American Education Week, November 16-22, 1925 OCTOBER, 1925 ’ , Ilya Li ? FID AL ROU" 20 Ai LIDK : Eee a The ] OURN AL . f the NATIONAL EDUCATION ASSOCIATION The Outlook for Western Civilization The Educational Outlook Indianapolis Convention World Federation Resolutions The Conscientious Speller Editorial , Significant Statements by President McSkimmon Making a Living Curriculum Secretary Crabtree’s Eighth Annual Report Our Association and Child Labor A Proposal for 4 New Education Bill American Education Week—1925 National Education Association Officers Our Literary Heritage Have You Voted? ‘ Resolutions Adopted at Indianapolis Ww — A Rich Harvest for Teachers Ww t Notes and Announcements Oo co ' DN —& DO DN NO ND NO WwW Ww bo > > Enrolments and Affiliations . —) Published monthly, except July, August and September, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NorRTHWEST, 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. Se OS eee NATURE STUDY NATURE STUDY FOR BOYS AND GIRLS NATURE STUDY SERIES OF READERS By JOHN BRADFORD CRAIG Teachers’ Training School, Pittsburgh, Pa. A series of textbooks consisting of five books, covering the third, fourth, fifth, and sixth grades in Nature Study and Agriculture and a Teachers’ Manual. Profusely illus- trated by zinc etchings, half-tones, and color-process pictures. The purpose of the series is to develop in the child an intelligent interest in the common things of Nature. The language is adapted to the grade for which the book is written. IN THE OPEN AIR NATURE STUDY BY SEASONS By Georcrk W. Dorvanp, Principal New York City Schools Adopted as a Supplementary Nature Study Reader for 6th grade, New York City school. On Missouri Pupils’ Reading Circle list. In an interesting style the author has recorded his observations The Music Education Series Music Appreciation Course This course, based on the books of the Series, leads by a natural transition from vocal music in’ which the pupils take part to the analogous in- strumental music reproduced on 60 Double- Faced-Phonograph Records. The Music Over two hundred selections are presented, including Folk, Juvenile, and Standard Classics. The Mediums of Expression covering a number of years of active outdoor life. In addition to { nins ; te a : this, the book gives some of the best nature study literature extant. Artist V oice: Soprano, Alto, Tenor, Bari NATURE STUDY LESSONS vis tone. BIRD STUDIES : vf Orchestra: Members of the New York a oA age me agree se — fait Philharmonic Orchestra in solo and en- PP mga gsi By oie BA wi gh hge: tyrone lag ic it h semble under direction of Doctor Henry OUR COMMON BIRDS ma) Hadley. 3y D. W. Hamitton mal D ‘led bl f hi As the name implies, a usable book. Ou mR -_ ohne 4 — GOVERNMENT po ee ee rece ECONOMIC GOVERNMENT IN THE UNITED STATES nt Appreciation in the Schoolroom.”’ By A. H. Dixon : A new book for teachers and the general reader. A_ splendid low GINN AND COMPANY we yng: giv A Nature Study Outline by Seasons 26 cents to those ? ordering the entire series. Price of single copy, 40 cents. Boston NewYork Chicago F Atlanta Dallas Columbus McIndoo Publishing Company San Francisco New York Life Building Kansas City, Missouri to me pap WINSTON mo to abc Brand-New Supplementary Readers - THE ROMANCE OF SCIENCE SERIES th we A WONDERFULLY INTERESTING SERIES abc BY WILLIAM ATHERTON DuPUY of cor OUR INSECT FRIENDS AND FOES | in OUR BIRD FRIENDS AND FOES " a OUR ANIMAL FRIENDS AND FOES de These amazingly interesting stories are not written in the language of the scientist but in the vocabulary cm of the boy and girl. Each chapter is a complete story of an insect, bird, or animal and contains an enthralling romance. In a fascinating style the author shows the vitally important relations existing th between the members of the animal kingdom and human beings. Nearly all the insects, birds, and ani- pr mals about which he has written are familiar, but they appear in an entirely new light after a realization og of their helpfulness or destructiveness to man. Few boys and girls know that the tabby cat is an all Egyptian, that the earthworm is more important to man than the horse, that male mosquitoes do not qu bite, that the flea transmits the bubonic plague. Not only is each story intensely interesting and instruc- ac tive, but foremost authorities have passed on their scientific accuracy. These books, for ; Grades Five to Eight, are 80 cents each, less the usual discount to schools. = pr Send for descriptive literature or sample book. You hz really need to read one of the stories to appreciate : how interesting these books are and how unique. " pI m THE JOHN C. WINSTON COMPANY th th Home Office and Manufactory, Winston Building, Philadelphia in CHICAGO DALLAS SAN FRANCISCO FOR TEXTBOOKS TORONTO eee See OOOO ne === = October, 1925 The Outlook for Western Civilization PEAKING on the theme, The Re- sponsibility of the Press in Inter- preting the Schools to the Public, at the general session of the National Education Association, Thursday eve- ning, July 2, Mr. Frank pointed out the nature of the press and expressed the desire that it would devote itself as faithfully to the literature of hope as it had to the literature of despair. The major portion of this address was a sum- mary of Mr. Frank’s thinking on The Outlook for Western Civilization as developed in many public lectures and in the pages of The Century. The fol- lowing statement is an abridged report, giving the larger points of the address: F this subject, The Responsibility o/ the Press in Interpreting the Schools to the Public, is supposed to place upon me the duty of merely exhorting news- paper and magazine editors to devote more space to news about schools and to publish a larger number of articles about educational institutions, I must refuse to obey orders. Before we can think straight about the relation of the press to the school, we must recognize two very plain facts about the press: (1) It is the function of a newspaper to handle news, not to convert itself into a preaching agency in behalf of even the best cause, and (2) a newspaper and the press in general is a business institution with a legitimate desire to show a handsome profit at the end of the year. I am not suggesting the many things that reformers would like to have the press be; I am trying honestly to rec- ognize what the press is. And, person- ally, I think it will do little good to quarrel with these two facts that char- acterize the press. If the press is to do more towards interpreting the schools to the public the primary responsibility for bringing that happy event about will rest, in the prac- tical working out of things, not with the press, but with the schools. If school men want more matter about schools in the press, school men must do more things that have legitimate news value in the minds of the editors. GLENN FRANK Personally I should like to see the American press develop more than it has up to date a technique for extracting the real news values that exist in creative ideas. If we journalists are really up LENN FRANK, who on Septem- ber 1 succeeded E. A. Birge as presi- dent of the University of Wisconsin (annual enrolment more than 13,000). As editor of The Century, social philos- opher, and lecturer, Mr. Frank has won wide recognition. He was born in Mis- souri (1887) and served as assistant to the president of Northwestern Univer- sity (1912-16). to our jobs we would realize more than we do that there are as vivid news values in ideas as there are in incidents. But, again, it will do no good for school men to stand on the side lines and tell the journalist how he should run his job. I suggest, therefore, that we stop cen- tering our energies on trying to wheedle the newspapers into giving more space to the schools; that we do our best to do things in our schools that will be so vital that newspapers will take the initiative in giving more space to our activities, and that we try to make it increasingly clear that press and school [205] have a joint responsibility in seeing to it that there is thrust into the stream of public thought, in terms that men who haven’t a Ph. D. can understand, those new ideas, new idealisms, and new spirit- ual values that have been thrown up as byproducts of the sciences, philosophies, and practical adventures of the modern mind. The use of these ideas spells rebirth for our civilization. The failure to use these ideas spells decline for our civili- zation. If the press and the school can be brought to realize their joint responsi- bility in giving wide currency to these new ideas, idealisms, and Spiritual values upon which our future depends, we shall have both a better education and a better journalism, and that will be an achievement far bigger than the mere increase in space devoted to school news. Cp * * * * * * The literatare of despair—Since the war we have been deluged with a litera- ture of forecast. The largest section of this literature of forecast has been written by our prophets of doom, by men who doubt that we shall be able to liquidate the treacherous condition into which an inadequate political, economic, and spiritual leadership has plunged Western civilization. These prophets of doom seem to hold the center of the stage for the moment. The profes- sional optimism of doctrinaires thinking in a vacuum was never so seriously dis- counted as it is today. The net effect of this literature 0/4 despair is to say that we are facing a long spiritual winter, a new dark ages. If this literature of despair consisted en- tirely of such generalizations, even gen- eralizations by such distinguished minds as Professor Santayana and Dean Inge, we might feel justified in taking it with a rather large grain of salt, and attribut- ing it to the special temperament, the faulty digestion, the insomnia, or the post-war weariness of the prophet in question. But this becomes impossible when we realize that the major part of the literature of despair has been writ- ten, or at least inspired, not by gen- 206 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION October, 1925 EEE EO OO OO EEO EE OOO EE EE eralizers, but by specialists, by biologists, psychologists, economists, administrators, statesmen, historians, moralists, and other men who have given their lives to the intensive study of particular fields of human society. I think I am at least within hailing distance of accuracy when I say that this literature has been inspired by at least seven distinct fears that have arisen out of seven distinct fields of research and experience. ‘These fears are: The biological fear. The psychological fear. The political fear. The economic fear. . The historical fear. . The administrative fear. . The moral fear. First, the biological fear. I mean by this the fear that biologically mankind is plunging downward, that we are re- producing from our less and least fit human stocks rather than from our ' better and best human stocks, that the best blood of the race, particularly of the white race, is turning to water. In simple terms this means that in the judgment of many biologists, the best families are having the smallest families, and that the worst families are having the largest families. The fear that haunts the mind of the biologist is the fear that, if this procedure goes on, the race must sooner or later face biologic bankruptcy. Second, the psychological fear. I mean by this fear that the crowd-man and crowd-processes of thinking are shoving to the wall the freedom-loving and creative-minded individual upon whom we have hitherto looked as the necessary initiator of intellectual and social advance. The psychologist fears that we have built a world in which there is no room for the rebel. He fears that the modern mind has walked all too willingly into a strait-jacket. He fears that we are losing that saving in- surgency of the independent mind in a subtle surrender to the crowd-mind. This fear of the domination of the in- dividual citizen by the crowd is of course most keenly realized in time of war. In time of war the individual citizen is nothing; the crowd is every- thing. The crowd ultimately dominates presidents, even when the president in question is wedded by temperament and philosophy to the processes of peace. Legislators, with a few startling and re- freshing exceptions, bow to presidents. Professors take leaves of absence from their scholarly judgments as well as from their chairs and uncritically press- SP AS ee agent the purposes of their governments. Editors surrender with slight protest the freedom of the press, as if it were only a fair-weather right, and become rubber stamps of the military arm of the government. Ministers put their gospel into cold storage and hunt with the pack. If it comes to a choice between Jesus and the generals, the majority vote of the clergy goes to the generals. The thought of the nation is cut to a pat- tern. With striking unanimity, we give up thought as well as sugar for the dura- tion of the war. When war comes, both morals and intelligence are adjourned, and the mob is supreme. But—and this is a thing we are likely to forget—war only dramatizes in the extreme a thing that is taking place more subtly in peace- time. Nothing is to be gained by beat- ing about the bush: we are citizens of a crowd-civilization that seeks to stand- ardize thought in terms of crowd-judg- ments. And the honest psychologist, who has not given too many hostages to fortune, fears the crowd-judgments as he fears a plague. Third, the political fear. I mean by this the fear that the thing we call democracy is not delivering the goods we expected it to deliver when we began experimenting with it. Most of us be- lieve that the future belongs to democ- racy. We see nothing in sight to take its place. Aristocracies, in the sense of hereditary ruling castes, seem sooner or later to go to seed, politically, if not biologically. Dictators seem sooner or later to become poisoned by their own power. But even democracy cannot be turned loose in the pasture to grow up of its own sweet and unhampered will. Like a colt, it needs attention. It must be fed and curried and trained if it is either to draw loads or win ribbons. The political fear I am suggesting has arisen primarily not in the minds of the enemies of democracy, but in the minds of the anxious lovers of democracy. American democracy is clearly facing a new phase. Since the founding of this Republic we have spent most of our political energy in the extension of democracy ; our next task is the develop- ment of democracy. We have been pioneers engaged in a task of extensive conquest ; now we must be administrators engaged in a task of intensive cultiva- tion. Fourth, the economic fear. I mean by this fear that an industrial civiliza- tion—that is to say, a civilization rest- ing upon minute division of labor, ma- chine production, standardization of product, and quantity output—carries about in its own body and in its own processes the seeds of its own destruction, the fear that such a civilization mug in time exalt quantity above quality ang kill the soul of the people that accepts it; the fear that, to use a phrase from Walter Rathenau, mechanization has become the spiritual mistress of existence throughout Western civilization. Fifth, the historical fear. I mean by this fear that haunts the minds of men whose study of history has led them to the conclusion that the life of nations and civilizations moves in cycles, just as the lives of men and women move jn cycles; that nations run fairly op schedule time through birth, babyhood, adolescence, radiant youth, middle life, old age, and death. Oswald Spengler’s Der Untergang des Abendlandes and Flinders Petrie’s The Revolutions of Civilization are good examples of the sort of literature produced by this his- torical fear. These men and their like- minded associates tell us that peoples create a “culture” which is a live and growing thing, but that sooner or later this expression of their creative powers begins to crystallize and becomes a “ciy- ilization” which is a dying thing. To such men, a civilization is the first stage in the death of a culture. And they have drawn neat charts of the cycle of our Western civilization, showing that we are drawing toward the end of a great adventure. Sixth, the administrative fear. 1 mean by this fear that the institutions of West- ern civilization have become so big and so complicated that we simply are not equal to the job of managing them ef- fectively any longer; the fear that the bigness and the complexity of the mod- ern world have outstripped the existing administrative capacity of the race. The men who are haunted by this fear be- lieve that many of our empires, many of our States, many of our industrial organizations, many of our universities and educational systems, have passed the point at which bigness is an asset; that their present dropsical condition is a menacing liability, for the simple reason that we are not breeding enough men who are big enough to run them wisely and effectively. Seventh, the moral fear. I mean by this fear that the present generation has renounced allegiance to all wholesome standards of thought and conduct and is quite definitely on the loose, morally adrift, without rudder or compass. The views of youth regarding sex and re- ligion and politics and economics have kept many students of Western civiliza- Vol tion the a | Vol. 14, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 207 en tion awake night after night. The whole array of political and economic radicalism, theological modernism, and the new social frankness has produced this fear in many minds. I have never been able to bring myself to the passing of facile and wholesale judgment upon an entire generation. Judging the younger generation, however, seems to have become a profession all by itself. It has many fluent and eminent prac- titioners, and they have produced a prodigious literature of despair. ‘That there are legitimate grounds for moral fear regarding the future of our civiliza- tion cannot be denied. We must be careful, however, to remember that financiers as well as flappers may pursue shoddy ideals, that statesmen as well as preachers may become heretic to the right, that morals are social as well as personal, public as well as private. It is desirable to keep in mind the fact that this moral fear has to do with both aspects of morals. The literature of hope—I believe that all of these fears, with the possible ex- ception of the historical fear, rest upon indisputable grounds; I believe that we shall inevitably enter a new dark ages, a period in which civilized values will go into decline and the race be thrust back into the precarious existence of its primitive ancestors, unless we_ begin with a decent promptness to remove the legitimate grounds for these fears. And it is at just this point that we are likely to forget the one thing we should re- member, namely, that we cannot remove the legitimate grounds for these fears by any mere intellectual or emotional incantation. We can remove the grounds for these fears only by sheer feats of biological, psychological, polit- ical, social, economic, educational, and spiritual engineering. Let me review briefly some of the things that our rather uncritical observ- ers have regarded as grounds of hope for Western civilization—things which seem to me to bear no relation to a realistic literature of hope. First, many Americans believed that the war would stimulate in the men who passed through it a new spirituality that would be the dynamic of a world-wide renewal. ; The brutal truth is that war never stimulates spirituality in anybody or any- thing. Much that passed as renewed spirituality during the war was but the natural reaction of men in the presence of danger and under the lash of fear, an unconscious attempt to use God as a gas-mask. The test of war-induced devotion comes not during the war, but after the war. The responsible student of affairs will content himself with a reluctant admis- sion that the war set us back instead of ahead spiritually, that the war left be- hind a generation of damaged souls in- stead of the generation of regenerated spirits it promised. ‘This is not, let me Facts About Our Association 1. Its active membership has in- creased from 8000 in 1917 to over 100,000 in 1925. 2. It is the largest professional teachers association in the world. 3. It is the greatest publisher of educational literature in the world. 4. It issues a 64-page magazine, The Journal of the National Edu- cation Association, which goes to all members. 5. It furnishes a means whereby the teachers of the Nation may speak unitedly. 6. It has led the battle for better salaries, better tenure, and retire- ment laws for teachers. 7. It has kept the public school before the people through its pub- licity work and American Educa- tion Week. 8. It holds each year two great professional meetings attended by thousands of teachers. 9. Through its Representative assembly elected by teachers in all sections of the Nation, it provides for democratic control of its work. 10. It has brought education to the attention of the Nation by its support of the Education Bill. 11. It maintains in Washington an effective headquarters staff of eight divisions and _ seventy-five employes constantly working for the welfare of education and the teaching profession. 12. It does all this for a mem- bership fee of $2—the greatest bargain any teacher can buy. make clear, a fling at the returned soldier, for the spiritual havoc of the war is far more in evidence in the non- combatants who stayed at home than in the men who bore the brunt of battle. It is the stay-at-homes who are today bringing the firing-squad mind to bear upon the problems of peace. It was Barrie, I think, who suggested that hell hath no fury like a non-combatant. My only point here is that war, however justified it may seem at the moment, is a spiritual liability, not an asset, to a civilization. War unfits men for the procedures of peace, whether in domestic or in foreign policy, and out of war can come no valid contributions to a litera- ture of hope. The literature of hope that I have in mind now has, then, no relation to the promises of spiritual re- newal that were bandied about with so much fervor during the war. Second, many Americans have seen grounds of hope for our war-blighted civilization in the new mysticism that has swept the world in the wake of the war. I cannot believe, however, that the present popularity of mediums and the current hammerings at the gates of the other world have any basic spiritual significance for the immediate future of Western civilization. Third, many Americans just now be- lieve that the renewal of civilization depends upon a return to an age of faith. On close examination, it is seen that those who are today talking most about a return to an age of faith mean a return to a blind credulity that will fly in the face of modern thought. And by modern thought I do not mean every gay and irresponsible idea that may be advanced by a 1925-model mind; I mean rather the major conclusions that the race has reached after careful and conscientious research into the machinery and motives of human life on this planet. Certainly no contribution to a valid literature of hope can come from the apostles of a return to a blind credulity that ignores the discoveries of the mod- ern mind as it has clutched avidly at the garment of God, pleading and plodding for a deeper insight into the meaning of life. And yet there are many who fear that we are on the eve of just such a return to blind credulity. I conceive the anti-modern movement of our time to be not the advance of a con- quering host, but the fitful writhing of an old order on its death-bed. Clearly, then, I do not believe that the anti-mod- ernists have any contribution to make to our literature of hope. Although, honesty compels us to admit, many scientists have helped bring the present anti-science movement down upon their heads by the way in which, outside their laboratories, they have indulged in sterile dogmatisms, unsupported by their own researches, which, for the man in the street, have robbed life of its mean- ing. It is far from my intention to suggest by all this that the churches will play no part in the needed renewal of our civilization. I mean only that, for the time being, many of our churches are being regrettably rent by doctrinal de- bates that are paralyzing their power as spiritual factors in our common life. There has never been a time when men 208 THE JOURNAL OF THE NATIONAL EpuCcATION ASSOCIATION October, 1925 were as spiritually hungry as they are today. This is not an irreligious age. Only the superficial observer will pass such judgment upon it. Men are hungry for spiritual leadership. Men are interested as never before in the mystery and the mastery of life. They want light on the mystery of life and leadership in the mastery of life. And they do not know where to turn for this light and for this leadership. They turn to the scientists, and find that many of them have been so busy with their analyses that they have lost the sense of synthesis; that life, to them, is a series of proved, but unrelated, facts. They turn to the churches, and they find many of them rent with a bitter theological warfare. They find that, in many in- stances, the praying-ground has been turned into a prize-ring, and that, to paraphrase one of Mr. Bryan’s widely quoted phrases, many ministers would travel at least as far to save a syllogism as to save a soul. Warfare, even in de- fense of a righteous cause, is a spiritually destructive process; and this applies to theological as well as to military war- fare. The man in the street does not indulge in nice discriminations. He does not realize that the majority of ministers and laymen are not interested in this ill-advised and ill-mannered boxing-bout of the dogmatists, but are devoting their insight and energy to just the things in which he is interested—the mystery and the mastery of life. Fourth, I should like to make clear that a realistic literature of hope has no connection with the exploded myth of automatic progress. Any hope that can be entertained by honest minds must be contingent upon humanity’s having the wit, the will, and the technic for using the forces of health that may be at hand. The modern mind cannot resign itself to any fatalism, either a fatalism of hope or a fatalism of despair. We are, for good or for ill, the architects of our own future. We are not doomed to war or famine or pestilence. If these come, it will be because we let our knowledge rot in our laboratories and in our brains. And no beneficent power will carry us baby-like into peace, health, prosperity, and happiness. These await our intel- ligent use of the knowledge that is ours. The blind believer in progress has no contribution to make to our literature of hope. I make no apology for having con- sumed virtually all of the time that is at my disposal in saying what the literature of hope is not, and reserving only a few brief moments for a descrip- tion and analysis of the literature of hope. The present status of the litera- ture of hope makes this the only truth- ful treatment. The only realistic literature of hope that we have is as yet an almost hopelessly incodrdinated mass of raw materials. We may call it a “literature” of hope only by courtesy. It would, for instance, be an easy mat- ter to compile a list of titles for a “‘five- foot shelf’? of the literature of despair, because the literature of despair has been written down in terms of clear-cut gen- eralizations and confident prophecies, the authors of which have consciously set themselves to the task of predicting the future of Western civilization. The literature of despair is essentially a lit- erature of prophecy based upon an analysis of what is happening and what is likely to happen to our civilization because we have run into. certain biological, psychological, economic, polit- ical, administrative, and moral blind alleys. The literature of hope is not a literature of prophecy at all. It is simply the as yet incodrdinated collec- tion of all the new ideas, new idealisms, and new spiritual values that have been thrown up as byproducts of the sciences, philosophies, and practical adventures of the modern mind, which, if we had the wit and will and technic to use wisely in the rearing of our families, the administering of our schools, and the running of our governments, industries, and professions, might close the door to a new dark age and open the door to a new renaissance. Thus we see that our real literature of hope has not been written by optimistic prophets; it has been written by men who may not have been at all concerned with speculations about the future of civilization, but by men who are animated primarily by the itch to know. Modern biology has thrown up a few ideas that represent biology’s net: con- tribution to the social and _ spiritual future of civilization, a few ideas that we have not yet taken seriously either in our social policies or in our personal lives. What are these ideas? I shall not, as a layman, presume to say. That question must be answered by some man in whom a knowledge of biology and a flair for social leadership meet and merge. Modern psychology has like- wise made its contribution to the social and spiritual future of civilization. So has economics. So has sociology. So has the science of administration. So have the men who have given their lives to the study of ethics. So have all the sciences and philosophies. So have all the practical adventures in politics, jp industry, and in the professions. If we could ferret out these creative and germinal ideas and list them, we would have an inventory of the raw materials of renaissance. Unfortunately, many of these ideas are today buried under the jargon of technical scholarship. Many of them are still under the exclusive patronage of cloistered intellectuals. They are insulated from fruitful contact with our common life. And just as long as we allow these tonic ideas and energizing ideals and creative spiritual values to lie unused in the corners of obscure lab- oratories, in the far-from-the-world philosopher’s closets, and in the brains of more or less inarticulate scholars, our common life will be captured by catch- words, ruled by snap judgments, and rifled by special interests. There is going on today throughout the civilized world a high-tensioned con- flict between what H. G. Wells has described as “very powerful social and political traditions” and “a spreading tide of new knowledge and an un- precedented onrush of new _ inventions that are entirely incompatible with these social and political traditions that still dominate men’s minds.” It is in this “spreading tide of new knowledge” and in this “unprecedented onrush of new inventions” that we must look for our literature of valid hope. We can get along without smiling prophets of a golden age to come if we can only find the men and women who will uncover and thrust into the stream of popular thought these new ideas, these new idealisms, and these new spiritual values upon the use or disuse of which the future of Western civilization de- pends. Their use will spell renaissance. Failure to use them will spell dark ages. They wait only for adequate leadership to touch them into life. We may, I am convinced, realize a renaissance of Western civilization with- in the lifetime of this generation if we consciously set ourselves to the task of making these raw materials the basis of the policy and action of our common life. Western civilization must, as I see it, choose between voluntary social control and involuntary social suicide. And the only sound social control will be a con- trol in terms of the best knowledge that we have. The problem of our genera- tion is to bring knowledge into contact with life and to make it socially effective. The men and women who can help us to do this will be the engineers of a new renaissance. tw EE LL LLL LLL TTT tio! bu cor sid pre of tul in fut dis wi: the an toc yez res sid juc rer is th: pel tio pre tifi fon dit ha: en ch: Pr rol y $$ TTT The Educational Outlook HAT is the educational outlook at the end of the first quarter of the twentieth century? I do not pose as a prophet. No one can foretell in any detail what the future holds for educa- tion. It should be possible, however, by considering present tendencies, to discern some of the problems which we shall face in the years just ahead. The great builder considers the future. We have come to the time in American education when much thought is given to a con- sideration of future needs and future problems. This morning we listened to the story of the progress in the past quarter cen- tury. Such an inventory is invaluable in the study of present tendencies and future problems. Without making close distinctions, it may be said that our feet are now guided by two lamps—by ex- perience and by investigation. In pro- portion as we attempt to foresee the issues that will arise shall we be able wisely to direct the development of our schools and best to serve the State and the Nation in our capacity as teachers. It has been our privilege to live in an heroic age. It is true that we are too close to the events of the last few years properly to evaluate them in all respects. Some tendencies which we con- sider of most importance may be ad- judged of little importance when Time renders his final verdict, but no one who is familiar with history will question that we are living in one of the crucial periods in the development of civiliza- tion. This period has witnessed astonishing progress in science and industry, resulting in a vast accumulation of wealth. Scien- tific discoveries and inventions have pro- foundly affected social and economic con- ditions. The economic and social order has been shaken to its foundations by the World War. Education has been profoundly influ- enced by these events. The last quarter century has witnessed tremendous changes in education in this country. Public schools have prospered. In en- rolment, in types of service, in financial support, in buildings and equipment, in good will, their unusual growth has been ra this address, delivered before the National j ucation Association at Indianapolis, Indiana, me 29, 1925, President Newlon summarized the ucational Outlook at the end of the First Quar- ter of the Twentieth Century. Jesse H. NEWLoN in keeping with the character of the period. I wish to note certain tendencies that have been apparent in these years, which to my mind are indicative of some of the tendencies which will be dominant in the y eae saved from disease and starva- tion by the Near East Relief, created a touching scene in the first session of the Representative Assembly. She pre- sented President Newlon a gavel made by fellow orphans from the olivewood of Bible lands in shops of the Relief Station in Jerusalem, adding, “Every day those children over there say, ‘God bless America.” immediate future. I shall consider very briefly the importance and need of edu- cational research, the curriculum revision movement and the new demands that are being made of the schools, the new re- lationship between school and home, the support of public education, the growing consciousness that education is a matter of National concern, the problem of in- terpreting the schools to the public, and the work of education associations and the World Federation of Education As- sociations. First let us consider educational re- search. This movement is almost en- tirely the product of this century. No critical student will claim that we have [209] as yet a comprehensive science of educa- tion. Only a beginning has been made. There are many problems which we have been unable to subject to scientific in- quiry. But notwithstanding these facts, we have in the last quarter century de- veloped a scientific method for the study of education. Through the application of this method, which has been borrowed largely from the natural sciences, many important facts concerning the educative These discoveries have resulted in a marked improvement in teaching. For example, the teaching of spelling has been revo- lutionized as a result of statistical in- quiries and the application of the laws of learning. Present methods of teach- ing spelling are incomparably superior to those of a generation ago. Spelling offers a simple problem compared to most prob- lems of teaching, and yet advance has been made in practically every field. There are, of course, thousands of teach- ers who have had no professional train- ing and who do not keep abreast of edu- cational knowledge, and whose teaching therefore has not been affected by this scientific study. Good teaching is now dependent on the acquisition of specific, organized facts and skills that constitute the body of knowledge pertaining to edu- cation that has been created through sci- entific inquiry and investigation. Educa- tional research, then, which hardly ante- dates the beginning of the twentieth cen- tury, has, through the accumulation of a body of professional knowledge, created a profession of teaching. It may be said with assurance that our schools are ineffective today to the extent that we do not have that information supplied by research which enables us to make the most intelligent attack on the problem of education. There are vast regions as yet entirely unexplored. Many of the findings have been proved beyond any question of doubt, but many are still tentative and are yet to be verified. The American people are spending two billion dollars annually on education. If our courses of study and methods of in- struction are ten per cent inefficient, the resultant economic waste is two hundred million dollars annually. Who will maintain for a moment that our courses of study and methods of instruction are as much as ninety per cent efficient? process have been discovered. 210 Measured solely in terms of dollars, then, the vital importance and necessity of educational research is immediately apparent. It is impossible to estimate what the country loses in character, in good citizenship, in future productive- ness, through ineffective teaching. A proposal to spend two hundred million dollars annually on educational research would meet with a howl of protest from the advocates of economy at any cost, of tax reduction at any price. But we have come to the point in our educational de- velopment when larger sums of money must be made available for research. The best interests of the country de- mand it. In the present mood of the politicians, such funds may not easily be obtained. There is great danger that in our enthusiasm for economy we may adopt a penny-wise and pound-foolish policy. It behooves the friends of public education, to have courage to demand funds for research in order that the prog- ress of the past twenty-five years may not be interrupted. Failure to increase ap- propriations for research will greatly re- tard the development of schools and will be done at the expense of the good citi- zenship of tomorrow. At no time in the history of education has there been a deeper interest in aims and purposes and in basic principles. In this period has come a general acceptance of the theory of biological and sociolog- ical evolution as the foundation of edu- cational method. The findings of re- search in the social sciences, such as an- thropology, and economics, have had a marked influence on theories of education. The pragmatic educa- tional philosophy of John Dewey, who has best stated the philosophical consid- eration underlying the present tendencies in American education, assumes the fact of social evolution. The result of the newer philosophy has been the concept of the school as a dynamic social institu- tion, constantly adapting itself to chang- ing conditions, and the development of this concept may well prove to be the most far-reaching achievement of this period. We now conceive of education as life. The child is best prepared for life’s duties by the performance of the duties of life as he finds them in the school and home. Education is growth. ‘The child grows in citizenship through the per- formance of the duties of a citizen of the school. In discipline, direction has re- placed repression. sociology, The curriculum must be adapted to the child’s nature and must be as many-sided as his interests. In- THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION terest is the mainspring of effort. Moti- vated effort is the most effective and productive. The individual emerges bet- ter disciplined, better informed, more ap- preciative of the finer values, more capa- ble of initiative, self-control, and co- operation—in a word, a more effective social being. As a result of the factors which I have been discussing, there has arisen in Amer- ica one of the most important movements in the history of education. I refer to the present attempts to revise and im- prove the courses of study. Partly as a EAN HENRY LESTER SMITH, school of education, Indiana University, whose service as State director particularly in connection with the Indianapolis meeting led to his election as Treasurer of the National Education Association in July. Dr. Smith brings rich training and broad experience to the new opportunity. result of the findings of the scientific study of education and partly as a result of the startling social and economic changes that have been brought about by inventions and scientific discoveries, by the World War, and other influences, the people have suddenly awakened to the fact that our public school curricu- lum is not adapted as it ought to be to the needs of the individual and of society. We are therefore witnessing a feverish attempt to revise our courses of study and bring them into line with the findings of research and our present knowledge of social and civic needs. Fre- quently this revision consists only of tinkering. So far it has been altogether To an increasing extent, however, it has con- sisted of detailed, scientifically controlled, too much a process of tinkering. thorough-going investigation. “The most vital questions are being raised. We are asking ourselves what, after all, is the purpose of public education. What should be its methods? How much responsibility should the school assume in the education of the individual ? This process of curriculum revision js only in its beginning. It will be the dominant issue in education in the next twenty-five years. Courses of study and methods will assume major importance not only in the minds of teachers but in the minds of the public as well. Already there are numerous attempts by contend- ing groups in our body politic to influ- ence or dictate the curriculum. Certain patriotic societies would write our his- tories in a particular manner. Capital and labor do not always agree as to what economic and social phenomena may be properly treated in the schools nor as to what viewpoints may be properly pre- sented. Advocates of particular religious beliefs have voiced their opposition to the presentation of certain scientific _hy- potheses. Teachers must stand firmly for the teaching of the truth, and the truth bears the imprint of no particular social, economic, or religious group. In controversial questions, we must demand that both sides be presented. The astonishing charge was recently brought against the schools that they are responsible in large part for the failure of the American people to exercise the right of suffrage. Only about fifty per cent of the legal voters exercised the franchise in the last presidential election. The school is likewise largely blamed for the wave of crime and lawlessness that is alleged to have been sweeping the coun- try since the close of the War. What is the meaning of all this? Sim- ply that the schools are being charged with unheard-of responsibilities. The fathers of the Republic believed in public education. ‘They believed in a system of schools that would give the individual the tools with which to inform himself regarding civic problems. Only within recent years have we heard men and women of consequence asserting that the school must be held responsible for the way in which its pupils think and act when they have become men and women. The American people have awakened to the power of education. ‘They are be- ginning to see that the character of the people a century hence or fifty years or even twenty-five years hence will be de- October, 1925. ; TNL ——EEEE ee Vol. 14, No.7 termined in large part by the type of education which they receive in the schools. In view of these facts, the content of the curriculum and the methods of in- struction employed become a matter of supreme concern. Those who hold defi- nite views regarding the kind of a citi- zenship that we want in this country are becoming intensely interested in our edu- cational program. Let us not deceive ourselves. The years ahead will be filled with many controversies. The best service the schools can render is to foster the search for truth, to teach boys and girls to think for themselves, inculcate in them capacity for cooperation and self-control, and a high sense of personal and civic duty and loyalty. Any program that is aimed at teaching youth what to think in contro- versial matters is a menace. There are already those among us who insist that youth shall be taught to hold particular views. Such a policy is inconsistent with the ideals of liberty and freedom on which our government founded. Such a procedure is dangerous and the schools must stand constantly against it. In the past generation there was a rapid expansion in the school program. This expansion involved numerous ad- ditions to the curriculum and the addi- tion of new types of schools, particularly vocational and technical schools. ‘The junior high school and the junior college were deliberately created for the purpose of improving the existing organization, and represent refinements rather than additions. It is unlikely that there will be so many additions in the way of en- tirely new types of schools and curricula in the next twenty-five years, but in many directions the present system will be reorganized and perfected and its pro- cedures refined. This will be an in- evitable result of the continued advance- ment of the science of education and of the study of the curriculum. The next tendency which I wish to note is the increasing intimacy between the school and the home. The National Congress of Parents and ‘Teachers which has developed almost entirely within the last quarter century typifies this movement, and this organization has been chiefly responsible for the great benefits that have come from this closer cooperation and better understanding. Education cannot be accomplished by a single institution. The child is being educated every hour of his life. The joint study of educational problems by teachers and parents is, therefore, of su- was preme importance. Every teacher knows that we as yet fall far short of effecting a complete articulation between the school and home. This problem of articulation of home, school, church, and of all other educative agencies will be a dominant problem in the next quarter century. The American people have repeatedly expressed their faith in public education. The investment which they have been willing to make in buildings and equip- HEODORE D. MARTIN, for- merly secretary of the Utah Educa- tion Association, who came to the Head- quarters Staff of the National Educa- tion Association in May as director of the new Division of Records and Mem- bership. Mr. Martin was born in Utah and received his higher education in Hamilton College and Columbia Univer- sity. endow- ments and scholarships bears testimony to. this faith, Dr. Strayer has told us how financial support has been increased since 1900. There is no evidence that we have reached the limit of the expendi- tures which we can afford for this pur- pose. Less than two per cent of the National income is expended on public education. Measured in terms of dol- lars, expenditures have greatly increased, but when enrolment and the deprecia- tion of the dollar are taken into con- sideration the increase is far less than it appears to be, and the total expenditure is not much greater in proportion to the National income than it was a generation ment, in teachers’ salaries, in ago. THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 211 The great problem which America will face in the next generation is the problem of National values. If we as a Nation place material things above spirit- ual things, if we prefer the luxuries of the flesh to the high idealism and indi- vidual discipline that the welfare of this Nation requires, then we may conclude that we cannot afford to carry out an adequate educational program. National stability and security and the perpetuity of our form of government depend upon a citizenship thoroughly disciplined, intelligent, and well in- formed, with a capacity for appreciation and enjoyment of the finer values of life, and with a stern sense of civic duty. Such a citizenship is dependent upon an educational program that will involve adequate support for public schools and coéperation between the school, the home, the church, and all other agencies that affect the education of our people. Pub- lic school executives and teachers must and will be held responsible for an eco- nomical expenditure of funds, but equal and adequate educational opportunities are not yet provided for the youth of America, and our people must be pre- pared to expend more money on educa- tion if they expect to safeguard the future of the Republic. One of the most notable tendencies in the past generation has been the growing consciousness on the part of the people that education is a National as well as a local problem. This Union is a Union of States. Our Nation will be as strong as the weakest link in this chain of States. Ours is a mobile people. Popu- lation is constantly shifting, moving about from State to State. If we be- lieve that the character of our citizenship is determined to any great extent by the quality of our public schools (and if we do not believe this we have no faith in public education), then we must recog- nize the fact that the educational system of any State is a matter of National concern. If any State fails to maintain an effective public school system, that State is failing in its duty of preparing its youth for the responsibilities of American citizenship, and to the extent to which it fails it jeopardizes the future stability and happiness of our country.. I shall not recount what the War taught us concerning our National edu- cational problems. Thirty per cent of our young men were unfit to bear arms. A large per cent were illiterate. In a National crisis such conditions constitute a serious liability. It is important that our young men should be able to bear 212 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1925 arms and perform the duties of the sol- dier in time of war. It is of far greater importance that both men and women should be prepared for all the duties of citizenship in times of peace and war. As a Nation, therefore, we are vitally interested in the educational program of every State. Ours is the only great Nation that has not a ministry of education. This As- sociation, ably supported by millions of citizens, has proposed that our govern- ment should recognize the National im- portance of education by the creation of a Department of Education with a Secretary in the President’s Cabinet, and should through this Department give greater encouragement to the develop- ment of schools in all our States, terri- tories, and possessions. The Educational Finance Inquiry re- vealed the fact that whereas one State has a wealth of $7000 per capita, an- other State has a wealth of only $1200 per capita. The amounts of wealth per capita of the other forty-six States fall between these two extremes. It is readily apparent that the educational burdens in the various States are very unequal. This constitutes a National problem of the utmost importance. The Federal Government almost from its be- ginning has followed the policy of en- couraging public education. Through land grants and in many other ways our Nation has invested in the education of its people. It will be a National calam- ity if the policy of economy at any cost should blind us to the fact that the wel- fare of the Republic is dependent upon the investment which we as a people are willing to make in education. It is an accepted principle in America that the administration and control of schools shall be left to the States. With this principle I am in hearty accord. It is also an accepted principle, practiced for a hundred years, that the National Gov- ernment should encourage education and should assist in the equalization of the educational burdens of the various States. The public welfare demands the exten- sion of the policy of Federal encourage- ment and participation in the support of public schools of all kinds. The extent to which the Federal Government should encourage education will be a leading National issue until the question is an- swered. We shall have a Department of Education in the not distant future. Likewise, the Federal Government will eventually recognize its responsibility further to encourage education by lead- ership and investment. The extent and the character of the support of education will always depend upon the extent to which we are able to interpret the schools, their methods, their problems, and their needs to the people. We have among us those who criticize the schools. They claim that our cur- riculum is overcrowded and _ includes many fads and frills; that we do not teach well the tool subjects of educa- tion; that the schools are becoming too expensive. The average individual thinks of education as he knew it as a youth. He remembers the country school, The Master and the Child Greeting his pupils, the master asked: What would you learn of me? And the reply came: How shall we care for our bodies? How shall we rear our children? How shall we work together? How shall we live with our fellow- men? How shall we play? For what end shall we live? And the teacher pondered these words, and sorrow was in his heart, for his own learning touched not these things. (From Forward, in Chapman and Counts’ “Principles of Education.”) the village school, the high school, or the college of fifteen or thirty years ago. He is not a student of the science of educa- tion, and he is not aware of the marvel- ous progress that has been made in meth- ods of teaching in the last generation. Therefore he is likely to fall prey to specious criticism. We cannot expect the layman to be- come a technician, but we must realize that the layman can understand our edu- cational methods and theories well enough to pass accurate judgment on their validity. Few in this audience would be able to read a technical work on medicine. Were we attending a lec- ture in a medical college, most of the terms used would be meaningless to us, and yet we are able to understand the underlying principles of modern medi- cine. The people have accepted the validity of these theories and their prac- tice, as is evidenced by their willingness to expend large sums of money on public health and the maintenance of medical colleges. Likewise, the layman cannot be ex- pected to understand many of the tech nicalities of education. But he can un- derstand the basic principles and can appraise results. The layman can un- derstand the marvelous advances that have been made in the teaching of spell- ing, reading, and arithmetic, and other subjects of the curriculum as a result of the development of the science of educa- tion. He is perfectly capable of under- standing why modern methods are su- perior to the old ones. The work of interpretation cannot be done by superintendents alone. It is a responsibility that must be borne jointly by the superintendent, principal, teacher, Parent-Teacher Association, and all who are connected with or deeply interested in public education. One test by which the effectiveness of the teacher of the future will be determined will be the test of whether or not he can interpret to patrons the methods which he is using and the results which he is obtaining, Perhaps the supreme test of the principal will be his ability to interpret the educa- tional program to the citizens of his dis- trict. One test of the superintendent will be his ability to organize the educa- tional forces for the interpretation of the schools to the public. Why is it so difficult to secure a State board of education with the power to appoint a State superintendent of public instruction and thus take that office out of politics? Why is it so difficult to secure for rural districts in the county unit the type of organization that has made for good schools in our urban com- munities? It is not because these pro- posals are unsound. It is because the people do not understand. Most of the criticisms of our present- day schools are honest. Some of the criticisms are just. But most of our critics are uninformed. We have not taken the thought and the time to ex- plain to the people what we are doing. Most of the criticisms will disappear when once our critics understand just what we are about. Moreover, we shall learn much and thus be able to improve the schools if we will take the trouble to explain what we are doing. The ex- tent to which education will be supported in the next quarter century will depend in large measure on our ability to inter- pret the schools to the people. We have made a beginning of effective school pub- licity, but the technique of publicity and interpretation still remains very largely to be created. Teachers’ associations have grown with amazing rapidity in the last twenty- i— => "*e © Ss @® 2 2&2 @O FO eee = = Oo st ehCU f. -_—- - ye aA #8 = A Ae. ll thlCrhO UC hlUrOllllOCO SS Kt hlUrelUCUCrCOCOUlUCUNDFlUC LL CUP UDDlC SM Ci rlUCUMrhLOOlUmUCUC LUC SECC > —— eo re —_— mer Vol. 14, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 213 ee —— eee five years. ‘There has been growth both in membership and in the number of pro- fessional organizations. The National Education Association is typical. = They are enlivened by spirited group The Pennsylvania dinner is always a memorable The plan to hold the 1926 summer meeting in Philadelphia gives No - ble and strong; To thee with a crown Rests on thy brow; Pride, Hon - or, Guide of our youth; Lead thou thy Swell-ing to Heav-en loud, Ne’er can thy spir-it die, nsyl- va-ni-a, Of thee we sing! Hail! Pennsyl - va- ni - a, For thee we pray! Hail! Pennsyl - va - ni - a,Thro’ end-Jess days! important feature of meetings of the State song at this time. must increasingly have his activities motivated so that they promote not only his intellectual, but, far more, his moral and spiritual well-being. Asking the child to enumerate the desired traits will put the sanction in each case within the spirit of the pupil and will not super- impose our wishes upon an unwilling pupil.—Jessie Gray, president, Pennsyl- vania State Education Association, Philadelphia, Pennsylvania. HE MORALS of modern youth— What we need is to take the money- making interest. out of entertainment and place it upon the principle of character building. To do this churches and schools must become in part responsible for it. The home, too, must take its place as a producer of wholesome enter- tainment. And above all young people themselves must be taught to entertain themselves—Henry Noble Sherwood, State superintendent of public instruc- tion, Indianapolis, Indiana. HE PARENT'S responsibility for moral education—It is not that parents are worse than they used to be. Like the rising generation, they are much maligned. ‘The explanation lies in the fact that the teaching profession has made tremendous forward strides in the past fifty years. The qualified instruc- (Concluded on page 219) HE IMPORTANCE of the efforts made at San Francisco in 1923 and again at Edinburgh this year to gain world outlook for teachers cannot be exaggerated. The codperative powers of peoples throughout the long sweep of history have been limited by the breadth of their attitudes and the fund of ideas which they have held in com- mon. Every effort to gain the attitude which applies the golden rule to all humanity, every effort toward wider areas of codperation deserves the sup- port of teachers, who daily look into the future through the eyes of children and who are in a position to appreciate what the great war chests would accomplish if spent constructively on universal educa- tion. Reports of the biennial conven- tion of the World Federation of Na- tional Education Associations at Edin- burgh indicate that much progress was made toward realizing the aims that emerged at San Francisco. THE Jour- NAL hopes to give accounts of the meet- ings in its next number. ‘The resolu- tions adopted by the plenary session on July 25, 1925, follow: General—(1) That the W. F. N. E. A. appoint standing committees on pre-school, elementary, secondary, and higher education whose function shall be to codperate with affiliated associa- tions in furthering the objects approved by the Federation, to make studies and reports upon such matters as the Fed- eration may commit to their charge, and to prepare the program of their sections at each ensuing biennial. (2) That special committees on health and on the removal of illiteracy be appointed by the W. F. N. E. A. with functions similar to those of the standing committees in the respective fields. Pre-school education—(3) In view of the supreme educational importance of the first years of childhood, provision should be made in every educational system for a type of education suited to the needs of that period. Such educa- tion, whether given in the home or in special groups, should include the forma- tion of desirable physical habits, mental attitudes, and character traits in an en- vironment conducive to freedom, health, and joy of living. (4) That such pre-school education should be in charge of persons specially trained for the purpose in both mental and physical ways and should be carried on when in special groups in close co- World Federation Resolutions operation with parents. Public funds should be available for such education and every encouragement should be given to research in this field. Elementary education—(5) That the W. F. N. E. A. affirms its belief in the potency of Goodwill Day as a factor in creating and fostering international understanding among the children of IVE hundred and twenty-one Americans attending the _ biennial conference of the World Federation, July 20-28, 1925, walked daily along this street to the meetings of the Fed- eration, passing the Scott monument on the left. Dr. Thomas writes, “We had a fine attendance from the United States. The official delegation was a distinguished body and all members ac- quitted themselves nobly. Chairman Russell rose to heights in his service. Walter Siders is a Rock of Gibraltar. There are many invitations from places to hold the next meeting. The Scottish people did everything they could for the success of the Federation.” the world, and that it recommends that afhliated associations secure where nec- essary or desirable national or official sanction for the observance of such a day from their government and educa- tion authorities; and, further, that steps be taken in each country to prepare for the teachers an outlined program as a suggestive guide. (6) That the W. F. N. E. A. af- firms its belief that geography, history, [218] and training in citizenship should be taught not only from a national point of view but also from a modern sociolog- ical and international point of view. (7) That the W. F. N. E. A, en. dorses movements and committees which establish international contacts among school children through correspondence, exchange of school work, and interchange of pupils of suitable age between coun- tries. To promote the more economical exchange of materials, the W. F. N. E. A. shall use its best efforts to secure accommodation in the postal rates, (8) That textbooks descriptive of child life in all lands and setting forth in brief and simple form the best that each nation has achieved be prepared for the elementary schools of the world. (9) That in view of the fact that it is of the utmost importance that teachers of all nations should themselves possess the international outlook the World Federation recommends the encourage- ment of special courses in teacher train- ing institutions and strongly recom- mends to its afhliated associations the promotion of plans for travel and inter- change of teachers. Secondary education—(10) That the W. F. N. E. A. encourage codperation with affiliated associations in the pro- motion of such aids to education as uni- versal biography, visual instruction and the use of motion films particularly when of educational and scientific nature, lit- erature and language study particularly in the modern field, esthetics, and train- ing for citizenship as possessing great potentialities for the development of an international outlook. (11) That the W. F. N. E. A. pre- pare a statement of the ideals which should obtain in history and _ history teaching. Such statement should em- phasize the necessity for an impartial treatment of international intercourse. A frank admission of shortcomings should accompany the claim of services rendered to the cause of human welfare in each country. In proceeding from national to world history emphasis should be laid upon the progress from conflict to conciliation. Higher education—(12) That reso- lution 7, 1923, of the W. F. N. E. A. be amended to read “That the W. F. N. E. A. utiltize and advance inquiry into universities—their history, contem- porary developments, possibilities—and to investigate the question of the estab- lishment of a world university.” inc fiel tov tio ing gr og. es un si - -_ — ane ae i. - Vol. 14, No. 7 (13) That resolution 4, 1923, be amended to read “That the W. F. N. E. A. inquire into the interrelations and increasing unifications of the various fields of knowledge and research and towards the fuller and clearer coédrdina- tion of subjects of instruction accord- ingly, with endeavor to bring about a greater unification of scientific terminol- ogy.” (14) That resolution 6, 1923, be amended to read: “That the W. F. N. E. A. encourage the establishment of a universal library office and inquire into methods of bibliography and their pos- sible advances. ‘This office may ulti- mately be connected with a world or in- ternational university.” (15) That the recommendations of the national office of French universities and schools be referred for further study, the W. F. N. E. A. affirming its ap- proval of the objects which these resolu- tions are designed to obtain in an easier, more efficient, and more economical in- terchange of scholars, whether professors or pupils. International relations—(16) This conference of the W. F. N. E. A. is of the opinion that it is the function of teachers to help their pupils to realize that the world is a unity, that nations and peoples are interdependent econom- ically and otherwise, and that true nationalism is not inconsistent with true internationalism. (17) That the W. F. N. E. A. co- operate wherever possible with interna- tional organizations and other organi- zations pursuing similar aims. Character education—(18) That the W. F. N. E. A. affirms its belief in the importance of character training in edu- cation and refers the subject to appro- priate committees for future considera- tion in all sections of the Federation conferences. Health education—(19) That the W. F. N. E. A. refer to an appropriate committee the detailed recommendations of the conference on health education with instructions to carry forward in cooperation with the afhliated associa- tions the steps recommended so far as these may be approved by competent au- thority. The W. F. N. E. A. affirms its sense of the importance of the plan presented and affirms its belief that health education is the fundamental basis of all successful education. Teacher training—(20) That the W. F. N. E. A. gather and collate in- formation upon the systems of training of teachers in the countries represented THE JOURNAL OF THE NATIONAL EpucaTIon AssociATION by delegates to the conference of 1925 and that such information be made avail- able to all who desire it, special atten- 219 tion being given to ascertain the steps taken to secure the fitness of entrants to the profession. The Conscientious Speller FONETTA FLANSBURG Colorado Springs, Colorado ILLIS WILLIAMSON was a dear little boy and well along in the grades for his age, but he did not spell well. I do not say he could not, but that he did not. Like many others of his sex, he scorned spelling. He had no theories. He did not argue. He simply ignored. On the day which I record Willis had missed eight words of the twenty in his lesson. He could have told Miss Clark very promptly that eight out of twenty was forty out of a hundred, or only 60 per cent for a mark, but he could not have spelled one of the missed words correctly. “Willis Williamson may stay after school a few minutes,” said Miss Clark very sweetly, as school closed. The children had noticed that the worse things she said the more sweetly she said them. “Now, Willis,” she began when they were nicely alone, “your spelling is very bad, and we must do something about it. You have missed eight words but I am going to let you learn seven of them at home. The eighth is so bad that you must learn it here. It is conscientious, and just see how you have spelled it.” Then she carefully and kindly ex- plained to Willis what it was to be con- scientious, and recommended him to be so about his spelling. “Now I am going to write the word at the top of this sheet of paper just as nicely as I can, and I want you to write it yourself fifty times. Then I think you'll remember it.” Willis took the immaculate sheet with the beautifully written word at the top, to his desk and began bravely to copy. Miss Clark tidied up her table and then stepped out into the hall where two other teachers were gaily laughing at the jokes of the principal. They often did that—it was pleasant and profitable— but on this occasion Willis resented it, and a huge tear, that had been gathering ever since the fifteenth sconsientius, fell with a splash upon his paper. For- tunately, a lead pencil had been allowed, so no serious harm was done. Willis swabbed up that tear and its successors, blew his nose inoffensively, numbered the times down to fifty, and slaved away. At the thirtieth, on scontious, he looked at the clock and saw how much more industrious the minute hand had been than his own. He had just gulped down another threatening tear when, at thirty-five, Miss Clark returned to the room. She, too, looked at the clock. “My!” she exclaimed, “how late it is. Bring me your paper, Willis. What! only thirty-five times? Well, you may go. I'll see about this in the morning.” When Willis was creeping down the stairs unobtrusively, he saw Miss Clark come out of the room with his paper in her hand, and in a moment rich peals of laughter followed him through the lower hall and down the outer steps. He did not know they were so jolly over the gradual decline of conscientious to corsius, but he was sure it was that tear! As he marched resolutely home- ward, he said to himself, “I’m through with crying!” INDIANAPOLIS CONVENTION (Concluded from page 217) tor of youth today és not only a pedagog ; he is a physiologist, a psychologist, and an administrator, while the parents have remained—just parents—Mrs. A. H. Reeve, president, National Congress of Parents and ‘Teachers, Philadelphia, Pennsylvania. ORAL CODE for school chil- dren—The idea of setting up a code of morals to be taught to children has met with a country-wide and hearty response of approval from a_ people within whom the law-making instinct is peculiarly vigorous. It seems so easy and so proper to make rules for children; we can try anything on the kids because they cannot talk back to their elders; and when we are making rules for the kids we are sparing ourselves—or may think we are.-—W. QO. Saunders, asso- ciate editor, Collier’s, The National Weekly, New York City. 220 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1925 _—_——_$_$——$_ OO The Journal of the National Education Association Published monthly, except July, August, and Sep- tember, by the National Education Association of the United States President, Mary McSkimmon 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 mem- ber. in addition to the privileges of the $2.00 membership, to receive the complete bound volume of Proceedings, all committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year’s subscrip- tion to THE JOURNAL. Subscription to non-members is $2.00 per year; single copies, twenty-five cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. Tse JouRNAL is a member of the Educational Press Associa- tion of America and is published in accordance with the standards of that organization. Entered as second-class matter October 28, 1920, at the post- office at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for fn section 1103, Act of Oct. 3, 1917, authorized Jan. 26, 1921. Harold A. Allan Business Manager Joy Elmer Morgan Managing Editor EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C. Our Program VEN for the youngest beginner in the field of teaching there is much in the program of the National Educa- tion Association that appeals strongly. It is our program, the creation of our own representatives. It has its founda- tion in the work of the great spirits who preceded us—the Manns, the Barnards, the Bicknells, the Eliots. They saw ahead of their time and battled valiantly that we might have the advantages that the public now accords teachers—advan- tages small indeed when measured by the needs of the childhood of our time, but vast when gaged by the meager resources of pioneer teachers. Just at the beginning of this new year we may well look at some of the projects which we are collectively supporting. First, let us put the enlistment of the profession in local, State, and National associations. What a host of common services these associations perform for us and for which we can never pay! Second, let us put training pre-service and in-service. ‘This is a problem we can face both individually and collec- tively—training equal to our oppor- tunities and _ responsibilities, growing mastery of the science and art of educa- tion. Third, tenure. No teacher can give his best to the children with the sword of dismissal, for any reason or no reason at all, suspended above his head. An- nual elections and autocratic power of dismissal are an insidious cancer on the efficiency of the schools in the localities that practice them. ‘They are not neces- sary to insure competent teachers for the children. Fourth, salaries. We cherish ade- quate salaries for teachers that they may live adequate lives. Everyone is entitled to an adequate life, but society has a peculiar interest in seeing that teachers’ lives are rich and broad because of the shaping influence they exert on the out- look and lives of children. Fifth, pensions. In our schools are thousands of men and women who have given priceless service to society at com- pensation that has left them no margin for savings. Now that age and infirm- ity are coming upon them we cannot wisely ask them to continue the strains of the schoolroom nor leave them to poverty and want. Nor can we afford not to look ahead and devise retirement systems that will protect our younger teachers in their old age. Sixth, larger units of administration and support. Giant business and indus- try must be matched by educational vision and leadership equal to the prob- lems of a civilization organized in large units. Society as a whole has a stake in the education of all its children. Seventh, teacher participation in plan- ning the program of education that the schools may have the benefit of the teach- ers’ experience and that teachers may have contact with the larger problems of public education. Eighth, child labor. No fog of self- ish propaganda must be allowed to make us lose our path as we face the problems of unscrupulous exploitation of child- hood in the name of gain. Ninth, the Education Bill creating a Department of Education with a Secre- tary in the President’s Cabinet. Can we afford to do less for education than we have done for commerce, labor, and agriculture? Tenth, a curriculum which will give children mastery of life as it should be lived in the light of present knowledge and which will prepare them for life- long self-education. Eleventh, education for world co- operation. Untold common problems involving wide areas and diverse inter- ests have been solved by intelligence. Heroes of science, education, business, industry, and peaceful government are all about us. Through the National Education Association and the World Federation every teacher is privileged to have a part in the movement to educate for world goodwill and service. Any one of these eleven planks jg worthy of much study by every teacher, By supporting them the teacher ceases to be an isolated worker and becomes a crusader in a mighty army. What a privilege to lose oneself in such a Cause, to feel the forward urge of it, to have the joy of knowing that day by day one is doing his bit in behalf of the enlist. ment of the profession, better trained teachers, secure tenure, adequate salaries, sound retirement, better administration and support, teacher participation, free- dom from exploitation for children, a Department of Education, a vital cur. riculum, and education for codéperation throughout the great human family, Spiritualizing Education Pe: the most remarkable period of expansion in its history, educa- tion is beginning to look once more at its underlying values. Questions are abroad that go to the very roots of every- thing teachers do. There is unrest. The people are not satisfied. Material com- forts have not brought inner peace. ARY McSKIMMON, president of the National Education Asso- ciation, 1925-26, has been principal of the Pierce School, Brookline, Massachu- setts, since 1893. She has been closely connected with the Association for many years, having served as State director, vice-president, and committee worker. Miss McSkimmon was president of the Massachusetts Teachers Federation for five years and has written and spoken widely on professional subjects. Cou fF. SS &s aw s ea le Vol. 14, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 221 The pitiful beginnings of education that have been given children with little em- phasis on lifelong self-education have resulted in too much drifting. Society has not built into the lives of children a challenging appreciation of the fact that education is a conquest—a great adven- ture that should end only with the grave. Our young people need not look else- where for a call to heroism and service when the opportunity for conquest of themselves in the name of service is ever present. ‘The spiritual is not a realm existing apart in glorious isolation. It is a phase of everything we touch and do. It is the warp and woof of the whole of life. It is the inner urge that gives mighty power to the men and women who think most, feel the noblest, act the best. It is the impulse to seek and do the finer thing. Anyone who reads history knows that there is more of this passion for finer living than ever before. The masses of men are beginning to achieve an inner freedom—a colorful dawn of which political freedom was the first ray of light. As men fought with bayonets for political freedom they are now fighting with their intellectual resources for free- dom from ignorance, prejudice, and superstition. Here are immeasurables that may easily be overlooked in our scramble for the trappings and settings of education. But they are not intangi- ble and remote. We have all known a few teachers who seemed to sense a deeper significance in every thing and relationship. “They made discoverers of usall. The building that housed us, out teachers, our fellows, our studies, our locality, our age began to show unique qualities that gave us brighter eyes, straighter shoulders, stouter hearts, and a sense of the worthwhileness of life. High adventure was in the air. The curtain seemed ever lifting on charming mysteries. Great teachers have always had this power of keeping what would other- wise be commonplace things in their spiritual settings. Fineness for them is always concrete. It is everywhere. They create values for their associates. “They have almost endless power of making life significant. And it is not make-believe— this power to see the hidden meaning. It is insight. It is a quality that can be developed in young people in our teacher- training institutions. It cannot be mechanized. It is not an object for mass production. It cannot be forced. It is growth. It can be inspired. It springs from soil rich in freedom and multiplies with experience and training. It is the spiritual element in education. Let us magnify it throughout the year in an effort to create abiding values in the lives of the children. Significant Statements by Presi- dent McSkimmon HAT Mary McSkimmon has been a thoughtful student of education for many years is indicated by an ex- amination of her writings and addresses. The following abstracts from her utter- ances during the past year reveal signifi- cant convictions. ] BELIEVE, first, in teacher partici- pation in educational policies. After all the teacher is responsible for whatever is taught the child and should have a voice in the school’s policies. I stand for an equal opportunity for all American chil- dren, from the kindergarten to the uni- versity. I am wholeheartedly in favor of competent preparation on the part of the teacher. The best hope for the children of America in attaining the things for which I stand is through the education bill that will be introduced during the next session of the Congress, and which will have the enthusiastic support not only of the National Edu- cation Association but of thousands of right thinking persons who have no direct connection with the schools. [F THE EVIL forces of selfishness and ignorance could be confronted by the united army of our profession, they would be destroyed even as the walls of Jericho fell before the trumpet blast. The National Education Association has a membership of nearly 150,000. How incredibly strengthened it would be if it would bind to itself the service of the entire teaching force! There are big problems concerning salaries, and teacher rating, and the curriculum, that remain unsolved because of the weakness of a partial cohesion of the teaching force. A united profession alone will give the basis for a true measure of its status. WHEN we come to the improvement of the teacher in service, can that be done right except as the teacher is a partici- pant in the effort for improvement? Does educational psychology or prin- ciples of education, or methods of in- struction, or the psychology of elemen- tary school subjects mean less to the teacher than to the principal? When we both need exactly the same help and incentive, why do we keep the caste lines drawn in our profession? and mischievous distinction. It is a false | HAVE seen school systems where the teacher seemed to be thought of as the machine instead of the operator. To expect her to manipulate so costly and delicate a machine as a class of children, without participation in the educational policies that determine its power and direction, is like putting a workman be- fore his machine with his eyes blindfolded and his ears—like those of Ulysses’ crew—filled with wax. When these edu- cational policies are earnestly promoted by the various groups making up the en- tire teaching force, there is no longer any reluctance to welcome supervision, for the keenest minds feel their need of forti- fying health from every possible source. YOU TEACHERS head a mighty army of tomorrow’s citizens. them how to think. You color their attitude toward life. You draw out their responses toward the things that they must love and the things they must hate. You teach them by your own living whom to honor, and whom to despise. Did any emperor ever com- mand such power? You teach THE TEACHING world knows that the curriculum must be made entirely over to meet the needs of the life of today, to free the school from the useless. cogs fastened there by the honest need or vain caprice of earlier days. WE ARE MAKING all the children, in our classrooms into our future citi- zens, through their hourly experiences there. We can no longer wash our hands of responsibility by just assigning- tasks and testing their accomplishments. Our boys and girls must take their own share of responsibility as members of the group in working out the problems. and projects of their own education. WE KNOW IN THE moments when, we are worthy of ourselves that we are discoverers. No schoolroom is so nar- row that we may not sail forth to the discovery of the unsuspected leader of men among our children. OURSES OF STUDY live only through the activities of teachers and pupils—How much time do I spend teaching children facts in which they are not interested and for which they will probably have little use ? Is the purpose of the public school civic service or the development of individuals to be financial successes? Are the aims and objectives laid down in the course of study in harmony with our American ideals? Isn’t the course of study to be covered in grade six too difficult, while that in grade five is comparatively easy? Isn’t my method of teaching a particular unit of subject-matter better than that suggested in the course of study and would it not be used by many teachers if they had means of knowing about it? No longer does the teacher merely raise such questions as these in her own mind. The time has come when they function in the building of a course of study. The recognition that a course of study doesn’t really exist until it lives in the activities of teachers and pupils has led to the rejection of the old method of making courses of study. “Today the course of study that a skilful classroom teacher does not see until it is handed to her in final printed form is an anachro- nism. It has no place in a modern school system. ‘Teachers give life to courses of study by living and “re-liv- ing” them with boys and girls. In this way, courses become a reality in the lives of pupils. The more expert the teacher is, the more real the course of study becomes. An educational objective has a greater chance of being “re-lived” when a teacher has given thought to it, understands it, and helps formulate it. Teachers give and receive help from course of study revision—In many cities, the teacher is acquiring first-hand know]l- edge of the course of study by helping build or revise it. Under the leader- ship of specialists, by reading the best literature on the subject of the curricu- lum, by analyzing present American life needs, by becoming familiar with the local environment in which pupils are growing up, and, by evaluating the exist- ing local course of study, teachers are in a position, not only to help in compil- ing the course of study, but of still greater importance they are able to make it a part of the lives of their pupils. Trained and experienced teachers also bring to the problem of course of study Making a Living Curriculum revision an understanding of child life that comes from association with develop- ing children and the study of their abilities, interests, and growth wants, and the special needs of individual chil- dren. Teachers who have faced the prob- lem of curriculum revision have a better understanding of what life means and what they are training children for. First of all, they have to build for them- HAT IS written into the cur- riculum makes a world of difference to every teacher and to every child. Through the course of study the schools seek to pass on the knowledge, attitudes, habits, and appreciations that the best minds and finest spirits of the Nation cherish for all citizens. Teachers in daily touch with the throbbing life of the Nation’s chil- dren have a vital contribution to make. Increasingly they are being asked to suggest improvements in the course of study which it is their daily task to interpret. Through the National Education Association, these efforts of indi- vidual teachers, cities, and States are being codrdinated into one mighty effort to make our cur- riculum worthy of the children of today and the America of to- morrow. selves a philosophy of life and of educa- tion. ‘They are faced with these ques- tions: What are the general aims of edu- cation? Why do I teach? What desirable knowledge, habits, skills, and attitudes should boys and girls develop through each subject in each grade? As a result of thinking through these ques- tions while making their contribution to the building of the course of study, teachers can do the job of teaching better today than they did yesterday. What shall be taught is one of the biggest questions before the Nation to- day.—Teachers can re-live a course of study with their pupils after it is com- piled, but its construction demands not only wide knowledge of what is being done in America—how America lives— but also the selection from this great bulk of knowledge those essentials that every citizen should acquire. ‘This com- pilation and selection of teaching mate- rial demands the coéperative thought of America. To secure this the commis- sion on the curriculum of the Depart- [222] a ment of Superintendence of the Na- tional Education Association has organ- ized a far-reaching codperative plan of curriculum revision. Approximately three hundred school systems have enrolled and each system has appointed one or more people, a part of whose official duties shall be the work of curriculum study and revision. Each teacher, supervisor, principal, su- perintendent of schools, curriculum specialist, research worker, or interested layman, who makes a real contribution to the solution of curriculum problems in his local school system will also be making a National contribution. This cooperative plan of curriculum revision provides that the Division of Research and the Department of Superintendence of the National Education Association shall act as a National clearing-house. The findings of research in one city will be made available to all codperating cities. What does this mean for the individ- ual teacher? It means that the Nation is at work to help in the problem of dis- covering what to teach in the kinder- garten, the elementary school, and the secondary school under different condi- tions, and to children of different levels of ability. How may new courses of study be given a fair chance to prove their worth? A conscientious, fair-minded trial by everyone who has the privilege of using them is the only way of testing out the worth of new courses. In many cities, local courses of study have been revised and the new courses will be tried out in classrooms this fall. Honest interpreta- tion of existing courses is a service which can be rendered by every teacher, along with constructive criticism to those who are charged with the problem of curricu- lum revision. Codéperative effort over a long period of time will do much to produce courses of study that will train children, not only successfully to meet present civic, vocational, and social de- mands, but also to aspire to life more abundant. In this way civilization ad- vances. Teachers everywhere in their study of curriculum problems and in the con- scientious testing out of new courses may take new courage from the thought that they are not working alone, but as part of a great National program to im- prove the courses of study of our public schools.—M. M. Alltucker. | | Secretary Crabtree’s Eighth Annual Report HIS REPORT is significant because of its clear treatment of the Association’s financial policy. Mr. Crabtree starts his new four-year term with the Association out of debt and heightened enthusiasm in every branch of the profession. Since the beginning of his service in July, 1917, Mr. Crabtree has seen active member- ship grow from fewer than ten thousand to well over a hundred thousand; his official family—the headquarters stafi—has grown from a small handful to more than three score and ten; most important of all, Association officers have held closely and constantly to the conviction that the Association belongs to all the teachers of the Nation and finds its mission in the welfare of all the children and all the people. That is a simple platform and an inspiring one. No officer, no headquarters division, no department, no committee, no member of the Association can go far afield in matters of policy or action with that platform ever before him. It is much more than a mere slogan. It has been spiritualized. Association workers have de- veloped a feeling for it that lifts them out of themselves into devoted service and inspires them to throw their whole lives into the cause. Growth in membership, in staff, in projects, and in financial security are as nothing as compared with growth in appreciation of this funda- mental mission of the Association, for out of such under- standing springs the huge confidence which the American people have in the Association and their willingness to follow its leadership. The earlier reports of the secretary are but typewritten documents for the official boards; the later ones, beginning with the first meeting of the Representative Assembly at Des Moines, in 1921, have been printed for distribution to that body and are a part of the Addresses and Proceed- ings. They are not long documents, but they are clear discussions of matters which concern the Association vitally. Each includes reports of the directors of the various headquarters divisions. The one impression that stands out in one’s mind after a rapid review of them is growth—growth in magnitude of activities, growth in technical management of the Association’s affairs, growth in spirit and codperation. The 1921 Report shows four N.EA. MEMBERSHIP INCOME 1921-1925 headquarters divisions; the 1925 Report shows eight and they are all larger. Worthy projects are so numerous that it is easy for an Association to take on more than it can finance. For sev- eral years the Association met one emergency after another until at the Washington meeting, in 1924, it became appar- ent that expenses must be held down until income could catch up with them. The budget must be balanced. Presi- dent Olive M. Jones appointed a representative budget committee. The new President, Jesse H. Newlon, made balancing the budget one of the big objectives of his ad- ministration. Walter R. Siders, chairman of the Board of Trustees, gave much time and thought to the project. The Secretary undertook the difficult task of making ends meet without unnecessary curtailment of activities. The outcome at the end of the year was better than had been expected. The budget was not only balanced, but the deficit which was to have been carried over a period of three years was wiped out in one. It was fitting therefore that the Secretary’s Report should have given to the Dele- gates of the Representative Assembly a full account of the Association’s finances. Some of the significant charts from the Report are given below. Other matters considered in the Report are the work of the new membership division, the importance of con- tinuing THE JOURNAL on its present size and basis; the necessity of higher salaries for teachers; the need of keep- ing up the fight on child labor until right shall triumph; a clearinghouse for research in education; organization policy of the World Federation; the way in which a study made by one committee or department of the Association, like the notable work of the Department of Superinten- dence on the curriculum, benefits all branches of the pro- fession; and emphasis on tenure for teachers in all types of schools, from the elementary through the universities, as one of the primary projects of the profession. SOURCES OF N.E.A. INCOME 1924~1925 Journal Advertising 60,774 | Commerical Exhibits Interest on Permanent Sncrease Membership a Gnerease aes ications Sncrease Adverfisi and Exhibito SS t sateen | Sncome EMBERS of our Association M may have just pride in its long and consistent stand for public policies which mean better opportunities for the Nation’s children. It stood for teaching the harmful effects of alcohol and for prohibition. Untold numbers of children now have a better chance because the family income is not spent on drink. The Association stood for wider op- portunities for women and particularly for woman suffrage at a time when people generally did not see so clearly as now that before we can rear great children we must build great mothers. The Association has stood likewise for the abolition of commercialized child labor. Every thoughtful teacher, like every thoughful parent, knows that in- dustry is the foundation of sound and happy individual and collective life. He knows that children must be taught re- spect for work and joy in work. He knows that home chores and school tasks, often involving drudgery, are a proper part of every child’s education. ‘These are such obvious facts that it would not seem necessary to state them were it not for the persistent efforts of selfish in- terests to mislead the public on the pro- posed Child Labor Amendment. Let us put this down as settled—the whole trend of education in both its philosophy and practice places increasing emphasis on the necessity for fitting chil- dren into a life of happy useful service to themselves and their fellows. The whole trend of democratic education is equally against exploiting the child in the name of selfish gain. That is the significance of the Association’s continu- ous stand against child labor and its earnest support of every measure that promises relief. In view of a widespread misimpres- sion as to the meaning of the Associa- tion’s action at Indianapolis in July it is well to cite some of the resolutions that show the growth of the Association’s position and to recall that a position once taken on a matter of public policy stands until it is specifically renounced. Here are some of the Association’s pronounce- ments: Resolution Adopted in 1902 at Minneap- olis—We believe that a conservative but ef- ficient compulsory-education law, with the proper regulation of child labor, is necéssary to the complete realization of a common school system. While we deplore the con- Our Association and Child Labor ditions which seem to make it necessary sometimes to employ children in factories and workshops, we condemn the practice of such employment and ask for the enactment of such laws by each State as will give to these children the chance of acquiring a common school education, of which they are now deprived. J WANT to stand for the | Child Labor Amendment. | All our work in character build- ing will be thrown away unless we have the power to keep the | child in school long enough to | appeal to his thinking judgment | and to help him apply what he | The children | has been taught. of our schools today are our only excuse for being. They | are the great object of our in- | terest with which we are. mostly concerned.—Mary Mc- | Skimmon, president of the Na- | tional Education Association. | Resolution Adopted in 1904 at Saint Louis —We advocate the enactment and rigid en- forcement of appropriate laws relating to child labor, such as will protect the mental, moral, and physical well-being of the child, and will be conducive to his educational de- velopment into American citizenship. Resolution Adopted in 1905 at Asbury Park, and Reiterated in 1907 and 1908—It is the duty of the State to provide for the edu- cation of every child within its borders, and to see that all children obtain the rudi- ments of an education. The constitutional provision that all persons must contribute to the support of the public schools logically carries with it the implied provision that no persons should be permitted to defeat the purposes of the public-school law by forcing their children at an early age to become bread-winners. Resolution Adopted in 1910 at Boston— The abuses attending the employment of children in industrial occupations tend to limit their educational opportunities, and this Association, therefore, indorses all such wise and humane legislation as shall make pos- sible the broadest development of all the children. Resolution Adopted in 1918 at Pittshurgh— The Association urges the immediate enact- ment by Congress of a Federal Child Labor Law which will not only meet the objection found by the Supreme Court in the one de- clared unconstitutional, but will extend pro- tection to a greater number of the children of the United States. Resolution Adopted in 1923 at Oakland— The National Education Association in re- affirming its belief in the vital importance to [224] the children of a law establishing a Federa] minimum of protection from premature or excessive employment favors a Child Labor Amendment to the Constitution authorizing Congress to enact such a law. Resolution Adopted in 1924 at W ashing- ton—Believing in Governmental responsj- bility, we indorsed in our last Convention an Amendment to the Constitution empower- ing Congress to make laws regarding Child Labor. We now advocate the ratification by the States of the Child Labor Amend- ment passed by the present Congress and urge the members of this Association to make every effort to obtain its ratification by the legislatures of their respective States at the earliest possible date. Resolution Adopted in 1925 at Indian- apolis—The National Education Association reaffirms its position on the subject of child labor and insists upon the speedy passage of such Federal and State legislation, Con- stitutional and statutory, as will prevent the exploitation and will promote the welfare of the children of America. The Representative Assembly at In- dianapolis on Tuesday morning, June 30, accepted the Report of its Committee on Child Labor as presented by its chair- man, John F. Sims, and voted to con- tinue the Committee that it might carry on its work in behalf of ratification of the Twentieth Amendment. Chairman Sims, whose thoughtful efforts were largely responsible for the ratification of the Amendment in Wisconsin, closed his report with these significant words: “It is imperative that we study this vital matter thoroughly. The fight will be long and bitter. Opposition should serve only to stimulate us to battle more valiantly. We will eventually win.” OVERNMENT, like education, ought to be an adventure rather than aritual. It is treason to the fathers to assume that their minds died when they wrote the Constitution, and that had they been living all these years they would have settled down to the rvutine job of running the machine they created, making no attempt to readjust its parts in the light of new knowledge and new needs. Americanism implies loyalty to the fathers, but the highest loyalty con- sists in meeting the issues of our genera- tion with the same intelligence and sense of responsibility with which they met the issues of their generation—Glenn Frank in The Century. Ss 3 ee ea. 3] WD =: en 4@or*fties- = Ff. 4 4 A. @ = 4. © FH Fret SLU 2 SlCUrlUlUlUCUO. CU? A Proposal for a New Education Bill GerorcE D. STRAYER Professor of Education, Teachers College, Columbia University, and Chairman Legislative Commission, National Education Association ISTORY OF THE MOVE- MENT—tThe National Edu- cation Association has supported a bill to establish a Department of Edu- cation with a Secretary of Education in the President’s Cabinet during the past seven years. [he proposals which have been before Congress have not come to a vote. It is significant, however, that the Congressional Committee on the Reorganization of Executive Depart- ments recommended that there be estab- lished a department of education and relief. We were all encouraged by the President’s address before the National Education Association on July 4, 1924, in which he proposed that the establish- ment of a department of education and relief representing “an attempt to recog- nize and dignify the importance of educational effort” . had his “hearty endorsement and support.” Federal aid omitted from the bill now proposed—The proposal which will be presented to the next Congress omits ad- ditional aid to the States. There has been a sincere difference of opinion with regard to this matter. There is no pros- pect that Congress will at this time grant additional Federal support. The drafting of the bill—The pro- posal which has been drafted and which is being distributed for discussion was developed by leaders in the profession and by laymen interested in the develop- ment of education at conferences held in Washington and in Indianapolis in con- nection with the meeting of the National Education Association. The outstanding features of this proposal, (1) the creation of a Department of Education with a Secretary in the President’s Cabinet, (2) the consolidation of Federal agencies dealing with education in the new De- partment, (3) the provision for adequate support of the Department for the con- duct of research in education, (4) the establishment of a Federal conference on education to be made up of representa- tives from each of the Executive Depart- ments—all of these have been accepted unanimously by those in attendance upon the several conferences. + 1 The public is deeply interested in a Department of Education. Many readers of THe Journal will wish to take this article to the editors of their local Papers with the suggestion that it be published therein We need a Department of Education rather than an enlarged Bureau of Edu- cation—The consolidation of the agen- cies of the Federal Government con- cerned with education and now distrib- uted through the several Executive De- THE NEW EDUCATION BILL The proposed new education bill developed in conferences of the leaders of all phases of education and adopted by the National Edu- cation Association contains the following proposals: Section 1. Creates a Department of Education with a Secretary in the President’s Cabinet. Section 2. Authorizes an Assist- ant Secretary of Education and other necessary assistants. Section 3. Provides for the transfer to the Department of Education of the Bureau of Edu- cation, the Federal Board for Vo- cational Education, and of such control as is now exercised over the Columbia Institution for the Deaf and Howard University. Sections 4, 5, and 6. Define the powers and duties of the Secretary of Education. Section 7. Provides for a Fed- eral conference on education con- sisting of one representative from each of the ments. Section 8. Provides that the De- partment of Education shall con- duct researches covering the whole field of education, and for the dis- tribution of the results of such re- searches to educational officials in the several States and to other persons interested in education. Section 9. Provides appropria- tions for the support of the work of the Department. Section 10. Provides that the Secretary of Education shall make an annual report to Congress. Section 11. An enacting clause. Executive Depart- partments requires the development of a Department of Education. No one would seriously propose that this could be accomplished by transferring these agencies to the Bureau of Education. If educational research is to be adequately supported, it will be necessary that this function of the Federal Government be presented to those in charge of the bud- [225] get by a Cabinet Officer. All matters of National concern involve education. It is of the utmost importance that the representative of this most important governmental service be a member of the President’s Cabinet. The creation of a Federal Department of Education does not involve Federal control of education—We have two kinds of Executive Departments in the Federal Government—those charged with administrative responsibilities, such as War and Treasury, and those organ- ized for the promotion of the general welfare, Agriculture, Commerce, and Labor. The Department of Education should be charged with the responsibility of promoting education through the re- searches which it undertakes and the in- formation which it distributes. Those who have su,ported the cveation of a Federal Department are unalterably op- posed to the centralization of the control of education in the Federal Government. It is just as certainly possible to pro- mote education by reperting experiments which are undertaken and by informing those jaterested in education throughout the country of the adaptation of educa- tior. to the needs of particular commu- nicies as it hus been to promote agri- culture threagh the distribution of the results of experiments in that field. The Department of Education a fact- finding and fact-distributing agency— Progress in education is dependent upon the scientific evaluation of current prac- tices. Wherever unusual progress is made or a worthwhile experiment car- ried on, the Federal Department of Edu- cation should be in position to make available for the whole country the re- sults of these undertakings. It is through scientific investigation, and in this way only, that we may judge of the value of the proposals which are made for the de- velopment of our school system. It is absurd to propose that we may not co- operate in such an important undertak- ing because this coéperation in order to be most effective must be carried on by a Federal agency. The establishment of a Department of Education does not involve the Nation in further Federal support for our public schools—The establishment of a Fed- THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION October, 1925 = = = 3 vs STATE Ij 2 H es localities. mand for the service. eral Department of Education is distinct from the issue of further Federal sup- pert. Scientific research may be expected to add to our resources. In a single field, like that of developing more ade- quate and more economical plans for school buildings, it is possible to save to the States and to the localities within the States tens of millions of dollars. Every improvement in methods of teach- ing, in the adaptation of schools to the needs and capacities of children will add untold millions to the wealth of the country. If scientific investigation should develop the fact that further Fed- eral support should be provided, the re- sponsibility for acting upon this evi- dence will still rest with Congress. Surely no fair-minded person can object to the establishment of a Department of Education whose primary function it is to record the facts, available alike to those who favor larger Federal support S° MANY members of the Association have requested copies of this cut for publication in local papers that arrangements have been made to furnish electros made from this plate, price $2 each; or mats at forty cents each; cash or stamps with order. will wish to call this to the attention of local editors. ers’ clubs are arranging to furnish these cuts to newspapers in their It is planned to add one each month if there is sufficient de- Address Division of Publications, National Edu- cation Association, 1201 Sixteenth Street Northwest, Washington, D. C. THE WORLD’S PATH UPWARD—Cartoon from the San Francisco Examiner Request No. A 1. Members Several teach- and to those who are opposed to this policy. Vigorous support of the bill by its friends will insure action by Congress— A great majority of those who are well qualified by experience to ant'cipate the contribution which may be made by a Federal Department of Education are agreed that it would do much to stimu- late educational endeavor and to increase the efficiency of our schools. Efficiency and economy demand that we consolidate within a Department of Education those agencies dealing with education now dis- tributed among the several Executive Departments of our Federal Govern- ment. Surely no one who would pro- mote education can object to the estab- lishment of a fact-finding and fact-dis- tributing agency with sufficient support to enable it to conduct inquiries in all of the more important phases of educa- tion. The time has come for action. It is important that our people be fully ip- formed with respect to our program, We shall succeed because of our willing, practical, and thorough-going devotion to the cause. EW YORK TIMES comments on Indianapolis Convention—W jth millions of children beginning their vaca- tion, thousands of teachers are gathered in Indianapolis to consider what they can do to make the schools of the Nation more serviceable to its higher good. Not only do they give up a part of their vaca- tion, but often spend from their inade- quate salaries for this purpose, many of them traveling from remote parts of the country. It is no junket for them, whatever of pleasure there may be in meeting and exchanging views. So when the public reads of ten thousand or more teachers at the National Edv- cation Association Convention, it should be gratefully conscious that they are making this voluntary sacrifice primarily for the public good. The greatest direct good to come from such an assembling of teachers is in the lifting of the individual to a sense of the high responsibilities of the profession, Professor George Herbert Palmer, of Harvard University, quoting the saying of Goethe, “Be a whole or join a whole,” used to urge teachers to seek the whole- ness which few if any can find in them- selves by loyally identifying themselves with the best tendencies of their profes- sion. It is so that a new sense of dignity and power comes to the indi- vidual. Moreover, it is only by the united effort of those within a profession that standards can be raised. d The teachers are asking for a Sec- retary in the Cabinet, not for their individual advantage, but that the edu- cation of children may be represented among the things of most vital concern to the Nation and that the profession of teaching may have this supreme recogni- tion. The maintenance of school sys- tems is the function of the States, but it is not inconsistent with this theory that there should be a National Secretary of Education under whom whatever Fed- eral activities there are might be con- solidated, and through whom the teach- ers of America could make their voices heard in demand for ample teacher- training and for at least a minimum standard of school provision in every community. What is done by the sev- eral States is of concern to the whole people. No State educates for itself alone. And no State suffers alone from a neglect of its children. ti Ss" ve 20° pp yy "ss 8 ae l- f American Education Week—1925 MERICAN EDUCATION WEEK has become a permanent institution. It deals with prob- lems so fundamental that it appeals to all the people and becomes more success- ful each year as parents and teachers understand that education touches the whole of life. The following program is projected by the National Education Association, the United States Bureau of Education, and the American Legion. It can easily be modified to fit into the plans of differ- ent organizations and communities. Many communities and States will fol- low the program as it stands. Others will provide for special days and topics to meet particular needs. Plans for proclamations by the Presi- dent of the United States, by State Gov- ernors, and city mayors have already been made more extensively than a year ago. Newspapers, educational journals, general magazines, and radio managers are planning farther ahead for the ob- servance of the Week. During this Week let every community study not only its educational plant, but also its educational ideals and the com- munity and atmosphere in which children are brought up. Let parents visit teach- ers and teachers visit parents in an effort to solve the common problems of chil- dren. Let the Week be a time of deeper understanding on the part of the people of the role education has played, is play- ing, and must play in the life of our great democracy. American Education Week is the only time in all the year when the entire Nation is called upon to dedicate itself anew to the great task of universal edu- cation for democratic living. The schools themselves have a remarkable op- portunity to teach every boy and girl his responsibility as a citizen to help Maintain an educational system which will perpetuate the best in the life and ideals of the Republic. Monday, November 16, 1925 Constitution Day The Constitution is the bulwark of democracy and opportunity 1. Unity, justice, tranquility, defense, wel- fare, and liberty. 2. Our Constitution guarantees these rights. 3. Our Constitution is the expression of the will of the people. 4. One Constitution, one Union, one Flag, one History. Slogans—Ballots, not bullets. Know the Constitution. Visit your schools today. SUGGESTIONS FOR Churches, Chambers of Commerce, Labor Organizations, Women’s Organizations, Fraternal Bodies, Luncheon Clubs, and Other Coéperating Agencies. 1. Urge the mayor to issue a proclamation setting aside this week as American Education Week and asking the people to codéperate. . Urge the newspapers to give all space possible to educational matters, ar- ticles, editorials, and news material, including the printing of this program in full. . Urge the merchants to use window dis- plays appropriate for the occasion. Urge-them to devote as much space as possible to matters of education in their newspaper advertisements. . Ask the moving picture theaters to flash slides on the screen urging the people to visit the schools and study educational questions. . Urge program managers of _ radio broadcasting stations to feature edu- cational addresses and grams. . Have speakers at all public meetings held that Week talk a few minutes on the necessity of education. . Codperate with the educational officials and other patriotic, civic, and fra- ternal organizations. . Advertise American Education Week on letterheads and envelopes. . Urge ministers of all denominations to preach upon the subject of education, unday, November 22, 1925. 10. Persons preparing programs or ad- dresses may obtain from: American Legion, Indianapolis, In- diana, suggestions for speakers and other material. National Education Association, 1201 Sixteenth Street Northwest, Wash- ington, C., a Research Bulletin giving facts on the program. U. S. Rccdas of Education, Washing- ton, D. C., broadsides and other material on Education Week. school pro- Tuesday, November 17, 1925 Patriotism Day The Flag of the United States of America is the symbol of the ideals and institutions of our Republic 1. Our Flag insures the sanctity of life and the security of property. 2. Quickens the sense of public duty. 3. Voting is the primary duty of the patriot. 4. Our National honor must be preserved from unjust attack. Slogans—A merica first. Vote at all elections. Visit your schools today. Wednesday, November 18, 1925 School and Teacher Day It is not too much to say that the need of civiliza- tion is the need of teachers.—Calvin Coolidge 1. The teacher is a nation builder. 2. The school is the foundation of democ- racy. 3. Provide for the needs of your schools. 4. Trained teachers require adequate com- pensation. 5. The teaching of patriotism is the duty of all public servants. Slogans—The better the teacher the better the school. Visit your schools today. Thursday, November 19, 1925 Conservation and Thrift Day The forests of America, however slighted by man, must have been a great delight to God—John Muir . Conserve our National resources. . Prevent forest fires. . Industry and thrift spell prosperity. . Saving insures happiness. > wh Slogans—Plant a tree. Work and save. Visit your schools today. Friday, November 20, 1925 Know Your School Day Progressive civilization depends upon progressive education 1. Schools must progress with the times. 2. Preparation for modern-day life demands a broader course of study. 3. The school must be kept abreast of science and invention. 4. A little invested in education saves much expended on crime, poverty, and dis- ease. Slogans—Good schools for all communities. Make your schools livable. Visit your schools today. Saturday, November 21, 1925 Community and Health Day Physical education means health and strength 1. The school is a community center. 2. Equality of opportunity for every Amer- ican boy and girl. 3. Public library service for every com- munity. 4. Proper food and rest for children. 5. A health officer for every community. 6. Adequate parks for city, State, and Nation. Slogans A square deal for the country boy and girl. A sound mind in a sound body. Visit your neighbor today. Sunday, November 22, 1925 For God and Country Day Religion, morality, and education are necessary for good government 1. Education in the home. 2. Education in the school. 3. Education in the church. Slogans—A Godly nation cannot fail. Visit your Church today. Ministers of all denominations are urged to preach a sermon on education, either morning or evening. All communities are urged to hold mass meetings. Local school authorities, posts of the American Legion, State educational institutions, and officers of civic and other coéperating or- ganizations will be glad to furnish speakers. American Legion posts are making special prep- aration to be of assistance to the educational au- thorities in every community in the United States. Many readers of THE JOURNAL will wish to take this page to editors of local papers along with announce- ments of their own plans for observing the Week. [227] It may be freely reprinted without credit. 228 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1925 National Education Association Officers for 1925-1926 Mary McSkimmon, President, Principal, Pierce School, Brookline, Mass. J. W. Crabtree, Secretary, 1201 Sixteenth Street, N. W., Washington, D. C. Henry Lester Smith, Treasurer, Dean, School of Education, Indiana University, Bloomington, Ind. EXECUTIVE COMMITTEE Mary McSkimmon, Pres., Brookline, Mass. Jesse H. Newlon, Vice-President, Superin- tendent of Schools, Denver, Colo. Walter R. Siders, Chairman, Board of Trus- tees, Supt. of Schools, Pocatello, Idaho. Henry L. Smith, Treas., Bloomington, Ind. Cornelia $. Adair, Member by Election, 2121 Park Avenue, Richmond, Va. BoarD OF TRUSTEES Walter R. Siders, Ch’r’m, Pocatello, Idaho. Mary McSkimmon, Pres., Brookline, Mass. J. M. Gwinn, Superintendent of Schools, San Francisco, Calif. Thomas E. Finegan, 13 Astor Place, Room 307, New York City. Carroll G. Pearse, 3104 Wells Street, Apart- ment 410, Milwaukee, Wis. VickE-PRESIDENTS Jesse H. Newlon, Denver} Colo. W. G. Alderson, Superintendent, Multnomah County Schools, Portland, Ore. J. R. Barton, Superintendent Oklahoma City, Okla. Lee Clark, Supt. Schools, Gainesville, Texas. Francis B. Haas, State Superintendent of Public Instruction, Harrisburg, Pa. Florence M. Hale, State Agent for Rural Education, Augusta, Maine. P. L. Harned, State Commissioner of Educa- tion, Nashville, Tenn. George E. Martin, President, State Teachers College, Kearney, Nebr. Edwin L. Miller, Assistant Superintendent of Schools, Detroit, Mich. Mary F. Mooney, Director, Department Texts and Libraries, City Hall, San Fran- cisco, Calif. Helen B. Shove, Principal, Longfellow School, Minneapolis, Minn. Anna M. Thompson, 1315 Linwood, Kansas City, Mo. of Schools, Boarp OF DiREcTORS Directors Ex Officio The president, first vice-president, treas- urer, chairman of the Board of Trustees, and the secretary, are Directors Ex-Officio. Life Directors Robert J. Aley, President of Butler College, Indianapolis, Ind. Thomas W. Bicknell, 207 Doyle Avenue, Providence, R. I. Board of Education, Nashville, Tenn. Mary C. C. Bradford, State Superintendent of Public Instruction, Denver, Colo. Elmer Ellsworth Brown, President of New York University, New York City. Nicholas Murray Butler, President of Co- lumbia University, New York City. P. P. Claxton, Supt. of Sch., Tulsa, Okla. O. T. Corson, R. F. D. No. 2, Oxford, Ohio. Charles W. Eliot, President Emeritus of Harvard University, Cambridge, Mass. H. A. Graham, Mt. Pleasant, Mich. Frederick M. Hunter, Superintendent of Schools, Oakland, Calif. David B. Johnson, Pres., Winthrop Normal and Industrial College, Rock Hill, S. C. Olive M. Jones, Principal, Public School No. 120, New York City. David Starr Jordan, President Emeritus of Stanford University, Calif. James Y. Joyner, Raleigh, N. C. T. Marcellus Marshall, Stouts Mill, W. Va. Jesse H. Newlon, Denver, Colo. William B. Owen, President Normal College, Chicago, III. Carroll G. Pearse, Milwaukee, Wis. Josephine Corliss Preston, State Superintend- ent of Public Instruction, Olympia, Wash. Charles R. Skinner, Librarian, Legislative Library, Capitol Building, Albany, N. Y. State Teachers’ Association of Illinois, Rob- ert C. Moore, Secretary, Carlinville, IIl. George D. Strayer, Teachers College, Co- lumbia University, New York City. Joseph Swain, Swarthmore, Pa. A. R. Taylor, Decatur, IIl. Teachers’ Institute, Philadelphia, Pa. John J. Tigert, U. S. Commissioner of Edu- cation, Washington, D. C. Charles G. White, Menominee, Wis. Charl O. Williams, Field Sec’y, National Education Association, Washington, D. C. of Chicago State Directors Alabama, P. W. Hodges, Secretary, Certifi- cation and Placement, State Department of Education, Montgomery. Alaska, Lester D. Henderson, Commissioner of Education, Juneau. Arizona, Helen L. Brown, Superintendent of Cochise County Schools, Tombstone. Arkansas, Annie G. Griffey, 2110 Battery Street, Little Rock. California, Anna G. Fraser, Avenue, Oakland. Colorado, H. B. Smith, Sec’y, Col. Education Ass’n, 520 Commonwealth Bldg., Denver. Connecticut, John A. Young, Assistant Su- perintendent of Schools, Bridgeport. Delaware, H. V. Holloway, State Superin- tendent of Public Instruction, Dover. District of Columbia, Harry English, Frank- lin School Building, Washington, D. C. Florida, W. S. Cawthon, State Superintend- ent of Public Instruction, Tallahassee. Georgia, Marvin M. Parks, 204 Clarke Street, Milledgeville. Hawaii, Will C. Crawford, Deputy Super- intendent of Public’ Instruction, Honolulu. Idaho, Elizabeth Russum, State Superintend- ent of Public Instruction, Boise. Illinois, Sarah L. Thomas, 401 Kishwaukee Street, Rockford. Indiana, Milo H. Stuart, 4535 Park Avenue, Indianapolis. Iowa, T. R. Roberts, Schools, Independence. Kansas, M. E. Pearson, Superintendent of Schools, Kansas City. Kentucky, R. E. Williams, Secretary, Ken- 822 Alma Superintendent of tucky Education Association, 319-320 Starks Building, Louisville. Louisiana, Loretta R. Doerr, 1323 North Rampart, New Orleans. Maine, Josiah W. Taylor, State Agent for Secondary Education, Augusta. Maryland, William Burdick, State Director of Physical Education, 7 East Mulberry Street, Baltimore. Massachusetts, Annie C. Woodward, 144 School Street, Somerville. Michigan, Thomas E. Johnson, State Super- intendent of Public Instruction, Lansing, Minnesota, Effie MacGregor, Principal, John Burroughs School, Minneapolis. Mississippi, H. V. Cooper, Superintendent of Schools, Kosciusko. Missouri, T. J. Walker, Editor, School and Community, Columbia. Montana, R. J. Cunningham, Secretary, Mon- tana State Teachers Association, Room 9, Kohrs Block, Helena. Nebraska, M. C. Lefler, Superintendent of Schools, Lincoln. Nevada, H. A. Whiteneck, President, Nevada State Teachers Association, Las Vegas. New Hampshire, Florence H. Hewitt, 24 Chauncey Street, Portsmouth. New Jersey, Charles B. Dyke, Superintend- ent of Schools, Short Hills. . New Mexico, Isabel L. Eckles, State Super- intendent of Public Instruction, Santa Fe. New York, Bridget C. Peixotto, Principal, Public School 108, Queens Borough, Rich- mond Hill. Jackson Gallup, Principal, Concord School, Rochester. North Carolina, Robert H. Wright, Presi- dent, East Carolina Teachers College, Greenville. North Dakota, Minnie J. Nielson, State Su- perintendent of Public Instruction, Bis- marck. Ohio, R. J. Kiefer, Supt. of Schools, Niles. Oklahoma, M. P. Hammond, Tahlequah, Oregon, C. A. Howard, Superintendent of Schools, Marshfield. Pennsylvania, Jessie Gray, President, Penn- sylvania State Teachers Association, 1331 Spring Garden Street, Philadelphia. Philippine Islands, Luther B. Bewley, Direc- tor Education, Manila. Porto Rico, Juan B. Huyke, Commissioner of Education, San Juan. Rhode Island, William O. Holden, Com- mercial High School, 46 Gooding Street, Pawtucket. South Carolina, C. M. Wilson, Secretary, South Carolina State Teachers Associa- tion, 709 National L. & E. Building, Co- lumbia. South Dakota, N. E. Steele, Superintendent of Schools, Mitchell. Tennessee, S. L. Smith, General Agent, Julius Rosenwald Fund, Commercial Club Building, Nashville. Texas, Mamie S. Bastian, 812 Bell Avenue, Houston. Utah, D. W. Parratt, Secretary, Utah Edu- cational Association, 317 State Capitol Building, Salt Lake City. Vermont, Mrs. Bessie K. Thomas, Supervis- ing Principal, Public Schools, Woodstock. Virginia, $. A. McDonald, Principal, Ruf- ner School, Norfolk. Virgin Islands, Arthur E. Lindborg, Direc- tor of Education, St. Thomas. Washington, Mel Forsythe, Sands Hotel, Tacoma. West Virginia, J. H. Hickman, Superintend- ent of Schools, Hinton. Wisconsin, John F. Sims, President, State Normal School, Stevens Point. Wyoming, A. A. Slade, Supt. Schools, Casper. UR LITERARY HERITAGE—Treasured recollections of school days mingle with present apprecia- tion of beauty and ideals as we recall these poems. They are the ones that received the highest num- ber of votes up to July 20 in the graded memory material ballot published in the June JOURNAL. The ballot is still open. November JOURNAL will show the new results. Grade I My Shadow ROBERT LOUIS STEVENSON I have a little shadow that goes in and out with me, And what can be the use of him is more than I can see. He is very, very like me from the heels up to the head; And I see him jump before me, when I jump into my bed. The funniest thing about him is the way he likes to grow— Not at all like proper children, which is al- ways very slow; For he sometimes shoots up taller like an india-rubber ball, And sometimes gets so little that there’s none of him at all. He hasn’t got a notion of how children ought to play, And can only make a fool of me in every sort of way. He stays so close beside me, he’s a coward you can see; I’d think shame to stick to nursie as that shadow sticks to me! One morning, early, before the sun was up, I rose and found the shining dew on every buttercup; But my lazy little shadow, sleepyhead, Had stayed at home behind me and was fast asleep in bed. very like an arrant Grade II Hiawatha’s Childhood—Extract HENRY WADSWORTH LONGFELLOW By the shores of Gitche Gumee, By the shining Big-Sea-Water, Stood the wigwam of Nokomis, Daughter of the Moon, Nokomis. Dark behind it rose the forest, Rose the black and gloomy pine-trees, Rose the firs with cones upon them; Bright before it beat the water, Beat the clear and sunny water, Beat the shining Big-Sea-Water. There the wrinkled old Nokomis Nursed the little Hiawatha, Rocked him in his linden cradle, Bedded soft in moss and rushes, Safely bound with reindeer sinews; Stilled his fretful wail by saying, “Hush! the Naked Bear will hear thee!” Lulled him into slumber, singing, “Ewa-yea! my little owlet! Who is this, that lights the wigwam? With his great eyes lights the wigwam? Ewa-yea! my little owlet!” Many things Nokomis taught him Of the stars that shine in heaven; Showed him Ishkoodah, the comet, Ishkoodah, with - fiery: tresses ; Showed the Death-Dance of the spirits, Warriors with their plumes and war-clubs, Flaring far away to northward In the frosty nights of winter; Showed the broad white road in heaven, Pathway of the ghosts, the shadows, Running straight across the heavens, Crowded with the ghosts, the shadows. At the door on summer evenings, Sat the little Hiawatha; Heard the whispering of the pine-trees, Heard the lapping of the waters, Sounds of music, words of wonder; “Minne-wawa!” said the pine-trees, “Mudway-aushka!”’ said the water. Saw the fire-fly Wah-wah-taysee, Flitting through the dusk of evening, With the twinkle of its candle Lighting up the brakes and bushes, And he sang the song of children, Sang the song Nokomis taught him: “Wah-wah-taysee, little firefly, Little, flitting, white-fire insect, Little, dancing, white-fire creature, Light me with your little candle, Ere upon my bed I lay me, Ere in sleep I close my eyelids!” Saw the moon rise from the water, Rippling, rounding from the water, Saw the flecks and shadows on it, Whispered, “What is that, Nokomis?” And the good Nokomis answered: “Once a warrior, very angry, Seized his grandmother, and threw her Up into the sky at midnight; Right against the moon he threw her; ’Tis her body that you see there.” Saw the rainbow in the heaven, In the eastern sky, the rainbow, Whispered, “‘What is that, Nokomis?” And the good Nokomis answered: ‘“’Tis the heaven of flowers you see there; All the wild-flowers of the forest, All the lilies of the prairie, HENRY WADSWORTH LONGFELLOW When on earth they fade and perish, Blossom in that heaven above us.” When he heard the owls at midnight, Hooting, laughing in the forest, “What is that?” he cried in terror; “‘What is that,” he said, “Nokomis?” And the good Nokomis answered: “That is but the owl and owlet, Talking in their native language, Talking, scolding at each other.” Then the littl Hiawatha Learned of every bird its language, Learned their names and all their secrets, How they built their nests in Summer, Where they hid themselves in Winter, Talked with them whene’er he met them, Called them “Hiawatha’s Chickens.” Of all beasts he learned the language, Learned their names and all their secrets, How the beavers built their lodges, Where the squirrels hid their acorns, How the reindeer ran so swiftly, Why the rabbit was so timid, Talked with them whene’er he met them, Called them “Hiawatha’s Brothers.” Grade III O Little Town of Bethlehem PHILLIPS BROOKS O little town of Bethlehem, How still we see thee lie! Above thy deep and dreamless sleep The silent stars go by; Yet in thy dark streets shineth The everlasting Light; The hopes and fears of all the years Are met in thee tonight. For Christ is born of Mary, And, gathered all above, While mortals sleep, the angels keep Their watch of wondering love. O morning stars, together Proclaim the holy birth! And praises sing to God the King, And peace to men on earth. If you have not voted turn to the list on another page and do so now. The How silently, how silently, The wondrous gift is given! So God imparts to human hearts The blessings of His heaven. No ear may hear His coming, But in this world of sin, Where meek souls will receive Him still, The dear Christ enters in. O holy Child of Bethlehem! Descend to us, we pray; Cast out our sin, and enter in, Be born in us today. We hear the Christmas angels The great glad tidings tell; Oh, come to us, abide with us, Our Lord Emmanuel! Grade IV The Village Blacksmith HENRY WADSWORTH LONGFELLOW Under a spreading chestnut tree The village smithy stands; The smith, a mighty man is he, With large and sinewy hands; And the muscles of his brawny arms Are strong as iron bands. His hair is crisp, and black, and long, His face is like the tan; His brow is wet with honest sweat, He earns whate’er he can, And looks the whole world in the face, For he owes not any man. Week in, week out, from morn till night, You can hear his bellows blow; You can hear him swing his heavy sledge, With measured beat and slow, Like a sexton ringing the village bell, When the evening sun is low. And children coming home from school Look in at the open door; They love to see the flaming forge, And hear the bellows roar, And catch the burning sparks that fly Like chaff from a threshing-floor. He goes on Sunday to the church, And sits among his boys; He hears the parson pray and preach, He hears his daughter’s voice, Singing in the village choir, And it makes his heart rejoice. It sounds to him like her mother’s voice, Singing in Paradise! He needs must think of her once more, How in the grave she lies; And with his hard, rough hand he wipes A tear out of his eyes. Toiling,—rejoicing,—sorrowing, Onward through life he goes; Each morning sees some task begin, Each evening sees it close; Something attempted, something done, Has earned a night’s repose. Thanks, thanks to thee, my worthy friend, For the lesson thou hast taught! Thus at the flaming forge of life Our fortunes must be wrought; Thus on its sounding anvil shaped Each burning deed and thought! Grade V Paul Revere’s Ride HENRY WADSWORTH LONGFELLOW Listen, my children, and you shall hear Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy-five; Hardly a man is now alive Who remembers that famous day and year. He said to his friend, “If the British march By land or sea from the town tonight, Hang a lantern aloft in the belfry arch Of the North Church tower as a signal light,— One, if by land, and two, if by sea; And I on the opposite shore will be, Ready to ride and spread the alarm Through every Middlesex village and farm, For the country folk to be up and to arm.” : ’ : : : 7 3 | 1 | i 5 ' t ] ' ' | ' : : z ' Then he said, “Good night!” and with muffled oar Silently rowed to the Charlestown shore, ust as the moon rose over the bay, here swinging wide at her moorings lay The Somerset, British man-of-war; A phantom ship, with each mast and spar Across the moon like a prison bar, And a huge black hulk, that was magnified By its own reflection in the tide. Meanwhile, his friend, through alley and street, Wanders and watches with eager ears, Till in the silence around him he hears The muster of men at the barrack door, The sound of arms, and the tramp of feet, And the measured tread of the grenadiers, Marching down to their boats on the shore. Then_he climbed the tower of the Old North Church, By the wooden stairs, with stealthy tread, To the belfry-chamber overhead, And startled the pigeons from their perch On the sombre rafters, that round him made Masses and moving shapes of shade,— By the trembling ladder, steep and tall, To the highest window in the wall, Where te paused to listen and look down A moment on the roofs of the town, And the moonlight flowing over all. Beneath, in the churchyard, lay the dead, In their night-encampment on the hill, Wrapped in silence so deep and still } That he could hear, like a sentinel’s tread, The watchful night-wind, as it went Creeping along from tent to tent, And seeming to whisper, “All is well!” A moment only he feels the spell Of the place and the hour, and the secret dread Of the lonely belfry and the dead; ° For suddenly all his thoughts are bent On a shadowy something far away, Where the river widens to meet the bay,— A line of black that bends and floats On the rising tide, like a bridge of boats. Meanwhile, impatient to mount and ride, Booted and spurred, with a heavy stride | On the opposite shore walked Paul Revere. | Now he patted his horse’s side, Now gazed at the landscape far and near, Then, impetuous, stamped the earth, And turned and tightened his saddle-girth; But mostly he watched with eager search The belfry-tower of the Old North Church, As it rose above the graves on the hill, Lonely and spectral and sombre and still. | And lo! as he looks, on the belfry’s height | A glimmer, and then a gleam of light! He springs to the saddle, the bridle he turns, But lingers and gazes, till full on his sight A second lamp in the belfry burns! A hurry of hoofs in a village street, A shape in the moonlight, a bulk in the dark, And eee, from the pebbles, in passing, a spar Struck out by a steed flying fearless and fleet: That was all! and yet, through the gloom and the light, The fate of a nation was riding that night; And the spark struck out by that steed, in his flight, Kindled the land into flame with its heat. He has left the village and mounted the steep, And beneath him, tranquil and broad and deep, Is the Mystic, meeting the ocean tides; And under the alders that skirt its edge, Now soft on the sand, now loud on the ledge, Is heard the tramp of his steed as he rides. It was twelve by the village clock, When he crossed the bridge into Medford town. He heard the crowing of the cock, And the barking of the farmer’s dog, And felt the damp of the river fog, That rises after the sun goes down. It was one by the village clock, When he galloped into Lexington. He saw the gilded weathercock Swim in the moonlight as he passed. And the meeting-house windows, blank and bare, Gaze at him with a spectral glare, As if they already stood aghast At the bloody work they would look upon. It was two by the village clock, When he came to the bridge in Concord town. He heard the bleating of the flock, And the twitter of birds among the trees, And felt the breath of the morning breeze Blowing over the meadows brown. And one was safe and asleep in his bed Wto at the bridge would te first to fall, Who that day would be lying dead, Pierced by a British musket-ball. You ~~ the rest. In the books you have read, How the British Regulars fired and fled,— How the farmers gave them ball for ball, From behind each fence and farmyard wall, Chasing the red-coats down the lane, Then crossing the fields to emerge again Under the trees at the turn of the road, And only pausing to fire and load. So through the night rode Paul Revere; And so through the night went his cry of alarm To every Middlesex village and farm,— A cry of defiance and not of fear, A voice in the darkness, a knock at the door, And a word that shall echo forevermore! For, borne on the night-wind of the Past, Through all our history, to the last, In the hour of darkness and peril and need, The people will waken and listen to hear The hurrying hoof-beats of that steed, And the midnight message of Paul Revere. PHILLIPS BROOKS Grade VI I Wandered Lonely as a Cloud WILLIAM WORDSWORTH I wandered lonely as a cloud That floats on high o’er vales and hills When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze Continuous as the stars that shine And twinkle in the Milky Way, _ They stretched in never-ending line Along the margin of a bay: Ten thousand saw at a glance, Tossing their heads in sprightly dance. The waves beside them danced; but they Out-did the sparkling waves in glee: A poet could not but be gay, In such a jocund company: I gazed—and gazed—but little thought What wealth the show to me had brought: For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils. Grade VII Sir Galahad* ALFRED TENNYSON My good blade carves the casques of men, My tough lance thrusteth sure, My strength is as the strength of ten, Because my heart is pure. * Many schools memorize only the first stanza. The shattering trumpet shrilleth high, The hard brands shiver on the steel, The splintered spear-shafts crack and fly, The horse and rider reel; They reel, they roll in clanging lists, And when the tide of combat stands, Perfume and flowers fall in showers, That lightly rain from ladies’ hands. How sweet are looks that ladies bend On whom their favors fall! For them F battle till the end, To save from shame and thrall; But all my heart is drawn above, My knees are bowed in crypt and shrine; I never felt the kiss of love, Nor maiden’s hand in mine. More bounteous aspects on me beam, Me mightier transports move and thrill; So keep i fair thro’ faith and prayer A virgin heart in work and will. When down the stormy crescent goes, A light before me swims, Between dark stems the forest glows, I hear a noise of hymns. Then by some secret shrine I ride; I hear a voice, but none are there; The stalls are void, the doors are wide, The tapers burning fair. Fair gleams the snowy altar-cloth, e silver vessels sparkle clean, The shrill bell rings, the censer swings, And solemn chants resound between. Sometimes on lonely mountain-meres I find a magic bark. I “ on board; no helmsman steers; I float till all is dark. A gentle sound, an awful light! hree angels bear the Holy Grail; With folded feet, in stoles of white, On sleeping wings they sail. Ah, blessed vision! blood of God! My spirit beats her mortal bars, As down dark tides the glory slides, And star-like mingles with the stars. When on my goodly charger borne Thro’ dreaming towns go, The cock crows ere the Christmas morn, The streets are dumb with snow. The tempest crackles on the leads, And, ringing, springs from brand and mail; But o’er the dark a glory spreads, And gilds the driving hail. I leave the plain, I climb the height; No branchy thicket shelter yields; | But blessed forms in whistling storms Fly o’er waste fens and windy fields. A maiden knight—to me is given Such hope, i know not fear; I yearn to breathe the airs of heaven at often meet me here. I muse on joy that will not cease, Pure spaces clothed in living beams, Pure lilies of eternal peace, : Whose odors haunt my dreams; And, stricken by an angel’s hand, This mortal armour that I wear, This weight and size, this heart and eyes, Are touched, are turned to finest air. The clouds are broken in the sky, And thro’ the mountain-walls A rolling organ-harmony Swells up and shakes and falls. Then move the trees, the copses nod, Wings flutter, voices hover clear: ‘O just and faithful knight of God! Ride on! the prize is near.’ So pass I hostel, hall, and grange; By bridge and ford, by park and pale, All-armed I ride, whate’er betide, Until I find the Holy Grail. Grade VIII Breathes There a Man SIR WALTER SCOTT Breathes there a man with soul so dead, Who never to himself hath said, This is my own, my native land? Whose heart hath ne’er within him burned, As home his footsteps he hath turned, From wandering on a foreign strand? If such there breathe, go, mark him well; For him no Minstrel raptures swell; High though his titles, proud his name, Boundless his wealth as wish can claim; Despite those titles, power, and pelf, The wretch, concentred all in self, Living, shall forfeit fair renown, And, doubly dying, shall go down To the vile dust, from whence he sprung, Unwept, unhonored, and unsung. [230] GRADED LIST of material to be memorized, based on the practice in fifty representative cities, was presented in THE JOURNAL for June and through the columns of coéperating newspapers. Teachers and parents were asked to indicate their choices. The re- sponses show widespread interest and careful discrimina- tion as to the importance of building our literary heritage into the lives of children in ways that will make it an enjoyable abiding experience. Noted editors, thoughtful parents who recall their own childhood experiences, teachers who are constantly study- ing children’s likes and dislikes and who must face the task of teaching this material, State school officers who feel the importance of a common background of appreciation and ideals for all children who are to live and work to- gether in ever-widening community enterprises—these, and representatives of other groups, have contributed their suggestions. The following points are emphasized and, we believe, well taken: 1. There should be a National list of material set up as an ideal goal—a sort of reservoir from which State and local educational workers may draw in framing courses of study. 2. Children’s preferences should be given large weight in the selection of items to be included in memory lists. 3. The material for each year should be divided into two classes—first, material to be memorized and to be carried forward cumulatively from grade to grade so that each pupil is expected to know the specified items for his Have You Voted? Vote for Six in Each Grade (X) and all preceding grades; second, less important material to be memorized without special effort to carry it forward from year to year. 4. That it is better for children not to memorize at all than for such work to be made disagreeable and irritating. The desired material should be kept before the children in ways that will build pleasant associations, until but little additional effort is required to give complete assurance and mastery. 5. Appreciation of beauty and of ideas and ideals is the main end, not mere mastery of word forms. The ballots received up to July 20 have been tabulated as this number of THE JOURNAL goes to press. The graded list is reproduced below with the poems for each grade arranged in the order of preference as shown by the tabulation. THE FIRST POEM IN EACH LIST HAD RECEIVED THE HIGHEST NUMBER OF VOTES on that date. Teachers will wish to try these lists with the children—perhaps to have the children vote their pref- erences. THE BALLOT IS STILL OPEN. Will you not vote for the six in each list that you believe should be memo- rized by the children in that grade, writing in blank spaces ones that you wish added? Encourage fellow-teachers to do likewise. Have newspaper editors reprint this page and ask readers to vote. Every American is interested in this big opportunity to help decide what part of our liter- ary heritage shall go into the course of study. Fill this ballot out and send to Joy Elmer Morgan, Editor, 1201 Sixteenth Street Northwest, Washington, D. C. GRADE I pone—Ser> Gens tapas acres ceeds GRADE VI r — Stevenson—My Shadow ........... ddd aekae Alene teeeees Wordsworth—I Wandered Lonely as Field—Why o Bells for Christ- ON OE SET rrr rrre Field— Alexander—All Things Bright and ield—Norse Lullaby Cary—November ..... Bjornson—Tree ...... ck een 5 wana ceneb bs ois Holmes—Old Ironsides ........... Longfellow—Psalm of Life ........ aan Ore Peay es — ~T ae ee ee Hunt—Abou Ben Adhem ......... Stevenson—Swing .............. —— pe me a rhe Longfellow—Builders ............. te ern A Yroe ee eee ey Drake—American Flag ........... Sleep ee ek ee Tene tees Sea Ree et Se eee Tennyson—Bugle Son oeccccesecs Ta lor +&, Twinkle, Twinkle, Little es ae o the Light ie chee a de 6 5 ky oe e008 Ss I Mied tats bait k deen eae 6 eee Cooper—Come, Little Leaves ..... GRADE Iv Tennyson—Break, Break, Break ... Mosstti—Wind ..........00-ccceeee Longfellow—Village Blacksmith ... Cary—Nobility ....... gesccosscees RT a Jackson — October’s Bright Blue Aldrich—Before the Rain ......... Stevenson—Autumn Fires ......... a RE Wolfe—Burial of Sir John Moore.. Tennyson-——Bird and the Baby Brown—Little Plant .............- Pee eee ee eee eee eee HEHEHE EEE HEHE GRADE II Longfellow—Hiawatha’s Childhood .. Ingelow—Seven Times One ....... Ne Larcom—Brown Thrush ........... Field—Rockabye, Lady ........... Child—Thanksgiving Day ......... Lear—Owl and the Pussy Cat..... Stevenson—Wind ................-- NE osc cctcences ee Houghton—Lady Moon .......... Stevenson—Land of Story Books... Miller—Blue Bird ...............- Allingham—Fairies ................ Longfellow—Arrow and the Song... Tennyson—Brook .... Thaxter—Sandpiper .. Lowell—First Snowfall Bryant—Robert of Lincoln ....... Riley—Brook Song .. Lowell—Fountain .... Field—Night Wind .. Gould—Frost ........ ee ee GRADE V Longfellow—Paul Revere’s Ride.... CR Oe eee eee eee GRADE VII Tennyson—Sir Galahad .......... Longfellow—Building of the Ship.. Bryant—To a Waterfowl .......... Emerson—Snowstorm ............+. Macaulay—Horatius .............. Miller—Columbus ................ a — Home Thoughts from EP cine are Holland—Gradatim ................ Lowell—Fatherland ..............- Taylor—Song of the Camp ....... Lowell—Yussouf ..........sccecees ee GRADE VIII Pee —Anower to a Child’s Hemans—Landing of the Pilgrims. . Scott—Breathes There a Man ..... Fie el cece ee rcccececececececs Whittier—Barbara Frietchie ........ Kipling—Recessional .............. sae RE INE Ea ale lah alae Whittier—Barefoot Boy ........... Shakespeare—Mercy Speech ....... Kineele oy * Ne settee eee eee Longfellow—Day is Done ........ EE ko Nceckabacntaces Seetenen Wind i eh da Morris—Woodman, Spare That Tree Bryant—Thanatopsis .............. ceee-F = Wi £ B wsvecsecece Bryant—Planting of the Apple Tree. Holmes—Chambered Nautilus ..... ow are Pasa He Sion s Whittier—In School Days ......... Whittier-—Snowbound ............. ee ee Longfellow—Excelsior PPLE ey Se Lowell—Day in June Fee a PRE: BOO e eres cecccccces coeseeeeece ceoece Longfellow—Old Clock on the Stairs Sill—Opportunity oak Saab each olde a RR GRADE III ee a ier Whitman—O Captain! My Captain! Shakespeare—Under the Greenwood Burns—For A’ That and A’ That.. Brooks—O Little Town of Bethlehem ————— NN a ca li ae a lc te tle Gray—Elegy Written in a Country Longfellow—Children’s Hour ...... Rands—Great, Wide, Beautiful, Won- PE. est chneae sss c ose ackson—September ............... ngfellow—Hiawatha’s Sailing .... Moore—Visit from St. Nicholas.... Whittier—Corn Song Bryant—Gladness of Nature ....... Jackson—Down to Sleep Emerson—Fable ..... CEE “Ss codhscatsaltobaneen Holmes—Last Leaf ............+.. Shakespeare—Polonius to Laertes... Pierpont—Warren’s Address ....... eee eee eee eee eee eee eee ee es [231] ‘ ee ee ee ee ree ce RE TRE a me ! | q | . | 4 | | a a | / | | 232 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION Resolutions Adopted at Indianapolis HE NEW EDUCATION BILL, providing for a Department of Edu- cation with a Secretary in the President’s Cabinet, was endorsed in the resolutions adopted at Indianapolis, making the seventh successive time the Association has gone on record in favor of this pro- posal. Other resolutions urge Congress to deny the privilege of interstate com- merce to obscene matter and reaffirm the Association’s position on child labor. The resolutions committee consisted of one member elected by each of the State and Territorial delegations. Uel W. Lamkin, president of the Northwest Missouri State Teachers’ College, Marysville Missouri, served as chair- man, and Miss E. L. Grosvenor, of the District of Columbia, as_ secretary, The resolutions follow: \ E THANK the good people of the Hoosier State and of their beautiful and busy capital who through their organizations, officials, newspapers, children, teachers, and other citizens have given us such generous and gracious welcome. We have met the Hoosiers elsewhere ; we have read their literature ; we had eager anticipations of our visit to them; the welcome has exceeded our expectations; we shall tell the pleasant story of it in ten thousand places, even in the islands of the sea. International peace and goodwill— With international understanding for a basis, international peace and goodwill is promoted. Therefore, education in all nations should purpose to implant a feeling of brotherhood with all mankind and to obliterate the misunderstandings that breed war. The attainment of this purpose is compatible with the mainte- nance of a sound system of training for citizenship and patriotism within the Nation. Such ends are effectively pro- moted through the World Conference on Education. Financial support—The National Education Association again calls atten- tion to the need of adequate financial support of all classes of schools. Large units of taxation and administration in- crease efficiency without corresponding increase in cost. The Nation, the State, or the community must supply the money necessary to give the children of the Republic the education which will en- able them to meet the ever-increasing demands of a present day civilization. Economical expenditure is an imperative duty of all administrative officers. In every State such provision should be made for the distribution of public funds as will equalize educational opportu- nities. Information—The people are entitled to know the purposes, achievements, and needs of their schools. Those charged with administration must accept the re- sponsibility of giving the public the in- formation to which it is entitled. Health and physical education—Civ- ilization has advanced to the place where health for all is essential to the realiza- tion of the best in life. Adequate pro- grams of health and physical education should be established in all parts of our Nation in order that our children may be equipped with sound bodies and alert minds. Trained teachers in all classrooms— Education is the most complex process with which the human race is concerned. It should not be left to the untrained. The National Education Association re- affirms that our public schools must be fully staffed with trained teachers so that the schools can fully meet their obligations. None but professionally trained teachers should be granted the privilege of presiding over the Nation’s classrooms. Obscene literature, pictures, and to- kens—The Congress of the United States has denied the privilege of the mails to obscene and indecent literature, pictures, and tokens, yet such articles reach the youth of our land through various other means of transportation. This Association recommends that its legislative committee memorialize the Congress of the United States to enact legislation prohibiting the transportation in interstate commerce of all such lit- erature, pictures, and tokens, as are now denied the privilege of the United States mails. Citizenship obligation—The exercise of the suffrage and the observance of law are primary duties of a citizen. “Teach- ers and administrators of schools should teach, both in the schoolroom and by personal conduct, a wholesome respect for an observance of all laws, and should take an active and intelligent part in the selection of public officials and the con- sideration of public questions. October, 1925 Child labor—The National Educa- tion Association reaffirms its position on the subject of child labor and insists upon the speedy passage of such Federal and State legislation, constitutional and statutory, as will prevent the exploita- tion and will promote the welfare of the children of America. Interference by non-educational agencies—The Association recommends that administrative authorities protect schools from attempts by outside agencies to use the school organization for the furtherance of ends not directly con- nected with the aims of public educa- tion. Teachers’ welfare—We urge the adop- tion by State legislatures of reasonable tenure laws, actuarially sound retire- ment laws, and teachers’ minimum sal- ary laws. We consider these measures essential to the effective development of the teaching profession and the improve- ment of educational opportunities of the children of the Nation. Taxation of teachers in Territories— The National Education Association urges Congress to remove any discrim- ination regarding the payment of Fed- eral income tax by the teachers of the Territorial and insular possessions of the United States. Association membership— Membership and participation in local, State, and National education associations is urged on all persons engaged in teaching. Department of Education—We be- lieve that education is a matter of pri- mary concern to the Nation as a whole. This National responsibility for educa- tion has been recognized from the earliest days of the Republic by grants of land and of money to the several States in support of their public-school systems. We hold that the Federal Government should promote the further develop- ment of our State and local school sys- tems through the establishment of a De- partment of Education with a Secretary in the President’s Cabinet. Efficiency and economy demand that the several agencies of the Federal Gov- ernment dealing with education now distributed among the several executive departments be consolidated in a Depart- ment of Education. We know that this department, operating as a fact-finding and fact-distributing agency, will aid the several States to improve and develop their public schools. We urge the Congress to create a De- partment of Education in accord with the principles embodied in the Bili adopted by this body. a se oe ee ae -_ ww @&. oe. .s Se ee dd -- A Rich Harvest for Teachers Sixty Educational Books of 1924 HIS LIST was prepared by the Youngs- town (Ohio) Public Library (Joseph L. Wheeler, Librarian) for the American Library Association. The difficulty of select- ing from over 120 books, all worthy, a final list within the means of the normal schools and public libraries is increasingly difficult. All printed reviews have been carefully con- sulted. This year’s list numbers sixty titles, an increase of ten over the lists of 1922 and 1923. The subject arrangement has been adopted by request. Purposes and Principles ELIOT, C. W. A late harvest. 3805p. 1924. Atlantic Monthly Press. $8. This latest collec- tion of essays by Dr. Eliot includes six of dis- tinctive educational value: the woman that will survive; bringing up a boy; advantage of poor men’s sons; needed changes in secondary educa- tion; protection against ignorance; American education since the Civil War. Dr. Eliot in his usual clearly thought out and lucidly expressed manner has stated the keynotes of progress in education: interest, accurate observation, the de- velopment of skills, physical recreation, esthetic appreciation, self-activity, and self-discipline. In all the essays one feels the personality of the man and his intense ambition for race betterment. ALMACK, J. C. Education for citizenship. 287p. 1924. Houghton. $2. An intensely prac- tical handbook of democracy which shows the civic values of our common-school program, and how these values may be realized. Would en- large the social sciences but has also an excellent chapter upon civic training from the “regular” school subjects, such as arithmetic, spelling, read- ing, languages, art, music, and science. Advocates direct forceful teaching of ethics as a school sub- ject. An illuminating textbook. COE, G. A. Law and freedom in the school. 1388p. 1924. University of Chicago Press. $1.75. Philosophy of the project method and its place in social education. Coe parallels the English school- master, Sanderson of Oundle, in aim and vision. Both see infinite possibilities in the child project as an approach to better and fuller democracy in the school and the nation. “The real educator leads society into freedom by leading children into it, and this he does by giving them practice in it . . . We grow free only as we think, plan, act, judge, and enjoy together.” CHAPMAN, J. C. & COUNTS, G. S. Prin- ciples of education. 645p. 1924. Houghton. $2.75. Enlightening, readable, and comprehensive analysis revealing a fine mastery of the best speculative thought, empirical conclusion, and scientific research relating to the place, purpose, and processes of education. Organized around four major questions: What is the place of educa- tion in individual and social life? What are the psychological foundations of education? What are its sociological foundations? What principles govern the conduct of the school? Part 1 con- stitutes a summary of parts 2, 8, and 4, to be read rapidly first, and intensively afterward. PETERS, C. C. Foundations of educational sociology. 447p. 1924. Macmillan. $2.50. Per- haps the most complete and serious attempt to formulate this new field. Part 1 outlines social function of education, relation of school to society, contributions of informal educational agencies, such as family and church, and problems of curriculum- making. Second part deals with methods of determining objectives and methods and results of several investigations by the author. Three valu- able appendixes give tentative lists of objectives in education, a detailed analysis of one objective of cultural education, and a true-false and multiple-answer test of general information. SMITH, E. R. Education moves ahead. 1924. Atlantic Monthly Press. 145p. $2. This at- OW MANY of these books have you read? One school officer says that every teacher should average a book a month during the school year. Another, who has examined this list, says that every educational worker should have read at least one out of each ten. Another remarks that a list like this from which each teacher may select the books needed for personal growth should take the place of the shorter read- ing-circle lists. Yet another faci- tiously notes that more time spent reading professional literature and less on children’s written work would help the teacher to make the school more a garden of growth and less the seat of the taskmaster. This generation of teachers is working in the dawn of a great educational awakening. Education moves ahead in the greatest ad- vance of the centuries. These books are the chronicles of that advance for one year. The teacher who can combine a generous read- ing of them with close observation of children and the life of the com- munity will go far toward “finding himself” and claiming the larger joys of the profession. tractive little book by the president of the Pro- gressive Education Association aims to increase co6peration of parents, schools, and _ public. Much excellent propaganda upon the importance of schools. Other interesting topics: why a child should read before learning the alphabet; why reading aloud to children may harm their prog- ress; children’s natural interests as a driving force in school work; new methods of marking; the school a democratic practice-community. II- lustrated with well-chosen photographs of actual schoolroom situations. Introduction by Dr. Eliot. “A very fine book—a good text on modern meth- odology.” Angelo Patri. FRASIER, G. W. & ARMENTROUT, W. D. An introduction to education. 274p. 1924. Scott, Foresman & Co. $1.50. Attempts very success- fully to give a brief and interesting general survey of present education, the various points of view now affecting it, and the various methods and their significance. General divisions: teacher, child, teaching process, school organization and curriculum, democracy. Presented simply and with much apt quotation and illustrative material. History and Biography KANDEL, I. L., ed. Twenty-five years of American education. 469p. 1924. Macmillan. $2.25. Essays written by former students of Pro- fessor Paul Monroe in appreciation of his quarter- century of service to Teachers College. Intro- duction by Henry Suzzallo on the influence of Professor Monroe, and sixteen chapters covering the recent progress of American education. Partial contents: tendencies in educational philos- ophy (W. H. Kilpatrick); development of edu- cational psychology (D. B. Leary); development of tests and measurements (J. B. Sears); public school administration (E. P. Cubberley); public school finance (F. H. Swift); and secondary edu- cation (A. J. Inglis). CALDWELL, O. W. & COURTIS, S. A. Then and now in education, 1845-1928. 400p. 1924. World Book Co. $2.20. A most hopeful revelation of the educational progress of seventy- five years. In 1845 a survey was made of the Bos- ton schools—a survey so objective and so modern that suggestive comparisons are possibie between then and now. The report of the survey gives ex- amination questions, procedure, and standings of pupils. Caldwell and Courtis gave same ques- tions to pupils of the present day. This book records the results clearly and interestingly. WELLS, H. G. The story of a great school- master. 176p. 1924. Macmillan. $1.50. The life of that remarkable English schoolmaster, F. W. Sanderson, and his accomplishments at Oundle School. “The greatest man I have ever known with any degree of intimacy,” says Mr. Wells. Sanderson was the great pioneer of the project and coéperative class activity in the Eng- lish public schools. He broke from the classical tradition, introduced scientific and laboratory methods, and substituted for competition an ideal of coéperation for service and achievement by methods unique when he began them. Psychology GROVES, E. R. Personality and social ad- justment. 296p. First ed. Oct., 1924, reprint February, 1925, with additions. Longmans. $1.40. A very sensible interpretation of the dis- coveries of psychology and testing, with special attention to conduct. Emphasizes importance of right emotional training in early childhood, need for making studies attractive, responsibility of the teacher for wise direction of original tendencies, causes and prevention of unhealthy mental states, and how emotional conditions vary the results of mental tests. Eminently readable and helpful. Topics for discussion, reports, and supplementary readings for each chapter. AVERILL, L. A. Elements of educational psychology. 425p. 1924. Houghton. $2.15. Part I, “The motivation of learning” shows value of instructive tendencies as motives and importance of mental attitude. Part II, is devoted to the psychology of learning. Part III, “Results of learning,” discusses how training helps develop- ment of personality. Brief appendix gives elements of statistical methods. Interesting straightforward style, excellent illustrative ma- terial, and adequate bibliographies, questions, and exercises. LA RUE, D. W. The child’s mind and the common branches. 483p. 1924. Macmillan. $1.60. An applied psychology, containing the best of modern theory, reduced to essentials and This is an admirable book collection for a teachers’ club library [233] 234 Tue JourRNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1925 LL translated into very simple language. Part I shows what happens to the child’s mind and personality during the learning process; Part II, how this knowledge may be applied to the teach- ing of the elementary school subjects. Illustrative examples abundant and well chosen. Class ex- ercises, assignments, and brief bibliographies follow chapters. GRIFFITTS, C. H. Fundamentals of voca- tional psychology. 8372p. 1924. Macmillan. $2.50. For employment managers and vocational counselors. The ways in which individuals differ, methods of measuring differences, and knowledge of their causes, as necessary background in voca- tional work. Many tests included to illustrate general princples and methods. Emphasizes im- portance of care in testing, and how accurate results are to be obtained and properly interpreted. Partial contents: supplementing the interview by tests; trade tests; motor control, dexterity, and speed; uses of general-intelligence tests; instincts and characters. O’SHEA, M. V., ed. The child: His nature and his needs. 6516p. 1924. Valparaiso, Ind. Children’s Foundation. $1. A symposium pub- lished by an endowed organization. Articles on “The present status of our knowledge of child nature, child well-being, and education,” by Bird T. Baldwin, Mary T. Whitney, Walter F. Dear- born, H. H. Goddard, Leta S. Hollingworth, and other well-known educators. Edited by Professor M. V. O’Shea. Parts I and II will be of special value to students of child psychology, and the book, though wordy and repetitious, is very much worthwhile. Its wide advertising will create a wide use as a reading-circle text and a study book for parent-teacher groups. Exceptional Children IRWIN, F. A., & MARKS, L. A. Fitting the school to the child. 889p. 1924. Macmillan. $2. Important six year experiment carried on in a large elementary school in New York City. Re- organization of the school is described, codpera- tion of teacher and psychologist, course of study, problems of varying types of child, vocational counseling, ungraded classes, and health educa- tion. Particularly interesting chapters on the dull normal boy, the neurotic child, and the gifted child. Authors conclude: “The public school must have a place for the personality of every kind of child above the grade of idiot. This means a spirit of hospitality as all-embracing as universal compulsory education itself.” MORGAN, J. J. B. The psychology of the unadjusted school child. 3800p. 1924. Macmil- lan. $2. Primarily for teachers of normal pupils, and taking an encouraging view of possibility of directing development of personality. Deals with the individual’s struggle with reality and his ability to make social adjustments. Every in- dividual either meets issues squarely or com- promises through forgetting, ignoring, or distort- ing reality. Discussion of compromise types through a wealth of concrete cases. Indicates how mental deviations arise, how they may be recognized, and measures to prevent the individual from becoming extremely unsocial. carefully simple. Vocabulary MATEER, FLORENCE. The unstable child. 47lp. 1924 Appleton. $2.75. Analyzes place of the psychological clinic in schools and value of individual study of the child. Attacks the meas- uring of mentality in terms of figures only. ‘In- telligence may function efficiently, inefficiently, peculiarly, disastrously, or unpredictably, because of difference of qualitv.” Many valuable studies of cases diagnosed and corrected by special treat- ment after examination. WALLIN, J. E. W. The education of handi- capped _ children. 394p. 1924. Houghton. $2.25. The carefully organized results of years of careful clinical study of thousands of handicapped children in large public-school systems and child welfare clinics. An authoritative statement of requirements for successful organization of special classes for children who are mentally retarded, de- linquent, speech defective, crippled, deaf, blind, hard-of-hearing, or semi-sighted, and a lucid dis- cussion of the theories, definitions, and social con- sequences of mental deficiencies. Also brief his- tory of care and training of handicapped children in institutions and public schools. STEDMAN, LULU M. Education of gifted children. 192p. 1924. World Book Co. $1.80. In Los Angeles there is a special class for the training of gifted children, organized by the au- O SCHOOL DISTRICT can afford to be niggardly in fur- nishing a professional library for its teachers. The best schools are proud of their teachers’ libraries because they know that teachers who read and think are the best asset the schools have. Trained and experienced librarians in a large public library that is noted for its work with schools have ex- amined the educational books of 1924. They have compiled this list with a careful note about each book. The American Library As- sociation has distributed the list widely. Several libraries have had editions printed for the use of teachers in their cities. School of- ficers may well purchase the entire list with the assurance that they have most of the cream of the edu- cational books of the year. thor. She here describes her five years’ work, emphasizing individual cases, one, a child possess- ing the highest I Q yet reported, 214. Measures of intelligence, suggestive group projects and ac- tivities also described. An interesting feature is a progress rating card, analyzing “habits of refine- ment,” “study habits,”” and “social habits.” Nineteen specific means for enrichment of the curriculum are outlined. Opposes sending the gifted child to high school at the age at which he is socially unable to mix with his classmates. A stimulating book in a new field. Teaching Method HALL-QUEST, A. L. Supervised study in the elementary school. 4738p. 1924. Macmillan. $2. Discusses reasons for supervised study, its many advantages, and administrative technique, and shows its principles concretely applied to ele- mentary school studies. Part I shows relation of plans for the direction of study, to general ad- ministration and supervision. In Part II, super- vision of study in each subject is treated, includ- ing specific aids in teaching and suggestions for overcoming difficulties. ‘“‘Teaching that aims to train the pupil to teach himself’’ is adopted as a working definition of supervised study. Carries further the author’s earlier book on the general subject. STORMZAND, M. J. Progressive methods of teaching. 375p. 1924. Houghton. $2. A_ very useful presentation of the best of recent experi- mentation in teaching technique, giving clear prac- tical descriptions and evaluations of all the im- portant methods. Author’s point of view is that the teacher should experiment with a variety of methods. Some methods discussed: textbook teaching, using collateral materials, the inductive- development technique, supervised study, the project and the problem methods, the laboratory method, the appreciation lesson, new methods in testing, and the trend toward individual instruc. tion. Especially good on project and problem methods and supervised study. Will help libra. rians to make their service more effective in class. room work. WILSON, H. B., KYTE, G. C., & LULL, H. G. Modern methods in teaching. 286p. 1924. Silver. $1.64. Dr. H. B. Wilson com. bines wide experience in successful superintend- ing—lIndiana, Illinois, Kansas, and California. with eminent achievement in university lecturing and in writing professional books. Every sugges. tion in these 300 pages has been tested. Covers philosophical background of modern classroom procedure, work, and motivation in a modern socialized school and organization of a 10-day free trial offer and special price to schools. PE conn aid o's owns 4.0 2 00:0 Kaine ip Waid ok 0s eee es ae See tee «6S sc ebeep siees opie es And forty other principal cities in the United States £4£«i-_f age « a ee .. . 2.2. 2.2 2.2.2. ©. 0.O80.24.6.86 2 @ 2.2.6.4 6 6.26.6266.24:20 2.2.0.2 2.2 24.496 2444252 2 2 6.2 6 © @ No. 1025 Mention THE JournaL when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1925 fol. 14 —— The Boy Who Won’t Learn! OR the boy who won't learn—who takes no interest in his studies—Dobson-Evans offer the Shumaker English Series, three books of immeasurable value to every teacher of English. Students like them; instructors d they make teaching easier. Subjects include: “Building the Sentence”, “The Technique of the Paragraph”, “A Student's Guide to Theme Writing”. OUTLINE MAPS Dobson -Evans outline maps are a distinct achievement in the teach- ing of economics and geog- raphy. They eliminate guesswork and copying, by outlining on each map the facts the map is de- sired to cover. Maps cov- ering agriculture, popula- tion, rainfall, coal, eco- nomics, minerals, soils, etc. are available. New maps are being constantly added. Data and questions are printed on back of each map. Invaluable for your school room. EXCEL-ALL LOOSE LEAF NOTE BOOKS We can save you money on loose leaf note books. Buy enough for your entire class at waeleaes prices. Select the Excel- All—the perfect loose leaf notebook. It is convenient, serviceable, simple in con- struction and when open, the leaves are absolutely fiat providing a _ perfect writing surface. One op- eration closes both rings. Write for prices on Excel- All note books and fillers. Our catalogue of school supplies contains hosts of ideas for increasing the efficiency of your school room and for making your work more pleasant, Send for your free copy today. Just mail in the coupon. We will know what you want. THE DOBSON-EVANS COMPANY, COLUMBUS, OHIO The Dobson-Evans Co., Columbus, Ohio Without obligation, please send me a free copy of your complete catalogue of school supplies. Mention Tre Journat when writing o 0A Formula “Method of Teaching Arithmetic Separates the study of Formula from the study of Figures. Makes Arithmetic interesting to the student. Ask for a copy of the article “A Formula Method of Teaching Arithmetic.” MONROE Calculating Machine Co. General Offices Woolworth Building, New York, i We ~ onroe Machmes and Serewe are Available m i Principal Cities ¢ of the U. S., Canada, Great Britain. Europe and chroughouc che World. ir advertisers 5 fol. 14, No.7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The New Point of View in Teaching Mathematics Textbooks: HOYT AND PEET’S EVERYDAY ARITHMETIC Primary, Intermediate, Advanced. This Series, with the Hoyt-Peet First Year in Number, has attained a pre-eminent position throughout the country in the teaching of the new arithmetic. BARBER’S EVERYDAY ALGEBRA for the Ninth School Year This text, just published, presents the new algebra with logical unity and teaching momentum not heretofore achieved. The pupil’s power grows steadily. BUCHANAN AND EMMONS’ ADVANCED ALGEBRA A Brief Course for the senior year of high school and first year in college. OSBURN’S CORRECTIVE EXERCISES IN THE FUNDA- MENTALS OF ARITHMETIC A new series of diagnostic drill exercises that will insure the most economical mastery of the fundamental processes in Grades II, III, and IV. Books for Teachers: Osburn’s Corrective Arithmetic. Peet-Dearborn’s Progress Tests in Arithmetic. Suzzallo’s The Teaching of Primary Arithmetic. Losh and Weeks’ Primary Number Projects. Barber’s Teaching Junior High School Mathematics. Ligda’s The Teaching of Elementary Algebra. Evans’ The Teaching of High School Mathematics. Newcomb’s Methods of Teaching Arithmetic. /” press. HOUGHTON MIFFLIN COMPANY Boston Chicago New York San Francisco BOOK THEM NOW-—SHOW THEM ON DATES THAT BEST FIT YOUR SCHEDULE OF CLASSROOM STUDY THE CHRONICLES OF AMERICA PHOTOPLAYS A Series of Vivid and Inspiring Motion Pictures Reproducing with Historical Accuracy Outstanding Events in the Annals of America These unique historical films have been planned To meet the widespread demand on the part of by the Yale University Press on a sound basis of instructional value. They are produced under the supervision and control of a Committee of the Council of Yale University and are supplemented by preliminary outlines prepared by members of the Department of Education of Yale University to aid the teacher in making the best use of the films. They are generally recognized as the most service- able material for visual education yet created. schools and colleges for film service on dates which coincide with classroom discussion of the various topics, prints of each of the 15 Chronicles thus far completed have been deposited in 34 cities throughout the United States. Write today for a detailed plan of how your school can secure these photoplays for use in connection with your courses in American History. A 64-page illustrated booklet will also be mailed on request. YALE UNIVERSITY PRESS FILM SERVICE YALE UNIVERSITY, NEW HAVEN, CONNECTICUT NEW YORK OFFICE, 522 FIFTH AVENUE (Physical Distributors, Pathé Exchange, Inc.) Mention Tue Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION Sn ACKNOWLEDGMENT ay ‘To the Educational Profession Of America A word in appreciation of the enthustastic endorsement which has made COMPTON’S PICTURED ENCYCLOPEDIA the greatest success in the Educational Field HEN, in the summer of 1922, Compton’ s Pictured Encyclo- pedia was completed, we knew that we had worked faithfully, given un- stintingly to our task and endowed our product with the experience and knowledge of the outstanding educa- tors of America. We believed we had a product which was potentially the greatest single educational achieve- ment of the century—but we could not know. Only the acid test of use could prove it; only the unqualified endorsement of the educational pro- fession could award it its proper place. Now, three years have passed. Compton’s Pictured Encyclopedia has met the test of time, and has won its place. Today, in its sixth large edition, Compton’s is sweeping to new high sales records. At work in every important school system in America as well as in smaller systems and rural schools by the thousands, we are confident that Compton’s is really only on the threshold of its usefulness. The acclaim given Compton’s in America quickly spread abroad. One year after the American edition was completed, an English edition was announced. And now, in Great Britain, the demand is second only to thatin America. An Italian trans- lation is well on its way to completion. A Swedish edition is in preparation. Only a truly great publication could enjoy this international recognition. F. E. COMPTON, President We realize that this happy achieve- ment is not of our doing alone. Not particularly the result of splendid editorial effort due to the courageous vision of our eighty-eight collaborat- ing educator-editors. We know that the live interest of teachers every- where, the urge to keep pace with progress, the hunger for better teach- ing tools, and the desire to use them, has played a major role in Compton’s dramatic and sensational success. The teaching profession everywhere was quick to recognize our momen- tous effort. From one to another went a word of encouragement for Compton’s, a wave of appreciation. And we, in turn, now wish to express our appreciation to the teaching pro- fession for the alacrity with which it has studied, accepted and approved our new-day message. We realize that this approbation is the outward expression of the confidence in the integrity and ability of our organiza- tion, We realize that this organiza- tion would be unworthy indeed of this trust if it did not have before it a desire to carry on, a desire to bring forth other products equally worthy of the interest and endorsement of the teaching profession. Our National Teachers’ Service . . . soon to be known to educators every- where will prove, we hope, how sin- cere is our purpose . . . how earnest our ideal. COMPTONS PICTURED ENCYCLOPEDIA Published by F. E. COMPTON & COMPANY, 58 East Washington Street, CHICAGO Mention Tue Journat when writing our advertisers. October, 19; Sit eee A . me: i ae Fee : : week ste . . -eaey ¥ i ie MTD A, sencartes ent & i es Vol. 14, No.7 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-197 . How Young Isa“Youthful Step”? A Flexible Shoe for Your Flexible Foot The Cantilever Shoe is flexible from toe to heel and shaped like the normal foot. This permits all the foot muscles to function. Stronger arches, a @ springier step and real joy in walking are the results. The flexible Cantilever arch fits the exact curve of the foot arch. Ie insures gentle, restful support without impeding the circulation or hindering the free action of the foot. The scientific Cantilever heel takes the strain off the inner and weaker side of the foot by encour- aging you to toe straight ahead. PRs wili like the mage eed hoe because of the all-day foot joe bo it gives you. It iicesans ~ enjoy the activities which help c= figure young. Wear C te ED rs ¢ and health. is Fall for beauty How is it that some folks who are not so young have a sprightly, youthful step, while others, years younger, seem to use more effort in getting about? Authorities say that everyone should walk with ease. They tell us that Nature puts a “spring” in every foot-arch, a spring of sturdy, flexible muscles; that a springy, youthful step is best preserved by walking and working in well-fitting, flexible shoes that permit the feet to function normally and renew strength naturally during the ordinary course of an active day. Feet that are bound in rigid, wrongly designed shoes age rapidly because the muscles cannot flex and benefit by exercise. Pressure at the wrong points irritates and distorts. Toes bunch. Circulation is impeded. The arch of the foot, unable to flex, gradually loses its original spring. When the feet are so abused it is hard to feel young. Cantilevers are the shoes that give you flexible support and encourage you to walk as Nature intended that you should. The all-leather arch, the scientifically designed heel, the straight inner line, induce you to toe straight ahead, the natural way of walking. The weight of the body is thus distributed evenly over your foot and a correct posture is assumed. In Cantilevers, tasks seem lighter and grace becomes natural. Walking, working or playing, your feet respond readily with a “youthful step” that others envy. You will accomplish much in comfortable Cantilevers. You will derive satisfaction in their trim, good looking lines, their fine leathers and modishly rounded toes. Go to the nearest Cantilever shoe dealer and inspect the new Cantilever styles for Fall. Don’t miss the luxury of wearing these wonderful shoes. antilever Shoe ” Mention ‘ue Journat when writing our advertisers. Ge to one of the stores below of write the man- ufacturers, Morse & Burt Co., 404 Willoughby Avenue, Brooklyn, N. Y., for the address of «nore conveniently located Cantilever agency Cantilever Stores Cut this out for reference Akron—it Orpheum Arcade (Main & Market) Albany—65 Columbia St. (cor. N. Peart) Allentown—955 Hamilton St Altoona—Bendheim's, 1302-1ith Ave. Arkansas City—Newman Dry Goods Co Asheville— Pollock's Atianta—126 Peachtree Arcade Atlantic City—2019 Boardwalk (nr. Shelburne) Auburn, N. ¥Y.—Dusenbury Co. Augusta, Ga.—Saxon-Cullum Shoe Co. Baltimore—316 North Charles St Bangor —John Conners Shoe Co. Berkeley —The Booterie Binghamton—Parlor City Shoe Co Birmingham—319 North 20th St Boise--The Falk Merc. Co. Boston—109 Newbury St. cor. Clarendon St Bridgeport —1025 Main St. (2nd floor) Brooklyn—516 Fulton St. (Hanover Place) Buffalo—641 Main St. (above Chippewa St.) Burlington, Vt.—Lewis & Blanchard Butre—Hubert Shoe Co. Cedar Rapids—The Killian Co. Charleston, W. Va.—John Lee Shoe Co. Charlotte—226 North Tryon St. (162 N. State St. (3rd floor Butier Bidg.} Chicago , 1050 Leland (near Broadway) loato Cottage Grove Ave. (Woodlawn) Cincinnati—The McAlpin Co. Cleveiand—1705 Euclid Ave. Colorado Springs— Wulff Shoe Co. Columbus, 0.—104 E. Broad St. (at 5rd) Dallas—Medical Arts Bidg. Danville, Il1.—Cavanaugh & Meyer Davenport—M. L. Parker Co. Dayton—The Rike-Kumler Co. Decatur—Raupp & Son Denver —224 Foster Bidg. Des Moines—-W. L. White Shoe Co. Detroit—2038 Park Ave. (at Elizabeth St.) Dubuque—J. F. Stampfer Co. Duluth—107 West First St. (mear let Ave. W.) Elizabeth —258 North Broad St. Eimira—C. W. O'Shea Erie—Weschier Co., 924 State St. Evanston—North Shore Bootery Evansville—310 So. 3rd St. (near Main) Fargo—Hall-Allen Shoe Co. Fitchburg—W. C. Goodwin, 342 Main St. Fort Wayne— Mathias App's Sons Fresno—The Bootery Grand Rapids—Herpolsheimer Co. Greensboro, N. C.—Robt. A. Sills Co. Greenville— Pollock's Hagerstown — Bikle's Shoe Shop Hamilton, Ont.—8 John _ North (cor. King) Harrisburg—217 No. 2nd S' Hartford—Trumbull & Church Sts. Haverhill—Bennett & Co. Holyoke—Thos. S. Childs, 275 High St. Houston—205 Gulf Bidg. (take elevator) Huntington, W. Va.—McMahon- omer en, RT Ss. Ayres & Co. {thaca—Rothschild Bros. Jacksonville, Fla. —24 Hagan St. (opp. Seminole Hotel) Jersey City —Bennett's, 411 Central Ave. Johnstown,’ Pa.—E. Zang Kalamazoo—The Bell Shoe House Kansas City, Mo.—300 Altman Bidg. Kingston, N. Y.—E£. T. Stelle & Soa Knonville—Spence Shoe Co. Lawrence, Mass.—Geo. Lord & Son Lewiston—Lamey-Wellehan, 110 Lisbon St. Lexington, Ky.—Denton, Ross, Todd Co. Lima—The Sili Shoe — Lincoin—Mayer Bros. Co Little Rock—417 Main St. (Pugh Bidg) Long Beach, Cal.—536 Pine Ave. Los An oe S. Hill St. (3rd floor Louisville—Boston Shoe Co. Lowell—The Bon Marche Lynn—Goddard Bros. acon—Macon Shoe Co. Madison, Wis.—Family Shoe Store Manchester, N. H.—Wm. Marcotte Co. Marquette—Jacob Rose & Sons iemphis—28 No. Second St. Meriden, Conn—Brown Shoe Co. Milwaukee—Brouwer Shoe Co. Minnespolis—25 Eighth St. South, Missoula —Missoula Mercantile Co. pa nan nara $8 Campbell Shoe Co. eefer Bidg. (St. Catherine, W.) Mount Vernon, N. Y.—A. J. Rice & Co. Nashville—J. A. Meadors & Sons Newark—897 Broad St. (Second floor) New Bedford —Olympia Shoe Shop Newburgh—G. A. C. Van Beuren New Haven—190 Orange St. (mear Court) New Orleans—10% Baronne St. (Room 200) Newport. R. I.—Sullivan's, 226 Thames St. (14 W, 40th Sr. Wy Public Library) New York—( 2950 Third Ave. 152nd St.) (13 John St. Bet. B'way and Naseau) Norfoik--Ames & Brownley Oakland —$16-15th St. (opp. City Hall) Oklahoma City—Fezier's Boot Shop Omaha—1708 Howard Sr. Ottawa, Ont.—Murphy-Gamble, Ltd. Pasadena—378 E. Colorado St. Paterson — 18 Hamilton —— (opp. Regent Theatre) Pawtucket—Evans & Peoria—105 So. Tetimeen t se (Lehmann Bidg.) Perth Amboy—Jos. Bruck & Son Philadelphia —1932 Chestnut St. Pittsburgh—The Rosenbaum Co. Pitt: —Wm. Fahey, 234 North St Plaintield—M. C. Van Arsdale Portland, Me.—Palmer Shoe Co Portland, Ore.—322 Washington St. Reading—Sig. S. Schweriner Richmond, Va.—Seymour Sycte Richmond, Ind.— Hoosier Store Roanoke—I. Bachrach Shoe Co Rochester —257 Main St. E. (3rd floor) Rockford—D. J. Stewart & Co. St. Joseph, Mo.—216 N. 7th (Arcade Bidg.) St. Lowis—516 Arcade Bidg. (opp. P. 0.) . Paul—43 E. Sth St. (Frederic Pitorel) t. Petersburg—W. L. Tillinghast Sacramento—1012 K Street inaw—Goeschel-Kuiper Co. Salt Lake City—Walker Bros. Co. San Diego ‘o— The rston San Francisco—127 Stockton St. Santa Barbara—Smith's Bootery Savannah—Globe Shoe Co. Scranton—Lewis & Reilly Seattle—Baxter & Baxter Shreveport —Phelps Shoe Co. Sioux City—The Pelletier Co. South Bend— ae Store Spokane—The Cresce: Stamford, Conn.—L. ‘Spetke & & Son S use—121 West J ‘acoma—255 So. lith St. "Fidelity Trust Bidg.) Toledo—LaSalle & Koch Topeka—The Pelletier Store Toronto—7 Queen St. East nee Trenton—H. M. Voorhees & Br Troy—35 Third St. (2nd floor) Tulsa—Lyon's Shoe Store Utica—28 & 30 Biandina St., Cor. Union Vancouver —Hudson's Bay Co. Waco—Davis-Smith Booterie Washington—1319 F Street (2nd floor) Waterbury —Howland-Hughes Co. Waterville, Me.—N. Hillson & Sons Wheeling—Geo. R. Taylor Co. Wichita Falls—Sanderford Booterie Williamsport—John B. Irvin Wilmington, Del.—Kennard-Pyie Co. Winnipeg—Hudson's Bay Co. Worcester—J. C. Macinnes Co. Yonkers—22 Main St. Youngstown—B. McManus Co. Agencies in 401 other cities t 4 j 2 tn x9 é £ . »* ‘ Be FR ¥ aa Se eee Why! att 7 seas 4 Ii ier pe ey ‘ f Ne *% > 4. A) ‘ J x c f “ff ¢ : ny ) j > ‘ vs * JL ¥ ~ fd 4 Ss Core *. ; < : gor y) ee r * y) ‘“ > ) ~ : ; ‘ A - S ot : } te fey ; Re en ‘ \ BP ee b { y, ¢ Py: ¥ } sé - eR, > F ? eee | :, ‘3 ; % : ' ig ; wis : eet rs ‘ ! e ; * rs . , ; $ . ‘ U ; Ah * X ‘ Ki Meni ay } he, J am > bitin hy ee Pi Nae tes Yak i Z : y m - ; : rs 2 4 *7. ‘ $ “ : ? 4 d j 3 ‘ i : é $ : fe ; Meg i ee F ees . 4 ; , Papas * ; i : ; “ * > ry > j Pa, “ys zo { ‘ ~ ‘ ‘ é ‘ » ea 2 -) ‘ ¥ / x F > } A , j J Ff ; } > ‘ F i % / c ; , ; * 3 ' . . 7 d r , a 4 ' \ 6 ‘ . 4 ’ ‘ 7 { J _ \ .) « X é : ‘ @ re m . i wn 2 Vi e } m * a ‘ ‘ oily an —— ° 0 —_— % [ HOTEL reservations for the meeting of the Department of Superintendence, February 21-25, 1926. Persons wish- ing hotel reservations for the Washing- ton meeting should know that the fol- lowing hotels are booked to capacity, and can make no further reservations: Annapolis, Congress Hall, Grafton, Hamilton, Harrington, Lafayette, Mar- tinique, Mayflower, Potomac, Powha- tan, Raleigh, Shoreham, Park, Washington, Willard. Single rooms are practically exhausted in all hotels that are members of the Hotel- men’s Association. Double rooms and suites are available at the following hotels: Cairo, Capitol Park, Conti- nental, Driscoll, Franklin Square, Lee House, Metropolitan, Roosevelt, St. James, Winston. PRESIDENT Newlon’s selection of a general theme for the Indianapolis meetings proved unusually fortunate. Interpreting the schools to the public is the task of every teacher and school oficer. The discussions at Indianapolis were rich in suggestions and inspira- tions that should make a large difference in the way teachers handle their prob- lems during 1925-26. THE Indianapolis Convention was significant for the wealth of well-written papers on a wide variety of educational subjects presented at its meetings. One of the elders in the Association was once heard to remark that an opportunity to appear on one of its programs should be looked upon as the opportunity of a life time for which no preparation could be too thorough or careful. Progress toward that conception was made by many of the speakers at Indianapolis. The requests of the Association’s Press Service for advance abstracts of speeches brought a general response, so that more material was distributed to newspapers from Washington before the meeting opened than is usually handled alto- gether. THE programs arranged for persons who did not participate in the Rep- resentative Assembly were an unusual feature of the Convention which proved $0 attractive that it will probably be Wardman ° NOTES amd ANNOUNCEMENTS continued. These meetings were well attended. They were presided over by Superintendent Frederick M. Hunter, Olive M. Jones, and Superintendent William M. Davidson. The subjects considered were: Teacher Participation in the Determination of Policies, Work Getting Ready for 1926 ROWTH each year in the Association’s meetings has been no less marked than its remarkable increase in member- ship. As each meeting rises to a new high point of excellence and public interest, the commanding importance of education to the Nation as a whole is driven home. Not in many a year will the Asso- ciation have a combination like that provided for 1926—both of its great meetings in localities of the utmost historic interest: the De- partment of Superintendence in the National Capital in February and the June-July general convention | in Philadelphia, where the Associ- ation had its humble birth in 1857 amid scenes dear in our National history. It is fitting that while our minds are on the finer and greater Nation that the schools are seek- | ing to build through education, we shall thus renew our spirits at the shrines which recall the struggles and sacrifices of the Nation’s in- fancy. Early indications point to ‘record attendance at the 1926 meetings and to programs fully worthy of the attendance. of Teachers’ Organizations, and Moral Education. MANY an occasion at Indianapolis brought forth comment on the absence of that long and faithful booster of the Association, Dr. A. E. Winship, who was in California attending a special ceremony arranged there in honor of the fiftieth anniversary of his first lecture service in that State. LEGISLATIVE Commission—Among the reports which were received with the greatest enthusiasm by the Rep- resentative Assembly was the report of the Legislative Commission, made by the chairman, George D. Strayer, tell- ing of progress in uniting the educational and lay forces of the country in behalf of the new Education Bill. [A-198] +> WHAT they thought of the conven- tion—One of the most outstanding gatherings in the history of the organi- zation.—E. U. Graff, Indianapolis, In- diana. The work of the Representative Assembly was well organized and car- ried out in a most effective manner.— Frank A. Weld, of Lincoln, Nebraska. It was a striking and delicate tribute to literary Indiana that was paid by the Association in setting aside one evening to be known as Indiana night. The ad- dresses by ex-senator Beveridge and Meredith Nicholson made Indiana night memorable in Association American Educational Digest. history.— No finer touch of professional idealism appeared in the Indianapolis meetings than the occasion at the closing session when President Newlon introduced Homer H. Seerley, president of the lowa State Teachers College, Cedar Falls, veteran member of the Associa- tion, loved by all. Out of more than fifty years of successful professional ex- perience Doctor Seerley advised : I went to Baltimore in 1876, as a young man, to become identified with this Associa- tion. Today I come back to my own home State—Indiana, to close the fifty years of my service in this Association. I want to say one thing, Mr. President, if I had my professional life to begin again and had an opportunity to belong to such an organization as this, | would do just what I did at Baltimore—identify myself personally with that organization and become interested personally and fully in the great movements that such an organization as this represents. I have often heard it said that there is no organization working more for the welfare of the United States and seeking to uplift all civilization than the National Education Association. I most heartily endorse _ its movements, its enterprise, and its public service. Those who choose to sacrifice so much to serve you in the capacity of of- ficials might well be appreciated for their genuine service. | am glad to say that in no capacity in which I have been able to work in my present State, lowa, have I found so much good and helpful interest and direct assistance as has come from this great body of educators. SUPERINTENDENT J. O. Engle- man, Terre Haute, Indiana, formerly field secretary of the National Educa- tion Association, was back among his associates at Indianapolis and made sev- eral important contributions in the form of reports and addresses. (Continued on page A-200) Vol. 14, No.7 If You Are Interested in Ventilation Send for This Book It is FREE to School Superintendents ) and others responsible for the ventilation in school buildings You know what good ventilation is. You | know that when feuth outdoor air properly warmed comes into each schoolroom con- stantly, causing seven to nine complete air changes an hour, you have good ventilation. The purpose of our special edition of Univent Ventilation is to show you how you can obtain these results for your school with the greatest ultimate economy. on You don’t need to be an engineer to recog- nize, understand and prove the facts. It is your right and duty to help decide in- telligently how your school shall be venti- lated. This book shows how to choose—and enables you to show others the unarguable reasons for your choice. It covers theessential facts of good ventilation. HERMAN NELSON CORPORATION 1922 Third Avenue, Moline, Iil. UNIVENT (teacs \/ warn) “Ventilation HERMAN NELSON CORPORATION, 1922 Third Avenue, Moline, Illinois Gentlemen: Kindly send me without obligation special edition of your valuable book “‘Univent Ventilation’’ which I wish to read in the interest of my school. LG's’ ao in 4:skn.cn atWe'as ne osed ho duke ah ches + ReeMons ot hRP AERIS e POM AS es rvay does pe avas bnnpeoed- eens as 4a send eiakins oe bees skin -aewemhin eaee THE JOURNAL OF THE NATIONAI a Mention Ture Journat when writing our advertisers. . EpucATION ASSOCIATION A-199 Reasons for the Popularity of the Cable Midget Size 1. The Cable Midget Upright has proved ideal for school use because the teacher can easily look over the top and direct her classes while she is playing the accompaniments. It is so small and light that school boys can move it from room to room. 2. Its musical qualities are those of a large size Piano be- cause all reductions in size have been made at minor points. 3. The keys are standard in length, width and spacing and have not been compromised in any way. Tone 4. The scale is a new, scientifically formed structure that was developed as a result of years of experience gained in making small Pianos for export. 5. The longest string length and largest sound board area, in proportion to its size, of any Piano in existence are among the notable features of the Cable Midget Upright. 6. Strings longer than those in popular Baby Grands are to be found in the Cable Midget Upright. 7. By extending the sound board in an ingenious fashion both above and below the limits previously used in piano construc- tion, a greater sound board area has been achieved. Durability 8. A heavier plate gives greater durability and strength to the Cable Midget. 9. Stubby, giant brackets bolted into the metal plate support the action and prevent any variation in the adjustment to the strings. 10. Hardwood posts and extra heavy ribbing give added solidity to this sturdy little piano. 11. The normal angle of the strings has not been distorted in order to gain string length. 12. A special, mar-proof finish designed for schools keeps the Cable Midgetattractive in appearance in spite of the hardest usage. THE CABLE COMPANY Wabash and Jackson, CHICAGO 7639S Manufacturers of Conover, Cable, Kingsbury Pt > ogo’ and Wellington Pianos; Carola, Solo A ee” Carola, Euphona, Solo Euphona and YY > Euphona Repro- Pre sO” ducing Inner- ~ osteo ® 200 Tue JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION October, 1925 (Continued from page A-198 MEMBERSHIP in the Department of Elementary School Principals of the Na- tional Education Association is a fair index of the professional training and outlook of the principals of the v&rious States. Ohio ranks first with 226 mem- bers; California second with 212; Illi- nois third with 187; Pennsylvania fourth with 154; Massachusetts fifth with 140; New Jersey sixth with 135; New York seventh with 125; Michigan eighth with 123; and Washington ninth with 109. THE membership year in the National Education Association is the same as the school year—September 1 to August 31. PROMISING outlook for the new year—The hundred per cent group grows.— The following telegram received just before going to press indicates the spirit which is growing throughout the country: J. W. Crabtree, Secretary, National Edu- cation Association, Bellefontaine Ohio City Teachers One Hun- dred Per Cent Members National Associa- tion. S. J. Bonham, President. Similar messages have been received from Superintendent E. M. Rapp, of Berks County, Pennsylvania; Superin- tendent R. W. Pringle, of Grand Rapids, Ohio; representatives of the Berkeley (California) Teachers’ Association; could not be Gramneat when the ; te Budget was passed. while approve its purchase, there are no funds available for a classroom projector this — year. t y: ee a « Hence, © the board would a ae Very. truly yours, | ili taail THOUSANDS OF TEACHERS are facing the problem: Visual - Instruction,a new and invaluable classroom aid—successful—helpful —urged by educational authorities—BUT, its necessity unforseen when the school approprations were made. We will help you to obtain the standard BRA iC 'O PROJECTOR and BRAYCO FILM SERVICE - by a simple method which increases their educational value 7 without invading school funds. | e : ae | Here Is Your Solution. BRAYCO is already accepted as standard among classsoom projectors in American Schools. It is the pioneer in still film projection, the new method which is superseding the use of bulky, } costly, glass slides. Simply designed and easily operated, durable, adjustable, adapted to any classroom in the land, Brayco is in use in thousands of schoolrooms. Its constantly in- creasing still film library, paralleling standard curricula, is already the largest and is avail- able to Brayco users at a small fraction of the cost of glass slides. We will gladly supply | you with all details concerning this marvelous service. THE FIRST STEP TOWARDS VISUAL SERVICE: Sign and mail this Date Name of School. How is your school lighted? PAGE COOPER CORPORATION, 5 North Water Street, Philadelphia, Pa. Please send me at once full information about Brayco. and tell me how we can . obtain it, without cost to our schools, Washington, D. C.: from the Wabash (Indiana) City Teach- ers Club; Supt. F. C. Kirkendall, of Zanesville, Ohio, and Supt. A. E, Moody, of Bedford, Ohio. THE Journal of the National Educa- tion Association is mailed to reach sub- scribers the first of each month, except- ing July, August, and September. If THE JOURNAL does not reach you by the first of the month, or soon there- after, kindly send a card or note to the Division of Records and Membership, National Education Association. THE following are the headquarters divisions and their directors: Accounts, Helen T. Hixson; Business, Harold A, Allan; Classroom Service, Agnes Winn; Field, Charl O. Williams; Publications, Joy Elmer Morgan; Records and Mem- bership, Theodore D. Martin; Research, John K. Norton; Department of Super- intendence, S. D. Shankland, Executive Secretary. Secretary J. W. Crabtree invites you to write to division heads if you are in need of help along any par- ticular line. MEMBERS of the Association who re- ceive renewal appeals after they have paid their dues should write to the Divi- sion of Records and Membership, re- turning the circulars received so that the records may be carefully checked. BUREAU of Education Publications— The following publications have been issued by the United States Bureau of Education since the list was published in THE JouRNAL for June: BULLETIN, 1925, No. 2. Important state laws relating to education, 1922-1923. 82p. Paper, 10c. BULLETIN, 1925, No. 4.. Land-grant caol- lege education, 1910 to 1920. Pt. Wl, Agriculture. 108p. Paper, 25c. BULLETIN, 1925, No. 5. Land-grant col- lege education, 1910 to 1920. Pt. IV, Engineering and mechanic arts. 75p. Paper, 20c. BULLETIN, 1925, No. 6. High school edu- cation of the farm population in selected states. 24p. Paper, 5c. BULLETIN, 1925, No. 7. Kindergarten legis- lation. 32p. Paper, 5c. BULLETIN, 1925, No. 8. Elementary in- struction of adults. Report of na- tional illiteracy conference committee. 33p. Paper, 5c. BuLLeTIN, 1925, No. 9. Some lessons from a decade of rural supervision. 19p. Paper, 5c. ; BULLETIN, 1925, No. 10. The rural high school, its organization and curriculum. 74p. Paper, 10c. BULLETIN, 1925, No. 11. Accredited sec- ondary schools in the United States. 119p. Paper, 15c. (Continued on page 202) Vol.14, No. 7 SCHOOL HOUSE PLANNING The Report of the Committee on School House Planning THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION A-201 Now Visualized Geography brings classroom success to you ODAY ... The New Atwood Regional-Polit- ical Map Series are revolutionizing geography teaching. Correlate with the Problem Project Method of teaching geography . . . make possible visualized geography instruction . . . and classroom success. Their reception has been most enthusias- tic . . . their practical usefulness proved. 4,000 maps now in use in public and private schools. associated with Committees of the National Association of Public School Business Offi- cials, the American Society of Heating and Ventilating Engineers, and the National Fire Protection Association. Graphically illustrated—complete, concise and definite in its conclusions. The result of a five-year study by experts.» Invaluable for those who have school- 10 maps designed to meet your needs The Atwood Re- gional - Political Map Series are arranged for comparative map study. The four great classes of natural shown clearly. ture modern .. . up to date. Four supplementary maps, showing relief, rainfall, dis- regions Political fea- tribution of pop- ulation and land utilization, ac- company each major map. Ten maps in the en- tire series. Col- ors exceptionally beautiful and harmonious . . . attractive to the child .. . readily seen from the back row .. . every de- tail perfect for visualization. building problems. Should be in the hands of every administrator and board member. 164 Pages Price, $1.00 per copy ORDER NOW National Education Association 1201 Sixteenth Street N.W. Washington, D. C. SPECIAL We will send on approval, subject to OFFER _ two weeks’ examination and return, the entire series or any single map. If entirely satis- fied, send a formal order, otherwise return at our expense. Address Dept. J. Write for FREE booklet “Great World Achieve- ment.” Suitable for classroom instruction. Mailed free to teachers, principals and superintendents. A. J. NYSTROM & CO. SCHOOL MAPS 2 GLOBES 2 2249 Calumet Avenue, Chicago, IIl. CHARTS WHEN YOU TALK as you do every day, of the numberless activities which have distinguished the human race since cave-man days, you do not wish to be uncertain or partly in- formed. ART AND ARCHAEOLOGY gives you this information, concisely, interestingly, in non-technical language. You can quote ART AND ARCHAEOLOGY to your pupils without fear of contradiction. It is exquisitely illustrated, and its articles cover brilliantly such widely separate fields as painting, sculp- ture, prehistoric pottery, textiles, the stories of long-dead kings and empires; scientists slowly bringing to light the quaint daily lives and strange ceremonials of vanished peoples ; the growing significance art is having on the development of taste in these United States. Annual Subscription, $5.00 Special Offer to Members of the N. E. A., Three Months, $1.00 ; the achievements of tireless | Art and cArchaeology ‘Press, Inc., 521 18th Street, Washington, D. C. Send the Magazine for C] one year to [] three months Address Remittance may be mailed at once or on receipt of bill. Check offer preferred. Mention Tue JournaL when writing our advertisers. Lalor mo i) iF A-202 THe JouRNAL OF THE NATIONAL EpucATION AssocIATION me... = eee 111) ae 111! pe E |] GLENDALE UNION HIGH SCHOOL =A GLENDALE, CALIFORNIA O experience and a most com- plete line of merchandise enable Heywood-Wakefield school seat- ing experts to plan all your seat- ing equipment to meet every re- quirement of efficiency, economy and permanence. On this basis, we have equipped hundreds of the finest educational institutions in America. Consulting service is free and without obligation through any of these HEYWOOD-WAKEFIELD WAREHOUSES BALTIMORE, MD. 113 W. Conway St. BOSTON 45, MASS. Winter Hill Display Floor, 174 Portland St. BUFFALO, N. Y. Wells & Carroll Sts. CHICAGO, ILL. 2653 Arthington St. Display Floor, American Furniture Mart KANSAS CITY, MO. 1310 W. Eighth Scr. LOS ANGELES, CAL. 215 East 6th St. NEW YORK, N. Y. 516 W. 34th St. PHILADELPHIA, PA. 244 So. Sth St. PORTLAND, ORE. 148 No. Tenth St. SAN FRANCISCO, CAL. 737 Howard St. ST. LOUIS, MO. Sixth & O'Fallon Sts. a ee Ss ae Heywood Wakefield (Continued from page A-200) BULLETIN, 1925, No. 12. Statistics of State Universities and State colleges for year ending June 30, 1924. 23p. Paper, 5c. BULLETIN, 1925, No. 13. Bibliography of science teaching in secondary schools. 161p. Paper, 20c. BULLETIN, 1925, No. 14. Record of current educational publications, April 1, 1925. 59p. Paper, 10c. Crry SCHOOL LEAFLET, No. 20, 1925. Use of intelligence and achievement tests in 215 cities. 3p. Paper, Se. HOME EDUCATION CIRCULAR No. 7, 1925. Teachers’ and pupils’ reading circles sponsored or conducted by state depart ments of education. 12p. Paper; Sc. uy!"| i f a ipeee a KINDERGARTEN CIRCULAR, NO. 18, 1925. How the kindergarten educates. 5p. Paper, Se. Liprary LeaFieT, No. 31, 1925. List of references on student self-government and the honor system. 6p. Paper, Sc. PHYSICAL EDUCATION SERIES, No. 6. The school as the people’s clubhouse. 16p. Paper, Sc. RURAL SCHOOL LEAFLET, No. 37, 1925. Courses in rural education offered in universities, colleges, and normal schools. 18p. Paper, 5c. RURAL SCHOOL LEAFLET, No. 38, 1925. Preparation of teachers for rural con- solidated and village _ schools. 8p. Paper, 5c. October, 1925 STATISTICAL CIRCULAR, No. 4, 1925, Pe, capita costs in city schools, 1923-24. 7p. Paper, 5c. COMPLETE sets of the Proceedings of the National Education Association from 1857 to date are available in q number of the older and larger libraries of the country. Other libraries are attempting to complete their sets so far as possible. Any one having copies of volumes for 1870, 1871, 1872, 1877, 1882, 1883, 1885, 1887, for sale should report to the Division of Publications, National Education Association, 1201 Sixteenth Street, Washington, D. C. ORGANIZED women renew pledges for Child Labor Amendment—Con- tinued effort for ratification of the child labor amendment was pledged by the National Congress of Parents and Teach- ers at their convention held April 27 to May 2 at Dallas, Texas. Similar action was taken by the National League of Women Voters at its convention in Richmond, Virginia, April 16-22, and by the American Association of Univer- sity Women at its convention held in Indianapolis, Indiana, April 6-14. With these three national organiza- tions of women, whose combined mem- bership runs into the millions, pledging renewed support to the child labor amendment, it is predicted that a con- siderable change in public sentiment con- cerning the amendment will take place before the legislatures meet again. The women leaders insist that it is only neces- sary to make clear to the public the actual facts as to the conditions of child labor in the states to secure the neces- sary codperation for remedying the evils. Statements to the effect that adverse action of state legislatures constituted no legal bar to ultimate ratification of the amendment have been confirmed dur- ing the past week by an official investiga- tion conducted at the request of Senator William J. Harris, of Georgia, by the legislative reference service of Congress. In a detailed report on the subject the congressional legislative experts say: (1) That a constitutional amendment once submitted by Congress to the states for ratification is not subject to with- drawal or repeal, but remains before the states until ratified; (2) States which have ratified cannot reverse that action; and (3) States which have rejected the proposal can at any time vote to ratify it. LIFE memberships in the National Education Association, are becoming in- creasingly popular as gifts in recognition (Continued on page A-204) Vol.14,No.7 aaa PHeE JOURNAL OF THE NATIONAL EpucatTion AssocraTion WY DECADES A- 203 of Experience-8 years of Research. and now ... ~The Perfect Blackboard Backed by a double Guarantee “Give us a better blackboard”. ..and Weber Costello have responded. After 8 years of ex- periment... and a 3-year test in public and private schools ... Sterling Lifelong Blackboard . +. Lhe Perfect Blackboard, stands as the ultimate . . . the crowning achievement of our 40 years in blackboard manufacture. Sterling Lifelong Blackboard is guaranteed to give permanent service for the life of the building with less expense for upkeep than any other product used for the same purpose. A Romance of Science Step by step .. . process by proc- ess .. . with infinite care and exacting patience, Sterling Life- long Blackboard was developed ... the result of scientific study and 40 years of practical expe- rience. A romance lies in the countless laboratory tests, more severe than actual usage possibly could be. The minute perfec- tions... the combination of two thoroughly time-tested materials. And finally ... than natural slate ...a man- made blackboard far superior to Nature’s. Special Processes... Exclusive Formulas Science triumphed. Special proc- esses and formulas ... exclusively our own... gave us Sterling Life- long Blackboard. More durable than natural slate . . . yet more elastic. A finer writing surface ...andalwaysuniform. A black- er surface... black all through. Weber Costello Co. a better product STERLING LIFELONG «se» BLACKBOARD, N Oo TE: Great Features Sterhng Lifelong Blackboard is more durable. It is almost impossible, except with malice, to deface the writing surface. It will live as long asthe school house. @ Sterling Lifelong Blackboard is a good blackboard, all the way through. @ The Body of Sterling Lifelong Blackboard im- proves with age—it seasons. @ Suding Lislens Blackboard requires practicallyno upkeep. It comes in long slabs of uniform thickness. © Sterling Lifelong Blackboard is more elastic. © ae Lifelong Blackboard has a better writing surface. @ Sterling et ae Blackboard is cheaper. Sterling Lifelong Blackboard will not warp or buckle and is strictly fireproof. Sterling Lifelong Blackboard is fully guaranteed ©) both by the manufacturer and the distributor who sells it. Mention THe Journal when writing our advertisers. 17 Coupon 17 WEBER COSTELLO COMPANY Chicago Heights, Ulinois Gentlemen: Please send me, without obligation on my part, full information about Sterling Lifelong Blackboard, a free sample, and the name of the nearest distributor. Fireproof... and seasoned to give lifelong durability... a,product which improves with age. Warp- ing and buckling arenow unfeared blackboard enemies. And yet... Sterling Lifelong Blackboard is cheaper than the quarried slate which once was best. $100,000 Extra For the making of Sterling Life- long Blackboard we built and installed special machinery. We erected new buildings. ..invested more than $100,000 in such im- provements. Now this new standard in black- boards is fully guaranteed by us . and by the distributor from whom you will purchase. Free Sample Write us today for a free sample, for prices ... and detailed infor- mation. You should know this better-built blackboard. Sign and send the coupon... for your {ree sample .. . today. ta oeesemniiaiilineinnaeantien Use Pictures To Make Teaching More Interesting The projector is 5 feet behind the screen. shown is the No. size 36x45 inches. THE Trans-Lux Air-Cooled Opaque Projector Puts Any Picture on The Trans-Lux Daylight Screen You need it in your school BECAUSE It brings any picture or other opaque object immediately before the whole class at one time in daylight. It does not scorch. It avoids close, stuffy, dark rooms. There is no limit to the photographs, magazine illustrations, and other opaque objects that can be projected on the screen. We now have a record of more than a million pictures suit- able as teaching aids. An attachment makes it possible to use lantern slides. It limits the expense of visual instruc- tion, both in fime and money, to a minimum. Visual Instruction is now possible in any classroom in the school. Are you interested in getting this equipment for your school? Fill out and mail the attached coupon, at once. he screen Trans-Lux Daylight Picture ScreenCorp. 36 West 44th Street, New York, N. Y. TRANS-LUX DAYLIGHT PICTURE SCREEN CORP. N. E. A 36 West 44th Street, New York City. Gentlemen :— I am interested in the Trans-Lux Air- Cooled Opaque Projector, and Trans-Lux Daylight Picture Screen, and would like to have it demonstrated, if you can arrange for it. Please send, without obligation, plete descriptive literature. com- THE JoURNAL OF THE NATIONAL EpucaTION ASSOCIATION (Continued from page A-202) of notable professional service. They also make a strong appeal to younger members of the profession who look upon them as an excellent life invest- ment. REPORTS from the field indicate that many teacher’s clubs and school faculties are planning to use THE JoURNAL dur- ing 1925-26 as the basis of discussion in the regular meetings. Provision is also being made in teacher-training institu- tions for its use with junior and senior classes. The following letter from a well-known teacher of education is sug- gestive: I am planning to ask our senior teaching group next year to subscribe to THE Jour- NAL instead of buying a single textbook on teaching. Examination of THE JourNAL for the past six months makes me feel certain that teachers who read it will get more actual information about teaching than by buying a single textbook, and they will also begin earlier than they otherwise would a professional connection with the National Education Association. STOCKS of back numbers of THE JOURNAL are becoming more and more depleted. Persons wishing to complete their files are advised to order now miss- ing numbers at twenty-five cents a copy. EVERY principal and vice-principal of an elementary school should be a mem- ber of the Department of Elementary School Principals. Send two dollars ($2) to the treasurer, Courtland V. Davis, 1201 Sixteenth Street North- west, Washington, D. C. IT is the testimony of young men and women in our profession that they were most helped by those teachers in their training days who gave them a per- manent interest in the profession. Each year the number of schools urging their seniors to become members of the Na- tional Education Association increases. The students not only have the benefit of THe JourNAL for use during their senior years; they have also the benefit of the early connection with their pro- fessional organization. LIFE memberships in the National Education Association have been given to State Superintendent Will C. Wood of California and Superintendent Mark Keppel of the Los Angeles County schools by the California Council of Edu- cation in recognition of notable service rendered in the State. A life membership in the National Edu- cation Association was presented to Superintendent O. H. Locke, Wood- lawn, Pennsylvania, by the Woodlawn October, 1925 Teachers Association at the annual com- mencement exercises, June 9, 1925. THE Journat is delighted to record the names of men and women who have given long and outstanding service to the profession. Miss Susan Smith Sheridan, of New Haven, Connecticut, began teaching in one of the grammar schools in that city in 1870. She con- tinued her professional training and ad. | vancement until she earned her doctor’s | degree from Yale University, and became head of the department of English in the New Haven High School. When in 1923 Dr. Sheridan asked to be relieved of heavy responsibilities, she was made English adviser. D. W. Parratt was appointed executive secretary of the Utah Educational Asso- ciation for the next two years at a meet- ing of the Board of Trustees on May 6, to succeed T. D. Martin, who is now director of the Division of Records and Membership of the National Education Association. Mr. Parratt was formerly superintendent of schools of Granite District. SARAH A. Stewart, who had con- tinuous membership in the National Education Association since 1884, died at Avon by the Sea, New Jersey, on May 16. As one of the earliest life members of the Association, Miss Stewart had great pleasure in seeing it come to Wash- ington and develop its enlarged program of service. MANY of the good things that have come in law and medicine have come through emphasis, during the training period, on the student’s responsibility to contribute his share to the improvement of the profession through organization. Can the teaching profession afford to do less ? JOHN Enright, commissioner of edu- cation for New Jersey, resigned the office on May 2 and retired, having com- pleted fifty-four years of continuous serv- ice in the public school system of New Jersey. His more than half a century of service ranged from teacher of a one- room school to the highest educational office in the State. The record is quite exceptional. Mr. Enright’s many friends wish him long years of health and leisure. THE Twelfth National Recreation Congress will meet under the auspices of the Playground and Recreation Asso- ciation of America October 5-10, at Asheville, North Carolina. Among (Continued on page A-206 Vol 7 = fF ee SUS SS 8 — is eh ee el ew OO VS © Vol. 14, No.7 This Magazine is from Our Presses Judd & Detweiler, Inc. Master Printers Eckington Place and Florida Ave. Washington, D. C. GENERAL PRACTICE IN KINDERGARTEN EDUCATION IN THE UNITED STATES OMPILED by the Research Committee of the Department of Kindergarten Education of the National Education Association. Mary Dabney Davis, Editor. A VOLUME OF SERVICE to kindergarten teachers, supervis- ors, administrators, and students of teachers’ colleges setting forth the history and development of the kin- dergarten movement. 155 Pages Price, $1.00 Discount on orders for 10 or more copies PUBLISHED BY a NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street N. W. Washington, D. C. THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION A World-Wide HE success of the New Remington Standard 12 is universal. It ex- tends over the entire civilized world, and it includes every kind and charac- ter of use and user. Business houses, large and small, and business schools everywhere agree that this New Rem- ington is the greatest value among standard writing machines. Leading business educators testify that as a ‘‘teaching’’ machine it is in- comparable. It is simple; it is strong; it will stand the hard knocks. It is swift, light running, and easy to oper- ate. And it literally helps the operator to turn out good work. The writing machine which combines all of these qualities is the natural preference of school teachers and students wherever tvpewriting is taught. REMINGTON TYPEWRITER COMPANY 374 BROADWAY NEW YORK Branches Everywhere REMINGTON STANDARD SINCE THE INVENTION OF THE WRITING MACHINE Mention THEr JourNnaL when writing our advertisers. A-205 Health Education A program for public schools and _teacher- training institutions. Prepared by the Joint Com- mittee 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 NEW REPORTS Conserving the Sight of School Children Prepared with the coéperation of The National Committee for the Prevention of Blindness, 48 pp—Each 25 cents Ventilation of School Buildings Prepared in codperation with the Elizabeth McCormick Me- morial Fund, 8 pp—Each 15 cents 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 hang- ers $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. THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION (Continued from page A-204) topics scheduled for consideration are Home Recreation and the Training of Leaders. GLENN Frank’s refusal to announce a policy for the University of Wisconsin on assuming its presidency in September on the ‘ground that policies are the joint product of the university as a whole— not the pronouncement of one individ- ual—is significant of the new spirit in education. In another form it is a declaration in favor of one of the planks in the Association’s platform—teacher participation in the determination of policies. More and more the great ad- ministrator is not so much a decider of policies as a moderator seeking so to co- ordinate the thinking of many workers that the wisest points of view may emerge and prevail. FOUR different manufacturers and dealers in school supplies have called attention to the fact that orders for the school year just opened were from twenty to thirty days later in placement than is usual. These four companies are in different sections of the country and each is doing a national business. None of them could explain the condition. Each asked ‘Why are schools so late in plac- ing orders this year?” A _ well-known manufacturer writes, “Laboratory fur- niture should be ordered in the early spring, supplies and equipment by the first of July, and textbooks as soon after- ward as possible. In the end the schools pay the cost of rush work and _ last- minute mistakes and have the worry and delay thrown in. Moral: Plan ahead and order early.” es Wolfe, of San Antonio, Texas, the oldest active member of the Associa- tion of that State, died April 20, 1925. During recent years Mr. Wolfe has been active in encouraging closer relationships between school and home by means of industrial home projects for boys and girls. BRAZIL, South America, has recently adopted a national law providing for the regulation of the work of women and children. The law provides that no minor can be employed for gain until he has completed the minimum of schooling required by law. No child of less than twelve can be employed in any labor outside his own family. Between the ages of fourteen and eighteen no child can be employed more than six hours daily or thirty-six hours weekly, nor later than eight o’clock at night nor earlier than seven o’clock in the morn- ing in the winter and six in the summer. October, 1925 A NATIONAL Committee on Re. search in Secondary Education has been formed, including representatives from the United States Bureau of Education, the Society of College Teachers of Edu. cation, National Association of Second. ary School Principals, Association of Colleges and Secondary Schools of the United States, North Central Associa- tion of Colleges and Secondary Schools, | National Association of High School In- spectors and Supervisors, National Asso- ciation of College Registrars, Educa- tional Research Association, California Society for the Study of Education, and the Research Division of the National Education Association. "The Committee will meet each year at the time of the Convention of the Department of Su- perintendence for the election of officers, to review work of the previous year, and to formulate plans for its future work. Mr. J. B. Edmonson, of the University of Michigan, is chairman, THE Board of Education of the Terre Haute, Indiana, public schools at a recent meeting adopted a series of pro- gressive rules for the improvement of the teaching staff, including the single sal- ary schedule, special provision for addi- tional training with a salary schedule recognizing such training and encourag- ing teachers to improve themselves in service. One of the new rules provides that: “Teachers who have taugh. uve years without attending a summer school or its equivalent, and earning credit in at least two subjects studied for a mini- mum of five and a half weeks, with a minimum of twenty-two recitation hours per week in each, will not be eligible for reappointment. This rule becomes oper- ative after June, 1926.” Mr. J. O. Engleman, formerly field secretary of the National Education Association, is superintendent of schools at Terre Haute. PRIZES amounting to twelve hundred dollars are offered in the World Hero Prize Competition which has been made possible by Clement M. Biddle, of New York. The heroes are to be determined by vote of the schools of the world “due consideration being given to nobility of character, fearless and self-sacrificing de- votion to a great cause, and constructive work for humanity of a_ permanent character.” The competition will end May 18, 1926, which is World Good- will Day. Augustus O. Thomas, presi- dent of the World Federation of Na- tional Education Associations is chair- man of the Committee of Award. Com- plete announcement of rules may be had (Continued on page A-208) 327 7 =O YD © TD edt Vol. 14, No. 7 When Words Fail thousands of teachers, every year, find, in the use of the Perry Pictures, a method of giving life and meaning to textbooks and lectures. Pictures speak a language under- standable to people of all ages and all minds. Everyone tries to translate words into mind _ pic- tures. Children think almost entirely in pictures. Words have little meaning. Bird Pictures i in 5 Seaneiit Colors Three Cents Each for 15 0r more. Size 7x9. Send 75 cents for set of 25 com- mon birds with brief description. THE Feeding Her Birds. Millet End of Day. Adan JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A Baby Stuart. Van Dyck Reproductions of the World’s Great Paintings ONE CENT SIZE. 3x3*.. For 50 or more. TWO CENT SIZE. 5% x 8. For 25 or more. Send 50 Cents for 25 Art subjects, or 25 for children, or 25 Madonnas. Send 15 Cents for 64-page illustrations. The Perry Pictures ©. Box U. s., Maiden, Mass. Stamps or coin. 25 Pilgrim pictures, or Catalogue. 2,250 subjects. 1,600 ag a a a a ee SRR ee ws Just One Small Picture tells more than a book of words. Could anyone recognize and identify a famous painting or historical building, a great states- man or a song bird by a printed description ? School children find, in everything they sec, a new experience and in what they read, merely rule and rote. Large Pictures for Framing Artotypes Size 22 x 28 inches, including the margin. $1.00 each for two or more; $1.25 for one. —207 po 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 ——os smooth-writing, long-wearing pens for their work. sorted pens for a dime. 349 Broadway No. 1—College, fine point; double No. 2—Counting House, ercellent *. — fine point; semi- A sample card of one dozen as- Please mention this publication. Spencerian Pen Company New York elastic. for bookkeeping. No i tehesimettete, medium point; stiff action. No. 2 Spencerian School Pens ¢ ART HELPS ¢ jor TEACHERS A new organization ready to aid teachers everywhere wit standard, pro ype or specific he/ps ~ WRITE TO ‘he AMERICAN ART AID STANFORD UNIVERSITY * CALIFORNIA * Founded by THE AMERICAN CRAYON CoMPANY A FREE ART SERVICE me the new Medical Building and Hospital of the University of Chicago with the largest order of Seunuicce FURNITURE ace Furniture ever C. RCo C. G. Campbell, Treas. and Gen. Mgr. 123 Lincoln St. KEWAUNEE, WISCONSIN 70 Fifth Avenue NEW YORK OFFICE Offices in Principal Cities Mention THe Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1925 (Continued from page A-206) from the National Council for Preven- tion of War, 532 Seventeenth Street Northwest, Washington, D. C. NATIONAL Thrift Week has been announced for January 17-23, 1926. Readers of THE JOURNAL may obtain a package of material on teaching thrift from the National Thrift Committee, 347 Madison Avenue, New York City, for one dollar, THE School Review for June, 1925, suggests that the number of high school units required for admission to college should be reduced to twelve, leaving the junior high school entirely free to shape its courses without the formalizing in- fluence of college entrance requirements. A PIONEER educator passed with the death of Prince Lucian Campbell, president of the University of Oregon, on August 14. Thirty-five of Mr. Renew Membership Now To Active Members of the National Education Association: The new membership year is at hand. It coincides with the school year. A prompt remittance of dues will increase the strength of the Association and hasten the realization of the ideal, “A stabilized all-inclusive membership and the entire profession at work on its problems.” The attached “Renewal Blank” and “Time Check” have been provided for your con- venience. Do not hesitate to use them. The check will not be cashed until the date placed upon it. Will you not assist in securing “A Complete Enlistment of the Profession” by getting at least one new member? Twenty-five thousand members did this last year. Yours for a United Teaching Profession, J. W. CRABTREE, Secretary. MEMBERSHIP RENEWAL BLANK The Enlistment of the Profession I hereby apply for the renewal of my membership in the NATIONAL EDUCATION ASSOCIATION and again pledge my support for the improvement of the Association and for arousing a high degree of professional spirit among teachers. I am in favor of promoting the interests of local, state and national associations and I believe in a 100 per cent loyalty to the profession. 2. Position 3. Address for School Year Street State Note—Sénd the renewal through office of school, local or state association or send it direct to the National Education Association, 1201 Sixteenth Street N. W., Washington, D. C. Send im- mediately so as not to miss any number of THE JouRNAL. Use this time check, making it payable after receiving September or October salaries. TIME BANK CHECK “Write here date you wish to pay (any time before December 31). Write here name of Bank or Trust Company Address of Bank Pay to the Order of the National Education Association TWO ($2.00) DOLLARS Signature here *This is a check on your own bank and will not be cashed before the date given above. It is given in payment of dues for the present school year, including a year’s subscription to THE JouRNAL. Campbell’s sixty-four years were spent as head of two institutions of higher educa. tion in Oregon—the Oregon Normal School at Monmouth from 1890 to 1902, and the remaining years of his life at the State University. RADIO installations are being included in new school buildings, connecting every room with the principal’s office and open- ing to any or all of the school a wide range of lectures and music. TEACHER Honored—A fitting service was held at the Abraham Lincoln School, Boston, May 26, in memory of the late George W. Ransom, who was principal from 1911 to 1923. The occasion was the unveiling of a bronze tablet in the assembly hall, the gift of the teachers in the district who served under him and pupils to whom he was an inspiration, Below the name and dates on the tablet are the words: “A lover of children; a zealous teacher; a devoted friend.” BACK to School—Some 20,000,000 school children up and down this coun- try are getting ready to go back to school if they aren’t back already. In anticipa- tion of the event, the National Educa- tion Association has sent out a letter reminding us that “newspapers do not now assume that the typical American child thoroughly hates school and his lessons and his teachers.”’ The editor of today, we are advised, does not consider the teacher “an entirely contemptible public servant.” That lets us in as an editor of today. We think enough of the quality of the teaching to advocate subjecting children to it for 12 months a year, abolishing the long vacation for children whose parents want to send them to school in summer. Perhaps there is still here or there a spinster of acid temper ruling a schoolroom, but we doubt if they guide educational practice. In general, we believe, the atmosphere of the school- room is more genial than it was a gen- eration or two ago and we are glad of it. Having said that much, we hope we may add a word for the teacher whose pupils do not love her too dearly. The atmosphere of the schoolroom ought not to be too joyful. We are old fashioned enough to believe there are a good many things to be learned in school which can- not, and indeed ought not, be made too pleasant. Multiplication tables, for in- stance. They have to be learned tedi- ously because there isn’t any other way for most children to learn them.— Chicago Tribune, August 31, 1925. Vol. 14, No.7 es At Right: Below: Tripod Magnifier Model QR Dissecting Microscope Model TT QUALITY MAGNIFIERS The Bausch & Lomb Op- tical Company is the largest manufacturer of quality Magni- fiers in the United States. The quality and optical properties of these instruments are unexcelled by any in the world. Always specify Bausch & Lomb Magnifiers, Readers, and Microscopes. BAUSCH & LOMB OPTICAL CO. 630 St. Paul Street Rochester, N. Y. Research Bulletin National Education Association The payment of the $5.00 membership fee in the National Education Association entitles one to re- ceive the RESEARCH BULLETIN and certain other publications of the Association in addition to the JOURNAL. Those who hold $2.00 mem- berships do not receive the RESEARCH BULLETIN, but may subscribe for this bulletin at $1.00 per year for the five issues. Important issues of the RESEARCH BULLE- TIN are already out of print. Insure having a complete set by subscribing now. The titles of some of the forthcoming bulletins follow: Rebuilding the School Curriculum Crucial Issues in School Finance The Status of the Teaching Profession SUBSCRIBE NOW! Send $1.00 for one year’s subscription to the RESEARCH BULLETIN to: Research Division National Education Association 1201 Sixteenth Street N. W. Washington, D. C. Mention Tne Journal when THe JouRNAL OF THE NATIONAL EpucaTion AssociaTION A-209 The Spencer Film Slide Delineascope and Service For Easier Teaching The Spencer Film Slide Library Service covers a wide range of subjects arranged in accordance with the corriculi on compact rolls of durable, unbreakable, inexpensive film slides. The projector is a simple, easily operated machine that connects with any light socket. The coupon will bring you the interesting details of how this new Spencer projector and service will make teaching easier for you. Mail it now. SPENCER LENS CO. 442 Niagara St. Buffalo, N. Y. \ Please send me _in- formation about your mow Chm aie Serwied “AGAr0e8. .. 66.6. ese dasebaes and the projector that makes it possible. Institution Large enough to cover the important news Concise enough to be studied through One magazine suitable for high-school use answers that description: a ¥ . + ae) ed : rT ap , 483) wt, ‘f een ire WEEKLY REVIEW Entering its fourth year. indorsed by educators from coast to coast. Eight pages of good paper, well printed. Abundant maps, cartoons and pertinent photographs. Monthly test questions, quarterly index and loose-leaf binders, if desired. The lowest priced magazine suitable for Junior or Senior High School use. Write for free copies for classroom trial, mentioning number of students. In clubs of 25 or more subscriptions, only two cents a copy weekly WORLD NEWS 50 South Third Street Columbus, Ohio Munsey Building Washington, D. C. writing our advertisers. i H iH ( ul i A-210 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1925 I 7 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. ee New Affiliations E following associations are in addition to the affiliations which have been reported in previous issues of THE JOURNAL: Dopce City, Kansas, Dodge City Teachers Associa- tion, L. M. Cross, Secretary. Dorcuester, Mass., Boston High School Women’s Club, L. Mildred Greeley, Secretary. Linvue, Kauai, T. H., Kauai Education Association, M. Louise Johnson, Secretary. Los ANceLes, CAuir., Los Angeles Kindergarten Club, Mrs. Bess Steigleder, Secretary; Los Angeles High School Principals Association, Edith M. Hodgkins, Secretary. LoutsvitLeE, Ky., Faculty League, Atherton High School, Katherine U. Kornfeld, Secretary. LoweLL, Mass., Lowell Teachers Organization, Katherine Kelly, Secretary. New York City, N. Y., High School Teachers Asso- ciation of New York City, Harriet F. Hale, Sec- retary. Nites, Onto, Niles Teachers Association, Lulu Drake, Secretary. Provo, Utan, Provo City Teachers Association, Jennie Harding, Secretary. Rocuester, N. Y., Rochester Kindergarten Associa- tion, Martha Vick, President. RockrorpD, ILi., Winnebago County School League, Emma H. Michael, Secretary-Treasurer. SKOWHEGAN, Mating, Somerset County Teachers Association, Mrs. Gertrude T. Greene, Secretary. WILMINGTON, Det., Wilmington Teachers Associa- tion, Sallie Reid Shaw, Secretary. Completed Enrolments 6 bw following schools have completed their re- xorts for one hundred per cent membership en- rolment in the National Education Association for 1924-25, since the list was published in the June JouRNAL. This means that they believe in educa- tion, in teaching, in teachers, and in the noble things that the organized teachers of the Nation are standing for. Hats off to these schools with a hundred per cent enrolment in the National Edu- cation Association! FIVE YEARS Decatur, ILL., Riche School. FOUR YEARS SPRINGFIELD, Mass., Liberty School. THREE YEARS AmMeEsBURY, Mass., Prospect School. Brook._yn, N. Y., Public School 44. Decatur, Iit., H. B. Durfee School; French School; Jasper Street School. Cotorapo Sprincs, Coxo., Liller School. SANTA ANA., CauiF., Roosevelt School. Mary VW. TWO YEARS Apna, WasH., Adna Public School. Braprorp, Pa., Bradford Public Schools; Fifth Ward School; Fourth Ward School; High School; Sixth Ward School; Third Ward School. Brooking, Mass., Parsons School. Decatur, Itt., Central Junior High School; Dennis School; E. A. Gastman School; Jackson Street School; Oakland School; Oglesby School; River- side School; Roosevelt Junior High School; Ull- rich School; Warren Street School. DututH, MINN., Jackson School. Ex Paso, Texas, Burleson School. Houston, Texas, Southmore School. Kansas City, Mo., Jefferson School. LansInG, Micu., Hoimes Street School. Lauret, Mp. Lower Laurel School. Minot, N. D., Roosevelt School. Parkerspurc, W. Va., McKinley School. PrirrspurGcH, Pa., Wickersham School. Rasit, Ox1a., Hickory Grove School. San Disco, Cauir., Detention Home School. SoutH Paris, Maine, South Paris High School. Tacoma, Wasu., Jefferson School. CURRENT YEAR ALEXANDRIA, IND., Tomlinson School. ANTIGO., Wis., Fourth Ward School; Kellogg School; Sixth Ward School; Third Ward School. AUBURN, INp., High Schoot. BaLpwyn, Muiss., Mauldin School. BarRRINGTON, R. I., Nayatt School. Beirast, Maine, McLellan School. Bever_y, Mass., Ryal Side School. BINGHAM Canyon, UrtTan, U. S. Upper Bingham School. BrocKToN, Mass., Center School; Shaw School. BROOKLINE, Mass., Heath School; Longwood School; William H. Lincoln School. Casper, Wryo., Lincoln School; High School; Roosevelt School. CENTERVILLE, Iowa, Garfield School. CHARLESTON, W. Va., Kanawha School. CuHEBoYGAN, Micu., Cheboygan High School. Cuester, Pa., Dewey Grammar School; Horace Mann School; Morton School; Patterson School; Starr School. Cuicaco, I1i., Falconer School. CLARKSDALE, Miss., Eliza Clark School; Elizabeth Dorr High School; Oakhurst School. Cotumsus, INp., Columbus High School; Garfield School; Jefferson School; McKinley School. CRAWFORDSVILLE, IND., Crawfordsville Public Schools ; Horace Mann School; John Beard School; Junior- Senior High School; Lincoln School; Mills School; Tuttle School; Wilson School. Creston, Coio., Creston School. Crookston, MINN., Eugene Field School. Decatur, ILLt., Homeland School; Lincoln School. Derroir, Micn., Birdhurst School. EppysTone, Pa., Eddystone Grammar School. EvKHarT, INp., Roosevelt School. E_MuHuRsT, ILL., Hawthorne School; Lincoln School; Easton, Mp., Talbot County Schools. East Saint Louis, I1t., East Saint Louis Junior High School. EppysTone, Pa., Eddystone Grammar School. ELKHART, IND., Roosevelt School. E_MuHvurRstT, ILi., Hawthorne School; Lincoln School; Theodore Roosevelt School. Mines School; Natrona County EvANSTON, IL1t., Crandon School; Lincolnwood School; Orrington School. EvANSTON, ILt., Cramdon School; Lincolnwood School; Orrington School. ‘ EVANSVILLE, INpD., Benjamin Bosse High School; Bosse High School; Carpenter School; Centennial School; Central High School; Chestnut-Walnut School; Columbia School; Delaware School; Ful- ton School; Henry Ries School; Howard Roosa School; Howell School; Wheeler School. Fort Mapison, Iowa, Jefferson School. Fort Wayne, INp., Forest Park School; Lakeside School; Nebraska School; Miner School. FRANKLIN, INp., High School; North School; South School; Second Ward School. Gaston, INp., Gaston High School. Guiasco, Kans., Glasco [ural High School. GLenwoop, Hawau, Glenwood School. G.Loucester, Mass., Haskell School. GosHEN, INp., Pike Street School. Hatrway, Muicu., Erin School. HAMMOND, IND., Technical High School. HEBRON, IND., Clinton Township School. Hiro, Hawau, Haahoe School; Hilo Teachers Union; Kapiolani School; Olaa School; Waiakea-Kai School. Hotiywoop, Cauir., El Retiro School. Houston, Texas, Durkee School; Sunset Heights School. INDIANAPOLIS, INb., Catharine Merrill School; Emmerich Manual Training High School; William D. McCoy No. 24; Public School No. 54; School No. 1; School No. 29; School No. 76. IsHPEMING, Micn., Cleveland School; Ridge Street School. Kane, Wyro., Kane Consolidated School. Kansas City, Mo., Border Star School; Sanford B. Ladd School. KENNEY, ILL., Kenney Community School. Keokuk, Iowa, Keokuk Junior High School. La Crosse, INb., Dewey Township School. Lakesiwe, Nesr., Lakeside School. Lee, Mass., East Lee School. Littte Rock, ArkK., Rightsell School. Lompoc, Cauir., Miguelition Sckool. Los ANGELES, Ca.ir., Chatsworth School; San Fer. nando School; 182nd Street School. Loursvitte, Ky., E. T. Salisbury School. Macon, Ga., Winship School. MARTINSVILLE, IND., South School. MECHANICVILLE, N. Y., Chestnut Street School. Meprorp, Mass., Hervey School. Mitisury, Ono, Lake Township School. Mitts, Wyo., Mills and Mt. View Schools. MINNEAPOLIS, MINN., Charles M. Loving School; Cyrus Northrop School; Edith Cavell School; Hiawatha School; Pillsbury School; Simmons School. Muncie, Inp., Wilson High School. Murray, Urtan, Butler School. Murray City, Utan, Liberty School. MuSsKEGON, MicH., Vander Laan School. New Castie, INp., New Castle Public Schools; Central Building; East Building; Holland Build. ing; Junior High School; Park Avenue Build. ing; Senior High School; South Building. New Caste, Wyo., New Castle Public Schools. New Dorp, STATEN IsLanp, N. Y., Public School No. Nine. New GLOUCESTER, School. Newport, R. I., Thayer School. New York City, N. Y., Public School One Hun. dred Eight, Queens. Nites, Ono, Harrison School; Jackson Monroe School; Roosevelt School. NINEVAH, INpD., Ninevah School. NorFo_k, VA., John Marshall School. NortH BALtimore, Ono, North Baltimore Village School. Norview, Va., Norview High School. Omana, Nesr., Belvidere School; Rosehill School. Parsons, Kans., Garfield School. Passaic, N. J., School Number Six. Paterson, N. J., Public School Number Ten. PENDLETON, IND., Pendleton Public Schools; Pendle- ton High School; Pendleton Ward Schools. PERRYSBURG, On10, Perrysburg School. PORTLAND, OreE., Rose City Park School. Prairie Depot, Oxn10, Montgomery Township School. PRINCETON, INbD., Princeton City Schools. PROVINCETOWN, Mass., Conant Street School; East. ern School; Governor Bradford School. PurRceL_, OKLA., South Ward School. RaeicH, N. C., Pilot Mills School. RICHMOND, CauiF., Nystrom School. Roswe._, N. Mex., Central School. Sanpby, Utan, Crescent School; Jordan High School. Saint Cramer,’ Micn., Saint Clair High School. SAINT PauL, MINN., Riverside School. ScarsDALE, N. Y., Greenacres School. ScHoFIELD, Wis., Schofield Graded School. SEATTLE, WASH., Portage School. SHELBYVILLE, IND., Colescott School; Hill School; School Number One. SpPoKANE, WasH., J. J. Browne School; School. SPRINGFIELD, Mass., White School. SPRINGFIELD, Mo., Berry School; Bowerman School; Mary S. Boyd School; Campbell School; Fair- banks School; Pepperdine School; Robberson School; Rogers School; Waddill School. STEELTON, Pa., East End School; Felton School; Forthergill School; High School; Hygenic School; Major Bent School; West Side School. STONEHAM, Mass., North School. Susiet, Wyo., Sublet School. SULLIVAN, INbD., Elm Park School. Superior, Wis., Bryant School. Tacoma, Wasn., Willard School. Terre Haute, Inp., Collett School; Crawford School; Greenwood School; Hook School; Booker T. Washington School. Topeka, Kans., Potwin School. TRENTON, N. J., Junior Number Joseph Wood School. Waco, Texas, Columbus School; School. WATERTOWN, Wis., Webster School. WENDELL, IpaHo, Wendell High School. West AcTon, Mass., West Acton Grammar School. West BarrincTon, R. I1., George T. Baker School. Wuitinc, Inp., Whiting Public Schools; McGregor School; South Side Elementary School; Whiting Maine, New Gloucester High School; Sheridan Two School; Jean Sherwood High School; Whiting Junior High School. Wosurn, Mass., Wyman School. (= Vol. 14, No.7 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A-211 tilings = z With th ¢ peed ‘E9} of Champions our Lypists write some words as fast as the Worlds Champion Typist i = Worlds Typewriter Championship Trophy won for]9 consecutive || % years on the UNnDERWooD | TENOGRAPHERS often write certain familiar letter combina- tions at a rate equal to the sustained speed of the world’s fastest typist. It is these sudden bursts of speed that test the mechanical qualities of a typewriter. her” Th ese fi ngers — the e fastest in the world— Twelve Keys a Second! In the International Typewriting Contest, won for 19 consecutive years on the Underwood, the con- testant is penalized for mechanical Hands of Albert Tangora errors made by the typewriter as World's Champion Gypise~ ° well as for mis-struck keys. In win- ning the 1924 title, Albert Tangora struck twelve keys a second for one hour, and his Underwood did not make a single mechanical error! UNDERWOOD This demonstrated mechanical superiority of the Underwood shows why every World’s Typewriter Championship has been won on this machine, and why the Underwood is used in business offices wherever the utmost of typewriting speed and accuracy is required. *Phone the nearest Underwood branch for a demonstration in your office UNDERWOOD peeds the Worlds Business Mention THe Jovurnat when writing our advertisers. A-212 ‘THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION October, 1925 ILZ ANATOMICAL ‘MANIKIN Every School and College Should Have These Manikins Physiology and Anatomy courses of study take a new aspect when illustrated by these life-size Manikins. The student visualizes every organ and omy of the body as it is unfolded, layer after layer, examined and Perry Kindergarten NORMAL SCHOOL Founded 1898 by Annie Moseley . Perry, Three-year course of training for kindergarten, primary and playground positions. Supervised practice teaching. Enroll now for 1926. HARRIOT HAMBLEM JONES, Principal 25 Huntington Ave., Room 316, Boston, Mass. Temple University PHILADELPHIA, PA. Phone, Columbia 7600 College of Liberal Arts and Sciences Teachers College Arnold College FOR HYGIENE AND PHYSICAL EDUCATION Three-year Degree Course NEW HAVEN NORMAL SCHOOL OF GYMNASTICS Two-year Diploma Course Stro faculty. Complete indoor ipment and p> ~ e facilities, including camp. “Siipekntuent Bureau successful in placing juates. 1466 Chapel Street, New Haven, Connecticut School of Commerce Professional Schools: replaced in its structural a. Every part is natural, in vivid, li e-like color, and numbered for reference. The Pilz Mani- kin is as far ahead of the old “‘charts”’ as a high - power automobile may be compared to a horse and buggy. No course completewith- out a life-size PILZ Mani- kin. Life Size (5’ 5” high): Male or Sexless $15 Female (with obstetrical supplement) $18 455 Parts—30 Folds Money-Back Guarantee. Write for Circular ‘‘J.”’ American Thermo-Ware Co., Inc. Ji6 Warren Street New York, N.Y. Theology, Law, Medicine, Dentistry, Pharmacy, Chiropody School of Music Training School for Nurses We can supply Literal (75c. each), Interlinear ($2.00 each), Paralle! Text ( $1.50 each), and Fully Parsed Translations ($2.06 each) of Caesar’s Gallic War, Cicero's Orations, Virgil’s Aeneid, also Translations of other Ancientand Modern Classics. We can also supply any Dictionary published, including the well knowr Students’ French, German, Italian and Spanish two-part Dictionaries, at $1.25; Noble’s Large Type Spanish-English. English-Spanish Dictionary, at $4.00 postpaid. Cash with order. TRANSLATION PUBLISHING CO.., Inc. 76 Fifth Avenue New York City University High School SEND FOR BULLETIN Salary Distribution Tables, 1924-1925 Special Salary Service National Education Association The Draper Sanitary Are you in need of salary data for cities the size of yours? Sets of Roller Shade 14 tables, giving complete distribution of salaries paid 14 groups of school employees in individual cities in 1924-25, arranged according to five population groups, are available. The cost of a set of 14 tables for any population group is $5.00. Order your set now! ‘Teachers, School Executives, Committees, and other educational groups will find them valuable in salary campaigns during the coming year. Send your order to the NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street Northwest Washington, D. C. Patented Jan, 8,°07; Aug. 7. 1923 The Draper Line of Adjustable Cotton Duck Shade Meets Scheol Requirements ; Sold by Most of the Leading School Supply Houses Manufactured by The Luther O. Draper Shade Co. Spiceland, Ind. Albert Teachers’ Agency 437 Fifth Ave., New York 25 E. Jackson Blvd., Symes Building, Denver CHICAGO Peyton Building, Spokane Fortieth year. Well-prepared Teachers for Grade Work, Junior and Senior High Schools, Super- visors, Principals, Superintendents, College and Normal Instructors and Professors wanted at all times. Our clients are the best schools and pay highest salaries. Send for booklet ‘Teaching as a Business.” TEACHERS WANTED For Schools and Colleges Every Day of the Year NATIONAL TEACHERS’ AGENCY, INC. Professional Placement for Progressive Teachers Discriminating Service to School Officials D. H. COOK, Gen. Mer. Home Offices Philadelphia, Pa. THE J. M. HAHN TEACHERS AGENCY Branches: Pittsburgh, Pa.; Indianapolis, Ind.; Syracuse, N. Y. We fill every sort of educational position from the kindergarten to the university. Our field is Northampton, Mass.; Auburn, Maine; Memphis, Tenn. the twelve westernmost States, the Islands, Alaska, the Orient and Latin America. We are always No charge to employers. No charge to candidates till elected. in quest of outstanding people for important positions. , ie ‘ Positions waiting. Correspondence confidential. October Bulletin: We note a rapid growth of our College and University Department. We have just absorbed the local Fisk Teachers Agency. : J. M. HAHN and Blanche Tucker, Managers 2161 Shattuck Ave., Berkeley, California 5 402 Dillaye Bldg., Syracuse — 1020 McGee St., Kansas Ci Fl S$ e TEAC 4 E AG E N CY 1420 Chestnut St., Philadelphia 409 Journal Bldg., Portl 549 Union Trust Bidg.. Pittsburgh 2161 Shattuck Ave., Berkeley 120 Boylston Street, Boston 210 Title Bidg., Birmingham 548 Spring St., Los Angeles 225 Fifth Avenue, New York 28 East Jackson Blvd., Chicago 11 Leader Lane, Toronto Send for Circular and Registration Form to any address above Engraved INVITATIONS and ANNOUNCEMENTS-VISITING CARDS Correct in form. Perfect in execution. Di- rect from the nation’s capital. Moderate prices. Sampleson request. Established _ HAUSLER & CO. 7. ° Washington, ». Cc. 100 Script Engraved Visiting Cards (name only) $3.00 THE YATES-FISHER TEACHERS’ AGENCY ,. sour michican AVENUE CHICAGO Member of National Association of Teachers’ Agencies Telephones: Harrison 2642 Other Office: PORTLAND, OREGON, 911-12 Broadway Bidg. Harrison 2132 Mention Tue JournaL when writing our advertisers.