Sixty-third Annual Meeting, Indianapolis, Indiana, June 28-July 4, 1925 World Federation of Education Associations, Edinburgh, Scotland, July 20-28, 1925 APRIL, 1925 The JOURNAL of the NATIONAL EDUCATION ASSOCIATION The Cincinnati Convention President’s Opening Address Why is Superintendence ? The Business Manz uger Growth of Education Auneciotinns Social Training for Our Boys The Day of the Diploma Teacher Rating Professional Work of _ al Ocauniantions Group Service Denver Publicity Library of the University of Washington Editorial Marion LeRoy Burton The Cincinnati Resolutions The Child Labor Amendment Abstracts of Cincinnati Addresses Teacher Training and Tangible Tributes School Men Turn Carpenters ‘ Curricular Problems The Capital of Indiana Guide to Books Enrolment and Affiliation Problems for Professional Study Notes and Announcements Hotel Rates at Indianapolis Published monthly, except July and August, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. Entered as second class matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. 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Dr. J. mrad Russell Smith, Professor of Economic Geography, Columbia University, helps to promote hon this higher citizenship through his Geography series for elementary schools. z | ife and and acte Book I. PEOPLES AND COUNTRIES «i, For Fifth and Sixth Grades the: Book II. REGIONS AND TRADE a For Seventh and Eighth Grades scal In HUMAN GEOGRAPHY, Dr. Smith presents the subject of yg Geography as a study of cause and effect, an explanation of things, a tific basis of understanding, and proves it a subject valuable in finance, manu- bet facturing, and trade, as well as in citizenship and the higher citizenship. and HUMAN GEOGRAPHY introduces the child to his own country en as well as to the whole world with its varied countries and peoples. a The use of HUMAN GEOGRAPHY will help the child to respect other peoples, to sympathize with them, : to understand them. Such an appreciation of other peoples and their world problems cannot but help mei toward the establishment of world peace and understanding. rect Illustrated descriptive literature upon request a an THE JOHN C. WINSTON COMPANY tior mis Home Office and Manufactory, Winston Building, Philadelphia CHICAGO DALLAS SAN FRANCISCO TORONTO FOR TEXTBOOKS The Cincinnati Convention J. W. Searson Professor of English, University of Nebraska, Lincoln, Nebraska ROADER AMERICANISM was the insistent general keynote of the convention. Out of the mystic mazes of breakfasts, luncheons, dinners, programs, conferences, exhibits, demonstrations, and lobby conversations, a few definite constructive accomplish- ments stand clearly to the credit of the mammoth Convention of American school supervisors and executives. Everywhere serviceable principles were brought into clearer recognition. Every- where there was the tingling of new and broader life. Everywhere, the thrill of accomplishment and the inspiration of new dreams and visions seemed to in- crease the influence and the general good- fellowship of the meeting. Some of the most outstanding and constructive ac- complishments and tendencies were the following : 1. Simple definition of educational ob- jectives—There was an intelligent rec- ognition of the simple objectives of edu- cation. Sanctioned by the code of the Educational Press Association of Amer- ica and reiterated in variant forms in many conferences and programs, these objectives stood out clearly: ‘worthy home membership, sound health, mastery of the intellectual tools needed in daily life, vocational effectiveness, intelligent and active citizenship, wise use of leisure, and the development of ethical char- acter.” 2. Substituting balanced _ scientific judgments for guesswork—Everywhere there was the recognition of the insistent need to revise and to improve rating scales, to eliminate expensive ineffective amateur surveys in the interest of scien- tific studies of the whole program of bettering true educational supervision and instruction, which insure the sub- stitution of balanced judgment for in- tolerable guesswork. 3. Intelligent curriculum develop- ment—The curriculum was more clearly recognized as a distinctively social prod- uct in need of constant pruning, wise and economical surgery, and the addi- tion of such programs of procedure as might enable it to “grow up” with true community needs. Definiteness of re- quirements in each subject for each grade and promotion by subjects were corol- laries greatly increasing in favor. 4. The social significance of school financing and budgeting—Securing ad- EET Doctor Frank W. Ballou, ~ superintendent of schools, Wash- ington, D. C., recently elected president of the Department of Superintendence, whose efforts in behalf of a higher salary schedule, an enlarged building program, and other improvements in the schools of the National capital have won apprecia- tion throughout the country. equate school funds, fairly distributing them, and expending them under the most rigid safeguards were fully dis- cussed in the light of total community needs and progress. The intimate re- lationship of schools and schoolmen to business and business men held an im- portant place. 5. Character and religious educa- tion—Well conceived programs of char- acter education were everywhere de- manded and the insistence of the cry for cooperative programs of moral and re- ligious instruction was easily recogniz- [109] able to the evident discomfiture of many who are still groping for a worthy solu- tion of the problem of religious educa- tion in connection with programs for public education. 6. Libraries and laboratories as true community centers—Calls for wider community use of the library and of the laboratory have made these instrumen- talities increasingly important in the pro- gram of community building. Relating the laboratory activities and library of- ferings to community needs was recog- nized as an urgent need in a radio-think- ing world. 7. Fine arts and civic service exhibits —FExtensive finely-selected and well-ar- ranged art and civic service exhibits formed a conspicuous contribution to the educational output of the convention. The place of the fine arts in life and of civic service in citizenship building edged in as never before for a larger share of definite recognition. 8. Exaltation of classroom skill and service — Clear notes were sounded throughout the entire convention in rec- ognition of the classroom teacher as the inspiring center of any effective program of instruction. ‘The principles of equal pay for equal service and larger par- ticipation in building constructive pro- grams of instruction, preparation, and skill considered, were finely recognized in many important sessions of the Con- vention. More than ever before school administrators recognized in their dis- cussions the full force and significance of skill in classroom teaching and of the high character of the classroom teacher. 9. Education as the builder of the community, the State, and the Nation— On the part of discriminating and dis- cerning leaders, there was clearly a re- sistless undercurrent of feeling in favor of definite National recognition of the place and importance of education in community, State, and Nation building. Such adequate National recognition should be extended in the form of a port- folio of education under conditions which should foster the finest of educational initiative in the States. To this end, 110 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ERE eh, A ERAS ECA: the necessity for the wise and effective organization of all forward-looking edu- cational forces was generally assumed. 10. Saner recognition of child rights— There was a general recognition in fact, and not merely in maudlin sentiment, of the inalienable rights of the child. From better baby clinics, the safeguarding of motherhood through inspiring programs of health and physical well-being, of right recreation, and right development work, the child was recognized as the actual center of all true educational ef- forts. Discussion of child interests, child responses, and child development were stripped of empty sentiment and based upon facts gleaned through scien- tific observation and experimentation. 11. Constructive educational public- ity—Persons that ten years ago con- demned educational publicity as ‘“un- ethical self-advertising” were, in this convention, open in their demand for an ever-increasing program of honest and fair educational publicity as the only adequate means of keeping citizens alert to the needs, and anxious to support rea- sonably progressive programs of public education in a democracy. 12. International understanding and goodwill—The outlawry of war, a world federation of education, the exal- tation of the spirit of world intelligence as suggested by international courts, tribunals, and leagues, were repeatedly urged as effective means of promoting international understanding and perma- nent goodwill. As never before, the dis- cussions at every session urged the neces- sity to consider and interpret local prob- lems in terms of world progress. Notable for its undisturbed spirit of geniality and good fellowship, this con- vention may well be conceived as an ef- fective forerunner of the coming summer conventions of the National Education Association and the World Federation of Education Associations, which al- ready show unmistakable signs of mak- ing advanced contributions to American and international educational thinking and procedure. President s Opening Address Soaps and Gentlemen: Sixty years ago this association was launched in Harrisburg, bearing the name “The National Association of School Super- intendents.” During these two genera- tions its emphasis has flitted from point to point, resting now here, now there, in the wide expanse of educational doc- trine. We started in 1865 with a de- termination to have our business rec- ognized as a profession. —The West was always generous in this regard; it called every schoolman Professor. In time the colleges began to help and are now nobly making what the professors profess pro- fessional. Our association’s record shows us stressing in 1866 the value of meth- ods, chiefly those of Oswego and then of Quincy. Now, with Batavia plans, Dalton plans, Gary plans, every little village has a method of its own. In 1876 we began promoting the idea that manual training will add to our national wealth. The hand workers are now get- ting more than their teachers. In 1886 we claimed that money spent on schools would save expense of jails and courts. We spend more now on all three and Dr. Pritchett says it is too much. In 1896 we sang the claims of culture and adopted the alluring slogan: “Education tor Leisure.’””’ We are now looking for the leisure. By 1906 the testers and researchers had injected a suspicion that the training in our grammar, algebra, Latin, and other fads was valuable in no other field than that of grammar, algebra, Latin, or any other particular fad. In 1916 intelligence testers evolved the dismal doubt as to whether we can do much worth while with what the in- heritance of glands and brain-cells has already determined for bad and all. Like a golden thread running through the weaving of our sixty years is our declaration that the preponderating pur- pose of it all is the preservation and per- fection of our social and political union. Horace Mann had stressed this—all Boston schoolmasters protesting—thirty years before we organized ourselves. Stevens, Clinton, Webster, arguing for schools at the expense of all the people, had promised, if the tax laws were passed, that a perpetual devotion of an educated people to a high and pure civic ideal would ensue. ‘They were sixty years behind the makers of the nation who had listed civic virtue as the one great reason for converting education into a function of a self-governing re- public. For 150 years since the Revolu- tion its educational doctrine, schools for political progress, has been accepted, its driect application remaining appallingly in the background. Established for the A pril, 1925 perfection of government, education has the melancholy record of seeing its alumni avoiding the simplest duties of politics. Proposed by the Father of his Country for the enlightenment of that public opinion upon which government by the people rests, the public school sees half of the populace shirking its civic duty and that half containing most of education’s output. Should the Fathers who harbored such high hopes of universal instruction as a government duty come back to earth as a Survey Committee and ask, “What have you devised to train the nation jn its civic and moral duties as men and citizens”? “What are the exercises mak- ing up your students’ days work under your guidance? What are the things most stressed in the preparation of your teachers? What are considered most im- portant in the institutions harboring your youth of from fourteen to eighteen years of age when real thinking may begin? What is of most account in your state colleges and universities?” Should they see to what extent we have retained the contents of ancient schooling and neg- lected a whole-souled reconstruction of educational procedure for civic and po- litical ends, I can imagine them remark- ing, ‘‘We statesmen had our Revolution in ’76; when does the schoolmasters’ revolution begin?” This association, in spots, is coming around to see that the reason public schools are paid for, not by parents as such but by the whole community, is that public schools may devote them- selves to teaching us our duties toward the community. This association has a commission of schoolmasters devoted to devising a course of study for American schools, a course devoted not to reading, writing, and arithmetic, for their own sakes, not to personal ornament, accom- plishment, nor success of John and Mary, but to the general welfare.. The men on that commission themselves il- lustrate the spirit of public service in that they are giving free what, if pub- lished by themselves in book form, would bring them respectable financial reward. They are entitled to enthusiastic appro- bation. On your behalf I hereby tender it. “Only the spirit can teach. Only he can give who has. He only can create who is. He on whom the soul descends can teach. Courage, piety, love, wisdom can teach. But he who aims as books enable, as interest demands, only babbles; let him hush.”—/William Me- Andrew, Chicago, Illinois. Vol tenc a aS OT. a ee eee eee A — —— ow wwe —_— eS “= ee ee, ee ee a Bi —=—_— ~—_ ' Vol. 14, No.4 Why Is Superintendence? Jesse H. NEwLon Superintendent of Schools, Denver, Colorado, and President of the National Education Association HY is superintendence? At first blush, the need is so obvious that to spend thirty minutes in discussing the subject may seem like debating an axiom. But it is undoubtedly true that some of us would be better superintend- ents if we did not take our positions and our importance so much for granted. It is well to consider occasionally the reasons for our existence. A clearer conception of the need of leadership in educational affairs will enable us to un- derstand more fully our functions in a democratic society and what the public expects of us as leaders in our own com- munities. Viewed from the standpoint of ob- jectives to be attained, many answers can be given to the question,. “Why is superintendence?” In thirty minutes I can discuss only three of these reasons. In any important enterprise such as a school system, direction and directing heads are necessary—First, I ask you to think for a moment of the developments of the past fifty years in the organization and procedure of school administration. You will recall that the tendency has been to substitute small boards for large boards, to substitute boards elected at large for appointive boards or for boards elected by wards; that boards of edu- cation have tended more and more to delegate administration to the superin- tendent and his associates and to restrict their own work to the determination of policies. Without question, that board of education renders the best service to its community that makes a clear-cut division between the determination of policies and administration and delegates the latter function to the administrative staff, while restricting itself entirely to the legislative function. Strange as it may seem, there are still school systems in America that have the dual executive. There are still cities in which the business manager is codrdinate with the superintendent. This violates a fundamental principle of administra- tion. Two thousand years ago, ancient Rome demonstrated conclusively that the consulship was a failure. . Two heads of a government are impossible. No one would think that Cincinnati An address before the Department of Superin- tendence, Cincirinati, Ohio, February 23, 1925. should have two mayors coérdinate in authority, or that Ohio should have two governors. It would be ridiculous to suggest that we should have two presi- dents of the United States. The United States Steel or the General Electric or the Pennsylvania Railroad does not have two presidents. I do not recall any great university with a business man- ager on a par with the president. Every business transaction that takes place in a school system has a direct bearing on the education of youth. Busi- ness and education cannot be separated. Every building that is erected, every pur- chase that is made must be considered in reference to education. It goes without saying, therefore, that the executive who directs the educational program must of necessity have oversight of the busi- ness affairs. Otherwise he is not in com- plete control of the educational program. The people have seen the necessity of making every activity of a school sub- ordinate to the process of education and that the direction of the professional work of teaching is a professional job. And for that reason we have the profes- sion of superintendence. It is obvious that in large systems the chief executive officer cannot personally perform all of the executive functions. It is for this reason that a large share of these duties is delegated to others who share with him the work of super- intendence. ‘This necessity explains the existence of assistant superintendents, di- rectors, supervisors, and all who exercise the functions of superintendence. The greatest danger that besets super- intendents at the present time is that they will become merely business man- agers. ‘Iwo conditions make for such a result. In the first place there are those holding executive positions who are lacking in the qualities that make for leadership, who are more about the purchase of pencils and paper, about the employment of janitors and clerks, about mere business routine, than they are about the educative process that goes on in the schoolroom. Such indi- viduals would make good bookkeepers. They are not executives. The other condition that tends to make merely a business manager of a superintendent is the tremendous size and complexity of concerned THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 111 —_ the administrative problems which he faces. In a period in which enrolment has grown by leaps and bounds and in which the educational program itself has rapidly expanded, the purely administra- tive and business problems have been so numerous, so complex, so difficult, that it has been very easy indeed for the su- perintendent to become immersed in purely administrative details or to de- vote his energy chiefly to the great task of securing adequate financial support of the schools, and thereby lose his interest and active participation in the develop- ment of the educational program itself. The first business of an administrative staff is to visualize clearly the educa- tional objectives to be attained by the expenditure of funds. There is general agreement that the business administration of schools should be subordinated to educational adminis- tration. How often does it happen, however, that the superintendent—either because he gets more pleasure out of management, or by force of circum- stances—devotes most of his attention to mere management and thus subordinates the educational to business considera- tions. Society has created the public school system for the education of youth. Problems of education should therefore be the chief concern of superintendence. Educational leadership is the chief function of superintendence—It is a truism to assert that human society is dynamic and not static. The most evi- dent social phenomenon is that of change. Today we live in a period of kaleido- scopic change brought about chiefly by the great discoveries of science and by the marvelous inventions of the last cen- tury. This process has been enormously accelerated by the inventions and scien- tific discoveries of the last twenty-five years and by the upheaval of the World War. No curriculum can remain a static thing. A course of study in the social sciences that was suitable in 1890 would be suitable only in part for 1925. Sci- ence courses are constantly out of date by reason of new discoveries. Many mathematical operations that were used in the daily life of the people a genera- tion ago are obsolete today, but many mathematical skills and much mathe- matical information not needed then are indispensable to the general public to- day. The ability to read statistical tables and graphs is now essential to good citizenship, to say nothing of its necessity to efficiency in business. As the science of education develops, we 112 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION constantly modify methods and _pro- cedure in the light of the latest research. It is apparent, then, that one who would aspire to educational leadership must be a student of human nature and human relationship and of the social and economic changes that go on around him. There are still those among us who believe that the best college curric- ulum was the classical-scientific curric- ulum of a generation ago, but I submit that a training in the classics, in pure mathematics, or in pure science, while valuable in itself, does not fit for leader- ship in public education. ‘Those who are charged with the responsibility of formulating and administering educa- tional policies should be students of the social sciences, of all that is included in the fields of history, sociology, eco- nomics, psychology, political science. We cannot become experts in these fields, we cannot gain distinction as sociologists or historians, but we must draw constantly on the findings of his- torians, sociologists, biologists, and of all other students of biological and social phenomena. Nor will the information gained a quarter of a century ago in college classes, in the social sciences, suffice for present needs. ‘The educa- tional leader must be a reader and stu- dent. He must keep pace with modern thought in many fields of human activ- ity. The charge has been made that public school executives are not readers. There is too much truth in the accusa- tion. Too many school men cannot carry on an intelligent conversation out- side their immediate concerns. Such men and women are not and never can be educational leaders. We have witnessed in the past twenty- five years the development of a science of education. Our presence here de- notes the fact that we are interested in the scientific aspects of our work. We are rapidly passing out of the age when a superintendent will be measured by his personal popularity brought about by his handshaking, backslapping propensi- ties, by his ability as a raconteur, as an entertaining public speaker or as a wily politician. The superintendent of the future will be an educational engineer. He will approach his work as a great engineer approaches his problems, bring- ing to bear all of the technical knowl- edge at his command. Of vastly more importance, he will appreciate and em- ploy the services of those who are ex- perts in the numerous fields of educa- tion. The educational program formu- lated under his direction will meet the acid test of public criticism because it will be founded on the bedrock of sound investigation and research and not be- cause of the personal popularity or the political ability of the school adminis- tration. There was a time when the chief mark of the captain of industry was his ability to exercise complete autocratic and dictatorial control over the policies ENRY NOBLE SHERWOOD, newly appointed Superintendent of Public Instruction in Indiana, has been actively engaged as an educator in In- 1906, holding positions in teachers’ colleges and in the University of Cincinnati, Indiana Uni- versity, and Franklin College. diana since important and methods of the organization under his management. That was in the period of the “public be damned.” We are now in the period of the “public be pleased,” and one of the outstanding tendencies of modern business has been the development of leaders instead of autocrats. Business management is be- coming in a large measure the science of human relationship. The most suc- cessful manager is the one who obtains the most effective codperation of every employee, who inspires, who knows the secret of morale. The same tendency has been marked in the field of public school administration. No longer may educational policies be dictated by any man or any group of men. Educational policies must be developed as a result of the thinking of all members of an edu- cational staff. A pril, 1925 I like to think of the teaching staff ag a company of scholars engaged in the education of youth. The teacher should approach his work in the same spirit in which a scientist approaches his work In the scientific world the individya) who can make a discovery, however small, gets the credit due him. [ft ‘. only infrequently that some higher ay. thority exists that can repress or obstruct him. ‘Teachers are compelled to work in large organizations. ‘This situation presents many difficulties. In the schools too often the administration intention. ally or otherwise represses initiative and discourages teachers who could make distinct contributions to the development of policies. The educational leader wil] regard every teacher as his associate He will strive to create conditions that will make possible the participation of all in the study of educational problems and in the development of methods and procedures. To this end machinery jg necessary. There must be committees and councils and organizations of one kind and another. But far more impor. tant are spirit and morale. The approach to educational problems ought to be impersonal, but educational engineering does not mean that the human touch is to be taken out of the administration of schools. It means less of personal favoritism, less of the ten- dency to view matters from a purely personal standpoint and more of those human qualities that make for sympathy, inspiration, and friendship. What I have said under this head does not mean that the superintendent need be a tool of the teachers, or of any group, or of any interest. It does not mean that the staff will be the superin- tendent. Leadership is more difficult than autocracy, and the leader as well as the autocrat must possess and must exer- cise authority commensurate with his responsibilities. Although it is some what a superficial view, superintendence may be described as the science and the art of finding the happy medium be tween chaos and dictation. It may be regarded as the science of codperation. If the principles which I have advocated are applied, the results will be neither anarchy nor dictation but effective or ganization and procedure. We have the profession of superin- tendence because courage in educational leadership is required—In enumerating some of the salient qualities that must be possessed by the leaders in our pro fession, I reserved that of courage for special treatment. mon gove Kan —T ovr wa oS F&F rr Oe Oo Coe SOF PF ‘of Vol. 14, No.4 Any great enterprise must be con- ducted according to a system if it is to be conducted efficiently. Of course, there must be a minimum of red tape. System must never be allowed to get in the way of the ends to be achieved. System must be a means and not an end. System and machinery must be perme- ated by enthusiasm and the spirit of co- operation. We must choose between system and anarchy. It sometimes re- quires courage to cut the Gordian Knot of red tape, or, on the other hand, to insist on a reasonable amount of system. And it requires vision to keep clearly in view educational objectives and to sub- ordinate all means to that end. It is regrettable that there are a few members of our profession, superintend- ents, executives, who have never caught the vision of leadership. It is equally regrettable that there are a few members of our profession, sometimes organized groups of classroom teachers, who do not recognize that there must be system in any organization that is effective. Some- times these individuals mistake the school as existing for themselves rather than for the children. They think on all school problems in terms of their own fancied self-interest, losing sight of the fact that they are the servants of the State. It sometimes requires fine cour- age to stand in the face of movements of this kind. The public schools exist for the education of youth for their places as citizens of a democratic state and not to provide jobs for superintendents and teachers. One of the chief responsibilities of a superintendent is that of interpreting the schools and their needs to the public that pays the bills. It requires courage constantly to stand for that which is best for the children and for the State even though it may cost money and result in taxation, or even though such policies may cross the selfish interests of poli- ticians or others who have personal ends to gain. And we would as well admit first as last that the battle for public education has not been completely won in this country. There are those who do not believe in public education. There are those who believe only in a modicum of public education, who object to the cost of the schools and would greatly restrict the public school program. Again there are those who do not hesitate to use the schools for political purposes. In recent months we have had the spectacle of the governor of the great commonwealth of Kansas attempting to pay his political debts and to strengthen his political fences by forcing appointees on the State University. This governor did not hesi- tate to use all the power of his great office to force the removal from the fac- ulty of men of eminence when he thought they were standing in his way. But the University of Kansas has a great chancellor. Ernest H. Lindley stood staunchly against this wanton use of cA «Meditation John Willis Weeks Newark, New Jersey I sat beside a fold of rock, And tried to read its history. I gazed into a wayside bloom, And sought to know its mystery. I looked up at the stars of night, And thought of all the million spheres That blaze beyond my farthest sight; And then of all the countless years That God has swung those orbs in space. I felt so small, so very small, A tiny speck; too mean to share Attention of the Infinite; Unworthy of His love and care. But lo! His voice! "Twas me He named: “It’s all according to My plan.” And with the Psalmist I exclaimed, Oh, God! What is there in mere man That Thou of him shouldst mindful be? great power. His fight was a long and hard one. The people did not know the true state of affairs. Finally the chan- cellor was sacrificed. He put principle above position. In this instance the new governor, Governor Paulen, on coming into office, quickly righted this glaring injustice and reinstated the chancellor. Chancellor Lindley has given a fine ex- ample of the courage which the cause of public education demands of its leaders today. Not always is the outcome of such a battle so happy. Frequently brave men and women go down in the struggle. All honor to them. It is the price we pay for the development of a profession of superintendence. It is the price we pay for the benefits of public education. It is the way of democracies. In the last ten years, many a city su- perintendent has faced bitter and un- scrupulous opposition to the public schools. Sometimes vicious political in- terests seek to control the schools. In THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 113 LS ee one instance a powerful newspaper of notorious ethics headed the opposition. A favorite device of the enemies of pub- lic education is to seek to destroy its leaders. America has had no truer patriots than the educational leaders— men and women—who have stood boldly, regardless of personal cost, against such influences. Society also expects of public school executives leadership in many humani- tarian movements, especially human- itarian movements affecting childhood. A good example of the type of thing which I have in mind is found in the proposed Federal Child Labor Amend- ment. ‘The opposition to this amend- ment is well organized. Some of the most powerful influences and individuals of the country are arrayed against it. The sincerity of many of the opponents of this measure cannot and must not be questioned. Others are actuated solely by their greed. In any case we have here a test of the courage of our leadership. Are we speaking out in our communities in favor of this amend- ment? Have we the courage of our convictions no matter how powerful and influential the opposition? This conven- tion should go on record with a resound- ing resolution in favor of the amend- ment. In an unmistakable pronounce- ment we should join company with such men as Roosevelt, Beveridge, Walsh, Coolidge, and all others who had the courage to advocate the protection of childhood as of more importance than the fancied rights of the States or the pecuniary gains of those who are ex- ploiting childhood in factories and shops. Again, the support of the Education Bill sometimes requires courage. Every good cause is some time in some quarters unpopular. I wonder if there is any su- perintendent within the sound of my voice who has been afraid to lift his voice in behalf of a measure which he knows in his heart to be in the interest of the public schools? Those whose names are written indelibly in the his- tory of education are those who have had courage. The United States is go- ing to have a Department of Education with a Secretary in the President’s Cab- inet. Every principle contained in the Education Bill will be embodied in Fed- eral legislation. The people of the coun- try look on education as the chief func- tion of a democracy. When the Edu- cation Bill has been enacted into a law will I be able to look back on the fight with the satisfaction that I stood cour- ageously for the right or will I look 114 THE JouRNAL OF THE NATIONAL EpuUCATION ASSOCIATION back with regret on the rdéle of a taint heart? Now may I speak a word as presi- dent of the National Education Associa- tion? Were the time at my disposal I should have chosen as a fourth point that of the relation of school executives, the official leaders in education, to our volun- tary teachers organizations. ‘The prime reason for the existence of these profes- sional organizations is that the profession of teaching has a most important con- tribution to make in the improverrent of American public schools that can be made only through organizations such as local, State, and National teachers asso- ciations. The Department of Superin- tendence already has a fine tradition of service. There is a tremendous need for this organization and for the National Education Association with all its great departments. Likewise there is a most vital work to be done by State and local associations. Those engaged in admin- istrative and supervisory work have a grave responsibility in this matter of professional organization. Are you discharging your responsibil- ity in this respect? Are you active in the affairs of these associations? What is your attitude toward local teacher organizations? Is it constructive or destructive? Will your successor in- herit a bad situation because of your weakness or mere obstruction? Are you a constructive worker in the ranks of the National Education Association or are you merely a critic? Have you ex- amined the history of teachers’ organi- zations in this country, and are you con- versant with the tremendous contribu- tion which these organizations have made in the development of our schools, in raising the standards of qualifications for teachers, in convincing the public of the need of paying better salaries, in se- curing better conditions of work, in im- proving instruction, in enlarging the pro- gram of the schools and their service to the State and to the Nation. If you will read the history of the National Education Association you will find that every superintendent of the last sixty years whose name is remembered today as an outstanding leader was closely identified with the Association and with its departments, and was a leader in strictly professional organiza- tions. Today the National Education Asso- ciation enrolls over 100,000 members. The demands upon it for service are far in excess of its ability to serve. There are 800,000 teachers in America. The next five years should see at least half of them enrolled in the Association. There are 12,000 superintendents in the United States. Less than 3000 have paid the five dollar fee for membership in this Department. This is not as it should be. I make a plea for a recognition of A pril, 1925 Ee our responsibilities in the matter of pro. fessional organizations, and I point oy to you that in the evolution of the pro. fession of superintendence (spelled “ence’’), one basis of selection has been that of professional interest manifested by activity in professional organizations The Business Manager GeorGE D. STRAYER Professor of Education, and Director, Institute of Educational Research Teachers College, Columbia University, New York City HE business manager of schools in a large city bought chairs for the kindergarten which were uncomfortable, unhygienic, and structurally unsatis- factory. When his attention was called to the fact that the superintendent of schools and the director of kindergartens preferred a better, more hygienic, more comfortable piece of furniture, he pro- posed that if those charged with the responsibility for developing the work of the kindergartens did not like the chairs which he purchased, the children could sit on the floor. The business manager in this school system was re- sponsible only to the board of education. He felt that his success depended upon buying the cheapest article available. The physical well-being of kindergarten children did not enter into his calcula- tions. But the adequate development of an educational program requires that all business activities, whether they have to do with the buying of furniture and sup- plies, the planning and construction of buildings, or the development of an adequate system of accounting and budgeting, be subordinated to the devel- opment of an efficient program of edu- cation. It was an anomalous situation which permitted the independent business ex- ecutive in an eastern city to develop the plans for a large school building without making any provision for a teachers’ rest room. ‘The same office, completely re- sponsible for the planning of school buildings without review of the superin- tendent of schools and his staff, was sat- isfied with a building which was archi- tecturally acceptable, but in which the daylighting of classrooms had been neg- lected. In another city the separate business management was responsible for the con- struction of a school building in which ample space was provided for a medical suite, but which failed to make possible the usual distance for giving an eye test because of the manner in which the parti- tions were arranged in this part of the building. The schedule of accommoda. tions to be provided in school buildings and the standards which must be kept in mind can be determined only by those who are charged with the responsibility of developing a program of education in the buildings to be erected. It is interesting to know that in the larger cities which have provided for the independent management of their busi- ness affairs the costs of education are as high as in those cities in which the busi- ness executive is responsible to the super- intendent of schools. The only discover. able difference in cost is in the item of general control where the cost is some. what greater in the cities which have or- ganized the business office separate from that of the superintendent of schools, The fetish of the efficiency of the bus- iness man has often operated to interfere with sound principles of administration. Not only in the administration of schools, but also in the administration of private enterprises, efficiency demands that there be a chief executive officer to whom all other executives are responsible. In our larger cities the superintendent of schools has been chosen for this office usually after a long period of successful exper ience as an executive in smaller cities or in subordinate executive positions in the larger city which he serves. Even though the superintendent of schools may not be entirely familiar with all of the details of accounting, purchasing, planning of buildings, letting of com tracts, and the like, it seems only reason able to suppose that he, has sufficient ex- ecutive ability to direct the activities of that part of the school organization hav- ing to do with these affairs. To set up a separate business organization with co ordinate authority is to propose that the business affairs of the school system cal be conducted without reference to the educational program. -m_onmwmwonoeonm, VY s Qoouockkeasd Growth of Education Associations Membership in National Association Membership in State Associations Estimated aE Te heise snetiniatantia animated , - ae — States number of | | and other Units teachers ; | Per cent Relative Per cent | Relative | in State | Jan. 1, Jan. 1, Jan. 1, | of teachers rank Jan. 1, Jan. 1, Jan. 1, | of teachers rank | 1923 | 1908 1924 1925 | members Fm he 1908 1924 1925 members | Jan. 1, ~~ | | 1925 -_ N w NAEOOR, 660505 s'e ovens 734,820 4,982 ements inisiapiciiaene til onda Sipe ESE Pa rererar 14,290 | 55 EES ie ae 20 MeMeMORS.........--....-.-] 9,200 17 California...... cowa ested 22,132 249 | | | OSes eee *. 9 District of Columbia.......| 2,224 | 47 Eb ccscsskiacsss.f 6.982 | 16 as dina d'0'9:0 9°50 16,087 50 | Idaho... 4,351 21 i nly A o'4.4.0.0010.8.0.0:0 39,590 420 ES 6 oo sions otc ee oo 21,194 128 INES 0 Sle .0's 0 508.60 oon 23,832 | 93 | SS ac a's ao. 006 Sie sn |} 17,423 | 84 SRS ack ab W.k O00 | 6,096 | 21 LS. aa¢ Yalwak oc a | 13,653 60 eee |} 10,422 | 42 eos ile bases | 6,500 | 32 | Maryland................. 7,338 55 Massachusetts........... } 21,108 | 332 err wes me) ae 139 OS See 20,476 | 145 ON ee 12,106 16 SS Sees 22,393 216 az 6 11 | 133,566 | 138,856 | 18.90 Kasia 65 ,993 482 , 865 512,681 | A Be Seer 824 | 1,016 7.11 41 1,103 7,800 | 8,000E | 55.98 35 | 1,477 1,669 81.73 3 $20 1,048 2,500 | 122.43 1 380 442 | 4.80 46 | 485 8,200E 6,700 | 72.83 25 14,491 15,213 68.74 5 | 2,700 | 20,000 23,186 | 104.76 7 4,222 4,284 | 47.72 | 9 2,025 6,705 6,970 | 77.64 23 1,527 1,770 | j $3 | 511 | 752 | 58.80 | one Hee eer) 764 748 | 58.48 33 745 1,949 | 87.63 eee | sh ae 288 411 | 18.48 48 440 1,051 | 15.18 | 28 500 | 8,579 2,903 | 41.94 | 44 362 | 459 | 2.85 | 50 240 | 3,000 5,000 31.08 | 46 564 621 | 14.27 30 325 3,401E 2,280E| 52.40 37 9,332 8,961 | 22.63 | 19 1,294 29,232 31,164 | 78.72 20 3,393 | 4,437 | 20.94 | 22 3,450 14,112 13,258 | 62.56 29 5,501 3,536 | 14.84 29 1,549 160,750 16,240 68.14 | 26 1,646 | 1,890 | 10.85 36 1,200 14,127 14,949 | 85.80 16 487 | 543 | 3.98 | 48 475 8,000 7,340 53.76 36 989 1,026 | 9.84 | 38 | 1,863 7,045 7,050 67.65 27 2.007 |. 2267 | 26.32 | 16 1,500 5,917 5,770 88.77 14 858 1,567 | 21.35 | 21 400 2,000E | 2,200E 29.98 47 10,540 6,197 29.35 14 1,500 | 17,000E| 17,000E| 80.54 | 19 |————$— | — —$—$—<— | —$ | | | — ———— | EE 8,234 8,977 | 34.86 12 | 4,800 20,923 | 24,800 96.29 11 2,802 2.76 | 13.21 34 | 2,000 11,800 13,000 63.49 28 167 273 | 2.26 | 49 1,200 4,976 5,441 44.94 42 3,403 3,176 | 14.18 32 665 | 19,231 20, 246 90.41 12 258 | 333 | 5.46 45 | 100 | 2,300 3,075 | 50.44 39 2,877 2,721 | 19.24 | 25 | 2,000 10,427 11,055 78.18 21 485 562 | 76.67 | 4 222 750E | 412 56.21 34 619 Sst | 26.77 | 23 | 1,100 1,900E 2,200E 82.03 17 | 3,715 | 4,269 23.43 | 17 | 4,157 19,000E | 21,651 118.84 2 | 293 | 319 | 12.97 35 500 2,064 1,637 61.45 31 South Dakota............. ea nkenns 3,997 | 30 eee 2,700 | 30 a eee 15,401 | 40 West Virginia....... ‘ | Ee 17,672 | 160 Philippine Islands.......... } orto Rico....... - sa Virgin Islands . ee See | 14,140 | 71 Se 733 4 i New Hampshire........... 2,682 30 | a ee 198 NN eee | 2,664 | 13 nis 5 oi 08 Ca eke 8 | S7,938 | 948 North Carolina............ 19,808 23 North Dakota............. 8,243 | 42 ES ss ao ob bes 0040 34,246 349 | RR 17,233 | 23 ER nok aks 0 osacnes 6,900 19 H Pennsylvania.............. 48 ,000 325 megs Igland............. 3,013 | 32 South Carolina............| 10,814 | 22 Ae 9,402 68 11,194 | 9,973 17.21 26 2,367 22,451 | 30,000 51.78 38 337 | mo) - hee Fw Se 750 9,000E| 9,000E| 45.44 41 620 584 7.088 | 42 | 425 4,238 3,680 44.64 43 | 9,271 9,881 | 28.85 | 15 | 1,000 | 28,312 30, 800 89.94 13 yy Bae? ae ae 615 13,743 | 14,000 81.24 18 — =| AS |} AA |] aA |) |} — | — J 1,589 | 2,288 33.16 | 13 || 1,200 5,000 | 4,164 60.35 32 | 7,259 | 10,423 21.71 m3 824 | 47,703 | 51,022 106.30 6 254 | 322 | 10.69 | 37 || 1,790 3,235 3,527 117.06 3 120 484 4.48 47 | 300 800 4,051 37.46 45 1,651 | 1,678 41.98 | 10 1,400 4,300E 4,415 110.46 5 | 374 | 432 16.00 27 i 1,139 2,314 2,324 86.07 15 1,286 | 1,480 9.61 | 39 1} 1,500 | 12,000 | 12,000 77 .92 22 3,297 3,334 35.46 | 11 | 4,005 8,902 9,766 103 .87 8 1,129 1,810 14.24 31 450 | 7,513 | 7,817 61.48 30 | 3,442 3,428 | 19.40 24 | 5,000 13,000 13,693 77.48 24 1,198 | 50.72 8 390 | 2,246 2,450 | 6,006 1,051 | 13,516 | 103.73 9 T HIs TABLE shows the growth of professional organizations and indicates the relative standing of each of the States with respect to member- ship in both National and State Asso- ciations. The total membership in the National Education Association, ex- clusive of foreign members, was 4,982 on January 1, 1908; 48,814 on January 1, 1921; 82,322 on January 1, 1922; 118,032 on January 1, 1923; 133,566 on January 1, 1924, and 138,856 on Jan- wary 1, 1925. Membership in the Na- Association reached the new to- tal of 147,708 during 1924. The 8847 members who were dropped in De- cember, 1924, will be replaced by new members during the early months of 1925. Comparison with the table pub- lished in THE JOURNAL a year ago shows 16.7 per cent of the teachers enrolled then as contrasted with 18.9 per cent enrolled in the National As- sociation on January 1, 1925. The figures for State associations for January 1, 1908, show a member- ship in these associations of 65,993. The figures for January 1, 1923, are 436,392; for January 1, 1924, they are 482,865, and for 1925, 512,681, which is 69.77 per cent of the 734,820 teachers in the United States, as compared with 65.7 per cent enrolled on January 1, 1924. Like the National Associa- tion, many State associations clear their books by dropping members in December, so that the figures given do not show the peak of membership reached during the year. Other State associations enrol lay members as well as teachers, which accounts for the figures in excess of 100 per cent. Associations in Southern States are composed of white teachers only. Figures showing the total number of teachers, although marked “Esti- mated,” are in most cases based on re- ports from school officers in the va- rious States. Figures for State asso- ciations are based on signed reports from the officers of those associations. The letter “E” indicates that the fig- ure is an estimate. {115] 116 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION Social Training for Our Boys LILLIAN EWERTSEN Department of Education, Chicago, Illinois ULTURE has a distinct commercial value in the business world, and the young man who enters the field without having to overcome the handicap of lack of cultural training has a big advantage over his less fortunate brother. We are all more or less aware that, although the minds and muscles of our children are well trained during the years they spend in the public school, one phase of education—cultural train- ing—is not completed there. It is ex- pected that this part be done at home, and yet mothers know what a sorry task this sometimes proves to be, and some- times a task which, we must own, is not well done. In some schools, etiquette is taught, and a limited number may profit from this instruction, but in the vast majority of our educational institutions no provision is made for such training, and boys and girls grow up sadly lack- ing in the small graces which, when they grow to maturity, would make sailing one’s ship through life a so much easier task. It is essential to one who seeks to become superintendent or general manager of a concern to have this train- ing, for men are seldom selected for re- sponsible positions unless they have the all-round general knowledge, poise, and understanding of the social graces that enable them to meet the big men in their particular line of business. How many boys and girls know how to shake hands properly, how to acknowl- edge an introduction pleasantly, how to sit down, or, sitting, how to rise without holding on to a piece of furniture or sprawling their feet all over the nearby surface of the floor? How much em- barrassment and discomfort would be spared both boys and girls from twelve to sixteen years of age if they had at their command self-possession when meeting for the first time? The “awkward age” is a misnomer. There is no need for any such age, or, at any rate, much of its awkwardness could be mitigated. This has come about simply through lack of proper educa- tion, and this lack is due not entirely to not knowing how to offset the difficulty, but because the time of teachers is so completely occupied with academic pur- suits and training the mind that these things of so-called “lesser” importance are left out of the school curriculum, being looked upon as part of the home training. Yet, how many mothers, never having had the benefit of this particular phase of training in their own school lives, can instruct their children with any degree of accuracy? There are books to be had on the subject, but with so many other books of importance to be read on every other phase of good housekeeping, mod- ern appliance, economic problems, health and sanitation of the home, cook books, and so on, I can see poor mother throw up her hands in despair at the mention of any more home reading to be crowded into her fifteen or eighteen hour day. This is one of the problems to be worked out in line with many of our progressive educational moves. That it is occupying the attention of many of our foremost educators is proved by the in- creasing amount of consideration which is being given to the subject in courses of training under preparation. ‘This is especially true of the private and board- ing schools, where more time is available and where the close proximity of teacher and pupil makes such training possible. It is felt that where children are under the constant care and supervision of their instructors and are with them at meal times and during their recreation hours, as well as during their study hours, tangible results can be obtained. An example of this was brought to my attention upon the occasion of a recent visit to Northwestern Military and Naval Academy, at Lake Geneva, Wisconsin. There I had opportunity to witness, and I must confess with con- siderable astonishment, the absolute ab- sence of self-consciousness on the part of the cadets—all of them of the so- called “awkward age’—who were hosts to as many young ladies at one of their dancing parties. Although the majority of these young men had never before seen the young girls who were assembled there that afternoon, there was no evi- dence of self-consciousness on their part. Not one of the many mothers and fathers who attended the party could offer the slightest criticism of the actions of a single cadet present, although they ranged in age from thirteen to eighteen— the very time when the majority of boys, unless trained otherwise, seem to develop abnormal awkwardness. A pril, 1925 Knowing that some of the lads at the Academy had been there but a fey months, and wondering at the agilj with which this coat of “polish” hag been acquired, I took occasion to ask Mrs. Davidson, wife of the superin. tendent and the moving spirit of the institution, how it had been accomplished, She smiled naively, and said: “In the first place, it is not the purpog of this school to take away anything of Value without substituting something good for it When a boy enters this school, he leaye behind him the admonitions of his mothe; the good-natured raillery of his sister a sisters, if he has them, the well-intentioned taunts and remarks which follow in the wake of everyone of his misdemeanors, by which have a value in making him see hig mistakes. To offset this loss, we introduce a thorough course in culture training, of which, however, the boys are happily yp. aware. For no definite time is set aside for this course, no lessons need to be Prepared, the entire course is sandwiched in betwee all the other courses, and our instructors, who are educators of the highest type, know how to handle this delicate subject with the degree of dexterity which it requires. From the moment he enters the Academy, a boy is under the constant observation of all of the members of the faculty. He is introduced from time to time to all of the ladies (for the most part, wives of the faculty members) residing at the Academy. If he stumbles jp his acknowledgment, he is corrected kindly by the one making the introduction, or, sweetly, by the one to whom he is intro- duced, for these ladies have long since learned to do their part in the cultural training of our cadets. “If table manners are faulty, the faculty member who sits at the head of the table calls the attention of the offender to his mistakes, and among a group of boys, where all are likely to be taken to account for something or other at various times, such criticism does not rankle. It is casually called to the erring one’s attention, the others hear and note the criticism, and they are liable to avoid making that same mistake, If an entire table of cadets are repeatedly negligent in the matter of observing table manners, that table is given a demerit, which detracts from the company standing, and the other members of that company are sume to see to it that these particular offenden walk the chalk line without further del And so it is in every phase of school life” If, therefore, the mothers of our boy lay plans and dream dreams for ther future success, it would be well for then to do their part toward this end by givil them the necessary cultural trainif Failing that, to send them to @ school, where the training may be pie cured. E MUST forever realize that - terial rewards are limited, but that the development of character is ! ited, and is the only essential. Coolidge. Vol. ld ~~ ~~ = & & re S83 8687—= 2 es Vol. 14, No. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The Day of the Diploma KATHARINE KESTER HROUGH the efforts of Principal D. D. Mayne, a novel Commence- ment plan has been developed at the Uni- yersity of Minnesota. He believes “the play’s the thing.” Hence the Com- mencement program takes the form of a series of demonstrations, often dramatic, at any rate practical and spectacular. At the Commencement exercises last year, a dramatization of the McNary- Haugen bill was enacted by ten young men. For months this bill has been of yital interest to the farmer, who has understood it, because of the relief it offers for this period of agricultural de- pression. One of the ten participants acted as commentator, introducing the idea and explaining it. Part I of the dramatization presented the conference of the Commission Board, the discussion of the price of wheat in relation to that of other commodities, and the procedure towards notifying the President of the necessity of this ratio-price fixation and towards empowering him to act. Part II showed the actual working out of the plan. The farmer brought his wheat to the elevator, for which he was given $1.58 a bushel, $1.38 in cash, $.20 in the form of government scrip, redeem- able at the end of the year. The idea of the scrip was explained to him, and he left for home, satisfied with a fair price for his produce. The audience, composed largely of farmers, could not fail to grasp the significance and the value of this bill as a relief measure. “Planning the Household Budget” was demonstrated effectively by the use of charts. The pretty little homemaker emphasized the importance of giving careful consideration to the larger items of expenditure—for instance, meat. Of really practical value was a chart which could be adjusted to indicate the price the consumer may expect to pay for any cut of meat, in relation to the market price of the animal. “Beautifying the Farmstead” was il- lustrated by two models, one an exact reproduction of a certain farmstead in Minnesota, without form or comeliness; the other, an ideal model, with buildings placed so as to offer the greatest con- venience, with plantings arranged so as to afford the greatest beauty. “Utilization of Peat Soils for Crops” presented the means of converting vast acres of this state, now worthless, into productive farm land. There were rolled upon the stage two great tractor wheels, equipped with spade and angle lugs, for breaking up the peat bogs. The speaker showed the methods of fertilization and presented by a comparison of charts and actual products the output of fertilized and unfertilized acres: wheat, potatoes, corn, and clover hay. Preparation for this Commencement is intensive. The speakers are chosen early in the fall by vote of the Senior class. They select their subjects at once, and by experiment and research outside of their regular class hours they work throughout the year preparing their speeches and demonstrations. There may be value in the old-style Commencement oration, for graduates of a purely “cultural” institution. But this is a vocational school which gives its students scientific training in agriculture and home economics. As their training has been, so is their Commencement— practical, vivid, dramatic—suitable for young men and women who are expected to go back to the land and lead their communities in better farming and better housekeeping. THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION A pril, 1925 Teacher Rating Nett E. Lain Kansas City, Missouri N THESE PIONEER days in the educational world, there is no greater target for educational experiment than the classroom teacher—and rightly so, ‘as she comes in direct and constant asso- ciation with the youth of the land. Knowing that “the race moves forward on the feet of little children” and that the inspiration for a desirable forward movement depends largely upon the teacher, it was most natural that a com- parative study should be made of teach- ers—thus evolved the question of “teacher rating’ which has become an important factor in present-day progres- sive educational problems and which has grown more and more prominent in this first quarter of the twentieth century. The comparative study of the relative merits of teachers is extremely valuable in determining the qualifications which should be a goal toward which teachers strive—these characteristics being care- fully weighed, tested, and found to be fundamentally essential. Of course, it would be impossible to include all since these would be as numerous and as variable as the number of people rated each one possessing, to a greater or less degree, distinctive traits. In a survey of Teacher Rating in the United States made by a group of Minneapolis grade teachers in 1922-23, the 215 plans from forty-six States varied from two general topics to ten, and from nine sub-topics to sixty-eight. William Maddock com- piled the rubrics from thirty-two scales after combining those whose meanings seemed to be identical, found the total number of different ones to be one hun- dred ninety-one. Many of the cities in which the rating cards listed such extensive minor ele- ments have abandoned them as_ un- reliable, among which cities are New York, Detroit, and Duluth. Some of these cities later introduced a revised and more simplified system with a more gen- eral rating. Every professionally pro- gressive and aspiring cleassroom teacher is eager to help ascertain the qualities that make for better teaching and the highest development of her pupils and will seek to attain them. Such a list of qualities should be placed in the hands of all teachers and firmly established in the minds of those who rate, but to force all to conform to a limited standard would kill all initiative and originality and deaden the spring of enthusiastic endeavor. By providing an opportunity for noting exceptional service and specific weakness, the New York system ful- filled one of its chief objectives— namely, to recognize every important individual characteristic. It also tends to overcome the above noted objection. What method of administration will satisfactorily attain the desired objec- tives? is a question near the heart of every classroom teacher today—especially since rating schemes have almost univer- sally resulted in unhappiness and dis- content. When Duluth abandoned its plan, it very specifically reasoned why; it was not ready for a rating system. Would this not also be true of most cities in- asmuch as courses of study are con- stantly changing, different methods are being strongly emphasized at different times, and those who rate have not been especially trained to do so and are often less experienced and less efficient than those whom they rate. Many systems have been and are in- adequate as they do not properly recog- nize varying situations, such as differ- ent types of children, the variation in numbers of pupils, more or less exten- sive equipment, favorable and unfavor- able surroundings, and the reflection of a teacher’s physical, mental, or spiritual condition upon her work. The visit of the rater might be so timed that the teacher’s work would be far below or above her general ability. In a certain system there is a teacher who is directly responsible for six sixty- minute recitations each day; other teach- ers in the same system doing the same kind of work, teach five forty-five minute periods each day. Would it be possible to visit the last classes of these two and make an adequate rating? The motive that permeates the super- vision is a highly important factor for some supervision is not motivated with the vital purpose of improving instruc- tion—it is merely fault finding. Many times ratings are unfavorable because of economic reasons. When the treasury does not permit the paying of increased salaries, is it not better and more just’ to make such a statement frankly and to accord the teacher her correct rating? Indeed, the majority of teachers respond readily to frankness and react most unfavorably to injustice. Another objection to the Duluth gys. tem was that it was not conducive to high standards of supervision or teach. ing. Superintendent Henry D. Hervey. of Auburn, New York, keenly conscioys of this same deficiency said: ‘““The Proper function of supervision is subverted; jf the supervisor has the power to deter. mine the professional status of the teacher and to raise or lower her salary, a bar. rier is at once erected between the teacher and that supervisor.” So arises the question as to who is the best person to make the rating. In one large city manual on this subject is this statement: “It is to be hoped that jp the near future a merit system based wholly upon impersonal measurements and records may be devised, but for the present the superintendent is forced to depend upon personal opinions and judg. ments. It is therefore important that judgments be standardized.” Is this not a dangerous statement? Is it not an attempt to mold all teachers in the same fashion? Will it cause the individual teacher to develop the distinctive talents she may possess? When a limited merit system is further bound by dependent salary increases, the results are generally questionable. A most thoughtful and exceedingly well-trained principal in a city now struggling with undesirable features of a rating system expressed himself thus: “Any person who favors a system of marking or rating, as now applied in a complex situation, as a means to determine whether or not a teacher shall have a raise of salary ora promotion must disregard all principles of justice.” To give a concrete example of such unjust conditions: A teacher who had been highly rated by her principal was visited for the first time by a supervisor who was a strong advocate of a modem progressive and most efficient method. The teacher also believed in this method and attempted to use it in most of her work and felt that she'had the basic principles in mind in the lesson that she was conducting. The supervisor could not be convinced of this and with a sharp rebuke left, not having seen any other conditions that might have been favorably noticed. The supervisor had stayed less than thirty minutes, but the teacher did not receive the next salary increase to which she was eligible, and the intense feeling aroused will make future supervision almost impossible in Vol this in | mo! som con doc insi teac by pert syst ten plas not Chi inte tha’ ratl vali the sug pro are par tha ing for acc ly ad le ITS Ww z a waRaeaPrs SS BS ny een rad the ary and ake Vol. 14, No. 4 this instance, whereas the supervisor might have been an invaluable assistant in leading the teacher to put in practice more perfectly the method in which she so strongly believed. Sometimes ratings are discredited for gome such reason as that they do not conform to the curve. William Mad- dock in -his thesis said: “Any attempt to insist upon the normal distribution of teachers in small groups when measured by a rating scale is wrong in theory, pernicious in practice, and of itself is condemnatory of the scale,” but in some systems if the ratings for each building do not conform they are made to con- form. Even though there might be a large number of excellent teachers, if the number exceeded that which was the quota for the building, it would have to be reduced ; or even if there were no excellent teachers, some would have to besomarked. By adopting higher stand- ards, some cities might have a more selected group of teachers and conse- quently a rating which absolutely ad- hered to the normal distribution, would be entirely unfair to these superior regu- lations. That the teacher who has made every efort to improve professionally, who has cooperated in every way to further the interests of the children and of the school, and who has shown ability and skill should receive greater financial recompense seems wholly desirable. The principal of the school in which she is located may seek to do her justice; but since all principals over the city do not have the same conception of her ability and standing, will the general rating tend to place her in her just position and establish her relative standing? Even in the carefully devised New York City plan, the markings of the principals did not result in a uniform classification. Doctor Gray, of the University of Chicago, suggested that the decline in interest in the ratings is due to rating scales being unreliable and indefinite and that they were used to rate teachers rather than to improve instruction. Ratings, he believes, become genuinely valuable when careful analysis reveals the causes of efficiency or inefficiency and Suggests remedial measures. William A. Cook, of the University of South Dakota, promotes the same principle, “If ratings are worth anything, they are worth im- parting to the teacher. Rating is more than an inspectorial device for measur- ing efficiency, it is a supervisory device for increasing efficiency.” Can this be accomplished if the teacher is not in- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION formed of her standing? To further mutual understanding and to work to- wards general improvement, must this not be a written statement? Alexander Fichlander, principal of a Brooklyn school, believes that principals and superintendents are sometimes in- clined. to favor ratings because it gives he ¥ : % YFTY-SEVEN years a school teacher. This is the extraordinary record of Miss Kate Marsh, of Mount Carmel, Illinois, believed to be without a parallel in the United States. She taught her first class in Gibson county, Indiana, in 1867, teaching in the Hoosier State until 1881, when she came to Mount Carmel, where she has been in charge of a school ever since. At the present time, she is principal of the Cherry Street school. She has taught more than 5000 pupils, scattered now in every State of the Union, all retaining an affectionate remembrance of her. A year ago, she received a fractured collar bone in an automobile accident. She taught her classes as usual, carrying one arm in a sling. When her friends urged her to take a vacation until the bone knit, she replied that “she taught with her head and that the collar bone did not affect a good head at all.” In possession of excellent health and all of her faculties, Miss Marsh has hopes of rounding out 75 years as a pedagog.— E. E. Pierson, Bloomington, Ill. them a potent means of control and is frequently a means for compelling uni- formity and subserviency. He further adds that when the principal comes to the conclusion that the teacher would 119 — ee ee ee be aided by a special report, the thing that is needed is a detailed specific report on her services, and a general rating annual or semi-annual is superflu- ous. An informal expression of approval or disapproval is generally as effective as a rating recorded in official archives if not more so. Since teacher rating deals with such nebulous qualities; since practical ex- perience has proved that even the appar- ently most desirable systems have been discontinued because of the many un- happy and unjust situations arising; and since the question of teacher rating is now and may be for some time a de- batable question, we cannot afford to be dogmatic with regard to any particular system and say it is all right or all wrong. Because it is essentially a problem of the classroom teacher, my plea is that the classroom teacher must be given an op- portunity to work out her own salvation assisted by the most open-minded and thoughtful suggestions of the greatest educators and those most directly con- cerned; that the classroom teacher be given time for the moulding of such plans and be given the kind and patient treatment necessary to emerge from the throes of growing pains; and that then the classroom teacher will become a better and more efficient teacher. WO TEACHERS—Two teachers are working side by side, teaching the same grades, doing the same work and supposedly, getting the same results, but— One has a strong and pleasing personality; the other is colorless. One shakes hands with a firm, warm grip; the other drops her hand in yours like a wet codfish. One is kindly sympathetic; the other in- different. One stands squarely on her own feet; the other needs crutches. One inspires love of work; the other inspires indifference or downright hatred of work, One is loyal to all that is best; the other not disloyal, but unloyal. One teaches living souls; the other teaches facts. One travels the sunlit heights; the other the narrow ravine. One lives to teach; the other teaches to live. One’s chief pay is in the joy of accom- plishment and in the growing souls of her children; the other's only pay is in a city check.—W. J. R., in Everett, Mass. Bulletin. Professional Work of Local Organizations witnessed a remarkable develop- ment of the professional spirit and attitude among American teachers. This development has found expression in a variety of ways. Professional organiza- tions of teachers have multiplied in num- ber and expanded in membership; these organizations have also shown a distinct tendency toward integrated and con- certed action,” said Dr. William C. Bagley in an address before the National League of Teachers’ Associations in Washington last July. After calling attention to the remark- able growth of the National Education Association during this period, as well as the growth of State associations, Dr. Bagley continued: ‘On every side and from every quarter there is evidence of an increasing participation by teachers in the construction of the policies and programs that determine the work of the schools and the general development of American education.” An evidence of the growth of profes- sionalism is the increasing number of problems that are being studied and in- vestigated by local groups. According to a recent survey of seventy-five of the most active local associations throughout the country, the subjects covered are many and varied. The following indi- cates the scope of the study of profes- sional problems: ck PAST TEN YEARS have 1. For improvement of profession— Sabbatical leave, cumulative sick leave, exchange of teachers, participation in curriculum revision, better salary and living conditions for teachers, causes of absence of teachers, the scope and re- sponsibility of teaching service, growth in service, retirement laws, tenure, rat- ing, single salary schedule; value of pro- fessional organization, professional read- ing, code of ethics. 2. For improvement of classroom in- struction and _ teaching conditions— Closer relations between community and schools, evaluation of classroom instruc- tion, teaching load, mental tests, platoon school, teaching methods, consolidation of rural schools, playgrounds. 3. For National improvement—The Education Bill, Child Labor Amend- ment. This is the fourth of a series of articles on activities of local organizations prepared by Agnes we. director of the Division of Glasatcemn ervice. Among the significant achievements of teachers’ organizations are: Participation in curriculum revision— The Denver Classroom Teachers Asso- ciation reports that about two years ago the work of curriculum revision was be- The Des Moines Teacher’s Creed O THIS TASK I dedicate my- self as the knight gives himself to his quest, the physician to his work of healing, the pastor to his ministry. I BELIEVE that mine is a joyous service, to which I strive to bring an open mind for all that is new and good in education; a body re- freshed by healthful activities; a heart uplifted by communion with the Great Teacher. I BELIEVE that my high purposes may be accomplished when I give my colleagues my sincere co-opera- tion, showing my appreciation of their success, but refraining from any criticism unless it can be con- structive. I BELIEVE that my individual honor demands that I loyally keep in both letter and spirit any con- tract that I may sign. I BELIEVE that in the classroom with my pupils and in my contact with their parents I shall need my most charming personality, my most lovable self; I will keep for them, therefore, my choicest Eng- lish, my most cultured tone, my kindest manner, and my keenest sense of humor. I will be to them, in so far as this is possible for me, an example of patience, courage, and high living. gun by committees of teachers, princi- pals, and directors. Since that time, with the approval of the Board and by means of a special appropriation, it has continued. Committees have met on school time, substitute teachers taking the place of teachers serving on commit- tees. “Iwo local experts in curriculum making were engaged, and nationally known specialists were brought in to ad- vise and criticize. “The entire corps has helped, and the course of study resulting represents one of the greatest codperative efforts ever worked out. [120] Cumulative sick leave—The Feder. ated ‘Teachers’ Council of Portland, Oregon, representing all of the teachers’ organizations of the city, has completed a study of this problem based on a survey of sixty-seven cities. The report was submitted to the Board of Education and adopted. It provides for ten days an. nual sick leave with salary. Any part unused will accumulate to the teacher’s credit through a period of ten years, to be used in prolonged illness or disability, Sabbatical leave—Leave of absence with one-half salary for one semester after ten years of service has been granted to the teachers of the Minneap- olis schools through the efforts of the four teachers’ organizations of the city, While the rules governing the leave adopted by the Board of Education are not so comprehensive as might be desired, nevertheless, the step taken by the Minneapolis Board represents progress, Other places in which the teachers have been working on this problem are: Kansas City, Mo., Los Angeles, Calif, New York City, and San Francisco. Professional library—The Milwaukee Teachers’ Association has established: a professional library in one of the rooms of their downtown headquarters where the latest books on education and the best professional magazines may be read. The San Francisco Grade Teachers’ As- sociation has a comfortable reading room in which teachers have access to educa- tional literature. This organization conducted a survey last year on the pro- fessional reading of teachers. The Berkeley, Calif., Teachers’ Association has been given the use of a room at the superintendent’s office for a professional library. Code of ethicsp—A large number of organizations have committees at work on a workable professional code. Among those listing this activity are: Berkeley (Calif.) Teachers’ Association, Evans ville (Ind.) Federation of Public School Teachers, Oahu, Hawaii, Teach ers Association, and Des Moines Teach ers Federation. Lecture courses—Perhaps no activity demonstrates more clearly the growing spirit of professionalism among teachers than the sponsoring of lecture courses by local organizations. Some courses are professional in type. Others are for en- tertainment. Vol. The than view has i grou less quai part stud may enur gani cour conr may grou is fc grou the in i serv eith Vol. 14, No. 4 THE JOURNAL OF THE NATIONAL EpucaTION AssOCIATION 121 ° a topographic group, he goes to a church (; ro U p So + rv l G e and perhaps takes part in its activities, which makes him a member of a religious ArTHUuR E. Bostwick group; he belongs to several clubs and : Librarian, Public Library, St. Louis, Missouri fraternal societies, which are themselves | social groups and perhaps also welfare UMAN SERVICE may be ren- ber, often involuntarily, of hundreds of groups; he is a graduate of certain dered to individuals or groups. groups based on various considerations— __ schools or colleges, which locates him in The difference is one of method rather than of result, but the group point of yiew is 42 new one in some respects and - has its advantages. The teacher has long dealt with groups, although only those groups as- sembled for his special purposes; they are ; less familiar to the librarian, who is ac- . quainted only with those especially as- r sembled groups—the readers in his de- , partmental rooms, including children, students of science, students of eco- nomics, and the like. The number of groups in a community may be found to be very large indeed, numbered probably by thousands if we enumerate both organized and _ unor- ganized groups and if we take into ac- count the various bonds of sympathy that connect human beings. Library service may be rendered to nearly all these groups. An interesting test of service is for the librarian to form a list of the groups in his community, or at least of the different types of groups contained in it, and to ask himself whether his | service to each of these is satisfactory eee es either to himself or to the group. he lives in a definite city, in a definite as many educational groups; his occupa- Everyone in the community is a mem- residential district, which places him in tion makes him a member of a business or vocational group; his politics deter- mine his political group; his various in- terests, perhaps as a collector of por- celain, a lover of poetry, or a devotee of certain forms of sport, fix him in as many other assemblages of citizens. Library service to a group includes in general: (1) Purchase of books; (2) Making them available; (3) Calling at- tention to them; (4) Information serv- ice; (5) Indirect service, such as fur- nishing meeting places; (6) Last, and possibly most important, the personal identification of the library staff with as many groups as possible. A thorough group survey of a com- munity and the adjustment of the library service to correspond with its results ought to make the librarian the person in his community who is in touch with the largest number of its groups, and his ; services, always of course related directly T° BECOME a citizen legally is a matter of months; to remain a citizen or indirectly to the use of books, will culturally is a lifelong educational adventure, well symbolized by the library. thus be more and more widely recog- This is a class in citizenship in the clubroom of the Central Building, St. Louis nized as important to group existence Public Library. and well-being. —O Ss ee Se _- | oF TEACHER'S USE of the library means a broader outlook for the children whose lives touch his. The Central Building of the St. Louis Public Library makes teachers comfortable in this special room, where may be found the books that will enrich their lives and their teaching. a i a -_ ____ -______— -- = = | ‘What You Should Know About Denver’s Schools | First of a Series of Articles on Methods of Teaching | and Curriculum; How Children Are Taught to Spell Ia the last year Denver has stepped into a position of national pre- eminence in the matter of ome very important phase of human progress. Denver's school system is employing a department of curriculum revision which is admitted by the leading authorities in such matters as second to mone in the United States. Education is a fluid process. It is dynamic. As human needs change and progress, so needs must methods and principles in education progress to meet those needs. Courses of study im Denver's public schools are being intelligently revised. Care- ful research is being resorted to im our own schools. Recommendations are being made, compiled inte exhaustive outlines which ere published in pamphlet form. The changes in the courses ef study are followed out in the Denver schools as outlined im these pamphlets. And the school boards in 395 cities from Maine to California are buying these pamphlets and putting the practical suggestions outlined therein into effect im their own schools. ‘Fhie io the fourth of @ series of articles on Denver schecls. New phases of the subject will be covered im articles to be printed in The Times. BY GEORGE Looms If 10 per cent of a school teacher's time ig wasted because of obsolete books or because of obsolete meth- ods of teaching. it costs the taxpay- ke Denver a half mil- you can train ag:apimal but you can- mot educate it. You cannot tell a person anything. ut you can put materials at his hand go that by the use of them he n tell himself. ca Education should teach the ohila TOO MUCH UTILITY PUTS SCHOOLS ON FACTORY BASIS, SAYS HALLETT President of Denver’s Board of Education Says There Are Certain Other Values in Human Life Which Are of Equal Importance. | Hallett Headlights The story of language, either in modern or classic, serves to enhance the broadened view- point. A man who has worked with his hands can do better work with his brain. Educator Says Advocates of | Efficiency Measure Bene- fits of Learning in Terms| of Practical Production. | BY GRORGE LOOMS } titty is he sole aim of : gf gg cation ys Lueius F. ett, by “koara ef Education ion,” 03 stam ot Deere Strict adherents to the old principles of behavior frown on the conduct of the modern , Students Disciplined j | | be built around the schools is the intelligence and skill of the reporter. by Teaching Instead of by Old Floggings Children Nowadays Are Schooled to Guide Selves by Developing Social Instinct, Judg- ment, Loyalty and Moral Stamina. This ts one of a series of articles on Denver Public Schools appear- ing im Tie Denver Times and Sunday News. Ne Mere Floggings Mt is understood that children are not flogged In the public schools any more. Nor le any set of precepts set up before them with the implied com- bis discipline. A pupil who insisted | mand: “Do this” or ‘Don't do this.” in breaking the teacher's arbitrary | There is no sense of outward coercion ho made teaching difticult,|as far us the teacher is concerned. lengthen the tesch@r'SL.-tis there ia a. pense of command BY GEORGE LOOMS } The pedagogue of Cecades back was @pt (> consider conduct, character and meris om those intangibles which served t» render his pupils docile to Latin Study Changes in Denver so Students Now Understand it No Longer Can Teacher’s Pet Get Away With Nonintelligible Jargon of English Phrases in Translating This is the second of a series of articles on Denver schools. The first appeared in The Sunday News, New phases of the subject will be covered im articles te be printed in The Times each day this week. Watch for them. Child Gets Sciences by Simplest System of Helping Curiosity This is the fifth of a series of articles on Denver schools. New Phases of the subject will be covered in articles to be presented in The Times each day this week. Watch for them. BY GEORGE Looms “Why has the baffalo become prac- | tteatty extinct They teach actence aitferentiy te _ PUPILS READ WORDS AS UNITS IN METHOD USED IN CITY SCHOOLS Old Style of Chanting Aloud Dropped and Aim Is to Train Youngsters in Rapid This is the seventh of series of articles on Denver scheola. New ee ee be covered in articles te be presented Times ané Sunday News. Watch for them. _ ann BY GEORGE Looms = swith If the reader of this article is 30| Some time later the various compo- years old or cider he 68. says the teacher. “Baa, baa,” says the child. “What is this?” says the teacher “Sheep,” says the child What “kind of sheep?” tnnnham «Went s ‘ s” hammered into his skull. Then he started in with such com- plex arrangements of letters as “cat” wd, Sen6% nad _H00es ane Mspatt, ons says the HISTORY IS REGARDED AS SOCIAL SCIENCE IN. MODERN CITY SCHOOLS Mere Dates and Names Are Ignored and Pupils, This is the ninth of a series of articles on Denver schools, New phases of the subject will be covered im articles to be presented im The Times. Watch for them. BY GEORGE LOOMS igion Much fan has been poked at the|™*rce oF exploration, or even modern school g 8 g Hf on ‘practical an ae ae You might regard the study of his- his tgnorance about the significant| ‘TY ** the viewing of « vast tapes- facts of history. For « while it was|‘T?- You can start at one end and 004 sport to pictorially pillery nim | ‘78<* the workings of certain designe, with a dumbbell im bis hand—twin|°®* Progress of certain figurines im symbels in a device. the friese. The tapestry te too vast Bisteey ued if fd somes catirety. te eet AF te Manse on en8 dates; Magtich Motery | ol tha Reninaine amAnmame tence Dace Students Learning Duties as Citizens in Denver Schools Voting in Mimiature Scholastic Governments Gives Youngsters Practical Concept of City, State and National Administrations. : | i Native Born Taught Americanization in Proper Home Making Now Taught in City’s Up-to-Date Schools Denver Boys and Girls Learn Budgeting Family Finances and All Things Needed . for Happy Living This is the third of a series of articles on Denver schoola The first appeared in The Sunday News. New phases of the subject will be covered im articles to be printed in The Times each day this week, Watch for them. Appreciation of Art and Beauty Taught in Schools of Denver Talent of Pupils Finds Outlet in Numerous Directions and Many*Fine and Original Things Are Produced. This is the sixth of a series of articles on Denver schools, New phases of the subject will be covered in articles to be presented in The Times and Sunday News. Watch for them. BY GEORGE LOOMS |tloned posters. They have an There are some posters designed|*"ce of age and quaintness. Thetr t Good Health Week hanging tn the | COmposition tg euch as to ~ cateh the aditorium of the Met v sild-) eye an@ their arrangement ang eke. Ng, some striking posters in which | cution are qualities t “ ee med Pa eli tone STUDY OF GEOGRAPHY NOW MADE FIRST STEP IN SOCIAL SCIENCE | —__—____ | This t= the eighth of = series ef articies on Deaver secheols. The mext article will appear in The Denver Times tomorrow. BY GEORGE LOOMS Sometime in the general program of education there comes a time te direct children’s thoughts to “people.” Natural science has had @ great stressing in our day and generation: social science is getting relativel: more and more attention. Social science is now recognised Qs @ part of a elementary and general equipment which every child should have, Bo, the seventh, eighth and ninth grades — me ali Denver public school children have| why Russia and China are wrest ag. some consecutive and planned instruc-|ricultural states, how thejr climates tion in the study of “people.” Many | and unrestricted territories have been ohildren leave public school after the/ factors tn the character and behavior ninth grade and the course in socia!| of their people science, as well as the course In nat- ural science, ts planned to give the ase me | ape g~ ploture of the child some general notions, in order | should have—in the study of Lined that his mind may be left open and phy. But you have something ie these days than the mere “eoloreg” curious for further information and not hermetically seal may be the case when he is encouraged to Tom Sawyer aid feel that such studies are only for] arieiny pailoon = & e not thin® thet American History Approached From Many Angles Now Old System of Going Thru Country’s Past in | One Wide Swath Abandoned; Subiect | Treated as Basis of Future Opinions. | | phases of the subject will be covered im articles to be presented im The ‘Timex, Watch for them. than ae et EADLINES from front-page articles which appeared for thirteen consecutive days in the Rocky | Mountain News and the Denver Times are here shown. George Looms, special feature writer of the News-Times staff, has been unusually successful in stating educational problems and practices im | terms that the man in the street can understand. Almost the only limit to the interesting news that may [122] sect IBRARIES are the memory of the race. They preserve for the present and future generations the worthwhile things that it has thought and done and dreamed of doing. They give it that background for intelligent action which is analogous to judgment in a mature Man or woman. Dealing with the nobler aspects of human life, it is fitting that they should be magnificently housed. This architect’s drawing for the library of the University of Washington, at Seattle, suggests a fitting center for the life of that great university, serving a section of the country which is rapidly developing. Education ARTHUR GUITERMAN Mark Hopkins sat on one end of a log And a farm boy sat on the other. Mark Hopkins came as a pedagogue And taught as an elder brother. I don’t care what Mark Hopkins taught, If his Latin was small and his Greek was naught, For the farmer boy he thought, thought he, All through lecture time and quiz, ‘The kind of a man I want to be Is the kind of a man Mark Hopkins is!’ Theology, languages, medicine, law, Are peacock feathers to deck a daw, If the boys who come from your splendid schools Are well-trained sharpers or flippant fools. You may boast of your age and your ivied walls, Your great endowments, your marble halls, And all your modern features— Your vast curriculum’s scope and reach, The multifarious things you teach— But what about your teachers? Are they men who can stand in a father’s place, Who are paid, best paid, by the ardent face When boyhood gives, as boyhood can, Its love and faith to a fine true man? No printed word nor spoken plea Can teach young hearts what men should be, Not all the books on all the shelves, But what the teachers are themselves. For Education is making men! So is it now, so was it when Mark Hopkins sat on one end of a log, And James Garfield sat on the other. —From “The Light Guitar,’’ copyright, 1923 by Harper & Bros. By permission of the author and publisher. Responsibility BLYNN EDWIN DAVIS Falmouth, Massachusetts And what of those we teach? Theirs be the task to learn and grow; Theirs to reason why things are so; Theirs to reach out, to seek, to find; Theirs to evolve the potent mind; Theirs to forsake the doubt, the strife; Theirs to move out to larger life; Be theirs to see each open door To larger kingdom, strange no more; No matter where they work and plod, Theirs be to choose the things of God: All this of those we teach! And ours the task to show them how! Yes, ours the task to show them how! Wages A. EVELYN NEWMAN Greeley, Colorado Lord, keep me dispossessed of things, I pray; Leaven with love my wages for each day Of toil that makes the soul sweat agony, Straining upon its earth-bound leash Toward all Infinity. Life’s system, with its many knotted mesh, Strangles the spirit, leaving only flesh To make a blatant cry To earth and sky, Until the veil of self is torn away By disillusionment and acid strife, Revealing love’s immeasurable pay; And Service scours clean the house of life. [123] In Life’s Spring EDITH E. McGEE Norwood, Ohio God attires the year in loveliness But Spring He has dressed in youthful beauty To her cling Robes of fresh and tender green Trimmed in sunshine’s golden sheen Flowers of Maytime crown her queen, Sweet, young spring. Fleeting years of happy childhood Form life’s spring ’Tis the time of nature’s great Awakening. Time for stalwart, sturdy growing Like a tree with new sap flowing Radiant health and vigor showing In the spring. Budding souls begin to blossom In life’s spring. Each day sees new miracles Of flowering. Even till the year grows old Character is wont to hold Form and color which unfold In the spring. Great All Father, grant the promises Of spring Be fulfilled in summer’s golden Harvesting. May no boisterous storm wind chill, May no stealthy hoarfrost kill, Breath of drouth or blight of ill Touch the spring. 124 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION A pril, 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 and its de- partments, to vote for delegates to the Representative As- sembly, to hold office, and to receive THE JOURNAL monthly. The payment of $5.00 instead of $2.00 entitles an active member, in addition to the privileges of the $2.00 member- ship, to receive the complete bound volume of Proceedings, all committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year’s subscrip- tion to THE JOURNAL. Subscription to non-members is $2.00 per year; single copies, twenty-five cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. THE JOURNAL is a member of the Educational Press Asso- clation 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. Harold A. Allan Business Manager Joy Elmer Morgan Managing Editor EXECUTIVE AND EDITORIAL OFFICES: 1261 Sixteenth Street N. W., Washington, D. C. The Education Bill HE MEETINGS of the Legisla- “tive Commission of the National Education Association held during the Cincinnati Convention struck a new note. There is to be a forward move- ment on behalf of a Department of Edu- cation with a Secretary in the President’s Cabinet. Since March, 1921, the friends of this. movement have waited patiently for action on the reorganization pro- gram. The plan of Chairman Brown of the Jeint Committee on the Reorganiza- tion of the Executive Departments was submitted to the country shortly before the meeting of the Department of Su- perintendence in Cleveland in 1923. After open hearings and modifications it was presented to Congress in the form of a Bill, H. R: 9629, June 3, 1924. That Bill provided for a Department of Education and Relief. The 68th Con- gress adjourned without being able to obtain action upon it, although the meas- ure was on the Union Calendar. What the Congress that meets in December next will do is still in the future. Per- haps it can be induced to bring into the reorganization program a straight De- partment of Education, rather than a Department of Education and Relief; perhaps it will leave this problem to be dealt with in a separate bill. In either case the friends of education have now an unusual opportunity to obtain the rec- ognition they have so long worked for. All shoulders to the wheel! Building the Proyession HOSE WHO are building the pro- fession of education are making life richer and better for every teacher. To exalt the teacher is the best way to serve the children in the schools. Fine build- ings and fine equipment can never take the place of the stimulating guidance of noble teachers. For nearly seventy years the National Education Association has been working for the elevation of the profession of teaching. It has com- manded the respect of the American people. It has encouraged the develop- ment of a science of education, of the fine art of teaching, and of larger op- portunity for all children. It has pro- duced the facts upon which better sal- aries, tenure, and pensions could be based. In the days of the Association’s infancy, a mere handful of members car- ried forward this common service for the profession, then a few hundred, then a few thousand, then ten thousand, finally forty, eighty, and a hundred thou- sand. This is good but it is not enough. Today fewer than one teacher in fiye is carrying his share of the common serv- ices for the seven hundred thousand teachers of the Nation. The others have not yet caught the vision of what the Association is doing for them and the children. Let every member endeavor to obtain one new member by showing how the Association is helping through _ research, publications, conventions, and legislation to lift education to a higher place in our life. Every one hundred per cent school shows a community of in- terest in a better profession—a loyalty to education that is a solid foundation upon which to build better schools. Unifying Our Profession HE WELFARE of the child de- mands unity and proportion in the development of his mental life even as in the unfoldment of his physical life. In their efforts to handle large numbers of children effectively the schools must use the utmost care to safeguard the needs of the individual child and to in- sure him a well-rounded mental and spiritual growth. A mere analysis of the situation sug- gests the danger. For example, exper- iences that in actual life are mixed and interwoven we divide into compartments called branches of study. The span of years that should grow naturally one from the other we divide into segments —elementary, secondary, higher—with breaks so abrupt that they often uproot the growing human plant almost entirely from the soil of its earlier experiences, The tendency to segment and compart- mentalize leads to specialization. Whatever one may think of specializa. tion in industry, before one can be a great specialist in dealing with human problems, he must first be a great hy. manist, loving and understanding life jn all its varied phases. It is for this rea. son that teachers need to train broadly and to live abundantly. It is for this reason that wherever specialization may carry them, they need contact with the one organization in America that stands for the whole of education—The Na. tional Education Association. Our Association is living evidence of the fact that education is a unified whole. Teacher, administrator, research worker, specialist are all working toward the same great end—the right development of our human resources through educa- tion. It is gratifying, therefore, to note the continuing efforts of educational work- ers to unify the profession in the Na- tional Association. In 1870 it drew to itself the American Normal School As- sociation and the National Association of School Superintendents which had grown up separately. In 1920 adjust- ments were made which enabled,the De- partment of Superintendence to function more vitally with its own secretary, and the Department of Elementary School Principals was organized. During 1924 a Committee of the Reorganization of Departments began the work of further coérdination, which is still under way. At the recent meeting in Cincinnati the American Association of Teachers Col- leges and the National Association of Secondary School Principals voted to be- come departments of the National Edu- cation Association. CHOOL BUILDERS are Nation builders. Sound education today means security and prosperity tomorrow. There is vast encouragement in the fact that tens of thousands of students are struggling to discover better educational principles and methods. Every teacher is becoming a student, foreshadowing 4 time when every citizen will face each task of his daily life in the spirit of the scientist and the educator. To that spirit modern civilization owes its great progress. for t Marion LeRoy Burton YPICAL of the best leadership To State universities have pro- duced is Marion LeRoy Burton, president of the University of Michigan. Doctor Burton was chosen by President Coolidge to pronounce the words of nomination which would in large meas- ure determine the spirit of the cam- paign. The noted university leader rose to the occasion with a dignity and a force that must have stirred the heart of everyone who believes in the power of popular education, for it is a far journey from the energetic newsboy who sold papers on the streets of Minneapolis in the eighties to the stalwart orator who stood on the platform at Cleveland and thrilled a nation with his words as they flowed through radio channels to its remotest borders. In making that jour- ney, President Burton proved that the door of opportunity is open in America and that popular education pays. Marion LeRoy Burton was born in that fertile area which Meredith Nich- olson describes as “the valley of democ- racy’—in Brooklyn, Iowa, August 30, 1874. His early education was received in the public schools of Minneapolis. By 1900, Mr. Burton had earned his bachelor’s degree from Carleton College, Northfield, Minnesota. He received his Ph. D. degree from Yale University, in 1907, and has since been honored with degrees by various other colleges. He graduated with honor from Yale Divin- ity School in 1906. His teaching expe- rience includes a year as teacher of Greek in Carleton Academy, three years as principal of Windom Institute at Montevideo, Minnesota, and one year as assistant professor in Yale University, after which he became the pastor of the Church of the Pilgrims, Brooklyn, New York. From this pastorate he was called in 1910 to the presidency of Smith College, Northampton, Massachusetts, where the friendship between himself and Calvin Coolidge was to grow. During his seven years as president of this great women’s college, he established the na- tional reputation for clear thinking and wise administration which led to his be- ing called to the presidency of the grow- ing University of Minnesota in 1917. It must have been with peculiar satisfaction that he came to this exalted position in — *From an article written b y Joy Elmer Morgan for the Child Welfare aA , . the city where in earlier days he had contributed to popular intelligence by selling newspapers. The years during Doctor Burton’s presidency at the University of Min- nesota were years of growth’ and exten- sion so that in 1920 when the University of Michigan sought a president, after the R. MARION LEROY BUR- TON, nominator of President Coolidge last fall and president of the University of Michigan from 1920 until his death on February 18, 1925. most thorough investigation, it called to its leadership the man who had demon- strated his worth in many other connec- tions. On the occasion of his inauguration, October 14, 1920, Doctor Burton deliv- ered an address on the function of a State university that every young person who contemplated a higher education might well ponder upon. He asserted that “the function of the State Univer- sity is to serve the state and through the state to serve the nation and the world.” He described the State and the Uni- versity, and the forms of service ren- dered. He referred to the vast material wealth of Michigan, her institutions, and her polyglot population gathered from the corners of the earth. Then said he, our real greatness “will be found rather in the ideals and hopes which have ani- mated us from the beginning. . . . The very essence of Americanism is the [125] supreme value which we place upon the individual. When we talk about free- dom, equality, and opportunity, this is what we really mean. We are attempt- ing actually to say that every man, woman, and child is infinitely valuable. Coupled with this reverence for personality is the ideal that work is noble Every citizen is ex- pected to do something. To be idle is unthinkable for a sane and _ healthy American.” Doctor Burton then spoke of the Uni- versity itself—its campus, its buildings, its laboratories, its libraries; its students from every State in the Union and thirty foreign countries; its great body of more than fifty thousand alumni sown like seed to the four winds; its noted teach- ing and investigating staff; its pressing problems; its fascinating and challenging student world; its mighty undertone of university ideals and love of truth; its war-proved assurance that mind is the master of mankind ; its unique position of leadership and _ responsibility for the standards of a rapidly changing civiliza- tion. Passing on to the service which the University must render, Doctor Burton expressed his conviction that “we must aim consciously and deliberately to as- sume our share of responsibility for the new American civilization which inev- itably must develop in this period of re- adjustment.” He suggested four def- inite things for the university to do. First, it is to unify its courses and meth- ods of work so as to build into the lives of students, perspective, responsibility, backbone, and moral fibre. Second, it is to direct its work toward community needs. Engineering and law and medi- cine must face our gigantic problems of industrial management, road building, statesmanship, and sanitation. Fourth, the. university must become the research center of the State, codrdinating the forces of discovery, invention, and philos- ophy upon the problems of government, sociology, economics, art, and education. Finally, the university must permeate the State with knowledge—which is to reach not only every boy and girl, but also every adult citizen, with all the training—physical, mental, moral, lit- erary, technical, and scientific—of which he is capable. In that memorable address as in his speech on Coolidge at Cleveland, Doctor 126 Burton summarized the lessons of a life- time; he wrote an autobiography more precious and revealing than all the tables of degrees earned, or jobs held, or books written; he suggested the eternal vigor of mind and soul that lie everywhere about us. Lives like that of Doctor Bur- ton—and they are many in free America —prove the soundness of our belief THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION in democracy and our faith in human nature. Poor boy, earnest student, loyal son, faithful over a few things, leader in many things! One such life— from the hundred millions—suggests what human life will do when it is given a chance. To insure that chance is the whole meaning of education—in school, out of school, creative, lifelong! The Cincinnati Resolutions Unanimously adopted February 26, 1925 a. brief and to the point are the resolutions unani- mously adopted by the Department of Superintendence at its recent meeting in Cincinnati. Thanks to Cincinnati; Education in the Nation’s Capital; Moral Education; Decency; Our Women; Child Labor Amendment; School Financing; National Relations of Public Education ; War; and Civic Serv- ice are the topics considered. The Com- mittee on Resolutions included Milton C. Potter, Milwaukee, Wis., Chairman; Charles B. Glenn, Birmingham, Ala., George D. Strayer, New York City; Mrs. Susan M. Dorsey, Los Angeles, Calif., and Theodore Saam, Council Bluffs, lowa. HANKS TO CINCINNATI— We record our grateful and hearty appreciation of the splendid hospitality of the citizens of Cincinnati, of the un- tiring efforts of the local committee and the splendid codperation of the public press. We are especially grateful to the members of the Board of Education, the Superintendent of Schools, and his staff, and to the teachers and children of the public schools who have helped to make this convention a success. Education in the Nation’s capital— Inasmuch as the Federal Government has in but one city the opportunity of setting up a model school plant and or- ganization, the Department of Superin- tendence rejoices that much needed legis- lation for the schools of the Nation’s capital has been passed, including the Teachers’ Salary Act, the Compulsory School Attendance and School Census Law, and the Five-Year School Build- ing program authorizing an expenditure of $19,000,000 for school buildings and grounds in the city of Washington. The Department expresses its thanks to Con- gress and the President of the United States for this substantial contribution to the welfare of the children of Wash- ington. Moral education—We applaud the increased emphasis being placed upon character training in the schools of our country. The systematic effort so to or- ganize the school as to make of it a civic and moral workshop is a forward step and merits encouragement of school au- thorities. Decency—We commend the construc- tive efforts being made in many com- munities to encourage clean drama and condemn licentiousness. We deplore the elaboration of the details of crime.on the stage and in motion pictures, books, and newspapers. In spite of the danger inherent in censorship we commend and will support the people in legislature as- sembled enacting measures for the preservation of common decency. Our women—The Department of Superintendence recognizes with satis- faction the tendency of the American press to cease a traditional and stupid practice of ridiculing by cartoons and by alleged humorous paragraphs the fine women who constitute a large majority of the teaching corps of America. No decent allegiance to American ideals, as expressed by its best statesmen who have called education the hope of the country, can be maintained if public prints, while claiming to respect educa- tion, continue to throw disrespect upon the women who to a large degree are the educators. Child Labor Amendment—We be- lieve in the necessity for a proper con- servation of childhood and to that end pledge our unfaltering support to the proposed Child Labor Amendment. We respectfully urge its adoption by the various State legislatures. School financing—We realize the necessity for effecting economies in pres- ent costs through efficient organization and management. We strongly urge the adoption of a budget system of esti- mating the annual school needs and ap- A pril, 1925 RE portioning the annual school revenues jp every community. We reaffirm our posi. tion that it is of paramount importance for the successful administration of pub. lic education that all school boards shal} have independent and complete contro of their finances. ° National relations of public educa. tion—We have carefully noted and cop. fidently rely on the declarations of Pregj. dent Coolidge before the National Edy. cation Association in Washington last July with reference to proposed legisla. tion recognizing education as of vital National concern. National welfare demands for each person that measure and kind of educa. tion which is basal to effective participa. tion in our democratic life. The Federal Government has contributed to the reali. zation of this ideal by grants of land and of money to the States. This principle, long acknowledged, and this practice, long established, should—without inter. fering with the control of education by the several States—be maintained and extended. The present diverse and scattered edu- cational activities of the Federal Goy- ernment should at once, in the interest of efficiency as well as of economy, be unified in a Department of Education with a Secretary in the President’s Cab. inet. To the foregoing principles we again pledge our unswerving faith and active support. War—We reaffirm our faith in edu- cation as a }»otent means for international understanding. We urge the codpera- tion of government and school through- out the world toward this end. With faith in the mission of the school to bring to mankind life, and this more abundantly, we pledge ourselves to edu- cate public opinion that offensive warfare may be outlawed. To this end we favor the codification of international law on the principle that all nations great or small shall be given equal right and justice. We favor setting up an international court with affirmative jurisdiction under this code. Civic service—A principle which has been proclaimed by the Association from the beginning, that the chief aim of pub- lic education is the training of the citizen to live up to American civic, political, and moral ideals, we reaffirm together with our resolve to direct the daily ex- ercises of our schools predominantly toward this end. votec ratif the 1 of in ‘a2 BBEePeceer «er7e7t2 Perase. gi ) The Child Labor Amendment sion that the Child Labor Amend- ment has been defeated. Not so. It was submitted to the States by much more than a two thirds majority of both houses of Congress and will remain before the States for consideration until ratified by three fourths of them or deserted by its friends. The makers of the Constitution hav- ing set up the difficult requirements that an Amendment should have a two thirds yote in both houses of Congress rep- resenting the most diverse interests, fol- lowed by a favorable vote in three fourths of the States, did not see fit to provide any short cuts by which special interests could stir up sudden opposition in even one body of the legislature in each of the thirteen States and thus defeat further consideration. In the history of Constitutional amendments, States have many times voted to reject, later to reconsider and ratify. They will do so in this case, as the real issue becomes clear in the light of increasing discussion. ra PEOPLE have the impres- Many issues have been dragged in to confuse the general public and hide the fundamental problem, which is this: Shall the Nation protect its children from exploitation in mine, mill, and fac- tory, which interferes with their health, morals, and education? Mere statistical quibbles as to whether there are a mil- lion child slaves or a hundred thousand are beside the point. Even if one takes the figures of the opponents of ratifica- tion, it is apparent that there are great numbers of children being denied their fundamental rights in free America. The injury that is being done these chil- dren cannot be confined within State borders, but will flow over into other States in the form of ignorance, in- efficiency, and crime. As the case now stands in the States, ratification has failed or there has been a vote of rejection in more than thirteen, several have ratified, and the measure is on the calendar in others. This is es- sentially what the friends of ratification expected when they realized the forces that had been mobilized in opposition. “Shall the Children Pay?” The child labor amendment has To be sure, more than a quarter of the states have taken action either to reject or to refuse to ratify But the precedent es tablished by the Civil War amendments makes it clear that rejection does not pre- + vent a state from ratifying later on, and there is no limit to the time w.thin which the present amendment may be declared in force Those who believe in adequate pro- tection to the children should redouble their efforts to secure ratification im the remain- ing states It is incredible that some of the legislatures which have voted rejection in the midst of a wave of popular reaction will not reconsider later on legislation not failed gress sees fit entirely wis HE President seldom speaks for quota- tion. Visitors to the White House are not permitted to state the subject of their conferences with him, or to publish his views, unless he authorizes it to be done. precaution is necessary, because in the light of further information on the subjects discussed, the President might come to ® change of mind But the unwritten agreement of privacy, or silence, affords an opportunity for a mis- representation of his views by the careless, thoughtless and, at times, the schemers the belief that he will never catch tations or that he trouble of denying them. it Roosevelt experienced that em- ditt tly and out of it grew into which he boldly put near t. President same experi- patient nature, is less That Congress is an i foolish or any worse than state legislatures has never been demonstrated. To the con- trary, it has a better all-around record of] economy and sense analogy with the Eighteenth Amendment That amendment laid down a clear and definite prohibition and Congress had no option m enforcing it | amendment orders nothing it is merely a grant of power, which may be used as Con enable Congress special cx mntingencies gres The grant of power 1s,made broad only to ii uf i to take care of certain l It has been found ec 5 necessary to prohibit cer tain partic ular forms of labor to children ™P Washington Herald insinuate that he favors cancellation of the foreign debt. And to recent White House visitors he has indicated very plainly that he resents the frequent misrepresentation of iyi! | his views on the child-labor amendment. President Coolidge favors ratification cf |W} \ the amendment to abolish child-slavery. He [ili/iii) urged the last Congress to adopt the amend- [iii ment. And, to prevent further misrepre sentation of his attitude by those interests who are circulating stories in the State Legislatures soon to act upon the amend- ment, he declares that he stands firmly for the amendment as stated by him in his speech of acceptance. President anid on ehild-labor: “Our different States have had ‘erent standards, at all, for child labor. “The Congress should have au- thority to provide a uniform law ap- plicable to the whole Nation which will protect childhood. It is no secret that this opposition was a surprise. It grew out of the serious situation in the textile industry. Cotton mills in New England ran at about fifty per cent capacity during 1924, and in other sections of the country at eighty per cent capacity. Under these circum- stances one could not expect the mill owners to think with prismatic clearness on an issue involving the sacredness of human life and _ personality. They seemed to be fighting for their very lives. It was natural for them to seek a way out, a method of restoring divi- dends and preventing the failure of their companies. Just as the farmers are recovering somewhat from the difficulties of de- pression in .agriculture, the cotton in- dustry will have its turn. The labor situation will adjust itself, and mill owners will no longer be under intense pressure to find a cheaper labor supply. Their efforts will diminish or cease en- tirely. Meantime, the efforts of an aroused public in behalf of ratification and justice for the children will increase. Editorial from the New York Herald-Tribune, Thursday, January 29, 1925 states are reaching into pass home by their i tl There is a further false i hi} NK ih iy fis E The twentieth y r '¢ ih Ni al ell a a \ | a i \ i i it In that speech, the or no standards “Our country cannot afford toe 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 tated aiection. He has shown a ‘= fmnationas with the act B. whe to-morrow may reach a higher state of existence, and the Nation a higher standard of citizenship.” a is all a i } it Hi\\ {hl «i U th | i | on mh mt y NA Ih uli beg gy Rear oy 1926. oe THE APPEAL ..- a -; | y UA WA vy hi! fh 7: et aN ilk ih it aut Wi i Ml te ou hi MI vig Whitin Ni Wi Ny i ¥ : i ih @ a wer 1 srg wy ca Wil \ Th i we ii ” a ; Abstracts of Addresses Given Before the General Sessions at Cincinnati HE SCHOOL, especially in the junior and senior high schools where controversial question’ can best be considered, is the place set apart for education. It covers the period of youth when the mind is alert and open, ready to receive facts without prejudice. Doesn’t it, therefore, bring into conjunc- tion both theplace and the time for a real education in citizenship, for acquiring a real understanding of the world? So the school faces both the obligation of service to the public and the opportunity of ser- vice. It is equipped to train men and women to preserve American ideals and to carry them forward in progressive de- velopment better than any other agency. Through its open windows can come the things to think about and on the basis of these things will come the ability to think. Right thinking will result in education’s ultimate goal, sound character. ‘There need be no fear of consequences from parents or school boards or the public. They welcome the school that meets with a stout heart and an honest mind its obligation to serve the public.—Herbert Houston, Publisher of Our World Weekly, New York City. BOUT 20 PER CENT of the children fail to function in school because they have to lockstep in order to conform to a prescribed course of study administered by a supervisor with less vision than the 20 per cent who fail to function. Yes, I am convinced that the large percentage of blind alley jobs are held because the persons holding them have been made to lockstep in school to the orders of one of these short-visioned educational frauds. Yet, we call this a democracy! ‘The remedy for deficiencies is not ignorance, but vision. If the edu- cational reins were given to men with a real understanding of the principles underlying a democratic government, men with vision of the future essentials of the training in schools in order to con- form to these principles, instead of petty politicians seeking selfish ends, we would soon be out of the educational tommy- rot, hit-or-miss calamity we are finding ourselves struggling in today, and justice for children would reign supreme.— H. O. Dietrich, Superintendent of Schools, Norristown, Pennsylvania. HERE IS NO doubt of the deep and lasting devotion of the American people to the American public school. They show their faith in it by the laws which they enact in state and nation. They show their faith in it by the mill- ions they appropriate for it. They show HE CINCINNATI meet- ings were significant in the crowds that attended them, in the generous hospitality of people of the city shown in a thotisand ways, but most of all in the clear note of education for service that was everywhere apparent. President William McAndrew’s firm conviction that the schools exist to serve all the people and that every activity of the schoolroom must be subjected to the acid test of this purpose was apparent in the printed program—in the patriotic sentiments of great and wise men which ran like a golden thread throughout, in the speakers who were asked to contribute, and in the word- ing of their themes. Rarely has a meeting more thoroughly reflected the master spirit of a great leader. their faith in it through the service their teachers render in the classrooms of the republic. ‘They show their faith in it by the extent to which they entrust the minds and interests of their children to the teachers of their schools. The great educational prophets and reformers of all time have sensed the fact that there is something ingrained in the nature of man that insists on the growth and de- velopment of body, mind, and soul. There is something ingrained in our social consciousness that tells us that human development is not only a right of the individual but a safeguard of the welfare of society. He who would lead the people to progress in education must understand that from him no other ser- vice is greater than that he should seek and find the elemental needs of children, the fundamental requirements of the (128) state, and reflect in his teaching and ip his direction the finest and best ideals of the constituency he represents.—Payson Smith, State Commissioner of Education, Boston, Massachusetts. ESTS AND SCALES have been enormously revealing. It was dis- tinctly worthwhile to find them a place in schools and to refine their technique, When all this is done, however, the task of real reform is still ahead of us. In the consummation of this larger undertaking we shall profit greatly by the possibility of checking and measuring each step of progress. ‘Tests and scales will always be of us but they will not in themselves solve education’s problems. They are as indispensable as the engi- neer’s calipers and logarithm tables are to the planning of a great engineering enterprise. But calipers will not plan bridges or tunnel mountains. There must be behind the measuring instrv- ments a driving aggressive intelligence full of initiative and resources if the world is to be transformed.—Charles H. Judd, Director, School of Education, University of Chicago, Chicago, Illinois. UT WHILE we are being sup- ported well or poorly might we not by better organization and the larger operation of schools give more to the children for the dollars of the people. Short daily hours for five sevenths of the week are no longer necessary for the welfare of the child under conditions of enriched modern education. Long vaca- tions of demoralizing idleness are in- jurious to pupils and a handicap to the schools, and often a source of embarrass- ment to teachers. The expensive school plant, which is probably unused the greater part of the time, is an irritation to the people. A curriculum radically revised and en- riched for more than twice as many hours per year of active schoolroom work would while conserving and building health carry the children on to a higher goal of moral, physical, and intellectual efficiency as citizens. We could thereby give more to the children and society for the dollars of the people.—Carleton B. Gibson, Superintendent of Schools, Sa- vannah, Georgia. Vol. . pee NI dic leave struct of lit the e of re and | avera study incon teach and i to m recite pupil: mem¢ consta and it too lit ing. | exclus perims Facto cause lects Meek Toled oe vi citizel to inc that for al This will | rankit ance, on lay ords Juver Libra ‘ and t Vol. 14, No. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 129 es se ee ee NDIVIDUAL PUPIL accounting in- dicates that a large number of pupils Jeave school because the classroom in- struction fails to interest them and seems of little practical value compared with the everyday affairs of life. The lack of reference and supplementary books and other educational material in the average schoolroom tends to make the study and recitation period superficial, inconsequential, and barren. Unless the teacher has unusual mental equipment and interest in her work, she will resort to mass instruction where every pupil recites from the same text, and the pupils of the class will all be expected to memorize the facts outlined in the text- book.—Henry C. Johnson, Superintend- ent of Schools, San Diego, California. UBLIC EDUCATION is a mono- polistic enterprise. It has no rivals. Love of quietude and reluctance to fight vigorously are very potent factors in the lives of all of us. Those human im- pulses may be indulged in education, and they may not in industry. Manage- ment in industry is compelled to deliver the goods; superintendence in education may get by without delivering the goods. It would do its job better if everyone associated in it had a next-door neighbor eager for his position and equipped to dis- charge its obligations as well or better than he. Management in industry maintains an effective experimental laboratory which constantly tests and improves its processes and its products. Superintendence does too little of its own testing and improv- ing. It leaves that important activity too exclusively to the wealth endowed ex- perimental schools and research bureaus. Factory management does that job be- cause it must, and superintendence neg- lects it because it may.—Charles S. Meek, Superintendent of Schools, Toledo, Ohio. {NCE LAST SEPTEMBER Evans- ville has been at work on a plan of citizenship rating for the schools, desired to increase the feeling of responsibility that the individual pupil should have for all his acts, both in and out of school. This rating system, not yet completed, will include, in addition to the usual ranking for percentages of daily attend- ance, truancy, and tardiness, a check-up on law observance, as shown by the rec- ords of the City Police Court and the Juvenile Court; the use of the Public Library, to include the number of users and the number of students who in any manner hinder by their conduct at any of the nineteen branches of the Library; the number of pupils enrolled in some school of religious instruction ; Boy Scout membership and hours of social service; regular depositors in the city school sav- ings bank; damage to school buildings and school property ; age-grade progress ; standard tests in various subjects; and membership of parents in the Parent- Teacher Associations. These are all matters in which accurate data may be had, and the grading is in percentages, according to enrolments, so that it will be fair regardless of the size of the school.— John O. Chewning, Superin- tendent of Schools, Evansville, Indiana. O OTHER NATION cherishes so unwavering a faith in education as do we Americans. No other nation has shown itself so willing to pour its money and its energy into all sorts of educational experiments. We believe that the strength of the nation is measured not by armies and navies and fortifications, but by schools—schools for all the children of all the people, adapted not to one type of mentality but various enough to meet the needs of all. If America means anything, it means that the individual shall have secured to him his inalienable right to development through education of whatever talent he may have been endowed with, regardless of the quality or the quantity of the en- dowment. There can be no other mean- ing to education in a democracy. Any kind of aristocracy, even an intellectual aristocracy, meaning the selection for higher training of a certain type of mental ability, is snobbish and un- American.—Frank D. Boynton, Super- intendent of Schools, Ithaca, New York. N THE ART of teaching, we were satified to blunder along for genera- tions by rule of thumb, or by following the doctrines of an a-priori philosophy. Within the last fifteen or twenty years, however, we have begun to study facts and to analyze critically practices which had become traditional in our schools. For example: A careful analysis of writ- ing needs, the experimental determina- tion of method, and the scientific measurements of results have revolution- ized courses of study and methods in spelling. Courses and methods in read- ing were also greatly modified by the dis- covery and recognition of the fact that ninety-five per cent of the need of adults in reading is to peruse silently the printed page. Similar research in the fields of other subjects has likewise demonstrated the inadequacy of much of our prescribed courses of study and the futility of some of our time-honored methods of teach- ing. Educational research is yet in its infancy, but it has demonstrated its efficiency sufficiently to convince all reasonable educators that the only safe basis of educational practice is science based on research.—Edwin C. Broome, Superintendent of Schools, Philadelphia, Pennsylvania. HAT CHILD is best taught whose health habits and emotions are trained as well as the intellect. It is as important to guide the child to prevent illness as it is to treat his illnesses when they come. The best routine which can be imparted is the routine of health. It is as essential to keep a health score card on the pupil as it is his report averages. Of the twenty-two million school chil- dren in the United States it is estimated that over six and a half million are so far below par in body weight that they must be looked upon as illy nourished. It has been computed that nearly a million children are suffering from dis- eased adenoids and tonsils, that about four million have errors of vision that should be corrected and that something like fifteen million have dental defects that need attention. Herbert Hoover computing the loss to industry by illness in adults in this country, estimated that it was close to a billion dollars, which could be saved by attention to education in health matters and supervision of the well in order to beget good health. How much more urgently necessary is it to de- tect incipient diseases in childhood.— William D. Haggard, M. D., Professor of Surgery, Vanderbilt University, Nash- ville, ‘Tennessee. F, AS WE believe, the schools should furnish the ammunition to destroy those powerful enemies of the State, ignorance, greed, and political corrup- tion, it is the duty of every superintend- ent to examine the output of the schools under his direction to discover whether or not they are functioning in accord- ance with the ideals of the founders of the Nation. It is the duty of the super- intendent to eliminate through his lead- ership the waste which results from slavish adherence to highly artificial cul- ture and worn-out traditions, in order that time may be found for the teaching of citizenship, the object for which the schools were founded.—William J. Bo- gan, Assistant Superintendent, Chicago. 130 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Children First Isaac Newton Evrard Dean, Missouri Valley College, Marshall, Missouri The children are here by the millions. Each one asking alms, at the Beautiful Gate, The gate of the temple, the temple of living, The temple where life may be had by your giving, The life that is good and true. Will you pay them a penny and pass on your way? Will you cast them a dole as the wage of a day? Or give them the best that you have in your seul, That will turn their desires to the ultimate goal? Well, what will they get from you? Retarded from birth, they are dwarfed, they are blind, They are stunted by labor’s most deadening grind. Will you give them your hand And lift them to life that is worthy the land And the cause that our fathers have died for? And they’re asking for alms! Upon them, O powers of our country, there rest The hopes of the future, whatever is best In the visions provoked by the Master of men. We shall suffer the children to come to us when We can feel what the ages have cried for. They wait, HE WORK of curriculum revision involves both the preservation of that which is best from the contributions of the past, and the selection and organi- zation of the most important values of the present day. In one sense, the public school curriculum is a reflection of the life and progress of society. Its revision, therefore, will occur as often as prog- ress occurs. A static school is not possi- ble in a dynamic civilization. The pres- ent-day developments, for example, in science, art, industry, etc., are sufficient to give new life and color to curriculum from kindergarten through high school. Certain definite factors enter into the solution of this problem, such as: (1) the work of the local school system; (2) the work of individual specialists; (3) contributions of individual school sys- tems; (4) provision for effective co- operation; and (5) certain techniques for carrying out a codperative plan.— Zenos E. Scott, Superintendent of Schools, Springfield, Massachusetts. HE PUPILS ARE entitled to proper teaching by the teachers; the teachers are entitled to proper super- vision by the principal ; the principals are entitled to proper leadership from the superintendent ; the superintendent is en- titled to proper coéperation from the school board ; and the school board is en- titled to proper support from the com- munity and the State. If we add that the State is entitled to the loyalty and fidelity of the pupils, both in the present and in the future, we have completed the cycle and epitomized American educa- tional theory and policy. Whatever, then, impairs adequate teaching for pupils, adequate supervision for teachers, adequate leadership for principals, adequate codperation for su- perintendents, or adequate support for school boards, is an attack on all, an at- tack on American childhood, an attack on America.—Arthur C. Perry, Jr., Dis- trict Superintendent of Schools, New York City. HREE FACTORS must be con- sidered in studying a teacher-in-her- work unit—namely, the teacher’s ca- pacities, the teacher’s interests, and the opportunities presented by the work. One’s capacities include a great variety of intangible personal characteristics and concrete abilities, all of which do or do not make for success in any given kind of work. “Interest has to do with one’s volitional life. Capacities and interests must be in harmony for the highest efficiency and happiness of the individual.” Finally, the requirements and the opportunities of each position re- quire expert job-analysis. Opportunities include (1) a chance for the worker to exercise his special capacities; (2) a A pril, 1925 lIphia, Pa., Lippin- cott, 1925. 413p. $2.50. Tuomas, JOHN M., and EspensHApE, A. Howry. Bible readings for schools and colleges. TURKINGTON, GRACE A. of our Constitution. 1925. 153p. 40c. WHEELER, WILLIAM H., and Ho._mes, Bur- TON, ed. Burton Holmes travel stories; Egypt and the Suez Canal. Chicago, Wheeler Pub. Co., 1924. 404p. N. Y., Macmillan, 1925. 288p. Helps for the study Boston, Ginn & Co., Books on School Subjects IRECTORS of course of study revision in Denver, Minneapolis, Trenton, Balti- more County, Baltimore City, Saginaw (East Side), and Los Angeles were asked to send a list of ten books which their committee members had found most helpful in the re- vision of each of the subject courses of the elementary curriculum. The following lists compiled from these seven lists by the Re- search Division of the National Education Association include no book not mentioned by at least two of the seven groups. Arithmetic Brown and CorFrMaNn, L. How to teach arithmetic. Chicago, Row, Peterson & Co., 1914. 373p. $1.25. Kuapper, P. Teaching of arithmetic. N. Y., Appleton & Co., 1916. 387p. $1.45. Lennes, N. J. Teaching of arithmetic. N. Y., Macmillan, 1923. 486p. $2. McLAuGHLIN, K. L. and Troxett, E. Num- ber projects for beginners. Philadelphia, Lippincott Co., 1923. 110p. $1.60. Moore, E. C. Minimum course of study. N. Y., Macmillan, 1922. 402p. $1.88. NATIONAL SOCIETY FOR STUDY OF EDUCATION. Fourteenth Yearbook, Part 1. Bloomington, Ill. Public School Publishing Co., 1919. 162p. $.75. OverMAN, G. Principles and methods of teaching arithmetic. Chicago, Lyons and Carnahan, 1920. 340p. $1.60. SmitH, D. E. The progress of arithmetic in the last quarter of a century. Boston, Ginn & Co., 1923. 93p. $.73. — The teaching of arithmetic. Boston, Ginn & Co., 1923. 196p. $1. STONE, J. C. How to teach primary number. Chicago, Sanborn & Co., 1922. 174p. $1.32. THORNDIKE, E. L. New methods in arith- metic. Chicago, Rand McNally, 1921. 260p. $1.50. —— Psychology of arithmetic. N. Y., Mac- millan, 1922. 314p. $2. Witson, G. M. Survey of social and busi- ness usage of arithmetic. N. Y., Teachers College, Columbia University, 1919. 62p. $1.30. Reading Buswett, G. F. Fundamental reading habits. Chicago, University of Chicago Press, 1922. 150p. $1.50. GeRMANE, C. E. Silent reading. Chicago, Row, Peterson & Co., 1922. 383p. $1.60. Gray, W. S. Principles of method in teach- ing reading, Part 11, Eighteenth Yearbook, National Society for the Study of Educa- tion. Bloomington, IIl., Public School Pub- lishing Co., 1919. 123p. $1.10. Huey, E. B. Psychology and pedagogy of reading. N. Y., Macmilllan, 1908. 469p. $1.80. NATIONAL SOCIETY FOR THE STUDY OF EpUCA- TION. Report of the Society's Committee on Silent Reading. Part 11, The Twentieth Yearbook. Bloomington, IIl., Public School Publishing Co., 1921. 172p. $1.10. O’Brien, J. A. Silent reading. N. Y., Mac- millan, 1921. 289p. $1.72. THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION Parker, S.C. Types of elementary teaching and learning (Chapters 5 and 6). Boston, Ginn & Co., 1923. 585p. $2. PENNELL, M. E. and Cusack, A. M. How to teach reading. Boston, Houghton Mifflin, 1923. 298p. $1.80. Stone, C. R. Silent and oral reading. Bos- ton, Houghton Mifflin, 1922. 306p. $2. Warkins, E. How to teach silent reading to beginners. Philadelphia, Lippincott, 1922. 133p. $1.80. WueaT, H. G. The teaching of reading. Boston, Ginn & Co., 1923. 346p. $1.60. Language and Composition Bo.enius, E. M. Teaching literature in the grammar schools. Boston, Houghton Mif- flin, 1915. 337p. $1.25. Driccs, H. R. Our living language: How to teach it and how to use it. Lincoln, Nebr., University Publishing Co., 1920. 302p. $1.60. Hosic, J. F. Chicago course of study—Eng- lish in the elementary schools. Chicago, Chicago Public Schools. Leonarp, S. A. Essential principles of teach- ing reading and literature in the inter- mediate grades and in high school. Phila- delphia, Lippincott & Co., 1922. 460p. $2. English composition as a social prob- lem. Boston, Houghton Mifflin, 1917. 201p. $2. Manoney, J. J. Standards in English. Yonkers, N. Y., World Bk. Co., 1919. 198p. $.99. Parker, S.C. Types of elementary teaching and learning. Boston, Ginn & Co., 1923. 585p. $2. Rapeer, L. W. Teaching elementary school subjects. N. Y., Scribner’s Sons, 1917. 576p. $2. SHERIDAN, B. Speaking and writing English. Lawrence, Mass., B. Sheridan, 1916. 162p. $.75. SmitH, C. A. What can literature do for me? Garden City, L. I., Doubleday, Page Co., 1924. 220p. $1. History Bearp, C. A. A first book in American his- - tory. N. Y., Macmillan, 1920. 460p. $1. BuRNHAM, S. Our beginnings in Europe and America. Philadelphia, John C. Winston Co., 1918. 375p. $.84. Hero tales from history. Philadelphia, John C. Winston Co., 1922. 377p. $1.50. Dorp, K. E. The early cave men. Chicago, Rand McNally, 1904. 483p. $.45. Gorpy, W. F. American beginnings in Europe. N. Y., Scribner’s Sons, 1922. 364p. $1.12. Stories of later American history. N. Y., Scribner’s Sons, 1923. 367p. $1.00. Guitreau, W. B. Our United States. New- ark, N. J., Silver, Burdett & Co., 1923. 645p. $1.68. HALL, J. Our ancestors in Europe. Newark, N. J., Silver, Burdett & Co., 1916. 428p. $.75. McMourry, C. A. Pioneers on land and sea. N. Y., Macmillan, 1904. 261p. $.88. Rucc, H. O. The social studies in the elementary and secondary schools. Part 11, The Twenty-Second Yearbook, Na- tional Society for the Study of Education. Bloomington, II]., Public School Pub. Co., 1923. 344p. $1.50. A pril, 1925 SouTHWoRTH, G. B. Builders of our couny N. Y., D. Appleton & Co., 1906. umes. Vol. 1, $.88—Vol. 2, $.92. 2 vel. Geography Branon, M. The teaching of geography, Boston, Ginn & Co., 1921. 292p. $1.48. BriGHAM and McFariane._ Essentials of geography. N. Y., American Book Co, 1921. 198p. $.72. : Dopce, R. E. and Kircuwey, C. B. The teaching of geography in elementary schools. Chicago, Rand McNally, 1943. 248p. $1. KENDALL and Nurick. How to teach the special subjects. Boston, Houghton Miffin, 1918. 310p. $1.60. McMovrry, C. A. Principles for making and judging curricula in geography or orgay. izing the curriculum. N. Y., Teachers Co}. lege, Columbia University, Teachers Col. lege Record, September, 1915. Parker, E. Evaluating tests in geography, Mankato, Minnesota, Journal of Geog. raphy (State Teachers College), A, J. Nystrom, Editor. Parker, S.C. Types of elementary teaching and learning. Boston, Ginn & Co., 1923, 585p. $2. SmirH, E. C. Teaching geography by prob. lems. Garden City, L. I., Doubleday, Page & Co., 1921. 300p. $1.50. Elementary Science CuHarTers, W. W. Curriculum construction, N. Y., Macmillan, 1923. 352p. $2. Comstock, A. B. Handbook of nature study for teachers and parents. N. Y., Com- stock (W. T.), 1911. 938p. $3.25. Nature Macazine. Nature study revieqs. Washington, D. C. Monthly. TrarFron, G. H. The teaching of science in the elementary schools. Boston, Houghton Mifflin, 1918. 293p. $1.30. Music Ciark, F.. Music appreciation with th Victrola for little children. Camden, New Jersey, Victor Talking Machine Co., 1923. 288p. $1.50. Stone, K. E. Music appreciation taught by means of the phonograph. Chicago, Scott, Foresman & Co., 1922. 175p. $1.25. Industrial Arts Bonser, F. G. and Mossman, L. C. Indus- trial arts for elementary schools. N. Y, Macmillan, 1923. 491p. $2.40. Handwriting FREEMAN, F. N. and Doucuerty, M. L. How to teach handwriting. Boston, Houghton Mifflin, 1923. 305p. $1.80. Home Economics Bonser, F. G. The elementary school cur- riculum. N. Y., Macmillan, 1920. 466p. $2.20. Cootey, A. M. Teaching home economits. N. Y., Macmillan, 1919. 555p. $1.80. Hanna, A. K. Home economics in the elementary and secondary schools. Bosted, Whitcomb & Barrows, 1922. 327p. $2.50. p. cs. he An all inclusive membership in National, State, and local associations an: 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. oe ——2 » —— 00 —— 0 2» —— 0 ——— —_ s » 0 —— 0 ENROLMENT and AFFILIATION The Rej- An increasing list of schools with one hundred per cent enrolment indicates the growth of professional spirit and the new energy with which teachers are facing the problem of improving all the conditions under which they work. ———— HE following associations are in addition to the T ailistions which have been reported in previous jssues of THE JOURNAL: Havana, ILL., Teachers Association of Mason County, Julia Force, Secretary. Rovat Oak, Micu., Hazel Park Teachers Club, Mrs. C. Fern Roberts, Secretary. he San ANTONIO, Texas, Elementary Principals Asse- ciation, Mary Belle McKenzie, Corresponding- Secretary. HE following schools have completed their reports Th one hundred per cent membership enrol- ment in the National Education Association for 1924-25, since the list was published in the March AL. sade FIVE YEARS Amespury, Mass., Junior High School, Mabel E. Lant, Principal. BincHaM CANYON, UTAH, D. C. Watkins, Principal. Cororapo Sprincs, Co1o., Longfellow School, Guy Fox, Principal. SraaTForD, CONN., Honeyspot School, Mrs. Huldah H. Brown, Principal. FOUR YEARS Brookuine, Mass., John D. Runkle School, Wright, Principal. ; Caicaco, I1t., Pullman School, Daniel R. Martin, Highland Boy School, E. E. Principal. Lark, Utan, Lark School, D. Frank Griffiths, Prin- cipal. aate, Micu., Eagle Street School; Ferry Street School; Fourth Ward School; Junior High School, Vest Davis, Principal; Lacey School; North Pri- mary School; Senior High School, Walter Zabel, Principal; Third Ward School. PrrtspurRG, KAns., Eugene Field School, Verna Kelley, Principal. Sautt Saint Marie, Micnu., Washington School, Myrtle A. Elliott, Principal. STONEHAM, Mass., South School, Principal. WAUKEGAN, ILt., Waukegan Township High School, John W. Thalman, Superintendent. THREE YEARS BincHAaM CANYON, UTAH, Bingham Central School, H. R. Atkins, Principal. BiuerietpD, W. VAa., Fairview Cassandra Laird, Principal. Daarer, Utan, Draper School, Reid Beck, Principal. Gioucester, Mass., Rogers School, Gertrude F. Broad, Principal. Mipvate, Utan, Midvale School, E. E. Greenwood, L. B. Sweetser, School, Principal. Mount Ciemens, MicHu., Mount Clements Public Schools, L. W. Fast, Superintendent; Clemens School, Frances Grandjean, Principal; Dickinson School, Lilian E. Broome, Principal; A. 7. Don- aldson School, Loa Green, Principal; Grant School, Lucile Holmgren, Principal; High School, Philip C. Lovejoy, Principal; Lincoln School, Ira E. Huffman, Principal; Woodrow Wilson School, Blanche Catheart, Principal. Omana, Nesr., Benson-Central School, June N. Slocum, Principal; Benson-West School, June N. Slocum, Principal. Riverton, Utan, Herriman School, A. J. Rees, ow Riverton School, W. R. Stevens, Prin- cipal. Saint JosepH, Mo., Benton High School, Fred BE. Vandersloot, Principal. Sanoy, Utau, South Jordan School, E. L. Crawford, Principal; Union School, Bennett Cash, Principal; West Jordan School, W. W. Malstrom, Principal. TWO YEARS ABERDEEN, S. Dak., Washington School, Mr. lo God- dard, Principal. Ann Arpor, Micu., Eberach School, Minnie Staeb, Principal. NTE, Nevapa, Caliente School, K. O. Knudson, Principal. Cuarteston, W. Va., Lincoln Junior High School, Gertrude M. Reynolds, Principal. Hastincs, Micu., Hastings Public Schools, D. A. Van Buskirk, Superintendent; Junior High School, Catherine Clark, Principal. Horgpate, Mass., Park Street School, Antoinette F. Batchelor, Principal. Jerome, Ariz., High School, C. B. Schrepel, Princi- pal; Primary School, Melba Thomas, Principal; Walnut Gulch School, Irene Bennett, Principal. OAKLAND, Cauir., Manzanita School, Ida Hammond, Principal. Ow City, Pa., Hoffman Avenue School, Isabel Kuhns, Principal. Riverton, Utan, Bluffdale School, A. C. Olson, Principal. A STABILIZED ALL-INCLUSIVE MEMBERSHIP AND ENLISTMENT 180 meHareow PROFESSIONAL ENROLMENT A N D N 4 T 1 Oo N A L SCumueus- SC-e CO@ 120 THE ENTIRE PROFESSION AT WORK ON ITS PROBLEMS. HE MAGIC GOAL—Add num- bers horizontally, then vertically, and then diagonally. The additions in 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. Sanvy, Utan, Granite School, P. M. Mickelson, Principal. SoutH PorTLAND, Maing, Old Orchard Public Schools, F. H. B. Heald, Superintendent; Old Orchard High School, Frank H. Jewett, Principal. SPRINGFIELD, Mass., Brightwood School, Gertrude E. Richardson, Principal. Tacoma, WASH., Central School, Charles M. Sher- man, Principal; Franklin School, Leroy A. Rogers, Principal; Mary Lyon School, Johanna Johnson, Principal; Madison School; Point Defiance School, Mrs. Jennie M. French, Principal; Sherman School, May Hall, Principal; Washington School, E. H. Butler, Principal. WILMINGTON, Det., Public School Number Thirteen, Ellen Samworth, Principal. CURRENT YEAR ALPeNA, Micu., Lockwood School, Alberta Dutton, Principal. ALVIN, ILL., Alvin Township High School, Chester A. Rumble, Principal. AMHERST, OHIO, Amherst Steele, Principal. AUBURN, INb., Harrison School, Dellah R. Maggins, Principal. BgRNARDSVILLE, N. J., Basking Ridge School, Harry W. Katerman, Principal. Bever_ey, Mass., Prospect School, Evelyn A. Green- law, Principal. Binpsporo, Pa., Birdsboro Public Schools, C. E. Cole, Supervising-Principal. [139] High School, Marion BIRMINGHAM, ALA., Powell School, Rosa V. Strick- land, Principal. Bispee, Ariz., Warren Principal. BLOOMINGTON, INbD., Central School, Edith Cotting- ham, Principal. BLuerieL_p, W. Va., Bluefield Public Schools, Edwin C. Wade, Superintendent; Fairview School, Cas- sandra Laird, Principal; Northside School; Pres- ton School, Margaret Easley, Principal; Ramsey School, Mrs. C. H. Hatcher, Principal; Wade School, Mrs. J. N. England, Principal. BLue IsLanp, I.u., Blue Island Publie Schools, J. B. Lemon, Superintendent; Greenwood School, June Rolandson, Principal; Sanders School, Margaret Raymond, Principal. Brazit, Inp., Junior High School, Benjamin C. Rush, Principal. Buckeye, Ariz., Buckeye Public Schools, H. Kin- caid, Principal. School, Josephine Lorens, BuRNSVILLE, W. Va., Burnsville Public Schools, James A. Rogers, Superintendent. Casper, Wyo., Jefferson School, Adella Stinson, Principal. CHARLESTON, W. Va., Elk School, Mary F. Shaffer, Principal; Lincoln School, Mattie A. Rust, Prin- cipal. Cueroxer, S. C., Green Point School, Miss Jimmie MeNinch, Principal. CHERRYDALE, Va., Cherrydale School, Mrs. Elsie B. Ellis, Principal. Cuerry Grove, Orecon, Cherry Grove School, Mrs. Mary Hill, Principal. Cuicaco, ILt., Newberry School, Mary E. Fellows, Principal; Parker Practice School, Christine Bednar, Principal. Cuurcu Hut, Mp., Church Hill School, Ethel M. Roe, Principal; High School, E. Clyde Walls, Principal. Cincinnati, On10, Kirby Road School, W. S. Stick- land, Principal. CrareMont, N. H., West Claremont School, Gladys E. Humphrey, Principal; West Terrace School, Gertrude M. Hart, Principal. Ciarkspurc, W. Va., Pierpont School, C. RB. Williams, Principal. CLEARFIELD, Pa., Fourth Ward School, Ruth William- son, Principal. CLEVELAND, OnI0, Chesterfield School, E. Leone Beck, Principal; Detroit Elementary Scheel, Samuel S. Dickey, Principal; Garfield High School, Nelson Campbell, Principal. CuntTon, S. C., Clinton Public Schools, J. Harvey Weatherspoon, Superintendent. Cotorapo Sprincs, Coro., Midland School, Augusta Kneip, Principal. CorNELIUS, OREGON, Cornelius School, J. W. Pea- body, Principal. CrUMPTON, Mp., Crumpton School, Edith Harrison, Principal. Darien, Conn., Darien Public Schools, Edward H. Fuller, Superintendent; Baker School, Helen B. Morehouse, Principal; Fifth School, Jessie B. Lomax, Principal; Hindley Junior High Scheel, John H. Ring, Principal; Holmes School, May F. Anderson, Principal; Royle School, Vincent E. King, Principal. Dayton, Orecon, Dayton High School, William Rutherford, Superintendent. Deer Creek, WasnH., Deep Creek Consolidated School, B. L.. Martin, Principal. Deg.avan, Wis., Delavan High School, E. G. Lange, Principal. Detmar, Der., Delmar’ Public Schools, Chipman, Superintendent. De.ta, Coro., Central School; High School, V. M. Rogers, Principal; Lincoln School. Denver, CoLo., Maria Mitchell School, Margaret M. Smith, Principal; Webster School, Lillian Noce, J. Emory Principal. Des Moines, Iowa, Webster School, Minnie W. Rozelle, Principal. Detrorr, Micu., Dickinson School, Belle Stuart, Principal; Priest School, Burton A. Barns, Prin- cipal; Strathmoor South School, Loren Bow, Prin- cipal; Thomas School, Adella G. Richardson, Principal. Dexter, Maine, Spring Street School, E. Alice Bradford, Principal. Dictey, Orecon, Dilley School, Mrs. Clara Beck, Principal. DututTH, MINN., Park Point School, Anna B. Nel- son, Principal. (Continued on page A-105) 140 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A pril, 1925 Problems for Professional Study TUDY 1. Cincinnati convention—See resolutions page 126. What is the atti- tude of the Department of Superintendence toward the Child Labor Amendment? What legislation was commended? Who was elected president of the Department? Page 109. Who presided over the convention? Page 114. Give two problems around which much of the discussion centered at this meeting. Study 2. Summer meeting—Where is the annual meeting of the Association to be held? On what dates? See March JourNAL. How are delegates to the Representative Assembly chosen? Have you ever been a delegate? What should be a delegate’s responsibilities? Urge your local association to send its full quota. : Study 3. The relation of salaries to the teaching profession—Read the article on page 13. Why is the public constantly de- manding better trained teachers? How can this challenge be met? What five things do salaries determine? What is the great re- sponsibility of the teacher training institu- tions of today? Why have school costs in- creased during the past decade? What is the highest minimum salary paid? What cities pay it? The highest maximum? Is there any relation between the size of the city and the salary paid? What salary schedules have been featured in THe Journav this year? The March Bulletin of the Research Division is an exhaustive study of the salary question. Has your library a copy? Study 4. Teacher rating—No problem has been so widely studied during the past year by teachers’ organizations as has the subject of rating. Every professional progressive teacher is eager to ascertain the qualities that make for better teaching and the highest development of her pupils, but no scheme for rating these qualities should result in un- happiness or discontent. Read the article on page 118. The author is a classroom teacher. What facts were discovered through the sur- vey that was made by a group of Minneap- olis teachers? What are the chief condi- tions that should be considered in any esti- mate of a teacher’s work? What danger is there in allowing rating to determine fully salary increases? When does rating become valuable, according to Dean Gray, of the University of Chicago? Is there any value in marking a teacher’s strong and weak points and not conferring with her about them? How should any system be worked out before it is adopted? Study 5. School publicity—How are the schools of Denver being interpreted to the public? See page 122. Do you know of any other cities that are handling their school publicity in this way? Have the school people of your community succeeded in get- ting the support of the local press? Think of some phase of your local school system in which everyone would be interested. Collect the facts and enlist the help of the paper in getting them to the public. Study 6. Professional work of local or- ganizations—What are the principal profes- sional problems that are now being studied by local groups of teachers? See page 120. What ones has your organization under- taken? Have you read the other articles in the preceding issues of THE JOURNAL on activities of teachers’ organizations? Has your local or State association adopted a creed or code of ethics? Read the Des Moines Teacher’s Creed. Study 7. Why is superintendence—An ad- dress delivered at Cincinnati by Jesse H. Newlon, superintendent of schools, Denver, Colo., and president of the National Educa- tion Association. Every teacher should read this speech in its entirety. Page 116. What are Mr. Newlon’s views concerning leader- ship by administrators? What does he con- sider one of the chief responsibilities of the superintendent? What is his attitude toward voluntary organization of teachers? What should be the relation between the Depart- ment of Superintendence and the National Education Association of which it is a part? ALANCING the Association’s Budget— The budget adopted at the Washington meeting set up an expected income, and stated the amount of money which may be expended for every object of the Association. This budget is based on the actual receipts of last year. To determine what amount should be appropriated to each division of the National Education Association service, the head of each division was asked to sub- mit an estimate of money needed to operate his division. From these reports, the Exec- utive Committee determined the expenditure side of the budget. The receipts of last year were $286,612.13. The estimated amount for needed service was $299,290.97. This last amount was cut to $281,565.97, not only to make ends meet but to provide funds with which to help de- crease the debt of the previous year. We opened the fiscal year, June 1, 1924, with a debt of $38,568.58. There was also asked an amount of $17,725.00 in excess of last year’s revenues to meet the service ex- pected for the current year. This meant a total demand of $51,247.42 more revenue than last year if the Association continued its standard of service and paid off its debt. The Executive Committee was authorized at the July meeting to take three years in which to wipe out this $51,247.42. It was ordered that operating expenses should be re- duced this current year to the amount of one third. The balance was to be met by a loan to be paid off in the next two years by a saving reduction in operating expenses. To save interest charges the Executive Committee have decided not to borrow this money until the necessity arises. Last year’s debt has been paid from revenue which came in early in this fiscal year. This will leave unpaid bills at the end of the year unless we can greatly increase our revenues. Why does the National Education Associa- tion have this debt? Because the member- ship and their needs grew faster than the organization could finance the service being rendered. The service was kept to standard in the belief that future increases in mem- bership would meet the past additional ex- penditure. At the Cincinnati meeting the Executive Committee carefully reviewed the year’s sit- uation to date. The headquarters staff are making strenuous efforts to balance the budget. Secretary Crabtree and his assist. ants are to be commended for an increase jp membership and for the economies being af. fected. It is necessary to continue to practice rigid economy to the end of the year tha expenditures be kept within the authorized amount. There is one exception to this state. ment. It is not possible to continue an aggressive campaign for membership without an addi. tional expenditure for this purpose. It is be- lieved that the entire membership desire that all new members possible be secured not only to increase revenue, but also to increase the influence and effectiveness of the National Education Association. The Executive Com. mittee decided to have the membership cam. paign continued and authorized a minimum of necessary expense for this purpose, The revenues for the fiscal year to Febry. ary first exceed those of last year to the same date. If we can continue the increase for the remainder of the year we will haye sufficient money in hand to pay all the year’s operating expenses and to discharge all ip. debtedness. Increase in revenues will not result in ap increase in this year’s expenses, for it js held that the Executive Committee is re. quired to keep the expenditures within the amounts set by the Board of Directors and the Representative Assembly. Increases jp revenue beyond last year will create a fund with which to pay indebtedness. If every member will get one new member we can more than accomplish these objects, This statement is made on the request of the Executive Committee.—W. R. Siders, Chair- man of Budget Committee. HE World Conference on Education— Where and when will it be held? At Edinburgh, Scotland, from July 20-28, 1925, By whom will it be held? The World Federation of Education Association. Who is invited to attend? Teachers from all countries of the world. Who is in charge of local arrangements? George Pringle, sec- retary of the Scottish Institute. What nations will participate? Forty- three nations took part in the first World Conference at San Francisco. Indications point to a larger attendance here. Have special arrangements been made for transportation for the teachers of the United States? Yes, the Canopic carrying five hun- dred passengers, has been reserved. When will this boat sail? From New York on July 8. It will land at Glasgow, Scotland, from where trains will take the visiting teachers direct to Edinburgh. With whom should teachers make reserva- tions and arrangements concerning passports and visas? C. L. Babcock, American Ex- press Co., 65 Broadway, New York City. What will the trip cost? From $400 to $550 depending upon steamship accom- modations. From whom can further in- formation be had? A. O. Thomas, State Capitol, Augusta, Maine, President of the World Federation, and from C. H. Williams, secretary, World Federation, University of Missouri, Columbia, Missouri. Will time be allowed for tours in Scotland, England, and on the Continent? Yes. Vol. 1: —_ ‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The Crusades carried light into darkness, brought to Europe the knowledge of the music of the older civilization, solo or accompanying instruments, inspired the orders of the Troubadours, Trouvéres, Minstrels, and Minnesingers, which led to the birth of Modern Music. RHYTHM Fundamental Rhythms, Number 1, Number 2 - 19396 Fundamental Rhythms, Numbers 3 and 4 - 19379 Knight of the Hobby Horse, ete. - - + - 18853 Run, Run, Run; Jumping, etc. - - 18840 Motive for Skipping - + ---- 18253 Bo Dance of Greeting « « « + - 17158 7% ra : —-s& erccecee Ss § & ee a: z2z2* 2 . e ‘ean. Le Secret ecco 17689 C $3 2 = 2 — ¢ 6 ae Musette - - - - 18314 r-F2iR oS DB I => isd oO «a ., 26 = Aer=-.oKF s3 3 . _Rxo “#5 36 *535 W/W mate. a HS Tra Sk Oo se ae: oe. # awe soeta oe Ore stei:? OFrr2%s ¢ 4% 228% ~ * as 3% wpe ops BY Ssf£22e . 5 au0WES OS Oro F534: o. Pes oe eo Ee Pest Ersgs *, BRB S822 m SSS, 3S gE SFR t FF gaz=egea i. 8. ES or gwen sen ipa: “ee fe > SEeces S= FS y a . 96 ey 2° 608eaek Ss eee fags 33 SER: i. eg S a wv 2 me he — 6 we . & ve 2zerd Deer Dance - - 35749 ae ey 3 a ait as » 8 te ?} A Perfect Day - - - - 857 a § : * ~ Ns 3 3 = Medicine Song « « « « - 17611 = = S w Whoopee Ti Yi Yo----- 19059 *s Sweet is True Love - - « « « « - 18146 From an Indian Lodge - + « « - - - 19460 Good News; Live a-Humble- «- - - - - 17663 Listen to the Mocking Bird - +--+ ---- - 19250 I Dream of Jeanie with the Light Brown Hair - 45324 AMERICAN MUSIC Our mission of carrying the MUSIC of all the world to the 24,000,000 children of the schools of America, is scarcely less holy or far reaching in its results. the treasure house of all the world’s great and beautiful music, and organized it into delightful studies of the elements of which Music is made, building them up again into the perfected composition. Are your pupils really studying music or only about it through one little phase of its technique? Or are you giving them the real music itself? Think it over. Educational Department Victor Talking Machine Company Camden, New Jersey ——————_—_—__ Mention Tue Journat when writing advertisers, We have unlocked THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Use None but the Best Maps THE GOODE SERIES By PROFESSOR J. PAUL GOODE, University of Chicago is the acknowledged leader. Made especially for American schools and to meet the needs of the new geography, these maps not only throw a strong light on America, but they embody the latest and most authentic data the world over, together with many new features of great interest. Built on a special plan, the maps are distinguished by clearness and great carrying power of data. Essentials are emphasized, and material classifies itself according to distance. THE MAPS SHOW:— New boundaries and mandatory areas. according to new censuses. ation of railways. discoveries. Classification of cities A complete and accurate deline- A comprehensive exposition of recent Published in two series—Physical and Political—Sizes 46x66 and 66x46. Don’t overlook the Goode School Atlas Rand MSfNally & Company New York (Dept. D 93) 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.—8th Gr. & Jr. H. S. WOODBURN & MORAN’S HISTORIES The Makers of America—5th Gr. Introduction to American History—éth Gr. Elementary American History—7th & 8th Gr ALEXANDER-DEWEY ARITHMETIC Theory and practice are combined in a pupil’s Arithmetic which teaches the child to think. Prob- lems are numerous, reviews frequent, oral work constant. 2, 3, and 6 book series. HORACE MANN READERS Basal or supplementary. Readers for eight grades, with Teacher's Editions for the first three years. New Primer, New First Reaper, and New Sec- OND Reaper, and full equipment of new cards. LONGMANS, GREEN & CO. New York Chicago Boston CHICAGO Teachable Learnable San Francisco THE GUIDE TO READING Insures Concerted Effort Toward a Common Goal THE TEACHERS’ PLANS The First Unit in Reading —Grades One, Two and Three. The Second Unit in Reading — Grades Four, Five and Six. Zhe Planis so simple and definite that each teacher can inform herself of the GOAL for any grade of group of grades. A Supervisor After seeing the NEW BARNES READ- ERS I am sending for sets of them to use in my school next semester. I consider them the very thing I need in silent reading. These books would, in my judgment, be splendid basic readers, as they present an exceedingly simple method by which the teacher is to teach. A Superintendent A set of attractive, well graded, well bound and fascinating readers with an unusual Plan. A Principal I find in this Plan a lot of meat which for the real teacher will be an inspiration, for the mediocre an encyclopedia, and for the poor one a crutch. They can all use it and use it to advantage. Write for Further Information on This Unit Plan Laidlaw Brothers 2001 Calumet Ave., 118 East 25th St., Chicago New York Mention Tue Journat when writing our advertisers. A pril, 1925 Vol. J Vol. 14, No. 4 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION NATURE LESSONS IN THE BOOK OF KNOWLEDGE Sea-anemones look like flowers of the fairest shape and hue, yet they are ani- mals which hunt and _ kill living prey. A _ sea- anemone often rides about on the tail of a her- mit crab, helps him to kill shrimps and other little victims, and shares his meal. How a floweris born; how plants spread their seeds; the amazing industry of the ants and bees; reptiles and birds and beasts; life under the sea; the marvels shown by the microscope—all the wonders of plant and animal life are unfolded in THe Book or KNow.epcGe. Colored plates, drawings and photographs illustrate the text. How Teachers Use The Book of Knowledge i ; 2 West 45th Street This is the title of a thirty-eight-pa ge New Week pamphlet containing brief articles, by a group of teachers representative of widely Please send to me, without The Grolier Society varied sections of the country, on daily classroom use of Tue Book or Knowt1- EDGE. Poetry Study, Hygiene, Golden Deeds, History, Indoor Games, Manual Training, Opening Exercises, Apprecia- tion of Music, Painting and Sculpture, Project Work for all Grades, Suggestions for Drill Periods—these are just a few of the uses described in the pamphlet. This will be sent without charge to teachers desiring it. charge or obligation of any kind, a copy of your 38-page pamphlet, “How Teachers Use the Book of Knowledge.” Mention THe Journat when writing our advertisers, UNIVERSITY SERIES—World History—Set 28 3. $ 5- 6. 8. General . General THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION EDITORS Rotto Mitton Tryon, Ph. D., University of Chicago Crype LecLare Grose, Ph. D., Northwestern University ArtHurR Guy Terry, Ph. D., Northwestern University Ernest Laver, M. A., Northwestern University Isaac Jostin Cox, Ph. D., Northwestern University . Ancient Peoples. Ancient Empires. . Greek and Pheenician onies, 500 B. C The Greek and Persian Wars, 500-479 B. C. Campaigns and Empire of Alexander. Reference Ancient Greece. Reference Ancient Italy. Col- Map of Map of . The Mediterranean World in 264 B. C. . The Roman World, 14 A. D. . The Roman World, 117 A. D. 2, Rise and Growth of Christi anity to 325 A. D. . Migrations to 486 A. D. . Europe after the Migrations, . General . Mohammedan . Europe at the . Roman 526 A. D. Reference Roman World. Conquests at Their Height, 750. Death of Charlemagne, 814 A. D. and Anglo-Saxon Britain. Map of . Early English Kingdoms. . Norman 21. The Spread of Conquests in Eng- land. Christianity in the Middle Ages. . Crusading Europe. muslin. Forty-two Maps, 52x40 Price, with Bracket 24. =5- 6, Christians 27. The Industrial and Commercial Europe about 1360. Europe and the Near in 1519. East and Mohamme- dans in 1600. Voyages of to 1610. Discovery 28. Europe in 1648. 29. Europe in 1740. 30. Europe in North America after 1713 and after 1763. 31. Colonial Empires in 1763. 32. Europe under Napoleon, 1810. 33. Colonial Empires in 1815. 34. Colonial Possessions of World Powers in 1914. 5. The Nations at War in 1918. . The Races of Europe. 39. Hispanic inches. Adjustable . Asia—Economic . World Commerce. . Hispanic America — Discov- ery and Settlements. America—Wars of Ind. and Inter-Am. Re- lations. . South America—Commercial and Present Day. and Indus- trial. 42. Asia—Present Day. . Africa—1885-1895 and Pres- ent Day. . Europe—Present Day. Edges bound with Steel Stand or Wall The Metropolitan Museum of Art Fifth Avenue and 82d Street, New York A HANDBOOK of the AMERICAN WING BY R. T. H. Halsey and Charles 0. Cornelius PRICE, $1.00 This volume will prove of the greatest value to all people interested in American Art, especially the arts of decoration. Its general introduction and its special reference to woodwork, furniture, textiles, ceramics, etc., will offer an unparalleled opportunity for study. Fully illustrated. Post Cards American Wing—General Views, 45c A set of eighteen post cards showing the gen- eral views of the rooms in the American Wing. American Wing—Details with Costumes, 15c A set of six post cards showing details of the rooms. A list of the Museum’s publications will be McCONNELL SCHOOL MAP CO. Dept. N. A., 213 Institute Place mailed upon request. - Chicago “A Notable Contribution to Education” THE SPIRIT OF AMERICA Angelo Patri An inspirational civics reader for the 6th, 7th or 8th year. An expression of the spirit of American traditions done with a combina- tion of sympathy, understanding and style that amounts to real genius. Start your pupils along the right road citizenship with these fascinating books. Write for examination copies. American Viewpoint Society, Inc. When educators, psychologists, teachers of method and the hundreds of classroom teachers now using these books are in accord that the page arrange- ment shown here is of unique value in the learning process, a great gain pedagogically, don’t you think you should inform yourself about these re- markable publications ? WE AND OUR HISTORY Albert Bushnell Hart A real biography of the American people. Drives home our country’s social, economic and industrial development. Contains a remarkable analysis of the Constitution. For 7th and 8th years. WE AND OUR GOVERNMENT Jenks and Smith Shows plainly just how our Government is | constituted and how it operates in the situa- » tions of every-day life. Carries a tremendous inspirational message. For 7th, 8th and gth years; also night schools. WE AND OUR HEALTH E. George Payne WE AND OUR WORK Joseph French Johnson Meets the call for economics in the 9th year. A new four-book series for the elementary Simple, non-technical, splendidly illustrated. grades and high school. Conforms to the new Bound to make for good citizenship in its course of study recommended in the joint re broadest sense. Widely adopted for vocational port of the National Education Association and and part-time continuation classes. the American Medical Association. FREE POSTERS. We shall be glad to send upon request illustrated posters—valuable teaching aids—showing “How a Bill Becomes a Law” and the “Daily Rules of Right Living.” to health and good 13 ASTOR PLACE NEW YORK CITY Mention Tue Journat, when writing our advertisers, Vol. 14, No. 4 ——=et(ss=[=[=[_[[=[=liEmEEn maw A healthy body means an alert mind _and the Scale is the barometer of health | NE of the first aids in promoting health O and the greater learning capacity that always goes with it is the Fairbanks School Scale. marked beam can be read from either a sitting or standing position. A sub-base mounted on casters can be had when the scale needs to It is convenient to use, as the clearly be moved frequently from room to room. An easily adjusted measuring rod is provided, if desired, which gives the essential relation of height to weight. The scale weighs to 300 pounds by quarter pounds on the beam, elimi- nating the usual annoyance of easily mislaid loose weights, and the durable ma- hogany finish is particularly suited to withstand the school service. constant scuffing of The Fairbanks Health Scale is a similar scale finished in white enamel, making it suitable for office or hospital use. Write for full information about the | Fairbanks School Scale, Health Scale, Clinic Scale (capacity 105 pounds by half ounces), Baby Scale (capacity 35 pounds by quarter ounces). Fairbanks School Scales RE How many scales ? children weighed? schools have These are the questions that are being asked in child health surveys every- | where. May Ist is N Day. Will you be ready? Scales are valuable tools in the child health pro- ’ gram? FAIRBANKS SCALES NEW YORK CHICAGO Broome and Lafayette Streets And Forty Other Principal Cities in the United States ‘ational Child Health | 900 South Wabash Avenue | THE JOURNAL OF THE NATIONAL EpucaTIoN ASSOCIATION Just off the press the first comprehensive text book for studying 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. 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 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. Library Bureau Administrative school records and files for superintendents, principals, department heads and secretaries Boston 89 Federal St. Chicago 214 W. Monroe St. 380 Broadway 910 Chestnut St. Library Bureau, Educational Division, Cambridge, Mass. Please send me information on your text book, “Progressive In- ‘A new method dexing and filing for schools”, and your booklet, ‘ of teaching filing.” Name pe ee EE Ee me eee ALE | | A Se MN New York Philadelphia ! * ie ee ae — Mention THe Journat when writing advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A AA AE ARNE 2 (VAG ATADTRAY Spend a Profitable Summer Traveling And Go Back to Your School Room Neat Fall with a Wonderful Store of New Knowledge and Experience and a Nice Bank Account If you had an op- portunity to spend an invigorating summer amid the constantly shifting delights of new scenes and new faces— if you knew that it would not only make you a more valuable teacher, but wouldalsoadd sub- stantiallytoyour bankaccount, would you do it? Of course you would! And that’s been the immediate reaction of many other teachers. That’s why we have added many teachers to our organization each sea- son. Last summer several made more than $1000 during the vacation period, and the average was better than $50 a week. 33% of the women were offered permanent positions in September and are valuable members of our staff today. Are you between the ages of 25 and 40? Are you willing to learn, ambitious, keen, free to travel? Then, if you ve had two years’ Nor- mal School or College training and three or more years’ teaching ex rience—your opportunity is HERE! Write usa letter—a complete sketch of your interests and ambitions, edu- cation and experience. Make it a real portrait of yourself and include such important facts as age, health, the date you can begin, and length of time you can work. Preference will be given to those who can begin earliest and work longest. c Training is part of the equipment we provide free of charge, along with all the regular requirements of the business. We pay railroad fare—and you enjoy a profitable, happy vacation. While you are learning, a regular weekly check arrives for necessary ex- penses. And as soon as you under- stand the rudiments.of the business, you will be given an oppor- tunity to earn at least $50 $5000 per Year | # week. $4000 per Year “To have visited the places and seen the sights I have seen would have taken quite asum of money, but traveling with Compton’s has made it possible for me to earn $4000 per year and see the country also.’"—Ruth Rounds. “I haveaveraged dur- ing my five yearsmore | than $5000 per year, have beenabletosave a substantial part of my earnings, and with the help of the Com- pany to invest it so that it is paying mea splendid return.” —Emma M. Baum. $75 per Week “I am making more money than I made in the schoolroom, and the work is much more inter- esting. I am aver- aging now around $75.00 per week.” —Grace B. Patton. Learn tomorrow whether you are qualified by writing TODAY. Address Dept. N.E.A.-1 F. E. COMPTON & COMPANY Garland Building, 58 East Washington Street, Chicago, Illinois Mention THe JournaL when writing our advertisers. National Education| Association Vol. Ill, Nos. 1 and 2 Public School Salaries jp 1924-1925 DOUBLE NUMBER 72 PAGES 50c. per copy Lots of ten or more at re. duced rates. A comprehensive survey of the salary situation in 19% 1925 for approximately 1,500 cities. Special Salary Service Are you in need of salary data for cities the size of yours? Sets of 14 tables, giving com- plete distribution of salaries paid 14 groups of school em- ployees in individual cities, arranged according to five population groups, are avail- able. The cost of a set of 14 tables for any population group is $5.00. Research in Constructing the Elementary School Curriculum The Third Yearbook of the Department of Superintend- ence, 424 pp.; price, $2.00. Liberal discount made on single orders of 15 or more copies. The Elementary School Curriculum The Second Yearbook of the Department of Superintend ence, 296 pp.; price, $1.50. Liberal discount made on} large orders. | ‘National Education Association 1201 16th Street Northwest Washington, D. C. EVERWEAR is noted for its Safety, Durability, Beauty and Playability A DIRECTOR’S ENDORSEMENT RTHUR H. MILLER, director of the Wyoming Valley A Playground and Recreation Association, Wilkesbarre, Pa., endorses EVERWEAR Steel Playground Apparatus in these words: “Through several years of most rigid tests and hard use EVERWEAR Playground Apparatus has become the standard equipment of the Wyoming Valley Playground and Recreation Association. On our 42 playgrounds in 1924, 30 were completely equipped with EVERWEAR apparatus and it is being used in replacement on the other 12 play- grounds.” . “The total attendance on our playgrounds during the summer of 1924 was 558,610. This figure is proof of the use to which your apparatus was put and under which it stood up. You may use my name at any time as a reference or I will be very glad to conduct any one to our playgrounds so that they may see for themselves.” May we send you our new Spring Catalog No. 17 and tell you about EGVERWEAR Free Playground Layout Service. THE EVERWEAR MANUFACTURING COMPANY World’s oldest and largest exclusive makers of playground apparatus SPRINGFIELD, OHIO EVERWEAR—the name tells a true story Salesmen We need five good salesmen; those with cars preferred. Our good men are earning as high as $10,000 a year. Write for free copy ALBERT HvuBBARD’s SUCCESS IN SALESMANSHIP H. F. McGee 104 S. Michigan Avenue | CHICAGO THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION *562 Trip from Chicago The N. P. Cub Your Guide ‘In Gardiner, Out Cody.’’ Nature’s Climax Comes Where It Should. Yellowstone’s Great Falls Yellowstone Park cA Symphony of Wonder New York. . . . 280 Broadway Boston . 217 Old South Building Buffalo . . . 644 Ellicott Square Chicago . 226 West Adams Street Cincinnati . . 1001 Neave Building Cleveland, 708 Hippodrome Building Des Moines, 404 Iowa Bank Building Detroit . . 407 Free Press Building Kansas City, 115 Ry. Exchange Bldg. Los Angeles . 510 Central Building Milwaukee . 809 Majestic Building Minneapolis . 522 Second Ave. S. Philadelphia . 809 Finance Building Pittsburgh . . 518 Park Building St. Louis . . . 411 Olive Street San Francisco, 633 Monadnock Bldg. Escorted Burlington Tours Definite Cost Vacations Ask about them Waterfalls. Geysers. Grand Canyon. Wild Animals. Great Mountains. Boiling Pools. Clear, Cold Lakes. Rivers. Cataracts. Forests. Nature at her best —stupendous panoramas of beauty— infinite variety—a thrill at every turn of the road. Park opens June 20. Nowhere in all the world can your vacation dollars buy more. The cost of the 4-% day park trip—$54 if you choose hotels or $45 camps—meals, lodging, automobile sight- seeing trips included. Your Vacation Re, Our Specialty 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 Books or Trips!am Round Trip Summer ———— interested in:(y) | Fare from Chicago 0 Yellowstone Park . . $56.50 C Pacific Northwest t Fortiand 86.00 OO Rainier Park . Tacoma 86.00 0 Alaska(Skagway) . . 176.00 CZ Rocky Mts. (Helena-Butte) 59.00 Mail this coupon to A. B. Smith, P. T. M., 983 Northern Pacific Building, St. Paul, Minn 12bb Mention THe JourNnaL when writing our advertisers. THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION © — itil Ine _ —EE _ —— WARREN G. HARDING HIGH SCHOOL, WARREN, OHIO— UNIVENT EQUIPPED, KEICH-O’BRIEN & HOSKER, WARREN, OHIO, c/ftchitects MR. L. O. WURTEMBERGER, Director of Schools, WARREN, OHIO Outdoor Health in the Schoolroom Nature supplies pure air. The problem of ventilation is to supply this air where it is most needed. It is certainly needed most in the crowded school- room. V Ventilation can’t be left to chance. If it is, the chil- dren suffer. Just compare the alert, happy children in a Univent- ilated school at 3:30 with those in a poorly venti lated school. , , ; Dists In operation the Univent is even more simple than opening windows— and the results are more obvious. That’s why superintendents and teachers like it. Publi The Univent ventilates each room separately. It ciati brings to each room fresh outdoor air, warms it, and diffuses it in every corner of the room with an agree- we: able air motion, but without draft. ois . Write for the book, “Univent Ventilation” and trato} VENTILATION you ll know why better schools everywhere, in both a old and new, are installing the Univent. maak THE HERMAN NELSON CORPORATION Moline IIL - Th : 1920 Third Avenue all th lets faeetran aaa a - _ , 7 vemos = - a pla BELFAST, ME. PHILADELPHIA Branch Sales and Service Stations ST. LOUIS SALT LAKE CITY end BOSTON SCRANTON COLUMBUS DES MOINES EMPORIA SPOKANE * NEW YORK CITY PITTSBURG TOLEDO MILWAUKEE OMAHA PORTLAND BUFFALO GRAND RAPIDS INDIANAPOLIS MINNEAPOLIS KANSAS CITY SEATTLE SYRACUSE CLEVELAND VANCOUVER TORONTO CHICAGO DENVER Mention THe Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION vol. 14, No. 4 fUROPE'155 and Return re The NEW Tourist Third Cabin Tourist Specials—Entire Third Cabin accommodations a ships reserved exclusively for students, teachers, nal men and women and tourists. comfortable staterooms. Good table and service. Broad decks for games and lounging. Commodious, well- appointed public rooms. Over 25 sailings from New York, Boston and Montreal to France and Belgium, with direct connection forall other European countries. Complete choice of return dates, 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. All-Expense , : In order that the trip to the convention, the re- Inclusive Tours ; f turn to America and post-conference British and from New York $215 (up) Europe tours could be arranged with the least for 24 days. From Mont- real $330 for 36 days. trouble and expense to the convention delegates, the American Express Travel Department has been ap- For booklets and helpful information apply to No. 1 Broadway, New York; Dancing on ¢ ck—Aglimmerof 127 So. State Street, Chicago; McGill moonlight, a dim swish of wat- Bldg., Montreal, our offices elsewhere, er. Stars, laughter and music. or any authorized steamship agent. WHITE STAR LINE ATLANTIC TRANSPORT LINE-RED STAR LINE INTERNATIONAL MERCANTILE MARINE COMPANY pointed official transportation agent. The official sailing direct from New York will be on the S. S$. 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 heavy travel prevailing at that season. Already the American Express European organization has pre- 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. William T. Harris His Educational and Related Philosophical Views By Dr. John S. Roberts District Superintendent of Schools, New York City In Edinburgh is a well-manned, local American Express office ready to serve visiting delegates. In Europe alone, the American Express staff numbers more than two thousand employees. They will unite in making your journey carefree and com- fortable. The widespread United States American Express offices make it convenient to do your booking. Published by The National Education Asso- ciation in an attractive cloth-bound octavo volume; price, $2.00 per copy. Complete information will be sent immediately upon your request. Mail the attached coupon to the nearest American Express office or direct to 65 Broadway. William T. Harris, United States Commis- sioner of Education and great school adminis- trator, was truly an educational pioneer. Dr. Roberts has rendered a great service in this appreciative study of a noted leader and thinker. Please send me further facts concerning the World Federation of Education Association at Edinburgh. This volume should be in the possession of all thoughtful school workers and should have a place in every school library. It is important that copies be ordered promptly, as the edition is limited. iy ind: Bein 3g ne Pk dsb nk dence ens eeeeeene eres NE 5 io ois ddd 40 KER d 5 abe d 0 males cea AMERICAN EXPRESS TRAVEL DEPARTMENT 65 Broadway, New York City National Education Association 1201 Sixteenth St. N. W. Washington, D. C. Mention THe Journat when writing our advertisers, A tour to the shrines of the great in © Art, Literatureand Musicwithsight- seeing trips in care of academic guides. Your opportunity to com- bine a bracing sea voyage with re- creation and education. The entire modern, comfortable Tourist Class on the following ships has been reserved for TEACHERS, PROFESSORS and STUDENTS. S.S.SierraVentana,June13 S.S.Bremen . June25 S.S.Muenchen . June30 Dining Room (Table Service), Smokin Room, Ladies’ Lounge, Swimming Poo Music, Dancing, Deck Games, with am- ple Space for exercise. The Service and Cuisine on all Lloyd Ships are maintained at a world- renowned standard. Also Superb one-class Cabin Service to BREMEN Direct $140 For Reservations, Rates, etc., apply Company's Offices New York, N.Y. New Orleans, La. 32 Broadwa 501-02 Cotton Exch. Bldg. Philadelph in. Pa San Francisco, Cal. L 118 Sansome St. Baltimore, Md. Charles & Redwood Sts, Galveston, Tex. Marine Building or any local S. S. Agent N oe RTH wnLLOYD de Mediterranean Annual Summer Cruise on the Cunard and Anchor Liner TUSCANIA We have again chartered this popular steamer to sail from New York July 4th, returning September 5th. A really worth-while itinerary— 63 days of enjoyment and inspir- ation— popular fares. Apply early THOS.COOK & SON NEW YORK 585 Fifth Ave. 253 Broadway THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION educational work, Hawaii aboard the giant liners— arrange to stay—on the Islands. See the allowed for a visit to the active Volcano, and other wonders of Hawaii National Park. The entire round trip, occupying then to Hilo, back to Honolulu, for free descriptive literature. 517 South Spring Street LOS ANGELES $155 Direct From 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 the finest of tonics is the voyage de luxe to Honolulu and S. S. CITY OF LOS ANGELES and S. S. CALAWAII A delightful ocean trip each way and a week Inter-Island trip along Windward Molokai in the daytime to Hilo, where time is three weeks—from Los and return to Los Angeles—is frequently made for less than $300 by pas- sengers sailing on S. S. Calawaii, and for less than $350 by passengers sailing on S. S. City of Los Angeles, in- cluding every necessary expense ashore and afloat. LOS ANGELES STEAMSHIP CO. CALIFORNIA EUROPE and Return Students — Teachers — Artists This special 1925 excursion rate, offered to travelers in our improved third class [Tourist Section }, New York to South- I or as much longer as you can attractions of Honolulu; take the Lava Lakes, Giant Fern Forests, Angeles to Honolulu, Send and up ampton and return, places an enjoyable and profitable trip to A Europe within the reach of all. For a few dollars additional, fal passengers may proceed via Cherbourg or Hamburg. Person- ally conducted tours in England, Ireland, France, Germany, p Belgium, Holland, Switzerland and Italy at inclusive rates Pr. ‘ of $325 upward may be arranged. D. Investigate now! Make your reservations early! hae For further information apply to bee UNITED AMERICAN LINES, 35-39 Broadway, N. Y. 16 UNITED AM ERISAN LINES Cc oint service with Pre} HAMBURG AMERICAN LINE Cy EUROPEAN TRAVEL| | EDUCATIONAL TOURS |] i June to September Join our European Summer School for travel and study ‘abroad. University leadership. Moderate prices. Schol- arships offered to teachers to reduce cost. Write for our circulars Bureau of University Travel 56 Boyd Street Newton, Mass. Mention Tue Journat when writing our advertisers, FOR MEN AND WOMEN EUROPE, 1925 67 DAYS $395 AND uP WITH COLLEGE INSTRUCTION | AND CREDIT IF DESIRED ADDRESS NEW YORK UNIVERSITY é 110 EAST 42ND S71 rET li REET - NEW YORK THE JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION WILL YOUR SENIOR CLASS COMPLETE THEIR EDUCATION? Without a Trip to WASHINGTON, D. C. Give Your SENIOR the sae of Personal OBSERVATION Sor MT. VERNON— and Home and Gomb of Washington up cAn Opportunity to Travel to and from in Comfort and Congenial Company That European trip! Now you can take it at hardly more than the cost of staying at home. The Cunard Vacation Specials have made the dreams of hundreds of teachers, students, professional people, college men and women and kindred spirits come true. =. 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. pays the transatlantic fare over and back—two delight- ful ocean voyages. pays all transportation and hotel charges on a trip of about three weeksto London and Paris and back. pays for a brief tour of Great Britain, Ireland parts of the Continent; a wide choice of itineraries. Longer tours arranged at correspondingly reasonable rates. WASHINGTON, D.C. 7 ~uNARRcIAYS ON S were established by reserving for this particular service the Third yAC Cabin accommodations on a num- ber of Sailings of our leading steamers. Health Education A program for public schools and teacher- training institutions. The accommodations consist of 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; excel- lent, abundant menus. Prepared by the Joint Committee on Health Problems in Education, Thomas D. Wood, M. D., Chairman. The demand for this report has been so great that a second edition has been necessary. 164 pp.—6o cents a copy; $50.00 per hundred copies Other School Health Publications Prepared by the Joint Committee on Health Problems Last year some 4000 passengers went abroad in this comfortable, inexpensive way. So many enthusiastically appreciative letters were received from them that the Company offered prizes to the amount of $600.— for the three best descriptions of the actual voyages. Chart set—Fifty-eight charts, each 22 x 28 inches Per set (transportation extra) $7.00 Sets tinned top and bottom with hangers $9.00 Health Chart Report—showing miniature reproduction of all charts, Each 25 cents; per hundred $15.00 Minimum Health Requirements for Rural Schools, Each 10 cents; per hundred $5.00 Health Essentials for Rural School Children, Each 15 cents; per hundred $8.00 Health Improvement in Rural Schools, Each 25 cents; per hundred $15.00 Health Service in City Schools, Each 25 cents; per hundred $15.00 National Education Association 1201 16th St. N. W.., Washington, D. C. Read the Prize Winning Stories They will be mailed to you in the form of an attractive booklet and will tell you all about the Cunard Vaca- tion Specials; just what kind of accommodations, serv- ice, cuisine and fellow passengers you will find. Full information and sailing schedules on request. Reservations may be made now. THE WORLD’S FASTEST PASSENGER SERVICE DE LUXE CUNARD and ANCHOR Lines 25 Broadway, New York or Branches and Agencies Mention THe Journat when writing our advertisers. eA Formula Method of Teaching Arithmetic Separates the study of Formula from the study of Figures. Makes Arithmetic interesting to the student. Ask for a copy of the article “A Formula Method of Teaching Arithmetic.” MONROE Calculating Machine Co. General Offices Woolworth Building, New York, N. Y. Monroe Machines and Service are Available in all Principal Cities of the U. S., Canada, Great Britain, Europe and throughout the World Tue JourNAL OF THE NATIONAL EDUCATION ASSOCIATION What are you going to do with the golden days ofsummer? To just spend them at home —doing nothing—would mean to be nothing, see noth- ing and gain nothing. To spend them traveling, means to spend a lot of money. But you can invest them—and every day declare dividends in new places visited, new people met, and a definite sum of money earned. And the pay will not be in dollars only, though you can easily earn more of them in a few weeks than you can in months of teaching school. The ex- perience will pay you in new ideas, in social contacts, in renewed energy, and in the con- sciousness of a worthy work well done. Entirely Different THE BOoK OF LIFE is not merely an educational work. It will take you out of the atmosphere of the school room and give you a refreshing change. tt is a welcome relief from your work as a teach- er, yet your teaching experience fits you unu- sually well to do the work successfully. Write for ‘‘The World’s Greatest Need” Decide to do something ‘‘different” this summer. Take the first step today by writing for this book. It tells how THE Book OF LIFE is different. Positions for men and women. JOHN RUDIN & COMPANY INC. 2311 Prairie Avenue - - Chicago, Illinois The Rook of fife Mention Tue Journat when writing our advertisers. hy Invest Your Vacation? FROM BOOK REVIEWS ‘“*THE BOOK OF LIFE shoul interest every person who ap. peeiasee the present-day ‘or vitalized religious train it is intended to makethe the most read able and interest. ing, as well as best loved k. It gives parents, teachers, Bible students and ministers an easy, definite, logical plan of religious education," “THE BOOK OF LIFE is not ooty the Bible but also a Book of Knowledge about theBibie.” FROM MINISTERS “*You, in your way, are doing what I as a minister have tried to do in mine.”’ ‘*There certainly will come an enrichment of life, reaching even beyond our imagination, Margaret M. Lockman, A.B. “I used to begin each schod ear with practically a clean ank book. Now I can trulysay that THE BOOK OF LIFE offers boundless o rtunities advantages. There is no mat- mum limit of financial returm; but there is a progressive of useful activity wherein is , respect, demand as well as deep appre, ciation for services rendered. GaLanaAp THE Dettverer: From Abbey’s famous Holy Grail Galahad has delivered the land from the blight that lay upon it. Peace with plenty abounds among the people. Surrounded by the faithful folk, with banner flying from his lance, Galahad journeys forth upon his last great adventure. Galahad the Deliverer copyright by Edwin A. Abbey; Betsy CURTIS & CAMERON, Publishers Interesting, Instructive, Comprehensive— The World’s F ood A Series of Unusual Motion Pictures SS >TaerarTre 2s 1. The Kindly Fruits of the Earth. 2. From Hoof to Market. 3. America’s Granary. “3 Gee In preparation, Dairy Products, Poultry and Fish. In addition there will be another series on Clothing, Housing, Transportation, the History of Com- munication, etc. Illustrative of the fine and broad character of Pathe motion pictures adapted to School and Non- Theatrical use. “Ss? rear Tec” Write tor catalog and full information Pathe Exchange, Inc. 35 W. asth Street New York THE JOURNAL OF THE NATIONAL EpucATION AssocIATION Mention Tuer Journat when writing our advertisers. BETSEY ROSS: Making the first American Flag One of J. L. G. Ferris’s preeminent historical series The highest authoritative opinions declare that the Best Pictures ror SCHOOLS are included in He-Copley Prints ine Art Reproductions of Distinguished Works of American Art. For 30 years a hall-mark of good taste in pictures. The extensive list of subjects includes Abbey’s Holy Grail, which depicts the triumph of right over evil. For the stimulus of its appeal and for its decorative beauty this series belongs particularly in every school. Illustrated Catalogue—which is 2sc to the public—will be sent gratis to Boards of Education, Superintendents, and School Principals. Ross copyright by ta G. Ferris; both from Cople Prints copyright b 11 Harcourt Street, BOSTON The AMPICO MUSIC STUDY e A NEW BOOK TO AID IN THE STUDY AND APPRECIATION OF MUSIC BY SIGMUND SPAETH and JOHN TASKER HOWARD This interesting work not only tells how the Ampico can be used to the best advantage in study, but, of supreme interest to non- Ampico and Ampico owners alike, it contains classifications of music by periods, by nations, by forms and types of music and by cc.nposers, Sent FREE to teacher or advanced student The Ampico Corporation 437 Fifth Avenue New York City Life Membership FTER spending much money and time in prepa- ration for teaching, the teacher must continue in professional growth in order to realize the greatest rewards. The literature of one’s professional organization will assure this growth, and life member- ship will bring all of the Association’s publications throughout life. The life membership card is the highest type of credential that any educational leader could carry. The greatest battles on behalf of education for democracy are yet to be fought. Teachers’ salaries, tenure, pensions, and working conditions are far from what they should be. Hun- dreds of thousands of children are not getting a square deal. The profes- sional army that must lead in the fight for better conditions will be greatly strengthened by a large number of life enlistments. Are you willing to de- posit One Hundred Dollars in the bank of Life Membership? You will re- ceive more than compound interest on the investment. [If you want to see the leaflet on Life Membership, fill out this order blank. LIFE MEMBERSHIP NATIONAL EpucaTIon ASSOCIATION i201 Sixteenth St. N. W. Washington, D. C. To the Secretary: I am interested in Life Membership and request you to send me the leaflet which gives complete information as to its bene- fits and which describes the plan of making payments. Mention Tue Journat when writing our advertisers, Tre JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 1925 aw student, made g last summers Myers, a l nearly $4,500 durin vacation. » Of Morehouse. Mo rs ° 'mMa er of nation me our Permanent Tr EMV | CG, Nichols of Edina, Mo., Supt. Thos. tion an this made $2,400 during Pras to remain resigned his superintenden Summer permanently. Miss Ethel Ww : de, of Vy resigned roe of Ca oe n a month and ite position on Mich,, month last hae. ade nearly. $/ 5/20 Cad iteaty a Our leading salesmen, who a few years ago were making meager salaries teaching, are now earning between $10,000 and $15,000 annually, We need live young men and women teachers everywhere for vacation and permanent work. Write for our free Buz Boox, which tells what other teachers are doing in this work. FRANK J. MACKEY, 610 Monroe Bldg., Chicago, Illinois REALIZE YOUR AMBITION Every Teacher Has Dreamed of a Summer Spent in Travel A few are now offered that opportunity in a dignified work which puts a premium on teaching experience. A nationally known firm, established thirty-three years, will have several summer positions open identical with positions which are now paying former teachers from $200 TO $350 A MONTH Several interesting itineraries available north, west and south. Liberal provision for expenses. Work during summer may lead to splendid permanent position. Applicants must be of good character and over 27 years of age. All inquiries considered con- fidential. Please give essential facts concerning yourself in first letter. J. S. PERRY, Dept. C12, 913 GARLAND BLDG., CHICAGO FOR CLASSES IN CIVICS AND CITIZENSHIP THE CHART “THE FEDERAL GOVERNMENT” Showing clearly and concisely the organization of the Federal Government, is of great assistance to the teacher. An 18x26-inch print of this chart will be sent for 50 cents. Make Extra Money During Spare Time selling “Vigor Chocolate,” the Health Food of Europe. Each sale means a permanent income for you; recommended by thousands of phy- eicians the world over! Send NOW for book: et to: VIGOR CHOCOLATE CO., Dept. B, 41 Union Square New York Prices of other sizes on application. Also available: Poomerspiie reproductions of the origi- n nal Constitution o: ited States. National Drafting Service, Charts, Graphs, Maps 5823 Colorado Ave. N. W. Washington, D. C. Vol. . V— are - stil CATALOGUES. now. Miss Bowles Reynolds CWhen a better wax crayon | is made it will still b6e Known as WRITE FOR DETAILED BOOKLET IN COLOR Prang | dt Brn anita @ 3. ; Amenican Carvon Com pass i Saeieecmuen GRACE DODGE HOTEL “WASHINGTON, ‘D.C. HOTEL of distinction and charm for the discriminating traveler. Delightful environment, convenient location and exceptional facilities for sight-seeing. Excel- lent food and service. Afternoon tea. Moderate rates, no tipping. Write for illustrated booklet, “A Week in Washington” GRACE DODGE HOTEL BB 68 8 8 68 oe BB 88 68 @a GB Send 15 cents in coin or stamps for latest Perry Pictures Catalogue 1,600 miniature illustrations. ‘The [Ye rryJ-ictures G. 80x u. s.. MALDEN, MASS. THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION The test of our civilization is not the speed with which we make money, but the charm, the enrichment of human life. are all too short developed mentally. still at school. the need for breadwinning and money-getting stand at the door of our young people before they are half grown physically or half But the taste for beauty, the real hunger for lovely things, is in every child’s heart, and can be satisfied to a degree while he is The Perry Pictures Reproductions of the World’s Great Paintings ONE CENT SIZE TWO CENT SIZE 5%x8. . Send 50 cents for 25 Beautiful Art Subjects or 25 for chil- 3x3 %. For 50 or more. For 25 or more. dren. No two alike. 64 pages. AWARDED FOUR GOLD MEDALS Large Pictures for Framing. Artotypes Size 22x28 inches, including the margin. $1.00 each for two or more; $1.25 for one. Hand colored, same size, at $1.50 each for two or more; $2.00 for one. carry raphy work without the use of your pictures.” A-99 The years of childhood Postpaid. find it impossible to on history or geog- Sir Galahad Watts Among the most popular. Better School Music Means Better Citizens “Music is an energizing, Americanizing force in our national life. It arouses atten- tion, it increases efficiency, it rests and re- lieves the mind.” That is what one United States Senator thinks about music. That is why so many schools are providing “Music for Every Child” through Class Piano Instruction with the Compact Miessner Piano. ‘Twenty chil- dren at a time taught as easily as one “The Melody Way.” This plan is endorsed by leading educators and musicians. It can be made self-supporting. MIESSNER THE LITTLE PIANO WITH THE BIG TONE Mention Tue Journal when writing our advertisers. Greater progress is made in Class Piano In struction where the Miessner, built especially for schools, is used. The Miessner is low, light, portable. Its sweet singing tone com- pares favorably with that of a small grand in quality and volume. Let us show you how to start a successful school music course “The Melody Way.” Mail the coupon now. Miessner Piano Company Milwaukee, Wis. 116 Reed Street, ae OS A w2 85 A-100 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION A pril, 1925 Vol. 1 More Helps for the Teacher BANS ad * > - ae PROFESSIONAL THE SCHOOL SURVEY READING | By Jesse B. Sears, Professor of Education, Leland Stanford Junior University. Riverside | A PRIMER OF GRAPHICS AND STATISTICS Textbooks in ! FOR TEACHERS | Eeucation By Harotp O. Russe, Associate Professor of Education, Teachers College, Columbia | Diwesside 1 University. Monanoun, | THE TEACHING OF ELEMENTARY ALGEBRA 1 By Paut Licpa, Instructor in Mathematics, McClymonds High School, Oakland, Riverside Calif. With an Introduction by John Wesley Young, Ph. D., Professor of Math- Mathematical ] ematics, Dartmouth College. Monographs THE PRIMARY SCHOOL | Educational } By Annie E. Moore, Assistant Professor of Education in Teachers College, Columbia ype. University. eries i| | CORRECTIVE EXERCISES IN THE FUNDAMENTALS | || Houghton Mifflin | OF ARITHMETIC | giemprenen : | By WortuH J. Ospurn, author of “Corrective Arithmetic.” ( | . A series of loose-leaf exercises for Grades II, III, and IV. ] j — ae Boston Chicago é | 8 New York HOUGHTON. ‘MIFFLIN COMPANY San Francisco Choose this desk and your choice has been con- firmed 4,000,000 times Px, may become, after a year or two,a source of con- stant annoyance and expense. To build stamina into our ot Gotha, we do everything that is humanly or mechani- spin | cally possible, and the result is that officials have chosen to buy more than 4,000,000 of our tubular steel model alone. Such purchase is the pinnacle of praise. Such popularity makes this the standard school desk of America. Make it the standard desk in your school . . . for, with such a rec- ord behind it, you can be certain that strength and endur- ance are built into it. ° ° For every school pur- Immediate Delivery 5° 2"¢° “shoe! pur Seating Company makes a desk or auditorium chair of tested excellence. With 51 branch offices and distributing organiza- ° : ' : ha : 8 tions, where this merchandise is already stored . in anticipa- If this desk costs a little more in the beginning, that 1S ° you can be sure that deliveries will tion of your requirements ibs canis an these “aa, af nachanere, apanadilllie. only because it has been built to cost far less in the end American Seating Company 14 East Jackson Boulevard, Chicago The Factory is in Michigan, but the Service is Local to You! © K. V. Co. WATER. CARRIER., INDIA Interest causes intelligent Pupil Activity. cAs spring approaches, interest is more diffi- cult to arouse. Keystone Stereographs and Lantern Slides arouse interest and stimulate Pupil Activity. Keystone Visual material is available for all grades, from Kindergarten to College. Write for Information KEYSTONE VIEW COMPANY, Inc. MEADVILLE, PENNSYLVANIA School-house Planning The Report of the Committee on School-house Planning Graphically illustrated—complete, concise and definite in its conclusions. he result of a five-year study by experts. Ll Invaluable for those who have school-building problems. Should be in the hands of every administrator and board member. Price, $1.00 per copy; 10 per cent discount for purchase of two or more copies. JUST OFF THE PRESS—ORDER NOW National Education Association 1201 Sixteenth Street N. W. Washington, D. C. THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION Mention THe JournaL when writing our advertisers. An Educator’s Letter: 2 March, 1925 Trans-Lux Daylight Picture Screen, Inc. 36 West 44th Street New York Gentlemen: Your Opaque Projector interested me very much at the Convention and I have reported very favor- ably Wea to. 352 20. cLe The machine and your service present interesting problems.* gave as good an image from the glossy print of one of my American History charts Your projector as I get from a slide. Yours very truly, [sIGNED] Joun B. MacHare, Ph, D. Department of American History Lawrence College Appleton, Wisconsin “"Tuis REFERS to the or- ganization and use of picture material in the class room, especially various subjects, such as History, Geography, Art, Architecture, Sci- ences, etc. CUT AND MAIL TODAY Trans-Lux Daylight Picture Screen, Inc. 36 West 44th Street, New York Send me complete illustrated folder. Name Address RRO ME ee ABOVE is shown the manual train- ing department of the Turner, Kansas, high school. Wallace Lathe, Universal Saw, Jointer, and Band Saw are seen in use. AT THE RIGHT is a view of the high school building of Turner, Kansas, an enterprising town of 450 population. THE JOURNAL OF THE NATIONAL EpucaTIon ASSOCIATION A pril, 1925 Wallace Portable Machines 6” Jointer 4” Planer Universal Saw Plain Saw 16” Band Saw 6” Lathe Disc Sander Spindle Sander Glue Pot, automatic heat contro} Wallace Machines Offer Small Schools Complete Equipment Finest Precision Tools Turner high school instructors and students have found Wallace Portable Machines to be the finest precision tools, convenient to use and absolutely accurate for either large or small operations. are so designed that boys may stand naturally while operating them, and they are easy to understand. They At Reasonable Cost Wallace Portable Machines are so moderate in cost that a complete set may be installed for little more than the cost of one large machine of similar high grade construction. They are all direct-motor-driv- en—no belts, and they all take their power from any light or power circuit. Schools of all sizes are delighted with Wallace Machines— Write for Catalog 402C J. D. Wallace & Co. NOTES aad ANNOUNCEMENTS ADVANCE REPORTS indicate a large attend- ance at the sixty-third annual convention of the Association at Indianapolis, Indiana, June 28-July 4. The location appeals to many teachers in the Central States who have never before attended a meeting of the Asso- ciation, while the usual number of delegates and members may be expected to come from a distance. President Newlon is building the main programs around the general theme of Interpreting Education, or Twenty-five Years of Educational Progress. No teacher who can afford to attend should remain away. A NOTABLE COMPANY of American edu- cators will travel to the Biennial Conference of the World Federation of Education Asso- ciations, at Edinburgh, Scotland, July 20-28, 1925. American teachers who are planning some time to visit Europe may well do so this summer in order to make this great Con- ference a feature of their trip. Dr. Augustus O. Thomas, State commissioner of education, Augusta, Maine, is president of the World Federation, and is planning a program even more significant than that of the San Fran- cisco meeting in 1923. The chairman of the American delegation is Dr. William F. Rus- sell, associate director of the International Institute of Education, Teachers College, Columbia University. THE OFFicERS of the Department of Super- intendence for 1925-26 as elected at the re- cent meeting at Cincinnati are: President, Frank W. Ballou, superintendent of schools, Washington, D. C.; second vice-president, E. E. Lewis, superintendent of schools, Flint, Michigan; for member of the Executive Committee, Norman R. Crozier, superintend- ent of schools, Dallas, Texas. The retiring President, William McAndrew, superintend- ent of schools, Chicago, Illinois, automatically becomes first vice-president. Superintendent C. B. Glenn, of Birmingham, Alabama, was elected by the Executive Committee of the Department to fill the place on that Com- mittee left vacant by the elevation of Doctor Ballou to the presidency. Mr. S. D. Shank- land is the full-time executive secretary. THE proposaAL for a home for retired teachers which former President Olive M. Jones presented before the Department of Superintendence at Cincinnati was received 152 S. California Ave. CHICAGO, U.S. A. with unusual favor. Persons who are inter- ested in this project may address Miss Olive M. Jones, care Public School No. 120, New York City. NATIONAL CONGRESS OF PARENTS AND TEACHERS will meet in annual convention at Austin, Texas, April 27 to May 2, 1925. Among the speakers at the banquet on Mon- day night will be Miss Olive M. Jones, for- mer president of the National Education Association, Dr. F. D. Slutz, principal, Moraine Park School, Dayton, Ohio, Mrs. Cora Wilson Stewart, Dr. Henry Neumann, Dr. Helen T. Woolley, and Mr. Willis A. Sutton. The general topic for the conven- tion is The Home and School in Education. THE HEALTH EDUCATION DIVISION of the American Child Health Association offers to the American Association of Teachers Col leges $1000 for a traveling fellowship, through the interest of the Metropolitan Life Insurance Company in Health Education. This fellowship is to be used to send a person to the Health Education Section of the Inter- national Conference on Education, held in Edinburgh next July under the auspices of Vol. P Posit Hundred written about BOOK method dreds of prospect: trict. 7 an unust | a teache the World Conference on Health Education | Tue State DEPARTMENT OF EpucaTioN of Alabama will accept a thesis descriptive of educative experiences on a tour of at least fifteen days this summer which shall include at least three days’ attendance upon the annual convention of the National Education (Continued on page A-104) WORLD ested pr with con: to spend cling wk railroad income a has neve teachers coupon | if you a summer _, : Cor THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION Vol. 14, No. 4 A-103 |THE WORLD BOOK ion al, east lude tion een | has never been offer teachers before. ORGANIZED KNOWLEDGE IN STORY AND PICTURE Facts About TheWorld Book 10 volumes— more than 6,500 pages— §,100 pictures Edited by Prof. M. V. O’Shea Makes the World Your Textbook! Organized-Easy to use Kept 7 date by Loose Leaf Annuals Prepared by educators Adapted to the “Project Method of Education On the approved list of 28 States Recommended as “best” by the A. L. A. Only work of its kind in- cluded in the ‘Graded List of Books for Children’ pre- HEN the lesson drags along and the class seems asleep; when the textbook seems a_ task-book and teaching a task; when you feel almost desperate and ready to do anything that will rouse the stu- dents—you need THE WORLD BOOK. Apathy vanishes when THE WORLD BOOK ap- pears. Interest intensifies. Mischief makers be- come eager learners. Both teaching and studying become an adventure. THE WORLD BOOK takes instruction,” says Professor E. George Payne, of New York University, in a review. And he continues: “THE WORLD BOOK serves an_ indispensable place in the education of the child and the work of the t er in twentieth-century education.” : our recitation by information found in © BOOK. Adapt it to the month, to you are studying in geography, to the pk persons you read about in history. Cele- pared by the Elementary School Committee of the Library Section of the Na- tional Education Associa- the children out of their textbooks and out of their classrooms into the world. It answers the questions of bright brate special days with its help. The ways in which THE WORLD BOOK will aid you in every subject are with- tion. ~ pupils. It stimulates intelligent ques- out number. tioning from the backward. It inspires ‘oe : ; Summer the students with the desire to know Special Service Bulletins, issued every more and to do better. month, provide outlines, recommend subjects for study, and aid you in get- ting most good from THE WORLD BOOK in your classroom. Positiohs Open Hundreds of parents have written for information about THE WORLD BOOK and we have a method of obtaining hun- dreds of other interested prospects in each local dis- trict. There is, therefore, an unusual opportunity for a teacher to explain THE WORLD BOOK to inter- ested prospects, to work with congenial companions, to spend the summer trav- cling where desired, with railroad fare and definite income assured. This plan to Check coupon in space provided if you are interested in a summer position. Mail “The information stored away in text- books is no longer adequate for school “Projects and Problems” FREE to Teachers This 68-page book has been recently completed by Prof. M. V. O'Shea, Editor of THE WORLD BOOK, with the assistance of other well- known educators, such as George A. Works, Charles A. McMurry, and William C. Bagley. It gives in outline form reports of 41 school projects which have been developed by the use of THE WORLD BOOK. The regular price of this book is 50 cents, but in order to show the value of THE WORLD BOOK, we will send to any reader of this magazine a copy absolutely free upon receipt of the coupon. W. F. QUARRIE & COMPANY Dept. 42 86 Randolph Street, Chicago PROF. M. V. O’SHEA W. F. QUARRIE & COMPANY, Editor of The World Book Dept. 42, 86 East Randolph St., Chicago. Gentlemen: Kindly send me free and without Name------------------------------- eens “- poe erg C obligation on my part a copy of 68-page book, panes age nailer os oupon or “Projects and Problems,” together with infor- S$treet_.._.......__._..--City-------~--~ = Ee oie, a mation concerning THE WORLD BOOK. sauw bathe ies Geese ana Check here if interested in our new propo- ond euntin, Mater at dees tie Booklet sition for summer employment. SIE aia iin cscs ell WO anaaiameti Magazine and editorial writer for Normal Instructor. Mention Tue Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Correspondence Invited The Book of Knowledge Summer Sales Organization of Teachers HIS easiest selling, best known and most popular educa- tional book for children should attract in every State many teachers who wish to add quickly to their incomes by devoting the coming vacation months to familiar and congenial work which will earn them a large sum in a short time. Not only its extensive and continuous advertising in newspapers and magazines, but also the long-established national sales or- ganization of The Grolier Society, with its permanent branch offices in important cities, and the intimate knowledge of its resident managers concerning local conditions, serve to ease the way for teachers who may be undertaking sales work for the first time, or who are returning to it again after months tn the classroom. According to the dignified and conservative Grolier system of selling, the way is prepared for the teacher before she calls at the homes of the children to explain The Book of Knowledge to the mothers. Those homes where the children are of the right age and where she is likely to find the parents receptive are located for her. The Grolier Society does not encourage teachers to forsake teaching for selling, but offers them an opportunity during the summer to accumulate a tidy sum in the course of an experience that cannot but be professionally valuable as a result of the many interesting contacts with parents. Detailed information regarding the plan of selling, location of nearest branch office, basis of remuneration and opportunities for executive positions in the summer sales organization will be given by personal letter in response to inquiries: addressed to— THE GROLIER SOCIETY 2 WEST 45th STREET, NEW YORK (Continued from page A-102) Association in Indianapolis in lieu of read- ing-circle work, or six weeks of summer travel for the continuance or extension of Alabama teachers’ certificates. “Through the operation of this plan,” writes N. E. A. State Director P. W. Hodges, “it is our hope to have an even larger attendance than at Washington last summer. We hope to run one or more special trains.” THE DES MOINES TEACHER’S CREED on page 120 is the work of a committee appointed by the president of the Des Moines Teach- ers’ Federation consisting of Miss Charlene E. Speery and Miss Minnie W. Rozelle. The work of this committee was presented to the Federation and adopted. PresipENT Homer H. Seervey, of the Iowa State Teachers College, Cedar Falls, lowa, was born in the country in what is now the city of Indianapolis. He plans to attend the meeting in Indianapolis this summer, which will be the fiftieth anniversary of the first meeting of the Association which he attended. He is one of the small band of the earlier workers who are still with us. Hats off to them all! Tue U. S. Bureau or Epucation is plan- ning to organize a new service in the Bureau to assist as a research agency and clearing- house for educators interested in secondary education. DENVER SCHOOLS have been requested to organize a class for parents in the preschool training of children. Plans are now under way to meet this need. ScHoo. CiTIzEeNsHip LEAGUE 1925 World Essay Contest, closing July 1. As usual, two sets of prizes are offered. Full particulars may be had by addressing Mrs. Fannie Fern Andrews, AMERICAN announces its A pril, 1925 secretary of the League, 405 Marlborough St., Boston 17, Mass. NATIONAL Music WEEK will be observed May 3-9, 1925. An attractive Guide for the Organization of Local Music Weeks May be had free by teachers who write to the National Music Week Committee, 45 Wey 45th Street, New York City, mentioning THE JOURNAL. THE FOLLOWING back numbers of the Pro- ceedings of the National Education Assogja. tion are needed to complete official sets a Headquarters: 1871, 1872, 1877, 1882, 1993 1885, and 1887. Anyone having copies of these volumes for sale should communicate with the Director of the Division of Publica- tions, 1201 Sixteenth Street Northwest, Wash. ington, D. C. A TWO-REEL FILM entitled The Story of Our National Parks, depicts the scenie won. ders of the Yellowstone, Yosemite, Grand Canyon, and Rocky Mountain National Parks. Copies of this film will be distributed free of rental charge by the Bureay of Mines of the Interior Department to tech. nical societies, schools, and commercial, ip. dustrial, educational, social, and religious organizations. Write direct to Mr. R, A. Wood, Pittsburgh Experiment Station, Buy- reau of Mines, Pittsburgh, Pennsylvania, THe NATIONAL University Federation of America, with seven western colleges and universities as charter members, has organ- ized for the purpose of fostering student ¢o- operation, encouraging student travel by pro- viding scholarships for Americans to study abroad and promoting international good- will. UNIVERSITY OF ROCHESTER will unite with the Washington Junior High School in com- bining the theory of the classroom with or- ganized observation in the schoolroom during the coming summer. The regular activities of the school will be carried on. A large registration for the course has already been received. MASSACHUSETTS, according to State Cireu- lar of Information on Legislation No.’1, has 2376 teachers with less than two years of training in normal school or college. The State is seeking to establish a minimum of | two years of training beyond high school for all teachers after September 1, 1928. THE Readers’ Guide to Periodical Litera- | ture, which indexes all the leading Ameri- } can periodicals, includes the following in | the educational field: Educational Review, Education, Elementary School Journal, I dustrial Arts Magazine, Industrial Educ- tion Magazine, Journal of Home Econom, Library Journal, Journal of the National Education Association, Proceedings of th : National Education Association, Playground, | Public Libraries, Quarterly Journal of Speech Education, School and Society, School Arts Magazine, School Life, and the School Re | view. ' THe Commission on the Library and | Adult Education, which is studying that problem for the American Library Associa- tion, has approved the following outline for | study. Items relating to adult education: (Continued on page A-114) Sche Scot Sch Inpiap Roh Jear an™_lUrlU it - ra- Ti: 5 In- (a ics, nal he | ech rts | Re- and hat sia- | for Jol. 14, No.4 ONE HUNDRED PER CENT SCHOOLS (Continued from page 139, Column 3) Brunswick, N. J., East Brunswick Township School, Laura M. Himmler, Principal. Easton, ILL., Easton Community High School, A. J. Henderson, Principal. . Excin, ILL., Lincoln School, Hattie M. Griffin, Prin- cipal ; G. P. Lord School, Ethelyn Mitchell, Prin- cipal; McKinley School, Wilerdean Gillilan, Prin- cipal; Washington School, Mrs. Winifred M. Tobin, Principal. ENcLEwoop, COLO., Hawthorne School, Mrs. E. A. Sypolt, Principal; North Englewood School, Mrs. Arminda Button, Principal. Enctewoo, N. J., Franklin and Intermediate Schools, F. D. Mabrey, Principal. Eriz, CoLo., Erie Consolidated School District Num- ber One, William R. Ross, Superintendent. Evanston, Itt., Crandon School, Frances Webster, incipal. — Mass., Edward Everett Milissa E. Elder, Principal. ; Exeter, N. H., Winter Street School, Mrs. Alice E. Foss, Principal. : ; Farm Haven, N. J., Fiske Street School, Horace J. Booker, Principal; Willow Street School, Roland Fennimore, Principal. ’ Pa FiacsTaFF, ARiz., Emerson School, Bertha S. Ken- nedy, Preecwels | Plagsted High School, J. Q. , Principal. oe ly Mo., North Ward School, C. T. Collier, incipal. snes Geovs, Orecon, Aloha-Huber School, Pearl Cooke, Principal; Forest Grove School, J. A. Dopp, Superintendent; Watts School, Elizabeth nnett, Principal. out Morcan, Co1o., Junior High School, R. R. Brourink, Principal. Hale School, Fort Wayne, INp., Hamilton School, Mary B. Seaton, Principal; Hanna School, Burton Q. Adams, Principal; South Side Grade School, Charles E. Agnew, Principal. é ’ FowierR, INp., Center Township Schools, C. W. le, Principal. . RR oly S. Dak., Frederick Public Schools, E. Cc. Peterson, Superintendent; Grade School; High School, E. C. Peterson, Principal. ; FrostsurG, Mp., State Normal School Faculty, Mary ise Siler. aus Gees. Orecon, Gales Creek School, Eugene Loving, Principal. GASTON, _— Principal. . GioucesterR, Mass., Riggs School, Mary O. Dew- man, Principal. Guoucester City, N. J., Brown Street Margaret Anderson, Principal; Hunter School, Susan Mc. I. Norcross, Principal. GonzaLes, CAuir., Gonzales High School, Bert M. Carner, Principal. Hill School, W. H. Campbell, School, Street Grarton, Mass., North Grafton School, Mary C. McDermott, Principal. : Granp Rarips, Micu., Coit School, Marguerite Knooihuizen, Principal; Coldbrook School, Clara E. Gay, Principal; Plainfield School, Mrs. Anna P. Weatherwax, Principal. GrasonvitLe, Mb., Grasonville School, Nataline Walters, Principal. . GreenFieELD, Mass., Davis School, Warriett A. Strong, Principal. a GREENVILLE, PA., West Side School, Sarah E. Wiant, Principal. Greenwoop, Miss., North Greenwood School, Mrs. Thomas A. Turner, Principal. Hammonp, INp., Franklin School, W. E. Lewis, Principal; Lincoln School, Lulu Symmes, Prin- cipal. Hanover, Pa., Hanover Street School, Juliet Hos- tetter, Principal; High School, G. W. Pefter, Prin- cipal; High Street School, Mary Dusman, Prin- cipal; Walnut Street School, Mary V. Kump, Prin- cipal, Havana, ILt., Central School, Mary Jane Wright, Principal, Oak Grove School, Lois W. Thomas, Principal; Riverview School, Lola Estep, Prin- cipal; Rockwell School, Edith Boring, Principal. Hicxviiz, N. Y., Island Tree School, Jesse E. Johnson, Principal. Hittsporo, Orecon, Hillsboro Public Schools, M. B. Signs, Superintendent; Helvetia School, Marie Trachel, Principal; Mountainside School, Mrs. Kathleen Eckes, Principal; Rock Creek School, Mrs. Mabel Payton, Principal. Horune, Coro., Hoehne Public School, George A. McMurdo, Principal. Honakaa, Hawa, Honakaa Junior High School. Hono.utu, Hawan, August Ahrens School, Mrs. Maude L. Tucker, Principal; Fern School, Mrs. Eva Hendry, Principal; Kahuku School, H. §. impson, Principal; Parke Lane School, Gus H. ebling, Principal; Pear/ City Fruit Company School, Mrs. Agnes BE. Dickson, Principal; Marion Scott School, T. J. Martin, Principal; H’aialua ; School, Mrs. M. A. Churchhill, Principal. ‘PenPous, | Inp., School Number Fifteen, Anna i e, Principal ; School Number Fifty-three, Mrs. eanette B. Knowles, Principal; School Number HE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION —— °° °° °°» ———————====== === SS SSsssiassssssinnscess Seventy-eight, Bertha Holle, Principal; Wallace Foster School, Lizzie J. Stearns, Principal. IRONWOOD, MicH., Ashland School, Hildur Larson, Principal; Norrie School, L. W. Van Slyck, Prin- cipal. Jackson, Micn., West Intermediate School, O. H. Epperson, Principal. JOHNSONBURG, Pa., Johnsonburg Public Schools, C. E. Wilson, Superintendent. JORDAN ScHOooL District, UTAH, Jordan School Dis- trict Public Schools, D. C. Jensen, Superintendent; Jordan District Teachers Association, John M. Petersen, Secretary; Bingham Central School, H. R. Atkin, Principal; Bluffdale School, A. C. Olson, Principal; Draper School, Reid Beck, Principal; Granite School, P. M. Mickelson, Principal; Her- riman School, A. J. Rees, Principal; Highland Boy School, D. C. Watkins, Principal; Lark School, D. Frank Griffiths, Principal; Midvale School, E. E. Greenwood, Principal; Riverton School, W. R. Stevens, Principal; South Jordan School, E. L. Crawford, Principal; Union School, Bennett Cash, Principal; West Jordan School, W. W. Malstrom, Principal. JoserpH City, Utan, Junior High School, Bement, Principal. Herman What Are We Worth? THERS take us largely at our own valuation. We _ cannot have their respect and high opinion without our own. This is as true of professions as of individuals. The public believes in the teaching profession in proportion as the teachers themselves dignify and ennoble it. Membership in local, State, and National education associations measures the interest of teachers in their own welfare and in the improvement of educa- tion. It is the index of public respect and appreciation. The National Education Association seeks through its meetings, its legislative program, its research, and publicity activities to improve all the conditions under which teachers work. Through its Journal it seeks to keep teachers informed about the Association and the pro- fession. Either service is worth more than the price of membership. Every teacher in the Nation is benefited by the _ Association’s work. The one-hundred-per-cent school may be proud that all its teachers appreciate their profes- sional opportunities and obliga- tions. Its teachers have done their part to build a profession worthy the respect of the public. Have you done yours? Write today for membership blanks to Secretary J. W. Crabtree, 1201 Sixteenth Street Northwest, Washington, D. C, Kansas City, Kans., Kansas City Public Schools, M. E. Pearson, Superintendent; Abbott School, Myrtle M. Evans, Principal; Louisa M. Alcott School, Albert Evans, Principal; Argentine High School, J. C. Harmon, Principal; Armstrong School, Ethel Herron, Principal; Attucks School, A. H. Harris, Principal; Bancroft School, Mary Nelson, Principal; Clara Barton School, Miriam Cheney, Principal; Bruce School, Beatrice School, Principal; Bryant School, Minnie Martin, Princi- pal; Central School, Amanda M. Weber, Principal; Central Junior High School, W. F. Shaw, Princi- pal; Chelsea School, Elizabeth Miller; Principal; Cooper School, Elizabeth S. Miller, Principal; Douglass School, Laura Harlan, Principal; Dunbar School, Ella B. Robinson, Principal; Edison School, Victorie Meslin, Principal; Emerson School, Lois M. Torrey, Principal; Eugene Field School, Carrie Drisko, Principal; John Fiske School, Zoe Thomas, Principal; Franklin School, Harriett Mann, Principal; Garrison School, H. W. Burton, Principal; Grant School, Rhoda M. John- son, Principal; Greystone School, Frances E. Fitzmorris, Principal; Hawthorne School, Alice Adams, Principal; Major Hudson School, Mar- garet Jones, Principal; John J. Ingalls School, Dora Brown, Principal; Kansas City High School, A-105 J. F. Wellemeyer, Principal; Lincoln S< hool, Lewis B. Spears, Principal; Longfellow School, Grace Roberts, Principal; Lowell School, Margaret Small, Principal; Maccochaque School, Maud E. Clavin. Principal; Horace Mann School, Lucy F. McCoy, Principal; Morrison School, Bertha McKinley, Principal; Northeast Junior High School; North- west Junior High School, A. W. Allen, Principal; Park School, Ella M. Mahaffie, Principal; Parker School, George W. Phillips, Principal; Phillips School, Lottie Brown, Principal; Noble Prentiss School, W. W. Thomas, Principal; Riverview School, Mabel McConnell, Principal; Rosedale High School, Lewis D. Kruger, Principal; Snow School, Ella Travis, Principal; Stanley School, Eva H. Wolf, Principal; Stowe School, S. W. James. Principal, Mark Twain School, Vada Bosley, Prin- cipal; Booker T. Washington School, Flossie L. Bass, Principal; Whitmore School, Ruth Porter, a Whittier School, Ethel Litchfield, Prin- cipal. Kansas City, Mo., Attucks School, W. H. Harrison Principal; Blue Valley School, Geneva B. Phoenix, Principal; Bruce School, Reuben Brown, Princi- pal; Douglass School, F. Leslie Clark, Principal; Gladstone School, Genevieve M. Turk, Principal; Mark Twain School, Elizabeth Dolan, Principal; Penn School, A. M. Wilson, Principal; Wendell Phillips School, Henley L. Cos, Principal; Booker 7. Washington School, Russell Johnson, Principal; W. W. Yates School, Joe E. Herriford, Principal. Kutztown, Pa., Kutztown High School, Harry B. Yoder, Principal. La Fayette, On10, La Fayette-Jackson High School, B. F. Ford, Principal. Lake ArtHurR, La., Lake Arthur Public Schools, A. W. Philips, Superintendent. Lakeview, OreEGON, Lakeview Public Schools, J. Carl Bowman, Superintendent; Grade School, Kenneth Wall, Principal; High School, J. C. Bow- man, Principal. LANCASTER, PaA., Principal. LaureEL, Mp., Upper Laurel School, Emma E. Bur- ton, Principal. Lawrence, Kans., New York School, Susan Todd, Principal. Special School, Ada M. Forry, LAWRENCEBURG, IND., Homestead School, Mrs. Eleune R. Glass, Principal. LewisBURG, TENN., Union High School, A. E. Right, Principal. LincoLn, Nesr., Lincoln Public Schools, M. C. Lefler, Superintendent. LocKLAND, Oxn10, Woodlawn School, James N. Fer- guson, Principal. Los ANGELES, CALIF., Emma C. Anderson, Principal. Los Gatos, Cauir., Los Gatos Grammar School, Mrs. Madge C. Zeller, Principal. LuALaTIN, OREGON, Lualatin School, C. H. Zevely, Principal. Lutner, Iowa, Luther Consolidated Schools, H. A. Minkler, Superintendent. Mananoy City, Pa., Mahanoy City Public Schools, H. A. Oday, Superintendent; D Street School, Sallie Hough, Principal; Junior High School, Kate Kemery, Principal; Mahanoy City High School, H. T. Bagenstose, Principal; Mahanoy Street School, Mary Leahy, Principal; Mahanoy Township School District, Joseph F. Noonan, Superintendent; Pine Street School, Rebecca Linton, Principal; Senior High School, C. V. Smith, Principal; Spruce Street School, Inez G. May, Principal; Twelfth Street School, Amy F. Dilcher, Principal. Manistee, Micu., McKinley School, Mamie A. Peter- son, Principal. MansPIELD, On10, Bunker Hill Grammar School, J. F. Burkhart, Principal; Webster Avenue School, G. W. Harmony, Principal. Marion, On10, Greenwood School, Mrs. Nellie Irey, Amestoy School, Principal; Olney Avenue School, Luella Scholl, Principal; Pearl Street School, Elma Howser, Principal. MARSHFIELD, OrEGON, Bunker Hill Grammar School, J. F. Burkhart, Principal; Central School, Anna Clinkinbeard, Principal. Maucn CHuNK Townsuip ScHoot District, Pa., Bloomingdale School, Alice Morgan, Principal; Coalport School, Rose Lamancchia, Principal; Hackleberniel School, Sara Gover, Principal; High School, Walter B. Henninger, Principal; New Columbus School, Carrie Donald, Principal; West End School, Hilda Norwood, Principal. Maywoop, I1.., Public School District Number 89, Eugene LaRowe, Superintendent; Emerson School, F. M. Crosby, Principal; Garfield School, J. G. Brister, Principal; Melrose Park School, Raymond E. Whitney, Principal. McMecuen, W. Va., McMechen Public Schools, J. T. King, Superintendent. Mempnuis, TENN., Norris Avenue School, Minnie Harvard, Principal. MicuicaAN City, Inp., Canada School; Eastport School, Elizabeth Kachur, Principal; Elston School, Otillia Hansen, Principal; Garfield School, Elizabeth Wagner, Principal; Jefferson School; Park School, Mary Lamb, Principal. (Continued on page A-106, Column 1) A-106 THE JOURNAL OF THE NATIONAL EpucaTion AssocIATION A pril, 1925 SAINT LOvUIS Summer Session 1925 June 16th to July 25th GRADUATE COURSES UNDERGRADUATE COURSES SPECIAL COURSES FOR TEACHERS Also Courses in LAW ENGINEERING ART For Bulletin of the Summer School address Dr. F. W. Shipley, Director of the Summer Session, Room 204, University Hall, Washington University, St. Louis. ONE HUNDRED PER CENT SCHOOLS (Continued from page A-105, Column 3) Mipwest, Wyro., Midwest School, Mrs. A. D. Olson, Principal. Mitiers Fatys, Mass., Highland School, Mrs. Martha Stebbins, Principal. MILWAUKEE, Wirs., Kosciusko Junior High School, Burl L. Dougherty, Principal. MINNEAPOLIS, MINN., Hamilton School, G. K. Sut- ton, Principal; Irving School, Jennie F. Holtz, Longfellow School, Helen B. Shove, Principal; William Penn Scnool, Prudence Cutright, Prin- cipal. Mosrince, S. Dak., East Ward School, Annette I. Davis, Principal; North School, T. J. Laughlin, Principal; West School, Myrtle Coutts, Principal. Moure, I1i., Moline Public Schools, Lewis A. Mahoney, Superintendent; William Carr School, Florence Donahey, Principal; Central Grammar School, G. J. Bugbee, Principal; Ericsson School, M. Josephine Holland, Principal; Garfield School, Alice H. Wheelock, Principal; Grant School, Anna Wright, Principal; Grennell School, Mary Penney, Principal; High School, Edwin P. Nutting, Prin- cipal; Irving School, M. Josephine Holland, Prin- cipal; Lincoln School, Hattie A. Moore, Principal; Logan School, Grace Putnam, Principal; Manual Arts School, H. F. Riechers, Principal; McKinley School, 1. R. Holt, Principal; Roosevelt School, Grace Putnam, Principal; Washington School, Mabel E. Fuhrman, Principal; Willard School, Mary Tague, Principal. Monrovia, Cauir., Wild Rose School, A. Katharine Collins, Principal. MontTaGuge Center, Mass., Montague Center Public School, Eva L. Tower, Principal. Montacue Ciry, Mass., Montague City Public School, Elizabeth Ramage, Principal. Morcantown, W. Va., Morgantown Public Schools, Roy C. Smith, Superintendent; Central School, F. J. Pyle, Principal; First Ward School, L. F. Morrison, Principal; High School, J. T. West, Principal; Marilla School, Mrs. Estella Smith, Principal; Second Ward School, L. F. Morrison, Principal; Seneca School, F. W. Gandy, Principal; Westover School, Cecil R. Gates, Principal; Wiles Hill School, Lillian Bailey, Principal; Woodburn School, Joseph Reed, Principal. Mosca, Coro., Mosca Consolidated School Number One, D. M. Proudfit, Principal. Mount Union, Pa., Mount Union Teachers Club, H. W. Slothower. Mount VERNON, ILL., Booker T. Washington School, Major T. Singleton, Principal. NANTICOKE, Pa., Nanticoke Public Schools, A. P. Diffendafer, Superintendent; Centennial School Margaret Fisher, Principal; Garfield School, Anna Gaffkin, Principal; Hanover School, Edward Williams, Principal; Lincoln School, A. §. Jacob Principal; Nanticoke High School, John Davis, Principal; Pulaski School, William Jonathon, Prin. cipal; State Street School, Maude Thompson, Prin. cipal; Washington School, Arthur Evans, Prin. cipal; West Main Street School, John Smith Principal. : NEEDHAM, Mass., Eliot School, Alice H. Eberhardt Principal. 4 New Aucusta, Miss., Oakgrove High School, L. M Scarborough, Principal. F New Organs, La., R. -T. Daneel School, Mariah D White, Principal; Lafayette School, Florence Wilson, Principal; School Number Nine, Harry Roehm, Principal. Newport, Ky., Tenth Street School, Pluma Cobb. Principal. : New York City, N. Y., Haaren High School Annex Frank J. Arnold, Head-Teacher. , Nites, Micu., Niles Public Schools, F. W. Craw. ford, Superintendent. NISLAND, S. Dak., Nisland Public Schools, W. p, Crosley, Superintendent. Norro_k, VA., John Goode School, W. J. B. Truitt, Principal. NortH Battimore, Ono, North Baltimore Public Schools, A. J. B. Longsdorf, Superintendent; Grade School; High School, E. E. Leidy, Pringj. pal; Junior High School, D. B. Bushey, Principal, NortH Pvains, Orecon, North Plains School, Martha Owsley, Principal. OAKLAND, CAuir., Washington School, C. f&. Hudspeth, Principal. Ow Crtry, Pa., Innis Street School, Mae Sweitzer, Principal; Selden Avenue School, E. W. Mont. gomery, Principal. OKMULGEE, OKLA., McKinley School, Velda Bames- berger, Grade Supervisor. Omana, Nesr., Druid Hill School, Maude M. Smith, Principal; Farnam School, Marie C. Wetzel, Prin. cipal; Miller Park School, Mary Ellsworth, Prin. cipal; Vinton School, Anna B. Pickard, Principal; Windsor School, Fannie Forsyth, Principal. Onaway, Micu., Onaway Public Schools, A. R. Tate, Superintendent; High School, I. L. Schluter, Principal; Junior High School, R. J. Healy, Prin. cipal. Onewa, N. Y., Washington Avenue School, Isabel H. Ruby, Principal. Overton, Nevapa, Moapa Valley High School, J. L. Wadsworth, Principal. PasapeNA, Cauir., Longfellow School, H. W. Lyon, Principal. Pekin, N. Dak., Osago Consolidated School, Andrew Simonson, Principal. PELICAN Lake, Wis., Jenning’s State Graded School, Stacia Shannon, Principal. PHILADELPHIA, Pa., Bache School, Lillie E. Allen, Principal. PineLtas County, Fta., Pinellas County Public Schools, A. S. Blanton, Superintendent; (Belle. air) Keene School, C. F. Rogers, Principal; (Clearwater) Anona School, Laura Diehl, Prin- cipal; Junior High School, N. M. Fauids, Prin- cipal; North Ward School, Lillian Bigger, Prin- cipal; Pasadena School, Mrs. Elizabeth Thorpe, Principal; Senior High School, E. W. McMullen, Principal; South Ward School, Kathleen Plumb, Principal; (Dunedin) Dunedin Elementary School, E. E. Warren, Principal; (Gulfport) Child’s Park School, Mrs. Lily Berls, Principal; Gulfport School, C. M. Phillips, Principal; (Harris) Harris School, Mrs. Ethelle Chapman, Principal; (Largo) Elementary School, G. C. Roberts, Prin- cipal; Junior High School, G. C. Roberts, Prin- cipal; Senior High School, G. C. Roberts, Prin- cipal; (Oldsmar) Oldsmar School, Lillie Davis, Principal; (Ozona) Ozona Public Schools, Mrs. Katharine E. Tyrrell, Principal; (Pinellas Park) Pinellas Park School, Ralph B. Van Fleet, Prin- cipal; (Safety Harbor) Safety Harbor School, Mrs. Annabelle Branning, Principal; (St. Petersburg) Central Intermediate School, Helen Nippert, Prin- cipal; Central Primary School, Natalee Sterling, Principal; Forest Hill School, Dorothy Pease, Principal; Glenoak School, Ethel Bochman, Prin- cipal; Kindergarten School, Mrs. Kate Nicholson, Principal; Lealman School, L. A. Pinholster, Prin- cipal; North Ward School, Fannie Boswell, Prin- cipal; Roser Park School, Mabel Kelso, Principal; Saint Petersburg Junior High School, Ashley R. Russ, Principal; Saint Petersburg Senior High School, W. W. Little, Principal. PittspurGH, Pa., Grant School, M. Ella Crumume, Principal; Perry Junior High School, John H. Adams, Principal. Pontiac, ILL., Pontiac Township High School. PorTLAND, Maine, Deering Junior High School, William E. Wing, Principal; Longfellow School, Will O. Hersey, Principal; Presumpscot School, Will O. Hersey, Principal; Riverton School, Will O. Hersey, Principal. PorTLAND, OreEG., Duniway School, Mrs. Blanche E. Hanna, Principal; Metzger School, A. A. Baldwin, Principal. ; PRINCETON, INp., Franklin School, Minnie Schaible, (Continued on page A-108, Column 1) Vol. ee Vol. 14, No. 4 George Washington University e SUMMER SCHOOL e Education, Arts and Sciences, Law NINE-WEEK CLASSES, JUNE I5-AUGUST 15 SIX-WEEK CLASSES, JUNE 22—AUGUST I SOJOURN in the Nation’s Capital forms a background for both teaching and citizen- ship. Frequent lectures on the civic and cul- tural assets of Washington will be given. Sum- mer School Bulletin will be ready about April 1. For illustrated booklet on Washington, address Director Summer School 2023 G STREET Wasuincton, D. C. The University of Minnesota with its facilities to serve 10,000 students in the academic year, is offering a wide variety of courses in practically all departments, directed by distin- guished members of the regular faculty, for the 1925 SUMMER SESSION First term: - - June 19 to August 1 Secondterm: August 1 to September 5 Credit toward undergraduate, graduate, and profes- sional degrees. To teachers otherwise equal in efficiency, promo- tion comes to the one best trained and with the most recent study. The Twin Cities offer the ideal combination of summer study at the University and recreation in the cities, on the beautiful Mississippi, and among the surrounding lakes. Write for bulletin to the Director of the Summer Session UNIVERSITY of MINNESOTA Minneapolis, Minn. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-107 UNIVERSITY BUILDING IN HISTORIC WASHINGTON SQUARE New York University Summer School July 7 to Aug. 14,1925 More than 200 Courses for Teachers, Principals, Supervisors and Administrators Credits may be earned toward Baccalaureate and Graduate Degrees Professional Courses in Education Educational Sociology Elementary Education Secondary Education Educational Psychology Philosophy of Education History of Education Educational Administration Normal School Education Physical Education Music Education Art Education Collegiate Courses— Biology, Chemistry, Dramatic Art, Economics English, French, Geology, German Government, History, Italian Latin, Mathematics, Music, Philosophy Physics, Psychology, Public Speaking Sociology, Spanish Commercial Subjects Accounting, Advertising and Marketing Banking and Finance, Business English Business Law, Economics, Management Public and Social Economy, Retailing Special Features Health Education—Direction, Professor E. George Payne. Music Education—Direction, Professor Hollis Dann. Physical Education—Direction, Clark W. Hether- ington. Course for Deans, Etc.—Direction, Associate Professor Anna Y. Reed. Special Assistance to Out-of-town Students in Securing Accommodations. Send for Com- plete Program and Special Bulletin. Dr. John W. Withers, Director Summer School, and Dean of School of Education New York University 100 Washington Square, New York Mention THe Journat when writing our advertisers. A-108 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A pril, 1925 Our representatives enjoy travel. Graham, Portland, Oregon, says: “I first took up your work purely from a love o country! but I got its atmosphere, lived among its people, learned about its industrial and commercial life, also geog- raphhy, that I felt I had something vital to give my classes the following term.” Of the Original 38 Special Opportunities for Teachers, Here’s what Anita ¢ travel. And I did see the I saw not just the ‘show-places’ of a locality, Only 18 Are Left! 18 teachers may still find an ideal opportunity for added income this summer highly remunerative. organization. Those chosen will receive every advantage; guaranteed income from the day they start to work, and all railroad fare paid. Am- bition, plus the careful Weedon training by answering this advertisement of The S. L. Weedon Company, which is seeking people to fill a high type of position that is very agreeable and $500.00 for Your Summer Vacation We desire to fill these positions with people of unusual ability and utmost refinement, because the work calls for that type of person. 18 will be appointed an exclusive representative, and will be given an excep- tional proposition bound to produce a good income. of our special representatives have averaged $1,000.00, a number earned over $600.00, and a great many $500.00 or more. a year or better for those who qualify for positions in our permanent Each one of the In past summers some This is at the rate of $3,000.00 Every Advantage to Those Chosen and constant help, will cepted on an exceptional business career start those ac- along school lines. Agreeable associates, of course, and of the highest type. —and Travel Each of these 18 positions carries with it an opportunity to travel. This feature, although secondary, should carry weight when you consider next summer’s plans. Inquiries Invited from Responsible Individuals We invite inquiries from responsible teach- ers. Upon receipt of your inquiry we will send you a “High Way to Success,” de- scriptive of the kind of work, the position, and the Company; and a personal letter, telling you whether or not you can fit into one of these openings. Remember, we have been in business over 20 years, and will place those accepted in positions that not only offer a chance to exchange a summer of leisure for one of income and travel, but which also may lead to a permanent connection. Please state your age, educa- tion and qualifications in reply. With only 18 positions of this type now remaining, we suggest an immediate inquiry. Address S. L. Weedon, President. THE S. L. WEEDON COMPANY 7016 EUCLID AVE. Dept. 4-O CLEVELAND, OHIO ONE HUNDRED PER CENT SCHOOLS (Continued from page A-106, Column 3) Principal; Irving School, Florence Baker, Princi- pal; Lowell School, Mary E. Bodger, Principal. Queen ANNE, Mp., Tri-County High School, T. E. Shea, Principal. Raritan, N. J., Fords School Number Twelve, Mari B. Rudiboc, Principal. Reprietp, N. Y., Redfield Union School, Orlo H. Perry, Principal. Reepvit_e, Orec., Reedville School, Mrs. M. Holtz, Principal. Ricuwoop, W. Va., Richwood Public Schools, J. H. Rohrabaugh, Superintendent; South Richwood School, Mr. Arnette Anderson, Principal. Rocuester, N. H., Rochester Public Schools, William H. Buker, Superintendent; Allen School, Jean Keir, Principal; East Rochester School, Alice Goodwin, Principal; Gonic School, Helen L. Hart, Principal; Maple Street School, Florence Dame, Principal; Meaderboro School, Mrs. Ida Meader, Principal; School Street School, Mary Collins, Principal. Roseperry, Ipano, Roseberry Public Schools, Ralph R. Benedict, Superintendent. RusHvit_e, Inp., Havens School, D. R. Merrell, Principal. RutnHerrorp, N. J., Lincoln School, Anne V. A. Cline, Principal. SALEM, OREGON, Grant School, E. A. Miller, Prin- cipal; Parrish Junior High School; Washington School, E. A. Miller, Principal. Sauispury, Mb., Salisbury Grammar School, Ella Lee Betts, Principal. San Dreco, Caur., Edison School, J. D. Simkins, Principal. SaNp Sprincs, OxKia., Booker Washington High School, E. W. Giddings, Principal. San Francisco, Cauir., Paul Revere School, Miss R. M. Bonkofsky, Principal; Redding School, Vir- ginia D. Heath, Principal; Winfield Scott School, M. E. Thomas, Principal. SEATTLE, WASH., Green Lake School, J. M. Kniseley, Principal; Harrison School, Eugenie B. Pariseau, Principal. SEMINOLE, FLA., Seminole School, Mrs. Celia Miley, Principal. SHENANDOAH, Pa., Centre School, Eliza Rykiewicz, Principal; Jardin School, Emma Powell, Principal; Line School, Theresa Devers, Principal; Lloyd School, Elizabeth Bellis, Principal; Main Street School, Bridget McGuire, Principal; New White School, Cecilia Young, Principal; Old White School, Irene Shane, Principal; Plum School, Bessie Miles, Principal; Turkey Run School, Christine Gable, Principal; Union School, Josephine Tosh, Principal; West School, Julia Higgins, Principal. SHERRARD, W. Va., Sherrard Consolidated School, E. Stutzman, Principal. SHerRwoop, Orec., Durham School, Mary Yoder, Principal; Middleton School, M. M. Bonham, Principal. SHepoycan, Wis., U. S. Grant School, H. C. Dorn- bush, Principal; Lincoln School, E. H. Wiesler, a gta Longfellow School, H. E. Sperling, Prin- cipal. Suvis, Itx., Silvis Public Schools, Paul G. Giles, Superintendent. Simssury, CoNN., Central Grammar School, Frank E. Watson, Principal; High School, E. Newton Smith, Principal. Sioux Fats, S. Dax., Meredith School, Mrs. Lillian K. Wilhelm, Principal; Whittier School, Mayme Stapleton, Principal. SISTERSVILLE, W. VAa., Sistersville Public Schools, R. B. Marston, Superintendent; Dunbar School, Harriett Goldston, Principal; High School, R. B. Marston, Principal; Junior High School, Huling Groves, Principal; Main Street School, Elsie Me Kisson, Principal. : Sopris, Co.o., Sopris Public Schools, I. D. Mahuron Superintendent. : SoutH Dennis, Mass., Dennis High School, J, p Noyes, Principal. ; SpoKANe, WasH., Cooper School, Lila Smith, Prin. cipal. SPRINGFIELD, Mass., East Forest Park School, Mil. dred MacCalhum, Principal; William Stree, Elementary School, Rosa M. Bowker, Principal Sprincrietp, Mo., Lincoln High School, C. B Ingram, Principal. . SPRINGFIELD, S. Dak., Model School, Maude R. Bab. cock, Principal. STEVENSVILLE, Mp., High School, J. Fred Stevens Principal; Stevensville School, Mrs. Nellie Hop- kins, Principal. SuUDLERSVILLE, Mb., High School, Anna Harrison Principal; Sudlersville School, Martha Phillips, Principal. ‘ Summit, N. J., Roosevelt School, Grace A. Free. land, Principal. SUNNYVALE, Cauir., Elementary School, S. W. Ford Principal. : SUTHERLAND, FLA., Trisbee, Principal. Tacoma, Wasu., Fern Hill School, Mont J. Downing Principal; Larchmont School; Lowell School, H. H. Garretson, Principal; Parental-Girls School Mrs. Lena Perry, Principal. : TARPON SpriNGS, FLA., Elementary School, G. ¥ Fuguitt, Principal; Junior High School, Corinne Curlew School, Charles B., Jordon, Principal; Senior High School, G. Vy Fuguitt, Principal. Terre Haute, INp., Fairview School, Burdenia Bennett, Principal; W. F. Soules, Principal. THATCHER, Coo., Thatcher County High School Beulah I. Smith, Principal. ; THOMPSONVILLE, CONN., North School, Jane H. Syl. livan, Principal. Titusvitte, Pa., Drake Street School, Sue E. Wil. lard, Principal; Elm Street School, Margaret Sirdevan, Principal; Fourth Ward School, Myrtle Bishop, Principal; Union Street School, Edith Palmer, Principal. Toma.es, Cauir., Tomales Joint High School, C., L, Hampton, Principal. TRENTON, N. J., Administration Building, William J. Bickett; Columbus School, M. C. Booz, Prin. cipal; Girard School, Nellie E. Terrell, Principal; Monument School, Alice D. Wiley, Principal. Turners Fatis, Mass., Turners Falls Public Schools, Joseph S. Keating, Superintendent; Central Street School, Mary A. Burke, Principal; High School, Harry E. Rollins, Principal; New Eighth Street S. Rea School, Gertrude School, Ellen F. Sullivan, Principal; Oakman School, Rose Shanahan, Principal; Old Eighth Street School, M. Frances Murphy, Principal; South End School, Mrs. Josephine Foster, Prin- cipal. Upper Lake, Cauir., Upper Lake Grammar School, Mrs. Velma Hanson, Principal. Upton, Wyo., Upton Public Schools, Morgan D. Davis, Superintendent. Vitas, Kansas, Vilas Rural High School, J. E. Bradshaw, Principal. Waco, Texas, Dean Highland School, Maud Daniel, Principal. Wacon Mounpn, N. Mex., Wagon Mound High School, David J. Chaves, Principal. Watrace, Ipano, Junior High School, Lura V. Ellars, Principal; Wallace Elementary and High School, C. D. Brock, Principal. WALLINGFORD, CONN., Yalesville School. WarttHam, Mass., 7. R. Plympton School. Helen P. Jones, Principal. WaAsHINGTON, D. C., Towers School, Julia M. Raw- lings, Principal. WatTer.oo, S. C., Waterloo School, Leo C. Griffin, Principal. WATERVILLE, Maine, Myrtle Street School, Grace Corthell, Principal. WAYNESBURG, OHIO, Waynesburg Public Schools, Lauren O. Bitler, Superintendent. Wesster, S. Dak., Webster Public Schools, W. A. Thompson, Superintendent; Graded School, Mary Davis, Principal; Webster High School, E. &. Light, Principal. WELLINGTON, Nevapa, Smith Valley High School, Mrs. Elsie F. Chicester, Principal. West CueLmsrorp, Mass., Quessy School, Bertha H. Long, Principal. Wera, S. Dax., Weta Public School, C. T. Coleman, Principal. WituiaMson, W. Va., Williamson Public Schools, F. R. Hanifan, Superintendent. Witson, Ark., Wilson High School, Gladys Bassett, Principal. Winona, MINN., Washington School, Alhambra G. Denming, Principal. Winstow, Ariz., Washington School, Mary A. Brown, Principal. 3 Worcester, Mass., Lee Street School, Annie Y.- Milliken, Principal. Yeacer, OKLA., Fairview Consolidated School, E. L. Kirkpatrick, Principal. Yonkers, N. Y., Public School Number Fourteen, Jeanne L. Smith, Principal. RE Se Vol. 14, No.4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-109 Colorado State Teachers College SUMMER SCHOOL JUNE 16 AUGUST 27 School Superintendents, Supervisors, Administrators, and those Teachers anxious to advance their professional standing will find it most profitable to spend the Sum- mer in study at Colorado State Teachers College. oe oe The College offers during the Summer Quarter 328 courses, covering the field of edu- cation in all its phases. In addition to the courses offered during the regular Col- lege year, there will be offered a large program of special subjects, handled by ex- perts in their respective fields. The regular faculty of 105 will be augmented by more than forty eminent educators, gathered from all parts of the country especially to serve on the special Summer School faculty. Educational Problems Discussed by men and women of promi- nence. A different lecturer each day. lcd a > i. - = ‘ . a Dr. Henry Pearson, Columbia U. Dr. Epwin E. Siosson Dr. HAROLD Rvaa, Columbia U. Dr. Harry LAIDLER Dr. CARLETON WASHBURNE, Winnetka Dr. GEORGE RAIGUEL Dr. JoHN R. CiarK, Columbia U. Dr. WitLiAM MatTHer LEwIis Dr. Henry Harap, Cleveland i i L. ae ean. Mr. A. L. THRELKELD, Denver .. a —————— Dr. SAMUEL B. HARDING Dr. EARLE U. Rvuag, C. T. C. Dr. JESSE H. NEWLON Dr. F. L. Wuitney, C. T. C. Curriculum Construction A special course under the direction of and thirty-four other nationally known Pror. W. D. ARMENTROUT, C. T. C. figures. Howard Jones Coaching School The College has secured the services of the celebrated coach, Howard Jones, to conduct a school for coaches. This will be held during the first half quarter, June 16 to July 22. Registration must be made in advance to insure a place. Recreation Students attending the Summer School at Colorado State Teachers College find invigorating, life-giving recreation in the Nation’s Playground, Rocky Moun- tain National Park, only a short auto ride from the campus. FIRST HALF CLOSES JULY 22, SECOND HALF OPENS JULY 23 YOU MAY REGISTER BY MAIL | Catalog and detailed information will be sent on request. Address GEORGE WILLARD FRASIER, President, Greeley. Colorado State Teachers College Mention THe JournaL when writing our advertisers. A-110 Temple University PHILADELPHIA, PA. Phone, Columbia 7600 College of Liberal Arts and Sciences Teachers College School of Commerce Professional Schools: Theology, Law, Medicine, Dentistry, Pharmacy, Chiropody School of Music Training School for Nurses University High School Summer Session July 6 to August 14, 1925 SEND FOR BULLETIN Arapahoe Peak and Glacier and Tower of Macky Building THE JourRNAL OF THE NATIONAL EpucaTION ASSOCIATION Keep abreast Sty dy in your subject Some courses in Edu- cation are ‘“‘Genetic Psy- aT chology,’” “Story Telling in Primary Grades,’’ ‘‘The Rural Teacher’s Prob- lems,’’ ‘‘Study of Psycho- pathic Children,’’ ‘‘Meth- ods of Teachingin Elemen- tary Grades,’’ ‘‘The Junior High School Movement,” “Elementary School Ad- ministration and Supervi- sion,’’‘‘Educational Meas- urements,”’ etc. Courses in 40 subjects com- manding credit towards a Bach- elor degree. Begin any time The Aniversity of Chicago 91 Ellis Hall CHICAGO, ILLINOIS Perry Kindergarten Normal School Founded 1898 by Annie Moseley Perry. Three-year course of training for kindergarten, primary, and playground positions. Supervised practice teaching. Enroll now for entrance this fall. HARRIOT HAMBLEM JONES, Principal 25 Huntington Ave., Room 316, Boston, Mass. Arnold College FOR HYGIENE AND PHYSICAL EDUCATION Three-year Degree Course NEW HAVEN NORMAL SCHOOL OF GYMNASTICS Two-year Diploma Course Strong faculty. Complete indoor equipment and outdoor facilities, including camp. Appointment Bureau, success- ful in placing graduates. 1466 Chapel Street New Haven, Conn. ATTEND SUMMER SCHOOL IN THE Colorado Rockies The University of Colorado, in the foothills of the Rockies, offers you unsurpassed oppor- tunities for combining summer study with recreation. Organized hikes and week-end outings in the mountains; mountain climbing; visits to glaciers; automobile excursions to Rocky Mountain National Park and other points of scenic interest; two mountain camps maintained for summer students; fishing; tennis. Altitude of one mile, within sight of perpetual snow, gives unexcelled climate and stimulating atmosphere. First Term, June 22 to July 27 Second Term, July 28 to Aug. 28 Courses in Arts and Sciences, Law, Business Administration, Medicine, Engineering. Art courses given in co-operation with New York School of Fine and Applied Arts. Maison Francaise. Many special courses for teachers, supervisors and administrators. Special oppor- tunities for graduate work in all departments. Excellent library and laboratories. aily organ recitals and public lectures. Strong faculty, including many of the nation’s educators. UNIVERSITY OF COLORADO BOULDER, COLORADO SEND TODAY For Complete Information Director Summer Quarter (Dept. S) University of Colorado, Boulder, Colorado. Please send me the bulletins checked below: Summer Quarter Catalogue Field Courses in Geology NAME Summer Recreation Bulletin Graduate School Bulletin Mention Tue Journat when writing our advertisers. A pril, 1925 Plan Your Vacation Now Play and Study in Chicago 1886 NATIONAL 1995 Kindergarten and Elementary COLLEGE SUMMER SESSION June 19 to July 31, 1925 Summer Session Curriculum includes the latest developments in Kindergarten and Elementary methods for Teachers Demonstrations with Children 1925 Summer Bulletin upon application to: National Kindergarten and Elementary College Registrar, Summer School, Box 26 2944 Michigan Blod., Chicago University of Maine 29th Annual Summer Session, June 29 to August 7. 4 “Do your summer's work in vacation land” For bulletin containing details as to special teachers’ courses and graduate courses, address H. M. Ellis Director of the Summer Session Orono, Maine University of Vermont At Burlington On Lake Champlain SUMMER. SESSION July 6, 1925, to August 14, 1925 Study and Health Improvement Gombined Courses for students desiring graduate, undergraduate or normal school work Subjects include Arithmetic, Fine Arts, Public School Art, Commercial Subjects, School Administration and Supervision, Educational Psychology, Philosophy of Education, Educational Measurements, Junior-Senior High School Administration, General Meth- ods, Rural Education, English and Literature, Latin, French, Spanish, German, Expression, Vocal and In- strumental Music, Public School Music, History, Hygiene, Science, Social Science, Physical Training. SUPERIOR LOCATION, MILD CLIMATE, DORMITORY PRIV- ILEGES, EXCELLENT LIBRARY, WHOLESOME FOOD, THOR- OUGH INSTRUCTION, UNEX- CELLED RECREATIONAL OP- PORTUNITIES ON LAKE CHAM- PLAIN AND IN THE GREEN AND ADIRONDACK MOUN- TAINS. Write for further information and descrip- tive bulletin to DIRECTOR OF SUMMER SCHOOL University of Vermont Burlington, Vermont COOL CLIMATE—HEALTHFUL SURROUNDINGS ering ing. recte to cl | | Vol. 14, No.4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-111 PIOSU SU SOSOSUIOSMN 28 Eminent Educators for WENTY-EIGHT na- tionally known educa- tors, each the outstanding authority in his line, will serve in this unique school. \ A half hundred notable courses, with graduate or undergraduate credit, cov- ering all the major branches of learn- ing. Recreation and campus play di- rected by world-famous experts. Trips to charming scenic places. June 15 to Aug. 29 Special faculty will teach from June 15 to July 25—several of them for the full sum- mer quarter. Such celebrities as Carver of Harvard, Kilpatrick of Columbia, Griggs of New York, Cowles of University of Chicago, Ellwood of University of Mis- souri, Franzen of University of California and Sedgewick of the University of Brit- ish Columbia. Living is inexpensive in Logan. The cli- mate is ideal, the scenery full of charm. Use summer excursion rate, routing via Yellowstone, if desired, with stop-over priv- ilege for Summer School. Register June 12 or 13 Tuition Fee: $25 for first term of six weeks, $35 for full quarter Write for Catalog Utah Agricultural lege in the heart of the Rockiess an Ulah~ The College of William and Mary WILLIAMSBURG, VIRGINIA Dr, J. A. C. CHANDLER, President Summer Quarter: First term, June 15 to July 25; second term, July 27 to September 2, 1925. For Men and Women Special courses for teachers, principals, su- tvisors, and superintendents leading to the mentary, Normal Professional, Special, Col- legiate, or Collegiate Professional Certificates; and courses for students preparing for law, cine, business, engineering, or social work. Credit for all courses can be counted toward a ee. Special attention given to certificate requirements, Write for particulars to DEAN K. J. HOKE Director of Summer Quarter GLUEY PASTE 3,000 SCHOOLS | USE IT r | AHAT 3,000 schools in the United States use Gluey Paste exclusively quali- fies it to be seriously consid- ered for use in every school. It embodies every paste fea- ture that is needed for the nost efficient work in the school room. It dries fast— sticks like glue—spreads even- ly and smoothly—sticks best when spread thin—does not dry out—never needs water, and is the most economical paste for school use you can buy. It comes in handy tubes and in gallon and half-gallon jars. Write us, without obli- gation, for our Gluey catalog and prices on the amounts you use. You will find that Gluey, while superior in quality, costs less. The Commercial Paste Company Makers of 67 Different Adhesives Dept. 13 Columbus, Ohio You will find it will pay to specify Gluey on your next order of paste. Com- pare Gluey Quality and Prices with other paste— for how su- buy see yourself stands out You can Gluey preme. Gluey in tubes or in half gallon and gallon jars. Ask for quotations on your requirements. Mention THe Journat when writing our advertisers. *50,000 IN CASH For an Idea “Liberty” Magazine is offering $50,000 for a story suitable for publication in “Liberty” a motion picture to be produced by the Players—Lasky Corporation. “Liberty” will pay $25,000 for the best bare synopsis of such a story and $25,000 for the best idea submitted in complete story form. The con- test closes June 1. We will gladly send you full details and a pamphlet giving instructions for pre- paring a photoplay synopsis in the form most ac- ceptable to editors and motion-picture producers. Just mail the coupon. This offer is just one of many similar offers that are being made by magazine editors and motion- picture producers to help develop new writers. and as Famous In every section of the country, in crowded cities and on isolated farms, there are men and women who long to write for the magazines and the motion pictures, and yet do not know just how to begin. They have the precious gift of imagination and the latent ability to write that are conferred as a priceless heritage upon a fortunate few. They see things that other people do not see. They dream dreams that other people do not dream. Are you the “One in a Hundred”? If you are one of these fortunate men or women who has the urge to write—if you have been long- ing for years for some way to learn how to make your stories sell—we have a message for you today that will be the means of changing your entire life. It is simply that there is a way for you to master the technique of story telling and photoplay writing right at home in spare time through the Palmer Institute of Authorship. Let us tell you if you can succeed as a writer The Palmer Institute of Authorship was founded seven years ago to coéperate with motion-picture producers and magazine editors in the development of new writers. The Palmer Institute holds a unique place among educational institutions because it enrolls only those who can pass its Creative Test and who show that they can profit by its instruction. Send for the Palmer Creative Test and full details of the $50,000 offer If you believe that you have the natural ability to succeed as a writer, you are cordially invited to send for the Palmer Creative Test, fill it out and return it to us for analysis. Our Board of Ex- aminers will study your reply and send you a frank report on your indicated abilities. There is no charge for this service and you incur no obligation. We will also be glad to send you full details of the $50,000 “Liberty” Contest. Mail This Coupon | Palmer Institute of Authorship Affiliated with Palmer Photoplay Corporation Dept. 74-R, Palmer Bldg., Hollywood, Calif. | Please send me, without cost or obliga- | tion, a copy of the Creative Test, your new book, ““The New Road to Authorship,” and | full details of the $50,000 prize being of- | fered by “Liberty” Magazine. I am most interested in— | OOSHORT STORY WRITING [] PHOTOPLAY WRITING | | CJ ENGLISH EXPRESSION Peewee ee eee eee enews eee eeeeeeneeee An en ee ee sess = A-112 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION University of Rochester SUMMER SESSION “A Growing Institution” A Unit Course in: Junior High School Education with Washington Junior High School open as a Laboratory School of 500 Pupils Immediate Registration Necessary to Insure Admission to this Course Major Courses in: Senior High School Administration and Supervision Elementary School Problems Also Courses in: Psychology Health Education Project Teaching Methods of Teaching Collegiate Subjects Full-time Recreational Director “All August Free for Vacation” June 24 to July 31 Write: The Secretary of the Summer Session University of Rochester ROCHESTER, NEW YORK Applications for room reservations may be made directly to the hotels listed below. cation will be referred to the Chamber of Commerce and you will be informed of accommodations available. be honored. Name of Hotel Stanford University CALIFORNIA Summer Quarter, 1925 First Term—June 23rd to July 25th. Second Term—July 27th to August 20th. Courses offered in regular college depart- ments of same character and credit value as during other quarters. Special opportunities for graduate work for higher degrees. Properly qualified students may obtain master’s degree by attendance at three summer quarters. In the School of Education enlarged program for teachers and school administrators. Stanford is a residence university. Delight- ful living conditions in an ideal summer climate. Organized week-end outings, public lectures and entertainments. For announcement of courses and other infor- mation, address DrrECTOR OF SUMMER QUARTER, Box 111, Stanford University, California. Indianapolis Hotels A list of leading hotels as furnished by the Indianapolis Chamber of Commerce een Claypool EE eee ie Lincoln DOIN Ss 3 Sis Seow 3 ae Morton New Colonial........ Puritan Roosevelt Severin Sherman SOME. is «2s . SHE T Spink Spink Arms......... Washington aaa From To If the hotel addressed cannot reserve the accommodations desired your communi- Individual application should be made; block reservations cannot Room Rates per Day Without Private Bath With Private Bath : Single Double Single | Double Delaware and Michigan Sts......... | 125 Dihnoit amet Gite Btes. oes see. Washington and Illinois Sts......... Pennsylvania and Ohio Sts 126 S. Illinois St Monument Place Kentucky Ave. and Washington St.... 313 N. Illinois St 40 Monument Place................. New York and Illinois Sts Market and New Jersey Sts........... 220 W. Ohio St 323 N. Illinois St Illinois and Georgia Sts McCrea and Louisiana Sts............ Illinois and Louisiana Sts............ 34 E. Washington St Senate and Washington Sts bo or ~) t e: 2.50 $3.00 2.5 3.f 5. 4. 3. 4 §. 3.é S SEp : bo or IN: &w Coe nwanwnwny roo S& ad ee NNNNNKNwNMNMW oN noe ace “Ibo ort WOrS rower Ss bo tO bo org oo ma = ~~ | | | portionate increase. Headquarters of the various State Delegations will be located in several different hotels. selection for their States. Norter.-—Extra cots and beds will be placed in rooms if desired so that three, four, or five people may be accommodated at a pro- A pril, 1925 | po a | From | To | From | To From | To : > & & co en ee * .- SSSsssssssss | State Directors can give information as to the No hotel will be selected as General Headquarters for the Association. Vol. 14 a — ’ i — I~ yt THE JOURNAL OF THE NATIONAL EDUCATION AssOCIATION A-113 An Unparalleled Triumph HIS is the universal verdict concerning the New Rem- ington Standard 12 —a verdict which is reflected in the choice of business offices and business schools everywhere. Examine this new model and see the many fundamental improvements that Remington has made in typewriter construction. We invite comparison on every count—whether ease and speed of operation, quality of work, up-to-date time-saving features or re- liable service. No wonder this New Remington 12 is the most successful new model in all typewriter history. Send to us for booklet which tells you what leading business educators the country over say about the sur- passing merits of this latest Remington. Remington Typewriter Company 374 Broadway + + New York Branches Everywhere REMINGTON Standard Since the Invention of the Writing Machine cAnnouncing a New Projector and Service for Visual Education ITH the announcement of the new Spencer film slide projector the world of Visual Education is presented with a new service and new economy. Using our compact, inexpensive film slide service prepared in consultation with leading educational authorities, this new Spencer projector and service mark the newest advance in visual education. Prepared for educators by educators, the Spencer Library of films covers many varied subjects. z Mail the coupon for the whole story of this new Spencer film service and the new projector which makes it possible. SPENCER LENS COMPANY 442 Niagara St. Spencer Lens Co., Buffalo, N. Y. Please send catalog of your new film service and film slide projector. Address Cec err ere eevee er SseSeeetSSereesersenecreeseseesess Institution BAUSCH & LOMB Equipped with patented side- fine adjustment of the lever type, Iris diaphragm in mount with screw threads Laboratory for holding Abbe condenser, Microscope well corrected achromatic objectives (10x and 45x), FS-4 two Huygenian eyepieces (sx and 10x) and dust- proof nosepiece. The growing popularity of this model in schools y gt % and colleges indicates Price, a >) its superiority far bet- complete ee - 2 ter than words. It is 3 durably constructed, ac- curately adjusted, and well equipped for labo- ratory work. It is daily meeting the requirements of hundreds of laboratories. Write us for de- scriptive litera- ture on micro- scopes and ac- cessories. BAUSCH & LOMB OPTICAL CO. 630 St. Paul Street Rochester, N. Y. in case, $75.75 Mention THe JournaL when writing our advertisers, EO A DEE i LI se ES ke a tt a NS FA Ne LO Sd AE se EES SND en —— nk ee als es Ee GW ERE Lait ls et EE ERE SSE aS TE SSE TS Til ee OS 2. A-114 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 1925 |cOSTUMES | SCHOOL PLAYS We furnish costumes wigs,etc.,forall school lays | operas. Bhakespe an and his- torical costumes our specialty. 40 years’ ex- ——> For informa- n add ress Fritz Schaultz & Co. SYSTEM OF GRADING FOR PERSORALITY AND VOCATION 50,000 of the noted ‘‘record charts’’ from Edward Amherst Ott’s Text on Guidance are in use in schools, homes, and indus- tries. Send 10c for copy. School of Chautauqua and Lyceum Arts ithaca Conservatory, Ithaca, N. Recreation is an illustrated booklet describing un- usual opportunities to make your study this summer both profitable and enjoy- able by combining needed summer recrea- tion with work leading to degrees. SUMMER. Py a SESSION Earn Promotional Credits on the COOL WOODED SHORE OF LAKE | MICHIGAN Boating, bathing, tennis, ium facilities, concerts, recitals, lectures, dramatic performances —and many other forms of wholesome recreation right on the campus. Organized excursions to lead- ing industrial, financial and art centers of Chicago. The Summer Session includes The Graduate School, The College of Liberal Arts, School of Com- merce, School of Education, School of Journalism, Law School, School of Music, School of Speech. Professional courses offered in the School of Education include; Principles and Methods of High School Curriculum Teaching Educational Measurements School Administration Educational Psychology Principles of Secondary Educational Sociology Education Junior High School Elementary Education Courses The other schools offer a wide choice of subjects. Fac- ulty includes Public School men of achievement. Summer Session Opens June 22, 1925 Address WaLTER Dit Scort, President NORTHWESTERN UNIVERSITY 405 University Hall - EVANSTON, ILL. BOOKLET REQUEST ‘Education plus Please send trated here p ‘~¥ Oe patiet, Mine NORTHWESTERN TY SUMMER SESSION — both ed: and recreational. Spencerian School Pens Spencerian Steel Pens are the best for schoolroom use No. 2 because they outwear any two ordinary pens. They retain their smooth-writing points longer against the misuse and hard wear that children put upon pens. Children become better writers quickly with these good tools. For more than half a cen- tury Spencerian Steel Pens have been the standard for school pens. A sample card of one dozen assorted pens for a dime. Please men- tion this publication. Spencerian Pen Company 349 Broadway New York No. 1—College, fine point ; double elastic. No. 2—Counting House, excellent for bookkeep- ing. No. 5—School, fine point ; semi-elastic. No. 47—Intermediate, medium point; stiff ac- tion. (Continued from page A-104) 1. The nature and extent of the demand for adult education. 2. Principles underlying the diffusion and ac- quisition of knowledge. 3. Adult education enterprises. For example: University extension, workers’ education, lectures. 4. American libraries. 5. The mission of the free library. 6. The use of print in the diffusion of knowl- edge. 7. Teaching of reading habits. Items relating to the possible service of libraries: 1. Library information service regarding adult education opportunities. 2. The assistance libraries may render to other adult education agencies. 3. Direct service of libraries in adult education: (a) Readers’ advisers, (b) Reading courses, (c) Codperation of specialists, and (d) Reaching boys and girls out of school. CoFFEYVILLE, Kansas, took advantage of American Education Week to furnish the newspapers a history of each of the schools in the city telling when the building was built and important facts about the growth of the schools and the programs which would be given at each during American Educa- tion Week. Various members of the school staff furnished feature articles on vocational guidance, the Roosevelt Cafeteria, Junior Red Cross correspondence, the student coun- cil, piano classes, music appreciation, the honor point system, industrial education, art, the junior college, home economics, refer- ence books, radio in the school, physical ed- ucation, spelling contest, and many other in- teresting topics. THE DEPARTMENT OF CLASSROOM TEACH- ERS, under the direction of its executive com- mittee, is planning to hold regional confer- ences during the month of April at Spokane, Wash.; Denver, Colo.; Keokuk, lowa; Nor- folk and Richmond, Va.; and Philadel- phia, Pa. THE FOLLOWING have recently been elected to serve as officers of the Department of Music Education: president, Ernest G. Hes- ser, Director of Music, Public Schools, In- dianapolis, Ind.; and secretary, Ada Bicking, Supervisor of Music, Public Schools, Evans- ville. Ind. EVERY MAIL brings reports to show that the teachers of the Nation are standing qj. most as a unit for ratification of the Child Labor Amendment. State and local Zroup, of teachers have joined with the Nationa] Association urging ratification. Individual teachers have discussed the question with meetings of parents and other civic Zroups and with their representatives in the State legislatures. The question seems to be nay. rowing down to one of calico versys chil. dren. The children will win. The People trust the teachers. And the teachers are working harder and harder. Let the good work go on until the blot of abused child. hood shall be removed from our midst, THe Wortp FELLowsHip THROUGH Music CoNVENTION will meet in Washington, D, ¢ April 15-17, 1925. The Bach Choir, of Bethlehem, Pa., and the Philadelphia 9. chestra will appear. Further particulars May be had of Miss Ella May Powell, Washing. ton, D .C. Supr. C. S. ANDERSON, Hennessey, Okla. homa, has not missed a meeting of the De. partment of Superintendence of the National Education Association for six years. This js notable for a small school, Hennessey having a total enrolment of only three hundred sixty pupils in high school and grades. It is worth noting that, in the survey made by the Uni. versity of Oklahoma last year, the Hennes. sey public schools were given the highest rat. ing of any schools in the State. Superintend. ent Anderson writes: “I have tried to apply the good things to my school that I heard discussed at the meetings. I am writing this that school boards in more schools through- out the United States may see the benefits of sending their superintendents to thes meetings.” Dr. CHARLES HENRY KEYES, president of Skidmore College, Saratoga Springs, New York, died recently. He has been a member of the Association since 1895. New York UNIVERSITY announces spring term of nightly radio lectures, to be broad- cast by station WJZ of the Radio Corpora- tion of America. The entire educational radio program, comprising fifteen weeks of nighly lectures, was chosen by the radio stu- dents. themselves. This is the first time that so comprehensive a program has been sched- uled solely in answer to popular requests— Washington Post, Jan. 11. A Rapio CORRESPONDENCE course in Bus- ness English and Letter-Writing is being given under the auspices of the Extension Division of the University of Nebraska by Mr. Maurice Weseen, Thursday evenings #t seven o’clock on the University of Nebraska Station WFAV, 275 wave length. Miss Grace SCHERMERHORN, associate di- rector of the American Child Health Asso¢- ation, and formerly director of home er nomics in the New York City public schools, died recently. Pusiic ScHOOL SALARIES IN 1924-1925, Vol 3, Nos. 1 and 2, the January-March, 192, issue of the Research Bulletin, charts from which are reproduced on pages 131 and 132 has been distributed to five dollar member It may be obtained by others at fifty cent per copy by addressing the Association. Los of fifteen or more for use in salary ¢alr paigns may be obtained at reduced rates. fol. 1: > P FS Ses = rd his arrangement. centers and points of interest. Four hundred rooms, all with outside ex tub and shower baths. This Magazine is from Our Presses Judd & Detweiler, Inc. Master Printers Eckington Place and Florida Ave. Washington, D. C. THE JoURNAL OF THE NATIONAL EpucaTION ASSOCIATION Hotel Hamilton WASHINGTON, D. C. Fourteenth and K Streets Opposite Franklin Square Park HAMILTON seeks to entertain school workers when on business or pleasure trips to Washington. Liberal Reductions from regular rates are made to persons connected with schools and colleges. Three Blocks from— NATIONAL EDUCATION The new plan, prepared after months of study and ASSOCIATION investigation, is unique in every detail. The Medal HEADQUARTERS Faultless in appointments and complete in every detail of Courteous and careful attention to the comfort of guests. Convenient in location and easily accessible from business Transportation service to and from Union Station. New Underwood Awards Plan for O THE HOTEL Teachers, Students, Stenographers and Typists R years the Underwood Awards Plan has stim- ulated interest in typewriting and promoted speed and accuracy among teachers and students—to the benefit of the commercial world and the earning capacity of typists. Awards are the most striking feature of this plan. From the bronze, with its rich blue centre of French enamel, to the 20 Karat white gold with alternating diamonds and emeralds, crown set—all are exquisite —worth winning—an inspiration to still greater achievement. These new awards are made to be worn in the same way as fraternity and sorority pins. posure and with Following is a description of the new Medal Emblem Awards with the rate required for each. Medal Emblem Awards 40 word—Bronze with rich blue centre of French Enamel 50 word—Polished Sterling Silver 60 word—10K burnished gold 70 word—10K burnished gold with pearls, close-set 80 word—14K green gold with alternating rubies and pearls, close-set 90 word—18K burnished gold with alternating sapphires and pearls, close-set 100 word—20K white gold, platinum plate, with alternating diamonds and emeralds, crown-set Each medal emblem is enclosed in an attractive box The New Awards Booklet describes in detail the new Awards Plan. Send for your copy. UNDERWOOD TYPEWRITER COMPANY INC. Underwood Building New York City UNDERWOOD The Machine of Champions Mention THe Journat when writing our advertisers. | ) it he TS et EE TOS AD si Bill Sa ad SOR A PT LI he TOE ig LIE! 8 ent CAS TEI a Clete: odie Lirica sli A Dial EL Rl nes tar A-116 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ‘(FREE VACATION THIS SUMMER TO Yellowstone Park, California, Gulf of Mexico, Niagara Falls, Atlantic City, Washington, D. C. (You Select the Date) Nothing to Sell. Send Us a List of Words Formed from Letters in the Slogan “When East Meets West” Write Today for FREE List of Twenty-five Words and Data Outdoors Pictorial Free Vacation Dept. K 425 10th St. N. W., Washington, D.C. MAPS McConnell-made high-grade maps of all kinds for educational institutions. TUNNELL MAP CO. Formerly McConnell Map Co. 213 Institute Place Chicago, Ill. No Soliciting. TEACHERS WANTED For Schools and Colleges Every Day of the Year NATIONAL TEACHERS’ AGENCY, INC. D. H. Cook, Gen. Mgr. Home Offices Philadelphia, Pa. Branches: Pittsburgh, Pa.; Indianapolis, Ind.; Syracuse, N.Y. Northampton, Mass.; Auburn, Maine. No charge to employers. No charge to candidates till elected. Positions waiting. Correspondence confidential. Teachers—Free Trip to Europe THE STUDENT INTERNATIONALE Tour Europe July-August requires organizers, con- ductors and chaperons and will offer the trip for service. Lowest cost tour; purely co-opera- tive. All expenses $290 up. Address: BEN FRANKLIN ALLEN 14 Back Bay, Boston, Mass. Penmanship Chart F RR EE ona Copy Book TO TEACHERS ONLY 10 cents to all others W. H. DEAN COMPANY, 45 E. 17th St. N. Y. City. The Draper Sanitary Roller Shade Patented Jan. 8,’07; Aug. 7, 1928 The Draper Line of Adjustable Cotton Duck Shade Meets School Requirements Sold by Most of the Leading School Supply Houses Manufactured by The Luther O. Draper Shade Co. Spiceland, Ind. A pril, 1995 WANTED #22025; For Summer Work Would You Like to Travel All Summer Long—engaged in work that capi- talizes your teaching experience and offers unusual financial returns? One of the country’s old and well established business houses, with a nation-wic will have openings for nearly 100 women teachers this Spring and Summer. le Organization, j These positions are paying other teachers from $200 to $400 A MONTH Applicants must have had two years’ college or normal school training, three years of teachi experience, and be between 25 and 4o years of age and in good health. Positions will be filled in the order applications are received, with preference to those of highest qualifications who can work longest. Give age, education, experience, date when your school closes and number of weeks you can work, in your first letter. Address Dept. N.E.A.5, S.J. GILLFILLAN, Garland Bldg., Chicago, Illinois ALL ABOUT TRAVEL & TOURS IN Prestocopy Stencil Duplicator offers the easiest, simplest, most efficient and least expensive method of making copies of writing, typing and drawing. Any one can operate it. Price within the reach af every school. A boon to the overworked teacher, a decided help to the scholar. Indorsed by leading educators. Guaranteed without qualification. It must give satisfaction or money will be refunded in full. D ae SWEDEN & DENM CANDINAVIAN TRAVEL BUREA, Ss 28) SROADWAY. GEN. AGENCY. NEW YORK 80 CHR.T. RAVEN. DIRECTOR. SUMMER SCHOOL IN VACATION LAND Combine pleasure and profit For further information write NEW ENGLAND SCHOOL OF SPEECH READING Regular and Normal Courses ANNA L. STAPLES CLARA M. ZIEGLER 175 Dartmouth Street Boston, Mass, Three sizes: post card $10.00, note $14.00, letter $18.00, fully equipped, delivered at your post office. THE PRESTOCOPY CO. 951 Eddy Street San Francisco, Calif. Professional Placement for Progressive Teachers Discriminating Service to School Officials THE J. M. HAHN TEACHERS AGENCY We fill every sort of educational position from the kindergarten to the university. Our field jg the twelve westernmost States, the Islands, Alaska, the Orient and Latin America. We are always in quest of outstanding people for important positions. April Bulletin: We want first-class, experienced private school teachers; technical men for the Orient; experienced commercial teachers of university standing; school and public health nurses, J. M. HAHN and Blanche Tucker, Managers 2161 Shattuck Ave., Berkeley, California Albert Teachers’ Agency 7. Fifth Avenue, New York ymes Building, Denver 25 E. Jeckoun Bivd., Peyton Building, Spokane Fortieth year. Well prepared Teachers for Grade Work, Junior and Senior High Schools, Supervisors, Principals, Superintendents, College and Normal Instructors and Professors wanted at all times. Our clients are the best schools and pay highest salaries. Send for booklet, “Teaching as a Business.” MORE TEACHERS NEEDED Do not put your teaching services on the bargain counter. Get what you are worth. Send for application blank today. G. G. WARREN TEACHERS AGENCY 425 MANHATTAN, DULUTH, MINN. THE YATES-FISHER TEACHERS’ AGENCY «20 sour michican AVENUE, ciicaco Telephones: Harrison 2642 Other Office: PORTLAND, OREGON, 911-12 Broadway Bldg. Harrison 2132 SOUTHERN TEACHERS’ AGENCY p2nnee.vc Sisivg:™ No advance fees. Booklet. 1020 McGee St., Kansas City 5 402 Dillaye Bidg., Syracuse ’ Fl SK TEAGHERS AGENCY 1420 Chestnut St., Philadelphia 409 Journal Bldg., Portland 549 Union Trust Bidg., Pittsburgh 2161 Shattuck Ave., Berkeley 120 Boylston Street, Boston 210 Title Bidg., Birmingham 548 Spring St., Los 225 Fifth Avenue, New_York 28 East Jackson Blvd., Chicago 11 Leader Lane, Toronto Send for Circular and Kegistration korm to any address above Continuous registration. Four offices. m Great Lakes Teachers’ Agency « reacties, Comore wow FREE RLOLU RS MT aN OMT NT OM 5. meme eananee 2, TMH ==6 EDUCATIONAL BUREAU Mention THe Journat when writing our advertisers, ODEON BLDG.,ST.LOUIS,M9 : : | OG op He DR Te) Ro) Laboratory Furniture . 4 Cy, No. 1412—Students’ Domestic Science Table EFFICIENCY Laboratory Furniture should meet the needs of modern methods of scientific Peterson Furniture is built to fulfill the re- quirements of the most modern laboratory. QUALIT workmanship. education. Skilled mechanics and expert cabinet-mak- ers put into Peterson Equipment unexcelled Lumber is kiln dried by the most modern process. Materials are of the finest grade. For over a quarter of a century SATISFACTIO Peterson Laboratory Furniture has proven its worth in leading educational institutions in every section of this country. Send for Catalog No. 14-N LEONARD PETERSON & Corc Manufacturers of Guaranteed Laboratory Furniture OFFICE AND FACTORY 1222-34 Fullerton Ave., Chicago, IIl. New York Sales Office: Knickerbocker Building., 42nd and Broadway TO THIS BIG FAMILY OF TEACHERS —Who have no financial worries, due to Sickness or Accident. —Who have a regular income in time of need. —Who are protected during vacation as well as during school year. —Who are able to “smile thru the tears.” We want to tell you about this great National Organi- zation of Teachers for Teachers and what it will do for you in time of need. Full information will be sent with- out the least obligation. Better write us today. Teachers Casualty Underwriters 567 T. C. U. Building Lincoln, Nebr. STUDENTS’ CHEMISTRY DESK A favorite in many laboratories. The gas and water pipes, with convenient outlets, are placed under the lower shelf and directly over the trough. Accommodates sixteen students, working in sections of eight. The details of laboratory furniture manufacture are so intricate and require such a fund of scientific knowledge re- garding laboratory operation that only a firm having back of it years of experience, years of conscientious experimenta- tion and progress, and a record for having rendered con- sistently satisfying service can Kewaunee has that quirements. experience. hope to meet modern re- knowledge and has that Address all inquiries to the factory at Kewaunee. LABORATORY FURNITURE C. G. Campsett, Treas. and Gen. Mgr. 123 LINCOLN ST., KEWAUNEE, WIS. . New York Office, 70 Fifth Avenue "Bes Branch Offices in Principal Cities Every Teacher should have this COFFEE SCHOOL EXHIBIT HIS Coffee Exhibit was de- signed especially for school use. It was prepared with the assistance of Prof. F. G. Bonser, of Teachers College, Columbia University, after a correspond- ence which brought suggestions from more than a score of lead- ing educators. It is especially appropriate for Fourth, Fifth and Sixth Grades, and for Domestic Science work in higher grades. There are fourteen subjects the Exhibit, as follows: . Branch of Coffee Tree Showing Blossoms and Berries (six colors) . Coffee in Different Stages (six colors) Brazilian Coffee Plantation (sepia) . Cultivating Coffee (sepia) . Picking Coffee (sepia) Drying Coffee (sepia) Washing Coffee (sepia) A Ship Loading Green Coffee (sepia) i Roasting Coffee (sepia) “Cup-testing” Coffee (sepia) Map of World, Showing Coffee- growing Areas (sepia) me 5 FSo @namawe Ne Codie 12. A Short History of Coffee 13. How Coffee Should Be Brewed 14. Coffee Dietetics (with scene in Research Laboratory at Massachu- setts Institute of Technology) This Exhibit was prepared for educational purposes and is sold at cost. It will be sent, postpaid, anywhere in the United States upon receipt of thirty cents in stamps, money order or coin. Use the coupon or address the Joint Coffee Trade Publicity Committee, 64 Water Street, New York. Joint Coffee Trade Publicity Committee, 64 Water St., New York, N. Y. I am enclosing thirty cents. Please send me the Coffee School Exhibit. Wy v ache ak ne a ola a a i ie Sn le BAT BoE Wh Wied: ta RE Sti # RAP DOPE atin le, RSI EE et OE OD Ge os i asi ee is RET fare eal a aE i Slee LER RIAD be LLL a A EN A NS A When Space is at a Premium Nhoian ies’ i ‘ . ° . leachers appreciate a chart which saves the bother of eras- ing and drawing new diagrams. Colgate & Company has prepared a complete chart for illus- trating lessons in Dental Hygiene. Copies of this chart are sent, free, one to a school, during the present year as part of our service to teachers in solving classroom problems. Preventive dentistry is the new forward step in dental science. It is sweeping the United States—and with it Colgate’s Ribbon Dental Cream is.closely allied. Colgate’s is a preventive dentifrice. It removes causes of tooth decay. The delightful flavor of Colgate’s helps children to form the toothbrush habit. It is a habit which will help them keep their teeth safe fora lifetime. Colgate & Company A series of important and interesting bulletins regarding dentifrices and their action on the teeth has been pre- pared by an_ unbiased authority. Copies will be sent to educators who request them. COLGATE & CO., Dept. 467 581 Fifth Avenue, New York City Please send me free of charge the following: (Mark with a cross in the square opposite the article desired.) (1 Tube of Ribbon Dental Cream (trial size). O Bulletin No. 1. The True Acidity cr Alkalinity of Mixed Normal Human Saliva. C1 Bulletin No. 2. A Comparison of Soap-containing and Soapless Dentifrices. [1 Bulletin No. 3. “Curdling’” of Mucin in the Saliva. C) Bulletin No. 4. The Comparative Effect of Mildly Alka- line and Acid (Soapless) Dentifrices and Certain Flavoring Materials on the Flow of Saliva. ESTABLISHED 1806 (Only requests filled out on the cour BEES RI ESE EE nored)