VOL. XV GENERAL see \AYANUARY, 1926 No. 1 UNIV. oF MICK Th JOURNAL of the NATIONAL EDUCATION ASSOCIATION LE An Answer to Pessimism ‘ . . ; ° . . ‘ ‘ 1 Tatas The High School Principal . , : ; , . : ; ; , + rg The Journal’s Annual Roll Call 5 LE Among Progressive Schools . ° . . b ; : : ‘ ‘ 12 S07 Thoroughness in Teaching . : ; ; : ‘ ‘ ; ‘ ‘ 13 We Better Health Habits . : . ‘ ; ; . , i 15 LEI WR i ee ONS a ee ee a Increasing Adult Education . ; ; : ; ‘ ; . P ‘ 17 Shae Sabbatical Leave for Teachers ; : : . P ’ : : . 18 LE Community Relations . } , : ‘ : ; ; ; : : 19 Ly, Riverbank Lodge . , ; ; ; , ; . , : ; 21 Adult Education at Indianapolis . ‘ ; ' 22 Department of School Health and Physical Education . ; : , , 23 In Other Journals ‘ : ‘ ‘ ‘ . ; ‘ ; ; : 24 Our Literary Heritage ‘ ‘ : , : ‘ ‘ ; 25 Our Heritage of Recent Poetry . : : : ‘ : ; : : 26 Books Children Like . ; , . : i . ; , ‘ ; 27 Department of Superintendence . ; ‘ ; ; : : : ; 29 Special Honor Schools . i ‘ : : ; : , ; : ‘ 31 The Never-Old . : ‘ ‘ , : ‘ ‘ ‘ ‘ ; : 33 Notes and Announcements 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 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. Penn am and McFarlane’s Essentials 9 Geography Revised More Than 3000 High | E Schools Use This Remarkable Book In two-book and four-book editions Special State Supplements and Teacher’s Manual By ALBERT PERRY BriGHAM, A. M., Sc. D., Professor of Geology, Colgate University, Hamilton, N. Y., and Cuartes T. McFartane, Ph. D., Professor of Geo- graphy, Teachers College, Columbia University, New York, N. Y. HILL’S COMMUNITY LIFE AND CIVIC PROBLEMS B scene geographies satisfy the most searching peda- gogical tests and the most exacting requirements of the schoolroom. They devote special attention to indus- trial life and to the latest post-war information. No other geographies are written in such an interesting style and no others have such graphic maps and pictures. In these books the arrangement is so logical, the material so well proportioned, and the style so refresh- ingly simple and clear, that the teaching of geography is more interesting than with any other textbook. Hundreds of beautiful pictures aid in the practical, vivid presenta- tion of the subject. GINN AND COMPANY Sent: Wie Weck Citeaee American Book Company Atlanta Dallas Columbus San Francisco New New York Cincinnati Fresh WINSTON Inspiring Chicago Boston Atlanta Effective THE MASTERY OF ENGLISH THE AUTHORS Robert F. Allen, Master, Head of Eng- lish Department, East Boston High School, and Emma B. Har- vey, Master’s Assis- tant, English, U. S. Grant School, Boston. They have furnished no “soft” pedagogy, but a series of honest work books which should arouse stu- dents to their op- portunity and set them to work in real earnest. CHICAGO BOOK I for the grades of the Junior High School and the first year of the four-year Senior High School. BOOK II for the Senior High School. Here, at last, is the realization of the English teacher’s hopes and aspirations—a series of high-school texts in English so new and distinctive in type, so full of purposeful inspiration, intelligent activity and stimulating humor, so clear and definite in every assignment that they will of themselves arouse real aspirations on the part of high-school students. The work in each of these two books is a series of concrete exercises, clearly explained, helpfully illustrated, and set with single, definite objectives. Every lesson is a model of careful organization and limitation. Every paragraph is an example of coherence and unity. On every page you feel that the subject is being skillfully “sold” to the pupil. In every line there is the presence of the living teacher. Price $1.48 each, less the usual discount to schools Discount the publisher’s enthusiasm if you will, but by all means get the books and see for yourself that they substantiate all claims made for them. THE JOHN C. WINSTON COMPANY Home Office and Manufactory, Winston Building, Philadelphia DALLAS SAN FRANCISCO FOR TEXTBCOKS = ILLUSTRATIONS The full value of good illustrations has been realized in these books. There are many beautiful pic- tures both in color and in black and white. They make the books attractive and they are used in the exercises as a basis for creative work and for clarity and em- phasis. For the vis- ual-minded they have a teaching value almost as important as the text. TTT SS: ET CPU a Se ee NOT ET 5 BN The JOURNAL of the NATIONAL EDUCATION ASSOCIATION VOLUME XV JanuaRy-DECEMBER, 1926 (For index see page 301) N APRIL, 1913, the National Education Association began publishing a leaflet known as the N. E. A. Bulletin. That bulletin developed into the present JourNAL. The last issue of the N. E. A. Bulictin is Volume 9, Number 4, December, 1920. The first issue of the present JournaL is Volume 10, Number 1, January, 1921. It should not be confused with an earlier journal—a preprint from the Proceedings—that was published from September, 1916, to May, 1919. A checklist of the Association’s publications from 1857 to 1924 is found in its Proceedings for 1924, pages 1041-60. Additional lists are published each year in the Proceedings. Persons binding their copies of the Journal into an annual volume will use this sheet for a title page. The 1926 volume includes nine issues, one for each month except July, August, and September. THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NORTHWEST WaAsHINGTON, D. C. 1926 ur Father. You have given me So much of love and joy to-day ‘That | am thinking joy and love “To other children far away, “Wherever they lie down to sleep Happy and tired with work and play Yellow and brown and. black and white Our Father,bless us all to-night! Amelia Josephine Burr Reprinted by permission from the National Child Welfare Association, 70 Fifth Avenue, New York City, from their poster. SS a eS, PS eRe ee - -_ _ -—_ eae hU6.+LelUcee eelCOU lO lCOU Co January, 1926 An Answer to Pessimism’ THEODORE CHRISTIANSON Governor of the State of Minnesota, Saint Paul, Minnesota OR some years past, education seems to have been a subject upon which almost anyone dared to comment. The schools have been crit- icized freely and at will. Interest in the subject of education seems to be perennial. Nearly every month some one of our leading magazines carries an article upon the subject. Thus, in the Atlantic Monthly for October, Abraham Flexner presented an article on “The Modern University.’ The Century Magazine for the same month had a stimulating and suggestive article on “What Our Children Might Have,” by Charlotte Perkins Gilman. For the rea- son that education is being treated so fully and so exhaustively in our period- icals, both popular and technical, and also for the further reason that I regard “safety first,” in speaking before educa- tional specialists, | am not going to treat directly of education. At a certain period of my life I was a teacher. Per- haps that fact makes me a little reticent in what I say about teaching and teachers. On every side it is evident that we are in a period of criticism and doubt relative to many phases of modern civili- zation. ‘The efficacy of education; the adequacy of democratic institutions to meet man’s need for government; the permanency of our social and industrial order—these are all being challenged, not only by the man in the street but by the thinkers and students who seek to apply the learning of books to the problems and situations of life. Is it not well, therefore, that we consider some of the points of reaction and criticism, in order, if possible, to get our bearings in a world of doubt and misgivings? The period which gave birth to the French Republic and our own was one of hope and joy. The French philos- ophers of the eighteenth century who gave us the rallying cry of “Liberty, Fraternity, Equality” believed that “An address before the Minnesota Educa- tion Association, Saint Paul, Minnesota, November 6, 1925, Utopia would be at hand if only citizens were freed from the maleficence of kings, queens, and emperors. They felt that human nature would speedily and readily HEODORE CHRISTIANSON, governor of Minnesota, recognizes that appreciation of education and a frank facing of its problems is one of the first duties and opportunities of a states- man. become almost perfect when the re- straints of absolutism and privilege were abolished. With political equality and freedom, they believed that there would be ushered in a new social order which would bring prosperity and happiness to all. This was the hope that smiled and beckoned over the cradle of democracy. The enthusiasm of the period was well expressed in those oft-quoted lines of the poet Wordsworth: Bliss was it in that dawn to be alive, But to be young was very heaven. Wordsworth went on to tell in glow- ing terms how the whole earth then wore the beauty of promise. The bud- ding rose was then above the rose full- [1] blown. Such was the expectancy and temper of the eighteenth century and of the first half of the nineteenth. Then began the period of disillusionment. Men still clinging to the ideals of the French philosophers began to see that the formula of democracy, although the best to be had, did not hold a solution for every human ill. James Bryce, profound interpreter and critic of America, writing near the close of his life in his Modern Democ- racies, thus summarized human experi- ence with democratic institutions : As respects progress in the science and art of free government, experience has estab- lished certain principles that were unknown to those who lived under despotism, and has warned us of certain dangers unforeseen by those who first set up free governments; but when it comes to the application of. these principles, and the means of escaping these dangers, the faults that belonged to human nature under previous forms of government have reappeared. Some gains there have been, but they have lain in the way of de- stroying what was evil rather than in the creating of what is good; and the belief that the larger the number of those who share in government, the more will there be of wisdom, of self-control, of a fraternal and peace-loving spirit, has been rudely shat- tered. Yet the rule of the many is safer than the rule of one. As Cavour said, how- ever faulty a legislative chamber may be, an ante-chamber is worse, and the rule of the multitude is gentler than the rule of a class. However grave the indictment that may be brought against democracy, its friends can answer, “What better alternative do you offer?” Since James Bryce wrote these words of wisdom and reserve, the voices of criticism and gloom have multiplied. The increased physical unity of the world and the rapidly developing im- provements in communication and trans- port did not save us from a World War that shook civilized nations to their foundations. Following that cataclysm there has been a resurgence of despair, intolerance, and gloom. Glenn Frank, before he relinquished the editorship of The Century Magazine to assume the presidency of the Univer- sity of Wisconsin, summarized, perhaps 2 THE JOURNAL OF THE NATIONAL EpUCATION AssOCIATION as clearly as any one, the various fears that now obtain among many people. He pointed out that as registered in literature these fears grouped themselves into the biological, the psychological, the administrative, and the economic fear. The biological fear is represented by such writers as Albert Edward Wiggam, who in his New Decalogue of Science and The Fruit of the Family Tree, points out the danger of breeding weaker and poorer human stock because of sentimentalism and the softening re- finements of civilization. In the same class of writers is Lothrop Stoddard who forewarns of a Revolt Against Civiliza- tion, brought about by the breeding of under-men and the depletion of those superior stocks that have not only built civilization but alone have the capacity to sustain it. The psychological fear is set forth in part by such men as Walter Lippmann and E. E. Martin, who point out the dangers of the mob mind and who fear that individual initiative will be sub- merged if not entirely snuffed out by mass opinion and the will of the majority. Those who hold the administrative and economic fears believe that modern society is becoming so mechanized and complicated that it is becoming top- heavy. The individual, they say, is be- ing smothered in machinery. Machin- ery, they think, is going to clog the work- ing of freedom and progress. This administrative fear impinges upon education with peculiar intensity. It is seen in such studies as that of Rollo Walter Brown, formerly professor in Carleton College, in his book, The Creative Spirit, and also in a story en- titled, “Nowhere Else in the World,” by Jay William Hudson, professor of philosophy in the University of Missouri. Both men agree that students and teach- ers have become disillusioned about the saving grace of what they call large- scale, mechanical education, They plead for more simplicity, sincerity, and genu- ineness in the pursuit of knowledge and culture. These voices of gloom and despair comprise no mean company, and he would be a bolder man than I who would attempt to prove to them the error of their ways. Many of the short- comings and perils which they cite are all too real and forbidding. It is not my purpose to confound these critics. I wish rather to look into their thought processes with a view to detecting some of the reasons for their pessimism. For January, 1926 we can understand men and women only as we come to see why they think and act as they do. Is not the chief reason why we today have a flare-back of cynicism and pes- simism about democratic institutions that the faith of the founding fathers in democracy was based on too simple a ia IT IS a proud thing to be the mother of a man, it must be a proud thing to be a mother to men. If a woman is wonderful who adopts and develops one child, she must be wonderful when she has charge of the development of twenty or forty or a hundred for the greater part of a waking day. If a woman can rule her own spirit in caring for a family of three or five, she is a rare and fine being; then it must be a fine and rare being who can rule her own spirit in directing the development of a room full all day long. In short, the modern school teacher, if she lives up to her work, must be a wonderful woman, a rare and fine being, fulfilling a proud task. es The school mother can no more be dreaded and cartooned and ridiculed than can a mother. The school mother is bound to be revered and loved in any com- munity which she enriches. That is her job—to enrich the community by enriching human | lives. The old idea of a teacher with a birch rod in one hand is as dead as duelling. The new idea of a community school mother has | come to stay.—Zona Gale in Child Welfare Magazine, October, 1925. They thought that Utopia formula? could be achieved by the mere adoption of a certain type of political machinery or social philosophy. The problem of democratic govern- ment is more complicated and exacting than our forefathers imagined, or than ever we imagine today. The political salvation of a people is not achieved by giving them the ballot. We have dis- covered that the franchise does not al- ways awaken the desire to use it, nor the disposition to use it intelligently. The fathers who founded the Re- public and wrote its Constitution ex- pected too much from certain formule. Those who share their faith without caution and reserve are quite likely to be disappointed. In_ establishing the Republic, the fathers did not complete a process; they began one. They started a great experiment in representative gov- ernment to which we must still dedi- cate “our lives, our fortunes, and our sacred honor” today, even as they did then. The same thought can well be applied to education. Our faith in formal edu- cation needs to be tempered and broad- ened if we are to escape the disappoint- ments and pessimism of some of those thinkers whom I have cited. What | mean is hinted in Edward Everett Hale’s autobiography, 4 New England Boy- hood, wherein he says: It is hard to make boys and girls of today understand how much was then expected from reforms in education. real impression ‘that the Kingdom of Heaven was to be brought in by teaching people what was the relation of acids to alkalis and what was the derivation of the word cord- wainer. If people insist on believing that the Kingdom of Heaven is to be brought in on such easy terms as teaching the rela- tion of acids to alkalis or the deriva- | tion of certain words, then they are due | to be disappointed and to turn out pes- simists and cynics. The investor who puts all of his sav- | ings into one investment runs the risk of losing what he has. Likewise, the doctrinaire who pins all his faith to one | formula or to one factor in the human equation runs the risk of having his faith | wrecked. History abides no such simple thinking about complicated questions and | relationships. Our faith in democratic institutions and in popular education must rest upon a broader basis. The t ‘ . 4 ¥ real foundation of our hope and faith | in these values is that the business of training citizens for democracy has only begun. Educational ideals have here- tofore been largely dominated by aris- tocratic preconceptions. In the past the aim was to train the few to rule the many. superior class. To those who take democratic institu- tions seriously, education becomes the most difficult as well as the most funda- mental part of social economy and states- manship. Its aim is to enable the many to govern themselves wisely realize the possibilities of their own lives, as individuals and as common- wealths. Thus education becomes an affair, not only of scholars, but of citi- zens and patriots as well. Education was the badge of a/ i and to’ ' Fs 4 [ have attempted to show that the} first mistake the pessimists and cynics | made is to expect too much from single and detached forces. Their second crucial mistake is to overemphasize one / phase of individual and social life to the} neglect of another. They overstress the tendency of man to repeat and to imitate i ‘ . : There was the an va lif ret tel tid un di ad edi pl nit th ce re a § ee ea aE RITE ee ee Vol. 15, No.1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 3 oe and underemphasize his inventive and variant powers. The two fundamental factors in the life of the individual and of society are retentivity and plasticity. From _ re- tentivity spring memory, habit and imita- tion, factors which make for order, unity, and social cohesion. Parallel with retentivity in the life of the in- dividual, and no less important, is plasticity, from which spring variation, imagination, and up-reaching. Human nature is extremely plastic in the child. It is also plastic, although less so, in the adult. It is therefore always capable of education and improvement. On the plasticity of human nature rests our hope of change and progress. Do not the pessimists and cynics who harp on the discouraging maladjustments which we see in the world today make the mistake of placing undue emphasis on retentivity, upon stereotyped responses rather than on the capacity of human nature to make new responses to changed conditions ? It is because of the creative plasticity in the human fabric that we live in a different world from that our fore- fathers knew. Most of the advantages which were enjoyed by only a small group of people at an earlier time are possessed by nearly all people today. The advances in the control of physical forces is nothing less than marvelous. Famine and pestilence have been all but abolished in civilized nations, and great inroads have been made on poverty. Space and time no longer separate ; they rather unite states and countries in com- munication and fellowship. The eco- nomic order has developed a triumphant mastery in the arts of production. Cap- ital is widely distributed and almost as widely owned. Education and opportu- nity are within the reach of all. Even the ancient evil of war promises to yield itself to more orderly and _ peaceful methods of adjudication and adjustment through courts of international justice. Because we live in a different world, a larger and more complex world than our forefathers conceived of, we must formulate education in larger terms. While the three R’s and the classics are still important and must always be, edu- cation can no longer be defined in terms of these alone. Education must here- after be regarded as a continuing method of adjustment, by which the individual integrates himself with his surroundings and with the life of society. This con- ception is at its roots biological, but it reaches beyond biology and comprehends the remolding of environment to suit more adequately the needs and demands of the individual and society. In what ways is the conception of education as a process of adjustment and orientation changing our _ educational practice? Not many years ago it was DO YOU KNOW That the Seattle Public Schools include— 9 high schools, and 83 elementary schools, with 1680 teachers and principals? That the Seattle Public Schools provide— Medical inspection as a safeguard against contagious disease? School lunchrooms where scientifically bal- anced lunches are served at cost? That the Seattle Public Schools conduct— Part-time classes for employed boys and girlé = 18 who attend school four hours per week? Vacation schools for pupils who wish to re- move deficiencies or work for advanced credit in elementary and high school sub- jects? Evening schools for Americanization, voca- tional training, and cultural instruction? That the last two named are self- supporting ? That the Seattle Public Schools offer— Classes for the deaf and partially deaf? Speech correction classes for boys and girls with serious speech defects? Clear type classes for children with impaired vision Bedside teaching for pupils at the Children's Orthopedic Hospital? Special classes for mentally backward boys and girls? Parental schools for boys and girls who need guidance to prevent their becoming delin- quents? Instruction for boys and girls who are held at the Juvenile Detention Home and for older girls under the care of the Ruth School for Girls? assumed that a child could not begin its education until it was seven or eight years of age. Then it was found that, by means of the kindergarten, children could be trained to use their eyes and hands and taught the principles of fair- ness in play at a much earlier age. Psychologists now tell us that even in the cradle children should be habituated to a regular mode of life and disciplined by refusing to yield to their every whim. According to the older conception, education was merely a formal affair, of short duration, extending for most people only through the grammar grades, for more favored individuals through high school and college. Even today many people think of commencement as marking the end rather than a beginning of the educational process. Indeed, with many people it does mark the end. You may remember that adult life has been described by a wit as the period when individuals cease to grow at both ends and begin to expand in the middle. It is to be regretted that so often in- tellectual enlargement does not keep pace with abdominal expansion. The old idea of education as a formal and short affair is exemplified in the story of the student who, upon receiving his high school diploma, presented it to his parent with the exclamation, “Educated, by gosh!” Applying the modern idea that edu- cation is a continuous process of adjust- ment and adaptation in the life of the individual, the formal school course now marks only one phase of it. Vocational or professional training follows, those who wish it. for Night schools, part- time schools, extension courses, cor- respondence courses, Y. M. C. A. courses, and numerous libraries make it possible and inviting to make education continuous with life itself. In many ways the idea is taking hold that education should be an _ organic process synonymous with life. Dr. Richard C. Cabot, of Boston, in a de- lightful and thought-provoking book, What Men Live By, shows that educa- tion is always in pursuit of each one of us. He points out that men continue to be educated after they leave school; they are educated by their work, their play, their love, their worship. Work gives a man a place in the world and in- tegrates him with it. Play releases and recreates his energies. Love, whether for a person or for a cause, binds him in loyalty to something larger than him- self. And, finally, worship extends the vista and gives perspective, enabling the mariner to take a larger view of life. Reviewing briefly the development of my argument, I have sought to show that the pessimists and cynics make the mistake of expecting too much from single influences and neglect to take ac- count of that progressive capacity in human nature which has given man a larger world in which to live and a new conception of education, less formal than that held in the past but much broader and infinitely more challenging. The last point that I desire to make is that we need to remind ourselves con- tinuously just what is the nature of true criticism. Since it is evident that we live in an age wherein everyone feels free to criticise custom, traditions, time- honored institutions, industry, the school, the state, and even the church, it be- 4 hooves us to be mindful of what criti- cism in its highest sense is. Criticism is not mere “knocking.” Neither is it mere pessimism, nor cynicism. It is not satire. While pointing out shortcomings and defects, criticism should carry con- structive suggestions of a better way. Modern education and democratic insti- tutions have of late come in for a vast deal of criticism. Some of it is, no doubt, justified, but much of it is pure “knocking.” I do not need to remind this audience that the ages of criticism have not as a rule been the constructive ages. They have been, for the most part, periods of extreme conventionality and artificiality. The periods of satire have not been the most conducive to constructive work. When men and women have been busy in great constructive work, as they were in the age of Pericles, in the period of Shakespeare, in that of the Renaissance, and in that later period of discovery and invention, they had little time or in- clination to find fault. Criticism as I conceive of it should be like the light from the sun, which not only reveals Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION defects where they exist, but kills the germs of disease, heals the wounds of the flesh, and builds up vegetable and animal tissues. Like the light of the sun, criticism should reveal ugliness, but it should also help to build up the spirit of fellowship and cooperation in society. The greatest task of each one of us is to keep ourselves normal, fair-minded, kindly, and constructive.» Even the critics and pessimists whom I have cited, without exception, place their greatest reliance on education and on teachers, in the schools and outside, in building better men and women and in bringing in a better society. H. G. Wells, in one of his many interesting books, invokes the conception of Plato that teachers should be especially honored and es- teemed as the greatest conservators of society. Our hope of wiser and better men and women, who shall make a better world, rests largely on the teachers in this state and nation. You are not wreckers but builders. And, as Daniel Webster said, you build in materials of mind and spirit, which outlast monu- ments and empires. The High School Principal HERE are probably 4,000,000 young people in the high schools of the United States, and the mission of the high school is entirely different from that of the elementary school. The graduate of the elementary school should be educated to manliness, womanliness, and citizenship. With the compulsory school laws, which will soon be universal and gen- erally enforced, all children in this coun- try will complete the elementary school courses and with professional enlighten- ment they should all possess personal character and citizenship qualifications. No subject attainment in the elemen- tary school is adequate unless the gradu- ates possess good personal character and training for good citizenship. The ele- mentary school principal and his corps of teachers must develop the community in which they are as a vital and function- ing unit in the government, making it every way safe for everybody and provid- ing prosperity for all. Nothing of this creation should be passed on to the high school. The fruit- age of the elementary school should be character and citizenship. The mission of the high school should be the harvest- ing of the fruitage of the elementary school. The elementary school should make boys and girls good ; the high school should make them good for something. Every graduate should be prepared for higher education if circumstances and inclinations make a continuance of school activities desirable, and _ incidentally, there should be, and soon will be, col- leges, universities, or other institutions to provide any higher education wisely desired. At the same time every high school graduate should be prepared to earn a good living if for any reason it is not feasible to continue school life. It is a civic and industrial crime for any one to be allowed to graduate from a high school who is not equipped to earn a respectable living. Every student should have as a part of his work every day the learning of something or learn- ing to do something by which men or women are earning a living. That which led Herbert Quick to say that Edward J. Tobin, superintend- ent of schools in Cook County, Illinois, is “America’s greatest educator and prob- ably the greatest American,” is the fact that Tobin believes, first, that the school must be a distinct community affair func- tioning as such every month, and that no boy or girl in the one hundred seventy- two country schools can get an eighth grade diploma unless in every school January, 1926 © month after ten years of age, he has done | something, wholly apart from the school | course of study, by which he has either earned money—money which is his own, as in school gardens, calf clubs, poultry clubs, pig clubs, etc., or in some study by which he or she can earn a living later as in music or art, or some handi- craft. Certainly every high school stu- dent should do something that he will regard as “work.” In Cook County no child can do any of these outside activities unless there is reasonably sure to be a market for the fruit of his labor. He must know where he is to market his product and how and when. If he can send to market every day he can raise an entirely different crop than he can if he can send to market but once a week; a different crop if it can be got to market at 5 a.m. rather than at 8 a.m. Every child in every one of | the one hundred seventy-two country | schools in Cook County learns to think | - and do as men think and do in labor and in marketing. In spirit this must be true of every high school student in America. Some one has said there is as good culture to be had in knowing beet roots as Greek roots. There is more culture for some persons in the culture of beet roots than in conjugating Latin verbs. There is no occasion to know how to decline a | French part of speech because one needs to know the percent of butter fat in | the milk of a Langwater Guernsey. The tragedy of some high schools is | that teachers think their professional business is to teach subjects as though | reasonable perfection in that subject | would be necessary in order to enter the Kingdom of Heaven. There has been a Dixie highway in | spots for several years, and we have been happy when we struck a piece of it, | but there was no celebration until it was complete every foot of the way from Sault Ste. Marie to St. Augustine, from Michigan to Florida. will never be a high school unless it has | an educational highway for every boy | and girl, so that under all circumstances © he can go from the. cold world of want — to the warmth and glory of independence © as the harvesting of his schooling.— A. E. Winship, in Journal of Education. in her language, her arts, her lit- erature, and her science, will seek to perpetuate them by perpetuating the edu- cation which has Calvin Coolidge. HOSE WHO believe in America | produced them.— | The high school i —~ = 2 06oTlhlUl rkretlCit rr ell aOOllUC DC rr OO OCUrerUlCMClCi‘i rl ~~ i ~~ Ww! ors ae The Journal's Annual Roll Call DUCATIONAL WORKERS face the morning of the new year with the determination that teachers and schools shall be better at the end of 1926 than they were at the end of 1925. That is the clear im- pression that comes to one as he reads the replies from forty-eight states in re- sponse to THE JoURNAL’s fourth an- nual roll call. Not every locality can report progress. Not every state can report an achievement that everyone recognizes as outstanding. But for the nation as a whole there is decided ad- vance. ‘The professional improvement of teachers is indicated by higher grades of certificates, improvement in service, and attendance at summer schools, which in a number of states included more than fifty percent of the teachers for 1925. Other vital matters emphasized are improvement of the curriculum, lengthened school term, more expert supervision, better financial support, new buildings, and attention to rural educa- tion. ‘These are key movements. Back of them stands the great army of teach- ers, each trying to be faithful in his chosen post. The achievements of 1925 give a vantage point from which to look into the future of better plans and more perfect achievements. Often the ex- periences of one state are rich in sug- gestions for other states. Alabama—Professional improvement of teachers in service and a continuation of the publicity program of the Alabama Edu- cation Association, having for its object the interpretation of the schools to the people.— John W. Abercrombie, state superintendent of education, Montgomery. Campaign of publicity conducted by the Alabama Education Association and other friends of the public schools to acquaint the citizenship of the state with prevailing con- ditions—P. W. Hodges, N. E. A. state di- rector, secretary, division of certification and placement, Montgomery. os sagt > = * * er ee ete, ‘ coe we ath al : Se a KE o* wee * 3° nies ey - Erg x, Whig: a Improvement of teachers in service and the steady increase in the number of pro- fessionally trained teachers. About sixty percent of our teachers attended summer school in 1925. Professionally trained teach- ASHINGTON, like all national capitals, contains many a memorial to the nation’s leaders. The Washing- ton Monument is the city’s most charac- teristic feature. It recalls the greatness of our first president, George Washing- ton, just as the magnificent Lincoln Me- morial brings to memory the words and deeds of the immortal Lincoln. ers gained about five percent—R. W. Cowart, secretary, Alabama Education Asso- ciation, Montgomery. Arizona—Rules and regulations regard- ing certification of teachers. After July 1, 1925, no one can be an applicant for ex- amination for a trial certificate unless they are a graduate of an approved four-year high school and have had thirty semester hours of training in normal school or uni- versity. That means no more untrained teachers in Arizona. These rules were adopted in 1920, and gave untrained teach- ers an opportunity to receive training before July 1, 1925, so now we have trained teach- ers in every school in the state.——Helen L. Brown, N. E. A. state director, superintend- ent of Cochise County schools, Tombstone. Arkansas—Through regulations of the state board of education we have made an effort to raise the standard for certification of teachers. As a result many of our teach- ers attended summer schools in Arkansas and in other sections of the country last sum- mer. We have also made an effort to secure a correct school enumeration, and have suc- ceeded in reducing the school census by ap- proximately fifty thousand children. By this means the state apportionment has been in- creased.—A. B. Hill, state superintendent of public instruction, Little Rock. California—The scientific study and re- organization of the elementary school cur- riculum to effect the saving of time and the elimination of irrelevant subject-matter.— Will C. Wood, state superintendent of pub- lic education, Sacramento. Noticeable increase in an already high pro- fessional attitude on the part of all teachers and a closer working unity of all groups for the upbuilding of local, state, and national interests—Arthur H. Chamberlain, executive secretary, California Teachers As- sociation, San Francisco. Colorado—The spirit of professionalism has made rapid strides forward. This is evidenced in a dozen ways: notably, in the record-breaking enrolment in the State As- sociation, and that in spite of the increased membership fee.—H. B. Smith, N. E. A. state director, secretary, Colorado Education As- sociation, Denver. Connecticut—Professional improvement of supervisors of instruction through a series of clinics and conferences at which the work of the supervisor was observed and after- wards discussed. The center of interest was the technique of the supervisor and not the performance of the teacher.—A. B. Meredith, state commissioner of education, Hartford. Publication of a new course of study by the state board of education and its wide adoption by towns and cities throughout the state. A monograph prepared by J. L. Meader, principal, New Haven Normal . [5] THE JOURNAL OF THE NATIONAL EpucaATION AssociATION January, 1926 ‘THE CAPITOL is the most visited building in Washington, a structure of such perfect proportions it ranks high with renowned architecture of other lands. In front of the imposing rotunda portico the inaugural ceremonies are held. Here, before a standing audience of thousands assembled on the plaza, the President of the United States takes his oath of office. School, served as a basis for the preparation of the course of study.—John A. Young, N. E. A. state director, assistant superin- tendent of schools, Bridgeport. Delaware—The increase of average num- ber of days attended by all pupils of the state fom 147.3 days in 1923-24 to 155.9 days in 1924-25.—H. V. Holloway, state su- perintendent of public instruction, Dover. District of Columbia—The organiza- tion of an adequate supervisory and admin- istrative staff for the public school system of the District of Columbia, in accordance with the most improved principles of ad- ministration and supervision—Frank W. Ballou, superintendent of schools, Wash- ton. The scientfic reorganization of the public school system of the District of Columbia in accordance with the approved results of modern educational research and testing.— Harry English, N. E. A. state director, chief, Board of Examiners, Washington. Florida—Provision by the legislature for: (1) A state educational survey commission and an appropriation of ten thousand dollars for the expenses of the survey. (2) The po- sitions of state supervisor of high schools and state supervisor of elementary schools. (3) Free textbooks for all children enrolled in the first six grades of the public schools of the state. (4) A constitutional amendment permitting direct appropriations by the legislature for the maintenance of common schools,—W. S. Cawthon, state superintend- ent of public instruction, Tallahassee. Georgia—The passage of a law to re- quire county boards of education and boards of education of all independent systems, re- ceiving funds directly from the state depart- ment of education, to make each year a budget of estimated receipts and expendi- tures —F. E. Land, state superintendent of schools, Atlanta. The fight led by the Georgia Education Association before the General. Assembly for better schools, emphasizing: $5,000,000 for public schools, carried; $1,000,000 for equal- ization, lost but strong vote indicates it will win; budget bill, carried. High school inspector, carried. Better support for higher institutions, carried by increase of 25 per- cent.—Kyle T. Alfriend, secretary, Georgia Education Association, Forsyth. Idaho—The introduction of daily Bible reading, without comment, by each teacher in our public schools. The list of selections was prepared by the state board of educa- tion.—Elizabeth Russum, state superintend- ent of public instruction, Boise. Illinois—The submission to the people of an amendment to the revenue article of the state constitution, the enactment of a law permitting higher school tax rates in unit administration districts, and the prevention of reactionary school legislation—Robert C. Moore, secretary, Illinois State Teachers As- sociation, Carlinville. A larger percent of the teachers attended summer school during 1925 than during any previous summer _ vacation.—Sarah L. Thomas, N. E. A. state director, Rockford. Indiana—The completion of the second vear demonstration in rural supervision last July—H. L. Smith, N. E. A. state director, dean, school of education, Indiana Univer- sity, Bloomington. The demonstration under the auspices of the General Education Board and state de- partment of public instruction in rural super- This was completed last June. It covered a two-year period. The first year showed that the bovs and girls in a county vision. with two supervisors helping the county superintendent made 14.3 percent more prog- ress than boys and girls in a county without the help from the supervisors——Henry Noble Sherwood, state superintendent of public in- struction, Indianapolis. Iowa—Extra-curricular activities in the state of Iowa have expanded to the place where they require the employment of a full-time executive. The Iowa State High School Athletic Association, the Iowa State Declamatory Association have both em- ployed secretaries within the year, and the Musical Activities Association is rapidly ap- proaching the time when there will be a necessity for a similar action.—Charles F. Pye, secretary, lowa State Teachers Asso- ciation, Des Moines. Kansas—A law increasing high school tuition fifty percent. Library law requiring annual purchase of five dollars’ worth of approved books for each schoolrom each year. Junior high school defined and legal- ized. Raising standards for elementary teachers’ certificates—Jess W. Miley, state superintendent of public instruction, Topeka. The new library law providing for a stip- ulated amount to be spent by each school board in the state each year. Already thousands of dollars’ worth of books have been purchased. The law provides for the amount of five dollars per teacher each year. It is found that school boards, in purchasing five dollars’ worth of books, become inter- ested and purchase many times that amount of books.—M. E. Pearson, N. E. A. state di- rector, superintendent of schools, Kansas City. Enrolment in the Kansas State Teachers’ Association for the current year is in ex- cess of 16,500 members. This is significant in view of the fact that the total number of persons engaged in the teaching profession in Kansas is only about 17,000.—F. L. Pinet; secretary, Kansas State Teachers’ Associa- tion, Topeka. ‘ Kentucky—More liberal financial policy with reference to public education, local bond issues, and additional tax levy amount- ing to about three million dollars; dormi- tories and other buildings for the University of Kentucky and the state normal schools amounting to $1,250,000.—McHenry Rhoads, state superintendent of public instruction, Frankfort, and R. E. Williams, N. E. A. state director, secretary, Kentucky Education Association, Louisville. Louisiana—The percent of normal or col- lege graduates employed in the _ public schools for the session of 1924-25 was 56, and that percent was raised to 70 for the session of 1925-26. I consider this of su- perior importance because it indicates that we are supporting in Louisiana the ideal of trained teachers for practically all chil- dren instructed—T. H. Harris, state super- intendent of education, Baton Rouge. Establishment of a vocational guidance department in six public schools in New Orleans, using an experimental course of study in guidance, which will be used in all schools, if a success.—Loretta Rose Doerr, N. E. A. state director, New Orleans. =~ _— — ow = — 7 © FR t =m Vol. 15,No.1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 7 Maine—The growth of the professional spirit among our teachers as manifest in large attendance in teacher training schools; increased sentiment for good schools on the part of our people; and taking effect of the new progressive system of certification which gives Maine a trained teaching staff by 1930.—Augustus O. Thomas, state com- missioner of education, Augusta. Maryland—Improvement of classroom teaching by means of a supervisory teacher for every fifty elementary teachers in every county, and a high school supervisor of in- struction for every two hundred and fifty high school teachers; and the placement of more than half of all our two-year normal school graduates in rural schools.—Albert S. Cook, state superintendent of schools, Bal- timore, Massachusetts—Further extension of ed- ucational opportunities to all children re- gardless of mental or physical handicap. Classes now maintained for deaf, for hard of hearing, for mentally retarded and men- tally advanced, speech improvement, sight improvement, and for crippled and _physi- cally ill—Payson Smith, state commissioner of education, Boston. Michigan—Improved public sentiment toward education as evidenced by the fact that the legislature made larger appropria- tions for educational institutions, particu- larly the teacher-training institutions, than ever before. In addition there was a de- gree of public interest shown relative to every educational matter before the legis- lature—T. E. Johnson, state superintendent of public instruction, Lansing. Minnesota—An amendment to the law governing the institutes for rural teachers under the state department of education. By its terms, the institute instructors now employed by the department on a_ school year basis and paid from state funds may conduct a five-day institute as heretofore, or they may spend one or more days in visi- tation of schools, with the county superin- tendent, as he may elect. The time for which the teachers are assembled for insti- tute instruction will then be shortened ac- cordingly —J. M. McConnell, state commis- sioner of education, Saint Paul. The importance of professional organiza- tion to educational development was realized when the National Education Association proved its significance to the teachers of the state by supplying from the Research Di- vision statistical information on the national salary situation which caused the salary schedule of Minneapolis to be maintained. This is a practical experience which answers for every teacher throughout the land the question, “What good does the National Edu- cation Association do me?”’—Effie Mac- Gregor, N. E. A. state director, Minneapolis. (1) A reorganized state institute service in rural schools which provides that part of time be spent by the state institute instruc- tors, under direction of the county super- intendent, in visits to schools. (2) Progress in the last legislative session towards re- vision of the State Teachers Retirement Fund, aiming to place this on a_ sound, equitable, permanent basis. Adoption by OF of the largest halls in the Capitol is that of the House of Representatives. From the gailery, when the House is in session, crowds of visitors daily hear their representatives discuss matters of national interest. It has been the scene of many a famous debate and many a speech destined to outlive the speaker. the House and progress to third reading in the Senate, of the Teachers Tenure Act. (3) A definite, united, aggressive program by the M. E. A. for public school policies having the support of the state education department and educational institutions. (4) A united and organized teaching profession ; advancement of public education, higher standards of the profession, recognition by the public: of the factors which concern teachers’ economic, social, and personal in- terests—C. G. Schulz, secretary, Minnesota Education Association, Saint Paul. Mississippi—The hearty response on the part of the people to an appeal made by school people for better educational facilities in the way of better buildings with better equipment shows that our people are awak- ening to the needs of the state. This is an index to the awakened school spirit—H. V. Cooper, N. E. A. state director, superintend- ent of schools, Kosciusko. Missouri—Professional improvement of teachers in service as shown by the fact that more than 16,000 teachers attended summer school in this state this last summer, and more than 20,000 teachers have joined the State Teachers Association.—Charles A. Lee, state superintendent of public schools, Jefferson City. Montana—The recognition by our legis- lature of the larger responsibility of the state for school support in the passage of a referendum measure providing for in- creased state funds and an acknowledg- ment of the state’s indebtedness and obliga- tion to return to our permanent school funds certain moneys used by the state for current expenses in former years in violation of our, constitution—May ‘Trumper, state superin- tendent of public instruction, Helena. Recognition of education as a state func- tion by the legislative assembly (1925), and the offering of a referendum measure for The measure is a five- mill state-wide levy for support of all pub- lic schools so that more nearly equal edu- cational opportunities may be provided for all children and to make it unnecessary for many local districts to run such excessive levies in order to have schools for their children.—R. J. Cunningham, N. E. A. state director, secretary, Montana Education As- sociation, Helena. larger state support. Nebraska—(1) Amendment to free high school law providing a payment of high school tuition to non-resident pupils on a county-wide basis which will stimulate at- tendance at high school of boys and girls who reside in the rural districts. (2) New certification law placing the issuance of all teachers’ certificates in office of state super- intendent of public stitutional certificates. instruction except in- It reduces number of certificates materially, provides recognition and reward for professional growth, is con- structive, definite, simple, and progressive. The incentive of this law to better prepa- ration was evidenced in an enrolment of over ten thousand out of a total of fourteen thousand teachers in summer school, the largest in the history of the state—John M. Matzen, state superintendent of public in- struction, Lincoln. The organization, growth, and develop- ment of the state-wide Parent-Teachers As- sociation. ‘The development of this organi- zation has done more to bring the home and school into mutual understanding of the problems of child welfare than anything that has happened during the past year. One significant piece of new legislation in Nebraska is that providing for a county- wide levy in raising moneys to be used in providing free high school attendance to boys and girls living in districts not main- taining high schools.—M. C. Lefler, N. E. A. state director, superintendent of schools, Lincoln. The adoption of an advanced certification policy by the state of Nebraska which ma- terially raises the academic standards of teachers, and in addition to this, the enact- ment of the so-called Bock Bill, which equal- izes educational opportunities for a high school education among rural children in Nebraska.—E. M. Hosman, secretary, Ne- braska State Teachers’ Association, Lincoln. Nevada—The passage by the legislature of a resolution proposing to remove the two- mill limitation on state tax for public schools and the university, and the defeat of ill- advised radical measures which would have set back educational progress in Nevada; also quickened professional interest on the part of teachers by increasing enrolment in the State Teachers’ Association and the N. E. A.—W. J. Hunting, state superintend- ent of public instruction, Carson City. The professional improvement in the pro- fessional spirit of the teachers of the state as shown by the fact -that all five of our district institutes enrolled one hundred per cent in both state and national associations. —H. A. Whiteneck, N. E. A. state director, principal, Las Vegas high school, Las Vegas. New Hampshire—Normal school mem- bership has quadrupled in eight years. For the first time, we now are able to supply trained teachers for all elementary schools . a —— House Office ie the Capitol may be seen the House Office Building, where the business of the United States Representatives In this vicinity is the colossal plant of the Government Printing Office, the largest printing estab- lishment in the world. The Bureau of Engraving and Printing, a branch of the Treasury Department, takes care of The State, War, and Navy Building houses multitudinous interests. is transacted. the printing of the national currency and stamps. Building Government Printing Office THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION —city, village, and rural—E. W. Butter- field, state commissioner of education, Con- cord, New Jersey—A general movement for revision of school curricula in cities such as Paterson, Passaic, Trenton, Montclair, Eliz- abeth, Bloomfield, Nutley, Orange, Millville, Atlantic City, Secaucus, Cliffside Park. This movement is being extended. The coordi- nate recognition and standing of the depart- ment of education at the state university, and a four-year course for junior high school teachers at the Trenton Normal School.—Charles B. Dyke, N. E. A. state director, secretary, New Jersey State Teach- ers’ Association, Short Hills. New Mexico—The placing of a rural school supervisor in the department of edu- cation. She has made lesson plans covering practically the entire course of study and these, with a great deal of additional help, have been sent to every rural school teacher in the state. This type of assistance has been very greatly needed in New Mexico and is certainly proving a great help to the teachers.—Isabel Lancaster Eckles, state su- perintendent of education, Santa Fe. New York—The most constructive rural school legislation in many years providing for the organization of central rural schools. It has more than 500 rooms and two miles of halls. State, War, and Navy Building January, 1926 Higher salary schedules for state normal schools. State aid for general educational purposes increased by approximately $10,000,000, including equalization quota.— George M. Wiley, assistant state commis- sioner of education, Albany. (1) Building program providing thirty- eight elementary schools with 60,639 sittings and nine secondary schools with 21,445 sit- tings and letting out contracts for twenty- one elementary schools and two high schools; changes from the plan of building five-story structures to building four-story structures, and building to be of flexible character per- mitting additions in the form of wings or additional stories over partly finished wings; standardizing plans so as to econ- omize architect’s work, figuring, etc.; con- ferences with directors and teachers on the subject of building plans, especially for the placing of special rooms and the layout of these rooms and of laboratories and offices, (2) In administrative work of the profes- sional staff, a notable achievement is the de- velopment of continuation schools. (3) The development of senior and junior high schools with classification of pupils accord- ing to native ability (intelligence quotients) and the consequent development of voca- tional and industrial training. (4) Raising the standard and efficiency for both the teachers and the pupils in the evening high schools, resulting in recognition of the even- Vol. 15, No.1 WHITE HOUSE - NORTH FRONT WASHINGTON, D.C. HEE Memorial Continental Hall—D. A. R. Tue JourRNAL OF THE NATIONAL EpucaTION AssociATION 9 American Red Cross Headquarters HE WHITE HOUSE, as the home of the President, appeals to all visitors. house itself. tion Association. Tomb of the Unknown Soldier attracts all who visit Washington. ing high schools by the Board of Regents. (5) The appointment by Governor Smith of a commission to study means of financing education in the larger cities—Bridget C. Piexotto, N. E. A. state director, New York City. Increase of state subsidy for public educa- tion to one fourth of the total expenditures and the growing acknowledgment, not only in theory, but also in actual financial prac- tice, that education is a function of the state—Harlan H. Horner, field secretary, New York State Teachers Association, Al- bany, North Carolina—The General Assembly of 1925 authorized an additional loan of five million dollars making a total of fif- teen million dollars to be loaned to the coun- ties of the state for the purpose of building large rural schools. The interest of our teachers in professional improvement is shown by the fact that more than twelve thousand out of a total of twenty-two thou- Tomb of the Unknown Soldier, Arlington The grounds are as interesting as the The north front faces Sixteenth Street, on which is situated the headquarters of the National Educa- In the immediate neighborhood of the White House is a group of imposing buildings, among them headquarters of the American Red Cross and the Daughters of the American Revolution. Seventeenth Street, leading past these buildings, runs into the Speedway skirting the Potomac. station at Arlington, and one glimpses through the trees the white pillars of the Memorial Amphitheater, where the On the Virginia side may be seen the wireless Pies sand were in summer school last summer.— A. T. Allen, state superintendent of public instruction, Raleigh. The raising of the certificates of teachers who hold low grade certificates to higher grade. Five hundred sixty-one white teach- ers holding non-standard certificates have raised these certificates to standard type. Second, the creation in the minds of high school graduates of the idea that it is to their advantage to attend college, thus bring- ing to the colleges of North Carolina a larger number of high school students than the colleges are able to accommodate.— Robert H. Wright, N. E. A. state director, president, East Carolina Teachers College, Greenville. A decision of educational forces in the state to make a drive for an amendment to our constitution increasing the constitu- tional minimum school term from six to eight months, and to ask the 1927 legislature to begin a normal school prograin. Pro- fessional improvement of teachers, as indi- cated by the fact that for the first time in our history a majority of certificates out- standing indicate at least one year’s train- ing after high school graduation. Increased enrolment in the State Teachers Associa- tion.—Jule B. Warren, secretary, North Car- olina Education Association, Raleigh. North Dakota—Advancement of qualifi- cations of teachers made possible by new law and regulations. Since 1925 no person can enter the teaching profession in North Dakota without normal school training. An- other achievement is the organization of parent-teacher associations in fifteen percent of the rural schools; also the progress of adult education—Minnie J. Nielson, state superintendent of public instruction, Bis- marck. Ohio—Education in Ohio has had no marked or meteoric experience in the past year. Some progress in legislation, a more settled school attitude and policy on all 10 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION hands, a growing willingness on the part of the people to support local educational programs noted, and a growing willingness to concede school management, without ques- tion, to experts (the teachers in charge).— R. J. Kiefer, N. E. A. state director, super- intendent of schools, Niles. A survey started to ascertain the percent of incompetent teachers in the state, the causes of their incompetency, the extent to which defective training is a factor, and the best way to eliminate them.—Vernon M. Rie- gel, state director of education, Columbus. Oklahoma—College and university sum- mer school enrolment totaling 16,856, teach- ers comprising practically the whole enrol- ment; the emergency legislative appropria- tion of $500,000 for the aid of financially weak districts; submission of an amendment to the state constitution, yet to be voted on, to provide a state apportionment of $15 per pupil in average daily attendance through- out the state; a very active night school adult education program for the eradication of illiteracy; an enthusiastic campaign and actual practice in the teaching of better reading, especially in rural schools; stand- ardization of 1500 rural schools by our model school score card plan.—M. A. Nash, state superintendent of public instruction, Oklahoma City. Improvement of rural schools; over two thousand rural and village schools have been personally inspected by the state de- partment of education, more than fifteen hundred of which have scored “model.”— M. P. Hammond, N. E. A. state director, president, Northeastern State Teachers Col- lege, Tahlequah. Professional improvement of teachers in service is shown by the fact that 14,000 teachers attended the summer schools in this state and elsewhere and engaged in edu- cative travel. This is especially significant since there are only 17,000 active teachers in the state-—C. M. Howell, secretary, Ok- lahoma Education Association, Oklahoma City. Oregon—The state legislature passed an act by which thousands of children in the public schools are permitted to attend week- day classes in religious education on school time. The department of education pre- pared the course of study for the week-day religious schools.—J. A. Churchill, state su- perintendent of public instruction, Salem. Establishing of an additional normal school, as giving evidence of increased pub- lic interest in providing an adequate number of trained teachers for the children of Ore- gon.—C. A. Howard, N. E. A. state direc- tor, superintendent of schools, Marshfield. Bethlehem Chapel, where Woodrow Wilson is buried Pennsylvania—The legislature, through the largest appropriation for education ever granted in the history of the commonwealth, left no debts outstanding and supplied the funds to finance every statute requiring an appropriation.—Francis B. Haas, state su- perintendent of public instruction, Harris- burg. The amending of the retirement system and the securing of all overdue payments from the state has given us the most liberal and sound retirement system and made all teachers happier.—Jessie Gray, N. E. A. state director, president, Pennsylvania State Education Association, Philadelphia. The zoning of the state into convention districts with local autonomy is significant. This development puts the State Education Association on wheels and takes it to its members.—J. H. Kelley, secretary, Pennsyl- vania State Education Association, Harris- burg. Rhode Island—Unprecedented in school accommodations, with increase building ce er run January ', 1926 program still gaining; larger physical plants for both state colleges; wholesome develop- ment of professional attitudes among teach- ers.—Walter E. Ranger, state commissioner of education, Providence. South Carolina—Lengthening the aver- age school term twenty-three days, the elim- ination of 285 one-teacher schools, the ex- penditure of two million dollars more than has ever been spent on public education in any year, and the training in service of teachers as is shown by the fact that more that 700 teachers passed examinations in study center work and over 2200 enrolled in summer schools.—J. P. Coates, secretary, South Carolina Teachers Association, Co- lumbia. South Dakota—The increase of. standard schools and the substantial increase and appropriations for such schools— C. G. John, state superintendent of public in- struction, Pierre. Tennessee—(1) The passage of the Gen- eral Education Bill which provides an eight- months’ term for all the rural schools of the state, a salary schedule for teachers and more efficient county administration. (2) The passage of the tobacco tax law which levies a tax of ten percent of the retail price on all manufactured tobacco sold in the state. One third of the total tax plus $250,000 avill go to the elementary fund.—P. L. Harned, education, Nashville. school state commissioner of Texas—The Texas ened to a realization of the full value of professional organization — national, state, and local—Mamie S. Bastian, N. E. A. state director, Houston. An appropriation by the legislature of three million dollars from the general reve- nue for the biennium of 1925-1927 to be used as an equalization fund to be given to the small schools to increase salaries and length of terms. The enactment of a law authorizing county boards of trustees to group as many as seven common school dis- tricts to form a rural high-school district and to designate the high schools and the elementary schools. ‘The revision of the free textbook law limiting the funds to be used for free textbooks, and providing for a gradual introduction of new _ textbooks when changes are made, thus preventing ex- travagance and waste. The large increase teacher has awak- Se, Yy eS — > eR RRP ORT OY oe er trees = a Vol. 15, No.1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 11 ee in the enrolment in the _ teacher-training courses of the summer schools of the higher institutions of learning and the remarkable decrease in the number taking examinations to secure teachers’ certificates—S. M. N. Marrs, state superintendent of education, Austin. The opening of the Texas Technological College and the South Texas State Teachers College; the numerous consolidations of small districts; and enormous expenditures authorized by cities and towns for school buildings and equipment; and the effective educational publicity work done by the Texas State Teachers Association—R. T. Ellis, secretary, Texas State Teachers As- sociation, Fort Worth. Utah—The initiation of a movement which will result in securing a survey, under the direction of the Federal Bureau of Edu- cation, of the entire public school system of the state. The survey therefore will include the institutions of higher learning as well as the high schools and elementary schools of the state. The survey will be undertaken in the very near future and completed this biennium.—C. N. Jensen, state superintend- ent of public instruction, Salt Lake City. Vermont—Significant achievements in the remodeling and improvement of _ rural schools throughout the state; an increased number of students in teacher-training insti- tutions; a distinctively constructive attitude on the part of the public toward educational improvement; good results in improving rural education through state supervising teachers.—C. H. Dempsey, state commis- sioner of education, Montpelier. The state board of education is working for the standardization of the high and graded schools of Vermont. The purpose is to improve these schools through better buildings, better equipment, better. teaching, and definite community cooperation.—M. Lillian Edgerton, secretary, Vermont State Teachers’ Association, Bennington. Virgin Islands.—Improvement in clarify- ing and encouraging the professional spirit and aims of the teacher through a unified 100 per cent enrolment in the local and na- tional education associations.—Arthur E. Lindborg, director of education, St. Thomas. Virginia—Improvement in the profes- sional training of teachers, as evidenced by the fact that much the larger percent of certificates issued by the department of edu- cation this year was based upon at least one year of professional training. The im- provement in the qualifications of teachers in 1925 as compared with 1918 is the most hopeful indication of real progress in the public school system.—Harris Hart, state su- perintendent of public instruction, Richmond. Professional and academic improvement of teachers; nearly 10,000 teachers, or sixty percent, attended summer schools last year. The state department of education an- nounced that after 1926 it would discon- tinue issuing any teachers’ certificates based on less than one year of professional train- ing in an accredited institution of higher learning —C. J. Heatwole, secretary, Vir- ginia State Teachers Association, Richmond. Washington—There seems a silent uni- fied resolution throughout the state to see and use new and added values, an upward and onward trend. A broadening of the general conception of education, a realizing of long-desired objectives as evidenced in the adoption of the single salary standard, and the 3-3-3 plan in Tacoma, and sab- batical-year leave in Seattle. A clear-cut call for what has real merit as against re- trenchment at any cost. Our universities were thronged with summer students, teach- ers working to raise standards.—Mell For- sythe, N, E, A. state director, Tacoma. New Year Resolutions 1. I will be professional. 2. I will be a member of local, state, and national associations. 3. I will study the programs of professional organizations. 4. I will maintain the standards of the teaching profession. 5. I will encourage strong young men and women to enter the pro- fession. 6. I will maintain broad civic and social interests, that my pro- fessional work may have a rich background. 7. I will seek to make childhood happy. 8. I will be loyal to my associ- ates. 9. I will manage my work and not be managed by it. 10. I will keep in mind the real objectives of education and the improvement of the race. West ment of rural teachers; an awakening on the part of the people as to the importance Virginia—Professional improve- of an equalization of educational oppor- tunity and of the financial burden of school support; a greater sympathy on the part of the richer sections of the state toward the less wealthy sections of the state-—George M. Ford, state superintendent of free schools, Charleston. The attendance at summer schools of about 70 percent of all teachers. The action taken by the delegate assembly of the State Education Association on November 7, rec- ommending the employment of a full-time secretary for the association, his duties to begin in the summer of 1926. The remark- able growth in the professional spirit of our teachers as evidenced by a greatly increased enrolment in state and national associations; McDowell County with more than six hun- dred teachers enrols one hundred percent in local, state, and national associations. A resolution was unanimously adopted at the recent State Education Association meeting, recommending a campaign to enrol and maintain one hundred percent of our teach- ers in West Virginia State Education Asso- ciation —J. H. Hickman, N, E. A. state di- rector, Hinton. Defeat of reactionary measures proposed before the legislature January, 1925, and professional improvement of teachers shown by large attendance at summer schools; an increased attendance at the annual meeting of the State Education “Association and in- creased membership in the state and national education associations—W. W. Trent, sec- retary, West Virginia State Education As- sociation, Elkins. Wisconsin—Increased appropriations for normal schools and the University of Wis- consin. Endorsement by lay bodies of Wis- consin’s program of education. Notable in- crease in the professional improvement of teachers through attendance upon summer schools.—C. J. Anderson, first assistant state superintendent of schools, Madison. (1) The inauguration of Glenn Frank as president of the University of Wisconsin. (2) Increased appropriations to the Uni- versity and to the normal schools. (3) The enactment of a law whereby Wisconsin nor- . mal schools are now empowered, under the direction of the Board of Normal Regents, to grant a degree in education. (4) Re- newed and greatly increased interest in State Superintendent Callahan’s constructive educational program.—John F. Sims, N. E. A. state director, president, State School, Stevens Point. (1) Increased appropriations for Univer- sity and state normals. (2) Increased ap- propriations for county rural normals. (3) Election of Glenn Frank to presidency of University. (4) Power to normals to grant degrees. (5) Endorsement by lay organiza- tions of Wisconsin’s educational program. (6) Increased interest in State Association. Membership increase of over one thousand this year.—E. G. Doudna, secretary, Wiscon- sin Teachers’ Association, Madison. Normal Wyoming—tThis state ranked next to the highest in the amount spent per capita for education, yet Wyoming ranked lowest in the proportion of its school expenditure de- rived from taxation.—Katharine A. Morton, state superintendent of public instruction, Cheyenne. Tremendous growth of the University of Wyoming and the maintenance at this uni- versity of a summer school remarkable for its large enrolment and the excellence of its faculty. In all parts of the state many fine new high school buildings have been completed.—A. A. Slade, N. E. A. state di- rector, superintendent of schools, Casper, TEACHER’S PRAYER—Let my heart find contentment in my work, and give me faith in the fulfilment of my efforts. Let my sympathies be universal, that I may deal gently with ignorance and have no scorn for stupidity. Make me content to ad- vocate no creed. Seat deep in me convic- tion that my work is my religion. Teach me to become as a little child, that I may better understand my task. Make me to rejoice in the fancies of youth, that my sympathies may be warm and tender. Let me under- stand the rights of childhood and at all times pay homage to the Golden Rule. Give me wisdom to inspire and a warmth of heart that will make the world of childhood my friend. Forbid that I should mold others to my thought and will. Enable me to inspire others to their own possibilities. Give me grace to serve, fortitude to endure, and a smile that fadeth not in the face of adversity. Give me faith in humanity and thus in my- self, with patience to await the harvest.— M. L. Wright, North Carolina Teacher. THe JoURNAL oF THE NATIONAL EpucaTION ASSOCIATION January, 1926 Among Progressive Schools GERTRUDE HARTMAN Editor of Progressive Education ODERN PSYCHOLOGY, based upon fundamental biological prin- ciples, makes us realize clearly that no two human beings are sufficiently alike to be identically educated, that learning is essentially an individual matter, and that the chief business of education is to stimulate and provide opportunity for the development of native capacities. If this is true, it seems self-evident that mass teaching, set periods of instruction in subjects, the recitation, simultaneous promotions, and in fact all the machinery which is the operating expression of the older view of education, must be aban- doned. Accepting the new philosophy of education means committing oneself to working out the means by which the ideal of individualizing instruction may become a practical reality. The two best- known efforts at individualizing instruc- tion are the Dalton Plan and the Win- netka System. In the Dalton Plan, Miss Parkhurst has provided a method of reorganizing the mechanics of the school and furnish- ing a vehicle for administering any cur- riculum in accordance with the rate of learning of the individual child. The plan does away with the usual grade room with the classroom teacher and in its place provides academic workshops and laboratories, each of which is pre- sided over by a specialist or a subject- teacher. The pupils move in and out of these laboratories at will, seeking the necessary help in their work. The Winnetka System is based upon the hypotheses that every child has a right to mastery of those knowledges and skills necessary to successful adult life, that he has a right to live fully and naturally as a child, and that the welfare of society requires the development of a strong social consciousness on the part of the growing child. Mr. Washburne, believing that socialized activities demand that the whole group work together and that they do not spontaneously provide enough opportunity for satisfactory in- dividual progress in the common skills and knowledges, divides the school day into two parts. By means of carefully worked out self-instructive and self-cor- rective practice materials and diagnostic tests, he has found it possible to teach these knowledges and skills in about half the school day, releasing the other half of the day for cooperative activities and free creative work. Those who have not already read the Twenty-fourth Year Book of the National Society for the Study of Education will find there a thorough treatment of the whole subject of individualized education. Less well known in this country than the Winnetka System and the Dalton Plan is the method of individual instruc- tion of the eminent Belgian physician, psychologist, and educator, Ovide De- croly. In the eighteen years of its ex- istence, Dr. Decroly’s school in Brussels has attracted students and observers from all over the world, and is exerting a strong influence upon schools not only in Belgium but all over the continent of Europe. The organizing principle of the Decroly curriculum is found in his answer to the question: What is it that all children need to know? ‘The answer is: The child needs to know himself and the world ‘in which he finds himself. This answer makes society and nature the subject-matter of the school curricu- lum. ‘The vastness and complexity of the field Dr. Decroly overcomes by the simplifying and unifying principle of ad- mitting nothing to the curriculum ex- cept as it meets the needs of the growing child. Mlle. Hamaide, who has as- sisted Dr. Decroly in his work for a number of years, has written a full de- scription of it in La Méthode Decroly, which was this last year translated into English by Jean Lee Hunt and is thus put into available form for American readers. Mlle. Hamaide has been in- vited to America and is working in a private school in Florida, thus introduc- ing the Decroly method for the first time into an American school. Schemes of individual instruction as they are applied in many places still cling to required subject-matter logically arranged in advance by the teacher and directly imposed upon the pupil, the chief distinction between this method and the old being that instead of per- forming the assigned work in mass for- mation with his classmates, the individ- ual may take his own time about it. The purposes that control education are still received from the teacher; they are not the pupil’s own purposes. In other words, such schemes apply the principle of individual differences in its quantita- tive aspect only; they fail to recognize its qualitative aspécts. Children are still comparable units in a predetermined sys- tem of progression; child personality, in spite of the prolific case-study records now available, is not yet regarded by edu- cators in general as a unique combination of characteristics and abilities, the result of a myriad of deeply hidden, subtle, and almost untraceable influences, and capa- ble of an unpredicable development. This latter point of view is typical of the best work being done in private ex- perimental schools. The literature of actual school experiments is only now coming into existence. The Francis Parker School has for a number of years published its Studies in Education. The Lincoln School has printed many pamphlets dealing with its work and now has to its credit Creative Youth, a fascinating book of original poems by its pupils with an illuminating foreword by Professor Hughes Mearns, in whose classes they were written. The records kept by Caroline Pratt for a number of years and now being published as Experimental Practice in the City and Country School will be of value to students of education every- where. In the realm of the public school we have in Fitting the School to the Child, by Elizabeth Irwin and Louis Marks, the record of the work carried on by them for four years in Public School 6+, one of the large schools of the New York City system, and at pres- ent maintained in The Little Red Schoolhouse on East Sixteenth Street under the joint auspices of the Board of Education, the Children’s Aid Society, and the Public Education Association. In An Experiment with a Project Cur- riculum, Ellsworth Collings writes a clearly organized report of progress in three rural schools in Missouri which were granted a new and enriched edu- cational experience. ‘These concrete rec- ords of achievement are both a confirma- tion of faith and a prophecy. They her- ald the coming of the day when the edu- cational opportunities now offered to a few scattered groups of children will be available for all the children of the land. Such opportunities are the inalienable birthright of every living child. ORACE MANN on Education— The common school is the greatest discovery ever made by man. It is | supereminent in its universality and in the timeliness of the aid it proffers. . . . The common school can train up chil- dren in the elements of all good knowl- edge and of virtue.—Essay in the Com- mon School Journal, 1841. ‘ pnktre aa ae. te ote = ~ RO adore? ~ wy ~ Thoroughness in leaching WILLIAM ANTHONY AERY Director, School of Education, Hampton Normal and Agricultural Institute HE IDEA of units of credit, both Ts high schools and in colleges, has become overworked. Schoolmen everywhere are too much concerned with units of credit and amounts of material which have been covered. Men ask too often: “How much work has been cov- ered?” “What studies have been taken?” They should learn to ask more often: “How well has the work been done?” ‘What have students learned ?”’ “Do they know what they pretend to know ?” Schoolmen are the victims of circum- stance. The colleges have rather arbi- trarily said that for entrance a student must present fifteen or sixteen units to be distributed in a rather prescribed fashion. What magic is there in any set number of units? Who is sure that the division is wise? What shall be done with a person of intelligence who has had an irregular course and cannot present the right combination of units? Within certain limits the colleges act wisely in requiring freshmen to know a minimum amount of English, science, mathematics, and social studies. There is, however, a vast difference between asking for achievement which may be measured by the standardized tests in fundamentals and demanding that stu- dents present required units as evidence that these students have covered certain amounts or fields of learning. Too often teachers and students, both in the elementary and in the secondary schools, are unduly concerned about get- ting through a specified number of pieces of literature, topics in mathematics, pages of Latin, experiments in science, or periods in history. Students often cover vast areas of learning, but dig down into knowledge only slightly. Is it any won- der that so much of education is mere veneer? Need there be surprise that education does not wear well? Why should there be surprise that educated men—men educated after this fashion— are so frail intellectually ? Fundamental tests—Schoolmen should never cease to praise the few pioneers in the collegiate field, who, in recent years particularly, have courageously pitiless publicity and not a small amount of ridicule and misunderstanding for insisting that only those men and Hampton, Virginia women should be admitted to college, which is, under the most favorable cir- cumstances, extremely costly, both in money and human effort, who can meet As a Dutch boy, one of the car- dinal truths taught me was that whatever was worth doing was worth doing well: that next to honesty came thoroughness as a factor in success. It was not enough that anything should be done: it was not done at all if it was not done well. I came to America to be taught exactly the opposite. The two infernal Ameri- canisms, “That’s good enough,” and “That will do” were taught me soon after my arrival, together with | the maxim of quantity rather than quality. It was not the boy at school who could write the words in his copy book best who received the praise of the teacher; it was the boy who could write the largest number of words in a given time. The acid test in arithmetic was not the mas- tery of the method, but the num- ber of minutes required to work out an example. As I grew into young manhood and went into business, I found on every hand that quantity counted for more than quality. The em- phasis was almost always placed on how much work one could do in a day, rather than upon how well the work was done. And into this atmosphere of almost utter disregard for quality I brought my ideas of Dutch thoroughness and my conviction that doing well whatever I did was to count as a cardinal principle in life-—Edward W. Bok, in Collier’s, The National Weekly. these fundamental tests: (1) Possess good character; (2) give evidence of sound health—physical and mental; (3) exhibit, through intelligence tests, a nor- mal amount of potential ability to do satisfactory collegiate work; and (4) show proficiency, as measured by the achievement tests, in such subjects as English, mathematics, science, and social studies, in fields of work which are com- monly regarded as basic in the training of college men and women. Schoolmen make this common mistake. Here everybody has gone astray ; nobody [13] is free from sin; everybody can and should do better in the future. School- men blame everybody else for lack of thoroughness and they themselves are often the worst offenders in that they pass on. from grade to grade students who should repeat their work and should actually know what they pretend to know. Wide circle of complaint—The kin- dergartner often complains that she cannot do satisfactory work with the little children, because the mothers and fathers fail in the home to teach their children obedience and self-control. Mothers, in turn blame the fathers, and fathers—silently at least—blame the mothers for too much tenderheartedness. The truth of the matter is that mothers and fathers, through their ignorance of child psychology and kindred topics, are largely to blame for the perverse ways of their children; but unless, sooner or later, a better way of training parents can be discovered, conditions in the kin- dergarten will grow worse rather than better. Question number one: What can the school do to help make mothers and fathers more thorough in their work of getting children ready to profit by the skill of the teachers of very small school children? The primary teacher has a long bill of grievances which she can and does present against the kindergartener. She says that the children who come to her from the kindergarten have no idea of working in the classroom. ‘The kinder- garten product,” she claims, “is domi- nated with the play idea and is too self- conscious, too free and easy, too active.” Question number two: Do public- school authorities pay salaries which com- mand kindergarten teachers who are competent to do thorough work with children who need skilful teaching? The grade teacher says mournfully: “Of course, I could teach my children, dear, sweet things, what they should know, if only the primary teacher had done a good job in teaching those chil- dren how to read and how to handle simple numbers. “Why cannot the primary teachers be more thorough and insist upon having their children learn how to do such es- 14 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION sential tasks as reading with accuracy and with a fair degree of speed; hand- ling numbers with accuracy and a fair degree of speed ; and meeting successfully the common problems of classroom life ?” This unanswered but not unanswerable question the grade teacher puts eternally to supervisory and administrative ofh- cers. Question number three; Are parents willing to have their children repeat, if necessary, some primary work in order to lay a good foundation for further work? High school failures—Seven or eight years of work in the elementary school brings the average boy or girl to the high school and then the real trouble be- gins for everybody. Pupils realize that they really know very little about addi- tion, subtraction, multiplication, and di- vision. The teachers of general mathe- matics or algebra or geometry tell the hopeless boys and girls that much of the work in arithmetic, which has been done so laboriously but ineffectively in the elementary schools, has been a failure. “Well-trained pupils,” so high-school teachers declare, “should be able to ‘eat up’ the simple mathematics of the high- school course, if only the arithmetical work in the elementary school had been thoroughly done.” What can- be said about high school failures in mathe- matics, due to lack of thorough work during the earlier school years, may be repeated again in every department of the high-school program of studies. To cap the climax, there are always critics of the high-school movement who declare when an appreciable number of high-school pupils fail in their studies or misbehave on the way to or from school: “QO well, why should the public waste money on higher education? These boys and girls ought to go to work and leave books alone.” Question number four: Even in the grammar grades is it not worthwhile to lay emphasis on the thorough mastery of a few subjects and pave the way for suc- cess in the high school, where expense is a big factor both for the parents and the public, rather than rush pupils through the grades in the hope that a miracle in education will be wrought in the high school with poorly prepared student material ? The colleges complain—What some college professors—and particularly col- lege instructors of freshmen—say about the product of the rank and file of high schools is scarcely fit to print. The professor speaks: “I would give anything in the world to have students who just knew how to read. Then I could teach them some English, My students just cannot read straight. Only a handful of students can write a decent paragraph. How can I give them a thorough course in English until they know how to read accurately and rap- idly ?” Of course, hardly anybody supposes that a professor of English takes time to philosophize in just these words, but the truth of the matter is that many, many college professors and their assistants are making similar criticisms of the modern high-school product. Behind the criticism there is some truth and in the discovery of that truth it will be found that the element of thoroughness—or rather the lack of thor- oughness—all the way from the kinder- garten to the college and extending be- yond into the university and professional school must be reckoned with. Question number five: Will high- school teachers and their supervisors and principals face squarely the issue of in- sisting that the boys and girls must do thorough work—that is, must know what they claim to know, must give evidence through achievement tests that they have mastered the subject-matter on which they hope to advance from year to year, and must make the work of the classroom a part of their intellectual and moral lives? Principles underlying thoroughness— A principal who wishes to secure thor- oughness will probably have to observe some or all of the following principles: (1) Assign some of the best-trained and experienced teachers to work with high-school freshmen. These teachers should know and carry out—and here is the rub—the principles which underlie good methods of study. They should feel a definite responsibility for check- ing up on the accuracy of their students in such fundamentals as reading and the simple operations in arithmetic and should report to the principal those stu- dents who are, let us say, twenty-five percent below the median. Not to do this basic work, which is tedious and often unpleasant, is to cause the handi- capped student to flounder through the year and probably shoot him over the brink into real academic failure. (2) Visit teachers at work in order to discover whether the teachers really know— in a large way—the subject-mat- ter they are presenting. Principals will need to insist on thorough preparation of teachers and will then have to take January, 1926 re another hard step and discover how thoroughly, or very often how carelessly, teachers have prepared their daily lessons. Nothing militates against thorough. ness so much as the presence of a poorly equipped teacher or careless daily prepa- ration. High-school pupils are at , stage in their psychological development when they are quick to take advantage of the instructor who -wittingly or up. wittingly lets them “put things over,” (3) Insist on having teachers know at what they are aiming, both in general and specifically, in every lesson and in every series of lessons. Few things that are worthwhile just happen. Lack of direction is the constitutional sin of many teachers, especially in the high schools and colleges. The idea of the “new freedom” needs occasionally to be tempered by the idea of duty for the sake of duty. This means that teachers as well as pupils must learn to recognize the value of at. tending to details, of doing things in the order of their relative importance, and of checking constantly on their results, whether these results are flattering or soul-trying. (4) Principals will need to learn for themselves the details of the learning. process and its application to the princi. ples of teaching and to the problems of class management, so that they may be able, when they visit classes and see weird and dreary methods of teaching, to offer constructive criticism. In the last analysis, the reputation of a school, while it may ultimately rest with the teachers for good or ill, de- termines the value to society of the prin- cipal. The public rarely analyzes the failures of boys and girls to the point where it places the blame for the lack of thor- oughness on individual teachers. The public easily concludes that Principal A on account of the good record of his pu- pils deserves promotion, while Principal B, for the contrary reason, needs to be set down a peg or two. Any satisfac- tory method of improving the thorough- ness of teaching must include the idea of placing full and sufficient responsi- bility on the principal, who, while he may have little choice in selecting his teachers, has placed upon him the task of improving his teachers while they work under his leadership. The term “leadership” rather than “direction” is | used here advisedly. (5) Principals owe it to themselves and to their communities to keep profes sionally abreast of the times. a oa ane tt OUlehlUlUC re OlUC eK OlC( a | | Centers 192¢ 1921 1922 1923 1924 1925 } | - — ’ 1 — —r —— — _ | 3 Telephone © Industrial Tt threry F enenese | 7 = a — | Exchanges Plants } a Library ~xpenses . J K and Sapitol |Fourground | | suth | | 28% St i. EN ————] r : s . . : University ne fi r Branch pe | | “Branch , VMOA Bea Number of Books Owned | Branch, | ranch | } | ranch} | Avcenw | j 4 if ! ih 7 a0 . — ~~ . 5 : J inal _ a Oa | 3 Books Loaned tor Home Use | : 4 _— er ee ie 3 r Ry S70) [17] | 18 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION Sabbatical Leave for [Teachers VAUGHAN MacCAuGHEY Associate Editor, Sierra Educational News, San Francisco, California COMMITTEE, of which Mr. Edward I. Cook is chairman, of the California State Council of Educa- tion, has recently prepared a report upon the matter of sabbatical leave for teach- ers. This report is so carefully drawn and so replete with constructive ideas that it is worthy of being made avail- able to school people everywhere. The main conclusions of the com- mittee emphasize the increased efficiency which accrues to the teacher by means of the new and varied contacts which sabbatical leave affords. The “growing- period” of the teacher is prolonged in- definitely—tthe time-interval between (a) her acquisition of knowledge and technique and (b) the application of her acquirements. The cost—The assertion is sometimes made that the cost to the taxpayers of a system of sabbatical leave would be great, if not actually prohibitive. Such assertion, however, is not founded upon facts nor upon the experiences of pro- gressive communities that are actually utilizing the plan. It has been clearly demonstrated that by means of proper safeguards, (a) in the manner of grant- ing leave, and (b) in the number granted in any one school year, the cost can be kept within reasonable limits. Initiative with the teacher—The com- mittee further concludes that the teacher himself, in each instance, should make request for sabbatical leave, rather than have the leave granted in a purely auto- matic and mechanical manner. Typical citie-—Some form of sab- batical leave has been adopted, according to the committee, by Cambridge, Boston, Brookline, and Gloucester, Mass.; Newark, Jersey City, and Trenton, N. J.; Richmond, Va.; Buffalo, Schenec- tady, Syracuse, New Rochelle, and New York, N. Y.; Durham, N. C.; Minne- apolis, Minn. There are doubtless others. Analogous cases—While not grant- ing sabbatical leave as such, there is a number of cities that offer encourage- ment to teachers in taking leaves by (1) paying the cost of tuition in a uni- versity or college; (2) by increased sal- ary, or (3) by some other form of reward. A typical instance of this kind is Omaha, Nebraska, which grants (1) a bonus of $50 for 5 credits earned in a university, college, or normal school, and (2) a salary increase of $100 for six units earned in any one year up to three such increases. Variations in the plan—Details of the plan vary in the different cities but the usual period of service is seven years, leave being granted the eighth year for study or travel. The teacher usually agrees to remain from one to three years after return from leave or return a pro- portional amount of the money. The general rule for salary is one half of the regular schedule. Sometimes, after twenty years of service, a year’s leave is granted for rest. In Rochester, New York, applicants must state the definite purpose for such leave of absence; must report to the superintendent during each absence; agree to remain three years after return from leave or refund. Leave is granted for not less than one semester nor more than one year in eight years. Salary shall be one half the regular salary but not to exceed $1000. Not more than fifteen teachers shall be granted leave in any one year. In Minneapolis, leave is granted for one half year with half the regular salary. .Leaves are granted after ten years of service. The number permitted on leave at any one time is limited to one percent of the total employed. Cost of operating the plan—Owing to the short period in which the plan has been in existence and the variations that obtain in different cities where the plan is in operation, there is little exact information available on cost. In some cities it is stated that there is little ex- pense and that is for the slight additional cost of administration. In Boston the practice is to put a substitute teacher on a per diem basis. Generally, one half the pay of the regular teacher ex- ceeds the pay of the substitute. Some other cities give the teacher on leave the regular salary less the pay of the substitute. A few cities grant one half pay without conditions. Estimates of the number of teachers in a given system that would be eligible for leave approximate 10 percent of the total. Considering the fact that not more than one half of the regular salary is paid, a certain number of teach- ers having deperidents would be elimi- nated. These added to those who for a variety of reasons could not take ad- January, 1926 vantage of the leave would bring the number considerably below 10 percent. Boston limits the number to | percent; Rochester limits the number to fifteen teachers in any one year; Minneapolis limits the number to 1 percent, but less than that number have applied. * * * * % * It is evident that until teachers’ sal- aries are materially increased, or until such time as the typical number of de- pendents upon teachers very materially decreases, the sabbatical plan on half pay will not enable all eligible teachers to avail themselves of it. However, the plan is making steady progress and bids fair to become a recognized and integral part of the school program. ATIONAL THRIFT WEEK— While thrift is an all-year-round program, there is annually a_ special observance of National Thrift Week beginning January 17, Benjamin Frank- lin’s birthday. ‘This movement has the endorsement of our leading industrial, religious, and educational organizations, Among these are the National Congress of Parents and Teachers, the American Bankers Association, and the National Education Association. The National Thrift Committee, or- ganized in 1917, issues each year in Jan- uary a community educational program, which includes a money program for the individual and the family dealing with earning, spending, saving, investing, and giving. ‘This movement is in coopera- tion with the Committee on Thrift Edu- cation of the National Education Asso- ciation and the National Council of Education. National Thrift Week is based on a ten-point success creed: Work and earn; make a budget; record expenditures; have a bank account; carry life insur- ance; own your home; make a will; in- vest in safe securities ; pay bills promptly; share with others. Each day of, this week is set aside to give special emphasis to some particular phase of thrift: January 17—Share with Others Day January 18—Thrift Day January 19—Budget Day January 20—Life Insurance Day January 21I—Own Your Own Home Day January 22—Safe Investment Day January 23—Pay Bills Promptly Day The observance of this occasion pre- sents an opportunity for educators to emphasize these economic facts.—John A. Goodell, director, Thrift Bureau, New York City. in; re th: the get by As has sib] ing ule sak con and nec cor and pior tem othe trict soci: prov teacl activ ings. retul is of are | ation Yout ‘Gi Cation chairr Relati Sage retary Vol. 7. No. 1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 19 Community Relations Georce E. CarrorHERS T THE MEETING of the Na- tional Education Association held in Washington in 1924 the Representa- tive Assembly, sensing the need of a better understanding of community prob- lems and a better working arrangement between the school and the community, authorized the appointment of a Com- mittee on Community Relations. In ac- cordance with this authorization the President of the Association appointed such a Committee during the year 1924- 1925. A preliminary statement of the work accomplished to date was printed in the collected reports of N. E. A. com- mittees, 1924-1925. A brief report was also presented to the 1925 Representa- tive Assembly at its Indianapolis meet- ing, together with a list of suggested resolutions. The resolutions there sub- mitted, which were tabled for one year that members might have time to study them, are found at the end of this article. A consideration of these is invited, to- gether with comments and suggestions by members of the National Education Association. The teacher and the community—lIt has long been realized that it is not pos- sible for a teacher to do his best teach- ing and make use of only the time sched- uled for classroom instruction. For the sake of a better understanding of the community and improved instruction, and for his own best development, it is necessary that a teacher take time to be- come acquainted with his community and his patrons. In the days of the pioneer school, the boarding-round sys- tem, together with the spelling bees and other community activities of the dis- trict, afforded opportunities for such social contacts and acquaintance. To provide like opportunities today many teachers are again developing community activities in their own schools and build- ings. In addition to the direct educational returns, a great deal of personal pleasure is often found in these activities. They are frequently means of genuine recre- ation and relaxation from school duties. Youth and buoyancy of spirit are devel- “George E. Carrothers, College of Edu- cation, Ohio University, Athens, Ohio, is chairman of the Committee on Community Relations. Clarence A. Perry, of the Russell Sage Foundation, New York City, is sec- retary. AND CLARENCE A. PERRY’ oped through community gatherings to an extent seldom possible in meetings of teachers only. Development of community activities a necessity—In pioneer days the school was a simple affair. All pupils and all subjects were taught by the same teacher. The close association of pupils and teacher made it possible for the teacher to know his pupils individually. With the coming of departmental and special group teaching, much of this is changed. No one teacher is charged with respon- sibility for the individual pupil, each teacher being primarily interested in his own subject. School hours are being shortened, much lesson preparation is ex- pected to be done at home or in the library, and the school building is at times merely a place for the hearing of recitations. Along with these changes within the school have come pronounced changes in the homes and in society. Business, social, and club meetings take the parents out of the home much more than for- merly, children being left to care for themselves for hours at a time. The lesson preparation which should occur in the home is wofully neglected, since child nature does not naturally hold itself to assigned school tasks. Finally, when it is discovered that pupils are not pro- gressing in their school work as they should, each group of adults tries to throw the responsibility on the other. Neither the home nor the teacher is will- ing to accept the responsibility for failure of the pupils, when, as is usually true, each should bear a portion of the blame. The realization of this fact is now call- ing for a closer school and community relation in the working out of common problems. The community-use department —In order more effectively to bridge the gap between the home and the school several boards of education in the larger cities have established in their headquarters organized departments for the special study and development of community activities. “The workers in these depart- ments cooperate with both the schools and the homes in making provision for the various sorts of contacts for adults, and specially providing for wholesome use of the spare time of the children and youth of the community. Where these departments have been properly staffed and financed a large amount of indirect yet effective educational work has been accomplished. As an example of the outcome to be expected when effective wholesome com- munity activities are provided, the prin- cipal of a boys’ school in a large cit) recently related the following incident in a teachers’ meeting. He stated that in that city every elementary school and every junior high school, except one, had sent boys to the boys’ school during the year. The one junior high school which had not sent boys to the school was only a half mile distant from the junior high which had sent the most boys, and the two neighborhoods were quite similar. This he could not at first understand. However, upon investigation later it was learned that the community in which the one school was located had taken upon itself to act as though it realized its full responsibility toward its own children—it had gradually developed a number of school and community activi- ties for children, youth, and adults. The school plant was used almost every day of the week during the late afternoon and evening. The result: No boys had to be sent to the Boys’ School or to the Juvenile Court. The other community, with almost no community activities, sent the largest number of boys to the Boys’ School that year, sent several boys and girls to Juvenile Court, and even had a murder of one pupil by another in the junior high school building during the year. In the second community the discovery was finally made of a fact which is still too obviously true in many communities: That large numbers of boys and girls are being lost somewhere between the busy, hurried American home and the well-equipped classroom of the modern departmental specialist. Following are the resolutions sub- mitted by the Committee on Community Relations at the Indianapolis meeting and laid on the table for one year that members might have time to study them: Resolutions of Community Relations Com- mittee—(a) Whereas, progressive educa- tional thought recognizes that participation in school and community activities con- tributes to the efficient management of the school and to the teacher’s ability to pre- pare pupils for future social and civic re- lations, (b) Whereas, “wider-use” activities, whether physical, recreational or cultural, for both youth and adults, represent an im- portant extension of the character developing influence of the school, (c) Whereas, bringing parents, citizens, and the public generally into direct use and enjoyment of school facilities contributes to 20 a better understanding of, and a more gen- erous community and financial support for, public education, (d) Whereas, a school plant designed and equipped for community-use gives the school a better plant for its primary educa- tional purposes, (e) Whereas, wise administrative policy requires that all use by the community of school grounds, buildings, and equipment be under the control and supervision of school officials, and (f) Whereas, the professional develop- ment, the physical welfare, and spiritual needs of both principals and teachers require sufficient leisure to permit a reasonable pur- suit of personal interests and avocations, Therefore, be it resolved, that it is the sense of this body (1) that all public school governing boards should formulate definite, fact-based, community-use policies and make adequate provision of their practical realiza- tion, however modest the beginning may of necessity be, (2) That the community-use department of public school systems be staffed by per- sons having the qualifications required for their special duties. (3) That all regular services and activi- ties in the field of community relations be adequately budgeted at the same time and in connection with the annual budgeting of other school activities. (4) That regular teachers will find it of advantage both to the school and to them- selves professionally to give cheerfully of their best efforts in useful types of com- munity activity without thought of direct remuneration, but that all services required in the community-use department from the regular school staff be paid for from ap- propriations for this work, (5) That voluntary undertakings in the community-use field be stimulated by the dissemination of information concerning de- velopments in other school systems, and that these voluntary activities be encouraged by the notation upon service records of both principals and teachers of all useful com- munity activities thus performed, (6) That school administrators should neither demand nor expect additional, out- of-school service of teachers except in emer- gencies and even then not for a continued period unless extra remuneration is given for the extra service. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION URE and practical research—The financial support of pure research is an insurance premium paid by society as a protection against stagnation. It frequently happens that what origi- nally was of use only to give satisfaction to the research worker becomes a pow- erful method for controlling the needs, desires, and _ satisfactions of society. When Benjamin Franklin, for instance, played with his kite and his key the neighbors might well have smiled at his childish and impractical curiosity. Yet these objects of derision have become a cornerstone of recent civilization and have given us electric lights, street rail- ways, the automobile, the radio, and thousands of articles of commerce now listed as social necessities. Franklin and his colleagues, the pure research workers, will always be protected as long as the leaders of society possess ordinary wis- Ge: 62% The practical research worker must also be protected and nourished by society. His contribution, study by study, is more valuable than that of the pure research worker. His batting av- erage is higher. He also works for the love of the game, but he cannot indulge in those wide gestures of selection which accompany untrammelled freedom. Practical research workers are grow- ing in numbers and power as their con- tributions are realized to be valuable be- yond computation. They cannot with justice be divided by the pure research worker. They use the same careful technique and often discover startlingly important new methods and facts, which, indeed, are quite as often as not used by the pure research worker. . . Pure research has only two steps. First, a problem may be selected from any source, and second a scholarly and careful solution must be found. In practical research there are five steps. (1) A growing studied, measurements made, and points of weak- concern is January, 1926 ness discovered. (2) Some one of these weaknesses is selected for investigation, (3) Then follows the solution in the laboratory. (4) This is succeeded by the step of installation in which modif- cations must be made, so that the soly- tion will work in practice. (5) Finally the solution must be maintained by plac- ing it into the organization, so that jt will become a permanent part of the sys. tem. ‘The pure research worker must, upon entering the practical research field, never lay the blame for the lack of use of his solution upon the organization, It is absolutely essential that he consider the failure to use it to be a failure in his solution, and he must seek to make the necessary changes and set up the proper routine to secure its permanent use.—W. W. Charters, Journal of Edy cational Research. UPERVISION — The far-reaching importance of supervision of teach- ing is not yet sufficiently recognized, certainly not in a practical way. In this respect industry is far in the lead. And yet no other means for the improvement of the schools can be so immediately and effectively employed. Even if normal schools and teachers colleges were multi- plied so as to provide a place for every person desiring professional training and such training were demanded of every candidate for a teaching position, super- vision would still be necessary to com- plete the training begun in college and to coordinate the efforts of each group of teachers. Supervisors fall roughly into three classes—superintendents, principals, and specialists in supervision. The latter may be further classified as general supervisors and supervisors of subjects, All of these classes of workers would be greatly aided by a clearer definition of their respective functions and by the de- velopment of techniques appropriate to those functions—From The Journal of Educational Method. yt eine ona a Sati dau Say i pe Fh te a . by * rn 4 . r ’ . . ie : 2 ' pe x ” ‘ ‘ 2 s ’ te hy * 1% . * x %5 * > oo i . : “ + i at : : . * ‘ - , Bye. 5 - }? * . . ‘ un ry % . % 2 ee : 2 : } ‘i : : . r . . * ¥ Cee ia : ’ : + ‘ * + a = on : i Be | f : ‘ 3 P : * B 4 coe : . ; ' a ; i ' - $e P . ins \ 1 ‘ S r . ~ a . id : pe " : “ ‘ ¥ 3 * ‘ 6 : 4 “ ‘ : bs S & > a : bd , . ast 1° s 4 _ = . 7 + . * ¥ rs ge 7 * ~ Bib - 2 ig ‘ tay ate é : ” ‘ rs r * a 4 : . ° ¢ A : i + . ‘ e i 4 ‘ ‘ . es . ‘ ‘ . ae ’ ¥ , Mg 7 * ’ % = r 2 é * . 4 * AS $ 4 . J a nemiecepnaipanaamnntnitl cai AN . é ; ; : = ae te = ‘ > ‘ j } . é 3 } 2 ‘ . 2 ~ i ' ni | : i ‘ ‘ “ : : ‘ * ‘ i ' ’ f ’ > 8 | i ie i s ' - : 4 Vol. 15, No.1 Riverbank Lodge A Teachers’ Home in Massachusetts IVERBANK LODGE, at Sher- born, Massachusetts, twenty-one miles from Boston, on the road to Wellesley, was recently given the teach- ers of Massachusetts. According to the Journal of Education, it is the “first teacher-owned, teacher-managed retreat for the profession, active and retired, in the country.” In the summer of 1924, Mrs. Bancroft Davis, whose summer home is at Edgar- town, Massachusetts, became interested in the subject of teachers’ homes. In June, 1925, her daughter, Miss Mabel Davis, offered the Massachusetts Teach- ers Federation Riverbank farm buildings and about four acres of land in Sherborn, Massachusetts, near the Medfield line. There were absolutely no stipulations; it was to be used in any way that seemed best for the benefit of teachers. In Sep- tember, it was formally accepted and given the official name of Riverbank Lodge of the Massachusetts Teachers Federation. This farm, one of the finest near Boston, is valued at $10,000. It com- mands a charming view of the Charles River Valley. Fifteen miles away is historic Wayside Inn. ‘The farm itself is very near historic ground. During King Philip’s war in 1675 the road in front of the lodge was trgversed by King Philip, sachem of the Wampanoags, in his path of devastation. After burning Medfield, he crossed the stream at the foot of the hill below the farm, leaving THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION of the Federation in Common Ground, the buildings are thus described: “The house contains twelve rooms in an excellent state of repair. electricity throughout. The water is pumped from five artesian wells to the house. ‘There are two large bathrooms with baths, There is shower four lavatories, a IVERBANK LODGE, a comfortable twelve-room farmhouse with four acres of lawn set with.trees, has recently been given the teachers of Massachusetts for a recreation center and home for retired teachers. this inscription fastened on the bridge: “You whites have children, crops. We have We kill women, nothing. you.” In an account of this new possession HIS VIEW of the Charles River Valley in winter is had from the lodge. The picture was taken half way between the house and the road, but the library commands the same vista. laundry with stationary tubs, two mod- ern furnaces, and a fine large cooking range, and five fireplaces. ‘There is a fruit cellar, a long woodshed that could be used as a dormitory or assembly hall later, and a barn that may also be used for dormitories if the project grows.” Everywhere is heard comments of ap- proval. One retired teacher has already asked if a legacy would be acceptable. Two.retired Massachusetts teachers liv- ing in Florida have sent in contributions. It seems that the working out of a fine home for teachers from this auspicious beginning is merely a question of time. Ways and means for maintaining and fitting out the lodge are now being con- sidered. As a first step, the Federation unanimously voted to ask, through the local clubs, for a Thanksgiving offering of one dollar from each member of the Federation. The Special Finance Com- mittee consists of Cora E. Bigelow, Bos- ton, through whose efforts the gift was consummated, Mary FE. O’Connor, Taunton, Melville A. Arnold, Everett, Ballard D. Remy, Springfield, Fannie H. Conrad, Revere, Grace McGrath, Dorchester, and William J. Saunders, Haverhill —J. M. R. DUCATIONAL programs of KE citizenship training for adult men and women constitute the most recent development of the public schools in the United States. The impetus for this work was furnished by the war- time disclosures of the tremendous num- ber of native illiterate and non-English speaking immigrants in the military and naval forces of our country.” With these words, Charles M. Herlihy, state superintendent of alien education for Massachusetts and president of the De- partment of Adult Education, opened the sessions of the Department at In- dianapolis. The program was built around the general theme, Interpreta- tion of Adult Schools to the Public. After reviewing briefly the activities along Americanization lines that are be- ing carried on throughout the country, Mr. Herlihy gave this information: that have enacted establishment of 1. Number of states legislation favoring the adult schools—31. 2. Number of states that furnish educa- tional leadership for adult education in the State Department of Education—21. 3. Number of states that provide financial aid to local districts conducting adult classes—21. 4. Number of local communities in the United States reported from 21 states .in which adult classes are conducted—670. 5. Approximate number of students en- rolled in classes for adult illiterates and adult foreign born in United States— 282,000. (21 states.) 6. Number of states conducting special teacher-training courses for adult schools— 11. In closing he said: The bad social effects of illiteracy and the unfortunate misunderstanding of the public in regard to the disposition and con- tribution of the foreign born to our Ameri- can life can be corrected only by the right type of educational program. The antidote for intolerance is right information, and the school programs for Americanization in the several states where this work has been con- ‘ducted during the past decade have been re- sponsible in no small measure for the friendly spirit of cooperation and under- standing found there at the present time. Other speakers at the first session of the Department held on Monday after- noon, June 29, were: Louis Bowman, Chicago Chamber of Commerce, Amer- icanization Committee, Chicago, IIl.; Daniel J. Tobin, national treasurer, American Federation of Labor, Wash- ington, D. C.; James A. Drain, national commander, American Legion, Indian- apolis, Ind.; Clutie Bloodworth, director of exceptional schools, State Department of Education, Montgomery, Ala.; H. J. Langoe, editor, United American, Port- land, Ore.; and Mrs. William S. Hefteran, member of Board of Educa- Mr. Bowman spoke tion, Chicago, Ill. OBERT C. DEMING, president of the Department of Adult Edu- cation, 1925-26, and director of Ameri- canization, State Department of Educa- tion, Hartford, Connecticut. on Public Support for Adult Education from the Standpoint of the Employer. He described An Adventure in Ameri- canization, sponsored by his association and begun in 1918, which had for its objectives adult preparation for citizen- ship and appropriate and impressive in- duction into citizenship. After telling of the hearty response the project received from employers, em- ployees, and the board of education, Mr. Bowman gave a comprehensive summary of the benefits derived by each of these three agencies. At the session on Thursday afternoon, June 30, the topic, State and Local Pro- grams of Adult Education for Native and Foreign-Born was discussed. Miss Willie Lawson, assistant state superin- tendent of public instruction of Arkansas, declared : The success of adult education in America does not depend upon legislation but upon [22] Adult Education at Indianapolis leadership and support. Leadership rather than support is the keynote, for enormous programs have collapsed and well-supported organizations have lost power and faded away into nothingness all because of in- efficient leadership. The ultimate aim of an adult education movement, so far as | can determine from reports which I have studied from eleven states, is that it shall be a part of the public school system. She spoke particularly of the state pro- grams in Arkansas, South Carolina, and Mississippi, making a strong plea for opportunity schools. Other speakers at this session were: Marguerite Burnett, state supervisor of immigrant education, Wilmington, Del. : Miss Wil Lou Gray, state supervisor of adult education, Columbia, S. C.; and Howard Bradstreet, director of bureau of adult education, Hartford, Conn. Inculcating American Ideals in Civic In- struction was discussed by Mr. Brad- street. At the business meeting which fol- lowed the report of the treasurer, Ella Thorngate, showed a paid-up member- ship of 240, with a balance in the treas- ury. The secretary, Robert C. Deming, gave a report on the Department’s Jour- nal of Proceedings, published each year and distributed to the members, and also on the amendments to the constitution. Among the reselutions adopted were the following: That the Department of Adult Education of the National Education Association go on record as highly commending the state legis- latures which have provided financial back- ing and assistance for state-wide and local development of adult elementary education. That the Department of Adult Education of the National Education Association renew its commitment to the eventual establishment of a literacy test for voters in this Republic. The officers elected for 1925-26 are: president, Robert C. Deming, State Di- rector of Americanization, State Depart- ment of Education, Hartford, Conn.; vice-president, Miss Wil Lou Gray, Columbia, S. C.; secretary, Miss Willie Lawson, Little Rock, Ark.; and treas- urer, Ethel Richardson, Los Angeles, Calif. The Department of Adult Edu- cation was established by vote of the Representative Assembly, July 8, 1921, as the Department of Immigrant Educa- tion. The first meeting was held in 1922 in Boston. In 1924 the name of the Department was changed to the De- partment of Adult Education —A. W. PS EL TIA AO TE HO et — So | le OL = 4A & ch su as TT en arn ee eel Department of School Health and _ Physical Education HE EXCELLENT programs presented at Indianapolis by the Department of School Health and Physical Education were the results of the constructive effort of the retiring president, Charles H. Keene, director of health education of the State Depart- ment of Pennsylvania. Dr. Keene was largely responsible for the reorganiza- tion of the Department on broader lines at the Washington meeting. At the first session on Monday after- noon, June 29, George P. Barth, director of school hygiene, of Milwaukee, Wis- consin, reviewed the twenty years of medical inspection in the schools of Mil- waukee. Health supervision in that city extends to all public, parochial, and private schools and to the vocational school. This was followed by the presentation of a paper prepared by Ambrose L. Suhrie, professor of normal school edu- cation, School of Education, New York University, New York City, on Health Problems in Teacher Training Institu- tions. Mr. Suhrie told of the develop- ment of the health program in the Cleve- land School of Education as an illustra- tion of what a training institution may accomplish in this field. ‘The staff in- cluded one or more competent persons giving full or part-time service in each of the following special fields: Medi- cine, dentistry, nursing, nutrition, phys- ical education, hygiene, corrective gym- nastics, recreation. In due time this staff of experts was organized into an effective working group pursuing common aims and able to enlist the full and intelligent cooperation of the whole faculty and student body of the institution. Preparation for School Life was the subject discussed by H. M. Young, as- sociate professor of clinical psychology, Indiana University, Bloomington. He stressed the importance of working up a public attitude which will permit more work to be done for the next generation owing to the fact that the value of looking after the needs of the pre-school child is not generally recognized. In conclusion Mr. Young said: The traditional procedure of disregarding child life up to the age of six and then suddenly chucking him into a school seat, asking him to read and write is flagrant violation of both physical and _ mental hygiene. Some children are capable of doing the traditional first-grade reading and num- ber work long before they are six years old, others cannot do it until much older, and a few can never do it. Often those younger ones capable of doing the prescribed read- ELVILLE STEWART, presi- dent of the Department of School Health and Physical Education, 1925-26, and State Supervisor of Physical Edu- cation, Charleston, West Virginia. ing and number work do not have that motor control and muscular coordination necessary for the finely coordinated move- ments of the prescribed first-grade writing exercises. These two phases of first grade work should be considered separately and be introduced into each child’s educational career at the time indicated by appropriate physical and mental examinations, rather than by traditional or theoretical educa- tional doctrines based upon unscientific no- tions of what a six-year-old child should be able to do.” J. Anna Norris, director of the De- partment of Physical Education for Women of the University of Minnesota, Minneapolis, spoke on The Moral Obli- gation to Be Physically Fit at the second session, Tuesday afternoon, June 30. We quote in part: Theoretically, all of us would probably subscribe to a statement that however fine a person’s spiritual nature might be, how- ever keen and potent his mind, his total in- fluence would be greater and far more com- [23] plete if he possessed in addition, physical power, endurance, capacity to work. If the health of the adult is his own responsibility and obligation, the health of the child is the responsibility of the adult also. The earliest years are the most important in these matters for then he is most easily molded for good or ill. The habits he forms before the age of eight are likely to deter- mine his action throughout life, save as he may be subjected to rigorous experiences of one sort or another later. Another speaker was Edgar F. Van Buskirk, executive secretary of the Cin- cinnati Social Hygiene Society, who dis- . cussed the subject, Js Sex Education Properly a Part of Our Program of Health Education? We expressed the belief that in view of work done in re- cent years it would seem that sex edu- cation is ready to emerge from the ex- perimental stage and set forth its aims and methods in such a manner as to merit the endorsement of all. The last topic, The School Health in its Relation to Mental Hygiene, was ably presented by Thurman B. Rice, as- sociate professor of public health and sanitation, Indiana University, Bloom- ington. We quote from the address: The process of education is one of de- velopment of the mind rather than one of packing the mind with facts. Since only a healthy mind may develop, the matter of mental health or mental hygiene becomes one of paramount importance. As soon as we have become reasonably sure that we know what is right in the matter of mental hygiene we can do nothing less than modify the entire school curriculum to meet its de- mands, if such drastic action should be neces- sary. What shall it profit a child or a man to gain an education and lose his health or his mind? The officers for 1925-26 are Melville Stewart, president; J. Anna Norris, vice- president; Frederick W. Maroney, sec- retary-treasurer; and Elma Rood, new member of the executive committee. The history of this Department covers a period of more than thirty years. At the Asbury Park meeting in 1894 a De- partment of Child Study was created. At the annual meeting of the Association in 1911 the name was changed to Child Hygiene. In July, 1924, it was merged with the Department of Physical and Health Education under the name of the Department of School Health and Physical Education—A. W, 24 THE JOURNAL OF THE NATIONAL EpucaTion AssociATION January, 1926 IN OTHER JOURNALS Extracts from Local Association Organs HE QUARTERLY of the Omaha School Forum gives this editorial comment on professional advancement: The future should see us all more firmly welded in real professionalism, willing to subvert our own little good to the greater good for all and to offer our contribution to the sum total of professional advance- ment, doing the work which is next at hand in the spirit of the artist, ever remembering that our profession should be second to none and will be second to none if each of us per- forms the task that is set by the “Master of all good workmen.” Thus may we hope to pass on to the next generation as large an inheritance as is ours. NOTHER EDITORIAL in the official Bulletin of the Cincinnati Teachers’ Association comments on the lack of professional pride in the teach- ing profession as follows: There are three fundamental reasons for the comparative backwardness of the teach- ing profession. These reasons concern three types of teachers: that large group to whom the word professionally-minded is a mis- nomer; a second and larger body who fail to sense individual responsibility and to re- alize that an organization consists of units of which the individual is a vital part; and a third and still larger section of teachers, driftwood and deadwood, who lower the professional tone of the whole body by keep- ing the aspiring teachers from realizing their ambitions for the social good. A profes- sionally united group of people as important to the community as teachers could become well-nigh invincible. EADERSHIP is fundamental. Un- der editorial comment in the Pitts- burgh School Bulletin we find these sen- tences worthy of quoting: Instead of the few score shining lights in the educational field of the country less than fifty years ago, we today have a veri- table host of leaders, drawn from every sec- tion of the educational world. One of the greatest factors in the development of this leadership army is the independent group organizations of educators free to study con- ditions and prepared to help in the solution of the problems presented by any large school unit. HIE BULLETIN of the Evans- ville Teachers’ Federation contains an editorial “Looking Forward,” from which we quote: Buildings and teachers are important only as they meet the every-day needs of the chil- dren. Everything that goes into the educa- tional program is for the purpose of provid- ing equal opportunity for self-development and training for the greatest possible social capability. This means an adjustment of curriculum to meet the needs of all. The unusually bright child must have justice as well as the most seriously handicapped. We are making progress here, too, but the best is yet to be, N THE LOS ANGELES School Journal, Alice B. Tibbetts, principal of the Nevin Avenue School, tells how to teach children to respect school prop- erty. She says: Children should be led to care for and pro- tect school property for two reasons: first, its effect as a character builder; second, the economical saving of labor, time, and money. The teaching of social responsibility, to be most effective, should be suggestive and in- direct, leaving the child to his own deduc- tions. Elaborate moralizing is bad. be DISCUSSING the Chicago course of study in citizenship in the Chicago Schools Journal, Peter B. Ritzma, prin- cipal of the Burns School, writes: Our first field of citizenship is in the home. When the pupil enters school for the first time it is natural to introduce him to his activities in school by relating them to his experience in the home. All through the grades that relation should persist, for it is only as the home and the school work together that the best is accomplished for the child. The virtues and courtesies of the home must be preserved and carried over into other situations, while those which are taught in the schoolroom must be carried into the life of the home. In this connection our course will be correlated with safety and humane education, with lessons in hygiene and thrift, and with industrial work in the home. HE SALARY COMMITTEE of the Portland Grade Teachers’ Asso- ciation in presenting to the board of directors a proposed salary schedule last May, said: In the light of modern scientific education, our teachers are accepting the thought that the great problems are in elementary educa- tion. This can be seen in the great numbers of men who are working this field in edu- cational development and teacher-training. In no field of education is the need of highly qualified, naturally endowed teachers so great as in the grades where the foundation is laid not only for later education but for citizenship, _ C. CARSON, on the editorial staff of the League Scrip, the of- ficial. publication of the Minneapolis Teachers’ League, in writing on educa- tion for life, says: Education, in the true sense, must always be moral. To insure moral education, the teacher must have a sound philosophy and the skill and insight to relate all subjects taught to the highest conceptions of right. Now, if the teacher with a demonstrable philosophy has also the liberty and the skill to impart that knowledge naturally and un- obtrusively by leading thought onward in any subject to the truly religious and scien- tific, he exerts a power for good that cannot be measured. He will impress morality by his own sincerity, by dealing sanely, not sor- didly, with existence as it is, by teaching the power of right thinking to produce right liv- ing, and by teaching love without senti- mentality. He will teach that religion, with- out which there can be no genuine morality, is not a department of life presided over by church organizations, but is the understand- ing of life gained in numberless ways, but chiefly through contact with the greatest minds and through receptivity to that against which the physical senses rebel and for which a higher sense hungers and thirsts. OSEPH F. GOULD, in the Boston Teachers News Letter says that one of the most fertile fields for study of the individual teacher of the intermedi- ate grades is the subject of marks and markings, which is closely allied to pro- gram and curriculum construction. In discussing the relation of home work to marks and markings, he says: Caution should be used in placing too much dependence on papers submitted that were done at home. It is only natural that parents will help their children as_ the teacher would help them if they requested her assistance after school hours. Home work, with certain limits, is important and should be assigned, but the home work should be tested in school by the assignment of work of similar nature. < ARTICLE, “Teaching in High Gear,” by Carrie Fox Lonsdale, appeared in The News Letter, the of- ficial organ of the Philadelphia Teach- ers’ Association. We quote: Today -everything is running in “high.” The cry is “Do things! Get results!” And in this age of speed, each of us feels the desire to teach in high gear, too. Yet, after all, what does teaching in high gear mean? Without doubt, it stands tor superior in- telligence, thorough preparation, a large- hearted sympathy, and an ability to cooper- ate. It means not teaching a subject, but teaching the child. More than this, teaching in high gear surely means that each one of us must be developed in body, mind, and spirit to the greatest possible extent, that we must be healthy and happy, for without this we cannot give to the child what is his. right—M. M. NTA NSEC wo eres: TATE REE aN LLL AEE RYOTE Nos wr ree Our Literary Heritage HE JOURNAL is glad to begin the new year with a collection of new material made possible by teacher and pupil participation in this project. Three notable lists have come in—one from the Denver public schools, another from Pittsburgh, and one from Los Angeles. Helen K. Mackintosh, assistant professor of elementary educa- tion, University of Pittsburgh, writes: I have attempted to suggest two poems for each grade suitable for memorization. The fact that these poems are to be mem- orized limits to a certain extent the choice of selections that can be made. In my ex- perience, these are selections which chil- dren have often chosen. I have included Between Two Loves, an Italian dialect poem, because children have invariably chosen this type of poem when selections have been sub- mitted to them for choice. I believe these poems represent material in which children are actually interested. The list follows: GRADE I Hoppity, | _in Milne’s “‘When We Young. The Sesa’s the North Wind’s Cooky, by Lind- say, in Untermeyer’s “This Singing World.” GRADE II Were Very The Cupboard, in de la Mare’s ‘Peacock Pie.’ The Table and the Chair, by Lear, in Sesweneen’e s “Home Book of Verse for Young Folks.’ GRADE III The Fairies, by Fyleman, in “This Singing World.” Halfway Down, in Milne’s “When We Were Very Young.” GRADE IV Moon Folly, by Gifford, in Wilkinson’s ‘‘Con- temporary Poetry.” An Impetuous Resolve, in Riley’s “Child Rhymes.” GRADE V Christmas Morning, by Roberts, in World.” Between Two Loves, by Daly. “This Singing GRADE VI The Highwayman, by Noyes, and Loveliest of Trees, by Housman, in “This Singing World.” GRADE VII Ballad of the Harp Weaver, Weaver and Other Poems.”’ House and the Road, by Peabody, in Merrill and Sprague’s ‘“‘Contemporary Verse.” GRADE VIII in Millay’s “Harp America for Me, by van Dyke, in Merrill and Sprague’s ‘‘Contemporary Verse.” Ballad of East and West, by Kipling, in ‘‘This Singing World.” Katherine Kenehan, public schools, writes: of the Denver Inclosed is a list of poems by modern authors all of which have been enjoyed by some group of children. It is not possible to place them in any particular grade, even the indication given is almost a _ guess. However, we submit the list hoping it may stimulate the choice and presentation of poetry along lines calculated to insure its enjoyment in school and its becoming a source of permanent pleasure later. It is intended that these poems be read for the most part by the teacher, who should I* is not enough that every poem taught to a child shall be good. It should be better than any other poem that might be taught in its place. The tendency of material to persist because of past use is strong. The danger is that we shall overlook the new. Precious indeed to education are those work- ers among us who have a feeling for new beauty, the search for which is no less important than the search for new scientific truth. The writer who creates, the pub- lisher who prints, and the teacher who finds and uses beautiful new poetry—all are benefactors. The books from which the poems on page 26 come are here indicated. Most of them are_ copyright. Acknowledgments are due E. P. Dutton & Company, publishers of ‘When We Were Very Young,” copyright, 1924; Harcourt, Brace & Company, publishers of “This Singing World,” copyright, 1923; Henry Holt & Company, publishers of “Home Book of Verse,” copy- right, 1922; Bobbs Merrill Com- pany, publishers of “Child Rhymes,” copyright, 1920; Little, Brown & Company, publish- ers of “Contemporary Verse,” copyright, 1925; Macmillan Com- pany, publishers of “Si'ver Pen- nies,” copyright, 1925. prepare sufficiently beforehand to read with understanding and appreciation in an agree- able if not a musical tone. The value of the singing and playing of games should not be overlooked as an aid in presenting poetry. Peacock Pie, by de la Mare—grades 4, 5, 6. Barter, by Teasdale. The Pasture, by Frost, in Untermeyer’s “This Singing World’’—grades 1, 2, 3. The Runaway, by Frost, in “This Singing World” —grades 1, 2, Stopping by the Woods on a Snowy Evening, by ey in “This Singing World’’—grades 1, 2, 3, 4, 5. Tuft of Flowers, by Frost, in World”—grades 1, 2, 3, 4, 5. Limited, in Sandburg’s “Chicago Poems’’—grades 7, 8. Silver Horn, by Conkling—grades 1, 2, 3, 4, 5, 6. Interior, by Colum, in “This Singing World’”— grades 5, 6, 7, 8. Trees, by Kilmer, in Merrill and Sprague’s temporary Verse’ "—grades af 8 fF & Sea Shell, by a in “This Singing World”’— grades 6, 6, 8. Dolphins in ates Water, by Lowell, in “This Singing World’’—grades 5, 6, 7, 8. The Broncho That Would Not be Broken, by Lindsay, in Wilkinson’s ‘“‘Contemporary Poetry” —grades 4, 5. 6, 7, 8. Brown’s Descent, by Frost, in Wiikinson’s “‘Con- temporary Poetry’’—grades 4, 5, 6, 7, 8. The Songs of Conn the Fool—Moon Folly, by Gifford, in Wilkinson’s “Contemporary Poetry” —grades 4, 5, 6, 7, 8. [25] “This Singing “Con- Road-song of the Bandar- rig" in Kipling’s “Jungle Book’”’—grades 3, 4, 5, 6, 8. The Santa Fé Trail—A ¥ RS ag by Lindsay, in Wilkinson’s “Contemporary Verse’’—grades 3, 4, 5, 6, 7, 8. When We Were Very Young, by Milne—grades i, 2, 3 The Moon’s the North Wind’s Cooky, by Lind- say, in “This Singing World”’—grades 1, 2, 3, 4, 5, 6, 7, 8. The Sun Says His Prayers, 13,383,464 6.6 7%, &. The Potatoes’ Dance, by Lindsay, in “Thompson's Silver Pennies’’—grades 1, 2, 8, 4, 5. The Christmas Tree—by Butts, in Wiggins and Smith’s “Posy Ring’’—grades 1, 2, 3, 4, 5. Santa Claus, in “Posy Ring’’—grades 1, 2, 3, 4. Wander-Thirst, by Gould, in “This Singing World.” The Buccaneer, by Gould. The Ballad of East and West, “This Singing World.” Frances R. Dearborn and Jasmine Britton, of the Los Angeles schools, pre- pared a special list for Superintendent Susan M. Dorsey, who sends their letter on to THE JOURNAL: by Lindsay—grades by Kipling, in We are inclosing the list of poems which we consider very worth while among mod- ern poetry. You may be interested in our procedure for selection and may wish to state to Mr. Morgan that the final outcome was based upon children’s choices. A first selection of many poems for each grade was made by Miss Livsey and Mrs. Rider, of the Public Library, and by Mrs. Finegan, Miss Reed, and Miss Duggan work- ing with us as a committee. These selec- tions were then tried out in several of our schools to see which one the children liked best. For instance, in Grade V, the choice of Lord of Tartary was made in preference to Silver, The Service, and The Song of the Little Shepherd. In Grade 1V, America for Me won out over Velvets and Alas, Alack, the latter a humorous selection. You may wonder why Rose Fyleman is given a place in both Grades I and II. We tried other poets in these grades but the children consistently voted for Miss Fyle- man’s poems. GRADE I The Fairy Tailor, in Fyleman’s “The Fairy Flute.” GRADE II A Fairy Went A-Marketing, in Fyleman’s “Fairies and Chimneys.” GRADE III In the fashion, in Milne’s “When We Were Very Young.” GRADE Iv America For Me, by van Dyke, in Thompson's Silver Pennies.” GRADE V Tartary, by de la Mare, in Wilkinson's temporary Poetry.” “Con- GRADE VI A Song of Sherwood, by Noyes, in Thompson’s “Silver Pennies.” GRADE VII Opportunity, by Sill, in Untermeyer’s “This Sine- ing World.” on GRADE VIII Prayer of the Navajo Indians to the Mountain Spirit. Our Heritage of Recent Poetry Grade I Hoppity A. A. MILNE Christopher Robin goes Hoppity, hoppity, Hoppity, hoppity, hop. Whenever I tell him Politely to stop it, he Says he can’t possibly stop. If he stopped hopping, he couldn't go any- where, Poor little Christopher Couldn’t go anywhere , That’s why he always goes Hoppity, hoppity, Hoppity, Hoppity, Hop. The Moon’s the North Wind’s Cooky VACHEL LINDSAY (What the Little Girl Said The Moon’s the North Wind’s Cooky. He bites it, day by day, Until there’s but a rim of scraps That crumble all away. The South Wind is a baker, He kneads clouds in his den, And bakes a crisp new moon that greedy North . ,. again! a be Wind . . . eats Grade II The Table and the Chair EDWARD LEAR Said the Table to the Chair, “You can hardly be aware How I suffer from the heat And from chilblains on my feet If we took a little walk, We might have a little talk: Pray let us take the air,” Said the Table to the Chair. Said the Chair unto the Table, ““Now, you know we are not able: How foolishly you talk, When you know we cannot walk!” Said the Table with a sigh, “It can do no harm to try. I’ve as many legs as you: Why can’t we walk on two?” So they both went slowly down, And walked about the town With a cheerful bumpy sound As they toddled round and round; And everybody cried, As they hastened to their side, “See! the Table and the Chair Have come out to take the air!”’ But in going down an alley To a castle in a valley, They completely lost their way, And wandered all the day; Till, to see them safely back, They paid a Ducky-quack, And a Beetle, and a Mouse, Who took them to their house. Then they whispered to each other, “O delightful little brother, What a lovely walk we've taken! Let us dine on beans and bacon!” So the Ducky and the leetle Browny-Mousy and the Beetle Dined, and danced upon their heads Till they toddled to their beds. Grade III The Fairies ROSE FYLEMAN There are fairies at the bottom of our garden! It’s not so very, very far away; You pass the gardener’s shed and you just keep straight ahead— I do so hope they’ve really come to stay. There’s a little wood, with moss in it and beetles, And a little stream that quietly runs through; You wouldn’t think they’d dare to come merry-making there— Well, they do. There are fairies at the bottom of our garden! They often have a dance on summer nights; The butterflies and bees make a lovely little breeze, And the rabbits stand about and hold the lights. Did you know that they could sit upon the moonbeams And pick a little star to make a fan, And dance away up there in the middle of the air? Well, they can. There are fairies at the bottom of our garden! You cannot think how beautiful they are; They all stand up and sing when the Fairy Queen and King Come gently floating down upon their car. The King is very proud and very handsome; The Queen—now can you guess who that could be (She’s a little girl all day, but at night she steals away)? Well—it’s Me! Grade IV An Impetuous Resolve JAMES WHITCOMB RILEY When little Dickie Swope’s a man, He’s go’ to be a Sailor; An’ little Hamey Tincher, he’s A-go’ to be a Tailor: Bud Mitchell, he’s a-go’ to be A stylish Carriage-Maker; An’ when I grow a grea’-big man, I’m go’ to be a Baker! An’ Dick’ll buy his sailor-suit O”’ Hame; and Hame’ll take it An’ buy as fine a double-rigg As ever Bud can make it: An’ nen all three’ll drive roun’ fer me An’ we'll drive off togevver, A-slingin’ pie-crust ‘long the road Ferever an’ ferever! Grade V Wander-thirst GERALD GOULD Beyond the East the sunrise, beyond the West the sea, And East and West the wander-thirst that will not let me be; It works in me like madness, dear, to bid me say good-bye; For the seas call and the stars call, and oh! the call of the sky. I know not where the white road runs, nor what the blue hills are, But a man can have the Sun for friend, and for his guide a star; And there’s no end of voyaging when once the voice is heard, For the river calls and the road calls, and oh! the call of a bird! Yonder the long horizon lies, and there by night and day The old ships draw to home again, the young ships sail away; And come I may, but go I must, and, if men ask you why, You may put the blame on the stars and the sun and the white road and the sky! Grade VI Trees JOYCE KILMER I think that I shali never see A poem lovely as a tree. A tree whose hungry mouth is pressed Against the earth’s sweet flowing breast; A tree that looks at God all day And lifts her leafy arms to pray; A tree that may in summer wear A nest of robins in her hair; Upon whose bosom snow has lain; Who intimately lives with rain. Poems are made by fools like me, But only God can make a tree. Grade VII Opportunity EDWARD ROWLAND SILL This I beheld, or dreamed it in a dream:— There spread a cloud of dust along a plain; And underneath the cloud, or in it, raged A furious battle, and men yelled, and swords Shocked upon swords and shields. A prince’s banner Wavered, then staggered backward, hemmed by foes. A craven hung above the battle’s edge, And thought, ‘“‘Had I a sword of keener steel— That blue blade that the king’s son bears,— but this Blunt thing—! his hand, And lowering crept away and left the field. Then came the king’s son, wounded, sore bestead, And weaponless, and saw the broken sword, Hilt-buried in the dry and trodden sand, And san and snatched it, and with battle-shout Lifte) afresh he hewed his enemy down,” And saved a great cause that heroic day. Grade VIII America for Me ” he snapt and flung it from HENRY VAN DYKE ’Tis fine to see the Old World, and travel up and down Among the famous palaces and cities of re- nown, To admire crumbly castles and the statues of the kings— But now I think I’ve had enough of antiquated things. So it’s home again, and home again, America for me! My heart is turning home again, and there I long to be, In the land of youth and freedom beyond the ocean bars, Where the air is full of sunlight and the flag is full of stars. Oh, London is a man’s town, there’s power in the air; And Paris is a woman’s town, with flowers in her hair; And it’s sweet to dream in Venice, and it’s great to study Rome, But when it comes to living, there is no place like home. I know that Europe’s wonderful, yet some- thing seems to lack: The Past is too much with her, and the people looking back. But the glory of the Present is to make the Future free— We love our land for what she is and what she is to be. Oh, it’s home again, and home again, America for me! I want a ship that’s westward bound to plough the rolling sea, To the blessed Land of Room Enough beyond the ocean bars, Where the air is full of sunlight and the flag is full of stars. Sea Shell AMY LOWELL Sea Shell, Sea Shell, Sing me a song, O please! A song of ships, and sailor men, And parrots, and tropical trees, Of islands lost in the Spanish Main Which no man ever may find again Of fishes and corals under the waves, And sea-horses stabled in great green caves. Sea Shell, Sea Shell, Sing of the things you know so well. a a ef. 6 theese SS BC. of we =e me meme mehCrhlUlUCi DSCUC Be a veg ory Rg ow hg rer, a of tary; Dixon, High; Lorman, Consolidated. qaoe, Dae, power Elementary; New London, f Schools, Garfield, George Washington, Jefferson, Missourt—Kansas City, Benjamin Harrison, Joseph cig cone one Bron Bi cece Mc —s Ta i Junior High, Lincoln, Principals and High School S. Chick, Sanford B. Ladd; Saint Louis, Roe; Superior, Lincoln; Wauwatosa, Junior High. ’ University City, Flynn Park; Webster Groves, WyYomMInNG—Cheyenne, Junior High: Clearmont, Junior High. ; Clearmont; Laramie, Fremont; Sheridan, Linden; MontTana—Great Falis, Longfellow. South Superior, Junior High. Teachers Association, Senior High, Torrence, Wells-Carey; Magnolia, Magnolia Public Schools, Junior High, Senior High. ~ ‘ . ‘ - ‘ . is i . =< ‘s 5 P y e : A 5 Py ‘i at icc . - ’ - + 4 ~ ¢ bal . - . . 0? Le ’ ie Same . a * ys ‘ ~* ’ j “ + 4 (aration - LJ ' % co od 4 a y oe ON tnt ee Mane has e, " 5 ae ‘ o an eee 4 Py * mae . i i il } ane . on : r — . ’ ‘ < Ei z x : 4 s ’ . > 3 cite ‘ t “i eee . » > @ , e Ne > oe ‘ 2 ve , ‘ é Ges i 4 y bp! 2 teres % 2 ‘ - ‘ , f ® fers 3 PNpeSeemt z i y . - . . wy Ke | > | ae G F . o ty - 4 * : : Nor pita oy es ' - 1 A top eal iF Ag RE qi a ZKP RUE, . DE 2 AS APOE. AE ays Fite PREG OPT nS: " z > a S % ry 5 eal + ee od THOUSANDS of schools are now bringing their teachers together at regu- lar intervals to work on the problems of the profession. The following letter sent by Secretary J. W. Crabtree to school principals tells its own story: November 27, 1925. To THE PRINCIPAL: The purpose of our first letter to principals of elementary and secondary schools was to emphasize the importance of a stabilized membership. The pur- pose of the second was to call special attention to the need of getting the “entire profession at work on its prob- lems.” This is the third letter. Its purpose is to offer the Association as a clearing-house for programs and plans for staff meetings. When this slogan, “A stabilized all- inclusive membership and the entire pro- fession at work on its problems,” first appeared in letters and printed state- ments, it was looked upon as an inspira- tional sentiment, but not as an ideal to be realized. One delegate wrote: “I like the ideal, but of course it can never be realized.” Another said, “Before you get the entire profession at work on its own problems you and I will have been in our resting places for genera- tions—but go to it—it sounds good.” But as membership grows more perma- nent, as schools continue year after year on the 100 percent list and as the or- ganization for the study of our prob- lems goes rapidly forward, the slogan becomes more than a sentiment, it be- comes a goal visible enough to give in- spiration and hope. No one could reasonably hope that all schools could take hold of the plan im- mediately. Still the movement is on, and the momentum is such that we may be surprised at the gain made during the year. Let this work get under good headway and the state school papers, THE JourNAL, and other educational papers will shape material to meet the needs. The enclosed “Plan in Brief” shows. that present organizations and machinery are admirably adapted for getting the entire profession at work on its problems. Never before in the history of the Association has there been any such NOTES and ANNOUNCEMENTS favorable response to suggestions sent out from this office. The principal is finding his place of leadership, and teach- ers are showing a degree of professional spirit which surprises their superiors. Look ahead for better plans for next year. See that your school is among the first in this great movement. Send us copies of your programs. Do you want copies of others? The Associa- tion is serving as the clearing-house— Very sincerely yours, J. W. Crabtree, Secretary. The plan which Mr. Crabtree has tentatively worked out is as follows: The Association joins in support of. the movement to get “the entire profession at work on its problems.”- The movement has already met with a degree of success. The proposed plan begins with meetings and study by the teaching staff of each elemen- tary and high school. About two thousand principals now hold regular meetings of their staff. Many give attention in their programs to important problems of the pro- fession, such as that of the advancing cur- riculum and that of adequate tenure regula- tions. The following shows the scheme by which all educational forces may soon be at work on questions of vital importance: The Plan in Brief 1. Regular meetings of the staff in every elementary and high school, public and pri- vate school, normal school, and college. 2. Regular meetings of local, city, county associations. 3. Annual meetings of district, state, and regional organizations. 4. Annual meetings of the N. E. A., its departments, and allied cooperative organi- zations. 5. Biennial meetings of the World Fed- eration. Let every principal arrange for regular meetings of the staff. Let every local asso- ciation build its program on what has been and accomplished in the smaller groups. Let state and national associations carry the high spots of the achievements of local groups into their programs. It will require time to work out definite nation-wide plans. In the meantime each principal will work out his own plans, using extensively the material in the state paper, Tue JourNAL, and other educational maga- zines. There will always be the need of giving attention to strictly local problems. The educational magazines will meet the demand for more printed purposeful mate- rial as the needs become evident. All may look ahead, to more perfect plans for an- other year perhaps prepared by representa- tives of ‘all. branches of the profession. Principals are requested to send to the [34] secretary of the National Education Associa- tion five to ten copies of printed or multi- graphed programs to be passed on to other principals who ask for information, Put name of principal and address on each pro- gram so that the one receiving it may know to whom to write for further information The Association is serving as a clearing house in this movement. Use it. KEEPING Pace With the Advancing Curriculum is the title of Research Bul- letin Volume III, Nos. 4 and 5. It plays the spotlight on these topics: (1) Why the curriculum commands national attention; (2) educational theories af- fecting curriculum building; (3) deci- sions preliminary to the launching of a local program; (4) contributions of re- search to curriculum building; (5) looking backward at the curriculum; (6) books on curricular problems which have been tried and found helpful; (7) bases for evaluating courses of study; and (8) new courses of study for old. This Bulletin is a notable and timely contribution. It is of special interest to committees charged with curriculum re- vision and groups of teachers engaged in professional study. Copies may be pur- chased from the National Education Association at 50c each. NO PRINCIPAL can afford to remain outside the Department of Elementary School Principals. This department needs the help of every thinking co- laborer. We need every one of our 50,000 elementary school principals, for we are members one of the other by the very nature of our task. Every principal in America has already been helped in a dozen ways through the fine professional spirit and service of the organization. Our membership should be, and I am sure it will be, doubled by the time the Fifth Yearbook is ready. But it is the present membership that must help the elementary principals of America to grasp the vision of this splendid army for bringing a better day to the citizens of tomorrow by an enlightened and united service—Mary McSkimmon, president, National Education Association, in Journal of Education. THE DIVISION of Records and Membership at Headquarters daily re- Hi Continued on page A-18) < - ae wa . ‘ fe Sr ee ’ - t % ‘ a . “¢ cm 2 no " % MO 4 il 4 , # ig : ~ — . id , f CR . P ‘ hy ~ A _— Ae : ed, : P 7 ag 7 a } r ae vy." _ eee * Me ‘ p , . S ona Pi / ’ $ re he “A: } ‘ a Ry im ‘ Be ae Ss oad BO > — Kes mF, 8 Shp ae ¥ $ Xe J ~ 7 « P hit, . oy aS it ‘ oo, ei 7 $7 . aa = 5 wh, ty - sf °. “e y , < ee 1 SE “ ® > ¥.) dhs wth a Su - “4 ; S > ~ ee . ; . rs ‘ ee hte mi > as J >» - x , ba ~ ate , <4 y = 4 bf a oy tim 7 ae bug * . ¢ N / % ad be % ; aan ong > ' XY : . “ ’ ix ‘ < p “ 2 \ tiene a “ t ed Se en \ 4 % <@ 3 oS; ¢ ee *, - ae ~~ y. oes a ; ~ . ~ 4 s he ie > i . ei i : ~ d 7 . be, < ay"? eee “ - oe, Soe “ta a & ‘ -_, . — Cee ek ‘ - Y - &s ~Z 3 . : 4 ryt a ee 4 7 — “ as x t i —} ~~ eae Na «= § sash ? , Sao r Vol. 15, No. 1 THE JOURNAL OF THE NATIONAL EpUCATION AssociATION A-! Put beautiful pure melody into your school A child’s crying out, “Oj, that star!” “Such white, white snow !’’ is an instinctive response to beauty and its mystery. His wonder opens to the things you can never teach by words. Yet through pure melody—tones rich and clear from the Victrola—vou can put into the child-mind glows, rhythms, soft callings—exquisite pleasure for every listening moment. For early morning, use such freshness as Schubert’s Hark! Hark! the Lark. For joyous study—lyrics, old hunting songs; 4ve Maria as Ellen sang it to the harp of Allen-Bane; emotional dramatic readings that include the veritable shouts of a Roman mob. Use folk-songs for phrasing. Beautiful rhythms for child-dances—simple to teach, yet who knows how far and priceless in result? For imagination—Saint-Saéns’ The Swan—lake-music so softly rippling you can tell when the white bird lifts its head! These bring the artists and artistry of the world into the silence of classrooms. Think of Schubert’s d/legro Moderato, yhere the beauty of woodwinds summons the rustling of invisible forces to the listening minds of the children. You will want to know how other schools are using the Victrola and Victor records to bring the beauty of pure melody to their pupils. Send for information—or at any store selling Victor products, ask to hear these records. As you listen, your mind will create abundant uses for them in classwork. Allegro Moderato—‘Unfinished Symphony” Negro Spiritual (Dvorak-Areisler), Fritz (Schubert), Philadelphia Orchestra Sa PR ee» Se Ave Maria (Schubert), Marsh On Wings of Song (Mendelssohn), Heifetz_ By the Waters of Minnetonka (Cavanass- Preludium (Jdrnefelt), Victor Concert Or- Lieurance), Chemet chestra _ Devotion (Mascagni), Mormon Tabernacle Salut d'Amour (Elgar), Zimbalist Choir -19 Serenade (7itl), Neapolitan Trio Farewell to Cucullain (Londonderry Air), Slumber Boat (Riley-Gaynor), Littlefield__ Fritz Kreisler-Hugo Kreisler Solvejg’s Cradle Song—"Peer Gynt” (Grieg), Four-Leaf Clover (Brownell), Williams_... 855 Marsh 4 S I Moth Ts N a Hark! Hark! the Lark (Schubert), Gluck_- pg Be er Taught Me (Dvorak), Liebestraum (Liszt), Samaroff Souvenir (Drdla), Fritz Kreisler Lo, Here the Gentle Lark (Bishop), Gluck_- Swan, The (Saist-Sezes). Kindler Minuet in G (Beethoven), Powell To a Wild Rose (MacDowell), Venetian Morning—“Peer Gynt” (Grieg), Victor Con- cert Orchestra 35470 My Mother Bids Me Bind My Hair (Haydn), Waltz in G Flat Major (Chopin), Moiséi- Marsh 45092 THE EDUCATIONAL fo ane ac Hl ean \y THE VICTOR TALKING sialon PF ee | MACHINE CO. Camden, New Jerscy Mention Tur Journat when writing our advertisers, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION . Nine Out of Ten Ten Colorado counties adopted new textbooks in elementary English this year. Nine of them chose The McFADDEN ENGLISH SERIES Published in 1925 These books were adopted by the State of Idaho and by many counties and cities throughout the country. Rand M€Nally & Company (Dept. A-95) New York CHICAGO, 536 So. Clark Street San Francisco The Branom Practice Tests | in Geography By M. E. BRANOM, Head of Department of Geography, Harris Teachers College, St. Louis, Mo. THE BRANOM PRACTICE TESTS furnish scientifically organized drill on the physical, political, economic, and cultural phases of geography. fruit of the years of study and work that the author has put upon the subject. They represent the They are 107 in number and are in convenient tablet form, measuring 814” x 11”, with per- forated sheets. Although the tests follow the order of subject matter established by the McMurry and Parkins advanced book, they can be used with any basal geography. TYPES OF TESTS All the various forms of geography tests and drill material that have proved of value are employed ; the tests furnish tasks to exercise not only the memory of facts and information, but thought as well. Adequate attention is given to place geog- raphy through the use of 21 outline maps. In addition to these, there is a broad range of other ‘factual tests” calling for the use of memory and decision, as well as others calling for the use of judgment and interpretation. INDIVIDUAL INSTRUCTION Each test is given a total score of “possible points” and space left for the “points made” by the pupils. On the reverse of the front cover will be found a scheme for assembling the scores made on the lessons and directions to the teacher for their adaptation to her individual needs. With this grading system the pupils are encour- aged to measure themselves or be measured by their own relative increase in power and in the light of their own abilities. Price 8O Cents The Macmillan Company New York Chicago Boston Atlanta Dallas San Francisco Mention THe JournaAt when writing our advertisers. January, 1926 eg IES te mre rer ry es Vol. 15,No.1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-3 A New Instruction Service for ‘Teachers of Sewing ACH year the teaching of sewing becomes a more important subject in educational work. The trend toward the practical prompts increasing pro- vision for training in this domestic art which means so much to the future mother, wife and homemaker. Instruction is called for not only in hand sewing, but in the proper use of the sewing machine, which is now an essential part of the equipment of every home. upon itself the responsibility of supplying the need. During these past three years it has developed a comprehensive plan for the instruction of sewing teachers. This plan has been worked out, not in theory, but in actual practice, in cooperation with many of the leading educational institutions of the country. It is known as the Singer Educational Service for Schools and Colleges and it is now avail- The modern sewing machine, when understood, is the most versatile of servants and the most companionable of friends. And yet it never quite ceases to be a machine, requiring a practical knowledge of it to get the great- est benefits from its use. Once a school or college girl is prop- erly introduced to a good sew- ing machine, once she really knows its infinite capacity in the swift and easy production of lovely things to wear, she is forever its devoted patron and sewing itself attains for her the fascination it deserves. Every sewing teacher wants to make sewing an interesting, even absorbing, subject to those she teaches. But it is not to be ex- Singer Educational Service Free to Schools and Colleges Te | | An intensive course of practical | | machine instruction for sewing | | teachers, varying from one to ten periods of one hour to one day _ each, according to local needs and conditions, and held at times and | places most Convenient to all con- | cerned. | Free textbooks for teachers tak- ing the course. Free loan of machines for prac- | tice work by teachers if machines are not available. Free materials for the use of teachers for practice work. Free textbooks on machine sew- | ing for pupils of sewing classes. Free wall charts, illustrating | threading of machine and bobbin. | A demonstration lesson for sew- ing classes when the intensive | teachers’ course has been com- able to every school of every type which desires to take advantage of it. The service is furnished without cost or obligation of any kind to the school using it. It is provided solely in order to facilitate the teaching of machine sewing, and to make possible in the home, through the medium of our schools and colleges, a more ex- tensive and profitable use of the modern sewing machine. We would be glad to have a representative of our Educational Department call on you to explain the service in detail and to refer you to near-by institutions where you can personally inquire re- garding its benefits. | pleted. Please understand that the ser- pected that every sewing teacher can have the intimate understand- ing of the sewing machine that will enable her to do this. Three years ago the Singer Sewing Machine Com- pany recognized the very real opportunity existing just at this point to do constructive educational work, and because the Singer organization has been the pioneer in every important advancement in machine sewing for seventy-five years, it took vice contemplates changing in no way your plan of teaching. It sim- ply enables you to make your own work more effective by bringing your teachers a special knowledge of machine sewing that will add new interest to your whole sewing program. Your inquiry will receive the prompt, personal attention of one of our expert teachers, who will cooperate with you on the application of the ser- vice to your individual needs. SINGER SEWING MACHINE COMPANY, Inc. Educational Department, ROOM 8 A, SINGER BUILDING, NEW YORK Mention Tur JourNaL when writing our advertisers. THE MALDEN HEALTH SERIES HEALTH C. E. TURNER and GeorciE B. CoLtins FOR THE FIFTH GRADE HIS, the first book in the MALDEN HEALTH SERIES, engages children in a cheerful and positive program of habits which promote health and development. Growth, since it is the dominant physical concern of childhood, is made an important index of health, HEALTH is based on the author’s famous Malden experi- ment in health education. D. C. HEATH AND COMPANY Boston New York Chicago Atlanta Dallas London San Francisco THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION National Education Achievement Scales The NATIONAL SPELLING SCALE for Senior High Schools By JOHN J. TIPTON, M. A. Assistant Superintendent of Schools, Allegany County, Maryland A New Scientific Spelling Scale that Measures Ability to Spell in Sentences. Based on Thorough Research, with Reliable Standardized Forms, Giving Spelling Ages from Fourteen Years (14-0) to Nineteen Years Ten Months (19-10). Published in Four Tests of Equal Difficulty. PRICES PER TEST Examination Sheet 4 cents (Each pupil needs one) Directions for -Administering__.._._...___._-___ 20 cents (Each examiner needs one) Class Record Sheet 3 cents (Each class should have one) TERMS Orders accompanied by remittance in full shipped pre- paid, otherwise transportation extra; 25% discount al- lowed on orders for quantities. PUBLISHED SEPARATELY A Scale for Elementary Schools in Eight Tests of Equal Difficulty. A Scale for Junior High Schools in Six Tests of Equal Difficulty. National Publishing Society Mountain Lake Park Maryland January, 1926 TWENTY ONE-REEL MOTION PICTURES eeence: SPENCER = erence (ez) MICROSCOPE A Pilgrimage to Palestine HE cradle of Christianity. The scene of the Crusades. The home of an ancient people. Practically unchanged today from what it was 1925 years ago. The Holy Land of today will not be the Holy Land of tomorrow. The passion for progress has come. The Unchanging East is become the Changing East. Through these graphic and comprehensive pic- tures you may see Palestine as it has been, as it was when Christ lived and taught. As entertainment, exceptional; as educational help, unique. Write for Booklet J. E., EDUCATIONAL DEPT. PATHE EXCHANGE, Inc. 35 West 45th Street New York - AnIdeal Instrument No. 64 with side-fine adjust- ment lever type, is For High School Use It is distinctive in that it has a side-fine ad- justment which is not only fool-proof, but will not show lost mo- tion because there are 34 threads of the screw engaged at all times, instead of but one. It is equipped with the best grade Spencer Optics, well and favorably known for over 75 years, since the days of Charles A. Spencer, the pioneer micro- scope lens maker of America. MICROSCOPE No. 64 B Catalogue sent on with J0x eyepiece, 16 m/m and 4 m/m objec- tive, double nosepiece, iris diaphragm. Com- request. plete in cabinet, $71.75. Discount to schools. SPENCER LENS CO. SPENCER MANUFACTURERS SPENCER MICROSCOPES, MICROTOMES, [BUFFALO |} DELINEASCOPES, SCIENTIFIC || BUFFALO | —usa_ oy APPARATUS. — U.S.A BUFFALO, N. Y. Mention THe Journat when writing our advertisers — 2 Jol. 15, No. 1 THE JOURNAL OF THE NATIONAL EDUCATION AssoOcIATION A-5 NEW PUTNAM BOOKS The Marvels of Modern Physics, by Joseph McCabe. Price, $1.75. The wizardry of modern physics is most attractively explained in this book. The advance of science is concisely recorded, and M: McCabe keeps his reader in touch with the marvellous developments of science in recent years. \mong other subjects dealt with by the author are the wonderful electron, the structure of an atom, the mys teries of light, wireless and other waves, and electricity and power prob- lems. Illustrated. David Goes Voyaging, b David Binney Putnam Price, $1.75 \ little book with many pictures, written for youngsters by a youngster. \ lucky twelve-year-old boy tells his own story of the Beebe Arcturus Expedition, which he accompanied for three exciting months in the Pacific—sea lions, devil-fish, volcanoes, buried treasure 'n’ everything! Should be in every school library. Mind and Matter, The Philosophical Introduction to Modern Science, by C. E. M. Joad, B. A., Oxford. Price, $2.50. In simple language. free from all metaphysical jargon, the author of this volume has out lined and examined the most important theories that are current today regarding the nature of mind, the nature of matter, and the relationship between them. The scope of the work is indicated by the chapter headings: Materialism and the Mechanist Universe; The Break Up of the Mechanist Universe; Idealism, or the Belief in the Non-Existence of Matter; The New Determinism; The Theory of the Life Force. Under these headings, the systems of the older philosophers and the theories of such contemporary thinkers as Bergson, Freud, and Bertrand Russell are discussed and elucidated. A Manual of Woodworking, The Fundamentals of Hand Work in Wood for Home and School, by Charles G. Wheeler. Price, $1.75. The sole aim of this book is to give concise directions for fundamental hand operations, for shop use. It has been prepared at the suggestion of teachers who have seen the need of a comprehensive and inexpensive manual of shop practice, involving the use of a comparatively small number of tools. It contains essential principles and operations which a long and varied experience has shown to be needed and used re- peatedly, in schools of every grade, and in the home _ workshop. Illustrated. Part and Parcel of every school health program The FAIRBANKS School Scale He’ many undernourished children in your school? Weighing is the THE ow, bos bay 4 yg - ment. airbanks School Scale wi | ‘ enable you to keep a systematic record Wilson andbooks of the weight and height of every child. You can easily discover which children Complete Catalogues on Request G. P. PUTNAM’S SONS 2 W. 465th St. Educational Department New York J : a Compilations of Representative Argum are in need of weight-building measures, P : P : A ents and the Fairbanks Scale will give you an on Both Sides of Outstanding Issues accurate check on results. im + ws ; te ' 7 . “They are of value to any person who wishes to ob- The Fairbanks School Scale fits school require- * age : "= - * om... eau it s light > easily moved about. tain information on the subjects included.”—Outlook. There is nothing to get out of order; no loose . i . * weights to be ie the scale, registers on the Humanitarian and legislative movements are beam, which may easily be rea y a person sit- . - Ss - - 2 ting or standing. The mahogany finish will stand arousing particular interest in i n ffin ithout losing its re gy ae ng Sean ik aeweeuiens dene The Handbook on CHILD LABOR uring rod is provided for recording heights, if desired. “A valuable collection. The American child heartily The scale weighs up to 800 pounds by quarter recommends the HANDBOOK on CHILD LABOR one pd 2 hog Be y A — not only as invaluable for reference purposes, but also extra charge. . as genuinely engrossing reading.” Write for further information about Fairbanks “An excellent BRIEF in favor of and also against School, Health, Baby and Clinic Scales. the Child Labor Amendment, an extremely valuable BIBLIOGRAPHY of nearly 40 pages, together with REPRINTS OF SELECTED ARTICLES on BOTH SIDES of the SUBJECT.”—American Man- FAIRBANKS SCALES agement Review. 431 pages Price, $2.40 Preferred the World Over Other subjects of present interest are Capital Punishment. Prohibition. Fundamentalism versus Modernism Streets A complete list of subjects sent on request The H. W. Wilson Company 963 University Avenue, New York City NEW YORK Broome and Lafayette CHICAGO 900 S. Wabash Avenue And Forty Other Principal Cities in the United States Mention THe Journat when writing our advertisers. What Teachers Say of BQDKHOUSE (A few excerpts from letters recently received ) “Although our set of the BOOKHOUSE has been on the library shelves for only a few months, our teachers have found it a veritable storehouse of valuable reference material, especially for sugges tions as to costuming, dramatizing, and as a source of illustrative material for use in English litera- ture classes.”—Ernest G. Hapcoop, Head Master, Girls’ Latin School, Boston, Massachusetts. “My BOOKHOUSE has been reviewed by the teachers of the Seth Boyden School. It is the unanimous opinion that we and the children need it immediately to use in all our work. We feel that it is a splendid collection of the best literature there is for children and that the arrangement and correlation of it is excellent. We are confident that we have added a great asset to our School Library.”"—Gracr E. Koerner, Principal, the Seth Boyden School, South Orange, New Jersey. ‘“* * * Tt is a library really adapted to growing children; the literature is carefully selected, excellently well illustrated and printed, and the index is complete for all possible uses.”.—Atonzo C. Haut, Department of English, the North Carolina College for Women, Greensboro, North Carolina. “The set of books entitled My BOOKHOUSE has proved a source of entertainment, and is a vast field for collateral reading, whether historical, literary, or merely informational. May their true value be appreciated by all teachers, grade or more advanced.’’—Sister Mary Davies, Academy of St. John, Franklin, Louisiana. “* * * Tt is on the approved list of the American Library Association, is endorsed by leading educators, and, in my opinion, has a merit that is d‘stinctive.”-—J. E. HickKMAN, Superintendent, Ada City Schools, Ada, Oklahoma. Six volumes, 2,688 pages, 537 titles by 197 authors, profusely illustrated in black and color. Con- tains childhood biographies of principal authors and six indices for ready reference. My TRAVELSHIP A new and decidedly different kind of travel book for children between the ages of three and ten. Now Ready First Voyage—Nursery Friends from France ai ~~ Second Voyage—Little Pictures of Japan (Other voyages to follow) Founded upon the idea of having the literature of the country itself express the customs, manner of living and thought of the people, these books are well within the understanding of the younger child. Each volume is a visit to an entirely new country, and through its careful selection and elabo- rate presentation with four-color illustrations on practically every page, each gives the child an inti- mate, personal, first-hand knowledge of these different lands. The poems, the stories, the nursery songs, and especially the color pictures, contain a wealth of information and present an interesting, illuminating view of the people. Yet each book has all the simplicity and charm so appealing to children. See Exhibit at the N. E. A.., ier saad or write for descriptive literature The BOOKHOUSE for CHILDREN 360-] North Michigan Avenue New York Boston Philadelphia CHICAGO Kansas City New Orleans Mention Tue JourNAL when writing our advertisers, THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION January, 1926 Rg enn SE eee RE A Eg Vol. 15, No. 1 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A-7 A Complete Guide to Dressmaking for the Teacher and the Woman who Sews Mary Brooks Picken is universally recognized as America’s greatest By Mary Brooks Picken OR many years I have been teach- ing women to sew. And always | have realized that one great obstacle was keeping millions of women from making their own clothes. They “thought” dressmaking was something very intricate and complicated, some- thing they could never, never learn to do. And so in teaching others I would show them how to make a stitch, and they would see how very simple that was. Then I would show them how to shape a collar or turn a hem, or set in a sleeve or make a pocket, and soon nimble fingers would be doing each task. And, finally, when all these essentials, one by one, were shown to be quite simple after all, someone would say, “Yes, but dressmaking must be some- thing very difficult to learn,’ and | would say, “There is nothing left to learn. You have taken it one small part at a time, just as in making a dress you must, of course, do one small part at a time. Is it not simple and easy and really fun?” Always I have wanted to put just this simple story of sewing into a book, so that the teacher of sewing might be able to convey quickly to those in her classes the fascina- tion that sewing really has and in order that she herself might be able to know the satis- faction of making her own clothes. In “The Mary Brooks Picken Method of Modern Dressmaking” I have done just this. As you turn its pages you will see at once that here is a book written from the teacher’s viewpoint. The entire subject is divided into its natural parts and each part is presented complete in itself. Go carefully through the accompanying actual chapter headings and see how fully the entire subject of sewing and dressmaking has been covered. It is my hope that teachers everywhere may find this sewing teacher. Herself a graduate of seven schools of dressmaking, she has taught sewing in high schools, night schools, private schools, and by the home-study plan. Actually hundreds of thousands of women and girls have learned under her direction to know the satis- faction and the savings that are possible through making their own * clothes. Now she is dressmaking editor of Pictorial Review, and she has just prepared “The Mary Brooks Picken Method of Modern Dressmaking,” a complete practical guide to the teaching of sewing and to the successful making of your own clothes, all between the covers of one book. book not only a practical plan for the suc- cessful making of their own clothes, but an indispensable guide in the teaching of sewing in the classroom. In publishing “The Mary Brooks Picken Method of Modern Dressmaking,” the Pic- torial Review Company makes available for the first time complete instruction in sew- ing and dressmaking in one volume. Merely as a result of a preliminary announcement, it has been ordered by teachers in more than 600 schools and colleges. The book is of generous size and the entire volume is beautifully bound in leather-like covers of brown and gold. Best of all, it has been purposely priced to give it the widest possible distribution. Simply send One Dollar with a letter or the coupon below and the book will be sent to you at once, postage prepaid. And, as an extra gift, if you will simply state your cor- rect size (bust measurement), we will send you with our compliments a special demon- stration Pictorial Review Printed Pattern of the modish frock shown in the accompany- ing illustration. With the F RE Book A pattern of this smart dress in your correct a practical demonstra- tion of the simplicity of modern dressmaking, we want to send you, with our compliments, a ~ ~ special demon ve stration Pictorial © Review Printed Pattern (regular value, 45 cents). The pattern and | the book will give you a new realiza- lightfully easy it is to make your own clothes. THE PICTORIAL REVIEW COMPANY, 222 W. 39th St., New York I enclose One Dollar (money order or check). The Mary Brooks Picken Method of Modern Dressmaking Actual Chapter Headings Using Your Sewing Machine How to Handle Fabrics Successfully How to Make Seams and Finishes Essential Needle Stitches and Seams Making Seams in Garments The Art of Tailoring Seams Applying Bias Bindings Applying Bias Straps or Folds Finishing Flares and Godets Gathering and Shirring Applying Bands and Ruffles Making and Proportioning Tucks Plaits and Plaiting Hemstitching and Applying Lace Methods of Appliqué The Modern Pattern Your Individual Type Selecting Patterns and Materials How to Retain Style in a Pattern Steps in Making a Dress Turning and Finishing Hems How to Fit Garments Correctly When Alterations are Necessary Making and Finishing Darts Making Openings and Plackets Finishing Front Openings Finishing and Applying Cuffs Fitted and Applied Facings Mitering and Finishing Corners Making Tailored Pockets Buttonholes and Buttons Sleeve Seam Finishes Linings for Dresses and Coats Weights, French Tacks, and Furs Corded Pipings, Bindings, and Belts Mending Sewing for Children Becoming Colors for Types ( Please send | | me postpaid a copy of “The Mary Brooks Picken Method of b Modern Dressmaking,”’ and also send me free a special demon- tion of how de- | stration Pictorial Review Printed Pattern in accordance with your special offer. Mention Tue JourNnat when writing our advertisers. A-8 New Volume in the Woodburn and Moran History Series FINDERS AND FOUNDERS OF THE NEW WORLD This new volume in this nation-wide series presents hero stories of the early explorerg and pioneers with the same dra- matic vividness which characterizes the series. Authentic and impartial. (4th Grade.) OTHER VOLUMES IN THE SERIES: THE MAKERS OF AMERICA (6th Gr.) INTRODUCTION TO AMERICAN HISTORY (6th Gr.) ELEMENTARY AMERICAN HISTORY (7th and 8th Grs.) THE AMERICAN COMMUNITY (8th Gr. and Jr. H. S.) GRADY AND WADE’S MODERN ENGLISH SERIES These books, for 4th Grade and above, teach all branches of spoken and written English from one- book as one subject. Ten monthly chapters, each containing spelling and dictation; punctu- ation, capitalization, abbreviation; oral English; poems for study; library exercises; grammar; oral and written composition. THE ANDREW LANG READERS 16 Supplementary Readers for Grades 2-5 Selections, from the wide range of irresistible fairy stories originalle edited by Andrew Lang and known wherever English is rea. *re now offered in volumes specially edited and graded for school use. LONGMANS, GREEN & CO. New York Chicago Boston THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION “CASH IN” ON YOUR KNOWLEDGE OF SPANISH LA PRENSA—the only Spanish daily published in New York—with the cooperation of the AMERICAN ASSO- CIATION OF TEACHERS OF SPANISH, has organ- ized a contest, second of the series, which is open to all teachers and students of the Spanish language and offers $3,500.00 IN 90 PRIZES THERE IS A CHANCE FOR EVERYONE There is still time for you and your pupils to enter if you write to us at once. LA PRENSA is publishing now in its columns the essays of the winners in last year’s contest. In order to facilitate the reading of the ‘‘News” of the contest for everyone we offer a twice-a-week subscription until the end of May for ONE DOLLAR. Subscription starts when you write Subscriptions for the different groups are recommended = as follows: GROUP I—Students in Secondary Schools (public and private), MONDAY and THURSDAY. GROUP II—Students in Colleges, TUESDAY and FRIDAY. GROUPS III, IV, V—Students in Colleges and Universities seek- ing an A. M. degree in Romance Languages; Candidates for the Ph. D. in Romance Languages; Teachers of Spanish in Secondary Schools, WEDNESDAY AND SATURDAY. For further information, write to Editor de “‘E/ Eco de las Aulas’’ LA PRENSA 245 CANAL STREET NEW YORK, N. Y. G©ORDIAL invitation is extended to the members of the ‘N. E. A. to visit us at Booths Nos. 103 und 104 at the Washington, D. G. Convention. The annual gathering of the Department of Super- intendence provides the oppoctunity of renewing old acquain tances and making new friends. ‘Make our Booths your headquarters and let us serve you wherever possible. Complete Exhibit of Eclipse School Furniture At Booths 103 and 104 THE THEODOR KUNDTZ COMPANY CLEVELAND Mention THe Journat when writing our advertisers. ° January, 1926 Jol. 15,No.1 THe JourNAL OF THE NATIONAL EDUCATION AssOcIATION A-9 Round Out Your Stenographic Course By avoiding overlapping and wasted effort, time can be found in any school for the essentials of a well- rounded stenographic or secretarial course. Gregg Stenographic Books were planned to meet the requirements of an all-round stenographic and secre- tarial course. Each book is a definite unit of a course in which all duplication and overlapping have been eliminated. These books will help you, as they have helped hun- dreds of others, to solve this problem—the problem of finding time for the essentials. The Gregg Stenographic Course The Gregg Shorthand Manual (Gregg) Gregg Speed Studies (Gregg) New Rational Typewriting (SoRelle) Applied Business English and Correspondence (Hagar and SoRelle) Secretarial Studies (SoRelle and Gregg) Or Injured Or Quarantined 7, These books supply a training in both technique and application. Their use will assure stenographers and secretaries equipped for satisfactory and_ efficient service. Bat y ee ; That’s what this great organization—the T. C. U.— is in business for—to pay you an income when you are @sick or Injured or Quarantined, and your regular in come is cut off or turned over to a substitute. All you need do, to share in this good fortune when you need it, is to get your name on the T. C. U. Pay- roll now. Thousands of teachers, all over America, already have enrolled and are assured of an income in time of need. It makes for a sense of security and freedom from worry that can be realized in no other way. And the cost—less than a nickel a day—is so trifling that it is never missed. Here’s a bit of blank verse that is worth pasting on your desk where it will be seen every day: Examine them at our expense The Gregg Publishing Company New York Chicago Boston San Francisco London Put the Guaranteed LITTLE GIANT ELECTRIC ERASER CLEANER When you're ill and unable to earn anything— And the Bills begin to rain in upon you— Nothing coming in and everything going out— That’s when a Teacher needs a friend like the T. C. U. See What the T. C. U. Will Do for You It will pay you $50 a month when you are totally disabled by Accident or Confining Sickness. It will pay you $25 a month for illness that does not con- fine you to the house, but keeps you from your work, It will pay you $11.67 a week when you are quarantined and your salary stopped. It pays from $333 to $1,000 for major accidents, or for accidental loss of life. All benefits doubled for travel accidents. Pro- tects during the vacation period, too. Policies with increased benefits issued to those en- joying larger incomes. Just fill out and mail the coupon. We will then mail you full particulars of how we protect teachers. Please do it today. TEACHERS CASUALTY UNDERWRITERS 572 T. C. U. Building Lincoln, Nebr. to Work in Your School HE Little Giant has been tested by continuous use in thousands of schools throughout the country. It has proved to be efficient in all respects, noiseless, dustless, simple and swift in its operation. It is guaranteed to clean blackboard erasers to your entire satisfaction— or your money will be refunded. The Little Giant is operated by a Universal motor, adapted to all electric currents; it is provided with nine feet of Underwriters’ lamp cord with Universal plug ready to attach to any convenient lamp socket. Strongly made of ¢ malleable iron and aluminum, its Price, $32.50 weight is but eight pounds and can ee ay es Oe be shipped by parcel post. = hygienic device that should be in every school. Put this accepted aristocrat Address Dept. J of blackboard eraser clean- ers to work in your school JAMES LYNN Cco., under our guarantee of satisfaction. 14 E. Jackson Blvd., Chicago FREE INFORMATION COUPON To the T. C. U., 572 T. C. U. Bldg. Lincoln, Nebraska I am interested in knowing about your Protective senefits. Send me the whole story and booklet of testimonials. THE LITTLE GIANT ELECTRIC ERASER CLEANER Silent - Swift - Dustless - Simple - Inexpensive Address (This coupon places the sender under no obligation.) Mention THe Journat when writing our advertisers, A-10 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1926 Kewaunee Instructor’s Desk This Instructor’s Desk, No. 1401, is suited to the Physics or Chemistry Laboratory or the Lecture Room. Especially designed for smaller schools. Because of its superiority in design, material, construction and adapta- bility, Kewaunee is in use in most of the leading schools and colleges of America. KEWAUNEE EXHIBIT AT WASHINGTON At the Convention of the Department of Superintendence of the N. E. A. in Washington, D. C., February 21 to 26, 1926, we shall have a compre- hensive exhibit. An invitation is extended to educators to inspect it. You will find it of interest. Before you make any plans for laboratory furniture, send for a copy of the Kewaunee book. It is free. Address all inquiries to the factory at Kewaunee. Co. LABORATORY FURNITURE EXPERTS Cc. G. Campbell, Treas. and Gen. Mgr. 5 123 Lincoln Street 70 Fifth Avenue KEWAUNEE, WISCONSIN NEW YORK OFFICE Branch Offices in Principal Cities The Draper Sanitary Roller Shade PHOTOGRAPHS with your application make it easier to secure BETTER POSITIONS 2 KS '3f = *1.50 Send your remittance and original photograph to the agency of which you are a member or to us A F Minneapolis Minn. Patented Jan, 8,’07; Aug. 7, 1923 The Draper Line of Adjustable Cotton Duck Shade Meets School Requirements Sold by Most of the Leading School Supply Houses Manufactured by The Luther O. DraperShade Co, Spiceland, Ind. Mention Tue Journat when writing our advertisers. New Methods in Child Training Now for the first time there is a sci- entific method in child training, found- ed on the prineiple that confidence is the basis. of control. This new sys- tem shows you howin your own home to correct the cause of disobedience, wilfulness, untruthfulness and other dangerous habits which, if not prop- erly remedied, lead to dire conse- quences. The trouble in most cases now is that children are punished or scolded for what they do. The new method removes the cause—not by ‘ og ee or scolding but by confi- dence and cooperation along lines which are amazingly easy for any parent to ere, 4’ , . . 1s new system, which has been Highest Endorsements put into the form of an illustrated Course prepared especially for the busy parent, is producing remarkable and immediate results for the thousands of par- ents in all parts of the world. It is also endorsed by leading educators. It covers all ages from cradle to eighteen years. Free Book **New Methods in Child Training’’ is the title of a startling book which describes this new system and outlines the work of the Parents Association. Send letter or postal today and the book will be sent free—but do it now as this announcement may never appear here again. The Parents Association Dept. 1461 Pleasant Hill, Ohio THE HAMPTON LEAFLETS LEAFLETS USEFUL TO TEACHERS ~—on Aca- demic subjects, Agriculture, Health, Industrial Work, Na- ture Study, School and Home Improvement, Programs for Special ions. Price, Ten Cents each; One Dollar per dozen Price per hu on application oo PUBLICATION OFFICE ampton Institute, Virginia SEE OUR EXHIBIT In Booth 59 at the N. E. A. in Washington, D. C., in February McKNIGHT & McKNIGHT Geographical Publishers NORMAL ILLINOIS ASSUMMER PROPOSITION to teachers Exchange Your Leisure This Vacation for a Profit- able Summer of Travel Unusual Advantages with Agreeable Associates OMEN teachers wanted to travel during the summer va- cation. Definite income to start, with all railroad fare paid. Interest- ing work along school lines offering splendid chance to travel; business training and good income assured. Those who can start earliest and work longest given preference. Pleasant summer territory open. Several teachers last summer aver- aged $500 to $1000 for their sum- mer vacation. This may lead to a successful permanent business ca- reer for you. Give full particulars concerning age, education and time you can start work, in first letter. Address R. A. WHITE Dept. N 213 Film Exchange Building CLEVELAND, OHIO | | Vol. 15, No.1 = F course the operator is the real judge of typewriter merit. And who is better qualified to judge than the person whose business it is to op- erate the machine? The acceptance and endorsement of the New Remington Standard 12 by busi- ness schools, students of typewriting, and stenographers everywhere is the outstanding present-day typewriter fact. We knew that we were producing a writing machine that would do a bigger and better day’s work with a minimum of effort. Now operators have proved it. “Incomparable as a teaching machine,” say business educators. “‘In- comparable as a service machine,” say stenographers and owners. This joint verdict explains the world-wide triumph of this latest Remington—the New Standard 12. REMINGTON TYPEWRITER COMPANY 374 BROADWAY : : : NEW YORK Branches Everywhere Remington Standard Since the Invention of the Writing Machine THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION ASSEMBLY HALL Picture PROJECTION Demands Professional Results HOLMES ‘“borive (no belts or chains) motion-pic- ture projector and stereopticon are especially designed for as- sembly hall and classroom pro jection. Although being very low in price, it throws a 10 x 14 picture up to roo feet. Equal in guality and definition to that of the big picture house. 15-DAY TRIAL Compare it with any other make. If not perfectly satisfactory, return it and your money will be cheerfully refunded. Many ex- clusive mechanical features in point of ease of operation, long life, safety, adjustable take-up, focus adjustment, simplicity throughout. IT HAS NO EQUAL Professional quality with port- ability. Weight, 44 pounds. Can be operated from any light sys- tem, farm lighting included. Write for interesting details and list of educational films. HOLMES PROJECTOR COMPANY 1638 North Halstead Street, Chicago, IIl. A New Speller THE McCALL SPELLER By Winuiam A. McCatt, Ph. D. Associated Professor of Education Teachers College, Columbia University and J. Davip Houser, A. M. Research Fellow, Harvard University, and Industrial Research and Training Specialist Teaching Plan with Pupils’ Score Card A norm is established for each week based upon experiments with hun- dreds of children in each grade. Each pupil keeps his own Score Card and can compare his record with the stand- ard score. Another New Feature TEST AND STUDY EXERCISES Aids to Spelling Study Exercises Dictation Reviews LAIDLAW BROTHERS 2001 Calumet Ave. 118 East 25th St. Chicago New York Mention THe Journat when writing our advertisers. ny Plan a trip to Washington for your Senior Class While at the N. E. A. convention visit our booth, No. 34, for information regarding our historic route to Mt. Vernon, the birthplace of the nation’s founder. The Home of the First President Trip also includes Alexandria, originally surveyed by Washington, where numberless historic relics are still preserved intact. Illustrated folder and detailed information for visit- ing the nation’s capital, including costs and itineraries, furnished free. Washington Virginia Railway Company Mt. Vernon Electric Line Station and Terminal 12th and Pennsylvania Avenue N. W. WASHINGTON, D. C. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1926 A Uniform Course in English GRADES VII TO xII Hatfield and McGregor’s English in Service ‘Tree sooxs in English composition, one book for each of the three junior high school years. Here is a series, following an inductive method throughout, with only functional grammar and rhetoric presented, that will be most sure to produce lasting habits of good English. Price $.80 each. Complete book, $1.60 Davis’s Self-Improvement in English A\SENIOR HIGH scHoot book that rapidly but thoroughly reviews grammar, spelling, and punctuation and then presents 1n teachable, effective form projects in letters—business and social, in oral com- position, in news and advertising writing, and practice in the four forms of discourse. Price, $1.60. Woods and Stratton’s A Manual of English This is A HANDBOOK arranged alphabetically—to be used as easily as a dictionary. It is equipped with special Contents for consecu- tive study and with a list of minimum essentials. It is complete in concrete instruction on the structure of the sentence, the paragraph, and the whole composition. Altogether a new idea in handbooks. To be published in January, 1926. DOUBLEDAY, PAGE & COMPANY GARDEN CITY NEW YORK THE BANK of LIFE MEMBERSHIP The greatest battles on behalf of Education for Democracy are yet to be fought. Teachers’ salaries, tenure, pensions, and working conditions are far from what they should be. Thousands of teachers are not able to make ends meet on the salaries which they now receive. Hundreds of thousands of chil- dren are not getting anything like a square deal. _The professional army leading in the fight for better conditions not only needs the help which comes from the annual enlistment of members, but that which comes from the life enlistment of leaders. Life enlistments show permanency of interest and effort. They give assurance to new recruits. They impress the public. Their devotion wins law-making bodies. LIFE MEMBERSHIP NATIONAL EpucATION ASSOCIATION 1201 Sixteenth St. N. W. Washington, D. C. To the Secretary: I am interested in Life Membership and request you to send me the leaflet which gives complete in- formation as to its benefits and which describes the plan of making payments. Cut this out, sign, and send to us We have been enlisting and reénlisting an- nually. Let us now enlist for life. The first step kas been taken; let us take the second. The gains made by the first step indicate the larger things to be accomplished by the second. Are you not willing to deposit One Hundred Dollars in the Bank of Life Membership? Like other sound investments, you are not required to deposit the entire amount at one time unless you so desire. Write for the booklet explain- ing the plan of payment and giving other in- formation. You will receive more than com- pound interest on your investment. Mention Tue Journat when writing our advertisers, Vol. 15,No.1 THE JOURNAL OF THE NATIONAL EpucaTion AssociATION A-15 EcONOMY IS NOT DETERMINED By PRICE I \ ¢ _ Any More Than Art ( “ts Determined 2 Paint | HEN an industrial plant is being equipped, the question considered is not: “How littlemoney will it cost?” but rather—“How will the equip- ment serve? Will it wear without constant repair? Can parts be supplied, when renewal is necessary? Will the organization supplying the equipment be ready to stand behind its product at all times?” It is just such questions as these which the buyer of school seats should put to himself. The exterior of school seats may be similar in general outline, but the essential superiority of one desk to another depends upon qualities BUILT INTO IT, beneath the surface. And it is these HIDDEN features (sturdiness and depend- ability, the lasting satisfaction of continued usage} which have created for “American” school equipment country- wide recognition. Promptness of delivery, too, is an im- portant factor. In our 53 distributing stations throughout [|-—— mi! the United States a supply of many models constantly | | i Hs awaits your order. Shipment is thus facilitated, regardless of rush seasons. F these desks cost a little more in the beginning, that is only because they have been built to cost far less in the end. 220%m The mark of superior school seats cS American Seating Company 12 East Jackson Boulevard, Chicago The Factory is in Michigan, but the Service is Local to you Mention THe Journat when writing our advertisers, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION CORRIDOR = Sy y 10 3 i. J aiia hi * pe at yeas onaan a we a oe TYPICAL LAYOUT OF PRINTING PLANT FOR A LARGE JUNIOR HIGH SCHOOL ACCOMMODATES CLASSES OF Bb PuPi g00rt 3tf 22x So" Layout of a School Printshop to accommodate Thirty-six Pupils Thirty-six Pupils to one class in PRINTING E above sketch shows how thirty-six pupils can be efficiently "Thandled and successfully taught at one time, in the School Printing Department. ; Not always is it desired to have such a large number in one class, but the above layout proves that this number can be accommodated without loss of efficiency in teaching—and at a slight extra cost— when for economic reasons it is desired to enlarge the Printing Class. Printing is the ideal industrial subject for all types of schools, but especially is it ideal for the Junior High School. It combines academic and trade instruction. Spelling, punctuation, paragraphing, margining, literary construction, grammar, even arithmetic, are all used in a practical way in the teaching of Printing. The major activities of your school will center around your school printshop. Write for prices and other information regarding any size of printing outfit for educational purposes. F. K. PHILLIPS, Manager, EDUCATION DEPARTMENT AMERICAN TYPE FOUNDERS COMPANY 300 Communipaw Avenue, Jersey City, N. J. Mention Tue Journat when writing our advertisers. Vol. 15, No.1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-15 The Riverside Literature Series Contains the only editions for school use of the following Great American Authors authorized by _ these authors or their heirs Henry W. Longfellow James Russell Lowell Oliver Wendell Holmes John Greenleaf Whittier Nathaniel Hawthorne Ralph Waldo Emerson Henry Thoreau Thomas Bailey Aldrich Bret Harte = The oldest, largest, most varied, and most teachable of all series of classics for school use. Provides a larger collection of the best American literature for school use than any other series. Over one-third of the material included is not to be found in any similar series. Let us send you a descriptive catalogue. New York HOUGHTON MIFFLIN COMPANY MORRISON’S THE PRACTICE OF TEACHING ROFESSOR HENRY C. MORRISON, of the Department of Education of the University of Chicago, has for many Contains a large list of copy- righted material, including selections from: Mary Antin John Burroughs John Drinkwater John Fiske Wilfred Grenfell Joel Chandler Harris Henry Sydnor Harrison William Dean Howells Sarah Orne Jewett Enos A. Mills John Muir George Herbert Palmer Josephine Preston Peabody Theodore Roosevelt Horace E. Scudder Dallas Lore Sharp Charles Dudley Warner Kate Douglas Wiggin Chicago San Francisco years been making an intensive study of teaching. He be- lieves that genuinely effective education, whether for the service of the individual or of society, must be founded upon a coherent theory of teaching capable of being organized into a practicable system, and that such a system must be one which at least makes possible vastly more thorough learning by all than any which we have usually been able to secure. In The Practice of Teaching Professor Morrison offers to the educational world his analyses of teaching procedure in that field of non-specialized education which lies between the primary school and the university proper. May we send you complete information about this book ? Ready February 25 THE UNIVERSITY OF CHICAGO PRESS Mention THe JourNnAL when writing our advertisers. A-16 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1926 9 AP eae f Ve AD hong . = = 2 = r Ohe Book of . py 4, e ee , Pe mene a‘. ~~ 7% ~ . Knowledge }\— | A New Index Made for Teachers and Librarians | 25,000 References—Entry-a-line | Subject Headings Based on Requirements of Children in the Grades F The Book of Knowledge it can be said truly that here we have a supremely interesting reading book which is also a practical reference work by virtue of its new Index, which makes every paragraph in the set of twenty volumes instantly accessible to teacher, librarian, parent, or child. Nearly a year was devoted to the making of this Index by Mrs. S. H. Reece, Bachelor of Library Science, University of Illinois, and teacher in library schools. Her account of the making of the Index and of its special convenience to teachers and other users of The Book of Knowledge has been printed by the pub- THE GROLIER SOCIETY, Publishers of The Book of Knowledge, 2 West 45th Street, New York. [] Send me the leaflet describing the new Index. [] Send me sample pages of the latest edition. [] Quote price on latest edition. Leaflets and sample pages are mailed to teach- ers free, and without obligation or further follow-up unless requested. eget cy Sy By Si gy ly TPG & ge a ee N.E.A.J. 1-26 lishers in a four-page leaflet which if- Booths cludes three sample 47 and 48 pages of the Index. Convention of Teachers unfa- miliar with the form and usefulness of this index will find the leaflet interesting and helpful. The publishers will gladly mail a copy of it to any reader of this journal. Teachers desiring specimen pages of the latest edition, including plates of colored illus- trations, may have them free and with- out either obligation or follow-up. Department of Superintendence Washington, D. C. Feb. 21-25, 1926 Over two million children already have The Book of Knowledge in their homes, and schools are now buying the latest newly indexed edition to replace earlier editions which have done service until worn out. Teachers interested in having the publishers quote on replacement sets are invited to check the coupon below, and the desired information will be mailed promptly. Mention Tue JourNnat when writing our advertisers. Vol. 15, No. 1 ofp Cantilever Stores Cut this out for reference Akron—I1 Orpheum Arcade (Main & Market) Albany—65 Columbia St. (cor. N. Pear!) Allentown—955 Hamilton St. Altoona—Bendheim's, 1302-11th Ave. nsas City—Newman Dry Goods Co. Asheville—Pollock’s ‘Atlanta—126 Peachtree Arcade Atlantic City—2019 Boardwalk (nr. Shelburne) Augusta, Ga.—Saxon-Cullum Shoe Co. Baltimore—316 North Charies St. or—John — — Co Rouge—Rosenfield's — cane Padter aoe Sees Co. Birmi m—319 Nort th St. Falk — 2 — —109 Newbury St. cor. Clarendon St. ineee t—1025 Main St. (2nd floor) Brocton— Model Shoe Store Seasktyn—506 Fulton St. (Hanover Place) Buffalo—641 Main St. (above Chippewa St.) Butte—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 Butler Bidg.) Chicago— 51050 Leland (near Broadway) joato Cottage Grove Ave. (Woodlawn) Cincinnati—The McAlpin Co. Cleveland—1705 Euclid Ave. Colorado Springs—Wulff Shoe Co. Columbus, 0.—104 Sia St. (at 3rd) Dallas—Medica! Arts . —The a Co. Decatur—Raupp n 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. (near Ist Ave., W.) Elizabeth—258 North Broad St. Elmira W. O'Shea panleeweschier Co., 924 State St. Evanston—North Shore Bootery Evansville—310 So. 3rd St. (near Main) Fitchburg—W. C. Goodwin, 342 Main St. Fort Wayne— Mathias App's Sons Fresno—The Bootery Grand Rapids—H. isheimer Co. Greensboro, N. C.—Robt. A. Sills Co. Greenville— Pollock's Hamilton, Ont.—8 John St., North (cor. King Harrisburg—217 No. 2nd St. Hartford—Trumbull & Church Sts. Holyoke—Thos. S. Childs, 275 High St. Hot Springs, Ark.—Rosenthal's Houston—205 Gulf Bidg. (take elevator Huntington, W. Va.—McMahon-Dieh! Indianapolis—L. S. Ayres & Co. Ithaca—Rothschild Bros. Jacksonville, Fla.— 24 Hogan 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 & Son Knoxville—Spence Shoe Co. Lancaster, Pa._Watt and Shand Lansing—F. N. Arbaugh Co. Lawrence, Mass.—Geo. Lord & Son Lewiston—Lamey-Wellehan, 110 Lisbon St. Lexington, Ky.—Denton, Ross, Todd Co. Lima—The Sill Shoe Co. Lincoin—Mayer Bros. Co. Little Rock—417 Main St. (Pugh Bidg.) Long Beach, Cal.—536 Pine Ave. Los —728 S. Hill St. (3rd floor) Lou 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. Mansfield — Brownell Shoe Co. Marquette —Jacob Rose & Sons Milwaukee— Brouwer Shoe Co. Minneapolis—25 Eighth St. South Missoula— Missoula Mercantile Co. Mobile—E. H. Britton M - Shoe Co. ne ae} mpbell \. Montreal—Keefer Bidg. (St. Catherine, W.) Mount Vernon, N. ¥.—A. J. Rice & Co. Nashville—J. A. Meadors & Sons Newark—897 Broad St. (Second floor) N eT Shop Now Brunswick, N. J.—A.V. Harding & Sons New Haven—190 Orange St. (near Court) New Orleans—109 Baronne St. (Room 200) {14 W. 40th St. (South of Library) New York— 2950 Third Ave, (152nd St.) \13 John St. (Bet. B'way and Nassau) Nerfotk—A: & Brownley Oskland—516-15th St. (opp. City Hall) Omaha—1708 Howard St. Pasadena—378 E. Colorado St. Passaic—4 Lexington Ave. (at Erie Depot.) Paterson—418 Hamilton Street (opp. Regent Theatre) Peoria—105 So. Jeflerson St. (Lehmann Bidg.) Perth Amboy—Jos. Bruck & Son Prrsburgh--The Rovenbaum Cs — um Co, Pisinteld oo. C. Van Arsdale Shoe Co. Portland, Ore.—322 Washington St. —Louis Schon’ ic ‘The Boston Store Reading—Sig. S. Schweriner Richmond, Va.—Seymour Sycle Roanoke—I. Bachrach Shoe Co. Rochester—257 Main St. E. (3rd floor) oe donk hae > ery yy % » Mo.—216 N. 7th (Arcade Bidg.) St. Lowis—5t6 Arcade Bldg. (opp. P. 0.) St. Paul—43 E. Sth St. (Frederic Hote!) ‘ Sacramento— 1012 K Street Saginaw—Cosschet-Kust Co. Lake City—Walker . Co. Marston Co. 127 Stockton St. Santa Barbara—Smith's Bootery Scranton—Lewis & Reilly | ie : + ~ eenent— hoe Co. Sioux City—The Pelletier Co. South Bend—Elisworth Store ab) Forbe &W |, Mats.—Forbes allace Son alma Spelke & Son Srraceee— 121 West Le St. a acoma—. . Lith St. (Fidelity Trust Bidg.) Toledo—LaSalle & Koch Co. Toronto—7 Queen St. East (at Yonge) Torrington—Bufferd's Shoe Shop Trenton—H. M. Voorhees & Bro. Troy-35 Third St. (nd floor) Utena be Shoe Store landina St., Cor, Union Vancouver—Hudson's Bay Co. Washington—1319 F Street (2nd floor) Waterbury—Howland-Hughes Co. Waterville, Me. i a Sons a Geo. R. Taylor Co. Wichita Falls—Sanderford Booterie M. #. Murray —John B. Irvin Yonkers—22 Main St. Youngstown—B. McManus Co. Agencies in 408 other cities THE JOURNAL OF THE NATIONAL EpuUCATION AssOCcIATION How fine it is to step lightly along Life’s path- way on feet that are alive and free, to finish the day with energy to spare, to enjoy walking because your shoes will let you swing along with a graceful natural rhythm that sends cir- culation singing. There are shoes that will take the shackles off your fect and help you to step along happily; ; light-weight, flexible shoes that are comfortably shaped and pleas- ing in style. They are trade-marked Canti- lever Shoes and are made with careful consideration for the nat- ural shape and functions of your feet. Slip your feet into a pair of Cantilevers. How smoothly and gracefully they fit. That is because they were modeled after the normal foot. The toes are trimly rounded, the heels and arches fit with an accurate snug- ness that is rare in shoes. Walk in Cantilevers. The shoe harmonizes with the foot. Mus- cles are building up new springi- ness through exercise. You are stepping away from foot troubles, and like thousands of other women, you will know the joy of real foot comfort. Go to one of the stores at the left or write the Cantilever Gor- poration, 404 Willoughby Avenue, Brooklyn, N. Y., for the ad- dress of a more conveniently located Cantilever agency. In many cities there is a Cantilever shoe shop listed in the telephone directory. ( antilever Shoe Mention THe Journat when writing our advertisers. yr i ii i / ° 3 i nt id any school or cotene We will send postpaid book upon. receipt of the publishers’ list price 40% reduction if we havea secondhand copy). We will open an account with School Boards, Schools eachers, Send us a triel order. Mention your official position. We will accept_any new or sec- ondhand school or college books, Dictionaries an: Translations in exchange, or buy for cash if salable with us. Send list for our offer. BARNES AND NOBLE, Inc. 76 Sth Avenue New York City Grammatical Nomenclature A report of a joint committee of the Na- tional Education Association, The Modern Language Association of America, and The American Philological Association. This report has been repeatedly reprinted, Every language teacher will find it an essen- tial help. REVISED EDITION—76 Pages 25 Cents a Copy National Education Association 1201 Sixteenth Street N. W., Washington, D. C. A-18 THE JOURNAL OF THE NATIONAL EDUCATION AS2OCIATION GENERAL PRAGTIGE IN KINDERGARTEN EDUGATION IN THE UNITED STATES Compiled 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, supervisors, adminis- trators, and students of teachers’ colleges set- ting forth the history and development of the kindergarten movement. 155 Pages .. Price, $1.00 Discount on orders for 10 or more copies Published by NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street N. W. Washington, D.C. 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 Boston, Mass. 25 Huntington Ave., Room 316, Scene from kindergarten of new Benjamin Bosse School, Evansville, Indiana The Little Miessner--- First Choice Again HERE is the little Miessner in the kindergarten of the new Benja- min Bosse School, Evansville, Ind., one of the newest and finest equipped schools in southern Indiana. The choice of the Miessner here is additional proof of the high regard in which educators everywhere hold the original small piano. The Miessner possesses many features that make it a better piano for ‘schools. It is light and easily moved from room to room. Has a big, beautiful tone that inspires enthusiasm for music among the children. It is only 3 ft. 7 in: high. Especially suitable for Class Piano Instruc- tion. The little Miessner is the most practical piano fcr your school. Return the coupon and learn just why. MIESSNER PIANO COMPANY 116 Reed Street, Milwaukee, Wis. MUITESSNER THE LITTLE PIANO WITH THE BIG TONE 116 Reed Street, Milwaukee, Wis. Please send me Miessner catalog. details of your special 10-day free trial offer and special price to schools. Position Street No. January, 1926 _—_—_——— (Continued from page 34) ceives many letters that contain a kindly word of greeting or of tribute to the work the Association is doing. Some come from city teachers, busy with un- solved urban problems; some are from rural teachers with equally important needs. The following quotations show in what high esteem they hold the na- tional Association : “T never realized so much as now what I have been missing by not being a member of the N. E. A. Carry on the work! It js worth much.” “I enjoy reading THE JouRNAL and having in my possession the little card which assures me I am affiliated with one national organi- zation. It is such a trifle—yet I know it js helping just a little toward a realization of my ideal of the teaching profession.” “I must confess I was not properly in- formed as to the scope of this Association, The leaflets sent show that membership in it means adherence to the highest and best in the teaching profession. I hope that | may become an enthusiastic member and jin a small way help the good cause along.” THOSE desirous of obtaining good material on the need of child labor legis- lation will do well to write in care of the Senate Office Building for the speech recently made by Senator Thomas J, Walsh, of Montana. A DELEGATION of forty foreign students in the International Institute of Teachers College, Columbia University, visited Association headquarters on Saturday, November 14. Their trip included the public schools of Baltimore, Md., Raleigh, N. C., and the Winston- Salem schools, Hampton Institute, Col- lege of William and Mary at Williams- burg, Va., State Colored College at Dur- ham, N. C., State College for Women at Greensboro, N. C., University of Vir- ginia at Charlottesville, Va., State Nor- mal School at Harrisonburg, Va., the U. S. Bureau of Education, and the Chevy Chase Country Day School, Washington, D. C. NATIONAL COUNCIL of Adminis- trative Women in Education will hold two breakfasts at 7:45 a. m., Tuesday and Wednesday, February 23 and 24, Raleigh Hotel, Washington, D. C. Price per plate, $1. THE PRESIDENT of the Depart- ment of Classroom Teachers of the Na- tional Education Association, Julia E. Sullivan, of Boston, has been given leave of absence on full pay from January 4+ to February 19, in order that she may devote herself to the promotion of the work of the Department. gieecn Jol. 15, No.1 ‘THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-19 THE UTAH Education Association holds a series of regional conferences at which the officers of local associations in each region meet for conference and dis- cussion regarding vital professional prob- lems. R. J. Mahoney, president of Box Elder Teachers’ Association, is chair- man of the committee in charge. Con- ferences will be held at Roosevelt, Janu- ary 16, 1926, and at Salt Lake City, January 30, 1926. AMONG tthe resolutions adopted by the Minnesota Education Association at its annual meeting in St. Paul, Novem- ber 5, 1925, were the following: The N. E. A—lIt is the verdict of the M. E. A. that strong professional organiza- tions of teachers are essential to the steady growth of educational ideals. Believing this, we urge: (1) That all teachers inform themselves on the plans and purposes of the National Education Association, and (2) Identify themselves as members with the national body at a date as early as possible. Education Bill—1. We go on record in favor of the establishment of a National De- partment of Education, and that the head of this Department be a member of tke Presi- dent’s Cabinet. 2. We urge our Senators and representa- tives to promote such a measure ir the com- ing session of Congress. World Court—1. We favor participation by the United States in any reasonable effort to codify international law and to organize an international court of justice, and 2. We urge the U. S. Senators from Minne- sota to participate aggressively in the ac- complishment of this purpose. Child Labor—We urge upon the Legis- lature the reconsideration of the proposed Child Labor Amendment to the Constitu- tion of the United States. Health and Safety—We go on record for the support and extension of an eniarged health and physical education program and for greater emphasis upon safety education. A. T. ALLEN, state superintendent of public instruction, Raleigh, N.C., writes: “It seems to me the only way we are ever to get the question of education squarely before the whole people of the United States is for the teachers them- selves to take a greater interest in its outside relation, and study the question more from a standpoint of its place in our civilization rather than from the limited view of methods and materials for the classroom.” AN EDITORIAL in the Alaska School Bulletin discusses professional spirit as follows : The professional spirit of teachers cannot ibe measured by any one inaex or standard. However, there are two measures which are applied more often than others—namely, the xtent to which professional books and maga- (Continued on page A-20) wey, oanx OoTa fo DULUTH 'oaxo VELLOWSTONE PARK OLOS ANGELES Fill Out This Coupon “for Your Vacation’’ Mr. A. B. Smith, P. T. M., 805 Northern Pacific Bldg., St. Paul, Minn. Dear Mr.Smith: This summer, I expect to spend my vacation in the Pacific Northwest, leaving here fk RE LC Ne Will you please outline for me a trip that will include: (Check— ¥ —cities, or resorts in which you are particularly interested.) Minnesota Lakes Flathead Lake Country Helena Tacoma Montana Rockies Butte Seattle—Alaska Spokane Portland Rainier National Park Yellowstone Park Colorado The purpose of my trip is primarily: (Check )— ¥ —Pleasure Health Sight-seeing Business All Four but I should also like to see something of these phases of Western life: (Check)— ¥ —Mining Fruit-raising Lumbering Wild Animals Irrigation Cowboys Indians I prefer to spend a good part of my vacation (Check)— ¥ —Fishing Camping Out In the Mountains Golfing Beside the Sea * In Cities In Yellowstone and Rainier Parks I understand that, this summer, the Northern Pacific will offer exceedingly low rates to Yellowstone Park and the Pacific Northwest. Please tell me what a ticket will cost from..................-.-____-_____-- ici ccessssieihaclateetameniecteatamaall and return. I understand, too, that all your through trains are equipped with observation cars and that your dining car service has the reputation of being the most satisfactory of any western railroad. Give me, please, details of these features of your service. SN i eG eS pila imaacas 0 EER DS A ORD A SNOT Your vacation should be the happiest experience of the year. Let me help make it so. A. B. Smith. Northern Pacific Ry. ‘‘First of the Northern Transcontinentals”’ Mention THe Journat when writing our advertisers, A-20 THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1926 The Cleanliness Crusade is an imaginative and elastic device developed by Procter & Gamble as a guide for teachers in de- veloping the subject of Health and Hygiene. It includes material for both the teacher and the class. There are decorative materials for the schoolroom walls, little cakes of Ivory Soap and special awards for the children to take home with them. It is practical and complete because it is the direct product of thousands of teachers’ urgent need of such an idea and the material necessary for its achievement. We shall be very glad to send “The Cleanliness Crusade” if you are interested in these subjects. It is not appropriate for children beyond nine or ten years. For the upper grades of the secondary schools Dr. Bonser, of Columbia, has prepared an Educational Chart that we shall be glad to send upon application for it by the Superintendent. PROCTER & GAMBLE Dept. 49-A Cincinnati, Ohio a frin Prints Exclusive designs in original colors, 16" x 24", Exquisite re- productions of Jules Guerin Water Colors Send for illustrated catalogue WM. T. SHEPHERD 1724 Chicago Avenue Evanston, Illinois Sewing, Drawing, Busy Work Alphabet Cards, on. Entertainments School Supplies CATALOGUE sent free to Teachers ‘ WARR A. J. FOUCH CO Plays, Drills, Dialogues, etc. Globes, Maps, Erasers, etc. EN, PA. me ? ‘ pores = 100- YEARS + OF + MANUFACTURING Baltimore. Maryland 113 West Conway Street Mass Disptoy Floor, 174 Portland Street Wuffalo, New York Iinois 2053 Arthington Street splay Floor, American Furniture Ve r Kansas City, Missouri 1510 West Eighth Screet The H-W line of school seats is most com- plete and contains many desirable models, in addition to the two popular H-W desk and seat designs illustrated herewith. Nowadays school capacity is taxed to the utmost. Floor space is valuable, yet student comfort and health must be safeguarded. The scientific designing of seats to fit the needs of both scholar and school is a matter of experience. Heywood- Wakefield has been building seats for 100 years. Our school-seating experts are able to give you valuable advice from both en- gineering and hygienic viewpoints. This consulting advice is free through any H-W Warehouse. HEYWOOD-WAKEFIELD WAREHOUSES Winte: Hill New York, New York Wells and Carroll Streets Portland, Oregon San Francisco. California Heywood-Wakefield Seats Add to Student Comfort and Schoolroom Capacity _ Los Angeles. California 601 East Seventh Street Sie West Mth Street Philadeiphia, Pennsylvania 244 South Sth Street 148 North Tenth Screet 737 Howard Street St. Louis, Missouri Sisth and O'Fallon Streets (Continued from page A-19) zines are read and the response which js made to opportunities for membership in professional organizations. Alaska teachers rank high when measured by the last named standard. PETER HERZOG, after fifty years of service in the public schools of St. Louis and a member of the National Education Association since 1897, passed away on June 8, 1925. JESSIE GRAY, N. E. A. state direc- tor, president of the Pennsylvania State Education Association and teacher in the Philadelphia Normal School, has been granted leave of absence in order to co- operate in organization work of the state association. THE FOLLOWING notation is taken from a letter of J. Virgil Chapman, supervisor of rural schools, Frankfort, Ky., dated November 4, 1925: I shall await with interest the Proceed- ings of 1924-25. I consider this one of the very best and most profitable investments that I make. In fact the most fruitful and profitable investment that I have ever made in a financial way was the $100 borrowed and expended in making a trip to Wash- ington, D. C., to attend my first N. E. A. meeting in 1898. STATE NORMAL SCHOOL at River Falls, Wisconsin, is commemorat- ing the death of one of its outstanding teachers, Elizabeth Fleming, by making a collection of books to be known as. Elizabeth Fleming Memorial Collec- tion. Such a collection serves most ap- propriately to perpetuate her memory. THERE will be a meeting of the Na- tional Conference on Outdoor Recrea- tion in Washington, D. C., January 20- 21. This is the first meeting of the full conference since its organization in May, 1924, and the second meeting of the gen- eral council. The objects of the meet- ing are: (1) To consider federal and state responsibilities for outdoor recrea- tion; (2) to form a national program for 1926; (3) to discuss progress reports. on conference surveys and committees. Officers will be elected for the new year. All who attended the initial conference: are cordially invited to attend. THE income on one million dollars has: been set aside by the Carnegie Corpora- tion for a system of scholarships and fel- lowships in the arts, and $100,000 will be used to purchase teaching equipment for departments of fine arts in universi-- ties in various parts of the country. ' ' — a Vol. 15, No.1 THE JOURNAL OF THE NATIONAL EpucaTiIon AssociATION IN MANY states, county and state school moneys are distributed among the various school districts mainly upon the basis of attendance. Hence, absence be- comes a matter of financial as well as educational concern. The better the at- * tendance of pupils in a city, the greater that city’s share in the state and county funds. At present, a day’s absence by an elementary school pupil in Seattle School District No. 1 costs the district approximately twenty cents, and a day’s absence by a high school pupil costs about thirty cents. TRAVEL by teachers is encouraged by the Board of Education of Tulsa, Okla- homa. Every third summer any teacher who spends the vacation time in travel is paid full salary at the same rate per month as in the regular school term. JAMES E. RUSSELL, dean of Teach- ers College, Columbia University, re- ports an annual expenditure of more than $3,235,000 on the training of 9200 students, who have come to Teachers College from 450 different colleges and teacher training institutions. Foreign lands sent 308 students from fifty-five different countries. During the year the following degrees were conferred: Doctor of Philosophy, 47 students; Master of Arts, 1089 students; Bachelor of Science, 535 students. TEACHERS interested in music edu- cation will enjoy seeing a new magazine, Music and Youth, which began publi- cation in October, 1925, at 16 Arling- ton Street, Boston, Mass. It cor- responds to a similar publication that has been successful in Great Britain. HUGE BUDGET for factory re- search—Approximately $35,000,000 is being spent annually by American man- ufacturers in research work, the United States Chamber of Commerce estimates, and probably $500,000,000 annually is being saved in the conduct of industry as a result. The National Canners’ Association reported $120,000 as its an- nual research budget. The Portland Cement and the National Lime Associa- tions each accounted for $100,000. Heavy permanent investments in lab- oratories were reported.—From Journal of Education. also “THE TAXES are indeed very heavy, and if those laid by the government were the only ones we had to. pay, we might more easily discharge them; but we have many others, and much more grievous to some of us. We are taxed twice as (Continued on page A-24) A Unique Plan of Vocational Education for High School Students A digest of the new cooperative plan of supervised correspondence instruction now being offered by the International Correspondence Schools HE International Correspondence Schools are prepared to enter into a cooperative educational arrange- ment, whereby they will furnish voca- tional education for high school students under the guidance of constituted authori- ties of any local Board of Education. Under this plan, a technical or business course may be pursued by the cor- respondence study method, either along with the regular high school work or in lieu of one or more subjects in the regu- lar curriculum, This plan makes it possible for any high school to offer to any high school student all of the vocational subjects offered by the International Correspond- ence Schools, and to make _ generally available vocational guidance training, co-ordinated with regular high school courses. The plan is peculiarly simple and flex- ible, because there may be but one stu- dent in the “class,” or many, and because of the wide range of subjects covered. Also, the per capita cost of instruction is much less than it would be if local school authorities attempted to cover the same ground by the regular methods, namely, by the provision of a faculty to teach any or all of the courses to be offered by the classroom method. The supervisor (or the high school principal) co-ordinates the work done through the correspondence school with regular high school courses, supervises the study-room for correspdndence school studies, keeps the local records necessary, and lends his personal en- couragement and aid in so far as he finds it practicable. A separate study-room should be provided for these students, or they should be grouped together for study purposes in the assembly room of the small school which may lack the necessary extra room. The only equip- ment necessary is desks, files and such other facilities as are offered by the ordi- nary high school. In the study-room, students who are taking correspondence courses spend a definite amount of time in study each day. They may also continue their study- ing outside of school hours. Their les- sons are sent directly to Scranton by the supervisor of correspondence study and are returned to him. He keeps the same after they have been reviewed by the student, until the latter has completed his course, when they are to be turned over to him. To introduce the I. C. S. plan, the fol- lowing arrangement iS offered: 1. Under the plan, the local school board will be charged $1.00 per unit or les- son, the same to include our regular educational service. Texts will be furnished in accord with prices im our Trade, Technical and Business Texts catalog. Each drawing plate will be considered a unit. If the school board desires the student to pay for the lesson pamphlet or in- struction papers, then the instruction service will be billed separately to the school board. . The authorized representative of the school board shall determine who should be enrolled for the I. C. S. course, which course the student shall study, and be responsible for the pay- ment for such courses, unless the school board assumes that obligation. He shall collect from the student, in advance, for lesson pamphlets to be purchased by the same, the bills of the I. C. S. for instruction service going to the school board in the proper au- thorized way. 4. Under this plan it will not be neces- sary for a student to take an examina- tion on work he has already had in high school. In other words, the only examinations required by the I. C. S. will be those given regularly by our schools on the subjects covered. In lieu of the regular units of the course of study offered by the corre spondence method, the [. C. S. will accept the statement of the high school superintendent or principal that the student has _ satisfactorily com- pleted the equivalent of subject units in regular classroom work. 5. The I. C. S. diploma or certificate will be issued to each student satisfactorily completing the subjects of the regu- lar I. C. S. vocational courses. vo ~ This plan is already being used in Ben- ton Harbor, Mich.; Hazleton; Penna.: Williamsport, Penna.; Newton, Iowa, and in a number of other cities. Educators who have studied its details and success pronounce it to be the best plan ever offered for the vocational education of high school students. We will gladly send you complete information about the plan on request INTERNATIONAL CORRESPONDENCE SCHOOLS " Vocational Education Division SCRANTON, PENNA. Calif. Canada: The J. F. Hartz Co., Ltd., School Microscope In Stock for Immediate scopes MODEL “LL” Delivery Leits Microscopes need no introduction; they are in use since 1849 by Universities and Schools in America and throughout the world. «Microscope Model “LL” is the Standard for Colleges, High and Public Schools. Always specify Leitz Micro- sin your requisition and through their use the labora- tory equipment will be ele- vated to the highest standard. WRITE FOR PAMPHLET (AA) 1001-A \ NEWYORK / 60 East |O®St. AGENTS Pacific Coast States: Spindler & Sauppe, 86 Third St., San Francisco, Toronto 2, Canada. Philippine Islands: Botica de Santa Cruz, Manila, P. I. Cuba: Texidor Co., Ltd., Habana, Cuba. UNIVERSITY SERIES Early European and World History—Set 29 This is first half of set No. 28. 2. Ancient Peoples. 3. Ancient Empires. 4. Greek and Pheenician Col- onies, 500 B. C. The Greek and _ ([Dersian Wars, 500-479 B. C 3. Campaigns and Empire of Alexander. . General Reference Map of Ancient Greece. General Reference Map of Ancient Italy. The Mediterranean World in 264 B. C. The Roman World, 14 A. D. The Roman World, 117 A. D. 2. Rise and Growth of Chris- tianity to 325 A. D. 8. Migrations to 486 A. D. Europe After the Migrations, 526 A. D. 5. General Reference Map of Roman World. Mohammedan Conquests at their Height, 750. 7. Europe at the death of Charlemagne, 814 A. D. _ Roman and _ Anglo-Saxon Britain. 9. Early English Kingdoms. 20. Norman Conquests in Eng- land. 21. The Spread of Christianity in the Middle Ages. 22. Crusading Europe. Rb ny, Re Maps, 52x40 inches. Edges bound with muslin. Price, with Adjustable Steel Stand or Wall Bracket $34.00 Modern European and World History--Set 30 This is second half of set No. 28. 24. Industrial and Commercial Europe about 1360. 25. Europe and the Near East in 1519. The Voyages of Discovery to 1610. . Christians and Mohamme- dans in 1600. 28. Europe in 1648. 29. Europe in 1740. 30. Europe in North America after 1713 and after 1763. . Colonial Empires in 1763. . Europe under Napoleon, 1810. 33. Colonial Empires in 1815. . Colonial Possessions of World Powers in 1914. The Nations at War in 1918. The Races of Europe. . Hispanic America—Discov- ery and Settlements. 8. Hispanic America—Wars of Ind. and Inter-Am. Rela- tions. 39. Hispanic America—19th Century and Population. 40. South America—Commercial and Present Day. 41. Asia—Economie and Indus- trial. 42. Asia—Present Day. 43. Africa—1885-1895 and [Pres- ent Day. 44. Europe—Present Day . Twenty-one Maps, 52x40 inches. Edges bound with muslin. Price, with Adjustable Steel Stand or Wall Bracket McConnell School Map Co. Dept. N. A., 213 Institute Place Chisage THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 1926 (3 PETERSON WwW Laboratory and Library Furniture |i . 1412—Studerts’ Domestic Science Table The greater quality of Peterson Labora- tory and Library Furniture is undeniable. It has been proved by its service in leading i educational institutions. Based on years of exhaustive study of every re- quirement, each piece of Peterson Equipment fills its purpose with utmost efficiency. The materials used are the very best obtainable. The workman- ship is in a class of its own. These Peterson Standards spell greater quality, greater economy, greater value. Write for Catalog No. N-14 LEONARD PETERSON & Cor. Manufacturers of Guaranteed Laboratory Furniture OFFICE AND FACTORY 1222-34 Fullerton Ave., Chicago, Ill. New York Sales Office: Knickerbocker Building., 42nd and Broadway JUST OFF THE PRESS Keeping Pace With The Advancing Curriculum RESEARCH BULLETIN Do you wish to clarify your thinking concerning the curriculum revision movement? This issue of the Research Bulletin plays the spotlight on the major trends of curriculum progress and points the way to carefully selected material for further study. Invaluable to course of study committees and professional study groups. ee TABLE Ov CONTENTS . Why the Curriculum Commands National Attention - Educational Theories Affecting Curriculum Building . Decisions Preliminary to the Launching of a Local Program } - Contributions of Research to Curriculum Building . Looking Backward at the Curriculum . Books on Curricular Problems Which” Have Been Tried and Found Helpful . Bases for Evaluating Courses of Study . New Courses of Study for Old A SPECIAL PRICE Single copies of this double issue Two to nine copies Ten or more copies Z Reprints of 1,000 or more copies may be obtained at specially reduced rates if ordered promptly at the time of issuance. ORDER NOW NATIONAL EDUCATION ASSOCIATION | 1201 16th Street Northwest WASHINGTON, D. C. Mention Tue Jcurnat when writing our advertisers Vol. 15,.No.1 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-23 7 ee Western Electric SUPPLY DEPARTMENT Changes name- Effective January lst, that part of the Western Electric Company known as the Supply Department, takes Graybar Electric Company as its name. This involves no change whatever in the existing distributing organization. Nor does it affect the facilities offered to buyers of electrical supplies all over the country. The significance of the change is found rather in the source of the new name —derived from Gray and Barton, the original business title of the founders of Western Electricin 1869. Pioneers of 56 years’ standing in the electrical industry, Graybar looks foward to the next 56 years of service. 7aR : ... & £2. 2 ae COMPANY-+*--7INCORPORATED SUCCESSOR TO SUPPLY DEPT. GiaybaR Western Electric \ QUALITY J Mention THe JouRNAL wnen writing our advertisers. THe JOURNAL OF THE NATIONAL EpucaTION AssoclATION January,1926 | ee Ve SIMS Supplement Slides with UT the cost of stereopticon projec- tion by using “Strip Film” as well as lantern slides. Reduce the rental costs and transportation charges by equipping your Balopticon with a Film Attachment. A great variety of il- lustrative material is now being offered by a number of commercial, religious and _ educa- tional organizations. Our free _ booklet of “Film Projection” con- tains valuable informa- tion for teachers. Send U-S-E SIMS SONG SLIDES Continued from page A-21) much by our idleness, three times as much by our pride, and four times as much by our folly; and from these taxes the commissioners cannot ease or deliver us by allowing an _ abatement.”— Benjamin Frankiin. WILLIAMS bans autos for lower class- men—After January 1, 1926, freshmen and sophomores at Williams will not be allowed to keep or operate auto- mobiles in Williamstown, and the priv- ilege will be extended to upper-classmen only after written permission from their parents has been received by the admin- istration. This action has been taken by the dean and faculty after careful consideration of conditions. Similar steps have been taken by other colleges. Princeton was one of the first of the Eastern colleges to frown upon the practice, while Smith, Wellesley, and a number of other New England institu- tions have followed suit—From Journal of Education. NEARLY six million dollars are ex- pended annually by our municipalities for music, according to a recent survey made by the National Bureau for the for it today. Bausch & Lomb Optical Co. 630 St. Paul St., Rochester, N. Y. Advancement of Music, New York City. Band concerts take the lead in this ex- penditure and municipal orchestras rank second. The number of auditoriums for concerts is inadequate; only 64 of the 762 cities and towns reporting have a regular city auditorium. “Twenty-eight cities report Owning a municipal pipe- organ, fifteen of which employ an or- ganist. More than 600 cities report hav- ing a public school music supervisor. ENGLISH-SPEAKING-UNION in London—‘“Let’s all meet in London at the English-Speaking-Union, next Satur- day afternoon,” said a group of American women delegates as they were saying good-bye to each other at the close of the Edinburgh Conference, last July. “Doesn’t Annie Woodward always think of just the right thing to do at the right time, and just the right place,” Olive Jones commented, and we all agreed to her statement. At the appointed time we found our- selves enjoying the comforts of a good club at the British headquarters of the English-Speaking-Union in ‘Trafalgar Square. From the windows one had a fascinating view of the “Hub of Lon- don.” What visitor ever went to Lon- WRITE FOR LITERATURE SIMS SONG SLIDE CORP. KIRKSVILLE, MO. don who did not see Trafalgar Square with the Nelson Monument and the Na- tional Gallery? Gracious London hostesses served us, not English tea cakes with the delicious tea, but hot buttered toast, American style. Mary C. C, Bradford declared that she had tasted nothing better since she left New York. In the delightfully interesting people we met there, we realized that the Eng- lish-Speaking-Union is a meeting place for trans-oceanic travelers. We were told that the London branch was organ- ized July 4, 1918, with Right Hon. A. J. Balfour as first president. On that date, the English-Speaking-Union held the first public celebration in England, of American Independence Day, with a crowded and enthusiastic meeting in Westminster, having Mr. Winston Churchill as speaker. Since then this British branch of the English-Speaking- Union has regularly celebrated the birth- days of Washington and Lincoln, has held memorial services for President Roosevelt, and for the American officers and men who fell in the late War and has not failed to pay its tribute on Decoration Day to American graves in England. (Continued on page A-27) i SONG SLIDES | Assembly SAVE TIME LOWER EXPENSES Vol. 15, No.1 Maintaining a complete and carefully con- structed line of schoolroom equipment has won and kept unqualified approval for NA- TIONAL products’ wherever they have been tried. NATIONAL products are stur- dily built by expert cabinet- makers in accordance with the Moser Arm foremost principles of sanitation ; (Stationary) and hygiene. They will stand the wear and tear of schoolroom abuse. Desk All NATIONAL, desks are regularly sup- plied in the beautiful water, ink and scratch proof NATIONAL, Process Finish. No. 101 THe JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION A-25 INCLUDES A Desk FOR Every Purpose ATIONAL products _ include everything in modern seating and equipment—stationary, movable and pedestal desks—theater, assem- bly and folding chairs—teachers’ desks and office furniture. Among the many types of seats which com- prise the NATIONAL LINE there is one that will fully answer your requirements. Write for Descriptive Catalog. An INVITATION to all Members of the N. E. A While attending the Wash invited to make your head where a few varied types which compose ington Convention quarters : i 1 No. 141 —— Desk and the NATIONAL No. 121 Desk (Adjustable) hair LINE will be on exhibit. . you are No. 10, > many No. = Elgin Adjustable No. 30 A-O Moser Arm Desk The National School Equipment Company OF PORT WASHINGTON, WISCONSIN School-House Planning THE REPORT OF THE COMMITTEE ON SCHOOL-HOUSE PLANNING associated with Committees of the National Associa- tion of Public School Business Officials, the American Society of Heating and Ventilating Engineers, and the National Fire Protection Association. Graphically illustrated—complete, concise and defi- nite in its conclusions. The result of a five-year study by experts. Invaluable for those who have school-building problems. Should be in the hands of every adminis- trator and board member. 164 Pages Price, $1.00 per copy ORDER NOW NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET N. W. WASHINGTON, D. C. DISTRIBUTORS IN ALL PRINCIPAL CITIES This Magazine is from Our Presses Judd & Detweiler, Inc. Master Printers Eckington Place and Florida Ave Washington, D. C. Mention THe Journat when writing our advertisers. A-26 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ALBERT TANGORA Winner of the International Typewriting Championship forthe third consecutive year 8! tablished on an Underwood Type- Sex writer, Albert Tangora retaining his title at 130 net words a minute for one hour. Twenty years ago, under the auspices of the National Business Show Company, the first International Typewriting Contest was held. Fostered by 15 leaders in the office appliance industry who realized the need for raising the Mention THe Journat UNDERWOOD The Machine of Champions January, 1926 Another Victory. Underwood Wins World’s Typewriting Championship for 20th Consecutive Year ~ WO) NEBIGTINYIDIONME @pIt REL: ' PROGRESS New World’s Typewriting Championship Trophy standard of typewriting, these contests have proved a strong stimulus in improving type- writing speed and accuracy in school and office. During these 20 years of typewriting cham- pionships, eight different typists have won their titles on the Underwood—champions change, but the Underwood never loses. For speed and accuracy in typewriting, the Underwood stands among writing machines without peer. 5 : i H sit pe -— Vol. 15, No.1 (Continued from page A-24) We learned that the English-Speak- ing-Union had taken an active share in providing hospitality for American sol- diers and students. The British branch of the English- Speaking-Union like the American branch, works for amicable expression of friendliness and mutual understanding among all peoples, especially English speaking people—E. Ruth Pyrtle, Lin- coln, Nebr. \ NEW Department of American Citi- zenship and Public Affairs has been in- stituted at Washburn College, Topeka, Kansas. President Parley P. Womer will give his full time to its direction. THE AMERICAN LIBRARY AS- SOCIATION has received a grant of $158,000 from the Carnegie Corpora- tion of New York for the year beginning October 1, 1925, to be used for the fol- lowing purposes: The work of the Board of Education for Librarianship; the study of adult education by the Com- mission on the Library and Adult Edu- cation; the publishing of reading courses to help the library in its service to the serious reader; the publishing of library textbooks; the Library Survey; a library school curriculum study under the direc- tion of W. W. Charters, of the Univer- sity of Chicago; a preliminary study of library extension; a library institute to be conducted next summer at some uni- versity. The association has received a grant of $7730 from the Laura Spelman Rockefeller Memorial for 1926-28, to carry on the work of supplying American periodicals to research libraries in for- eign countries, the war and subsequent depreciation of foreign currency having cut off many foreign libraries from pur- chasing American publications and from thus keeping in touch with American thought and scientific progress for the past decade. THE FIFTH National Safety Cam- paign under the auspices of the Highway Education Board offers two contests: one for elementary school pupils and another for elementary school teachers. The essay to be written by the pupils is entitled “My School’s Share in High- way Safety,” and must not exceed five hundred words in length. The contest for teachers offers five hundred dollars and a trip to Washington with all ex- penses paid for “Lessons for Children on Highway Safety.”” Both of these contests lication. PROBLEM SOLVED Sees Norway Cruise July 4—Berths Filling Rapidly 58 Chambers Scandinavian Travel Bureau “°° EUROPE NEXT SUMMER? PERSONALLY CONDUCTED TOUR Especially arranged for teachers. _Sailing June 26. isiting 5 principal countries. Party limited. Moderately priced. All expenses included. Only a Few Reservations Left! Book Now! COLLEGIATE TOURS 1051 69th Avenue Oak Lane, Philadelphia Sizth Season Send for Booklet TEACHERS—FREE TRIP TO EUROPE THE STUDENT INTERNATIONALE, Summer Seminar, 1926, wants Organizers, Conductors, and Chaperons and OFFERS TRIP FOR SERVICE to competent leaders. Largest cooperative educa tional travel organization in the world. 75 Col- leges represented. Lowest cost tours; Europe, $290 up. 60 days, $390 up. Egypt and Holy Land, $390. Around World, $990. Qualifications and references first letter. STUDENT INTERNATIONALE, 238 Back Bay, Boston, Mass" WILLIAM T. HARRIS His Educational and Related Philosophical Views By DR. JOHN S. ROBERTS District Superintendent of Schools, New York City Price, $2.00 per copy National Education Association 1201 16th St. N.W. Washington, D. C. WANTED ACTIVE SCHOOLMEN to render expert educational serv- ice, in their present vicinity and without conflict to their present employment, by a concern of excel- lent standing, ten years in business and with an extensive school clien- tele. Adequate remuneration. Ad- dress: School Department, 131 West 42nd St., New York City. We can supply Literal (75c. each), Interlinear ($2.00 each), Paralle! Text ($1.50 each), and Fully Parsed Translations ($2.00 each) of Caesar’s Gallic War, Cicero's Orations Virgii’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-fnglish €nglish-Spanish Dictionary, at $4.00 postpaid. Cash with order TRANSLATION PUBLISHING CO.., Inc. 76 Fifth Avenue New York City PROGRESSIVE EDUCATION A quarterly devoted to the newer tendencies in education. ober, 1925: The Social Studies January, 1926: The New Child Study Single Issues, 50 Cents Subscription for the year, $2.00 } 25 cents each Reprints { | Individual Instruction” “an t “Pre-School Education” PROGRESSIVE EDUCATION ASSOCIATION 10 Jackson Place Washington, D. C close February 24, 1926. Further par- ticulars may be had from the Highway Education Board, Willard Building Washington, D. C. (Continued on page A-28) ‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A- There is enjoyment in planning Early! The Greatest Summer Vacation A Cruise to Europe and the Mediterranean by S.S. “CALIFORNIA” of the Cunard and Anchor Lines —a superb new sister to the TUSCANIA, — equipped with many novel features. From New York July 1st returning Aug. 31, 1926 MODERATE RATES Send for descriptive guide book Thos. Cook & Son NEW YORK Boston San Francisco Montreal Philadelphia St. Louis Toronto Chicago Los Angeles Vancouver EUROPE 1926 33 Days, All Expenses, Afloat and Ashore, $290 24 Tours—including North Cape, Mediterranean, Egypt, Palestine—all ai minimum rates, for Teachers, Students and Vocational Workers. S. S. ANDANIA—June 30,5 P.M. The Perfectly Organized Student Sailing, exclu- sively reserved for our Student Tours. Special orchestra. Special menus. Swimming pool. Com- fortable, airy cabins. Reserved decks. Steamer chairs. Daily entertainments. Lectures. Host- esses. Capable leadership. Congenial company. Over 100 colleges represented in our 1925 tours. Write for illustrated booklet. Students Travel Club 1440 Broadway New York City EDUCATIONAL For Men and TOURS *°wones EUROPE, 1926 66 DAYS $395 AND UP With COLLEGE INSTRUCTION and credit if desired Address NEW YORK UNIVERSITY TOURS DIVISION 110 East 42nd Street, New York TOURS TO EUROPE OIN our European Summer School for travel and study abroad! Sail in June with university leaders. Tours in- clude England, France, Italy, Greece, Egypt, and other countries. Fifty scholarships to teachers to reduce cost. Also Student Tours, 74 days, $500 and up. Ge Ss For dada Write Bureau of University Travel 56 Bovd Street, Newton, Mass. aad THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION January, 1926 2A Formula “Method of Teaching cArithmetic Separates the study of Formula from the study of Figures. Makes Arithmetic interesting to the student. You are cordially invited to visit the Monroe Booth, in Space No. 54 at the Washing- ton Convention of the Na- tional Education Association and discuss the merits of the Formula Method with mem- bers of the Monroe Educa- tional Department. A copy of the article “A For- mula Method of Teaching Arithmetic” will be gladly sent you upon request. MONROE Calculating Machine Co., Inc. General Offices and Plant Orange, N. J. Monroe Machines and Service are Available in all Principal Cities of the U. S., Canada, Great Britain, Europe and throughout the World. VISUAL INSTRUCTION HANDBOOK The Visual Instruction Associa- tion of America still has a few hun- dred copies of Volume II, Handbook on Visual Instruction, including arti- cles. on methods, materials, technique, research investigations, and other val- uable and interesting topics in this field. The Association will be glad to supply these to school people any- where for the nominal charge of toc. per copy, to cover cost of wrapping and mailing. Quantities for use in practical Visual Instruction Teaching may be had for: 20 copies, $1.00 50 copies, $2.00 100 copies, $3.00 cash with order, sent to one address only, express collect. Address The Visual Instruction Association of America 71 West 23rd St., New York City, Room 1706 This Handbook is now used as a text- book im a number of teacher-training institu- tions, including Brooklyn Teachers Training School, Normal College at Atlanta, Ga., etc. Evaluation of Instruction Second report of showing the development of a progress standardized scale for measure- ing recitation units. Compiled by Dr. Guy M. Wilson, of Bos- ton University, for the Depart- ment of Classroom Teachers of the National Education Associa- tion. A Report of value to teachers and students of teacher-training institutions ; heads of departments of educa- tion in colleges and universities ; supervisors and superintendents. 32 Pages Price, 25 Cents 10% discount on purchases of 2 to 9 copies 25% discount on purchases of from 10 to 25 copies Published by National Education Association 1201 Sixteenth Street N. W. Washington, D. C. (Continued from page A-27 ALVA OTIS NEAL, registrar and director of University Extension work of the University of Arizona, died sud- denly on November 2, 1925, at his home in Tucson. Dr. Neal was an active member of the National Education Asso. ciation for many years, and was specialist in rural school administration in the U. S. Bureau of Education from 19]7 to 1920. THE UNITED STATES BUREAU OF EDUCATION will make a state. wide survey of educational conditions in Utah covering public education jn all elementary, secondary, and higher grades. The field work will begin in the spring of 1926; study will now begin of the two state-supported higher in- stitutions of learning. This survey will be the ninth study of its kind made by the United States Bureau of Education in recent years. Other States previously surveyed are Washington, South Dakota, Wyoming, Colorado, Arizona, Arkansas, Oklahoma, and Alabama. W. O. THOMPSON, president of the Ohio State University, Columbus, has accepted the pastorate of the Presby- terian Church in Denver. IF ONE were asked to outline the work of fifty percent of the departments and bureaus of the federal government as briefly as possible, the answer could be given in a single word, education— Collier's Weekly. RECENTLY a director of health educa- tion was to be appointed in one of our largest cities. A young doctor of promise was under consideration for the appointment. A member of the board of education asked the opinion of one of the leading physicians in the city re garding the qualifications of the candi- date under consideration. The esteemed physician reached for his directory of the American Medical Association and then replied with ex- treme dignity, “I have not had the pleasure of meeting the young man, and I do not find his name in our professional organization.” EDWARD J. Alderman, president of the University of Virginia, in an address before the Virginia State Teachers’ Asso- ciation recently held at Norfolk, said: “One reason we do not make as rapid educational progress as we should is be- cause teachers are too timid; they are timid not because they lack courage but f | eR Tg SR RTS Oe en. cal eti cas bu nat stit tion not nn mem ene oy Vol. 15, No.1 because they want to be courteous and gracious and not make trouble.” May I PLEAD that all who are oc- cupied with schools as teachers or ad- ministrators will recognize more fully than they have done how truly.educated are many who have escaped, as may be thought, prematurely from the definite influence of the school. ‘The agricul- tural laborer, with his knowledge of, and often tender sympathy with, animal life, his watchings of the seasons, his weather lore, his power to drive a straight line with the plow, is a better educated man, even though he left the schoolroom at thirteen, than many a clerk who suffered complete immersion in a_ secondary school course and, satisfied with the bene- fits of his baptism, has since then only become a little more sxilled in figures and filing —School and Society. BACK to the Constitution—Whose Constitution ?—There is and has been for some time a praiseworthy movement throughout the State to give our citizens, present and future, a better conception of the importance of the Constitution as the fundamental law of the land. This movement has been sponsored by the American Bar Association. The teach- ing profession welcomes its codperation to this end. Recent events in Nebraska, however, have raised a question in the minds of some as to whether this canned propa- ganda, supposedly going out to encour- age the movement, is just what the schools ought to have. Imported speak- ers, brought to our State to assist in the celebration of a public memorial occa- sion, such as the birthday of the immortal Lincoln, who prostitute it by spreading propaganda on a political question im- mediately before the people, do great harm to a good cause already making progress. “Back to the Constitution” in truth and what is actually being accomplished by certain public speakers are widely divergent. Local speakers will likewise fail to enlist much cooperation in this worthy cause when they too overlook the propri- eties of such occasions. What is needed is not a lot of destructive criticism and castigation of our institutions generally, but a constructive plan of a positive nature. ‘Teachers may be compelled to do their own interpreting of the Con- stitution —Nebr. Educational Journal. ELF-CONTROL is a positive thing. It is initiative, decision, ac- tion, achievement. These factors can- not be too much emphasized in school. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Professional Placement for Progressive Teachers A-29 Discriminating Service to School Officials THE J. Ms HAHN TEACHERS AGENCY We fill every sort of educational position from the kindergarten to the university. the twelve westernmost States, the Islands, Alaska, the Orient and Latin America. in quest of outstanding people for important positions. ctober 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 Our field is We are always 2161 Shattuck Ave., Berkeley, California me Great Lakes Teachers’ Agency x< 410 PYTHIaNn BLDG. TEACHERS: ENROLL NOW FREE —lelins.| =i oF IND THE MODERN SCHOOL READERS, by Supt. H. B. Wilson, of Berkeley, California, and Ruth Thompson, author of “‘Type Stories of the World for Little Folk,’’ a Third-Grade Geography Reader, and “Our Neighbors Near and Far,” a Fourth-Grade Geography Reader. THE MODERN SCHOOL READERS are a new type of Reader. The content is new and has training value for social efficiency. The selections were scientifically tested and graded. Prices: Primer, 65¢; Book I, 70¢; BookdI, 75¢; Book III, 85¢; Book IV, $1.00. Address: HARR WAGNER PUBLISHING COMPANY 149 New Montgomery Street San Francisco, California Books may be purchased from: The Baker & Taylor Company, New York City, or A. C. Me- Clurg & Company, Chicago, Illinois. ] Copies sent on examination. This Company belreves that well-paid yo who know they j i Stay in it. Many phos ae an! associates have been with us for ten years and oday bigger opportunities than ever exist in our business. If You are a Teacher, We Offer You an Opportunity for Travel and an Increased are succeeding usually like their work an over. Bank Account C. H. MERLEY. MANAGER Keep abreast in your subject Some courses in Edu- cation are “‘Genetic Psy- chology,”’ “Story Telling AT in Primary Grades,”’ ‘“The Rural Teacher’s Prob- lems,”’ “‘Study of Psycho- pathic Children,”’ “‘Meth- ods of Teachingin Elemen- tary Gredes,’’ ‘The Junior High Schoo! Movement,” “Elementary School Ad- ministration and Supervi- sion,”’ ‘‘EducationalMeas- urements,” etc. Begin any time The University of Chicago 91 E.tis HALL CHICAGO, ILLINOIS Courses in 40 subjects com- manding credit towards a Bach- elor degree. Successful people— Be One of them! Are you planning to make your next summer's spare time pleasant and profitable? The S. L. Weedon Company needs a number of teachers the coming summer for a high type of position that is very agreeable and highly remunerative. $500.00 for Your Summer Vacation We desire to fill these positions with people of unusual ability and utmost refinement, because the work calls for that type of person. Each one will be appointed an exclusive representa- tive, and will be given an exceptional proposition bound to produce a goodincome. In past summers many of our special representatives have averaged over $600.00. Think what this means annually for those who qualify for positions in our perma- nent organization. You Will Have Every Advantage Those chosen will receive every ad- vantage; guaranteed income from the day they start to work, and rail- road fare paid. Ambition, plus the careful Weedon training and constant help, will start those accepted on an exceptional business career along school lines. Agreeable associates, of course, and of the highest type. —and Travel Each position carries with it an oppor- tunity to travel. This feature, although secondary, should carry weight when you consider next summer's plans. Inquiries Invited from Responsible Individuals We invite inquiries from responsible teachers. Upon receipt ofyour inquiry we will send you a “High Way to Suc- cess,” descriptive of the kind of work, the position, and the Company; and a personal letter, telling you mh ofr not you can fit into one of these openings. Remember, we have been in business over 20 years, and will place those accepted in positions that not only offer a chance to exchange a summer of leisure for one of in- come and travel but which also may lead to a permanent connection. Please state your age, education and qualifications in reply. We suggest an immediate inquiry. Address Dept.4-A. THE S. L. WEEDON COMPANY 7016 EUCLID AVE. Dept 4-A CLEVELAND, OHIO A-30 Tue JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION The N. A. 'T. A. was organized in 1914 as a part of the almost universal movement for nation-wide organiza- tion of the individual crafts, trades, and professions with a view to determining what were the existing business practices, to improving those practices, to informing the public concerning the real work of the organizations, and, incidentally, to sharing in the profits of the improved service rendered. The N. A. T. A, is the logical concomitant of such business and professional clubs as Chambers of Commerce, Rotary, Kiwanis, Lions, Exchange, and others of a similar character. It has gone a long way toward accomplishing the purposes for which it was organized, and the well-estab- lished, reliable teachers’ agency is now universally recognized as an indispensable part of the educational system. Any such agency which will agree to abide by the Platform and Code of Ethics can obtain member- ship in the N. A. T. A., which is in no sense a closed organization. \dams-Thurston Teachers’ Agency, Chicago. Albany Teachers’ Agency, Albany, N. Y. \lexander Teachers’ Agency, Boise, Idaho. Educators’ Bureau, Indianapolis. Empire Teachers’ Agency, Syracuse. Fickett Teachers’ Agency, Boston. Oswego Teachers’ Agency, Oswego, N. Y. Parker Teachers’ .\gency, Madison, Wis. Pratt Teachers’ Agency, New York City. January, 1926 NATIONAL ASSOCIATION OF TEACHERS’ AGENCIES oa ° ° +: a @ , . . ; . | Albert Teachers’ Agency, Chicago. Fisk Teachers’ Agency, Birmingham. Rocky Mountain Teachers’ Agency, Denver. } American & Foreign Teachers’ Agency, N.Y. City. Fisk Teachers’ Agency, Boston. : Rocky Mountain Teachers’ Agency, Minneapolis. American Teachers’ Agency, Springfield, Mass. Fisk Teachers’ Agency, New York City. Rogers Teachers’ Agency, Columbus. American Teachers’ Bureau, Pittsburgh. Fisk Teachers’ Agency, Philadelphia. Sabin’s Educational Exchange, Des Moines. Boynton Teachers’ Agency, Los Angeles. Fisk Teachers’ Agency, Pittsburgh. Schermerhorn Teachers’ Agency, New York City. Brewer Teachers’ Agency, Chicago. Frankford Teachers’ Exchange, Los Angeles. Schermerhorn Teachers’ Agency, Cleveland. ryant Teachers’ Bureau, Philadelphia. Hahn Teachers’ Agency, J. M., Berkeley. Schermerhorn Teachers’ Agency, Pittsburgh. Cary Teachers’ Agency, Hartford. Interstate Teachers’ Agency, New Orleans. Southern Teachers’ Agency, Columbia, S. C. Central Educational Bureau, St. Louis. Interstate Teachers’ Agency, Rochester. Specialists’ Educational Bureau. St. Louis Clark Teachers’ Agency, Chine Interstate Teachers’ Bureau, Atlanta. Teachers’ Exchange, Boston > as j Clark Teachers’ Agency, Kansas City. Kellogg’s Teachers’ Agency, New York City , en ee d f Clark Teachers’ Agency, New York City. Love Seathaee Anes a N. Dak : Western Teachers Exchange, Denver. Clark Teachers’ Agency, Spokane. Midl 's ee : Winship Teachers’ Agency, Boston. Cooperative Teachers’ Agency, Buffalo. \ , _ Schools Teachers’ Agency, Des Moines. Yates-Fisher Teachers’ Agency, Chicago. » ’ é é a ati é 3 al 3osto , °. Bs r ’ ‘ Corlew Teachers’ Agency, Boston. : Musical and Educational Bureau, Boston. Yates-Fisher Teachers’ Agency, Portland, Oregon. Davis-Stewart School Service Lincoln, Nebr. Ohio Midland Teachers Agency, Columbus. Yates Teachers’ Sureau, H. D., Nashville, Tenn. Eastern Teachers’ Agency, Boston. Ohio Valley Teachers’ Agency, Mentor, Ky. Yergensen Teachers’ Agency, Salt Lake City. Clip out for future reference. TEACHERS’ AGENCY, ALBER I 25 East Jackson Boulevard, Chicago, II. Forty-first year. We have secured PROMOTION for many thousands of teachers. We need well- red nd for all kinds of School and College positions. Our clients are the best check everywhere. Our besklet, Teaching note Ane my a message for you. Send for it. OTHER OFFICES 437 Fifth Ave., New York C'ty Symes Building, Denver, Colo. THE YATES-FISHER TEACHERS’ AGENCY 65 sofAUE CATES, Manerer cacy | Telephones: Harrison 2642 j Harrison 2132 j SPECIALISTS Ee oh EDUCATIONAL BUREAU , . 5 i 402 Dillaye Bldg., Syracuse 1020 McGee St., Kansas Ci The Everett 0, Fisk Teachers’Agencies ,i25 Ciisve.t'Sritesctenie "am McGee, St, Kansas cit 120 Boylston Street, Boston 210 Title Bldg., Birmingham 548 Spring St., Los Angeles 225 Fifth Avenue, New York 549 Union Trust Bidg., Pittsburgh Send for Circular and Registration Form to any address above Temple University PHILADELPHIA, PA. Phone, Columbia 7600 Peyton Building, Spokane, Wash. College of Liberal Arts and Sciences Teachers College School of Commerce Other Office: PORTLAND, OREGON, 911-12 Broadway Bldg. Professional Schools: Theology, Law, Medicine, Dentistry, Pharmacy, Chiropody School of Music Training School for Nurses University High School > LARGEST TEACHER PLACEMENT WORK IN THE U. S. Under One Management, Direction of E. E. Olp, 28 E. Jackson Blvd., Chicago Second Semester begins Feb. 8, 1926 SEND FOR BULLETIN FISK TEACHERS AGENCY, 28 E. Jackson Blvd., Chicago. For many years a leader. Largest of the Fisk Agencies. Recently doubled its space. Incorporated in 1916. NATIONAL TEACHERS AGENCY, Southern Building, Washington. Affiliated offices widely scattered. AMERICAN COLLEGE BUREAU, Chicago Temple, Chicago; 1256 Amsterdam Ave., New York.