woACAL ROOM. JAN 3.0 1926 VOL. XV CERIALUBRARY — FEBRUARY, 1926 No. 2 The JOURNAL of the NATIONAL EDUCATION [| ASSOCIATION The New Educational Statesmanship The Vocational Schools of Paris History “Textbooks ; : Teaching the Dignity of Labor Homes for ‘Teachers Music Memory Contests , The Teacher’s Standard of Living Department of the Interior First Absences and Pupil Elimination In the Corcoran Gallery of Art Editorial ; The Teacher’s Second Mile Cooperative Marketing in the Schools Department of Rural Education A Page of Modern Verse The New Education Bill Sixty Educational Books of 1925 How Shall Schools be Equipped? . Our Heritage in Arithmetic . Special Honor Schools Department of Superintendence The Philadelphia Convention 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. Parker and Temple + UNIFIED KINDERGARTEN and FIRST-GRADE TEACHING A co6rdination of the activities of the kinder- garten and first grade is needed for effective pri- Story Hour Readers Revised (Four Books for the First Three Years) THIS SERIES DIFFERS FROM OTHER READERS IN: mary teaching. Two educational experts here deal in detail with such a unified program, pre- senting results of recent scientific experiments and drawing examples of good practice from their own observations in the Elementary School oS = University of Chicago. Catalogue price, Blackhurst: pirecTED OBSERVA. TION AND SUPERVISED TEACHING A competent and authoritative guide for the student who wants to get full value out of his observations and practice teaching. Catalogue price, $1.80. - Touton and Struthers: JUNIOR-HIGH-SCHOOL PROCEDURE A clear and forcible presentation of the aims of the junior high school, showing how subject matter and procedure may aid in attaining them. In press. (1) The very small number of word-groups and sight words used in the earliest stages of the work; (2) The simplicity of its vocabulary ; (3) The sustained charm of its stories and verse; (4) The orderly development of the reading mat- ter in both thought and vocabulary ; (5) The complete and elastic system of phonetics; (6) The enchanting illustrations, in warm color tones, drawn with a spirited handling of in- cident and expression ; (7) A teachers’ manual so clear and simple that it can be used with entire satisfaction by teachers who have had but little experience in the teaching of reading. Story Hour Readings (Grades Four to Eight) These books provide a wealth of selections from classic and modern writers—material which is strong in its training of character, ideals of citi- zenship, and culture content. GINN AND COMPANY Boston New York Chicago Atlanta Dallas Columbus San Francisco American Book Company New York Cincinnati Chicago Boston Atlanta WINSTON “Red” Grange— Winston ve “Red” Grange, who wore the number 77, was given first rank by football critics. The same number, 77, marks the location of our exhibit at the N. E. A. Convention in Washington. We cordially invite you to visit us and ex- amine the textbooks which we believe are as outstanding in their field as “Red” Grange was in his. Right at the Registration Desk and at the Convention Post Office THE JOHN C. WINSTON COMPANY Home Office and Manufactory, Winston Building, Philadelphia DALLAS SAN FRANCISCO FOR TEXTBOOKS ATLANTA CHICAGO Vol. 15, No. 2 THE VICTOR TALKING MACHINE CO THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION At last— French as it sounds in France That liaison’d, sprightly, perfect- accent French! French with all the suggested play of lips and eyes and hands in its audacious slur- rings, its gay leaping over vowels. French as you would hear it and want to speak it were you ordering oysters on half shell at some famous Paris oyster-bar visiting La Sorbonne chatting with a French companion at the Paris Opera bargaining in an an- cient, off-avenue shop for a lus- trous quaint jug, a hand-woven. shawl. Anyone can learn to read French with a dictionary. But the accent, color, vivacity of the true spoken French—the pronunciations that would reach your ears, say, on the Rue de la Paix—how can these come except by living sound ? 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February, 1926 Thirty-six Pupils to one class in AMERICAN TYPE FOUNDERS COMPANY } Vol. 15, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION AssociATion A-37 The Big Thing Has Been Done A NEW KIND OF HISTORY written by 2000 great historians Living Flesh and Blood History, Throbbing, Real, Vital, True—the New Historians’ new and brilliant conception A of true world history—a unified, continuous narra- tive, as interesting as it is authentic, written by 2000 of the world’s greatest men of genius—this in brief is the new Historians’ History of the World. Here is a new kind of history, unique in plan and scope, whose epic theme is the story of mankind from the earliest beginnings to our own day. Here, for the first time, is a com- plete world history that is vividly, colorfully written. First Sets now ready The new Historians’ History has no exact counterpart in all literature. 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Morrison, of .he Department of Education of the University of Chicago Applies to the teach- ing procedure from the beginning of the fourth grade to the end of the Junior Col- lege. This book Professor Morrison, who has for twenty-five years been engaged in the experimental study of teaching, formulates in this book his criticism of the present educational system and develops a coherent theory of teaching that points the way to more thorough learning and better instruction. applies to the teaching procedure throughout the secondary period, which Professor Morrison defines to be that region in the process of education within which the pupil is capable of study but incapable of systematic intellectual growth without the constant aid of the teacher—that is, the period from the beginning of the fourth grade to the end of the Junior College. Professor Morrison's criticism is espe- cially directed against the theory of teach- ing which lays emphasis upon lesson- learning and lesson-hearing and which treats the mind of the pupil as a recep- tacle to be filled. He advocates in terms of specific procedure the substitution therefor of the direct teaching of the real learning products. These genuine learning products are in the last analysis a wide range of interests and the capacity for independent intel- lectual life. Upon these Professor Mor- rison bases his entire theory of teaching designed to and outlines a_ technique achieve these ends. Ready February 25. Price, $4.00, postpaid, $4.15 The University of Chicago Press SHAFT- DRIVE Chicago, Illinois “The world is singing its way to brotherhood” From the Land of the Sky—Biue. Water They Write for interesting details and list of educational films. HOLMES PROJECTOR COMPANY 1638 North Halstead Street, Chicago, IIl. (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 quality 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. SIMS NO OTHER METHOD HAS THESE ADVAN- TAGES assembly singing problems with Concentrated attention available for assembly singing Economy of time and money ability KIRKSVILLE, MISSOURI Mention THe JourNaAt when writing our advertisers. Hundreds of schools are SOLVING their SONG SLIDES All eyes on music and baton at once New copyright material not otherwise Rapid development of sight-reading SIMs SONG SLIDE CORP. Write for descriptive literature February, 1926 Vol. 15, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION AssociATION A-43 New Volume in the Woodburn and Moran History Series FINDERS AND FOUNDERS OF THE NEW WORLD The newest book in the Woodburn and Moran Series. From Leif the Lucky and Columbus, all the FINDERS are there, and from Capt. John Smith down to Benjamin Franklin, all the FOUNDERS. Each biography is given in a style at once simple and dramatic and is viviied with maps and illustrations. Questions and pronouncing lists at the end of each chapter. (4th or Sth Grade.) Other Volumes in the Series: THE MAKERS OF AMERICA (Sth 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; punctuation, capitalization, ab- breviation; oral English; poems for study; library excr- cises; grammar; oral and written composition. LONGMANS, GREEN & CO. New York Chicago Boston Called by distinguished men in puble Ltfe and celebrated critics the most interesting motion picture they ever saw— FLASHES OF THE PAST Two REELs EGINNING with Roosevelt's trip to Africa, it gives in striking fashion the high lights of the world’s history during the past fifteen years, including the outbreak of the Great War, its climax, peace, etc. Every scene was taken by Pathe News cam- eramen. Within the space of half an hour you see with the most intense interest the events which have shaken the world. Nothing like it has ever been shown on the screen! For full information address Educational Department, J. A. PATHE EXCHANGE, INC. 35 West 45th Street, New York cknowledged Leader of — Small Pianos %, w CABLE Midget Upright ce See the Unusual Display Booths 6768 THE CABLE COMPANY Wabash and Jackson - CHICAGO Manufacturers of Conover, Cable, Kingsbury and tio Wellington Pianos; Carola, Solo Carola, conve --\ Euphona, Solo Euphona and Euphona aint the -— 226 \ Reproducing Inner-Players. ot are = nF \ — Mention THe Journat when writing our advertisers, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1926 J. B. LIPPINCOTT 56 | The Recognition of Merit IE recognition of Gregg Shorthand by the public schools of the country is striking evidence of the merits of the system. On January 1, 1926, Gregg’ Shorthand had been adopted for exclusive use in the High Schools of 94.94 per cent of the cities and towns whose high schools teach shorthand. The status of the different shorthand systems in the public schools of the United States is indicated by the accompany- ing map and graph. SHILAS OMPANY co SPACE we nmed wee a te LIPPINCOTT’S HORN- | cgunery, ie is co hese ASHBAUGH SPELLING BOOK perintendents and. other Etnest Horn and E. J. Ashbaugh school people in attend- ance on the Washington Combines in a superlative Class- convention. room text the best type of Vo- Each of these texts re . . . di- 4 represents ia | ite indi- cabulary, grading and method. ici fiat The HORACE MANN to fundamencal’ number SUPPLEMENTARY ARITHMETIC for the first time ; of individual ° ° . G. dvi’ on individual sim Milo, B, Hillegas “iSa"saKer’ ties, d hi : : . thoroughly aad so simply A practical aid to any basic as to hold out a prospect of immediately clearing system, which identifies, iso- UP abe seeukn of he lates and separately masters the number troubles of any hool, with a her. ; ’ : : ictenets St nek, me's specific number diff- ing for Beginners is ac- ; companied py Miss Wat- culties. kins’ flash cards and cooking wave ecckion LPPINCOTT’S SILENT prevension. seeds oe READING for BEGINNERS ganization, and_ recall, the essential skills of and other materials by EMMA WATKINS Sil Reading. Lippin- ° colts. Horn Ashbeags 4M efficient and very pleasur- Speller continues to add able means of developing the to its record of con- Ail others Gregg Shorthand has been adopted by the overwhelming majority of the high schools of the country because it has been found, aiter investigation and experiment, to be the system < “greatest good to the greatest number” A trial m your school will convince you. The Gregg Publishing Company New York Chicago Boston San Francisco London — rs pe skills and associations necessary | at Space 56. «tO profitable reading. Arithmetic SCHOOL EDITIONS OF FAMOUS BOOKS Ue Kipling’s The Jungle Book Kipling’s The Second Jungle Book Kipling’s Captains Courageous Lagerlof’s The Wonderful Adventures of Nils Hendrick’s The Life and Letters of Walter H. Page (Abridged) Selected Stories from O. Henry Conrad's Youth Each of the above books is priced at $1.00 | | ALEXANDER-SARRATT ARITHMETICS | Three-book Series and Manual | Reading CuiLtp’s Worip anp Literary Wortp READERS Basal Series—Primer through Eighth Reader, with Manuals and Accessory Material Johnson Publishing Company RICHMOND, VIRGINIA Supplementary Otp TESTAMENT Reapincs For ScHoo.s: Harri Totp rn Story (American History): Eckenrode Our Strate (Mississippi): Bolton THe TENNESSEE Reaper: McMurry | ELEMENTS OF CONSERVATION: Harris Tur Younc AMERICAN CirtizEN: Binford-Graff | Srorres oF SoutH America: Brooks LANpDs AND Lire (Russia and the Old East): Hoke Latin First-YEaR Latin: Foster and Arms Spanish Sloe Norte ¥ Sur (First Year Reader): Knight CuentTos MeEyicanos: Cornyn English Conttece Enciish GramMMaArR: Curme Tue Essay—tllow to Study and Write It: Farrington AMERICAN LiteRATURE (1925 Edition): Metcalf Selected Stories from Kipling Price, $1.25 Mathematics Co_tece Geometry: Altshiller-Court See our Exbibit, Booth 5, Superintendence Meeting in Washington this month Teachers’ Books EXTRA-CURRICULAR ACTIVITIES IN THE HicH ScHoo.: Foster Practica, TEacHInG (Large Projects in Geography): McMurry Correspondence cordially invitea aneaaieell DOUBLEDAY, PAGE & CO. GARDEN CITY NEW YORK Mention Tue Journat when writing our advertisers, ' Vol. 15, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-45 Clwelve Substantial Reference Books in One If The Lincoln Library printed in the large type custom- arily used in making sets of books, if the pages were of the usual smail size, and if the paper used was of the ordinary thickness, the result would be the 12 volumes pictured above— a set that would sell at from $75 to $150. Why Do Teachers were 2,300 pages 22,000 subjects 900 illustrations 12,000 test questions Praise This Book So Highly? “The material it contains is comparable with that of an encyclopedia of fifteen to twenty volumes,” writes a prominent teacher. No wonder teachers everywhere feel that they could not get along without The Lincoln Library on their desks! Here, in one con- venient, easily handled volume, instead of many cumbersome volumes, is just the information that What Prominent Educators Say: “*l strongly recommend The Lincoln Library as a con- venient and accessible ency- clopedia.”"—DAvip STARR cause of the marvelously light-weight paper used, the entire 2,300 pages are contained in this single, compact volume. Scholarly, Accurate and Up-to-Date Sixty noted educators cooperated to produce this monumental work. No labor or expense was spared to insure absolute accuracy. Published since the World War, The Lincoln Library is thoroughly up-to-date. All the vast changes of recent years are covered. The Major Departments The English Language Literature History Geography and Travel Science Mathematics Economics and Useful Arts Government and Politics Jorpan, Stanford University, Calif. “TI am amazed at the vol- ume and thoroughness of our studies. The Lincoln ibrary is a masterpiece of plan and _ execution and worthily holds first rank.’’— Tuomas W. BICKNELL, For- merly Commissioner of Edu- cation for State of Rhode Island. “I have been greatly Pleased with it—its compact- ness, its comprehensiveness, its apparent accuracy, its skillful selection and arrange- ment of material, and its remarkable adaptability to uick and easy reference."’— AMES Y. JOYNER, Formerly tate Supt. Public Instruc- tion, North Carolina “While it is very unusual for me to recommend a refer- ence work of any kind, I am so thoroughly convinced of the merits of this work, which I have purchased for my own library, that I am willing to recommend it heartily.""— Frep M. Hunter, Supt. of Schools, Oakland, Calif. “Tam surprised at the large amount of interesting and val- uable information that it con- tains."—Rospert J. ALEY, President of Butler College. Indianapolis, Ind “You are not extravagant in styling the work ‘ America’s Greatest Reference Book.’ Truly, the great book is a brary in itself,”—CHARLES R. Skinner, Librarian, State of New York Legislative Li- brary, Albany, N. Y. “T have it on the shelves of my office and have found it an interesting and valuable book reference.""—Grorce D. Strayer, Teachers College, Columbia University, New every teacher needs. Every department of human knowledge is cov- ered comprehensively and authoritatively. Yet be- vital need. The LINCOLN LIBRARY From all over the country come expressions from teachers telling how The Lincoln Library helps them every day in their classroom work. A feature that makes a universal appeal is the arrangement of the subject-matter, which is grouped under separate departments instead of following the conventional A-Z sequence. Duplication of material is avoided. Annoying cross-references are eliminated. You have instantly at hand all information relating to any particular subject, an invalu- able supplement to such studies as history, civics, science, lit- erature, geography—in fact, everything taught in the modern school. Again, any specific fact may be looked up through the comprehensive index. No less than 22,000 subjects are covered. Teachers also find the greatest practical help to classroom questioning in the 12,000 Test Questions, embracing every department. A profusion of illustrations supplements the Send for this interesting booklet, FREE An attractive booklet has been prepared that gives full information about The Lincoln 4 Library and shows sample pages. It will be sent to you gladly, without cost or obligation, so that you may see how helpful The Lincoln Library will prove to you in your school wo:k. The coupon will bring you this interesting booklet. Mail it today. 7 tial THE FRONTIER PRESS COMPANY, Dept. 4 Buffalo, New York Examine The Lincoln Library at Booth No. 93 at the N. E. A. Lafayette Building Convention, Washington, D. C. The tremendous success of The Lincoln Library, the world-wide demand, the scholars, educators and the general public—all show how completely The Lincoln Library has fulfilled a Fine Arts Education Biography Miscellany enthusiastic comments of OF ESSENTIAL INFORMATION text—ooo illustrations in all, including many beautiful four color plates. You can own this great storehouse of knowledge at amazingly little cost The Lincoln Library is not only the most convenient refer ence work you can own—it is also the most economical. 3e- cause its vast store of information has been put into one volume, instead of many, tre- mendous savings have been effected in pro- duction costs. You have the same amount Pp of material as is ordinarily contained 7 ress Co., in twelve or more volumes, at about v7, Dept. 4, one quarter the cost. ? Lafayette Building, Buffalo, New York 4a @ ee ae The Frontier Gentlemen: Without cost or obligation to me, please mail me your new 32-page illustrated booklet describing The Lincoln Library of Essen- Information, the up-to-date ? one-volume reference work. AP FOES. ots the cs Pas Dds Mave ade V4 pa ee eee) eres a "-s ~3 tan dend ncn anna RENE IE Mention THE Journat when writing our advertisers. A-+6 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1926 — ' ——— ’ MICROSCOPES Booth No. 95 OU are cordially in- vited to visit the first exhibit of LEITZ MICRO- SCOPES AND ACCES- SORIES to be shown at the National Education Association meeting, De- partment of Superintend- ence, Washington, D. C., February 21-25, 1926. An extensive display of new microscopical equip- ment and accessories, pro- jection apparatus, will be in charge of our Technical Department. MICROSCOPE “LL” 60 East |O™St AGENTS: Pacific Coast States: Spindler & Sauppe, 86 Third St., San Francisco, alit. Canada: The J. F. Hartz Co., Ltd., Toronto, Canada. Philippine Islands: Botica de Santa Cruz, Manila, P. I. Cuba: Texidor Co., Ltd., Habana, Cuba. Wilson Handbooks Compilations of Representative Arguments on Both Sides of Outstanding Issues “They are of value to any person who wishes to ob- tain information on the subjects included.”—Outlook. The Handbook on CHILD LABOR “A valuable collection. The American child heartily recommends the HANDBOOK on CHILD LABOR not only as invaluable for reference purposes, but also as genuinely engrossing reading.” “An excellent BRIEF in favor of and also against 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- agement Review. 431 Pages. Price, $2.40. A REFERENCE SHELF number published Feb- ruary, 1926, supplements and brings down to date this volume, which was published in 1925. Copies, 90c each. Other subjects of present interest are Capital Punishment. Prohibition. Fundamentalism versus Modernism A complete list of subjects sent on request Booth 101, Dept. of Superintendence N. E. A. Exhibit, February 21-25 The H. W. Wilson Company 963 University Avenue, New York City Mention THe JourNAL TEST AND PRACTICE MATERIALS THE LENNES WORK, DRILL AND _ TEST SHEETS IN ARITHMETIC. Grades 2-8. Standardized Tests diagnose the difficulty. Remedial drills apply the remedy before it is too late. Score Cards furnish continual record of individual achieve- ment. TEST, STUDY AND PRACTICE EXERCISES for the Correction of LANGUAGE ERRORS. Advanced Grammar Grades or Junior High School. Diagnostic tests reveal individual language difficulties. Remedial drill corrects these weaknesses. This ma- terial provides work for several grades in one build- ing—at a very small cost. THE STUDY-PERIOD PROJECTS. Grades 1, 2 and 3. Primary Grade seat work is correlated with test and practice material in silent reading. ’ See this Material at Booth 55 atthe N. E. A. Write for Descriptive Circulars LAIDLAW BROTHERS Educational Publishers 2001 Calumet Ave. 118 East 25th St. Chicago New York —-O0 TH 64... At the Meeting of the Department of Superintendence TEXT AND REFERENCE BOOKS For the TEACHER AND STUDENT P. BLAKISTON’S SON & CO. Publishers Philadelphia when writing our advertisers. Vol. 15, No. Z Why Not Start Your Next Class of Beginners in Reading Right? Use The KEYSTONE PRIMARY SERIES OF PREREADING BOOKLETS Just Off the Press! First Booklet-—HOME AND SCHOOL PLAY BOOK Second Booklett—A BOOK OF TOYS AND GAMES Third Booklett-—THE OUTDOOR PLAY BOOK Fourth Booklett-—THE ANIMAL PICTURE BOOK Go Be Used in Connection with the Keystone Primary Set of 300 Stereographs and 300 Lantern Slides Further Information Gladly Furnished on Request Please Visit Us at Our Booth No. 115, N. E. A. Convention THE KEYSTONE VIEW COMPANY MEADVILLE PENNSYLVANIA THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Meet Us in Washington! N. E. A. MEETING February 21-25, 1926 Auditorium, Washington, D. C. Booths 11, 12 and 13 See our display of visual education helps: Breasted Ancient History Maps Harding European History Maps Hart-Bolton American History Maps “J” Series Political Geography Maps “S” Series Political Geography Maps Cartocraft Slated Maps Cartocraft Globes Wall and Desk Outline Maps Anatomical Models and Charts Anco Biological Supplies See Our New Map Catalog No. 5 and Biology Catalog No. 5B at the Meeting Messrs. Denoyer, Geppert, Bowmar, Fowler, Zabel, Brown, Beuttel, and others will be there to greet you. Denoyer -Geppert Company SCIENTIFIC SCHOOL MAP MAKERS 5235-57 Ravenswood Avenue, Chicago A-47 Che National Geographic Society requests the pleasure of the inspection by members of the Department of Superintendence of an EXHIBIT OF PHOTOGRAPHS Gathered by Scientific and Photographic Expeditions of the Society Wednesday Afternoon, February 24, 1926 at The Society’s headquarters SIXTEENTH AND M STREETS © National Geographic Society THE FIRST AMPHIBIAN LEAVING THE “PEARY AT ETAH Donald B. MacMillan will describe the work of the National Geographic Society-U. S. Navy Expedition, which employed aviation, radio and color photography in exploration and study of the Eskimos, birds, animals and flowers of the Arctic, and will show new motion pictures and the first color photographs taken in the Arctic when, through the courtesy of the National Geographic Society, he ad- dresses the Department meeting on Thursday evening, February 25. The Society’s material especially adapted for use in schools will be on exhibition at Booth No. 63, Washington Auditorium, February 21 to 25, inclusive. Mention Tue Journat when writing our advertisers. A-48 ‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1926 New Self-Teaching Seatwork Materials To help you solve your problems in curricular construction New self-directed learning exercises based on ex- tended scientific studies by Garry Cleveland Myers and associates. Primarily designed to evoke greater pupil interest in and to provide the teacher self-learning processes, with highly practical and helpful materials conforming strictly to the requirements of advanced pedagogy. Superintendents and school boards find in Harter penditures. Seatwork an excellent means of reducing textbook ex- VISIT @UR DISPLAY, BOOTH 69, WASHINGTON AUDITORIUM SELF-TEACHING VOCABU- LARY. By Garry Cleveland Myers. A group of five “‘self- teaching by samples’’ sets, each set consisting of 90 cards 2 x 3 inches, giving self-instruction in vocabulary of 90 words taken from Thorndike’s list. One side of each card printed with draw- ing of a subject familiar to every child, including animals, birds, toys, etc., with name printed be- low the drawing. Pupil studies words until he feels that he knows each one, then tests self by turning to back of card, on which is printed name without picture. Includes complete instructions, self-testing, and word games, particularly suited to children of foreign parentage. No. 2066—From Thorndike’s list. No. 2109—From first 500 Thorndike words. No. 2066 No. 2110—From second 500 Thorndike words. No. 2111—From third 500 Thorndike words. No. 2112—From first 1,500 Thorndike words. Oe SSR eer oe eee $0.40 WORD CLASSIFYING Mo- tivated by Stories. For 2nd, 3rd, and 4th Grades. Each of 16 self-teaching cards, 6 x 9 inches, has a fascinating story so writ- ten as to suggest tothe child a flood of pictures. Following the story are a group of words from which the child is to se- lect one or more lists adopted to designate high spots in the story. These silent reading projects ap- peal to the native interests and No. 2074 prompt purposing. They have definite educational value. No. 2074—Per set............... $0.40 MIXED SENTENCES—No. 2125 and 2126. From Thorndike’s Word List. Pupil rearranges group of words to make complete sentences. 320 sentences on 16 cards 6 x 9 inches. a See ee oe ae $0.40 MOTHER GOOSE SILHOUETTES. By Miss Florence Sampson, edited by Garry Cleveland Myers. First-grade pupils teach themselves mean- ings of the printed word, word order, and sentence order in 32 Mother Goose rhymes. Silhouette illustrations of each rhyme are printed on cards 9 x 12 inches. Rhymes are printed in large, clear type in strips, to be cut apart. Pupils read each strip and place in proper sequence beside the pic- ture. No. 2098—Per set.............. $0.40 DESCRIPTIVE SILHOUETTES —WNo. 2004. Grades 1, 2 and 3. Similar to our No. 2098 de- scribed above, but including silhouettes of animals, birds, fish, etc., instead of Mother Goose char- acters. See illustration. Sentences are to be cut up and placed by the pupils at the side of the proper picture according to context $0.40 VERB DEMONS. By Garry Cleveland Myers. For 4th, Sth, 6th and 7th Grades. Two sets each consisting of 16 self-teaching from sample cards size 9 x 12 inches. On lesson side of each of 8 cards are 25 sentences, including 11 verb forms of sit, lie and let. On the self-teaching side are 20 of these same sentences with verbs omitted. On & other cards appear the verbs set, lay and leave. No. 2091—Per set . $0.40 No. 2092—Per set ....$0.40 EVERY DAY VERB DRILLS—No. 2095. Grades 4, 5 and 6. Gives extensive drill on the most common verbs. Correct form illustrated with sentences and exercises $0.40 To THE HARTER SCHOOL SUPPLY CO., 2054 E. 71st St., Cleveland: Please send the following checked catalogs, etc., to me without charge: [] New Seatwork and Silent Reading catalog- circular. (Free.) C1 New list of “Helpful Hints for Teachers’”’ titles. (Free.) [] Harter’s New Teachers’ Catalog, which de- scribes and that every illustrates hundreds of good things teacher needs. (Free.) Name Title Address DIAGNOSTIC TESTING PADS May be used either with or without the new Seat- work Material described on this page. Makes the problem of testing the ability of your pupil an easy matter and involves no great expense on your part. Tests average 15 to 20 cents per pad of 50 sheets. We supply tests covering every de- partment of elementary school work. Write for our descriptive circular. PUPILS’ FUNNY PAGES—No. 2113, 2114 and 2115. Grades 2 and 3. By Garry Cleveland Myers. Three sets of re- fined newspaper comics, which so grip the child’s interest. For sup- plementary rea d- ing. On cards 6 x 9 inches, four to six colored illus- trations on each card with ow ‘ 3 stories. ree ees sets, each $0.40 Same as above, but without eens stories. No. 2116. Grade 3, 4 or 5 ; $0.40 tm Face t pincctions, Read tencee No. 2079 No. 2068 SUMMARIZING PARAGRAPHS. By K. M. Persing and Garry Cleveland Myers. For all grades from 3rd to Senior High School. Set con- sists of 16 “Self-teaching by Samples’ lessons in paragraph summarizing, which is the highest form of silent reading and study. No. 2079—For 3rd, 4th and Sth Grades. No. 2080—For Sth and 6th Grades. No. 2081—-For 7th and 8th Grades. No. 2082—-For 8th and 9th Grades. No. 2083—For Senior High School. Price, per set... $0.40 SENTENCE ARRANGEMENT—No.2068. Grades 3, 4 and 5. Each of 16 cards contains a five to nine sentence paragraph with sentences in mixed orders. Pupils to rearrange and give soe 2 c corte ft rgit No. 2086 No. 2096 STORY STARTERS—No. 2086 and 2087. Grades 4, 5, and 6. Highly motivated Silent Reading. The pupil learns by copying sentences arid writ- ing his own version of the climax of the story. Two sets, each. $0.40 WHAT HAPPENED STORIES—No. 2096 and 2097. Grades 3 and 4. Two sets of 32 stories printed on 4% x 6 inch cards. Interesting Silent Reading Stories of children’s experiences. Two NS NOES Ere ce Pe ay $0.40 No. 2088 EASY SYNONYMS—No. 2088 and 2089. Grades 3 and 4. Self-teaching of synonyms from Thorn- dike Word List with sentences to _ illustrate. Two sets, each $0.40 NOTE:—We publish several additional sets on Self-teaching of synonyms, opposites and homo- nyms which help the pupil master word meanings by himself. Write for our Seatwork Catalog. SELF-TEACHING ARITH- METIC—Self-supervised _learn- ing of all number combinations from 1 to 10 without help from the teacher. Problems printed on two sides of cards, with answer on one. side, without answer on other side. 100 cards in each set. No. 2060 Addition, No. 2061 Multiplication, No. 2062 Division, No. 2063 Sub- traction. See illustration. Four sets, each . .§0.40 No. 2060 NUMBER PUZZLE CARDS—No. 2085. Self- checking arithmetic puzzle in addition combina- Se OM on ote ee ta eonecsec $0.40 READING AND WRITING NUMBERS. By Garry Cleve- | Reading @ Writing land Myers, PhD. For 3rd] NUMBERS and 4th Grades. 32 Self-teach- ee ing lessons in Reading and Writing Numbers. Lessons ap- pees in sequence. Each lesson 1as 12 exercises, from which child reads, per example, “Sev- enty-three—73.”" On the other side of this card “Seventy-three” appears alone. Child is to sup- ply 73. Child turns back to the J ¥ lesson side whenever he needs Ne. 2073 help. No. 2072—Per set $0.40 READING AND WRITING DECIMALS. B Garry Cleveland Myers, Ph.D. For 3rd and 4t Grades. 16 Self-teaching lessons in Reading and Writing Decimals. Lessons appear in sequence. Each lesson has 12 exercises in reading decimals, from which child studies. On the other side of the card the decimal appears alone. No. 2073— Per set $0.40 FIRST STEPS IN NUMBERS—No. 2093. Grade 1. Reading and writing numbers from 1 to 10 taught by waved animal pictures. 16 cards 6 x 9 inches peers cio aerGinee eee $0.40 THE GROCERY STORE. By Garry Cleveland Myers. Self- THE GROCERY ‘STORE supervised study for 2nd or 3rd Grade. Eight cards 9 x 12 inches with 160 interesting prob- lems in buying groceries from pictured shelves of store. One- half of each card pictures the grocery store. shelves, with canned goods, fruit, vegetables, etc., all neatly arranged and paver . Fae tay printed on other ha of each card. Set also includes answer card, to be No. 2067 placed on teacher’s desk. No. 2067—Per set, $0.40 HARTER’S NUMBER AND LETTER CARDS. We supply kindergarten and primary grade Num- ber and Letter Cards in two sizes packed in boxes or in strips, also Cut-Out Letters 1 inch high, and Color Tablets for number work in squares, circles, triangles, etc. Write for our Seatwork Catalog, which describes all of these numbers. THE TOY STORE. For 2nd or 3rd Grades. Similar to the Grocery Store, above, but pics turing the toy store, and with problems in toy buying. Anlf exceptionally interesting set for children. No. 2071—Per set. $0.40 No. 2000—DOMINO AND FIGURE COMBINATIONS. Eight new combinations (16 cards) in ~F envelope, to be cut apart and placed in indi- vidual envelopes. Pupils lay Me, 2008 their cards in pairs, according to combinations, matching either side. Per set. $0.40 FACTS AND NUMBER VALUES. By Garry Cleveland Myers. For 3rd 4th and 5th Grades. Set consists of 32 cards, size 4% x 6 inches. son side of card contains, for example, names of twelve largest U. S. cities paired with population and arranged in random order. Pupil is to put pairs in order. Answer side of card gives pairs in correct order with numbers spelled out. = 2101—Per set $0.40 Order from your dealer, or THE HARTER SCHOOL SUPPLY COMPANY 2054 East 71st Street - Mention THe Journat when writing our advertisers. - CLEVELAND, OHIO Vol. 15, No. 2 ‘THe JOURNAL OF THE NATIONAL EDUCATION AssociATION A-49 THE BOLENIUS READERS are New Viewpoint Readers They Train Pupils to Think From the beginning lesson they hold steadfastly to the i —_— cordially only purpose reading has, namely, to get thought from tina tm lade eer Gn the printed page. To this end all types of reading re- hibit of textbooks, and sponses for training and testing comprehension are seat work done by employed. eager oldgad end The kind of reading ability that is developed through ; the Bolenius Course enables the child to acquire the gy A Bb vast fund of information he must have for his purely i ieiepdiahence, Beat utilitarian needs; it also gives him the sort of training , that makes reading a source of pleasure and profit for 49. his hours of leisure. Washington meeting February 21-25 Reading is Thinking HOUGHTON MIFFLIN COMPANY BOSTON NEW YORK CHICAGO SAN FRANCISCO 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. DELEGATES TO Dept. of Superintendence, N. E. A. Washington, D. C. February 21-25 Will Enjoy a SIDE TRIP to | HISTORIC EASTERN VIRGINIA | BY WATER | Modern Steel Palace Steamers | “Northland” “Southland” “District of Columbia” | Daily Service, Washingtor, D.C., to Old Point Comfort, | Norfolk and Virginia Beach via Potomac River and Chesapeake Bay NEW YORK AND BOSTON BY SEA Delegates from Southern Points can purchase through tickets to Washington via Norfolk and this line at reduced fare authorized for convention. NORFOLK & WASHINGTON STEAMBOAT CO. | The Home of the First bresstaeni 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. Mention THe Journat when writing our advertisers. A-50 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION I made more money the first summer I traveled with Compton’s than I had ever made in a whole year’s teach- ing, and I am saving more each year now than the average good teacher makes. To have visited the places and seen the sights I have seen would have cost a great deal of money, but traveling with Compton’s has made it possi- ble to put money in my pock- et and see the country also. Ruth Rounds, Syracuse, New York “Travel this Summer and make = a $200 to *400 per month f ~ « Cs START now to plan a glorious summer .. . a summer of new scenes and new faces ...a summer of travel and intriguing places. Start now. . . to capitalize your ex- perience, to earn a handsome income while you meet interesting people, and acquire new knowledge and ex- perience. Build your bank account and your future. Get away into a refreshing, stimulating environment. Accept the dignified, successful plan the House of Compton offers you. Hundreds prove it What hundreds of school teachers have done . . . what hundreds are doing now .. . proves conclusively how great this opportunity is. Many have made more than $1000 in the summer weeks. Of the hundreds we employ the average is more than $250 per month. And with that income each has found a wholesome vacation—work coupled with pleasure and happiness. Comp- ton’s is an International Institution. Hundreds upon hundreds of teachers represent us. Year after year teachers return to take their vacation this un- usual way. And a growing demand for Compton’s means that each year new teachers are needed to work with us. Mark this well! Compton’s have at one time or another employed America’s leading educators. In thirty years of educational publish- ing, men and women of international note have worked for and with us. So those who join us now are assured a prestige and a membership in an organization that is truly distinguished. You are trained, and paid a definite amount each week while getting started. We make you ready to make money, so success is well assured. I have spent seven delightful, happy vacations with the House of Compton, and they were mighty profitable ones too, as shown by the following record: Year 1918 1919 1920 1921 1922 1923 1924 1925 Location Earnings Detroit 8 851.05 Oklahomaand Texas 812.15 Iowa Wisconsin Colorado Colorado Working on Degree at bod 850.50 And my work in salesmanship has made me a better teacher and brought me several promotions. —Bessie Friel, Nashville, Tenn. Travel and earn money The Compton Plan makes it possible for a live, energetic teacher to spend the vacation period traveling. The Compton work capitalizes all a teacher’s training and experience. Earn $500 to $1000 this summer. Send the coupon for full details today. Only a limited number can be accepted. Those who apply first and who can start earliest and work longest are given preference. Make your plans now. f Send the coupon / Get the facts Compton’s Pictured Encyclopedia has met with an avalanche of approval from the leading educators of America . . . high sales records in England and Italy, and a Swedish edition is under way. Today... homes Compton’s maintains its leadership. At work in every im- portant school system, as well as in smaller systems and rural is sweeping to in more than 25,000 schools and 100,000 schools by the thousand . . . popularized through school room and library . . . backed by national advertising . . . Compton’s meets with a home acceptance and popularity that makes its selling comparatively easy . .. and its presentation highly interesting. Our plan for you! Get the facts today. Let us give you the details of our plan. Let us show you how we'll help you, where you'll travel, how much you can earn, and how this work gives you a permanent summer position, every year. Send the coupon for full in- formation. Send it now. Then see how simple, how complete, how profitable our proposition is. Of you, we ask—only that you are an ambitious woman, between 25 and 40 years of age, have had two years of normal or college training and three years of teaching experience. That's all. We make it possible for you to earn handsomely .. . and to play as well. Make good with us—and there may befor you, as there has been for others, a permanent $3000 to $5000 position here. Find out, now, all that Compton’s plan may mean to you! F. E. COMPTON @ CO. 58 E. Washington St. CHICAGO Mail this now February, 1926 : | F. E. COMPTON & CO., Dept. 92 H 58 E. Washington St., Chicago ’ Gentlemen: Please send me without obligation on my ' * part your summer-vacation and money earning plan. , } f 6 aa a i ee eee ee ee Age. ved 7 EE « ch Dale ds b's ohcel kpeoe de ¥Pe oe) s cads hase 3ocee ; IC OOO E ET PEE Years of training. ......+++ : FR ee eee ee ee Tae .- ry I have had, seen YOars of teaching experience, My school closes. seeseee | pT TTOrLTT LL Li Mention THe Journat when writing our advertisers, — a5 -_~ -_ as a a a ee | ~ February, 1926 The New Educational Statesmanship partment of Superintendence and related groups in Washington in February promises to be the largest meeting of influential educational work- ers in the history of the world. The men and women who will gather amid the historic scenes of the nation’s capital on that occasion will be chiefs of school systems in states and cities. They will be principals, supervisors, and specialists in educational administration. ‘They are men and women of power and responsi- bility in their home communities. They are the representatives of the new state- manship in education. Thousands of them have taken up the torch which Horace Mann carried so nobly in an earlier day. They seem to stand out less sharply than he because the whole level of leadership has been raised. All these men and women who will gather in Washington are facing prob- lems much like those upon which Horace Mann worked. ‘They want the public to understand its schools that its sup- port may be intelligent. They want adequate buildings and sound courses of study. They want an up-to-date cur- riculum and teachers that are well- trained and generously paid. Most of all they want a fair start in life for every American boy and girl. The spirit of Abraham Lincoln is conspicuous among them; they have a feeling for human needs. But the setting in which they work is different from that of an earlier day. The country has grown; problems are larger and more insistently pressing. The sheer bigness of the units into which modern life is organized is often baffling. Many problems are so large that the in- dividual seems powerless to face them and organization comes into play. The modern educational system works in an heroic age in which things are done on a great scale. It requires men and women of wide vision and great energy to deal with the big problems of edu- cational finance, the training of com- petent teachers in large numbers, and the coordination of various educational activ- ities, The problem of finance is changing Ts GATHERING of the De- because of changes in the distribution of wealth and income. Responsibility for the mental and moral growth of children—long held to be a care of the TATESMANSHIP is coming to have a new meaning. It once indicated activity in a narrow political field. It was associated with authority—the playing of men and forces against each other and the domination of large groups. The new statesman- ship promises to be more a matter of creative ideas and masterful performance of the world’s work. In it the ele- ment of leadership will spring not so much from authority as from sheer worth of ideas. This is merely another way of saying that the time is at hand when the opportunities of statesmanship are open to vast numbers instead of merely to a few. The world is in such great need of this new kind of leader- ship that anyone who becomes master of himself and of the fields through which he seeks to express himself may have full opportunity for the use of his energies and vision. The great ideas and inventions are not back of us, but before us. family only—has been shared in turn by community, state, and nation. The di- vision of financial responsibility between these various units is now a matter of much discussion and controversy. One state after another has had to wage campaigns on the question of taxes versus children. Finance inquiries show plainly that larger areas of support are inevitable as wealth and industry con- gregate in larger units. Educational statesmanship is helping the public to understand that centralized wealth and income must be matched by centralized taxation. It is helping the public to appreciate the extent to which giant industry and finance reach out to shape human life and even to dominate government itself. Our huge aggrega- [35] tions of capital and income, drawn from the remotest hamlets and farms, have left in our less favored areas too few taxables to support an adequate educa- tional program. A fair start in life for every boy and girl cannot be given until we are willing and able to tax the na- tion’s wealth and income for the educa- tion of the nation’s children. The new statesmanship also faces the task of coordinating the various units of our school system which have grown up separately. We do not have a system of education. Rather we have systems of elementary schools, secondary schools, colleges, professional schools, libraries, museums, and other agencies. Each of these systems has its own history and its own ideals and is inclined to operate in- dependently of the others. There are abrupt breaks between one level of education and another. There is a tendency to overemphasize subject- matter and to underemphasize life and growth. The beginnings of unification are now evident in the development of junior high schools, junior colleges, municipal universities, cooperative schools of various types, and in the growth of adult education through public libraries and other agencies. No less important than these broad problems of finance and management are others involving various branches of edu- cational service—each with its own distinctive problems, demanding a high quality of professional leadership. First, teaching. All through the history of education the names that have been greatest are those of teachers. Even among administrators those who have achieved most have been teachers in a broader sense. America needs examples of great teaching. Lord Fisher re- marked, after a recent trip.through our country, that great service could be ren- dered by endowing a few elementary schools so that they might employ at large salaries men and women of energy and outlook. Such persons would have unusual opportunities to apply the science of education and to master the art of teaching. In a measure this opportunity for study and influence is before every teacher in America. The children are there. The opportunity for new insight 36 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION February, 1926 into the science of education and for mastery of life is there. ‘The factors that gave Pestalozzi his vision are there. Every teacher is a potential discoverer of great thinkers and statesmen. Second, the principalship. Less than a decade ago there was no nationally or- ganized group of elementary school prin- cipals. Much of the real significance of the principal’s task had been over- looked. Now there is a vigilant and growing Department of Elementary School Principals in the National Edu- cation Association. The small group of men and women that started the De- partment has grown into a band of nearly three thousand enthusiastic work- ers, each of whom is an ardent exponent of the gospel of the principalship. The development of the secondary school principal’s group is hardly less dramatic and rapid. Here is a field that calls for men and women willing to face the principalship as a life job, willing to throw themselves into community leader- ship, the guidance of teachers, and the inspiration of pupils in a creative and masterful way. For men and women of vigor and vision here is an appeal that endures. Third, the superintendency in city, These offices in America are less than a century old. The earlier superintendents were likely to be politicians or at best men drawn from other professions because they seemed to sense educational opportunities. The modern superintendent is a trained executive, a professionalist of the highest order, combining unusual insight and a working technique with large responsi- bility and immediate opportunity for guiding the growth of teachers and the development of children. America today has such a wealth of outstanding super- intendents—men and women of leader- ship and influence—that it is not possible eyen to begin to name them. A few rise above the others, but there are lit- erally thousands in this field that in a very genuine way are statesmen in the qualities of leadership they bring their various communities. ‘There are always hundreds of other cities looking for men and women big enough to give the lead- ership required for their growing educa- tional activities. If statesmanship con- sists in the skilful manipulation of many and varied factors, certainly the superin- tendent, charged with molding public sentiment, mastering finance, welding teachers into a working unity of plans and ideals, keeping before the pupils as well as the public the best conceptions of district, and county. education and life—surely one in this position has a first-class opportunity to be a statesman. Fourth, the state superintendency. Until quite recently in most states the state responsibility has been relatively small and nominal. Under new condi- tions it is becoming large and actual. EW YORK CITY now has a million school chil- dren. Several cities have more than a hundred thousand. Problems of state school ad- ministration are growing more complicated. Colleges and uni- versities are hard pressed to care for the oncoming tide of students. The problems of the school administrator are now large-scale problems. He was once referred to as a good tac- tician. As his duties increased there was talk of educational strategy. The task is now so heavy that we may well adopt a phrase the French generals used during the war—“grand strategy.” Grand strategy in education is no less important than grand strategy in war, in industry, or in business. Instead of one Horace Mann or Henry Barnard for the whole United States, there is now work for several pioneer educational evangelists in every state. The integration of the total educational activity of even our smaller states pre- sents an opportunity greater than Horace Mann had when he took the new-born secretaryship of the state board of education in Massachusetts. Our state school officers have larger staffs than Horace Mann and more au- thority. They are supported by more associates who have some mastery of the science and art of education. There is almost no limit to the transformations they can make through the creative ideas they set up and the marshalled energy with which they attack the problem of awakening the public to its educational opportunities. Fifth, teacher training. All that has been said under teaching applies here with multiplied force. Many of our teacher-training institutions are in their infancy. More than half. of the teachers in America are comparatively untrained. The head of a teacher-train- ing institution or a teacher of teachers has the immediate prospect not only of molding the life in his hands but, through it, of reaching a long chain of pupils who will catch something of his spirit and technique in working out prob- lems. Sixth, college and university service, The number of men and women who are passing from the secondary schools into the colleges and universities has so increased as to create the most urgent problems of administration, teaching, and student management. ‘These problems have become so pressing that they are raising questions that touch every phase of college and university activity— the whole range of its ideals and or- ganization. Whether from the stand- point of administration or of teaching, here are opportunities far ahead of the available men and women to fill them. University presidencies that offer wider scope for the use of one’s powers than even a Napoleon could have dreamed open up every year. Seventh, research. The meaning. of the scientific attitude in daily life is only beginning to be appreciated. Most of us solve our daily problems with something of the high-handedness of a medieval monarch who took the first decision that came along and proceeded to act. How- ever, the new attitude toward our in- dividual, as well as our group, problems is fast gaining ground. Bureaus of re- search have sprung up everywhere, both in the field of education and out. These bureaus are throwing a flood of white light on our common problems, and each is a center for the spread of the scientific idea out into daily life. Research work- ers will become less and less specialists in the narrower sense of the word and more and more masters of the whole of life, gifted and trained for the scientific technique and attitude. Eighth, adult education. Universal compulsory education on the elementary level is everywhere accepted in America. In some sections it is even accepted on the secondary level. Universal educa- tion on these levels is no less essential to the growth and well-being of our society than universal opportunities for lifelong education freed from special interests, as they are where a public library reaches in an aggressive way the entire life of the community. From what notable libra- ries are now doing it is possible to fore- see the day when every community will insist on employing men and women of talent and training as trustees of the in- tellectual activity of all its adults, just as it makes teachers responsible for the literacy of children. The library fol- lows the school as inevitably as noon ype... [4 . 7 Vol. 15, No.2 LL follows morning. Adult education in its many phases is one of the great un- developed fields in American education. Ninth, recreation. The playground and recreation movement in America is hardly more than a quarter of a century old, but it has already gone far enough to indicate its possibilities. A nation which spends more than half a billion dollars annually on one form of com- mercialized amusement —the motion picture—can afford to provide men and women who represent the whole public to guide its recreational activities. Recreational work now under way in the more favored cities indicates that there should be at least one full-time trained recreation worker for each two thousand people to obtain the best re- sults—that means more than fifty-five thousand such workers for the nation as a whole. Tenth, professional organization. A\- THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATICN 37 most within a decade the function of teachers’ organizations in arousing the profession to its opportunities and in carrying on the activities common to the teaching group has become evident. ‘The number of workers now giving their full time to professional organization is com- paratively small, but the movement is growing. ‘The secretaryship of state and city associations will come to be recog- nized for its opportunities even as the state superintendency has grown to be a position of vast responsibility. Before long the nation will have a_ million teachers. They will be better trained than teachers now are. They ‘will have a clearer conception of their common problems and the necessity of professional organization as a means of solving those problems. After canvassing these opportunities in education, can anyone feel that the pro- fession should not appeal strongly ‘9 our Tittle TTT PERDRGEEE. most talented men and women? Can anyone who is interested in young men or young women struggling with the problem of choosing a life work fail t give serious consideration to education, if the youth in question has the special talent and ability which education needs ? Salaries for the profession as a whole may be low—in certain localities even below the wages of day labor—but the dawn of a new day is here and the sal- aries of tomorrow are in the hands of the profession itself. In proportion as its leadership is sound, its training ample, its attitude right, and its service in the community outstanding, it will come t command not only better salaries, but along with them better conditions of living. Let us look forward to the time when those who lead the intellectual life of the community in whatever capacity will be its most honored and best re- warded citizens.—]. E. M. HE McKIM SCHOOL, the oldest free school in Baltimore, is copied from the old Greek temple of Theseus, at Athens, one of the finest remains of the age of Pericles. The school was founded by John McKim, who, in 1817, bequeathed $600 annually in ground rents for the support of a free school under the direction of the Friends Society. The building, ough following a Greek model, is well adapted to school purposes. A community kindergarten for the little folks of the neighborhood is held in it, and the pupils of Latin classes from all over the city come each year to Study its Doric columns. The Vocational Schools of Paris URING my six weeks’ sojourn in be) Paris this summer, I frequently visited the International Exposi- tion of Decorative and Industrial Arts. The building that made the greatest ap- peal to teachers was the Pavilion de la Ville de Paris. The buildings of other nations or of the Departments of France exhibited the handiwork of adults while here one saw the manual work of the school children of Paris. One section of the “Pavilion” is dec- orated and furnished completely by the elementary school children. One sees the ideal classroom, the library, and the rooms devoted to manual work. On the miniature stage is a setting for “Cin- derella,”’ all the scenery, stage properties, and costumes of which were made by the children. ‘Their individuality of ex- pression was in no wise hampered, for one notices the most modern conceptions of design as. well as the most conserva- tive. This whole section is a riot of color expressed with the freedom of childhood, guided but not restricted by the instructors. The larger section is equipped by the pupils of the technical schools. The main salon shows their handiwork from the forged iron doors to the smallest piece of bric-a-brac. One then proceeds to the booths in which on Thursday afternoons the children work. I was struck by their initiative, dexterity, and “gout artistique.” The workers in ceramics are especially interesting. A boy of fourteen deftly molds a vase on a rapidly revolving table. Another boy is outlining the design on a bowl recently baked. The third boy is cutting the design on his piece of pottery, while a fourth is adding the color to his. In the showcases their finished products are offered for sale. In the same way one can pass from booth to booth and see the making of jewelry, dressmaking, millinery, printing, book-binding, engraving, the tooling of leather, and so on. One leaves with the feeling that the French child has been thoroughly grounded in the fundamental steps, so that, endowed with native talent, he can proceed independent of an instructor. Fascinated by all I had seen, I made inquiries about the schools. Of the many things I learned* about their cur- Mary L. Ritey riculum, I will touch only upon the manual work. In the Ecole Maternelle (our Kindergarten), the aim of manual training is to develop dexterity and the AIN entrance of the City of Paris Pavilion on the Cours-la- Reine, Paris. In this building of the International Exposition of Decorative and Applied Arts was housed the manual work of the school children of Paris. power of observation. However, I noticed that little children of five were weaving a good-sized mat on a loom pre- pared beforehand by the teacher. In the elementary school the boys learn to handle tools in the making of. simple practical articles of wood or iron, while the girls master sewing and domestic science. Throughout the course, draw- ing occupies a very important place as well as the history of all the arts. For example, in the sewing department, dolls attired in costumes dating from the an- cient Gauls to the present age, inspire the girls to conceive new ideas in dress. The children do not specialize in any branch until the last year of the elemen- tary school. Manual training is now given to facilitate the intelligent acquisi- tion of scientific knowledge, to discover the aptitudes of the pupils, to develop a taste for the trades, and to lead them to choose a life work. At the end of this year a child obliged to go to work is pre- [38] pared to begin an apprenticeship in some trade. The more fortunate child, how- ever, upon completing the course in the elementary school, may enter the voca- tional or trade schools. There are five vocational schools for boys and eight for girls, which are under the direction of a Council, consisting of representatives from the city administra- tion and from the trade syndicates, The latter act as technical advisers, The aim of these schools is to give the pupils technical instruction as well as the intellectual and artistic culture neces- sary to an artisan in complete possession of his trade. The schools live in direct contact with industry, filling the needs of modern economic life. All instruc- tion is free to resident pupils of Paris, At the end of the third and last year of the course, the boys and girls are given the money raised from the sale of their articles. They also receive a diploma. In addition, those having maintained the highest standards are the recipients of prizes given by the Chambres Syndicales. A position in a business office or a shop is guaranteed to each graduate. Free courses are also given during the day or evening to those children who are unable to attend the trade schools. The City of Paris through the voca- tional schools is preparing children to go out into the world of industry with deft hands and trained minds, capable of earning a living. The exhibit of these schools at the Exposition is highly com- plimentary to the instructors of the arts and crafts, as well as to the ability and ingenuity of the pupils. It demonstrates the care that the educational authorities of Paris are exercising to maintain the high standing of their country in the domain of art. E SHALL never succeed in edu- cating all of the children of all of the people, till we first succeed in estab- lishing in the minds of our people the basic truth that labor is not a curse but a blessing and that it is not the purpose of an education to free a child from the necessity of labor when he is grown, but that its end and aim is to fit him, so that he can do to perfection the work in this world that he undertakes, or is set to perform.—William Hawley Smith, in All the Children of All the People. —" History lextbooks ALF a century after the signing H of the Declaration of Independ- ence history textbooks were be- ginning to be used in the United States. In 1827 a Massachusetts law required towns of fifty families to employ a teacher of reading, writing, arithmetic, geography, English grammar, and good behavior, but every town of five hun- dred had to provide a master who could teach in addition to the above branches, United States history, bookkeeping (single entry), geometry, surveying, and algebra. In Michigan in 1839, Superin- tendent Pierce said in his report that history was a subject that should in his judgment be added to the traditional branches. In 1821 “a citizen of Massachusetts” published a small volume in full leather without maps or illustrations. His pref- ace includes this statement: While our schools abound with a variety of reading books for children and youth, there has never yet appeared a compendious history of the United States fitted for our com- mon schools. The reading books, following the ex- ample of Noah Webster, had included some history; some was also given in geographies. Writing of his own school days immediately before the Revolution, Noah Webster says: No history was read, as far as my knowledge extends, for there was no abridged history of the United States. He states further in re- gard to the Third Part of his Gram- matical Institute, the reading book which he published in 1785, that in some of the early editions he “introduced short notices of the geography and history of the United States and these led to more enlarged descriptions of the country. In 1788 at the request of Dr. Morse I wrote an account of the transactions of the United States after the Revolution; which account fills nearly twenty pages, in the first volume of his octavo edition.” S. C. Parker after saying that history was taught only in an incidental way in the schools of the United States during the first quarter of the nineteenth cen- tury and “seldom occurred as a separate study in elementary schools,” continues: During the second quarter of the century, however, American history secured a sep- *This is the third of a series of articles on early American textbooks by Mary Magruder, Sandy Spring, Maryland. Mary MacrupDeEr! arate place in many schools. There are several lines of evidence to indicate this fact. In the first place a great many history textbooks were published. Many of these The Distinctive Contri- bution of History ISTORY deals with the whole past life of mankind and is as many sided as life itself. . . The distinctive contribution of his- tory to a school curriculum organ- ized around social objectives is the portrayal of human events and activities as they actually occurred; its guiding principles are continuity and development. Therefore these events and activities are not re- garded as isolated, unrelated, or of equal importance. Every condition or event is conceived to be related to something that went before and to something that comes after. My History places and helps to ex- plain successive stages in the de- velopment of mankind. ae ae Furthermore, the study of succes- sive civilizations, with their differ- ences and similarities, promotes a more sympathetic understanding among individuals, groups, and peo- ples. History, by creating a sense of perspective, gives an intelligent no- tion of those human activities, de- cisions, and achievements which lie behind our present-day institutions and problems. It makes intelligible the constant references to people and conditions of the past in litera- ture, speeches, public discussions, and in the daily press. It affords training in the collecting and weighing of evidence. History supplies the necessary background for an appreciation of much that is best in literature and art. It gives more interest to travel. A History is to society what mem- ory is to the individual. It is the record of the accumulated experi- ence of the past and serves as the key to the storehouse of human ex- perience for the guidance of man in dealing with the problems of the present.—Joint Commission on the Presentation of Social Studies in the Schools. issued before 1863 are listed in Barnard’s American Journal of Education. Of these one United States History and three histories of New England were published before 1821. Eleven United States histories and three state histories were published between 1821 and 1831. Of these “The History of the United States” by C. A. Goodrich, published in 1822, was the most popular. [39] Of this history Clifton Johnson says that for a long time it surpassed all rivals in popularity. He says further: Within a dozen years a hundred and fifty thousand copies had been sold. It appeared in various editions, some entirely lacking pictures and none with more than a few in- significant cuts until 1832. Then it was produced in a thick f2mo with forty en- gravings and a map. Good paper was used, and the pictures were excellent for the time and very well printed. In 1832, also, Noah Webster put forth a school History of the United States, to which was “prefixed a brief Account of our (English) Ancestors, from the dispersion at Babel, to their Mi- gration to America.” The book ends with the adoption of the Constitution, because, as Mr. Webster explains, “An impartial his- tory cannot be published during the lives of the principal persons concerned in the . transactions related, without being exposed to the charge of undue flattery or censure; and unless history is impartial, it misleads the student and frustrates its proper object.” The individuality of the book is further em- phasized by a chapter of “Advice to the Young”—economical, moral and religious— which the author hopes “will serve in a de- gree to restrain some of the common vices of our country.” Although “A History of the United States” still commands respect for Charles Augustus Goodrich (1790- 1863), the large sale which it had for a dozen years did not continue as long in school use as did the histories of his brother, Samuel Griswold Goodrich (1793-1860), who wrote and edited 170 books under the pseudonym of “Peter Parley.” Those written for children had the merit many publications for them lack—they interested young read- ers. I can make this statement concern- ing them from actual knowledge. My father, Dr. William E. Magruder (1834-1914), often said that a number of “Peter Parley’s’” books in his home had supplemented the linguistic and mathematical courses given him in an academy in a valuable way. He re- gretted for forty years that his share of his father’s estate had not included these books! Within a month his sister over eighty years of age was expressing the same dissatisfaction. I believe that my own keen interest in history is in part due to having studied it first in “Peter Parley” form. While I may buy an old book of his partly for the sense of progress which comes to me as I read a chronology which begins with the Crea- tion of the World in 4004 B. C. and +0 THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION ends with Pierce’s administration, I also enjoy the way in which the familiar in- formation concerning events on this con- tinent are given. While United States history text- books were being written for school chil- dren an effort was being made to give them general history. In 1818 a first edition of “Sketches of Universal His- tory” was published at Hartford. It in- cluded according to the title-page, “His- tory, Sacred and Profane, from the Creation of the World to the year 1818, of the Christian Era,” the author’s “first object through the whole work being to show the influence and importance of religion—to contrast particularly the re- ligion of Christ and his Apostles with the religion of the Popes and Mahomet: and to show that Martin Luther was the angel of the gospel for the age in which he lived, and will continue to be the angel of the gospel until the millenial day.” In this book there is a picture called ‘“Conflagration of Moscow” which would give children the idea that before being burned Moscow was a town of clapboard houses and of churches with pointed spires—producing a general effect identical with the aspect of New ‘England villages of that day. A universal history by Rev. Royal Robbins published at Hartford in 1835 includes “as a matter of curiosity” refer- ence to theories which he does not accept, but which he fears might appeal to chil- dren more strongly than do his own opinions. Some of these follow: The negroes of the Congo affirm that the world was made by the hands of angels, excepting their own country, which the Su- preme Being constructed himself; that he took great pains with the inhabitants, and made them very black and beautiful; and when he had finished the first man he was well pleased with him, and smoothed him over the face, and hence his nose and the noses of all his descendants became flat. Another statement from Robbins is: Adam and Eve, the names of the first human pair, were placed by the Deity in the garden of Eden. It is evident that Eden was east of Canaan; but the most extrava- gant opinions have been entertained on this subject, and not only the four quarters of the globe, but even the air and the moon, have been conjectured to include this de- lightful abode. The innocence and felicity of the first pair were of very short duration. They violated, with daring impiety, the sole command of their Maker. The precise time of this transaction cannot be determined; but it was probably only a few days after their creation. Of the Flood he says: In agreement with the universal voice of tradition the surface of the earth, in various respects, indicates the occurrence of such a catastrophe. Its broken state, the disposition of its strata, and the remains of marine pro- ductions on the tops of the highest moun- tains, are no doubtful evidence on this sub- ject. While Robbins was writing his his- tory, Samuel G. Goodrich was probably VASToORY of the UNITED STATES, CONE N PHILADELPHIA. ’ HABTYORL LEER EY MOT ETTONs ieee at work on a book founded on the same material which was copyrighted by him in 1837 and by his heirs in 1860, 1874, and 1886. Quotations from this will show that “Peter Parley” talked to chil- dren at a time when most grown people in textbooks, and often in conversation, discoursed to them. In Chapter XI of his Universal His- tory, he says: History is the story of mankind since the world was created and may be compared to an old man who has lived for thousands of years, and who has seen cities built and fall into decay; who has seen nations rise, flourish and disappear; and who, with a memory full of wonderful things, sets down to tell you of all that has happened during many ages. * * * I shall try in the progress of my story to tell you of the great nations that have ex- isted, of the battles that have been fought, and of the deeds of celebrated persons. In conclusion he says: I have attempted to give you some idea of the origin and progress of government, of architecture, and commerce; but there are still many things necessary to be known, in order to understand the manners, customs, February. 1926 te ene feelings, and opinions of mankind in former ages. When you read of such a great man as Julius Caesar, and know that he had jm- mense wealth at his command, you might imagine that he rode in a beautiful coach wore a fine beaver hat, silk stockings, leather shoes with silver buckles, and that he carried a splendid gold watch in his pocket. But you must remember that no such things as coaches, hats, stockings, shoes, buckles, or watches were invented till long after the time of Julius Caesar. The truth is, that by far the largest portion of the articles of furniture and of clothing as well as the greater part of the tools and im- plements now in use have been invented within the last five hundred years. I will endeavor to give you some little idea of the origin and progress of various inventions which essentially contribute to our comfort and convenience. * * * The poorest person now enjoys a multitude of comforts, conveniences and luxuries which Caesar, with all his wealth did not pos- a “" 2 I will now give you a list of various dis- coveries and inventions, and tell you their dates. When you read this list, I should like to have you tell which of these things was known in the time of Julius Caesar, which in the time of Constantine, which in the time of Charlemagne, and which in the time of Louis XIV. This exercise has more in common with junior high school work than with most of the textbooks written before 1850. The above quotations, taken from the introduction and from the con- cluding chapter, may suggest why this book was having public school use over fifty years after it was first published when others of its time were forgotten. Goodrich’s Universal History links the past with the interesting recent develop- ments in history. EPUBLICS abound in young civil- ians who believe that the laws of the city, that grave modifications of the policy and modes of living, and employ- ments of the population, that commerce, education, and religion, may be voted in or out and that any measure, though it were absurd, may be imposed on a people if only you can get sufficient voices -to make it a law. But the wise know that foolish legislation is a rope of sand, which perishes in the twisting; that the state must follow, and not lead, the character and progress of the citi- zen; the strongest usurper is quickly got rid of; and they only who build on ideas build for eternity; and that the form of government which prevails is the expression of what cultivation exists in the population which permits it— William Lyon Phelps, Public Orator of Yale University, in Some Makers of American Literature. ENR hare a [ae <3 = ' => & — gz; ti- Teaching the Dignity of Labor VER-EDUCATION at the top and under-education at the bot- tom is the greatest defect of our whole educational system today,” de- clares John E. Brown, evangelist, edu- cator-philanthropist, and founder of the John E. Brown College, ‘‘America’s wholly-pay-by-work college and prepara- tory school.”” “Ninety percent of the young people in our colleges and uni- versities are training for the professions or for ‘white-collar’ positions, govern- mental labor bureau figures show, while there is only room for about ten percent of these.” Four hours of constructive labor a day is the basis upon which the John E. Brown College is built. These hours of work, right living, right thinking, and daily Bible study is all that is required of the hundreds of boys and girls who are getting an education at his college in lieu of matriculation and tuition fees, board bills, and room rents demanded at other colleges. No student pays one dollar in actual cash for the multifold education secured at the little college located in the Ozark Mountains near the outskirts of Siloam Springs, Arkan- sas; no students able to pay even part of their way through a standard institu- _ tion of learning are accepted at the work school. Last year over 5000 applications were received, but only 250 could be ad- mitted, because of limited facilities. “Education and manual labor can and should go hand in hand,” says the foun- der of the John E. Brown College. “Whether we intend it or not, the im- pression is made on the minds of stu- dents today that education means emanci- pation from daily toil. Thousands of ALFRED ]. CRABAUGH parents are making unbelievable sacri- fices that their children may have the advantages of an education in order that their children may not have to work OHN E. BROWN, evangelist and founder and guiding spirit of the coeducational college in Arkansas which bears his name. as hard as they themselves have worked. Education, these parents believe, is the ‘open sesame’ to freedom from manual labor.” Four hours of class work, four hours of productive labor, and Bible study compose the daily program for the stu- dents of the John E. Brown College. Little time is left for recreation, an hour a day being the average. Inter-collegiate athletics are barred, not only because there is little time available for the spe- cialized training which athletes ordina- rily undergo, but because its founder be- lieves that ‘‘the present-day emphasis on sports tends to obscure in the minds of our boys the effort that goes with the larger success of scholarship and service to God and to our fellows.” Fraternities, or any group organizations based on class divisions, likewise come under the ban. Along with practical work in agricul- ture and dairying on the 510-acre college farm with its large herd of registered and grade jerseys, courses in agriculture are offered. Students work in the print- ing plant—which publishes three monthly magazines and two weekly newspapers, as well as job work—as re- porters, proof-readers, copy-readers, lino- type operators, composers, pressmen, and at a multitude of tasks in the book bind- ery, and take journalism in the class- room. Hand in hand with four hours’ labor a day in the garage are textbook courses for auto mechanics. ‘Student teachers have practice teach- ing as well as theoretical instruction in pedagogy. Other students are employed in the construction of the new California building, which is being financed by the people of California, and which is to serve as a girls’ dormitory when com- pleted. The boys’ brick dormitory (see view at bottom of page), the temporary frame administration building, and all the other buildings on the campus were built almost entirely by student labor. A brush factory is operated solely by students. The kitchen and dining-room, the bakery, and the laundry are manned by [41] er eT 42 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION students, while other boys and girls serve as bookkeepers, typists, janitors, and at a score of other tasks. Department heads, as they are called, are employed to serve as foremen for the various industries and as teachers of the various vocations. Separate and distinct is the corps of teachers employed to teach the cultural subjects. Recently Mr. Brown founded another school, at Sulphur Springs, Arkansas, thirty miles from Siloam Springs, where only students who are able to pay their expenses may go. “Iwo hours of voca- tional training, one hour of which is ac- credited, is required of all students in the new institution. The students are allowed to choose the type of vocational training they wish to take. John E. Brown himself was denied by poverty the scholastic training which he is now giving boys and girls. Cracking limestone rocks and wheeling them to the lime kiln was his first occupation on coming to Arkansas, a lad of seventeen. He entered religious work as a Salvation Army exhorter and was stationed for a time at Siloam Springs, which is now his home and the location of the John E. Brown College. It was as president of Scarritt College, Neosho, Missouri, which post he took at the age of twenty-one, that the dream of his college came. Finding the school program partially swamped by athletics, sensing the sacrifices made by many parents to send their children there, and rebelling against the half-concealed snob- bery that drew an invisible boundary be- tween the few students who worked their way through school and the student body as a whole, the youthful president dreamed of a school where manual labor should not be considered menial, where athletics should be properly subordinated to the more serious school program, and where students might employ their spare hours in gaining practical, helpful knowl- edge. Six years ago his dream school came into existence. Turning over to the school the pri- vate fortune he had accumulated, and aided by his many friends, he launched the school, despite the predictions that it could not succeed. Within six years the assets of the school have increased fourfold, and the original student body of 60. has grown to 250. Contributions from every state in the nation have poured in to give students unable to pay their way through the standard institu- tions the same educational advantages as their wealthier fellows and at the same time to allow them to gain a practical working knowledge of some trade while working their way through college. Homes for Teachers MariL_a Z. PARKER Wendell Phillips High School, Chicago, Illinois T WAS a cold winter’s day that I saw her standing on the sidewalk waiting for a street car. She looked old and frail and she said she was just over the flu. I had known her in our church socials. She was a public school teacher living on her small pension. For many years she had taught our little children while supporting her mother and an invalid sister. Now she was left alone with only a pension of sixty dol- lars a month to keep her from the poor- house. I inquired if I could help her in any way. “Oh, no,” she said, “I can get along if I can only be well. When my rent went up, I moved into a small side room. ‘The trouble is that, after my rent is paid, I haven’t much money left for food. I shall get along. The Lord will provide.” Just then her car came and she smiled bravely as she bade me goodby. I won- dered whether the Lord expected us to help along His work. A few weeks later I heard that the old teacher had died and friends had buried her in her simple grave. Another heroic soul, who had spent her life in the service of others, had passed on. This is only an example of many de- voted teachers. ‘The foxes have holes, the birds of the air have nests,’’ but many teachers have no place to lay their heads when their teaching days are over, ex- cept the poorhouse. The old soldier has his home, many a working-man’s union has provided for its own members, but the teacher has been forgotten. If the woman teacher maintains a home for herself, she must, usually, de- pend upon hired help for her care and sometimes she is left alone when she most needs assistance. If she goes to a family hotel in order that she may have social intercourse with other people, she finds it noisy. Children cry and vic- trolas hurt the nerves strained by long years of work with excitable children. February, 1926 eee ae eke ww—w77—V—_VV37370—_VV730—_0V—0V3—_0O5O©W]|L She is ignored, perhaps insulted by young people. ‘Those of her own age are busy with their cares and their families. The worn-out teacher is not wanted any- where. Even men teachers who marry and have children sometimes find themselves one too many. ‘The son’s wife wishes the old man were out of the way. Why cannot the teachers of the United States support homes, where the surroundings that a teacher loves can be provided: good music, books, lectures, and association with cultured people who have lived such lives that they have something to give others and trained minds to carry away with them? Why cannot there be some interesting, beau- tiful spot where teachers can build their own homes, if they wish? When their lives here are over, their property could pass to other teachers. Where can we put our money to better use than to give it for a teachers’ home? EDITORIAL NOTE—In 1924, Miss Parker provided that at her death her estate, amounting to several thou- sand dollars, should go to the National Education Association to be used as the nucleus of a fund to provide homes for retired teachers. At the Indianapolis Convention Olive M. Jones was author- ized by the Association to prepare plans for financing such homes and to present these plans to the various states through an advisory committee consisting of edu- cators interested in this phase of teacher welfare. The first of the homes will be in or near Washington, D. C. Could every teacher provide in his will that one tenth of his estate, after expenses were paid, should go to the National Education Association to further some such worthy project as homes for retired teachers, his influence would be far-reaching. Such contribu- tions placed in the permanent fund would go on rendering service in per- petuity. Teachers who have no depend- ents may wish to leave all of their estate to the Association. THINK we may assert that in a hundred men there are more than ninety who are what they are, good or bad, useful or pernicious to society, from the instruction they have received. The least and most imperceptible impressions received in our infancy have conse quences very important and of a long duration. We may turn the minds of children to what direction we please.—Locke. | ee ft et oe te + oe rt oOo ve re ee Music Memory Contests music memory contests indicates that they embody an element of definite value. Every school authority recognizes that the receptivity of the in- dividual is a primary essential to the easy acquisition of knowledge, and mod- ern methods of teaching are based on the psychology of creating this receptivity in the mind of the pupil. Music memory contests do this successfully. Each con- test is a course in music appreciation that srouses the interest and secures the co- operative response of the children. The practice of holding music mem- ory contests is spreading rapidly through- out the country. Contests have been held in over 1400 cities, many of which have had them several years in succes- sion. They have been conducted on a county-wide scale in 106 counties and in four states under the auspices of the state educational authorities. The value of music in education is becoming more and more clearly recog- nized. This is evidenced by the increas- ing time given the subject in the cur- riculum, the school credits for private study granted in many places, and the frequency of the public discussions of the subject. Music is a mind trainer, and it prepares for a broader, fuller, happier life. Music memory contests have proved an effective device for familiarizing chil- dren with good music and for inculcat- ing in them that love for music which makes it a resource, a companion, and an enrichment of later life. Acquaint- ance is likely to merge into liking, and liking to mature into love. The im- portant thing is for every child to get acquainted early. Music memory contests may be made as thorough a course in music apprecia- tion as desired, including the study of musical form, history of music, biogra- phy of the composers, and the like. The fact that in nearly every city or town in which contests are held, they are becom- ing an annual event gives them a per- manent value which cannot easily be overestimated. Three or four repeti- tions of the contest, with different lists of selections each time, result in a few years in giving the participants a broad range of acquaintance among musical gems. T= REMARKABLE success of C. M. TREMAINE Such work in appreciation, while beneficial to all children, is particularly desirable for those who are, or who in- tend, taking music lessons. Music should be a great and satisfying pleasure, HE LIST of selections given in this article in- cludes gems which music su- pervisors believe everyone should know. The public as well as the children are inter- ested in the list. Readers of The Journal may encourage newspapers to reprint it with suitable comment. Music su- pervisors may well take it to program managers of broad- casting stations. Some of these managers will wish to call at- tention to pieces on this list as they are played into the micro- phone on regular programs. The rapid development of radio and phonograph equipment puts untold musical wealth within the reach of all. As a part of their efforts to prepare young people for the wise use of leisure forward-looking schools are now cooperating with all the agencies in the community that are attempting to build higher recreational values. Fine music is one of the most universal forms of beauty toward the apprecia- tion of which every school should contribute all it can. not a task. Instead of driving children to it we should lead them to it, so that they may know for themselves that it is something to be enjoyed. We should provide the means whereby they may hear it. We should associate it in their minds with other pleasures, and it will always be thought of as a pleasure. Scope and plan—The participants in a music contest may be the children of one family or neighborhood, the pupils of the upper grades of one or more schools, or all the school children of suitable age in the city or town. The grades usually included are the sixth, seventh, and eighth of the elementary [43] school, and often also the high school, either separately or in conjunction with the grammar grades. The contest involves a period of prepa- ration lasting from six to twelve weeks, during which time the participants are given opportunity to hear as often as possible all the numbers of a selected list of thirty-five to fifty standard composi- tions. At the end of the period, the competing children are required to identify by name and composer a certain number of the original list published at the beginning of the contest. Prizes of small monetary value are given those who make the highest scores, this fea- ture being merely to add interest and incentive, and should not be regarded as in any way an essential element. Extent of cooperation—The best or- ganized contests are those which enlist the cooperation of the school authorities and of local forces outside the schools interested in the cultural advancement of the community. These cooperating forces are usually women’s clubs, musical societies, civic bodies, chambers of com- merce, parent-teachers associations, the local press, radio program managers, and the music trade. Supervisor of music—The supervisor of music is unquestionably the person best equipped to take direct charge of the contest. All preparatory work in the schools should certainly be in his hands. His efforts are primarily re- sponsible for the success of the contest. The supervisor generally arranges di- rectly or through his teachers to have a few of the list of selected compositions played for the children each day, or sev- eral times weekly, either during the music period, during assembly, luncheon, recess, or after school, or by radio. The supervisor also directs the final and pre- liminary contests. In the absence of a music supervisor, the contest may be initiated by any music club or women’s organization. Cooperating committee—W orking with the supervisor there should be, and very often is, a committee representing the various local elements outside the schools. They need not necessarily be formally organized into a committee, but their aid should be available to the school authorities. Their assistance is chiefly in two directions: (1) Offering and eee 44 THe JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION February, 1926 securing some of the prizes and (2) arranging supplementary opportunities outside of school for the participants to hear the selections on the contest list. They also help with and frequently take charge of the publicity. Cooperation of the press—In order to gain the cooperation of the press, two methods may be employed: Enlist the support of all the newspapers equally and supply them impartially with pub- licity matter, or arrange with one news- paper only to give generous space to the contest. Local conditions will indicate specifically which is the better plan to follow. Preparation at home—Parents of the competing children will naturally desire to supplement the training for the con- test received at school with drilling at home and the children will be equally eager to familiarize themselves with the music in this way. Where no member of the family plays the piano the contest numbers can easily be rendered at home on the player-piano, phonograph, or other musical instrument. With the development of the radio, depending upon music for so large a share of its popularity, it was natural that broadcasting station managers should utilize the music memory contest both as an immediate attraction and as a means of building up that wider appreci- ation for what the radio had to offer which would affect future markets. The first to do so was one of the Chicago stations about two years ago. This was followed shortly by a combination of stations in New York, which arranged with an important phonograph house, for the presentation of the contest numbers by well-known artists. Of course there is no reliable means of checking up results of radio contests as there is in school contests, but, on the other hand, they have the advantage of reaching the adults as well as the children and of giving the numbers on the instruments for which they are written, which can- not always be done in the school work. During the first year or two the con- tests are organized in any town, they are usually held in their simplest form, the participants being required to identify the music they have heard and sometimes to give a little information concerning the composition and com- poser. Later there is a tendency to elaborate the plan and introduce such elements as discrimination among rhythms, recognition of national char- * Teachers College Record, December, 1924. acter in music, and the like. The main objective of the plan is to foster a love of good music. In a recent article on the music mem- ory contest, Thomas H. Briggs, profes- sor of education, Teachers College, Co- lumbia University,’ summarizes its pur- poses as follows: (1) To enable pupils to share the inheritance of the race; (2) to familiarize pupils with desirable music in the hope that they will demand more of it; (3) to break down prejudice against music and popularize it; (4) to afford criteria; (5) to make later re- hearings of the same music more pleas- urable; (6) to furnish a common back- ground for reference; (7) to give a knowledge of what may interpret or ex- press a mood; (8) to integrate the group. Compositions for contest—As a sug- gestive guide to those planning music memory contests, the National Bureau for the Advancement of Music has com- piled a list of the one hundred selections most frequently used in_ representa- tive contests in as many cities. One Hundred Selections Most Fre- quently Used in Music Memory Contests. The numbers are listed in the order of their popularity in these contests. 2 ees Co ee Beethoven Ose BUONO 3755 65% incl. s MacDowell EE Se Oe eee Mendelssohn Barcarolle (Tales of Hoffman)... .Offenbach NE vise wnnincincsenriee aig Rubenstein 8 a le 5 EE ae Pe ae Dvorak Anita’s Dance (Peer Gynt) ......... Grieg We CMON as teiets Sos b6 side Vdies wid 6 Schumann Morning (Peer Gynt) ............-- Grieg Hallelujah Chorus (Messiah) ...... Handel Blue Danube Waltzes .............. Strauss William Tell Overture—The Storm. . Rossini New World Symphony—Largo...... Dvorak Pilgrims’ Chorus (Tannhdauser) Wagner Anvil Chorus (Trovatore) .......... Verdi A a Sigeaatah ear paper Saint-Saens William Tell Overture—The Dawn Rossini From the Land of the Sky Blue Water Cadman William Tell Overture—Finale ....Rossini ES ee aks weak he ped Nevin ere ee Donizetti Berceuse (Jocelyn) ..............-. Godard William Tell Overture—The Calm .Rossini Stars and Stripes Forever ........... Sousa Basen (RAtmte) . o.o.0040 50000 os0090 Handel Intermezzo (Cavalleria Rusticana) Mascagni Hungarian Dance No. 5 .........- Brahms Soldiers’ Chorus (Faust) .......... Gounod Toreador Song (Carmen) ..........- Bizet In the Hall of the Mountain King (Peer cs atdcposds ae asyyesbakeeee Grieg a SLE pan nia Peney roar er Drdla Diebaneetee 282.228 i YC0 RAK Liszt Minuet G Major .............. Paderewski Biaad, BEMORMEE, 235.0 Lisdesin Ser Saint-Saens EE iss 54/da5-d-nae ecae-e ene Schubert Cradle Song ........... eoeeveeees»Brahms EE GR le Wiks siésngeeseeces vam Ghys OG URE ond cic icwsodcees Schubert bree, Peeen, the LOPE «i... 0c. cc cl Schubert Triumphal March (Aida) .......... Verdi CD Fee ED oss 000000000. Italian Folk Song Prelude in C Sharp Minor .. Rachmaninoff ce er ner Verdi ME 2s cd no sek'esaes «s Bach-Gounod Unfinished Symphony, B Minor—First POMMMENE o.oo... SE ES. Sen ise cwKenes «phd ceee ened Massenet Asa’s Death (Peer Gynt) ........... Grieg By the Waters of Minnetonka... .Lieurance Midsummer Night’s Dream—Overture Mendelssohn Fifth Symphony—Andante ...... Beethoven Hungarian Rhapsody No. 2 ... Swing Low, Sweet Chariot . + sen _Negro Spiritual WUE scnhd tied as <0 050504 Chopin Bridal Chorus (Lohengrin) ....... Wagner O, Thou Sublime, Sweet Evening Star we Be ere ee Wagner ee SE Tschaikowsky Meditation (Thais) .............Massenet gg. ah ane me Elgar Miserere (Trovatore) ............... Verdi Drink to Me Only with Thine Eyes Old English Oe OS RR re ne Chopin TM oi choose i. 0: 5osh-4-01 6 0d tae Schubert kk nn” Bach Surprise Symphony—Andante ....... Haydn All Through the Night Old Welsh Folk Song Oe ee Schubert Midsummer Night’s Dream—Wedding Ae errr Mendelssohn i & 8 nee MacDowell et ee ek PO 2 22. Francois Schubert Turkish March (Ruins of Athens) Beethoven i I des tien a2 ogo nee Yradier i ar Chopin Premeueme OO Feet ..... 0... oweccss Chopin Poet and Peasant—Overture ....Von Suppe Unfinished Symphony, B Minor—Second EN iis chines pao Kh,0'e Schubert Midsummer Night’s Dream—Nocturne Mendelssohn My Heart at Thy Sweet Voice (Samson oy a SR Saint-Saens SS Oe ee Coleridge Minuet (Don Juan) ............... Mozart Invitation to the Dance ............ Weber OC Kreisler Home to Our Mountains (Trovatore) Verdi fo ec, ee Schumann Cele ERR A iii dee Verdi Mighty Lak’ a Reap .....sc0e0-saaae Nevin DES 5 in nn tn oadtaerns eenaaads cll Schubert ar Sibelius NT 5 0h 6 acre boiyhieqgn® ne on Grieg eee eee Tesco ye Sullivan Pomp and Circumstance.............. Elgar Delitnet,, RRS 65.60 ives ovcvvs dads Herbert Danse Arabe (Nutcracker Suite) Tschaitkowsky ee See OE WIE oo ok. ea ccccccel Foster Dance of the Hours (Gioconda) Ponchielli Ride of the Valkyries ............. Wagner CNG wale.+ nein o eae boc + osc see Raff Serre Nevin Molly on the Shore .............. Grainger Moonlight Sonata—First Movement Beethoven Waltz of the Flowers (Nutcracker Suite) T schaikowsky eee | —————— = SC aa=_a_ Vee VME — een PR The Teacher's Standard of Living HE STANDARD of living of the country as a whole was the highest in our history, and, there- fore, the highest of all history.” Herbert Hoover makes this statement in a recent review of 1925 economic con- ditions. “This higher standard of living is the result of what Secretary Hoover terms “one of the most astonishing trans- formations in economic history.”’ Since 1920, wage rates have increased while both wholesale and retail prices have decreased. In 1924, the worker paid $1.71 for commodities costing $1 in 1913, but in 1924 he had $2.28 in his pay envelope for every $1 found there in 1913. We have thus, according to the Secretary of Commerce, “the highest real wage in our history.” Wages will buy more than ever before. What has made possible this apparent overturning of the laws of economics? These factors have contributed, accord- ing to Secretary Hoover: elimination of waste through cooperative action, nota- ble advances in science, and prohibition. Few would wish to challenge Mr. Hoover’s analysis of the causes of this unusual economic development. But in accepting the factors enumerated as the immediate causes, it should be realized that they in turn rest upon a more remote but none the less fundamental cause— the high level of educational attainment of the American people. The elimination of waste in industrial processes, which has saved the nation billions in recent years, has been brought about, according to Secretary Hoover, “solely by cooperative action.” Would this cooperative action have been possible among a less well-educated people? Is not the readiness with which the Amer- ican people cooperate on the higher levels of human endeavor at least partly the result of the conscious effort our schools have been making to give the nation’s coming citizens practice in working to- gether? Campaigns of waste elimina- tion, such as that organized by the De- partment of Commerce, would be much less successful if the schools had not shown children the benefits of coopera- tion. “Notable advances in science”’ is listed as another reason for the higher standard of living. But how slow are mechanical invention and scientific discovery to affect life in an uneducated populace. ‘‘Lack of rudimentary knowledge of the writ- ten language, which is the key to many new knowledges needed for the improve- ment of farming, and the lack of sani- tary control, which is undermining the health of the farmers and their children,” were recently given as among the causes ROWING MEMBERSHIP has made it possible for the National Education Association to increase the effectiveness of its leadership for professional salaries for teachers. The _ Association’s Research Division now maintains a continuing salary service to serve all members of the profession. Comprehensive and current facts as to salary schedules in effect are collected regularly. Studies bear- ing upon the problem of lifting the scales of compensation to a pro- fessional level are constantly in progress. This article presents findings from the Association’s recent investigations in this field of interest to all members of the pro- fession. most influential in keeping China’s 200,000,000 illiterates close to a level of mere existence. Even in our own country we have had an illustration of the dif- ficulty of stamping out pests such as the boll-weevil in sections where education has lagged. Knowledge as to how to eradicate the boll-weevil is not lacking. “Cooperative effort’? by some of those most affected by its ravages is lacking. Present indications do not promise that the results of biological research are likely to affect seriously modern life in a state where education is relatively low. Prohibition is another of the factors that has assisted in lifting the standard of living, according to Secretary Hoover. A recent study of state school legisla- tion reveals that instruction as to the effects of alcohol is prescribed more often than the three R’s. The existence of the Eighteenth Amendment is closely tied up with the results of education. Education is the force that will be most potent in bringing about its observance. The school may justly claim that the high level of educational attainment in the United States is one of the major factors that has made it true, as Collier’s Weekly points out, that “The average family has today comforts and conveni- ences which millionaires could not buy a quarter of a century ago.” [45] If the school may claim a share of the credit for the higher standard of living the American people enjoy, it seems justi- fiable to inquire: What has happened to the standard of living of those who conduct the schools—the teachers of the United States? Data essential to an exact answer to this question are not available. Never- theless, from various scattered sources, it is possible to assemble some facts that are pertinent to a consideration of the teach- er’s standard of living. In the rural schools, median yearly salaries paid elementary teachers in 1924 ranged from $755 in one-teacher schools to $1114 paid in small villages. The average salary paid teachers in one-room schools in 1924, with some 3,500,000 children under their charge, has approxi- mately the same purchasing power as a salary of $441 had before the war. Figures are not available for comparing salaries paid rural teachers in 1924 with those paid in 1913. It is evident, how- ever, that rural salaries are generally too low to attract sufficient teachers with ability and training to the country schools. In some cities of the United States, teachers’ salaries have increased more rapidly than the cost of living. On the other hand, they have, with a few im- portant exceptions, failed to keep pace with the increases in wage rates, as the chart shows. The 1925 salaries paid elementary teachers range from a median of $1968 paid in cities over 100,000, to $1129 paid in towns from 2500 to 5000 in population. In cities of the same size, junior high teachers received $2220 and $1307, and senior high teachers $2536 and $1491, respectively. These salaries are still too low considering the training and experience required of these groups. For example, practically-all high school teachers in cities over 100,000 in popula- tion are college graduates. Their aver- age salary is $2536. The average salary earned by graduates of Stanford Univer- sity, a comparatively young institution, is $4499. Graduates of this institution under thirty years of age now enjoy an average yearly income of $3572. It is encouraging that at least 972 elementary principals are receiving sal- aries of $4000 or over and that those receiving a salary of $5000 or over can be numbered in the hundreds. The 46 THE JoURNAL OF THE NATIONAL EpucATION. ASSOCIATION February, 1926 median salary paid supervising elemen- tary principals ranges from $3307 in cities over 100,000, to $2057 in cities from 2500 to 5000 in population. Senior high school principals are receiving median salaries ranging from $4750 paid in cities over 100,000 in population to $2300 paid in towns of 2500 to 5000 in population. Junior high school prin- cipals’ salaries fall between those paid supervising elementary principals and senior high principals. The salaries of thousands of school principals are still short of what they should be, especially when one considers the longer training and increasing responsibility that changes in school organization are exacting from this group of school workers. Although the salaries paid most classes of school workers have failed to increase as rapidly as wage rates they have in- creased more rapidly than the cost of liv- ing since 1913. This is true except for high school principals in large cities and superintendents of schools. The salaries paid these officers buy less than those re- ceived before the war. Since 1913, the salaries paid elementary and junior high school teachers have shown the same per- centage increases as general wage rates. Salaries paid all other school employees are relatively lower on the scale of economic compensation than before the war. The salaries paid high school prin- cipals and superintendents have increased but half as rapidly as teachers’ salaries. This last fact deserves further considera- tion. First, it is probably true that the gen- eral tendency of democratic life is to give those on the lower levels of compensa- tion a relatively greater share in the products resulting from the work of all classes. Also, it should be remembered that the cost of living line in the chart refers to the cost of living of workers’ families and, therefore, it is possible that it needs considerable revision before it can be used in measuring variations in the cost of living of teachers. No reli- able index is available which shows the variations in the prices of commodities consumed by teachers, and particularly by those receiving the higher salaries. Such investigation as has been made of this subject indicates that the prices of commodities bought by the better paid classes of our population have not in- creased as rapidly as the prices of articles consumed by the less well compensated fraction of our population. On the other hand, there exists a zone of safety beyond which it is dangerous to go in lowering the purchasing power and the relative position of the higher levels of compensation. If the tendency shown in the chart continues, the result eventually will be calamitous to school progress. It will mean that a less and less capable quality of human material will be commanded by the salaries paid the leaders of the profession. Not only all members of the teaching profession, but more important, the children of the PERCENTAGE INCREASES tN COST o LIVING, WAGE RATES, AND PUBLIC SCHOOL SALARIES 1913 © 1925 Ee ELE Woge Rotes Benet eaters OVER 100,000 30,000 © 100,000) 128 7, | Jumor High Teachers IN CIT? : OVER 100,000 SUPERINTENDENTS OF SCHOOLS nation would suffer from such a ten- dency. In surveying the chart, we may well pause and ask whether the time has not already come for the profession to take heed lest it be deprived of leaders of first-rate ability. In the preceding paragraphs, one of the most difficult problems that confront salary committees has been touched upon. There are instances—fortunately they are the exception rather than the rule— where salary campaigns have deteriorated into a series of short-sighted contentions between groups of public school work- ers—particularly between those paid the higher salaries and those receiving sal- aries on lower levels. ‘Teachers should realize that, if they are to maintain and improve their position on the economic scale, they cannot divide their strength when urging increases in salaries. Such divisions usually result from a failure to realize that the amount of money which can be appropriated for school salaries is not a fixed sum. If principals receive substantial increases, this does not mean that teachers or su- perintendents need receive less. The factor which in the long run determines the salaries paid one group of teachers js not the salaries paid other groups, but the share of the nation’s total income in- vested in education. The United States with its sixty to seventy billions of yearly income can well afford to pay salaries that will command the type of ability and training essential for efficiency on all levels of educational service. Such sal- aries could now be paid out of a minor fraction of the amounts frittered away on the non-essentials of civilized life, Such salaries will be paid as the public comes better to appreciate the role of the school in civilization’s upward march. The profession should stand together and present a united front, not only in making its service of greater and greater significance to the children of the nation, but also in urging with every legitimate resource at its command that teaching is so important to social progress that the meager salaries now paid teachers on all levels should be substantially increased. Such action is imperative if the profes- sion is to lift itself to an economic posi- tion befitting its importance. If the teaching profession had been compensated at a high level before the war, the situation would be different. As it is, teaching, poorly recompensed at the beginning of the war, has in post-war readjustment barely held its own in some instances, and in others is worse off than before the war. A continuance of this condition inevitably means a lowering of the quality of human material that will offer itself for school service. Campaigns to bring about substan- tial salary increases are justified in every community where the scale of teacher compensation has failed to keep pace with the rising cost of living. When campaigns have attained this objective, new ones should be launched to lift teach- ing to a new position in the economic scale. Teachers should stand shoulder to shoulder, using every legitimate in- fluence at their command to lift the teacher's standard of living far above any yet enjoyed by those charged with the training of the nation’s future citi- zens.— J. K. N. ' DEPARTMENT OF THE INTERIOR THE EXECUTIVE BRANCH OF THE FEDERAL GOVERS- MENT INCLUDES THE FOLLOWING DEPARTMENTS: STATE, TREASURY, WAR, NAVY, INTERIOR, JUSTICE, POSTOFFICE, AGRICULTURE, COMMERCE, AND IABOR. THERE ARE IN ADDITION CERTAIN ESTABLISHMENTS THAT ARS INDEPENDENT OR RE- SPOWSIBLE TO CONGRESS. THESE CHARTS, SHOWING THE ORGANIZATION OF THS DEPARTMENT OF THE INTERIOR AND BUREAU OF EDUCATION, ARE USED THROUGH THE COURTZOUS PERMISSION OF SECRETARY HUBER? WORK OF THAT DEPARTMENT. Lm. WORK HAS GIVEN SPECIAL ATTENTION TO PROBLEMS OF ORG&NIZATION. SECRETARY OF THE INTERIOR HUBERT WORK ADMINISTRATIVE ASSISTANT Ebert K. Burlew. ci seaenel | \ | CHIEF CLERK W. B. Acker SOLICITOR OFFICE OF INFORMATION John H. MeNeely CHIEF INSPECTOR Joseph F. Gartland. FIRST ASSISTANT SECRETARY Edward C. Finney. ASSISTANT SECRETARY John H. Edwards. a Pe ae a4 pte ALASKA RAILROAD General Manager, Noel W. Smith. A / — 7 dil ” GEOLOGICAL | ELEEMOSYNARY INDIAN AFFAIRS BUREAU OF RECLAMATION SURVEY INSTITUTIONS ete attinnte PENSIONS Commissioner, Director, St. Elizabeths Hos- Charles H. Burke. Commissioner, Elwood Mead. George Otis Smith. pital, Freedmen’s Winfield Scott | Hospital, Howard University, and Columbia Institu- | tion for the Deaf. oa = September 1, 1925. GENERAL LAND ] BUREAU OF OFFICE Commissioner, William Spry. ALASKA HAWAII BUREAU OF EDUCATION Commissioner, John J. Tigert. NATIONAL PARK SERVICE Director, Stephen T. Mather | | COMMISSIONER 7 John J. Tigert. Collects and disseminates statistics and genera! information on education in the United States and foreign countries. Supervises the education and medical re- lief of the natives of Alaska, and has charge of the Government reindeer herds. Supervises the administration of funds appropriated for land-grant colleges. 1 employee. CHIEF CLERK L. A. Kalbach. Supervises sdministrative and continuing activities. the absence of the Commissioner. 4 employees. DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION Is Acting Commissioner in ra \ \ WiGHER EDUCATION AS, Kein Chief. Collects and dissemi- nates information showing conditions and progress of edu- Cation in the colleges, universities, and pro- fessional schools. Adminusters funds ap- propnated for land- grant colleges. S employees. DIVISION OF RURAL SCHOOLS Mrs. K. M. Cook, Chief Colleets and dissemi- nates information on school conditions un Tural communities. 9 employees. DIVISION OF CITY SCHOOLS W. S. Deffenbaugh, Chief. Collects, compiles, and disseminates in- | formation pertaining to city schools, includ- ing kindergartens, elementary schools, and high schools. 7 employees. DIVISION OF PHYS- ICAL EDUCATION AND SCHOOL HYGIENE J. F. Rogers, Chief. Prepares and dissemi- nates maternal on bet- ter health teaching and on the hygiene of schoolhouse construc- thon and operation. 4 employees. ADULT EDUCATION SECTION L. R. Alderman, Collects, compiles, and disseminates in- formation concerning adult education and has charge of home Teading cuurses con- ducted by bureau. 2 employees. 4 HOME ECONOMICS SECTION Miss E. S.) Whntcomb. Investigates the teaching of home eco- nomics and dissemi- nates information concerning it. 1 employee. COMMERCIAL EDUCATION SECTION Collecté and dissemi. nates information con- cerning business edu- cation; consults school authontier and business men with @ view to umproving cuurses. 1 employee / SERVICE Division L. R. Alderman, Acting Chief. Is administrative unit of the specialists in industrial education, commercial education, adult education, foreign education systems, and school legislation. 1 employee Division OF STATISTICS F. M. Phillips, Chief. Verifies and compiles Statistical data from information on re- turned questionnaires. 15 employees. | [ EDITORIAL DIVISION J. C. Boykin, Chief. Edits and prepares for printing manu- serpts for the publi- cations of the bureau and distnbutes ducu- ments. & employees qf LisRARY DIVISION J.D Wolcott, Chief Maintains a reference and circulating Library mm educational sub- jects. Prepares bibh- ographies on all phases of educabunal work 7 employees, a? ie Sin INDUSTRIAL EDUCATION SECTION MM. Proffitt. Collects and dissem- nates information con- cerning industnal and prevocational education and manual traming, including courses for the prepa- ration of teachers ScHooL LEGISLATION SECTION W R Hood Collects, compiles, and disseminates in formation on school laws, chiefly State legslanon FOREIGN Epucation” SECTION JP. Abel. Collects, comp:les, and disseminates in- formation on foregn education and trans- lates foreign educa- tonal pamphlets 2 employees. ALASKA Division W Hamilton, Assistant Chief. Has charge of the schools and medical relief for the natives of Alaska, and of the Government reindeer industry 2 employees AILS AMD FILES SECTION Miss E. W. Curtis < employees. FIELD SERVICE (SEATTLE OFFICE) JH. Wagner, Chief. Has charge of field personnel, purchases, and disbursements. T employees. 230 employees in Alaska (physicians, nurses, supenntend- ents of schools, teach- ers, and others) First Absences and Pupil Elimination Evste M. Fuint New Rochelle High School, New Rochelle, New York OT MANY years ago a child went to school for one of two reasons. Either he was himself ambitious, or his parents, being ambitious for him, compelled him to go. The urge might be inner or it might be outer, but in any case, it was immediate. Today the state compels all boys and girls to attend school until they reach a certain age. The children may not want to go; their parents may not care whether they go or not. Sometimes teacher, getting exasperated, wishes one or more of her pupils would stay out. Nevertheless every child must go, under penalty of fines inflicted on the parents. A child may, however, be absent from school frequently and for long periods of time, providing he or his parents can concoct an “excuse” to explain his ab- sence! There is need for careful attention to first absences, since absence is closely connected with pupil elimination. _Ir- regular attendance precedes drop-out from school about four times out of five. To put it simply, absence is temporary drop-out. Permanent leaving occurs as soon thereafter as the pupil can meet the requirements of the law as regards age or “working papers.” Four general causes for absence are: First, accidents and disease to which all children are subject. It is obvious that any child may contract mumps or mea- sles or be hit by a car on his way home from school, and as a result be obliged to miss three or four weeks of school. Except for added caution in avoiding mishaps, nothing can be done to remedy or decrease this type of absence. Law- makers, recognizing this fact, term ab- sence due to sickness “legal absence.” Such absences comprise only a small part of the total absences, however—all rea- sons given in “excuses” to the contrary. A second, and apparently allied cause is the frequent minor ailment, under which is classed ‘nerves,’ numerous colds during the winter, and frequent headaches. It is surprising to see how very often some pupils stay home with headaches or because they are “not feeling well.” Even the most sympathetic teacher won- even a ders sometimes if the headache were in any way connected with an approaching examination, or if the “nerves” had not grown to be a useful habit. The ‘new PPLIED Character Education— The boy with the wagon, himself an orphan, daily hauls his crippled neigh- bor to the Pierce School, Brookline, where President Mary McSkimmon is principal. psychology” has shown up as fakes so many of the old tricks practiced by grown people and children alike! While the parent is directly responsible in de- termining whether a child stays at home, teachers may check up closely on “ex- cuses,” refer many cases to a physician, and bring to bear considerable ‘moral suasion.” ‘They may also make it clear to parents that children will almost cer- tainly fail in their school work if absent more than once a month, and it might not be a bad idea for both parents and teachers to realize that when children get up “‘sick” in the morning, they may be only “sick of school.” A third cause for absence is given as “need to help parents at home.” Trips to the city on errands are often required by parents of their children. Of course occasional sickness in the family may make a sacrifice on the part of the child [48 ] an absolute necessity; but any absence other than sickness is illegal, and pupils should realize this fact. Furthermore, every absence makes it just that much easier for a pupil to get behind in his work, lose interest, and want to leave, The fourth and last cause for absence is very carefully camouflaged, so that it may seem to come in one of the other classes. “These absences are due to the desire on the part of the pupil to leave school. He cannot leave until he is six- teen or until he has a job, but he can stay out. He shows by his general at- titude that he has lost all interest in school. Perhaps he thinks some teacher has been unfair to him; perhaps he wants money for some new clothes, or a “fifteen-dollar Ford,” or something has gone wrong in the family. He begins by staying out a day at a time. Some- times he writes his own excuses; more often his friends write them. Too frequently they pass muster with the teacher, and he stays out two or three weeks, off and on, without being de- tected... Then he gets a report card, which, of course states that he has failed in everything. By that time he is beyond passing and must repeat his grade or leave school. The older pupils nearly always leave, feeling at odds with teach- ers and “the office’ and with a strong sense of failure hanging over their school careers. The younger pupils who must remain in school become the incOrrigi- bles, a “‘trial’’ to themselves, their par- ents, and their teachers. Can we emphasize too strongly the criminal negligence of parents, teachers, and administrators who fail to. take warning at the very first absences and the first signs of disinterest in school activities ? Of the four types of absence, only one is legitimate, sickness due to accident or disease. The small ailments, the errands and outside work, and the _ truancy, which comprise fully three fourths of the absences are both avoidable and il- legal. Knowing these facts, can we not help our boys and girls to remain in school longer and get a better education, by allowing no absence except for real sickness and by investigating, before it is too late, every suspicious absence? a ———— ee In the Corcoran Gallery of Art HE CORCORAN Gallery of Art, located near the new Washington Auditorium, where the Department of Superintendence will have its headquarters, will attract many visitors during the convention. It ranks as one of the finest galleries in America. Some of its well-known paintings and a corner of the first floor devoted to statuary are here pictured by courtesy of the director. The Oyster Gatherers of Cancale by John Singer Sargent General Robert E. Lee by John A. Elder [49] May Night by Willard L. Metcalf 50 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION February, 1926 The Journal of the National Education Association Published monthly, except July, August, and September, by the National Education Association|of the United States President, Mary McSkimmon Secretary, J. W. Crabtree The payment of $2.00 active membership dues entitles a member to attend all meetings of the Association and its de- partments, to vote for delegates to the Representative As- sembly, to hold office, and to receive THE JOURNAL monthly. The payment of $5.00 instead of $2.00 entitles an active member, in addition to the privileges of the $2.00 member- ship, to receive the complete bound volume of Proceedings, all committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year’s subscrip- tion to Tae JouRNAL. Subscription to non-members is $2.00 per year; single copies, twenty-five cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. Tre Journat is a member of the Educational Press Asso- ciation of America and is published in accordance with the standards of that organization. Entered as second-class matter October 28, 1920, at the post- office at Washington, D. C., under the act of August 24,1912. Acceptance for mailing at special rate of po: e provided for in section 1103, Act of Oct. 3, 1917, authorized Jan. 26. 1921. Joy Elmer Morgan Editor Harold A. Allan Business Manager EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C. Salaries O SERVICE rendered by the National Education Association has been more striking or long continued or is more needed now than its demand for salaries in keeping with the work of the teaching profession. One may open almost any of the volumes that make up the monumental nine-foot shelf of the Association’s Proceedings and find argu- ments or resolutions dealing with some phase of the problem. In 1863 the resolutions of the Association declared that: The situation of the teacher must be made desirable by adequate compensation, by good treatment, by suitable accommodations, and by limiting his labors to the requirements of health and self-improvement. In 1899 the resolutions of the Asso- ciation declared : We support cordially every effort to ele- vate the profession of teaching by raising the standards for entrance to it, by promot- ing educational scholarships, and by provid- ing for stability of tenure, and for adequate compensation. In 1902, A. G. Lane, in an address before the Association, emphasized the need of a larger amount of money to be raised by general state tax and to be dis- tributed in such a way as to insure the maintenance of rural schools for 160 to 180 days each year. In 1913, at the Salt Lake City meet- ing, RobertsJ. Aley commented as fol- lows on the report of the Association’s committee on teachers’ salaries and the cost of living: It should be understood by all that the teacher ought to have a salary big enough to furnish money for travel, for attendance at state and national meetings, for the pur- chase of needed books and magazines, for contribution to benevolent and_ religious causes, and for maintenance of a style of living demanded by the position. A resolution adopted at Oakland, California, in 1915, declares: The Association expresses itself unequivo- cally in favor of adequate salaries, security of tenure, a suitable retirement annuity, and working conditions in which there shall be sufficient and helpful supervision, and at the same time freedom from arbitrary or need- less restrictions or requirements, and from those “ratings” and records which unneces- sarily disturb the teacher’s peace and make the rendering of the best service impossible. During more recent years the Asso- ciation has attacked the problem with even greater vigor. Its work has reached high water marks in the Evenden Report issued in 1920 and in the Research Bulle- tin issued in March, 1925. The latter furnished for the first time comprehen- sive data on teachers’ salaries through- out the country in time for use during the year for which the salaries were being paid. The former laid the basis for prac- tical, adequate, and scientifically con- structed salary schedules. In an address before the Association at Des Moines, in 1921, E. S. Evenden laid down ten prin- ciples which should govern efforts to im- prove teachers’ salaries. Perhaps better than any other single statement these principles offer a plan for carrying out the Association’s demand for salaries that will attract and hold the best men and women for the teaching profession. Much progress has been made in many places toward the realization of the Asso- ciation’s aims. ‘The principles set forth by Dr. Evenden are: 1. Minimum salaries for all teachers should be high enough to afford a living de- manded of teachers. The sooner this be- comes $1200 or more for every beginning teacher with normal-school training, the better for the schools of the country. 2. Minimum salaries should vary for dif- ferent amounts of training secured by the beginning teacher. 3. Maximum salaries should be high enough to justify looking upon teaching as a career, rather than as a temporary or step- ping-stone job. 4. Maximum salaries should vary accord- ing to the preparation of teachers. The more time and money a teacher spends in prepara- tion to teach, in other words, the more he invests in his training, the larger should be his returns. Teachers with standard nor- mal-school training should be able to attain a maximum salary of from $2000 to $3000, depending on the size of the city, the cost of living, and the teacher’s abilities, while teachers with college or university trainin under the same positions should be able to attain from $3600 to $5000 as teachers. 5. Even though maximum salaries gen- erally should serve the purposes just listed, it should also be common practice to Pay teachers of unusual ability more than the scheduled maximum. Teachers should real- ize that the “top is open.” 6. There should be no salary distinctions between various school divisions when train- ing and experience are the same. 7. Salary increases or annual increments should be of sufficient size to be perceptible in the teacher’s annual budget. They should approximate ten percent of the salary. 8. Increases should vary in number and amount for teachers with varying amounts of training and experience. Six increases are recommended for two-year normal- school graduates, and ten or more for gradu- ates of colleges and universities represent- ing four or more years’ work beyond the high school. 9. Successful experience in other cities should be recognized when a teacher is em- pleyed in a city. 10. Increases should not be given auto- matically to all teachers who are retained in the system. Instead, they should serve as a constant incentive to growth and develop- ment during teaching. URING February occur the birth- days of Lincoln and Washington. These days afford opportunity to teach patriotism as exemplified in their lives, RS. EDGAR STILLMAN KELLEY, president of the Na- tional Fedevation of Music Clubs, which is one of the organizations work- ing for a Federal Department of Edu- cation with a Secretary in the Presi- dent’s Cabinet. aii eee —— ———— ——— — ; | al The Teacher's Second Mile EACHERS everywhere are mak- ing outstanding contributions to the solution of special problems outside of the curriculum. ‘These ac- tivities have been rightly called the class- room teacher’s second mile. The Com- mittee of One Hundred on Classroom Teachers’ Problems is making a study of such problems and the teacher’s share in solving them. Below is a suggested list in the solution of which many teach- ers are assisting. The Committee will be glad to have the readers of THE JOURNAL express an opinion concerning those they consider important and those on which they know teachers are laying special emphasis, as well as to suggest others. Address com- munications to the chairman, Anna Riddle, 1201 Sixteenth Street North- west, Washington, D. C. 1. Interpreting the school to the public. 2. Successful American Education Week programs. 3. Interpreting home conditions of pupils to the school. a. Personnel officer, a clearing-house for reports from individual teach- ers. 4. Helping promote a constructive parent- teacher program. 5. Meeting community wants. a. Securing adequate playgrounds. — b. Organizing county extension library in rural community. c. Organizing a junior park com- mission. : d. Fostering home garden contests. e. Helping control epidemics. f. Helping make the school a com- munity center where one is needed. 6. Directing a school’s participation in a community celebration, such as: a. Music festival. b. Founder’s day. 7. Effective Americanization work. 8. Personnel problems—Helping pupils to succeed in spite of such obstacles as: a. Maladjustment. b. Poverty. c. Cruelty at home. d. Language difficulties. e. Personal difficulties, such as: (1) Extreme shyness. (2) Hypersensitiveness. (3) Irascible temper. (4) Extreme nervousness. 9. Directing student activities, such as: a. Social service projects. b. Junior traffic squad. 10. Providing for the development of spe- cial talents in children. 11. Preventing pupil tardiness, absence, and delinquency. 12. Improving moral conditions in the school. 13. Developing respect for law. 14. Development of idealism and character education among pupils. 15. Developing successful health programs adapted to individual and community needs—Teaching cleanliness and health habits. IS THIS EDUCATION? Bernadine Freeman can solve a quadratic equation, but I cannot keep my bank bal- ance straight. can read Goethe’s “Faust” in the original, but I cannot ask for a piece of bread in German. can name the kings of England since the War of the Roses, but I do not know the qualifications of the candidates in the coming election. know the economic theories of Malthus and Adam Smith, but I cannot live within my income. can recognize the “leit-motif” of a Wagner opera, but I cannot sing in tune. can explain the principles of hy- draulics, but I cannot fix a leak in the kitchen faucet. can read the plays of Moliere in the original, but I cannot order a meal in French. have studied the psychology of James and Titchener, but I can- not control my own temper. can conjugate Latin verbs, but I cannot write legibly. can recite hundreds of lines of Shakespeare, but I do not know the Declaration of Independence, Lincoln’s Gettysburg Address, or the Twenty-third Psalm. 16. Developing good reading habits among pupils. 17. Training children in thrift habits. 18. Working out unique devices for safety instruction and trafic regulations. 19. Carrying on outstanding scientific §re- search in the field of methods, child study, and along other lines. 20. Developing a better professional spirit among local teachers. It will be seen that the above topics group themselves around the general problems: the school and the home, the school and community, moral training, health training, and personnel problems. It is only through the closest relations between the school and the home that the child can be equipped to cope with [51] the world about him. What more effec- tive work then could be done by a teacher than to assist in promoting a con- structive parent-teacher program? The parents cannot do it alone. ‘The teacher cannot do it alone. It must be cooper- ative. The school is under obligation to exert its influence in behalf of better homes—to understand the parent’s task and to make it easier. The home is under obligation to support the school and to help the child maintain a right attitude toward it. No phase of education is demanding. greater attention from the school today than moral training. No phase of edu- cation presents greater opportunities to the individual teacher. William C. Bagley tells us that the crime wave is higher in the United States than in any other nation—that the criminal age is younger in the United States than in any other land. We are appealed to as educators to remedy this. In moral edu- cation the school and the home are in- separably linked. "The home should be responsible for individual character training, then the school would have its definite task of supplementing that training by the teaching of group moral- ity in classroom relationships and on the athletic field. The real teacher, how- ever, does not wait for ideal conditions but daily trains his pupils in habits of honesty, obedience, promptness, persever- ance, contentment, justice, patriotism, resourcefulness, self-control, and self- reliance. The past ten years have witnessed remarkable changes in health training in the schools. The inculcation of right living habits has supplemented the study of physiology texts. From the stand- point of influencing the younger child or the child of adolescent years the teacher has a moral obligation to keep himself in such good health as to radiate a feeling of fitness. Many teachers are doing un- usual work along health lines, and their influence is reflected in the lives of the boys and girls under their care. The number of personnel problems with which teachers are daily coping are legion. There are thousands of teach- ers helping pupils to succeed in spite of such obstacles as poverty, language dif- ficulties, cruelty in the home, extreme nervousness, or an irascible temper, but this is one of the unwritten chapters in the history of the profession—A. W. 52 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1926 Cooperative Marketing in the Schools HE DEPARTMENT of Rural ‘Rk Education of the National Educa- tion Association in the recent meeting at Indianapolis announced a vigorous new policy looking to the preparation of farm children for intelligent partici- pation in cooperative agriculture. The important facts concerning cooperative marketing which should be taught in the schools are being selected and put into textbooks and courses of study. They will be taught as far as possible to all pupils in the public schools—city and country alike—that all may have an in- telligent and sympathetic understanding of the cooperative mode of agricultural life which promises to be the permanent type of the future. The motives which impelled the De- partment to take this step are as follows: Every American believes that farm chil- dren should be given as good educational opportunities as other children have. Educators now know how to develop as good educational facilities for farm children as other children have, when adequate finan- cial support is given. Farmers cannot get the money to support good schools except as they get it out of their crops. They cannot get it out of their crops until they cease dumping them individually at a loss and begin to market them collectively at a profit. They cannot do this successfully until they understand the basic principles of cooperative merchandizing, the form which the marketing organizations take, and the absolute necessity for loyalty to the marketing group. It is the business of education in rural communities to prepare farmers to live intelligent and successful lives; one im- portant phase of this is to prepare them to be intelligent, willing, loyal, coura- geous members of marketing groups now that the cooperative form of agricultural life is becoming the permanent form in America. Cooperative marketing develops more rapidly and more soundly where young farmers have first been educated to un- derstand it; the proper education of the youth before they become members re- _ duces the strain on the membership con- tract and on the morale local. The spiritual virtues which make the farmer and his family good citizens in the economic democracy known as a co- operative marketing association are in- telligence, faith in his fellows, willing obedience to self-chosen authority, a sense of economic values, loyalty to the group, and undaunted courage. These same virtues make the farmer and his family good citizens in the political de- mocracy known as a township, a county, a state, or a nation. There is no more dynamic and vital means of teaching good citizenship than by teaching the citizenship necessary to successful cooperative agriculture. This should be taught in childhood when ideals sink deepest and bear the largest measure of fruit. To give such train- ing in the public schools is an act of the soundest patriotism because that which increases the strength and pros- perity of agriculture increases the strength and prosperity of the whole nation. The whole people will ulti- mately go up or go down with the farmers. The committee now at work selecting the facts about cooperative marketing to be taught in the schools is as follows: Group I—Frank O. Lowden, chair- man, Sinissippi Farm, Oregon, IIl.; Aaron Sapiro, attorney, cooperative mar- keting organizations, Straus Building, Chicago; Chris L. Christensen, expert on cooperative marketing, U. S. Depart- ment of Agriculture; Frank Evans, gen- eral marketing counsel and secretary, American Farm Bureau Federation, Chicago; Kenyon L. Butterfield, presi- dent, State Agricultural College, Lan- sing, Mich.; E. W. Kilgore, president, American Cotton Growers Exchange, Raleigh, N. C.; B. Y. Landis, Federal Council of Churches, New York City; Carl Williams, editor, The Oklahoma Farmer Stockman, Oklahoma City, Okla.; E. G. Nourse, chief, Agricul- tural Division, Institute of Economics, Washington, D. C.; Charles E. Hearst, president, Iowa Farm Bureau Federa- tion, Des Moines, Iowa; Verna El- singer, director, Community Organiza- tion, Burley Tobacco Growers, Lexing- ton, Ky.; Frank Swett, president, Cali- fornia Pear Growers Association, San Francisco, Calif.; E. C. Branson, pro- fessor, rural social economics, Univer- sity of North Carolina, Chapel Hill, N. C.; L. F. McKay, field service and pub- lic relations, American Cotton Growers Exchange, Memphis, Tenn.; Theodore Macklin, marketing expert, University of Wisconsin, Madison, Wis.; and R. W. Bingham, Burley Tobacco Growers, Louisville, Ky. The committee to write these findings into textbooks and courses of study is as follows: Group II—Mabel Carney, chairman, department of rural educa- tion, Teachers College, Columbia Uni- versity, New York City; Mrs. F. C. Beverley, principal, Whitmell Farm Life School, Whitmel, Va.; Lee L. Driver, director of rural education, state department of public instruction, Har- risburg, Pa.; C. G. Sargent, rural and vocational education, State Agricultural College, Ft. Collins, Colo.; Will C. Wood, state superintendent of public instruction, Sacramento, Calif.; Mrs, Katherine M. Cook, U. S. Bureau of Education, Washington, D. C.; A. L, Winterquist, consolidated schools, Clo- quet, Minn.; Gilbert Willey, graduate student, University of Wisconsin, Mad- ison, Wis.; C. E. Myers, State Agricul- tural College, State College, Pa.; J. L. Hypes, State Agricultural College, Storrs, Conn.; Charles J. Booth, expert in cooperative marketing, Chaffey Junior College, Ontario, Calif.; Macy Camp- bell, head of department of rural edu- cation, Iowa State Teachers College, Cedar Falls, lowa. Ex-Governor F. O. Lowden, of Ore- gon, Illinois, is chairman of this joint committee and Macy Campbell, head of the department of rural education, Iowa State Teachers College, Cedar Falls, lowa, is secretary. The work of the committee is going actively forward. It is proposed to keep at the task until farm children are being prepared every- where for intelligent participation in co- operative agriculture. T IS OBVIOUS that complete liv- ing cannot be achieved unless our education enables us to develop our fac- ulties in such a way as to earn a liveli- hood. The chief thing after all is to keep alive and to perform the feat with pleasure to ourselves. No use or sense in magnificently educating ourselves for complete living if in the end we have to depend on others for our bread-and- butter, or if we can only earn our bread- and-butter in ways that are repugnant to us! Before it is anything, living is, and ought to be, a business proposition; and no human specimen is more absurd than he who can do everything except keep himself by his own exertions.— Arnold Bennett. a 2 ee oe ra — ame ere ene Department of Rural Education HE CREATION of a Depart- ment of Rural and Agricultural Education was authorized by the Board of Directors of the National Ed- ucation Association at the Los Angeles meeting in 1907. At Chicago, in 1919, the Department was reorganized to in- corporate, under the name of the De- partment of Rural Education, the three rural groups then existing—-the Na- tional Association of State Supervisors and Inspectors of Rural Schools, the County Superintendents section of the National Education Association, and the National Association of Persons En- gaged in the Preparation of Rural Teachers. “The Department sponsors the publication of The Journal of Rural Education, first issue, September, 1921, published monthly except July and Au- gust. The officers of the Department for 1925-26 are: President, A. F. Harman, superintendent of Montgomery county schools, Montgomery, Alabama; vice- president, Florence M. Hale, state agent for rural education, Augusta, Maine; secretary, Mabel Carney, ‘Teachers College, Columbia University, New York City; treasurer, Mary E. Howe, Detroit Teachers College, Detroit, Michigan. The Department met twice at In- dianapolis in Odeon Hall on Monday and Tuesday afternoons, June 29 and 30, 1925. Monday's program, under the theme of Interpreting the Schools to the People brought forth interesting ad- dresses by Mrs. Katherine M. Cook, George S. Dick, Paul Dillingham, and Frank Evans. The business transacted at the regu- lar business session of the Department held on Tuesday afternoon consisted only of the ratification of the officers elected in February, as provided for in the constitution, and the appointment of a special committee on cooperative mar- keting. This committee expects to make a careful study of the question of coop- erative marketing and to suggest the phases to be taught in both rural and urban public schools. ‘The membership of the committee is divided into two groups: one of farm and marketing specialists and the other of rural school specialists. The topic, Progress in Rural School Supervision, was ably discussed in the addresses on the program for Tuesday afternoon. Of particular interest was the feeling of national progress in rural education. ‘The three addresses on the program were explanations of plans or Maine, experiments in three states: A F. HARMAN, president of the ¢ Department of Rural Education, 1925-26, and superintendent of Mont- gomery county schools, Montgomery, Alabama. Ohio, and Indiana. in discussing ad- ministration and supervision of rural schools under the county unit plan in Ohio, O. E. Pore, superintendent of Portage county schools, Ravenna, Ohio, brought out the richness of professional spirit when he said: What constitutes a school? Not the build- ing, furniture, and books; not the board, su- perintendent, and pupils. All these are nec- essary trappings, but they are materialistic and mechanical at best. The teacher is the soul of the school. She is the vitalizing force that gives color and expression to the whole business of education. She raises the curtain of ignorance, that self-satisfied children may peep at the alluring scenes beyond. She puts into popular practice the approved theories of righteousness, justice, and truth. She fires listless youth with a desire to climb high and with a confidence of success. Hats off to this savior of our institution, this molder of our destiny. How important it is, therefore, that only high-grade teachers be selected and every possible means be afforded them to improve in service. Salary schedules based upon training and experience and teaching skill should reward those deserving of pro- motion and keep them in the system. A com- [53] prehensive standard test program should be given each year for the purpose of locating weaknesses in classroom procedure, The next speaker was Florence M. Hale, state agent for rural education, Augusta, Maine, who explained the helping teacher plan in Maine. The duties of the helping teacher, as outlined by Miss Hale, follow: To make her own school a_ standard school; to arrange her school week so as to have her school in session on Saturday instead of Monday. On this Saturday, the superintendent of schools may direct his young and untrained teachers to visit the helping teacher’s school for observation and advice; on Mondays the helping teacher, upon request of the superintendent of schools, visits the schools of teachers who are need- ing help and does all she can to advise and help them both in method work and in discipline; she keeps a careful record of the visits to her school and assistance given and of her visits to the other teachers’ schools. These are submitted to the superintendent and to the state department when requested. The program was concluded by Hilda Hughes, superintendent of LaGrange county schools, LaGrange, Indiana, who spoke on Lessons in Supervision of Rural Schools from the Indiana Experiment. Miss Hughes cited some interesting facts in her explanation of the experiment and the results. Four counties were chosen for the experiment, two with supervisors and two without. It was agreed that the supervisors should con- fine their efforts to reading, arithmetic, language, and spelling. The four coun- ties were tested each spring and fall by the General Education Board. In the preliminary report, published last fall, the percent of progress in the supervised counties exceeded that in the counties not supervised by 14.3 percent. The children in the supervised counties re- ceived 22.9 days of instruction more than the children of the counties with- out supervision, which at the current cost of instruction in Indiana has a value of $38,539.48. In justifying the ex- periment, Miss Hughes said: It was an experiment to attempt to do anything by way of improvement with In- diana rural schools. The Survey Commis- sion told us that our rural children were two years retarded. We believed it, because we felt sure something was wrong. Since the work of supervision has brought part of our schools up to standard, I now know that we neither knew it nor actually believed it. Our imaginations did not tell us what a differ- ence there would be in our pupils if they were not two years retarded.—R. G. H. A Page The Lincoln Memorial MARIE DRENNAN Delaware, Ohio You oughta see our lil’ ol’ run That winds isself towa’d Washington! Down there we used to play and play In the bricky, sticky ’Ginia clay, And we made us fo’ts rat good to see— Lil’ ones for Grant, big ones for Lee, *N’ Sherman’s sojers, stiff and dead, *N’ ol Abe Lincoln’s neck and head. (My great-grandpa, he wore the gray, He used to hem and haw and say That Lincoln was a great, good man, The only good Republican!) Miss Edith came to teach our school; ’N’ she had clay-gobs slick and cool That turned to things rat in yo’ hand. I made the major that struts the band With the lady’s muff on top his head, But Jerry made a duck instead. And I made niggers and Chinamen, And I made Lincoln’s face again. Miss Edith was crazy ’bout what I’d done And she tooked me down to Washington. She showed me Lincoln a-sittin’ still In his big house there on the hill, With round tall posts so high and far You're scart to see how tall they are; And his big-round eyes a watchin’ down Acrost the buildin’s of the town, Watchin’ the men from every state Workin’ to make our nation great. His big-ol thumbs are a-twitchin’ there To grab the wide arms of his chair. *N’ everything he’s a-doin’ seems A-waitin’ for something that he dreams Is a-comin’ true, then up he'll stand And make a speech to all the land. My eye, I wisht I'd stay and see What that big speech is goin’ to be. But now it seems I can not play I’m a-makin’ Lincoln out o’ clay. I’ll make the bandman with his muff On top his head, and that’s enough. Gee, think o’ the man that cut a stone And left a Lincoln there alone, With his big-round eyes on the mornin’ sun A-comin’ up on ashington! A Pilgrimage to Arlington BEN B. HUNT Mexia, Texas My home is far from Arlington, A thousand miles or more; And born beneath a Southern sun, I’m Southern to the core; But when I went to Washington There seemed to come to me A nobler love for all the land From center to the sea. My eyes beheld a thousand things, No pen could e’er portray; My thought flew off on golden wings Beyond the Blue and Gray; They flew afar in thrilling flight To Patrick Henry’s side, And swept along with Paul Revere Upon his famous ride. To old Concord they breathless sped, Saw freedom’s flag unfurled, And heard the shot which some one said Re-echoed round the world. To Lexington and Bunker Hill My spirit seemed to fly And rush along with Minute Men Who did not fear to die. With Light Horse Lee and “Robert E.” And on and on I flew, And none but heroes could I see Beneath the silver blue. The monuments on ev’ry hand No section emphasize, But North and South and all the land They seem to canonize. 1 Ward Bennett, of Modern And then across at Arlington, The city of the dead— O, there I wept the noblest tears My eyes had ever shed; I stood by Bryan’s new-made grave And banks of flowers there And felt emotions, wave on wave, And breathed a silent prayer. The mast and anchor of the Maine, Which seas could never keep; The hosts of tombs to fire the brain With love for those who sleep; The monument to those who died On blood-shed fields of France— Bespeak a love that shall abide Through time and circumstance. The Unknown Soldier resting there Beneath a massive tomb, Had fought to lift the world’s despair And break the shadow’d gloom. They did not ask from whence he was, Nor seek his past to scan— They only saw his wounds and scars And knew he was a man! They buried him at Arlington *Mid pomp of high degree, A mile or two from Washington, Beside the home of Lee. From North or South, from East or West— They cared not whence he came; They only knew he stood the test Through shot and shell and flame. So when I went to Arlington There seemed to come to me, A nobler love for all the land Than I had thought could be. And now I weep at Arlington, And now I smile or pray, For I at stately Arlington Was born again today! Victory! BERNARD BENSON Fight with the best that’s in you, Ward off the weakling blow; Die with the tauten sinew, The way the brave men go. First in the foremost battle, Faith in the sure ensign, Form to the death-drum rattle— Leave not the thinning line. Firmer, your weapon wielding, Stern in the thickest need; Fear you the foe unyielding— Waiting the flaming deed? Heed not the coward, quaking, Wailing the certain rout; Hark! from the battle breaking: The heart’s victorious shout! Only a Schoolma’am WARD BENNETT! The wag to the fool was heard to pay This toast to the schoolma’am, young and gay: ‘Ruler of Kidland Baliwick, Who swapped a sword for a hickory stick, And a crown of thorns, and a throne of brick, And Readin’ and Ritin’ and Rithmetic, And a Caesar’s care and a pauper’s pay, Only a schoolma’am, young and gay.” “Only a schoolma’am’’— such is fate, For a wag will jest and a fool must prate; But, learned at the feet of such as she, The Law of Love, and the Rule of Three Have opened the eyes of the blind to see All that the race was meant to be; And the good and the great give praise far aye, “Only a schoolma’am,” young and gay. the author, is a Wichita (Kansas) High School freshman and _ athlete. His tribute to the teacher was first published a year ago in the Central Intermediate Annual. [54] Verse The wag and the fool may jest for aye, But “‘Only a schoolma’am”’ goes her way; Out of the clay before her laid, Scientists, statesmen, men of trade, Solons, artists, all are made To wage the battle in Life’s Crusade. Success is hers—let that suffice, But “Only a schoolma’am’”’ pays the price. A message came at the setting sun: “Gone away.”” Her work was done, And “Only a schoolma’am,” old and gray, Joined the throngs at the Gates of Day. How many, if any, were turned away, Or how many entered, I cannot say; But out of the chosen who made the test, “Only a schoolma’am”’ led the rest. My Creed H. A. WALTER would be true, for there are those who trust me; would be pure, for there are those who care; would be strong, for there is much to suffer; would be brave, for there is much to dare; would be friend of all—the foe—the friendless ; would be gift; would be humble, for I know my weakness; would look up—and laugh — and love—and lift. giving, and forget the Efficiency JENNIE CECELIA BELTZ Wheeling, West Virginia Yes, I’m much more efficient now, they say, Since I have quit that utter foolishness And since I keep my eyes upon my desk Nor lift them to the window there for fear My mind should wander from my work,— beyond These four brick walls. But, oh! how I suffer With the hurt of it, for I know today The woods are radiant, and fields are filled With lovely goldenrod and far, far out Above this fog and smoke—the wild geese are Flying South, and how I'd like But no, I me Must keep my mind upon my work, must earn That ten more dollars to my pay. So now I know where Robert lives, can even name The boy who lives next door and the family That moved in up-stairs—know what rent they pay, And who it was that stole poor Mary’s orange— But still I wanted so Who was it now? Who wrote that lovely poem I read last night? Keats? Or Shelley? God, how those men could write! Much, much better than I ever should; but When that letter came and the editor said ‘I am delighted with your poem,”—well I just broke down that day and cried for joy; I never thought such things could make me cry. But ‘‘You’d better not waste your time,” they said, So I have put away such childish things And now must go to see Guissippi—that Was a bad sprain—then on my way I'll stop To call on Tony who lost his father In that awful But what is that I hear? Surely not a robin this time of year? But wait a minute, I’ll just run and see —— Tony and Guissippi. | —— EEE a A OTTO AeA ITT HS Tn NEW EDUCATION BILL, as presented to the Sen- ate, is shown in reduced fac- simile on this and the next page. A similar bill is before the House. In its present form it is the result of much cooperative planning by the many groups that are working for a Department of Education with a Sec- retary in the President’s Cabinet. The best argument for the measure is a careful reading of the bill itself. Likewise a study of the bill is the best answer to the objections sometimes raised against it. The bill does not deal with the problem of federal aid; nor does it in any way look toward federal control of education, The bill provides and its advocates believe that the control of education should always be kept in the hands of the localities and states, The advocates of the bill likewise believe that education is of primary concern to the nation as a nation and that it should be guided by adequate research just as agriculture, commerce, and labor are being helped by the departments that represent them in the federal government. The United States spends nearly ~ The New Education Bill two billion dollars a year for educa- tion. It has over 700,000 teachers. Many of the facts needed to make the work of the schools most effective are not available. A million children fail to make their grades each year. Hun- dreds of new buildings are improperly planned each year. The nation spent more than $382,000,000 for school buildings, sites, and equipment, during 1923-24. These are only a few of the problems that would be easier to solve if a department of education were at work gathering the facts needed. Some members of Congress say frankly that the New Education Bill will pass during this sixty-ninth ses- sion if its friends throughout the coun- try do their part. The report of the committee on the reorganization of the executive departments with its pro- posal for a department of education and relief has been replaced with a different proposal for dealing with the problem, leaving a clear field for the creation of a Department of Education. The sponsors of the New Education Bill in Congress are not only strong men but they hold positions of the greatest stategic importance as ma- jority floor leader in the Senate and chairman of the Committee on Educa- tion in the House. .Senator Charles Curtis, of Kansas, is a veteran of more than thirty years’ experience in Con- gress. Congressman Daniel A. Reed, of New York, was elected by one of the greatest majorities ever given a member of that body. IT IS TIME TO ACT. Every citi- zen in America has a stake in the pass- ing of this bill. Every teacher is privi- leged to have a part in this effort to elevate education and improve the schools. Members of Congress want to know where their constituents stand. They want the judgment of the folks at home. Write to your senator and congressman TODAY, in care of the United States Senate or the House of Representatives, Washington, D. C., telling him you have read the bill, giving the reasons why you believe it should be passed, urging that he con- sider it carefully, and expressing the hope that he will decide to aid in its passage. Get your friends to do like- wise. Send petitions from school faculties, groups of parents, and vari- ous civic organizations. 2 as now or hereafter amended shall be applicable to the department. The Secretary of Education shall cause a seal 60Ts CONGRESS lst Session S. 291 of office to be made for the Department of Education of such device as the President shall approve, and judicial notice shall be taken thereof. IN THE SENATE OF THE UNITED STATES Decemnzr 8, 1925 Sec. 2. There shall be in the Department of Education an Assistant Secretary of Education, to be appointed by the Mr. Curns introduced the following bill; which was read twice and referred President and to receive a salary of $7,500 per annum. to the Committee on Education and Labor ° The Assistant Secretary shall perform such duties as may be 10 prescribed by the Secretary of Education or required by law. 11 There shall also be a solicitor, a chief clerk, and a disbursing A BILL To create a Department of Education and for other purposes. 1 Be it enacted by the Senate and House of Representa clerk, and such chiefs of bureaus and such scientific, tech- nical, and clerical assistants as may be necessary to carry out 14 the provisions of this Act and as may be provided for by Con- Q- tives of the United States of America in Congress assembled, 15 gress from time to time. 8 That there is established at the seat of government an execu- 16 Suc. 3. (a) The Bureau of Education and all per- 4 tive department to be known as the Department of Educa- 17 taining thereto is transferred from the Department of the 5 tion, which shall be under the control and direction of a 18 Interior to the Department of Education. 6 Secretary of Education, to be appointed by the President, (b) The office of Commissioner of Education is abol- 7 by and ‘with the advice and consent of the Senate. ished, and the authority, powers, and duties heretofore con- 8 The Secretary of Education shall receive a salary at the 21 ferred and imposed by law upon the Commissioner of Edu- 9 rate of $15,000 per annum. Section 158 of the Revised 22 cation shall be exercised and performed by the Secretary of 10 Statutes is amended to include the Department of Educa- 23 Education. tion, and the provisions of Title IV of the Revised Statutes, (c) The Federal Board for Vocational Education is transferred to the Department of Education, and all the au- [55] “~ @e»sesKkesr® ewe. ry — teeth *S@eesesa eee anakas 3 thority, powers, and duties heretofore conferred or imposed by law upon the Federal Board for Vocational Education shall be exercised and performed by the board as a divisign of the Department of Education The Secretary of Educa- tion shall he a member of the Federal Board for Vocational Education and ¢\ oftieie chairman of said board. (d) The authority, powers, and duties conferred and imposed by law upon the Secretary of the Interior with rela- tion to the Columbia Institution for the Deaf and Howard Yniversity shal! be exercised and performed by the Seere- tary of Education Sec 4 (a) Except as otherwise provided by this Act, all authority, powers, and duties held, exercised, and per- formed by the head of any executive department in and over any bureau, office, or branch of the Government which is hy this Act transferred to the Department of Education, or which ix abolished by this Act and its authority, powers, and duties transferred to the Department of Education, or in an! ever any business arising therefrom or pertaining thereto, or in relation te the dnties performed by and authority conferred by law upon seh bureau, office, or branch of the Government, whether of an appellate or revisory character or otherwise, shall be vested in and exercised and performed by the Seeretary of Edueation, 6 use, in improving methods of teaching, and in developing more adequate curricula and courses of study, research shall be undertaken in (1) rural education, (2) elementary edu- cation; (3) secondary education, (4) higher education; (5) professional education; (6) physical education, includ- ing health education and recreation, (7) special education for the mentally and physically handicapped; (8) the’ training of teachers; (9) immigrant education; (10) adult education; and (11) such other fields as in the judgment of the Secretary of Education may require attention and] study (b) The department shall make available to educa- tional officers in the several States and to other persons interested in education, the results of the research and in- vestigations conducted by it, and the funds appropriated for printing and binding for the Department of Education shall be available for the printing and binding of the results of such research and investigations Sec. 9. For the fiscal year ending June 30, 1926, and annually thereafter, the sum of $1,500,000, or so muck thereof as may be necessary, is hereby authorized to be appropriated, out of any money in the Treasury not other- wise appropriated, to the Department of Education, for the purpose of paving salaries and the conducting of studies an investigations, the paying of incidental and traveling ex- penses incurred in connection with the investigations or cocoeo@onreunrr- 2 ww oonvienwrt ae wre 4 (b) All orders, rules, regulations, and permits or other privileges, which have been issued or granted by any bareau, office, or branch of the Government except the Federal Board for Voeational Education which is transferred under the provisions of this Act to the Department of Educa- tion, or which 1s abolished and its authority, powers, snd duties transferred wo the Department of Education, su! which are in effect at the time of the transfer, shall, after the transfer. so far as they are not in conffict with the provisions of this Act, continue in effect to the same extent as if the transfer had not oceurred, until modified, superseded, or re pealed bv the Secretary of Education Sec 5 All officers, and employees employed in or by any office, burean, or branch of the Government, trans- ferred in accordance with the provisions of this Act to the Department of Education, are transferred to the Department of Education without change in classification or compensa tion, and the records and property, including office equip- ment, of any such office, burean, or branch of the Govern- ment so transferred, are transferred to the Department. of Education. See. 6. The Seeretary of Edueation shall have charge in the buildings and premises occupied by or assigned to the Department of Education, of the library, furniture, fixtures, records, and other property pertaining to the department 7 inquiries undertaken by the department and for law books, hooks of reference and periodicals, and for the paying of rent where necessary, and for such other purposes as may be necessary to enable the Department of Education to carry out the provisions of this Act. All unexpended approprim- tions which shall be available at the time when this Act takes effect in relation to the various bureaus, offices, and branches of the Government which are by this Act trans- ferred to or included in the Department of Education, or which are abolished by this Act, and their authority, powers, and duties transferred to the Department of Education, shall become available for expenditure by the Department of Edu- cation and shall be treated the same as if such bureaus, offices, and branches of the Government had been directly named in the laws making the appropriations as part of the Department of Education Src 10 The Sceretary of Education shall annually, at the close of each fiseal year, make a report in writing to Congress giving an account of all moneys received and dis- bursed by the Department of Education and describing the work done by the department. He shall also from time to time make such special investigations and reports as may be required of him by the President or by either House of Congress or as he himself may deem necessary and urgent. Sec. 11 This Act shall take effect thirty days after its passage, except that the provisions of this Act in relation, 5 ~ or hereafter acquired for use in its business. Until other quarters are provided, the Department of Education may occupy the buildings and premises occupied by the bureaus, offices, and branches of the Government which are by this Act transferred to or included in the Department of Edu- cation. Sec. 7 In order to coordinate the educational activities carried on by the several executive departments, and to recommend ways and means of improving the educational work of the Federal Government, there is hereby created the Federal Conference on Education, which will consist of one representative and one alternate appointed by the head of each department. Tbe Federal Conference on Edu- cation shall not report as a body to any one department, but each representative shall report the findings of the Fed- eral Conference on Education to his own department for consideration and independent action. Seo. 8. (a) The Department of Education shall collect such statistics and facts as shall show the condition and progress of education in the several States and in foreign countries. In order to aid the people of the several States in establishing and maintaining more efficient schools and school systems, in devising better methods of organization, administration and financing of education, in developing better types of school buildings and in providing for their 8 to the transfer of any agency from the jurisdiction and oon- trol of one officer to the jurisdiction and control of another, or in relation to the abolishment of amy existing agency, or in relation to the transfer of authority, powers, and duties frem one offeer or agency to another, shall take effect July 1, 1926 cmncqzeans .4. 301 To create « Department of Education and for other purposes = — By Mr. Corns — —<—— == _ Decemezs $. 1025 Heed tee cod referred to the Committees @ Educe(ivv aad Laver Tae PUBLIC looks to the teachers to lead in the improvement of education as it looks to physicians, engineers, and architects to work for sounder health and better buildings. Every teacher can help by studying the New Education Bill, by bringing it to the attention of local editors and other leaders, and by writing to his Representatives in Congress urging its careful consideration. [56] — —— 4 , Sixty Educational Books of 1925 HIS LIST is prepared annually by the | Youngstown (Ohio) Public Library for the American Library Association. For reasons of space and economy it is again necessary to limit this selected list to sixty titles. Many educators seem surprised that sixty really important pedagogical books should appear in a single year. Yet 143 seemingly appropriate publications of 1925 were carefully examined in the light of sev- eral hundred reviews, supplemented by the views of numerous librarians and educators, including C. H. Judd and Payson Smith. Those omitted include pamphlets, yearbooks, research monographs, and many excellent studies of too specialized a character or not bearing directly on education. The subject arrangement adopted last year has been re- tained. Books marked * are considered as especially useful for public, normal school, and superintendents’ libraries where funds are limited. Purposes and Principles BAGLEY, W. C. Determinism in education. 194p. 1925. Warwick. $2.20. Critical, con- structive interpretation of intelligence tests to dis- prove that heredity is more important than en- vironment and to prove that education is a “level- ing-up” process. Author’s keen vigorous protests against fatalism or ‘‘determinism’’ are amply sup- ported by facts and figures in chapters on: Democ- racy and the I. Q.; The critical period following the war as a test of universal education; Do good schools pay?; The army tests and the pro-Nordic propaganda; To what extent is education a creative and an equalizing force? *CUBBERLEY, E. P. An introduction to the study of education and to teaching. 476p. 1925. Houghton. $2. A book of definite value. ‘‘In- tended to orient the beginning and the general student, to give a good general idea as to what education deals with and is about.” The twenty- four chapters treat with excellent judgment their respective topics: supervision, finance, psychology of the school child and of learning, the teaching process, classification of pupils, educational re- organization, special types of education, etc. Clear, concrete, and non-technical presentation. *GROVES, E. R. Social problems and educa- tion. 458p. 1925. Longmans. $2.75. A broad, able discussion of those present social problems which are most intimately related to the work of the schools, with suggestions for a more effective use of the opportunity the schools provide to direct social progress. Topics range from juvenile de- linquency, modern conditions influencing family life, immigration, etc., to public opinion and social unrest. Interesting non-technical style. KANDEL, I. L., ed. Educational yearbook, 1924. 650p. 1925. Macmillan. $3. Describes educational developments of 1924 in eleven foreign countries and in the United States; each section by an authority. Part 2 deals with method in England, Germany, and the United States, and the “new education movement” in various coun- tries of Europe. Important as the only readable world-survey. *PATRI, ANGELO. School and home. 22I1p. 1925. Appleton. $1.50. For parents and teachers who have problem children. Convincing, chatty, citing a wealth of illustrative incidents. The chapter headings hint at its appeal: The school that everybody wants; No child is really bad; The child who fails; Fear; The spoiled child; Topsy-turvy education; The first day in school. Offers practical suggestions for loosening up the rigid grade system, abolishing some formalities and creating a keener appreciation of the child’s own viewpoint. Holds that he should be surrounded with culture and beauty and joy. HE SWEEP of the educational advance is nowhere better re- vealed than in the year’s output of new books dealing with education. This list of sixty titles is a truly re- markable collection. It will repay careful study by every student of education. No teacher can afford to neglect its contribution to the tech- nic of the classroom. No adminis- trator can wisely overlook the light these books throw on the problems of management. Through the cour- teous cooperation of Joseph L. Wheeler, librarian of the Youngs- town Public Library, the list is available much earlier than usual. Teachers who combine generous © reading with close observation of children are able to do more and better work than those who allow themselves to be submerged by de- tail. By fuller understanding of child life and of methods of teach- ing they save much of the friction and lost time that often creep into the teaching relationship. By read- ing many books the teacher ac- quires the comparative point of view. Each new practice and theory is tested against a broad background of information and ex- perience. Wide and constant read- ing is one of the marks of a pro- fession. It is also one of the surest ways to happy and effective work. SISSON, E. O. Educating for freedom. 225p. 1925. Macmillan. $1.40. With admirable clarity author presents the objectives in teaching for an intelligent citizenship, discussing today’s broader freedom in such topics as: Refounding democracy; National aims in American education; Educating for freedom, union, patriotism, civic duty, and world-order; The educative use of history; and Abraham Lincoln and American education. Many time-worn truths are given new meanings. Thought- ful, stimulating, and eminently readable. Health *PAYNE, E. G. AND SCHROEDER, L. C. Health and safety in the new curriculum. 318p. 1925. American Viewpoint Society. $1.50. A complete health program useful because exceed- ingly rich in materials and methods. Partial con- tents: The meaning of health education; Essentials of the new curriculum in health, accident preven- tion, and first aid; Health and safety instruction in reading, language, drawing, arithmetic, American history, community civics, geography, general science; Health and accident prevention through children’s organization in the schools; The stand- ards for judging physical and mental health in school children. [57] WINSLOW, C. E. A., AND WILLIAMSON, P. B. The laws of health and how to teach them. 354p. 1925. Merrill. $1.60. A clear, sane, and useful presentation of the modern health course, its aims, content, and methods. Objectives explained through a brief history of health ideals and educa- tion, and their present status. Covers from teach- er’s viewpoint: The living machine; The physical defects of school children and their correction; Man and the microbe; Community sanitation; Sex hygiene; Accidents and first aid. Section on meth- ods outlines course of study from first grade through senior high school. Psychology *BREITWIESER, J. V., AND BOOK, W. F. Psychological education. 246p. 1926. Knopf. $—. A particularly fresh and successful treatment, in which the historical and general type of prelimi- naries are omitted and the text devoted to a highly interesting and easily understood discussion of ap- plied psychology as it has been developed in the last few years. Should have a wide appeal, partly due to the topical headings phrased as questions which the ordinary teacher or parent would ask. EDWARDS, A. S. The psychology of elemen- tary education. 333p. 1925. Houghton. $2. A clear, definite discussion of the general psychology of learning .and teaching, of moral education, and of the respective elementary subjects of reading, writing, spelling, language, science and arithmetic, based always upon tests by Thorndike, Judd, Starch, etc. Emphasizes individual differences and the significance of study. A valuable, practical study which will particularly interest grade school teachers. *MARTIN, HERBERT. Formative factors in character. 346p. 1925. Longmans. $1.40. Prin- ciples rather than methods, emphasizing the im- perativeness of the development of moral character and how it is to be achieved by boys and girls in home and school. Discusses health and social inheritance as factors in development of personality, analyzes relation of thinking, desire, interest, will, suggestion, and imitation to moral conduct, and stresses social value of play and redemptive power of work. Sensible, inspiring; it will be read with pleasure. MYERS, G. C. The learner and his attitude. 418p. 1925. Sanborn. $1.76. Exceedingly clear, simple exposition of the proposition that the child’s approach to a subject or learning to learn is the fundamental thing in education. Commonplace ex- periences in home and school are utilized to apply the available researches in the field of learning to the problems of teaching and controlling conduct. Some suggestive chapters: How wishes work; Learning morale; Response independent of our will or counter to it; Symbolism and dramatization: Training for leadership. THOMSON, G. H. Instinct, intelligence, and character. 282p. 1925. Longmans. $3.50. A rather brief treatment of the general aspects of educational psychology, clearly and interestingly written. The general idea is to show how the human mind has evolved from the animal mind, by tracing ascent of intelligence from instinctive level, and evolution of character. No bibliography or teaching aids. As a whole, little new material. WEEKS, A. D. Psychology for child training. 312p. 1925. Appleton. $2. ‘In an interesting and wholesome way author talks t.miliarly with parents about bringing up their children, according to the approved principles of psychology. Many chapters on instincts, an historical review of methods of 58 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION child training, and practical suggestions on prob- lems of development and adjustment to environ- ment. Exceptional Children HORN, J. L. The education of exceptional children. 343p. 1924. Century. $2. “Defines what handicap or excess ability makes the child exceptional; determines what exceptional children belong in the public school; indicates their present status; and formulates a general theory of special education.” Author groups 30 percent of grade school children above and below normal, as ‘“‘ex- ceptional children.” Covers their innate differences in intelligence, reorganization of schools to dif- ferentiate their instruction, truants, speech de- fectives, the blind, the deaf, and the crippled. A wealth of constructive information presented in a stimulating, non-technical style. Though a 1924 book, included on several requests in the absence of any 1925 book on methods. ‘“‘Teaching dull and retarded children’”’ by A. D. Inskeep, now in press for January, 1926 publication, (445p. Scribners, $2.) will be especially useful for ideas and methods in actual teaching. *OPPENHEIMER, J. J. The visiting teacher movement. 2d ed. 206p. 1925. Joint Committee on Methods of Preventing Delinquency. $.75. The first comprehensive survey from the educator’s view- point. Shows the relationships between the visiting teacher and other school agents; determines a group of functions which should be peculiar to this serv- ice; evaluates its importance to improvement in scholarship; and outlines the qualifications and training necessary. Sources of material: reports of visiting teachers’ work; two surveys of national scope; study and analysis of case records; and in- terviews with visiting teachers and school ad- ministrators. A commendable piece of work, in- teresting and enlightening. The Joint Committee has several other new publications of value, es- pecially Sayles and Nudd’s “The problem child in school.” (287p. 1925. $1.) This is almost en- tirely devoted to a discussion of cases. WILE, I. S. The challenge of childhood. 305p. 1925. Seltzer. $3.50. A study of a pediatrician’s case records of exceptional children classified under physical, intellectual, emotional, and social problems and based upon twenty years of work with children in dispensaries, settlements, schools, penal institutions, and in their own homes. Authoritative and full of interest. The Teacher and Teaching Methods *ANDERSON, C. J., BARR, A. S., AND BUSH, M. G. Visiting the teacher at work. 382p. 1925. Appleton. $2. As competent super- vision is being increasingly recognized as a vital contribution to the pupils, this book is badly needed. Sets forth in clear, simple terms general principles, supplemented with concrete case material and summary outline. There are illustrations and analyses of pre-teaching and follow-up conferences; cases of failure in teaching due to other causes than weak teaching technique; an interesting sum- mary of actual cases successfully solved by super- visors, and problem cases for the student to analyze. Complete and thorough. BLACKHURST, J. H. Directed observation and supervised teaching. 420p. 1925. Ginn. $1.80. A guide for student teachers in observing, in supplementary reading, in making lesson plans, and in reporting to the supervisor. Technique of observation is divided into examination of material side of the classroom, physical and mental char- acteristics of the teacher and pupils, and technique of instruction. Every detail of the observing teacher’s work is carefully elaborated. Should materially reduce supervisory routine. KILPATRICK, W. H. Foundations of method. 383p. 1925. Macmillan. $2. Unusual approach to the problem of methods, written in conversa- tional form, like a Platonic dialogue, and em- phasizing the philosophical aspects of education. Recognizes two problems: one, how best to teach any one thing, as spelling; the other, less often studied, of how to treat the learning child. Point of view is dynamic and reflects the influence of Dewey and Thorndike. Author indicates the need EeMPLoy your time in improv- ing yourselves by other men’s documents; so shall you come easily by what others have labored hard for.—Socrates. Good books are to the young mind what the warming sun an refreshing rain of spring are to the seeds which have lain dormant in the frosts of winter.—Horace Mann. Books have always a secret in- fluence on the understanding; he that entertains himself with moral or religious treatises will imper- ceptibly advance in goodness.— Samuel Johnson. No man should think so highly of himself as to think he can receive but little light from books.—John- son. Without books God is silent, jus- tice dormant, natural science at a standstill, philosophy lame, letters dumb, and all things involved in darkness.—Bartholin. If the crowns of all the king- doms of Europe were laid at my feet in exchange for my books and my love of reading, I would spurn them all.—Fenelon. for emphasis on broader aspects of education, such as attitudes, habits, skills, and appreciations. *LEWIS, E. E. Personnel problems of the teaching staff. 460p. 1925. Century. $2. A vital new contribution to the work of principals, superintendents, and board members. Selects, or- ganizes, and prepares material from widely scat- tered sources on the building up of a teaching corps and the constant improvement of its morale. Author outlines the existing investigations, data, and techniques as to recruiting, selecting, training in service, home talent, married teachers, measur- ing loads and merits, salaries, turnover, tenure, ethics, etc. An unusually practical book, full of definite cases and problems that illustrate the prin- ciples discussed. WOODBURY, C. H., & PERKINS, E. W. The art of seeing. 290p. 1925. Scribner. $2. A unique consideration and application of drawing as a distinct method of teaching. The fact that the mind grasps most quickly and accurately when obliged to transfer its observations to paper, is here developed in a way which can be adapted, by any teacher with initiative, to most school subjects. Will no doubt stimulate further developments in a promising field. Preschool and Kindergarten *FENTON, J. C. A practical psychology of babyhood. 348p. 1925. Houghton. $3.50. An extensive, interesting, and sane account of the unfolding of mind and personality under the help- ful or hindering influences of environment and training. Presents important psychological studies February, 1926 —_ of individual babies, and applies sound psychological principles to the daily care and training of babies, Partial contents: The newborn baby; Learning to use the hands; Language; The dawn of mind; Intelligence and mental training; The emotional life; The development of the child as a total per. sonality. *GESELL, ARNOLD. The mental growth of the preschool child. 447p. 1925. Macmillan. $3.50. A very important book on the psychology of early childhood. Both a general discussion of mental growth and a detailed description of the test materials and the procedure in determining growth. Norms of mental development, based upon a study of fifty normal children, are presented for four months, six months, nine months, twelve months, eighteen months, two years, three years, four years, and five years. Also case descriptions for the tests of children paired at eight different ages, as, for example, four months versus six months. Illustrated with series of action photo- graphs of children of various ages. Scope and viewpoint broad, mature, and somewhat advanced, *PARKER, S. C., & TEMPLE, ALICE, Unified kindergarten and first grade teaching, 600p. 1925. Ginn. $2.20. An important pioneer book by authorities in this new field, based upon the successful experience at the University of Chi- cago. Partial contents: History of the unifying of kindergarten and first grade; Social and psyzho- logical objectives in the unified program; Selecting the curriculum content; Understanding social life; Expressing and communicating ideas; Language, dramatization, drawing, and industrial arts; Under- standing and using numbers; Beginning oral and silent reading; A well-balanced scientific system; Adapting instruction to differences in capacity. Like all of the late Dr. Parker’s works this is crammed with useful ideas. Elementary Education—General METCALF, M. F. Motivated primary activi- ties for rural teachers. 143p. 1925. Beckley, $1.20. A collection of bright and fascinating games, plays, exercises, and work, the outgrowths of actual work intended for rural schools, but fully as desirable in the schools of a large city. Author’s success and resourcefulness are indorsed by Professor M. V. O'Shea. MOORE, A. E. The primary school. 340p. 1925. Houghton. $2. A fresh, sensible, con- vincing discussion of current primary administration, choice of subject-matter, and methods of teaching. The principal topics are: The small child in his school environment; Place of the kindergarten; School enterprises; The newer and better handling of language, reading, literature, and arithmetic. The treatment is concrete, much of the material consisting of photographs of children at work, ac- counts of actual recitations, and reports of investi- gations. Grade School Reading ANDERSON, C. J., & DAVIDSON, ISOBEL, Reading objectives. 408p. 1925. Laurel Bk. $1.80. The interpretation and application of re- searches of Gray, Judd, Buswell, and others to reading instruction in the elementary school. Dis- cusses with a wealth of illustrative material such topics as Vocabulary building; Mechanical diffi- culties; Reading procedures and correct study habits in the primary grades; Audience situations in reading; Developing appreciation through recrea- tory reading; Diagnosing reading defects. Clear and practical. *BROOKS, F. D. Applied psychology of read- ing. 274p. Appleton. $1.80. Thorough analysis of all phases of teaching reading. Discusses help- fully reading proceses, such as eye movements, oral and silent speech, grasp of words, sentences and paragraphs; measurement and improved meth- ods for effective silent and oral reading and ap- Vol. 15, No.2 THE JOURNAL OF THE NATIONAL EpucaTion AssOcIATION 59 preciation. Shows wide study of sources, tests and experiments, which have been sifted and sum- marized with great skill. Devoted to teaching method rather than the content or types of reading. GREEN, J. L. Reading for fun. 205p. 1925. Badger. $2. Why, what, and how to teach recreational reading is the substance of this de- lightful little book, full of original ideas as to the ways in which pupils can find their personal in- terests reflected in books. Very good chapters on: What children like to read; Reading for fun in science, history, citizenship and friendship; How to teach reading for fun at school, at home, in boys’ and girls’ clubs. A particularly good exposi- tion of the appeal and worth of fiction. Covers new ground. KLAPPER, PAUL. Teaching children to read. 4th ed. rev. and enl. 328p. 1925. Appleton. $1.60. A thorough revision and enlargement of an older book in wide use. New book is more ad- vanced and applies the new psychology of reading to classroom practice through the ninth year. Au- thor’s aims are to present theory, meet actual needs of teachers, stress silent reading, analyze most commonly used reading systems, and standardized reading tests, help teachers to diagnose reading difficulties, supply drill, etc. A close, detailed study, authoritative and rich in practical informa- tion and suggestions for teachers and supervisors. SMITH, N. B. One hundred ways of teaching silent reading. 149p. 1925. World Bk. $1.40. Fresh, well-organized material for the required training in different phases of reading. The care- fully explained exercises are ingenuous and work- able, being grouped under the heads: To increase speed; To increase comprehension; Selection; Or- ganization; Retention; and Skimming—the main types of reading ability used every day. *TERMAN, L. M., & LIMA, MARGARET. Children’s reading. 370p. 1925. Appleton. $2. A most interesting and valuable book in a new field, concerned not with mechanics of reading but with content. Part 1, The reading interests of children, discusses briefly but tellingly such topics as the reading habit, children’s literature, why children read, individual, sex and age differences in reading interests, and desirable and undesirable books. Conclusions based largely upon tests. Part 2, Suggestions for children’s reading, the major part of the book, is a well-rounded bibli- ography, annotated and classified by subject, rang- ing from first to eighth grades. Other Grade School Subjects LIGDA, PAUL. The teaching of elementary algebra. 256p. 1925. Houghton. $1.90. A thought-provoking study criticising textbook writers and traditional methods. The first chapter, In- troducing mathematics to the class, is excellent. Much space is devoted to verbal problems. Author regards the so-called practical problems as intricate and confusing and believes these should come late in the course. Two strong chapters are: Function concept, and Analysis of problems, the latter justify- ing algebra as a useful study in school and in life. McMURRY, C. A. Practical teaching, book 1. Large projects in geography. 222p. 1925. John- son Pub. $2. Professor McMurry has long been recognized as a leading authority. His new hand- book sets a standard and supplies the method as well as lesson plans with illustrations, suggestions for blackboard sketches, maps and reading lists. Four large tcaching units, typifying irrigation, water power, a canal, and a gulf port. PEPPARD, H. M. The correction of speech defects. 180p. 1925. Macmillan. $1.40. A com- pact handbook giving definite methods for the cor- rection of the various common speech defects of school children. Author emphasizes the import- ance of correct speech in the teacher, who should be able to teach phonetics intelligently. Deals specifically with lisping, stammering, baby talk, in- ability to enunciate intelligibly, nasality, foreign accent. Clear, sound, thoroughly informed, and practical. VERY SCHOOL district should buy a few good profes- sional books each year for its teach- ers. Larger schools should buy every book in this list that relates to their work. Public libraries in cities and county libraries in rural districts will be glad to cooperate. Too much emphasis cannot be put on having the books near at hand. These are busy days and teachers are busy people. A chance half hour with a book that happens to be near at hand may bring new companionship with some great creative spirit. Many times blessed is the teacher who is able to browse frequently through the rich and rapidly expanding literature of edu- cation. New book friends are sure to appear and old book friend- ships deepen into that settled com- panionship which really makes a book a part of one’s life. The cost of books is small indeed as com- pared with the cost of maintaining a school and paying the salary of a teacher. School districts which are generous in supplying these professional tools reap the reward in more masterful teaching. RIDGLEY, D. C. Geographic principles. 190p. 1925. Houghton. $1.20. A simple, valuable aid to geography teachers. Gathers the interesting and valuable facts of geography about central ideas which clarify arid unify the teacher’s knowledge. Material is organized into: Geographic principles defined and illustrated; The course of study and geographic principles; Guiding principles in home geography; The study of North America, her agriculture, forests and forestry, mineral resources, manufacturing industries; and North American cities. ROANTREE, W. F., AND TAYLOR, M. §&. An arithmetic for teachers. 621p. 1925. Mac- millan. $2.50. Discusses types of material which contribute to the teacher’s knowledge, and the methods of presenting this knowledge to the child, also gives an historical background. Each of the twenty subjects, such as simple addition, sub- traction, multiplication, etc., to percentage, business applications, commercial paper, taxation, is divided into “‘teacher’s knowledge” and “‘methods of teach- ing,”” an unique arrangement. This first profes- sionalized subject-matter textbook should have a de- cided effect on elementary school teaching. WOHLFARTH, J. H._ Self-help methods of teaching English. 294p. 1925. World Book Co. $1.88. Point of view is that pupils should be taught to evaluate and direct their own work. Treats in detail a wide range of topics such as the teacher, the textbook, and the pupil, self-help activities, composition scales and measurements, grade ob- jectives in English, and detailed study of composi- tion procedures from third to ninth grade. Entire concreteness, clear organization, breadth of outlook, ae and perfect acquaintance with modern theory char- acterize the book. Junior High *SMITH, W. A. The junior high school. 467p. 1925. Macmillan. $2. A comprehensive and up- to-date book. First one hundred pages form an absorbing account of changing purposes and meth- ods of the American school system, which resulted in the junior high school. Nature and needs of pupils at this age, suitable curricula, extra-cur- ricular activities, occupy 150 pages. Remainder of book devoted to program, organization, and admin- istration. Emphasis is given the school plant as it concerns the library, departmentalized work, extra-curricular activity, and vocational guidance. An immense amount of material, including im- portant brief quotations, has been carefully con- densed into a very readable text. Secondary Education FOSTER, C. R. Extra-curricular activities in the high school. 222p. 1925. Johnson Publishing Company. $2. A well-mixed combination of theory and practice. Discusses the supervision of all types of extra-curricular activities, plans for pupil par- ticipation in school government, the assembly, and guidance as a necessary and feasible faculty duty, and also describes twenty-four school clubs. Defi- nite, workable plans make this a useful book. *HAMILTON, A. E. The real boy and the new school. 386p. 1925. Boni. $2.50. Quite in contrast to the textbooks, this is a fascinating, pro- vocative account of the experiences of one teacher who combined a modern understanding of boy psychology and a tremendous love for youth. De- lightful viewpoints and relationships. An inspiring book, useful alike to all parents who realize their responsibility and all teachers whose profession is more to them than a means of livelihood. JOHNSON, F. W. The administration and su- pervision of the high school. 402p. 1925. Ginn. $2. A pioneer book digesting the best of a con- siderable literature on the administration of the senior high school, which heretofore has been scattered in magazine articles. Twenty chapters cover a wide range of topics, including the aims of secondary education, the relations of the principal to his staff, the problem of dicipline, extra-class- room activities, the marking system, the library, and the courses of study. A great deal of prac- tical material helpful to the principal. UHL, W. L. Principles of secondary education. 704p. 1925. Silver. $3. A thick source book of over a hundred significant excerpts from educational journals, pamphlets, etc., practically inaccessible otherwise. They cover such topics as the American plan of secondary education. The secondary school teacher and pupils, Secondary education in foreign countries, The reorganization movement in sec- ondary education, and Curriculum problems. Pro- fessor Uhl has provided brief and pointed introduc- tions, transitions, summaries, discussion sugges- tions, and extensive bibliographical notes. A most important book. High School Science BROWNELL, HERBERT, AND WADE, F. B. The teaching of science and the science teacher. 322p. 1925. Century. $2. A well-rounded treat- ment, giving appropriate attention to the function of teachers, which is thought stimulation and that kind of development of power to think construc- tively, whose natiral results are trained intellects and an abiding desire for the truth. Comprehensive treatment of the science teacher and the community, the science teacher as a builder of character, laboratory work and equipment, science textbooks, use of projects, examinations, the professional preparation of the science teacher, and the general status of science teaching in high schools and in the grades, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1926 High School History *BARNES, H. E. The new history and the social studies. 605p. 1925. Century. $4. Notable and decidedly stimulating piece of scholar- ship, sketching the general nature of the newer dynamics and synthetic history, and indicating the contributions from the various social sciences (geography, psychology, anthropology, sociology, economics, political science, and ethics), to the methods and subject matter of history. Central idea is that the more general acceptance of the teachings of the social sciences is needed as the most important educational development of the twentieth century. Valuable features are the de- tailed account of achievements, elaborate bibli- ography, and summary of chief problems for further research. While written for college and re- search workers, is essential for high school teach- ers who would progress. Arts and Vocational KITSON, H. D. The psychology of vocational adjustment. 273p. 1925. Lippincott. $—. Points out the psychological problems in choosing a vocation, describes attempted solutions, and sug- gests further scientific methods. Partial contents: Beginnings of vocational psychology; Signs of voca- tional maladjustment; Physical signs of aptitude; Intelligence, interest, and incentives in vocational adjustment; Records and rating as aids; A tenable conception of vocational fitness. A fund of sound information clearly and forcibly presented. PAYNE, A. F. Organization of vocational guidance. 438p. 1925. McGraw. $3.50. A companion volume to last year’s ‘‘Administration of Vocational Education.” Brings into a single volume a great amount of valuable organized data from extensive reading and observation of practice. Partial contents: Analysis of 103 definitions of vocational guidance; The public school system as a selective agency; Factors which tend to predeter- mine a person’s career; A schedule of operations; Administrative relationships; Collection and dis- semination of vocational information: Abnormal behavior cases and guidance diagnoses. A highly useful book for all engaged in this field. *PROSSER, C. A., AND ALLEN, C. R. Vocational education in a democracy. 580p. 1925. Century. $2.75. Incisive discussion of the develop- ment of vocational education, its aims, possibilities, and relations to regular education, present status, significance, and effect upon stability and progress of a democracy. Examines various types of voca- tional schools, education of those who are already in industry, and federal aid to the states, and offers abundant constructive suggestions. Refutes the disparagement of industrial training implied in such books as “The Iron Man in Industry” by Pound. Long and wide experience of authors _ lends authority. WINSLOW, L. L. Organization and teaching of art. 147p. 1925. Warwick. $1.60. A clear exposition of the approved methods of art teaching, a rich fund of content material, and a working pro- gram of instruction for grade and high schools. Discussion of the relation of art to industry and useful detailed plans for typical lessons in pottery, book-making, bread-making, study of textile fibers, picture study, the history of art and the apprecia- tion of art quality in painting, sculpture, and archi- tecture. A welcome first book in this field, full of good, practical suggestions. College *GAVIT, J. P. College. 342p. 1925. Har- court. $2. An unusual, thoughtful, and provoca- tive non-professional study of what is going on in the colleges, especially outside the classrooms. Based on visits to many institutions, and talks with undergraduates, teachers, alumni, officers and parents, on such topics as “What do you expect of college?” Religion and radicalism; The spirit of inquiry; An ‘1 plan; character of entrance ex- aminations; Gauging intelligence rather than memory; Tutorial systems; Development of student self-government and undergraduate interest in edu- cation; Athletics, fraternities, and other fields of extra-curriculum activity; College women and mar- riage. Conclusion is reassuring, that the Ameri- OE be to him that reads but one book.—Proverb. The fountain of wisdom flows through books.—Greek Proverb. Let every man, if possible, gather some good books under his roof.— Channing. The true university of these days is a collection of books.—Carlyle. Let there be a good supply of books and a yearly store of pro- visions.—Horace. In the highest civilization the book is still the highest delight.— Emerson. A good book is the precious life- blood of a master spirit.—Milton. All the known world, excepting only savage nations, is governed by books.—Voltaire. In proportion as society refines, new books must ever become more necessary.—Goldsmith. Books—lighthouses erected in the great sea of time.—Whipple. A good book is the best of friends, the same today and forever.— Tupper. Books are always with us, and always ready to respond to our wants.—Langford. As you grow ready for it, some- where or other you will find what is needful for you in a book—George MacDonald. Come and take choice of all my library, And so beguile thy sorrow. —Shakespeare. Books are the legacies that a great genius leaves to mankind.—Addison. can college is alive, the students awakened. Dean F. J. Kelly’s book, ‘“‘The American arts college” (198p. 1925. Macmillan. $2), is an inside view, a highly important professional survey of twelve typical colleges of liberal arts, of less interest to the general reader. KOOS, L. V. The junior college movement. 436p. 1925. Ginn, $2.40. A compact, readable survey and comprehensive evaluation of the junior college, giving author’s conception of the basic principles of guidance in its development. A timely and valuable analysis covering three types, public (city), state (or normal-school), and private, and also those in universities. Adult Education SHARLIP, WILLIAM, AND OWENS, A. A. Adult immigrant education. 317p. 1925. Mac- mijlan. $1.50. The first authoritative, compre- hensive, and systematic exposition of the pedagogy of adult immigrant instruction. Starts with thirteen definitions of Americanization by leaders and centers upon the ideals and standards of American life as school objectives. How classes are to be organized, teachers trained, instruction given, spe- cific courses of study are here in abundance. Curriculum COX, P. W. L. Curriculum adjustment in the secondary school. 306p. 1925. Lippincott. $2.10, After a brief consideration of purposes and prob- lems of secondary education, and scientific cur- riculum-making, author formulates and explains sixteen possible guiding principles based on philos- ophy, psychology, which would make high school work a more vital value in contemporary life, A forward-looking volume. MILLER, H. L, AND HARGREAVES, R. T. The self-directed school. 412p. 1925. Scribner. $1.80. How, through education, to produce the self-active, responsible, socially-minded individual who can be trusted with power, constitutes central theme. This emphasis upon individuality pervades discussion of: Educating up to capacity; Curric- ulum thinking and curriculum building; The in- dividual and the broader curriculum; semi-curric- ular and extra-curricular activities; Guidance, An eminently readable volume, stimulating and broad in outlook. Administrative Problems and Methods (See also The Teacher and Teaching) *ANDERSEN, W. N. A manual for school officers. 383p. 1925. Century. $2. Based upon practical experience in administration, particularly in small school systems for heads of which it is intended. Not only is technique of organization and supervision of instruction covered, but also relations of superintendent to school board, guid- ance of study, extra-curricular activities, teachers’ meetings, parent-teacher organizations, graduation exercises, publications, and janitor service. Simple language, good arrangement, and sensible, usable ideas. OTIS, A. S. Statistical method in educational measurement. 337p. 1925. World Book Com- pany. $2.16. A usable elementary book for stu- dents of education and teachers, setting forth in an understandable way the more simple and useful methods of interpretation of intelligence tests, which involve handling statistics. PITTENGER, B. F. An introduction to public school finance. 372p. 1925. Houghton. §2. A summary of the widely scattered literature of edu- cational finance, surveying and describing the ex- isting state of practice and opinion for each signif- icant problem, classified as of state or local interest. Topics of local interest; annual budget, comparative cost figures, finance of school publicity, etc., State problems: inequalities in educational advantages, state aid to local units, etc. Well-done and timely. RUGG, H. O. A primer of graphics and sta- tistics for teachers. 1142p. 1925. Houghton. $1.60. Selects the simpler devices used to visualize quantities, grades, etc., and applies them to scores, marks, tests, attendance, ages, and other variables in school procedure. .How and why to use the graphic method is told in persuasive, everyday language. Excellent illustrations. SEARS, J. B. The school survey. 440p. 1925. Houghton. $2.25. The first book to meet the pressing need of a concise manual of the principles and technique of school surveys, for students and administrators. Offers an immense fund of useful information hitherto widely scattered, with sound and helpful analysis of the problems of a survey, and incidentally of the problems of school admin- istration. Good bibliography and index. —— =. How Shall Schools Be Equipped? IME, energy, and spirit of pupils and teachers are too precious to be wasted by doing without neces- sary equipment or by using poor equip- ment when better is available. That is the lesson that American schools should learn from American industry. Com- petition forces industry to scrap tools and plants as new tools and better pro- cesses develop. We should not hesitate to do so in the schools. America is fortunate in the men and women who are producing the materials of educa- tion. Most of them have come up through the ranks of teaching. They deserve to be exalted for their service to the cause of education just as we honor workers within the schools. All honor to the man who makes a beautiful and useful book, a healthful desk, an instruc- tive map, an informing film, a workable school radio, or a livable school building. To help school workers make contacts with the sources of equipment the Na- tional Education Association holds ex- hibits in connection with its various con- ventions. These exhibits fairly bristle with ideas and suggestions for better schools. The visitor entering Exhibit Hall of the Washington Auditorium finds him- self in a spacious room filled with booths. In the center is the convention post- office, information booth, and registra- tion desk, always a hive of activity dur- ing the first days of the convention. Broad aisles enable sightseers to pass about in comfort on their tour of inspec- tion. Here is the latest educational mate- rial—all kinds of maps, text and refer- ence books, and visual instruction aids. Here is the most modern school furni- ture; special apparatus for library, shop, and laboratory; pictures, films, and slides; and aids to health in schoolroom, lunchroom, and _ playground. School people, from kindergarten to university, will find the hundred and fifty booths representative of the various phases of public-school life. The general public as well can here obtain a good idea of the uptodateness of the public school. A civic and research exhibit, on the second floor, represents the activities of various organizations that cooperate with schools in civic, research, and social proj- ects. Here are represented health or- ganizations, with their attractive posters and charts. Representatives of philan- thropic groups will explain the advan- tages to be gained by school cooperation with their organizations. Safety, sight conservation, and kindness to animals are among the other activities represented. The findings of research, as carried on by the National Education Association and universities, will be open for inspec- tion. A room will be devoted to a demon- stration of intra-school communication, a system which enables music played in any part of a building to be heard at the same volume on the playground, in the gymnasium, basement, or in some up- stairs classroom. This system of am- plification enables radio to be heard in certain rooms only, or permits an assem- bly overflow to hear from separate class- rooms the speaker in the auditorium. These exhibits afford the superinten- dent and the principal the opportunity to observe the results that the publisher and manufacturer secured in their efforts to produce better tools and mate- rials for school use. The publisher and the manufacturer in turn have the op- portunity to gain from those in daily contact with the schoolroom suggestions which will enable them to produce better educational equipment. This mutual benefit is of inestimable value to edu- cational progress. have The Washington Auditorium where the Department of Superintendence will have convention headquarters ee [61] 62 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION February, 1996 Our Heritage in Arithmetic HE NEW LIFE that comes into the work of teachers as a result of participation in determining the pro- gram of study is well illustrated in the state of Maryland where a number of cooperative enterprises are under way. One of the achievements of 1925 is a revised bulletin on Arithmetic Goals, issued by the State Department of Edu- cation, Baltimore, Maryland. The fol- lowing statement explains itself: OALS OF ACHIEVEMENT IN ARITH- METIC—Psychologists and investiga- tors have shown that there is no such thing as ability in arithmetic. Proficiency in arith- metic depends upon a number of specific abilities. . . . There was sent from the State Department of Education to every county superintendent and supervisor of schools in Maryland a list of Suggested Goals of Achievement in Arith- metic for Each Grade, with the request that they carefully study the list, making any additions or subtractions or critical comments that they might deem advisable. The super- visors and teachers in several counties were engaged in course of study making for their respective counties, and had already for- mulated minimum essentials in arithmetic, against which they checked the state list, returning it with valuable suggestions. Other supervisors discussed the suggested goals with their teachers at professional group meetings and made an appraisement of the state list. The goals of achievement, therefore, as they are here given, represent the best judg- ment of the profession in Maryland as to what the various grades should accomplish. In studying the goals for any particular grade (other than the first grade) it must be kept in mind that the abilities listed for that grade are in addition to those abilities listed for all preceding grades. FIRST GRADE 1. Habit of accuracy and order gradually formed. 2. Ability to count orally by 1’s, 2’s, 5’s, 10’s, to 100. 3. Ability to read and write numbers to 100. 4. Ability to recognize, without counting, groups of 2, 3, 4, and 5 objects. 5. Ability to divide groups of objects into 2’s, 3’s, and 4’s to 12. 6. Control of the 30 easy addition combinations. 7. Ability to add single columns of 2, 3, and 4 figures whose sums do not exceed 10 or 12. 8. Ability to use and understand the expression ene half. 9. Ability to recognize the relationship between quantity, size, and value. (Suggestion: inch and foot, pint and quart, nickel and dime, day and week, month and year, dozen and half dozen.) 10. Ability to frame original problems. SECOND GRADE 1. Habit of neat and accurate work. 2. Ability to count by 3’s to 36 and by 4’s to 48. 3. Ability to read and write Arabic numbers to 1000 and Roman numbers to XII. 4. Ability to tell time. 5. Automatic control over the 100 addition and the 100 subtraction facts. 6. Ability to add simple additions, three high and two wide without “carrying” and with “carry- ing,” and to add two high and three wide without “carrying.” 7. Ability to subtract without “borrowing.” 8. Ability to use a one-figure multiplier (2, 3, or 5 only) without “‘carrying’’; and with ‘“‘carrying’’ when the multiplicand is limited to two digits. 9. Ability to use in conversation such terms as add, subtract, take away, answer, less, times. 10. Ability to give accurately and quickly the multiplication and division facts of tables of 2’s, 3’s, 4’s, 5’s, 10's. 11. Ability to think through a simple, one-step problem, and to indicate the process employed. 12. Ability to frame original problems involving computations and experiences emphasized in the work of the grade. 13. Ability to give % of numbers from 2 to 24, and 1/3 of numbers from 3 to 36. 14. Ability to use in computation and simple problems, simple facts of the standard measures. (Suggestion: cent, nickel, dime; pint, quart; inch, foot; day, week.) 15. Ability to manipulate United States money to 99 cents. THIRD GRADE 1. Habit of checking all work. 2. Accurate control of fundamental facts in all four processes (not including long division). 3. Skill in higher decade addition. 4. Ability to read and write Arabic numbers to 10,000 and Roman numbers to L. 5. Ability to give fractional parts of numbers, using %, %, 1/3, 1/5, 1/10. 6. Ability to solve simple one-step and two-step problems in the four fundamental processes. 7. Ability to frame original problems involving computations and experiences emphasized in the work of the grade. 8. Ability to use correctly such terms as addi- tion, subtraction, plus, minus, multiply, divide, multiplication, division, sum, difference, minuend, subtrahend, multiplicand, multiplier, product, divi- dend, divisor, quotient, remainder. 9. Ability to .give accurately and quickly the multiplication and division facts of tables of 6’s, 7’s, 8’s, and 9’s. 10. Ability to use a two-figure multiplier. 11. Ability to work difficult subtraction—all steps of difficulty. 12. Ability to work short division examples— without “carrying” and with “carrying.” 13. Ability to manipulate United States money to $100 (addition, subtraction, multiplication, short division). 14. Ability to use in computation and in simple problems, simple facts of the standard measures— cent, nickel, dime, quarter, dollar; pint, quart, gallon; inch, foot, yard; day, week, month, year; peck, bushel. 15. Ability to attain, or at least to approximate, the standards set up in standardized tests of both the abstract and the reasoning type. FOURTH GRADE 1. Habit of estimating answers and approximat- ing results. 2. Habit of scanning the answer to determine if it is a reasonable answer. 3. Increased skill in the use of all fundamental processes through division with occasional three- place divisors. 4. Ability to read and write Arabic numbers to 1,000,000 and Roman numbers through C. 5. Mastery of short and long division with occa- sional simple three place divisors. 6. Ability to give simple fractional equivalents, and to do simple examples in addition and sub- traction of common fractions of the same denomina- tion, or where the common denominator can be found by inspection. 7. Ability to use and explain the terms fractions, numerator, denominator. 8. Ability to use in simple problems the stand- ard measures involving United States money, units of time, of avoirdupois weight, and of liquid, dry, and linear measures. 9. Ability to solve independently simple one-step and two-step problems and to give a simple ex- planation of the work. 10. Ability to make, read, and interpret simple graphs. 11. Ability to frame original problems involving computations and experiences emphasized in the work of the grade. 12. Ability to attain, or at least to approximate, the standards set up in standardized tests of both the abstract and the reasoning type. FIFTH GRADE 1. Habit of thinking through a problem before beginning the computations involved in its solution. 2. Ability to estimate the results approximately. 3. Habit of verifying both thinking and computa- tion. 4. Ability to work accurately with practical com- mon fractions and with decimal fractions through thousandths in all processes. _ 5. Ability to work with both integers and frac. tions accurately and with reasonable speed. 6. Ability to use denominate numbers for all ordinary purposes. 7. Ability to use correctly the terms common denominator, factor, multiple, reciprocal, improper fraction, lowest terms, mixed number. 8. Ability to solve one-step, two-step, and three. step problems. ae. Increased ability in oral analysis of problems, in working problems without numbers, in framing original problems, and in labeling economically. 10. Ability to find the average of any number of like quantities. 11. Ability to know and use the aliquot parts of $1 and 100 in practical problems (as 12% cents is % of $1. 12. Ability to attain, or at least to approximate the standards set up in standardized tests of both the abstract and the reasoning type, SIXTH GRADE 1. Ability to solve problems involving several steps, using integers, fractions, decimals. 2. Ability to solve problems involving percent (use simple percents only) in commission, profit and loss, and commercial discount. 3. Ability to compute simple interest. 4. Ability to change common fractions to decimal fractions, and decimals to common fractions; to ex- press decimals as percents. 5. Ability to read, write, and understand any practical Arabic and Roman numbers, common fractions, decimal fractions, and denominate num- bers; increased ability to work with fractional equivalents, such as 8 1/3, 12 1/2, 16 2/3, 20, 25, 33 1/3. 6. Ability to make a simple budget of time and expenses—to understand simple personal accounts, 7. Ability to explain the kind of service rendered by a bank or a postoffice. 8. Ability to draw to scale. 9. Ability to frame original problems involving computations and experiences emphasized in the work of the grade. 10. Ability to attain, or at least to approximate, the standards set up in standardized tests of both the abstract and the reasoning type, SEVENTH GRADE 1. Ability to solve problems involving several steps, using integers, fractions, decimals, and per- cent, 2. Ability to interpret the principles and usages of and to solve the problems that are met in certain selected business practices; as, for example, buying and paying for goods, the use of sales slips, bills, receipts, catalog lists, money orders, telegraph orders, checks, and drafts. 3. Ability to make and to solve problems from newspaper quotations, and from civic and business life. 4. Ability to read and construct practical com- mon graph forms. 5. Ability to compute areas of triangles, rec- tangles, and circles. 6. Ability to compute volumes of rectangular figures and cylinders based on concrete situations. 7. Ability to solve problems by “x” solution. 8. Ability to attain, or at least to approximate, the standards set up in standardized tests of both the abstract and the reasoning type. BIBLIOGRAPHY BROWN, J. C.,. AND COFFMAN, L. D. How to Teach Arithmetic. Row, Peterson, 1914. 9372p. $1.50. COURTIS, S. A. Standard Practice Tests in Arithmetic; Teachers’ Manual. World Book Com- pany, 1920. 64p. 30 cents. JESSUP, W. A., AND COFFMAN, L, D. Supervision of Arithmetic. Macmillan. $1.60. KLAPPER, P. The Teaching of Arithmetic. Appleton, 1916. 387p. $1.90. : LENNES, N. J. The Teaching of Arithmetic. Macmillan, 1923. $2. LINDQUIST, T. Modern Arithmetic Methods and Problems. Scott, Foresman & Co. LOSH, ROSAMOND, AND WEEK, RUTH M. Primary Number Projects. Houghton, Mifflin, 1923. 205p. $1.20. OSBURN, W. J. Corrective Arithmetic. Hough- ton, Mifflin, 1924. 182p. $1.38. OVERMAN, J. R. Principles and Methods of Teaching Arithmetic. Lyons and Carnahan, 1920. 340p. $1.60. ~ : SMITH, D. E. The Teaching of Arithmetic. Ginn. $1.20. ; f STONE, J. C. The Teaching of Arithmetic. Sanborn, 1918. 262p. $1.76. STONE, J. C. The Teaching of Primary Num- ber. Sanborn, 1922. 174p. $1.32. THORNDIKE, E. L. The New Methods in Arithmetic. Rand, McNally, 1921. 260p. $1.50. THORNDIKE, E. L. The Psychology o Arithmetic. Macmillan. 1922. 134p. $2. ren oon a Special Honor Schools HE following associations are in addition to the Tifilistions which have been reported in previous sssues Of THE JOURNAL: Hawau—Honolulu, Teachers Council of Hawaii, Mrs. Helen McPherson, Secretary, 3515 Maunaloa Avenue. ‘ aa. New Mexico—Cedarvale, State Council of Adminis- trative Women, Mrs. George Dixon, Secretary. E FOLLOWING schools have completed their reports for one hundred per cent membership in the National Education Association for 1925-26 since the list was published in the January JouRNAL. Many of the schools also have a complete enrolment in state and local associations. For the convenience of readers the list is now arranged by states. Under the name of each state cities are arranged alphabet- ically, set in italics. Under the name of each city, schools are arranged alphabetically, the word “school” being omitted to save space. FIVE OR MORE YEARS Arizona—Mesa, Mesa Public Schools, Franklin, Irving, Lincoln, Union High, Washington, Web- ster; Prescott, Lincoln; Tucson, Drachman, Dun- bar, Miles, Ochoa, Roosevelt. CALIFORNIA—San Jose, Washington; South Pasa- dena, Marengo Avenue. Co.orapo—Denver, Lincoln; Pueblo, Bessemer, Car- lile, Central Grade, Columbian, Corona, Danforth, Edison, Lake View, Minnequa, Wildeboor. Intinois—Elgin, Abby C. Wing, Columbia; Fair- bury, Township High; Moline, Logan, Willard. InDIANA—W abash, Wabash City Teachers Club, Cen- tury, East Ward, High, Miami, South Side. Missourir—St. Louis, Simmons. NesrasKA—Omaha, Central Park, Hawthorne. New York—Mt. Vernon, DeWitt Clinton No. 9, Hamilton No. 5, Robert Fulton No. 7, William Penn No. 8, William Wilson Junior High No. 6. On1o—Cincinnati, Vine; Massillon, Harvey. WASHINGTON—T acoma, Roosevelt. FOUR YEARS Arizona—Globe, Globe Public Schools, Central, High, Hill Street; Prescott, Prescott Public Schools, High, Jefferson, Lincoln, Special Teaeh- ers, Washington; Tucson, Mansfield, Mission View, Pascua, Roskruge, University Heights. CatirorniA—Glendale, Acacia Avenue, Colorado Street, Magnolia Avenue. Connecticut—East Hartford, Second North. Hawan—Hilo, Waiakea-Waena. ILurnois—Elgin, A. H. Lowrie, Franklin; Moline, Central Grammar, Garfield, Grennell, Washing- ton. INDIANA—Wabash, Wabash Public Schools, Wabash City Teachers Club, Century, East Ward, High, Miami, South Side, West Ward. MicuicAN—Detroit, Hely. MINNESOTA—Duluth, Nettleton. Missouri—Sedalia, Franklin, Lincoln High. NesprasKA—Omaha, Benson West. New York—Lockport, Lockport Public Schools, DeWitt Clinton, Emmet Belknap, Hawley, High, High Street, Intermediate, Walnut Street, West Avenue, William Street; Mt. Vernon, Nathan Hale No. 4, Sophie J. Mee No. 11. On1o—Norwood, Allison Street; Oberlin, Oberlin Public Schools, Junior High, Pleasant Street, Prospect Street, Senior High. THREE YEARS ARIZONA—Globe, Hill Street; Phoenix, Wilson. CaLirorNia—Glendale, Broadway; Long Beach, George Washington Junior High. District or CoLumMBIA—Washington, Lenox-French Vocational. Hawau—Hilo, Piihonua; Honomu, Honomu. ILLINoIs—Elgin, Garfield, Grant; Moline, Ericsson, High, Irving, McKinley, Roosevelt. Maine—Lewiston, Dingley Normal Training; Port- land, Oakdale. MassacHuseTTs—Everett, Horace Mann; Springfield, Boston Road. MICHIGAN—Detroit, M. M. Rose; Hamtramck, Dick- inson, Holbrook, Whitney. NEBRASKA—O maka, Clifton Hill, Garfield. New Jersey—East Paterson, East Paterson Public Schools, Gilbert Avenue, Market Street; Plain- field, Stillman. PENNSYLVANIA—Pittsburgh, Ralston. ENNESSEE—Bartlett, Nicholas Blackwell High; Collierville, Collierville High; Cordova, Cordova High; Eads, George R. James High; Kerrville, Kerrville, Rosemark High; Memphis, Ford N. Tay- lor, Gragg, Levi, Treadwell High; Raleigh, J. M. Coleman. Texas—Beaumont, Averill. WASHINGTON—Tacoma, Madison. West ViIRGINIA—Clarksburg, Morgan. TWO YEARS ALASKA—Skagway, Skagway. ARIZONA—Flagstaff, High; Hayden, Public; Tempe, Tempe Grammar; Winslow, Washington. Leadership ACK of every special honor school is a story of personal leadership. Some teacher, some principal, some superintendent has caught a vision of the meaning of professional organization and has passed the inspiration on to his associates. Each of us influences the attitude of professional neigh- bors. Often merely a look, or a nod, or a chance remark changes the current of a whole career. Good cheer, professional vision, and co- operative spirit are highly con- tagious. Teachers who have these qualities make friends. Children love them. Others follow their ex- ample. The whole life of the com- munity is quickened by their radiant personalities. Such leaders— whether teachers, principals, or su- perintendents—do much to aid pro- fessional organization in its efforts to improve teaching and all the con- ditions under which teachers live and work. CALIFORNIA—Alameda, Everett, Washington; Bakers- field, Franklin; Los Angeles, Central Avenue; Fourteenth Street, Rockdale; Orange County, Alamitos; Pomona, Lincoln; San Francisco, Buena Vista, Paul Revere, Redding, Roosevelt, Taylor. ConNeEctTicut—Darien, Darien Public Schools. Co_orapo—Denver, Barnum, North High, Teller, West High; Gunnison, Gunnison County High; Pueblo, Pueblo Public Schools, District 20, Bes- semer, Carlile, Central, Central High, Central Junior High, Columbian, Corona, Danforth, Edi- son, Lane View, Minnequa, Wildeboor. DELAWARE—Wilmington, Number 4. District or CoLumMBIA—Washington, Towers. F.Lormwwa—St. Petersburg, Glenoak. Hawatu—Kauai, Kekaha; Olaa, Olaa. IpAHo—Boise, Roosevelt; Pocatello, Jefferson, Wash- ington. ILtiNois—Chicago Heights, Garfield, Grant, Jeffer- son, Lincoln, Roosevelt, Washington Annex, Wash- ington; Elgin, Elgin Public Schools, Abby C. Wing, A. H. Lowrie, Columbia, Elgin High, Franklin, Garfield, Grant, G. P. Lord, Lincoln, McKinley, Sheridan, Washington; Havana, Com- munity High; Moline, Moline Public Schools, Cen- tral, Ericsson, Garfield, Grant, Grennell, High, Irwing, Logan, McKinley, Manual Arts, Roose- velt, Washington, Willard, William Carr. INDIANA—Fort Wayne, Hamilton; Michigan City, Canada; Noblesville, Junior High, Primary Grade; South Bend, Perley; Terre Haute, Fairbanks. Iowa—Council Bluffs, Thomas Jefferson High. Kansas—Hutchinson, North Side, Roosevelt. KeNTUCKY—Louisville, F. T. Salisbury. Matne—Portland, North. MASSACHUSETTS—Everett, E. E. Hale; Swampscott, Clarke. MicHIcAN—Detroit, Dickinson, Doty, Logan, Lynch, Wilkins; Grand Rapids, Coit, Turner; Hamtramck, Hamtramck Public Schools, Carpenter, Dickinson, High, Holbrook, Kosciuszko, Playfair, Special Teachers, Whitney; Jronwood, A. L. Norrie; Pon- tiac, Crofoot, Florence Avenue. MINNESOTA—Duluth, Lakeside; Mankato, Union Grade; Minneapolis, Cyrus Northrop. Missouri—Kansas City, Gladstone. [63] NEBRASKA—Kearney, Faculty, State Normal School & Teachers College; Omaha, Bancroft, Belvidere, Comenius, Druid Hill, Farnam, Franklin, Howard Kennedy, Madison, Mason, Miller Park, Mon- mouth Park, Rosehill, Saratoga, Sherman. Nevapa—Elko, Elko County High; Tonopah, Tono- pah Public Schools, Grammar, High. : New Jersey—Hackensack, Hackensack Public Schools; Long Branch, Gregory Primary, Primary Number 1, Primary Number 3, Primary Number 6. New York, Gloversville, Estee; Oneida, Washing- ton Avenue; Scarsdale, Greenacres. On1o—Cuyahoga County Public Schools; Bay Vil- lage, Bay Village; Beehive, Beehive; Berea, Berea Public Schools, Bagley Road, Brook Park, Fair Street; Bratenahl, Bratenahl; Brecksville, Brecks- ville; Brooklyn Heights, Brooklyn Heights, Brook- lyn; Chagrin Falls, Chagrin Falls; Dover, Dover; Fairview, Fairview; Garfield Heights, Garfield Heights Public Schools, Garfield, Maple Leaf, Park Knoll, Roosevelt; Independence, Independ- ence; Mayfield, Mayfield Public Schools, Center, Gates Mill, High, Stop 17; North Olmstead, But- ternut; Olmstead, Olmstead; Orange, Orange; Parma, Parma Public Schools, Center, Gates Mill, High, Stop 17; Richmond Heights, Richmond Heights; Rocky River, Rocky River Public Schools, Beach, High, Wooster Road; Royalton, Royalton; Solon, Solon Public Schools, Center, Glenwillow; Strongsville, Strongsville; Valley View, Valley View; Warrensville, Warrensville; Cincinnati, Kirby Road; Columbus, Fairwood, Heyl Avenue, Medary Avenue, Normal-Douglas; East Cleveland, Chambers, Prospect, Rozelle, Superior; Lockland, Woodlawn; Lorain, Lorain Teachers Club; Norwood, Williams Avenue. OKLAHOMA—Sand Springs, Booker Washington High. Orecon—Hillsboro, Hillsboro, Hillsboro High. PENNSYLVANIA—Chester, Morton, Patterson, Starr; Darby, Darby Public Schools, High, Ridge Avenue, Walnut Street; Greenville, Columbia, Junior High, Washington, West Side; Huntingdon, Alfarata; Nanticoke, Nanticoke Public Schools, Centennial, Garfield, Hanover, High, Junior High, Lincoln, McKinley, Pulaski, State Street, Washington, West Main Street; Pittsburgh, Business High, James E. Rogers. SoutH Dakxota—Chester, Chester Consolidated. TENNESSEE—Shelby County Public Schools; Arling- ton, Adams, Arlington High, Macedonia; Bartlett, Industrial, Nicholas Blackwell High; Brunswick, Bolton High, Brunswick; Capleville, Capleville High; Collierville, Collierville High, Forest Hill; Cordova, Cordova High; Eads, George R. James High; Ellendale, Ellendale; Frayser, Frayser; Germantown, Mabel C. Williams High; Kerrville, Kerrville, Rosemark High; Lucy, E. E. Jeter High, Lucy; Memphis, Bethel Grove, Ford N. Taylor, Gragg, Hollywood High, Levi, Oakville, Tread- well High; Millington, Millington High; Normal, Messick High; Raleigh, Cheerfield, J. M. Cole- man; South Memphis, Ernest Adams High; Whitehaven, Whitehaven High; White Station, White Station. Texas—Houston, Sunset Heights. Vircinia—L ynchburg, William H. Ruffner. WASHINGTON—Tacoma, Girls Parental. West Vircinia—Grafton, Central, First Ward, South Grafton. Wisconsin—Hartford, Hartford High School District: Racine, Gilbert Knapp, Howell, N. D. Fratt, Stephen Bull; Sheboygan, Jefferson. Wyominc—Casper, Jefferson; Mills, Mills; Sheri- dan, Central; Worland, Washakie County High, Worland Grade. CURRENT YEAR ARIZONA—Clifton, Clifton High; Cochise County, Courtland, Courtland; Dos Cabezas, Dos Cabezas, Mascot; Gleeson, Gleeson Grammar; Pomerene, Pomerene; St. David, St. David Grammar, St. David High; San Simon, San Simon Grammar; Webb, Webb; Willcox, Willcox Grammar; Douglas, A Avenue, Grammar, Pirtleville, Seventh Street; Winslow, Winslow Public Schools, Cooperation, High, Junior High, South Side, Washington. CALiIFoRNIA—Alameda, Alameda Public Schools, Everett, Haight, Lincoln, Longfellow, Mastick, Porter, Washington; Centerville, Washington Union High; Glendale, Cerritos Avenue, Colum- bus Avenue, Sparr Heights; Long Beach, Adjust- ment, Atlantic Avenue, Bixby, Bryant, Jane Adams, John Muir, Las Cerritos, Lincoln, Luther Burbank, McKinley, Naples, Nirasol, Starr King, Temple, Theodore Roosevelt, Whittier; Los Angeles, Amelia Street, Hyde Park, James A. Gar- field High, Lockwood Street, 184th Street, Second Street, Wadsworth Street; Pasadena, Abraham Lincoln, El Centro Street; Pomona, Hamilton; Rosco, Vinedale; San Francisco, Commodore Sloat, Department of Physical Education, Ethan Allen, Fremont, Henry Durant; Santa Inez, Sante Inez Valley Union High. 64 THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION February, 1926 Co.orapo—Delta, Junior High, North Delta Ward, Bryant; Colorado Springs, North Junior High; Peetz, Peetz Centralized. ConNeEcTICUT—Elmwood, James Talcott Junior High; New Haven, Dwight; Stamford, Elm Street; Warehouse Point, Warehouse Point Grammar. Georcia—A tlanta, Grant Park. Hawat—Holualoa, Kona-Kau Teachers Association. Inano—Pocatello, Whittier. Itumois—Chicago Heights, Chicago Heights Public Schools, Franklin, Garfield, Grant, Jefferson, Lin- coln, McKinley, Roosevelt, Washington Annex, Washington; Saxneman, Sauneman Township High. Inpiana—Butler, Butler High; Etna Green, High; Fort Wayne, Harrison Hill; Odon, Odon-Madison Public Schools. Kansas—Newton, Cooper. Kentucky—Louisville, Emmet Field, Hiram Rob- erts, John B. McFerran, Monsarrat Departmental; Owensboro, Owensboro Public Schools, Emerson, Junior High, Senior High, Seven Hills, Seventh Street, South Frederica Street, Third Street, Wal- nut Street, West Main. Loutstana—New Orleans, McDonogh Number 30. Maine—Bangor, High; Dover-Foxcrojt, Grammar. Massacuusetts — Everett, Lafayette; Gloucester, Forbes; Greenfield, Newton; Plymouth, Cornish; Revere, Julia Ward Howe, Henry Waitt, Theodore — Walnut Avenue; Saundersville, Fisher- ville. MicHicAN—Bay City, Fremont; Detroit, Hillger, O. W. Holmes, Pingree; Grand Rapids, East Leonard, Pine Street; Lansing, East Park; New- berry, High. Minnesota—Duluth, Chester Park, Congdon Park, Endion, Jefferson, Merritt; Minneapolis, Logan, Webster. Miussour!t—Flat River, Eugene Field; Kansas City, Leeds; St. Louis, Edward Wyman, Lafayette. NeBRASKA—Omaha, Bensen High, Fairfax, Pacific. New Hampsuire—Silver Lake, Madison High. New Jersey—Englewood, Liberty; Long Branch, Long Branch Public Schools. Chattle High, Gram- mar, Gregory, Primary No. 1, Primary No. 2, Primary No. 3, Primary No. 6, Primary No. 7, Primary No. 8; Plainfield, Whittier; Trenton, James Moses. New Mexico—Silver City, New Mexico State Teach- ers College. New YorkK—Kenmore, Kenmore Public Schools, High, Lincoln Elementary, Washington Elemen- tary; Mt. Vernon, Charles E. Nichols No. 15, Columbus No. 10, Jéfferson No. 3, Lincoln No. 2, Longfellow No. 14, Part Time; New Rochelle, New Rochelle Public Schools, Columbus, High, Huguenot, Jefferson, Lincoln, Mayflower, Roose- velt, Stephenson, Trinity, Washington; Ripley, Ripley Public Schools; Schenectady, S. B. Howe; Waverly, South Waverly. Ounto—Arcadia, Arcadia High; Ashtabula, Junior High; Bellevue, Ellis, Pike; Canton, Lehman High; Cleveland, Onaway; Columbus, Broadview, Fieser, Lane Avenue, Main Street, Norwood Ave- nue; East Cleveland, Shaw High; Kenton, East, Espy, Grammer, North, West; Lakewood, Har- rison; Marietta, Junior High, Washington Gram- mar; Martins Ferry, South; Mt. Cory, Liberty Township High; Twinsburg, Twinsburg; Warren, First Street, Market Street, West Junior High. Orecon—-La Grande, La Grande Public Schools, Central Grade, Greenwood Grade, High, Riveria, Willow Grade; Washington County Public Schools, Banks, Banks, Banks Union High No. 1; Beaver- ton, Beaverton Elementary, Beaverton High, Gar- den Home; Gaston, Dilley; Cornelius, Cornelius; Forest Grove, Forest Grove Elementary, Forest Grove High, Gaston High and Elementary; Huber, Aloha-Huber; Portland, Metzger; Tigard, Tigard; Tualatin, Tualatin High and Elementary. PENNSYLVANIA—Bradford County Public Schools, Camptown, Camptown; Canton, Canton Borough; East Smithfield, East Smithfield; LeRaysville, LeRaysville Joint Consolidated; Monroeton, Mon- roeton; New Albany, New Albany Joint Con- solidated; Orwell, Orwell; Rome, Rome Joint HIS is the form used by a Cali- fornia school to collect profes- sional dues: We, your budget committee, earnestly ask you to cooperate with us and save us running you down individually. Please place crosses in the squares, sign your name, and hand to any one of us or place in the box of W. D. Root today or tomorrow. I expect to pay as follows: High School Teachers’ Associa- tion $5 Oct. 12.. Jefferson Faculty Dues half year $1 Oct. 12.. Sai oO California State Teachers’ Asso- ciation $3 Nov. 12 0 National Education Association $2 Nov. 12 We have no apology in tackling you with a firm smile. Lawyers, physicians, bricklayers, all dig down deeper than we to support their or- ganizations. Three years ago a certain group of California practi- tioners assessed themselves $500 each for the campaign to secure their state board. They got it! Paying organization dues is pro- fessionally the finest kind of invest- ment we can make. Respectfully, W. D. ROOT, H. S. T. A. MARY CARVER, Faculty Fund. BLANCHE SEELEY, C. T. A. PERCY WILSSON, N. E. A. Consolidated; Troy, Troy Borough; Ulster, Ulster Independent; Warren Center, Warren Center; Wyalusing, Wyalusing Borough; Chester, Clayton, Eyre, Howell, Larkin-Graham, Martin, Wetherill; Greenville, Greenville Public Schools, Columbia, Junior High, Penn High, Washington, West Side; Homestead, Fifth Ward, First Ward; Huntingdon, High; New Kensington, New Kensington Public Schools, First Ward, High, Second Ward, Third Ward; Philadelphia, Bridesburg, Hartranft, Hunter James Martin, Julia Ward Howe; Pittsburgh’ Booker T. Washington, Jefferson, Lincoln, Morn. ingside, Sherman, Sunnyside. RuHope IsLanp—Warwick, Greenwood. SoutH Dakota—Bridgewater, Bridgewater Public Schools; Lennox, Lennox Public Schools; Sioux Falls, Beadle; Wilmot, High. Texas—Houston, Jones; Mineral Houston. WASHINGTION—A berdeen, Aberdeen Public Schools A. D. Wood, A. J. West, Alexander Young, Frank. lin, J. M. Weatheruax High, Junction, Junior High, Samuel Benn, Special, Stevens, Washington Whitman; Tacoma, Edison, Hawthorne, Irving. Longfellow, McKinley, Park Avenue, Rogers Sheridan, Whitman. ; West Vircinia—Grafton, East Grafton, Garrison West Grafton. . WisconsIN—Eau Claire, Eau Claire Public Schools Development, High, Seventh Ward, Supervisors Department, Vocational; Madison, Hawthorne Marquette; Racine, Janes, Roosevelt. ; Wells, Sam THY STATEMENTS from the address of Glenn Frank before the Wisconsin Teachers Association—‘Our great function is to teach students how to think, not what to think.” “We have entered an era of quantitative expansion instead of qualitative develop- ment.” } “Our universities are intellectual depart- ment stores. In thenr we peddle petty ac- curacies to the students, instead of launching the research magnificent in knowledge. The heads of educators have too often been cold storage plants which contain unrelated pack- ages.” “The suggestion that we put orientation courses at the beginning of our curricula and summary courses at the end are, in my opinion, simply porous plasters to relieve the inflammation.” “I have no neat program or policy in my bag for the future of the university. I know only that unless the rank and file of the teachers of the state are creative teach- ers, all your buildings and policies and statesmanship will go for nothing; your policies will be scraps of paper.” “Open-mindedness may flower into cour- age, but too often it degenerates into cow- ardice. We keep our minds so open that they’re draughty.” “New truths begin as heresies and end as superstitions. New truth has life, movement, birth, adolescence, maturity, and senility.” “Our heads need spring cleaning, for our ideas wear out, gather dust, get cluttered up, exactly as does the furniture in our houses.” CRGANIZATION CHART OF THE FEDERAL BOARD FOR VOCATIONAL EDUCATION SECRETARY AND CHIEF CLERK | E Joseph Aronott ] FEDERAL BOARD FOR VOCATIONAL EDUCATION JAMES J DAVIS, Secretary of Labor, Chairman HERBERT C. HOOVER, Secretary of Commerce les ew HENRY C. WALLACE, Secretary of Agriculture embers JOHN J TIGERT Comm«sioner of Education Vice Chairman | HARRY L FIDLER, Labor CALVIN F McINTOSH, Agneutture EDWARD T FRANKS, Manufacture and Commerce DIRECTOR 3 C Wright VOCATIONAL EDUCATION DIVISION Admminvatering the act providing for the promotion of vocational education EDITOR AND EDUCATIONS. a wee i CONSULTANT tt | Charles Ri Aller CIVILIAN VOCATIONAL REHABILITATION OIvision Administering the act providing lor the premeben of vocational rehab:! tation of parsons disabled ee Department of Superintendence Tentative Program for Washington, D. C., Meeting tive and incomplete: topics and as- signed speakers may possibly be moved; and other topics and speakers will be added. Sunday, February 21, 2:30 P. M. Te FOLLOWING program is tenta- Un- National Tomb of the Arlington Patriotic Pilgrimage to known Soldier, in Cemetery Music by a male quartet. Placing a Wreath on the Tomb—Frank W. Ballou, president, Department of Superin- tendence and superintendent of schools, Washington, D. C. Music by the quartet. Sunday, February 21, 4:00 P. M. Vesper Service in Continental Memorial Hall Music by the Washington Quartet. Invocation. Music by the Quartet. Responsive Scripture Reading. Address—Rt. Rev. James E. Freeman, D. D., Bishop of Washington. Hymn—America the Beautiful. Benediction. REORGANIZATION OF OUR ISTRATIVE UNITS Monday, February 22, 9:00 A. M. Washington Auditorium ADMIN- Music—Inter-High School Band of Wash- ington, D. C. AN ELEMENTARY SCHOOL, CONSIST- ING OF KINDERGARTEN AND GRADES I TO VJ What is Elementary Education For ?—John J. Tigert, U. S. Commissioner of Educa- tion, Washington, D. C. The Function of the Kindergarten—Speaker to be announced. The Characteristics of an Efficient Elemen- tary School Principal—Mary McSkimmon, president, National Education Association, and principal, Pierce School, Brookline, Mass, Singing by the Convention—Leader to be announced. Honorable Frank O. Lowden, former gov- ernor of Illinois, will address the Depart- ment of Superintendence on “Problems of Rural Life and Rural Education.” Monday, February 22, 2:15 P. M. Several topic group programs are being arranged in lieu of a general session of the Department of Superintendence. Following are some of the topics already decided on: The Relation of the Public Schools to Religious Instruction; Methods and Technique of Classroom Supervision; Dental Hygiene in the Public Schools; The Work of the Junior Red Cross in the Public Schools, February 21-25, 1926 Monday, February 22, 8:15 P. M. Washington Auditorium Music—Inter-High School Orchestra of Waskington, D. C. Address—Speaker to be announced. It is expected that this address will be broadcast. RANK W. BALLOU, President of the Department of Superintend- ence, 1925-26, and Superintendent of Schools in Washington, D. C. Tuesday, February 23, 9:15 A. M. Washington Auditorium Executive Session—For members of the De- partment of Superintendence only. Several seven-minute papers will be pre- sented: the chairman of the Commission on Curriculum will report and a general busi- ness session will be held. Tuesday, February 23, 2:15 P. M. No meetings of the Department of Superin- tendence will be held. This afternoon will be given over to meetings of other departments and _ allied organizations. Tuesday, February 23, 8:00 P. M. Meeting of the National Study of Education. Society for the Washington Auditorium General Topic—Extra-Curricular A ctivities. Members of the Department of Superin- tendence will be guests of the Society at this meeting. 165] Wednesday, February 24, 9:15 A. M. Washington Auditorium Music by the United States Marine Band. A JUNIOR HIGH SCHOOL, CONSISTING OF GRADES VII, VII, AND 1X The Educational Objectives of the Junior | High School—Herbert S. Weet, superin- tendent of schools, Rochester, N. Y. Articulation of the Junior High School with the Elementary School and the Senior High School—Speaker to be announced. Supervision of Classroom Teaching in the Junior High School—Speaker to be an- nounced. Singing by the Convention—Leader to be announced. Provision for Individual Differences Among Pupils in the Junior High School—Speaker to be announced. Trends in Junior High School Curriculum Development—Edward D. Roberts, assist- ant superintendent of schools, Cincinnati, Ohio. Wednesday, February 24, 2:15 P. M. There will be no session of the Depart- ment of Superintendence. This afternoon will be reserved for allied departments and for sightseeing. Wednesday Evening, February 24 As usual, this evening is reserved for col- lege dinners. Thursday, February 25, 9:15 A. M. Washington Auditorium Music by the United States Army Band. Teaching as a Profession—Henry Suzzalo, president, University of Washington, Seattle, Wash. The Scientific Movement in Education— James E. Russell, dean, Teachers College, Columbia University. Singing by the Convention—Leader to be announced. The Platoon School Type of Organization: Its Advantages—Charles L. Spain, deputy superintendent of schools, Detroit, Mich. Its Disadvantages—Henry B. Wilson, su- perintendent of schools, Berkeley, Calif. Thursday, February 25, 2:15 P. M. Washington Auditorium Music by the United States Army Band. THE SENIOR HIGH SCHOOL, CONSIST- ING OF GRADES X, XI, AND XII Educational Objectives of the Senior High School—Speaker to be announced. Higher Educational and Professional Stand- ards for Senior High School Teachers— J. M. Gwinn, superintendent of schools, San Francisco, Calif. The Principal as a Supervisor of Classroom Teaching — Charles H. Judd, director, John W. Withers. Brief historical sketch. December 1, 1925. curriculum revision. jectives of modern school. School of Education, University of Chi- cago, Chicago, III. Other topics and speakers to be announced. Thursday, February 25, 8:15 P. M. Washington Auditorium Music by the United States Army Band. Illustrated Lecture—Exploring the Far North with the New Aids of Airplanes, Radio, and Color Photography—Commander Don- ald B. MacMillan, leader of the expedi- tion. This lecture is presented to the Depart- ment of Superintendence through the courtesy of the National Geographic Society. Allied Organizations ATIONAL Council of Education will hold sessions on Tuesday and Wednes- day afternoons, February 23-24, at Hotel Powhatan. The Tuesday program follows: Announcements and roll call; Report of Joint Committee on Health Problems in Edu- cation, Dr. Thomas D. Wood, chairman; Report of Committee on Teachers’ Colleges, Charles McKenny, chairman. The program for Wednesday includes: Place of biography in schools, Mary Mc- Skimmon; Repost of Committee on Extension Education, Charles S. Meek, chairman; Ex- tension activities in connection with the pub- lic schools, E. L. Heusch; Extension activi- ties in normal schools and teachers’ colleges, Charles McKenny; Extension activities in universities and colleges, V. A. C. Henmon; Preliminary report of Committee on Train- ing Teachers in Service, Thomas W. Butcher, chairman. EPARTMENT of Elementary School Principals will meet Monday, Tues- day, and Wednesday, February 22-24, at the Washington Auditorium. The Monday afternoon session includes: The educational field, Mary McSkimmon, president, Nationa Education Association, 1925-26; Publicity DEPARTMENT OF SUPERINTENDENCE 1926 Yearbook — The Nation at Work on the Public School Curriculum Part I. Fundamental Considerations in Curriculum Building Report of the General Coordinating Committee: Charles H. Judd, Chair- man; William McAndrew, Frank E. Spaulding, Frank W. Ballou, and Part II. The Work of the Commission on the Curriculum to Date The Cooperative Plan of Curriculum Revision—a plan for continuous con- structive work on the curriculum—its immediate and ultimate objectives; list of 300 cooperating school systems; and work accomplished up to How city, county, and state school systems are attacking the problem of Practical suggestions from the field. Part III. Rebuilding the Subject Courses Statement of general aims and objectives for each subject. Statement of specific aims and objectives for each grade. Illustrative material and suggestive pupil activities for realization of ob- Outcomes in terms of achievement as measured by standardized tests. Statements of trends as to practice. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION and public education, William H. Allen, director, Institute for Public Service, New York City; The possibilities of the princi- palship, Charles H. Judd, School of Educa- tion, University of Chicago; Standards and training for the elementary school principal- ship, William T. Longshore, chairman, Greenwood School, Kansas City, Missouri. The official breakfast, including officers, members of the executive committee, and chairmen of committees, will be held Tues- day morning, February 23, at the Washing- ton Hotel. The breakfast for club presi- dents will be held Monday morning at 7:30. The Tuesday afternoon program follows: The fundamental virtues the bulwark of civilization, Clarence Edward McCartney, Princeton University; The all-year school, Warren A. Roe, principal, Belmont Avenue School, Newark, N. J.; Possibility for helpful progress through experimentation in each elementary school, Otis W. Caldwell, prin- cipal, Lincoln School, Teachers College, Columbia University, New York City; The imperative need for organizing school forces, Jessie M. Fink, principal, Palmer School, Grand Rapids, Mich. The annual dinner will be held Tuesday, February 23, at 6 P.M. For reservations apply to Mary Lackey, Dennison School, Washington, D. C. At the Committee Break- fast on Wednesday morning, W. T. Long- shore will give the report of the Committee on Standards and Training for Principals. The Wednesday afternoon program in- cludes: The principal, the law, and the evi- dence, A. E. Winship, editor, Journal of Education, Boston, Mass.; An educational program of training for principals in service, Frank W. Wright, state director, division of elementary education, Boston, Mass.; Re- forming the principalship, James F. Hosic, Teachers College, Columbia University, New York City; A constructive study of the prin- cipal in action, W. P. Dyer, Teachers Col- lege, Columbia University, New York City. The breakfast on Thursday morning at the Washington Hotel will be a joint meeting of February, 1926 ene the Committee on Educational Progress and the Committee on Salaries. |B gadget gence) of Rural Education will hold sessions on Monday, Tues- day, and Wednesday afternoons, February 22-24, in the auditorium of the Department of the Interior. The main theme for these meetings will be Objectives in Rural Educa- tion. The program for Monday afternoon follo : Establishing and maintaining stand- ards of supervision, I. Jewell Simpson, assist- ant state superintendent, Baltimore, Md.: The advancement of rural education waits on trained teachers, J. R. Grant, state super- visor of rural schools, Little Rock, Ark.: discussion; appointment of committees; iin nouncements. The program for Tuesday includes: Mak- ing the curriculum a stimulus rather than a millstone to educational progress, Orville G. Brim, Ohio State University; How state aid may be best employed to secure the supreme objectives of rural education, Fletcher H. Swift, University of California; In the rural high school, W. L. Spencer, supervisor of secondary education, Montgomery, Ala.; Im- proving the agricultural situation, G. F, Warren, Cornell University. The Wednesday afternoon program js: The social aspects of rural education with particular reference to the leadership of county superintendents, Florence M. Hale, state supervisor of rural schools, Augusta, Maine; discussion; reports of committees, election of officers. Section I, State Supervisors of Rural Schools, will meet in the auditorium of the Department of the Interior, Tuesday morn- ing. The main topic will be Better Teach- ing in Rural Schools. The program follows: Relation of the factors in teaching: the child, the learning process, the teacher, Willard Beatty, assistant superintendent, Winnetka, Ill.; The one-teacher school: (1) Special features—organization and procedure, U. J. Hoffman, Springfield, Ill. (2) Essential helps needed—special training for teachers and special direction, Vera M. Telfer, help- ing teacher, Belvidere, N. J.; The centralized school—special features, George A. Selke, St. Paul, Minn.; General discussion—(1) The one-teacher school, led by M. Theresa Wiedefeld, Baltimore, Md., and M. Phyllis Mason, Wilmington, Del.; (2) Centralized school, led by C. G. Sargent, Fort Collins, Colo. Section II, County Superintendents, will meet in the auditorium of the American Red Cross, Thursday afternoon, February 25. The main subject is Democratic Administra- tion—How It May be Realized. The pro- gram includes the following speakers: W. J. Avery, Alexandria, La.; Hilda Hughes, La Grange County, Ind.; J. W. Huffington, Baltimore, Md.; Congressman A. R. Hall, Indianapolis, Ind. (> Teacher Training School Section will hold meetings Monday afternoon and Tuesday morning and afternoon, Febru- ary 22-23. At the Monday session plans for providing laboratory experience in city teacher training institutions in Detroit, Louisville, Boston, St. Louis, Rochester, Phil- adelphia, and other cities and will be dis- cussed. Tuesday morning, guiding principles (Continued on page *A-52) ~_—. — ~ QeREparerr : Vol. 15, No. 2 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-51 “What Can I Do With My Boy?” How often you have asked yourself that question! What can you do? His overflowing energy —how direct it into channels that lead somewhere? His ambition—how arouse it? Persistence—how de- velop it? How help him to put into practice your high ideals of honor and business responsibility? How give him a running start in life? We offer you a program for your boy from grammar - ek = 1 , school age through college. It has been tested during twenty-five years of friendly contact with \ boys in cooperation with their parents, teachers and leaders in boy organization work. Consider Leslie Lantz, School Boy Leslie is square built and manly—leader among his chums. Mischievous? Look at that grin. Healthy? The picture tells its own story. Headed somewhere? Read this portion of a letter tous from Y. M. C. A. Secretary Herbert Kruis: “May we advise you that Leslie Lantz has honored this Association by becoming a member of it? Cour- tesy, honesty and industry are not easy to inculcate in the same boy. When you find them manifested as we did today, it is worth a year’s work. We have no doubt that he will become a leader among our boys as he has among yours.” Leslie is a leader among our boys. More than 35,000 boys now deliver The Saturday Evening Post and The Ladies’ Home Journal outside of school hours to regular customers. Leslie is one of more than 800 such boys who have earned the rank of ““Master™ in our “League of Curtis Salesmen.”’ For every “Master” who has finished school and is ready to undertake permanent work, we guarantee, upon request, to secure a desirable position with a responsible employer. While earning the rank of ““Master,” Leslie has received many prizes and has earned more than $150.00 in cash. Among his spe- cial awards are his paid-up membership in the local Y. M.C. A. and his first payments on a share of Building and Loan stock. We are proud of our boy salesmen—almost as proud of them as are their parents and teachers and the friends they make among their customers, their Y. M. C. A. leaders and the banking officials with whom we put them in contact. Spare hours, otherwise wasted, become among the most fruitful in the day for any bright Curtis boy—hours filled with experience in the practical USE of good English, arithmetic, neatness, courtesy, punctuality, integrity and other old-fashioned but vital essentials of leadership. $250,000.00 for College Loans to Boys Leslie Lantz is now a candidate for the To any parent, educator or business highest or “Graduate” degree in The man who has at heart the future of any League. Under the terms of the boy of grammar school age, anywhere CurtisCollege Loan Plan,eachGraduate _in the U.S. A., we will, upon request, may borrow, when and if he needs it, send the booklet, “Building a College up to $1500.00,* without collateral Career on Character,” including details security, but with the greater security of our College Loan offer. No charge of the boy's character, as developed in _ or obligation. Simply use the coupon home, school and his work with us. at the right. *For this purpose, we have appropriated a total of $250,000.00 exclusively for such College Loans to Curtis Boys. THE CURTIS PUBLISHING COMPANY 227 INDEPENDENCE SQUARE, PHILADELPHIA, PENNSYLVANIA | THE CURTIS PUBLISHING COMPANY 227 Independence Square, Philadelphia, Pennsylvania Kindly send me the booklet “Building a College Career on Character.” Name ie ee EN. ao Address___ City. State Without mentioning my name, you may send the details of your plan to the boy whose name and address I have entered below. Name Address ee ee es ee, ee Mention THe JourNAL when writing our advertisers. A-52 (Continued from page 66) for the reconstruction of the pre-service cur- ricula of city teacher training institutions will be taken up in the following order: A general formulation; the Cleveland plan; the Louisville plan; the Chicago plan; the New York plan; the Philadelphia plan; the Buffalo plan. The general discussion will be followed by the appointment of commit- tees. Tuesday afternoon's program is: (1) Attracting and selecting the most promising candidates for the teaching profession; (2) Discussion; (3) A comparative study and certain features of the organization and ad- ministration of city training institutions, in- cluding: 1. Committee organization of stu- dents and faculty 2. Organization of lab- oratory schools and distribution of admin- istrative and supervisory responsibilities 3. Salary schedules 4. The teaching load 5. Placement and follow up, or “helping teacher” service 6. Length of the several cur- ricula in each of the several cities 7. Library facilities 8. Programs for social training, (4) Business session. PARTMENT of Vocational Educa- tion will meet Tuesday and Wednes- day afternoons, February 23-24, in the Audi- torium of the American Red Cross Building. The program for Tuesday includes: The ap- plication and use of individual instruction sheets to vocational subjects, F. E. Tustison, Stout Institute, and Persia Miller, Baltimore Industrial Demonstration School; Relating foreman training programs to the program of vocational education in a city system, Thomas Diamond, University of Michigan; Discussion, M. M. Proffitt, U. S. Bureau of Education. The program for Wednesday afternoon is: The philosophy underlying vocational and industrial arts educational programs, J. C. Wright, Federal Board for Vocational Edu- cation; The industrial arts program as it relates to vocation finding in a city school system, H. B. Wilson, Berkeley, Calif.; A comparison of methods of European and American vocational schools, L. A. Wilson, state director of vocational education, New York. DUCATIONAL Research Association will hold meetings February 22-24. Monday and Tuesday afternoons are open meetings, and the three sessions held on Tuesday morning will be for members only. The Monday afternoon program follows: An experiment in classroom instruction by radio, Virgil E. Dickson; Some needs and possibilites for improved efficiency in high school administration, J. G. Fowlkes; Theories of learning tested by the achieve- ments of deaf children, Arthur I. Gates; Measuring musicians: a new method of analyzing the style of eminent players, Guy M. Whipple; A study of pupil failures and subject failures in the Chicago public schools, Don C. Rogers; Intellect of races: Is there a Nordic myth? Harold O. Rugg. The second open meeting on Tuesday afternoon will include the following: Intel- ligence ratings and later progress in high school and college, F. P. O’Brien; The func- tions of certain social factors upon success in school, S. A. Courtis; Intelligence and personality as factors in college success, W. THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION Hardin Hughes; How many words should pupils be taught to spell? Ernest Horn; Re- sults of homogeneous classification of junior high school pupils, E. E. Keener; Examina- tion questions in history, W. J. Osburn; and A scientifically graded book list for children, Carleton W. Washburne. The Wednesday afternoon program is a joint one with the Society of College Teach- IMPORTANT Special railroad rates, one and one half fare for the round trip. Identification certificates fur- nished to members of N. E. A. on request. Write Secretary J. W. Crabtree, N. E. A. Headquarters at Washington or your State Di- rector. If you neglect to secure in advance your identification cer- tificate, no adjustment of fare can be made after arrival at Washington, D. C. Sleeping-room reservations are handled through the Housing Bureau, of which C. E. LaVigne, Executive Director, Washington Convention Bureau, 19th St, and New York Ave., Washington, D. C., is chairman. Write him, General Sessions—W ashington Auditorium. Registration, Post-office, and Ex- hibits—Washington Auditorium. ers of Education. It includes: Limitations of the social principle in making a curric- ulum, F. S. Breed; Investigations of tests and examinations in the social studies, G. M. Ruch; Training teachers to utilize commu- nity resources as curriculum materials, E. D. Grizzell; A transplanted American educa- tional administration, the Philippine school system, Carter Alexander; The influence of practice exercises in reading arithmetic prob- lems upon the ability to solve verbal prob- lems, Clifford Woody; A study of the causes of elimination in a college of liberal arts for women, Agnes L. Rogers; The whole vs. part methods in learning, L. A. Pechstein. ATIONAL Association of Second- ary School Principals will meet Mon- day afternoon, Tuesday morning and after- noon, and Wednesday morning and after- noon, February 22-24. Monday’s program follows: Internationalism: a viewpoint, William E. Wing, president, Portland, Maine; appointment of committees; Report of Committee on size of class, Milo H. Stuart, Indianapolis, Ind.; The World Court, Con- gressman Carroll L. Beedy; Report of Com- mittee on Standard Blanks, R. R. Cook, Des Moines, Iowa; Report of National Commit- tee on Research in Secondary Education, W. A. Wetzel, Trenton, N. J. Tuesday morning’s program will be on high spots in secondary education as follows: Plan of organization in Julia Richman High School, Michael H. Lucey; The Detroit house plan, W. R. Stocking, Jr.. The Dalton plan in South Philadelphia high school for girls, Lucy L. W. Wilson; The New Britain (Conn.) laboratory plan, Louis P. Slade; February, 1926 a Curriculum making in the field of citizen. ship,.Earle U. Rugg; Personnel charts for high school, Richard D. Allen. Tuesday - afternoon’s program includes: School marks, William L. Connor, with dis. cussion led by Bernard Ross; Some possibij- ities for more efficient high school administra. tions, John Guy Fowlkes, with discussion by C. V. Courter; How I supervise instruction, J. E. Marshall; Some suggestions in super. vision, Ross N. Young; How I control sty. dent organizations, E. B. Comstock. The junior high school group will also meet on Tuesday afternoon with Truman G. Reed presiding. The program follows: A neglected phase of the curriculum, Thomas H. Briggs; Experimental approaches to the measurement of character, Hugh Hartshorne: Ethical character as interpreted by the Holmes Junior High School, Philadelphia, Mrs. Jessie Duval Meyers; Psychiatry and moral education, Charles I. Lambert. On Wednesday morning there will be the installation of a chapter of the National Honor Society at Central High School, .the program being in charge of Edward Rynear- son, Pittsburgh, Pa. Wednesday afternoon’s program includes: The function of ideals in the high school cur- riculum, W. W. Charters; The ideal of culture in a democratic society, B. H. Bode; The importance. of suggestion in the develop- ment of character and personality, Armand R. Miller; Some by-products in high school education, G. M. Murdock; The standards of life and the standards of school, W. C. Giese; Business. yee of Kindergarten Supervisors and Training Teachers will hold a joint meeting with the National Council of Primary Education, Tuesday afternoon, February 23, at 2:30 P.M. in the ballroom of the Mayflower Hotel. The program fol- lows: General Topic—Administration in re- lation to kindergarten-primary problems. Curriculum making, W. W. Charters; Specific problems of the superintendent, Zenos E. Scott; The supervisor and the teacher, L. Julia Hahn; Fundamental values of kindergarten-primary education, F. H. Kelly. A breakfast for kindergarten-primary sv- pervisors and training teachers will be held on Tuesday morning, February 23, at 8:00 A.M. in the Gold Room, Lafayette Hotel. ATIONAL Council of Primary Edu- cation will hold a joint session with the Council of Kindergarten Supervisors and Training Teachers, Tuesday afternoon, February 23. See above. Wednesday morning at 11 A.M. there will be an important business session of the Nationa! Council of Primary Education in the Chinese Room of the Mayflower Hotel. Every member is urged to come. On Wednesday noon, there will be a joint luncheon of the Council with the National Conference on Educational Method, in the ballroom, Mayflower Hotel. The following program will be given: Professionalism among women, Mina Kerr; Reports of cur- rent practice from the field by members of the National Council of Primary Education; Evaluation of current practices, William H. Kilpatrick. (Continued on page A-54) Vol. 15, No.2 THE JOURNAL OF THE NATIONAL EpucaTion AssoclATION A-53 Paze Engine; Trumbull ps p92 comotiyg...... fy fs: ret | Page Syye r Boxes, Mag- ,e ®eeeee@mewoeeeneeeeeeseé 5 } uiben 10nd ede tees 655 4? NDR Re Ge lO eee OO ee ee ee ee. we ee eee b “ oter Be. 'sss te au bie See 2t Magi ENDS os be ae te 2 126 w +? ions. . COePOcrc ec etvece 35 Marin > = th ‘dian Metal _ £2 Ra talsy 390 0 tor Bloc ints + a PRY. BDiweer eo ee aeeeeeeeee _ . Meter tector Af ntins . 43 Meter Se? tector Moun a ee ae Meter Sert ‘ : ' Meter Servic .\ 2 eee oe t é jj; - Tee 43 Momentary coe iitee aioe hae oma S fen 4 3 Momentary Contact] Been 27~30 Motor Starting. 1 .: ; wi fe PPIs occ acsccced 392 iotor Starting, Bul (HE |) Oo pp AWYBAR BF H...... TON ate a cncensndans 44 Sian» OF GEL t REONOMS ....0odenckistindan 44 serecenen MVR FF 8 834z=S 874154 A UNG c ec ee eceeeseeeeeeee 40 Se es 6.614 ee re “osee ee iLer- ’ .. 32, 33 Consider the Graybar |"... 2-27 Year Book on two counts. ones. SI 1. As a quick means of lo- =< H, SQUAT L..... ee : cating anything electrical. 34.35 Say er we ed 4 2. As an assurance of qual- Tipe i be ond H a heenee + ity-reputation on over Push, Flush, Bryant........ 3 ies. heal 872 } Push. Flush. Perkins........- E Push’ ii & H wteosveeceunecvees Range, Bryant tees teseewers 4 Reciprocating, HW & HH...... Remote Control, Diam Reversi POPE EE De Rotary, Diaroon 5d. sb aeaoee Hotery. Pluto... “Ti ===. .........c..... Rotary Flush, Per! cccccccce SET Rape Registers, Ldwards..-......825 Safety, Acco. .......2.-+.4..., 412 | | Winders, Register. .....-...e0e. Sai ty, Bull Dog............407-41]2 | Laper Punches, Rail Bond..... Safety, Co Safety, No Safety, § Safety eer TT eres ee Service, D 5 W. 7 , Service, FA ............ . 334, 335 | Su Gott oe anak sae Sait A _ Si “gabe Sur How many catalogs do you use ina year Suriace, | for ordering electrical material? Here are Test, Meter, Square dozens of them in one—the Graybar dime, Anderson ....... Year Book. AME » 40 vs ee . . . . . ; ‘Toggle, | d i It lists everything electrical. It is indexed \e Tanti “es for quick reference to any desired article. d Tumble It covers over 60,000 items. A, ‘Turnble I Bry ° . — axe Start 1926 right with the new Graybar it Wall, J Ses Year Book—just out. For your immedi- : oe oo Taam gate ate convenience —here’s a memo. ‘l. Switches Squat nt Switche al Swi Switches and | R&S Symbols, } of Synchronizi = OFFICES IN 55 BRINCIPAL CITIES. ; Synchros: Wp ER — i vo ee Bar bk Proti 4 2 274 a Gl ROCESS OR. TO: s URPLY. DEPARTMENT Weer Electric. 104 ' Mention Tue Journal when writing our advertisers. A-54 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1926 two or more persons to occupy one room. This schedule shows rates for double rooms only. requiring single rooms should communicate directly with the hotel managements. Philadelphia Hotels No general quotations for single Applications for room reservations may be made directly to the hotels listed below. accommodations desired your communication will be referred to the Housing Committee and you will be informed of accommo. dations available. A list of leading hotels as furnished by the Convention Bureau of the Philadelphia Chamber of Commerce rooms can be given at this time. Persons Wherever possible, plans should be made for If the hotel addressed cannot reserve the Mr. Henry D. Gideon, Chairman of the Housing Committee, care of Chamber of Commerce, 12th and Walnut Streets, Philadelphia will have general charge of convention housing problems. Mr. Gideon is a member of the Philadelphia School Supervisory Stag and will make every effort to understand and meet the needs of members of the Association. Detailed information will be given later regarding available accommodations in dormitories, apartments and residences, RATES QUOTED FOR N. E. Name of Hotel 13th & Chestnut Streets 19th & Chestnut Streets 33rd & Chestnut Streets 1811 Chestnut Street Broad & Walnut Streets.............. 9th & Chestnut Streets Broad & Wood Streets Line & Lancaster Pike 12th & Arch Streets Broad Street and Fairmount Ave Broad St. & Girard Ave | 929 Chestnut Street | 3900 Chestnut Street | Broad & Walnut Streets.............. 17th and Arch Streets 13th & Walnut Streets 13th & Spruce Streets................ Broad & Spruce Streets Locust & Juniper Streets 13th & Filbert Streets Broad and Walnut Streets............ | 1219 Filbert Street Bartram Belgravia Bellevue-Stratford Benjamin Franklin Elks Club (Men)........ Green Hill Farms Hanover Lorraine Majestic Penn. Ath. Club (Men)... Pennsylvania Ritz-Carlton Robert Morris St. James | Cit, Location With A. CONVENTION—JUNE 27-JULY 2, 1926 Room Rates per Day | Private Bath Without Private Bath Double —__ Double | | | | “— ° 3 LR SEDRORA EH SO SOMOS SSSSSSSSSSSSSSSSS 150 350 208 350 220 100 406 216 350 260 —_ i ee Norr.—Extra beds and cots will be placed in rooms if so desired at an increase in r oom rate but decrease of cost per occupant. Several hotels offer large rooms and suites accommodating several persons at rates per occupant which are less than those for single and double rooms. Headquarters of the various State Delegations will be located in several different hotels. State Directors can give informa- No hotel will be selected as general headquarters. tion as to the selection for their states. It is important that reservations be made at once. tax the city’s hotel facilities. (Continued from page A-52) ATIONAL Council of State Superin- tendents and Commissioners of Edu- cation will hold three sessions on Thursday, Friday, and Saturday, February 18-20. The first session, Thursday morning, will be led by Mrs. Josephine Corliss Preston, president. The principal feature will be the response to roll call of 29 states and territories on the Objectives in State School Administra- tion. The Thursday afternoon session will be devoted to Indian and health education, the speakers to be H. B, Peairs and Dr. Caroline Hedger. At the banquet Thursday evening, J. J. Tigert will speak on the rela- tionship of state departments to the Bureau. Friday morning’s session will complete the roll call of states and territories, and A. E. Winship will speak on America, the Beauti- ful. Friday afternoon, negro education, illit- eracy, and vocational education will be re- viewed by J. W. Abercrombie, Mrs. Cora Wilson Stewart, and E. T. Franks. On Fri- day evening Mrs. C. C. Bradford will discuss the relationship of state departments to the National Education Association and A. O. Thomas the World Federation of Education. Saturday morning’s program includes: In- vocation; Flag salute; School finance, H. V. Holloway; Report of Resolutions Committee, Payson Smith, chairman. |_ ph emreng Society for the Study of Education will meet Saturday evening, February 20, and Tuesday evening, Febru- ary 23, at the Washington Auditorium. The first session is a joint meeting with the Edu- cation Division of the National Safety Coun- cil. It will be devoted to a discussion of Part I of the Twenty-fifth Yearbook of the Society, The Present Status of Safety Educa- tion. The program follows: Safety as a national problem, Herbert Hoover; Introduc- ing the yearbook on safety education, Guy Conditions incidental to the Sesquicentennial Exposition will seriously Some of the hotels above listed will not agree to make reservations after May first. M. Whipple; The relation of the safety movement to education, A. W. Whitney; Safety education in the public schools, Zenos E. Scott; Summary and evaluation of safety education, A. B. Meredith. Preceding the Tuesday evening meeting, there will be a half hour of reminiscences led by Charles DeGarmo, Paul H. Hanus, and James H. Van Sickle. Part II of the Twenty-fifth Yearbook of the Society on Extra-curricular Activities, will be discussed under the chairmanship of L. V. Koos. The program follows: Introducing the yearbook on extra-curricular activities, L. V. Koos; The social values of extra-curricular activi- ties, H. L. Thre!keld; Extra-curricular activ- ities as a means of guidance, H. D. Kitson; Curricularizing extra-curricular activities, Merle Prunty; Procedures in evaluating extra-curricular activities, George $. Counts. (For other Convention news, see Notes and Announcements, page A-56). ' ' ; ' ; ' | | on; ies, ring ints. otes Vol. 15, No. 2 THe JoURNAL OF THE NATIONAL EpucATION AssOcIATION A- 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 3744 BROADWAY : : : NEW YORK Branches Everywhere Remington Standard Since the Invention of the Writing Machine 1 : It aint goin’ OAL: NO More / 4 —and If It Does Miss Ewell Will Be Ready! Read what Miss Ethel Mary Ewell, Montgomery, Ala., says about being prepared for rainy weather: “Tf you have never carried the T. C. U. Umbrella along with you, I advise you to secure one at once, no delay. I have carried one for a long time and find it a wonderful help when the rainy days come. “Three times I have been ill since I took out my policy with the T. C. U. Each time they have been most prompt and fair in settling the claim. I can- not say too much in praise of the method they use in dealing with the policyholders.” 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 confine 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 acci- dents. Protects during the vacation period too. Policies with increased benefits issued to those enjoying 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 573 T. C. U. Bldg. Lincoln, Nebr. Free Information Coupon To the T. C. U., 573 T. C. U. Bldg., Lincoln, Nebr. I am interested in knowing about your Protective Benefits. Send me the whole story and booklet of testimonials. Name Address ; : a : Py TP (This coupon places the sender under no obligation) Mention THE JourNAL when writing our advertisers. Jr >. r-Cooled Opaque Projector and Daylight Picture Screen Make it Possible To Project Pictures and other Opaque Material UNDER DAYLIGHT CONDITIONS can now project pictures, photo- sketches, illustrations from publi- and books, colored or black and white. It is not necessary to cut the pic- tures or illustrations from the books in order to project them. You graphs, cations Pictures are projected through the screen to the class. This gives a depth and per- spective to the picture that cannot be ob- tained with any other kind of projection or screen. The Trans-Lux’ Projector is the only pro- jector that is air-cooled to protect the pic- tures and other material from the heat. It will not scorch. It is comfortable and easy to operate. The Trans-Lux Picture Library Service has available to the users of the Trans-Lux Equipment a record of more than two mil- lion pictures suitable for classroom and church work. 7 SEE IT DEMONSTRATED AT WASHINGTON MEETING AT BOOTH 18 Write for further information to The Trans-Lux Daylight Picture Screen Corporation EpucATIONAL Dept. “A” 247 Park Avenue NEW YORK CITY | THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION | agen Society of College Teach- ers of Education will meet Monday, Tuesday, and Wednesday afternoons, Febru- ary 22-24. The subject for the Monday afternoon program is Teacher Training. The program follows: Report of the Com- mittee on Teacher Training Curricula, W. W. Charters, Chicago; Specialized teacher training curricula, M. E. Haggerty, Minnesota; The undergraduate curriculum in education, W. S. Monroe, Illinois; The recommending of college seniors for their first teaching positions, F. B. Knight, Iowa; Courses for elementary school principals, J. F. Hosic, Columbia University; Experi- ments looking toward fundamental changes in instructional methods in_ professional courses for teachers, S. L. Pressey, Ohio; The academic major in schools of education as compared with the major in liberal arts colleges, W. C. Ruediger, George Washing- ton University; Practices of teacher training institutions in guiding the content training of their students, P. W. Hutson, Pittsburgh; The beginning course in -education, Ralph E. Wager, Emory University; The problem of administrative control in colleges of edu- cation in state universities, J. A. Creager, Arizona. . Tuesday’s program on Research in Edu- cation includes: (1) Needed research in edu- cation—Elementary education, C. H. Judd, Chicago; Secondary education, Thomas H. Briggs, Columbia University; Higher educa- tion, F. J. Kelly, Minnesota; (2) The devel- opment of ability in research, S. A. Courtis, Michigan; (3) Curriculum making in moral education, Ernest Horn, Iowa; (4) Appor- tionment of state school funds, F. F. Swift, California; (5) Business. On Wednesday afternoon a joint program will be held with the Educational Research Association. See above. THE CORRELATION of business management and school administration of public school supervision will be the subject of a nation-wide study by a com- mission, four members of which have just been appointed by the Secretary of the Interior and the Secretary of Com- merce. ‘The commission was organized at the suggestion of Frank W. Ballou, president of the Department of Superin- tendence for the purpose of inquiring into the whole problem of the relation of business management and school ad- ministration. Members of the commis- sion include John J. Tigert, Thomas E. Finegan, Elliot H. Goodwin, Ernest Greenwood, George D. Strayer, and John H. Beveridge. Two members will probably be added to represent the Na- tional Association of Public School Business Officials. NOTES and ANNOUNCEMENTS l ebruary, 1926 Ve = aa The work of the commission will jp. clude the study of such fundamental questions as business administration and methods of financing, including taxation and bond issues for school purposes, as well as the construction of new build- ings, the purchase of sites for school buildings which will anticipate the growth of the population as well as pro- vide adequate playground facilities and room for extension of the school plant, development of plans by competent architects within or without the school system, supervision of construction, heat- ing, lighting, ventilating apparatus and other machinery, upkeep, painting and repairing, replacement of school furni- ture and equipment, surfacing of yards and playgrounds, landscape gardening, textbooks, paper, ink, and other materials used in actual instruction, and adequate equipment for special purposes. A CONTINUOUS exhibit by the United States Bureau of Education will be held in the Interior Building through- out the Department of Superintendence convention. It will contain a complete exposition of the educational activities of the Department of the Interior, an exhibit of school buildings and_ plans. gethered from all over the country, and an exhibit of the materials and activities of the extension departments of the various state universities. On Thursday afternoon, February 235, at 2:15 p.m., in the Auditorium of the Interior Department there will be a formal presentation of paintings of former Commissioners Harris and Clax- ton. The painting of Commissioner Claxton will be presented by Mrs. A. H. Reeve, president of the National Con- gress of Parents and Teachers, and the painting of Commissioner Harris will be presented by the Harris family. Hoke Smith, former Secretary of the Interior and Senator from Georgia, has been invited to say a few words of ap- preciation of Dr. Harris. Dr. A. E Winship and Dr. Claxton will make brief addresses. The portraits will be accepted by the Secretary of the Interior. THE NATIONAL CONFERENCE on Educational Method will hold two (Continued on page A-58) + Ratamemarnemen pac eeite cere THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-57 HOLDEN BOOK COVERS COST LITTLE SPRINGFIELD WEAR WELL SAVE BOOKS MASSACHUSETTS MILES C. HOLDEN, President NUACE MOUNTING CORNERS HE new aartistic device for holding prints, snap- shots or postcards in al- bums or elsewhere, A Penholder with a Personality (etcunpuee School officials who wish to give their pu- pils the best writing tools available should place the Zaner-Bloser Penholder on their list of school supplies. The Draper Sanitary Roller Shade The Zaner-Bloser Pen- holder fits the hand, keeps the fingers where they belong, discour- ages pinching and gripping and thereby makes writing a pleas- 100 CORNERS IN PACKAGE eT AT ALL DEALERS, 10c MADE ONLY BY ACE ART COMPANY READING, MASS, Particularly adapted for PATENTED school use. Made of strongest Black Paper. may be removed at will. Prints Retail price, 5 cents. Samples upon request. ZANER & BLOSER COMPANY Dept. N Columbus, Ohio Patented Jan. 8, O7;4Aug.'7, 1923 The Draper Line of Adjustable Cotton Duck Shade Meets School Requirements AN ART INDEX OF 3,000 FAMOUS PICTURES 32 Pages with Picture Courses Outlined—25c Embraces every school of painting with practically every important artist and his best-known subjects. Suggestions for correlation, nature, literature, history, science. Every subject available in Artext Print—finest color, 35c each. Standard study and reference print averaging 8x10 inches. Sample Print and Art Index, 50c. ART EXTENSION SOCIETY, 415 Madison Ave., New York, N. Y. Sold by Most of the Leading School Supply Houses Manufactured by The Luther O. Draper Shade Co. Spiceland, Ind. Over 60% of all the schools in the United States equipped with electric time systems use “Standard.” Many schools and other build- ings in Washington, D. C., where the exhibition is being held, use Standard electric time equipment. The high quality of “Standard” Electric Time Equipment is the result of years of experience in thousands of schools and other buildings. Archi- tects, School Boards, Superintendents and Engineers know they can depend on “Standard” Electric Time Equip- ment to give satisfactory results. SEE THE WORKING EXHIBIT OF EQUIPMENT FOR SCHOOL USE IN BOOTHS 8 AND 9, AT THE NATIONAL EDUCATION ASSOCIATION CONVENTION, WASHINGTON, D. C., FEB- RUARY 21 TO 25. The Standard Line comprises elec- tric time equipment, automatic pro- gtam, fire-alarm system and telephone equipment—elec- tric devices to make the school more efficient. Three Washington Schools equipped Central High School with “Standard’”’ Electric Time : rt ainins o Nba, WASHINGTON, D. C., INSTALLATIONS Schools and Colleges Georgetown University; Gonzaza College; George Washing- ton University; Jas. Ormond Wilson Normal School; Mount Vernon Seminary; Armstrong Technical High School; Bliss Electrical School; Hine Jr. High School; Jefferson Jr. High School; Central High School; unbar High School; Eastern High School; Columbia Jr. High School; Langley Jr. High School; McFarland Jr. High School; McKinley Manual Train- ing School; Shaw Jr. High School; Sidwell’s Friends School; Western High School. THE STANDARD ELECTRIC TIME COMPANY, Springfield, Mass. BRANCHES: 1723 Sansom Street PHILADELPHIA 448 Brown-Marx Bidg. BIRMINGHAM 562 Penn Street DENVER Information, specifications, and prices gladly furnished. Migs, Sep Po] WASHINGTON, D. C., INSTALLATIONS Government Buildings, Hotels, etc. _ U. S. Senate Office Bldg.; Bureau of Engraving and Print- ing; Bureau of Standards; Dept. of the Interior; U. S. Court House; Navy Yard; War Risk Insurance Bldg.; Mayflower Hotel; Hotel Washington; Harry Alexander (Inc.) Office Bidg.; Munsey Bldg.; F. H. Smith Bldg.; L. Lansburgh Bros. Dept. Store. 93 Federal Street 690 Market Street BOSTON SAN FRANCISCO irst Nat'l Rank Bld: 1244 Innes Avenue = “COLUMBUS - LOS ANGELES Minute Couant’’ 1428 Munsey Bldg. 50 Church Street BALTIMORE NEW YORK 717 Mercantile Bank Bldg. 148 Adams Street DALLAS SGRANTON, PA, *‘Makes Every 1361 Monadnock Bidg. 901 Mutual Life Bida. CHICAGO BUFFALO 94 St. Felix Street 745 McKnight Bldg. MONTREAL MINNEAPOLIS Mention Tue Journat when writing our advertisers. A-58 THE JouRNAL oF THE NATIONAL EpucaTION ASSOCIATION 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-rvom for correspondence 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 in 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. 3. 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 I. 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. 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. an We will gladly send you complete information about the plan on request INTERNATIONAL CORRESPONDENCE SCHOOLS Vocational Education Division SCRANTON, PENNA. February, 192 See ee (Continued from page A-56) general sessions and a luncheon meeting curing the convention of the Depart. ment of Superintendence. The first meeting will be in the Gar- den at the Mayflower Hotel, Tuesday morning, February 23. Directly following this meeting, at 12:15 a luncheon meeting will be held in the Chinese Room at the Mayflower Hotel. Friends are cordially invited. Solidarity in supervision will be the topic for discussion at this meeting. A brief report will be made concerning the preparation of a roster of supervisors, The third and final meeting of the Conference will be held in the Chinese Room, Mayflower Hotel, ‘Thursday afternoon, February 25. The general topic for consideration will be, “How do supervisors conceive method ? TENNESSEE Breakfast—There wil] be a Tennessee Breakfast in the Raleigh Hotel, Tuesday, February 23, at 8 o'clock, price $1 per cover. The Ten- nessee representatives and senators in Congress are invited guests. State Com- missioner P. L. Harned will be toast- master. Send check for reservation to Maude Holman, State Department of Education, Nashville, Tenn. PEABODY COLLEGE DINNER— The Annual Peabody College Dinner will be in the Raleigh Hotel, Wednes- day, February 24, at 6 o'clock, price $2.50 per cover. The Southern State Superintendents are invited guests. S. L. Smith, president of the Alumni Associa- tion, will act as toastmaster. Bruce R. Payne will deliver the main address. Send check for reservation to J. E. Windrow, alumni secretary, Peabody College, Nashville, Tenn. (Continued on page A-60) Perry Kindergarten NORMAL SCHOOL Founded 1898 by Annie Moseley Perry. Three-year course of training for kindergarten, primary and playground positions. Supervised practice teaching. Enroll now for 1926. HARRIOT HAMBLEM JONES, Principal 25 Huntington Ave., Room 316, Boston, Mass. EUROPE NEXT SUMMER Comfortable and inexpensive tours to Europe. Small parties. All conductors college graduates and experts in European travel. Comfortable hotels. No pensions. For circulars address, Dr. A. G. Fradenburgh, Dept. of History ADELPHI COLLEGE Brooklyn New York GEOGRAPHY For the Elementary Schools TEXTS — Outline Maps — TESTS See our exhibit in Booth 59 at the N. E. A in Washington : McKNIGHT ©& McKie NORMAL < . NOIS Vol. 15, No.2 THE JOURNAL OF THE NATIONAL Epucation Association A-59 The National Summer School Offers ¢ STUDY PLAY Wri te N Ow BOTH Yellowstone qin cme of Armee se Vacation : Boo The third session of the National Summer School again offers you the opportunity to take credit courses of six weeks’ duration under the best teachers of America on the _ greatest summer campus in the United States—where the days are always sunshiny—where the nights are always cool and invigorating—where unequaled opportunities for outdoor sports abound. Famous Faculty To the strong resident faculty will be added such famous names as Terman, psychology, Stanford; McCollum, nu- trition, Johns Hopkins; McLaughlin, history, Chicago; Ross, sociology, University of Wisconsin; McCurdy, physical education, Springfield, Massachusetts; Smith, scouting, Columbia; Palmer, nature study, Cornell; Need- ham, zoology, Cornell; and many others. Special lecturers include Matthews, Divinity School, University of Chi- cago; Griggs, New York; Bryan, President Ohio Uni- versity. Recreational Features Short Trips— Logan Canyon—rivals the Grand Canyon in size and beauty. Wonderland of wild plant and animal life. Famous for its geological structures. Excellent trout fishing. Mt. Logan—commands a view of four mountain ranges. Glacial Lakes—scooped out of solid rock 15,000,000 years ago. Canyon camps in Logan Canyon— Learn all you can now about Yellowstone week-end trips arranged for Summer School students. Bear Lake—a beautiful mountain lake affording fresh- Park—the most wonderful ofall playgrounds water swimming, boating, motorboating and fishing. ° Bear River Bay—fresh-water arm of Great Salt Lake. The greatest haunt of fresh-water fowl in America. That is the best way to appreciate its Wwon- Longer Trips— ders and its beauties and to get the most out lowstone Nationsl Park, Bryce Canyon, Cedar Breaks, of your vacation trip. Nowhere will your ee vacation dollars buy more than in Yellow- Logan is a progressive college city of 12,000 stone Park. people. Every convenience is afforded Summer - ae School students. Living expenses low. Build We ll be glad to send this illustrated story up tired nerves while going to Summer School. free. Fill out the coupon below and mail today. Get the vim and vitality that only the invigor- ating West can give. Study under the world’s h b4 greatest authorities on the most delightful ort el 1 3 aCl ond y e campus in America. . “First of the Northern Transcontinentals” Mail this coupon to A. B. Smith, 822 Nor. Pac. Bldg., St. Paul, Minn. TTT TTT Tir irrsrrtteftiftifititrrrrrttlll First term, June 14-July 23. erm, July 26-August 27. . een ere rey 2o nneet 27. MY VACATION TRIP! Tuition, *25 for one or both terms. . For complete information visit the National Summer School ; ooth, Department of Superintendence, Washington, D. C., or N a » send for catalog and descriptive literature. ame a & Ae ee ee ae The Utah Agricultural College NATIONAL SUMMER SCHOOL Books or trips I am interested in(v) * ound iseSammer (] Yellowstone ; - $59.33 (_] Pacific Northwest) Portland 90.30 {_] Rainier Park . { _ 90.30 (_] Alaska (Skagway) - 190.30 _] Rocky Mts. (Helena-Butte) 61.95 * Subject to slight revision 2d “Route of the North Coast Limited” LOGAN, UTAH “In the Heart of the Rockies” Mention THe JourNAL when writing our advertisers. A-60 Siu ome Courses in 40 subjects com- manding credit towards a elor degree. THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION Keep abreast _ in your subject Some courses -# Edu- cation are * tic Psy- chology,”” “‘Story Telling in Primary Grades,”’ ‘The Rural Teacher’s Prob- lems,’’ ‘Study of ,Psycho- pathic Children,’’ ‘‘Meth- ods of Teachingi in Elemen- RA a “The Junior i School Movement,” Elementary School Ad- ministration and Supervi- sion,’ “Educational eas- urements,”’ etc. Begin any time The Aniversity of Chicago 91 Ettis HALL CHICAGO, ILLINOIS 100° EARS OF' - MANUALS EEE ACE Brushes, Canvas, Ease/s, ane Boxes . Student. What mans Drawing every Eaventie/ le the drdst thatraton and Home Werk Art Decoration. CATALOGVE OW REQUEST OR & NEWTON Ing 31 East 17. St. New Yorke Ask your dealer for our Colours srs. eae The H-W line of school seats is most complete. It contains many desirable models in addition to the popular H-W desk and seat shown here. Heywood-Wakefield Exhibits Practical Ideas in School Seating In Booths Nos. 35, 36, 44 and 45 at the Con- vention of the Department of Superintend- ence of the National Education Associa- tion, Heywood-Wakefield will exhibit its complete line of modern school furniture. There you will see the latest developments in seating for student comfort and school- room capacity. This exhibit takes place in the Washington Auditorium, Washington, D. C., on Febru- ary 21 to 25. Your inspection is confidently and cordially invited. Heywood eywood U.S. PAT. OFF. Wakefe - Baltimore, Maryland Boston 45, Mass. Buffalo, New York HEYWOOD-WAKEFIELD WAREHOUSES Floor, 174 Portland w Display Floor, Americen Furni 113 West ag — ~ 4 Street Winter Hill Street ‘ells and Carroll Streets 2653 satiate Street or 1310 West &th Street Los Angeles, California 801 East 7th Street New York, New York 516 West 34th Street Seni Pennsylvania 244 South 5th Street 148 North 10th Street 737 Howard Street Sixth and O'Fallon Streets February, 1926 —— ———— ——— (Continued from page A-58) THE CALIFORNIA Delegation wij have a breakfast in the Willard Room, of The Willard, Monday morning, February 22, at 7:30 a.m. ‘Tickets may be had from Arthur H. Chamberlain, secretary of the California Teachers Association. REGULAR LUNCHEON and op. ference of the National Council of Py. mary Education will be held at the Mayflower Hotel, Wednesday, Febry- ary 24, at 12:30. $2.50 a plate. Reser. vations may be made by sending check to Mary Dabney Davis, chairman, Luncheon Committee, U. S. Bureau of Education, Washington, D. C. EDUCATIONAL Press Association of America will hold a dinner at the Wash- ington Hotel, Tuesday evening, Febru- ary 23, at 6 o'clock. Arthur H. Cham. berlain, president; George L. Towne, secretary. MEMBERS of the Department of Deans of Women who have not yet se- cured accommodations in Washington, D. C., for February 22-25, should apply | at once to Dean Anna L. Rose, George | chairman of | Washington University, the local Committee of Arrangements, Rooms at Wardman Park Hotel are all assigned, but other places are available, INTERNATIONAL Council for the Education of Exceptional Children will meet in Washington, D. C., of February 22, 1926. speakers on the program will be Grace Abbott, of the Children’s Bureau, Calvin Derrick, of the Children’s Village, Dobbs Ferry, New York; Worth J. Os burn, State Department of Public In- struction, Wisconsin; and Virgil Dick- son, Oakland, Calif. Elizabeth E. F. Farrell, New York City, is president of the International Council; M. La Vinia Warner, Ohio University, Athens, Ohio, is secretary. SECRETARIES of the State Teachers Associations will hold their luncheon, Tuesday noon at the Raleigh Hote. A. L. Marsh is President; Charles F. Pye, Secretary. THE CORCORAN Art Gallery will be open Thursday, February 25, until six o’clock. Other days from 9 A.M. f 4:30 p.m. (Continued on page A-62) the week . Among the | a — he Vol. 15, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-61 EDUCATIONAL EXPERTS At Right: Below: Tripod Magnifier Dissecting Microscope were to make a survey of your school Model QR Model TT What rating would they give to your geography teaching methods and equipment? Would they find them abreast of the times sufficiently developed for efficient T ‘a teaching and easy assimilation by the pupils? QUALI I Y “ cee Some conditions over which you MAGNIFIERS ATWOOD MAPS a mo rong wane oct The Bausch & Lomb Op- ia Cat their rating. ut there are many sal C a” Ral Hoe tere Pablie Schools of the factors that you can control which tical Lompany is the largest following cities: would have a vital bearing on the manufacturer of quality Magni- Albany Jersey City decision of the committee. The fiers in the United States. The Ann Arbor Lansing visual method of instruction has quality and optical properties of these Buffalo _—_ Lincoln ' become almost an object of devo- har ’ " . ? ; Cater Rapido Los Angeles en smsenn eduketiandt aaditir. instruments are unexcelled by any in the Cincinnati Lynchburg ties. world. Always specify Bausch & Lomb Columbus —e It is not so much a matter of the amount Magnifiers, Readers, and Microscopes. sree New York City of map equipment as the kind of map - re Dulu Oakland equipment. ou may have plenty of BAU S ites H & | & OMB O P ‘ee ie ge “ea Evanston on SC maps, but they may be out of date or : . Gary ' Sioux iad unsuited for such modern methods as 630 St. Paul Street Rochester, N. Y. Indianapolis. St. Pau teaching by problems, projects, and social- —_—_—_——_——————__ ized recitations. The Regional method is now quite generally used. The ATWOOD Maps, which show the Natural Regions of the United States and all continents, are admirably suited for this purpose. For solving problems by comparative map studies there are appended to the main REGIONAL-POL ITIC: Al, Maps four supplementary maps: (1) Relief; (2) Rainfall; (3) Population; (4) Land Use. That the right kind of a map can be made to exert a dynamic influence on the recitation is apparent to anyone who has observed a class of young pupils using ATWOOD Maps. Be your own committee of experts. Make a survey of your geography classes. If your equipment has kept pace with the development of new methods, investigate Atwood’s. ATWOOD REGIONAL— POLITICAL WALL MAPS Projects Socialized Recitations YOUR COMPLIMENTARY COPY IS READY Every superintendent, principal, and teacher should have a copy of this booklet, “A Great World Achieve- ment.” It is beautifully illustrated. Describes the Atwood Maps in detail. Explains the pedagogic considerations underlying the series. Send the cou- pon today. You incur no obligation. A. J. NYSTROM & CO. Dept. N-2 2249 Calumet Ave. For Problems Chicago, Ill. Dept. N-2, 2249 Calumet Ave., Chicago. SEND THE ,” / Gentlemen: Please send me, without obliga- COUPON tion on my part, your booklet, ““A Great World a Achievement.’ / MEE Fs hn Shs ou khteens 5h s ettan see ene / NSS. cp ton oki GRAD Ob wldw o5TE «ic alti A 5 2 Oe 4 4 ETE gall i aA need eas Ia be OLS 7 Position. ..... VISIT WITH US AT BOOTHS 61-62 DURING THE CONVENTION :: WILL BE GLAD TO SEE YOU “i else: ties ae: Twn) ae ~ | A. J. Nystrom & Co., ‘Laboratory and Library Furniture 12—Students’ Domestic See the Peterson Exhibit at the Convention of the Dept. of Superin- tendence of the N. E. A. in Washington, D.C. You will find : modern Laboratory and_ Library Furniture. You are cordially invited. BOOTH NO. 4 Write for Catalog No. N-14 LEONARD Peterson & Core Manufacturers of Guaranteed Laboratory Furniture OFFICE AND FACTORY 1222-34 Fullerton Ave., Chicago, Ill. New York Sales Office: Knickerbocker Building., 42nd and Broadway Science Table the very latest in Mention Tur Journat when writing our advertisers. THE JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION February, 1926 | cr eachers who need se help in class room problems ideas for holi outlines of art work and similar poets should| e write fot STANFORD UNIVERSITY CALIFORNIA Pedro J Lemos and =<] You can put _ Savings in the bank PROGRESSIVE EDUCATION ASSOCIATION Visitors to the meeting of the Department of Superintendence are invited to call at our head- quarters, near the White House, 10 Jackson Place (Lafayette Square), Washington, D. C., and to inspect our Special Exhibit of Publica- Depart- tions, Booth B, Civic and Research ment, at Conference Headquarters. PROGRESSIVE EDUCATION ' A Quarterly Review Single numbers, 50 cents. Yearly subscription, 2 $2.00 January, 1926: The New Child Study. April, 1926: Creative Expression through Art. Reprints of early issues, 25 cents each. Subjects: Individual Education; the Proj- ect Method; International Education; Pre- School Education. Busy Work Alphabet Cards, ete Entertainments piaiys,c ete. School Supplies Shes Maps. Erasers, etc. CATALOGUE sent free > Teodon A. J. FOUCH CO. ARREN, PA. Philadelphia Hotels See Rates on page A-54 “This summer has been the most pleasant one I have ever spent as well as the most profitable. I regret very much that it is impossible for me to continue sellin the Student's this fall, as I had become more interested in ay sree every day. I am looking forward even now to my return and I shall pian to stay permanently.”’ JULIA BURWELL TEACHERS You Can Easily Earn $500 Next Summer! _A CERTAIN number of teachers may find an ideal opportunity for added income this summer by answering this advertisement of The S. L. Weedon Company which is seeking people to fill a high type of position that is very agreeable and highly remunerative. You Can Earn $500 in a Few Weeks! 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 representative and will be given an exceptional pro- position, bound to produce a good income. In past summers some of our special representatives have averaged $1000, and many earned over $600. This is at the rate of $3000 a year or better for those who qualify for po- sitions in our permanent organization. The Attractions of Travel will be Yours! Each position carries with it an oppor- tunity to travel. This feature, although secondary, should carry weight when you consider next summer's plans. Every Advantage to Those Chosen Those chosen will receive every ad- vantage; guaranteed income from the day they start to work, and railroad fare paid. Ambition, plus the careful Weedon training and constant help, will start those accepted on an excep- tional business career along school lines. Agreeable associates, of course, and of the highest type. Inquiries Invited from Responsible Individuals We invite inquiries from responsible teachers. Upon receipt of your in- quiry we will send you a “High Way to Success,” descriptive of ie kind of work, the position, and the Com- pany; anda personal letter, telling you whether or not you can fit into one of these openings. Remember, we have been in business over 20 years, and will place those accepted in po- sitions that not only offer a chance to exchange a summer of leisure for one of income and travel, but which also may lead to a permanent connection. Please state your age, education and qualifications in reply. We suggest an immediateinquiry. Address Dept. 4-B. THE S. L. WEEDON COMPANY peamee7016 EUCLID AVE. Dept. 4-B CLEVELAND, OHIC Mention Tue Journat when writing our advertisers. (Continued from page A-60) HARVARD DINNER, The Raleigh 6 p.M., Wednesday, February 24. Harvey S. Gruver, superintendent of schools, Lynn, Mass., will preside Frank W. Ballou, superintendent of schools, Washington, D. C., will be the principal speaker. Dean Henry W Holmes will report on the work nil problems of the Harvard Graduate School of Education. For reservations address Ira A. Flinner, 5 Lawrence Hall, Kirkland Street, Cambridge, Mass Price, $2.50 per plate. , NATIONAL VOCATI ONAL Guidance Association will meet Febru. ary 18-20 at Washington Hotel. NATIONAL SOCIETY for Teachers of Crippled Children will hold luncheon Tuesday, February 23, at 12:30 p.m, at the New Willard Hotel. CORNELL UNIVERSITY breakfast Tuesday, February 23, at 8 a.m. at the City Club, 1320 G St. Price $1. ONE HUNDRED and fifty years ago the conditions and needs of the people of the nation shaped the provisions of the Declaration of Independence. To- day the conditions and needs of the children of the nation shape the plans of those who prepare the program of the coming meeting of the National Education Association in the City of Brotherly Love. President Mary ‘Mc. Skimmon, in announcing the theme of the convention—America’s Challenge to Her Teachers—had in mind the needs of the child—the mentally defective, the foreign-born, the child on the farm, the child in the tenement. Heads of the various departments and allied organiza- tions of the Association will also make their programs conform to the needs of childhood. THE NATIONAL EDUCATION ASSOCIATION will be glad to pay the regular selling price for a limited number of the following issues of the Research Bulletin returned in good con- dition: Facts on the Cost of Public Education ond What They Mean. Bulletin One, June, 1922. Price per copy, 25 cents. Facts on State Educational Needs. Vol. |, No. 1, January, 1923. Price per copy, 25 cents. Five Questions for American Education Week. Vol. 1, No. 4, September, 1923. Price per copy, 25 cents. Facts on the Public School Curriculum. Vol. 1, No. 5, November, 1923. Price pet copy, 25 cents. Current Facts on City School Costs. Vol. (Continued on page A-64) > oo Ce Se. Se eee eee if 10m 123. um. per Vol. THE STORY OF THE WORLD’S LITERATURE by John Macy WITH MORE THAN 200 ILLUSTRA- TIONS IN COLOR AND BLACK AND WHITE BY “ONORIO RUOTOLO pe Recommended for small libraries and for high-school libraries by the American Library Association “TF there is in English another com- pact general history of literature as good as this one I do not know what it is.’ Carl Van Doren, N. Y. World. “Of the non-fiction books on our table, the most important to lovers of books is John Macy’s monumental THE STORY OF THE WORLD’S LITERATURE, about as much in the way of good reading for five dollars as we can remember.’’ Herschel Brickell, N. Y. Evening Post. “It offersa simple, unaffected and sane narrative that is never difficult and always sustained by a pleasing inter- est.” Herbert S. Gorman, N.Y.Times. “THE STORY OF THE WORLD’S | LITERATURE is more than a mine of information; it is a power-house of the energy required for creative read- ing, for the pleasures that are litera- ture. . . . His book is singularly free of literary bias.” The Christian Sci- ence Monitor. “It has unquestionably the atmos- phere of originality and it has, too, literary charm.” F. L. Pattee, N. Y. Herald-Tribune. “That he has been able to combine with an exhaustively concise story such as this a charm of style and a pen- chant for anecdote makes it a remark- able work both for reference and reading.” George Currie, Brooklyn Daily Eagle. Large Octavo, $5.00 Special Rates are Offered to School Users BONI 4nv LIVERIGHT 61 W. 48th Street New York THE JOURNAL OF THE NATIONAL EDUCATION AssOcIATION When you think of thrift, and thrift education, think of Thrift, Incorporated—w hose different system of School Sav- ings, since 1920, has supplanted, in 200 cities, every other type of plan. Significant? The system costs the 2,000 schools in these cities nothing, either in money, additional time or onerous detail, yet it has forever planted the habit of thrift in their 500,000 pupils —who are now earning and saving $100,000 every week (nickels and dimes diverted from catchpenny candy stores and worse) and have today in their School Bank accounts over $3,000,000. Interesting? Unlike others, this system will give you, too, the support of all your local banks, the appre- Ciative interest of all parents, and the zealous cooperation of all teachers. What other plan will ? If you have believed in thrift education, but not in the com- plicated projects (involving “stamps” and what not) thus far offered you—then here is your plan. Almost 30,000 teachers, enthusiasts, will tell you so. When you write for literature (there’s no obligation) simply tell us your total enrollment. Thrift, Incorporated (An Illinois Corporation) School Savings Banking 1100 North Boulevard Oak Park, Iil. (Chicago) Mention THe Journat when writing’our advertisers. A-63 Of Interest to HISTORY TEACHERS This is an announcement of a new means for teaching Ameri- can History successfully. The means is a set of note books built on an entirely new plan. It con- sists of two books known as Spriggs’ American History Note Books. They are different than any other note books you have ever seen. Because of their unique but very useful features, they enable the teacher to pre- sent in an organized, vivid and effective manner the American people in the process of their historical development. Spriggs’ American History Note Books utilize the most successful means of teaching—namely, the outline, laboratory and problem methods. By these means, the student’s interest is secured, de- veloped and maintained. Briefly, Spriggs’ American His- tory Note Books provide inter- esting and practical, social and civic objectives, and the method of instruction makes the im- portant events in the lives of our forefathers vital and appealing to the young American of to- day. Spriggs’ American History Note Books not only do this successfully, but do it with less labor on the part of the teacher than is required by any other means. If you are interested in learning more about these new note books, write your name and ad- dress across the face of this ad- vertisement, indicate whether you are a teacher or a school officer, and mail the advertise- ment to us. HALL & MCCREARY COMPANY 422 S. Wabash Ave. Chicago, Ii: inois A-64 Dawn. Over the ship’s bow dead ahead rises the island of Oahu, misty and purple in the early light. Close at hand flying-fish skim the waves. A sam- pan dawdles by, dungaree-clad figure at the tiller. Hawaii, Uncle Sam’s island territory, where everybody, including the cops, takes life comfort- ably. Winter, and hibiscus in full bloom. Diving boys, flower-laden lei girls, “Aloha Oc’’ by the Hawaiian Band. Business men draw new dividends—rest and relaxation—in Waikiki’s shoals. Luaus (feasts) in palm-thatched houses; 7-course dinners (with fresh papaya appetizer) on smart hotel lanais (ve- randas). You hear your own language and are made comfortable by all your accustomed home conveniences. Easy Trip to Make Pack the clothes you woré last summer, pick up your golf bag—and come, It’s that easy! Your nearest railway, steamship or travel agent will book you to Honolulu. You can make the round trip direct from San Francisco, Los Angeles, Seattle, Vancouver or Victoria, B. C., in 3 or 4 weeks (5 to 8 days each way) foras little as $300 to $400, including first-class steamer accommodations, hotel and sightseeing. This gives a week or two in Ha- waii—but you'll want to stay longer, so arrange in advance for all the time you can spare. On all the larger islands, good golf links, tennis courts, motor roads, first-class hotels. Swimming, surfing, deep-sea fishing, mountain hiking the year round, Volcanic wonders at Hawaii National Park. For Colored Brochure pile Mfgw HAWAII TOURIST BUREAU 222 Monadnock Building, San Francisco or 351 Fort St., Honolulu, Hawaii, U.S. A. Tue JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION and the M editerranea® A” “CALIFORNI - eatin and Anchor Lines —a superb new sister to the TUSCANIA,— equipped with many novel features. Moderate rates. From New York July 1st returning Aug. 31, 1926 There is Enjoyment in Planning Early! The Greatest Summer Vacation Send for descriptive guide book Thos. Cook & Son NEW YORK Boston San Francisco Montreal Chicago Los Angeles Philadelphia St. Louis Vancouver Toronto Europe 1926 The Two Greatest Student Sailings S. S. Andania M. S. Gripsholm Entire Tourist Class reserved for our tours, for Students, Teachers and Kindred Spirits. Glorious all-expense trips of a month or more, British Isles, Continent, Egypt, Palestine, North Cape, $290 up. Special entertainments —wonderful times. Illustrated booklet. Students Travel Club 1440 Broadway New York City EDUCATIONAL TOURS *°wemen”* 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. For Information, Write Bureau of University Travel 56 Boyd Street, Newton, Mass. Mention THe Journat when writing our advertisers. February, 1926 (Continued from page A-62) II, Nos. 1 and 2, January-March, 1924 Price per copy, 25 cents. Facts on the Public School for American Education Week. Vol. Il, No. 4, September 1924. Price per copy, 25 cents. Anyone having copies of the above bulletins which they would be willing to sell will render a service to the pro- fession in making available to others these bulletins which are out of print. Send bulletins to the National Edy. cation Association, Research Division. THE DEPARTMENT OF CLASss. ROOM TEACHERS held a regional conference at Scranton, Pennsylvania, December 29, 1925, in connection with the annual meeting of the Pennsylvania State Education Association. Agnes Winn, director of the Division of Classroom Service of the National Education Association, spoke on_ the Value of Professional Organization, local, state, and national. Julia Sullivan of Boston, president of the Department, discussed the department’s aims, accom- plishments, and program of work. Ip the open forum which followed much interest was shown in the topics under discussion and also in the problem of classroom interruptions. The conference was attended by sey- eral hundred teachers and principals and was in charge of Margaret Lowman, of the State Normal School at Indiana, Pennsylvania. EUROPE— 1926 Teachers’ Summer Tour Sailing June 26 Visiting principal countries Complete program of lectures and sight-seeing Personally Conducted Moderately Priced S. S. berths going rapidly ‘ pook NoW! P ee ae TOURS cialists in Euro Travel 1051 69th Avenue “Oak Lane. Philedelphia Sizth Season Send for Booklet EUROPE Sailing July 2nd. Visiting England, Scotland, Belgium, Holland, Switzerland, Italy, Monte Carlo and France. Inclusive Price, $845 W. H. PERRY, Director Supt. of Schools, Leominster, Mass. Your hacaliow 'ROBLEM SOLVED Special Norway Cruise July 4—Berths Filling Rapidyl 58 Chambers Scandinavian Travel Bureau tn EUROPE, 1926 Write for our booklet pertaining to our var ous conducted tours to England and the Com tinent. 23d Season McCOMB TOURS 120 E. Market St. Indianapolis, Ind. Vol. 15, No. 2 THe JoURNAL OF THE NATIONAL EpucATION AssOcIATION A-65 ———————— wo An Invitationo— To All Members of the N. E. A. o}tesultant from long and diligent re- search, the National School Equipment Company is enabled to offer you at the forthcoming N. E. A. Con- vention several new and highly practical forms of school-room seating. You will find the “National” exhibit at Booth No. 10 highly interesting and educational. The “National” line includes a desk to fulfill your every requirement. The “National” moisture and ' National scratch-proof brown finish is an exclusive feature. Adjustable Pedestal Desk “National” planning service offers you at any time : ; ; intelligent aid in solving your seating problems. with universal adjustment— Write for the new catalogue showing the complete up and down—plus and pe ; saa sacl . minus. It is extremely National” lines. While in Washington make the simple — merely loosen the “National” Booth (No. 10) your headquarters on seat bolt and raise or lower the convention floor. to the height desired. CONVENTION BOOTH 10 | The National School Equipment Company Factory: Port Washington, Wisconsin =e . 3 Distributors in All Principal Cities -~MEDART Playground Equipment Children take to it like ducks to water If the kids were permitted to try out all kinds of playground equipment and se- lect for themselves, Medart would be their choice. Years of experience have taught Medart engineers dozens of re- finements which appeal to the youngsters that the buyer might overlook. Besides these features which appeal to the chil- dren, Medart Apparatus is built to appeal to the adult buyer and supervisor—it em- Oe 5s e j bodies the essential qualities of Safety! Service! Durability! Economy! Medart Equipment is safe for the youngster to use—it will never be idle during play hours. | It is durable, withstanding indefinitely the ravages of use, abuse, time and weather. It is economical to 5 “ , < d oS aly 7 : ae Pa - A J+ = ‘i. buy—free from repairs or replacements for years. Send for Catalog “M-14” and booklet “Planning 0 a Playground,” which gives plans for raising funds for this laudable purpose. New York F M M ae Cleveland | a RED EDART FG. CO. prem | San Francisco Potomac and De Kalb Streets St. Louis, Missouri Los Angeles Mention THE JourNAL when writing our advertisers. A-66 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION February, 1926 For full particulars, of value to teachers, apply for booklet “Teaching Color Harmony” and “The Science of Color.” School Outfits a specialty. Charts issued in Three sizes. Edition de Luxe—Lecture room size.... —_ $30.00 Teachers’ Class Room size, with detailed instruction 12.50 Students’ Home Study size, 20 hues, 48 tints and shades 6.50 Junior Students’ Home Study size, omitting selective tints 3.50 COLOR RAY FILTER Comprising Three mounted Spot Lights, Two 35-inch projector disks, one medium, one High Potency, each with 8 Color Film Apertures, and one low Potency Clear Ray Projector. Producing True Comple- ments and Harmonics in Color Silhouette Shadows, with ‘‘Advanced Chromatography.’ A ar Class Room outfit (lamps not in- cluded) Secces Saee.08 TRIADIC RAY - PROJECTOR Chart “A’—Imbricated pairs of Primary Hue Films. Chart “B”’ Imbricated pairs of Secondary Hue Films. Designating True Primary and Secondary Hues and demonstrating the difference between ay ing-out and Mixing hues, per pair... . $3.50 Advisory Color Service at havenged Cost. “Kindergarten of Color,” by JOHN M. GOODWIN, Color Analyst. TRIADIC COLOR SCALE CO. 1719 K St. N. W. Washington, D. C. We cordially invite you to our demonstration of True Harmonics during the N. E, A. Convention in Washington. Booth Number One. COMPLETE SCHOOL EQUIPMENT CATALOGS FOR EVERY DEPARTMENT Sent to Schoolmen upon Request Give Your Official Position OUR CATALOGS “5”—Schoolroom Equipment “A”—Agricultural Apparatus and Supplies “B”—Biological Apparatus and Supplies “C”——Chemicals, Minerals, Reagents, etc. “G”—Physics and Chemistry Laboratory Apparatus “D”—Diplomas See Our Exhibition Booth No. 37 at the National Education Association Meeting on February 21st to 25th in WASHINGTON, D. C. CA Sign of Quality WIELC CA Mark of Service W. M. Welch Manufacturing Company 1516 Orleans Street Chicaao, IIL, U.S. A. ‘“‘THE WILLSON WAY’’ PHOTOGRAPH YOUR OWN SCHOOL Graduating Classes, Athletic Teams and Dra- matic Clubs can be photographed with this splendid ‘camera, and reproductions made for your Year Book without obligation to your- selves. : A model camera, easy to handle, simple in operation, perfect reproduction. Any teacher or senior can oper- ate it. Ask for booklet “SCHOOL PHOTOGRAPHY SIM- PLIFIED.” Our plan is fully described within. Demonstrations and pictures will be shown at Booth 90, National Education Association, Washington, D. C., February 21-25, 1926. The Vicam Photo Appliance Corporation Merger of Willson Magazine Camera Co. and Victor Movie Camera Co. 1224-26 Belmont Avenue, Philadelphia, Pa. Spencer Film Slide Projection See It Work at the N. E.A. Convention Visual instruction with the Spencer Film Slide Pro- jector and Service is little more than a year old. Yet it has earned recognition as one of the most important contributions to the field. See it work at the N. E. A. Convention in Wash- ington, Exhibit No. 17. You'll like it because: —it uses safe, unbreakable rolls of film slides —the pictures are arranged in accordance with the curriculum —every film is accompanied by a helpful ex- planatory manual —the projector is easy to operate—turns for- ward or backward —one small roll of film slides contains as much as a whole set of glass slides and costs one tenth as much. The Spencer Library of Film Slides covers many subjects, including Geography, Industries, Transpor- tation, Ornithology, Forest Conservation, Hygiene, Physics, History, Home Economics and many others. If you aren’t going to the Convention, write for our interesting literature describing this service and the projector which makes it possible. Spencer Lens Company 442 Niagara Street, Buffalo, N. Y. Mention Tue Journat when writing our advertisers. Vol. 15, No. 2 THE JOURNAL OF THE NATIONAL EpucATION AssOcIATION A-67 In the Important Meet us at | Matter of Windows WASHINGTON | —Demand Truscon FEBRUARY 21-25 Space 117 The DUO-ART Serves the School The Elias Brookings School, Springfield, Mass.; Donovan Awning-Type Win- The AEOLIAN COMPANY | “silarasbe Educational Department AEOLIAN HALL NEW YORK CITY HREE, types of Truscon Steel Windows meet every schoolhouse need, both practical and archi- tectural. The Donovan Awning-Type Window, spe- cially developed for schools, excels in full daylight- ing, controlled natural ventilation and elimination of sun glare. The Truscon Double-Hung Window of solid copper steel and the Truscon Architectural ° ° e Projected Window are both admirably fitted for University Series Maps school installations. They have dignity of appear- ance, perfect ease of operation, and furnish the adequate daylight and natural ventilation requisite Visit us at for study rooms. Windows being fundamental, you should be sure in advance that the windows of your school will prove NOUANLAAANANANOUNDEDOLAANAOUALAGAEUNEDALOUNEEDOOUETEDGOLELELSEVOUEUUEDAGSUUAATOOUAEDOUATU OL EUALU EDEL ADE DEAE Wuveucianvsscnenegcasoenneaneasansceaeg tne ypeeaaet adequate. If you demand Truscon Steel Windows, you can deperid upon BOOTH No. 27 5 it your school will have the finest TMM Ww ind ow eq ul I ym ent ’ b ot h p r act ica 1 1 y and architecturally, that money can Truscon Double-Hung , i ‘ canal Solid Cope buy. In appearance, ease of opera TT ° ber Steel operate easi tion, fire safety, durability and quality, Department of Superintendence and lend atone ofrich- these Truscon Steel Windows stand ness an ignity to school architecture. alone. Catalogs FREE on Request N. E. A. CONVENTION TRUSCON STEEL COMPANY, Youngstown, O. Warehouses and offices in all principal cities. Foreign Trade Division, New York. The Truscon Laboratories, Detroit, Mich. Trussed Concrete Steel Company of Canada, Ltd., Walkerville, Ont. USCON WASHINGTON, D. C. US + McConnell School Map Co. 213 Institute Place Chicago STEEL WINDOWS Mention THe JourNAL when writing our advertisers. A-68 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION February, 1926 /in Education for Educators Mek: HIBIT of School Activities and Equipment Acomplete and wonderful Display com- prising the most modern and up-to-date school equipment and teaching helps. Department of Superintendence, National Education Association Washington, D. C. Feb. 21st to 25th ‘Ts Exhibit represents the effort of scores of educational concerns, prepared at a cost of thousands and thousands of dollars. Don’t miss it. The | time you devote to studying this great exhibit will be time profitably spent. | I Wa lorie if A lig 3 rr: ati gn a the most modern methods of play-study for kinder- ‘Do you k now garten and lower grades? Do Be om the most ap- proved systems of music study? Do you know the latest devices for school ventilation? Do you know the newest models in school desks? Do you know the best and latest systems of simplified school record keeping? Do you know the latest methods and devices used in visual instruction? Plan your time to make a thorough inspection of these valuable and interesting exhibits. Mention THe Journat when writing our advertisers. These Exhibitors help maketheCon- vention a success. Acme Motion Picture Projector Co. Aeolian Company, The Albert Teachers’ Agency, The American Child Health Association American Crayon Co., The American Junior Red Cross } American Medical Association American Nature Association American Seating Company American Society for the Prevention of Cruelty to Animals American Type Founders Co. American et Society, Inc. Appleton & Co., Arlo Publishing Co. Barnhart Bros. & Spindler Bausch & Lomb Optical Co. Beck Duplicator Co., The Blakiston’s Son & Co., P Bobbs-Merrill Co., The Book House for Children, The Bowling Green Business University Bradley Co., Milton Bray Sersan Products, Inc. Bruce Publishing Co. Buckingham Co., C. O Cable Company Camp Fire Girls, Inc Cantilever Shoe Corp. Central Scientific Co. Character Education Institution Chemical Education, Senate of Children’s Flower Mission, The Christian Science Monitor Citizenship Training Association Columbia School Supply Co. Compton & Co., F E. Dennison Manufacturt ing Co. } Denoyer-Geppert a id Dodd, Mead & Co., Inc. Doubleday, ee & Co. Draper Shade Co., Luther O. Educational Thrift Serv vice, Lac. Everwear Mfg. Company Fisk Teachers’ Agency Frontier Press Co., Th Forse Manufacturing Company a saylord Bros xirl Scouts, Inc. ¢ regg Publishing Co., The i Grolier Society, The Hall & McCreary Co. Harter School Supply Co., The Heywood- Wakefield Co. Holden Patent Book Cover Co. Houghton Mifflin Company Kewaunee Mfg. Company Keystone View Co Kundtz Co., The Theodor Laidlaw Brothers, Inc. Laurel Book Company Leitz, Inc., Lippincott ‘Co. J B. ' Little, Brown "& Co. Longmans, Green & Co. McConnell School Map Co. McCormick Memorial Fund, Elizabeth McKnight & McKnight Macmillan Company, The Medart Mfg. Company, Fred Metropolitan Life Insurance Co. Miessner Piano Co. Monroe Calculating Machine Co., lac. Multiplex Display "bishese Co National Assoc. of Teachers’ Agencies National Board, Y W C. A. National Child Welfare Assoc National Committee for the Preventios Blindness National Dairy Council National Education Association National Geographic Society National Safety Council National School Equipment Co. National Teachers’ Agency, Inc. Near East Relief Nelson Corporation, The Herman Noble & Noble Nystrom & Co., A. J Owen Publishing ?. L? A. Palmer Co., The Pethex, Inc Peterson & Co., Leonard Postum Cereal Co., Inc. Prang Co Progressive Education Asso. Public School Publishing Co. Quarrie & Co. F. Rand McNally’ & Co. Remington Typewriter Co. Scholastic Publishing Co. Sheldon & Co., E Singer Sewing Machine Co. Society for Visual Education, Inc. South-Western Publishing Co. Spencer Lens Co. Spencer Turbine Co. Seenters Electric Time Co. Thrift, Inc. Trans-Lux Daylght Picture Screen Corp Triadie Color Scale Co. le Triple Metals Corporatwn Truscon Steel Co Tunnell Map Co Underwood Typewriter Co Universal Publiching Syndicate University of Chicago University of Iowa University Publishing Co. Utah Agricultural College Victor Talking Machine Co. Vonnegut Hardware Co. Wallace Pencil Co. Washington-Virginia Railway Co Weber Costello c. Welch Mfg. Co., M. Western Electric Lon, Inc. Wilson Co., The H. W Wilson Magazine Co. Winston Co., The Jotm C. E. Zaner-Bloser Co. RAR re wenn Vol. 15, No.2 THE JOURNAL OF THE NATIONAL EpucaTion AssOcIATION A-69 SOUTHERN TEACHERS’ AGENCY SeuetsiS chassneg: T= Continuous registration. Four offices. No advance fees. Booklet. PAUL YATES, Manager THE YATES-FISHER TEACHERS’ AGENCY 6.5 sof A hich T RS Manet caco Other Office: PORTLAND, OREGON, 911-12 Broadway Bldg. re cree Temple University PHILADELPHIA, PA. j Phone, Columbia 7600 | The following departments receive students at the opening of the second semester, February 8, 1926:— EDGAR BURNETT, Manager THE MID-WEST TEACHERS’ AGENCY 36x :of2CA® BUR BOSWELL. INDIANA Has LOWEST COMMISSION of any Established Agency in this Regi ENROLL NOW ai vers eee TEACHERS WANTED TEACHERS WANTED For Schools and Colleges Every Day of the Year NATIONAL TEACHERS’ AGENCY, INC. D. H. COOK, Gen. Mer. Home Offices Philadelphia, Pa. Branches: Pittsburgh, Pa.; Indianapolis, Ind.; Syracuse, N.Y.; Northampton, Mass.; Auburn, Maine; Memphis, Tenn. No charge to employers. No charge to candidates till elected. Positions waiting. Correspondence confidential. The College of Liberal Arts The Teachers College The School of Commerce The School of Law The High School The Bowlin Green Business University specializes in raining Commercial Teachers. College Department accredited by University of Kentucky and on approved list of Education Departments of most of the States. Can supply well-trained teachers of college rank. Call at our Booth, No. 112, at the Superin- tendence meeting, Washington. Bowling Green Business University Those expecting to attend the Sum- mer Session desiring to live in the dormitories should make early ap- plication, as the meeting of the Na- tional Education Association and the Sesquicentennial will bring a great ——_—_ Bowling Green, Ky. demand for rooms. The dormitories will be ready in time for the National Education Association meetings. Five Miessner Pianos in Jun- ior School No. 3, Trenton, N. University of Vermont J. Sold by G. A. Barlow’s Summer Session Son Co. At Burlington On Lake Champlain July 6, 1926, to August 13, 1926 Courses are offered for graduate students, those desiring credit toward college degrees, and teachers wishing certification credit, as well as for those studying only for profes- sional or self improvement. Subjects Include the Following Arithmetic History Public School Art Physical Training Fine Arts Methods of Teaching Commercial Subjects Rural Education Administration and Secondary Education Supervision English Educational Psychology Modern Languages Philosophy of Educa- Latin-Greek tion Vocal Music Educational Measure- Instrumental Music ments Public School Music 100% Attention in this Music Class In addition to splendid facilities for study the University of Vermont offers superior opportunities for outdoor life and improve- ment of health because of its location near Lake Champlain, the Adirondacks and the Green Mountains. The photograph here tells an important story to those responsi- ble for progress in music. Note the alert, eager, attentive chil- dren in this class where the Miessner Piano is used. The Junior School No. 3, Trenton, N. J., shown above has 5 ‘esterase Miessners. ‘These 5 pianos are easily moved from room to Write for further information and descriptive bulletin to room as needed. BENNETT C. DOUGLASS ” > The Miessner serves the schoolroom better because it is espe- iene at Gener Oded Visit the inter- cially designed for school use. It is unlike any other piano. University of Vermont, (BexB.) Burlington, Vermont esting Micssner Has many exclusive features and is quality built throughout. . P exhibit at the For better results in school music use the Miessner. Return Washington attached coupon for complete information, meeting of the : ‘ N. E. A. Miessner Piano Co. SUMMER STUDY 116 Reed Street Milwaukee, Wis. at the foot of PIKES PEAK —_—_—_—_—, | Colorado College Summer School iY | I B SSN EIR offers regular college courses and special graduate work. THE LITTLE PIANO WITH THE BIG TONE Combine vacation amid the cool Rockies with courses in a FIRST RANK COLLEGE For particulars address GUY H. ALBRIGHT, DIRECTOR Colorado College Summer School i | Colorado Springs, Colorado MriessNER Piano Co., 116 Reed St., Milwaukee, Wis.: Please send me Miessner catalog, details of your special 10-day free trial offer and special price to schools. ‘ Mention THe JourNnaL when writing our advertisers. ”" T A-70 THE JOURNAL OF THE NATIONAL EpucaTIoN ASSOCIATION February, 1926 The National Association of Teachers’ Agencies OMPRISES some sixty of the older well-established agencies. Each is pledged, through the Code of Ethics to which it has subscribed, to conduct the placement of teachers upon a high professional plane. By so doing, it believes it is rendering a distinct service in the cause of Education. Following its usual custom, the N. A. T. A. will maintain a Hospitality Booth, No. 75, at the Washington meeting. You are cordially invited to make use of its facilities—to make it your booth. Those in charge will gladly arrange appointments with any of the agency man- agers you may wish to meet and render any other possible service. Adams-Thurston Teachers’ Agency, Chicago. Educators’ Bureau, Indianapolis. Oswego Teachers’ Agency, Oswego, N. Y Albany Teachers’ Agency, Albany, N. Y. Empire Teachers’ Agency, Syracuse. Parker Teachers’ Agency, Madison, Wis Alexander Teachers’ Agency, Boise, Idaho. Fickett Teachers’ Agency, Boston. Pratt Teachers’ Agency, New York City, Albert Teachers’ Agency, Chicago. Fisk Teachers’ Agency, Birmingham. Rocky Mountain Teachers’ Agency, Denvid American & Foreign Teachers’ Agency, N.Y. City. Fisk Teachers’ Agency, Boston. Rocky Mountain Teachers’ Agency, Bi die oli American Teachers’ Agency, Springfield, Mass. Fisk Teachers’ Agency, New York City. Rogers Teachers’ Agency, Columbus. — American Teachers’ Bureau, Pittsburgh. Fisk Teachers’ Agency, Philadelphia. Sabins’ Educational Exchange, Des Moines Boynton Teachers’ Agency, Los Angeles. Fisk Teachers’ Agency, Pittsburgh. Schermerhorn Teachers’ Agency, New York Cit Brewer Teachers’ Agency, Chicago. Frankford Teachers’ Exchange, Los Angeles. Schermerhorn Teachers’ Agency Cleveland " Bryant Teachers’ Bureau, Philadelphia. Hahn Teachers’ Agency, J. M., Berkeley. Schermerhorn Teachers’ iene Pittsbur h Cary Teachers’ Agency, Hartford. Interstate Teachers’ Agency, New Orleans. Southern Teachers’ Agency Columbia ac Central Educational Bureau, St. Louis. Interstate Teachers’ Agency, Rochester. Specialists’ Educational “endo St. I Lene Clark Teachers’ Agency, Chicago. Interstate Teachers’ Bureau, Atlanta. Cache Exchange, Boston a tial. Clark Teachers’ Agency, ~ sg —.. ' Kellogg’s Teachers’ Agency, New York City. Western Teachers’ Siadiees, Denver. Clark Teachers’ Agency, New Yor me: Love Teachers’ Agency, Fargo, N. Dak. Winship Teachers’ Agency, Boston. Clark Teachers’ Agency, Spokane. Conperative Tesdiaes’ Agency, Buffalo. —eweary Schools Teachers’ Agency, Des Moines. Yates-Fisher Teachers’ Agency, Chicago. Corlew Teachers’ Agency, Boston. ’ usical and Educational Bureau, Boston. Yates-Fisher Teachers’ Agency, Portland, Oregon Davis-Stewart School Service Lincoln, Nebr. Ohio Midland Teachers’ Agency, Columbus. Yates Teachers’ Bureau, H. D., St. Louis. Eastern Teachers’ Agency, Boston. Ohio Valley Teachers’ Agency, Mentor, Ky. Yergensen Teachers’ Agency, Salt Lake City. Call at Hospitality Booth, No. 75 Professional Placement for Progressive Teachers Discriminating Service to School Officials THE J. M. HAHN TEACHERS AGENCY We fill every sort of educational position from the kindergarten to the university. Our field is the twelve westernmost States, the Islands, Alaska, the Orient and Latin America. We are always in quest of outstanding people for important positions. October Bulletin: We note a rapid growth of our College and University Department. We have just absorbed the local Fisk Teachers Agency. J. M. HAHN and Blanche Tucker, Managers 2161 Shattuck Ave., Berkeley, California i ’ i 402 Dillaye Bldg., Syracuse —_ 317 Schofield Bldg., Cleveland, 0 The Everett 0, Fisk Teachers’Agencies 125 oinsrs.0Svittescivhia iow anctes ee "ieee 120 Boylston Street, Boston 210 Title Bldg., Birmingham 409 Journal Bidg., Portland 225 Fifth Avenue, New York 549 Union Trust Bldg., Pittsburgh 548 Spring St., Los Angeles Send for Circular and Registration Form to any address above ALBERT TEACHERS’ AGENCY, 2 East Jackson Boulevard, Chicago, II. Forty-first year. We have secured PROMOTION for thousands of teachers. We need well- red and far ail Rindoal Sched and College pestions. Our chants ano the bert echosle everywhere. Our bookies, Teaching 0sg has a message for you. Send for it. OTHER OFFICES 437 Fifth Ave., New York City Symes Building, Denver, Colo. SPECIALISTS EDUCATIONAL BUREAU - ODEON BLDG.,ST. LOUIS,M9 —_ASUMMER PROPOSITION This Vacation for a Profit- able Summer of Travel Unusual Advantages with Agreeable Associates Peyton Building, Spokane, Wash. 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 alee 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 LARGEST TEACHER PLACEMENT WORK IN THE U. S. Under One Management, Direction of E. E. Olp, 28 E. Jackson Blvd., Chicago 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. College work only. Operates on a cost basis. EDUCATION SERVICE, 811-823 Steger Building, Chicago; 1256 Amsterdam Ave., New York. Public school work a specialty, including teaching and administrative positions. If you attend the meeting of the Department of Superintendence at Washington, Feb. 21-25, come to see us at our Booth No. 80, a few steps from the registration desk. Mention THE Journat when writing our advertisers. —————————— “We son, what did you learn today in school?” c , y J “Miss Martin told us all about birds today. Say, Dad, I found out why our canary cannot fall off his perch when he is asleep!” “Is that so? Tell us about it!” Where a Teacher’s ‘Reputation Is Won—or Lost! SSO SSC—t—“‘“‘“—S—ST——C——.LC" Your success or failure as a teacher is not THE WORLD BOOK is virtually a ne- decided by a school board sitting in solemn _cessity if you would make your class work | session. An unofficial committee, wielding more interesting. Your pupils profit by far greater power, sits in judgment upon you every night, when Dad and Mother, Brother and Sister, gather for the evening its use. Before long, the folks at home will say, “Miss Martin must be a very good teacher.” The word passes around . aoe d h tation that lead : 2 | Children will tell eagerly the new and 7 ies ie? _— * Wt ply ee re ie ¢ interesting things they have learned. They saad : “—o se a ' will be all the more delighted if they can P0Sition and a better salary. tell Dad something he does not know. ’ , : - Is the professional reputation you hope And Dad will be impressed. You may be : - 0. | sure, too, the youngsters will not over- ‘ build worth the few a * will ' S_ look the times you may have confessed take to investigate the superior features ignorance, or did not appear confident of THE WORLD BOOK? Send now for Why THE WORLD of the information you gave out to them. Free Booklets. Use coupon below. BOOK Is Preferred ’ ! W. F. QUARRIE & COMPANY i. Nearly 7000 pages—55% more ‘ : pen material than other works Dept. 22, 154 East Erie Street, Chicago - of its type Ten volumes 5100 pictures Teachers’ outlines Lists of questions } Related subjects ' Visualized instruction EE a toe batons ORGANIZED KNOWLEDGE IN STORY AND PICTURE to teachers Loose-leaf annuals W. F. QUARRIE & COMPANY Dept. 22, 154 East Erie Street, Chicago Please send me the booklets checked below: 0) “The Verdict of Educators.”” Tells what authorities say about THE WORLD BOOK [Freel. () **Making School Days Count.’’ Describes contents of THE WORLD BOOK, including specimen pages [Free]. O) “Projects and Problems.’’ A valuable booklet for teachers using the project method. A 68-page book by Prof. M. V. O’Shea, George A. Work, Chas. A. McMurry, William C. Bagley and other well-known educators. Regular price, 50 cents. Special! to readers of this maga zine, 25 cents. [Please enclose 25 cents in stamps or coin if you want ‘Projects and Problems.’’] re ns eee Pe ee eT eer Te THE WORLD BOOK is edited by M. V..O’Shea, Profes- sor of Education, University of Wisconsin, assisted by a staff of 196 authorities. Prof. O’Shea is the author of many books for teachers, parents and pupils. He is intimately in touch with educational movements throughout the coun- try and called upon frequently to inspect schools in every Lael section. Member of Board of Directors of numerous = scientific, educational and parent-teacher organizations. >) SWE In the homes of over 2,000,000 children bh ¢ WI ey, ° . ° TAY Edited and illustrated to correlate with school work mille fC ' Precious Stones N EXAMPLE of the exquisite color printing in The Book of Knowl- edge appears in the chapter on Precious Stones, by Dr. George F. Kunz, Gem Expert for Tiffany and Company and Research Curator of the Department of Mineralogy, The American Museum of Natural His- tory. Fifty-two precious and semi-precious stones were selected from the finest gems in the Morgan-Tiffany Exhibit, the most notable collection in the United States. Under the supervision of Dr. Kunz, the stones were photographed and printing plates were made by one of the foremost color- plate makers in the country. By various combinations of eight colors of ink, according to the art of the color printer, the natural colors, the brilliance, and all the delicate lights and shadings of the stones have been carried over to the printed page in a remarkable manner. The Book of Knowledge VOLUMES of school subject-matter, grouped in 16 simple divisions: 2 “The Earth” (including physical geography, geology, chemistry, physics, astronomy, all adapted for young children), ‘“The United States,” ‘All Countries,” ‘““Famous Books,” “Poetry,” ‘Golden Deeds,” “Nature,” “Our Own Life” (including simple physiology and hygiene), “Stories,” “Familiar Things” (science, invention, industry), “Things to Make and Do” (manual training), etc. Ideal for use in teaching because of the uniquely clear and entertaining style, the 10,000 apt and interesting illus- trations, the effective correlation of associated topics, and the treatment of subjects step by step in the natural order of comprehension. A treasury of interest-arousing and accurate lesson material, ready for the teacher’s use, strikingly illustrated, and written in the easy words young children know. The Grolier Society Publishers ’ ? Booths 47-48 Washington Convention , The Book of ‘Knowl ¢ its ey" to thet se in plete chapter on precious stones— 47 <= PN BR, ZX here found, h lished and ' LAK ONY” how “some famous Sewels hare te | 1 N27 ¢ fn. V4 ’ come historical—will be sent to ers on request, FREE and without ob SS a fi NG: SW Y ligation. = (" OW ae le Name ; : aan s lp 7 aan Si Lic _ em aig LINX a Z wy NEAJ 2-26 XZ 6 Poses : FREE TO TEACHERS