Jvepa! the ' Sixty-third psc Meoting x ee June 28-July 4, 1925 FEBRUARY, 1925 The JOURNAL of the NATIONAL EDUCATION ASSOCIATION Peace Plan of the World Federation Fundamentals in Community Recreation : Disinterested Testimony on the Child Labor seine Defenders of Childhood Education in Germany America First ’ Making a Publicity —— am , THe Journat’s Annual Roll Call Editorial Cincinnati , Teachers’ Loan and Relies —s Department of Rural Education Wisconsin Schoolboy Wins Scholarship In Other Journals — Keeping Parents Informed American Poets Gems from American Poets Guide to Books ‘ Problems for Teachers’ Meeting; Notes and Announcements : : Department of Superintendence Program Enrolment and Affiliation 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 postofhice at Washington, D. C., under the Act of August 24, 1912. Acceptance ‘or mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. Watch it grow THE ANDRESS HEALTH SERIES ATCH it grow from one two- book series to two two-book series. The original technique of A Journey to Health Land and The Boys and Girls of Wake-up Town has stim- ulated a demand for the more advanced books. Health and Success is now in press. Health and Good Citizenship will follow shortly after. Let us send you full information. GINN AND COMPANY Boston New York Chicago London Atlanta Dallas Columbus San Francisco For your use—a new twwo-reel educational film, ‘‘Your Book, showing the evolution of the book and book-making today. for details. Write CHILD HEALTH ORGANIZATION SERIES Published for the Child Health Organization of America For very young children A series of booklets, entertainingly written and charmingly illustrated, in which sound health ob- servances and principles are taught in the form of alphabet jingles, fairy stories, and other stories. Child Health Alphabet Peterson $.12 Every Child’s Book Peterson $.16 Rhymes of ChoCho’sGrandma Peterson $.20 Cho Cho and the Health Fairy Griffith $.16 Rosy Cheeks and StrongHeart Andress $.32 Write for further information THE MACMILLAN COMPANY New York Boston Chicago Atlanta Dallas San Francisco WINSTON You and your friends have helped to make this remarkable record {In 1918 The John C. Winston Company, publishers of books and Bibles for forty years, entered the educational field with one textbook. What has happened in the past seven years is an interesting chapter in the Company’s business and is reputed to be without parallel in the annals of publishing. { There is no better illustration of the success achieved than the phenomenal distribution of Winston textbooks. Consider the wide distribution of just a few Winston titles. {Many States have selected Winston textbooks on certain subjects to the exclusion of all other books. In the far-off Philippine Islands every pupil begins school with a Winston Primer and First Reader. THE WINSTON READERS THE WINSTON SIMPLIFIED DICTIONARY More than 3,500,000 used More than 1,500,000 used THE WINSTON CLEAR-TYPE THE SILENT READERS POPULAR CLASSICS More than 1,800,000 used (Published in 1924) 100,000 used in less than one year {The slogan, “Winston for Textbooks,” means much to those responsible for the selection of text- books. It carries with it the assurance that all Winston textbooks, _including the books to be an- nounced this year, will have the same degree of merit that characterizes the several series mentioned above. “cc ° 2? The Winston List, just issued, contains many Winston for Textbooks new publications and will be sent. upon request is your safe guide THE JOHN C. WINSTON COMPANY HOME OFFICE AND MANUFACTORY, WINSTON BUILDING, PHILADELPHIA CHICAGO DALLAS SAN FRANCISCO TORONTO FOR TEXTBOOKS wa tha ing thr hav February, 1925 Peace Plan of the World Federation $25,000 Prize Won sy Dr. Davip STARR JORDAN HAT WORLD PEACE can be achieved by thorough and disin- terested study of the common problems of the world as they relate to education and by sound teaching of the world’s children is the thesis of Dr. David Starr Jordan, chancellor emeritus of Stanford University, in the educa- tional peace plan which was awarded the $25,000 prize by the judges repre- senting the World Federation of Na- tional Education Associations. Dr. Augustus O. Thomas, State superintend- ent of public instruction for Maine, is president of the Federation. ‘The prize was offered by Mr. Raphael Herman, of Detroit and Washington, who believes that the ‘“‘most rational method of turn- ing the world’s thought to peace is through education of the young. We have always had institutions glorifying war. Why not try the experiment of presenting the glories and advantages of peace ?”” The judges who selected the winning plan from the thousands submitted in- clude: Henry M. Robinson, Henry Noble MacCracken, Governor Percival P. Baxter, Herbert S. Houston, Mrs. P. W. Henry, Olive M. Jones, Henry E. Dunnack, J. W. Crabtree, Cora Wilson Stewart, George T. Moody, Carleton E. Ladd, William Gibbs Mc- Adoo, Milton A. McRea, Alfred Luck- ing, and R. A. Milliken. That so many plans were submitted is one of many evidences of the striving to find better ways of rendering the common services of world civilization. The prize plan will be submitted to the world federation of education as- sociation at its meeting in Edinburgh, July, 1925. It is as follows: S THE HISTORY of the future shall be written in the schools of today, it is vital that the teacher lay in the minds of children the founda- tion of a sane and wholesome back- ground from which to develop interna- tional amity and intelligent abhorrence of war. The plan of education for peace fore- shadowed in the organization of the World Federation of Educational Asso- ciations, established at San Francisco in 1923, looks courageously toward the ultimate abolition of international war as a legitimate sequence of disagreements between nations or between individuals of different countries. Its central pur- R. DAVID STARR JORDAN, chancellor emeritus of Leland Stan- ford University, educator, naturalist, and author, recently awarded the Her- man Peace Prize for the best educa- tional plan calculated to maintain world peace. pose is the mobilization of teachers in all lands, most immediately in America, in order that their combined influence and that of their pupils may be thrown solidly on the side of peace. It is accordingly recommended that the World Federation make intensive studies of certain matters pertinent to world amity through the continuous operation of appropriate committees on education for peace, these to report at stated meetings to the Federation and to the organizations various national [45] corresponding: to and including our own National Education Association, indi- cating at the same time lines of action likely to contribute toward international concord. Meanwhile, however, one must admit that any specified procedure can be at best only a step towards the development of enlightened public opin- ion and coéperation in effecting mutual understanding among peoples. Certain lines of hopeful activity within the scope of the World Federa- tion are indicated as follows: I. The formation of (a) a general world committee on education for peace, to func- tion in connection with the several educa- tional groups in the different nations, and (b) a second international committee to co- operate with many already established or- ganizations for peace in all parts of the world. II. A committee to investigate the present teaching of history the world over, reporting also on textbooks used, their virtues and their delinquencies from the standpoint of international amity, and stressing the need that history, whether elementary or ad- vanced, should be just and true so far as it goes. Above all, history should not be per- verted in the supposed interest of national “honor” or partisanship. III. A committee on the teaching of patriotism which shall attempt to define its true nature, expressing its values, its limita- tions, and its perversions. IV. A committee to consider special plans of promoting mutual international under- standing on the part of students of various ages. V. A committee to consider the possibili- ties of better relations through the interna- tional use of athletic sports, especially those games which involve codperative action or team play, as distinguished from individual competition, VI. A committee to consider the possibility of a continuous effort to commit the visible influence of the government of the United States to definite activity in behalf of peace by means of a Bureau of Conciliation in the Department of State, or a Peace Council connected with the same department. VII. A committee to consider without prej- udice the question of military training in school and college, its possible advantages to the individual and the nation, with the al- leged accompanying drawbacks and dangers. VIII. A committee to consider “prepared- ness” in regard to its educational, economic, 46 THe JOURNAL OF To boys and De aa So and social Even admitting that a military force water, and air) will make for victory aspects. large and_ well-equipped (land, in case of an attack by jealous neighbors or enemies,’ to what extent does it also invite war? other “imaginary IX. A committee to consider standing in- centives to war, and the possibility of their abatement through legislation, the influence of public opinion, or otherwise. X. A general study, through a committee and through individual investigation, of the current arguments for war as a cosmic necessity. XI. A committee to study The Hague Court of Arbitration, also the present Perma- nent Court of International Justice, and the relation of activities to these two world education. XII. A committee to consider the League of Nations and the problems involved in our acceptance or adhesion to that organization, with special reference to its bearings on in- ternational education. The foregoing proposition, reviewed in detail, follows: I. General peace educational groups of the world should committees—The irls in every land, Beyond the ocean's wall, e children of America Send out a bearty call, “We are not strangers-we are friends! We're brothers, one and all! America be bound together in mutual effort to promote international amity and under- standing. Furthermore, the Federation should be broadened and strengthened by codéperation with all the varied in- strumentalities for peace throughout the world. It should keep in touch with religious bodies, scientific associations (“technocracies”), women’s peace parties, and the multitude of other or- ganizations in society at large. Il. Teaching of history—The ruling ideas of most men and women are largely fixed in childhood and youth. In nearly all textbooks of history and school readers war has been glorified, its braveries being set forth as the acme of heroism. The real progress of nations in science, art and intellectual develop- ment is scantily treated. Advances in conciliation, with the many triumphs in sanitation, transportation, commerce and enlightenment, which gave a millennial aspect to the beginning of the twentieth century, are not dramatic. Even the > THE NATIONAL EpucaTIOon ASSOCIATION February, 1925 ee Rush-Bagot Agreement to demobilize the Canadian boundary, our greates diplomatic achievement of the last cep. tury, is scarcely brought to the attention of our own students. In most lands, the youth for genera. tions have been taught to believe that wars are the chief realities in history. that “our country” has been mostly victorious and always in the right, that war is in itself heroic, invigorating—a the worst only the “growing pains of g progressive nation’—that victory is q noble aim, that its “fruits” are sources of national strength as well as of in. dividual profit, that the welfare of -other nations, alien or inferior, is opposed to our own, and that they are persistently, arrogantly, insidiously, or treacherously engaged in plotting against us. The world war had its primary incep- tion in fear of the loss of power on the part of dominant groups in more than one nation, but it owes its too prompt acceptance by public opinion in most cases to the wrong education of the people. It has been asserted that, next to avowed militarists, teachers are most re- sponsible for tolerance of war. In an eloquent passage, the late Professor Henry Morse-Stephens appeals as fol- lows for a higher ideal in the teaching of history: Every generation writes its own history of the past. The historian is influenced by the prevailing spirit of the age, and he feeds the spirit of national intolerance today as his predecessors fed the flames of religious intolerance in days gone by. Woe unto us, professional historians, professional histor- ical students, professional teachers of his- tory, if we cannot see, written in blood, in the dying cvilization of Europe, the dread- ful result of exaggerated nationalism as set forth in the patriotic histories of some of the most eloquent historians of the nineteenth century! May we not hope that this will be but a passing phase of historical writing, since its awful sequel is so plainly exhibited before us, and may we not expect that the historians of the twentieth century may seek rather to explain the nations of the world to each other in their various contributions to the progress of civilization? While the past may have seemed to show that “history is one long bath of blood,” its significance does not center in the record of brutal crudities. It is rather the “‘biography of man,” the story of man’s efforts to throw off the mental and moral shackles which, from out re mote ages, have impeded his progress. Ill. True patriotism—Patriotism 1 the emotional expression of nationalism. It involves love of country and devotion towards its interests. But patriotism 1925 a ilize atest cen- tion era- that ory, istly that —at of a IS a ITCes in- ther d to atly, usly icep- the than mpt nost the t to t re- 1 an ®SSOr fol- hing story d by feeds y as zious O US, istor- ism. tion tism Jol. 14, No. 2 THe JOURNAL OF THE NATIONAL EpucATION ASsocIATION 47 has two aspects, quite distinct—often contradictory. Some twenty years ago a high school class was asked, ‘““‘What is patriotism?” “Killing Spaniards” came one confident answer. ‘lrue patriotism—love of one’s country, and the desire to make and keep it worthy of love and honor—is in every Way to be encouraged. But love of the fatherland does not depend on killing anybody, anywhere. The wel- fare of our country does not demand abasement or injury of any other. Ours is indeed “the land where hatred dies away’ —a fact to be constantly kept in mind by the teacher of patriotism. It is well “to love the cities where we were born and the little hills that bear these cities up.” It distrust and hate the people of other cities or other lands, or to endeavor by personal or of- ficial means to do them needless injury. is evil to IV. Special arrangements for train- ing youth in world amity—Various plans or devices to this end appear possible. Children may be brought to sympathize with life in other lands through the pro- motion of correspondence between the youth of nation and nation. With stu- dents of advanced interna- tional scholarships, exchange professor- more age, ships, university departments of interna- tional relations, are active agencies for better understanding. Essays, orations, forum discussions of one sort or another serve a useful purpose, and other fea- tures of like character will be devised from time to time. One particularly effective method of inducing thoughtful study of interna- tional problems by the youth of the world would ‘be that of a series of com- petitive orations, its geographical extent being limited only by practical consider- ations of utility and expense. A _ plan to this end may be outlined as follows: Students under twenty-one years of age, or of some specified grade of educational advancement would be encouraged to pre- pare competitive essays or orations of a definite length on some chosen topic or topics relating to international peace. Judges in every case should take account, perhaps equally, of composition and delivery on the one hand, and of mastery of the subject on the other. The winner from each school would then meet and compete with winners from similar schools comprised within a fixed geographical area; and so on, with Progression from smaller to larger groups, up to a final nation-wide or even interna- tional contest. Specifically, the contest might be limited to the United States and Canada, or to Eng- lish-speaking countries; or—if funds are available—it might be made world-wide. In any case, a definite and worthy prize “In hearts too youn for enm ity There lies the way to make men free: When childrens friendships : are world New ages will Let chi will -wide, be glorified. love child, &nd strife Cease. Disarm the hearts, for that is Peace” RTHEL BLAIR JORDAN - RED CROSS NEWS eke ram aeD CROSS ~~ < + ec a ee TO FIPEA A, WELFARE ASSOCIATION SRE should be awarded to each national victor. Preliminary contests little outlay. For other trials, expenses of con- testants should be met, and at times those of judges also. Finals, whether held at Washington, London, or elsewhere, would necessitate a considerable expenditure. To carry out such a plan, a general di- rector with a secretary and temporary assist- ants would be required. should be made for adequate publicity, also. The total outlay would, of course, depend on the territory covered. The writer may add that the value of this suggestion has been emphasized by the marked success of a similar plan to promote study of the Constitution of the United States. This orational contest, completed at Washington on June 7, was inaugurated and promoted by various journals throughout the United States. In connection with it, 1,250,000 young men and women wrote es- says or orations on the Constitution would involve Provision after weeks of more or less enthusiastic study. The importance of such a contest lies in the education of the coming generation, and incidentally that of their parents and friends. Similar studies, taken seriously, would give the young people of the nation or of the world a background of knowledge and mutual which inestimable might be of future understanding value in any + crisis of civilization. V. Athletic relations—lt is a: notable fact that competitive games involving team work are among the which tend to bring young men of dif- ferent regions into better mutual under- standing. It is also true that the mili- tary spirit has been most active and virulent in countries where cricket, foot- ball, baseball, boating, La Crosse, and the like are scarcely known. ‘This mat- influences ter certainly deserves careful study from the standpoint of education for peace. VI. Pledging the United States to the service of peace—To this end I would suggest that a committee of American teachers should consider the propriety of using our collective influence in favor of an official “Council of peace” or “Bu- reau of conciliation” within the Depart- ment of State. recently proposed would be a new but That of a “Bu- A “council of peace,” as desirable organization. 48 a ae LA [Fs , up ‘We English,when we start athing. HeRey., just stick to it, I Says And fae THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION February, 1925 > with all our mee Until, at last,were through 1 We never say, GO Sera eT reau of conciliation’ (suggested in the same work, p. 257) might involve merely the restoration of the “assistant secre- taryship of peace” as arranged in 1909 in the Department of State, and main- tained for a year or so during the ad- ministration of President Taft, under the direction of Dr. James Brown Scott. It was at that time occupied mainly with perfecting the Court of Arbitration at the Hague. Such a bureau or council, however, might work to further world peace in a multitude of ways. Properly organized and continuously maintained, it should be commensurate with the Gen- eral Staff of the Army or the parallel General Board of the Navy—not less in- fluential than either, because peace is be- yond comparison the highest need of every nation. The existence of such an official group (one or both of them) would bring about two important re- sults: positive achievements through of- ficial activities; and furnishing a central axis for work for peace by committing We say, I can dear! Icant! !~and do 1t4 England the general government to its mainten- ance, a matter of the greatest importance in the formation and education of public opinion. The proposed bureau or council should maintain close relations with the Bureau (or Department) of Education and its activities for peace, as well as with all other organizations throughout the world having for their purpose interna- tional understanding and _ codperation. It should coéperate with similar official groups which may be developed in other countries. It should also constitute a clearing-house for all international activ- ities. It may be further noted that while nearly every civilized nation has vast military and naval establishments, cost- ing more yearly than the entire school system, and while the influence of these organizations as a whole (many individual officers excepted) is on the side of war-preparation, and, in a crisis, for actual war, there is not as yet in any country any official organization which stands for or pledges support for cop. ciliation and peace. A distinguished soldier, General John F. O’Ryan, himself an earnest advocate of peace, makes this graphic statement: The World has never been organized fo, peace; it has always been organized fo; war While you are in this ap- athetic state of mind regarding peace, there are men in high command today who dy nothing else except plan carefully, minutely studiously, just how your manchild, born o; unborn, shall be utilized in the next war. how he shall be clothed, fed, strengthened shipped away, moved into the line of battle replaced by your younger child if he falls and just how his body can be disposed of most conveniently. All these details are be. ing thoughtfully worked out, and it is about time you were doing something for your. selves. Organization for war is 4 cold, accurate, disinterested business, that deals with facts and moves with mathemat- ical precision. It has the strongest leader. ship possible. It has unified leadership. |s it any wonder that unorganized efforts for | peace seem puerile in comparison? Suppose, however, that the huge war machine, instead of standing at the center of government with thousands or millions of employees and holding a first lien on all the resources of the Nation, were left out in the cold without official recognition, dependent alone on volu- tary gifts of the few that believe its maintenance vital to National existence. Under such conditions how long would the organization endure? Would it not drop at once (as in Germany) to a mat- ter of plots and counterplots directed against the government itself? Suppose, again, on the other hand, that our Nation were officially organized for peace, could it not only guarantee its own security, but through its example and influence maintain the peace of the world? VII. Military drill in schools—This subject needs no special discussion here. VIII. Military preparedness—Many volumes have been written covering both sides of this question, which, like the preceding, demands the careful attention of each teacher. IX. Study of standing incentives t war—The united influence of the edu- cational world should. tend to the re moval of “standing incentives to wat. These are of many kinds, some remov- able by administrative action or by Ne tional legislation in one or more cout tries, others of a more complex characte! arising from unwholesome tradition 0 from faulty education beyond the reach of direct effort on the part of any single government. For these, as for most stl wl th 925 hich con- ‘ohn Cate nt: 1 for for ap- there 0 do Ately, D or War, ened, attle, falls, dof e be- about your- is a that emat- ader- », Is s for war the ds or first tion, ficial olun- € its ence, rould t not mat- ected hand, nized ee its imple f the -This here. Viany both ntion es to edu- e re war.” mov- -Na- coun- acter yn OF reach single most Vol. 14, No. 2 a other great evils, the only final remedy lies in public opinion, “the court sitting supreme in the darkness, the heart and conscience of universal humanity.” That this great court may be intelli- gently informed and directed is the loftiest purpose of public education and the public opinion of the many rests on the matured and enlightened convictions of the few. In this connection we should mend to the teachers in all countries the study of the conditions and_ policies which made it possible to bring on the world war. In the same connection each teacher of history should endeavor to be accurately informed on those elements ot danger which now surround Germany, Russia, the Balkan States, Turkey, India, and China. ‘The old veneer of stability is everywhere broken up, and it will demand the collective wisdom of the world to ensure the “safety to democ- racy’ involved in its primary precepts— freedom, order, and justice. X. Is war necessary?—The lines of argument intended to show that war is a com- supreme necessity of man are in the main three, as given by General von Bern- hardi, in 1912, and accepted by hosts of others. These are (a) the “historic argument”’ that “there have always been wars, and therefore wars must always be’; (b) the “psychological argument” that “war is ingrained in human nature,” for man is a “fighting animal’’; and (c) “Social Darwinism,” the survival of the fittest among races and nations, it be- ing the right and duty of great and strong races to extirpate or subdue the tribes that are weak, small, or peaceful. But “Social Darwinism,” as thus de- fined, is a gross perversion of the teach- ing of Darwin. This, in brief, asserts that individuals—plants, animals, or men—who have successfully run the gauntlet of life, leave descendants com- petent and adaptable like themselves. That fact, now obvious, in no way justi- fies national manslaughter or conquest. In any event, the importance of a sane answer to these problems demands the careful attention of every teacher with a forward outlook. It is not the belief of the present writer that modern wars rest on man’s Pugnacity. They are matters of statute, and are forced on peoples by their rulers. War, as we know it, is not “ingrained in human nature.” It is an acquired Vice, a product of lust for power. Hu- Man nature changes slowly, but the point of view may alter very suddenly when People are ripe for it. Education pre- THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION ‘ iy ae, Ate (fine 4 ‘ , * 3 2¥¢ : s «? , > s y £9 ; ' . ? ; ‘~ ~ ' a ¢ > ee t } : = + ae | SRR STM ee NE _ Pe | Togo says. We Japanese, When coming from the street, Would never dream of tramping in With muddy, dirty feet. We leave our shoes outside the door, To keep our floors all neat. iG (P28 NATIONAL CHED WELFARE ASSOCA TION INC ~ TO PIPTH AVE. NEW WORK CITY pares for just such a new vision, and sudden changes in point of view have re- peatedly taken place, every great col- lective wrong having been vanquished when enough men began to realize its true character. To such final end of war the teacher should contribute, di- rectly in his relation to the young, in- directly in his relation as a scholar and a patriot to the adult generation. For the world still faces a perilous emergency. The coming generation, even though better trained, is not yet here, and the men and women of today on whom we rely for the saving of civilization are the same people who allow militarists and diplomats to plunge them into war. The condition is critical ; it admits of no delay. Every teacher should therefore do his part towards that mental and moral disarmament which must precede and accompany military disarmament. The present generation, however con- fused and exhausted, will determine the immediate future. Japan It is hopefully true, however, that no single generation can finally wreck or even finally save civilization, because in the long history of man we have built up an enduring organization for the common welfare. Yet no good result comes about of itself, only through the long concerted effort of good men and women. XI. The permanent court of interna- tional justice—The relations of the Court of Arbitration at The Hague, and those of the Permanent Court of Inter- national Justice, now functioning, should be understood by the teachers of the world. XII. The League of Nations—The United States must very soon formally enter the comity of nations—from which it has never been wholly isolated. The World Federation of Education Asso- ciations should exert its energies to bring this about, and on terms satisfactory to the treaty-making power of the Nation. In fact, the necessary reservations have 50 Tue JouRNAL OF THE NATIONAL EpuCATION ASSOCIATION February, 1925 been practically obtained, and the tea- tures most objectionable—the proposi- towards coercion, and tions looking those connected with the “sanctions” of the ‘Treaty of | virtually obsolete. Versailles—are already It will be noted that the League thus modified would differ materially from the Covenant included in the ‘Treaty of Versailles. not at all of the nature of a super-state, Being without “teeth” and it is more nearly analogous to the Joint Fundamentals High Commission, a device used throughout history for averting war. It would constitute at Geneva a Joint High practically session with virtually all nations repre- Commission in continuous sented, but having only power to adjust, not to coerce. Such an organization should take the leading place in the many official forms of International Union, of which the Postal Union, the oldest and most indispensable, serves as the model and type. in Community Recreation Platform of the Playground and Recreation Assoctation of America — of leaders in Ameri- can life have accepted the follow- ing platform of the Playground and Recreation Association of America as a working program for the improvement This gram is based on the Association’s eight- of community recreation. pro- een vears of experience during which the number of cities having organized recreation has increased from forty-one to six hundred eighty. HAT in with a population of 8000 or more there is need of a man or a woman who shall give full time to thinking, plan- nearly every community ning, and working for the best possible use of the leisure hours of men, women, and children. 2. That community leisure time pro- grams should continue throughout the entire twelve months of the year. 3. That it is the responsibility of the entire community to maintain recreation opportunity for all the citizens and that there ought, therefore, to be, as early as possible, support of the recreation program through public taxation under some department of the local govern- ment. 4. That should be in every State a home rule bill which will permit the people of any city or town to make provision under their local government for the administrations of their com- munity recreation. there 5. That there is need in every com- munity, even though the municipal rec- 1 Further information on community recreation may be had from the Playground and Recreation Association of America, 315 Fourth Avenue, New York City. reation administrative body be most ef- fective, for private organization of citi- zens in their neighborhoods to make the fullest use of the facilities provided, to make sure that what is being done is meeting the deeper needs of the people of the neighborhood. 6. That the emphasis ought to be not only on maintaining certain activities on playgrounds and in centers but also and definitely on the training of the entire people in leisure time ac- tivities, so that within the home, in the church, and throughout all natural hu- man relationships there shall be the best opportunity for wholesome good times. 7. That the purpose in training chil- dren and young people in the right use of leisure ought not to be merely to fill up the idle hours but also to create an active, energetic, happy citizenship. 8. That even though the beginning of a city or town recreation program be children’s playgrounds, other features ought to be added progressively from year to year until music, dramatic ac- tivities and discussion of public ques- tions, training for more _ intellectual uses of spare time, and other valuable activities have been included, so that all ages and all kinds of people may find vital interest. 9. That every boy and every girl in America ought to be trained to know well a certain limited number of games for use outdoors and indoors, so that there will never be occasion for any boy or any girl to say that he cannot think of anything to do. 10. That most boys and girls should be taught a few simple songs, so that, recreation if they wish, they may sing as they work or play. 11. That all employed boys and girls should have opportunity in their free hours to enjoy companionship and wholesome social life. 12. That through the community recreation program every boy and girl should come to appreciate the beautify] in life. 13. That adults, through music, drama, games, athletics, social activities, community and special day celebrations, should find in their common interests the opportunity for a common com. munity service. 14. That every new school built ought to have a certain minimum amount of space around it provided for the play of the children. 15. That nearly new school building ought to have an auditorium preferably floor and should be so constructed that it is suited for community 16. That if a suitable meeting place for community groups is not available in the schools or elsewhere, a community building should be provided through community effort. 17. That each child, under ten years of age, living in a city or town should be given an opportunity to play upon a public playground without going more than one quarter mile from home. 18. That every community. should provide space in sufficient area for the boys of the community to play baseball and football. 19. That every community — should provide opportunity for the boys and girls to swim in summer and, as far a possible, to skate and coast in winter. 20. That every boy and every gitl ought to have opportunity, either on his own home grounds or on land provided by the municipality, to have a small gar- den where he may watch the growth of plants, springing up from seeds which he has planted. 21. That in new real estate develop ments of five acres or more, not les than one tenth of the space should bk set aside to be used for play just as pat of the land is set aside for streets. every on the ground uses. F ALL human ambitions an open mind eagerly expectant of new dis coveries and ready to remould convic tions in the light of added knowledge and dispelled ignorances and misapprehet- sions, is the noblest, the rarest, and the most difficult to achieve-—James Harvey in the Humanizing of Knowledge. his def int! for ora Ser of An Ind Cot and smé is pot ine) T of Mr. cou labc dus The mo\ brir the wha not chil ence farr Prof rour and ards Stat exte shal of | seek com State labo facts ‘Th Bure U. § unde Says of | num! grou a co farm way: " appr tls ree ind ity rir ful Sic, Ins, ests om- uilt unt olay ool ium and ited lace le in nity yugh ‘ears ould on a nore ould - the eball ould ar as Disinterested [Testimony On the Child Labor Amendment ARMERS hold the balance of power in the decision on the Child Labor Amendment. Because of his isolation the farmer is particularly dependent upon the reliability and dis- interestedness of the sources of his in- formation. to see the following statement by Hon- United States Senator from Kansas, recognized leader of the farm bloc and keen student of American economic and political life: It is gratifying, therefore, orable Arthur Capper, ONORABLE ARTHUR CAPPER—The H child labor problem of the farmer.— Industry is reaching out for farm children. Cotton mills, knitting mills, shoe factories, and garment factories are moving into the smaller cities and the country towns. Labor is “cheaper” in the because the potential “labor supply” is unorganized, and country, inexperienced in self-protection. That is one phase of the “decentralization of industry’ Henry Ford talks about—and Mr. Ford is himself building factories in the country in order, he says, to utilize farm labor in the winter-time. The garment in- dustries of New York are moving “upstate.” The textile industries of New England are moving South. How does this affect the farmer? It may bring markets nearer. But it is his children the factories are after. Does he realize what that means? Child labor becomes the farmer's problem not with reference to the work of his own children on his own farm, but with ence to their work in the factory. Shall farm children work in factories without proper regulation? Or shall they be sur- rounded by the protection of limited hours and safeguarded against industrial haz- ards? Shall the experience of industrial States and the resulting industrial laws be extended to the agricultural areas? Or shall the farm children be left at the mercy of newly arrived manufacturing interests seeking to use them as “cheap” labor in competition with the protected labor of other States or communities ? That this is one large aspect of the child labor problem in America today is clear from facts stated in a recent monthly summary of ‘The Agricultural Situation” issued by the Bureau of Agricultural Economics of the U. §. Department of Agriculture. Children under ten years of age in farm communities, ‘ays C. J. Galpin, in charge of the Division of Farm Population and Rural Life, out- lumber by 2,000,000 the children of any ftoup of cities in the United States, having 4 combined population equal to the total farm population. Mr. Galpin puts it this Way: refer- “The farm population in round numbers pproximates 50,000,000 persons. The urban population is close to 57,000,000 persons. Select now a representative number of cities whose combined population comes up to 30,000,000 and it will be found that there are 2,000,000 fewer children under ten years The Challenge of the Little Ones The children are calling. Lives bent by too early toil .look out through eyes bleared with fatigue at a world that holds little hope beyond the creature needs. They stand on feet already grown old by toil. Their calloused hands know no touch of fondness. Their wrinkled faces have not felt the caress of loved ones. They are too tired to play, to learn, to grow. A fair start in life is not theirs. They are the unfortunates, too little and weak to plead their case. Whether their number be ten thousand or a million, they are human sacrifices upon the altar of a material civili- zation. No civilization ever exalted things above folks and lived. Can ours? Every child exploited in the name of profit is a challenge to every teacher and mother—a chal- lenge to take a citizen’s part in forming public opinion through conversation, personal letters, club, platform, newspaper, legislature, or any other agency that will lend itself to this great humanitarian movement. The glory of modern civilization has been the increasing value it has placed on human life. Shall we deny that glory now? The answer is with the State legisla- tures. Will they ratify the twen- tieth amendment to the Constitu- tion giving Congress the power to deal with the menace of Child Labor? The answer is with you. Will you do your part? of age in these cities than in the whole farm population. “What are some of the results which flow from this great disparity between farm life and city life? In the first place, every one will see that with 2,000,000 fewer producers than city industries in cities of an equal pop- ulation, farming is carrying the burden of rearing and educating 2,000,000 more chil- dren —non-producers—than city industry. The full weight of this fact becomes appar- ent only when it is realized that the greater part of this human product is turned over at the producing age to the cities and to city industry, ready made, finished, educated. [51] The farm people are feeding, clothing, carry- ing through the perils of infancy and child- hood practically the equivalent of a small nation; then when this nation arrives at an age when it can be productive, turns it over as a free gift to urban industry.” ESPITE the fact that the Child Labor Amendment merely pro- poses to authorize Congress to deal with a fundamental problem, The Manu- Record for September 11, (page 57), publishes this state- facturers’ 1924 ment: You must bear in mind that this amend- ment takes entirely from the right to their children, daughters, do any work of long as they are under age. parents the and kind, so have sons any eighteen years of Such plain misrepresentation, partic- ularly relating to legal phases of the issue have led law schools—Harvard, Stanford, University of Pennsylvania, University of Mich- igan—and others to make public state- ments. On relating to the Constitution the judgment of these men is unexcelled. deans of leading questions They are retained by no one. They receive nothing for their opinions in this case except the personal satisfaction of rendering a public service. EAN ROSCOE POUND, of the Harvard Law School, in reply to a letter from the secretary of the Na- tional Child Labor Committee (Octo- ber 28, 1924), answers three pertinent questions as follows: 1. Will the Bill of Rights be abrogated if the child labor amendment is _ ratified? This seems to me the most absurd that ever was conjured up. you an example of the way argue on such points. bogy Let me give lawyers can Probably there is no better authority on law in the country than Mr. Hughes. When the income tax amend- ment under consideration he urged strongly that the result of it would be to allow the National Government to tax State and municipal securities out of exist- ence. was Certainly the language of the amend- ment was very strong—income “from what- Nevertheless the Su- preme Court of the United States has held that the amendment did not destructive effect. Now take the case. The argument is that a prohibition and regulation is conferred, and that there are no limits upon that prohibi- regulation. But the amendment is meant to fit into the Constitution as a whole, and the Bill of Rights that the ever source derived.” such present have any power of tion or provides Federal Government shall not deprive any person of life, liberty, or property without due process of law. Therefore any unrea- sonable means of regulation, and anything unreasonable in the carrying out of the prohibition would be subject to the limitation that applies to all Congres- sional exercise of powers given by the Con- The Supreme Court of the United States has never manifested any inclination to give free reign to social legislation. On the contrary, it has always scrutinized it very jealously. I see no that it would allow legislation under this amendment to run wild. If it is said that we may presently get a radical court, my that when we get such a court, it won't need constitutional amend- ments to enable it to sanction Congressional dealing with the subject of child labor. It will simply overrule the first child labor decision and let the matter go at that. 2. You ask whether the Supreme Court will allow educational control to be implied from the Amendment. Here again, I can only say that the Supreme Court has shown no inclination to allow wide latitude for legislation. Why it should be posed that this amendment will bring about an entire change of front in the attitude of the Court I cannot perceive. The Amend- ment says nothing whatever about educa- tion. What it says is that Congress may regulate and prohibit child labor. Under the tenth amendment “the powers not del- egated to the United States by the Constitu- tion nor prohibited by it to the states are reserved to the states respectively or to the people.” This seems to me to settle the matter. There being nothing whatever in the Constitution about education, it is com- mitted to the States respectively where it stands If certain children are not permitted to be employed in labor, and therefore it is deemed they ought to be edu- cated, the matter of educating them rests with the State exactly as the matter of pro- tecting them from being run over by auto- mobiles in the streets does. 3. You ask “Will the amendment give Con- gress a power more extensive than that now possessed by the states?” I suppose the States have power to deal with the matter of child labor up to the age of twenty-one. Very likely regulations of child labor above twenty-one would be said not to be due process of law. If that is the case the power given by this amendment is less than the power actually possessed by every State in the Union at present. It should be borne in mind that the Supreme Court of the United States has expressly decided that the States may enact child labor legislation. What this amendment does is to give to Congress a power to deal uniformly with the whole country in a matter with respect to which each State now has greater powers than those which this amendment proposes to confer upon Congress. Let me say one thing more. I have read attentively the voluminous literature which has come out upon this subject recently in which some very good lawyers (obviously retained for the purpose) have expended the resources of ingenious advocacy in con- juring up bogies in this connection. It should be remembered that excellent lawyers arbitrary or stitution. reason to suppose answer would be social sup- now. 2 THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION have always done this with respect to every important measure in our history. We cer- tainly have never had a greater lawyer in this country than James Kent. But he thundered against the Louisiana purchase as unconsfitutional, revolutionary, and sub- versive of American institutions. Nothing that I have read about the Child Labor Amendment paints a gloomier picture for the future than that which this eminent lawyer painted in his opposition to acquisi- tion by the United States of a territory which would make it an American empire. Washington Daily News JOHN M GLEISSNER. Edstor RALPH H. QUINN. Business Manager * * te establish justice, insure domestic trangnil- lity, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity * *—U S. Constitution WASHINGTON, D. C., NOVEMBER 21, 1924 The United States Department of Labor fur- nishes figures this week to show that mm states where child labor is most common, the pertent- age of children attending school is lowest. In oyster and shrimp canning communities on the gulf coast, for instance, a targe number of chil- dren, aged 6 to 15, were found at work. Of these, 11 per cent never had attended school. In the Colorado and Michigan beet fields, where children are used in large numbers, the at- tendance of these chlidren was found to be 20 or 30 per cent less than that of nonworking children. In eight Philadelphia schools, from which children are drawn to work on truck farms, it was found that the percentage of ab- sences during the term averaged between 15 and 20 per cent. In one school it was 33 per cent. , It should be understood that these children are not the children of truck farmers and that the work does not consist of helping on the farm before and after school, on Saturdays and holidays. They are chiefly city children, who are taken out of school for many weeks in the year to work in the cannenes, beet fields and truck farms. Every parent of a child in school knows the vital necessity of regular attendance. Every normal parent endeavors, for the child’s own good, to see that attendance is regular in order that the child may not be discouraged by see- ing others advance beyond it. Every such parent can realize that such child labor is an utterly unfair handicap upon the little folks that are allowed to do this work. So long as there is no federal child labor law to equalize conditions in all states, a lot of little children will be started off in life under this heavy and unfair handicap. R. KIRKWOOD, Dean of Stanford ¢ University Law School—As a general thing I am opposed to promiscuous amend- ment of the Constitution. However, this is a matter which seems to demand such ac- tion. Two things have been made clear by recent history. In the first place, there are certain States which will not protect the children of the country by legislation. In the second place, the decisions of the Su- preme Court seem to settle beyond all doubt that Congress has no power to regulate child labor under the Constitution as it now stands. It seems to me that any action is justified which may be necessary to ac- complish this great humanitarian purpose. EORGE P. COSTIGAN, JR., School of Jurisprudence, University of Cali- fornia—The great social need of effective legislation for the prevention of child labor cannot be denied, and the only serious con- troversy possible is as to the proper body February, 1925 Ee al to be authorized to legislate. In view of the apparently insuperable difficulties in the way of satisfactory and uniform State ac- tion, the only thing to be done seems to give expressly to Congress that power which the Supreme Court has not seen its way to finding already lodged in Congress, That there is perhaps a danger in very fre. quent resort to Constitutional amendments is an argument of no weight against any single amendment of such unquestionable merit as the amendment which you are urg- ing exhibits. For humanitarian reasons, if for no other, Congress must be given full power to act in the matter of child labor, ALTER W. COOK, Yale University School of Law—It seems to me that some kind of constitutional amendment con- ferring power upon some branch of the Government to deal with this matter is im- perative. Those States which permit child labor ought not to have the power to com- pel other States to permit the sale of their products in competition with the goods pro- duced by adult labor in other States. It seems to me that this proposal to give Con- gress the power is the satisfactory way to proceed. ILLIAM DRAPER LEWIS, Dean of the University of Pennsylvania Law School—I have read with care—indeed, | was one of the group interested in drafting House Joint Resolution 184. I can _per- sonally testify that a great deal of care has been spent on the drafting of this amend- ment—indeed, it is the result of a number of conferences among lawyers who have a knowledge of Constitutional law and more or less experience in legislative drafting, I believe the amendment to be free from ambiguity. In plain and simple language, it expresses the meaning intended. ENRY M. BATES, Dean of the Uni- versity of Michigan Law School—All efforts to secure valid congressional legis- lation on this subject without amendment to the Constitution have failed. There is no other recourse, if we are to meet this serious evil, than to amend the Constitution. I am not one of those who is willing to see an unlimited extension of Federal power, but where economic and social considera tions demand as urgently as in the case of child labor national dealing with a subject, I am willing to see the national power ex panded to meet the need. PPOSITION that appeared against the Amendment: The National Manufacturers’ Association The Pennsylvania Manufacturers’ Associa tion The Southern Textile Bulletin The Moderation League (organized to op- pose the Volstead Act) The Woman Patriot (former anti-suffrage, now anti-feminist organ) The Sentinels of the Republic The Women's Constitutional League of Maryland (organized by former anti-suf fragists to oppose the Sheppard-Townet maternity and infancy protective law) th the asl ho fie! ter chi tin lab mu sul ten an Is phy ane rig off Tec 1 of Law 1s ting per- has end- nber ve a more ting. from lage, Uni- —All legis- [ment re is : this ution. 0 see ower, dera- ise of ibject, or eX rainst tion ;socia- to op- ffrage, ue of iti-suf- ‘owner! w ) Vol. 14, No. z ‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Defenders of Childhood Mrs. JoHN D. SHERMAN President, General Federation of Women’s Clubs Estes Park, Coiorado 2,800,000 women organized for the betterment of life—The General Feder- ation of Women’s Clubs has been or- ganized thirty-five years. It is a Na- tion-wide organization, with representa- tives in every State in the Union and in twelve foreign countries. We describe ourselves as, “A group of or- ganized women in every community to promote movements looking toward the betterment of life.” The General Federation urges the ratification of the Child Labor Amend- ment—The Child Laber Amendment is a challenge to all the club women of America. We recognize it as a phase of the larger movement for guaranteeing ordinary, human rights to women and children. ‘The natural feeling in al- most every human heart, together with an increasing regard for human life, brands the exploitation of little children as a disgrace. ‘The defenseless child makes an irresistible appeal to both mothers and teachers, for they have the most immediate and personal contact with child life. Child labor considered from the stand- point of the child and the welfare of the Nation—We club women look upon the menace of child labor from two view- points: First, as mothers interested pri- marily in the welfare of the individual child; and second, as citizens interested in the realization of the best things for the future of America, and fairness to the next generation. When the mother asks herself this question, “Would I be willing to have my own child labor long hours in cotton, sugar-beet, or onion fields; engage in street trades; or toil in tenement sweat shops?” the injustice of child labor is brought home. Long con- tinued hours of monotonous premature labor, at a time when the bones and muscles of children are undeveloped, re- sult in stunted growth and warped bodies. The deprivation of school at- tendance results in undeveloped minds; and the environment of the child laborer is often fraught with moral as well as physical hazards. There is a difference between labor and work—Among the fundamental tights of childhood are: Home-life which offers physical and moral nurture, recreation, opportunity to develop strong bodies, and the chance to acquire an se education. As a child grows up, he should be trained to work. There is a vast difference, however, between child labor and suitable children’s work. Work at the wrong time, in the wrong place, in excessive amount, and unfitted to the worker, is a degradation of work. The amount of work, kind of work, and time spent determine whether or not it is labor. Doing chores after school is child work. Bending over a_ factory bench for hours at a time is child labor. The Amendment if ratified gives Congress power to legislate against child labor—The Child Labor Amendment, passed by the last Congress does not pro- hibit child labor; it is an enabling act. It grants to Congress the power “to limit, regulate, and prohibit the labor of persons under eighteen years of age.” It is before the States for ratification. If ratified by them, it gives Congress the power to establish a minimum standard of protection for employed youths. Whether or not the power granted to Congress is ever abused depends entirely upon the will of the people. The United States Government can be trusted with this power because of its responsibility to the will of the people. Congressmen are awake to the desires of their constituency at home. The measure includes children of seventeen years of age in order to give protection against extra-hazardous employment. No law is passed by ratification of this amendment. Congress may never see fit to exercise its full power which the amendment grants. We hope, however, that the effect of Federal legislation may be expected to establish minimum stand- ards throughout the country, to afford uniform competitive conditions with ref- erence to the employment of minors, to protect each State from having its laws nullified by border States, and to help State authorities in dealing with the vexing problem of child labor. Child labor is a National and not a local problem—Since child labor is not confined to any one State or section of a single State, it is a matter of National concern. The whole United States is concerned, not only from the humani- tarian impulse which protests against ex- ploitation of childhood, but also because the life, health, strength, and education of the children of the Nation are its wm greatest assets; not merely in justice to childhood, but for its own interests, a Nation must recognize the conditions un- der which life must be lived to attain the highest development of its citizens, and formulate laws acccrdingly. Individual States have tried to cope with the situa- tion through legislation, but the competi- tion of low standards in other States has made it difficult. Effort forthe ratification of the Amendment must be united and per- sistent—The fact that there always has been child labor and that today it is widespread does not mean that we should become reconciled to it. It means, rather, that we must be emo- tionally and actively conscious of our duty toward its elimination. Our ef- fort must be united and continuous un- til the present Amendment is ratified by every State. It is everybody’s business. What part shall the club woman and the teacher play?—The club woman has a part to play, and likewise the teacher. We both should seek to mould an in- telligent public opinion on this vital question by discussing the extent and evils of child labor, by pointing out the difference between work and labor, and by correcting erroneous statements rela- tive to the Amendment. This can be done, not by mere denials, but by state- ment of facts. The club woman and the teacher should seek to inform the public as to the real interest and true provisions of the Amendment. We club women recognize teachers as one of the three greatest influences for good in the community. Our cooperative effort should result not only in the “better- ment of life” in the community, but in mutual benefit to one another. Local club leaders can help their children’s teachers by taking time to get acquainted with them and with their program of service. Teachers, on the other hand, can be of infinite service to club women by giving parents correct information on such measures as the Child Labor Amend- ment. The reward of club women and teachers is the joy of having a part in the protection and development of child life. In the present legislative emer- gency, both are called upon to be its defenders. TUDY yourself until you know where you are strong and where weak; study your acquaintance until you find a man weak where you are strong and strong where you are weak that the benefits may be reciprocal and make that man your friend.—Robert L. Lorimer. i ‘Sentinels of the Republic” met in Philadelphia last Satur day—within stone's threw of the hall where the Dectarution of Indepen dence was adopted—for the purpose nationwide cam- child-labor amend- ot organizing 4 paign against the ment \ representative of LABOR at tended all the open and in the article printed below gives an in teresting account of the plans of these “patriots” who represent the selfish emplosers who are exploiting the children of the Nation a (By a Staff Correspondent) ADELPHIA 1 — sessions child dum Therefore the enemies of the bor amendment will seek a referer on this subject in every state where a ejection by the legislature does not ap rear certair And then having dis child-! “our most pressing peril,” amendment of the as one leaders « it. the amend Constitution in such manner as in mend the program Saturday last at the annual meeting of the “Sentinels of the Re public’ tn Philadelphia—-the “Sentinels being a national organization financed by antilabor interests and which pro its aims to be ‘lo provide That is the essence of isclosed on claims Clearing House for Patriots who seek to ouse the people to the dangers of the The meeting was open at two of the sessions to the pul ind the press and LABOR’'S representative wv nt those sessions sk we Organize Against Children It was originall: announced that Charles G. Dawes, Vice President elect of the United States, was to be there and to speak, as was also Senator King of Utah Neither Mr Dawes nor Sen ator King appeared, howeve: It was for the announced purpose of “organizing the people of the United States against the child-labor amend- ment’ that this meeting was held, and the entire day was devoted to the sub- ject There were present “sentinels” from the National Association of Manu lfacturers and from the Pennsylvania | Association of Manufacturers: from the |New York Commercial; frem the ex-anti- ‘We'll Keep’Em at W Hold eee i in Philadelphia and hee Scheme to “Sentinels of the Republic” | Prevent Child Labor Amendment Being Ratified by Forty State Legislatures jan many Program of the “Sentinels” reasserting their muny times and Besides opposition to the ways amendment the ‘Sentinels’ laid out a P ram for orgamization in every state vnih to secure from every te leg on of the amend islature reject ment or else a referendum on the ques thon which referendum thes to make equivalent to launching such a propa propose as in Massachusetts & rejection by ork in the Mills’| stg eee Ringette igre ag George also assured the “‘senti- nef&hbors on this question, sa ‘ f nels” that they need not fear the New only when I can reach . minds : , | York legislature would ratify the child- Americans who came over before the |i...) amendment. “We have some- | 1 Libert League, aiso trom the | \mertcan Constitutional League and Women's Constitutional League, iF from the National Security League trom the American Defense Society and still other © sentinels’ seemed to jhave come, at large from states The membership blank states that “there is no initiation fee, there ane ion f itdu rhe meetir neid in the spacious elecance of the Bellovue Stratford Hotel as presided ove by the chairman and chief sentinel Louis A Coolidge of Bos on niulhenawe treasurer of the United =hoe Machinery Corporation —— Springfield Union; by “sentinels” from the University of Pennsylvania and Princeton, and by various other “senti- | nels.’ A letter from President Nicholas | Murray Butler of Columbia University —the most hopeless reactionary con- | nected with American educational in- | stitutions—was also read by the chair. man “Something Is Going On” “Daddy” George, as the chairman in- troduced him, head of the George Junior Republic, closed the meeting with the} Ls a 1 8. RI sentiment that “any youth who can sup. And anothe - er ogy ony Phe al of | | Port his father or mother is not a child, Childs row of Minnesota, but onc and should b ! y Massachusetts, speaking of the difi- a be allowed to work if he wants to.” culty he had to convince his Minnesota Mr. Revolution that I can appeal to them on thing going there at present the same this Question as in Massachusetts, and it's coming Back to the 18th Century along in good time," he said. Which seems to be a “Sentinels” way But they say they've got the mem- of saying that his economic philosophy {1 pore of the New York legislature pledged ¢ the same as that of the old lussez |for ratification. How about that?” said faire school of pure individualism which |th the. hatrman i | prevailed in the eighteenth century, be Don't worry," was the reply. “Those | fore the age of machinery pledges won't count for anything when We sentinels have not organized in, We come along ™ | Minnesota, however : Mr aay -_ Headquarters at Washington inue " Manufacturers Associa a cogs | tinued vine Ke he amendment, of The “Sentinels of the Republic,” in | tion is opposed to ee : ther words ‘il tt p course, but unfortunately they are not OtMer Words, will attempt to be to the | | U ' : : national campaign against ratification in very good repute in Minnesota, 2n« of the child labor amendment what the | we do not wanc to crystallise the a “Citizens’ Committee for Protection of | so that the supporters of the! |Our Homes and Children” was to the an ena nent could point a finger at us Massachusetts ee | nan t rainrst this amendment as never was tn the words of the chairman Their propaganda machinery accad ing to various sentinels who spoke, tn cludes the publicity bureau of the Na tional Manufacturers’ Association. the New York Commercial’s special service | to 500 newspapers carrying allegations of bolshevistic, communistic or red connections on the part of originators and supporters of the amendment, and the columne of “The Woman Patriot, a semimonthly journal of the ex-anti suffragists which devotes itself largely to an effort to discredit women in public life or in positions of leadership in wom- en's orgarizations Cross-Section of Negatives The meeting of the “Sentinels on Saturday, although aftended in the morning by about 40 and in the afternoon by not more than 100 men and women, was worth observing be cause it afforded so clear a cross section jof the opposition to the child labor jamendment and to all labor or social as pres | welfare legislation In other words, it confirmed and _ plainly stated the fact which has been emerging more and more vivid- ly since the child labor amendment was proposed in Congress, namely, that the opposition to this amend- ment represents essentially the or- ganized opposition of property in- terests to all measures for human welfare which may confilct with money profits. The group of “Sentinels Philadelphia are for individual liberty, | and “freedom of contract’’—no matter what the damage to society In the words of one “sentincl"’ who spoke with reat feeling, “I am opposed to all con titutional amendments that ever were gathered in. suffragist organization which operates| proposed or’ ever will be Proposed that ‘ from of- including the the Constitu- Woman Patriot; organizations, Leazue and | through the ficial “wet Moderation ERE THE ‘JUDGE "7 an Acomiens court trying a case involving the abuse ok, a ‘child, he | would insist in the name of justice that the jury consider not only the statements made by wit- nesses, but also any personal interest which those witnesses might have in the outcome. Child Labor Amendment is now before the jury of the American people. those who favor the adoption of the amendment differ in their outlook on civic problems and in their Not to consider the reasons back of the attitude which individuals and organizations take on this important question is to disregard a factor essential to a just decision. Teachers personal interest in the outcome. jinterfere with |was langueges, individual liberty ° an elderly professor He of ancient | n hief campaign — the smoke \ tter from James A. Emery... : } screen for the manufacturers who want Pe a and lobbyist for the National |/+, prevent effectual regulation of child Manufacturers Association, Was re id labor ite the meeting hy the chairman, and} They have opened headquarters in short speeches were made by Austin iy-. chington, in the Home Life Building. Fox sentinel” from the Moderation 4 few squares away in the Union Trust League an organization existing for the T Ruinging is the office and lobby head- piimaey purpose of opposing the Vol- quarters of the National Manufacturers’ steal Act by Alexander Lincoln, a “sen Association, and the ‘“‘National Commit- tunel from the Constitutional Liberty Tig. fo. Rejection of the Twentieth | League which, it was explained, existed |. enament.”” composed of seven mem- for other purposes in addition to the}icre iy of whom represent big manu- | opposition of the prohibition laws; by facturing interests, the seventh a big | 1H Stanwood Mencken, “sentinel on mail order house “The Woman Pa- the National Security League. bs Ri ~ |triot” office is within another short| sell Whitinan, “sentinel” from the atti block. These three offices will no doubt | | York Commercial; hy Morris Sherman}. | ine sources of the “propaganda such sentinel from and editor of the is never was,”’ to which Chairman Cool- idge alluded. Ww VASHIN GTON, B.C. : SATU RDAY, DECEMBER, 13, 1924. i A NATIONAL WEEKLY NEWSPAPER Labor Bldg., 10 B St. S. W., Washington, D. C. Ownership and Editor ial Cc entrel. —LABOR is ow ned by the Associated Recognized Standard Railroad Labor Organizations and is their official Washington weekly newspaper It is not conducted for profit and dees not accept paid advertising of any kind Its editorial policy is determined by the following committee selected by the chief executives of the associated organizations: Representing Group 1.—1] F. Wills. Assistant Grand Chief and National Legis- lative Representative, Brotberhood of Locomotive Engineers; L. E. Sheppar(, President, Order of Railway Conductors Representing Group 2.—William 1! Johnston, President, International Associa- tion of Machinists, James P Noonan, President, International Brotherhood of Electrical Workers Representing Group 3.—Thomas M Pierson. Vice President and National Legis lative Representative, Order of Railroad Telegraphers; F. H. Fljezdal, Grand President, United Brotherhood Maintenance of Way Employes and Railway Shop Laborers. | Edw ‘ard Keating, Manager Subscription F. rate . E ntered as second. class mail matter at the post office at Washington, D. i All Power is Inherent IN the People. T herefore_ AN Power TO the People. The and parents are the natural defenders of childhood. They will wish for all children the good things of life that they cherish for their own. themselves—shall have justice. They will firmly insist that the child wage slaves—too weak to defend [54] Those who oppose as well as_ | th w m sii E to In Su ae Ss. we _ Education in Germany J. B. SuLiivaAn Instructor in Education, George IVashington University, Washington, D.C. HE GERMAN EMPIRE, es- tablished in 1870, was composed Of these Prussia held the leading place and influential in the establish- The King of Prus- The through his almost absolute of twenty-six different states. was most ment of the empire. sia became Emperor of Germany ‘ Emperor, control of fluence over the other states. Prussia, exercised great in- This in- fluence resulted from the Emperor's power to appoint members of the Bun- desrath, the upper legislative house. This appointive power enabled Prussia to veto any legislation unwelcome to Prussia, even though favored by the other states. Legislation intended to reform the constitution, tariff, or navy was doomed to failure without the sanction of Prussia. ‘To Prussia was allotted the chairmanship of all stand- ing committees in the Bundesrath. This strong centralization of control ex- tended to the affairs of the individual states, education proving no exception. The educational system of Prussia is similar to that in the German states. Its pre-war. organization was as follows: other For administrative purposes, Prussia was divided into thirteen provinces. Each province was divided into govern- ments, Regierungen. Each government in turn was divided into districts,K reise, subdivided again into rural and city. At the head of the system was the minister of education, appointed by the king and held directly responsible to him. Each province had its Provincial Board of Education, nominated by the minister and approved by the king. The control of the and higher schools was divided among the members of these boards, who, in turn, were held responsible to the higher au- thorities. It was the duty of these boards to look after such matters as plans for school buildings, examinations, textbooks, and which prepared pupils for the university. There also existed many municipal sec- ondary schools. primary, normal, inspection of schools These schools were-un- der the control of local boards, com- Posed of the mayor, certain members of the town council, and others elected to the position. These boards were held accountable to the Provincial Boards. . ae , ‘ Next in power below the Provincial Boards were the governments. ‘The members of these bodies, two or three in each province, secured their positions through appointment, two being ap- the king and four by the Boards. The management of the primary and normal schools was pointed by Provincial in the hands of these boards, responsible, of course, to the higher authorities. EAUTIFUL Braubach on the Rhine is the only Rhenish fortress that through all the storms of the ages has remained intact. Marksburg Castle at Provision for the training and appoint- ment of teachers constituted a large part of their work. As previously indicated, each govern- divided into two types of school districts, rural and city. The official body in the districts was made up of the chairman and from three to five of the leading men in the community. The corresponding body in the city district was made up of the mavor and from three to five members of the city council. These officials had charge of such matters as attendance, teachers’ salaries, and equipment. The Prussian parallel system of schools as it existed previous to the war is probably well known to everyone. This ment was rural system furnished one type of [552 school for the lower classes and an en tirely different type for the upper classes Before the war, about ninety per cent of the attended thx common school, Volkschule. children of Prussia This Was an elementary school of eight years for the children of the common people. The took the children of the upper classes at the age of six and ] 0 rschule prepared them to enter the Gymnasium at nine. Before the war, Germany was we! supplied with commercial and industrial continuation schools to which the chil dren of the people could go after com pleting the eight-year common schoo! Attendance at the continuation schools was compulsory up to eighteen years of age for both boys and girls. Above the continuation school was an- other type of trade school called the Fachschulen. This school existed for the training of master workmen and superintendents of industrial establish ments. Completion of the continuation school courses, or five years in the Real- schule, was prerequisite to entrance to this type of trade school. This school charged tuition, and attendance was vol- untary. The typical German secondary school There are different types of this school character- ized by the length and kind of courses offered. ceive the pupils at nine years of age. for boys is the Gymnasium. In general, these schools re- The previous training was usually given in the Vorschule. The Gymnasium is a nine-year sec- ondary school including in its program of studies both Latin and Greek. The Realgymnasium differs from the Gym- nasium in that it omits Greek from its program of studies, while the Oberreal- schule offered neithgr Latin nor Greek. The Progymnasium is a type of sec- ondary school offering a x-year course including Latin and Greek in its pro gram. The Realprogymnasium .is dis- tinguished from the Progymnasiuft by A third type of thé the Real- schule, which offers neither Latin nor Greek. With the distinctions noted in the two preceding paragraphs, the curricula of the German offering no Greek. six-year secondary school is secondary schools com- 56 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION prised instruction in religion, German, Latin, Greek, mathematics, science, historical narration, French, history, drawing, writing, physical training, and singing. The the secondary school was to give a liberal main purpose of Prussian education, to students for en- to the prepare for the professions and govern- prepare trance universities, and also to ment positions. field, after 1908 practically the same education was pro- In the secondary vided for girls as for boys, but in sepa- rate schools. ‘The secondary training for girls prepared them for entrance to the women’s higher schools and to semi- naries for teachers of the higher schools. Before the war, teachers for the com- mon schools were drawn from among the children of the common people. Af- ter completing the work of the common school, they were required to take a three-year course in a preparatory school which fitted its pupils for entrance to the teachers’ seminaries. “The course in the length. common school teacher to acquire uni- normal school was three years in There was no provision for the versity training; consequently a very social distinction the ondary school teachers. tinction was not limited to the secondary teacher. An army officer married a common school teacher at the risk of When a normal school graduate received to a teaching position he was regarded as an employee of the state. His tenure was permanent except in cases of inefficiency distinct line of was common and _ sec- This social dis- drawn between losing his rank. appointment . or serious offense. The secondary teachers were drawn from the upper classes and were gradu- ates of the universities. “Their training in the universities was very thorough and highly specialized. As a result of the Revolution of 1918, the German Republic was established. The constitution of the republic pro- vides for fundamental changes in the school system. Instead of the parallel system providing one school for the com- mon people and another for the upper and wealthier classes, the new constitu- tion provides for one beginning school for all classes. This is called the foun- dation school, or Grundschule. It is to be a four-vear school attended by all children from six to ten years of age. Birth, social standing, and wealth are no longer to determine the type of early school the German child is to attend. However, it is believed that the wealth- ier parents will find some way to send The tvpe of higher school the child is to at- tend after he has finished the founda- tion school is to be determined by his interest, aptitude, and ability rather than by the wealth, influence, or position of his parents. Attendance is compffSéry. Auxiliary classes for pupils who ate un- their children to private schools. able to progress at the normal rate are formed as early as the must be than the regular classes. second year. much smaller Careful psy- chological studies of the children are These classes FEW MINUTES’ walk from the quaint walled town of Rothen- burg-ob-Tauber brings one to Tauber- thal, one of the most picturesque val- Past cultivated hilly slopes and green river meadows, past stately and the Tauber winds its way. . Y leys in Germany. farmsteads villages, made throughout the four years of the course. The results of these studies, the parentage of the children, and _ their health certificates are used as part basis for promotion to the higher schools. During the last quarter of the fourth year a survey is made to determine who shall be promoted to the higher schools. If parents are not satisfied with the findings and promotions of the survey committees, they have the right to ask a further examination for their children. This examination is to be held by a special committee composed of one rep- resentative of the school authorities, one man or woman representing the higher schools, and the classroom teacher of the pupils to be examined. February, 1925 ‘Two new types of higher schools jp. cluded in the developments since the war are the Aufbauschule and the Ober. The Aufbauschule is to be built upon the four-year foundation school, One of the main purposes of this school is to attract the more talented pupils from the rural and smaller towns, and to give them a training look. ing toward the higher callings. It jg thought by many that this should serye as a training school for those expecting to become teachers, and should lead to a similar type, but higher school for teacher training, connected with the university. The Oberschule is also to proceed directly from the foundation school. The courses in this school are to be made up of material designed to cultivate German ideals and _ attitudes, These courses are expected to keep the pupils in touch with the subject of their native land. For these reasons it has been urged that this school also should serve as a teacher-training institution. However, there is strong opposition to limiting those who expect to become teachers to the training offered by these two institutions. The opponents of such a movement say that it would result in the same narrow type of training that the common school teachers received be- fore the war. Instead, they say that the prospective teacher should be left free to take preliminary training in any of the secondary schools leading to the university. Since the war, the teachers’ seminaries for common school teachers have been abolished. Instead, teacher training is to be given after the sec- ondary school work is completed in a de- partment of the university established especially for that purpose. It is the intention of the authorities that every teacher shall have at least one year of university work. This it is thought will tend to break down the social barrier that has existed between the common and secondary school teachers. It will also furnish the teacher a more liberal education and a broader outlook on life. Another very hopeful tendency that has come into the German schools with the establishment of the republic is the greater freedom allowed _ individual teachers. This is especially true in the early years of the foundation school. Within certain limits, the teacher is free to arrange his own schedule, to deter- mine the length of the periods, the kind of subject-matter to be used, and how long a particular study shall be pursued. The wisdom of such freedom is undent- able, so long as the teacher is qualified. schule. sections that left any the hers’ hers cher a de- shed the very ir of will rrier \mon will beral life. that with s the idual n the hool. : free leter- kind how sued. deni- ified. Not merely in matters material, but in things of the spirit. Not merely in science, inventions, motors, and skyscrapers, but also in ideals, principles, character. Not merely in the calm assertion of rights, but in the glad assumption of duties. Not flaunting her strength as a giant, but bending in help- fulness overasick and wounded world likea Good Samaritan. Not in splendid isolation, but in Christlike cooperation. Not in pride, arrogance, and disdain of other races and peoples, but in sympathy, love, and understanding. Not in treading again the old, worn, bloody pathway which ends inevitably in chaos and disaster, but in blazing a new trail, along which, please God, other nations will fol- low, into the new Jerusalem where wars shall be no more. Some day some nation must take that path—unless we are to lapse once again into utter barbarism —and that honor I covet for my beloved America. And so, in that spirit and with these hopes, I say with all my heart and soul, «AMERICA FIRST.” From a Sermon preached in the National Cathedral, Washington, D.C., Sunday afternoon, September 7, 1924, by the Rt. Rev.G. ASHTON OLDHAM, D.D., Bishop Coadjutor of Albany. [57] Making a we? need for a better work and problems of the school by the public ts INCE the war the understanding of the a public- 7 : tek te total ity has become a vital part of the total But : ] being recognized. Educational educational program. in spite of the progress made in developing the work of school publicity, little has been technique by which done in school sugvesting workers can plan the most 1n- telligent and productive publicity pro- gram for their communities. ‘To this end the following is oftered as a sug- gestive approach to the problem: The first step may well consist of a careful analysis of groups in the com- munity, of the agencies available for giv- publicity, and of the seasonableness of school news and items ing educational of educational interest. In the analysis of the community such intormation as the following is of value: 1. What nationality groups compose the community ¢ a. Approximate numbers of each. b. Time in this country. c. Attitude towards schools and educa- tion. d. Attitude towards public and commu- nity affairs. 2. What occupational groups are in the community ? a. Approximate number of each. b. Attitude towards schools and educa- tion. c. Attitude towards public and commu- ¢ nity affairs. 3. What other found in ? community ? the groups are a. Approximate number of each. b. Extent to which they exert leadership in the community. c. Attitude towards the schools and edu- cation. d. Attitude towards public and commu- nity affairs. 4. Who are the individual leaders in the community ? a. Their occupations and interests. b. Attitude towards tion. c. Attitude towards public and commu- nity affairs. schools and educa- Native Americans generally accept the American idea of education and its sup- port by public taxation. On the other hand various European peoples have dif- ferent conceptions of education. A com- munity with a large foreign element needs a type of publicity for the foreign 58 ‘Tue JourNAL OF THE NATIONAL EpucaTion ASSOCIATION February, 1925 a Publicity Program ->ENCER , St. Cloud, Minnesota o members that will give them an jdea of <" représents . American lite. { what our public school Various occupational groups have dif- fering interests which are often reflected in their attitude towards the school and education. are many other groups in the } There 4 each average community, viewing the school from a somewhat different angle depending upon its group interests and background. So far as possible these different groups should be recognized and their particular attitudes toward schools and education discovered. In every community there are usually a few men and women of great influence whose thinking and attitudes toward education are accepted by others, and if possible these attitudes should be found out. One individual is interested prin- cipally in one phase of the school work ; others in still different phases. Certain groups are misinformed or lack informa- A foreign group may need pub- licity which enlightens them as to the justice of compulsory education and the American idea of education for citizen- and equal opportunity for all. Another group may need a better under- standing of kindergartens as a part of the school system. ‘here may be a cer- tain group of financial leaders in the community who are misinformed or mis- construe questions relating to finance. If the budgetary expenditures can be explained to them and they can be convinced as to the wisdom of finan- cial policies, their judgment will often be accepted by the rest of the community. A tew well-directed efforts are superior in their general effect to much random publicity which often fails to make an impression. tion. ship school The specific and general needs having been determined so far as possible, the next step is to analyze the community in terms of publicity agencies and the extent to which they are available. The following are some of the agencies which can be used in the average city: 1. School activities hn School children Teachers Newspapers > Bulletins, annual reports, and circular letters 6. Mothers’ clubs . School paper 8. Civic organizations 9. Luncheon clubs 10. American Legion 11. Motion picture houses 12. Lodges 13. School visitation 14. Personal contacts with individuals These agencies having been listed each can then be considered as an avenue through which group or individual needs can be reached. ‘The newspapers are probably second in value only to the schools themselves as publicity agencies, yet many people in the community do not read the papers and many others cannot be reached as they should be reached through them. The activities of school children in general touch only parents with children in school. It is also true that man and even mothers take no in- terest in the school work and activities of their children. Although the pupils and their activities are perhaps the most important publicity agencies, they touch only a portion of the comm: nity. fathers After deciding which agencies can be the most effectively used, the next step is to determine the ways in which they can be used. It may be possible to get speakers on chamber of commerce pro- grams. As the members represent the business interests of the community, it might be felt that one talk on the work of the evening school in the fall and a talk on some phase of school expendi- tures in the late spring would be the most effective. A place on the pro grams at these times can then be ar ranged. Various items of interest about the schools and education are more or les of seasonal interest. Discussion of new activities and expansion of work might best be given at the time of the super intendent’s annual report and in the first month or two of school in the fall. Questions as to school expenditures would logically precede the making of the annual budget. A discussion of the curriculum can often precede and follow the opening of school in the fall. The results of tests given in the spring and achievement of pupils may be taken up at that time. A program which has been worked out along the lines suggested should er able the school executive to get a greatef return in public confidence and securé@ better appreciation of the work and prob lems of the school. pro rept plai Na cre: pos ine nal Ass tio! yea dir shi pre ber Hi tric thi Sup sup ext Sta ind tha are ite! out tic: th ma Sta of of pe te; pr St gi St pach nue eeds are the cies, ' do hers a in dren nan} "ities upils the they 1mu- n be step they ) get pro- the y, it work nd a endi- » the pro- - the’ ~ less new night uper- first fall. tures gz of f the low } n up yrked d en- eater rea The Journals Annual Roll Call Reports of -ducational Progress During 1924— Concluded N THE JANUARY issue of THE JoURNAL appeared the first part of the annual survey of educational progress. Since it was published, other reports have come in fully as optimistic in tone as those already printed and plainly showing that the schools of the Nation are improving. Arkansas—Special legislation which in- creased the State revenue for school pur- poses, through a tax on tobacco and a gross income tax, and the establishing of the Jour- nal of Education of the Arkansas Education Association, have been outstanding educa- tional achievements of Arkansas for the vear 1924.—Annie G. Griffey, N. E. A. State director, Little Rock. California—Increase of N. E. A. member- ship 51 per cent during past year, making present membership over 14,500; large num- ber of new and modern buildings for Union High School districts and consolidated dis- tricts, making the one-teacher school a rare thing in California; raising the quality of supervision by requiring administrative and supervision credential based on training and experience.—William P. Dunlevy, N. E. A. State director, San Diego. Connecticut—(a) First step toward fiscal independence of boards of education, viz., that moneys granted to boards of education are lump sums and transfers from item to item are made by boards of education with- out appeal to finance boards. (b) Prac- tically 100 per cent acceptance of State cer- tfication of teachers, since the law was not mandatory for teachers remaining within a given town.—E. E. Cortright, N. E. A. State director, Bridgeport. District of Columbia—The passage of an adequate salary bill for the public schools of the District of Columbia by the Congress of the United States and the educational im- petus due to the Washington meeting of the National Education Association. — Harry English, N. E. A. State director, Wash- ington. A Georgia—The great interest shown by teachers in a strong united body of their profession for the better improvement of the State’s schools. The convention year ended with 5000 members, an increase of prac- tically one hundred per cent. The officials of the Georgia Education Association now have on a campaign for the organization of county units as branches of the State asso- tiation. It seems at this writing that the drive will be one hundred per cent success- ful—Kyle T. Alfriend, secretary, The Geor- gia Education Association, and N. E. A. State Director, Forsyth. LPO Pon /Maine+A marked increase in professional and rf his axim, ins 0 en- ie the Upon meas- noney use- 1 two tions ty ot gen- tor is kind have edu- pos- orted Com- n Li- hing, > sal- ation have itions ealize brary omen and with with Vol. 14, No. 2 ‘Tre JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Cincinnati INCINNATI, literally, is a city set on the hills. Along these finger- ridges the city has reached out for its latter-day growth; between them it has conserved the natural woodlands so that ravines form parks, and it has set aside the crests of others—notably Mount Adams, where a beautiful, if bleaker, Eden discloses reservoirs fashioned like lakes and a utilitarian water tower at- fords a panoramic platform. In situa- tion Cincinnati is not unlike Washing- ton, D. C. Both occupy natural amphi- theaters with broad, gracious rivers to the south; but the rises in Cincinnati are sharper-cut and step-like. The high hills that rise behind the old city nucleus have given Cincinnati trans- portation features unique among those of North American cities. Like Valparaise, Chile, which has abrupt hills behind its flat business district, Cincinnati has had to resort te inclined elevators to hoist its people to the upper levels. More strangely still, one may see street-cars ‘ and automobiles on these inclined lifts— virtually “land fences’—being whisked up to waiting tracks or highways hun- dreds of feet above. Its status as a manufacturing center of prime importance has not come to Cin- cinnati by accident. The city is a shin- ing example of the profit of being at the right place at the right time. It was the first important community to rise in the middle Ohio Valley just before the great westward movement of population; its nearby farms were yielding a surplus of food products while other communities were still struggling to live; and when the newer towns had solved their own food problems, Cincinnati had advanced to a manufacturing basis and was ready to supply them with the many things be- sides bread that man must have. The city thus has been consistently one jump ahead of its competitors and as a‘result has skimmed the economic cream of the Ohio Valley. The story of Cincinnati’s early mer- chandising activities furnishes a business epic of the Middle West. Flatboat navi- gation of the Ohio-Mississippi began as soon as the town established itself and communities with which to trade sprang up. Hogs were turned into pork prod- ucts (the beginning of one of Cincin- Nati’s greatest industries which gave it —_— *Prepared especially for THe Journat of the National Education National Geographic Society. Association by the one nickname, ‘‘Porkopolis”). Wheat was ground into flour, and surplus corn was made into whiskey. The merchant skippers of Cincinnati piloted their crafts laden with these products as far as New Orleans. Many supplies went to the plantations of the South; some were ex- ported to the West Indies and the At- lantic coast. Water traffic up-stream on the Mississippi and Ohio was impossible, so that Cincinnati merchants became the Ulysses of many Odysseys. After their last goods were sold in New Orleans they had to make their way home through the Indian country of Mississippi and ‘Tennessee, or sail up the Atlantic coast and return by way of Philadelphia and Pittsburgh. With the development of the steam- boat after the War of 1812 the Ohio- Mississippi became a crowded trade ar- tery and Cincinnati reached the height of its prosperity as a merchandising cen- ter. The location of the city is so strate- gic that when the steel roads began to supplant the water highways every Mid- dle West trunk line put a terminal at Cincinnati. The citizens were ready for the new era, had made manufacturing their chief activity, and were soon ship- ping by rail their products in all direc- tions. In fact, Cincinnati was so con- vinced of the economic value of railroads that it built one of its own, the Cincin- nati Southern, and thus became the only American municipal owner of a life- sized, cross-country railway. Cincinnati is the namesake once re- moved of the sturdy old Roman patriot, Cincinnatus. The first settlement on the site, established in 1788, was named Losantiville, but in 1790 Governor St. Clair arrived and changed the name to “Cincinnati” in honor of the military order of officers of the Revolutionary War. In Fountain Square, the principal traction lines of the city converge, and from there they radiate to the city’s ring of charming suburbs. In this central square is one of the famous fountains of the world. It was cast in bronze at the royal foundry at Munich. Its symbol- ical figures tell the story of man’s debt to water. Another of the city’s art treas- ures is the equestrian statue of William Henry Harrison, which recalls that Cin- cinnati was the center of the famous Log Cabin Campaign that projected the first Harrison into the White House. In Cincinnati, too, was the home of Ruther- 61 ford B. Hayes. cinnati also gave the United States two of its Chief Justices—Salmon P. Chase and William Howard Taft. The Cincinnati school system is un- usual in having under its jurisdiction a Besides presidents, Cin- great University. The University which bears the city’s name is an interesting growth from some of the town’s historic institutions. One of these institutions was the Astronomical Society, which it would seem was an early pioneer in the popularization of science. The city always has been cosmopoli- tan. In 1819 one observer noted that on a walk down the street he could hear three or four languages spoken. This cosmopolitanism is one of the charms of the city today, a community whose Amer- icanism is proved, mind you, by its rec- ord percentage of native-born people. Its German population has taken its cue from Munich, whence its beautiful foun- tain came, rather than from Prussian cities; and its “German-Americanism,” if one must insist on hyphenation, has ex- pressed itself in its excellent symphony orchestra, mumerous simging societies, and quick climbs over the top in Liberty Loan drives. In the Cathedral of St. Peter, the city’s handsomest religious edifice, is the priceless altar piece, Murillo’s “St. Peter Delivered.” One of the most widely known bits of statuary in Cincinnati is the figure of Lincoln by George Grey Barnard in Ly- tle Park. The city’s love of art is com- parable with its passion for good music. Not only do the Art Museum and the Art Academy, the churches, and its Uni- versity afford beautiful paintings and decorations, but the American Federa- tion of Arts lists seven of the city’s schools which contain decorations or paintings worthy of the artist’s study; and in this same list, prepared purely from the standpoint of the artist, are panels and pictures in banks, office build- ings, clubs and hotels. Cincinnati, like other great American cities, has its housing problems. There has been a marked industrial decentrali- zation in recent years, numerous large factories moving from the congested busi- ness districts near the river to oust corn farmers or dairymen from locations on the city’s rim. These factory migra- tions created an anomalous condition. Thousands of workers now commute into the country to their daily tasks and ride back into the city for their nightly abodes—reversing the usual order for commuters, Teachers Loan and Relief Funds ANY LOCAL of teachers are organizations engaged not only in the study and investi- gation of problems for the improvement of their profession, but in giving assist- ance to those less fortunate than them selves. Living is a complex aftair and everyone must of necessity be interested in others and their struggles. The fellowship or loan fund is one of the activities of teachers’ clubs which has developed in recent years. Among the cities with a fund of this kind are Cleveland, Ohio; Grand Rapids and Kalamazoo, Michigan; Kansas _ City, Seattle, Washington. \ccording to reports received it has the enthusiastic The Boston Teachers’ Club has maintained a Relief Fund past thirteen years. The Cleve land Teachers’ Federation Emergency Loan Fund was established by direct for the purpose of aiding teachers in need of Missouri: and support of teachers. for ex-teachers for the vote of the teachers financial assistance because of illness, re- tirement trom service, or other causes. It was started by a voluntary contribu- tion from the teachers in June, 1923. \dditional sources of revenue have been the proceeds from the Yearbook of the and from a lecture course. It has been proposed that all royalties association paid to teachers and administrators re- sulting from the use of their books in the Cleveland schools be contributed to the loan fund. This should add sev- eral thousand dollars. Loans are with- out interest and although the notes state a definite time of pressed for payment until his financial Thus far eight- een teachers The fund is administered by a board of trus- tees consisting of the chairman of the of the Federation, payment no one is condition warrants it. have been assisted. welfare committee the three vice-presidents, and two ad- visory members representing the admin- istrators. A retired teacher who has been ill for months is now being paid $50 monthly and a number of similar cases have been given assistance. “Tem- porary relief is given to others. The Grand Rapids Teachers’ Club Loan Fund had its origin in a small trust fund and to this have been added small gifts, proceeds from lecture 1 This is the second of a series of articles on the activities of teachers’ organizations prepared by Miss Agnes Winn of the Division of Classroom ervice, NOT what we give but what we share For the gift without the giver is bare; Who gives himself with his alms feeds three, Himself, his hungry brother and Me.—Lowell. courses, and other earnings of the Club. Assessments are sometimes made upon the members. It is now maintained as two funds, one for hospital and sickness, another for travel and study, the maxi- No interest is charged on the first one, but the rate mum amount being $200. of five per cent for six months is placed on the latter with the privilege of re- newal. In a few needy cases gifts are made outright. The fund, administered through a hospital committee of ten members meeting monthly, was _ estab- 1915 and “it has proved a boon lished in according to the Club’s president to many teachers in a tight place.” The Teachers’ Club Emergency Loan Fund was created by assessments on the members of the Club and is available only to members of the organization. Loans are made on notes pavable to the Teachers’ Club in thirty, sixty, or ninety days, drawing interest at the rate of six per cent after thirty days, all interest collected being placed in the Fund. It is administered by a governing board of three members who determine the amount to be loaned to any one person. Fifty people have made use of it since it was established in the fall of 1922. The Kansas City Teachers’ Club Linnie Benjamin Fund is available to members of the Club only. Applica- tions may be filed through March and April up to May 15 and loans may be returned throughout the vear in monthly payments. ‘The maximum loan is $100. This service is for assisting teachers in times of sickness and trouble and in sup- plementing expenses incurred in profes- sional study during the summer. ‘The governing body is a board of trustees and a secretary. The Seattle Grade Teachers’ Club Fellowship Loan Fund was established in the fall of 1921 and the rules govern- ing it were made a part of the consti- tution. A sum of $500 is set aside each year from the dues of the Club for this Kalamazoo [62] administered by the ‘Teachers’ Interest Committee, whose duty it is to thoroughly investigate the applications for the loan and submit its recommendations to the executive board. member of the Club in adverse circumstances may borrow from the fund without interest or with inter- est not to exceed four per cent. Nine loans have thus far been made. Teachers’ Club Relief Fund was established in 1910 by a few of the women teachers of Boston when a case of acute need was brought to their at- tention. A committee from the Club Was appointed to investigate other cases and this resulted in the first call to the entire membership for a voluntary con- tribution to be used in aiding former teachers. Over eleven hundred dollars received. Every year since that time the president has sent out a Thanks- giving appeal inviting each member to participate in a Thanksgiving offering, which ts fund, Any worthy » Boston was which has maintained the relief fund. ° During 1923 contributions amounting to more than $2,000 made possible the extension of this service. During the vear ending June, 1924, over $1,800 was paid to beneficiaries. The commit- tee in charge thoroughly investigates every application and determines the best way to meet the needs of each case. The payments are forwarded quarterly. If the funds permit, a New Year’s greet- ing of $10 is sent to everyone on the list. The chairman of the committee writes: “It is impossible to estimate the comfort and happiness which the gifts have brought to the recipients of this friendly aid. Such deeds have no meas ure, but the sincere letters of acknowl- edgment show the depth of feeling which has been stirred in the hearts of our friends who through physical incapacity are mo longer able to keep step with us in our day’s work.” The Brockton, Massachusetts, Grade Teachers’ Club has each year since the war cheered the ex-service men in the Brockton hospitals at the holiday sea- son by sending them sweaters, fruit, magazines, and candy. Since there is little need for this activity now, the funds used in this way have become part of a fund for supplying rubbers to chil- dren who are kept from school on ac count of weather conditions. Pittsburgh teachers give temporary aid to retired teachers not eligible for a pension. en M Cc Pa De det ir as ant tric lea due acq hay cov lac! por wh is | of | the sult the it i we spe ent! ind self cati the fut tha the tion mot met cre; pro thos ing and liey cra the rise inal spri Rw Sta the 10se the - Its ard. rom ter- ine reet- the ittee the gifts this 1eas- owl- hich our acity h us rade - the the sea- ruit, eis the part chil- ) ace urgh rired NTERESTING programs given before the Department of Rural Education which met in the Auditorium of the Department of the The first program dealt with Rural Education, a Field of dmerica, and was ably discussed by Miss Florence M. Hale, Mrs. John F. Sippel, Mrs. John B. Cleaver, Mrs. Katherine MI. Cook. In discussing the function of the Par- were interior on July | and 3. Service for the JV omen of and ent-l eacher Association in rural schools, Mrs. John B. Cleaver, chairman of Country Life, National Congress of Parents and ‘Teachers, Middletown, Delaware, said: To bring people together, to make them better acquainted, and to let the differences, iginating in misunderstanding, disappear as they become better acquainted with one another, is a splendid beginning in any dis- trict. Time and time again I have been told, in districts in which it was difficult to find leaders, that the hesitation of the people was jue solely to the fact that they were not acquainted with one another. After they have gotten together a few times, they dis- cover what they have been missing through lack of contact. Gradually they acquire the power of self-expression and reach the stage where a discussion on constructive subjects is possible. The result is a crystallization of public opinion that will completely change the community life. The material gain to a school which re- sults from a Parent-Teacher Association in the district is valuable, in the main, only as it indicates the fulfilment of a spirit which we are working to create—an interest in a special school, contrasted to indifference; an enthusiasm for the public school as the most indispensable institution, after the church it- self, in all of our American life, and a dedi- cation to its finest possible development for the benefit of our children and our Nation’s future. But nothing can be more important than a clear comprehension at all times of the sphere of the Parent-Teacher Associa- tion. If it sinks to the plane of a mere money-making agency to buy school equip- ment, it is indeed negligible. If it works to create a sentiment which will make such a procedure unnecessary, it is a vital part of those forces in the country which are work- ing for things that are really constructive and of permanent worth. The Parent-Teacher Association, as I be- lieve in it in the open country, is as demo- cratic as the school itself. It is the people, the supreme body before which all things tise or fall in a republic. Plans that orig- inate in such a group must succeed, for they spring from the wishes of the people. Mrs. Katherine M. Cook, chief of the Rural Education Division of the United States Bureau of Education, gave an in- Department of Rural Education spiring address on d Brighter Future for the Rural Child. Good school systems do not spring up over night out of the nothing into the here. As we do our duty, fully or temporizingly, this She said in part: foundation will be laid with understanding intelligence, and foresight, or superficiall, and without vision of the meaning of educa- Before ad- equate progress can be made in rural edu- tion in a democracy. cation, we must know—especially farm ACY CAMPBELL, president of the Department of Rural Educa- tion, president of the Iowa State Teach- ers Association in 1923, and head of the Department of Rural Education in Iowa State Teachers College since 1913. people must know fully—the significance of school conditions as they now are in the majority of rural communities. To know the truth and to face it uncompromisingly seem to me to be the first steps toward a brighter future. . . . Particularly will the rural school systems of the future insist on a prepared and ex- perienced supervisory and teaching staff. At present, it seems probable that farmers pay more for education and receive less than citizens of any other class. As proof of this, one need only examine into the number of administrative and visory officers, as well as teachers trained in our colleges and normal who go, after graduation from these institutions, to service in city systems and remain there. Data on this subject indicate that only a negligible number of teacher-preparing in- stitutions in the United States send as many as half their graduates into one- and two- teacher schools. Few if any of our State universities assume a just their very super- schools share of [63] responsibilities toward education, especially as concerned with the efficiency and training of rural superintendents and In 34 of our States, 50 per cent or more of the population is rural. In supervisors. them the farming population is the backbone of many ot economic stability. of these Yet in a large majority States experience and observation show that the normal schools and teachers slleges render comparatively little service to country schools and country commu oe Certainly the rural school of the future will give full consideration to the increased knowledge we now have of the effects which the selection of a good school site, sanitation, ventilation, heating, and the general hygiene of school buildings have on the health and progress of children. It give full consideration to the beautiful surroundings school must also effect that have on the and spiritual life, the formation of characte: and ideals. Time and moral experience have proved that good buildings are not a ques tion of alone. Thought and some knowledge of architecture, and an ap- preciation of the place that art has in educa- tion are essential. money care, Generally an appropriate and beautiful building costs no more, may even cost than an inappropriate and The rural school of the future must be a place of beauty, exemplify- ing the best we know in school architecture, and providing, from an hygienic point of view, for the best interests of the children housed within it. Within and without, equipment must be abundant and modern in character, at least as good as our best rural schools now have. An auditorium, ample laboratory facilities, playground for games and athletics, where ‘hildren learn to love and use the great out- of-doors, are accepted essentials of modern less, inattractive one. schools. The second program, dealing with the topic, Contributions of Rural Education to National Life, included C. J. Galpin, Julian E. Butterworth, and Mrs. F. C. Beverley. The first speaker, C. J. Galpin, of the U.S. Department of Agriculture, gave an enlightening address on the Countr; as the Economical Basis of National Life. He cited interesting statistics about farm population—first, that it comprises nearly 30 per cent of our total! population and not only overtops the others in point of numbers, but in point of homogeneity of characteristics it has As to the net wealth of the farm group, Mr. Galpin quoted statistics no equal. for 1920 which gave the net worth of all farm classes as 2114 per cent of the total of the Nation. nual income of this farm group in 1919, wealth The an- he said, reached the high-water mark of 20 per cent of the National income. 64 THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION In regard to the children reared on the farm we quote Mr. Galpin as fol- lows: No other large group of the Nation has so many children as the farm group. This economic fact is of special interest to edu- cators. In the United States as a whole there are 12.9 per cent more children under 21 years of age in the farm population (and this excludes all village and small-town pop- ulation) than in any equivalent population group dwelling in cities. The city appears to be a poor place for children; city women have not the chance to mother much there; there isn’t space enough for children; there isn’t pure air, sunshine, quiet enough. The city is a place for business to be born, to grow, to reach achievement; but it is no place for the home. The farm home proves to be the ideal place for children, and there the children are found. In fact, there is at present an excess of four millions of children among the thirty millions of farm people, when compared with thirty millions of city people. What is the purport of this fact? The farm cannot use its share of adults over 21 years of age, but the city can. The city uses 12.9 per cent more of adults than does the farm. Therefore, the farm, as _ these excess children come of age, will send them to the city. The farm is sending in a con- stant stream its excess young adults, who, born, reared, nourished on the fat of the land, in space, fresh air, sunshine and ap- prenticed, mind you, to the habits of work, go to the city as the best recruits industry has, the best recruits the arts, the professions, the trades have. This regular supply of labor, of brain-power, of race potency to city population and industry, is a contribution which rivals in an economic way the farm’s contribution of raw food and fiber to the Nation. This is the economic fact from which rural educators will get the answer to their question: Will it pay to educate the farmer? Educational Resources of Country Life was the topic discussed by Julian E. Butterworth, professor of rural edu- cation, Cornell University. We quote as follows: One of the most obvious of these resources is the out-of-doors. Its great variety of ani- mate and inanimate objects—flowers, trees, fruit, crops, birds, animals, stream, and grove—make possible a variety of experi- ences. This environment, in its more nat- ural state, is characterized by its availabil- ity; it is right at hand instead of ten blocks away and there are few “keep off,” “don’t mark,” “don’t pick the flowers” signs. Plants may not only be seen and studied in their habitat but taken home for further enjoy- ment; trees may be climbed; berries may be picked; wild animals may be pursued and domestic ones petted. These sensory ex- periences of sight, hearing, touch, smeli, and the like furnish the materials for a multitude of perceptions that are not only satisfying but useful. Another resource is the opportunity that exists for freedom of movement in early physical development. To the country child, February, 1925 space is practically unlimited. In early life he may play in the yard; as he grows, he may roam the fields, relatively free from danger. This gives opportunity for develop- ment of the larger muscles so essential to proper physical growth. The importance of this may be realized when one contrasts the limitations of the city child who has no yard in which to play, or one with serious restric- tions as to size and variety of stimuli, and who dares not wander far from home for fear of being lost or kidnapped or injured by trafic. . From the point of view of health, the country has certain advantages which may be made more clear if we compare, for a moment, the conditions of rural and urban life. The evidence regarding health condi- tions in city and country is somewhat con- flicting, probably due to variations to be ex- pected in different communities. The most reliable data give the rural sections a lower death rate than the cities. People living in cities have greater chance of contracting contagious diseases, meet with more acci- dents, and have, generally, living conditions that make any unsanitary conditions that exist more dangerous. In the country, the difficulty of securing professional services, or carelessness in doing so, is a cause of the larger percentage of defects of a correctable sort. Education of people to the need of care in such matters, instruction in methods of correction and prevention, and a more adequate system of professional health serv- ice, including doctors, nurses, and hospitals, will make for considerable improvement in the rural situation. At the same time it appears safe to conclude that the country has health assets in its relatively unhurried mode of living, in its conditions that make possible and even demand exercise of the sort that keeps the larger muscles in form, and in its freedom from continuous, nerve- racking noises. . . There is opportunity to participate in mat- ters vitally concerned with successful living. Country life is particularly rich in situations that train in the development of initiative ———— and responsibility. For the younger child there is opportunity to run errands aboyt the home, to bring in kindling, to feed the chickens, and the like. For the older chilg there is the garden, the orchard, the lawn, the chores, and the care of the house. Cop. sider the educative value in giving a 15. year-old girl responsibility for planning ang preparing a dinner for the family or of g boy of the same age assigned the duty of l:eeping the fires, including all the operations, from the cutting of the kindling and the saw. ing of the wood to the proper disposal of the ashes. Unless we train children to do tasks about the home, we cannot expect them to have a proper sense of responsibility about their own homes when established. For this reason, parents should make it point to share with their children, as they are able, the consideration of family af. fairs—amounts and sources of income, the family budget for the next season, the jp- vestments that should be made, and the forms of recreation that should be sought. This is an opportunity that, one fears, js often neglected. A special feature of this session, and one that contributed greatly to the en- thusiasm of the conference, was the ex- temporaneous participation of a group of 100 women students from the sum- mer session of the University ‘of Del- aware. Those attending these meetings ap- preciated the comprehensive rural ex- hibits prepared by the U. S. Bureau of Education under the auspices of Mrs, Katherine M. Cook. The Department of Rural Education has since its creation in 1907 been one of the prominent departments of the National Association. It was reo ganized in 1919 with State supervisors and inspectors of rural schools, county superintendents, and persons engaged in preparing rural teachers for service. The officers of the Department for 1924-25 are, President, Macy Camp bell, State Teachers College, Cedar Falls, lowa; Vice-president, N. Searle Light, Department of Education, Hart- ford, Conn. ; Secretary, Mabel Carney, Teachers College, Columbia University, New York City; Treasurer, Mary E. Howe, Detroit Teachers College. HE START toward the stabilize tion of his own affairs may be made by any one. One cannot achieve perfect results acting alone, but as the example begins to sink in there will be followers, and thus in the course of time we caf hope to put inflated business and its fel- low, depressed business, into a class with smallpox-—that is, into the class of prt ventable diseases—My Life and Work by Henry Ford. ity the tion one the eor: sors anty d in for imp- edar parle { art- ney, rsity, liza- made rfect mple wers, » call s fel- with - pre V ork HE FIFTH GOOD ROADS Essay Contest was won by John Liska, a high school student in Wisconsin Rapids, Wisconsin. The prize, known as the High School Fire- stone Four Years University Scholarship, was offered for the best essay by high school students on the subject, “The Relation of Improved Highways to Home Life.” ‘This contest is one of the many opportunities to vitalize English teaching and to relate school work to life and problems outside of school. Liska is the fifth of a group of stu- dents to win this honor in as many years. When he is ready to matriculate, he will be the fourth in college under the gen- eral terms of the scholarship, Miss Katharine F. Butterfield, Weiser, Idaho, winner of the first scholarship, having graduated from Northwestern Univer- sity last year. Members of the National reviewing committee were Secretary of Labor James J. Davis, Merle Crowell, editor of the American Magazine, and Dr. W. O. Thompson, president of the Ohio State University. In the brief biography which the boy furnished the Board when he was in- formed that his essay had triumphed is revealed a struggle for an education. Although graduating from Farragut grammar school in Chicago at the early age of twelve, there was a lapse of five years before his circumstances would permit him to enter high school. In the meantime he attended night classes and found employment in various pursuits. Then his father purchased a small farm near Wisconsin Rapids, and while doing chores on the farm, he attended:a Wood County high school and was graduated from the two-year course in 1924. It was while here that he saw unfolded the tragic story of the two roads, which he later wrote into his essay. Until notified of his success in winning the scholarship, he sought employment in Chicago after graduation to secure means to further his college education. He will now be spared that necessity, for the scholarship is intended to defray all reasonable expenses during four years at any college or university in the United States that he chooses to attend, includ- ing tuition, room, board, books, and special fees. It is valued at approxi- mately one thousand dollars annually for four years. Liska has written from his experience Wisconsin Schoolboy Wins Scholarship Wisconsin farmer a story of realism describing the influence of home life following road development, and draws a parallel between conditions on this improved road and those existing on another road not yet improved. The prize winning essay follows: as the son of a The Relation of Improved Highways to Home Life By JOHN LISKA Isolation is the primary cause of the ignorance so evident in rural communities. Poor roads, more than anything else, have OHN LISKA, winner of the Fifth Good Roads Essay Contest for the best essay by high school students on The Relation of the Improved Highways to Home Life. This contest is under the auspices of the Highway Education Board, Washington, D. C. forced the farm home into a demoralizing isolation. The improvement of highways, making the consolidated school and _ social center possible, is injecting new life into homes formerly hopelessly isolated. Home life is broadened and enriched. Boys are willing to stay “down on the farm.” Girls cease to envy their city cousins and to leave home for “the bright lights.” Just a few minutes of travel on a partic- ular road leading out of the city of Wis- consin Rapids, will convince the most doubt- ful skeptic of the value of good roads and their influence upon home life. About two miles from the city this road branches. One branch is called “the left road”; the other “the right road.” The left road is almost always in a deplorable condition; the right road is hard surfaced. The homes on the left road are dilapidated, the front yards [65] scarcely recognizable among the tangle of broken machinery, old wire, and various - other objects placed “out of the way.” The stock, descendants of some of Grand-dad’s scrubs, is now so degenerated that scarcely any characteristics of a high-producing, profitable animal are evident. Can you expect the boy or girl to remain “down on the farm” under these conditions? Not one boy or girl living on this road has any education above the eighth grade, and very many have not even completed the cighth grade. These young people, many of them lying about their ages, have had to seek a “job” at the store, mill or factory, instead of completing their educations. Can home life be pleasant and happy where these conditions exist? The road to the right leads through land slightly more fertile, but more fertile only as a result of better farm management. No farm home on this road, for a distance of twenty miles, is without at least one modern convenience. Several farms are equipped with every modern convenience, both in and out of the home. The esthetic influence a good road exerts is very evident. Often it stimulates latent self-respect into practical expression. These people are continually adding some improve- ment in an honest attempt to beautify their home surroundings. Through diversification and rotation of crops they have succeeded in bringing their land to a high degree of fertility, resulting in a more stable income each year. They are sending their children to high schools, agricultural schools and uni- versities. A better education is teaching these children to realize the value of a true home. Before the right road was improved, con- ditions were alike on both branches. The improved highway alone made diversified farming profitable, made a better education possible and better homes a reality. On the left road the average farmer has, in a large measure, lost his self-respect and has allowed his home to fall below the stand- ard and has failed to keep in stride with the times. He is considered inferior to city people. Farmers, such as those on the right road, are again placing the farm home upon the pinnacle where it should rest, “The True Home of Man.” How necessary to that home is a good road! What a relief it must have been to those simple folk in Whittier’s “Snow- Bound” to have the road opened and the floundering carrier bring the village paper to the door! The left road may be compared to the snow-bound road, impeding progress, forc- ing isolation. The right road may be com- pared to the opened road, offering new op- portunities, new possibilities and new hap- piness. The right road is, in the true sense of the word, the “right road.” We must build more of them. Until this is accomplished, home life in isolated sections will, in the future, simply exist; but when all roads are right roads, these same communities, these same homes, will live. 66 THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION February, 1925 nneerieaaneiaa pc sce eee ee a2 2990 00 a0 ——00—— 9 fe Public recreation -is making it easy and | | attractive for people in all walks of life to IN OTHER | fe a ee a 0 a 0 nt nt UNDAMENTAL OBSTACLES to Prog- ress, an address to the State Associa- tion by Superintendent F. H. Bair, of Colo- rado Springs, Colorado, is printed in full in the December issue of the Colorado School Journal. Although stating that education is probably the most profound and far-reach- ing instrumentality for progress which man at his best has thus far evolved, the author adds: “Since we are facing obstacles to progress, let us note certain crippling limitations yet suffered in the field of education. “1, Education has by no means reached its necessary range. Public education means the education of the whole public—the adult two thirds as well as the immature one third. There are tremendous capacities for development in humankind. “2. Education must set about to lay the foundations of an enduring world order, based, not upon sword-rattling jingoism, but upon scientific methods of thinking and upon forward-looking, mutual understand- ings and procedures. “3. We must realize that, as Professor Swift of the University of Minnesota re- marks, ‘Education at present is neither uni- versal, democratic, nor free’-—that in the United States only 60 per cent of the chil- dren of school age are in school, that 2,000,- 000 leave every year without completing the elementary school course that the in- equality of opportunity in various States and counties, measured in number of days schooling, in amount spent per child, and in teachers’ salaries, varies by 300 per cent or more. “Add to this that the old district system, with fifty inadequate and parochial boards, and a county superintendent still chosen by political methods have become obstructive, and that education is not yet practically and effectively conceived nor realized as a State function, and you have difficulties enough to challenge any fighter in this field.” N THE IMPOSING special number of the Pennsylvania School Journal, 160 pages of the 200-page volume are devoted to pictures of Pennsylvania school buildings and advertisements connected with school- house construction. These photographs of modern school buildings afford an excellent opportunity for studying school architecture and indicate the educational impetus that is fast raising the rank of the Keystone State in education, In an article on the Philadelphia School Building Program, Louis Nusbaum, associate superintendent of schools, says: “The Philadelphia Board of Public Educa- tion in March, 1922, adopted a comprehen- sive building program to continue through a series of years, the ultimate purpose of which was to eliminate part-time, to reduce the size of overcrowded classes, to permit of needed expansion of activities and to 8 tt a te JOURNALS | is ogo replace buildings. The _ total amount of money required for these pur- poses was estimated to be about $36,000,000 in addition to approximately $4,000,000 of work then under contract. This amount did not take into account the sum required to keep pace with the normal growth of the city. worn-out “Increased building costs of the past two years have swelled the original estimate to something more than $50,000,000, to which sum must be added approximately $4,000,000 per year during the period of construction to take care of increase of school population. “Since the adoption of this building pro- gram there have been erected 8 junior high schools, 17 elementary schools, and 8 addi- tions to buildings, and there are at present under contract 6 elementary schools and 4 additions to buildings. The total amount of work contracted for since January 1, 1923, is $7,808,051, making a total of approxi- mately $20,000,000 in contracts in the past two and a half vears, and leaving still to be accomplished work amounting to approxi- mately $40,000,000 additional. It is ex- pected that this program will be completed within five years, and the total program thus to be completed will provide approxi- mately 87,000 new sittings.” CHOOL PUBLICITY is discussed in the Alabama School Journal in an editorial entitled “Give the People the Facts.” We quote in part: “Every teacher is urged to get full in- formation concerning the school situation and to give out only that which is authori- tative. Any overstatement or misstatement will injure the prospects of educational im- provement. In some past campaigns, too much has been claimed in the line of benefits to be expected from certain tax levies or legislation—overstatements due to an op- timism not based on facts; and many ad- ministrators of have felt the recoil in public doubt and suspicion. “It we, all together, can give the facts to the people, there is no doubt of the result. The people are sound at heart; the public schools are built on human feeling just as permanent as democracy or as parental love; and, when the folks meet the facts, they will know what to do. It is a big thing we essay; it is not a task for any flashy spurt of determination; it is a project in extra- school education and in a field not familiar to most teachers; but the experience of other States shows that it pays to place all the facts before the people and call for their verdict. This is our undertaking for this year and next.” schools HE ARIZONA TEACHER AND HOME JOURNAL is to be congratulated on its health number published in November. From an article on Public Recreation by Mabel Travis Wood, we quote: play at first hand. Two hundred and thirty cities reported that they promoted athleties for industrial groups during 1923. Lagt summer forty-five cities maintained summer camps, where vacations had at Every year more and more facilities for health-giving water sports are provided 536 public swimming pools and 261 public bathing beaches being last year’s total. Other recreations that large numbers of Cities are supplying for adults are winter sports, com- munity singing, hiking, social games, dra- matics, and gardening. In spite of the progress made in_ public recreation in the last ten years, a great field is still untouched. More than 400 commu. nities of 8000 population or above do not could be cost. report either playgrounds or _ recreation leaders. There is an acute need for or. ganized recreation among our rural com. munities. NDER EDITORIAL comment in Neg York State Education, two old notions of the public are exploded: one that there is no ray of sunshine in the life of the teacher and the other that any fool can teach school because some fools do. Apropos to the old conception that school teachers are guilty of rutted drudgery, we reprint the following : There is just a shade more drudgery in school teaching, so the public believes, than in almost any other human endeavor. The common run of folk who make a living in other ways may also be “cabined by circum- stances,” but the school teacher _ strikes rock bottom when it comes to the heavy, un- pleasant, irksome, disagreeable task. And yet the most alert, enthusiastic, devoted, and altogether happy teacher we found in a great public school building the other day was the teacher of a subnormal class. She had never had time to discover her “vicious groove.” She was busy and happy in visibly extending the borders of opportunity for a group of unfortunate children. Is it true that rutted drudgery is inseparable from school teaching? Is the public right in its conception of us or is it simply nursing one of its old and favorite delusions? MERICAN EDUCATION WEEK, ae cording to a recent number of the Jour- nal of Arkansas Education has given the people of Arkansas an opportunity to discuss many topics relating to education. Quoting State Superintendent A. B. Hill: In my opinion, one of the most important subjects for discussion is the matter of com- pulsory attendance. Non-attendance is the weakest spot in our school system. Unless we are able to overcome this weakness, we shall have to deal with the problem of il literacy for years to come. Let us continue to study the question of compulsory attend- ance from all points of view. Let those who are responsible for securing regular attend- ance realize their responsibility, and by co- operation reduce the percentage of not- attendance. We shall never be able to give an equal educational opportunity to the chil- dren of Arkansas, until the people realize that the schools are for all of the children, and that all the children must attend school. 0! to te pl th re su w Ww ra Ww Ww P fo co th ap ea w th ac jay he Dus bly rue om its one pur- the cuss tant the less we f il- inue end- who end- r CO- non- give chil- alize dren, ‘hool. EACHERS AND PARENTS should follow the same blue print —Two groups of carpenters when working in shifts on the same house have a blue print which they both follow. Teachers and parents are con- structing habits, attitudes, and ideals. Their building materials are the most costly—the delicate nervous systems of growing boys and girls. “The quality of this material makes it very difficult to tear down and rebuild when mistakes are made. For this reason, teachers and parents should co6éperate in every possi- ble way for the progress and welfare of the children. ‘The difficulty in the past has been that there was no scien- tific means of measuring the many-sided development of a particular child. In other impossible for parents and teachers to work from a blue print. be done, measure many individual differences children. We have ever, a few determined measuring rods, so that our measure- ments of a child’s capacity and accom- plishments are no matters of guesswork. words, it was Much more research must the between at present, scientifically before we can how- longer Value report cards to teachers, pupils, and parents—Report cards are of value to teachers who prepare them; to pupils, whom they concern; and to parents As the teacher rates the progress and accom- plishment of each pupil, he is faced with these questions: To what extent am I responsible for this particular pupil's success or failure? Is he getting the work that is best suited to him? Is he working up to capacity? What remedial measures should be suggested ? Most pupils are concerned with the rate of progress they are making. They want to know whether or not their work is of such quality that they will be promoted at the end of the year. Pupils should work not for marks, but for the satisfaction that comes from ac- complishment. This tendency to think of the mark as the important thing is more apt to occur when the pupil looks upon each school grade as a hurdle, than when he is engaged in a project in which the satisfaction he gains is the spring of action. 0 f who receive them. The thoughtful parent recognizes his child’s failure in school as a_ possible Keeping Parents Informed Hence the parent wants to know what his child is doing in school. handicap in later life. The fact that the developing child changes so rapidly in so many directions makes frequent reports de- sirable. What items should reports to parents contain?—Many administrators have been, more or less, guessing at this for years. A study of report cards in current use in representative cities shows school ItLustrRATION 1. Extract from report card which shows relation of work of individual student to rest of class. Sample Explanation There are 36 pupils in the class. The check (4/) shows that this pupil made a | ““C grade. 4—Pupils made an “A” grade. 8—Pupils made a “ B” grade 14—Pupils made a “C”’ grade 8—Pupils made a “ D” grade 2—Pupils failed. NOTE: In the school system where this | plan of grading is used, a table similiar to the sam- ple is made for each subject each report period. that many reports include these items: (1) Number of days absent, (2) num- ber of times tardy, (3) list of subjects taken by pupil and grade received in each (occasionally standardized scores for subjects), (4) rating in certain character traits (the latter are sometimes reduced to one or two items as, “conduct” or “deport- ment” and “effort’’), and (5) normal weight for child of same age and height, and actual weight. are given certain For the younger in health habits is Since one of the chief purposes of a report card is to show what progress a pupil is making, the same report card should be used through- out the term, so that parents can note progress from month to month. In case of very poor work some such warning as this is frequently sent the parent: “Promotion at the end of the term will be impossible if these condi- children progress sometimes rated. [67] tions remain unimproved. The report may be printed in this form: Promotion: Probable__-_-~-- ; Doubtful___-__-. The best current practice would seem to indicate that pupil’s progress reports from the elementary schools should con- tain a cumulative monthly record of at- tendance, achievements in school work, including standardized test scores, growth in habits of good citizenship, weight as compared with norms, and progress in health habits. Most parents want to know why a low mark is given—The average parent wishes to know not merely that his child’s work is unsatisfactory. He wants to know what is wrong with it, what the child needs to do to improve it, and what he as a parent can do to co- operate. To meet this want, statements such as this are printed on the backs of some report cards in schools where every effort is made to place pupils properly and fit work to their needs: “Improvement would probably follow if attention were given to matters checked: Attendance, More Study, Con- duct, Application, Self-control, Atten- tion, Politeness, Neatness, Coéperation, Self-reliance, and Home Study. Con- ferences between parents and teachers are mutually beneficial. It is important that the teacher should be fully in- formed as to the child’s physical condi- tion, life outside of school, and previous history.” Why parents are perplexed by school marks—A study of forms of grading used in different cities shows not merely lack of uniformity, but in some in- stances, complete disagreement. To illustrate, in one city, the grade “A” means “excellent;”’ in a nearby city it means “average.” In one city the grade, “C” means “average;” in another city, “C” means “‘promotion doubtful.” “E,” in one school system, means “excellent ;” in another, “E” means “failure.” A parent moving from one city to another often has considerable difficulty in ad- justing his thinking to new nomencla- ture, which is directly opposed to what he has been accustomed. In a certain school system, where “F”’ meant failure and “P” poor, a boy whose grades were all “F” and “P’s” succeeded in con- vincing his parents that “P” stood for “perfect” and “F” for “fine.” 68 The whole question of grading is one that deserves careful research study. A review of current practices raises these questions: Should a pupil merely be graded as “satisfactory” or “unsatisfac- tory”? Should he be graded on a five- point scale, where the teacher grades on a percentage basis? Should he be ranked on a four or five point scale on the basis of his standing in comparison with the rest of the class? Should a pupil’s re- port merely show what progress he makes in competing with his own pre- vious record? Or should the report show the pupil’s standing in standard- ized tests as compared with definite standards of (a) mental age, (b) chron- ological age, (c) present class average, and (d) grade standing for the country at large? Rating children in character traits— Since character development is one of the chief objectives of public education, many schools include teachers’ ratings of each pupil’s traits of character. These are among the traits frequently listed on report cards: Interest, industry, con- centration, perseverance, self-reliance, care, neatness, courtesy, care of prop- erty, honesty, and obedience. Careful study should be made to de- termine which of these traits, if any, THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION should be included on a child’s report card. This question also arises, “Is any teacher qualified to grade these personal qualities accurately?’ A study of re- ports now in common use would seem to indicate that teachers find character traits difficult to grade—the customary grade is “satisfactory” or “‘unsatisfac- tory.”” Or sometimes it is left. still more indefinite by such a statement as this: “A check (1) indicates that im- provement is desirable. Absence of check, improvement, or satisfactory.” When character traits are graded on a five-point scale—the report usually takes the form of a four-page leaflet or a large 8 x 10 card. This gives suffi- cient space to describe each rating. To illustrate, Industry is rated in one school as follows: 1. Attacks work with zest and without sug- gestion. Finds for himself the right kind of work to do. nN . Attacks work with good spirit. Needs oc- casional suggestions. 3. Is good worker. Accomplishes much if teacher gives frequent suggestions as to time and kind of work to be done. 4. Slow in beginning work. Much pressure on part of the teacher necessary to get work completed. Special assignments nec- essary. 5. Lazy, indifferent, shirks duties, time, aimless in his efforts. This description wastes ILLUSTRATION 2. just why pupils fail. If not please consider t not. hours of ______ to | | Indolent—Wastes Time Irregularity in Attendance Lack of Interest | Poor Physical Condition Extract from report card which tells parents You will note whether the pupil is doing satisfactory work or he reason we have checked as re- sponsible and at once arrange a conference with the teacher. The teacher will be glad to see parents any school day between the of grades of in- dustry undoubt- edly makes for more uniformity in grading on the part of teachers, and helps pupils and parents in country at large. ILLusTRATION 3. Ex- tract from report card which shows how each pupil stands in each sub- ject in relation to grade standard for the country at large. Subject Arithmetic | Spelling Reading Grade | Stand- ard Pupil’s Accomplish- ment Mental Age. Grade Pupil’s Standing In In Relation To Standard For The Country At Large. + means above standard = means at standard February, 1925 their interpretation of teacher’s marks, The difficulty is in describing accurately the various shades of meaning of each trait, and the time that is involved jp thoughtfully grading each item. In some schools where it is done, teachers report that pupils show more interest in these grades than they do those in the school subjects. The par- ents must realize that a teacher’s grades are not given in a vindictive spirit of criticism, but with a desire to codperate in helping the pupil in his self-improye. ment. This statement is quoted from a report card used in a large city school system: ‘“The school solicits your aid jn helping your child to form right habits of citizenship, in establishing right atti- tudes toward school work, and jn making satisfactory progress in school studies.” This also appears on a report card in current use: “The coéperation of parents and teachers in correcting the shortcomings of pupils will do much to help them achieve a high standard of behavior which may be carried over into adult life.” The listing of desirable character traits has the advantage of calling them to the attention of parents and teachers as well as pupils. School marks should be based on stan- dardized scales as far as possible—When standard measurements exist, teachers should apply them to a pupil’s work rather than rate it by their personal judgments. When authoritative stan- dards do not exist, as is the case in character traits, personal judgments have to be resorted to at the present time. When these judgments are made with extreme care, they are of value— Margaret M. Alltucker. ILtusrration 4, Extract from report card which shows: Pupil’s | standing in objective tests in reading, arithmetic, and spelling as | compared with definite standards of (1) mental age, (2) ae cal age, (3) present class average, and (4) grade standard for the Arithmetic Reading] Compu- | Reason- | Spelling tation In Relation To His Own | In Relation To His Own Chronological Age. | In Relation To His Pres- | sent Class Average. The — means below standard R_ means receiving remedial work. WILLIAM CULLEN BRY- ANT, Cummington, Massa- chusetts; November 3, 1794. WALT WHITMAN, West Hills, Long Island, New York; May 31, 1879. ROBERT W. SERVICE, Preston, England; January 16 1874. ce American Poets Birthplaces and Birthdays ENRY WADSWORTH ONGFELLOW, Portland, Maine; February 27, 1807. JAMES RUSSELL LOWELL, H Cambridge, Massachusetts; L February 22, 1819. EDGAR ALLAN POE, Bos- OLIVER WENDELL ton, Massachusetts; January HOLMES, Cambridge, Massa- 19, 1809. chusetts; August 29, 1809. JOAQUIN MILLER, Wabash EUGENE FIELD, St. Louis, District, Indiana; November Missouri; September 2, 1850. 10, 1841. a JOHN GREENLEAF WHIT- TIER, Haverhill, Massachu- setts;, December 17, 1807. EDWIN MARKHAM, Oregon City, Oregon; April 23, 1852. JAMES WHITCOMB RILEY, Greenfield, Indiana; October 7, 1853. [69] American Poets Gems from their Writings O LIVE, that when thy summons comes to join The innumerable caravan, which moves To that mysterious realm, where each shall take His chamber in the silent halls of death, Thou go not, like the quarry-slave at night, Scourged to his dungeon, but, sustained and soothed By an unfaltering trust, approach thy grave Like one who wraps the drapery of his couch About him, and lies down to pleasant dreams. —William Cullen Bryant, in Thanatopsis. HEN I was a beggarly boy, And lived in a cellar damp, I had not a friend nor a toy, But I had Aladdin’s lamp; When I could not sleep for cold, I had fire enough in my brain, And builded with roofs of gold My beautiful castles in Spain! —James Russell Lowell, in Aladdin. HINK, every morning when the sun peeps through The dim, leaf-latticed windows of the grove, How jubilant the happy birds renew Their old, melodious madrigals of love! And when you think of this, remember too ’Tis always morning somewhere, and above The awakening continents, from shore to shore, Somewhere the birds are singing evermore. —Henry W. Longfellow, in Tales of a Wayside Inn. O ALL NIGHT long the storm roared on: The morning broke without a sun; In tiny spherule traced with lines- Of Nature’s geometric signs, In starry flake and pellicle All day the hoary meteor fell; And, when the second morning shone, We looked upon a world unknown, On nothing we could call our own. Around the glistening wonder bent The blue walls of the firmament, No cloud above, no earth below,— A universe of sky and snow! John Greenleaf Whittier, in Snow-Bound. CAPTAIN! My Captain! our fearful trip is done, The ship has weathered every rack, the prize we sought is won, The port is near, the bells I hear, the people all exulting, While follow eyes the steady keel, the vessel grim and daring; But O heart! heart! heart! O the bleeding drops of red, Where on the deck my Captain lies, Fallen cold and dead. —Walt Whitman, in O Captain! My Captain! Hk the sledges with the bells, silver bells! What a world of merriment their melody foretells! How they tinkle, tinkle, tinkle, In the icy air of night! While the stars, that oversprinkle All the heavens, seem to twinkle With a crystalline delight; Keeping time, time, time In a sort of Runic rhyme, To the tintinnabulation that so musically wells From the bells, bells, bells, bells, bells, bells, bells— From the jingling and the tinkling of the bells. —Edgar Allan Poe, in The Bells. UILD thee more stately mansions, O my soul, As the swift seasons roll! Leave thy low-vaulted past! Let each new temple nobler than the last, Shut thee from heaven with a dome more vast, Till thou at length art free, Leaving thine outgrown shell by life’s unresting sea! —Oliver Wendell Holmes, in The Chambered Nautilus. HAT GULFS between him and the seraphim! Slave of the wheel of labor, what to him Are Plato and the swing. of Pleiades? What the long reaches of the peaks of song, The rift of dawn, the reddening of the rose? Through this dread shape the suffering ages look; Time’s tragedy is in that aching stoop; Through this dread shape humanity betrayed, Plundered, profaned, and disinherited Cries protest to the judges of the World, A protest that is also prophecy. —Edwin Markham, in The Man with the Hoe. ND SO in the strife of the battle of life It’s easy to fight when you’re winning, It’s easy to slave, and starve and be brave, When the dawn of success is beginning. But the man who can meet despair and defeat With a cheer, there’s the man of God’s choosing; The man who can fight to Heaven’s own height Is the man who can fight when he’s losing. —Robert W. Service, in Carry On. b gi. TIME, the grand old harvester, Has gathered you from wood and plain. We call to you again, again; The rush and rumble of the car Comes back in answer. Deep and wide The wheels of progress have passed on; The silent pioneer is gone. His ghost is moving down the trees, And now we push the memories Of bluff, bold men who dared and died In foremost battle, quite aside. —-Joaquin Miller, in Westward Ho! HE LITTLE TOY dog is covered with dust, But sturdy and staunch he stands; And the little toy soldier is red with rust, And his musket molds in his hands. Time was when the little toy dog was new, And the soldier was passing fair; And that was the time when our Little Boy Blue Kissed them and put them there. —Eugene Field in Little Boy Blue. ae the bulrushes growed, and the cattails so tall, And the sunshine and shadder fell over it all; And it mottled the worter with amber and gold Tel the glad lilies rocked in the ripples that rolled; And the snake-feeder’s four gauzy wings fluttered by Like the ghost of a daisy dropped out of the sky, Or a wounded apple-blossom in the breeze’s controle As it cut acrost some orchurd, to’rds the old swimmin’-hole. James Whitcomb Riley in The Old Swimmin’-Hole. [70] ——dp : I ES SO SE 5 8 ie ih het eee eeme — ob ee i || + EE CE ES EE TE ET TT TE TT TE eS LE YF | | i fh ef ff He Sh Free Material Any teacher wishing a copy of a little book, America’s Interest in World Peace, which is an authoritative discussion of America’s possible entry into the World Court and the League of Nations, may obtain one free by applying to the author, Pro- fessor Irving Fisher, Department of Political Economy, Yale University, 460 Prospect Street, New Haven, Connecticut, before the limited stock which Professor Fisher has set aside for this purpose is exhausted. 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. Addresses and proceedings of the sixty-sec- ond annual meeting of the National Edu- cation Association, held at Washington, D. C., June 29-July 4, 1924; Volume 62. 1085p. Single copies, $3. Owing to a breakdown in one of the large presses, there has been delay in mailing the Pro- ceedings. They were mailed early in Jan- uary to all $5 members who have paid their dues for the current year. Bulletin of the Department of Elementary School Principals, Volume IV, No. 2, Jan- uary, 1925. Single copies, 50c. Has been mailed to members of the Department of Elementary School Principals. Hearings before the Committee on Educa- tion, House of Representatives, first session on H. R. 3923 (Education Bill.) Printed by the Government Printing Office, for sale by the National Education Associa- tion. 763p. Paper, 75c. Health education: a program for public schools and teacher-training institutions; report of the Joint Committee on Health Problems in Education. (Second Edition). 163p. Paper, single copies, 50c. Journal of proceedings and addresses of the National Education Association; session of the year 1884. Covers the famous Madison meeting. 789p. $3. Bureau of Education Publications The publications listed below may be had from the Bureau of Education or from the Government Printing Office, Washington, D. C., at the prices indicated, which should be sent in coin, not stamps. The list is pre- pared for THe JouRNAL by Edith A. Wright, of the Editorial Division of the Bureau. BuLteTin, 1924, No. 24. Organization and administration of the duplicate school in Philadelphia, Pennsylvania. lép. Paper, 5c. BULLETIN, 1924, No. 25. A platoon school in Kansas City, Missouri. 25p. Paper, Se. COMMERCIAL EDUCATION LEAFLET, NO. 8, 1924. Codperative vocational guidance. i2p. Paper, 5c. | GUIDE TO BOOKS | COMMERCIAL EDUCATION LEAFLET, No. 10 1924. Coordination of business prepara tion and placement. 16p. Paper, Sc. LIBRARY LEAFLET, No. 27, 1924. List of references on the junior high school. llp. Paper, Se. REPORT OF THE COMMISSIONER OF Epuca- TION, 1924. 32p. Paper, Sc. RURAL SCHOOL LEAFLET, No. 30, 1924. Orange township consolidated school, Black Hawk County, lowa. 6p. Paper, Se. GIVE THEM A CHANCE TO READ An important matter is to be decided. A wise man often gets many opinions before forming his own. He is known as a man of sound judgment. He searches for all the evidence. By comparison he distinguishes between funda- mentals and non-essentials. Indi- vidual instruction, the Dalton plan, and project teaching emphasize this method of approaching prob- lems. The child who consults several books—whether in history or mechanics—has an opportunity to make comparisons and to clear up his own thinking. That is why a dynamic school library puts new life into the whole school. The South Philadelphia High School for Girls has adopted the Dalton plan within the year. The number of library readers increased from 3753 during September and Octo- ber 1923 to 17,787 during the same period of 1924. RURAL SCHOOL LEAFLET, No. 31, 1924. Take no risks. 5p. Paper, Se. RURAL SCHOOL LEAFLET, No. 34, 1924. Some practical uses of auditoriums in rural schools of Montgomery County, Alabama. 10p. Paper. 5c. RURAL SCHOOL LEAFLET, NO. 27, 1924. Milpitas—a _ rural school project in teacher training. 19p. Paper, Se. SCHOOL HEALTH sTuUDIES, No. 8, 1924. School health supervision. 18p. Paper, Sc. Ethics, Psychology, Sociology BALDWIN, Birp T., and StTecuer, Lorve I. The psychology of the preschool child, N. Y., Appleton, 1924. 305p. Beattiz, J. A. Self-measurement for teach- ers. 421 South 15th St., Lincoln, Nebraska, Author, 1924. 21p. Paper, 20c. CARVER, THOMAS Nixon. Human relations; an introduction to sociology. Boston, D. C. Heath & Co., 1924. GALPIN, CHARLES JOSIAH. lems. N. Y., Century, 1924. [71] Rural social prob- 286p. $2. \ —_——————$_—_ tas ale Harpy, E. A. Talks on education. N. Y.. Macmillan, 1924. 101p. HEERMANCE, Epcar L. Codes of ethics; a handbook. Burlington, Vt., Free Press Printing Co., 1924. 525p. $4. Moore, Dom THOMAS VERNER. psychology; an introduction to psychological theory and practice. delphia, Lippincott, 1924. 452p. $3. Patri, ANGELO. The spirit of America. N. Y., American Viewpoint Society, 1924. 118p. $1.20. Pitt, St. Georce LANE Fox. The purpose of education; an examination of educational problems in the light of recent scientific research; rev. ed. N. Y., Macmillan, 1924. 12ip. $3.50. Towne, Ezra THayer. Social problems; rev. ed. N. Y., Macmillan, 1924. 406p. TURNER, EcpertT Mitton, and Betrs, GEorGE Dynami modern Phila- HERBERT. Laboratory studies in ediuca- tional psychology. N. Y., Appleton, 1924. 218p. Warp, STEPHEN. Ethics; an historical intro- duction. N. Y., Oxford Univ. Press, 1924. 96p. $1. Curriculum and Common Branches AMERICAN Woop WorkKING MAcHINERY Co., EpUCATIONAL Depr. Education through woodworking; a series of prize winning essays. Rochester, N. Y., Author, 1924. 346p. $2.50. BicELow, Maurice A., and BroApHuRsT, Jean. Health for every day. Newark, N. J., Silver, Burdett, 1924. 235p. Health in home and neighborhood. Newark, N. J., Silver, Burdett, 1924. 328p. CENTER, STELLA STEWART. Students’ hand- book; term plan in English. N. Y., Boni & Liveright, 1924. 64p. CHARTERS, W. W. Teaching the common branches; a textbook for teachers of rural and graded schools; rev. ed. Boston, Houghton Mifflin, 1924. 419p. $2.15. CiarK, Rose B. Unit studies in geography. Yonkers, N. Y., World Book Co., 1924. 250p. $2. Meyer, Harotp D. Correlating play and classroom work. (Univ. of N. C. Extension Bull. Vol. 3, No. 9.) Chapel Hill, N. C., Univ. of N. C. Press, 1924. 31p. Paper, 35c. Mituer, Georce J. Pupils’ outlines for home study in connection with school work; Europe. Newtonville, Mass., Jennings Pub. Co., 1924. 32p. Paper, apply. Ospurn, Wortu J. Corrective arithmetic; for supervisors, teachers, and _ teacher- training classes. Boston, Houghton Mifflin, 1924. 182p. O'SHEA, MicHaeL V., and Kettoc, Jonn H. Health and cleanliness; rev. ed. N. Y., Macmillan, 1924. 288p. 80c. OVERMAN, JAMES ROBERT. A course in arith- metic for teachers and teacher-training “J bo THe JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION February, 1925 classes. Chicago, Lyons & Carnahan, 1924. 376p. $1.60. (To teachers, $1.25.) Principles and methods of teaching arithmetic. Chicago, Lyons & Carnahan, 1924. 340p. $1.60. (To teachers, $1.25.) Pau, H. G. Better everyday English. Chicago, Lyons & Carnahan, 1924. 279p. $1.60. PayNeE, E. GEORGE. beth 2: Bu Yu Society, 1924. 133p. We and our health; American Viewpoint $1.36. (Bk. 1, $1.) SmitH, E. H. Heart of the curriculum. Gar- den City, N. Y., Doubleday, Page, 1924. $1.50. VAUGHN, SAMUEL J., and Mays, ARTHUR R. Content and method of the industrial arts. N. Y., Century, 1924. 397p. $2. Witp, Monica R., and Wuire, Doris E. Physical education for elementary schools. (Bull. of Iowa State Teachers Coll., Vol. 25, No. 4.) Cedar Falls, Iowa, lowa State Teachers College, 1924. 43ip. Apply. WINCHELL, FLoreNce E. Food facts for every day; for upper elementary and junior high school boys and girls. Phila- delphia, Lippincott, 1924. 121p. $1.20. The Project Method The idea of using the problem as the basis of individuals class study is carried out with unusual effectiveness in a series of notebooks under the editorship of Dr. Guy M. Whipple. Number 1 covers the problem Educational Psychology; Number 2, Sec- ondary Education; Number 3, Elementary School Instruction; Number 4, Administra- tion of a School System; Number 5, Prob- lems of the High School Teachers; Number 6, Problems of the Rural Teacher; Number 7, Problems of the High School Teaching Staff. Each notebook contains in addition to from fifty to eighty problems, a list of books and other useful information. They are published by the Public School Publish- ing Company, Bloomington, Illinois. An experiment with N. Y., Macmillan, CoLLincs, ELLSworTH. a project curriculum. 1924. $2.40. Conover, Mitton. Working manual of orig- inal sources in American government; for the project method in civics. Baltimore, Md., Johns Hopkins Press, 1924. 135p. Ganey, Heten M. The project method in geography. Chicago, The Plymouth Press, 1924. 45p. Paper, 50c. Horcukiss, E. A. The project method in classroom work. Boston, Ginn & Co., 1924. 258p. Rawc.iFre, F. W. Practical problem proj- ects. Chicago, F. E. Compton Co., 1924. 112p. Paper, 35c. The School Library Drury, GERTRUDE GILBERT, comp. The library and its organization. N. Y., H. W. Wilson Co., 1924. 519p. $2.25. Hust, Ciara Wuitenity. Library work with children; rev. ed. Chicago, Amer. Lib. Assn., 1924. 29p. Paper, 25c. Power, Errie L., ed. Chidren’s books for general reading. Chicago, Amer. Lib. Assn., 1924, 8p. Paper, 20c. Watrter, Frank K. Periodicals for the small library. Chicago, Amer. Lib. Assn., 1924, 89p. Paper, apply. Secondary Education Teaching business me Ss, Jones, CONNER THORNE. subjects in the secondary school. Ronald Press, 1924. 307p. KANDEL, Isaac Leon. The reform of sec- ondary education in France. N. Y., Teach- Books to Grow On The New York Teacher’s Bookshelf There is a growing conviction among educational workers that the teacher should read at least one book each month. Only thus can he keep close to the ideals and practices of the so- ciety for which he is training chil- dren. New York State Education over a year ago asked teachers to nominate books they had found especi- ally helpful. 342 books were nomi- nated. The fifteen which ranked highest, arranged in the order of the number of votes, follow: Stark—Every teacher’s problems. James—Talks to teachers. McMurray—How to study and teach- ing how to study. Palmer—The ideal teacher. Patri—A_ schoolmaster of the great city. Smith—All the children of all the people. Strayer and Englehardt—The class- room teacher. Dewey—Child and curriculum. McCall—How to measure in educa- tion. Van Denburg—Junior high school idea. Bagley—Classroom management. Corson—Our public schools. Dewey—How we think. Kirkpatrick—Fundamentals of study. Stone—Silent and oral reading. Pittman—Successful teaching in rural schools. Parker—Methods of teaching in high schools. Bolenius—Teaching of literature in grammar grades and high schools. Klapper—Teaching of English. McMurray — Special method in geography. Klapper—The teaching of arithmetic. Stone—The teaching of arithmetic. Bryant—How to tell stories to chil- dren. Kilpatrick—Project method. Dinsmore—Teaching a district school. child ers College, Columbia University, 1924. 167p. $1.50. New HaAmpsHIRE STATE BOARD OF EDUCATION. Teaching the fundamentals in secondary schools. Concord, N. H., Author, 1924. 17p. Paper, apply. Wetcn, Arnon WALLAcE. Some observa- tions on secondary commercial education. N. Y., Gregg Pub, Co., 1924, 208p. $1. Among Books Received AVENT, JOHN M., ed. and letters. 239p. 80c. Barker, Frep G. Forty-minute plays from Shakespeare. N. Y., Macmillan, 1924. 395p, BeMAN, LAMAR T. Superpower. (Reference Shelf, Vol. 2, No. 9.) N. Y., H. W. Wik son Co., 1924. 89p. 90c. Boye, Mary E. Prehistoric man; life in the old and new stone ages. Boston, Little Brown, 1924. 135p. Decsrick, Hans. Government and the will Lincoln; addresses Boston, Allyn & Bacon, 1924 of the people; academic lectures. N. Y, Oxford University Press, 1923. 192 $3.50. Spencer, M. Lyve. Editorial writing; ethics policy, practice. Boston, Houghton Mifflin, 1924. 364p. $2. Weis, JANE Warren. Dress and loo} slender. Scranton, Pa., Personal Art Company, 1924. 185p. Other Books on Education Ast, Henry Epwarp. The care, cure, and education of the crippled child. Elyria, Ohio, International Society for Crippled Children, 1924. 222p. $3.50. Bain, WINIFRED E., BURNS, GERTRUDE, and Van Sistine, Eva JANE. A practical hand- book for students in observation, participa- tion, and teaching in kindergarten, first, second, and third grades. Chicago, Uniy, of Chicago Bookstore, 1924. 38p. 65c. ZIEGLER, SAMUEL H., and JAQUETTE, HELey, Choosing an occupation; a_ vocational civics. Philadelphia, John C. Winston Co., 1924. 344p. WoMEN’s COMMITTEE FOR THE CHILDREN’S AMENDMENT. The children’s amendment; what it is and what it means; what it says and why; why a constitutional amend- ment. Washington, D. C., Trades Union- ist, 1924. 39p. Apply. “ Witson, H. B., and others. Modern methods in teaching. Newark, N. J., Silver, Bur- dett, 1924. $1.60. WE ts, H. G., The story of a great school- master. N. Y., Macmillan, 1924. $1.50. Watt, J. E. Watiace. The education of handicapped children. Boston, Houghton Mifflin, 1924. 394p. $2.25. Somers, Grover THOMAS. Pedagogical prognosis; predicting the success of pros- pective teachers. N. Y., Teachers College, Columbia University, 1923. 129p. ScotT, CHARLES Epcar. Educational super- vision. Milwaukee, Wis., Bruce Publish- ing Co., 1924. 98p. $1. Pickett, L. H., and Boren, Duratpe. Early childhood education. Yonkers, N. Y, World Bk. Co., 1924. $2. Opett, CHartes W. The use of the ques tion in classroom instruction. (Edue. research cir. 29) Urbana, IIl., Univ. of Ill. Press, 1924. 18p. Paper, apply. New Jersey Boarp or Epucation. Cate logue of slides and films available for teaching purposes from the Department of Visual Education; and handbook for teath- ers. Newark, N. J., Author, 1924. 120p. Paper, apply. EpUCATIONAL FINANCE INQUIRY COMMISSION. Financial statistics of public education is the United States, 1910-1920. N. Y., Mae millan, 1924. 181p. ues- due. ‘ata- for nt of rach- SION. nit Mae: j Problems ETTERS from the field indicate that teachers, school faculties, and local organizations are using THE JouRNAL more and more for profes- sional study. Reports and articles are made the basis of study and investiga- tion. Often they are adapted to local conditions, for it is recognized that each State and each community presents its own problems. The following prob- lems based on this number of THE JoURNAL may suggest others: Study 1. Addresses and Proceedings for 1924—This volume covers the sixty-second annual meeting of the Association held at Washington, D. C. All affiliated associa- tions receive a copy of the volume as a part of their affiliation fee. Has yours been placed where it is available? What different types of information can you get from it? Look it through and notice the range of subjects covered. Can you suggest a plan whereby the volume can be used as a_ problem for study and investigation at one of the reg- ular meetings of your organization during the year? Study 2. Peace plan of the World Feder- ation—When was the World Federation of Education Associations organized? Who is its president? How many meetings has it held? Where is it to meet next summer? (See page 45.) Who is the author of the peace plan selected? What place does he hold in the educational world? By whom was the prize offered and by whom was it awarded? Through what means does the author feel that the abolition of international war will be brought about? What specific recommendation is made to the World Fed- eration for the accomplishment of this goal ? Select from the twelve topics into which the author has divided his proposition the topics which a teacher would find most suitable for class work. Appoint some one to read the proposition set forth and have it reviewed before your local association. Discuss from the floor the contribution which teachers can make toward world amity based on the points made in the proposition. Study 3. Loan fund—Does your organiza- tion carry on welfare work of any kind? If you haven’t a loan fund, have you ever considered the establishment of one? Name several organizations that now have a fund of this kind. Can you suggest ways and means of supporting such an activity? (See page 62.) Do you think that interest should be charged? For what purposes do you feel a loan should be made? Study 4. Child Labor Amendment—Have you been following the articles in the pre- - ceding issues of THE JOURNAL on this sub- ject? What large organizations are giving active support to the measure? Read the article by the president of the General Fed- eration of Women’s Clubs on page 58. From what two viewpoints are club women con- sidering the menace of child labor? What for Teachers groups are openly opposing the Amendment? What is significant about this? You will be interested in glancing over the page copied from Labor, official organ of the Railroad Labor Organizations, showing that organized labor is strongly upholding the Amendment. (Page 54.) Has it been considered yet by your State legislature? Have the educational forces of your State been active in working with the legislators for its ratification? (See page 52.) What stand has Senator Capper, the leader of the farm bloc, taken? Name Suggested Program for February Vital Topics for Discussion Covered In This Number A School Plan for World Peace—45. Publicity for Education—51. The Fight Over Child Slavery—52. Community Recreation—50. Teachers’ Relief Fund—é2. Parents Need to Know—66. For Reading and Information Editorials—60. German Schools—55. Department of Superintendence Meets—61. Rural Educators at Washington Convention—63. Good Roads Prize—65. Gleanings from Educational Jour- nals—70. New Books—71. several legal authorities that have given favorable opinions on the legal phase of the question. Read also the editorial on page 60. What is the real issue at stake? Study 5. Keeping parents informed—The article on page 66 states that report cards are of value to teachers, pupils, and par- ents. From your own experience what do you feel is their chief value? Besides the grade of the pupil in the academic subjects, what other points should be taken into con- sideration if the card is to convey to the parents the real progress of the child? Make a list of the various traits or items of in- formation concerning the child that in your opinion have a direct bearing on his prog- ress. If the child’s report indicates slow progress, what steps should be taken to rem- edy this condition? Look over the different statements that are copied from report cards for the purpose of giving the cause of un- satisfactory work. Which form do you pre- fer? What would be the advantage of a more uniform report card among the cities of the country? How could this be accom- plished ? Study 6. In the JourNAL’s Annual Roll Call, what achievements indicate an increas- ing professional consciousness among teach- [73] -of the poets.” Meetings ers? (See page 59. This is continued from the December issue.) What States give special emphasis to improvements in rural conditions? Several State directors speak of an increased enrolment in normal schools. What should be the effect of this on the pro- fession? The salary schedule for the teach- ers of the District of Columbia was printed in the December JourNAL. Who has the power to fix these salaries? Study 7. American Poets—(See page 69.) February has often been called “the month What prominent American poets were born in February? With how many of the selections on page 68 are you familiar? Which poets are from New Eng- land, the West, the Middle West? Which is known as the poet of the South? Study 8. Community Recreation—What National organization is working for better recreational facilities in all parts of the country? (See page 50.) What are the prin- cipal points in the platform of this organiza- tion? Of what should a community recrea- tion program consist besides playgrounds? Does your community provide for the leisure hours of the children? What steps has it taken toward extending these to the adult population? What different ways can you name for the financing of such activities? What should be the ultimate goal in training people how to use their leisure? Study 9. School Publicity—(See page 51.) Everyone acknowledges that the progress of schools depends on the close coéperation between the schools and the public. What should be the first step in deciding on the kind of information that the community needs with reference to schools? Look over the agencies which are mentioned in the article and check those that you think could be used advantageously in your own com- munity. What is the attitude of the various civic and patriotic organizations in your community toward the schools? Can you suggest ways and means of publicity for en- listing even greater support? How can material in THE JOURNAL and in the various bulletins published by the National Educa- tion Association be made to serve publicity purposes? Study 10. Good Roads Essay Contest— Under whose auspices is this contest held? Who is eligible to compete. (See page 65.) How long has this contest been carried on. Who won the prize this year? You may be interested in glancing over the story of his career. What was the title of the essay which he wrote? Read his essay and see if you can tell why his essay was chosen. Study 11. Education in Germany—What changes have come about in primary educa- tion since the war? Explain the Grund- schule. What function does the Aufbau- schule serve? the Oberschule? Define the different types of German schools as ex- isted before the war. How does secondary education differ from that in this country? What advance has recently been made in teacher training? What is the most hopeful tendency in German education today? 7+ THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION le oe me ee at a et NOTES aad ANNOUNCEMENTS THERE Is a strong demand for back copies of THe Journat. Many of these requests come from delegates to Association meetings. It is suggested that teachers save their Journats for the use of delegates, and in this way the local as well as the National Association will be served. Tuis is the last number of THE JOURNAL to be sent to those whose membership dues are not paid for the year 1924-25 until after payment is received. THe NATIONAL Education Association is making a most heroic campaign for the Child Labor Amendment. It is astonishing that the opposition is so much better organized than are the friends of this highly important legislation. The most absurd phase of the opposition is the pretense that the champions of the Amendment are propagandists while the manufacturers and other employers of children are disinterested saints—The Jour- nal of Education. A. A. McDona_p, superintendent of schools in Sioux Falls, South Dakota, was given a life membership in the National Education Association as a Christmas gift, at a most delightful surprise party held in the Lincoln School. Tue AMERICAN FepeRATION of Labor at its annual convention in El Paso, Texas, ap- proved the report of its education committee calling for the ratification of the Child Labor Amendment, support of the Sterling-Reed Education Bill, indorsement of the American Legion Campaign for a five-million endow- ment fund for rehabilitation, child welfare, etc., support of the Woodrow Wilson Memo- rial College at Valdosta, Georgia, and con- tinued activity for revision of certain text- books on economic, political, and social sub- jects. A CORRECTION—on page 337 of the Decem- ber JourNAL Mr. L. L. Jones, president of the Department of Business Education, is given a wrong title. He is vocational counselor in the West Commerce High School of Cleve- land, Ohio. FOLLOWING the death of Mr. Samuel Gom- pers, the officers of the National Education Association sent to the American Federation of Labor a letter of appreciation of his great services, more especially of his strong sup- port in matters related to popular education. Says the letter, “Democracy desires for all the people the good and substantia! things of life that each one cherishes for himself. Its foundation is education; its watchword is equality; its law is justice; its slogan is opportunity and progress. To these great goals Mr. Gompers gave a long and un- usually fruitful life.” Henry Nose SHERWOOD is to become State superintendent of public instruction in Indi- ana, succeeding Mr. Burris, who is now president of the State Normal Schooi at Muncie, Indiana. Dip you read it? “In my opinion one of the best articles in the December JoURNAL is The Development of Youth, because it sets forth an ideal and gives practical suggestions as to its application rather than a theoretical discussion of the subject. I would like to see a forceful article on the need of putting the grammar grades on a par with the high school and primary grades in the matter of salary for qualified teachers.” Thus writes Edna Bradfield, of Pensacola, Florida. Have you sent in your suggestion? The editors of THE JOURNAL appreciate its widening use by teachers and are eager to find which articles prove most helpful. “BY MAKING a review of the contents of each number of THE JOURNAL a class exer- teacher-training institutions much could be done to raise ideals by this con- tinual expression of THE JouRNAL’s ideals,” writes Mary Eileen Ahern, for twenty-six years editor of Public Libraries, a magazine which has done much to solidify and elevate the ideals of the library profession. cise in ONE TEACHER writes that after she has read her copy of THE JOURNAL she turns it over to the editor of the local newspaper, who is thus enabled to keep informed on matters educational. This is a fine suggestion for all teachers who do not preserve their files of THE JOURNAL. “WHY SHOULD any arms company in this country furnish medals to our high school boys for good marksmanship? Why should our lads take pride in decorations conferred by military business interests? Why com- panionship in America between the army, the high schools, and armament concerns? Have we forgotten our hatred of the comradeship so recently existing between the Kaiser and the Krupps?—William C. Allen, 145 Han- chett Avenue, San Jose, California. Tens of thousands of teachers in Russia have been dismissed from their schools and prevented from earning a living. To re- lieve the situation a movement is under way to appeal to American teachers for aid. Per- sons wishing further information should write to Mr. William Willard Howard, The Russian Refugee Fund, 70 Fifth Avenue, New York City. A stupy of “General Practice in Kinder- gartens in the United States” is being made under the Department of Kindergarten Edu- cation. The two means being used to deter- mine what constitutes “General Practice in the Kindergartens” are stenographic reports of full kindergarten sessions and returns from a questionnaire sent to a large number of kindergartens. The questionnaire will be distributed in February. The codperation of all who are interested in scientific investiga- tions and in promoting and improving kin- February, 1925 ——— dergarten work will be greatly appreciated by the committee, of which Miss Mary Dabney Davis, of Darien, Connecticut, i. chairman. Copies of the final report wijj be sent to those assisting. TEACHERS planning to go abroad this sym. mer should write Dr. A. O. Thomas, State superintendent of schools, Augusta, Maine for information regarding the meeting of the World Federation of Education Assogjg. tions in Edinburgh, Scotland, July 20-28, TuHose desiring information on the pags. ing of the Child Labor Amendment should write to Organizations Associated for the Ratification of the Child Labor Amendment, $32 Seventeenth Street N. W., Washington, m, ©. Dr. Hottis Dann, formerly supervisor of music of the Pennsylvania State Department of Education, has been appointed professor and head of the Department of Music Edu- cation of New York University and will up- dertake his new duties on February 1, 1925, SpeciAL teachers of music are employed in 365 schools in the State of New York. Rochester and Buffalo employ a large staf of special teachers; others command the services of one teacher for two days of the week. Of the 59 cities in the State and 7] incorporated villages, all except three make provision for music instruction... The State supervisor of music is Mr. Russell Carter, who has had a wide experience in the normal and public schools of Pennsylvania, Mich- igan, and New York. Tue HiGHLANnp Park Nursery School, prob- ably the first public school nursery in America, was opened at Highland Park, Michigan, December 29, 1924. Twelve chil- dren were enrolled and three more will be admitted. The purpose of the school is to afford an opportunity to high school girls to get a practical knowledge of child care. As many as 120 girls will use the one nursery school as a laboratory to secure practical instruction in many important phases of motherhood. Copies of the poster which appears on page 57 of this issue, with an art border suitable for schoolroom decoration, may be had from the National Congress of Parents and Teachers, 1201 Sixteenth Street North- west, Washington, D. C., at fifteen cents each. Special terms for quantity orders. Mr. M. G. BruMBAUGH, formerly governor of Pennsylvania, was inaugurated President of Juniata College, Huntingdon, Pennsyl- vania, on Thursday, January 29, 1925. THE TRUSTEES of Boston University re- cently elected Bishop William F. Anderson, bishop of the Boston area of the Methodist Episcopal church, as temporary president of the University. Bishop Anderson took office on January 1, 1925, and will serve until the election of a permanent president. Co_umBIA UNIVERSITY announces its first annual School Publications Contest to be held in New York, March 13-14, 1925. This is open to all high schools and private se ondary schools east of the Mississippi pub lishing either a magazine or newspaper, both. Ve Sa Ac An Be! Wh Wh Gre certs “y duty of li Equ In 1 In tl Stere . Ooonm~— OO OO FT. il first This yub- of “Promote, then, as an object of primary im portance, institutions for the general diffusion of knowledge. In structure of a proportion as the government gives force to public opinion, it is essential that public opinion should be enlight ened.” President Washington, Farewell Address, 1796. Sunday, February 22, 4 P. M. AMERICAN IDEALS AND THE PUBLIC SCHOOLS Withrow High School Vesper Service—The 193rd Anniversary of the birth of Washington. Music by Girls’ Glee Club accompanied by a string orchestra; Deep River by Bur- leigh; Hymn of Praise by Marchetti. Salutatory—Frank B. Dyer, Cincinnati, Ohio. Invocation String Orchestra and Organ, Instrumental, Largo by Handel. Salute to the Flag............ Address—The Faith of the Randall J. Condon, Superintendent of Schools, Cincinnati, Ohio. Congregation Founders— Meee ww. .-.. . Congregation Benediction Monday, February 23, 9:00 A. M. Music Hall “Religion, morality, and knowledge being neces- sary to good government and the happiness mankind, schools and the means of education shall be forever encouraged.” Ordinance of 1787 Music—Organ Selections. Why is Superintendence ?—Jesse H. Newlon, Superintendent of Schools, Denver, Colo- rado, President, National Education As- sociation. What is Superintendence ?—Charles S. Meek, Superintendent of Schools, Toledo, Ohio. What Progress Has Superintendence Made? —Payson Smith, State Commissioner of Education, Boston, Massachusetts. Monday, February 23, 2:15 P. M. NATIONAL IDEALS Group meeting A—Joint session with Amer- ican Medical Association. “All men are endowed by their Creator with certain unalienable rights. Among these is life.’ (Speakers to be announced later.) NATIONAL IDEALS Group meeting B, Chairman, John J. Tigert, U. S. Commissioner of Education, Wash- ington, D. C. “From the beginning, these states engaged, as a duty of government, to secure to all equal rights of life, liberty and the pursuit of happiness.” Equality of Educational Opportunity—John J. Tigert. In the North—Ernest Commissioner of m Hi. In the South—A. F. Harman, Superintendent W. Education, Butterfield, State Concord, of Montgomery County Schools, Ala- bama. These addresses will be illustrated by stereopticon and cinema. Department of Superintendence Tentative Program for General Sessions at Cincinnati February 22-26, 1925 NATIONAL IDEALS Group meeting C, Chairman, Arthur C. Perry, Jr., District Superintendent of Schools, Brooklyn, N. Y. “To establish justice. Justice for Pupils—H. O. Dietrich, Superin- tendent of Schools, Norristown, Pa. Justice for Teachers—E. Marie Gugle, Columbus, Ohio. Justice in High Places—Arthur C. Perry. ] VVILLIAM McANDREIV/, Presi- ' dent of the Department of Su- perintendence Schools in Chicago, Illinois. and Superintendent of NATIONAL IDEALS Chairman, Superintendent of Evansville, Indiana. Group meeting D, Chewning, John O. Schools, insure domestic tranquillity.” Student Self-government—John O. Chewning. Controversial Subjects—A. B. Meredith, State Commissioner of Education, Hart- ford, Conn. Labor and Capital—Matthew Woll, American Federation of Labor, Washington, D. C. NATIONAL IDEALS Group meeting E, Chairman, William J. Bogan, Assistant Superintendent of Schools, Chicago, Il. “To Provide for the Common Defense.” To increase the educated quota, The All- Year School—H. C. Weber, Superintend- ent of Schools, Nashville, Tenn. Fortification by Public Opinion—Erie C. Hopwood, Editor, Plain Dealer, Cleve- land. Safeguarding Peace—F. L. U. S. Army, Retired. Beals, Miajor, Monday ,February 23, 8:00 P. M. Music Hall NATIONAL IDEALS Music, Lincoln Ode by Surdo, sung by six hundred children of elementary grades. A More Perfect Union—Raymond Robins, Chicago, III. Tuesday, February 24, 9:15 A. M. Music Hall Executive Session—For Members of the De- partment of Superintendence only. “To Promote the General Welfare.” Music—High School Orchestra. Chairman, John H. Beveridge, Superintend- ent of Schools, Omaha, Nebraska. SEVEN-MINUTE CONTRIBUTIONS Dollar for Dollar—Carleton B. Gibson, Su- perintendent of Schools, Savannah, Georgia. How Information—W. W. Borden, Superintendent of South Bend, Indiana. Introducing We Use Vocational Schools, Educational Research—F. W. Ballou, Superintendent of Schools, Wash- ington, District of Columbia. Central Library a Henry C. Distributing Point — Johnson, Superintendent of Schools, San Diego, California. A Home for Retired Teachers—Olive M. Jones, Public School 120, New York City. Our New Building Program—Henry S. West, Superintendent of Baltimore, Maryland. The Personnel Audit of the Teaching Staff— E. E. Lewis, Superintendent of Schools, Flint, Michigan. Ihe Superintendent and the Business Man- ager: An Anomaly—George D. Strayer, Teachers College, Columbia University, New York City. How We Celebrated Education Week—J. W. Gowans, Superintendent of Schools, Hutchinson, Kansas. Taking the School to the Parents—James A. Nugent, Superintendent of Jersey City, New Jersey. Outcomes of Our Curriculum Program— Jesse H. Newlon, Superintendent of Schools, Denver, Colorado. Business Meeting—Nomination of from the floor. Schools, Schools, officers Wednesday, February 25, 9:15 A. M. Music Hall “The time is, therefore, come when a plan of education ought to States.”’ ” Brooke, universal United Goveri be adopted in the George Washington, letter to 1795. 76 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION Music by Combined Elementary School Orchestra. Chairman, Edwin C. Broome, Superintendent of Schools, Philadelphia, Pa., and Chair- man of the Commission on the Curricu- lum. The Curriculum a Paramount Issue Today— Charles H. Judd, Director, School of Education, University of Chicago, Chi- cago, Illinois. The Curriculum Problem Attacked Scientifi- cally—Ernest Horn, University of Iowa, Iowa City, Iowa. Meeting Community and Individual Needs— John W. Withers, Dean, School of Edu- cation, New York University, New York City. How the Individual City May Solve the Problem—A. L. Threlkeld, Assistant Superintendent of Schools, Denver, Colo- rado. A Codéperative Plan for Curriculum Revi- sion—Zenos E. Scott, Superintendent of Schools, Springfield, Massachusetts. Ballot Boxes Open—Music Hall and Hotel Gibson, votes for officers of the Depart- ment of Superintendence may be de- posited between 11:00 A. M. and 6:00 P. M. Thursday, February 26, 9:15 A. M. Music Hall “To secure the blessings of Liberty to ourselves and our posterity.” What the Colleges Can do for the Public Schools—William Lowe Bryan, Presi- dent, Indiana University, Bloomington, Ind.; E. G. Doudna, Editor, Wisconsin Journal of Education, Madison, Wis.; Frank D. Boynton, Superintendent of Schools, Ithaca, N. Y. Thursday, February 26, 2:00 P. M. Music Hall “The good education of Youth has been esteemed by wise men in all ages as the surest foundation of the Happiness both of private families and of commonwealth.” Benjamin Franklin, proposals relating to the education of youth in Pennsyl- vania, 1749. Chairman, E. U. Graff, Superintendent of Schools, Indianapolis, Ind. Music—Indianapolis Teachers’ Chorus. Happiness and School Music (Illustrated with selections by teachers’ chorus— Ernest G. Hesser, Director of Public School Music, Indianapolis, Ind. Life, Liberty, and Happiness Through Art Expression (Illustrated by work of Vienna Children of the classes of Pro- fessor Cizek—Antoinette Hollister, Greenwich, Conn. The Public School’s Contribution to the Nation’s Happiness—A processional by the public schools of Cincinnati. Thursday, February 26, 8:00 P. M. Music Hall THE PUBLIC SCHOOL AND THE HAP- PINESS OF THE NATION Concert — Massed Chorus of six hundred voices and glee club members, with ac- companiment of organ and high school orchestras, by pupils of Cincinnati Schools. Orchestra—Egyptian Ballet......... Luigini Choruse—Sanctus ...........--00.-- Gounod Girls’ Glee Clubs How Lovely are the Messengers Mendelssohn The Gospel of Beauty—Lorado Taft, Chicago, Illinois. Cincinnati Meeting IMPORTANT FACTS Special railroad rates, one and one half fare for the round trip. Identification certificates fur- nished on request. Write N. E. A. Headquarters at Washington or your State director. If you neg- lect to secure in advance your identification certificate, no ad- justment of fare can be made after arrival at Cincinnati. Sleeping-room reservations are handled through the Housing Bureau, of which Mr. Thomas Quinlan, manager, Convention and Publicity Department, Cin- cinnati Chamber of Commerce, is chairman. Write him. General Sessions—Music Hall. Registration and Post Office— Music Hall. Opening Vesper Service, Sunday Afternoon at 4:00 o’clock— Withrow High School. Thursday, February 26, the con- vention climax. The spirit of beauty, happiness, and art. Pag- eant, concert, teachers’ chorus, speaking program of rare merit. Plan to stay to the end. Exhibit, Civic Service. Posters, charts, and photographs repre- senting a desire of various school systems to stress actual com- munity work as an _ essential rather than an incidental feature of the school program. Exhibit, Beauty. School art work contributed by various cities to show how the national mandate for contributing to the happiness of the people is being obeyed. Breakfasts, luncheons, and dinners to suit all tastes during the con- vention. College dinners—Wed- nesday night. The Third Yearbook of the Depart- ment of Superintendence, pre- pared under the direction of the Commission on the Curriculum, will be ready for distribution to members at the registration desk in Music Hall. Chorus—Lovely June................ Ardite Girls’ Glee Clubs Se WH WOOO d,s ceva smes Schumann (b) Wake Miss Lindy........... Warner Chorus CD is isis ais Wid a cies dives Brahms CRE BED, 6.00.0 0 665 Kes Hees Costa ATIONAL Council of Education will hold three sessions, Monday, Tues- § #0. O@——~-* @ eS ® oot wee (OGG oe sweet ote TS VUGED SU s US CESS OCS e SEEee Se. ROSEN t.. Citra eee ee ee ee 360-J N Michigan Blvd., Chicago =|] Address ....-..seeseeececececencererectecseasceceaecers New York Kansas City at Boston New Orleans PITY cccscccccccccccccccccccces WALES ceoccccccccccccceses Mention THe Journat when writing our advertisers. A-32 Tue JouRNAL OF THE NATIONAL EpucaTiIoNn ASSOCIATION February, 1925 | Superintendents are cordially invited to visit the MILTON BRADLEY COMPANY Exhibit of Art Materials and School Supplies Displayed in Booth No. 15 at the | Are Your Graduates Prepared to Live or to Merely Make a Living? Without an Appreciation of Art, Liter- ature and Music, Leisure Hours are Seldom Turned to Profit. The Shortest Route to an Appreciation of Music is to Hear It Well-Played. DUO-ART Reproducing Piano THE AEOLIAN COMPANY Educatienal Department AEOLIAN HALL NEW YORK CITY See Our Exhibit at the Superintendent’s Meeting, Music Hall, Cincinnati, February 22-26, Spaces 160-162. Cincinnati Convention A remarkable line of educational materials con- scientiously designed for true betterment work in practically every grade; widely diversified in character, but of one standard quality in every division of Bradley products, whether designed for kindergarten or high school. MILTON BRADLEY COMPANY SPRINGFIELD, MASS. Boston, New York, Philadelphia, Atlanta, San Francisco; Chicago: Thomas Charles Co., Agts.; Kansas City: Hoover Bros., Agts. “The Play (ground)’s the Thing” Ta say we Tu a Here’s where romping boys and girls are inspired and developed into strong, clean men and women. You can have a playground in your midst. Funds are easily raised, and the world of satis- faction that comes from the knowledge that YOU are respon- sible for their wholesome recreation will more than reward you for the small amount of time and effort required. Write for Catalog M-14 and the booklet “Planning a Playground,” which tells you how to raise the funds and suggests the proper equip- ment with which to make a start. FRED MEDART MFC. CO. Potomac and De Kalb Sts. St. Louis, Mo. BRANCH OFFICES IN NEW YORK CHICAGO SAN FRANCISCO eT ee wma eg A A te rc See the Medart Exhibit at Cincinnati Convention Mention THe Journa, when writing our advertisers, A-33 THE JOURNAL OF THE NATIONAL EpUCATION AssOcIATION Tol. 14, No. 2 {> Hi Bitt : EE oe v ann Sag Wile take this o tiie vile the TDA Age LETTE eects wees é of. upe- incinn- reet- tion ortu- Association on the occa- g PP our the members of in inC { the mee the Department of dence , Februar to extend S$1ion O ty Gs to the National Educa ni in rinten 1925. d invite itot Mod- ern School Seating. 1 y 22% 26 You are cordially xhib to visit our e 1 a ican Seati mer Branches in Principal Cities Cincinnati Office 319 Main Street Mention Tue Journal wh en writing our advertisers, A-34 THE JOURNAL OF THE NATIONAL EpucaTIon ASssocIATION @ “The Ability to get thought from the printed page cannot be developed by drill isolated from meaning.” @ “The (Child’s interest must keep his eyes at work.” @ “Pictures Supplement, and in some ways are superior to, experience.” The New Keystone Primary Set —300 stereographs and 300 lantern slides—is full of meanings and ex- periences. Arranged for teaching reading in the first three grades. Accompanied by index and hand book of instructions. Other sets for intermediate grades, Jun- ior and Senior High School, are also available Keystone View Company Inc. MEADVILLE, PENNSYLVANIA CORRECT SEATING The National Line—with the famous supporting arm Nothing is lost—everything is gained when the Moeser Arm is applied to any type of desk. Here are the advantages: 1—Available working surface is greatly increased. 2—Pupil has full support for back while writing. 3—Arm is supported while writing (better penmanship, less fatigue and less strain). 4—Encourages correct posture, eliminat- ing eye strain and twisting of spine. Seat and back shaped after best practice in school seating. Elgin Adjustable Pedestal Desk Pleasing lines and proportions. arge contact with floor gives . increased stability. Universal Will ae fen adjustment adjustments easily sype See = and quickly made; no “play” in : or seat. joint when locked. Elgin Pedestal may be had with regular top or with study top— either with or without Moeser Arm. ee Patent Applied For A-O.- Desk Chair Embodies strength, beauty, simplicity. Con- tains in compact and convenient form all the essential features ever included in any high- grade schoo desk. Made in any desired size and in several styles. No. 101 Desk with Moeser Arm Patent Applied For. Comfortable ; rigid. Will last a life- time. The “National” line of school furniture is all made in one great factory. It is the most complete line manufactured and includes everything in up-to-date school furniture. Write for complete catalog. The National School Equipment Company of Port Washington Port Washington, Wisconsin Visit our Exhibit, Booth 106, at the N. E. A., Cincinnati Mention Tue Journat when writing our advertisers. February, 1925 ao 22..°H8 se Pol. 14, No. 2 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION A-35 ORDER NOW FOR FEBRUARY BIRTHDAYS Send 50 cents for 25 pictures of Washington, Lincoln, Longfellow, Lowell, Dickens, their homes, etc. Send 60 cents for Washington, Lincoln, Longfellow, Lowell, Whittier, and President Coolidge, 10 x 12 size. Send $3.00 for Washington, Lincoln, and President Coolidge in the 22 x 28 size, ThePerr Pictures REPRODUCTIONS OF THE WORLD’S GREAT PAINTINGS ONE CENT a7 3x 31-2. For 50 or more. TWO CENT SIZE. 51-2x8. For 25 or more. gis ses, nay af TEN CENT SIZE. 10x12 For 5 or more. f Send 50 cents for 25 beautiful art subjects or 25 for children. Size 5 1-2 x 8. ee Sm GALAHAD ‘ Large Pictures for Framing. Artotypes Bird Pictures in Natural Colors pe Fe a i g 1600 miniature illus a ‘ at M J Three Cents Each for15ormor. Send 15 Cents for Illustrated Catalogue rob- In- | and » the hun- f his seven y 2 mort- y af One of our representatives writes: “Before I go home I do want to - let you know how thoroughly I appreciate everything and the Company have done for me. most a and worth-while summers —Barbara Beeson, Elwood, Ind. Clara Dauman, of Cincinnati, O., an- other Weedon Rep- resentative, says: “It is impossible to express ade- quately the in- spiration and co operation given us, not only concern- ing the work, but also the playtime and the personal comfort. Personal contact with such wonderful people reacts on the mem- bers of the group and keeps us in- spired and encour- aged.” “2000 Miles of Startling that you This has been one of the have ever spent.”’ A Congeniail Occupation 34 Exceptional Opportunities Open to Teachers for Added Summer Income AST month in this publication The S. L. Weedon Company advertised that due to better business conditions they needed 38 teachers to fill that many special positions the coming summer in work that is very agreeable and highly remunerative. 34 of these positions remain to be filled, $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 of person. Each one will be appointed an exclusive representative 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 more. This is at the rate of a great omy J $500.00 or $3000.00 a year or better for manent organization. Every Advantage to Those Chosen Those chosen will those who qualify for positions in our per- receive every advantage; day they start to work, and all railroad careful Weedon training and constant an exceptional business career along f the highest type. of course, and of —and Travel Each of these 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 guaranteed income from the fare paid. Ambition, plus the help, will start those accepted on school lines. Agreeable associates, you whether or not you can fit into reply. With only 34 positions of one of these openings. Remember, this type open, we suggest an im- we have been in business over 20 mediate inquiry. Address S. L. years, and will place those accepted Weedon, President. THE S. L. WEEDON COMPANY 7016 EUCLID’ AVE. Dept. 4-B CLEVELAND, OHIO THe JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION For My Vacation “North Coast Limited” Beauty’’ One of America’s Fine Trains Chicago, St. Paul, Yellowstone Park, Minneapolis, Missoula, Duluth, Fargo, Billings, Butte, Helena Mail this coupon to A.B. Smith, P.T.M., 983 Northern Pacific Bldg., St. Paul, Minn. MY VACATION TRIP } Spokane, Yakima, Portland, Tacoma, Seattle Books or trips I am interested in ( , ) 0 Yellowstone Park . O Pacific Northwest .. P O Rainier Pk. (Seattle—Tacoma) O) Alaska (Skagway) . ; - 176.00 O) Rocky Mts. (Helena—Butte) . 59.00 ©1924 fares. 1925 fares may differ slightly. *Round Trip Fare from Chicago . $ 56.50 86.00 86.00 “Mr. Northern Pacific’—Your suggestions, please. Mention THe Journat when writing our advertisers. | | | | | | Paste Kesults Tue CommerciaL Paste Co. Dept. 13, Columbus, Ohio. Gentlemen: CII want better | CII use paste in various quantities depend upon the quality of the paste you use. Gluey is put up in the convenient 4-ounce tube — remains moist — dries quick and sticks tight. GLUEY PASTE has proven its ability to give super paste results in over 3000 schools—a record which qualifies it to be seriously con- sidered for use in every school. Gluey comes in handy 4-ounce tubes—in convenient desk jars and in gallon containers. Use the coupon below and secure a big, full-size Gluey handy tube for 10c. If you use Gluey once, you will always use it. The Commercial Paste Co, Makers of the Largest Line of Adhesives Dept. 13 Columbus, Ohio paste results dime for a big Gluey handy tube. here’s a send me your low prices on Gluey. | 0 ea EN OTEEEE. FEE EE | | 5 EP pe ee ee | | | CASO CORE ae (I Teacher A-42 Tue JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION February, 1925 Of course every teacher wants to get away this summer — and of course every teacher wants to make money at the same time— But How Do Both? The great International Compton Service answers the question. You tell us about you and we'll tell you about it. One-third of the teachers of this country who don’t go to Summer School, make beds and wait on table at summer resorts and don’t havea good time and don’t make any money. Another third take a summer travel tour, spend what little money they had saved and come back broke in the fall. The other third just stay home and vegetate. That isn’t any good either. Now some of you come this year and try the Compton Service. First of all, this Compton Service gets you away from home and into new surroundings for a while. at is more important to a school teacher than to any other human being. Second, itlets you travel extensively on Compton money instead of on your money. That’s mighty im- portant. And third, it brings you back home with several hundred dollars in your pocket. And that gives you a very comfortable feeling. Of course, selling the Compton Service means a lot of work; money doesn’t grow on trees. But it also means a lot of fun, with plenty of time to enjoy it. ~ $900 “T received a check for one hundred ten dollars for my last week. Im about nine hundred dol- lars my first summer.” — Mary B. Hill Remember, the Compton Service is a great International Institytion with hundreds upon hundreds of women (most of them teachers, like you) rep- resenting it. You're trained before you start and you're paid a salary while starting. This summer we can take two hun- dred teachers between the ages of 25 and 40 into our organization. These teachers must have some normal or college training, with at least two years of teaching experience. They must be in perfect health and free to travel. And they must be willing to work hard in order to be able to play hard. Now if you are live and ambitious and full of life and pin, be learn and eager to earn, then sit down tonight and write us fullyabout your- self. Not one page, but ten pages if necessary. We are looking for material — guod material—and we'll read many pages to find it. So write us confidentially all about yourself—who youare, what you are, how old you are, what you look like, your personality, your executive ability, when your school closes, how many weeks you can work and everything you think will interest us. There may be more in this for you than you ever dreamed of as you sit there now. Make good here and you may not want to go back in the fall! Of course, we give preference to those who can start earliest and work longest | ee COR PT ON=-&-€ 0. Dept. N.E.A.-1, 58 East Washington Street, Chicago (Continued from page A-40) ternoon, Feb. 25, and Thursday morning and afternoon, February 26. The Saturday evening meeting is a joint one with the National Vocational Guidance Association at Parish House, Episcopal Church. The program follows: Report of Guidance Committee of the Secondary School Principals Association, Jesse B, Davis; Guidance, A Point of View, R. T, Hargreaves; Guidance Through Codépera- tive Part-Time Schooling, Herman Schneider, Monday afternoon’s meeting will be held in Withrow High School. Following the address of the president, A. H. Thomas will] speak on The Function of the Secondary Schools in the Program of International Understanding and I. L. Kandel, on The Development Through the Schools. The re- port of Committee on Rural Schools will be given. Tuesday morning in Withrow High School, Some Current Problems in Secondary Administration will be discussed by C. H, Judd and the Report of the Committee on College Relations given by Lester B. Rogers, A luncheon will be served in the high school cafeteria. Tuesday afternoon at Withrow High School, an important business session will be held. A report of the Committee on Audits and Accounts will be given. J. E. Armstrong will give a report of the Com- mittee on Necrology, and Claude B. Briggs will give the report of the Committee on Joining the N. E. A. Wednesday afternoon, the meeting will be held in Woodward High School. Dr, C. O. Davis will give the Report of the Com- mittee on Curriculum; L. W. Smith, the Report of the Committee on National High School Athletics; R. R. Cook, on the Report of the Committee on Standard Blanks. Thursday morning at Hughes High School, the following program will be given: Lin- coln’s Health Program, Homer P. Shepherd; The Principal as a Supervisor; What Be- comes of High School Principals, Thomas H. Briggs; and Maintaining High Standards of Scholarship, W. E. Wing. Thursday morning, a junior high school program, of which Thomas M. Muir is chairman, will be held in the Hughes High School. The following addresses will be given: Selling the Junior High School to the Community, Willis A. Sutton; Recent Developments in the High School Field, James M. Glass; Errors in the Junior High School; discussion. The Thursday afternoon program at Hughes High School will include addresses by C. A. Buckner and Edwin A. Shaw on the subjects Some Practical Uses of Tests and Measurements in Secondary Schools and The Use of Tests and Measurements as 4 Basis for Homogeneous Groupings. Dis cussion. There will follow a report of the Committee on Resolutions. ATIONAL Council of Primary Education will hold its usual luncheon and discussion program in the Main Rod Ballroom of the Hotel Gibson, Tuesday noon, Feb. 24. Local arrangements are i charge of Miss Anna Logan, assistant supe intendent of schools, Denton Building, Cit cinnati, through whom reservations should be made. (Continued on page A-44) Vol. 14, No. 2 Triumphs—in School and Office 7) HE Remington Quiet 12 is the most successful new model in all typewriter history—it has won an unparalleled triumph in both the schoolroom and the business office. Typewriter users everywhere have found in this latest Remington the machine which anticipates all pres- ent-day needs, and the business school finds it the best teaching ma- chine for exactly the same reason. The pupil who is well trained on the Remington 12 enters business life with an invaluable working knowledge of the very latest and best in typewriter efficiency. Send to us for booklet which tells you what leading business educa- tors the country over say about the surpassing merits of this latest Remington. REMINGTON TYPEWRITER COMPANY 374 BROADWAY Branches Everywhers REMINGTON STANDARD SINCE THE INVENTION OF THE WRITING MACHINE NEW YORK THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION A-43 “How I Traveled to Europe and . Back for 170" She Shree Prize Winning Stories Meare 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 CUNARD STEAM SHIP LINES NEW YORK 25 Broadway or Branches and Agencies Mention Tue Journwat when writing our advertisers. A-4 Tue JourRNAL OF THE NATIONAL EpucaTiION AssociATION February, 1925 Tone-Volume- Durability * CABLE Midget a 4 % = Vik a 4 Convention HECable Midget has all the merits of large uprights. Its tone, chloe: and durability are sur- prising musical au- thorities everywhere See it— Hear it— Play it— Prove to your own sat- isfaction that it is the ideal school piano. Booth 56 Music Hall N.E. A. Convention Cincinnati AY ‘i TA = iit ; Kh Upright N i i ‘The Ideal School Piano PIANO like the Cable Midget has long been sought as an essential part of modern school equipment. The problem was to get an instru- ment of small size with full music capacity. Now this is to be had in the Cable Midget and schools everywherearefinding thissplen- did instrument indispensable. The demand in 1924 required the Cable factories to double production schedules and this year it is again necessary to double the output of the past year. Write for our Special Offer to Schools and the Teaching Profession The CABLE Company Manufacturers of Conover, Cable, Kingsbury and Well- ington Pianos; Carola, Solo Carola, Euphona, Solo Sictina _ Euphona Reproducing Inner-Players Wabash and Jackson - Chicago (Continued from page A-42) a inn oa Council of State Superin. tendents and Commissioners of Education will meet Monday afternoon Feb. 23, at the Business Men’s Club. : The program includes: The Relationship of the State Superintendents and Commis. sioners of Public Instruction, (a) The Gen- eral Assembly, Will C. Wood; (b) Interpre. tation and Administration of School Laws J. M. McConnell; (c) Vocational Education and Civilian Rehabilitation, A. B. Meredith: (d) State-wide Surveys, Charles A. Lee. - ATIONAL Society for the Study of Education will hold two meetings jp Cincinnati Music Hall, Saturday afternoon, Feb. 21, and Tuesday afternoon, Feb. 24, The Saturday meeting will be devoted to a discussion of Part I of the Twenty-fourth Yearbook of the Society, entitled “Report of the National Committee on Reading.” The speakers will be W. S. Gray, chairman of the Committee on Reading, Arthur Gates, Ernest Horn, and Laura Zirbes. The Tuesday evening meeting will be devoted to discussing Part II of the Twenty. fourth Yearbook, entitled “Adapting the Schools to Individual Differences.” The speakers include C. W. Washburne, chair- man of the Yearbook Committee, W. H,. Kilpatrick, and A. J. Stoddard. meeting will follow. A business to Association of Junior Col. leges will meet in the Foyer of the Roof Ballroom, Hotel Gibson, Feb. 20 and 21. MERICAN Association of Teachers Colleges have interesting programs planned for Friday afternoon and all: day Saturday, Feb. 20 and 21, at Hotel Gibson. The Friday session will be addressed by R. L. Marquis, Joseph Rosier, and Howard Nudd. A. E. Winship will be the guest of honor at the dinner Friday evening, and speeches will be made by Vernon M. Riegel, Bruce Payne, and John J. Tigert. At the last session there will be reports by W. P. Morgan, H. A. Brown, L. B. McMullen, R. §, Newcomb, N. H. Dearborn, and E, §, Evenden. NFERENCE on Health Problems in Normal Schools—An informal con- ference called by the Joint Committee on Health Problems in Education of the Nz tional Education Association and the Amer- ican Medical Association and the Americsn Child Health Association will beheld February 19-21 at Hotel Gibson. Dr. Thomas D. Wood will act as chairman. The purpose of this conference is to discuss problems arising in connection with the ad- ministration of the health program in teach- ers colleges and normal schools. ATIONAL Council for the Social Studies will hold two sessions in Me Micken Hall of the University of Cincinnati, February 21 at 9:30 a.m. and 2 P.M. Tue Seconp ANNUAL Council of Executive Secretaries of Teachers’ Retirement Funds of the various States will be held Tuesday afternoon, Feb. 25. President of the Counell is R. O. Clarinda, Springfield, Ill.; chair o = = te teed 0! as ay n. by rd nd el, the tive nds bday ait- Vol. 14, No.2 EDUCATIONAL TOURS FOR MEN AND WOMEN EUROPE, 1925 67 DAYS $395 AND uP WITH COLLEGE INSTRUCTION AND CREDIT IF DESIRED ADDRESS NEW YORK UNIVERSITY TOURS DIVISION 110 EAST 42ND STREET - NEW YORK CHARTS——GRAPHS To Order and in Stock For class-room use, publications and reports. Invaluable in the presentation of statistical data. Estimates on receipt of requirements. NATIONAL DRAFTING SERVICE 5823 Colorado Avenue N. W. Washington, D. C. To those interested a print of our chart ‘‘ Scheme of Organization of the Federal Government’ will be sent for 25 cents. Perry Kindergarten Normal School Founded 1898 by Annie Moseley Perry. Thorough training for kindergarten, primary and playground positions. Supervised practice teaching. Enroll now for entrance in 1925. HARRIOT HAMBLEN JONES, Principal 25 Huntington Ave., Room 316, Boston, Mass. man of Program Committee, Estes Duncan, Indianapolis, Ind. IZONA Delegation and Visitors— All persons now or previously engaged in Arizona schools are invited. Breakfast $:00 a.m., Wednesday, Hotel Sinton, Main Dining Room. SOCIATION of Teachers of Crippled Children will hold their luncheon meet- ing at the Sinton Hotel, Thursday, Feb. 26, 1925, at 12:30—price $1.50 per plate. DUCATIONAL Press Association will hold a dinner meeting on Monday, February 23, at 6:30 p.M., in the Club Room of the Hotel Gibson. ATIONAL Conference on Educa- tional Method will meet at the Grand Hotel, Wednesday afternoon and Thursday morning, February 25 and 26. ATIONAL Council of Nature Study and Gardening will hold two sessions on Saturday, February 21. Pusiic ScHoo, and college administrators desiring to fill educational positions should avail themselves at the Cincinnati meeting of the services of The National Association of Appointment Secretaries which will hold its second annual meeting Thursday, Feb. 26 at 10 a.m., Hotel Gibson. Tue Apvisory Committee for a Teachers Home will meet Tuesday afternoon, at the call of the chairman, Miss Olive M. Jones. THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION FOOLS ) Y, NO MEANS. If they were, B they would be easier to “sell.” Veteran sales managers have learned the futility of sales chatter directed to educators unless the article they are selling meets the precise demands and comes up to the high standards of schoolmen. In making every purchase for the schoolroom, the educator demon- strates his wisdom and vigilance. But where a periodical for the use of students is concerned, he is especially “on guard.” The point of view must be right; the treatment of news must be fair; the selection of literature and art must show intelligence and discernment. Evidently the Scholastic successfully comes up to all these stand- ards, for its reception by the educators of the country since it was established, three years ago, has been surprisingly spontaneous. Hundreds of men and women who determine curricula in junior and senior high schools have taken the trouble voluntarily to express their sincere approval of the magazine. Today the Scholastic is used in more than 1,200 high schools, from the teeming centers in New York and Chicago to the sparsely-settled districts of the West and North. Its interesting arrangement and style win favor among even the most indifferent students. Is your class using it? If not, will you try it? Ask for a sample copy or enter a trial order for enough copies for your class. If the SCHOLASTIC does not mect your needs, you may cancel the order after the first consignment of magazines is received. Six and one- half cents a copy in quantities of ten or more to one address. The S§CHOLASTIC A National Magazine for the Schoolroom Bessemer Building - Pittsburgh, Pa. Chicago 6 No. Michigan Ave. New York 1133 Broadway ISSUED EVERY OTHER WEEK A-46 Temple University PHILADELPHIA, PA. Phone, Columbia 7600 College of Liberal Arts and Sciences Teachers College School of Commerc Professional Schools: Theology, Law, Medicine, Dentistry, Pharmacy, Chiropody School of Music Training School for Nurses University High School Summer Session July 6 to August 14, 1925 SEND FOR BULLETIN Plan Your Vacation Now Play and Study in Chicago 1886 NATIONAL 1925 Kindergarten and Elementary COLLEGE SUMMER SESSION June 19 to July 31, 1925 Summer Session Curriculum includes the latest developments in Kindergarten and Elementary methods for Teachers Demonstrations with Children 1925 Summer Bulletin upon application to: National Kindergarten and Elementary College Registrar, Summer School, Box 26 2944 Michigan Blod., Chicago Arnold College FOR HYGIENE AND PHYSICAL EDUCATION Three-year Degree Course NEW HAVEN NORMAL SCHOOL OF GYMNASTICS Two-year Diploma Course Strong faculty. Complete indoor equipment and outdoor facilities, including camp. Appointment Bureau, success- ful in placing graduates. 1466 Chapel Street New Haven, Conn. SAFETY EDUCATION AN INTRODUCTION TO SAFETY EDU- CATION. A Manual for the Teacher, with an Introductory Chapter by Harold Rugg. Price, 30 cents, postpaid. THE BULLETIN OF SAFETY EDUCA- TION. Published twice a month during the school year. Contains information on the prevention of accidents, lesson plans and Sub- projects, playlets, jingles and stories. scription price, one dollar. POSTERS FOR THE PRIMARY SECONDARY GRADES. scriptive leaflets. Address all inquiries to the EDUCATION SECTION AND Write for de- NATIONAL SAFETY COUNCIL 120 West Forty-second Street, New York City THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1925 EXCELLENCE solute accuracy. is Every manual-training instructor is ambitious to have his classes produce excellent work. ‘That is why Wallace Portable Machines are so popular in manual-training departments all over the coun- try—they enable students to produce work worthy of experts. These precision wood-work- ing machines are built to closest limits for ab- Every step in their manufacture rigidly supervised; they are all direct-motor- driven, taking their power from any light or power circuit. Their design enables boys to stand naturally while working. WALLACE PORTABLE MACHINES Wallace Universal Saw Wallace Plain Saw Wallace 16” Band Saw Wallace Glue Pot (auto heat control) Wonder Disc Sander Wallace 6” Jointer Wallace 4” Planer Wallace 6” Lathe Wallace Solder Pot (auto heat control) Wonder Spindle Sander Write for Catalog 402C and names of Wallace 6" Lathe schools using Wallace Machines. J.D. Wallace & Co. 152 S. California Ave. Chicago, Ill. ENROLMENT and AFFILIATION An all inclusive membership in National, State, and local associations and every teacher at work on the problems of the profession. Education Association is composed of delegates from State and local organizations. The Representative Assembly of the National An increasing list of schools with one hundred per cent enrolment indicates the growth of professional spirit and the new energy with which teachers are facing the problem of improving all the conditions under which they work. AFFILIATED ASSOCIATIONS ee following associations are in addition to the affiliations which have been reported in previous issues of THE JOURNAL. Darsy, PA., Teachers Institute of Darby, Kelley, Secretary-Treasurer. Lop, Cauir., Lodi Elementary Teachers Association, Local and Rural, Mary E. Rathbun, Secretary. Newsuryport, Mass., Newburyport Teachers Asso- ciation, Charles D. Montgomery, Secretary. SHARON, Pa., Sharon Teachers Institute, Daisy A. Douns, Secretary. TrENTON, N. J., Trenton Hazel A. Rutan, Secretary. Lillian Primary Association, ONE HUNDRED PER CENT SCHOOLS First Section 5 go response to the appeal for one hundred per cent enlistment in the profession has been so generous that the reports received more than fill the space previously allowed for them in THE JOURNAL. The following items were held over from the January number. MANASOQUAN, N. J., Brielle School, Eva Voorhees, Principal. MANKATO, MINN., Lincoln Grade School; Roose- velt Grade School, Mrs. Beatrice Marks, Princi- pal; Union Grade School. MansrieL_p, Ono, Hedges School, J. Leo Hartman, Principal. MetTucueNn, N. J., Stelton School, Susan M. Fillips, Principal. MippLesurG, OnzI0, Huston, Principal. MINNEAPOLIS, MINN., Harrison School, Lulie Me- Gregor, Principal; John Hay School, Clarence E. Blume, Principal. Monmouth, ILi., Monmouth Public Schools, H. F. Munch, Superintendent. Morristown, N. J., Speedwell Avenue School, Mary E. Merchant, Principal. Zane Rural School, Forest Mount VeRNON, N. Y., De Witt Clinton School, Minnie S. Graham, Principal; Jefferson School, James M. Grimes, Principal; Lincoln School, Martin H. Traphagen, Principal. Muskgcon, Micu., Nelson School, Carlie A. Stey- enson, Principal. NapeErRvVILLE, ILt., Naperville Public Schools, O. A. Waterman, Superintendent; Ellsworth School, Margaret Lindsay, Principal; High School, Blanche Graham, Principal; Napier School, Jennie &, Woolcox, Principal. NortH ATTLEBORO, MaAass., Arthur J. Mott, Principal. NortH Bancor, N. Y., North Bangor Union School, R. W. Tarbell, Principal. NortH Easton, Mass., Junior High School, Mary F. Conley, Principal; Junior Primary School; North Easton Grammar School, Mary A. Stone, Principal; Oliver Ames High School, Gilbert C. Mann, Principal; Unionville School. OAKLAND, Catir., Daniel Webster School, Elizabeth P. Cooper, Principal. Omana, Nesr., Bancroft School, Mary Auston, Prin- cipal; Brown Park School, Anna M. Bratton, Principal; Comenius School, Jeanette F. Raggen, Principal; Franklin School; Jefferson School, Clara S. Mills, Principal; Howard Kennedy School, Franc Eaton, Principal; Lincoln School, Peark McCumber, Principal; Long School, Isabelle Doyle, Principal; Madison School, Mamie G. Beal, Principal; Mason School; Miller Park School, Alice D. Orr, Principal; Monmouth Park School, Ida Blackmore, Principal; Rosehill School; Bess C. Bedell, Principal; Sherman School; South Franklin School, Pauline C. Winters, Principal; Washington School; West Side School, Mary R. Griest, Principal. Optma, OKLA., Optima Public Schools, -G. V. Landers, Superintendent. PaLm Beacu County, Fiorina, Palm Beach County Public Schools, Agnes Ballard, Superintendent; Bare Beach School, J. S. Wilson, Principal; Glade School, Miss DuChaine, Principal; Boyntos School, Carrie Knapp, Principal; Canal Point School, Thomas Asson, Principal; Delray Grade School, L. W. Currier, Principal; Delray High School, L. W. Currier, Principal; Jupiter School, Glenn Martin, Principal; Kelsey City School; Amanda Snyder, Principal; Lake Worth School, Mrs. Etha Crane, Principal; Lake Worth Junior High School, C. 1. Hollingsworth, Prinei- pal; North Borough School, W. L. Cox, Principal; (Continued on page A-48) Bank Street School, | | | | | Lt tts SS SEE CSCC‘ Y - — cam = & ee eh al mee. FPeSStFS Voi sore THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION A-47 PLEAS E-LET ME PLAY! Meet us at Cincinnati. Let the children play the Everwear way. Permanency in Playground Apparatus On file in our office are hundreds of testimonial letters from School Superintend- ents, Directors and Commissioners of Recreation, Park Superintendents and heads of other public and private institutions which detail the splendidly permanent play service rendered by Everwear Steel Playground Apparatus on their playgrounds. Everwear is a quality line; built up to a standard, not down to a price; built to withstand the use and frequent abuse of the playground. It is safe, durable, beautiful and full of playability. We urge your fullest inquiry as to the service it is rendering. Visit the Everwear Exhibit in Booths 17-18, South Hall, at N. E. A. Department of Superintendence, Cincinnati, Feb. 22-26, and examine its many exclusive features. No. B 210 Ocean Wave. “A wonderful outfit.” No. B-189 Slide. “Slides are most popular.” No. B-137 Seesaw. “Just real fun.” No. B-304 Horizontal Ladder, “Dandy.” No. B-s00 Merry-go-round. “It’s great.” Manufacturing a complete line of steel playground apparatus. Write for catalog. The Everwear Manufacturing Company SPRINGFIELD, OHIO The oldest and largest exclusive manufacturer of playground apparatus in the world. Mention Tue Journat when writing our advertisers. Winner of $35,000 Nobel Prize once a clerk ADISLAS REYMONT, who was recently awarded the $35,000 Nobel Prize for his great four-volume novel,‘ The Peasants,” is the son of a Polish windmill owner. Expelled from school early in life, and thus missing his early educational oppor- tunities, he went to work as a telegraph operator. Then he became a clerk in a store, and after that an actor in a small theatrical company. About this time he began to write—and has been writing for thirty years. u His success in winning the coveted Nobel Prize after such humble beginnings and so many years of comparative failure, should be an inspiration to“*every man and woman who has the urge to write. Let Us Tell You if You Can Succeed as a Writer The Palmer Institute of Authorship is co- operating with magazine editors and motion picture producers in the development of new talent. In the last seven years it has helped scores of writers to win recognition on the screen and in the magazine field. It teaches the technique of magazine and photoplay writing. It maintains a Story Sales Department in Hollywood, with repre- sentatives in New York and Chicago, thus insuring the author of a direct contact with all story markets. Fifty Free Scholarships are awarded annually to deserving students. Famous Men on Advisory Council Supervising the educational policies of the Institute are the following distinguished literary men: Russell Doubleday, publisher; Frederick Palmer, author and educator; Clayton Hamilton, well-known playwright and author-educator; Brian Hooker, formerly of the faculty of Yale and Co'umbia Universities; Frederic Taber Cooper, author-educator; C. Gardner Sullivan, screen writer and director; James R. Quirk, editor of Photoplay Magazine, and Rob Wagner, author and motion picture director. Write for This Book and Free Creative Test The Palmer Institute is unique among educational institutions because it seeks for training only those with natural creative ability who can profit by its instruction. Therefore, no one is invited to enroll for its home-study courses until he or she has passed the Palmer Creative Test. This test is the most novel means ever devised for enabling you to obtain an accurate analysis of your writing ability. The fi — out of this Creative Test our is and subsequent training have enabled scores of Palmer students to sell stories and _photoplays. Our Board of Examiners your reply without cost or obligation. Just mail the cou and we shall send the Creative Test to you free—together with our 96-page book, ‘‘The New Road to Authorship.” PaLMER INSTITUTE OF AUTHORSHIP Affiliated with Palmer Photoplay Corporation Dept. 74-P, Palmer Bidg. Hollywood, Calif. Please send me, without cost or obligat your Creative Test, the 96-page book, “The New Road to Authorship,” and full details of the Palmer Scholarship Foundation, which awards 50 Free Scholarships annually. I am most interested in— Story Writing A-48 THE JOURNAL OF THE NaTIONAL EpucaTIon AssoclATION REALIZE YOUR AMBITION Every Teacher Has Dreamed of a Summer Spent in Travel A few are now offered that opportunity in a dignified work which puts a premium on teaching experience. A nationally known firm, established thirty-three years, will have several summer positions open identical with positions which are now paying former $200 TO $350 A MONTH Several interesting itineraries available north, west and south. Liberal provision for teachers from expenses. fidential, J. S. PERRY, Dept. C12, Work during summer may lead to splendid permanent position. must be of good character and over 27 years of age. Applicants All inquiries considered con- Please give essential facts concerning yourself in first letter. 913 GARLAND BLDG., CHICAGO I. C. §. Pamphlet Texts for Schools The Trade, Technical and Busi- ness Texts used by the Inter- national Correspondence Schools are also used by more than 350 schools and colleges in the United States and Canada. There are more than 2500 pam- phlets in the series, covering every conceivable subject. Nearly three million dollars has been spent in the preparation of these texts and more than $100,000 is spent yearly in keeping them up to date. We believe they are the best and most authoritative texts offered today for schools and colleges. Write for Descriptive Catalogs INTERNATIONAL TEXTBOOK CO., Box 9296, Scranton, Penna. Mediterranean Annual to the Summer Cruise on the Cunard and Anchor Liner TUSCANIA We have again chartered this popular steamer to sail from New York July 4th, returning September 5th. A really worth- while itinerary— 63 days of enjoyment and inspir- ation— popular fares. Apply early THOS.COOK & SON NEW YORK 585 Fifth Ave. 253 Broadway y HERE IS A DIFFERENCE Ask tor the Bes Tpay- | Grayonex THE AMERICAN CRAYON COMPANY SANDUSKY: OHIO .- * NEW YORK FoR more than fifty years Spencerian Steel Pens have been the standard among better schools. They outwear any two ordinary pens. Children quickly learn the art of good penman- ship when they are given these smooth-writing, long-wearing pens for their work. A sample card of one dozen as- sorted pens fora dime. Please mention this publication. Spencerian Pen Company 349 Broadway New York No. far ollege, fine point; double elastic. No. 2—Counting House, excellent for bookkeeping. No. 5—S8echool, fine point; semi- elastic. No. 47—Intermediate, medium point; stiff action. No. 2 Spencerian School Pens ONE HUNDRED PER CENT SCHOOLS (Continued from page A-46—column 3) Pahokee School, J. R. York, Principal; Palm Beach School, Mrs. Harold Kirk, Principal; Prairie Siding School, Mrs. J. Short, Principal; Prosperity Farms School, Mrs. M. E. Clemons, Principal; Salerno School, Mrs. F. W. Loy, Prin- cipal; South Bay School, Mrs. Mary Farnum, Principal; South Palm Beach School, Ruth Green, Principal; Stuart Grade School, Mrs. J. A. Youngblood, Principal; Stuart High School, Mrs. J. A. Youngblood, Principal. PeortA, I1v., Lincoln School, Arthur Verner, Prin- cipal. PittspurcH, Pa., Bane School, Jane B. Martin, Principal; Knoxville Union High School, C. B. Critchfield, Principal; James E. Rogers School, M. Elizabeth Wolfe, Principal. PLAINFIELD, N, J., Irving School, February, 1925 es Pontiac, Micu., Bagley School; Baldwin School ; Central School; Crofoot School; Florence Avenue School; Webster School; Wisner School. PorTsMOUTH, N. H., Farragut School, Alice §, Mil. dram, Principal; New Franklin School, Fannie Chapman, Principal. Primos, Pa., Primos School, Bertha A. Storm, Prin. cipal. Pues_o, Coro., Central High School, D. K. Dunton, Principal; Central Junior High School, D, K. Dunton, Principal. Racine, Wis., Jefferson School; School. RicHMOND, VA., Monroe Winston, Principal. Riverton, Wyo., Riverton Public Schools, GC. Whitlow, Superintendent. RutTHerrorp, N. J., Pierrepont School, Wolf, Principal; Sylvan School, School; Gilbert Knapp McKinley Junior High School; Winslow School, Elizabeth w, Lily A. Helen Walcott, Principal. Sacinaw, Micu., North Intermediate School, C. R, Bradshaw, Principal. San Disco, Carir., La Mesa Heights School, Mary H. Carver, Principal. Sanp Sprincs, OKLA., Sand Springs Public Schools, Frank R. Pauly, Superintendent; Central School, Blanche Collins, Principal; Garfield School, C, Cc Jelks, Principal; High School, Maurice W. Taylor, Principal; Lake and Twin Cities School, B. M, Rissinger, Principal. San Francisco, Cauir., Balboa School, Lucy R, Adams, Principal; Buena Vista School, Lucy Cotrel, Principal; Haight School, Edith May Gil. more, Principal; Hancock School, Mollie A, Smith, Acting-Principal; Hunter’s Point School, Mary T. Lahey, Principal; Rincon School, A. P. Barry, Principal. San Jose, Carir., Grant School, C. H. Holland, Principal; Hawthorne School, Selma B. Alinder, Principal; Jefferson School, May F. Cooledge, Principal; Lincoln School, Victor Dornberger, Principal; Longfellow School, W. P. Cramsie, Principal; Lowell School, Robert A. Lee, Prin. cipal; Horace Mann School, A. L. Dornberger, Principal. Logan School, Edith J. Bohan- Spurgeon School, Olive &, Santa Ana, CALIP., non, Principal; Wagaer, Principal. SANTA Barpara, Cauip., Kindergarten School; Lin. coln School; Wilson School. ScIENCEVILLE, On10, Coitsville Rural Schools, W. L, Richey, Superintendent. SHENANDOAH, Pa., Shenandvah Public Schools, J. W. Cooper, Superintendent; High School, J. R. Lewis, Principal. SHERIDAN, Wyo., Central School; Custer School. SimssBury, Conn., Simsbury Public Schools, E. §, Russell, Superintendent. Sioux City, Iowa, East Junior High School, D. A, Hayworth, Principal; Grant School, Emma C, Hanson, Principal. Sioux Fatis, S. Dak., Lowell School, Annamae Linter, Principal. SoutH Easton, Mass., Center School; School; South Easton School. SouTtH Pasapena, Caurr., Las Flores School, Hazel L. Nelson, Principal; Lincoln Park School, Ruby Cleaver, Principal. SPRINGFIELD, On10, Bushnell School, Augusta Wiegel, Howard Principal; Jefferson School, Charlotte Swanton, Principal; McKinley School, Mrs. Edith Stuckey, Principal; Roosevelt Junior High School, Edgar G. Weller, Principal; School for Cripples, Eliz- abeth S. Walker, Principal; Sunset School, Mary Thrasher, Principal. Strratrorp, Conn., Sedgwick School, Estelle Robins, Principal. SuDLERSVILLE, Mp., Sudlersville High School, Anna C. Harrison, Principal. Summit, N. J., Junior High School, Charles H. Beek, Principal; Washington School, Eleanor §, Miller, Principal. Swampscott, Mass., Clark School, Blanche &. Doyle, Principal; Palmer School, Louise C, Stanley, Principal. Terre Haute, INp., Craft School, Cecil Vinson, Principal; Davis Park School, Anna Higgins, Principal; Sandison School, May Waldorf, Prin- cipal; Warren School, THOMPSONVILLE, CONN., Alvin D. Higgins School, Nora E. Clancy, Principal. ToLepo, Ono, Monroe School, Genevieve Riely, Principal; Anna Pickett School, Vashti Kline, Principal; Riverside School, Jessie A. Perrin, Principal. Trenton, N. J., Mott School, Mary F. Conners, Principal. Triniwap, Coro., East Street School, Nellie Baird, Principal; Park Street School, Mrs. Nora Clark, Principal. Tusa, Oxta., Medio School, W. L. Adams, Prin- cipal. Turners Faris, Mass., Turners Falls Public Schools, Joseph S. Keating, Superintendent. UmnTAH ScHoot District, Utan, Uintah School Dis- trict Public Schools, H. S. Olson, Superintendent; Ashley School, Ellis Merkley, Principal; Bennett School, Russell: Harrison, Principal; Davis School, Franklin Slaugh, Principal; Fort Duchesne School, V. T. Rice, Principal; Glines School (Continued on page A-50) j Vol. 14, No.2 -||/BAUSCH & LOMB Equipped with patented side-fine 4 Laboratory ajustment of the lever type, Iris diaphragm in mount with screw Microscope threads for holding Abbe con- denser, well corrected achromatic objectives (10x and 45x), two FS-4 Huygenian eyepieces (5x and 10x) and dust-proof nosepiece. “4 a rs : s The growing popularity _<— of this model in schools mass. and colleges indicates agen ~~ its superiority far bet- in case, 4 ’ = ° $75.75 \ ‘ ter than words. It is - durably constructed, ac- curately adjusted, and . well equipped for labo- { ; ratory work. It yy a) ; is daily meeting a the recuirements : ” / hie of hundreds of 3 , . laboratories. = , Write us for de- scriptive litera- : _¢ ture on micro- as , scopes and ac- P cessories. BAUSCH & LOMB OPTICAL CO. . 203 Freeman Street h Rochester, N. Y. . ' — . | It Makes the World Your Neighbor— | 4 i ° | : Pathe Review ; A remarkable film magazine, presenting sub jects of great scientific, educational and general interest in tabloid form. Among current subjects are “The Origin of Man,” with pictures taken by Roy Chapman Andrews and the American Museum of Natural R. 7 History Expedition in Mongolia which discovered | . | the famous dinosaur’s eggs; American Cities in Pathecolor; ““The Prettiest Girl I know,” present- ing on the screen the beauties nominated by cele- brated artists, stage directors, etc., etc.; Sport and Travel in India, the White Indians, etc., etc. et ee } ONE REEL EVERY WEEK k, Write for information on this and other suit- ne able pictures to te Educational Department j Pathe Exchange, Inc. r 35 W. asth Street New York THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Mention THe Journat when writing our advertisers. URING the last decade the W. M. Welch Manufac- turing Company is the only Manufacturer Scientific Instruments who has consistently exhibited at the meetings of the N. E. A. We will, as usual, show our new and improved designs at: Booth 123 Opposite Registration Desk Cincinnati Meeting, February 21-28th, 1925 See the Improved Bunsen Burner that permits of ad- justing the gas flow as well as the air. It costs no more than the ordinary type of Bunsen Burner. It is doubly useful. See the New Designs of the Auto Mechanics - Models. No. 4750 ot See the Patented Improved Form of Pascals Vase. See the Improved Direct and Alternating Current Meters. Ask the representative in charge for a demonstra- tion or that catalogs be sent you. CA Sign of Quality WIELC CA Mark of Service W. M. Welch Manufacturing, Company 1516 Orleans Street Chicako, IIL, U.S. A. MAPS High Schools and Colleges See Them at the Convention Booth 27 Set 24—Ancient and Classical History......... Set 25—Medieval and Modern History......... These sets are divided at death of Charlemagne Set 26—Ancient and Classical History Set 27—Medieval and Modern History These sets are divided at 1740 et 28—Combined set of Ancient and Classical History Set 23—United States History, in Preparation. . Set 32—Special Texas and United States Series No other made on this subject Sheppard’s Grammar Series. Makes this subject easy............... ide Above is only a few of our sets® See our full line of maps for High Schools and Colleges on exhibit at Booth 27 at the N. E. A. Convention, Cincinnati. TUNNELL MAP CO. Exclusive Representatives West of the Mississippi uf McConnell-Made Maps. 213 INSTITUTE PLACE CHICAGO, ILL. $58.00 58.00. 58.00 58.00 68.00 58.00 28.00 : ; 1 H } | . : i i } i : / { : Vi A-50 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION February, 1925 pra EACH with PicrurRoLs! The New Stereopticon Medium GREATEST CONVENIENCE HIGHEST QUALITY LOWEST COST YOU | CAN MAKE THIS AD WORTH DOLLARS IN CASH Mention this JOURNAL in pur- chasing S. V. E. products and receive 5% DISCOUNT. ——$§¥==§ pemsinesenigpmatgrste SE ScHOOLFILMS IN Your Motion-Picture Projector PEDAGOGICALLY SOUND NATIONAL DISTRIBUTION Register at Booth No. 115 at the February N. E. A. Meeting at Cincinnati and RECEIVE 10% DISCOUNT on your purchases. LOWEST PRICES pe (ee This OFFER is GOOD UNTIL MAY 1, 1925} Society for Visual Education, Inc., 327 south La Salle Street, Chicago ONE HUNDRED PER CENT SCHOOLS (Continued from page A-48—column 3) C. L. Richens, Principal; Hayden School, Lloyd Panter, Principal; Jensen School, Amasa Caldwell, Principal; Lapoint School, Luke Clegg, Principal; Maeser School, Karl Preece, Principal; Naples School, John E. McNaughtan, Principal; Randlott School, Kenneth C. Robinson, Principal; Tridell School, Le Roy Morrill, Principal; Uintah High School, W. A. Paxton, Principal; Vernal School, C. M. Iverson, Principal; Wilson School, Thomas L. Smart, Principal. Upper Darsy, Pa., Cardington-Stonehurst School, Christine C. Morley, Principal; Keystone School, Robert S. Anderson, Principal; Upper Darby High School, John H. Tyson, Principal. Upper Montciair, N. J., Mount Hebron School. aco, Texas, Brook Avenue School, 1. N. Odom, Principal. WarREN, Onto, McKinley School, Lula G. Clark, Principal. Watervitte, Maine, North Grammar _ School, Gertrude T. Lord, Principal. WaAuKecan, ILL., Waukegan Public Schools, John S. Clark, Superintendent; Central School, Georgia Adams, Principal; Andrew Cooke School, Alma M. Dietmeyer, Principal; Glen Flora School, Ina L. Curtis, Principal; Jackson School, Nina R. Follaird, Principal; McAllister School, Gertrude M. Carman, Principal; West School, Mary A. Devlin, Principal. West Linerty, Ono, West Liberty Village School, H. S. Carroll, Principal. Wueeiinc, W. VAa., Jefferson School, Luella Wal- lace, Principal. Wiuiamsport, Pa., Samuel Transeau School, H. E. Stabler, Principal. Wittiamstown, Mass., Broad Brook School, Loretta J. Loftus, Principal; Cole Avenue School, Anna H. Noyes, Principal; Sherwood District School, Lilian C. Douglas, Teacher; South Center District School, Mrs. George W. Smith, Teacher; South- worth Street School, Nellie L. Krafft, Principal; Spring Street School, Anna M. Brookman, Prin- cipal. WiLMINcTON, Det., School Number Four, Dorothy W. Millard, Principal; School Number Five, Edwina B. Kruse, Principal; School Number Thrty, Sarah S. Devine, Principal. WorLanp, Wyo., Worland. Public Schools, H. T. Emmett, Superintendent; Washakie County High School, Lola M. Nay, Principal; Washington School, Burl Osburn, Principal; Worcester School, J. G. Hobson, Principal; Worland Grade School, Guy E. Wescott, Principal. YOUNGSTOWN, On10, Cooper School, Isabelle Sloan, Principal; Everett School, H. H. Foster, Princi- pal; Roosevelt School, Cecil M. Dallas, Principal. Ypsitanti, Micu., Woodruff School, Floyd L. Smith, Principal. ONE HUNDRED PER CENT SCHOOLS Second Section ‘THE following reports of one hundred per cent schools have been received between December 1, when the list was made up for the January JOURNAL, and January 1, when this section of the Feb- ruary JOURNAL is prepared for the printer. This number of THE JOUR- NAL carries the peak load of advertising for the year and the program for the Department of Superintendence. The re- ports for schools which have maintained the one hundred per cent status for two or more years will appear in THE JOURNAL for March. Aamosa, CoLo., Junior High School, J. A. Leirich, Principal. ALBUQUERQUE, N. Mex., Fourth Ward School, J. R. McCollum, Principal. A.tus, Oxta., Altus Public Schools, Arty B. Smith, Superintendent; Junior High School, Charles Hat- field, Principal; Senior High School, Arty B. Smith, Principal; Washington School, May Fuller- ton, Principal; Wilson School, Stella Berry, Prin- cipal. Arpmore, OKLA., Washington School, Mrs. C. E. Washingten, Principal. BAKersrie_p, Cauir., Franklin School, Laura Elwood, Principal; Hawthorne School, Anne Holgerson, Principal. BarBERTON, Ono, Highland School, Zorah D Caskey, Principal. F Beaver, Pa., Beaver Borough Schools, David H., Stewart, Supervising-Principal; Fort - McIntosh School, Maude Harsha, Principal; Junior High School; Lincoln School, Mary Griffin, Principal. BerKketey, Cauir., Columbus School, Due J. Irwin, poet Emerson School, C. A. Harwell, Prin. cipal, BINGHAMTON, N. Y., Carroll Street School, Benja- min F, Cincebox, Principal; Clinton Street School, Julia F. Cordon, Principal; Abraham Lincols School, Lucy A. Stone, Principal; Robinson Street School, Agnes Cahill, Principal; Theodore Roose. velt School, Winifred Emens, Principal; Rossville School, Lou S. Rood, Principal; Saint John Ape- nue School, Frances T. Manny, Principal; George Washington School, Nellie J. Rood, Principal. BIRMINGHAM, ALA., Gramont School, E. J. Laney, ces Woodward School, Marie Goar, Prin- cipal. Bispee, Ariz., Bancroft Junior High School, C. W. D. ance, Principal; Don Louis School, 0. C Arnold, Principal; Fremont School, Miss Tiny Mason, Principal; Garfield School, Jessie L. Baker, Principal; Greenway School, Priscilla Whitehill, Principal; Lincoln School, Frances Chamberlin, Principal; Lowell School, C. W. D. Chance, Principal; McKinley School, Addie Wit- tig, Principal. Biue Istanp, Iii., High School; Lincoln School; Seymour School; Whittier School. Boise, IpaHo, Roosevelt School. BRATTLEBORO, Vt., Canal Street School, Minnie |. Rawson, Principal; Oak Grove School, Frances Killion, Principal. Browarp County, Fia., Dania Grade School, D. B. Williams, Principal; Dania High School, D. B Williams, Principal; Deerfield School, A. E. Max well, Principal; Hallandale School, F. H. Wade, Principal; Hollywood School, Gertrude Brammer, ee Pompano School, H. L. Johns, Priv cipal. NOTE—The remainder of this list will appeat in THE JOURNAL for March. The officers of the Association appreciate the hearty codperation of teachers and principals throughout the country. Tke lists of one hundred per cent schools att much longer this year than last, which indicates that teachers throughout the country are coming more and more to understand the great work that the Association is doing for the advancement of the profession. Vol. 14, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION af UNIVERSITY BUILDING IN HISTORIC WASHINGTON SQUARE New York University — Summer School July 7 to Aug. 14,1925 More than 200 Courses for Teachers, Principals, Supervisors and Administrators Credit toward degrees may be earned toward either graduate or undergraduate degrees. Professional Courses in Education Educational Sociology Elementary Education Secondary Education Educational Psychology Philosophy of Education History of Education Educational Administration D, Normal School Education nu. | Physical Education ash Music Education Art Education Collegiate Courses— Biology, Chemistry, Dramatic Art, Economics “ English, French, Geology, German reet Government, History, Italian ille | Latin, Mathematics, Music, Philosophy Physics, Psychology, Public Speaking Sociology, Spanish ney, e ° rin Commercial Subjects .D. Accounting, Advertising and Marketing A Banking and Finance, Business English L. Business Law, Economics, Management Public and Social Economy, Retailing _D. . va. Special Features - Health Education—Direction, Professor E. George Payne. Music Education—Direction, Professor Hollis a Dann. Physical Education—Direction, Clark W. Hether- . B. ington. x Course for Deans, Etc.—Direction, Associate fede, Professor Anna Y. Reed. rie Special Assistance to Out-of-town Students in Securing Accommodations. Send for Com- ‘il plete Program and Special Bulletin. s of e e at Dr. John W. Withers, Director att Summer School, and Dean, School of Education — New York University 100 Washington Square, East | the | New Underwood ' Awards Plan for Teachers, Students, Stenographers and Typists R years the Underwood Awards Plan has stim- ulated interest in typewriting and promoted speed and accuracy among teachers and students—to the benefit of the commercial world and the earning capacity of typists. The new plan, prepared after months of study and investigation, is unique in every detail. The Medal Awards are the most striking feature of this plan. From the bronze, with its rich blue centre of French enamel, to the 20 Karat white gold with alternating diamonds and emeralds, crown set—all are exquisite —worth winning—an inspiration to still greater achievement. These new awards are made to be worn in the same way as fraternity and sorority pins. Following is a description of the new Medal Emblem Awards with the rate required for each. 40 word—Bronze with rich blue centre of French Enamel 50 word—Polished Sterling Silver 60 word—10K burnished gold 70 word—10K burnished gold with pearls, close-set 80 word—14K green gold with alternating rubies and pearls, close-set 90 word—18K burnished gold with alternating sapphires and comers close-set 100 word—20K white gold, platinum plate, with alternating diamonds and emeralds, crown-set Each medal emblem is enclosed in an attractive box The New Awards Booklet describes in detail the new Awards Plan. Send for your copy. UNDERWOOD TYPEWRITER COMPANY Underwood Building New York City UNDERWOOD The Machine of Champions Mention Tue Journat when writing our advertisers. A-52° Tue JourRNAL OF THE NATIONAL EpucaTion AssociATION February, 1925 Se ee EEE EEE EE EE EE EE EEE EEE EE EOE OEE 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. Empire Teachers’ Agency, Syracuse. Oswego Teachers’ Agency, Oswego. Albany Teachers’ Agency, Albany. Fickett Teachers’ Agency, Boston. Parker Teachers’ Agency, Madison, Wis. Alexander Teachers’ Agency, Boise. Fisk Teachers’ Agency, Birmingham. Pratt Teachers’ Agency, New York City. Albert Teachers Agency, Chicago, we Fisk Teachefs’ Agency, Boston. a a ae, ney, —_ : American 4 Fercign geacters Arena, N.Y: Clty wisk Teachers Agency, New ork Ci. wey, Mountni, Renee hey, winner American Teachers’ Sienene Pittsburgh. Fisk Teachers’ Agency, Philadelphia. Sabin’s Educational Exchange, Des Moines Boynton Teachers’ Agency, Los Angeles. Fisk Teachers’ Agency, Pittsburgh. Schermerhorn Teachers’ Agency, New York City Brewer Teachers’ Agency, Chicago. Frankford Teachers’ Exchange, Los Angeles. Schermerhorn Teachers’ Agency, Cleveland, ~~ Bryent. away ng Easecsipnin, ee celiceag ceeds grees Oe ey | ee a ber gr vel Agency, Pittsburgh, ar eachers’ Agency, Hartford. S yy i - Southern Teachers’ Agency, umbia. Centtal Educational seas, St. Louis. Interstate Teachers’ Agency, Rochester. Specialists’ a icemthenal lie 4 St. ae Clark Teachers’ Agency, Chicago. Interstate Teachers’ Bureau, Atlanta. Stewart School Service, Lincoln. Clark Teachers’ Agency, Kansas City. Kellogg’s Teachers’ Agency, New York City. Teachers Exchange, Boston. Clark Teachers’ Agency, New York City. Love Teachers’ Agency, Fargo, N. D. Western Teachers’ Exchange, Denver. Clark Teachers’ Agency, Spokane. Midland Schools Teachers’ Agency, Des Moines. Winship Teachers’ Agency, Boston. Coéperative Teachers’ Agency, Buffalo. Minneapolis Teachers’ Agency, Minneapolis. Yates-Fisher Teachers’ Agency, Chicago. Corlew Teachers’ Agency, Boston. Musical & Educational Bureau, Boston. Yates-Fisher Teachers’ Agency, Portland. Eastern Teachers’ Agency, Boston. Ohio Midland Teachers’ Agency, Columbus. Yates Teachers’ Bureau, H. D., Nashville. Educators’ Bureau, Indianapolis. Ohio Valley Teachers’ Agency, Mentor, Ky. Yergensen Teachers’ Agency, Salt Lake City, Call at Hospitality Booth, 22 South Hall, Cincinnati 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. Jackson Blvd., Chicago. Affiliated offices in principal cities. NATIONAL TEACHERS AGENCY, uthern Bldg., Washington; Security Bldg., Evanston, Ill General teacher placement work. ee, AMERICAN COLLEGE BUREAU, Chicago Temple, Chicago; 1254 Amsterdam Ave., New York. Exclusively for college, including teachers college, and university work. ; DUCATION SERVICE, 1254 Amsterdam Ave., New York; 19 S. La Salle St., Chicago. Specializes in public and private school work, includin administrative work; also such positions as business managers and purchasing agents for schools, registrars, secretaries, cafeteria directors, an trained nurses. Various other forms of service to teachers and schools. If you attend the meeting of the Department of Superintendence af Cincinnati, February 22-26, come to see us at our Booth, No. 104. ne et a ne ee at AT REI oe ae) eee om ano een the ¥ Professional Placement for Progressive Teachers Discriminating Service to School Officials For Scho an olleges Ever ay o e Year 1 Remeaue: * a THE J. M. HAHN TEACHERS AGENCY NATIONAL TEACHERS’ AGENCY, INC. 3 ae 2 We fill every sort of educational position from the kindergarten to the university. Our field Fs : D. H. Cook, Gen. Mgr. : i Home Offices Philadelphia, Pa. is the twelve westernmost States, the Islands, Alaska, the Orient and Spanish America. } Spetches: PutRareh. Po.; Sees, Ind.; Syracuse, N.Y. Register now for 1925-!926 ¢ lorthampton, Mass.; Auburn, Maine. N. ° . £ J. M. HAHN © registration fee Rooms 35-38, 2161 Shattuck A ’ harge to candid ill elected. Managers «oat ' shattuck Ave, Senet. Ss pnt — till e Blanche Tucker Correspondence invited Berkeley, California