wae Or VOL. XIV DECEMBER, 1925 GENERAL LIBRARY UNIV. OF MICH, The JOURNAL of the NATIONAL EDUCATION ASSOCIATION The New Curriculum Research in Secondary Edtication ‘Tenure for Teachers Why Homogeneous Grouping? Early Textbooks—Arithmetics The N. E. A. as a Formative Force Not a Dead Issue , The Hygiene of Speech Progress and Peace $50,000 for Professors Blind Alleys or Open Roads? Adventures in Health Education Editorial ; ‘ , : ; . ; The Baltimore Situation : : ; , ; 287 Business Education at Indianapolis ; ; ; 288 Kindergarten Education at Indianapolis . : ; ’ 289 National Council of Education. ; , 290 Bicknell’s Service to the Association. , ; : ! 291 The School Assembly Lecture. . ; 292 Catechism on the New Education Bill : ; ; ’ : 293 Spelling by Radio . ‘ . ‘ . ; ; 294 Poems by Teachers. ’ j é , ; , ; : 295 Cartoon Mat Service . ; ; ‘ ; : : : ; 296 Our Literary Heritage ; ' : i ; : : ; ; 297 Every Child’s Book Heritage. : : ; ; ‘ ‘ , 299 Index to Volume XIV ; : ‘ ; 5 ; ; i 301 Special Honor Schools ; : ; ; : : ; ; Frew Section Notes and Announcements ‘ ; ; , ; ‘ ‘ : . A-260 Published monthly, except July, August, and September, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NorTHWEST, WASHINGTON, D. C. Entered as second class mattcr 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. rn a a As surely ds you want Good Health you want THE ANDRESS AND EVANS HEALTH SERIES You want these books because they begin in the third grade to build up habits of good health, because they are based on prin- ciples of action rather than on facts, and because they recognize the changing interests of children through the grades. The titles in this series tell much; it will be worth your while to investigate. A Journey to Health Land The Boys and Girls of Wake-up Town Health and Success | Health and Good Citizenship GINN AND COMPANY Boston New York Chicago London Atlanta Dallas Columbus San Francisco « THE WINSTON COMPANION CLASSICS SILAS MARNER TREASURE ISLAND MACBETH MIDSUMMER NIGHT’S DREAM THE LAST OF THE MOHICANS Other Volumes in Preparation CHICAGO DALLAS EERE EE The Halleck History Series HALLECK & FRANTZ’S OUR NATION’S HERITAGE 436 pages Illustrated Price, $1.12 HIS elementary textbook provides the Old World background of American history which has been recommended by the Committee of Eight for the middle grades. It not only shows what the Old World contributed to the New and the use the colonists made of this heritage in developing the Western civilization, but it also tells of American in- ventions and the contributions America has made to the world’s welfare. It possesses originality, a straightforward, vigorous style, and ability to hold the young reader’s interest. HALLECK’S HISTORY OF OUR COUNTRY For Higher Grades 624 pages Illustrated Price, $1.60 N THIS vivid, stimulating account, the author re- creates the history of our country so that it lives again in the mind of the pupil. The book is filled with a wealth of interesting incidents and emphasizes especially the life, progress and industries of the people. It is the first school history to give adequate attention to women and to social welfare work. AMERICAN BOOK COMPANY New York Cincinnati Chicago Boston Atlanta WINSTON “A Thing of Beauty Is a Joy Forever’’ THE WINSTON ioe COMPANION CLASSICS A NEW SERIES HERE are many editions of the classics. Obviously there must have been just reason for another edition. There was. THE WINSTON COMPANION CLASSICS set a new standard for bocks of this character: first in the matter of editing, second in the physical beauty of the book. Notwithstanding the attainment of the editorial objective and the pronounced improvement in mechanical features, the price of these books is low. They come easily within the reach of all who use the classics. There is one way to determine the merit of these books. Send today for a sample copy weiter of the title in which you are interested. THE JOHN C. WINSTON COMPANY Home Office and Manufactory, Winston Building, Philadelphia FOR TEXTBOOKS SAN FRANCISCO ATLANTA ~~ = —_— SPECIAL HONOR SCHOOLS A stabilized, all-inclusive membership (local, State, and National) and the entire profession at work on its problems. ne their reports for one hundred per cent mem- bership enrolment in the National Education Association for 1925-26 since the list was published in the November JOURNAL: FIVE OR MORE YEARS Tae FOLLOWING SCHOOLS have completed Americus, GA., Americus High School. BrookLine, Mass., Edward Devotion School. BURLINGTON, Iowa, Burlington Teachers Association, Robert K. Corlett, Secretary. Castte Hitt, Marne, Castle Hill Public Schoals, Elmer H. Weber, Superintendent. CHAPMAN, MAINE, Chapman Public Schools, Elmer H. Weber, Superintendent. CoLtumsus, On10, Fulton School. Dexter, Maine, Pleasant Street School. East CLEVELAND, On10, Mayfair School. Fairsury, ILi., Edison School; Isaac Walton School. Greevcey, Co.o., North Ward School. HAMMOND, IND., Woodrow Wilson School. JACKSONVILLE, ILL., Morton School. La Junta, Coro., La Junta Public Schools, Robert M. Tirey, Superintendent; Boys Club Building; Columbian School; Junior High School; Lincoln School; North La Junta School; Park School; Senior High School. MANKATO, MINN., Franklin School. Map.teton, Maine, Madleton Public Schools, Elmer H. Weber, Superintendent; Mapleton High School. Marietta, Ohio, Norwood School. Meprorp, Mass., James School. MINNEAPOLIS, MINN., John Hay School. MitrcHe.tt, S. Dak., Mitchell Teachers Association, Maude Flanagan, Secretary-Treasurer. Nues, Micu., Niles Public Schools, F. W. Craw- ford, Superintendent; Junior High School; Senior High School. Norwoop, On10, Sharpsburg School. OKMULGEE, OKLA., Okmulgee Public Schools, Eugene S. Briggs, Superintendent; Emerson School; Franklin School; High School; Lee High School; McKinley School; Roosevelt School; Webster School; Wilson School. PrrtspurGH, Pa., Lawrence School; McCleary School. PorTLAND, Maine, Chapman School; Emerson School; Heseltine School; Monument Street School; Nathan Clifford School; Peaks Island School; Roosevelt School; Saunders Street School; Shailer School. San Francisco, Cauir., Pacific Heights School. Saute Ste. Marie, Micu., Washington School. Sioux City, Iowa, Everett School; Irving School; Smith School. STONEHAM, Mass., South School. Totevo, On10, Lincoln School. FOUR YEARS Arvapa, Co1o., Arvada Public Hooker, Superintendent. BELLEFONTAINE, On10, Bellefontaine Public Schools, S. A. Frampton, Superintendent; Bellefontaine Teachers Association, Lulu Morgan, Secretary- Treasurer; Central School; High School; Hub- bard School; Lincoln School; McBeth School; North School; South School. Brookiyn, N. Y., Public School No. 44. CLEVELAND, On10, Sunbeam School. Corry, Pa., Corry Public Schools, Milon L. Brown, Superintendent; Concord School; Fairview School; Harding School; Junior High School; Senior High School; Washington School. Detroit, Micu., White School. East Hartrorp, Conn., South Burnside School; Union School. FLEMING, Coio., Fleming Public Schools, Harold V. Baker, Superintendent. Giose, Ariz., Noftsger Hill School. Ho.ianp, Micu., Holland Public Schools, E. E. Fell, Superintendent; Froebel School; Horace Mann School; Junior High School; Lincoln School; Longfellow School; Senior High School; Van Raalte School; Washington School. Louisvitte, Ky., George Washington School. MansFie_p, Ouro, Hedges School. Muskocee, OKiA., Muskogee Public Schools, C. K. Reiff, Superintendent; Central High School; Edison School; Franklin School; Houston School; Irving School; Jefferson School; Longfellow School; Sequoyah School; Washington School; West High School; Whittier School. A, Hawau, Waiakea Waena School. Piainrie_p, N. J., Lincoln School. SaNpwicH, ILL., Sandwich Public Schools, J. R. Cranor, Superintendent; North Side School; South Schools, Grover Side School; Township High School. San Francisco, Cauir., Golden Gate School; Gratton School. SANTA ANA, CALIF., Roosevelt School. Sioux City, Iowa, Cooper School; Emerson School; McKinley School. SoutH BENp, INb., Coquillard School. New Enrolment Records What is Yours? THE LARGEST COUNTY EN- ROLMENT— Berks County, Pennsylvania, has enroled 100 per cent of its teachers (721) in the local, State, and National Associa- | tions. E. M. Rapp is superin- | tendent of this county. THE LARGEST 100 PER CENT | CITY— Springfield, Ohio, has joined the 400 per cent group by en- roling all of her teachers in the city, county, State, and Na- | tional Associations. They in- | quire if any other city of equal | size has attained this record. According to the Educational | Directory, Springfield had a population of 60,840 in 1920. F. M. Shelton is superintendent and E. G. Weller, president of the City Association. | ANOTHER 400 PER CENT RECORD— Jordan District, Utah, claims a 400 per cent loyalty to the pro- fession, since 100 per cent of its teachers are members of the local, State, and National Asso- ciations and 100 per cent of its primary teachers are members | of the National Primary Asso- ciation. SoutH Haven, Micu., South Haven Public Schools, Lloyd C. Mohr, Superintendent; High School. STAMFORD, ConN., Wall Street School. Summit, N. J., Washington School. THREE YEARS ANN Arpor, Micu., Philip Bach School. Bern, Pa., Berlin Public Schools, Bert S. Walker, Supervising Principal. Bever_y, Mass., Brown School. Brooking, Mass., Sewall School. . Capititac, Micn., Cadillac Public Schools, B. C. Shankland, Superintendent; Cass School; Cooley School; Emerson School; Franklin School; High School; Lincoln School; McKinley School; Whit- tier School. CoLorapo Sprincs, Co.o., Arensdale School. Co_umsBus, Onto, Eighth Avenue School. DariEN, Conn., Holmes School. DeELANp, ILL., De Land Township High School. Detroit, Micu., Jackson School; Van Dyke School. East Hartrorp, Conn., East Hartford High School. Erie, Pa., Burns School; Garfield School; Lafayette School. Fort Wayne, INp., Jefferson Intermediate School. + Granp Rapips, Micu., Burton Home School; Madison School. HAMTRAMCK, Micu., Playfair School. Haze. Park, Micn., Hazel Park Public Schools, T. F. Davis, Superintendent; High School; Hoover School; Lacy School; Martin Road School; United Oaks School; Wanda School. Hono_utu, Hawau, Kuhio School. Houston, Texas, Southmore School. HUNTINGTON, IND., Huntington Public Schools, Jesse M. Scudder, Superintendent; Central School; High School; Lincoln School; Riley School; State Street School; Juvenile School; Tipton Street School; William Street School. IRoONWoop, MicH., Aurora School. JACKSONVILLE, ILL., Junior High School. LYNCHBURG, VA., Garland-Rodes School; Garland- Rodes High Schooi. MANSFIELD, On10, Bowman School. Minot, N. Dak., Roosevelt School; Sunnyside School. MitcHe.i, S. Dak., Mitchell Public Schools, J. C. Lindsey, Superintendent; Eugene Field School; Junior High School; Litchfield School; Senior High School. Nampa, IpaHo, Nampa High Schoo. Norwoop, On10, North School. PLAINFIELD, N. J., Washington School. Pontiac, ILi., Pontiac Public Schools, S. A. Deni- son, Superintendent; Central School; Ladd School; Lincoln School; Washington School. PorRTLAND, Maine, Morrill School. PuEBLo, Coro., Lincoln School. Raus, INp., Raub School. San Francisco, Cauir., Madison School; Rocham- beau School. SANTA ANA, Catir., Franklin School; Jefferson School; McKinley School. Sioux Faris, S. Dak., Bancroft School; Irving School; Lincoln School; Mark Twain School. Sioux City, Iowa, Riverview School; Whittier School. SPRINGFIELD, Mass., Brightwood School. Tacoma, WasuH., Central School; Franklin School; Jefferson School; Lincoln School; Lowell School; Mary Lyon School; Point Defiance School; Sher- man School; Washington School. To.evo, Ouxn10, Indiana School. WaterRLoo, Towa, (West Side) Waterloo Public Schools, Wallace M. Sloan, Superintendent; Cen- tral School; Edison School; Emerson School; High School; Irving School; Kingsley School; Lowell School; Whittier School. Westsprook, Maine, Valentine Street School. WILMINGTON, DeL., Public School Number 11; Pub- lic School Number 23. Wooster, Ohio, Beall Walnut Street School. YOUNGSTOWN, On10, Adams School; Poland Avenue School. ZANESVILLE, On10, Zanesville Public Schools, F. C. Kirkendall, Superintendent; Columbia School Gar- field School; Grant Sckool; Grover Cleveland Senior High School; Hancock School; Jackson School; Lincoln School; Madison School; Mcln- tire School; Moxahala School; Munson School; Pioneer School; Senior High School; Sheridan School; Stemler School; Theodore Roosevelt Junior High School. ZEELAND, Micn., Zeeland Public Schools, H. S. Den- ison, Superintendent; Junior High School; Senior High School. Avenue School; TWO YEARS ALEXANDRIA, IND., Clarke School. ANN Arpor, Micu., Donovan School; Angell School; Tappan School. Battimore, Mp., Howard Park School; Orangeville School. BELMONT, Mass., Winthrop L. Chenery School. BELvivereE, IL.., Belvidere High School. BeverLy, Mass., Prospect School. Boise, IpAHo., Garfield School. BRAINTREE, Mass., Penniman School. Brook.ine, Mass., Michael Driscoll School. BURLINGTON, VT., Adams School. Casper, Wyo., Roosevelt School; Washington School. CENTERVILLE, Iowa, Garfield School. CHANUTE, Kans., Chanute Public Schools, L. H. James B. Petit, Superintendent; Alcott School; Cross School; Junior High School; Lincoln School; Murray Hill School; Pioneer School; Roosevelt School; Senior High School; Webster School. CHARLESTON, W. Va., Union School. CHERRYVALE, KANS., Garfield School. CLEARFIELD, Pa., Fourth Ward School. Vol. 14, No.9Y THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION CLEVELAND Heicuts, On10, Taylor Sci.ool. Coterapo Sprincs, Coio., Midiand School. CoLtumsus, Onto, Fifth Avenue School; Heyl Ave- nue School. Councit Burrs, Iowa, Dodge School; Washington School. DanviL_e, Cauir., San Ramon Union Valley High School. Darien, Conn., Baker School; Royle School. Detta, Coro., Delta High School. Denver, Coro., Albion School; Ebert School; Fair- view School; Globeville School; Lawrence Street School; Logan School; Stedman School; Stevens School. Detroit, Micu., Hancock School; Myra Jones School. Dusuoue, Iowa, Jackson School. Dunopegz, ILt., Dundee Community High School. East Maucu CuHunk, Pa., East Mauch Chunk Public Schools, Lewis N. Snyder, Supervising- Principal. Eppystone, Pa., Grammar School. E_twoop City, Pa., Ellwood City Public Schools, W. Ray Smith, Superintendent; Circle School; Hartman School; High School; North Side School; West End School. ENGLewoop, Co.o., Hawthorne School. ENcLewoop, N. J., Cleveland School; Franklin School; Intermediate School; Lincoln School. Eris, Pa., Franklin School; Jones School; Wash- ington School. Farrpury, Nesr., Fairbury Public Schools, A. M. Nelson, Superintendent; Central Ward School; East Ward School; High School; West Ward School. Fort Smitn, ArK., Fort Smith Public Schools, J. W. Ramsey, Superintendent; Albert Pike School; Belle Grove School; Belle Point School; Dunbar School; DuVal School; High School; Howard School; Lincoln School; Mill Creek School; Parker School; Peabody School; Rogers School; South Fort Smith School; Spradling School; Trusty School; Washington School. Fort Wayne, INp., Riverside School. GLoucester, Mass., Point Grammar School; Saw- yer School. GLoversviL_e, N. Y., Kingsboro School. Granp Haven, Micu., Grand Haven Public Schools, E. H. Babcock, Superintendent; Central School; Fourth Ward School; High School; Junior High School. Hemiock, Micu., Hemlock Public Schools, Lee O. Clark, Superintendent. Houston, Texas, Helms School. Humso.tpt, Kans., Humboldt Public Schools, Hale B. Blair, Superintendent; High School; Junior High School; Lincoln School; South School. HuUTCHINSON, KANS., Avenue A School; Fourth Avenue School. Jackson, Micu., West Intermediate School. JACKSONVILLE, Iti., Franklin School; Jefferson School; Josephine Milligan School; Lafayette School; Washington School. JAMESTOWN, R. IL., Jamestown Public Schools, Ros- well C. Palmer, Superintendent; Carr School; Thomas H. Clarke School. KENOSHA, Wis., Durkee School; Lincoln Junior High School. Lop1, Cauir., Needham School. LocaN County, Onto, Logan County Public Schools, Glenn Drummond, Superintendent; Belle Center Public School; Bokescreek Public School; DeGraff Public School; Iron City Public School; Jefferson Public School; Monroe Public School; Perry Public School; Quincy Public School; Rush- sylvania Public School; Stokes Public School; Washington Public School; West Liberty Public School; Zane Public School. Lompoc, Cauir., Miguelito School. Loursvitte, Ky., Emerson School; Henry Clay School. LyncHBuraG, VA., Floyd School; Miller Park School; White Rock School. ManHanoy City, Pa., Mahanoy Township School District, Joseph F. Noonan, Superintendent. MANKatTo, MINN., Roosevelt School. MANSFIELD, Ono, Prospect School. Meprorp, Mass., Osgood School. MeripeNn, Conn., Robert Morris School. Mipwest, Wyo., Midwest School. Mi_wauKeE, Wis., Kosciuszko Pre-Vocational School. MINNEAPOLIS, MINN., Clara Barton School; Long- fellow School; Thomas Lowry School; William Penn School. Mosrince, S. Dax., North Building. Monrovia, Cauir., Wild Rose Avenue School. Morristown, N. J., Speedwell Avenue School. Mount Hope, W. Va., Junior High School. Mount STERLING, ILt., Mount Sterling Grade School. NatcuitrocHes, La., State Normal School, A. G. Alexander, Secretary. Newark, N. J., School for the Deaf. New Aucusta, Muiss., Oak Grove Consolidated School. New Brunswick, N. J., Livingston School. Norro.k, VA., John Goode School. NortH AtTTLesoro, Mass., Bank Street School. Oper.in, Onto, Oberlin Public Schools, Howard L. Rawdon, Superintendent; Junior High School; Pleasant Street School; Prospect Street School; Senior High School. PALMERTON, Pa., Palmerton Public Schools, B. Frank Rosenberry, Superintendent; Delaware School; December, 1925 ee nae Franklin School; Hazard School; Stephen S. Palmer School. Panaca, Nev., Lincoln County High School. PAWHuSKA, OKLA., Pawhuska Public Schools, J. O. Hall, Superintendent; Century School; Franklin School; High School; Lynn School; Prudom School; Union School. PEKIN, ILL., Pekin Community High School. PLAINFIELD, N. J., Irving School. PorTLAND, Maine, Longfellow School; Presumpscot School; Riverton School. Raritan, N. J., Fords School Number Twelve. RICHMOND, VA., Monroe School. Cooperation ‘THE world moves ahead by co- operation. Without it we should all be savages. Each would strug- gle alone for food and shelter to keep alive. With codperation we are able to do wonderful things. Because the world had not learned to codperate to restrain selfish im- perialistic ambitions, it spent bil- lions of treasure and millions of lives in a terrible war. It will do so again unless we learn to live and work together in larger units. .It is easy to see that the codperative spirit is a precious asset. It is now growing rapidly among teachers. They are beginning to see what a little time and a little money spent for larger codperation means to the profession, to children, to the Nation, and to the world. This list of special-honor schools is eloquent testimony of the attitude of the new teacher and the new principal. Never before so early in the school year has the list been so long. Each school in this list is a unit in a volunteer army. Its teachers are loyal. They are professional in spirit. They are codperating with their fellow-teachers throughout the Nation. They are on the firing line of the greatest educational ad- vance in the history of the world. Rocuester, N. H., East Rochester School. Rockrorp, ILi., Kent School; P. A. Peterson School. RusHviLie, Inp., Havens School. RuTHeRFOoRD, N. J., Pierrepont School, Sylvan School. Sacinaw, Micu., Otto Roeser School. San Francisco, Cautr., Harrison School. SANTA ANA, Catir., Edison School. SHEBOYGAN, Wis., Franklin School; Lincoln School; Longfellow School; U. S. Grant School. Sioux Crry, Iowa, Bancroft School; Crescent School; Emerson School; Floyd School; Franklin School; Grant School; Hawthorne School; Hopkins School; Jay School; Longfellow School; Lowell School; Webster School; Woodrow Wilson Junior High School. Sioux Fats, S. Dax., Meredith School. Sopris, Coro., Sopris Public Schools, 1. D. Mahuron, Superintendent. SoutH BeEnp, INp., Elder School; Girl’s Pre-Voca- tional School; Henry Studebaker School; John F. Nuner School; Lafayette School; Lincoln Platoon School; Linden School; Marquette School; Oliver School; Washington School. SoutH Sanpete District, Utan, South Sanpete School District, E. T. Reid, Superintendent; Axtell School; Centerfield School; Ephraim Ele- mentary School; Ephraim Junior and Senior High School; Fayette School; Gunnison Grade School; Gunnison Valley High School; Manti High School; Manti Junior High School; Manti Primary School; Mayfield Junior High and Elementary School; Mayfield School; Sterling School. SPRINGFIELD, Mass., William Street School. STRATFORD, CONN., Garden School; Sedgwick School. SUMNER, Iowa, Sumner Public Schools, Thomas J. Durant, Superintendent; High School. Summit, N. J., Brayton School; Industrial School; Roosevelt School. Tacoma, Wasu., Grant School. Terre Haute, INp., Collett School; Fairbanks School; Fairview School; McLean Junior High School; Sandisoa School. Totepo, Oxo, Alexander Hamilton School; Anng Pickett School; Monroe School. TurNers Faris, Mass., Turners Falls Public Schools, Joseph S. Keating, Superintendent; Cen. tral School; High School; Highland School; Mon. tague Center School; Montague City School; New Eighth Street School; Gakman School; Qld Eighth Street School; Portable School; South End School. WaLTHAM, Mass., Jonathan B. Bright School- Thomas Hill School. “ WarREN, OHIO, Central School; Dickey Avenue School; Elm Street School. WaAsHINGTON, D. C., Brent-Dent School. WATERLOO, Iowa, (East Side) East Waterloo Public Schools, Charles W. Kline, Superintendent; East Waterloo Teachers Club, Mildred Schaefer, Se. retary; Alcott School; Frances Grout School: Grant School; Hawthorne School; John Fiske School; Junior High School; Lafayette School; Lincoln School; McKinley School; Roosevelt School; Senior High School; Washington School, WaAUvuKEGAN, ILL., Glen Flora School. WestTsrook, MAINE, Warren School. West CHELMSFORD, Mass., Quessy School. West Cuester, Pa., Model School. Wosurn, Mass., Wyman School. YouncsTtown, Ono, Haselton Building; Jefferson School. CURRENT YEAR ALLENSVILLE, On10, Richland High School. ANpover, Mass., Bradlee School. ArENA, N. Dak., Arena Consolidated School. ARKANSAS, Wis., Arkansas Public Schools, Joseph H. Walsh, Principal. ATHENS, N. Y., Athens Village School. ATHOL, Mass., Main Street School. AUBURNDALE, Mass., Williams School. Battimore, Mb., Morrell Park School; Sixteenth Street School. Be__evug, Ono, Junior High School; McKim School. BLooMINGTON, INpb., Seminary Building. Bripceton, N. J., South Avenue School. BROOKLINE, Mass., Longwood School. BUENA Park, Ca.ir., Buena Park Grammar School. BuRLINGTON, Iowa, Burlington Public Schools, W. G. Brooks, Superintendent; Burlington Teachers As. sociation, Robert K. Corlett, Secretary; Corse School; Grimes School; High School; Lanman School; Lincoln School; North Hill School; Per- kins School; Prospect Hill School; Salter School; Saunderson School; Sunnyside School; Washing. ton School. Burr Oak, Kans., Burr Oak High School. Casa GRaANpbeE, Ariz., Union High School. CeparvaLe, N. Mex., Cedarvale School. CeEpaARVILLE, ILL., Cedarville School. CENTERVILLE, Iowa, Central School; Lincoln School; McKinley School. Cueviot, Oun1o, Northwestern School. Cuicaco, Itt., Dore School; Higginbotham School. CHRISMAN, ILL., Chrisman Township High School. CINCINNATI, On10, Vocational School. CLarkKsBurG, W. VA., Monticello School. CLEMENCEAU, Ariz., Clemenceau Public Schools, O. K. Garretson, Superintendent. CLEVELAND, On10, Landon School. Curr, N. Mex., Cliff High School. Co.torapo Sprincs, Coro., Helen Hunt School; Ivy- wild School. CotumsBus, Onto, Beck Street School; Bellows Ave- nue School; Chicago Avenue School; Dana Ave- nue School; Eastwood School; First Avenue School; John Burrough School; Mount Vernon Avenue School; Ohio Avenue School; South- wood School; Stewart Avenue School. CoNNERSVILLE, IND., Eighth Street School. Councit Biurrs, Iowa, Courtland School; Eighth Street School; Franklin Pierce School; Gunn School; Roosevelt School. Danvers, Mass., Park Street School. Davis, Cauir., Davis Joint Grammar School; Davis Joint Union High School. Des Moines, Iowa, Lucas School. DOWNINGTOWN, Pa., Downingtown Industrial and Agricultural School. ELkins, W. Va., Carlile School. ENGLEwooop, N. J., Nordhoff School. Erte, Pa., Home School. EUGENE, OREGON, Roosevelt Junior High School. Everett, Mass., Winthrop School. FAIRMONT, W. Va., William R. White School. FaLutinc Waters, W. Va., Marlowe Junior High School. Fort Couns, Coro., Lincoln School. Fort Gay, W. Va., Fort Gay Public Schools, M. J. Robinett, Principal. Fort Lupton, Coro., Fort Lupton Public Schools, G. W. Todd, Superintendent. Fort Wayne, Inpv., McCulloch School; Rolling Mill School. FREELAND Park, INpD., Parish Grove Township Schools, L. L. Martin, Principal. GARDEN City, KAns., Buffalo Jones School. GERMANTOWN, Mb., Germantown School. Gu pert, Ariz., Gilbert Public Schools, John Bran- igan, Superintendent. Gioucester, N. J., Cumberland Street School. (Continued on page A-258) 7, ee a? a a ee ee. — - oe oe December, 1925 The New Curriculum OR the first time in educational FP tistos a curriculum is being built broad enough to meet the needs of all the children of all the people and varied enough to serve the interests of the individual child. The contrasts be- tween the old curriculum and the new are striking. The old curriculum was handed down by the school superinten- dent; the new curriculum is being built by all the school forces working in democratic coéperation. The old cur- riculum was made for adults; the new curriculum is being made for children. The old curriculum was static; the new curriculum continues to grow. The old curriculum finished the child’s educa- tion; the new curriculum begins the child’s education. ‘The old curriculum called for mastery of facts; the new curriculum calls for mastery of life. It seeks to answer the question, “What shall the child learn?” The commission appointed by the Na- tional Education Association for the revision of secondary education has said that everyone should learn (1) how to keep well; (2) how to use the funda- mental processes; (3) how to make a good home and rear his children; (4) how to work efficiently and happily; (5) how to be a faithful citizen; (6) how to spend his leisure wisely and (7) how to regulate his life according to the standards of right living. These definite categories involve masses of knowledge, habits, skills, ideals, attitudes, and appreciations that can be taught in the school and the home. They recognize frankly that the school is but one of many agencies through which the social inheritance passes on to the new generation. Taken as a whole, they furnish a basis for deciding what shall go into the curriculum. Health is put first because it is a con- dition of life itself. Health had a hard struggle to get into the curriculum and is only now becoming effective. Horace Mann was appalled by the amount of sickness and death due to ignorance. He felt that the schools ought to do some- thing about it. But there were con- scientious objectors. They said that health was a gift of God and that disease was the terrible swift lightning of his wrath. No mere teacher should interfere with the sacred relationship. Besides, the human body was a delicate matter. It could not be discussed in public. But Horace Mann wrote to some noted doctors for help. He asked them what fraction of the troubles they N an address before the In- dianapolis meeting of the Association on “The Responsi- bility of Educational Journal- ism in Interpreting the Schools to the Public,” the editor at- tempted to summarize the edu- cational ideas that are oftenest dealt with in the more pro- gressive educational journals. They were discussed under the | headings, “The New Curricu- lum,” “The New Statesman- ship in Education,” and “The New Teacher.” The sugges- tion has come from several sources that these ideas be de- veloped in a series of Journal editorials. This statement is the first of that series. treated was due to ignorance. Their answers were convincing. ‘They were published in Horace Mann’s famous re- ports. Gradually, it was agreed that the schools should teach children some- thing about their bodies. So the schools went to the medical colleges and _ bor- rowed anatomy and physiology. Chil- dren learned to name muscles and bones and to trace food on its way through the system. It took several genera- tions to discover that such teaching did not greatly change people’s habits of living. Now the best schools are teach- ing health habits. School dentists, doctors, and nurses are helping children to see that health is not only learning things, but doing things. The new curriculum is improving the teaching of the fundamental processes. Reading, writing, spelling, and arith- metic are the tools of learning. The test of their worth is the uses to which [269] they are put. Curriculum revision is cutting from these subjects the dead mass of materials that children do not use. The result is fewer facts better taught and more emphasis on learning how to learn. In the old reading chil- dren worked for days over ponderous selections that were meant for adults. In the new school they read widely ma- terials they can understand and enjoy. The old spelling drew long columns of words fi_m the dictionaries. The new spelling selects words from the writings of daily life. The old arithmetic was written to provide material for mental gymnastics. The new arithmetic deals with situations within the experience of the child. The old fundamentals were based on faculty psychology and faith in mental discipline. The new funda- mentals are based on life’s needs and recognize as much disciplinary value in real problems as in fictitious ones. And so with worthy home member- ship. First came _ rather technical courses in cooking and sewing; then more practical courses. The work is now being rounded out by other studies which seek to improve the art of living together. During this trying period of unrest when the American home is strug- gling to adjust itself to new economic conditions and the wider opportunities that are coming to women, the new and broader home economics teaching is like a mighty anchor. More people now enjoy the comforts of well-equipped homes than ever before. Through home economics the new school may match this improved material home with a glorified social and _ spiritual home atmosphere in which to rear children and to live good lives. Through home economics the schools are exalting and dignifying the American home and the precious ideals for which it stands. The new curriculum is adjusting the relationships between vocational educa- tion and so-called liberal education. . The age-old war between these ideas has produced intellectual snobbery on the one hand and vocational peasantry on the other. It is a relic of the early beginnings when education was a spe- cial privilege of the leisure classes. It 270 THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION has no place in a modern democracy, which, as the price of its very existence, must build into the lives of children a right attitude toward work combined with appreciation of the finer things of life. Rich culture springs from the black soil of economic competence and labor is most fruitful when it is ferti- lized by art and joy and a well-rounded philosophy of life. The new curriculum emphasizes a vitalized social and civic education. The civic education of a generation ago was borrowed from the law schools. It was a thing of words and not of deeds. The new curriculum deals with civic life within the range of the child’s ob- servation. It insists that good citizen- ship is right acts and attitudes all along the line—obeying laws, being a good neighbor, voting, demanding honest and efficient government. By being a good citizen of the home, the school, and the neighborhood, the child learns to be a useful citizen of the State, the Nation, and the world. The new curriculum deals also with leisure and ethical character. What shall it profit a. man if he earn a living and know not how to live; what shall it profit him if he gain the whole world and lose his own soul? We are told that man will soon be able to meet the world’s physical needs on a four-hour working day. What shall be done with the other twenty hours? Shall the an- swer be dissipation and futility or larger freedom and finer life? Can the schools teach the fine art of living? There is infinite wealth in the literature of the ages. There are abiding satisfactions in great music. The untold riches of na- ture everywhere await the observing eye and the attentive ear. Here is a glorious field for the curriculum maker. Children are not forced to appreciate the beautiful and the good. They are led to do so by the very atmosphere of the school and the home; by sharing the spiritual heritage of the race with wise parents and noble teachers. They are inspired into appreciation by teachers such as Emerson described when he wrote: Day by day for her darlings to her much she added more; In her hundred gated Thebes every cham- ber was a door, A door to something grander—loftier walls and vaster floor. These are the elements of the new curriculum. The narrative of its de- velopment is a fascinating story. It takes us into the science of education now struggling in its crude beginnings, even as medicine struggled a century ago. It opens the doors of research bureaus at work on the problems of education, even as engineers study the problems of build- ings. It takes us into teachers colleges where psychologists are studying the December, 1925 learning processes. Most important of all, the story of the new curriculum helps us to vision education as a many- sided process which concerns the entire life of the child on the one hand and the whole life of society on the other.— J. E. M. Research in Secondary Education S A RESULT of the determina- tion of Commissioner John J. Ti- gert, of the Federal Bureau of Educa- tion, to increase the services of the Bureau in the field of research in sec- ondary education, the National Commit- tee on Research in Secondary Education has been created. This Committee was formed in June, at a meeting in Wash- ington, D. C., of the representatives of certain National and regional organiza- tions in the field of secondary education. The possible strength of the Committee is suggested by the names of the codperat- ing organizations. ‘These organizations and their official representatives are as follows: National Society of College Teachers of Education, represented by A. J. Jones, Uni- versity of Pennsylvania; National Associa- tion of Secondary School Principals, Wil- liam H. Wetzell, Trenton, N. J.; U. S. Bureau of Education, John J. Tigert and E. E. Windes; The Association of Colleges and Secondary Schools of the Southern States, W. R. .Smithey, University of Virginia; North Central Association of Colleges and Secondary Schools, J. B. Edmonson, Univer- sity of Michigan; National Association of High School Inspectors and Supervisors, J. C. Hanna, State Department of Public In- struction, Illinois; National Association of College Registrars, R. M. Dempster, Johns Hopkins University; Educational Research Association, E. J. Ashbaugh, Ohio State University; Research Division of the Na- tional Education Association, John K. Nor- ton; California Society for the Study of Secondary Education, Horace M. Rebok. In addition to the members represent- ing organizations, the Committee elected a limited number of members at large, including : C. M. Ferriss, Cornell University; W. B. Bliss, Ohio State Department of Education; George S. Counts, Yale; Thomas Briggs, Columbia University; James M. Glass, Penn- sylvania State Department of Public Instruc- tion; W. C. Reavis, University of Chicago; Joseph Roemer, University of Florida; J. B. Davis, Boston University; L. V. Koos, Uni- versity of Minnesota. Under the constitution adopted by the Committee, the Committee will meet once a year for the election of its officers, to review the work of the previous year, and to formulate plans for future work. Its meeting will be held at the time of the mid-winter convention of the De- partment of Superintendence. The Committee organized for its first year of work with the following officers: Chairman, J. B. Edmonson, University of Michigan; Vice-Chairman, W. R. Smithey, University of Virginia; Secretary, E. E., Windes, U. S. Bureau of Education. The purposes of the Committee, as defined in its Constitution, are: 1. To arouse those engaged in the field of secondary education to a consciousness of the need for research and to stimulate them to purposeful research activities in this field. 2. To initiate investigations bearing upon secondary school problems. 3. To advise and aid in initiated by other agencies. 4. To coérdinate research activities carried on by agencies interested in secondary educa- tion. 5. To act as a clearing-house of informa- tion and results pertaining to reseach in secondary education. investigations In an effort to carry out the forego- ing purposes, the Committee proposes to engage in the following activities: 1. To offer suggestions and outline de- sirable procedure for research. 2. To collect and file data valuable to those interested. 3. To propose problems for investigation. 4. To publish the results of investigations. 5. To furnish those interested with bibli- ographies and other information relative to completed and current studies. 6. To furnish clerical and statistical as- sistance for research enterprises. 7. To promote and hold conferences on secondary school problems. 8. To secure representation at important secondary school conferences. The National Committee will carry on its work through sub-committees. Four of these have already been created: (1) Junior high schools, (2) senior high schools, (3) large high schools, (4) procedure in research in secondary education. The direction of the work of this National Committee of twenty- five will be in the hands of the Executive Committee, consisting of the officers of the National Committee and the chair- men of the sub-committees.—J. B. E. we .933 wo wm SO Tenure for | eachers Frep M. HuNTER Superintendent of Schools, Oakland, California HE NATIONAL CAMPAIGN for teacher tenure requires a full understanding of the reasons for tenure on the part of the teachers of the Nation. A great many people, in- cluding teachers, make up their minds concerning the merit and validity of a measure by rather local personal ex- periences and happenings with a com- paratively small scope of importance. The only fair basis for the consideration of the policy of indefinite or permanent teacher tenure is a review of all the evi- dence that can be gathered showing the effect of teacher tenure upon the teach- ing profession and hence upon the schools and upon the children. The teacher or school patron who is trying to form a judgment upon the problem of teacher tenure should re- member that most attitudes upon this subject are the result of prejudices and some preconceived idea arising out of purely local and personal experiences. To make up one’s mind concerning this great problem upon the basis of evidence one must vision the teaching profession of this country as a whole. One must be able to think of the 750,000 teachers of America, half of them untrained and most of them tem- porarily in their respective positions and changing from one position to another very frequently. One must also vision the 20,000,000 children of America and what it would mean to them to have a stable profession working in the class- rooms of the land, well trained for their responsible positions, manned and re- cruited from the best and ablest youth. From the data assembled by the Com- mittee of One Hundred of the National Education Association, including evi- dence from teachers’ associations, both State and local, throughout the United States, from a large body of interested laymen, from State and local school officials, and from many careful local studies made of this subject, it may be safely stated that indefinite teacher tenure is primarily in the interest of the schools and the children. This is sustained by evidence showing that in- definite tenure works in the interest of a more permanent and abler teaching body and that more competent young people are thereby attracted to the pro- fession. The principal reasons for a conclusion of this kind may be marized as follows: sum- 1. Indefinite or permanent tenure tends to decrease teacher turnover and stabilize the profession. 2. It protects the great body of good teach- ers from political attack and from dismissal A TEACHER who is working faithfully in the interests of children has a right to be secure in his job—to be free from political interference and the fear of dis- missal for causes that have no con- nection with professional efficiency. That is the goal toward which the National Education Association is working. For years it has been fighting the battle of teacher ten- ure. Its present Committee on Tenure, under the chairmanship of Fred M. Hunter, a past president of the Association, has done not- able work. In this article Mr. Hunter summarizes the case for tenure. Members will wish to call it to the attention of board mem- bers and legislators. Many teach- ers’ clubs and associations are making special studies of the ten- ure problem. Several State asso- ciations are actively working for new tenure laws or the improve- ment of old ones. It is one of the big problems before the profession, It will not be solved until it is solved right—in the interests of the children of the Nation. for petty personal and political reasons. It is in accordance with the American prin- ciple of civil service and against a political spoils system in the schools. 3. A sound tenure law provides for the easy dismissal of incompetent or insubor- dinate teachers where just cause can be shown. 4. It encourages professional growth and a higher professional standard for all teachers. 5. It tends to attract to the profession able and competent young persons because of increased stability of the profession and better opportunities for a career in teaching. Teacher turnover—The facts brought out by the survey of teacher tenure re- quire thoughtful consideration by every teacher and all loyal supporters of Amer- ica’s public school system. The insta- bility of teaching as a profession is only too glaringly shown. Based upon re- [271] plies direct from all State superintend- ents of public instruction save one, sev- eral State-wide surveys by teachers’ asso- ciations and school officials, and surveys made by the United States Bureau of Education, the facts are brought out that teacher turnover in the several stages ranges from 4 to 47 per cent with an average of 16 per cent for the Nation as a whole, that rural turnover within the States themselves runs as high as 68 per cent, that the average tenure of superintendents of schools is three years throughout the Nation, that the policy of hiring and firing at will prevails in most States and is the Nation-wide policy, and that unless special legislation is enacted courts everywhere hold to the one-year contract theory of teacher tenure. In general, the returns from the sources just mentioned show that turnover is less and the profession more stable in States where tenure laws have been enacted. Political dismissalsh—The harm ac- cruing to the public schools of this coun- try, to the teaching profession, and, con- sequently, to the children, as a result of the working of sinister political influ- ences is almost incalculable. Political organizations controlling municipal and State politics in many of our large cities seek to dominate the schools by insidious and intriguing methods. The investi- gation of the National Education Asso- ciation brought to light many flagrant cases of political dismissal showing at- tempts to use the schools for purposes of political spoils. Of outstanding im- portance among these were the series of political dismissals in Portland, leading to the enactment of the law by the Oregon legislature giving the Portland teaching corps the protection of indef- inite tenure; the dismissal of sixty-eight teachers in Chicago in June, 1916, with- out notice, hearing, or charges, all of whom had the rating of “satisfactory” and were recommended for reélection by the superintendent of schools; the dis- missal in Denver in June, 1915, of seventy-six teachers, forty-nine of whom had ratings of “A” and “B” on a four- point scale, without hearing, notice, or charges; the dismissal in San Diego, in 1917, of twenty-one teachers, all with records of satisfactory, as a result of a 272 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION December, 1925 —— eee ~Are executives and ‘ress is marked, that the good teachers Tenure Miamiecel a= © are protected and that incompetents can Germany | Life | For cause. | Yes. be and are decreased. In New Jersey, | Age retirement. out of thirty-three cases of dismissal of Denmark Indefinite during satis-| For cause. No data. teachers appealed to the Commissioner | factory service except Age retirement. of Education and the Supreme Court of in winter country) . schools. | the State during the operation of the Switzerland | Differs in the several} For cause. No data. tenure law, sixteen were in favor of cantons. (Seldom occurs.) the Board of Education which sought Netherlands | Indefinite For cause. Apparently included. to dismiss the teacher, fifteen were in Finland Unlimited after two a. , il Yes. favor of the teacher, and two were un- Pee peeten: ree camieediny-wtt- decided at the time the data were gath- out warning. ered. This is pointed evidence as to the Norway Indefinite during satis-| For cause. Yes. proper operation of a sound tenure law factory service. Age retirément. in eliminating the unfit. Sweden Indefinite after proba- For cause after warning} No data. For the last four years California tion. with right of appeal. b ial eith WE Great Britain} Indefinite For cause. Yes. we ad what may be regarded as a Age retirement. fairly satisfactory tenure law. Previous France Indefinite during satis-| For cause—cases rare. Yes. to that considerable protection was af- factory service. political campaign in the election of a board of education. In addition to these outstanding ones, there is abundant evidence that in every State there are numerous cases of dis- missal of teachers for petty personal rea- sons either on the part of administrative authorities or boards of trustees in small town and country school districts. Where the right to “hire and fire” in an unlimited way exists, there can be no guarantee that merit will be the basis for either hiring or retaining teachers. Every administrator knows the personal and political pressure that is continually brought to bear for the placing of friends of persons who have large prestige, per- sonal influence, and political power. Every administrator also knows the ease with which a personal grudge can re- sult in the dismissal of a teacher, not be- cause of professional failure, but because of the disiike of some one with political power or in high authority. The cases cited above are indicative of a general trend of policy which is not only possible, but which actually does exist where there is no tenure regulation. A tenure law may occasionally protect a teacher or even a group of teachers who are in- competent and who ought to be dis- missed and keep them in office longer than they ought to be kept, but where one such case exists in the protection of an incompetent teacher, there are dozens of cases where teachers are discharged for other reasons than failure to teach well and where political appointees are placed in a school system, not because they are good teachers, but because they have friends with influence. The most dangerous threat to the American public schools today is the threat of powerful political groups to attack and control them, not in the interest of the children, but in the interest of political machines that operate for spoils purposes. Every American parent would prefer to have his child in a school system in which occasionally an incompetent teacher or superannuated teacher might be kept in the schools through tenure, rather than to submit the child to a school system where political appointment and dis- missal for spoils purposes and in the in- terest of a political machine are the rule. State tenure laws work well—Eleven States have either State-wide or partial tenure at the present time, and cam- paigns are in progress in eleven addi- tional States for either the amendment or the enactment of tenure laws. One State, New Jersey, has had a tenure law since 1910. The operation of this excellent tenure law over a period of fifteen years is the best testimony that tenure is a stimulation to profes- sional growth. Next to California, New Jersey has the ranking school sys- tem of all the States of the Nation as adjudged by the most competent critics and the highest recognized standards. The teaching profession has gone for- ward under able leadership to develop for itself a system of professional ad- vancement. The teacher turnover of New Jersey is comparatively low. High standards of qualifications are main- tained. A progressive teacher organiza- tion has continually fought for high pro- fessional standards and for the main- tenance of the tenure law. In Massa- chusetts and Maryland similar results are.to be observed. In all these States it is to be noted that professional prog- forded by the same type of law that is now called a tenure law in the State of Montana. The school system of Cal- ifornia has been benefited without ques- tion by the operation of this law. Virtually one half of the teaching pro- fession of the State—namely, the teach- ing profession in the larger cities, has been protected by the law and has been stabilized thereby. Tenure provisions in foreign coun- tries—Teachers in the educational sys- tems in European countries where a high degree of school development has taken place are much more completely protected by tenure than are the teach- ers of the United States. A few months ago the Research Division of the Na- tional Education Association published the following table showing the rank of the various European countries and the United States in percentage of. illiteracy of the total population. Per cent of Country Illiteracy NPIIIESF He 5 os od Scr nnlaloes cocewees 2 UES oe eee eo, 2 eS bos hid eld ec aele 5 SE Toa ee eS 6 RS el Radi, 0 Dig Sh tins hy ny ASS 1.0 BRA Oe ee 1.0 _ REEL EGA RIN oy a Sg a aa 1.6 England and Wales ............... 1.8 ON Ege ee tah ln ces ciebsauns . 4.9 0 gE ea re ar Ae 6.0 At the suggestion of the Committee of One Hundred on the Problem of Tenure, the following questions were presented by the Research Division to the embassies of each of these countries: 1. Who appoints teachers in the schools of your country that are supported wholly or principally through public taxation? 2. Are such teachers reappointed at reg- ular intervals, such as once every year, or te Fe ee Ee EE ee EE oe oe, | => pw — —. acl —_ “5 GD «st fF mee > - | ~:~ — wert 45,—lUC