indicates that 
“We hope soon to see as definite a stand- 
ard for the training of teachers as is now 
fixed by the best schools in the country 
for the training of physicians or 
lawyers.” 

“The character and efficiency of the 
schools depend in the future, as in the 
past,” says a resolution of 1910, “upon 
the character and efficiency of the teach- 
ers. The profession of teaching should, 
therefore, attract men and women of the 
highest intellectual attainments, broad- 
est culture, most thorough training, and 
loftiest ideals.” 

In 1912 the Department of Normal 
Schools of the National Education Asso- 
ciation put forth the following declara- 
tion of principles: 

1. The twentieth-century normal 
school is dedicated to higher education, 
with the special function of supplying 
teachers for the rural school, the elemen- 
tary schools, and the high schools. 

2. Its entrance requirements as to 
scholarship will be practically the same 
requirements that are now demanded by 
the college—graduation from a four- 
year high school. 

3. It will extend its courses of in- 
struction and practice, as conditions may 
demand, to four-year courses, thus giving 
it as high a standing in the way of dis- 
cipline and scholarship as the college now 
possesses. 

4. It will widely extend the field of 
professional experimentation and investi- 
gation. 

5. It will try out its graduates as to 
ability to teach and manage schools by 
such a period of practice-teaching as will 
settle the case beyond peradventure. 

6. It will plan effectually to train 
teachers for rural schools, to stimulate 
and foster every educative agency toward 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


the development of rural community life, 
and to elevate the professional position 
of the rural teacher. 

7. It will set up definite ends of edu- 
cation that will relate themselves to the 
life of the people in all departments of 
human interest and will thus become a 
great social energy. As the public school 
is going to become, next to the family, 
the most potent social agent, so the 
normal school is going to fit teachers to 
perform this educative function. 

Rural Education is emphasized in 
1915 in the following words: “A great 
opportunity for a new type of service 





In This Number 


Program for Professional 
Study 


What President Coolidge thinks 
of consolidated schools— 
Page 232. 

Where the National Education 
Association stands on the 
outlawry of war—Page 238. 


What happens to a two-dollar 
membership—Page 239. 


What leaders think of moral 
education—Page 242. 


A newspaper featuring schools 
—Page 253. 





awaits the normal schools of this coun- 
try, if they will but seriously turn their 
attention to the many important prob- 
lems surrounding rural life and train 
teachers definitely for helpful construct- 
ive service among rural people.” 

The standard of training for which 
the Association now stands is set forth in 
a resolution adopted in 1920. “We 
commend and indorse the conviction, 
now so rapidly gaining favor in our pro- 
fession and in the public mind, that those 
who enter the public-school service, 
whether they are to teach in rural 
schools or in urban schools, in elemen- 
tary schools or in high schools, should 
have had a minimum of four years’ care- 
fully planned preparation, following 
upon graduation from a four-year high 
school.” 

These resolutions, printed generally in 
important newspapers and educational 
periodicals, quoted to legislatures, used 
by normal school presidents in their deal- 
ings with their official boards, and ac- 
cepted by boards of education in cities 
and States with the best school systems, 
have exerted an influence on the train- 


September-October, 1924 


ing of teachers which cannot be esti- 
mated. As a result of the public senti- 
ment thus created and the better op- 
portunities for training that are now 
offered, the teacher holds a much higher 
place in the community and receives a 
much better salary. 

But the majority of the teachers jp 
America do not yet meet the high stand- 
ard that has been set in the Association’s 
resolutions. Many battles must be won 
before that standard can be attained. 
The more technical aspects of teacher 
training have recently been largely taken 
over by the American Association of 
Teachers Colleges (which combined jn 
February, 1923, with the National Coun- 
cil of Normal School Presidents and 
Principals), leaving to the National 
Education Association, as the unifying 
force in American education, the task of 
awakening the general public to the 
necessity of more generous provision for 
teacher training and more liberal re 
wards for men and women who have 
spent years in preparation for our great- 
est profession. 

Both public and educational workers 
increasingly recognize the importance of 
the teacher in the life of the school and 
insist that his training shall be equal to 
the opportunity and responsibility. It is 
the teacher’s grip on life, the soundness 
of his background, the breadth of his 
intellectual resources, the depth of his 
faith, and the effectiveness of his 
technique of working and living, that 
breathes into the school the breath of 


life—J. E. M. 





E SHALL preserve America 

through making good Americans 
out of the material offered by the rising 
generation. Never have the teachers 
been so conscious of this fact as they are 
today. The schools grow better in their 
educational methods, quite as steadily as 
they advance in their material facilities 
and equipment. The children go to 
school better clad and in better physical 
condition than in previous years. The 
crisis in respect to the teaching profes- 
sion that was so severely felt two or 
three years ago is happily past. Average 
salaries have been increased, while the 
cost of living for teachers has been re- 
ceding. Many who abandoned the 
teaching work have returned to it; and 
those who remained faithful are not 
sorry. ‘Teaching today is our foremost 
profession, and schools are at the center 
of public interest.—Editorial in the 
American Review of Reviews. 








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Vol: 13, Nos. 7-8 








THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION 





Ethics for Teachers: 


N. J. Goutp WIcKEyY 


Professor of Philosophy, Concordia College 
Moorhead, Minnesota 


HERE WAS a time in tthe his- 

tory of education when the measure 
of the teacher was the measure of the 
school. His learning indicated the 
adequacy of the curriculum; his moral 
standards determined the social and 
moral ends of the school. ‘Then, the 
whole school situation revolved about 
the personality of the teacher. 

But during the past hundred years 
the scientific attitude has come into the 
school with the consequence that the 
various factors of the educative process 
have been separated and isolated and 
studied as entities in themselves, and 
then never properly correlated. Em- 
phasis was placed on the teacher’s 
scholastic attainments without respect to 
his position in morals and _ religion. 
Then the child was held up as an object 
of analysis and scrutiny, and every 
teacher had to possess credit in child 
study in order to be adequately pre- 
pared. Through this study it was 
learned that the curricula were not 
adapted to the child, and so the courses 
of study fell under the critical eye. And 
consequently today we have the impli- 
cation: The measure of the curriculum 
is the measure of the school. 

It is rather remarkable that in our 
efforts to perfect the educational factors 
we have tended to neglect and even for- 
get the supreme importance of the hu- 
man instrument through which the 
teaching is done. It is a conservative 
judgment to say that the teacher—his 
personality and principles—is as im- 
portant a factor in the educative process 
as the mentality of the child, the nature 
of the curriculum, and the conditions 
and needs of society. 

In view of this situation and at a time 
when the teacher tends to be submerged 
in the highly organized school systems, 
it is interesting to observe the emphasis 
which is being placed upon the ethical 
obligation of the teacher. There is aris- 
ing a new consciousness of the vital part 
which the teacher plays in the educa- 
tional system. 





*This paper was read before the Cass 
County Teachers’ Institute, held at Fargo, 
N. D., October 5, and also before the 
Grammar Grade Section of the Northwest 
Central Minnesota Education Association, 


held at Moorhead, Minnesota, October 5, 
1923. 


As evidence of this, we find that at 
least twelve codes of ethics for teachers 
have been formulated. These codes 
have been prepared by local clubs such 
as the Bernard Club in Providence, 
Rhode Island, by the teachers’ associa- 
tions which cover certain geographical 
districts without reference to State and 
municipal lines, such as the Monon- 
gahela Round Table in the northern 
part of West Virginia, by students in 
university graduate courses, for example 
the students in the University of Utah, 
by Committees of State Teachers’ Asso- 
ciations and later approved by the State 
Associations, for example the State 
Teachers’ Associations of California, 
Iowa 1922, Michigan 1921, Mississippi 
1918, New Jersey 1914, New York, 
Oregon, Pennsylvania 1920, and Vir- 
ginia 1913. ‘To the preparation of these 
codes much time is given. For example, 
the Committee of the Pennsylvania State 
Teachers’ Association spent over three 
years studying all of the available codes 
for the teaching profession and the codes 
of other professions, such as medicine, 
law, architecture, and engineering. 

Perhaps by this time a couple questions 
should be answered. First, why is it 
necessary to have a special code of 
ethics for the teaching profession. Are 
not all ethical principles binding upon 
all alike whether laymen or professional ? 
Ethical obligations are binding upon all 
persons in the same situation, but in so 
far as any group of persons occupy a par- 
ticular situation they will have specific 
ethical obligations. The Committee of 
the New York State Teachers’ Associa- 
tion has expressed this thought as fol- 
lows: “It is just the characteristic of a 
professional group that, by virtue of their 
special knowledge and skill, its members 
occupy a situation which no layman ever 
occupies, and they therefore have obli- 
gations which from their exclusive char- 
acter require a distinctive name.” 

The second question which must be 
answered is this: Why waste time pre- 
paring another code when already there 
are a dozen or more in the field? The 
very fact that there are so many shows 
that no one is acceptable to all. And 
any one trained in systematic thinking 
on moral problems and having experi- 
ence in the teaching profession will soon 











261 


pick out many weaknesses in the exist- 


It is proper that time be 
taken for a careful consideration of a 
code of ethics for the teaching profession, 

Before an ethical code can be pre- 
pared adequately and property, attenuon 
must be given to the principles accord- 
ing to which such a code should be 
formulated. Ethics is, according to the 
Greek significance of the term, the 
science of morals. Through it we learn 
how human life must be fashioned to 
realize its purpose and end. The 
analysis of this sentence will show that 
ethics has a double function: First, to 
determine what is the perfect life, and 
secondly, to point out the way or the 
means of realizing it. It tells us that 
the perfect life is a life leading to a com- 
plete development of all the physical and 
spiritual powers and to their exercise 
in all the spheres of human relations. 
In its second function ethics shows by 
what inner qualities of character and 
what modes of conduct the perfect life 
is attained—that is, the virtues and the 
duties whereby the purpose of life is ful- 
filled. Now it is strange that every 
code of ethics for teachers which has 
come to our notice has spoken of only the 
teacher’s duties; the teacher’s virtues 
have been completely ignored, or at least 
omitted. If the teaching profession is 
to retain the respect accorded it, and to 
secure a position of dignity and power, 
then the virtues of the teacher’s charac- 
ter must be emphasized. ‘The teacher’s 
mechanically fulfilling certain obliga- 
tions and obeying certain rules is not 
what is necessary and expected; there 
must be a soul back of it all. Then, too, 
before one can intelligently ask himself, 
“What must I do?” he must first ask 
himself, “What am I?” Our duties 
become clear only in the light of what 
we are or should be. So a code of 
ethics should consider both the virtues 
and the duties of a teacher. And the 
code which we shall submit later is the 
only one, so far as our knowledge goes, 
which includes a system of virtues. 

Again, the code must be comprehensive 
in the ground covered. ‘The teacher’s 
relations are broader than the classroom. 
But in being comprehensive it must not 
include that which is not germane. For 
example, the Pennsylvania Code is said 
to be the only one carrying with it the 
establishment of a permanent commission 
on professional ethics. I should doubt 
very much whether a code should include 
such a provision. It is the duty of the 
State Association to make that provision 
apart from the formulated code. 


ing codes. 


262 





Further, a code should not be long 
and too detailed. The Committee of 
the New York State Teachers’ Associa- 
tion was right when it stated, “a 
professional code should emulate the 
Decalogue in its brevity in the salient 
points upon which it concentrates atten- 
tion.” It is impossible, and it is not 
necessary, for a code to present a defi- 
nite rule governing every detailed step 
of a teacher’s conduct and relationships. 
A code should present the general prin- 
ciples governing a teacher’s life in such 
a way as to make them appear axiomatic, 
leaving each teacher to work out the ap- 
plication to his or her particular circum- 
stances. The chief objection to the 
Pennsylvania Code is its length. The 
lowa Code is a model of brevity. 

That a code should be systematic and 
orderly needs no discussion. 

Finally, a code seems more complete 
if there is a preamble. I do not claim 
that a preamble is absolutely essential, 
but it appears that those codes which 
have preambles exhibit a completeness 
not found in the other codes. A pre- 
amble should give a general point of ap- 
proach, exhibiting the name of the body 
adopting the code, and setting forth the 
reason or reasons for the adoption 
thereof. 

Having presented the principles which 
should govern the formulation of a code, 
we are in a position to formulate and ex- 
plain a possible code. 

After the statement of the preamble, 
the virtues should be stated. I believe 
these are six in number, and the first is 
purity. This is most fundamental in the 
life of a teacher. Habits started in 
youth develop traits which in times of 
crises in manhood result in failure. 
Philip Armour spoke a profund truth 
when he told the students of Armour In- 
stitute, ‘“The greatest thing intellectually 
is not knowing a lot of things, but the 
character which makes the right use of 
things.”” Immorality reacts upon both 
the body and the mind. No matter how 
strong physically and how keen mentally 
one may be, immorality will eventually 
cause both physical and mental degen- 
eration. We are not asking for perfect 
teachers; there are no such creatures. 
But there are moral differences in people, 
plainly evident and constantly mani- 
fested. We are aware that a young man 
may exhibit wrong tendencies and later 
so change that he becomes eminently 
successful. Just which person will have 
such an experience, we have no way of 
knowing; but no risk should be taken 
when the question of character is at 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


stake, and nowhere is double-minded- 
ness and hypocrisy so easily and quickly 
detected as in the schoolroom. 

The second virtue is passion for 
service. No one should enter the teach- 
ing profession who will use it only as a 
stepping-stone to some other profession 
or occupation. No one should become 
a teacher merely to secure a financial or 
a social position. Service is degraded if 
thereby praise and position are alone 
sought. The teacher must stand ready 
to be forgotten if thereby he can lead 
the child one step farther into the realm 
of truth, beauty, and goodness. ‘The 
teacher should be, as it were, a colorless 
medium through which the great prin- 
ciples come to youth, transforming and 
invigorating their lives. Perhaps the 
great apostle had something of this pas- 
sion for service in mind when he wrote, 
‘Look not every man on his own things, 
but every man on the things of others.” 

The third virtue is truthfulness. For 
most people this signifies the refraining 
from falsehood, but it must be recog- 
nized that truthfulness has both a nega- 
tive and positive side. The negative 
aspect is expressed in the words: Thou 
shalt not lie; the positive in the words: 
Let the truth be known. The positive 
side of veracity has been much neglected 
by ethical thinkers. We must have a pas- 
sion for facts and be witnesses of the 
truth, for the truth will make men free. 

Another virtue is justice—a sense of 
proportion. This virtue has quite a wide 
application. President Hyde says, “This 
sense of proportion is the most essential 
part of a teacher’s equipment. Every 
teacher has opportunity to do twenty 
times as much as he is able to do well. 
The important thing is to know which 
twentieth to do and which nineteen 
twentieths to leave undone. Between 
mastery of subjects taught, general read- 
ing, professional study, exercise, recrea- 
tion, social engagements, personal work 
with individual scholars, private affairs, 
correspondence, the regular work of the 
classroom, the correcting of papers, 
preparation of particular lessons, church, 
clubs, there is obviously far more draft 
on the teacher’s time and strength than 
can be met with safety. . . The 
teacher’s problem, then, is one of propor- 
tion and selection, to know what to 
slight and what to emphasize.” 

This virtue must likewise be applied 
by the teacher in his relations to the 
pupils and the relations of pupil with 
pupil. At all times the teacher should 


be conscious of his pupils and others as 
He will, therefore, 


ends in themselves. 





September-October, 1924 





refrain from violating the rights and in- 
terfering with the interests of others, 
and he will hinder such violation and in- 
terference on the part of others. 

The fifth virtue is courage. This 
term is not used in its narrow meaning 
of ability to resist painful, dangerous, 
and terrible experiences ; rather, it is used 
in the sense of a social virtue applicable 
in the realms of both the physjcal and 
the moral. If it be limited to the physi- 
cal, then as civilization advances, its im- 
portance would diminish since civiliza- 
tion gives us the protection of law and 
government. On the physical side, the 
teacher must have the ability to endure 
all kinds of hardships and exertions. 
This aspect of courage could be called 
patience, in which women are so superior 
to men—one of their most beautiful and 
valuable qualities. But it is in the moral 
realm that the application of this virtue 
needs special emphasis. It is here that 
the teacher is sorely tried. There arise 
many situations where a definite position 
must be taken against evil in various 
forms. This position must be taken even 
though it costs one his position. Our 
jobs are not so dear and our monthly 
checks so sweet as to overbalance un- 
righteousness. 

The final virtue of the individual in 
the teaching profession is serenity, calm- 
ness of soul, cheerfulness of mind. The 
teacher’s life is full of struggle and con- 
flict, strife, and commotion. Above all 
this he must rise. He cannot maintain 
his poise, temper, and_ cheerfulness, 
which are so necessary in the classroom, 
without a larger and a higher view of 
the world and of life. The wilderness 
of monotony and dreary detail in which 
the teacher lives shuts out the larger 
view. For most people this character- 
istic is cultivated through their religious 
beliefs and practices. If I were in the 
pulpit preaching a sermon to teachers, 
I should call upon them to seek the 
source of the joy, the beauty, and the 
strength of their lives in religion. But 
I want to call your attention to another 
source wherein many find or attain this 
virtue: I refer to intimate personal 
friendships. Select some one in whom 
you may confide, who will be to you as 
a brother or a sister, who will be in- 
terested. in you, and who will be alert 
for your welfare and happiness. With 
such a soul have much fellowship. And 
then when you take up the tasks of life 
you will experience a calmness and peace 
of mind which you never could have had 
without those moments on the Mount of 
Transfiguration—the communion of a 

















Vol. 13, Nos. 7-8 





soul with its god, or on the summits of 
earthly friendship—the fellowship of a 
soul with another soul. 

With such virtues any individual is 
well qualified to take up and fulfill his 


duties as a teacher. But what are his 
duties? They are sixfold. The first 
set of duties concern the teacher himself. 
The Virginia Code of Ethics for Teach- 
ers places this set last. With this I 
cannot agree. It is true we should love 
ourselves last, and our chief aim is to 
give rather than to receive, but it must 
be remembered that we cannot give un- 
less we have something to give. The 
great Teacher of all teachers spent 
thirty years of His life in preparation, 
and gave three years of service—a serv- 
ice such as has not been equalled in all 
history. “Too many today in the teach- 
ing profession prepare as little as pos- 
sible and think that they can serve any 
length of time. So we maintain that 
the first duty of a teacher is to himself. 
His appearance must be neat and clean; 
appearance has an ethical value. The 
teacher must be fit physically. The 
adage of Mens sana in corpore sano is 
recognized today as never before. Much 
of the so-called mental inferiority is due 
solely to impaired physical tissues and 
fibers. The efficiency of our school sys- 
tem is to a large degree dependent upon 
the physical fitness of our teachers. 
Again, the teacher must be fit mentally. 
The highest possible training is not too 
much for the humblest school in the 
country. Every teacher should always 
be alert to acquire such knowledge as 
will assist in the fulfillment of his task 
and the proper understanding of the 
world from his point of view. Finally, 
the teacher must have a worry-free mind. 
The modern world would do well to 
learn the lesson taught by the ancient 
Stoics, namely, that what life is is de- 
pendent to a large degree upon our point 
of view. As Epictetus said, “Everything 
has two handles—one by which it may 
be borne, another by which it cannot. 
If your brother acts unjustly do not lay 
hold of the affair by the handle of his 
injustice, for by that it cannot be borne; 
but rather by the opposite—that he is 
your brother; that he was brought up 
with you; and thus you will lay hold 
on it as it is to be borne.” No teacher 
can afford to enter the schoolroom with 
a mind burdened with cares, troubles, 
disappointments, and mistakes. By these 
handles life cannot be borne. No 
teacher can expect to achieve all things 
perfectly. The aims are too great, the 


material too flexible, and the resources 


The Stoic attitude 
will assist in looking at our experiences 
in the proper light and in taking them 
by the handles by which they can be 
borne. 

The second set of duties concern the 
teacher’s relations to his employers. 
This is an important phase of the teach- 
ing profession too often neglected. All 
appointments and advancements should 
be obtained exclusively on merit. When 
“pulls” and “strings” are attached to 
appointments there is the possibility 
that one’s work will be hindered in some 
way and at some time. When a posi- 
tion is secured, then the contract must 
be fulfilled unless released by the em- 
ploying party. Never violate a contract; 
you could not universalize your action. 
Coéperate with the employer’s educa- 
tional policy. If such is impossible, then 
the teacher’s attitude should be made 
known, and a release accepted if granted. 

Further, the teacher has duties to 
his superiors and fellow-workers. To 
superiors there must be the attitude of 
loyalty and coéperation. Superiors and 
fellows should never be criticized in the 
presence of pupils and patrons; instead, 
one should set forth their excellencies. 
To fellow-workers one should be cour- 
teous, appreciative, and friendly. 

The fourth set of duties concern the 
teacher’s relations to his pupils and their 
parents. Children should be looked upon 
as personalities who are to be trained 
for life, not for a job. To awaken in- 
terest and to arouse ambition is the 
teacher’s chief function. The child is 
not only a sponge; he is a mind with 
power to observe, to reason, to form 
judgments. And it is the teacher’s duty 
to invigorate life so that there will result 
the greatest degree of productivity on 
the part of the child. Further, the 
teacher should hold in confidence any 
information received concerning the 
child’s home life and should be open- 
minded to the attitudes of the parents. 

Again, the teacher has duties to the 
community. All the acts“of a teacher 
outside the classroom should exhibit the 
value and significance of education. And 
so the teacher should identify himself in 
an active manner with the various civic, 
social, and religious activities and in- 
terests of the community. 

The final set of duties concerning 
the teacher’s relation to the teaching 
profession. At all times a_ teacher 
should maintain the dignity and highest 
standard of the profession. To leave a 
school" without having kept the records 
correctly and completely reflects on the 


often too meager. 





THE JOURNAL OF THE NATIONAL EDUCATION AssocIATION 263 





profession. A teacher should assist all 
movements and agencies having for 
their purpose the interest and welfare 
of the profession. And, on the other 
hand, the teacher should condemn any 
movement or agency which tends or tries 
to destroy the highest interests of the pro- 
fession. No teacher should act as agent 
for that in the selection of which he 
exercises official decision. In short, each 
teacher should be an inspiration to others 
to join the profession. 

In conclusion, I have presented the 
general basis of an ethical code for the 
teaching profession, the principles accord- 
ing to which such a code should be for- 
mulated, and the explanation of the 
virtues and duties which should be in- 
corporated in such a code. 

If I were speaking to the legislative 
session of a teacher’s association, I would 
submit for adoption the following as: 


A Code of Ethics for Teachers 


Preamble—We, the teachers of (name of 
the association), conscious of the peculiar 
relations in which we are placed, in order 
to maintain a high standard of character 
and conduct on the part of the members of 
the profession, to secure the fulfilment of all 
obligations, and to serve our fellows to the 
utmost of our ability, do hereby accept and 
adopt the following Code of Ethics: 


A. VIRTUES 


1. Purity—Immorality produces physical, 
mental, and spiritual degeneration. 

2. Passion for Service—Not using the pro- 
fession as a stepping-stone, but always seek- 
ing the interests of others. 

3. Truthfulness—A > passion for facts— 
Governed by the two commandments: Thou 
shalt not lie, and Let the truth be known. 

4. Justice—A sense of proportion—Select- 
ing those activities whereby one can con- 
tribute most to the school—Treating others 
as ends in themselves. 

5. Courage—Patient under physical hard- 
ships—Unrelenting in opposition to unright- 
eousness. 

6. Serenity—Cultivating calmness of soul 
through fellowship with one’s fellows and 
communion with God. 


B. DuTtes 


1. To Self—Neat and cleanly in appear- 
ance—A strong and healthy body—A trained 
and a worry-free mind. 

2. To Employers—Secure appointments on 
merit—Fulfill contracts—Codéperate in their 
educational policy. 

3. To Superiors and Fellows in the Pro- 
fession—Maintain an attitude of loyalty and 
codperation—Assist rather than criticize. 

4. To the Pupils and their Parents—Give 
them one’s best—Awaken their interests— 
Treat with respect their opinions and posi- 
tions. 

5. To the Community—Take an active 
part in civic, social, and religious work. 

6. To the Profession—Maintain its dignity 
and standards—Endeavor to inspire others 
to enter the profession. 


ra 


A A Ne al = aa Do nn A ip 


eb og pati te 


ee 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


IN OTHER JOURNALS 


What They Think of the Summer Meetings 


HE AMERICAN EDUCATIONAL DI- 
GEST in its department, Editoral Re- 
view and Aspects of Education, declares 
that the Washington meeting will, go down 
in history as the most potential, in point of 
actual results attained, in the long list of 
meetings which the National Education 
Association has to its credit. The Digest 
considers President Coolidge’s address the 
crowning event of a week of unusual events. 
It says in part: “The epochal event in-the 
history of the Association, the President's 
address, fell on the Nation’s birthday which 
symbolizes emancipation and the right to 
self-rule. Emancipated minds have cherished 
this principle as a fundamental right precious 
beyond all other rights. President Coolidge, 
in his masterful address, shows with fasci- 
nating sincerity and in clearest perspective 
how regard for independence grows with 
the passing of ignorance. Communities 
which have developed the capacity for self- 
government have achieved mightily. Much 
of such achievement, however, has been at- 
tained under great handicaps, stress of 
hardness, and limitations of educational fa- 
“RRR ee ee eee ee 
“Thus does the President’s message to the 
teachers of this country breathe the spirit 
of independence, but it does not offer that 
as a disguise for the dominance of material 
interests. The emancipation of the teaching 
profession will bring new obligations. 
President Coolidge does not overlook that 
fact, and the dominant utterances in his ad- 
dress disclose his belief in the emancipation 
of the spirit as the only road to freedom 
from the rule of things. This is what he 
would have the teachers of this nation com- 
prehend, and in this year of education 
achievement the teaching profession will do 
well to adopt the principles involved in the 
President's searching conception of educa- 
tional and spiritual values.” 


IDLAND SCHOOLS, for September, 

1924, says. that a new civic conscious- 

ness should result from the Washington 

meeting of the National Education Associa- 
tion. The account follows: 

“Washington—always inspiring, beautiful, 
and fascinating—was even more effective in 
its emotional appeal, because of the presence 
of thousands of teachers, most of whom 
were visiting for the first time their nation’s 
capital. 

“The time—our nation’s birthday; the 
place—the seat of our nation’s government, 
and preéminently the city beautiful in 
America, and the teacher, whose instructions 
have been the largest single factor in mak- 
ing this city a concrete reality to millions 
of our citizens—all conspired to touch the 
hearts, awaken the intellects and arouse the 
consciences of more than 10,000 representa- 
tives of the teachers of the country in con- 
vention assembled. 

“The most vivid memory of the convention 


et 


is of the city itself and the patriotic pilgrim- 
ages incident to it, some under the direction 
of the National Education Association itself, 
but most of them privately conceived and 
privately conducted. One could hardly but 
feel that he was treading sacred ground as 
he walked about the numerous shrines dedi- 
cated to vur heroes of peace and war. The 
custodian at Mount Vernon reported that 
there had never been a more respectful, 
reverent group of visitors to the tomb of 
the Father of our Country than these school 
people of America. 

“Nearly as prominent as the place, stands 
out a personality. The inspiring, dominating 
influence of the president of the association 
and the masterful way in which she handled 
every situation that arose, will serve as an 
example to those who are to follow after her. 
Perhaps no one thing about the convention 
gave confidence to its deliberations and cour- 
age to the membership as did the wonder- 
ful way in which Olive M. Jones presided.” 


CHOOL LIFE for September contains a 
two-page account of the Convention. 
We quote as follows: 

“A narrow view of the profession of teach- 
ing is wholly incompatible with attendance 
upon a convention of the National Education 
Association. No teacher can spend a week 
in such an atmosphere without realizing 
that the work of teaching is a tremendous 
task with unlimited ramifications. Ap- 
parently every item which pertains to the 
welfare of the mind or the body could be 
found within the scope of the program which 
the association provided for its members 
at the sixty-second annual meeting in Wash- 
ington, June 29 to July4 . . . . . 

“With John J. Tigert, United States Com- 
missioner of Education, delivering the ad- 
dress of welcome and President Olive M. 
Jones the keynote speech, the formal open- 
ing session of the National Education As- 
sociation set a pace for interest and dis- 
cussion paralleled only by the evening ses- 
sions which were to follow. Ne 

“In an impassioned appeal to the teachers 
of the nation to launch a concerted movement 
to secure the passage of the Sterling-Reed 
bill for a department of education, Miss 
Jones scored the enemies of the education 
bill and admonished the teachers that ‘the 
time has come when educators of the coun- 
try must stand solidly and united and re- 
solved to obtain rightful recognition of edu- 
cation in our Government.’ ” 


HE CHILD-WELFARE MAGAZINE 

for July well describes in “The Presi- 
dent’s Message” the first evening meeting of 
the Washington Convention, “a conference 
which, to the lay observer, reached the 
highest point of constructive power by means 
of a program full of humanity. The whole 
child, mental, moral, and physical, in home, 
school, church, and community, was con- 


September-October, 1924 





sidered, and in section meetings and general 
assemblies the ‘chord of life’ was struck 
again and again with sure hands, and the 
loftiest spiritual interpretation. All honor 
to the President, Olive M. Jones, who had 
this vision of completed childhood and was 
able to express it by a process of selection 
which showed a genius for getting the best 
out of people—which, after all, is the true 
meaning of education. 

“On Sunday night, June 29, the great 
stadium of the Central High School pre- 
sented a wonderful picture. Tier upon tier 
of faces rose out of a wall of blackness; on 
the velvet turf more faces massed under 
the arc lights—thousands of them. On the 
little platform, gay with flags and red, white, 
and blue lights, the speakers, gathered with 
some special guests, and overhead eight great 
silvery horns carried the slightest tones of 
soft-voiced women to the outermost benches, 
while the strong voices of the men echoed 
back like trumpet calls from the brick walls 
of the High School background. The full 
Marine Band, half hidden by a screen of 
foliage, filled the night air with magic music 
and carried the accompaniment as ten thou- 
sand voices sang ‘Onward, Christian Sol- 
diers’, and ‘Now the Day Is Over, Night 
Is Drawing Nigh.’ The moral and spiritual 
training of the child was studied by five 
experts, reaching a splendid climax in Dr. 
Starbuck’s. stirring address on  Funda- 
mentals of Character Training.” 


HE OUTLOOK for July 16 comments oa 
the substantial character of those in at- 
tendance at the meeting. It reads in part: 
“On July 4 the annual Convention of the 
National Education Association came to an 
end, after six days of stimulating discussion. 
This great meeting of almost ten thousand 
teachers brought to Washington much less 
notoriety than New York has been receiving 
from its disheartening Convention. On the 
other hand, the potentialities and determina- 
tions of the educational Convention are likely 
to mean as much to the future welfare of 


America as anything likely to take place in 
Madison Square Garden, not to speak of the 
Public Hall at Cleveland. 

“It is notable that these chosen representa- 
tives of our vast army of teachers did not 
waste their time over the whims and senti- 
mental experiments that too many enthusiasts 
mistake for educational systems. It can be 
said to the credit of our American teachers 
that, while very open to suggestions that 
mean real and solid advancement, and while 
keenly aware of the serious defects and needs 
of our schools, they are properly wary of 
fundamentally unsound policies, however 
attractively these may sometimes be garbed.” 


DITOR WINSHIP, in the Journal of 

Education for July 17, praises the “ap- 
preciative attention” given by the Washing- 
ton press. He says, in speaking of the visit- 
ing delegates: 

“As usual, California won the prize for 
attendance in balancing, number and dis- 
tance. The special train, four Pullman cars, 
special from California to Washington, had 
sixty-four Californians, and when they ar- 
rived they found thirty-four others, and by 
night there were 150, though the last forty- 
two are not, necessarily, at present in serv- 
ice in California.” 








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Vol. 13, Nos. 7-8 





Print at Work 


What chisels, hammers, wrenches, and au- 
tomatic drills are to the skilled mechanic, 
print is to the teacher seeking to fashion 
the child life into the finished product of 
men and women, well-rounded in the es- 
sentials, with broad interests and_ the 
power to continue for themselves the edu- 


cation which schools exist to begin. Ex- 


cepting textbooks, few teachers make print 
work as it should. Most schools are without 
expert library service, many without even 
a collection of books that could be called a 
library, and few indeed are equipped to 
surround the child with that part of the 
great wealth of printed material which is 
peculiarly his. This section of THe Jour- 
NAL contains practical suggestions, some of 
which should be useful to every reader. 

Many teachers enrich their work by pre- 
serving from newspapers and magazines 
material that relates to geography and Eng- 
lish, current events, the vocations, and other 
subjects. Such material can be collected by 
the children and organized in folders in a 
vertical file. If a vertical file is not in- 
cluded in the school furniture a_ small 
grocery box can be used and temporary 
folders made of such pasteboard as may be 
available. 


N. E. A. Publications 


These publications may be had postpaid at 
the prices indicated from the National Edu- 
cation Association, 1201 Sixteenth Street 
Northwest, Washington, D. C. 

Research Bulletin, Vol. II, Nos. 1 and 2, Jan- 
uary and March, 1924. Single copies, 25c. 
Has been mailed to $5 members. 

Research Bulletin, Vol. 1, No. 5, July, 1924. 
Single copies, 25c. Has been mailed to 
$5 members. 

Department of Superintendence Second 
Yearbook—The Elementary School Cur- 
riculum. February, 1924. Single copies, 
$1.50. Has been mailed to members of 
the Department of Superintendence. 

Department of Superintendence Official Re- 
port of the Chicago Convention, May, 
1924. Single copies, $1. Has been mailed 
to members of the Department of Superin- 
tendence. 

Bulletin of the Department of Elementary 
School Principals: The Third Yearbook— 
The Status and Professional Activities of 
the Elementary School Principal, Vol. III, 
No. 4, July, 1924. Single copies, $1.50. 
Has been mailed to members of the De- 
partment of Elementary School Principals. 


Bureau of Education Publications 


The publications listed below may be 
had from the Bureau of Education or from 
the Government Priating Office, Washing- 
ton, D. C., at the price indicated, which 
should be sent in coin, not stamps. 








THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





GUIDE TO BOOKS | 


The list is prepared for THe JourNat by 
Edith A. Wright, of the Editorial Division 
of the Bureau. 


BULLETIN, 1924, No. 4. A type rural 
high school, Mt. Vernon union high 
school, Skagit Co., Washington. 36p. 
Paper, 10c. 


TARLES BOARDMAN HAWES whose 
book “The Dark Frigate” received the 
Newbery Medal as the most distinguished 


contribution for American literature for 
children during the year 1923. Mr. Hawes 
was born in Clifton Springs, New York, Jan- 
uary 24, 1889, and died July 15, 1923, a year 
before the medal was awarded. He was 
educated in Bangor, Maine, and in Bowdoin 
College. For a number of years he was as- 
sociated with the “Youth’s Companion” and 
at the time of his death was associate editor 
of “The Open Road.” 


BULLETIN, 1924, No. 6. Statistics of land- 
grant colleges, year ended June 30, 
1922. 48p. Paper, 10c. 

BULLETIN, 1924, No. 21. Practices and 
objectives in training for foreign serv- 
ice. 27p. Paper, 5c. 


BULLETIN, 1924, No. 23. Gowernment 
publications useful to teachers. Paper, 
10c. 

Ciry sCHOOL LEAFLET, No. 17, 1924. A 


basis for music in the work-study-play 
school. 5p. Paper, 5c. 
INDUSTRIAL EDUCATION CIRCULAR, No. 22, 


1924. Preparation of teachers. 36p. 
Paper, 5c. 
RURAL SCHOOL LEAFLET, No. 25, 1924. 


Ypsilanti Kiwanis club and the coun- 
try schools. 9p. Paper, 5c. 

RURAL SCHOOL LEAFLET, No. 28, 1924. 
County unit in New Mexico. 10p. 
Paper, 5c. 








~ 








RURAL SCHOOL LEAFLET, No. 29, 1924. 
Transportation costs in Minnesota con- 
solidated schools. 7p. Paper, Se. 

DECLARATION OF INDEPENDENCE. (Facsim- 
ile copy). 15c. 

FEDERAL COUNCIL OF CITIZENSHIP TRAINING. 
16p. Paper, 5c. 


Other Books on Education 


Activity (An) curriculum for the kinder- 
garten and the primary grades by mem- 
bers of the staff of the training school of 
the University of California. San Fran- 
cisco, Calif.. Harr Wagner, 1924. 142p. 
$1.50. 

ALEXANDER, CARTER. Bibliography on edu- 
cational finance; reviewed and presented 
by the educational finance inquiry com- 
mission, under the auspices of the Ameri- 
can council on education, Washington, 
D. C. N. Y., Macmillan. 257p. $1. 

AMERICAN Liprary AssociaTION. Fifty edu- 
cational books of 1923. Chicago, Author, 
1924. 12p. Paper. Apply. 

ATHEARN, WALTER Scott. Religious educa- 
tion survey schedules. N. Y., Doran, 
1924. 281p. $5. 

AVERILL, LAWRENCE AUGUSTUS. 
educational psychology. Boston, Hough- 
ton Mifflin, 1924. 425p. $2.15. 

BacLey, WILLIAM C., and KEITH, JoHN A. H. 


Elements of 


An introduction to teaching. N. Y., Mac- 
millan, 1924. 400p. $1.80. 

BEGLINGER, NINA Joy. Methods in adult 
elementary education; with correlation 
and application of material. a Oy 
Scribner, 1924. 95p. 80c. 

Boas, Bette. Art in the school. Garden 
City, N. Y., Doubleday, Page. 142p. $3. 

Bowker, R. R. Co. The American educa- 
tional list, 1924. (Publishers’ Weekly; 
Vol. 106, No. 3; July 19, 1924.) N. Y., 


Author, 1924. $1. 

CiarKE, F. Essays in the politics of educa- 
tion. N. Y., Oxford University Press, 
1923: 158p. $1.70. 

Cote, THomas R. Triennial report of the 


schools of Seattle, Washington. Board of 
School Directors, Seattle, Wash., 1924. 
143p. Apply. 
DAVENPORT, Frances IsaBeL. Salvaging of 


American girlhood; a substitution of nor- 
mal psychology for superstitition and 
mysticism in the education of girls. N.Y., 
Dutton, 1924. 31lp. $3. 

DEKKER, HERMAN. Natural history of the 
child. N. Y., Boni & Liveright, 1923. 79p. 
40c. 

Drury, Francis K. W. College life and 
college sport; a treading list on student 
activities. Chicago, American Library As- 
sociation, 1924. 3lp. Paper. Apply. 

FEDERAL Boarp FOR VOCATIONAL EDUCATION 
YEARBOOK, 1923. Washington, D. C., Gov. 
Pr. Off., Supt. of Docs., 1924. Paper, 60c. 

Fow.kes, JoHN Guy. School bonds. Mil- 
waukee, Wis., Bruce Pub. Co., 1924. 177p. 
$2.25. 

FRASIER, GEORGE WILLARD, 
TROUT, WINFIELD D. 
education. Chicago, 
Co., 1924. 274p. $1.50. 

HADLEY, CHALMERS. Library buildings; 
notes and plans; includes school and chil- 
dren’s libraries. Chicago, American Li- 
brary Assn., 1924. 154p. $3.50. 


and ARMEN- 
An introduction to 
Scott, Foresman & 





266 





Haynes, Merritr Way. Teaching shop 
work; a handbook for instructors in wvo- 
cational schools and for students in trade- 
teacher training classes. Boston, Ginn & 
Co., 1924. 238p. $1.40. 

Howarp, Georce, Jr. Free textbooks in 
public schools; an examination of budget- 
ing, cost and administration of free text- 
books in the public schools, and the de- 
velopment of a plan which eliminates the 
major objectionable features now exist- 
ing. Raleigh, N. C., Author, 1924. 75p. 
Paper, $1.25. 

Hurt, Huser Wituiam. The college blue 
book. Chicago, College Blue Book, 1923. 
373p. $6. 

Ketty, Ropert Lincotn. Theological edu- 
cation in America; a study of one hun- 
dred sixty-one theological schools in the 
United States and Canada. N. Y., Doran, 
1924. 456p. $5. 

Liricotn, Epwarp ANbREWS. Beginnings in 
educational measurement. Philadelphia, 
Lippincott, 1924. 15ip. $1.60. 

McMurry, CHARLES ALEXANDER. How to 
organize the curriculum. N. Y., Macmil- 
lan, 1923. 358p. $2. 


MacPuHaiL, ANDREW HamiLton. The intel- 
ligence of college students. Baltimore, 
Md., Warwick & York. 176p. $1.80. 


MoeEHLMAN, ArtTHUR B. Child accounting, a 
discussion of the general principles un- 
derlying educational child accounting to- 
gether with the development of a uniform 
procedure. Detroit, Mich., Friesema Bros. 
Press, 1924. 205p. Apply. 

Morcan, JoHn J. B. The psychology of the 
unadjusted school child. N. Y., Macmil- 
lan, 1924. 300p. $2. 

Newmayer, S. W. Medical and sanitary in- 
spection of schools; for the health officer, 
the physician, the nurse, and the teacher. 
Philadelphia, Lea & Febiger, 1924. 
462p. $4. 

O’SHEA, MicHaeL VINCENT, ed. The child; 
his nature and his needs. Valparaiso, 
Ind., Children’s Foundation, 1924. 525p. $1. 

Parker, S. C., and Tempce, Atice. Unified 
kindergarten and first-grade _ teaching. 
Chicago, Univ. of Chicago, Dept. of Edu- 
cation, 1924. 101p. Paper, 50c. 

Peters, CHARLES CLINTON. Foundations of 
educatienal sociology. N. Y., Macmillan. 
457p. $2.50. 

SAMUELS, ADELIA ApAMs. An about-face in 
education; a primer interpretation of some 
educational principles; with a manual of 
writing, reading, spelling, and arithmetic. 
San Francisco, Calif.,. Harr Wagner, 1924. 
260p. $1.50. 

SAVAGE, Ernest ALBERT. The story of libra- 
ries and book-collecting. N. Y., Dutton. 
230p. $2. 

STANLEY, OxiverR Hucu, ed. The way out; 
essays on the meaning and purpose of 
adult education. N. Y., Oxford Univer- 


sity Press, 1923. 115p. $1.50. 

Srreitz, RuTuH. Educational diagnosis. 
(Bur. of educ. research circ. No. 27) 
Urbana, Ill., Univ. of Ill, 1924. 16p. 
Paper. Apply. 

Taytor, WittiAM S. The development of 
the professional education of teachers in 
Pennsylvania. Philadelphia, Lippincott. 
293p. $2.50. 


THWING, CHARLES FRANKLIN. What educa- 
tion has the most worth? A study in edu- 
cational values, conditions, methods, forces, 


and results. N. Y., Macmillan, 1924. 
235p. $2. 

Trace, Henry Epwarp. Dynamics of 
teaching. N. Y., Doran, 1924, 190p. 
$1.60. 

Vicror TALKING MacHINE ComMpPANy, Epbu- 
CATIONAL DEPARTMENT. Music manual 


for rural schools, with the victrola; in- 
formation and suggestions for the use of 








Tue JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


music in the rural school, together. with 
a full course of twenty lessons for each of 
three years’ work, and sixty morning ex- 
ercises. Camden, N. J., Author. 175p. 
Paper. Apply. 

WHEELER, JosepH L. The library and the 
community; increased book service 


Books to Grow On 


For Children in Grade Six 


Alcott—Little women. 
Aldrich—Story of a bad boy. 
Baldwin—Story of Roland. 
Barrie—Peter and Wendy. 
Canfield—Understood Betsy. 
Cervantes—Don Quixote. 
Clemens—Prince and the pauper. 
Colum—Adventures of Odysseus. 
Dix—Merrylips. 
Dodge—Hans 
silver skates. 
Duncan—Adventures of Billy Top- 
sail. 
Eggleston—Hoosier school-boy. 


French—Lance of Kanana; story 
of Arabia. 


Haskell—Katrinka; story of a Rus- 
sian child. 


Hudson—A little boy lost. 


Kingsley—Heroes; or, Greek fairy 
tales for my children. 


Kipling—Jungle book. 
Lamprey—In the days of the guild. 


Macleod—Book of King Arthur 
and his noble knights. 


Pyle—Merry adventures of Robin 
Hood. 


Schultz—With the Indians in the 
Rockies. 


Shaw—Castle Blair. 


Stevenson—Home book of verse 
for young folks. 


Swift—Gulliver’s travels. 


Zwilgmeyer—What happened to 
Inger Johanne. 


Brinker; or, The 


This list represents the combined judg- 
ment of workers with children in America’s 
largest public libraries. Permission is here 
given to reprint the list, referring to its 
source in THE JOURNAL of the National 
Education Association. Many localities are 
planning to reprint these lists in their 
courses of —< Children vary so widely 
in reading ability and interests that the 
books listed for each grade are useful also 
for adjacent grades. Information about 
many more excellent books may be had 
from the school or public library. 


through library publicity based on commu- 
nity studies. Chicago, American Library 


Association. 417p. $2.85. 

WYNNE, JoHN P. Guide to educational and 
general psychology. N. Y., Fordham 
Pub. Co. 96p. $1. 


Prize Book for Children 


Children and adults who like stories after 
the manner of Stevenson’s Treasure Island 
will find large satisfaction in the prize 
book for 1923, The Dark Frigate by Charles 
Boardman Hawes, issued by the Atlantic 
Monthly Press ($2 postpaid). This book 
was awarded the John Newbery medal by 
the American Library Association at its an- 








Mrs. Hawes re- 


nual conference in July. 
ceived the medal in her husband’s name, he 


having died in 1923. The John Newbery 
medal was adopted two years ago by the 
American Library Association and js 
awarded to authors who are citizens or resj- 
dents of the United States to encourage orig- 
inal and creative work in children’s litera- 
ture. The donor, Mr. Frederic G. Melcher, 
of New York, named the medal in honor of 
a London bookseller and publisher of the 
eighteenth century, one of the first publish- 
ers to devote attention to children’s books. 
The first award of the medal was made in 
June, 1922, to Hendrik Van Loon for his 
Story of Mankind. Last year, the medal was 
awarded to Hugh Lofting for the Story of 
Doctor Dolittle. The medal serves a most 
useful purpose in calling the attention of 
children and teachers to the one book pro- 
duced each year that librarians who work 
with children and books find the best. 


Among Books Received 


One hundred plays 
theaters; a_ selected list. 
Wilson Co., 1924. 19p. 


FLoyp, SARA TRAINOR. 
for out-door 
is: ) Rags Bee, Wes 
Paper, 60c. 

Henry, Frank S. The essentials of print- 
ing; a textbook for beginners. N. Y 
John Wiley & Sons, 1924. 187p. $1.25. 

Hepner, WALTER R. and Frances K. The 
good citizen; a textbook in social and vwo- 
cational civics. Boston, Houghton Mifflin, 
1924. 435p. $1.40. 

Ropinson, JAMES Harvey, and SMITH, EMMA 
Peters. Our world today and yesterday; 
a history of modern civilization. Boston, 
Ginn & Co., 1924. 625p; bibliography and 
maps. $2.12. 

RypELL, CapTain Cart. On Pacific fron- 
tiers; a story of life at sea and in out- 
lying possessions of the United States. 


Yonkers, N. Y., World Bk. Co., 1924. 
267p. $1.36. 

WaAGENER, CLARENCE W. What the small 
town needs. Baltimore, Md., Fischer 
Printing Co., 1924. 105p. $1.35. 


Free Material 


Children’s Book Week will be observed 
this year for the sixth time, November 9 to 15. 
Full information including projects, posters, 
and lists of books for children, parents, and 
teachers may be had free from Children’s 
Book Week Committee, 334 Fifth Avenue, 
New York City. “Could we give’ but one 
gift to every child, we should choose the 
love of books,’ says William Frederick 
Bigelow, editor of Good Housekeeping Mag- 
azine. 

Supervision of religious education through 
objective tests and measurements by Dr. 
W. L. Hanson will be sent free on applica- 
tion to School of Religious Education and 
Social Service, Boston University, Boston, 
Massachusetts. 

List of publications and library aids may 
be had from the American Library Associa- 
tion, 86 East Randolph Street, Chicago, 
Illinois. 

Useful suggestions are contained in Li- 
brary Supplies, catalog No. 27, which may be 
had free from Gaylord Brothers, Syracuse, 
| i A 


The Junior High School 


UNDAMENTAL changes in the philos- 
ophy of education are indicated by the 
rapid development of the junior high school 
which is one segment of an organization that 


September-October, 1924 










= 
e 
2 


ie 
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Vol. 13, Nos. 7-8 


supercedes the scheme of eight grades that 
was transplanted to America from Prussia 
during the first half of the nineteenth cen- 
tury. Even persons who do not work in 
junior high schools will find the following 
literature rich in suggestions. It is notable 
that this list contains several books issued 
during 1924. Additional references, includ- 
ing periodicals, may be had from the United 
States Bureau of Education, Washington, 


D. C. 


Bennett, G. V. The junior high school. 
Baltimore, Md., Warwick & York Inc., 
1919. 224p. $1.50. 

“A guide for a study of the junior high 
school movement. It is full of suggestions, 
full of arguments, full of enthusiastic hopes. 
It is put forth as a pathfinder.”—Preface. 
Bibliography, pages 208-220. 


Briccs, THomas H. The junior high school. 
(Riverside Textbooks in Education). Bos- 
ton, Houghton Mifflin Co., 1920. 350p. $2. 
Chapter headings are: The need of re- 

organization of schools; The development of 

the junior high school; Claims and objec- 
tions; Organization; Special functions of 
the junior high school; Curricula and courses 
of study; Methods of teaching; Teachers 
and salaries; The administration of the 
schedule and of class units; Social organiza- 
tion and control; Buildings and grounds; 

Costs; Results; In conclusion. Also bibliog- 

raphy and index. 


Orn. Junior high school 
education. Yonkers-on-Hudson, N. Y., 
World Bk. Co., 1924. 451p. $2.20. 
Chapter headings are: What the junior 

high school is; Historical development; 
Adolescent characteristics and their impli- 
cations; Four aims of the reform; Why the 
six-three-three plan is recommended; What 
the new school should accomplish; The pro- 
gram of studies; Physical training and 
health; English; Foreign languages; The 
social studies; Mathematics; Natural science; 
Practical arts; Fine arts and music; Morals 
and manners; Typical programs; Adminis- 
tration; Collateral activities; The junior 
high school building; Junior high school 
standards; The outlook for the future; Ap- 
pendix, including bibliography. 


Davis, CALVIN 


Dovcrass, A. A. The junior high school; 
fifteenth yearbook of the National Society 
for the Study of Education, part 3. Bloom- 
ington, Ill., Public School Publishing Co., 
1917. 157p. 


One of the best of the early 
Bibliography, pages 143-157. 


studies. 


Hawtey, Hatrie L. Teaching English in 
junior high schools. Boston, Houghton 
Mifflin Co., 1924. 142p. $1.20. 

Practical suggestions, methods, and devices. 

Samples of students’ work and graded read- 

ing lists. 


Hines, HARLAN 
school curricula. 
188p. $1.50. 
Chapter headings, each followed by list 

of references, are: Preliminary considera- 

tions; Mathematics; The languages; The 


Cameron. Junior high 
N. Y., Macmillan, 1924. 


social studies; The sciences; The practical 
arts; The fine arts; Summary and conclu- 
sions. 


Bibliography and references. 


THE JOURNAL OF THE NATIONAL Epucation AssoclATION 


Jounston, C. H., 


NEWLon, J. H., and 
PicKELL, FRANK G. Junior-senior high 
school administration. N. Y., Charles 


Scribner’s Sons, 1922. 399p. $1.88. 

Chapter headings are: Education for the 
new democracy; Party platforms in edu- 
cation; High school terminology; The 
high school issue; The adolescent period; 
The junior high school; Junior high school 
administration; Curriculum organization; 
Socialized recitation; Supervised study; Su- 
pervision of teachers and teaching; Internal 
organization and government; A constructive 
social programme; Some social aspects of 
physical education and games; The high 
school library; High school publicity; Ex- 


-perimentalism in secondary education; New 


conception of the principalship; The high 
school and modern citizenship; Problems 
emphasized by the war; Bibliography and 
index. 


Jupp, C. H. The evolution of a democratic 
school system. Boston, Houghton Mifflin 
Co., 1918. 119p. $1.20. 

Traces the development of the American 


school system, showing the need for reorgan- 
ization. 


Koos, L. V. The junior high school. N. Y., 
Harcourt, Brace & Co., 1920. 185p. $1.36. 


Chapter headings are: The movement for 
reorganization; The peculiar functions of 
the junior high school; The test of the or- 
ganization; The program of studies; Other 
features of reorganization; The standard 
junior high school. 


PEcHSTEIN, L. A., and McGrecor, A. L. 
Psychology of the junior high school pupil. 
Boston, Houghton Mifflin Co., 1924. 
280p. $2. 

Parts are: Adolescence and growth; The 
adolescent in reaction; Systematic aspects of 
adolescent mentality; Personality in adoles- 
cence; Instruction; Socialization; Guidance. 


THOMAS-TINDAL, Emma V., and Myers, J. V. 
Junior high school life. N. Y., Macmillan 
Co., 1924. 287p. $2. 


“Record of growth in both thought and 


experience” in the Holmes Junior High 
School, Philadelphia. Emphasizes  guid- 
ance. 


Van DENBURG, JosePH K. The junior high 
school idea. N. Y., Henry Holt & Co., 
1922. 423p. $1.75. 


Deals with curricula, tests, methods, and 
administration. 


Among Best Sellers 


To be a best seller may be a doubtful 
distinction. But to combine that record with 
the Pulitzer Prize for the best American 
biography is to command the attention of 
thoughtful readers everywhere. The Pulitzer 
Prize for the best American biography for 
1923 went to Michael Pupin’s “From Im- 
migrant to Inventor.” (Charles Scribner’s 
Sons, $4, postpaid), which has become a “best 
seller.” The author who is professor of 
electromechanics at Columbia University 
tells in an easy intimate style of his life 
and experiences from early youth in Serbia 
to his present position of recognized achieve- 
ment in the field of science and invention. 
The account is rich in suggestions for edu- 





267 


a aa 





cational workers. Its educational view is 
indicated by letters which THE JOURNAL has 
received from such persons as Dr. A. E. 
Winship and Katherine D. Blake urging its 
wide use by teachers. 


School Publicity 


Pusiiciry AND THE Pusiic SCHOOL. By 
Clyde R. Miller and Fred Charles. Bos- 
ton, Houghton Mifflin Company, 1924. 


(Riverside Educational Monographs.) 


179p. $1.20. 


There has been much talk recently about 
“educational publicity,’ and a statement of 
principles with some account of methods has 
been greatly needed. “Publicity and the 
Public School” meets this double need un- 
usually well. It is the first really funda- 
mental book in this important field, prepared 
by an almost ideal combination in author- 
ship, if one may say it—an educator who 
knows the press and a newspaper man who 
knows schools. 

The one important principle clearly set 
forth in this book has to do with the stand- 
point from which “publicity” is done, and 
very much needs to be more generally un- 
derstood. It is, briefly, that the school ad- 
ministration shall be in the position of offer- 
ing access to seekers after information rather 
than providing direct publicity. Press- 
agenting is suicidal, as the authors show, 
though a perusal of some of the publicity 
material now coming from educational insti- 
tutions suggests that not all educational au- 
thorities have learned this elemental prin- 
ciple. The school director of information 
visioned by the authors is a staff man who 
never attempts to “get stuff into the paper,” 
but makes it possible for the regular press 
representatives to find all the interesting and 
worth-while stories there are in the schools 
and to get at the truth of any matter about 
which there is controversy with a minimum 
of red tape and a maximum of understand- 
ing. He operates in a school system where 
the administration is in the habit of saying 
to the men of the press: “Gentlemen, these 
are the city’s public schools. They belong 
to the people. The people have a right to 
know how they are being managed, to what 
degree they are accomplishing worth-while 
results for the children and to what degree 
they are failing to accomplish results. We 
want you to have every opportunity to see 
for yourselves all that is being done, to judge 
for yourselves how well it is being done, and 
to report back to the public, which employs 
you.” 

Newspaper publicity is not the only type 
of information the authors have in mind. 
The “avenues to public support and confi- 
dence,” as they see them, include the school’ 
system itself; student publications, reflecting 
the work of their own schools; a department 
of school information; a school “house- 
organ”; and miscellaneous ways of contact 
with the public, such as parent-teacher asso- 
ciations, civic organizations, community 
centers, school reports, bulletins, monographs, 
etc. Throughout runs the wholesome note 
that the work of the schools is what really 
counts, after all—that student attitude to- 
ward teachers and teachers’ attitude toward 
students and others will inevitably have ef- 
fect on public opinion outside. Hence the 


20 a ik a Sw 


~ — - - 
SEDI D Ane. a etal cindy WeGNELNS 


Sonat Ren oie aere co 


ee 


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268 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


September-October, 1924 


_————————————— LL 


importance of right attitudes in the school. 
“In a good school the children are busy, 
interested, and happy. They cannot be so 
unless the teachers and executives are busy, 
interested and happy, spontaneous, cheerful, 
and frank. The superintendent must always 
remember that a good school is its own best 
publicity.” 

To many in our profession some of the 
most interesting parts of the book are found 
under the heading “What is news?” The 
time element in news-gathering, contest as 


an inherent factor the differences between 
straight news stories and feature stories— 
these and other items leading to the conclu- 
sion that “good publicity is an interesting 
story with important information”—will aid 
many a teacher and school administrator in 
the task, never more urgent than at present, 
of helping the public to understand.—W. 
Carson Ryan, Jr., Professor of Education, 
Swarthmore College, Swarthmore, Pennsyl- 
vania, and associate editor of School and 
Society. 


Mrs. Snaffy On Cake and 
Capacity 


LaurA Bexvy Everett and EvizAseTH ABBEY EVERETT 


O, SOPHRONISBA, if I was 
Mis’ Morr I wouldn’t complain 
to the principal about Buster’s bein’ put 
in the slow class—what do you call it?” 
Mrs. Snaffy assembled citron, cinna- 
mon, and cloves for fruit cake as she 
replied to Sophronisba’s tale of their 
neighbor’s indignation. 

“They call ’em limited classes, Ma.” 

Mrs. Snaffy measured her sugar ac- 
curately, as she repeated with the air of 
Themis, “No, I wouldn’t complain 
about him bein’ put into the limited 
class, Sophronisba. His ma wouldn’t 
make him wear six-year size knicker- 
bockers because he’s had a birthday, 
when he ain’t but five-year big, now 
would she?” 

“No, Ma, and I think she don’t ought 
to complain. He’s got an awful nice 
teacher in the limited. Everybody 
that’s had Miss Ranger wanted to put 
her little brother or sister in that class 
anyhow.” 

“Of course, of course,” Mrs. Snaffy 
blended sugar and butter with char- 
acteristic thoroughness. “Probaly a 
lot of slow folks have suffered all their 
lives for jest not having the kind of 
start Mis’ Ranger will give Buster. It’s 
like what I said about the size of his 
clothes. It’s the slow ones that need 
the most boosting.” 

Mrs. Snaffy turned to her egg-beat- 
ing. “Don’t you believe, Sophronisba, 
that brains is everything. Sure they’re 
mighty useful if they’re managed right. 
There’s folks with fine brains that don’t 
use ‘em regular, and there’s folks with 
poor ones that gets good results and 
seems to run along and move quite a 
ways mostly on good habits and decent- 
ness. 

“Seems to me folks is like cake. It 
ain’t the ingreedjents that counts so 


much as the balance-like. Too much 
of the best things in your cake will keep 
it from bein’ a real success, and too 
little of something like bakin’ powder 
that ain’t food at all will spoil it jest 
the same.” 

Mrs. Snaffy looked keenly at the work 
of her assistant. 

“Sophronisba, you grind them nuts a 
mite finer. As I was saying, the quali- 
ties in folks is like the ingreedjents in 
cakes. It’s the propotions that counts. 
If that ain’t right, the best things in the 
pantry won’t make what’s fit to eat.” 

Sophronisba struggled dumbly with 
the nut-grinder and the clutch of a new 
idea; then she burst out, ““What’s butter 
in folks, Ma?” 

Fortunately Mrs. Snaffy understood 
the somewhat vague question. She 
thought a moment. “I’d say butter is 
like generosity.” 

“What are eggs, Ma?” 

“Oh! eggs—eggs, they’re ambition 
and quality.” 

“What’s flour?” 

“Bein’ strong, I guess. It makes a 
tough old cake if there ain’t a plenty of 
the other things.” 

“O Ma, is sugar kindness?” 

“Well, I’d say it’s about the same in 
cakes or folks, jest sweetness, but butter 
and sugar won’t make a cake or a char- 
acter, you remember, Sophronisba.” 

Mrs. Snaffy reduced a citron to bits 
as she expounded. 

“Bakin’ powder—that’s energy, jest 
clear git-up-and-git, but you know it 
ain't a food, no more than soap or 
borax. Energy jest by itself is a 
mighty dangerous thing. Unless any- 
body harnesses his energy to what’s 
worth while, he’s like a cowboy that 
shoots up a town.” 

Mrs. Snaffy stirred nuts, raisins, and 


citron into the creamy mixture in the 
great bowl, pausing only to light the 
oven, answer the phone, and give the 
groceryman a long list of staples. Re. 
suming her major occupation of cake 
making, she went on, 

“Don't you forget, Sophronisba, we 
wasn’t all meant to be pound cake. 
There’s place on the Lord’s table for 
sponge cake and cookies and marble cake 
and gingerbread and fruit cake and bis. 
cuit. Most of the world is biscuit, 
Some is sweetened, with raisins in "em. 
The thing is to be the best of your kind 
that you can. If you're jest biscuit, be 
a good digestible one, and try not to have 
a yellow streak of saleratus in you, 
There, you butter those pans. 

“The oven that’s the inve-ironment, 
they call it. You can spoil the best 
cake that ever was made by too slow or 
too hot a oven. Now you take the 
place where I growed up, no opportu- 
nities. We was all slack-baked, I tell] 
you. Nowadays, when I see the young 
folks here in the city kept on the go, 
wearin’ out all their youth, so they’ll be 
old when they had ought to be young, I 
say to myself, “The oven’s too hot.” 

Reginald thrust his head in at the 
kitchen door. “You won’t forget you 
promised me some of the sample, Ma, 
Where’s the paper ?” 

“Reggie, you finish your coal and 
kindlin’s and when the cake samples is 
done, we'll read the paper together,” re- 
turned his mother diplomatically. “J 
"spose he wants to read about them Chi- 
cago murderers, Sophonisba. Now take 
them; they was meant for real rich 
cake, but there was a pinch of arsenic in 
‘em, 1 guess. People are tryin’ to find 
out how that there strychnine or arsenic 
or whatever it was, got there. Maybe 
that’s what followin’ out Freud’s idees 
does. I told you about that Freud book 
when I pizcho-analyzed you and Arte 
Mesia. That book of his the’ry that I 
read a piece of woulda made a dove or 
a humming bird immoral. He seems 
to think that every man’s got a constant 
desire to marry his mother-in-law or 
elope with his granddaughter, and he’s 
mighty afraid of ‘suppressed desires’ 
from what I could make out. I spose 
them Chicago critters never suppressed 
any desires to chop up people. I can’t 
help wonderin’ if it ain’t partly a heavy 
dose of Freud the’ry that ails ’em. 

“Tt may be old-fashioned to push back 
the bad in you and give the good a 
chanct, but don’t you be afraid of bein’ 
old-fashioned that way, Sophronisba.” 












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Vol. 13, Nos. 7-8 





THE JOURNAL OF THE NATIONAL Epucation AssociaTION 


nen iS 





NOTES and ANNOUNCEMENTS 





SS LL A tilt 


A FITTING CLIMAX to the Washington Con- 
yention, was the series of Patriotic Pil- 
grimages to historic shrines held simulta- 
neously on Friday afternoon, July 4. There 
were ten of these pilgrimages and difficult 
it was for the visitor to decide which he 
should attend. With three exceptions all of 
them were in the District of Columbia. 
Each pilgrimage was in charge of a chair- 
man who introduced the speaker for the oc- 
casion. The list follows: Tomb of the Un- 
known Soldier—Chairman, Ambrose Cort, 
New York City; Speaker, John F. O’Ryan, 
New York City. Lincoln Memorial—C hair- 
man, R. E. Williams, Louisville, Kentucky; 
Speaker, Francis G. Blair, Springfield, Illi- 
nois. Memorial Continental Hall—Chairman, 
Mrs. Anthony Wayne Cooke, Washington, 
D. C.; Speaker, Homer H. Seerley, Cedar 
Falls, lowa. American Red Cross—Chairman, 
Mary McSkimmon, Boston, Massachusetts ; 
Speaker, R. G. Jones, Cleveland, Ohio. 
Walter Reed General Hospital—Chairman, 
Honorable Hubert Work, Washington, D.C.; 
Speaker, Joseph M. Gwinn, San Francisco, 
California. Tomb of Woodrow Wilson— 
Chairman, Anna Laura Force, Denver, Col- 
orado; Speakers, James Y. Joyner, La 
Grange, North Carolina; Mrs. Mary C. C. 
Bradford, Denver, Colorado. Mount Ver- 
non—Chairman, Mrs. Horace Van Deventer, 
Knoxville, Tennessee; Speakers, J. A. C. 
Chandler, Williamsburg, Virginia, John J. 
Maddox, St. Louis, Missouri. Frederick 
Douglass Memorial Home—Chairman, M. 
Grant Lucas, Washington, D. C.; Speakers, 
Garnet C. Wilkinson, Washington, D. C., 
and Sara L. Rhodes, New York City. Na- 
tional Cemetery, Gettysburg, Pennsylvania— 
Chairman, William M. Davidson, Pitts- 
burgh, Pennsylvania; Speaker, Frank P. 
Graves, Albany, N. Y. Home of Thomas 
Jefferson, Monticello, Virginia — Speaker, 
Charles G. Maphis, Charlottesville, Virginia. 


THe DEPARTMENT OF SUPERINTENDENCE has 
a Commission on the Curriculum, with Dr. 
Edwin C. Broome, superintendent of schools, 
Philadelphia, Pennsylvania, as chairman. 
This Commission is at work on the Third 
Yearbook of that Department. The findings 
are to be based on research studies and will 
seek to formulate the objectives attainable 
by the end of the sixth grade. City and 
State school systems, universities, and indi- 
vidual specialists have generously placed 
material of the greatest value at the disposal 
of the Commission. Special codperating 
committees have been appointed as follows: 
arithmetic, reading, spelling, penmanship, 
industrial arts, home economics, social 
sciences, fine arts, language and composition, 
music, natural science, physical education. 
A meeting of all members of the Commission 
is to be held at the headquarters in Wash- 
ington during the last week of October. 


THe Report OF THE EpiTorRIAL COUNCIL 
made by the chairman, Dr. William C. 


Bagley, was one of the features of the Con- 
vention which attracted large headlines in 
the newspapers. Referring to the scant at- 
tention given education by the nominating 
conventions in contrast with the courteous 
treatment of the Association’s representatives 
at the hands of the President and Congress, 
Dr. Bagley declared that it was clear that 
teachers should play a larger part in the 
selection of candidates for office and of del- 
egates to conventions. 


LEGISLATIVE COMMISSION—Among the re- 
ports which were received with greatest en- 
thusiasm by the Representative Assembly 
was the report of ‘the Legislative Commis- 
sion, made by the Chairman, Dr. George 
D. Strayer, telling of the progress made in 
the campaign for the Sterling-Reed Bill. 
President Coolidge, in his speech on July 4, 
expressed himself in favor of a Department 
of Education and Relief with a Secretary in 
the President’s Cabinet. 


AT THE WASHINGTON CONVENTION, there 
was much favorable comment on the ar- 
rangements provided for exhibits and reg- 
istration service at the Central High School. 
While the space available for exhibits was 
not so great as at many other places, the 
arrangement was such as to permit exhibits 
to be especially effective and attractive. In 
spite of the many outside attractions, the ex- 
hibits were well patronized during every 
hour that they were open. Members were 
well pleased because of the convenience of 
the plan, and exhibitors were very happy 
over an arrangement which made contacts 
possible with so large a proportion of those 
attending the convention. 


Tue Firry-FIFTH ANNUAL meeting of the 
Department of Superintendence is to be 
held in Cincinnati, Ohio, February 22-26, 
1925. The Cincinnati Music Hall provides 
an excellent meeting place for the general 
sessions of the Department. Musical pro- 
grams of unusual merit and interest are in 
preparation. 

The meetings of the National Society for 
the Study ef Education on the evenings of 
Saturday, February 21, and Tuesday, Feb- 
ruary 24, will also be in the Music Hall. 
Hotel ballrooms have in recent years proved 
inadequate to accommodate the attendance 
at the popular meetings of this society. 

A remarkably large advance reservation 
of hotel rooms points to a record-breaking 
attendance. Communications regarding hotel 
reservations should be addressed to Mr. 
Thomas Quinlan, Chamber of Commerce, 
Cincinnati, Ohio. 


Exuisits will form an important feature 
of the meeting of the Department of Super- 
intendence at Cincinnati, February 22 to 26. 
These will be located in the two large ex- 
hibit rooms of the Music Hall. The ex- 
hibit rooms are on either side of the Audi- 


torium in which the larger meetings will be 
held. Nearly 50,000 square feet of space 
are available for exhibits, and in addition 
to those of a commercial nature, President 
McAndrew is planning for a special exhibit 
of fine arts, one displaying civic service that 
schools are rendering and another, under 
the direction of the United States Bureau of 
Education, demonstrating platoon schools. 


Tue Montana Epucation AssociATION has 
as its executive secretary Mr. R. J. Cunning- 
ham, formerly superintendent of schools at 
Bozeman, Montana. Mr. Cunningham be- 
gan work August 15. His address is Room 9, 
Kohrs Block, Helena. 


Stocks of back numbers of THE JOURNAL 
are becoming more and more depleted. Per- 
sons wishing to complete their files are ad- 
vised to order now missing numbers, at 
twenty-five cents a copy. 


THE BUDGET SYSTEM of paying dues in pro- 
fessional organizations is followed by the 
Teachers’ Association of Burlington, Iowa, 
whose constitution provides that “the annual 
dues shall be five dollars, which shall in- 
clude individual membership in the National 
Education Association and the lowa State 
Teachers’ Association. The annual dues of 
members shall be paid on or before October 
first of each year.” 


THE SEPTEMBER Bookman is an educa- 
tional number and contains the following 
articles which are of especial interest: Mass 
Education, by John Erskine; English in Our 
High Schools, by John M. Avent; and 4 
Survey of New Educational Books, by Allan 
Wilson Porterfield. 


A LIFE MEMBERSHIP in the National Edu- 
cation Association was presented to Superin- 
tendent J. A. Cranston, of Santa Ana, Cali- 
fornia, by the City Teachers’ League of that 
city at the last meeting of the school year 
1923-24. The gift was accompanied by 
many expressions of appreciation of Mr. 
Cranston’s services to the schools, according 
to a letter from Miss Verna E. Wells, for- 
merly president of the League. 


For THE PAST four years all of the teach- 
ers of the city schools of La Junta, Colorado, 
have been members of the National Educa- 
tion Association, the Colorado Education As- 
sociation, the Otero County Teachers’ Asso- 
ciation, and the La Junta Teachers’ Club. 
Mr. R. M. Tirey is superintendent. 


THE DeMocrATIC PLATFORM ON Epuca- 
TION—We believe that each State, being re- 
sponsible for the intellectual and moral qual- 
ifications of its citizens and for the expendi- 
ture of the moneys collected by taxation for 
the support of its schools, shall use its sov- 
ereign right in all matters pertaining to edu- 
cation. The Federal Government. should 


(Continued on page A-170) 


















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4 
Xx 


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as 






































CLASSROOM WEIGHT RECORD 


.-.-------» Teacher 














































































































WEIGHT—HEIGHT—AGE TABLE FOR BOYS HOW TO USE THESE TABLES 










1. TAKE THE HEIGHT FIRST. Nail an accurate measure on the 
wall. Two yardsticks, a mew tape measure, or a drawn scale 
will serve. Let the child stand, without shoes, flat against the 
wall, with heels, shoulders, and head touching the wall, and 
place a right-angled piece of wood (a chaik box will answer) 
firmly over his head and against the measuring scale, 

2. WHAT IS THE CHILD’S AGE? Take the nearest birthday. 


3. THEN CONSULT THE CHART FOR THE PROPER WEIGHT 
FOR THIS CHILD’S AGE AND HEIGHT. First find the height 
in the left column and follow across the chart to the appropriate 
age column, The figure so found is what this child should 
weigh. 

4. NOW WEIGH THE CHILD. Have the child, in indoor clothing 
but without shoes, stand in the CENTER of the scale platform. 
Teach the child te weigh himself, but in the monthly weighings 
the teacher should do the weighing. 


5. NEXT, THE RECORD. Eater the weighi on the classroom weight 
record. State the monthly weight on the monthly report card. 
Use one record for each section of the class and pass on with 
the section when promoted. 

6. SINCE THIS CHART IS CHIEFLY FOR ITS EDUCATIONAL 
VALUE, THE HEALTH LESSON IS THE MOST IMPORTANT 
PART OF THE PROCEDURE. Emphasize the need of weight 
gains each month. Study foods and their relation to growth. =~ - —|-+— 
Study health habits and their effect upon the weight curve. 


16 | 17 
Ven, | Ure 


9} 10; 11 
Tes. | Tes. | Ves. | Yes.) Yes.) Ure. 


2 
Ves. 


13 
Trs. 


4 
Yes. 


1s 
Yrs. 


18 
Tea | Tes. 



































These new Weight-Height-Age Tables are a revision, by Bird T, 
Baidwin and Thomas D. Wood, of the Wood tables formerly used. 
The figures represent a large group of presumably healthy children, 
most of whom are native bern, These figures are believed to be 
the most accurate available 











ip : } 136| 138| 140 

















" D. Weod, M.D. 
Prepared by Bird T. Baldwin, PH.D., and Thomas D. Wood, M.D. Prepared by Bird T. Baldwin, PH.D., and Thomas ’ 





——$<— 








Vol. 13, Nos. 7-8 


THE JOURNAL OF THE NATIONAL Epucation AssoctaTION 








1,000 Schools 


adopted the Scholastic in the course of a single year and thus 
proved that there has been a demand in the upper grades and in the high schools 


for a magazine prepared expressly and exclusively for Oral English and Current 


History classes and that the demand has been and is being met. 
e 


The Scholastic is published every-other-week, contains trom 32 to 40 pages— 
profusely illustrated—and is the best periodical study for young people in the fields of literature, 
art, science, travel, debate, drama, vocations, book reviews, and current events with adequate his- 
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Published Every-Other-Week 


Because— 


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tional institutions throughout the coun- 
try that use careful judgment in select- 
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in the hands of students: 


Brunswick, Me., H. S. 
Carson City, Nev., H. S. 
Chicago, Illinois: 
Crane Technical H. S. 
Hyde Park H. S. 
Lane Technical H. S. 
Cincinnati, Ohio: 
Bloom Jr. H. S. 
Woodward H. S. 
Cleveland, Ohio: 
Ben Franklin Jr. H. S. 
The Heights H. S. 
Shaw H. S. 
Danbury, Conn., H. S. 
Dayton, Ohio: 
Stivers H. S. 
Indianapolis, Indiana: 
Arsenal Technical H. S. 
Los Angeles, California: 
Manual Arts H. S. 
Malden, Mass., H. S. 
New York, N. Y.: 
Wm. H. Seward H. §S. 
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(Ten high schools) 
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Waite H. S. 
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Use the ‘‘on approval” coupon 


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Research Professor of 
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Administration, New 
York University 

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President, Alexander 
Hamilton Institute 

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Representative, Carnegie 
Institute 

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ee ao el Fo ee See 








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Tue JourNAL oF THE NATIONAL EpucaTion ASSOCIATION 





September-October, 1924 





O 
ASSOCIATIONS 


County 
STATE 


NATIONAL 


A Professional Interest Device 


Everyone is eager to receive new ideas, especially 
if they are workable and have withstood the test. 
The idea which is being passed on to you is 
unique, especially in the educational field. Mr. 
Glenn Drummond, Superintendent of Logan County 
Schools, Bellefontaine, Ohio, instituted a tag day, 
ordinary in itself, but extraordinary in connection 
with a Teachers’ Institute. He used tags made up 
as illustrated and they were given to every teacher 
who enroled in the three associations: county, state, 
and national. At the close of the Institute every 
teacher except two was wearing the red tag. Great 
pride was demonstrated for the privilege given 
these teachers to show their loyalty to the pro- 
fession. Superintendent Drummond not only se- 
cured the membership of nearly every teacher at 
the Institute, but his entire county is on the eve of 
a roo per cent celebration. Much credit is due 
this wide-awake Superintendent. There are hun- 
dreds of others all over the United States who will 
be glad to use this or some similar device and 
take hold in the same splendid fashion. There is 
a new awakening among rural teachers and others 
for a solidified profession, which is the only hope 
for proper recognition of education. 





Notes aad Announcements 
(Continued from page 269) 


offer to the States such counsel, advice, and 
aid as may be made available through the 
Federal agencies for the general improve- 
ment of our schools in view of our National 
needs. 


Tue REPUBLICAN PLATFORM ON EDUCA- 
TION—The Federal Government shall, as far 
as lies within its power, give to the people 
and the States the benefit of its counsel. 
We approve the recommendation for the 
creation of a cabinet post of Education and 
Relief. 


THE NATIONAL PROHIBITION PLATFORM ON 
EpucaTion—We favor freedom of speech, 
a free préss, our free public-school system, 
and compulsory attendance in our public 
schools. We are unalterably opposed to 
public moneys being used for sectarian pur- 
poses. We favor keeping open to public 
inspection all places where public wards 
are cared for. 


SixTEEN New York ciTiEs are ranked ac- 
cording to the percentage of pupils enrolled 
in high schools during 1921-22 in a recent 
report of the New York State Bureau of 
Municipal Information. The cities and the 
per cent of their school enrolment which is 
in the high school are as follows: Oswego, 
twenty-seven; Ithaca, twenty-seven; Auburn, 
twenty-four; Elmira, twenty-three; Hornell, 
twenty-three; Geneva, twenty-one; Cort- 
land, twenty-one; Kingston, twenty; Olean, 
nineteen; Lockport, nineteen; Syracuse, nine- 
teen; Rome, fourteen; Rochester, fourteen; 


Yonkers, thirteen; Dunkirk, twelve, Bing- 
hamton, twelve. 


THE LARGEST and most complete library of 
strictly educational literature in America js 
maintained by the United States Bureau of 
Education at Washington. This library js 
administered as a central reference and 
lending collection for teachers and educators. 
Its bibliographers supply information to in- 
vestigators of technical educational subjects, 
On request the library will give informa- 
tion and advice regarding methods of or- 
ganization, administration, cataloguing, clas- 
sifying, etc., for educational libraries and 
educational book collections. The Bureau 
has recently listed for the first time a com- 
plete list of publications and other materials 
from all Federal departments useful to 
teachers in Bulletin 1924, No. 23, a copy of 
which may be had by sending a card to the 
Commissioner of Education, Department of 
the Interior, Washington, D. C. 


GENEROUS PROVISION FOR SICK LEAVE is em- 
bodied in the rules of the Board of Educa- 
tion of the Ithaca, New York, public schools, 
which specify “that when a teacher in the 
employ of the Ithaca Board of Education 
becomes ill after having passed the three- 
year probationary period and been promoted 
to the permanent staff, such teacher shall be 
entitled to receive one-half salary during a 
period not to exceed one school year of ten 
months.” The generosity of a former Ithaca 
teacher, who has turned over ten thousand 
dollars for the purpose, provides free bed 
and board with standard service for Ithaca 
teachers at the Ithaca City Hospital. 

MANY EVIDENCES point to growing interest 


































: Teachers’ Chair 
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No. O. C. 338 


SES 


REG. U.S. PAT. OFF. 
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- 215 East 6th St. 
- 516 W. 34th Se. 
- 244 So. Fifth Se. 
e- 148 No. Tenth St. 











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Vol. 13, Nos. 7-8 











THE JOURNAL OF THE NaTIONAL EpucaTion AssociATION 


of all our 


school children have 
defective vision / 


Incorrectly placed or glaring light in the home is an outstanding 
cause of poor eyesight and children are the chief sufferers 


—sponsored and supported by the entire electrical in- 
dustry is a cooperative educational activity designed to 
give to the public, through the school children, a better 
knowledge of the proper use of electric light, and indi- 
cate ways in which existing home lighting conditions 
may be improved. The major result will be less eye 
trouble and better national health, and in addition better 
lighted, more beautiful homes. 


To arouse the interest of the children and direct their at- 
tention to the importance of better home lighting, it 
is presented to them in the form of a contest; and awards 
are offered which range upward in value to University 
Scholarships and the prize $15,000 electrical home. 


The Home Lighting Contest does not interfere with reg- 
ular school work and requires none of teacher’s time. It 
is possible, however, that the children may ask for teacher's 
help or opinion. Therefore, the electrical people in your 
city or locality stand ready to furnish full information 
concerning this great international movement and offer 
their full cooperation to the end that in future years there 
will be less eye trouble. 


The 
LIGHTING EDUCATIONAL 


680 Fifth Avenue « °* ° New York,NY. 


Mention THe JourNnaAL when writing our advertisers. 


THE HOME LIGHTING CONTEST 


This 28-page primer on Home Lighting will 
be furnished Free to any school teacher and 
every school child entering the Home Light- 
ing Contest. 


The primer is the “text book’? of the contest, 
explains it fully, and contains information 
of value to every child, parent and teacher. 


Your local electrical people will gladly supply 
you with a quantity of primers for distribu- 
tion to your class. 















A-172 


in better world relations. For example, Mr. 
Edward A. Filene, of Boston, Massachusetts, 
offered prizes in European countries for the 
best proposals for restoring peace and 
prosperity in Europe. Over 5300 plans were 
submitted in France, 4700 in Great Britain, 
4400 in Germany, and 1000 in Italy. 


Francots-ALBert, the French minister of 
education, has issued a decree reéstablishing 
subjects in the curriculum of secondary 
schools as an alternative to Latin. This 
measure in effect revokes the decree of 
May 3, 1923, issued by Léon Bérard, insofar 
as that decree prescribes Latin as a com- 
pulsory subject of study in the Lycées. In 
a memorandum accompanying the decree 
Francois-Albert points out that the Bérard 
decree has been in operation during one 
school year, and states that as a result of 
this experience the heads of schools almost 
unanimously agree that a purely classical 
instruction is not easily adaptable to all 
young minds and temperaments’ whose 
variety ought to be carefully safeguarded.— 
School and Society. 


Tue sALary of Mrs. Susan M. Dorsey, 
Superintendent of Schools, Los Angeles, Cal- 
ifornia, has been increased to $13,000 by 
unanimous vote of the Board of Education. 
Mrs. Dorsey has been a member of the 
Editorial Council of THE JOURNAL since it 
was established in 1921. 


COLLIER’s, THE NATIONAL WEEKLY, has an- 
nounced a better school program which in- 
cludes the following points: (1) the right 
school board; (2) unit organization, the su- 
perintendent in charge; (3) a sound budget; 
(4) platoon school buildings and ample 
playgrounds; (5) a salary schedule that will 
provide good teachers; (6) studies adapted 
to present-day needs; (7) abolition of the 
lock step; (8) project work, to teach co- 
operation; (9) adequate physical training; 
(10) junior high schools, with a chance for 
each child to succeed. Through editorials 
and accounts of work being done in various 
parts of the country, Collier’s proposes to do 
all it can to help the Nation realize this 
program. Popular education has made pos- 
sible our great magazines and newspapers. 
They in turn are more and more lending 
their efforts to the improvement and ex- 
tension of education. 


BIRMINGHAM, ALABAMA, voted a_ bond 
issue of $3,500,000 for schools and $650,000 
for a Public Library by large majority on 
May 13. Birmingham papers are commend- 
ing the educational leadership of the city 
in the highest terms. Mr. C. B. Glenn is 
superintendent of schools and Mr. Lloyd W. 
Josselyn is librarian. 


A TESTIMONIAL DINNER was given in May 
to Dr. James E. Bryan, superintendent of the 
public schools of the city of Camden, New 
Jersey, in honor of his twenty-five years of 
service in that position. Seven hundred 
guests were present. 


THE AMERICAN LiBRARY ASSOCIATION has 
appointed a commission the Library and 
Adult Education, consisting of Judson T. 
Jennings, Seattle, Washington, chairman; 
Charles F. D. Belden, Boston; William W. 
Bishop, Ann Arbor, Michigan; Matthew S. 
Dudgeon, Milwaukee, Wisconsin; Linda A. 
Eastman, Cleveland, Ohio; W. O. Carson, 
Toronto, Canada; and Charles E. Rush, 


Tue JourRNAL oF THE NATIONAL EpucaTION ASSOCIATION 


Indianapolis, Indiana. The commission will 
investigate adult educational activities both 
in America and abroad, including university 
extension and correspondence courses and 
the adult educational services of universities 
and of public and special libraries. 


THE ELEVENTH NATIONAL RECREATION CON- 
GREss will be held under the auspices of the 
Playground and Recreation Association of 
America at Atlantic City, New Jersey, Octo- 
ber 16-21. Theodore Roosevelt, Jr., whose 
father helped found the Association, will be 
one of the principal speakers. 


Tue Ituinois STATE NORMAL UNIVERSITY 
will hold its fourth annual home-coming 
October 24-25, 1924, according to an an- 
nouncement received from the chairman of 
the celebration, Annette B. Cooper, of Nor- 
mal, Illinois. 


A LARGE BOND ISSUE was carried by the 
Los Angeles, California, City school district, 
on June 3, 1924, by a vote of ten to one, 
calling for an expenditure of $34,640,000. 
Other bond issues that have been voted by 
Los Angeles in recent years are $17,400,000 
on June 6, 1922 by a vote of fifteen to one; 
$9,500,000 on June 8, 1920, by a vote of 
fifteen to one; $4,600,000 on May 4, 1920, 
by a vote of seven to one. Mrs. Susan M. 
Dorsey is superintendent of schools. 


THE SCHOOL PRINT SHOP of the high school 
in Dubuque, Iowa, has issued an attractive 
illustrated booklet, under the title 7 Will 
Study and Get Ready and then Perhaps my 
Time Will Come. The aim of this booklet 
is to attract boys and girls into the high 
schools. 


THE SEVENTIETH ANNIVERSARY of the Iowa 
State Teachers’ Association will be cele- 
brated in Des Moines in November. The 
program will be worthy of the great history 
of this Association. Dr. H. H. Seerley, pres- 
ident of the Iowa State Teachers’ College 
at Cedar Falls, who has been a member of 
the Association for over fifty years, will 
deliver one of the addresses. 


THE WORKERS’ EDUCATION MOVEMENT is 
growing rapidly in this country, according 
to recent figures compiled by a committee 
of the National University Extension Asso- 
ciation. This committee, headed by Dean 
Louis E. Reber, of the University of Wis- 
consin, reports that there were about one 
hundred experiments conducted during the 
year 1922-23, participated in by more than 
20,000 adults. ‘Thirty different States now 
boast workers’ classes, and outstanding ex- 
periments have been carried on by Amherst, 
Bryn Mawr, and the Extension Division of 
the University of California. 


Dr. JoHN W. Goon, for several years pro- 
fessor of English, secretary of the College, 
and director of the Summer School in the 
Georgia State College for Women at Mil- 
ledgeville, has resigned his position in that 
institution to become head of the Depart- 
ment of English in Agnes Scott College in 
Decatur, Georgia, a suburb of Atlanta. 


INsTRUCTION in the use of library books 
is given in several of the high-school libra- 
ries of Cleveland, Ohio. Graduates of these 
schools report that they find this training 
very useful after entering business or pro- 
fessional life. 


September-October, 1924 


THE EFFECT of radio on popular educa- 
tion is receiving more and more attention 
from educational workers. It is estimated 
that the people of the United States wil] 
spend more than $500,000,000 for radio 
equipment during the year 1924. Sets range 
all the way in price from $2000 to those that 
are assembled from the counters of the “fiye 
and ten.” Correspondence courses in radig 
reception and transmission are offered by 
the engineering extension department of the 
Pennsylvania State College. More students 
have enrolled in the radio courses than jn 
any other of the correspondence courses 
offered by the department. 


THAT ADULTs engaged in gainful occupa- 
tions are endeavoring to keep pace with 
social and industrial demands is nowhere 
more evident than in the city of Detroit. Up- 
ward of 13,000 men and women, according 
to recent statistics, are attending night 
schools in that city. 


TEACHERS INTERESTED IN SPELLING may re- 
ceive free the publications of the Simplified 
Spelling Board by writing to that board at 
Lake Placid Club, Essex County, New York, 


AMONG RECENT ADDITIONS to the faculty of 
the school of education of New York Uni- 
versity are F. W. Roman, Ambrose L, 
Suhrie, Clark W. Hetherington, Howard R. 
Driggs, Charles M. Gill, J. Oscar Creager, 
and J. A. Drushel. 


PROFESSOR FLETCHER HARPER SwiFT has 
been granted a leave of absence by the Uni- 
versity of Minnesota for the academic year 
1924-1925 in order to accept an appointment 
as visiting professor in the department of 
School Administration, Teachers’ College, 
Columbia University. 


PLANS are being developed for a graduate 


school of international relations at Johns 
Hopkins University to be known as the 
Walter Hines Page School. The _ school 


hopes to bring together the authorities in 
international relations from every part of 
the world and to provide travelling fellow- 
ships which will encourage wide first-hand 
acquaintance with world affairs. 


THAT JUVENILE delinquency decreases 
with the opening of playgrounds has been 
further verified by recent reports from Cin- 
cinnati, Ohio. In a period of three years 
since the opening of a playground in one 
neighborhood in that city the court records 
show a reduction in delinquency of 67 per 
cent. 


Dr. Kenyon L. ButrerFie_p has resigned 
the presidency of the Massachusetts Agri- 
cultural College to become president of the 
Michigan Agricultural College at Lansing, 
as successor to Dr. David Friday. 


Mr. L. A. Butter, superintendent of 
schools of Ann Arbor, Michigan, has been 
elected superintendent at Grand Rapids, with 
a salary of eight thousand increasing to ten 
thousand. 


Tue Junior HicH ScHOOoLs OF RICHMOND, 
Indiana, believe they have found ways to 
solve the problem of how to approach ef- 
ficiently the election of a foreign language 
in the secondary schools. Four years ago 
they originated and began to teach a course 
in general language, with the purpose of 
revealing to the pupil that his personal con- 

















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Vol. 13, Nos. 7-8 


nection with language was as vital as any 
other of his school activities. The idea is to 
surround him with the atmosphere of lan- 
guage in the making as seen correlative with 
race evolution. By the end of the course 
the pupil is able to understand his ability 
to master a foreign tongue, and if a lan- 
guage is decided upon, whether it shall be 
modern or classical. If no language is 
elected, he still finds the course useful in 
connection with English and kindred courses. 


Mr. L. B. Witson, for twenty-five years 
vice-president of the San Jose (California) 
State Teachers’ College, died on May 16, 
after an illness of five months. He had 
recently passed his seventieth birthday. 


THE TRUSTEES OF JUNIATA COLLEGE (Hunt- 
ingdon, Pennsylvania) have granted to Dr. 
I. Harvey Brumbaugh, for twenty-five years 
President of Juniata College, leave of ab- 
sence for graduate study next year. On his 
recommendation Dr. M. G. Brumbaugh, ex- 
governor of Pennsylvania, former superin- 
tendent of schools of Philadelphia, has been 
elected permanent president of the College. 


Mr. C. M. Witson, formerly superintend- 
ent of the Whitmire Schools, began service 
as full-time secretary of the South Carolina 
Education Association on June 1, 1924, at a 
salary of $3600. His address is Number 6 
Maxson Building, Columbia. 


Me. J. H. Hickman, formerly assistant 
State superintendent of West Virginia has 
become superintendent of schools, Hinton, 
West Virginia. Mr. Hickman is State di- 
rector of the National Education Association. 


Dr. ALFRED HALt-Quest, formerly of the 
University of Cincinnati, has become Di- 
rector of Extramural Instruction in the Uni- 
versity of Pittsburgh. 


Dr. WiLLiAM H. Smiey, for the past nine 
years assistant superintendent of the Denver 
public schools, has been made superintendent 
of schools emeritus by the Board of Educa- 
tion in recognition of his long years of serv- 
ice in the Denver schools. Dr. Smiley will 
remain in active service in charge of the 
administration of the Smith-Hughes work 
and many of the publications of the school 
system, and will have an important part in 
the shaping of policies of the Denver 
schools. 


Mr. A. L. THreELKELD, for the past three 
years assistant superintendent of the Denver 
public schools, has been promoted to the posi- 
tion of deputy superintendent to rank next 
to the superintendent in the administration 
of the schools. 


Mr. E. L. Brown, for the past twenty-four 
years principal of the North High School, 
Denver, has been promoted to the position 
of assistant superintendent of schools. He 
will have charge of the administration of 
the junior and senior high schools and the 
Opportunity School. 


Mrs. Cora B. Hits, of Des Moines, Iowa, 
for many years prominent in the work of 
the National Congress of Parents and 
Teachers, and associated with the estab- 
lishment of the Iowa Child Research Station, 
which is in charge of Dr. Bird T. Baldwin, 
died on August 12, 1924, as a result of an 
automobile accident. 


THE JOURNAL OF THE NATIONAL Epucation AssociATION 


Mr. M. P. Foses, superintendent of schools, 
at Northfield, Minnesota, was drowned on 
August 4 while swimming in a lake near 
his home. He had been a superintendent 
in Minnesota for twenty years. 


DuRING THE WAR, and the years immedi- 
ately following, many separate organiza- 
tions grew up for the purpose of maintaining 
and developing international aspects of 
American education. To avoid duplication 
of effort several of these organizations, 
among them the American University Union, 
the American Council on Education, The In- 
stitute of International Education, and the 
American Society of University Women, are 
now drawing together in codrdination of the 
work. The plan provides that the Ameri- 
can University Union shall merge with the 
American Council on Education. Its activi- 
ties will be maintained by a committee of 
the Council. The Institute of International 
Education becomes a member of the Council 
and is recognized as the agency.for the ad- 
ministration and development of interna- 
tional relationships. The American Asso- 
ciation of University Women will codrdinate 
its International work with that of the In- 
stitute. 


PRESIDENT Marcus Aaron of the Pitts- 
burgh, Pennsylvania, Board of Public Edu- 
cation, in his annual report to the Board, 
makes an eloquent plea for a revision of 
the system of ‘taxation, in Pennsylvania, 
which will give every boy and girl an ad- 
equate opportunity for education. 


DEFECTIVE EYESIGHT in the public schools 
is costing the taxpayers of the Nation at 
least $130,000,000 annually according to the 
report of the Eyesight Conservation Council 
of America. 


Four FIFTHS of the teachers in American 
schools and colleges are “teaching down” to 
their classes, giving them instruction that is 
often an insult to their intelligence, rarely 
satisfying their secret curiosity for intel- 
lectual things. Since the trouble, as I think, 
is with the teaching, it would be easy to go 
on to say that we haven’t enough great 
teachers; of course we haven't. But those 
we have could aim higher than they do, 
could give the masses credit for intellectual 
curiosity and for genuine spiritual insight 
into the problems of truth and beauty. To 
assume that a boy has a mind is the quickest 
way to develop a mind in him.—John Erskine, 
in The Bookman for September, 1924. 


CHEAP AT ANY PRICE—The public must, as 
a condition precedent of success in any edu- 
cational policy, put a new value on the 
teacher as a factor in the community. We 
may think what we like of the teachers as 
they are; that is. quite a different question. 
But we must learn that the teachers’ work 
is as high as any department of National life 
and higher than most departments; and that 
a good teacher is cheap at any price. Both 
the spiritual and economic assessment of the 
teacher wants revising. All educa- 
tion in the long run hangs on the teacher, 
and that is the best teacher who is the best 
man and the best woman all round. Tech- 
nical skill in teaching is nothing compared 
with the personality of the teacher.—From 
The Saturday Review (London). 


INITIATIVE IS A POWERFUL force. It should 
be encouraged in young folks at home and 








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A-174 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION September-October, 1924 





DO YOU KNOW NOTES 


1. THAT an intensive membership campaign is being carried on in nearly 
every State under the joint auspices of the N. E. A. Secretary, State 
Director, Secretary of the State Association and the delegates who at- aan die: Seeiicenedieae: ailties, in ooac, 
tended the Washington meeting and that you are needed in this move- change iu. addtess, Local Association 


ment? should report the names of new officers as 
soon as they are elected. 


MEMBERS are requested to immediately 


. THAT teachers may become members immediately by using the time 


bank check, which makes a provision for the later payment of dues? A ist of 100 per cent schools and affilia- 
4 . Seger! . tions will appear in the next issue of Ty 
. THAT your $2.00 is used wisely by the Association? (See cut on this leebhs. sad , 


page. ) 
. THAT Tue Journat of the N. E. A. is recognized as the leading pro- 
fessional Journal among the nations? 


EVERYONE will be interested to know that 
the Virgin Islands affliated in June as a 
State Association and sent as delegate to the 
Washington meeting, Mr. Amadeo _ |, 


. THAT it fits into your needs by bringing to you each school month the Andale 


outstanding messages of the profession? 


a ‘ “ee ‘ THERE SEEMS to be a renewed int 
. THAT it is your professional responsibility to give support to your local, inate webetnees te Like Memberehie. Write 


State, and National associations ? the Secretary for a leaflet. 


. . . . . , 
‘ THAT you are indebted to the Association for increases in teachers’ sal- THE FOLLOWING are the headquarters di- 
aries throughout the country, for improvement in tenure regulations, visions and their directors: Research, John 


and for progress in teacher retirement legislation? K. Norton; Publications, Joy E. Morgan; 
Classroom Service, Agnes Winn; Business, 


Harold A. Allan; Records and Accounts, 
HOW THE IS SPENT Mrs. Helen T. Hixson; Field, Charl O, 

Williams; Department of Superintendence, 
S. D. Shankland, Executive Secretary. The 
Secretary, J. W. Crabtree, invites you to 
write the division head if you are in need of 
help along any particular line. 


THE CORRESPONDENCE shows a greater in- 
terest than in previous years in the enlist- 
ment of rural school teachers. Mrs. Emma 
M. Bryant, Superintendent Washington 
County Schools, Hillsboro, Oregon; George 
C. Cole, Superintendent Dearborn County 
Schools, Lawrence, Indiana; H. B. Clifford, 
Superintendent of the Union of Hartland, 
Palmyra, and St. Albans, Maine; Glenn 
Drummond, Supt. Logan County Schools, 
Bellefontaine, Ohio; and Fannie S. Merwin, 


" 2 Superintendent Mason County Schools, Ha- 
Direct Service to Profession vana, Illinois are among the first county su- 
crook ig — Puiiheahora perintendents to send in big lists of names. 


vo aero od ice More THAN 500 delegates have already 


Feild Serviec Pub — expressing enthusiasm over the 

ashington meeting. Nearly everyone men- 
tioned this as the best meeting he has ever 
attended. The following is an excerpt from 
one of the letters and is typical,” I thought 


Norte—The success of the efforts of the intensive membership campaign will depend largely the convention was splendid. The N. E. A. 
on activity of members of the Association. Last year each of 25,000 secured one new means so much more to me than it ever has 


member. The use of the time bank check meets the needs of the Association as well J ° 
as the convenience of the new member. before. I shall be glad to try to help in- 


Use this time bank check in renewing your membership or let some new member crease its membership. Members should see 
make use of it. that delegates are called upon to report at 


educational meetings this fall. 


F . . MEMBERS OF THE ASSOCIATION will be 
Pay N. E. A. Membership Dues now with this wlenend ta know, of the acw. book whl 
TIME BANK CHECK row on the press, on the philosophical and 
educational views of Hon. William T. 
Harris, by Dr. John S. Roberts, New York 
City. Price, in cloth binding, $2.00. Dr. 
* Write here date you wish to pay Roberts, the author, has donated all royalties 
(any time before December 1) to the National Education Association. The 
proceeds will go into the Permanent Fund 
of the Association and in harmony with Dr. 
Write here name of Bank or Trust Company %j Robert’s wishes will become a part of the 
William T. Harris Memorial Fund as soon 
= n a as that Fund is established. As the number 
Pay to the Order of the National Education Association | of volumes is limited you will need to order 
immediately. Payment is to be made after 
TWO ($2.00) DOLLARS receiving the volume. This book provides 
the first adequate recognition of the self- 
sacrificing and history-making services of 
Dr. Harris to the cause of education in the 
United States. Teachers, schools, and libra- 
* This is a check on your own bank and will not be cashed before the date given above. It is given in ries owe much to the work of this great 

payment of dues for the present school year, including a year’s subscription to THE JouRNaAL. philosopher and administrator. Order now 
so that you will be sure of receiving a copy. 


Signature here 





Mention Tue Journat when writing our advertisers. 





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Vol. 13, Nos. 7-8 


THE JOURNAL OF THE NATIONAL Epucation AssocIATION 


A-175 





in school. Don’t do their thinking for them 
when you can by any tactful means get them 
to do it for themselves. Your doing it for 
them is a kind of self-conceit ‘on your part. 
The chances are that they will follow your 
lead, if you lead them; but they will almost 
certainly run wild and wide of the goal 
if you try to drive them. The stimulus of 
the thought that you expect your child to 
work out most of his problems for himself 
will make him capable of doing it. This 
confidence will be an all-powerful influence 
to carry him through difficult duties. It will 
be far more effective than all the commands, 
penalties for not doing, scoldings, punish- 
ments, sarcasms, and reproaches. which are 
so often in evidence. These are discourag- 
ing. Get yourself out of the way, leaving 
the boy or girl with the feeling that you 
have confidence that the given problem can 
and will be handled wisely, and the battle 
is more than half won. It will put the child 
on his mettle. And when he has found the 
way out and solved his problem, he has not 
only solved this one—he has acquired a new 
strength and confidence for the next one, 
and for the next, and so on. Life is full 
of problems, and every person has to learn 
how to solve them. The parent who dogs 
his children’s footsteps and tells them to do 
this and not to do that, and will not let them 
out of sight of the home chimney, is a crimi- 
nal. He is preparing for himself and for 
his child draughts of disappointment and 
sorrow. The teacher who answers all the 
questions and solves all the problems that 
any pupil asks him to, after class or in class, 
is no true teacher. Telling is not teaching. 
What we should be after is mental and 
moral fiber; this comes in the same way as 
physical muscle—by use and exercise. We 
shall never make a man of a boy by treating 
him as a baby.—Education. 


“Pur a Boy born of gentle white parents 
among Indians and he will grow up like 
an Indian. Let the child born of criminal 
parents have a setting of morality, integrity 
and love, and the chances are that he will 
not grow up into a criminal but into an 
upright man. I am as certain of these great 
truths as I am of great truths in the plant 
world. Put a plant into close quarters with- 
out sunshine and room to grow normally 
and you'll get a hoodlum plant. The only 
place hoodlums grow is in dark, dry, 
cramped surroundings. Change those sur- 
roundings; put a little love and care and 
sunshine into their lives and you get opposite 
results—Luther Burbank. 


WHAT CONSTITUTES A GOOD TEACHER—Not 
every scholar is a teacher, but every teacher 
must be a scholar; not only a book scholar, 
but student of human nature, and must have 
gained some degree of proficiency in the 
art; a student of broad and liberal views 
must keep abreast with every move and 
advance of the times in which he lives. The 
good teacher must be a person of strong pos- 
sibilities; to have lasting influence on pupils 
this element must be a powerful motor force; 
it is not what the teacher says to the pupils 
that influences their lives the most, but it is 
what the teacher is; it is the silent moving 
force back of the teaching; it is earnest 
work and a profound life back of the teach- 
ing that makes the life of the teacher live in 
the hearts of the pupils. A good teacher 
will establish a reputation for justness and 
exactness; all children have a keen idea of 


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. 



















No. 2 


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 ao- 

tion. 





(COSTUMES 


'SCHOOL PLAYS 


We furnish costumes 
wigs,etc.,for all school 
pare and operas. 
hakesperian and his- 
torical costumes our 
specialty. 40 years’ ex- 
perience. For informa- 
tion address 
Fritz Schaultz & Co. 


Box D 
68 W. Lake Street 
Chicago, til. 





By ath dae 





| 


fairness; seldom fail in their ideas of justice, 
as they are seldom biased or prejudiced; by 
so doing he wiil fix the same characters in 
the mind of the pupil that will be lasting, 
as impressions made at this age are endur- 
ing; in short, the good teacher does not 
want to teach book learning only; that is 
really the small end of education; our State 
prisons, penitentiaries, work-houses and jails 
are all more or less well stocked with book- 
education residents, to say nothing of our 
exiles from home, because their minds were 
taught at the expense of the heart. The 
good teacher not only wants loyalty to edu- 
cation of the mind, but wants to inculcate 
into the hearts of the pupils, loyalty to Na- 
tion and State, to home and church and 
creed, and last but not least, loyalty to 
humanity and self. The good teacher is a 
hard worker, a conscientious worker, one 
who studies well each pupil and his or her 
requirements.—Canadian Teacher. 


THE FIRST TRAVEL tour under the auspices 
of the Iowa State Teachers Association was 
conducted July 8-20, under the direction of 
Mr. Charles F. Pye, secretary of the Asso- 
ciation. Among places visited were the 
Red River Valley of North Dakota, Yellow- 
stone Park, Salt Lake City, and the Col- 
orado Rockies. The experiment proved most 
popular, according to an account in Midland 
Schools for September. 


nnn ne SE UU EEE EEE 





Teacher receives 


$500 
for one story 


IM Vevcers ar editors and motion picture pro- 


ducers are searching for new writers and 

are offering thousands of dollars in prizes in 
addition to the regular cash payments. This means 
a wonderful opportunity for men and women who 
can write—especially teachers. 

The case of Mrs. Ada Snell, a Louisiana school 
teacher, is a good example of the way writing 
ability can be developed. She had always liked 
to write and she knew in her heart that she could 
write stories that would sell if someone would only 
show her how to develop her plots and give her 
stories the professional touch. 

She had tried and tried, perhaps even as you 
have tried, and had submitted a number of stories 
to the magazines. But none had ever been accepted 
for publication. 

She had almost decided to give up when some- 
one told her about the Palmer Institute of Author- 
ship and how it is co-operating with magazine 
editors and motion picture producers in the develop- 
ment of new talent. She decided that here was 
an unusual opportunity for her to get the very help 
she needed. So she enrolled and decided to study 
at home in spare time. 

Soon after—it wasn’t more than several months 
—she submitted a story in the scenario contest con- 
ducted by the Chicago Daily News and won a prize 
of $500. Her winning story was selected ahead 
of 27,000 others and was one she had rewritten 
according to suggestions made by the Palmer 
Advisory Board. 

Miss Winifred Kimball won the first prize of 
$10,000 in this same contest, Mrs. Anna Blake 
Mezquida won the second prize of $1000, and six 
other $500 prizes were also won by Palmer 
students—a splendid tribute to the value of the 
instruction they had received. 

Miss Euphrasie Molle, another Palmer student 
(a school teacher, by the way), sold her first story, 
“The Violets of Yesteryear,’’ to Hobart Bosworth. 


Well-known Writers Help You 
The success of Palmer students is due simply 
and solely to the fact that you study under the 
personal direction of men who are themselves 
well-known authors, dramatists and motion pic- 
ture writers. 


You learn to write by writing. You are given 
the manuscript and continuity of famous motion 
picture scenarios to analyze and study right at 
home in spare time. You write actual stories and 
motion picture scenarios, which we help you to sell 
through our Story Sales Department in Hollywood, 
and representatives in New York and Chicago. 


WRITE FOR THIS FREE BOOK 
“The New Road to Authorship” 


It tells all about the Palmer Institute’s systematic, step- 
by-step method of teaching Short Story Writing, Photoplay 
Writing and Dramatic Criticism 
—gives full details of the suc- 
cess of Palmer students and de- 
scribes the Palmer Scholarship 
Foundation, which gives am- 
bitious men and women the op- 
portunity to get the complete 
course free by providing fifty 
scholarships annually. Just mail 
the coupon printed below and 
we'll send you a copy of this 
96-page book—‘‘The New Road 
to Authorship’—free by return 
mail. 





PaLMER INSTITUTE OF AUTHORSHIP 
Affiliated with Palmer Photoplay Corporation 
Dept. 74-K, Palmer Bldg. Hollywood, Calif. 
Please send me, without cost or obligation, a copy 

of your book, “The New Road to Authorship,” and 
full details of the Palmer Scholarship Foundation. I 
am most interested in 

0 Short Story Writing 

(CL) Photoplay Writing 

(J Dramatic Criticism 

C) English Composition 

(_] Business Letter Writing 


pS ne A nS Ae NE ne eS 2 
All correspondence strictly confidential 






















A-176 








Book Publishers 


Appleton & Co., D. 
Atlantic Monthly Press, 
Inc. 
Barnes & Noble, Inc. 
Blakiston’s Son & Co. 
Compton & Co., F. E. 
Ginn & Company 
Gregg Publishing Co. 
Houghton Mifflin Co. 
Laidlaw Bros. 
Little, Brown & Co. 
Longmans, Green & Co. 
Macmillan Co., The 
Merriam Co., G. & C. 
Rand McNally & Co. 
Translation Publishing 
Co. 
Winston Co., John C. 
World Book Co. 


Class Record Books 
Masterleaf Record Book 
Co. 


Color Scale 


Triadic Color Scale Co. 


Costumes 
Schoultz. & Co., Fritz 
Dentifrices & Toilet 
Articles 
Colgate & Co. 


Duplicating Machines 


Underwood Revolving 


Duplicator 


Encyclopedias 
Winston Co., John C. 


Eraser Cleaners 


Lynn Company, James 
Filing Equipment 
Library Bureau 


Furniture 


American Seating Co. 
Heywood-Wakefield Co. 


Hotels 


Hotel Hamilton 





Laboratory Furniture 
Kewaunee Mfg. Co. 
Peterson & Co., Leonard 

Lantern Slides 


Ace-Accelerator Ass’n 
sible Extension Society 
Keystone View Co., Inc. 
Pilgrim Photoplay Ex. 


Library Equipment 


Library Bureau 


Lighting 


Lighting Educational 
Com. 
Maps 


Rand McNally & Co. 
Tunnell Map Co. 


Microscopes 


Bausch & Lomb Optical 
Co. 


Spencer Lens Co. 


Motion Pictures 


First National Pictures, 
Inc. 
Pathe Exchange, Inc. 





| 
| 





Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Advertising Directory 


Paste 


Commercial Paste Co. 


Pens 


Spencerian Pen Co. 


Pianos 


Miessner Piano Co. 


Pictures 


Perry Pictures Co. 


Printers 


Judd & Detweiler, Inc. 


Prints 
Brown-Robertson Co., 
Inc. 
Projection Machines 


Bausch & Lomb Optical 
Co. 
Spencer Lens Co. 


Publications 
Scholastic, The 





Alphabetical Directory 


Ace-Accelerator Association. .A-165 
American Educational Service 


Pn ois paces er eeee oan A-178 
American Seating Co.......A-163 
Appleton & Co., D.........A-168 
Atlantic Monthly Press, Inc., 

CeTE cca cakecet in enon A-168 
jarnes & Noble, Inc........ A-162 
Bausch & Lomb Optical Co..A-177 
Bible Extension Society..... A-162 
Blakiston’s Son & Co., P....A-160 


NE EE a ae A-162 
CORE BB 05 tar ccuses cd A-165 
SE 8 a Pee ere C-4 
Commercial Paste Co.......A-173 
Compton & Co., F. E....... A-161 
Draper Shade Co., Luther O..A-165 
Fairbanks, Morse & Co.....£ A-159 
First National Pictures, Inc..A-166 
Ginn & Company........... C-2 
Gregg Publishing Co......./ A-160 
Hahn Teachers’ Agency, J. 
4x. 0, «jan ba be ee cele ote A-178 
Heywood-Wakefield Co...../ A-170 
Hotel Hamilton............ A-164 
Houghton Mifflin Co........A-168 


International Correspondence 
Schools 
International Textbook Co..A-162 


Tudd & Detweiler, Inc....../ A-177 
Kewaunee Mfg. Co......... C-3 

Keystone View Co., Inc..... A-164 
Laidlaw © Bre@iis ice eins cee see A-158 
Library Bureau, The....... A-159 


Lighting Educational Com..A-171 





Mention THe Journat when writing our advertisers, 


Little, Brown & Co........A-160 
Longmans, Green & Co...../ A-160 
Lynn Company, James...... C-3 
Macmillan Co., The........ >-2 
Masterleaf Record Book Co.C-3 
Merriam Co., G. & C....../ \-162 
Miessner Piano Co.........2 A-164 
New Haven Normal School 

of Gymnastics............/ A-178 
Palmer Institute of Author- 

DR Re ian an one ane x. <d A-175 
Pathe Exchange, Inc......... A-158 
Perry Kindergarten Normal 

OS eee ae 
Perry Pictures Co., The....A-165 
Peterson & Co., Leonard....C-3 
Pilgrim Photoplay Exchange. A-162 
Rand McNally & Co........A-158 
ie. ee A-169 
Schoultz & Co., Fritz........ A-165 
Spencer Lens Co...........A-177 
Spencerian Pen Co.........A-175 
Teachers’ Casualty Under- 

ae ae ee ee A-177 
Temple University........./ A-178 
Translation Publishing Co..A-178 
Triadic Color Scale Co...... \-162 
Tunnell Map Co.........../ A-178 
Underwood Revolving Dupli- 

de Ses ty eee A-178 
University of Chicago....../ A-178 
Victor Talking Machine Co. .A-157 
Winston Co., John C....... C-2 
World Book Co............: A-158 
Yates-Fisher Teachers’ 

er re A-178 






September-October, 1924 








Records & Files 


Library Bureau 
Masterleaf Record Book 
Co, 


Scales 


Fairbanks, Morse & Co. 


Schools, Colleges and 
Universities 


International Corre- 
spondence Schools 

New Haven Normal 
School of Gymnastics 

Perry Kindergarten Nor- 
mal. School 

Temple University 

University of Chicago 


Song Books 
Cable Co. 


Story Writing 


Palmer Institute of Au- 
thorship 


Teachers’ Agencies 
American Educational 
Service Bureau 
Hahn Teachers’ Agency, 
J. M. 
Yates-Fisher 
Agency 


Teachers’ 


Teachers’ Insurance 
Teachers’ Casualty Un- 
derwriters 
Textbooks 


International Textbook 
Co. 


Travel 


Clark’s Tours 


Typewriters 
Underwood Typewriter 
Co. 
Victrolas 
Victor Talking Machine 
Co. 
Window Shades 


Draper Shade Co., Lu- 
ther O.