On to Philadelphia, Sixty-bourth Annual Méeting, June 27 to July 2, 1926 VOL. XV JUNE, 1926 No. 6 Th JOURNAL of the “NATIONAL EDUCATION ASSOCIATION A LR Pe After School, What ?—Editorial . When Shall I Resign ?—Robert H. Wright Alaska and Her Schools—C. E. Hagie Spring Fever—Mae Traller , ‘ Children’s Reading—Lewis M. Terman - Mansanes: Lima The Resurrection of Miss Sara—Katie Lee : Equal Educational Opportunities—Henry Noble Sherw al Writing—Mary Magruder ; A Defense of Yotith—Mrs. Susan M. Sen Philadelphia from the Air—Two Aerial Views Hurdles in Spelling—750 Difficult Words Nebraska State Capitol—Bertram Grosvenor Goudhue Editorial—T'hings Done R Chief State School Officers Favor Dastsione of Educ ation A Teacher’s Perspective—Mary Lane Our State Associations, 1926-27—O fficers and Siang Carbery: A School That Makes Memories—Bertha Shannon Minis American Education—Wiilliam F. Russell Visit the Dame School—Jessie Gray ; Announcing the Summer Convention—J une 27-July 2 , a Tentative Programs of Departments and Allied Organizations Building our Profession—Life members and 100 percent schools Notes and Announcements . = xe YEE VES se) APPR CS SI SI N07 AS : A q 7 FE Age ASS. Ar (si Sean a_i R41 CRE Published monthly, except July, August, and September, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NorTHwesT, WASHINGTON, D. C. a =, 70 oa 5 ae 2 < SALAS be Entered as second class matter October 28, 1920, at the postoffice at Washington, D. C.. under the Act of August 24,1912. Acceptance ja for mailing at special rate of postage provided for in section 1103, Act of October 3. 1917, authorized January 26, 1921. 3 J AG Pre co OXY Ts Spy 77! Nvtae Se ISWSg Sed) yea yee Rye By tg TK " L J} SA SAU a Be i iN Ni oo pies! } PS SRS RIC DC FOC DOC FOCI UCAS FEF OCP OC DOS PUC FO SPOS POC POS DOC P IS SFDC TS LL i 3 ha Lay A i i bi s | ~ ® 4 ath Ramen Catt be oy DEES sete puerta Tee AE ean eatin chew Geer actty dy An, 7 oad es wd op artende Spelipah Sin pene he ene 44th hr vg os <. 7 sie ae In the Heart of Elements of Business Training Story Hour Series By Professor JOHN M. BREWER, Director of the Bureau of Vocational Guidance, Harvard University, and FLOYD HURLBUT, Superin- tendent of Schools, Bay Shore, New York TRUSTWORTHY, direct, and practical treatment of those business principles with which high-school students should be familiar, featuring— 1. A discussion of travel, postal information, office reference books, insurance, etc. 2. A thorough and understandable treatment of business forms and usages. 3. An illuminating study of various commer- cial positions. A discussion of the problems relating to se- curing a position, acquiring business ability, and earning promotion. STORY HOUR READERS REVISED Grades One to Three, Inclusive STORY HOUR READINGS Grades Four to Eight, Inclusive ECAUSE of its method and content the Story Hour Series provides a rich and varied reading experience, inculcates strong mo- tives for reading and develops essential reading habits. 5. A series of new, interesting, and valuable questions and problems with practice work following each chapter. Write for ‘‘The Teaching of Reading’’ 6. A wealth of illustrations of real merit. A sane atmosphere of vocational guidance pervades the text GINN AND COMPANY AMERICAN BOOK COMPANY New York Cincinnati Chicago Boston New York Chicago Atlanta Dallas Columbus The Sesquicentennial City Is the Home of When You Come to the SESQUICENTENNIAL Spend at least a few hours with us! Our offices and manufactory, pic- tured below, are in the center of the city, between the famous Parkway and the new Delaware Bridge, four squares from the City Hall, six squares from where the Declaration of Independence was signed and on the same street as the Betsy Ross House. May we have the pleasure of your presence? the City THE WINSTON BUILDING San Francisco 3oston \tlanta WINSTON The John C. Winston Company VERY year hundreds of school executives and teachers with groups of pupils come to our manufactory. It is an enlightening experience, they say, to see the making of a book and to watch the people and machines which produce more than fifteen thousand books and Bibles each day. When you attend the Convention of the National Education Asso- ciation or the Sesquicentennial we hope to have you visit us—and to see how Winston textbooks are made. Such widely used titles as THE WINSTON READERS, THE WINSTON SIMPLIFIED DICTIONARY, THE SILENT READ- ERS, HUMAN GEOGRAPHY, and the CLEAR-TYPE CLASSICS are made here—all operations are performed under one roof—and under conditions and standards that will increase your pleasure in their use. But regardless of whether you are coming to the Sesquicen- tennial, we wish to suggest that you send for the Winston List—a list replete with books for all grades on many subjects, and includ- ing a number of new titles that you have not yet had an oppor- tunity to examine. A request will bring this list to you promptly. THE JOHN C. WINSTON COMPANY Home Office and Manufactory, Winston Building, Philadelphia CHICAGO DALLAS SAN FRANCISCO ATLANTA FOR TEXTBOOKS Vol. Vol. 15, No.6 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Make Music the Soul of Your Classroom Work Definite subjects are laid down for you to fol- low. Arithmetic, read- ing, drawing spelling of a word, boundaries of a nation tag-ends of facts you teach today that may be less than facts tomorrow—valueless in Jean’s and Roger’s small minds unless they can be made to tie up with Jean’s and Roger’s lives. But MUS IC—that pouring into clear, searching melodies, marvelous harmonies, the glows, miracles, soft everlasting. callings of all we see and can’t see . . that summoning of our souls— MUSIC is a part of life itself. An ap- preciation of MUSIC brings a depth and a fulness that grows deeper and fuller with each new listening to an ex- quisite lyric, a spirited overture, a so- nata with its rich, brave tenderness. Yet listening to a few records is not enough singing a few songs during the music period is not enough. With Victor Records, the school Vic- trola, and the textbook, “Music Appre- ciation with the Victrola for Children,” you have for your pupils as definite a course in the appreciation of music as a course in history or literature. If your superintendent or school board has not yet awakened to the value of a complete course in music in every Listen to an Indian lullaby by Lieurance, a gavotte by Mozart with its tenderness, a Beethoven symphony with its glowing exaltation...and you are aware that, once a fine appreciation of music is inculcated, it is education grade, you can prove. the worth of music as edu- cation in the grade you teach by using music to secure attention, inter- est, response; definite, careful listening; indi- vidual interpretation of the meaning, mood, at- mosphere of the beauti- ful selections heard. Use music to teach contrasts (soft, low; sad, gay; sleeping, waking). Music for mimetic play (swaying like the wind, cradling as in a treetop). Jumping, running, swinging, dancing rhythms. The use of music with pictures; music telling» a story; music to be dramatized—music linked with every subject you teach! With geography —folk-songs and _folk- dances to teach native customs and en- vironments! With nature-study — lyrics of bees and daffodils. With litera- ture—Indian music with a study of “Hiawatha” . . Allen Bane and his harp with “Lady of the Lake.” This is education! “Music Appreciation with the Vic- trola for Children” outlines many fas- cinating studies. Your classes can be the most eagerly enjoyed in the school, the most loved, the most developing! Start September with Victor Records and the Victrola planned for inspiring work. Write us for more information. The Educational Department VICTOR TALKING MACHINE CoO. Camden, New Jersey, U.S. A. HIS MASTER'S V« Mention Tuer Journat when writing our advertisers. A-167 Df ee, By: Laer 1 pleat Sn es eh fan en ae toner opto baewtp Romerd —~s ae G A-168 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION June, 1926 Professor of School Administration and Supervision Ready June First For Administration Courses and School Officers For Junior High Schools PUBLIC SCHOOL FINANCE THE NEW SOCIAL CIVICS By By ARTHUR B. MOEHLMAN D. ©. PHEAIPS Head of Department of Psychology University of Denver University of Michigan and JESSE H. NEWLON University of Iowa Superintendent of Schools, Denver Introduction by PRESIDENT W. A. JESSUP RAND MSNALLY & COMPANY Dept. F-95 INTERESTING NEW BOOKS CHICAGO, 536 So. Clark St. San Francisco A challenge to the progressive teacher Is arithmetic a mere tool subject, or is it also a means of interpreting civic life? FRANK M. McMURRY, Ph. D., Teachers College, Columbia University, for many years a distinguished leader in the field of elementary education, and C. BEVERLEY BENSON, C. E., Purdue University, a specialist in mathematics, present a new concept of arithmetic which challenges the old interpretation of this study as a tool subject and substitutes an immediate, vital study based on actual situations. Owing to the bearing of the subject matter on citizenship, the authors classify this subject among the social studies and give their work the title SOCIAL ARITHMETIC Book One (3-4) Book Two (5-6) Book Three (7-8) If you wish to give your classes a knowledge of quantitative social questions as well as of processes, if you want to kindle the interest of your students through live subject matter, send for further information on these books. NEW YORK BOSTON THE MACMILLAN COMPANY 9 228 ocisco Mention Tue Journat when writing our advertisers. Vol. 15, No. 6 Next Year’s Debate The WILSON HANDBOOKS are “recom- mended to all who inquire about debate mate- rial,’ writes a director of a university school in Tennessee. This is undoubtedly because each HAND- BOOK gives for the subject discussed “an ex- cellent BRIEF in favor of and against, an ex- tremely valuable BIBLIOGRAPHY, together with REPRINTS of SELECTED ARTICLES on BOTH SIDES of the subject” (American Management Review). The Survey reports that “Nothing equals these HANDBOOKS as a means of establish- ing an orientation in the fields covered.” SUBJECTS IN PREPARATION Criminal Justice Evolution States’ Rights War—Cause and Cure Unemployment Insurance Send for complete list of subjects covered by the HANDBOOK series and by THE REFER- ENCE SHELF-—pocket-size HANDBOOKS on up-to-date subjects. THE H. W. WILSON COMPANY 963 University Avenue New York City THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The Iroquois Arithmetics for School and Life By Dr. Harry De Groat Principal State Normal School, Cortland, New York Sidney G. Firman Superintendent of Schools, Glen Ridge, New Jersey William A. Smith Superintendent of Schools, Hackensack, New Jersey THE IROQUOIS ARITHMETICS SET A NEW STANDARD IN ARITHMETIC TEXTBOOK ACHIEVEMENT. They are built on the latest scientific investigations, which are bound to revolu- tionize the making of Arithmetic Texts. BOOK ONE—Grades 3 and 4—published March 7, 1926. BOOK TWO—Grades 5 and 6—and BOOK THREE—Grades 7 and 8-—are to be published this spring. Full information regarding this Series of Arithme- tics will be furnished on request. Iroquois Publishing Company, Inc. Home Office: Syracuse, N. Y. New York Atlanta Dallas Chicago The Resiackabie Lincoln Science Desks No. 9075, Lincoln Science Desk. No. 7059, Lincoln Science Desk. ‘ A Quarter of a Mile of These Desks Now Going Through The demand for these Lincoln Science Desks is phenomenal, due to their unusual advantages. At the time this is written the number of them being under production in our factory, set end to end, would extend a quarter of a mile. Write for Lincoln Desk Catalog. THE REASONS FOR SUCH TREMENDOUS DEMAND With the Kewaunee Lincoln Desk no lecture-room is required. the work in one place. The instructor may give demonstrations or hold class discussions in the same room with experi- mental work. The superiority, convenience and simplicity of this desk is apparent at a glance, and the economy is con- siderable, as it makes unnecessary a separate lecture-room—saving the cost of it in a new building or making it available for other uses in an existing building. Kewaunee Laboratory Furniture comprises a complete line for the teaching of Physics, Chemistry, Biology, Elec- tricity, Drawing and Art, Domestic Science and Manual Training. It will pay you to consult the Kewaunee Book before planning original installations or additions to present equip- ment. Sent postpaid when inquiry is made on letterhead of School or Institution. Engineering and Designing service and complete piping plans furnished without charge. Immediate shipment of all standard designs. Address all inquiries to the factory at Kewaunee. A Cor New York Office: . LABORATORY FURNITURE EXPERTS 70 Fifth Avenue C. G. Campbell, Treas. and Gen. Mgr. BRANCH OFFICES IN PRINCIPAL All students face the instructor, while doing all 123 Lincoln St. Kewaunee, Wis. CITIES Mention THe Journat when writing our advertisers. > “eee A-170 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION June, 1926 i * ¥. 74 a e o ome ei The factory is in Michigan but the Service is local to you SES Pod ee Se Y no mere accident have “American” desks won such na- tion-wide appreciation and buyer-preference. For beyond the craftsmanship built into them is a service that stands behind them to make a diversified quality product quickly obtainable. Distributing stations... 53 of them in the United States... located to insure 48 hour delivery of your order. And 15 master models, with nearly 200 variations in style, design and finish provide a wide selection. x Tubular Steel Model No. 101 Triangular steel tubing, electri- cally welded. hinge noiseless and 4 easily operated. Sa American Universal No. 134 Movable. Adjustable for height. Lift- ing Lid, Exe: in weight, Lid. Exceptio Faeeet ta Anon “American” desks meet every need of the modern schoolroom. “American” servicemeetssuch needs almost immediately. And “American” building has maintained for more than a half . century, a standard of tested excellence that has never been equaled. Of our tubular steel models alone school officials have purchased more than 4,750,000 . . . a measure of recog- nition which should be of great significance to you. And just as important is the fact that the resources of our Grand Rapids Factory are placed at your very door. If these desks cost a little more in the beginning, that is only because they have been built to cost far less in the end American Seating Company General Offices—12 East Jackson Blvd., Chicago Mention Tue Journat when writing our advertisers. Vol. 15, No.6 7 ms , _} : BALSA 7 Pid Mia si WE We shall be glad to have com- 4 3 ; ¥ Pp. b\ Nd | . . . the POS munication with you, answer- ing any specific questions, be- sides giving you the details of our library classification of over four million educational subjects available for use with the Trans-Lux equipment. at aah? € c AT LAST a thoroughly efficient modern mechanical aid in visual in- struction! } Trans-Lux Air-Cooled Opaque Projectors, in combination with Trans-Lux Daylight Screen, is the one perfect method for harnessing pictures as a class- room aid. With the opaque projector, any type of material may be used—clippings from magazines and newspapers, photographs, ordinary hand-written cards, diagrams, and charts. A stereopticon attachment makes possible use of regularly prepared glass slides. Above illustration shows diagrammatically the possibilities of the equipment. The instructor is explaining an intricate diagram to one section of the class without in any way interrupting the rest of the class at work on other studies. No dark room, no disorder, and no complicated machine to operate. A simple, efficient air-cooled projector which answers every classroom need. With the Trans-Lux Opaque Projector and screen placed in front of the room or at one side next to the teacher’s desk, every pupil can see the screen without moving from his chair. The Trans-Lux Air-Cooled Projector is, optically, the finest that money and human ingenuity can produce. The lenses are equal to the finest anastigmat used in photography. TRANS-LUX DAYLIGHT PICTURE SCREEN CORP. 247 Park Avenue, New York City Mention THe Journat when writing our advertisers. Tue JouRNAL OF THE NATIONAL EDUCATION AssOcIATION A-171 A New and Important Inspirational Book for Pupils in Secondary Schools Character, Conduct, and Study William H. Cunningham, of the High School of Commerce, Boston 117 Pages, Price 90c Prepared at the request of and for The Boston Headmasters’ Associa- tion. It is planned to enable the pu- pil to get the most out of school life. The following excerpt from The Educational Review, edited by Wil- liam McAndrew, Supt. of Schools, Chicago, indicates that Mr. Cunning- ham’s book will fill a need for just this kind of material, addressed es- pecially to the high-school pupil in an inspirational and practical way: “Will Cunningham, of the High School of Commerce, Boston, has worked out some practical tips for boys and girls. The Headmasters’ Association like them and him so well they asked that they be printed. G. P. Putnam’s Sons, New York, issue them in a handy little volume entitled CHARACTER, CON- DUCT, AND STUDY at 90c. “They are good, straight talks to pupils, just the kind of things young people are sincerely interested in— success, courage, priggishness, hon- esty, work, personal appearance, how to act on the street, in the car, in the school, at the ball game, the treatment of your teacher, the kind of girl the country needs, manners in seven different places, and a lot of hints on how to study, almost a lost art, alas and alas! “Oh how I wish I had had these suggestions on translating foreign languages when I was in school and college! Nobody gave me any ad- vice. I wasted years and years and permanently injured what I call my mind because no one seemed to re- alize that how to use it was worth more than any of the knowledge I was supposed to get and have al- most forgotten. Master Cunning- ham gives short, definite hints on studying algebra, geometry, science, and history, on working in the li- brary, and on taking an examination. Every high-school teacher will eat this book up.” Sample copy on request to any Second- ary School Principal who has not al- ready seen this useful and practical book. G. P. Putnam’s Sons Educational Department 2 West 45th Street NEW YORK, N. Y. 5 BARREL AEA? : yy a AEST TE Po ete renee ee aE THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION June, 1926 a ; Poi hool, Mineral Mineral — yi er 540 sq. ft. of Ster Edword Ie ‘Claire Book & Stationery Co. t, Wis. ‘ling sold Fergus Falls School, Fergus Falls, Minn. Walter R. Dennis, Archi- tect. 2415 sq. ft. of Sterling sold by Northern School Supply Co. McDonough No. 28 School, New Orleans, La. E. A. Christy, Architect. 3240 sq. ft. of Sterling sold by Southern Seating Co. Olympia High School, Columbia, S. C. Wilson, Berryman and Kennedy, Architects. J. E. meng 2 Contractor. 1900 sq. ft. of Sterling sold by Jones St. Johns B Leyen, Schilling one School, Detroit f & Ke, troit, Mich. y, of Sterling sl by Bothsiane ett, 5000 a9. a chool Supply Co. As a matter of investment School Districts prefer this permanent blackboard Now architects everywhere present to school boards, important facts that sim- plify their blackboard decisions and make a name ...a trade-mark... the par- amount consideration in blackboard specifications. Budgets protected School Boards have budgets to meet. An important factor in the purchase ofall school equipment. Sterling Lifelong Blackboard ... time-tested and proved ... solves the blackboard problem in budget computation. Protects your blackboard appropriation in the following ways: Sterling Lifclone Po Wa ee Oke Blackboard is low... so the primary in- € we > LIFELONG €. wel > built blackboard. BLACKBOARD vestment is held within its proper limit. And its initial cost is usually its to- tal cost. Sterling seasons and improves with age, so there is no depreciation. Sterling requires practically no upkeep so repair costs are cut materially. Sterling is easy to install. Sterling is fireproof as well as warp and buckle-proof, so it remains as a per- manent fixture ... a final investmént. A Double Guarantee Sterling Lifelong Blackboard is fully guar- anteed by the manufacturer and by the distributor who sells it . . . an assurance toevery buyer that all hazard is eliminated. Progressive school systems everywhere are giving Sterling their preference. And the schools pictured above are but a few which have turned to this new-day product to solve the blackboard problem. Free Sample Know this better- Blacker and black all through. With a finer writing surface it is easier to write upon, easier to read from. Behind Sterling is 40 years of specialized blackboard experience and eight years of specific research. Com- pare it with any blackboard you have known before. Test it any way you wish. You will agree with high authorities who have pronounced it the perfect blackboard product. We will send you a sample free. With it come all the interesting facts. Just mail the coupon! Weber Costello Co. “7 Mention THE Journat when writing our advertisers. Coupon If you want the facts and ices of other itemsthan Beerling Lifelong: Black- board, check them on the list above the coupon, clip out the list and mail to us, with the coupon, 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. TIT Coupon v7v7 | WEBER COSTELLO COMPANY } Chicago Heights, lllinois Gentlemen: Please send me, without rt, tall informenion about Srerline Liteions fleckbeaed. foes | sample andthe name of the nearest distributor. Also prices and information regarding products checked above. } Name... —— PT a a | ‘penne ap Vol. 15, No. 6 THE JOURNAL OF THE NATIONAL EpuUCATION AssocIATION A-173 Is Health Education Included in Your Curriculum Next Year? A simple program now makes it possible for every school to have the benefit of this important work HREE years ago the U. S. Bureau of Education asked superintendents of schools all over the country what they were doing in the way of health work. Their answers showed gen- eral appreciation of the value of such work, but certain big obstacles in the way of start- ing it. Lack of a definite plan. Insufficient funds and equip- ment. Teachers unprepared for this specific work. Today interest in health ed- ucation has spread until it is mrt universal. With it as developed a school health program that overcomes all the usual difficulties and brings organized health work within the reach of every school. It can be fitted into the average school curriculum with a min- imum of trouble and expense, and carried on easily by the regular classroom teachers. Scores of teachers have ac- tually used this program for the _ two years with out- standing success. Their schools range all the way from the little one-room rural school to the large city school. This program (described fully in the publications distributed by the Borden Company) con- sists simply of four things :— (1) Thorough physical examina- tion to discover and remedy possible organic defects; (2) weekly weighing; (3) health in- struction in correct habits and proper diet; (4) daily feedings of Eagle Brand Condensed Milk. Eagle Brand is full-cream dairy milk—a child's natural food—combined with sugar, an excellent source of energy that growing children need. Experiments and everyday use prove that children who have a feeding of Eagle Brand every day in addition to their regular diet show greater improve- ment in weight, blood and bone condition, and in general health than children who do not have this milk. As a natural result of improved physicalconditionteachersalso report improved school records, and greater mental alertness among the children who have had Eagle Brand regularly. You can accomplish the same fine results in your school by following this program. Lay your plans now September seems a long way off right now, but it will come around before you know it. When school opens, be all ready to start health work. Here are a few suggestions to pass on to the teacher that will make the work much easier next fall. 1) Get yourself and the other teachers thoroughly interested and familiar with the whole subject of child health. 1 you cannot take a regular sum- mer course at some school or college, read all you can in the way of authoritative, practical literature on child health. The Borden Com- pany will be glad to help you with suggested reading and will supply you also with its own published material. This includes Nufré- tion and Health, a valuable handbook for teachers, with height and weight charts, malnutrition information, and a complete set of 20 lessons for school use; reprints of scientific experiments with undernourished school children; a booklet of practical and stimulating suggestions written by some of the teachers who carried on health work successfully last winter; all kinds of sup- rer ongper J material in the way of record lanks, charts, etc. It is important that you have all this matter in hand first of all. (2) Get the parents actively interested in their children's health. A very definite way to do this is to distribute among them all the Home Course in Child Health for Mothers, prepared by the Borden Co. This is pening so that a mother can readily check up on the condition of her child’s health and help improve it. We will gladly send you free copies of this Course —together with the 3 Little Books, a set of readable books on child health for parents. Put these into the hands of every mother now, and you will find them far more interested and cager to cooperate in a school health program next fall. (3) Get the children interested in their own health. The surest way to do this is to weigh them all before school closes and compare these weights with their weights next fall. The desire to gain will stimulate many young- sters during vacation to observe the important health rules (which you can distribute to them in the printed form prepared by the Borden Co.) With the way paved in any or all of these three ways, you will find it very simple to organize and carry on a health program next year. Send for this material now. The coupon below will bring it to you free. THE BORDEN COMPANY 934 Borden Building 350 Madison Avenue, New York, N. Y. gram material. Please send me my free set of Health Pro- ee a ae Mention THe JourNnAL when writing our advertisers. A-174 For Satisfaction Specify SHELDON ny THE SHELDON CATALOG SHOWN ABOVE ILLUSTRATES AND DESCRIBES 300 STANDARD DESIGNS FOR SCIENCE, LABORATORY, HOME ECONOMICS AND VOCATIONAL DEPARTMENTS, THE RESULT OF 27 YEARS’ EXPERI- ENCE IN EQUIPPING OVER 12,600 SCHOOLS AND COLLEGES. SUPERINTENDENTS, HIGH- SCHOOL PRINCIPALS AND SUPERVISORS SHOULD EXAMINE THE SHELDON CATALOG BEFORE BUYING OR SPECIFYING LABORATORY, HOME ECONOMICS OR VOCATIONAL FURNITURE FOR 1926 REQUIREMENTS Catalog free on request E. H. SHELDON & CO. MANUFACTURERS Laboratory, Home Economics and Vocational Furniture MUSKEGON, MICHIGAN, THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION June, 1926 NEW BOOKS TEACHING AS A PROFESSION Its Ethical Standards —Matthew J. Walsh Discusses ideals and standards with concrete cases. An excellent book for discussion groups. “Such a book as this should be required as part of the reading of every student in a normal school or school of education before the certificate of graduation is awarded.”—From a review. WHAT GIRLS CAN DO —Ruth Wanger A guidance text for girls. Sample occupations in varied fields are used as a basis for teaching girls to explore possible lines of work and to find out for what they are fitted. Emphasizes general and specific qualities that make for success. FIRST LATIN BOOK —Celia Ford Prepares for Cxsar, supplies a cultural and historical framework for the language, makes Word Study definite and concrete, lightens the work of the teacher in meeting the new requirements. STORY OF OUR CIVILIZATION —Helene A. Guerber An account of the march of human progress which satisfies youth’s desire for a story “beginning at the beginning,” and continuing in a smooth, orderly narrative to a logical conclusion. Action and the personalities of leaders stand out boldly in this “‘Europeans’ Back- grounds” text. Henry Holt and Company 1 Park Ave. 6 Park St. 2451 Prairie Ave. New York Boston Chicago 149 New Montgomery St. San Francisco kor Character- building THE ATLANTIC READERS EpiITED BY Dr. RANDALL J. CONDON Superintendent of Schools, Cincinnati, Ohio Book I THE UNDERSTANDING PRINCE Grade 1V Book II HiGcH AND Far Grade V These are the initial volumes in a series of five Readers (for Grades IV to VIII, inclusive), the outgrowth of Dr. Con- don’s profound personal conviction that “soul culture is the most important and most necessary phase of education, and that the development of personal character is the thing of greatest concern.” The three books for the higher grades are now in active preparation, and their publication will follow shortly. These readers will be Atlantic Monthly Press Publications, pub- lished by Little, Brown and Company. Designed primarily as basal texts, these books are filled with material of ethical importance. They are also full of the natural interests of developing childhood; of freshness and enthusiasm. Even the notes make delightful reading. Narrative, biography, description, nature studies, essays, letters, quotations, inscriptions, and truly distinctive poetry have been selected by Dr. Condon, always under the cer- tainty that “character is higher than intellect.” Most of his material is new to school readers. Mailing price of each volume, 85 cents LITTLE, BROWN & COMPANY 34 Beacon St., Boston 221 E. 20th St., Chicago Mention Tue Journat when writing our advertisers. Vol. 15, No.6 THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION A-175 | | | Kids just delight in using Medart Equipment. Why? Because fifty-three years’ experience has taught Medart designers just what the little folks like. Ex- perienced purchasers and playground supervisors are just as enthusiastic—because Medart Equip- ment combines the four essentials of Safety! - - Service! - - Durability! - - Economy! Send for Medart Playground Catalog M-14, fully illustrating and describing the entire Medart line. Also ask for booklet, “Planning a Playground,” which gives specimen playground layouts and tells how to raise funds for this laudable purpose. FRED MEDART MANUFACTURING CO. Potomac and De Kalb Streets ST. LOUIS, MISSOURI New York Cleveland - - Detroit Chicago - - San Francisco Los Angeles Coming in the PATHE NEWS 1. The Wilkins Expedition to the North Pole by airplane from Alaska. . Byrd Expedition to North Pole by — inaat Spuachdepen. At the N. E. A. Convention . Smithsonian Expedition to Africa to secure ° ° : DVANCE news of the qecgreme and educational ex- new species of wild animals. A hibits of the coming N. E. Convention pays a sig- : ’ ’ nificant tribute to Wimslides ‘and their enthusiastic . Callizo airplane flight over Mt. Everest. acceptance by educators. Filmslides and demonstrations of their use will not only . American Museum of Natural History’s Ex- occupy an important place on the program, but will be a diti G land special feature of the educational exhibits. eo pepe ER In the face of a complete absence of commercial exhibits i ’ . the notable use of Filmslides is a dramatic endorsement . Lieut. Wells attempt to break all time records of their versatile convenience, simplicity and economy. : Whether you do or do not attend the Convention begin- for a trip around the world. ning June 27th at Philadelphia, send for complete informa- 2 " tion on the Spencer Delineascope and how ‘Filmslide 7. Soviet Russia revealed. Pictures Teach.” Each of the above is exclusive with SPENCER LENS CO. the Pathe News Buffalo, N. Y. During the Convention—Hotel Walton For these and other suitable motion pictures address J. A. Educational Department PATHE EXCHANGE, Inc. 35 West 45th Street New York Please send me your free booklet on “Filmslide Projection the Spencer Way.” Mention Tue Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EpUCcATION ASSOCIATION June, 1926 INSTALLED IN 1863— As Good As New Today ATURAL Slate Blackboards erected in 1863 in Philadelphia are still in daily use. This demonstrates the fact that Generations will use the Natural Slate Blackboards you install today. This proves the permanency and economy that can be effected by Nature’s own product— Natural Slate. Natural Slate Blackboards are Fireproof, Sanitary, Dustless, Non-Porous, Easy-to- “Slate Outlasts the Build- write-on, Easy-to-read-from, and Easy-to- ; ts pla : ing Itself” is not merely clean—all laurel-winning features. an attractively construct- ed sentence—it is a fact, You'll find Natural Slate Blackboards in based upon actual demon- the largest, the most modern, the best- strations. equipped school buildings in the country— for the leaders in the Educational Profes- sion are completely sold on Natural Slate. Write for interesting data on “All About Slate.” NATURAL SLATE BLACKBOARD GO. 150 Robinson Ave. $8 Pen Argyl, Pa. Mention Tue Journat When writing our advertisers. Vol. 15, No. 6 ———— - THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Is your recreation re-creation? Anhour each day with lead- ers in educational thought will equip you for the winter's work. Let the close of summer find you confidently master of your field. Cubberley . Edwards Education A classified Price List, with brief descriptions of over 200 books for teachers and students of education, will be sent on request. Rugg 9 Moore % BOSTON NEW YORK “A HOME AWAY FROM HOME” , THE KERN The only “Home-Hotel” in © WASHINGTON, D. "C. 1912 “G” St. Northwest 50 ROOMS 25 BATHS NEAR THE WASHINGTON AUDITORIUM Lincoln Memorial Red Cross Hall D.A. R. Hall Pan-American Union The Washington Monument Corcoran and Freer Art Galleries Octagon House Academy of Sciences Girl Scouts’ Home Washington Law College GEORGE WASHINGTON UNIVERSITY THE AMERICAN UNIVERSITY Commerce, Interstate Commerce, and Interior Departments State, War, and Navy Departments Naval and Emergency Hospitals TREASURY and WHITE HOUSE Private Bath Suites for Groups. Free Map Sent. Garage on Premises. Telephone, Franklin 1142. Director, EDITH KINGMAN KERN Almack and Lang @ ing Profession - ‘ : : ‘ The Primary School = - , ‘ HOUGHTON MIFFLIN COMPANY Recent Books For Summer Reading An Introduction to the Study of Education and to Teaching - - $2.00 The Psychology of Elementary - - a - $2.00 - - Problems of the Teach- $1.90 A Primer of Graphics and Statistics for Teachers $1.60 $2.00 - a a - - - CHICAGO SAN FRANCISCO ‘Bring Your “Pupils to Washington and Mount Vernon 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. Trip also includes veyed by Alexandria, Washington, originally sur- where numberless his- toric relics are still preserved intact. Write for free illustrated folder and detailed in- formation: for visiting the Nation's Capital, cluding costs and itineraries. in- Washington Virginia Railway Company Mt. Vernon Electric Line Station and Terminal 12th and Pennsylvania Avenue N. W. WASHINGTON, D. C. Mention THe Journat when writing our advertisers. mA WS Ro) y IS ») &, , Society The Grolier my ‘ 2 West 45th Street New York City You may mail me free and without obligation a descrip- tion of Mrs. Waring’s self-educa- tive and self-corrective games in “The Book of Knowledge.” ee Po’ SS eee ae FREE TO TEACHERS & Tue JouRNAL OF THE NATIONAL EpucaTIon ASSOCIATION In the homes of over 2,000,000 children Edited and illustrated to correlate with school work For Kindergarten—Primary Children CL DRES are constantly having to decide what to do and how well to do it. It appears, from a study of children’s language, that certain standards underlie these decisions. In making something, the child wants it “to work.” In doing a “stunt,” he wants to do it “just right.” In playing a game, he wants to “win,” and so on. A new department of The Book of Knowledge has been prepared by Mrs. Ethel B. Waring, of Teachers College, to provide a plan for that part of the day in which parents and teachers are deliberately establishing standards of behavior. In the course of the activities described, the child should discover that he has learned certain desirable skills. In her introduction to this section, Professor Patty Smith Hill char- acterizes it as a “scheme of self-teaching for the child who wants to do’ as well as to know.” This is a new and unique plan of self-education for the child through a series of games and activities growing naturally out of every-day life. The directions are such as the child himself will readily understand, and all the necessary supplementary materials are provided. Further particulars will be sent without obligation to any teacher mailing the inquiry coupon below. The Book of Knowledge 20 VOLUMES of school subject-matter, grouped in 18 simple divisions: “The Earth” (including physical geography, geology, chemistry, physics, astronomy, all adapted for young children), “The United States,” “All Countries,” “Famous Books,” “Poetry,” “Golden Deeds,” “Nature,” “Our Own Life” (including simple physiology and hygiene), “Stories,” “Familiar Things” (science, invention, and indus- try), “Things to Make and Do” (manual training), etc. Ideal for use in teaching because of the uniquely clear and entertaining style, the 15,000 apt and interesting illustrations, the effective correlation of associated topics, and the treatment of sub- jects step by step in the natural order of comprehension. The Grolier Society Publishers I 2 West 45th Street New York NAA ALO LS N we oS BO (a ims N\ NEAJ-6-26 : N50 Ne E54 Mention Tue Journat when writing our advertisers. June, 1926 After School, What? 1926 is passing with its round of ceremonies and festivities. Four million children, more or less, are closing school doors forever. Society, according to its present lights, has done its bit by them and is letting them go out to sink or swim in the most difficult and com- plex civilization of all history. Most of them have finished only the elementary school or less. How many of this four million are going forth innocent of the rough and ready contact with real things which the work-a-day world demands? How many are going with a cock-sureness born of ignorance of the things that really count? How many have had their school train- ing geared into life needs? To what ex- tent have the schools fulfilled their su- preme function of building into these lives a set of habits, appreciations, atti- tudes, and bodies of knowledge that give a drive toward lifelong study and medi- tation on all the problems of life? To a much larger extent, we venture to guess, than ever before, for teachers are better trained, maturer, and wider in their out- look year by year. And yet how far we are from the goal! Wealthy America is spending less annually to train recruits for its teaching army than the cost of constructing two first-class battleships. There is growing insistence both within the profession and among laymen that the worth of school studies shall be measured by their usefulness in everyday life. There is nothing narrow or mate- rial about this way of looking at what the schools teach. It is merely an effort to see that the various school subjects do what they claim to accomplish or get off the schedule. Orientation in the bread- and-butter subjects is first forced upon a traditional school system, because mak- ing a living is inescapable for most people. Orientation in the so-called cultural or leisure-serving courses has been piti- fully slow. By simply studying the hab- its of his acquaintances one can see how little of what was taught them for its decorative and refining quality has been carried along through the years. Youth has been much sinned against both in the subject-matter required and in the (C820 psig with season method of presenting it. The reorgani- zation of the curriculum in the light of well-defined objectives, now in progress LET EVERY GRADUATE | ASK HIMSELF How Do I Score? ke ee eee Use of the tools of learning____ Home-membership —__--------- Vocational effectiveness se ar eee cee of my Meore............. Character development TOTAL SCORE_---_---- Subheadings can be filled in under each of these seven topics. For ex- ample, health springs from right hab- its of working, eating, sleeping, exer- cise, and cleanliness. Have I improved in each of these points during the past year? What plans have I for improve- ment in each next year? under the leadership of the Department of Superintendence of the National Edu- cation Association, is already giving widespread relief. An awakening profession is discover- ing that there is as much culture in an appreciation of ten varieties of roses as in an understanding of ten theorems in geometry or a score of classic verbs. The onward sweep of mass education is forc- ing schools from the kindergarten to the professional college to give students not what a past generation thought they should have, but what an analysis of to- day’s life shows they must-have if they are to make the most of themselves. It is not enough that the subjects studied in school shall be good ; they must be better than all possible subjects which might be substituted for them. Teachers are now realizing that the child’s time is infinitely precious and that they cannot teach him the value of time and energy by persistently driving him through what to him are trifles. No school subject is worth teaching to any group of pupils that in the hands of an average teacher does not command en- thusiasm. Of course there will be off days and dull places, but every student of human nature knows that youth is not afraid of hardship. It is dulness from which youth would escape. 1163] Children’s tastes and preferences are being consulted today in remaking courses of study. The wisdom of the practice lies in the frankness and honesty of the child’s point of view. His think- ing has not been vitiated by the expedi- encies and artificialities of adult life. It was this that the Master saw when he advised men to become as little children. Childhood knows what maturity too often forgets—that interest is the first law of living. By getting his education in the study of things that to him are meaningful the child gives his life a sig- nificance, a forward swing, a sense of action and personal responsibility, a zest in discovery, and a technic of learning that last through the years. Let us, then, at this commencement season as we gather our four million school leavers into a hundred thousand ceremonial halls (better still in the quiet motnents of personal companionship) give them the best advice we _ have. Nothing could be better than a score card for measuring their own lives; not a finished schedule with all the items filled in, but a growing scheme of check- ing the important things. To this prac- tice Benjamin Franklin attributed much of his success. The plan as described in his autobiography has since been fol- lowed by many thoughtful men. A Committee of the National Educa- tion Association has defined the ends of education under seven heads. No one can go far without facing all of them frankly. They are health, use of the tools of learning, worthy home member- ship, vocational effectiveness, citizenship, worthy use of leisure, and ethical char- acter. Let the child learn to take monthly and yearly inventories under these heads. Let him fill in under each a score of subheadings that fit his own case. He will then discover that life and growth mean learning. He will then know that the development of him- self is more important than the accumu- lation of material goods. He will then understand that schooling is merely a foundation upon which to shape an in- telligent life. After school will come the glories of wider and freer learning aided by all the wonderful creations of modern science and invention.—J. E. M. When Shall I Resign? President, East Carolina Teachers College, Greenville, North Carolina HEN SHALL I resign? The teacher as a rule in North Caro- lina stays only a short time in any one school system. There excep- tions to this rule. There are people who are now teaching in the same school they taught in fifteen or twenty years ago. There are certain well-established princi- ples that will help a teacher determine when she should move from one school system to another, or when she should leave the profession and go into another. Too often the dollar mark determines the answer to this question. “Too often just because somebody else pays more money a teacher moves from one place to another, and indeed, there are times when a teacher ought to move out of one school system into another for no other reason in the world than to increase her salary, but the dollar mark should not be the determining factor unless it can react favorably on the community from which she moves. If by moving from Community A to Community B a teacher can help bring salaries in Com- munity A up to what they ought to be, she has done the people in that com- munity a real service. For our purpose in this talk let us eliminate the dollar mark entirely and look at the question from a larger and more vital standpoint. Every system of schools must, of necessity, have an ad- ministrative head. There must be cer- tain administrative policies, some organ- ization, some directing head, or the work will not be successful. Suppose I am a teacher in the com- munity. I have been here for two or three or four years. I have been able to give the administration of the schools my undivided support. I haven’t always agreed with everything that was said and done. I haven’t always agreed with all the policies, because thinking people do not agree. But on the other hand, I have given my whole-hearted support to the administration even when | thought certain changes ought to be made. The administrator has to take the responsibility for the system, and he can- not organize his schools so as to har- monize in every detail with the thoughts of every one who teaches in them. This is impossible if the system is made up of thinking people. A question arises about are Ropert H. WRIGHT which I do not agree, but I am not the administrator, | am a teacher. What should be my attitude? First, I ought to go to the administrator and lay my views before ':m or her with perfect frankness, wi .out any axe to grind, without any n ‘tive other than the good of the service, chus giving the adminis- trator my reasons as well as my views. [ should then accept the administrator's decision. Sometimes it will be in my favor, and sometimes it will not be. If I cannot accept it and give the adminis- tration my _ whole-hearted support, whether he accepts it or not, then | had better move on. Quite often a teacher stays in a school system with just some little thing that has got on her nerves; it becomes a hobby with her and eventually destroys her usefulness. This thing ought to be done this way instead of the way it is being done. It begins to rankle in the breast of the teacher and finally takes away from her the whole-hearted support that she should give to the administration and that the administration has a right to expect. Now, if you can’t kill off that thing, however little it may be, you had better move to another system. But be- fore you move you had better see for sure that you are right about it and that it is going to work for the common good. Almost every day of my life as an administrator I find it necessary to do some things that I do not want to do, and you as teachers will find just that kind of thing facing you. Cooperation is absolutely essential to efficient service in school work. This means the coopera- tion of the administrator and all those working with the administrator. Some- times an administrator will put a thing in because of the preponderance of opinion against him, and he will let it work until he demonstrates whether he is right or wrong. The administrator capable of doing that sort of thing reaches a high point in administration, but if he will not demonstrate it and it still worries you to the extent of reduc- ing your efficiency and making you not a whole-hearted supporter, you had better move to another place. I have known people to bring up a mighty little thing and lose their effi- [164] ciency because they could not carry aq minor point. That is always dangerous whether it be in the mind of a teacher or an administrator. There is a great big problem before us in every school system, and that great big problem is to get the largest amount of efficient teaching done for the chil- dren of our state and the whole mechan- ism organized with that one object jn view. Again, a teacher who is in thorough accord with the administration wil] sometimes find herself getting tired and to feel drained and dragged; she will begin to drop into ruts and do the same thing over day after day and year after vear, just the same way. It is a kind of habit formation. When you fall into ruts of that kind, it is time for you to do one of the following things: either take a correspondence course, go to a summer school, take a year’s leave of absence for study, or move out of the system into another one where you will have to break yourself up and start over again. When a teacher becomes crystal- lized, her usefulness to the children js minimized and headed in the direction of the vanishing point. I have seen them literally dry up and become worth- less. They have given to the children, professionally, all they have that has vitality or life. There is nothing left; they are dry and dull. When you get in that position you must do something to break you up and make you come back and put new life into your daily tasks. If you can’t do that, you had better move on. This can usually be done, how- ever, by reading journals, reading books, reading anything almost that will tear you to pieces and make you rework your problems. Do not become a crystallized teacher. Do not stay in one place until you dry up. We have all seen sucha teacher, and we say, she has been here ever since my mother was a student and she is teaching now just as she did when mother went to school. I don’t know why in the world they don’t get rid of her. That would not do; she has been here too long. There are other teachers who have been here just that long, and they are doing good work. When you dry up, blow away and light in another community. teac wh the mor sum vati com Ala Con and able was boat ing thos have to si ing it Is for influ steal Alas is e) scare plica emp! inqu how may supe SS Oe. Alaska and Her Schools NYONE who travels during the summer months on the steamships plying Alaskan waters cannot but be impressed with the large number of teachers from all parts of the country who are taking the sightseeing trip into the “Switzerland of America.” Many more who would have taken the trip last summer found it impossible to get reser- vations with any of the four navigation companies engaged in transportation to Alaskan ports: the Alaska Steamship Company, Pacific Steamship Company, Canadian Pacific Railway Company, and the Canadian National. All avail- able space for passengers was reported as booked ahead a month before school was out last spring. Unless additional boats are put on the run for the com- ing summer it seems evident that only those who decide on the trip early and have their reservations made will be able to secure accommodations for the com- ing tourist season. On the other hand, it is altogether probable that early calls for reservations in large numbers may influence the companies to put additional steamers on the Alaska run. That teachers are not interested in Alaska merely as a summer playground is evidenced by the fact that there is scarcely a mail during the year which does not bring to the writer’s office ap- plications from teachers in the states for employment in the Wrangell schools or inquiries relative to Alaska’s schools and how to secure employment in them. It may be taken for granted that the school superintendents in other Alaska towns é FAQ + 2, Sen y . 1 > Be: 07" 2 C. E. Hacie Superintendent of Schools, Wrangell, Alaska are likewise being called upon to answer many inquiries which might better be answered through the columns of the professional press. That there is a rapidly growing in- terest in Alaska on the part of tourists, LASKA has enrolled in her ele- mentary schools 3480 pupils, taught by 159 teachers, with a mini- mum annual salary of $1215 and a maximum of $1800. Thirty-six teach- | ers are employed in the high schools, wherein are enrolled 525 pupils. The total number of teachers is 210. Teachers with a professional training of two years or more beyond the high school number 190. The number of teachers now in Alaska who were not there last year is 118. homeseekers, and capitalists, as well as on the part of teachers and miners, there can be no question. In view of this un- mistakable growing interest it has oc- curred to the writer that there is a real demand for accurate information rela- tive to Alaskan conditions which might be made use of by the classroom teacher as well as serve to answer the questions which so many prospective Alaska teachers are asking. The purpose, then, of the present article is to present in a concise way a few facts, the general knowledge of which may tend to lighten the demands made upon busy school superintendents and commercial club secretaries. The general conception seems still to [165] prevail that in winter Alaska is a land of polar bears, zero blasts, and ice-locked harbors. Even some _ school supply houses cannot get the idea out of their heads that on the twenty-first day of October navigation of Alaskan waters closes for the year, and some postmasters in the states continue to insist on collect- ing customs duties on parcel-post ship- ments to Alaskan points, evidently be- lieving it still to be in the possession of Russia or some other foreign govern- ment. As a matter of fact, the portion of Alaska in which more than three fourths of the white population of the territory reside might well serve as a winter resort for the people of the northern half of the United States who can afford such luxuries. There is no closed season on navigation in Alaska’s Pacific waters and the channels are not filled with icebergs. Four steamship companies operate in Alaskan waters throughout the year, and the towns are connected with the states by an efficient cable service in addition to numerous wireless stations. Alaskan radio fans tune in with their loud speakers on programs broadcast from stations ranging from New York on the east to Japan on the west. The Japan current warms more than a thou- sand miles of Alaska’s southern and southeastern coast line, where zero tem- peratures are seldom known. Since records have been kept, Wrangell has never experienced a temperature below the zero mark. The greatest complaint we hear from school children is that t : i - t s 166 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION a asian y & Ht : a * ¥ i 4 ‘ta rnin a me 9) ry : ae at 2 * we * ae “s Bee ‘si, weal Pi ES ox 3 me. % Bove : ~~ - s ane a hd 2 SKIMO school children, near Point Hope, Alasks, salute the flag in open-air exercises. When we consider that their parents but a short time ago were practically savages, the salute takes on new significance. school in the world. The school is said to be situated the farthest north of any there is not enough snow and ice to make coasting and skating possible except on rare occasions. ‘The present season has been a little milder than usual. For the month of December the Weather Bureau records show the lowest tem- perature as twenty-six degrees, the highest sixty degrees and the average for the month forty degrees. The snowfall for the month was only one and a half inches. The lowest temperature for last January up to the twenty-second was twenty-four degrees, highest fifty- four degrees, with freezing weather on only three nights. These temperatures are typical of nearly all the coast towns of southern and southeastern Alaska. For those who desire cold weather it may be found during the winter months in the interior of the territory and along the Bering Sea coast. For the teacher who enjoys winter sports as a diversion Fairbanks, Nenana, and Nome offer all the thrills anyone could desire, with occasional temperatures of sixty degress below zero, or even colder. The two first named towns enjoy railway connection throughout the year with the steamer service. Alaskan resources have scarcely been sampled. Its slow development has been due in no small measure to the popular misconception of the territory as a land of inhospitable wilderness, snowhouses, and unbearable hardships. It has been known principally through the tales of hardship and suffering endured by the prospectors and miners who went wholly unprepared in winter in search of gold on the rim of the Arctic Circle, living in tents and without proper food. The teachers of our children should begin the process of disillusionment. The report of the Governor of Alaska, covering the fiscal year ended July 1, 1925, shows that for the year 1924, after a generation of unrestricted prodigality in the exploitation of Alaska’s fishery resources, the total catch had a value in excess of forty million dollars. A policy of conservation is now being inaugurated. And from the standpoint of gold production only the placer min- ing possibilities have even been _pros- pected. Capital, which has not been available, is required for the develop- ment of lode mining, and with one or two exceptions, notably the Alaska- Juneau mine at Juneau, where transpor- tation facilities were already at hand for the handling of heavy machinery, prac- tically no development work has been done. It is conservatively estimated that the barren lands of the extreme north will support four million head of reindeer. This industry is already contributing to the meat supply of the country. Prob- ably nowhere is there greater natural ad- vantages or resources for the paper pulp industry than in southeastern Alaska with its eighty-four billion board feet of timber, capable, according to the Forestry Department’s estimates, of sup- plying one billion feet annually, repre- senting 1,300,000 tons of news print, June, 1926 , = es Fv OS Vw hly > it rue rior the uses In ving tly; lone that will n as pens yays Vol. 15, No. 6 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A Defense Mrs. SuSAN Superintendent of Schools, T NOT infrequently happens in this our day, that well-meaning maturity falls to mourning over the decadence in character of modern youth. While this disposition on the part of the older group to look with concern on the man- ner of living of the young is characteris- tic of every generation, it is the part of wisdom to inquire whether there is more real ground than formerly for complaint and whether the young of today are, as a matter of fact, not giving a good ac- count of themselves. To this query, the answer must un- doubtedly be that America has never known an hour when deflections from rectitude, positive immorality, and, more especially, criminal activities among youth were so prevalent. I hasten, how- ever, to add that never were the youth of America more frank and more capable of right living and thinking than today ; of to state the matter in another form, had the youth of other generations been subjected to the physical strain and stim- ulation, to the same pleasure urge and luxury craze; had they lived in a period so devoid of the sense of spiritual values, so besotted with greed for material pos- sessions, there is no reason to believe that those youth of other days would have stood the test as well as the magnificent boyhood and girlhood of today. The fault is not with the youth of our genera- tion, but with the setting of their lives in this year 1926. Which leads to a second query: If vouth today is too irresponsible and pleasure-loving, too indifferent to obli- gation and duty, why is this true? To answer this question calls for retrospec- tion and a comparison of the world of today with that of other days not more remote than thirty or forty years ago, when there was an America without au- tomobiles, motion pictures, wireless tele- graph, radio, submarines, aeroplanes, an America with few telephones and with few electrical appliances, even of the electric light variety. Civilization must not be delayed even by one decade, but all these inventions that contribute to convenience and pleasure have created a new world full of peril to the young, the peril of over-stimulus. America is be- telephoned, be-motorized, be-movied, be- radioed, and be-jazzed to such a degree that only the calmest, most hardy matur- 177 of Youth M. Dorsey Los Angeles, California ity can endure the resultant physical strain, not to speak of the unethical and unspiritual reactions; too often irritated and shattered nerves are seeking surcease of misery in new types of excitement keyed yet one pitch higher, or in drug stimulation; or, failing in these, collapse in utter physical prostration and spiritual paralysis. Something ails our youth is the complaint—and why should not something ail them? ‘The very setting of their lives is physically and mentally over-stimulating to the last degree. Is it to be wondered at that they exhibit a craze for new experiences and for ex- citement, that they evince little reserve in conduct or reticence in speech ? The literature of this day is too nar- rowly occupied with the exploitation of one theme, the sex problem. The inter- pretation of those varied human emo- tions which have in all times nerved the heart and steadied the hand to deeds of courage and heroism, which have found expression in acts of justice and mercy— those emotions which are embodied in the noblest works of art and the greatest institutions of human society, have been neglected. In the interpretation of those emotions so that the young are thrilled with the vision of progress and impelled to undertake great things for human im- provement, literature seems to have lost her cunning and, instead of the live coals of clean-hearted human love and aspira- tion, she offers our youth the burnt-out embers of passion and sensuality. Liter- ature and art in action, or the drama and the dance, are no better; they have flung reserve to the winds. It is maturity, however, that manages these activities and profits thereby, even gray-headed playwrights, composers, and managers; and the youth of today, how shall they know that all is not well when their elders do not even wince at crass and defiling spectacles? In the America of forty years ago, there was no probation for offenders and the criminal lawyer had not yet attained his distinctive differentiation as one whose function it is so to befog the issue as to secure the release of the criminal or mitigation of his just penalty. Today disregard for law and contempt of the courts are making of this land and of the courts a byword. Probation has still to prove its right to stay. Legal techni- calities, unscrupulous appeals of lawyers to unintelligent or prejudiced juries, in- terminable delays that wear out the pa- tience of the public and even of judge and jury, connivings at escapes, pardons and paroles of criminals—none of these things are hidden from youth. Why not take a chance, just one chance? At least there is promise of exciting adventure with little probability of being detected, and if detected, then there is probation. It is difficult to realize the force of the temptation offered to the excitable youth of these days by probation, hung juries, and lawyers who depict crime as a neces- sary consequence of tainted heredity and, therefore, not a thing to be disturbed about. Quite different stood the case forty years ago; for, while the doctrine of heredity had just received fresh em- phasis from a galaxy of brilliant writers, its fearful warnings were interpreted after a fashion to deter the wrongdoer for the sake of his offspring—not, as of late, to condone and excuse the offense of the evildoer as an inevitable conse- quence of erring ancestry. Brief reference should be made to other social conditions which beset with difficulties the development of character and right conduct in youth. The eight- hour law, a thing thoroughly humane and beneficent in itself, has brought to millions an amount of leisure the world has never known since civilization started on its long journey upward. Coincident with leisure comes the wealth of the world dropped into the lap of America, which wealth, under the spur of unheard of incustrial expansion, is being more widely distributed than fermerly. Lei- sure and wealth, what yoke-fellows tor world progress! But leisure and wealth for those who know not how to spend either wisely, what yoke-fellows for dis- sipation and degradation! In this brief survey, there have been mentioned a few of the many present- day conditions that greatly lessen the likelihood that the youth of the land will gain a true perspective of life values and realize in character the great ethical veri- ties. The case is not hopeless, not even discouraging; it does call, however, for the immediate application of the mature and discriminating intelligence of all clean-hearted citizens to the mending of conditions that threaten the moral sta- bility and integrity of the youth of America. T IS hardly possible to doubt that i much of the unrest we see about us is the result of unnatural modes of life.— My Life and Work by Henry Ford. Fairfield Aerial Surveys $ ee. eS es ait ree estrenaspoctenr-sonemee enon sna ern TTT Tyrer Fairfield Aerial Surveys HE upper picture gives a view of the Circle or Parkway; the lower one is of the downtown portion, leading west up Market Street. These air views of Philadelphia show its vast area, nearly 130 square miles. Its 43,000 buildings, of which the larger part are dwellings, house nearly two million people. Its shops and factories number nearly seven thousand. It has about eight hundred office buildings and more than a thousand churches. Some 280,000 pupils are to be found on school days in its school build- ings, taught by more than seven thousand teachers. Hurdles in Spelling HE BEST spellers easily spell all the words that every child is ex- pected to know. To get a list that will bring down the near cham- pions is not easy as was discovered in the National Spelling Contest held in Wash- ington last June. A second national contest is to be held in Washington June 17, 1926, under the direction of Joseph A. Humphreys, Jr., of the Louis- ville (Ky.) Courier-Journal, following the rules published in THe JouRNAL for November, 1925. Mr. Humphreys, who has developed the contest as a means of bringing schools and newspapers into closer working relationship, reports that twenty-six cities will compete this year and that a considerably greater number is expected next year. In the light of the interest awakened by these contests, the following list of 750 words, compiled by Ernest Horn, of lowa State University, and E. J. Ash- baugh, of Ohio State University, is here presented. ‘These words, taken from the 10,000 most important spelling words as disclosed by Dr. Horn’s investigation of writing vocabulary, maintain a spelling dificulty of fifty percent or more for eighth-grade pupils. Dr. Ashbaugh, who made the selection, was aided in the gradation of a large number of these words by the public schools of Denver. heretofore valet inevitably academy interpretation always legitimate bulletins incredible deem | Aims in Spelling Teaching Fourth Yearbook, Department of Superintendence O make automatic the accepted sequence of letters in words most commonly needed for expression of thought in writing. 2. To develop the meaning and use of words to be spelled. The devel- opment of the meaning and use of words may involve the meaning and uses given in the dictionary, but it is | preferable to clarify and to build up | the meaning and uses upon the basis | of the child’s own experience. 3. To develop what is termed a “spelling consciousness,” i. e., the abil- ity to recognize almost instantly the correct and incorrect spelling of words. 4. To develop a “spelling con- science.” This “spelling conscience” | may be referred to as an ardent pur- pose or desire to spell correctly, or as an ideal of correct spelling. This conscience is annoyed by incorrect spelling and is satisfied only with cor- rect spelling. 5. To develop a technic for the study of spelling. This technic in- volves the application of an effective abhor tolerably advisory statutes analyze suspense acquaintances transferring basis vacuum competitors abdomen bazaar alumni by-laws buckle cite courtesy conscientious excessively continuously immediately criticisms matinee deuce platinum controversy sandals equipped tolerated guidance eloquence abominable expiration affiliated flourishing anatomy hereditary advisers inevitable borne interpret compulsory leased beaux inconsistent cafe mantel clerical persuasion conscious mess conveyance negotiate criticize Passionate dimensions Prairie copious Prodigious equity recognition harmonious sanguine embarrass sororities explicit significance forcibly method of learning how to attack and master the sequence of letters in the given word, the method of diagnosing sources of errors in the spelling of specific words, the knowledge of how to use the dictionary in finding the pronunciation, meaning, and correct spelling of unfamiliar’ words, the knowledge of what to do when in doubt concerning the spelling of a word, and the application of a few inductive rules governing the correct spelling of words. masquerade executor petroleum incense millinery meager negotiations precarious patience satisfactorily politician twentieth proficient recommendations academic sarcasm aforesaid souvenir anniversary similar aerial tragedy breeches stimulus concur sympathetic beneficiary treatise calibre [179] coincidence consciously corduroy curriculum diphtheria criticized essence horribly embarrassing facilitate foresee hesitancy inexhaustible interurban lenient incur materially pianist miwmeograph neuralgia pedestal politicians prophecy recommends scandal proprietor specifying triple stool syndicate taberculosis vaudeville accumulate anticipating burlesque defense existence inceative memorandums preferably scarcity turkeys accessible aggravating annum affidavits buffet condemn beneficial canceled collateral consciousness corners cynical diplomacy curiosity essentially humane emphasis facilitated formidable hideous inferred intolerable lien indefinite maxims pitiful miniature nowadays perceive possessor provincial registrar scheduled pursuing stationery trivial strenuous systematically tulips velour accumulated apology calendar delusion experimental incubator menu probability shepherd typewriting accidentally aggressive antiquity affliction bulletin appropriation benevolence cancellation colossal consignee cornice days’ dire detrimental exaggerate immensely emphasized faculties foursome hosiery infinite invariably lier indignant mechanical privileges misapprehensioa nuisance periodical precedent psychological reimburse schedules readjustment suffice twelfth subtle taffeta ukelele vengeance accumulatioa apprehension carnival descent facilities indebtedness mercury prosecution significant ultimate accommodate aghast apologies analysis bureau apropos bias candidacy commendation consistent corps dearie disadvantages discrepancy expedite 180 dissolved emphatically fascinated fraternally humorous influential itemized lieutenant infirmary memoranda pronunciation miscellaneous obviously permanently preceding psychology remnant schedule reciprocate suppressed ultimately suede tangible unanimous verifying accurately architectural catalogues desirability . fidelity initiative monopoly pulley solicit unfortunately accommodating alleged apologize apologizing cafeteria architect botany carburetor committees consistently correspondents debit disastrous distinctive exquisitely dormitories encore fascinating futile identity ingenuity itinerary likable initiate monstrous propaganda monotonous occurrences perseverance preface pulleys requisition scholastic recommended surprising variable suffrage teachers’ unanimously verily accuse THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION architecture clamor dining fir initiation mystery quarentined solely variations accommodation allotted apparently apparatus canceling arducus boulevard catastrophe commodity conspiracy corridor deficiency disbursements distinguish extraordinary dormitory equivalent fascination gaiety impaired ingredients jargon literally interests museum prophet monotony opponent personnel preferred pursuant restaurant serenade remedied sympathize vegetation ” superfluous technique unconscious vice versa adjacent attendance committee discipline flexible inquires nickel quiz sophomores verbal accountant all right appendix appetite cemetery aristocracy bouquet cataloguing complimentary conspicuous corsage definitely discreet distributors financially doughnuts erroneous feasible georgette inaugurate inhabitants javelin logical intervene naught malice muslin opportune perusal prejudiced quarantine rhyme sheer respectively symphony vicious superintendence temporarily unconsciously vigilance admirably authentic committing dominate folly insight notary rarely spectacle violence accrued alluded appropriated applicable censorship ascertain breadth cello conceded construed counsel delegates discretion embarrassed foliage drunkenness etiquette fervent good-natured inaugurated initiated juvenile loneliness kerosene necessitate malicious mustache Pageant phases prejudices query rhetoric shrewd rigid technical violinist superintendency tension undoubtedly virtually admirer automatically competent elementary forbade intellect oriental recipe specimen volition acknowledgment alphabetical abeyance appropriate census assessed brethren censure conceited consul countenance delicacy confide embarrassment formerly dubious exaggerated fervor grievance incidentally innocence kernel loveliness kindergartens negotiating mechanically mutual pamphlets philosopher prestige questionnaire rheumatism sociology sanction temperament sovereign superintendents thesis unfortunate vogue affidavit balmy comparatively employees geology intelligently parallel recollections suburb vouchers adequate alternative ably appropriations certainty assessments brevity chaperon conceived contemporary coupé depleted congress eminently fulfillment duly exaggeration fiery grievances incoherent insensible kimona loyally lightning operetta matrimony narrative paralyzed philosophical prevalent rational rhymes solemn sanitarium temporary specifically superiority tonnage unnecessarily voluminous affirmative beau contingent envious gorgeous investigators parody referring sunshiny vulgar adieu alumnae accompanying approval chauffeur attaching bridal chattel concessions contemptible cowardice descend congressional emphasize fundamentally edition excel finely grippe inconvenienced insistent kindergartners mackinaw luxury panel medieval necessarily parasol pier principals recipient ridiculous solemnly seize tenants spirits supplement tonsilitis unnecessary waiver aisle Bible cordially epithet grabbed laboratory particularly regretted supposition warranted advantageous amateur accustomed approximately competition auspices bronchitis Chautauqua confidentially continuance cramming destiny conscience enroute gauge June, 1926 2 EL AT | elegance expediency fiscal Hallowe’en indemnity integrity laudable maintenance mahogany partial mediocre negligee parliament pitied privilege reckon sanctioned sonnet serviceable tentative spiritual supplementary tournament unsophisticated warrants amongst bored corporation equip immortal leisurely physiology regretting suspicion profane advisability ammunition achievement attendants competitive auxiliary brunette chord congregation continuous crepe-de-chine detriment construe epoch girlie eligible experiences fizzle handicapped indispensable intellectual laurel imperative magnificent peered melancholy negligent partisan plausible privileged reckoned sandwich soothe shocked terrific staid surety transferred usable yacht amiable bosom corporations equitable immigration loveliest pious righteous sympathies aluminum TATE capitols are substantial evidence of civic pride. The new capitol in Lincoln, Nebraska, symbolizes * the power of the state of Nebraska and the thoughtful purpose of its citizens. It is a monument to the aspirations and ideals of pioneers who tilled the fertile Nebraska plains. It houses the Department of Pub- lic Instruction, in six rooms, newly equipped for service. Seventeen full-time and eleven part-time employees work with Superintendent John M. Matzen in behalf of the public schools. This building, designed by Ber- tram Grosvenor Goodhue in an architectural contest, is considered by competent judges the most original conception that has ever been thought out in American art. Each chalice sheds its overflow Of golden bounty round, And everywhere that one may go About their verdant ground There will a magic unseen glow Of happiness be found! High tide, With power from the deep, Eternal promises always keep. A Teacher’s Prayer MARJORIE SEYMOUR WATTS Bloomfield, New Jersey Tides express our joy and woe 4 In their constant ebb and flow, Lighten, dear Lord, my eyes when blind; Grant me the insight keen but kind ’ Into each wakening, vibrant mind Tides To see aright. Spring Magic JUNE G. WILLIAMS Bradford, Massachusetts BRITT NEDRY Tigard, Oregon From rote and rule unfetter me That I may teach more humanly Whatever makes youth strong and free To climb the height. Tides are like phantasies, Constant changes on life’s seas. The tested tee eommt Ebb tide Gone are the icy blasts, Dreams going out to sea— pie i and snow, Will they ever come back to me? n¢ frozen pipes. : Today has come spring magic —- The promise of balmy breezes, Sun Cups RUTH HARWOOD Silver City, New Mexico The sunlight turns my daffodils Into translucent gold. oO all day long the sunlight fills Their swaying cups with gold, And from each mellow chalice The part it cannot hold. All my hopes have fied, Leaving a cold, damp ocean bed. Flood tide, Now my dreams return, Ambitions that thrill and burn. Long summer days, And gentle showers, Daisies and clover, Lilacs and roses, Seashore and mountains, And matchless June. 182 The Journal of the National Education Association Published monthly, except July, August, and Sep- tember, by the National Education Association of the United States President, Mary McSkimmon Secretary, J.W. Crabtree The payment of $2.00 active membership dues entitles a member to attend all meetings of the Association and its de- partments, to vote for delegates to the Representative As- sembly, to hold office, and to receive THE JOURNAL monthly. The payment of $5.00.instead of $2.00 entitles an active mem- ber. in addition to the privileges of the $2.00 membership, to receive the complete bound volume of Proceedings, all committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year’s subscrip- tion to THE JOURNAL. Subscription to non-members is $2.00 per year; single copies, twenty-five cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. THE JOURNAL is a member of the Educational Press Associa- tion of America and is published in accordance with the standards of that organization. Entered as second-class matter October 28, 1920, at the post- office at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of Oct. 3, 1917, authorized Jan. 26, 1921. Harold A. Allan Business Manager Joy Elmer Morgan £attor EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C. Things Done HE STATE TEACHERS AS- SOCIATION in action is admira- bly exemplified in a bulletin recently is- sued by the New Jersey Association, ex- plaining the teachers’ pension situation in that state. The legislative battle re- ferred to in THE JourNAL for May drew a nation-wide demand for more in- formation, which this bulletin supplies. The power of organized teachers when exerted in behalf of a worthy cause com- mands public respect. HE ILLINOIS TEACHER com- ments editorially on the total ex- penditure of fourteen billion dollars an- nually for automobiles and expenses con- nected with their operation and upkeep (figures based on the survey of the Bu- reau of Industrial Technology). Says the editor, “We are not protesting against a reasonable expenditure for au- tomobiles. But we do protest against the propaganda that our schools are too expensive when the American people are spending seven times as much for auto- mobile riding as for education.” N THE INITIATIVE of the United Parents’ Associations of Greater New York Schools, a non-par- tisan body of citizens is making a thor- ough study of the whole problem of teachers’ salaries in that city of over a THE JOURNAL OF THE NATIONAL EpucaTion AssociATION million school children. The estimated annual increase in the number of pupils in the city’s schools is 25,000. The Board of Examiners reports that “In the past two or three years the passing mark for the No. 1 examination for elementary school teachers has been set at 55 per- cent, although in former years it was seldom below 70 percent on examinations of no less difficulty.” Can America af- ford not to take stock of its teaching army? ILLIAM GREEN, president of the American Federation of Labor, in an eloquent statement which appears in the Federal Employee, pays tribute to education under the title, “U.S. Future Rests with the Schools.” He _ believes that “the educational leadership in our republic is rendering sterling service.” Educational workers rejoice that the head of the great labor movement in America is an active and powerful ad- vocate of education. HE ART OF LIVING is the sig- nificant title of a course given at the Connecticut College in New London, Connecticut, by the department of home economics. Such courses are a direct answer to the common charge that the schools have not kept sufficiently close to daily life. In this course twelve in- structors, along with the president of the college and a physician and lawyer from the outside, cooperate. The essential unity of life is emphasized, followed by presentation of the relation of various fields of learning to everyday leisure and vocational activities. RAINING TEACHERS FOR SMALL SCHOOLS is the title of a bulletin sent to school executives and board members by President John F. Sims, of the Stevens Point, Wiscon- sin, Normal School. With it went a letter pointing out that nearly two hun- dred of the high schools of Wisconsin employ five teachers or less. This is a timely effort toward the solution of one of the most baffling educational prob- lems—that of the rural and semi-rural school where teaching is least a profes- sion. HE ROCHESTER DEMO- CRAT AND CHRONICLE has published during the closing months of the school year a most excellent series of interpretative news statements on the public schools. It started with a thought- ful summary of the objectives of the ele- June, 1926 ——<——<$§ — — mentary school by City Superintendent Herbert S. Weet, and has continued with special articles on each of the school subjects and activities, giving the reasons for them, what they include, how they are managed, results expected, and methods of measuring and checking those results. They have been prepared under the direction of Julia M. Traver, school editor. apna eg CLASSES in more than fifty subjects are announced in a current circular of the division of university extension of the Massachu- setts State Department of Education, They include, Good taste in dress; Par- liamentary law; Esperanto; Radio re. pairs; Ocean traffic management; and Public speaking. The large enrolment of adults in such courses is one of the important signs of the times. EMONSTRATION CLASSES for the improvement of teaching have been especially successful in Balti- more, Maryland, during the current school year, according to an article by Mary A. Adams in the Baltimore Bul- letin of Education. By a rearrangement of the attendance schedule on certain days, these classes in the hands of superior teachers begin promptly at four Pp. M., giving other teachers an opportunity to observe excellent teaching. Of the 620 teachers assigned to grades four, five, and six in white schools, 68 percent made this effort to improve their work. Ree- ords like this help to set new high levels for professional achievement. ARENT-TEACHER WORK is featured in an extension course by Wittenberg College cooperating with the parent-teacher association of Springfield, Ohio. Studies of preschool children and movements like the Summer Round- up of the Children are emphasizing the need of direct and special preparation for the duties of parenthood as well as for teaching. The parent-teacher movement commends itself to teachers, IFE MEMBERSHIP in the Na tional Education Association reached a new high tide of interest dur- ing April when 70 new life members were added to the rolls. The record reads: in 1921, 1 new life member; in 1922, 27 new life members; in 1923, 40; in 1924, 31; in 1925, 35; and up to April 30, 1926, 116. This is eloquent testimony of the growth in permanent interest in the teaching profession. - #2 eee. ewe See eee Chief State School Officers Favor Department of Education HE FIVE MONTHS that will | elapse between the time this JouRNAL reaches its readers and the elections on November 2 may be de- cisive months for the Education Bill. The matter is an open issue in many Congressional districts and a powerful influence in many districts where it has not come out into the open. Supporters of the bill are urging candidates for Congress to reveal their attitudes on this vital measure. Educational workers have a right to know the stand of those who propose to represent them in Congress. Teachers, principals, and superintend- ents may well take the following pages, showing the overwhelming stand of state superintendents, to various candidates for Congress, asking them to indicate their position. OHN W. ABERCROMBIE, OF ALABAMA—tThe bill should be passed by Congress as speedily as possible because (1) The creation of the Depart- ment would be in harmony with the historical development of other federal activities; (2) Scientific research in- creases the effectiveness of governmental agencies to which it is applied; (3) The assistance that the Department could and would render is desired and greatly needed by state and local school authori- ties; (4) The scientific investigations that the Department would conduct can- not be conducted as succesfully by state and local school systems; (5) The pas- sage of the bill would provide for better correlation and more effective operation of present educational activities of the federal government; (6) Investigations made by the Department would increase efficiency and reduce waste in educational administration throughout the country; (7) A submerged Bureau of Education can never be made to function as ef- fectively as would a Department ot Edu- cation. B. HILL, OF ARKANSAS— . The federal government has, through the Bureau of Education ren- dered valuable service to the several States of the nation. The establishment of a Department of Education will con- tinue the work attempted by the Bureau with funds and under serious handicap, and collect such statistics and facts as shall the condition and progress of education in the several states and foreign countries for the purpose of meager show O argument more con- vincing could be found for the Education Bill than the fact of its overwhelining sup- port by the chief state and ter- ritorial school officers of the United States. These officers are responsible for the im- provement of the schools in the various states. They are in a position to understand the need for strong leadership and for careful coordination of re- search. They are men and women of long experience and of trusted judgment and vision. They are abundantly qualified to give expert testimony on this vital public question. assisting the people in the several states in establishing and maintaining more efh- cient schools and school systems; in de- vising better methods of organization, administration, and financing of educa- tion; in developing better types of school buildings, and in providing for their use ; in improving methods of teaching; and in developing more adequate curricula and courses of study in the different fields of education. ILL C. WOOD, OF CALI- FORNIA—Education is one of the great enterprises of America. Were it not for the public school system Amer- ican democracy would be impossible. The future of American institutions de- pends upon the proper training of the young people of the nation. For these reasons, I believe that education is en- titled to primary consideration in the program of the national government. | do not favor centralization of authority in educational matters in Washington. However, | do believe in greater cen- tralization of helpfulness in educational matters at Washington. Not that all [ 183 ] helpfulness should be from Washington, but that much greater helpfulness than that furnished by the present Bureau of Education would aid greatly in the de- velopment of a better program of educa- tion in the various states. The present Bureau of Education has done splendid work with its limited resources, but the time has come for the enlargement of the scope of the national government’s edu- cational activities. This bill does not provide for centralization of authority, but it does provide for helpfulness in the solution of the nation’s educational prob- lems. ARY C. C. BRADFORD, OF COLORADO—The passage of this Bill would make possible a great ad- vance in educational efficiency through- out the United States. Its enactment would help to create an essential con- sciousness of responsibility toward this fundamental activity in the minds of all Americans, and through the provision of the Bill for aiding educationally the people of the several states through re- search studies, it would result in a higher standard of professional qualifications for teachers and in more nearly equaliz- ing opportunities of all school children. Furthermore, the creation of such a De- partment would tend to lessen the dupli- cation of educational activity now op- erative in so many departments of the national government. V. HOLLOWAY, OF DELA- - WARE—lIt would seem to be. peculiarly the function of the national government to serve as a clearing-house in this field, not only to collect statistics but to conduct research in the ten fields of activity which at present constitute the outstanding educational problems of our national life, and to make the re- sults of that research available to the nation. This is a service which the national government should render and it in no way infringes upon the educa- tional autonomy of the various states. RANK W. BALLOU, OF THE DISTRICT OF COLUMBIA— In order that education may be given proper recognition, the federal govern- 184 Tue JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION June, 1926 ment should include a Department of Education with a Secretary in the Presi- dent’s Cabinet. Leading Americans from the founding of the Republic to the present day have emphasized the prime importance of education, and the time has now come when its proper develop- ment is of such vital importance to our national well-being that one of the Pres- ident’s official advisers should be an in- terpreter of its status, manifold services, and possibilities. E. LAND, OF GEORGIA— - Since the progress and develop- ment of America depend upon the edu- cation of its youth, there should certainly be in the President’s Cabinet a Secretary of Education, presiding over the Depart- ment which would render service to all the states and would coordinate the edu- cational projects upon which the govern- ment has already embarked. LIZABETH RUSSUM, OF IDAHO—I am happy to send you the following resolution of the county superintendents of Idaho, to- gether with my own endorsement of the Education Bill: “We, the county super- intendents of Idaho, in attendance at the State Teachers’ Association, assembled in our group meeting this thirty-first day of December, 1925, go on record as favor- ing the establishment of a National De- partment of Education with the head of this Department a member of the President’s Cabinet, as set forth in the Education Bill now pending in Congress. We urge our Senators and Representa- tives to support this bill. RANCIS G. BLAIR, OF ILLI- NOIS—Believing that H. R. 5000 in no way invades the peculiar preroga- tives of the states in matters of educa- tion, I shall support it. Having been convinced for a number of years that the various education activities now per- formed by several departments, boards, and bureaus at Washington should be brought under one directing responsible head, I believe that the proposed estab- lishment of a Department of Education with a Secretary in the President’s Cabi- net would achieve this end. This Secre- tary of Education could perform all of the duties of collecting and publishing the statistics of education for all the states, of conducting nation-wide educa- tional researches and surveys, of fur- nishing educational leadership and en- couragement, as now _ performed in whole or part by the Bureau of Educa- tion. Moreover the consolidation of all the peculiar education functions now per- formed by separate federal departments and boards under this one department E Education Bill, S. 291, H. R. | 5000, was introduced into the Senate on December 8, 1925, by Sen- ator Charles Curtis, of Kansas, and © into the House of Representatives on December 11, 1925, by Congressman Daniel A. Reed of New York. It | contains the following proposals: | Section 1. Creates a Department of | Education with a Secretary in the President’s Cabinet. Section 2. Authorizes an Assistant Secretary of Education and other nec- essary assistants. Section 3. Provides for the transfer to the Department of Education of the Bureau of Education, the Federal Board for Vocational Education, and of | such control as is now exercised over the Columbia Institution for the Deaf and Howard University. Sections 4, 5, and 6. Define the pow- ers and duties of the Secretary of Education. Section 7. Provides for a Federal conference on education consisting of | one representative from each of the | Executive Departments. Section 8. Provides that the Depart- ment of Education shall conduct re- searches covering the whole field of education, and for the distribution of | the results of such researches to edu- cational officials in the several States and to other persons interested in education. Section 9. Provides appropriations for the support of the work of the | Department. Section 10. Provides that the Secre- tary of Education shall make an an- nual report to Congress. Section 11. An enacting clause. would do away with the present over- lapping, conflict, and confusion. It would be a step in the direction of greater economy and efficiency. N. SHERWOOD, OF IN- - DIANA—We have discussed the Education Bill in our staff meeting. We find a unanimous sentiment for it. We believe that it will unify educational effort in our country. We believe that it will be the means of carrying on in scientific fashion studies that will help modify the curriculum and the school organization in terms of scientific in- vestigation. We believe the interests of American children warrant the expense that the bill entails. We believe that the great experiment of universal education now being carried on in our country de- mands the most expert guidance in our educational system. We believe this jg a move toward this end. We are for the enactment of the Bill. ESS W. MILEY, OF KANSAS Kansas teachers have for years ep. dorsed measures that create a Federal Department of Education. They noy endorse the Bill introduced by oy, Senator Charles F. Curtis. H. HARRIS, OF LOUIS]. * ANA—This Bill should be ep. acted into law for the reasons: (1) It puts education in a separate department with a Cabinet member at its head. | think that this will add dignity to the profession of teaching and will give pub- lic education a better standing through. out the world. (2) The Bill brings together certain federal educational agencies. My impression is that this should prevent waste, the duplication of effort and result in more efficient service. (3) The Bill makes no provision for ap- propriations to be distributed to the dif- ferent states, nor does it attempt to give the federal authorities any control over public education throughout the country, This safeguard removes the strong ob- jections which I entertained towards the old proposed educational measure. UGUSTUS O. THOMAS, OF MAINE—The Bill to create a De- partment of Education is one of the most important measures which will receive the attention of Congress during the present session. Education in a govern- ment like ours is so vastly important that it ought to have a spokesman in the President’s councils—someone who can speak directly for this vast enterprise which is so fundamental to America’s future. AYSON SMITH, OF MASSA- CHUSETTS—From the viewpoint of a state officer of education, I believe that a Federal Department of Education is desirable for the following reasons: (1) To fix in one department respon- sibility for all federal matters that affect the states educationally. Under the present arrangement, with educational activities being conducted by several de partments, there is danger of confusion and duplication of effort and vagueness in responsibility. Those powers already existing in the federal government, it is to be assumed, will continue there. It would be to the advantage of the states to have the federal functions of education insofar as they connect with the state 7? © 95 3 Fro OC CO ft a DD OO te ii. in in ee ee ae ae. ee Be oe ok lc ak.,lUrl.,.lCU (CU —_ eo OU, tie ee - Vol. 15, No. 6 functions centered in one federal de- partment. (2) A federal department will render a great service to the states by provid- ing adequate research facilities. American state has there been established under public auspices a research agency In no with adequate appropriations. There is little likelihood that the legislatures of the states or indeed a very considerable minority of them will at any time in the future establish such agencies. If they were to do so, there would be much waste of money, since in the field of education most of the problems to be studied are not restricted by state lines. For example, the problems of teacher- training, rural education, vocational education, and the like are not markedly dissimilar among the states. A thorough- going scientific study of educational problems like that carried on in the De- partment of Commerce and the Depart- ment of Agriculture would unquestion- ably increase the efficiency of education throughout the nation. E. JOHNSON, OF MICHI- - GAN—Unqualifiedly indorse Ed- ucation Bill. From the standpoint of state departments it would be of im- measurable value particularly as a clear- ing-house for educational information and also because of the great need of some means of coordinating educational activities of the country. We have no fear whatsoever of federal control of education, because such control would be unconstitutional. HARLES A. LEE, OF MIS- SOURI—I favor the Bill for the following reasons: (1) It would co- ordinate all of the educational activities at Washington; (2) It does not try to standardize education throughout the country but makes ample provision for research activities. If education is to go forward there must be abundant pro- vision for research work. AY TRUMPER, OF MON- TANA—We are strongly com- mitted to the belief that education is in need of just such recognition in our na- tional life as may be secured through the establishment of a Department of Education with a Secretary in the Presi- dent’s Cabinet. Just now when we are working on a very important problem in connection with financing our educa- tion work in Montana and improving our very meagerly prepared teaching force, particularly in our rural schools, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION we are not able to secure up-to-date in- formation regarding work along these lines in more advanced states. The re- search work in a department of the fed- eral government would be invaluable to us and would certainly speed up our Your Score on the Educa- tion Bill XAMINE the following questions care- fully. Score the ones you can answer positively ten, less than ten in proportion. Your total score is the sum of these ten | items. Remembering that everything which | elevates education aids you and the chiidren | for whom you are responsible, try filling out this score once each month during the com- ing year, and note the improvement in your record. | | 1. Have you secured from your Congressman your free copy of the 410-page Report of the Joint Hearing on the Educa- tion Bill, S. 291, H. R. 5000? 2. Have you studied this fascinat- ing account of a great public occasion P 3. Have you written your Con- gressman urging his favorable | support of this significant measure ? 4. Have you urged other members | of the profession to study and | advocate this Bill? beau. . Have you explained the need of a Department of Education with a Secretary in the Presi- dent’s Cabinet to one influen- tial layman? 6. Have you discussed this measure before one professional ciub | or faculty meeting? i ckce me 7. Have you made it the subject of discussion at a meeting of citi- zens or business men? 8. Have you written one or more articles on the Education Bill for the local paper? Sih walle 9. Have you obtained from candi- dates to represent you in Con- gress a positive statement of their stand on this Bill? 10. If the future of education de- pended upon you, could you show convincingly why better schools are necessary to the growth and prosperity of the a ClO uw TOTAL SCORE progress along these very important lines of endeavor. I am in no way criticizing the work of the Bureau of Education but it is an impossibility for the Bureau to give out up-to-date information and offer service in various forms of leadership to which every state is entitled in its most vital work of training the future citizenship of the country. \W J. HUNTING, OF NE- « VADA—The Nevada public educational forces have consistently sup- ported the Education Bill, and the legislature without a dissenting vote has gone on record in favor of its passage, which we believe will mean much for advancement in public education in our nation. LCRNEST W. BUTTERFIELD, OF NEW HAMPSHIRE—I am in favor of the Education Bill as it seems 185 to me it will make possible the carrying on of some needed work and, in addition. it will place the teaching profession in a more dignified position. SABEL LANCASTER ECKLES, OF NEW MEXICO—TI feel very strongly indeed that we should have a Federal Department of Education with a Secretary in the President’s Cabinet. The most important thing in the United States is the education of the children— its future citizens—and the proper lead- ership in education can never be given until we have the Federal Department of Education, with a Secretary in the Cabinet. RANK P. GRAVES, OF NEW YORK—tThe need of a Federal Department of Education has long been recognized. Within recent years, how- ever, the unbusinesslike administration of the several educational activities of the federal government, scattered as they are throughout various departments and bureaus, is not only wasteful but must result in inefficiency and lack of effec- tive service. These evils of administra- tion will never be corrected until a uni- fied department of education has been organized. The larger service which this department should render to the government and to the public will never be fully realized without a Secretary of Education in the President’s Cabinet. T. ALLEN, OF NORTH CAR- - OLINA—I am strongly in favor . of the passage at this session of Congress of the Education Bill. My reasons for this support are: (1) Public education has come to be a national question; (2) It would unify the educational efforts of the federal government; (3) A Fed- eral Department of Education would lend dignity to the whole enterprise of public education; (4) It would serve as a clearinghouse for educational informa- tion; (5) It would greatly stimulate educational effort in all parts of the country; (6) There is no danger of federal encroachment. Fete J. NIELSON, OF NORTH DAKOTA —The ed- ucators of this state are back of this Bill whole-heartedly. We feel that it will not in any way infringe upon state rights, and we do feel that education should be dignified by a Secretary in the President’s Cabinet. We feel this rec- ognition is absolutely necessary if educa- tion is to take the place it should in the Bl #f j | | : | ; } : | t j ; ; : H ‘ | -B A : 4 ~ s 186 THE JOURNAL OF THE NATIONAL EpucaTION AssocitATION June, 1926 advancement of our nation. Our State Education Association has gone on rec- ord at each of its meetings favoring this bill. A. NASH, OF OKLAHOMA « —We believe absolutely that the Curtis-Reed Bill creating a Department of Education should be passed. We have no fear of any encroachment by the fed- eral government on state prerogatives in these matters. A. CHURCHILL, OF ORE- - GON—I have carefully read the provisions of the Education Bill and give my endorsement to that measure. Should it be enacted into a law, the school systems of the various states will profit much through having a national research department to broadcast the best educa- tional practice and standards in each state to all of the departments of educa- tion in the various states. Under the provisions of the proposed measure, the rights of all the states to control their own educational systems are in no way infringed upon, and at the same time, they will be made far more efficient. RANCIS B. HAAS, OF PENN- SYLVANIA—The supreme _ im- portance of education with all its social, spiritual, and economic significance for the well-being of the nation surely en- titles it to rank as an equal with agricul- ture, commerce, and labor. A Federal Department of Education, with a Secretary in the President’s Cabinet, is a forward and necessary step in the economic, social, and ethical de- velopment of our country, dictated by broad considerations of self-interest and national well-being. G. ST. JOHN, OF SOUTH » DAKOTA—I am heartily in favor of the Bill authorizing the estab- lishment of a Secretary of Education in the President’s Cabinet. I believe that such a secretary would be able to give education its proper place in our na- tional affairs. I can see no chance for any federal domination over the rights of the states to establish and maintain their own educational systems. The educators of the state of South Dakota are very urgent in their support of the Bill as drawn. L. HARNED, OF TENNESSEE —The Tennessee Public School Officers Association, in session at Nash- ville, January 12-14, 1926, unanimously endorsed the Education Bill, and I earn- estly hope that it can be passed. M. N. MARRS, OF TEXAS—I + Wish to give my endorsement to the Education Bill. A general diffusion of knowledge is essential to the per- petuity of a democracy. It is not only the solemn duty but should be the ex- alted privilege of the national govern- ment to foster public education. This can best be done by giving this subject equal consideration with other functions of our government. So long as com- merce, labor, and agriculture have higher consideration than education, this im- portant. subject will occupy a subordi- nate place in the thoughts of our leading statesmen. I believe, therefore, that edu- cation should be placed on an equal plane with agriculture, commerce, and labor by the passage of this bill which requires the appointment of a Secretary of Education who will be a member of the Cabinet. N. JENSEN, OF UTAH—I be- . lieve the federal government should bear greater responsibility in edu- cational matters throughout the nation and be provided with greater facilities tor rendering service along the lines of research and surveys. It should also be the great educational clearinghouse. LARENCE H. DEMPSEY, OF VERMONT—In its new form, I strongly believe that the bill ought to pass and that it would be a very great help to the promotion of desirable edu- cation in the United States. In view of the undoubted importance of universal education for all of our in- stitutions, and especially in view of the help that better education can _ give toward the solution of our vital prob- lems, it seems to me that the promotion of education, which this bill would foster, should lead to its passage. ARRIS HART, OF VIRGINIA —I am heartily in favor of the proposition to centralize all the educa- tional activities of the federal govern- ment in one department and under a secretary to be a member of the Presi- dent’s Cabinet. A few considerations would seem to point to the wisdom of this arrangement: (1) The dignity and importance of public education in a de- mocracy would find just recognition; (2) There would be less likelihood of misconception as to the function of the federal government and a sovereign state in public education, if the federal ac- tivities were reduced to one department than if several of the departments of the federal government should continue to operate in public education ; (3) A most important consideration is the increased eficiency and probable economy which would result from this arrangement. RTHUR E. LINDBORG, OF VIRGIN ISLANDS—Bill S. 291 and H. R. 5000 is a decided improve- ment over the former proposals for a Department of Education. As it now reads, it carries so many remedies and good adjustments of the organization of educational activities, that no delay should be permitted in bringing this leg- islation before Congress, and its ultimate passage, by an overwhelming vote. OSEPHINE CORLISS PRES. TON, OF WASHINGTON— The Legislative Committee at the county superintendents’ meeting has passed the following resolution: ‘‘Whereas the new Education Bill will centralize educa- tion under one department and eliminate duplication, we the Legislative Commit- tee of the County Superintendents of the state of Washington do hereby endorse the aforesaid Bill and urge its passage.” EORGE M. FORD, OF WEST VIRGINIA—I know of no con- stitutional or other legal provision in the statutes of the United States which would prevent a Department of Educa- tion, under a Secretary, functioning along the lines laid down. Such a de- partment properly organized and prop- erly conducted could be of very great assistance to the states in investigation and research and in providing the states with assistance of experts along all lines of educational endeavor. OHN C. CALLAHAN, OF WIS- J CONSIN—I am in favor of the creation of a Department of Education, but I would be very much more in favor of the Bill if it carried an equalization fund as large or larger than was carried in the original Bill. When one looks over the general tax situation for the country, it seems to me that it is evident that the best of arguments could be made for that feature of a bill. ATHARINE A. MORTON, OF WYOMING—A national De- partment of Education will mean more rapid advance in all lines of educational achievement and more nearly perfect understanding of educational needs on the part of the people. Vol. 15, No. 6 A leacher’'s Perspective Mary LANE Long Beach, California HILE TRAVELING on the Arizona desert one evening last August, | had brought tc my mind the fact that a change of viewpoint will often give one au entirely new set of concepts. On the desert near Phoenix is a range of mountains called Camel- back. While traveling along its base, one sees the range appearing as a jumble of rocks. As the train carries one out to the desert, the jumble gradually takes the form of a giant camel resting in the purple shadows of the desert twilight. In the busy life of the average teacher, there seems to be very little time to study the rapid advance of modern life. We are so engrossed in our several phases of educational work that only by persistent irritation will we even take an interest in our own local organiza- tions. As a group, we teachers sit and grum- ble over our overworked condition and the laws forced upon us. We do not seem to realize that only by state and national associations of wide-awake members will we ever be able to come into our own. Business today is interested in our edu- cational system, challenging us with these charges: (1) The young men and women sent from our educational institutions today are not able to cope with life; THe JourRNAL OF THE NATIONAL Epucation ASSOCIATION 187 to a definite conclusion; and (3) They are poorly prepared in the fundamentals of education. Hearing these criticisms, we as teach- ers stand idly by, seldom trying to de fend ourselves. We know the cause for this state of affairs, and yet in only a few instances are we trying to correct it. Sagmcam the library truck for a demonstration journey through the farming section of central North Carolina. More than five hundred miles were covered in eight days, and in spite of hot weather and summer pressure of work, five hundred books were loaned and service leaflets distributed. Annie F. Petty, assistant director of the North Carolina Library Commission, who conducted the experiment, said, “We found everywhere people hungry for books.” (2) Given a certain problem, they are unable to think clearly and constructively M eens of the National Education Association visiting Philadelphia in June are invited to see the Maria Hosmer Penniman Memorial Library of Education at the University of Pennsylvania. Its new quarters are in Bennett Hall, 34th and Walnut Streets, newly erected to house the School of Education and the Graduate School. contains 25,000 volumes. At present, the library In the first place our curricula, ex- cept in a very few cities, is old, modern only in added patchwork. Our courses of study in the elementary grades are so crowded that it is impossible to give the drill needed by every child on spell- ing, reading, and arithmetic. Our chil- dren must be passed on year after year in order to hold the standards of our schools. Our textbooks are written by college professors who have not been in- side a classroom for years. Many of these texts are fit for adult use only. We are forced to use these texts, and only by the teacher acting as interpreter can the child master the contents. When the teacher’s help is withdrawn the child drifts helplessly. Only when we as a teaching body awake and demand that these ills and others are corrected, shall we be able to answer the business world’s challenge and be able to call ourselves a profes- sional class. Only when we teachers cease to grumble and instead work to- gether to improve these unsatisfactory conditions can we expect to make teach- ing a profession. ae re et a eee ee ce 5 kG NER ee — . ‘ ie RI. © 188 THE JOURNAL OF THE NATIONAL EpuCcATION ASSOCIATION Our State Associations, 1926-27 TATE and territorial associations affiliated with the National Education Association are here listed with important information about each. The associations employing full-time secretaries are in- dicated by an asterisk. *Alabama Education Association, Omer Carmichael, President, superintendent of schools, Selma; R. W. Cowart, Secretary, 415 First National Bank Bldg., Montgomery. Annual meeting: Alaska Educational Association, W. K. Keller, President, superintendent of schools, Juneau; Shirley E. Boselly, Jr., Secretary, superintend- ent of schools, Petersburg. Annual meeting, Juneau, Sept. 1, 1926. Arizona State Teachers’ Association, C. E. Rose, President, superintendent of schools, Tucson; W. T. Machan, Secretary, principal, Creighton School, Phoenix. Annual meeting: *Arkansas Education Association, J. R. Grant, President, State Department of Education, Little Rock; H. L. Lambert, Secretary, Box 1086, Little Rock. Annual meeting, Little Rock, Nov. 11-13, 1926. *California Council of Education, Mark Keppel, President, county superintendent of schools, 504 Thorpe Bldg., 132 N. Broadway, Los Angeles; A. H. Chamberlain, State Executive Secretary, 933 Phelan Bldg., San Francisco. Division meetings: North Coast Section, Sept., 1926; Northern Section, Oct., 1926; Central Section, Nov. 22-24, 1926; Central Coast Section, Dec. 13-17, 1926; Bay Section, Dec. 13-17, 1926; Southern Section, Dec. 20-24, 1926. *Colorado Education Association, Faye Read, Presi- dent, 1425 Vernon Ave., Pueblo; W. B. Mooney, Secretary, 520 Commonwealth Blidg., Denver. Division meetings: Western Division, Grand Junction, Nov. 11-13, 1926; Southern Division, Pueblo, Nov. 11-13, 1926; Eastern Division, Denver, Nov. 11-13, 1926. Connecticut State Teachers’ Association, Florence E. Smith, President, East Hampton; Samuel P. Willard, Corresponding Secretary, State Capitol, Hartford. Annual meeting: Hartford, Feb. 11-12, 1927; Division meetings: Bridge- port, Hartford, New Haven, New London, Oct. 22, 1926. Delaware State Education Association, W. A. Wilkinson, President, University of Delaware, Newark; Robert E. Shilling, Secretary, super- intendent of schools, Milford. Annual meet- ing: District of Columbia, Education Association of the, Harry English, President, Franklin School Bldg., Washington; Grace Gettings Meyer, Secretary, Park View School, Washington. Annual meeting: Oct., 1926. *Florida Education Association, R. M. Sealey, President, state supervisor of high schools, Tallahassee; A. B. Johnson, Secretary, super- intendent of Orange County schools, Orlando. Annual meeting: Tallahassee, Dec. 29-31, 1926. *Georgia Education Association, U. J. Bennett, President, superintendent of schools, Dalton; Kyle T. Alfriend, Secretary, dean, Bessie Tift, College, Forsyth. Annual meeting: April 14-17. Hawaii Education Association, Mrs. Alfred Pick- erill, President, Pepeekeo; Mrs. Sarah W. Putnam, Secretary, Box 575, Hilo. Annual meeting: Hilo, Dec. 28-30, 1926. Idaho State Teachers’ Association, Ernest D. Bloom, President, superintendent of schools, Twin Falls; Lura V. Paine, Secretary, superintend- ent of Ada County schools, Boise. Annual meeting: Boise, Dec. 29-31, 1926. *Illinois State Teachers’ Association, Bertha S. Armbruster, President, 111 Gale Avenue, River Forest; Robert C. Moore, Secretary, Carlinville. Annual meeting: Springfield, Dec. 28-30, 1926; Division meetings: Black Hawk Division, Kewanee, Oct. 8, 1926; Southwestern Division, Mt. Carmel, Oct. 7-8, 1926. *Indiana State Teachers’ Association, Martha Whitacre, President, 1926-27, 1724 Main St., Richmond; Charles O. Williams, Secretary- Treasurer, Room 205, Hotel Lincoln, Indian- apolis. Annual meeting: Indianapolis, Oct. 21-23, 1926. *Iowa State Teachers’ Association, A. J. Burton, President, principal, East High School, Des Moines; Charles F. Pye, Secretary, 415 Shops Bldg., Des Moines. Annual meeting: Des Moines, Nov. 4-6, 1926. *Kansas State Teachers’ Association, C. E. Rarick, President, State Teachers College, Hays; F. L. Pinet, Secretary, 923 Kansas Ave., Topeka. Annual meeting: Topeka, Chanute, Hutchin- son, and Hays, Nov. 4-6, 1926. *Kentucky Education Association, M. E. Ligon, President, University of Kentucky, Lexington; R. E. Williams, Secretary, 4518 Southern Park- way, Louisville. .Annual meeting: *Louisiana Teachers’ Association, E. S. Richardson, President, Minden; P. H. Griffith, Secretary, Baton Rouge. Annual meeting: Maine Teachers’ Association, W. M. Marr, Presi- dent, superintendent of schools, Millinocket; Adelbert W. Gordon, Secretary, State House, Augusta. Annual meeting: Bangor, Oct. 28-29, 1926. Maryland State Teachers’ Association, Samuel M. North, President, 2014 Lexington Bldg., Balti- more; Hugh W. Caldwell, Secretary, super- intendent of schools, Chesapeake City. An- nual meeting: Baltimore, Nov. 26-27, 1926. Massachusetts Teachers’ Federation, Annie C. Woodward, 144 School St., Somerville; Stanley R. Oldham, Secretary, 15 Ashburton Place, Boston. Annual meeting: Boston, April 16, 1927. *Michigan Education Association, John M. Mun- son, President, president, Northern State Nor- mal, Marquette; Ernest T. Cameron, Secretary, 809 Prudden Bldg., Lansing. Annual meeting: *Minnesota Education Association, H. C. Bell, President, Luverne, Minn.; C. G. Schulz, Sec- retary, Room 919, Pioneer Bldg., St. Paul. Annual meeting: St. Paul, Nov. 4-6, 1926. *Mississippi Education Association, H. M. Ivy, President, superintendent of schools, Meridian; W. N. Taylor, Secretary, 425 Edwards Hotel Bldg., Jackson. Annual meeting: Jackson, April 29-May 1, 1926. *Missouri State Teachers’ Association, E. L. Hen- dricks, President, president, State Teachers College, Warrensburg; E. M. Carter, Secre- tary-Treasurer, Columbia. Annual meeting: Kansas City, Nov. 11-13, 1926. *Montana Education Association, Ira B. Fee, Pres- ident, superintendent of schools, Missoula; R. J. Cunningham, Secretary and Treasurer, Room 9, Kohrs Block, Helena. Annual meet- ing: Helena, Billings, Great Falls, or Havre, Oct. 22-23, 1926. *Nebraska State Teachers’ Association, W. E. Sealock, President, dean, Teachers College, University of Nebraska, Lincoln; Everett M. Hosman, Secretary, 311 Fraternity Bldg., 13th and N Sts., Lincoln. Annual meeting: » Nov. 3-6, 1926. District meetings: Omaha, ag Alliance, Norfolk, Kearney, and Mc- ook. Nevada State Teachers Association, H. A. White- neck, President, Las Vegas; Eva M. Wilson, Secretary, Las Vegas. Annual meeting: Oct., 1926. New Hampshire State Teachers’ Association, John Gault, President, Franklin St. School, Man- chester; Florence H. Hewitt, Secretary, 24 Chauncey St., Portsmouth. Annual meeting: New Jersey State Teachers’ Association, George J. Smith, President, Clifton High School, Clifton; Charles B. Dyke, Secretary, Room 304, Stacy- Trent Hotel, Trenton. Annual meeting: At- lantic City, Nov. 11-13, 1926. New Mexico Educational Association, Frank Car- roon, President, East Las Vegas; John Milne, Secretary, Albuquerque. Annual meeting: Santa Fe, Nov. 4-6, 1926. *New York State Teachers’ Association, George H. Covey, President, district superintendent of schools, Katonah; Richard A. Searing, Secre- tary, 617 N. Goodman St., Rochester; Harlan H. Horner, Field Secretary, 212 State St., Albany. Annual meeting: Utica, Nov. 22-23, 1926. District meetings: Potsdam, Oct. 7-8, 1926; Albany, Oct. 21-22, 1926; Utica, Oct. 21-22, 1926; New York City, Oct. 28-29, 1926: Buffalo, Nov. 4-5, 1926; Rochester, Nov. 4-5, 1926; Binghamton, Nov. 11-12, 1926. June, 1926 aaa ii *North Carolina Education Association, E. w Knight, President, Chapel Hill; Jule B. War. ren, Secretary, Box 887, Raleigh. Annual meeting: Spring, 1927; Sectional meetings: Oct. 15-Nov. 20, 1926. *North Dakota State Education Association Thomas F. Kane, President, University; M. E. McCurdy, Secretary, Washburn. Annual meet- ing: Fargo, Oct. 27-29, 1926. *Ohio State Teachers Association, John A. Mc. Dowell, President, superintendent of schools Ashland; Frank E. Reynolds, Secretary-Treas. urer, 428 Chamber of Commerce, Columbus Annual meeting: Executive Committee—Cedar Point, June 22-24, 1926, and Columbus, Dec 28-30, 1926. } *Oklahoma Education Association, J. E. Arendell President, Miami; C. M. Howell, Secretary, 708 Continental Bldg., Oklahoma City. An- nual meeting: Oklahoma City, Feb. 10-12 1927. g *Oregon State Teachers’ Association, J. S. Landers President, Oregon Normal School, Monmouth: E. D. Ressler, Secretary, dean, School of Voca- tional Education, Oregon State Agricultural College, Corvallis. (E. F. Carleton, Eugene, will become full-time secretary on July 1, 1926.) Annual meeting: Portland, Dec. 28-30, 1926. *Pennsylvania State Education Association, Charles E. Dickey, President, 595 Union Trust Bldg., Pittsburgh; James Herbert Kelley, Secretary, 400 N. Third St., Harrisburg. Annual meet- ing: Harrisburg, Dec. 28-30, 1926. Rhode Island Institute of Instruction, William C. Hobbs, President, 82 High St., Bristol; Clarence W. Bosworth, Secretary, 33 Blacka- more Ave., Eden Park. Annual meeting: —— Oct. 28-30,1926. *South Carolina Teachers’ Association, J. D. Fulp, President, Greenwood; J. P. Coates, Secretary, 709 National L. & E. Bldg., Columbia. Annual meeting; Columbia, March 18-20, 1927. *South Dakota Education Association, Joseph Swenson, President, superintendent of Turner County schools, Parker; N. E. Steele, Secre- tary, Room 3, Perry Bldg., Sioux Falls. An- nual meeting. Tennessee State Teachers Association, |. W. Brister, President, West Tennessee State Teachers College, Memphis; P. L. Harned, Secretary, State Capitol, Nashville. Annual meeting: Nashville, April 14-16, 1927. *Texas State Teachers’ Association, J. M. Bledsoe, President, State Teachers College, Commerce; R. T. Ellis, Secretary, 708 Neil P. Anderson Bldg., Fort Worth. Annual meeting: El Paso, Nov. 25-27, 1926. *Utah Education Association, Milton Bennion, President, University of Utah, Salt Lake City; D. W. Parratt, Secretary, 317 State Capitol, Salt Lake City. Annual meeting, Oct. 21-23, 1926. Vermont State Teachers’ Association, John E. Col- burn, President, principal, Burlington High School, Burlington; M. Lillian Edgerton, Sec- retary, 225 Union St., Bennington. Annual meeting: Montpelier, Oct. 21-23, 1926. *Virginia Education Association, Fred M. Alex- ander, President, Newport News; Cornelius J. Heatwole, Secretary, 209-210 State Office Bldg., Richmond. Annual meeting: Roanoke, Nov. 24-27, 1926. *Washington Education Association, Mrs. L. 0. Anderson, President, superintendent of schools, Waterville; Arthur L. Marsh, Secretary, 707 Lowman Bldg, Seattle. Annual Division Meetings: Seattle and Spokane, Oct. 27-29, 1926. *West Virginia State Education Association, Ger- trude Roberts, President, 245 West lith Ave. Huntington: W. W. Trent, Secretary, super- intendent of schools, Elkins. (After July 1926, Mr. Trent becomes full-time secretary ° Charleston.) Annual meeting: Clarksburg, Oct. 28-30, 1926. *Wisconsin Teachers Association, Frank O. Holt, President, Janesville; E. G. Doudna, Secretary, 717 Beaver Bldg., Madison. Annual meeting: Milwaukee, Nov. 4-6, 1926. Wyoming State Teachers’ Association, Mrs. Bertha K. Van Devender, President, Basin; B. H. McIntosh, Secretary, Cheyenne. Annual meet- ing: Casper, Oct. 13-16, 1926. Seeeiiemimenmnnegeiecaeantieeene eee Vol. 15, No.6 Carbery: A School That Makes Memories BertHA SHANNON Moore Washington, D. C. HE BEST schools are no longer cut-and-dried routine. They are workshops where teachers and places of pupils labor together not only to develop the mind of the child but to build char- acter aid citizenship. The Carbery School, Washington, D. C., is one of those that will be re- membered by its children. It has seen great changes in the last five years under the guidance of its principal, who has been the inspiration back of the construc- tive work that is being done. The changes in Carbery are _ note- worthy, because they have been solved under difficulties. It is easy enough to get good results in a large building, per- fectly equipped, with ample facilities for experimenting with new methods. But Carbery is old and dingy, crowding some three hundred fifty children into eight rooms, with a corps of eleven teachers. The interest lies in the fact that with apparently little to build upon, every avenue for growth and increased activity has_ been developed, bringing out unthought-of possibilities in both pupils and teachers. A big feature in the life of Carbery is the Parent Teacher Association, which has cooperated with the principal in every way possible, always with the wel- fare of the children at heart. recognized and Unfortunately, the school system of Washington has grown so fast that it is hard to get enough new buildings to THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 189 lights. Next came a stereopticon. Other gifts were a victrola, a mimeograph, a player-piano for marching, and a vacuum eraser cleaner. The association has grown in numbers and in activities until it is now a factor in the life of the community and has not only reacted for the good of the school but has broadened the outlook of many a mother whose interests were tormerly confined to the four walls of her home. keep pace with the need, much less to modernize the old buildings. Here the parent teacher associations have come to the rescue, and the Carbery association is one of the most active. A list of its achievements is notable. It began with playground equipment. The _ biggest task was the installation of electric The monthly meetings are businesslike, full of interest, and a model for similar associations. ‘There is a friendly rivalry to see which grade is represented by the largest number of parents, and at night meetings the fathers show as much in- terest as the mothers. All these things are being done for the the children, but what of them? What Do they sit back and have everything handed to them, or have they an active part in this changing from old ways to new? is their response ? Let us see. They have given the stereopticon an enthusiastic welcome and have responded in a way that inspires the teachers to find fresh uses for it. It has opened a new field in teaching that will do much to make school interesting and to build memories. In history, geography, nature study, literature, and many other sub- jects, these children are having the bene- fit of a wealth of material formerly in- accessible. ‘he older children are learn- ing to discuss the pictures and conduct the classes, sometimes entertaining other classes, thereby gaining poise and ability to talk in public, which will be a valua- ble asset in later life. They have organized baseball and soc- ; Ff i ' 190 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION cer teams for both boys and girls, and they win a good many games, making up in fighting spirit what they sometimes lack in size. Every grade has a clean-up committee with certain days to see that the yard is in good order. A school bank has encouraged the establishment of many a small account, and thrift is al- ways emphasized at assemblies. At the end of every report period, or six times during the year, the whole school is gathered for assembly and takes stock of the achievements of the last six weeks. Every child who has excelled in something hears his name read out and steps into the lime-light for a few sec- onds. Those who are perfect in attend- ance, perfect in spelling, those who have the largest bank accounts, the grade with the greatest number of savers, the grade whose lines have received the flag the most times for perfect order, those bring- ing glory to the school through athletic or outside scholastic achievements, all are applauded here, and others are filled with a desire to do better next time. The latest venture of the school is a monthly paper. Begun with some trepi- dation, it has justified its existence and has ended the year with money in the bank. Although it has an advisory com- mittee of teachers, the actual work, ex- cept the printing, is done by the children. Each grade has a representative on the staff, and every event of interest to the school is written and submitted. Poetry and short stories, sporting and society notes are all included. The paper is a tremendous stimulus to good composi- tion work, and standards of acceptance, set by the youthful editors themselves, are of the highest order. A more suc- cessful project for enlisting the coopera- HIS excuse blank shows how a Wil- mington (Del.) school is solving its problem of tardiness. In the Wilmington High School, consisting of 2500 pupils, the head of the mathematics department, Harod William Musser, is not only ad- visor to boys but is in charge of tardiness and truancy. The monthly average num- ber of cases of tardiness three years ago was 255. Last year it was 191. Mr. Musser believes that if you desire punc- tuality and efficiency from youth, demand it and you will get it. tion of the whole school would be hard to find. The children are not only learning from books, but are having their horizons broadened by outside contacts. Some classes make several trips with the teach- ers to the museum. Last year a new experiment was tried. Every spring Washington is filled with high-school pupils from all over the country, who count a trip to the national capital a part of their education. Some of the Carbery mothers awoke to the fact that many of the children living in the shadow of the Capitol had seen but few of the places of interest. So a see-your-own-city move- ment was begun, and during the Easter vacation about twelve parties went on trips around the city, each under the guidance of a mother who volunteered her services. It must be admitted that the first trip was not wholly a success, owing to the fact that everybody’s little brother and sister came along and that some parties tried to see everything within a radius of several miles, leaving the anxious mothers gasping for breath in the effort to keep up with their strenuous charges. But organization came to the rescue, and last year each mother took out a small group of selected children. They cov- ered one building in the morning, ate their lunch, and visited another in the afternoon. These trips resulted in some interesting oral and written composition work, aside from opening their eyes to the beauty and educational features of their own city. All this sounds as if Carbery children did nothing but have a good time. But the regular curriculum is not neglected. It is supplemented and enlivened by EXCUSE BLANK Name CLASSIFICATION A/ No. Sem. in H. S. Dismissed: Reinstated: Tardiness: _# age /O REMARKS Detained-——______ , -4 period , ou to: 2-4 period Meta " CUS pe aod Fl“ SED To be excused at; ZERO FOR: REPORT AT: June, 1926 ——— ls these extra activities. They are corre- lated whenever possible and give a new zest both to teaching and to learning, Memory must be linked with interest to retain knowledge, and in this day with our complex modern life a school falls short unless it makes use of every avenue for awakening and stimulating the inter- est of every child. That is how Car- bery School in making happy memories is also building for the future of her citizens. —_——_—___... HE SPIRIT of inquiry, of open- minded alertness to the problems which arise in teaching, will make the teacher free. It will lead him to seek problems and do something, even though it may be but a little, in their solution. Moreover, it will make him expert as a teacher and will make his calling more attractive. Indeed when looked at from this point of view, the teacher’s occupa- tion becomes fascinating. He has children to study—not stones, bugs, fossils, or old manuscripts, but the most interesting of all possible materials—human_ beings. Moreover, he has at hand human beings at their most engaging period—childhood and youth. And his children never grow old! In constant procession they present to him, always at the level of childhood, their innumerable interesting aspects. Yet each is different from the other— different in strength, talent, and char- acter; different in origin, growth, and need. If teaching these children is to include studying them, the job of teach- ing takes on new meaning. Its scope is broadened. Its meaning is enriched. No other calling may then be compared with it. It is the great adventure.—B. R. Buckingham. Room No. 3¢- woeonrav fF ’ HR ~~ — n - © 5-$% period 6-4 period -I) period ~~ — vw > &! Form 266 15m8-25 Written excuses properly dated are to be brought from parents for absence. American Education E all know the difficulties that came to America with unre- stricted immigration. We re- member how this great tide flowed to our shores, ignorant of our language, our customs and ideals, our traditions, our habits, and our laws. All too often these people clustered in our great cities, forming foreign centers like the Jewish city in New York and the German city in Chicago. With the ties to the old land broken and the bonds to the new unformed, there arose the problem of how to control the immigrant. Extra police patrolled the streets; special care was taken; and in times of serious trou- ble soldiers were called out. Our first attempt was to solve the problem by use of force. But another agency was at hand. There was the American public school. Here the children learned the lesson of America and took it home. Libraries were opened. Lectures were given to adults. All sorts of educational meas- ures were taken. With the increase of education, the need for force decreased. Force and education are alike means of controlling people. They are both neces- sary; and as one decreases, the need for the other becomes greater. Now we also have in America a dif- ferent sort of immigration. Into our country each year pour millions of immi- grants who know nothing of America. Neither do they know English nor any other language. They are quite unfa- miliar with our laws and institutions. They cannot support themselves. Food and raiment are beyond their powers to provide. We cannot deport them. We cannot pass laws against their admission. Yet in a few years, despite these disqual- -ifications, they must control our govern- ment and run our country. We refer to the babies born in America. Just as the immigrant requires con- trol, so do these require it. Just as the immigation authorities found that they could use force with education, or educa- tion with force, so are these means again available. The problem is to take the baby and change him into a good mem- ber of society. This we call education, and it is to help people to see this process * Thorndike, Education, p. 4. *Dr. Cubberley is dean of the school of education of Leland Stanford University. WILLIAM F. Russet in its true light and in its American set- ting that this article is written. Now, what would the world be like if we had no education at all? | eae: F. RusseLi, professor of educa- tion and associate director of the Inter- national Institute of Teachers College, Co- lumbia University. Dr. Russell is the author of many books on education. If all human beings save new born in- fants vanished to another planet, and if by a miracle the babies were kept alive for a score of years, preserving whatever knowl- edge and skill came from natural inner growth, and lacking only the influence of the educational activities of other men, they would, at the age of twenty-one, be a horde of animals. They would get a precarious living from fruits, berries, and small ani- mals, would easily become the victims of malaria, yellow fever, smallpox, and plague, and would know little more of language, mechanic arts, or provisions for the future than monkeys. They would be distinguish- able from other mammalian species chiefly by a much greater variety of bodily move- ments, especially of the hands, mouthparts, ‘and face, a much quicker rate of learning, and a very much keener satisfaction in mental life for its own sake. They would consequently enjoy the remnants of civiliza- tion, using the books, tools, engines and the like as toys, somewhat more _ intelligently than would apes, but they would not read the books, repair the tools or make the en- gines more than spectacles for amusement, wonder and fear.” If this is what the world would be like if there were no education, it is clear [191] that the process must be important and significant. It is dificult to view it all round, because it is so near to us. The first book suggested has the advantage of giving a complete picture from the mod- ern point of view. It is short. It is simple. It is clear in style. Education: A First Book, by Edward L. Thorndike—To Professor Thorn- dike, education is change. There is the child who is to be changed and there is the adult who has been changed. The way you change the one into the other is education. As you read the book, note the questions on page 8 and see if you can enswer them. These questions, ex- pressed a little differently, are as follows: 1. Just what changes should schools and other educational agencies, such as news- papers and churches, make in children? 2. How do children’s minds work? What are the laws of human mental behavior? 3. What forces have we at command to produce or prevent changes? 4. Knowing these three things, how can we bring them together? 5. How do these check up with education as we know it? If you know what is in this book, you should have a good idea of the process of education in general. It would apply quite as well to China or Africa as to the United States. But we need to turn our attention to our own country. We take peculiar pride in our schools. We have a nation-wide system. We have a ladder reaching from the kindergarten to the university. The American public school is dear to the hearts of our people. Public Education in the United States, by Ellwood P. Cubberley—Dean Cub- berley * presents in detailed fashion the American school as we see it today. He traces its development from earliest co- lonial days down to the present, and step by step he shows how these great changes were accomplished. As you read this book, note the similarity of the problems of the present to those of the past and try to appreciate the struggles that were required to give us the opportunities that we now possess. The following ques- tions may help you in your study: 1. Why were there different attitudes toward education in the early days in vari- ous colonies? 2. Why was there no mention of education in the Constitution of the United States? 3. Why were public schools demanded? How were they secured? LN eA AY NS a RE OE A BAST NES TREE ST OO ANE NRT) DEN PN SAAR LR TINT OD EY ee oe one j a r met n \ aa . = - oe . . \ " " boon __—e _ . . > = ‘ NPT SGC ED LTRS CASI. ES TT ET aE RTM Rn AES INT NOPE POPSET GOLEM EEA LEN OS RTOS SE TEE SW RR, LA A PRA Kia ALS, TE Ra EMEP MO PE HM NO ee pe oe 192 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 4. Why has there been gradual develop- ment of control by larger governmental units ? 5. What were the chief sources of new ideas in American education? 6. What does Cubberley consider the prin- cipal educational achievements of the last fifty years? 7. In what directions is American educa- tion now developing? 8. What are the chief characteristics of American education? 'f the reader has given careful study to these two books, he will by now have a clear idea as to the modern notion of education and he will know the present status of American education in the light of its history. He will note in Dean Cubberley’s book that since the early days there has been a profound change in the character of American life and that this change has necessitated a correspond- ing modification in the school. Cubber- ley says: ‘““The foremost interpreter ‘in educational terms of the great social changes and the one who has done more to state . . . an educational philosophy suited to our changed national life is Professor John Dewey.” It is to Professor John Dewey and to his distinguished pupil, Professor William Heard Kilpatrick, that we owe much of this change in the spirit of American education. In the early days schools were formal. Pupils recited their lessons. Hemmed in by the four walls of the classroom, they were kept away from life. The pupil was to be prepared for life, not to live. He was to be the object moved, never the mover. He was to be acted upon, rather than to act. The formal stilted methods of the old day were a perpetua- tion in our country of those designed to make the pupil the obedient, subservient peasant of an old world régime. They were not suited to American life. The School and Society, by John Dewey—The two books which follow are recommended as the most significant works depicting the need and the reasons for this change. They have had pro- found influence on teachers, not only in the United States but all over the world. Professor Dewey’s book, which is easy to read because it is made up of a series of distinct lectures, shows the increased task of the modern school, tells how the school must compensate for the ills of *Consult files of the publications of the National Society for the Study of Education, the yearbooks of the Department of Superin- tendence and the research bulletins of the National Education Association, and the numbers of the Journal of Educational Re- search. society, and explains in detail how the pupil not only must prepare for life, but that the best way to accomplish it is to live richly himself. The following ques- LENN FRANK in one of his syndicated editorials recently gave the conclusions reached by two young Englishmen after an economic tour of America. They were search- ing for the secret of high wages and President Frank tells the story under the head, “Reading America’s Palm.” These conclusions of two keen observ- ers suggest points of view for Ameri- can teachers as much by what they omit as by what they include. Briefly they are: 1. Americans promote men in business on the basis of merit. 2. Americans follow the policy of small profits and large sales. 3. Americans reduce the capital need- ed for a given output by simpli- fying and standardizing. . Americans are apt at creating time- saving machinery. . Americans are not afraid to pay high wages. . Americans are not afraid to ex- change ideas. . Americans wage a continuous war on waste; they realize that time and energy and space are not things to be squandered. . Americans increase the efficiency of labor by paying attention to the conditions of labor. . Americans give equipment and en- couragement to research. tions may help direct your attention to the heart of the book: 1. What changes in social life does Dewey think throw added tasks upon the school? 2. How is the school to make up for these weaknesses in social life? 3. What does Dewey mean when he ad- vocates that children “work” rather than “listen” ? Why didn’t the old school allow for work? Is this just a fad or frill? 4. What does Dewey mean by nature and society living in the schoolroom? 5. Why does Dewey think that the old system wasted human life? How does he propose to save it? 6. How does the new psychology back up his point of view? Foundations of Method, by William Heard Kilpatrick — Professor Kilpat- rick’s book reads like a stenographic re- port of one of his courses. In conversa- tional style, by question and answer, he raises one by one the important questions which deal with how a child shall be taught and by what principles his life in school shall be governed. He takes a broad view of method, and the latter chapters deal with problems that con- June, 1926 _— cern not only teachers but parents. As you read the book, consider your answers to the following questions: 1. What does Kilpatrick mean by the wider problem of method? 2. Kilpatrick refers to the old-time method of teaching as first telling the pupil what to study, then finding out whether he has learned it or not, and then in case of failure, providing a penalty. Why does he consider this inadequate? 3. How does Kilpatrick think that open- and critical-minded citizens can be devel- oped? 4. How does Kilpatrick advise teachers so that they may bring about that condition where children wish what they do rather than do what they wish? 5. Should a teacher compel a child to work? 6. What does Kilpatrick mean by purpose- ful activity? 7. What are the responsibilities of the teacher and parent for moral education? There is another aspect of American education that merits the attention of the reader, the results of the application of the scientific method to the study of edu- cation. all phases of the educational process were determined by guess work, by tradition, or by prejudice. This is still too much the case. But in recent years, with the development of educational experimenta- tion, statistical methods, and _ refined ways of selecting, comparing, and inter- preting data, the art of education finds itself in the way of becoming a science. Thus today we know vastly more about certain aspects of education than was ever known before. Psychological stud- ies have given us mental tests and knowl- edge of individual differences. From this have come all sorts of plans for the grading and promotion of pupils, indi- vidual instruction, and teaching adjusted to the needs of special groups. Elabo- rate examination of the usages of adult life has given us much more knowledge of the arithmetic that is needed, of the, spelling that is needed, of other subjects of the curriculum. Intensive investiga- tion of methods of learning has given us new insight into teaching problems. We now know that the race is to the swift, that practice does not always make per- fect, and that there are some royal roads to learning. The knowledge of school administration, of school finance, of per- sonnel management of teachers, and the like, is advancing by leaps and bounds. It is difficult to give this point of view in a single book. Most of the material is buried in scientific journals and pro- fessional textbooks.’ There was a time when almost. Vol. 15, No.6 THE JOURNAL OF THE NATIONAL EDUCATION AssocIATION 193 The Classroom Teacher at Work in American Schools, by George Drayton Strayer and N. L. Engelhardt—This book gives no aspect of the science of education in complete form. It is de- signed as a manual for teachers and tries to apply to their problems the best of scientific information to date. As you read it, remember that the authors were trying to help teachers better to perform their tasks. We use it here for quite a different purpose. You are advised to read it, so that you may see something of the applications of the new science of education. Notice how the first seven chapters form a summary of the other books that you have read in this course. The following questions may assist you: 1. What is the problem of the laggard in school, the child who has been left back? What can the teacher do to solve it? 2. What are standardized their value and use. 3. How can a parent make use of stand- ardized tests? 4. What should the parent or _ school patron know of latest developments in prob- lems of class organization, school hygiene, records and reports, the school plant, and the interrelation of school and community ? tests? Show It is a habit of older people to look with admiration on the conditions of the days of their youth. They say that young people are not so moral as they once were; that year by year politics be- comes worse ; that even the weather isn't what it used to be. Schools are not omitted from this attack. Many people think that education of the old days was much superior to that of today. One curious attestation of this fact occurred in a political campaign in the Middle West. A candidate for governor of one of our great states based part of his cam- paign on the promise that, if elected, he and his party would undertake to make the schools as good as they once had been in the days of the “little red school- house”’ of his boyhood. Then and Now in Education, by Otis W. Caldwell and Stuart A. Courtis— The truth is that the schools of the United States were never so good as now. In the first 160 pages of the book recommended you will find a careful comparison of the work done in schools four score years ago and that which is done at the present time. The authors made a careful study of a survey that was made in Boston in 1845, took parts *Suzzallo, Our faith in education, pp. 106-8. The author is president of the Uni- versity of Washington. of the same material, prepared it for present-day use, and tried it on modern schools. As you will see, a comparison of the results shows that the eighth- grade pupils of the present time are su- perior to those of 1845 in those features of education which deal with ability to think and solve problems. ‘They are not so good as those of 1845 in memory HIS ARTICLE on American Education is one of a series of reading courses, “Reading with a Pur- pose,” published by the American Li- brary Association. Those already on sale are: BioLocy—Vernon Kellogg ENGLIisH LiteRaTuRE—W. N. C. Carlton Ten PivotaL Ficures or History—Ambrose W. Vernon Some GREAT AMERICAN Books—Dallas Lore Sharp FRONTIERS OF KNOWLEDGE—Jesse Lee Bennett Ears to Hear: A Guipe For Music Lovers —Daniel Gregory Mason SocIOLOGY AND SociaL PrRoBLeMs Odum CONFLICTS IN AMERICAN Pus.ic OPINion- William Allen White and Walter E. Myer PsYCHOLOGY AND Its Use—Everett Dean Martin PHiLosopHy—Alexander Meiklejohn Our CHILpREN—M. V. O'Shea RELIGION IN Everypay Lire—Wilfred T. Grenfell Tue Lire or Curist—Rufus M. Jones AMERICAN EpucaTION—William F. Russell Howard W. Other courses in preparation are: Economics—Leon C. Marshall THe PuysicaL Sciences—E. E. Slosson MENTAL HycirNe—Frankwood E. Williams APPRECIATION OF SCULPTURE—Lorado Taft CoNTEMPORARY EUROPEAN History—Herbert Adams Gibbons THE Poetry oF Our Own Times—Marguerite Wilkinson Recent Unitep States History—Frederic L. Paxson APPRECIATION OF Bailey APPRECIATION OF Mumford PaIntTING—Henry Turner ARCHITECTURE — Lewis The book also reveals what the authors themselves think good education to be and you can see their predictions for the future. As you read the book, note these problems: work. 1. What were the schools of Boston like in 1845? 2. How efficient were the schools in the good old days when “children really learned something” ? 3. How did they make the old tests suit- able for modern use? 4. What were the results? 5. In what directions do the authors think education is likely to improve in the future? If you have followed this course up to this point you should now have a fairly good idea of what education is, its place in American life, how the two great American developments—a more liberal method of teaching and school discipline and a more scientific study of educational problems—have operated in practice; and you have just seen how our schools of today compare with those of former years. Our Faith in Education, by Henry Suzzallo—For a final summary and bird's-eye view, take up President Suz- zallo’s little monograph. It is brief. It is quite plain. In ninety-five small pages it gives the place of education in Amer- ica; it outlines our problems, and it tells us what we must do. Read it at a single sitting. Note how it summarizes all that we have read. Schools are the chief instruments that we use consciously to transfer personal freedom into liberty and to save it from corrupting license. They are the chief supports of a democratic system of life organized to give liberty and happiness a wider spread. They are the developers of initiative and apprecia- tion, the makers of modesty and confidence in men. Their services are sanctified by a hundred historic civil guarantees and a thousand urges to a better life. We believe in them, because we aspire to that kind of civilization which cannot exist without their supporting strength. All that is wrong behind us and weak around us, discouraging our enthusiasms for the good we see ahead of us, can be mended because we know that men and women can be improved under a correct social system and through the education which prepares human nature for it. In the task of improv- ing men, all men and institutions must help. But the strategic place for human rational- ization is in the schools. Here the teachers are the deliberate improvers of a plastic youth working through fact and thought to a plan. It is a large and inspiring task. They must believe in their work. And by the same arguments they should share their faith in education with those who need it most of all—the citizens of our American republic.’ AN IS NOT put into the world as a finished product of a prede- termined limitation of capacity and de- velopment. He is not branded or stamped like a jug with its limit, as “‘one- gallon” or “‘five-gallon.” There are no men thus predetermined as “one-talent”’ men, or “two-talent,” or “five-talent.” If man wished to thus limit himself it is he who does it, not Nature. We know the potentialities of no child that was ever born. We arrogate much to our own ignorance when we thus seek to fix individual limits. The biographies of the world’s great ones have told this story thousands of times. Nature has been speaking to man the same message in countless instances through the ages, but he has not heard, or, if he has heard, he has not comprehended.—From The American Educational Digest. RE Bs STS 8 NEE IE TR Ah SL LIS AR a a a i OS A OR IOS CA 4 cals» I a = a - A cud, - “ — s = . — ae - > SARE Lt AN GE EPR ere eee . n — S alaaeall DOLORES EAS EO, OREN eG ria a OS SA RE te Sr 2s ee KS ROL eee eee oo Visit the Dame School HE EXPOSITION that is to show Philadelphia to the world as a leader in the manufacture of locomotives, hats, tools, hosiery, hard- ware, and glazed kid demonstrates as well its leading place in the making of our nation. The nation was born here. Here the Declaration of Independence was written and the Constitution drafted. Here the first postmaster gen- eral was appointed and the first bank was established. The first commodore began the building of our navy here, and here the first U. S. Mint and Treasury were established. No other city has such priceless memories, nor such histor- ical shrines to be cherished, not merely for boasting, but as a challenge for im- proved citizenship to become worthy custodians of such a glorious past. With this wealth of material prosperity, this wealth of historic prestige, this spiritual wealth, a just civic pride calls to all citizens to help visualize the true Phila- delphia as a city, not only wealthy and proud, but a city where hospitality and graciousness bespeak the interpretation of the city’s name to every visitor. This vear, we Philadelphians will have an op- portunity to work shoulder to shoulder to demonstrate to visitors that ancestry and correct living produce wonderful re- sults in cities no less than in individuals. Our historic presentation of Philadel- phia at the Sesqui will be graphically seen in High Street, the replica of old Market Street, Philadelphia, where may be seen on either side the houses in which Revolutionary history was made— the Washington House where the first great American lived as our President for seven years, the Morris House, the home of the great Revolutionary Superintend- ent of Finance, the Declaration House, in which was written the Declaration of Independence, the Girard House, the Hoxiley House, the First Christ Church. One side of this street is seen in the view at the bottom of the page. Reading from JesstE GRAY Philadelphia Normal School, Philadel phia the left, Town Hall, Meeting-house, Dame School, and Franklin Printing Shop. Quite right that the teachers of Phila- delphia, under the leadership of its larg- est and most influential organization of teachers, The Philadelphia Teachers As- sociation, with a membership of 7200, should be asked by the Sesqui authorities to sponsor the success of this place of hospitality known as the Dame School. Quite right that here teachers should ex- tend the right hand of fellowship to visit- ing teachers from all parts of the state, the nation, the world; quite right that they should cooperate to draw hostesses here each day from the city, state, and nation. The interior of this house will be one large room with a small portion railed off in which will be staged a Dame School to show how we began our com- mon schools and how far modern meth- ods and education have taken us in one hundred fifty years. Adjoining will be a large reception room, comfortably fur- $ * ~as” io z) \ fies ; i tt as? oi Seki tc te a © Tew B nished by the Philadelphia Teachers Association, as a resting-place for teach- ers to gather and register from all parts of the world. Copies of the New Eng- land Primer will be distributed through the courtesy of Ginn and Company; maps of old Philadelphia copied from an original made when Philadelphia was laid out by Penn, will also be distributed. This will add a contrast to emphasize our phenomenal growth to the largest city, in extent, in the world, and the seventh largest in point of population. The Philadelphia Teachers Association plans to have associate hostesses each day, not only from their own Association, but from each county of the state and each state of the United States. Host- esses will be registered, and the day they help designated by the name of the county, as well as the name of the state they represent. Thus, July 1 might be (together with our own _ teachers) Chester County Day and New York Day; August 3, Erie County and Cali- fornia Day. Historic societies and par- ent-teacher associations will be asked to help furnish assistant hostesses. The Philadelphia Teachers Association plans thus to emphasize the growth of a pro- fessional interest and influence which em- braces, not only the teachers, but the community, the state, and the nation to emphasize that we organize our teacher associations to make the wider contact and get the broader vision for greater influence and helpfulness, to cooperate that the product of the schools may more quickly and efficiently get to work in the life and progress of the city and state. This is the reason the Philadelphia Teachers Association plans to make the hospitality of the Brick House their share in the success of the Sesqui, this is how it plans to say to all who visit with us that the city, the state, the nation are united in a spirit of glad service and gracious comradeship. Be sure to visit the Brick House Dame School. at wah 1) weiee. A Cares S| Peis j ——— << a * -e FO —+ ws re Announcing the Summer Convention Philadelphia — Sunday, June 27-Friday, July 2, 1926 HE CHALLENGE of Child- T ieee to the Teachers of America has been announced by President Mary McSkimmon, of the National Education Association, as the central theme of the Association’s Sixty-fourth Annual Convention, which will be held in Philadelphia, June 27-July 2, just as the Sesquicentennial Exposition is getting well under way. ‘The week of meetings will begin with a vesper service on Sun- day afternoon, June 27, in Independence Square. The Representative Assembly will convene in its four regular sessions on the forenoons of Tuesday, Wednes- day, Thursday, and Friday, June 29- July 2. Attendance at these conventions has become so large that more than one meeting-hall is necessary to accommodate the crowds. Accordingly, two simulta- neous general sessions with notable pro- grams have been arranged for persons not participating in the Representative Assembly. ‘These will be held each fore- noon, beginning Monday and ending Thursday. ‘The afternoons of Monday, Tuesday, Wednesday, and ‘Thursday will be given over to meetings of depart- ments, allied associations, and other fea- tures. General will be held each evening from Sunday, June 27 to Thursday, July 1, in the Sesquicenten- nial Exposition Auditorium. It is ex- pected that these evening sessions will be broadcast—a fact which members will do well to call to the attention of interested friends. A year of hard work by President Mc- Skimmon and her colleagues, combined with the attractiveness of a convention in Philadelphia in connection with a great patriotic exposition, has drawn into the programs this year an unusual vari- ety of significant talent. As tentatively arranged, the programs follow. Sunday, June 27. A vesper service will be held in the afternoon in Inde- pendence Square, with an address by a noted speaker. At the Sunday evening meeting the teachers of America will be welcomed to the city of Philadelphia and to the state of Pennsylvania. There will be addresses by Mayor W. Freeland Kendrick. State Superintendent Francis B. Haas, City Superintendent Edwin C. Broome, and Joseph R. Wilson, director of education and social economy for the Sesquicenten- sessions nial. Superintendent William M. David- son, of the Pittsburgh schools, will close with an address on ‘““What Pennsylvania Mc" McSkKIMMON, president of the Na- tional Education Association, 1925-26, and principal of the Pierce School, Brook- line, Massachusetts. Has Done to Enrich the Life of the Child.” Monday, June 28. The day’s pro- gram includes two general sessions in downtown theaters during the forenoon, a score or more of meetings of depart- ments and allied organizations in the afternoon, and a general session in Ex- position Auditorium in the evening. The program of general session A, meeting in the forenoon, includes: Meeting the Needs of Special Classes of Boys, C. E. Cleveland, principal of Benson Polytech- nic High School, Portland, Oregon ; The Law’s Protection of Childhood, Grace Abbott, chief of Children’s Bureau, U.S. Department of Labor, Washington, D. C.; Last Summer’s Round-Up of Five to Six-year-old Children, Mrs. A. H. Reeve, president of the National Congress of Parents and Teachers, Am- bler, Pa. The program will conclude with the showing of the Yale motion picture on American Independence. The program of general session B in- cludes: Leadership for Tomorrow, Cam- 1195] eron Beck, personnel director of the New York Stock Exchange, New York City; Radio and the Child, A. Atwater Kent, president of the Atwater Kent Manv- facturing Co., Philadelphia; Motion Pictures and the School Children, Hon. William David Upshaw, Member of Congress from Georgia; Newspapers and the Children, by Julia M. Traver, school editor of the Rochester Democrat and Chronicle, Rochester, N. Y. This program will also feature the Yale film on American Independence. The program of the Monday evening general session includes the official ad- dress of President Mary McSkimmon and addresses by Superintendent Wil- liam McAndrew, of the Chicago schools, on The Declaration and the School, and by John H. Finley, editorial department of The New York Times, on Education and the World’s Children. This session will be followed by a general reception. Tuesday, June 29. The day’s pro- gram includes the first business session of the Representative Assembly and two general sessions in the forenoon, depart- mental meetings in the afternoon, and a general session in the Exposition Audi- torium in the evening. At the Repre- sentative Assembly there will be reports of the Committees on Credentials, Rules, Elections, Child Labor, Health Educa- tion, and International Relationships. Following these there will be nomina- tions for president, vice-president, and treasurer, and a roll call of states for the nominations of state directors. General session A will feature rural education, including The Child and the Rural School, Florence M. Hale, state agent for rural education, Augusta, Maine ; Transforming the Rural School, Marie Turner Harvey, State Teachers College, Kirksville, Mo.; and Children as Promoters of Community Programs, Willis A. Sutton, superintendent of schools, Atlanta, Ga. General session B, meeting at the same time, will include Bringing Big Outlooks of Science into the School, David Diest, science editor of the Cleveland Press, Cleveland, Ohio; Preventing Delin- quency Among Children, William Healy, director of the Judge Baker Foundation, Boston, Mass.; and New Roads to Childhood, by Annie Carroll Moore, supervisor of work with chil- ne “ . y Bia oy / te Ae ES ES at CY Re PG OE 0 0 EO eT zy Nk CRS he Ohba a 6 ee ee ed =~ é — , oun SERRE S DETR E Tet OETA OR eto | | | i | . t | { | | 196 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION dren, Public Library, New York City. On Tuesday evening, members will have the rare privilege of hearing the Philadelphia Orchestra in a symphony concert. Wednesday, June 30. The day’s program includes the second business session of the Representative Assembly and two general sessions in the forenoon and a general session in the evening. At the Representative Assembly there will be reports of the Committees on Teach- ing of Democracy; Classroom Teachers Problems; Visual Education; American Education Week; Rural Teachers Prob- lems; the Problem of Tenure; and the Legislative Commission. The program of general session A in- cludes an illustrated study of preschool age, by Bird T. Baldwin, director of lowa Child Welfare Research Station, State University of lowa; Industry’s In- terest in the Education of the Child, R. L. Cooley, director of vocational education, public schools, Milwaukee; and The Child and the Mill, by Kath- arine Dozier, Gainesville, Ga. The program of general session B, meeting simultaneously, includes: Teach- ing Service Through the Junior Red Cross, Arthur W. Dunn, director of the American Junior Red Cross, Washing- ton, D. C.; Utilizing Children’s Special Gifts, Flora Drake, assistant superin- tendent of schools, Indianapolis, Ind.; Legislation in the Interests of Child- hood, Francis G. Blair, state superin- tendent of public instruction of Illinois; The Child’s Greatest Need—the Pro- fessional Teacher, Uel W. Lamkin, president, Northwest Missouri State Teachers College, Maryville, Mo. The program of the Wednesday eve- ning general session includes: The Chil- dren of Today, by Angelo Patri, prin- cipal of Public School No. 45, New York City; Getting the Standpoint of the Child, Brooks Fletcher, member of Congress from Ohio; The Final Test of the American School’s Success, Ran- dali J. Condon, superintendent of schools, Cincinnati, Ohio. Thursday, July 1. The day’s pro- gram includes the third business session of the Representative Assembly and two general sessions in the forenoon, meet- ings of departments and allied organiza- tions in the afternoon, and a general ses- sion in the evening. At the Representa- tive Assembly there will be reports of the Committees on Standards, Require- ments, and Credits for Teachers in Serv- ice; Educational Nomenclature; Ethics of the Profession; Editorial Council; American School Program; Retirement Allowances; Community Relations; School Museum Relations; and Homes for Retired Teachers. The program of general session A in- cludes: The Classroom ‘Teacher as a CONVENTION PROGRAMS Sunday, June 27 4.00 p.m. Vesper service in Independ- ence Square. . General session in Exposi- tion Auditorium. Monday, June 28 General sessions. Meetings of departments and allied organizations. General session in Exposi- tion Auditorium. Tuesday, June 29 First business session of the Representative Assembly. General sessions for persons not participating in Rep- resentative Assembly. . Meetings of departments and allied organizations. . General session in Exposi- tion Auditorium. Wednesday, June 30 .M. Second business session of the Representative As- sembly. General sessions for persons not participating in Rep- resentative Assembly. . General session in Exposi- tion Auditorium. Thursday, July 1 . Third business session of the Representative Assembly. General sessions for persons not participating in Rep- resentative Assembly. . Meetings of departments and allied organizations. . General session in Exposi- tion Auditorium. Friday, July 2 . Fourth and final business session of the Represent- ative Assembly. 7.30 P. 8.30 A. M. 2.00 P.M. 7.30 P.M. 8.30 A. M. Discoverer of the Special Needs of Childhood, Julia E. Sullivan, president of the Department of Classroom Teach- ers, Boston, Mass.; and addresses by James F. Hosic, Teachers College, Co- lumbia University; The Schools of To- morrow, J. J. Tigert, U. S. Commis- sioner of Education. The program of general session B, meeting at the same time, includes: The Education of the Volunteer in Girl Scout Organization, Sarah Louise Ar- nold, president of the Girl Scouts of America; The Superintendent as a Pro- June, 1926 ce LIL LL ALD LLL LLL LLL tector of the Rights of Childhood, Veldg C. Bamesberger, director of instruction and curriculum, Oklahoma City; and an address by Edwin D. Starbuck, pro. fessor of philosophy, State University of lowa. The program of the Thursday evening general session includes: Ideals of Amer- ican Citizenship of Tomorrow, Rabbj Stephen S. Wise, New York City; De. veloping Objectives of Education, Pay. son Smith, state commissioner of educa- tion, Boston, Mass.; The Child’s Birth. right in Art, Henry Turner Bailey, director of the Cleveland School of Art, Cleveland, Ohio. Friday, July 2. The day’s program includes the fourth and final business session of the Representative Assembly. There will be reports of the Commit. tees on Co-inclusive Membership; Reyj- sion of Departments; Research Adyvis- ory; Necrology; and Committees. Sec. retary J. W. Crabtree, Treasurer Henry Lester Smith, and Chairman Walter R. Siders, of the Board of Trustees, will also give their reports. The session will be concluded by the reports of the Execu- tive Committee and Board of Trustees and the Committee on Resolutions, Election of officers will be announced. ONVENTIONS — America _has come to be a land of many meet- ings. The national groups that gather each year run literally into the tens of thousands. Is all this activity worth- while? We believe it is. It is the price of learning to work together. It is a means of finding the common denomi- nator of widely varying human needs and ambitions. It is a part of the demo- cratic movement to guarantee to all the best there is so far as they are able to appreciate that best. This subject came up once on a train following a conven- tion. Said a veteran in the profession, “Years ago, | went to my first national meeting. There I found a friend. That friendship changed the course of my whole life. It has been worth all the dues and all the carfare I have paid through the years for teachers’ associa- tions.” Said a woman across the isle, “TI found myself at my first national con- vention. Until then teaching for me had been a necessary bread-and-butter busi- ness. As I listened to inspiring speeches, I became aware that I was a servant in the greatest civic enterprise the world has seen. Eagerness, enthusiasm, and faith in childhood came into my teaching then and have made life bright ever since.” — oo srr ££. — © 20m oa om 6S - Tentative Programs of Departments and Allied Organizations ATIONAL COUNCIL OF EDUCA- N TION will hold three sessions, June 26, June 28, and June 29. At the Saturday evening session, Mrs. Dorothy Can- field Fisher will speak on Adult Education as the Next Battle in Our Democracy’s Fight for Existence. Monday’s program will include reports of committees on vocational education and teacher participation in ad- ministration. On Tuesday’s program there will be addresses by William C. Bagley, Teachers College, Columbia University, and George S. Counts, Department of Education, Yale University. Francis G. Blair, state superintendent of public instruction for IIli- nois, will speak on What Can Education Do to Integrate the Problems of Life? Department of Adult Education will meet Monday, Tuesday, Wednesday, and Thurs- day afternoons. The theme of the Monday session is Education for Citizenship for Young and Old. The program includes: The Work of the U. S. Bureau of Education in Adult Education, L. R. Alderman, special- ist in adult education, U. S. Bureau of Edu- cation, Washington, D. C.; The Native Illiterate: the Progress and the Peculiar Problems in his Instruction, Miss Willie Lawson, deputy state superintendent of pub- lic instruction, Little Rock, Ark.; The Use of Tests and Measures in Adult Immigrant Education, Edward L. Thorndike, Teachers College, Columbia University; The Adult Educational Interests and Activities of Our Foreign Language Organizations, Read Lewis, director, Foreign Language Informa- tion Service, New York City. Tuesday's program follows: What a State Commission on Illiteracy Can do in Unor- ganized States, Victoria Lyles, state depart- ment of public instruction, Oklahoma City, Okla.; Training Teachers in Service, and HESTNUT STREET with Independence Hall at the left Congrem Hall near by. In the dutnnge the Enrolment Problems, Miss Wil Lou Gray, 514 West 122d Street, New York City; An Articulate Adult Educational Program for a State and a City, Robert Hill, Council of Immigrant Education, New York City; Determinism as Applied to our Treat- ment of the Foreign-born, William C. Bagley, Teachers College, Columbia University; Congressional Aims and Policies in: (1) Naturalization and its Problems, Thomas B. Shoemaker, deputy commissioner of naturali- zation, Department of Labor, Washington, D. C.; (2) Immigration and its Problems; Causes and Results of a Restricted Immigra- tion Policy, W. W. Husband, second assist- ant secretary of labor, Washington, D. C. On Wednesday morning, the Department will have an excursion to Newark and Wil- mington, Del. This will include luncheon at State University, Newark, and demonstra- tion with native illiterates, naturalization hearing, banquet and pageant, and naturali- zation ceremony. The only expense will be railroad fare, not more than $2. The Thursday afternoon program in- cludes: The Objectives of the 1930 Census; The Problems of Immigration and Naturali- zation; The Non-English Speaking Worker and the Problems of Labor. Department of Business Education will meet Tuesday noon and afternoon, and Thursday afternoon. On Tuesday the an- nual luncheon conference will be given un- der the auspices of the Philadelphia Cham- ber of Commerce, with its president, Phillip H. Gadsden, presiding. The subject, What Business Wants, will be discussed under the heads: Attitude of Worker toward In- creasing his Bodies of Knowledge and Im- proving his Skills; Desired Social Relation- ships of Worker in Business, or the Art of Negotiating; and Attitudes and Character Development in Business. The Tuesday afternoon program will have for its theme, Factors in the Improvement of Commercial Education. It includes: The Need of an Experimental and Research School of Commercial Education, R. J. Leonard, director, school of education, Co- lumbia University; The Need of Research in Commercial Education from the Business Man’s Point of View, Herbert P. Sheets, secretary-treasurer, National Retail Hard- ware Association, Indianapolis; The Rela- tion of Business Education to Good Citizen- ship, E. G. Blackstone, commercial teacher training division, State University of lowa; Commercial Education in the Junior High School; The Teaching of Salesmanship, Helen Haynes, instructor of retail selling, Emmerich Manual Training High School, Indianapolis; Discussion led by Clyde B. Edgeworth, supervisor of commercial edu- cation, public schools, Baltimore, Md. At the banquet on Wednesday at 6:30 p.M., John J. Tigert, U. S. Commissioner of Edu- cation, Washington, D. C., will give the ad- dress. The theme of Thursday afternoon’s pro- gram is the Significance of Recent Research and Experimental Work in Commercial Edu- cation. The program follows: Significance of Recent Studies for the Teaching of Short- hand, Juvenilia Caseman, New York City; Significance of Stroke Sequence Studies in Typewriting, Clyde R. Rowe, Pittsburgh, Pa.; Significance of Recent Studies for the Teaching of Transcription, Esther E. Hanna, Westwood High School, Westwood, N. J.; Correlating Clerical and Bookkeeping Con- tent with Employment Opportunities, Lloyd L. Jones, vocational counselor, West Com- merce High School, Cleveland, Ohio; The Future of Commercial Education, E. W. Barnhart, chief, commercial education serv- ice, Federal Board for Vocational Education, Washington, D. C.; Discussion led by John Onn STRLET. loodrng toward the Coy Hall. & ated 6; the tatee of the ary + fownder 198 ——— G. Kirk, director, commercial education, public schools, Philadelphia. Department of Classroom Teachers will meet Tuesday and Thursday afternoons. The theme of the program on Tuesday is America’s Challenge to Her Teachers. The program includes: How the Classroom Teacher is Meeting the Needs of the Child: Through Teacher Preparation, Joseph Rosier, president, State Teachers College, Fairmont, W. Va.; Through Character Training, Milton Fairchild, president, Char- acter Education Institution, Washington, D. C.; Through Better Instruction, Guy M. Wilson, professor of education, school of education, Boston University; Through Training for a Worthy Use of Leisure Time; Through Cooperation with the Home; The Classroom Teacher and the Curriculum, James F. Hosic, Teachers College, Colum- bia University. Thursday's program includes reports of members of the Executive Committee and the committees on Reduction of Clerical Work, Teacher Rating, and Retardation Costs. These reports will be followed by recommendations of regional conferences, the president’s report and recommendations, and the election of officers. The annual dinner will be held at 6:30 P.M. on Thursday, July 1. There will be a con- ference of editors of publications published by classroom teachers’ organizations, on Sunday evening, June 27, at 8 P.M. in the Bellevue Stratford Hotel. Department of Deans of Women will hold a tea at 4 P.M. in the Pennsylvania Building on the Sesquicentennial grounds. This de- partment will have a luncheon at the Col- lege Club at 1 o'clock Tuesday, 13th and Spruce Streets, price $2. On Thursday, July 1, at 4 p.m. there will be a tea at the New Century Club on South 12th Street. There will be no charge for the teas. Laura H. Carnell, of Temple University, Philadelphia, is in charge of arrangements. Department of Elementary School Princi- pals will hold meetings on Monday, Tues- day, and Thursday afternoons. The pro- gram for Tuesday is: Our Past, Present, and Future, as Seen by the Old Guard, Ide G. Sargeant, Principal, Public School No. 10, Paterson, N. J.; The Value of a Demonstra- tion School, Abby Porter Leland, principal, John Hancock School, New York City; The Practical Aspects of Religious Instruction, Frank L. Eversull, principal, Woodward School, St. Louis, Mo.; The Principal and the Improvement of Teachers in Service, Francis G. Blair, state superintendent of public instruction, Springfield, IIl. Tuesday’s program includes reports of committees on resolutions, enrolment, nomi- nations, and election of officers by ballot. The secretary and the treasurer will report, and President Mary McSkimmon will give a word of greeting, prior to the main ad- dres¢, The Education of the Elementary School Principals, by Henry W. Holmes, dean of the department of education, Har- vard University. The annual dinner will be held Tuesday evening, June 29, at 6 o'clock. Tue JOURNAL OF THE NaTiONAL EpucATION AssociaTION Thursday afternoon, there will be reports of committees on Standards and Training, Salaries, and Educational Progress, followed by Research and the Principalship, John K. Norton, director, research division, National Education Association; Training for Citi- zenship by Means of Student Activities, Courtland V. Davis, principal, J. E. B. Stuart School, Norfolk, Va.; The Single Salary Schedule for Principals, W. F. Web- ster, superintendent of schools, Minneapolis. Department of Kindergarten Education will meet Monday and Tuesday afternoons at 2 o'clock. The theme of the Monday afternoon program is Contributions of the Nursery School to Kindergarten-Primary Education. It includes: Training the Nur- sery School Child, Harriet M. Johnson, di- rector of the nursery school, Bureau of Edu- cational Experiments, New York City; Training the Parent Through the Nursery School, Abigail Eliot, director of the Ruggles Street Nursery School and Training Center, Boston, Mass.; Training the Teachers of Nursery Schools, Patty Smith Hill, director, Department of Kindergarten-First Grade Education, Teachers College, Columbia Uni- versity; Motion picture of the Manhattan- ville Nursery School, New York City. Experimental Studies in Kindergarten-Pri- mary Education is the theme of Tuesday's program, which is: Relation of the Class- room Teacher to Research, John K. Norton, director, research division, National Educa- tion Association; Classroom Experimentation in Curriculum Building, Bessie M. Gambrill, associate professor of elementary education, Graduate School, Yale University; A Study of Excursions in the Kindergarten, Helen Coe Clowes, and Florence Edwards, critic and training teachers in the Cleveland Kin- dergarten-Primary Training School, Cleve- land, Ohio; Lantern slides illustrating the Excursion Study. The Department will hold a joint luncheon with the National Council of Primary Edu- cation on Wednesday, June 30, at 12:30 p.m. The chairman of the committee in charge is Julia Wade Abbot, supervisor of kindergar- tens, public schools, Philadelphia. Department of Rural Education will meet Tuesday and Thursday, June 29 and July 1. The program for Tuesday follows: The Fed- eral Government and the Rural School, J. J. Tigert, U. S. Commissioner of Education; The State and the Rural School, John H. Logan, state commissioner of education for New Jersey; The County and the Rural School; and The Teachers College and the Rural School. Thursday’s program includes answers to America’s challenge to her teachers by (1) a rural school teacher, (2) a principal of a consolidated school, (3) a supervisor of rural schools, Cora Pearson, supervisor of elementary schools, Montgomery County, Montgomery, Ala., (4) a representative of the parent-teacher associations. Departmert of School Health and Physical Education will meet on Tuesday and Thurs- day afternoons. Tuesday’s program includes: The School Program in Physical Education, Clark W. Hetherington, New York Uni- June, 1926 es versity; Public School Health and Physical Education, Grover W. Mueller, special as- sistant, Department of Physical Education Philadelphia; Physical Education for the College Girl, Agnes R. Wayman, professor of physical education and hygiene, Barnard College, New York City; The Sportsman- ship Brotherhood, Percy R. Creed, secretary, National Association of the Sportsmanship Brotherhood, Inc., New York City; A Work- ing Plan of Sportsmanship, Daniel Chase, chief, State Bureau of Physical Education, Albany, N. Y. Thursday's program includes: Health and Physical Education in the Public Schools, Clifford J. Scott, superintendent of schools East Orange, N. J.; Teaching and Supervis- ing Health Education, Elma Rood, George Peabody College for Teachers, Nashville, Tenn.; The Prevention and Control of Com- mon Contagious Diseases among School Children, Phillip M. Stimson, M. D., Cornell Medical School, New York City; The Rela- tion between Recreational Activities and Mental Hygiene, Frankwood E. Williams, M. D., chairman, National Committee for Mental Hygiene, New York City. Department of Science Instruction will hold a joint meeting with the American Nature Study Society on Monday, June 238, at 2 p.M. The program is: Nature Work with Children of the Elementary School Age, George R. Green, president, American Na- ture Study Society, State College, Pa.; The Contribution of the Coordinating Council of Nature Activities of the Children’s Organi- zations Outside of the Schools, G. Clyde Fisher, director of education, American Museum of Natural History, New York City; The Contribution of the American Nature Association, Arthur Newton Pack, president, American Nature Association, Princeton, N. J.; Nature Work in Open-air Schools, Jessie H. Sickles, special teacher in open-air schools, Rochester, N. Y.; Nature Work in Hawaii, Emma Davis, supervisor of nature study, public schools, Honolulu, Hawaii; Nature Study as I See It, Anna Botsford Comstock, professor of nature study, Cornell University. On Tuesday the Department will meet and hold the following program: The Use of the Question in General Science Teaching, C. E, Underhill, editor and manager of General Science Quarterly, State Normal School, Salem, Mass.; The Cultural Side of Chem- istry, Edgar F. Smith, department of chem- istry, University of Pennsylvania, Philadel- phia; The Place of Class Experiments in an Elementary Physics Course, N. Henry Black, Jefferson Physical Laboratory, Harvard Uni- versity. Department of Secondary School Princi- pals will meet on Monday and Tuesday afternoons. On Monday, the subject, Prac- tical Procedure in Character Education in High Schools, will be presented by C. V. Courter, principal of the Flint High School, Flint, Mich., and Fred M. Hunter, superin- tendent of schools, Oakand, Calif. Tuesday's theme will be the Problem of Individual Capacities, presented by H. M. Corning, superintendent of schools, Trinidad, Colo.; William A. Wetzel, principal, Senior High emi Vol. 15, No. 6 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 199 cas Trenton, N. J.; and A. J. Stoddard, superintendent of schools, Bronxville, N. Y. Department of Social Studies meets on Monday, June 28, at 2 P.M. The theme, Making the Contributions of the Social Studies Effective: How Should the Social Studies Benefit Our Pupils? Are They Do- ing What They Ought? How Work Better?, will be discussed from the viewpoints of a state superintendent, a college professor, a secondary school principal, and a classroom teacher, represented respectively by A. B. Meredith, Mrs. Anna Lane _ Lingelbach, Charles C. Tillinghast, and Edgar C. Bye. The general discussion will be opened by J. Lynn Barnard, state director of social studies, Harrisburg, Pa. Department of Visual Instruction will hold three afternoon meetings—Monday, Tuesday, and Thursday. The first hour of the Mon- day session will be devoted to ten or more class demonstrations in specially prepared classrooms on the floor on the Commercial Museum. The second hour will be given over to a debate on the relative merits of the film strip and the glass lantern slide; discussion of the advantages and disad- vantages of narrow gauge and standard width films for classroom work; an address on the power of the picture page; and a showing of educational motion pictures. At the Tuesday session there will be class demonstrations illustrating the use of ob- jective material in instruction and papers by heads of various museums. School journeys will be made under the direction of C. F. Hoban, director of visual instruction, state department of public in- struction, Harrisburg, Pa. Thursday after- noon after the business meeting there will be an address on the administration of visual instruction and a showing of educational motion pictures. American Classical League will meet Tuesday afternoon, June 29, in the audi- torium of the University Museum at the Uni- versity of Pennsylvania. Prior to this, there will be an executive board meeting on Mon- day evening, June 28. Conference on Thrift Education will be held Tuesday afternoon, June 29. Arrange- ments are in charge of Arthur H. Chamber- lain, secretary of the California Council of Education, San Francisco. Conference on Art Education will be held Monday afternoon. The program follows: Address, Henry W. Kent, secretary, Metro- politan Museum, New York City; The Prac- tical Values of Art, Royal B. Farnum, di- rector of art, state department of education, Boston, Mass.; How Standardize Art Courses? T. M. Dillaway, director of arts, public schools, Philadelphia; Discussion— Aims and “Tendencies in Art Education, led by T. M. Dillaway. Conference on Lip Reading for Hard-of- Hearing School Children will be held Tues- day, June 29, at 2 p.M. The program in- cludes: General Problem of the Hard-of- hearing Child, Martha E. Bruhn, principal, Miiiler-Waile School of Lip Reading, Boston, Mass.; What is Being Done Now: (a) Clinical and Prevention Work; (b) School Work with the MHard-of-hearing Child, Marion S. Clark, teacher of lip reading, pub- lic schools, Cambridge, Mass.; (c) Social Aspects of the Deafened Child Problem, Annetta W. Peck, executive secretary, New York League for the Hard of Hearing, New York City; What Does Scientific Heating and Ventilating Mean to the Deafened? Alice G. Bryant, otologist, Boston, Mass.; Demonstration of Lip Reading, Martha E. Bruhn, Boston, Mass. National Association of Visiting Teachers will meet several times during the Conven- tion. At the round table on Tuesday morn- ing, 9:30 A.M., Rhea Kay Boardman, visiting teacher, Red Bank, N. J., will speak on Job Analysis of the Visiting Teacher's Work. Tuesday afternoon, June 29, at 12:30 a group luncheon will be given. At 2 o’clock the following program will be given: How the Visiting Teacher’s Point of View Can Be of Help (1) To Classroom Teachers, Herbert S. Weet, superintendent of schools, Rochester, N. Y., and Helen R. Smith, visit- ing teacher, New York City; (2) To Teach- ers in Training, W. Carson Ryan, depart- ment of education, Swarthmore College, and Sara M. Holbrook, University of Vermont. Following the business meeting on Wed- nesday morning, there will be a round table. A luncheon will be given at the Bellevue Stratford Hotel on Wednesday at 12:30 p.m. The School as a Social Force will be dis- cussed from the standpoints of the social worker and the psychiatrist. A picnic supper will be given at Green Valley Inn on Wed- nesday, June 30, at 6 p.M. The Thursday afternoon meeting will be addressed by How- ard W. Nudd, chairman, National Commit- tee on Visiting Teachers, and director, Pub- lic Education Association, New York City. National Congress of Parents and Teachers will meet Tuesday afternoon, the theme of the program being America’s Challenge to her Parents. The program follows: The Responsibility of the Parents for the Mental Hygiene of Children, D. A. Thom, chairman of the Committee on Mental Hygiene, Na- tional Congress of Parents and Teachers, Boston, Mass.; The Play Spirit in the Home, J. W. Faust, chairman of the Committee on Recreation, National Congress of Parents and Teachers, New York City; The National Congress of Parents and Teachers, Mrs. Edward C. Mason, second vice-president and director of the Department of Organization, National Congress of Parents and Teachers, Winchester, Mass.; The Value of Parent- Teacher Cooperation, Mrs. Hugh Bradford, president, California Congress of Parents and Teachers, Sacramento, Calif.; What the Schools Should Gain from Parent-Teacher Cooperation, William B. Owen, president, Chicago Normal College. National Council of Geography Teachers’ Conference will meet on Thursday afternoon at 2 p.M. The program includes addresses on Some Essentials for Achieving Child De- velopment in Geography Lessons; Demon- stration Lessons with Pupils; How Geog- raphy Lessons May Contribute to a World Viewpoint. An exhibit of reference mate- rials will be available for study by teachers. National League of Teachers’ Associations will meet Monday afternoon, June 28, in the Betsy Ross Room, Benjamin Franklin Hotel. Reports will be made by the president, sec- retary-treasurer, and the following stand- ing committees: Social, Professional, and Economic Status of Teachers, Edward LeRoy Moore, San Diego, Calif.; Legislative, Florence Kimball, Minneapolis ; Membership, Myrtle U. Hooper, Minneapolis; Educational Ideals and Course of Study, Gladys Evelyn Moorhead, Los Angeles, Calif.; Radio Com- mittee, Robert R. Smith, Chicago, Ill. Re- ports of Special Studies include (1) Councils by Kansas City Teachers Club; (2) Scholar- ships, by Indianapolis Grade Teachers Asso- ciation; and (3) Finances of Teacher Or- ganizations, by San Francisco Grade Teach- ers Association. Wednesday at 12:30 a luncheon will be held at the Benjamin Franklin Hotel, at which the Dallas Grade Teachers’ Council will report on the relation of teacher or- ganizations to other civic bodies, and the Los Angeles Teachers’ Association will re- port on a comparison of constitutions of voluntary teacher organizations. William H. Allen, director, Institute for Public Service, New York City, will speak on ‘Teacher Benefit from Efficient Publicity. National Organization of Secretaries of State Education Associations will meet Saturday, June 26, at 9:30 a. M. and hold a luncheon that noon at the Benjamin Franklin Hotel. Monday afternoon there will be a meeting of the Service Bureau of State Teachers’ Associations. Scholastic Press Conference will be held Thursday afternoon, July 1, and will be ad- dressed by R. G. Reynolds, of Teachers Col- lege, Columbia University. Joseph M. Murphy, secretary of the Columbia Scholastic Press Association, New York City, is chair- man of arrangements, School Garden Association of America will hold a conference of the National Com- mittee on Nature Education, June 29, at 2 p.M. The reports of committees include Methods of Teaching Nature, Annie G. Harvey, Fresno, Calif.; School Laboratory for Nature Education, M. I. Smith, Hibbing, Minn.; Equipment for Nature Education, Katherine E. Dolbear, New Rochelle, N. Y.; Nature Course of Study, Will H. Sherzer Ypsilanti, Mich. Margaret Knox, principal of public school No. 15, Manhattan, New York City, will lead the discussion on Im- provement of Nature Teaching. The regular annual meeting of the School Garden Association will be held Thursday, July 1. The discussion on The Future of School Gardens in America will be led by L. A. DeWolfe, Truro, Nova Scotia. A Conference of Junior High School Prin- cipals will be held Monday afternoon, June 28. Mr. H. E. Warner, principal, Hine Junior High School, Washington, D. C., will act as secretary. Enlistments for Life HE INCREASED professional interest of the rank and file of teachers has been manifested by a most rapid growth in membership. This growth has not been confined to that of regular active membership, however. Many are taking ad- vantage of the opportunity to enlist for life. The profession is to be commended, in that those becoming life members are not in- terested primarily in the benefits they will receive personally, but take pride in con- tributing to a fund that will aid the Asso- ciation to render more valuable service in the generations ta come. The complete list of life members, 317, includes 26 past presidents and life direc- tors, and 46 members who came in between 1884 and 1899. Under the more recent plan, 94 life members were added from Septem- ber, 1921, to September, 1925. A list of the names appears in the 1925 Volume of Pro- ceedings. The following list represents the life members added since that time up to April 20, 1926: Alleshouse, A. C., Lemon City, Florida. Amick, Thomas Cicero, Elon College, North Caro- lina. Ashley, Frank L., Hamlet, North Carolina. Ayres, Florence N., New Brunswick, New Jersey. Baker, Edna Dean, Evanston, Illinois. Ballou, Frank Washington, Washington, D. C. Barnard, Raymond H., Springfield, South Dakota. Bennett, Howard S., Rochester, New York. Bennion, Milton, Salt Lake City, Utah. Bodwell, Edwin J., Ames, Iowa. Booth, Emerit E. (Miss), Warren, Ohio. Briggs, Eugene S., Okmulgee, Oklahoma. Brinser, Ira Shearer, Lewes, Delaware. Brittain, M. L., Atlanta, Georgia. Brownell, Herbert, Lincoln, Nebraska. Burdette, Mrs. Clara B., Pasadena, California. Camp, George W., Bowdon, Georgia. Cannon, Arthur M., Hood River, Oregon. Cantwell, J. W., Wichita Falls, Texas. Cassidy, M. A., Lexington, Kentucky. Condon, Randall J., Cincinnati, Ohio. Converse, Frank E., Beloit, Wisconsin. Cooper, William John, Fresno, California. Cowles, LeRoy E., Salt Lake City, Utah. Davidson, M. Isabelle, Waseca, Minnesota. Degeler, Alida, Waukesha, Wisconsin. Diehl, George West, Athens, West Virginia. Duke, Samuel P., Harrisonburg, Virginia. Earle, I. Newton, Jr., New Brunswick, New Jersey. Eaton, Gertrude F., Sioux City, Iowa. Eckert, R. E., Jasper, Indiana. Eckles, Port, Homestead, Pennsylvania. Fausold, Samuel, Ambridge, Pennsylvania. Faust, Hugh G., Shawnee, Oklahoma. Feeman, Harlan L., Adrian, Michigan. Fillers, H. D., Corsicana, Texas. Ford, George M., Charleston, West Virginia. Fulk, Joseph R., Gainesville, Florida. Garrett, C., Austin, Texas. Gill, Martha S., West Philadelphia, Pennsylvania. Glenn, C. B., Birmingham, Alabama. Goble, William Chester, Converse, Indiana. Gray, Jessie, Philadelphia, Pennsylvania. Gray, William S., Chicago, Illinois. Guy, J. Freeman, Bellevue, Pennsylvania. Gwinn, J. M., San Francisco, California. Hagie, C. E., Wrangell, Alaska. Hall, Hiram E., Bowling Green, Ohio. Hammond, Monroe Percy, Tahlequah, Oklahoma. Harris, James H., Pontiac, Michigan. Haston, Nellie, Bellefontaine, Ohio. Hazel, Harry R., Cleveland, Ohio. Hefley, John T., Ponca City, Oklahoma. Henderson, T. C., Brevard, North Carolina. Hilts, Miss Douglas, Gooding, Idaho. Hosdue, Solomon Fisher, Greensburg, Pennsylvanie. Holbrook, C. R., San Bernardino, California. Hunt, Harry Ashley, Portsmouth, Virginia. Hunting. W. J., Carson City, Nevada. Ittner, William B.. St. Louis, Missouri. Jacobsen, E. W., Oakland, California. BUILDING OUR PROFESSION James, William Alonzo, Galveston, Texas. Kelly, Daniel J., Binghamton, New York. Lail, Mrs. Evelyn, Denver, Colorado. Leech, H. W., Rock Port, Missouri. Liddell, Grace I., Tacoma, Washington. Littel, C. L., Centralia, Washington. Lutz, Oscar E., Toledo, Ohio. Lynch, Charles P., Lakewood, Ohio. Building Our Profession e foray great things of life are carried on the shoulders of men and women who go a little beyond their associates—a few minutes’ more work each day; a wider range of interests; a higher level of sacrifice; a better ideal of personal health and effective- ness; a clearer vision of what to- morrow can be made by careful plan- ning and patient work. The history of educational progress is an account of leaders who have seen ahead. They founded our schools in the beginning. They have built them up bit by bit. To them we owe our bread and butter and our joy in the service of teaching. Ours is the eternal debt of the new generation to the pioneers. It is a debt that can be paid only in unselfish service. New days call for new pioneers in new fields. Schools that have the vision to work for one hundred per- cent enlistment and individuals who assume a permanent interest in the profession through the life member- ship privilege are pioneers. They are laying foundations which their succes- sors will honor even as we now honor the men who founded the Association at Philadelphia in 1857. Marple, Charles A., Cleveland, Ohio. McBrien, J. L., Edmond, Oklahoma. McCowen, E. O., Portsmouth, Ohio. McCowen, Mary, Chicago, Illinois. McGilvrey, John, Kent, Ohio. MecMyler, H. T., Cleveland, Ohio. Miner, William F., Farmington, Maine. Moffatt, William E., Toledo, Ohio. Moore, M. E., Beaumont, Texas. Munn, James B., New York City, New York. Myers, William H., Blair, Nebraska. Neptune, Mary Mae, Mt. Pleasant, Iowa. Nisbett, M. Leila, Dallas, Texas. Noonan, Joseph F., Mahanoy City, Pennsylvania. Obenshain, Ora, McAlester, Oklahoma. Palmer, E. May, Greybull, Wyoming. Phillips, Jenard J., Lancaster, Ohio. Poor, Charles L., Traverse City, Michigan. Randal, Boyd, Salem, West Virginia. Rejall, Alfred E., Brooklyn, New York. Robins, Lee R., Amherst, South Dakota. Rugh, C. E., Berkeley, California. Ryan, Estelle E., Great Falls, Montana. Schuster, Marie H., Trenton, New Jersey. Sexson, John A., Bisbee, Arizona. Shadel, S. J., Trinidad, Colorado. Shafer, B. F. Jacksonville, Illinois. Shannon, J. R., Danville, Indiana. Silver, Albert A., Jr., Derby, Vermont. Smith, C. B., Pekin, Ilinois. Smith, L. W., Joliet, Illinois. Smith, Preston Hopkins, Bayonne, New Jersey. Smythe, William E., Thermopolis, Wyoming. Snyder, G. F., Hesperus, Colorado. Stebbins, W. C., Grand Forks, North Dakota. Sweeney, Ella L., Providence, Rhode Island. Thomas, Alfred D., Hazleton, Pennsylvania. Thomson, Frances E., Medina, Ohio. Voigt, Irma E., Athens, Ohio. Ward, David A., Wilmington, Delaware. [ 200 J Warner, W. W., Saginaw, E. S. Michigan. Weber, S. E., Charleston, West Virginia. White, W. H. S., Shepherdstown, West Virginia. Whitley, G. T., Kenly, North Carolina. Wilburn, W. C., Scottsboro, Alabama. Williamson, Ruth, Clearfield, Pennsylvania. Willsey, Mrs. Elsie Mae, San Juan, P. R. York, Ada, San Diego, California. New Affiliations HE FOLLOWING associations are in addition to the affiliations which have been reported in previous issues of THe JOURNAL. ILLINoIs—Urbana, East Central Division of the Illinois State Teachers’ Association, Mabel D Ricketts, Secretary. : MASSACHUSETTS—Beverly, The Hyannis Summer School Elementary Principals’ Association, Wil. helmina Patterson, Secretary. PENNSYLVANIA—Philadelphia, Alumnae Association of the Girls’ High and Normal Schools, Miss M. A. Robinson, Secretary. WASHINGTON—Spokane, Spokane High School Teach- ers’ Association, Myra Scott, Secretary. Completed Enrolments HE FOLLOWING schools have com. pleted their reports for one hundred per- cent membership in the National Education Association for 1925-26 since the list was published in the May JourNAL. Many of the schools also have a complete enrolment 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 ital- ics. Under the name of each city, schools are arranged alphabetically, the word “school” being omitted to save space. FIVE OR MORE YEARS CALiIroRNIA—Fresno, Winchell. ILLINoIs—Chicago, Pullman. MicHIGAN—Detroit, Greenfield Park. FOUR YEARS ARIZONA—Tucson, Tucson High. Hawan—Mount View, Mount View School. MassacHusetts—Gloucester, Rogers. New Jersey—Kearny, Nathan Hale. THREE YEARS CaLirorNiA—Los Angeles, Roscoe; San Francisco, Part Time High. Co.Lorapo—Colorado Springs, Whittier; Longmont, Columbine. ConNECTICUT—Thomsonville, A. D. Higgins. Hawan—Hilo, Kaumana, Waiakea-Uka; Laupahoe- hoe, Laupahoehoe School. Louistana—New Orleans, McDonogh School Num- ber Ten. NesrasKA—Lincoln, Lake View. New York—Gloversville, Oak Street. Orecon—Eugene, Condon Grade. Texas—El aso, Alamo, Bailey, Bowie, Lamar, Vilas. i VirciniA—Winchester, Winchester Public Schools, Winchester Teachers’ Association, Elementary, Handley High, Primary. TWO YEARS CauirorniA—Los Angeles, Carson Street, Encino, Third Street; Oakland, Crocker Highlands, Durant, Elmhurst Junior High, Garfield Junior High, Highland; San Bernardino, Fourth Street, I Street, Meadowbrook, Metcalf, Urbita. Co_orapo—Denver, Cheltenham, Gilpin, Milton, Rosedale, Steele. De_awareE—Wilmington, School Number Eighteen. F.Loripa—Miami, Highland Park, Southside. Hawai—Glenwood, Glenwood School; Kauaea. IpaHo—Pocatello, Franklin Junior High. [Continued on Page A-182] Kapoho, ee ee Vol. 15, No.6 THE JouRNAL OF THE NATIONAL EDUCATION AssOcIATION A-179 ao oO ms 4 és pax Tor \ ba -\ Cait x NYY : ) MY) [AY ™“ cs S\ j aL “\ { v4 { a (\ =f RN RS VE — ) (Aree Age Y aa 41 Vy aT an (| | } { \ } inn 1} 1) | | \\ 4 La | \| \/I - | 1 | | | | \ | oe se a= “\ Axi LAAN \ tn This gym teacher puts every room through its paces HIS gym teacher speaks into the microphone of the Western Electric Public Address System, and in every room students move to the commands of the invisible instructor. Morning calisthenics start the day right, and a mid-afternoon “stretch” revives flagging interest. With the Public Address System voice or music can be sent into any number of rooms desired. Con- certs, lectures, announcements, fire-drill instructions— the possibilities are unlimited. School boards will find interesting and valuable the further information which a Graybar specialist can give them. ow R ELECTRICAL SUPPLIES Successor to Wesfern Elecfric Supply Dept. Offices in 55 Principal Cities Executive Offices: 100 East 42d St., New York, N. Y. ome < / mM Va "De Ws) yi DP Mention THE JourRNAL when writ A-180 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION June, 1926 Designed by a Teacher EXAMINATION TIME! WE SUBMIT FOR YOUR FREE EXAMINATION FOR NEXT YEAR’S RECORDS THE It is the Company’s policy to send the Masterleaf to any school superintendent, principal, or teacher, anywhere, for free examina- (We cannot give free sample copies.) Examination copies | If kept they may be billed in tion. may be returned at OUR expense. any way desired. The Master-Leaf of the MASTERLEAF solves the problem The outstanding feature of the MASTERLEAF is the patented Master- Leaf. 1. Writing names once lasts for the year. 2. No folding or cutting of pages needed. (A Masterleaf 634”x334” will offer fa- It will accommodate 8 The following advantages are significant: 3. It is very compact. cilities equal to a book 6”x13”. classes of 70 pupils each.) 4. It easily adapts itself to 20-day, calendar month, or to 6- week class, periods. 5. There is a wide variety of size and binding, including the very popular loose leaf. A postal card will bring you examination copies and full information. Send today. Masterleaf Record Book Company 2419 North Fifth Street, Harrisburg, Pa. Most of the hotels are quoting rates Philadelphia Hotel Arrangements the will incidental to Exposition NDITIONS Sesquicentennial seriously tax hotel facilities during Con- vention week, June 27 to July 2. It is important that all who plan to attend the summer meeting make their reservations immediately. Convention housing problems will be 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 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 made by writing to the hotels direct or through Mr. Gideon. Cut Out and Mail this Coupon with Letter Explaining Requirements REQUEST FOR HOTEL ACCOMMODATIONS To Henry J. Gideon, Chairman Housing Committee Grant School, 17th and Pine Streets, Philadelphia, Pa. hotel i i ( dormitory ) with (Sate private home Reserve Reservation to begin (give date) Price not to exceed $ per day per person. I shall be alone and prefer separate room. Mr. et ee Miss City and State Attach names and addresses of all others in party. I am willing to share room with___-__~. _others, Cross out words or lines aot applicable to your desires bath for party of_______ persons. (give number) (give date) MAIL NOW. Mention THe JourNnAL when writing our advertisers, 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. A few hotels offer rooms without private baths at lower rates. Several of the hotels offer large rooms in which extra beds and cots may be placed. The following is a partial list of Phil- adelphia hotels with number of rooms. For detailed, list of rates see February JouURNAL, page A-54. Adelphia (400) Aldine (300) Bartram (300) Belgravia (200) Bellevue-Stratford (900) Benjamin Franklin (1220) Elks Club (210) Green Hill Farms (150) Hanover (225) Lorraine (310) Majestic (400) Pennsylvania (150) Robert Morris (208) St. James (350) Spruce (220) Stenton (100) Sylvania (406) Vendig (216) Walton (350) Windsor (260) (men) Many thousands of visitors will be in Philadelphia during the convention period. Unless members of the Asso- ciation make early reservations it may be difficult for them to secure satisfactory rooms. Masterleaf Class Record Book | Vol. 15, No.6 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Appreciations of the CABLE Midget Upright “The Acknowledged Leader of Small Pianos” MAX KRAMM Eminent Concert Pianist, Teacher, Member of Faculty of Chicago Musical College “The Cable Midget Upright is truly a masterpiece in the piano builder’s art. Every time I play it I become more enthused over its charming tone. You are cer- tainly to be congratulated for having produced a small piano that is so fine.” HENRY PURMONT EAMES Distinguished Pianist and Lecturer and one of our foremost musical educators “The beauty and volume of tone that this little piano projects is a source of amazement and joy to me and my friends. It’s a ‘wonder-child® among little pianos and does not have to be petted or pounded.” CHAS. H. MILLS Director of Music, Wisconsin University “For such a small instrument the volume and quality of tone of your Cable Midget is astonish- ing; the pianissimo is clear and bell-like and the gradations all that could be desired. The ma- terials used and the workmanship How do you use your feet? NLY a few of us have succumbed to the Charleston. But there is one “step” that every one practices pretty much all day long. That is the step you learned when a baby, simply to put one foot in front of the other and—keep going. So that you may “keep going” with greater ease and so that your feet may enable you to keep going just as tire- lessly and actively in future years, you have but to wear shoes that are in harmony with the natural requirements of the foot. The foot is flexible If your foot is held rigid in a shoe, that shoe is stealing the spring from your step. For the foot is a wonderful, —, springlike shock-absorber composed of twenty-six movable bones, held in arched formation by muscles... That is why the Cantilever Shoe is flexible from toe to heel—so it can function with the foot. “But my feet need arch support”, some women will say. These are the very women who will appreciate the Cantilever Shoe most. For the snug-fitting Cantilever arch supports the foot arch, with flexiblity. A most helpful kind of support this is, too, because it aids a weak foot while permitting it to regain its strength through exercise. Naturally shaped The graceful, natural lines of the normal foot have been accurately followed in the Cantilever Shoe. This is why the shoe fits so smoothly and looks so trim on the foot. A glance at the diagram at the right will show you how the natural lines of the Cantilever give you maximum comfort. An interesting variety of attractive Cantilever pumps in pretty combinations may be seen this 4 spring. Cantilever oxfords are good looking, too. dea loyed i ki he i There are several fancy oxford models as well as " — employe In mai ing t e instru- the regular conservative styles, that many women B—Cantilever ment should insure a long life. will always favor. Cantilever Shoes are sold within last shopping distance of practically all readers of this C—Ordinary magazine, f you do not know the address of a last Upon request we will send descriptive — and full information about our specia offer to schools and teachers. THECABLECOMPANY 57 East Jackson Boulevard CHICAGO conveniently iocated Cantilever store write the Cantilever Corporation, 404 Willoughby Ave., Brooklyn, New York. antilever Shoe For men and women . —supports the arch, with flexibility A-18 Mention Tue JournaL when writing our advertisers. A-182 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION (Continued from page 200) {LLinois—Dupo, Dupo Community High; Pontiac, Pontiac Township High; Rock Island, Kemble. INDIANA—Evansville, Baker, Bosse High, Chestnut- Walnut, Delaware, Henry Reis, Howard Roosa; South Bend, Division. MarYLAND—Stevensville, High. MASSACHUSETTS—Springfield, White Street. VAICHIGAN—Alpena, Franklin; Detroit, Estabrook, Western High. MINNESOTA—Duluth, Park Point. Missourt—Kansas City, Scarritt. New HAmpsHIRE—Rochester, Allen. On1o—Niles, Garfield, Jackson, Jefferson, Roosevelt, Washington. PENNSYLVANIA—Harrisburg, Simon Cameron. Texas—Waco, Central, North Fourth Street. Utraun—Salt Lake City, Washington. Vircinia—Norfolk, James Barron Hope. WaSHINGTON—Bellingham, Eureka. West VirGcinta—Charleston, Kanawha. Wisconsin—Racine, Jefferson. CURRENT YEAR ALABAMA—Andalusia, Straughn High. ALasKA—Valdez, Public School. CALIFORNIA—Fresno, Lafayette; Los Angeles, Abbot Kinny, Agriculture Department, Albion Street, Aldama Street, Americanization Department, Cali- fornia History Department, Carpenter Street, Citi- zenship Department, Commercial Education Depart- ment, Commonwealth Avenue, Course of Study De- partment, Drawing Department, El Sereno, Farm- dale, Florence Nightingale, Girard, Hammel Street, Hollywood Park, Industrial Arts Department, Kindergarten and Primary Grades Department, Le- land Street, Machado, Modern Language Depart- ment, Olive View, Orchestra Department, Sales- manship Department, Stanford Avenue, Theodore Roosevelt, Vermont Avenue, Victory Boulevard, Vocational Education Department; Oakland, Clare- mont Junior High, Lakeview Junior High, Man- zanita; San Bernardino, Ramona, St. Elmo; San Diego; Part-Time High; San Fernando, Grammar; Sawtelle, Sawtelle School; South Pasadena, Encino. CoLtorapo—Colorado Springs, West Junior High; Manzanola, Manzanola_ Public Schools, High, Grade, Prairie View. DeELawaRE—W ilmington, School Number Two. District oF CoL_umMBia—Washington, Banneker, Jones. FLoria—Tampa, Hillsborough High. Hawatt—Honokaa, Hamakua Teachers’ Honolulu, McKinley High; Maui, Hamakuapoko, WHonokohua, Kahakuloa, Association; Halehaku, Kahului, em ACCORDING to Secretary Crabtree, the year has produced 5000 one hundred percent schools and more than 160,000 active members. It has increased the enrolment in both the Department of Superintendence and the Department of Elementary School Principals more than twenty percent. There are three times as many groups of teachers at work on their problems as last year. We may well take pride in this record. BEGINNING next fall THE JourNAL will publish a list of triple honor schools, that is, all schools affiliated with the local, state, and national associations. All schools eligible to this honor should indicate this fact at the time of re- mitting N. E. A. dues. “EVERY DAY we draw nearer to be- ing a united profession,” says President Mary McSkimmon. “Every year sees splendid achievement toward making this land of ours what its birthright en- NOTES azd ANNOUNCEMENTS: Kamehameha 111, Kaupakalua, Keahua, Keokea, Kihei, Kula Sanitarium, Olowalu, Paia, Waiakoa, Waihee, Wailuku. ILtinois—East St. Louis, Hawthorne, Rosemont. Loutstana—New Orleans, Milne. Marne—Jay, Grammar; Trenton, Trenton Public Schools. MASSACHUSETTS—Acushnet, Long Plain; West Han- over, Curtis. MICHIGAN—Birmingham, Grayling; Plymouth, Pub- lic Schools of Zone Three; River Rouge, Ann Visger. MiNNESOTA—Cloquet, Central Grade, Garfield; Duluth, Adams. Missourt—Aansas City, Webster. New Hampsuire—Lebanon, Junior High. New Jersey—Absecon, Absecon School, Bridgeton, Pearl Street; Camden, Bergen, Central, Junior High, Rosedale; Englewood, Englewood Public Schools, High; Hammonton, First Road, Folsom, Magnolia; Salem, du Pont; Trenton, Gregory, Hewitt, William G. Cook; Williamstown, Hall Street, Lincoln, Maple Grove. New YorKk—Ithaca, South Hill; Jamaica, Public School 117, Queens; New York City, Public School 38; Wellsville, Junior and Senior High. Ou1o—Niles, Niles Public Schools, Garfield, Harri- son, Jackson, Jefferson, Lincoln, McKinley High, McKinley Junior High, Monroe, Roosevelt, Wash- ington, Washington Junior High; Piqua, Spring Street; Rock Camp, Rock Camp School; Toledo, Broadway. OreGoN—Portland, Glencoe, Multnomah. PENNSYLVANIA—Aldan, Aldan Public; Camp Hill, Camp Hill School; Harrisburg, Open Air; Nazar- eth, Old High; Philadelphia, B. B. Comegys, Samuel Breck; Pittsburgh, Gladstone Elementary, Gladstone Junior High; South Bradford, High, Fifth Ward, Fourth Ward, Second Ward; Steel- ton, Steelton Borough Branch, P. S. E. A. Texas—Dallas, Ascher Silberstein, Ben Milam, Cedar Lawn, Central Oak Cliff, City Park. David Crockett, Fair Park, James Bowie, James Stephen Hogg, John Henry Brown, Obadiah Knight, Oran M. Roberts, Roger Q. Mills, Rosemont, Sam Houston, San Jacinto, Stephen J. Hay, Thomas J. Rusk, Trinity Heights, Vickery Place, William Lipscomb; El Paso, Austin High; Fort Worth, Tandy. Utan—Salt Lake City, Edison. VERMONT—Newbury, High. VirGINIA—Petersburg, Robert E. Lee. WASHINGTON -— Vancouver, Columbian, Lincoln, Roosevelt, Washington. West Vircinta—Macdonald, Du Bois Elementary: Shinnston, Junior High and Grade. WiIsconsin—Kenosha, Frank; Superior, Nelson Dewey. titles it to be. Our great visions will be realized when every child comes into his heritage of complete power to be that citizen whose right thinking, noble doing, unfailing service are offered as gifts upon an altar to his country’s honor. We must be forever striving to realize this, our great possibility.” IN A LETTER dated April 29, 1926, Secretary J. W. Crabtree writes of the professional advancement as follows: March gave the Association twenty-nine new life members. April is doing better than that. The life membership enrolment is as follows: In 1921, 1 member; in 1922, 27 members; in 1923, 40 members; in 1924, 31 members; in 1925, 35 members; and in the first three months of 1926, 70 members. If not now a life member, you will wish to be, one of these days. Write for information. THE ABILITY of the States to Sup- port Education is the title of the most recent investigation of the Division of (Continued on page A-184) is Your |\\| Cr Protection | “ae U lp | . 9% A sit A cautionary word | v “ye * ve Instructors | “ahr who, from experi- . ence, pin their faith to the Genuine. “PRANG” Water Colors and Crayons are owned by The American Crayon Company - and are made solely by us. Be sure to look for the brand name on the box. If the word “PRANG” does not appear there, it is not the Original and Genuine. Remember, “‘Prang™ Water Colors and “Prang” Crayons can be obtained only from us or our distributors. The AMERICAN CRAYON COMPANY HOME OFFICE AND FACTORIES FO HAVES AVENUE SANDUSKY OM10 THE GIRL’S EVERY DAY BOOK Are They All Alike Inside, Rich Girl, Poor Girl, Beggar Girl? Are they all puzzling over the same questions? How can we get past the different outsides to get acquainted? What shall we think about life and friendship, and work and love ? 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Price, $32.50 The Little Giant is a mod- ern hygienic device that should be in every school. Put this accepted aristocrat of blackboard eraser clean- ers to work in your school under our guarantee of satisfaction. Address Dept. J JAMES LYNN CoO., 14 E. Jackson Blvd., Chicago THE LITTLE GIANT ELECTRIC ERASER CLEANER Silent - Swift - Dustless - Simple - Inexpensive Mention THe Jowrnat when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION June, 1926 RESEARCH BULLETIN Gheenbpin KEEPING PACE WITH THE ADVANCING CURRICULUM Vol. III, Nos. 4 and 5 The first edition of 15,500 copies of this bulletin has been exhausted and a reprint has just come off the press. It points out the major trends of curriculum progress and the way to carefully selected material for further study. Widely used by course-of-study committees and profes- sional-study groups. 1 Licensed under Junglegym Patents Oct. 23, 1923; Mar. 25, 1924. JUNGLEGYM—tTrade Mark Reg. U. S. Pat. Off. THE ABILITY OF THE STATES TO SUPPORT EDUCATION * Vol. IV, Nos. 1 and 2 Junglegym—tThe Ideal Schoolyard Gymnasium Junglegym is the ideal playground apparatus and a complete gymnasium in itself. It is abso- lutely safe and needs no watching. There are no moving parts—nothing to get out of order or lost. Incorporates the results of an investigation recently completed which compares the economic resources of the forty-eight states, the size of their educational obli- gations, and their ability to support education. Invalua- ble to students of school finance and professional-study groups. PRICE OF EACH BULLETIN Single copies 50 cents Two to nine copies 10% reduction Ten or more copies .. 25% reduction * Also available in cloth binding at $1.00 per copy. ORDER NOW NATIONAL EDUCATION ASSOCIATION 1201 16th Street Northwest WASHINGTON, D. C. Junglegym builds healthy, happy children! Write for Details and Prices Playground Department CHICOPEE MASSACHUSETTS (Continued from page A-182) has been arranged. A few other places tertain the convention, but after the Research. This study compares the eco- #ve special rates. most careful consideration Dallas was : ; The identification certificate which is pro- ‘are ; / As selected. In a letter to the members nomic resources of each state, its educa vided by the National Education Association of tional obligations, and its ability to sup- js needed only where one purchases at the the Department President Condon stated port schools. This Bulletin has been N. E. A. round-trip rate. As a rule, other the eens for this selection. We quote sent to all $5 members of the Associa- rates may be preferable. The only sure the following excerpts from his letter: tion and to subscribers. It is available Y of getting reliable information, for bes Before the Executive Committee attempted to others in paper binding at 50c. per given locality is through the railroad authori- t answer the question, where shall we : me gt ‘ ties of the particular place or state. meet?. th i ful f th copy and in cloth binding at $1 per pris en, A pelle tearm , : ’ ntire country, and took int siderati copy. Order from National Education THE HOSPITALITY Committee at | ie eae et ie eas a ee : . i ; P the obligation of the Department to its en- Association, 1201 Sixteenth Street the Philadelphia Convention, of which tire membership—east and west, north and N. W., Washington, D. C. Jessie Gray, of the Philadelphia Teach- south—and of the service that this great ers’ Association, is chairman, has sched- organization of school administrators owed IN A LETTER to directors and state it oc Gate wenkite oad club acty- © the entire nation, as a national not a sec- ie . . b Re eo y Mga ‘ P tional association. They decided that the secretaries, Secretary Crabtree advises a ileges for visiting teachers. For further planning to attend the Philadelphia Con- interest of the entire membership, would : : detail, see the official program. best be served, during a four year period, vention to learn from local railroad by holding one meeting in the southwest, agents which road offers the best ad- THE PHILADELPHIA Convention one in the northeast, one in the west and vantages for that locality. He writes: program is so arranged that Wednesday one in the middle west. Our desire to rec- afternoon, June 30, will be left free ognize the south, and at the same time to We are to have the usual round-trip rates f ‘oh : Tr he; thea make the place of meeting as accessible as of one and a half fares to the Philadelphia °F Sightseeing. 1 rips are being plann possible to the west, and the fact that no meeting from all points in the United States. for Atlantic City, Valley Forge, and meeting had been held west of Chicago or In addition somewhat similar rates have been for historical and scientific places of in- south of Cincinnati since 1917, led us to made for the Sesquicentennial at Philadel- terest jn Philadelphia. select Dallas, Texas for 1927, with the rec- phia which opens June 1. In nearby ter- ommendation to succeeding Executive Com- ritory a five-day rate slightly above one THE DEPARTMENT of Superin- mittees that the next three meetings be held fare has been made for the Sesquicentennial tendence will hold its annual meeting in the North Atlantic area, in a western Exposition, which is good also for our meet- February 27 to March 3, 1927, in city, and at a centrally located city. ing. There are the regular summer excursion Dall T edi : finn Another reason for selecting Dallas this rates which are still better for many places allas, 1 €xas, according to a recent an- year is the belief that no city can take better than our special rates. From points in the "ouncement by its president, Randall J. care of the 10,000 or 12,000 who will be in Pacific Coast region a low round-trip rate Condon. Several cities had hoped to en- < (Continued on page A-186) oe =e em @D CO Vol. 15, No. 6 THE JOURNAL OF THE NATIONAL EpUCATION AssocIATION M Fascination! ¥ Enhance the Pleasure of School Work and Largest Chain of Business Schools in the World Places Largest Typewriter School Order Q Summer Travel JohnR.Gregg,Chairmanofthe Board of Directors of The Gregg Schools, Limited, of Great Britain, buys 565 No.12 REMINGTONS for thirty-three schools in England and Scotland. Microscopy is a fascinating study. And when it is made 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- veal. This little instrument, weighing but 17 ounces, is very complete and will magnify up to 250 times. Use it in your classroom and take it with you on your vacation. The free booklet, “Revealing the Wonders of Nature,” tells all about it. Send for it today. BAUSCH & LOMB OPTICAL CO. 630 St. Paul Street Rochester, N. Y. ness educators the world over for the New Remington Model 12. The H O L M E S uitededekéll superior qualities of this latest Stand- NO PIGTAIL TWIST ard Remington, its surpassing ead BUY TWO strength, simplicity, and lightness Straight ; 4 ; Through for the price of ordinary pro- and swiftness of action, make it the — This notable purchase reflects the overwhelming preference of busi- jector and run without a ros c s«# fC So ee DO oe ees hchtlUrrlUlUOCOlUlUlUCUC COU CU! ~_ + incomparable teaching machine. And these same qualities explain its broader triumph in business offices everywhere. Reningion . . e im ¢ , / SHAFT DRIVE NO fs BELTS < 4 CATALOG SENT ON REQUEST break. The Holmes is an unusually low-priced, high-grade pro- jector that throws a large, fine picture long distances. Changes from films to slides instantly. Specially designed for schools and universities, assembly halls, churches, theaters, etc. 15-day trial. Money cheer- fully refunded if not entirely satisfied. Information on request. REMINGTON TYPEWRITER CO. 374 Broadway Branches Everywhere New York Holmes Projector Company 1638 N. Halstead St., Chicago Mention THe Journat when writing our advertisers. A-186 perfect. (Continued from page A-184) attendance. There are accommodations for 7500 guests in the nine largest hotels, and there are few better hotels anywhere. Over 3000 rooms in the large hotels have been set aside for advance reservations. In ad- dition, Fort Worth, which is less than an hour’s ride by trolley, bus, or railroad from Dallas, has guaranteed 1000 first class hotel rooms, if they are needed. The auditorium, with a fine pipe organ, will, all things taken into consideration, af- ford one of the most comfortable and beau- tiful auditoriums in which the Department has ever held its general sessions. It will seat 5000 and every word spoken on the platform can be heard without the slightest difficulty in all parts of the hall. Sixty thou- sand square feet of exhibit space just across the street from the auditorium will afford opportunity for the installation of exhibits never before equalled at any meeting of the Department. In order to make more certain of every detail, the Executive Secretary of the De- partment of Superintendence, the Business Manager of the National Education Associa- tion, and I visited Dallas and other cities that had asked for the meeting of the De- partment for 1927. In several we were also accompanied by some member of the Executive Committee. I have never been in Texas before, and I am eager for every superintendent to have the experience that can come only from such a visit. It is a liberal education in itself and will entirely THE JoURNAL OF THE NATIONAL EpucATION AssocIATION We would like to correspond with Principals and Superintendents of schools who would like to have a larger income than is possible in school positions, but who would still like the oppor- tunity of working with educators. Association with this company means the direction of a service which furnishes schools with a new and fascinating type or school material, pedagogically organized and mechanically IF INTERESTED WRITE THE NEIGHBORHOOD MOTION PICTURE SERVICE, Inc. 131 West 42nd Street, New York City cAFFILIATED WITH THE DE VRY CORPORATION, CHICAGO AND NEW YORK change one’s conception of the south and especially Texas, revealing as it does cities of great commercial enterprise, with fine civic development, and with beauty, refine- ment, and religious life in evidence on every hand. THE STUDENT'S N. E. A. unit of Nebraska Teachers College at Kearney was organized in January with a mem- bership of eighty-six, entirely exclusive of the membership in the faculty unit of the same institution. Thirty-three student memberships were received early in February from Luther College, Decorah, lowa. DATA relative to the size of elemen- tary school sites recently purchased have been collected from a number of cities scattered throughout the country for a subscriber to the Educational Research Service of the Department of Superin- tendence and the Research Division of the National Education Association. A copy of the tabulated results of this in- quiry may be obtained by writing the Division of Research, National Educa- tion Association, 1201 Sixteenth Street N. W., Washington, D. C. PRESIDENT MARY McSKIM- MON, in greetings to the teachers: of Utah, writes thus of the convention to be held in Philadelphia: Our great meeting will be a real pil- grimage to the birthplace of liberty. Old Independence Hall will resound to the foot steps of those who hold the great achieve- ment of the founders in trust for the coming generations. There we shall receive again the kindling of our zeal to serve our land with renewed and greatly increased power, to teach her children the great obligations to noble living through the straight thinking and unfailing effort that such sacred in- | heritance lays upon every child of America. | THE WORLD FEDERATION of Education Associations will hold its next | biennial meeting in Toronto, Canada during either July or August, 1927, ac- cording to an announcement made te cently by its president, Augustus 0. Thomas. The general set up will be in the buildings and on the grounds of the University of Toronto. DINNER of Phi Sigma Sigma will be held Monday, June 28, 6:15 p.m. at the Benjamin Franklin Hotel, Phil delphia. THE PENNSYLVANIA dinner wil be held on Tuesday evening, June 2%, in the Betsy Ross Room, of the Benj« (Continued on page A-188) a Vol. 15, No. 6 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-187 ar Fall Summer School by the i OCEAN CITY STATE SUMMER wt 2 OCEAN CITY, NEW JERSEY For those who are or wish to become PRINTING TEACHERS (Courses: METHODS OF TEACHING PRINTING For Printers and Printing Teachers THE THEORY AND PRACTICE OF PRINTING For any Academic or Industrial Arts Teacher or Supervisor who desires to secure a knowledge of Printing Processes LINOLEUM-BLOCK PRINTING For All Teachers ART, AS APPLIED TO PRINTING AND LINOLEUM-BLOCK PRINTING For All Teachers CEAN City STATE SUMMER SCHOOL is conducted by the New JERSEY STATE BoarD OF EpucaTION. Five weeks, six days a week. Courses open June 28, close July 31, 1926. Ocean City, New Jersey, where the State Summer School is located (only twelve miles from Atlantic City), is one of the most delightful summer resorts along the Atlantic Coast. Hotel and boarding house rates are very reasonable. Tuition rates for teachers outside the State of New Jersey are nominal—no charge is made to New Jersey teachers. KEKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK on = i We Wi Wi i Wi i Wi i i i i i i in ie in Bi Bin Bin Hn Bo Bi ie ee For further information address W.A. ACKERMAN JAMES M. STEVENS Chief of the Bureau of Credentials, State Dept. of Education Principal Ocean City State Summer School TRENTON, N. J. HiGH ScHoot, Ocean Ciry, N. J. F. K. PHILLIPS Director of Printing Department, Ocean City State Summer School 300 COMMUNIPAW AVENUE, JERSEY City, N. J. Mention Tuer Journat when writing dur advertisers THE JOURNAL OF THE NATIONAL EpucaTIoN ASSOCIATION June, 1926 Party of 65 Summer Students on Arapaho Glacier, 1925 Attend Summer School IN THE | COLORADO ROCKIES HE University of Colorado, in the foothills of the Rockies, offers you unsurpassed opportunities for combin- ing summer study with recreation. Organized hikes and week-end out- ings; mountain climbing; visits to glaciers; automobile excursions to Rocky Mountain National Park; mountain camp maintained for sum- mer students. Altitude of one mile, within sight of perpetual snow, gives unexcelled climate and stimulating at- mosphere. First Term, June 21 to July 24 Second Term, July 26 to August 27 Courses in Arts and Sciences, Law, Business Administration, Medicine, Engineering. Art courses given in co- operation with New York School of Fine and Applied Arts. Field courses in Geology. Maison Francaise. Many Special courses for teachers, super- visors and administrators. Special opportunities for graduate work in all departments. Excellent library; labo- ratories. Daily organ recitals and public lectures. Vacation railroad rates. Boulder common point from Eastern States. University of Colorado BOULDER, COLORADO Send Today for Complete Information Director SUMMER Quarter (Dept. S) UNIVERSITY OF COLORADO BouLpErR, CoLoRADO: Please send me the Bulletins checked below: Summer Quarter Catalogue..... Field Courses in Geology....... Summer Recreation....... eecee Graduate School......... ccccee A a ER Street qnd Netb6t nonce cncnncnennce Su GE aeee i corneiccetaasenesatecebeae = Temple University PHILADELPHIA, PA. Phone, Columbia 7600 Summer Session July 6 to August 14 College of Liberal Arts Teachers College School of Commerce School of Music High School Those expecting to attend and desir- ing to live in the dormitories should make early application, as the meeting of the National Education Associa- tion and the Sesquicentennial will bring a great demand for rooms. The dormitories will be ready in time for the National Education Association meetings. Ce Dak nf Dorrrmané if oe Pee ee. Se i Arnold College FOR HYGIENE AND PHYSICAL EDUCATION hree-year Degree Course NEW HAVEN NORMAL SCHOOL OF GYMNASTICS wo-year Diploma Course Strong faculty. Complete indoor equipment and outdoor facilities, including camp. Appointment Bureau, successful in placing aduates. 1466 Chapel Street, New Haven, Connecticut Perry Kindergarten Normal School Founded, 1898, by Annie Moseley Perry, Thorough training for kindergarten, primary and playground positions. Enroll now for entrance this Fall. Send for booklet, “Training Children,” HARRIOT HAMBLEN JONES, Principal 25 Huntington Ave., Room 316, Boston, Mass, SUMMER SCHOOL July Sth to August 14th Six weeks’ courses for Teachers and Librarians leading to Degrees and Certificates Home Economics — Teacher Training — Library Science DREXEL INSTITUTE Philadelphia fy vill 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. (Continued from page A-186) min Franklin Hotel. Charles E. Dickey, president of the Pennsylvania State Edu- cation Association, is in charge of ar- rangements. ART TOURS AND EXHIBITS— Philadelphia offers particular attractions for the art lover. Places of unusual in- terest are the Academy of Fine Arts, the Pennsylvania Museum and School of In- dustrial Art, the Philadelphia School of Design for Women—the oldest among the art schools and museums in this coun- try. Arrangements will also be made to visit the great private collections of fine arts for which Philadelphia is famous. The Philadelphia schools will conduct an Art Exhibit showing all phases of art education. CENTRAL HIGH SCHOOL, Phila- delphia, treasures its Visitors Book, in use since 1840, two years after the school was organized. The signatures of celebrities include: Horace Mann, Henry Barnard, Samuel G. Howe, James Knox Polk, Louis Agassiz, Lucretia Mott, William Makepeace Thackeray, Theodore Roosevelt, and Henry Cabot Lodge. Summer school will be in session during the first six weeks of the vacation period, and teach- ers attending the Convention are invited to examine this interesting book and in- scribe their names in it. PUBLIC SCHOOL MONEY-— | While the public expenditure for edu- | cation in this country is stupendous, totaling nearly $2,000,000,000 yearly, no one who shares the general faith in the public schools would affirm that the sum is too large. The truth is that it is too small, and is always likely to re main too small, because expenditure usually lags behind belief. Enthusiasm for education is one thing. Raising the taxes to match that enthusiasm is some thing else. But the two or more decades sinc President Eliot wrote his appeal, “More Money for the Public Schools,” have seen a great loosening up of the public purse. In many places the school board (Continued on page A-190 eee ee eR - Vol. 15, No.6 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-189 COLLEGE 2 .e oy Ca TI ee UNIVERSITY OF CINCINNATI Offers Two and Three year programs for students who Graduate Department of Education have had two years of Liberal Arts work. Final Major fields: year combines teaching half-time in city schools by Tree vcs is . on pay and advanced university instruction. History, Principles, and Philosophy of Edu- Teaching fellowships—($600) for high-grade _ cation J college graduates who desire to begin teaching Educational Psychology under most favorable auspices. Administration and Measurements Secondary Education Specializing Programs as follows: “ :, P g & Elementary Education (including pre-school, . Teaching in Elementary Schools : kindergarten, and primary) thing in Junior or Senior High Schools - , ie : - Teaching | J § Supervision and Educational Method (includ- . Nursery Schools Kindergarten-Primary ing specialization for critic teachers) Home Economics ’ Special Types of Education Hygiene and Physical Education (1) for men; Competent specialists give instruction and guide (2) for women research in each field. City schools as a . Public School Music laboratory. Degrees of M. A. and Ph. D. . Public School Art granted. Two Six-weeks’ Summer Sessions, June 21-July 30, July 31-September 2 ¢ Autumn Term Opens September 27 Address inquiries and requests for catalogues to: DEAN L. A. PECHSTEIN, COLLEGE OF EDUCATION University of Cincinnati, Cincinnati, Ohio. The Home of Cooperative Teacher Training Study in the Nation’s Capital George Washington University SUMMER SCHOOL Six Weeks’ Session, July 6 to August 14, 1926 Nine weeks’ session, June 14 to August 14, 1926 MID-WEST HOCKEY Courses are offered in the following departments: Astronomy Geology Philosophy AND SPORTS CAMP we me Physics 4 hemistry istory Political AT WETOMACHEK, POWERS LAKE, WIS Commercial Law Home Economics Science Conducted for Women Coaches, Directors of Economics Law Psychology Physical Education and Playground Instructors. Education Library Sociology Expert coaches give instruction in hockey English Science , Spanish (latest English methods), swimming, sports and French a Zoology edicine games. Also offers an ideal vacation for those who are interested in land and water sports and horse- back riding. All work is voluntary—you can work, play or rest. Beautiful lake; splendid equipment; good food; low cost. July 26th to September 7th. Come for one week or more. For further information address CHICAGO NORMAL SCHOOL OF PHYSICAL EDUCATION 5026 Greenwood Avenue, Box J. E. Chicago, Il. LECTURES—CONCERTS—ASSEMBLIES For announcement of the 1926 Summer School address Secretary of George Washington University Washington, D. C. Mention Tue Journat when writing our advertisers. A-190 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION June, 1926 OPERATING DE LUXE SERVICE IN Washington Los Angeles Portland, Ore. Asbury Park San Francisco Spokane Boston Salt Lake City Seattle Philadelphia Toronto Vancouver, B.C. Chicago New Orleans Victoria, B. C. New York Detroit Banff, Alberta Baltimore Havana Richmond, Va. Chattanooga London, Eng. Folders of above cities free Address, THE GRAY LINE Dent. E _ Baltimore, Md. HISTORICAL PAGEANTS We rent COSTUMES, WIGS, and ACCESSORIES at mod- erate prices VAN HORN & SON, INC. Est. 1852 12th and Ghestnut Sts., Phila., Pa. RECOGNIZED AUTHORITIES ON PERIOD COSTUMING Stuy ome Courses in 40 subjects com- manding credit towards a Bach- elor degree. Include YOSEMITE NATIONAL PARK in your Western Trip In buying your Western round trip ticket, it’s easy to include the great scenic “YTS” TOUR of Yosemite National Park, in Cal- ifornia, on sale by all railroad ticket agents. Keep abreast . in your subject Some courses in Edu- cation are ‘“‘Genetic Psy- chology,’’ “‘Story Telling in Primary Grades,’’ ‘“The Rural Teacher's Prob- lems,” “‘Study of Psycho- pathic Children,’’ “‘Meth- ods of Teachingin Elemen- tary Gredes,’”’ ‘“The Junior High School Movement,” “Elementary School Ad- ministration and Su i sion,’ ‘‘Educational Meas- urements,”’ etc. “Yosemite the Incomparable” ALL Yosemite’s world-famous natural wonders are reached by this Tour, including Merced River Canyon, Yosemite Valley, Hetch Hetchy Valley and Lake, Artists’ and Inspiration Points, Mariposa Grove of 600 Big Trees, and, after June 15, Glacier Point and Over- hanging Rock,— 356 miles of rail and motor touring for $35.00 from Merced, Calif., where all main-line railroad tickets permit free stupovers. Ask eee ticket agent and write today for free illustrated descrip- tive folder. Address Begin any time The Aniversity of Chicago 91 E.cis HALL CHICAGO, ILLINOIS Education for Health Publications and Charts of the Joint Health Committee of the N. E. A. and A. M. A. YOSEMITE PARK & CURRY CO. Dept. J pes i Yosemite, Calif. = 2 New Jersey 4 THE BENJAMIN FRANKLIN “A House of Hospitality’’ Where a restful old-time environment is Hi combined with homelike charm. Block from ocean. Suites with bath. While at conve;- fl tion, take bus to our door. Leaves Benj. Sera egeg Frankiin Hotel, Phila.,12.45 and 7:15 p. m. CARRIE E. STROUD IDA LOUISE KILLAM NORTH ASBURY PARK = . For price list or copies address } Ownership Management NEW JERSEY National Educatien Association 1201 16th St. N. W. Washington, D. C. EUROPE, 1926 Write for our booklet pertaining to our vari- ous conducted tours to England and the Con- OR American Medical Association 535 No. Dearborn St. Chicago, Ill. tinent. 23d Season McCOMB TOURS 120 E. Market St. Indianapolis, Ind. Mention Tue JournaL when writing ou r advertisers. (Continued from page A-188) can have practically anything it wants, The other day, in Washington, a surprising thing occurred. meeting of the Department of Superin- tendence of the National Education As- sociation. The 15,000 school adminis. trators who were gathered there went on record in favor of spending $50,000 in a study of public school budgets, with a view to ascertaining whether money is being wasted. There is, in fact, this very possibility. A notable difference in re- sults is obtained by different communities with the same expenditure per pupil. It is well that the school men themselves should have started such an investiga- tion.—Editorial from the Boston Trap- eler. It was ata THE JOURNAL is indebted to G. P, Putnam’s Sons, New York City, pub- lishers of Over the Hill Stories, by Rob- ert Gordon Anderson, for the illustra- tion of the kiddie-car race at the bottom of page 170 in this issue. A TEACHER in the Macfarland Junior High School, Washington, D. C, —Miss C. E. Toner—reports excellent results from keeping on the blackboard each day some helpful statement taken from THE JOURNAL OF THE NaTIONAL EpucaATION ASSOCIATION. J. O. ENGLEMAN, formerly field secretary of the National Education Association, now superintendent of schools at Terre Haute, Ind., was re- cently elected president of the Rotary Club of that city. AT THE CONVENTION of the National Congress of Parents and Teachers, which met in Atlanta, Ga., early in May, it was decided to launch a campaign to obtain more effective law enforcement. This will take the form of a nation-wide survey to determine whether the laws are being properly en- forced. President Coolidge sent greet- ings from Washington saying, “One of America’s great needs today is for fathers and mothers who can and will train their boys and girls properly and guide them through the formative years.” H. PEARL BROWN, Passaic, N. J. writes that the legend below the “Spirit of ’76” on page 5 of The Drama of American Independence should state that the original picture hangs in the chil- dren’s library of Abbott Hall, Marble head, Mass., instead of in Salem, Mass. The picture was reproduced in the May issue of THE JOURNAL. successfully ane me Ye eee en a Vol. 15, No.6 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ___A-191 ® ROMRS eS 5 73 California Thru the Canal and Across the Continent Special ‘Tours to ‘CUBA and MEXICO mY VACATION really ideal. Care-free days at sea where all unite in pleasant pas- times. Memorable days amid the fascinations of foreign ports. To Havana $140 and up—10 Days—AllExpenses Steamer your hotel for the four days in Havana. Sight- seeing motor tours included in rate; visits to points of inter- est. Tours of longer duration arranged at special rates. To Mexico, $185 Round Trip to Mexico City Scenic splendors, relics of marvelous antiquity and archi- tectural beauty. Opportunity is afforded for teachers and students to attend the popular summer Y/\ session of the University of | I Mexico. ; For further information and illus- trated literature, address WARD LINE Pier 13, E. R. Foot of Wall St. New York _ 7r. “tes 7 ONE WAY WATER ONE WAY RAIL REDUCED SUMMER RATES Meals and berth on steamer included Round Trip—Water and Rail $3§0 1st Class From your home town (on main line points) and back Round Trip—Both ways Water $42§ 1st Class One way Water $250 Ist Class Proportionately lower rates in 2nd, Tourist and Third Cabin. Sightseeing at Havana, Panama Canal and at stop-overs across the continent. Largest and fastest steamers in Coast-to-Coast service. Fortnightly sailings between New York, Havana, Panama Canal { Balboa), San Diego, Los Angeles and San Francisco. For complete information apply to PANAMA PACIFIC LINE International Mercantile arine Company ONE OF THE GreaT((YM/LINES No. 1 Broadway, New York City, our offices elsewhere, or authorized S.S. and R. R. agents. YOUR PRINTING May we submit an estimate or advise you concerning that Report, School Annual, School Magazine, or Brochure in which you are interested ? OUR PLANT Is complete. No piece ot printing is too complicated for us to handle, but every project, large or small, is accurately and promptly handled by skillful work- men. Prince George Hotel A. M. GUTTERSON, Manager 28th Street Near 5th Ave. NEW YORK 1000 Rooms, Each with Bath When in New York make the Prince George Hotel your headquarters. Near Rapid Transit Lines. Conven- ient t ciation and the National Geographic Magazine » Ocean st COEDS. are among the publications from our press. [ The Journal of the National Education Asso- A HOME IN THE HEART OF THINGS Roomand Bath . . . $3.00 and up Double Room and Bath. $4.00 and up Room, two single beds and bath . . . . . $6.00 and $7.00 Parlor, Bedroom & Bath $8.00 JUDD & DETWEILER, Inc. “Master ‘Printers ECKINGTON PLACE AND FLORIDA AVE. WASHINGTON, D. C. Iilustrated booklet of New York and Hotel mailed on request Mention Tue Journat when writing our advertisers. A-192 TEACHERS WANTED For Schools and Colleges Every Day of the Year NATIONAL TEACHERS’ AGENCY, INC. D. H. COOK, Gen. Mgr. Home Offices Philadelphia, Pa, Branches: Pittsburgh, Pa.; Indianapolis, Ind.; Syracuse e. Y.; Northampton, Mass.; Auburn, M enn. Noe to employers. No charge to candidates till elected. Positions waiting. Correspondence confidential. aine; Memphis WANTED—AGENTS For the Auto-Flash-Card Machine and Cards Only automatic, mechanical device on the market for displaying flash cards in number work (two sets), word rec- ognition, language, history, geography and civics. Speed may be regulated. Write for circulars. Pamphlet on “Teaching Primary Numbers,” “Mystic Oracle” aid in number work, and the “Know America” map sent free in answering inquiries. HUB CITY SCHOOL SUPPLY CO. ABERDEEN SUMMER WORK FOR TEACHERS Why not use your vacation for profit? Teach- ers wanted to travel and appoint local represen- Definite income with all expenses paid. , Opportunity for perma- State age .and salary expected. tatives for established house. nent position. MANAGER, Dept. A, Box 11, Philadelphia “REMEMBER THE NAME MILLE R. THEATRICAL @STUMIER, 236 So. 1™ ST. PHILA. PA. COSTUMES: WIGS ETC.TO HIRE FOR ANY PLAY: (ANTATA-OPERA-TABLEAUX ETC. CATALOGUE & ESTIMATE FURNISHED WALNUT 1892 RACE 8979 GREATEST TENT VALUE EVER OFFERED THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION SOUTH DAKOTA June, 1926 TEACHERS’ AGENCY, ALBER I 25 East Jackson Boulevard, Chicago, III. We have secured PROMOTION for many thousands of teachers. We need well-prepared men and women j clients are the best schools everywhere. Our booklet, Teaching as a Business, OTHER OFFICES Symes Building, Denver, Colo. Forty-first year. for all kinds of School and College positions._ Our has a message for you. Send for it. 437 Fifth Ave., New York City Peyton Building, Spokane, Wash. Professional Placement for Progressive Teachers Discriminating Service to School Officials THE J. M. HAHN TEACHERS AGENCY We fill every sort of educational position from the kindergarten to the university. Our field is the twelve westernmost States, the Islands, Alaska, the Ornent and Latin America. We are always in quest of outstanding people for important positions. October Bulletin: We note a rapid growth of our College and University Department. We have just absorbed the local Fisk Teachers Agency. J. M. HAHN and Blanche Tucker, Managers 2161 Shattuck Ave., Berkeley, California INTELLIGENT AND COURTEOUS SERVICE TO SCHOOL AND TEACHER ALIKE TEACHERS For the best openings for 1926-27 EXECUTIVES For the best qualified teachers Write at once EMPLOYMENT AND REFERENCE ASSOCIATION, INC. Educational Dept. MIAMI, FLOKIDA mu Great Lakes Teachers’. Agency « reacnens. Evno.e Now FREE R-AOLU MS =] aN TOMEI N TON. 1 eMLEY eanacen SOUTHERN TEACHERS’ AGENC Continuous registration. Columbia, S.C. Chattanooga, Tenn. Richmond, Va. Louisville, Ky. Four offices. No advance fees. Booklet. H 5 H 402 Dillaye Bldg., Syracuse 317 Schofield Bidg., Cleveland The Everett 0, Fisk Teachers Agencies 1420 Chestnut St. Philadelphia 1020 McGee St., Kansas = 120 Boylston St.,Boston 415 Congress St., Portland,Me. 808 Title Bldg., Birmingham 409 Journal Bldg., Portland 225 Fifth Avenue, New York 549 Union Trust Bidg., Pittsburgh 548 Spring St., Los Angeles Send for Circular and Registration Form to any address above FISK TEACHERS AGENCY E. E. OLP, Mgr. 811-823, 28 E. Jackson Blvd., Chicago. For many years leader among teachers’ agencies. Gome to headquarters for teaching positions anywhere in the United States. SPECIALISTS EDUCATIONAL BUREAU TEACHERS WANTED—College Gradu. ates only, except in vocational fields. Best places. All States. Get details. - ODEON BLDG.,ST. LOUIS,M9 Olive Drab Waterproof Tent fabric, 7 x 7 ft. 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No Branch Offices THE YATES-FISHER TEACHERS’ AGENCY oo soffit iichicaN AVENUE’ CHICAGO Telephones: Harrison 2642 PORTLAND, OREGON, 911-12 Broadway Bldg. Harrison 2132 Other Office THE MID-WEST TEACHERS’ AGENCY ox 197 one BOR OS WELL INDIANA Has LOWEST COMMISSION of any Established Agency in this Region ENROLL NOW TEACHERS WANTED CLARK ax. BREWER TEACHERS’ AGENCY— 43rd Year Registration Covers all Seven Offices Permanently NEW YORK Flatiron Building MINNEAPOLIS Globe Building SPOKANE, WASH. Chamber Commerce Bldg. PITTSBURGH Jenkins Arcade BALTIMORE 211 North Calvert Street KANSAS CITY N.Y. Life Bldg. [Os (07. V ele) 64 East Jackson Boulevard Mention Tue Journa, when writing our advertisers. TS 196 EXPERTS o help you on the path to pro- . at a service right in your classroom, every day in the year. These specialists have contributed their best work to THE WORLD BOOK. They show you how to han- dle the various situations you have to meet. ‘ si not only are ready to help you ag better aieedh, which in itself leads to promotion and a better salary, put they are ready to help you prepare yourself for the bigger and better things of life. Read the names of some of the con- tributors assembled by Prof. O’Shea to make THE WORLD BOOK the lead- ing work of its kind. Robert Judson Aley Sarah Louise Arnold William Chandler Bagley Daniel Carter Beard Eugene Clyde Brooks Luther Burbank Lawton B. Evans Albert Bushnell Hart Annas Higgins Why THE WORLD BOOK Is Preferred Nearly 7000 pages—55°% more material than other works of its type Ten volumes ... 5100 pictures... Teacher’s outlines . . . Lists of ques- tions ... Related subjects . . . Visual- ized instruction . . . Monthly service bulletins to teachers . Loose-leaf annuals THE WORLD BOOK is edited by M. V. O’Shea, Professor of Education, University of Wisconsin, assisted by a staff of 196 authorities. Prof. O’Shea is the author of many books for teach- ers, parents and pupils. He is inti- mately in touch with educational move- ments throughout the country and called upon frequently to inspect schools in every section. Member of Board of Directors of numerous scientific, educa- tional and parent-teacher organizations. roy on the Path to Promotion? Wet will the next school year bring to you? Will you trudge down the same weary path, to the same job, for the same salary? Or will you be headed directly for a much bigger and better position in your chosen profession? The difference between the teacher who stays in the small school at the minimum salary and the one who climbs steadily to greater reputation and larger income is found frequently in their use of textbooks. One fol- and in imparting it in an original way. School teaching to-the one is a drudg- ery; to the other it is a service. Supplement your use of textbooks with THE WORLD BOOK. Use the material furnished by hundreds of educators, all specialists in their fields. Use it according to skillfully prepared outlines (furnished with THE WORLD BOOK). The result will be more enjoyable work, an inter- ested class, a higher average grade, fewer failures, followed inevitably by lows the textbooks solely. The other uses the textbooks as a guide, but goes far beyond them in preparing the information, in making it interesting a recognition of your ability that may surpass your highest ambitions. You can start on the right path today by sending the coupon for free booklets. W. F. QUARRIE & COMPANY Dept. 62, 154 East Erie Street, Chicago THE WORLD BOOK ORGANIZED KNOWLEDGE IN STORY AND PICTURE W. F. QUARRIE &4 COMPANY Dept. 62, 154 East Erie Street, Chicago Please send me the booklets checked below: 0 “The Verdict of Educators.” Tells what authorities say about THE WORLD BOOK (Free). “Making School Days Count.’’ Describes contents of THE WORLD BOOK, including specimen pages (Free). CO *‘Projects and Problems.’” A valuable booklet for teachers using the project method, A 68-page book by Prof. M. V. O’Shea, George A. Work, Chas. A. McMurry, William C. Bagley and other well-known educators. Regular price, 50 cents. Special to readers of this magazine, 25 cents. (Please enclose 25 cents in stamps orcoinif you want “Projects and Problems.”’’) My Name and Full Address Summer Positions: Open We have an unusual opportunity for teachers to explain THE WORLD P BOOK to interested prospects, to 2 work with congenial companions, to spend the summer traveling where desired, with railroad fare and defi- nite income assured. We shall be glad to tell you some interesting things about the experiences and earnings of other teachers and princi- | pals who took advantage of this op- portunity last year. Check coupon in space provided if you are inter- ested in a summer position. A Ae he s PAGES PAGES faces )§«=— PAGE PAGES PAGES == PAGES a ST-UMEYag-ades)«-ASSATON TOD NES ES HEAT MONE ET 4E t OUTLINES Pictured Encyclopedia Should be in Every Classroom Acclaimed the sensation of all Educational Publications by the Leading School Executives and Teachers of America “Equip the pupil to think for himself. Fit him with facts that will guide him to his own conclusions. Make him a thinker—and your work is well done.” This is modern education—the building of pupils to become better citizens — thinking men and women prepared for a useful social and civic life. And no educational publication meets the needs of modern teaching as does Compton's Pictured Encyclopedia. Compton's has been built for the new day in classroom practice. Edited by more than 80 leading educators for present classroom needs. Facts are orderly and visualized... presented in a human-interest way. And more! With Compton's in your classroom, rig’ ¢ at your elbow is all the information that your pupils may need—made quickly available through Compton’s Fact ly .ex, and doubly interesting through Compton's presentation. A. a teaching aid . . . for you as well as for your pupils . .. Compton's offers simplified classroom practice, time saving, and greater student interest. At work in every large school system in the United States, in service in thousands of rural schools, adopted in many foreign countries as well .. . you should give Compton’s graphic, pulsing pages a place in your =lassroom too. Know this modern, pictured encyclopedia. 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