smbership in National, State, and local associations and every her at work on the problems of the profession MARCH, 1925 a '' osatBhe JOURNAL of the NATIONAL EDUCATION ASSOCIATION Our National Association . ; ‘ ‘ , : ; ‘ ; 77 “Adding Refreshment to Our Pails” . ‘ ; : : ; : ‘ 79 The Curriculum and Democracy : ‘ ' : , . ‘ ; 81 Art Education for Citizenship t , ; ; ; : ; , ; 82 Teaching English , ‘ , , . ; . , ‘ : 83 The Pedagogy of Better Homes ; ; ; ° ; ‘ ‘ ‘ : 85 How is Your Hearing? ‘ ; : ‘ . ‘ . 86 The Proposed Child Labor Amendme nt , ; } ‘ ; ‘ , 87 Cathedral of St. John the Divine ‘ ; ° ‘ . P ; ‘ 89 Newspapers and the Children ‘ ‘ ' . ‘ , : ‘ 90 On to Edinburgh : : , ; ; : ‘ , ; . : 91 Editorial . : ; ; : r F ; ‘ 92 Benefit Services of Locz al Assocks wines ; ; . ; , . ‘ i 93 Teachers’ Salaries and National Progress. ‘ ; ‘ : ; ; G4 Salary Schedule for Teachers—1924-1925 . ‘ , , . ‘ 95 Department of Immigrant Education . : ; ‘ , ‘ 96 Department of School Health and Physical E ‘duc ation . , ‘ ; 97 Publicity in Rochester, New York ; ; ; ‘ , ' 98 Supervision and the Classroom Teacher ; : . : ‘ R 99 American Humorists . ‘ ‘ P ‘ . ; ‘ i 101, 102 Getting Ready for Indianz polis : : ; . " : : ; : 103 Collier’s Moral Code ; ; ; : : ; : , ‘ ‘ 104 Guide to Books . : ‘ : : ‘ . . , , ; 105 Problems for Teachers’ Meetings ; ; : , ; : ; A ; 107 Notes and Announcements . . , ‘ , ; . ‘ ; : 108 Enrolment and Affiliation . ; ‘ ‘ ; ‘ ‘ : ; . A-63 Hotel Rates at Indianapolis . ‘ : : ‘ : ; , : . A-78 Published monthly, except July and August, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. Entered as second class matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. New G SEEING A™ Book One: Farm anc What Turkington stands for in CITIZENSHIP TURKINGTON’S HELPS FOR THE STUDY OF OUR CONSTITUTION The mechanics of citizenship for the grades. Here the pupil learns about our Constitution. Professor WALTER B. P Department of Journalism, Columbia Univer y ne libigen es athiee 2 malate ae aes na A ES a alin . Harotp F. HuGue: Columbus Elementary School, Berkeley, Calif pat dn Se TURKINGTON’S MY COUNTRY, Revised The story of citizenship for the grades. Here the pupil awakes to his responsi- bility to others. HE first volume of a small serie: plementary readers. It is a series stories about two boys that tour the Unitec to see the inside of many industries. They cod off the Maine coast, go down into ma quarry in Vermont, work as breaker toys in Pennsylvania coal mine, visit an oyster farm in Chesapeake Bay, pick cotton in Georgia, watch the harvest of oranges in Florida, learn of rice-grow- ing in Louisiana, see sulphur mined in Texas, drill for oil in Oklahoma, “ride fence” on the range, saw lumber in Washington, and enjoy many other like activities. There are 117 illustrations, most of them photo- graphs. TURKINGTON’S COMMUNITY CIVICS A full-fledged course in citizenship for high school—a textbook in American living. Price, $.96 GINN AND COMPANY Boston New York Chicago London Atlanta Dallas Columbus San Francisco THE MACMILLAN COMPANY New York Boston Chicago Dallas Atlanta San Francisco WINSTON The Publishers of The Winston Readers, The Silent Readers, and Human Geography Announce Another Distinctive Textbook JUNIOR TRAINING for MODERN BUSINESS By JOHN G. KIRK, Ph. B., M.C.S., Director of Commercial Education, Philadelphia, and MARY A. WAESCHE, B.S., A.M. A few of the SPECIAL FEATURES More than 200 illustra- tions of modern business forms and self -teaching pictures. Two colors used in bank- ing and bookkeeping forms. Sections and figures numbered for ready cross-reference. EACH CHAPTER SUMMARIZED BY: Questions on the text. Topics for investigation. Problems requiring use of modern business forms. A budget of business forms supplements the text. This new book is for use in Junior High Schools and the first year of Senior High Schools, and meets the need for an up-to-the-minute text on the elements of business. It includes both general and specific business training. The text is conveniently arranged in two parts. PART ONE—Informational Imparts business information which all citizens should have. Thrift in the larger sense is emphasized; thrift habits are developed in efficient earning, wise spending, systematic saving, and secure investing. PART TWO—Vocational Discusses specifically junior positions and gives the pupil who cannot continue in school a business training which will be of im- mediate value. THE APPENDICES are worthy of special note. Sixty-five pages of the four hundred in the book are devoted to Business Arithmetic, Abbreviations used in Business, and an Extensive Business Vocabulary. Price, $1.40—less usual discount to schools Ai sample copy will be sent upon request to anyone considering a book on this subject THE JOHN C. WINSEQNs COMPANY HOME"OFFICE AND MANUFACTORY, WIN®T°' SUILDING, PHILADELPHIA CHICAGO DALLAS FRANCISCO FOR TEXTBOOKS Soe ee ee — O READ the presidential ad- dresses delivered before the early meetings of our National Associa- tion is to see revealed the infancy of the great profession of teaching. In those days present standards of certificating teachers were undreamed of. The pro- fession had no protection from persons who had neither the training nor the spirit of the true teacher except the growing appreciation of the general pub- lic of the importance of education. A paper outlining some of the pur- poses of the National Association of Teachers was prepared for the initial meeting in 1857 by William Russell and read for him in his absence. It em- phasized the need “for wider and juster views of education and corresponding methods of instruction,” and noted “that we may justly expect a large amount of professional benefit to its members.” Mr. Russell urged his fellow teachers “in the spirit of faithful and earnest en- deavor to do what we can to render our- selves individually and collectively more worthy of its honors by becoming more capable of fulfilling its duties.” “The severest drawbacks upon the elevation of the profession of teaching is to be found in the teachers themselves,” said Zalmon Richards in his presidential address in 1858. Mr. Richards analyzed carefully three important points: First, “that there should be such an apprecia- tion of the importance of the teacher’s work as to accord to all properly quali- fied teachers a professional character ;” second, “those who are engaged in any profession are from the nature of the case best qualified to judge of the quali- fications necessary to that profession ;” third, “that public authority should grant to the teachers’ profession certain appropriate and legal rights not now rec- ognized which will secure to its members a proper protection and a community of interest.” Mr. Richards referred to the project for a National Bureau of Education and emphasized the importance of cre- ating a National educational agency im- mediately even if it must be supported by benevolent private wealth. Our National Association Its Early Program of Service Mr. Andrew J. Rickoff, of Cincin- nati, in the presidential address of 1859, suggested that the Association be di- vided into two sections, the general and the special. Among the topics which he discussed were uniformity in educational VERY TEACHER in America may well be proud of the pro- fessional ideals and standards that have been built up by the National Education Association and other organizations working along similar lines. When the National Associa- tion was organized, there was no Federal agency even to collect the crudest facts about school attend- ance, housing, teachers’ salaries, training, and working conditions generally. Since that day the United States Bureau of Education has been developed and a Federal Department, with a secretary in the President’s Cabinet, is in sight; teacher-training institutions have grown greatly in numbers and in the quality of their work; improved salaries and working conditions have been widely established, but the effort to improve education and make it the mighty force in our life that it is destined to be has only begun. Out of our gratitude to those who have worked for what we now enjoy let us contribute our mite toward further advances. This is the real meaning of membership in the National Education Associa- tion. Every teacher in America enjoys the fruits of its labors. Fewer than 140,000 of the 700,000 teachers are helping to pay the bills. How can the rest be reached? The Association is a mutual enter- prise. This is your problem. statistics as between the various States, adult education, reformatory education, the appointment of cadets at West Point on the basis of merit (instead of being the gift of Representatives in Congress), the establishment of a Bureau of Educa- tion, and the development of a science of education. Said he: “We have not now a science of education; we have not even the terms of a science, and though we have a few good works on teaching, we have none that pretend to the dignity of a scientific treatise.” [77] Mr. John W. Bulkley, superintendent of schools in Brooklyn, New York, was president of the Association in 1860. The seeds of dissension were abroad in the land and Mr. Bulkley emphasized the relation of education to the govern- ment and the life of the people. He believed that the simple “assembling together for the comparing of notes, dis- cussing of topics and systems of educa- tion, and in a general exchange of their views on the whole subject, thus pro- moting acquaintance, forming friend- ships, inducing visits and forming other social relations, is sufficient inducement to pay for all the expense and time in attending the meetings and would do more to preserve the harmony and union of hearts and States—binding together the same with the silken cords of love, in one holy compact—than all the ‘Union Saving Meetings’ that have ever been held in the country.” There were no meetings of the Asso- ciation during 1861 and 1862. During the August days of 1863, when our Association met in Chicago, the Na- tion was stirred deeply by the emotions of the Civil war. Under the emotional strain of that hour was forged a program of service suggestive of that to which the Association is now committed. President John D. Philbrick, super- intendent of schools, Boston, Massa- chusetts, in his introductory address dis- cussed the nature and objects of the Na- tional Association. There had been notable presidential addresses in the earlier meetings, but none so definitely and concretely as this committed the As- sociation to specific objectives. In concluding his address he presented a summary: of the recent movements and improvements in education and of what in his judgment ought to be done to promote the cause: I. Recent movements and improvements— 1. Primary schools have been much im- proved. 2. Progress has been made in reference to truancy and compulsory education. 1 National Teachers’ Association Proceedings and Lectures, 1863: 58-60. Also Barnard Reprints, pages 322-324. 78 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION March, 1925 Salary Schedule in St. Louis, Missouri Effective December 22, 1924 (This Salary Schedule increased by more than twenty-five per cent the maximum salaries paid teachers of experience and of efficient service in St. Louis) Schedule of salaries Classification year Second Third Fourth Fifth | year | Sixth Seventh| Eighth | Ninth year year year year | year year High Schools— 5 6 cipal. $4,400 |$4, $5,000 ‘$5,500 | '$6, 000 Senietent Principal. . . 3,200 | 3,400 | 3, 3,800 4,000 4,250 | 4,500 | 4,7 | 5,000 eachers: | Head Assistant... .| 2,800 | 2,900 | 3, 3,100 | 3,200 | 3,400 | 3,600 | 3,800 | 4 300 First Assistant .| 2,400 | 2,500 | 2, 2,750 | 2,900 | Second Assistant | 2,100 | 2,200 | 2, 2,400 | 2,500 | Third Assistant.... 1,600 | 1,700 | 1, 1,900 | 2,000 onctniminommaste — RE a | — a | —aee ae —_ — Intermediate Schools— | Principal. . 3,700 | 3,900 | 4,100 | 4,306 | 4,500 | 4,750 | 5,000 5,250 _ 5,500 ——- Principal... 2,800 | 2,950 | 3,100 | 3,250 | 3,400 ,600 | 3 800 | 4,000 | eachers: Head Assistant... .. 2,300 | 2,400 | 2,500 | 2,600 2,750 2,900 3,050 3,200 | ¥irst Assistant .. 1,900 | 2,000 | 2,100 | 2,200 Second Assistant 1,400 | 1,500 | 1,600 | 1,700 | 1,800 Elementary Schools— Principals: AClass(180rmorerooms) 3,200 | 3,400 | 3,600 | 3,800 | 4,000 | 4,250 | 4,500 | 4,750 | 5,000 B Class (14to17 rooms) . 2,800 | 2,950 | 3,100 | 3,250 | 3,400 | 3,600 | 3,800 | 4,000 C Class (10 to 13 rooms) | 2,400 | 2,500 | 2,600 | 2,700 | 2,800 | 2,900 | 3,000 | D Class (6 to 9 rooms) 1,800 | 1,900 | 2,000 | 2,100 | 2,250 | 2,400 | 2,550 | 2,700 E Class (1 to 5 rooms) 1,800 | 1,900 | 2,000 | 2,100 | 2,250 | 2,400 | 2,550 | 2,700 | Grade and Kindergarten Teachers: Head Assistant... 1,800 | 1,900 | 2,000 | 2,100 2,250 | 2,400 _ 2,550 2,700 First Assistant 1,600 | 1,700 | 1,800 | 1,900 | 2,000 Second Assistant . 1,200 | 1,300 | 1,400 | 1,500 | 1,600" 1,700 1,800 Administrative and Supervis- | ory Officers— | Assistant Superintendents . 6,000 | 6, | 7,000 | 7,500 8,000 Assistant to the Superinten- dent.. ‘e 5,000 | 5,250 | 5,500 | 5,750 | 6,000 | District Superintendent .... 5,000 | 5,250 | 5,500 | 5,750 | 6,000 | (Elementary Schools) | 12 Supervisors! and Chief Attendance Officer....... 3,200 | 3,400 | 3,600 | 3,800 4,000 4,250 | 4,500 | 4,750 5,000 Directors of Divisions of | Tests and Measurements | j and Vocational Counseling 3,700 3,900 | 4,100 | 4,300 | 4,500 4,750 | 5,000 | 5,250 | 5,500 Director of Division of Hy- giene ae “yee & 4,200 4,400 4,600 4,800 5,500 5,750 6,000 5,000 _ 5,250 guages, and physical and biological sciences. introduce and 3. Much has been done to to perfect object teaching. 4. Physical education has been greatly ad- vanced. 5. Much has been done to perfect courses of study for high, grammar, primary, and district schools. 6. A beginning has been made in estab- lishing technological and industrial institutes. The establishment of the Massachusetts In- stitute of Technology, in Boston, is an im- portant movement for the application of science to the practical arts. 7. Public attention has been strongly turned to the subject of military education, and the necessity of competitive examina- tions for admission to the National Military and Naval Academies is beginning to be agitated. 8. The thorough grading of schools wher- ever it is practicable has now become the settled policy of all enlightened educators. 9. Great progress has been made in estab- lishing free public high schools. 10. Public libraries in cities, towns, and school districts, have been greatly multiplied. II, Measures to be encouraged and ad- vocated by the Association for the advance- ment of popular education—1. The appoint- 1 These include supervisors of: Drawing and manual arts, music, penmanship, physical education, primary grades, kindergarten, special schools, English, commercial subjects, social sciences, foreign lan- his Salary Schedule carries out the principle of equal pay for equal service regardless of sex. It also applies equally to colored teachers and principals. ment of a professor of education in every important college and university. 2. The appointment of superintendents of public instruction in all States, counties, cities, and important towns. 3. One or more normal schools should be established and maintained at public expense in each State. 4. The teachers of each State should main- tain and conduct an educational periodical. 5. Teaching should be legally recognized as a profession. 6. The condition of teachers should be ameliorated by the payment of better salaries and the requirement of less work. 7. Educational associations should be maintained in every State, county, and town. 8. Teachers should devote more attention to the study of the science and art of edu- cation. 9. A National bureau of education should be established at Washington. 10. A system of free public schools, com- prising the primary, grammar, and higher grades, should be established, and supported by taxation in every State where such a system does not exist. 11. All schools should be graded where grading is practicable. 12. Educational men should be appointed to fill educational offices of every description. 13. Moral and religious training ought to be made much more prominent than it is. 14. The whole rising generation should be instructed in the principles of our republi- can government. ‘President Philbrick then addressed to that great audience a parting word of counsel and inspiration well worth re- calling: Let us rejoice that we live in a day and at a period of unexampled opportunities for usefulness and honorable effort. Let us con- gratulate each other that we have the blessed privilege of assembling in this place, from regions widely remote, to take counsel for the promotion of the moral and intellectual culture of the whole people—the highest earthly interest of society. While our sons and brothers, and friends, are on the field of battle, with arms in their hands, fighting and pouring out their life-blood for the preservation of our National integrity and Union, for the defense of free institutions and Christian civilization, let us strive to act well our part by endeavoring to make our country worthy of such sacrifices and such heroes. Let us remember that peace hath her victories, and that it belongs to us to act a strenuous, patriotic, and heroic part for the welfare of our country, to go forth conquering, and to conquer in the domain of ignorance, achieving those peaceful triumphs which will insure our future prosperity and success, and enable us worthily to fulfil our destiny.—J. E. M. ALVIN COOLIDGE—Our dit- ferent States have had different standards, or no standards at all, for child labor. The Congress should have authority to provide a uniform law ap- plicable to the whole nation which will protect childhood. Our country can not afford to let anyone live off the earnings of its youth of tender years. Their places are not in the factory, but in the school, that the men and women of to- morrow may reach a higher state of ex- istence and the Nation a higher standard of citizenship. HEODORE ROOSEVELT— States’ rights should be preserved when they mean the people’s rights, not when they mean the people’s wrongs; not, for instance, when they are invoked to prevent the abolition of child labor or to break the force of laws which prohibit the importation of contract labor to this country; in short, not when they stand for wrong or oppression of any kind or for National weakness or impotence at home or abroad. . . . The States have shown that they have not the ability to curb the power of syndicated wealth and therefore in the interest of the people it must be done by National action. 78 Tue JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION Salary Schedule in St. Louis, Missouri Effective December 22, 1924 (This Salary Schedule increased by more than twenty-five per cent the maximum salaries paid teachers of experience and of efficient service in St. Louis) Schedule of salaries Classification a First year year High Schools— incipal Assistant Principal Teachers: Head Assistant First Assistant Second Assistant Third Assistant... 888 88 sNuo NNW wr [eenn wh 3388 88 Intermediate Schools— Principa! Assistant Principal... Teachers: Head Assistant First Assistant Second Assistant a8 a | ° | $83 Elementary Schools— Principals: AClass (180rmorerooms) B Class (14 to 17 rooms) C Class (10 to 13 rooms) D Class (6 to 9 rooms) E Class (1 to 5 rooms) Grade and Kindergarten Teachers: Head Assistant... First Assistant Second Assistant NNNWww | —e DD Administrative and Supervis- ory Officers— Assistant Superintendents Assistant to the Superinten- dent District Superintendent (Elementary Schools) 12 Supervisors! and Chief Attendance Officer Directors of Divisions of Tests and Measurements and Vocational Counseling Director of Division of Hy- giene 3,700 4,200 4,400 Second Third year F 888 88858 4,600 Fourth Fifth Seventh Eighth year year year year Sixth year 5,750 | 5,750 6,000 | 6,000 3,800 | 4,000 4,250 | 4,500 4,750 5,000 | 4,300 4,800 4,500 5,000 4,750 5,250 5,000 5,500 5,250 5,750 5,500 6,000 1 These include supervisors of: Drawing and manual arts, music, penmanship, physical education, primary grades, kindergarten, special schools, English, commercial subjects, social sciences, foreign lan- guages, and physical and biological sciences. This Salary Schedule carries out tne principle of equal pay for equal service regardless of sex. It also applies equally to colored teachers and principals. 3. Much has been done to introduce and to perfect object teaching. 4. Physical education has been greatly ad- vanced. 5. Much has been done to perfect courses of study for high, grammar, primary, and district schools. 6. A beginning has been made in estab- lishing technological and industrial institutes. The establishment of the Massachusetts In- stitute of Technology, in Boston, is an im- portant movement for the application of science to the practical arts. 7. Public attention has been strongly turned to the subject of military education, and the necessity of competitive examina- tions for admission to the National Military and Naval Academies is beginning to be agitated. 8. The thorough grading of schools wher- ever it is practicable has now become the settled policy of all enlightened educators. 9. Great progress has been made in estab- lishing free public high schools. 10. Public libraries in cities, towns, and school districts, have been greatly multiplied. II. Measures to be encouraged and ad- vocated by the Association for the advance- ment of popular education—1. The appoint- ment of a professor of education in every important college and university. 2. The appointment of superintendents of public instruction in all States, cities, and important towns. 3. One or more normal schools should be established and maintained at public expense in each State. 4. The teachers of each State should main- tain and conduct an educational periodical. 5. Teaching should be legally recognized as a profession. 6. The condition of teachers should be ameliorated by the payment of better salaries and the requirement of less work. 7. Educational associations should be maintained in every State, county, and town. 8. Teachers should devote more attention to the study of the science and art of edu- cation. counties, 9. A National bureau of education should be established at Washington. 10. A system of free public schools, com- prising the primary, grammar, and higher grades, should be established, and supported by taxation in every State where such a system does not exist. 11. All schools should be graded where grading is practicable. March, 1925 12. Educational men should be appointed to fill educational offices of every description. 13. Moral and religious training ought to be made much more prominent than it is. 14. The whole rising generation should be instructed in the principles of our republi- can government. President Philbrick then addressed to that great audience a parting word of counsel and inspiration well worth re- calling: Let us rejoice that we live in a day and at a period of unexampled opportunities usefulness and honorable effort. Let us con- gratulate each other that we have the blessed privilege of assembling in this place, from regions widely remote, to take counsel for the promotion of the moral and intellectual culture of the whole people—the highest earthly interest of society. While our sons and brothers, and friends, are on the field of battle, with arms in their hands, fighting and pouring out their life-blood for the preservation of our National integrity and Union, for the defense of free institutions and Christian civilization, let us strive to act well our part by endeavoring to make our country worthy of such sacrifices and such heroes. Let us remember that peace hath her victories, and that it belongs to us to act a strenuous, patriotic, and heroic part for the welfare of our country, to go forth conquering, and to conquer in the domain of ignorance, achieving those peaceful triumphs which will insure our future prosperity and success, and enable us worthily to fulfil our destiny.—J. E. M. Oy ahr COOLIDGE—Our dif- ferent States had different standards, or no standards at all, child labor. The Congress should have authority to provide a uniform law ap- plicable to the whole nation which will protect childhood. Our country can not afford to let anyone live off the earnings Their places are not in the factory, but in the school, that the men and women of to- morrow may reach a higher state of ex- istence and the Nation a higher standard of citizenship. HEODORE ROOSEVELT— States’ rights should be preserved for have for of its youth of tender years. when they mean the people’s rights, not when they mean the people’s wrongs; not, for instance, when they are invoked to prevent the abolition of child labor or to break the force of which prohibit the contract labor to this country; in short, not when laws importation of they stand for wrong or oppression of any kind or for National weakness or impotence at home or abroad. The States have shown that they have not the ability to curb the power of syndicated wealth and therefore in the interest of the people it must be done by National action. | RETESET een me ——— profession® | profession* | profession® profession*® Columbia University 12,916 8,52 | 12,675 8,529 || Cornell University. . | 2,070 978 1,937 940 University of Chicago 6,130 4,083 6,364 4,238 } University of Pennsylvania. . 2,051 1,036 2,024 943 University of California 5,215 2,697 6,212 3,831 || Pennsylvania State College... 1,933 1,649 1,990 1,734 University of Wisconsin 4,772 2,007 4,710 2,846 | Northwestern University 1,803 525 1,650 500 Kent State Normal College 3,815 3,815 3,654 3,654 || Tulane University of Louisiana. . 1, 673 682 1,704 826 University of Minnesota. 3,800 1,600 4,363 1,500 University of California (Southern | North Carolina Cellege for Women} 1,609 1,477 1,339 1,219 Branch).... 3,526 2,281 | 3,240 2,192 || George Washington University 1,600 250 1,445 175 Iowa State Teachers a. . 3,262 3,262 3,156 3,156 Indiana University. 1,561 1,105¢ 1,707 1 ,047¢ University of Iowa. : 3,184 2,500 2,619 2,000 Western Illinois State Teachers University of Michigan. . 3,147 925 3,066 875 College. 1,471 1,126 1,208 1,014 Messachusette Institute of Tech- University of Colorado 3,128 1,564 2,888 1,444 nology . 1,465 40 1,420 10 University of Texas.. 3,102 2,094 2,658 2,230 Cleveland School of Education. 1,463 1,000 1,242 900 pavers of Nebraska. 3,084 2,087 2,569 1,579 University of Missouri ; 1,438 460 | 1,163 401 Kansas State Teachers ‘College | Hunter College of the City of New (Emporia) . 2,764 2,700 2,911 2,800 , aC ae ; 1,404 300 S| 894 152 North Texas State Teacher’s \ | Towa State Coll. of Agri. and M. | College 2,756 1,744> 2,670 1,400> | Arts 1,374¢ 5084 | 1,3234 4014 Calesnde. State Teachers College || Southwest Texas Teachers College 1,240 990 1,152 920 (Greeley)..... 2,558 2,558 2,285 2,285 | The College of the City of New | || University of Tennessee.... 1,083 788 | 1,020 766 York. 2,435 75 || 2,167 100 Boston University.......... 1,058 411 || 992 395 Michigan State Normal College University of Utah. 1,055 970 } 1,111 927 SSP PS ree 2,423 2,100 2,427 2,106 A. and M. College of Texas.. 970 120 | 848 100 Harvard University 2,422 1,063 2,292 1,084 University of Florida. . , 928 700 | 1,028 775 New York University. . 2,419 658 2,140 591 ohns Hopkins University. 812 610 753 560 emple University. . ; 793 316 | 855 268 University of Virginia 2,299 1,150 Rutgers College. . 781 560 | 856 576 University of Washington. . 2,200 1,450 2,100 1,400 Colored Agricultural ‘and Normal | University of Illinois 2,165 1,300 2,064 1,500 University 693 500 | 591 450 Oklahoma Central State Teachers | University of Cincinnati.... 507 431 | 348 296 College. . 2,165 1,623 | 2,025 1,518 — — ——|} a University of ‘Oklahoma 2,094 958 |} 2,161 966 } Total {120,517 72,955 peace 70,119 * This number includes classroom teachers, supervisory and administrative officers, and those students who went out to do their first teaching following summer school. » Number who have had teaching experience. © These figures include teachers in service and prospective teachers. ¢ Figures are for first term only. 1925 st be *XiSts m in pre- child want on | ise | been and ealth | also most PRT IE er dnieneueneenmenaenenee PFS EEE REA NTE SS I AER BSA SR I TSE Tm Vol. 14, No. 3 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 81 The Curriculum and Democracy ARLAND D. WEEKs' Dean of School of Education, North Dakota Agricultural College Fargo, North Dakota N THESE DAYS of curriculum changes much importance attaches to the principles governing the selec- tion of subject-matter. The choice of studies and the selection of materials for incorporation in studies are matters of outstanding significance, for the in- formation which one secures goes far to determine his life; knowledge may be thought of as constituting an extension of powers such as might come with ad- ditional bodily organs. What are the basic forms of social experience giving rise to corresponding classes of facts? (As human effort pro- ceeds along lines associated with the means of living—with wealth in its es- sential bearings, it follows that the bulk of knowledge may be readily referred to the economic classification of produc- tion, distribution, consumption. By knowledge of production is meant that which lies at the basis of the crea- tion of wealth. At one time such knowledge was simple, represented by the skill of the fisherman, the herdsman, the hunter, the tiller of the soil, the maker of baskets, of garments and im- plements. In modern times the pro- ducer’s knowledge towers high and shows a multitude of forms of special- ization. ‘This kind of knowledge is re- sponsible for the immense creation of wealth in modern times and the possi- bilities of a generous civilization. A second type of knowledge is con- cerned with economic distribution. From the beginning of time, rules and understanding have applied to the re- tention and apportionment of wealth. In primitive times, these rules of dis- tribution were simple and easily under- stood. There were few concealed as- sets or strategies beyond ordinary com- prehension. As in the case of the knowledge of production, that pertain- ing to distribution has also undergone great development, as witness bodies of law “pertaining to inheritance, taxation, tariffs, real estate, and corporations, and regulatory enactments. The studies of economics,. civics, industrial history, law and constitutions are largely identified 1Author of The Education of Tomorrow—The adaptation of school currécula to economic democ- racy, originally published by The Sturgis-Walton Co., New York, and later taken over and now pub- lished by The Macmillan Co., New York City. with the economic process of distribu- tion. Much knowledge in this field, however, is not instantly available but is brought to light through special ef- forts on the part of investigators and commissions. A third type of information, one complementary to the two other kinds named, pertains to use or consumption. Wealth is produced, distributed, util- ized. The use of commodities involves knowledge. It is possible to be an edu- cated or an untrained consumer; in- deed lack of knowing how to use things to the best advantage is almost equiva- lent to a state of savagery. What to want and how to use are matters of culture. The production and sharing of wealth fall short when not associated with adequate knowledge of how to make the best use of things. The bearing of each and all of these types of knowledge upon individual welfare and social organization is im- portant. There is scarcely anything more definitive than the character of one’s information. One is made able or rendered helpless through his in- formation. All history reveals the de- terminative effects of the extent and sort of knowledge available to indi- viduals and to classes. The individual acquainted only with production was slave or peasant. Knowledge of distri- bution has proved singularly advan- tageous for possession of wealth. Con- sumptional or cultural knowledge has commonly distinguished an aristocratic class. Perhaps in no case have these forms of knowledge been wholly sepa- rated, but often held in disproportion. A situation historically frequent has been that of restriction to productional knowledge. Accessibility to cultural materials of sorts and to the science functioning for worldly advancement has been less perfect in the ages past than has acquaintance with the primary skills of wealth creation. Recognition of the fundamental types of knowledge, economically considered, and of their bearing upon careers and democratic fulfilments must be accorded when curriculum revision is undertaken. Somehow the democratic ideal must be reflected in what the schools present as studies. After all, the actual informa- tion provided by the school is its para- mount obligation. So far as the school may through its program of studies con- tribute to democratic realization, it is under high mandate to do so. To what extent the dreams and practical policy of democracy can be realized through the influence of studies may be a matter of debate. Some will emphasize native differences in mentality; others may be sceptical of the power of the school to move the world. Yet with limits rec- ognized, the school, through its instruc- tion and subject-matter, has great po- tentiality as a formative influence upon society ; and such influence is by common consent to be exerted for the common weal. To align the curriculum with the common welfare involves free access to the basic forms of knowledge. Differ- entiation or deficiency of curricula re- sulting in social disadvantage is incon- sistent with democratic purpose. To train only to be a producer would be to promote a definitely stratified society. To limit access to the training of cul- ture similarly fails of general welfare. To withhold the basic knowledge func- tioning in economic and civic relations likewise is inequitable. The effective citizen must have adequate knowledge of production, distribution, and con- sumption. Efficient production, just distribution, and wise consumption are essential features of a democratic so- ciety. The curriculum of the secondary school should accordingly present all three of these forms of knowledge. Certain schools have featured training for consumption or culture; others have been excessively identified with voca- tional or productional training. In view of the relative importance of the fundamental types of social experience, it is fair to say that in the high school a substantial part of the student’s effort should be centered on instruction for production, another part on social, eco- nomic, and political studies, and the re- maining portion be devoted to learning wise consumption. The organization of a curriculum em- bodying the principles stated would ne- cessitate a considerable addition of ma- terials, especially in realistic economics. But there also would be indicated the overhauling of subject-matter designed for training in the uses of prosperity. Likewise in the field of production and vocation, much remains by way of giv- ing access to the elements of wealth cre- ation and laying the foundations for 82 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION universal skill and creative interest. Much of the traditional subject-matter of the high school would need to be dis- carded as functionally inert for any vital relation; new materials would have to be added, and time-honored subjects taken apart and reclassified for logic of program. It is a far cry from the curriculum for democracy of a century or more ago to a curriculum for democracy today. Then the requirement was ability to read. The person who could not read Art Education was relatively helpless; he could be put upon, he suffered vocational handicap, he was a source of weakness in self- governing countries. Hence the early statesmen called for literacy and perhaps thought that little beyond reading ability would be required of popular education. Today, however, the exigencies of dem- ocracy raise the educational problem far above the plane of mere literacy, and the issue becomes one of the selection of ma- terials of critical significance for social equilibrium. for Citizenship C. VALENTINE Kirpy Director of Art for Pennsylvania. State Department of Public Instruction Harrisburg, Pennsylvania RT EDUCATION aims to provide sense training and aid in the dis- covery of one’s own particular aptitudes and interests. This is an important first step towards success and contentment. Moreover, art education aims to lead all to an appreciation of the finer and nobler things in life—that the quality of man’s handiwork may be elevated, his recreation made more pleasurable, and beauty and happiness may enter into both man’s work and recreation in a larger measure. The emphasis on a more purposeful art education leads to an interest on the part of the individual in the more at- tractive home and grounds and to the support of all agencies working for civic beauty and pride generally. Art edu- cation aims to call attention to~ the wanton destruction and defacement of property.and through developing regard for fine things to reduce tendencies towards vandalism. I Ts er Care The art instruction in our schools has developed into a _ valuable publicity agency for setting forth in a strikingly graphic manner the elements of civic and human welfare. Posters, cartoons, and various advertising cards are made by the children for the following pur- poses: HeattH; Goop ENGLIsH; BEt- TER Books; FirE AND ACCIDENT PRE- VENTION ; CONSERVATION OF LIFE AND Property; SAVING AND ‘THRIFT; HUMANE TREATMENT OF ANIMALS; CoURTESY AND KINDLINESS; “(CLEAN uP” CAMPAIGNS; Civic BEAUTY AND GENERAL PusLic WELFARE. Children are no longer spending their time in “drawing” classes, painting ba- nanas or carrots, rather they are collect- ing illustrations of beautiful streets, parks, and lighting fixtures, and are mounting them in a booklet of their own with the title Our City Beautiful. They are actually applying their lessons THE NEW high school at Thomasville, Georgia, A. Ten Eyck Brown, March, 1925 in color, design, and lettering to im- proved street signs, ‘““Welcome’’ signs, lighting fixtures, fountains, and other municipal fixtures. I might add that there is growing up a citizenship that is reacting unfavorably to those adver- tisers who mar our streets and highways and generally disfigure beautiful scenery. Children are even designing and build- ing model city plans in miniature. They have made beautiful posters, with this appealing message: HIS IS MY CITY—and because I love it I try to make and to keep it beautiful. Since orderliness is essential to beauty, I will not throw trash upon the streets, nor in the parks, nor in any public places. And since health is essential to beauty, I will not expectorate, nor do anything to spread dis- ease germs in any place where people con- gregate. So shall my city be clean and wholesome. So shall my city become the City Beautiful. These have been effectively distributed in business places. As a part of the Athenian Oath, the youth of Athens sub- scribed to the following: Thus, in all these ways, we will transmit the city, not only not less, but greater, better, and more beautifel than it was transmitted to us. Sordidness and ugliness kill pride, in- vite a disregard for fine things generally, and drive to dissipating recreation. Beauty should be the inalienable right the dilet- There is a veritable hunger for beauty. to all—not claimed alone by tante and a precious few. Beauty brings happiness and a spiritual uplift. Our Constitution provided for the pur- suit of happiness. An investment in hap- piness pays big dividends. oa pee Tien” Mane eee of Atlanta, Georgia, architect ~ 5 ' ¢ 4 igns, ther that that ver- vays ery. uild- hey this love tiful. ty, I or in And 1 not dis- con- e. tiful. uted the sub- nsmit etter, litted , in- ‘ally, right lilet- is a -auty plift. pur- hap- | 7 SRR IRIERERROEI EERE Teme ne me ae al S.C EE AR — 9 Teaching English DUCATION is not the thing as information. same Education is not merely the stuffing of a receptacle with lumps of knowledge that is subsequently disgorged in the same state at the next examination. It is essential that the subjects of education should be made interesting to the pupil and not too remote from his daily life. Otherwise they will be dropped, perhaps with relief, at the earliest opportunity. Of course, that was not the old idea of education. The old idea was that it should be made a hard grind: the more unpleasant, the better the discipline for the character. ‘That system, which was carried on for many centuries, must have made teaching a fearful strain and learn- ing mere drudgery. ‘The old subjects of education, Greek and Latin grammar and Euclid, lent themselves well to this scheme. It is curious that the philological pedants should have made a strenuous, and almost successful, attempt to cap- ture the teaching of English for their own methods. As | remember, in the scheme they drew up, the unfortunate students had to with Maeso- Gothic, Letto-Slavonic, and Icelandic. They were hardly allowed to get to Eng- lish literature at all. Nearly all those who wished to study English were in- begin terested in literature and not in philology. The precursors of English, all these bar- barous medieval languages, ought to be a post-graduate study for those who like it; for ordinary students, English begins with Chaucer. History of words—Although I would banish from my scheme of English study formal grammar and etymology, inas- much as they are unnecessary either for reading English or for writing it, never- theless, 1 would include the history of words, which is interesting, or may be made so. Such study throws numerous side lights on the history of our coun- try. For example, there are many Latin words which had already passed into the language of our ancestors before they came over to England, such as street, wine, butter, pepper, cheese, silk, inch, mile, and mint. The Christian religion brought in other Latin words, such as bishop, candle, creed, font, and so on. There are hardly any British words in our language. The Danes and North- men gave us words like law, call, ge?, DEAN WILLIAM R. INGE give, hit, husband, knife, leg, sister, skin, scrape, and wrong. ‘Then came the Nor- mans. Beef, mutton, pork, and bacon are all Norman words. ‘They also brought words like master, servant, butler, bottle, dinner, and supper. Later in history the Italians taught us music and the fine arts. Most of our musical terms and many which have to do with painting come from Italy. The Dutch were also great painters. ‘lhey gave us landscape, sketch, and easel. ‘They were also our masters in nautical matters and from them we get many words like aloof, avast, hull, and skipper. ‘Then came the Span- VERY teacher in our schools is, or should be, teaching English. This article abridged from the Foundation Oration delivered at Birbeck College, December, 1924, by the Very Reverend William Ralph Inge, Dean of St. Paul’s, will be greeted with interest by every reader of The Journal. ish influence, which brought us words like ambuscade, desperado, and renegade. The conservatism of education is quite astonishing. The classical tradition comes from a time when Latin was the common tongue of the educated and of the official and religious world, and when Latin and Greek were beyond com- parison the greatest literatures. But there is no excuse now for not recogniz- ing that our own literature is as great as the Greek, and perhaps greater than any other. A Cinderella — Somehow or other, English has always been rather a Cin- derella. It was only as late as the four- teenth century that English displaced French in the grammar school. About the same time standard English was established. Standard English is more or less the dialect of the East Midland Counties; that being the dialect spoken at Court and at the Universities and also being the language of Chaucer, it became the standard language of the country. But although our poor boys were quit of French, they were by no means quit of Latin. They did not read the Latin authors much until the Renaissance, but they had to speak Latin. The Reforma- [83] tion conferred a great boon on the coun- try by putting the English Bible into the hands of the people. For centuries, the Bible was carefully read and studied at home by the majority of people, and large portions were memorized. alas! Now, the Bible is comparatively little read purely from the literary point of view, a fact to be deplored. Quiller Couch, commenting on the beauty of the Bible, says it holds a unique place in literature, is a monument, an example, and, best of all, a well of English un- defiled. The value of the classics—I will not follow the history of the gradual emanci- pation of English. ‘The rejoicings of many are tempered by the fear that the classics may be ousted altogether. They still have a remnant of social prestige, but their real strength lies in their intrinsic merit. We ought not to under- value the advantages to the mind of a classic training. I have read a remark- able American book quite lately, a ques- tionnaire to men about the value of a classical education. They nearly all speak favorably of it; some very strongly. I insist that the training should not be purely linguistic, but much may be done by reading the classics in translation. The only way to save the classics is not to try to make it a tom- pulsory subject for the majority, but to introduce translations from some of the Greek and Latin authors as a regular part of education. The classics can no longer be the staple of education. The classics have acted as a class bar- rier, rather unfortunately. We must take care that the education that we give in the schools brings the classes together instead of putting them further apart. The study of English ought to bring all together. The old tended to make two nations in the coun- try instead of one. alienation is also caused by differences business classes education How much social in pronunciation! The school ought to correct this without killing all the good old dialects. It seems strange that there should be any doubt about the necessity of teach- ing English. No doubt, we learn a kind of English at home, but what kind? If a boy is not taught good English, he learns bad. He never learns, if he does not have a good education, the greatest 84 TuHeE JoURNAL OF THE NATIONAL EpucaTIon ASssocIATION March, 1925 part of our heritage—our language and literature. It is like a great river fed by tributaries from all sides, a rich and fertilizing current. It gives us a con- tact with great minds. It gives us a bond between the past and present. Expression and thought—Those who cannot express themselves clearly can hardly think clearly. To find the right words for our thoughts clarifies them, enables us to impart them to others, and leads us on to further improvement. We ought to instil into all our pupils a pride in the English language—one of the finest vehicles of thought ever invented. Let me quote from John Galsworthy: “I often wonder, if I did not know English, what I should think of the sound of it well talked. I believe I should esteem it a soft speech, very pleas- ant to the ear, singularly free from gutteral or metallic sounds, respectful, dignified, and friendly. I believe I would choose it, well spoken, before any lan- guage in the world as the medium of expression of which we should tire last. Blunt though it be, it has acquired a rich harmony of its own, a vigorous individ- uality. It is worthy of any destiny, how- ever wide.” Tennyson somewhere ex- presses the rather bold opinion that English is as euphonious and less monoto- nous than Italian. World importance of English—The world importance of the English lan- guage is steadily growing. As long ago as the war between China and Japan the commanders of the two belligerents, when they had to confer with each other, talked to each other in English. Rabindranath Tagore told me that his works are read in India in English by a far greater number of people than in Bengali. It is most extraordinary, if you go to either Sweden or Norway, to find how everybody can speak English, and most of them uncommonly well. But how awful it is to hear that the German commercial traveler has been deliberately taught an exaggerated Cockney accent. Even in France, the most self-sufficing of countries, in which knowledge of for- eign languages is, or was till lately, rare, a great deal of admirable work has recently been done on our literature. In Germany and Scandinavia, excellent works on English philology are produced almost every year. The use of leisure—Would it be rash to say that the chief aim of education is to teach the proper use of leisure? The soul is dyed the color of its thoughts. Many people do not know how to spend an idle hour. They either go to sleep, indulge in inane chatter, or read news- papers or light novels of the most vulgar type. The mark of a civilized man is the way he uses his leisure, 30 we want to make all our pupils love reading, and the right reading. Matthew Arnold says: “The importance of reading, not slight stuff to get through the time, but the best that has been written, forces itself upon me more and more every year I live. It is living in good com- pany.” Just a word in favor of reading aloud. That can and should be taught in schools. Those who read a great deal tend to read too fast, and reading aloud forces one to read at just about the right pace. You rt IS CHIEFLY through books that we enjoy intercourse with superior minds, and these invalu- able means of communication are in the reach of all. In the best books great men talk to us, give us their most precious thoughts, and pour their souls into ours. God be thanked for books... No matter how poor I am—no matter though the prosperous of my own time will not enter my obscure dwelling—if the sacred writers will enter and take up their abode under my roof, if Milton will cross my threshold to sing to me of Paradise, and Shakespeare to open to me the worlds of imagina- tion and the workings of the hu- man heart, and Franklin to enrich me with his practical wisdom, I shall not pine for want of intellec- tual companionship. — William Ellery Channing. cannot read aloud as fast as to yourself. That is an advantage if the book is good. Good literature, especially good poetry,, was meant to be read aloud. Fancy enjoying music by reading the score without hearing the sound. Dramatic reading in class, boys taking different parts, is very useful. The ad- vantage of Shakespeare in education can hardly be exaggerated. Somehow or other, Shakespeare is the quintessential Englishman, and almost all boys, how- ever stupid they may be in other ways, really enjoy Shakespeare. Learning by heart—l1 believe in learn- ing by heart. Some people think it a waste of time. I do not. What you learn by heart before the age of 14 is more or less a possession for life. I have tried in later life occasionally to learn a piece of poetry. I can learn it, but I cannot remember it! The poetry I learned as a schoolboy I still know. Com position—Many attacks have been made on Greek and Latin composition. They say results are not good. That is a mistake. The object of teaching boys to write is not to produce masterpieces, but to affect their whole manner of read- ing. ‘They look for beauties of style to imitate; they look for correspondence of meaning between Greek and English idioms. All that is a valuable part of learning. Moreover, there is the joy of making and doing something, which is, perhaps, the greatest secret of education. What boys really like is making some- thing for themselves, whether carpentry or drawing or painting. Give them something that they can be proud of, and they will be happy. If you only load their memories, they will not. There is pleasure in writing even poor verses in English, Latin, or Greek. I would cer- tainly encourage the writing of English verses as part of the teaching of English. Essays—As to essays, I know that opinions differ. Essays may perhaps be begun too early; they may, on the other hand, be put off till too late. Various experiments have been tried with success in essay writing, leaving the choice of subjects to the pupils or preparing the subject in advance and the essay being written in class. Sometimes the pupils are invited to criticize each other’s work. The study of English ought to be en- couraged, because the language, like everything else, is subject to wear and tear. The effect of journalese and, | venture to say, of America is not alto- gether good for our language. Language needs care; so does pronunciation. The Poet Laureate, Bridges, said he would like to preach a sermon on “Do not er, my beloved brethren.” Our most precious inheritance, our English language and literature, will not quite take care of itself. It belongs to that class of spiritual values which is indefinitely increasable, and in which one man’s gain is not another man’s loss. The study of our great authors elevates the character, purifies the mind, and instils a love of one’s country, and of all things good and beautiful and of good report. It is the most important thing in the whole of our education, and in the future it must and should be the staple of our teachings; build other things round it, if you like, but let Eng- lish be the center. It will bring all classes together and will prevent that narrowness and vulgarity which is in every country far too prevalent. There- fore, whatever views we hold about edu- cation, however much we may value science or the classics or anything else, let us put nothing before the study of our own noble language and literature. So A ET A RE A et RE TTT oe So he RR RE ST eee eee ae 125 oys es, ad- to lish of of is, on, me- try em and oad e is ; in cer- lish ish. that ; be ther ious CESS > of the eing ipils ork. - en- like and 4 alto- uage The ould t er, our | not rs to ‘h is hich 1an’s thors 1ind, and id of rtant and > the other Eng- x all that is in here- edu- value else, ly of ure. oo ae eo aaa nnn ca meneentmieeeial Vol. 14, No. 3 The Pedagogy of Better Homes JAMES Forp Executive Director, Better Homes in America Washington, D. C. PRIMARY MOTIVE in the movement for better homes in America is to encourage instruction in home economics and home life in the public schools. From the inception of the better homes movement, the schools have played a prominent part. It is planned that this year this important role will be largely extended. The whole-hearted codperation of the public schools in better-homes dem- onstrations is clearly caused by a recog- nition on their part of their almost unique prerogative in educational ex- tension for the raising of general stan- dards of living. One of our activities in conne :tion with the schools at this time is the most extensive survey of the school practice house movement yet undertaken. This is being done by a specialist in the sub- ject, Miss Blanche Halbert, under my direction. In the thousand odd demonstrations of better homes conducted by local com- mittees throughout the United States during the 1924 Better Homes Week, approximately one hundred school prac- tice homes were opened to the public with appropriate lectures and demonstra- tions. In several hundred other com- munities, teachers codperated in the pro- gram for better homes and pupils dem- onstrated the arts of cooking, table set- ting, bed-making, furnishing partially or EER: HE FIREPLACE suggests comfort, meditation, and good cheer. completely rooms in the demonstration home. One school which stood out prominently for the quality and com- prehensiveness of its participation in the campaign was the Penn Normal Indus- war is we, See . THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 85 demonstrations of better homes and set out early to prepare to better the 1923 accomplishment. The work was organized by teachers of the Penn School and it was intended from the first that the “better home” to be demonstrated would be used perma- nently after the demonstration as a school practice house for classes in home eco- nomics. One of the boy pupils of the Penn School drew the plans for the house * a caine ~ OYS of the Penn Normal Industrial and Agricultural School at work on house demonstrated by Better Homes Committee, St. Helena Island, South Caro- lina, 1924. trial and Agricultural School of St. Helena Island, South Carolina. This island, eighteen miles long and four miles wide, is situated off the coast a short distance, not far from Beau- fort. It has a population of 5,500 ne- groes and only half a hundred whites. Most of the negro islanders are small farmers and own their homes. St. Helena Island won a prize in the 1923 Here is the center of the demonstration home, St. Helena Island, South Carolina. These plans were inspected and cor- rected as to details by one of the teach- ers, and finally approved, with only minor technical changes, by a New York architect of high standing. The plans called for a five-room, one- story cottage, suited to the needs of the average family of islanders. A careful estimate of the cost was made by the pupils of the school, the figures reached being $1,520.70. Actually, the final cost was slightly above this—$1582.68. The house consisted of a combined liv- ing and dining room, kitchen, bedroom, bathroom,.nursery, and laundry. The house was built by boys in the industrial classes. of the practice house aroused the most intense interest throughout the Island. The registered attendance at the demonstra- tion during Better Homes Week, May 10-18, 1924, was 2207—nearly half of the population, some of whom had to To all visitors, the cost of the house and how it might be financed and built were made clear. It was also demonstrated to vis- itors by the pupils and teachers of the school how easy it was to beautify a Much of the Erection and demonstration travel many miles to be present. home at small expense. 86 turniture of the school practice house was the work of the pupils in the car- pentry department of the school. The better-homes campaign in St. Helena Island had other features, in- cluding lectures, contests, exhibits, and demonstration of various kinds, which were largely attended. A canvass was made of the Island to note what had been done to better homes in the year which had elapsed since the prize-win- ning 1923 demonstration, a prize being offered for the greatest improvement found in any home. The prize winner was a former pupil of the Penn School, THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION who had built and painted a five-room cottage, made and whitewashed the fence, made his own porch furniture, and planted twenty-five fruit trees in his yard. The second prize winner had remodeled his house, adding four rooms, beside planting a garden and trees and refurnishing the house. There can be no question of the ped- agogical value of a school activity of this the of many school grades and departments in an absorbing and vital enterprise for the service of the school and the com- munity. sort, which codrdinates work How Is Your Hearing? Freo De LAanp [° YOUR sense of hearing poor, fair, good, or trained? What will an hon- est classification show? Don't try to cheat yourself. If your hearing is not good, confide at once in your family you may be A major- or some day “too late.” ity of cases of ear troubles are curable, if medical aid is sought in time. The question is often asked: “What proportion of the population of our coun- try have impaired hearing?’ The writer believes that 25 per cent have impair- ment of hearing in one ear, if not in both Unfortunately, there are no au- thoritative statistics covering the entire country that many among all the people have a lessened acu- ity of hearing. There are census statistics enumerating the so-called “‘deaf-mutes” ; but for each individual enumerated un- der that classification, there are more than a hundred hearing persons, who were taught only in schools for hearing children, yet whose hearing is now more or less defective. A university professor is quoted as stating that 80 per cent of ll the people have defective hearing in one ear, if not in both. The experience of one physi- cian, combined with information re- ceived from colleagues and from pro- physician, sorry when it is ears. show just how fessional literature, led him to state that 50 per cent of the total population of our country had defective hearing; another physician estimated that 30 per cent of all the people in all civilized countries were gradually losing their hearing, or had lost it. There are other published statements. But all are merely esti- An explanation of the remarka- ble variation between the percentages mates. recorded in some of those estimates may pussibly be that each estimate is based on the number of persons with impaired hearing in, possibly, one of the sections in which there are known to be a relatively larger number of persons with impaired hearing than in other sec- tions. After carefully of the total number of persons with de- fective hearing, in which the percent- ages ranged from more than 25 per cent to more than 80 per cent of the total population of our country; and after studying all available information on the subject of the prime causes of im- paired hearing, more especially where vanishing in adult life, the writer be- lieves that at least 25 per cent of all the analyzing e*imates people in our country have an impair- ment of hearing in one ear, if not in both In some there is a total loss of hearing; others are hard of hear- ing; while many have quite a remnant of hearing remaining, and could prop- be classed as having a amount of hearing. Some are curable cases, if medical aid is promptly sought. If the writer’s estimate is substan- tially correct, it means that an average of one in every four persons in our country has defective hearing. As the total population of our country ‘s about one hundred and twenty millions, this estimate also means that there are about thirty millions of people in our country with impaired hearing in one ear if not in both ears. Are you one of the mil- lions that are on the way to join the vast army of the hard of hearing? If there is any doubt, seek medical assur- ears. erly “fair” ance at once. Sooner or later many of March, 1925 these thirty millions will wonder why they failed to perceive the wisdom of conserving the sense of hearing. Then they will realize that while a new set of teeth to replace a lost set may be pur- chased at a reasonable price, the con- tents of a diamond mine cannot buy a new sense of hearing, once hearing is definitely lost. It is true that electrical and mechan- ical aids to hearing can be purchased, and that some are really helpful; and that one read the lips, which is really the most helpful of all forms of alleviation, provided a good But all these are can learn to efficiency is attained. merely forms of alleviation, serviceable as means and methods of alleviating a heavy handicap. Yet all are poor sub- stitutes for good hearing. An important point to remember is that there are now relatively far more with there were eighty should this same ratio during eighty hearing than ago, and that continue in the more, persons defective years increase years then it is probable that every other per- son will be hard of hearing. Can you imagine such a condition? Forty ago Alexander Graham Bell, who was a strong advocate of the years conservation of hearing, told the teach- ers at a meeting of the National Edu- that have any idea of the prevalence of im- perfect hearing among their pupils, or cation Association “few teachers in the community at large.” “Two years later in reply to the questions of a Tribune reporter, he told of some tests he had been making of the hearing of the pupils in the public schools in New York City, and stated that “there are 1400 children in the public schools of this city, who, on account of defective hearing, should be given special advantages.” Dr. Bell also said: “The scholars know, of when their hearing is bad, but the teachers, as a rule, do not, and often think a child is dull when it is only deaf.” The remedy? hearing” clubs or and in probably course, Organize ‘conserve societies in every Ex- plain that to conserve hearing is to be patriotic. For the number of persons with defective hear- ing means a corresponding increase in the average efficiency of the individual school every community. every decrease in units of our country. HERE is a golf club on the hill, and every sunny day the toiling chil- dren in the mill can see the men at play. (8 reopen nem cor ee eee ne me WD EES EO IERET OR RET REET RECN RNR nme = ' ' ; 1925 why n of Phen et of pur- con- uy a ig is han- ased, and lips, f all good > are eable ng a sub- er is more than that the nore, - per- 1 you aham f the ‘each- Edu- ichers { im- ls, or years of a + tests ng of New ‘e are public int of pecial “The their as a nhild is nserve every Ex- to be nthe hear- ase in vidual e hill, g chil- t play. 2 rennet Eee cane rp tee NEN LL LEE LT EOE TT LIE: ALA TES TO : | | The Proposed Child Labor Amendment Joun A. Ryan, D.D. Professor of Moral Theology and Industrial Ethics at Catholic University of America, Washington, D. C. T INTERFERES with the fam- ily.” —On the occasion of its re- fusal to ratify, the Senate of Georgia passed a resolution declaring that the Amendment “would destroy parental authority and_ responsibility throughout America, would give irrevo- cable support to rebellion of childhood which menaces our civilization, would give Congress not only parental author- ity but State authority over education It would place Congress in control in every home in the land be- tween parent and child.” According to this amazing statement, the proposed amendment would give Congress powers over children which are not now possessed by any State. This is diametrically opposed to the truth and the facts. Every State in the Union at present enjoys all the authoritv that Congress would derive from the pro- posed Amendment. Whatever control Congress could exercise under the Amendment can be exercised now by Georgia, or Oregon, or Michigan, or any other State. No competent lawyer would dispute this proposition. Hence, it is a gross perversion of fact to assert that “the proposed Amendment would enable Congress to take the con- trol of children out of the home.” The power vested in Congress by the Amend- ment would be subtracted, not from that of the parents, but from that of the States. Family control and authority would remain essentially and exactly what they are at present. To be sure, laws passed by Congress the amendment would interfere to some extent with parental control, but so do all the child labor statutes which have been enacted by the various States. So involved in any civil regulation of child labor, or of any other aspect of child welfare. Yet no one thinks of condemning such regula- tions when they proceed from a State legislature. If those the Amendment out of concern for parental control were logical, they would go a under much is who oppose 1 No more forceful document has appeared in the campaign for the ratification of the Child Labor Amendment than Father Ryan’s analysis of the ob- jections to the measure, from which these abstracts are taken. step further and agitate for such amend- ments to all the State constitutions as would prevent the States from enacting child labor legislation. Only thus can they secure that kind of “protection for the home” which they seem to think necessary. The Catholic doctrine is expressed by Pope Leo XIII, in the Encyclical on 4THER JOHN A. RYAN, D.D., working as Director of the Depart- ment of Social Action of the National Catholic Welfare Council, was a mem- ber of the group that framed the Child Labor Amendment and urged its passage through Congress. the Condition of Labor: “lf within the walls of the household there occur grave disturbances of mutual rights, the pub- lic power must interfere to force each party to give the other what is due; for this is not to rob citizens of their rights, but justly and properly to safeguard and strengthen them.” The rights and welfare of children are protected by State statutes, exceed proper bounds in the attempt to which, as a rule, do not attain their objects. There is no reason to suppose that Congressional legisla- tion on the same subjects would be less just and moderate. [$7] “It enables Congress to control edu- cation.’—An article in a recent issue of a widely read Catholic weekly asserts that under the doctrine of “implied rights” the proposed Amendment would empower Congress to require children to be “raised in such federal institutions as Congress saw fit to establish, with or without such instruction as Congress might determine.” This assertion is astounding in_ its recklessness. After all, the doctrine of the “implied powers” of Congress is fairly well defined in the decisions of the Supreme Court. It does not authorize anything of the sort suggested in the sentence quoted above. It simply per- mits Congress to enact whatever legisla- tion is necessary for the exercise of pow- ers expressly conferred by the Constitu- tion. For example, the Constitution gives Congress authority to establish post-ofhices and post roads; this grant of power has been construed to imply that the Post Office Department may own the buildings in which its work is carried on, the wagons in which mail is collected and delivered, etc. On the other hand, the implied powers of Congress have never been construed or extended to take in objects reserved to the States. Edu- cation is one of the matters thus re served. It cannot, under the guise of powers implied in a child labor constitu- tional provision, come under the control of Congress. Only by a constitutional amendment specifically conferring such authority could Congress validly inter- fere with the feared by the objectors whom we are education in manner now considering. “The eighteen-year age limit is too high.” —The that Congress should not be empowered to regulate child labor up to the age of eighteen years, when the best State laws keep within the limit of sixteen years. objection is urged This is a surprisingly inaccurate state- ment. In forty-six of the forty-eight States certain kinds of child labor are prohibited up to the age of eighteen, and in several States even beyond this limit, for night work, and work in excess of eight Under the example, extrahazardous labor, hours per day. proposed 88 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION See eeenesessethnsnsnsennenensnsnesesesesnsetesesneneessnnensnsngenseneeestnsn ams Amendment, Congress is properly given the power to make similar restrictions. Had the upper limit been placed at six- teen years, Congress would be unable to throw these necessary safeguards about children between the ages of six- teen and eighteen. On the other hand, it would have been impracticable to in- sert in a Constitutional Amendment a detailed enumeration of all the condi- tions under which Congress might reg- ulate the labor of children above the age of sixteen. The only proper course was to give Congress complete power in this field, trusting that the power would not be misused. “The proposed amendment gives Con- gress exclusive power over child la- bor.”—This amazing assertion is found in a pamphlet written by the General Counsel of the National Association of Manufacturers, and issued from the office of the Secretary of that organiza- tion. Anyone who takes the trouble to read the proposed Amendment will find a direct contradiction of this charge in the language of the second section. It is there expressly stated that the power of the several States over child labor re- mains unimpaired except to the extent necessary to give effect to Congressional enactments. The only power taken away from the States by the proposed Amendment is that of maintaining less adequate laws than those which might be passed by Congress. State laws which agree with the Federal statutes or which set up higher standards, will continue to have force and validity. Industrial con- ditions are sufficiently similar through- out the country to justify a uniform and universal minimum of legislative stand- ards. Children in all parts of the coun- try are sufficiently alike to need a uni- form minimum of protection. No one will seriously contend that the stand- ards set up in the two Federal laws, which were declared unconstitutional, give too much protection to the children of any State. “The regulation of child labor is a local, not a National matter.”—Within certain limits, this statement is correct. Every State has ample power to protect the children within its borders from in- dustrial oppression and injury; and for various reasons it is better that this duty should be performed by the State legis- lature than by Congress. But many of the States have pertinaciously and ob- durately refused to provide adequate pro- tection. This situation would seem to justify intervention by the Federal Gov- ernment. At any rate, there is no sound principle, whether of politics or of ethics, which forbids such intervention. To assert that Federal authority should never, no matter how evil the condi- tions, be invoked on behalf of a class TRUTHS AND HALF-TRUTHS ABOUT CHILD LABOR The upper figures in the table below are being circulated by opponents of the Child- Labor Amendment as representing the whole truth about child labor in the United States. These upper figures show only the children 10 to 13 years of age (inclusive) employed in gainful occupations. The lower figures are the REAL totals, the children 10 to 15 years of age (inclusive) employed in gainful occupations. Opponents of the Amendment would ignore our hun- dreds of thousands of 14- and 15-year-old workers. Source for upper figures, Washington Serv- ice Bulletin (Nov. 15, 1924), published by the National Association of Manufacturers. Source for lower figures, “Children in Gainful Occupations,” 1920, published by the U. S. Bureau of the Census. Rxtraction Manufacturing of and Mechani- Minerals cal Industries 210 oe 7,004 Georgia 9 560 53 4,384 41 609 251 11,714 Indiana 16 213 226 4,744 Maryland 1 147 hal 27 3,794 Connecticut Illinois 366 23,753 256 4,816 New Jersey 360 15,630 New York 603 17,842 520 7,697 Massachusetts Missouri North Carolina Ohio 291 4,874 Pennsylvania 865 27,821 Rhode Island wae 79 6,979 272 South Carolina Virginia Wisconsin 647 7,191 United States There are 1,060,858 child laborers in the United States (U. S. Census). This table covers two industries which account for 185,337 of these children, showing figures from sixteen States where large numbers of children are under exploitation. Common humanity demands that teachers use their influence with editors and legislators to see that the situation is understood and cor- rected. which is the victim of State indifference and negligence is to lay down a prin- ciple which is purely gratuitous and doctrinaire. After all, the exploited child workers in the negligent States are citizens of the United States. As such, they may reasonably ask that the Fed- eral Government be empowered to safe- guard their natural rights when the local March, 1925 authorities are cruelly indifferent. It is a question of political expediency, not of political principle. “The proposed amendment is social- istic.’—This charge has a_ familiar sound. It has been used against almost every political and industrial reform that has been brought forward since the war. Owing to excessive injudicious use, its effectiveness has been largely discounted. Concluding observations—On what principle can any believer in democracy withhold from Congress the power to legislate on the subject of child labor? This subject differs radically and essen- tially from freedom of religion, of speech, or assemblage, and from all the other fundamental rights protected by the Constitution. All these are vital to human welfare, and they have been vindicated by centuries of experience and the substantially unanimous support of enlightened communities. It is not rea- sonable that Congress should have the power to abolish them through the simple process of a majority vote. Very properly these rights have been incor- porated in the Constitution. Child labor enjoys no such status, either in reason, in experience, or in public opinion. Its regulation by the Federal Government would jeopardize no individual right. Whether Congress should legislate on this subject is purely a question of political expediency. The man who refuses to give Congress dis- cretionary power in this debatable field, this field of mere political prudence, is not a consistent democrat. He does not believe in majority rule. He accepts the principle of minority rule, inasmuch as he desires that a litthe more than one fourth of the States should prevent Con- gress from obtaining the power to deter- mine a question which involves no fun- damental rights. This distrust of democracy recalls the attitude of men in other days who op- posed the transfer of legislative power from the king to parliament. In those days, the anti-democrats put their trust in an autocratic monarch. Many of the opponents of Congressional power over child labor put their trust in the limita- tions of a Constitution which was framed by men who could not have fore- seen the industrial conditions and needs of today. They believe in government by “the dead hand.” Since they can no longer take refuge in the absolute power of a king, they have recourse to a Con- stitution which in some respects neces- sarily falls short of being adequate. It is an illogical philosophy and a lost cause. Very 1cor- atus, r in the rdize gress urely The . dis- is the 0 Op- ower those trust »f the over imita- was fore- needs ent by in no power Con- neces- e. It 1 lost | Pe ee ne a ee tion. Cram & Ferguson, Architects. ATHEDRAL OF ST. JOHN THE DIVINE, New York City, as it is to appear when finished—magnificent in architec- ture, a treasury of art, a shrine of ideals that have been forged throughout the ages, a glorious monument to the sacred, the beautiful, and the true. Spirit of the Everlasting Boy~ HENRY VAN DYKE cAvalon, Princeton, New Jersey Not ancient halls and ivy-mantled towers, Where dull traditions rule With heavy hand youth’s lightly springing powers; Not spacious pleasure courts, And lofty temples of athletic fame, Where devotees of sport Mistake a pastime for life’s highest aim; Not fashion, nor renown Of wealthy patronage and rich estate; No, none of these can .crown A school with light and make it truly great. But masters, strong and wise, Who teach because they love the teacher's task, And find their richest prize In eyes that open and in minds that ask; And boys with hearts aglow To try their youthful vigor on their work, Eager to learn and grow, And quick to hate a coward or a shirk: These constitute a school, A vital forge of weapons keen and bright, Where living sword and tool Are tempered for true toil or noble fight! But let not wisdom scorn The hours of pleasure in the playing fields: There also strength is born, And every manly game a virtue yields, Fairness and self-control, Good humor, pluck, and patience in the race Will make a bad heart whole To win with honor, lose without disgrace. Ah, well for him who gains In such a school apprenticeship for life; With him the joy of youth remains In later lessons and in larger strife! —From Poems of Henry van Dyke; copyright 1911 and 1920 by Charles Scribner’s Sons. By permission of the author and pub- lishers. Te Teacher DOUGLAS MALLOCH For half a century, and more, The feet of boys forever wore A pathway to the teacher’s door. For fifty years he took his stand, A Latin grammar in his hand, And taught the children of the land. A general, a great divine, Vea, men whose names with lustre shine, Learned Latin at that simple shrine. [89] On Morningside Heights near Columbia University it is within easy reach af a vast popula- When completed it will seat ten thousand people or provide standing room for thirty thousand. dollars needed to finish the work are being gathered from lovers of finer things everywhere, regardless of creed, race, residence, who feel it a privilege to contribute to an enterprise which will inspire untold millions for countless centuries. The fifteen million or For often here the great began To dream, to wish, to hope, to plan; Today was born tomorrow’s man. And so the teacher grew to gray; And fifty years have passed away When someone happens on a day To pause before the teacher’s door, The threshold that the children wore A half a century or more, And asks, as that good man appears: “Are you not weary, tired to tears, Of teaching Latin all the years?”’ A simple answer he employs To tell a teacher’s holy joys: “I don’t teach Latin—lI teach boys.” God bless the teacher who can look Above, beyond, the open book, The one who teaching undertook Not merely for the Latin’s sake But for the holy chance to make Tomorrow’s man, a soul to wake; Whom nothing wearies, naught annoys, Who gladly all his life employs, Not teaching Latin—teaching boys. —From “Come on Home,” George H. Doran Company, New York, 1923. AKLAND (CALIF.) POST-EN- QUIRER—Isn’t it strange that the persons doing the most worrying about the proposal to stop child labor in this country are mill and mine owners? The twentieth amendment to the Constitu- tion, if ratified, will take children out of the mills and mines. But there was organized the other day the “National Committee for Rejection of the Twentieth Amendment.” This organization is composed almost en- tirely of men who profit by child labor. They have money to spend, and they intend to spend it. Des Moines Register—The persistent and costly campaign to prevent ratification of the child labor amendment is enough of itself to excite suspicion. What is so threatening about nationalizing the rules for child em- ployment in industry as to warrant the ex- pense and effort now to defeat it? New York Herald-Tribune—A New England mill owner was recently building a mill in the South. Why was he doing it? Did he like child labor? His answer is in- structive. It gives the whole of that “over- whelming necessity’ which makes the pas- sage of the child labor amendment inevitable. He said: “Of course I don’t like child labor. It's a nasty business. But we have to live, and the miils of the North cannot live in- dustrially in competition with the mills of the South. We are building mills in the South to make cheap goods with cheap labor. If we don’t we are out of luck and out of a market.” This is the ugly and candid truth of the mill rivalry between New England and the South. It portrays the central rea- son why child labor still exists in so many of the States and why it is next to impossible to better conditions by action of the several States. Tulsa (Okla.) Tribune—The brewers and distillers have generously financed the professional fight against prohibition, and there is every reason to believe that there is a money taint on the “committee” which now supports the fight against the child labor amendment. It is true that there are sound arguments which can be urged against the amendment, but the unctuous concern which the “committee” displays over the welfare of boys and girls seems blatantly hypocritical. Washington (D. C.) Herald—This evil calls for immediate national action because its industrial blight extends from coast to coast, wherever its cheap, child-made prod- ucts compete with the products of American wages; because it penalizes every State that has been humane enough to stop this awful economic sin. Mt. Vernon (Ohio) Banner—lIf the child labor amendment should fail of ratification it would be quite as much through ignorance of persons who profess to be children’s friends as through the outright opposition of selfish interests willing to exploit childhood for gain. Newspapers and the Children Albany (N. Y.) Telegram—During the coming winter a bitter war will be waged against the proposed child labor amendment to the Constitution. It will be bitterest in those thirty-seven states whose legislatures will be in session, with the federal amend- ment before them for ratification or rejec- tion, Directing the campaign against the amendment will be the “national committee AVAGES do not read news- papers. They do not buy the things newspapers advertise. Il- literates do not contribute to the prosperity of newspapers. Neither do adults whose lives have been broken and blighted by premature toil and educational opportunity denied. Sheer self-interest must prompt the newspapers to support every movement that means better homes, more efficient schools, and churches of genuine spiritual power. It is by these things that society lives and grows richer. It is to them we owe our prosperity. Whatever strikes at the home and a fair start for the child strikes at the very roots of our entire well- being. The newspaper is a busi- ness, and it properly considers all of these things. It is also a public institution capable of appreciating spiritual and human values regard- less of the cash register. It is gratifying therefore to read the clippings which show that editors are not always fooled by the per- sistent and shrewd propaganda against the Child Labor Amend- ment put out by manufacturers masking under names suggesting patriotism and loyalty to the Re- public. for the ment,” rejection of the twentieth amend- with an executive committee com- posed of six manufacturers and one lawyer. Punxsutawney (Pa.) Spirit—Discussing the proposed child labor amendment to the Constitution, a publication opposing it says: “The rearing and care of children is not committed to the State, but to the parents by the law of God. The training of children to industry from their earliest years without oppression is of the first -importance to the Nation, the family and the individual. Noth- ing could be more perilous to the rising generation than for them to feel that the State protected them from work and that idleness was their right.” One cannot help feeling that such an argument, honestly presented, is based on a complete misapprehension of what the child labor amendment is for and what the child labor conditions in this country are. The trouble with child labor as found in mills, factories, sweat shops, canneries, sugar beet and cotton fields is that it is not “without oppression.” [90] Camden (N. J.) Courier—Every step for- ward of civilization has been made against bitter and stupid opposition. Compulsory education was bitterly opposed as an un- warranted invasion of the family circle by the government. Many a farmer declared that he had gotten through life without learn- ing to read and write, and he did not see why he should have to waste his son’s time on such foolishness just when the boy was old enough to help around the farm. And not infrequently a schoolman would back up the illiterate farmers by arguing that it were better that the working classes did not have education to give them false notions of their worth and importance. But free public schools and compulsory education finally did come, and are recognized today as founda- tion stones of our National development. Louisville (Ky.) Herald—The plain fact is that certain interested people find child labor docile and profitable. Certain classes of manufacturers have hitherto done well under such conditions and resent any inter- ference. We do not say that they have been oppressing the children. We will not charge they have been exploiting this labor. We are content to urge that, well-treated or ill- treated, the child of tender age should be elsewhere than in the factory and engaged in making a living for itself and, it may be, for others. That, surely, is to write with studied moderation. Tonopah (Nev.) Times—Refusal of many Southern States to adopt adequate child labor laws is the chief cause for seeking Na- tional control of the problem. The cotton manufactures in the South have been instru- mental in bringing about the defeat of child labor laws and probably will be powerful enough to defeat the amendment in most Southern States. Adoption of the amend- ment would give the Government power to put an end to child labor in the cotton mills and elsewhere. Topeka (Kans.) Capital—it is the sweep- ing terms of the power that the opponents of the amendment emphasize, but they do not tell the public that this power today exists in every State. Kansas has power to do anything with regard to the labor of minors that Congress could have under the amend- ment, yet there is no complaint here or in any State that regulation of children or per- under 18 or under 21 is too drastic. The trouble is that in some of the States of the South it is not careful of the rights of children who are exploited for greed. The amendment simply permits of uniform regu- lation in all States. The regulation by Con- gress would no doubt be conservative, but it would at least be uniform and it would con- sider the rights of children to protection. sons Portland Oregonian — Everybody who looks at the subject of child labor with due regard for the welfare of the Nation, of which the people are the most precious resource, knows that continuous, monotonous work in a factory is destructive of childhood, physically and mentally, and produces an ignorant, physically degenerated population. Ee ee ee re so aeman yn La for- inst ory un- by red arn- why on old not the vere lave heir iblic did nda- 3 fact shild asses well nter- been arge e are ill- d be aged y be, with | of child + Na- ‘otton istru- child rerful most nend- er to mills weep- nts of o not exists to do 1inors nend- or in r per- rastic tes of hts of The regu- Con- but it 1 con- n. y who h due on, of ‘ecious tonous dhood, ‘es an lation. RA RNR CT SO RNS SRL NT eR OE TIT ENOTES IE TT LT LIE ITT TT LT TT I 2 ep (RMIT On to Edinburgh HE approaching biennial meeting of the World Federation of Edu- cation Associations will be an im- portant event in the history of educa- tion. Plans for the meeting are rapidly taking form. It will be held July 20-28, 1925, in Edinburgh, Scotland. Perhaps no city in the world is more attractive or such a meeting and presents larger opportunities for pilgrimages to places sacred in the field of literature and his- tory. The World Conference on Education at San Francisco, as a pioneer, charted the way and made it possible for edu- cators in the different countries to vis- ualize an this kind. The common ground upon which the nations could get to- gether was plainly evident to the peoples of the world following the great war. It was impossible to get the nations to- organization of necessity for a gether on political, economic, or finan- cial grounds. It seemed impossible to get them together on matters of religion. It is fortunate that it is possible to get people together on the common ground of education. It is interesting to note how an or- ganization of this sort can establish a series of contacts in all nations, consist- ing of ministers of education, educational organizations, prominent educators, lead- ing educational institutions, the diplo- matic service and many _ institutions which have for their field the develop- ment of the highest aims of the human race. “These contacts have been estab- lished and invitations, announcements, and letters have been forwarded to all of them. Returns which come in are ex- ceedingly gratifying. The Federation meets in Edinburgh at the invitation of the Educational In- stitute of Scotland, codperating with the British Teachers’ Union. The Institute has established a special committee with Mr. George C. Pringle as secretary, and a keen interest is aroused. Committees have been appointed covering the various needs and no detail for the pleasure and comfort of the delegates is being neg- lected. We have arranged with the Travel Department of the American Express Company to handle the bulk of the trans-Atlantic movement. Circulars have been prepared setting forth arrange- ments and giving suggestions in regard to European itineraries at the close of the Conference. “The Conference sched- ule includes meetings of the Executive Committee, the Delegate Assembly, open groups of special educational interests, plenary sessions and general meetings at which interesting and profitable pro- grams will be provided, while one day is given over to sight-seeing and tours. On Sunday, July, 26, the delegates will Can You Afford Not to Go? Tas QUESTION is raised by the attractive program and travel rates provided in connection with the meeting of the World Federation of Education Associa- tions. It will be a memorable oc- casion—more significant than the remarkable Conference at San Francisco, because it will begin where that left off. Much water has passed over the dam since then, but the world is still seeking ways to manage its affairs without fighting over which them—a game in even the winners lose. Education is the way out. Elevate truth above prejudice, outlaw war as individual murder and the duel have been outlawed, emphasize among all the children the great ideals and obligations that all humanity has in common, and the beginnings of a better world order will have been achieved. The road to coéperation is the slow and indirect road of wisely directed universal education. The World Federation is at work on this problem. On this page President Thomas describes the plans for the great Edinburgh meeting and tells where to write for detailed information. have opportunity to attend the various churches of the city, including St. Giles, St. George’s U. F. Church, St. Mary’s Cathedral, and Broughton Place Roman Catholic Cathedral. Sunday evening will be given over to public addresses and to a sacred concert in Cynod Hall. The schedule of group meetings will include (a) the pre-school and kinder- garten age, (b) elementary schools, (c) secondary schools, (d) colleges, and (e) teacher training. These various groups will have agenda made up particularly suitable to their form of education and susceptible of international unity with [91] local variations and color. There will also be group formations on health con- ditions of the world’s children, character and moral education, illiteracy, the world university idea, international rela- tions, and co6peration with various or- ganizations which touch the field of human welfare internationally. There will also be reports of progress on the program set in motion by the San Fran- cisco Conference. From present indications, several hun- dred American teachers will attend. Arrangements have been made for all interested persons who attend to partic- ipate in the meetings, but only regularly constituted delegates properly appointed by membership organizations can vote in the Delegate Assembly and on matters affecting the constitution and general policy of the organization. However, all persons may take part in the group conferences, may sit in the plenary ses- sions and have voice and have all the rights and benefits of discussion and complete participation. It is the idea of the Federation to enlist the sympathy of educators in every land. It is expected that many teachers will want to attend our own National Edu- cation Association meeting before going to Scotland. It has seemed best, there- fore, to arrange a sailing date around the 10th of July, which will give time for arrival in Edinburgh and for getting located before the opening of the Con- ference. The Conference will close on the 28th of July, which will give persons who desire to do so the opportunity to Visit points of interest or to take one of the various itineraries set up in the Fed- eration circulars. Itineraries have been arranged, together with costs, for North- ern, Central, and Southern Europe, and also an English tour including the Irish extension. The cost of trans-Atlantic passage, round trip, will range from $165 to $270 on one-cabin boats. In- terested persons should write either to the Secretary, Mr. C. W. Williams, of Columbia, Missouri, or the President, Augustus O. Thomas, Augusta, Maine. Special information, however, may be secured through the members of the Committee on Codperation of the Na- tional Education Association. tions Reserva- for boat service may be made through the Travel Division of the American Express Company, New York City. THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION March, 1925 The Journal of the National Education Association Published monthly, except July and August, by the National Education Association of the United States President, Jesse H. Newlon Secretary, J.W. Crabtree The payment of $2.00 active membership dues entitles a member to attend al )meetings of the Association andi ts de- partments, to vote for delegates to the Representative As- sembly, to hold office, and to receive THE JOURNAL monthly. The payment of $5.00 instead of $2.00 entitles an active member,in addition to the privileges of the $2.00 member- ship, to receive the complete bound volume of Proceedings, all committee renorts, and other regular publications of the Association. One dollar of each membership fee is for a year's subscrip- tion to THE JOURNAL. Subscription to non-members is $2.00 per year; single copies, twenty-five cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. THE JOURNAL is a member of the Educational Press Asso- elation of America and is published in accordance with the standards of that organization. Entered as second-class matter October 28, 1920, at the post- office at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of Oct. 3, 1917, authorized Jan. 26, 1921. Editor-in-Chief, William C. Bagley Publication Staff Joy Elmer Morgan Harold A. Allan Managing Edttor Business Manager EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C. The Education Bill HE EDUCATION BILL is more alive today than at any time since the Association’s Legislative Commis- sion began its work in 1919. The measure has the support of a great mass of public sentiment represented by a growing list of such groups as the Na- tional Education Association, the Gen- eral Federation of Women’s Clubs, and the American Federation of Labor. It has progressed more rapidly than move- ments for the establishment of other Government departments. The adminis- tration’s reorganization program, - which would create a Department of Education and Relief and which may be adopted by this session of Congress, is a long step in the direction of the Education Bill. A Department of Education and Relief would eventually develop into a uni- functional Department of Education. While the tax situation in the several States has been somewhat relieved by the twenty-five per cent reduction in the Federal income tax, the need for Federal aid for the objects specified in the Edu- cation Bill becomes increasingly appar- ent. Every dollar of wealth, wherever it exists, should bear its just share of edu- cating the Nation’s children, no matter where they live. Perspectives HE PROGRESS of civilization is measured by the increasing value it places on human life and personality. Democratic government and democratic ways of thinking and organizing all our relationships are an outgrowth of the larger idea—the worth of the individual regardless of age, station, creed, or sex. This idea lies at the very heart of the teachings of Jesus Christ. Seen in this light, many of the movements and prob- lems that perplex us are but phases of a larger cycle of upward striving. So long as the individual man did not count, war remained the sport of kings. Now aggressive war is soon to be put into the category of the duel and the family feud—things that civilized peo- ples have outgrown. The movement for the outlawry of war is fast gaining ground. So long as the finer elements of per- sonality were unappreciated, women struggled as best they could against the unequal handicaps of a traditional order. Now women vote, which is but one evi- dence of the sweeping change that has taken place in the popular attitude. The real change is the deeper one which causes society to wish to bring out the best in every woman in every relation of life. So long as life was held of little worth and our mechanical arrangements did not demand much personal efficiency of the masses, society remained willing that men should freely poison themselves with intoxicating drinks. Society now seeks to protect life from this scourge. One does not go far back in social his- tory before he comes to a time when society left in the hands of the parents even the very lives of their children. Murder and infanticide were mere inci- dents in the domestic life not to be dis- turbed by neighbors or the State. Even as late as 1837, the writings of Charles Dickens were needed to expose wide- spread abuses of child life. A society progressively more appreciative of the value of human life demands that parents shall not murder their children, rear them in total ignorance, or subject them in the name of financial gain to labor which would rob them of health, morals, or education. To exalt human life and personality is the first and last aim of education. As the full meaning of this glorious task comes to be better understood, society as a whole will demand for all the people regardless of race, age, sex, or wealth, conditions which make for nobility in thought and action—for maximum de- velopment in body, mind, and service. Managers and leaders of men will easily get the intelligent and efficient codpera- tion which sheer physical force or appeals to fear can never compel. The supreme opportunity of society is to organize its homes, its schools, its industries, and its government around the idea that human life is the most precious thing in the world. WO POINTS of college credit for every year of service between the sixth and the twentieth inclusive is asked by the Boston Teachers Club and has the indorsement of the Board of Di- rectors of the Massachusetts Federation, according to a petition to the Boston Board of Superintendents published in Common Ground for December. HE DEPARTMENT OF CLASSROOM ‘TEACHERS is urging that some professional study be done by every teacher each year and ex- presses a belief that proper recognition of this study should be given by school authorities. It is gratifying to see teach- ers themselves leading in such a move- ment. As the reasons for training in service come to*be better understood, such training will yield larger and larger returns. RS. CALVIN COOLIDGE, first lady of the land, a teacher in Vermont before her marriage, recently honored with the degree Doetor of Laws by Boston University, exemplifies the best in American womanhood. 925 ice. sily Ta- -als ‘me its its nan the for the ked has Di- ion, ston | in OF is be ex- tion 1001 ach- ove- r in ood, rger GE, icher ontly Laws the Vol. 14, No. 3 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 93 Benefit Services of Local | Associations OOKING after the welfare of their members is an outstanding activ- ity of most local teachers’ organizations today. To assist teachers during sick- ness or disability is the motive under- lying the organization of teachers’ mutual benefit and relief associations, hospital insurance plans, group insurance plans, and hospital committees. These activi- ties are often carried on as a part of the regular program of teachers’ organiza- tions but in some cities by separate ben- efit associations. Benefits established along this line by teachers are similar to those found in modern business and in- dustrial concerns. A brief summary of a number of plans that are in effect throughout the country follows: Mutual Benefit and Insurance Plans—Cedar Rapids (Iowa) Grade Teachers’ Association Insurance Depart- ment—The object as set forth in the ar- ticles of incorporation is “to aid and benefit members of the Association who are sick or disabled from performing their usual duties, and this Association shall have and may exercise all the pow- ers conferred upon corporations not for pecuniary profit by the laws of lowa and the statutes hereafter enacted.” The annual dues are three dollars. Any member of the Association who is totally incapacitated from pursuing the duties of teaching for a period longer than one week and not to exceed seven weeks shall be entitled to receive from the Association a benefit of $2.50 for every school day’s illness after the first week. Chicago Teachers’ Relief Society—All teachers, supervisors, and superintendents in actual employment of the Board of Education of Chicago are eligible for membership. The dues are four dollars annually and the benefits paid are $2 per school day or $10 per week for a period not exceeding six weeks. Dallas (Texas) Teachers’ Cooperative Sick Benefit Association is open to all white teachers of the City of Dallas. The dues are one dollar per scholastic month, the funds so accumulated being administered through a trust fund. The Board of Trustees has authority to pay 1This is the third of a series of articles on the activities of local organizations of teachers pre- pared by Agnes Winn, Division of Classroom Service. to every member out of the funds the sum of eight dollars per day for every day of his enforced or continuous absence from school on account of sickness, acci- dent, or other cause of physical or mental incapacity to render the service imposed by contract with the Board of Educa- tion with certain well-defined provisions. Minneapolis Classroom Teachers’ Association Hospital Insurance Depart- ment—Annual dues $4. Hospital benefit $21 per week to the amount of $125 per year. Home benefit $7.50 per week, except during vacation, to the amount of $75 per year. This activity is in charge of a hospital committee whose duty it is to look after the details con- cerning benefits and arrange for a sys- tematic visitation of sick members. The Minneapolis Teachers’ League has a benefit plan similar to the one just de- scribed. Other organizations which list mutual benefit work as one of their activities are: Milwaukee Teachers’ As- sociation and Erie (Pa.) ‘Teachers’ Association. Seattle Teachers’ Associa- tion is a mutual benefit organization sep- arate and distinct from the other teach- ers’ organizations of the city. Group Insurance—Cincinnati Teach- ers. Association was the first teachers’ organization to work out an effective group insurance plan. The Association entered into contract with a reliable life and casualty company, securing a master policy for the Association and certificates of insurance for the individual members. The proviso was that 75 per cent of the members of the organization should insure with the company to secure the exceedingly low rate. Up to the present time, more than 900 teachers of the Cincinnati public schools have taken out this insurance and the company has paid indemnities more than $13,000. A representative of the Association acts as an adjustor of claims and has charge of the entire insurance arrangement for which service he receives compensation. amounting to Experience has shown that a readjustment is sometimes neces- sary as new conditions develop. Cleveland Teachers’ Federation—To protect the Cleveland teachers from financial embarrassment and _ distress which often accompany accident or ex- tended illness is the object of the group organization. insurance plan of this Early in 1923, a plan was negotiated with a well-established insurance com- pany for a form of insurance that would best meet the situation. At the opening of school in September, 1923, the Federa- tion was ready to offer all members of the Educational Department of the Cleveland Schools health and accident insurance of standard type at greatly reduced rates. Those insured under this policy are protected the year round. Pittsburgh Teachers’ Association — The group insurance plan of the Pitts- burgh teachers is in the experimental stage, for it was initiated only last June. Hospital Aid—Philadelphia Teachers’ Association maintains two hospital rooms in two Philadelphia hospitals. Teachers using the rooms are given free surgical, medical, and nursing attendance, and they invariably report that they receive the best care and attention. Besides the free rooms, one additional room has been placed at the disposal of the teachers at the rate of $3.50 per day, including all hospital service. The funds needed for this activity were obtained by means of a campaign among the members of the Association, the amount needed being worked out on a pro rata basis according to the salary of the teacher. Funds for an additional room have been raised by the Teachers Council. Cedar Rapids Grade Teachers’ Asso- ciation has endowed a room in a local hospital for the use of teachers unable to pay hospital expenses. Lincoln Teachers’ Association has fur- nished a room in the city hospital at a cost of $450. Grand Rapids Teachers’ Club through its hospital committee has made loans to sick and needy teachers. Omaha School Forum Welfare Com- mittee strives to have an acceptable place to care for teachers with contagious dis- eases of such nature as shall bar them from the regular hospitals. Boston Teachers’ Club has had an active hospital committee for the past eleven years whose duties have been many and varied. The aid given through this committee is summed up as follows: (1) Secured reduced rates at private hospitals ° for needy teachers and in some cases has helped to meet expenses; (2) Investi- gated the advisability of founding a bed in a hospital; (3) Furnished a day and night nurse in a number of cases; (4) Sent cheerful greetings to sick members and has met many individual needs. The work is now financed through a fund of two hundred dollars set aside by the Club for this purpose. Teachers Salaries and National Progress Fundamental Considerations Regarding Teachers’ Salaries HE CHILD’S—not the _ teacher’s—|{ welfare is primarily at issue in any} consideration of teachers’ salaries.\ A school board member, in voting for a re- vision of the salary schedule in his school system, casts a wiser vote when he keeps the welfare of the children of his commu- nity in mind than when he merely considers “justice” to teachers. The child not the teacher should be considered when fixing salary schedules. The chart at the left on this page faces us with the question: Is every child receiving an equal educational oppor- tunity ? When a school board member casts a vote for a salary schedule he wotes for poorly trained, partially trained, or well trained children. He get away the facts; they are too plain. The salaries which a community pays its teachers determine the quality of teachers who draw them. Five reasons for adequate salary sched- ules—1. The the long run, more than any other factor determines the quality of people attracted to the teach- ing profession. ice is the dominating influence in the lives of the best teachers, society should not rely cannot from teachers’ salary, in While the privilege of serv- entirely upon missionary zeal and the appeal to service to maintain its system of educa- tion. Large numbers of capable people can be induced to train for any service only when a reasonable degree of economic in- dependence can be guaranteed them. 1924.~1925 eae tras = 1 (45 | eed | BOs | —~ ggg T O56 | ve ore * “Pers Cit is eas -nroow ver & wer — Piigee | - > 10 21 oc [15 54 5,000 t 20000 ‘= ’ 0.00 ae7-8 OOK T1966 | C044 oa —_—____ ——$_—__—_— _ — - _ —$_——$_—_— | MepIAN SaLAries Parp ELEMENTARY TEACHERS | INRurate[JRBAN SECTIONS ~““- UNITED STATES 2. The teachers’ schedule, than any other factor determines the quality of preparation of teachers. Teachers may be “born,” but the birth-rate at present is far the demand. Most teachers have to be trained after they born. Further- more, even the teacher” is a_ better teacher when trained. Training is an in- salary more below are “born vestment. Prospective teachers cannot be expected to invest in from two to four years’ training beyond high school unless they have some guarantee that the salary which they will sufficient to justify it. 3. The teachers’ mines the quality of receive is deter- that schedule human material continues in the profession. A review of Who's Who in America shows that a large percentage of the people whose names are listed formerly taught in our public schools. Now they are engaged in other activities. hrough their innate ability and perserver- ing labor they have acquired distinction. America lists them as her most honored citi- zens. salary One cannot but ponder this question: Isn't this the very kind of innate capacity and endeavor that should be in moulding our children’s outlook on life? For in the last analysis when we buy teaching life our classroom services we buy the interpretation of which is daily taught to our children. 4. The teachers’ salary schedule for a par- determines that chance in the competitive market when buy- ticular city largely city’s ing teaching services. When one school board fixes the minimum salary for high school teachers at $1500 and another board sets its minimum at $1000, the superintend- ent of schools in the first city has a better chance in the competitive market of buying better trained and more competent teaching services for the boys and girls of his com- munity, and hence, of making better citizens. 5. The teachers’ salary schedule in many instances has not kept pace with the increase in the cost of living. A “nineteen hundred and thirteen” dollar is today worth approxi- mately 58 cents, since the increase in the cost of living is about 72 per cent the pre-war level. The wage is not the amount of money received stated in dollars above real value of a and cents, but its purchasing power. Has there been a “real” increase in the salary schedule for your city in the past ten years? The chart at the right on this page shows the increase in dollars of the median salary for the various groups of teachers in 158 cities 30,000 to 100,000 in population. These five groups include 46,674 teachers. The in- crease in the 1925 median salary for every group, as compared with 1923, that in cities of this size, teaching services have been given a higher place in the public's scheme of values.—From Research Bulletin, Vol. III, Nos. 1 and 2, School Salaries paid in 1924 and 1925. shows ] | | MEDIAN SALARIES Darip TEACHERS ~ 1923 COMPARED WITH THOSE PAID 1925 (In Cities 30,000 to 100,000 in population) Cc , ementary | 1SeE } | ive | 10e3 | opectal Class | 1925 | } : . | | Jusuor Nyt | | | } 23 Huoh rx o£ | } | $2 oO Deka hesearch Ou vr | L/ ve Cha La war a“ —— — Diaintiiniatenntemtinatiennd —o ——— eal schoo] r high board ntend- better buying aching $ com- tizens, many crease indred iP roxi- 1e€ Cost re the wage Stated hasing ase in e past shows salary n 158 These he in- every s that have iblic’s lletin, paid ww cA a ar neg meen enema Rm ror emma re Vol. 14, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 95 SALARIES PAID ELEMENTARY TRACHERS 1924~1925 CITIES OVER 100,000 POPULATION popu- pein rnd Below} 700 900 }1 —T cod to to ~y y to cy est = stesce win rua Distribution of salaries 500] 1600] 1700] 1800] 1900} 2000 | 2100] 2200) to | to | to | to] to | to] to po ats uP ae pee = 2199 es aate en aE ee Se er ER Pe Jai ted Cees t+ Ce Be A ee eT fae Fist bat eh etic tates tater sical ats gebo sso Rea sia ceaet nba pate Aledamae 1227 | 1278 770 54] 64] 7 18] SO} 65) 45] 47/105] 60] 57] 32] 53 Ll cece leccel sees] coceloceelecee Birmingham 176806 | 1227 | 1278 | 1000 | 2000° 8 770 54] 64] 79 16] SO] 65] 45] 47/105} eo] 57] 32] 53 Ul ccclocce] cove] cccelcoccloces California 1923 | 1922 5249 ecceloced coos 417] 280] 398] 936] 426] 7635/1025] 942] 10 6) 42 2 Los Angeles 576673 | 1767 | 1802 | 1400 | 2200 10 315) 324] 126]. 276] 646] 276] 217] 169] 932] ....] eeeefoces feces Oakland 216261 | 2022 | 2026 | 15001) 2400° 7 705 esee] 12] 16 7] 56] 145] 452 6 8] woes 1 San Francisco 506676 | 1936 | 1900% | 1400 |1900 8 1386 93] 140] 106] 65] 94) 401] 414 2 2 6} 42 Colorado 13950 | 2024 760 w}] 44] 39] 37] 59 5} 65] 21) 60} 17) 62 Denver 256491 | 1950 | 2024 | 12002 }25201 760 30} 44] 39] 37] 59] 95) es] 21] 60] 17] 61 Connecticut 1568 | 1576 1144 61] 156] 150] 122] 263 L] sees LJ vcccloccefooce Bridgeport 143555 | 1664 | 1735 |1000 /1800 | 5 5u4 ° 29 2 New Haven 162537 | 1540 | 1544 |1000 /1950 640 occclocceleses Delaware 1656 | 1775 “MS ccccloccelocce Wilmington 110166 1656 1775 1000 |1600 3435 seeelecseloose 1llinois 2500 | 2367 766: — Chicago 701705 | 2500 | 2387 [1500 [2500 ? 7659 Indiana 1904 | 190 1132 Indianspolis “14194 1904 1930 1200 }|2000 8 1122 lowa 1617 516 Des Moines 126468 1817 12001} 2210 16 Kansas 1670 1684 wg sees . Kansas City 101177 | 1670 | 1684 |1200 |1788 249 seee . Kentucky 1300 12350 7e3 eons see Louisville 242068 13500 1330 1200 11600 789 seen lee seeelecee Louisiana 1621 1531 1220 wees lores lewweleces Rew Orleans oe7219 | 1621 | 15351 {1200 |2150° 122¢ oe feses loco loves Massachusetts 15860 1769 1676 Pall River 120485 1500 170 1100 [1700 6 455 Lowell 112759 1700 1200 }1700 6 18 Springfield 129614 1800 1800 1300. [1800 5 740 Vorcester 179754 1800 1200! }18001 63 Michigan 1760 | 1922 Detroit 993678 1840 1960 2000 $ Grond Rapids 1376%4 11 1676 2000 8 Minnesota 1619 1720 Minneapolis 560562 1696 1610 1200 5001 St. Paul 34698 1602 1687 1100 [i700 10 Missouri 1620 1671 -Kansas City 324410 1750 1767 1200 )2200° 10 St. Louis 772897 1641 1936 200 200° 10 Nebraska 1627 1685 Omaha 191601 1627 16863 1200 00° 6 New Jersey 1800 | 1862 Camden 116309 1568 1750 1300 [2000 7 Jersey City 296103 1757 1618 1400 |2800 Newark 414524 2174 227 1500 |2700% 10 Paterson 135675 1660 1641 1200 |35200~ Trenton 119289 1527 1602 1200 j2000° 7 Explanation of Table Cities reporting are arranged a L) tates Sives population of city by 19: ot s ; . Medians+fiven arc based on 1922-1923 Salary Study. See 7 nd 923. “ational Pducetion Arsoctation, “achincton, D. °. hen no median is given, city did n report in 1923. The State and National medians are based on data om cities renortine a. dae ms givon are based on thé 1924-1925 Salary St +» eee Research Bulletin, ¥ + Noe. 1 ard 2 Th tat né@d Rational ~ediane e bered on data from ties reporting in 1924-19 When cities have adopted Salary Schedules f croup of school > maxima and m 1 reported for 1924-1928 are 4ven number of a al increases vrovided forgby Eslery Sc ule in prog imm to maxi jives number of elementary teachers ported in 1924-1925. 17 number ¢! tes is the t for the citier thst reported The mumber of elementary teachers given for the United States is the total of the Stete fisures. Column 6 is in every case the tote) of Columns Colume 9-34. Gives distribution of salaries reported oaid elementary teachers in 1924-1925. New York 2584 2545 6 59 33] 152] 727] 76311523] 926] 222 albany 1749 1100 | 1650 10 6 6 12 21 13 21) 214 46 Leese Buffalo 2009 2009 1200 | 2050° .] * 10] 176 e 87 62 91] 105) 121 New York 5620048 2806 «| 2601 1500 | 3250 eeeslcoceloceeieces | S57] GIS/1151] 684 22 Rochester 295750} 1752 1906 1200 [ 2000 8 seeeleeee 43 46 48 70 65 87 93 69 Ohio 1783 1695 2] 157] 267] 366] 407] 424) 447) 472] 606! 457 Akron 208435 1905 1000 | 2000 1 Li esee 22 17 72 69 43 50 56 §9 Cincinnati 401247 2000 1100 | 2000 ? 6 25 53 62 5 72 71 65 5 cleveland 736841 1963 200 | 2860° 10 1359] 200] 157] 167) 192 35} 219) 247 Day tdn 258 1807 1100 | 2000° 3 25 29 25 26 24 44| 220 3h Toledo 2000 1200 000 6 is 35 46 3 36 38 “ 42 angstown 1648 1150 | 2250 12 66 ee 45 62 61] 2% + 2 recon 1759 39] 104 66 67 41] 244) 364 i? Portland 258288 1769 1200 | 1800 ke 39] 104 5 67 41] 244] 364 LT | eeee] coon] eves Pennsylvania 2000 g 3 23 ehiladelohis 1623779 2000 1200 | 2000 6 Pittsburgh 568343 2000 | 1200 | 2000 8 Reading 107764 1401 1000 | 1800 8 137783 1689 | 1000 | 24007 237595 1000 | 1950° 6 lle 116342 1052 38 960 | 1470 Texas 1440 150 ort Worth 106482 1500 1500 900 | 1500 10 ouston 138276 1523 | 1000 | 1700 ” an .ntonio 161379 1238 1385 10124 22081 1377 1463 16110 377 1463 980 | 175¢ a 1128 115777 10 is ’ 171667 | 112 10 544 } 1751 1902 1440 | 204 | 171 lj -150° 2400 i lrmukee 457147 4 o* | Vediangg The method of calculating me e is that given in ®ucg, Farold 0., Statist ds Applied to Fdycation. foston, Youghton, fflin Co. 1917 p.110 In cases where the use of thir met an an the tax (ven. ‘ conf ‘ this orect the media r than the al raxt rted, the mzimm, rather puted median is given’. The medians in Colum 3, then necessary. have been revised to conform wit hi & Single Salary sche e. Many Single Salary Schedules were difficult to interpret because they did not indieste the exact amount of training required for kindergarten, elementary, and secondary teachers. In Sis 1 ed ts 3} ingl M 7 sie rat tl ‘ me . or hi ons ‘ er ~ Cases, it # assumed thet norsa@l school graduation or the equivalent war required for kindergarten an lementary teachers and college gradustio or ior high school an enior high 1 as i) | “Super Mex imum l. le Salary Schedule ~ mt ; ; ee Pe ea» : ’ 2. The dietribution of laries shows that 467 olementary teachers receive over $1900, which is quoted as the "maximum on the questionnaire The computed wediar 11 erefore be $1344 3. Single Salary Schedule up to ¢ te gohool maximum | quoted is that for first or |\e@e Assistant leads o: Departments. The rejuler mazimm ror Manual Arts and Hom Economics teachers. The reg Department. Regular maximum is $1600 and super maximum, $200 4. The salary 5. Super maxicum salary is for, 6. Super maximum salary quoted is th school salary for Heed of ona) $200 for critic work ie $1750. ie $2500 with an addit ruler maxim esearch Qunstior } A ational $atwontiatt QAssrr ?. fi PECIAL SALARY SERVICE—Special tables like this will be made for superintendents’ and teachers’ associations from comprehensive data gathered by the Division of Research of the National Education Association, covering 1925 salaries for approximately 1500 cities. Tables have been prepared for cities in each of five population groups. For each group there are fourteen tables, one covering each branch of the school service from the superintendent to the janitor. Sets of the fourteen tables may be had for five dollars each, cover- ing the cost of the photographic prints. Address inquiries to the Division of Research, National Education As- sociation, 1201 Sixteenth Street Northwest, Washington, D. C. Department of Immigrant Education HE ANNUAL sessions of the Department of Immigrant Edu- cation were held in the Oak Room of the Raleigh Hotel in Washington, D. C., on July 1 and 3, with about 125 in attendance. This department was established in 1921 at the Des Moines meeting of the Association. Charles M. Herlihy, of the Massachusetts State De- partment of Education, president, opened the meeting with the following statement concerning the aims and activities of the department: - The Department of Immigrant Education is the youngest department 4n the National Association. The first meeting was held in Boston in 1922. Subsequent meetings have been held in Cleveland, San Francisco, and Chicago. Reporting professionally on the work of our department since the San Fran- cisco meeting in 1923, I am glad to be able to state that there have been two outstand- ing developments: (1) Official recognition of our work by the Department of Superin- tendence this year, on the program of the Chicago convention in February; (2) The membership campaign which resulted in securing approximately 200 paid-up mem- bers from six or seven States in the Union. This number is a good beginning, but next year we should be able to enrol at least 500 of the several thousand teachers engaged in Americanization work. The enrolment of adult immigrants in public school classes this year is estimated at 200,000. Wherever State education leadership has been provided, one finds a flourishing program. Twelve States have organized Americanization divisions in the State Department of Education. Obviously the imperative need of the hour is for similar action in every State having an adult population, native or foreign, needing school help in learning to speak, read, and write English and in preparing for citizen- ship. The success of the programs of immi- grant education that have been conducted during the past several years justifies the immediate expansion of such work under Federal, State, and local school depart- ments. The outlook for immigrant education from the standpoint of the U. S. Bureau of Education was ably discussed by John J. Tigert, U. S$. Commissioner of Edu- cation, Washington, D. C. He said in part: Public education is not a matter of age, sex, or race. The education of immigrants who reside in this country in compliance with laws is the duty of the States of the Union for precisely the same reasons and in precisely the same manner as the educa- tion of those whose ancestors came here generations ago from Europe, Asia, and Africa. 1 Now the Department of Adult Education. The problem which must be solved, there- fore, is to provide education in some degree for nearly five million adults. In speaking of the types of important racial information which the teachers of Americanization should possess, Albert E. Jenks, of the National Research Council, Washington, D. C., said: It must be remembered that persons from these many groups of immigrants are not soulless pawns to be picked up at will and placed here and there. Each comes from a vital group of people, which, perhaps, for thousands of years, has had its own physical and cultural personality. Each of these old-world groups has developed its own physical type. Each has developed an eco- nomic process and a government, to provide its needed food and protection. Each has developed its philosophies, sciences, arts, and education to feed its ravenous mind. Also, each has developed its system of morals and religion in an attempt to satisfy its hungry soul. Each group has made, and is still making in its home nest, an im- portant and necessary contribution to world civilization. The task of the Americaniza- tion worker is to assist the immigrant peoples to help America make her important and needed contribution. Dr. Julius Draschler, of the College of the City of New York, New York City, expressed the belief that every teacher should have a_ sympathetic knowledge of the background of his pupils. He told of a study that the teachers at Columbia University had made of their adult pupils from the point of view of their American back- ground. Much information was ob- tained from a questionnaire showing the immigrant’s preferences for some of his own customs and pointing out the best on both sides of the Atlantic with bene- fit to both the immigrant and to the teachers. Other speakers were Harry M. Shafer, assistant superintendent of schools, Los Angeles, California, who told of his experiences in enlisting the interest of the community in American- ization class work; and Mrs. Isabelle MacLean, city supervisor of American- ization, Lynn, Massachusetts. We quote as follows: When an organization numbers in its membership racial leaders speaking more than twenty languages; when it brings to- gether in friendly discussion for common good, both Jew and Gentile; when scholar and illiterate sit down together to plan an educational program; and when prejudice and misunderstanding are superseded by friendliness and loyalty to American ideals [96] and: institutions, then we may feel that we are reaching a solution of the great prob- lem of Americanization. With humble pride we claim that the Patriotic Education League of Lynn has done all this. On Thursday afternoon, Mrs. Eliza- beth Woodward, supervisor of immi- grant education, State Department of Education, Albany, New York, spoke on Subject Matter Most Vital for the Adjustment of the Non-English-Speak- ing Woman to American Life, emphasiz- ing in particular the attention that should be given to classes for foreign- born women in homes. Lesson materials in reading and writing for the foreign- born illiterates were outlined by Harriet Ahlers, director of Women’s Work, Hartford, Connecticut. Lillian P. Clark, of the Bureau of Naturaliza- tion, Washington, D. C., traced the de- velopment of the citizenship course for naturalization classes in the Bureau and told of the many problems that are in- volved in the instruction of our future citizens. The closing speaker was John W. Lewis, director of Americanization, Baltimore, Maryland, who discussed the subject, Score Cards for Texts in Adult Immigrant Classes. He presented an outline as a tentative ‘standard for the content of an elementary textbook, mak- ing it clear that the content can be gradually enlarged to include needs not so immediate though none the less vital to the immigrant. At the business session which followed W. C. Smith, for the resolutions com- mittee, announced the approval of the National Education Association of the change of name of the department to Department of Adult Education. The Committee on Research and Teaching Problems was authorized to continue its work through the coming year. The following officers were reélected: Presi- dent, Charles M. Herlihy, State super- visor of adult alien education, Depart- ment of Education, Boston, Massachu- setts; wice-president, Flora D. Smith, professor of educational sociology, Uni- versity of Kansas, Lawrence, Kansas; secretary, Robert C. Deming, director of Americanization, Department of Edu- cation, Hartford, Connecticut ; treasurer, Ella Thorngate, supervisor of Ameri- canization, Omaha, Nebraska.—A gnes Winn, een ee LN ES. NT - We rob- ride ague iza- 1Mi- of 0ke the eak- iSiz~ that ign- ‘ials ign- ‘Triet ork, iza- de- for and ture ion, the dult an the 1ak- be not ‘ital wed om- the the > to The ling > its The rest- per- jart- 1ith, J ni- Sas ; r of idu- (rer, 1eri- gnes nt ated aniinbnenteteineenten den ERT Ie Department of School Health and Physical Education RGANIZING the _ educational and community forces into an integral whole for improved school health and physical education is the primary object of the new depart- ment, “School Health and Physical Ed- ucation.” This Department was cre- ated at the Washington meeting last July as the result of the merging of the two departments, Child Health and Physical and Health Education. Both of these groups have had an interesting history, the department of Child Health having been admitted to the association in 1894, and the Department of Physi- cal Education in 1895. The two departments met in separate session, Tuesday afternoon, July 1. On Thursday afternoon, July 3, they met in joint business session, adopted the report of the committee on consolidation of the two departments, and completed the merger by the adoption of a constitution and by-laws. The election of officers resulted in the following: president, Charles H. Keene, director, Health Edu- cation, State Department of Public Instruction, Harrisburg, Pa.; vice-presi- dent, Melville Stewart, State supervisor of Physical Education, Charleston, W. Va.; and secretary-treasurer, Katharine H. K. Wolfe, director of School Health, Board of Education, Lincoln, Nebr. To effect a more permanent organization, an Executive Committee was elected consisting of Ethel Perrin, Walter F. Cobb, F. N. Maxfield, and William A. Howe. At the joint session Thursday after- noon the importance of mental hygiene in the school program was discussed by Francis N. Maxfield, director, Bureau of Special Education, Pennsylvania State Department of Public Instruction, Har- risburg. We quote in part: It is well-known that the health educa- tion program of the well-organized school system is the foundation on which a pro- gram of mental health mtust be built. More- over, many of its organized activities in games and athletic sports not only lay the foundation for mental hygiene work, but themselves may teach directly such desirable qualities of character and personality as self-control, a spirit of fairness, team-work, and qualities of leadership which make for successful social adaptation during the school period and in later life. Not only is health a primary consideration in a mental hygiene program but, conversely, good mental hygiene is promotive of health. The physical surroundings of pupils must also receive consideration. Not only such matters as lighting, heating, ventilation, ad- justment of desks, sanitary conveniences, etc., but the presence of sunlight, the cheerful effect of properly tinted walls, pictures on the walls, and plants and flowers in the windows all play a part in creating a CR SELSS H. KEENE, president of The Department of School Health and Physical Education and director of the Bureau of Health Education, De- partment of Public Instruction, Harris- burg, Pennsylvania. desirable schoolroom atmosphere. Some schoolrooms are cheerful or even exhilarat- ing, while others are unpleasant or even depressing. What We Need for Better School Medical Inspection and Health Service was the subject of an address by Wil- liam A. Howe, M. D., State Medical Inspector of Schools, Albany, New York. He summarized the needs as follows: (1) Deeper appreciation and support by school authorities of the value of the work. (2) Better medical service and more ap- preciation of its importance. (3) Teachers better trained in personal health and in child health. (4) Better school housing condi- tions. (5) Better understanding and more sympathetic codperation by parents. (6) Simple practical health instruction and direc- [97] tion for every child. (7) Better educated and better trained nurses and hygienists to assist in the work. (8) Better codperation among ourselves and with others. (9) Better administration in most systems of school medical inspection and health service. (10) Better financial support for the work. (11) Legislation in keeping with the present ideas of school medical inspection and _ health service. (12) More of the right kind of publicity regarding the work. (13) Estab- lishment and maintenance of a moderate school day, with a moderate amount of work for children. (14) More generalization and less specialization. School athletics was the topic discussed by the Department of Physical and Health Education on Tuesday after- noon, July 1. In discussing this subject from the standpoint of the rural schools, Nicholas Orem, superintendent of Prince Georges County Schools, Upper Marl- boro, Md., said: The properly conducted and supervised playground is the classroom of the social virtues. Here children unconsciously learn how to get on with their neighbors. They learn patience and self-restraint, to await their turn, to be fair and honest, to lose with good grace. They learn that results are best attained by combined effort, by “team play.” They learn to obey, to follow a leader, to subordinate their individual to the team good. Here they prepare for the serious responsibilities of life. Athletics and Their Value for Citizen- ship was the subject of an address by William Miles Maloy, Public Service Commission, Baltimore, Md. After tracing the growth of the State-wide athletic work in Maryland during the past twenty-five years, he. said in part: Participation in contests where good sportsmanship is demanded, where a good loser and magnanimous victor are counted worthy, is a great help in elevating the standard of citizenship, but the end and aim which I have had in mind, aside from the good to the individual boy, is to promote a feeling of loyalty and to remove as largely as possible from the next generation of Marylanders the antagonism between the country and the city which I have frequently seen manifested. Ethel Perrin, associate director, Amer- ican Child Health Association, New York City, spoke on programs of athletics for girls; and Samuel M. North, State Superintendent of High Schools, Balti- more, Maryland, discussed the physical, social, and moral value of athletics in high schools.—A gnes Winn. In the Educational Field ROCHESTER CONCERNS PRAISED FOR EDUCA TIONAL WORK j j j ji h Value of College Course Associated Industries Report Zorow First |School Pupils | Banking Race Cas Emphasizes Value of Education Principal to Given Quiz in | Now Under Way | $72,000, High School, $33,000, in Life of Industrial Workers| Head Teachers Scholarship at Jefferson Boston Educator Estimates The ciection of Theodore A. Zornow,| Some interesting facts bave been de Lest O pe ~ = y «ew o— HE cash value of a college education to its possessor is $72,000, 4 i } > ur ola jo fro the faculty « efterson Junie HE Committee on Education of the Assotiated Industries of | rine pal of Madia n Junior High Sebool, | velone, bees ng te Bam” Locke His and Prono cted to proceed with the according to a report made public by Dean Everitt W. Lord, New York State, Inc. has made its free angual report, repre-jes president of Teachers’ Asx " 2 th: lenst rhe ¢ the faculty of the University | develapmapt of the school thrift program.) of the Boston University College of Edutation, says an ihe care ons [elation is the tance jn at lens! of the Besos " tud earn- senting the first united effort on the of the 2,500 corporations [station ee nn what principal Javenue annex to East High school. The| This chairman is W K ! oe os Press repor t. The report is based on a lengthy $ the ea and firms that make up the Associated tad astries to take an active = been elected to this office—the highent questionaire wan presented to each of the} He has quet made « ery interesting S > BIG CHANGES IN EDUCATIONAL METHODS IN “GENERATION School of Other Days Extinct, ‘Sel-Govermentl ; Dita, Rene renee os Long | ‘l | Changes in Shia of History Says Principal of City Normal; | ° "ns" aaa’ Begins on Friday {| >°™*S!er toner S08) in Past Decade Give Students Educator Asserts} : Whe Wener Rell tor wis eomsiter ot . Pupils; Teachers Different, Too! ... ... <0... «|| see, Rare |e a Greater Grasp of Evolution , open Monday, January Sth. Contia- }' pierris, Charies Gillan, Jo Lauricetla Clark. head of the English department at |} vation school closes Saturday. Night }) rq y Weyl, Justine ( William Kast High School. in @ detter to Herbert |! schools close Thursday might. and re | S¢vrueder. Arthor Marsi Tony Bel-} T 1s a matier of frequent comment that children like to go-to school | 5: ,Weet. superiatendent of schools, “t] open January Sth, ae does the Con}! insico, Joseph Juliano. (uctis Sfeller,| EMEMBER how history was crammed into you when you were a lay begter tl did th ts of t 3” 6 Eden 6 Se Se ee ee |Kennet® Morey, Donald Frost, James } i to st fter school? Those who sttended the demonstra | 8s prepared thet morning to organise School Re istr Cantabene, Ronald. Tester Perry the author, you were invited to stay a tions of jon hn achool discipline and | tu — ax a deliberative group for the purpose} g ation Ernest Turner, Kurt Heinicke, Guido Well ‘things bare changed. The boys; _ t, December 2nd, | #trier of language to over the | of carrring on their oral work on their | D N Pelma, Wiifred Nertich. Joseph Camp 4 cirl ¢ tting an alto-/ cr the Chey Re eg ey y why }thock of total in tive. I discovered immediately ays ear ear at an bei! < Cerulli, Gor. | 224 Sitls of to-day are getting children will leave school with an ac ne ity Norma’ saw why and bebit of life a seit-government, wbiew gether different deal and if they do net| curate understanding that civilization is unite like to go to school, and their = ~ etine ale | name ont af the hich xchools better equip.:confipuous and evolutwnary, and, not « School Library at Washington | : re Junior Popular with Youngsters | Notes on This Week's Program Mart A COOKING CLASS AT WORK ATC CARTHAGE Si SCHOOL NO. 8 | Loaaebubed | he Philhar Orchest pibecss i} of the Phi armonic rchestra Is there red snow? How does a ton mt on me at the library so I guess! | shed ite skin. Is steel made ron I won't ! ite iy Was the telephone invented before the| And then at 4:05 o'clock. comes the | Prepared by the Democrat and Chronicle in paPOTHBRy er with the telegraph? Are there any more like Hurt | fers! call “All out Yesterday as fre | Enct Schoo! of M Finn? Who is Lieutenant-Gorernor of |quently bappens, no doubt. Mary was! i} — aabetes cr New York? What child iabor taws have | ( I to jenre retuctantly the poor lirtl- = errs we? im the fefl clutch of Tom Canty's Ne. this is not 2 cross word pons! | ir father until euch time an she for an Edison examination, but a mere| might apend a few odd minutes in the inkling of the bombardment to which | Browsing Corner another day | the Washington Janior High | od, we well divert! librarian ts subjected On, on * physical make-ap youthful army surges several hund What bare we? strong day in end day out Especial! A we rtioned room appro imately is this true of the “rush hours” which | twenty-one feet wide and fortrstwo feer age between bells in the morning. #t noon | lone tastefully furnished in dark oak and at nicht. To say that during the} All whieh in @ very real sense is the very busy periods there are over a bun-| ch very own since the shriving dred pupils in the library at one time mn desk. magezifie rack on wouls be a conservative estimate |penctically el) of the equipment were The more orderiy routine of *he day | made by the boys in the cabinet dep consists of classes going to scigned| ment several years age. The pictures ork oF ® up | Alexande: Evolution of the Book topics for which special book reserves | Series h ndorn the walls, are also} are made, whore 3 werk | the sifts .< werits ren a few min utes at the end of « cise period! to Ge Mivncy the gment .wotien, te-| G Us bik wnt'y ene of the boys was spending raves Nablie | evch_a treesared moment in the Brow Paeee’” hemmed ser te mt =| £0 Attend Meet i |? | rar to itn Better School “adactoeety oblivions to all abort him — sepa Se ,| | Monroe Junior | Tribute to Boys Object of Study atm te meee crs! of Teachers’|| Notes from the Schools rou py fe f | Music Students | Killed in War’ Of Instructors the other Balf of the very hook he «ae! cvs ot ors artes = Hard at Work Thursday, Afternoon, November 13th. Fugene Goossens program of b son with the Orchestra Howar North iv tive interest irecter of the Fast bas Included on the) American performance of bis “Nordic” of the sea-| Symphony and West” Mr. Hanson chooses a “symbolic poem,” because in bis be was composing under the gen- motive of thought about the infa- ences on character exerted by heredity | environment. His thought centered a recognized as one of t can composers «| for & long time on this idea because, be- “g himself by" heritage of « stock coming an character through the co ordin- and conflict of heredity and en- vironment, that gave Mr. Hanson bis in reading The Browsing Corner One of the specie! festures & the Brewsing Corner. « small collection of | #t the convention of the Western « " erqoisitely iMustrated and beautifully | of the New York State Teachers’ Asso bound standard works Naturally, the| Cation here th nnelens of thie collection «as comprise! | Bureutire © State Education Commimioner Fr P. Graves «ll be unable to be @ the rerious hooks ued in the Htere | weeting. Dr. G da ieder of youth and ries rare classes: ax for example, The Odye | « lone Wet of sceakers who finds ¢ im e — Representatives of Building | Trades Seek Compulsory Night i i | Notes on This Week’s Program . of the Philharmonic Orchestra School Study for Apprentices ——-* qoovece cooccewe! Prepared by the Democrat and Chronicle in Co-operstion with the Eastman School of Music } Thursday Evening, October [6th [ HE result ef the conference between representative f em-/ ployere and anions in the building trades and educators at Utica tiy may lead to the establishment of compulsory apprentice rses in the night schools. with the trades unions and . Rugene Gesssens has chosen & pro- corte in D Minor for piane and orchestra;, ver fo ttendance. The conference was br st gram to challenge attention for the open-| with Raymond Wilson as soloist, Sibert s enforcing « season by the Roch-|lUus's tone poem. “Eine Saga yugh a request of the unions and the employers who fou ' be given | consisting of the Scherzo from selves face to face with a serious problem—a great demand for | a ast — summernight's Dream a ; ies eee howe : j r mnsie avel's Paver vineky’s he eres ea saree ee eee ie Or gute “| |& program admirably devieed to Lold at-| “Fireworks,” and Rechuaninc®’s Ste them tention of its hearers and furnish excel-| phony No. 5. he arnevat| DVORAK’S OVERTURE * | Dvorak’s “Carneval” wae the second tn _|* cycle of three overtures designed te he | performed together. The composer first Gave these overtures the titles, “N | Educators Make Life and Love.” but as performed Btely they have become familiar | the titles, “In der Natur,” “Carnevel,” | Wide Survey on |s38.22%cie. 25 eccree to oe Most of the men now in these trades are at least middle-aged, | and many of them are elderly men, it was said | ¢ program numbers a Werture by Dvorak. \pprenticns have mot béen bh iraimune; _ r ex mawnts wmv ereete| Charlotte High er nm tied lew ts berrti cogs ames wm rice | Charlotte Mig wore the chef recruits of the traces for j - There @ few men. ic Bo Wi . | cS iaite Rte anes = ss| Boy Wins Legion | eriees commeanitiosn of the state whe have “pleated” their trades Thot i fully tuneful; it wan played by the Pril ey were onekiilel workmen. of wor vA barmonic last season sen with Sule trates 4 = Prize for Essay | — ta) € mer | SAMUEL LANGHORNE HENRY W. SHAW (JOSH PPS FARRAR AR WILSON NYE hys- | be | inge inly e to nate njoy | ) oe our | us ers. ners any r ta tter aily lled ient life well Wed ina FINLEY PETER DUNNE JOHN KENDRICK BANGS, STEPHEN BUTLER LEA- IRVIN S. COBB, Paducah, ' (MR. DOOLEY), Chicago, Yonkers, New York; May 27, COCK, Swanmoor, Hants; De- Kentucky; June 23, 1876— eee Dees eae Illinois; July 10, 1867— 1862—January 21, 1922. cember 30, 1869— not Dart ake per- onfi- en- mor ying not 1ind for | and on her who » OF : ring e .& ach- | will i ren. | La a GEORGE ADE, Kentland, ELLIS PARKER_ BUTLER, WILL _ ROGERS, Claremore, WALT MASON, Columbus, - of ' Indiana; February 9, 1866— Muscatine, Iowa, December 5, Oklahoma; 1880— Ontario; May 4, 1862— ' 1869— lom. {101] THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION March, 1925 American Humorists —- TWAIN is still regarded as our * greatest humorist. His classics of boy- hood life in a Mississippi River town— “Tom Sawyer” and its sequel “The Adven- tures of Huckleberry Finn’—are known to every schoolboy in this country and in for- eign lands as well. His popularity with grownups depends on his sympathetic study of Joan of Arc, his Pudd’nhead Wilson, The Innocents Abroad, and Roughing It, the lat- ter “not an autobiography but a rollicking distortion of fact.” JOSH BILLINGS (Henry W. Shaw) began writing for the public after he was 45 years old. He once declared, “If I could have my way, there would be a smile continually on the face of every human being on God’s footstool, and this smile should ever and anon widen into a broad grin.” And those who heard him lecture left in this happy frame of mind. The titles of some of his lectures were: Milk; What I know about Hotels; The Pensive Cockroach; and The Probabilities of Life. The following illus- trates his proverbs: It is better to kno less, than to kno so much that ain’t so. There ain’t nothing that will sho the virtues and vices of a man in so vivid a light as profuse prosperity. ARTEMUS WARD, one of the early humorists, might be called a_ traveling columnist. His roving disposition took him from place to place until he reached Cleve- land, where for three years he worked on the “dailies.” His first humorous lecture was in New York City in 1861. In 1864, he gave lectures on his overland trip to Califor- nia and Utah. Two years later, he went to Europe for his health and died there the following year. The conclusion of his description of The Census shows his style: “But it didn’t work. I got into a row at the first house I stopt at, with some old maids. Disbelievin’ the answers they give in regard to their ages I endeavored to open their mouths and look at their teeth, same as they do with horses, but they floo into a violent rage and tackled me with brooms and sich. Takin’ the sences requires experience, like as any other biz- ness.” BILL NYE, like Artemus Ward, was born in Maine. He, too, was a journalist for a few years. He got his start on a paper called The Laramie Boomerang; \ater he wrote weekly letters for The New York World and other papers. His humor is un- refined and shows how little education he had, but it is intensely wholesome and funny. Unlike Artemus Ward and Josh Billings he did not take liberties with the dictionary and grammar in putting his fun over. The following taken from “The English Joke” shows how he proceeded from the sublime to the ridiculous: “The average English joke has its peculiarities. A sort of mellow dis- tance, a kind of chastened reluctance, a coy and timid, yet trusting, though evanescent intangibility which softly lingers in the troubled air, and lulls the tired senses to dreamy rest, like the subdued murmur of a hoarse jackass about nine miles up the gulch.” FINLEY PETER DUNNE, better known as the author of Mr. Dooley, has drawn miniature portraits of the men of his own time. We admit that the humor of a par- ticular generation has its own flavor, but surely there is enough of merit in his characterizations to insure their author last- ing fame. We quote from “Avarice and Generosity” as reported by Mr. Dooley. “I don’t blame a man f’r bein’ stingy anny more thin I blame him f’r havin’ a bad leg. Ye know th’ doctors say that if ye dont use wan iv ye’er limbs f’r a year or so ye can niver use it again. So it is with gin’rosity. “A man starts arly in life not bein’ gen-rous. He says to himself, ‘I worruked f’r this thing an’ if I give it away I lose it.’ He ties up his gen’rosity in bandages so that th’ blood cant circylate in it. It gets to be a superstition with him that he’ll have bad luck if he iver does annything f’r anny- body.” JOHN KENDRICK BANGS’ first stories dealt with apparitions—not ghost stories designed to make the reader shudder but to make him laugh. “The House Boat on the Styx,” a masterpiece of American humor, met with instant popularity either because of the novelty of the subject, or the fanciful juxtaposition of historical figures. Although Mr. Bangs has written some sixty books, his fame rests on this one book. STEPHEN LEACOCK, head of the De- partment of Political Economy at McGill University in Montreal, is a Canadian humorist greatly appreciated in the States by many readers who admire his faculty of parody. His wit is the result of deep sincer- ity and hard sense. As a master satirist who discloses the eccentricities of modern fiction, he mimics the styles of present-day writers. ‘ Professor Leacock graduated from the University of Toronto in 1891. He tells it well: “In other words, I was what is called a distinguished graduate, and as such, I took to school teaching as the only trade I could find that needed neither experience nor intellect. I spent my time from 1891 to 1899 on the staff of the upper Canada Col- lege, an experience which has left me with a profound sympathy for the many gifted and brilliant men who are compelled to spend their lives in the most dreary, the most thankless, and the worst paid profes- sion in the world.” IRVIN S. COBB is one of America’s most sympathetic, broad-souled humorists. He says that the man who aspires to be known as a humorist must constantly be saying, not, “What fools those mortals be” but “What fools all mortals be—myself prominently in- cluded.” And Cobb has this knack of shar- ing the foibles of humankind. There is a universal appeal in what he writes. When “Speaking of Operations” first appeared in The Saturday Evening Post people read it with appreciation, for in it was reflected their own experience. Later in book form, 300,000 copies were sold in five years, and some 25,000 copies a year ever since, English critics say Cobb is America’s best short-story writer. Cobb says himself, “A man may write serious fiction for ten years straight reportorial work for ten years, but let him turn out one piece of foolery that tickles the public in its short- ribs and, from that hour, he is branded as a humorist.” or do GEORGE ADE as a playwrigh: has made many an American audience laugh. The College Widow and Father and The Boys were very popular but his fame as a humor- ist rests on his fables in slang. In these short, offhand, and pithy stories, he attacks the traits of his fellowmen, revealing with a rare combination of naturalness, sympathy, and raillery their many shortcomings. He doesn’t ridicule or tolerate his subjects; he likes them. As a native of Indiana, he knows the Middle West and its citizens as well as Tarkington and Lewis, but to their advantage he can take off these “Main Street” folks without any waste of words. LLIS PARKER BUTLER attributes his love for writing to a maiden aunt with whom he lived when a boy. She not only criticised his early poetical efforts but in- stilled in him an admiration of literature and music. In regard to writing Pigs is Pigs, Mr. Butler declares it “was an accident and not the result of a studied effort.” He adds that “The Jack Knife Man” is the best thing I have done. Things like my Goat Feathers, Swatty, and In great sources of pride.” Pawn are WILL ROGERS, “the Aristophanes of the comic stage” of today, probably stands next to Mr. Dooley as a commentator on politics, As a humorist, he will be remembered long after his endeavors as a comedian have been forgotten. Future annals of the stage will record how this premier joker “made” the Follies by his drawling comments on topics of the day, which habitually included sarcas- tic mention of Congress and its doings. He says his best line is, “America never lost a war—and she never won a conference.” His skill lariat and chewing gum—both genuinely American accomplishments—were acquired on his father’s ranch at Claremore, Oklahoma. Today his beautiful home at Beverly Hills, near Hollywood, is one of the show places, for Will has made money as fame by his talent on stage and screen, as editorial writer and after-dinner speaker. Those who know him well tell of his big heart and cite many examples of his silent generosity. with well as WALT MASON is more of an American than a Canadian. He worked on _ the Atchinson Globe, the Lincoln (Nebraska) newspapers, was editorial paragrapher for the Washington (D. C.) News, and now as a magazine and syndicate writer has his prose poems published in over two hundred newspapers in Canada and the United States. His home is at La Jolla, California.—Jessi¢ Mf. Robbins. ah on a 925 ———— cted orm, and ince, best a ears ten e of 10rt- asa nade The Boys mor- ‘hese tacks with athy, He ; he he IS as their Mi ain Ss. his with f the next litics, long been will ” the topics ircas- . He lost a ’ His —both -were more, ne at of the ey as and linner ell of of his erican 1 the -aska) or for ow as is his indred States. Jessie Vol. 14, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 103 Getting Ready for Indianapolis HE ANNOUNCEMENT that the sixty-third annual meeting of the National Education Association is to be held at Indianapolis, Sunday, June 28, to Friday, July 3, will be received with glad acclaim by teachers who have been eager for a meeting in what Meredith Nicholson calls the “valley of democ- racy.” Two years ago the Association met on the Pacific Coast, and last July on the Eastern Seaboard. It will now meet in the heart of the Continent, within the reach of many teachers who have not been able to attend other meet- ings. Every indication points to a large attendance. Indianapolis will appeal to thousands of teachers in Indiana and sur- rounding States, who will welcome this opportunity to attend the sessions of the National Education Association and par- ticipate in the rich programs of its de- partments and allied organizations. The program will open with a general session on Sunday evening, June 28, and will continue through Friday, July 3. The first regular business session of the Representative Assembly will occur on Tuesday, June 30. The officers will this year be nominated and elected under the amendment to the constitution adopted by the Representative Assembly in Washington on July 3, 1924. Under this amendment, nominations will be made from the floor on roll call at the first business session of the Representa- tive Assembly, and the election will be by ballot on the fourth day of the an- nual meeting, Thursday, July 1, 1925. President Newlon is hard at work on the program for the meeting and prom- ises some’ pleasant surprises. A general theme will be ““The interpretation of the schools to the public.” Each year the work of committees and departments grows more vital as new tasks are undertaken and old com- mittees and departments which have fin- ished their work are discontinued. Re- ports of important committees will come before the Representative Assembly for action. The committees at work during the pres- ent year are: Committee of One Hundred on Classroom Teachers’ Problems, Mrs. Mary C. C. Bradford, Chairman, State Superintend- ent Public Instruction, Denver, Colo. Committee of One Hundred on Rural Teach- ers’ Problems, Harold W. Foght, Chair- man, President, Northern Normal & In- dustrial School, Aberdeen, S. D. Committee of One Hundred on the Problem of Retirement Allowances, Philip E. Carlson, Chairman, 2547 Minneapolis, Minn. Committee of One Hundred on the Problem of Tenure, Fred M. Hunter, Chairman, Superintendent of Schools, Oakland, Calif. Committee on Visual Education, Thomas E. Finegan, Chairman, 350 Madison Avenue, Suite 2002, New York City. Illiteracy Commission, Cora Wilson Stewart, Chairman, Frankfort, Kentucky. Legislative Commission, George D. Strayer, 10th Avenue, Chairman, Teachers College, Columbia University, New York City. Committee on Educational Nomenclature, John W. Withers, Chairman, Dean, School of Education, New York University, New York City. Joint Committee on Health Problems in Education, Thomas D. Wood, Chairman, Columbia University, New York City. Editoral Council, William C. Bagley, Chair- man, Teachers College, Columbia Univer- sity, New York City. Committee on Character Education, Milton Bennion, Chairman, Dean School of Edu- cation, University of Utah, Salt Lake City, Utah. Committee on Thrift, Arthur H. Chamber- lain, Chairman, 933 Phelan Building, San Francisco, Calif. Committee on English, J. W. Searson, Chair- man, University of Nebraska, Lincoln, Nebraska. Committee on Arithmetic Revision, Guy M. Wilson, Chairman, Boston University, Boston, Massachusetts. Committee for the Revision of the Depart- ments of the National Education Associa- tion, James H. Kelley, Secretary, Pa. State Education Assn., 10 South Market Square, Harrisburg, Pa. Committee on the Classification of Educa- tional Material, Thomas H. Briggs, Chair- man, Professor of Education, Teachers College, Columbia University, New York City. Committee to Codperate with the American Citizenship League, Mrs. Fannie Fern Andrews, Chairman, 405 Marlborough Street, Boston 17, Mass. Research Advisory Committee, J. A. C. Chandler, Chairman, President, College of William and Mary, Williamsburg, Va. Committee on Racial Well-Being, Helen C. Putnam, Chairman, 312 Laurel Avenue, Providence, R. I. Committee on Coéperation with the World Federation of National Education Associa- tions, Augustus O. Thomas, Chairman, State Commissioner of Education, State House, Augusta, Me. Committee on the American School Program, William B. Owen, Chairman, President, Chicago Normal College, Chicago, Ill. Committee on Ethics of the Profession, Sara T. Muir, Chairman, 1801 South 17th Street, Lincoln, Nebraska. Committee on the Relationships of Depart- ments and Committees, Olive M. Jones, Chairman, 310 West 97th Street, New York City. Committee on Standards, Requirements, and Credits for Teachers in the Service, Joseph Rosier, Chairman, President, State Teach- ers College, Fairmont, W. Va. Committee on a Co-Inclusive Membership Plan, Thomas J. Walker, Chairman, 800 Conley St., Columbia, Mo. Committee on Community Relations, George Carrothers, Chairman, Ohio University, Athens, Ohio. Committee on the Teaching of Democracy, J. O. Engleman, Chairman, superintendent of schools, Terre Haute; Indiana. Committee of One Thousand on Child Labor, John F. Sims, Chairman, President, State Normal School, Stevens Point, Wis- consin. Committee on American Education Week to Coédperate with the American Legion and Bureau of Education, T. E. Johnson, Chair- man, State Superintendent of Public In- struction, Lansing, Mich. The departments which will hold meet- ings at Indianapolis include: National Council of Education, J. M. Gwinn, President, Superintendent of Schools, San Francisco, Calif. Adult Education, Charles M. Herlihy, Pres- ident, Supervisor of Adult Alien Educa- tion, State Department of Education, Bos- ton, Mass. Business Education, L. L. Jones, President, Vocational Counselor, West High, Cileve- land, Ohio. Classroom Teachers, Julia A. Spooner, Pres- ident, Portland, Ore. Educational Publications, J. W. Searson, President, University of Nebraska, Lin- coln, Nebr. Elementary School Principals, Mrs M. Fink, President, Principal, School, Grand Rapids, Mich. Kindergarten Education, Edna Dean Baker, President, President, National Kinder- garten and Elementary College, Chicago, Ill. Music Education, President to be appointed. Normal Schools and Teachers Colleges, George W. Frasier, President, President, Colorado State Teachers College, Greeley, Colo. Rural Education, Macy Campbell, President, State Teachers College, Cedar Falls, lowa. Jessie Palmer School Health and Physical Education, Charles H. Keene, President, Director, Health Education, State Department of Public Instruction, Harrisburg, Pa. Secondary School Principals, L. W. Brooks, President, Principal, Wichita High School, Wichita, Kans. | Visual Instruction, Ernest L. Crandall, Pres- ident, Director of Lectures, Public Schools, New York City. Vocational Education, John N. Greer, Presi- dent, Assistant Superintendent of Schools, Minneapolis, Minn. Headquarters of the National Educa- tion Association, including exhibits and registration and the Secretary’s office, will be located in the Shortridge High School. Headquarters of State delega- tions will be distributed among the lead- ing hotels of the city, including the Claypool, Severin, Washington, Lincoln, Spink-Arms, Dennison, and English. MORAL CODE FOR <_ SCHOOL CHILDREN IN GOD WE TRUST If I want to be a happy, useful citizen I must have: COURAGE anv HOPE 1 nust be brave —This means I must be brave enough and strong enough to con- trol what I think, and what I say and what | do, and 1 must always be hopeful because hope is power for improvement WISDOM I must act wisely—In school, at home, playing, working, reading or talking, } must learn how to choose the good, and how to avoid the bad INDUSTRY anpvj GOOD HABITS | must make my character strong—My character 1s what | am, if not in the eyes of others, then in the eyes of my own conscience Good thoughts in my mind will keep out bad thoughts When I am busy doing good | shall have no time to do evil Ican build my character by training myself in good habits KNOWLEDGE anv USEFULNESS 1 must make my mind strong—The bettet 1 know myself, my fellows and the world about me, the in aa and more useful 1 shall be 1 must always welcome useful knowledge in school, at home, every- where TRUTH anp HONESTY 1 must be truthful and honest—1 must know what is true in order to do what is right | must tell che truth: without fear 1 must be honest in all my dealings and in all my thoughts. Unless | am honest | cannor have self-respect HEALTHFULNESS anp CLEANLINESS I must make my body strong—My eyes, my teeth, my heart, my whole body must be healthful so that my mind can work properly I must keep physically and morally clean. HELPFULNESS anp UNSELFISHNESS I must use my strength to help others who need help —If 1 am strong I can help others, I can be kind, I can forgive those who hurt me and | can help and protect the weak, the suffering, the young and the old, and dumb animals. CHARITY I must love—1t must love God, who created not only this earth but also all men of all races, nations and creeds, who are my brothers I must love my parents, my home, my neighbors, my country, and be loyal to all these HUMILITY ann REVERENCE I must know that there are always more things to learn—What | may know 1s small compared to what can be known 1 must respect all who have more wisdom than 1, and have reverence for all thar is good And I must know how and whom to obey FAITH anp RESPONSIBILITY I must do all these things because I am accountable to God and to humanity for how I live and how I can help my fellows, and for the extent to which my fellows may trust and depend upon me. Copyright, 1925, by P F. Collier & Son Compan) a in the United States and Great Britain. ee ? 2) Ar) Y ten life memberships in the National Education Association, valued at one hundred dollars each, to the ten teachers who submit the best essays‘describing methods of using in the classroom the Moral Code compiled | and published by them and reproduced herewith. The Code is the result of suggestions from thousands of leading educators, professional workers, and business men and women. The conditions of the contest are: (1) That par- ticipation shall be restricted to those actively engaged in teaching primary grades, grammar grades, high schools, rural schools, and teacher-training schools; (2) That all manuscripts shall be typewritten; (3) That no manu- script shall exceed five hundred words; (4) That the contest shall close on April 15; (5) That the award of the judges shall be final. The judges are Mrs. A. H. Reeve, President of the National Congress of Parents and Teachers; Mr. Milton Bennion, of the University of Utah, Chairman of the Committee on Character Education | “ of the National Education Association; and the Editor of “Collier’s, The National Weekly.” [104] . O« THOUSAND DOLLAR CONTEST FOR TEACHERS—“Collier’s, The National Weekly,” offers GUIDE TO BOOKS Free Material fourth commercial education conference “HEALTH EDUCATION, No. 17, 1924. Helps for \ ; held under the joint auspices of the U. S. the rural school nurse. 54p. Paper, 10c. A booklet on the prevention of pneumonia Bureau of Education and the Vocational HiGHER EDUCATION cIRCULAR, No. 29, 1924. may be had free by writing to the Metro- politan Life Insurance Company of New Education Association of the Middle West, 9p. Paper, 5c. The Rhodes Scholarships; memorandum. St. Louis, January 16, 1924. 1925. York City. Child Labor That the ratification of the Child Labor Amendment is a_ subject of widespread What Shall I Read? Suggestions for Grade 7, first semester = 3p. Paper, 5c. / LIBRARY LEAFLET, No. 28, 1924. List of refer- ences on higher education. Se. LiBRARY LEAFLET, No. 29, 1924. List of refer- 3lp. Paper, Sepa ences on play and playgrounds. 13p. debate in schools is indicated by the many - Re Paper, Sc. ed as cr P | requests for material received by the Na- Come, Choose Your Road and Away /RURAL SCHOOL LEAFLET, No. 33. 1924 tional _neaagpna eoggengagr: ms he ak a Adams—Red caps and lilies Preparation of rural teachers in high eee. WHERE 66, Oe aw...:% Baldwin—Story of Roland schools; a summary of present practice. Debater’s Handbook on Child Labor, fresh B M Skylark ata he presses of the H. W. Wilson Com- a nore oe ATO. , Fapany;Se. : .from the p gag ‘ oe : s Birkhead—Heroes of modern Eu- " pany, 958 University Avenue, New York rope Administret! ~ : “ge Min ministration ad ee ows WP) er ae nee Birkhead—Story of the French eeeries iscucing & >. ae revolution Bowman, CLypE A. Graphic aids in occu- and reprints of the best material on the , . : ‘ wacious phases of the question Cather—Boyhood stories of famous pational analysis for guidance and teach- y ses | Pro m ing. Milwaukee, Wis., Bruce Pub. Co.. uN & A. Publications yng on Quixote retold by 1924. 104p. $3.75. aint udge Farry CALLAHAN, JOHN. Equalizing educational These publications may be had postpaid Colum—Adventures of Odysseus opportunity in Wisconsin. Madison, Wis at the prices indicated from the National Dickens—Tale of two cities ” ah aly Ss Education Association, 1201 Sixteenth Street Northwest, Washington, D. C. y Department of Superintendence Third Year- book; Research in constructing the elemen- Dix—Merrylips DuBois-—White fire French—Lance of Kanana Hawksworth—Strange adventures Department of Public Instruction, 62p. Hunt, Cuartes W. The cost and support of secondary schools in the State of New York. 1924. tary school curriculum. 424p. Single ofa pebble yl n, Y., Macmillan, 1924. 108p. copies, $2. Has been mailed to members Hudson—Little boy lost ImDIAWA DaractMent oF Pustic Instruc- of the Department of Superintendence. Kipling—Puck of Pook’s Hill Tam. Suggestions on schoolhouse plan- | /Bulletin of the Department of Elementary Lang—Story of Captain Cook ning. Indianapolis, Ind., W. B. Burford, School Principals, Volume IV, Number 2, Lang—Story of Lord Clive 1924. 24p. Apply. Maeterlinck—Children’s life of the January, 1925. 64p. Single copies, 50c. Has been mailed to members of the De- partment 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- ~ bee Major—Little king Marryat—Masterman Ready Marshall—Island story Mathews—Livingstone finder Miall—William the Silent the path- Scott—Ivanhoe KELLER, FRANKLIN J. Day schools for young workers; the organization and manage- ment of part-time and continuation schools. N. Y., Century, 1924. 600p. $2.60. Lewis, Ervin EuGene. Personnel problems of the teaching staff; a study of sogne of the outstanding personnel management problems that arise in the administration tion. 763p. Paper, 75c. _ Mukerji—Kari the elephant d inal bli = VHealth education: a program for public | Munchausen—Children’s Munchau- an supe rvision of a pu ic school system. >. gr jor pi | oon N. Y., Century. 460p. $2.25. “\4 schools and teacher-training institutions; . : re > . “g report of the Joint Committee on Health Olcott—Bible stories to read and ae . bab onprouenne of the : Problems in Education. (Second Edition). tell oo oo Seen, Gantt, , gee elles sage gay Paine—Joshua Barney oresman, 1924. 193p. $1.80. ee ; Parkman—Conquests of invention _WituiaMs, J. Harotp. Graphic methods in YRESEARCH BULLETIN, Vol. III, Nos. 1 and 2, , ae Bos h +o: > 4 Siessry and Match, 1925. Pudlic school Pyle—Men of iron education. Boston, Houghton Mifflin, 1924. ary and } , 1925. —_Chi , iti 319p. $2. 4 salaries in 1924-1925. 64p. Has been Scott—Children’s poets edition » 8 mailed to $5 members. Seaman—Jacqueline of the carrier Geography, History, Agriculture . = igeons Bureau of Education Publications Pc. : nor desert and wilder- Berry, JAMES B. Teaching agriculture; an The publications listed below may be had ness analysis of the teaching activity in its > ffers from the U. S. Bureau of Education or from Snell—Garabaldi and his red-shirts relation to the learning process. Yonkers e ten the Government Printing Office, Washing- Stedman—Story of Florence N. Y., World Bk. Co., 1924. 230p. $2. oiled ton, D. C., at the prices indicated, which Nightingale ~ CHAMBERLAIN, JAMES FRANKLIN. Geography, -” should be sent in coin, not stamps. The list Stephens—Irish fairy tales physical, economic, regional; rev. ed. ading is prepared for THe Journat by Edith A. Stevenson—Treasure island Phila., Pa., Lippincott, 1924. 527p. $2.50. ; pat- | Wright, of the Editorial Division of the a eee of Sunnybrook Huntincron, ELiswortH, and CUSHING, 100ls, Bureau. - arm ’ SUMNER W. Modern business geography. nanu- BULLETIN, 1924, No. 18. Introduction of Mpa y

“URE est its pir itual Problems HE PRESIDENT of a large local organization of teachers writes, “I wish to tell you that more and more teachers are reading THE JOURNAL. At our meetings I call especial attention to pages or articles dealing with problems in which we are particularly interested. In that way, I am hoping to create a real interest in THE JourNAL.” The following prob- lems are based on this issue: Study 1. The curriculum—Have you fol- lowed the present “curriculum revision” as described in the previous issues of THE JouRNAL? What are some of the phases of education that are being emphasized today in the making of a progressive curriculum? Read the article The Curriculum and Democ- racy on page 81. What three fundamental types of knowledge must be recognized in curriculum revision if the schools are going to make their contribution to modern democ- racy? What is the basic difference between the curriculum of a century ago and that of today ? Study 2. Teaching English—The article on page 83 gives the English point of view in the teaching of English. Read it and see if you agree with the views ex- pressed. What does the writer say con- cerning the world importance of English? Has this always been true? How does a thorough knowledge of the English language influence a man’s entire life? Do you feel that you are placing the proper emphasis on the teaching of English in your class- room? Give some ways in which it can be correlated with every other subject so that it becomes the center around which the other subjects are built. Study 3. Our National Association, page 77—In what year was our Association or- ganized? Do you know in what city the first meeting was held? What some of the “recent movements and improvements’’ mentioned in the presidential address of 1863? How many of these steps have been realized? If you know more about the history of the Association to what source would you go? were desired to How many meetings of the Association have you attended? When was it reorganized on a delegate basis ? Study 4. Professional’ improvement—Give several reasons why a teacher should “re- fresh” herself during the summer vacation. Why is attendance at summer school one of the best means of doing this? you make it a time for study? Give several of the oppor- tunities it affords. Why is it advisable to make your plans early? Read Adding Re- freshment to Our Pails on page 79. If you are going to attend school this summer, have you made the necessary arrangements? Look over the table on page 80. What university had the largest summer school enrolment? What per cent belonged to the teaching pro- How can real vacation as well. as a * for [Teachers fession? Is this percentage about the same in the other schools listed ? Study 5. Local associations—What are some of the outstanding activities of teach- ers’ organizations? Are you following the series of articles in THE JOURNAL describing some of these activities? Did you read the article last month on Loan and Relief Funds? The one this month deals with mutual ben- efit plans and hospital aid. (See page 93.) What is your organization doing along this line? How is the problem of illness or dis- Suggestions for Using the «March Journal Important Topics Suitable for Dis- cussion Found in this Number The Summer for Inspiration—79 Present-day Needs in Teaching—81 Teaching English—83 Prevalence of Deafness—86 Children’s Rights—87, 90 Mutual Benefits in Local Associa- tions—93 Teachers’ Views in Supervision—99 For Reading and Information Editorials—92 Salary Schedules—78, 94, 95 Better Homes—85 World Federation at Edinburgh—91 N. E. A. Convention at Indian- apolis—103 What Shall I Read?—105 ability taken care of in modern industrial houses? If you know of a plan which differs from those described, send it to the Division of Classroom Service. Study 6. Better homes—Wha@t is meant by movement? How have the schools coéperated in it? How did one community carry out a “better homes” proj- ect? (See page 85.) the “better homes” Study 7. Child labor—What position is taken by Father John A. Ryan on the prob- lem of child labor legislation? (See page 87.) Read his replies to the arguments that are being used by those opposed to the Child Labor Amendment. What large association is leading the opposition? Why would the interests of an kind How are the rights of children now protected ? organization of this naturally be biased ? Why is it neces- sary to have National legislation to protect them? Has your State legislative body con- sidered the Amendment? Has your State and your local education association taken an active stand for it? Name several large National organizations that are actively pro- moting it. Read press comments on page 90. [107] Meetings What attitude has your local press taken on this question? What views have President Coolidge and the late President Roosevelt expressed on Child Labor. (See page 78.) Study 8. American humorists—America’s humorists have played a large part in her history. Are you familiar with the writings of those featured on pages 101 and 102? Had space permitted, others could have been added to this list. Name several you would include. whom Study 9. Salary schedules—Tue Journar is publishing a number of schedules that show marked progress in salary making. What cities have the highest schedules? Can you name several that have a single salary schedule based on experience, training, and success applicable to all grades from kinder- garten through high school? St. Louis has just adopted a new scale which not only provides for marked increases but wipes out the differential between men and women teachers. Study the scale on page 78 and discuss its merits at your next faculty or organization meeting. and 95. Also see pages 94 Study 10. Education for citizenship—In the article on page 82 what does the author give as one of the first steps toward success and contentment? What should be the aim of art education? How can art be made purposeful? Tell how it has been worked out in one school system. What effect do sordidness and ugliness have on a person’s attitude toward life? Does the art program as carried out in your schools inspire in the hildren a love of the beautiful? Does it give them an opportunity to make practical! application of their knowledge of art? Study 11. Addresses and Proceedings for 1924—The volume covers the annual meet- ing held in Washington last summer. There are 39 pages devoted to the Department of Classroom Teachers. Have you read them? There are many subjects discussed that are of interest to all teachers. The pages cover- ing the sessions of the Department of Elementary School Principals are interesting reading also. There are timely discussions of every phase of education in the volume Select one suitable for discussion at a teach- ers’ meeting. Study 12. Educational Publicity in Roches- ter—You will be interested in looking over page 98 to see how one city is handling its schools news. Note what a wide variety of subjects are covered. papers Do any of your local school Can you think of ways and means of getting more educational news in the papers? What topics of local interest might be featured in your papers? have a editor? Study 13. On to Edinburgh—When was the World Federation of Education Associa- tions organized? In what city? How often does it meet? Where and when,is its next meeting to be held? What are some of the subjects to be discussed? To whom should. you write for detailed information concern- ing the trip? (See page 91.) as A = 108 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION NOTES aad ANNOUNCEMENTS ee Tue FicnT for the ratification of the Child Labor Amendment has just begun. The textile makers recognize this and expect a long struggle, although announcements are made that the battle is over. When an Amendment to the Constitution has won suf- ficient support to pass both houses of Con- gress by a two-thirds vote, it is before the people until it is ratified by thirty-six States or deserted by its friends. The Constitution does not provide for rejection of an Amend- ment. States may reject and later reconsider and ratify as they have done many times in the past and as they will eventually do in this great issue of the children versus selfish business interests. Human life and personality are sacred things and no issue involving them is ever settled until it is settled right. Let us accept the challenge and recognize the opportunity to define the rights of children more clearly in the minds of the people. DELEGATES TO REPRESENTATIVE ASSEMBLY— Reports from the officers of State and local associations indicate an increasing policy on the part of these associations of paying the expenses of delegates to the meeting of the Representative Assembly of the National Education Association. Owing to deficit in the Association’s funds, the experiment of paying a portion of the expenses from the treasury of the National Education Associa- tion was not continued by the Assembly at its meeting in Washington in July. PRESIDENT NEWLON, on learning of the dis- missal of President Lindley, of the State University of Kansas, sent a formal request to the president of the State Teachers Asso- ciation for an investigation and a state- ment of the facts concerning the dismissal for the consideration of the executive com- mittee and the Association. Although Pres- ident Lindley was reinstated before the ma- chinery of the State Association could be put into operation, expressions of appreciation of Mr. Newlon’s action have been received from officers of the Association, from many friends of the University, and from various organizations in the State. This action on the part of President Newlon is taken to mean that the Association is aggressively in- terested in tenure for teachers from the bottom to the top. Two awarps of $500 each will be given in June, 1926 to teachers in any one of the subjects, history, civics, biologic sciences, psycholegy, home economics, who present satisfactory studies on racial well-being: the educational ideal by groups of at least ten pupils. The study must not exceed 7000 words; must bear pen name, with sealed envelope having it and containing address of sender. Four copies must reach clerk of Committee before April 15, 1926—Ida P. Greenman, 1022 Hospital Trust Building, Providence, Rhode Island. Successful studies become the property of the Committee, and may be_ published. Judges will rate as follows: Experimentation 40, research 20, accuracy, definiteness, co- operation of departments, mechanical ap- pearance each 10. The first report of successful studies is published in Proceedings of the National Education Association 1922, page 562. Earlier volumes contain Reports of Progress. Committee on Racial Well-being of National Council of Education, National Education Association; Helen C. Putnam, Susan M. Dorsey, Carroll G. Pearse. Miss Grace Bripces, president of the Port- land Grade Teachers’ Association, reports that the Portland School Board has estab- lished a department of research and guid- ance under the direction of B. W. Debusk, of the School of Education of the University of Oregon. It provides for accumulative leave through a period of consecutive serv- ice not exceeding ten years. The annual minimum leave of ten days may accumu- late up to a maximum not to exceed one hundred days in any year. Teachers through- out the country will join the officers of the Association in congratulating forward-look- ing Portland. Tue Executive CoMMITTEE of the Depart- ment of Classroom Teachers has held the following regional conferences this year: Canyon City, Tex.—September 5, 1924 Walla Walla, Wash.—October 27, 1924 Seattle, Wash.—November 1, 1924 Kansas City, Mo.—November 15, 1924 San Antonio, Tex.—November 29, 1924 Portland, Ore.—December 31, 1924 The purpose of these conferences is to stim- ulate interest in the work of the National Education Association and of the Depart- ment. INFORMATION on the Child Labor Amend- ment may be had by writing to the Organi- zations Associated for the Ratification of the Child Labor Amendment, 532 Seventeenth Street Northwest, Washington, D. C., or to the National Child Labor Committee, 215 Fourth Avenue, New York City. Hawai has for the past two years had an enviable record in percentage of teachers en- rolled in Education Associations. Last year 97.4 per cent of the teachers of Hawaii were enrolled in the N. E. A. The closest ap- proach to this record made by any State was 25.2 per cent below. However, Hawaii will not be content with 97.4 per cent; it must have 100 per cent not only in the N. E. A. but in the Hawaii Education As- sociation and local associations as well.— From The Barometer of the Hilo Teachers’ Union. FIFTY-THREE YEARS of service in the schools of Richmond, Virginia, is the record of Miss Cornelia Storrs Taylor, who died recently at the age of seventy-seven, according to a note received from her niece, Miss Cornelia M. arch, Adair, who has efficiently seryeg th tional Education Association ag a for several years. a THE CORDIAL FRIENDSHIP between the ers of Florida and those of the Repubiy Cuba which was established g Yea when a delegation of Florida teachers 7 Havana ‘and were royally entertained ‘ Cuban Board of Education, was Most pily renewed this year when a dgj of Cubans attended the annual meet the Florida Education Association, ) ber 27, 1924 to January 1, 1925, The » tacts thus gained through these interchas of courtesies will firmly cement a loyal friendly relationship between the two y and will serve to bring the two to ah understanding and consideration of , other. Through this friendliness ang yal standing of each other’s problems 4, people are doing in a small way what World Federation of Education Associas; is trying to do in a large way. a SIXTY PER CENT of the teachers of Ping County, Florida, attended the annual J : ing of the Florida Education Association Daytona, Florida, taking with them a ba which they proudly displayed, bearing following: “Peerless Pinellas, 100 per ¢w enrolled in the F. E. A. and 100 per cent, rolled in the N. E. A.; 150 in attendang Daytona.” AMERICAN Home Economics Assocup offers a $50 prize for a suitable emble Any interested person is eligible. Pury particulars may be had by addressing Mj Helen W. Atwater, editor, Journal of fy nomics, Washington, D. C. INTERNATIONAL KINDERGARTEN Union yi hold its annual convention in Los Angele, California, July 8-11. Further informatiq can be had by writing Miss Ruth Sterry, 4% International Building, 116 Temple St, ly Angeles. THE CAPPER-ZIHLMAN compulsory schod attendance law is awaiting the Presiden signature. It provides that children of th District of Columbia from 7 to 16 years ¢ age shall attend school. E. C. Grass recently celebrated his fort sixth anniversary as superintendent of th Lynchburg, Virginia, Schools. THE COLLEGE of Education, Ohio Stat University, will hold its Fifth Annual Ede cational Conference at Columbus, Ohio, a April 2, 3, and 4. Three general program and 26 sectional meetings, all focusing a the Conference keynote, “Democracy ail Education,” will be held during the three day gathering. Tue Jutrus-Rosa SAcHs ENDOWMENT Fuw of $20,000 has been established at Teaches College, Columbia University, to promote secondary education progress. Further par ticulars may be had from the Dean Teachers College, 525 West 120 St. New York City. Hawau is making an extensive campaip to have the National Education Association Convention in Honolulu in 1927. Hawaii ha already over 97 per cent of its teachers i the National Education Association. , tion ban r ng ent ¢ ince ng oo P three- achers par an af nip “iation ili has ers in Pol. 14, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-53 All music education is centered in an understanding of music itself #, a 2 2 y 2 Ny Pm We, EASES SS 3 oe @oAtees Oe tad hes WOoBese ry? $3 AY ap ~~ ANALYs IS The use of ORATORIO————— PIANO | Real Music Itself /MELODY wryriy " See nel . . 7S\ is the vitalelement /Sig Mer AIT R a ee ey —_ The plan of purposeful hearing of much good music, the careful study and analysis of the good music thus heard, the use of the best music in studies preparatory to singing, playing upon instruments, etc., etc., is fast becoming the very core of the whole subject of school music. Teach ear training by training the ears to listen for a definite purpose. Teach rhythm through responding to rhythmic suggestions. Study instru- ments by hearing instruments. Learn songs by imitating beautiful songs sung by real artists. Music is the foundation of all these hitherto unrelated units. Working with the real music brings all phases of music study into a cohesive whole. The entire realm of music is at your command if you place a Victrola and a full complement of Victor Records in your school. Educational Department Victor Talking Machine Company Camden, New Jersey HIS MASTER'S VOICE” Mention THe: JournaL when writing our advertisers. 4 ad . i Ac ERE ROAR as ee AY em nA rt eine en — s . —e OI EP RETR KU. iN Bn ns NR ae aS es oa nea. Are You Getting Tangible, Measurable Results in Business English? Every commercial teacher knows that it is more difficult to get tangible, measurable results in the English classes than in any others. First, it is difficult to determine just what are the essentials for an efficient Business English course. Second, it is far from easy to get those essentials so firmly fixed that students will never forget them. APPLIED BUSINESS ENGLISH AND CORRESPONDENCE (Revised 1924 Edition) by Hubert A. Hagar and Rupert P. SoRelle has solved this problem for hundreds of schools. The unessential and purely technical have been left out, but every point necessary for a stenographer or office worker to know has been dealt with simply, directly, forcefully, and, above all—interestingly. Students remember what has interested them. Each lesson is followed by exercises that require a thorough com- prehension of the principles explained, demand genuine mental effort, and develop constructive ability. The lessons are arranged on the unit plan—each complete in itself— making it possible for students to enter the class at any time. A TIME-SAVER FOR TEACHERS AND STUDENTS The use of printed exercise forms, with space left for the insertion of the correct word by the student, brings the work to the teacher in uniform, easily corrected form, and time formerly spent in writing out whole sentences may be employed to better advantage by students. Text complete with brief exercises at the end of each lesson... $1.00 Supplementary Exercise Book THE GREGG PUBLISHING COMPANY New York Chicago Boston San Francisco London Give Your Classes a Great Outlook THE GOODE SERIES OF WALL MAPS By J. Paul Goode, Professor of Geography University of Chicago The Goode Maps bring to teacher and pupil alike an unrivalled outlook. For con- tent, scholarship, and cartography, they take the front rank. Important features are: New boundaries and mandatory areas Classification of cities according to the latest censuses Complete and accurate delineation of railways A comprehensive exposition of recent discoveries A Series of nine maps, Physical and Political 66x46 or 46x66 inches Rand MSNally & Company New York CHICAGO (Dept. C-95) San Francisco THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION Mention Tne Journat when writing our advertisers. WOODBURN & MORAN’S THE AMERICAN COMMUNITY Presents civics as a course in human relationships, stressing teamwork, cooperation, and fair play. It is clearly written, interesting, informal, and in- clusive. It offers practical training for American citizenship. Illustrated in a way new to textbooks, —Sth Gr. & Jr. HLS. WOODBURN & MORAN’S HISTORIES The Makers of America—sth Gr. Introduction to American History—éth Gr. Elementary American History—7th & 8th Gr. ALEXANDER-DEWEY ARITHMETIC In which Miss Georgia Alexander, of Indianap- olis, and Dr. John Dewey, of Columbia University, combine theory and practice in a pupil’s Arithmetic which teaches the child to think. Problems are numerous, reviews frequent, oral work constant. 2, 3, and 6 book series. LONGMANS, GREEN & CO. New York Chicago Boston NEW GOALS IN TEACHING HISTORY THE NATION'S HISTORY By Arthur R. Leonard and Bertha E. Jacobs For seventh and eighth grades and junior high schools The numerous study helps in The Nation’s History have taken away the drudgery from his- tory teaching. ‘The story in the text, supple- mented by such “‘extras’’ as the source ma- terial on “‘Colonial Life’’ and the biographical sketches, is written in a style to make its read- ing a delight to the pupil. With such a text as this, the teacher may set for herself a new goal of effective teaching. The outlines that precede the chapters place definite goals before the pupils. There need never be any doubt as to what information is to be obtained from reading the text. The relative importance of topics stands out clearly, while the outlines as a whole make plain the continuity of cause and effect. HENRY HOLT AND COMPANY 19 West 44th Street 2451 Prairie Avenue New York Chicago Boston 149 New Montgomery Street San Francisco 6 Park Street March, 1925 Vol. 14, No. 3 THE. JOURNAL OF THE NATIONAL EpucaTION AssoclATIoN Picture Study in The Book of Knowledge Hundreds of Masterpieces HE comprehensive talks on fine arts in The Book of Knowledge are richly illus- trated. In the field of painting, there are hun- dreds of reproductions of masterpieces, old and new, by American and foreign artists. Many of these reproductions are in fine color; from these, and from the brief, clear articles, chil- dren learn to know and appreciate the best in art. Following are a dozen titles taken at ran- dom from the pictures that are reproduced and explained in The Book of Knowledge: PII a ented reiccceal Correggio Angel with Late ....-.-....- Carpaccio Venice Turner Age of Innocence 4 . Landscape £ UL Cecelia Beaux Se eee ae Leonardo Garden of The Loves fj Madonna of the Chair | a The Gleaners King Lear Edwin Abbey Embarkation for Cytherea____.Watteau How Teachers Use The Book of Knowledge GROUP of representative teachers have made up a 38-page pamphlet on daily classroom use of The Book of Knowledge. ‘This will be sent free to teachers desiring it. A few chapter headings from the pamphlet are quoted below. From opening exercises at a moment’s notice to project work for all grades, The Book of Knowledge offers suggestions that teachers are delighted to find. INDOOR GAMES ORAL THEMES HYGIENE POETRY STUDY READING TEXT HISTORY GEOGRAPHY MANUAL TRAINING THE GROLIER SOCIETY 2 West 45th Street, New York Please mail to me, without charge or obligation of any kind, a copy of your pamphlet “How Teachers Use The Book of Knowledge.” Name Mention THe Journal when writing our advertisers. eee ne herabignstier sitter eaten. “ete etemresy ee vee a ee ei ee A-56 Tue JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION Do You Teach the Social Sciences? Here is a Real American Atlas to Help You Goode’s School Atlas UNIVERSITY SERIES Early European History Maps—Set 26 In 1916 a committee of the National Education -\ssociation recom. mended a one-yeat course in Early European History to 1700 of thereabouts. To meet the growing demand for maps in this particular field, set No. 26 was especially planned. In it are included the most im- portant maps in the field of Ancient History and a carefully selected A larch, 1925 in the set follows: By Professor J. Paul Goode University of Chicago Low-priced enough for class use Indispensable for reference Among its 300 maps are physical, political, density-of-population, rainfall, temperature, products, relief, geological, trade, vegeta- tion, mineral, historical, soils, railways, cities-and-their-environs, and commerce maps. The world is covered, but America Is Featured This is the first time this wealth of mate- rial has been offered in a low-priced Ameri- can Atlas. It permits bringing before stu- dents’ eyes in accurately drawn, beautifully colored, authentic maps a wealth of geo- graphic, historic, economic, and social mate- rial. Write for circular Rand M*‘Nally & Company New York CHICAGO San Francisco (Dept. C-95) Wall . Ancient Peoples. . Ancient Empires. . The Persian Empire aout soo B. C. . Greek and Pheenician Colo- nies, soo B. C. . The Greek and [Persian Wars, 500-479 Ee . The Athenian Empire at its Height, 450 B. C. . The Peloponnesian War. . Theban Supremacy about 362 » <. o. Campaigns and Einpire of Alexander. . Divisions of Alexander's Em- pire, 3o1 B. C. . General Reference Map of An- cient Greece. . General Reference Map of An- cient Italy. 4. The City of Athens. 5. The City of Rome. . The Mediterranean World in 264 B. C. . The Roman World, 133 B. C. . The Roman World, 44 B. C. . The Roman World, 117 A. D. . Rise and Growth of Christian- ity to goo A. D. 21. The Migrations to 476 A. D. . Europe after the Migrations, soo A. D. Forty-two Maps, 52 x 40 inches. Price, with Adjustable Steel Stand or Wall Bracket $58.00 Price, with Adjustable Steel Stand or Wall Bracket, on Muslin 98.00 wall to either side when maps Bracket folds flat against are not in use. list covering general European HLlistory to 1763. The list of maps . Physical Map of Europe. . Europe at the Death of Charlemagne, 8:4 26. Europe after the Treaty of Verdun, 843. 27. Feudal France and Germany about 1000. . Europe about 1ooo . Roman and Anglo-Saxon Britain. . Early English Kingdoms. . Norman Conquests in Eng. land. . The Spread of Christianity jn the Middle Ages . Crusading Europe. . The Hundred Years War. . Industrial and Commercial Europe about 1460. . Political Europe about 1360, . Expansion of the Ottoman Turks to 1466. . Europe and the Near East in 1519. . The Voyages of Discovery to 1610. . Christians and Mohammedans in 1600. . Europe in 1648. . Bourbon France, 1600-17135. . Europe in 1740. . Europe in North America after 1713 and after 1763. Edges bound with muslin. McConnell School Map Co. Dept. N. A., 213 Institute Place Let the Vn Mark of American Seating Company Be Your Guide to Good School UR reputation for fine school seating has penetrated to practically every county of every state in the Union. To use this reputation as your guide to enduring satisfaction in school desks is good buying judgment. Immediate Delivery Fifteen Models 51 branch offices and distribut- Catalogue A-155, sent on request, ing organizations throughout the icturesand describesfifteen models country have stocks on hand now for classroom and auditorium, thus in anticipation of youremer- insuring the right desk for every gency requirements. school need. 12 East Jackson Boulevard, Chicago The Factory is in Michigan, but the Service is Mention Tue Journar when writing our advertisers. . Chicago Desks erican Geating Company Local to You! A \= Vol. 14, No. 3 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION A-57 They do stay | iia accurate : One reason why the Fairbanks School Scale has proved so pop- sae ular is because it remains ac- ' curate through years of use and abuse. Rugged, sturdy con- struction is of prime importance under the severe usage common to such scales. A particularly | convenient feature of this scale is that it may be read from either a standing or sitting posi- tion. It is finished in mahogany. Just off the press! the first comprehensive text book for teaching filing No longer do teachers need to spend arduous hours explaining filing theory. For, with the new L.B. textbook, “Progressive indexing and filing for schools” ,anystudent can grasp quicklyevery phase of modern filing practice without recourse to the vague and unsatisfactory lecture system of old. Fairbanks School Scale This new text book is interestingly written. It has over 100 illustrations that clarify every vital filing problem. And, at the end of each chapter, are test questions that summarize the significant points covered. The Fairbanks Health Scale is designed for home, office, and hospital use. Like the school scale, it reads to 300 pounds by quarter-pounds directly on the beam and can be fitted with a convenient measuring rod. There are no loose weights to be mislaid or lost. The finish is white enamel. Details and prices on Fairbanks School Scale— Health Scale — Clinic Scale (105-lb. capacity)— Baby Scale (35-lb. capacity )— will be supplied on request. The coupon below will bring you full details con- cerning this comprehensive filing textbook. It will also bring you a copy of “A new method of teach- ing filing’—that interesting brochure describing L. B. Practice outfits which have revolutionized the teaching of filing in over 400 schools. -jm Library Bureau wt: ‘ Administrative school records and files for superintendents, principals, department heads and secretaries F AIRB AN KS Boston Chicago New York Philadelphia 89 Federal Se. 214 W. Monroe St. 380 Broadway 910 Chestnut St. Library Bureau, Educational Division, 380 Broadway, New York Please send me information on your text book, “Progressive In- dexing and filing for schools”, and your booklet, “A new method of teaching filing.” cde Es, % Fairbanks Health Scale NEW YORK CHICAGO N ame Broome and Lafayette Streets 900 South Wabash Avenue oe SE a Oe OE Mae ee ae and forty other principal cities in the United States - 695 pO OE SOC STS F —_ Mention THE Journat when writing our advertisers. A-58 THE JourNAL OF THE NATIONAL EpucaATION ASSOCIATION March, 1925 Vol. . 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. JAPANESE SCHOOL CHILDREN @ “The Ability to get thought from the printed page cannot be developed by drill isolated from meaning.” Elgin Adjustable Pedestal Desk Pleasing lines and proportions. arge contact with floor gives increased _ stability. Universal adjustment — adjustments easily and quickly made; no “play” in joint when locked. Elgin Pedestal may be had with regular top or with study top— either with or without Moeser Arm. @ “The Child’s interest must keep his Will take any eyes at work.” type book box or seat. @ “Pictures Supplement, and in some ways are superior to, experience.” ala a < Patent Applied For A-O. Desk Chair 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. Embodies strength, beauty, simplicity. Con- tains in compact and convenient form all the essential features ever included in any high- grade school 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-,4 time. Other sets for intermediate grades, Jun- ior and Senior High School, are also available. 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. Keystone View Company Inc. of Port Washington MEADVILLE, PENNSYLVANIA Port Washington, Wisconsin The National School Equipment Company Mention THe Journat when writing our advertisers. Vol. 14, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Vacation Trips Special Personally Conducted and Independent Lifsey Tours—Our handsomely illustrated Booklet “R,” Rail Tours of Europe and America, is now ready. In it you will find tours to meet your fancy from three days’ to three months’ duration. Prices within the range of all. Write for Booklet “R.” EUROPEAN TOURS ~— visiting England, France, Switzerland, Italy, Nice, Monte Carlo, Rome, Naples, Florence, Germany, Holland, Belgium—see all the quaint sights of the Old World. AMERICAN TOURS —to California, Grand Canyon, Yellowstone, Glacier and Mount Rainier National Parks, Canadian Rockies—the Grand and Glorious Golden West. EUROPE by MOTOR—Odur Special Tours—offering new ideas in European Travel De Luxe at a nominal cost—send for Booklet ‘‘M.”’ LIFSEY TOURS, inc. 1472 BROADWAY AT 42ND ST. LONDON NEW YORK, N. Y. PARIS WILL YOUR SENIOR CLASS COMPLETE THEIR | EDUCATION? | Without a Trip to WASHINGTON, D. C. Give Your SENIOR the Benefit of Personal OBSERVATION MT. VERNON— Home and Gomb of Washington the Beginning of Our Country ALEXANDRIA, VIRGINIA—with its Many Historical Points, Surveyed by WASHINGTON, its LEADING CITIZEN. THE NATION’S CAPITAL And its Wealth of Historical Associations. Write for Folder and Information. Itineraries and Costs Furnished Free. WASHINGTON - VIRGINIA RAILWAY COMPANY MT. VERNON ELECTRIC LINE Station and Terminal: 12th Street and Pennsylvania Avenue N. W. WASHINGTON, D.C. Mention THe JournaL Re when writing our advertisers. The Cunarv Way to HUROPE Comfortable Travel at Low Cost Teachers, students, college men and women, professional le and kindred tourists are again offered in the “Cuncrd Vatation Specials” a notable opportunity of visiting Europe comfortably and in Riana. pecan fi at the lowest possible cost. $155 $226 $331 Tours of longer duration at correspondingly higher rates CUNARD VACATION SPECIALS consist of appropriately rearranged and specially reserved Third Cabin accommodations, comprising 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. and up will pay for the transatlantic round-trip fare—two delightful ocean voyages for hardly more than the cost of living at home. and up will pay for an all-inclusive Tour of about three weeks to Paris and London and back. and up will pay for a slightly longer Tour of Great Britain, Ireland and various parts of the continent; a large choice of itineraries. Some 4000 passengers traveled with us in this manner last year. The many commendatory letters received from them prompted our offer of Three Cash Prizes of the total amount of $600 for the best descriptive articles of their actual experiences on the trip. The Thyee Prize-winning Stories have been published in an attractive booklet. A copy will be mailed to anyone interested in similar tours. Full information and sailing schedules on request. Reservations may be made at once THE WORLD’S FASTEST SPLENDIDLY EQUIPPED CABIN STEAMERS $130 UP CUNARD and ANCHOR. Lines 25 Broadway PASSENGER SERVICE DE LUXE NEW YORK or Branches and Agencies < ——"- OS rE EE EEE EEE PEELE EURUCECEE UCU eee ee py) A-60 ee Low Cost Trips to FUROPE AKE your dreams of a European trip a happy reality. Travel comfortably yet with utmost economy. Gothis summer on the great U.S. Gov- ernment ships of the United States Lines in exclusive “tour- ist cabins” (formerly third class) set aside for American teachers and students. The round trip steamship fare be- tween NewYork and England is only $167 on the great Levi- athan and as low as $155 on some of the other ships of the Line. Send For Free Booklets Now is the time to make your plans. Send the coupon today for new illustrated literature, describing the large, airy and scrupulously clean state- rooms, inviting public rooms, spacious decks, courteous ser- vice, wholesome and appetiz- ing food. The coupon also brings you practical itineraries, showing how you may tour Europe in comfort at low cost. Just clip the coupon—there is no obligation. United States Lines 45 Broadway New York City Agencies in all principal cities Managing Operators for U.S. SHIPPING BOARD TO UNITED STATES LINES Students’ Tours, Dept. 783 45 Broadway, New York City Please send me the new booklets and full infor- mation about low cost trips to Europe for Students and Teachers. If 1 go date will be about ___ There will be___ Name _ Address im my party. THe JourNAL OF THE NATIONAL EpUCATION ASSOCIATION Summer Holiday Let your lifelong dream come true this sum- mer. Five to eight enjoyable days direét to Hawaii on an ocean liner from any one of § Pacific ports—and you’ re amid gorgeous flower- ing trees, tropic fruits, amethyst mountains and shining coral beaches. Coolness will tempt you in July and August —and Hawaii is deliciously cool then. Mer- cury rarely goes above 85° in Honolulu. It’s So Easy! Plan now to visit Hawaiithis summer. You can do it in 3 or 4 weeks’ time and for $300 to $400, paying all costs including round trip direct from San Francisco, Los Angeles, Seattle, Vancouver or Victoria, B. C. This also includes inter-island cruises and visit to the wonders of Hawaii National Park. And for very little more you may remain until school duty calls you home in Septem- ber. Hotel, apartment and cottage rates are reasonable. Remember, Hawaii is a part of the United States. Ask your nearest railway, steamship or travel agent for colored illustrated brochure on Ha- wali, or — ite ey HAWAII TOURIST BUREAU 222 Monadnock Bldg., San Francisco, or 351 Fort St., Honolulu, Hawaii, U.S. A. Mention Tue Journat when writing our advertisers. March, 195 — EUROPE Combining a summer of excursions and sightseeing in the wonder cities of Europe with A summer in Musical Europe, Visiting the scenes of musical history, intimately seeing today in music, attending the incomparable summer Festivals. Leadership of Howard Brockway! Have you planned to visit these foreign lands? Let us tell you how your trip abroad may include all these things. Send for our illustrated booklet. MUSIC TRAVEL CLUB OF AMERICA SOO FIFTH AVENUE NEW YORK CITY LE BEMYMER 705 PHILHARMONIC AUDITORIUM BLDG. LOS ances To ITALY and Return $186 Tourist Special Third Cabins Reserved Exclusively for Teachers, Students, Artists, Journalists, Professional Men and Women on the Magnificent Oil-Burner COLOMBO 12,087 Gross Tons 21,000 Tons Displacement The ideal season and the ideal route. From New York June 30. From Philadelphia July 1. Through the Straits of Gibraltar, across the blue waters of the Mediterranean, to Na in 10 days. Arriving in Kome for the in Year at a time when the Eternal City is thronged with pilgrims from the four quarters of the globe. Sabaneion from Genoa July 21, from Naples July 22, or later. One Way Fares: Tourists Special Third Cabins $107. One Class Cabin $155. Ask for Illustrated Folder Z showing spacious cabin, and social rooms. /} f q bd ft a NAVIGAZIONE GENERALE ITALIANA 1 State Street, New York or any authorized Tourist Agent 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 ALL ABOUT TRAVEL & TOURS D P= <> Few Ay SWEDEN & DENM DWAY. GEN.AGENCY. NEW YORK CHR. T. RAVEN. DIRECTOR- SCANDINAVIAN TRAVEL BUREM 780 BROA PYF PEEE EP POSORRs D> Zz, od I } fol. 14, No. 3 562 from Citeage The N. P. Cub Your Guide “In Gardiner, Out Cody.’’ lature’s Climax Comes ” Where it Should. een THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION a Nowhere can your vacation dollars buy more! 280 Broadway “a7 Old South Building . « + 644 Ellicott Square . 226 West Adams Street Gincinnati . . 1001 Neave Building Gen, 708 Hippodrome Building Des Moines, 404 Iowa Bank Building Detroit . . 407 Free Press Building Gey, 115 Ry. Exchange Bldg. . §1o Central Building . 809 Majestic Building . §22 Second Ave. S. a . 809 Finance Building . 518 Park Building 411 Olive Street San eco, 633 aay ewe 8 Bidg. at Escorted Burlington Tours Definite Cost Vacations Ask about them teens z Oe me ee oe a ES OR f ei 983 IS wwe wn + - ee eee Summer travel time again! Visit Yellowstone this year —the most wonderful, var- ied, thrilling, scenic area in all the world. Geysers. Great Mountains. Grand Canyon of the Yellow- stone. Cataracts. Rivers. Forests. Boiling Pools. Clear, Cold Lakes. Bears. Elk. Deer. Big Horn Sheep. Beaver. Antelope. Buffalo. Comfortable hotels and camps. Excellent fishing. Park opens June 20. The 4¥%-day trip in the park costs $54 via hotels,or $45 via camps—everything included. Your Vacation Our Specialty Mail this coupon to A. B. Smith, P. T. M., Building, St. Pa Minn Mention Tue Journat when writing our advertisers. a £ td é Trips I am Round Trip Summer : ee interested in: (¥) Fare from Chicago H 0 Yellowstone Park _. $56.50 ‘ O Pacific Northwest ' tend 86.00 g§ oe ore e Rainier Park 86.00 § Cj Alaska (Skagway) 176.00 » Seccenad O Rocky Mts. (Helena-Butte) 59.00 . ” a lbb Northern Pacific Ry. Chicago, St. Paul, Minneapolis, Duluth, Fargo, Billings, Butte, Helena, Missoula, Spokane, Yakima, Seattle, Tacoma, Portland “2000 Miles of Startling Beauty” MY VACATION TRIP A-61 Make Your Reservations Now FOR THE EDINBURGH CONVENTION JULY 20-28,1925 This is the first convention of the World Federa- tion of Education Associations. Educators from all parts of the world have signified their intention of attending. Men prominent not only in the educa- tional field of Europe, but leading figures in political and governmental circles will be present and actively participate in the convention program. In order that the trip to the convention, the re- turn to America and post-conference British and Europe tours could be arranged with the least trouble and expense to the convention delegates, the American Express Travel Department has been ap- pointed official transportation agent. The official sailing direct from New York will be on the S. S. Canopic, July 8, Boston (July 9.) Those wishing to sail earlier or on a different ship should write in their requests now owing to the Already the American Express European organization has pre- heavy travel prevailing at that season. pared a number of appropriate post-convention tours both through historic Great Britain and over the Continent. These tours vary in price from $255 to $495. In Edinburgh is a well-manned, local American Express office ready to serve visiting delegates. In Europe alone, the American Express staff numbers They carefree and com- more than two thousand employees. will unite in making your journey fortable. The widespread United States American Express offices make it convenient to do your booking. Complete information will be sent immediately Mail the attached coupon to the nearest American Express office or direct to 65 upon your request. Broadway. Please send me further facts concerning the World Federation of Education Association at Edinburgh. AMERICAN EXPRESS TRAVEL DEPARTMENT 65 Broadway, New York City THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION March, 1925 EUROPE and Return ’ $155 and up Students — Teachers — Artists CA Formula “Method of Teaching Arithmetic This special 1925 excursion rate, offered to travelers in our improved third class [Tourist Section }, New York to South- o— ampton and return, places an enjoyable and profitable trip to Europe within the reach of all. For a few dollars additional, passengers may proceed via Cherbourg or Hamburg. Person- ally conducted tours in England, Ireland, France, Germany, Belgium, Holland, Switzerland and Italy at inclusive rates of $325 upward may be arranged. Z| Investigate now! Make your reservations early! been For further information apply to recel UNITED AMERICAN LINES, 35-39 Broadway, N. Y. Febr UNITED AM FRICAN LINES or Joint service with HAMBURG AMERICAN LINE “sd Separates the study of Formula from the study of Figures. i-< j-alway Makes Arithmetic interesting to the student. Direct - Los Angeles O’er the Southern Route of Smooth Seas and Sunshine For fagged brains, jaded nerves and tired bodies of men and women active in educational work, the finest of tonics is the voyage de luxe to Honolulu and Hawaii aboard the giant liners— S. S. CITY OF LOS ANGELES and S. S. CALAWAII A delightful ocean trip each way and a week—or as much longer as you can arrange to stay—on the Islands. See the attractions of Honolulu; take the Inter-Island trip along Windward Molokai in the daytime to Hilo, where time is allowed for a visit to the active Volcano, Lava Lakes, Giant Fern Forests, and other wonders of Hawaii National Park. The entire round trip, occupying three weeks—from Los Angeles to Honolulu, then to Hilo, back to Honolulu, and return to Los Angeles—is frequently made for less than $300 by pas- sengers sailing on S. S. Sr te. and for less than $350 by passengers sailing on S. S. City of Los Angeles, in- cluding every necessary expense ashore and afloat. Send for free descriptive literature. LOS ANGELES STEAMSHIP CO. 517 South Spring Street LOS ANGELES CALIFORNIA Ask for a copy of the article “A Formula Method of Teaching Arithmetic.” MONROE Calculating Machine Co. STU DY While Teaching AT become moreefficient through courses in your particular subject whether it be English, Mathematics, History or the Sciences or through = saw sional courses in education like ‘ « Blementoty Se “*StoryTellingin Primary Goaie” lementary School Administration and Super vision,” *‘Methods of Teaching in El Schools,” “‘The Junior High School Movement, “Educational Measurements,” etc. The Univer- sity gives over 450 courses by mail which command credit towards a Bachelor degree. Begin any time. The Aniversity of Chicago 91 Ellis Hall Chicago, Illinois EUROPEAN TRAVEL June to September General Offices * Woolworth Building, New York, N.Y Join our European Summer School for travel and study ‘abroad. University leadership. Moderate prices. Schol- arships offered to teachers to reduce Monroe Machines and Service are Available in —_ all Principal Cities of the U. S., Canada, Great Britain, Europe and throughout the World Write for our ciPculars Bureau of University Travel 56 Boyd Street Newton, Mass. Mention THe Journat when writing our advertisers Seen en ETI EEEEREEEESSESTE ONE HUNDRED PER CENT SCHOOLS Current Year—First Section HE response to the appeal for one hundred per cent enrolment has been so generous that more reports were received than could be printed in the February number. The following list of schools having one hundred per cent enrolment for the current year was held ever from that number. /RLINGTON, Iowa, Burlington Teachers Associa- =. Robert K. Corlett, President. BuRLINGTON, Wyo., Burlington Public School, Nanna E. Newlander, Principal. toe Casper, Wv0., Washington School, Minnie L. Eddle- man, Principal. CuerryvALe, Kans., Cherryvale Public Schools, John P. Sheffield, Superintendent; Central School, J. A. Stillwaugh, Principal; Junior High School, J. A. Stillwaugh, Principal; McKinley School, Emma Schiller, Principal; Senior High School, V. H. Simmons, Principal. “J CHeYENNE, Wyo., Corlett Schoo!, Jesse L. Goins, incipal. et ParisH, La., Alabama Line School, Mrs. _E. R. Aycock, Principal; Arizona School, Geor- gia Pryor, Principal; Aycock School, J. C. McCann, Principal; Colquitt Sckool, Mrs. M. .L. Matthews, Principal; Cross Roads School, Mrs. W. L. Tarpley, Principal; Grunner School, Mrs. J. B. Moreland, Principal; Harris High School, Y. M.. Robert, Principal; Haynesville High Sckool, J. E. Thompson, Principal; High School, R. B. Prestridge, Principal; Homer High School, P. C. Rogers, Principal; Hurricane School, B. B. Finlay, Principal; Lisbon High School, E. R. Hester, Principal; Millerton School, H. G. Robin- son, Principal; Mineral Springs School, Mrs. W. G. Edwards, Principal; Oil Field School, L. R. Tanner, Principal; Relief School, J. A. Jones, Principal; Ruple High School, L. L. Kilgore, Principal; Sharon School, Mrs. W. W. Bennett, Principal; Summerfield High School, A. A. Smith, Principal; Thurman School, Eunice Holloway, Principal; Union School, Mrs. G. C. Gantt, Principal; Weldon High School, S. A. Youree, Principal; Worley-Dykesville School, J. D. Rus- sell, Principal. Cotumsus, On10, Shepard School, W. T. Heilman, Princip-1. Crippte Creex, Coro., Golden School, W. W. Black, = ioe High School, R. B. Hollingshead, Prin- Dave County, Fia., High School. Danviire, Cauir., High School, Paul C. Bickel, Principal DepHos, Ou10, Delphos High School, D. M. King, Principal. Denver, Co1o., Garfield School, H. Richardson, Principal; Logan School, Eliza McGrew, Prin- oe: South High School, John J. Cory, Prin- cipal. , Micu., Grandmont ~ School, School, John Merrill, Principal. East Hartrorp, Conn., Second North School, Margaret M. O’Connell, Principal; Union School, Ru*h M. Morse, Principal. East Lansinc Micu., East Lansing Public Schools, R. E. Lane, Superintendent; Central School, Fred Van Zendt, Principal; Liberty Hyde Bailey School, Mrs. Marie Taylor, Principal. Maucu Cuunk, Pa., East Mauch Chunk Pub- eae Lewis N. Snyder, Supervising-Prin- Easton, Pa., Easton Branch, Pennsylvania State Education Association, Paul S. Gayman, Secretary; Lingemann Centennial School, Aelfric James, Principals Cottingham School, C. §. Felmlee, Principal; ranklin School, Hobart D. Heisler. Principal: High Sctool, Elton E. Stone, Principal; Lehigh ool, Mrs. Margaret Hughes, Principal; March School, Orion H. Reeves, Princival: McCartney School, A. I. Rockafellow. : Princival; Packer School, W. A. Siemons, Principal; Porter School, Elizabeth Kane, Principal; Stevens School, Stan- ley W. Bender, Principal; Taylor. School, Charles THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ENROLMENT and AFFILIATION An all inclusive membership in National, State, and local associations and every teacher at work on the problems of the profession. resentative Assembly of the National Education Association is composed of delegates from State and local organizations. ; 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. F. Stecker, Principal; Trail] Green School, Helen A. Bauman, Principal; Vanderveer School, Alice Lerch, Principal; Washington School, Anna M. Henrie, Principal; Webster School, W. G. Wilson, Principal. East Paterson, N. J., East Paterson Public Schools, J. L. Koerner, Superintendent; Fifty- fourth Street School, Mrs. F. Henry, Principal; Gilbert Avenue School, Mrs. M. Keys, Principal; Market Street School, Miss B. Farrar, Principal. ELLwoop City, Pa., Ellwood City Public Schools, W. Ray Smith, Superintendent; Circle School, Mary Humphrey, Principal; Hartman School, Kirk Thompson, Principal; High School, Earl Davis, Principal; North Side School, Kirk Thomp- A STABILIZED ALL-INCLUSIVE MEMBERSHIP AND o2zonAre tS Oar L o c A L 8 T A T E A N D N A T I o N A L Ome OK er Oo THE ENTIRE PROFESSION AT WORK ON ITS PROBLEMS, HE MAGIC GOAL—Add num- bers horizontally, and then diagonally. each direction should give the same magic sum. Read the words horizon- tally, vertically, and diagonally. Each of the eight statements should give the same inspiration. The real thrill comes in a complete realization of the one- hundred-per-cent-score, the center of the magic goal. then vertically, The additions in son, Principal; West End School, Miss Achsa Jackson, Principal. Et Paso, Texas, Bowie School, Robert C. Jackson, Principal. E._woop, INp., Elwood Public Schools, William F. Smith, Superintendent; Central School, Minnetta Manring, Principal; Edgewood School, James E. Noble, Principal; Elwood High School, Frank D. Huff, Principal; Junior High School, Minnetta Manring, Principal; Osborn School, Marie Blake, Principal; Washington School, Mary Leeson, Principal. Erm, Pa., Central High School, E. G. Frail, Prin- cipal; Edison School, Matilda Pieper, Principal. Farco, OxKta., Grade School, Paul Burrick, Prin- cipal; High School, Lily E. Reimers, Principal. Gaesspurc, ILt., Galesburg Public Schools, C. F. Miller, Superintendent; Ayres Primary School, F. Lilian Taylor, Principal; Bdteman School, Maud Thompson, Principal; Cooke School, Ber- nardine McLernon, Principal; Donglas School, Amy Anderson, Principal; Farnham School, Cecile Mills, Principal; Hitchcock School, Ger- trude Morris, Principal; Lincoln School, Josephine Soderquist, Principal; Open Air School, Mildred Vivion Lowell, Principal; LZ. T. Stone School, Kate Chase, Principal; Mary Allen West School, Rose Hoben Welch, Principal; Weston Granp Rapips, HEMLOCK, HUMBOLDT, The Rep- An increasing list of School, Nellic Swenson, Principal; Silas Willard School, Amy Conger, Principal. GLoucestTer, Mass., Sawyer School, Milton L. Fuller, Principal. GoLpriELD, Co1o., Goldfield School, Seth E. Poet, Principal. Micu., Alexander School, Cora B. Harvey, Principal; Lexington School, Margaret Straham, Principal; Stocking School, Meda Bacon, Principal; Turner School, Mrs. Louise K. Mitchell, Principal. HACKENSACK, N. J., Hackensack High School. HAMTRAMCK, MicH., Hamtramck Public Schools, M. Keyworth, Superintendent; Carpenter School, S. L. Tanner, Principal; Dickinson School, Rose K. Stauch, Principal; High School, E. M. Conk- lin, Principal; Holbrook School, Lovina Collar, Principal; Kosciuszko School, F. H. Kinney, Principal; Playfair School, O. J. Robinson, Prin- cipal ; Special Teachers, M. R. Keyworth, Super- eet Whitney School, W. J. Bates, Prin- cipal. HANNIBAL, Mo., Mark Twain School, Leolia Rey- nolds, Principal. Micu., Hemlock High School, : Rebe Dockham, Principal. Hiawatnwa, Kansas, C. H. Janes School, Della Lud- low, Principal; Junior High School, Hattie Zim- merman, Principal. 1 Kansas, Grammar School, Carol J. Bridges, Principal; High School, A. J. Trueblood, Principal; Junior High School, Fred W. Hartwig, Principal. INDIANAPOLIS, IND., School Number Sixty-one, Ger- _ trude Thatcher, Principal. Kansas City, Mo., Benjamin Harrison School, L. Blackburn, Principal. Kapono, Hawau, Kauaea School, Mrs. Sarah K. _ Campbell, Principal. KEALAKEKUA, Hawan, Volcano House School, Mrs. Olympia L. Soares, Principal. ~ KEARNEY, NesR., Faculty of the Nebraska State Normal and Teachers College, Mary Crawford, Treasurer. — * On10, Grant School, Emily Cain, Prin- cipal. LANSING, MicnH., Allen School, M. Effie Cullum, Principal. Laurens County, S. C., Bailey School, Mrs. Wil- liam Bailey, Principal; Barksdale Narnie School, Ida Turner, Principal; Belfast School, Mrs. J. A. Davis, Principal; Bethany School, Helen Prince, Principal ; Brewerton School, Sallie Holiday, Prin- cipal ; Center Point School, Carrie Langston, Prin- cipal; Central School, Pearle Branyon, Principal; Cross Hill School, O. B. McLeod, Principal; Ebenezer School, Ruby Edwards, Principal; Eden School, Beulah Armstrong, Principal; Ekom School, Mammie Higgins, Principal; Garlington School, Gracie Stroud, Principal; Goggins School, Mrs. J. W. Tinsley, Principal; Goldville School, Mrs. Beatrice Sloan, Principal; Gray Court School, S. C. Gambrell, Principal; Grays School, Gladys Pitts, Principal; Hickory Tavern School, M. A. Wilson, Principal; Hurricane School, Miss Dewey C. Park, Principal; Lanford School, D. L. Edwards, Principal; Langston School, Mary England, Principal; Long Branch School, Edword Warren, Principal; Merna School, Mrs. Euphcmia Bryson, Principal; Mount Bethel Schoolg Cora L. Thompson, Principal; Mount Olive School, P. W. Burns, Principal; Mount Pleasant School, Jam-s Willard, Principal; Mountville School, B. S. Pin- son, Principal; Oak Grove School, Lydia J. S!oan, Principal; Oaksville School, Myrtle Hill. Prin- cipal; O’Dell School, Mrs. Ellison H. Miller, Principal; Ora School, Selma Witherspoon, Pr'n- cipal; Patton School, Gladys Johnson. Pr'n- pal; Popular School, J. M. Walker, Principal; Princeton School, J. B. Wood, Principal; Pros- pect School, Grace Wallace, Principal; Renzo School, Miss Lee Ila Singleton, Principal; R'dd/es Old Field School, Rosa Dell Sumerel, Principal; Sandy Springs School, Mrs. Fronk Little. Prin- cipal; Shady Grove School; Ethzl Stoddard, Prin- cipal; Shilo School, Annie K. Childress. Prir- cipal; Trinity Ridee School, Mrs. Annie P. Oxner, Principal ; Youngs School, Mrs. Teaguz Herris. Principal. Lemon Grove, Cauir., Lemon Grove School, Agnes B. Evans, Principal. 45) Lop, Cauir., High School, William Inch. Principal. Lonc Beacu, Cauir., Franklin Junior High School, S:vmour I. Stone, Principal. Lonc Brancu, N. J., School Number One, M. E. Prentiss, Principal; School Number Three, L. W. (Continued on page A-69, column 1) THe JourNAL OF THE NATIONAL EDUCATION AssOcIATION March, 1925 a ea —_——____—_—_———— Vol. HE great International Compton Service answers the question. You tell us about you and we'll tell you about it. Onethird of the teachers of this country, whodon’t goto Summer School, make beds and wait on table at summer resorts and don’t have a good time and don’t make any money. How could they? Another third take a summer travel tour and spend what little money they had saved and come back broke in the fall and regretting that they have to come back at all. The other third just stay home inyour pocket. Andthatisavery lege training, with at least two years comfortable feeling with which of teaching experience. They must tobeginanewterm. Theheavier be in perfect health and free to the pocketbook, thelighterthe travel. And they must be willing spirit. Of course, selling the to work and work hard in order fea Compton Service meansalot to be able to play hard. There will of work; money doesn’t grow be plenty of time for both. on trees. But it also means a lot of Now, if you have these qualifica- fun, with plenty of time to enjoy it, tions, if you are live and ambitious because we teach you how tosell this 44 full of life and willing to learn service and how to make that money. = ‘ and eager to earn, then sit down » » S » *} e is ° . Re ors ie nen | te és ek: h tonight and write us fully about yourself, a great Internationa nstitution wit 1 Not one page, but ten pages if necessary. hundreds upon hundreds of women Don’t worry about our not reading your (most of them school answer. We are looking for material— teachers, like you) good material—and we'll read many pages repre: ‘jet ing it to find it. So sit down, and write us fully > 8 : : ° ati aad at isn’t : ‘ : and confidentially all about yourself— and — And that isn’t any There is no hit or who you are, what you ate, how old you good either. miss policv in the are, what you look like, your personality - ; I y : a ‘ I ye Now some of you come this year Com pton Plan. vour executive ability, when your school and trv the Compton Service. rs w ss closes, how many weeks you can work and “ « ° “* rat f You're trained be everything that comes into your mind First of all, thisCompton Service fore you start and gets you away from home and into you're paid a salary that you think will interest our mind. Pick up your pen, kick out your in- new surroundings for a while. That while starting. hibitions, and let fly! There may be more ismoreimportanttoaschool te: . a in this for you than you ever dreamed of I : lteacher This summer we as you sit there now. The Compton Serv- than to any other human being. can take two hun- 7 ice is destined to be the greatest educa- Second of all,it lets you travelex- drec eachers be- ional institution in America. Make goc S 1 of all,it lets yout l lred_teacl b tional institut \ Make good tensively on Com) ton money in- tween the ages of $1000 a may not want to go back stead of on your money. Andthat’s 25 and 40 into our neue Sgn el RE . ° , 7 ° ° rr i “tot geemee 2 vende Of course, we give preference to those who can mighty important to anyone. organization. These é. start earliest and work longest And third, it brings you back teachers must have oes oy tee ds F. E. COMPTON & CO home with several hundred dollars some normal or col- —Frances Short —_pept. NEA-1, 58 East Washington St, Chicago, Ill The Draper Sanitary Roller Shade I. C. S. Pamphlet Texts for Schools The Trade, Technical and Busi- corceivable subject. Nearly three ness Texts used by the Inter- million dollars has been spent in national Correspondence Schools the preparation of these texts and are also used by more than 350 more than $100,000 is spent yearly schools and colleges in the United in keeping them up to date. We States and Canada. believe they are the best and most There are more than 2500 pam- authoritative texts offered today phlets in the series, covering every for schools and colleges. Write for Descriptive Catalogs INTERNATIONAL TEXTBOOK CO., Box 9296, Scranton, Penna. Patented Jan, 8,’07; Aug. 7, 1923 Perry Kindergarte MAPS—CHARTS—GRAPHS The Draper Line of Adjustable Cotton Duck Shade A Made To Order and in Stock cee ne eee a Meets Schoo! Requirements ka For class-r se, publications and reports. Invaluable Founded 1898 by Annie Moseley try. . Pe in the qoccumtial of qraatatic al data. Thorough training for kindergarten, primary Sell by Most of the Leading School Supply Houses Gan and playground positions. Supervised practice NATIONAL — Saves c. teaching. Enroll now for entrance in 1925. Manufactured by c j SP Gta Gomes & S- asachaae HARRIOT IHAMBLEN JONES, Principal The Luther O. Draper Shade Co. ™ Te those interested a print of owr chart’ Scheme of Organization ) of the Pederal Government will be sent for 26 cents. 25 Wuntington Ave., Room 316, Boston, Mass. Spiceland, Ind. Mention THe Journat when writing our advertisers, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The **Holden System of Preserving Books”’ is comprised of Holden Book Covers and Repairing Material Samples Free THE HOLDEN PATENT BOOK COVER COMPANY Mixes C. Ho.pen, President Springfield, Massachusetts & Mediterranean Annual Summer Cruise on the Cunard and Anchor Liner TUSCANIA We have again chartered this popular steamer to sail from New York July 4th, returning September 5th. 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