On to Indianapolis, Sixty-third Annual Meeting, June 28 to July 3, 1925 


JUNE, 1925 


[WS 


The JOURNAL of the 
NATIONAL EDUCATION 
ASSOCIATION 


Commencement 

America’s History Vitalized 

Jordan Consolidated School 

The Dalton Plan: Why and How 

School Publicity in Mount Vernon, New York 

The Dagenhart Boys . ; 
Training for Leadership by Means of Seudent Ge ernment 
Cossitt Avenue School 

Editorial 

Recreation for the Teattiae 

The Modern Kindergarten 

The Undying Fire 

Gifts for Graduation 

Guide to Books 

Enrolment and Afhliation . 

The Service of Educational Research 

World Federation Agenda 

James Whitcomb Riley’s Poems 

Annual Meeting—Tentative Program ; 
Tentative Programs of Departments and Allied Cliataiibae 
Indianapolis Hotels and State Headquarters 

Notes and Announcements 

Our Literary Heritage 


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. 



















HOW AND WHERE WE LIVE 


“The last word about beginning geography.” —In 
“How and Where We Live” the child is introduced 
to world geography through his own experiences and 
environment. The simple story-book style and the 
dozens of attractive pictures hold the attention from 















first vage to last. 


Andress-Evans 


PRACTICAL HEALTH SERIES 


The new health books, “Health and Success” and 
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J. RUSSELL SMITH 


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Dr. Smith, author of HUMAN 
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political units, and so on. 





















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Book I. PEOPLES AND COUNTRIES 
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LL educators now agree that Geography in the Elementary Schools should 
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longer is Geography the study of the earth with emphasis upon location, 


Book II. 


When Dr. Smith tells about wind and sun, rain and drought, frost and heat, 
mountain and plain, river and sea, he does much more than teach the facts of 
geographic science, he also tells about people. He shows how the lives of men 
are influenced by the earth on which they live. It is a fascinating study to see 
man in many different countries fitting himself into his environment, by doing 
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OUR MILLION American chil- 

dren, more or less, will end their 

formal schooling during the spring 
months of 1925. Not all of them will 
pass through the happy ceremonies that 
are supposed to mark the commencement 
of the intellectual life but which too 
frequently mark its close. If some of the 
young people leave the school tasks with 
a sigh of relief and an eagerness to drop 
forever things studious, it is not their 
fault, nor is it the fault of the teachers 
entirely. It is rather the fault of a 
system that has come down to us 
through the centuries. 

Before democracy began to spread 
among the peoples of the world, edu- 
cation was the heritage of privileged 
classes only. Study was largely a leis- 
ure class occupation. “The schoolmasters 
brought together into their curriculum 
practically all the knowledge the 
world had then achieved, excepting the 
useful everyday learning that had to do 
with such homely things as food, cloth- 
ing, and shelter. 

When the curriculum began to take 
a utilitarian turn it was made to serve 
the needs of the ministry and the profes- 
sions, with heavy emphasis on linguistic 
abilities rather than on capacities to do 
a variety of things involving the senses 
as well as memory and imagination. It 
was easy for the first colleges established 
on American soil to take over the curric- 
ulum of their privileged-class European 
predecessors and to adapt it for training 
for the ministry and public service. It 
was natural that the academies which 
grew*up should seek to prepare their 
charges for the colleges. Had not John 
Milton, John Locke, and Thomas Jef- 
ferson declared the wisdom of equality 
in education? The best was none too 
good for the humblest citizen. That 
best meant the academy and the college. 

Again, it was to be expected that 
when the public high schools began to 
develop, starting in Boston scarcely 
more than a century ago, they should 
adopt with little modification the spirit 
and curriculum of the earlier academies. 
Thus, much that is useless has come 
down to us from early centuries through 


Commencement 


the colleges, academies, and high schools. 
The development of elementary schools 
has been profoundly affected by these 
influences from above. They were in- 
fluenced also by a notion, common in 











EDUCATION’S CRUSADERS “i: 


the pioneer days, that the child should 
be taught the things that he would 
naturally avoid learning; that he could 
be trusted to learn for himself the ac- 
tivities of home and farm and other 
matters in which he found a ready in- 
terest. 

The schools were also heavily in- 
fluenced during their formative stage 
by the military idea, which was par- 
ticularly strong during the period fol- 
lowing our Civil War. Severe discipline, 
a rigid time schedule, the arbitrary di- 
vision of knowledge into branches of 
study—such things as these are sugges- 
tive of army routine. Heavy emphasis 
thus came to be placed on subject-mat- 
ter, which was hammered into the grow- 
ing mind by every device, brutal and 
humane, that resourceful pedagogues 
could command. Little thought was 
given to habits, attitudes, and apprecia- 
tions as ends in themselves. 

When the useless elements in the cur- 
riculum began to come into question 
they were bolstered up by the theory of 


[173] 







June, 1925 


“formal the notion that 


discipline” ; 
abilities developed in one study carry 


over into other fields. The battle over 
formal discipline has continued. While 
advocates at either extreme have refused 
to accept the arguments of their oppo- 
nents, absolute faith in formal discipline 
has largely given way to a questioning 
and experimental attitude. 
cedures and the 
have not 


School pro- 
curriculum, however, 
been so much modified as 
might be expected by the growing science 
of education. 

With these various forces holding the 
child to a curriculum containing much 
which is not related to his present or 
future needs, with a lock-step system 
that tends to ride roughshod over in- 
dividual impulses and aspirations and 
to make the child feel either “dumb” or 
vain, it is little wonder that many chil- 
dren approach the end of their school 
days with gladness, mingled only with 
sadness at the ending of the happy fel- 
lowships of the school period. 

By custom the commencement cere- 
mony, which has come down to us from 
the scholastic ceremonies of the Middle 
Ages, has generally taken a practical 
turn. Parents, teachers, and commence- 
ment speakers are inclined to encourage 
the young people as they approach the 
turning of the road to take stock of 
themselves, to see the real relationships 
of life, and to think of some of the 
dominating ideas that must guide any 
life that is to be happy and worth 
while. The commencement season is, 
therefore, a time for sermonizing, of 
impressive statement of those truths of 
life which are ages old, yet ever new; 
those words of wisdom that every parent 
and teacher and preacher cannot too 
much dwell on, for they are the chart 
and compass of human life and progress. 

If the young people have not had 
sound habits, attitudes, and apprecia- 
tions built into their lives during the 
months and years that have preceded 
commencement, the ceremonies and bits 
of parting advice cannot bridge the gap, 
but they can help a little. From the 
very beginning the child needs to be 
made to realize that his formal school- 





174 Tue JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


June, 1925 


——— 


ing is only a minor part of his educa- 
tion. It is only the little help that so- 
ciety gives him in order that he may 
help himself. It places him under 
obligation to go on that he may serve 
society intelligently and well. 

Just now there are five factors out- 
side of the schoolroom which seem most 
to influence the mental growth of young 
people. First, things and nature. Noth- 
ing can be better for a child’s growth 
than a kit of tools or a garden with 
which he can work and learn for him- 
self the fine art of observation and sense 
the joy of creation. Second, companions 
and people. Children teach each other 
more than we realize, and companion- 
ships between childhood and maturity 
are among those priceless things that 
have developed the best intellects the 
race has known. Third, reading—not 
haphazard and accidental, but planned 
for by parents, teachers, and librarians, 
so that the child may be familiar with 
that common background of pictures 
and ideas that enable us to live and work 
together. Fourth, motion pictures, 
the development of which has been so 
largely guided by commercial motives 
that their vast educational possibilities 
are only beginning to be understood. 
What wonders of science and history 
and life cannot be brought vividly to us 
all by this magic creation of inventive 
In such films as the Chron- 
icles of America our history comes to 
children with a vividness that makes our 
Nation a reality—something to be loved 
and served. And finally, radio, the 


genius? 





youngest of the great educational forces, 
bringing the whole world into our living 
rooms, where we may have contacts with 
the great musicians and orators, and 
men and women of affairs. 

Truly the danger now is not too great 
poverty of ideas, not too little of mental 
stimulation, but too much. ‘The chil- 
dren of this generation, who are to be 
the leaders of the next, will be those 
who early learn the value of time, the 
need to select the impressions that they 
put into their minds as carefully as they 
select the food that they put into their 
stomachs. We are not obliged to hear, 
or read, or see everything that comes 
along. We may reserve our attention 
for the really precious and worthwhile 
things, that we may turn to them with 
all vigor. If the child or the college 
graduate has learned that lesson, educa- 
tion has done much for him. 

The child should leave school with a 
working philosophy of life. That 
philosophy should give high place to 
the ideals of service and civic obligation. 
The duty of intelligence should also be 
exalted and the child made to under- 
stand that it is something to be used in 
every act of daily life. He would then 
come to the end of the school road with 
a-program for further reading and ob- 
servation, with habits of study that 
would carry throughout life. To bring 
to the masses something of the attitude 
and the technique of the scientist and the 
spirit of the public servant is the primary 
mission of the school. It is maintained 
from public funds. It cannot shirk its 


duty to insist on civic service and virtue. 

Let us learn this lesson from com. 
mencement in 1925 —the curriculum 
and the whole organization and Spirit 
of the school, from the kindergarten 
through the universities and professional 
schools, should create desires and habits 
which will leave the graduate at com. 
mencement time with a sense of obliga- 
tion so strong that he will consider him. 
self a slacker if he faces life without a 
program of enlarging intelligence — 


J. E. M. 





——___ 


N A RECENT inspirational address at 

Tremont Theater, Boston, upon The Fu- 
ture of the Republic, Frank D. Boynton, gy- 
perintendent of schools, Ithaca, N. Y.,, said: 

“There is no calling or profession, saye 
that of parenthood, which offers such op- 
portunities for service as does teaching. 
Past the teacher’s desk the unending stream 
of youth must go—the authors, statesmen, 
bankers, business and professional men and 
women, those who are to build or wreck 
empires—and as they pass give the teacher 
an opportunity to touch Destiny. 

“A phonograph can hear recitations; but 
teaching, that process by which one, skilled 
in the things of the heart and brain, under- 
takes the task of enlarging the lives of others 
in all the varying possibilities of self-enjoy- 
ment and general usefulness, has always 
called for and had the mightiest hearts and 
intellects in human history. 

“So long as we continue to man our 
schools, these bulwarks of our liberty, by 
men and women whose sterling honesty, 
whose ruggedness of character, whose cour- 
age and compelling personalities mark them 
as leaders—civic, social, religious—the Re- 
public is secure; what the teacher is, the 
Nation will become; what the school is to- 
day, the Nation will be tomorrow.” 


AKE LOUISE is a favorite with travelers and artists. This charming picture, by Miss A. A. Gray, received 
first prize for the best photograph taken during the August, 1924, trip of the Canadian Teachers’ Federation, 
when more than one hundred and fifty teachers enjoyed the scenic splendors of Southern Canada. 





res 
tio 
su 


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—— — © 7. 


a & 


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Americas History Vitalized’ 


FRANK E. SPAULDING 


Dean of the Graduate School of Education, Yale University 


ODERN IDEAS of history 
teaching in our secondary and 
elementary schools are rapidly 

reshaping the actual content of instruc- 
tion and the methods employed in this 
subject. ‘This is not to say that either 
the facts or the truths of history are be- 
ing changed, distorted, or misrepresented. 
It is to say, however, that the time, space, 
and emphasis accorded to historical facts, 
events, personages, and movements are 
undergoing radical changes; also that 
every phase of the whole drama of his- 
tory’is being subject to reinterpretation. 

In this movement, there is nothing 
alarming, nothing even new. It is 
merely one manifestation of a tendency 
that is universal and unceasing, that will 
make itself felt as long as men try 
seriously to orient themselves in the 
world. Just now, throughout the think- 
ing world, but for certain reasons per- 
haps especially in the United States, this 
tendency is manifest to an unusual de- 
gree. 

Recent world events and present con- 
ditions are stimulating us as never before 
to try to get our bearings with respect to 
the past, that we may proceed into the 
future more intelligently. As events 
and personages recede, their significance 
as parts of important movements that 
have come down to the present is sub- 
ject to progressive understanding. Facts, 
merely as facts, of course remain forever 
unchanged, but the interpretation of 
facts and the understanding of the signif- 
icance of facts are subject to continuous 
change. And, in the last analysis, it is 
only through their true significance that 
historical facts acquire any value to 
justify their use in teaching. 

Back of the United States more than 
of any other nation, the stream of events 
of the last three hundred years is rich 
in historical significance. For the revela- 
tion of the full and relative significance 
of these events, the whole three hundred 
years is a short period. So it is only 
the earlier of them that are capable of 
relatively permanent appraisal today. 
But all of them must necessarily be given 
their temporary valuation, which means 
that they must be subjected to continuous 


*The illustrations in this article are used 


—- the laggy 4 of the Yale University Press, 
522 Fifth Avenue, New York City. 





New Haven, Connecticut 


revaluation from the standpoint of the 
ever advancing present. 

It is the highly professional function 
of writers of historical textbooks, of 
teachers of history and of their directors, 
to keep the instruction in the schools 


4 ae 


DIANS witness the approach of 

Columbus and see his armed seamen 
row away from the Santa Maria to set 
foot on their new-found land. 


fully abreast of these constant historical 
reappraisals and reemphases. 
than that, the schools in a peculiar and 
most important sense must have regard 
to the future. They must be ever mind- 
ful that the content and method of in- 
struction is serving, and should be con- 
sciously made to serve, not merely to give 
adequate understanding of the past, and 
that as a guide to the future, but to shape 
the ideals and attitudes and to stimulate 
the resolutions of pupils who are bound 


to become large factors in determining 
the content of the historical stream as 


it flows on. 


The most distinctive and promising 


recent contribution to the materials, 
methods, and spirit of modern history 


teaching is presented in the Chronicles 


These bring 


of America Photoplays. 
before pupils materials of instruction 


of first importance, which no book, no 
map, no “still” picture, no teacher can 


[175] 





More 


provide. They reénact the most signif- 
icant events in our history. Great his- 
torical characters, from Columbus to 
Lincoln, many of them already fast be- 
coming legendary, appear as real, living, 
thinking, struggling men and women, 
taking their part in the epoch-making 
events of their times and of their careers. 
They appear before backgrounds and in 
settings of time and place as true and 
accurate as the most competent and con- 
scientious research, combined with skill 
and imagination, is able to produce. ‘The 
material presented by these historical 
photoplays is as far removed from the 
material of typical “movies” as the great- 
est classics of literature are far removed 
from light reading and pure trash. The 
Chronicles of America Photoplays are 
classic. 


This new classic historical material 
requires new methods of study and 
teaching. Fundamentally, these are the 


methods of the classroom, of the serious, 
thoughtful student and teacher, not those 
of the moving picture theatre, of ‘movie 
fans,” and of purveyors of sensation and 
amusement. Yet the methods required 
are not identical with the methods best 
suited to the use of textbooks, for in- 
stance; methods must be adapted to the 
material. 


This new historical material combined 
with its appropriate method contribute 
in large measure to the spirit of modern 
history teaching. This spirit may be 
briefly characterized as the spirit of cur- 
rent significance. 

Yet, great as is the contribution that 
these historical photoplays are making, 
and are destined to make to the teaching 
of history, they do not and can not sup- 
plant, they were never expected to sup- 
plant textbooks or teachers; they are ad- 
ditions to the material, method, and spirit 
of history study and teaching. Some- 
thing of the extent and character of their 
contribution can be understood from a 
brief outline and characterization of the 
series, consisting of thirty-three photo- 
plays, one hundred reels of film. 

But first, let it be clearly understood 
that this series of photoplays, extensive 
as it is, could not and does not attempt 
to present a complete history of the 
United States. The projectors early 








Tue JOURNAL OF THE NATIONAL EpucaTION AssocIATION 








June, 1925 


— OO 


HE 


from the Indians. 


realized the absolute necessity of making 
choice for pictorial representation even 
among events and movements of first 
magnitude in historical importance. 

As it became fully evident that an ad- 
equate presentation of all important 
aspects of our history, within the com- 
pass even of such a long series of films 
as was projected, would be quite out 
of the question, the practical choice to 
be made presented itself in the form 
of these alternatives. The series must 
be used either for presenting samples, 
as it were, of the various important 
aspects of our history, or it must be de- 
voted primarily to presenting rather 
completely the most important features 
of a single general aspect of that history. 
After much thought and long discussions, 
it was unanimously agreed by those 
chiefly responsible from the historical 
and pedagogical standpoints that this 
initial series of historical photoplays 
would best be made to represent pri- 
marily one great aspect of our Nation’s 
history, the governmental, if we must 
designate it by a single word, as dis- 
tinguished from such aspects as the social, 
industrial, commercial, and economic. 

As this important and difficult choice 
practically forced itself on everyone con- 
cerned, the universal desire to make ad- 
equate presentation of the social, indus- 
trial, commercial, and economic aspects 
of our history, which are justly receiving 
increased place and emphasis in progres- 
sive schools, was restrained with reluc- 
tance, in a measure relieved by the hope 





HEAVY stockade around the Jamestown settlement affords protection 
An ox-drawn tumbril is seen on its way to near-by fields. 





that these phases might some day be 
given as adequate pictorial representation 
as that chosen for the immediate series 
of films. 

The phase of our history chosen for 
pictorial presentation has been designated 
as governmental for the sake of brevity. 
But that single word serves rather as a 
negative than as an adequate positive 
characterization. Negatively, it signifies 
that the presentation of social, industrial, 
commercial, and economic events and de- 
velopments was not to be the primary 


HE PILGRIMS on 
offer thanks to God, 


safely landing 


purpose of this series of photoplays, 
Positively, the significance of this term 
governmental, must be expanded quite 
beyond its usual connotation, if it is to 
approximate an adequate characterization 
of that phase of our history to which this 
first series of photoplays is devoted. 

The phase of our history which these 
photoplays depict has to do primarily 
with the laying of foundations and the 
establishment and definition of boup- 
daries. Many of these foundations and 
boundaries have been predominantly 
geographical ; many others have involved 
national relationships; still others have 
had to do with our whole plan of Na- 
tional Government ; yet others have cop- 
cerned vital relationships within the Na- 
tion, State and Federal rights and pow- 
ers, and personal liberty. 

The laying and defining of geograph- 
ical foundations and boundaries, which 
resulted from the great events of dis- 
covery, exploration, and settlement, not 
seldom leading to strife and war with 
rival claimants to disputed territory, are 
shown through such _ photoplays *as 
“Columbus,” “The Pilgrims,” “The 
Puritans,” “The Gateway to the West,” 
and “Wolfe and Montcalm.” The 
foundations and chief boundaries of our 
National independence were laid and es- 
tablished through the long War of the 
Revolution. The most significant events 
of this period are reproduced in such 
films as ““The Eve of the Revolution,” 
“The Declaration of Independence,” 
“Vincennes,” and “Yorktown.” Follow- 
ing this period of war, there were laid 





at Plymouth Rock on December 20, 1620, 





Vol 


and 
dar 
mal 
ena 
stit! 
“Al 


and 


whi 
tion 
tine 
har 
end 


and 
Ala 
the 
this 


Sta 
libe 
rese 
Sta 


the 
and 
thi 
zat 
the 


dec 


fav 


d 


Vol. 14, No. 6 





THE JoURNAL OF THE NATIONAL EpucATION AssoclATION 77 


a ara ae ana A A at 


and defined the foundations and boun- 
daries of our National Government, 
marvellous achievements which are re- 
enacted in such photoplays as ““The Con- 
stitution,’ “President Washington,” 
“Alexander Hamilton,” and “Jefferson 
and the Annexation of Louisiana.” 

After more than a half century in 
which the western boundaries of the Na- 
tion were pushed clear across the con- 
tinent, through unsurpassed struggles, 
hardships, and exhibitions of courage and 
endurance, fittingly represented in eight 
photoplays, of which “Daniel Boone’”’ 
and “The Frontier Woman,” “The 
Alamo,” and “Oregon” are types, came 
the tragic period of the Civil War. In 
this period there were clearly defined and 
firmly established the boundaries of 
State and Federal power and of personal 
liberty. With this period suitably rep- 
resented in a half-dozen films, ““The Free 
State of California,” “Nationalism: the 
Northern Ideal,” “Lee and the Spirit of 
the South,” “Emancipation,” “Dixie,” 
and “Abraham Lincoln,” the series of 
thirty-three photoplays ends. 

This brief description and characteri- 
zation should serve both to make clear 
the phase of our history to which it was 
decided to devote this first series of 
photoplays, and to justify the decision in 
favor of this phase, rather than of any 
other or of a mixture of several. It was 
these marvellous, unparalleled achieve- 
ments in the laying of foundations, and 
in the definition and establishment of 
boundaries, that made possible scarcely 
less marvellous achievements in industry, 





ETER STUYVESANT, the choleric governor of New Amsterdam, lays aside 


his troubles and greets his family. 


Si Oe 





OVERNOR WINTHROP and his magistrates gather around the pulpit in 


F the meeting-house to discuss the ultimatum from England. 





commerce, and social conditions. ‘These 
latter achievements must be given ad- 
equate pictorial presentation before the 
photoplay history of the country can be 
considered complete. 

It should be understood, however, that 
the social, industrial, and commercial 
phases of our history are by no means 
unrepresented in this first series of photo- 
plays. There is not a single film that 
does not show something of these phases 
—indeed, it would be practically impos- 
sible to produce such a film. The pri- 





mary purpose, however, of every film is 
to depict the events and personages most 
concerned in the laying of foundations 
and in the defining and establishing of 
boundaries, on which and within which 
our life as a nation has been built up; 
all else was necessarily made incidental. 

The great historic achievements re- 
enacted in this series of photoplays were 
carried out largely by pioneers and fron- 
tiersmen, of one kind or another. The 
work of worthy pioneers and frontiers- 
men, in whatever field, has always been 
characterized by severe struggle, terrible 
hardship, incredible perseverance, en- 
durance, and self-sacrifice; and in many 
fields this pioneer-frontier work has in- 
volved bitter and prolonged strife and 
cruel warfare. All these things have been 
especially true of the pioneer and fron- 
tier work in the history of the United 
States. Such, then, were the characters, 
pioneers, and frontiersmen, such the his- 
toric events, which this series of photo- 
plays had to represent. 

Even though, for reasons already 
pointed out, it was impossible in this 
series of films to give a complete and 
fully balanced presentation of all im- 
portant phases of our history, that most 
of all important phase, to which these 
films are devoted, is presented in fullest 
accord with the best professionally ap- 
proved modern tendencies in history 
teaching. This was by no means easy to 
Approved current ideas and 
methods in history teaching are strongly 
tending to give larger place and emphasis 


accomplish. 








178 


THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 


June, 1925 


LL 


to the activities and achievements of peace 
and to reduce the space and emphasis 
given to war, especially to the detailed 
study of battles. No small portion of 
the historic materials with which this 
series of films had to deal was the ma- 
terials of war. 

War, in the life of this country, as 
of practically every country, has been a 
great historic fact, and a fact that has 
been of the utmost significance. Such a 
fact, on account of its far-reaching sig- 
nificance, can not be justifiably ignored 
in any teaching of history at the present 
time. But there are several methods of 
dealing with war in history teaching, 
and by no means the least problem with 
which progressive history teachers are 
today struggling is that of the treatment 
of war. Although in some ways vastly 
more difficult for the camera than for 
the textbook—for the former must be 
absolutely definite and concrete in its 
presentations, while the latter may be in- 
definite and vague—the Chronicles of 
America Photoplays make valuable con- 
tribution to history teachers’ efforts to 
solve this difficult problem of dealing 
with wars. A complete and satisfactory 
demonstration of this can naturally be 
made only through the films themselves, 
such films as “Wolfe and Montcalm,” 
“The Eve of the Revolution,’ “Vin- 
cennes,” and “Dixie,” in all of which 
war is a large, significant fact to be dealt 
with. 

Merely to indicate here the way in 
which the photoplays handle this war 
problem, these important characteristics 
may be given, which apply to every film 
which war enters. Nowhere is 
there any hint of the glory of war; no 
single war scene is presented in such a 
way that it could possibly be thought to 
be worthy of presentation in itself; every 
war scene, and every scene in any way 
connected with war, is so presented that 
the intelligent observer can not fail to 


into 








see it in its indissoluble relationship to 
important events which preceded and fol- 
lowed; the presentation of war scenes 
are rigidly limited to those that are abso- 
lutely indispensable to an adequate un- 
derstanding of the great achievements in 
which war played a large part; further- 
more, only so much of war is directly 
presented as is absolutely necessary to the 
understanding of great and lasting 
achievements, which have perpetuated 
themselves in the very foundations and 
boundaries of our national life. 

All these characteristics of method in 
dealing with war are in full accord with 
sound, progressive ideas in- history teach- 
ing. But these photoplays that must 


deal with war have gone a distinct and 
important step farther than it is prac- 





OLONEL GEORGE WASH- 
INGTON at Fort Necessity con- 
templates the seriousness of the situation. 
He has been advised of the approach of 
the French and Indians, fifteen hundred 


strong. 


tically possible for any textbook o, 
teacher to go in promoting sympathetic 
understanding of the purposes, MOtives 
loyalties, and sacrifices of the participants 
in war, on both sides. This is notably 
true of the photoplay, “Dixie,” ag has 
been demonstrated wherever it has been 
shown, North and South equally, Any- 
one who has seen and felt this photoplay 
can readily believe that this pictorial pre- 
sentation throughout the country, can dy 
more than all textbooks to heal whatever 
breach still remains from that deplorable 
conflict and to prevent for all time any 
like occurrence within the Nation, 

The most intensive and critical study 
of every one of the Chronicles of 
America Photoplays will serve to reveal 
new and often unexpected values of con. 
tent, of method, and of spirit. Their 
destined influence on history study and 
teaching can not be adequately character. 
ized by either of the terms, “revolution. 
ary” or “evolutionary,” though it may 
well partake somewhat of both; con- 
tributory in large measure, it certainly 


will be. 








AMERICA FIRST—Not merely in matters 
material, but in things of the spirit. Not 
merely in science, inventions, motors, and 
skyscrapers, but also in ideals, principles, 


character. Not merely in the calm assertion 
of rights, but in the glad assumption of 
duties. Not flaunting her strength as a 


giant, but bending in helpfulness over a 
sick and wounded world like a Good 
Samaritan. Not in splendid isolation, but in 
Christlike coéperation. Not in pride, ar- 
rogance, and disdain of other races and 
peoples, but in sympathy, love, and under- 
standing. Not in treading again the old, 
worn, bloody pathway which ends inevitably 
in chaos and disaster, but in blazing a new 
trail, along which, please God, other nations 
will follow, into the new Jerusalem, where 
wars shall be no more. Some day some na- 
tion must take that path—unless we are to 
lapse once again into utter barbarism—and 
that honor I covet for my beloved America. 
And so, in that spirit and with these hopes, 
I say with all my heart and soul, “AMER- 
ICA FIRST.”—Bishop G. Ashton Oldham. 





The American’s Creed 





BELIEVE in the United States of America as a government of the people, by the people, for the 
people; whose just powers are derived from the consent of the governed; a democracy in a re- 
public; a sovereign nation of many sovereign states; a perfect union, one and inseparable; estab- 


lished upon those principles of freedom, equality, justice and humanity for which American patriots 
sacrificed their lives and fortunes. 


I therefore believe it is my duty to my country to love it; to support its constitution; to obey 
its law; to respect its flag; and to defend it against all enemies.—William Tyler Page. 




















ASITATION and irritation reach a climax in the [DELEGATES in Independence Hall await final 
Boston Massacre. vote on separation from England. 


—_—- @& 


So OE SY SS aC 


Boston citizens, disguised as Indians, throw tea PLANTATION folk gather to see “Maussuh” and 
overboard. his friends ride off to war. 








AMERICANS and British face each other at Con- ONFERENCE of Grant and Lee ends years of 
cord Bridge. suffering and sacrifice. 














Jordan 


HE BUILDING shown at the 

bottom of this page is the home of 
the Jordan High School. It stands near 
the geographical center of the Jordan 
District, Sandy, Utah. It is 235 feet 
long by 166 wide and 45 feet high. It 
contains 30 large, well-lighted rooms 
adapted to various high-school activities. 
The auditorium contains 900 opera 
chairs of the best design. It is well 
adapted for assemblies and dramatic 
activities. The gymnasium, 60 by 90 
feet, the standard size, has a balcony for 
spectators. It is most suitable for social 
and physical activities. The study hall 
is a well-lighted room containing 80 
seats of the best modern type. Besides 
the rooms described, there are 27 rooms 
adapted to recitation and _ laboratory 
work. These have been especially 
designed for domestic science, domestic 
art, mechanic arts, agriculture, physics, 
chemistry, biology, and other classroom 
work. The building is thus well adapted 
for modern high-school ‘activities. 

The heating and the ventilating plants 
are likewise well equipped. ‘The former 
has two 80-horse power boilers that are 
fed by electric stokers. The latter has 
a large electric fan connected by air 
ducts with all the rooms. ‘The boilers 
heat the rooms by means of steam ra- 
diators, while the fan draws in pure air 
from a height of 25 feet on the outside 
and sends it warmed to all parts of the 
building. ‘The temperature is regulated 
automatically, so that it ranges con- 
stantly between 65 and 68 degrees 
Fahrenheit. 

The campus has 23 acres of ground. 
This is devoted to agriculture and to 
athletics. Foot-ball courts, tennis courts, 
base-ball diamonds, and running courses 
are laid off for use in athletics and sports. 
Around the building the ground is con- 


Consolidated School 


verted into appropriate lawns and flower 
gardens. On one corner of the campus 
are new brick cottages for the superin- 
tendent of schools and the high-school 








Another corner is occupied 
by the engineer who has charge of the 
buildings and grounds and is engaged 
the year round. 

This plant is that of a consolidated 


principal. 


‘rural high school. Located in the open 
country, as it is, it is not in any sense 
local. The nearest community, Sandy, 
is one mile away. Other communities 
that patronize the school range from 214 
to 12 miles distant. These commu- 
nities separately are too small to main- 
tain a modern high school; conjointly 
in consolidation they have established 
one of the largest and best high-school 
plants in the State. 

The buildings and grounds, which 
have cost to date about $225,000, will 


accommodate 750 students. They wil 
probably meet the needs of the distric, 
for the next eight or ten years, gj, 
hundred fifty students in grades 9 to 12 
were in attendance last year. 

The transportation is thus far mostly 
by automobile stages. 

Coming as these students do from 
small communities, ranging from 1809 
inhabitants down to 200, high-school 
opportunities would not have been ac. 
cessible to them had it not been for cop. 
solidation. 

The school is large enough to give 
breadth of scope to its activities. It has 
the usual social and athletic activities, 
In addition it has a broad curriculum, 
flexible enough so that students can find 
something to fit their native bent. 

The school here represented and the 
elementary schools that feed it are ad- 
ministered by a board of five men who 
work not for particular constituencies 
but for the entire people. Under the 
old district system over fifty men as 
trustees would have administered  sep- 
arate schools without even a_ possibility 
of high-school work. This administra- 
tion of the education of all these com- 
munities with one central high school 
by the board of five men who engage a 
competent superintendent is attained in 
these rural communities only by means 
of consolidation. 

Consolidation thus enables rural com- 
munities to establish modern high 
schools. ‘The plant, including campus, 
building, and equipment, can be of the 
best type. The curriculum can be broad 
enough in its scope to give opportunity 
for the development of individuality. 
The curriculum and social activities of 
the school can be adapted to the en- 
vironment and to the needs of the com- 
munity. 





dens 
gogs, 
ers 0 
carr} 
them 
mors 
struc 
met! 


cam: 
dem 
witk 
indi 
and 
gro' 
aris 
Ari 
Ath 


mos 


wel 
car’ 
En; 
of | 
ond 
Ou 
vid 
vel 
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enc 
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get 








The Dalton Plan: Why and How 


Lucy L. W. Witson 


Principal of the South Philadelphia High School for Girls 


HE “SCHOOL” of the Greeks 

meant “leisure,” particularly the 

“retired leisure that in trim gar- 
dens takes his pleasure.” Here, peda- 
gogs, slaves, led their charges to teach- 
ers of grammar, or music, or gymnastics, 
carrying their instruments and giving 
them, in passing, some discipline, some 
moral training. ‘This individualized in- 
struction was superseded by the lecture 
method of the Sophists, much too intent 
upon imparting knowledge. Then 
came a renaissance. Socrates, the great 
democrat, in the streets, anywhere, tried 
with his famous questions to help each 
individual to develop his power to think 
and his ability to do. In the 
groves of the Akademia, Plato, the 


olive 


aristocrat, and, in his Lyceum, practical 
Aristotle taught the fortunate youths of 
Athens, not individually but for the 
most part in real “discussion forums.”’ 

Under the Romans, schools 
were institutionalized, of course, and 
carried to the rest of Europe, including 
England. Here, in the tutorial system 
of Oxford, and in some remarkable sec- 
ondary schools, such as Bedales and 
Oundle, the fine art of teaching indi- 
viduals in a socialized environment, de- 
veloping the individual in the child, 
rather than merely “individualizing in- 
struction,” has survived to the present 
day. 

In this country—witness the once 
popular story of Mark Hopkins at one 
end of the log, with Garfield at the 
other—a highly individualistic method 
of education prevailed until about two 
generations ago. ‘Then was born the 
modern recitation method. It seemed 
to solve some of the difficulties of edu- 
cating numbers by providing a method 
of testing their home preparation. As 
a matter of fact, at its best, this method 
is a time waster for the many and a 
spur to only a few of any group. Clever 
children, those who can easily prepare 
by themselves even with hurriedly given 
assignments, gain almost nothing addi- 
tional, unless it be ennui or lazy habits 
of depending upon memory, in place of 
the more difficult adventure of thinking. 

For a generation, progressive teachers 
have been trying to overcome the dif- 
ficulties due to the obvious maladjust- 


these 





Philadelphia, Pennsylvania 


ment of the school to the enormously 
great individual differences of the chil- 
dren. The Pueblo Plan is an example 
of earlier attempts. Coaching laggards, 
or giving them more time, differentiated 


Teaching 


DO NOT KNOW that I could 

make entirely clear to an out- 
sider the pleasure I have in teach- 
ing. I had rather earn my living 
by teaching than in any other way. 
In my mind, teaching is not merely 
a life work, a profession, an occu- 
pation, a struggle: it is a passion. 
I love to teach. I love to teach 
as a painter loves to paint, as a 
musician loves to play, as a singer 
loves to sing, as a strong man re- 
Teaching is 





joices to run a race. 
an art—an art so great and so diffi- 
cult to master that a man or wo- 
man can spend a long life at it, 
without realizing much more than 
his limitations and mistakes, and 


his distance from the ideal. But 
the main aim of my happy days 
has been to become a good teacher, 
just as every architect wishes to 
be a good architect, and every pro- 
fessional poet strives toward per- 
fection.—William Lyon Phelps. 








assignments, segregating and teaching 
classes in accordance with their abilities, 
restoration and adjustment classes, are 
some of the modern devices used in 
many schools. No single scheme is as 
widespread, as well known, however, 
as the Dalton Plan. 

The Dalton Plan is really the evolu- 
tion from a laboratory method, in other 
than science classes, worked out in 1908- 
1913 by Helen: Parkhurst. It was first 
applied in the Tacoma Public Schools 
in 1911. Then began a long and finally 
successful effort especially aimed at 
eliminating the lock-step of the time 
table, coming to a climax in September, 
1919, in the Pittsfield School for Crip- 
pled Children. Here also was born the 
graph. Then, in 1919, the High School 
in Dalton, Massachusetts, was reorgan- 
ized by the regular Dalton teaching 
staff according to suggestions laid down 
by Miss Parkhurst, who supervised the 
work, What the Dalton School 


[181] 





adopted was called “The Laboratory 
Plan.” When the adoption of the 
plan became general in England, Miss 
Parkhurst renamed it “The Dalton 
Laboratory Plan.” 

The fundamental principles of the 
Dalton Plan are: I. Freedom for In- 
dividual progress and Instruction, II. 


Time Freedom, with Responsibility, III. 
for a Social 
Community Living. 

lL. Individualized instruction 


Provision Environment: 
did not 
originate with the Dalton Plan and is 
not peculiar to it. The problem has 
been attacked in this country along two 
main lines: A. The segregation and 
teaching of normal children in accord- 
ance with their abilities, with special 
classes for the subnormal, and sometimes 
for supernormal, children; and B. The 
individual assignment, either within or 
without a segregated group. 

A. The enforcement of compulsory 
education laws and the growth of junior 
high schools, together with the develop- 
ment of scientific measurements of in- 
dividual differences, in this country, at 
least, are rapidly leading to the attempt 
at more or less. complete segregation 
and teaching of all pupils in accordance 
with their abilities. In several Ameri- 
can cities, research bureaus have care- 
fully measured the results obtained from 
such segregation. Detroit, in particu- 
lar, has been carrying on, since 1920, a 
scientific experiment in segregation ac- 
cording to abilities and in individualiza- 
tion of instruction from the first grade 
up. In European countries, two gen- 
erations of compulsory education, com- 
pelled such segregation, long ago, by a 
trial and error method that has been 
remarkably successful. For example in 
Denmark, it is this efficient and prac- 
tical segregation, beginning at the end 
of the first grade, that accounts largely 
for the literacy of all the people. Prob- 
ably, too, their own success is one of the 
reasons for the slowness with which 
they are investigating our scales and 
measurements. 

For seven years, we in South Phila- 
delphia have been experimenting with 
rapid and slow progressive classes. The 
initial segregation is in accordance with 
1.Q’s formerly determined from group 





























































‘ * 
— : . ——— 
SS ae ae ae 


182 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





June, 1925 


SS OO OOO EEE EEO EE EEE EEE 


tests, but given us, of late years, by their 
respective grammar schools. The classes 
are paralleled, thus making it easy to 
change a pupil from one group to the 
other whenever it is the judgment of 
the teacher that in the subject he 
teaches, at least, the classification was a 
mistake. Moreover, we have still 
further segregated those who obviously 
cannot be expected to complete a four 
years’ high school course, and are giving 
them an “extension course” in which 
they are happy and successful. 

But the range of abilities within 
groups was still almost unbelievably 
large. The individual assignment 
within the segregated group has been 
of great service to us in still further 
bridging the gaps. 

B. Individual assignments: Frederic 
Burk, of the San Francisco State 
Teachers College, abandoned the daily 
verbal assignment, as well as the daily 
recitation in the training department, 
giving to each elementary pupil, instead, 
a copy of the course of study in each 
separate subject. These detailed courses 
of study were originally intended to 
guide pupil teachers. The immediate 
success of this project stimulated the 
faculty to produce a series of “self-in- 
struction bulletins,” in six subjects, cov- 
ering some twenty-six phases of grade 
work. Until they were prohibited 
from doing so, these were sold at cost 
to any one interested. The idea, how- 
ever, still lives in San Francisco, in 
Winnetka, and in many other cities. 

The individual assignment, originated 
by Burk, has been still further devel- 
oped, especially along two lines: 

I. By making provision, definitely, 
for individual differences—This may be 
done in one assignment either by double- 
starring maximum units, or by collect- 
ing all the maximum work in a single 
optional assignment, listed at the end. 
Some of the teachers in the South Phil- 
adelphia High School prefer to have 
the maximum work quite separate, so 
that those who cannot do it may not be 
teased by seeing it. 

Illustrations of maximum units— 
English 11A, Unit I: The Vicar of 
Wakefield. 

“For those who read quickly: The 
Vicar has much in it that is auto- 
biographical. If you want to know 
more of Oliver Goldsmith himself, read 
The Jessamy Bride by Moore or 
Irving’s Life of Oliver Goldsmith. 
Report on additional reading either 
orally or in writing.” 


Science 10B: At the end of a month’s 
work on sugar: 

1. “The testing of common _ foods 
(oatmeal, banana, parsnip, cornmeal, 
apple, raisins, etc.) for sugar; 2. A 
comparison of different sugars as to 
solubility, taste, and ease of crystalliza- 
tion; 3. The effect of strong sulphuric 
acid and of dry heat on sugars; 4. The 
changes that take place in a sugar solu- 





Teachers of Mankind 


HEIR CALLING is high and 

holy; their fame is the prop- 
erty of nations; their renown will 
fill the earth in after ages in pro- 
portion as it sounds not far off in 
their own times. Each one of 
these great teachers of the world, 
possessing his soul in peace, per- 
forms his appointed course, awaits 
in patience the fulfilment of the 
promises and resting from his 
labors, bequeathes his memory to 
the generation whom his works 
have blessed, and sleeps under the 
humble but not inglorious epitaph, 
commemorating “one in whom 
mankind lost a friend and no man 
got rid of an enemy.”—Lord 
Brougham. 


tion when its temperature is gradually 
raised; 5. The effect of diastase on 
starch; 6. The effect of saliva on starch; 
7. The effect of pancreatin on starch; 
8. Dextrin and its uses; 9. Substitutes 
for sugar; 10. The use and abuse of 
sugar in the diet. 

“Consult your teacher for direction.” 

2. Making provision, definitely, for 
socialization. May I quote again from 
some of our own assignments ? 

English 12A: Unit of Adam Bede. 

“Plan to finish your reading in about 
three weeks; that means reading approx- 
imately 175 pages a week. Talk over 
the story with your friends as you go 
along. If you find any marked differ- 
ences of opinion, bring the question 
to me. 

“When a large enough number have 
finished the novel, we shall have two 
conferences for general discussion. The 
discussions will be more enjoyable if the 
entire class is ready to take part at one 
time. 

“The following questions and state- 
ments will be used as a basis for discus- 
sion. 


1. What do you think the author’s prime 
purpose was in writing this novel? 

2. Are there any characters in Adam 
Bede who make you think of people in Silas 
Marner or the Mill on the Floss? 





3. Does the author make her characters 
real enough for you to understand them 
and sympathize with them? 

4. ‘George Eliot’s heroes and heroines 
differ radically from those of Dickens . 
this respect—when we meet the men and 
women of Dickens, their characters are al. 
ready formed. In George Eliot's novels the 
characters develop gradually as we come to 
know them.’ 

5. We look to George Eliot for the fr. 
flection of country life in England. Frequent 
and definite references to parts of the story 
will make the discussion more profitable 
and more interesting.” 


English Composition, 12B. 
“Choose 1 or 2. 


“1. Has your father or brother any 
‘bad bills’ that he would like us to try 
to collect? Ask him to give us the 
necessary data. If he will, form a smal] 
group of girls to talk over the problems 
presented in each case. Let each girl 
write the letters; then select the best, 
which will be mailed. Repeat the 
process, until you get results.” 


English 11B, Argumentation (two 
months’ work). 

“The skilful person always tries to 
foresee his opponent’s arguments. The 
development of this ability to see both 
sides of the question makes you fair 
and open-minded. 

“Formulate a proposition on some 
subject on which you have a strong con- 
viction. Then try to think of several 
good reasons which your opponent would 
urge against it. Next, try to prove as 
conclusively as your opponent would one 
of these reasons. To do this, you must 
mentally put yourself in his place and 
temporarily forget your own point of 
view. Perhaps you will make your argu 
ment so forceful that you will convince 
yourself. ‘Think out this proof first by 
yourself, making notes if you wish but 
not writing it out. Then present your 
argument orally to some one else in the 
group, or to me, if you prefer, and ask 
for criticism. ‘Try to speak as effectively 
as possible (one day’s work).” 

Il. Freedom with  responsibility— 
Rousseau was the first to advocate the 
utilization of the principle of liberty in 
education. It was emphasized, also by 
both Pestalozzi and Froebel, although 
their followers have often failed to use 
it in their practice. That we in 
this generation and in this country, in 
our grammar and high schools, as well as 
in the kindergarten and in the elementary 
schools, are able to practice what they 
preached is due more to John Dewey 
than to any one else. We must acknowl- 
edge too the stimulation that has come 


frot 
hur 


unc 
hel 
buc 


er ie ee ee ee ee a. oe |e 


Vol. 14, No. 6 


from Mme. Montessori and Helen Park- 
hurst. 

Freedom with stabilizing responsibility, 
under the Dalton Plan, is secured by 
helping the child to do his own time 
budgeting. In spite of weekly and other 
“eonferences,’ and still other fixed 
periods, such as assemblies, a short daily 
period with the student advisers, chorus, 
physical training, art, foods, and cloth- 
ing, the child has about half the time 
“free,” With the help of his student 
adviser, his subject teacher, and espe- 
cially from his own experience, made up 
of successes and failures, he learns how 
best to use that free time in order to 
get the largest results from his effort. 
He becomes in a small way an efficiency 
engineer. He is the master, not the 
servant, acquiring the habit of also see- 
ing the part always in its relationship 
to the whole. 

Graphs—The individual pupil graph 
was first evolved in the School for Crip- 
pled Children, Pittsfield, Mass. It is an 
efficient aid to the child in budgeting his 
time intelligently, as well as a help to 
the teacher in helping to teach him to 
think straight. Moreover, when stamped 
and graded by the teachers, it serves the 
double purpose of a monthly report card 
with comparatively little strain on the 
teachers. A wall graph in which each 
pupil records his own progress serves to 
stimulate him as well as aid the teacher 
in helping and getting together the 
smaller groups. 

Ill. The social environment in which 
children do their work is now of supreme 
importance. The modern answer to the 
question, “Who is your next door neigh- 
bor?”, “Why, the man I do not know,” 
indicates clearly the reason why the 
school must help its children to real com- 
munity living. It is no longer enough 
that they codperate with their teachers 
and their classmates. They must have 
the opportunity to be socialized across 
the years, with any and all of the chil- 
dren in school, at least. The Dalton 
Plan accomplishes this by substituting 
the atmosphere and the equipment of the 
laboratory for the cold, formal, separate 
classroom. This is splendidly illustrated 
in Miss Parkhurst’s own school, the 
Children’s University School, New 
York. In South Philadelphia, we have 
not yet attained either the substance or 
the shadow. In our overcrowded build- 
ing, each classroom is used by at least 
two different teachers in our long four- 
shift day. But we have often had the 
spirit with us in working out school 
projects. We hope some time to gain 


THE JOURNAL OF THE NATIONAL EpucaTIon ASSOCIATION 183 





it less consciously and with less effort. 

So much for the principles involved 
in the use of the Dalton Plan. It is 
obvious that there is only one modern 
device to which it is in opposition—the 
recitation method. Not only is it not in 
opposition to supervised study, nor to 





ISS NELLIE F. CORNELL, of 

Rochester, New York, has a 
longer record of service than Miss 
Marsh whose career was noted in THE 
JourNat for April, reports Miss Julia 
M. Traver, school editor of the Roches- 
ter Democrat and Chronicle. Miss Cor- 
nell began teaching in the public schools 
of Rochester on January 3, 1862, and 
had rounded out sixty-two years of 
service when she retired in January, 
1924, still vigorous. After preliminary 
experience in other schools of the city 
she became principal of the Ellwanger 
and Barry School No. 24, a new school 
then in the outskirts of Rochester, now 
almost in its heart. Here was spent the 
last forty-seven years of her sixty-two 
years of professional work. In the late 
years she had in her school grandchildren 
of former pupils. “Love has been her 
rule of life and its beneficent effects are 
shown in the lives of thousands of men 
and women, former pupils, now scattered 
through all parts of the Nation and the 
world.” Miss Cornell says that life has 
been beautiful, filled with love and hap- 
piness, and that if she could go back and 
again choose her life work it would be 
teaching. 


socialized recitations, nor to segregation 
and teaching in accordance with abilities, 
nor to problems, nor to projects, nor to 


platoons, but the Dalton Plan will be 
found to be a most consistent and effi- 
cient means actually to realize any or all 
of these ends. 

The Dalton Plan does put the em- 
phasis on how the child learns. Even- 
tually, however, it will, at least, point 
the way to that other important element 
in the education of children—namely, 
what shall he learn. To answer this 
question, it is not enough that curricu- 
lum-makers shall know the geography 
and social history of the world, both 
present and future, and the varying 
needs, the range of abilities, the habits, 
and the psychology of children, and the 
attainments, abilities, and psychology of 
their probable teachers. They must 
understand, also, a free child in action 
in a socialized environment. It is a 
long, long road, but the goal is now in 
sight. 

To summarize, sticking to my last: In 
the South Philadelphia High School, in 
addition to an immediate improvement 
in the quantity and quality of work, we 
have noted a heightened sense of respon- 
sibility and self-reliance and a keener 
interest in work as work. Perhaps this 
generalization is merely consensus of 
opinion. What follows is fact: 


1. Three times as many children now use 
the library; twice as many take out books. 


2. The absent child is no longer an in- 
solvable problem. 


3. The substitute teacher no longer is 
helpless, even when born inefficient. 


4. Reports are more frequent and less 


laborious. 


5. Traffic and study hall problems have 
almost disappeared. 


6. More pupils are promoted. 


7. Grades are almost uniformly higher. 
It is much more difficult—almost impossi- 
ble—for the lazy pupil to obtain a higher 
grade than he deserves. 


Moreover, we, the teachers, are learn- 
ing to do by doing. Our technique is 
steadily improving. Altogether, the 
Dalton Plan is the best scheme for 
teacher-development and _teacher-train- 
ing that has ever come our way. We, 
consciously, owe much to Dewey, to 
James, to Thorndike; to Terman and 
Yerkes and Otis, to Bobbitt, to Kings- 
ley, to Briggs, to Inglis, to Courtis, to 
Rugg, to Hall-Quest, to Fretwell. 
They, with many others, have helped us 
to get the vision, to see the doorways. 
The Dalton Plan has been the master 
key to unlock these doors for the full 
service of our pupils that they may enter 
finally into their kingdom. Education 
shall overtake catastrophe. 














i 


The Sophie J. Mee School aims to guide its 
boys and girls in such a way that they will not only 
make the most of their present school work, but 
become good and useful citizens. 


A HEALTHY BODY is essential to moral, 
educational, and civic success: 
1. Our boys and girls are given physical 
examinations each year, and defects are fol- 
lowed up by the health teacher. A dental 
hygienist examines the teeth of all the child- 
ren annually and recommends needed at- 
tention. 


2. Each class is inspected daily, under the 
supervision of the home room teacher, on 
ten health points having to do with bodily 
cleanliness. 


3. Four times daily a two minute setting-up 
drill is conducted with each class. At 
10:30, daily, groups of boys and girls go out 
for a fifteen minute supervised recreation 
period 


4. A Posture Test is given in every class, 
monthly. 


LOOK WELL 











A HEALTHY MIND is essential for happy and 


effectual school work: 


1. Boys and girls of the school have adopt- 
ed a school code to which they subscribe. 
They believe in being honest, respectful and 
obedient, courteous, loyal, orderly, clean, 
cheerful, sportsmanlike, prompt, and thrifty. 


2. Through the school’s guidance work, 
boys and girls are given recognition in help- 
fulness, responsiveness, carefulness, relia- 
bility, initiative, etc., as well as in the virtues 
listed in their school code. 


3. Every Tuesday morning a period is set 
aside for a practical lesson in Morals and 
Manners. 


4. Through the school and class organiza- 
tions, assembly work and the socialized reci- 
tation, boys and girls are given every oppor- 
tunity to exercise leadership and practice 
democratic methods of co-operation. 








We ask every Washington School child 
to come to school neat and clean, with 
his clothes in good order If we send him 
home unclean. some parents scold, and 
some thank us by correcting his trouble 
and sending him back promptly Which 
is better for the child > 


We watch the way each child sits, the 
way he stands, the hght he works in. the 
air he breathes A wre parent keeps his 
child fit by sending him to bed not later than 
nine © ‘clock every night 


We measure his height and his weight 
three trmes a year. so that we may know 
the condition of his health By following 
the direélions of the doflor and the nurse, pur- 
ents will find a big improvement in underwewght 


c hildren 


The school doctor examines each child 
once a year. When we report bad eye 
sight. poor hearing, adenoids, or diseased 
tonsils. some parents pay no attention 
and others thank us by having corrections 
made at once Which is better for the child? 


in Septembex, Miss Alden. our dental! 
hygremst. cleaned the teeth of our third 
grade and fourth grade children A wise 
parent sees that his child uses a tooth brush three 
times a dav 


Every day the nurse, our health teach 
er. treats more than fifty cases of bruises 
cuts, infections. burns. sores, etc By 
keeping close watch on these little things 
trouble is avoided, and children kept in 
school. Miss Murphy is glad to talk with any 
parent who wishes advice about his child's health 


Saeed 
[SCHOO RULES | 


ACT WELL 


We set aside fifteen minutes every day 
for Civics, Morals and Manners 


We excuse fifth and sixth grade chil 
dren one hour a week for religious in 


struction 


We try to teach Washington School 
children to be 
honest 
thoughtful 
polite 
punctual 
thrifty 
We help them to behave properly 
on the street 
at the theatre 
im cars 
at the table 


We train pupils to stand up straight 
and to speak distinctly They announce 
programs. introduce speakers. make re 
ports in assembly. and really like to sing 
alone and to speak before large audiences 


Parents are justly proud of the many 
valuable things the children learn to do. 


Heavy traffic makes our district dan 
gerous for little children Look first to 
the left. then to the nght, and cross only 
at corners 1s one of our safety rules. By 
satety posters, safety stones and practical 
talks on safety by the children themselves 
we try to help save Washington School 
children 








WORK WELL 


A Washington School child has these 
advantages 


|. Half of every day is given to Arith- 
metic, Spelling, Writing and English. We 
work to see who can get the most ex 
amples mght on the shortest time Each 
child tries to umprove his own writing by 
measuring it on a chart that shows ten 
samples. poor to excellent By daily prac 
tice he learns to talk well and to write 
gnood letters 


2 A special teacher of reading inter 


ests him im good books, good magazines 
teaches him how to use the daily news 
paper. and sees that he makes good use 
of the hbrary 

3. A special teacher of geography helps 
him to understand his own country and 
people and othe: countries and other 
peoples 

4 A special teacher of physica? train 
ing gives him exercises to make him 
strong and healthy In his games he 
learns to get along with others without 
quarreling and how to play fair, Washing 
ton School boys and Washington School 
zirls have won the two championship cups 
this year 

5 A special teacher of art helps him 
not only to make beautiful things. but 
alro to select beautiful instead of ugly 
things for himself and for his home 

6 A special teacher of music teaches 
him to love to sing and to hsten to beau 
tiful music 
>? A special teacher helps children 
one at a time to keep up with the class 
because they have been sick. or because 
they are new. or because they are failing 
mm other work Last year Miss Carter 
helped 237 children. most of whom owe 
their promotion to the special help she 
gave them 


Sixteen Washington School teachers 
are taking Columbia University courses 
this year to help Washington School chil 
dren get the best kind of education. 


NOW YOUR SCHOOL WEEK brought circulars like this to the parents of various schools in Mount Vernon, 

New York. They help the parents to visualize the work of the schools and to codperate more fully and intelli- 

gently. Many teachers and school officers will plan during the summer months similar material to be used at the 
opening of school in the fall and in connection with American Education Week in November. THE JOURNAL is 
indebted to Jasper T. Palmer, principal of Sophie J. Mee School, Mount Vernon, for furnishing this material. 












HIS is the story of an ungrateful 
T ai The story of a lad for 

whom all the machinery of the 
American Judiciary was turned to pre- 
serve his constitutional rights and who, 
after six years, has not yet brought him- 
self to give thanks. ‘The boy is Reuben 
Dagenhart, of Charlotte, N. C. 

Six years ago Federal Judge James E. 
Boyd, of the western North Carolina 
district, interposed the majesty of the 
law in Reuben’s behalf. Some months 
later Chief Justice White and Justices 
Day, Van DeVanter, McReynolds, and 
Pitney did the same. They declared— 
and they made it stick—that the Con- 
gress of the United States could not take 
away from young Reuben Dagenhart his 
“constitutional” right to work more 
hours every day than a boy of 14 ought 
to work. 

There may be another ungrateful boy 
in the picture—John Dagenhart. John, 
age 12, had his constitutional rights de- 
fended by the same courts to the extent 
that he was allowed to go on working 
in a cotton mill at an age when no boy 
should work at all in a cotton mill. But 
two days’ roving through the cotton 
mill towns around Charlotte last week 
failed to find John, and readers will 
have to be content with the story of 
Reuben. This leaves out, also, the story 
of Roland H. Dagenhart, father of the 
boys, whose constitutional right to put 
them to work in the mills and to re- 
ceive their wages each Saturday was 
upheld by the same court. 

What of Reuben now?—All that was 
found of Roland and the younger son 
after a search that followed their mi- 
grations from Charlotte to Salisbury, 
from Salisbury to Kannapolis, from Kan- 
napolis to Lowell and from Lowell to 
Gastonia, was the shabby little shack in 
the last-named town, the tiny ‘““company” 
house, built on stilts, where father and 
son live. 

Working in one of the mills were the 
Dagenharts. In addition to the father 
and sons there was a daughter, but she 
was 16, earning her dollar a day, and 
Congress had said nothing about girls of 
16. So the suit, when the manufactur- 
ers had it arranged, read like this: 


The Dagenhart Boys 


LoweLL MELLETT 


“Roland H. Dagenhart, and Reuben 
Dagenhart and John Dagenhart, minors, 
by Roland H. Dagenhart, their next 
friend, vs. W. C. Hammer, U. S. Dis- 


trict Attorney.” It was to enjoin the 





EVEN years ago Congress en- 

acted and President Wilson 
signed the first National child 
labor law. It was designed to pre- 
vent the employment of a child 
under 14 in any factory and pre- 
vented the working of any child 
between the ages of 14 and 16 
more than eight hours a day or 
after 7 o’clock at night or before 
6 o’clock in the morning. 

A few months later Roland 
Dagenhart, of Charlotte, N. C., a 
worker in the cotton mills of that 
state, initiated a suit in the Federal 
Court alleging that the “consti- 
tutional rights” of his boys, Reuben 
and John, were being invaded. 

The case finally found its way to 
the Supreme Court of the United 
States, and, by a vote of 5 to 4, 
the law was declared unconstitu- 
tional. Of course, Dagenhart, the 
mill worker, had nothing to do 
with the suit aside from permitting 
his name to be used. Others met 
all the other expenses of the suit. 

As a result of the decision 
hundreds of thousands of Ameri- 
can children have been compelled 
to continue at work in mills and 
mines and factories. 

What became of the Dagenhart 
boys, whose “constitutional rights” 
were protected by the Supreme 
Court? 

Lowell Mellett, of the Scripps- 
Howard Newspaper Service, jour- 
neyed down to North Carolina in 
order to answer that question. 

He tells the story here. 





district attorney from enforcing the law 
made by Congress. 

A child’s constitutional right—The 
Federal Court down there, Judge Boyd, 
presiding, issued the injunction. Appeal 
was taken and the United States Su- 
preme Court sustained Judge Boyd’s 
view. True, Justices Holmes, Mc- 
Kenna, Brandeis, and Clark disagreed 
with the other five. They couldn’t see 
where anybody’s constitutional rights 
were being violated by keeping children 





out of cotton mills until they were 14 
years old and limiting the hours they 
might work until they were 16. But 
Judges White, Day, Pitney, Mc- 
Reynolds, and Van DeVanter thought 
the act unconstitutional. Their decision 
meant that the Dagenhart boys could 
work in that cotton mill as long and as 
hard as their little hearts desired. 

And should not the Dagenhart boys 
be grateful for that? Well, Reuben 
isn’t. I found him at his home in Char- 
lotte. ‘He is about the size of the office 
boy—weighs 105 pounds, he told me. 
But he is a married man with a child. 
He is 20 years old. 

“What benefit,” I asked him, “‘did you 
get out of the suit which you won in 
the United States Supreme: Court?” 

Worked a 12-hour shift—You mean 


the suit the Fidelity Manufacturing 
Company won? (It was the Fidelity 
Company for which the Dagenharts 


were working.) I don’t see that I got 
any benefit. I guess I’d been a lot better 
off if they hadn’t won it. 

“Look at me! A hundred and five 
pounds, a grown man and no education. 
I may be mistaken, but I think the years 
I’ve put in in the cotton mills have 
stunted my growth. They kept me from 
getting any schooling. I had to stop 
school after the third grade and now | 
need the education I didn’t get.” 

“How was your growth stunted ?” 

“T don’t know—the dust and the lint, 
maybe. But from 12 years old on, I 
was working 12 hours a day—from 6 in 
the morning till 7 at night, with time 
out for meals. And sometimes I worked 
nights besides. Lifting a hundred 
pounds and I only weighed 65 pounds 
myself.” 

He explained that he and his sister 
worked together, “on section,” spinning. 
They each made about a dollar a day, 
though later he worked up to where he 
could make $2. His father made $15 a 
week and infant John, at the time the 
suit was brought, was making close to 
$1 a day. 

What little Reuben got—“Just what 
did yau and John get out of that suit, 
then?” was asked. 

“Why, we got some automobile rides 


Many members of the Association will wish to take this page to the editors of their local papers and request 
them to publish this story, which should go into every American home. 





[185] 





186 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


June, 1925 


ou 


when them big lawyers from the North 
was down here. Oh, yes, and they 
bought both of us a coca-cola! That’s 
all we got out of it.” 

“What did you tell the judge when 
you were in court?” 

“Oh, John and me never was in court! 
Just Paw was there. John and me was 
just little kids in short pants. I guess 
we wouldn’t have looked like much in 
court. We were working in the mill 
while the case was going on. But Paw 
went up to Washington. 

Reuben hasn’t been to school, but his 
mind has not been idle. 

“Tt would have been a good thing for 
all the kids in this State if that law they 


passed had been kept. Of course, they 
do better now than they used to. You 
don’t see so many babies working in the 
factories, but you see a lot of them that 
ought to be going to school.” 

Will protect kid sister—‘What about 


John? Is he satisfied with the way 
things turned out?” 
“I don’t know. Prob’ly not. He’s 


not much bigger than me and he’s got 
flat feet.” 

“How about your father?” 

“Oh, he’s satisfied, I guess. But I 
know one thing. I ain’t going to let 
them put my kid sister in the mill, like 
he’s thinking of doing! She’s only 15 
and she’s crippled and I bet I stop that!” 


Training for Leadership by 
Means of Student Government 


Burt A. MAyYBERRY 


Lincoln High School, Kansas City, Missouri 


TUDENT government is an ex- 

periment in modern secondary edu- 
cation. In theory, at least, it is ac- 
cepted, but the practice differs in various 
schools. Due to the fact that itis an 
experiment, there is a constant watch 
on the part of teachers and students to 
note its successes and failures. This 
constant observation tends to give the 
students a wonderful training in form- 
ing the habit of studying a problem; of 
discussing, freely and carefully, ways 
and means of its possible solution and 
possible outcome. 

Student participation in school gov- 
ernment develops leaders. It offers to 
a few the opportunity of taking a many- 
sided interest in the welfare of the 
school. -They acquire good judgment as 
to methods that will attain one end with- 
out defeating others. In taking ad- 
vantage of these opportunities, they de- 
velop habits of cordial coéperation in 
social undertakings for the progress of 
the school. 

It is true that this training is oc- 
casionally limited to a few, but most of 
the students elected are natural leaders 
of their group. Granting this, then it 
is desirable that these natural leaders 
be prepared for their coming responsibil- 
ities. In fact, it is-our duty as teachers 
and advisers to offer to these gifted ones 
an opportunity to improve their leader- 
ship. 

This brings us face to face with the 
question: In what way does the partic- 
ipation of students in the government of 


the school train for leadership? The 
answer is simply this: We learn to talk 
by talking, we learn to walk by walking, 
and we learn to lead by leading. Stu- 
dent government offers activities in 
which the students are given opportu- 
nities to lead, and, as a result, certairt 
characteristics are developed which make 
them better fitted to assume leadership 
in later life. 

Last winter the practice of snowball- 
ing on the part of students on the way 
home from school was brought up before 
the Student Council for discussion. 
Several members vigorously opposed its 
consideration on the grounds that the 
Council was overstepping its authority. 
In the discussion, it was revealed that 
these students had been snowballing and 
for that reason were loath to have the 
Council take up the matter. 

These students had recognized the 
principle that in no phase of student gov- 
ernment can the leaders be insincere. 
The student body watches them closely, 
and in general student opinion forces the 
leaders to practice the doctrines which 
they preach. The leaders soon recognize 
that they cannot hold the students to 
one standard of conduct and not observe 
it themselves. If other students cannot 
snowball, they cannot snowball; as a re- 
sult, they are forced to conform to these 
standards and are made to feel the ef- 
fect of student opinion when they fail 
to do so. 

This student opinion has another 
effect on the development of the leader. 


He tries some solution which student 
opinion does not favor and meets with 
Stubborn opposition on the part of the 
student body. The effect is that he is 
made to realize that he is one among 
many and that his success is measured by 
his ability to carry the group with him, 
He is, therefore, forced to take the group 
into account when he considers prob. 
lems, and an important quality of leader. 
ship is developed—the acquisitjon of a 
social viewpoint. Vv 

In successful student government the 
student is made to feel that it is his 
school, and in some ways it depends on 
him for certain things. He feels the 
school’s successes are his successes and 
the school’s failures are his failures. 
Such an attitude in a serious student 
develops an essential quality of leader. 
ship, initiative. He feels ‘that it is his 
duty to be on the lookout for ways and 
means to better the school, and under 
wise guidance he is encouraged to bring 
his problems to the proper authorities, 
If his plan is practical, it is put into 
effect, and he is given the satisfaction 
which comes with achieve- 
ment. 

Early last year the Department of 
Safety of Lincoln High School Student 
Council undertook the-supervision of the 
library. The Director called his de- 
partment together to study the situation. 
As a result of this consultation, a system, 
which involved the use of patrols, was 
introduced. It was made clear to the 
students that the success of the plan 
rested upon each of them and that the 
patrols were placed there to warn them 
when they were out of order. But in 
no case was the patrol to argue with 
the student. The plan worked out suc- 
cessfully and before the end of the school 
year the students had acquired the habit- 
of being orderly while in the library. 

This illustration shows that the lead- 
ers have discovered that things are not 
best done on the spur of the moment, 
but that the chances of success are in- 
creased when they are the result of free 
and careful discussion with sympathetic 
students and teachers. In this manner 
the students get training in another 
quality of leadership—the ability to 
organize. 

Good ieadership is largely a matter of 
training—the habitual performance of 
certain acts which tend to develop the 
following qualities of leadership: sincer- 
ity of purpose, the acquisition of a social ~ 
viewpoint, the ability to organize, the 
possession of initiative, and coéperation. 


successful 


Voi 


a a a2 &« WD WA 

















Vol. 14, No. 6 


THE JOURNAL OF THE NATIONAL EpucaTIon AssocIATION 


Cossitt Avenue School 


Frank A. CHILDS 


HE AMERICAN IDEAL is the 

ideal of equal educational oppor- 
tunity, not merely for the purpose of 
enabling one to know how to earn a 
living and to fit into an economic status 
more or less fixed, but of giving play to 
talent and aspiration and to development 
of mental and spiritual power.” 

The above sentiment of Charles Evans 
Hughes has motivated in a large way the 
scope of the educational program and the 
planning of the Cossitt Avenue School 
at LaGrange, Illinois. It is temporarily 
used as an elementary school but so ar- 
ranged as to later accommodate junior 
high requirements. It is located in the 
heart of the city and every effort has 
been made to economize play and recre- 
ation space, placing the building at the 
south end of the lot, seventy feet from 
the Cossitt Avenue frontage, insuring a 
highly developed landscaping of lawns on 
this main thoroughfare and more or less 
concealing the playgrounds on the side 
and rear avenues. 

The exterior of this building shows 
that a careful study has been made to 
give a dignified appearance, commen- 
surate with the educational standards of 
today. Variations in construction that 
add to the beauty are to be desired ; over- 
ornamentation that adds to the cost and 
not to the utility has been avoided. 

Buildings carefully proportioned, 
pleasing to the eye and symbolizing the 
importance of secondary education to 
the community can be had for the same 


cost, and oftentimes for less money, than 
the usual box type of school building, 
devoid of any interest and making no 





appeal to the pupil or citizen once he has 
left them behind. 

As to architecture, the Cossitt Avenue 
building is an adaptation of the Tudor 
Gothic of the sixteenth and seventeenth 
centuries to our modern needs, more es- 
pecially as to windows and lighting areas. 

Costly tiled roofs with unusable attic 
space have been omitted, and the monot- 
ony of horizontal cornice lines has been 





187 





varied by interesting oriel windows and 
stair marking the entrances. 
Indiana brick with limestone trimmings 
around the windows gives a warm tone 


towers 


to the exterior. 


An individual and interesting feature 
of the interior is the exposed concrete 
ceiling work, which saved many thous- 


ere vr taal — 


ands of dollars by eliminating all plaster 
work thereon. This feature makes for 
a variation in construction that adds to 
the beauty and which can be developed 
by treatment in color in special rooms, 
such as the auditorium, the library, the 
kindergarten, the study halls, and the 
administration offices—as has been done 
in this building with excellent results. 

Every effort possible has been made in 
economy of space, in elimination of dirt 
pockets, in ease of maintenance by use of 
battleship linoleum in all rooms through- 
out except gymnasiums, all corridors and 
stairs of monolithic gray terrazzo with 
sanitary cove bases of the same material ; 
all lockers and utility and storage cup- 
boards are recessed, and all radiation is 
hung from the wall, greatly facilitating 
the cleaning and care of rooms. 

The auditorium contains a fine Skin- 
ner organ and seats a thousand people, 
being capable of division into four 
smaller assembly halls. The stage is 
electrically equipped with dimmer cab- 
inet controllers and colored footlights 
and borders. The kindergarten has a 
fireplace with cozy settees at the sides, 
fish pond, sand boxes, and wide window 
ledges for flowers. 

The building now accommodates 
twelve hundred pupils and was built at 
a cost of twenty-four cents per cubic foot. 











188 





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


The payment of $5.00 instead of $2.00 entitles an active 
member, fn 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 re uested to report at omce any 
change of address, giving old as well as new address. 


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


Entered as second-class matter October 28, 1920, at the post- 
office at Tomioaten. 2 wes nd the _ ~ August + te pte 
Acceptance for mailing at 8; al rate of pos’ provi or 
in conan 1103, Act of Oct. 3, 1917. watheclaed Vai. 26. 1921. 





Harold A. Allan 


Business Manager 


Joy Elmer Morgan 
Managing Editor 


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





The Veteran Teacher 

VETERAN TEACHER in New 

Jersey was recently honored by a 
public presentation of a life membership 
in the National Education Association. 
On April 18, the superintendent of 
schools in the Nation’s Capital was given 
recognition in a banquet attended by 
more than two hundred fellow-citizens 
from all walks of life. It was in recogni- 
tion of the new building program, sal- 
ary schedule, and compulsory education 
law that have been put in operation in 
the District of Columbia, as well as in 
tribute to his election to the presidency 
of the Department of Superintendence. 
From other places come reports of similar 
appreciation and public recognition. It 
cannot be given too often. If teachers 
do not respect themselves and honor 
their fellows they cannot expect the 
public to do so. 

We properly honor the veteran soldier 
and naval officer who has stood between 
his country and the enemy. He has pro- 
tected all of us and is entitled to the 
respect, appreciation, and protection of 
a grateful people. To honor him we 
have created elaborate ceremonies and 
public occasions with their background 
of enthusiasm and patriotic appeal. We 
should do likewise for the teacher. 

In the schools of today is being 
forged a new technique of dealing with 
human problems—a_ technique which 
substitutes the combat of ideas, the strug- 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


gles of the laboratory, the studies of the 
psychologist and the sociologist for the 
resort to force and the brutalities of our 
Savage ancestors. 

Slowly, but surely, the notion that 
intelligence is the torch in whose light 
our problems should be solved is gain- 
ing ground. Less than a century ago 
we elected for president of the United 
States one who had killed his man in a 
duel. We should not do so now. We 
are inclined more and more to select to 
preside over our public affairs men who 
have proved their worth as managers 
and thinkers rather than as combatants. 
The duel has gone. The conflicts be- 
tween tiny localities that are so common 
in Bible stories have passed off the stage. 
The problems over which men resort to 
force are growing bigger and the areas 
vaster until we are actually facing the 
task of a world order founded on in- 
telligence. 

All this has come primarily because 
of the teacher. And the teacher who 
sees it clearly has an unfailing source of 
inspiration to lighten the arduous tasks 
of the schools. THE JouRNAL has pub- 
lished recently the pictures of veteran 
teachers. ‘There shines from their faces 
a quality of kindliness and serenity that 
is characteristic of the veterans of our 
profession, whose years have been mel- 
lowed by the surging life of those under 
their care. 

Let us honor our veteran teachers. 
Let us exalt the things they stand for 
among ourselves and in the eyes of citi- 
zens generally, that the profession may 
rise to the full height of its glorious op- 
portunity. 


How Many Years for What? 
OST STUDENTS who will re- 
ceive their bachelor’s degrees in 
June will have completed four years of 
collegiate work, four years of high school 
work, and eight years of elementary 
school work. Through custom these 
hard and fast divisions tend to become 
fixed for the whole country and for all 
students. They were generally accepted 
when the wave of junior high school de- 
velopment began about 1909. Develop- 
ment of the junior college is arousing 
another wave of questioning as to the 
validity of these arbitrary divisions of 
the educational ladder. It is evident 
that educational philosophers and ad- 
ministrators are seeking a better way of 
organizing the years of study. One 
hears: 
That the time of children and young 
people is precious and must not be dissi- 


June, 1925 


~e 


pated merely to preserve some frame- 
work of school organization. 

That normal children should be able 
to complete their elementary education— 
to learn how to learn—in six years, 

That the work offered in high schoo} 
and the early years of college is not 
essentially different in so far as the 
student's ability to comprehend the ideas 
involved is concerned. 

That the work now given in high 
school and the first two years of college 
should be unified in one institutton—the 
high school and junior college—leaving 
to the college and university a definite 
type of activity involving technical and 
professional specialization and larger 
freedom and individual responsibility fo; 
students. 

That all the work from elementary 
school through the university should 
have a technique and a spirit which wil] 
lay the foundation for lifelong study and 
intelligent living. 

That the readjustment will be has- 
tened by such factors as the desire of 
parents to have their children at home 
until they are more mature, the crowded 
conditions of colleges and _ universities, 
and the growing insistence, both within 
and without the profession, that every 
dollar expended shall yield the maximum 
result in terms of sound 
growth for each student. 


educational 





ONORABLE CHARLES CUR- 

TIS, of Kansas, majority leader 
in the Senate, who will introduce and 
sponsor in the next session of the Senate 
the New Education Bill, providing for 
a Department of Education with a Sec- 
retary in the President's Cabinet. 


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we 
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HE PRESENT AGE calls for a 

teaching profession of wide in- 

terests, whose members are broad 
in heart and mind and well versed in 
good fellowship. The need for social 
contacts is as impelling as the need for 
professional relationships. Without a 
well-balanced program of work and play 
a teacher’s life becomes monotonous, a 
condition which affects not ‘only his own 
outlook on life but his influence on the 
school and community as well. 

A study of local teachers’ associations 
shows that a large number of them are 
working for broader social, civic, and 
professional activities. Many of them 
make ample provision for their mem- 
bers to meet socially, but few lay em- 
phasis on outdoor activities. It remains 
for the Far West to take the lead in 
outdoor recreation, for in reports of sev- 
eral of the Pacific Coast organizations 
we find mention of their interest in out- 
door sports. Perhaps teachers in other 
sections of the country 
recreations outside of their professional 


plan for these 


organizations, but such activities are not 
reported in connection with teachers’ 
clubs. The kinds of 
most frequently mentioned are banquets, 
dinners, luncheons, teas, 
dramatics, choral clubs, excursions, pic- 
nics, dances, and 
special occasions, such as St. Valen- 
tine’s Day, Hallowe’en, and others. 
Club rooms are maintained by a few as- 
sociations, while some others have estab- 
lished funds for the building of a pec- 
manent club home. 

Welcome to new teachers—In a large 
number of organizations some form of 
welcome to the new teachers has be- 
come a prominent feature of the year’s 
activities, but the plan may vary from 
year to year. Last year a dinner or 
banquet at which the new teachers were 
the guests of honor was given by the 
Aberdeen, South Dakota, City Teach- 
ers’ Association ; the Bellefontaine, Ohio, 
Teachers’ Association; and the Seattle 
Grade Teachers’ Club. An automobile 
ride and dinner at a country club were 
enjoyed by the new teachers of Mason 
City, Iowa, with the Grade Teachers’ 
Association as host. New teachers were 
welcomed at a reception followed by 


social activities 
receptions, 


cards, parties for 





? This is the sixth of a series of articles on the 
activities of local organizations of teachers pre- 
pared by A nes Winn, director of the Division of 

room Service. 


Recreation for the Teacher’ 


dancing and games by the following: 
Norfolk, Va., ‘Teachers’ Association ; 
Minneapolis Teachers’ League; Everett, 
Mass., Teachers’ Club; Somerville, 
Mass., Teachers’ Club; and Portland, 


Oregon, Grade Teachers’ Association. 





Wanderlust 


Beyond the East the sunrise, be- 
yond the West the sea, 

And East and West the wanderlust 
that will not let me be; 

It works in me like madness, dear, 
to bid me say good-bye! 

For the seas call and the stars call, 
and oh, the call of the sky! 


I know not where the white road 
runs, nor what the blue hills 
are, 

But man can have the sun for 
friend, and for his guide a 
star; 


And there’s no end of voyaging 
when once the voice is heard, 

For the river calls and the road 
calls, and oh, the call of a 
bird! 


Yonder the long horizon lies, and 
there by night and day 
The old ships draw to home again, 
the young ships sail away; 
And come I may, but go I must, 
and if men ask you why, 
You may put the blame on the 
stars and the sun and the 
white road and the sky! 


—Gerald Gould, in Stevenson’s 
Home Book of Verse. 








Annual events—The social calendar 
of some organizations includes 
outstanding annual function 
merous smaller affairs. An annual ball 
is sponsored by the Everett, Mass., 
Teachers’ Club. The Teachers’ Asso- 
ciation of Erie, Pa., has an annual 
picnic, while the teachers of 
Keokuk, lowa, enjoy a picnic in the 
autumn and a banquet in the spring. 
In Cleveland, Ohio, the annual social 
gathering of the teachers is a dinner, 
followed by an entertainment showing 
the less serious side of school life and 
closing with a dance. The Federation 
also holds a Valentine dinner dance an- 
nually. At the annual banquet of the 
Hammond, Ind., City Teachers’ Asso- 
ciation the heads of civic organizations 
are honored guests. An anniversary 
banquet is held in March of each year 


one 
and nu- 


winter 


[189] 





by the Pittsburgh, Pa., Teachers’ Asso- 
ciation. “The annual meeting of the 
Boston Teachers’ Club is preceded by 
a dinner enlivened by songs, 
speeches, and sometimes a_ burlesque. 
An annual affair of the Los Angeles 
City Teachers’ Club is a luncheon for 
past and present officers. The Dallas 
Grade Teachers’ Council installs new 
officers at a luncheon in February, to 
which are invited school administrators, 
members of the board of education, the 
president of the Parent-Teacher Asso- 
ciation, and presidents of local civic or- 
ganizations. A breakfast is‘ held each 
year by the Denver Classroom Teach- 
ers’ Association at the time of the meet 
ing of the State Teachers’ Association. 

Special events—Other cities in which 
teachers’ organizations report dinners, 
luncheons, receptions, and teas, often on 
special days, such as St. Valentine’s, 
St. Patrick’s, Hallowe’en, and others 
are: Cedar Rapids, lowa; Muskegon, 
Mich.; Pittsburg, Kansas; Hackensack, 
N. J.; Pocatello, Idaho; Portland, 
Maine; Marion, Ind.; La Crosse, Wis. ; 
Kansas City, Mo.; Worcester, Mass.; 
Evansville, Ind.; and Tacoma, Wash. 
The Chicago Teachers’ League plans 
three luncheons a year. The Mount 
Vernon, N. Y., teachers gave a recep- 
tion last fall in honor of their superin- 
tendent, who had completed ten years 
of service with them. Several associa- 
tions report functions to honor mem- 
bers of the school board. 

Dramatics and choral clubs — The 
Evanston Teachers’ Club has cleared 
$3000 from their annual plays during 
the past three years. This sum has been 
set aside as the nucleus of a club build- 
ing fund. ‘The Teachers’ Club of Kan- 
sas City, Mo., has an active Dramatic 
Club, consisting of two sections, a play- 
reading group and a play-acting group. 
The program of the Dramatic Club of 
the Seattle Grade Teachers’ Club in- 
cludes a study of voice placement, char- 
acter analysis, temperament, lighting, 
costuming, and stage setting, as well as 
a study of the newest plays and a review 
of the season’s productions. A number 
of plays are given for the club members 
and there is usually one public appear- 
ance annually. Other organizations 
which include dramatics as one of their 
activities are: Berkeley Teachers’ Asso- 
ciation, Oakland School Women’s Club, 


cheers, 


190 





Santa Barbara City Teachers’ Club, 
Brookline Teachers’ Club, and Sioux 
City Teachers’ Club. Seattle and Oak- 
land report choral clubs. 

Entertainments — Portland, Maine, 
Teachers’ Association carries off first 
honors in the variety of entertainment 
given its members, for among its social 
activities it lists not only several of those 
already described, but vaudeville, min- 
strels, fashion show, and a mardi gras. 
An evening of fun consisting of acting, 
dancing, pictures, music, and artistic 
lighting effects is afforded by the Fetch- 
ing Forum Follies, an annual event plan- 
ned and carried out by the Omaha 
School Forum. Dignified board mem- 
bers, mighty administrative officers, 
graceful supervisors, efficient principals, 
brilliant high school teachers, gentle 
nurses, meet on common ground with 
clever grade teachers and youthful 
kindergartners and for one evening play 
together. 

Dancing and cards—Dancing is be- 
coming a more popular recreation with 
the American people each year and that 
teachers are keeping pace with it is 
indicated by the number of organiza- 
tions including this among their social 
activities. The Somerville Teachers’ 
Club usually closes its evening meetings 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


with a dance. Many others report din- 
ners, banquets, and receptions followed 
by dancing. Dancing classes are spon- 
sored by some clubs. A spring festival 
of music and dancing under the direc- 
tion of the High School Teachers’ Asso- 
ciation was enjoyed this year by the Los 
Angeles teachers. Cards also seem to 
be a popular pastime with teachers. A 
recent issue of the Bulletin of the Minne- 
apolis Classroom Teachers’ Association 
contains an account of a hospital benefit 
card party given at one of the leading 
hotels. Other clubs report bridge and 
mah jong parties. 

Outdoor recreation—Hiking is a fa- 
vorite sport in the California cities and 
everyone who has visited that great play- 
ground can readily understand the reason 
for this. The San Francisco Grade 
Teachers’ Association has an Outdoor 
Section which provides for swimming, 
tennis, and hiking. Early in the autumn 
the hiking schedule for the year is pub- 
lished in the Bulletin. Surely one must 
be a tenderfoot who could resist the 
following announcement of a November 


hike: 


“Nippy November—This is the month for 
a good walk—just cold enough—and an 
early morning frost—to put ginger into your 
veins. Leave the city and work behind 





June, 1925 


you—on Friday, November 21. Take the 
5:15 Sausalito Ferry for Mill Valley—gpenq 
the night at Flower Court and on Saturday 
walk over the ridge to the ocean. Here we 
can get a cottage for the night, take a dip 
in the surf and either the stage or walk 
home on Sunday. Bring food for three 
meals. Does this not intrigue you?” 


The ‘Los Angeles City Teachers’ 
Club owns a mountain cabin where many 
of the members spend delightful week. 
ends. The Kansas City, Mo., Teach. 
ers’ Club has access to a camp where 
from ten to thirty teachers enjoy the 
great outdoors every week-end during 
the months that it is open for use. Ip 
the budget of the Hilo, Hawaii, Teach. 
ers’ Union an item of $500 has been 
provided for the erection of one cabin 
a year for the use of teachers in the 
National Park of the Islands. 

It is advisable for organizations to 
vary their social programs from year to 
year. While it may be well to plan one 
annual event to which the members look 
forward, the other social activities should 
be carried on according to the desires of 
the majority. Social committees should 
solicit advice from the members and en- 
courage them to make. suggestions, for 
no other phase of club life affords the 
opportunity for good fellowship as do 
social activities constructively planned. 













HIS Cartoon, which recently appeared in the “Cleveland Press,” writes a reader of THE JOURNAL, 
“truly presents a common attitude of women in business toward the woman teacher. 
of those general misunderstandings that grow more harmful by being given publicity. Stenographers and 
clerks look with envious eyes on the teacher’s short hours, little knowing the difficulties she meets, the try- 
ing problems she must solve, the years of costly training she has had. To judge from mere appearance is 
to judge unwisely. It leads to those popular fallacies that so greviously injure the prestige of the teacher 
in the eyes of the public to the detriment of the children. 
do much to give to the public a right or wrong conception of the teacher. 
spread misconceptions? Too long has the teacher been held up to ridicule!” 


The press, the lecture platform, the stage, can 


It is based on one 


Why should they continue to | 

























Vol. 14, No. 6 


The Modern Kindergarten 


FreperickK M. HunreER 
Superintendent of Schools, Oakland, California 


HE KINDERGARTEN is a part 
® he the organization for attaining the 
objectives of the modern school system. 
We commonly think of it as a unit of 
school organization to bridge a gap be- 
tween the freedom and natural con- 
ditions of home life, in which the child 
has been nurtured and thus far brought 
up, and the more formal and _ institu- 
tional life and practices of the school- 
room. 

As school work has tended to become 
more and more a part of life and not 
a separate world in itself, the so-called 
gap between home and school has be- 
come more and more imaginary. More- 
over, the kindergarten has greatly in- 
fluenced the practices of the schools. It 
has attempted to make its approach to 
the child’s life and mind in a natural 
way. It has used the right psychology 
from its inception. It has used the 
project method with success. For many 
years, it has used the most natural 
elements of child motivation. Its 
processes have long been socialized. It 
is informal. ‘The children begin their 
school work by practicing codperation 
and group effort. ‘They learn by the 
try-out method how to organize activ- 
ities. Ordinary school agencies and 
materials are used when they serve the 
purposes of individual and group growth 
—not otherwise. Tradition has gov- 
erned kindergarten methods less than 
any other field of school work. The 
schools as a whole have profited by 
adopting the philosophy and methods of 
the kindergarten. 

The modern American home would 
profit by setting up the same ideals and 
following them, but such an ideal is not 
possible of realization in our day. The 
responsibility remains upon the schools. 
They should do all they can to reach 
all the children of all the people. The 
central doctrine of the kindergarten pro- 
gram is that education is life. It sub- 
scribes to the pragmatic doctrine of uni- 
versal education and of education as an 
ideal in itself. Yea, more—it puts them 
into practice. 

Kindergarten extension has usually 
taken place along three distinct lines— 
the sub-primary, day nursery, and junior 
kindergarten. It has extended upward 
into the primary classes where there 
has been a tendency to socialize, to 
adapt kindergarten methods to regular 





classroom work, to develop informality 
of procedure, and the like. One of the 
evidences of this movement is the ten- 
dency to develop the so-called sub- 
primary classes to give pupils who are 
unable to do regular first-grade work 
an opportunity to get the kind of train- 
ing that will best fit them to take the 
regular first grade work the next term. 
Sub-primary classes should not be or- 
ganized until both teacher and principal 
feel that they are desirable. They 
should be formed during the first month 
of the school term and no pupil should 
be demoted after his first month in 
school. They should be selected on 
the basis of the teacher’s best judgment, 
taking into consideration all of the 
child’s abilities and characteristics. Any 
pupil who shows the ability to do reg- 
ular first-grade work should be pro- 
moted whenever the teacher thinks best. 

The second phase of kindergarten ex- 
tension is the day nursery. This usually 
develops in factory and water-front dis- 
tricts where the population is largely 
foreign and is composed of children from 
homes where both parents work reg- 
ularly. It is generally housed in a 
specialized plant, the children being from 
six months to three and one half years 
old. Where the plan is well developed, 
there is a kitchen, bathroom, living 
room, ward or sleeping room, and a 
special yard or screened porch. There 
is in charge a custodial helper or prac- 
tical nurse. A baby clinic, in- which 
mothers are instructed in the care of 
children, is sometimes operated in con- 
nection. ‘The cooking and housekeep- 
ing are done by one of the home-making 
classes of the school or a junior high 
school science class. 

The standards of attainment of these 
classes are skill and knowledge—skill 
in giving a healthy baby intelligent care 
and in treating a sick baby properly un- 
til the doctor arrives, and knowledge 
of understanding the life processes of 
the baby upon which its care depends 
and where the baby comes from. 

The next object is to teach the girls 
to meet common emergencies and pre- 
vent accidents. Treatment, infections, 
and common ailments are _ studied. 
These standards of attainment are to 
prevent ac@idents in the home, to equip 
a home medicine chest, and to treat 
common emergencies properly. 









THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 19] 





The third type of kindergarten exten- 
sion is the junior kindergarten. This 
type is operated much as the senior kin- 
dergarten but for younger children. It 
is also a development of the water-front 
or factory district and sometimes carries 
the day nursery features. A _ teacher 
who works as an assistant to the regu- 
lar kindergarten teacher is in charge, 
generally adapting the usual kindergar- 
ten program to children of three to four 
and one half years of age. 

A vital element in the development 
of a sound kindergarten program is the 
choosing of kindergarten teachers. No: 
kindergarten program can succeed un- 
less teachers of high ideals, with a full 
conception of the principles governing 
the program of the schools, with lofty 
professional attitude and with special- 
ized training, be regularly chosen for 
the work. ‘This means that a merit 
system for the selection of teachers is 
absolutely essential. A rating system 
should be set up, to be in charge of a 
teachers’ committee. The application 
should give a complete history of teach- 
ing experience, general education, and 
professional training. References should 
be submitted and a questionnaire sent to 
each one asking them to rate the prin- 
cipal qualities which constitute the good 
teacher. The teachers’ committee 
should create a preferred list, from 
which selections for positions should 
come. In general, the education of the 
kindergarten teacher should be as broad 
as that of other teachers of the school 
system. If possible, she should have 
collegiate training and in _ addition 
specialized training of high order. The 
salary schedule of the school system 
should be so arranged that teachers who 
have collegiate degrees or secondary cer- 
tificates may receive the maximum pro- 
vided for any teacher in the school sys- 
tem. The professional study program 
should point toward the maintenance of 
a high professional attitude on the part 
of all teachers of the kindergarten staff. 

The kindergarten needs a type of 
classroom that should offer every facil- 
ity for the development of kindergarten 
ideals and program but should not be 
so highly specialized that it will require 
a separate building or occasion an in- 
ordinate cost. An appropriate kinder- 
garten suite is suggested in Building 
Standards for Oakland Public Schools, 
which call for a kindergarten room 
twenty-two feet wide and forty-five feet 
long, including a cloak room, work 
room, and small toilet; a fireplace, a 
bay window, outside and inside en- 








192 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


June, 1925 


OO 


trances, and opportunity for play space 
outside. Provision is made for special 
lighting by increasing the window space. 
Two French doors with door checks 
open directly on to play space not less 
than twenty feet wide. The floors are 
Oregon pine covered with linoleum. 
Special toilets are provided. The work 
room is fitted with small sink and drain- 
board, a one burner gas plate, a work 
bench, and a cabinet. Provision is made 
in both kindergarten and first grade 
rooms for small lockers and drawers un- 
der the windows and blackboards, ex- 
tending back into the work room or coat 
room. 

The support of the kindergarten is 
another important problem. In Cali- 
fornia, the organization of kindergar- 
tens is compulsory upon the petition of 
the parents of twenty-five children 
within one mile. The estimate of the 
kindergarten budget for all within the 
county is made by the county superin- 
tendent of schools. When thus ap- 
proved, the tax-levying body is obliged 
by State law to make levy upon the dis- 
trict for the sum required. This system 
has developed much progress throughout 
the State. Kindergarten enrolment has 
increased from 4600 in 1899 to more 
than 40,000 in 1925. The amount spent 
per child in average daily attendance 
upon the kindergartens of the State has 
increased from $36 per pupil in 1904-05 
to $87 per pupil in 1921-22. Although 
kindergartens receive but 1.6 cents of 
each dollar spent for school purposes, 
they are well developed.» ‘They are char- 


acterized by well-trained and_profes- 
sional-minded teachers; specialized class- 
rooms well adapted to the kindergarten 
program ; a course of study well directed 
to accomplish the aims of kindergarten 
education; reasonably adequate equip- 
ment for carrying out the course of 
study; and fairly adequate tax support 
provided by the tax-levying authorities. 

The kindergarten is the foundation 
of the school system. It sets the pace. 
The kindergartens of this country are 
meeting their responsibility well. They 
start the army of school children on 
their educational career with right 
ideals; their influence is far-reaching, 
not only upon the children themselves, 
but upon the other units of school work. 
The schools of America will undoubt- 
edly give the world an example of the 
use of this effective unit of school or- 
ganization which the history of educa- 
tion has not before seen. 


The Undying Fire 
H. G. WELLs 
HAT IS THE TASK 
teacher in the world? 
greatest of all human tasks. 
ensure that Man, 
grows in the souls of men. For what 
is a man without instruction? He is 
born as the beasts are born, a greedy 
egotism, a clutching desire, a thing of 
lusts and fears. He can regard nothing 
except in relation to himself. Even his 
love is a bargain; and his utmost effort 
is vanity because he has to die. And it 


of the 
It is the 
It is to 
Man the Divine, 








is we teachers alone who can lift him 
out of that self-preoccupation, We 
teachers can release him into a wider 
circle of ideas beyond himself in which 
he can at length forget himself and his 
meagre personal ends altogether. We 
can open his eyes to the past and to the 
future and to the undying life of Man 
So through us, and through us only, he 
escapes from death and futility. Ku un- 
taught man is but himself alone, as 
lonely in his ends and destiny as any 
beast ; a man instructed is a man enlarged 
from that narrow prison of self jnto 
participation in an undying life, that 
began we know not when, that grows 
above and beyond the greatness of the 
stars. 

For five and twenty years I haye 
been giving sight to the blind. I have 
given understanding tc some thousands 
of boys. My boys have learned the 
history of mankind so that it has be- 
come their own adventure; they have 
learnt geography so that the world js 
their possession; I have had languages 
taught to make the past live again in 
their minds and to be windows upon the 
souls of alien peoples. Science has 
played its proper part; it has taken my 
boys into the secret places of matter 
and out among the nebulae. Some of 
my boys have already made good bus- 
iness men—because they were more 
than business men. But I have never 
sought to make business men and | 
never will. My boys have gone into 
the professions, into the services, into 
the great world and done well—lI have 
had dull boys and intractable boys, but 
nearly all have gone into the world 
gentlemen. 








HE INDIANAPOLIS TEACHERS’ CHORUS, led by the director of public school music, Mr. Ernest G. 
Hesser, delighted all who attended the meeting in the Cincinnati Music Hall, on Thursday afternoon, February 26. 
This wonderful chorus will entertain the teachers at Indianapolis, June 28 to July 4. 











a 


= wm > -_ wo ~ so 


_ 





Gifts for Graduation 


Jesse Lee BENNETT 


Author of “The Essential American Tradition,” “What Books Can Do For You,’ 
and “On ‘Culture’ and ‘A Liberal Education’ ”’ 


world tears away many youthful 
illusions in those first few years 
after graduation. 

School—which seemed, perhaps, rather 
somber and remote from life when one 
was attending it — soon has mellow 
memories clustering about it. It be- 
comes in the memory a place associated 
with childhood or youth, with broad 
perspective, with friendships, with a wide 
range of memories and emotions remote 
from the rude jostle, the pressing prob- 
lems of everyday life in a rough-and- 
tumble world. 

If the right books can be given as 
graduation presents—books which really 
touch something deep and vital and 
real—all these memories of childhood or 
youth can be associated with these books 
which can, accordingly, become very 
potent influences during all the rest of 
the life of the person presented with 
them. 

We have all observed with what 
affection men and women take from 
their shelves the books linked in some 
way with childhood or friends or early 
periods of growth. ‘Association books”’ 
are not necessarily the books associated 
with the men who have written or 
owned them. ‘There are books deeply 
associated in their possessors’ minds with 
pain and pleasure, with happiness and 
unhappiness, with some whole period of 
life. 

The books given for graduation pres- 
ents should be selected with the greatest 
care. Just what can they give at best? 
There are books which can give endur- 
ing stimulation, books to which one can 
return, as the years pass, and always 
find invigorating and vitalizing assur- 
ance that the adventure of life is splen- 
did and well worthwhile. 

There are books which can give en- 
during sense of direction—which can 
serve as guide posts over an entire life- 
time because they have been written by 
men who saw life and knowledge broadly 
as wholes and pointed out the chief aims 
and purposes of life. When we get 
into the tangled webs of our own worries 
and troubles it is wise to turn to those 
books which make us realize afresh how 


To ROUGH HAND of the real 


great is the universe, how long is time, 
how numerous the people who share the 
world with us, how relatively unimpor- 
tant are our own worries and perplexities 
in relation to the whole life of the race. 

There are books which can give endur- 
ing pleasure—the books which many suc- 


HE VERY IDEA of 

graduation suggests the 
formation of life purposes, and 
larger emphasis on the wider 
relationships of growing young 
people. Here is a real field for 
life purpose books—the kind 
that make enduring gifts. In 
the development of a rich life 
nothing can take the place of 
one’s own library. A_ hun- 





dred times fortunate the boy or 
girl or man or woman who has 
attached himself to the books 
that men live by. Here is a list 
compiled by a man who knows 





books and knows folks. Thou- 
sands of teachers and parents 
will study it before making 
their choice of graduation gifts 
for their sons and daughters, 
their pupils, and their friends. 


eee ee 





cessive generations have found filled 
with exuberance and vitality, with the 
joy of life of which we sometimes lose 
sight. 

There are books which can take us 
back to youth and its vision. There are 
books which can afford wholesome re- 
laxation. 

In general the books selected for 
graduation presents should have some 
enduring quality. ‘They should be such 
books as will not quickly lose savor and 
zest but can confidently be counted upon 
to give stimulation or direction or pleas- 
ure or relaxation for many years, if not 
over an entire lifetime. 

The following list has been made of 
books which appear to offer a_ basis 
around which youthful associations and 
all the memories of school and college 
may collect; books which appear to give 


[193] 


promise that whatever appeal they make° 
will be enduring and that they will rest 
on their shelves always 
ready—during the years—to give some- 
thing vital and real; always ready to 
serve as a paper trail back to youth and 
its vision and its hopes and aspirations. 


possessors’ 


For E1GHTH GRADE 
H. W. Vaw Loon. 
kind. 
M. B. Synce. A book of discoveries. 
JosHvuA SLocum. Sailing alone around 
the world. 
H. D. THoreavu. 
R. D. BLACKMORE. 


HERMAN MELVILLE. 
H. G. WELLs. 


The story of man- 


W alden. 

Lorna Doone. 

Ty pee. 

The time machine. 

J. H. Breastep. Ancient times. 

R. L. Stevenson. Treasure island. 

M. and C. H. B. QuUENNELL. Every- 
day life in the old stone age. 

Jessie B. RirreENHOUsE (Compiler). 
A little book of American poets, 
1789-1900. 

R. W. Emerson. Selected essays. 

HELEN Nicotay. Boy’s life of Abraham 
Lincoln. 

BENJAMIN FRANKLIN. Autobiography. 


HicH ScHOooL 

H. G. We ts. The outline of history. 
H. D. THoreau. Walden. 
Upton Sinciair (Compiler). 

cry for justice. 
SmDNEY Morse. 

of knowledge. 
H. G. We ts. Tono-Bungay. 
M. B. Synce. dA book of discoveries. 
W. R. Benet (Compiler). 


The 


A map of the world 


Poems for 


youth. 

Tue Oxrorp Book oF ENGLISH 
VERSE. 

Rupyarp Kip.iinc. Kim. 

G. Lowes Dickinson. 4 _ modern 


symposium. 
Ouiver Lopce. Pioneers of science. 
Harry Franck. A vagabond journey 
around the world. 
Henry Fie_pinc. Tom Jones. 
Epwarp BELLAMy. Looking backward. 


COLLEGE 


H. G. Wetts. The outline of history. 

J. A. THomson. The outline of science. 

G. Lowes Dickinson. A modern sym- 
posium. 

H. D. THoreavu. Walden. 

VanWYck Brooks. Letters and leader- 
ship. 





| 
q 
| 
| 
| 
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194 THE JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION 


June, 1925 


ES 


Rupyarp Kipuinc. Collected verse. 

Lupwic LewisoHN (Compiler). 4 
modern book of criticism. 

(Yate Lecrures). The evolution of 
the earth and its inhabitants. 

(YaLte Lecrures). The evolution of 
man. 

SmonEY Morse. 
of knowledge. 

Jack Lonpon. 

James Harvey Rosinson. 
in the making. 

M. A. Nexo. Pelle the conqueror. 

Havetock Etuis. The dance of life. 


I 


A map of the world 


The sea wolf. 
The mind 


ALFRO KorzyBSKI. 





RicHarp HakLuyt. Voyages. 

LoranpeE WooprurF (Editor). The 
development of the sciences. 

E. G. Conxun. The direction of hu- 
man evolution. 

The manhood of 
humanity. 

Wa ter Porakov. Man and his af- 
fairs from an engineering point of 
view, 

J. B. Watson. 

James H. Frazer. 

RocKwELL KENT. 

SEYMouR DEMING. 


Behaviorism. 

The golden bough. 
Wilderness. 

The pillar of fire. 


or 


GUIDE TO BOOKS 


N. E. A. Publications 


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

Report of the Committee on School House 
Planning and Construction. 164p. Single 
copies, $1. 10 per cent discount for pur- 
chase of two or more copies. 

Bulletin of the Department of Elementary 
School Principals, Volume 4, No. 3, April, 
1925. 64p. Single copies, 50c. Has been 
mailed to members of the Department of 
Elementary School Principals. 

Fourth Yearbook of the Department of 
Elementary School Principals. The 
elementary school principalship—A study 
of its instructional and administrative 
aspects. (Bulletin Volume 4, No. 4, July, 
1925.) Single copies, $1.50. Has been 
mailed to members of the Department of 
Elementary School Principals. 

Health Education, a program for public 
schools and teacher training institutions. 
(Third edition.) 161p. Single copies, 
50c. 


Bureau of Education Publications 


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

BuLLeTIN, 1924, No. 34. Statistics of city 
school systems, 1921-22. 222p. Paper, 
25c. 

BULLETIN, 1924, No. 37. Land-grant col- 
lege education, 1910 to 1920. Pt. II. 
The liberal arts and sciences, including 
miscellaneous subjects and activities. 
108p. Paper, 25c. 

BULLETIN, 1924, No. 40. 
for rural high schools. 60p. 
10c. 

BULLETIN, 1925, No. 3. Contribution of 
home economics to citizenship training. 
Proceedings of the National conference 
of city supervisors of home economics, 
April 21, 1924. 43p. Paper, 10c. 


Legal provision 
Paper, 





CiTY SCHOOL LEAFLET, No. 19, 1925. Time 
allotments in the elementary school 
subjects. 22p. Paper, Sc. 

PHYSICAL EDUCATION SERIES, No. 5, 1925. 
Problems in physical education. 9p. 
Paper, 5c. 

READING courRSE, No. 29, 1925. The pre- 
school child. 4p. Paper. Free. 

RURAL SCHOOL LEAFLET, No. 32, 1925. Im- 
provement of rural schools by standard- 
ization. 28p. Paper, 10c. 

RURAL SCHOOL LEAFLET, No. 36, 1924. Pub- 
lications of the United States Bureau of 
Education pertaining to rural education. 
Florence E. Reynolds. 23p. Paper, 5c. 

An opportunity for the promotion of better 
citizenship. 4p. Paper, 5c. 


Correction 


On page 138 of the April JourNAL the 
prices of the following books were mis- 
quoted: 

Dopp, K. E. The early cave men. Chicago, 
Rand McNally, 1904. 483p. 90c. (For- 
merly listed at 45c.) 

Dovce, R. E., and Kircnwey, C. B. The 


teaching of geography in elementary 
schools. Chicago, Rand McNally, 1913. 
248p. $1.50. (Formerly listed at $1.) 


Administration 


ALMACK, JoHN C., and Lanc, ALsBert R. 
Problems of the teaching profession. Bos- 
ton, Houghton Mifflin, 1925. 340p. $1.90. 

ANDERSEN, W. N. A manual for school of- 
ficers; superintendents, principals, and 
board members. N. Y., Century Co., 1925. 
383p. $2. 

Control classroom contagion; a _ teacher’s 
manual of contagion. A. M. Carr, 16 N. 
Eastfield Avenue, Trenton, N. J. 16p. 
Single copies, 20c.; 100 copies, $19. 

KELLY, Freperick J. The American arts col- 
lege; a limited survey. N. Y., Macmillan, 
1925. 198p. 

MARYLAND STATE DEPARTMENT OF EpUCA- 
TION. Fifty-eighth annual report of the 
State Board of Education, showing condi- 
tion of the public schools of Maryland for 
the year ending July 31, 1924. Baltimore, 
Md., Author, 1924. 278p. Apply. 


NortH Dakota. Laws and regulations in 
regard to the management of school libra- 
ries, library books, pupils voluntary read. 
ing course. Fargo, N. Dak., Allied Print- 
ing Trades Council, 1924. 22p. Apply, 

Otis, ARTHUR S. Statistical method in edu- 
cational measurement. Yonkers, N, y., 
World Book Co., 1925. 338p. $2.16, 

Sears, Jesse B. The school survey; a texp. 
book on the use of school surveying in the 
administration of public schools. Boston 
Houghton Mifflin, 1925. 440p. $2.25. — 

STEVENS, Epwin B., and Evtiorr, Epwarp ¢. 
Unit costs of higher education. (Educa- 
tional Finance Inquiry) N. Y., Macmil- 
lan, 1925. 212p. Paper. 


Secondary Education 


Brack, Harotp GARNET. Paths to success; 
sixteen essays on secondary school subjects 
specially written by eminent educators of 
America. Boston, D. C. Heath & Co., 
1924. 304p. $1.40. 

Meyer, Haroitp DiepricH, and Cove, Ciara 
B. The high school society; or, club life 
for the high school. Chapel Hill, N. C, 
Univ. of N. C., 1924. 56p. Paper, 50¢. 

OpELL, CHARLES W. Conservation of intel- 
ligence in Illinois high schools. (Bur. of 
Educ. Res., Coll. of Education, Bull. No, 
22) Urbana, Ill., Univ. of Ill., 1925. 55p, 
Paper, 30c. 

Reavis, WILLIAM C., and others. Studies in 
secondary education, wol. 2, University 
High School, Univ. of Chicago. Chicago, 
Univ. of Chicago, 1925. 202p. Paper, 
$1.75. 


Choice Books of 1924 


Each year the American Library Associa- 
tion issues a descriptive list of books pub- 
lished during the preceding year under the 
title “Booklist Books.” ‘The choice is made 
on the basis of votes of a large number of 
representative librarians intimately  ac- 
quainted with the reading public’s tastes 
and preferences. The books which received 
the largest number of votes for inclusion in 
the 1924 list in their order of popularity are: 

Non-Fiction 

Shaw—Saint Joan. 

Maurois—Ariel. 

Learned—The American public library 
and the diffusion of knowledge. 

Becker—A Reader’s guide book. 

Hornaday—Tales from Nature’s wonder- 
land. 

Fiction 

Ferber—So Big. 

Galsworthy—The white monkey. 

Forster—A passage to India. 

Sedgwick—The little French girl. 

Walpole—The old ladies. 

* Johnston—The slave ship. 

* Byrne—Blind Rafferty. 

- * Wharton—Old New York. 
Juvenile Non-Fiction 

Colum—The island of the mighty. 

Hillyer—A child’s history of the world. 

Hodgkins—The Atlantic treasury of child- 
hood stories. 

Juvenile Fiction 

Nordhoff—The pearl lagoon. 

Meigs—The new moon. 

Lofting—Doctor Dolittle’s circus. 


* These books received the same number of votes. | 


aa & Se So. oO 22 Gh oe 


~~ 


es ws » » 


<2) 
SS ® Te ae ae eee 


be >] 


tn Ee ee a 0. On We “oe Oe ee 








Honor List FoR Five YEARS 


on the honor list with a 100 per cent 

record for the last five years. This is 
indicative of the appreciation of the profes- 
sional opportunities and obligations of these 
teachers. Schools may be justly proud of 
their growing record of complete enrolments 
from year to year and the part which they 
play in stabilizing the membership of the 
Association. Increased professional spirit 
among teachers tends to awaken the public 
to a fuller appreciation of their services. 


T= FOLLOWING schools have been 


FIVE YEARS 


, Pa., Curtin School, Bertha Brumbaugh, 
ee Emerson School, Daisy I. Gruver, 
Principal; Franklin School, Jean W. Everhart, 
Principal, Garfield School, Grace Morrow, Prin- 
cipal; Miller School, H. Sophia Burket, Princi- 
pal; Penn School, Dorothy Moore, Principal ; 
Stevens School, Emma J. Kantner, Principal ; 
Washington School, Marion Davis, Principal; 
Webster School, Mary Fries, Principal; Wright 
School, Winifred Ale, Principal. 

Americus, Ga., Americus High School, Charles M. 
Hale, Principal. 

Amespury, Mass., Junior High School, Mabel E. 
Lunt, Principal. 

BeauMONT, Texas, Junker School, Helen Poole, 
Principal. 

means, Caur., Le Conte School, Miss A. F. 
Keefer, Principal; Longfellow School, Annie 
Woodall, Principal. 

BincHaM CANYON, UtaAn, Highland Boy School, 
D. C. Watkins, Principal. 

Briwceton, N. J., Vine Street School, Mrs. Clara 
T. Mulford, Principal. : 
Brooxuine, Mass., Pierce School, Mary McSkim- 

mon, Principal. 

CasttE Hut, Maine, Castle Hill Public Schools, 
Elmer H. Webber, Superintendent. 

CHAPMAN, Maine, Chapman Public Schools, Elmer 
H. Webber, Superintendent. 

Cueney, Wasu., State Normal School, N. D. 
Showalter, President. 

CHEYENNE, Wyo., Converse School, Mabel Fincher, 
Principal. 

Cotorapo Sprincs, Co.o., Buena Vista School, Guy 
Fox, Principal; Longfellow School, Guy Fox, 
Principal; Washington School, Nellie A. Remick, 
Principal. 

Detroit, Micu., Barstow School, George A. Berkam, 
Principal; Myra Jones School, Maude E. Kemp, 
Principal; Leland School, Grace F. Woolfenden, 
Principal. 

East CLevELAND, On10, Superior School, Belle 
Parks, Principal. 

Eryria, Ono, Elyria Public Schools, R. C. Maston, 
Superintendent; Ely School, Nellie Mantle, Prin- 
cipal; Franklin School, Hittie McCloy, Principal; 
Garford School, J. D. Funk, Principal; Gates 
School, Leanna Moore, Principal; Hamilton 
School, Elizabeth Freese, Principal; High School, 
& P. Shively, Principal; Jefferson School, Myrtle 
Halliwill, Principal; McKinley School, Lizzie 
Hahn, Principal; Roosevelt School, Bessie Down- 
ing, Principal; School for Crippled Children, 
Caroline Foles, Principal; Washington School, 
Mae Lyman, Principal. 

Emeryvitte, Cauir., Emeryville School District, 
D. B. Lacy, Supervising Principal. 

FAIRBURY, Iiu., Edison School, Nelle Carrithers, 
Principal; Fairbury Township High School, E. G. 
Stevens, Principal; Isaac Walton School, Ruth 
Bradshaw, Principal. 

Fonp pu Lac, Wis., Fond du Lac Public Schools, 
Lowell P. Goodrich, Superintendent; Bragg 
School, Helen Schoenlaub, Principal; Cleveland 
School, Bertha Saak, Principal; Deaf School De- 
partment, Anna Nugent, Principal; Franklin 
School, Lulu C. Flanagan, Principal; Garfield 
Junior High School, S. P. Unzicker, Principal; 
Grant School, Ruth Murphy, Principal; High 
School, E. R. Ellian, Principal; Lincoln School, 

itherine Evans, Principal; McKinley School, 
Minnie Manion, Principal; Roosevelt Junior 
High School, R. B. Woodworth, Principal: 


ENROLMENT and AFFILIATION 


An all inclusive membership in National, State, and local associa- 
tions and every teacher at work on the problems of the profession. 


Washington School, Sarah Fahey, Principal; 
Wilson School, Eva Kyle, Principal. 

KALAMAZOO, MicH., Western State Normal School, 
D. B. Waldo, President. 

Kansas City, Mo., Saint Joseph’s School, Dora E. 
Hoffman, Principal. 

LincoLN, Nesr., Bancroft School, Winifred Jack- 
son, Principal; Capitol School, Clare McPhee, 
Principal; Everett School, Mrs. Emma Goodrich, 
Principal; Hawthorne School, Mrs. Sadie Mc- 
Crystal, Principal; Hayward School, Annie M. T. 


ATS OFF to these schools! to 

their teachers! to their pupils! 
and to the communities they serve! 
For five or more years they have 
stood together solidly, unani- 
mously, in the National Education 
Association. This means that they 


believe in education, in teaching, in 
teachers, and in the noble things 
that the organized teachers of the 
Nation are standing for. Again, 
hats off to these schools with a 
hundred per cent enrolment in the 
National Education Association! 








Cogil, Principal; Park School, Mary O’Connor, 
Principal; Whittier Junior High School, C. L. 
Culler, Principal; Wéillard School, Annette Ab- 
bott, Principal. 

MAPLETON, Maine, Mapleton Public Schools, Elmer 
H. Webber, Superintendent. 

Marietta, Oun1o, Marion School, Mrs. Helen H. 
Rinehart, Principal. 

MILBANK, S. Dak., Milbank Public Schools, H. C. 
Souder, Superintendent; Grade School, R. D. 
Petersen, Principal; High School, E. M. Deller, 
Principal. 

MILWAUKEE, Wis., State Normal School, Frank E. 
Baker, President. 

MINNEAPOLIS, MINN., John Hay School, Clarence 
E. Blume, Principal. 

Mo.ine, ILi., Lincoln School, Hattie A. Moore, 
Principal; Willard School, Mary Tague, Principal. 

MounT VERNON, N. Y., William Penn School, Os- 
ear E. Coburn, Principal. 

Norro._k, Va., Henry Clay School, Ellie M. Marx, 
Principal. 

Omana, Nesr., Highland School, Elsie M. Smith, 
Principal. 

PittsBpuRGH, Pa., McCleary School, Ella Conlin, 
Principal. 

PuesLo, Co1o., Bessemer School, Linah Swanzey, 
Principal; Carlile School, Inez J. Chase, Prin- 
cipal; Central School, Blanche Swinehart, Prin- 
cipal; Central High School, D. K. Dunton, Prin- 
cipal; Central Junior High School, D. K. Dunton, 
Principal; Columbian School, Nirma E. Palmer, 
Principal; Corona School, Myrtle Eyre, Principal; 
Danforth School, Caroline Strack, Principal; 
Edison School, Elizabeth Alexander, Principal; 
Lakeview School, Dell Barkley, Principal; Lin- 
coln School, Lulu Graham, Principal; Minnequa 
School, Alice MacDonald, Principal; Wildeboor 
School, Nannie Walker, Principal. 

Puxoo, Moroxar, Hawau, Kaluaaha School, William 
Reed Bishop, Principal. 

Quincy, ILL., Washington School, Edith E. Hall, 
Principal. 

Saint JoserH, Mo., Bartlett High School, J. E. 
Jones, Principal; Blair School, Julia U. Ford, 
Princpial; Bliss School, May Peterman, Principal; 
Central High Schtol, Calla E. Warner, Principal; 
Ernst School, Mrs. Abbie Barnes, Principal; 
Everett School, Clara Byrne, Principal; Field 
School, Lillie B. Polk, Principal; Florence School, 
Belle Ashbrook, Principal; Floyd School, Della 
Nash, Principal; Garfield School, A. L. Daily, 
Principal; Green Valley School, Mrs. Dola Bear, 
Principal; Hall School, Ada _ Eib, Principal; 
Hosea School, Emma O. Mumm, Principal; Hum- 
boldt School, Alvina Schmitz, Principal; Hyde 
School, Minnie Nelson, Principal; Jackson School, 
Frances A. Burris, Principal; Krug School, Ger- 
trude DeVerss, Principal; Lafayette High School, 


[195] 


R. L. Denning, Principal; Lincoln School, J. H. 
Simms, Principal; Longfellow School, T. D. 
Glaze, Principal; Maxwell School, Susie Hutch- 
ison, Principal; McKinley School, Frances O. 
Ritchie, Principal; Musser School, Mamie E. 
Miles, Principal; Neely School, Clarence Car- 
penter, Principal; Noyes School, Cecil Crawford, 
Principal; Owen School, Clara MHerchenroder, 
Principal; Robidoux School, Ralph W. Polk, Prin- 
cipal; Sherwood School, Mabel A. White, Prin- 
cipal; South Park School, Bettie Bolen, Principal; 
Washington School, Margaret Quirk, Principal; 
Webster School, Fannie Brennen, Principal; WAit- 
tier School, Elizabeth Dodd, Principal; Wyatt 
School, Annie L. Wells, Principal; Young School, 
Mary Moore, Principal. 

Sepauia, Mo., Sedalia Public Schools, J. N. Crocker, 
Superintendent; Community Teachers’ Associa- 
tion, Helen A. Bowers, Secretary; Arlington 
School, Maud Finnell, Principal; Broadway. School, 
Lida M. Burress, Principal; Eugene Field School, 
Anna V. Hannum, Principal; High School, Martha 
M. Letts, Principal; Jefferson School, Ethel Mc- 
Cluney, Principal; Horace Mann ‘chool, Jessie 
B. Steele, Principal; Prospect Scnool, Nina K. 
Slater, Principal; Washington Annex; Washing- 
ton School, Lydia D. Montgomery, Principal; 
Whittier School, Minnie A. Shaeffer, Principal. 

Sioux City, Iowa, Boys Prevocational School, Mary 
A. Lord, Principal; Everett School, H. H. Foster, 
Principal. 

Stockton, Cauir., Lafayette School, J. H. Utt, 
Principal. 

StrRaTForD, CoNNn., Honeyspot School, Mrs. Huldah 
H. Brown, Principal. 

WAUKEGAN, ILL., Central School, Georgia Adams, 
Principal. 

Westsrook, Maine, Warren School, Inez Page, Prin- 
cipal. 

WINNETKA, ILL., Winnetka Public Schools, C. W. 
Washburne, Superintendent; Greeley School, Mrs. 
Ruth Martin, Principal; Horace Mann School, 
Hazel M. Hartwell, Principal; Skokie School, 
Willard W. Beatty, Principal; Hubbard Woods 
School, Mrs. Mildred Hughes, Prnicipal. 


HE following schools have completed their 
reports for one hundred per cent membership 
enrolment in the National Education Association for 
1924-25, since the list was published in the May 


JOURNAL: 
FOUR YEARS 


Tacoma, Wasu., Roosevelt School, Roy Cruver, 
Principal. 

Westsrook, Maine, Bridge Street School, Guy V. 
Sinclair, Principal. 


TWO YEARS 


ANN Arpor, MicnH., Jones School, Wendell Vree- 
land, Principal. 

Bay City Micn., Farragut School, Ida C. Ueber- 
horst, Principal. 

BIRMINGHAM, ALA., Ensley High School, E. E. 
Smith, Principal. 

Biue Hirt, Maine, George Steven’s Academy, Ar- 
thur A. Garcelon, Junior, Principal. 

CHARLESTON, W. VA., Roosevelt Junior High School, 
Charles E. Kenney, Principal. 

Cuicaco Heicuts, Iti., Washington School, W. G. 
Smith, Principal. 

CiarKsBurGc, W. Va., Central Junior High School, 
C. Guy Musser, Principal; Towers School, Lucy 
A. Robinson, Principal. 

Emporium, Pa., East Ward School, Cora Barker, 
Principal. 

Hono._u._u, Hawan, Moanalua School, Mrs. Clara 
M. Mokumaia, Principal. 

Murray, Utan, Arlington School, A. B. Olsen, 
Principal. 

Omana, Nesr., Garfield School, Edith Isakson, 
Principal. 

RicHMOND, Va., Robert Fulton School, W. H. Dier- 
hoi, Principal. 

RockiaNnp, Maine, Rockland High School, Alden 
W. Allen, Principal. 

San Disco, Cauir., Eucanto School, Mrs. Anabel R. 
Scott, Principal; Loma Portal School, Mrs. Maud 
C. McKim, Principal; Pacific Beach School, Wil- 
lard V. Hubert, Principal; Part Time School, 
Mrs. Harriet S. Steere, Principal. 


CURRENT YEAR 
ABERDEEN, Mb., Aberdeen Public School, H. C. 
Fries, Principal. 
Avamosa, Coo., Senior High School. 
(Continued on page A-166) 









a eee ood 


A NOL IP a 


i 
SANTO SAPO aE SPEARS 


OW CAN the job of education 
be done more effectively? Can 
education be made an _ exact 

science? The progress of the last hun- 
dred years holds out great hopes for the 
future. Sciences that are now exact at 
one time were not. Less than a century 
ago the bacterial origin of diseases was 
merely suspected, and the idea generally 
ridiculed. ‘Spontaneous generation of 
life’ was the explanation of fermenta- 
tion, until Pasteur proved that it was 
due to bacteria. Disease was formerly 
combated by the incantations of the 
“medicine man.” Knowledge has sup- 
planted superstition. Science has re- 
vealed the causes of disease and is mak- 
ing its prevention possible. 

Research in the field af education is 
proving that education is not the intan- 
gible process that it was formerly sup- 
posed to be. Research indicates that 
education can be directed by studying 
the individual child as he is, by visualiz- 
ing him with his particular capacities 
developed, and then by adapting courses 
of study, methods, and environment to 
bring about those changes by which he 
may go out to meet life in terms of his 
own best self. 

Educational research helps the class- 
room teacher—Teachers are no longer 
automatically blamed for pupils’ fail- 
ures. A class well above the average in 
intelligence may succeed in satistying 
the course of study requirements with a 
poor teacher; a class of low intelligence 
will fail to master maximum require- 
ments even when taught by a highly 
qualified teacher. ‘The scientific proce- 
dure is to study conditions so as to pre- 
vent failures as far as possible, and 
when they occur to make a case study 
of each individual failure to determine 
its cause, and where possible to remove 
difficulties of adaptation which have 
been discovered through research. 

In teaching, as in other jobs, there is 
usually more than one way of doing the 
same thing—and there is often one 
method that under given conditions is the 
best. Educational research is helping us 
to determine what these methods are. 

The application of scientific methods 
dees not mean that teaching is made 
mechanical or is reft of its spiritual 
qualities. To illustrate: The study of 
individual differences of children and 
the adaptation of instruction to meet 
these needs add human interest to teach- 
ing and make it far more purposeful. 








The Service of Educational Research 


Educational research helps the prin- 
cipal—The school principal looks to the 
findings of research for help in’ guiding 
the teachers and pupils for whom he is 
responsible. These are among the ques- 





What Research Can Do 
for the Superintendent 


"THE RESEARCH department 
of the public schools must, to 
a large extent, be the eyes and ears 
of the superintendent. The super- 
intendent cannot make his own re- 
searches. Only to a limited degree 
can he see the conditions in the 
schools at first hand, and even 
where he can view conditions per- 
sonally he must have the aid of 
eyes and ears better than his own. 
There should come to his table 
regularly reports showing vividly 
and accurately conditions in every 
department of the school system. 
If this is to be done, three condi- 
tions must be met: (1) Communi- 
ties must be willing to appropriate 
to the department that directs and 
largely carries on the research 
activities in the schools more 
money than has been spent up to 
the present time; (2) more men 
and women must be trained for 
research; and (3) better methods 
of presenting the results of investi- 
gations and research must be de- 
vised.—Superintendent Jesse H. 
Newlon, Denver, Colorado. 








tions which he wants answered by re- 
search: (a) How may the principal’s 
supervision result in better teaching? 
(b) Through what activities can char- 
acter best be developed? (c) Can a 
system of teacher rating be devised that 
will satisfy the community that it is se- 
curing, retaining, and promoting those 
teachers who are giving in return for 
its trust and its money, the best possible 
services? (d) What are the proper 
bases for classifying pupils? (e) How 
can parents be kept in closer touch with 
the school? (f) What are the plans 
and specifications of the school prin- 
cipal’s job? Can it be so analyzed that 
definite training can be prescribed and 
specific duties better performed ? 
Educational research helps the super- 
intendent of schools—The course of 
study is only one of the many things for 
which a superintendent of schools is re- 
sponsible. Neither by philosophizing 
nor by conjecture can a superintendent 
of schools determine what words the av- 


[196] 


erage citizen most frequently needs to 
spell in handling his business and social 
correspondence, what maximum speed jn 
handwriting is most frequently de. 
manded in the business world, or what 
arithmetical processes are most com. 
monly used. All of these questions can 
be answered only after long and carefyl 
research; and all of them must be an- 
swered before a course of study can be 
built that will meet present-day life 
needs. Fortunately research already has 
a tentative answer tor some of these 
questions. 

What are the errors in a particular 
subject that pupils most frequently 
make? How can these be prevented ? 
How can they be corrected once they 
have become habitual? For the answers 
to these and to similar questions, the sy- 
perintendent looks to the specialist, 

What are the merits of one textbook 
as compared with another? What type 
of school building is best adapted to par- 
ticular needs? What is a reasonable ex- 
penditure for the office overhead of a 
What 
torm of report card is most satisfactory 
to parents and teachers? These and 
hosts of other problems have to be an- 
swered by opinion unbiased by facts, un- 
less the findings of research are avail- 
able. 

A challenge and an opportunity—The 
education of its youth is every nation’s 
biggest job. Are we going to continue 
doing this job, by following tradition 
and opinion, or are we going to stop 
guessing and conscientiously work on the 
solution of our unanswered educational 
problems by the application of research. 
According to President James R. An- 
gell, “The price of sound, comprehen- 
sive national life is, in these times, 
widespread and intelligent scientific re- 
search.” —Margaret M. Alltucker. 


school system of a given size? 





E are forced to ask whether it is 

safe, since our life has come to be 
so profoundly affected by and dependent 
on scientific knowledge, to permit the 
great mass of mankind and their leaders 
and teachers to continue to operate on 
the basis of presuppositions and _prej- 
udices which owe their respectability and 
currency to their great age and uncrit- 
ical character, and which fail to cor- 
respond with real things and actual op- 
erations as they are coming to be under- 
stood ?—James Harvey Robinson in the 
Humanizing of Knowledge. 





























































wn 


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ob es =-_> oO] OL em 


—a 85 = & tka FP. 


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— TF) A 





DINBURGH, Scotland, will be 

the scene of the first biennial 

meeting of the World Federation 
of Education Associations. The im- 
portance of the convention has made it 
necessary that only affiliated organiza- 
tions and participating representatives 
from governments, societies, institutions, 
and movements be accepted. But all 
teachers and laymen interested in edu- 
cation are welcome and will be extended 
the courtesies of the convention. All or- 
ganizations sending representatives have 
been asked to notify the President, 
Augustus O. Thomas, Augusta, Maine, 
U. §. A., or the Secretary, C. H. Wil- 
liams, Columbia, Missouri, U. S. A., 
or the secretary of the Educational In- 
stitute of Scotland, Mr. George Pringle, 
Edinburgh. Besides giving the names 
of representatives, they are asked to state 
what particular work they are inter- 
ested in. 

According to the preliminary pro- 
gram, meetings of the delegate assembly 
will be held Monday afternoon, July 20, 
at which questions concerning general 
arrangements will come up for discus- 
sion. Special committees will be ap- 
pointed; the Herman-Jordan Plan will 
be considered ; and a permanent constitu- 
tion drafted which will determine the 
future policy of the Federation. Another 
delegate assembly will occur on Mon- 
day, July 27, at which consideration of 
final reports from plenary sessions will 
be made and business including election 
of officers attended to. 

General meetings, which will be 
thrown open to the public, will be held 
Monday evening, July 20, “Tuesday 
evening, July 21, and Wednesday eve- 
ning, July 22, Friday evening, July 24, 
and Saturday evening, July 25, in Usher 
Hall. 

Plenary sessions will be held Saturday 
morning at ten o'clock and Saturday 
afternoon at two. 

Addresses of welcome will be made at 
the first public meeting on July 20 at 
eight o’clock by the Right Honorable 
Sir William Sleigh, Lord Provost of the 
City of Edinburgh; Sir John Gilmour, 
secretary for Scotland; the Right Hon- 
orable Viscount Lord Haldane; Sir J. 
Alfred Ewing, principal of the Univer- 
sity of Edinburgh; the Right Honorable 
William Adamson, late secretary for 
Scotland. Responses will be made by 
Dr. P. W. Kuo, president Southeastern 





World Federation Agenda 


Nanking, China; Miss 
Olive M. Jones; Mr. Pompilio Ortega, 
minister of education, Honduras, Teg- 
ucigalpa, S. A. 

On ‘Tuesday evening, following a 
concert, Mr. Patrick Geddes, of the 
University of France, will speak. Mr. 
Kibbo Kift will give a speech on “The 
Boy Scout Movement,” followed by the 
biennial address of the President, A. O. 
Thomas. 

On Wednesday evening folk songs 
will be sung by the delegates of different 


University, 





HESE announcements and 
agenda for the biennial meeting 
of the World Federation of Na- 
tional Education Associations at 
Edinburgh, Scotland, July 20-28, 
1925, are a challenge to every 


teacher who believes that more can 
be accomplished by educating the 


children of the world for that co- 
operation in service which is neces- 
sary to world peace and progress 
than by training them to fight their 
national neighbors. This conven- 
tion furnishes a remarkable op- 
portunity to combine professional 
duty with summer travel and 
| recreation. 








countries. These songs will be projected 
on a screen in the original language, in 
French, and in English. Addresses will 
follow by Rabindranath Tagore, India; 
M. Paul Desjardins, Paris, France, and 
Dr. N. Reinhard Strecker, Darmstadt, 
Germany. 

The entire day, Thursday, July 23, 
will be given over to group excursions 
under the auspices of the Educational 
Institute of Scotland. These trips in- 
clude: (1) rail and steamer excursion to 
the Clyde Coast, cruising by the Tur- 
bine Steamer ‘‘Duchess of Argyll,” 
which has been specially chartered by 
the Executive, and (2) The Land- of 
Scott. The day excursions are at 
specially reduced rates, probably not ex- 
ceeding eight shillings for the day, with 
luncheon and high tea. These tours 
planned for Thursday are not to be con- 
fused with the post-convention tours— 
eight in number—which have been ar- 
ranged for the delegates following the 
convention. These _ post-convention 
tours range from nineteen to thirty-six 
days, at prices from $260 to $495. 

The World Federation carries on its 
work largely through its various groups, 


[197] 






Group 


number. 
meetings will be held Ttuesday, Wednes- 
day, and Friday mornings at ten o’clock, 


at present eleven in 


continuing 


throughout the afternoon. 


The agenda follows: 


Group A—Early Elementary Educa- 
tion—General Theme: The Function of the 
Nursery School and Kindergarten in a Sys- 
tem of Public Education. Chairman, Miss 
Julia) Wade Abbot, Philadelphia, Pa., 
U.S. A. (1) Kindergarten, nursery schools, 
and other experiments in early education 
described by delegates from the different 
countries; (2) Are there any definite ele- 
ments in the early education of children 
which may be universally applied (e. g., 
applicable to education in all countries)? 
If so, is it possible for the Federation to 
determine, catalog, and define these ele- 
ments? (3) should the Federation attempt 
to determine and define the relation of the 
nursery school and kindergarten to the 
elementary school? (4) Is it possible and 
practicable to set up for all interested teach- 
ers a definite line of principals, materials, 
programs, and aims of the nursery school 
and kindergarten and to show their connec- 
tion both with elementary education and life? 
(5) Accepting the principle that parents 
should be educated in the care and training 
of children, is it possible for the Federation 
to determine methods of procedure to this 
end? (6) Methods of training teachers for 
nursery schools and kindergarténs in the dif- 
ferent countries described by delegates. Is it 
possible and practicable for the delegates to 
set up definite principles and methods of 
training teachers which may be profitably 
promulgated in all countries? 


Group B—Elementary Education—(1) 
What means should be taken to acquaint 
teachers with the movement and_ with 
materials suitable for the observance of 
Good Will Day? (2) What elements in the 
curricula of the elementary school are 
calculated to develop the virtues necessary 
to world understanding, justice, and good- 
will? (3) Is it possible and practicable for ° 
the Federation at this meeting to set in 
motion a means of selecting, cataloging, 
and disseminating materials and means suit- 
able to the end, and, if so, how? (4) What 
has the movement among our young people 
done to further international understanding, 
and is it desirable for the Federation to 
assist in furthering it? If so, how? 

There should be in this connection a dis- 
cussion of Boy Scouts, Girl Scouts, Camp- 
fire Girls, Girls’ Friendly Society, Girls’ Re- 
serve, Y. W. C. A., Christian Citizenship 
Training Program, Y. M. C. A., Missionary 
Educational Movements, and various other 
movements calculated to bring sympathetic 
relations on the part of the younger gen- 
eration. 


(5) What steps may the Federation take 
to produce a more sympathetic relationship 
to the subject of geography? (6) What 
plan is feasible and advisable to set up for 
the exchange of materials bearing accurate 
and desirable information for geography 


































ES SY LY TE TOTS EST A TS ON ETE OR ne tte Ue NN no 


NN PO ARN PE RES OO at 


NT RE me ee 


> CINE ET AOS ORS EY OEE IIE ee 


- aaeewe 


198 THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 
in a ti i i et ee eee 





teaching? (7) In the study of geography, 
is it possible to select, arrange, and relate 
the essential elements so that teachers of 
one country may be mutually helpful to the 
teachers of another? (8) At the San Fran- 
cisco Conference, the general idea of inter- 
national correspondence among school chil- 
dren was endorsed. How may the Federa- 
tion contribute more largely to this work? 
(Note 1. Reports as to results of work car- 
ried on by various organizations. Discus- 
sions led by Miss Theodora George, Paris, 
France. Note 2. Exhibits of work accom- 
plished) ; (9) May the work of school cor- 
respondence in addition to letters include 
booklets made by the children of the schools 
of different countries and sent to the schools 
in other lands, these books to include pic- 
tures of the school, its environment, its 
activities, together with the industries of the 
people of the community? 

The San Francisco Conference recorded 
itself as favoring the study of international 
contacts, termed at that meeting, “World 
Civics.” (1) Reports of progress by Dr. 
Arthur Dunn, Washington, D. C.; (2) Is it 
advisable to take steps to form outlines and 
select materials for carrying on effectively 
a study of this character and to include 
within it the elementary principles of inter- 
national law? (3) In the study of these 
international contacts, is it advisable to in- 
clude a study of such special movements as 
the codification of international laws, 
treaties, and agreements, courts of interna- 
tional justice, League of Nations, etc.? (4) 
Is it advisable to make arrangements for 
the collection by means of committees of 
textbooks from the different countries and to 
offer suggestions as to the most valuable 
materials which they may contain? 

Group C—Secondary Education—(1) 
What studies or parts of studies suitable to 
students between the period of adolescence 
on the one hand and the college on the 
other are adaptable to a program in which 
all countries may be interested? (2) What 
elements of the secondary school curricula 
lend themselves to the development of the 
spirit of good-will, justice, and interna- 
tional understanding? Is it desirable for 
the Federation to seek means of furthering 
the exchange of secondary school teachers? 
If so, what plan should be rceommended ? 
(3) In order that there may be developed 
in the rising generation a broader grasp of 
international relations and world thinking, 
it is essential that plans be laid for the 
study of all influences which tend to stabilize 
international relations. This would include 
a study of the codification of international 
laws, agreements and treaties, courts of in- 
ternational justice, the world court idea, the 
League of Nations, etc. How may this be 
done? (4) Is it advisable for schools to 
accept the study of some auxiliary modern 
language? If so, what plan or program 
would be feasible? (5) In teaching the 
history of any nation and its relation to 
world progress, should the national aspect 
precede the international aspect, or how may 
the two ideas and ideals be harmonized in 
a satisfactory program such as will not tend 
to break down national lines or decrease the 
respect of the citizens of a country for the 
flag of that country? (6) Geography is one 
of the most resourceful means of teaching 
important facts concerning the world’s 
people. How may a satisfactory body of 





materials be brought together as a founda- 
tion for the study of geography in combina- 
tion with world history in order that the one 
may supplement the other? (7) What 
phases of (a) literature, (b) music and (c) 
art may the Federation set up susceptible 
of universal application? (8) How may the 
study of science in secondary schools and its 
relation to the world community be carried 
on? How may the radio, the victrola, and 
aeronautics be made to serve the general 
purpose of education calculated to bring 
the nations more closely and sympathetically 
together? 

Group D—College Education—(1) To 
what extent has the exchange of teachers 
internationally been carried on and to what 
success? (2) How can the Federation co- 
operate advantageously with the Interna- 
tional Institute of Education, the John Simon 
Guggenheim Foundation, and other philan- 
thropic institutions in furthering the work 
of international scholarships? (3) Is it pos- 
sible to arrange for a transfer of credits be- 
tween colleges of different lands? In other 
words, is a federation of leading colleges 
advisable? (4) The World University idea 
includes the following possibilities: (a) An 
institution with campus and buildings for 
resident study at least during part of the 
period; (b) The University idea without 
campus and buildings but by using the 
means already at hand, such as colleges 
which already have an international aspect; 
(c) The formation of a federation of out- 
standing colleges in the various countries, 
the credit in one institution to be accepted 
by the federated institutions; (2) What 
elements in the college curricula lend them- 
selves to international understanding and 
how may the various elements with such 
bearing be assembled into a definite sched- 
ule? (3) Does education in general tend 
to elevate the race in peaceful attitudes, or 
does it add to the cunning of those of mis- 
ehievous intentions? (4) Is it desirable to 
incorporate in the college curricula a more 
careful study of eugenics as a means of race 
improvement? (5) Is it possible to assemble 
a group of facts or materials having a 
tendency to standardize the elements of 
science, art, music, literature, in such a man- 
ner as to preserve these valuable contribu- 
tions and to set up guideposts for the trend 
and direction of these subjects in the future? 

Group E—Teacher Training—Theme: 
If it is feasible to seek to direct the trend 
of the future by definite and purposeful 
teaching, then it becomes necessary that 
teachers have specific training for this 
world-wide _ service. (1) What specific 
training would seem to be advisable for 
teachers in order that the ability to think 
in world terms may be produced? (2) How 
may the learner be taught to think in world 
terms and at the same time properly safe- 
guard the spirit of patriotism and national 
well-being? 

Group F—Health Education—Chair- 
man, Sir W. Leslie MacKenzie, LL. D., 
Chief Medical Officer to the Scottish Board 
of Health; Secretary, Miss Sally Lucas Jean, 
200 Fifth Avenue, New York City; Speaker, 
Dr. James Kerr, 26 Mechlenburg Square, 
London. (1) Present Status of School Health 
Programs throughout the World: (a) The 
Health Conducive Environment, (b) Pro- 
tection from Contagion—Remediable Phys- 
ical Defects, (c) Education in Health; (2) 





June, 1925 


Principles of Operating a School Health 
Program: (a) The Curriculum; (b) Rela. 
tionship of Departments; (3) Concrete Re. 
sults: (a) Training for Leadership; (b) 
Training of Parents. 

Group G—Character Education—Chgjy. 
man, Dr. M. Sawayanagi, Tokio, Japan. 
Secretary, Mr. Milton Fairchild, Washing. 
ton, D. C. (1) Reports by delegates op 
school conditions, character education work 
being done, and prospects in the schools of 
various nations. Exhibits of character 
education materials and plans; (2) Discus. 
sion of principles of character education: 
(a) The motives to be used with children 
of various ages; (b) A children’s morality 
code for each nation; (c) Relations between 
the public schools and the churches in char- 
acter education; (d) Personal acquaintance 
and influence the essential for the teacher's 
part in character education; (e) A class. 
room pupil organization essential as a means 
of getting codperation; (f) Habit forming 
experiences for the children; (3) Reports of 
experiments; (4) National committees 
formed by group members to work out plans 
suitable for use in their own nations; (5) 
Presentation of reports from these national 
committees for criticism and advice. Re- 
vision of plans; (6) Adoption of various 
national group plans to be reported by each 
committee to its home nation; (7) Delegates 
from each nation should select some educa- 
tionist to prepare a report under Point 1 of 
the agenda which can be read and con- 
tributed to the permanent exhibit. 

Under Character Education, some special 
emphasis should be laid on the general sub- 
ject of temperance, not only referring to 
alcoholic beverages but to the opium habit, 

Group H—Illiteracy—Chairman, Mrs. 
Cora Wilson Stewart, Frankfort, Kentucky; 
Secretary, Mr. Pompilio Ortega, Teguci- 
galpa, Honduras. (1) Reports of progress 
in removing illiteracy from various coun- 
tries; (2) Special programs for relief; (3) 
Standards for guidance; (4) The relation 
of illiteracy to world problems: (a) To 
social conditions; (b) To world economics; 
(c) To peace and war; (5) The human 
side of illiteracy: (a) The outlook of an 
illiterate on life; (b) His limitations; (c) 
His needs; (6) Program for bringing the 
illiterate into good fellowship with his lit- 
erate associates: (a) Through special types 
of schools and home classes; (b) Through 
courses of study; (c) Through texts and 
literature; (d) Through slogans and epi- 
grams; (7) Plans for codéperative effort with 
other world organizations to stamp illiteracy 
out of the world: (a) League of Nations; 
(b) Federations of Labor; (c) International 
Council of Women; (d) International Bank- 
ers Association. 

Group I—Adult Education—Chairmaa, 
Sir Michael Sadler, Master, University Col- 
lege, Oxford; Secretary, Lecturer of a Scot- 
tish University; Speakers, Mr. R. HL 
Tawney, Mr. Frank Hodges. 

Group J—Adolescent Education— 
Chairman, Duchess of Athall, Parliamentary 
Secretary to the Board of Education, Eng- 
land; Secretary, Mr. Gregor McGregor, 
Executive Officer for the County of Fife; 
Speaker, Sir Robert Blair, late Chief Educa- 
tion officer of London County Couneil. 
Chairman, Mr. E. J. Sainsbury, O. B. Bj 
Secretary, William Roy, Vice President of 

(Continued on page A-165) 








Knee-Deep in June 
I 


Tell you what I like the best— 
*Long about knee-deep in June, 
’Bout the time strawberries melts 
On the vine—some afternoon 
Like to jes’ git out and rest, 
And not work at nothin’ else! 


II 


Orchard’s where I’d ruther be— 
Needn’t fence it in for me!— 
Jes’ the whole sky overhead, 
And the whole aith underneath— 
Sorto’ so’s a man kind breathe 
Likes he ort, and kindo’ has 
Elbow-room to keerlessly 
Sprawl out len’thways on the grass 
Where the shadders thick and soft 
As the kivvers on the bed 
Mother fixes in the loft 
Allus, when they’s company! 


III 


Jes’ a-sorto’ lazin’ there— 
S’lazy, ’at you peek and peer 
Through the wavin’ leaves above, 
Like a feller ’ats in love 
And don’t know it, ner don’t keer! 
Everything you hear and see 
Got some sort o’ interest— 
Maybe find a bluebird’s nest 
Tucked up there conveenently 
Fer the boy ’at’s ap’ to be 
Up some other apple-tree! 
Watch the swallers skootin’ past 
*Bout as peert as you could ast; 
Er the Bob-white raise and whiz 
Where some other’s whistle is. 
i 
{ 


IV 


Ketch a shadder down below, - 
And look up to find the crow— 
Er a hawk—away up there, 
’Pearantly froze in the air!— 
Hear the old hen squawk, and squat 
Over ever’ chick she’s got, 
Suddent-like!—and she knows where 
That-air hawk is, well as you!— 
You jes’ bet yer life she do!— 
Eyes a-glitterin’ like glass, 
Waitin’ till he makes a pass! 


Vv 
Pee-wees’ singin’, to express 
My opinion, ’s second class, 
Yit you'll hear em more er less; 
Sapsucks gittin’ down to biz, 
Weedin’ out the lonesomeness ; 
Mr. Bluejay, full o’ sass, 
In them base-ball clothes o’ his, 
Sportin’ round the orchard jes’ 
Like he owned the premises! 
Sun out in the fields kin sizz, 
But flat on yer back, I guess, 
In the shade’s where glory is! 
That’s jes’ what I’d like to do 
Stiddy fer a year er two! 


al vi 
Plague! ef they ain’t somepin’ in 
- Work ’at kindo’ goes ag’in’ 
My convictions!—’long about 
Here in June especially !— 
Under some old apple-tree, 
- Jes’ a-restin’ through and through, 
y I could git along without 
Nothing else at all to do 
Only jes’ a-wishin’ you 
Wuz a-gittin’ there like me, 
And June wuz eternity! 


1These poems of James Whitcomb Riley and 
f the illustration by Will Vawter are taken from the 
. biographical edition of Riley’s complete works, 
’ copyright, 1913, and are used by the courteous 
f permission of the publishers and the Riley estate. 
‘ull information relating to the various collec- 
tions of Riley’s poems may be had from the pub- 


lishers, Bobbs-Merrill Company, Indianapolis, 
Indiana. 





olis a glory wider and more enduring than any of its material achievements as a great American city 


AMES WHITCOMB RILEY *—loved by every friend of childhood and song—has given to Indianap- 
J To all teachers his work is significant. 


VII 


Lay out and try to see 
Jes’ how lazy you kin be!— 
Tumble round and souse yer head 
In the clover-bloom, er pull 
Yer straw hat acrost yer eyes 
And peek through it at the skies, 
Thinkin’ of old chums ’at’s dead, 
Maybe, smilin’ back at you 
In betwixt the beautiful 
Clouds o’ gold and white and blue!— 
Month a man kin railly love— 
June, you know, I’m talkin’ of! 





VIII 


March ain’t never nothin’ new!— 
Aprile’s altogether too 

Brash fer me! and May—I jes’ 

’Bominate its promises— 

Little hints o’ sunshine and 
Green around the timber-land— 

A few blossoms, and a few 
Chip-birds, and a sprout er two— 
Drap asleep, and it turns in 

’Fore daylight and snows ag’in!— 
But when June comes—Clear my th’oat 
With wild honey!—Rench my hair 

In the dew! and hold my coat! 
Whoop out loud! and th’ow my hat!— 
June wants me, and I’m to spare! 

Spread them shadders anywhere, 

I'll git down and waller there, 
And obleeged to you at that! 


te Days Gone By 


O the days gone by! O the days gone by! 

The apples in the orchard, and the pathway 
through the rye; 

The chirrup of the robin, and the whistle of 
the quail 

As he piped across the meadows, sweet as any 
nightingale; 

When the bloom was on the clover, and the 
blue was in the sky, 

And my happy heart brimmed over, 
days gone by. 


in the 


In the days gone by, when my naked feet 
were tripped 

By the honeysuckle tangles where the water- 
lilies dipped, 


It will be richer still to those who are so fortunate as to make a 
pilgrimage to his home in connection with the coming Convention'of the Association. 


And the ripples of the river lipped the moss 
along the brink, 

Where the placid-eyed and lazy-footed cattle 

came to drink, 

the tilting snipe stood fearless of the 

truant’s wayward cry 

And the splashing of the swimmer, in the days 
gone by. 


And 


O the days gone by! O the days gone by! 

The music of the laughing lip, the luster of 
the eye; 

The childish faith 
magic ring— 

The simple, soul-reposing, glad belief in every- 
thing,— 

When life was like a story, holding neither 
sob nor sigh, 

In the golden olden glory of the days gone by. 


in fairies, and Aladdin’s 


Dreaming 


To loll back, in a misty hammock, swung 
From tip to tip of a slim crescent moon 
That gems some royal-purple night of June— 

To dream of songs that never have been sung 

Since the first stars were stilled and God was 

young 
And heaven as lonesome as a lonesome tune: 
To lie thus, lost to earth, with lids aswoon; 

By curious, cool winds back and forward flung, 
With fluttering hair, blurred eyes, and utter 

ease 

Adrift like lazy blood through every vein; 
And then,—the pulse of unvoiced melodies 

Timing the raptured sense to some refrain 
That knows nor words, nor rhymes, nor 

euphonies, 
Save Fancy’s hinted chime of unknown seas. 


cAn Old Sweetheart of Mine 


As one who cons at evening o’er an album all 
alone, 

And muses on the faces of the friends that he 
has known, 

So I turn the leaves of fancy till, in shadowy 
design, 

I find the smiling features of an old sweet- 
heart of mine. 


The lamplight seems to glimmer with a flicker 
of surprise, 

As I turn it low to rest me of the dazzle in 
my eyes, 

And light my pipe in silence, save a sigh that 
seems to yoke 

Its fate with my tobacco and to vanish with 
the smoke. 


’Tis a fragrant retrospection—for the loving 
thoughts that start 

Into being are like perfume from the blossom 
of the heart; 

And to dream the old dreams over is a luxury 
divine— 

When my truant fancy wanders with that old 
sweetheart of mine. 


Though I hear, beneath my study, like a flut- 
tering of wings, 

The voices of my children, and the mother as 
she sings, 

I feel no twinge of conscience to deny me 
any theme 

When Care has cast her anchor in the harbor 
of a dream. 


In fact, to speak in earnest, I believe it adds 


a charm 

To spice the good a trifle with a little dust of 
harm— 

For I find an extra flavor in Memory’s mellow 
wine 


That makes me drink the deeper to that old 
sweetheart of mine. 


A face of lily-beauty, with a .form of airy 
grace, 


























EES eT ee 





[199] 


EE TTS LY IE RTL SS EO ETE CRN IE IST Lao owe ERT 


a Ll a ee ee 


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e 
h 
. 


oT ae WE grt: 


2 AS ICSE STE PTL ES CEM ETE I I YF 


SRS LOIRE 


SOMES VES were Sy 

















Floats out of my tobacco as the genii from the 
vase; 

And I thrill beneath the glances of a pair of 
azure eyes 

As glowing as the summer and as tender as 
the skies. 


I can see the pink sunbonnet and the little 
checkered dress 

She wore when first I kissed her and she an- 
swered the caress 

With the written declaration that, “as surely 
as the vine 

Grew round the stump,” she loved me—that 
old sweetheart of mine. 


And again I feel the pressure of her slender 
little hand, 

As we used to talk together of the future we 
had planned— 

When I should be a poet, and with nothing 
else to do 

But write the tender verses that she set the 
music to: 


When we should live together in a cozy little 
cot 

Hid in a nest of roses, with a fairy garden- 
spot, 

Where the vines were ever fruited, and the 
weather ever fine, 

And the birds were ever singing for that old 
sweetheart of mine: 


When I should be her lover forever and a day, 

And she my faithful sweetheart till the golden 
hair was gray; 

And we should be so happy that when either’s 
lips were dumb 

They would not smile in Heaven till the oth- 
er’s kiss had come. 


But, alas! my dream is broken by a step upon 
the stair, 

And the door is softly opened, and—my wife 
is standing there; 

Yet with eagerness and rapture all my visions 
I resign 

To greet the living presence of that old sweet- 
heart of mine. 


Our Hired Girl 
Our hired girl, she’s ’Lizabuth Ann; 
An’ she can cook best things to eat! 
She ist puts dough in our pie-pan, 
An’ pours in somepin’ ’at’s good and sweet, 
An’ nen she salts it all on top 
With cinnamon; an’ nen she'll stop 
An’ stoop an’ slide it, ist as slow, 
In th’ old cook-stove, so’s *twon’t slop 
An’ git all spilled; nen bakes it, so 
It’s custard pie, first thing you know! 
An’ nen she'll say: 
“Clear out o’ my way! 
They’s time fer work, an’ time fer play!— 
Take yer dough, an’ run, Child, run! 
Er I cain’t git no cookin’ done!” 


When our hired girl ’tends like she’s mad, 
An’ says folks got to walk the chalk 
When she’s around, er wisht they had, 
I play out on our porch an’ talk 
To th’ Raggedy Man ’at mows our lawn; 
An’ he says “Whew!” an’ nen leans on 
His old crook-scythe, and blinks his eyes 
An’ sniff all around an’ says,—“I swawn! 
Ef my old nose don’t tell me lies, 
It ’pears like I smell custard-pies!” 
An’ nen he’ll say,— 
“Clear out o’ my way! 
They’s time fer work an’ time fer play! 
Take yer dough, an’ run, Child; run! 
Er she cain’t git no cookin’ done!” 


Wunst our hired girl, one time when she 
Got the supper, an’ we all et, 
An’ it was night, an’ Ma an’ me 
An’ Pa went wher’ the “Social” met,— 
An’ nen when we come home, an’ see 
A light in the kitchen-door, an’ we 
Heerd a maccordeum, Pa says, ““Lan’— 
O’ Gracious! who can her beau be?’’ 
An’ I marched in, an’ ’Lizabuth Ann 
Wuz parchin’ corn fer the Raggedy Man! 
Better say 
“Clear out o’ the way! 
They’s time fer work, an’ time fer play! 
Take the hint, an’ run, Child; run! 
Er we cain’t git no courtin’ done!” 


Waitin’ Fer the Cat to Die 


Lawzy! don’t I rickollect 

That-’air old swing in the lane! 
Right and proper, I expect, 

Old times can’t come back again; 
But I want to state, ef they 
Could come back, and I could say 


What my pick ’ud be, i jing! 

I'd say, Gimme the old swing 
*"Nunder the old locus’-trees 

On the old place, ef you please!— 
Danglin’ there with half-shet eye, 
Waitin’ fer the cat to die! 


I'd say, Gimme the old gang 
Of barefooted, hungry, lean, 
Ornry boys you want to hang 
When you’re’ growed up twic’t as mean! 
The old gyarden-patch, the old 
Truants, and the stuff we stol’d! 
The old stompin-ground, where we 
Wore the grass off, wild and free 
As the swoop of the old swing. 
Where we ust to climb and cling, 
And twist roun’, and fight, and lie— 
Waitin’ fer the cat to die! 


’Pears like I ‘most allus could 
Swing the highest of the crowd— 

Jes’ sail up there tel I stood 
Down-side-up, and screech out loud,— 

Ketch my breath, and jes’ drap back 

Fer to let the old swing slack, 

Yit my tow-head dippin’ still 

In the green boughs, and the chill 

Up my backbone taperin’ down, 

With my shadder on the groun’ 

Slow and slower trailin’ by— 

Waitin’ fer the cat to die! 


Now my daughter’s little Jane’s 
Got a kind o’ baby-swing 
On the porch, so’s when it rains 
She kin play there—little thing! 
And I’d limped out t’other day 
With my old cheer this-a-way, 
Swingin’ her and rockin’ too, 
Thinkin’ how I ust to do 
At her age, when suddently, 
“Hey, Gran’pap!” she says to me, 
“Why you rock so slow?” . . . Says I, 
“Waitin’ fer the cat to die!” 


Out to Old Aunt Mary’s 


Wasn’t it pleasant, O brother mine, 
In those old days of the lost sunshine 
Of youth—when the Saturday’s chores were 
through, 
And the “Sunday’s wood” in the kitchen, too, 
And we went visiting, “me and you,” 
Out to Old Aunt Mary’s? 


[200] 


It all comes back so clear today! 

Though I am as bald as you are gray— 

Out by the barn-lot, and down the lane, 

We patter along in the dust again, 

As light as the tips of the drops of the rain, 
Out to Old Aunt Mary’s! 


We cross the pasture, and through the wood 
Where the old gray snag of the poplar stood, 
Where the hammering ‘“red-heads” hopped 
awry, 
And the buzzard “raised” in the “clearing” 
sky 
And lolled and circled, as we went by 
Out to Old Aunt Mary’s. 


And then in the dust of the road again; 
And the teams we met, and the countrymen; 
And the long highway, with sunshine spread 
As thick as butter on country bread, 
Our cares behind, and our hearts ahead 

Out to Old Aunt Mary’s. 


Why, I see her now in the open door, 
Where the little gourds grew up the sides 
and o’er 
The clapboard roof!—And her face—ah, me! 
Wasn’t it good for a boy to see— 
And wasn’t it good for a boy to be 
Out to Old Aunt Mary’s? 


And O my brother, so far away, 

This is to tell you she waits today 

To welcome us:—Aunt Mary fell 

Asleep this morning, whispering, “Tell 

The boys to come!” And all is well 
Out to Old Aunt Mary’s. 


Ge Raggedy Man 


O The Raggedy Man! He works fer Pa; 

An’ he’s the goodest man ever you saw! 

He comes to our house every day, 

An’ waters the horses, an’ feeds ’em hay; 

An’ he opens the shed—an’ we all ist laugh 

When he drives out our little old wobble-ly 
calf; 

An’ nen—ef our hired girl says he can— 

He milks the cow fer ’Lizabuth Ann.— 

Ain’t he a’ awful good Raggedy Man? 

Raggedy! Raggedy! Raggedy Man! 


W’y, The Raggedy Man—he’s ist so good 

He splits the kindlin’ an’ chops the wood; 

An’ nen he spades in our garden, too, 

An’ does most things ‘at boys can’t do!— 

He clumbed clean up in our big tree 

An’ shooked a’ apple down fer me— 

An’ nother’n’, too, fer "Lizabuth Ann— 

An’ nother’n’, too, fer The Raggedy Man.— 

Ain’t he a’ awful kind Raggedy Man? 

Raggedy! Raggedy! Raggedy Man! 


An’ The Raggedy Man, he knows most rhymes 
An’ tells ’em, ef I be good, sometimes: 
Knows "bout Giunts, an’ Griffuns, an’ Elves, 
An’ the Squidgicum-Squees’ at swallers ther- 
selves! 
An’, wite by the pump in our pasture-lot, 
He showed me the hole ’at the Wunks is got, 
*At lives "way deep in the ground, an’ can 
Turn into me, er "Lizabuth Ann! 
Ain’t he a funny old Raggedy Man? 
Raggedy! Raggedy! Raggedy Man! 


The Raggedy Man—one time when he 

Wuz makin’ a little bow’n’-orry fer me, 

Says “When you're big like you Pa is, 

Air you go’ to keep a fine store like his— 

An’ be a rich merchunt—an’ wear fine 
clothes ?— 

Er what air you go’ to be, goodness knows!” 

An’ nen he laughed at ’Lizabuth Ann, 

An’ I says “’M go’ to be a Raggedy Man!— 

I’m ist go’ to be a nice Raggedy Man!” 

Raggedy! Raggedy! Raggedy Man! 


Ge Old Tramp 


A’ Old Tramp slep’ in our stable wunst, 

An’ The Raggedy Man he caught 

An’ roust him up, an’ chased him off 
Clean out through our back lot! 


An’ th’ Old Tramp hollered back an’ said— 
“You’re a purty man!—You air!— 

With a pair o’ eyes like two fried eggs, 
An’ a nose like a Bartlutt pear!” 








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Annual Meeting— Tentative Program 


CONVENTION of exceptional 

interest and worth is indicated 

by the tentative program which 
President Newlon has released for the 
sixty-third annual meeting of the Na- 
tional Education Association at Indian- 
apolis, Indiana, June 28 to July 3. The 
general sessions, which will be held in 
the Cadle Tabernacle, will be broadcast 
between eight and ten p.M., Central 
Time, from Indianapolis Station 
Readers of THE JouRNAL 
will wish to tell their friends about this 
arrangement and to ask local editors to 
print the evening program from day to 
day during Convention Week in order 
that the general public may listen in on 
the addresses. 

The Representative Assembly will 
meet in the Caleb Mills Hall of the 
Shortridge High School, where the of- 
ficial business of the Association will be 
conducted. Forenoons have generally 
been given over to the sessions of the 
Assembly, afternoons to Departmental 
and allied meetings, and evenings to gen- 
eral sessions. Extra conferences will be 
held on ‘Tuesday, Wednesday, and 
Thursday mornings in Cadle Taber- 
nacle for non-delegates who wish a gen- 
eral meeting. 

Registration and exhibits will be lo- 
cated in the Shortridge High School, 
where members of the Association may 
begin registering on Saturday morning, 
June 27, at 8:30, and where persons 
wishing to become members may do so. 
Teachers are urged to come early and 
register early in order to get their bear- 
ings and have the advantage of the early 
programs. 


Sunday Morning 
June 28 


Regular services will be held in various 
Indianapolis churches, to which all visitors 
are welcome. 


Sunday Afternoon 
June 28, 4 o’clock 
Vesper services will be held on the north 

steps of the Monument, weather permitting, 
otherwise in Cadle Tabernacle. President 
Robert J. Aley, of Butler College, Indian- 
apolis, will preside over this service, which 
will be addressed by President W. L. Bryan, 
of the University of Indiana, Bloomington, 
Indiana, 

Sunday Evening 

June 28, 7:30 o’clock 


This meeting will open with music by the 
Tabernacle Presbyterian Church Choir. 





Commissioner John J. Tigert will speak on 
the Faith of the American People in Public 
Education. 


Monday Morning 


June 29, 8:30 o’clock 
Community singing, including State songs 


for which the various State delegations 
should come prepared. The general theme 


P pay H. NEWLON, president of 
the National Education Association, 
1924-25, and superintendent of schools 
in Denver, Colorado. 





is Educational Progress in the first Quarter 
of the Twentieth Century. Superintendent 
Frank W. Ballou, of the Washington, D. C., 
Schools, and president of the Department of 
Superintendence, will speak on Progress in 
the Science of Education. Dr. George D. 
Strayer, of Teachers College, Columbia Uni- 
versity will speak on Progress in Adminis- 
tration and Support President W. L. 
Bryat. of Indian University, will speak on 
the Schools and the Building of Character. 
Superintendent J. M. Gwinn, of San Fran- 
cisco, will speak on Significant Develop- 
ments in Types of Schools and Curricula. 
President E. C. Elliott, of Purdue Univer- 
sity, La Fayette, Indiana, will speak on 
Progress in Colleges and Universities. 


Monday Afternoon 
June 29, 2 o’clock 


This afternoon will be given over to 
meetings of Departments and allied organi- 
zations, as announced elsewhere in THE 
JourNAL. State delegations will meet at 
their respective State headquarters at five 
P.M. to elect one member to each of the fol- 
lowing committees: Credentials, Resolutions, 


[201] 


and Necrology. Each State delegation will 
also nominate one person for member of 
the Board of Directors, to be reported to the 
Representative Assembly at the first Busi- 
ness Session on Tuesday morning on roll 
call of the States. 


Monday Evening 
June 29, 7:30 o’clock 


There will be a half hour of music by the 
Arsenal Technical High School Orchestra, 
of Indianapolis, and the Girls Glee Club 
from the same school. Addresses of wel- 
come will be made by Superintendent E. U. 
Graff, of the Indianapolis Schools, and Pres- 
ident W. P. Dearing, of the Indiana State 


Teachers Association. Mrs. Mary C. C. 
Bradford, State superintendent of public 
instruction, Denver, Colorado, a former 


president of the National Education Associa- 
tion, will respond to the addresses of wel- 
come. 

Colonel J. C. Drain, Commander of the 
American Legion, will bring a message from 
that organization, which will be followed by 
President Newlon’s keynote address on the 
Educational Outlook at the End of the First 
Quarter of the Twentieth Century. 


Tuesday Morning 
June 30, 8:30 o’clock 


First business session of the Representative 
Assembly, President Newlon presiding. The 
first half hour will be devoted to community 
singing and State songs by the various State 
delegations. Report of the Committee on 
Credentials. Report of the Committee on 
Rules, William B. Owen, president, Chicago 
Normal College, Chicago, Illinois, chairman. 
Adoption of order of business. Adoption of 
minutes of Washington meeting. Address 
on Our Association and Its Work by Presi- 
dent Jesse H. Newlon, superintendent of 
schools, Denver, Colorado. Mrs. Cora Wil- 
son Stewart, Frankfort, Kentucky, chairman 
of the Illiteracy Commission, will present a 
report and lead a discussion of the illiteracy 
problem. 

John F. Sims, president of the State 
Normal School at Stevens Point, Wisconsin, 
chairman of the Committee of Five Thou- 
sand on Child Labor, will present the report 
of that Committee and lead a discussion of 
the child-labor problem. Olive M. Jones, 
principal, Public School No. 120, New York 
City, chairman of the Committee on Affilia- 
tions and Relationships, will present the re- 
port of her Committee and lead a discussion 
on the relationships of the National Associa- 
tion with departments, committees, and al- 
lied organizations. Milton Bennion, dean of 
the School of Education, University of Utah, 
Salt Lake City, Utah, chairman of the Com- 
mittee on Character Education, will present 
the report of that committee and lead the 
discussion on the subject. 

At this meeting of the Assembly, nomina- 
tions will be made from the floor for presi- 
dent, vice-president, and treasurer, and the 
various State delegations will report their 












































































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202 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





June, 1925 


en en eee eee ee 


nominations for members of the Board of 
Directors on roll call of the States. 

There will also be a special program in 
the Cadle Tabernacle on Teacher Participa- 
tion in the Determination of Policies, under 
the chairmanship of Superintendent Fred M. 
Hunter, of the Oakland Public Schools, and 
a former President of the Association. 
Speakers will be announced in the Official 
Program. 


Tuesday Afternoon 
June 30, 2 o’clock 


Meetings of Departments and allied or- 
ganizations as announced elsewhere in THE 
JOURNAL. 


Tuesday Evening 
June 30, 7:30 o’clock 


This meeting will be opened by a half 
hour of special music by the Indianapolis 
Teachers Chorus, which was enthusiastically 
received at the Department of Superintend- 
ence at Cincinnati. This is Indiana night. 
Governor Jackson, of Indiana, will preside. 
Meredith Nicholson will speak on Culture 
and Brass Tacks. Former Senator Albert 
J. Beveridge has been invited and is ex- 
pected to appear along with other well- 
known Indiana authors. 


Wednesday Morning 
July 1, 8:30 o’clock 


Second business session of the Representa- 
tive Assembly, opening with community sing- 
ing and State songs, followed by an address 
by Francis G. Blair, State superintendent of 
public instruction, Springfield, Illinois. Mr. 
J. O. Engleman, superintendent of city 
schools, Terre Haute, Indiana, chairman of 
the Committee on Teaching of Democracy, 
will present the report of that Committee and 
lead a discussion on the subject. Anna 
Riddle, Saint Joseph, Missouri, chairman of 
the Committee of One Hundred on Class- 
room Teachers Problems, will present the 
report of her Committee and lead a dis- 
cussion. Fred M. Hunter, superintendent of 
schools, Oakland, California, chairman of 
the Committee of One Hundred on the Prob- 
lem of Tenure, will present the report of 
that Committee and lead the discussion on 
teacher tenure. Harold W. Foght, president, 
Northern Normal and Industrial School, 
Aberdeen, South Dakota, chairman of the 


‘ Committee of One Hundred on Rural Teach- 


ers Problems, will present the report of that 
Committee and conduct a discussion on it. 

Thomas E. Johnson, State superintendent 
of public instruction, Lansing, Michigan, 
chairman of the Committee on American 
Education Week, will report and lead a dis- 
cussion on that subject. Augustus O. Thomas, 
State superintendent of public instruction, 
Augusta, Maine, chairman of the Committee 
on Coéperation with the World Federation 
of National Education Associations, will re- 
port and lead a discussion on the World 
Federation. 

There will also be an extra conference in 
Cadle Tabernacle for non-delegates on the 
subject, Work of Teachers’ Organizations, 
under the chairmanship of Miss Olive M. 
Jones, principal of Public School No. 120, 
New York City, and a former president of 
the Association. 





Wednesday Afternoon 


July 1 
This afternoon is left free in order that 
teachers may visit literary and _ historic 
shrines in and near Indianapolis. Special 
arrangements are being made by the local 
committee. 


Wednesday Evening 
July 1, 7:30 o’clock 


This session will be opened by one half 
hour of music by the Newsboys’ Band, of 
Indianapolis. The general theme is In- 
terpreting the Schools to the Public. State 
Superintendent John W. Abercrombie, of 
Montgomery, Alabama, will speak on In- 


Indiana 


James Whitcomb Riley 


From the biographical edition of 
Riley’s Complete Works 
Copyright 1913 
Our Land—our Home!—the common home in- 

deed 
Of soil-born children and adopted ones— 
The stately daughters and the stalwart sons 
Of Industry:—All greeting and godspeed! 
O home to proudly live for, and, if need 
Be, proudly die for, with the roar of guns 
Blent with our latest prayer.—So died men 
once. 7 
Lo, Peace! . . As we look on the land 
THEY freed— 
Its harvests all in ocean-overflow 
Poured round autumnal coasts in billowy 
gold— 
Its corn and wine and balmed fruits and 
flow’rs,— 
We know the exaltation that they know 
Who now, steadfast inheritors, behold 
The Land Elysian, marvelling ‘“‘This is ours!” 


terpreting the State Program. Anna G. 
Fraser, of the Oakland, California, Schools, 
will speak on Interpreting the Work of the 
School to the Home. A well-known principal 
will speak on the Strategic Position of the 
Principal in the Interpretation of the Schools 
to the People. Superintendent John J. Mad- 
dox, of the Saint Louis Public Schools, will 
speak on Interpreting the School Program 
to the Local Community. Miss Lillia E. 
Johnson, county superintendent of schools, 
Eau Claire, Wisconsin, will speak on Inter- 
preting the Rural School Program to the 
People. 


Thursday Morning 
July 2, 8:30 o’clock 


Third business session of the Representa- 
tive Assembly. The meeting will be opened 
by community singing and State songs, fol- 
lowed by an address by Thomas R. Cole, 
superintendent of city schools, Seattke, Wash- 
ington. Joseph Rosier, president of the State 
Teachers College, Fairmont, West Virginia, 
chairman of the Committee on Standards, 
Requirements, and Credits for Teachers in 
Service, will present the report of the Com- 
mittee and lead a discussion. Sara T. Muir, 
Lincoln, Nebraska, chairman of the Com- 
mittee on Ethics of the Profession, will re- 
port and lead discussion on the work of her 
Committee. 

George D. Strayer, Teachers College, 
Columbia University, chairman of the Legis- 
lative Commission, will report and lead dis- 
cussion on the work of the Legislative Com- 
mission. William B. Owen, president of 


Chicago Normal College, Chicago, Illinois 
chairman of the Committee on the American 
School Program, will report and lead diseys. 
sion on the work of his Committee. George 
E. Carrothers, Ohio University, Athens, 
Ohio, chairman of the Committee on Com. 
munity Relations, will report and lead dis. 
cussion. 

Voting places will be open from 8 ay, to 
6 P.M., delegates to the Representative Ag. 
sembly balloting for the candidates for the 
various offices. 

An extra general meeting will be held jn 
Cadle Tabernacle on the topic Moral Edy. 
cation, under the chairmanship of Superip. 
tendent William M. Davidson, of the Pitts- 
burgh Schools. Speakers will be announced 
in the Official Program. 


Thursday Afternoon 
July 2, 2 o’clock 


Meetings of Departments and _ allied or. 
ganizations as announced elsewhere in Typ 
JOURNAL. 


Thursday Evening 
July 2, 7:30 o’clock 


Special music followed by general pro- 
gram on the theme Interpreting the Schools 
to the Public. President E. H. Lindley, of 
the University of Kansas, Lawrence, Kansas, 
will speak on the Colleges and the People. 
Ella Victoria Dobbs, Associate Professor of 
Industrial Arts, University of Missouri, will 
speak on the Functions of Teachers’ Organi- 
zations in Interpreting the Schools to the 
Public. Joy Elmer Morgan, editor of Tue 
JOURNAL OF THE NATIONAL EpDUCATION Asgsgo- 
CIATION, will speak on Responsibilities of 
Educational Journalism in Interpreting the 
Schools to the Public. Glenn Frank, editor 
of The Century, will speak on the Responsi- 
bility of the Press in Interpreting the Schools 
to the Public. 


Friday Morning 
July 3, 8:30 o’clock 


Fourth and final business session of the 
Representative Assembly opened by com- 
munity singing and State songs. Ernest L. 
Crandall, director of Lectures and Visual 
Education, public schools, New York City, 
chairman of the Committee on Necrology, 
will present the report of that Committee for 
the year 1924-25. Cornelia S. Adair, teacher, 
Junior High School, Richmond, Virginia, 
treasurer of the National Education Associa- 
tion, will present the report of the treasurer. 
J. W. Crabtree, secretary of the National 
Education Association, will present his an- 
nual report. Walter R. Siders, superintend- 
ent of schools, Pocatello, Idaho, chairman on 
Audit and Budget, and chairman of the 
Board of Trustees, will present the reports 
of those two bodies. Unfinished business 
will then be taken up, followed by new 
business, the report of the Committee on 
Resolutions, and the report of the tellers o 
the election of officers. 


Friday Afternoon 
July 3, 2 o’clock 
Final business sessions of Departments 


and allied organizations as announced else 
where in THE JOURNAL. 
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Vol. 14, No. 6 


THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 


Tentative Programs of Depart- 
ments and Allied Organizations 


L COUNCIL OF EDUCATION 
ATION three sessions, June 29, June 30, and 
The Monday afternoon program follows: 
july cncements and Roll Call; President’s Ad- 
—_ J. M._Gwinn, superintendent of schools, San 
| ene Calif.; The Year’s Progress in Educa- 
ong 4 J. Tigert, United States Commissioner 
vetiducation, Washington, D. C.; Report of Com- 
eetee on Participation of Teachers in School 
Mana ement, Harlan Updegraff, president, Cor- 
il liege, Mt. Vernon, Iowa, chairman. 
ne Tuesday afternoon’s program follows: Open Fo- 
by the Committee on Continuity of Education, 
. M Gwinn, chairman; Final Report of Commit- 
J. on the American Woman Teacher, Anna Laura 
fesol, principal, Lincoln School, Denver, Colo., 


chairman. , 
m for Thursday afternoon follows: 
seek oy of First Division of Compete Re- 


- mittee on Part-Time Education, 
oom * ps - ee 

i iversity, Bloomington, Ind., chairman; 
eg ool of "Committee on Illiteracy, Mrs. 
Cora Wilson Stewart, National Commission on 
Illiteracy, Frankfort, Ky., chairman; Financing 
the Education of Adult Illiterates, A. B. Mere- 
dith, commissioner of Education, Hartford, Conn. ; 
Suitable Texts for Adult Beginners, H. V. Hol- 
loway, commissioner of education, Dover, Del. 


EPARTMENT OF ADULT EDUCATION 
will hold two sessions, June 29 and 30. The 
Monday afternoon session will have for its theme 
Interpretation of Adult Schools to the Public. 
The program follows: Outstanding Accomplish- 
ments in the Field of Adult Education since the 
War, Charles M. Herlihy, president, Department 
of Adult Education, State Supervisor of Adult 
Alien Education, Boston, Mass.; Public Support 
for Adult Education from the Standpoint of the 
Employer; Public Support for Adult Education 
from the Standpoint of Organized Labor; The 
Interest of the American Legion in Program of 
Adult Education, James L. Drain, National Com- 
mander, American Legion, Indianapolis, Ind.; 
Outstanding Needs in the Development of Pro- 
ams of Adult Education for Native Illiterates, 
iss Clutie Bloodworth, director of Exceptional 
Schools, Alabama State Department of Education, 
Montgomery, Ala.; The Outlook for Americaniza- 
tion in the Northwestern States, H. J. Langoe, 
Editor, “United American,” Portland, Oregon. 
On Tuesday afternoon the topic to be discussed 
is State and Local Programs of Adult Education 
for Native and Foreign-Born. The program in- 
cludes: State and Local Support and Leadership 
for Adult Education, Miss Willie Lawson, as- 
sistant State superintendent of public instruction, 
Little Rock, Ark.; A Codperative oon Be- 
tween Schools and the Federal Bureau of Natural- 
ization in Preparing Aliens for Citizenship, Mar- 
guerite Burnett, State supervisor of Immigrant 
Education, Wilmington, Del.; American Ideals in 
Civic Instruction, Howard Bradstreet, director of 
Bureau of Adult Education, Hartford, Conn.; 
Organizing a County for Adult School Programs, 
Miss Wil u Gray, director of Adult Education, 
State department of education, Columbia, S. C.; 
The New Constitution for the Department of 
Adult Education, Robert C.’ Deming, State di- 
rector of Americanization, State department of 
education, Hartford, Conn. 


EPARTMENT OF BUSINESS EDUCA- 
TION will hold sessions Tuesday, June 30, 
and Thursday, July 2. The program on Tuesday 
follows: Are We in Step—Industry and Business 
Teachers? Sherman Perry, correspondence ad- 
visor, American Rolling ill Co., Middletown, 
Ohio; Twenty-five Years of Typewriting and 
Typewriting Methods, Harry C. Spillman, educa- 
tion director, Remington Typewriter Co., New 
York City; Vitalizing the Bookkeeping Program, 
Jay W. Miller, instructor in bookkeeping meth- 
ods, Summer Normal Session, Gregg School, Chi- 
cago, Ill.; Research Methods in Commercial Sub- 
jects, William L. Connor, director of reference 
and research, Cleveland, Ohio; Business Aspects 
of School Activities, Paul H. Seay, treasurer, 
Withrow High School, Cincinnati, Ohio; On 
What Basis Should Our High School Commercial 
Courses be Organized?, E. . Barnhart, chief of 
commercial education service, Federal Board for 
Vocational Education, Washington, D. C. 
Thursday’s program includes: Teaching of 
Bookkeeping and Calculating Machines and its 
Relation to Business, J. C. Springman, director 
of commercial department, Pontiac High School, 
Pontiac, Mich. ; ommercial Arithmetic Interpre- 
tation of Business Requirements—H. B. Loomis, 
rincipal, Hyde Park High School, Chicago, IIlL.; 
lacement of Commercial Graduates, Clay D. 
Slinker, director of commercial education, Des 
oines, Iowa; The Function of the Supervisor 
of Commercial Education, E. F. Killam, super- 
visor of commercial education, St. Louis, 0.; 
: esent Trend in Commercial Teacher Train- 
ing, M. E. Studebaker, head of department of 
commerce, Ball Teachers’ College, Muncie, Ind. 


rt of 
enry Lester Smith 


EPARTMENT OF CLASSROOM TEACH- 
ERS will hold meetings June 30 and July 2. 
The Tuesday afternoon: program follows: Inter- 
preting the Schools to the Public: What to In- 
terpret, George W. Frasier, president, Colorado 
State Teachers College, Greeley, Colo.; How to 
Interpret It, Merle Sidener, president, Sidener- 
Van Riper Advertising Company, Indianapolis, 
Ind. Under the head, Twenty-five Years of Ed- 
ucational Progress, there will be discussed: The 
Federal Aided Schools; My Experience as a 
Teacher in the Moonlight Sdheeha: The Develop- 
ment of the Teachers’ College, J. A. Hill, presi- 
dent, West Texas Teachers College, Canyon, 
Texas. 
Thursday afternoon’s program will be devoted 
to regional conference reports, reports of commit- 
tees, election of officers, and recommendations. 
The following committees will report: Evalua- 
tion of Classroom Instruction, Julia E. Sullivan, 
Charlestown, Mass.; Single Salary; Teacher Rat- 
ing, Anna Thompson, Kansas City, Mo.; Reduc- 
tion of Clerical ork; Advancement of Women 
into Administrative Work, Julia E. Sullivan, 
Charlestown, Mass., and Eula F. Hunter, Fort 
Worth, Texas; Standardizing Preparation of 
Teachers; Teacher Participation in School Ad- 
ministration; Retardation ue to Overcrowding, 
Jean L. Soules, Spokane, Wash.; Better Prepara- 
tion in Professionalism. 
The Annual dinner will be held at 6:30 P. M., 
Thursday, in the Travertine Room, Lincoln Hotel. 


EPARTMENT OF DEANS OF WOMEN 
will have a luncheon, Monday noon, June 29, 
at the Claypool Hotel. Addresses will be given 
by F. Louise Mardin, dean of women, University 
a Wisconsin, Madison, Wis., and Elizabeth Ham- 
a dean of women, Miami University, Oxford, 
io. 


EPARTMENT OF ELEMENTARY SCHOOL 
PRINCIPALS will hold its meetings on the 
afternoons of June 30 and July 2. The Tuesday 
afternoon session will discuss Milestones on the 
Road of the Principalship. The program follows: 
ge ag of the American Dollar as Invested 
n (a) Job Analysis and Training for the Prin- 
cipalship from the Standpoint of the Ohio State 
University, J. Cayce orrison, department of 
school administration, Ohio State University, Co- 
lumbus, Ohio; (b) Natural Science in the Cur- 
riculum from the Standpoint of the Michigan State 
University, Clifford Woody, director of reference 
and research, University of Michigan, Ann Arbor, 
Mich.; Organizations of Elementary School Prin- 
cipals throughout the Various States, Lawrence S. 
Chase, principal, Glenfield School, Montclair, N. J.; 
Pupil Administration as a Character Developer, 
Harry O. Gillett, principal, University School, 
University of Chicago, Chicago, Ill. Report on 
Educational Progress will be given by J. D. Wil- 
— principal, Woodlawn School, Birmingham, 

a. 

The annual dinner will be held Wednesday, 
July 1, at six o’clock. 

The Thursday’s pre ram includes: Presenting 
the School to the Public in Chicago, George A. 
Beers, principal, Clarke School, Chicago, Ill.; Pre- 
senting Elementary School Library Standards to 
the Public, C. C. Certain, Editor Red Cross Pub- 
lications, Washington, D. C.; Modern Dynamics 
Versus Petrified Statics Presented to the Public, 
George W. Frasier, president, Colorado State 
Teachers College, Greeley, Colo.; Present Ideals 
and Past Fallacies; Character Education in the 
Elementary School; Reports of Committees— 
Courses of Study for Elementary School Principals 
in Teacher-Training Institutions; Adequate Sala- 
ries for the Elementary School Principalship; Busi- 
ness. 


EPARTMENT OF KINDERGARTEN ED- 

UCATION will hold two sessions, June 29 
and 30. The Monday program includes a discus- 
sion of The Interpretation of the Kindergarten to 
the Public: Twenty-five Years of Kindergarten 
Progress. The program follows: Kindergarten 
Extension, with Graphic Demonstration, Lucy 
Gage, assistant professor of elementary education, 
George Peabody Teachers’ College, Nashville, 
Tenn.; Changes in Method and Curriculum, Patt 
Smith Hill, professor of education, Teachers Col- 
lege, Columbia University, New York City. 

The topic of the Tuesday afternoon program is 
Present indergarten Practice Throughout the 
Country. Report on the Study of Kindergarten 
Practice under the Direction of the Research 
Committee of the Kindergarten Department will 
be given by Mary Dabney Davis, chairman of 
Committee, Darien, Conn.; Appraisal of the Study, 
by George D. were, professor of education, 
Teachers College, Columbia University, New York 
City; Discussion of the Value and Implications 
of the Study for Future Progress, by (a) Jane 
Elizabeth Joslin, director of kindergarten, Hatha- 
way Brown School, Cleveland, Ohio, and (b) 
Alice Temple, kindergarten-primary department, 
a Education, University of Chicago, Chi- 
cago, b 





203 





On Thursday, July 2, at 12:30 o’clock, in the 
Riley Room of Claypool Hotel, there will be a 
joint luncheon with the National Council of Pri- 
mary Education and the International Kinder- 
garten Union. 


EPARTMENT OF MUSIC EDUCATION. 
Meetings are scheduled for Monday, June 29, 
and Tuesday, June 30. Mr. Ernest G. Hesser, 
Director of Music, Public Schools, Indianapolis, 
Ind., President; and Ada Bicking, Supervisor of 
Music, Public Schools, Evansville, Ind., Secretary. 


EPARTMENT OF RURAL EDUCATION 

will hold two meetings on the afternoons, 
June 29 and 30. The Monday afternoon session 
will discuss Interpreting the Schools to the Peo- 
ple. A Study of Rural School Attendance by the 
Committee on Rural School Attendance, Mrs. 
Katherine M. Cook, Chief, division of Rural Edu- 
cation, United States Bureau of Education, Wash- 
ington, D. C.; Discussion, George S. Dick, super- 
visor of Rural Schools, department of p-blic in- 
struction, Madison, Wis. 

On Tuesday afternoon Progress in Rural School 
Supervision will be discussed as follows: Admin- 
istration and Supervision of Rural Schools under 
the County Unit System in Ohio, O. E. Pore, 
superintendent of schools, Portage County, Ra- 
venna, Ohio; The Helping Teacher Plan in Maine, 
Florence M. Hale, State agent for rural education, 
Augusta, Maine; Lessons in the Supervision of 
Rural Schools from the Indiana Experiment, 
Hilda Hughes, superintendent of LaGrange County 
Schools, or me Ind. 


PARTMENT OF SCHOOL HEALTH AND 
PHYSICAL EDUCATION will hold ses- 
sions June 29 and 30. The program for Monday 
afternoon follows: oral Training Through Phys- 
ical Education; Is Sex Education Properly a Part 
of Our Program of Health Education? E. F. Van- 
Buskirk, executive Secretary, Cincinnati Social 
Hygiene Society, Cincinnati, Ohio; The Obliga- 
tion to be Physically Fit; The School Health 
Program in its Relation to Mental Hygiene. 
Tuesday’s program includes: Twenty Years of 
Medical Inspection in the Milwaukee Public 
Schools, George P. Barth, M. D., director of 
School Hygiene, Milwaukee, Wis.; Education for 
Health in Rural Schools, S. H. Replogle, assistant 
superintendent, Allegheny County Schools, Pitts- 
burgh, Pa.; Health Problems in Teacher-Train- 
ing Institutions, Ambrose L. Suhrie, professor of 
Normal School Education, School of Education, 
New York University, New York City. 


EPARTMENT OF SCIENCE INSTRUC- 

TION will hold meetings June 29 and 30. 
The Monday afternoon program follows: Types 
of Investigation in Science Teaching, Hanor 
Webb, George Peabody College for Teachers, 
Nashville, Tenn.; What is it That Science Teach- 
ing Ought to Accomplish in the Schools? Henry 
Harap, Cleveland School of Education, Cleveland, 
Ohio. Scientific Education as a Defense Against 
Propaganda and Dogma, Benjamin C. Gruenberg, 
director, American Association for Medical Prog- 
ress, New York City. A round table discussion 
of the work of the American Association for the 
Advancement of Science Committee on the Place 
of Science in Education will follow these ad- 
dresses. 

On Tuesday afternoon a joint meeting will be 
held with the American Nature-Study Society. 
The program follows: Aims of Nature Study, 
Anna Bottsford Comstock, Professor of Nature 
Study, Cornell University, Ithaca, N. Y.; The 
Method and Content of Elementary Science, 
Wilbur L. Beauchamp, University High School, 
University of Chicago; Present and Future of 
Nature Study, M. R. VanCleve, Director of 
Nature Study and General Science, Toledo, Ohio; 
Symposium; The Problems of Nature Study 
Teaching and Their Solution. 


EPARTMENT OF SECONDARY SCHOOL 

PRINCIPALS will hold sessions on Tuesday 
and Thursday afternoons, June 30 and July 2. 
Mr. H. Stuart, Principal, Arsenal Technical 
Schools, Indianapolis, will prepare the program. 


Bet gg OF VISUAL INSTRUCTION 
will hold sessions June 29 and 30. Monday 
afternoon’s program follows: Roil Call and round 
table on the status of visual instruction to date 
in the various localities where visual instruction 
has a special director or supervisor. Ten-minute 
reports will be given by a group of these super- 
visors as to the extent, nature, and modus oper- 
andi of the application of visual instruction in 


their school systems. General discussion will 
follow. 
On Tuesday afternoon George D. Strayer, 


Teachers College, Columbia University, New York 
City, will speak on The Administration of Visual 
Instruction. The Use of Visual Aids in Immigra- 
tion will be discussed by Hon. Frederick A. al- 
lis, commissioner of Correction, New York City, 
former commissioner of Immigration. 


EPARTMENT OF VOCATIONAL EDU- 

CATION—Meetings are scheduled for Tues- 
day, June 30, and Thursday, July 2. The gen- 
eral theme for both sessions will be “The In- 
terpretation of Part Time, Continuation and Co- 
operative Schools from the Standpoint of Public 
Service in the Conservation of Youth.” The of- 





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204 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


OOO OEE EEO OO EE 





[ SDIANAPOLIS INVITES YOU and promises to entertain and provide 


you with every accommodation. 


The city has entertained some of the 


world’s largest conventions and ever the word comes back—Indianapolis is 
truly a city courteous; a city with unequalled accessibility, facilities, and 


hospitality. 


The National Education Association is assured a real Hoosier welcome on 
the occasion of its sixty-third annual meeting, June 28 to July 3, 1925, at 


Indianapolis. 


Convention Headquarters are at the Shortridge High School. This building 


is conveniently located within easy walking distance of hotels. 


Nearby are 


located most of the places of meetings of Departments and Allied Organiza- 
tions. At the Shortridge High School are located the Exhibits, Registration, 
Post Office, Information, Publicity Headquarters, Executive Offices, Secretary’s 
Office for Delegates’ Credentials, Official Committees, and Representative 


Assembly. The arrangements at Convention Headquarters is very similar to 
that which gave such general satisfaction at the 1924 Convention at Washing- 
ton. Exhibits are located on the first floor and basement floor of Shortridge 
High School. On the second floor is the Auditorium in which the meetings 
of the Representative Assembly are held. 

Act promptly to secure hotel reservations. Special railroad rates of one and 
one-half fares for the round trip are granted to members of the National Edu- 


cation Association. 


Identification certificates are necessary to secure special 


rates. These may be secured on application to National Education Associa- 
tion Headquarters or to your State Director. 

Headquarters of the various State Delegations will be located in several 
different hotels. State Directors can give information as to the selection for 


their States. 
Association. 


ficers are president, John N. Greer, assistant 
superintendent of schools, Minneapolis, Minn. ; 
and secretary, J. D. Blackwell, State director of 
vocational education, Baltimore, Md. 


AMmeaiSAn HOME ECONOMICS ASSOCIA- 
TION will hold meetings on the afternoons of 
30 and July 2._ Tuesday’s program follows: 

hat Does Home Economics Contribute to the 
Purposes of Junior and Senior High School Edu- 
cation? (a) From the Administrator’s Point of 
View, Francis G. Blair, State superintendent of 
ublic instruction, Springfield, Ill.; (b) From the 
|e Economics Teacher’s Point of View, Annie 
Robertson, teacher of home economics, High 
School, Hartford, Conn., and research associate, 
Department of Household Arts Education, Teach- 
ers College, New York City. . 

On Thursday afternoon, the topic to be dis- 
cussed is Progress in Home Economics Educa- 
tion. Making the Home Economics Curriculum 
for Junior ond Senior High School (a) From the 
Supervisor’s Point of View, Mrs. Kate Kinyon, 
supervisor of home economics, Denver, Colo.; The 
Most Efficient Equipment for Home Economics, 
Frances R. Kelley, supervisor of home economics, 
Minneapolis, Minn., Emeline Whitcomb, specialist 
in home economics, United States Bureau of Edu- 
cation, Washington, D. C 


DUCATIONAL PRESS ASSOCIATION OF 
AMERICA will hold its annual dinner confer- 
ence on Wednesday, July 1, at five o’clock. 


ONFERENCE ON LIP READING FOR 
HARD OF HEARING SCHOOL CHIL- 
DREN will hold a meetin Lee | afternoon, 
= 30. The program follows: Why Hard of 
earing Children Should Not be Taught in the 
Schools for the Deaf, Evalyn B. Heizer (retired), 
principal, Indiana State School for the Deaf, In- 
dianapolis, Ind.; Focal Infection as the Cause of 
Deafness in the Child, John F. Barnhill, M. D., 
professor of surgery, head and neck, Indiana Uni- 
versity School of Medicine, Indianapolis, Ind.; 
What Chicago is Doing for the Hard of Hearing 
Child in the Public Schools, Norval H. Pierce, 
M. D., Chicago, Ill.; Importance of Proper Heat- 
ing and Ventilation_as a Prevention of Deafness, 
Alice G. Bryant, M. D., member of associate 
staff, New England Deaconess Hospital, Boston, 
Mass.; The Problem of the Hard of Hearin 
Child, Franklin W. Bock, M. D., director, Deaf- 
ness Prevention Clinic, — schools, Rochester, 
N. Y.; The Deafened Child is Not a Deaf Child 
Ann Lehman, New York League for the Hard o 
Hearing, New York City; y We Believe in 
Lip —— for the Hard of Hearing Pupils in 
the Public Schools, by teachers in charge of Lip 
i Instruction, Marion Durfee, Fall 
River, Mass., Marion S. Clark, Cambridge, Mass., 
Caroline F. Kimball, East Lynn, Mass. 


ATIONAL COUNCIL OF PRIMARY EDU- 
i CATION, THE INTERNATIONAL KIN- 
DERGARTEN UNION, and THE DEPART- 
MENT OF KINDERGARTEN EDUCATION 
will hold a joint luncheon in the Riley Room, 
Claypool Hotel, Thursday noon, July 2. Miss 
Flora Drake, assistant superintendent of schools, 
Indianapolis, has charge of arrangements. Dur- 
ing the week the various local councils of Indiana 
will keep “open house” for the visiting and pri- 
mary teachers in the the Administration Building, 
150 No. Meridian Street. 





No hotel will be selected as General Headquarters for the 


NAZIONAL COUNCIL FOR THE SOCIAL 
STUDIES will hold meetings on Thursday 
afternoon, July 2, and Friday afternoon, Jul 3. 
The topic for Thursday afternoon will be How 
Teachers of the Social Studies Can Interpret the 
Schools to the Community. The program fol- 
lows: Opportunities for Teachers o istory to 
Interpret the Schools to the Community, Arthur 
Dondineau, assistant director in charge of super- 
vision, public schools, Detroit, Mich.; hat 
Teachers of Civics Can Do to Interpret the 
Schools to the Community, W. Shephard, 
teacher, North High School, Minneapolis, Minn.; 
Contributions of Teachers of Economics to the 
Interpretation of the Schools; Opportunities of 
Teachers of Sociology to Interpret the Schools to 
the Public, W. A. Butcher, head of Department of 
History and Social Science, High School, South 
Bend, Ind. 

On age | afternoon a joint meeting will be 
held with the American Association of Teachers 
Colleges, recently — with the N. E. A. De- 
partment of Normal Schools and Teachers 
Colleges. Training of Teachers of the Social 
Studies will be discussed. The program includes: 
The Preparation of Teachers of the Social Studies 
in the Field Today, P. W. Hutson, assistant pro- 
fessor of secondary education, University of Pitts- 
burgh, Pittsburgh, Pa.; What Teacher-Training 
Colleges are Doing to Prepare Prospective Teach- 
ers of the Social Studies, Ned Dearborn, 
Commonwealth Fund, New York City; What 
Fama | Teachers of the Social Studies Should 
Have, H. C. Morrison, superintendent of labora- 
tory schools, University of Chicago, Chicago, III. 


NATIONAL COUNCIL OF TEACHERS OF 
ENGLISH will hold meetings June 29 and 
3. Monday afternoon’s program follows: Topics 

upils Like, Dora V. Smith, University of Minne- 
sota, Minneapolis, Minn.; Some Correlations with 
ee. George E. Teter, State Normal School, 
Milwaukee, is.; The Dalton Plan Applied to 
— Margaret Durkin, High School, Setanta, 
a 


On Tuesday afternoon the following program 
will be given: Getting the Ear of the Public, 
. W. Searson, University of Nebraska, Lincoln, 
ebr.; International Good Will Through the 
Teaching of English, E. Estelle Downing, State 
Normal School, Ypsilanti, Mich.; Publicity Proj- 
ects for the Department of English, E. G. Doudna, 
secretary, Wisconsin State Teachers Association, 
Madison, Wis. 


ATIONAL FEDERATION OF MODERN 

LANGUAGE TEACHERS will hold a gen- 
eral session on Thursday afternoon, July 2, at 
1:30, under the auspices of the Association of 
Modern ranguage Teachers of the Central West 
and South. The program follows: President’s 
Address, New Problems, Bert » Vos, Indiana 
University, Bloomington, Ind.; The Modern For- 
eign Language Study, R. H. Fife, Columbia Uni- 
versity, New York City. At ome sectional meet- 
ings will be held (a) French; (b) German; (c) 
Spanish. 


Leas the auspices of the NATIONAL GEO- 
GRAPHIC OCIETY, Major Merian C. 
Cooper will give a lecture in the auditorium of 
Emmerich Manual Training High Schoool, Thurs- 
day afternoon, July 2, at two o’clock. It will be 
illustrated by an Epic motion picture. 


NATIONAL LEAGUE OF TEACHERs: A 
SOCIATIONS will hold a meeting Mont’ 
afternoon, June 29, and a luncheon on ednesday. 
July 1. Monday's program follows: Minutes: Re. 
ron of Secretary-Treasurer, Harriet E. Scopes 

inneapolis, Minn.; Report of the President M 
Elizabeth U. Haney, Minneapolis, Minn: 
orts of Standing Committees,—(a) Social’ Pre 
essional, and Economic Status of Teachers: (by 
League College and the Recruiting of Teac ) 
Karl W. Guenther, Santa Barbara, Calif. (c) 
Legislative, Georgiana Dickson, Spokane, Wa, ¢) 
(d) Membership, Mary Leland Watkins, Dajj..’ 
Texas; (e) Curriculum and Educational Ideals, 
Flora Menzel, Milwaukee, Wis.; Reports of Spec. 
ial Committees,—(a) Greater Participation oj 
fnew digg re Seeeneanee and Admini E 
tion; ( axation for School Purpose " 
Gardner, Milwaukee, Wis. poses, Biha 
The following program will be given at the 
luncheon on Wednesday in the Florentine Room 
Claypool Hotel: Addresses by Edward A, Fitz. 
— Marquette University, Milwaukee, Wis. 
enry R. Linville, president of the Teachers’ 
Union, New York City; Reports of Special Com- 
mittees, (a) Growth of Teachers in Service, Ger. 
trude Drohan, 7 Minn.; (b) Income 
Insurance, O. A. Mathias, Cincinnati, Ohio, A 
business meeting will follow. 


NAB OnAL ORGANIZATION OF SEcRp. 
TARIES OF STATE EDUCATION Aggo. 
CIATIONS will hold a luncheon Tuesday noon 
June 30, at which the following program will be 
iven: Trend of Professional Organization, esse 

Newlon, president, National Education = 
ciation, Denver, Colo.; Professional Organization 
and the Classroom Teacher, Agnes Winn, director 
division of classroom service, National Education 
Association, Washington, D. C.; Professional Or. 
ganization and the College Instructor, Macy 
Campbell, Iowa State Teachers College, Cedar 
Falls, Iowa; Professional Organization and the 
Superintendent, Milton C. Potter, superintendent 
of schools, Milwaukee, Wis. 

The program for the afternoon session follows: 
Integration of Professional Organization, E. T. 
Cameron, Michigan Education Association, Lan. 
sing, Mich.; Sequence of Extension of the Assgo- 
ciation’s Activities and Organization, F. L. Pinet, 
Kansas State Teachers’ Association, Topeka, 
Kans.; Functions and Procedure of the Represen- 
tative Assembly, C. M. Howell, Oklahoma Educa- 
tion Association, Oklahoma City, Okla.; From 
First to Last with an Educational Bill, W. N. 
Taylor, Mississippi Education Association, Jack- 
son, Miss.; High Points in State Association 
Journals, Joy E. Morgan, Editor, ‘“The Journal of 
_ ee Education Association,” Washington, 


NATORAt VOCATIONAL GUIDANCE 
ASSOCIATION will hold a session under 
the chairmanship of Milo H. Stuart, principal, 
Arsenal Technical High School, Indianapolis, Ind., 
Monday afternoon, June 29. The program will be 
given as follows: New Light on Vocational Coun- 
selling, A. H. Edgerton, chairman, Department of 
Industrial Education and Applied Arts, University 
of Wisconsin, Madison, Wis.; The Organization 
of a School System for Vocational Guidance, M. 
Edith Campbell, director of Vocation Bureau, 
public schools, Cincinnati, Ohio; Gathering and 
Dissemination of Vocational Information, Flor- 
ence E. Clark, Vocational Guidance poco 
lic schools, Chicago, Ill.; Granting of Scholarships 
as a Part of Vocational Guidance, Emma Pritch- 
ard Coolev, director, Vocational Guidance, public 
schools, New Orleans, La. 


ScRoOL GARDEN ASSOCIATION OF 
AMERICA will hold sessions July 2 and 3. 
On Thursday afternoon there will be a conference 
of the National Committee on Nature Education, 
under the chairmanship of Van Evrie Kilpatrick, 
Director, Nature-Garden Work, public schools, 
New York City. Nature education in the ele 
mentary schools will be discussed. Friday after- 
noon’s program will be devoted to the disc 

of ways in which cities interpret and manage 
school gardening. 


LLITERACY COMMISSION will hold a 

luncheon at the Claypool Hotel on Wednesday, 
July 1. President Newlon and seven 
presidents of the N. E. A. will be the guests of 
honor. 


Commit tes ON COMMUNITY REIA- 
TIONS will meet Monday, June 29. 


EETING OF THOSE INTERESTED IN 
M COOPERATIVE PLAN FOR CURRIC- 
ULUM REVISION. Representatives of cities 
which have enrolled in the codperative plan 
curriculum revision and others interested ‘4 
lan will hold a conference in the Shortridge 
igh School on monty afternoon. | The 4 
operative plan of curriculum revision intends 
bring together for codperative effort such sc 
systems as are actively engaged in ~a 
revision. Information concerning the pe er 
tion for work has already been sent to @ ved 
bers of the Department of Superintendence 
Others interested may obtain information by ‘i 
dressing S. D. Shankland, executive ae-aietrg, 
the Department of Superintendence, 1201 5! 
teenth Street N. W., Washington, D. C. 


June, 1925 





































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Listen to the Mocking Bird - -------- 19250 
1 Dream of Jeanie with the Light Brown Hair - 45324 


Vol. 14, No. 6 


A-149 


THE JOURNAL OF THE NATIONAL EpUCATION 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. 


Our mission of carrying the MUSIC of all the world to the 24,000,000 children of the 













RHYTHM 


Fundamental Rhythms, Number 1, Number 2 - 19396 
Fundamental Rhythms, Numbers 3 and 4 - 19379 
Knight of the Hobby Horse, etc. - - - - 18853 
Run, Run, Run; Jumping, etc. - - 18840 
Motive for Skipping « « « - - - 18253 




















































AMERICAN MUSIC 


schools of America, is scarcely less holy or far reaching in its results. We have unlocked 
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 rea/ music itself? Think it over. 


Educational Department 


Victor Talking Machine Company 
Camden, New Jersey 








Mention Tue Journat when writing advertisers, 



























Vol. 


THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION June, 1925 


117.7 Per Cent Gain 
If You Want Results, You Want 


THE THORNDIKE ARITHMETICS 


Texts Used Exclusively in Kansas City, Missouri, 
Since 1917 


The Department of Research and Efficiency of the Kansas City 
Schools in its Noyember, 1924, report shows a gain over 1915 of 
117.7 per cent in the ability of pupils to add, subtract, multiply 
and divide, as determined by scientific tests in examples correctly 


Followed page by page, they give the easiest mastery of the funda- 
mental operations. 





































Drawing. 


in the Schools. 


READY JUNE 1—PRICE, $2.00, PREPAID 


American Viewpoint Society, Inc. 


Mention THe Journat when writing advertisers. 


XXIV. 





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solved. 
The Thorndike Arithmetics are a course of study themselves. 








C O 
Rand M¢Nally & Company . 
(Dept. F-95) 
c 
New York CHICAGO San Francisco 
Pp 
ic 
m 
ir 
g 
u 
A TIMELY DISCUSSION BY tl 
DR. E. GEORGE PAYNE, DR. LOUIS C. SCHROEDER, 3 
Professor of Educational Sociology, School of Education, New and Professor of Children’s Diseases, Cornell Medical School, Lec- el 
York University, Member of American Medical Association and turer on Child Health, School of Education, New York Uni- 
N. E. A. Joint Committee on Health Education. versity. / 
HIS is believed to be the first book off the press to present for the school administrator, the educator on the 
job, a practical program for making operative in the school-room the theories of curriculum reconstruction thus A 
far presented, and upon which there is general agreement. Using the Health and Safety Objective as illustrative, is 
the authors have outlined a plan for the practical reconstruction of the curriculum, so that “Health and Safety in 
the New Curriculum” is not only a valuable hand book of material which when followed will realize the essential Cl 
health practices, but is in addition a comprehensive discussion of the application of improved method and modern v 
school organization and management toward the realization of the objectives of the new curriculum. As such, this ] 
timely and practical discussion of the field of Health and Safety Education will be found invaluable not only by 
those whose immediate concern is Health Education, but by educators generally. 
CONTENTS a 
Chapter Chapter Chapter Tr 
I. The Meaning of Health Education. VIII. Health and Accident Prevention in XV. Supervision of Health and Safety 
II. Health Education and its Problems. Arithmetic. Instruction. y 
III. The Need of Health and Safety IX. Safety and Health in American His- XVI. Measurement of the Results of 
Education. tory. xvEn “i _ — Instruction. ei 
: X. Health d Safety Instructi : . e Standards for Judging Physical 
IV. Essentials of the New Curriculum r~ 4 Civics SOReUOR Im and Mental Health in School 
in Health, Accident Prevention, mmumty <s. Child 
and First Aid. XI. Health, Safety, and Geography. XVIIL. M “hic it : seal 
XII. Nature Study, General Science, and » Medical Inspections and Medica t! 
V. Language Instruction with Health a Salis of Weath end Examinations. 
and Accident Prevention as Ob- Safety. — Communicable Diseases. c 
jective. XIII. Health and Safety Instruction in a a 
VI. Reading in Health and Safety In- the Primary Grades. XXIL ee gag 
, struction. ; F XIV. — and —s Prevention XXIII. Mental Hygiene, the Nervous Child, 
Vil. Health and Accident Prevention in through Children’s Organizations and Mental Retardation. 








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ax 
a 


“Before Comp 


Ds Com 


EFORE Compton's! For Comp- 

ton’s marked an epoch .. . a new 
order of things in the Educational 
Field. Before Compton’s all ency- 
clopedias were practically on a 
par. Price or binding . . . a trick 
idea here or there . . . quibbles of 
material ... were magnified to 
important differences. 


True . . . encyclopedias were 
generally accepted and used. But 
educators chafed. Up-to-the-min- 
ute in modern teaching practice, 
they sought, in vain, a reference 
work in step with their own sci- 
entific advances. 


And then came Compton’s 


. 
A great publishing house met this 
issue .. . the need for a modernized 
encyclopedia. More than $450,000 
was expended before they announced 
their triumph. They retained 80 great 
educators, internationally known, as 
an editorial staff... a single, collabo- 
rating unit. Then for more than 4 
yearsthis staff labored,applying mod- 
ern practice to time-worn principles. 


Cut-and-dried fact-tabulation . . . 
the patent formula of old-school en- 
cyclopedias, was discarded. Yester- 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Jefore the Automobile 


’ Bletore the 


day’s standards made way for today’s 
... “Tradition,” said these editor- 
educators, “‘must not hamper educa- 
tion.” 

Visual education—the Problem-Pro}- 





ect—narrative style—human-inter- 
est—every new-day idea in modern 
education—these were the founda- 
tions on which this great work was 
built. 

Compton’s was finished and the 
first edition off the press! 


10 volumes... more than 4400 
pages .. . nearly 8000 halftone illus- 
trations! 

Immediately an avalanche of ap- 
proval swept into the Compton 
offices. Letters of enthusiastic praise, 
some from leading members of the 
N. E. A... . teachers . . . superin- 
tendents ... principals. . . all broke 








Jays the Engineer 


Ray 9 


Says the Scientist 


6 99 
ons 
Says the Educator 


ton’s Marked An Epoch 


ucational Progress! 


their rule never to write a commenda- 
tion for any publication. 


Now...in the 6th Edition 
The 6th Edition is in the making, for 
Compton’skeeps pace with annual 
progress. A fascinating narrative 
of Knowledge, lavishly and accu- 
rately illustrated . .. simple, clear, 
attractive and correct . . . Comp- 
ton’s is loved by children and ap- 
preciated by adults. It teaches 
happily ... it informs accurately. 
Its laudation by great educators 
everywhere . . . its universal pres- 
ence in libraries and classrooms 
. all testify to Compton’s 
great achievement ... over- 
whelming success. 

One volume, Compton’s Fact- 
Index, lists every detailed fact of 
every subject . . . the page on which 
that fact appears . . . eliminates the 
hide-and-seek of cross references. 

Know Compton’s 

If Compton’s is new to you... make 
its acquaintance now. Send today 
for free sample pages. Read them. 
A few moments with them will show 
you conclusively why the publish- 
ing of Compton’s Pictured Encyclo- 
pedia marks an epoch. Please write 
us today. 


F.E. COMPTON & COMPANY 
Dept. 46, 58 E. Washington St.,Chicago 


COMPTONS PICTURED ENCYCLOPEDIA 


10 volumes ’ 4400 pages » More than 8000 halftone illustrations 
Should Be in Every Classroom 


Mention THe Journat when writing advertisers. 





UNIVERSITY SERIES 


Early European History Maps—Set 26 


In 1916 a committee of the National Education Association recom- 
mended a one-year course in Early European History to 1700 or 
thereabouts. 

To meet the growing demand for maps in this particular field, set 
No. 26 was especially planned. In it are included the most im- 
portant maps in the field of Ancient History and a carefully selected 
list covering general European History to 1763. The list of maps 
in the set follows: 

2. Ancient Peoples. 24. Physical Map of Europe. 

. Ancient Empires. 25. Europe at the Death of Charle- 

. The Persian Empire about 500 magne, 814. 

Ex 26. Europe after the Treaty of 
. Greek and Pheenician Colonies, Verdun, 843. 
soo B. C. 27. Feudal France and Germany 

5. The Greek and Persian Wars, about 1000. 
500-479 B. C. 28. Europe about rooo. 

. The Athenian Empire at its 29. Roman and Anglo-Saxon Brit- 
Heightyoqso0 B. C. ain. 

. The Peloponnesian War. 30. Early English Kingdoms. 

. Theban Supremacy about 362 31. Norman Conquests in Eng- 
i land. 

. Campaigns and Empire of 32. The Spread of Christianity in 
Alexander. the Middle Ages. 

. Divisions of Alexander’s Em- 33. Crusading Europe. 
pire, gor B. C. 34. The Hundred Years War. 

2. General Reference Map of An- 35, Industrial and Commercial 
cient Greece. Europe about 1460. 

. General Reference Map of An- 36. Political Europe about 1360. 

cient Italy. 37. Expansion of the Ottoman 

. The City of Athens. furks to 1466. 

. The City of Rome. 38. Europe and the Near East in 

5. The Mediterranean World in 1519. 

264 B. C. 39. The Voyages of Discovery to 

. The Roman World, 133 B. C. 1610. 

. The Roman World, 44 B. C. 40. Christians and Mohammedans 

. The Roman World, 117 A. D. in 1600. 

»0. Rise and Growth of Christian- 41. Europe in 1648. 
ity to 400 A. D. 42. Bourbon France, 1600-1715. 
21. The Migrations to 476 A. D. 43. Europe in 1740. 
22, Europe after the Migrations, 44. Europe in North America after 
soo A. D. 1713 and after 1763. 

Forty-two Maps, 52 x 40 inches. Edges bound with muslin. 

Price, with Adjustable Steel Stand or Wall Bracket $58.00 
Price, with Adjustable Steel Stand or Wall Bracket, on Muslin 98.00 

Wall Bracket folds flat against wall to either side when maps are 

not in use. 


McConnell School Map Co. 


Dept. N. A., 213 Institute Place - Chicago 
Visit us at Booth No. 128, Indianapolis Meeting 


READING OBJECTIVES 


cA Guide Book 


FOR TEACHERS OF READING 
BY 


Charles J. Anderson and Isobel Davidson, 
Department of Public Instruction, Wisconsin. 


Research.—Recent investigations in the field 
of Reading have influenced profoundly educa- 
tional opinion. 


Interpretation.—Scientific data must be inter- 
preted for teachers and applied in a concrete 
manner in order to be effective. 


READING OBJECTIVES does just that—it 


interprets and illustrates the most recent 
thought and practice in the pedagogy of Read- 
ing. Prepared especially for teacher-training 
purposes. 


Single copies, postpaid 


Laurel Book Company 


NEW YORK CHICAGO PHILADELPHIA 





THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATIO™ 


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They, Too, Want More 


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They want the even, uniform light and 
controlled ventilation of the school-room 
equipped with Truscon-built Donovan Awn- 
ing Type Windows. 


Shades attached to each sash effectively shut 
out sun glare and heat without diminishing 
the daylighting area or the intensity of 
illumination. Perfectly balanced, easily oper- 
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trol—provide twice the ventilation of ordi- 
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Truscon-built Donovan Awning Type Win- 
dows are constructed of permanent, rust- 
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solve your school daylighting and ventilation 
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Write for Catalog and Full Information. 


See our exhibit, Booth 36, at the N. E. A. 63rd Annual Meeting, 
Shortridge High School, Indianapolis, Ind., June 28th to July 3rd. 
You are also welcome at our Indianapolis office—241 E. Ohio Street. 


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N OW —a new way 


to teach filing quickly 


No longer do teachers need to spend arduous 
hours explaining filing theory. For, with the new 
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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 
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The coupon below will bring you full details con- 
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ing filing’—that interesting brochure describing 
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Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION June, 1995 , 
, ; 
fol. I 


_ 


THE 
MAGAZINE WORLD 


A MISCELLANY of the BEST in CURRENT PERIODICAL LITERATURE for the ENGLISH CLASS 


TO THE TEACHER OF ENGLISH: 


A major object of all English instruction is to thake ‘“‘consum- 


ers” of good literature. Periodicals of the highest quality 
comprise a vital part of American literary culture and intel- r 
lectual life, but what percentage of your graduates are active 
consumers of the standard magazines? How many are cap- 
tured by the “tons of literary garbage” appearing on the g 
news-stands all over the country? And how many lose all ap- 
petite for reading because courses have failed to link up text- H 


book literature with the literature of educated life? 


The reading of good literature is essentially a habit. If your 
students are to develop into readers of the best in periodical 
literature, they must acquire the quality magazine habit by 
practice in the English class. 


To provide the best possible means of obtaining that practice 
Tue Macazne Wor tp is to be published. This will be a o" 
monthly periodical for the English department of secondary a 
schools. It will reprint features from the various first-rate liter- ate 
ary monthlies and mold them into a tool for classroom use. sage 
It will publish notable examples of student work. It will 
endeavor to assemble, conveniently and inexpensively, between 
the covers of a single magazine, the many excellences which 
teachers now seek from a great variety of sources, at a pro- 


hibitive expenditure of time and money. 


A prospectus giving complete information will be 
mailed to any teacher who requests it from the publishers. 


THE MAGAZINE WORLD 


FIRST ISSUE OCTOBER, 1925 


Editor Publishers 
DONALD B. SNYDER THE ATLANTIC MONTHLY COMPANY 
Moses Brown School 8 Arlington Street 
Providence, R. I. Boston, Mass. 


Mention THe Journat when writing advertisers, 

















fol. 14,No.6— 


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N Ow.  polwelve Substantial Reference Books in One 


Let this 


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Answer your Pupils Questions 


EACHERS know that their pupils expect 
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is needed to answer them correctly. Yet modern teaching 
methods wisely encourage and multiply pupils’ questions. In 
fact, this unique volume contains more than 12,000 classified 
questions which in themselves are incentives to further re- 
search. 

Hundreds of teachers have now solved this problem. They 
can now welcome questions confidently. They keep on their 
desks the convenient Lincoln Library of Essential Informa- 


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Tue JourNAL OF THE NATIONAL EpucaATIon AssociATION 


A-155 








information that would fill six to twenty volumes in ordinary 
reference works. They use it freely and they encourage their 
pupils to use it 


This reliable, thoroughly up-to-date book contains 2,300 pages. 
The text is printed in type of remarkable clearness upon light- 
weight, opaque paper. It covers the extraordinary number of 
22,000 topics properly classified and arranged for quick refer- 
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to hundreds of thousands of questions, on all subjects, are 
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900 


This book exactly meets the classroom needs of the up-to-date 
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he LINCOLN LIBRARY 


OF ESSENTIAL 


A complete, accurate, up-to-date, and comprehensive work of 
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The Lafayette Building 


reference work than can possibly be given in this small space. 
You owe it to yourself to make your school work as easy and 
as effective as possible and to relieve yourself of unnecessary 


care to give them the information they want when they are most 


The Frontier Press Company 


Department 47 


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INFORMATION 


newer fields of knowledge—the latest, since-the-war develop- 
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THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 





June, 1925 





Selections from the 
Putnam 
Educational List 


THE EDUCATION OF BEHAVIOUR, by I. B. 
Saxby, D.Sc., of University College, Cardiff. <A 
book of especial importance to psychologists and 
biologists. The author, an authority in this 
field, takes up the relation of education to the 
preparation of citizenship and the respective in- 
fluences of heredity and environment. Price, $2.50. 


PSYCHANALYSIS IN THE CLASSROOM, 
by George H. Green, B.Sc., B.Litt., with Intro- 
duction b Professor William McDougall, of 
Harvard University. A book of actual practical 
assistance to the teacher in distinguishing and 
dealing with the different mental characteristics 
of pupils. The author has avoided giving the 
subject a Freudian significance; he is concerned 
with the wholesome development of normal pupils. 
Price, $1.75. 


THE BACKWARD CHILD. A Study of the 
Psychology and Treatment of Backwardness: A 
Practical , Sheree for Teachers and Students, by 
Barbara S. Morgan. Analysis of mental facul- 
ties to find the cause of backwardness rather than 
the mere classifying of mental defectives. Its 
subject matter is the backward child who will 
remain in the community rather than_institu- 
tional cases. An enlightening and helpful book. 
Price, $1.50. 


A TEXTBOOK OF SIMPLE NURSING PRO- 
CEDURE FOR USE IN HIGH SCHOOLS, by 
Amy E. Pope. Nursing is slowly forcing its way 
into the high-school curriculum. _This book is 
exactly suited for a class text. It has already 
been adopted by many of the more prominent 
school systems of the country. Miss Pope’s wide 
experience as an author of nursing books and 
as a teacher of nursing peculiarly qualify her 
for the writing of a book for this particular field. 
Price, $2.50. 


A SHORT HISTORY OF AMERICAN LITER- 
ATURE. A condensation into one volume for 
class use of the salient features of the Cambridge 
History of American Literature, in four volumes; 
done by the four well-known editors of the larger 
work, W. P. Trent, John Erskine, Stuart P. 
Sherman, and Carl Van Doren. In use in many 
colleges and secondary schools. Students’ edition. 
Price, $2.50. 


PLAIN TALKS ON ECONOMICS, by_Fabian 
Franklin, formerly Professor in Johns Hopkins 
University. The author presents as briefly and 
simply as possible the leading principles of eco- 
nomic science and discusses the great economic 
questions of the time in the light of these prin- 
ciples and of the large human issues involved. 
Will be found useful as a textbook or as col- 
lateral reading in both colleges and high schools. 
Price, $2.50. 


THE ESSENTIALS OF AMERICAN GOV- 
ERNMENT, by Professor Francis N. Thorpe, of 
the University of Pittsburgh. Summarizes in clear, 
simple fashion the principles on which our gov- 
ernment rests. Price, $1.75. 


LE FOLK LORE AU VILLAGE, by Franck L. 
Schoell, Chairman of the French Department, 
University of California. A collection of old- 
folk tales, such as are common in French village 
life, carefully selected and edited, with exercises, 
notes, and vocabulary. The extraordinary wealth 
of the French folk lore is little known outside 
of France. This collection of stories is believed 
to be the only one of its kind. Suitable for first- 
year French classes. Price, $1.50. 


LA FEMME FRANCAISE. An introduction to 
contemporary French Society, by Franck L. 
Schoell. A book for the student who is inter- 
ested in France and the French; it is also a fine 
book for those who would know the French peo- 
ple intimately and speak French easily and well. 
Suitable for third term of first-year work in 
French, or for second year. Price, $1.60. 


We welcome correspondence with edu- 
cators in regard to these and other titles 
in our Educational Catalogue, which will 
be sent at once on request. 


G. P. PUTNAM’S SONS 


Educational Department 
2 W. 45th Street 
New York City 











For Health’s Sake 


use FAIRBANKS SCALES 





ODERN school authorities 

are taking over responsi- 
bility for the physical well-being 
of every child under their care. 
They realize good health is an 
essential to the greatest success 
both in school days and in after 
life. 


An important part of this work 
is an accurate record of every 
child’s height, weight and age, 
This enables special attention to 
be given underweight, undernoyr. 
ished children. Records prove 
such cases are by no means con. 
fined to poorer homes. Very 
often the higher percentage of 
underweight children is found 
among well-to-do families. 

A Fairbanks School Scale 
makes it easy to keep these rec. 
ords. It can be read sitting or 
standing. A measuring rod is 
supplied, if desired. The scale 
can be moved from room to room 
on a sub-base mounted on casters 
that can be had for a small extra 
charge. The finish is mahogany. 
The scale weighs to 300 pounds 
by quarter pounds on the beam. 
A similar scale, the Fairbanks 
Health Scale, finished in white 
enamel, is suitable particularly 
for office and hospital use. Write 
for further information about 
Fairbanks School, Baby, Clinic, 
Health or portable scales. 


FAIRBANKS SCALES 


NEW YORK 
Broome and Lafayette Streets 


CHICAGO 


900 South Wabash Avenue 


And Forty Other Principal Cities in the United States 


INDIANAPOLIS INVITES YOU 


and promises to entertain and provide you with every accommoda- 
tion. The City has entertained some of the world’s largest conven- 
tions and ever the word comes back—Indianapolis is truly a city 
courteous; a city with unequalled accessibility, facilities and 


hospitality. 


THE NATIONAL EDUCATION ASSOCIATION 


is assured a real Hoosier welcome on the occasion of its sixty-third 
annual meeting, June 28 to July 4, 1925, at Indianapolis. 


Act promptly to secure hotel reservations. 


road rates of one and 


Special rail- 


one-half fares for the round 
trip are granted to members of the N. E. A. 


Identifica- 


tion certificates are necessary to secure special rates. 
These may be secured on application to N. E. A. Head- 
quarters or to your State Director. 


Mention THe Journat when writing advertisers, 









THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








Che 


Paldwin 


Reproducing Piano 


Teaches the Appreciation of Music 


















HE Baldwin Reproducing Piano is widely used in schools and colleges to advance the musical 

education of the student, as it reproduces exactly the virtuosity of the greatest pianists, such as 
Paderewski, de Pachmann, Hofmann, and many others. It reproduces so perfectly that one would 
think the artist himself were actually sitting at the piano. 


With this instrument in the school, pupils can be more easily led to love music, for the teacher 
is able to give them the playing of the world’s greatest pianists. 


The library of artists’ recordings for the BALDWIN REPRODUCING PIANO is beyond 
doubt the largest and most comprehensive collection of records of piano playing in existence. In 
all, this priceless library contains more than 3,000 authentic recordings, embracing practically every 
musical composition through which the great masters of the past 200 years have achieved immortality. 


The Hamilton School Special 


“It Will Stay in Tune” 





HE height of the Hamilton School Special permits the music teacher to play, the piano and 

direct her class at the same time. The size and weight are such that the piano can be easily taken 
from one room to another by two boys without difficulty and moved about in the classroom by the 
teacher herself with practically no effort. 





These Instruments Will Be on Display at the 
INDIANAPOLIS CONVENTION 


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CINCINNATI CHICAGO ST. LOUIS INDIANAPOLIS NEW YORK 
LOUISVILLE DALLAS 











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THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 





June, 1935 





Forse WEAR-PROo; 
Adjustable Window Shades 


Made of soft-finish wa 
sh- 

able Wear- “Pro of fabric in 

ten different models. 






What a Well-known Author- 
ity on Visual Instruction 


Says of Iwo New Pathe 


Pictures— 













































Beautiful tan color; 
“The two new reels you have produced, ‘Kindly Fruits foal Sane, Pana = 
of the Earth’ and ‘From Hoof to Market,’ were seen trol of light and ventila. 
by Miss Westfall, Director of Home Making, and two ae 
of the special teachers assigned to her office as well b D R 
as by myself. orse uo- oll 
“Allow me to congratulate Pathe on this notable Fine buildings cree 
achievement. We were all delighted with the reels. use them. Ask for free 
This is exactly such maternal as we can best use. | ee op 3 a ae 
feel sure that you should have a splendid response on . ne hlh + bi = r - 












these shades, illustrated 
below. 


| J | FORSE MANUFACTURING 60, 
‘| T____] 600 LONG STREET, ANDERSON, ‘nly 


this not only from our own schools, where we shall give 
as great distribution as at all possible, but also from 
schools throughout the country.” 
Rita Hochheimer, 
Assistant Director of Visual Education, 
City of New York. 


For information on these and many other 
suitable pictures, address 


Pathe Exchange, Inc. 


Educational Department 


35 W. 45th Street, New York 






















The Honor of Life Membership 


The Lite Membership in the National Education Association 1s the 
highest form of credential that members of the profession can carry either 
in this country or abroad. Are you willing to deposit one hundred 


dollars in the bank of Life Membership? 





Those who are engaged in teaching as a life service should take out 
the Life Membership early as possible in their career. 


Associations and groups of teachers are encouraged to take out the 

Life Membership for those who 

poor reo nnn oro — have rendered outstanding service 

- ~~ eae saereramagae as leaders or teachers. There are 
ational Education, poser 

hundreds of men and women who 


1 
I 
1201 Sixteenth St. N | 
Washington, D. C. | : : 
; have merited this honor. 
| 
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TO THE SECRETARY: 

I am interested in Life Members hip and request you 
to send me the leaflet which gives complete information as 
to its benefits and which describes the plan of making 


If you want to see the leaflet 
SEE ee: | Ae ' giving more complete information 
| Address__-_-_----_--_-------------------------- ; on Life Membership, fill out this 


OTTER TET ELE Ve es order blank. 


payments. 


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Vol. 


— 


5 





oe 


ee) 





Vol. 14, No. 6 


ee 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





LIBERTY SCHOOL, REVERE, MASS. 


In excavating for this work, springs were encountered, which rendered the soil so soggy as to mire the teams. 
Medusa Waterproofing rendered the concrete so impervious that, according to the Architects, no water has 
entered the basement since the building was completed. Materials supplied by Waldo Bros. & Bond Co., 


Boston. D. G. McDonald, Boston, Contractors. 


Messrs. MacNaughton & Robinson, Boston, Architects. 


Protect Your School Basements 


O need to emphasize the importance and 
value of a good basement in a school 
building. Its uses are many, and every one 
of them requires that the walls and floors be 
absolutely damp-proof. 


The time to insure your basements against 
water for all time is at the time the walls and 
floors are built. The sure method to follow 
is the Medusa Integral Waterproofing Method. 
Wi-h Medusa you add to the mass of concrete 


sufficient water-repellency to make concrete 
water-resisting instead of water-absorbent. 


We have several booklets and folders on 
Medusa Integral Waterproofing for concrete. 
One explains this material so that you may 
know exactly how it protects your invest- 
ment. Others tell how to use it and would 
prove valuable to your Architect and Con- 
tractor. If you’ll send their names along with 
your own we'll gladly send this helpful in- 
formation to them and to you. 


The Sandusky Cement Company 


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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





June, 1925 Vo 


—_— 


=" SONG TRE DES 


For Assembly Singing 
Just What You Have Been Waiting For 


New Copyright Songs 
SOMEWHERE A VOICE IS CALLING 
ate ot Not Obtainable in Books 


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Somewhere a voice is call ing Call ing for me Arranged For Four Voices 


Dearest my heart is dreaming, Dreaming of you 


Dusk, and the shadows fallingQ)’er land an 


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of Prone boy «Weer a No Dark Room Needed 


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THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION A-161 








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A-162 THE JOURNAL OF THE NationaL Epucation ASSOCIATION June, 1925 } 
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obtain these results for your school with the 
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It covers theessential facts of good ventilation. 


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THe JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 


Vol. 14, No. 6 





Plan to use them in School in September. 
Send 15 cents for 1925 Catalogue NOW. 


The Perry Pictures ‘ware 


Large Pictures for 














Reproductions of the World’s Great Paintings 


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Che National Geographic Society 


Requests the pleasure of the company of National Education 
Association members at a conference on geography, illustrated by 
the most remarkable motion pictures yet taken of a geographi- 
cal subject, at the auditorium of Shortridge High School, Con- 
vention Headquarters, Indianapolis, at 2 o’clock on the afternoon 
of Thursday, July 2. 







The motion pictures will show sections of 50,000 Bakhtiari 
tribespeople—men, women, children—and thousands of tribal 
animals, making their astonishing migration in quest of grass 
over “the wickedest 200 miles in the world.” 









With bare and bleeding feet these undaunted nomads of 
Persia’s “wild west” scale icy mountain passes, and the men and 
animals swim the glacier-fed torrential streams which the women 
and their babies cross upon inflated goatskin rafts. The ser- 
pentine streams of humanity and a veritable Noah’s Ark collec- 
tion of animals were photographed amid rugged scenery of rare 
beauty and large-scale grandeur. 














Merian C. Cooper, the author of “Grass,” will.describe his ex- 
periences as leader of the first group of non-Persians to accom- 
pany this amazing nomad migration. 






Delegates to the National Education Association also are in- 


: a oe : : : THE BABY CARRIAGE OF THE 
vited to visit an exhibit of the National Geographic Society’s edu- MOUNTAIN TRAIL 


cational activities at Booth No. 155 at the Shortridge High the nicer ments of the Donte Rah eye ee eamant over 


cradle. When she comes to icy mountain passes she*will 
School. abandon her shoes to get a surer foothold! 






















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THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION June, 1925 













Summer Professional Reading 


THE THE HOUGHTON 
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Edited by Henry SuzzaL_o Edited by ELLwoop P. CUBBERLEY 34 Volumes 
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Latest Issue In Press The Primary School 
America’s Need for Education and The Psychology of Elementary Ed- By Annie E. Moore, Assistant Professor 
Other Educational Addresses. ucation. By A. S. Edwards, Professor of Elementary Education, Teachers Col- 
By Calvin Coolidge. of Psychology, University of Georgia. lege, Columbia University. 
> 
Cubberley’s 





AN INTRODUCTION TO THE STUDY OF EDUCATION 


A general introductory text to the study of education, giving a brief account 

of the evolution of the educational system of the United States and a com- 

prehensive view of the distinctive features of our public-school organization. 
In the Riverside Textbooks in Education. Ready in September. 


HOUGHTON MIFFLIN COMPANY 


WELCOME TO INDIANAPOLIS 


YOU ARE CORDIALLY INVITED TO VISIT OUR 
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AND OUR EXHIBIT AT 


N. E. A. HEADQUARTERS ® SHORTRIDGE HIGH SCHOOL 


WHILE YOU ARE ATTENDING THE 


N. E. A. CONVENTION IN INDIANAPOLIS 
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We want you to regard us as one of your hosts during 
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THE The Home of 


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BOBBS-MERRILL COMPANY (The Leading Basal Reader) 
| INDI AN APOLIS New Geographic Reader Series 


Emerson and Betts’ Hygiene Series 
New Elementary History Texts 


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Vol. 





Vol. 14, No. 6 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


A-165 





BAUSCH & LOMB 
FILM ADAPTER for Balopticons 
for use with strip Film 


HE use of individual pictures on strips of standard width motion 
picture film is today supplementing the use of breakable and ex- 
pensive glass slides. The attachment illustrated has been designed for use 


on Bausch & Lomb Balopticons. 


With this attachment either slides, 


opaque objects or strip films may be projected by the same lantern. 


Send for descriptive literature. 


BAUSCH & LOMB OPTICAL CO. 
630 St. Paul Street, Rochester, N. Y. 


NEW YORK CHICAGO 


SAN FRANCISCO 


(Continued from page 198) 


the Educational Institute of Scotland; Sub- 
ject, The Teacher and International Rela- 
tions. 

Group K—lInternational 
Chairman, Sir Alfred Ewing, Edinburgh 
University; Secretary, Professor William 
Wilson, Edinburgh ; Speakers, Professor Pat- 
rick Geddes, College des Ecossais, and Dr. 
Henry Noble MacCracken, Vassar College; 
Subject, Universities and International Re- 
lations; Report of the World University 
Commission. Chairman, Sir Richard Lodge, 
late Edinburgh University; Secretary, Mr. 
E. W. N. Balfour Melville, Edinburgh Uni- 
versity; Speaker, Professor Seton Watson, 
Kings College, London; Subject, History 
and the International Viewpoint. 


Relations— 


TRAVELING FELLOWSHIP FOR HEALTH STUDY 
ABROAD—In the interest of health education 
in America, the health education division 
of the American Child Health Association 
has been enabled to offer a traveling fellow- 
ship of $1000, to be used in attending the 
health education section of the international 
conference on education in Edinburgh, 
Scotland, in July. Applicants must be 
members of faculties belonging to the Amer- 
ican Association of Teachers’ Colleges, and 
meet certain requirements. 


A THIRD ANNUAL SCHOOL PILGRIMAGE this 
year will bring 130 public-school boys from 
Australia to England. The boys will also 
visit France, Italy, Switzerland, and Bel- 
gium. These tours are arranged by the 
Young Australia League to broaden the 
educational life of young people of the 
Commonwealth.—School Life. 


WASHINGTON 


BOSTON LONDON 


FRANKFURT 





FOREIGN UNIVERSITIES SEEK AMERICAN STU- 
DENTS—Summer sessions intended especially 
for foreigners have recently been announced 
by the universities of Liverpool, Florence, 
and Toulouse, and by the French Alliance. 
In general, the courses are designed to ac- 
quaint strangers with the language, life, and 
ideals of the country. The University of 
Liverpool will hold its sixth annual summer 
school of Spanish at Santander, Spain, from 
August 6 to September 2. Classes will be 
held mostly in the evenings so that the days 
may be free for excursions, etc. Practical 
courses in Italian, including the history of 
Italian art, literature, and music, and out- 
lines of the economic and political conditions 
in that country will be given by the Uni- 
versity of Florence, July 15 to August 31. 

Vacation courses for foreign students 
given at Bagneres-de-Bigorre by the Uni- 
versity of Toulouse are either elementary 
or higher. Conversation classes, extension 
lectures, and combined courses in _ both 
French and Spanish are also parts of the 
program extending from July 20 to Septem- 
ber 15. The vacation courses of the French 
Alliance in Paris are specifically for the 
purposes of aiding colonials and aliens to 
gain a knowledge of the language, literature, 
institutions, customs, and arts of France. 


THe UNtversiry OF GENEVA SUMMER 
SCHOOL, open July 1 to September 5, offers 
four courses of two weeks each on: (1) 
Preliminary French Course, (2) French 
Language and Literature, (3) Current In- 
ternational Problems, and (4) Advanced 
Scientific Studies, including botanical field 
work in the Alps and prehistoric an- 
thropology. 


Mention THe Journat when writing advertisers. 


At the 
Indianapolis 


Convention 
of the N. E. A. 


You may see 


THE LATEST DEVELOPMENTS 


IN 


VISUAL 
EDUCATION 


The Trans-Lux 
Opaque Projector 


Makes Picture Projection of Drawings, 


Photographs, Post Cards, Maps, 
Magazine Iulustrations, 
etc. 


Simpler than using the Blackboard 


EXIT: THE DARK ROOM 
ENTER: TRANS-LUX DAYLIGHT 
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USED IN THE ORDINARY GLASSROOM 


Models A and B solve the problem for big 
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Please send me complete illustrated folder. 


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Kindly have representative call. 


[J (Check if desired.) 





A-166 


THe JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 


June, 1925 


ee EE On OO EE 


(Continued from page 195, Column 3) 


ACBERTVILLE, Ara., S. S. A. S. School, J. W. Lut- 
son, Principal. 

ANCHORAGE, ALASKA, Public Schools, Charles E. 
Clsan, Superintendent. 

ANN Arpor, Micu., Ann Arbor Public Schools, O. 
W. Haisley, Superintendent; Ann Arbor Teachers 
Club, Robert Granville, President; High School, 
L. L. Forsythe, Principal. 

ARDEN, Nev., Enterprise Elementary School, Jessie 
M. Allison, Principal. 

Ba.timore, Mp., Howard Park School, Margaret A. 
Harney, Principal; Orangeville School, Ellie M. 
Ebaugh, Principal. 

Bay Crry, Muicu., Corbin School, Ida Dorland, 
Principal; Garfield Scheol, Mary MacGregor, Prin- 
cipal; Lincoln School, Mary Beckett, Principal; 
Trombley School, Jennie E. Lindsay, Principal. 

BELLINGHAM, WasH., Eureka School, Harry E. 
Emry, Principal. 

BIRMINGHAM, ALA., Glen Iris School, T. C. Young, 
Principal; Hemphill School, N. H. Price, Prin- 
_ Ullman School, C. P. Underwood, Prin- 
cipal. 

BLOOMDALE, Oun10, Bloomdale Public Schools, O. D. 
Rider, Superintendent. 

BLOOMINGTON, IND., Fuirview School, H. G. Badger, 
Principal; Junior High School, Will Franks, 
Principal; North Ward School, Archie D. Fretz, 
Principal. 

Braprorp, Pa., Second Ward School, 
Boyle, Principal. 

Brookuine, Mass., Brookline Public Schools, Oscar 
C. Gallagher, Superintendent. 

BUNKERVILLE, Nev., Virgin Valley High School, J. 
M. Whiting, Principal. 

CLEARFIELD, Pa., Market Street School, Augusta M. 
Connelly, Principal. 

CoLorapo Sprincs, Coro., Roswell School, Joseph 
Flynn, Principal. 

Co_umBus, Inp., Lincoln School, Charles M. Brad- 
ley, Principal; Washington School, Ida Bray, 
om ee Wilson School, N. S. Whitehorn, Prin- 
cipal. 

CycGNneT, Ono, Cygnet Public Schools, Charles S. 
Harkness, Superintendent. 

DEYOUNG, Pa., DeYoung School, Edgar F. Johnson, 
Principal. 

DULUTH, MINN., Longfellow School, G. A. Wyly, 
Principal. 

East CLEVELAND, Onto, 
Preston, Principal. 

ELIZABETHTON, TENN., 
Foust, Principal. 


Emma M. 


Prospect School, E. M. 


Horseshoe School, 


Evelyn 


EvaNsviLLe, INp., Baker School, Paul Baldwin, Prin- 


cipal. 

FinpLay, Oun10, Findlay Public Schools, 1. F. Mat- 
teson, Superintendent; Adams School, Rose Lee, 
Principal; Biglow School, Edna Stewart, Prin- 
cipal; Central High School, F. L. Kenley, Prin- 
cipal; Detwiler School, O. C. Dreisbach, Prin- 
cipal; Firmin School, Minie Yost, Principal; 
Howard School, J. D. Koontz, Principal; Huber 
School, E. J. Warner, Principal; Lincoln School, 
W. L. Swaidner, Principal; McKee School, 
Blanche Powell, Principal; Strother School, Ger- 
trude Hammet, Principal; Washington School, D. 
D. Dukes, Principal; Washington High School, 
Zola Jacobs, Principal. 

ForRESTON, ILL., Forreston High School, 
Wildrick, Superintendent. 


FRANKForT, INp., First Ward School, O. J. Sheen, 
Principal. 

FRANKLIN, INb., Clark Township High School, L. 
E. Hall, Principal. . 

FRANKLIN, Pa., Fourth Ward School, Mary J. Bor- 
land, Principal. 

GarpNner, On10, Bradner School, Lincoln C. Clark, 
Principal. 

Goopsprincs, Nev., Goodsprings Elementary School, 
Harold P. Morgan, Principal. 

GosHEN, INp., West Goshen School, M. L. Moyer, 
Principal. 

GraFton, W. Va., Central School, Cephas Rogers, 
Principal; First Ward School, K. E. Chenoweth, 
Principal; South Grafton School, G. W. White- 
hair, Principal. 

Great Cacapon, W. VAa., Great High 
School, Guy R. Avey, Principal. 

GREENVILLE, Pa., Junior High School, 
Brown, Principal; Washington School, 
Smith, Principal. 

Haypen, Ariz., Hayden 
Heermans, Principal. 

Huntincpon, Pa., Alfarata School, 


Principal. 
INDIANAPOLIS, IND., School, T. M. 
F. Hurd, 


F. L. 


Cacapon 


Mary E. 
Ruby C. 
Martha 


Public Schools, 


E. B. Cline, 


Markleville 
Nuzum, Principal. 

Jouwt, It1., Ridgewood School, 
Principal. 

Karns City, Pa., Fairview Township High School, 
E. L. Pegg, Principal. 

Las Vecas, Nev., Las Vegas Elementary School, 
Albert E. White, Principal; Las Vegas High 
School, H. A. Whiteneck, Principal. 

Lima, Onto, Garfield School, Mrs. Sadie D. Musser, 
Principal. 


Bertha 


MAXWELL’S 


AIRANLITE DOUBLE-ROLL 


service. 


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windows. 


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SHADES 


Mounted on Airanlite Patented Brackets 


give perfect satisfaction. They can be made of 
canvas or any standard shade cloth. They stand 
hard usage and give effective and efficient 


AIRANLITE DOUBLE-ROLL SHADES 


promote the good health and efficiency of teachers and 
pupils and are unequaled for use at school-room 


They are for use wherever adjustments of light or 


privacy and window ventilation is wanted. 


Write for Circular 


SOLE MANUFACTURERS 


S. A. MAXWELL & CO., Inc. 


3636 Iron St., Chicago, Ill. 


NEW YORK 


PITTSBURGH 


KANSAS CITY 


NATIONAL EDUCATION ASSOCIATION 


ANNUAL MEETING | 


Indianapolis, June 28—July 4, 1925 


Reports indicate that hotel accommodations are fast being taken up. 


Make your reservations today. 
See Hotel List, page A-144. 


Mention THe Journart when writing advertisers. 


Principal; Junior High School, Mary 
Principal; Lydia Middleton School, Lide G 
White, Principal. : 

Mancuester, N. H., Straw School, Alla C, Willard 
Principal. ’ 

MaucH CHunck, Pa., Asa Packer School, C, w 
Keeler,. Supervisor; First Ward School. a+: 

Mays, Inp., Raleigh School, A. B. Scales, Principal 

McVitte, N. Dak., McVille Public Schools, Blme, 
S. Eid, Principal. , 

Mepina, On10, Chatham School, H. J. Kohli, 
cipal. 

Mesouite, Nev., Mesquite Elementary School 
C. Abbott, Principal. 

Mitton CENTER, On10, Milton Township Schools 
J. C. Cooley, Superintendent; High School, Fay. 
Baumgardner, Principal. , 

MINNEAPOLIS, MINN., Fennimore School, Jessie p 
Fawcett, Principal; Jenny Lind School, Mrs. Am 
C. Barse, Principal; Thomas Lowry School, Anm 
Sand, Secretary; Motley School, Edith B. Peter. 
sen, Principal; Pillsbury School, Noble Schoon. 
maker, Principal; Prescott School, W. -A. Porter 
—— Trudeau School, Gudrum Benson, Prin. 
cipal. 

Moapa, Nev., Moapa Elementary School, Sadie Ryan 
Principal. F 

Mounp City, S. Dak., Mound City School, D. ¢ 
Mills, Principal. 

Mount Heattuy, Ono, Woodlawn School, James 
M. Ferguson, Principal. 

Mount Hope, W. Va., Junior High School, Mrs 
A. Maude Robey, Principal. i 

NALLEN, W. Va., Nallen School, Mrs. Lora CG 
Miller, Principal. ‘ 

Natcuitocues, La., Louisiana State Normal College 
V. L. Roy, President. F 

Newark, N. J., School for the Deaf, Grace | 
Wright, Principal. i 

New Caruisite, INp., High School, C. R. Young 
Principal. 

New Castie, INp., New Castle Senior High School 
R. H. Valentine, Principal. P 

Nites, On10, Garfield School, Louise M. Lloyd, 
Principal; Jefferson School, Violet Madley, Prip. 
cipal; Lincoln School, Rebekah Cook, Principal: 
Washington School, W. A. Peters, Principal. 

Norro_k, VA., James Barron Hope School, Miss RB. 
E. Proescher, Principal. 

NortH Battimore, Ono, Henry Township Cen. 
tralzied Schools, James Blake, Superintendent. 

Panaca, Nev., Lincoln County High School, BE. C 
Price, Principal. 

PITTSBURGH, PA., Bayard School, John J. Call, Prin. 
cipal. 

PLACENTIA, Cauir., Olinda School, Gladys L. Cooper, 
Principal. 

PocaTELLO, IpaHo, Franklin Junior High School, 0, 
J. Nordgaard, Principal; Jefferson School, Martha 
E. Evans, Principal; Washington School, E. N. 
Vaughn, Principal. 

Pontiac, Micu., McConnell School, Mary D. Me. 
Ginnis, Principal. 

PRINCETON, INp., Lincoln School; 

School, A. C. Cox, Principal. 

Rocuester, N. Y., Edward M. Moore Open Air 

School, Katherine E. Fichtner, Principal, 


Mapison, INp., Eggleston School, Lenora Schwa 
Wallace 


Prin. 


» Emma 


Lincoln High 


Principals refer, with great 
pride, to the fact that their 
school continues on the honor 
list. When teachers once catch 
the vision, they look upon their 
professional obligations as a 
part of their lives. Visitors at 
headquarters are deeply stirred 
when they look at the map, 
which shows the location of 100 
per cent schools, and especially 
when they find the pin pointing 
out their own home school. 
Local pride backed up with 
professional spirit has a genu- 
ine ring which counts for pro- 
fessional progress locally and 
nationally. The year is almost 
over, but next September may 
we not consecrate ourselves 
anew to the interests of the 
child and the profession, and 
resolve that it will not be our 
fault if our school is not among 
the first to report a complete 
enrolment. 








Me- 
Ligh 
Air 














Vol. 14, No. 0 THE JOURNAL OF THE NATIONAL EpucATION AssociATION 


A Christian College on Historic Beacon Hill 


[ 1S fitting that there should arise on Beacon Hill, the scene of Horace Mann's 
I great service to secular education in the United States, a great school of Re 
ligious Education which seeks to give guidance in the development of a compre- 
hensive system of religious education for the nation and the world. 


This is a Christian School, with an interdenominational spirit and program 


The annual announcement of this school for 1925-26 is now ready for dis 
tribution It has the value of a professional treatise on the collegiate and pri 
fessional | training of lay leader ship for the church. This announcement is sent 
free upon request. Address: 


THE DEAN 


Boston University School of Religious Education and Social Service 
20 Beacon Street, Boston, Mass. 








For Summer Reading and Autumn Plans 
ORDER A COPY OF 


Paintings of Many Lands and Ages 
TEXT FOR ELEMENTARY COURSE IN ART APPRECIATION BY 


Albert W. Heckman, Instructor in Fine Arts, Teachers’ College, Columbia University, and Lecturer, 
Metropolitan Museum of Art. 


Issued in Paper Cover, Single Copies 50 Cents. 


Also order 90 small but accurate color prints used to illustrate the work and graded 


for the first nine years, 10 subjects to a grade, : ‘ Price, $2.00 per set 
ART EXTENSION SOCIETY 
Exhibition and Editorial Office 225 Fifth Avenue, New York 


Publication and Order Division . . - - . - - Westport, Connecticut 
ADDRESS ALL ORDERS AND INQUIRIES TO DEPARTMENT D, WESTPORT, CONNECTICUT 


WILLIAM T. HARRIS 


His Educational and Related Philosophical Views 
By Dr. JOHN S. ROBERTS, District Superintendent of Schools, New York City 
Published by The National Education Association in an attractive cloth-bound octavo 
volume ; price, $2.00 per copy. 
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. 


NATIONAL EDUCATION ASSOCIATION 
1201 Sixteenth Street, N. W. Washington, D. C. 






















Special Railroad Rates to Indianapolis 


PECIAL railroad rates for the Indianapolis meeting are 
available to members of the National Education Associ- 
ation at one and one-half fares for the round trip. To obtain 
these rates members will present identification certificates 


to their local ticket offices. These certificates may be had 


from the Headquarters of the National Education Associ- 


_ation, the State Director, or the Secretary of the State Associ- 
_ation. The sale of tickets begins in time for members to 
reach Indianapolis on Friday, June 26, and to leave that city 
| 8o as to reach original starting point not later than midnight, 


Friday, July 10. If you neglect to secure in advance your 


identification certificate, no adjustment of fare can be made 


after arrival at Indianapolis. 





Mention Tue Journat when writing advertisers. 

































A-167 








‘“Sticks Like 
a Brother’ 


HE famous Gluey slogan 

“Sticks Like a Brother” is 

familiar in over 3000 schools. 
School authorities have come to 
regard it as the phrase which 
points to the best school paste 
money can buy—and the cost i 
LESS. 
Gluey Paste is a pure, sweet smell 
ing vegetable paste that sticks like 
glue once it is applied. It dries 
fast and sticks best when spread 
thin—consequently economical. 
Children enjoy using it — with 
Gluey they take added pride in 
their work. 


It may be had in half-gallon and 
gallon jars—in handy desk jars 
and in big 4-ounce tubes. Send 
for prices today—they will con- 
vince you that you, too, should use 
Gluey Paste exclusively. 


Specifi 
Gluey Piste 
GLUEY PASTE 
MAY BE HAD IN 
QUANTITIES TO 
SUIT YOUR OWN 
REQUIREMENTS. 
IN ITS CONTAIN.- 
ERS IT REPRE- 
SENTS THE HAND- 
IEST AND MOST 
USEFUL PASTE 


FOR SCHOOL USE 
YOU CAN BUY 






The Commercial Paste Company 


Makers of 67 Different Adhesives 


Dept. 13 Columbus, Ohio 








/ 


A-168 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION June, 1925 Vo 
—_— 





Indianapolis Hotels 
A list of leading hotels as furnished by the Indianapolis Chamber of Commerce 


Applications for room reservations may be made directly to the hotels listed below. If the hotel addressed cannot reserve the accommodations desired your commyp; 
cation wilt be referred to the Chamber of Commerce and you will be informed of accommodations available. Individual application should be made; block reservations cannes 





























be honored. 
Room Rates per Day 
Without Private Bath With Private Bath 
Name of Hotel Location Rooms EE ae SRA 
Double Single Double 
From To From To From To 
Barton..............| Delaware and Michigan Sts.......... 25 | $3.25 | $3.00 | $3.50 
ERG lilinois and Ohio Sts................. 00} 2.50} 3.50] 4.00 
a. o «0 swine Washington and Illinois Sts.......... 25} 5.00] 5.00] 10.09 
RS. coc... 2a Cte a IND MND ces ac ce ek ED feces cccdewesscsf GE @,00 1.......]....... 4.50] 6.00 
re ) lll) Se eer .25| 2.75] 3.50] 4.00 
EE ree FFT OO .25| 2.75] 4.00] 5.00 
See Kentucky Ave. and Washington St... . .25| 5.25] 5.00] 7.59 
ESS | |, IRI SP oe 50} 4.50] 3.50] 5.00 
ere 40 Monument Place................. 25] 2.75] 4.00] 4.50 
New Colonial........| New York and Illinois Sts............ .00 | 3.00} 3.50] 4.00 
Ser Market and New Jersey Sts........... .75 | 2.25] 3.00] 4.50 
Roosevelt........... TM. Gas cones + deeees ~ | aa 4.01... 8 
Eee pe Se i 9 See 3.50 |... 0000 
Se « Illinois and Georgia Sts.............. 50} 5.50] 4.50] 10.00 
NNER oa ines ante McCrea and Louisiana Sts.... ....... 4 ee 3.50.1.s tae 
TS eee Illinois and Louisiana Sts............. .75| 3.00} 5.00] 6.00 
EEF VE . eae 3.00 |. ...gaam 
Spink Arms......... NE or eee |) rr 6.00 |...208 
Washington......... 34 EB. Washington St................. .50 | 3.75] 4.50] 5.50 
Williams............] Senate and Washington Sts........... 2.50 3.75 4.5 5.50 
Norr.-—Extra cots and beds will be placed in rooms if desired so that three, four, or five people may be accommodated at a pro- 


portionate increase. 








Headquarters of the various State Delegations will be located in several different hotels. State Directors can give information as to the 
selection for their States. No hotel will be selected as General Headquarters for the Association. 


Indianapolis Meeting—National Education Association 


ENERAL Headquarters of the National Education Association at Indianapolis will be estab- 

lished at the Shortridge High School. Here will be located Registration, Secretary’s Office 
for Delegates’ Credentials, Post Office, Informaticn and Exhibits. : 

Meetings of the Representative Assembly will be held in the Auditorium of Shortridge High 
School. 


The following States have designated Headquarters Hotels: 


Alabama—Severin Indiana—Claypool Michigan—Claypool Oklahoma—Spink Arms 
Arizona—Lincoln. Iowa—Lincoln Minnesota—Claypool Oregon—Washington 
California—Lincoln Kansas—Lincoin Missouri—Claypool Pennsylvania—Claypool 
poo aes 4 neal Kentucky—Lincoln Nebraska—Claypool — nage lag 
Paliemere-Deaison Louisiana—Lincoln New Mexico—Lincoln Lr cor jae aaa 
Florida—Barton Maine—Lincoln ’ New York—Lincoln Vermont—Iincoin 
Georgia—Lincoln Maryland—Severin North Dakota—Claypool West Virginia—Lincoln 


| HEADQUARTERS 


Meetings of State Delegations will be held at 5:00 P. M. Monday, June 29. State Delegations 
not having Hotel Headquarters will meet at Shortridge High School.. 


Complete iists of State Headquarters and meeting places of State Delegations will be posted 


Illinois—Claypool Massachusetts—Denison Ohio—Claypool Wisconsin—Claypool 
conspicuously. 





Bilithncmemenenamenateananan 


Mention Tur Journat when writing advertisers, 





5 | Hol. 14, No.6 





Ini~ 


“| | George Washington 
University 
e 


SUMMER SCHOOL 


e 


Education, Arts and Sciences, Law 


NINE-WLEK CLAssES, JUNE 15—-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 WasHIncTon, D. C 





| The Status and Professional 
Activities of the Elementary 
School Principal 
Published as the Third Yearbook of 


the Department of Elementary School 
Principals. ArtHuR S. Gist, Editor. 


e 
A VOLUME OF REAL SERVICE 


to elementary school principals, to edu- 
cators in general, and to students of 
elementary education. 


440 pages—Price, $1.50 


Make checks payable to CoURTLAND V. Davis, 7yveas. 


A limited number of copies are 
available. It is advisable to order 
promptly. Both the First and Second 
Yearbooks are out of print. 


Department of Elementary School Principals 


National Education Association 
1201 16th Street N. W. Washington, D. C. 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 








Its Performance 
Speaks For Itself 


ROM every school, from 
every business house, 
from every individual user of 
the New Remington Standard 


12, the testimony is the same. 


All experience proves that 
in speed, in beauty of work, 
in ease of operation, in versa- 
tility, in time saving, in every 
outstanding quality, it is to- 


day’s greatest typewriter value 
among standard machines. 


Leading commercial educa- 
tors the country over have 
testified to its surpassing efh- 
ciency as a teaching machine. 
In half a century of typewriter 
history no other standard 
machine has so quickly won 
the preference of teachers and 
students as the 


NEW REMINGTON 
STANDARD 12 


Remington Typewriter Company 
374 Broadway, New York 
Branches Everywhere 


REMINGTON 


Standard Since the Invention of the Writing Machine 





Mention Tuer Journat when writing advertisers, 


A-169 








A-170 


THe JOURNAL OF THE NATIONAL EpucaTIONn AssoclATION 


June, 1925 





BRAYCO 


PROJECTOR 





The Newest Development 
in 
Visual Instruction 


is revolutionizing the showing of 
pictures in the classroom 
Coincident with the establishment of the 


Department of Visual Instruction of the 
N. E. A. came J. R. Bray’s epoch-making 
invention of the 


BRAYCO PROJECTOR 


‘‘Click the Trigger—that’s all!’’ 


Releases millions of excellent educational 
still-pictures and those formerly imprisoned 
in motion-picture film and available to schools 
only through expensive motion-picture pro- 
jectors, costly film rental and fire hazard. 


Brayco brings the BEST of both the 
STEREOPTICON and the MOTION pic- 
ture within the reach of every teacher in the 
land at the LOWEST PRICE for both LAN- 
TERN AND PICTURES ever attained! 


Brayco is a scientifically constructed still- 
picture projector. It uses strips of standard 
size, non-inflammable motion-picture film, at 
t-r1oth the cost of bulky, breakable glass 
slides. 


Each strip of continuous film contains from 
16 to 200 separate pictures and titles on a 
small spool, which weighs from one to two 
ounces and easily goes into a vest pocket. 


The complete projector and several rolls of 
pictures weigh less than 5 pounds. Size from 
a few inches square up to 8 by ro feet, and 
at any distance up to 65 feet. 


Brayco fits into any electric-light socket or 
operates from an automobile battery. Stand- 
ard automobile bulb is used. 


No fire hazard. Made to conform to all 
fire and insurance regulations, without re- 
striction. Simple to operate. No bigger than 
a telephone. Any pupil can work it. Film 
can be moved backward or forward. Each 
picture held as long as you like. 


Our exhibit at Indianapolis, Booth 1334, 
near Registration Desk. 


Price, $35, complete, ready for use, with 
cord and carrying case 
LARGE LIBRARY OF EDUCATIONAL 
PICTURES 


The large and —— growing Brayco li- 
brary of educational and entertainment sub- 
jects includes the following pedagogical films, 
edited by educators: 

Agriculture, 20 subjects. 

Biology, 32 subjects, including the famous Science 
of Life Series of 12 pictures produced under di- 
rection of U. S. Publie Health Service. 

Health and Hygiene, 21 subjects. 

General Science. 40 subjects. 

Civics and Sociology, 20 subjects. 

Geography, 74 subjects, including a series of 40 sub- 
jects, edited by Dr. Charles T. McFarlane, of 
Columbia University, and the Burton Holmes 
Pictures on World Travel. 

Primary Grades, 30 subjects. 


Send for complete classified Catalogue 
BRAY SCREEN PRODUCTS, Inc. 
130 West 46th Street New York, N. Y. 







Indianapolis Notes 


PeRsONS who are not members of the Asso- 
ciation and who plan to attend the Indian- 
apolis meeting should pay dues immediately 
and request an identification: certificate for 
reduced round-trip railroad tickets. 

HoreL ACCOMMODATIONS—Information in 
regard to hotel accommodations is on page 
A-168 of this issue of THE JOURNAL. 

REGISTRATION HEADQUARTERS will be lo- 
cated at the Shortridge High School. Mem- 
bers should bring their membership cards 
for 1924-25 with them to Indianapolis. 
Show membership card at registration desk 
and receive envelop containing the Official 
Program and other material. Those who do 
not have membership cards should enrol at 
the registration desk and receive cards and 
announcements. 

N. E. A. PosTorFicE AND INFORMATION 
SeRvicE is located at Shortridge High School. 
Tickets for breakfasts, luncheons, and din- 
ners will be on sale at the Information 
Service Desk. 

OFFICIAL CREDENTIALS—Delegates to the 
Representative Assembly should register at 
desk marked “Registration of Delegates” by 
Monday morning, June 29. It is advisable 
for them to reach Indianapolis not later 
than Saturday, June 27, and to register im- 
mediately at Shortridge High School. 

STaTE HEADQUARTERS will be at the various 
hotels as listed on page A-168 of this issue 
of THE JOURNAL, 


Official Meetings—Tentative Dates 


Executive CoMMITTEE—Friday afternoon, 
June 26, 2:00 o’clock; Saturday forenoon, 
June 27, 9:00 o'clock; Friday evening, 
July 3, 8:00 o’clock. All meetings at the 
Committee rooms, Shortridge High School. 


Boarp oF Trustees—Saturday forenoon, 
June 27, 10:00 o’clock; and Friday after- 
noon, July 3, 4:00 o’clock. Meetings in Com- 
mittee rooms, Shortridge High School. 

Boarp oF Directors—Saturday afternoon, 
June 27, 2:00 o’clock; Monday forenoon, 
Jume 29, 10:30 o’clock; and (new board) 
Friday afternoon, July 3, 2:00 o’clock. All 


meetings in Committee rooms, Shortridge 
High School. 

DELEGATES to meet by States, Monday 
afternoon, June 29, 5:00 o'clock, at State 
headquarters. Each State is to select its 
member of each of the Committees on 
Necrology, Credentials, and Resolutions. 


Every regularly chosen delegate should at- 
tend this meeting. See the program for lo- 
cation Of State headquarters. 


CoMMITTEE ON ResoLuTIONS—Tuesday af- 
ternoon, June 30, 2:00 o'clock; Wednesday 
afternoon, July 1, 2:00 o’clock, at the Short- 
ridge High School. 


COMMITTEE ON CREDENTIALS — Monday 
evening June 29, 9:00 o’clock, at Committee 
rooms, Shortridge High School. 


CoMMITTEE ON NecroLtoGy—Tuesday af- 
ternoon, June 30, 4:00 o'clock, at the Com- 
mittee roems, Shortridge High School. 


NOTES aud ANNOUNCEMENTS 


A REMARKABLE GEOGRAPHICAL FILM will ac- 
company the address of Major Merian ¢ 
Cooper, explorer and flying ace, before the 
geography conference to be held under the 
auspices of the National Geographic Society 
at the National Education Association Cop. 
vention in Indianapolis. 

Major Cooper will tell what he and two 
other Americans experienced when they fel} 
in with the fierce Bakhtiari tribe of Persia’s 
“wild west,’ and accompanied their migra- 
tion over the “wickedest 200 miles in the 
world.” Ernest P. Shoedsack brought back 
a film epic of the migration. The National 
Geographic Society has invited members of 
the National Education Association attend- 
ing the convention to hear the address by 
Major Cooper and see the showing of the 
motion pictures at the Shortridge High 
School, 2 o’clock, Thursday, July 2. 


SPECIAL SALARY TABLES have been prepared 

for cities of the following sizes: 
Cities over 100,000 
Cities 30,000 to 100,000 
Cities 10,000 to 30,000 
Cities 5000 to 10,000 
Cities 2500 to 5000 

For each of the population groups a set 
of 14 salary tables has been prepared. 
These tables give by individual cities com- 
plete distributions of salaries paid, maxima, 
minima, and medians for 1924-1925, for the 
following school employees: (1) Kinder- 
garten teachers, (2) elementary teachers, 
(3) special class teachers, (4) junior high 
school teachers, (5) high school teachers, 
(6) teaching elementary principals, (7) 
supervising elementary principals, (8) 
junior high school principals, (9) high 
school principals, (10) assistant or vice 
principals and deans, (11) school nurses, 
(12) school janitors, (13) school clerks in 
principals offices, and (14) clerks in offices 
of administrative and supervisory officers. 

The cost of a set of 14 tables for any 
population group is $5. This charge barely 
covers the cost of reproducing and mailing 
them. None of the heavy expense of the 
National Education Association in securing 
the information on salaries and in tabulating 
and interpreting the replies from 1449 cities, 
for over 270,000 school employees is cov- 
ered by this charge. 

In ordering salary tables address the 
Division of Research, National Education 
Association, 1201 Sixteenth Street, Washing- 
ton, D. C. 


AMERICAN FEDERATION OF ORGANIZATION 
FOR THE Harp OF HEARING will hold its sixth 
annual conference at Minneapolis, June 
22-24. Further information may be had by 
writing Miss Persis Vose, Portland, Maine, 
or the Minneapolis League for the Hard 
of Hearing, 1641 Hennepin Avenue, Min- 
neapolis. 


Wortp Feperation oF Epucation Ass0- 
CIATIONS will meet in Edinburgh, Scotland, 
July 20-28. For agenda, see page 197 of 
this issue of THE JOURNAL. 


Tue Lonvon Epvucationat OvutiooK for 
April, 1925, quotes from a letter by a Bal- 
(Continued on page A-173) 








| BOSTON to HALIFAX 
and ST. JOHN'S, N. F. 


BY MUNSON LINE 
cAn Ideal Inexpensive Vacation 








HERE Northern twilight falls on cool pictur- 

esque towns fanned by ocean breezes—where 
English and Canadian wares fill unaccustomed shops 
with inviting array—where everything is just a little 
different—a foreign country, but not a foreign lan- 
guage. 


Hundreds of inviting summer hotels, boarding-houses 
and camping places are available after the short, de- 
lightful steamer voyage. Nova Scotia and New- 
foundland offer everything for a complete, inexpensive 
vacation amid ideal surroundings, including hunting, 
fishing, camping, sightseeing and, above all, the de- 
lightful change of a steamer trip to foreign lands. 


The schedule will call for a round trip every ten days 
during the summer months, starting June 20th, from 
Boston to Halifax and St. John’s, N. F., calling at 
Halifax both outward and return. Excellent, com- 
fortable steamer accommodations are obtainable at 
surprisingly low rates. For further details, apply: 


| 
| 


Munson Steamship Lines 


General Offices, 67 Wall Street, New York City 
or 
Boston Office, 113 State Street 








| EUROPE‘1I 55 
. and Return rae 
| The NEW Tourist Third Cabin 


Tourist Specials—Entire Third Cabin accommodations 
on great ships reserved exclusively for students, teachers, 
professional men and women and tourists. 


—_ SS <<. 


Neat, 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 
England, France and Belgium, with direct connection for all 
other European countries. Complete choice of return dates, 
! 


All-Expense 
Inclusive Tours 
from New York $21§(up) 
for 24 days. From Mont- 

real $330 for 36 days. 

For booklets and helpful information 
a apply to No.1 B way, New York; 

Dancing on deck—Aglimmerof 127 So. State Street, Chicago; McGi 


moonlight, adim swishofwat- Bidg., 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 


a -  —<—- 









— 








Vol. 14, No. 6 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 









Mention Tuer Journat when writing advertisers, 


A-171 
























An Even Hundred 
CABLE Midgets 


for Pittsburgh Schools 





Shipment of Midget Uprights leaving Cable factories 


S° popular has the Cable Midget Upright proven 
in the Pittsburgh City Schools that the Board 
of Education recently placed an order for fifty-eight 
more of these small Pianos, making a total of an 
even hundred now in use in the Pittsburgh Schools. 
Last Fall the Cable Midget Upright was adopted by the 


Board of Education of the City of Chicago as the official 
Piano for the kindergartens of this great school system. 


The Ideal School Piano 


A Piano like the Cable Midget has long been sought as an 
essential part of modern school equipment. The problem 
was to get a durable instrument of small size with full music 
capacity. Now this is to be had in the Cable Midget Up- 
right and schools everywhere are finding this splendid 
piano indispensable. 


See It — Hear It— Play It 


at the Indianapolis Convention 


Booths 29 and 30 
THE CABLE COMPANY 


Wabash and Jackson, CHICAGO 7638s 


ia 


Manufacturers of Conover, Cable, Kingsbury — oy 


and Wellington Pianos; Carola, Solo Zygon 
Carola, Euphona, Solo Euphona and YY S49 
Euphona Repro- A ooo" 

: Ag ok oe 
ducing Inner- : a. 
Players. Pre CO oe 





THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 


ANNOUNCEMENT 


OF THE 


EXHIBIT 


OF THE 


NATIONAL EDUCATION ASSOCIATION 


AND 


The Allied and Affiliated Departments and Associations 
Indianapolis, June 28—July 3, 1925 


An extensive Exhibit of material, equipment and activities directly related to 
schools will be held at Shortridge High School. 


Shortridge High School is Convention Headquarters. 
admirably equipped for convention activities. 


It is centrally located and 
Here are located Registration Head- 


quarters, Secretary’s Office, Publicity Rooms, Official Committee Rooms and Audi- 
torium for meetings of the Representative Assembly. 
Convenience of location of the Exhibit simplifies its visitation. No member in at- 
tendance at the Indianapolis Convention can afford to overlook any Exhibit. 
No single feature of the Convention offers as much as the Exhibit in the way of 


practical suggestion and definite aid. 
is arranged for their benefit. 


Members should understand that the Exhibit 


Acknowledgment of the service and interest of the following participating firms 


and organizations is made: 


Acme Motion Picture Projector 
Co. 

Aeolian Company, The 

American Art Bureau 

American Art Clay Company 

American Banking Machine Cor- 
poration 

American Child Health Association 

American Viewpoint Society, Inc. 

Appleton & Company, D. 

Associated School and Community 
Films 

Bacon & Vincent Co. 

Baldwin Piano Company, The 

Bausch & Lomb Optical Company 

Beck Duplicator Company, The 

Binney & Smith Company 

Bobbs-Merrill Company, The 

Bray Screen Products, Inc. 

Cable Company, The 

Campbell-Hausfeld Company, The 

Camp Fire Girls 

Charles Company, Thomas 

Chemical Foundation, Inc., The 

Chicago Apparatus Company 

Christian Science Monitor, The 

Clark & Company, George M. 

Compton & Company, F. E. 

Dalton Adding Machine Sales 
Company 

Dennison Manufacturing Company 

Denoyer-Geppert Company 

Detroit School Equipment Com- 


pany 
Dodd, Mead & Company, Inc. 
Domore Chair Company 
Draper Shade Company, Luther O. 


LIST OF EXHIBITORS 
(as of May 11, 1925) 


Educational Publishing Company 

Fairbanks, Morse & Company 

Fisk Teachers’ Agency 

Forse Manufacturing Company 

Frontier Press Company, The 

Gregg Publishing Company, The 

Grolier Society, The 

Hall & McCreary Company 

Harter School Supply Company, 
The 

Heyer Duplicator Company, Inc., 
The 

Heywood-Wakefield Company 

Hill-Standard Company 

Houghton Mifflin Company 

International Time Recording 
Company of New York 

Iroquois Publishing Company, Inc. 

Keystone View Company 

Laidlaw Brothers 

Leitz, Inc., E. 

Library Bureau 

Little, Brown & Company 

McConnell School Map Company 

McKnight & McKnight 

Metropolitan Life Insurance Com- 


pany 

McIndoo Publishing Company 

Milton Bradley Company 

Morse & Burt Company 

Multiplex Display Fixture Com- 
pany 

National Board, Young Women’s 
Christian Association 

National Child Welfare Associa- 
tion, Inc. 


National Committee for the Pre- 
vention of Blindness 

National Dairy Council 

National Geographic Society 

National Prosperity Corporation 

National Safety Council, Education 
Section 

National Teachers’ Agency, Inc. 

National Woman’s Christian Tem- 
perance Union 

Near East Relief 

Nichols Publishing Company, C. A. 

Owen Publishing Company, F. A. 

Palmer Company, A. N., The 

Postum Cereal Company, Inc. 

Practical Drawing Company 

Quarrie & Company, W. F. 

Rand McNally & Company 

Sanborn & Company, Benj. H. 

Sims Song Slide Corporation 

— Sewing Machine Company, 
ne. 

Society for Visual Education, Inc. 

Spencer Lens Company 

E. R. Squibb & Sons 

Teachers Casualty Underwriters 

Trans-Lux Daylight Picture 
Screen, Inc. 

Triple Metals Corporation 

Truscon Steel Company 

University of Chicago Press 

University Publishing Company, 
The 


Welch Manufacturing Company, 
W. M 


Western Electric Company 
Winston Company, The John C. 


June, 1925 





Plan your time for an early and thorough inspection. 


NATIONAL EDUCATION ASSOCIATION 


Mention THe Journat when writing advertisers. 





Vol. 14, No. 6 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





Teachers and Superintendents are 
cordially invited to visit the 


MILTON BRADLEY COMPANY 


Exhibit of Art Materials 
and School Supplies 


Displayed at the 


Indianapolis Convention 


A remarkable line of educational material con- 
scientiously designed for true betterment work 
in practically every grade; widely diversified in 
character, but of one standard quality in every 
division of Bradley products, whether designed 


for kindergarten or high school. 


MILTON BRADLEY COMPANY 
SPRINGFIELD, MASS. 


Boston, New York, Philadelphia, Atlanta, San 
Francisco; Chicago: Thomas Charles Co., Agts.; 
Kansas City: Hoover Bros., Agts. 





(Continued from page A-170) 
timore opponent of ratification of the Child 
Labor Amendment and remarks that “it is 


reminiscent of the view of many of our own 
factory masters of a century ago.” 


THe STATE DEPARTMENT OF EDUCATION, 
Boston, Mass., in a report of the Committee 
on Progressive Movements in Town and 
City School Systems includes these items 
indicating progress: 97 per cent of the teach- 
ing force in Revere enrolled in professional 
courses in 1924; scholarship fund estab- 
lished for high school graduates by May- 
nard Teachers’ Club; reduction in the num- 
ber of pupils per teacher from 40 to 35 in 
Norwood; social and educational guidance 
by deans of girls at Brookline, Cambridge, 
and Haverhill; vocational guidance at Pitts- 
field and Southbridge; the work in printing 
at Beverly; the teacherage recently built at 
Wellesley; and employment bureau for high 
school pupils in Braintree, Pittsfield, South- 
bridge, and Winthrop. 


THE FiRsT sEssION of the American Insti- 
tute of Codperation will be held at the Uni- 
versity of Pennsylvania, Philadelphia, July 
20 to August 15. The Institute includes six- 
teen great groups of general farm organiza- 
tions, codperative organizations, and asso- 
ciations of State marketing officials and edu- 
cators. The session will be conducted as a 
combination of a school and a conference, 


and a number of meetings will be open to 
the public. 


© K.V. Co. 





“Scene in Egypt” 


VISUAL EDUCATION 
Classified Material for All Grades. 


Classroom Lanterns, Slides, Stereographs, 


Stereoscopes. 


VISIT BOOTHS 142-143 


at INDIANAPOLIS 


MEETING 


Keystone View Co. 
Meadville, Pa. 





THe Minnesora State Boarp oF Epuca- 
TION at its April meeting unanimously re- 
elected State Commissioner James M. Mc- 
Connell for another term of six years. 


A LETTER from Dean H. C. Minnich com- 
mending the list of books on page 138 of 
the April JourNAL suggests that there should 
be added to the list Mr. Walter S. Guiler’s 
Teaching arithmetic through games and 
other pupil activities, published by Edwards 
Brothers, Ann Arbor, Michigan. 


LEAGUE COLLEGE, sponsored by the Na- 
tional League of Teachers’ Associations, will 
hold its first annual summer session in con- 
nection with the Marquette University, Mil- 
waukee, Wis., immediately following the 
Indianapolis Convention. The idea is to de- 
velop a group of facts and courses on the 
problems of teachers’ associations. 


Forty-Two out of the fifty-six counties in 
California now give free book service to 
every resident, no matter how far he lives 
from the base of supplies. A new _ book, 
County Library Service, published by the 
American Library Association, Chicago, tells 
how the county library may codperate -with 
existing agencies to increase its usefulness 
to the community. Granges, clubs, county 
organizations—agricultural, educational, re- 
ligiovs, and social—wanting to bring books 
to their communities will find here a great 
deal of specific information telling them how 
to go about it. 


LONGER SCHOOL DAY IN MASSACHUSETTS— 
Agawam, Easton, Fall River, Needham, and 





Reading, Massachusetts, have the six-hour 
school day. Fall River reports the junior 
high school in session 6 hours and 40 min- 
utes daily; the senior high school in session 
five hours and 40 minutes daily. In Clinton, 
three of the six periods in high school have 
been lengthened to 65 minutes each to pro- 
vide for supervised study. The other three 
periods are forty minutes in length. On 
alternate weeks the program is reversed, so 
that all subjects may share the longer 
periods. 


SEATTLE, WASHINGTON, has adopted a sab- 
batical leave plan for its teachers. Each 
year a limited number of teachers who have 
been in service in the Seattle schools seven or 
more years are granted a leave of absence 
for one er two semesters for approved study 
or travel. The teacher on leave receives 
during his absence the difference between 
his salary and that of a Class 1 substitute 
teacher. 


THE INSTITUTE OF INTERNATIONAL EpucaA- 
TION announces that Professor J. J. Findlay, 
of London, England, will lecture in this 
country beginning January, 1926. His lec- 
ture subjects include: The Making of Man, 
Educational Reform, and Current Problems 
in British Politics. For further information 
address Miss Elsy Findlay, 67 East 59th St., 
New York City. 


TEACHER PARTICIPATION IN CURRICULUM 
MAKING IN MAssACHUSETTS—Recent curricu- 
lum changes in which teachers have taken 

(Continued on page A-174) 





Public School Salaries 
in 1924-1925 


A comprehensive survey of 
the salary situation in 1924- 
1925 for approximately 1,500 
cities. 


Seventy-two pages of 
the latest information on 
the ever-present salary 
question; illustrated by 
forty-nine tables and four- 
teen charts. 


RESEARCH 
BULLETIN 


National Education 
Association 


Vol. Ill, Nos. 1 and 2 


DOUBLE NUMBER 72 PAGES 


50c. per copy 


Lots of ten or more at reduced rates. 


Special Salary Service 


Are you in need of 
salary data for cities the 
size of yours? 


Sets of 14 tables, giving 
complete distribution of 
salaries paid 14 groups of 
school employees in in- 
dividual cities, arranged 
according to five popula- 
tion groups, are available. 
The cost of a set of 14 
tables for any population 
group is $5.00. 


National Education Association 


1201 16th Street Northwest 
Washington, D. C. 





THE JOURNAL OF THE NATIONAL Epucation AssociATION 


(Continued from page A-173) 
a prominent part have been at Abington, 
Andover, Athol, Belmont, Beverly, Bridge- 
water, Concord, Easton, Fall River, Frank- 
lin, Gardner, Haverhill, Lexington, Med- 
ford, Methuen, Montague, New Bedford, 
Newton, North Attleborough, Reading, Re- 
vere, Salem, Saugus, Somerville, Stoneham, 
Swampscott, Ware, Watertown, Wellesley, 
Weymouth, Winchester, and Woburn. The 
survey reveals: (a) An endeavor to ar- 
range courses that can be readily adjusted 
to the needs of individual pupils; (b) uni- 
versal practice of revising courses of study, 
one subject at a time, the revision growing 
out of an intensive study over a period of 
a year or more; (c) the use of loose-leaf 
or multigraphed courses of study as a basis 
for classroom experimentation and as a 
means of frequent revision. 


CHILDHOOD EpucaTION is the new maga- 
zine published by the International Kinder- 
garten Union, which recently established its 
headquarters in Washington, D. C. Miss 
May Murray and Miss Mabel Osgood, of 
Springfield, Mass., are in charge. 


Camp Direcrors AND COUNCELLORS are 
eagerly asking, “What plays and stunts can 
we give?” The Community Drama Service 
of the Playground Association has prepared 
a bulletin, which may be obtained without 
charge from the Association at 315 Fourth 
Avenue, New York City. It gives lists of 
plays, campfire stunts, minstrel shows, cir- 
cus drills, etc., which are adapted to pre- 
sentation in boys’ and girls’ camps, telling 
where and at what price each may be ob- 
tained. 


THE Lrprary is to the junior high school 
what the circulating blood is to the human 
organism. It is the source and current of 
life-giving strength and vitality to each 
junior high school activity. To each 
early adolescent girl and boy standing at 
the threshold of a transition from _ irre- 
sponsible childhood to responsible woman- 
hood and manhood, the junior high school 
library brings a wider and truer vision of 
life, greater strength of purpose, more use- 
ful motives, greater courage to endure, 
greater power to realize the high destiny 
of many, and a richer personality.—James 
M. Glass, before the School Library Section 
of the American Library Association, Sara- 
toga Springs, New York, July, 1924. 


A .Projecr Division is reported as a 
highly useful feature of the Teachers Pro- 
fessional Library, Oakland, California, in 
a recent letter from Superintendent Fred- 
erick M. Hunter. In this division there is 
brought together more than a hundred five- 
year accounts of school activities recorded 
by teachers and pupils as they have evalu- 
ated the results of their work together. 
Among the subjects covered are My Thrift 
Book; A Rainy Day; How a School Saves; 
Our Paper Drive; Our Store; Our Bank. 


Witter Bynwner, the poet, has announced 
the creation of a new annual award to be 
known as the “Witter Bynner Scholastic 
Poetry Competition.” It will be open to all 
high school students in the United States 
or its territories and will be awarded 
through the Scholastic, a national high 
school magazine published semi-monthly at 
Pittsburgh. 


A Course oF Stupy in geography, grades 
three to six inclusive, has just been pub- 





years’ 









June, 1925 





lished by the Board of Education, Cley¢- 
land, Ohio. It contains the result of three 
work of committees of teachers, 
supervisors, and principals of the Cleveland 
public schools under the direction of the as- 
sistant superintendent in charge of ele. 
mentary schools and a central committee. 
Single copies will be furnished at $2 as long 
as the supply lasts by the Division of Publj- 


cations, Board of Education, Cleveland, 
Ohio. 
The Administration of State Teachers 


Colleges Through Faculty Committees is the 
title of a monograph by Charles C. Sherrod 
recently published by George Peabody Col. 
lege for Teachers, Nashville, Tennessee. 


A New Journac to be called “American 
Speech” and edited by Dr. Louise Pound, of 
the University of Nebraska, will be inaugu- 
rated in September. Associated with Dr. 
Pound will be Kemp Malone, of the Johns 
Hopkins University, and Arthur Kennedy, 
of Stanford University, who will hay. 
charge of the department of book reviews. 
The journal will present a monthly review 
of the living language. Comments on cur- 
rent usage, phenomena of vocabulary, shift- 
ing pronunciations, lure of place names, 
studies in style, studies of local dialects, dis- 
cussions of slang and slang usages will be 
among the wide range of topics which the 
new journal will discuss. 


Criticism We Like 


WO CONCEPTS of libraries— 

In the April number of THE Jour- 
NAL OF THE NATIONAL EpvucaTION 
ASSOCIATION appeared a very beautiful 
tribute to libraries, inspired by the 
handsome new building of the Univer- 
sity of Washington Library. The dig- 
nified and mellow background of this 
tribute, however, fails to reflect ac- 
curately the dynamic qualities of mod- 
ern library work. ‘There is a kind of 
old-world atmosphere about it, redolent 
of venerable cathedrals and historic art 
galleries and museums. ‘The modern 
library spirit, while yielding none of the 
flavor of ancient culture so characteristic 
of repositories of human knowledge, is 
nevertheless strongly influenced by the 
present-day urge toward efficiency, based 
on a scientific investigation of facts. 
Library architecture is bound, of course, 
to reflect the popular conception of the 
spirit of library work. 

As a study in contrasting concepts, it 
may be interesting to quote the original 
tribute, followed by a paraphrase de- 
signed to bring out the modern ten- 
dencies. 

1. “Libraries 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 
(Continued on page A-179) 











Vol. 14, No.6 THE JOURNAL OF THE NATIONAL EpucATION AssoOcIATION A-175 





Your opportunity to help decide what part of our literary 
heritage American children shall memorize 


SMALL PART of our literature is so fine in thought and so beautiful in form that we wish our 
children to build it into their very lives to form a background of American ideals, a philosophy of 
life, and an appreciation of the beautiful in nature and in literature. The body of such material 

that every American child should learn in this exact way is necessarily small, but it is of primary im- 
portance to every teacher and every citizen. In a sense it is almost the backbone of our common culture. 

In line with the extensive curriculum revision that is now going on throughout the country, THE 

Jou RNAL OF THE NATIONAL EDUCATION ASSOCIATION proposes during the school year 1925-26 to 
give attention to this problem of material to be memorized—to publish lists and, as the material is 
agreed upon to publish the poems and prose selections that are most widely acceptable. The following 
lists are taken from a careful study of fifty representative courses of study in American cities of various 
sizes, which was made by Velda C. Bamesberger. They show what the prevailing practice was in 1920. 
They are a beginning with which we may start. They include poetry only. Prose items should be 
added. Perhaps they give too little attention to recent authors. Will you not vote for the six in each 
list which you believe should be memorized by the children in that grade, writing in the blank spaces 
ones that you think should be added? Encourage your fellow-teachers to do likewise. Have the 
editors of local papers reprint this page and ask their readers to vote. Every American is interested 
in this problem. Here is the biggest opportunity that has ever been given for a vital part of the course 
of study to be determined fresh from the classrooms and the homes. The course-of-study makers 
want to know what you think about our American literary heritage. Fill this ballot out and send to 
Joy Elmer Morgan, Managing Editor, 1201 Sixteenth Street Northwest, Washington, D. C. 





Vote for Six in Each Grade (X) 


GRADE I Moore—Visit from St. Nicholas. Drake—American Flag 


Alexander—All Things Bright and 
Beautiful 

Brown—Little Plant 

From the German—Sleep, 
Sleep 

Stevenson—Autumn Fires 

Stevenson—Rain 

Stevenson—Swing 

Taylor — Twinkle, Twinkle, Little 
Star 

Tennyson—Bird and the Baby 

Cooper—Come, Little Leaves 

Field—Why Do Bells for Christ- 
mas Ring? 

Rosetti—Wind 

Stevenson—My Shadow .. 


GRADE II 
Allingham—Fairies 
Cary—Suppose 
Child—Thanksgiving Day 
Coleridge—Answer to 

Question 
Field—Dutch Lullaby 
Field—Rockabye, Lady 
Houghton—Lady Moon 
Ingelow—Seven Times One 
Kingsley—Lost Doll 
Larcom—Brown Thrush 
Lear—Owl and the Pussy Cat 
Sherman—Daisies 
Sherman—Four Winds 
Stevenson—Land of Story Books.... 
Field—Duel 
Longfellow—Hiawatha’s Childhood. . 
Miller—Blue Bird 
Stevenson—Wind 
Stevenson—Windy Nights 


GRADE III 
Aldrich—Marjorie’s Almanac 
Allingham—Wishing 
Bjornson—Tree 
Brooks—O Little Town of Bethlehem 
Cary—November 
Field—Norse Lullaby 
Hogg—Boy’s Song 
Krout—Little Brown Hands 
Longfellow—Hiawatha’s Sailing ... 


Tennyson—Owl 

Jackson—September 

Longfellow—Children’s Hour 

Rands—Great, Wide, Beautiful, Won- 
derful World 


GRADE IV 

Field—Night Wind 
Gould—Frost 
Jackson — October’s 

Weather 
Longfellow—Village Blacksmith .... 
Lowell—Fountain 
Tate—Christmas 
Tennyson—Brook 
Thaxter—Sandpiper 
Wordsworth—Lucy Gray 
Bryant—Robert of Lincoln 
Longfellow—Arrow and the Song... 
Lowell—First Snowfall 
Riley—Brook Song 


GRADE V 


Bryant—Gladness of Nature 
Bryant—Planting of the Apple Tree. 
Carlyle—Today 
Hemans—Landing of the Pilgrims. . 
Jackson—Down to Sleep 
Longfellow—Excelsior 
Longfellow—Paul Revere’s Ride.... 
Longfellow—Day is Done 
Longfellow—Old Clock on the Stairs 
Morris—Woodman, Spare That Tree 
Shakespeare—Under the Greenwood 
Tree 
Whittier—In School Days 
Whittier—Barefoot Boy 
Whittier—Corn Song 
Emerson—Fable 


GRADE VI 


Aldrich—Before the Rain 
Cary—Nobility 


Holmes—Old Ironsides 
Hunt—Abou Ben Adhem 
Longfellow—Builders 
Tennyson—Charge of 
Brigade o* 
Wolfe—Burial of Sir John Moore a 
Wordsworth—I Wandered aanete: as 
a Cloud 
Longfellow—Psalm of Life 
Tennyson—Break, Break, Break 
Tennyson—Bugle Song 


GRADE VII 


Bryant—To a Waterfowl .. 
Emerson—Snowstorm 
Holland—Gradatim 
Miller—Columbus kph 
Browning — Home Thoughts from 
Abroad 
Longfellow—Building of the — 
Lowell—Fatherland 
Lowell—Y ussouf 
Macaulay—Horatius ‘i 
Taylor—Song of the Camp .. 
Tennyson—Sir Galahad 


GRADE VIII 


Bryant—Thanatopsis 

Holmes—Last Leaf 

Kipling—Recessional 

Pierpont—Warren’s Address .... 

Shakespeare—Mercy Speech 

Shelley—Cloud 

Sill—Opportunity 

Whitman—O Captain! My Captain!. 

Whittier—Snowbound 

Burns—For A’ That and A’ That... 

Gray—Elegy Written in a Country 
Churchyard 

Holmes—Chambered Nautilus 

Lowell—Day in June 

Scott—Breathes There a Man 

Shakespeare—Polonius to Laertes... 














TIMELY 
PUBLICATIONS 


Reports, Yearbooks and 
Bulletins of the 


NATIONAL EDUCATION 
ASSOCIATION 


A Selected Group from the Asso- 
ciation’s List of Publications 


e 


William T. Harris: His Edu- 
cational and Related Philo- 
sophical Views, by John S. 
Roberts. (Cloth Bound.) 
ee ae eee $2.00 


Report of Joint Committee on 
Grammatical Nomenclature, 
December, 1913. Revised 

' October, 1923. 76 pp 


Committee on 
House Planning. 


Report of 
School 


Health Education, a program 
for public schools and 
teacher training institutions. 
Sa a A 1.00 


Third Yearbook of the Depart- 
ment of Superintendence, 
Research in Elementary Cur- 
riculum Construction. 412 pp. 2.00 


Third Yearbook of the De- 
partment of Elementary 
School Principals. The 
Status and Professional Ac- 
tivities of the Elementary 
School Principal. 634 pp... .1.50 


e 


Many other publications of high 
value to school workers. List fur- 
nished on request. 


All orders for publications should 
be accompanied by funds in payment 
for same. Make checks and money- 
orders payable to 


NATIONAL 
EDUCATION 
ASSOCIATION 


1201 Sixteenth Street N. W. 
Washington, D. C. 





THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


ATION Maintains an Educational 

Standard of a Low Income Fam- 
ily—lIt is interesting to make a rough 
comparison between the National ex- 
penditure for public education and the 
family expenditure for education. The 
recent charges of extravagance lead 
statisticians to calculate what portion of 
the National income is spent for public 
education. It was then possible to 
compare the amount spent for educa- 
tion with that spent for other purposes. 
Similarly, statistics of expenditure for 
large groups of representative American 
families enable us to discover the place 
of education in the family as measured 
by expenditure and to compare it with 
the place of education in the Nation. 

The United States Bureau of Labor 
Statistics reports the results of an in- 
vestigation of budgetary habits of over 
12,000 families in 92 localities made in 
1918-1919. Among other things the 
data show how much the average Amer- 
ican family spends for education. Ex- 
penditures classified as educational in- 
clude newspapers, magazines, books, 
tuition, textbooks, and music. The av- 
erage family has an annual income of 
$1513.29 and of this spends $17.82 for 
education. ‘Thus the expenditure for 
education is 1.18 per cent of the family 
income.’ 

At approximately the same _ time 
(1918) the National income was sixty- 
one billion dollars? while the National 
expenditure for public education was 
$763,678,089.° That is, the Nation 
spent 1.25 per cent of its income for 
public education. 

A comparison of the Nation’s allot- 
ment for public education with the 
family allotment reveals a remarkable 
parallel. Both the Nation and the 
family spend between one and two per 
cent for education. ‘The comparison 
suggests several interesting speculative 
inferences. It appears that governmen- 
tal opinion on educational expenditure 
is a cross section of American popula- 
lar opinion on educational expenditure. 
It suggests that possibly when the family 
begins to attach more importance to edu- 
cation, legislative bodies will do like- 
wise. Furthermore, the comparison 
suggests that the Nation, at present, is 
satisfied to maintain an _ educational 
standard of a low-income family, a 
family which can barely purchase the 
netessities of life—Henry Harap, Cleve- 





land School of Education, Cleveland, 
Ohio. 
4 United States Bureau of Labor Statistics: 


Cost of Living in the United States. Sulletin 
No. 357, page 451. 

2 National Bureau of Economic Research—In- 
come in the United States, Vol. 1, page 76. 

® United States Department of Commerce, Sta- 
tistical Abstract for 1923, page 848. 


June, 1925 


OTOGRAPHY and world 
peace—Photography, like printing, js 
now one of the practical arts, and pic. 
tures of all forms are an instrument of 
civilization just as books are. The art 
of printing has during the last four hun- 
dred years raised civilization to startling 
heights of efficiency and human welfare. 


It has accomplished this by the conserya- . 


tion and dissemination of human cyl- 
ture—knowledge, idealism, art, inven- 
tion, and so on. And this accumulation 
of the social inheritance has resulted jn 
the amazing progress of the past cen- 
tury and its particularly brilliant spurt 
during the last three decades. If print- 
ing could only have overcome the 
language barriers which exist between 
nations, it would undoubtedly have ac- 
complished far more. 

But it remains for photography, as a 
powerful ally of the printed word, to 
break down the barriers among the na- 
tions. Photography will thus during the 
next hundred years accomplish the “im- 
possible,” especially in the direction of 
mass education for intelligent citizen- 
ship, higher training for service and 
leadership, the practical application of 
the laws of eugenics, greater social and 
economic interdependence, a common 
understanding among nations, the 
realization of universal brotherhood, a 
world state for all humanity, and per- 
manent peace; in short, a millennium 
that merits the sanction of human rea- 
son. 

How can photography accomplish all 
this? It can accomplish it by being in- 
strumental in the creation of a univer- 
sal language, a language with an artistic 
word-picture balance, a language which 
will be the product of (1) the different 
vernaculars of the earth interwoven 
with (2) the universally understood 
realism of photography—the realism be- 
ing the great common denominator for 
the variable vernaculars as long as they 
endure. This universal language will 
pave the way for common understand- 
ing; and common understanding, fed by 
our modern means of communication, 
will, under the pressure of economic 
interdependence, result in an_ interna- 
tional organization—a state, league, or 
federation—whose central purpose will 
be the beneficent control of the world.— 
Joseph J. Weber, Professor of Second- 
ary Education, University of Arkansas, 
Fayetteville, Ark. 


See pages A-167 and A-168 
for information regarding Rail- 


road and Hotel Rates at In- 
dianapolis. 











Vol. 14, No. 6 


This Magazine is from 
Our Presses 


Judd & Detweiler, Inc. 


Master Printers 


Eckington Place and Florida Ave. 
Washington, D. C. 


Health Education 


A program for public schools and teacher- 
training institutions. 


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 third edition has been 
necessary. 


164 pp—$1.00 a copy. 10% discount on orders of from 2 
to 9 copies; 25% discount on orders of 10 or more 
(The above revised prices are effective May 1, 1925) 


Other School Health Publications 


Prepared by the Joint Committee on Health Problems 
Chart set—Fifty-eight charts, each 22 x 28 inches, 
Per set (transportation extra) $7.00 
Sets tinned top and bottom with hangers $9.00 
Health Chart Report—showing miniature 
reproduction of all charts, 

Each 25 cents; per hundred $15.00 
Minimum Health Requirements for Rural Schools, 
Each 10 cents; per hundred $5.00 
Health Essentials for Rural School Children, 
Each 15 cents; per hundred $8.00 
Health Improvement in Rural Schools, 

Each 25 cents; per hundred $15.00 
Health Service in City Schools, 

Each 25 cents; per hundred $15.00 


National Education Association 
1201 16th St. N. W., Washington, D. C. 





SS SSD 
Mention THe Journat when writing advertisers. 


THE JouRNAL OF THE NaTIONAL EpucaTION AssOcIATION 











Dollars. 


HE Underwood Revolv- 

ing Duplicator has been 
installed by many firms be- 
cause it eliminates the many 
little printing bills which 
accumulate during the year. 
The Duplicator not only re- 
duces overhead, but its “low 
cost operation” encourages 
more sales letters, bulletins, 
and other forms, resulting in 
a closer personal contact with 
customers and dealers, and 
therefore, increased good will 


and Jarger sales. 






This little machine, with its 
great capacity for work, will 
turn out from forty to sixty 
clean-cut duplications per 
minute—2400 to 3600 per 
hour! In time saved and in 
actual returns, it is in reality 
“Duplicating Dollars”. 


We shall be glad to send you 
further information about the 
Underwood Revolving Dup- 
licator showing how itcan be 
2.7 \ used in your business. Just 


B ; clip the coupon below. 
ee : 


"UNDERWGDD 


{ 





UNDERWOOD TYPEWRITER CoO., Inc. 
30 Vesey Street, New York City 


Gentlemen: 

(] Please send me further information about the Under- 
wood Revolving Duplicator showing how it can be used in 
my business. 


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——————————————— 4, 


A-177 





THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


The Draper Sanitary 
Roller Shade 


Patented Jan. 8,’07; Aug. 7, 1923 


The Draper Lime 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. 


SYSTEM OF GRADING FOR PERSONALITY 
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 Me for copy. 


School of Chautauqua and Lyceum Arts 
Ithaca Conservatory, Ithaca, N. Y. 


Woe" 


14 Teachers Who Can 
Earn $85 Per Week! 


We want to pay up to $85-per week this vaca- 
tion to each of 14 teachers who will join our sales 
force over the summer. 


Selling New Idea Shirts is a 
Dignified Occupation ! 


Put in your time this summer selling New Idea 
Custom-fit Shirts. Big Profits. Easy, steady, dig- 
nified work—no collecting. Year-round New 
Idea salesmen make huge salaries—you can make 
big money during vacation. 


New Brief-like Sales Case 
Makes Selling Easy 


Even if you’ve never sold, you can sell New 
Idea Shirts. New sales case has demonstration 
features that make selling easy. Looks like brief 
case. Be one of the 14 teachers we will pay big 
money to this summer. 


New Idea Shirt Makers, Dept. K 
Cincinnati, Ohio, 


Without obligation, please send me full particu- 
lars of your teacher’s vacation selling proposition. 


June, 1925 


sogs99990909 mae 
Temple University 


PHILADELPHIA, PA. 


Phone, Columbia 7600 


College of Liberal Arts and Sciences 

Teachers College 

tee i School of Commerce 
Prang 

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Company 


Professional Schools: 
Theology, Law, 
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Pharmacy, Chiropody 


School of Music 
Training School for Nurses 


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IN IN Patayir 
me LO) Ge 


WRITE FOR BOOKLET 


©) 
a Eee eee esta 


(See page A-180 for additional Teacher 
Agency Advertisements) 


JET ooo00000E0 


Summer Session 


July 6 to August 14, 1925 


SEND FOR BULLETIN 


RESEARCH IN CONSTRUCTING 


The Elementary School Curriculum 


The Third Yearbook of the Department of Superintendence 
424 pp.; price, $2.00. 


Discount on quantity orders 


A volume abounding in definite help and information for those who have problems 
of curriculum construction 


PUBLISHED BY 


THE DEPARTMENT OF SUPERINTENDENCE 
OF THE NATIONAL EDUCATION ASSOCIATION 
1201 Sixteenth Street Northwest, Washington, D. C. 


Travel This Summer 


An old established firm has a position open to a teacher who is available immedi- 
ately; also one for Summer vacation. Work along line of education and travel. 
Salary from start. Affords income of at least $200 monthly. Must be over 28. No 
previous experience required. Write for particulars. 

J.S. PERRY Dept. B-16 913 GARLAND BUILDING, CHICAGO 


210 Title Bidg., Birmi 

1020 McGee St., Kansas 

409 Journal Bldg., Portland 

-— Shattuck Ave., Berkeley 
48 Spring St., Los Angeles 


FISK TEACHERS’ AGENCIES 133 chestnut St pissing 


120 ee * Street, Boston 317 Schofield Bldg., Cleveland, Ohio 
225 Fifth Avenue, New York 28 East Jackson Blvd., Ch icago 
Send for Circular and Kegistration Form to any address above 


PAUL YATES, Manager 


THE YATES-FISHER TEACHERS’ AGENCY 620 souts mictiGAN AVENUE, CHICAGO 


Telephones: Harrison 2642 
Other Office: PORTLAND, OREGON, 911-12 Broadway Bidg. Harrison 2132 


SOUTHERN TEACHERS’ AGENCY  kecinon co cSotoaieng 


Continuous registration. Four offices. No advance fees. Booklet. 


WE PLACE TEACHERS ™ ‘¢ 1EADING SCH Cnany States. Free enrolment. 
THE H. D. YATES TEACHERS’ BUREAU, 728-30 Stahlman Building, Nashville, Tenn. 


No branch offices. Member of National Association of Teachers’ Agencies. 


Mention THe Journat when writing advertisers. 





THE JOURNAL OF THE NATIONAL EpucaTION AssocIiATION A-179 


School House 


Planning 


The Report of the Committee 
on School-house Planning 


associated with Committees of the 
National Association of Public 
School Business Officials, the Ameri- 
can Society of Heating and Ventilat- 
ing Engineers, and the National Fire 
Protection Association. 


Graphically illustrated — complete, 
concise and definite in its conclu- 
sions. The result of a five-year study 
by experts. 

Invaluable for those who have 
school-building problems. Should 


be in the hands of every adminis- 
trator and board member. 


The Following Chapter Headings 
Show the Material Included 


The Process of Planning and 
Constructing a School Build- 
ing. 

Determination of the 
of Rooms. 


Schedule 


Choice of the General Plan. 
Capacity of Instruction Rooms. 


Capacity of Library and Study 
Halls. 


Detecting Waste in the Plan. 

State Regulations. 

Illumination. 

Safety to Life. 

Specifications. 

Estimating the Cost of a Build- 
ing. 

Planning Gymnasiums and their 


Accessories for Junior and 
Senior High Schools. 


Library Classification adopted by 
the Committee. 


164 Pages 
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. 


(Continued from page A-174) 


man or woman. Dealing with the 
nobler aspects of human life, it is fit- 
ting that they 
housed.” 

2. Libraries are the brains of the race. 
They collect and make available for the 
present generation the best contem- 
porary thought on the various problems 
of mankind, whether the result of scien- 
tific investigation or of spiritual inspira- 
tion. By pooling, arranging and index- 
ing this thought, they perform for man- 
kind as a whole the function that study, 
observation and experience perform for 
the individual. Actively concerned with 
the material, intellectual and spiritual 
advancement of the human race, it is 
desirable that they should be appropri- 
ately and efficiently housed, where their 
life-giving ideas may circulate freely, 
not too much absorbed in pride of past 
accomplishment or unduly devoted to 
rosy dreams of the future, but rather 
emphasizing present progress toward the 
attainment of ideals of beauty, truth and 
happiness—C. Edward Graves, Libra- 
rian, Humboldt State Teachers’ Col- 
lege, Arcata, California. 


should be magnificently 


ANGUAGE teaching by radio — 
The language teaching of America 
is woefully inefficient. Students with 
four years in French or German in high 
school and perhaps two more in college 
are usually unable to read or speak the 
language so that a native could under- 
stand them. In Europe, with much less 
study, nearly every educated person 
speaks two or three languages present- 
ably. The great difficulty is that we do 
not hear foreign languages spoken. 

A few years ago there was started a 
movement for language teaching by 
phonograph, but this was a pretty dead 
method, and the amount that could be 
put on a record was limited. The radio 
offers a real opportunity of 
teaching with an unlimited supply of 
language to draw upon. 

Every high school should be equipped 
with a radio. In many, the teacher and 
students of physics have built a fairly 
good equipment. There could be no 
better project in physics and electricity 
than constructing a simple set. 

There are several ways in which 
languages might be taught effectively 
by radio. With super-power stations, 
such as are now being constructed, 
would be easy to make connections with 
a good Spanish school in Mexico, so 
that the recitations and conversation of 
any class might be heard by a similar 
class in America. From any city head- 


however, 


quarters conversation lessons in French 
or German might be given. 


Is there any greater work that a 


peace foundation might do than to make 


possible such a relationship? Is _ not 


this also the best solution of the ex- 
change professorship? With the latest 
equipment the mathematical world might 
listen to the lectures of Einstein or the 
philosophical world to the lectures of 


Dewey. With the voice now nearly as 


clear as though the speaker were in the 
room, there is sure to be soon an enor- 
mous increase in such use of the radio.— 
Dr. Henry S. Curtis, State Director, 
Physical Education of Missouri. 


FoR more than fifty years 
Spencerian Steel Pens have been 
the standard among better 
schools. They outwear any two 
ordinary pens. Children quickly 
learn the art of good penman- 
ship when they are given these 
smooth-writing, long-wearing 
pens for their work. 


A sample card of one dozen as- 
sorted pens for a dime. 


Please mention this publication. 


Spencerian Pen Company 
349 Broadway New York 
No. 1—ollege, fine point; double 

elastic. 

No. 2—Counting House, excellent 
for bookkeeping 

No. 5—School, fine point; semi- 
elastic. 

No. 47—Intermediate, medium 
point; stiff action. 


Spencerian 
School Pens 


“PROBLEMS IN CURRICULUM CONSTRUGTION” 


By LAWRENCE A. SHARP, Ph. D. 

A new problem book especially adapted for group work 
among teachers and for summer school classes. Com- 
plete bibliography; extensive problems; notebook size; 
poe perforated and punched, ready for classroom and 

brary use. Released from press May 1, 1925. Price, $1. 


PUBLISHED BY THE 


UNIVERSITY EXTENSION DIVISION 
Colorado 


Perry Kindergarten 


Normal School 
Founded 1898 by Annie Moseley Perry. 
Thorough training for kindergarten, primary 
and playground positions. Supervised practice 
teaching. Enroll now for entrance in 1925. 
HARRIOT HAMBLEN JONES, Principal 
25 Huntington Ave., Room 316, Boston, Mass. 


Arnold College 


FOR HYGIENE AND PHYSICAL —. 
Three-year Degree Course 
NEW HAVEN NORMAL SCHOOL OF GYMNASTICS 
Two-year Diploma Course 
Strong faculty. Complete indoor equipment and outdoor 
facilities, including <->. Appointment Bureau, success- 
ful in placing graduates 


1466 Chapel Street New Haven, Conn. 


ALL ABOuT ne % & TOURS In 


ma re WEDEN & DEN VLAN: 


SCANDINAVIAN TRAVEL BUREAU 
BROADWAY. GEN.AGENCY, NEW YORK CITY 
CHR... RAVEN. DIRECTOR. 





THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


NATIONAL ASSOCIATION OF TEACHERS’ AGENCIES | 


 yenge the organization of the N. A. T. A. in 1914, it has grown until it now embraces approximately the lead- 
ing teachers’ agencies of the United States. Before being admitted to membership, all agencies were carefully 
investigated and have subscribed to the Platform and Code of Ethics of the Association. ‘Teachers and school 
officials now fully realize that membership in the N. A. T. A. is the criterion of reliability. This organization js 
maintained for the welfare and protection of the teaching profession and is not a closed organization. Any 
well-established teachers’ agency, which will agree to abide by the Platform and Code of Ethics, is welcome to 
membership. Our ideal was ably expressed by one of our members in the last annual meeting as follows: 


“Beyond the collection of our fee, beyond the teacher whom we place in a position that affords opportunity for greater 
self-realization, beyond the superintendent, whose problem of getting someone to carry on we have helped to solve, there is 
the child. He is the ultimate consumer of the services that we sell and he has no voice in the buying. He is entitled to jus- 
tice, to a fair chance at personal equipment for doing his part of the world’s work that awaits him. Let us never forget him.” 


Adams-Thurston Teachers’ Agency, Chicago. 
Albany Teachers’ Agency, Albany, N. Y. 
Alexander Teachers’ Agency, Boise, Idaho. 
Albert Teachers’ Agenc¥, Chicago. 


Empire Teachers’ Agency, Syracuse. 
Fickett Teachers’ Agency, Boston. 
Fisk Teachers’ Agency, Birmingham. 
Fisk Teachers’ Agency, Boston. 


American & Foreign Teachers’ Agency, N. Y. City.Fisk Teachers’ Agency, New York City. 


American Teachers’ Agency, Springfield, Mass. 
American Teachers’ Bureau, Pittsburgh. 
Boynton Teachers’ Agency, Los Angeles. 
Brewer Teachers Agency, Chicago. 
Bryant Teachers’ Bureau, Philadelphia. 
Cary Teachers’ Agency, Hartford. 
Central Educational Bureau, St. Louis. 
Clark Teachers’ Agency, Chicago. 

Clark Teachers’ Agency, Kansas City. 
Clark Teachers’ Agency, New York City. 
Clark Teachers’ Agency, Spokane. 
Coéperative Teachers’ Agency, Buffalo. 
Corlew Teachers’ Agency, Boston. 
Eastern Teachers’ Agency, Boston. 


Fisk Teachers’ Agency, Philadelphia. 

Fisk Teachers’ Agency, Pittsburgh. 
Frankford Teachers’ Exchange, Los Angeles. 
Hahn Teachers’ Agency, J. M., Berkeley. 
Interstate Teachers’ Agency, New Orleans. 
Interstate Teachers’ Agency, Rochester. 
Interstate Teachers’ Bureau, Atlanta. 
Kellogg’s Teachers’ Agency, New York City. 
Love Teachers’ Agency, Fargo, N. D. 
Midland Schools Teachers’ Agency, Des Moines. 
Musical and Educational Bureau, Boston. 
Ohio Midland Teachers’ Agency, Columbus. 
Ohio Valley Teachers’ Agency, Mentor, Ky. 


Parker Teachers’ Agency, Madison, Wis. 

Pratt Teachers’ Agency, New York City. 

Rocky Mountain Teachers’ Agency, Denver, 
Rocky Mountain Teachers’ Agency, Minneapolis, 
Rogers Teachers’ Agency, Columbus. 

Sabin’s Educational Exchange, Des Moines. 
Schermerhorn Teachers’ Agency, New York City, 
Schermerhorn Teachers’ Agency, Cleveland. 
Schermerhorn Teachers’ Agency, Pittsburgh. 
Southern Teachers’ Agency, Columbia, S. C. 
Specialists’ Educational Bureau, St. Louis. 
Stewart School Service, Lincoln, Nebr. 
Teachers’ Exchange, Boston. 

Western Teachers’ Exchange, Denver. 

Winship Teachers’ Agency, Boston. 
Yates-Fisher Teachers’ Agency, Chicago. 
Yates-Fisher Teachers’ Agency, Portland, Oregon. 
Yates Teachers’ Bureau, H. D., Nashville, Tenn, 


Educators’ Bureau, Indianapolis. Oswego Teachers’ Agency, Oswego, N. Y. Yergensen Teachers’ Agency, Salt Lake City. 


Clip out for future reference. 


TEACHERS WANTED 
For Schools and Colleges Every Day of the Year 


NATIONAL TEACHERS’ AGENCY, INC. 


D. H. Cook, Gen. - - 
Home Offices hiladelphia, Pa. 


Professional Placement for Progressive Teachers Discriminating Service to School Officials 


THE J. M. HAHN TEACHERS AGENCY 


We fill every sort of educational position from the kindergarten to the university. Our field is 
the twelve westernmost States, the Islands, Alaska, the Orient and Latin America. We are always 
: ’ . in quest of outstanding people for important positions. 

Ei Bes Pans RES. April Bulletin: We want first-class, experienced private school teachers; technical men for the 
Saaees, Sas. ae, ‘ Orient; experienced commercial teachers of university standing; school and public health nurses. 


No charge to employers. No charge to candidates till elected. J. M. HAHN and Blanche Tucker, Managers 2161 Shattuck Ave., Berkeley, California 
Positions waiting. Correspondence confidential. 


MAPS 


McConnell-made high-grade maps of all kinds 
for educational institutions. 


TUNNELL MAP CO. 
Formerly McConnell Map Co. 
213 Institute Place Chicago, Ill. 


Albert Teachers’ Agency 437 Fifth Avenue, New York 


Symes Building, Denver 
” ro e.. 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 vines. Our clients are the best schools and pay highest salaries. Send for booklet, “Teaching 
as a Business. 


Special Summer Course 


Of exceptional value to educators, pastors, Chris- 
tian wor! etc. A-strong, attractive program. 


July 7th to 31st 
Instruction Free. Apply_early for reservations. 
Board and room less than $10 weekly. 

MOODY BIBLE INSTITUTE 
153 Institute Place Chicago, II. 


me Great Lakes Teachers’ Agency ™ 
reacnens, Comore wow FREE RTOLUM Se =) tN] OMIT ON ee ence voy 


SPECIALISTS 


(See page A-178 for other Teachers EDUCATIONAL BUREAU 


Agencies) 


June 28 to July 3. We shall have a booth (No. 150) near the registration 


N. F. A. IND IANAP OLIS desk at the N. E. A. headquarters in the Shortridge High School, where 


we shall be glad to have you call. Make this a place to meet your friends. Superintendents will find the booth convenien 


located to meet teachers. : 
The FISK TEACHERS AGENCY of Chicago has for many years been a leader. To meet the still growing needs we have increased our facilities by acquiring 
the adjoining suite of offices. WE COVER ALL SECTIONS OF THE COUNTRY AND ALL LINES OF EDUCATIONAL WORK. 


Write us if you are seeking a teacher or a ition. | 
FISK TEACHERS AGENCY, Ernest E. Olp, Manager ’ 811-823, 28 E. Jackson Blvd., Chicago 


Mention THe Journat when writing advertisers.