PERIODICAL ROOM 


GENERAL LIBRARY 
UNIV. GF MICH. JANUARY, 1925 


The JOURNAL of the 
NATIONAL EDUCATION 
ASSOCIATION 


Horace Mann and Our Association 
How to Strengthen the Schools 

The Journal’s Annual Roll Call 
Pittsburgh’s Cathedral of Learning 

The Speech Reading Movement , ; 
Visiting Teachers: What are They Teaching? 
The Teaching Procession 

When Clara Taught. 

A Dream and a Guide- Book. : 
«Post-War Reforms and Education: India 
This Generation 

Library Service in Oregon Rural Schools 
At Walter Reed 

Editorial 

An Appe al to Prejudice and Ignorance 
What is the Teacher Worth? 

Music Education at Washington 
Science Instruction at Washington 

The Pupils’ Point of View 

Another Phase of the Salary Question 
Growth of Local Organizations 

Our Debt to Benjamin Franklin 

Food for Professional Growth 

A Pioneer Message 

Famous American Women 

In Other Journals 

Guide to Books 

Training Classes Use T he Journal 
Problems for Teachers’ Meetings 

North Dakota’s Triumph 

Notes and Announcements 

Department of Superintendence 
Directory of Advertisers 


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Rar 


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. 








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The JOURNAL of the 
NATIONAL EDUCATION 


ASSOCIATION 


VOLUME XIV 


January-Decemser, 1925 


(For index see page 303) 


| April, 1913, the National Education Association began publishing 
a leaflet known as the N. E. A. Bulletin. That bulletin developed 


into the present Journat. The last issue of the N. E. A. Bulletin is 
Volume 9, Number 4, December, 1920. The first issue of the present 
JourNnaL is Volume 10, Number 1, January, 1921. It should not be 


confused with an earlier journal—a preprint from the Proceedings—that 
was published from September, 1916, to May, 1919. 

A check-list of the Association’s publications from 1857 to date is 
found in its Proceedings for 1924, pages 1041-60. Additional lists are 
published each year in the Proceedings. 

Persons binding their copies of the JourRNAL into an annual volume 
will use this sheet for a title page The 1925 volume includes nine 
issues, one for each month except July, August, and September. 


Tue NATIONAL EpucATION AsSOCIATION OF 2 


1201 SIXTEENTH STREET Ngpat 


WASHINGTON, Be 











A CALL TO SERVICE 


HE eall to the teachers of the United States to meet in Philadelphia to form the 

National Teachers’ Association (as our Association was known in its earlier 
days), was issued May 15, 1857. It was signed by the presidents of ten State teachers’ 
associations, all of which are now integral parts of the National Education Association, 
sending delegates to its representative assemblies. This call to service, which marked 
the beginning of our Association, is of unusual interest in view of the meeting of the 
Association in Philadelphia in 1926, when it will observe the sixty-ninth anniversary 
of its birth and the 150th anniversary of our National declaration of independence. 


President Mary McSkimmon, herself a citizen of one of the historic centers of our 
country, has issued a call for the meeting of the National Education Association at 
Philadelphia, June 27 to July 2, 1926, no less significant to the teachers of the Nation 
than the call of 1857. Miss McSkimmon already has well under way plans for a pro- 
gram of exceptional significance built around the central theme, ‘‘ America’s Challenge 
to Her Teachers.’’ No teacher who can possibly be in Philadelphia in July, 1926, can 
afford not to participate in this historic convention. The call issued in 1857 follows: 


O the Teachers of the United States—The emi- dignity, respectability, and usefulness of their calling; 

nent success which has attended the establishment and who, in fine, believe that the time has come when 
and operations of the several State teachers’ associa- the teachers of the Nation should gather into one 
tions in this country is the source of mutual congratula- great educational brotherhood. 
tions among all friends of popular education. To the 
direct agency and the diffused influence of these asso- 
ciations, more, perhaps, than to any other cause, are 
due the manifest improvement of schools in all their 


As the permanent success of any association depends 
very much upon the auspices attending its establish- 
ment and the character of the organic laws it adopts, 
it is hoped that all parts of the Union will be largely 


relations, the rapid intellectual and social elevation of j 4 : 
represented at the inauguration of the proposed en- 
teachers as a class, and the vast development of public inalan 


interest in all that concerns the education of the young. 











That the State associations have already accomplished 
great good and that they are destined to exert a still 
broader and more beneficent influence, no wise observer 
will deny. 

Believing that what has been done for the States by 
State associations may be done for the whole country 
by a National association, we, the undersigned, invite 
our fellow-teachers throughout the United States to 
assemble in Philadelphia, on the 26th day of August 
next, for the purpose of organizing a National Teach- 
ers’ Association. 

We cordially extend this invitation to all practical 
teachers in the North, the South, the East, and the 
West, who are willing to unite in a general effort to 
promote the educational welfare of our country, by 
concentrating the wisdom and power of numerous 
minds, and by distributing among all the accumulated 
experiences of all, who are ready to devote their 
energies and contribute of their means to advance the 





T. W. Valentine, President, New York State Teach- 
ers’ Association 


Daniel B. Hagar, President, Massachusetts Teachers’ 
Association 


W. T. Lucky, President, Missouri Teachers’ Asso- 
ciation 

J. Tenney, President, New Hampshire Teachers’ Asso- 
ciation 

J. G. May, President, Indiana Teachers’ Association 

W. Roberts, President, Pennsylvania Teachers’ Asso- 
ciation 

C. Pease, President, Vermont Teachers’ Association 

D. Franklin Wells, President, lowa Teachers’ Asso- 
ciation 

A. C. Spicer, President, Wisconsin Teachers’ Asso- 
ciation 


S. Wright, President, Illinois Teachers’ Association 


May 15, 1857. 














Wee 


4 2 ~~ January, 1925 


Horace Mann and Our Association 


ILLIONS OF CHILDREN 

now have a better chance in 

life because of the work of 

Horace Mann. Our democracy is surer, 

our ideals of living and of serving are 

higher because of his leadership. Our 

great American public school system 

owes to him a debt larger than to any 
other single man. 

Horace Mann could have written half 

the planks in the platform of the Na- 


tional Education Association. They are 


the things he stood for, fought for, 
forged in his mind during sleepless 


nights, labored for during days twice 
as long as the average worker now gives 
to his task. Some of the things he strug- 
gled for now seem commonplace, but in 
his day they fell strangely upon the ears 
They were challenged as 
they could not be challenged now. They 
are established as a part of our demo- 


of the people. 


cratic ideals largely because of his un- 
tiring efforts. 

Horace Mann’s most significant pub- 
lic school service was rendered during 
the years of his secretaryship of the 
Massachusetts State Board of Educa- 
tion, 1837-1848. When our Association 
was organized in Philadelphia in 1857, 
he was serving as the first president of 
Antioch College, Yellow Springs, Ohio, 
working out ideals of higher education 
for which Antioch still stands and which 
might well be more widely copied. 

At the first anniversary meeting of 
the Association, held in Cincinnati, Au- 
gust, 1858, Horace Mann gave an ad- 
dress which he had delivered at over 
thirty conventions of teachers in seven 
different States on the subject, The 
Teacher's Motives. That address fills 
twenty-eight pages of the Association’s 
Proceedings and is an admirable analysis 
of the motives that should inspire the 
exalted office of teacher, of which he 
said : 

All the high hopes which I do avowedly 
entertain of a more glorious future for the 
human race, are built upon the elevation of 
the teacher's profession and the enlargement 
of the teacher’s usefulness. Whatever ground 
of confidence there may be for the perpetu- 
ation of our civil and religious liberties; 


whatever prospect of the elevation of our 
posterity; whatever faith in the general 


Christianization of the world—these aspira- 
tions and this faith depend upon teachers, 
more than upon any, more than upon all 
other human instrumentalities united. 


In 1896, the centennial of his birth, 
the National Education Association de- 
voted a session to commemorative serv- 
ices, with addresses by the men who 
were then carrying on the tasks that 





ORACE MANN, pioneer cham- 
pion of the rights of children and 
teachers. To read his reports and lec- 
tures is to draw new inspiration for the 
task of improving education to meet the 
enlarging opportunities of the new day. 





the pioneer leader had laid down. On 
this occasion William T. Harris, United 
States commissioner of education, re- 
viewed the conditions under which Hor- 
ace Mann worked and his contributions 
to education. He characterized his 
services as that of a missionary: 


Mr. Mann was a character inspired with 
missionary zeal to reform society by means 
of the school system. It was this missionary 
zeal that led him to advocate in the Massa- 
chusetts legislature the first insane asylum, 
and secure its establishment; to favor the es- 
tablishment of asylums for deaf and dumb 
and blind; to secure normal schools, humane 
school discipline, methods of instruction that 
appeal to the child’s interest and arouse him 


[1] 2 
51029 


to self-activity, and finally to devote the 
evening of his life to the Antioch College 
experiment. 

It is this missionary zeal for the school 
that works so widely and in so many fol- 
lowers today. What enthusiastic teacher is 
not proud to be called a disciple of Horace 
Mann? 


Nathan C. Schaeffer, State superin- 
tendent of public instruction in Pennsyl- 
vania, made this eulogy: 


His heart was greater than his head. He 
translated thought into action and life. His 
position in history is based not upon what he 
knew, but upon what he did; not upon what 
he owned, but what he gave; not upon what 
he held, but upon the influence he exerted 
upon his age and nation. His life was more - 
perfect than his creed. He was not satisfied 
with any mere statement of the truth. By 
translating thought into life and action he 
became a source of inspiration to his fol- 
lowers, an exponent of progress among the 
statesmen and schoolmen of America. His 
heart beat high for the slave, for the child, 
for humanity. 


Henry Sabin, State superintendent of 
public instruction in Lowa, whose inspir- 
ing messages fill many pages in the As- 
sociation’s great shelf of proceedings, 
bore this testimony: 


With the tenderest hopes for humanity in 
its lowliest guise, with fullest sympathy for 
the oppressed and ignorant, with unfailing 
faith in the wisdom, the justice, and the love 
of God, Horace Mann consecrated himself, 
mind, soul, and body, to his chosen work. 
No labors wearied him, no dangers appalled 
him; he counted no details as too tiresome. 
Nothing stood between him and life in the 
humblest cabin in the State. No pride of 
place, or wealth, or power, separated him 
from his race. The universal fatherhood of 
God and the universal brotherhood of man 
were linked inseparably in his mind. It is 
in vain the nation builds a monument to 
such a man. The brass corrodes, the marble 
crumbles, the canvas fades. But he who, 
like Horace Mann, builds his life into the 
lives of the people, shall be like the cedars 
upon Lebanon which abide forever, “stately 
and tempest-worn, to show how nature tri- 
umphs over time.” 


F. Louis Soldan, superintendent of 
schools, St. Louis, Missouri, said of 
Horace Mann on this memorable oc- 
casion: 


He lent a new meaning to the profession 
of teaching. He redeemed it from the curse 
of a temporary occupation, which cannot en- 








2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1925 





list the life devotion of man or woman. It 
was he who, through the idea of a normal 
education, laid the foundations of the pro- 
fession of teaching. 


Said Aaron Gove, superintendent of 
schools, Denver, Colorado: 

It is an honor to be here—an honor that is 
unprecedented. For the first time in the his- 
tory of this association, in the educational 
history of the country, people are aroused to 
commemorate the life of an eminent school- 
master, Let us trust that this is the begin- 
ning of a movement toward an intelligent 
respect for the teacher, and that it will con- 
tinue until no walk in life shall receive the 
attention of the American people to a greater 
extent than that of teaching. 


James M. Greenwood, superintendent 
of schools, Kansas City, Missouri, de- 
scribed the character of Mann as “one 
of the noblest and boldest in history,” 
saying: 

A more resourceful mind, rich in the 
deepest instincts of humanity, keenly alive 
to every species of oppression and ignorance, 
nerved with an unfaltering belief in the end- 
less progression of the race, moved by 
massive energies working along those lines 
of fixed and eternal purposes of right, was 
never enlisted in a nobler cause. 


The educational ideals of Horace 
Mann are the foundation of our system 
of education. First and foremost, he 
held that education should be universal 
and free—for girls as well as boys, for 
poor as well as rich. He insisted that 
the chief aim of universal education 
should be moral character and_ social 
efficiency, not abstract culture, mere eru- 
dition, or showy accomplishments. 

He declared that school buildings 
should be well constructed and sanitary. 
So important did he believe this to be 
that he wrote a special report on build- 
ings during his first year in office, dis- 
cussing carefully the plans for rooms, 
ventilation, seating, lighting, and other 
conditions. 

He believed that instruction should 
be based upon scientific principles and 
demonstrated the folly of relying upon 
authority and tradition. He urged the 
use of the topic method as a substitute 
for slavery to textbooks. 

He demanded competent teachers 
trained in special schools, men as well 
as women, who would continue their 
training by gathering in associations and 
institutes for mutual improvement. 

He believed that the teacher could do 
her greatest work only in a spirit of 
mildness and kindness and through an 
understanding of child nature. ‘This 
was high ground in a day when corporal 
punishment was the rule and child study 
had not yet become a science. 





That study should be adapted to prac- 
tical needs was another of his convic- 
tions. He could not see why algebra, 
which would be little used, should be 
taught more widely than bookkeeping, 
which every man needed. 

Because of his clear analysis and ear- 
nest championship of these ideals, Hor- 
ace Mann came to be known the world 
around as the great American educator. 
His twelve reports as secretary of the 
Massachusetts Board of Education were 
everywhere read. Eighteen thousand 
copies of one report were distributed free 
by act of the New York legislature. To 
read these reports now is like a pilgrim- 
age to an historic shrine. 





Education Pays 


The youth trying to find himself. 


The young worker seeking to in- 
crease his powers. 


The professional man ambitious to 
serve better. 

The statesman wishing to improve 
democratic government. 


The farmer eager to make the most 
of the land. 


The manufacturer needing reliable 
workmen. 


The merchant searching for intel- 
ligent buyers. 


The person of leisure pursuing the 
enduring satisfactions. 


The religionist who wants right 
conduct from high motives. 


Any one who cherishes the full, 
richer life of continued 
growth and improvement. 


Horace Mann’s reputation as a great 
educator grew especially from the con- 
troversy that raged around his seventh 
annual report, in which he gave an ac- 
count of his visit to foreign schools. 
This was taken by the Boston school- 
masters as a criticism of their schools and 
they straightway joined issue in a battle 
that continued for some time. 

Horace Mann ranks high also as the 
founder and editor of The Common 
School Journal, which along with his 
reports and addresses before many edu- 
cational gatherings served to stamp upon 
the school system of the expanding Re- 
public the principles for which he gave 
his life. He died on August 2, 1859. 
When the National Education Associa- 
tion met a few days later in the National 
Capital, it adopted the following resolu- 
tions as a tribute to his memory: 


Whereas intelligence has been received of 
the death of the Hon. Horace .Mann, late 


President of Antioch College, and a member 
of this body: therefore, 

Resolved, 1. That by this affliction the 
cause of education generally, and the world 
at large, have lost a friend whose distin- 
guished efforts in the cause of human im- 
provement entitle him to the lasting remem- 
brance of every lover of his race. 


2. That by his persistent and untiring la- 
bors for the advancement of education in 
this country, his zeal and enthusiasm in the 
great work of imparting instruction, his readi- 
ness to codperate in enterprises of reform 
and philanthropy, not less than by his bril- 
liant talents, great learning, and high moral 
qualities, the name of Horace Mann, is sa- 
credly embalmed in the memory of all those 
who were associated with him, and all who 
love the great cause in which his life was 
so devotedly spent. 


3. That as members of this Association, we 
shall ever cherish a lively recollection of the 
interest which our departed friend took in 
the welfare and prosperity of this body; and 
that as the highest respect we can show for 
his memory, we will endeavor to follow his 
example and imitate his many virtues. 


4. That we tender our warmest sympa- 
thies to the family of the deceased, to the 
students and officers of the institution over 
which he presided, and to the circle of per- 
sonal friends upon whom this sudden blow 
must fall with crushing weight, and trust 
that the consolations of Heaven will be af- 
forded them in this hour of trial and be- 
reavement. 


5. That a copy of these resolutions be 
made out and duly signed by the President 
and Secretary, and forwarded to the family 
of the deceased. 


It is not surprising that educational 
leaders since Horace Mann’s day have 
found inspiration in his ideals and new 
courage from a study of his struggles. 
He was a pioneer in a pioneer country, 
demanding democracy in education when 
democracy had not yet been achieved 
even in government. “Born like Abra- 
ham Lincoln, of the common people, and 
like him cradled in poverty, and nursed 
by toil, Horace Mann made the adverse 
circumstances of his youth stepping- 
stones by means of which he reached at 
length ‘God’s plan and measure of a 
stalwart man.’” It is this privilege that 
educational workers demand for every 
American boy and girl—it is the promise 


of democracy.—J. E. M. 








DO not hesitate to say that there are 

many things abroad which we, at 
home, should do well to imitate; things, 
some of which are here, as yet, mere 
matters of speculation and theory, but 
which, there, have long been in opera- 
tion, and are now producing a harvest 
of rich and abundant blessings.” — 
Horace Mann in Seventh Annual Re- 
port. 


a- 


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r- 


Ww 
ist 


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be 
ily 


ial 
ive 


Vol. 14, No.1 


How to Strengthen the Schools 


HE AMERICAN SCHOOL is 

founded upon democratic principles. 
Its objectives are sound. It has accom- 
plished great results as the wealth in- 
creasing and prestige of the Nation re- 
veal. But there are weak spots that the 
Nation cannot afford to ignore. The 
figures given below, taken from Govern- 
ment reports, are conclusive evidence of 
the failure to provide adequate schools in 
thousands of communities in the United 
States. 


4,931,905 confessed 
schooling whatever.” 


illiterates with “no 


3,084,733 native-born illiterates. 
1,242,572 native-white illiterates. 


1,340,625 men, a little more than one in every 
five rejected in the draft as physically 
unfit for military service. 


1,437,783 children between the ages of 7 and 
13 not attending “any kind of educational 
institution.” 


$825,000,000 annual economic loss due to il- 
literacy. 


$3,000,045,000 annual economic loss from 
preventable disease and death. 


What must be done to strengthen the 
American public school system ? 

Better teachers must be provided— 
When the handicaps under which teach- 
ers have worked are considered, it is re- 
markable that the school has done so 
well. Devotion and self-sacrifice in the 
past has to a large extent been substi- 


1 Based upon the Research Bulletin of 
tional Education Association, Volume 2, 


the Na 
Number 4 


tuted for training and experience. This 
substitution will be increasingly difficult 
as our life grows more complex. Train- 
ing and experience as well as devotion 


| ENROLMENT IN SMITH-HUGHES VOCATIONAL CLASSES 


1918 


»00,000 30 000 200000 «= 350.000 


Pups Larouled 


are more and more essential to successful 


teaching. 
Teachers themselves have already 
clearly recognized this fact. They are 


flocking to summer sessions by hundreds 
of thousands, and are securing, often 
at a sacrifice of their physical and finan- 
cial welfare, the training that they lack. 
Teachers already in the profession may 
be willing to do this. It will be increas- 
ingly difficult to obtain an adequate sup- 
ply of new recruits willing to obtain 
their training at such cost. 

The typical American teacher is un- 


FIVE STATES IN 1920 HAD MORE PUPILS 
ENROLLED IN PUBLIC HIGH SCHOOLS 
THAN THE WHOLE NATION HAD IN 1880 


met 1Q 2 Locsso\\\ 


137,967 


High School Enrotiment 


Division of Research 
National Fducatwoa Association 








THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 3 


trained. Considerably more than half 
of our teachers have less training than 
the equivalent of high school graduation 
and two years of professional training in 
normal school. It is doubtful that even 
half are bona fide high school graduates ; 


and the training of thousands is limited 





200.000 350,000 400000 450,000 609000 650,000 


Dusswa af Research. Nétucaat Tducatioa Association 


to that given in the common school, plus 
a period of a few weeks’ coaching, fol- 
lowed by a “teacher’s examination.” 
This examination is oftentimes a farce. 

The typical American teacher is inex- 
perienced. In many cases he is teaching 
his first school. There is about an even 
chance that he had but two or three 
years’ experience. ‘Teachers, even with 
sound professional training, preceding 
actual teaching, seldom reach a high de- 
gree of proficiency in the classroom until 
they have had three or four years of 
experience—and that at least six or seven 
years of teaching experience are essential 
to the development of the highest skill. 

Teachers must be chosen from a 
proper background—The racial and 
family background of many teachers is 
such that they are not prepared to trans- 
mit the best American political and cul- 
tural ideals to the children under their 
care. In some States a high percentage 
of normal school students comes from 
homes which, although in America, are 
entirely foreign in language, customs, 
and ideals. 

The children must be the first consid- 
eration—It is the children who are con- 
cerned in this whole matter. If children 
are to be well taught, first-class teachers 
are essential. If the Nation’s teachers 
in their background do not represent the 
best in American life, the Nation’s chil- 
dren and the Nation itself suffer. Any 
steps toward improving the quality of 
the personnel of the teaching profession 
should be based upon these considera- 
tions. 








4 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


January, 1925 





THE FOUNDATION FOR HEALTHFUL LIVING 
IS LAID IN THE PUBLIC SCHOOL 


Yearly Death Rate 
Per 1000 People 


EaBaaBRE RBS 


ars) 


10 iw. 1815 to 1850 ul860toI900 1800 1905 10 


“Health as a cule is a pucchasable commodity aad 
the peice is cducakion.”  diusion af Reseacct 


Money must be provided for better 
teachers—If America is to have a better 
teaching profession, it must pay for it. 
In the long run, one gets what he pays 
for, whether he is buying shoes or teach- 
ing services. America can have as good 
teachers as it is willing to demand and 
to pay for. 

If America’s classrooms are to be filled 
with capable and well-trained people 
whose cultural background represents 
the best in American life, the economic 
return offered to the teaching profession 
must be such as to justify the expense of 
a period of professional training. 

It is useless to expect young people, 
coming from cultured families and pos- 
sessing vision and capacity, to undergo 
a period of expensive training in order 
to enter a service whose rewards are too 
meager to allow them the material things 
essential to a life of culture. Young 
people have too many opportunities to 
perform services of value to the commu- 
nity, at-a fair return, to expect them 

be willing to enter teaching for a 
pittance. 

The salaries paid teachers are the 
greatest single force determining the 
character of the teaching profession. 

The teaching profession must be made 
a desirable career for a life work— 
As soon as teaching is looked upon as 
the highest form of public service, when 
teachers are given their just due in 
financial and social rewards, when the 
teacher is recognized as one of the most 
constructive forces in American life, and 
when proficiency is the primary require- 


Nationaal Educatioa Association, 





ment, then the highest type of our young 
people will not hesitate to enter upon 
teaching as a life work, and the quality 
of our teaching personnel will be raised 
to a high level. 

The public school system must have a 
modern curriculum 
must undergo a constant modification to 
keep pace with an ever-changing, ever- 
advancing life. New facts in science, 
better ways of living, new truths about 
life in general are every day coming to 
our knowledge. Only by a constant 
change in school curricula can these 
changing conditions be met. The train- 


curriculum—The 


ing in our schools must look to the pres- 
ent and the future, and train for effective 
daily living. 

There must be equalization of educa- 
tional opportunity—This will be made 
possible by increasing the size of units 
from which school money is derived— 
that is, the complete acceptance of the 
principle that every dollar of wealth, no 
matter where it exists, should bear its 
share of the burden of educating the Na- 
tion’s children no matter where they live. 

There must be equalized opportunity 
for education—The educational opportu- 
nity of a child is determined by the tax- 
able wealth of the 
which he lives. Children in some sec- 
tions have first-rate schools, those in 
others have poor schools or none at all. 
The wealth of the Nation is more than 
adequate for a good educational opportu- 
nity for all children. However, wealth 
is very unevenly distributed. Some 
school districts may have thousands of 
dollars of taxable wealth behind each 
child, others have but a few hundred 
dollars. 

Equality of opportunity can be ob- 
tained by removing a large share of the 
burden of school support from the small 
district, and placing it upon larger tax- 
ation units, such as the county, the State, 
and the Nation. 

To accomplish these ends is the task 
What has 
already been accomplished by National, 
State, and local associations places upon 
every teacher an obligation to support 
them with increasing enthusiasm. 


school district in 


of professional organization. 


PHYSICAL DEPECTS ~CITY AND COUNTRY CHILDREN 


City and Country C 


Children Compaced 











925 


res- 
tive 


uca- 
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nits 
d— 
the 
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than 
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Some 
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upon 
ipport 


The Journal's Annual Roll Call 


DUCATION MOVES 

AHEAD. Reaction may come 

in places under the stress of 
economic depression, but for the coun- 
try as a whole decided progress is re- 
vealed by THE JouRNAL’s third annual 
roll call. Letters were sent to three 
people in each of the States asking for 
a brief statement—the State superin- 
tendent of public instruction, the secre- 
tary of the State education association, 
and the State director of the National 
Education Association. The replies are 
full of encouragement for the new year 
and rich in suggested programs for State 
and local associations. 

Among the topics stressed are increased 
training for teachers in service, higher 
standards of certification, the improve- 
ment of rural schools, growth of pro- 
fessional organizations, and the wider 
use of tests in measuring educational 


results. Replies reaching the office too 
late for this issue will appear in 
February. 


Alabama—Reorganization of the schools 
on the basis of elementary, junior high, and 
senior high; adaptation of the course of 
study to the new plan of organization; adop- 
tion of a uniform series of textbooks suited 
to the revised course of study.—John W. 
Abercrombie, State superintendent of edu- 
cation, Montgomery. 

Professional improvement of teachers in 
service as shown by the fact that 7500 
teachers attended the various summer schools 
in the State and elsewhere and engaged in 
educative travel—P. W. Hodges, N. E. A. 
State director, secretary, division of teacher 
training, certification and placement, Mont- 
gomery. 

The beginning of an intensive State-wide 
campaign of publicity with the purpose of 
showing citizens of the State existing school 
conditions as compared with the educational 
ideals of the present—H. G. Dowling, sec- 
retary-treasurer, Alabama Education Asso- 
ciation, Cullman. 


Arkansas—The enactment of laws which 
have already increased the State school 
apportionment from $2.49 per enumerated 
child to $3.90 per enumerated child, and 
which will by 1925 increase the State ap- 
portionment to $7 per enumerated child. The 
laws which have been enacted to produce 
this revenue seek to secure revenue from 
indirect sources, such as the severance tax, 
the cigar and cigarette tax, and gross in- 
come tax. Our plan has been to give more 
nearly equal educational opportunity.—A. 
B. Hill, State superintendent of public in- 
struction, Little Rock. 

For the first time in the history of the 
State, the legislature was convened in ex- 
traordinary session twice, for the considera- 
tion of educational legislation alone. As a 


result, a privilege tax law was passed, which 
will more than double the State apportion- 
ment for school purposes next year.—H. L. 
Lambert, business manager, The Arkansas 
Educational Association, Little Rock. 


California—(1) An appellate court de- 
cision sustaining our rural supervision law; 
(2) the requirement that all school admin- 
istrators and supervisors shall be especially 
qualified for their work; (3) tremendous 


HAT AMERICANS have an 

abiding faith in education is 
abundantly shown by the sweep of 
educational progress. Through 
education the spirit and practice of 
democracy may permeate and en- 
rich every phase of our life. As 
we face the morning of the New 
Year, let us dedicate ourselves 
anew to the great task of educa- 
tion. Let us continue to deepen 
our faith, to improve our tech- 
nique, to unify our ideals, to clarify 
our philosophy. Let us keep be- 
fore ourselves and our children the 
big objectives of education and life 
as defined by a committee of the 
National Education Association— 
(1) worthy home membership; (2) 
sound health; (3) mastery of the 
tools of education; (4) vocational 
effectiveness; (5) active and intel- 
ligent citizenship; (6) the wise use 
of leisure; and (7) the development 
of ethical character. 





expansion of enrolment; and (4) issuance 
of over sixty million dollars in bonds for 
building improvements. — Will C. Wood, 
State superintendent of public instruction, 
Sacramento. 

Preliminary survey by committee of fifteen 
of the California High School Teachers As- 
sociation and the publication of a report of 
four hundred and six pages covering condi- 
tions, tendencies, and results as a base for 
restatement of purposes and objectives in 
secondary education and as a foundation 
for more complete study to occupy a five- 
vear period.—Arthur H. Chamberlain, ex- 
ecutive secretary, California Council of 
Education, San Francisco. 


Colorado—(1i) The beginning of the re- 
classification of the rural school children ac- 
cording to capacity and achievement tests 
under the supervision of the State depart- 
ment of public instruction; (2) the curricu- 
lum revision accomplished in the Denver 
schools under the supervision of Superin- 
tendent Jesse H. Newlon—Mary C. C. 
Bradford, State superintendent of public in- 
struction, Denver. 

The revision of public school curricula; 
the successful application of mental tests 
in the classification of pupils; and the grow- 
ing professional spirit of teachers as mani- 
fested by their strong and cordial support 


[5] 


of teacher organizations.—H. B. Smith, sec- 
retary, Colorado Education Association, 
Denver. 


Connecticut—A_ reorganization of the 
curricula of the four State normal schools 
and in connection therewith codperative 
preparation of minimum courses ef study 
for the elementary schools. These latter 
courses are integral with the professional- 
ized subject matter courses of the normal 
schools.—S. P. Willard, corresponding sec- 
retary, Connecticut State Teachers Associa- 
tion, Colchester. 


Delaware—In eighty-seven per cent of 
the school districts, active parent teachers 
associations were organized for the support 
of good schools—H. V. Holloway, State 
superintendent of public instruction, Dover. 

The awakened consciousness of educa- 
tional needs and a general willingness to 
meet them.—W. K. Yerger, secretary, Dela- 
ware State Education Association, Wilming- 
ton. 


District of Columbia—The passage of 
the Keller Salary Bill provided higher sal- 
aries for teachers and officials in the public 
schools of the District of Columbia. It 
was the first permanent salary legislation 
enacted for the public schools of the Dis- 
trict since the passage of the organic act 
of 1906.—Frank W. Ballou, superintendent 
of schools, Washington; Adelaide Davis, 
secretary, District of Columbia Education 
Association, Washington. 


Florida—The enactment of a new certifi- 
cation law providing for: (1) The prepara- 
tion of examination questions and the grad- 
ing of papers under the direct supervision 
of the State department of public instruc- 
tion; (2) the supervision of examinations 
by the county superintendents; (3) a plan 
whereby one certificate may be built upon 
another through exemptions from examina- 
tions on the subjects covered by the certifi- 
cate already held; (4) a change in the basis 
of certification on credentials to the end that 
a much larger number may be certified than 
formerly, without iowering standards.—W. 
S. Cawthon, State superintendent of public 
instruction, Tallahassee. 


Georgia—The adoption of State certifica- 
tion, raising the standards of teachers’ quali- 
fications and teacher training in service.— 


N. H. Ballard, State superintendent of 
schools, Atlanta. 


Idaho—Increased attendance in the high 
schools, although the system and general en- 
rolment has decreased. Increased attend- 
ance of the high school students to the State 
institutions of higher learning.—Elizabeth 
Russum, State superintendent of public in- 
struction, Boise. 


Illinois—The liberal provision by the IIli- 
nois State Teachers’ Association for a sta- 
tistical and research department; the equip- 
ment of an office suitable for efficient work 
in this department; the employment of a 








6 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1925 





trained and experienced man to take charge 
of it, working under the general direction 
of the executive secretary; and the collection 
and publication already of many results hav- 
ing a direct bearing upon the most important 
recommendations in our educational and 
school revenue program.—R. C. Moore, State 


secretary, Illinois State Teachers’ Associa- 
tion, Carlinville. 
Indiana—Began a two-year demonstra- 


tion in two counties, each having a control 
county, in August, 1923, to demonstrate the 
value of supervised instruction in the rural 
schools and the value of codéperative buying 
of school supplies. The demonstration is 
in charge of the State department of public 
instruction and is being carried out by 
Doctor H. L. Smith, dean of the School of 
Education, Indiana University, and four 
rural school supervisors.—Benjamin J. Bur- 
ris, State superintendent of public instruc- 
tion, Indianapolis. 


Iowa—Splendid new buildings going up 
where needed, patrons take more and more 
interest in their schools, as indicated by the 
large number who attend observance of 
special days as well as the ordinary pro- 
gram of exercises. We are glad to boast 
also that Iowa schools furnish their quota 
of the hundreds of thousands of pupils who 
are taking increased interest in the study 
of Latin—May E. Francis, State superin- 
tendent of public instruction, Des Moines. 

The beginning of the construction of a 
five million dollar medical unit attached to 
the University of Iowa.—Charles F. Pye, 
secretary, Iowa State Teachers’ Association, 
Des Moines. 


Kansas—The passage of an eight months’ 
minimum term for all elementary schools 
and the passage of a compulsory educa- 
tional law requiring every child between 
the ages of seven and sixteen to be in school 
every day that schools are in session until 
he graduates from the eighth grade.—Jess 
W. Miley, State superintendent of public 
instruction, Topeka. 

The increase in membership in the Kansas 
State Teachers Association from 14,127 in 
1923 to 14,812 in 1924.—F. L. Pinet, secre- 
tary, Kansas State Teachers Association, 
Topeka. 


Louisiana—Sixty-five per cent of the pub- 
lic school teachers are graduates of four-year 
colleges or two-year normal schools. This 
gives some idea of the universal demand in 
our State for competent teaching service.— 
T. H. Harris, State superintendent of educa- 
tion, Baton Rouge. 


Maine—Unusually large building pro- 
gram, including both city and village, high 
school and rural consolidations; extensive 
building program in connection with teacher 
training institutions; the development af 
good spirit both on the part of the teachers 
and the general public; no disposition to- 
ward reaction but courage to go ahead, the 
taking effect of the pension contributory 
retirement law.—Augustus O. Thomas, State 
commissioner of education, Augusta. 

The development of consolidation under 
standard conditions of transporting pupils, 
new building construction for their accom- 
modation, and proper care throughout the 





school day has been making very notable 
progress during the past year. The attitude 
of school patrons on this difficult question is 
decidedly more favorable in view of the im- 
proved conditions.—Josiah W. Taylor, N. 
E. A. State director, Augusta. 


Maryland—Considerably more than nor- 
mal growth in silent reading and arithmetic 
reasoning in graded and rural schools re- 
sulting from October and May State-wide 
tests and supervisory follow-up work with 
more than 65,000 elementary school chil- 
dren; standard results in both subjects 


HE ROAD that man has trav- 

eled from the days when might 
made right, and when children had 
no claims which the State or 
parents were bound to respect, to 
a time when the child is regarded 
as of first importance, and adults 
represented in the State declare by 
law that the child shall be protected 
and shall have abundant educational 
advantages, is a long road and at 
times a very crooked one. Its ups 
and downs and forward movements 
have been those of the progress of 
the race, and in consequence, a his- 
tory of educational progress must 
be in part a history of the progress 
of civilization itself. Human civili- 
zation, though, represents a more 
or less orderly evolution, and the 
education of man stands as one of 
the highest expressions of a belief 
in the improvability of the race of 
which mankind is capable—Ell- 
wood P. Cubberley in THE HIS- 
TORY OF EDUCATION. 





achieved in graded schools; standard re- 
sults in arithmetic achieved in_ rural 
schools.—Albert S. Cook, State superintend- 
ent of schools, Baltimore. 


Massachusetts—The teachers of Massa- 
chusetts have gained a great victory for 
tenure in a decision handed down from the 
Supreme Court, where the case was carried 
by the Massachusetts Teachers Federation: 
“School committees cannot dismiss or de- 
mote an efficient teacher because of political 
resentment or other sinister influence. 

“School committees cannot ‘cover unlaw- 
ful acts with a virtuous name’ by voting 
something not essential when they mean an 
entirely different thing. 

“That by inference, a school committee 
cannot dismiss or demote a teacher except 
as provided by statute.’—Mary McSkim- 
mon, N. E. A. State director and principal 
of Pierce School, Brookline. 


Michigan—The introduction in the legis- 
lature of a measure which received wide 
support and passed one house, to assist poor 
districts by distributing public funds in pro- 
portion to the ability to pay as well as to 
the direct school burden.—Thomas E. John- 
son, State superintendent of public instruc- 
tion, Lansing. 

The consolidation of the Upper Peninsula 
Education Association with the Michigan 
State Teachers’ Association; the purchase of 
Moderator-Topics, founded by the late 


Henry R. Pattengill, and its incorporation 
in the Michigan Education Journal; a fine 
increase in membership during the past 
year.—E. T. Cameron, executive secretary, 
Michigan State Teachers’ Association, Lan- 
sing. 


Minnesota—Better teaching and super- 
vision than we have had since the war, with 
an intelligent and effective use of the new 
courses of study, including physical educa- 
tion, represent our most significant educa- 
tional achievement.—J. M. McConnell, State 
commissioner of education, St. Paul; C. G. 
Schulz, secretary, Minnesota Education Asso- 
ciation, St. Paul. 


Mississippi— Greatly increased enrol- 
ment in the colleges and public schools. 
Notable work on the part of the executive 
secretary of the Mississippi Teachers’ Asso- 
ciation resulting in increased enrolment of 
teachers and much interest in every phase 
of this organization. A steady increase in 
the number of consolidated schools and 
teachers’ homes.—J. N. Powers, N. E. A. 
State director, Jackson. 

Large increased attendance, substantial 
increases in number of consolidated schools 
and teachers’ homes, and a more equitable 
disbursement of the State equalizing school 
fund.—W. N. Taylor, secretary, Mississippi 
Education Association, Jackson. 

The passing of the one thousand mark in 
the number of consolidated schools.—W. F. 
Bond, State superintendent of education, 
Jackson. 


Missouri—The starting of the Junior- 
Senior High School Courses of Study, to be 
published in bulletin form, and the Missouri 
School Survey. Both of these are codpera- 
tive enterprises of the State Teachers’ Asso- 
ciation, the State educational institutions, 
and the State department of education.— 
Charles A. Lee, State superintendent of pub- 
lic schools, Jefferson City. 

The promotion of a State school survey, 
the building of courses of study with all 
educational concerns of the State codperat- 
ing; the establishment of a State physical 
education program; and the best enrolment 
in the State Teachers’ Association we have 
ever had.—E. M. Carter, secretary, Missouri 
State Teachers’ Association, Columbia. 


Montana—The employment of a full-time 
secretary and establishment of Montana Ed- 
ucation, a journal of the Montana Education 
Association —May Trumper, State superin- 
tendent of public instruction, Helena. 

The reélection of State superintendent 
May Trumper for a third term. Miss 
Trumper has stood for equal educational 
opportunities for all children. She has pre- 
pared a rural and a city course of study 
that stand preéminent in the United States. 
She has greatly improved instruction in rural 
schools through her plan of supervision.— 
R. J. Cunningham, secretary, Montana Edu- 
cation Association, Helena. 


Nebraska—(1) Introduction of new ele- 
mentary courses of study emphasizing the 
alternation of grades and combination of 
classes in rural schools; (2) introduction of 
a testing program designed to measure sub- 
ject matter, achievement, and mental ability 


(Continued on page 8) 


tion 
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eo RR RE, 





aye apne Monongahela rivers join to form the Ohio, in the heart of the “Ruhr of America,” lies one 
leit te A nye industrial cities, drawing its vast wealth not only from the resources embedded 
_ceartens ape ills, ut equally from the skilled minds and hands of men who direct and plan its mighty 
Retien A ieee ae is sant as the solid foundation upon which Pittsburgh must build and grow in the 
om beh ge een p anned to house its university—to provide classrooms, libraries, shops, and laboratories 
eS hay glaymys. and dentistry. This inspiring Gothic structure will rise fifty-two stories— 
li . ase y 60 feet. The lower floors of the building will be devoted to undergraduate schools; 

pper floors to professional schools, graduate research, libraries, laboratories, and social centers. 


[7] 


Prategneny ana CATHEDRAL OF LEARNING—Among the hills of western Pennsylvania, where the 








8 THE JOURNAL OF THE NATIONAL EDUCATION 





The -Man From the Crowd 


Sam Walter Foss 


Men seem as alike as the leaves on the trees, 
As alike as the bees in a swarming of bees; 
And we look at the millions that make up the state, 
All equally little and equally great, 
And the pride of our courage is cowed. 
Then fate calls for a man who is larger than men— 
There’s a surge in the crowd—there’s a movement—and then 
There arises a man that is larger than men— 
And the man comes up from the crowd. 


The chasers of trifles run hither and yon, 

And the little, small days of small things still go on, 

And the world seems no better at sunset than dawn, 

And the race still increases its plentiful spawn, 
And the voice of our wailing is loud. 

Then the Great Deed calls out for the Great Man to come, 

And the crowd, unbelieving, sits sullen and dumb— 

But the Great Deed is done, for the Great Man is come— 
Aye, the man comes up from the crowd. 


There’s a dead hum of voices, all say the same thing, 
And our forefathers’ songs are the songs that we sing, 
And the deeds by our fathers and grandfathers done 
Are done by the son of the son of the son, 
And our heads in contrition are bowed. 
Lo, a call for a man who shall make all things new 
Goes down through the throng! 
Make room for the man who shall make all things new! 
For the man who comes up from the crowd. 


And where is the man who comes up from the throng, 

Who does the new deed and who sings the new song, 

And who makes the old world as a world that is new? 

It is you! 
And our praise is exultant and proud. 

We are waiting for you there—for you are the man! 

Come up from the jostle as soon as you can; 

Come up from the crowd there, for you are the man— 
The man who comes up from the crowd. 


And who is the man? 


From Songs of the Average Man, copyright by Lothrop, Lee & Shepard, 1907. 





of students enrolled in high school teacher- 
training classes; (3) installation of an up- 
to-date system of school accounting and re- 
vision of general school statistics to comply 
with recommendations of U. S. Bureau of 
Education and National Education Associa- 
tion; (4) careful check by the State depart- 
ment, with the assistance of county super- 
intendents, of the certification of the 14,000 
teachers employed in the State—John M. 
Matzen, State superintendent of public in- 
struction, Lincoln. 


Nevada—Amendment three on _ ballots 
November 4 proposed to use moneys collected 
under penal code of State as legislature may 
direct, instead of for permanent school fund 
as has been the case since Nevada became 
a State. Teachers made active campaign 
against amendment. It was defeated almost 
two to one over entire State—Maude Frazier, 
N. E. A. State director, Las Vegas. 


New Hampshire gained in the number 
of trained teachers. In 1924, sixty-three per 
cent were thoroughly trained as compared 
with 31.9 per cent in 1919; only 6.2 per cent 


See! He rises in view! 


It is you! 











were untrained as compared with 34.4 per 
cent in 1919; 30.8 per cent were partly 
trained as compared with 33.7 per cent in 
1919.—E. W. Butterfield, State commissioner 
of education, Concord. 


New Jersey—(1) The standard of re- 
quirements for teachers’ certificates in New 
Jersey was substantially raised by substi- 
tuting for the examinations training in the 
summer normal schools. Now all teachers 
entering the New Jersey schools must be 
graduates of approved high schools and 
must, before getting their final elementary 
certificate, attend six sessions of the summer 
normal schools, which we consider the 
equivalent of a normal school training. The 
examinations for certificates have been 
abandoned. (2) An increase in the average 
salary paid to teachers was made. The 
average salary was increased from $1699.50 
to $1757.40, an increase of $57.90. (3) 
There has been a complete recognition by 
the State of its responsibility to help finan- 
cially the poorer school districts of the 
State——John Enright, State commissioner of 
education, Trenton. 


ASSOCIATION 


January, 1925 


The one hundred per cent enrolment in 
the State Association. Greatest annual 
meeting ever held, four thousand present. 
State survey of education being conducted by 
State Association.—Charles B. Dyke, secre- 


tary, New Jersey State Teachers Association, 
Milburn. 


New Mexico—Greatly improved school 
conditions due to securing better teachers 
after new certification rules went into effect. 
Public schools of State on very much 
sounder financial basis.—Isabel Lancaster 
Eckles, State superintendent of public in- 
struction, Santa Fe. 


New York—State normal schools with 
courses lengthened from two to three years 
have larger registration than ever before. 
More constructive experimental work in all 
schools. Unusually large enrolment in State 
Teachers Association—George M. Wiley, 
assistant commissioner of education, Albany. 

Twenty-five thousand teachers at district 
meetings in place of 5000 or 6000 as hereto- 
fore in a single State-wide meeting; an 85 
per cent enrolment in the State Association; 
and the establishment throughout the State 
of the principle of equal pay for equal serv- 
ice without reference to sex.—Harlan H. 
Horner, field secretary, New York State 
Teachers’ Association, Albany. 


North Carolina—State Association estab- 
lished magazine. Standardization of ele- 
mentary schools begun. Set of standards 
printed. Increased activity in consolidation 
and transportation, 65,000 children now be- 
ing transported daily—A. T. Allen, State 
superintendent of public instruction, Raleigh. 


North Dakota—The defeat of an initiated 
measure called the Gunderson Bill. This 
measure called for a 25 per cent reduction 
in all levies for public purposes from the 
1923 levy. Would have worked untold hard- 
ship on the schools. An intensive campaign 
by the North Dakota Education during the 
three weeks preceding election resulted in its 
defeat—M. E. McCurdy, secretary, North 
Dakota Education Association, Washburn. 


Ohio—Completion of a two-year investi- 
gation of problems of classification of pupils 
by a Department of Education committee 
under the chairmanship of Dr. B. R. Buck- 
ingham. The report is now in press.—W. 
B. Bliss, assistant director, State depart- 
ment of education, Columbus. 


Oklahoma—The standardization of six 
hundred rural schools according to the model 
school score card plan of the State depart- 
ment of education, and the initiation of this 
program leading to a total of one thousand 
rural schools now in process of reaching 
this standard; eighty per cent of total teach- 
ing force in attendance at summer schools; 
endorsement by the people at the polls of 
the idea that the State should be in part 
the unit of support for the public schools.— 
M. A. Nash, State superintendent of public 
instruction, Oklahoma City. 

Hundreds of the rural schools improved 
their conditions so much that they were rated 
as model rural schools by the State depart- 
ment of education.—C. M. Howell, secretary, 
Oklahoma Education Association, Oklahoma 
City. 


01 
ers 
ct. 
ich 
ter 
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ith 
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Vol. 14, No.1 


THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 





Oregon—Preparation by the superintend- 
ent of public instruction of a course of study 
for the week-day religious school, and the 
awakened interest on the part of school 
officials and patrons in putting a large 
moral and spiritual value into the course of 
study through the organization, under the 
State plan, for carrying on the work of the 
week-day religious schools in many towns 
and cities—J. A. Churchill, State superin- 
tendent of public instruction, Salem. 


Pennsylvania—The sustained interest of 
teachers in continuous self-improvement as 
evidenced by the 28,000 who attended sum- 
mer sessions and the 20,000 enrolled in ex- 
tension courses. Increase in annual State 
appropriation to $21,000,000, the largest in 
the history of the State, as against $15,000,- 
000 the previous year, with a larger allot- 
ment to the poorer school districts of the 
State—James N. Rule, deputy superintend- 
ent, department of public instruction, Har- 
risburg. 

An index of the growth of the professional 
spirit of our teachers is the enrolment of 
98.5 per cent of the 49,873 certificated public 
school teachers of the Commonwealth in the 
State Association—James H. Kelley, execu- 
tive secretary, Pennsylvania State Educa- 
tion Association, Harrisburg. 


Rhode Island—One half of all the public 
school teachers in the State are taking one 
or more classes at the College of Educa- 
tion. Continued services of teachers and 
other officials in spite of the failure to re- 
ceive salaries when due. Adding of 128 
rooms at a cost of $2,124,561—William G. 
Vinal, secretary, Rhode Island Institute of 
Instruction, Providence. 


South Carolina—The passage of a law 
by the 1924 Legislature granting every 
school in the State a seven months’ term. 
Purpose: equality of opportunity; equality 
in taxation; equality in distribution—J. H. 
Hope, State superintendent of education, 
Columbia. 


South Dakota—lIn spite of adverse con- 
ditions, enrolment in public high schools has 
increased about twelve and one-half per 
cent. State Education Association has been 
put upon a permanent basis with a full-time 
secretary in charge for the first time.—Fred 
L. Shaw, State superintendent of public in- 
struction, Pierre. 

Increased enrolment in State Association. 
Full-time secretary for the first time.—A. H. 
Seymour, president, South Dakota Educa- 
tion Association, Aberdeen. 


Texas—Texas educational survey com- 
pleted by Dr. George A. Works, of Cornell 
University, and his staff. Also the work 
done by the full-time publicity director em- 
ployed by the Texas State Teachers Asso- 
ciation.—R. T. Ellis, secretary, Texas State 
Teachers Association, Fort Worth. 


Utah—The one hundred per cent enrol- 
ment in the Utah Educational Association, 
the one hundred per cent increase in dues 
of the members of the Association, the em- 
ployment of a full-time secretary, and the 
taking over by the Association of the Utah 
Educational Review.—W. Karl Hopkins, 


The. real Labor Day came 
on Tuesday of last week, 
instead of Monday 





seeing a similar one last year. 





N. E. A. State director, superintendent of 
schools, Ogden. 


The launching of a movement looking 
toward the removal of the office of State 
superintendent of public instruction from 
partisan politics and making it an appointive 
office, the incumbent to be appointed by a 
State board of education elected by the 
people—T. D. Martin, executive secretary, 
Utah Education Association, Salt Lake City. 


Vermont—Significant progress has been 
made in the standardization of rural schools. 
Over one hundred _ schools have _ been 
standardized or made superior, and hun- 
dreds of others have been greatly improved. 

In teacher training, marked progress has 
been made. The number of normal and 
teacher-training students at present is 
entirely composed of high school graduates, 
430 in number, the largest number in the 
history of the State. This number will be 
nearly, if not quite, sufficient to meet the 
demand for trained teachers in all schools.— 
Clarence H. Dempsey, State commissioner of 
education, Montpelier. 

Bringing up to standard, or superior to, of 
so many of our rural schools.—Margery 
Adsit, secretary, Vermont State Teachers’ 
Association, 338 Pearl Street, Burlington. 


Washington—Defeat by three to two 
vote of Initiative No. 50, whose proposed 
tax limit of 40 mills would have reduced 
income of common schools by one third and 
of higher schools by one half—Arthur L. 


Is IT not about time that THE JOURNAL made a formal protest against 
such cartoons as the inclosed,” writes an interested reader. “I remember 


‘ No doubt they are funny, but one such 
picture counts for more with a nine-year-old boy than pages of photographs 
of children really enjoying themselves in school.” 





Marsh, executive secretary, Washington 
Education Association, Seattle. 

West Virginia—(1) Between seven and 
eight thousand teachers enrolled in summer 
schools; (2) the unusual increase in enrol- 
ment of teachers in the State Education 
Association, and as subscribers to West Vir- 
ginia School Journal; (3) the remarkable 
increase in enrolment in the N. E. A. from 
about 654 to 1635, and (4) great increase in 
high school enrolment and greatly increased 
percentage of elementary enrolment and 
attendance.—J. H. Hickman, N. E. A. State 
director, superintendent of schools, Hinton. 


Wisconsin—We have more than doubled 
the number of full-time teachers of physical 
education teaching in the high schools of the 
State. We have multiplied by three the 
number of teachers going into rural schools 
with two years of training beyond high 
school. We have multiplied by two the 
number of teachers going into rural schools 
with one year of training beyond high 
school.—John Callahan, State superintendent 
of public instruction, Madison. 

Notable increase in the erection of ad- 
equate and beautiful public school buildings; 
support of State Superintendent Callahan’s 
constructive educational program is gather- 
ing momentum, and normal school standards 
are elevated. All entering students are on 
the high school graduate basis or equiv- 
alent.—John F. Sims, N. E. A. State director, 
Stevens Point. 








10 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


January, 1925 





The Speech Reading Movement 


CriarRA M. ZIgGLER 


Principal, New England School of Speech Reading 
Boston, Massachusetts 


IP READING, or to use a better 
term, speech reading, is something 
more than the ability to read speech 
from the lips and facial expression. It 
involves a training of the mental powers 
to overcome the limitations of the eyes. 
There have been teachers of speech 
reading to the deaf child for about two 
hundred years, but it is less than fifty 
years that there have been teachers for 
the deaf adult, and in this country the 
first 


well-established schools are only 


just rounding out their first quarter 
century. When these schools started, 


speech reading for the adult hard-of- 
hearing was almost unheard of. Most 
people were doubtful of its value, and 
the 
most skeptical. 


hard-of-hearing themselves were 

The growth of the schools was slow 
until the World War brought recogni- 
tion of deafness as a definite liability. 
This in turn brought recognition of 
speech reading as the most effective 
overcoming the disability. 
The success of the intensive training in 


means of 


speech reading of the deafened ex-service 
man focused the attention of educators, 
social service workers, and of all who 
were interested in the problems of people 
so hampered. There was an awaken- 
ing to the fact that this disability is 
much more general than was supposed, 
for “it is a conservative estimate that 
one in every four adults between the 
ages of 16 and 70 has diminished acuity 
of hearing in at least one ear.”’ 

A few years ago it was rare to find 
any reference to speech reading outside 
the pages of the Volta Review. ‘Today 
one frequently finds articles relating to 
speech reading in the daily papers and 
the popular magazines. Then there was 
almost no recognition of the benefits of 
speech reading by aurists or doctors. 
Today almost every otologist of repute 
recommends and urges his patients to 
take up speech reading. Then educators 
were indifferent to the help speech read- 
ing offers to children who were pre- 
vented by defective hearing from keep- 
ing up with their classes. “Today sur- 
veys are being made in public schools, 
and trained teachers of speech reading 
are called for in one city after another. 
Then social workers were trying to find 
work to fit those handicapped by deaf- 


Today they are urging speech 
reading as an essential factor in helping 
applicants to keep their positions or to 
find better ones. In California, the 
State vocational board refuses to care 
for cases of defective hearing until they 
have studied speech reading. 

Another development is the formation 
of clubs, guilds, and leagues for the 
hard-of-hearing, in which they may work 


ness. 


In this connec- 
tion it is interesting to note that the 
majority of the schools and organiza- 
tions for the deaf adult are founded 
and carried on by the deaf themselves. 


out their own salvation. 


One of the important objects of these 
foster the art of 
Knowledge of it is 


organizations is to 
speech reading. 
spread broadcast, encouragement is given 
to the study of it, and opportunities 
offered for its practice. 
evening 


In many cases 
adults been 
started which were later incorporated 
into the public school system. 

Now their members are characteris- 


classes for have 


tically turning their attention to the 
hard-of-hearing child to save him the 
bitter experiences they themselves have 
passed through, and to make him a use- 
ful member of society. Even thoughtful 
persons are only beginning to realize 
that deafness is a much 
handicap to a child than blindness, since 
much more of both mental and moral 
development comes through the ear than 
through the eye. 

Most deafness begins in childhood, 


more serious 


but it frequently is not recognized as 
such by parents or teachers, or even by 
the child himself, who silently endures 
the stigma of “stupidity” or “laziness.” 
Poor scholarship and defective hearing 
are frequently in close relationship, and 
it is of the utmost importance that a 
child deprived of good hearing should 
be promptly and efficiently trained in 
speech reading at the age when he most 
readily acquires it. Not only does this 
early acquirement of speech reading en- 
able him to continue his studies in the 
usual classroom, but it helps him to con- 
serve his own speech. 

Classes for the special instruction in 
speech reading of the hard-of-hearing 
child in the public schools is practically 
a new idea. Lynn, Mass., and Rochester, 
N. Y., share the honor of being the first 


cities to provide such classes, and for 
some years they stood alone. Special ar- 
rangements have been made for the un- 
dernourished child, for those with de- 
fective vision, for those whose speech 
is imperfect, and for the child who has 
no hearing, but the hard-of-hearing child 
has been overlooked. Now there is an 
awakening to his need, and it is begin- 
ning to be realized that he must have 
speech reading in his own school and 
not in that for the deaf child, who re- 
quires an entirely different method of 
instruction. 

The first step is to discover how many 
children stand in need of this special 
instruction, and surveys are being made 
with startling results. Medical exami- 
nations in our public schools show that 
from 2 per cent to 14 per cent have 
hearing. In Washington, 
D. C., the offer of two teachers to give 


defective 


free demonstration classes was refused 
because only eight children were known 
to be deaf. 

The result of this offer, however, was 
a survey which 1400 deaf 
children in the elementary schools alone. 
In Chicago, estimates based on a survey 
of one school of more than 1000 chil- 
dren indicate that there must be 23,000 
in the city. In San Francisco, 3000 
children were found 
who were retarded in their work, and 
only 5 per cent of these had been re- 
ported by their teachers. In Brooklyn, 
N. Y., there are about 23,000 and only 
one school provided in the whole city. 


discovered 


hard-of-hearing 


child in 
public school should be promptly and 


The hearing of every every 
expertly tested. 

Now the awakening is so general and 
that it has created an em- 
barrassing situation. Cities all over the 
country are calling for teachers of speech 


so sudden 


reading for these children, and few prop- 
erly qualified available. 
The danger is that, in this desperate 
need, teachers will be accepted who have 


teachers are 


insufficient training and who do not un- 
derstand the peculiar need of the hard- 
of-hearing child. The next few years 
are critical ones and there will be rapid 
developments. 

It would not be surprising if within 
a few years speech reading would be 
Dr. Clarence J. 
Blake prophesied that speech 


taught to every child. 
reading 
would be included in the curriculum of 


Leland Stanford Medical 


School has such a class in connection 


every school. 


with its otologic clinic. 
Professor Reighard says, “I firmly be- 
lieve that not only the elementary school, 


was 
leaf 
yne. 
vey 
hil- 
O00 
000 
und 
and 
re- 
lyn, 
only 
city. 
very 
and 


and 
em- 
- the 
eech 
yrop- 
able. 
erate 
have 
F un- 
vard- 
years 
rapid 


‘ithin 
d be 
ce J. 
ading 
im of 
edical 


ction 


ly be- 
chool, 


Vol. 14, No.1 





but the universities, colleges, and normal 
schools should teach speech reading, and 
I as firmly believe that it will not be 
long before they do.” 

And why not? With the possibility 
of more or less defective hearing facing 
any one of us, speech reading is not only 





an efficient tool to be used in case of 
need, but, as mental training, it can 
hardly be surpassed. As Mr. Deland 
says, there is “no better proof that your 
mentality is alert, and on the job; is 
wide-awake and quickly responsive, than 
the ability to read the lips.” 


Visiting Teachers: What are 
They Teaching? 


Grace A. Day 


Supervisor of Elementary Schools and Kindergartens 


Meriden, Connecticut 


HE GREAT educational waste 

caused by lack of unity and co- 
operation between the home and school 
life of children has been an omnipresent 
problem of thoughtful teachers or edu- 
cators. About eighteen years ago a new 
agent, known as the visiting teacher, 
attacked this problem simultaneously in 
New York, Boston, and Hartford, Con- 
necticut. Now between 
twenty and thirty communities of vary- 
ing sizes and types scattered from 
Birmingham, Alabama, to Kalamazoo, 
Michigan, and from Burlington, Ver- 
mont, to Tulsa, Oklahoma, where the 
Commonwealth Fund, as a part of its 
program for the prevention of delin- 
quency; has established visiting teacher 
demonstrations. “Our aim is not only 
to extend the work to the communities 
selected for our program, but to make 
available to other communities that may 
be interested in undertaking the work 
on their own behalf, our experience in 


there are 


establishing it under as great a variety 
In ad- 
dition to these demonstrations conducted 
by the Commonwealth Fund, about 
twenty other cities or counties employ 
visiting teachers, making last year a total 
altogether of about one hundred forty 
visiting teachers in twenty-six States. 

In his article in the Hospital Social 
Service, Howard W. Nudd, chairman of 
the National Committee on Visiting 
Teachers, and director of the Public 
Education Association of the City of 
New York, says: 

“The educative influences in the home and 
neighborhood which operate during 88 per 
cent of the life of the child, must, as far as 
possible, be intelligently coérdinated with 
those of the school, which operate during 
only 12 per cent of the time. Particularly 
is this true of those problem children, the 
non-conformists, whom the school can no 


longer eliminate (because of compulsory edu- 
cation laws) even if it desired to do so. To 


of social conditions as possible.”’ 


understand such children and give them 
their full chance in life, it is essential that 
the school should not only be aware of what 
their life is like when not under its control, 
but also coérdinate that life with its own 
constructive purposes. 

“The work of the visiting teacher has 
grown out of a recognition of this need. 
With the two-fold training of a teacher and 
a social worker, the visiting teacher is a 
member of the school staff who seeks, on 
the one hand, to interpret to the school the 
outside life and interests of the child, and 
on the other hand, to inform the parents of 
the aims and demands of the school and the 
reaction of their children to them, in order 
that they may be able to coéperate with the 
teacher in giving their children the consistent 
and wholesome twenty-four-hour-a-day edu- 
cation essential to their full development. In 
practice, her special charges are those chil- 
dren who present problems of scholarship or 
conduct of a troublesome, erratic, or suspi- 
cious nature, or who show signs of apparent 
neglect or other difficulties with which the 
regular staff of the school finds itself unable 
to cope unaided. Such children include 
those whose conduct is below standard and 
who more or less show tendencies to delin- 
quency; the over-age who are restive in the 
classroom, counting the days until they may 
go to work; those who, finding it necessary 
to go to work, need advice, the adolescent, 
the indescribable, who are always in need 
of counsel; the precocious and gifted chil- 
dren who do not find full scope for their 
interests and abilities; and those whose home 
conditions are so adverse that they need 
special supervision or guidance. All such 
children, if early adjustment is lacking, not 
only miss the full advantages which the 
school affords, but if permitted to drift from 
bad to worse, arrive only too frequently at 
the children’s court or other 
agencies. 


corrective 


“I shall not attempt to describe the tech- 
nique which the visiting teacher employs in 
handling such problems even if it were 
within the province of my paper to do so. 
The chairman of the meeting (National 
Association of Visiting Teachers and Home 
and School Visitors, May 22, 1923) and the 
speakers who follow me are far better qual- 
ified for this task than I. Suffice it to say 
that she (the visiting teacher) seeks to enlist 
the cooperation of every agency and device 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 1 





within and without the school that can sup- 
plement and reinforce her own efforts to 
enable the school to provide that individual 
attention and treatment which its growing 
conception of the pupil as a child requires. 

“It is evident that work of such a char- 
acter is not(?) the province of the schocl 
nurse, for the child’s health may or may not 
be a factor in the child’s difficulty. Nor does 
it fall within the province of the attendance 
officer(?), despite the great importance of 
that officer’s work, for a child may have a 
perfect attendance record and yet present 
problems of behavior and scholarship for 
which the special help and advice of a 
specially equipped teacher is needed. It 
certainly should not(?) be expected of the 
class teacher, for she is already fully oc- 
cupied, if not indeed, overburdened, with her 
regular classroom duties, and even though 
she may have time (as she should) for social 
calls, she cannot, without great injustice to 
the majority of. her pupils, spare the time 
for the follow-up work out of school that 
is needed for the proper treatment of the 
type of problematical children referred to 
the visiting teacher. Furthermore, such 
work involves not only visits to the homes 
during the regular school hours, but also 
emergency calls to various social agencies. 
It also requires a degree of experience in 
social case work that the regular teacher 
cannot be expected to acquire while perform- 
ing with full efficiency her regular duties. 
It is essential, of course, that the visiting 
teacher should codperate closely with all 
school departments and that she should fre- 
quently secure results through them, but her 
work is not a substitute for theirs, nor can 
they take her place. Her services are sup- 
plementary to theirs and help to make them 
more effective in the light of a broader un- 
derstanding of the social and educational 
needs of the children in question.” 


The above quotation raises several im- 
portant Before discussing 
them, it should be said that the eighteen 
years of visiting teacher work in New 
York City, Boston, Hartford, Con- 
necticut, Rochester, and Mt. Vernon, 
New York, Chicago, and elsewhere have 
heaped high convincing evidence that 
work of this nature between homes and 
schools is a fundamental part of the 
educative process if public education ful- 


questions. 


fills its trust and results in the produc- 
This is one im- 
portant lesson which the visiting teach- 
ers are helping to teach. 


tion of good citizens. 


The work, not of bridging the gap 
between home and school, but of re- 
moving the gap and constantly prevent- 
ing it from occurring is of such vital 
importance that the first question raised 
might be—Can or should this function 
be delegated to a single agent—namely, 
the visiting teacher? When this work 
has been so delegated, is it the final solu- 
tion of the problem, or do we need 
further, careful experimentation with 
other possible solutions, such as reducing 
the pupil-load and subject-load of the 








12 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1925 





regular classroom teacher and giving her 
adequate social training of a scientific 
nature which would give her the time, 
ability, and disposition to do this work 
upon which the success of her classroom 
teaching depends? Now that the de- 
partmental or platoon system is more 
and more showing the need of a “home- 
room teacher’ who serves each pupil 
especially in codrdinating and unifying 
his whole school life, it might prove 
profitable to arrange this teacher’s prep- 
aration, time, and program so that she 
would become the visiting teacher or 
home visitor for these pupils. Such an 
experiment might be the next step in 
the visiting-teacher movement. To dis- 
miss such a possible solution with the 
statements that this work should not be 
expected of the class teacher, because 
she is already fully occupied or over- 
burdened seems to define the function 
of the class teacher as something narrow 
and static, determined merely by tradi- 
tion. It is reasonable to expect that 
the burdens of the teacher could be 
greatly reduced by making it possible for 
her to come into direct contact with the 
home life of her pupils and to codrdinate 
it, herself, with the work of the class- 
room codperating directly with parents 
and social welfare agencies. 

Another lesson which visiting teachers 
are teaching us is that all teachers need 
much more of the kind of education and 
training which is given to scientifically 
trained social workers. Teachers who 
go to summer schools year after year 
and sometimes mark time by repeating 
courses in general or special methods of 
teaching, should, at least, be offered, in 
normal schools and universities, the op- 
portunity to take courses in sociology, 
social psychiatry, community and family 
problems, and practice courses in home 
visiting and social case work. With 
the third and four years of professional 
preparation for teaching required by law 
in more and more States, normal schools 
and teachers colleges may include this 
sociological training in the program of 
each of their graduates. It is also be- 
coming more and more evident that prin- 
cipals, supervisors, and superintendents 
need more scientific preparation for the 
sociological aspects of their work. 
When this happens the parent-teachers 
associations will achieve some of the re- 
sults which many a visiting teacher at 
present is struggling ineffectually to at- 
tain, single-handed. 

Another question raised by the above 
quotation is—Should the work of the 
school nurse and the attendance officer 


be allowed to simmer down to a bit of 
isolated routine work or should they too 
be interpreters and codrdinators of 
home, school, and community? Should 
they, too, have more of the preparation 
necessary to the efficient visiting teacher 
or home visitor? Where children have 
suffered, in the past, from the isolation 
of school subjects from each other and 
from life, are we now in danger of 
adding another type of isolation in the 
multiplication of isolated agents min- 
istering to the child in fragments? 
Where can the class teacher safely stop 
short in her interest, understanding, and 





Opportunity 


Blynn Edwin Davis 


The teacher has the noblest task 

The hungering heart of man could 
ask: 

To point the way, to educate, 

To vivify, to recreate, 

To banish strife, bring surest hope, 

To light the way for those who 
grope, 

To ope new worlds, throw steady- 
ing light, 

Remove the 
right, 

With living fact in diligence 

To motivate intelligence, 

With patient seeking find the soul 

And nurture it to perfect whole, 

With noblest art make those who 
plod 

Look up and swing in step with 
God. 





doubt, confirm the 





work with the whole life of each pupil ? 
Is she an effective class teacher unless 
she is a successful home visitor, not 
merely for “‘social calls” but for technical 
work such as is accomplished by the 
skilful visiting teacher? Should not her 
program be arranged to include home 
visiting without adding to her present 
burdens? Should not every teacher be 
a visiting teacher? Even if the class 
teacher’s program is so arranged that 
home visits of the visiting-teacher type 
become a regular part of every teacher’s 
work, there will remain in many com- 
munities some special cases for an ex- 
pert social worker, visiting nurse, and 
attendance officer. Would it be possible 
to achieve more team work between 
class teacher and these other agents? Is 
it not one of the functions of the school 
principal and superintendent to establish 
team work between them? 

Perhaps, finding more intelligent 
methods of recruiting the finest and 


keenest young men and women of the 
community for the teaching profession 
is indirectly an important factor in solv- 
ing the problems of coérdinating home, 
school, and community in the elimination 
of delinquency and in the achievement of 
the highest possible educational ideal for 
every boy and girl in America. 

Another question—Can the needed 
changes in the curriculum of every school 
be made to meet the individual needs of 
every child until every teacher studies 
in the home of each pupil the conditions 
which influence him there? 

Just what agents, under what con- 
ditions can best unify the whole life of 
the child for twenty-four hours in the 
day, the year round in order to get the 
best results in character and citizenship, 
is a question which must be settled upon 
the basis of a sound and searching philos- 
ophy of education experimentally tested. 
It would be dangerous to permit it to be 
settled by the mere multiplication of 
visiting teachers. As sociological and 
psychological research in education ad- 
vance, proof seems to multiply showing 
that it is almost futile to attempt to edu- 
cate children for effective living when 
the educative process is conducted in 
mere classrooms, through subject-matter 
and by teachers having little direct con- 
tact and purposeful interaction with the 
specific homes of the specific children be- 
ing educated. 





E SHALL learn from geography 

the importance of environment, 
and from history the annoying but use- 
ful truth that all acts have consequences, 
and that those consequences cannot be 
escaped. Also that society is forever 
moving on, evolving out of something 
into something else; that there is noth- 
ing final or absolute; no goal, but a suc- 
cession of goals; that everything is al- 
ways in a state of flux or change, and 
that this is the very essence and meaning 
of life! Such knowledge will be re- 
inforced by some study of science in its 
main principles. ‘Through combining 
geography and history with some science, 
and in no other way, shall we become 
possessed of the supreme idea of evolu- 
tion fortified by the full, conscious con- 
viction that natural laws cannot be 
circumvented. Without a realization 
of this supreme conception, and without 
this guiding conviction, complete living 
can be naught but a sentimental dream, 
for the reason that the material is lack- 
ing for sound judgment of aims, con- 
duct, and life-values—Arnold Bennett 
in How to Make the Best of Life. 



































5 Vol. 14, No.1 THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 13 
. > ot. 
° | : ; | * > political attack, to guarantee the able 
- he eaching rocession and efficient teacher security of position 
” as long as efficiency and good behavior 
a iy TEACHING in the United States duty, and (6) malfeasance or non- continue, and to eliminate the unfit. 
e, a profession or a procession? A _ feasance when found guilty; (b) reason- Over 1000 representative classroom 
- study of teacher turnover shows that in able notice of hearing or intention to teachers were recently asked to vote on 
if some sections of this country, children prefer charges; (c) a hearing before the what they considered to be valid causes 
od are taught by a procession of teachers. 
> ae 7.19? 
d For the year 1922-1923, the number TEACHER TURNOVER 1922-23 ESTIMATED AND REPORTED BY STATE SUPERINTENDENTS ' 
required to fill positions vacated by Teachers Required to Replace Those Leaving the Profession in each State 
ol teachers leaving the profession in the aT ve TTR gn StiMCGn dear? 
of > | Per cent} Number; Number of | Per cent} Number; Number of 
several States was 1 10,560, or 16 per | replaced| replaced| teachers in | | replaced) replaced| teachers in 
es } . e shi f ae each | each _ (public schools) | each | each (public schools 
cent of the entire teaching profession. yer | year | @ Gtate your | pene | ef @tete 
- The turnover ranged from 4+ per cent in | — 
. xP a | ‘ as , = - Alabama....... 16 2,000 12,500 | Nevada 200 
n k lorida to 4/ per cent in W yoming. Arizona....... , 16 400 2,587 New Hampshire... 470 
a © ic 2 ache ; ' Arkansas 25 3,000 12,000 New Jersey. 2,400 
f Great mm the teacher turnover for | California... | 10 | 2/000 20,000 | New Mexico. ... | ~ "265 
O an entire State, the local turnover is Colorado (Estimated) 10 900 9,000 | New York. ‘ 7,000 
he much in excess of this, particularly in Connecticut.........| 20 | 1,602 8,011 | North Carolina 2,000 
he * pas 5 " NE no w'tws al 18 250 1,358 | North Dakota... 2,725 
rural sections. The 1924 Report shows Florida........ ' 4 300 7.756 | Ohio. , 3,800) 
Pp . ; Sapa i. Georgia.... 1: =e \ See 16,000 | Oklahoma 2,115 
’ the median tenure in the public schools aa... | 44 1°908 4°346 | Oregon.. 1,000 
on Ta: : TAL Pel eee 
of the United States is four years, while Ilinois 4.568 41,623 | Pennsylvania. 5,782 
S- . a — weave Indiana.... - | 3,235 21,793 | Rhode Island + 500 
d the median rural tenure Is but two years. Iowa (Estimated)... 2,600 26 ,000 South Carolina. . 2,650 
a. 4 +P > : ; = Kansas 2,960 17,971 South Dakota... 1,600 
~" The median tenure of uae sg soe nn | Tennessee 1800 
sc ; is rears, < arge * | 
re of schools is but three years, and a large Soren 9,000 | Texas. | es 
number are elected annually. Maine. . i ie Re 0 ER ernesitipne hn 800 4/000 
nd 1B Maryland.......... 24,463 Vermont. 5 Sora 400 2,890 
How to protect the efficient teacher Massachusetts. .... . 21,900 | Virginia... .... 3,100} 16, 331 
id- . Michigan 25,000 | Washington....... 2,100) 10,753 
and guarantee her tenure of office, and | 
ng i . : } : fi e. Minnesota. 20,841 | West Virginia. 2,500 12,500 
| at the same time weed out the inefficient Mississippi 13,000 ~ ~~ ai gpa i 4090 18687 
- . ¢ Mis Se ceca 22'998 | Wyoming......... "1 2,350 
" teacher, is a problem that eleven of our nae mom a fe 1,100 350 
en States have faced squarely. The princi- Nebraska 15,000 United States 4110,560| 4705,975 
in : eacliat din iia ———— ———_—_—— — —— a aaEeEEEEE 
; pal features of the teacher tenure law aa 1 These data were obtained by a direct inquiry to State Superintendents of Public Instruction sent by 
od which they have passed are: ( l ) a pro- the 1924 Committee of One Hundred on the Problem of Tenure of the National Education Association. 
n- ’ : s - r 2 Does not include City of Baltimore. 
bationary period of teaching—1 to 3 2 Data for 1921-22. ; 
+he 9 +s 4 Total does not include Kentucky and Maine. 
‘ years; (2) a definite procedure for re- 
e- . . 2 oa fea * 
moval which includes (a) specific writ- 
ten causes for dismissal, such as: (1) employing board; and (d) right of coun- for dismissal. The majority agreed that 
immoral or unprofessional conduct, (2) sel for teacher. they would consider their dismissal justi- 
yhy incompetence, (3) persistent violation of A review of present teacher tenure fied for any one of these four causes: 
_ or refusal to obey State laws, (4) in- laws shows that their general purpose (1) Proved lapse of moral character; 
se- ‘ealé : oe . ; a eae ee 
subordination, (5) wilful neglect of is to protect the teaching body from (2) Continued inability to maintain 
"eS aes eka 
a discipline; (3) Proved insubordination 
e ; 
to reasonable rules and regulations of 
ver R U RE ; ; ; 
. oT ATE TEAC H E TEN LAWS employing authority; and (4) Manifest 
in ’ hay pr pects 
~ or proved physical disability. ‘Teachers 
th- ; 
themselves realize that tenure must be 
uc- ; ; 
based on a standard of merit, otherwise 
al- : . ; 
ail the profession will suffer from undesir- 
able members. 
ing . hed 
fire A teacher tenure law which includes 
its a standard of professional attainment for 
ing certification, a probationary period of 
1ce, teaching, standards of professional 
yme growth and service, together with a 
ylu- definite procedure of ‘dismissal that is 
-on- just to both the teacher and the patrons 
be which he serves is justified on the 
tion My Bas no State Teacher grounds that a sound and stable teaching 
out Tenure Lew body is necessary for the best educational 
me ny Has State Teacher Temre ‘ 4 , > ce 
ying Law of State-wide Application progress of boys and girls—A brief 
, Tenure Law li- ° ‘ . ~ 
am, sara soak Large anal review of the Report of the 1924 Com- 
ack- mittee of One Hundred on the Problem 
con- of Tenure which is included in Research 
nett The California law applies throughout the State to districts with 8 or more teachers; the Maryland 


‘een 


law applies to all Maryland except Baltimore; the Massachusetts law, to all Massachusetts except Boston. 


Bulletin Vol. 2, No. 5 of the N. E. A. 








14 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





When Clara Taught 


BerTHA THOELECKE 


Omaha, Nebraska 


N THE EMPIRE STATE, when 

children were good or bad little boys 
and girls, not cute little kids; when 
young people were friends or sweet- 
hearts, not wonderful pals; when a wife 
was a helpmeet, and a husband a good 
provider rather than a good mixer or 
a good scout, Clara merged from child- 
hood into maidenhood, and after “‘stand- 
ing with reluctant feet,” according to 
the custom of those days, she became 
what quaintly termed a young 
woman—not a chicken, a flapper, a 
peach, a skirt, a frail, or a vamp. 

With her parents, brothers, and sisters, 
she sat at the table after supper, and 
played authors, lotto, parchesi, or dom- 
inos; or on summer evenings, romped 
in a blackman game; or at parties, spun 
the platter, and shyly called the name of 
her favorite swain. 

Life was not so complex then as now. 
Children were not considered a project ; 
nor their discipline a problem to be 
solved with the advice of women’s clubs 
and the assistance of the juvenile court. 
Every well-regulated home had its wood- 
shed, and the sounds that occasionally 
emanated therefrom were not always 
caused by the impact of an ax upon 
wood, or the screeching of a saw through 
a pine knot. Girls had not discovered 
the pernicious effect of dishwater upon 
the hands. Children used the now 
obsolete formula, “Mother, please may 
I?,” and mothers not infrequently re- 


was 


sponded with a direct, unequivocal 
se No.” 
Hair was not ratted, but braided 


tightly when one wished to camouflage 
for a photo or a wedding. It was not 
bobbed, but shingled when expedience 
dictated. Eyebrows were not plucked in 
a high line to secure that look of mild 
astonishment. Vanity was _ considered 
one of Satan’s most effective weapons; 
therefore, “Handsome is as handsome 
does,” and “Beauty is only skin deep,” 
were duly impressed. 

There was no rouging of cheeks, or 
spending hours in torture to secure a 
permanent wave; and only an occasional 
forerunner of the 1924 vamp ventured 
so far as to bite her lips or pinch her 
cheeks or use a burnt match on her eye- 
brows when going to a party or expect- 
ing a suitor. The coiffures and dances 
of the Congo and the South Sea islands 


had not then been adopted. Costume 
designs were selected from Godey’s, not 
from the National Geographic Magazine 
or the Book of Revelations. The sim- 
ple-minded creatures of Clara’s girlhood 
heard harmony in the “Beautiful Blue 
Danube,” and saw poetry of motion in 
the waltz, and fun and wholesome ex- 
ercise in the quadrille, lancers, and Vir- 
ginia reel; the intricate one step, the 
graceful fox trot, the refined bunny hug, 
had not been introduced. 

The average young woman of today, 
dominated by a vague unrest, always 
seeking a new thrill, would deplore 
Clara’s young womanhood as drab ex- 
istence. However, as her social status 
was not vitally affected by the height of 
her heels, the texture of her hose, or the 
distance from ground to skirt hem; as 
she was not distracted by such weighty 
questions as whether high or low waist 
line, Mohawk or Harding blue, satin 
or kid pumps would be the vogue, Clara 
devoted herself to her work. 
Having a high I. Q. she made such prog- 
ress that father and mother decided she 
should be a teacher. So she was en- 
rolled in a State normal school. 

Many of us are familiar with the de- 
tails of her preparation there. She 
solved with avidity and ease the once- 
loved problems of the hen and a half 
who laid an egg and a half in a day and 
a half; the optimistic frog down in a 
well, who believed he’d ultimately get 
out though he slipped back three feet 
each time he hopped up two; the hare 
whose five leaps equalled the hound’s 
three; the two jointly 
bought a grindstone and divided it ex- 
actly, even unto the hole; the non- 
profiteering merchant who mixed various 
brands of tea to secure a mixture he 
could sell so as neither to gain or lose. 

Clara doubtless memorized the con- 
tents of Steele's Sixteen Weeks in 
Physics and Physiology, and could ably 
defend her contention that there are two 
hundred ten bones in the human skeleton 
by naming and locating them. In gram- 
mar she memorized Harvey’s Thirty 
Five Rules so as to say them backwards 


school 


friends who 


or forwards, and could distinguish a 
transitive verb in the passive voice by 
the Those the 
good old days before our intimate friend, 


sense of touch. were 


the direct object, had begun to mas- 


January, 1925 


querade as an adjunct accusative, and 
before the nomenclature changed as 
often as political platforms. 

She developed her love for literature 
by writing the traditional Friday com- 
positions on obedience, industry, habits 
of ants, etc., and by diagramming 
Evangeline in Reed and Kellogg’s best, 
inimitable style. She learned to bound 
the States, name and locate their cap- 
itals and largest cities, and to trace the 
rivers and their tributaries. And she 
got at least five head marks a week for 
her proficiency in spelling phthisis, Po- 
pocatepetl, etc. Otherwise how could 
she have become a successful teacher ? 

When her preparation was completed, 
women were not yet clamoring for their 
rights and incidentally most of the men’s, 
and nearly fifty per cent of all teachers 
were men. Clara was one of the ad- 
vance guard to reduce this percentage. 
Furthermore, with initiative and enter- 
prise unusual in one so young, she blazed 
a trail to the land of opportunity—out 
where the west begins—and became an 
integral part of the Nebraska school 
system. 

One of Clara’s favorite stories is of 
two horses, who, day in and day out, 
year in and year out, trod the monot- 
onous course of a grist mill; the one, 
sullen and disgruntled, the other happy 
in his work, believing that some day he 
would get out of the routine and arrive 
where he wanted to be. In course of 
time, their master, in recognition of their 
faithful services, resolved that they had 
earned their freedom and release from 
toil, and turned them out into a pleasant 
And 
how did they view their retirement? 
The first spent his time in self-pity, re- 


meadow with a running brook. 


grets, and rebellion at his fate; the sec- 
ond made friends with the other animals 
and gave pleasant rides to the boys and 
girls and rejoiced in having achieved 
what he had always believed he would. 

And was their work really ended? 
No; for the grist that they had ground 
had entered into the bone and sinew of 
the Nation. And so with Clara retired. 
Her influence never has been, and never 
will be, a negative one. She has left 
her impress on all with whom she has 
toiled, and can truly say, “I have given 
of myself to all that I have met.” 

And now what? Endowed with rich 
inner resources, with a keen capacity for 
good fellowship and for all that appeals 
to a cultured, refined gentlewoman; 
with the vital spark still burning high, 
she goes forth to enjoy her richly-merited 
leisure, to rest and invite her soul. 


yer 
eft 
has 
yen 


‘ich 
for 
eals 
an ; 
igh, 
ited 


A Dream and a Guide-Book 


N THE COOL of a summer evening, 

a Woman stole away to a rustic seat 

under the old apple tree in her 
garden. 

“Dear old she said, “I am 
weary tonight and discouraged. Your 
drooping branches shut me in, away from 
all the world.” And she rested her head 
against its sturdy trunk and closed her 
eyes. 

The twilight shadows deepened and 
enfolded her; soft, 
lulled her to rest. 


” 
tree, 


breezes 
And she fell asleep 
and dreamed a dream. 

She found herself climbing a steep and 
high mountain. A narrow, difficult path 
led upward, winding its tortuous way 
to the summit where a great light shone. 

And she saw people toiling on ahead. 

“TI can climb no farther,” ‘she said. 
“My strength is spent. 
this ledge of rock.” 

“Tet me help you,” said a cheerful 
voice beside her. 

The Woman looked up and beheld a 
rugged mountaineer with frank, open 
countenance and piercing, kindly eyes. 

And he bore under his arm a Book. 

“Who are you?” said the Woman, 
“and why am I here?” 


caressing 


I will rest on 


“T am a guide on this mountain. My 
name is Accuracy. 
“Oh, do not 
Woman. “I want you always at my side. 

You are so strong and I am so weak.” 


leave me,” cried the 


“T will be near whenever you need 
me,” replied the guide. “My brothers 
are guides also. They will help you. 
Their names are Definiteness, Clearness, 
Exactness, and Precision. We are all 
children of our father, Truth. Our 
work is to help our father; to make the 
way to the summit less difficult, and to 
teach travelers who come this way to 
avoid the dangers of slipping as they 
mount upward. This is the path of Cor- 
rect Expression. It is one of the paths 
that lead to my father’s house, where 
the great light shines. None can reach 
that dwelling without traversing it and 
learning to know Me. 
because you seek me and my father. Be- 
hold the millions who are content to re- 
main on the plain,” said the guide with 
a sweep of his hand. 

The Woman rose and turned her gaze 
to the valley below. And she saw a 
mist rising from the valley, which came 


You are here 


Rost ARNOLD PowELL 


even to where they stood ; and in it, men 
and women and children walked about 
as dim shadows. And she said to the 
Guide, “Do they not care to seek 
Truth?” 


On a Dictionary 


Wendell Phillips Stafford 


These are the quarries 
thought shall build 


whence brave 


Truth’s towering temples. On this palette 


curl 
The colors for all pictures. In this grove 
The songs of ages wait, like sleeping birds, 


The coming of the sunrise. Words are 


here 


That will make lightnings in the eyes of 
men, 


Escaping the right hand of some new Jove 





hose left hand throttles the thunder. 
’Tis the arsenal 


Where rust old blades new battles will 
make bright; 


It is the granary whose hoarded seed, 


Sown by some broad-armed Nile, will 
burst the bins 


Of Egypt. Here are words that drudged 
for men 


And shall be kings hereafter; ermined 
words 


That shall wear rags. 
bow 


This is the unbent 


Ulysses’ hand must supple; ’tis the un- 
swung sword 


Whose hilt proclaims: “I wait for him 
who can.” 


The atoms of all thought are whirling 
here; 





Out of this chaos let a world be born. 
Again the morning stars will sing together, 
And all the sons of God will shout for joy. 


[From The Washington Star, July 1, 1924] 


“They do not care.” 
“Whence comes all this mist,” asked 
the Woman. 


And he answered, “Out of their 
mouths.” 

“How strange! I do not under- 
stand.” 

“They speak lies,” continued the 


Guide, “and befog the atmosphere so 
that no one can see clearly. Lies and 
inaccuracies are mist.” 

“But surely some are truthful,” said 
the Woman. 

There is none wholly accurate, no, not 
one. Much of the mist is the result of 
the careless, inadequate use of language. 
Words are not to be judged by the sound 


[15] 





they make, but by the feelings they en- 
gender and the action they set in motion. 
It is only as we rise above the mist that 
we note its awful effects.” 

“How true that is!” said the Woman. 
“T have long tried to awaken people to 
the importance of Correct Expression; 
but nobody cares. I am discouraged.”’ 

“Nobody?” said Accuracy, looking 
searchingly into her eyes as a light mist 
diffused itself about her. 

“Oh, I don’t mean just that. I mean 
that few people really, deeply care.” 

“That is better,” said the Guide with 
a quizzical smile. “Words should be 
used with great care if we wish to ex- 
press truth.” 

“You are right,”’ said the Woman. 
“We all help to create the mist.” 

“Watch your thought,” 
Guide earnestly. 


warned the 
“Accurate thinking 
must precede exact expression: The truth 
is often perverted, by a wrong use of 
words or a lack of words. I have a 
guide-book here, an invaluable aid in 
mounting this path.” 

“Oh, what is it?” asked the Woman 
eagerly. “I desire to speak truth above 
all things.” 

“Its name is familiar, like that of the 
great guide-book, the Bible. These two 
are in truth the world’s greatest books. 
Do you use it?” asked the 
opening it wide. 

“An unabridged 


Guide, 


dictionary!”  ex- 
claimed the Woman, her eyes kindling 
as she glanced at its pages. 
I use it much. 
my path. 


“Yes, ves! 
It is indeed a light unto 
But, few people care about it.” 

“They have not been taught to use it. 
But the mist is slowly rolling away. 
Go back to the valley and hold aloft the 
guide-book. All people must learn to 
think, speak, and write accurately. 
There is no greater need on earth today. 
How long shall children be born in this 
mist ?”’ 

“I will go,” said the Woman; and 
she started down the steep, narrow path 
to the valley. 

A gentle breeze blew her hair about. 
A voice, faint at first, then growing 
clearer, was calling her from a distance. 
“Mary! Mary!” 

The Woman awoke. Stars were 
shining overhead. It was very late. 
Smoothing back the locks of her hair, 
she arose and left the garden. 








16 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Post-War Reforms and 
Education: India 


HERE IS a considerable misunder- 
standing in this country as to the 
present position of education in India. 
Facts have been misrepresented either 
on purpose or through lack of adequate 
knowledge. It has been frequently rep- 
resented to the public that since the 
introduction of reforms in India in 
1918-19, the position of education has 
been much improved, that many prov- 
inces have passed compulsory education 
acts, that the department of education 
has been handed over to Indians, who 
can improve the situation if they want 
to, etc. An attempt is here made to 
present an accurate picture of the condi- 
tion of education in that country since 
the introduction of post-war reforms and 
to demonstrate why no improvement has 
been possible in the matter of education 
under the present system of government. 
Education in the hands of Indian 
ministers—India is divided into different 
provinces for the purpose of administra- 
tive convenience. The Mont-Ford Re- 
forms of 1918 gave India a greater or 
less degree of Provincial autonomy. Out 
of the few subjects handed over to prov- 
inces for administrative purposes without 
any interference from the Imperial gov- 
ernment, and known as “provincial sub- 
jects,” some have been handed over to 
Indian ministers nominated by the 
executive government from the enlarged 
Provincial legislatures, having a limited 
popular representation based on a nar- 
row franchise. These subjects, which 
include education, sanitation, etc., are 
known as “transferred subjects,” while 
the remaining subjects, like police, 
Anglo-Indian education, etc., are known 
as “reserved subjects.” All these would 
lead one to believe that the Reforms in- 
troduced in India may have been a sub- 
stantial step towards responsible govern- 
ment. What has been given by one 
hand has been taken by the other. 

The method of division of funds—lIt is 
the method of division of funds between 
the transferred subjects and the reserved 
subjects that has taken away all the 
benefits of the Reforms. The order in 
which Provincial funds are to be dis- 
tributed is: First, a fixed contribution to 
the Central, or Imperial Government, for 
defraying its expenses; second, the 
amount needed for reserved subjects, and 
third, that need for the transferred sub- 
jects. Thus, transferred subjects, which 


are constantly expanding,’ are to be pro- 
vided for last. Naturally, under such 
a system, whenever there is any deficit, 
it will appear to be incurred for trans- 
ferred subject or subjects, and the odium 
of additional taxation over the already 
overtaxed people will have to be borne 
by the poor Indian ministers in charge 
of these subjects. Add to this the fact 
that Provincial legislatures have not the 
power to levy all types of taxes. 
Autocratic budget system—As the 
budget is to be framed by the executive 
government as a whole, the Indian min- 
isters have an opportunity to take some 
part in the deliberations. But owing 
to their minority, they can exert little 
or no actual influence. It is then placed 
before the legislatures for discussions 
and for taking votes upon resolutions for 
allotments. But neither in the case 
of the Provincial legislatures nor in the 
case of Central Government does the 
legislature acquire any power, under the 
Reforms, to vote upon and pass or re- 
ject the budget. The executive govern- 
ment is not bound to carry out the 
wishes of legislature unless they choose 
to do so. The discussion and meaning- 
less voting is permitted only because it 
renders less obvious the actual autocratic 
powers of the executive government. 
Patronize liquor if you want more 
education—Even though Indian min- 
isters may wish to go ahead with a con- 
structive policy of progressive reform, 
they cannot do so without additional 
taxation, which is well-nigh impossible 
because the imaginable sources of rev- 
enues have been already tapped. If 
there be some few remaining, they must 
be such as not to interfere with the pos- 
sible Imperial sources of taxation. Add 
to this the position into which the 
benign government has placed the poor 
ministers by handing over to them all 
income from liquor to meet a major por- 
tion of the educational expenditure. 
Liquor trade is a government monopoly 
in India like that of opium. When one 
looks at Uncle Sam’s efforts to eradicate 
the baneful effects of such intoxicating 
articles by prohibition laws and then 
turns to John Bull for comparison, the 


1 Written for THe Journat by Mr. V. V. Oak, 
of Clark University, Worcester, Massachusetts, 
who was a teacher in India for five years. 


2Only six per cent of the Indian population 
knows how to read and write. Hence, expenditure 
on education will have to be increased rapidiy if 
progress is to be made. 


famous lines from Shakespeare’s Hamlet 
will naturally occur to him: “Look at 
this picture and that.” ‘“Patronize liquor 
if you want more funds for education” 
is the sum and substance of this action. 

The so-called compulsory education 
acts—The reformed councils took up the 
matter of compulsory legislation on 
primary education, and, in some prov- 
inces, legislative acts to bring this about 
have even been passed. But the glaring 
defect in them is that the government, 
beyond promising to pay a certain per- 
centage of the cost, has not bound itself 
to introduce the scheme, and initiative 
in the matter has been left entirely to 
the choice of local bodies and munici- 
palities—a course of action which they 
usually cannot afford for want of funds. 
Even a highly developed and educated 
country like the United States of Amer- 
ica needs a compulsory education act, a 
prohibition act, etc., because the average 
mass of people in any country in the 
world is unwilling, perhaps through 
ignorance, to get the benefits of these 
things unless they are forced upon them. 
It is already an admitted canon that it is 
the primary duty of any democratic gov- 
ernment to educate its children to rule. 
The “intelligentzia” of India has been 
demanding compulsory education ever 
since the eighties of the last century, but 
even the twenties of the present century 
has not witnessed any decent educational 
reforms. The old system of education 
was destroyed to give place to no system, 
with the natural result that the percent- 
age of literates in India is at present less 
than it was in the seventeenth and eight- 
eenth century. The government of the 
Philippines spends 84 cents per capita 
of the population upon education. The 
per capita expenditure on education in 
India is 5 cents, out of which half is 
made up from private contributions of 
the public, such as endowments, dona- 
tions, and fees. Thus, the actual ex- 
penditure on the part of the state is a 
little over 2 cents per head of the popula- 
tion. 

A further invidious racial distinc- 
tion is made by the government in the 
contribution it makes towards the aver- 
age expense of each Indian pupil 
($4.10), as compared with that of a 
European, or an Anglo-Indian pupil in 
India ($31.30). (These figures are 
based on the statistical tables published 
in the second volume of Progress of 
Education in India, 1917-22, Eighth 
Quinquennial Review, published by the 
Government printing press, Calcutta, 


1923.) 


January, 1925 


nm 


ee ee ae 


ws 


ese 


t is 
OV- 
ile. 
een 
ver 
but 
ury 
nal 
tion 
em, 
ent- 
less 
ght- 
the 
pita 
The 
n in 
lf is 
s of 
iona- 
ex- 
is a 
pula- 


stinc- 
1 the 
aver- 
pupil 
of a 
pil in 
s are 
lished 
sss of 
cighth 
ny the 
lcutta, 


=- 


Vol. 14, No.1 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 17 





This Generation 


E. C. CLINE 


Richmond, Indiana 


HIS GENERATION of boys and 

girls of high school age, like 
all generations that have made their 
presence felt, is the target of a fire of 
criticism. Since disrespect for the opin- 
ion of their elders is set forth as their 
prime fault, it is possible that such crit- 
icism is futile. However, the problem 
raised by public opinion ought to be 
provocative of thinking; a blanket denial 
of any cause for reflection is as wasteful 
as unreasonable criticism. 

Whether or not this generation is 
worse or better than some other genera- 
tions is a question like that favorite 
school debate as to the comparative merit 
of Washington and Lincoln: it is pro- 
vocative of much illuminating discussion, 
but eludes any attempt at a decision. 
We shall be able to speak with more 
definiteness and shall, no doubt, pave 
the way for more fruitful conclusions if 
we start out with the obvious assumption 
that this generation is different from any 
other and if we are able to indicate some 
of the points of difference and the fac- 
tors contributing thereto. 

Several conditions, some of long stand- 
ing, some peculiar to this generation, 
conspire to make this generation differ- 
ent from any other—different largely in 
the fact that it is more independent, or 
is made to feel more independent, of the 
older generation. 

The automobile first. We have been 
wont to think of new inventions and 
discoveries only as adding to our ma- 
terial ease and comfort and not as entail- 
ing a change in social conditions which 
may demand a readjustment. ‘The auto- 
mobile has given us more speed, has 
increased our “space-binding’’ capacity 
and has made us more independent of 
our environment; the last is the social 
result of the first two. The older 


‘generation has accepted the new era with- 
jout making a complete readjustment— 


especially as to its social import; the 
younger generation, being more plastic, 
has made a complete readjustment with 
all that it implies in potential better or 
worse. The sense of control over great 
speed and power gives them a new thrill 
of superiority, while the ease with which 
they can escape their former environ- 
ment with its guidance and restraints 
gives a feeling of independence which, 
unguided, may easily pass into license. 


This is a perfectly natural result: the 
sudden withdrawal of restraint of what- 
ever kind or degree will be followed by 
misuse of the new freedom until new 
means of control are built up. Most 
parents seem to have observed this new 
activity of youth without reflecting on 
its possible consequences and, apparently, 
without interpreting correctly such con- 
sequences as do follow. Others have 
misgivings, but are helpless in devising 
controls and do nothing with the more 
or less desperate hope that things will 
adjust themselves. But whether things 
adjust themselves in accordance with 
social well-being, is dependent on human 
intervention and control. 

Secondly, the problem of part-time 
work. Many high school principals, I 
presume, have been impressed in late 
years by the fact that such a large num- 
ber of high school pupils work outside of 
school hours. We are inclined to call it 
an evidence of increased thrift and to let 
it go at that with some mental reserva- 
tions as to the possibility of the outside 
work interfering with school work. It 
seems that beneath the surface, however, 
is a deeper reason than an accidental 
access of thriftiness. During the war 
the young people discovered that they 
could do a great many things formerly 
done only by their elders and that in 
doing these things they could secure a 
considerable measure of independence (of 
the family group, especially) both be- 
cause of the demands of the position and 
because of the money they earned. Such 
independence they have decided to main- 
tain and where family concord and 
loyalty are weak, to increase the inde- 
pendence. Unscrupulous and thought- 
less employers have advantage in this, 
because the possibility of converting a 
part-time position into a full-time posi- 
tion with a consequent increase in money 
and independence is a constant tempta- 
tion to leave school (perhaps, home too) 
in order to take the full-time position— 
a position that generally proves a blind- 
alley job. © 

In the third place, this generation is 
the product of a definite, purposed, 
scheme of education which aims to un- 
shackle human energy for actual par- 
ticipation in the work of the world at 
an earlier age than ever before: instead 
of merely tolerating children as non- 


entities to be seen and not heard until 
released from the school, instead of 
vainly trying to dam up energy only to 
have it burst forth surreptitiously in use- 
less and dangerous channels outside the 
supervision of the school, pupils are 
encouraged to be conscious of the powers 
within them and to use them as active 
agents long before they leave school. 
And at the end of the free school career 
comes the modern high school—some- 
times a palace in itself—which by reason 
of its varied interests, group enthusiasms, 
pageants and plays, games and clubs, 
happy democracy, good books and good 
friends, projects and attendant joys of 
accomplishment on a large scale—life 
filled to overflowing — presents a 
dramatic appeal to an impressionable 
age; its glamor beckons to those far 
down in the grades; even parents feel 
the thrill of such buoyant life; it is 
high adventure on which the youth em- 
bark with almost frantic energy. All 
this reveals the child’s powers, increases 
his independence and his desire for more 
independence. Such increased availability 
of energy immediately presents a prob- 
lem; every access of energy or intelli- 
gence on the part of the human race is 
a potential cause of more bad as well as 
of more good ; sympathetic guidance im- 
poses itself as a thing of ever greater 
importance. If the school is sympathetic 
and patient, the most unbelievable loyalty 
and coéperation will result ; if the school 
is inflexible and impatient, rebellion is 
likely. If the parent lives in the life 
and world of the child, shares his en- 
thusiasms and is a kind pal in his mo- 
ments of errancy, the whole family group 
will be enkindled with life and purpose; 
if the home is passive and cold or un- 
reasonably obstructive, there will be a 
break and the child will hasten to devote 
his loyalty to the world the school has 
helped him create. 

We see, then, that this generation 
through no fault of its own has secured 
a new degree of independence of the 
social controls that operated on former 
generations, without being put in the 
way of a supply of new controls to meet 
the new situation. Independence in itself 
is a good, or our theory of democracy is 
an error, but independence of one level 
of social controls is good only so far as 
a higher level of controls is substituted. 
Economic independence of the home is 
not good if it brings with it a rejection 
of all family group relationships—if the 
new independence is sought not to better 
the status of the group and through the 
group the individual, but merely to free 








18 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1925 





Salary Schedule in Jersey City, N. J.— Effective September 1924. 


POPULATION 297,864. 





Classification 


Annual | Maximum 


salary 


| Minimum 


salary | increment | 





2 








Kindergarten teachers. 
Elementary teachers...... 
Junior high school teachers Pac 
$400 extra compensation. 
High school teachers......... 
Elementary principals: 
Primary departments an 
Grammar schools. .... 
Elementary vice-principals. . 
Junior high school principals 
$600 extra compensation. 
Junior high school vice-principals 
$400 extra compensation. 
High school principals 
High school vice-principals. 
Head of high school commerci 
Director of high school industrial work.... 
Supervisors: 
General supervisor, primary. 
General supervisor, grammar. . 
General supervisor, intermediate grades 


Director of manual training and domestic science . 


Supervisor of drawing... ties 
Supervisor of physical training. 
Director of vocal music... . 
Special: : 
Ungraded classes (delinquent) .. 
$600 extra compensation. 


Ungraded classes (1) mentally defective, (2) blind, and (3) deaf.. 
$300 extra re upon completion of special course. 


Vocational counselor 


$1 
1 


Uinin< 


s § 8882883 5882 8 


Beeeess eee 


nNuuununn 
»> &@ & s 


1 Minimum salaries are subject to allowance for experience. 
2 Teachers appointed vice-principals receive $100 above their salaries as grade teachers. 


NOTE: 


All{teachers who have taught thirty years or more in the public schools of Jersey City will 


receive a double increment beginning September 1, 1924, and each year thereafter until their maxima 


are reached. 


the individual from group restraint. 
Growing independence of the individual 
with growing self-control as an aim of 
democracy is not incompatible with 
happiness in school or in the family 
group. Asa matter of fact this independ- 
ence and the manifestations of it are not 
the causes of the present mal-adjustment : 
they simply bring into full relief the 
real problem. 

A part of the difficulty began before 
this generation came on the scene: in the 
habit of training children to do things 
rather not to do things—on the basis of 
authority instead of reason. A few 
things, when children are young, ought 
to be told and enforced categorically, but 
as children grow up such unreasonable, 
external restraint should give way to a 
comprehending, internal, individual con- 
trol by the children themselves. The 
acquisition of such ability to control 
oneself should be the primary aim of all 
family and school training. If such self- 
control does not come, the child will 
feel and continue to feel that he is con- 
trolled by a kind of world of which he 
is not a part; he will try to flee this 
world, in spirit at least, create a world 
of his own and dwell in it. 





Too early 
marriage and crime are only extreme 
means of escape. Between the world 


that seeks to control him and his own 





world a_ gap Increase of 
independence conditions 
makes the gap an ever-widening one. 
This specific situation is both the 
and the effect of a lack in the 
spirit of democracy in the home and 
school—of a lack of the realization of 
the meaning of group life in which the 
happiness of the individual and of the 
group depends on the sympathy, mutual 
understanding, and codperation of all the 
individuals in all family and_ school 
affairs. The trouble arises when there 
are two groups, parents and children, 
teachers and pupils, each group having 
its own aims and organization which the 
other is not allowed to share, does not 
More 
family life as such, more personal con- 
fidences, family councils, family social 


grows. 


under such 


cause 


share, and does not care to share. 


life, greater community of interests, more 
reasons for being at home than those of 
eating, sleeping, and “changing clothes 
to go somewhere else,” 
In the 


are crying needs. 
socialization of 
method, elimination of irritating 
“don'ts,” 


schools, more 
increased devotion to the spirit 
of extra-curricular activities, allowing 
pupils a share in control, granting their 
right to know the reasons for whatever 
regulations there are for the control of 
the school community, sympathetic guid- 
ance as a regular and not an incidental 


part of school, are now all actual neces- 
sities and not merely desirable accessor- 
ies. 

Such is the main part of the difficulty. 
The rest lies in not recognizing the social 
meanings of the three new factors that 
I have mentioned and their tendency to 
increase the gap by enabling the youth 
more readily to escape from the real 
world and to live more completely and 
successfully in their own. 

In this situation the school and the 
parents have equal blame for the exist- 
ence of the trouble and equal respon- 
sibility in meeting it. The solution 
depends on two things, not mutually 
exclusive : 

1. An intelligent conception of the 
world as it is and especially of the social 
meanings of the changing conditions of 
life to the end that the youth will be 
educated (in school and in the home) 
in and into the real world. 

2. An increased devotion (in school 
and in the family) to the spirit of 
democracy in which the group seeks to 
better itself by an interest in the free 
and rational development of the individ- 
uals and in which the individual feels 
that his own best interests lie in work- 
ing for the best interests of the social 
group to which he belongs and, especially, 
a reconsideration of the method of train- 
ing children to be members of democratic 
society so that due emphasis will be put 
on training children to control .them- 
selves, rather than on placing the sole 
reliance on arbitrary rules and group 
control. Self-expression is good only to 
the extent that self-discipline keeps pace. 

This generation has the capacity and 
the temptation to be worse than preced- 
ing ones, but it also has the capacity 
and the opportunity for finer loyalty, 
greater leadership, and more cheerful, 
unselfish service than youth has ever 
had before. This generation cannot be 
driven dumbly, but it will work in 
codperation amazingly, while, in their 
independence, these young people would 
rather fail than admit it is a fact that 
they are really hungry for mature sym- 
pathy of the red-blooded, wholehearted 
kind because they realize, even more 
keenly than we, that they possess a new 
power and opportunity that often be- 
wilders them and because, too, they have 
an acute sympathy with the world’s prob- 
lems and all the impatient eagerness of 
youth to understand and solve them. 
Never has there been so much of mutual 
pleasure and profit in the association of 
two generations as now. Alert and 
dynamic sympathy is needed 


els 
rk- 
‘ial 
ly, 
in- 
itic 
Dut 
—_- 
ole 
yup 
’ to 
ace. 
and 
-ed- 
city 
ty, 
ful, 
over 
t be 
in 
heir 
ould 
that 
sym- 
irted 
nore 
new 
be- 
have 
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utual 
on of 


and 


Vol. 14, No.1 





THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 19 





Library Service in Oregon 


Rural Schools 


Rutu M. Paxson 


Head of School Department, Library Association of 
Portland, Oregon 


UCH has been written of late 

about equal educational opportu- 
nities for the rural and city school chil- 
dren, and it has at the same time oc- 
curred to many librarians to preach the 
doctrine of equal library opportunities 
for the country child. 

The children in the rural schools of 
Multnomah County are served by the 
county library which is in Portland and 
which is supported jointly by the city 
and county. ‘The school department of 
the library is organized to supply all 
the schools of the county with an ad- 
equate number of books for both reading 
and study. Ifa child finishes the elemen- 
tary school without becoming a lover of 
books, it is not because he has not been 
exposed to plenty of good books and 
been encouraged by his teacher and the 
school librarian to read them. 

Early in September, as soon as the 
school department receives the names of 
the teachers and organization of the 
schools from the county superintendent’s 
office, libraries for the children’s pleasure 
reading are sent out to the schools. Ac- 
cording to an arrangement made some 
years ago, the library bears the expense 
of sending the books, and each school 
district is responsible for their return. 


al RP ® 


CANDIDATES for reading certificates in a school near Portland, 


In order that there may be no dupli- 
cation in the books sent from year to 
year, lists have been prepared and num- 


room school, consisting of fifty books 
for children of all ages. The primary 
lists include books for the first three 
grades; the intermediate lists for the 
fourth, fifth, and sixth grades, and the 
advanced lists for the seventh and eighth 
grades. If a school has more than three 
rooms, the lists are not followed but a 
library made up especially for each room. 

The school librarian attends the first 
teachers’ meeting of the year, and in- 
vites the teachers to visit the library to 








ead ee ee 


sees ees 


BEING examined for reading certificate at the end of the term. 





bered. A record is kept for each school, 
showing which libraries the schools have 


had. ‘There are nine lists for the one- 





select books for their own reference use. 
The reference collection in the school 
department contains books for story tell- 
ing, history, geography, nature study— 
in fact, all the subjects in the course of 
study. It has been found from exper- 
ience that it is much more satisfactory 
for the teachers to select these books for 
themselves rather than 
rians do so. 


have the libra- 
In addition to these ref- 
erence libraries, which may be kept the 
entire year, teachers also have the priv- 
ilege of borrowing books from any de- 
partment in the library for the period 
of one month. They may also take any 
number of pictures from the picture col- 
lection for four weeks. As all teachers 
are required to attend teachers’ meeting 
in Portland once a month, the teachers 
in even the most remote schools have the 
opportunity of visiting the library at least 
on that day. 
By the 
school 


middle of 


librarian, 


September, the 
equipped with lunch 
basket and road map, sets out in the 
library Ford to visit the country schools. 
Sometimes four or five schools can be 








20 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


January, 1925 





visited in one day, but, when the schools 
are far away or the roads impassable, 
only two or three can be reached. 

It usually takes until the end of Octo- 
ber before the fifty-four schools are 
visited. The size of the schools vary 
from the one-room school, away up in 
the mountains, which boasts this year of 
seven pupils, to the nine-room school in 
one of the suburbs. The buildings vary, 
too, from the one over on the island, 
which looks as if a gentle wind might 
carry it away, to the modern brick build- 
ing equipped with auditorium, gymna- 
sium, and library room. But in all the 
schools, big and little, the librarian is 
always welcomed and is urged to come 
again soon. 

The librarian has several objects in 
visiting these schools: first to make sure 
that each teacher is supplied with the 
right libraries for her grades; to explain 
to new teachers the method of keeping 
circulation, and to be sure that others 
are keeping it, in permanent form; to 
advertise the teacher’s privilege ‘at the 
library and to mention any special book 
which may be of personal interest to 
the teacher, and lastly to talk to the 
children. 

In the lower grades, the librarian 
talks about the care and handling of 
books and tells a story. In the upper 
grades, beginning with the fifth, the talk 
centers about the reading certificates and 
the books to read for the certificate. 
This reading certificate is given to any 
child who reads five books on the reading 
certificate list during the school year, 
and who can, when the librarian visits 
the school in the spring, tell about the 
book. The librarian does not require 
a perfect review of the books, but simply 
by questions satisfies herself that the 
child has read the book and understood 
the main points. 

More and more interest has_ been 
shown by the children in these reading 
certificates, and the number winning 
them has grown until, last May, 542 
were distributed. The children are very 
happy over these certificates with their 
gay colored ribbons and gold seals, and 
more than one child with pride has told 
the librarian, “Father has made a frame 
for my certificate, and it’s hanging in 
the parlor”! 

During the summer when the schools 
are closed, the children within a twenty- 
mile radius of Portland are still able to 
continue their reading for the book 
wagon comes to them once a week. 

Members of the school department 
staff are in charge of the book wagon 


two days a week, so that even in the sum- 
mer the school librarian remains in touch 
with some of the rural school children. 
She guides their reading, hears their 
spontaneous comments on the books, and 
prides herself on her growing friendship 
with these children. 





DJUNCTS to successful teaching— 

Success as a teacher depends as much 

on the observation of pupils as upon the 

teacher’s knowledge of the subject and 

his ability to present the subject in a 
clear and comprehensive manner. 

When a teacher gives a demonstra- 
tion or presents a lecture he is certain 
of success if he can be positive that his 
points are understood by the pupil. The 
chief senses that enable the student to 
acquire information are the two to which 
a teacher should pay a great deal of at- 
tention—namely, the seeing and hearing 
senses. Practically 90 per cent of our 
knowledge is obtained through the sense 
of sight excepting, of course, in special 
schools such as those for the blind. In 
schools for the deaf and dumb it can 
easily be seen that sight is of still greater 
importance. 

A pupil after reaching a certain age 
hates to show his ignorance by asking 
questions to which he should know the 
answer, and if he is at all sensitive, he 
will not raise the question. When a 
pupil does not grasp a subject as readily 
as his fellows, he should not be classed 
as under the average mentally, but his 
attitude in the classroom and study hall 
should be carefully analyzed. If he is 
inclined to strain forward, or resting his 
elbow, place his hand behind his ear, or 
if he is inclined to turn one ear toward 
the teacher, he undoubtedly has subnor- 
mal hearing faculties and a test should be 
made of his auditory senses. In making 
these tests, every chance of his reading 
the tester’s lips should be avoided. 

One of the most common causes of 
backwardness in school is the inability of 
the pupil to see clearly and easily. Here 
again a teacher may by the simple re- 
course to observation suspect eye 
trouble. A pupil who is far-sighted and 
who is in his early years may be able to 
pass the standard visual acuity as now 
given, but objective examination will re- 
By exerting an 
unusual amount of energy a far-sighted 
person can overcome his condition for a 
certain period of time, but his effort will 
tire him tremendously and he will un- 
consciously let his eyes look at distant 
objects or become drowsy. Often a pupil 


veal the true condition. 


is unable to concentrate for any length of 
time because his eyes are not normal. A 
near-sighted pupil is readily detected be- 
cause of his inability to see the board and 
his subnormal vision will show in the 
standard visual tests as given. 

Because a pupil holds his book close 
to him in reading does not indicate that 
he is near-sighted, but on the contrary 
he may have such a high degree of 
hyperopia, far-sightedness, that he 
obtains monocular vision by bringing his 
book so close to his face that his nose 
prevents binocular and_ troublesome 
vision. 

Lack of concentration is more apt to 
be due to eyestrain than lack of interest 
in a subject. Squinting is resorted to by 
a pupil in an effort to overcome defective 
vision. Tilting the head is a natural 
tendency in overcoming muscular imbal- 
ances and certain astigmatic errors. In- 
flamed lids and styes are also indicative 
of visual defects. A 

Realizing the importance of vision to 
education, it seems little short of deplor- 
able that the inadequate visual tests 
should exist in place of a thorough eye 
examination of every pupil in the public 
schools. These objective visual exami- 
nations can actually be given in less time 
than it takes to make the Standard 
Visual Acuity tests now prevailing, and 
they will give more accurate data than 
any test possibly can, because the pupil’s 
perceptive powers are not called upon at 
all. 

An essential element in vision is illumi- 
nation, and the illumination existing in 
the majority of schools is absolutely in- 
adequate for efficient teaching. One of 
the saddest things connected with this is 
the lack of interest shown in this mat- 
ter when educational boards are made 
acquainted with the true conditions. 
Due to not being acquainted with the 
true condition of things many fathers are 
allowing their children to study under 
circumstances that they would not 
tolerate for a minute in their own places 
of business. Parents seem universally 
ready, individually, to do everything pos- 
sible for their children’s benefit except 
to approach the board of education on 
a subject of this kind. 

Wherever artificial illumination is 
used the incandescent element should be 
so placed that it would be impossible for 
it to come within the field of vision of 
either pupil or teacher. This condition 
is found in only the latest or improved 
schools.—Claude M. Hail, Glens Falls, 
N. Ts 


sts 
ye 
lic 
ni- 
me 


ird 


lan 
il’s 


at 


s is 
iat- 
ade 
ons. 
the 
are 
der 
not 
aces 
ally 
pos- 
cept 

on 


for 


ition 
oved 
‘alls, 


Vol. 14, No.1 


THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 21 





At Walter Reed 


ks OF THE MOST interest- 
ing of the patriotic pilgrimages 
undertaken by the members of the Na- 
tional Education Association in July, 
1924, was made to the Walter Reed 
Memorial Hospital, a United States 
army hospital named as a memorial to 
the late Major Walter Reed, of the 
army medical corps. On this patriotic 
pilgrimage, the chairman of the occasion 
was the Honorable Hubert Work, Secre- 
tary of the Interior, Washington, D. C., 
and an address was given by Joseph M. 
Gwinn, superintendent of schools, San 
Francisco, California. 

The hospital is located at Sixteenth 
street and Georgia avenue, Washington, 
D. C., and the grounds extend as far as 
Alaska avenue. It has 108 acres of 
wards, commodious sleeping rooms, mess 
halls, kitchens, lavatories, commissary 
department, recreation rooms, and work 
rooms for vocational instruction. Besides 
the main building of the hospital, there 
are ample residences for the families of 
the medical officers, and dormitories for 
the nurses. The hospital is intended to 
be the principal general hospital of the 
army, where any member of that branch 
of the service may at all times get expert 
Here 
many sick and wounded soldiers have 
been successfully rehabilitated physically 


medical and surgical attention. 


and vocationally, and restored to useful 
The hospital also 
serves as a training ground for doctors 


places in society. 


who enter the medical service of the 
army. 
More specifically, its purposes are for 


the treatment of cases requiring highly 
specialized care; for the training of 
enlisted men in nursing and the duties 
of military sanitation and hygiene; for 
the treatment of officers prior to examina- 


tion; for instruction in military surgery, 
hospital administration, hospital corps 
drill, and establishment of field hospitals. 

Walter Reed Memorial Hospital was 
founded in 1892, promoted by Dr. 
George Miller Sternberg, for the pur- 
poses of the army medical school. The 
first permanent building was erected in 
1898. Dr. Walter Reed, then major, 
was the first officer detailed to medical 
service in the hospital. 





Major Reed was born in Virginia in 
1851. He was educated for the medical 
profession in the University of Virginia 
and in Bellevue Hospital Medical 


College, attaining first rank in his pro- 
His work in discovering the 
cause of yellow fever and in evolving 
methods for its control is one of the 


fession. 





achievements of modern 
Major Reed’s untiring devotion 
to his profession seriously impaired his 
health, and in 1902, while serving on the 
staff of the hospital which now bears his 
name, he 


outstanding 
times. 


succumbed to 
following an operation. 


appendicitis, 


His life and achievements stand as a 
monument to American ideals of service, 
still further reflected in the work which 
is here being carried on in his name. 

Of equal importance with the medical 
care given in the Walter Reed Hospital 
are the vocational training and the resto- 
ration of morale which is made available 
to the wounded military man. Instruc- 
tors are employed who give lessons in 
many varieties of manual work, such as 
weaving, designing, typewriting, hand 
tooling of wood and leather, knitting, 
etc. And apparatus is supplied for the 
amusement and entertainment of the 
patients, such as games, reading matter, 
pianos, phonographs, and radio. 

It was at Walter Reed Memorial 
Hospital that Samuel Rothafel, known 
to the radio public as Roxie, received 
his inspiration to install radio sets at the 
bedside of every hospitalized soldier in 
America. The movement is now well 
under way, and Roxie’s project bids fair 
to be soon realized. 








22 Tue JouRNAL OF THE NATIONAL EpuUCATION ASSOCIATION 


January, 1925 





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 andis published in accordance with the 
standards of that organization. 





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





Editor-in-Chief, William C. Bagley 


Publication Staff 


Joy Elmer Morgan Harold A. Allan 
Managing Edttor Bustness Manager 





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








Education During 1924 


UCH OF HOPE is found in a 
survey of educational achieve- 
ments and trends during 1924. Among 
the more significant are the following: 

The reaction which threatened to 
cripple educational programs appears to 
have passed its peak. The people be- 
lieve in their schools and will stand by 
them in a crisis. Although in certain 
areas suffering acutely from economic 
depression, budgets were reduced, teach- 
ers’ salaries generally are not only hold- 
ing their own but are being advanced 
in many places. National, State, and 
local education associations have dem- 
onstrated their effectiveness as agencies 
for the improvement of educational con- 
ditions. The battles to be fought dur- 
ing the year ahead may be approached 
with renewed confidence in informed 
public opinion. 

The three principles of the Educa- 
tion Bill—a Federal Department of 
Education with a Secretary in the Presi- 
dent’s Cabinet as a research agency, a 
National Council of Education as an 
advisory agency, and Federal aid to en- 
courage the States in educational efforts 
vital alike to good citizenship in State 
and Nation—have gained wider accept- 
The election the 


ance. has shown 


strength of Congressmen who stand for 
these principles. President Coolidge has 
come out for a Department of Education 
and Relief, which may be regarded as a 
considerable step toward the creation of 
a unifunctional department of education. 

Large-scale building programs are 
still in progress throughout the coun- 
try. Among notable authorizations are 
Los Angeles, $34,640,000; Cleveland, 
the continuation for an additional five 
years of a levey yielding about 
$6,000,000 annually; Oakland, Cali- 
fornia, nearly $5,000,000; Birmingham, 


Alabama, $3,500,000; Lincoln, Ne- 
braska, $3,000,000; Akron, Ohio, 
$2,500,000; Denver, Colorado, over 


$1,186,000; State of California, over 
$60,000,000. The modern school build- 
ing is planned by a battery of experts 
who consider every feature in its relation 
to modern educational purposes and 
technique. 

Improved techniques of teaching 
and supervision have continued to spread 
among workers in service under the 
stimulus of professional organization, 
summer schools, and extension classes. 
Scientific precision is replacing guesswork 
in educational diagnosis and in the guid- 
ance of teachers and pupils. The util- 
ity of experimental and demonstration 
schools is more widely recognized. 

Recognition of the unifying function 
of education in the life of the community 
is drawing educational workers into 
activities outside the schoolroom where 
they take the part of intelligent citizens 
in shaping public policies. ‘Teachers are 
thus equipped to relate daily lessons in 
school to life outside of school. 

Curriculum revision by democratic 
methods guided by sound educational 
objectives has made giant strides during 
the year, notably in Los Angeles and 
Denver, and in the work of the yearbook 
committee of the Department of Super- 
intendence—one of the largest codper- 
ative educational enterprises ever under- 
taken. California is making a State- 
wide survey of elementary school courses 
of study. Curriculum revision, as now 
conducted by committees representing all 
teachers, is a powerful force in improv- 
ing teaching. 

Textbooks and other aids to teaching 
continue to improve and to adapt them- 
selves to educational needs as shown by 
notable exhibits held in connection with 
the meetings of the National Education 
Association. 

National publicity for education has 
never been better in spite of certain 
handicaps associated with a presidential 


campaign year. Newspapers have given 
generous space. American Education 
Week was widely and and effectively ob- 
served. Magazines of large national in- 
fluence have had notable articles inter- 
preting educational ideals, practices, and 
results. Recognition of the economic 
importance of education is increasing], 
apparent. 

A child labor amendment to the 
Constitution received the necessary two- 
thirds vote by both houses of Congress 
and is now before the States for ratifica- 
tion. The fight promises to be bitter. 
The opponents have started a vigorous 
campaign based on appeals to prejudice 
and ignorance. ‘They have early vic- 
tories to their credit. Can they win 
permanently ? 

Radio as a factor in popular education 
has developed rapidly. It is estimated 
that $500,000,000 was spent for radio 
equipment during 1924. What will 
schools do to prepare children to use 
radio intelligently for their continued 
improvement? How will radio be used 
in school instruction? The answer is 
not yet. 

Adult education in many forms is 
being extended. Libraries are improv- 
ing their services. The American Li- 
brary Association has enlarged its work 
and is undertaking a thorough study of 
adult education. Extension courses con- 
tinue popular. Indications point to a 
time when almost everyone will be en- 
gaged in some form of study directed by 
school or library. 

State and local education associa- 
tions have increase in 
membership, to improve their meetings, 
to develop their journals, and to main- 
tain an all-year service. Among the 
States to employ full-time secretaries for 
the first time are Utah, Montana, and 
South Dakota. The North Carolina 
Association has started the North Caro- 
lina Teacher. The Utah Educational 
Journal is transferred from the Exten- 
sion Division of the University of Utah 
to the Association. 

The National Education Associa- 
tion has maintained its vigorous cam- 
paign for better educational conditions. 
It has improved its budget and revised 
its departmental organization and com- 
mittee work. It held in Washington in 
July a meeting characterized by large 
attendance, a notable program, great 
patriotic inspiration, and deep educa- 
tional significance. The Association’s 
important mission as the unifying, in- 
tegrating force in American education 
receives increasing recognition. 


continued to 


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‘ wealth to the 


An Appeal to Prejudice and Ignorance 


HEODORE ROOSEVELT, in 

1907, recognizing the character of 

the campaign against the child 
labor legislation then pending, issued this 
warning: 

States’ rights should be preserved when 
they mean the people’s rights, but not when 
they are invoked to prevent the abolition of 
child labor—not when they stand for wrong 
or oppression of any kind or for National 
weakness or impotence at home or abroad. 
The States have shown that they have not 
the ability to curb the power of syndicated 
wealth and therefore in the interests of the 
people it must be done by National action. 


What Mr. Roosevelt recognized then 
is even more true today. Special interests 
are renewing their appeal to ignorance 
and prejudice with a vigor heretofore 
unknown. Funds are being subscribed, 
organizations are being formed, the aid 
of school people and of the ministry is 
being solicited to fight against the ratifi- 
cation of the Amendment in every State. 
The enemies of this constructive measure 
recognize the influence of the National 
Education Association, the American 
Federation of Labor, the League of 
Women Voters, the General Federation 
of Women’s Clubs, and other disinter- 
ested civic organizations of national 
scope, but these enemies plan to employ 
clever writers, shrewd artists, and elo- 
quent speakers, counting on the pre- 
ponderance of their wealth to over- 
balance the soundness of the case in favor 
of the Amendment. 


Massachusetts legislature favors the 
amendment—The following resolutions 
were adopted by the - Massachusetts 
Senate, February 12, 1924, and its House 
of Representatives, February 18, 1924, 
and may be found on page 3939 of The 
Congressional Record for March 11, 
1924. 


Resolutions in favor of the amendment to 
the Constitution of the United States author- 
izing Congress to enact a uniform child 
labor law. 


Resolved, That because of the injustice 
and hardship to children in industry, and 
the harm to industry itself resulting from 
lack of uniformity in State legislation regu- 
lating child labor, the General Court of 
Massachusetts respectfully petitions Congress 
to propose an amendment to the Constitu- 
tion of the United States authorizing Con- 
gress to enact uniform legislation as to child 
labor throughout the United States; and be 
it further 

Resolved, That copies of these resolutions 
be sent by the Secretary of the Common- 
presiding officers of both 


to ignorance and prejudice. 


branches of Congress and to each of the 
Senators and Representatives 
from Massachusetts. 


in Congress 


Why Massachusetts reversed itself— 
After taking this admirable stand in 
February, the State of Massachusetts in 
a referendum vote gave a majority 
against the ratification of the Amend- 
ment in November. Persons in touch 
with the situation in the State report 
that next to the definite instructions of 


Cardinal William H. O’Connell to the 





CTING under its constitu- 
tional authority Congress 

has submitted to the States, 
with no time limit for ratifica- 
tion, the following amendment. 








Section 1. The Congress shall 
have the power to limit, regulate, 
and prohibit the labor of persons 
under 18 years of age. 


Section 2. The power of the sev- 
eral States is unimpaired by this 
article except that the operation of 
State laws shall be suspended to 
the extent necessary to give effect 
to legislation enacted by the Con- 
gress. 








clergy of his diocese, the States-rights 
scare raised by Drs. Pritchett and Butler 
and promoted by manufacturing and 
shop interests had most to do in lining 
up the ignorant vote of the State against 
the Amendment. These influences were 
set in motion to counteract in part the 
work of the American Federation of 
Labor for the Amendment. According 
to the 1920 census, Massachusetts has 
146,607 illiterates and 1,088,548 foreign- 
born out of a total population of 
3,852,356. With the exception of Rhode 
Island, Massachusetts has a larger per- 
centage of children in employment than 
any State outside the South and con- 
sequently a large group of ignorant 
parents financially interested in the em- 
ployment of children. 

Perhaps the Massachusetts Legislature 
considering the last 
February reached a wiser decision than 
these masses of ignorant and foreign-born 
citizens driven to the polls by an appeal 
Certainly 
one may doubt the Americanism of the 
efforts to discredit whom the 


problem calmly 


those 


people choose to represent them in their 


State legislatures and in Congress. 


[23] 


The fight over this movement is on. 
It will be one of the most bitterly fought 
battles in American Constitutional his- 
tory. In the white light of the struggle 
our opinions will be measured by the 
eternal principles of truth, justice, equal- 
ity, and human liberty. The methods 
of the opposition are appeals to prejudices 
and misrepresentation—the very things 
against which education should stand like 
the Rock of Gibraltar. Let everyone 
who is trying honestly to make up his - 
mind on this great problem ask the 
following questions of those who urge 
him to oppose the Child Labor Amend- 
ment : 


1. Who are the friends of the meas- 


ure? What are their motives? 


2. Who are the enemies of the meas- 
ure? Were they not also the enemies 
of compulsory scheol attendance? What 
are their motives? 


3. Where did you get your facts? 


4. Just what do you mean by “States’ 
rights”? Would you put “States’ rights” 
above human rights? 


5. Is it good American citizenship to 
try to create a lack of faith in the Fed- 
eral Government? Has it been less 
eficient and high-minded than the State 
governments? 

6. Would you exempt from military 
service to the Nation in time of war the 
men who as children the Nation denied 
an opportunity for a fair start in life? 

7. Do you think it is possible under 
present conditions to confine to the State 
of its origin the bent and broken human 
life that the exploitation of children 
leaves in its wake? 

8. Do you believe that mature men 
and women should be required to com- 
pete with the commercially exploited 
labor of children? 


9. Have you 
Amendment itself ? 


read the 
It does not prohibit 
child labor, but merely gives Congress 
power to deal with the problem. Has 
any honorable citizen anything to feat 
by granting to Congress authority to 
deal with a recognized National evil ? 


proposed 


10. Were it adopted, have we reason 
to believe that would go 
further than the standards of the two 
child labor laws that have been enacted 
and acknowledged to be good, although 
declared unconstitutional ?—J. E. M. 


Congress 








What is the Teacher Worth? 


\ : JE USUALLY GET what we 

pay for, whether we buy teach- 

ing services or potatoes. For 

either article, even when there is a large 

supply, a fair price has to be paid for 
superior goods. 

We want teachers of superior innate 
ability, trained, cultured, traveled, full 
of initiative and self-respect, with a 
broad outlook and understanding of life 
so that they may interpret life correctly 
for our boys and girls. We can have 
such teachers when we are willing to 
pay for them. We will pay the neces- 
sary price only when we understand the 
value of the teacher’s service to indi- 
vidual and community life—when we 
appreciate the worth of the teacher. 
When we buy teaching services, to a 
large extent, we buy our children’s out- 
look on life. The teacher who is trained 
in civic affairs gives more to her pupils 
than is contained in the civics textbook. 
The teacher who has traveled brings 
first-hand knowledge to the interpreta- 
tion of history and geography and a 
larger understanding of human beings 
because of her contacts with people. 
The teacher who reads the best profes- 
sional books and magazines brings to her 
classroom invaluable teaching helps so 
that her pupils learn more in less time. 
The teacher who has a standard of liv- 
ing which permits her to live in com- 
fortable quarters (where evenings are 
not always spent making over last year’s 
clothes, doing this week’s laundry, nurs- 
ing ills that could be cured if expert 
medical attention were available, or 
eking out a meager salary by tutoring) 
brings to her classroom vigor, enthu- 
siasm, self-respect, and initiative. To 
succeed, the teacher must have the re- 
spect of the community; and it is a part 
of human nature not to respect that 
which is purchased too cheaply. For ex- 
ample: What parent calls in for his child 
a doctor whose yearly earnings are only 
$1200? 

Professional training, travel, books, 
and magazines, a standard of living con- 
ducive to physical and mental efficiency 
require money. ‘Teachers possess these 
only when they are paid adequate sal- 
aries. “Teachers, when dissatisfied, can 
shift to other lines of work, but the law 
compels children to stay in school. The 
welfare of boys and girls should be the 


motive for increasing teachers’ salaries. 


The important point is this: Our chil- 


dren and society are the losers when 
teachers are poorly prepared for their 
work. 

For twenty years the National Educa- 
tion Association has led in the campaign 
for better salaries for teachers. The 
salary question cannot be thoroughly un- 
derstood or intelligently discussed except 
upon the basis of comprehensive salary 
data from cities both large and small. 
Furthermore, the actual salaries paid 
cannot be fully interpreted until studied 
in the light of the schedules determining 
the salary rates and the rules govern- 
ing the increase of salaries according to 
service, or grade, or merit, as the case 
may be. ‘These comprehensive data the 
National Education Association has fur- 
nished as a part of its service to the pro- 
fession and to the advancement of edu- 
cation. 

The Division of Research is complet- 
ing a comprehensive survey of the salary 
situation for 1924-25. The following 
significant findings for some of our 
large cities have been gleaned from the 
data tabulated as this issue of THE 
JOURNAL goes to press. They indicate 
the answer of school boards in our larg- 
est cities to the question: What is the 
worth? for the year 


teacher school 


1924-25. 

All cities over 100,000 in population, 
from which salary data have been ob- 
tained report that their school boards 
have adopted definite salary schedules. 
Of 132 cities between 30,000 and 
100,000 in population, all but nine have 
definite salary schedules, and 44 cities 
over 30,000 in population have adopted 
single salary schedules. 

In answer to the question: Has your 
school board adopted a definite plan 
whereby teachers receive direct reward 
(“bonus,” salary increase, etc.) upon the 
completion of some designated amount 
of additional professional training in a 
college or university?, 13 out of 32 
cities over 100,000 in population an- 
swered “Yes”; 67 out of 131 cities of 
population 30,000 to 100,000 also an- 
swered in the affirmative. 

Twenty-two out of 33 cities over 
100,000 in population report that their 
school boards have adopted definite plans 
whereby teachers may be granted leave 
of absence for study and professional 
improvement. 

Men and women of equal training and 
experience, and performing similar serv- 


[24] 


ices, receive the same salaries in 29 out 
of 33 cities of over 100,000 in popula- 
tion. One of the four cities, where a 
discrimination is made, reports that the 
matter of equal pay for equal service is 
already under consideration. 

Salaries of $10,000 to $15,000 are 
reported for superintendents of schools 
in 13 out of 32 cities over 100,000 in 
population. 

Among the highest maximum salaries 
paid high school principals are these: 
Jersey City, N. J., $7000; New York 
City, $6500; Newark, N. J., $5800; 
Chicago, Ill., $5700; Philadelphia, Pa., 
$5500; Montclair, N. J., $5500; St. 
Louis, Mo., $5000; Seattle, Wash., 
$4580; and Cincinnati, Ohio, $4500. 

These are among the highest salaries 
paid junior high school principals: Jersey 
City, N. J., $6000; New York City, 
$5450; Philadelphia, Pa., $5000; Mont- 
clair, N. J., $5000; and St. Louis, Mo., 
$4500. 

Senior high school teachers’ salaries 
have reached these maxima: Newark, 
N. J. (head of departments), $4400; 
Jersey City, N. J., $3800; Chicago, 
Ill., $3800; New York City, $3700; 
Montclair, N. J., $3600 for men, $3000 
for women; Philadelphia, Pa., $3200; 
and St. Louis, Mo., $3200. 

These are among the high points in 
elementary teachers’ salaries: New York 
City, grades 7A-8B, $3250; New York 
City, kindergarten and grades 1A-6B, 
$2875; Newark, N. J. (first or head 
assistants), $2700; Chicago, IIl., $2500; 
and St. Louis, Mo., $2100. 

In Newark, N. J., New York City, 
and Chicago, IIl., the minimum salary 
for elementary teachers is $1500. 

These are the high water marks in 
teachers’ salaries for 1924-25. The 
January Research Bulletin of the Na- 
tional Education Association will sum- 
marize salary data for approximately 
1400 representative cities. Salaries of 
all school employees from the superin- 
tendent to the janitor will be included. 
Additional data, in so far as available, 
will show prevailing wages in other pro- 
fessions and in certain skilled trades. 

Special tabulations to meet the needs 
of individual cities will be available at 
the cost of preparation. ‘These compar- 
ative data will show how 1400 school 
boards answer the question: What is 
the teacher worth?—Margaret M. All- 
tucker. 


a 


we 


~ 


n 


vN ote 


ity, 
ary 


in 
[he 
Na- 
um- 
tely 

of 
rin- 
ded. 
ible, 


pro- 


eeds 
e at 
par- 
hool 
it is 


All- 


pe PR EY I nO 


Music Education at Washington 


E CAN MAKE children mu- 

sical and influence them to pre- 

fer good music, not by decrying 
the evils of poor music, but by .con- 
scientiously giving them every opportu- 
nity to form an acquaintance with the 
best in the great scope of music liter- 
ature. This was the thought underlying 
the program and discussions of the De- 
partment of Music Education which held 
two sessions in Washington during the 
annual convention of the Association last 
summer. 

The officers of the Department, Mrs. 
Elizabeth Carmichael, supervisor of mu- 
sic in the public schools, Fort Dodge, 
Iowa, president, and Miss Laura Bryant, 
supervisor of music in the public schools, 
Ithaca, New York, secretary, presented 
an unusual program. An enthusiastic 
audience that taxed the capacity of the 
music room at Central High School 
greeted the Teachers’ Choral Club of 
Washington, D.C., at the opening session 
on Tuesday afternoon, July 1. Under 
the direction of George H. Gartlan, di- 
rector of music in the New York City 
schools, the club gave two selections, 
A Midsummer Night by Bliss, and The 
Landing of the Pilgrims by Coerene. 
This was followed by an address on 
Public School Music by Thomas E. 
Finegan, formeriy State superintendent 
of public instruction of Pennsylvania, 
who offered his heartiest congratulations 
to the supervisors and teachers of music 
of the public schools for their contribu- 
tions to progressive programs in educa- 
tion throughout the country. Dr. Fin- 
egan said in part: 

Within the last decade music has been 
given a recognition that was not even an- 
ticipated a few years ago. You have made 
a gallant fight against great odds and the 
victory has nearly been reached. If you 
remain steadfast the fight will be won. 
When the history of the development of edu- 
cation in America for the past twenty-five 
years is written, those who have worked 
and urged and fought to give music its 
rightful place in the public school curriculum 
will be regarded as pioneers of a great 
movement for the enrichment and liberali- 
zation of courses of studies for the great 
mass of the children of the Nation. 


The Organization and Conduct of a 
School Orchestra was discussed by 
James F. Price, associate director of 
music in .the public schools, Hartford, 
Connecticut, and an interesting dem- 
onstration of the Kinscella Method in 
Piano Class Lessons was given by a 


group of small children. Louis L. 
Mohler, of Teachers College, Columbia 
University, New York City, spoke on 
The Teaching of Music Appreciation As 
a Phase of Modern Education. After 
tracing the various phases through which 
public school music has passed, namely, 
sight-reading and the development of 
technique, he declared that it is of greater 
importance to stress the making of in- 
telligent, creative, appreciative listeners 
than to attempt to make performers. 
We quote as follows: 


Children have a natural tendency to like 
a thing that is beautiful; they want to pos- 
sess it. This may be an object, a story, or 
a selection of music. But a picture or a 
musical selection is beautiful because of some 
certain quality or qualities that it possesses. 
It is through these qualities that the suc- 
cessful teachers make their appeal, that in- 
terest is enlisted and that enjoyment is 
created. Through a continuous repeated 
similar procedure with the best creations of 
the artist and the composer, the teacher may 
hope to establish habits of preferring the 
best and most worth while. 

Music should not be analyzed before it is 
enjoyed. Like religion, it comes to us as an 
experience. 


At the conclusion of the program an 
informal reception was held under the 
auspices of the local music committee, 
Clara Burroughs, Mrs. Carrie L. Byram, 
and Edith B. Athey. 

On Thursday afternoon, July 3, talks 
were given by George H. Gartlan and 
Mrs. Francis Clark, head of the Educa- 
tion Department of the Victor Talking 
Machine Company, Camden, N. J., who 
used as her subject, School Music in 
1836, 1886, 1911, and 1936. Mrs. 
Clark gave a comprehensive survey of 
the development of music from the 
earliest times down to the present day, 
paying high tribute to the pioneer work 
of Lowell Mason who in 1836, without 
salary, began his music work in the pub- 
lic schools of Boston. So excellently 
did his plans work that he succeeded in 
having his plans adopted by the school 
committee, and _ public 
started on its career. 


Clark said: 


Fifty years swept by, and the Civil War 
period passed into history with school music 
almost exactly the same as when it first 
began. Then came the epoch-making period 
of 1886, when Luther Whiting Mason pub- 
lished the first of the long graded courses 
of special material for the schools. In order 
to prepare teachers to become supervisors 
and to use the new material intelligently, 
summer schools were established at Boston 


[25] 


music 
Continuing Mrs. 


school 


and Detroit, in 1886 and 1887. Swiftly 
now the whole subject forged ahead with 
astonishing speed. Four or five different 
courses of study were published, supervisors 
began to enlarge their borders, reaching out 
to choral performance on public occasions 
and concerts of notable pretension. At the 
World’s Fair in Chicago in 1893 through the 
teaching of William Tomlins the great pos- 
sibilities in the child voice were brought out. 

By 1910, it was seen that a miracle had 
been wrought in the possibility of taking 
the great music of the world into the school- 
room by means of talking machine records. 
Not only the folk music of all lands, art 
songs, choruses, arias, etc., beyond the pupil’s 
capacity to produce, but practically the entire 
repertoire of instrumental music was thus 
brought within the reach of children every- 
where. In 1911, the first organized work 
was begun to sift and sort the riches of 
this storehouse and adapt to school condi- 
tions and to the stages of development of 
the child mind, such music as seemed help- 
ful and desirable, and to add special record- 
ings to round out and complete a real course 
in the art of listening to music itself. 

We may confidently expect, by 1936, a 
great expansion in choral contests and band 
and orchestra contests. The memory con- 
test will have become a test of the year’s 
work in music appreciation, instead of a~ 
short spasmodic effort, participated in by all 
the children. 

A prophet may see school music in 1936, 
‘a thing of beauty and a joy forever.’ Six 
States now have State supervisors, and by 
1936 there will be many more. 


A demonstration of the Teaching of 
Music Appreciation by twenty children 
of the Washington schools, under the 
direction of Louis L. Mohler, concluded 
the program. 

This meeting marked the Depart- 
ment’s fortieth anniversary for it was at 
the famous Madison gathering of the 
Association in 1884 that a resolution was 
introduced by Dr. E. E. White, of Ohio, 
requesting that a new department, to be 
known as Music Education, be created. 
The resolution was favorably acted upon 
and Daniel Hagar, of Salem, Massachu- 
setts, was elected president. The first 
meeting of the newly-organized depart- 
ment was held at Saratoga Springs in 
1885. This recognition of music by the 
National Education Association as an 
essential part of the child’s education did 
much to break down some of the old 
traditions curriculum 
and led to the general acceptance of mu- 
sic at the present time as a vital factor 
in the life of the Nation. 

The officers for the year 1924-25 are 
to be appointed by a committee chosen 
for that purpose.—A gnes Winn. 


concerning the 








26 ‘THe JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





January, 1925 





Science Instruction at Washington 


CIENCE has not become popular 

with the masses because of the lack 
of competent and zealous interpreters of 
scientific thought, is the opinion of Dr. 
Edwin W. Slosson, director of Science 
Service, Washington, D. C., speaking 
before the Department of Science In- 
struction at its opening session during 
the Washington meeting on ‘Tuesday 
afternoon, July 1. Dr. Slosson made 
an earnest appeal for the learning of 
science through voluntary and individual 
initiative rather than by compulsory and 
uniform drill. He said: 


It is this side of science that I 


want to 
talk about—its human interest, its cultural 
value, ‘its amusement possibilities. Three 


hundred years ago, Bacon urged upon an 
incredulous world the novel idea that science 
might have a practical value, that it might 
lead to useful inventions and contribute to 
the comforts of life. Naturally the sugges- 
tion shocked the philosophers of that day, 
who cultivated science for its cultural value 
alone. It seemed to them like harnessing 
Pegasus to a plow. But now Bacon’s strange 
notion has come into such complete posses- 
sion of the mind of modern men that they 
can hardly see any side of science except the 
utilitarian. 

It is a curious quality of the human mind 
to be interested in other things than our 
business, and it is to this irrational impulse, 
this divine deviation, that the arts and 
sciences owe their origin. They pay in the 
long run, but they were cultivated long be- 
fore they paid. The radio and the trolley 
car are the recent fruits of a tree that has 
been longer growing than the giant redwoods 
of California. The sciences, like the arts, 
need appreciators as well as practitioners. 
It may be said that the commonly professed 
admiration of fine arts, music, literature, is 
a fashionable affectation. That is largely 
true, but the mere existence of hypocritical 
interest proves that there are a certain num- 
ber of respectable people who have a non- 
professional interest in such pursuits, and 
get a genuine benefit from them. That there 
is no similar social pressure imposing an 
affectation of admiration for science proves 
that there is no considerable body of laymen 
who take that sort of interest in science. 

If our educational system is in any degree 
responsible for this deficiency in our modern 
life, it is because it does not lay enough 
stress on training in the art of popular 
presentation. It is not, of course, to be ex- 
pected that people will follow with interest 
every step in research, the steady, tedious 
march of the advance guard of science, ever 
onward into the unknown. But people are 
naturally interested in the speculative and 
practical sides, as well as the theories and 
applications of scientific work. In the re- 
cent progress of the physical and biological 
sciences, both these features have been 
The newspapers and magazines 
offer unprecedented opportunities for reach- 
ing the public. 


present. 


Mr. Hollard R. Sperry, of Lincoln 
School, Teachers College, New York 
City, discussed Science in the Elementary 
Schools based on his own experiences and 
his work in the class- 
He expressed the belief that edu- 
cation in science should do certain def- 
inite things for the individual. 


observations in 
room. 


It should develop in him a scientific at- 
titude, one that is receptive to changes. It 
should give him a greater dppreciation of 
his environment—a liking for it—an active 
positive attitude to do something about it 
and a realization of what science and a 
scientific attitude have meant to modern 
progressive life. It is difficult for the class- 
room teacher to keep in mind and to try to 
achieve all the special aims or objectives 
claimed for science. It would be far better 
to teach science in such a way that we would 
satisfy the general education aims. Better 
still, we should provide science activities 
which, when properly carried out, would, in 
their very nature, lead to the accomplishment 
of our objectives. When the opportunity 
presents itself to develop any of these aims, 
stress it, and make the most of it, whether 
it is in the first grade or sixth—whether we 
are studying the weather or magnets. 


Among the science activities described 
by Mr. Sperry were: summer collections, 
the study of science in other school sub- 
jects, field trips to the out-of-doors, re- 
porting interesting articles, science bul- 
letin board, inspecting industries and ex- 
hibits, science assemblies, the handling 
and study of electrical and mechanical 
equipment found in home or in the child’s 
environment; use of exhibit 
science question box, use of demonstra- 
tion material, use of lantern slides and 
moving pictures, science clubs, and spe- 
cial group work. 


cases, 


Devices and methods in junior high 
school science were discussed by J. T. 
Shriner, head of the Science Depart- 
ment of Latimer Junior High School, 
Pittsburgh, Pa. 

On Wednesday noon a science lunch- 
eon in charge of William A. Hedrick, 
of Central High School, Washington, 
D. C., was held at the New Ebbitt 
Hotel with the late Henry C. Wallace, 
secretary of the Department of Agri- 
culture, as the principal speaker. ‘This 
was followed by an excursion to the 
National Bureau of Standards. 

The program on Thursday afternoon 
was as follows: The Science Teacher in 
Relation to the Conservation and Use of 
Our Fuel Resources, Samuel S. Wyer, 
associate in Mineral Technology for the 
Smithsonian Institution, Washington, 
D. C.; Investigation of Demonstration 


vs. Laboratory as a Method of Teach. 
ing, Fred G. Anibal, Department of 
Chemistry, Central High School, Kansas 
City, Mo.; and Science Teaching jn 
Some European Schools, Elliot R. 
Downing, associate professor of Natural 
Science, University of Chicago, Chi- 
cago, Ill. 

During the year 1922-23 Dr. Down- 
ing visited the primary schools, second- 
ary schools, universities, agricultural 
colleges, and _ teacher-training _ institu- 
tions in many European cities, as well 
as some of the technical and professional 
schools, for the purpose of observing the 
science instruction. In drawing a com- 
parison between the European schools 
and the American schools, Dr. Down- 
ing said: 


Many universities in France are poorly 
housed, often in old monasteries or palaces 
that are adapted with difficulty to univer- 
sity use. Laboratories are, therefore, likely 
to be poorly lighted and inconvenient. In 
Switzerland and England, the university 
buildings are, as a rule, built for the pur- 
pose and are more commodious and _ con- 
venient. The Oxford campus and buildings 
are incomparably beautiful, though little 
space is devoted to science. Cambridge and 
London give considerable attention to science. 
Laboratory equipment is, as a rule, adequate 
without extravagance, and is not under lock 
and key. The display of historically inter- 
esting apparatus used in famous investiga- 
tions by the great scientists furnishes an 
element in the apparatus cases largely lack- 
ing in our own; it compensates in a meas- 
ure for the occasional lack of modern ap- 
pliances. The university professor is usually 
an efficient, charming man of broad culture, 
always hospitable both at home and in his 
classroom or laboratory, welcoming the op- 
portunity to show the visitor about, and 
alert to learn all he can of American schools 
and customs. 


The following officers were elected at 
the business meeting: Otis Caldwell, 
Lincoln School, Teachers College, New 
York City, president; George W. 
Hunter, Knox College, Galesburg, 
Illinois, vice-president; and Emma M. 
Griebel, head of General Science Depart- 
ment, Lincoln High School, Portland, 
Oregon, secretary. 

At the annual meeting of the National 
Education Association in Denver, in 
1895, the Department of Natural Science 
Teachers of the Colorado State Teach- 
organized two round 
table conferences for the discussion of 
science. The enthusiasm and _ interest 
displayed by those in attendance from 
all parts of the country led to the 
acceptance of the group as a regular de- 
partment of the Association.—A gnes 
Winn. 


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Vol. 14, No. 1 


THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 27 





The Pupils Point of View 


PUPILS Judge 
i: 
Davis, in his capacity as secretary of the 
Commission on Secondary Schools of the 
North Central Association of Colleges 
and Secondary Schools, made’ an elabo- 


 pyimernage 


E ducation—Professor 


rate study during the academic year ° 


1923-24 of the views of high-school 
pupils in the territory of the association 
on various matters. Among the find- 
ings of his investigation are the follow- 
ing statements: 

The American high school is com- 
posed of a body of perfectly normal boys 
and girls, with the same interests, abil- 
ities, and natures that characterize any 
fairly large group of adult citizens. 

The overwhelming proportion of the 
pupils are Americans, born of Ameri- 
cans. 

To secure a college preparation or a 
well-paying position in business is the 
dominant motive that leads the pupils to 
the high school. 
> Approximately 80 per cent of the pu- 
pils have pretty definite purposes on 
entering high school and change their 
general plans but rarely. 

The highest ambition of most of the 
pupils is to develop into all-round, good, 
sincere, and capable individuals. 

The best liked features of the school 
are the educational advantages given, 
the social life, and athletics. 

Relatively few dislike the school, and 
these few distribute their dislikes over a 
wide range of alleged grievances. 

The pupils are generally proud of the 
school spirit and to a lesser extent of 
the athletic achievements. 

Where the pupils deplore anything in 
the school, it is usually the lack of a 
good spirit. 

Knowledge of one’s subject and pos- 
session of character are the two most 
prized qualities -in teachers; failure to 
explain clearly and lack of discipline are 
the most condemned 
teachers. 

The cause of poor marks is 
lack of study. 

The hardest subject in the curriculum 
is mathematics; the easiest, English; the 
most valuable subject is English, while 
the least valuable is mathematics. 

The best marks are secured in the 
easiest subjects. 

As a rule, the pupils devote only about 
forty-five minutes to the preparation of 
@ given lesson assignment and spend 
but an hour in study at home each night. 


weaknesses. of 


usually 


The pupils want more class discussions 
and more attention to making ideas 
clear. 

The pupils like to be given responsi- 
bility and through it to develop “per- 
sonality.” 

The pupils feel that a spirit of snob- 
bishness is altogether too common in the 
school. 

The three leading things that make a 
boy popular are athletic ability, scholar- 
ship, and good appearance; the three 
things that make a girl popular are good 
appearance, good sportsmanship, and 
scholarship. 

The first quality demanded of a leader 
is scholarship. 

Extra-curricula activities 
garded as of great value. 

The pupils want the school to provide 
a greater variety of recreational aids. 

The three things for which the pupils 
honor the school most are the education 
given, the character developed, and the 
friendships made. 


are re- 


Another Phase of the 
Salary Question 


REPLYING to the article written by 
Isabel Simpson in the June, 1924, num- 
ber of your magazine entitled, “A Phase 
of the Salary Question,” wherein the 
writer lamented the difference in salaries 
paid high teachers and grade 
teachers, | wish to state that that ques- 
tion is ably taken care of under the 
Single Salary’ Schedule system which is 
in operation in many of the first-class 
city school systems of America. It is a 
just attempt at paying teachers both in 
with 


school 


accordance their experience and 
training. 

Under this plan the teacher can teach 
in any school, it be kinder- 
garten, elementary, junior high school or 
senior high school, and receive the same 
pay providing her training or certifica- 
tion is the same. In other words, all 
teachers of the same training and school- 
ing receive exactly the same salary re- 
gardless of where they teach. The sys- 


tem is just and is found to be satisfactory 


whether 


in all cities where it is in operation. By 
it the grade teachers have realized there 
is no discrimination being made against 
them. 

The trouble with many ° teachers 
is that they think their education was 


completed when they graduated years 
and years ago, ‘They cannot remember 
when they attended a summer session. 
These teachers are today using the same 
out-of-date methods or deadening mate- 
rials they used when they first began to 
teach. 

The single salary has surely done a 
great deal toward getting rid of teach- 
ers of the above type, for progressive 
teachers soon saw the maximum salary 
was within their reach if they worked 
for it. By so doing they not only help 
themselves out financially but the entire 
teaching the system is 
brought to a higher standard and we 
have better teachers, better teaching, 
better scholars, better schools, and a 
better Nation as a result. 

It would be a good idea if every 
teacher could be required to spend six 
weeks of each school year brushing up 


personnel of 


by going to school, learning new meth- 
ods, and getting a broader vision of life. 
The doctors keep up to date. You 
wouldn’t want to trust the life of one 
dear to you into the hands of a doctor 
who out of 
The lawyers are constantly specializing 


was date in his methods. 
Look at the business 
world, ever on the alert for new devices 
for efficiency. 


along their line. 


In conclusion, let me sum up my state- 
ments: 

(1) There should be a difference in 
salaries paid teachers. 

(2) The difference should be based 
on two things—namely, training and ex- 
perience. 

(3) The single salary schedule should 
operate, enabling teachers with M. A. 
degrees who prefer to teach in the grades 
to do so, and for such service to receive 
the same salary as a teacher with equiva- 
lent training who prefers to teach in the 
high school. 

(4+) Every teacher should be required 
to have at least a two-year normal cer- 
tificate. 

(5) The salary should vary from the 
minimum to the maximum according to 
(a) whether the teacher is teaching 
under elementary certification, (b) 
whether the teacher is teaching under 
junior high certification, or (c) whether 
the teacher is teaching under senior high 
certification. 

(6) Every teacher should be required 
by law to attend summer school each 
summer excepting every third summer. 

(7) Every third summer should be 
taken off for extensive travel and for 
which equal credit should be given.— 
Julia Jackson. 












Growth of Local Organizations 


ROWING interest in organiza- 

tion work is revealed in many 

requests for assistance in build- 
ing and strengthening local associations. 
To meet this need the Division of Class- 
room Service presents to the readers of 
THE JouRNAL the following informa- 
tion, which has been compiled through a 
survey of local organizations. Among 
the points on which information is often 
sought are: Who is eligible for member- 
ship? Is the present tendency toward 
all-inclusive organizations or group or- 
ganizations? What are the different 
kinds of associations? What are some 
of the professional activities carried on? 
What social and recreational activities 
are planned for members? 

Kinds of organizations—In some 
places the organizations are all-inclusive 
and operate as one group, all teachers 
and administrators in the system being 
eligible for membership. Among such 
organizations are: 

The Brooklyn Teachers Association, Ham- 
mond City Teachers’ Organization, Toledo 
Teachers’ Association, Philadelphia Teach- 
ers Association, Kalamazoo (Michigan) 
Teachers’ Club, Lincoln (Nebraska) Teach- 
ers’ Association, Aberdeen (South Dakota) 
City Teachers’ Association, Grand Rapids 
(Michigan) Teachers’ Club, Santa Barbara 


(California) City Teachers Club, Omaha 
School Forum, Hilo (Hawaii) Teachers’ 
Union, and Evanston (Illinois) Teachers 
Club. 


There is another type of all-inclusive 
organization which is gaining ground 
among teachers in large cities. The 
membership is divided into sections or 
divisions, each one of which has complete 
autonomy in the election of officers and 
all other matters which are in harmony 
with the spirit of the constitution. The 
Minneapolis Teachers’ League carries 
on its activities under this plan and has 
the following sections: grade, junior 
high, senior high, special teachers, nurses, 
supervisors and principals’ forum. <A 
similar plan has been worked out in the 
Detroit Teachers’ Association, the di- 
visions being as follows: high school and 
college, administrative, elementary, kin- 
dergarten, intermediate, and special edu- 
cation. 

Many cities have organizations whose 
membership includes only those who are 
actually engaged in classroom work, 
elementary, junior high and senior high 
school teachers. A grouping of this kind 
has doubtless come about because of the 


general trend toward the principle of 
the single salary schedule and the recog- 
nition by teachers that most professional 
problems are not special group problems 
but are common to all classroom teach- 
ers. Outstanding examples of this type 
are: 

Colorado Springs Federation of Teachers, 
Pittsburgh Teachers Association, Denver 


Classroom Teachers’ Association, Milwaukee 
Teachers’ Association, Cleveland Teachers 


A Child’s Imagination 


Estella M. Scharf 


Ritchie-McKinley School 
Wheeling, W. Va. 


The mind of a child is a wonderful thing; 
So wonderful, you and I 
Can never know half of the thoughts that 
bring 
A smile or a tear to his eye. 


He sees in the butterfly’s gauzy wings 
A fairy queen’s chariot gay 
As it sails away to ethereal things 
Where the nymphs and the goblins play. 





He reads in the starry sky at night 
Of fishermen out at sea, 
Who sail away through the moonbeams 
white 
Where the cloud-boat harbors be. 


But give him a feather or two in his hand— 
He becomes a warrior bold, 

A mighty chief with an Indian band 
Like those in the days of old. 


The flowers that nod, and dance, and sway 
As the breeze goes singing by, 

Are talking to him in a friendly way 
Of the earth, the sea, and the sky. 


The shadows are peopled with harmless 
big bears 
That growl at the least bit of noise. 
*Tis a miracle world without any cares 
And just over-running with joys. 


Oh! Would that I once again might know 
Sweet childhood’s magic power 

That lets imagination flow 
And tints with gold each hour. 








Federation, Cincinnati Teachers Association, 
Worcester (Massachusetts) Teachers’ Asso- 
ciation, Teachers’ Club of La Crosse, and 
Marion (Indiana) Federation of Public 
School Teachers. 


Local organizations of workers in 
various divisions of the school system 
have grown up in many places as some 
group has caught the spirit of service 
without thought of professional distinc- 
tion between different types of workers. 
Some of these organizations are: 


Everett (Washington) Grade Teachers 
Club, Everett High School Teachers Asso- 
ciation, Everett Principals’ Association, 
Seattle Grade Teachers’ Club, Seattle High 
School Teachers League, Seattle Principals’ 
Association, Portland (Oregon) Grade 
Teachers’ Association, Portland High School 


[28] 


Teachers’ Association, Portland Principaly 
Association, Los Angeles City Teachers Club, 
Los Angeles High School Teachers Associa. 
tion, and (Elementary) Principals’ Club oj 
Los Angeles. 


Organizations whose membership js 
limited to women and others whog 
membership embraces men only exist jp 
some places. Among women’s organi- 
zations are: 


Somerville (Massachusetts) Teachers 
Club, Boston Teachers’ Club, Oakland Schoo! 
Women’s Club, Women Teachers’ Associa- 
tion of Little Rock, Kansas City (Missouri) 
Teachers’ Club. 


Schoolmasters’ clubs are found in al- 
most all of the States. County organi- 
zations which include the entire teach- 
ing and administrative force of the 
county rural schools are rapidly increas- 
ing in every State. Among such may 
be mentioned : 


Shelby County (Tennessee) Teachers’ As- 
sociation, Logan County (Ohio) Teachers 
Association, Aroostook County (Maine) 
Teachers’ Association and Talbot County 
(Maryland) Teachers’ Association. Many 
of the county groups have a one hundred 
per cent record in N. E. A. membership. 


Meetings—Some associations _ have 
monthly meetings, some bi-monthly or 
quarterly, others meet semi-annually, 
while still others come together only 
upon call. Most organizations have an 
executive board, consisting of the officers 
and directors, through which much of 
the business is handled, while the activ- 
ities are carried on by means of commit- 
tees. Many associations have a repre- 
sentative board made up of one or more 
teachers from each building, which meets 
between the regular meetings of the 
association. A few organized groups 
delegate almost all business to their exec- 
utive committees, while others prefer to 
have important decisions made by the 
entire membership. In the sectional 
type of organization each section is free 
to plan its own meeting according to its 
needs. 

Dues—The annual dues in local or- 
ganizations vary from fifty cents to ten 
dollars, as will be seen from the fol- 
lowing: 


Cedar Rapids Grade Teachers’ Associa- 
tion, fifty cents; Philadelphia Teachers As- 
sociation, The Teachers Club of La Crosse, 
Wisconsin, one dollar; Houston Teachers 
Association, Denver Classroom Teachers 
Association, two dollars; Cleveland Teach- 
ers’ Federation, two dollars and fifty cents; 





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Vol. 14, No. 1 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 29 


eee e eee ee ee nee nn nc nn a eres c nse ee a ETEEEEEEEEESIEEENEININEEEETED UE EERIE EET 


Chicago Teachers’ League, Cincinnati Teach- 
ers Association, Portland (Oregon) Grade 
Teachers’ Association, three dollars; Seattle 
Grade Teachers’ Club, four dollars; and 
Milwaukee Teachers’ Association, ten dol- 


lars. 


The members of the Chicago Prin- 
cipals’ Club pay annual dues of thirty 
dollars. A large number of teachers’ 
organizations are now adopting the 
budget plan of paying their professional 
dues by collecting one fee to cover local, 
State, and National membership. 

Publications—One of the activities 
which has developed rapidly among local 
groups is the publication of a bulletin 
or magazine which serves as a means of 
communication among the members and 
as a medium of exchange between local 
organizations throughout the country. 
Some of them are supported by advertis- 
ing, while others are financed from the 
treasury of the organization. 

This is a worthy project and in many 
places the advertising work has proved 
to be a connecting link between the 
teachers and the business people of the 
community. 

There are 32 of these local publica- 
tions according to the records at head- 
quarters. Is yours on file at the head- 
quarters office ?—A gnes Winn. 


Local Exchanges 


To meet the requests concerning the 
publications of teachers’ organizations 
the following list has been prepared. 


Boston News Letter, Boston Teachers Club 

Brooklyn Teacher, Brooklyn Teachers As- 
sociation 

Chicago High School Teachers’ Club News 

Cincinnati—Official Bulletin of the Cincin- 
nati Teachers’ Association 

Cleveland—Bulletin of the Cleveland Teach- 
ers’ Federation 

Dallas Grade Teachers’ Council Bulletin 

Denver—Classroom Interests, Denver Class- 
room Teachers’ Association 

Evansville—Bulletin of Federation of Evans- 
ville (Indiana) Public School Teachers 

Grand Rapids School Bulletin, Grand Rap- 
ids Teachers’ Club 

Hammond—The Outlook, Hammond (Indi- 
ana) Teachers’ Association 

Hilo (Hawaii)—The Barometer, 
Teachers’ Union 

Kansas City (Missouri)—Bulletin of the 
Kansas City Teachers Club 

Kansas City Teachers’ Journal, Codéper- 
ative Council of Teachers of Kansas City, 
Missouri 

Lincoln (Nebraska)—The News Letter, Lin- 
coln Teachers’ Association 

Los Angeles School Journal, Principals’ Club, 
High School Teachers Association, and 
High School Principals Association 

Los Angeles—Bulletin of the Los Angeles 
City Teachers’ Club 

Milwaukee — Bulletin of the 

Teachers’ Association 


Hilo 


Milwaukee 


Minneapolis — Bulletin of the Minneapolis 
Classroom Teachers’ Association 

Minneapolis—The League Scrip, Minneapo- 
lis Teachers League 

Muskegon Educational Review, 
Teachers’ Club 

Oakland—Bulletin of the 
Women’s Club 

Omaha—The Quarterly, Omaha School Fo- 
rum 

Pasadena School Bulletin, Pasadena Teach- 
ers’ Association 

Philadelphia—The News Letter, Philadel- 
phia Teachers Association 


Muskegon 


Oakland School 


Pittsburgh (Pennsylvania) School 
Pittsburgh Teachers Association 

Portland (Oregon) Grade Teachers’ Associa- 
tion Bulletin 

Reading (Pennsylvania) — Bulletin of the 
Reading Teachers Association 

San Francisco Grade Teachers 
Bulletin 

Santa Barbara Teachers’ Club Bulletin 

Seattle— Grade Club Magazine, Seattle 
Grade Teachers’ Club 

Sioux City—Teachers’ Club Reporter, Sioux 
City Teachers’ Club 

Spokane — Bulletin of the Spokane Grade 
Teachers’ Association.—Agnes Winn. 


Bulletin, 


Association 


Our Debt to Benjamin Franklin 


OR ENERGY and variety of activ- 

ity, Benjamin Franklin has had no 
superior among the statesmen and philos- 
ophers of the world. The Mississippi 
Educational Advance gives the following 
notes on Franklin’s life and work: 


He was born January 17, 1706; tenth child 
of a candle-molder and soap boiler; chris- 
tened Benjamin and dedicated to the min- 
istry. 

Forced to earn his own living, he learned 
the printer’s trade. 

As a boy he was disputatious, sarcastic, 
vain, resented control, expressed original 
opinions freely, and was not popular in his 
home town of Boston. 

At seventeen he went to Philadelphia with 
a silver dollar, a trade, plenty of self-confi- 
dence, and a resolution to turn over a new 
leaf. Ever afterward he was noted for his 
good manners, avoidance of controversy, and 
patience. 

At twenty-three he owned his printing 
office and was publishing the Pennsylvania 
Gazette which survives today in the Satur- 
day Evening Post. 

He issued Poor Richard’s 
nually for twenty-five years. 

He studied foreign languages and _lit- 
eratures, experimented in science, and took 
conspicuous part in local affairs. 

He discovered the identity of lightning and 


Almanac an- 


electricity through the experiment with the. 


kite and door key. 

He organized a police force, a fire depart- 
ment, a local militia, an academy of science, 
a church free for all denominations, and a 
system of Colonial defense against the In- 
dians. 

He put up a street lamp in front of his 
gate and paved his own sidewalk to rouse 
public spirit. 

He collected books for the first free cir- 
culating library. 

He invented rockers for his easy chair and 
a portable fireplace, called the Franklin 
stove, for which he refused to take out a 
patent. 

He served as deputy postmaster general 
twenty years; as agent abroad more or less 
continually for twenty-five years, sixteen of 
which were spent in London as agent for the 
colonies. 

He helped to frame the Declaration of In- 
dependence, placed $20,000 at the service of 





Congress, and went to France to seek her 
aid in our struggle for independence. 

He returned to America in 1785, served as 
chief executive of Pennsylvania, and as a 
member of the Constitutional Convention in 
1778. 

He was the great apostle of thrift. 

His last public act was to afhx his sig- 
nature to a memorial to the State legislature, 
as president of the Pennsylvania society for 
the abolition of Negro slavery. 

No life of Franklin is comparable to his 
own autobiography. As literature it is a 
classic, and as a human document it is un- 
surpassed in its candor. 

He died in 1790, being 84 years old. 


Franklin’s virtues—Temperance—Eat not 
to dullness; drink not to elevation. 

Silence—Speak not but what may benefit 
others or yourself; avoid trifling conversa- 
tion. 

Order—Let all your things have their 
places; let each part of your business have 
its time. 

Resolution—Resolve to perform what you 
ought; perform without fail what you re- 
solve. 

Frugality—Make no expense but do good 
to others or yourself—that is, waste nothing. 

Industry—Lose no time; be always em- 
ployed in something useful; cut off all un- 
necessary actions. 

Sincerity—Use no hurtful deceit; think in- 
nocently and justly; and if you speak, speak 
accordingly. 


Sayings of Poor Richard—Plow deep while 
sluggard’s sleep, 

And you shall have corn to sell and to keep. 

Be ashamed to catch yourself idle. 

Early to bed and early to rise 

Make a man healthy, wealthy, and wise. 

Three can keep a secret if two are dead. 

If you would know the value of money, go 
and try to borrow some. 

For age and want, save while you may; 

No morning sun lasts a whole day. 

But dost thou love life, then do not squander 
time, for that is the stuff life is made of. 

One today is worth two tomorrows. 

Want of care does us more damage than 
want of knowledge. 

There are no gains without pains. 

Little strokes fell great oaks. 

Always taking out of the meal tub, and never 
putting in, soon comes to the bottom, 








Food for Professional Growth 


ROFESSIONAL growth requires 
sustenance. Culture through uni- 

versity courses and travel is often 
out of the reach of 
the school 


books and journals provide the most 


teachers during 
year. Possibly educational 
nourishing food easily accessible to the 
individual teacher. “Through these, the 
teacher broadens his mental horizon, adds 
information relative to the technique ot 
his work, and finds validity for the 
methods and skills which he has already 
attained. 

The objection is sometimes made that 
the majority of teachers are not inter- 
The Re- 


search Committee of the San Francisco 


ested in professional reading. 


Grade Teachers’ Association, of which 
Anne V. Haigh is chairman, has answered 
this objection with concrete data gath- 
ered from the presidents of 28 city grade 
teachers’ associations, 69 representative 
city superintendents, 28 State superin- 
tendents, and 39 librarians of representa- 
tive cities. 

Teachers’ interest in professional read- 
ing—Twenty-two out of 28 city grade 
teachers’ either maintain 
professional libraries or have the use of 
those provided by boards of education. 
Seventeen presidents of grade teachers’ 
associations estimate that from 50 to 
100 per cent of their members are 
definitely interested in professional read- 
ing. “lo encourage reading, associations 
use many methods. ‘These have been 
found most helpful. Round table reports 
and reviews of books and articles read, 


associations 


lectures, extension courses, professional 
discussions, study classes, publication of 
selected lists of new books, and purchase 
of books at wholesale prices. 

Of 28 associations, 17 report pro- 
fessional reading done in groups in their 
respective schools; 9 in sections of the 
association; 6 in social groups; and 11 
in other groups. 

Funds for books and magazines, in 
these 28 associations, are secured through 
yearly dues and fees, gifts of mothers’ 
clubs, entertainments, fines for overdue 
books, and appropriations by boards of 
education. In six cities, boards of educa- 
tion subscribe for ten to 75 magazines 
fur teachers’ use. 

Professional reading, for the most part, 
voluntary—Replies from 69 representa- 
tive city superintendents show that only 
two cities have a list of professional read- 
ing required for election to teaching 


positions; only eight have a list required 
for renewal of credentials; and only 23 
out of 56 cities, reporting, count pro- 
fessional reading in the rating of teach- 


ers. However, to encourage voluntary 
reading, many _ city superintendents 


How Librarians Cooperate 
with Teachers 


Notices of lists of professional 
books are mailed to teachers and 
principals. 

Professional books, available in the 
library, are advertised in teachers’ 
bulletins. 

Librarian makes personal visits to 
the schools and explains re- 
sources of public library. 

Contacts are made with instructors 
giving courses for teachers. 

Lists of new books are posted. 

Occasionally special teachers’ bul- 
letins are issued. 

Teachers are mailed bookmarks in 


which are printed lists of 
teachers’ books. 

A special department in the library 
is provided. 

Educational books are placed on 
reserve lists. 

A teachers’ room and open shelf 
are arranged for. 

Duplicates of books in demand by 
teachers or recommended by 
them are procured promptly. 

Books for extension courses are 
borrowed or bcught. 

Reference material is provided. 

Educational magazines are _ sub- 
scribed for. 

Bibliographies are provided on re- 
quest. 

Special lists of books are prepared 
in advance for special days’ pro- 
grams. 

Books are issued on vacation loans. 

















recommend certain books and magazines 
to their teachers. 

Replies from 28 State superintendents 
show that only 11 States have lists of 
professional reading that are required 
for certification of teachers, and only 
eight have a list required for renewal of 
credentials. Practically every State 
superintendent reported that he was 
doing all he could to encourage teachers 
in voluntary professional reading. 

How librarians cooperate with local 
teachers in meeting their needs in pro- 
fessional reading—These excerpts, taken 
from letters of representative librarians, 
contain many illuminating .suggestions 


[30] 


for larger codperation between librarians 
and teachers: 


We have a downtown branch, the Teach. 
ers Special Library, located in the Board 
of School Commissioners Building. This 
professional library for teachers  serye 
also as a library for the school offices. The 
hearty cooperation given to the library by 
the heads of school departments makes is 
possible to give the teachers more effective 
service than would be possible if the library 
and school ofhces were not housed in the 
same building. The advantages to teachers 
in having such a library are—the literature 
of the profession is gathered together go 
that it is more readily accessible; the 
librarians in charge deal only with educa- 
tional material and those who use such 
material, so that they can give better service; 
one person is responsible for reading educa- 
tional reviews and ordering material so that 
the collection is better rounded than it would 
otherwise be, and the teachers have a greater 
appreciation of the importance of educa- 
tional material and of the value of pro- 
fessional reading.—Indianapolis, Indiana. 


Teachers’ cards are issued on which books 
are automatically renewed for a month— 
Jacksonville, Florida. 


One of the departments of the library is a 
Teachers’ Professional Library. All of the 
best books and pamphlets are added as 
quickly as they are published and announced. 
A monthly list of all accessions is sent to 
the offices of the superintendent of schools, 
assistant superintendents, and district super- 
intendents. A column of library notes is 
contributed to each issue of the teachers’ 
journal. Books are reserved for teachers’ 
extension courses. School officials and teach- 
ers who have some special interest are kept 
informed about all new literature on that 
subject, whether it appears as a book or a 
pamphlet or in one of the sixty-one periodicals 
received in the Teachers’ Professional Li- 
brary. Books are issued on vacation loans 
to teachers attending the summer sessions at 
Universities and Colleges in all parts of the 
country. These books will be mailed to the 
borrower upon his written or telegraphed 
requests.—Kansas City, Missouri. 


We have a separate teachers’ room in the 
public library. The librarian of the teachers’ 
room is on the program at every county 
institute to discuss professional reading.— 
Cincinnati, Ohio. 


We try very hard to get together a good 
collection of teachers’ books. We display 
them conspicuously. We list these books. 
sending a copy to each teacher in the city. 
Later we break this long list up into its 
parts, printing them on book marks and mail- 
ing them to the teachers who seem likely to be 
interested in these particular subjects. We 
have the full codperation of the superin- 
tendent of schools, who suggests the value 
of such reading to his teachers and keeps in 
touch with the reading done by the teachers. 
The results have been satisfactory.—Bangor, 
Maine.—Margaret M. Allitucker. 


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A Pioneer Message 


PLONEER among teachers, Daniel 
Read, then professor of mental 
philosophy in the University of 

Wisconsin, addressed the first anniver- 
sary meeting of our National Associa- 
tion in Cincinnati, Ohio, in 1858. His 
teaching career had begun in the 1820’s. 
He had served American education for 
nearly a third of a century. Out of that 
rich experience he surveyed the existing 
educational situation in a spirit and with 
a thoroughness that is richly worthy the 
attention of the teachers of 1925. Said 


he: 


I desire no higher or more honorable 
sphere of earthly duty. As I look over the 
country, as I look to our Western States, to 
our Southern States, to our Atlantic States, 
to our Pacific border—as I look to foreign 
countries, civilized and uncivilized, and 
count pupils everywhere in stations of of- 
ficial and unofficial duty, I feel proud of 
I feel that I have my re- 
ward—that there is no other employment 
among men in which a wider or more benefi- 
cent influence may be exerted, now and for 
all time—that there is no other vocation 
which so multiplies a man—no other sphere 
from which the circles of influence, in the 
same degree, go out enlarging, and spread- 
ing and spreading until they touch the farth- 
est verge of humanity. If it be true that 
every pupil bears away with him, and makes 
part of himself forever, some portion of 
his teacher, it is then true that the teacher 
himself lives and moves, acts and speaks 
through his pupils, wherever they may go. 


my profession, 


He then referred to the educational 
pioneers who had preferred work on the 
frontier to service in the more com- 
fortable positions of the older com- 
munities of the Nation. Continuing, he 
commented on the rapid social progress 
then being made and stated that: 


Were I this day required from this same 
region, with all its increased population and 
boasted improvements in the art of educa- 
tion, to present a catalogue of greatly dis- 
tinguished teachers, I would not know where 
to find names which I would place before 
those which I have enumerated, and others 
which I might enumerate. 

The educators of the generation must, 
above all others, stand in the foreground of 
all genuine improvement. When, in orien- 
tal countries, those masses of moving life, 
called caravans, journey over deserts, as 
they stop for the night, watches are sta- 
tioned round about, who, when the very first 
morning light gilds the horizon, cry, “The 
morning cometh”; and the cry, “The morning 
cometh,” passes from watch to watch until 
the whole caravan is in motion. Thus teach- 
ets are appointed watchmen of the advance 
Movement of human progress to discover 
the first light of increasing knowledge and 


to proclaim its advent until it reaches and 
moves the living masses of men. 

The subjugation of the elements of na- 
ture to man’s special uses is, beyond all 
doubt, more complete in our day than ever 
before. Man has learnt to seize the very 
power which controls the material universe 
and to use it as his servant and the minis- 
ter of his wants, both in the great and in the 
small concerns of human life. Through this 





O LEARN how to learn is the 

function of education. On the 
mechanical side this means a tech- 
nique of dealing with the records 
and sources of human knowledge. 
On the spiritual side it means an 
attitude, an enlargement of purpose 
and outlook that reaches out to the 
infinite. In the white heat of the 
pioneer struggle to build schools 


worthy the expanding life of the 
Nation, early workers rose to great 
heights of devotion and consecra- 


tion. As one goes through the 
eight-foot shelf of the Associa- 
tion’s Proceedings he discovers 
these treasures of an earlier day— 
inspiring messages of encourage- 
ment as we face the problems of 
our own time. 








agency, just as shirts and stockings—which 
were once the luxuries of princes and no- 
bles—have become a necessity of all classes, 
so knowledge, which once belonged to the 
philosopher, as his peculiar right and pre- 
rogative, has come to be the boon and bless- 
ing of all. This new condition of things 
. . . has opened the way to a civiliza- 
tion which embraces all men of all ranks; 
and as we are, in our progress over the 
earth’s surface, blotting out the distinctions 
of East and West, and making East West 
and West East, so are we blotting out the 
distinctions of high and low, of rich and 
poor. 

This progress in the physical arts im- 
poses a new set of duties upon the educator. 
It opens to him a new and wider sphere. 
His work is no longer to be confined to a 
select few, who are to be the priests and 
rulers, or the philosophers and savants of 
the world, while the great mass of men re- 
main in ignorance and stupidity. . . . 

General education—education for the 
masses—has, as never before, become the 
question of society, the concern of the state 
as a means of safety and perpetuity, and 
to be provided for from common resources, 
upon the same principle that forts and arse- 
nals, that armies and navies are main- 
tained. 


Then followed a series of statements 
relating to progress in the development 
of State departments of education, the 
establishment of normal pro- 
fessional organization, improvement of 


[31] 


schools, 





educational literature, educational jour- 
nals, textbooks, school architecture, 
libraries, the classification of children, 
female education, methods of dealing 
with the unfortunate, the development 
of colleges, and college education. Said 
he: 


A Minister of Education was a function- 
ary known, indeed, in other countries, as 
presiding over, and giving direction to, the 
interests of education; and eminent philoso- 
phers and statesmen, such as Guizot, had 
occupied this post; but, in no one of the 
United States was such an officer known to 
the constitution or the laws. Now no State 
or territorial government, whether border- 
ing on Puget Sound or on the great desert 
of the interior, on the lakes of the North or 
the Rio Grande, would be organized with- 
out such a department, any more than with- 
out a treasury or an auditing department. 


Referring to teacher training, said 
Doctor Read: 


Again, the time is within the memory of 
us all, when on this whole continent there 
was not a single school devoted to the ex- 
press and special purpose of training teach- 
ers for their business as a profession. I 
do not say or believe that this agency, so 
far as introduced, has accomplished all that 
was confidently expected and predicted. . 
Still the normal school has proved with us a 


valuable institution, both as a 
means of improving the qualifications of 
teachers, and at the same time of consti- 


tuting a distinct profession, devoted to edu- 
cation as an interest of society too difficult 
and too sacred to be confided to any other 
than specially trained and qualified men. If 
law, or theology, or medicine, requires a 
profession of men, not less, even more, does 
education, and not less does it need its special 
schools of training. 


The which was 
then developing as a means of training 
teachers in service, is thus referred to: 


teachers’ institute, 


This institution, now so common and so 
beneficial as to be encouraged by state pro- 
vision, dates back to its very first inception, 
not twenty years. It is purely American in 
its origin, and is eminently an example of 
American tact in securing an end by rapid 
and practical means. Probably, beyond any 
other agency, it has produced an impulse 
upon the whole body of teachers. 


Referring to the associations of teach- 
ers, local, State, and National, he re- 
marked: 


If mechanics and farmers have their fairs, 
artists their art-unions and academies, mer- 
chants their chambers of commerce, surely 
not less important, nay, essential to high 
progress, are the various societies of teachers 
which create among themselves a bond of 
union, a fellowship of interest, a participa- 
tion of professional improvement and pro- 





32 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1925 


a OOO EE EE EOE 


fessional rank. Simple and necessary, how- 
ever, as is this agency, if we go back but a 
few years, it had no existence, either in this 


country or elsewhere. 


The writings of that 
period, which look so meager in the 
prospective of today, were considered a 


educational 


sign of promise. 


Within the last twenty-five or thirty years, 
has been said and written on the 
topics of education than in all 
previous time. I am not unaware that the 
great philosophers of antiquity wrote well 
and wisely on education; that they seemed 
to understand its philosophy in the full scope 
and bearing upon the individual, better even 
than it is generally understood and recog- 
nized in our own day. 

But then we are to remember 
that education with them was never thought 
of, as a possible attainment, much less as the 
privilege and right of every member of 
society. Even Aristotle held that the mass 
of men were to be regarded as mere bar- 
barians; as such, without injustice, to be ex- 
cluded from all rights, civil and spiritual— 
in fact that they were born to be slaves. 

In every age, as soon as men began to 
reflect on the progress of the race, educa- 
tion must of necessity have occupied their 
thoughts and given a turn to their specula- 
tions. But in no former age or period have 
so many books been written on education— 
on the means of improving the schools—on 
the best methods of teaching. 


more 
various 


Speaking of educational journalism, 


Doctor Read said: 


Nearly every State, also, has its educa- 
tional periodical; and it is no small honor 
that the first educational journal of the 
world, conceded to be such in point of merit, 
is published in our country. Nowhere else 
is there the widespread sentiment which 
requires for its expression the popular jour- 
nal from the weekly to the quarterly. 


On textbooks, he remarked: 


The marked improvement which has taken 
place in school and textbooks, also, is a 
change worthy of notice. I speak not merely 
of the mechanical execution and external 
form, great as have been the improvement 
in these, and considerations, as they are, by 
no means unimportant; but of an execution, 
in the matter and arrangement, better 
adapted to psychological principles and the 
laws of mental development. 


School architecture comes in for this 
comment: 


There is no better index of a general 
interest in education than the schoolhouse 
itself. Here is the material expression of 
society. The schoolhouse in taste, beauty, 
comfort, in furniture, ventilation, warming, 
lighting, in all that is seemly and tasteful, 
is as we now have it in many places, a 
temple which is itself a teacher of the true 
and beautiful. 


The library movement was then in 
one of its periods of revival, the State 
of Indiana having raised by taxation 


over one hundred thousand dollars in a 
single year for township libraries. Said 
Doctor Read: 


Who, but a few years since, could even 
have conceived it as among the possible 
improvements of popular education that, in 
many States, remote neighborhoods would, 
by a public system, be better provided with 
libraries than were the early colleges of our 
country? And who can estimate the influence 
of books thus scattered broadcast through- 
out the land and carried into the bosom of 
every family? Yet this has, in some of the 
American States, been actually accomplished 
through the school district and township 
library system, which, if continued upon a 
wise and economical plan, will work upon 
popular improvement results which cannot 
be estimated. 


The importance of school organiza- 
tion received this comment: 


That instruction should be so divided and 
graded, and schools so classified that the 
free common school system of our cities and 
towns should furnish all the advantages 
which formerly belonged to the highest 
institutions alone, and that this instruction 
should be made free alike to rich and poor. 

are indeed the marvel and the hope 
of our times. 


The movement which has since led to 
more liberal education and other rights 
for women was then in its beginnings. 


Said Doctor Read: 


If we go back a few years, what were 
called accomplishments, with the merest 
modicum of the useful branches, constituted 
the whole education of all females who were 
educated beyond the merest elements. To 
dance, to sing, to draw, to paint, to work 
filigree, to embroider, to write fashionable 
notes, to read a little French, constituted the 
round of polite female education. It is due 
to our countrywomen, the Beechers, the 
Grants, Miss Willard, and Miss Lyon, to 
say that they more fully comprehended the 
spiritual wants of their sex and the character 
of the education needed for woman than 
did the educators of our own sex; and to 
their efforts is mainly to be attributed that 
change which has taken place in female 
education. It is due to them and their 
kindred labors that female education is in 
the United States upon a better basis than 
it is in any other country. 


The concluding paragraphs are of 
especial interest: 


As educators, we must not forget that 
education must be slow and careful in order 
to be sure. Time is an element of educa- 
tion, just as essential as it is in the growth 
and development of the body. It is a slow 
process for the mind to take, digest and 
assimilate mental food. In this fast age, we 
are inclined too much to fall in with the 
spirit of the times and resort to the process 
of forcing and cramming. .. . 

The teacher must not yield to this demand 
for immediate results. The greatest artists 
have always been slow workmen, because 
they work, as did the great painter, for 
eternity. The strong and vigorous intellect 
is of slow growth always. The lofty edifice 


to endure for ages rises brick by brick and 
stone by stone. When the foundation jy 
brought to the level of the soil, the super. 
ficial may suppose that nothing is done, yet 
upon this foundation depend the value and 
permanence of the whole structure. 4 
large portion of learning, and the very beg 
portion of it, is to learn how to learn; aad 
yet in the acquisition of this power there 
may be no apparent progress. 

Brethren, well may we felicitate ourselves 
that our lot has fallen to us, not only in 
pleasant places, but in good times. We haye 
better means for our work; we have more 
honor as a profession; we have better com. 
pensation than had our predecessors, immedi- 
ate or remote. On this last point, whatever 
may be the complaint with any of us, there 
has been a most favorable change. A salary 
of $1500 is as common with us as was thirty 
years ago a salary of $500. I have known 
the president of a college of that period, 
himself an able and distinguished man, whose 
annual pay was $400. With all the changed 
relations of value, the compensation of the 
teacher is upon a better scale. 

Never was there a brighter or broader 
field; never a nobler sphere of influence than 
we have here in the United States. Let 
others, then, choose the law, or theology, or 
medicine, or commerce—all of them useful 
and necessary employments—but for me, 
give me the profession of the teacher; give 
me his power for good; give me his pleas- 
ures; above all, give me his material to 
work upon, mind—more precious than marble 
or brass, or anything of the material universe, 

In the middle ages, the name of Abelard 
shone with a brilliant though stained lustre. 
That prince of scholars had among his pupils 
twenty persons who afterwards became car- 
dinals, and more than fifty who became 
bishops. What an_ illustration of the 
teacher’s power! He made his influence felt 
throughout Christendom by his scholars, who 
held the highest posts of influence then 
known in the civilized world. 

Even in recent times, it has been said 
concerning Dugal Stuart that there was not 
a country, from the Baltic to the Black Sea, 
that had not its representatives in his lecture 
room. And when the American professor, 
in his classroom, addresses the students of 
more than twenty States, the select minds 
which are to rule the country and shape the 
destinies of mankind, what a trust is his— 
as a man of mere ambition, what more of 
power and influence does he want! 

The teacher, accomplished for his work, 
may touch springs of action, and stir motive 
powers which will be felt in all the move 
ments of society. He has a power next that 
of creation itself. He is the mind-builder— 
the architect of character! What a respon 
sibility! The formers of men!—the molders 
of society! Such are we in our professioa 
as educators. 

Let us be true and faithful; let us be wist 
and skillful in the work to which God it 
his providence has called us. 


CIENTIFIC knowledge, ingeniously ap 

plied and utilized by inventors and ef 
gineers has, with the assistance of busines 
men and financiers, metamorphosed our et 
vironment and our relations with our fellow 
men.—James Harvey Robinson in the He 
manizing of Knowledge. 











said 

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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





SUSAN B. ANTHONY, social 
reformer and ardent worker 
for the causes of woman suf- 
frage and temperance. 


MRS. JULIA WARD HOWE, 
ever remembered as the au- 
thor of “The Battle Hymn of 
the Republic.” 


ELIZABETH CADY STAN- 
TON, at whose home the first 
women’s rights convention 
was held in 1848. 





FRANCES E. WILLARD, 
whose service to America in 
behalf of prohibition is un- 
paralleled. 


MRS. HARRIET BEECHER 
STOWE, as the author of 
“Uncle Tom’s Cabin,” holds 
a unique place in the Na- 
tion’s history, 


f 

CLARA BARTON, whose serv- 
ice to humanity in the in- 
terests of the American Red 


Cross Society won for her 
enduring fame. 


MRS. ELLA FLAGG YOUNG, 
the first woman president of 
the National Education Asso- 
ciation. 


7 


> 


2S s 
ee 


MRS. LUCRETIA MOTT de- 
voted her life to abolition, 
woman suffrage, and universal 
peace, 


MARY LYON, founder of Mt. 
Holyoke College, pioneer in- 
stitution for women in 
America. 











BELVA A. LOCKWOOD, who 
as a lawyer did much to pro- 
mote temperance, peace, and 
woman suffrage. 


MARY A. LIVERMORE, 
popular lecturer on moral and 
social questions, especially 
total abstinence and woman 
suffrage. 


ANNA HOWARD SHAW, 
who as lecturer and preacher 
spoke in every State in the 
Union on the subject of suf- 
frage. 




















34 THe JourNAL OF THE NATIONAL EpucATION ASSOCIATION 








January, 1925 





IN OTHER 





i thee PHILADELPHIA NEWS LETTER 
published by the Philadelphia Teachers 
Association in commenting on the subject of 
criticism in an editorial says: 


“Criticism can be helpful and constructive. 
It is a waste of words when it degenerates 
to careless and dogmatic condemnation of 
everything in sight, without a simple sug- 
If the times are 
out of joint, some one must put them right. 
The pessimist on the sidelines won't be that 
one.” 


gestion as to the remedy. 


g §-- BOSTON TEACHERS NEWS LET- 
TER, the monthly publication of the Bos- 
ton Teachers Club, stresses the need of char- 
acter training in our schools. We quote as 


follows: 


“The teachers of Boston are to be given 
work for character de- 
velopment this year more definitely than 
ever before. We must put our whole soul 
into that work if the present generation is 
to make the right use of the wonderful dis- 
coveries and inventions which are coming 
into our everyday life so thick and fast. 
Science can harm as well as help. The au- 
tomobile or airplane can bring the physi- 
cian to save a life or hasten the murderer 
from the scene of his crime without leaving 
a trace of his identity. Never was moral 
teaching so imperative as it is now. Let us 
welcome every help in that work and so 
live ourselves as to kindle the desire for 
right living in every boy and girl who comes 
under our influence.” 


an opportunity to 


“HE BULLETIN of the Los Angeles City 

Teachers Club, in a_ recent number, 
strongly emphasizes the importance of pro- 
fessional solidarity in gaining the support 
and confidence of the public. The editorial 
states: 


“The false idea of organization against 
has no place in this day of intelligence. It 
is organization for and with that we desire 
and seek. I like to think of all of us—super- 
intendents, principals, teachers, and every 
other educational factor—as working out 
our own peculiar problems in our own local 
organizations; as reaching out in our State 
and National organizations to a larger un- 
derstanding; and as united, all of us, in 
the spirit of service, and by one great uni- 
fying purpose, that of giving to the youth 
of our land its proper training, its rightful 
chance.” 


AS EDITORIAL in the Grand Rapids 
School Bulletin, published by the Coun- 
cil of the Grand Rapids Teachers’ Club, 
contains the following comment on the value 
of well-prepared teachers: 


“We often say that the boys and girls of 
today with all their advantages of manual 
training, physical education, music, art, and 


better academic methods do not know as 











to 


| 


JOURNALS 


| 
+ 
much as the children of yesterday, but we 
The modern child is better 
trained, better equipped, more highly devel- 
oped than those of yesterday ever thought of 
being. What has brought this about? Surely 
not the buildings, beautiful as they are, nor 
the courses of study, efficient as they are, 
but the human_ element—the _ teacher. 
Shouldn’t the public then desire to give the 
teachers more opportunity for extended 
travel, study, and better living conditions? 
They should spare nothing, cut nothing, that 
will in any way further the inspiration or 
development of that one who comes so close 
to the promotion of all that is finest in the 
progress of the citizen-child.” 


are wrong. 


HE BROOKLYN TEACHER published 

by the Brooklyn Teachers Association, 
makes the following appeal for local mem- 
bership: 


“The gratifying increase in the member- 
ship in the Brooklyn Teachers Association 
which reached the imposing figure of 7000 
in the past year, making ours the largest 
local teachers’ association of the country, 
has inspired the hope that the time will 
soon come when every teacher of Brooklyn 
will enrol to make the Association the official 
organ of a united teaching body. 

“Despite opinions to the contrary, we teach- 
ers, irrespective of grade or rank, whether 
in elementary, high, special, or training 
schools, have many interests in common; 
among these may be mentioned questions in- 
volving salaries, pensions, and professional 
rights. It is therefore a hopeful sign for 
future successful codperation that there now 
exists an association comprising teachers in 
every grade of service which is conducted 
absolutely democratic basis; ever 
mindful of the special interests of each group, 
but never losing sight of the general inter- 
ests of the entire teaching and supervising 
corps.” 


on an 


HE OFFICIAL BULLETIN of the Cin- 

cinnati Teachers’ Association for October 
urges the teachers to take an active part in 
a forthcoming bond issue for a school build- 
ing program which would mean improved 
school facilities for the Cincinnati children, 
The editorial states: 


“Teachers should be particularly interested 
in seeing the bond issue pass. Progress, not 
stagnation, must be its watchword if the 
teaching profession is to fulfill its best des- 
tiny. And we should bend all our energies 
to the assistance of the administration in 
carrying out the vote for the success of this 
important undertaking. We can help with 
our influence as well as with our votes. In- 
deed, it is difficult to imagine a teacher not 
doing his duty in the school’s hour of great 
need. Do not, we beg of you, be asleep to 
your responsibility !” 


“[(HE LEAGUE SCRIP, published monthly 

by the Minneapolis Teachers’ League, ay 
all-inclusive organization of teachers and 
administrators, gives an interesting account 
of a new-teacher party which was held 4 
few weeks after the opening of school. We 
quote as follows: 


“The first League party of the year was 
given in honor of the new teachers at 
the Automobile Club on Saturday, Septem. 
ber 20. The weather man contributed one 
of his most delightful days, and, for good 
measure, an Indian summer haze. (Qy; 
hearts swelled with pride as we introduced 
the newcomers to the glories of their new 
home city. Teachers were generous with 
their cars, an especially large number being 
donated by the principals.” 

The program of the social committee of 
the League announced parties for the fol. 
lowing occasions: Thanksgiving, Valentin: 
Day, St. Patrick’s Day, Easter, and May Day. 


HE BULLETIN of the Portland Grade 
Teachers’ Association contains the fol- 
lowing announcement in a recent issue: 


“A committee consisting of represesnta- 
tives of the various teacher organizations of 
the city has been authorized by the school 
board to make recommendations of plans 
for inaugurating a Department of Research 
and Guidance in Portland Schools during 
the current year. Possible plans were dis- 
cussed and sub-committees appointed. The 
information gathered by the Portland Grade 
Teachers’ Association Child Welfare Com- 
mittee in an exhaustive study of such de. 
partments in other cities at the time the bill 
providing for establishing Departments of 
Research and Guidance was presented by 
them to the Oregon Legislature in 1922, is 
available for the use of the committee. They 
are also making a careful study of the many 
child-welfare agencies already in operation 
in Portland. The committee believes that, 
by careful planning, a department can be 
organized that will so correlate the work 
of the organizations that are doing such ex 
cellent work for children along special lines, 
with the regular werk of the schools, that 
there will be a minimum of wasted or over- 
lapping effort and a maximum of service in 
the interests of the youth of the city.” 


"T’HE SEATTLE GRADE CLUB MAGA- 

ZINE, official organ of the Seattle Grad: 
Teachers Club, has an interesting article in 
a recent issue on The Teaching of Reading. 
The author, who is a special teacher of the 
subject in one of the large elementary 
schools, says in part: 


“Before launching a definite program for 
carrying on outside reading projects, it is 
helpful to explore a bit in the field of chil- 
dren’s reading interests. This is done by 


giving over several periods to the free 
social discussion of books. Let the childrea 
talk over the books they have in their 


homes, fiction, non-fiction, poetry and the ref 
erence material; the number of pupils wh 
have library cards and use the library fre 
quently; the amount of time per day spett 
in reading and their reactions to material 


read. The purpose of the survey is to dis 
cover the child’s reading background, hi 
home environment, and the present inter 


est in reading.” 


Vol. 


. 4 


7 


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Vol. 14, No.1 


_——— 


GUIDE TO BOOKS 


ee 


Print at Work 


Education cannot have too much music and 
art. They touch every phase of our life, 
whether we will or no. The question is 
not shall we have music and other forms 
of art, but rather shall we have them at 
their best or at their worst. In an early 
day printing was one of the finest of the 
fine arts. It was in the hands of men who 
created and understood beautiful type faces 
and who loved to use them in_ building 
pages that were well proportioned and har- 
monious. Now that the printed page is 
everywhere at the service of intelligent per- 
sons, we need to emphasize anew the im- 
portance of making printing beautiful. The 
growing practice of equipping modern schools 
with print shops brings within the reach 
of many pupils one of the simplest art 
forms. 


Horace Mann’s Inspiration 


Like most of the founders of the Repub- 
lic, Benjamin Franklin was a booklover and 
wide reader. He is the founder of the 
public library movement in America. When 
in 1778 a Massachusetts town incorporated 
under his name and begged a bell, he sent 
it a library of five hundred volumes in- 
stead. It was among those books that the 
boy Horace Mann developed the appetite 
for reading and the scholarly habits that 
later characterized his aggressive pioneer 
leadership in the organization of the Amer- 
ican public school system. Surrounded by 
the right books and given freedom in their 
use, children are great explorers. Led 
on by the Heaven-born gift of curiosity they 
develop habits of the greatest significance. 


Child Labor 


As the battle over the child labor amend- 
ment to the Constitution grows more in- 
tense, teachers will wish to be informed and 
to see that other leading citizens of their 
communities have the facts on this impor- 
tant problem. Child Labor and the Consti- 
tution, by Raymond G. Fuller with an intro- 
duction by John H. Finley (Thomas Y. 
Crowell Company, New York, 1923, 323 
pages, $2.50) is an admirable presentation 
of the facts and principles underlying the 
whole problem. 


Free Material 


The National Kindergarten Association 
has recently printed The Kindergartner’s 
Creed by Mr. Randall J. Condon, formerly 
Superintendent of schools of Cincinnati, 
Ohio, now associated with The Atlantic 
Monthly. Interested persons may obtain cop- 
ies upon application to the National Kinder- 
garten Association at 8 West 40th Street, 
New York City. 











THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION 35 








N. E. A. Publications 


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


Research Bulletin, Volume II, No. 5, Novem- 
ber, 1924. The problem of teacher tenure. 
40p. Single copies, 25c. Has been mailed 
to $5 members. 


Addresses and proceedings of the sixty-sec- 


ond annual meeting of the National Edu- 


ELEPHANTS 


Life. of an elephant ~ yitmet. 


Beasts and men - 
The elephant. Herbert. 
World of the great forest. Du Chaitle 
Elephant stories. St. Nicholas 
Kari, the elephant. “Mukerji 
Memoirs of a white slestienk 
lisonders of the jungle. = 
dungle book . Kipling 


LOS ANGELES 
PUBLIC LIBRARY 


Kagenbeck. 


cation Association, held at Washington, 
D. C., June 29-July 4, 1924; Volume 62. 
1100p. Single copies, $3. Has been mailed 
to $5 members. 

Roberts, John S. William T. Harris; his 
philosophical and educational views. 250p. 
Single copies, cloth, $2. 

Books to grow on—For children in grades 
one to eight. (Reprints of page 346 of the 
December JOURNAL.) $2 per hundred cop- 
ies or $10 per thousand copies. 


Bureau of Education Publications 


The publications listed below may be had 
from the U. S. Bureau of Education or from 
the Government Printing Office, Washing- 
ton, D. C., at the prices indicated, which 
should be sent in coin, not stamps. The list 
is prepared for THe JouRNAL by Edith A. 
Wright, of the Editorial 
Bureau. 


Division of the 


BuLLETIN, 1924, No. 13. Biennial survey of 
education, 1920-1922; in two volumes. Vol. 
1, 773p. Cloth, $1. 

BULLETIN, 1924, No. 20. Statistics of unti- 
versities, colleges, and professional schools, 
1921-1922; advance sheets from the Bien- 








——+ 


ef eo 


A a a Bb) fy i) 


nial survey of education, 1920-1922. 
Paper, 20c. 

BULLETIN, 1924, No. 33. The quest of youth; 
a pageant for schools. 102p. Paper, 10c. 
LiprArRY LEAFLET, No. 25, 1924. List of ref- 
erences on vocational education. 20p. Pa- 

per, 5c. 

LipRARY LEAFLET, No. 26, 1924. List of ref- 
erences on rural life and culture. 12p. 
Paper, Sc. 

School and teacher day of American Educa- 
tion Week. 1924. 1p. (Folder) Paper, Se. 


161p. 


Among Books Received 


Dosss, ELLA VICTORIA. 
industrial reader. 
Nally, 1924. 125p. 

GUITTEAU, WILLIAM BACKUS. 
of the United States. 
Mifflin, 1924. 688p. 

HUBBARD, ELBERT. 


Our playhouse; an 
Chicago, Rand Me- 


The history 
Boston, 

$1.96. 

A message to Garcia and 


Houghton 


other essays. N. Y., T. Y. Crowell Co. 
1924. 48p. 50c. 

MAaconicLe, H. VAN Buren. The nature, 
practice and history of art. N. Y., Scrib- 


ner’s, 1924. 319p. $2. 

PHELPS, EpitH M., ed. University debaters’ 
annual; constructive and rebuttal speeches 
delivered in debates of American colleges 
and universities during the college year, 
1923-1924. N. Y., H. W. Wilson Co., 1924. 
409p. $2.25. 

Rus, JAcos A. 


The making of an American; 


new ed. N. Y., Macmillan, 1924. 443p. 
$2.50. 

ROBINSON, JAMes Harvey. An introduction 
to the history of Western Europe; part one, 
the background of modern history. Bos- 
ton, Ginn & Co., 1924. 531p. $2.80. 

SMALLWoop, W. M., Revevey, Ipa L., and 
BaiLtey, Guy A. New biology. Boston, 
Allyn & Bacon, 1924. 704p. $1.60. 

Swift, Jonathan; selections. N. Y., Scrib- 


ner’s, 1924. 448p. $1. 

Watker, J. The: rhyming dictionary of the 
English language; in which the whole 
language is arranged according to its ter- 


minations. N. Y., Dutton, 1924. 549p. 
$3.50. 
WELLS, MArGARET E., and CUSHMAN, H. 


Mary. 
and notions. 
dett, 1924. 


In storeland; book one, clothing 
Newark, N. J., Silver, Bur- 


200p. 


Other Books on Education 


BANKERS SAVINGS 
Division. School savings banking 


approved method. N. Y., 


AMERICAN 
BANK 
including an 


ASSOCIATION, 


Ronald Press, 1923. 174p. $1.25. 
BARBER, Harry C. Teaching junior high 
school mathematics. Boston, Houghton 
Mifflin, 1924. 137p. $1.20. 


BRYANT, SARA CONE. New stories to tell to 
children; stories you never have heard. 
Boston, Houghton Mifflin, 1924. 
$1.50. 


175p. 







































36 THE 





JoURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





January, 1925 











C ARROTHERS, (GEORGE E. The physical e ffi- 
ciency of teachers. N. Y., Teachers Col- 
lege, Columbia University, 1924. 80p. 
Dresser, Horatio W. Psychology in theory 
and application. N. Y., T. Y. Crowell Co., 
1924. 713p. 
Frost, MINNIE E., and Secor, MAry L. Cor- 
rect English through practice. N. Y.,, 
Scribner, 1924. 157p. $1. 
FYNNE, RoperT JOHN. Montessori and her 
inspirers. N. Y., Longmans, Green, 1924. fairies have never 0 penny To spend 
347 ¢9 They havrit a thing put by. 
5 p. Ds. 
: ; Seb tering. 1c the dower of bink and fewer 
GILLILAND, A. R., and JorpaANn, R. H. Educa- ‘ace 
, And are the carth and the sky. 
tional measurements and the classreom And # fy you n Li ive ine os 
teacher. N. Y., Century, 1924. 269p. $2. of gold ' 


Henry. The education of the con- 
sumer; a study in curriculum 
N. Y., Macmillan, 1924. 360p. 

Hosic, JAMEs F., and CHASE, SARA E. 
guide to the project method. Yonkers, N. 
Y., World Bk. Co., 1924. 243p. $2. 

ELISABETH A., and Marks, Louis A. 
Fitting the school to the child. N. Y., 
Macmillan, 1924. 340p. $2. 

Koos, Leonarp V. The high-school principal; 
his training, experience, and responsibili- 


ties. Boston, Houghton Mifflin, 1924. 121p. TION. An introduction to safety education. 
$1.20. 168 N. Mich. Ave., Chicago, Author. 99p. 30c. 
Monroe, WALKER S., and OTHers. Educa- ppeynsyLvANIA DEPARTMENT OF PUBLIC IN- 
ional tests and measurements; rev. ed. Bos- STRUCTION. Course of study in school 
ton, Houghton Mifflin, 1924. 521p. $2.40. health; physical education; Grades 1-8. 
NATIONAL SAFETY COUNCIL, EDUCATION SEc- Harrisburg, Pa., Author. 291p. Apply. 


HARAP, Or sleep ma dried-up difch, 


You could never be poor as the 
fairies are, 
Brief And never as rich. 


From 
“Fairies and chimneys“ 


material. 


IRWIN, Rose Fyleman. 


Los Angeles Public Library 


’ ’ 


“MANY TIMES 
TAE READING 


OF A BOOK 


WHY NOT LET YOUR PUBLIC 


TELP 


RE EVES, FLoyp W. The political unit of pub. 
lic school finance in Illinois. N. Y. .» Mac. 
millan, 1924. 166p. 

RUSSELL SAGE FOUNDATION, DEPT. OF Crip. 
HELPING. Recent progress in child welfar, 
legislation; papers read at a conference 
held in Washington, D. C., May, 1923 
N. Y., Author, 1924. 32p. Paper, apply, 

SEARS, JESsE B., and CUBBERLEY, ELwoop Pp. 
The cost of education in California; a sta. 
tistical study of the costs for elementary, 
secondary, and higher education in the 
State based on the returns for the school 
year 1921-22. N. Y., Macmillan,  371p, 
Paper, apply. 

STOLZ, HERBERT ROWELL. Manual in health 
supervision and instruction for the ele 
mentary schools of the State of California, 


Sacramento, Calif., State Dept. of Edy. 
cation, 1924. 37p. Apply. 


TEXAS DEPARTMENT OF EDUCATION. Con- 
cerning State aid for industrial training in 
rural school, together with complete list 
of equipment required, two-year plan of 
work and instructions as to qualifications, 
Austin, Texas, Author, 1924. 28p. Apply, 

VosBURGH, WILLIAM LEDLEY, and Ornugrs, 
Junior high school ‘mathematics; third 

N. Y., Macmillan, 1924. 294p, 

WaAPLES, DOUGLAS. 
teaching. N. Y., 


course. 


Procedures in high-school 
Macmillan, 1924. 346p, 


AAS MADE 
THE FUTURE 


OF A MAN” 


EMERSON 


LIBRARY 


LP YOU BUILD YOUR CHILDS FUTURE 


CONSULT (RS SPECIALISTS (N CAILORENS REAOING 





Washington Public Library 


lege 
wil 
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init 
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litt 
ing 
fou 
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Training Classes Use the Journal 


HOSE who are privileged to 

teach prospective teachers in our 

normal schools and teachers’ col- 
leges can make sure that their influence 
will continue when these prospective 
teachers have become actual teachers, by 
initiating them well into the spirit and 
work of professional organizations. A 
little improvement made each day dur- 
ing the years of teaching, added to the 
foundations laid in college days, helps to 
insure vital teaching and well-poised pro- 
fessional leadership. 

A stabilized all-inclusive membership 
in National, State, and local associations, 
and each teacher at work on the problems 
of the profession, is a slogan that in- 
creasingly appeals to workers in teacher- 
training institutions. More and more 
these institutions will ask their senior stu- 
dents to become members of the Na- 
tional Education Association, that they 
may use its journal as a basis of regular 
classroom work. Experiments with such 
use of THE JOURNAL show that it is 
most helpful. The Wilson Normal 
School, Washington, D. C., under the 
direction of Miss Alberta Walker, and 
the Teachers Training College, of Fred- 
ericksburg, Virginia, under the direction 
of Miss Ethel Summy, submitted the 
following question. and directions to 
their students in connection with the 
September-October number of THE 
JouRNAL. 

1. Scan the articles in the magazine (you 
may have five minutes). You will be asked 


tu make a list of ten facts every teacher 
should know. Ready! Go! 

2. Make your list. Try to get ten. 

3. Look over THe Journat and decide 
upon one article you want to read first. 
Write the name of it, together with its 
author. 

4. What thought or problem came into 
your mind to make you choose as you did? 
Write your thought in a few words or 
sentences. 

5. Read the article you decided upon. 

6. How did the reading satisfy your 
query? 

7. What points stand out in your mind as 
Most important to remember? 

8. Do you challenge anything in the ar- 
ticle? If so, why? 

9. Notice the suggested program on page 
249. Can you make a slogan that could be 
used effectively at such a meeting? 

10. On page 254 are given suggestions for 
American Education Week. Look them over. 
In your opinion, what are the advantages 
and dangers of conducting such a campaign? 
List them—(a) advantages, (b) dangers. 

ll. On page 256, Judging the Recitation— 
read the three exercises. Choose the reason 


why the judges found it difficult to grade 
them. 

12. On page 265 is a Guide to Books. If 
you were to have a present of any one, 
which one would you choose? Why? 


About a hundred cases were involved. 
In reply to direction number one, the 
number of students indicated agreed 
upon facts every teacher should know, 





HIS page tells the story of 

how two teacher-training 
schools used THE JOURNAL 
with their classes. It suggests 
the wider outlook that is thus 
given students. It points to 
rich possibilities of relating 
training for service to that 
training in service which is 
necessary if teaching is to be 
maintained at a high level of 
professional spirit and eff- 
ciency. The officers of the As- 








sociation are indebted to work- 
ers in many schools who are 


experimenting along these 
lines. Have you developed 
some new method of interest- 
ing students in their profes- 
sional relationships? Kindly 
give others the benefit of your 
experience by writing an ac- 
count of it to Joy Elmer Mor- 
gan, Managing Editor, 1201 
Sixteenth Street Northwest, 
Washington, D. C. 








thus furnishing evidence as to which 
parts of THE JOURNAL made the strong- 
est appeal. 


There is great need of educators, 34; 
Should know about the work of the National 
Education Association, 28; We should work 
for the child labor amendment, 26; Educa- 
tion must prepare for citizenship in a democ- 
racy, 25; Teachers should understand the 
meaning and significance of the Education 
Bill, 25; A teacher should know how to 
judge a recitation, 24; Every teacher should 
be a member of the National Education Asso- 
ciation, 22; Education is character training, 
17; Teachers are needed in the world peace 
movement, 10; There should be a profes- 
sional code of ethics, 10. 


In reply to question 3, there were 25 
votes in favor of the article, Teachers 
and World Peace; 20 for The Opportu- 
nity School; 18 for America’s Need for 
Education; 16 for The Challenge to 


[37] 


American Education; 6, Ethics for 
Teachers; 5, Comes Autumn. 

In reply to question 9, asking for a 
slogan to be used at a teachers’ meeting, 
the following were submitted. 


Train in service for service. 

To educate, we must be educated. 

To sharpen your teaching tools 

Attend the summer schools. 

Keep your profession professional. 
Study while you teach. 

Keep abreast of educational times. 
Improve the teacher; improve the child. 
Keep mentally fit while teaching. 

Keep fit for teaching by studying. 


Problem 10 on the advantages and 
disadvantages of American Education 
Week brought out the following state- 
ments. 


Advantages—Brings the subject of educa- 
tion before the public. 

Presents graphically the aims, needs, and 
work of education. 

Brings parents and teachers together. 

Gives people a greater respect for educa- 
tion. 

Awakens new ideal of teacher—shows 
place she holds in molding national life. 

Communities will evaluate their educa- 
tional resources and needs by comparing 
with others. 

Will cause the conversion of many because 
of the tendency to do as the majority does. 

Will cause pupils to appreciate school. 

May prove to the pessimist that the schools 
of today are vastly superior to those of 
yesterday, both in procedure and results ob- 
tained. 

Keeps parents informed and interested. 

Promotes community spirit. 

Promotes patriotism. 

Creates larger public sentiment in behalf 
of education. 

Opportunity for large group contacts. 

Shows relationship of all 
agencies. 

Opportunities for developing citizenship. 

Disadvantages—That education will not 
be stressed at all times. 

Papers may exaggerate conditions. 

May give the idea that all radicalism is 
wrong. 

Apt to make education a bore. 

“One Constitution, one union, one flag, one 
history,” seems to lack a world vision which 
should characterize Education Week. 

Savors of propaganda and might open 
way for undesirable organizations to put 
on their programs. 

Children and teachers might be so taken 
up with program that real purpose is lost. 

Program might be biased—radical move- 
ments are not always detrimental to a nation. 

Should we teach that the Constitution as 
it stands is final? 

Some people may shirk their duty toward 
education at all times, except during Educa- 
tion Week. 


educational 











Problems for Teachers Meetings 


ANY TEACHERS use THE 
JouRNAL for professional 
Letters testify to the 
Schools appoint 


study. 
value of this practice. 
committees to work on particular points. 
Local organizations base their monthly 
meetings on journal studies. Investiga- 
tions reported in “HE JOURNAL are en- 
larged and applied to local conditions. 
\n account of the way one normal 
school is using THE JOURNAL is printed 
on page 37. To assist principals and 
teachers who desire to make use of THE 
JoURNAL for faculty 
programs, and individual study, the fol- 


meetings, club 
lowing problems based on this number 
are suggested. Some may find it more 
advantageous to use the issue for the 
month preceding as a basis of study. 
This plan would give committees and 
individuals more time for preparation. 
Study 1. Read the survey of educa- 
tional achievements for the year in the 
editorial “Education during 1924” and 
the article “The Journal’s Annual Roll 
Call.” Of the various returns from the 
States, which will contribute most toward 
conditions ? 
Which will help focus the attention of 
the public on education and the schools? 


improvement in_ teaching 


Which indicate an increased interest in 
What is the 
status of the Education Bill now pending 
in Congress? Have you written to your 
Congressman urging him to support the 
Bill? What is the attitude of President 
Coolidge toward a Department of Edu- 
cation? What have been the outstand- 
ing achievements along educational lines 
in your own community ? 

Study 2. Read the article entitled 
“What is the Teacher Worth?” (See 
page 24+.) What are some of the things 
that contribute greatly to the success of 
a teacher besides her preparatory train- 
ing? What is the relationship between 
adequate salaries and successful teach- 
ing? Where can the latest information 
on teachers’ salaries be secured? What 
has been the general trend of teachers’ 
salaries during the past year? 


professional organization ? 


Are your 
local newspapers giving publicity to the 
fact that members of other professions 
and business men and women having 
similar preparation and experience are 
commanding higher salaries than teach- 
ers? Prepare a list of facts to prove 
this and ask the local press to use them 
as the basis of an article or editorial. 
What large city has the highest salary 


‘schedule for 


teachers? What other 
cities stand high in salaries paid to teach- 
What is meant by a single salary 
schedule? Can you name several cities 
in the country that have adopted such 
a schedule? 


ers? 


Is your local association 
in favor of its adoption by the school 
board? If your members are not famil- 


Suggested Program for 
January 


President in chair 
Opening remarks by President 
(five minutes). 
Reading of minutes of previous 
meeting (five minutes). 
(five 


Important announcements 


minutes). 


Transaction of business, including 
reports of officers and commit- 
tees (twenty minutes). 


Reports on special problems based 
on this or the preceding number 
of THE JOURNAL as suggested 
on this page (twenty minutes). 


Discussion from the floor (ten 
minutes). 


Reports and discussions of other 
professional subjects. 














iar with the principles on which it is 
based appoint a committee to study it 
and report back to the members. Give 
several .reasons why a single salary 
schedule is just. 

Study 3. What indicates a growing 
interest among teachers in organization 
work? What is meant by an all-in- 
clusive organization? Is your organi- 
zation all-inclusive or does its member- 
ship include only part of the school sys- 
tem? What are the principal kinds of 
local organizations? (See page 28.) 
Have you worked out a budget plan for 
the payment of local, State, and National 
dues? Are your meetings held reg- 
ularly or are they held only upon call? 
Make a list of problems about which 
organization leaders are seeking infor- 
mation. Can you suggest a source from 
which assistance along organization lines 
can be had? 

Study 4. Local publications—Does 
your organization maintain a publication 
of its own? Do you keep a file of 
those published by other organizations 
so that your members may have an op- 
portunity to read them? What should 


[38] 


be the purpose of a local publication? 
How are such publications financed? 
Can you suggest other ways that might 
be used? Suggest some of the things 
that these publications should contain, 
If your association is not carrying on an 
activity of this kind, can you suggest the 
steps necessary for its launching? For 
suggestions see page 29. 

Study 5. What per cent of the Na- 
tion’s teachers may be considered un- 
trained for their profession? Read the 
article ““How to Strengthen the Schools,” 
What should be the minimum prepara- 
tion required for teaching whether in a 
rural or city school system? What are 
thousands of teachers doing to overcome 
the lack of training? Give several ways 
by means of which present teaching con- 
ditions can be improved. What is the 
National Education Association doing 
toward bringing these about? The Na- 
tional Education Association _ believes 
that every teacher should have four 
years’ preparation beyond the high school 
and that two years’ preparation should 
be the immediate goal. What per cent 
of the teachers in your school meet this 
requirement? What per cent in your 
city or town? In your State? Name 
several means for making the profession 
more attractive to young people. What 
part can your own local organization 
play in removing some of the weaknesses 
in the profession and in the schools? 

Study 6. Can you give some definite 
steps that have been taken during the 
past year toward working out an elemen- 
tary school curriculum that will more 
nearly meet the needs of the children of 
today? See announcement of third 
yearbook of Department of Superintend- 
ence dealing with the curriculum. The 
December JoURNAL mentioned several 
cities that were doing outstanding work 
along this line. Can you name them? 
Has the curriculum in the system of 
schools in which you are teaching been 
revised recently? If not, are there plans 
for revision at the present time? What 
part are the classroom teachers playing 
Do you feel there are 
too many subjects to be taught? Can 
you suggest some constructive ways of 
simplifying the elementary school pro- 
gram? 

Study 7. Child Labor. Did you read 
the “Challenge & Child Labor” in the 
December JOURNAL? What have you 
or your organization done to encourage 


in the revision? 


rat 


me 
is 

ref 
oth 


chi 
yo 
St 
of 
ga 
it! 


Pr 


y 
| 





|a- 
in- 


at 
on 


ite 


id 
he 


u 
ze 





Vol. 14, No. 1 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 39 


_ OO 


ratification of the Child Labor Amend- 
ment by your State Legislature? If it 
is in session now, write a letter to the 
representative of your district and any 
others you know urging ratification. 
How many States have laws restricting 
child labor on their statute books? Does 
your own State have one? In what 
States do we find the greatest amount 
of child labor? What influential or- 
ganizations are supporting the Amend- 
ment? What agencies are opposed to 
it? Read carefully “An Appeal to 
Prejudice and Ignorance” on page 23. 
Study 8. How many States have 
adopted adequate tenure laws for the 
protection of those in the teaching pro- 
fession? Does your State have such a 
law? If not, have steps been taken to 
bring this about? Has your organiza- 
tion a committee studying the problem ? 
What is the benefit of sound tenure leg- 
islation to the public and to the children ? 
What is the median number of years 
that a city teacher stays in the profes- 
sion? A rural teacher? What is the 


average annual turnover in the profes- 
sion throughout the Nation? What do 
you consider just causes for dismissal of 
a teacher? Are these covered in the 
various State tenure laws? Read “The 
‘Teaching Procession” on page 13. 
Study 9. Has your organization ever 
collected information concerning the pro- 
fessional reading of its members ? Give 
several facts to refute the statement 
often made that teachers are not in- 
terested in professional reading. You 
will be interested in the article on page 
30, “‘Food for Professional Growth.” 
Can you mention several methods that 
have been successfully used to encourage 
this type of reading? Do you think 
that a certain amount of professional 
reading should be required for election 
to a teaching position? How are many 
libraries codperating with local teachers 
in meeting their needs along this line? 
Does the library in your community have 
a teachers’ professional library? Does 
your organization have one ?—dAgnes 


IT inn. 


North Dakota's Triumph 


A. E. WINSHIP 


OVEMBER 4 was a great day for 

North Dakota, and this has no 
reference to the Presidential vote. In 
ten days the North Dakota Education 
Association, the State Federation of 
Women’s Clubs, the State Association of 
School Directors, and the State Parent- 
Teachers’ Association put over the great- 
est emergency school campaign of which 
we have known, and they saved the 
schools from an infamous school tax-cut- 
ting proposition. Under the inspiration 
of a well-organized group of national 
anti-public school people, whose indi- 
viduality is too well known to require 
advertising, their local representatives 
launched a most skilful anti-education 
bill. 

There were 19,000 citizens who were 
induced to sign a petition to institute a 
campaign to cut the tax levies twenty- 
five per cent below the tax levies of 
1923. There appeared to be limitless 
money behind the movement. It was a 
delicious scheme to safeguard sinking 
funds, interest on bonds, etc., leaving the 
effect of the twenty-five per cent cut 
much greater than that on education. 

The idea of tax reduction was very 
alluring, and the literature, the articles 
for the press, and the addresses were 


skilfully focused to make people think 
that the measure was a necessity to pre- 
vent the confiscation of the farms 
through high taxes. Of course they in- 
sisted that no harm would come to edu- 
cation. All the idiotic statements pub- 
lished by a few anti-education men of 
assumed influence were skilfully pre- 
sented and recklessly circulated. False- 
hoods were wafted on the breeze as 
though they were truths. 

Less than two weeks betore Novem- 
ber 4+, the North Dakota State Teach- 
ers’ Association met and took heroic ac- 
tion, and ten days before the election 
they had the ardent co6dperation of vari- 
ous associations. Mass meetings were 
held in all important centers of popula- 
tion. ‘The motion-picture houses threw 
slides which told the truth. Theaters, 
moving-picture people, and 
other public audiences gave opportuni- 
ties for ““four-minute” talks. The news- 
papers were effectively used; circulars, 
which told the truth, were sent to voters 
everywhere. The school children in city 
and country campaigned to save their 
schools, and a famous majority of six 
thousand was rolled up, and the tax plot- 
ters realized that their best laid plans 
were puerile. 


churches, 





We have been asked why we have 
made no reply to the vicious statements 
of a few national characters who oppose 
the Department of Education, Child La- 
bor reform, the Volstead Act, and every 
other interest of humanity, and our an- 
swer always is that it is wholesome to 
have the public see for themselves where 
the interest of these men really is, for 
they can be buried out of sight whenever 
the public can be made to see their 
vicious purpose in any local issue. There 
is no State or county or city in the 
United States where these few men can 
survive any local election if the schools, 
the parents, and the women have skilful 
leadership for ten days. These few men 
opponents of Child Labor, Department 
of Education, and sobriety are the great- 
est asset the champions of human welfare 
have in any campaign.—Editorial in the 
Journal of Education. 





HE AUTOMOBILE mechanic has 

all sorts of problems in the cars 
which are brought to him for adjust- 
ment. The housewife has problems of 
costs, of economy, of time, of relations 
with servants. And the teacher has 
problems—multitudes of them—if he 
will but learn to recognize them. Every 
child offers a whole series of problems. 
There are problems in the course of 
study and in methods of teaching. 
Many parents are harder to deal with 
than the hardest exercises in algebra. 
The principal himself is often a puzzle. 

The trouble is that most of us, 
whether teachers or candlestick makers 
or plain citizens, have never learned to 
take the problem attitude. We are not 
scientific. We do most things according 
to habit or fashion. When things go 
wrong, we growl, or complain of hard 
luck, or find fault with the other fellow. 
We regard a difficulty not as a chal- 
lenge to our ability but as a misfortune 
for which we, at least, are not to blame. 
The scientific person, the problem-solver, 
has a clear purpose. Obstacles to the 
accomplishment of the purpose are not 
enemies or nuisances but facts. His job 
is to study them, to discover the best 
means of overcoming them. In every 
walk of life we need more problem- 
solvers. We need them especially in 
teaching, because our present procedure 
in that field is so terribly unscientific, so 
dependent on rule-of-thumb and fashion 
and untested opinion. The teacher who 
becomes a problem-solver will have to 
make up his mind as to the purpose of 
education.— William E. Stark in Ever; 
Teacher's Problems. 





40 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





January, 1925 


NOTES and ANNOUNCEMENTS 





sma ead ene aeeaeacma ea aceasta cease ana a ae i 


AMERICAN EpucaTION WEEK met with -un- 
precedented success. The schools, the pupils, 
teachers, parents, local clubs, and newspapers 
united in an effort to interpret the schools to 
all the people and to renew their faith in 
education. Reports received at headquarters 
give enthusiastic accounts of 
every section of the country and point to an 
even more effective observance of the week 
in 1925. 


successes in 


CONGRESSMAN REED’s TRIUMPH—Congress- 
man Daniel Alden Reed, Dunkirk, New 
York, was, on November 4, elected for the 
fourth time and with a majority of 46,000, 
the greatest majority of any Congressman in 
the United States. The high significance of 
this is the fact that he sponsors the bill for 
a full-fledged Department of Education, and 
there was supposed to be an attempt to op- 
pose him because of his loyalty to the Bill. 
If there is ever a straight vote on the De- 
partment Bill its endorsement will be a 
triumph.—A. E, Winship in The 


Journal of Education. 


glorious 


TEACHERS INTERESTED in the passing of the 
Child Labor Amendment may obtain infor- 
mation on Child Labor from Dr. Owen R. 
Lovejoy, general secretary of the National 
Child Labor Committee. Two posters, 
22 x 28 inches, graphically advocating the 
Amendment and urging ratification in the 
States, will be sent on request by the Na- 
tional Child Labor Committee, 215 Fourth 
Avenue, New York City. 


NaTionaL Music Week has been set for 
the first week in May. Canada will have a 
music week at the same time. 
Teachers desiring material for the observa- 
tion of this week may obtain it from the 
National Music Week Committee, 45 West 
Forty-fifth Street, New York City. 


national 


Tue Nevapa STATE EDUCATIONAL ASSOCIA- 
TION has adopted a comprehensive legis- 
lative program for 1925 including eight 
articles designed to promote the efficiency 
of Nevada schools. 


THE ASSOCIATION OF THE DISTRICT OF 
Co_uMBIA has re-elected the following of- 
ficers: President, Selden M. Ely, supervising 
principal, fifth division, Gales School Build- 
ing; Secretary, Adelaide Davis, supervising 
principal, Ludlow Building. 


L. W. Brooks, principal, Wichita High 
School, Wichita, Kansas, has accepted the 
appointment as president of the Department 
of Secondary School Principals. 


THe Woritp FEDERATION OF EDUCATION 


ASSOCIATIONS through its officers extends 
good wishes to all nations and a cordial 
invitation to educational organizations 


world-wide to send delegates, to ministers of 
education in all countries to be present or 
to be represented, and to educators generally 
to attend the coming biennial meeting of 


the Federation, July 20-28, 1925, at Edin- 
burgh, Scotland. 

Educational associations of Nation-wide 
scope are invited to join the Federation. 
The Federation seeks to promote interna- 
tional understanding and to bring the peoples 
of the earth together on the common ground 
of education in a greater bond of brother- 
hood to the end that justice and good will 
may prevail. 


Dr. Davip STARR’ JORDAN, chancellor 
emeritus of Leland Stanford University, 
educator, naturalist, and author, has been 


awarded the prize of $25,000 offered by 
Raphael Herman, of Washington, D. C., for 
the best educational plan calculated to main- 
tain world peace. The award calls for no 
legislative action and will not be submitted 
to referendum vote. It is world-wide and 
capable of application in all schools. Dr. 
Augustus O. Thomas, president of the World 


Federation of Education Associations, di- 
rected the contests. Thousands of plans 
were submitted. 

By ARRANGEMENT with Dr. Thomas D. 


Wood, chairman of the Joint Committee on 
Health Problems in Education of the Na- 
tional Education Association and the Amer- 
ican Medical Association, the printed ma- 
terial of that committee will be distributed 
from N. E. A. headquarters. This material 
includes the several pamphlet reports issued 
in recent years and the especially valuable 
report Health Education, presented at the 
Washington meeting and published in a 
book of one hundred sixty-four pages. The 
demand for the latter has been so great that 
a second edition has been issued. The sets 
of charts prepared under the direction of the 
committee will continue to be distributed by 
Dr. Wood. Application for any or all of 
this material, however, may be sent to 
N. E. A. headquarters. 


FORMER FIELD SECRETARY JAMES O. En- 
GLEMAN writes pleasantly of his new work 
as superintendent of schools in Terre Haute, 
Indiana. 

“My work is going very nicely, indeed. I 
have had a degree of codperation exceeding 
anything I really expected. I knew Terre 
Haute fifteen years ago, and knew it twenty- 
five years ago, but it is a much more desir- 
able city in which to live now than it was 
then.” 


ENGLISH EDUCATION BILL REGULATES CHILD 
Lasor—Herbert A. L. Fisher, M. P., formerly 
president of the Board of Education of Great 
Britain, on October 30 addressed the Pennsyl- 
vania Association of College Presidents and 
Deans, meeting at Temple University, on 
the subject of child labor in England. 

Doctor Fisher has secured the passage of 
a bill which requires that all children in 
Great Britain attend school full time till 
they are twelve; go to school at least two 


afternoons a week between twelve and four. 
teen, and between fourteen and eighteen gt. 
tend school at least 320 hours a year. The 


bill provides for progressive increase of the . 


age up to which there must be full-time 
schooling. 

The bill prohibits employment of primary 
school age children for more than one hour 
before and one hour after school daily, in 
order that they may not arrive at school 
jaded and unable to profit fully by their 
studies. 

“An industrial system,’ said he, “that 
stunts the mind of the child and hinders the 
intellectual growth of the country is clearly 
paid for in the industrial development of the 
country.’—From Pennsylvania School 
Journal. 


REPORTS OF COMMITTEES of the National 
Education Association for publication are to 
be in the hands of the Secretary by March 
25, 1925, according to a motion adopted by 
the Executive Committee at its meeting on 
July 5, 1924. 


SUPERINTENDENT M. L. Cotton, of Lawton, 
Oklahoma, has been elected president of the 
Oklahoma Educational Association, which 
has a membership of 14,000 teachers. 


JANUARY is the birth month of many 
famous Americans—Betsy Ross on the first, 
Lucretia Mott on the third, Alexander Ham- 
ilton on the fourth, Benjamin Franklin on 
the seventeenth, Daniel Webster on_ the 
eighteenth, Robert E. Lee and Edgar Allan 
Poe on the nineteenth, and William McKinley 
on the twenty-ninth. 


THE SUPREME COURT OF OKLAHOMA on 
September 9 upheld the validity of an act 
appropriating $650,000 to aid in paying 
teachers’ salaries in districts that had levied 
the constitutional limit of local school tax 
and still could not maintain school for an 
eight-month term. The court held that the 
burden of education rests on the State and 
that such an appropriation is not so much 
State aid to districts as it is part of the 
fulfillment of the obligation to maintain a 
system of public schools placed upon the 
State by its constitution. 


A COURSE OF STUDY giving a graded list 
of Bible readings for week-day religious 
schools has been issued by J. A. Churchill, 
superintendent of public instruction, Salem, 
Oregon. Under each grade the Bible read- 
ings are further classified according to the 
ethical points to be taught and _ historical 
events to be emphasized. 


A $9,600,000 BOND issue for new schools 
was voted in Oakland, California, recently. 
Work on the specifications for the new 
buildings is already under way. 


THE DEATH of William H. Lynch, of 
Southwest Missouri State Teachers College, 


(Continued on page 44) 


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Saturday Evening 
February 21, 1925, 8 O’clock 
The National Society for the Study of Edu- 
cation—Music Hall. 
Sunday Afternoon 
February 22, 1925, 4 O’clock 


Department of Superintendence—Withrow 


High School. 
Monday Morning 
February 23, 1925, 9:15 O’clock 


Department of Superintendence—Music Hall. 


Monday Afternoon 
February 23, 1925, 2:15 O’clock 


Department of Superintendence—T opic 
Groups—Hotel Ballrooms. 


Department of Elementary School Princi- 
pals—Music Hall. 
National Association of Secondary School 


Principals—Withrow High School. 
Department of Rural Education—Memorial 
Hall. 
National Council of 
Hotel Sinton. 

City Training School 
Havlin Hotel. 
Council of State Superintendents and Com- 
missioners of Education—Business Men’s 

Club. 


Education—Ballroom, 


Section—Ballroom, 


Educational Research Association—Wood- 
ward High School. 
National Society of College Teachers of 


Education—Gibson Foyer Ballroom. 


Monday Evening 
February 23, 1925, 8 O’clock 


Department of Superintendence—Music Hall. 


Tuesday Morning 
February 24, 1925, 9:15 O’clock 


Department of Superintendence—Music Hall. 


Annual executive session and _ business 
meeting. Nominations of officers from the 
floor. Brief addresses on controversial sub- 
jects, under the leadership of John H. Bev- 
eridge, superintendent of schools, Omaha, 
Nebraska. Among the topics to be discussed 
are: Taking the School to the Parents; In- 
troducing Educational Research; The Per- 
sonnel Audit; An Anomaly in School Ad- 
ministration; Central Library, a Distributing 
Point; Dollar for Dollar. 


National Association of Secondary School 
Principals—Withrow High School. 

City Training School Section—Ballroom, 
Havlin Hotel. 

Educational Research Association—Wood- 


ward High School. 





Department of Superintendence 


Schedule of Meetings and Tentative Program for the Cincinnati 


Meeting, February 21-28, 1925 


Tuesday Afternoon 
February 24, 1925, 2:15 O’clock 


Department of Elementary School Princi- 
pals—Music Hall. 
National Association of Secondary School 


Principals—Withrow High School. 





Special Railroad Rates 


Cincinnati Convention 


of the Department of Superintend- 
ence and Allied Organizations of 
the National Education Associa- 
tion. 


Round-trip tickets on the identi- 
fication certificate plan will be sold 
at one and one half fare for the 
round-trip, applicable for members 
of the National Education Associa- 
tion and dependent members of 
their families. Tickets will be good 
via the same route in both direc- 
tions. 


Round-trip tickets will be sold 
from Central Passenger Associa- 
tion territory February 18, 19, 20, 
21, 22, 23, and 25. When validated 
at regular ticket offices in Cincin- 
nati, tickets will be good for return 
from February 21 to March 4. 
Passengers must, however, reach 
original starting point not later 
than midnight of Wednesday, 
March 4. Dates of sale and return 
limits for more distant territory, 
governed by other passenger as- 
sociations, may be obtained from 
local ticket agent. 








Identification certificates will be 
ready for distribution January 10. 
Write J. W. Crabtree, secretary, 
National Education Association, 
1201 Sixteenth Street Northwest, 
Washington, D. C., or your State 
N. E. A. director. If in arrears, 
enclose check for membership dues. 


If you neglect to secure in ad- 
vance your identification certificate, 
no adjustment of fare can be made 
after arrival at Cincinnati. 


National Council of Primary Education— 
Foyer, Roof, Gibson Hotel. 


Department of Rural Education—Memorial 


Hall. 

National Council of Education—Ballroom, 
Hotel Sinton. 

City Training School Section—Ballroom, 


Havlin Hotel. 

Council of State Superintendents and Com- 
missioners of Education—Business Men’s 
Club. 

Department of Vocational Education—Audi- 
torium, Guilford School. 


[41] 


Educational Research 
ward High School. 

National Association of High School In- 
spectors—Y. M. C. A. 

National Society of College Teachers of Edu- 
cation—Hotel Gibson, Foyer Ballroom. 


Association—W ood- 


Tuesday Evening 
February 24, 1925, 6 O’clock 


National Association of Secondary School 


Principals—Withrow High School. 


Tuesday Evening 
February 24, 1925, 8 O’clock 


National Society for the Study of Educa- 
tion—Music Hall. 

Department of Rural Education—Memorial 
Hall. 


Wednesday Morning 
February 25, 1925, 9:15 O’clock 
Department of Superintendence—Music Hall. 


The Commission on the Curriculum will 
make a report at this session. Problems of 
curriculum revision and construction will be 
presented in the light of recent developments 
in research along these lines. Edwin C. 
Broome, superintendent of schools, Phila- 
delphia, Pa., and chairman of the Commis- 
sion on the Curriculum, will preside. 


Wednesday Afternoon 
February 25, 1925, 2:15 O’clock 


Department of Elementary School Princi- 
pals—Music Hall. 
National Association of Secondary School 


Principals—Woodward High School. 
Department of Rural Education—Memorial 
Hall. 
National Council of 
Hotel Sinton. 
Training School 
Havlin Hotel. 
Council of State Superintendents and Com- 
missioners of Education—Business Men’s 
Club. 
Department of Vocational Education—Guil- 
ford School. 


Education—Ballroom, | 


City Section—Ballroom, 


Educational Research Association, Joint 
meeting with the National Society of 
College Teachers of Education—Ball- 


room, Gibson Hotel. 

Council of Kindergarten Supervisors—Gib- 
son Hotel Roof. 

National Association of High School In- 
spectors—Y. M. C. A. 


Wednesday Evening 
February 25, 1925, 6:30 O’clock 


This evening will be given over to the 
annual college dinners. 





+2 THe JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





January, 1925 





Department of Superintendence 


School Curriculum 


educator. 





1925 Year Book—Research in Elementary 
Curriculum Construction 


Chapter I. A Codperative Plan for the Revision of the American Elementary 
Need for curriculum revision from the viewpoints of the layman and the 
Safeguards against unscientific work and duplication of effort. 

A uniform, national curriculum not possible and not desirable. 


Outline of coéperative plan of curriculum research and revision for local 
school districts for the school year 1925-1926. 


Chapter II. Possible Variations in the Curriculum to Meet National, Local, 


and Individual Needs 


General core of the elementary school curriculum, as applied to the Nation. 

Major principles for differentiation to fit community needs. 

Variations to meet individual differences of children, as based on certain 
viewpoints, together with statements of general principles for differentiation 


according to each viewpoint. 


research studies. 


riculum content and measurement. 





for further research. 


Chapter III. Curricular Problems and Their Scientific Solution 


Practical problems relative to curriculum revision in each of the subjects of 
the elementary school curriculum, answered as far as possible by analyses of 


Problems of minimum essentials, functional content, children’s interests and 
abilities, grade placement, methods of teaching when directly related to cur- 
In answer to each problem, analyses of all 
outstanding research studies bearing on its solution, also suggested problems 


The collection and analyses of existing research studies is the work of 
seventy-two curriculum specialists divided into twelve subcommittees, one for 
each of the subjects of the elementary school curriculum. 


(Continued on page 43) 


Thursday Morning 
February 26, 1925, 9:15 O’clock 


Department of Superintendence—Miusic Hall. 

of Secondary ‘School 
Principals—Hughes High School. 

Department of Rural Education—Memorial 
Hall. 


National Association 


Thursday Afternoon 
February 26, 1925, 2:15 O’clock 
Department of Superintendence—Music Hall. 
National Association of Secondary School 
Principals—Hughes High School. 

Thursday Evening 
February 26, 1925, 8 O’clock 


Department of Superintendence—Music Hall. 


Thursday 
February 26, 1925 


Department of Deans of Women—Hotel 
Gibson. 
Friday 
February 27, 1925 
Department of Deans of Women—Hotel 
Gibson. 








Saturday 
February 28, 1925 


Department of 
Gibson. 


Deans of Women—Hotel 


Breakfasts, Luncheons, and Dinners 


Thursday, February 19, 1925 


National Vocational Guidance Association. 
Luncheon, 1 p.M., Main Roof, Hotel Gibson. 


Friday, February 20 ° 


Association of Principals of Schools for Girls. 
Luncheon, Tea Room, Hotel Sinton. 

Association of Principals of Schools for Girls. 
Dinner, Tea Room, Hotel Sinton. 

National Vocational Guidance Association. 
Dinner, 6:30 p.m., Club Room, Hotel 

Gibson. 

American Association of Teachers Colleges. 

Banquet, Main Ballroom, Hotel Gibson. 


Saturday, February 21 
National Vocational Guidance Association. 
Luncheon, 12.30 Noon, Ballroom, Hotel 
Gibson. 
Health Programs in Normal Schools. 
Dinner, 6:30 p.M., Della Robia Room, 
Hotel Gibson. 


Monday, February 23 


Kiwanis Club. 
Luncheon, 12:00 o’clock, Chamber of Com- 
merce. 


New Jersey Superintendents of Schools, 
Dinner, 6:00 P.M., Ballroom, Hotel Gjp. 
son. 
Kappa Delta Phi Fraternity. 
Dinner, 5:30 p.M., Hotel Havlin. 


Tuesday, February 24 


Joint Health Committee. 
Breakfast, 8:00 A.M., to be assigned. 
National Council of Primary Education, 
Luncheon, 12:30 Noon, Main Roof Ball 
Room, Hotel Gibson. 
Phi Delta Kappa Fraternity. 
Luncheon, Hotel Sinton. 
National Association of 
Principals. 
Luncheon, Noon, Withrow High School. 
Iowa Dinner. 
Kemper Lane Hotel. 
National Association of Secondary School 
Principals. 
Banquet, Withrow High School. 
New York Dinner. 
Ballroom, Hotel Gibson. 
Pennsylvania State Association. 
Banquet, Mezzanine, Hotel Sinton. 
Indiana State University. 
Banquet, Tea Room, Hotel Sinton. 
Wisconsin Teachers Association. 
Banquet, Parlor F, Hotel Sinton. 
United States Bureau of Education. 
Dinner, 6:15 p.M., Main Ballroom, Hotel 
Gibson. 
Council of Kindergarten Supervisors and 
Training Teachers. 
Dinner, Place to be assigned. 


Secondary School 


Wednesday, February 25 


Tennessee Delegation. 
Breakfast, 8:00 a.m., Hotel Gibson, Della 
Robia Room. 
University of Chicago. 
Dinner, Ballroom, Sinton Hotel. 
Michigan State Teachers Association. 
Banquet, Mezzanine, Hotel Sinton. 
Ohio State Alumni Association. 
Dinner, 6:30 p.M., Della Robia Room, 
Hotel Gibson. 
New York University Alumni. 

Dinner, 6:30 P.M., Ballroom, Hotel Gibson. 
Teachers College, Columbia University. 
Dinner, Main Roof Ballroom, 

Gibson. 
George Peabody College Alumni Association. 
Dinner, 6:30 p.M., Club Room, Hotel Gib 
son. 


Hotel 


Thursday, February 26 


Department of Classroom Teachers, Officers. 
Breakfast, 8:00 a.m., Hotel Gibson, Della 
Robia Room. 
National Association of Secondary School 
Principals. 
Luncheon, Hughes High School. 
Department of Deans of Women. 
Dinner, 7:00 p.M., Ballroom, Hotel Gibson. 
Rotary Club. 
Luncheon, Noon, Hotel Sinton. 


Friday, February 27 


Department of Deans of Women. 
Lurcheon, 12:30 p.m., Hotel Gibson. 


Saturday, February 28 


Department of Deans of Women. 
Luncheon, 12:30 p.m., Hotel Gibson. 


Vol. 





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Vol. 14, No.1 


Exhibits a Feature 


The arrangement in the Cincinnati Music 
Hall permits exhibits on a scale never 
previously attempted by the Department of 
Superintendence. The auditorium in which 
the general sessions will be held is adjacent 
to two large exposition halls, having a total 
foor space of more than forty-five thousand 
square feet. In these halls the displays will 
be made. 

An exhibit of school art work, personally 
planned by President William McAndrew, 
will bring together the finest things that the 
schools are doing. It will cover all grades 
from kindergarten through the university, 
and will include models, shop products, de- 
sign, illustration, printing, textiles, showing 
the application of art. The Cizek exhibit 
from the State School of Arts and Crafts of 
Vienna, Austria, a wonderful display of 
creative work by children, has been secured. 
There will also be an exhibit of civic work 
as illustrated by posters, pictures, models, 
etc, showing the teaching of community so- 
cial service. 

School authorities are requested to have in 
the hands of Mr. William H. Vogel, chair- 
man, Denton Building, Cincinnati, Ohio, not 
later than Monday morning, January 26, an 
estimate of the desired amount of floor and 
wall space for your (a) art exhibit, (b) 
civic exhibit. 

Among the special exhibits, that of the 
United States Bureau of Education on the 
work-study-play plan, will be worthy of 
special attention. This is the most extensive 
presentation of the platoon school problem 
that has yet been made. 

The exhibit by commercial and other or- 
ganizations is more complete than ever be- 
fore. One hundred seventy-five units of 
space were allotted for this part of the ex- 
hibit, all of which were assigned within two 
weeks after the announcement was made. 
All of the displays are designed to give di- 
rect assistance in school problems, such as 
building planning, selection of equipment, 
and choice of material for pupil activities. 

Those attending the Cincinnati meeting 
should plan for a liberal amount of time to 
be devoted to visitation of the exhibits. 


EPARTMENT OF SUPERIN- 

TENDENCE—President, William 
McAndrew, Superintendent of Schools, Chi- 
cago, Ill. 

First Vice-President, Payson Smith, State 
Commissioner of Education, Boston, Mass. 

Second Vice-President, John J. Maddox, 
Superintendent of Schools, St. Louis, Mo. 

Executive Secretary, Sherwood D. Shank- 
land, 1201 Sixteenth St. N. W., Washing- 
ton, D. C. 

Executive Committee—Randall J. Condon, 
Superintendent of Schools, Cincinnati, Ohio; 
F. W. Ballou, Superintendent of Schools, 
Washington, D. C.; F. D. Boynton, Super- 
intendent of Schools, Ithaca, N. Y.; M. G. 


_ Superintendent of Schools, Sioux City, 
owa. 


(ity TEACHER Training School 
Section—President, L. A. Pechstein, 
Dean, College of Education, University of 
Cincinnati ; Vice-president, Elizabeth G. 
Breckinridge, Principal, Louisville Normal 
ool; Secretary-Treasurer, Frank W. 
Smith, State Normal School, Paterson, N. J. 








THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 43 





Department of Superintendence 


1925 Yearbook— Research in Elementary 
Curriculum Construction 


(Continued from page 42) 


Subjects and Chairmen of Subcommittees 


Arithmetic: Guy M. Wilson, professor of education, School of Education, 


Boston University, Boston, Mass. 


Drawing and art appreciation: Leon L. Winslow, director of art, Department 


of Education, Baltimore, Md. 


Elementary Science: Elliot R. Downing, associate professor of natural science, 
School of Education, University of Chicago, Chicago, III. 

Health and Physical Education: Thomas D. Wood, professor of physical 
education, Teachers College, Columbia University, New York, N. Y. 

Home Economics: Henrietta W. Calvin, director, Division of Home Eco- 
nomics, Board of Education, Philadelphia, Pa. 

Industrial Arts: F. G. Bonser, professor of education, Teachers College, 





Columbia University, New York, N. Y. 
Language and Composition: W. W. Charters, University of Pittsburgh. 


Music: Carl E. Seashore, dean, Graduate College, State University of Iowa. 
Penmanship: Frank N. Freeman, School of Education, University of Chi- 


cago, Chicago, Ill. 


Reading: William S. Gray, dean, College of Education, University of Chi- 


cago, Chicago, Ill. 


Spelling: Ernest Horn, College of Education, State University of Iowa. 
Social Studies: Harold O. Rugg, Lincoln School, Teachers College, Columbia 


University, New York, N. Y. 





The Commission on the Curriculum 


Edwin C. Broome (chairman) superintendent of schools, Philadelphia, Pa. 


John L. Alger, president, Rhode Island College of Education, Providence, R. I. 
Frank W. Ballou, superintendent of schools, Washington, D. C. 

Mrs. Susan M. Dorsey, superintendent of schools, Los Angeles, Calif. 

John M. Foote, rural school supervisor, State Department of Education, 


Baton Rouge, La. 


Charles H. Judd, director, School of Education, University of Chicago. 
Harold O. Rugg, Lincoln School, Teachers College, Columbia University. 
Zenos E. Scott, superintendent of schools, Springfield, Mass. 

Frank E. Spaulding, dean, School of Education, Yale University, New Haven, 


Conn. 


Paul C. Stetson, superintendent of schools, Dayton, Ohio. 

A. L. Threlkeld, assistant superintendent of schools, Denver, Colo. 
H. B. Wilson, superintendent of schools, Berkeley, Calif. 

John W. Withers, dean, New York University, New York, N. Y. 





aa of Kindergarten Super- 
visors and Training Teachers—Presi- 
dent, Ella Ruth Boyce, 705 Fulton Bldg., 
Pittsburgh, Pa.; Secretary, Allene Seton, 2128 
Cherokee Park Way, Louisville, Ky. 


EPARTMENT of Deans of Women 

—President, Agnes E. Wells, Indiana 
University, Bloomington, Ind.; Secretary, 
Martha Doan, Earlham College, Richmond, 
Ind.; Treasurer, Mary Hooker Johnson, 512 
W. 123d St., New York, N. Y. 


Doe ota of Elementary School 
Principals—President, Mrs. Jessie M. 
Fink, Principal, Palmer School, Grand Rap- 
ids, Mich.; First Vice-president, Sara L. 
Rhodes, Principal, Public School 28, 1001 
Herkemar Ave., Brooklyn, N. Y.; Second 
Vice-president, John Merrill, Principal, 
Lingemann School, Detroit, Mich.; Third 
Vice-president, H. B. Norton, 7922 Under- 
wood Ave., Birmingham, Ala.; Secretary, Ide 
G. Sargeant, Principal, Public School 10, 














Paterson, N. J.; Treasurer, Courtland V. 
Davis, Principal, J. E. B. Stuart School, Nor- 
folk, Va. 


EPARTMENT of Rural Education— 

President, Macy Campbell, State Teach- 
ers College, Cedar Falls, lowa; Vice-presi- 
dent, N. Searle Light, Department of Edu- 
cation, Hartford, Conn.; Secretary, Mabel 
Carney, Teachers College, Columbia Uni- 
versity, New York City; Treasurer, Mary 
E. Howe, Detroit Teachers College, Detroit, 
Mich. 


EPARTMENT of Vocational Edu- 

cation—President, John N. Greer, As- 
sistant Superintendent of Schools, Min- 
neapolis, Minn.; Vice-president, Benjamin 
W. Johnson, University of Calif., Berkeley, 
Calif.; Secretary, J. D. Blackwell, State Di- 
rector, Vocational Education, Baltimore, Md. 


DUCATIONAL Research Associa- 
tion—President, E. J. Ashbaugh, Ohio 


State University, Columbus, Ohio; Vice- 


44 


THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





Hotels in Cincinnati 


Single rooms in hotels are exhausted. 

The headquarters hotels are filled to capacity. 

Rooms in some other hotels for joint occupancy of two or more persons 
are still available. 

The Cincinnati Housing Committee is listing and 
rooms in private residences. 


inspecting 2500 


On November 29 five thousand reservations had been made. 


All sleeping-room reservations are handled through the Housing Bureau, 
of which Mr. Thomas Quinlan, manager, Convention and Publicity De- 
partment, Cincinnati Chamber of Commerce, is chairman. Write him. 
A letter dated November 29 trom Mr. Quinlan states the housing sit- 
uation: 


A check of the hotel reservations today indicates that more than 5000 reserva- 
tions have been made for the meeting in February and we are still receiving 
twenty-five or thirty a day. The Hotels Gibson and Sinton are not in a position 
to take further reservations at present. The supply of single rooms is exhausted. 
We have arranged to handle all hotel reservations and requests for reservations 
from this ofhce and it will expedite matters if inquiries are addressed here direct. 








Members 


quickly as possible and advise them. 


Persons who decide to attend the meeting at the last minute need not hesitate 
about coming, as we will operate our rooming bureau during the convention. 


will be plenty of space for all. 


one to a single room. 





president, M. R. Trabue, University of N. 
C., Chapel Hill, N. C.; Secretary, H. A. 
Greene, lowa State University, lowa City, 
lowa. 


ATIONAL Association of High 
4 School Inspectors and Supervisors— 
President, Thomas L. Jones, University of 
Wisconsin, Madison, Wis.; Vice-president, 
A. W. Evans, State Supervisor of High 
Schools, Austin, Tex.; Secretary and Treas- 
urer, Jesse B. Davis, Supervisor Secondary 
Education, Hartford, Conn. 


ATIONAL Association of Secondary 
+ School Principals—President, L. W. 
Brooks, Principal of High School, Wichita, 
Kans.; Secretary-Treasurer, H. V. Church, 
J. Sterling Morton High School, Cicero, 
Ill.; First Vice-president, William E. Wing, 
Principal, Deering High School, Portland, 
Me.; Second Vice-president, A. L. Threlkeld, 
Assistant Superintendent of Schools, Denver, 
Colo. 


ATIONAL Council of Education— 

President, J. M. Gwinn, Superintendent 
of Schools, City Hall, San Francisco, Calif. ; 
Secretary, Adelaide Steele Baylor, Federal 
Board for Vocational Education, 200 New 
Jersey Ave. N. W., Washington, D. C.; 
Vice-president, Henry Lester Smith, Dean, 
School of Education, Indiana University, 
Bloomington, Ind. 


ATIONAL Council of State Superin- 
tendents and Commissioners—Presi- 
dent, Francis G, Blair, State Superintendent 


iesiring accommodations in private homes can be accommodated, and 
they need not hesitate to write for this type of accommodation. We will have 
2500 such places listed with our bureau and will place members applying just as 
The rates for this class of accommodations 
will be reasonable, and all rooms will be inspected and handled by us. 


However, it is impossible for us to handle a crowd 
of the size which advance reservations indicate will be present and assign every 


There 








of Public Instruction, Springfield, Ill.; Secre- 
tary, Minnie Jean Nielson, State Superin- 
tendent of Public Instruction, Bismarck, N. D. 


NI ASSOMAL Council of Primary Edu- 
cation—President, Ella Victoria Dobbs, 
University of Missouri, Columbia, Mo.; 
Executive Secretary, Alta Adkins, Assistant 
Superintendent, Hammond, Ind. 


ATIONAL Society of College Teach- 

ers of Education—President, Edward 
F. Buchner, Johns Hopkins University, Balti- 
more, Md.; Secretary-Treasurer, Arthur J. 
Jones, University of Pennsylvania, Philadel- 
phia, Pa, 


gt igre ng Society for the Study of 
Education — Board of Directors: 
Chairman, Charles H. Judd, University of 
Chicago, Chicago, Ill.; Secretary-Treasurer, 
Guy M. Whipple, University of Michigan, 
Ann Arbor, Mich. (ex officio). 


Notes avd Announcements 
(Continued from page 40) 


Springfield, Missouri, calls forth many 
splendid tributes of those who knew and 
loved him as an educator. Mr. Lynch joined 
the Association in 1895. 


H. W. Foster, a page at the 1873 meeting 
of the National Education Association in 
Elmira, is now superintendent of schools of 
South Orange and Maplewood, New Jersey. 





January, 1925 


——— ee 


RELATION OF SIZE OF CLASS to efhiciency jy 
the subject of a project under study by th 
Bureau of Educational Research of Qhj 
State University. Four Ohio cities—Cleyg. 
land, Cincinnati, Akron, and Toledo—ar 
participating in the project as it relates t 
the elementary grades. Pupils are groupe 
for a semester in a large class, followed }y 
a semester in a small class, taught in each 
case by the same teacher, while another 
teacher has a group of children in a small 
class during the first semester and in a large 
class the second semester. As determined 
by testing, the classes have the same average 
and variability of intelligence. This is by 
one of the projects of the elaborate program 
which the bureau has under way.—Schoo] 
Life. 


A THREE-MILL TAX LEVY to run for fiye 
years and to yield approximately $6,000,009 
annually for building purposes was ratified 
by the voters of Cleveland, Ohio, on Noven- 
ber +. This levy represents a renewal of 
one that has been in existence for the pas 
four years, and was voted without any 
special campaign, which fact is an indica- 
tion of the effectiveness of the Cleveland 
schools in keeping their work before the 
general public. Clyde R. Miller is director 
of the division of publications of the Cleve. 
land board of education and maintains a 
continuous contact with newspaper workers, 


THE TOTAL NUMBER graduated from all 
colleges in the United States since the be 
ginning of American educational history 
about 300 years ago is 825,474. Of this 
number fully one-fourth have been gradu 
ated from the land grant colleges during the 
last 25 years, according to Federal educa- 
tion reports. 

The latest enrolment figures show that 
there are about 604,000 men and women at- 
tending colleges and universities today, 
214,000 of them being in land grant colleges. 


More THAN 70 per cent of the absences 
from school are due to illness, declares a 
report made by the Public School Association 
of Washington, D. C., which made a study 
of the causes of absence in 15 schools of that 
city. The report shows further that more 
than one-fourth of all absences are because 
of the common cold, and all respiratory dit 
turbances cause nearly 40 per cent of all 
absences. 


THE NATIONAL EpUCATION ASSOCIATION 
has done more for teachers than any other 
thing or any other group of people.—Ethel 
E. Redfield, executive secretary, Idaho State 
Association, Boise, Idaho. 


LOOKING TEN YEARS into the future, th 
Chicago Board of Education has adopted # 
tentative building program calling for # 
expenditure of $70,000,000 for the erectio® 
of 165 new schools. This will meet tH 
present seat shortage of 54,000 and provide 
for future increase, according to A. 3 
Wight, assistant superintendent of schools, 
in charge of the building program. 


KeEoKuK, Iowa, has dedicated three ne 
school buildings—the Wells-Carey School, 
Torrence School, and Senior High Schoo 
These buildings are the outcome of 4 
issue of $575,000, voted December 5, 192 


Th 
lie: 
pec 
the 
ust 
wo: 


pre 


for 
ove 
ger 
tha 
our 


> 








1925 


——. 





Vol. 14, No.1 


Cy is 
y the 
Ohio 


be To 38 more Teachers 


eS to 
uped 
d by 
each 
other 
small 
large 
nined 
erage 
$s but 
gram 
chool 


five 

0,000 
tified 
vem- 
al of 
past 

any 

dica- 
eland 
> the 
rector 
‘leve- 
ins a 
rkers, 
This Company be- 

n all lieves that well-paid 
e be- people who know 
"> they are succeeding 
istory usually like their 
this work and stay in 
#. Many of our 

radu- present associates 
ig, the have been with us 
duca- for ten years and 
over. Today big- 

ger opportunities 

that than ever exist in 

our business. 


We Offer 
Exceptional Opportunities 
for Added Summer Income 


UE to improved business conditions in 
general, The S. L. Weedon Company 
needs 38 more teachers the coming summer 
for a high type of position that is very agree- 


a 
: a Successful People— 
able and highly remunerative. 


Be One of Them! 


$500.00 for Your Summer Vacation 

We desire to fill these positions with people of unusual ability 
and utmost refinement, because the work calls for that type oi 
person. Each one of the 38 will be appointed an exclusive rep- 
resentative, and will be given an exceptional proposition bound 
to produce a good income. In past summers some of our special 
representatives have averaged $1000.00, a number earned over 
$600.00, and a great many $500.00 or more. This is at the rate 
of $3000.00 a year or better for those who qualify for positions 
in our permanent organization. 


Every Advantage to Those Chosen 
Those chosen will receive every advantage; guaranteed income 
from the day they start to work, and all railroad fare paid. Ambi- 
tion, plus the careful Weedon training and constant help, will 
start those accepted on an exceptional business career along school 
lines. Agreeable associates, of course, and of the highest type. 


—and Travel 
Each of these 38 positions carries with it an opportunity to travel. 
This feature, although secondary, should carry weight when you 
consider next summer’s plans. 


Inquiries Invited from Responsible Individuals 


We invite inquiries from responsible in positions that not only offer a 
teachers Upon receipt of your in- chance to exchange a summer of 
quiry we will send you a “High Way leisure for one of income and travel, 
to Success,”’ descriptive of the kind but which also may lead to a perma- 
of work, the position, and the Com- nent connection. Please state your 
pany; and a personal letter, telling age, education and qualifications in 
you whether or not you can fit into reply. With only 38 positions of 
f this type open, we suggest an im- 
we have been in business over 20 mediate inquiry Address’ S. 
Weedon, President. 














THE S. L. WEEDON COMPANY 


Dept. 4-A CLEVELAND, OHIO 


School Pens 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 








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Spencerian Steel Pens are 


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HAT’S what Edwin 
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That’s what other 
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Said the author of ‘‘The 
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eve in a school experience 
extending over 30 years. 
It ought to have a wide 
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LT TOTS LIE EES TENN IEEE SI mg 
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students events of the day with 
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| Ask for free samples for your 


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The SCHOLASTIC 


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A-12 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





January, 19); 





Fascinating and Novel 
Short Subjects 


Pathe not only leads in number, quality and 
diversity of one and two reel comedies, but in 
short subjects that are novel, highly interesting 
and splendidly adapted to school use. 


For instance, the Grantland Rice Sportlights, 
edited by America’s most celebrated Sporting 
Editor, one reel each, and covering every angle 
of sport and recreation; Aesop’s Film Fables, 
one reel, the cleverest animated cartoons imagi- 


nable; a large variety of two-reel dramas; and fine 
novelties like “Why Elephants Leave Home,” 


The last mentioned 
shows the world-famous Grindell Matthews in- 


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copies 25c. 


copies 25c. 


A large amount of useful information on the vexing 
problem of teacher tenure is presented in this Bulletin. 
All present and proposed tenure laws are analyzed and a 
defensible standard of merit is proposed. 


New York 


RESEARCH BULLETINS 


National Education Association 
Extensive Material on Two Difficult 


Problems 


VOL. II, NO. 3 


Teachers’ Retirement Allowances—32 pages—-single 


Fifty copies or more at reduced rates. 


In this Bulletin is concentrated the outstanding material 
that has resulted from the Association’s recent work in 
the teacher-retirement field. 


VOL. II, NO. 5 


The Problem of Teacher Tenure—+0 pages—single 


Special rates made on large orders. 





NATIONAL EDUCATION ASSOCIATION 
1201 16th Street Northwest 


Washington, D. C. 








ENROLMENT aad AFFILIATION 





fe --— 0 ae 


“THE following schools have completed 
their reports for one hundred per cent 
membership enrolment in the National Edu- 
cation Association for 1924-25, since the list 
was published in the December JOURNAL. 





Six Years 


ALTOONA, PA., Curtin School, Bertha Brumbaugh, 
Principal; Franklin School, Jean W. Everhart, 
ae Miller School, H. Sophia Burket, Prin- 
cipal. 

Pues.o, Coio., Bessemer School, Linah Swanzey, 
Principal; Edison School, Elizabeth Alexander, 
Principal; Lakeview School, Dell Barkley, Prin- 
cipal; Minnequa School, Alice MacDonald, Prin- 


cipal. 

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

Sepauia, Mo., Horace Mann School, Jessie B. Steele, 


Principal. 
Five Years 


ALTOONA, Pa., Emerson School, Daisy I. Gruver, 
Principal; Garfield School, Grace Morrow, Prin- 


cipal; Penn School, Dorothy oore, Principal; 
Stevens School, Emma J. Kantner, Principal; 
Washington School, Marion Davis, Principal; 
Webster School, Mary Fries, Principal; Wright 
School, Winifred Ale, Principal. 


Brinceton, N. J., Vine Street School, Mrs. Clara 
T. Mulford, Principal. 

Detroit, Micu., Barstow School, George A. Berkam, 
Principal ; Myra Jones School, Maude E. Kemp, 
Principal; Leland School, Grace F. Woolfenden, 
Principal. 

Fonp pu Lac, Wis., Fond du Lac Public Schools, 
Lowell P. Goodrich, Superintendent; Bragg 
School, Helen Schoenlaub, Principal; Cleveland 
School, Bertha Saak, Principal; Deaf School De- 
partment, Anna Nugent, Principal; Franklin 
School, Lula C. Flanagan, Principal; Garfield 





i 


Junior High School, S. P. Unzicker, Principal; 
Grant School, Ruth Murphy, Principal; High 
School, E. R. Ellian, Principal; Lincoln School, 
Katherine Evans, Principal; McKinley School, 
Minnie Manion, Principal; Roosevelt Junior 
High School, R. B. Woodworth, Principal; Wash- 


ington School, Sarah Fahey, Principal; Wilson 
School; Eva Kyle, Principal. 

Marietta, Ono, Marion School, Mrs. Helen H. 
Rinehart, Principal. 


Minpank, S. Dax., Milbank Public Schools, H. C. 
Souder, Superintendent; Milbank Grade School, 
R. D. Petersen, Principal; Milbank High School, 
E. M. Deller, Principal. 

Mouine, I1t., Lincoln School, Hattie A. Moore, 
Principal. L 
PittspurcH, Pa., McCleary School, Ella Conlin, 

Principal. 

Sepauia, Mo., Sedalia Public Schools, J. N. Crocker, 
Superintendent; Community Teachers Association, 
Helen A. Bowers, Secretary; Arlington School, 
Maud Finnell, Principal; Broadway School, Lida 
M. Burress, Principal; Eugene Field School, Anna 
V. Hannum, Principal; High School, Martha M. 
Letts, Principal; Jefferson School, Ethel Mc- 
Cluney, Principal; Horace Mann School, Jessie 
B. Steele, Principal; Prospect School, Nina K. 
Slater, Principal; Washington School, Lydia D. 
Montgomery, Principal; Washington Annex; 
Whittier School, Minnie A. Shaeffer, Principal. 


Four Years 


ALTOONA, Pa., Adams School, Belle Woomer, Prin- 


Allegheny School, Cora Luse, Principal; 
Altoona High School, G. D. Robb, Principal; 
Fairview School, Georgianna Hyatt, Principal; 
Irving School, Blanche Imler, Principal; Jeffer- 
son School, Lillie B. Geiser, Principal; Madison 
School, Miriam Perry, Principal; Roosevelt Junior 
High School, W. H. Burd, Principal. 

BELLEFONTAINE, Onto, Central School, Nellie 
Huston, Principal; North School, Susie M. 
Parker, Principal. : 

Brooking, Mass., J. Elliot Cabot School, Lucie A. 


cipal; 








Metcalf, Principal; Edward Devotion School, C 
H. Taylor, Principal. 

CHEYENNE, Wyo., Converse School, Mabel Fincher. 
Principal. 

Cuicaco Heicnts, ILi., Grant School, Ethel Me 
Burris, Principal. 

ee, Oun10, Vine School, E. E. Ellis, Prin- 
cipal. 

Co_umsBus, QOunio, Reeb Avenue School, C. A 
Pollock, Principal. 

Detroit, Micu., Bellevue School, Florence E. Geer, 
Principal; Greenfield Park School, Mrs. Esther A. 
Kay, Principal. 

School, J. E 


East CLEVELAND, 

Pettit, Principal. 

Granp Rapips, Micu., Palmer School, Mrs. Jessie 
M. Fink, Principal. 

HUNTINGTON, INDIANA, Williams School, 
David H. Paul, Principal. 

LINCOLN, NeEsrR., McKinley School, E. Ruth Pyrtle, 
Principal. 

MitcHe.t, S. Dak., Mitchell Public Schools, J. © 
Lindsey, Superintendent; Mitchell Teachers Ass0- 
ciation, Ruth Harkness, Secretary. 

Omana, Nesr., Central Park School, Margaret 
Hamilton, Principal; Hawthorne School, Ethel A. 
Lynn, Principal; Edward Rosewater School, May 
Anderson, Principal; Train School. 

Prescott, Ariz., Lincoln School, Vera E. Keeney, 
Principal. 

San Jose, Cauir., Washington School, Nell O’Bries, 
Principal. 

Sioux City, Iowa, Hawthorne School, R. L. Kite 
Principal. 

SoutH Pasapena, Cauir., Marengo Avenue School, 
Willa E. Ballard, Principal. : 
SPRINGFIELD, Mass., Charles Street School, Alice B. 

Childs, Principal. 

Westsrook, Maine, Forest Street School, Guy V: 
Sinclair, Principal. j 

West New York, N. J., School Number Three, + 
Edgar Dransfield, Principal. 


Three Years 


BELLEFONTAINE, Onto, Bellefontaine Public Schools, 
S. A. Frampton, Superintendent; Bellefontai 
Teachers Association, Helen Keenen, , Seorey 
Central School, Nellie Huston, Principal; 
School, S. J. Bonham, Principal; Hubbard Sched, 
Fred S. Emery, Principal; Jron City ® 
School, Robert Folsom, Principal; Lincoln 
Anna Aiken, Principal; McBeth School, 
Colter, Principal; North School, Susie M. Parker 
Principal; South School, Mary Fulton, Princioa 

Bispee, Ariz., Bisbee High School, Edward F. 
Principal. 


Ono, Mayfair 


Street 





1925 


envi iis sincttiitinliabatinall 


Pe ere oe 


FF a 


Prio- 


7 
> 


4 
a 
m =e 


# £ 


e, J. 


Brook LYN, 


Jol. 14, No.1 


N. Y., Public School Number 108, 
Frederic W. Mar, Principal. 


sport, MICH., Burton School, Flora M. Miller, 


Deriecipel Hely School, Nora L. Egan, Principal. 
Granp Rapips, 


Micu., Sibley School, Miss J. 


Stevenson, Principal. 


HUNTINGTON, INp., High School, Charles E. Byers, 


Principal; Lincoln School, J. E. Murdock, Prin- 
cipal; Riley School, Helen A. Tyner, Principal ; 
State Street School, Nellie W. Hollis, Principal; 
Tipton Street School, Belle Miltonberger, Prin- 


cipal. 


tocxrort, N. Y., Lockport Public Schools, R. B. 


Kelley, Superintendent; Lockport Teachers Asso 
ciation, Veronica Kenney, Secretary-Treasurer; 
Arnold School, Maude M._ Sipson, Principal; 
Chestnut Street School, Fannie Wright, Principal; 
Clinton Street School, Margaret M. Moran, Prin- 
cipal; Hawley Street School, E. Ellen Holbrook, 
Principal; High School, Edmund M. Evans, Prin- 
cipal; High Street School, Hannah J. McCarthy, 
Principal; Intermediate School, Earl Rickard, 
Principal; Part Time School, E. A. Johnson, 
Principal; Vine Street School, Ettie M. Woods, 
Principal; Walnut Street School, Fannie Shearston, 
Principal; West Avenue School, Jessie C. Garde 
ner, Principal; Williams Street School, M. 
Elizabeth Samson, Principal. 

Lousvitte, Ky., George Washington School, Ada 
G. Bache, Principal. 

LYNCHBURG, ae Frank Roane School, Elizabeth 

ish, Principal. 
: Fred C. 


Lynn, Mass., Classical High School, 
Mitchell, Principal. 

Mount VERNON, N. Y., Sophie J. Mee School, 
Jasper T. Palmer, Principal. 

Muskocee, OKLA., Muskogee Public Schools, W. G. 
Masterson, Superintendent; Central High School, 
C. K. Reiff, Principal; Edison School, Mrs. A. E. 
Miller, Principal; Franklin School, Mrs. Hallie 
Morton, Principal; Houston School, T. E. Peters, 
Principal; Irving School, T. E. Jones, Principal; 
Jefferson School, Mrs. E. H. Harriss, Principal; 


Longfellow School, J. A. Knox, Principal; 
Sequoyah School, Mayme Goodin, Principal; 
Washington School, Laura Hardin, Principal; 


West High School, G. C. Williams, Principal; 
Whittier School, Lina X. Reed, Principal. 

NaPervitte, Itt., Napier School, Jennie E. Woole 
cox, Principal. 

Norwoop, Ox10, Allison Street School, George E. 
Reeves, Principal. 

Omana, Nesr., Beals School, Helen M. Longstorf, 
Principal. 

PittssurGH, Pa., North Continuation School, A. M. 
Goldberger, Principal. 

Prescott, Ariz., Prescott Public Schools, S. H. 
Martin, Superintendent; High School, Virginia E. 
Coleman, Principal; Jefferson School, Abbie Lee 
Taylor, Principal; Lincoln School, Vera E. Keeney, 
Principal; Special Teachers; Washington School, 
Everet Johnson, Principal. 

SanpwicH, Itt. North Side School; Sandwich 
Township High School; South Side School. 

Sepauia, Mo., Prospect School, Nina K. Slater, 
Principal. 

Sioux Ciry, Iowa, Bancroft School, Mary McCarty, 
Principal; Crescent Park School, Florence Morse, 
Principal; Floyd School, Regna E. Wold, Prin- 
cipal; Franklin School; Hopkins School, James 
E. Fitzgerald, Principal; Joy School, Georgia 
Lyon, Principal; Lowell School, Susanna Avery, 
Principal; Webster School, D. D. Zinn, Principal. 
South PasapeNA, Cauir., Oneonta School, Caroline 
Diack, Principal. 

StratrorD, CoNN., Washington School, Mrs. Ger- 
trade L. Carpenter, Principal. 

Wooster, Oxu10, Bowman Street School, Florence E. 
McClure, Principal. 

Youncstown, OHIo, Myrtle Avenue School, Ferne 
rey, Principal. 

ZANESVILLE, OHIO, Madison School, Mrs. Dell D. 
Myers, Principal; Sheridan School, Beulah C 
Thompson, Principal. 


Two Years 


ANDERSON, IND., Anderson High School, D. E. 
Weidler, Principal; Anderson Junior High School, 
A. H. Fishback, Principal; Central Avenue 
School, Mary E. Spice, Principal; Columbia 
School, Estelle M. Tarney, Principal; Hazelwood 
School, Anna M. Conway, Principal; Jefferson 
School, Gentry Delph, Principal; Lincoln School, 
Helen Huffman, Principal; Main Street School, 
Mattie B. Fry, Principal; Mount Hope School, 
Joseph Clay, Principal; Park Place School, 
Josephine Waite, Principal; Riley School, Reba 
Arbogast, Principal; Seventh Street School, Anna 
M. Ellis, Principal; Shadeland School, Katherine 
Hershberger, Principal; Washington School, H. 
- Gullette, Principal. 


Beverty, Mass., Centerville School, Marion L. 
Miller, Principal; Farms School, Alice M. 
feston, Principal; Hardie School, Elizabeth 


Harding, Principal; Pleasant View School, Aimie 
Woodbury, Principal. 

Capitiac, Micu., Cadillac Public Schools, C. W. 
Crandall, Superintendent; Cass School, Cecil 
Wolfe, Principal; Cooley School, Olive Potrude, 
Principal; Emerson School, Irma Hiar, Principal; 
Franklin School, Mary G. Wheaton, Principal; 
High School, B. C. Shankland, Principal; Lincoln 

hool, Edna Brown, Principal; McKinley School, 
Brock, Principal; Whittier School, Hannah 
Holmen, Principal. 

Quicaco Heicuts, ILt., School, 

zer, Principal. 


Lincoln Maggie 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





wo Letters 
That Mean A Lot-—~ 


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AMERICAN 





CLEVELAND, On10, Scranton School, Ida M. Edger- 
ton, Principal. 

Co_umsBus, On10, Eighth Avenue School, Elizabeth 
Fassig, Principal. 

Councit Burrs, Iowa, Longfellow School, Clara 
Meyer, Principal. 

Denver, Co.o., Cheltenham School, H. T. Claxton, 
Principal; Washington Park School, Sarah P. 
Ketner, Principal; West High School, H. V. 
Kepner, Principal. 

Detroit, Micu., Guyton School, Mae B. Carroll, 
Principal; Ravenswood School, Edith E. Shaw, 
Principal. 

East CLEVELAND, Onto, Caledonia School, Ella Hill, 
Principal. 

Erie, Pa., Burton School, Bertha Winter, Principal; 
Garfield School, Annie McKean, Principal; Glen- 
wood School, Lenore Murphy, Principal; Gridley 
Grade School, Mary J. Noble, Principal; Jones 


School, Mary F. O'Dea, Principal; McKinley 
School, Mary O'Connor, Principal. 

G.Loucester, Mass., Maplewood School, Rita M. 
Hiltz, Principal. 

Granp Rapips, Micu., Sheldon School, Nora A. 


Matthews, Principal. 


Hartrorp, Wis., Hartford High School, Arthur 
Schubert, Principal. 
Hastincs, Micu., Central School, Mrs. Charlotte 


Hubbard, Principal; First Ward School, Mrs. Ala 
Myers, Principal; High School, William H. 
Wallace, Principal; Second Ward School, Ethel 
Ford, Principal. 

Honotutu, Hawan, Kuhio School, E. A. Brown, 
Principal. 

HoguiaM, WasH., Hoquiam Public Schools, H. C. 
Crumpacker, Superintendent; Hoquiam Teachers 
Association, Lillian Anderson, Secretary; Central 
School, Mrs. Adela A. Oliver, Principal; Emer- 
son School, Nelle B. Allen, Principal; Grade 
School, Ivan Kravis, Principal; Senior and Junior 
High School, Forrest G. Murdock, Principal; 
Washington School, M. B. Franklin, Principal. 

HUNTINGTON, IND., Huntington Public Schools, 
Jesse M. Scudder, Superintendent; Central 
School, H. J. Scheiber, Principal; High School, 
Charles E. Byers, Principal; Lincoln School, J. 
E. Murdock, Principal; Riley School, Helen A. 
Tyner, Principal; State Street School, Nellie W. 
Hollis, Principal; Tipton Street School, Belle 
Miltonberger, Principal; Williams School, David 

Ful, Principal. 

Kansa: ‘‘iry, KANns., Frances Willard School, Carrie 
Truc Principal. 

Kansas City, Mo., Milton Moore School, J. K. 
West, Principal. 

Kiraugea, Kauat, Hawau, Kilauea School, Mrs. Ada 
M. Scott, Principal. 

Lamar, Co1o., Central School, Marjorie Kirby, Prin- 
cipal; Lamar Junior High School, Jacqueline 
Monahan, Principal; Lamar Union High School, 
A. Boyd, Principal; Pioneer School, Ethel Rupp, 
Principal. 

Lone Beacn, Cauir., John C. Fremont School, Ethel 
P. Glover, Principal. 

Loncmont, CoLo., Central School, Mrs. Edith Mur- 
ray, Principal; Columbine School, Mae A. Plumb, 
Principal; Lincoln School, Bessie Forsyth, Prin- 
cipal. 

Lupincton, Micu., Foster School, Lena Christen- 
sen, Principal. 

Mansrietp, Onto, Newman School, Glenn G. 
Rohleder, Supervising Principal. 

Soutn Sanpete District, Utan, South Sanpete 
Public School District, E. T. Reid, Superintendent; 
Ephraim Grade School, Sarah Petersen, Principal; 
Ephraim High School, P. D. Jensen, Principal ; 
Gunnison Grade School, J. E. Metcalf, Principal; 
Gunnison High School, Leo Bardsley, Principal; 
Manti Grade School, Ruby Boydon, Principal; 
Manti High School, E. E. Johnson Principal; 
Manti Junior High School, Philo Farnsworth, 





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THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 





January, 1925 


——_——<$—— 


CURRENT EVENTS 


A Condensed Newspaper, Weekly 
Edited Especially for Use in Pub- 
lic and Private Schools. 


OR twenty-three years 
CuRRENT Events has 
been the standard cur- 
rent text for use in the 
Grades, Juniorand Senior 


High Schools, in every 
State in the Union. 


In clubs of 30, 15 cents 
per pupil until June, 


1925. 


Rates and sample copies free to 
teachers upon request. 


CURRENT EVENTS 


CoLumBus, OuIO 





Principal; Sterling Public School, Kenneth Whit- 
lock, Principal. 

Mayrietp, Uran, Mayfield Public School, B. Odell 
Petersen, Principal. 

Mesa, Ariz., Mesa Public Schools, H. E. Hendrix, 


Superintendent; Franklin Junior High School, 
Irving School; Lincoln School; Mesa Union 
~— , School; Washington School; Webster 
School. 


Monmouth, Ii., Whilletts School, Ella McLoskey, 
Principal. 

Monrovia, Catir., Orange 
Mamie N. Maag, Principal. 

New Beprorp, Mass., Ashley School, Mrs. Elizabeth 
B. Tripp, Principal. 

Norro_k, Va., James Monroe School, M. J. Ober, 
Principal. 

Omana, Nesr., Clifton Hill School, Carrie Nash, 
Principal; Columbian School, Jeanette Newlean, 
Principal ; Field Club School, Julia Newcomb, 
Principal ; Jungmann School, Grace Griffith, Prin- 
cipal ; Park School, Cora S. Anderson, Principal; 
Webster School, Fannie Myers, Principal. 

—— Ariz., Wilson School, G. S. Skiff, Prin- 
cipal. 

PITTSBURGH, Pa., Friendship School, Mary Z. Ander- 
son, Principal. 

PLAINFIELD, N. J., Bryant School; Stillman School; 
Washington School. 

Pontiac, ILt., Pontiac Public Schools, S. A. 
Denison, Superintendent; Central School, Eliza- 
beth Dunlap, Principal; Ladd School, Mabel 
Wrey, Principal; Lincoln School, Esther Reed, 
Principal; Special Teachers; Washington School, 
Dell Herbert, Principal. 

Rome, N. Y., Jay Street School, Lena M. Putnam, 
Principal. 

Saint JoserH, Micu., Saint Joseph Public Schools, 
E. P. Clark, Superintendent. 

San Francisco, Cauir., Rochambeau School, Mrs. 
T. F. Spencer, Principal. 

San Jose, Cauir., Gardner School, Roy B. Thomp- 
son, Principal. 

Sioux Crry, lowa, Girls Prevocational School, Ethel 
Jones, Principal; Lincoln School, Mrs. Winifred 
E. Sloan, Principal. 

Stoux Faris, S. Dax., Mark Twain School, Elsie 
Stallman, Principal. 

Summit, N. J., Industrial School, C. H. Beek, 
Principal. 

Tacoma, WasH., Grant School, W. M. Mackey, 
Principal. 

WASHINGTON, D. C., Lenox-French School, Henry 
Francis Lowe, Principal. 

WauKEGAN, ILL., North School, Clara L. Hoffman, 
Principal. 

WILMINGTON, Det., School Number Twenty-three, 
Florence V. Marley, Principal, School Number 
Twenty-five, Elizabeth Schulz, Principal. 

Wray, Co1io., Wray Public Schools, H. W. Curtis, 
Superintendent. 


ZANESVILLE, On10, Zanesville Public Schools, F. C. 


Avenue School, Mrs. 


Kirkendall, Superintendent; Zanesville Teachers 
Association, Alice. Bogman, Secretary; Grover 
Cleveland Junior High School, C. T. Prose, 
Principal; Colombia School, Lucy Sweetland, 


Principal; Garfield School, Edith Geiger, Prin- 
cipal; Grant School, Mabel Fortune, Principal; 
Hancock School, Alice Murphy, Principal; Jack- 
son School, Lora Allen, Principal; Lincoln 
School, Helen Baird, Principal; Madison School, 
Mrs. Dell D. Myers, Principal; McIntire School, 
Bessie Lee, Principal; Momroe School, Ethel M. 
Ford, Principal; Moxahala School, Ruth Ruther- 
ford, Principal; Munson School, Laura Hannum, 
Principal; Pioneer School, Luanna Smith, Prin- 
cipal; Sheridan School, Beulah C. Thompson, 
Principal; Stemler School, Elenora Brooks, Prin- 
cipal; Zanesville City Normal School; Zanesville 
Senior High School, M. M. Mansperger, Prin- 


cipal. 
One Year 
ALAMEDA, Cauir., Everett School, Ada Bird, Prin- 
cipal. 
ALLEGAN, Micxr., North Ward School, Hettie Sprau, 
Principal. 


AXTELL, UTAH, Axtell Public School, Royal Whit- 
lock, Principal. 

Basin, Wyo., Basin Public Schools, F. L. McNown, 
Superintendent. 

BEAUMONT, Texas, Fletcher School, Mrs. W. A. 
Perry, Principal. 

Beaver, Pa., High School, Mary E. Cook, Principal. 

BEAVERDAM, Ono, Beaverdam Public Schools, H. L. 
Myers, Superintendent; Grade School, Harold O. 
Clark, Principal; High School, H. L. Myers, 
Principal. 

BELMONT, Mass., Brighton Street School, Eva S. 
Burns, Principal; Kendall School, John J. Vantura, 


Principal. 
Bessemer, Ata., Bessemer High School, R. F. 
Wood, Principal. 

Beverty, Mass., Edwards School, Winnie M. 
Williams, Principal; South School, Winnie M. 


Williams, Principal; Washington School, Emma 
McC. Driver, Principal. 

BIRMINGHAM, ALA., Woodlawn School, J. D. 
Williams, Principal. 

— Ariz., Central School, Ida M. Paff, Prin- 
cipal. 

Bismarck, Iti., Bismarck Township High School, 
A. R. Matheny, Principal. 

Biarr County, Pa., Blair County Public Schools, 
M. A. Dively, Superintendent; Baker School, 
Gertrude R. Hileman, Principai; Barker’s Mine 
School; Brush Mountain School, Mrs. Nannie 
M. Mercer, Principal; Coleman School, Mary M. 


Templeton, Principal; East End School, M 
Florence B. Hair, Principal; Endress School Me 
Una N. Mays, Principal; Garfield School, Marth, 
Mentzer, Principal; Hamilton School, Mrs, Jesse 
B. Fritz, Principal; Jefferson School, Joseph J 
Shaeffer, Principal; Kittanning Point School, Lloyd 
F. Pearce, Principal; Lincoln School, Mary A. 
Shoenfelt, Principal; Logan School, Charlotte J 
Thompson, Principal; Madison School, Mrs. 
Caroline L. Kolley, Principal; Martz School Mn. 
Flora L. Riblet, Principal; McKinley School, Mn. 
L. W. McNeal, Principal; Mill Run School. Ver 
nadean M. Lear, Principal; Newbury School 
Harvey T. Goodling, Principal; Pleasant Hill 
School, Rae W. Stroup, Principal; Roosevelt 
School, Mrs. Adda B. Mitchell, Principal; South 
Lakemont School, Mrs. Henrietta M. Rey 

Principal; Washington School, R. Elizabeth 
Saylor, Principal; Webster School, Mrs. H 

Schuchart, Principal; Glen White School Mn. 
Annie L. Conrad, Principal. : 1 

BROOKLINE, Mass., Driscoll School, Minerva — 
Faley, Principal; Lawrence School, H. M. West. 

Pn ogg en 
APLEVILLE, TENN., Capleville High School, : 
Allensworth, Principal. 1, Jenni 

Casper, Wyo., McKinley School, Mrs. D. J. Bean, 
Principal. 

Centerrietp, Utan, Centerfield Public School, Reed 
Sanderson, Principal. 

CHARLESTON, W. Va., Union School, Alice King 
Principal. 

Cuester, S. Dak., Chester Consolidated School, § 
L. Delker, Supervising Principal. 

CHEYENNE, Wyo., Cheyenne High School, B. ¥, 
McIntosh, Principal. 

Cuicaco Heicuts, Itt., Annex School, Myrtle Esby, 
Principal; Garfield School, Florentine Peters, 
Principal; Jefferson School, Beatrice Crum, Pris. 
cipal; Roosevelt School, Mary Gibson, Principal, 

CLEVELAND, Ono, McKinley School, Grace Diggins, 
Principal. 

Co_umsus, On10, Fairwood School, Lou H. Thomp. 
son, Principal; Fifth Avenue School, Annie §, 
Hull, Principal; Hey! School, Cora Neerearmer, 
Principal; McGuffey School, W. T. Heilman, 
Principal; Medary Avenue School, Mrs. Anne 
D. Judd, . Principal. 

Councit Biurrs, Iowa, Thomas Jefferson Senior 
Junior High School, R. F. Myers, Principal; 
Washington School, Mantie Mangum, Principal. 

Cuyanoca County, Oxn10, Cuyahoga County Public 
Schools, A. G. Yawberg, Superintendent; Bay 
Village School, Harl J. Wilfong, Principal; Bee 
hive School, Harry H. Wiggins, Principal; Beres 
School, Merrill M. Berry, Superintendent; 
Bratenahl School, Sara Bair, Principal; Brecks- 
ville School, Joseph J. Lowden, Superintendent; 
Brooklyn School, John C. Coughlin, Principal; 
Brooklyn Heights School, Barton R. Griffith, Prin 
cipal; Brook Park School, Frank S. Blair, Prin 
cipal; Chagrin Falls School, W. E. Stoneburner, 
Superintendent; Dover School, Lee G. Burneson, 
Superintendent; Fairview School, Lewis F. Mayer, 
Principal; Garfield Heights School, Glenn D. 
King, Principal; Independence School, Mrs. Edith 
Larrick, Principal; Independence Village School, 
H. W. Harshfield, Principal; Maple Heights School, 
Alonzo L. Whitehouse, Principal; Mayfield School, 
W. A. Shuman, Principal; North Olmstead School, 
Mrs. Anna R. Baker, Principal; North Randall 
School, William A. Myers, Principal; Olmstead 
Falls School, Carl B. Fergerson, Superintendent; 
Orange School, William T. Wickham, Principal; 
Parma School, Robert C. Kaufman, Superintend- 
ent; Richmond Heights School, Fred G. Weinman, 
Principal; Rocky River School, Clyde C. Pierce, 
Superintendent; Royalton School, Raymond Giv- 
ens, Principal; Salon School, J. J. Deetz, Super 
intendent; South Euclid School, Otto J. Korb, 
Superintendent; Strongsville School, Andrew T 
Weaver, Superintendent; Valley View School, R. 
Leslie Fullerton, Principal. 

Dave County, Fiorwa, Allpattah School, J. A 
Wheeler, Principal; Arch Creek School, Bessie 
McDonald, Principal; Buena Vista Grammar 
School, Alice MacVicar, Principal; Central Gram 
mar School, Hazel Weatherly, Principal ; Coconut 
Grove High School, A. L. Isaac, Principal; Cord 
Gables School, J. A. Osteen, Principal; Elliott's 
Key School, Louise Brady, Principal; Florida City 
School, L. E. Bennett, Principal; Hialeah School, 
Mrs. Vera Pearson, Principal; Highland Park 
School, Margaret Gilday, Principal; Homestead 
Grammar School, L. E. Bennett, Principal; 
Homestead High School, L. E. Bennett, Principal; 
Johnson School, Belle Hancock, Principal; Larkias 
School, B. H. Hayes, Principal; Robert E. Le 
Junior High School, Abigal Gilday, Principal 
Little River School, Annabel Lochrie, Principal; 
Ada Merritt Junior High School, 1. T. Pearson 
Principal; Miami Beach School, Katie Deas, 
Principal; Northside School, Nell P. Avery, Prit 
cipal; Ojus School, Mrs. Victoria Cauthen, Prin 
cipal; Orange Glade School, Mrs. Helen Free 
land, Principal; Perrine School, E. E. Wilson 
Principal; Redland Farmlife Grade School, W. c 
Forsee, Principal; Redland Farmlife High School, 
W. C. Forsee, Principal; Riverside School; South- 
side School, Mrs. Elizabeth Hinson, Principal. 


Darsy, Pa., Darby Public Schools, Walter 
Douthett, Superintendent; Elementary Se 
Elizabeth Hemphill, Principal; High Schoob 


Conrad T. Waldie, Principal. 
Darien, Conn., Hindley Junior High School, Joba 
H. Ring, Principal. 
(Continued on page A-16) 





WWW) \= 























Vol. 14, No.1 












“How I Traveled 


to Europe and , 
Back for ‘170 








More than 3300 tourists during 1924 took advantage of 
the “Cunard Vacation Specials”— initiated last season— 
and traveled to and from Europe in our appropriately rear- 
ranged and specially reserved Third Cabin accomodations. 


As a result a vast number of spontaneous appreciative 
letters reached us and we decided to offer three cash 
prizes of the total value of $600.—for 
the three best narratives describing these 
European trips. 


These three stories are now published in booklet form 
and will be mailed free to all interested in similar tours. 


In establishing the 


Cunard Vacation Specials 


our aim was to afford Teachers, Students, College men and 
women, Professional people and kindred Tourists an op- 
portunity of visiting Europe comfortably and in seemly and 
congenial company, at the lowest possible cost. 


The same travel facilities, but in a 
more extended form, will be available on Cunard 
Liners during 1925. The accommodations offered include 
comfortable, well-ventilated private staterooms for two or 
three persons; many baths; large dining halls; lounges and 
libraries; plenty of deck space for exercise and recreation; 
excellent and abundant menus. 


Big Value For Your Vacation Money! 


$162.—up 


is the rate for the round-trip transatlantic fare. 


$251.—up 
will pay for an all inclusive tour to Paris and London, then 
to Liverpool or Southampton; duration about three weeks. 
Large selection of other itineraries varying in rate and 
time necessary. 


Reservations may be made now. 


For full information and sailing schedules apply 


STEAM SHIP LINES 


NEW YORK 


25 Broadway or Branches and Agencies 





Mention Tue Journat when writing our advertisers. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 













































Health Education 


A Program for public schools and teacher training 
institutions. 





Prepared by the Joint Committee on Health Prob- 
lems in Education, Thomas D. Wood, M. D., 
Chairman. The demand for this report has been 
so great that a second edition has been necessary. 
164 pp—60 cents a copy; $50.00 per hundred copies 
Other School Health Publications 


Prepared by the Joint Commitiee on Health Problems 


Chart set—Fifty-eight charts, each 22 x 28 inches 
Per set (transportation extra) $7.00 
Sets tinned top and bottom with hangers $9.00 


Health Chart Report—showing miniature 
reproduction of all charts, 
Each 25 cents; per hundred $15.00 


Minimum Health Requirements for Rural Schools, 
Each 10 cents; per hundred $5.00 


Health Essentials for Rural School Children, 
Each 15 cents; per hundred $8.00 


Health Improvement in Rural Schools, 
Each 25 cents; per hundred $15.00 


Health Service in City Schools, 
Each 25 cents; per hundred $15.00 


National Education Association 
1201 16th St. N. W., Washington, D. C. 


Biology teachers 
everywhere use it 


Bausch & Lomb Low Power Pro- 


9 jection Microscope is included 
Hie in the biology equipment of many 
| “4 schools and colleges. This little 
a classroom assistant, attached to the 


projection lens of practically any 
stereopticon lantern, makes it possi- 
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directly upon the screen before the entire class. This Micro- 
Projector is extremely simple to operate, unusually practical 
and inexpensive. 





Fill in and mail the coupon today for a free trial. 


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Please send descriptive literature on the Low Power Projectior 
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THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Illustration (from 


the projected image of a 











Enrolment and Affiliation 
(Continued from page A-14) 
Denver, Coo., Broadway Junior High School, A. C. 


Smith, Principal; Fairview School, Clara F. 
Gard, Principal; Grant Junior High School, John 


J. Cory, Principal; Hyde Park School, G. W. 
Wyatt, Principal; North High School, W. cc. 
Borst, Principal; Park Hill School, Elizabeth 


Ellis, Principal; Reynolds School, Lillie E. Watts, 
Principal; Skinner Junior High School, Emma M. 
Brown, Principal; Valverde School, A. J. Fynn, 
Principal. 

Detroit, Micu., Alexandria School, Cora B. Harvey, 
Principal; Amos School, Mary C. Tozer, Prin- 
cipal; Bellefontaine School, Gertrude Clinton, 
Principal; Chelsea School, Ira J. Arehart, Prin- 
cipal; Franklin School, Edna G. Shorland, Prin- 
cipal; Hancock School, Mathilde Weidemann, 
Principal; Joyce School, Esther J. Cousins, Princi- 
pal; Lyster School, Alice H. Donovan, Principal; 
Pattengill School, Esther Hamilton, Principal; Rob- 
inson School, Ira J. Arehart, Principal; Turner 
School, Edith E. Shaw, Principal; Western High 
School, Ivan Chapman, Principal; Wilkins School, 
R. J. Arehart, Principal. 

Drexet Hitt, Pa., Garrettford School, S. Elisabeth 
Kirk, Principal. 

Dusuoue, Iowa, Jackson School, Emma L. Buettell, 
Principal. 

East Cuicaco, INp., Harrison School, Aria Spencer, 
Principal; Riley School, S. R. Wells, Principal. 
East CLEVELAND, INp., Garfield School, Carrie 
Gosch, Principal; Chambers School, M. E. Wil- 
liams, Principal; Rozelle School, Della E. Free- 

born, Principal. 

East Mo.ine, ILi., United Township High School, 
John W. Casto, Superintendent. 

Easton, Mass., Easton Junior High School; 
Poquanticut School; Union School. 

E.xo, Nev., Elko County High School, Bertha C. 
Knemeyer, Principal. 

ENctewoop, Cotro., Lowell School, 
Heath, Principal. 

ENcLewoop, N. J., 
Kerr, Principal. 

Erm, Pa., Columbus School, J. L. Coughlin, Prin- 
cipal; Continuation School, Blanch C. Dunn, Prin- 
cipal; Harding School, Lavina E. Creys, Princi- 
pal; Jefferson School, Bertha Winter, Principal; 
Lafayette School; Longfellow School, Sue B. 
Torrey, Principal; Terrace School, Sara K. John- 
son, Principal; Washington School, Emma Miller, 
Principal. 


Georgia G. 
Cleveland School, Sue H. C. 


EucEeNgE, ORE., 
Principal. 
Fairpury, Nesr., Fairbury Public Schools, A. M. 
Nelson, Superintendent; High School, W. E. 
Scott, Principal; West Ward School, Flossie M. 

Brinley, Principal. 

Fayette, Utan, Fayette Public School, 
Barton, Principal. 

Fernwoop, Pa., Fernwood School, 
Ridge, Principal. 

Fort Dopcr, Iowa, Arey School, Mrs. Nelle Carey, 
Principal; Butler School, Jeanette Aikin, Princi- 
pal; Carpenter School, Alta Farnham, Principal; 
Duncombe School, Mamie E. Foster, Principal; 
Junior High School, M. A. Hampshire, Principal; 
Lincoln School, Jennie E. Pollock, Principal; 
Pleasant Valley School, Bertha O. Aawig, Prin- 
cipal; Riverside School, Minnie Ridenour, Prin- 
cipal; Wahknosa School, Lucy E. Taff, Principal. 

Fort Farmrretp, Maine, Grammar School, Mrs. 
Frances S. Boyd, Principal. 

Fort Wayne, INp., South Wayne School, Annetta 
A. Gaskins, Principal. 

Gioucester, Mass., Point Grammar School, Rhoda 
A. Montgomery, Principal. 

GraINoLa, OKLA., Grainola High School, Ethel G. 
Thomas, Principal. 

Granp Rapips, Micnu., Dickenson School, Louise B. 
Stapleton, Principal; Finney School, Etta F. Jones, 
Principal; Hall School, Charles H. Cogshall, Prin- 
cipal; North Division School, Bertha B. Green- 
baum, Principal; Oakdale School, Margaret P. 
Doran, Principal. 

GresHaM, Ore., Orient School, J. R. Teeters, Prin- 
cipal. 

Hampton, Va., Woodrow Wilson School, Annie M. 
Tall, Principal. 

HarrispurG, Pa., Simon Cameron School, G. Her- 
man Goetz, Supervising Principal. 

Havana, Iti., Havana High School, Martha Dieffen- 
bacher, Principal. 

HIGHLAND Park, Pa., Highland Park School, Mary 
F. Jones, Principal. 

Hitissoro, Ore., Hillsboro Public Schools, M. B. 
Signs, Superintendent; Grammar School, Hugh 
Naldrett, Principal; High School, B. M. Goodman, 
Principal. 

Ho.iywoop, Cauir., Melrose Avenue School, Clara 
M. Williams, Principal. 

HyYNDMAN, Pa., Hyndman Public Schools, George 
C. Wolfe, Supervising Principal. 

IpaHo Faxis, IpanHo, Eagle Rock Building, Elsie 
Randall, Principal; Eastside Building, Mrs. Janet 
Fisher, Principal; Riverside Building, Caroline 
Duncan, Principal. 


Washington School, Ida Patterson, 


George 
William W. 


This remarkable new equipment 
has been pronounced 


“THE MOST IMPORTANT 
CONTRIBUTION TO 
VISUAL EDUCATION” 


Photograph) 
OPAQUE Projector in actual use. 
Trans-Lux Daylight Picture Screen (30x 36 inches in size) is 


POST CARD 


Any OPAQUE material, a photograph, diagram, printed page, 
post card, etc., either in black and white or in COLOR, may be 
shown in the ordinarily lighted room. 


Manufactured and sold by 


Trans-Lux Daylight Picture Screen, Inc. 
36 West Forty-fourth Street 
New York 


If you visit the Cincinnati N. E. A. Convention, be sure to see this equipment in actual use. Booth No. 164. 

















January, 1925 








showing the Trans-Lux 
The picture shown on the 












IRoNwoop, Micu., Central School, H. L. Yvisaker, 
Principal. 

Kansas City, Kans., Morse School, 
Principal; Rosedale High School. 

KENOSHA, Wis., Durkee School, H. 


B. McKinley, 
M. McKenzie, 


Principal; Lincoln Junior High School, Maude 
Shelton, Principal. 
Lake View, Ono, Stokes Rural School, H. 


Kilgore, Principal. 

Lakewoop, On10, Franklin School, Eva D. Mayer, 
Principal. 

LaPorte, INp., LaPorte Public Schools, E. B 
Wetherow, Superintendent; Central School, M. L 
Knapp, Principal; High School, W. G. Ludlow, 
Principal; Lincoln School, Annette Hosmer, A 
sistant Principal; Maple School, George E. How 
ard, Principal; Park School, Minnie Conlin, Prin 
cipal; Riley School, A. A. Porter, Principal; 
Washington School, Evadna Flood, Principal. 

LEAVENWORTH, KANs., Jefferson School, Lillia 
Kunz, Principal. 

LEHIGHTON, Pa., Lehighton School District, B. M 
Shull, Supervising Principal. 

Lewistown, On10, Washington Rural School, B. A 
Aughinbaugh, Principal. 

LincoLn, Nesr., White Junior High School, CL 
Culler, Principal. 

Lonpvon, Onto, London Public Schools, W. H. Rite, 
Superintendent; Elementary School, Mary & 
Chamberlin, Principal; London High  Schotl, 
Minnie C. Bidwell, Principal. 

Lorain, Onto, Lorain Public Schools, D. J. Boont, 
Superintendent; Lorain Teachers’ Club, Chloe B. 
Keller, Secretary-Treasurer; Brownell School, 
Chloe E. Keller, Principal; Fairhome School, Jam 
Lindsay, Principal; Garden School, E. E. : 
Principal; Garfield School, E. S. Walker, Printer 
pal; Harrison School, Georgia E. Mead, Principal 
Hawthorne School, E. E. Buell, Principal; Hitt 


School, P. C. Bunn, Principal; Irving Se 
S. A. Kurtz, Principal; Lincoln School, G. F 
Creamer, Principal; Longfellow School, Jame 


Spangler, Principal; Lowell School, G. F. Creamet 
Principal;Oakwood School, R. B. Faris, Print 
pal; Whittier School, R. B. Faris, Principal. 

Los ANGELES, CALIF., Solano Avenue School, C. & 
Hopkins, Principal. : 

Loutsvitte, Ky., Emerson School, Elsie Weibel 
Principal; Thomas Jefferson School, May Esthet, 
Jones, Principal. 


LyNcHBURG, VA., Biggers School, Anna D. Le 
Grande, Principal; Floyd School; William A. 
Ruffner School, Berta C. Miller, Principalj 


White Rock School, Ethel M. Cheatham, Prit 
cipal. 














1925 


‘isaker, 
Kinley, 


Kenzie, 
Maude 


















FINE ARTS 




















THE CIZEK EXHIBIT 


Vienna, Austria. 


CIVIC SERVICE 


Posters, pictures, and 





Abingdon Press 

Acme Card System Co. 

Aeolian Company 

Albert Teachers’ Agency 
American Crayon Company 
American Seating Company 
American Type Founders Co. 
American Viewpoint Society, Inc. 
Appleton & Company, D. 
Arlington Seating Co. 

Arlo Publishing Co. 

Atlantic Monthly Press, Inc. 
Austrian State School of Arts and Crafts 
Automatic Pencil Sharpener Co. 





















Bacon & Vincent 

Baker Paper Company 
Barnhart Bros. & Spindler 
Bausch & Lomb Optical Co. 
Beck Duplicator Company 
Beckley-Cardy Company 
Blakiston’s Son & Co., P. 
Bobbs-Merrill Company 

Book House for Children 
Bowling Green Business University 
Bradley Co., Milton 













Camp Fire Girls, Inc. 

Carter Bloxonend Flooring Co. 
Central Scientific Co. 

Character Education Institution 
Chemical Toilet Corporation 
Chicago Apparatus Company 
Children’s Flower Mission 
Childs & Smith 

Cincinnati Time Recorder Co. 
Circle A Products Corporation 
Clark & Co., Div., George M. 















Columbia School Equipment Works 
Columbia School Supply Co. 
Compton & Co., F. E. 

Comstock Publishing Co. 

Corona Typewriter Co., Inc. 
















Dalton Adding Machine Sales Co 
Dennison Manufacturing Co. 
Denoyer-Geppert Company 

Derby & Co., Inc., P. 

Detroit School Equipment Co. 
De Vry Corperation 

Dictaphone Sales Corporation 
Disston & Sons, Inc., Henry 
Dobson-Evans Company 


A collection of art work demonstrating the 
finest things the schools are doing. 


A wonderful display of creative work by chil- 


dren of the State School of Arts and Crafts, 


models 
teaching of community social service. 


Columbia Ribbon & Carbon Manufacturing Co. 


Department of Superintendence :: x : 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Visualizing School Needs and 
Viewing School Accomplishments 


The Exhibit of the Department of Superintendence 


WORK-STUDY-PLAY PLAN 


An extensive presentation of the Platoon School 
probiem arranged by the United States Bureau 
of Education. 


SCHOOL ARCHITECTURE 


A display of building plans and designs by 


National Education Association 
Music Hall, Cincinnati, Ohio, February 22-26, 1925 


architects of national reputation. 


SCHOOL ACTIVITIES AND EQUIPMENT 


showing the 


Many school systems, firms, and organizations are cooperating in these exhibits. 
service and interest is made to the following: 


Dodd, Mead & Company 
Draper Shade Co., Luther O. 


Eastgnan Kodak Company 

Educational Thrift Service 

Esterbrook Steel Pen Manufacturing Co. 
Everwear Manufacturing Co. 


Fairbanks, Morse & Co. 
Fisk Teachers’ Agency 
Garber & Woodward 
Gregg Publishing Co 
Grolier Society 


Hall & McCreary Co 
Heywood-Wakefield Co. 
Hill-Standard Co. 

Holmes Powers Co., Warren 
Houghton Mifflin Co. 


Institute for Public Service 

International Council for Religious Education 
International Textbook Co. 

Iroquois Publishing Co., Inc. 

Ittner, William B. 


Kewaunee Mfg. Company 
Keystone View Company 
Kundtz Company, Theodor 


Laidlaw Brothers 
Laurel Book Company 
Library Bureau 

Little, Brown & Co. 
Longmans, Green & Co. 
Lyon Metallic Mfg. Co. 


McConnell School Map Co. 
McCormick Memorial Fund, Elizabeth 
McIndoo Publishing Co. 

McKnight & McKnight 

Macmillan Company 

Medart Mfg. Co., Fred 

Miessner Piano Co. 

Monroe Calculating Machine Company 


National Ass’n of Teachers’ Agencies 

National Child Welfare Ass’n, Inc. 

National Council of Nature Study and School 
Gardening 

National Dairy Council 

National Geographic Society 

National Prosperity Corporation 

National Safety Council 

National School Equipment Co. 


Plan your time for an early and thorough inspection 


Mention THe Journal when writing our advertisers. 


A complete exhibit by more than one hundred 
and fifty organizations and firms. 









Acknowledgment of 


New Haven Normal School of Gymnastics 
Nystrom & Co., A. J. 


Owen Publishing Co., F. A. 


Palmer Company, A. N. 
Peabody School Furniture Co. 
Progressive Seating Co. 
Public School Publishing Co. 
Quarrie & Co., W. F. 


Rand McNally & Co. 
Remington Typewriter Co. 
Research Division, N. E. A. 


Scholastic, The 

Sheldon Company, E. H. 
Smith System Heating Co. 
Smith & Bros. Typewriter, Inc., L. C. 
Spencer Lens Company 
Spencer Turbine Company 
Society for Visual Education 
South-Western Publishing Co. 
Standard Electric Time Co. 
Stanley Rule and Level Plant 
Steel Furniture Co. 
Structural Slate Co. 


Takamine Corporation 

Technical Supply Co. 

Trans-Lux Daylight Picture Screen, Inc 
Triple Metals Corp. 

Tunnell Map Co. 

Twin City Scenic Co. 


Underwood Typewriter Co. 
U. S. Bureau of Education 
Universal Publishing Syndicate 
University of Chicago Press. 
University Publishing Co. 


Victor Talking Machine Co. 
Visual Instruction Ass’n of America 
Vonnegut Hardware Co. 


Wallace Pencil Company 
Wallbrunn, Kling & Co. 
Wayne Works 

Wayne Iron Works . 
Welsh Mfg. Co., W. M. 
Wilson Co., H. W. 

World Book Company 

Wright Engraving Co., E. A. 


Yawman & Erbe Co. 


Zaner-Bloser Co. 


National Education Association 













Jol. 


—_—_ 


Tue JourNAL or THE NATIONAL EpucaTion AssociATION January, 1925 





Advertising Directory 


Book Publishers 
American Viewpoint Soc., 
Inc. 
Appleton & Co., D. 
Book of Knowledge 
Dood, Mead & Co. 
Ginn & Company 
Gregg Publishing Co. 
Little, Brown & Co. 
Longmans, Green & Co. 
Macmillan Co., The 
Translation Publishing 
Co. 
Weedon Co., The S. L. 
Winston Co., The John C. 


Crayons 
American Crayon Co. 
Duplicating Machines 
Underwood Revolving 
Duplicator, The 


Encyclopedias 


Dodd, Mead & Co. 
Winston Co., The 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 


Latin Card Game 
Case, Effie 
Lectures 
Carpenter, Arthur DeV. 
Library Equipment 
Library Bureau 
Manual Training 
Machines 
Wallace & Co., J. D. 
Maps 


McConnell School Map 
Co. 
Tunnell Map Co. 


Microscopes 


Bausch & Lomb Optical 
Co. 





| 
| 
| 
| 


| Book 


nner. JOSUE TOP W icc cain cnamcmaeneticee 


| Dilla, 
Dodd, 





Motion Pictures 
Pathé Exchange, Inc. 


Prints | 


Brown-Robertson Co., 


Paste Inc. 


“ommercial Paste Co. a . 
¥ Projection Machines 


Pens 


‘ , " Bausch & Lomb Optical 
Spencerian Pen Co. P 


Co. 
Pianos 

Aeolian Co., The 

Miessner Piano Co. 


ture Screen, Inc. 


’ Publications 
Pictures 


. s vard of Education, 
Perrv Pictures Co. | Board of Educ ition 
, Dallas, Texas 
| Current Events 

Scholastic, The 


Printers 
Judd & Detweiler, Inc. 


Alphabetical Directory 


Aeolian Company, The--_---- 

Atbert Teachers’ Agency.................... 
American Crayon Co. 
American Seating Co.- 
American Viewpoint Soc., 
Appleton & Co., D._~- 
Bausch & Lomb Optical Co.- ; 
Board of Education, Dallas, Texas_ 
ie eae 
Brown-Robertson Co., Inc.__-_---_-- 


Inc 


— aoe Ba 
Case, =— 
Commercial Paste Co............-.-- 
Ee eee 
Cunard §S. S. Co., Ltd 

Carnet Brents..........-...... 

G. 

Mead 

Draper Shade Co., Luther O.- 
Educational Thrift Service 

Fairbanks, Morse & Co._- 

Fisk Teachers’ Agency 

Ginn & Company...._...........- 

Great Lakes Teachers’ Agency, Inc.- 
Grege Publishing Co., The............-.. 


ee 
ae 
Gisiaaatene A- 2 


| Heywood-Wakefield C 


Hotel Hamilton 

Houghton Mifflin Co,-.-__---__--- 
International Textbook Co e 

Jae me Dele, The..............-..... 
mmenee Dee (Onn nnn ce ccsce 

DE SORE. TRG iicns cacdteteuneacsnn 
ON IN I I tases van tis caida ahacnracencinsahenie an 
Longmans, Green & Co.___- 
Si SOOO. SONG iwc cinine acimedeionee 
McConnell School Map Co._------------ 
Macmillan Co. : = 
ED a a enone 
National Association of Teachers’ Agencies_..______-_- 
New Haven Normal School of Gymnastics.____-_______- 
ee eee 

te eee 
ee RE. SRO. 8 ieee 
Perry Kindergarten Normal School 

pete Preteen (ox... ....--.-..--. 

Peterson & Co., Leonard____- 
Scandinavian Travel Bureau_..........._..._- 
Scholastic, The ’ 
ee eS CE eae nee ee 
Specialists’ Educational Bureau________-_~-_~- 
8 Ss SR BE ree 

Teachers’ Casualty Underwriters______-_~~- 
ES Ses en ee 
Translation Publishing Co._--~- 
Trans-Lux Daylight Picture Screen, 
po | eee . 
Underwood Typewriter Co.-----.-------- 
Gbniseiies gl -Giteane nw osSce ss cost si ceuest ce secce. 
Veeler Tees seecnee Co... 5-2-5... ” 
Wallace & Co., J. D — i 
Weedon Company, The S. : ha iE. 
Winston Company, The John C ; 
‘ates-Fisher Teachers’ Agency__----~~-----~-- 


én ena A-Ir 
== A*20 


OS EE ee eee Pore 
ee 


minal, ae 

A- 7 
aca ee 
a 


atl ———_ 


Trans-Lux Daylight Pic- | 


| 


Ssh aoa aes 


Records and Files 
Library Bureau 


Scales 
Fairbanks, Morse & Co. 


Schools, Colleges and 
Universities 


New Haven Normal] 
School of Gymnastics 
Perry Kindergarten Nor- 

mal School 
Temple University 
University of Chicago 


School Savings System 


Educational Thrift Sery- 
ice 


Teachers’ Agencies 
Albert Teachers’ Agency 
Fisk Teachers’ Agencies 
Great Lakes Teachers’ 

Agency, Inc. 
National Association 

Teachers’ Agencies 
National Teachers 

Agency, Inc. 

Olp, E. E. 
Southern 
Agency 

Specialists’ 

Bureau 
Yates-Fisher 

Agency 


of 


Teachers’ 
Educational 


Teachers’ 


Teachers’ Insurance 


| Teachers’ Casualty Un- 








---a2== ASS 


tninitedy 


iene SE 


| 


derwriters 


Textbooks 

International Textbook 
ao. 
Travel 

Cook & Son, Thos. 
Cunard S. S. Co. 
Dilla, G. P. 
Northern Pacific Railway 


Scandinavian Travel Bu- 
reau 


Typewriters 


Underwood Typewriter 


Co. 
Young Typewriter Co. 


Victrolas 
Victor Talking Machine 
Co. 


Window Shades 


| Draper Shade Co., 


eg oe ) a a a ee ee A- 8 | 


Mention THe JournaL when writing our advertisers. 


Luther O. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-19 








Hotel Hamilton 


WASHINGTON, D. C. 


Fourteenth and K Streets Opposite Franklin Square Park 


THE HOTEL 
HAMILTON 


seeks to entertain 
school workers 
when on business 
or pleasure trips 
to Washington. 


Liberal 
Reductions from 
regular rates are 
made to persons 
connected with 
schools and 
colleges. 


Three Blocks from— 


NATIONAL 
EDUCATION 
ASSOCIATION 
HEADQUARTERS 


Faultless in appointments and complete in every detail of 
arrangement. 

Courteous and careiul attention to the comfort of guests. 

Convenient in location and easily accessible from business 
centers and points of interest. 

Transportation service to and from Union Station. 


Four hundred rooms, all with outside exposure and with 
tub and shower baths. 


This Magazine is from 


Our Presses 


Judd & Detweiler, Inc. 


Master Printers 


Eckington Place and Florida Ave. 
Washington, D. C. 













| Programs: | a all 
Mars Mil 


Nn CT a 
(3a 





The Underwood 
Revolving Duplicator 


New Model 
No. 5 


B hecw little machine is rapidly 
winning popularity among 
the schools of the country. The 
Duplicator is light and port- 
able, and designed for reproducing anything 
that is typewritten, handwritten or drawn. 
After the stencil is attached, an easy rapid 
turning of the cylinder produces from 40 
to 60 copies per minute. One or more 
colors may be used. 


Teachers and pupils alike value it for its 
all round utility—its compactness, its 
sturdiness and simplicity of construction. 


The illustrations above represent but a few 
uses. It is also valuable for reproducing 
notices, bulletins, problems and demonstra- 
tions, laboratory experiments, lectures, read- 
ing excerpts, bibliographies and many other 
forms used by every classroom. 


Clip the coupon below and learn how the 


Duplicator can help you in your school work 


TL MM 


UNDERWOOD TYPEWRITER CO. Inc, 
UNDERWOOD BUILDING NEW YORK CITY 


Cl Please send me complete information about the 
Underwood Revolving Duplicator. 


Without obligation, please have your represent- 
ative call for a demonstration. 


Name 


Os 





Mention THe Journat wh en writing our advertisers, 








A-20 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





January, 1925 
mem ainaeeamammem nace 


National Association of Teachers’ Agencies 


“Every ambitious teacher and every educational executive finds it profitable to be in habitual intimate communication with some 


agency.” 


This truth seems obvious, and is generally recognized. 
The N. A. T. A. comprises the following older, well-established agencies. 


Each is under pledge to do its utmost to promote the 


interests of its clients, consistent with its primary duty to American Education. 


Adams-Smith & Thurston Teachers’ Agency, Chicago. 


Albany Teachers’ Agency, Albany. 
Alexander Teachers’ Agency, Boise. 
Albert Teachers’ Agency, Chicago. 
American & Foreign Teachers’ Agency, N. 
American Teachers’ Agency, Springfield. 
American Teachers’ Bureau, Pittsburgh. 
Boynton Teachers’ Agency, Los Angeles. 
trewer Teachers’ Agency, Chicago. 
Bryant Teachers’ Bureau, Philadelphia. 
Cary Teachers’ Agency, Hartford. 
Central Educational Bureau, St. 
Clark Teachers’ Agency, Chicago. 
Clark Teachers’ Agency, Kansas City. 
Clark Teachers’ Agency, New York City. 
Clark Teachers’ Agency, Spokane. 
Coéperative Teachers’ Agency, Buffalo. 
Corlew Teachers’ Agency, Boston. 
Fastern Teachers’ Agency, Boston. 
Bureau, Indianapolis. 


Louis. 


Educators’ 


Y. City. 


Oswego Teachers’ Agency, Oswego. 

Parker Teachers’ Agency, Madison, Wis. 

Pratt Teachers’ Agency, New York City. 

Rocky Mountain Teachers’ Agency, Denver, 
Rocky Mountain Teachers’ Agency, Minneapolis, 
Rogers Teachers’ Agency, Columbus. 

Sabin’s Educational Exchange, Des Moines. 
Schermerhorn Teachers’ Agency, New York City, 
Schermerhorn Teachers’ Agency, Cleveland. 
Schermerhorn Teachers’ Agency, Pittsburgh. 
Southern Teachers’ Agency, Columbia. 
Specialists’ Educational Bureau, St. Louis. 
Stewart School Service, Lincoln. 

Teachers Exchange, Boston. 

Western Teachers’ Exchange, Denver. 

Winship Teachers’ Agency, Boston. 
Yates-Fisher Teachers’ Agency, Chicago. 
Yates-Fisher Teachers’ Agency, Portland. 

Yates Teachers’ Bureau, H. D., Nashville. 
Yergensen Teachers’ Agency, Salt Lake City, 


Empire Teachers’ Agency, Syracuse. 

Fickett Teachers’ Agency, Boston. 

Fisk Teachers’ Agency, Birmingham. 

Fisk Teachers’ Agency, Boston. 

Fisk Teachers’ Agency, New York City. 
Fisk Teachers’ Agency, Philadelphia. 

Fisk Teachers’ Agency, Pittsburgh. 
Frankford Teachers’ Exchange, Los Angeles. 
Hann Teachers’ Agency, J. M., Berkeley. 
Interstate Teachers’ Agency, New Orleans. 
Interstate Teachers’ Agency, Rochester. 
Interstate Teachers’ Bureau, Atlanta. 
Kellogg’s Teachers’ Agency, New York City. 
Love Teachers’ Agency, Fargo, N. D. 
Midland Schools Teachers’ Agency, Des Moines. 
Minneapolis Teachers’ Agency, Minneapolis. 
Musical & Educational Bureau, Boston. 

Ohio Midland Teachers’ Agency, Columbus. 
Ohio Valley Teachers’ Agency, Mentor, Ky. 


Call at Hospitality Booth, 22 South Hall, Cincinnati 


TEACHERS WANTED 
For Schools and Colleges Every Day of the Year 


NATIONAL TEACHERS’ AGENCY, INC. 


D. H. Cook, Gen. Mgr. , 
Home Offices Philadelphia, Pa. 


Branches: Pittsburgh, Pa.; Indianapolis, Ind.; Syracuse, N.Y 
Northampton, Mass.; Auburn, Maine. 


No charge to candidates till elected. 
Correspondenee confidential. 


MAPS 


High-grade maps of all kinds for educational 
institutions. 


Write for Catalogues 


TUNNELL MAP CO. 
213 Institute Place Chicago, Ill. 


No charge to employers 
Positions waiting 











We can supply Literal (75e. each), Interlinear ($2.00 each), 
Paralle | Text ($1.50 each), and Fully Parsed Translations ($2.00 
each) of Caesar's Gallic War, Cicero's Orations, Virgil’s Aeneid, 
also Translations of other Ancientand Modern Classics. We can 
also supply any Dictionary published, including the well known 
Students’ French, German, Italian and Spanish two-part 
Dictionaries, at $1.25; Noble’s Large Type Spanish-f&nglish 
English-Spanish Dictionary, at $4.00 postpaid. Cash with order 


TRANSLATION PUBLISHING CO., Inc. 
76 Fifth Avenue New York City 


ARTHUR DeV. CARPENTER 
Widely and popularly known to leading Senior 
and Junior high-school assemblies throughout 
America for his fascinating assembly platform 
lectures on Astronomy and Meteorology. See 
WHO’S WHO IN AMERICA. Write for 


lecture reservations. 


Care Lyceum Magazine 
122 South Michigan Ave., Chicago, Til. 


Something new for schools, just off the 
press— “Auditorium Activities ”—for 
use in platoon schools, being a source 
book for auditorium teachers. 


PRICE, $1.00 


BOARD OF EDUCATION 
DALLAS, TEXAS 





Professional Placement for Progressive Teachers 


Discriminating Service to School Officials 


THE J. M. HAHN TEACHERS AGENCY 


We fill every sort of educational position from the kindergarten to the university. Our field 


is the twelve westernmost States, the Islands, Alaska, the Orient and Spanish America. 
Register now for 1925-1926 


No registration fee 
Correspondence invited 


J. M. HAHN ( Rooms 35-38, 2161 Shattuck Ave. 


Berkeley, California 


TEACHERS’ AGENCY, 


AL BERT 25 E. Jackson Boulevard, Chicago 


At the meeting of the Department of Superintendence we will be in Booth 134—forty feet 
from Registration booth. Give us a call. 


OTHER OFFICES 
437 Fifth Ave., New York Symes Building, Denver 
















Peyton Building, Spokane 






Columbia, S.C. Chattanooga, Tenn. 
Richmond, Va. Louisville, Ky. 


No advance fees. Booklet. 


SOUTHERN TEACHERS’ AGENCY 


Continuous registration. Four offices. 


PAUL YATES, Manager 


THE YATES-FISHER TEACHERS’ AGENCY zo souti michiGaNn AVENUE, cHicco 


Teleph 2 i 2642 
Other Office: PORTLAND, OREGON, 911-12 Broadway Bldg. —eee: Gere ae 


FISK TEACHERS’ AGENCY 


120 Boylston Street, Boston 210 Title Bidg., Birmingham 
225 Fifth Avenue, New York 28 East Jackson Bivd., Chicago 
Send for Circularfand Registration Form to any address above 










402 Dillaye Bidg., Syracuse 
1420 Chestnut St., Pmiladelphia 
549 Union Trust Bidg., Pittsburgh 


1020 McGee St., Kansas City 
409 Journal Bidg., Portland 

2161 Shattuck Ave., Berkeley 

548 Spring St , Los Angeles 
11 Leader Lane, Toronto 







mm: Great Lakes Teachers’ Agency ™ 


410 PyTHIan BLDG. 


TEACHERS: ENROLL NOW FREE Te) UTH B E ". D, | | D 


SPECIALISTS 


EDUCATIONAL BUREAU 


C. H. MERLEY. MANAGER 
EXECUTIVES: LET US 8 





The Teachers’ Agencies using the advertising columns of THE JoURNAL offer 4 
high type of service. You may depend upon them to serve your best interests. 





LARGEST TEACHER PLACEMENT WORK IN THE U.S. UNDER ONE MANAGEMENT 
Direction of E. E. Olp, 28 E. Jackson Blud., Chicago. 


FISK TEACHERS AGENCY, 28 E. 
NATIONAL TEACHERS AGENCY, 


college, and university work. 


EDUCATION SERVICE, 1254 Amsterdam Ave., New York; 19 S. La Salle St., Chicago. 


ackson Blvd., Chicago. 
outhern Bldg., Washington; 
AMERICAN COLLEGE BUREAU, Chicago Temple, Chicago; 


Affiliated offices in principal cities. 
Security Bldg., Evanston, III. 


General teacher placement work. 
1254 Amsterdam Ave., New York. 


Exclusively for college, including teachers 


Specializes in public and private school work, includi 


administrative work; also such positions as business managers and purchasing agents for schools, registrars, secretaries, cafeteria directors, @ 


trained nurses. 


Various other forms of service to teachers and schools. 


If you attend the meeting of the Department of Superintendence ai Cincinnati, February 22-26, come to see us at our Booth, Nox 104. 


Mention Tue Journat when writing our advertisers. 





held 


y, 


GQ 
° 


= 


kane 


Tenn. 


di 
a 









Facts About 
The World Book 


Nearly 7000 pages—2/3 more than 
similar works 


4 times as many subjects covered 
10 volumes 
5100 pictures 
Teachers’ outlines 
Lists of questions 
Related subjects 
Visualized instruction 
Monthly service bulletins 
Loose-leaf annuals 
Approved by 28 States 


3 


Only work of its kind included 
in the ‘Graded List of Books 
for Children’ prepared by the 
Elementary School Committee 
of the Library Section of the 
National Education Associa- 
tion. 


THE 


——— > | 
—_ ail aus 
“7? ! 
| Yr 
A Hit aed i) 

lt 


‘Iw Best of its Type” 


= / 


F k Ze . 2 
Ee oe = 
J } :: ae 


4 






a 


HE Supreme Court of the United States is the highest court in the land. 


Its judgment is final. 
is considered the “Supreme Court.” 


In the book world, the American Library Association 
Its decision, the result of careful investi- 


gation and deliberation by hundreds of librarians throughout the United Scates, 


is regarded as final, 


The BOOKLIST of the American Library Association said of THE WORLD 


BOOK when first published, “The best of its type.” 


Since then, the BOOK- 


LIST has repeatedly confirmed the supremacy of THE WORLD BOOK. 


Preferred by Educators, Also 


Prof. E. George Payne, Dept. of Education, 
New York University, has written, “THE 
WORLD BOOK is the most valuable refer- 
ence work on the market for the teacher and 
the pupil of the elementary and secondary 
schools.” 


Dean Nathaniel Butler, of the University of 
Chicago, says, “THE WORLD BOOK is 
the best and most practical family encyclo- 
pedia of which I have any knowledge.” 


THE WORLD BOOK is the preferred edu- 
cational reference work in thousands of 
schools throughout the United States and 
Canada, both metropolitan and rural. 


Some Points of Superiority 


The reason for the overwhelming weight of 
opinion of librarians and educators in favor 
of THE WORLD BOOK is found in its 
acknowledged superiority, in the extent of 
its research, the greater amount of text mat- 
ter, the greater number of subjects treated, 
its attractive arrangement, accurate informa- 
tion and the simple language in which it is 
presented. All these factors contribute to 


the conclusion reached by competent au- 
thorities that THE WORLD BOOK is by 
far “the best of its type.” 


Send for Free Booklets 


Check either or both of the free offers in the 
coupon below. Also note special offer to 
teachers on “Projects and Problems.” 


| W. F. QUARRIE & COMPANY, 


Dept. 112, 154 East Erie Street, Chicago | 
Please send me the booklets checked below: 


( “The Verdict of Educators.” Tells what au- 
thorities say about THE WORLD BOOK 
| (Free). 
() “Making School Days Count.” Describes | 
contents of THE WORLD BOOK, includ- 
| ing specimen pages (Free). 
‘Projects and Problems.”’ <A valuable book- | 
| let for teachers using the project method. 
A 68-page book by Prof. M. V. O'Shea, 
| Geo. A. Works, Chas. A. McMurry, William | 
C. Bagley and other well-known educators 
Regular price, 50 cents. Special to readers 
| of this magazine, 25 cents. [Please en | 
close 25 cents in stamps or coin if you 
want “Projects and Problems.’’] | 


W. F. QUARRIE & COMPANY, Dept. 112, 154 East Erie St., Chicago 


WORLD BOOK 


ORGANIZED KNOWLEDGE IN STORY AND PICTURE 





‘To Emphasize a Point 


Many teachers believe that a good story is better than a lengthy 
explanation in the Dental Hygiene lesson. 


To add story interest to the health lesson, Colgate & Company 
includes among its free classroom material ‘‘Zingo,’’ by Hugh 
Lofting, the creator of ‘‘Dr. Doolittle.’ Copies of this fas- 
cinating tale about good teeth and good health are sent, at the 
request of teachers, to schools throughout the country. It is 
one of the ways in which Colgate & Company co-operates with 
educators in securing better health among school children. 


Colgate’s Ribbon Dental Cream safely removes causes of tooth 
decay. It ‘‘washes,’’ polishes, and protects the teeth; does 
not scratch or scour the tooth enamel 


Because of its delicious flavor children 
like to use Colgate’s regularly. The 
mouth is left in its normal condition— 
pleasantly refreshed and clean. 


Colgate & Company 


ESTABLISHED 1806 


A series of important and interesting 
bulletins regarding dentifrices and 
their action on the teeth has been pre- 
pared by an _ unbiased authority. 
Copies will be sent free to educators 
who request them. 


COLGATE & CO., Dept. 635 
581 Fifth Avenue, New York City 


Please send me free of charge the’following: (Mark with 
a cross in the square opposite the article desired.) 


Town___ 
[] Tube of Ribbon Dental Cream (trial size) 


™M Bulletin No. 1. The True Acidity or Alkalinity of County 
Mixed Normal Human Saliva. 


0 Bulletin No. 2. A Comparison of Soap-containing and 


Soapless Dentifrices. 
0 Bulletin No. 3. Curdling of the Mucin in the Saliva. 


[] Bulletin No. 4. The Comparative Effect of Mildly Alka- 
line and Acid (Soapless) Dentifrices and Certain 
Flavoring Materials on the Flow of Saliva. 


State ay ee 


(Only requests filled out on the coupon will be 
honored ) 


This offer good only in U. S. A.