APRIL, 1926 “i mal The JOURNAL of the NATIONAL EDUCATION ASSOCIATION George Washington and Education—Calvin Coolidge Education as a National Asset—Herbert Hoover Looking at Our Field—Mary McSkimmon Rural Life and Rural Education—-Frank O. Lowden G Goodwill Day, May 18—Augustus O. Thomas American Homes—Told in Pictures Spelling Books—Mary Magruder Editorial—The Washington Convention Superintendents Visit the Tomb of the “rae Soldier Elementary School Principals at Washington, D. C. pee 9 Hearings! Hearings !—Education Bill t Valley Forge—Jessie M. Robbins , a: Washington Resolutions—Superintendents’ Policies Preschool Training at lowa City—A New Movement Abstracts of Addresses Given Before the General Sessions in Witte Adventures in Health Education—Fresh Air F Special Honor Schools—Professionally One Hundred idsins Philadelphia Hotel Arrangements Notes and Announcements i —. SK LASS oR / iz < ul ee ie “> ss bs 6 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. gus NARMS: Lt RLS IR ER LT ATG LL Jay 8 Oy ER) EW: ar | Awy2) WE Arts Ses C+ Sire RES: WAU EU EL A I SU J At ICDUSs CPISDIOCAS CPO TI Oe EDS ICSI} fi P ren ctiedtaranct tian thelr cttet tenia Amattali laren Batten secon Dect arsenic Mh ee NARA LAD ALLA LCA AGL ARAL ARAN AMAL ALOE, On February 18, 1926, the State of Indiana Adopted for Five Years’ Exclusive Use “MAKE THE MOST OF YOURSELF” IS THE SLOGAN OF DODD'S Fiber and Finish Brigham and McFarlane’s Essentials of Geography a new course in character-education. These studies for the developing of personality are made interesting to Already adopted by the States of Arizona, Georgia, Kentucky, New boys and girls by their close tie-up with real situations. They are made practical by the many accompanying exercises, problems, and _ projects. Let this book make character-educa- tion a success in your school. Mexico, North Carolina, Oregon, South Carolina, Tennessee, and Texas and the Territory of Hawaii. The Trend of Opinion GINN AND COMPANY Boston New York Chicago London Atlanta Dallas Columbus American Book Company New York Cincinnati Chicago Boston Atlanta San Francisco WINSTON The Title of This New Series Expresses Its Primary Purpose ENGLISH FOR USE BEVERIDGE :: RYAN :: LEWIS BOOK I Establishes the “sentence sense.” Emphasizes practical usage with a large amount of drill. Appeals to chil- dren through subjects that interest preciation of the essentials of good oral and writ- ten intercourse. It offers more oral work, sys- tematically arranged, than any other textbook in lan- THE SERIES g HIS new series stresses the development and ap- them, and through games, dramatiza- tion, application of facts, and so on. BOOK II A variety of treatment due to widen- ing interests. Material includes biog- raphy, history, boy and girl scouting and health games. Among the meth- ods used are completion tests, true and false tests and dictionary drills. BOOK III Establishes correct habits of expres- sion through the mastery of the essen- tials of grammar, carefully and exact- ingly taught and thoroughly applied. guage. No other series pays so much attention to cor- rect pronunciation and clear-cut enunciation. Empha- sis is placed on the socialized recitation to provide a stimulus for an increasing variety of written work. In short, the fulfillment of the title has been the constant aim of the authors. THE JOHN C. WINSTON COMPANY Home Office and Manufactory, Winston Building, Philadelphia ATLANTA SAN FRANCISCO CHICAGO DALLAS FOR TEXTBOOKS Vol. 15, No. 4 LL THE JOURNAL OF THE Nationa AL . Epucation ASSOCIATION Music—and everyday life OU can’t hang the world’s greatest paintings on your walls; or stand up the world’s greatest statues in your hallways. But you can live intimately, day after day, with the world’s greatest music. Old-world symphonies. Wagner music dramas. Harp, violin, ’cello weaving those beautiful tapestries of sound you can almost discern with your eyes! Lyrics that go soaring like a flame. To know music is one thing—to recognize some hauntingly familiar strain as from a Handel oratorio or a Beethoven overture. But to live music . . . to breathe in music with the vibrant air ... to let your soul stretch tall with music!—is another. You can’t get close to music without getting close to life. Folk songs—and under some gay Tyrolean yodel, the fiddle-pipe joyousness of some old Irish bard, some swarthy Indian’s paddle-croon . . . always that underlying sad- ness that humans can’t get away from. Music, in its fulness, and deepness. And life. Put music into your every day. In your home. In your school. Here is a list of some of the Victor Records that will move you most. Listen to them in any store selling Victor products. Or write us for in- formation about Victor Records and Victrolas. Vermeland (Swedish Folk Song), Victor The Flying Dutchman Overture (Wagner), String Ensemble .... ... 19923 New York Philharmonic Orchestra.. 6547 Music Box (Anatol Constathinetvicls Liadow), In Springtime (Karl Goldmark), Chicago Victor Light Orchestra ie 19923 Symphony Orchestra , 6576 The Victory Ball (Schelling), New York Marche Slave (Tschaikowsky), Victor Her- Philharmonic Orchestra 1127-1128 bert’s Orchestra . 55105 Petite Suite (Bizet), Victor Concert Orches- By the Waters of Minnetonka (Cavanass- ra... 19730-35758 Lieurance), Chemet 1015 Spring Song of the Robin Woman, “Shane- Symphony in G Minor (Mozart), Victor Con- wis” (Cadman), Elsie Baker . 45495 cert Orchestra Her Shadow (The Canoe Song), “Shanewis” Fifth Symphony in C Minor (Beethoven), (Cadman), Elsie Baker 45495 Victor Concert Orchestra 18124 Educational Department Victor Talking Machine Company Camden, New Jersey, U.S. A. Mention Tue Journat when writing our advertisers. A-103 A-104 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION EDWARD LEE THORNDIKE Some of His Leading Books Thorndike Arithmetics These books apply the principles discovered in the psychology of learning, by experimental edu- cation, and by successful school practice in the teaching of arithmetic. Thorndike Junior High School Mathematics These books apply the principles discovered in the psychology of learning, by experimental edu- cation, and by observation of successful school practice to the teaching of the mathematics of grades seven, eight and nine. . New Methods in Arithmetic This book presents the application of recent dynamic psychology and experimental education to the teaching of arithmetic from the point of view of the working teacher and student. manual for the Thorndike Arithmetics. An excellent A pril, 1926 New York New York Exercises in Arithmetic Pupils’ Edition series of five books each. These exercises are arranged to supplement the work of standard textbooks in arithmetic and oral drill, to eliminate eye strain and dispose of waste effort. Exercises in Arithmetic Teachers’ Two Edition RAND MSNALLY & COMPANY Dept. D-95 Just published THE FINE ART OF WRITING For Those Who Teach It By H. Robinson Shipherd, Boston University writing without losing the vision and urge springing A fresh stimulating discussion of the aims and purposes of language study and composition teaching that will (1) open new vistas for the teacher who has taught and (2) give definite concrete suggestions for the teacher in training. The author, himself a teacher of “composi- tion through literature,” shows how the student can be taught by precept and example the mechanical details of THE PSYCHOLOGY OF CHICAGO, 536 S. Clark St. from within himself. A specially interesting and valu- able section of the book includes quotations from famous writers about writing. What is usually a trite and well- discussed subject is treated here from such a refreshing, vital viewpoint that the old theme becomes a rich new field of thought. Price, $1.80. SOCIAL INSTITUTIONS By Charles Hubbard Judd, University of Chicago This new book discusses in a readable style those social forces—or institutions—which have been of highest im- portance in determining the character of human thought and conduct. These forces, making up our social con- sciousness, are shown to be the most active and potent facts in the world and quite as real as the individual’s habits and organs of sense. Throughout the book Boston Atlanta The Macmillan Company “social institution” is used in the broad sense to include what men have produced by combined effort: e. g., language, tools, government, religion, art, the alphabet, etc. This book is a timely corrective for the too-preva- lent tendency to explain the growth of man’s customs without regard to the psychic facts that condition them. Price, $2.00. Chicago Dallas Mention THe Journat when writing our advertisers. San Francisco San Francisco Vol. 15, No. 4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION , ee eee OE nie rey — National Mine School, National Mine, Mich. Derrick Hubert, Menominee, Mich., cArchitect Why limit vacation air to recess? “= = pant Pe Every minute of every day, your children can have + < foe 4 air in the school room as fresh as the air they breathe on the playground or during the warm days of summer vacation. Other schools are enjoying June freshness throughout the winter months—by the magic of Univent ventilation. Ss Every day, throughout winter, their children breathe air as fresh as the air just outside the window. The Univent brings it to them, warms it, cleans it when necessary, and diffuses it so equally that every child in the room gets the same warmth and freshness. The Univent makes these school children And there are no drafts. happy and healthy For brighter, healthier children and more cheerful teachers—for fewer epidemics and a lower sickness record—for the praise of parents and your personal satisfaction, investigate what the Univent can do, in new or old schools. Write for the special School VENTILATION edition of “Univent Ventilation.” Manufactured only by THE HERMAN NELSON CORPORATION Moline, IIL BELFAST, ME. PHILADELPHIA Sales and Service EMPORIA SPOKANE BOSTON SCRANTON CLEVELAND DES MOINES OMAHA PORTLAND NEW HAVEN PITTSBURG COLUMBUS MILWAUKEE KANSAS CITY SEATTLE NEW YORK CITY GRAND RAPIDS TOLEDO MINNEAPOLIS DENVER VANCOUVER SYRACUSE DETROIT INDIANAPOLIS ST. LOUIS SsLT LAKE CITY TORONTO CHICAGO Mention THe Journat when writing our advertisers. ~ A-106 No. 1412—Students’ Domestic Science Table Where Quality Counts! In the classroom or in the laboratory, wherever quality counts, you will find Peterson Furniture. Only those using it can appreciate the great care we have taken to meet the exacting demands of in- structors, school officials, and expert chemists. Every Peterson design is based upon a thorough knowledge and a full understanding of the actual conditions prevailing where the equipment is to be used. Each article is constructed by skilled crafts- men from selected materials. That is why Peterson Furniture gives so many years of satisfactory serv- ice. Quality does count in furniture as in every- thing else. Write for Catalog No. 14-N 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 BIOLOGY AND GENERAL SCIENCE DESK NO. 4200 Wiese Resources Protect Your Investment This popular desk is 41” wide, 69” long and 32” high. Accommo- dates sixteen students. Built of solid selected oak, golden finish, top of birch strips treated ebonacid. Further particulars gladly sent. Unexcelled Quality—Efficient Service—Superior Value In Wiese Laboratory Furniture Send for our special Catalog No. 33 WIESE LABORATORY FURNITURE CO. Engineers and Builders Standard or Built-to-order Educational and Technical Furniture for Physics, Agriculture, Biology, Household Economics and Manual Training Factory: Manitowoc, Wisconsin. Sales Offices in Principal Cities. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 1926 Why Business Educators Prefer the Model 12 7 Remington s « HE triumph of the New Model 12 Rem- ington in the business schools of America fufnishes the most decisive evidence of its outstanding superiority among standard writing machines. School service is the most exacting test that is ever imposed on a typewriter. Machines used in commercial classrooms must be strong, sturdy and reliable. They must be built to stand up under the test of use, not by one, but by several operators every day—many of them mere beginners. They must be proof against every form of use and abuse. They must be light and swift of action and so simple and easy to operate that they inspire the pupil to achieve proficiency. Every one of these qualities the New Model 12 Remington has demonstrated to a superlative degree. No wonder business educators indorse the Remington 12 as an incomparable teaching machine. And these same qualities explain its broader triumph throughout the entire commercial world. Remington Typewriter Company 374 Broadway New York Branches Everywhere REMINGTON Standard Since the Invention of the Writing Machine Mention Tur Journat, when writing our advertisers. Vol. 15, No.4 THE JOURNAL OF THE NATIONAL EpuCATION AsSsOCIATION A-107 e ry ise 2 PUT N f , Student” | Z| BOO ‘ and Home p us . “ PRACTICAL BUSINESS ENGLISH, CATALOGUE by W. L. Mason, for many years® teacher in the High Schools of New York City, now teacher in the Santa Monica (Calif.) High School. The author’s years of experience in teaching commercial correspondence have e enabled him to adapt the material in the book San Francisco particularly to the needs and limitations of Phila tphi sw Lake City high-school students. Mr. John A. Mac- Chie lelphia te, Vicker, Headmaster of Montclair Academy, New York Portla 4. On Montclair, New Jersey, writes of this book: Baltimore Spek ne, regen “I am impressed with the many unique and } nell london’ Eng! 4 exclusive features which it contains. I know . aceon, an of no other volume covering the same field Folders of above cities free in such a satisfactory manner.” Mr. R. E. Address, THE GRAY LINE Francis, } Victoria High School, Victoria, M Illinois, says: “‘I find this book to be the best Dept. E Baltimore, Md. free“leachers passes anything that I had expected that we are without further hesitation adopting it Introductory Course in Practical School Discipline in our school the coming year.” Price, $2.00. PLAIN TALKS ON ECONOMICS, by Fabian Franklin, formerly Professor in Johns Hopkins University. Presents briefly OULD you like to win the respect, admiration and obedience of every pupil in your room? Youcan. Through Inattent on natural discipline control you can com- and simply the leading principles of eco- nomic science, and discusses the great eco- mand sure success in the teaching pro- fession. ON *.. REQUEST.., i Los Angeles nomic questions of the time in the light of these principles and of the large human issues involved. Many teachers, both in colleges and high schools, will find it ex- tremely desirable for use in their classes, either as a textbook or as collateral reading. It is being used in Union College, University of Pennsyivania, Carnegie Institute of Tech- nology, Kenyon College, Florida State Col- lege for Women, The Erskine School, State Teachers College of South Dakota, and Yale University. Price, $2.50. A SHORT HISTORY OF AMERICAN LITERATURE, in one volume, based upon The Cambridge History of American Litera- ture, in four volumes, and edited by William Peterfield Trent, John Erskine, Stuart P. Sherman, and Carl Van Doren. The chap- ters of this Short History have been shaped with special reference to the requirements of college students, but they present attractive reading for all those who wish a good critical guide to the best works of the American authors, included in the survey. It has been used in Peabody College, University of Den- ver, University of North Carolina, Wells College, Adelphi College, Notre Dame University, De Pauw University, University of Wisconsin, Hobart College, University of Illinois, and mariy others. Price, $2.50. CHARACTER, CONDUCT, AND STUDY, by William H. Cunningham, teacher in the High School of Commerce, Boston, Massachusetts, was prepared at the request of and for The Boston Head Mas- ters’ Association. This is a book for high- school pupils, especially those of entering age. It is INSPIRATIONAL and at the same time very PRACTICAL. The first part discusses morals and manners. The second part applies these accepted stand- ards of character to the concrete situations of daily life. The third part gives specific suggestions as to the most effective ways to study. Mr. William Cottle, of the Ware High School, Ware, Massachusetts, writes of this book: “I think that it is a most unusual and original book in this line. There is no doubt that something of this sort should be introduced in every high school.” Price, 90c. SIMPLE NURSING PROCEDURE FOR USE IN HIGH SCHOOLS, by Amy Elizabeth Pope, author of many books for nurses and coauthor of Maxwell and Pope’s Practical Nursing, without doubt the most famous book on nursing methods ever published. It has been used in high- school classes all over the country; in the school systems of Caldwell, Idaho; Bay City, Holly, and Owosso, Michigan; Hast- ings and Columbus, Nebraska; Des Moines, Sioux City, Newton, and Charles City, Iowa; Springfield, Missouri; Huron, Mitch- ell, and Redfield, South Dakota; Buffalo, New York; Athens, Georgia; Williamsport, New Kensington, Vandergrift, and Arnold, Pennsylvania; Portland, Oregon; Provi- dence, Rhode Island; Boston, Mass., and many others. Price, $2.50. G. P. Putnam’s Sons Educational Department 2 W. 45th ST. NEW YORK It doesn’t matter where you live, or what grade you teach, you can have FREE the Introductory Course of Prac- tical School Discipline prepared by R. C. Beery, A.B. (Columbia), M.A. (Har- vard), and associate faculty of the In- ternational Academy of Discipline. Sim- ply send the appended coupon. Why Children Misbehave How would you control with the newest school Inattention, Cheating, plans of Project-Problem, Disobedience, Disrespect, Socialized Recitation, Ac- Giggling, Truancy, Stub- celerated Classroom bornness, Bad Temper, Work, etc. Crying, Practical Joking, Don’t be without this Whispering, and other book. It means success Da it RAMP OE Iy"the alkimportant pert, The Free Introductory f, Your life wee —_ Course points the way to line control. For you a solution of all prob- Surely must realize that lems . of discipline that the highest academic you will encounter in ability is futile without your career. The meth- the other vital essential ods discussed also fit in of proper discipline. tdiness Remember—no cost—no obligation. Simply sign and mail the appended coupon. International Academy of Discipline Dept. 94 Pleasant Hill, Ohio INTERNATIONAL ACADEMY OF DISCIPLINE Dept. 94 Pleasant Hill, Ohio Without cost or obligation on_m part, please send me at once Prof. teery’s Introductory Course in Prac- tical School Discipline, COUPON se a FOR FREE plied ORs bes 0 SS ae scnieiniicaniapitatitansiisiinEs Mesa Mention THe Journar when writing our advertisers. —108 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The MAP of ADVENTURES by Paul M. Paine Librarian Syracuse Public Library = . re: ! dh ly cAs Important to the Typist CAs to the Pianist THE proper touch is the foundation for both the expert pianist and the expert typist. Every typist needs speed and rhythm, and the machine itself can help immeasurably in acquiring them. Partly because of the Underwood touch, the World's Type- writing Championship Contest has been won on this machine for 19 consecutive years. Underwood individual key tension means that the typewriter can be adjusted to meet the individual need of every typist. The responsiveness of the Underwood touch is one reason why there are more Underwoods used for teaching typewriting than all other makes combined. UNDERWOOD TYPEWRITER COMPANY, Inc. UNDERWOOD BUILDING NEW YORK CITY THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION April, 1926 : ‘ EE. TT Ts Oe RB a eee Vol. 15, No.4 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-113 Education: for Health The following publications of the Joint Health Committee of the National Education Associa tion and the American Medical Association are of great value in formulating health programs WEBSTE R’S for public schools and teacher-training institutions. Rape Sie HEALTH EDUCATION, 164 pp.—$1.00 (discount 10%, 2 to 9 copies; 25%, 10 or more copies). NEW INTERNATIONAL CONSERVING THE SIGHT OF SCHOOL, CHILDREN, 48 pp.—25 cents (discount as above). VENTILATION OF SCHOOL BUILDINGS, 8 pp.—15 cents (discount as above). MINIMUM HEALTH REQUIREMENTS FOR RURAL SCHOOLS—10 cents, $5 per 100. HEALTH ESSENTIALS FOR RURAL SCHOOL CHILDREN—15 cents, $8 per 100. HEALTH IMPROVEMENT IN RURAL, SCHOOLS—25 cents, $15 per 100. HEALTH SERVICE IN CITY SCHOOLS—25 cents, $15 per 100. CHART SETS—58 charts, each 22 x 28 inches. DICTIONARY New Words such as broadcast, realtor, Fascista, novocaine, junior HEALTH CHART REPORT, showing miniature reproduction of all charts—25 cents, $15 college, bloc, trade acceptance, over- per 100, head, vitamin, ete. National Education Association American Medical Association New Gazetteer including new census 1201 16th Street N. W. - 535 North Dearborn Street figures in the United States and in all Washington, D. C. aad Chicago, Ill. the great powers. Also changes in spell- ing of thousands of place names due to changes in the official languages of many parts of Europe. Copyright 1924. G. & C. Merriam Company Springfield, Mass. 4 % Wate for “Word Study”—a helpful little ] n d 1 tS) e n bey a b l e 1 n publication for teachers of English. “It is 100% cream, no skim- rc fo ge the Modern School halve 1 ims A> Schools that are rendering the right kind of co-opera- Base \ ‘ EX tion to parents and taxpayers consider health scales the “WAKA hae just as essential as blackboards, desks and other meaty ALS school equipment. For educational and medical au- thorities agree that teachers are guardians of their pupils’ hygienic welfare as well as of their mental development. The Fairbanks School Scale is finished in mahogany, with nickel trimmings. It is easily read from a sitting or standing position. No troublesome loose weights—no springs to cause inaccuracies— nothing to get out of order. Sup- plied with a portable sub-base to provide easy moving from room to room and with a measuring rod if desired. HISTORY CONTESTS — ENGLISH HELPS educational helps, ccpiant, ——e, Lay Aussinen English Theme . ing results—50c. Write for circular. CUTTING PUBLISHING CO. Campbell California Do you want to write for profit? Not just a joke or a filler that sells at $2, $3 . but stories that thrust the will of a man or a woman or a boy to a de- cisive climax; stories that clench your imagination and others’; stories that make editors send fat checks. If you have any story ability.at all, the Palmer Institute of Authorship can train you till you can write, regularly, for profit. Personalized, intensive training. Placing at your service the suggestions, criticisms, guidance of some of the foremost writers and photo- dramatists producing today. Not merely a correspondence course, but actual, con- structive help . . . as if the successful nevelist were reading your manuscript and Suggesting, at your elbow. For details, send coupon. Preferred the World Over Write for information. PALMER INSTITUTE OF AUTHORSHIP | mer Building, Hollywood, Calif. ' CLAYTON HAMILTON, Pres. i NEW YORK FREDERICK PALMER, Vice-Pres. Please me, without any obligation, de- tails about your home-study course in: CHICAGO l I Short Story Writing ! l Broome and Lafayette Streets 900 South Wabash Avenue CJ English Expression 74-D dl And 40 other principal cities of the United States No. 1680 Tie a Correspondence strictly confidential | Mention Tur Journat when writing our advertisers. A-114 Tue JourNat or THE NaTIONAL EpucaTiIon ASsOcIATION A pril, 1926 The Spencer Film Slide Delineascope and Service The Greatest Advance in Visual Education One of the most important things about visual instruction is the fact that the students like it. And now the new con- venience of the Spencer Film Slide Delineascope and Library Service makes teachers like it. The Spencer Delineascope is a simple, easy-to-use, film slide projector. It operates from any light socket. Pictures are arranged on strips of Motion Picture Safety Film. They can be changed forward or back- ward instantly with one hand. Prepared for educators by educators, the Spencer Li- brary of Film Slides covers a wide range of subjects, including physics, history, domestic science, forestry, industries and many others. Send for our free booklet SPENCER LENS CO. 442 Niagara Street Buffalo, N. Y. Please send me your booklet on the Spencer Film Slide Delineascope and Service. LEITZ SCHOOL MICROSCOPE Model ‘‘O”’ In Stock for Immediate Delivery Endowed with the characteristic qualities of Leitz Microscopes, the Model “O” represents a remarkable value compared with its low price. a BY io with divisible objective lc and Ocular 12X: $30.00. (Magnifi- cation: 38-120X) or with divisible objective 1c and 5 Oculars 6 and 12X: $46.25. (Mag- nification: 38-400X ) “25” with divisible objective 1c and 5 Write for Oculars 6 and 12X, double nose- Pamphlet (TT) piece: $52.75. (Magnification: 38- No. 1001-a 400X) 60 East IO@™S) Ee oP AGENTS = Pacific Coast States: SPINDLER & SAU . 86 Third Street, San Francisco, Calif. Canada: THE J. F. HARTZ CO., Ltd., Toronto 2, Canada. , Philippine Islands: BOTICA DE SANTA CRUZ, Manila, P. TI. Cuba: TEXIDQR CO., Ltd., Habana, Cuba. The HOLMES PORTABLE PROJECTOR | Portable in Convenience and Price but—Professional NO in ACTION PIGTAIL DEFINITION waeee BRILLIANCY straight . SIZE OF PICTURE through : and DISTANCE OF THROW 1 THAT’S WHY the United States Navy is using 25 ma- chines. 51 being used ky Hollywood’s most famous celebrities, ' Directors and Producers 15 DAYS’ TRIAL SHAFT DRIVE (no belts) Send for Catalog HOLMES PROJECTOR COMPANY 1638 North Halstead Street, Chicago, IIl. *‘THE WILLSON WAY’’ Your | | School Should Own an Identograph Cam- era for Educational Photography To schools having an enrollment of one thousand or more, we will mail an IDENTOGRAPH CAMERA loaded for five hundred ex- posures, IDENTOGRAPH HOLDER AND TRIPOD, with full instructions for operating. The Camera Outfit—very reasonably priced—will buy itself on the first loading. On subsequent loadings we will service the film. Own your camera and identify each scholar, as is done in the ma- jority of educational institutions. Photograph at your convenience. Any teacher or scholar can operate successfully. Write for interesting booklet “SCHOOL PHOTOGRAPHY SIM- PLIFIED’—Booklet A with ALTERNATE PLAN fully de- scribed. A very attractive proposition and without obligation to school or scholars. The Vicam Photo Appliance Corporation Merger of Willson Magazine Camera Co. j and Victor Movie Camera Co. 1224-26 Belmont Avenue, Philadelphia, Pa. Mention Tue JournaL when writing our a/vertisers. Vol. 15, No. 4 THE JoURNAL OF THE NATIONAL EpucaTion AssociATION Experience and Experiment ¢ built STERLING «Qe» LIFELONG «it» BLACKBOARD TheCrowning Achievement of 40 Years as Blackboard Specialists Time... years and years of Time...this is the most important factor in blackboard perfection. For fine blackboard is proc- ’ essed... built layer upon layer...seasoned and aged. Black- board has been improved only in years of evolution ...through years of experience. And even improvements can be ques- tioned until time and actual usage tell the final story. 40 Years of Experience When Old Reliable Hyloplate was accorded first place in manufactured blackboard... was given preferenceover all other blackboard... Weber Costello were not content. Our objective was an everlasting blackboard...not a super- fine product... but a perfect one. We kept record upon record...through- out our 40 years in blackboard manu- facture. We used our unexcelled facili- ties in countless experiments. Then.:. after 32 years... came the combination of two thoroughly time-tested materials. This gave us the key to the blackboard perfection we were seeking. 8 Years of Research For eight years we experimented. When we were ready came a 3-year test in public and private schools. That was our final experiment. And then at last we announced Sterling Lifelong Blackboard. More durable than natural slate... yet more elastic. A finer writing surface...and always uniform. Blacker... and black all through. Fireproof ....warp-proof ... and it will not buckle. A product which improves with age...and fully guaranteed by us and the distributor from whom you purchase. Free Sample Know this better-built blackboard. Send the coupon today... for free sample, prices and detailed informa- tion. And if you are interested in other superior Weber Costello prod- ucts... check those items listed at right which interest you...and the facts will be mailed to you at once. Send this nese: Time-Tested <> Products Genuine Old Reliable Hyloplate Blackboard —for 41 years. Geographical Globes—44 years’ ex- perience. Andrews Tellurian —43 years; pat- ented 1882. Weber Noiseless and Dustless Eraser —31 years. Andrews Dustless Eraser —48 years; patented 1877. Liquid Slating—same formula 52 years. Alpha Dustless Crayon —56 years; patented in 1869. The more recent additions are: Costello Hanging Globe —19 years. Costello Double Sewed Noiseless Eraser—4 patents, 11 years. Universal Eraser—18 years. Wear Better Eraser—8 years. Sanitary Eraser Cleaner—9 years. Bacon Standard Series Wall Maps. Bacon Semi-Contour Series of Polit- ical Wall Maps. Costello Automatic Map Case—pat’d. Perfection Tilting Map Rack—pat'd y77 Coupon yry7 on WEBER COSTELLO COMPANY Chicago Heights, Illinois Coupon If you want the facts and ices of other items than erling Lifelong Black- list above the coupo: ie out the list onduan Name ee to us, with coupon, Gentlemen: Please send me, without obligation on my part, full information about Sterling Lifelong Blackboard, a free sample and the name of the nearest distributor. Also prices ; and information regarding products checked above. ; Mention Tue Journat when writing our advertisers. A-116 Tue JouRNAL OF THE NATIONAL EpuUCATION ASSOCIATION Have You a Little Paper in Your School? Che Schonl News A facsimile of the front page of a schoolpaper, such as may be published for the purpose of convincing parents of your children of the value of printing in connection with academic and vocational instruction in public schools. Any Community, ANY STATE The Value of Schoolpapers T the newspaper is to the general V V community the schoolpaper is to the schoolcommunity. Both publications possess uncommon interest to their readers by the printing of news items, and both have the power of moulding public opinion. One in- fluences mature minds; the other influences the youthful minds. Both are informative and highly educational. Es- pecially is this latter statement true in the case of schoolpapers. The schoolpaper has one distinct advantage in educational value—it is the product of its readers. To be success- ful it must represent the combined effort of every classintheschool and be of interest to every student enrolled in those classes. The academic classes may be assigned the task of collecting news, pre- paring interesting articles, and revising the printers’ proofs for errors in English con- struction, spelling and typography; the art classes may have charge of the illustrations and general typographic arrangements; the commercial classes may look after the busi- ness end of the publication, such matters as soliciting money for subscriptions or adver- tisements, making dis- bursements for paper, inks, etc. The actual work of type composi- tion, imposition, press- work and binding will be done by the printing classes. No other activity can combine into a single educational unity prac- tically the entire facili- tiesof the institution as does the schoolpaper. With the installation of printing instruction in a school all the aca- demic work is revital- ized. English, spelling, arithmetic, grammar, and art will take on a different meaning to students who have hitherto regarded these studies merely as necessary evils. Taught in conjunction with printing, their great value as vital elements of education is realized. Request us to send you a chart showing the “Mechanics of Journalism.” It is free. Information: The Education Department of the American Type Founders Company employs the services of professional educators, efficiency engineers and trained salesmen to aid you in establishing printing courses in your schools. With this Company the word “‘service”’ is spelled H-E-L-P. For information write F. K. Pamurps, Manager, EDUCATION DEPARTMENT American Type Founders Company 300 Communipaw Avenue, Jersey City, New Jersey Mention THe Journat when writing our advertisers. A pril, 1926 Vol. 15, No. 4 THE JOURNAL OF THE NATIONAL EpucaTION AsSsOcIATION A-117 Intelligent citizenship and rational love of country are developed through the use of THE TAPPAN-KENDALL SERIES——— OF ELEMENTARY HISTORIES Il. AMERICAN HERO STORIES . . . . . ~~ Tappan Twenty-one stories of the makers of American history, selected and arranged to illustrate different phases of the building of our country. The book provides a simple, broad founda- tion for the future study of history and biography. Grades IV-V. AN ELEMENTARY HISTORY OF OUR COUNTRY , Tappan A short, connected, and interesting story of the course of events in our history since the discovery of America. The narrative is simple and makes a special appeal through its anecdotes of great men. There are numerous stimulating suggestions for written work. Grades V-VI. OUR EUROPEAN ANCESTORS. : : Tappan The historical bond of union between Europe and America is adequately developed in this book. In every detail the text follows the course in history laid down for the sixth grade by the Committee of Eight of the American Historical Association. Grades VI-VII. HISTORY OF THE UNITED STATES . ; Thwaites-Kendall This history combines accurate scholarship, unusual interest, and a most complete and helpful teaching equipment. Throughout the text social, educational, economic, and industrial topics are discussed in such a way as to give the pupil a well-balanced, open- minded attitude toward the problems with which, as a voter, he will later have to deal. Grades VII-IX. | Beta HOUGHTON MIFFLIN COMPANY Sifu Every high school library needs this volume: Bring Your Pupils to Washington PUBLIC AFFAIRS INFORMATION and Mount Vernon SERVICE ANNUAL, 1925 SUBJECT index to selected articles in over 700 periodicals, to books, pam- phlets, proceedings of trade, professional and labor associations, and official documents. Foreign publications in English are included. Kept up to date by weekly and quarterly bulletins. A trip on our historic route to the home of the first President will bring before them vividly the early days of the country’s history. TEACHERS find it the most convenient and compre- hensive guide to current literature in economics and sociology. STUDENTS need it for debate work and essay writ- Trip also includes Alexandria, originally sur- ing. veyed by Washington, where numberless his- LIBRARIANS must have it to build up their book toric relics are still preserved intact. collections and to answer those never-ending re- quests for something about the coal strike, or prohi- Write for free illustrated folder and detailed in- bition, or the immigration problem. Sets of the P. formation for visiting the Nation’s Capital, in- A. I. S. Annual, 1915-1925, inclusive, are still in print. : — os 6 Tse P They enable the librarian to find at short notice the cluding costs and itineraries. best that has been written on thousands of topics during the last eleven years. Washington Virginia Railway Company Mt. Vernon Electric Line Public Affairs Information Service Seat een’ Semin =A DD RE S Se 12th and Pennsylvania Avenue N.W. 11 West 40th St., New York WASHINGTON, D. C. Mention Tue Journat when writing our advertisers. A-118 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION “You know, Diary, I feel like a college Freshman on the Campus. Have to work, of course, and be guided and helped, and all the time it’s just having fun for dollars and cents profit.”” In this vein Eleanor Saunders gives to teachers the complete story of her experience with the House of Compton. To many her diary . . . her 3 summers . . . will bring memories of their own happy Compton summers. To others it will unfold a most unique and advantageous way to “vacation.” Possibly this little book will offer a he!pful suggestion to you. Surely, it will fascinate you. And we urge all teachers interested in summer work to read it. The coupon below will bring you a copy . . . free. Our plan for you! 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COMPTON & CO., Dept. 94, 58 East Washington Street, Chicago i Gentlemen: Please send me free, and absolutely without obligation on my part, Eleanor Saunders’ booklet and your summer-vacation and money- eeececernewnecs cee sete ones as secces nem snes e+ eee eee. CE ne eae ne and send earning plan. J My name....... ceili ceiceincnatl I SE TEL PLT ORR TT Ee iY oe OE IRI IIL nn cennntaiensieidtnipnantineaschinintiiatatinanenttabenlsiisseattiocn | ee RT CTE a eater hinsaniguentasanice hifi ctiednnctrapasisneoncinerneressiennioniniasi eR a ee Oe I acca ccsans nes clnne OImnn MUUUUDUNUI, TONES’ SROURIRNIND OU asec pcsssenen coves encemnsnsneenotnssnvensiicoveneasisintieinesaensenconaseinpensis = Mention THe Journat when writing our advertisers. A pril, 1926 H fill im... | promptiy! I ee Eh ae Get ok et fbi April, 1926 George Washington and Education An Address by President Calvin Coolidge before the Department of Superintendence, National Education Association, Washington, D. C., February 22, 1926 ADIES and Gentlemen:—lIt is LC doubtful if anyone outside of cer- tain great religious teachers ever so thoroughly impressed himself on the heart of humanity as has George Wash- ington. No figure in America has been the subject of more memorial tributes and more unstinted praise. And yet the subject never seems to be exhausted and the public interest never seems to be de- creased. The larger our experience with affairs of the world, the more familiar we become with his life and teachings, the more our admiration enlarges, and the greater grows our estimation of his wisdom. He represented the marvelous combination of the soldier, the patriot, and the statesman. In the character of each he stands supreme. As a brave soldier he won the Revolu- tionary War. As an unselfish patriot he refused to use the results of that victory for his own benefit, but bestowed them all on his fellow countrymen. As a wise statesman, gathering around him the best talent of his time, he created the American Republic. All the increasing years only reveal to us how universally great he was. If to set a mark upon the minds of men which changes the whole course of human events is teaching, then Washington ranks as a prince of teachers. The world is not the same as that into which he was born on that February day in 1732. It is a better)world. The stately march of civilization which has since advanced so far, has proceeded in a course which he marked out. The imposing edifice of human progress which has since been raised so high rests to a large extent upon the foundations which he wrought. To those who wish more civilization and more _ progress there must be a continuing determination to hold to that course and to maintain those foundations. If any doubt what benefit these have been, they have but to compare the present state of America especially, or even of the rest of the world, with what it was when Wash- ington was born. History seems to indicate that he led and directed a transformation that was growing with an increasing strength over western civilization. The fires of the Middle Ages had burned out. The re- action from the days of Cromwell had Copyright, Underwood & Underwood. gree! Coolidge’s address was much appreciated. Mrs. Coolidge, herself a teacher, honored the convention by her presence on the platform. run its course in England. The glory of the old régime in France was declin- ing. The power of Spain was shifting to other hands. But while the old was passing the new had not yet begun. Materially and spiritually, things were at a low ebb in the Old World. It has been described as a time “when poetry sank into dull prose; when philosophy rarely soared above the material or the purely logical ; when the only earnestness existing took the direction of greed or self-indulgence ; when the public service was corrupt; when public morals were licentious and when common language was profane.” The finances of the people were in a disordered condition. It was distinctly a transition period in America. ‘The [99] early settlers who had come from the old country had passed away. A very large proportion of the inhabitants of the Colonies, estimated by some as nearly 90 percent, was native born. The pioneer crusading fervor was gone. The new awakening had not come. The at- tachment to those institutions that are represented by an order of nobility was breaking down. Both in the Old World and in the New the ancient aristocracy was crumbling; but the modern democ- racy had not yet arisen. An era was ap- proaching which was to give less and less attention to kings and more and more attention to the people. In that era Washington was to be the heroic figure. No doubt the most powerful influ- ence which was working to establish the new order was the revival of religion. This movement had been started in Eng- land by John Wesley and George White- field in 1729. It was distinctly an effort to reach the common people. They went down among those who were not other- wise reached, preaching the gospel. In America, Jonathan Edwards led two re- vival movements, culminating in 1742. Whitefield came to this country and preached to great congregations during this period, and the followers of Wesley sent Bishop Asbury here in 1771. These religious activities were distinctly pop- ular movements. ‘They rested on the theory that every human soul was precious. They resulted in a leveling process; but it was not a leveling down, it was a leveling up. They raised every person that came under their influence to a higher conception of life. A new recognition of spiritual worth gave to all humanity an increased importance. Another very predominating influence, supplementing religion and flowing from it, was education. This movement was not new in the Colonies but it increased in volume after 1732. It has been claimed that the Reformed Dutch Church of New York founded an acad- emy in 1633 and that the Boston Latin School was established in 1635. In the 100 THE JOURNAL OF THE NATIONAL EpucaTion AssociATION A pril, 1926 Copyright C. O. Buckingham Co. \\ TASHINGTON MoNuMENT, “the tallest shaft ever erected to honor the memory of a man,” is here silhouetted against the sky. Its simple lines betoken the uprightness and simplic- ity of the first President of the United States. same year Boston took action in a town meeting to support a school, and in Con- necticut and Rhode Island schools were opened within a few years. In Phila- delphia, New Jersey, Maryland, Vir- ginia, and South Carolina, and other Colonies, early action was taken to pro- vide schools, but the effort was not fol- lowed up so assiduously as it was in New England, where the clergy were very active in its promotion. This influence was seen in the first compulsory school law in America, which was passed in Massachusetts in 1647. “* * * it being one chief project of the old deluder Satan to keep men from the knowledge of the Scriptures,” the preamble recited, the General Court ordered that each township “after the Lord hath increased them to the number of 50 householders shall then forthwith appoint one within every town to teach all such children to write and read.” Towns of 100 families were required to have a grammar school and a teacher able to prepare youths for the university. Penalties were fixed for the violation of this law. In 1732 there were already three col- leges in America—Harvard, William and Mary, and Yale—with a combined attendance which is estimated at about 275 students. The intellectual awakening that went on between that time and the opening of the Revolutionary War could not be more plainly revealed than by the estab- lishment during that period of only a little over forty years of no less than ten additional colleges. Then were laid the beginnings of such great institutions as Pennsylvania, Princeton, Columbia, Brown, and Dartmouth. When it is re- membered that a knowledge of the truth has always been the maker of freedom, this remarkable quickening of the reli- gious and intellectual life of the Colonies in these years just prior to the Declara- tion of Independence becomes of enor- mous significance. Rightly considered, it would have been an ominous warning to the British Government that America had long since begun to think for itself and unless justly treated would soon be- gin to act for itself. While this intellectual and spiritual awakening was taking place during the youth and maturing years of Washing- ton, he benefited by it not so much from taking part in it as in later directing the results of it. Although he lived in one of the most populous and perhaps richest of the Colonies, popular education around him was still undeveloped. Newspapers were almost unknown in the New World and permanent and regular lines of transportation did not exist. About the only regular visitors to his Colony were foreign tobacco traders, dealers in fur, and peddlers. The clergy were almost the only professional class. The people were very largely engaged in agriculture. At the early age of three, however, Washington was placed under the in- struction of a tutor, who seems to have confined his teaching to the most rudj- mentary subjects. When he was eleven another man took charge of his education and began to instruct him in the funda- mentals of the forms of business. Some of his copy books of that day are stil] in existence. There is evidence that he was taught some Latin, but his prelimj- nary education was virtually completed when he was thirteen years old. Pay] Leicester Ford says: The end of Washington’s school days left him a good cipherer, a bad speller, and q still worse grammarian; but fortunately the termination of instruction did not by any means end his education. After this he studied surveying and pursued that occupation for several years, This was an exacting calling, training him in accuracy. But when he was fifteen he came into close contact with Lord Fairfax, a cultured gentleman of sixty years, who had a considerable library, His diaries of that period show. him reading English history and essays in the Spectator. But these early opportunities constituted only the beginning of his edu- cation, which he continued in one form or another almost to the end of his days. His experience, his power of ob- servation and absorption finally over- came this lack of early training, so that in his later days his writings, correct in form and taste, adequately revealed the great strength of character which he had developed. Perhaps because of his own early ex- perience he was the more solicitous for the members of his family. To one who was charged with the care of John Washington he wrote as follows: In respect to the kinds and manner of his study, I leave it wholly to your better judg- ment. Had he begun, or rather pursued, his study of the Greek language, I should have thought it no bad acquisition; but whether if he acquire this now, he may not forego some useful branches of learning, is a matter worthy of consideration. To be acquainted with the French tongue is become part of polite education; and to a man who has the prospect of mixing in a large circle ab solutely necessary. Without arithmetik, the common affairs of life are not to be man- aged with success. The study of geometry and mathematics (with due regard to the limites of it) is equally advantageous. The principles of philosophy, morals, etc., I should think a very desirable knowledge for 4 gentleman. His practical interest in education in his later life was further manifest by his accepting the position of a chancellor of William and Mary College in 1788. In religion he conformed to the prac tice of his time. It is related that he i Se a, ae oa Oo *S FF ——EEe — Vol. 15, No. 4 Tue JouRNAL OF THE NATIONAL EpucaTion AssoOcIlaTION 101 was baptized when two months old and probably attended church regularly until he was sixteen. From that time until 1759 he was largely engaged in expedi- tions. After his marriage and settlement at Mount Vernon he was made vestry- man in two parishes, for one of which he was instrumental in erecting a building. While he was not a constant church at- tendant, he was a constant contributor and always gave respectful consideration to the religious beliefs of others. He was tolerant in all things. The mature opinion of Washington upon the importance of the intellectual, moral, and religious forces of the nation is not only revealed by his actions, but is clearly set forth in his statements. He looked upon these attributes as the foundation which supported the institu- tions of our Republic. ‘This opinion was most forcibly expressed in his farewell address, where he said: Of all the dispositions and habits which lead to political prosperity, religion and morality are indispensable supports. In vain would that man claim the tribute of pa- triotism, who should labor to subvert these great pillars of human happiness, these firmest props of the duties of men and citi- zens. The mere politician, equally with the pious man, ought to respect and to cherish them. A volume could not trace all their connections with private and public felicity. Let it simply be asked where is the security for property, for reputation, for life, if the sense of religious obligation desert the oaths, which are the instruments of investigation in courts of justice? And let us with caution indulge the supposition that morality can be maintained without religion. Whatever may be conceded to the in- fluence of refined education on minds of peculiar structure, reason and experience both forbid us to expect that national moral- ity can prevail in exclusion of religious principle. ’Tis substantially true that virtue or morality is a necessary spring of popular government. The rule indeed extends with more or less force to every species of free government. Who that is a sincere friend to it can look with indifference upon at- tempts to shake the foundation of the fabric? The policies of Washington always had a national outlook. He warned his country against sectionalism. He pro- moted internal improvements calculated to bring together different parts of the nation. When he came to the considera- tion of the problem of training the youth of the country he was not only in favor of education for its own sake, but sought to make it contribute to the national spirit. Believing thoroughly in Ameri- can ideals and in the American Union, it early occurred to him that a national university would be beneficial both by the power it would have to present the the grassy slopes extending to the Potomac River commerce of the Washington area. . Copyright C. sem THIS PORTICO of Washington’s home at Mount Vernon, he and his friends looked over O, Buckingham Co. , then the principal highway for the principles on which the Republic was founded and the power it would have to resist provincialism, by creating a forum for the exchange of ideals through a stu dent body drawn from all quarters of the nation. It is said that he expressed this thought soon after he took command of the Continental Army at Cambridge. He referred to it in a general discussion of the subject of education in one of his early messages to the Congress, in which he said: Nor am I less persuaded that you will agree with me in the opinion that there is nothing which can better deserve your patronage than the promotion of science and literature. Knowledge is, in every country, the surest basis of happiness. In one in which the measures of government receive their impressions so immediately from the sense of the community as in ours it is propor- tionably essential. To the security of a free constitution it contributes in various ways— by convincing those who are interested with the public administration that every valuable end of government is best answered by the enlightened confidence of the people and by teaching the people themselves to know and to value their own rights; to discern and provide against invasions of them; to dis- tinguish between oppression and the neces- sary exercise of lawful authority, between brethren, proceeding from a disregard to their convenience, and those resulting from the inevitable exigencies of society; to dis- criminate the spirit of liberty from that of licentiousness, cherishing the first and avoid- ing the last; and uniting a speedy but tem- perate vigilance against encroachments with an inviolable respect for the laws. Whether this desirable object will be best promoted by affording aids to seminaries of learning already established, by the institu- tion of a national university, or by any other expedients, will be worthy of a place in the deliberations of the legislature. And in his farewell address he again uttered this same thought as follows: Promote, then, as an object of primary importance, institutions for the general dif- fusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened. He urged it more strongly in a letter to the Commissioners of the District of Columbia in 1795, and finally he de- clared in his will— That as it has always been a source of serious regret with me to see the youth of these United States sent to foreign countries for the purpose of education, often before their minds were formed or they had im- bibed any adequate ideas of the happiness of their own, contracting too frequently not only habits of dissipation and extravagance, but principles unfriendly to republican gov- ernment and to the true and genuine liberties of mankind, which thereafter are rarely overcome. For these reasons it has been my ardent wish to see a plan devised on a lib- eral scale which would have a _ tendency to spread systematic ideas through all parts of this rising Empire, thereby to do away local attachments and state prejudices as far as the nature of things would, or indeed ought to admit, from our national councils. Looking anxiously forward to the ac- complishment of so desirable an object as this is (in my estimation), my mind has not been able to contemplate any plan more likely to effect the measure than the estab- lishment of a university in a central part of the United States to which the youth of for- 102 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION A pril, 1926 tune and talents from all parts thereof might be sent for the completion of their education in all the branches of polite literature in arts and sciences—in acquiring knowledge in the principles of politics and good government— and (as a matter of infinite importance in my judgment) by associating with each other and forming friendships in juvenile years, be enabled to free themselves in a proper degree from those local prejudices and habitual jealousies which have just been mentioned and which when carried to excess are never failing sources of disquietude to the public mind and pregnant of mis- chievous consequences to this country. And he therefore made a bequest to the National Government on condition that it cooperate in carrying out his wish for a national university. His desire for the increase of knowl- edge was further elaborated and reiter- ated in his will. In that instrument he even provided for educating the slave children which he set free. He made bequests to two academies besides that for the founding of a national university. Although the Congress failed to co- operate, so that this wish was never car- ried into effect as he had contemplated it, yet the city of Washington has been made the seat of no less than ten colleges and universities, and the larger institu- tions all over our country are more na- tional than local in precepts and teaching. While there has been agitation lasting almost up to the present day for a na- tional university, if the idea ever pre- vails it will probably not be an institution devoted to the regular collegiate courses, but one for postgraduate and original research work, for which there are such abundant sources and opportunities al- ready located in the Capital City. The Federal Government, however, has not been remiss in the support of advanced learning and of vocational training, for which it has appropriated more than $90,000,000 in the last thirty-five years, while for general educational purposes it has donated about 95,000,000 acres of the public lands. The country at large has not failed to follow the precepts of Washington. From the three institutions of higher learning in existence at the time of his birth the number has grown to 913, with a total enrolment of over 664,000 stu- dents and over 55,000 teachers, an en- dowment of nearly $815,000,000, and a property value of over $1,000,000,000. Our elementary and secondary schools have expanded until they provide for more than 26,000,000 pupils and require over 822,000 teachers. In 1912 the total amount expended yearly for all educa- tional purposes was about $706,000,000. This has been increasing with great rapidity, until in 1924 it reached $2,400,000,000. The source of this enormous expenditure, so far as public money is concerned, is almost entirely from the local and state governments. This represents the result which has been secured by the carrying out of some of the most important policies of our first president. It should be noted that these are the policies of peace. They are based on a desire for intellectual and moral enlightenment. They are the only means by which misunderstandings, suspicions, hatreds, and wars can finally be eradicated from the earth. They are the foundation of order, of law, and of an advancing civilization. It is these elements of domestic tranquility and foreign harmony that Washington helped to build into the structure of our insti- tutions. There is no other structure on which they can rest. Envy, malice, uncharitableness, class jealousies, race prejudices, and interna- tional enmities are not realities. They do not abide. They are only the fictions of unenlightened comprehension. ‘Those who preach them are not safe advisers and not sound leaders. Nothing but dis- cord and disaster at home and abroad can result from following these policies. Washington was the antithesis of all this. His writings and _ teachings breathe a higher, broader purpose, a more inspired leadership. No man clung more tenaciously to what he believed was right, or was prepared to make greater sacrifices in its support. But he viewed the right as a universal principle, to be applied not only to himself but to others, not only to his own state but to the nation, not only to his own countrymen but to foreigners. There was nothing about him of the small American. He believed our own political insti- tutions were superior to those of other countries, but he never preached hatred of all things foreign and he made large concessions in the negotiation of treaties for the settlement of disputed questions which were for the advantage of for- eign nations. He believed that obliga- tions were mutual; that what we ex- pected to receive we should be ready to give, both in the field of citizenship and in the larger domain of international relations. He clung to the realities. That was his greatness. Washington has been known as one of the most practical of leaders. He was not emotional. He was possessed of that broad comprehension of a situa- tion which made his judgment eminently sound. With the possible exception of the field of Monmouth, when diso- bedience to his orders amounting almost to treachery was losing the day, history always reveals him as calm, cool, and collected. He always knew what he was doing. He was not a sentimentalist. But he was a man capable of deep and abiding affection and of exalted and jn. spiring ideals. He loved his country with an abounding devotion. He lay- ished upon it a wealth of genius. We are wont to think of him as a milj- tary commander and a civil adminis. trator—as a man of public affairs. He was surpassingly great in all of that. But he was very much more. He wished to see his country not only materially prosperous and politically successful, but beyond that, and above it, he wished to see the intellectual, moral, and spiritual life of the people developed. This is the side of Washington to which too little attention has been given. He did not fail during his lifetime to give the most painstaking thought to these subjects, In his Farewell Address he solemnly warned his countrymen that these are the foundations on which rest all American institutions. More than that, they are the foundations on which all civilization must rest. It is as an expounder of these great principles that he performed the greatest service for the World. Our country has prospered, our gov- ernment is secure. But that prosperity and that security flow from the school and the church. They are the product of the mind and the soul. They are the result of the character of the American people. Through and through Wash- ington is the great example of character. He sought to bestow that heritage upon his country. We shall fail in our estima- tion and understanding of him unless we remember that during his lifetime he helped to build a place of religious wor- ship; in his will he provided for institu- tions of learning, and in his Farewell Address he emphasized the spiritual val- ues of life. But what he did was even more eloquent than what he said. He was a soldier, a patriot, a statesman; but in addition to all these he was a great teacher. DWARD EVERETT on Educa tion—When the time for educa- tion has gone by, the man must, in ordi- nary cases, be launched upon the world a benighted being, scarcely elevated above the beasts that perish; and all that he could have been and done, for society and for himself, is wholly lost. . i- \d ve he ty Education as a National Asset’ HERBERT Hoover Secretary, Department of Commerce, Washington, D. C. HAVE BEEN reluctant to accept the honor of your invitation to ad- dress your body, because I feel that no layman can instruct a great profes- sion such as yours, whose traditions and skill have been builded upon a century of experience. Nevertheless, it is the duty of the layman to express the in- debtedness which lies upon us to so great a body as yours. About one fourth of the whole pop- ulation of our country is always simul- taneously engaged in the same occupa- tion—the job of going to school. It is the largest group in any one employ- ment. To use a term of the Census, it is truly a “gainful occupation.” Moreover, as nearly the whole people have worked at it at one time or another, no matter how diverse their later life may become, they all have a common memory of the schoolyard and the classroom, and they all have a lasting affection for some teacher. Not three other industries in our country can boast of so large a physical plant as yours. Hundreds of millions are invested in new construction every decade, and still, in commercial slang, you are behind your orders, as witness the unsatisfied demand for seats in the schools of every city in the country. Yours is a big business. And it is as big in its responsibilities and bigger in its possibilities than any other business ever undertaken by our countrymen. No na- tion in the world’s history has so de- voutly believed in, and so deeply pledged itself to, free universal education. In this great experiment America marches in advance of all other nations. To maintain the moral and spiritual fiber of our people, to sustain the skill required to use the tools which great dis- coveries in science have given us, to hold our national ideals, we must not fail in the support and constant improvement of our school system. Both as the cause and the effect the maintenance of our complex civilization now depends upon it. From generation to generation we hand on our vast material equipment, our knowledge of how to run it, and “An address before the Department of Superintendence, Washington, D. C., Thurs- day morning, February 25, 1926. our stock of intellectual and spiritual ideas. If we were to suppress our edu- cational system for a single generation Copyright Harris & Ewing [ pensenr Hoover, whose many activities on behalf of education and health have won him recognition throughout the world as a friend of childhood. the equipment would decay, the most of our people would die of starvation and intellectually and spiritually we should slip back four thousand years in human progress. We could recover the loss of any other big business in a few years— but not this one. And unless our edu- cational system keeps pace with the growth of our equipment we will slip also. To you school men and school women is intrusted the major part in handing on the traditions of our republic and its ideals. Our greatest national ideal is democracy. It is your function to keep democracy possible by training its chil- dren to its ways and its meanings. We have seen many attempts in late years to set up the forces of democratic gov- ernment, but many of them are but the forms, for without a literate citizenry taught and enabled to form sound public opinion there is no real democracy. The spirit of democracy can survive only through universal education. All this has been said often enough before, and lest our national critics [103] should object to its repetition I may add that we don’t expect you to teach the gamut of local, national, and interna- tional problems to children. What democracy requires is a training of mind which will permit an understanding of such problems and the formation of a reasonable opinion upon them. That the resultant will in the long run be an en- lightened public opinion is a hazard upon the intelligence of our race that the be- lievers in democracy are willing to take. And democracy is a basis of human relations far deeper than the form of government. It is not only a form of government and an ideal that all men are equal before the law; it is also an ideal of equal opportunity. Not only must we give each new generation this spirit of democracy, but we must give to them a fundamental contribution to an equality of opportunity through edu- cational equipment. Some poetic mind called America the melting pot for all races; there have been some disappointments in melting adults, but none will deny that our pub- lic schools are the real melting pot, pour- ing out a new race. Under our schools race, class, and religious hatreds fade away. From this real melting pot is the hope of that fine metal which will carry the advance of our national achievment and our national ideals. Such a result in carrying forward na- tional ideals was bound to accrue from the nature of our educational system. It has called its teachers from the body of the people and has commissioned them to teach the ideals of the mass as well as the knowledge of the more favored few. It is, therefore, in itself truly dem- ocratic. This teaching of ideals is by its nature spontaneous and unstudied. And it has had to be sincere. The public school teacher cannot live apart; he can- not separate his teaching from his daily walk and conversation. He lives among his pupils during school hours, and among them and their parents all the time. He is peculiarly a public character under the most searching scrutiny of watchful and critical eyes. His life is an open book. His habits are known to all. His office, like that of a minister of re- ligion, demands of him an exceptional standard of conduct. And how rarely 104 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 1926 does a teacher fall below that standard! How seldom does a teacher figure in a sensational headline in a newspaper! It is truly remarkable, I think, that so vast an army of people—approximately eight hundred thousand—so uniformly meets its obligations, so effectively does its job, so decently behaves itself, as to be al- most utterly inconspicuous in a sensation- loving country. It implies a wealth of character, of tact, of patience, of quiet competence, to achieve such a record. Doubtless this means, also, that the profession attracts naturally the kind of people that ought to be in it—men and women of character and ideals, who love young people and who wish to serve the nation and the race. Teaching has al- ways been an underpaid profession— though I do not admit that our rich democracy can any longer excuse itself for niggardliness toward those who so iargely create its ability and upon whom its whole existence is so dependent. Teachers always have preferred, and probably always will prefer, to lose a little money rather than to lose the chance to live so abundantly in the en- riched lives of the next generation. They feel about their work as the critic Haz- litt felt about the conversation of literary men, “poor as it may be, once one has become accustomed to it, he can endure no other.” I have never seen a teacher who left the profession, either a woman who married out of it, or a man who left it for other profession or business, who did not seem to hanker for the old scene where he or she was the leader of a little host that might contain in it the most important citizen of the world a few years hence. Certainly in your collective classrooms today sit practically all the leaders of tomorrow. It has been often said that one of you has a future Presi- dent of the United States under training for his work; another has a future great artist, a great administrator, a great leader in science. To a mighty extent, that future eminence will be the work of your hands. Nor is it enough to have trained minds, or even to have implanted na- tional ideals. Education must stimulate ambition and must train’ character. There have been educational systems which trained the intellect while they neglected character. ‘There have been systems which trained the mind and de- bauched the character. And there have been educational systems which trained the body and mind and character to ef- fectuate routine jobs while they failed to give either hope, inspiration, or ambition. There are countries whose school sys- tems so depress ambition that the great mass accepts its absence not despairingly but gladly, where for any to attempt to rise above their groove is ridiculed even by their mates. Your results have surely been different. If there is any man in America so dead to ambition as not to strive for a better lot, no member of Congress or officer of the federal gov- ernment has ever met him. It seems to us at times as if every citizen of the re- public had descended upon Washington, ambitious to get something better than he now has. In the formation of character you have played a great and an increasing part. . Your transformation from the spare-the-rod-spoil-the-child theory of character building to that of instilling of sportsmanship, leadership, and _per- sonal responsibility is making for char- acter faster and better than ever before. I would not go so far as to say—nor, I am sure, would you claim—that you are altogether responsible for the distinctive virtues of the American character. You would yourselves refer to other influ- ences, notably religion and the home, which share with you the responsibility for molding the characters of our young people. But certainly your part, as teach- ers, is very large in the result. There may be failures in character, and while the educated crook may achieve success as a crook, he does not secure honor or applause. And I am less interested, as you are really, in what you put into young folks’ heads than in what you put into their spirits. The best teaching js not done out of a book but out of a life, and I am sure that, measured by this standard, it will be agreed that American teaching has been marvelously productive. A century of scientific discovery has vastly increased the complexities of our national life. It has given us new and more complicated tools by which we have gained enormously in productivity and in standards of living. It has vastly in- creased the opportunities for men and women to attain that position to which their abilities and character entitle them. It has necessitated a high degree of specialization, more education and skill. It has greatly reduced the amount of human sweat. It has given the adult a greater leisure which should be devoted to some further education. It has pro- longed the period and widened the chance for the schooling of children. And from it all, your responsibilities have become infinitely greater and more com- plex, for you must fit each on-coming generation for this changing scene. I could dwell at length upon the eco- nomic aspects and setting of our educa- tional system. But I feel even more strongly the need of compensating factors in the nation’s assets: learning and the development of science apart from ma- terial rewards, disinterested public serv- ice, moral and spiritual leadership in America rather than the notion of a country madly devoted to the invention of machines, to the production of goods, and the acquisition of material wealth. Machines, goods, and wealth, when their benefits are economically dis- tributed, raise our standard of living. But it requires the higher concept to elevate our standard of life. 2 May-Day * Festi wal Turner Park $8 Vol. 15, No. 4 And in all these great tests of your work, the maintenance of our national ideals, the building of character, the con- stantly improving skill of our people, the giving of that equipment which makes for equality of opportunity, the stimula- tion of ambition to take advantage of it, no greater tribute can be paid you than to say that you are succeeding better than was ever done before in human history. No one pretends that the great American experiment has brought the millennium. We have many failures, but that great and fundamental forces like yours are battling for moral and spiritual improvement is the warranty of confi- dence. Our public system cannot stand still in the form and character of its instruction—it must move forward with every advance in knowledge, and it must erect additional bulwarks against every new malign social force. You are permitted but a short term of years in which to infiltrate a mass of ideas into each succeeding generation. ‘Therefore our school system must utilize its intel- lectual and human material to the very best advantage. Probably the greatest lesson we had from the war was that of the better utilization of all our resources, whether human or material. Before the war many economists contended that any gen- eral war could last but a few months. They held that burning the candle at both ends by drafting millions of men away from production of food and other necessities into armies which were bent on destroying vast quantities of material, would shortly bring its own breakdown. But the war revealed that by better training and by the better utilization of men and material we could greatly in- crease production and decrease waste. The impetus of this lesson continues with us still. One of its results has been to increase the desire for more education and we are overwhelmed by the demands school THE JOURNAL OF THE NATIONAL EpucaTion AssociaTION x= — of our youth for further instruction. The astonishing increase in our high school and university attendance is but one of its results. With this has come a renewed earnestness of your profession to reexamine the basis of education to bring this instrument to bear more ef- fectively upon the present world. Your efforts to solve the problems of mis- directed education, of better organiza- tion of the school system itself, to vitalize its relations to the rural communities, to further integrate our educational sys- tems into the life of the communities, and a host of other problems, are not only great services to the nation but they are also proof of the vitality of your pro- fession and of the fine acceptance of your responsibilities. Hundreds of demands are made upon you to introduce new strains of instruc- tion. I, myself, as head of two organiza- tions, one for child health and another for safety, have been guilty of such re- quests. You cannot abandon the funda- mentals of knowledge and training for the inclusion of everything, no matter how worthy. And most of us are will- ing to trust to your judgment upon our appeals. But after all our schools do more than merely transmit knowledge and training ; they are America itself in min- iature, where, in a purer air and under wise guidance, a whole life of citizenship is levied experimentally with its social contacts, its recreations, its ethical prob- lems, its political practice, its duties and its rewards. Ideals are developed that shape the whole adult life. Experience is gained that is valuable for all the years of maturity. I would be one of the last people in the world to belittle the im- portance of the exact knowledge that teachers impart to their pupils—as an engineer I set a high value upon precise information—but knowledge, however exact, is secondary to a trained mind and serves no useful purpose unless it is the 105 servant of an ambitious mind, a sound character, and an idealistic spirit. Social values outrank economic values. Eco- gains, even scientific gains, are than useless if they accrue to a people unfitted by trained character to use, and not abuse them. I should say that your work, then, is of three categories: ‘The imparting of knowledge and a trained mind, the train- ing of citizenship, and the inspiring of ideals. I should rank them in that ascending order. And I should add that our nation owes you a debt of gratitude for your accomplishments in them. N THE LIBRARY of Congress, Washington, D. C., on golden tablets which adorn the walls of the second story foyer are the following quotations. Many teachers have pupils select quota- tions to be kept on the blackboard, chang- ing at regular intervals. Children are en- couraged to learn these and recite them from memory. There is one only good, namely, knowledge ; and one only evil, namely, ignorance. DioceNes LAERTIUS: Socrates: Sec. xiv. nomic worse Knowledge comes, but wisdom lingers. Tennyson: Locksley Hall: Stanza 72. Wisdom is the principal thing: therefore, get wisdom; and, with all thy getting, get understanding. Proverbs: iv. 7. Ignorance is the curse of God; Knowledge, the wing wherewith we fly to heaven. SHAKESPEARE: Henry VI: Pt. ii. Act iv. Sc. 7. How charming is divine philosophy! Mu.- TON: Comus: 476. Books must follow sciences, and not sciences books. BAcon: Proposition Amendment of Laws. In books lies the soul of the whole past time. CARLYLE: Heroes and Hero Worship: The Hero as Man of Letters. Words are also actions, and actions are 2 kind of words. Emerson: Essays: The Poet. Reading maketh a full man; conference, a Touching ready man; writing, an exact man. Bacon: Essays: Of Studies. Science is organized knowledge. HERBERT SPENCER: Essays: The Genesis of Science: Vol. ii. 1. Looking at Our Field’ Mary McSkIMMoN President, National Education Association, and Principal, Pierce School the north by frozen tradition. This is what keeps the slow chill of frost holding back the harvest of ad- vancing knowledge. This is where the conservative spirit distrusts everything new; that holds to the belief that all new discoveries as to the needs of the development of the child are fads. From this region come the cartoonists who for- ever picture the teacher as an impossible termagant, the school boy as awaking in tears daily because the schoolhouse hasn’t burned down in the night. Here also dwell the authorities secure in their unbendable knowledge that the children of today know next to nothing of the reading, writing, and arithmetic funda- mentals. They only warm up when fury seizes them at the mildest suggestion that the teachers’ salaries should be raised. Their retort mever_ varies, “Teachers are paid too much now!” To the east of this field lies the land of sunrise. Thither our eyes have been turned often of late. We have now two great interests in that land. One is the World Court to which our hearts are sped. This is the confession of the grown people of America that isolation is bar- renness and selfishness. We are com- mitted now to the knowledge that what is ultimately for the good of all must concern all. Our great inheritance of legal truth and diplomacy from John Marshall, Daniel Webster, Rufus Choate, John Hay, and Walter Hines Page has given us noble ideals of what fine relationships with foreign peoples might be. And our newest educational interest—that of our international rela- tionships, starting with the meeting at San Francisco and continuing at Edin- burgh—bids us wreathe our service to childhood with a great hope. If we can weld together the childhood of the world in a common interest in their games, and everyday experiences, we have razed to the ground the greatest barrier to their common friendship. The poet long ago knew how isolation of interest cultivates enmity when he wrote— eo HIS GREAT field is bounded on *An address before the Department of Elementary School Principals, Washington, D. C., Monday afternoon, February 22, 1926. Brookline, Massachusetts Lands intersected by a narrow frith Abhor each other. Mountains interposed Make enemies of nations who had else Like kindred drops been mingled into one. A Call to Philadelphia N 1776 patriots were called to Philadelphia to decide the des- tinies of the American colonies. Their answer was the Declaration of In- dependence. In 1857 the teachers of the east, north, south, and west were called to Philadelphia to lay the foundations of a great profession. Their answer is the National Educa- tion Association. In 1926 patriots and teachers are again called to Philadel- phia. It is the opportunity of a life time to have a part in a great drama amid the inspiring surroundings of the nation’s birth and the Association’s be- ginnings. Let every teacher ask, “Can I afford not to go?” The southern boundary of the educa- tional field has a characteristic common to every other side, inasmuch as so far as it comes in touch with professional education it is a land of mothers more or less interested in their children’s schocling, but without fathers so far as any research has discovered. Public days, Education Week, graduations are all attended by mothers; so are reports signed; with mothers are school difficul- ties settled. I wonder if any other land harbors families of such interesting boys and girls where fathers know so little about their children’s schools. Who shall be the great personality in educa- tion able to win the fathers long enough from business or pleasure to take the in- terest that would transform the boy’s schooling for him, making it alive with a dignity and importance now lacking. American children need no one thing so much today as to get school interests out of No Man’s Land. The chief river in this field is Prog- ress, and how swift its current is! Even under our own eye we can almost see new interests take shape and color. It reminds one of the marvels of the mov- ing picture where a sleeping seed breaks through its blanketing soil, growing be- fore our eyes to leaf, stem, and flower. Our favorite tributary is National Pros- perity; another is a newly swollen one, [106] evidently fed by hidden springs—we might call it Passion-for-School. When can we change this one to Passion-for- Education, or must we despair of substi- tution and await a new and sparkling fountain to spring into existence, bear- ing a new wealth of power to our river Progress? The mountain range is Cast-out-Fear, for from its noble peaks great visions of the future well-being of education may be seen, but by the fearless alone. The fog of doubt and prejudice make these mountains unsafe to the fearful because the great vision such might receive js hidden to them. The great dawn of the real appreciation of education can be seen from the twin peaks—Education Bill and Child Labor Amendment. This great vista has long been cut off from some approaches for they lie through Death Desert, caused by public indiffer- ence. But there are even in this desert land, as in the greatly favored places, great fertile oases, for the blessed devotion of the teachers of the children are chang- ing these deserts into gracious gardens where the barren ground is blossoming like the rose of Sharon. Here crooked places are being made straight and rough places plain, and the glory of the heritage of the founders is shining from the face of every child. In these shining regions they no longer talk vaguely about child study, but they set themselves to study every child’s native ability to learn, his need of the right hours of sleep, play, and work; they are learning how to pro- tect the best of them from the clutch of disease. They are finding the best ways of training him into the mind and char- acter of a citizen of no mean land. Some day it will be an unfailingly successful task that the people of this Educational Field have set themselves to do. For when public indifference has disappeared forever, the opportunities for childhood will have increased beyond our power to reckon, and the teachers will all be able to give their entire energy and most courageous cheer into this great work, for they will no longer divide the strength that ought to be given to the work they love in vaguely trying to make one dollar do the work of two. ee — saan eS ewe wee Ee ee eee ennt + Rural Life and Rural Education’ Frank O. Lowpen Former Governor of Illinois, Oregon, Illinois HEALTHY rural community life is essential to any continuing civilization. Is the rural commu- nity breaking down in the United States? Many think so. I recall the country school of my early days. It was the center of a genuine community life. The schoolhouse was a simple structure, plain and unadorned. But the country school itself was a different thing from what it is today. There were pupils enough in each district to make the school a vital thing. It was large enough to stimulate group spirit. The school could feel a pride in its numbers and in its achievements. There were present all the elements required for the growth of a fine spirit of sportsmanship, both in the classes and upon the playground. And this spirit has been found indispen- sable to success among self-governing peoples. The schoolhouse too was some- thing more than a mere educational center. Spelling classes, arithmetic classes, and debating societies drew from the countryside for miles around not only the school children but the adults as well. How changed the country school of today! The population in the school district, due largely to improved farm machinery, has steadily declined. A few years ago, the State of Iowa enacted a law by which, when the number of pupils in any school district was reduced to five, the school should be closed and pro- vision made for carrying those pupils to another school. Under that law five hundred schools in the State of Iowa alone have been closed. The country school, therefore, has lost its old vitality and its old importance in the life of the people. It is hard to make the school directors themselves believe that they need give much attention to so small a group. For the most part, the little schoolhouse which was once so dynamic a thing in the life of the community has fallen into neglect. It remains upon the hilltop as of yore. It too often, though, has an appearance of decrepitude and is usually a melancholy memorial of better days. “An address before the Department of Superintendence, Washington, D. C., Monday morning, February 22, 1926. At the same time that the rural school has been undergoing this evolution, the schools in the towns and cities constantly have improved. Handsome and stately Copyright Underwood & Underwood per O. Lowven, whose leadership in the movement for teaching cooperative marketing in rural schools is attracting nationwide attention. Under the chairman- ship of Mr. Lowden, a committee of the National Education Association is bringing together the various groups interested in this problem. buildings have taken the place of the ruder structures of earlier years; the course of instruction has been greatly broadened; sanitation and _ recreation have been provided for. In other words, for a half century at least, the rural schools have been going backward, while town and city schools have been moving forward. The old isolation of the farm in a sense has been broken down by the tele- phone, the automobile, and the radio. Communication and interchange of visits between those who live in the country and those who live in the city are be- coming more frequent all the time. The farmer knows how the city man lives. The farmer’s wife knows. the con- veniences that the housewife in the city enjoys. The farmer and his wife and their children know of the superiority of the city school over the country school. [107] The time, therefore, has come when we must strive to equalize conditions of liv- ing upon the farm and in the towns and cities. We shail be unable much longer to maintain a double standard of living in the United States, as we have in recent years. If the inequalities which now exist shall continue we shall not much longer be able to keep the normal boys and girls upon the farm. The trek cityward is already under way. If it shall go on as rapidly as it has in the last five years, the next generation will witness a farm population largely com- posed of the physically and mentally unfit. Educators have not been blind to this distressing contrast. In some sections of the country consolidated country schools have been established. These schools have marked a vast improvement in the life of the community, for farmers are as eager to give their children a good education as are those who live in the cities and the towns. They have found, though, that the consolidated school, to be at all adequate, means a heavier tax burden than they can bear. The National Education Association has been aware for years of the paralysis slowly creeping over the country schools. It initiated the movement for the con- solidated country school, but it found that the consolidated school could not be adopted generally until the farmer’s income was increased. The representa- tives of this great Association, therefore, undertook a study of Amierican agricul- ture, with a view of learning, if possible, why it was that the farmer was unable to give his children as good an education as the children of city schools enjoyed. Their conclusions form one of the most interesting chapters in the entire history of education of which I know. They delved into the subject deeply. They studied not only the conditions surround- ing the American farmer, but they went abroad to learn what lessons the farmers of other lands might teach. They found that where the farmers had organized themselves into cooperative marketing associations, there agriculture was in its best estate; there rural education was most advanced ; there a finer community life had been evolved; there it was no longer difficult to keep a desirable citi- 108 zenship upon the farm. And so this Asso- ciation resolved to bring to the children of America, through the public schools, the gospel of cooperation. A committee was created charged with the duty of preparing a course of instruction for the public schools, which should convey to the minds of the future citizens of the republic the spirit as well as the sub- stance of the cooperative method in ag- riculture. Organization is a most powerful factor in human progress. The economists as long ago as Adam Smith found in or- ganization the key to industrial growth. Organization means the difference be- tween the mob and a highly organized progressive society. The psychologists tell us that in an unorganized mass of men the primal instincts have full sway. Therefore, he who appeals most strongly to the passions of the unorganized mass influences them most. Reason, justice, mercy, all the finer qualities which civili- zation has evolved, are swept aside by the rising tide of the primitive passions of men. The voice of the scholar, of the humanitarian, of the moralist, and of the preacher, is drowned. Now, if we take this same unorganized mass and shall succeed in giving it thorough organiza- tion, the wisest and best men within it rise to positions of leadership. The re- sult is that its conduct, instead of inclin- ing to the plane of the lowest, will tend to rise to the level of the highest. Through organization only does progress come. Everywhere else organization has been the dominant note of the last generation. Labor has availed itself of the power which organization gives. Industry has proceeded in the same direction. A few great corporations in every field have taken the place of innumerable smaller independent units scattered over the land. Not only are there fewer manu- facturers relative to production in every line, but they in turn are organized into a great national body. The association thus formed meets at least once a year and considers questions of world supply and demand and other subjects of com- mon interest to the industry. The great corporations which go to make up the industry, therefore are able to plan the next year’s operations intelligently and in a measure to adjust their production to the probable demand. From time to time they determine the price for their product, which remains until new con- ditions require a change. In agriculture alone have the methods of marketing made no improvement ex- THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION cept as to the sale of those products which are now being marketed through cooperative commodity marketing asso- ciations. Indeed, while the farmer gen- erally has retained his old methods, they have lost much of their original efficacy because of the tendency towards organi- zation on the part of the purchasers of his product. The number of sellers has constantly increased, while the number of purchasers has as constantly decreased. Agriculture, therefore, finds itself with its millions of members freely com- peting among themselves, while it is obliged to sell its products in a highly organized industrial and commercial world. Now, if the farmers are to put themselves upon terms of equality with the great industries of the country, they too must organize. It is not desirable that they should imitate the great in- dustries, adopt the corporate form of or- ganization, and operate their farms through corporate management. It would weaken our whole social structure if our millions of farmers were to sur- render their independence in this way. Nor is it necessary. While much im- proved efficiency in production is still possible, farmers have made and are mak- ing constant progress in this respect. The problems which press hardest upon him today are concerned with the mar- keting of his products at a price which will enable him to live and to go on producing. For some years the price level of farm products has been below the general price level. The farmer must find some way to restore the right rela- tionship between the prices he receives for his products and the prices he pays for other commodities. The farmer too must organize for the purpose of market- ing his products. Recently the National Industrial Con- ference Board has been making a study of the agricultural problem. That Board was created by the chief industries of the nation primarily for research on subjects directly affecting industry. Some time ago it resolved to depart from its usual path and to investigate the farm problem. For the Board recognized the vital rela- tion of all industry to agriculture. Its preliminary report has just been made. The Board finds that: “Agriculture has been able to compete with other branches of our economic life for labor and capital only by virtue of consumption of its own basic capital and by virtue of the quali- ties of the farm population itself.” It concludes with these words: “American agriculture is faced with the need of adjusting itself through new forms of or- A pril, 1926 ganization to the new system of eco- nomic life in which it finds itself today,” Cooperative farm marketing associa- tions are no longer an experiment. Ip Denmark and Holland they have existed longest and perhaps have achieved their greatest success. In California the fruit growers for many years have been mar- keting their products through coopera- tive associations. There are innumerable other instances. Wherever cooperatives have been employed, there we find agri- culture in its best estate. In those com- munities farms are better improved and are kept in a higher state of cultivation and repair. The rural school has made great progress; an air of thrift and prosperity is likely to abound; a better community spirit has evolved; the farm has more nearly approached the ideal re- quirements of a home. And, therefore, the far-reaching con- sequences of this movement which you have inaugurated no man can estimate. It means the betterment of American agriculture. But it means more. It means the development of a finer rural citizenship, and in times of stress it is this citizenship upon which the nation must rely. The cooperative way in ag- riculture is not an easy one to attain. It requires the exercise of many virtues. These have been best catalogued by Pro- fessor E. C. Branson, of the University of North Carolina, in his book called Farm Life Abroad: “Without the co- operative virtues of sagacity, faith in one’s fellows, willing subordination to self-chosen authority, vigilance, loyalty and courage, a man would better stay out. of a cooperative society, for it tests character more severely than any other mode of business, way of life, or form of civic enterprise yet devised by civil- ized man.” These are the very virtues, however, which must be nourished and strengthened if self-governing nations are to survive. It happens, therefore, that while the teacher is instructing the boys and girls about cooperation he is also lay- ing the foundations of a better citizen- ship. Experience has shown that only the educated farmer is qualified for mem- bership in a cooperative society. It has been the opinion wf our profoundest statesmen from the beginning that self- government can endure permanently only through an intelligent citizenship. I am wondering if in this age in which ma- terial triumphs everywhere strike the eye and captivate the fancy, we are not los- ing faith in the value of an educated citizenship. I am wondering if we are not entertaining the notion just a little renee cnr a nrewes Vol. 15, No. 4 ———— bit that this stupendous machine-made civilization of ours will go thundering on its way forever even though we deny the value of some of the things which our scholars and statesmen of earlier times thought vital to the lasting prosper- ity of a nation. The leaders in the cooperative move- ment are finding too more and more the need of strong local organizations. They are stressing this as never before. The ideal country school also tends to develop a closer community spirit. And so a better type of rural education and farmers’ cooperative societies go hand in hand. They reenforce and strengthen THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION each other in every possible way. The progress and security of a nation depend largely upon the kind of people who live in the country. The cities may be more splendid and brilliant. They are more likely to attract the notice of visitors from far lands. They may have a more conspicuous place in the histories which men write. He, however, who would measure the soundness of a nation and predict its future will go out into the open country to learn what manner of men he there will find. A city may burn to ashes and a more splendid one arise upon its ruins. But when the soil from out of which the greatness of the 109 city springs is once impoverished, or the people living upon it reduced to penury, the city will vanish from the map of the world. History records a long line of great, splendid, metropolitan centers that enjoyed their brief day—brief as history measures time—and then disap- peared forever because they neglected the countryside which had nourished them. This may have come about by the ex- haustion of the soil. It may have been by the gradual impoverishment of those who till the soil. It does not matter. For the maintenance of the soil and the well-being of those who cultivate it are vital to any nation that would endure. DESIRABLE TRAITS WILLING To Bt “MEASREO* ONSIOERS SUGGESTIONS EQUCATION- SOCIAL RETURNS KNOWS SCHOOL REFORMS For CONSOLIDATION HARMONIOUS WITH BOARD POSTEO UPON ue NAN NI \ ACHER EQUAL. To CITY a TEACHER VISITING VisiTS SCHOOLS TEACHER iM COMMUNITY Z SUPPLIES BOVGHT EXPERTLY ASKS SUPERINTENDENT & OOPE | BACKS TEACHER _| FLUENCES TEACHERS GROWTH | | ALLOWANCE TO TEACHER | | KEEPS TEACHER | UNBIASED [SUPPLIES BOUGHT EXPERTLY | LASHS SUPERINTENDENT _| | EFFICIENT TEACHERS _ | [WANTS BETTER SCHOOLS | |_OPEN-MINDED | STRAIGHTFORWARD |_ COOPERATES | 5 eer “ ns am HOW DOYOU UNDESIRABLE TRAITS TRAITS ST CONSOLIDATION - Z [ SELF-CENTERED (NOT WGHCY REGARDED P= LUNBVSINESSLiKCe | = en - WHICH IS YOUR BOARD MEMBER? DESIRABLE UNDESIRABLE TRAITS iv eBew Vi ent Be ps). —— ered A Rural School Board Measuring Stick “a F,PUCATORS working for the betterment of rural schools believe that among immediate reforms that could be inaugurated According to Edgar Mendenhall, head of the Department of Rural Education at Kansas State Teachers College, rural schools can be made more effective educational agencies when directed by boards In the expectation that the average school board member would try to improve his efficiency, a measuring stick was prepared. It has met with wide approval since its publication in pamphlet form by the Kansas State Teachers College. It contains forty desirable traits and qualifications and forty undesirable traits and dis- qualifications grouped under six main headings: (1) Personal traits and qualifications, (2) training and breadth of information, (3) official duties as a board member, (4) community relations, (5) relations with superintendent, (6) relations with teach- a better school board is feasible. following modern business methods. ers and school. Space is provided for ratings and notes. Growth of Education Associations Membership in State Associations Membership in National Education Association Number of 4 States and Other : ; teachers 2 Relative Relati — in 1924 Jan. 1, Jan. 1, Jan. 1, — rank Jan. 1, Jan. 1, Jan. 1, PP Ae we ve 1908 1925 1926 ae | 1908 1925 eo ye 1926 10 es fe a a 65 ,993 512,681 572,182 ee ee ee 5 4,315! : . MER FU ed See SES 105 107 55.73 Pils... Meliakok, ac. 115 59.90 39 ST ee 2,373 20 1,669 2,015 84.91 3 520 2,500 2,580 108.72 6 Arkansas 4 PE og DEP Pe 11,408 17 442 641 5.62 49 485 6,700 8,827! 77.38 30 NS ee eee 8 23,186 25,491 ee ae le ee eee CO Se Oe ee Se ee eee ee ee Colorado Reh deseaccoees 8,938 75 4,284 4,430 49.56 2,025 6,970 7,166 80.17 27 5 Connecticut............ 7 § NS on aiaae 5 08 i 7 3 > 2 ae aie See District of Columbia... : . . ey ee ee o N oo ao wn a — Se ~ o _ © eo nN a ° N a) io =) oO oo a J i] ~ — a i=} © — eee 7,836 1,051 1,410 17. 29 : ; 57.43 43 ES eee ae MAA |, Sen 164 | Reh SRR SERBS CREA Soar Re Serena mC ene 17 ,687 50 459 545 3.08 51 240 5,000 7,7258 43.68 47 Sab eeeseosereteaece® | . Se eatesones cho tesetecenan —).. BE wate F .. CFE Me caseerceetdpoctraccsccenehacvwecedceesrebesssvesreohsccces —_—_—_—— _s SE | || | | | Ss —___. CEE. ‘ 4 : On eas 10,754 1,026 926 8.61 42 1,863 7,050 8, 9323 83.06 24 Er ere ee 6,172 32 1,867 2,059 33.36 17 1,500 5,770 6,637 107.53 7 a or 7,430 55 1,567 1,714 23.07 22 400 2,200E 2, 9698 39.96 49 Massachusetts........ 23,079 332 6,197 5,855 25.37 20 1,500 17,000E 16,033 69.47 35 ne Tee 27,000 139 8,977 9,890 36.63 15 4,800 24,800 26,763 99.12 12 Minnesota..........%. 20,018 145 2,704 3,267 16.32 30 2,000 13,000 13,930 69.59 34 Mississippi............ 14,608 16 273 407 2.09 52 1,200 5,441 8, 8508E 60.58 37 0” ee 23,439 216 3,176 3,213 13.71 34 665 20,246 21,8008 93.01 14 ON Seer ee ese DUS 5. we duceass ss OS SEE OO CCT New Hampshire.....:.. 2,863 30 557 522 18.23 28 1,100 2,200E 2,400 83.83 23 a 19,902 198 4,269 5,150 25.88 19 4,157 21,651 22,161 111.35 2 New Mexico........... 2,818 13 319 313 11.11 38 500 1,637 1,662 58.98 41 North Carolina......... 21,434 2 3 : 7 Norch Dakota...... 8,264 42 584 566 6.85 46 425 3,680 5,767 69.78 33 tle... ks cccndeccatesee ee 349 9,881 12,790 33.80 16 1,000 30,800 32,600 86.15 21 a ; Pennsylvania.......... } : rir Philippine Islands. ..... Sn, J. paeneies 221 205 82 Ope “See. ee Ee ren a mento RICO... 03. caeee ME: 1. cteubawed 67 62 4.2 ee CORO ee eee eee Serer Rhode Island.......... South Carolina......... §. : 7 S.3 South Dakota.......... 8,138 40 1,066 1,206 14.82 31 500 7,740 8,649 106.28 » RONRUG:. . « 4s ete CO ee eee 2,838 30 432 364 12.83 36 1,139 2,324 2,348 82.73 ye Virgin Islands........ OR SS 123 137 124.55 eS Serer err teed Se eee ne ee MN Jes co cs seo ot 16,490 40 1,480 $357 9.44 39 1,500 12,000 12,900°E 78.23 28 Washington......... 9,576 68 3,334 3,878 40.50 14 4,005 9,766 10,153 106 .03 9 West Virginia...... 11,860 24 1,810 2,840 23.95 21 } 450 7,817 9,682! 81.64 26 Wisconsin..... ‘ 17,500 3,428 , 8: : 3, 15,261 87. Wyoming... 2,741 12 1,198 1,126 41.08 13 390 2,450 | 2,750 100 . 33 11 HIS table shows the growth of these associations of 65,993. The fig- positions in public elementary schools professional organizations and indi- ures for January 1, 1925, are 512,681; and the additional fact that members cates the relative standing of each of and for January 1, 1926, 572,182, which are enrolled among teachers in private the states with respect to membership is 73.36 percent of the 779,954 teachers _ schools, institutions of higher learning, in both national and state associations. in the United States and territories, as and laymen. The figures for state as- The total membership in the National compared with 69.77 percent enrolled sociations are based on signed reports Education Association, exclusive of on January 1, 1925. Since many asso- from the officers of those associations. foreign members, was 4982 on January ciations clear their books by dropping 1, 1908; 138,856 on January 1, 1925; and members in December, the figures Notes: 158,103 on January 1, 1926. Compari- given do not show the peak of member- —_,, B—The letter “E” indicates that the figure The figures for state associations for showing the number of teachers are teachers at present work largely through local organizations. There are approximately 30,000 based on the total number of teaching teachers in New York City. January 1, 1908, show a membership in son with the table published in THE ship reached during the year. 5 Piguee dees not include secasbers GE | JOURNAL a year ago shows 18.9 The figures for number of teachers _ state-wide organization for colored teachers. percent of the teachers enrolled then in 1924 are from U. S. Bureau of Edu- ? Does not include city of Wilmington. | as contrasted with 20.27 percent en- cation. The percentages in excess of Re ne» Beg re in both white a col | rolled in the National Education Asso- one hundred percent are accounted for ©". 6 *SS0Ct#tIOnS (separate orga cisiatal iati ° * The rank of the New York State Association | ciation on January 1, 1926. by the fact that the figures available is lowered by the fact that New York City | [110] LT Des Vol. 15, No. 4 Goodwill Day, May 18 Avucustus O. THOMAS State Commissioner of Education for Maine and President of the World Federation of Education Associations LMOST universal interest is being taken in the attempt to develop the spirit of goodwill and friendship among the children of the world. It is re- markable how the teachers, not only of America but of other countries, are studying this question. When any group of people undertake an intelligent and persistent study of a problem, that prob- lem is likely to be solved eventually. Just now, our teachers are building up a fine psychology in direct contrast to the attempt of many elements to break down faith in humanity, in civilization, in the established order, and in new methods and processes. This is shown in the persistent effort being made to dis- credit prohibition in this country, which is made not only by persons who want to use liquor but more particularly by those who make their fortunes out of the depraved nature of their fellowmen. We must be careful of our thinking. Shakespeare has Hamlet saying, “There is nothing either good or bad, but think- ing makes it so.” Just so the teachers who believe it possible to develop the spirit of good- will and who work at it persistently are doing their share to counteract evil ten- dencies, They are constructive elements operating against the destructive torces of our civilization. Last year, many schools in the United States, especially, spent much time in working up programs for Goodwill Day, May 18. This date has been approved by the World Federation of Education Associations as a day when the schools throughout the world may be thinking constructively along lines for the de- fense of civilization, for the turning aside of the drift of evil, and bringing into its place the current of good. In Canada, our neighbor teachers worked out a special form of pledge of goodwill and had it signed by large numbers of their pupils. Harry Charlesworth, sec- retary of the Teachers’ Federation of British Columbia, carried with him to the World Federation meeting at Edin- burgh the signatures of a large number of children and teachers, as well as others, to be presented to the League of Nations and preserved in its archives. The Child Welfare Association has Posters in colors showing the children of many lands, their mode of dress, their chief interests and, above all, some good trait set up in attractive form. ‘These cards are helpful to any teacher of the elementary school who is seeking to ar- range pageants for Goodwill Day. So many teachers have written to the President of the World Federation for suggestions as to a program on World Goodwill Day, that it may be advanta- geous to make suggestions in THE Jour- NAL OF THE NATIONAL EDUCATION AssociATION. Whatever I may give will be merely suggestive. The teacher of initiative can now find a wealth of material. She cannot have a long pro- gram; she cannot do all that is sug- gested, but she may select from the various opportunities and materials those which will serve her school best and may apply such local color as the occasion demands. 1. Motto for the occasion. It would seem well for the school to use as a motto for the occasion Tennyson’s lines: I would the globe from end to end Might sow and reap in peace. This motto will lend not only the spirit of goodwill but the spirit of peace, for peace is founded on goodwill, while war finds its strength in hatred. 2. Pageants and plays of goodwill, such as “Goodwill, the Magician.” This was written especially for Goodwill Day by Hazel McKaye and is available through the National Child Welfare Association, 70 Fifth Avenue, New York City, and the National Council for the Prevention of War, 532 Seventeenth Street, Washington, D. C., at ten cents per copy. This pageant of friendship of children is based upon the posters, “Children in Many Lands.” It is suit- able for either outdoors or indoors. If given in full, it will require about an hour and a half. The cast includes one grown person and at least forty children of elementary school age. It is possible to include as many as one or two hun- dred. The pageant may be simplified and shortened as teachers may desire. Costumes and staging are simple. 3. “In Praise of Peace.’ This is a tableau play and was given by the Lin- coln School of Teachers College, New York City, at Thanksgiving time in THE JOURNAL OF THE NATIONAL EpucATION AssocIATION 111 1921. It was sent out in booklet form as a Christmas greeting to friends by the pupils and teachers of that school under the direction of Otis W. Caldwell. 4. Songs of many lands. Music is a universal language. Few subjects lend themselves so wonderfully to world har- mony and to understanding. The na- tional songs of so many of the countries are now easily obtainable and also many standard pieces of music. ‘The school might sing its own national song and follow this with songs of other lands. 5. A study of the flags of the nations of the world. It is a fine project to collect small flags of the different lands and to display them so the children can distinguish the flags of the different countries. If perchance, as in many localities, the school is made up of many nationalities, it is interesting to bring in the flags of the countries represented, but care must be taken that emphasis be placed upon our own flag and that the children now have allegiance to it. There is no reason, however, why they should not know the flags and the songs of the country of their race. Drills may take the form of patriotic exercises with the flags of the countries and singing the national songs, or they may be given in the language of labor and industry, giv- ing the children the characteristic sym- bols of the activities and interests of the peoples. Herein is a great variety of opportunities. By this means, there may also be symbolized the great contribu- tions of the different countries to civili- zation. 6. Essays and compositions. An in- teresting subject for essays or composi- tions is the contribution of different countries to the welfare and happiness of mankind: what countries have presented great musicians and great pieces of music, great artists and great masterpieces of art, great inventions and discoveries, great writers and what they wrote, and what country presented this or that gift to the world. Books, also, may be read on government, great inventions which have contributed to the well-being of man, science, medicine, and the long list of human benefactions. These may be illustrated in story and symbol. 7. Geography. The map is_ in- dispensable in bringing the children of the world together. What products of one country go to make up the comfort and happiness of other countries; how the people live and what they do; how they find enjoyment and happiness; how one country adds to the well-being of other countries are all questions which 112 Tue JouRNAL or THE NATIONAL EpucATION ASSOCIATION A pril, 1926 LL ——— may be taken up in connection with yeography. No subject in the curric- ulum gives such opportunity for develop- ing the spirit of interdependence and the spirit of cooperation, together with the need of friendliness as the foundation of individual and national well-being. 8. Children in distress. We have had so many illustrations recently of the necessity of help from one country to another that many interesting lessons may be drawn, such as the earthquake in Japan and what the different countries did to relieve distress; the Near East Relief and how this country, in par- ticular, has sought to save the children of that section; humanitarian work of all kinds, with the work even of great foundations in developing health pro- grams, sanitation, and the like. 9. Newer inventions. Lessons may be drawn from some of the newer inven- tions and discoveries, showing how na- tional lines are merging. Among these might be taken the radio with its mes- sage going from one country to another and how it stimulates language study; the moving picture with its possibilities ; the airplane and the fast steamship. 10. School correspondence. Under the direction of the Junior Red Cross, especially, some fine work has taken place in school correspondence, not of a desultory kind but purposeful letters set- ting forth the characteristics of the school, the building, the children, the teacher, how the school is situated, what the children study, modes of discipline, pictures of the homes of the community, how the people live, their religious devo- tion, the patriotism of the people, and many other things. This material may be written up in booklet form and trans- mitted to children in schools in other countries. This is a fine piece of work calculated to bring the children into closer sympathy with their national neighbors. 11. World civics. Project lessons may be undertaken showing international contacts and how the interests of the peoples are concerned, such as postage regulations, how the postage of one country will carry a letter into any other country and why; passports: what they mean and how secured; the rights of vessels sailing under the flag of one country to enter the ports of another; what flags a steamship carries when crossing the ocean; what flag it unfurls on reaching the foreign harbor; what are the courtesies of the flag in this par- ticular; our consular system and why we have representatives in the chief com- mercial centers of the world; our am- bassadorial system and why we have ambassadors and ministers in foreign lands. The National Council for the Pre- vention of War has prepared a booklet, Books of Goodwill, made up of stories to read and tell, poems to read and learn, pageants and plays of goodwill, the games of many lands, songs to sing, children’s prayers, programs for special days, projects of goodwill and lists of books. We are hoping that year by year more schools may undertake definite programs and that Goodwill Day may become a day of international significance. American Homes a, A snow house built by Eskimos Old farmhouse near Chester- town, Maryland ett? ws oe Cliff dwelling, at Canyon De Chelly, New ” Casa Blanca, New Mexico Mexico sc DR An Indian pueblo at Taos, Modern detached home ijn ily, ~y s ”~ Shoshoni skin lodges ington’s well-known apart- ment house Be SSENTIAL to the life of man is the home. The spot where he was born and reared is his home until he leaves it to make " one of his own. Early educational training can make him worthy of membership in it. In proportion as he values his childhood’s home will he value the one of his manhood. Unheedingly, we pass by the many blessings and advantages of life unless some particular circumstance brings to our attention the thing that has contributed to our daily welfare and happiness. Wardman Park Hotel, Wash- Is it not, then, the duty and privilege of the school to point out to the child those hidden, because unobserved, factors that make the home and show him how he can best cooperate with others for its success? Worthy home membership is one of the seven objectives of education, the re- maining six being: health, mastery of the intellectual tools needed in everyday life, vocational effectiveness, intelligent and active citizenship, wise use of leisure, and the development of ethical character. ee i ee ee ere: el OR MANY years the spelling book was the most important text in American schools. There are said to have been ninety-eight editions of Dilworth’s New Guide to the English Tongue between 1757 and 1778. Perry’s The Only Sure Guide to the English Tongue and other imported spelling books were used in the early days of the United States. These were displaced by the most popular school book ever published or used in Amer- ica—the spelling book of Noah Webster, which was sold under several names and was printed in a number of places, but always essentially the same. Noah Webster’s own account of his writing of it is: “In the year 1782, while the American army was lying on the bank of the Hudson, I kept a clas- sical school in Goshen, Orange County, New York. I there compiled two small elementary books for teaching the Eng- lish language. The country was then impoverished, intercourse with Great Britain was interrupted, school books were scarce, and hardly attainable, and there was no certain prospect of peace.” One hundred and six years after this spelling book was published at Hart- ford, William T. Harris wrote when telling of how he was educated: On the whole the chief textbook in the school was Noah Webster's Elementary Spelling Book—the same book that is still published and sold at the rate of twelve hun- dred thousand copies per annum, being the most generally used of all school textbooks. In 1800 the book was selling at the rate of hundreds of thousands and is still on the market. In 1880 more than a million copies a year were selling, a fact which the young schoolmaster of ninety-eight years before could not have foreseen although he was sanguine and self-confident as well as tal- ented and energetic. It has been suggested that when it goes out of print an appropriate epitaph will be: “It has taught millions to read and not one to sin.” Webster showed however consider- able prescience in his preface when he says it is written “To diffuse an uni- formity and purity of language in Amer- ica, to destroy the provincial prejudices that originate in trifling differences of dialect, and produce reciprocal ridicule, to promote the interests of literature and harmony im the United States is the _—— This is the fifth of a series of articles on early American textbooks by Mary Ma- gruder, Sandy Spring, Maryland. Spelling Books: most earnest work of the author, and it is his highest ambition to deserve the approbation and encouragement of his countrymen.” Few young men live to see an ambition definitely formulated in youth so fully realized in old age. | OUR HUNDRED YEARS AGO, when Wil- liam Tyndale translated the Bible into English, the forms of English words were not es- tablished as they are today. Writers and printers were likely to use a variety of spell- ings for any word. For ex- ample, Tyndale spelled “it” in eight different ways in his translation, including it, itt, yt, ytt, hit, hyt, hitt, and hytt. The original title of what became in popular speech the “Blue Back Speller” was Part I of a Grammatical Institute of the English Language containing a new and accurate standard of pronun- ciation. It was later printed as The American Spelling Book and after an- other revision it became The Elemen- tary Spelling Book. The books were bound in “boards,” when that meant thin wood covers, over which paper was pasted. When it was about forty-five years old, Lyman Cobb gave this description of it: Mr. Webster’s spelling book comprises 168 pages, 14 of which are introductory; 60 con- tain words taken from the dictionary; 29 pages contain the names of persons, places, etc.; 47 contain reading lessons; 8 contain pictures and fables and 4 pages contain the numbers, abbreviations, explanation of char- acters used in writing and a census of the United States. It contains words of our lan- guage to the number of 6950—only 5800 ar- ranged expressly for spelling. In his dictionary published in 1828, Webster defined between seventy and eighty thousand words. During twenty years of untiring labor upon this much needed work, his large family was sup- ported chiefly by the income from his spelling book, from which he received less than one cent a copy. His bridged Dictionary was less remunera- tive, but a valuable achievement in dic- tionary making. While spelling was at the height of Una- [113] its popularity, it was taught in many schools in the way described by Hon- orable Joseph T. Buckingham, of Cam- bridge, Massachusetts, in 1860. He says that the closing exercise ““was always a lesson in spelling and this was per- formed by all the pupils who were suf- ficiently advanced to pronounce distinctly words of more than one syllable.” He continues: It was the custom for all such pupils to stand together as one class, and with one voice to read a column or two of the tables for spelling. The master gave the signal to begin, and all united to read, letter by letter, pronouncing each syllable by itself, and adding it to the preceding one till the word was complete. Thus a-d ad, m-i mi, admi r-a ra, admira, t-i-o-n shun, admira- tion. This mode of reading was exceed- ingly exciting, and in my humble judgment, exceedingly useful; as it required and taught deliberate and distinct articulation, and in- spired the youngest with a desire to equal the older ones. It is true the voices would not all be in perfect unison; but after a little practice they began to assimilate. I have heard a class of thirty or more read column after column in this manner, with scarcely a perceptible variation from the proper pitch of voice. When the lesson had been thus read, the books were closed, and the words given out for spelling. If one was misspelt, it passed on to the next, and the next pupil in order and so on till it was spelt correctly. Then the pupil who had spelt correctly went up in the class above the one who had misspelt. It was also a practice when one was absent from this exercise in spelling, that he should stand at the foot of the class when he returned. Another of our customs was to choose sides to spell once or twice a week. The words tb be spelt went from side to side; and at the conclusion, the side which beat (spelt the most words) were permitted to leave the school room, preceding the other side, who had to sweep the room and build the fires the next morning. These customs, prevalent sixty and seventy years ago, ex- cited emulation, and emulation produced im- provement. By degrees the reading lessons dropped out of spelling books, and in some of them dictation lessons containing the spelling words in sentences were substi- tuted. Some gave exercises in which blanks were to be filled with the ap- propriate words. Some included words with definitions. Others tried to make the lessons more interesting by classifica- tion—as animals, household articles, and foods—but no spelling books need special description since Webster’s phenomenal success, 114 THE JOURNAL OF THE NaTIONAL EpuCATION ASSOCIATION A pril, 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 ment of $5.00 instead of $2.00 entitles an active Pan Ag addition to the privileges of the $2.00 member- ship, to receive the complete bound volume of proseeenes, all committee reports, and other regular publications o' the Association. One dollar of each membership fee is for a year’s subscrip- tion to THe JOURNAL. Subscription to non-members is $2.00 per year; single copies, twenty-five cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. Tue Journat is a member of the Educational Press Asso- ciation of America and is published in accordance with the standards of that organization. Entered as second-class matter October 28, 1920, at the post- office at heey ree D.C re the apt of August > a Sd Acceptance for mailing at s al rate of postage provi °. in section 1103, Act of Oct. 3, 1917. authori Jan. 26. 1921. Harold A. Allan Business Manager Joy Elmer Morgan Editer EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C. The Washington Convention ASHINGTON gave an admi- rable setting for the convention of the Department of Superintendence and allied groups. Members enjoyed their week amid the historic shrines of the nation’s capital. They especially ap- preciated the opportunity to hear Presi- dent Coolidge, Secretary Hoover, Secre- tary Wilbur, former Governor Lowden, and others prominent in national affairs. More than nineteen thousand special rate railroad identification certificates were requested before the meeting. The pilgrimage to the Tomb of the Unknown Soldier, which was the open- ing event of the convention, recalled the stirring days of the War when the feel- ing of national unity reached unusual heights and when schools throughout the nation rendered many patriotic services in cooperation with the government’s war efforts. The Washington Auditorium, with its six thousand seats, could not accom- modate the crowds who wished to see and hear President Coolidge. Reports indicate that the radio audience was large. The occasion was the 194th an- niversary of the birth of George Wash- ington, and President Coolidge used it well to outline the great interest which the father of his country had in matters educational. Secretary Herbert Hoover, speaking on Education as a National Asset, paid to the profession as high a tribute of praise and appreciation as it has ever received from any public man. Former Governor Frank O. Lowden, who is chairman of the Association’s committee on a course of study in cooperative mar- -keting, emphasized anew the importance 4 of sound rural life and education if the nation is to endure. Secretary Wilbur invited the superintendents to cooperate in the saving of the venerable ship Old Ironsides. Three of the general programs were built around elementary, junior high, and senior high schools. There were other evidences of the movement to in- tegrate the various units of the school system more carefully, thus enabling them to meet the needs of individual children. The group meetings were well at- tended. The one at which The Rela- tion of Public Schools to Religious In- struction was discussed attracted especial attention, the formal papers being fol- lowed by vigorous discussion. Commercial and educational exhibits drew attention to improved equipment and materials of instruction. ‘The dis- play in the United States Bureau of Education gave an excellent interpreta- tion of progress in the development of school buildings. The Japanese school exhibit in the national headquarters of the American Red Cross was impressive, particularly the displays of technical work. The association of members of Con- gress with the delegates attending the convention from the different states was mutually helpful. Many Congressmen and their wives were present at state breakfasts, luncheons, and dinners, or en- tertained persons from their states or districts in their homes or offices. The Executive Committee and other committees of the National Education Association held many important ses- sions. Plans for the Philadelphia meet- ing in July were carried forward. Every indication points to a new high tide of interest in the city of the nation’s birth and the Association’s beginnings. The hearings on the New Education Bill began on Wednesday of convention week and continued for three days. It becomes increasingly evident that educa- tional workers are almost unanimously agreed on the urgent need of a Depart- ment of Education with a Secretary in the President’s Cabinet and are deter- mined to continue their efforts until that goal is finally achieved. The principal opposition at the hear- ing was based on the repeated assertion that the creation of a Department of Education is an opening wedge for fed- eral control. The sponsors of the Edy- cation Bill replied by pointing out the absurdity of such an assertion in the face of the stand of the National Education Association and of educational workers generally against federal control. Publicity in the daily newspapers was much praised. The generous response of speakers in sending advance summaries of their manuscripts made possible the distribution of material covering 150 speeches before the convention opened, setting the highest record in this regard that the Association has yet reached, The favorable impression which the convention made on residents, business men, and officials of the capital is highly significant. Washington is a national and a world city. It is no mean ad- vantage to education that in this center of affairs the strong current of the edu- cational advance should again have made itself felt. Conventions come and go, each with its peculiar atmosphere and points of ex- cellence. To Doctor Ballou, president of the Department of Superintendence for 1925-26, and his associates must go large credit for having built a program and managed a convention so excellent in conception and so perfect in execution. Copyright Harris & Ewing Ogres J. Connon, recently elected prest- dent of the Department of Superintend- ence 1926-27, is superintendent of schools, Cincinnati, Ohio. He has a long record distinguished educational and civic serve in several states. > ee mere —- —_ — resi- | end- | cools, dof | O CEREMONY could have been more fitting for opening the convention of the Department of Superintendence in Washington than the pilgrimage to the tomb of the Unknown Soldier in Arlington Cemetery, among the Virginia hills, over- looking the historic Potomac River and the beauti- ful city of Washington that has been built upon its banks. The soldier who stands between his coun- try and the enemy in time of war and the teacher who trains its citizens for service in peace or war have much in common. Both are glorified because they serve humanity. The picture above shows Frank W. Ballou, presi- dent of the Department of Superintendence and superintendent of the schools of Washington, D. C.., as he placed the wreath on the tomb. The cere- mony was held on Sunday afternoon, February 21, preceding the vesper service in Memorial Con- tinental Hall. It was as simple as it was impres- sive. The Columbian Male Quartet sang “Rest, Peacefully Rest,” by Geibel; Dr. Ballou placed the wreath; and the quartet closed with “Brave Heart, Sleep On,” by Parks. The following statement, made by Dr. Ballou as he placed the wreath, should : _ to the children in every schoolroom in the and: “As the first official act on the program of the Fifty-sixth Annual Convention of the Department of Superintendence of the National Education Asso- ciation, this representative body of school superin- tendents of America has made this pilgrimage to Copyright Wide World Photos, Washington Bureau the final resting-place of the earthly tabernacle of our Unknown Soldier. “While the name of this soldier is unknown, he is, however, not a stranger to us. He is typical of that great body of young men who but a few years ago left our educational institutions to participate in the great World War on the battlefields of Europe in defense of those ideals of liberty, freedom, and honor for which this nation stands. “May this sacred spot in the hills of Virginia, overlooking the majestic Potomac and the capital of the nation in whose service this young man made the supreme sacrifice, ever be a patriotic shrine. May it inspire those who stand in its presence to that high sense of individual and civic responsibility which shall guarantee a democracy safe for the world, demonstrating to future generations that this youthful patriot has not died in vain. “By this simple service we would do honor to the Unknown Soldier and to the patriotic ideals which are forever identified with him. By this act of devotion we, the superintendents of the nation, would draw from this occasion renewed inspira- tion, courage, and strength for the great responsibil- ity resting on us to so lead the public schools of the nation that its youth shall ever be prepared, in peace or in war, to defend the Republic against all foes, whether within or without, to the end that this gov- ernment of the people, by the people, and for the people shall not perish from the earth.” [115] Elementary School Principals at Washington, D.C. HE LARGE attendance at the winter meetings of the Department of Elementary School Principals on Monday, Tuesday, and Wednesday afternoons at the Washington auditorium is indicative of the growing interest taken in the work of the principal not only within the ranks but by other ad- ministrative officers. The opening address on the Monday program was by Miss Mary McSkim- mon, president of the National Educa- tion Association (see page 106). M. R. Trabue, of the Bureau of Educational Research at the University of North Carolina, spoke on A Request for Co- operation. He was followed by William H. Allen, director of the Institute for Public Service, New York City, who sounded a warning in regard to the issuance by school officials of hastily writ- ten statements. Mr. Allen stressed several glaring de- fects in current school publicity: There is too much halo over schooling and too little over education; too little variety and too much repeating of subjects, speakers, and actors; too little informing about the decreased purchasing power of the educational dollar ; and too little free speech with almost no open criticism re- specting slovenly, dull, inaccurate, and deceiving school publicity. In his usual dynamic manner, A. E. Winship, editor of The Journal of Edu- cation, Boston, Mass., discussed Educa- tional Achievement and Civic Righteous- ness, driving home the truth that teach- ers, principals, and curricular experts must beware. of cramping and stunting the chances for character and scholar- ship that rightfully belong to every boy and girl. William T. Longshore, principal of the Greenwood School in Kansas City, Mo., concluded the program with a talk on Standards and Training for the Elementary School Principalship, citing the results of an investigation of seventy- five of the leading American colleges as to what courses were offered for elemen- tary school principals. Among others, Mr. Longshore quoted the deans of Yale, Harvard, University of Maryland, Uni- versity of Michigan, and the University of Missouri as being in sympathy with the idea that the elementary school prin- cipal should be the real head of his school. On Tuesday afternoon, Clarence E. McCartney, of Princeton University, discussed at length The Fundamental RuTH Pyrtte, secretary of the Depart- « ment of Elementary School Principals, 1925-26, is principal of the McKinley School, Lincoln, Nebraska. Miss Pyrtle is ex officio editor of the Bulletin of the Department. Virtues, the Bulwark of Civilization, telling how the homes and schoolrooms of colonial days were characterized by a religious training that today is denied the youth of America. His plea for a revival of old-fashioned religious train- ing was thoughtfully received. The second speaker, Warren A. Roe, principal of the Belmont Avenue School, Newark, N. J., gave a comprehensive report of the 4/l-Year School, stressing the success it has been in certain Newark schools. He concluded the paper with this statement: All-year schools are just a better means of showing common sense in using the avail- able time, the money a community can spend, the plant it is able to maintain, and the trained ability of its teaching body, so that the time is best utilized, the money secures the most it can buy, the plant is used to capacity, and the teaching ability is made available to the most pupils. [116] Curriculum Studies in the Elementary School was given by Otis W. Caldwell, of Teachers College, Columbia Univer- sity, who believes in the enriched cur- riculum as well as in the three R’s, two groups mutually contributory. Jessie M. Fink, principal of the Palmer School, Grand Rapids, Mich., concluded the program with The Im- perative Need for Organizing School Forces. In speaking of the development of the Department since it was or- ganized in the summer of 1921, Mrs. Fink said: Our organization has satisfied a great need in the elementary school of this coun- try by supplying a means of direct commu- nication between the principals of the differ- ent sections of America, between the cities of our land, and even those of foreign climes. It has held semi-annual meetings and brought to them the best minds of our pro- fession where the interchange of ideas has been most stimulating. Its greatest accom- plishment lies in its having awakened a professional consciousness in the ranks of the principals themselves. It has made possible a solidarity of aim and desire of accomplish- ment hitherto unknown. It has startled into action many a lethargic or atrophied prin- cipal, On Wednesday afternoon, Charles H. Judd, head of the School of Education, University of Chicago, in speaking on The Possibilities of the Principalship, de- clared that the principal of today should be prepared to make studies of the com- munity, of the pupils, and of the teach- ers if he desires to keep abreast of the forward movement in education. He emphasized the principal’s part as leader in a movement for curriculum construc- tion. The address by Frank W. Wright, state director of the division of elemen- tary education, Boston, Mass., on Lead- ership of the Principalship, magnified the duties of the principal in this respect. Another phase of the subject, Reform- ing the Principalship, was taken up by James F. Hosic, Teachers College, Columbia University. He believes the principal of the future will be trained for his special task. The program con- cluded with 4d Constructive Study of the Principal in Action by W. P. Dyer, of Teachers College, Columbia Uni- versity.—J. M. R. i ee. ie a ee oD Hearings! OR three days a committee of Sen- ators and Representatives of the United States listened and asked questions. The occasion was a joint hearing on the New Education Bill. The setting was the marble hall in the Senate Office Building which serves as the Majority Caucus Room. The days were February 24, 25, and 26. History was being made in that beautiful hall during those crowded days. The pro- posal for a Department of Education with a Secretary in the President’s Cabi- net took an important step forward. A notable list of educators, representing every section of the country and every branch of the service, brought before the Joint Committee an impressive array of facts to show (1) the widespread char- acter of the movement for the Depart- ment, (2) the reasons why the present Bureau of Education cannot meet the need, (3) the importance of coordinating the existing educational activities of the federal government in the interests of efficiency and economy, (4) the opposi- tion of the advocates of a New Educa- tion Bill to any form of federal control of education, and (5) the need for national leadership and fact-finding in education if the $2,500,000,000 spent annually for that activity is to be used wisely. There were many dramatic moments in the hearings when Senators or Rep- resentatives asked questions of the wit- nesses that went to the very heart of the problems involved, or brought out facts and points of view that have not been so clearly presented in hearings on earlier measures. As a result of these hearings the case of the advocates of the measure is greatly strengthened. The various elements in the opposition have been brought clearly into the open and are on record. As THE JOURNAL goes to press only a part of the stenographer’s type- written record is available. -The follow- ing extracts have been selected from it: GEORGE D. STRAYER, Chairman of the Legislative Commission of the National Edu- cation Association and professor of educa- tion, Teachers College, Columbia Univer- sity—It has been proposed that we have an enlarged Bureau of Education. There are two reasons why that cannot solve the Problem. The first is that there is not the remotest chance of bringing under a bureau chief the activities in the federal government which should be consolidated and coordi- nated in a department. It is unthinkable that Hearings! the Federal Board for Vocational Education should be made a division of the Bureau of Education. I believe that the majority of the people of this nation hold public education as the One for Every Teacher HALL the United States have a department of education with a Secretary in the President’s Cabinet like the other important nations of the world? Every child and every teacher has a vital interest in this question. It will not be settled until it is settled right. It has already be- come a widespread subject for debate in schools, women’s clubs, and civic organizations generally. The report of the joint hearings on the New Education Bill, which proposes to create this department, is as fascinat- ing as fiction. It will become the textbook in these debates. Any citi- zen may have a free copy by writing to his Senator or Representative in Congress, care Senate or House Office Building, asking for a copy of the Report of the Joint Hearings on S. 291, H. R. 5000, the Curtis-Reed Bill. Be sure to write for your copy at once and urge your friends to do like- wise. Make certain that there is a copy in the local library and that the local editors have copies. The demand will be great. Write early for this important volume. most fundamental of all of our institutions. I know that those who are responsible for the administration of public education be- lieve that a federal Department of Educa- tion with a Secretary in the President's Cabinet is required for the further develop- ment and increase in efficiency of public edu- cation, which we all desire. CHARLES H. JUDD, director of the School of Education of the University of Chicago.— I am very enthusiastic about the work done by the Bureau of Education of the United States. I think the records now prepared by the Bureau of Education are far and away the best educational records in the world; and I think the interest of the present Secretary of the Department of the Interior is of the greatest assistance in American education. I believe, however, that the present Secretary of the Department of the Interior is engaged in so many enterprises that when he goes into the President’s coun- cils his mind must be full of a number of things; and I think if on each of these oc- casions when he sits with the President it were possible for him to concentrate his whole thinking on education, we could have [117] Hearings! more rapid progress in that particular direc- tion than is possible to be gotten when edu- cation is sandwiched in with a multiplicity of concerns which must fill his mind. S. P. CAPEN, chancellor of the University of Buffalo—It is also patent that these sev- eral divisions of the government that deal with education have no relation whatsoever with one another and are for the most part each ignorant of the other’s business. We want to see that enterprise brought together so that what the government does in educa- tion will at least represent a unified point of view and a unified policy. We also want large scale investigations. Any one of this group could name you a dozen problems, probably on slight reflection, that are strictly national problems. They cannot be handled by any local educational agency. Take for instance one that is agitating this convention that has been here this week. What shall be the content of education; and the corollary: What should be the organization of the elementary and secondary schools? Before they can be settled effectively we need in- formation that we do not have and that no agency can get for us. The third thing that we want is leadership. We want the kind of influence that affects the profession and that affects the public. JOHN A. H. MacCRACKEN, president of Lafayette College, Easton, Pa—lIt is in- conceivable that education in the United States of America can be represented inter- nationally by a bureau chief, a Commissioner of Education. It is our policy in the diplo- matic service with any other country that will provide an ambassador to the United States in return to provide an ambassador from this country. If they provide a minister we provide a minister. By the same analogy, since the leading nations of the world have secretaries of education, the United States also should have a secretary of education for international relations— Mary McSKIMMON, president of the National Education Association—If we had a Department of Education that could bring us into possession of the splendid work that is being done in isolated places in this coun- try that we have no knowledge of or very little knowledge of—unless under such favor- able circumstances as have enabled me to know about them this year—we could make use of that knowledge to help the slow and dull child immeasurably. It is not only for public schools that I am pleading for the De- partment of Education, because the research that would help the public schools make the children able to make the most of themselves would be valuable for any private school in the country. JULIA SULLIVAN, president of the De- partment of Classroom Teachers of the Na- tional Education Association—It has seemed to me that it should be our function to see that every child in the nation has an equal educational opportunity. If this can be 118 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A pril, 1926 achieved through a Department which would make researches available and help out the various communities, it seems to me that would be a step in the right direction. JESSE H. NEWLON, superintendent of schools, Denver, Colorado.—I think there is no one here, either layman or teacher, who would believe that our courses of study are ninety percent efficient, ninety percent as ef- fective as they ought to be. If there is ten percent waste in our school system due to obsolete or irrelevant subject-matter or in- effective methods of teaching, then the bill to the nation is $200,000,000 annually, con- servatively stated. I think when we begin to view the matter from that standpoint we can begin to visualize a little more clearly what is meant when we are asking that the federal government must do more in the way of leadership of those who are engaged in research throughout the country. I think you can rest assured that the teach- ers of this country do not expect and would not favor a Prussian system of education; but we believe that the federal government should do more to stimulate research and to support research than it is doing at the present time. As a superintendent of schools I would like to see the time come when I could get when I wanted it, the information that I need in the formulation of policies for the school system under my direction. FRED M. HUNTER, superintendent of schools, Oakland, California—I find in the Constitution of the United States a pledge. It is stated in the preamble of the Constitu- tion, “To promote the general welfare.” A great element in our general welfare, in our prosperity as local communities, as states, and as a nation, stands out the human element. We have first our national re- sources as a basis of prosperity. Then we have the human element as the basis of prosperity; and as a superintendent of city schools, managing a school system in the in- terest of 50,000 children, I turn to this federal government which is pledged to do the thing that I think my school system is pledged to do and the question arises, “What have I the right to ask for?” R. J. CONDON, superintendent of schools, Cincinnati, Ohio.—The thing I wanted to ask you men to do is this—to think of education as the finest and the biggest and the best thing in our national life and to complete the job by giving us a leadership and a sys- tem of American education that shall com- prehend the development of the lowest, simplest hamlet, village, town, and state— not to dominate but to lead. We ask you as a step in that direction to give this bill a chance. And I want to say to you men here and now that while we are unselfish we are earnest, and if this bill does not pass in this Congress it shall pass in some other. 4. L. McBRIEN, director of rural educa- tion, State Teachers College, Edmond, Okla—I am for a Department of Educa- tion because of the importance of education. If it is still the chief defense of nations, as Edmund Burke once thought it was, it surely should be placed on a plane with agricul- ture, commerce, and labor. We have seen the Bureau of Agriculture and the Bureau of Labor and the Bureau of Commerce develop into departments; and I do not see why these things are more important than education. I am for a national Department of Education for economy and efficiency. HAROLD W. FOGHT, president of the Northern Normal and Industrial School, Aberdeen, §. Dak.—Educated leadership is Federal Control Not Wanted HE one note that persistently 4 through the opposition to the New Education Bill is the asser- tion that it is the entering wedge toward the federal control of educa- tion. There is not the slightest ground for this assertion. Anyone who under- stands the first thing about American education knows that its whole trend is toward freedom for the individual child, for each teacher, and for the particular school and community. The opposition to curriculum making by state legislation is one of many evidences that educational workers themselves would fight to the last any effort to control from without the con- tent, method, or spirit of their teach- ing. What the teachers want is not control but information about the best practices. The New Education Bill provides for a fact-finding research agency to do for education what the Departments of Agriculture, Com- merce, and Labor do for those fields. When anyone asserts that a Depart- ment of Education means federal con- trol, ask him if he has read the New Education Bill and insist that he square his statement with the fact that the National Education Association, with a membership of over 150,000, stands solidly against the federal con- trol of education. what is lacking in rural America beyond everything else today; and it is traceable directly to the type of rural school that we have in the United States today, that we have had for a great many years. This nation has gone through a period of pioneer- ing; we have moved westward; we have gone through a period of transition, of spec- ulation in land values. We were beginning, or trying, to find ourselves, indeed we were pretty far along, before the war came and this reorganization; but in rural America the schools are in a somewhat chaotic condi- tion today. JOHN A. H. KEITH, president of the State Normal School, Indiana, Pa—The American contribution, outstanding contribution to the conduct of a civilization is, after all, the American public school. Those are large words and they cover many, many things, and they might be misinterpreted, but that js the underlying fact. Our political structure is based on the theory that men are equal; and equality of opportunity flows from that; and every atom of our social organization, from bottom to top, feels the responsibility for education that comes from the acceptance of that fundamental political philosophy, But we want to keep our schools separated from politics. We want to keep our educa- tion separated from politics; and we are going to keep it that way unless something forces us into the necessity of having to resort to political action to get favorable and fair consideration. I hope that day will never dawn. A. B. HILL, superintendent of public in. struction, Arkansas—There are still people in the south who have the notion that this bill means an infringement upon state rights and giving the control of education to the federal government. As far as I can gee there is not one iota of reason for anybody to fear any control of state rights. We do not want to ask the federal government to come in and control, but we would like to have a place where we could find out what is the best method. UEL LAMBKIN, president of the State Teachers College, Maryville, Mo.—Speaking from the standpoint of one who has been connected with the government, I believe that this bill is sound because it will pro- mote economy and efficiency in the organiza- tion and administration of the departments of this government. It is not a new de- parture for the government, it is merely the taking of these several agencies from other departments and putting them in a depart- ment which represents—we may consider it from the standpoint of money, capacity, an- nual expenditures, numbers of people af- fected, or general results to the nation as a whole—this department which would rep- resent directly the biggest industry of Amer- ica—the education of her children. JOHN K. NORTON, director of the Re- search Division, National Education Associa- tion —The bill gives the Department of Edu- cation no control over education. More im- portant than this is the fact that there exists a number of forces all of which would éef- fectively operate to prevent any attempt that a Department of Education might make to assume control of the schools. The first of these is the spirit of the people of the nation. One of the most generally accepted prit- ciples of our government is that education should remain under local control. Any en- croachment upon this local control would result in prompt and effective objection from the great mass of our citizenry. The second factor that would prevent the assumption of control by the Department of Education is the character of our educational development. From the beginning our edu- cation has been organized on a local and state basis. School officers would be resent- ful of any attempt that would be made to encroach upon their prerogatives. The teach- ing profession as a whole is committed to the continuance of a decentralized control of education. Ba" oT Ff =» & sTrTscsTtT faa Ss a. Vol. 15, No. 4 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 119 At Valley Forge ALLEY FORGE in June, 1926. Bi echead a bright blue sky and banks of fleecy clouds. A breeze scented with dogwood stirs the tops of maples that break the long stretch of farm- lands, carpeted in green and dotted with daisies. Sunshine and the song of birds and far in the distance the sound of the oncoming bus bringing another expectant group of prosperous visitors to that shrine of American patriotism, the head- quarters of Washington in Revolu- tionary days. Valley Forge in January, 1778. White fields stretch unbroken back from the frozen Schuylkill. Smoke is curling on the frosty air from the log huts of the American army. Bloodstained tracks lead from these huts to the commissary’s shack, well nigh destitute of the pro- visions which are needed for hungry men. From the two-story stone farm- house of Isaac Potts, General Wash- ington emerges, talks a minute with two of his officers, and then mounts his horse for his usual morning ride. His face is calm and serene, for in spite of the serious condition of his little army, he is confident that the summer will bring them success. How familiar it all seems—this story of Washington at Valley Forge. His- torians and novelists and painters have caused this part of our historical in- heritance to stand out in bold relief. It was a happy idea to have this scene Dire OvuTioox. clothed, a depreciated currency, and the government lacking the power to levy taxes. T Washington and Lafayette in consultation. visualized on canvas for posterity by Edwin Austin Abbey and hung in the hall of representatives of the state capitol f «& DACAAR ONG EN at Harrisburg, where hosts of Ameri- cans making a pilgrimage to Washing- ton, D. C., could stay their journey an hour or two and view it. Few of us without rereading our his- tory could tell, that Philadelphia fell into the hands of the British after the Men barefooted and half battle of Germantown; that Congress had fled from Philadelphia to York; that the campaign in New York State had been successful, Schuyler and Gates with less than 5000 men defeating Burgoyne’s army of 10,000. But most HIs SoLprer’s hut is commemorative of the hardships endured by the American army while in camp at Valley Forge during the winter of 1777. of us could tell of the hardships of the winter of 1777-78, when 2900 bare- footed and half-clothed men endured cold and hunger at Valley Forge. It was not a winter of idleness, al- though but little time was spent on train- ing in the art of war until Baron Von Steuben arrived from France late in February and set to drill the troops in the manual of arms and the simplest evolutions. On their immediate arrival at Valley Forge, the men had lived in tents, but the increasing cold made the building of warmer quarters imperative. Each hut accommodated twelve men, so in gangs of twelve they worked together laying the logs and pointing them with clay. Washington offered a reward for the one finished first and in the best man- ner. Other rewards were given for a cheaper and more quickly made roof than boards and for the best substitute for shoes made of raw hide. Not until all the men were installed in their log huts, would General Washington move from his marquee into the small stone farm- house, where he maintained his head- quarters until they broke camp on June 18, the day the British evacuated Phila- delphia. Since 1879, when this farmhouse was purchased by the Continental Memorial 120 Tue JOURNAL OF THE NATIONAL EpucaTION AssOCcIATION A pril, 1926 1\ J asHINGTON’S headquarters at Valley Forge. Next to Mt. Vernon in significance is this historic building where General Washington spent the darkest winter of his life. Association of Valley Forge, it has been the center of attraction. Here the pub- lic may get a glimpse of the old way of living. A feature of the log kitchen, hung with ladles, skillets, and griddles, was the chimney placed at the outside angle of the ell. On the large plat- form built across the chimney corner all the boiling and baking of the house- hold was done—laundry, culinary, and autumn killing. Another rallying point in this historic valley is the Washington Memorial Chapel, a stone edifice constructed dur- ing the last twenty years, for its corner- stone was laid on the one hundred and twenty-fifth anniversary of the evacua- tion, June 19, 1903. The chapel is barely 100 feet long, but its beauty and harmony of design make up for what it lacks in size. Patriotic organizations have donated many artistic memorials for the chapel which glorify religion and illustrate history. Over the entrance porch is another message of Washingtcn’s carved in stone—the message to his soldiers when he gave orders for Sunday services at Valley Forge: “While we are zealously performing the Duties of good Citizens and Soldiers, we certainly ought not to be inattentive to the higher Duties of Religion. To the distinguished Char- acter of Patriot it should be our highest glory to add the more distinguished Character of Christian.” Also worthy of notice are the carved stone pulpit, parclose, and lectern, the oaken choir stalls with their beautiful carvings commemorating one of the brigades at Valley Forge, the beautiful prayer desk, the gift of the local D. A. R., the Washington Door, the gift of the Philadelphia Chapter of the Daughters of the American Revolution, and the stained glass windows that tell the story of Washington up to his inauguration as president. On the west side of the chapel is the Cloister of the Colonies, which when completed will consist of thirteen bays, each commemorating one of the original colonies. On the east side is the Porch of the Allies and back of it the Patriot's Hall, now being erected. ‘The Library will form the extreme eastern part and the Thanksgiving Tower with a chime of thirteen bells will surmount the group. Every hour a patriotic air wil] be played on this National Chime, From these brief descriptions one may gain an idea of Valley Forge as it js today. Its easy access from Philadel- phia by train or auto enables the tourist to include it easily in his itinerary, but “Does the pilgrim count the miles When he travels to some distant shrine?” It is estimated that over 300,000 per- sons annually visit it. In 1893, the state of Pennsylvania established and set aside 472 acres in the valley that the site and fortifications “may be maintained as nearly as possible in their original condi- tion.” Actually seeing the things we are to teach regulates the imagination. “To see once is better than to read a thov- sand books.” Instead of speculating as to how things may be, we see them as they are, and these new, and often modified concepts enable us to impart more accurate information. Every teacher who attends the 1926 convention at Philadelphia and the Sesquicentennial Exposition will .enlarge his knowledge of history and will undoubtedly return to his work inspired with greater zeal to interest his pupils in the nation’s heroes.—J. M. R. b * ” Sepesemtenen Memortat Cuapet and the cloister of the colonies consisting of thirteen bays, seven of which were the gifts of individuals. In the floor of each is set the colonial seal in bronze. Ss pe o — 2 ar Wi tic th Ce of cit the are wi het of eve obs HE Department of Superintend- | ence of the National Education een the ggg ener ae Association at its meeting in Wash- ington, D. C., on February 25, 1926, unanimously adopted the following reso- lutions : 1. Assembled in the capital of the nation, surrounded by the symbols of our government, reminded through an event- ful week of the rich traditions of Ameri- can history, heartened by the manifold evidence that foretell a national future worthy of our national past, the Depart- ment of Superintendence of the National Education Association here gives its re- newed pledge that the American public school shall serve worthily the highest and best interests of our republic. 2. We express to President Calvin Coolidge our profound appreciation of the great honor of his presence in our convention. We owe to him our grati- tude for his scholarly address upon the life, character, and services of George Washington. This address adds a bril- liant and permanent page to the records dealing with the first president. Educa- tion is indebted to our President for the analysis he has made of the contributions of Washington to the establishment of American institutions of learning and to the confident belief which he himself ex- presses in the power of education to im- prove civilization. 3. To the citizens, officials, and teach- ers of Washington, to the officers of the Department of Superintendence, to the many individuals and organizations that have cooperated to make this convention successful, we would accord our thanks. To the high school cadets whose cour- teous attention has increased the pleasure and convenience of our members we would give a special word of commenda- tion. 4, It is gratifying to note that through acts of Congress, with the cooperation of the Bureau of the Budget, the District Commissioners, the citizens and teachers of Washington, the public schools of this city are coming so rapidly to a position that promises educational leadership. We are confident that the work thus begun will go forward to the end and that here may finally be found a model system of education worthy the emulation of every American city. We are happy to observe that the wise directing mind The Washington Resolutions Unanimously adopted February 25, 1926 and the skilful administrative hand in this undertaking are those of our col- league, President Frank W. Ballou. 5. The American public school is the bulwark of our civil and religious liber- ties. The moral responsibility for the HE resolutions of the National Education Association are an ex- pression of its policy. They are published in newspapers and educa- tional journals throughout the country as an indication of the things teachers as a group are standing for and work- ing for. A study of these resolutions over a period of years shows that the Association has consistently supported the great forward movements—the granting of larger opportunities to women, the abolition of the saloon, the regulation of child labor, the en- forcement of law, the creation of a federal Department of Education, and wise policies in dealing with interna- tional affairs. Men and women who serve on the resolutions committees of the Asso- ciation and its departments deserve much credit for their hard work and their sincere efforts to express to the American people the purposes and ideals of the organized teachers of the nation. encouragement and advancement of this basic institution rests upon the federal government. As President Coolidge said in his address before the National Edu- cation Association on July 4, 1924, “For a long time the cause of education has been regarded as so important and so preeminently an American cause, that the national government has sought to en- courage it, scientifically to investigate its needs, and to furnish information and advice for its constant advancement.” We heartily indorse the Education Bill now before Congress (S. 291 and H. R. 5000). This bill does not permit of any interference with the complete autonomy of the states in the administra- tion and control of their schools, but it does provide for the more efficient par- ticipation of the federal government by coordinating its present educational ac- tivities and by extending the scope of its scientific investigations. This bill further provides by its creation of a De- partment of Education with a Secretary in the President’s Cabinet for the rec- ognition and service which the im- £121] portance of public education merits and the advancement of education requires. We, therefore, urge upon the commit- tees to which this bill has been referred that they report it for the consideration of the representatives of the people. We also respectfully urge that members of Congress consider this bill in terms of its provisions for meeting the nation’s most fundamental need. 6. The Department of Superintend- ence affirms its position on the subject of Child Labor and urges the speedy pas- sage of such federal and state legislation, constitutional and statutory, as will pre- vent the exploitation and will promote the welfare of the children of America. 7. We rejoice in the progress that has already been made toward the elimina- tion of illiteracy, and we recognize the need of a continuance of these efforts with increasing zeal until they have culminated in ultimate success, and the nation is free from illiteracy. We, therefore, urge that all patriotic citizens and every agency for the public good shall join with the teachers of America in putting into the movement for the elimination of illiteracy such driving power as will render it irresistible and will guarantee to every illiterate a speedy opportunity. 8. The settled policy of the federal government to foster education by grant- ing to the several states large tracts of land to be used in support of their com- mon and public schools is a wise and beneficent one. However, certain prac- tices and rulings in recent years have so clouded and impaired the states’ title to such land that it is impossible to realize the purposes intended. Therefore, we favor such legislation by the Congress of the United States as will clear the title to the lands granted to the states for the benefit of their common and pub- lic schools and will make it possible for the states to enjoy the benefits and to realize the purposes intended for the pro- motion of education and for the safety of the republic. 9. Recognizing that the rural school situation presents a most acute cur- rent educational problem, we earnestly recommend that every available means be used to improve its conditions. We especially recommend the provision of adequate supervision by professionally 122 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 1926 trained persons and a standard of sala- ries in rural schools such as will attract and hold teachers of special training for rural work and qualifications equivalent to those of teachers in other schools. 10. Believing that there is some opinion in the membership of the Asso- ciation that it might be desirable to change the date of the meeting of the Department of Superintendence, we sug- gest that the Executive Committee make a careful study of the question to deter- mine whether or not the time now fixed in the constitution is most favorable for the membership in large. 11. Recognizing that health and phys- ical education are essential to the well- rounded education of the child, we urge the cooperation of all agencies in a bal- anced program of such activities as will lend themselves to this objective. 12. In an age more complex and intricate than any other the world has ever known, in a country of unparalleled prosperity, the problem of personal ad- justment to social, civic, and economic environment is not easy. To a genera- tion of youth facing such complexity the difficulty is great indeed. It is a tribute to young America that in making this adjustment so many succeed and so few fail. We bear our tribute to the essential cleanness, the intellectual straightness, the frank courage, and the decent idealism of American young manhood and young womanhood. ‘The greatest obligation we, an adult generation, owe is the obligation we owe to them. In developing those characteristics of per- sonality and citizenship which we desire for our civilization, such as obedience to law, respect for government, and toler- ance, all American adults will serve youth best by themselves setting those examples which they desire youth to follow. 13. The guiding of the inquiring mind of youth is a responsibility not to be lightly undertaken. Knowing that each generation must be mindful of the les- sons to be learned from the studies and experiences of former generations, we rely confidently, in any conflict between truth and error, upon that Divine wisdom, that has endowed the human brain with the power to think and to reason. Only that education can be free which provides under conditions appro- priate to the age of the student com- plete liberty to seek the answer to any honest question. We would respectfully remind our fellow citizens that while legislation seeking to control the subject- matter of the curriculum may impede educational progress, it has not the power to alter, modify, or set aside any im- mutable law of nature, of science, or of God. 14. The Department of Superintend- ence would express warm appreciation of the great and important service ren- dered by the Division of Research and by the committees and other agencies that have cooperated with it in the publica- tion of the yearbooks on the curriculum and the various research bulletins deal- ing with pressing problems of school finance and administration. “These pub- lications mark the beginning of a new epoch in the development of American education; they place at the immediate command of school superintendents the results of research and of nation-wide experience on critical problems of school administration. They are proving to be of great value in the stimulation and guidance of professional interest and im- provement among teachers and school officials and they are demonstrating clearly the possibility and effectiveness of cooperative effort throughout the nation in the improvement of public education. We therefore strongly recommend: (1) That the principle of cooperating study and research be continued and its application extended to include not only school systems and agencies within the Department but also other agencies and organizations engaged in the study of similar problems; (2) that so far as practicable the work of these agencies be assisted and coordinated by the Di- vision of Research; (3) that research be extended to include not only current matters of importance in school admin- istration but also the definition and study of problems of education whose adequate solution must extend in many cases over a period of years; and, (4) that the Division of Research be organized and adequately staffed and financially sup- ported for the larger service and re- sponsibility which the adoption of the foregoing policy would place upon it. The Committee on Resolutions in- cluded Payson Smith, State Commis- sioner of Education, Boston, Massachu- setts, chairman; Nicholas Bauer, New Orleans, La.; Hector L. Belisle, Fall River, Mass.; William J. Bickett, Tren- ton, N. J.; George N. Child, Salt Lake City, Utah; Harris Hart, Richmond, Va.; Henry W. Holmes, Cambridge, Mass.; Hilda Hughes, Lagrange, Ind.; Belle M. Ryan, Omaha, Nebr.; Leslie B. Sipple, Aberdeen, S. Dak.; A. J. Stout, Topeka, Kans.; John W. With- ers, New York City. FFICERS OF THE DEPART. MENT OF SUPERINTEND. ENCE, 1926-27—Randall J. Condon superintendent of schools, Cincinnati, Ohio, was elected president of the De partment of Superintendence at the Washington Convention. The other candidates for this office were E. ¢ Broome, E. E. Oberholtzer, and Charles B. Glenn. Dr. Frank W. Ballou, super. intendent of schools, Washington, D, c. the retiring president, automatically be. comes first vice-president. The second vice-president is David A. Ward, super- intendent of schools, Wilmington, Del. Members of the Executive Committee are: E, E. Lewis, superintendent of schools, Flint, Mich.; Frank D. Boyn- ton, superintendent of schools, Ithaca, N. Y.; M. G. Clark, superintendent of schools, Sioux City, lowa; Norman R. Crozier, superintendent of schools, Dal- las, Texas. Mr. Lewis is the new mem- ber on the Executive Committee. The next meeting place of the Department will be decided by the executive com- mittee as soon as it can investigate the possibilities of the various cities that have asked for the convention, HE Educational Press Association of America at its meeting in Wash- ington, D. C., on February 23, 1926, unanimously adopted the following reso- lutions: Child Labor—The Educational Press | Association of America reaffirms its stand on child labor. It deplores the activities | of manufacturers and others interested in the exploitation of children which are designed to mislead the public as to the facts involved and, as in the North Caro- lina case, to stifle free discussion and in- vestigation. It urges the ratification of the proposed Twentieth Amendment to the Constitution authorizing Congress to deal with this grave national problem, which cannot be met by state regulation because of interstate competition in the products of children’s hands. Education Bill—A Federal Depatt- ment of Education with a Secretary in the President’s Cabinet has become a imperative necessity if education is to be economically and _ efficiently guided throughout America. The project for the creation of such a department has had the active support of leading educt- | tional and lay organizations for seve | years. The Educational Press Assoc — tion urges its members to continue tel | work on behalf of this measure until / Department of Education has been created. ; ; } | ' - — & hh ae & oo Se ae ie) on && @ In Be sreasaws } Preschool Training at lowa City HE PRESCHOOL psychologi- cal laboratory of the lowa Child Welfare Research Station, or- ganized in 1917, was one of the first in the United States to put child study on a scientific basis. Since its beginning, much of the research work has centered around the daily study and training of little children. A recent bulletin from the Station, Preschools and Home Labo- ratories, gives an account of the labo- ratories and their programs. There are four groups with eighty- five children aged from sixteen months to five years in attendance. The labo- ratory for each group has selected equip- ment, trained personnel, and an adjust- able program. ‘The groups are housed in the preschool laboratory building, the University elementary school, and the preschool home laboratory. The preschool laboratory building contains a sunny group room lighted with twelve windows, a small pantry, and three small rooms for individual testing and measuring. ‘The heating system, devised especially tor young chil- dren, has the usual radiators, placed out of reach, but supplemented by steam pipes laid under the flooring. The equipment includes a phonograph with special records for little children and a variety of materials for occupational projects. The yard is furnished with swings and a teeterboard. The rooms on the ground floor in the new Uni- versity elementary school contain mov- able desks, a handwork shop, and charts and printed materials. The preschool home laboratory, remodeled from an old but well-built house has a kitchen and dining-room under the direction of the Division of Nutrition of the Station and the Department of Home Economics of the University, rooms for weighing and measuring under the Division of Anthropometry, and psychology and edu- cational activities under the Division of Child Psychology. These facilities for graduate study have been made _pos- sible through the grant of the Laura Fund. Spelman Rockefeller Memorial So much for the setting. The pupils that make this research possible are drawn largely from the homes of the University faculty and the graduate students and other residents of Iowa City. Experimental evidence has plainly shown that children with preschool training can complete the first five grades in less time than it takes the child with- out such training. It is an unparalleled opportunity to the “only child” to at- tend these schools, for it gives him nor- mal association with other children and in addition he receives the benefits of training. A shy, self-conscious child shows rapid change as he associates with others of his own age. Cooperation, teamwork, unselfishness are better de- veloped in play under the supervision of trained workers. The emotions of early childhood leave a distinct after effect in consciousness; hence, the emo- tionalization of habits are of great mo- ment. To turn a shrinking, morbid, self-centered child into a joyous un- consciously cooperative one is of im- measurable value to the child and to the community. Preschool training justifies itself by helping children to find them- selves emotionally and socially. Two of these four groups, known as Divisions I and II, have programs much the same. When the children come at nine o'clock, they remove their wraps, hang them in place, and join the group. There is play on the slide, at the sand table, or with blocks; story-telling, music, singing, or skipping games; clay modeling and coloring or drawing pic- tures—all depending upon the children’s ages and inclinations. The members of the second or more mature group learn to carry out activi- ties of their own planning, in which the teacher acts only as counsellor. There may be an excursion to the University museum, the planting of flowers in the yard, or a walk in which birds, flowers, and trees are observed and commented on. Hours spent in arousing general interest in life and things about us are never wasted, for love and interest are the most powerful forces in the world. Every refinement of the apperceptive mass must eventually increase the pleas- ure, the understanding, and the interest that the child will take in the concrete and the real. A midmorning lunch of milk, cocoa, or orange juice is served by the children of the younger group, and toys and books are put away and the room put in order before the rest period and be- fore going home at noon. In this way [123] — without artificial setting or preaching, right social habits are started, which will ever remain a part of the individual. During the morning the children are observed by research workers for social attitudes and spontaneous conduct, and some are called each morning from the group into the examining room to be measured or to “play a game,” as an experiment is sometimes designated. The experiments usually fascinate the chil- dren and furnish the staff with data on childhood, such as vocabulary, play, the process of learning, motor control, and special abilities. The junior primary group is in at- tendance from nine until noon. The daily work is planned along kinder- garten lines. Subjects are studied from life rather than from books. ‘They learn how the birds build their nests from watching them in the spring. They visit the river banks and watch and dis- cuss the changes each season brings. They learn of public utilities and how things are made by visiting civic and commercial establishments. They learn to make many things, such as cement bird baths, scrapbooks, Christmas cards, and paste. 124 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION These children on entering the first grade experience no definite break be- tween home and school life. The in- formal and individualized methods used here make the transition easy. They enter school with greater resourceful- ness and stand a better chance of pre- serving their individuality. In the last group, the home laboratory, all phases of childhood are studied and regulated. The children in this group may attend from birth to six years and usually are present from nine o’clock in the morning until four in the afternoon. Some may remain overnight for the period of a few months. The days are spent as they would be in the home best planned for the needs of the child, with scientific methods of feeding, regular schedules for sleep and play, and the same type of training that is given in the groups previously de- scribed.—J. M. R. INTACT with the actual job of teaching extends through the stu- dents’ entire two years of preparation and is carried on in three laboratory schools—namely, the School of Ob- servation, three training schools, and A pril, 1926 $ twelve kindergarten training centers The laboratory experiences of the first two semesters are conducted in the School of Observation. ‘Theory courses in psychology, principles of teaching, and special methods are coordinated with actual teaching situations in this school. and the student-teacher by means of directed observation and participation les. sons has an opportunity of seeing theory and practice brought together in real classroom procedures. These preliminary laboratory exper- ences in observing and actually conduct. ing classroom activities afford the sty. dent-teacher a preparation and_ back. ground for the more extended and de- tailed training period in the third or fourth semester. He has learned in 4 gradual and developmental way some of the essentials of the teacher’s technique and he begins his training work with specific classroom experiences in which he has played the major role. This js perhaps one of the most outstanding features of the plan at the Cleveland School of Education.—J. Jones Hudson Cleveland School of Education, Cleve- land, Ohio, before the City Teacher Training School Section, Feb. 22, 1926, wn Smeco =: rs = Abstracts of Addresses Given Before the General Sessions in Washington O YOU see what I am attempt- [) ing to lead up to as applied to you and my profession? For you and I, more than the world thinks, are comrades in arms, carrying a common responsibility, and I venture to say, out of thirty-two years’ experience in the ministry, our professions are converging today as they have never converged be- fore. What I am leading up to, and preaching to myself as I preach to you is this: that the only warrant of real efficiency—and I think that is the term we conjure with today—the only guar- antee of real efficiency in your profes- sion and mine is to be found in this: that somehow, some way, however we may express it, we are literally am- bassadors, carrying our authority not so much from men as from the conscious- ness that we are as “the Voice of One.”—Right Rev. James E. Freeman, Bishop of Washington, Washington, D.C. E HAVE traced the evolution of the purpose of the school. We have already hinted that the major ob- jective of the school today is worthy citizenship. In the medieval period, it was service of the church. Today, a state-supported system of education im- plies a system devoted primarily to state service. Our four objectives converge upon the idea of good citizenship. “The man in poor health cannot make the best citizen and may become a liability to the state; likewise, the illiterate, the ignorant, the inefficient, and the wrong- doer. In the age in which we live, citi- zenship is the primary function of the school. As the social organism develops, it may be something else at another time, but we are now witnessing the flowering of democratic principles in social or- ganization, which rests upon education as a basis—John J. Tigert, U. S. com- missioner of education, Washington, D.C. HE THIRD function of the kin- dergarten is to discover in the early years evidences of any conditions which will hinder development all through later school life. This is a contribution offered by the kindergarten to the whole school. However, this is a future func- tion of the kindergarten rather than a present one. ‘To accomplish this great purpose two great changes would have to take place. First, the training of the HE Washington conven- | tion of the Department of Superintendence was unusu- ally significant in several di- rections. Persons prominent in national affairs appeared freely on its programs. The attendance crowded Washing- ton hotels to capacity and overflowed into apartments and private homes. The pro- grams were well filled with strong talent. President Frank W. Ballou’s belief that the various units of school admin- istration need careful study in an effort to unify education and adapt it to the needs of individual children found ex- pression in a series of pro- grams on the elementary school, the junior high school, and the senior high school. Some of the addresses are printed in full in this issue of THe JourRNAL. Abstracts of others appear on this and the following pages. kindergartner would have to include more psychology, psychiatry, nutrition, nursing and medicine, than is now pro- vided in most normal schools. Second, one would have to awaken the public in general, superintendents of schools, and boards of education in particular, to pro- vide the kindergarten with facilities, not only for instruction -as such, but for training children in correct habits of eating, sleeping, open air life, and the like. Such a kindergarten would be open to the criticism given by a visitor to our experimental nursery schools. She said: “This looks like a cross between a home and a baby hospital,”’ and she was right. In that there was the preparation and cooking of food, setting of tables, eating meals, out of door play, beds with sleep- ing hours—the nursery looked more like a home than a school. The presence of [125] doctors, nurses, psychologists, and psychi- atrists made the nursery take on the aspect of a clinic or baby hospital. With the cooperation of our superintendents, boards of education, school doctors, nurses, psychologists, and visiting nurses, we should begin to provide for our pub- lic school kindergarten children the in- telligent care now being given to nursery school children from two to four years of age.—Patty S. Hill, director, depart- ment of kindergarten and first grade education, Columbia University, New York City. HE MEETING worthy of a pro- fessionally-minded principal is a professional meeting—one carefully plan- ned with real objectives, with common interests participated in with careful study by way of preparation by all, con- tributed by all, but always under the control of the master mind of the prin- cipal as leader. For it is he whose pro- fessional insight and wisdom must be the compelling force in making the meeting like a watered garden, a place and time for beautiful growth of power and skill and renewed courage and confidence. When tired, discouraged teachers leave these meetings rested and refreshed, the principal may know that he has met his great opportunity and takes with him the reward of the real victor, which is the ability to do a harder and less promis- ing piece of work with even greater victory the next time-—Mary McSkim- mon, principal, Pierce School, Brook- line, Mass. E WISH, as superintendents, that our capacity for wise educational leadership might be greatly quickened and increased. We wish we might have more time to exercise it, and that less of our energy were consumed with building programs and budgets and legis- lation. It is getting increasingly difficult for me to find a superintendent of schools who has time to talk about education. We wish we could greatly increase the number of teachers who realize that it is more important to teach boys and girls than it is to teach subjects, teachers who are more concerned with what a boy reads than with how rapidly he reads it, 126 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 1926 teachers who recognize that the right attitude of mind in a graduate is in- finitely more important than the suc- cessful passing of the examinations. There is no substitute in methods of organization, money, or equipment for this kind of teacher.—E. C. Hartwell, superintendent of schools, Buffalo, N. Y. HE USE of tests requiring pupils to discriminate and to exercise other psychological powers must in time have a great influence on our educational procedure. It will result in specific training in the development of percep- tive power. For years we have talked about teaching elementary science in the lower schools for this purpose, but have done little. The efforts were desultory and incidental until the platoon school was established. That plan of organi- zation provides a definite time and pro- gram for this important activity. Other opportunities are provided for real edu- cational effort by pupils, notably in the auditorium. It is thus becoming more and more possible for a pupil to be a participant rather than a mere spectator in educational activities—David B. Corson, superintendent of schools, New- ark, N. J. NOTHER disturbing feature of the high school is its airy elimina- tion of subjects taught in the elemen- tary school. There time and money are given lavishly to instruction in subjects that are ignored in the high school. Much of the value of penmanship, arith- metic, reading, and other elementary subjects is lost because little attention is given in the high school to their con- servation. Is there any justification for discarding the skill acquired in the grades? Silent reading is taught in the grades but investigations show that in the comprehension of reading matter high school seniors frequently fall below the attainment of freshmen. Penman- ship receives little attention except in commercial courses, although courtesy and economics require good penmanship from every one. Spelling, too, is taught in the elementary schools but is promptly relegated to a few English classes in the high school. It is taught incidentally and therefore accidentally. Another subject stressed in the lower grades is accuracy in computation. There the proving of results has become a settled policy, but in the high schools accuracy seems unimportant. ‘The business and industrial world have good cause to com- plain of inefficiency if it is found that twelve years of schooling is not sufficient to teach the accurate addition of a simple sales slip.—William J. Bogan, assistant superintendent of schools, Chicago, III. HE COUNTY unit of organiza- tion will organize the whole area of our country, regardless of city lines. There will be no difference in the in- dividual community emphasis. One board of education composed of mem- bers from the rural districts and city wards in proper proportion will have one school fund for the entire county, there will be one requirement for teach- ers, one length of school term, one sal- ary schedule, one course of study, one superintendent, one body of supervisors. The advantages of education will be evenly distributed regardless of city and county lines—Lawton B. Evans, super- intendent of schools, Augusta, Ga. N MY RIGHT is a model of the old Constitution, and below is its sail plan taken from the files of the Navy Department for the purpose of reconditioning the ship. The purpose of asking the school children of America to contribute to the reconditioning of this ship must be obvious to those of you who are charged with the responsi- bility of educating the young people in principles of patriotism and devotion to national duty and loyalty to the princi- ples of the government of the United States. This campaign authorized by Congress and by the President of the United States has for its purpose the reconditioning of this historic ship, which was started under the authority of an Act of Congress signed by George Washington when President. The obvious and easy thing to do was to ask Congress to make the necessary appro- priations. My contact with school chil- dren, as a judge of the juvenile court and in other capacities, led me to believe that it was vital that if this ship should be reconditioned, she should find a place in the hearts of the school children of America.—Curtis D. Wilbur, Secretary of the Navy, Washington, D. C. DOUBT if any high school prin- cipal will contradict the statement that what we refer to as institutions of learning are grievously handicapped in their real purpose by increasingly great numbers of boys and girls who are con- tent to “hang on by their teeth.” These put the minimum of effort on their school work as the disagreeable but nec- essary. price of membership in the stu- dent body. For membership in the sty. dent body gains for them their own paramount purpose of participating jp the athletic and social affairs of their group. . Happy is the school whose “school spirit” holds scholastic achieve. ment in as high, and as general, admira- tion and support as it does the victories of its picked athletic teams.—George R. Staley, superintendent of schools, Rome N. Y. : N THE OPINION of our board of education the duty of the schools lies in the line of meeting the greatest needs of the people. We do not stand for the type of education that would “give Johnnie a good schooling so that he will not have to work.” In all our schools opportunities have been found— sometimes purposely created—for the pupil to work. The boys have cut down weeds, helped level the playground, and put shale over it. In doing this they seemed to enjoy using shovels and roll- ing wheelbarrows. Heretofore we have too often had such work done by jani- tors or special laborers. This year we are depending upon the pupils for much of it. In one of our high school shops volunteer students resurfaced and re finished this year between six and seven hundred desks for use in their new building. The lunchrooms in all our high schools have been equipped with tables and stools made by the students in the shops.—C. B. Glenn, superintend- ent of schools, Birmingham, Ala. NE OF the most encouraging signs connected with the work in char- acter training in Boston is the sym- pathetic and intelligent cooperation of various civic organizations in the city; parent-teacher associations, women’s clubs, neighborhood improvement asso- ciations, and the like. With such active participation by outside agencies; with the excellent course of study that has been prepared, supple- mented by an inspirational magazine; with the financial backing of an inter- ested school committee and the hearty cooperation of a loyal corps of teach- ers—the course in character training, launched two years ago, should exert 4 powerful influence for good in the lives of the boys and girls in Boston— Leonard M. Patton, master, Edward Everett School, Boston, Mass. OR MANY YEARS the public / schools of our city have had a very comprehensive and efficient health pro eS a oe [|v b= mt = ing, ta i rard sblic very pro —_ | Vol. 15, No. 4 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 127 gram. There is urgent need, however, for placing additional emphasis on this program ; for giving more and better instruction in hygiene, physiology, and related subjects; for reorganizing the work in physical training so that less emphasis shall be placed on the formal and gymnastic aspects of this subject, and more emphasis on the play, games, and recreation phases ; for building up health habits which shall function both when the pupil is in school and when he has severed his connection with school; of engendering a “health con- sciousness,” so to speak, so that pupils will think of health in connection with their food, their baths, their clothes, their homes, their companions, their streets, ,and’their community generally ; in short, with all their activities and environment. Only by implanting this idea firmly in their minds when they are young, by awakening an intelligent interest in this subject, and by giving them information on it, can we hope to lead the pupil to be a health-seeking person, whether child or adult, and to insist on healthful con- ditions in his social and community en- vironment.— William J. O’Shea, super- intendent of schools, New York City. HE TENDENCY to strip educa- tional executives of their rightful and essential prerogative of the admin- istration of a school system is one of vital interest and concern to the entire country. No executive in education can accomplish successful results unless he is given freedom and initiative in the exer- cise of administration and executive pow- ers and is permitted to discharge his ob- ligations without fear or favor and al- ways in the unshaken faith that any sound and righteous decision upon ques- tions which he is called to determine from time to time will have the unquali- fied support of his official superiors, the board of education—Thomas E. Fine- gan, member of the National Commis- sion on Economy and Efficiency of the Business Administration of City School Systems, “Harrisburg, Pa. HE JUNIOR high school, as we know it and understand it, sets out to make a relatively intensive study of the needs, capacities, and interests of every pupil. The aspiration of parents and their ability to gratify educational desires for their sons and daughters con- stitute an important factor in this study. It is neither wisdom nor economy to ig- nore it. The entire school record of the child, made possible through a permanent record card from the day he enters the elementary school until his appearance in the junior high school, constitutes another. The intelligence tests, made possible through a well organized child study department, are an indispensable third factor. The only thing worse than exaggerating the value of such tests is to ignore them in school procedure. Bodily health and social behavior, like- wise, find their place in such a study. All these cost additional money. But it should mean more in the way of elimi- nating waste and inefficiency during the later secondary school period, than any other single step of which we know. No school man need offer an apology for any expenditure that may be required to make this study as intelligently as it can be made. One clear educational objec- tive of the junior high school, therefore, is to know the child as well as it is pos- sible to know him, for the sole purpose of guiding him intelligently along that line of educational endeavor that will contribute most to his personal happi- ness and to his usefulness in the com- munity.—Herbert S. Weet, superin- tendent of schools, Rochester, N. Y. HE MOST important duty of the high school principal is found in the actual classroom supervision, and, in my opinion, less time is spent upon this last and most important duty than upon those which precede. The reasons for this are found in the rapid growth of our high schools in enrolment, with the attendant problems in organization and direction, which have increased rapidly with the increase in number of pupils under the management of one principal. In the small high schools of three hundred fifty to five hundred pupil enrolment, it is easily possible to keep in close touch with the work of every teacher, but, as the school grows in size, the time de- manded for general management of the school increases and we find the principal devoting more and more time to the direction and operation of the school and less to the classroom. Indeed, we have come to judge the success of the high school principal more upon his ability as a general manager than upon his power to direct instruction, and we have per- mitted the preparation of a program, the placing of it in operation, and the super- vision of its operation to consume so large a measure of the principal’s atten- tion and such a large share of his energy that little time is left for classroom prob- lems.—Ben G. Graham, associate super- intendent of schools, Pittsburgh, Pa, NY PROVISION for meeting in- dividual differences of pupils, either in the junior high school or else- where, must be made to harmonize with the equally important provisions for meeting the needs of organized society conceived as a unit. That is, special procedures must supplement, not wholly supplant, general processes. First of all, a junior high school must provide a body of common knowledges and common ex- periences. It must seek to develop sets of like ideals, like interests, like aspira- tions, like usages. Otherwise, individ- uals will be strangers to each other in a common country. Thus, a common linguistic training, a common body of signs and symbols usable for carrying on the affairs of practical life, common sets of laws and regulations, common moral ideals, common social standards must, at least in their larger aspects, be the possessions of all individuals.—Calvin QO. Davis, prefessor of secondary educa- tion, University of Michigan, Ann Arbor, Mich. T HAS been quite generally agreed that the three-year junior high school curriculum should rest upon a body of common subjects, taken by all students, which have been designated constants. Among these constants English, mathe- matics, the social studies, and science have an assured place, but art, home economics, industrial arts, and music have not yet gained a firm standing in the group of constants. In many in- stances, the subjects of this latter group are entirely elective throughout the three years, or are required for only a part of the years and are elective for the others. A fundamental need here is the determination, by means of extensive study, both of the pupils and of the social needs by which the work of the schools is delimited, of the subjects which pupils should study, of the procedures by which they should be taught and studied, of the relative value of these various subjects, and of the various elements in each sub- ject, in order that those responsible for the formulation of the curricula may have a reasonable basis for decision. Such study is only beginning to be seen as a necessity, but it may be expected that definite advance will be made in the planning and organization of the means for pursuing the study in the not remote future. The invaluable study of school objectives and the recent experience of school systems the country over in re- organizing elementary and high school courses of study will be a great aid to 128 Tue JouRNAL of THE NATIONAL EpucATION ASSOCIATION A pril, 1926 those who may engage in a study of junior high school curricula-~—Edward D. Roberts, assistant superintendent of schools, Cincinnati, Ohio. HE DIFFICULTY is at the pres- ent moment that we are not a teaching profession any longer. In real- ity we are a profession of educationalists. The one who has the vital relationship with the student is now surrounded by principals, supervisors, superintendents, scholars, textbook writers, scientific in- vestigators, normal school teachers and a whole group of highly important and expert accessories. For the most part they may be performing more difficult tasks than the teacher, but nevertheless they are purely accessory to the actual profession of teaching. The danger in that situation lies in high specialization, and_ specialization means a centripetal tendency in a pro- fession, a tendency to see the common problems of our educational life in America from a particular angle, and I would suggest the very great necessity of substituting some centrifugal influence for the centripetal influence of high specialization in the profession—Henry Suzzallo, president, University of Wash- ington, Seattle, Wash. HE PSYCHOLOGICAL deduc- tion that the mental possibilities of the individual are unalterably fixed from birth, confirmed by the biological studies in heredity, has completely undermined the theory upon which education has been based for the past one hundred fifty years. The invention of standards for the measurement of capacity and achievement, standards still crude but capable of perfection, has shaken the confidence of educators in the doctrine of formal discipline, justified the intro- duction of new curricula, and questioned the efficacy of traditional methods of in- struction. The old education is put on the defensive. Like the Knights of the Round ‘Table, its supporters still do heroic deeds, but clad in armor fitted to each individual and supported by hench- men from their own domain, they come badly off in a contest with opponents entrenched with scientific skill and armed with weapons of scientific precision. The outcome is no longer in doubt. Sometime in the future school work will be based on fact instead of opinion; its faults will be due to indifference to what is known rather than to dependence upon tradition. Then our successors will appreciate how great a revolution has been set in motion in this first quar- ter of the twentieth century.—James E. Russell, dean, Teachers College, Colum- bia University, New York City. OT SINCE the days when Horace Mann battled against the Boston schoolmasters in behalf of the traditional graded school has any innovation in edu- cation aroused such a show of intoler- ance and animosity as the platoon school. It was used as a political football in New York, was subjected to misrepre- sentation and vicious attacks by the teachers’ federations of Chicago and Milwaukee, and even among educators of standing in the profession it often has been accorded scant consideration. Nevertheless it has thrived under criti- cism and as one may judge by the com- pany it keeps it has about reached the point where it must be recognized as a sane, reasonable method of meeting the demands which the twentieth century is making upon the schools. The platoon school has been weighed in the balance for over twenty years, and it has not been found wanting.—Charles L. Spain, deputy superintendent of schools, De- troit, Mich. HE ALMOST inevitable result of this situation, in which the platoon school child finds himself, is an absence of natural working and learning condi- tions. Such detailed departmentaliza- tion is almost certain to result in the teaching of subjects as such rather than in their mastery by pupils who need them in the achievement of some major pur- pose. The drill in the home room neces- sary to establish an ability can only be meaningful as it is motivated by some need for the ability which the pupils have discovered in their effort to execute an enterprise requiring more ability than they possess—to write, or spell, or figure, and the like. With the drill work di- vorced from the more cultural subjects as obtains under platoon departmentali- zation, it is very apt to be formal, rou- lacking in tine-like, and mechanical, motive and inspiration—H. B. Wilson, superintendent of schools, Berkeley, Calif. URGE the use of outdoor fields and gyms for our physical education and athletic program. I believe that jn fully half of the high schools of the nation ninety percent of the physical work could and should by all means be done either in the open or in open air gyms. Indoor gymnasiums have had far too large and costly a part in school health administration. No forced yen- tilation system yet contrived can replace the invigorating, circulating air of the out-of-doors. Would it not be far saner to require students to put on _ heavier clothing if need be, and go out of doors than to dress in lighter clothing and re. main in a stuffy gym? Preparation for health then recognizes fundamental and far-reaching physical, mental, emotional, and biological influences for every boy and girl, which will prevent disappoint- ment, misery, economic loss, and poverty, It is the school’s foundational opportu- nity to conserve its individuals and to equip them with sufficient bodily vigor and with a mental and emotional outlook that they may profit from the school’s program of contemplated _ service.— Merle C. Prunty, principal, Tulsa Cen- tral High School, Tulsa, Okla. EACHERS in high schools today do not require more education in the subjects they are preparing to teach, but rather do they need to understand the relationship of their subjects to other subjects in the curriculum to the end that they may be able to cooperate with other departments. High school teachers need to know more about the whole pic- ture of the high school organization and administration so as to be understanding workers in group production and not be merely highly efficient piece workers. The high school teacher needs to know more about the community which the high school serves. Well organized and directed field courses in the study of manufacturing, commercial, distributing, governmental, and historical elements of the community might well find their places in the courses offered in the sum- mer and extension departments of uni- versities —J. M. Gwinn, superintendent of schools, San Francisco, Calif. Adventures in Health Education ENNIE was a seventh-grade girl who had been transferred from Miss B’s room on the second floor to one of the rooms downstairs. After two days in the new room she returned to Miss B to ask whether she might come back because there wasn’t “enough air downstairs.” Now as a matter of fact there was plenty of air downstairs. There were the prescribed number of cubic feet of air per child, and it con- tained the prescribed amount of oxygen and carbon dioxide. According to the state law, which (instead of the law of science) governs schoolhouse ventila- tion, and according to the rules of the bakers’ union as appropriated and adopted by the brotherhood of school janitors, the school was excellently ventilated. “The difference between the two rooms was that the upstairs room was controlled by the class and had a fluctuating temperature of 65° to 67° F., whereas the downstairs room had a temperature which was never below 68° and which sometimes went up to 78°. There was plenty of air but it was hot. Upstairs in Miss B’s room there had been a study of good air. Science was found to have proved that good air has the right amount of coolness, motion, and moisture and that the effect of poor air is upon the skin rather than upon the lungs or the blood. The old idea that the uncomfortable sensation in poorly ventilated rooms comes from the fact that the air is poor in quality (too little oxygen, too much carbon dioxide) has been disproved. Science finds that a man kept in a glass box where the air is still, warm, and moist has all the un- desirable effects of poor ventilation even though he breathes fresh outdoor air through a tube which runs to the out- side of the box. If the air in the box is set in motion, so that it has the right cooling and stimulating effect upon the skin, the man feels comfortable even though he breathes air from inside the box, the chemical quality of which is rather poor. It appears also, according ‘This is one of a series of short articles Prepared for THE JourNnav by C. E. Turner, associate professor of biology and public health, from the experimental studies in health education being carried on by the Massachusetts Institute of Technology in Malden, Massachusetts. Fresh Air to modern science, that outdoor air is more stimulating than indoor air, be- cause its rate of movement changes and because its temperature changes slightly throughout the day, thus stimulating the skin and through the skin stimulating the body, making us feel more energetic, active, alive, and awake. interesting facts have been Some learned from the report of the New York State Commission on Ventilation. It was found that even when men were urged to greater activity they did 15 percent less physical work at a tempera- ture of 75° than at a temperature of 68°. When no fresh air was supplied at either temperature the men did 9.4 percent less work per hour than when abundant fresh air was given them. It was found also that people who are liv- ing under conditions of good ventilation have a better appetite than those who are working in warm, stuffy rooms. It seems that a person in a warm room not only feels less well than he should but that the body must lose heat so rapidly in order to keep the tempera- ture normal that when he leaves the warm room to go to the cold outdoor air, he becomes chilled before the body can put an end to this rapid loss and readjust itself to colder air conditions. These studies suggested that ventila- tion is most important. We undertook, therefore, to find out the air conditions in our building. The central office of the school department required room temperature data to be sent in by teach- ers and an examination of these slips [129] showed that the temperature rarely went below 68° F. and that usually it was much higher, sometimes being above 80°. Certainly the teacher could not be blamed for these conditions. With the thousand and one things she has to do, she cannot keep in mind the problem of temperature throughout the day. How was the condition of the air to be adjusted ? In this particular room there were some transoms over the large main windows. ‘These were never used, but we put one of them in working condi- tion so that it could be adjusted by a long pole. This provided an intake for air at the top of the room where it did not produce a draft upon any child. If we had not had such a transom, we would have used a window board and raised one of the windows a little from the bottom,- deflecting the air toward the ceiling. Then we gave over a section of the blackboard for a temperature chart like that shown in the center of this page. The pupil thermometer-inspector, who was changed from week to week, recorded the temperature at definite periods and more or less air was ad- mitted to the room as needed. The at- tempt was made to keep the temperature at 65° to 66° F. It seemed likely that the air would feel cold to the children when these temperatures were kept instead of the much higher ones which had been main- tained. It was arranged that any child might go to the coatroom for additional garments whenever he or she felt in need of them. This privilege was never used, for the children were comfortable at the lower temperature. The experience de- scribed at the beginning of this story suggests that going to a room which was warmer and without direct ventilation made the child feel definitely uncom- fortable. Our adventure in securing fresh air suggests that the soundness of this newer knowledge of ventilation will demon- strate itself in actual practice and that few classroom procedures in health edu- cation will pay as big a dividend upon the time invested as the supervision over ventilation necessary to provide tem- peratures of 65° to 67° F. with some direct source of fresh outside air. Special Honor Schools “THE FOLLOWING schools have completed their reports for one hundred percent membership in the National Education Association for 1925-26 since the list was published in the March JouRNAL. Many of the schools also have a complete enrol- ment in state and local associations. For the con- venience of readers the list is now arranged by states. Under the name of each state cities are arranged alphabetically, 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 MicuicAN—Ironwood, Oliver; Saginaw, East Side, Dieckmann. Missouri—Kansas City, Saint Josephs; Saint Jo- seph, Saint Joseph Public Schools, Bartlett, Bart- lett High, Benton, Benton High, Blair, Bliss, Central High, Detention Home, Douglass, Ernst, Eugene Field, Florence, Floyd, Garfield, Green Valley, Hall, Home of Little Wanderers, Hosea, Hyde, Jackson, Junior College, Krug, Lafayette, Lafayette High, Library, Lincoln, Longfellow, Maxwell, McKinley, Musser, Neely, Noyes, Owen, South Park, Washington, Webster, Wyatt, Young. Quio—East Cleveland, Rozelle. FOUR YEARS Maine—Old Town, Old Town and Orono Public Schools. MIcHIGAN—Mount Clemens, Mount Clemens Public Schools, A. T. Donaldson, Clemens, Dickinson, Grant, High, Lincoln, Wilson. New Jersey—Kearny, Franklin. THREE YEARS CALIFORNIA—ElI Centro, Lincoln; San Jose, Gardner. CoLorapo—Longmont, Junior High; Otis, High. ILLINOIs—C hampaign, Gregory. New Jersey—New Brunswick, Lord Stirling. On1o—Cleveland, Mount Auburn Training. Texas—El Paso, Alta Vista, Rescue Home, Rusk, San Jacinto. WASHINGTON—H oquiam, Emerson; Spokane, Willard. TWO YEARS ALABAMA—Birmingham, Glen Iris, Powell. ARIZONA—Flagstajf, Emerson. CALirorNia—Los Angeles, San Pedro Street; San Bernardino, Highland Avenue; San Jose, Grant, Hawthorne, Jefferson, Longfellow, Lowell. Co_orapo—Denver, Bromwell, Hyde Park, Twenty- fourth Street, Wyman. CoNnNECTICUT—Simsbury, Simsbury Public Schools. Hawau—Honokaa, Honokaa Junior High. Ipano—Pocatello, Lincoln. ILtmnois—Bader, Bader School; Monmouth, High; San Jose, San Jose Public Schools. InDIANA—Alexandria, Tomlinson; East Chicago, Har- rison; Fort Wayne, South Wayne; Trafalgar, High. Kansas—T opeka, Potwin. Maine—Dexter, Spring Street; South Portland, Scar- borough and Old Orchard Public Schools. MASSACHUSETTS—Greenfield, Davis Street; field, East Forest Park. MicHicGAN—Detroit, Hosmer; Grand Rapids, Hall; Paw Paw, Paw Paw Public Schools. MINNESoTA—Duluth, Cobb, Liberty, Longfellow, Riv- erside; Minneapolis, Charles M. Loring. Missouri—Kansas City, Attucks, Blue Valley, Border Star, Douglass, Penn, W. W. Yates, Wendell Phil- lips; Springfield, Bowerman, Campbell, Fairbanks, Robberson, Rogers. NesrRAsKA—Omahka, South Lincoln, West Side. New Hampsuirne—Manchester, Straw. On1o—Cleveland, Garfield High; Findlay, Findlay Public Schools, Adams, Bigelow, Detwiler, Donell Junior High, Firmin, Glenwood Junior High, How- ard, Huber, Lincoln, McKee, Senior High, Stro- ther, Washington; Lorain, Lincoln, Longfellow Junior High; Niles, Harrison, Lincoln, Monroe; Salmon, Salmon Public Schoois. SoutH Dakota—Onida, Onida Public Schools. Texas—Waco, Brook Avenue. CURRENT YEAR ALABAMA—Birmingham, Kennedy, Stonewall Jackson. CA.irorNiA—Brea, Brea-Olinda High; Los Angeles, Elysian Heights, Union Avenue; Ontario, Central; Redwood City, Redwood City Public Schools, Cen- tral, Intermediate, Lincoln, Washington; Sacra- mento, Part Time High; San Jose, Part Time, Woodrow Wilson Junior High. Co.orapo—-Fort Collins, Franklin, La Porte Avenue. ConNECTICUT—Bridgeport, Hall, McKinley, Staples; New Haven, Dwight; Stratford, Eli Whitney, Lord- ship, Nichols. Spring- District or CoLuMBIiA—Washington, Anthony Bowen, Briggs, Myrtilla Miner Normal. FLormwa—Davie, Davie School; Key West, Division Street Number Two. Hawau—Kaapahu, Kaapahu School. IpAHo—Botse, Lowell. What is a Teacher Worth? CptBens take us largely at our own valuation. We cannot have their respect and high opinion without our own. This is as true of professions as of individuals. The public believes in the teaching pro- fession in proportion as the teachers themselves dignify and ennoble it. Membership in local, state, and na- tional education associations meas- ures the interest of teachers in their own welfare and in the improvement of education. It is the index of pub- lic respect and appreciation. The National Education Association seeks through its meetings, its legis- lative program, its research, and publicity activities to improve all the conditions under which teachers work. Through its Journal it seeks to keep teachers informed about the Association and the profession. Any one of these: services is worth more than the price of membership. Every teacher in the nation is bene- fited by the Association’s work. The one-hundred-percent school may be proud that its teachers ap- preciate their professional oppor- tunities and obligations. By becom- ing members, these teachers have done their part to build a profession worthy the respect of the public. Have you done yours? ILLinois—Chicago, Curtis, Fenger High; Little York, High and Grade; Riverside, Riverside Public Schools. INDIANA—Rushville, Jackson. Iowa—Cedar Rapids, Adams. Kentucky—Louisville, California, John Marshall, Western Departmental. MaIne—Augusta, Lincoln; Buxton, Samuel D. Han- son High; Ellsworth, West Side Grammer. MARYLAND—Clear Spring, Downsville; Cordova, Cor- Gove School; Fearer, Sand Spring; Smithsburg, igh. Massacuusetts—Malden, Judson; Springfield, Acush- net Avenue, Five Mile Pond; Stoneham, High. MicHicGAN—Detroit, Columbian, Davison Annex; Grand Rapids, Franklin; Jackson, Main; Muske- gon, Mann. MINNESOTA—Cloguet, Jefferson; Duluth, Emerson, Fairmount, Fond du Lac; Minneapolis, Bancroft; Saint Paul, Hayden Heights. Missouri—Kansas City, Cherry Street, Greenwood. Nesraska—Grand Island, Platt. Nevapa—East Ely, East Ely Grade; Eureka, Eurcka Grade and High; Kimberly, Kimberly Grade; Ruth, Ruth Grade. New Hampsuire—Hampton, Centre. New Jersey—Asbury Park, Bond Street, Bradley; Atlantic City, Atlantic City Public Schools, Boys’ Vocational, Brighton, Girls’ Vocationa!, Illinois Avenue, Indiana Avenue, Junior High, Madison Avenue, Massachusetts Avenue, Monterey, Penn- sylvania Avenue, Richmond Avenue, Senior High, Texas Avenue, Texas Avenue (Special Class De- partment), West Side; Camden, Beideman, E. A. Stevens, J. G. Blaine, Kaighn, Read, Yorkship. New YorK—Ardsley, Ardsley High; Bellport, Brook- haven; Kenmore, Kenmore Public Schools, High, Lincoln, Washington; Monroe, Monroe Public Schools; New Rochelle, High. Nortu Carotina—Durham, Edgemont, Fuller. On10o—Bowling Green, Wood County Public Schools; Cincinnati, Garfield; Fremont, Atkinson, Croghan, Otis, Stamm; Logan, Junior High; Piqua, North Street; West Milton, Miami County Normal. [130] Orecon—Marshfield, Harding; North Bend, Roose velt Junior High. . PeENNSYLVANIA—Harrisburg, Calder, Downey, Lin coln, Penn, Pleasont View, Reily, Steele, Wicker. sham, Woodward; Indiana, State Normal; Pe¢ i opolis, Township High; Philadelphia, Boon Crispin-Torresdale; Point Marion, High. : SoutH Dakota—A berdeen, Monroe. TENNESSEE—S pringfield, High. Texas—Dallas, Austin, Cumberland, Forest Avenue High, Mount Auburn, Oak Cliff High, T. G, Terry; Fort Worth, A. J. Chambers, Austin, Hi Pree San Rosen. , Utan—Joseph, Grade; Richfield, Grade; Salt Lake City, Uintah. VERMONT—Burlington, S. W. Thayer. VircIniA—Fredericksburg, Campus Elem. Traini WASHINGTON—Seattle, South Seattle; Spokane, Aj. cott; Arlington, Bryant, Columbia, Cowley, Field Finch, Franklin, Garfield, Harding, Holmes, Irving Madison, Mann, Morgan, Wilson, Young; Walle Walla, Baker. West VirciInia—Clarksburg, Washington Irving High, West End; Divide, Grade; Grafton, Grafton Pub. lic Schools, Central, East Grafton, First Ward Garrison, High, South Grafton, West Grafton: Hinton, Du Bois Elementary. F Wisconsin—Koéler, Kohler Public Schools, Madison Brayton, Harvey; Wauwatosa, Wilson; Wrights. town, High. WyYoMING— Midwest, High. ETHICAL IDEALS for Professional Men—1. The professional man should maintain a standard of competency in his own field, entirely apart from considerations of public opinion or private gain, He may fall far short of his own standard, but he must never blur the distinction between good work and poor work. 2. The professional man should consider his com- pensation, in whatever form it may be given to him, as a secondary end; and he should not only be con- tent with a modest income, but he should regard it as a part of his professional duty to make it clear to all concerned that a professional man is not interested in amassing wealth. 3. The professional man should take a personal interest in recruiting for his own and for other pro- fessions the most promising of the youth of the na tion, and he should take a corresponding interest in the problems of professional education. 4. The professional man should deliberately culti- vate honest criticism of his own and all other pro- fessional work, training himself to hate sentimental praise and ignorant fault-finding, and developing to the extent of his ability the difficult art of clear- sighted, constructive, critical judgment. 5. The professional man should regard himself as a guardian of the public interests in every situation where he finds those interests in jeopardy, because this is his first obligation to the society which has given him his professional education and opportunity. 6. The professional man should champion com- plete liberty of thought and expression, whether popular or unpopular, without yielding in the sliht- est degree his own convictions as to what is true or false, wise or foolish, right or wrong. 7. The professional man should encourage the ex- perimental spirit in every department of human affairs, because he knows that all human progress has come about by this method. 8. The professional man should use every op portunity to promote better mutual understanding among men of different classes, creeds, nations, and races, recognizing that his education and experience should enable him to rise above fears and hatreds and to serve as an interpreter and peacemaker among men.—Adopted by the Association of Profes- sional Men’s Clubs, Sept. 11, 1925. MAN who has recently developed into a@ grett teacher confided to me a few days ago the secret of his success: “Once I thought only of the | subject I was teaching. Now I think chiefly of the man in the seat before me.” What does the yout in the seat before us want, that our modem educa- tional system has failed to give him?—Charle Foster Kent, in the Educational Review. Vol. 15, No.4 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A-119 ———E—————— ae es lssesriesesiseestsesseshdeeeeeseenneessensmnetme a + - * “I know I've earned three times the sal- ary of a teacher and fully as much as most men,” writes one of the pioneer BOOK HOUSE representatives. Another, who gave up an established business to take up this new idea in chil- dren’s work, says “the BOOK HOUSE | “Three times the salary of a teacher” Free Booklet Write for this booklet, “What Can a Woman Do?” Do not let previous no- tions about your “ability to sell” deter you. This booklet consists of the experi- ences of BOOK HOUSE representatives written by themselves. Many were once teachers, like yourself. Many never dreamed they could “sell”. They found offers limitless opportunities and with- the possessor of a growing bank account the work different from anything they out previous experience or training. My and feel as though I can indulge in some hadimagined because My BOOKHOUSE rt 4 gs the second year were $3000 for of the luxuries for which I have always is different. It is not “just another set of - = ira dhe: Bane year T var sisting ot longed.” books” but an idea—a basic idea that ‘ iiteadthnew Feonuabeitfl wack.” Saysanother,"“ThereisnothingI know answers, as it has never been answered st A former teacher writes, “Like most °f that pays so well. During the past before, the great poe pat sh A girls, when it was time to decide upon year I saved more than I ever made before What shall the children read? ; some profession I chose teaching because __ i the same length of time. Any woman Fill out and mail the coupon while : it seemed to be the only course open for with ordinary ability—and that’s all I you think of it. a me. After six years of moderately suc- have—can make from $3000 to $4000 a prota q cessful teaching at a salary I couldn't | Year and work noharder than inan office The BOOK HOUSE for CHILDREN Zz. : stretch over three months of vacation, ° School room at $1800." eg A aaa cig | hes no matter how I schemed, I decided to My BOOKHOUSE needs more rep- Please send me the free booklet, “What | 4 trysomething else. Since takingupwork _resentatives of the calibre of these wom- | Can a Woman Do? | her with My BOOKHOUSE, I have real- _—en. It may be your great opportunity | My Nome : ; ized and profited by its never failingop- _ toincrease yourearningsand,at the same _—‘| Full Address. | portunities for work, travel and self de- time,toenterafieldofservicetochildren | ss— | he velopment and, for once in my life,Iam fully as important as teaching school. cliscsacdsh ease ian od, ws aii ahd, pants pe ress The BOOK HOUSE for CHILDREN od 360-J North Michigan Avenue, CHICAGO and 4 “yYBQ@DKHOUSE treds paker x G ote “The child who reads is 4 —_ the child who leads’ sd great o the of the of the youth educt- harles Mention THe JournaL when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A pril, 1926 Thousands of Schools Now Properly Equipped to Teach Science The past few years have witnessed a wonderful transformation in the Laboratory Equipment of the Schools and Colleges of America. Hundreds of new schools have been built—and in most of them— as well as in hundreds of old schools—Kewaunee Laboratory Furniture has been installed. We are anxious to send full information about good Laboratory Furniture to any science instructor. Just ask for a copy of the Kewaunee Book. Address all inquiries to the factory at Kewaunee. C. G. Campbell, Treas. and Gen. Mgr. 123 LINCOLN ST., KEWAUNEE, WIS. New York Office, 70 Fifth Avenue Branch Offices in Principal Cities veal. all about it. Philadelphia Hotel Arrangements NDITIONS incidental to the Sesquicentennial Exposition will seriously tax hotel facilities during Con- vention week, June 27 to July 2. in charge of Henry J. Gideon, chair- man of the Housing Committee, Grant School, 17th and Pine Streets, Phila- delphia. Mr. Gideon is a member of Microscopy is a fascinating study. simple by the Bausch & Lomb Pocket Microscope it is of value and interest to everyone. In every drop of blood, bit of leaf, insect wing and piece of cloth there are wonders that only a microscope can re- This little instrument, weighing but 17 ounces, is very complete and will magnify up to 250 times. in your classroom and take it with you on your vacation. The free booklet “Revealing the Wonders of Nature” tells Send for it today. BAUSCH & LOMB OPTICAL CO. 630 St. Paul Street It is important that all who plan to attend the summer meeting make their reservations immediately. Convention housing problems will be the Philadelphia school supervisory staff and will make every effort to under- stand and meet the needs of the members of the Association. Reservations may be REQUEST FOR HOTEL ACCOMMODATIONS To Henry J. Gideon, Chairman Housing Committee Grant School, 17th and Pine Streets, Philadelphia, Pa. Reserve (give date) Price not to exceed $ I shall be alone and prefer separate room. private ( hotel ) i dormitory with ( private home detached and to continue until_________ I am willing to share room with Mr. Name( Mrs. ) ES A a Miss City and State____--_- Attach names and addresses of all others in party. MAIL NOW. Cross out words or lines ma applicable to your desires bath for party of___________persons. (give number) (give date) per day per person. Mention Tue Journat when writing our advertisers. Fascination! Enhance the Pleasure of School Work and Summer Travel And when it is made Use it Rochester, N. Y. made by writing to the hotels direct or through Mr. Gideon. Most of the hotels are quoting rates for double rooms only. Whenever pos- sible, plans should be made for two or more persons to occupy one room. Rooms for two or more persons range from $6-$14 a day. sila Spring | is a fine time to be foot free cece te ECC LET HEN the songbirds come up from the South and every tree shows a delicate tracery of new green, what woman wants to suffer with nagging, dragging feet? Let your feet feel the renewing urge of Nature, like every- thing about you. Give them freedom in light- weight, natural Cantilever Shoes. Then the springtime will be a happier season for you. EE A In Cantilever Shoes you can walk with a spring in your step. Your feet will not bother you on the first warm days. For these shoes are naturally shaped and are in close harmony with the natural requirements of the foot. ane te The Cantilever Shoe is flexible from toe to heel like the foot. And what a difference this makes! Your foot muscles are free to exercise. Circulation is unimpeded. The arches of the feet build up springy, tireless strength for when foot muscles strengthen they are better able to hold the twenty-six bones of the foot in arched formation. Cantilever Shoes are good to look at. They are made along graceful lines and are tastefully | designed. There is an interesting variety of new pump models and oxfords that are trim and pleasing. Cantilever Shoes are sold from coast to coast and are within shopping distance of practically all readers of this publication. In many cities you will find a Cantilever Shoe Shop listed in the regular or classified section of the ’phone book. The Cantilever Corporation, 404 Wil- loughby Ave., Brooklyn, N. Y., will be glad to advise you where you can most conveniently buy Cantilever Shoes and send you an interest- ing free booklet showing photographs of the new Cantilever styles for spring and summer. a antilever “at Shoe } For men and women ria Supports the arch with flexibility THE JOURNAL OF THE NATIONAL EpucaTion AssocIATION Under the T. C. U. Umbrella If you contemplate a trip this summer, it will be reassuring to you to know that T. C. U. protection follows you wheréver you go. Last summer we received the following cable from Hamburg, Ger- many, from an American teacher, who is a member of the T. C. U “My policy twenty thousand three hundred thirty-nine Totally disabled while traveling. Please wire fifty dollars American Express.” Shortly thereafter we received. the following letter from the teacher “T wish to convey my thanks to you for answering my cable from Hamburg promptly. I had an accident with my left eye that made me almost blind for several weeks and bringing unexpected expenses, handicapped me _ severely I am engaged to teach at the Shady Side Academy, Pitts- burgh, Penn., for the coming year, and will communicate with you from there as soon as I arrive. I will certainly ‘tell the world’ how fairly I have been treated by your Company.” Moral—If you aren’t a T. C. U., you ought to be. Full information sent without obligation to you. TEACHERS CASUALTY UNDERWRITERS 575 T. C. U. Bldg. Lincoln, Nebr. FREE, This Identification Tag for Your Traveling Bag Tis sat. CVU. PN eS ee Identification Tag. It has a space for your name and address, with a transparent cover for protection. It might REE Information Coupon 1 I I save our bag we I I 1 I I To the T. C. U., 575 T. C. U. Bidg.. Lincoln, Nebraska I am a Teacher in I am interested in knowing about roe : tective Benefits. Send me the whole being lost. We have and booklet of testimonials only a limited number, but they are free to teaghers as long as they last. Send the coupon. My Name is My Address is (This coupon places the sender wader w pgm Mention THe Journat when writing our advertisers. A-124 THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A pril, 192 Mention THe Tournat when writing our advertisers. . A ' 4 : Make Your Automobile PT; s cl = ss * 8 : : Pay You Big Dividends This Summer : | : = a rt - Superintendents amd dorsed by the country’s leading educa. * | tors... used in thousands of schools, , , Principals will approved by every state where forma] . double their salaries pprovalisissued . . . the preferred Ref. erence Work everywhere. Needed by ! Make as much money thissummeras__ every school in the community . . . sales you make the rest of the year. Dignified are climbing to new records every ¢ and desirable work that demands the month. You can profit with Compton’s i i experience and executive ability of su- great success. | ] perintendents and principals. | All that is required is energy and Get The Facts i an automobile. We will give eel melas 6 1 i e you expert training under ex- Ry oXK eteaid on complete de- erienced men. tails. Know the facts... then P ra decide. Territories are being as- 7 . = signed now. Every manis given Give Us Your Time full co-operation and oun as- S A pleasant and profitable sistance to assure his success, v change from your regular work. Compton’s will help you earn | o The low rates and comfortable Travel in your oo - ae —_ pawn eng Rare ee : it pay you handsomely. Inter- earned before. Join our force of accommodations of esting, dignified work in behalf {$16;55Q school men who represent us | ( Ti TH, CA B IN « of Compton’s Pictured Encyclo- j_ 13 weeks last SU™mmer after summer. A few 4 k OURIST LHIRD © pedia. Now, greater opportuni- Summer, . if, Permanent postions are open for thaw | SE. VICES a ties than ever before. Compton’s pore -_~ 5 ees ena c. cea poommtl =| f R . Ps nationally advertised ...en- Compton Service. Y°% the Compton Summer Proposition, : | oe recently established for seasonal s SCHOOL SERVICE DEPARTMENT 1} 1: | travel A the leading transatlantic > F. E. COMPTON & co. 58 East Washington Street, CHICAGO : | et steamship companies now bring a eussesecus seneecenns trip to Europewithin the scope of all. T Especially teachers, students, pro- C fessional men and women, etc., will Cool, find in this new service an unparal- Crisp, Be. leled opportunity to learn at first Colorful m hand much that is worth-while of the Colorado te History, Art and Literature of the and theGolden § Old World. Even a fleeting few Pacific Coast moments actually spent in a great | pr cathedral or before the canvas of a a master or in a spot renowned in al history will makea morevivid, lasting a and more ——- impression than It years of book-reading. oo ; ar Let us arrange / wl Lge rtd for Leng @ The Missouri Pacific, D. & R. G.W.,Western Pacific route leads straight through = Under our guidance you will travel on the heart of the scenic wonderlands of the West. To the chosing om of c slerade W the right kind of trains, live in comfort- | ‘yja tbtowah magatizene Royal Gorge Sale ake ty ~ thence throu Fee 3 able hotels and get the utmost value fo @ Return by the same or any other direct route -- or for a nominal additional sum W your money. We have more than 100 you may return yia the Pacific Northwest. C; branch offices distributed throughout @ Choose any section of the west ortake this wonder tour. Stop- ‘ . se over anywhere en route, either way. dit Europe—a ‘Service Station’’ at your = / MISSOURI command at every major point. C. L. Stone, Passenger Traffic Manager dy, PACIFIC an MISSOURI PACIFIC RAILROAD CO. © LINES Be ‘We are agents for all Steamship Ras Se as End fe ee and ; , 4d: i Ss - Ed you may choose your own steamer | Special round-trip fares--Stopover anywhere en rout! for the passage over and back. - | kn ——— i Select ri itinerary Ly our long neta conan | = list of short and long trips. Inclusive Fares from $265 EUROPE, 1926 EDUCATIONAL TI For Men Inquiries cordially invited ; they will DRAPER-KRAMER TOURS TOUR Women As receive careful individual attention 19th Season EUROPE, 1926 nat THOS. COOK ||scEr2i... ES spas | 7 Central Europe and Italy, 66 days. . | bor Norway and North Cape, 54 days $395 AND UP &3 & OPN Norwegian: Fjords, 54 days. Wich } anc 585 Fifth Avenue New York One-cabin steamers—First-class hotels. COLLEGE INSTRUCTION | wh er Dounch OGicss ai Reduction in price if Tourist third-class rate is iN . | h Philadelphia ion Chicago preferred, $120. and credit if desired ) het St. a ~* San Francisco pe Los = Asam so adhe eo: aevn Address | Star SSE es NEW YORK GNIVERSIY | ! 1521 35th Street N. W., Washington, D.C. 110 East 42nd Street, New York oO rrrras.g.STKTYe™SS——-—~<“<; 727 «SiC= H Address : ; — ote, Gove, poe Belgium, Switzerland and | & EE EOF NE FA EOE TR Pe 2 - 4 ~ s, Brussels an eee, wae choice of | : Books or trips I erro tni wy) —— ; MAY owstone ; . 5 . | ii ceatmscae tT [Rocky Mts (Helena Bute) 61.95 8 The | is an ideal time for such a trip. ° O Inland oe . EE, 4 4 - é 4 } Full information gladly furnished upon request . : ee om ~~ 30.30 — i ts ® % cs . (it) CUNARDand ANCHOR Lines |! Aen - See ae 25 Broadway, New York or Branches and Agencies . ; = = a : . s ue “Route of the North Coast Limited ° | Mention THe Journat when writing our advertisers alifornia Around and Across America f A 15-day voyage on largest and fastest ships in Sightseeing at Havana and Coast-to-Coast service. Panama Canal. Your choice of rail routes, whether going or return- ing across the Continent with authorized stop-overs. Reduced Spring and Summer Rates Meals and berth on steamer included Round Trip—Rail and Water $3§@ 1st Class From your home town (on main line points) and back Round Trip—Both ways Water $4§@ Ist Class One way—Water §2§0 Ist Class Proportionately lower rates in 2nd, Tourist Cabin and Third Class For complete information apply to FIC LINE Marine Company ONE OF THE GREAT LINES No. 1 Broadway, New York City; McGill Bldg., Montreal; our offices elsewhere, or authorized S.S. and R. R. agents PANAMA P. International Mercantile (Continued from page A-126) SECRETARY E. G. Doudna, of the Wisconsin Teachers Association, reports that the membership in that association has now passed the 15,000 mark. SINCE the recent death of James Buchanan Duke, Duke University is now the wealthiest endowed institution of learning in the United States, with an endowment fund of $70,000,000. Ac- cording to 1924 figures, the seven most heavily endowed universities are Duke, Harvard, Columbia, Yale, Chicago, Stanford, and Johns Hopkins. GEORGE NORLIN, president of the University of Colorado, was recently elected a member of the board of trustees of the Carnegie Foundation for the Ad- vancement of Teaching to take the place made vacant by the death of the late President Marion Le Roy Burton, of the University of Michigan. ARTHUR J. KLEIN was recently ap- pointed as specialist in higher education in the Bureau of Education of the In- terior Department. He will be in charge of the Division THE JOURNAL OF THE NATIONAL EpucaTion AssOclATION Expert games. back riding. PHOTOGRAPHS with your application make it easier to secure BETTER POSITIONS *1.50 *2.50 PHOTOS 2% = 3% PHOTOS Send your remittance and original photograph to the agency of which you are a member or to us P. O. Box 2077 Mi nneapolis Minn. of Higher Education, which collects and disseminates information regarding uni- versities, colleges, and professional schools. On request he will furnish ad- vice to officers in charge of such institu- tions and conduct institutional surveys. Dr. Klein’s varied experience in the different fields of education fits him well for the position. Mention Tue Journat when writing our advertisers, MID-WEST HOCKEY AND SPORTS CAMP AT WETOMACHEK, POWERS LAKE, WIS. Conducted for Women Physical Education and Playground Instructors, coaches (latest English methods), swimming, sports and Also offers an ideal vacation for those who are interested in land and water sports and horse- work, play or rest. equipment; good food; low cost. September 7th. For further information address 5062 Greenwood Avenue, Box J. E. Coaches, Directors of give instruction in hockey All work is voluntary—you can Beautiful lake; splendid July 26th to Come for one week or more. CHICAGO NORMAL SCHOOL OF PHYSICAL EDUCATION Chicago, Ill. The Ancient and Historic College of William and Mary in Virginia Founded 1693 Williamsburg, Virginia J. A. C. Chandler, President Coeducational State institution 1926 Summer Session First term: June 14-July 24; Second term: July 24-August 28 Work leading to A. B., B. S., and M. A. degrees. Special courses for teachers, prin- cipals, and superintendents and for students preparing for law, medi- cine, business, engineering, or social work. Careful consideration given to certificate requirements. Situated on the historic peninsula between the York and the James Rivers, in close proximity to the ancient shrines of Jamestown and Yorktown. Address inquiries to K. J. Hoke, Director. \ C. G. SCHULZ, secretary of the Mir | nesota Education Association, Room 919, Pioneer Building, St. Paul, Minnesota is the new president of the Associatiot of Secretaries of State Teachers’ Associt tions. F Vol. 15, No. 4 ' THe JOURNAL OF THE NATIONAL EpucaTion AssoctaTion A-129 Prominent European Educators | BROUGHT TO AMERICA | FOR SUMMER SCHOOL STUDENTS es se State Teachers College has made it possible for teachers and others engaged in the educational field to come into contact with leading European educators without the expense of going abroad. i F . Realizing the increasing desires for European contacts ee and comparative studies on the part of America’s teachers and the prohibitive cost which prevents most of the people he Nos He engaged in the teaching profession from satisfying these worthy desires, Colorado State Teachers College has added : Wee to the special faculty for the Summer Quarter 1926 some of Great Britain’s OUTSTANDING EDUCATORS Warden T. Raymont, of Goldsmiths’ College, University of London, will give courses in Contemporary Education in England; Professor Vernon Brown, of Durham Uni- versity, Newcastle-on-Tyne, will give courses in Educa- tional Psychology, and Professor Ellen C. Oakden, of the English faculty of Goldsmiths’ College, will conduct classes in Literature and English. In addition to the regular College faculty of over a hun- dred, who will conduct all the regular year courses, the College has obtained the services of forty other outstand- ing classroom teachers and lecturers from leading univer- sities and colleges of this country. Included among these are DR. DAVID SNEDDEN, DR. EDWARD 5S. EVEN- DEN, DR. GEORGE D. STRAYER, AND PROFESSOR LUCIA DEMENT, OF COLUMBIA UNIVERSITY; DR. L. A. PECHSTEIN, OF THE UNIVERSITY OF CINCINNATI; PROFESSOR JOHN CROWE RAN- SOM, OF VANDERBILT UNIVERSITY; DEAN J. H. HOLST, OF MONTANA STATE COLLEGE; DR. SAMUEL B. HARDING, OF THE UNIVERSITY OF MINNESOTA; DR. CARLETON WASHBURNE, OF WINNETKA; ASSOCIATE SUPERINTENDENT C. R. FOSTER, OF PITTSBURGH, PA.; DR. H. C. ABBOTT, OF THE UNIVERSITY OF SOUTH DAKOTA; PROFESSOR JOHN C. STONE, OF MONTCLAIR STATE NORMAL SCHOOL; DR. PAUL BLANSHARD, OF NEW YORK; DR. GEORGE E. RAIGUEL, OF PHILADEL- PHIA; ROLLO WALTER BROWN, OF CAMBRIDGE, AND HERBERT ADAMS GIB- BONS, OF PRINCETON. COMBINE PLEASURE WITH STUDY The campus of Colorado State Teachers College is located only a short distance from the great National Playground, Estes Park. The location of the campus so close to the mountains makes it an ideal place for Summer Study. The days are never uncomfortably hot, and the nights are always cool. Every week-end students make trips to the mountains and spend the time in pleasant recrea- tion and inspiration. Summer Quarter begins June 15. First half ends July 21; Second half begins July 22, ends August 26 n 919, Write now for detailed information and catalog. Address, George Willard Frasier, President, Greeley, Colorado - Colorado State Teachers College Mention THE JourNnaL when writing our advertisers. A-130 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION a eee UNIVERSITY OF CINCINNAT] Summer Session Augustana Summer School SUMMER SESSION, 1926 i chers College I. Two Six-weeks Sessions, June 21- San Francisco State Tea olleg mo Mipouiee Goatees jane. 3 July E June 21 to July 30 Six Weeks, June 14 - July 23, 1926 Education Courses) Courses i Theory acti r II. Eight- kk: Session, . INDIVIDUAL INSTRUCTION College, High School, and “(Pre Medical Science Courses) e™ ? Undergraduate and graduate instruction, Demonstration classes composed of children Normal School Courses. stration classrooms. Special courses for Sy Demon. 4 Perintend. ts, Principals, isors, Teach ¥ from Frederic Burk Elementary School, where Send for Summer School a eee an bien ene Tigh gece the system of Individual Instruction has been Bulletin Music, Test-Administrators. Special Class, ‘81 prions, in operation for thirteen years, will be open for , servation, Hygiene and Physical Education, Guidanee visitors. and Character Education. In addition, forty-three courses in regular col- Director of the Summer School eum ee ie am. - Home of Co. legiate work and seventeen courses for profes- trally located. Cincinnati—-Phe Gateway to the Soon sional training will be offered. A u g ustana te: ol 1 ege For announcement write: For information, apply to Registrar, DEAN L. A. PECHSTEIN Rock Island : . : Illinois Director of Summer Session, Univ State Teachers College, San Francisco, California Cincinnati, Cincinnati, Ohio ersity of Pestalozzi Froebe] Teachers College Located on the Lake Front, Chicago National Kindergarten and Elementary College Summer Session, June 21 to July 31, 1926 SU MMER courses for kindergarten and elementary teachers in the most recent developments of child training. Demonstra- tions with children. Accredited. High offi- cial rating. The college environment is particularly favorable for summer study and recreation. There is a unique spirit of good-fellowship in a delightful, social, and cultural atmos- phere. New ‘completely equipped college and dormitory buildings are located in the most desirable residential section of Evans- ton. Campus of 3% acres, two blocks troun beautiful Lake Michi- gan, offers splendid op- portunities for outdoor recreation. For summer bulletin, address The Registrar, Summer School, Box26 2770 Sheridan Road, Evanston, Illinois COLORADO COLLEGE SUMMER SCHOOL COLORADO SPRINGS AT THE FOOT OF PIKES PEAK JUNE 21—JULY 30 PEND the summer in cool Colorado amid the won- ders of the Rockies; study in one of the leading liberal arts colleges of America. Courses in Primary Training June 2I—Summer School—dJily 30 Courses in Practical Primary and Kindergarten Subjects Comfortable Dormitory Address Registrar, Box E, 616-22 S. Michigan Blvd., Chicago AUNERLUTUEMLANANUUUU Tana TTT Chri) Method Conmanchig dorm a F heels EASTERN SCHOOL, 55 Fifth Avenue, New York, N. Y. COLORADO SCHOOL, Boulder, Colorado Superintendents, Principals, Supervisors of Penmanship, Commercial, Grade and High School In. structors have found in these schools during past years a delightful and positive short cut to skill in demonstrating and teaching successfully good handwriting. Attend one of these schools and learn thoroughly physiological, psychological and pedagogical truths about plain rhythmic muscular movement handwriting. For a complete prospectus address for Eastern School, The A. N. Palmer Company, 55 Fifth Ave nue, New York, N. Y., and for the Colorado School, The A. N. Palmer Company, 2128 Calumet Avenue, Chicago, IIl. Literature Languages Education Psychology Economics Sociology History Mathematics Chemistry Biology Geology among the foothills and canons Botany in mountain meadows and along snow-fed brooks. Literary criticism under Dr. Stuart P. Sherman, Book PALMER HALL, A MASSIVE, WELL-EQUIPPED RECITATION Editor of the BUILDING New York Herald-Tribune, former head of the Department of Literature in the University of Illinois. Colorado College of Music offers private instruction and class work in pianoforte, voice, public schoo! music. Broadmoor Art Academy provides excellent training in fine arts. The Public Schools are open for pupils of all grades. iain = For particulars address PIKES PEAK, ACCESSIBLE BY COG GUY H. ALBRIGHT, Director ROAD, AUTOMOBILE HIGHWAY, ° BURRO TRAIL, oR Hikers’ PATH | COlorado College Summer School, Colorado Springs, Colorado Mention Tue JournaL when writing our advertisers. Vol. 15, No.4 THE JOURNAL OF THE NATIONAL Epueation AssociATION A-131 Summer School in Vacation Land Combine Pleasure and Profit. For information write New England School of Speech Reading Anna L. Staples Regular and Clara M. Ziegler 175 Dartmouth St. Normal Courses BOSTON, MASS. Arnold College FOR HYGIENE AND PHYSICAL EDUCATION ree-year Degree Course NEW HAVEN NORMAL SCHOOL OF GYMNASTICS Two-year Diploma Course Strong faculty. Complete indoor equipment and outdoor facilities, including camp. Appointment Bureau, successful in placing utes 1466 Chapel Street, New : SAINT Louris SUMMER SESSION, 1926 June 19th to July 30th Graduate Courses - . - Undergraduate Courses Special Courses for Teachers aven, Connecticut i Also Courses in : Music Law Engineering Art ' For Bulletin of the Summer School, address Dean Isidor Loeb, Director of the Sum- SUMMER SCHOOL July Sth to August 14th Six weeks’ courses for Teachers and Librarians leading to Degrees and Certificates e mer Session, Room 204 Duncker Hall, Washington University, St. Louis. ° Teachers! Exceptional Opportunities for Added Summer Income HE S. L. Weedon Company needs teachers to fill special positions the coming summer in work that is very agreeable and highly remunerative. Earn Good Money During Your Summer Vacation We desire to fill these positions with people of unusual ability and utmost refinement, because the work calls for that type of person. Each one will be appointed an exclusive representative and will be given an exceptional pro- sition bound to produce a good income. In past summers many of our special representatives have averaged over $600.00. This is indicative of the excellent annual salary that is possiblefor those who qualify for posi- tions in our permanent organization. Every Advantage to Those Chosen Those chosen will receive every ad- er: guaranteed income from the day they start to work, and rail- road fare paid. Ambition, plus the You will enjoy travel careful Weedon training and constant help, will start those accepted on an exceptional business career along school lines. Agreeable associates, of course, and of the highest type. —And Travel Each position carries with itan oppor- tunity to travel. This feature, although secondary, should carry weight when you consider next summer's plans. Inquiries Invited from Responsible Individuals We invite inquiries from responsible teachers. Upon receipt of your inquiry we will send youa “High Way to Suc- cess,” descriptive of the kind of work, the position, and the Company; and a 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 positions that not only offer a chance to exchange a summer of leisure for one of in- come and travel, but which also may lead to a permanent connection. Please state your age, education and qualifications in reply. We suggest an immediate inquiry. Address Dept.4-D. &S “My manager is always willing and able to en- courage me in my efforts. He 13 a kind and sympa- thetic friend. I have formed lasting friendships with my co-workers. "Our group believes in having fun along with the work and we find timefor trips, theatres, picnics, etc. "I came into the work intending to stay only for the summer, but found this work more healthful and profitable in every way than teaching; therefore 1 am happy to become a permanent member of the Weedon Company.”’ NELLE FOLLIS THE S. L. WEEDON COMPANY 7016 EUCLID AVE. Dept.4-D CLEVELAND, OHIO Mention Tue Journal when writing our advertisers. Home Economics — Teacher Training — Library Scienc DREXEL INSTITUTE Philadelphia . 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. “Do Your Summer’s Work in Vacation Land” UNIVERSITY OF MAINE SUMMER SESSION JUNE 28—AUGUST 6 For descriptive catalog, address: H. M. ELLIS, Director, Orono, Maine. University of Vermont Summer Session 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 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. Write for further information and descriptive bulletin to BENNETT C. DOUGLASS Director of Summer School University of Vermont, (Box B.) Burlington, Vermont A-132 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION A pril, 1926