VOL. XV OCTOBER, 1926 No. 7 Th JOURNAL of the NATIONAL EDUCATION ASSOCIATION i il CU RL Ae RA CD VCIVEIUS The Challenge of Childhood—Mary McSkimmon The Challenge Eternal—/William Mather Lewis Introducing President Francis G. Blair—dA Scene at Philadelphia The Profession at Work—J. W. Crabtree Repression Versus Expression—Margaret M. Alltuc A Character and Science—Edwin D. Starbuck A Prayer for Teachers—Glenn Frank Editorials—Looking Ahead, Things Done and The School of Testis American Education Week—Program for November 7-13 How Utah Builds Locals—The Profession at Work on its Problems Art is Important—Ruth Harwood The Aim of Art Teaching—A ntoinette E. pen Dedicating the School—J. G. Collicott National Education Association Officers-—O ur ieaihie ep 1926- 27 esolutions Adopted at Philadelphia—d Working Program Education Bill at Philadelphia—Ax Advancing Movement Growth in Association Membership—Enlistment from 1857 to 1926 From Philadelphia Addresses—Choice Selections Builders of Our Profession—Life Memberships Enrolment and Affiliation Notes and Announcements . Published monthly, except July, August, and September, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NorTHWEST, WASHINGTON, D. C. Entered as second class matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24,1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 25, 1921. ASS SS ES SS HANDWRITING FOR THE BROAD-EDGE PEN By Frances M. Moore NEW BOOKS | Hunter’s New Civic Biology © restore the old standard of excellence in handwriting by reviving the old technique and lester-forms is the” aim of Broad~ Edge Ren Writing. Its model is the semi-for~~ mal hand of the Italian Renaissance—the supreme period with only ordinary care, will give some idea of its beauty _ Lyman and Darnell’s Elementary Algebra Second Course _ Bowman and Percy’s Principles of Book- keeping and Business and legibility. Actual classroom tests have proved that its Elementary Course simple, definite letter.forms make ut easuer to teach and to ‘ learn than the modern “hand” with its unnecessary loops and flourishes, and fully as quick to write. Miss Moore presents this “new” writing in a series of carefully graded copybooks, to be begun in the first grade, or taken up in their proper sequence by older children or by adults. For further information, write to GINN AND COMPANY Boston ‘New York Chicago London Atlanta Dallas Glumbus San Francisco | Guerber-Crosse Contes et Légendes _ Supplementary Readers | Johnson’s Dot and David Serl’s Johnny and Jenny Rabbit AMERICAN BOOK COMPANY | New York Cincinnati Chicago Boston Atlanta “The long hard grind of labor ends in keenest satisfaction when the work to which we set our hands attains its full fruition in notable achievement” eANNOUNCING after six years of industry the ADVANCED EDITION of THE WINSTON SIMPLIFIED DICTIONARY THE JOHN C. WINSTON COMPANY EXECUTIVE OFFICES PHILADELPHIA See Next Three Pages FOR TEXTBOOKS Vol. 15, No. 7 THE JOURNAL OF THE NATIONAL EpucaTIon AssoclATION A-193 SS Sse THE DICTIONARY ACHIEVEMENT of the AGE! mM O_O SIZE OF BOOK 614 x 8% INS. 1300 PAGES ys eens annnas ann enenenscensnene eeunneneeses i] | | * ) s “s =y A ¥ \ a a os | The Winston Simplified Dictionary, Advanced Edition, is now ready. From A to Z and through the Appendixes this work is new and original. It is the most complete, the most accurate, the most scholarly, and the most inviting dictionary of its class ever published, and the easiest to use. We invite your consideration of it. { i \ ut | | | HHUA NY i : THE aan WINSTON COMPANY i LARGEST AMERICAN PUBLISHERS &3°st3us"AS5" bins ‘ THE PUBLISHERS | i Lit ly i] iil NE | \ i TATA | | HT | j Ha NIH | WW j | HL ' i} \ SEE NEXT TWO PAGES \ Mention Tue Journat when writing our advertis A-194 Tue JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION October, 1926 Now Ready! The Advanced Edition of Note These Superior Features A SPECIMEN PAGE FROM THE ADVANCED EDITION Simple, ° Synonyms complete, ©88 309 eight with carefully : informing 1e (8g), n. [ F 8 Mention Tue Journat when writing our advertisers. THIS NEW EDITION COMPLETES A SERIES of UNEQUALED MERIT THE WINSTON SIMPLI- FIED DICTIONARY, Advanced Edition, was preceded by two other edi- tions of equal distinctiveness in their respective fields: The Intermediate Edition, and the Primary Edition. The Intermediate Edi- tiom holds a pre-eminent place among dictionaries de- signed for the same purpose. From its inception there was no doubt of its superiority over other dictionaries. One of the first endorsements of this edition indicates its merit, “‘For compactness, clarity, and simplicity, I be- lieve that it has no equal.’”’— Frank P. Graves, Commis- sioner of Education, State of New York. Schools, towns, cities, counties, and even states have adopted it for exclusive use. Each year the number of copies ordered has been greater than the distri- bution of the year before. The Primary Edition has filled a similar usefulness in the lower grades. This work was prepared for younger pu- pils and contains a smalier number of words with very simple definitions. The great number of users of this edi- tion is evidence of its fitness for primary grades. **SIMPLIFIED”’ The term simplified as ap- plied to these dictionaries means definitions so expertly phrased that no one can have any difficulty in understand- ingthem. The use and mean- ing of each word is imme- diately understood. Each word is defined in simple terms—not in harder words nor in terms of itself. [--—7~ — ~~ 77> DETACH AND MAIL TODAY - — ~ - - -~- THE JOHN C. WINSTON COMPANY PHILADELPHIA Gentlemen: Please send to address below Brochure describing the New Advanced Edition of the Winston Simplified Dictionary. ONE COMPLETE COPY of the Dictionary, $2.64 With Patent Thumb Index. . .24 cents additional If complete book is desired put X in square opposite edition (Above prices subject to usual school discount.) SAN FRANCISCO Be Address... -.--n------n------enneen nn enneeeneenceneeeneeceeneeneneneneneneneneesenectesenanennnennenaneannannann Tue JourNAL or THE NATIONAL Epucation ASSOCIATION As the School Year Opens— Singer Service Begins = HUNDREDS of schools and colleges where machine sewing is taught, the coming of September is the signal for a familiar and welcome event. Skilled rep- resentatives of the Singer Sewing Machine Company pay their annual visit to inspect machines and equipment and make certain that every facility is provided for carrying on the year’s program of sewing instruction. There is no charge for this work. It is part of the comprehensive service which the Singer organization renders to all schools using Singer Sewing Machines. If yours is one of those institutions par- ticipating in the Singer plan, your equip- ment may already have been put in shape. If not, call the nearest Singer Shop, let them know you are ready and you will get an immediate response. Or, possibly you are not as yet sharing at all in the program by which we are assisting so many sewing teachers in their work. If you are not, we should like to send you with our compliments a copy of “Machine Sewing’’, a teacher’s sew- ing textbook, and a sample manual for pupils. Then upon your further request, we will send a sufficient quantity of the manuals for the girls in your class and wall charts for group work. If there are several sewing teachers in your institution we will arrange to give them a special teacher’s course in machine sewing, with the free Joan of machines and free textbooks and materials. In fact, whatever your special sewing needs may be, we hope you will feel that a service is available in which you can freely participate without any cost or obligation whatever. The coupon below affords a convenient means of expressing your interest. The textbook, “Machine Sewing’, and the sample sewing manual will be sent im- mediately. Where the larger service is appropriate a representative of our Edu- cational Department will call and discuss its application to your needs. SINGER SEWING MACHINE COMPANY, Inc. Educational Department © WwW Ww WY YW Singer Sewing Machine Co., Educational Department, Room 8-K, Singer Building, New York, N. Y. (Check the service in which you are interested) OPlease send me a copy of your Teacher’s Textbook, “Machine Sewing,” and a sample sewing manual for pupils O Please send me particulars about your Free Educational Service for Schools and Colleges Name Position Street City__ Number of sewing teachers in your schools_ Mention THE JourNnaAL when writing our advertisers, School , De: _ State— ___Number of pupils in your sewing classes____ October, 1926 Singer Building, New York, N. Y. eee } vol. 15, No. 7 Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ROSPIGLIOS: PALACE, ROME, AURORA. The dawn of a new day is here Tus far-off event has happened. There are now Orthophonic Victor Records that gather up a whole symphony, or a whole cathedralful of voices, without lane of a single note or vibration! Records with a velvet surface. You do not hear even a swish-swish. The full, rich, perfect tones come out of utmost quiet. Put one of these new Orthophonic Records on your Victrola; and the powerful, triumphant voices of the Trinity Choir are singing Hallelujah in the same room with you. Shut your eyes; the lifted, singing faces are before you. Great arches and columns bend toward you that vast surge of sound that lifts you to your feet as it lifted George II to his feet! Sweep and space and distance—the exalted Jiving choir—in that small four-walled room where you and your pupils sit! Such is an Orthophonic Record. Imagine such power in your classroom work. Imagine seating before your pupils at any moment, the Philadelphia Symphony Orchestra, the Bala- laika Orchestra. ..so that you all but see them ... so astoundingly living are the inspiring tones. The Orthophonic Record is comparable only to the Orthophonic Victrola itself, with its flawless repro- duction of every note and nuance. Not all the music you love has yet the Ortho- honic recording. The vast Victor laboratories ie a tremendous task. But already every phase of your educational work has been included in the new Orthophonic listings. You can now get Orthophonic Records for chorus, orchestra, sing- ing, folk dances, instrumental study, mimetics, interpretations. The course in French by Sound is completely Orthophonic. There are kindergarten records of the same clarity of tone. Orthophonic Records are now on sale. They cost no more than the regular records. Hear them at any store selling Victor preducts—today. Write us for more information. Some of the Orthophonic Records : The Messiah—Hallelujah Chorus (Handel) Trinity Cuorr 35768 Evening Song (Schumann) Victor Strinc Ensemsie 19854 Waltz in G Flat (Chopin) ZimBauist 1154 Song of the Volga Boatmen (Russian Folk Song) BaLaLaika OrcHESTRA 19960 March of the Little Lead Soldiers (Pierné) Victor Concert Orcugstra 19730 Marche Slave (Tschaikowsky) PHILaDELpHi1a OrcHESTRA 6513 Danse Macabre (Saint-Saéns) Puitapgtpn1a OrcuestRa 6505 Le Cynge (The Swan) (Saint-Saéns) Panto Casats 1143 Chant of the Eagle Dance Hor: Inpian Cuanters 20043 Melodies for Children Victor Concert Orcuzstra 20079 Wedding March (Lohengrin) (Wagner) Mark AnprEws 20036 Songs for Children Auice Green 19830 Vermeland (Swedish Folk Song) Victor Srrinc ENsemsie 19923 New World Rreghoby (Dvorak) HILADELPHIA OrcHEsTRA 6565 - 6569 inc. Educational Department VICTOR TALKING MACHINE ot CAMDEN, NEW JERSEY, U. &. A. Mention Tue JournaL when writing our advertisers. A-197 ... with this second miracle of music A-198 THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION October, 19% y - = 100% MASTERY PRACTICE MATERIAL If It Is Worth Doing, It Is Worth Mastery DIAGNOSTIC TEST AND REMEDIAL EXERCISES IN PUNCTUATION | By Walter S. Guiler, Miami University | Pupils’ difficulties are revealed by diagnostic test and recorded on diagnostic chart. There are seventeen types of remedial exercises in pad form. This material may be used in the fourth grade through high school. PRACTICE EXERCISES AND TESTS IN ARITHMETIC By John Theodore Johnson, Chicago Normal School This material, prepared on a sound scientific basis, constitutes a self-diagnostic and self- remedial system. ‘The diagnostic tests in pads detect recurring errors and indicate remedial ex- ercises in Student’s Practice Book. PRACTICE EXERCISES IN THE FOUR FUNDAMENTALS OF ARITHMETIC By Thomas E. Thompson, University of California, and Alexander S. Bulware, Teachers College, San Francisco By patented automatic correction key the burden of checking answers is reduced to a mini- | mum. A glance reveals whether or not a pupil makes mistakes. Each pad has twenty tests. Pads can be used over and over. RAND MCNALLY & COMPANY New York (Dept. K-95) CHICAGO, 536 So. Clark St. San Francisco cA 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 C. BEVERLEY BENSON, C. E., Purdue University 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) Price, 3.88 Price, $.96 In Press Send for illustrated booklet on this new series. a _ — —— NEW YORK cATLANTA BOSTON THE MACMILLAN COMPANY 9 288s Mention THe JournaL when writing our advertisers. THE JOURNAL OF THE NATIONAL EpucaTIon AssoclaTION A-199 TULLIVER Gé YES TO LIVE THE GYPSIES” George Etiot {AGGIE "WITH iderushingto mect it, checks its On this mighty tide the “Oge’s which shows its aged, fluted sharves between the low wood én each hand stretch the - D fnade ready for the d-rod Retrary Ripple flows with 0 Mere is Dorkcote Mill with its dwelhng ‘house, a8 old as the elms and = the northern blast. The rush of the b mil! bring a dreamy deainess which = of the scene. And now there ran coming home withsacks . - so Jong on just the same the unresting whel t queer white Cur cat the wheel> HO Tape sn sts anerre in wndl there is y very Shines gut from: che fet hand eaeer are talking LR a ny . 23° are = . a REH S OME WT a ke my Ae ee re x “pee ek ay : Le : > ‘ ‘ s “7 Roe ic Se am re ¥ s . ime > . ~ o ake eee Rai 6 ~ : | aint | ] is ee ; j . { - Pm we” & “ : * ‘ i . eo - - = . . . i ‘ “6 ° ° 4b 9) . - . yt Re te « ~ — . NT AF ED : > ’ ' ty eae 4 af ; r. “ Be: ae ee £3 : ied Ky: ey Peat : a : ¢ iy ; \ ‘ isi 7 7 ea Q 4) Re A % mie, . 2 , = eR i eS eel SLY Mb Aub (hea What Greater Opportunit c) o ? for Service to Children? | “Miss H., I take off my hat to you. Your $150.00 a month for nine months. And work is the biggest investment of lifethat I'd been teaching fifteen years! For my any woman can engage in, making it pos’ ninth month in BOOK HOUSE work, sible for boys and girls to arrive,” saida my salary is considerably better than rominent member of the faculty of a double what I made at teaching. But | leading University toa BOOK HOUSE even that is the least of the compensa- representative. tions—I have been so much healthier This, then, is the opportunity offered and happier in this work. you!—to ally yourself with this great ' movement in the interest of childhood Are You Without an Assignment? and to share in the phenomenal growth Or are you interested in a change that enjoyed by this company and its staff. means progress? Investigate this oppor- The BOOK HOUSE for CHILDREN tunity! One of the positions now open came into being to promote the cause of with The BOOK HOUSE will more right reading for children—to displacethe than answer your need. It will enable you Send Coupon mountain of trash offered them with really to capitalize your specialized training— Th ° B k l worth-while books which should have your experience. What others have done, J seal awra J ne a constructive influence on their lives. Does it pay? One former teacher says — “When I quit teaching I was making you can do. But first read what others have done. Send for the booklet illus- trated, “What Can a Woman Do?” The BOOK HousE for CHILDREN Dept. 10-B, 360 N. Michigan Ave., CHICAGO “’y BEDKHOUSE “The child who reads My TRAVELSHIP is the child who leads” Mention Tue Journat when writing our advertisers. The BOOK HOUSE for CHILDREN Dept. 10-B, 360 North Michigan Avenue CHICAGO Please send me the free booklet, “What Can a Woman Do?” My Name Full cAddress A-200 THE JouRNAL OF THE NATIONAL EpucATION ASSOCIATION October, 192 ae } ee POSSESSES SSSSSSSS SSS SESSESOSS SOOO SOOO SOOO OOOF? Put the Guaranteed LITTLE GIANT ELECTRIC ERASER CLEANER to Work in Your School HE Little Giant has been tested by continuous use in thousands of schools throughout the country, It has proved to be efficient in all respects, noiseless, dustless, simple and swift in its operation. It js guaranteed to clean blackboard erasers to your entire satisfaction or your money will be refunded. The Little Giant is operated by a Universal motor, adapted to all electric currents; it is provided with nine feet of Underwriters’ lamp cord with Universal plug ready to attach to any convenient lamp socket. Strongly made of e malleable iron and aluminum, j Price, $32.50 weight is but eight pounds and an be shipped by parcel post. The Little Giant is a mod- ern hygienic device that should be in every school. Put this accepted aristocrat Address Dept. J of blackboard eraser clean- * . This is the scale gaye war njarsieg | JAMES LYNN CO. ee Se SK og we Seinen Bed, Chicago satisfaction. sa tal : Silent - Swift - Dustless - Simple - Inexpensive Weighing, an essential part of the school health program, requires scales of perfect accuracy— scales, moreover, that are built for convenient reading, and for withstanding the strain of con- tinuous use and abuse that goes with the weigh- ing of a large number of children regularly. The Fairbanks School Scale, made of highest grade ma- terials and workmanship united in a precisely built but rugged scale, assures school service unexcelled. This scale keeps its initial accuracy, for it is constructed on the most approved principles of fine scale design—no springs, nothing to get out of order. STUDENTS’ CHEMISTRY DESK A favorite in many laboratories. The gas and water pipes, with convenient outlets, are placed under the lower shelf and directly over the trough. Accommodates sixteen students, working in sections of eight. 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FAIRBAN KS SCALES Preferred the needed in your health program | THE LITTLE GIANT ELECTRIC ERASER CLEANER The details of laboratory furniture manufacture are so intricate and require such a fund of scientific knowledge re- garding laboratory operation that only a firm having back of it years of experience, years of conscientious experimenta- tion and progress, and a record for having rendered con- sistently satisfying service can hope to meet modern re- quirements. Kewaunee has that knowledge and has that experience, Address all inquiries to the factory at Kewaunee. eunuice ify, Co. C. G. Campse_t, Treas. and Gen. Mér. 123 LINCOLN ST., KEWAUNEE, WIS. New York Office, 70 Fifth Avenue Offices in Principal Cities } World Over NEW YORK CHICAGO Broome and Lafayette Sts. 900 S. 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McCornack, Architects, : , ‘alti Mayer & Valentine Engineers enjoyment of fresh, clean, comfortably warmed outdoor air, within eae the protecting walls of the schoolroom. Your pupils and teachers can enjoy air with all its outdoor vigor, every day of every season, in schoolrooms equipped with the Uni- vent. Thousands of schoolrooms know its benefits today, and recog- nize, in the Univent, the highest and yet the simplest development of Ventilation. (Teepe \/ ann) The reasons for their choice are contained, with many other inter- VEN Tl LATI ON esting facts, in the book, ‘“‘Univent Ventilation.” Write today, and let us send your copy. Mfd. only by THE HERMAN NELSON CORPORATION, Moline, I/1. Builders of Successful Heating and Ventilating Equipment for 20 Years 2 Sales and Service ¢ BELFAST, ME. 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The Complete Piano Literature of the World. THE AMPICO CORPORATION Educational Department 437 FIFTH AVENUE Mention Tue Journat when writing our advertisers. NEW YORK CITY 1926 Vol. 15, No. 7 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A-203 es This orchestra plays in 10 rooms at once HE orchestra strikes up, and the music for morn- ing singing sounds in every room! This fantasy is fact, through the Western Electric Public Address System, whose microphone picks up the music and sends it to every room equipped for the purpose. The Western Electric Public Address System opens a new field in the school. Projectors mounted in the halls stimulate marching between classrooms. Classes do calisthenics to music—without leaving their rooms. Concerts, speeches, announcements, go direct to every room or to any desired group of rooms. fp Travba a sieibting house can el School Boards much that ) ae and valuable about the Public s tay oe Successor to Wesfern Electric Supply Dept. Offices in 58 Principal Cities Executive Offices: 100 East 42d St., New York Mention THE Journat when writing our advertisers. A-204 A Few of “ the Contributors Among more than 2500 world authorities, who have con- tributed the 45,000 separate articles, are the following: ALBERT EINSTEIN* HENRY FORD GEORGE BERNARD SHAW RAMSAY MACDONALD VISCOUNT ASTOR Dr. GUSTAV STRESEMANN Mme, CURIE* MARSHAL FOCH SIGMUND FREUD Lord HALDANE SUZANNE LENGLEN Major-General LEONARD WOOD ST. JOHN ERVINE ANDREW W. MELLON L. TROTSKY E, L. THORNDIKE Gen. L. C. ANDREWS JOSEPH CAILLAUX GEORGE EASTMAN Dr. ADOLF LORENZ Sir JOSIAH STAMP Prof. IRVING FISHER President NICHOLAS MURRAY BUTLER SENATOR MARCONI* DUCHESS OF ATHOL Dr. ALEXIS CARREL* OWEN D. YOUNG Sir OLIVER LODGE FRANCIS WHITE ELIHU ROOT* *Among the 2,500 famous contributors are 22 Nobel Prize Winners. See FREE klet. — ) EW s. ENCYCLOPAEDIA THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION THIRTEENTH EDITION The Record of an Epoch BRITANNICA DEDICATED, BY PERMISSION, *e4 TO PRESIDENT COOLIDGE Pp** AND TO KING GEORGE V. Ree from the pens of the foremost living authorities, the new Britannica is here. This, the Thirteenth Edition, is one of the greatest achievements in this age of wonders. The pages sparkle with the clear-cut. reflection in text and pictures of the breathless changes of the past swift years. Today’s news of telegraphic freshness is here from every center and fron- tier of civilization. Tomorrow’s news is in the new Britannica, events still pending in laboratory and council chamber. For the men who are making events have made this Thirteenth Edition. Guide to All Educators Educators the world over, teach- ers in every department of learn- ing, have eagerly awaited this new Britannica to put them in touch with the lastest develop- ments in all subjects. It affords them the detailed picture of all advance, the overlapping and dove-tailing of all departments of science and art. The Threshold of Tomorrow The new Britannica is your 2,500 brain-power ally, to help in answering the multitude of ques- tions that fill the air iodek tae are 45,000 separate articles from more than 2,500 authorities in every civilized country of the world. It is a wealth of facts, in- Mention THe JournaL when writing our advertisers. formation, ideas, suggestions— all so accurately observed, so ex- pertly written as to make the most secure foundation for any activity, of the present and im- mediate future. Quick Extension Course To Educator and Student the new Britannica is a marvelous extension course — stimulating, inspiring, informative. Into far off university and scholar’s study, to the Nobel Prizemen of all lands, this Thirteenth Edition carries its readers in quest of knowledge. And always the an- swer seems to go farther than the question; undreamed of facts issue forth from the most author- itative sources. For many of the contributions are the basis of lectures and writings for the years to come, now given gen- erously to teachers and students that they may prepare the public mind for astounding announce- ments. To be among the first to use and apply this new information on many and varied subjects is the privilege and duty of all educators. Great Vital Value In extent of information alone, the 33,000 pages of the Thir- teenth Edition with 55,000,000 words equal more than 500 or- dinary text books costing at least $1,200. Yet you can have all this at a fraction of that cost, 32 Use Coupon for FREE Booklet The ENCYCLOPAEDIA BRITANNICA, Inc. 342 Madison Avenue, New York Please send me, by return mail without obligation on my part, your fret page Specimen Book of the new 1926 Encyclopaedia Britannica (Thir teenth Edition). Also particulars of your easy terms of payment. eiiha iain et a ee en NT RN AE OO mT me ee October, 1926 1926 It’s All Here—the Complete Record of World Progress! volumes occupying less than 36 inches of shelf space. And easy terms of payment to meet the necessities or desires of strict | economy and budgeting. Prove It Yourself Without Any Cost In the certain knowledge that once you realize the full value of the new Britannica to your work | you will spare no effort to obtain your set, we, the publishers, have spared no effort nor expense in making a booklet that adequate- ly describes this magnificent Thirteenth Edition. This is sent you free of all cost. Through the medium of this most handsome and complete descriptive book of 80 pages you | can examine the practical value | of this new Thirteenth Editionof | the world famed Encyclopaedia Britannica. This is sent you FREE. Here are reproduced specimen pages, many in color | surpassing all similar work. 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You will find each publication scientifically and educationally sound, truthful in emphasis, and susceptible of wide teach- ing application. . chy, f Bien lee ti ee | Probably you are already familiar with the work of this Educational Department. It was organized for the purpose of offering close cooperation to those doing educational health work. Providing free sup- plementary health material to teachers is, obviously, a most important phase of such cooperation .. . That is why we want you, at any time, to call upon us for any of these teaching helps, in the quantities you require. Wouldn’t you like us to send you the complete list of these free publications, together with an order blank for your greater convenience? Just mail the coupon below. © 1926, P. C. Co. : Sin AGT om is : ] 3 i If = a J.N.E. A.—10-26 EpucaATIONAL DEPARTMENT Postum CEREAL Company, Inc., Postum Bldg. New York, N. Y. Please send me the booklet describing your free publications for the ee iL SNE. oc. 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A-208 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1926 RE ES So oe Se se SE ses a . | a | te att in| sis ta } ICTURED | [PICTURED |/PICTURED| PICTURED | PICTURED |PICTURED PCTURED| | PICTURED |] PICTURED PaCTURLL \ a DICTLOPEDIA) PICTOU | E) ACIOPEY IC ConA ERONPTD jewrWCLcrEEAN pccorna| [sone ACIDE : DS SE SR BC Oe Se SS I | | Rinna ane eo : Sid ss: 4 | h b ad p oe : = 0 oy i p as ‘ p le at di Ww fr de ' be 4 SP ghd . ; ati scien » eae | ar : | pe “| a ® 9 e T : ' Comptons National leachers Service | | : . =. , Pr Meets and solves the teacher’s problems -- > mi beyond every expectation “ Ex AA new day for teachers. A new way forteachers...a _ necessary to look any place else. Everything is in the = simple, up-to-the-minute solution of the teacher’s most | Compton Service. Lesson-plans, outlines, type-studies, | fa difficult. problems. complete projects, models for countless other projects, a . 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COMPTON & COMPANY, q Now in our own building devoted to teachers’ service 1000 North Dearborn Street, Chicago, Illinois a 7s 2S aS & 2? =. 3 ® Oo Pea Fionn As 3TRwED ART Pe Mention Tug Journat, when writing our advertisers. October, 1926 The Challenge of Childhood’ NE HUNDRED and fifty years ago the founders of our government, in words that shall not perish while the English language is spoken, laid with an exalted courage seldom equaled in human adventure that founda- tion stone of our liberty upon which the lofty turrets of a great and free people have been reared. Our beloved and beautiful word, education, does not ap- pear therein, but the soul of the Ameri- can people has found it implied in every one of those noble sentences, for no people crippled by the bonds of ignorance could either attain or preserve the inde- pendence this great Declaration was pledged to accomplish. Twenty-six of the signers were col- lege graduates ; others had been educated at home. Every word that has come down to us from the stately language in which the document was couched to the fragments of their discussions, which by devious paths are yet our inheritance, bespeaks the masterly power of thought and expression in noble speech that is the possession of the trained mind alone. The three of the signers from Massa- chusetts, besides Benjamin Franklin, of Pennsylvania, who had received all his schooling there, had been members of the first public school in the Colonies, the Boston Latin School started in 1635, made a public school by public taxation for its support in 1647. I have heard Edward Everett Hale say that their signatures on the Declaration were faithful specimens of the penmanship taught by the schoolmaster, Nathaniel Williams. Public schools had already begun to make a mark that was to last. Sixty-nine years ago the National Education Association was born in this same great city. What was its object? Here is what they said in the Proceed- "Presidential address before the National Education Association, Philadelphia, Pennsyl- vania, June 28, 1926. Mary McSkimMon ings for Organization: “We call to all practical teachers who are willing to promote the educational welfare of our Me* MCSKIMMON at her summer camp in Maine, where she rested after her year’s work as President of the National Education Association. Newly-elected Presi- dent Blair had a hearty response from the Assembly when he suggested that had he chosen the time of his coming ixto office he would have removed it several degrees from the administration of Miss McSkiinmon. He had given gracious tribute where everyone thought it richly deserved. country, by concentrating the wisdom and power of numerous mings, and by distributing among all, the accumulated experiences of all who are ready to de- vote their energies and contribute of their means to advance the dignity, re- spectability, and usefulness of their call- ing; and who, in fine believe that the teachers of the nation should be gathered into one great Educational Brotherhood.” There is not the slightest reference to the child that gave these dignified work- [201] ers their excuse for working. The dig- nity, respectability, and usefulness of their calling seems to be wholly apart from any solving of problems arising in the teaching of children. Do you sup- pose they dreamed that they had any responsibility for the misbehavior of the children of the next generation, pil- loried by that keen satirist, William James, in “Daisy Miller,” whose naughty little brother stands out for all time as a specimen of the age? Do you not believe that if in that far beginning they had undertaken to study the ma- terial with which they worked, the children in their schools, that the emolu- ment and dignity they craved might have come a little sooner? That is the thesis upon which the program of this, the third meeting of the Association in Philadelphia, is based. The challenge of childhood is the sev- enfold one so often held to our umited attention by the gifted editor of our JOURNAL and now woven into the con- sciousness of this great army of the National Education Association. It is because we have already accepted this challenge that we are no longer alien sections or states or counties or cities but a united educational system holding com- mon viewpoints. Any one of us may cross the continent, visiting a school every one hundred miles, and in every school find himself among friendly chil- dren with a feeling of perfect ease and contentment. The year has given me this opportunity, one of the most delight- ful that can ever come to any teacher. Everywhere that this golden trail has led me,-I have found this remarkable truth—the children are unfailingly like those I left behind in all the realities of life. Once in a while the accent or vowel values of the words of the teacher made me conscious of how different my Yankee speech must sound to her, but the children seemed unaware of any dif- OL EE CANOE AS ON ERE Ce ewe as LE we At Ee 202 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ference. They listened with the same kindly indifference to certain profession- ally important platitudes, as untouched as my own, but kindled with eager joy when life—earnest, vibrant life—ar- rested their attention. I have no doubt that the service rendered by William Dawes at the time of the daring drive to Lexington and Concord was as im- portant as that of Paul Revere, but I can testify that the poet has made Paul Revere the beloved heritage of every American child with whom I have talked. This thing is sure: the deeds that led to the signing of the Declara- tion of Independence are the common bond between the children of the Amer- ican nation. How the study of the problems of childhood have united us! Is anything in this Association more worthy of our earnest wonder than this spirit of being one in heart and mind throughout the land? We have no national system of education and yet with these common ideals and common aspirations born of thoughtful counsel for the solving of our mutual problems, we are coming into a new unity. One of us may go from Eastport to San Diego to teach and find the waiting task essentially what was left behind. Through this mingling of teachers in our Association of all rank- ings, in working together on committees, in departments, in the groupings about common interests, we are developing a system of education that is beginning to take on a national color and is hasten- ing the day when as a nation we may lose our provincialisms and learn to take a more inclusive point of view. The first note of the challenge is health. Has the school answered this challenge? What more gigantic task has it ever faced so unflgichingly? Through requiring vaccination for ad- mission to school, smallpox is no longer a horror to be reckoned with. The Schick immunization has already pro- tected children from diphtheria wher- ever it has been applied. All schools are teaching cleanliness and the great help that milk, as diet, renders the grow- ing child. There is ready response in this country to demands for clean teeth ever since our boys paraded Piccadilly and Trafalgar Square and heard the de- lighted populace cry, “Smile, Sammy, Smile!” Even the primary child knows what his weight ought to be, and the value of fresh air day and night, and sunshine, and play. When the National Congress of Par- ents and Teachers started the campaign for the round-up of the five and six-year olds in thirty states last summer, that every little beginner might be ready for school in the fall, a mighty public Amer- ican object lesson was given to all com- munities. ‘There is hardly a state in the Union that is not lined up through its boards of health to carry forward the means of making one hundred percent of our little beginners fit to go to school this fall. But you will have to take your year’s pilgrimage up and down this land to see the glory of the new school build- ings of today set in their ten, sixteen, and twenty-acre playgrounds and realize the sensible uses these great breathing places are being put to. No wonder we are told that the child born today has a safe hope of adding twelve years to the span of his grandfather’s years. In the progressive school systems, the old text- book study of anatomy, physiology, and hygiene has already given place to health education. Health habits are taught and tested. Health examinations are being slowly but permanently estab- lished. Following the examination comes a suggested follow-up program for correction of remediable health de- fects, such as malnutrition and func- tional disorders caused by bad posture, all of which may be tested and corrected in the school, while the more serious health conditions that require medical or surgical care are brought to the at- tention of the home. The second challenge of childhood is for skill in using the tools of learning. The schools have always known their value. No one today can observe edu- cation long without knowing how much better the children gain possession of these tools than those of a previous gen- eration. The Springfield tests of 1846, given recently to the Massachusetts children, have shown vast improve- ment in both accuracy and knowledge in arithmetic, spelling, and geography by the children of today. Our boys and girls probably read one hundred pages today for one read by their grandfathers. We have learned that the eye can be trained to increase its natural rate of motion, and we are helping children to % \ ad a 3 October, 1926 a EE EER NS i EE A EC TT Se increase their speed for informational reading. But when it comes to real ]it. erature, the great and beautiful words of poetry, the treasure that is our inherit. ance and our birthright, let us take time for that seed time of the soul, of which Wordsworth sang. The teachers of America are Meeting with increasing purposefulness the chal- lenge of the children for tools. They remember what A. C. Benson says of Bishop Westcott. ‘The old idea of edy- cation was to induce our pupils to ac. cept the gold coins of our own wisdom by trying to transfer them from our pockets to theirs. We know now that the only way to educate is to show the child where the ore is and to place jn his hands the tools that will get the ore from the mine. We expect our pupils to free the gold from its dross and coin it for themselves. Our next challenge is home member- ship. Our classes in domestic science, woodworking, repairing, interior decora- tion, cooking, serving, home furnishing, study of harmony of color, textiles, and laundry work show the widespread in- terest in making epportunities for chil- dren for having a share in helping to make homes beautiful, and to take that interest in their improvement that indi- cates a remarkable economic betterment. One of the finest fruits of the nature study in our schools is the increasing de- light in the care and protection of bird life. And when our boys and girls have toiled over their own little gardens, their neighbors have a protection from the old lawless depredations that no iron wall could have given their treasured roses and lilies of the old day. Do you think people realize what it means today that priceless treasures of shrub and blossom grow absolutely unprotected by the old fence or wall of the past generation? This is a real test of right-minded home membership. And the very courts themselves pay tribute to the decrease of juvenile de | linquency. Our scientific measurement has helped us understand underlying causes of delinquency in children that could not be arrived at without this great service. As the variant is now being ur- derstood as never before, what wonder that the records of fourteen cities taken from the report of the Children’s Bureau of the United States Department of se ~ ure wit nov our of | and life Vol. 15, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 203 Pe Labor shows a decrease in juvenile de- linquency in every one, and is especially marked since 1920. Rightminded boards of education are providing oppor- tunities for developing such abilities as the least-favored child possesses, and the gifted one, as important a problem as the other, is being studied and understood and given the chance to learn those ex- periences in knowledge and the society of his contemporaries that shall give the power of leadership for which he was en- dowed. Children are better school mem- bers with their willingness and efficiency in taking on responsibility for the better- ing of conditions therein. They are bet- ter members of the neighborhood and the playground. Surely they must be in- creasingly more helpful, more thought- ful, more efficient members of the home. What of the challenge of citizenship? The school is more interested in this sub- ject than ever before in the history of American education. How much more intelligent it is to emphasize those prin- ciples of government by putting them into daily school life than to depend upon the learning of bare facts from a textbook! How our Good Citizen clubs help in serving the school by caring for play- grounds, lawns, and shrubbery, our Patrol clubs, helping younger children to cross the streets safely, taking charge of classes entering and leaving the building, serv- ing at fire drills, having responsibility for the care of lunchrooms and corridors, do- ing the faithful service of a devoted citi- zen for the safety and beauty and well- being of public property; all for service and nothing for reward! Isn’t this a splendid foundation for the discussion of civic problems in the classroom? It is hard to believe that our pupils thus trained will not show by means of the ballot the appreciation of the great prin- ciple of self-government for which our fathers died. If the same indifference to the duty of each citizen’s responsibility to the faithful exercise of suffrage should go unchecked by every means possible in the schools, then shall we indeed be fail- ures and unworthy of our great inherit- ance. May a great light be kindled within us and passed on to the generation now in school, whereby we may both see our responsibility to meet the challenge of a loyal citizenship that will preserve and develop the inestimable blessings of life under the Constitution of a- land where opportunity to achieve and to be gleams like Sirius in the crystal air of a January night. And what about the challenge of lei- sure? If we have not in the past been so keen about this, it is because we hardly know it as a reality in our own profes- EL W. LAMKIN, who was elected to mem- bership on the Executive Committee of the Association at Philadelphia, has been president of the Northwest Missouri State Teachers College at Maryville since 1921. He was born in Missouri and has served as high school teacher, principal, state inspector of high schools, county superintendent, and state superintendent of public schools. sion. ‘To most of us, the summer vaca- tion means attendance at professional classes either as teacher or student, or re- turning to the old home to care for in- valid parents or assist in lightening labor for others. It means preparation and study during the spare moments of term time, or it means giving special help to some backward pupil. The more the school fills its supreme place in the com- munity, the less chance there is for a leisure hour. If all our pupils were to become members of our profession, the use of leisure would not be a problem to consider ; it would take care of itself. It was a wise old priest who said, “I give my forenoons to God; I give my afternoons to my fellowmen, and’I give my evenings to myself.” We know that work, service, play—all are needed for any adequately rewarding life. Each has borne a part And that a needful one In making up the calm existence that is mine, When I am worthy of myself. There are those of us to whom books, through the noisy turmoil of our busy days, make the same appeal that the bubbling spring of cold water does to the parched traveler. No worthier effort can engage the teacher than awakening this love. Given eyes that see correctly, with training to read rapidly enough to satisfy the hungry mind, I believe all children may become possessors of this unmatched blessing. We must give them wide experiences in order to help them find their own stride. Did you ever know a boy who would not kindle to that alien world—poetry—through the magic of Alfred Noyes’ “Highwayman,” of Kipling’s “The Bell Buoy”? ‘They get away from the limitations of the noisy tenement district as they haul up the big cod into the Gloucester schooner in “Captains Courageous,” and it is hard to keep from envying Stevenson, whose power to appeal to the imagination en- lists every child to embark with old John Silver and the rest and sail joyously forth to Treasure Island. If you have never tried them on biography, you will get a real surprise. “Up from Slavery” is an unfailing lodestone; so is “The Iron Puddler,” and the “Americanization of Edward Bok.” No teacher who can walk with chil- dren into the field and woods, showing them the amazing plan by which the wild Iris or the fascinating Lady’s Slipper solves its problem of fertilization ; no one who has ever taught the children to listen to the song sparrow or the bobolink has failed to give seeing eyes and hearing ears for the later hours of leisure. And to show them noble Orion marching up the winter sky, following the Pleiades and Hyades into the zenith, will give the thrill that lasts while life lasts to those whose eyes have been opened to a matchless world of beauty and delight. The day is not far distant when whole communities will unite in beautifying desolate and ugly school grounds, laying out fields for outdoor sports, where every resident in the community may feel own- ership because he has had a hand in pro- viding an opportunity for community play. What shall the answer American A ERY AN te PE A srt OL OE PTET TW A Waa) in AA RO i Pel PLD Eo Se cr imine tev y J I a aerate ins KARP: te etntitasstin Dawe AT “Re he BPP ae OG a SS a AR Ee 6 Ar ABI aT CO, dp Ba se NG) cents Cats Cn a UR I SE Sry a Pw oa hag, ea PS a 1 lei rhe a tamale —" ip ig tre 204 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION school make to the challenge of develop- ing noble character? Through the better adaptation of the school curriculum and its recognition that children have bodies as well as minds, the old importance of the discussion of discipline and punish- ment has passed. Initiative, leadership, responsibility have taken the places of co- ercion and autocracy. Nature study has abolished thoughtless cruelty, and school gardens have established respect for the property of others. Scientific mental testing has discovered the moral imbecile and has delivered the school from his baleful influence. The aid of the invalu- able psychiatrist is helping boys and girls to solve their problems of maladjustment to the school, arising after bad conditions and experiences of broken home life or wrong treatment in preschool age. What untold blessings to the school have thus been wrought. The school children of a good school are better behaved today probably than children have ever been, in their attitudes toward dumb animals, toward each other, their teachers, and the world at large. But enduring character is deeper than a casual live-and-let-live indifference. The kindly gesture toward his fellow beings must be wrought into habit that shall last and dominate his life ; that shall be the conscious expression of right de- cisions made habitual, a source of power when his temper, or prejudice, or fear, would paralyze his will and chain power of right action. This growth in judg- ment and self-control in respect for law and the rights ef others is not an achieve- ment of days or months. It is a slow growth at best, for humanity is only in its cradle stage of self-government, and the constitutional democracy of our own land has not yet learned how to implant re- spect for the laws even in the hearts of the very men who have made them. This slow growth in the elements of character needed to insure the safety of our kind of government is the unanswer- able argument for the school age to be prolonged until that character which shall make right-minded citizenship has been developed. It is sometimes a slow growth. We have placed a standard of attainment in subject-matter achieve- ment that must be reached before boys and girls can leave school. We must see to it that years enough under the com- petent guidance of skilful and devoted teachers are allowed to give all children experience in putting into action again and again those great principles of con- duct that are the guaranty of good char- acter. It is the boy leaving school with October, 192¢ ——————E—<< eee eee unformed character who becomes the tool of unscrupulous men, and too often a criminal before the law. Our Association mourns today the re- cent death of Dr. John F. Sims, the chairman of the Committee on Child Labor. We recall his real grief at last summer’s meeting when his noble words rang out: “Opponents of child labor sacrifice childhood to money, education to cheap production and the amassing of wealth. They foster greed in the strong, hatred and discouragement in the weak.” I AM NOT GOING TO TRY to express to you the sense of wealth un- bounded, wonderful, that I take away with me from my year’s chance of service for you and with you in this great organization of which we are all so proud. I thank you everyone. I call many people, whose names alone were known to me a year ago, my friends, and I thank you all over this land for all that you have done in trying to make me more worthy of the opportunity that I have to go back to my own children and meet their challenge.—Statement by Miss Mce- Skimmon to the Representative As- sembly as the hour of her retirement from the presidency drew near. The recognition by Congress in conserv- ing the childhood of America marks an epoch in our constitutional history fraught with wholesome, far-reaching re- sults. Who can estimate the value of the child, the potential ruler and worker of the future? Let us be loyal to him. “It is the function of the present gen- eration to conserve the interests of the children so that in the springtime of life they may have abundant opportunity for the training that will so develop them that they may later discharge in full measure the duties and responsibilities of American citizenship.” The gracious soul of the man whose words remain to us has gone on its ever- lasting reward. We pay tribute to his noble service for the childhood of this land. If we cared for the children as he cared for them, we should have come nearer accomplishing each in his own State what he so grandly won for Wisconsin. He lays upon us the challenge, the pitiful appeal of every child in the dreary drudg- ery of the mine, the exhaustion of the beet field, the deafening weariness of the factory, and the benumbing, stupifying toil of the mill. Rich and prosperous America will not long consent to receive dividends paid by the sacrifice of ambi- tion, by the cost of health, by the price ignorance exacts. All right-minded citi. zens of this land will respond to our jp. terest in the citizenship of tomorrow when we have that desire so alive in oy; own hearts that it springs forth like sacred fire, for the warming of the fail. ing courage of young lives, bearing bur. dens too heavy for such tender years and cut off from the one shining light that alone can illumine darkened minds, the beacon light of education. To whom shall the neglected child look if not to this Association of our country’s teach- ers? We shall not fail you, neglected, forgotten, unschooled children of a fg. vored land. I bring violets of loving reverence to the memory of the devoted love of John F. Sims. Therefore bring violets. baulked, Stand still, a-strewing violets all the while, These moved in vain, of whom we have vainly talked. So rise up henceforth with a cheerfy| smile, And having strewn the violets, reap the corn, And having reaped and garnered, bring the plough And draw new furrows ’neath the healthy morn, And plant the great Hereafter in this Now. On that very first day of the first meeting in August, 1857, when the fore- runner of our great Association came into existence in Philadelphia, in the opening address of Mr. T. W. Valentine, of New York, who had issued the call for the meeting, we find these significant words: “I trust the time will come when our Government will have its Educa tional Department just as it now has one for Agriculture, for the Interior, and for the Navy.” Surely these in- terests cannot be more important than those which pertain to the intellectual and moral welfare of our people. The forty-one brave men and the two braver women of the founders of this Association have given the finest evidence of their clear insight as to means to the great ends they sought to “promote the educational welfare of our country by concentrating wisdom and _ power of numerous minds, by distributing among all the accumulated experience of all.” I ask you if that does not sound as if it were taken from the Congressional Rec ord at the time of our February meeting. Shall we deny the faith of the founders? Shall we leave to those coming after us the work that ought to be done by us, today, in order to give the “dignity, 1 spectability, and usefulness” that they pleaded for, to this great absorbing thing Yet if we, self. ere th & @& Be. ee 2 Oe hlUeklUUelCUCU [ee ce st e- le e e nl it Vol. 15, No.7 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 205 —__CO I LRP ssn we call public education, the fourth leading industry in America? We know our needs are stupendous in importance today, the needs of research and the dis- semination of its findings; we know the prestige that will be attached to the utterance of the Secretary of Education, for there is no one today in the whole field of education who has the authority to speak for all, whose utterances auto- matically demand attention, as coming from the Cabinet of a President. If we can only hold to the faith of that far beginning and the truth we know of education’s great need of having the au- thority to appeal to men who are doing the great work of our land but who do not yet take the problems of education seriously, we shall arrive, the goal shall be won, not by the work of gifted lead- ership alone, illustrious and inspiring as ours is, but by the common service of every single member of the great organi- zation. When Commander Byrd and Pilot Bennett were nearing the pole, where no human being had ever traveled through the air, in that ghostly land of ice and snow, silent save for the whirring of the Fokker, they discovered a leak in the oil tank. Bennett remarked that it looked bad. “But,” narrated Com- mander Byrd, “we decided to continue on to the pole and to decide what to do to the leak afterwards.” We seem to have been sixty-nine years worrying about the leaks people point out in our plans. Let us forget them all, and get on to the pole! We have built splendid schools for carrying on the education of our chil- dren. We have equipped great normal schools and teachers colleges to train teachers for them. We have awakened to the importance of the preschool child, and with the parents we are studying the laws of physical and mental hygiene to prevent the waste of unnecessary disease. Our great playgrounds resound with the shouts of happy children. We are holding our youth to high school and col- lege that it is the despair of boards of education to try to keep up with the great young army seeking more, and ever more, schooling. A few days ago in a school belonging to the county in Massachusetts in which Horace Mann was born, an eighth grade class in current events contributed their discoveries. One lad arose with his offering. “The National Education Asso- ciation will hold its annual meeting in Philadelphia June 27 to July 2. The program is based upon this subject, “The Challenge of Childhood to the Teachers of America.”’ A silence filled the classroom for a moment. The teacher spoke, ‘““Why do you suppose that subject was chosen?” ‘Probably they are going to count up the achieve- HE MEETING of the Department of Superintendence at Dallas, February 27 to March 3, 1927, promises to attract unusual attend- ance. School executives in the southwest will wish to attend because the meeting is near. Executives in other parts of the coun- try who are not familiar with the great southwest will wish to take advantage of this opportunity to see an important section of the country and one of the finest cities in the new world. This photograph shows the Fair Park Auditorium which will house the President Randall J. Condon has the program for the meeting well under way. larger sessions. ments of the American people because of the lessons all those teachers have taught,” said George. “I think they will want to talk about what they can do to educate the children to become better citizens of America,” said another. Then spoke still another, “I think they will talk about what kind of men and women we ought to be because of what our teachers have helped us to become.” Yes, dear children of our America, what you shall win of greatness and wealth, what wisdom and insight you shall bring to the Government of your great heritage, what character you shall grave on the world, all these develop- ments of your life shall have the first place in the service that crowns our days. Our hearts, our hopes are to be forever realized in this great adventure of yours that lies just beyond tomor- row’s gates. Girt with the fragile armor of Youth, Child, you must ride into endless wars, With the sword of protest, the buckler of truth, And a banner of love to sweep the stars. About you the world’s despair will surge; Into defeat you must plunge and grope— Be to the faltering an urge; Be to the hopeless years a hope! Be to the darkened world a flame; Be to its unconcern a blow— For out of its pain and tumult you came, And into its tumult and pain you go. HE CHALLENGE of childhood to the teachers of America; that is the keynote of the Sixty-fourth Annual Meeting of the National Edu- cation Association of the United States. How fitting it is that that keynote should be struck for the first time in the quiet of this Sunday afternoon, and in the shadow of the nation’s most historic struc- ture through whose ancient halls there pass in solemn majesty the great ghosts of those who fashioned a government unique in history ; a government founded on the ideal of equality of opportunity for all. For the challenge of childhood to the teachers of America is a spiritual challenge and a patriotic challenge. It is not a challenge peculiar to any time or to any land. It is the challenge of all the childhood of all the world, de- manding its inalienable right to live the life more abundant; appealing to us that the heaven which lies about them in their infancy shall not be taken from them and for it substituted the material- ism and narrowness and hatred which through no fault of theirs may blight the promise of unfolding life. It is the challenge flung out twenty centuries ago by the little Son of the Carpenter, steal- ing away from his parents to confound with his philosophy the leaders in the temple: “Wist ye not that I must be about my father’s business?” Soon in- deed, must each child in the world be about his father’s business; taking up the tasks which tired hands lay down, stepping into the ranks of industry and of the social and political life of his com- munity, carrying on for good or for ill, crystallizing tradition, writing new pages in the story of a nation’s life. 1 Address before the vesper service of the Na- tional Education Association, Independence Square, Philadelphia, Sunday afternoon, June 27, 1926. ed » EY WittiAM Marner Lewis To us is given the opportunity and the responsibility of interpreting in en- nobling terms the meaning and the true business of life. Well may we recall the words of the ghost of the miser in Dick- ens’ “Christmas Carol’? who, when re- minded by ‘a friend that he had been a LF eae MATHER LEWIS, Vesper service speaker in Independence Square, Phila- delphia, at the opening of the Association’s great convention. Would that every teacher in America could have heard his ringing words in that historic setting! As president of George Washington University, Dr. Lewis is helping to carry out the interest of the First Great American in education. good business man, cried out in anguish, “Business! Mankind was my business! The common welfare was my business! The dealings of my trade were but a drop of water in the comprehensive ocean of my business!” [206] ’ The Challenge Eternal’ President of George Washington University, Washington, D. C. What a noble and practical definition that is. How it answers the challenge of unspoiled childhood ; how thoroughly it depicts the lofty idealism of those who once stood where we meet today. Wil- liam Penn; Benjamin Franklin; David Rittenhouse; John Hancock; Thomas Jefferson; George Washington—each as his name is called responds with courage and with humility, “Mankind is my business.” And we of a later day, if we are true to the ideals of our profes- sion, call back to them across the years, “Mankind is our business.” And such a little time has passed since they wrought that it should not be difficult for us to be kindled by the spirit which fired them. ‘The founda- tions of Independence Hall were laid in 1731, just a year before George Wash- ington was born. Here he was chosen Commander in Chief of the Army in 1775. Here on a summer day in 1776 the Declaration of Independence was adopted. From this tower the Liberty Bell proclaimed the glad tidings. And on that bell today we read those words: “Proclaim liberty throughout all the land unto all the inhabitants thereof.” And how may liberty be proclaimed? The Greatest Teacher of all time said, “Ye shall know the truth and the truth shall make you free.” Knowledge is the basis of liberty; knowledge and the abiding determination to find the truth, wherever the search may lead. William Penn in his plan for govern- ment specified that there should be a Committee of Manners, Education, and Art. And in 1683 the assembly adopted an act directing that all children should be taught to read and to write by the time they were twelve years old and that they should then be taught some useful trade. The desire for intellectual free- a a Island Harbor, Lake George, N. Y- . ~—- -—- oF \ a t n b Vol. 15, No.7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 207 Le eee dom in America antedated the desire for litical independence. If the influence of environment means anything, it should mean that today, standing upon holy ground, we dedicate ourselves to the task of promoting intel- lectual freedom, and love of country, and reverence for spiritual verities among those whose future depends so largely upon our unselfish devotion to the task of teaching. We cannot escape our responsibility by a cynical attitude toward our charges. The normal child is teachable. It is a wise educational maxim which states that where nothing is learned, nothing is taught. It is the glory of George Washington that he took raw, ignorant, and undisciplined soldiers and developed them into a victorious army. We can- not groan beneath the constantly greater burden which is being thrust upon the school by the home and those other agen- cies which at one time played so great a part in the broader education of the child and which now are more and more unmindful of their responsibilities and their opportunities. The _ so-called “youth problem” is no more serious than it ever was; it is the whole social prob- lem which is more serious; the drifting away of the adults from those standards of conduct, from loyalty to those virtues which gave our ancestors that moral fibre and spiritual buoyancy which en- abled them to fashion a republic out of a wilderness. And this shifting of stand- ards is only an added challenge to the teacher; only an added opportunity for serving childhood to the end that man- hood may be strong, and true, and fine. In “As You Like It’”” Shakespeare pic- tures life as divided into seven periods, depicting in our progress from the cradle to the grave seven epochs. In the realm of education there are also seven ages: the preschool age; the kindergarten age; the elementary school age; the junior high school age; the senior high school age; the college age; and the profes- sional or graduate school age. We have been more concerned with giving the child some knowledge in each of these ages than in directing and aid- ing his transition from one to another. We have neglected the periods of adjust- ment; and the periods of adjustment are the most important and fateful in life. We have devoted our attention to pre- paring our students to enter a more ad- PATRIOTISM HERMAN H. HorNeE Put your life as well as your vote at the call of your country. “America First,”—in service, not in mastery. Take all the “riot” out of the pat-riot-ism. Respect other nations as you would have them respect your own. Intelligently determine your coun- try’s wisest policies. Obey, while seeking to improve, the laws of the land. ‘Take your own part in increasing the common good. Introduce more morality into di- plomacy. Share in the common purposes of American citizenship. Make the welfare of humanity your country’s first principle. vanced grade or a higher school rather than directing them how to meet life. We have been remiss in every one of the seven ages of education in explain- ing to the youth who enters each what is before him, what is the purpose of the particular educational epoch and how he can best suit himself to its ex- igencies. Booth Tarkington relates that “an old convict ‘lifer’ who had never been outside the penitentiary since he was twenty-two came out at sixty-three a free man. He was out three days and three nights but was back on the fourth morning asking the warden to lock him up again. He could not adapt himself to the new world but fled from it in terror, shirking the too great pain of the necessary readjustment.” Every one in some degree experiences similar diffi- culty. The successful in life are those who have the power and the vision to make adjustments. The failures are those who have not that power. And adjustments are not made in- tuitively. The child passing from the preschool age to the kindergarten age, thrown with other children outside the family for the first time, has no experi- ence which will guide him in setting up the proper relations. Nor does the youth passing from the regulated pro- gram of the high school to the freelife of the college have knowledge of his new experience which will carry him to success. The organization of the con- federation of the colonies after the Declaration of Independence was faulty because of a lack of precedents, and the finally successful form of government was accomplished only after repeated mistakes and disappointments. We are not without precedents in educational development. We know the difficulties, the obstacles, and the prob- lems which our children face in passing from one epoch to another, but yet we have not made this knowledge available to them and as a result the student mortality is vastly greater than it should be. The challenge of childhood to teachers is a challenge for guidance in transition periods even more than in the routine work of the school year. The vacation problem, the problem of orien- tation in the first weeks of the school term—these are points which if neg- lected will lessen our effectiveness as creators of an intelligent citizenry. No matter how finely constructed are the railroad coaches, they will not travel out of the station unless they are prop- erly coupled to the engine and to each other. A further challenge of childhood to the teachers of America is one which in- volves the question of mutual confidence and understanding without which the work of the classroom loses its vitality 208 and education becomes a mere form. The real teacher never uses the power of official position to take advantage of those over whom he has brief authority. The real teacher eliminates those arti- ficial barriers which separate the adult from the child mind. Judge Lindsay went to the root of the question in say- ing, “When you seek a boy go after his heart. But you can’t get his heart by sending him to jail and you can’t win him by an act that is puerile and weak. Learn to sympathize with him. Sympathy is the divinest quality of the human heart.” Confidence and affec- tion conquer where authority and regu- lations fail. Pestalozzi founded his philosophy upon this thought and the note which he sounded in education is the one we like to think distinguishes the modern school- room spirit at its best. Many a success- ful man looks back with affection to some teacher who quickened into life his best qualities and who led him away from absorption in the petty and the commonplace to the hills of vision. The challenge of youth to the teach- ers of America is again the challenge of those hungry for a constructive program by which the spiritual elements in life may best be developed. “Ye shall know the truth and the truth shall make you free.” He who enunciated those words struck straight to the heart of the great social and spiritual problems. He tore away the husks. He did not concern himself with the nonessentials of faith. Today, however, certain zealots are raising an issue which does not exist in fact. There is no conflict between science and religion; only between cer- tain men in the field of science and certain in the field of theology. Whether or not the earth was created in six lit- eral days or six ages is an interesting subject of contemplation but it is of little spiritual significance to him whose religion is a personal and living thing. The question of whether man developed from a rib or from an ameba is one for which a definite answer can be found, but in the meantime it should not en- gage much of the time that the truly devout devotes to religious thought. He is wise if he accepts the handwriting of the Almighty on the stratified rock of the eternal hills; if he deciphers alike the papyrus record and that first autograph written when O’er the wet sands an insect crept Ages ere man on earth was known And patient time, while nature slept, The slender tracing turned to stone. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION He will seek to learn the law of nature rather than attempt to repress such learning by man-made law, knowing full well that one might as well attempt to sweep back the Atlantic with a broom as to stop the consideration of evolution by legislation. The challenge of childhood to the teacher is to lead them to the realization of the essentials of religion and the con- templation of the undeniable fact that the philosophy of the Galilean is, as it has been for two thousand years, and ever will be, the greatest motivating force in the progress of civilization. Finally, the challenge which comes to us is that we mold effective citizens for our community and our nation. H. G. Wells has defined education as the preparation of the individual for willing and intelligent participation in the affairs of the world. A state or city which provides opportunities for the higher education of its youth has a right to expect returns on this investment in the form of intelligent and devoted citi- zenship. It is the shame of a nation dedi- cated to the principle of universal suf- frage that we lead the world in stay-at- home voters. President Coolidge has recently pointed out that in the last two elections only fifty percent of the American voters expressed at the polls their choice for president. This does not compare favorably with Great Britain where recently seventy-six percent of the electorate voted, and with France where seventy percent voted. Eastern Canada has a million less population than New England. It casts from a quarter of a million to a half a million more votes. In the United States the proportion of the highly educated who neglect their voting privilege is dispro- portionately high. lf the republican form of government is still an experi- ment it is because of a lack of interest in the application of its principles, not in those principles themselves. It is be- cause we refuse to think in political terms. We are given to stressing the thought of what education offers the in- dividual but not enough what the edu- cated individual offers the community which made his opportunities possible. Those whose bleeding feet reddened the snows at Valley Forge were inspired by the thought, “What can I do for my country?” Today too much we are re- versing this inquiry and constantly ask- ing, “What can my country and what can my government do for me?” No nation where such an attitude is prev- alent can live up to the ideals and the October, 1926 towering visions and the hopes of its founders. It was my privilege two years ago to speak on Washington’s birthday to the Boy Scouts of Washington at Mount Vernon where each year they go to lay a wreath upon the tomb of the Firgt Great American. And as we stood there awaiting the procession there came a little group from an Americanization school, representing perhaps a dozen na. tionalities. From this group there stepped a young man bearing a small wreath. Laying it against the grated door, and with tears running down his cheeks, he said, speaking in broken Eng- lish, “George Washington, you are dead, You cannot speak to us but you can speak to God. Speak to God, George Washington, and ask him to make ys good citizens of the country which has done so much for us.” The chailenge of childhood to the teachers of America? That is the chal- lenge—that we should so train our youth that from their hearts as well as from their lips there shall go up a prayer of loyalty. This great army of teachers gathered at the cradle of independence on the occasion of the Sesquicentennial of the adoption of the Declaration of Independence will have gone far to meet the challenge of childhood if in the ses- sions of these coming days there shall arise a spirit shot through with the ideals of the founders of America; if earnestly and devotedly we turn our attention to blazing paths along which the children may go into the sacred places where they may meet their God, into the forum where they may strengthen the hands of good government, into the abundant life where liberty and happiness shall be theirs. “We hold these truths to be self-evi- dent, that all men are created equal, that they are endowed by their Creator with certain inalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.” Parse agnosticism, and material- ism, are the evidences of a puny and benighted intellect, circumscribed in its activities, paralyzed in its func- tions, and blind to the multitudinous manifestations of God, as seen in the fields, the flowers, the forests, the skies, the tinted clouds at sunset, “Aurora standing tip-toe on the misty mountain top,” the birds, the beasts, the cascading mountain streams, and most incontro vertible proof of all, Man, himself, pat- terned after the image and likeness of his Maker.—Nicholas T. McNeil. | . 7 1s the morning of July 2, 1926. The first floor of the beautiful | te, of Music at Philadelphia is filled with delegates seated by states. In the gallery and boxes are members and friends of the Association. The Rep- resentative Assembly is coming to the » close of the last of a most successful series of sessions. The time is at hand for the presentation of the newly elected president. The election has been fairly close—523 votes against 457. The total vote is large. The friends of the candi- dates have been active. The keynote of a new year is about to be struck. The spirit of a new leader is soon to reveal itself. Mr. Lamkin of Missouri ap- proaches the platform. Mr. Lamkin: Madam President: When I came to Philadelphia on Mon- day I found a group of Missouri teach- ers, aided by friends from other parts of this country, engaged in a movement to make me the President of this Asso- ciation. I think it is to their credit that they got nearly forty-six percent of the eS Se aa OST TS Sl ll vote of this Association for a man who lives in a town of less than 5000 people and whose institution serves a commu- nity larger than your state of Massa- chusetts, in which there is but one town of more than 6000 inhabitants, and where seventy-eight percent of the people live in districts classified by the census as “rural.” I think it is to their credit also that, as Dr. Condon said yesterday in regard to an old miner, if you will follow their trail during the past few days you will find nothing to be ashamed of. Speaking for myself and for them, I wish to say there are no sore spots to be healed, and that Missouri and Mis- souri’s candidate will give the most loyal support possible to that distinguished educator who is to be the President of the National Education Association for the coming year. This is no time— when we are answering the challenge of childhood—this is no time to consider personal desires or ambitions, and I want the opportunity of congratulating this Association upon its choice, and I crave the privilege, Madam Chairman, of mov- ing that the election of Mr. Blair, of these candidates for vice president whom you have heard named, and of Dr. Smith, be made unanimous. (The mo- tion was carried and the officers unani- mously elected. ) i Introducing the New President Miss McSkimmon: It will now be in order for my successor, Dr. Blair, to come to the platform. (Dr. Blair came to the platform.) Ladies and gentle- men, your President for the coming year. ANCIS G. BLAIR, President of the National Education Association, 1926-27, has been state superintendent of public instruction in Illinois since 1906. Dr. Blair: Madam President, mem- bers of the delegate body, I think that a newly elected candidate in one respect resembles a patient coming out from under the influence of ether or chloro- form. The tendency is to talk at random and say injudicious things, and the best thing would be to confine him for a certain limited time within a room, on the door of which would be written those lines of Kipling from the Jungle Book: There is none like to me, Said the cub in the joy of his new found skill; But the jungle is large and the cub he is small, Let him think and be still. (Laughter.) But, Madam President, if I had had the choosing in this matter myself, which I did not, although I appreciate the honor to its very core, this gift of one’s fellows to the highest position in educa- tion within the United States, if I could have selected for myself the time and circumstance of this election, I would have chosen to have come to this office [209] some three or four times removed from your administration—an administration which has set new standards of brilliance and solid worth in the annals of this Association. (Applause.) And I con- gratulate you not only upon the great brilliancy and success of this administra- tion of yours, but I congratulate you, Madam President, upon the fact that during your administration the badge of this Association has been the Liberty Bell. As a lad I read about that Liberty Bell and I thought of those cocksure royal governors who sought to perpet- uate themselves and their policies irre- spective of the desire of the people and what the ringing of that bell meant to them. With that historic background it occurs to me that it would be a fine thing if the Liberty Bell were made the permanent symbol and badge of this Association, to the end that the delegate body and the members of this Association shall always be absolutely free to change their policies and their organization without the let or hindrance of any of the members of the reigning educational dynasty. (Applause. ) To Mr. Lamkin and to the fine people who supported him, Illinois and all those who have been with Illinois ex- tend the most hearty congratulations and the heartiest respect. I wish to assure you, Mr. Lamkin, and the fine people who stood with you from their own elec- tion and their own desire, that the door will always be open to you and them in the administration to come, and I can say that I am dead sure that the Illinois bear and the Missouri Lamkin will lie down in perfect peace and unanimity. (Laughter and applause. ) Now, what shall I say to those fine people from dear Alabama down to the Virgin Islands, that helped to take an ordinary paving brick and by their energies lift it up to this great height? I can say to them that it is one of the grandest and most glorious feelings that ever came to me, and that I hope the brick which you have lifted up to these great heights will not arrogate to itself that this exaltation has turned it to silver or to gold, but that it will always rec- ognize the great democratic policy of this organization, that he who is lifted up is lifted up for service, and that his service will be the larger when he con- sults and moves with the voice and the will of this great Association. I thank you. (Applause. ) ‘The Profession at Work NUAL REPORT, prepared for the Philadelphia convention, empha- sizes with new vigor the importance of having the entire profession at work on its problems. It calls attention to the consistent growth in membership as shown by the chart in the center of this page. It notes that, “More than three times as many elementary and high school groups of teachers met regularly last year to study vital problems than during the preceding year.” This notable report strikes the key- note for a new year of work in the following words: Sent CRABTREES NINTH AN- Remember that the greatest battles on behalf of education for democracy are yet to be fought. We have only scratched the surface. The teaching profession must labor constantly to render greater service and to raise the level of teaching throughout the United States to a higher plane. Continu- ous professional and scientific study is nec- essary in order that education may meet the needs of our complex and changing civilization. Curriculum construction, more scientific methods of teaching, a better un- derstanding of child life, and equalization of educational opportunity are problems de- manding immediate attention. Hundreds of thousands of children are not now getting anything like a square deal. Teachers’ salaries, tenure, provisions for retirement, and working conditions are far from what they should be. The professional army lead- ing in the fight for better conditions needs not only the help which comes from the annual enlistment of members but also that which comes from the completed enrolment of schools and the life enlistment of leaders. High tribute is paid to the profes- sional spirit reflected in the growth of hundred percent schools: These teachers and principals who give the continuous support of complete enlistments for schools, like life members, are the build- ers of the profession. Their names will go down to the next generation much oftener than they would think possible as the master masons of a professional structure such as the world has never before known. They are blazing the way. The Association is under deep obligation to them. The section of the report which deals with life membership is especially inter- esting in view of the growing desire of teachers to affiliate themselves with the profession for life: We have been enlisting and reenlisting annually. The movement now is to enlist for life. Life membership dues go into the permanent fund. If members enlist by the hundreds, it will soon mean an adequate reserve fund for emergencies. It will soon mean that the present headquarters can be enlarged into a fine six-story office building comparable with the headquarters of the National Research Council or of the Amer- ican Federation of Labor. Life membership means active membership with dues paid for life. Any active mem- ber may become a life member. The democ- racy of our Association requires that all are entitled to the same privileges and oppor- tunities. the list can always be maintained. Yet the present high character of The fee of $100 is in part a contribution, which the selfish teacher will seldom make. The teacher lacking in vision could not make this type of investment. Even the one de- voted to his work and to the interests of the profession waits to be invited. He must be impressed with the fact that his con- tribution will continue for generations to render valuable service to the Association. Life memberships show permanency of interest and effort. They give assurance to new recruits. They impress the public. They win the confidence of law-making bodies. The Secretary’s summary of the finan- cial condition of the Association shows a remarkable gain during the past two years. The Association is proud of the wide range of activities it has been able to carry on wth a small membership fee. Due to depression in agricultural sections the financial statement in June, 1924, showed a deficit of more than $30,000. It was expected that three years would be required to wipe out that deficit but the report for June 1, 1926, shows the deficit wiped out and [210] in its place a balance of more than forty. four thousand. ‘This balance is not enough to carry the Association through the early months of the new fiscal year up to the opening of school when the new receipts begin coming in, but it js sufficiently large to reduce substantially the amount that must be borrowed and by careful management during the next few years it should be possible to build up a reserve to cover the Association expenses during the summer months, The importance of building strong departments at this stage in the Associa- tion’s growth is emphasized: The Departments of Superintendence, of Teachers Colleges, of Elementary School Principals, and a few others, have proved the wisdom of having departmental fees and arranging for research in their own spe- cial fields. The Classroom Teachers are considering the advisability of adopting the same plan. This enables the department to render a service to members who cap- not attend the conferences or meetings through committee reports and _ yearbooks. To render this service attaches importance to the organization in the eyes of its mem- bers and means immediate growth and pros- perity. The bylaws in fixing the active membership fee at $2, presuppose depart- mental fees to care for special department needs. In accordance with the Association’s historic policy the Report advocates the simpler spellings of the following twelve words adopted by the Association in 1898: Tho, altho, thru, thruout, thoro, thorofare, thoroly, program, catalog, decalog, pedagog, and prolog. Other sections of the report deal with the policies of the Association and its stand on the great questions that have been before the nation during the last fifty years as shown by resolutions adopted. Secretary Crabtree’s comment on resolutions relating to prohibition is especially significant: Prohibition—The teachers of the nation of a few decades ago are entitled to a large share of the credit for the passage of the Eighteenth Amendment. They taught the in- jurious effects of narcotics and _ stimulants and prepared a generation to stand against the existence of the saloon. This teaching must be continued. If the evil effects of the saloon are not taught, and the other side continues to be held up in the press, we may easily develop in a few years 4 generation which will undo in a day that which required fifty years and more to achieve. as -8e = -© - O28 Fy 8c oe 28 2 Ai@ we oe 262 mem ee se eo a -— ““. ae TS aS lee Repression Versus Expression UST WHAT SHOULD A SCHOOL DO? WuatT IS A SCHOOL FoR? ‘To answer these questions requires the statement of one’s philosophy of edu- cation—that which enables the teacher to see the details of the day’s routine in relation to the whole of life. There are widely differing points of view as to what a school should do and how it should do it. From the welter of conflicting viewpoints one discovers that there are two philosophies more or less at opposite poles from one another, and that between these two there are many intermediate points of view. ‘This arti- cle attempts to clarify these viewpoints and to present illustrations of how they shape curriculum practice. These two opposed philosophies of education may be sharply defined by stating them in the exaggerated form in which they appear in the box on this page. Educational philosophies are molds for courses of study. ‘The theory of re- pression and the theory of expression are encountered again and again in the literature of curriculum construction URRICULUM revision as now being carried on by the Department of Superintendence of the National Edu- cation Association is the largest co- operative effort in the history of American education. This article by Margaret M. Alltucker, assistant di- rector of the Research Division of the Association, is the first of a notable series on the curriculum. Miss Alltucker has edited the three significant yearbooks which have been issued by the Commission on the Cur- riculum under the chairmanship of Superintendent Edwin C. Broome of Philadelphia. Out of her rich experi- ence in this field and with a first- hand knowledge of what is going on throughout the country, Miss Alltucker will bring to JoURNAL readers mate- rial which may well be made the basis of faculty meetings and group study. The article for November will be Improving Reading Through Re- search. and methods of teaching. They are the molds which shape the content of our courses of study and their interpreta- tion. THEORY OF REPRESSION OPPOSITE POLES IN EDUCATIONAL THEORY Illustrations of course of study units based on theory of repression and theory of expression. The theory of repression undoubtedly dominated the person who wrote this section of an old course of study: A DevorionaL REFLECTION The follies of an early life I see, Nor aught so shocking now appears to me ;— Those actions never could from thought arise, Whoge only fruits are penitence and sighs! O! may th’ omniscient then the whole im- pute, Not to the man, but to th’ incautious brute: Sunk by corruption, and restored by grace. Excerpt from the 1809 Reader’s Cabinet— designed for use in schools and “calculated to instruct the mind—reform the morals— and amend the heart.” The theory of expression doubtless directed the person who prepared this excerpt, taken from the foreword of a recently published collection of verses, stories, and essays written by the pupils of Lincoln School, Teachers College, Columbia University. 1. Education is preparation for adult life. It ends when ma- turity is reached. It is primarily a reshaping, reformatory pro- cess for the child, who is looked upon as a bundle of original sin. 2. The aim of the curriculum is to prepare for future oppor- tunities and responsibilities. The curriculum necessarily in- volves much that is distasteful and foreign to the child’s imme- diate interests. 3. The method of teaching is formal drill on set assignments logically arranged. Rigid discipline molds the child into adult conformity. 4. Training results from acquiring, through memorization, the facts that make up the social heritage of the race. 5. Learning is a cold-storage process by which the child stores up facts and skills for future use. 6. Through education the child is inculcated with accepted doctrines and imbued with the sanctity of established institu- tions and vested rights. 7. School equipment is simple—a room, a teacher of the drill- master type, a rod, and a book. 8. Child activity in itself has no justification. Childhood is merely a period of intensive preparation for successful partici- pation in adult life. 9. Too much education is feared. Education beyond one’s Station is to be deplored. Early entrance into industry and the early assumption of adult responsibilities should be encouraged. THEORY OF EXPRESSION 1. Education is life. It continues throughout life. It is an unfolding process. Spontaneous self-expression is the means employed; and unrepressed child nature is its own best guide. 2. The aim of the curriculum is to stimulate and encourage children to grow by providing for them, through a rich and suggestive environment, activities in which they joyously en- gage. 3. The method of teaching is following the inner urge of the child which results in spontaneous activity. Freedom and self- expression best develop latent talent. 4. Training results from meaningful activity growing out of the child’s needs and interests. 5. Learning is the acquisition of facts and skills essential to the fulfilment of the child’s immediate interests. 6. Through education the child is imbued with a spirit of irreverence for blind tradition and a critical attitude toward things as they are. 7. School equipment is varied and attempts to duplicate life situations. The teacher is a sympathetic observer of childhood. 8. Childhood is its own justification. It should be a period of carefree self-expression untrammeled by the demands of adult- hood with its unfulfilled anticipations. 9. The more education the better. Through education every child can be brought to a higher level or station in life. The period of youth and school attendance should be extended. [211] 212 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION October, 1926 eo The method we have used to encourage and stimulate the natural powers of young people in this field (poetry, stories, and essays) is quite simple. First is the sure knowledge that rhyme, verse, or poetry, as a means of revealing thought and feeling, is a common mode of expression, that it appears with almost the first articulate lan- guage; that, like all early instincts, it thrives under encouragement and_ success and dies easily under neglect or prohibi- tion; that it grows with practice and im- proves under guidance, criticism, and sym- pathetic but well balanced appreciation. This illustration is typical of a school which sets out deliberately to train chil- dren to think and to develop creatively. Logical arrangement of subjectmatter versus social and psychological. The ex- treme “repressionist” arbitrarily collects the learning and culture of the past, breaks it up into watertight compart- ments, called “subjects,” and arranges them in sequential divisions running from simple to complex, each logically related to the one preceding. The fact that some of them are possibly not vital issues of the present day does not worry him. Too often the “repressionist”’ makes the mistake of worshipping the past and the future rather than consider- ing the child’s present good. The “repressionist” selects subject- matter in the hope that some time, some- where, the pupil will have use for it; and when this occasion arises, somehow, the pupil will immediately take it from his mental cold storage chamber and ap- ply it surely and effectively. The “expressionist,” on the other hand, does not believe in “dealing with futures,” or using anticipation as the pupil’s chief motive. He selects the con- tent of his course of study directly from the out-of-school interests and activities of children. He considers the subject- matter of the past only when it func- tions in the life of the pupils. The logical arrangement is of less worry to him than the social and the psycho- logical. According to the “expression- ist,” the sense of need is the best occa- sion for study. The child learns best by doing what he wants to do most. “The child is best prepared for life as an adult by experiencing in childhood what has meaning to him as a child; and further the child has a right to enjoy his childhood.” According to the “expressionist” the repression of the traditional school is the depression of the real boy. Or, stated another way, the active boy is in striking contrast to the inactive tra- ditional school. One’s educational philosophy also de- termines the type of school discipline. The educational policies of the extreme “repressionist”’ are colored by the theory of infant damnation. He feels that children must be cured of their original sin, have the nonsense knocked out of them, be molded into shape, and made fit for society. In a school dominated by this theory, children will be so busy keeping quiet that they have little time for anything else. As one small boy ob- served, in his school, they did nothing but sit still and behave. The “expressionist,” on the other hand, feels that the natural impulses of the child are creative, that he should be freed from dictation, given proper materials and an opportunity to use them. The “expressionist” pleads for creative youth, creative effort, and crea- tive adventure. He would not have children turned into automatons by the artificial discipline’ of drill as an end in itself. Neither would he have them robbed of their childhood by having to conform to adult standards of thought and behavior. The “expressionist” contends that the most effective learning takes place when interest and pleasure in the results ac- complished, rather than the rod, are the driving forces in school work. Has the thing which is most difficult to learn the greatest educational value? The old doctrine of formal mental dis- cipline justified the inclusion in the cur- riculum of almost anything so long as it was difficult and abstruse. It was believed that the solution of such prob- lems as the following developed one’s understanding so that one could reason correctly on all subjects: In the midst of a meadow, Well stored with grass, I’ve taken just two acres, To tether my ass; Then how long must the cord be, That feeding all around; He mayn’t graze less or more, than Two acres of ground. The ‘“‘repressionist’s”’ criterion for curriculum material is this: Does it re- sult in proper mental gymnastics? If it does this, it matters not how unin- teresting or foreign to a child’s experi- ence it may be. In attacking the problem of curricu- lum revision is it necessary to be either a “repressionist’” or an “expressionist”? Fortunately—No! It is desirable to un- derstand that two opposite poles of edu- cational theory do exist; and that fre- quently they constitute the real basis of disagreement as to proper procedure in determining curricula. Both the theory of expression and the theory of repres. sion have much to commend them when stated in their most intelligent form, Few would deny that most children at some time in their lives, have to “ told to do something and made to do it whether they like it or not. Traffic regulations have to be made and jp. forced or society ceases to be civilized. On the other hand, there is an important place for the freest possible selfexpres- sion in every child’s education. Intermediate points of view. Be. tween these two extremes in educational theory are various degrees of liberalism and conservatism. According to one in- termediate viewpoint, the teacher js a trained observer who guides the interests of her pupils into activities that are pur- poseful and that have social value. Ip other words, it is possible for a child to engage in activities which elicit his wholehearted enthusiasm, which develop his latent powers, and which help in training him to greater social usefulness, According to one writer, children’s spon- taneous interests and activities may be led to a recognition of real need for reading, writing, number, language, for historical and geographical material, and for other types of classified knowledge, which too often are presented formally, and as though they were ends in them- selves. A curriculum in terms of con- crete, purposeful material does not mean a rejection of the subjectmatter of the Three R’s. Real life experience can be made the occasion for studies in formal subjects. This requires guid- ance. The conservative intermediary holds that ‘Unguided action rarely means progress.” Guidance directs self- expression, it does not suppress it. A reconciliation can be made between formal subjectmatter and natural ac- tivities of children; but the latter must dominate the former. “The case is of child.” Furthermore, freedom from constraint does not mean that children “run wild,” providing the teacher knows children as well as textbooks. If she does, she will provide activities so that children will learn by doing; she will not attempt a pouring in of facts; or an inscribing on a blank mental tablet. She will know. that real teaching is not merely assigning tasks, hearing recita- tions, giving examinations, and averag- ing the pupil’s grades. How do the tenets of your educa- tional philosophy harmonize with what actually takes place in your schoolroom? —DMargaret M. Alltucker. Character and Science Epwin D. STARBUCK Professor of Philosophy at the State University of Iowa AN THE STUDY of character and of character education become a science? The most convincing answer to this question is that scores of the best trained minds in education, in school systems, and in personnel work are turning their attention in this direc- tion. Many are devoting their lives to it. These men and women are well schooled in the ways of science. ‘Their conduct means a conviction that this field of research will open up and the conviction denotes that they are already on track of a technic for the mastery of this most important fact of nature— personality, its nature and development —at the same time the most intricate, subtle, and inaccessible of all phenom- ena. It takes courage to use the word science in any field. The application of the term to the study of character should be done with nine parts of caution to one part of confidence. There is not yet much science in the world. Even the proudest of the sciences, mathemat- ics, consists mostly of skilful leaps across abysms that separate peaks of clear ideation. ‘This new type of re- search is however able to compete with most of the other so-called sciences in importance of problem and in refine- ment of technic. All the well established methods of sciences are illustrated in this latest field of research. Worthy of mention in the first place is the direct observation of the facts of behavior and a thoughtful reflection about them. A goodly num- ber of the sciences like history and so- ciology have little to their credit in the way of technic. Their methods con- sist largely in interested attention by sober minds to seemingly significant phe- nomena that otherwise have escaped at- tention altogether or were considered *A classified bibliography on character education prepared under the chairmanship of Dr. Starbuck appears in the Report of the Character Education Committee of the National Education Association just pub- lished by the United States Bureau of Edu- cation. This article, which is one of a series on character education which will run in THE Journat during the year, suggests the new attitude which science is bringing into the study of many of our educational problems. strange or curious or inexplicable. In- terested attention, fortified by ingenuity, native wit, intuitive insight, and com- mon sense, is destined to lead educators | rapes D. STARBUCK, professor of philos- ophy at the State University of Iowa and director of the Research Station in Char- acter Education at that institution. This Station, established in 1922, is the first of its kind in connection with one of the lead- ing universities. far toward an inner view of the prob- lems of character and of its tuition. As an illustration, one large school system makes claim to have rid itself of the problem of school discipline. Bad con- duct in the lads and lasses was viewed, not under the dogma of original sin, but in terms of the facts of ordinary human nature interpreted by the aid of some in- sight and with a grain of refined com- mon sense. Like the sciences of biology and bot- any the study of character has been ac- cumulating and classifying data and ex- plaining them in accordance with laws or principles. By the skilful interplay of hypothesis and verification some prog- ress has been made in this field. An insight has been gained, for example, into moral types so far as these are con- ditioned by suggestibility, introvertive- ness, emotional steadiness, instinctive drive, and the like. A better understand- [213] ing has also been attained of periodicities of growth. For example, it is now known that among children on the aver- age there is greater increment in ability to use abstract notions intelligently be- tween the years eleven and fourteen than during twice that number of years pre- ceding and following that period, dem- onstrating the falsity of our notion that early adolescence was the period par ex- cellence of the birth of insight, showing that those who devised the 6-6 course of study were in intimate contact with real children, and emphasizing the pro- voking truth that one of the functions of science is farther to fortify and clarify the wisdom of experience.’ The most signal victory of natural science during the last half century lies in its ability to handle, not simply the world of things and objects, but the in- tangible facts and energies indefinitely below and beyond the range of percep- tion. Physics and chemistry can deal with electrons quite as successfully as with liquids and solids. So with the study of character and of its mechan- isms. It is possible to open up deeper lying levels of personality hidden even to the person himself and to search the heart as the gods only were supposed formerly to do. Through word associa- tions and other devices, impulses and de- sires lurking in the hidden recesses of one’s nature are brought to light. Ab- normalities and maladjustments are of- ten readily traced to hidden sources of fear and sex and self. Through proper regimen, tensions and repressions are set free, cleavages in the selfhood are healed, and the devils of fear, anger, and lust are cast out. One test of scientific procedure is the ability to predict events. The case of astronomy is the supreme type. As in genetics and biology, students of per- sonality are already able to make some predictions. From observation of pre- school children one can now anticipate with resonable accuracy the mentality of these same children when they reach eight or ten years of age. It is possible to say with a fair measure of assurance, on the basis of past accomplishment and present tests, the scholastic standing students will achieve in school work and also the vocational success of employees 214 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1926 in many of the large business houses. The real turning point in the birth of any science that gains power and attains dignity is the discovery and mastery of tools with which to secure its data and a technic of self-criticism and of veri- fication and interpretation of its find- ings. The study of character has passed this turning point and is well on its way towards becoming a highly integrated and organized department of research. Among its fine cutting tools are obser- vation under objectively controlled con- ditions and laboratory experimentation. Its technique is the statistical handling of quantitative data including the use of correlations. An illustration of two of the kind of problems now being at- tacked will suffice. Trow wishes to discover whether or not individuals have fixed and fairly constant “‘traits of char- acter,” such as kindliness or neatness or confidence. He chooses as a trait to be studied that of readiness of judgment. Each of several persons is required to arrive at decisions as quickly as possi- ble on eight kinds of problems which are difficult to judge. The average speed of each person is obtained in mak- ing up his mind concerning each of the eight kinds of situations. Each and every person, it turns out, is relatively slow or quick depending upon the sort of decision he is required to make. This is, there seems to be no quality or en- dowment of readiness of decision but only a varying way of reacting to differ- ent problems. The outcome of studies of this nature would be the conclusion, probably on other grounds, that individ- uals do not possess an endowment called a moral trait or capacity and that moral training consists in inducing desirable attitudes and modes of response to spe- cific life situations. A single other instance of the present temper of the new time may be cited. Let it be the study of Slaght on un- truthfulness in children. He first dis- covered by objective and indubitable methods, unknown to the children them- selves, a group of youngsters in all THE TWO TEMPLES A builder builded a temple, He wrought with care and skill, Pillars and groins and arches Were fashioned to meet his will. And men said, when they saw its beauty, “It shall never know decay; Great is thy skill, O builder, Thy fame shall endure for aye.” A teacher builded a temple, She wrought with skill and care, Forming each pillar with patience, Laying each stone with care, None saw the unceasing effort; None knew of the marvelous plan; For the temple the teacher builded Was unseen by the eyes of man. Gone is the builder’s temple, Crumbled into the dust, Pillars and groins and arches Food for consuming rust. But the temple the teacher builded Shall endure while the ages roll; For that beautiful unseen temple Was a child’s immortal soul. From The Akron School Herald. grades from the fourth to the twelfth who consistently told falsehoods when faced with a trying situation. He found a corresponding comparable group who as consistently told the truth when con- fronted with the same temptation. Do the untruthful pupils lie because they cannot think clearly? Two kinds of mental rating show the two groups equal in intelligence. “Iwo standardized moral judgment tests prove them about equal also in ability to appreciate a neat ethical problem. ‘They are alike also in the power to think in abstract terms and in Teachers on Vacation several other respects. Are the untruth- ful more suggestible? Two kinds of controlled experiments on suggestibility clearly demonstrated such to be the case. The untruthful are more imaginative, less emotionally and__kinesthetically steady and so on through a catalog of tests. By the use of statistics it is known at every step the probability that differ. ences between the group are real and not accidental. A survey of home condi- tions was made. The untruthful chil- dren are punished more for misdemean- ors. They are brought up in less fayor- able social surroundings. ‘This is not the place to describe the results in de- tail but only to indicate that the game now is to analyze out by perfectly clear definite and self-critical methods the manifold factors, psychological, social, physical, and hereditary, that condition truthfulness and its opposite. The de- termination of the setting in human na- ture of untruthfulness is the first step in the direction of the discovery by equally refined methods of the ways in which such a non-moral attitude can be changed insofar as it can be altered. We are at the advent of a new era. Problems of many kinds are inviting the willing student. The vistas are opening in many directions. ‘The telescope gave us a larger and more interesting uni- verse. The microscope has led us far into the intricate wonderland of plant and animal life. The studies now going on in character and its training and those which are sure to follow will doubtless carry us into a richer world than any we have yet enjoyed—and more mean- ingful because it has to do with the very stuff of which life is made. ema is mere ignorance. A fu- ture more splendid than any poet can imagine is as certain as tomorrow’s sun.—Joseph McCabe in 1825-1925. Sn TT : t x ; w | i x ; . i. x : “ o x : y o x : . C ‘ ‘ Uh ‘ ‘ ‘ ‘ S ‘ . 6 a. ee os DS Ge 6UlUSlCO..h Ue .. ae — eee ae ee —— MARE tL cA Prayer for Teachers By Glenn Frank LORD of Learning and of Learners, we are at best but blunderers in this Godlike business of teaching. Our shortcomings shame us, for we are not alone in paying the penalty for them; they have a sorry immortality in the maimed minds of those whom we, in our blundering, mislead. We have been content to be merchants of dead yesterdays, when we should have been guides into unborn tomorrows. We have put conformity to old customs above curiosity about new ideas. We have thought more about our subject than about our object. We have been peddlers of petty accuracies, when we should have been priests and prophets of abun- dant living. We have schooled our students to be clever competitors in the world as it is, when we should have been helping them to become creative cooperators in the making of the world as it is to be. We have regarded our schools as training camps for existing society to the exclusion of making them working models of an evolving society. We have counted knowledge more precious than wisdom. We have tried to teach our students what to think instead of how to think. We have thought it our business to furnish the minds of our students, when we should have been laboring to free their minds. And we confess that we have fallen into these sins of the schoolroom because it has been the easiest way. It has been easier to tell our students about the motionless past that we can learn once for all than to join with them in trying to understand the moving present that must be studied afresh each morning. From these sins of sloth may we be freed. May we realize that it is important to know the past only that we may live wisely in the present. Help us to be more interested in stimulating the builders of modern cathedrals than in retailing to students the glories of ancient temples. Give us to see that a student’s memory should be a tool as well as a treasure chest. Help us to say “do” oftener than we say “don’t.” May we so awaken interest that discipline will be less and less necessary. Help us to realize that,.in the deepest sense, we cannot teach anybody anything; that the best we can do is to help them to learn for themselves. Save us from the blight of specialism; give us a reverence for our materials, that we may master the facts of our particular fields, but help us to see that all facts are dead until they are related to the rest of knowledge and to the rest of life. May we know how to “relate the coal scuttle to the universe.” Help us to see that education is, after all, but the adventure of trying to make ourselves at home in the modern world. May we be shepherds of the spirit as well as masters of.the mind. Give us, O Lord of Learners, a sense of the divinity of our undertaking. (Copyright by McClure Newspaper Syndicate and used by special arrangement.) TORO ROO ROO ORO OOO ROOM ITI 216 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION October, 1926 oc lll LLM 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, Francis G. Blair. Secretary, J. W. Crabtree The payment of $2.00 active membersnip dues entitles a member to attend al! meetings of the Association and its de- partments, to vote for delegates to the Representative As- sembly, to hold office, and to receive THE JOURNAL monthly. The payment of $5.00 instead of $2.00 entitles an active member, in addition to the privileges of the $2.00 member- ship, to receive the complete bound volume of Proceedings, all committee reports, and other regular publications of the Association. One dollar of each membership fee is for a year’s subscrip- tion to 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 Asso- ciation o° 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 Managing Editor EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D.C, Looking Ahead O EVERY MEMBER the officers of the Association would give a handclasp across the miles and a hearty wish for the new school year. Each new session is a vantage point from which to look out and upward and forward to better and greater achievements. Through or- ganization teachers are doing much to widen the horizon of education. Each year our professional family grows larger. “Our devotion to professional organization measures our interest in our own future,” writes an_ enthusiastic teacher who has caught a vision of the glory of working together. ““THE Jour- NAL is the most interesting, helpful, and inspiring of all the professional literature I read,” writes an elementary school principal whose school is proud of its perfect enrolment in the Association. The officers of the Association appreciate this confidence and goodwill. Your co- operation renders it possible to make the work of the Association better each year. THE JOURNAL OF THE NATIONAL EpucATION AssocIATION belongs to you. Its only excuse for being lies in its power to help you solve your pro- fessional problems. Its columns reflect the ideals, the aspirations, the plans, the art, and the science of teaching as they all flow together in the mighty advance that now stirs our profession. To each reader during 1926-27 THE JouRNAL will bring— More than nine hundred columns of text— each column containing more than the page of an average book. The month-by-month story of the profes- sion’s effort to realize its noble program of service—to elevate education. Accounts of two great conventions whereat meet the keenest minds and the noblest spirits from the whole country to perfect policies. Three brilliant series of articles—thirty in all—on the vital topics of curriculum, character, and leisure by foremost thinkers in these fields. Current accounts of the newer purposes and technics as they are being worked out in various states and localities. THE JouRNAL is the most widely . Tread associational periodical in the world. Not in any other group or in any other country is there a professional awaken- ing on so vast a scale. To ally yourself with this awakening is to elevate the daily task to the noblest and happiest of callings. Everything men hold most worthwhile is the teacher’s regular busi- ness—service, sympathy, help, generosity, affection. By joining professional or- ganizations and reading their literature you share in the significant movement to make these treasured goals the heritage of children everywhere. Let us look ahead—even as the child looks ahead— to the great adventure of education. Things Done HE SUMMER ROUND-UP of the chil- dren conducted by the National Congress of Parents and Teachers has made it possible for many children who would have entered school with serious physical handicaps to begin that great adventure with no remediable physical defects. This is only one of the many useful activities of the Congress. Is the parent power of your community mob- ilized for education? B fpens OF OUR’ AFFILIATED STATE ASSOCIATIONS have added directors of research to their staffs recently fol- lowing the trail blazed by the National Education Association. All hail to IIli- nois, California, and Pennsylvania! By turning the light of research on the prob- lems of teachers they will add greatly to the strength of professional organization. ASHINGTON IRVING HIGH SCHOOL, New York City, is this year to have a radio receiving set. If the ex- periment succeeds all schools in the city will be so equipped. No invention since the development of movable type has done so much as radio to widen the out- look of the masses. Educational workers may well take stock of radio’s possible uses in the school and of the school’s relation to programs that are available outside of school hours. Perhaps here js a new opportunity to make the connec- tion between the home and the school. by A BOOKLET—Curriculum and build- ing needs in the high school—Superin- tendent M. C. Lefler of Lincoln, Nebr. begs more consideration for the needs: of pupils who will not go to college and supports his argument with figures show- ing the percent of pupils who drop out during each of the high-school and col- lege years. Such efforts to interpret the schools to the people bring large and permanent results. Sppmen IN HOME EDUCATION and parenthood are offered regularly by Western Reserve University. To know that more than a hundred fathers have enroled in such a course is encour- aging. To connect all schools more closely with the life around them is the biggest problem facing this generation of educators. The world’s knowledge must be brought to the rescue of the world’s life. Bernas W. ELIOT, who died August 22 at the ripe age of ninety-two. Dr. Eliot was President of the National Education Association in 1902-03 and engineered the great Boston meeting of 1903. During a long, vigorous, and creative life Dr. Eliot made most significant contributions to the development of education and civic ideals. Dr. Eliot was chairman of the Committee of Ten appointed by the National Education Association in 1892. eee | The School of Tomorrow HE school that looks backward | more carefully. Training will be longer turns to salt. Thinking people no longer expect tomorrow to be the same as today. China tried that and stood still for four thousand years. The school of tomorrow will have respect for the past combined with enthusiasm for the future. It will be more inter- ested in progress than the status quo. This about face as between the ancient school and the modern implies a changed emphasis on ideals. ‘These ideals run like a golden thread through ten thou- sand books and a million magazines that reflect the thought of teachers. They are not stated in dogmatic terms or with finality. ‘The world is growing more content to be openminded. But the force of the new ideals and the new trends is unmistakable. Here are some of them. First, the school of tomorrow will de- fine education simply as guided growth. Teachers will understand that growth comes from within and that it concerns the whole of life. There will be less distortion in the school; less unnatural- ness and unreasonableness. Well-rounded / development for each child will be the. goal. Second, the school of tomorrow will start much earlier in the life of the child than the school of today. The scientific study of infancy is just getting underway. Preschool laboratories and children’s hospitals are putting increas- ing numbers of children under scientific observation. The early findings of these studies suggest that the present preschool years may be more important for edu- cational purposes than all the school years put together. The simple basic habits that underlie successful living may be formed then. ‘The great atti- tudes toward life have their roots in in- cy. the school of tomorrow will continue its guidance longer and release it more gradually than the school of to- day. No one will be dropped from school because he does not fit. Schools will face frankly their task of fitting themselves to children. There will be closer integration with adult work on) the one hand and with adult leisure on the other. Fourth, the school of tomorrow will demand teachers of greater skill and training than the school of today. Can- didates for teaching will be selected and more thorough. Salaries will be higher and will be based on skill rather than the ages of children taught. Ten- ure will be securer. Community recog- \nition will be more generous. Educa- The Teacher HERBERT Hoover @ bx PUBLIC SCHOOL TEACHER cannot live apart; he cannot separate his teaching from his daily walk and conversation. He lives among his pupils during school hours, and among them and their parents all the time. He is peculiarly a public character under the most searching scrutiny of watchful and critical eyes. His life is an open book. His habits are known to all. His office, like that of a minister of religion, demands of him an exceptional standard of conduct. And how rarely does a teacher fall below that standard! How seldom does a teacher figure in a sensational headline in a newspaper! It is truly remarkable, I think, that so vast an army of people—approximately eight hundred thousand—so uniformly meets its obligations, so effectively does its job, so decently behaves itself, as to be almost utterly inconspicuous in a sensation-loving country. It implies a wealth of character, of tact, of patience, of quiet competence, to achieve such a record. tional effectiveness could be doubled in two years if the nation would select and train its teachers with as much energy and vision as it gave to training officers for its army in the World War. Fifth, the school of tomorrow will not worship fixed seats, textbooks, set rou- tine, and mere grades. It will give chil- dren a chance to grow. Longer school days and years will go hand in hand with a more varied program of activities. The child will find joy in school because in it are rich opportunities for guided self realization. Sixth, the school of tomorrow will; lay in rich sensory experience the foun- dation for a vigorous and well-balanced mental life. Children will get actual experience, not mere descriptions o other people’s experiences. They wil not be content with reading that the magnet attracts iron. They will them- selves feel it pull. Seventh, the school of tomorrow will use objective measurements to guide and [217] stimulate the learning process. It will not depend on teachers’ guesses. It will rely more on the natural desire to achieve and will waste less energy on artificial prodding. Eighth, the school of tomorrow will distinguish between the noble art of teaching and the routine aspects of school management. It will provide clerks and machines to do the routine. Industry and business have learned to conserve talent for key activities. Schools still dissipate the precious energy of the best teachers on tasks that a well- trained clerk could do better. Ninth, the school of tomorrow will use a wealth of mechanical equipment to aid learning. Scientifically developed films, radio telephone, and _ television will bring the world’s best to the re- motest child. Tenth, the school of tomorrow will be associated with vastly enlarged pro- vision for the lifelong education of adults. As high schools, junior colleges, colleges, and libraries with large tech- nical staffs multiply in number, the ele- mentary school, in spite of its vast army of children and its key position as the foundation school, will become the lesser phase of society’s educational effort. This tentative catalog of the charac- teristics of tomorrow’s school does not exhaust the possibilities, but it does sug- gest that education is entering upon a new era. If society is to meet that era half way, it will insist on having its best minds and greatest hearts in the schools where life is in the making. If parents are to do their part they must give more time and more thought to the great adventure of parenthood. If teachers are to rise to the new opportu- nities they must elevate the basic aims of education above grades and degrees in their own minds and in the minds of children and the general public. The basic aims, the great objectives of edu- cation abide. Methods change and the setting varies, but health is fundamental, the tools and technics of learning are necessary, citizenship is inescapable, service is a radiant star, home is man’s great joy, leisure is liberty, and char- acter is humanity’s highest good. To take the human plant in the garden of today’s life and to fashion out of it the kind of individual and group life that the best men and women desire is the chal- lenge of tomorrow’s school.—J. E. M. American Education Week A Permanent National Institution for the Welfare of Public Education and the Improvement of American Citizenship MERICAN EDUCATION WEEK has be- A come a permanent institution. It deals with problems so funda- mental that it appeals to all the people and becomes more successful each year as parents and teachers understand that education touches the whole of life. The following program is projected by the National Education Association, the American Legion, and other organi- zations. It is merely suggestive. More and more various states and communities are taking the initiative and developing programs of their own. The purpose of American Education Week is to acquaint the public with the work and needs of the schools. Every program should be organized to accomplish that end. During this week let every community study not omly its educational plant, but also its educational ideals and the com- munity atmosphere in which children are brought up. Let parents visit teach- ers and teachers visit parents in an effort to solve the common problems of chil- dren. Let the week be a time of deeper understanding on the part of the people of the role education has played, is play- ing, and must play in the life of our great democracy. American Education Week is the only time in all the year when the entire nation is called upon to dedicate itself anew to the great task of universal edu- cation for citizenship and democratic living. The schools themselves have a remarkable opportunity to teach every boy and girl his responsibility as a citizen to help maintain an education system which will perpetuate the best in the life and ideals of the republic. Sunday, November 7, 1926 For God and Country Day Laws without the support of individual morality are powerless 1. Education in the home. 2. Education in the school. 3. Education in the church. Monday, November 8, 1926 Constitutional Rights Day Liberty is not the right of one, but of all.— Herbert Spencer 1. Every personal right implies a recip- rocal obligation to respect the same right for others. 2. Liberty which does not consider the public welfare is license. 3. A demand for personal liberty which is UGGESTIONS for Churches, Chambers of Commerce, Labor Organizations, Wom- en’s Organizations, Fraternal Bodies, Lun- cheon Clubs, and other cooperating agencies. 1. Urge the mayor to issue a proclamation setting aside this week as American Edu- cation Week and asking the people to co- operate. 2. Urge the newspapers to give all space possible to educational matters, articles, edi- torials, and news material, including the printing of this program in full. 3. Urge the merchants to use window dis- plays appropriate for the occasion. Urge them to devote as much space as possible to matters of education in their newspaper ad- vertisements. 4. Ask the moving picture theaters to flash slides on the screen urging the people to visit the schools and study educational ques- tions. 5. Urge program managers of radio broad- casting stations to feature educational ad- dresses and school programs. 6. Have speakers at all public meetings held that week talk a few minutes on the necessity of education. 7. Cooperate with the educational officials and other patriotic, civic, and fraternal or- ganizations. 8. Advertise American Education Week on letterheads and envelops. 9. Urge ministers of all denominations to preach upon the subject of education, Sun- day, November 7, 1926. not prefaced by a pledge of service to the cause of liberty is selfish and unreasonable. Tuesday, November 9, 1926 Patriotism Day Patriotism: a fulfilment of individual ob- ligations to the community, state, and nation in peace or in war; a wholesome respect for the symbols of the commonwealth; and a will to defend the principles of liberty, equality, justice, and tolerance which actu- ated our forefathers to found it. Wednesday, November 10, 1926 Equal Opportunity Day Make democracy safe for the world through universal education 1. The adequate education of youth is one of the few paramount duties of an enlight- ened government. 2. An illiterate adult is not a disgrace to himself, but to his educated fellow-citizens. 3. There is no Americanization, in the true sense of the word, which does not edy- cate the immigrant to meet the problems of everyday American life. Thursday, November 11, 1926 Armistice Day Peace with Honor and Security Friday, November 12, 1926 Know Your School Day Courses of study and methods of instruction are the business of teachers; but the ideals, aims, and particularly the needs of education are the busi- ness of every citizen. 1. The school must be kept abreast of science and invention. 2. A little invested in education saves much expended on poverty, disease, and crime. Saturday, November 13, 1926 Community Day Civic unity makes an efficient community 1. Adequate parks and every community. playgrounds for 2. Increased availability of good books through public libraries. 3. Cultivation of common interests in sports, music, art, and other wholesome fields for the improvement of civic unity. 4. Every schoolhouse a community center. — GOOD CITIZEN sAYS—I am a cit- izen of America and an heir to all her greatness and renown. ‘The health and happiness of my own body depend upon each muscle and nerve and drop of blood doing its work in its place. Sv the health and happiness of my country depend upon each citizen doing his work in his place. I will not fill any post or pursue any business where I can live upon my fel- low-citizens without doing them useful service in return; for I plainly see that this must bring suffering and want to some of them. I will do nothing to desecrate the soil of America, or pollute her air or degrade her children, my brothers and sisters. I will try to make her cities beautiful, and her citizens healthy and happy, s0 that she may be a desired home for my- self now, and for her children in days to come.—Poster from the Free Public Library of Newark, New Jersey. Many readers of THE JOURNAL will wish to take this page to editors of local papers along with announce- ments of their own plans for observing the Week. It may be freely reprinted without credit. [218] on DS aa — SS SS SE oe lCU === al How Utah Builds Locals OCAL teachers associations in Utah have survived the dangers of in- fancy but their leaders, realizing how many vital problems await and war- rant attention, are proceeding in a most systematic way to stimulate the teachers of the state to a vigorous study of these problems. Under the direction of a Committee on Locals of the Utah Education Asso- ciation, five regienal conferences were arranged at strategic centers throughout the state. At Richfield, representatives from seven district (county) associa- tions were present; at Provo, twelve districts were represented; at Roosevelt, delegates from two sparsely settled and widely scattered districts were present, while at Ogden, fifteen associations sent delegates. The final conference held at Salt Lake City, January 30, was the climax. To it, twenty of the forty dis- tricts in the state sent delegates, and at this conference reports of the four pre- ceding conferences were made. At each of these conferences, the dele- gates were organized into six committees for consideration of the following major problems: Taxation, publicity, salaries, professional standards and _ conduct, teacher welfare, social activities. After separate meetings, these committees re- ported their findings to the general con- ference, which adopted their recom- mendations in the form of resolutions. The recommendations of the Richfield conference on November 21 are rep- resentative of the spirit that prevailed at all of them. We quote: 1. That all the local associations work for a 100 percent membership in the local, state, and national education associations. 2. That the U. E. A. Committee on Locals submit a form of constitution and bylaws with the purpose of standardizing the local organizations of the state. 3. That every local association appoint the six committees suggested by the state committee on locals and that these be ap- pointed by the local executive committee. 4. That the president of each association be considered an exofficio delegate to the house of delegates. 5. That each local association handle the problem of securing the U. E. A. and N. E. A. memberships. 6. That each local appoint someone to be responsible for necrology reports being sent to the state secretary. 7, That the local association contribute five cents per teacher to pay the expenses of the regional conference until the U. E. A. can assume the responsibility. 8. That we heartily approve the regional conferences and do everything possible to stimulate the spirit of teachers associations. At all five conferences, the Tax Com- mittee agreed that “‘the most important educational problem before the state association at the present time is more ad- southeastern AN JUAN County, Utah, has several colossal natural bridges, some of which are given Hopi names. The Edwin Natural Bridge is here pictured. equate financial support of the schools.” They advised an investigation of the tax situation in each district, comparing each district with other districts and with the state as a whole. It was agreed that the Box Elder Survey, published in the May, 1925, issue of the Box Elder Teachers Association Journal should be used as a model. Each district, in col- lecting statistics, was advised to list separately corporation taxes and _ indi- vidual taxes and to take figures from the tax receipts rather than the notices. At the Ogden conference, Decem- ber 12, it was recommended: 1. That we conduct a detailed study of the sources, the distribution, the expenditures of public funds in Utah and similar states with special reference to the needs and activ- ities of the educational systems. 2. That in the interests of uniformity and effectiveness of research we coordinate our work with that of other educational units and with the Utah Education Association. [219] The Publicity Committee at the Rich- field conference listed for the use of the locals various agencies, among which were included: pupils’ reports to parents, the school paper, the newspaper, local and state parent-teacher associations, ex- hibits, fairs, and the like. Under the heading, “Some Facts We Should Know of Schools in Each District,” these perti- nent queries were listed : 1. What percent of the school population attends school every day? 2. What is the average number of days that each child (of school age) attends school ? 3. What is the average number of days that school is in actual session? 4. What percent of the total number of high school girls enroled is the total number of high school boys enroled? 5. What is the average cost per year per school child attending? 6. What is the average cost per child of school age? 7. What is the average annual cost per teacher employed? 8. What is the average cost per pupil for | purposes other than teachers’ salaries,— e. g., supervision, supplies, janitor service, etc. ? 9. What is the expenditure per teacher for teachers’ salaries? 10. Cost of tardiness; absence? These ten questions will furnish an incentive for immediate research. When once ascertained, if the answers are memorized by every teacher in the dis- trict, what a workable knowledge of the schools each would have. Such figures coming from the teacher, carry a publicity value of moment. They not only give the status of the schools but they indicate that the interest of the teacher is in the entire district and its problems as a whole. The Publicity Committee at Provo listed the following types of school news: athletics, plays, debates, classroom activ- ity, and teacher advertising. It also ad- vocated that every teachers association organize a publicity bureau and that publicity work be handled by one with special adaptability and, if possible, with newspaper training. The Salary Committee at Richfield recommended: 1. That each district teacher association telegraph each of Utah’s senators and rep- resentatives in Congress asking him to sup- port the Bill which provides for a Secre- tary of Education in the President’s Cabinet THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1926 ’ = PIER at Saltair Beach with its great pavilion is well-known to tourists. The walls and peaks of the Oquirrh Range make a beautiful background. and further that each local teachers associa- tion take this up with its various parent- teacher associations. 2. We recommend from this department that each local teachers organization work toward the adoption of a salary schedule in the district that will tend to stabilize the teaching profession, to secure and retain competent and desirable people as teachers, and to promote constant growth of the teach- ers in service. 3. We recommend that the State Associa- tion start an investigation looking toward the adoption of a uniform teachers’ salary schedule for the entire state. The Provo and Ogden conferences approved a “year-round salary schedule,” while the Salt Lake conference agreed that “where the school year is thirty- two or more weeks, the payment of sal- ary is preferably made in ten equal parts.” At the Salt Lake conference, the principle of the single salary schedule was also approved. At Richfield the teachers pledged themselves to improve professional stand- ards and conduct and approved the state program of increasing professional re- quirements. The Committee on Profes- sional Standards and Conduct submitted these questions: 1. That the teacher’s contract does not suggest or require that the teacher render community service. 2. That a true professional spirit requires that teachers speak well of their colleagues. 3. That cases of misconduct for which teachers are dismissed from service be re- ported to the Executive Secretary of the U. E. A. for investigation. 4. That if such investigations establish the fact of the teacher’s unworthiness to hold a teaching position, that his certificate be re- voked. 5. That teachers ought to show their faith in their profession by becoming members of their local and state and national associa- tions. 6. That recommendations of teachers by supervisors, principals, and superintendents be of the non-confidential type to the teacher concerned, in justice to the teacher. 7. That the state teachers’ placement bu- reau be so encouraged and enlarged as to meet the needs of teachers seeking employ- ment in the state. Under welfare recommendations the following were suggested for coming campaigns: adequate housing, twelve- month contracts, longer terms of service, and teachers’ retirement laws, sick and hospital benefits, and a uniform system of teacher rating. The Social Committee at Provo recommended that a closer relationship among teachers be promoted by parties, banquets, luncheons, seasonal sports, ex- cursions, music, dramatics, and clubs, both educational and social. In a letter to association officers throughout Utah, J. R. Mahoney, chairman of the State Committee on Locals, wrote: “I am enclosing, herewith, a copy of the recommendations of the various com- mittees from the regional conferences re- cently held. These recommendations are worthy of the careful study of any person interested in the advancement of the educational interests of the: state of Utah. . . . When one contemplates that local associations of teachers in Utah are in their very beginning so far as experience in attacking real _profes- sional problems is concerned, it is ap- parent that a clear statement of the various problems confronting the pro- fession is vital. . . . The very length of the list of problems suggested is convincing proof of the complexity of our situation and it is a real argument that we should be stimulated into actiy- ity in an attempt at their solution. Be- sides defining the problems, the confer- ences have provided all who participated with a vision of the possibilities of real improvement that will come with in- telligent, vigorous activity through co- operation.” ( ——e PEAK from Lake Lillian is typical of the picturesque mountain views that abound in Utah, Few travelers know of these charming scenes. oot 2h oe ~*~. «ss = ore ee Art is Important Rutu Harwoop Art Supervisor, State Teacher's College, Silver City, New Mexico of the high school to its art depart- ment is that it is the trimmings of education, to be used as a light subject to fill in if there is nothing important to take. The traditional stipulations for college entrance is the cause, no doubt, of this feeling and their requirements are still a hangover from the old regime of college training. Colleges have said that mathematics is required, so high schools put it in their curricula for every one irrespective of taste or aim in life. Of course it is essential in many professional pursuits and should be then chosen but I believe that most girls would find more lasting good in putting more time into art and less into some of the courses of college stipulation. Granted, they are all important but the problem is to find the things that are of the most value for the time and money spent. One year of mathematics comprising the general essentials of both algebra and geometry should be ample for the average high school student. The great majority of them do not intend to go on to college and it is a waste to force the subjects on them that are designed for the embryo college student. This paper deals especially with the high school art courses for girls for it is in them that the art department of today finds its greatest fulfilment. With the lavish number of courses in color, drawing, design, costume history and design, stage design, home planning, figure drawing, batik, stencil, wood- block, and the many other applied arts now given, the art department is a vi- tally functioning acquisition to a school. A small percent of the boys will use art in some manner and their training will begin in high school, but the main part must be found in specialized train- ing centers after high school days. The printer, the professional artist of all kinds, the art teacher, the photographer, the textile manufacturer, the moving picture producer, the jeweler, the tailor, the window decorator, the engraver, the interior decorator, the weaver, the house painter, the architect, and many others must all have more or less artistic taste and training to rise to any degree of distinction in their fields. S MANY TIMES the general attitude With the girls it is different. Only a small percent will go beyond high school and the greater number will take 6 bs puRSsuIT of Beauty—A thing of beauty is a joy forever —Keats in Endymion. The Arts—Art is power—Longfel- low in Hyperion. Painting and drawing—He can best paint them who can feel them most.— Pope in Eloise and Abelard. Sculpture—The stone unhewn and cold, becomes a living mold, The more the marble wastes The more the statues grow.—Michael Angelo. Architecture—And behold, there was a very stately palace before him, the name of which was Beautiful. Bunyan in Pilgrims Progress. Music—Such sweet compulsion doth in music lie—Milton in Arcades. The written word—The conscious utterance of thought, by speech or action, to any end is art——Emerson in Society and Solitude. The stageé—The world’s a theater, the earth a stage, Which God and nature do with actors fill—Heywood in Apology for Actors. The industries—The beautiful rests on the foundations of the necessary.— Emerson in On the Poet. Nature—Go forth under the open sky and list to nature’s teachings.— Bryant in Thanatopsis. Growing things—I think that I shall never see A poem lovely as a tree— Kilmer in Trees. Gardens—A {garden is a lovesome thing —Brown in My Garden. Scenery—Rocks, rivers and smooth lakes More clear than glass, Un- touched, unbreathed upon.—Words- worth in The Trosachs. Birds, beasts, and insects—Now this is the law of the Jungle—As old and as true as the sky; And the Wolf that shall keep it may prosper, But the wolf that shall break it must die— Kipling. Home—A dearer, sweeter spot than all the rest—Montgomery in West Indies. Personal Beauty—Beauty is truth, truth beauty—Keats in Ode on a Grecian Urn. Makers of Beauty—The immortal names that were not born to die.— Marco Bozzaris. Furnished by the Cleveland Public Library. upon themselves all too soon the re- sponsibility of homemaking. Then comes the test of the usefulness of the high [221] school subjects. Everything that helps her in her own little world is worth- while. Home economics, domestic science and art, hygiene are all invaluable to her life position of homemaker and mother. Yet not much less important is the spending of her leisure hours. It is often said that one judges a man by the way he spends his leisure and there is much truth in the statement. Then restraints and requirements are removed and he may yield to his own desires of pleasure. It is greatly the part of the high school to make these desires wholesome and constructive in both boys and _ girls. The literature, gymnasium, music, and art departments should shoulder almost entirely this obligation. The art knowledge should function not so much in the leisure side of a woman’s life as in the general planning and beautifying of the home and its sur- roundings. What a difference in one’s whole feeling toward life between liv- ing in a dark, ugly colored, cluttered house and a sun-filled, light-toned, well- appointed home. The eye has a thrill of delight every time it looks upon this last named type of place. A knowledge of the science of color is necessary for such a home and some knowledge of fine art should be had in choosing beautiful and appropriate color prints for the walls. The setting of the table and preparing of the food is helped also by an artistic taste, as is the choos- ing of the clothes one wears. These are some of the most important phases that distinguish a cultured home or person from a commonplace one and the woman is to a great extent the cre- ator of the atmosphere. Of course the man must appreciate and desire the fine things too or the home would not be a synthetic whole, so a general course in art and applied art in high school would be of much value to the boys as well as the girls, and in both cases—art is im- portant. A" is a mighty element for civic prog- ress. It leads us to seek and to ap- preciate that which is high, worthy, and exalting, and to despise and to turn away from that which is vulgar, cheap, and degrading.—Otto H. Kahn. | | : The Aim of Art Teaching R THE SAKE of clarity in the dis- Posen, let us state the premise that is generally accepted, that beauty and art are synonymous. What is not, however, so generally understood, is the nature of beauty, and so of art. There have been many concepts as to what beauty is, each race and age differing, seemingly, from what other races and ages conceived. But where the concept has not been uniform, the acknowledg- ment of, and the search for beauty seems to have been universal and common to all peoples. It points to something fundamental in the nature of man. Modern critics of the theory of art have divided the span of the art-experience, representing the varying concepts of the different peoples, into five groups, namely—Symbolical, Classical (Greco- Roman), Byzantine, Romantic, and Modern. The character of the expres- sion has swung, pendulum-wise, from formalism to naturalism, back and forth, with the modern formalists represented by such artists as Manet, Monet, Renoir. The nature of beauty has likewise ac- commodated itself to the different ex- pressions. A history of the definitions of beauty would throw much light upon the evolution of the concept. It would include such expressions as “Beauty is Truth” and Goethe’s “Art (beauty) is an interpreter of the inexpressible,” and the philosophical theory of Hegel, “Beauty is the expression in form of spiritual reality or truth,” which marks the highest concept and one not gen- erally accepted by the modernists. Crocé, a modern writer on the subject, holds that beauty is an expression in sensuous form of an emotion. Clive Bell calls beauty “significant harmony.” Davis, writing in the Studio Magazine, tells that “art is anything the hands of love has touched,” recognizing love as an intrinsic quality of the artist. Dow, like Bell, holds that beauty is the result of and depends upon a fine arrangement of the art elements. Gordon Craig, in “On the Art of Theatre’ adds a new note: “But beauty is so vast a thing, and con- tains nearly all other things—contains even ugliness, which sometimes ceases to be what is held as ugliness, and con- tains harsh things, but never incomplete things.” This idea of complete expres- sion is given also by Benedetto Crocé, as follows: “Art is independent both of ANTOINETTE E. ARNOLD science and of the useful and the moral. There should be no fear lest frivolous or cold art should thus be justified, since what is truly frivolous or cold is so be- AIMS IN ART TEACHING Leon L. WINsLow " gememm AIMS—To arouse and pre- serve in all pupils an interest in art. To enlarge and enrich the esthetic experience. To furnish vocational and educa- tional guidance in art. To provide for talented pupils voca- tional training in art. Special Aims—To enable one to employ the principles of art in all life situations where they should apply by making use of Ability to recognize works of art. Desire to possess only artistic things. Ability to discuss intelligently the esthetic significance of all man-made things. Working knowledge of the princi- ples of art structure. Ability to combine or arrange ob- jects artistically. Ability to compose or produce artistic arrangements in a design. Ability to express ideas of form by means of modeling. Ability to express ideas of form graphically. Habit of visiting art museum and library. Knowledge of the historic develop- ment of art. Ability to use leisure with pleasure and to advantage. Insight into vocational and indus- trial aspects of art. Familiarity with the names and pro- fessional reputations of contemporary masters and with their works. Ability to recognize one’s own esthetic capacity. cause it has not been raised to expres- sion.” The consensus of opinion seems to be that art or beauty is not determined by or confined to subject, but to the presen- tation or expression of a particular sub- ject. There are certain fundamental laws or principles underlying art struc- ture which must be observed, but since art is not a so-called exact science, the observance of these same laws does not always insure a resultant beauty. What more is needed? It is that perfect blend- ing of mood, thought, feeling, and action [222] of the artist so completely and dynam- ically that the art principles and elements and the artist’s technique are alike sub- servient to his living idea, which the beholder instantly receives. This, then, is beauty. It is in this sense a sort of language of the soul, capable of being universally understood by all those who are true enough in themselves to recog- nize, appreciate, and express it. The fact that man has through the ages been ever in search of beauty would indicate that the fulfilment of this urge were in man’s power. Perhaps his some- times blind groping may have been be- cause of his unawareness of the near- ness of beauty. Here is where the de- partments of art, as taught in the schools of today, must look for their inspiration and aim. This aim should be to so quicken the individual conscious- ness of beauty, that everyone may ap- preciate art wherever found, demand it wherever possible, and express, as far as lies in his pawer, those inherent art qualities which are the inborn posses- sions of every man. If this art-aim were established and held to, art would no longer be confined to certain art galleries and palaces of the wealthy, where in consideration of the vast numbers of people who never come in contact with either, art, in this sense may be likened to a dead language, having meaning for only the few. On the contrary, art would be literally everywhere—wherever there was an ap- preciation of it, whether in a humble cottage or a public park, and in as many varying ways as there are forms of ex- pression. It could then permeate the whole fabric and structure of society, and who can say what beneficial results would not accrue. If the art schools then have a firmly established aim of art education, their next consideration concerns method of accomplishing this aim. The whole value of art education lies in training for appreciation, and to this end every department and branch of art should be bent. Let appreciation be the first con- sideration, and it will be found to be the only adequate basis for all subse- quent so-called practical art-work. The art-teacher’s first, and one could almost say, only requirement, is that he have a spontaneous and an infallible appre- ciation of beauty. Dedicating the School J. G. Cotiicotr Superintendent of Schools, Columbus, Ohio igan Education Week, the Colum- bus (Ohio) public schools have each year cooperated whole-heartedly in carrying out the idea. During the last five years Columbus has been going through a city-wide school building pro- gram. New laws which made special school levies imperative in order to con- tinue the regular school program have been enacted by the legislature. To meet these demands, it was sometimes an educational necessity that the schools use American Education Week to pre- sent to the citizens of Columbus the financial needs of her public schools. At the opening of the new school term in September, 1919, a brief survey had revealed that few of the buildings were adequately heated, that sanitary condi- tions in many schools were unsatisfac- tory, that serious fire hazards existed in many places, that educational equip- ment was meager in many buildings, and that more than six hundred pupils were housed in portables or were per- mitted to attend school only half time. The school enrolment was found to be increasing at the rate of about two thou- sand pupils annually. By the fall of 1925, practically every building had been put in good condition and new ones had been built. The Board of Education had, moreover, provided for a three-year increase of nearly $600,000 for teachers, principals, and supervisors, beginning September, 1925. At a special meeting called by the superintendent, three major objectives were decided upon for American Edu- cation Week: (1) At least one parent Si the origin in 1920 of Amer- should visit the school for each pupil en- roled; (2) Pupils, teachers, and patrons should in their own spheres be called upon to participate in the efforts of the yu Henry Scott was president of Ohio State University from 1883 to 1895, and has since served as professor of philosophy in that university. Week to promote a better school pro- gram; (3) Each school building in Col- umbus should be rededicated to the high- est ideals of public education. Following carefully outlined plans, the ideals of the Columbus public schools were presented to luncheon clubs, civic organizations, and other groups; and the message was further relayed to a much larger circle through the medium of the pulpit, the press, and the local broad- casting station. The most inspiring program of the week came on Friday afternoon, when, by common consent, the entire school population, consisting of forty thousand boys and girls with their parents and teachers, rededicated the various school buildings. It has been the custom during re- cent years to plan special dedicatory ex- ercises for each new school building. At one of these dedications, William H. Scott was called upon for a brief closing word. The audience was scarcely pre- pared for the words that fell from the venerable educator’s lips. In the simplic- ity of statement, purity of diction, and fervency of spirit, those assembled rec- ognized that they were listening to a benediction destined to become an edu- cational classic. The which has given splendid cooperation in promoting the work of the schools, at once caught the spirit of these rededicatory programs and gave wide publicity to the plan. Fol- lowing continuous requests, copies of the address were provided by the school print shop. From coast to coast com- munications were received stating that superintendents plan to use Dr. Scott’s address in the dedication of new school buildings and suggest that in the future the schools of the United States might be rededicated to the cause of education as a part of the program for observing American Education Week so that the right kind of ideals and attitudes will be developed on the part of pupils, teachers, and parents. local press, ET US NOW with earnest hearts and with exalted faith and hope solemnly consecrate this building to its high and holy purpose. May the youth of this community for generations to come gather in this place to receive instruction in knowledge and training in virtue. May they find here every condition necessary to a true and enlightened education. Especially, may their teachers be examples of excellence in scholarship and character, seekers after goodness and truth, lovers of children, en- thusiasts and adepts in the finest of all arts, the development and inspiration of human souls. May these rooms always be pervaded with an invigorating atmosphere of mental and moral life, and may no child pass from these schools to higher grades or to the outer world without having been made more intelligent, more thoughtful, more courageous, more virtuous, and in every way more capable of wise and just, of useful and noble living. To this end, may the blessing of God be upon child and parent, upon pupil and teacher, upon principal and superintendent and upon every one whose influence will in any degree affect the work of education as it shall be conducted within these walls.—William Henry Scott. [223] THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1926 National Education Association Officers for 1926-27 Francis G. Blair, President, State Superin- tendent of Public Instruction, Springfield, Ill. J. W. Crabtree, Secretary, 1201 Sixteenth Street N. W., Washington, D. C. Henry Lester Smith, Treasurer, Dean, School of Education, Indiana University, Bloom- ington, Ind. EXECUTIVE COMMITTEE Francis G. Blair, President, Springfield, II. Mary McSkimmon, Vicepresident, Prin., Pierce School, Brookline, Mass. Walter R. Siders, Chairman, Board of Trus- tees, Supt. of Schools, Pocatello, Idaho. Henry Lester Smith, Treasurer, Blooming- ton, Ind. Uel W. Lamkin, Member by Election, Presi- dent, Northwest Missouri Teachers Col- lege, Maryville, Mo. BoaArRD OF TRUSTEES Walter R. Idaho. . Francis G. Blair, President, Springfield, IIl. J. M. Gwinn, Superintendent of Schools, San Francisco, Calif. Thomas E. Finegan, 613 North Front Street, Harrisburg, Pa. Cornelia S. Adair, 2121 Park Avenue, Rich- mond, Va. Siders, Chairman, Pocatello, VICEPRESIDENTS Mary McSkimmon, Brookline, Mass. Ira T. Chapman, Superintendent of Schools, Elizabeth, N. J. P. P. Claxton, Superintendent of Schools, Tulsa, Okla. Selden M. Ely, Gales School, Washington, mC. Mrs. Jessie M. Fink, Prin., Palmer School, Grand Rapids, Mich. Harold W. Foght, Pres., Northern Normal and Industrial School, Aberdeen, S. Dak. Florence M. Hale, State Agent for Rural Schools, State House, Augusta, Maine. Arthur J. Matthews, Pres., State Teachers College, Tempe, Ariz. Sue M. Powers, Superintendent of Shelby County Schools, Memphis, Tenn. Claude W. Sandifur, Box 108, East 3rd Street, Landershim, Calif. Helen B. Shove, 3116 Clinton Avenue, Minneapolis, Minn. Mary Ulen, 5307-37th Avenue S. E., Port- land, Oregon. Boarp OF DIRECTORS Directors Exofficio The president, first vicepresident, treas- urer, chairman of the Board of Trustees, and the secretary, are Directors Exofficio. Life Directors Robert J. Aley, President of Butler College, Indianapolis, Ind. Beard of Education, Nashville, Tenn. Mary C. C. Bradford, State Superintendent of Public Instruction, Denver, Colo. Elmer Ellsworth Brown, President of New York University, New York City. Nicholas Murray Butler, President of Co- lumbia University, New York City. P. P. Claxton, Supt. of Sch., Tulsa, Okla. O. T. Corson, R. F. D. No. 2, Oxford, Ohio. H. A. Graham, Mt. Pleasant, Mich. Frederick M. Hunter, Superintendent of Schools, Oakland, Calif. David B. Johnson, Pres., Winthrop Normal and Industrial College, Rock Hill, S. C. Olive M. Jones, Principal, Public School No. 120, New York City. David Starr Jordan, President Emeritus of Stanford University, Calif. James Y. Joyner, Raleigh, N. C. Mary McSkimmon, Brookline, Mass. Jesse H. Newlon, Denver, Colo. William B. Owen, President of Chicago Normal College, Chicago, III. Carroll G. Pearse, Milwaukee, Wis. Josephine Corliss Preston, State Superin- tendent of Public Instruction, Olympia, Wash. Charles R. Skinner, Librarian, Legislative Library, Capitol Building, Albany, N. Y. State Teachers’ Association of Illinois, Rob- ert C. Moore, Secretary, Carlinville, IIl. George D. Strayer, Teachers College, Co- lumbia University, New York City. Joseph Swain, Swarthmore, Pa. A. R. Taylor, Decatur, III. Teachers’ Institute, Philadelphia, Pa. John J. Tigert, U. S. Commissioner of Edu- cation, Washington, D. C. Charles G. White, Martin, Tenn. Charl O. Williams, Field Sec’y, National Education Association, Washington, D. C. State Directors Alabama, J. D. Williams, Prin., Avondale School, Birmingham. Alaska, W. E. Keller, Superintendent of Schools, Juneau. Arizona, F. A. Cotton, President, State Teachers College, Flagstaff. Arkansas, A. B. Hill, State Superintendent of Public Instruction, Little Rock. California, Anna G. Fraser, 822 Alma Ave- nue, Oakland. Colorado, W. B. Mooney, Secretary, Colo- rado Education Association, Denver. Connecticut, John A. Young, Assistant Superintendent of Schools, Bridgeport. Delaware, H. V. Holloway, State Superin- tendent of Public Instruction, Dover. District of Columbia, Harry English, Frank- lin School Building, Washington. Florida, W. S. Cawthon, State Superintend- ent of Public Instruction, Tallahassee. Georgia, Fort E. Land, State Superintendent of Schools, State Capitol, Atlanta. Hawaii, Will C. Crawford, Superintendent of Public Instruction, Honolulu. Idaho, Elizabeth Russum, State Superintend- ent of Public Instruction, Boise. Illinois, A. L. Whittenberg, Secretary, State Examining Board for Teachers Certifi- cates, Springfield. Indiana, Martha Whitacre, President, In- diana State Teachers Assn., Richmond. Iowa, T. R. Roberts, Superintendent of Schools, Independence. Kansas, M. E. Pearson, Superintendent of Schools, Kansas City. Kentucky, R. E. Williams, Secretary, Ken- tucky Education Association, Louisville. Louisiana, Loretta R. Doerr, 1323 North Rampart, New Orleans. Maine, Fred W. Burrill, Superintendent of Schools, Augusta. Maryland, William Burdick, State Superin- tendent of Physical Education, Baltimore, Massachusetts, Annie C. Woodward, 144 School Street, Somerville. Michigan, T. E. Johnson, State Superintend- ent of Public Instruction, Lansing. Minnesota, Efhe MacGregor, Principal, John Burroughs School, Minneapolis. Mississippi, H. V. Cooper, Superintendent of Schools, Kosciusko. Missouri, T. J. Walker, Editor, School and Community, Columbia. Montana, R. J. Cunningham, Secretary, Montana State Teachers Assn., Helena. Nebraska, M. C. Lefler, Superintendent of Schools, Lincoln. Nevada, H. A. Whiteneck, Superintendent of Schools, Las Vegas. New Hampshire, Florence H. Hewitt, 24 Chauncey Street, Portsmouth. New Jersey, Charles B. Dyke, Superintend- ent of Schools, Short Hills. New Mexico, Isabel L. Eckles, State Superin- tendent of Public Instruction, Santa Fe. New York, W. H. Holmes, Superintendent of Schools, Mount Vernon. North Carolina, N. C. Newbold, State De- partment of Education, Raleigh. North Dakota, Minnie J. Nielson, State Superintendent of Public Instruction, Bis- marck. Ohio, R. J. Kiefer, Superintendent of Schools, Niles. Oklahoma, C. K. Reiff, Superintendent of Schools, Muskogee. Oregon, Mrs. Susanne Homes Carter, Su- perintendent County Public Schools, Jack- sonville. Pennsylvania, Charles E. Dickey, County Su- perintendent of Schools, Pittsburgh. Philippine Islands, Luther B. Bewley, Di- rector of Education, Manila. Porto Rico, Francisco Vizcarrondo, Assistant Commissioner of Education, San Juan. Rhode Island, Mrs. Agnes M. Bacon, State Superintendent of Americanization, Provi- dence. South Carolina, George W. Wannamaker, Superintendent of Schools, St. Matthews. South Dakota, N. E. Steele, Secretary, South Dakota Education Assn., Sioux Falls. Tennessee, S. L. Smith, General Field Agent, Julius Rosenwald Fund, Commercial Club Building, Nashville. Texas, J. O. Webb, Superintendent of Schools, Harrisburg. Utah, D. W. Parratt, Secretary, Utah Edu- cational Association, Salt Lake City. Vermont, Clarence H. Dempsey, Commis- sioner of Education, Montpelier. Virginia, Joseph H. Saunders, Superintend- ent of Schools, Newport News. Virgin Islands, Arthur E. Lindborg, Director of Education, St. Thomas. Washington, T. R. Cole, Superintendent of Schools, Seattle. West Virginia, J. H. Hickman, Superintend- ent of Schools, Hinton. Wisconsin, E. G. Doudna, Secretary, Wis- consin Teachers Association, Madison. Wyoming, A. A. Slade, Superintendent of Schools, Casper. a LS TT TTT SSS eee EERE ee ee $e Resolutions Adopted at Philadelphia HE IDEALS of the teaching pro- fession in the United States are expressed in the resolutions of the National Education Association—the largest and most representative profes- sional body in the world. Year after year since its establishment in 1857 the Association has stood for principles and causes which would mean better op- portunities for children—trained teach- ers with adequate salaries, secure tenure, and sound pension systems; the estab- lishment and proper support of the Bu- reau of Education and later of a Depart- ment of Education with a Secretary in the President’s Cabinet; woman _ suf- frage; temperance education; the aboli- tion of child labor; the metric system; better management of world affairs. Teachers may well be proud of the noble, straightforward stand the Asso- ciation has taken on one great question after another. More and more the resolutions are becoming a platform of action. They amount to a set of instructions to the officers of the Association to work for specified policies. Accordingly every proposal is most carefully considered. The resolutions committee is composed of persons from every state and territory elected by the various state delegations. Under the plan adopted at the Phila- delphia meeting the committee is elected a year in advance, which gives a longer period for consideration of the proposals to be presented to the Representative Assembly for action. Each resolution is presented to the Assembly with op- portunity for discussion and is voted on separately. Following the report of the committee, which this year was printed and placed in the hands of delegates in advance, opportunity is given for resolu- tions from the floor. It is always an inspiration to see the careful considera- tion given by the Assembly to important matters of Association policy. As a result of the new arrangement the committee which served at Philadel- phia will also serve for the next meet- ing. The committee selected for its chairman George D. Strayer, Professor of Education, Teachers College, Colum- bia University, who presented its report to the Assembly on Friday, July 2. The resolutions as adopted follow: Pepnucaion BILL—The welfare of the children now enroled in the schools of the United States is depend- ent upon our ability to make available to boards of education, to superintend- ents of schools, and to teachers through- out the nation the results of current Poeetsca Ticks of the National Education Association, the largest publisher in the world of literature on the problems of the teach- ing profession The Journal The official organ of an awakening profession Research Bulletin Makes facts on education available in time for use in determining policies Proceedings A treasurehouse of ideals and aims from 1857 to 1926 Yearbooks of the De- partment of Super- intendence Provide clearinghouse for widespread revision of curriculum Yearbook and Report of the Department of Classroom Teachers The enlarging vision of this Department shows that teachers are assum- ing responsibility for their own improvement Yearbooks and Bul- letins of the Depart- ment of Elementary School Principals These publications have elevated the elementary school principalship to a new plane of effectiveness Publications of Other Departments and Committees The growth of departments and the development of pub- lications dealing with their special problems is improving practice in important fields of education practice, of experiments wherever they are conducted, and of the results of scientific investigation. The federal government has long recognized its ob- ligation in the field of scientific inquiry and has promoted the welfare of all the people through the activities of the Departments of Agriculture, Commerce, and Labor. We hold that economy and efficiency demand that the activities of the federal government dealing with education be consolidated in a Depart- ment of Education under the leadership of a Secretary with a seat in the Presi- dent’s Cabinet. We urge that adequate support be provided for this Depart- ment in order that it may conduct such inquiries and disseminate such informa- tion as will make for the highest de- gree of efficiency in all of our schools. We know that this service can be ren- dered without in any way interfering with the constitutional right of the sev- eral states to control, administer, and supervise their own schools. We, there- fore, urge the Congress to pass the Curtis-Reed Bill which embodies the [225] program which this Association has con- sistently advocated throughout its his- tory. Child labor—The National Educa- tion Association, in reaffirming its stand on child labor, urges the passage of such legislation as will make exploita- tion impossible and will assure protec- tion to the children of America. Teaching respect for law—We be- lieve that the permanent prosperity and happiness of a democratic people are de- pendent in large degree upon develop- ment of a high type of character among all the youth of the land. We hold that one of the chief purposes of the schools is to develop such a standard of character. We deplore the prevalent tide of crime, lawlessness, disregard and disrespect of law, and failure to enforce law as debauching America’s youth and undermining the foundation of the re- public. We call upon teachers every- where to teach and practice respect for all law, as a chief purpose of education. We call upon the citizenship of the nation to exercise at all times its full right of franchise. We call upon par- ents to assume their full measure of re- sponsibility for rearing and-training of children into the practices and duties of citizenship. Illiteracy—We reaffirm our endorse- ment of the movement to wipe out illiteracy by 1930 and urge the allied educational forces of the National Edu- cation Association to join with this effort for the early liberation of millions of our countrymen from the bondage of ignorance. Literacy tests—We believe that the reading and writing of English under- standingly should be made a qualifica- tion for admission to citizenship of the foreign-born and also a qualification for voting. Obscene literature, pictures, and to- kens—The Congress of the United States has denied the privilege of the mails to obscene and indecent literature, pictures, and tokens, yet such articles reach the youth of our land through various other means of transportation. This Association again recommends that its legislative committee memorialize the Congress of the United States to enact legislation prohibiting the transportation in interstate commerce of all such litera- ture, pictures, and tokens, as are now denied the privilege of the mails. 226 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1926 The status of the teacher—We note with pleasure the great improvement in facilities for teacher training, the in- crease in professional requirements de- manded by standardizing and state agencies, the longer school tenure, and the many successful pension and retire- ment laws. These all help to raise teaching to the dignity of a real profes- sion. ‘They also tend to bring into the teaching group the most promising young men and women. We urge teachers everywhere to respond to these improved conditions in a wholehearted way. Good as the conditions are they may be still further improved. Our task is to continue to grow and to show intelli- gent enthusiasm for our work. ‘The Association recommends that adminis- trative authorities protect teachers in their work in the classroom from at- tempts by outside agencies to use the school organization for the furtherance of ends not directly connected with the aims of public education. We believe that the policy of allowing sabbatical leave for study, recreation, and recuperation should be encouraged in the various states and localities. The effictency of our schools depends upon the health and intellectual vigor of teachers, and the public can make no better investment than to adopt those measures which will insure the maxi- mum fitness of all members of the pro- fessien. Financial aid—The National Educa- tion Association reafirms its approval of the plan which will give adequate financial support to all classes of public schools. If the children of the republic are successfully to meet the ever-increas- ing demands of civilization, the nation, the state, or the community must supply the funds. It is the responsibility of each state to enact such legislation as will provide adequate public funds and insure an administration sufficiently effective to guarantee equality of educa- tional opportunity to all its children. Athletic sports—We affirm our faith in the value of competitive athletic sports. We believe that all students from the elementary grades through their last year in college should have the ben- efit of organized recreation. We believe that the school and college authorities should exercise full and entire control of all sports and that expenditures therefor should not be out of proportion to the costs of regular academic instruc- tion. We urge that all high school and college athletic regulations be strictly adhered to. We believe that greater public recognition should be given dis- tinguished achievement in_ scholarship so as to avoid the appearance of giving athletics first place in school life. International peace and goodwill— We believe that international peace rests upon international goodwill, which can only exist when there is international 0 GROWTH IN Y00 PER CENT SCHOOLS aac | aed 1921 - 1926 000 [zooo| Ss ole BREE LIFE MEMBERSHIP BY YEARS Sezteméber | to Segtember/ 1925-1926 jor 3 months only 52) ~ 26 | 1921-22 B bg CHARTS from the annual report of the Secretary suggest the great gains that the National Education Association has made during recent years in its efforts to have the entire profession at work on its problems. Life membership is one of the strongest professional ties. understanding. We recommend the World Federation of Education Asso- ciations as a potent means to help world- wide understanding. We also commend the international interchange of pro- fessors, teachers, and students. Growth of this custom will in time help to pro- mote goodwill among all the countries making the exchanges. Each individual who has this experience in another coun- try will return to his native land with friendships made and _ understandings secure. These will arm him effectively against idle and poisonous propaganda. School lands—The settled policy of the federal government to foster educa- tion by granting to the several states large tracts of land to be used in sup- port of their common and public schools is a wise and beneficent one. However, certain practices and rulings in recent years have so clouded and impaired the states’ title to such land that it is im- possible to realize the purposes intended. Therefore, we favor such legislation by the Congress of the United States as will clear the title to the lands granted to the states for the benefit of their common and public schools and wil] make it possible for the states to enjoy the benefits and to realize the purposes intended for the promotion of education and for the safety of the republic. Postage rates for books—We hold that books are one of the most impor- tant influences in maintaining the mo- rale of the American home and their general circulation is greatly to be de- sired. We deplore the discrimination against books in the present postal law, and urge the desirability of recommend- ing to Congress that books be admitted to the same privileges in the mails that are granted to periodicals and maga- zines. Appreciation of hospitality—We ex- press our sincere appreciation of the many courtesies and generous hospitality extended to the members of the Asso- ciation by the staff of the schools, Boy Scouts, civic organizations, public off- cials, and by private citizens of Phila- delphia. We appreciate the service ren- dered to teachers and to the cause of education by the reports of our delibera- tion published by the local press and by leading newspapers throughout the na- tion. We have been able to do our work and to enjoy our sojourn in the city that gave birth to our Association because of the careful foresight and un- tiring effort of scores of workers who have contributed so generously to the success of our annual convention. N Jury 1, the National Editorial Association, then meeting in Los Angeles, California, sent the following letter of greeting to the National Edu- cation Association in session at Phila- delphia— Members of the National Editorial Association from forty states assembled in Los Angeles for their forty-first An- nual Convention send cordial greetings to the members of the National Educa- tion Association now meeting in Phila- delphia with best wishes for a successful and profitable Convention. With mem- berships directing two vitally important unifying agencies in our country’s life— the press and public school—with com- mon interests and aims, with responsi- bilities in molding public opinion and in shaping the mind of the youth of today for leadership tomorrow that challenge our best effort, we express the hope that the two N. E. A.s will in the future cultivate a closer acquaintance and co- operation. tT NO TIME has there been surer A determination to push forward in the movement for a Department of Education with a Secretary in the President’s Cabinet than at the Phila- delphia convention. ‘The proposal was indorsed in the resolutions for the eighth successive time. It was indorsed unani- mously after the freest discussion from the floor. The meetings of the Legis- lative Commission were large and en- thusiastic. There was clearer apprecia- tion than ever before that the battle must be won in the home districts of members of Congress. It was made very plain that teachers and school officers have an opportunity between now and election day to bring to the men and women who propose to represent them in Congress the reasons for this im- portant forward step. After presenting the report of the Legislative Commission clearly and forcefully, Chairman George D. Strayer concluded : , Dr. Strayer: We know that our pro- gram is sound. We know that we have been fighting and will fight for it un- selfishly. We know that in the long run it will prevail. The work of the Legislative Com- mission began under the administration of Mrs. Bradford, and she has been and is still a member of that commission. She has championed that cause from the very beginning. We want to hear a word from Mrs. Bradford. Mary C.C. Bradford, State Superin- tendent of Public Instruction, Denver, Colorado. Mr. Chairman and friends: It seems as if the chairman of the Legis- lative Commission has left very little to be said, so conclusive has been his presentation. However, I want to urge particularly that we carry out the rec- ommendations of Miss Williams, the legislative secretary, to go back home and work. You know, for 53 years the National Education Association existed, to pro- vide in the words of a former president, “a platform for unlimited academic dis- cussion.” For the last eight years it has existed as a creative force in the life of the nation through its service to the teachers and the children. Now, if the program of the last eight years is to be carried forward we must get this Bill. We must have the voice of the children incarnate in the President’s Cabinet. Education Bill at Philadelphia We have the voice of agriculture; we have the voice of labor; we have the voice of commerce; but the children’s voice—alas, at times, the children’s cry has had no echo in the councils of the chief executive of this nation. 6 law BEST DISCUSSION of the Bill that has ever appeared was that pre- sented to Congress at the joint hear- ings of the committees on Education and Labor of the Senate and House, held last February. Won’t you write to your Senator or your Congress- man and ask for a free copy of the hearings on the proposed Department of Education. Your Congressman will be glad to know that you are interested. You will be interested in knowing what the proponents of this measure, your colleagues, had to say. You will be interested in reading what the opposition had to say. And I will leave it with you to make your own conclusions. Try it. It is a vol- ume well worthy of your considera- tion and you ought to have it and read it, even before you present the case to your Representative—From the re- port of Chairman Strayer. Friends, all the points have been cov- ered by other speakers, the waste, the duplication, all the ills that exist at pres- ent. Now, all that is left for us to do— we who are convinced of the necessity— is to go to work back home. We have talked and talked from this platform; now, let us go home, as the chairman has said, and work with the people who give their mandates to our Congressmen and our Senators. And, friends, don’t be afraid. Don’t let anybody tell you that if you champion this Bill something is going to happen to you. Who cares what happens to us so long as we serve the children? Our President has made the challenge of childhood the keynote of this session, and through every line of this bill there runs the challenge of childhood. In my own official position I have never had any test for any official act save one: Is this the best thing for my 300,000 children? If so, I don’t care what hap- pens to me; I don’t care what happens to anybody else, if this is the best thing for the children, it is the best thing for me. And only as we take that stand, only as we are willing to lose our lives [227] year I try it mext year. twenty-five years for suffrage. I worked for the sake of a great, a tremendous in- carnation of a significant principle, shall we find the eternal life of service and love. I never give up. If I lose a thing this I worked twenty-five years for prohibition, and if I live that long and this bill does not become enacted into law—God forbid the delay—lI shall work another twenty- five years for that and for the Child Labor Amendment. Let us never give up. If a thing be right I have never in my life recognized its enactment as an impossibility. In fact, when anybody tells me that a thing is impossible and something is going to happen to me if I try to do it, immediately I go to work regardless of myself to do the thing that they said was impossible. And it is really easy, friends, it is easy if you have the vision and the passion, it is really easy to turn the seemingly impossible into the possible, the practical, and the present. Go home. Don’t be afraid. Don’t: care anything about yourselves. Set the little child in the midst and say, “I know this is the best thing for the 24,500,000 children enroled in the public schools.” Make your Representatives see it, and then we shall have lived up to the high ideals which have guided this Association always, and the practical program which has been its soul during the last eight years. Miss Williams: When you have taken up this question as an individual matter, there is going to be a great change in public opinion. My honest conviction is—and it is backed by letters, the result of interviews with members of the pres- ent Congress—that there are enough votes in this Congress to pass this Bill. There are three things you need to stress: first, the government is already engaged in education; second, this B&l does not provide for federal aid; and third, it cannot and will not infringe upon the right of the states to control their own school systems. Dr. Strayer: Madam President, I move that the report of the committee be adopted and that the Legislative Commission be continued. Miss McSkimmon: You have heard the recommendation. Is it seconded? (The motion carried, the report adopted, and the Conamission continued.) It is a unanimous vote. (Applause.) jp 1922 to 1925 from Journals of the Ba-Sy Bow" BASIH RSESSA SESE RASKRA ARE E 7, 1868, 1869, 1871, 1878, 1893, 1908, 1924, (April, 110. “eons v= =~ smnee ARSBR RRAGR RINNE SEcy a is omitted be Linmee @8F (om eno MHOerw@ Coren Zz : 2 b ha > $-| available: 1859, Wye- ming tories years neges Rt hmeee enn im ongee guRZy KZSY RGRAF BZES SERGE RERER BASIS 2 Wie data are not 921 from unpublished office records; ip for the following “Ese ReRES ELEY 3 i:i* ane . oiuaeees =~*n0m weoongs 115; 1925, (April, 1926) page 29298 ERRZS gasses 82 ie 2 “RrOR “seer ShSRY GARRS SSS2 ” PRPRN SV°SLL RARRA BIERR SKKEB BSVS=E LSRBS “<= Neem NeNMe wgrvo P2nee RRASS BAERS RBBBS $ZRRS E 1923) page 90; 1923, (April, 1924) page 128; sn hg Bh 1861, 1862, 1 1925) ; 1916, 931; of Na- follows: 1997, page 264; mmgen Se Be RV="F T8Ng RENN RASRS RRSVS SERTY = ia°* gz ag acces S885 2IRBT AASTB ESSER F Comparative figures for 1926 will appear in The Journal for page 373 + Page 402; 1918, page 430: active member- cay RARRII GALS BARKS BSRSS : ‘a. “5 2 eroao ergre® SNSSb IRoRR 33933 Ati Eilil see sa-2 gaeeg -egens "W258 ZS3Eg Hases RSESS ; 1910, page 300; 1911, page 334; 1912, page cause the 4 sources: Total membership 1857 to 1894— of the National Education Association, 1907, Page 383; 1914, page 359; 1915, "ESS BSEE SESKe 35a Piiis aa ivi bidh CESS SORT FUSS SSBAS SARE F lowii e 268 ; 191 page 362; 1937, page 932-933; active membership 1395 to 1906—Yearbook National Education Association as follows: 1922, (March, tional Education Association as of the National Education active membership 1907 to 1918 from Y. TISeh PHM em HANWS BAKNHY HARARE NARAN SARRA AHRSS ABVRZ § 2 |i3 peaere S°SLS SHsgs Sgsse BSZE8 [228] z|ag [-"8"* "*EE BURGE LESRE ueea8 file igi: z BSR" 2°sRy syase iiee= wegaa agrsy 8 ith little ly of (1) washeld, Y. 2) laymen took out ships in order to secure reduced railroad rates. Since =|fs a eae AS TF ORE i IQhY eneee venne SARNS SARER RBRVS SERB 8°35 SSERR BRSAY FASTS LRKSA BSRET Mreon 2 if] auans coon; Cvege [OZ-~ SNBER RAGES AAVSS SSSGS SEESF LBSkS 5 3 : : °\ai ais ims [i tis ie lana comme mameo eageo onnan P:RTS RVSR Sewer AIEogE SERS9 SHSKE ASEBS HSSSE F The data of this table have been assembled from the this “associate” membership is not an index of National a il ce *RRn mmemw wegen sgras ga°ne nessy sesaRn sures cise eT 7] “mem SRNR ERver SRNR ARRRA FAARY ASRS BRIS Z ~ [dt | RARSA RSRAI SREY : : SQM Seance 2xxhe interesting table shows the growth of the National Education Association in each of the states since its organization by forty three men in Philadelphia in 1857. The figures are so arranged by reading the column for your state from the top dowm you can trace the growth of the wider outlook among teachers therein. seca moms a: ez: : [NAM NAAM maMew Oreen AeseRg 83239 5 April 1927. Everytime you lead a fellow teacher to join the Association you improve the record of your state. Te wave A= mm S9R9R ZSLSR BRARS BARIWB BRLRE seeRs 29% if t PA SL RE Se eS eS a ee ce a ea tion Association to the city of Phila- delphia, the thought is in my mind that the future greatness and prosperity of our country rests with education and the training of the mind of the youth of today who will be the men and the women of importance of tomorrow.— W. Freeland Kendrick, Mayor of Phil- adelphia. r WELCOMING the National Educa- ELCOME—The stage is set for the I ceochere of Pennsylvania to join ranks with the great army of teachers of the nation in a dedication anew of our professional zeal to the preservation of that liberty which the patriots pro- claimed in 1776. Enlistment in the service of our profession provides the “Great Adventure’ for the educational pioneer of our democracy, which in 1926 is still in its infancy —Francis B. Haas, state superintendent of public instruc- tion, Harrisburg, Pa. ELCOME—It was just one hundred OY cane years ago that the public school system was inaugurated in the city of Philadelphia. At that time we had six schools, ten teachers, 2845 pupils, and school expenditures were $22,049. Compare that with what we _ have today. We have more than 280,000 boys and girls going to our public schools. We have more than 7000 teachers.— William Rowen, president of the Board of Education, Philadelphia, Pa. oe Miss McSkim- mon came to Philadelphia last De- cember, we were then reenacting that matchless scene of Independence Hall. I had the great privilege and honor of being her escort, and what was the re- sult? Many of you in this audience read that wonderful leaflet she sent out to every school in this country, her im- pressions of what she saw that night. That was my introduction to Miss Mc- Skimmon, and I have treasured it as I shall throughout life-—Joseph R. Wil- son, director of education and _ social economy, International Sesquicenten- nial Exposition Association, Philadel- phia, Pa. + ie ABUNDANT LIFE—That charter of childhood placed the child in the proper relationship to the community, and the message from that lesson has From Philadelphia Addresses come sweeping down to us across nearly twenty full centuries of history until tonight we meet in a great national con- vention with the President of the Asso- HE CONVENTION in historic Philadelphia was notable for the amount of new talent drawn into its programs. The rich fruits of President Me- Skimmon’s efforts to select speakers with real messages are apparent in the following abstracts of addresses before general sessions. Summaries of reports of committees and accounts of the meetings of various departments will ap- pear in future numbers of THE JOURNAL. ciation and every teacher saying unto themselves, “Suffer little children to come unto us, and forbid them not, for of such will be built states and nations, and civilizations, and the idealism of the world, if you will give us a chance to unfold the life of children as our ideals would challenge us to unfold them.”— William M. Davidson, superintendent of schools, Pittsburgh, Pa. — LAW'S PROTECTION OF CHILD- Hoop—The child labor laws of the present are designed not only to protect the individual child but to eliminate the competition of the child and the adult in the labor market which results in the underpayment of fathers and makes the continued employment of the children seem necessary. “The two great ob- stacles to securing a minimum standard of protection and of opportunity for all children have always been (1) the sel- fish interest in the exploitation of chil- dren by the few and (2) the patient toleration of injustice to children by the many.—Grace Abbott, chief of the Chil- dren’s Bureau, U. §. Department of Labor, Washington, D. C. pr STEPS IN PARENT-TEACHER CO- OPERATION—We are seeing today what seem to be the first faint glimmer- ings of the dawn of a new era—in which the normal child shall be the average child and not the rare exception; when the undernourished, the hard-of-hearing, [229] the half-blind, the mentally retarded be- cause physically unfit, shall be in the minority, and the reproach of the com- munity shall fall where it should—upon the negligent father and mother who wait for the orders of a health policeman before they take steps to learn and then to obey the laws of health—Mrrs. A. H. Reeve, president, National Congress of Parents and Teachers, Ambler, Pa. ® Pea COST OF LEADERSHIP—In mod- ern times it is absolutely essential for the ambitous young man to have a high standard of academic training. No young man can find employment on the stock exchange unless he has a high school education or is regularly enroled for evening study. Sixty-nine percent of those already employed on the stock exchange are continuing their study.— Cameron Beck, personnel director, New York Stock Exchange, New York City. HE CHILD AND THE RURAL SCHOOL —The greatest handicap of the rural pupil has been the usual isolation of his surroundings and the meagerness of his acquaintance with habits and customs common in mingling with large groups of people. The rural child is like every other child—a potential citizen and through education should be taught how to live creditably with other people and how to enjoy the fine things in the world about him.—Florence M. Hale, state supervisor of rural education, Augusta, Maine. BF ecere ger race SCHOOL FOR THE RURAL CHILD—The open country has natural advantages for its children superior to those in the city situation, requiring only a qualified teacher to utilize them. Country children have capacity for highest types of citizenship. Rural people respond quickly to leader- ship in the interest of their children. Here is the place for teacher-leadership. The teacher must be a part of the com- munity. The rural school can and must become the clearinghouse for the social, intellectual, and economic interests of the community——Marie Turner Har- vey, Division of Rural Education, State Teachers College, Kirksville, Mo. 2 “HE MAJOR OBJECTIVE of the Na- tional Education Association and kindred organizations in the states and oe ee a Ese a FEE EPL PDAS © =a : i Y i | 230 THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION October, 1926 territories of the nation is to assist in bringing about, through a process of or- derly evolution, the constant adaptation of our system of education to the ever- changing needs of national life. No voluntary professional association in all the world is concerned with policies more far-reaching in their effect on the happiness of our people and on the de- velopment of civilization—Jesse H. Newlon, superintendent of schools, Den- ver, Colo. HE DECLARATION AND THE SCHOOL —Having put off all hope of domi- nating by our superior learning, having cast aside the inferiority complex inher- ited from the days before the Revolu- tion, having learned that it is un-Amer- ican to look up to men too much, or to look down upon them at all, let us look on the level, and diligently teach our young citizens this duty of generous equality to all—a national trait which the founders signed the Declaration to bring to pass. For in this observance of equality abideth the faith, the hope, and the brotherhood, without which our Re- public must cease to be.-—William Mc- Andrew, superintendent of schools, Chi- cago, Ill. | pana | AND THE WORLD'S CHIL- DREN—The war debt owed by for- eign nations to the United States should be paid into a general fund for the edu- cation of the children of the world. This fund should be placed in the hands of an international committee, the ma- jority of which should come from the United States.—John H. Finley, editor, New York Times, New York City. EN LEAST a quarter of the children of the country are still taught by un- qualified or under-qualified teachers. In places where that unfortunate condi- tion exists, it is our business as profes- sionally minded teachers and members of a great professional organization of teachers, to bring about legislation or to encourage boards of education to advance standards for admission to and for pro- motion within the profession and to pay salaries that will attract to and retain in the profession teachers of adequate qualifications.—Edwin C. Broome, su- perintendent of schools, Philadelphia, Pa. Sw AND THE CHILD—The child in the home can and does tune in to any radio program that is available and can absorb many things which he would not otherwise hear. Under these condi- tions, it is important that if radio is to accotaplish the greatest good for the greatest number it be in the hands of those who realize their responsibility to the listening public rather than in the hands of those who for publicity or other purposes will depreciate this medium of communication. The educator should study the broadcaster’s problem and the limitations of radio, for it has limita- tions, and assist the broadcaster in de- veloping and presenting programs of sound educational value to the child as well as to the adult—W. E. Harkness, vice-president, Broadcasting Company of America, New York City. HE NEWSPAPER AND CHILDHOOD— The newspaper wants to advance the interests of the public schools and educa- tion generally. Newspapers are stepping forward in many directions but in none so rapidly as in their work for children. Some of them are providing college scholarships for worthy boys and girls of the public schools who otherwise could not go on to the higher institutions of learning.—Julia M. Traver, school edi- tor, Rochester Democrat and Chronicle, Rochester, N. Y. Xun CHILD AND THE MOVING PIC- TURE—Because education travels to every recess of mind and soul through the eye of the child as it does in no other way, I believe in capturing the motion picture influence for the cause of educa- tion and using it as the mightiest power, perhaps known today, for child develop- ment. But I remind you, my comrade teachers, you are engaged in the basic, far-reaching work of citizen-building, that education without wholesome ideals of moral character is like a flower with- out fragrance—it is like a statue without a soul.— William David Upshaw, United States Representative from Georgia. L, sphiayps BIG OUTLOOKS OF SCIENCE TO THE CHILDREN—The schools of the nation must do more than teach children how to make a living. They must teach them how to live. It is easy to make a living, as the prosperity of the nation shows. It is not easy to know how to live, as the endless discussions raging over ethics and morals and the sad records of the courts show. I be- lieve that we can best teach the child how to live by bringing the big outlooks of science into his life. The facts of science will give the child a new uni- verse in which to live. The spirit of science will give him a new outlook upon life——David Dietz, science editor, The Cleveland Press, Cleveland, Ohio. f ba CHILD AND THE NEW SOUTH— The child in the south is beginning to receive the educational attention and assistance denied to the past generation, Already the children of the city and town schools of the south have the same edy- cational advantages offered by other parts of the United States. A few of the states have led the way in giving every child the same opportunity. The new south will take care of its own. Against its background of pain and poverty the south faces the future, and through the eyes of its children faces it serenely and with confidence—Kate Wofford, super- intendent of Laurens County Schools, Laurens, S. C. EW ROADS TO CHILDHOOD—Chil- dren’s tastes in reading are better than their parents and teachers when given a natural exposure to books, be- cause children can be trusted to read books for reading’s own sake. What is natural exposure to books? There is a power in books, persistence—fortitude— imagination. Literature is something that is still going on—going on for chil- dren as well as for the rest of us. Writ- ing for children is an art, not an exercise or achore. Children’s books are chang- ing as children change.—Annie Carroll Moore, supervisor of work with chil- dren, Public Library, New York City. HETHER THE LIFE STREAM in this nation is to be clear, deep, forceful and guided is for us teachers to decide; and organization, not only of the indi- vidual life but of the aggregation of lives, is the keynote of its accomplish- ment. Organization primarily increases power and prevents waste; it accom- plishes results impossible by isolated in- dividuals. A life, weak in isolation, may be as strong as the group to which it allies itself. — Jessie Gray, training teacher, Philadelphia Normal School, Philadelphia, Pa. fhe SERVICE THROUGH THE JUNIOR RED CROSsS—One can hardly overestimate the civic value of giving to the children of the nation the conscious experience in nationwide cooperation that comes through active membership in a nationwide organization with service as its keynote—a nationwide organiza- ' ' nna emma Vol. 15, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 231 tion not only of children, but represent- ing also the organized voluntary cooper- ation of the adult citizenship of the coun- try, with and through government, for disinterested service to humanity.—Ar- thur W. Dunn, national director, American Junior Red Cross, Washing- ton, D. C. , TILIZING CHILDREN’S SPECIAL GIFTS U —Utilization of children’s special gifts means a real cooperation in which pupils, parents, teachers, and executives engage to produce the maximum amount of growth in the constructive powers with which individuals are endowed.— Flora Drake, assistant superintendent of schools, Indianapolis, Ind. EGISLATION IN THE INTERESTS OF es CHILDHOOD—I shall count that man a good patriotic American, regard- less of where his ancestors were born, regardless of what language they spoke, regardless of what church altar he bows his knees upon—l shall count him a true American citizen if in word and in deed he seeks, through enactment and enforce- ment of laws and through his own co- operation to give this undeveloped re- public of boys and girls a fair chance and a square deal.—Francis G. Blair, state superintendent of public instruction, Springfield, Ill. —: INTEREST IN THE EDUCA- TION OF A CHILD—Can the commun- ity afford to provide free public educa- tion? For years we have felt that any community having five hundred boys from such homes as could afford high school education should be provided with a school building, faculty, and necessary equipment, plus athletic fields and other important features. Yet if that same community were to have five hundred boys of the same age out at work, earn- ing $300,000 a year, it still seemed to some like a new, dangerous, and extrava- gant idea that they too have some equity in the moneys spent by the community for education, or that any special pro- vision should be made for them.—R. L. Cooley, director of vocational education, Public Schools, Milwaukee, Wis. HE CHILD AND THE MILL—Before I went to work in the mill village I was a mountain missionary teacher for several years. Brought up in our pied- mont belt I had known our people in- timately all my life. As a mountain teacher I drove many, many miles in a buckboard, and everywhere I found a group of fifteen children I organized a little cove school. ‘T'wo families usually furnished the requisite number. I placed a teacher in the mountain cove and sought out another group. I lived in their homes. I shared their sorrows. I heard the cry of the mountain women for a chance for their children —Kath arine Dozier, Gainesville, Ga. © amen DELINQUENCY AMONG CHILDREN—From the accumulation of facts concerning the minds and lives now of thousands of delinquents, we as- sert and insist that because of the early beginnings of careers, because of the great chance of the school for early in- quiry and for setting in motion good con- structive effort, because of the opportu- nities that there are for establishing cooperation and coordinations about school life as a central point of vantage the school must play a more glorious part than ever in the development of a better citizenry—William Healy, di- rector of the Judge Baker Foundation, Boston, Mass. i CHILD INSTEAD OF WAR AS A CENTER OF WORLD INTEREST—A teacher who does not believe that his work will have a salient influence on the life of the child for his good and the good of society has no reasonable excuse for remaining in the profession and for the acceptance of his compensation. It goes without saying that as a profession we believe that if it were possible to formulate a definite code of ideals such as we would see embodied in future gen- erations and if we could teach these to the children of the world, we could de- termine now in large measure the quali- ties, characteristics, and attributes of generations yet unborn. Childhood is the hope of the world—Augustus O. Thomas, state commissioner of educa- tion, Augusta, Maine, and president of World Federation of Education Associa- tions. yi ans CHILDREN OF TODAY—I have more faith in the child of today than I have in the child of yesterday. Mod- ern children are far better, whether we measure them in their intelligence, whether we measure the bigness of their hearts, whether we measure their moral- ity, they come into the world better equipped than children ever were be- fore—Angelo Patri, principal, public School 45, New York City. f po: TRAGEDY OF MISUNDERSTOOD YOUTH—Society’s first obligation to the young people of the coming genera- tion is to understand them mentally, morally, emotionally, spiritually, and that is why eventually there must be a short course in psychology for parents and school boards and a psychological clinic in every public school in the United States.—Brooks Fletcher, United States Representative from Ohio. ee. FINAL TEST OF THE AMERICAN SCHOOL’S sUCCESS—One hundred fifty years we look back over the course of our national history and then we turn our vision toward the morning and we look ahead and we know that some day if we are sure to maintain the ideals of education that America stands for, we shall come to that far-off land of heart’s desire where social justice, where free- dom and equality of opportunity, where liberty shall prevail and where our na- tion shall be secure. We stand tonight and we look back down the long years to Jefferson and Washington and Adams and Franklin and Hamilton and they call us to dedicate ourselves anew to the ideals of freedom and justice that they themselves died for.—Randall J. Con- don, president of the Department of Superintendence, and superintendent of schools, Cincinnati, Ohio. bbe: pAY has come when we must work with heart and soul, and with our whole mind and spirit we must con- vince the taxpayers of every community, and get them so filled with the idea of adequate support to public education that they will organize and, themselves, do the work of educating our tax raising bodies so that proper financial provisions for education are made.—J. A. C. Chandler, president of College of Wil- liam and Mary, Williamsburg, Va. STUDY OF THE PRESCHOOL AGE— Last spring, by an act of the state board of education, the lowa Child Wel- fare Research Station was officially desig- nated the coordinating and directing center for all work in child study in the state. In addition to its extension work, the state college has its preschool laboratory and is training from 400 to 500 home economics senior students in child care and training—Bird T. Baldwin, director of Iowa Child Wel- fare Research Station, State University of Iowa, Iowa City, Iowa. (To be concluded in the November JourNnAL) i i | | : if 5 i id Lames tig RA Pa ee BT GEES — BEART RG ALT ARES RIS | EE TT ARF Builders of Our Profession Life Enlistments ERE is a list of people who have faith in the future of teaching. They have the peculiar satisfaction that comes from being life members in the largest pro- fessional organization in the world. No movement in the Association’s development means more to the future of education than the growth of this list. The names are ar- ranged alphabetically by states. Others will be added from month to month. A thousand is the goal for 1926-27—two for each mem- ber of Congress from your state. LIFE MEMBERS LISTED ACCORDING TO STATES ALABAMA—C. B. Glenn, J. Alex Moore, E. P. Murphy, S. S. Murphy, W. C. Wilburn. ALASKA—Frank Howard Clark. ARIzONA—Lucy Nash Bachman, George H. Meri- deth, John A. Sexson. ARKANSAS—Alma Futrall, Annie G. Griffey. Ca.irorNiA—Dorothy M. Armstrong, Wayne F. Bowen, Clara B. Burdette, Estelle Carpenter, Augusta W. Hobe Classen, William John Cooper, J. A. Cranston, Walter F. Dexter, Susan M. Dorsey, Han- nah M. C. Ebert, Willard E. Givens, H. B. Glover, Earl G. Gridley, Effie Grounds, J. M. Gwinn, Margaret J. Hamilton, C. R. Holbrook, Frederick M. Hunter, Ida Christine Iversen, E. W. Jacobsen, David Starr Jordan, W. W. Kemp, Mark Keppell, Tully C. Knoles, Harriet N. Morris, Kanryo Mura- kami, Walter H. Nichols, Nicholas Ricciardi, C. Y. Roop, C. E. Rugh, Yoshizo Sano, O. I. Schmaelzle, Kohei Shimano, Anna Kalfus Spero, Walter A. Stafford, William Logan Stephens, Paul E. Stewart, K. L. Stockton, J. D. Sweeney, Harry Bruce Wilson, Will C. Wood, Ada York. CoLorapo—Mary C. C. Bradford, Anna Laura Force, George Willard Frazier, Emily A. Hayward, John C. Johnson, Mrs. Evelyn Lail, Mrs. Jesse H. Newlon, Jesse H. Newlon, Orville W. Rote, S. J. Shadel, G. F. Snyder, Rolland J. D. Walters. ConneEctTicut—Alice Bridgett, Carroll R. Reed, Effie M. Roberts, Jennie D. Wood. DeLAWARE—Ira Shearer Brinser, J. Emory Chip- man, Pierre Samuel du Pont, H. E. Stahl, David A. Ward. District oF Cor_umBiA—Bertie Backus, Frank Washington Ballou, J. W. Crabtree, Harry English, Edith Louise Grosvenor, Joy Elmer Morgan, John K. Norton, Anna L. Rose, John J. Tigert, Charl Ormond Williams. FLorma—A. C. Alleshouse, Edna Bradfield, Joseph R. Fulk, Albert B. Johnson, James E. Klock, R. M. Sealey. Grorcia—M. L. Brittain, George W. Camp, Z. S. Henderson. Hawau—John M. Eddy, Caroline W. Edwards. IpaHo—Miss Douglas Hilts, Elizabeth Russum, Walters R. Siders, R. H. Snyder, Edward Warr. ILttINots—Edna Dean Baker, George Marshall Baker, Christine Bednar, R. E. Beebe, Sophia C. Camenisch, Howard E. Carr, Frederick E. Clerk, E. C. Fisher, William S. Gray, Marjorie Hardy, Frederick C. N. Hedebol, Mary McCowen, Hugh Stewart Magill, William Bishop Owen, B. F. Shafer, O. P. Simpson, Carleton Blose Smith, George O. Smith, L. W. Smith, George W. Solomon, A. R. Taylor, John W. Thalman, Joseph Luther Thalman, Lorraine Elizabeth Wooster. INDIANA—Robert J. Aley, Glen D. Brown, E. N. Canine, Emma A. Dodson, R. E. Eckert, James Ozro Engleman, William Chester Goble, Clarence Green, Linnaeus Neal Hines, John A. Linebarger, George W. McReynolds, Herman L. Martin, J. R. Shannon, Henry Lester Smith, Ralph N. Tirey, J. M. Ziegler. IowA—Edwin John Bodwell, M. G. Clark, Ger- trude F. Eaton, Otis Preston Flower, Mary Mae Neptune, Garrah M. Packer, Homer Horatio Seerley, Lucy Taff. Kansas—John D. Finlayson, Merville Larson, M. E. Pearson, Thomas Watson Roach, George E. Rose, Edmund Stanley. KeENTUCKY—William Henry Bartholomew, Robert W. Bingham, M. A. Cassidy, Thomas Jackson Coates, Clay Tharp. Maine—W. G. Mallett, William Francis Miner, Elmer H. Webber. MARYLAND—Sarah E. Richmond, Maurice S. H. Unger. MassacHusetts—John M. Brewer, Frank I. Cooper, Elizabeth Hewett, Mary McSkimmon, Al- bert Edward Winship, Annie Carleton Woodward. MicHicAN—Harlan L. Feeman, H. A. Graham, William Albert Greeson, Tenta Grissinger, James H. Harris, Thomas E. Johnson, Charles L. Poor, W. W. Warner, Horace Z. Wilber. ANY progressive teachers organi- M zations have adopted the budget plan for payment of professional dues. They find that professionally-minded teachers are anxious to express their professional spirit by membership in their professional organizations all along the line—local, state, and na- tional. Every cent of expense saved in collecting dues means that much more for association work. The same human factors which have lead to the adoption of the community chest point to the wisdom of the budget plan for professional dues. Variations of the“following form are often em- ployed: Professional Enrolment GOAL—100 PERCENT To the Treasurer of Association: I desire to enrol in the professional associa- tions checked below: The Local Teachers Ass’n (dues $1) State Teachers Ass’n (dues $2) National Education Ass’n (dues $2) I enclose (will forward on or before ) check for $ in pay- ment of the dues indicated. This blank (with or without remittance) should be given to your building represent- ative or principal not later than The several associations will acknowledge the receipt of your dues by means of the membership card. MINNESOTA—-Philip E. Carlson, M. Isabelle Dav- idson, Helen B. Shove, W. F. Webster. Mississippi—Levi J. Rowan. Missourit—Annie O. Andruss, Ella Victoria Dobbs, Charles Henry Evans, Mrs. Sallie V. Grebe, George I. Harvey, Mrs. Marie Anderson Ittner, William B. Ittner, H. W. Leech, J. H. Miller, Earl H. Neller, F. B. O’Rear, F. P. Rohrer. MonTANA—Jeanne Buckmaster, Marguerite R. Hyde, Estelle E. Ryan, Johanna Velikanji. NespraskA—Jennie B. Adams, R. B. Bedell, Her- bert Brownell, Marguerite R. Burke, W. N. Delzell, Ernest C. Folsom, R. T. Fosnot, Conrad Jacobson, William H. Myers, J. W. Searson, George 1. Towne. Nevapa—M. J. Burr, W. J. Hunting. New HampsHire—Fannie P. Mathes. New Mexico—Tom G. Rodgers, Mrs. Edna R. Rousseau. New Jersey—Florence N. Ayres, Chrissie M. Bartle, James E. Bryan, Robert C. Carlson, Ira T. Chapman, Harold A. Crane, Agnes Cromwell, Mar- jorie Deshler, I. Newton Earle, Jr., John C. Enk, Mamie Glock, Millard L. Lowery, Emma A. McCoy, Mrs. Mabel McDonald, Eleanor McManus, Elano Oxenford, Ralph W. Rice, Marie H. Schuster, Roy L. Shaffer, F. J. Sickles, Preston Hopkins Smith, Lietta Troiana. New Yorxk—William A. Andrews, William Chandler Bagley, Howard S. Bennett, Elmer Ells- worth Brown, Percy I. Bugbee, Nicholas Murray Butler, Otis W. Caldwell, Charles H. Cheney, Jessie B. Colburn, Ambrose Cort, James D. Dillingham, Harrison S. Dodge, George William Eggers, H. [232] Claude Hardy, Nellie C. Hartt, Olive M., Jones John T. Kaemmerlen, Daniel J. Kelly, Abby Porter Leland, James B. Munn, Bridget C. Peixotto, Al. fred E. Rejall, Rosamond Root, Charles R. Skinner Menco Stern, Mrs. George D. Strayer, George p. Strayer, Ambrose L. Suhrie, Natalie Swan, Georgia L. White, Eddy R. Whitney. NortH Carotina—Thomas Cicero Amick, Frank L. Ashley, Robert Bingham, Thomas C. Henderson James Y. Joyner, N. C. Newbold, G. T. Whitley, Robert H. Wright. . North Daxkota—A. O. Halvorson, M. E. Me. Curdy, Minnie J. Nielson, W. C. Stebbins. On10o—D. J. Boone, Miss Emerit E. Booth, H, p Byrne, William H. Cole, Randall J. Condon, Claire B. Cornell, Oscar T. Corson, Milton S. Cox, Charles C. Davidson, George C. Dietrich, Ethel M. Dutnelj Clay Freeman Gaumer, J. A. Gerberich, Josephine Goodall, C. D. Groves, Hiram E. Hall, Harry R, Hazel, Nellie Huston, Charles A. Krout, A. R, Leonard, Oscar E. Lutz, Charles P. Lynch, E. QO, McCowen, John McGilvrey, H. TT. McMyler, Charles A. Marple, William E. Moffatt, A. B, Moody, Mrs. Edith McClure Patterson, Jenard J. Phillips, James L. Pollock, O. L. Reid, Jacob Al. bright Shawan, Frances E. Thomson, Irma E. Voigt. OKLAHOMA—Eugene S. Briggs, P. P. Claxton, Hugh G. Faust, Monroe Percy Hammond, Charles O. Haskell, John T. Hefley, Harry E. K. Huston, J. L. McBrien, Ora Obenshain. Orecon—Mrs. Edith S. Ackert, Arthur M. Can. non, Harold S. Tuttle. PENNSYLVANIA — Herman S. Alshouse, Frank Aydelotte, Charles Frederick Becker, Emma Miller Bolenius, Ella R. Boyce, Agnes C. Call, Henrietta Willard Calvin, William M. Davidson, Tarring §, Davis, Port Eckles, William W. Evans, Samuel Fausold, Beulah A. Fenimore, Thomas E. Finegan, William D. Gamble, John A. Gibson, Martha §, Gill, Thomas M. Gilland, Jessie Gray, J. Freeman Guy, Francis B. Haas, Solomon Fisher Hogue, James Herbert Kelley, W. G. Lambert, Robert E, Laramy, Edward S. Ling, Mrs. Ella H. Lobingier, David C. Locke, Offutt Hunter Locke, C. R. Me- Clelland, Mary S. McDonough, Ella McKenna, John Henry MacCracken, James N. Muir, Joseph F. Noonan, Milton D. Proctor, G. C. L. Riemer, B. Frank Rosenberry, Albert L. Rowland, James N. Rule, Reuben T. Shaw, B. M. Shull, Wendell Sooy, Joseph Swain, Edward W. Taylor, Alfred D. Thomas, H. R. Vanderslice, D. J. Waller, Jr., Mervin J. Wertman, Ruth Williamson, Harry E. Winner. Porto Rico—Elsie Mae Willsey. Ruope Istanp—Ella Louise King, Ella L. Sweeney, Edith Holmes Williston. SoutH Carotina—Myron E. Brockman, David B. Johnson, Kate V. Wofford. South Dakota—Raymond H. Barnard, William Adelbert Cook, Amos Groethe, E. K. Hillbrand, Bert E. Johnson, Nellie Marea Loomis, A. A. Me- Donald, Lee R. Robins, N. E. Steele, E. C. Wood- burn. TENNESSEE—Gerard White. Texas—J. W. Cantwell, I. A. Coston, H. D. Fillers, C. Garrett, Mrs. M. J. Garrett, M. J. Garrett, William Alonzo James, Mrs. Ella F. Little, Arthur Newell McCallum, R. L. Marquis, M. BE. Moore, M. H. Moore, M. Leila Nisbett, E. E. Oberholtzer, L. C. Proctor. UraH—Milton Bennion, LeRoy E. Cowles. VeRMoNT—Frank R. Adams, Albert A. Silver, Jr. VirciniaA—R. C. Bowton, Samuel P. Duke, George W. Eutsler, Wayland J. Hayes, Harry Ashley Hunt, Joseph H. Saunders. Vircin Istanps—Mrs. Linda Marie Linborg, Arthur E. Linborg. WASHINGTON—L. E. Forbes, C. E. Hagie, Grace I. Liddell, C. L. Littel, John Oswell Peterson, Mrs. Josephine Corliss Preston, Charlotte M. Spalding. West Vircinia—Amanda Abbott, Earl C. Bow- man, George West Diehl, George M. Ford, Boyd Randal, J. H. Rohrabaugh, S. E. Weber, W. H. S. White. Wisconsin—Margaret Canty, Frank E. Converse, R. L. Cooley, F. L. Cummings, Alida Degeler, John Q. Emery, Dorothy C. Enderis, Paul G. W. Keller, Elizabeth R. McCormick, Ray McCrory, Oscar W. Neal, John Barber Parkinson, Carrol! G. Pearse, John Francis Sims. . Wyominc—John J. Early, E. May Palmer, William E. Smythe. nn eecmmnnmnenmmmmnanen "remmmmmmmansmmmmmmmmmmiiauasiaieseimaiimeetimateeemmemememaemee Vol. 15, No.7 THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION A-209 - JOHNSTON-NYSTROM SCHOOL MAPS | The Best Of Two Continents SW — PRY a wag VE. 5! IMOIONI IlluStrating the ATWOOD Regional - Political GEOGRAPHY MAPS INDICA! MOGI Newest and most popular of our publica- tions. Made to correlate with the Problem Project Method of teaching seography, Have met with wide approval of teachers, superintendents and principals. Ten maps in the series. Colors beautiful and har- monious. Perfect for visualization. INICaA! CN A A EN ee x nn ae eS | ~ CONFIDENCE One word that sums up Nystrom’ preference The name ‘‘Johnston-Nystrom’’ on school maps has become an accepted mark of guaranteed value. A name to evoke confidence. “TOHNSTON-NYSTROM” popularity and leadership has been built on meeting modern school needs, Internationally known geographers, historians and biol- ogists work in collaboration with a corps of editors to assure absolute accuracy. Unusual beauty and visibility are made certain by unstinted use of lithographic colors. Rigid standards are maintained. Schoolroom utility is always paramount. For lasting school map satisfaction and a sound investment in unsurpassed quality —school boards and teachers alike always specify The “Johnston-Nystrom”’ Line. AJ.Nystrom & Co. SCHOOL Maps, GLOBES AND CHARTS 2249-53 Calumet Ave. Chicago, Illinois V-10 Send me without obligation your free book- let, ““World Achievements,”’ explaining the Atwood Regional-Political Maps. Name: ... Address... EE ee rr a aie _—_ Mention THe Journat when writing our advertisers. — OE | REET gh EOP THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION The Pioneer in Character Education Character training in schools is a subject of great and timely interest among educators. Upon it has been focused much of the attention in recent conventions. My BOOKHOUSE presented the first comprehensive plan of character education through right reading. Development of the ethical nature of the child is one of the foundation stones upon which this remarkable work has grown so rapidly and so soundly. One superintendent of schools writes, ‘‘The im- portance of training childhood in the right ways HOUSE is one of the most valuable agents for bringing this about that has come to my notice.” A principal says, “I can recommend it for use in any classroom,” Not the least important feature of My BOOK- HOUSE to teachers is its thorough plan of grad- ing. Teachers wishing to include in their work a tried and tested program of character develop- ment should write at once for description of My BOOKHOUSE, including the remarkable trea- tise by the editor, Oliver Beaupre Miller, ‘“‘Right Octo ber, 1926 of living cannot be overestimated. My BOOK- Reading for Children.”” Copy free on request. The BOOKHOUSE for CHILDREN Dept. 10-C, 360 N. Michigan Ave., Chicago ’y BODKHOUS The Child Who Reads Is the Child Who Leads ote New Affiliations ’ i ‘HE following associations are in addition to the affiliations which have been re- ported in previous issues of THE JOURNAL. ArRKANSAS—Little Rock, Little Rock Classroom Teachers Association, E. A. Bowen, Secretary. CALIFORNIA—Fullerton, Orange County Principals and Teachers Association, Winifred M. Wonders, Secretary-Treasurer; Modesto, Stanislaus County Teachers Association, Mrs. Luly Moorehead, Secretary; Pasadena, Ventura County Rural Teach- ers Association, Mrs. A. E. Ferguson, President; San Francisco, California Kindergarten Primary Association, Lavinia McMurdo, Corresponding- Secretary. CoLtorapo—A kron, Washington County Teachers As- sociation, Amy Lewis, Secretary; Delta, Delta County Teachers Association; Sedgwick, Sedg- wick County Teachers Association, Pauline Myers, Secretary; Walsenburg, Huerfano County Teachers Association, Mrs. Martha Thorne, Sec- retary. ConNecticut—Bridgeport, Bridgeport Teachers As- sociation, Margaret Kiely. ILLinois—Freeport, Northwestern Division of the Illinois State Teachers Association, Ida Voigt, Secretary. KaNnsAs—Chanute, Chapute Teachers Association. M:CHIGAN—Saginaw, Saginaw Teachers Club, Stan- ley S. Radford, Secretary. Missourt—Maryville, Northwest Missouri Teachers Association, Fred Keller, Secretary. New Jersey—Newark, High School Men’s Associa- tion, Harvey A. Dann, President; Newark Special Teachers Association, Clara Burrows, Sec- ENROLMENT and AFFILIATION retary; Newark Vice Principals Association, Laura E. Tidy, Secretary. New York—New York, Association of District 15, Adelaide M. Vance, Secretary. Completed Enrolments HE following schools have completed their reports for hundred percent mem- bership in the National Education Associa- tion for 1925-26 since the list was published in the June JouRNAL. Many of the schools also have a complete enrolment in state and local associations. For the convenience of readers the list is arranged by states. Under the name of each state cities are arranged alphabetically, set in italics. Under the name of each city, schools are arranged alphabetically, the word “school” being omitted to save space. FIVE OR MORE YEARS CALirorNIiA—San Francisco, Part Time High. Co.orapo—Denver, Ironton. Missourt—St. Joseph, Humboldt, Robidoux High, Sherwood, Whittier. West VirciniA—Williamson, Williamson Public Schools. Wyrominc—Cheyenne, Gibson Clark. FOUR YEARS Co.torapo—Boulder, Highland. INDIANA—Terre Haute, Harrison, St. Louis County School Number 10. PENNSYLVANIA—Philadelphia, Leidy-Bennett; Pitts. burgh, North Continuation. THREE YEARS ARIZONA—Glendale, Grammar. CALirorNiA—South Pasadena, El Centro Street. CoLorapo—Colorado Springs, Whittier; Longmont, Columbine. GEoRGIA—A mericus, East Americus. ILLINOIS—Champaign, Gregory. MASSACHUSETTS—Gloucester, Haskell. MICHIGAN—Al/pena, Cass. Missourt—Kansas City, Jefferson. NEBRASKA—Omaha, Columbian. Nevapa—Caliente, Caliente. PENNSYLVANIA—Bradford, Second Ward. VirGIN IsLaANps—St. Croix, Christiansted Grammar, Diamond, Fredensfeld, Fredericksted Grammer, Fredericksted Junior High, La _ Princess, La Vallee; St. John, Benjamin Franklin, Bethany, East End, Horace Mann; St. Thomas, Jefferson, Madison, Monroe. West Vircinta—Charleston, Roosevelt Junior High. TWO YEARS CatirorniA—Bakersfield, Tejon Indian; Long Beach, Franklin Junior High; Los Angeles, Carson Street, Home Economics Department; Los Gatos, Elementary; Oakland, Executive Offices; Sa Diego, Euclid Elementary; San Francisco, Rincon. Co.orapo—Colorado Springs, Roswell; Denver, Cheltenham, Garfield, Gilpin, Steele, Thatcher, Valverde; Erie, Erie Public Schools. DELAWARE—W ilmington, Number 18. FLorina—Miami, Highland Park. IpAHo—Wallace, Wallace Public Schools, Gem, Junior High. (Continued on page A-212) — surface . . . easy to install and with practically no upkeep cost . .. Sterling Lifelong Blackboard remains a r gr T T Vol. 15,No.7 THE JoURNAL OF THE NATIONAL EpucATION ASSOCIATION A-211 Sse permanent fixture in the schoolhouse. Its first cost is its last cost. Developed after 41 years of specialized experience, 8 years of experiment, a 3-year test in public and private schools. ZZ See ST as : . HIT ully guaranteed by maker and distributor. A free sample and all Cue on, igh. ach, son tos, Son Sterling the facts sent on request for catalog 10S. ) STERLING «ate LIFELONG <*> BLACKBOARD | Geographical Globes | om W.C. Globes are special: eer on use. Unexcelled ” alien Tae ya a png Poy ouies 0G. -* ¥ 4 y id poet “ : — 7 | teak dove ee Ae tre tick clin Works better, lasts longer Durable, dustiess, sani- ea Le than others at same 9 - Ne Ye, F p= Revised to time ol Sone Economical. Write Detail clear and clean. Show com- or catalog 10A, parative time, steamship routes with distances, hts of mountain peaks, and pal railroads. Better, bur cost @ x 41-—U. S., Europe ; q & W Hemupheres log 10B ‘a Ee ry re e "e Cas oy OS ? Win, cl = Hin..fll ] . Lifelong Blackboard will last as long as the schoolhouse Costello Double-Sewed Eraser Alpha aanate to keep clean. Dustless tts. ont, nar, nar, La iny, Time-tested and proved ... warp-proof, buckle-proof, and fireproof . . . black all through and with a finer writing a Weber. ; Mention THe JourNAL when writing our advertisers. + SS RSS. SF RTE, BET OGSt OE FEE Sass SSPE { THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION the activities of the school. developing good citizens. In this volume, Professor Meyer actually shows the way to the teacher-leader, both in working in the school and in cooperat- ing with those agencies that supplement This is an in- tensely practical work, which will be a very real help in guiding school practice and in The most complete work on the subject, covering the widest range, in theory, suggestion and practice A Handbook of Extra-Curricular Activities in the High School By Harotp D. MEYER 416 pages, illus., 8vo., cloth, foreword by F. K. Fretwell. Special club offer, to readers of The Journal of the National Education Association —10 copies @ $3.00 each publishers, Topical index. Send for illustrated catalogue of books on Athletics, Games, Dances, Pageants, etc. A. S. Barnes & Company, Publishers, 7 West 45th Street, New York (Continued from page A-210) ILLiInois—Dupo, Dupo Community High; Matomet, Community High; Monmouth, Central Elementary and Junior High. INDIANA—Fort Wayne, Lakeside; Hammond, Frank- lin, Technical High; New Castle, Holland; South Bend, Division. MARYLAND—Centreville, Grammar, High; Sudlers- ville, High. j MASSACHUSETTS — Amesbury, Prospect; Ryal Side, South; Brookline, Lawrence. MICHIGAN—Ishpeming, Ridge Street; Pontiac, Elmer R. Webster. MINNESOTA—Duluth, Howell, Washburn Missourt—Kansas City, Mark Twain. Nevapa—Goldfield, Goldfield Public. New Jersey—Manasquan, Brielle; Trenton, Cooper, Junior High Number 2. New YorK—Hicksville, Island Trees. Beverly, a. 1 gt nes po THE success of the sixty-fourth annual meeting of the Association at Philadel- phia belongs more than to any one else to the vision, energy, and hard work.of President McSkimmon. The general theme—the challenge of childhood to the teachers of America—served to focus attention upon the child. Miss Mc- Skimmon left a trail of goodwill as she On10—Cleveland, Detroit Elementary; North Balti- more, High. OrEGON—Hood River, Oak Grove. PENNSYLVANIA—EFrie, Marshall; Pittsburgh, Grant; Steelton, East End, Felton, Fothergill, High, Hygienic, Major Bent, West Side; Titusville, Union Street. SoutH Daxota—Springfield, Training. VirGIN IsLANDS—St. Croix, Peter’s Rest; St. Jokn, Leinster Bay Reform; St. Thomas, Lincoln, Nisky, Town, Washington. West Vircinta—Charleston, Lincoln. CURRENT YEAR Ca.irorNia—Los Angeles, Thomas A. Edison Junior igh. CoNNECTICUT—Broad Brook, Grammar. DeELAWwARE—W ilmington, Number 2. went about the country during the year, her visits at headquarters were an in- spiration, and her leadership during the Philadelphia convention did honor to the Association and the profession. Epiror WINSHIP on life membership— Life membership in the National Educa- tion Association is one of the important SUMMARY OF CONTENTS . Character building and citizenship training. Club life and organization, dramatics, etc. . Student participation in school administration. . Physical education, contests, athletics. . Publicity and publications; types and values. Commencement; organizing, programs, materials, . Miscellaneous; . Agencies supplementing activities, bibliography and October, 1926 Price, $4.00 point system, societies, etc. District oF CoL_umBia—Washington, Chester A. Arthur. FLoripA—Miami, Johnson-Miramur; Tarpon Springs, Public. ILLINOIS—Chicago, George B. Armstrong. INDIANA—Sullivan, Junior High. LouIsianA—New Orleans, Gretna Primary Num- ber 2, McCarthy, McDonogh Number 32. MASSACHUSETTS—Needham, Avery. MICHIGAN—Bay City, Eastern Junior High; Grand Rapids, Sigsbee; Jackson, West. Missouri—Kansas City, Presbyterian Home; Si. Louis, Divoll. New JerseEY—Minotola, Public; Mt. Royal, Public; Norwood, Public; Rutherford, Columbus. PENNSYLVANIA—Philadelphia, Willard. Texas—Houston, Abbott. Utan—Logan, Benson, Ellis, Webster, Whittier, Woodruff. NOTES and ANNOUNCEMENTS forward movements. There are now 471 life members. This means more than $40,000 to the permanent fund of the Association, and this permanent fund is the sheet anchor of the Association, which is already a mighty institution, with an income which provides for re- markable educational service. (Continued on page A-214) Vol. 15, No.7 The Two Largest Chains of Business Schools in Europe and America Buy Over 1,000 No. 12 REMINGTONS ReVtglon HE Drake Business Colleges of New York and New Jersey, the largest chain of business schools in America, have just purchased 517 No. 12 Remingtons. Only recently we announced the sale of 565 No. 12 Remingtons to the Gregg Schools, Limited, of Great Britain, the largest chain of business schools in the world.. These and many other recent and notable purchases of Model 12 Remingtons by important commercial schools, clearly indi- cate the outstanding preference of com- mercial educators for this latest standard Remington product. The New Model 12 Remington has con- clusively demonstrated its merit as the best teaching machine in the world. And the same qualities which have given it this in- comparable standing in business schools explain its corresponding popularity in business offices at home and abroad. REMINGTON TYPEWRITER COMPANY 374 Broadway, New York Branches Everywhere HE JOURNAL OF THE NATIONAL Epucation AssoclATION Her feet gave her away o PP HANK you for a nice evening”, she said. But he knew she had been longing to get home and take her shoes off. Her feet looked uncomfortable. The feet are being used now in motion pictures to show emotions and feelings. For a woman’s feet can be ex- pressive, like her hands and face. In actual life, too many feet express only weariness. What do your feet show? Energy, grace, ability ... or just fatigue? Tired feet are common and they steal away too much from a woman’s beauty and health. Shoe- bound feet cramp your activities, spoil your fun and make work drudgery. You can enjoy all-day comfort by changing to Canti- lever Shoes, which are giving thousands of women the foot freedom they need to lead happy, active lives. These naturally shaped shoes are flexible from toe to heel just like your feet. There is no restriction to cause weakening of the muscles which hold the twenty-six bones of the foot in arched formation. With every step, you exercise the foot and build up springy strength. There are modish Cantilever pumps for Fall in a variety of attractive styles. And if your arches are weak you will find helpful, flexible support in Cantilever oxfords. Three of the Fall styles are illustrated below. Send for booklet. (antilever Shoe —supports the arch, with flexibility MEN .. WOMEN... GIRLS — ee Cc OU P_O N—-—-—-——-—— — Cantilever Shoes are sold within easy shopping distance of most readers of this magazine. If you do not know the address of a con- venient Cantilever store, fill out this coupon and check which booklets you desire. Cantilever Corporation 404 Willoughby Ave., Brooklyn, N. Y. Name Street Town Sa = State (11 Women’s Booklet [] Men’s [] Children’s LS ssn Mention Tuer Journat when writing our advertisers. BEES RY IST re a eae es Fees MS AEG ABE. 0 A-214 100 - SEARS - he BAO NUEACTURING - ase thie THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION Auditorium Chair No. O C 405-SS Seats for Every School Purpose The seating equipment of a complete school, its auditorium, or a single room is a matter which should be entrusted to no one but recognized seating experts. Heywood-Wakefield has had 100 years’ experi- ence in seat-building. We manufacture seats and desks for all school purposes, meeting the latest essentials of com- fort, hygiene and floor economy. The H-W line comprises scientifically designed combination seats and desks for study and assem- bly rooms, chairs for auditoriums and lecture rooms, for teachers and officials. Call in an H-W seating expert for consultation and advice. This service is available to you, without cost, through any H-W warehouse. REG. eywood PAT. OFF. Wakefe ‘a HEYWOOD-WAKEFIELD WAREHOUSES Baltimore, Maryland 113 West Conway Street Boston 45, Mass Winter Hill Display Floor, 174 Portland Street Buffalo, New York Wells and Carroll Streets Chicago, Illinois 2653 Arthington Street Display Floor, 439 Railwoy Exchange Bidg Kansas City, Missouri 1310 West Sth Street The Cleanliness Crusade is an imaginative and elastic device developed by Procter & Gamble as a guide for teachers in developing the subject of Health and Hygiene. It includes mate- rial for both the teacher and the class. There are decorative materials for the school room walls, little cakes of Ivory Soap and special awards for the children to take home with them. It is practical and complete because it is the direct product of thousands of teachers’ urgent need of such an idea and the material necessary for its achievement. We shall be very glad to send Crusade’ if you are interested in these subjects. It is not appropriate for children beyond nine or ten years. For the upper grades of the secondary schools Dr. Bonser, of Columbia, has prepared an Educational Chart which we shall be glad to send upon application for it by the Superintendent. PROCTER & GAMBLE Dept. 49-J - “The Cleanliness Cincinnati, Ohio Los Angeles, Californie New York, New York Philadelphia. Pennsylvame Portland, Oregon 148 North 10th Screet San Francisco, Califorma 737 Howard Street St Lous Missour: Sixth end O'Fallon Streets 801 East 7th Street 516 West 4th Street 244 South Sth Street CATALOGUE OW RE WINSOR & NEWTON Im 31 East 17*. St. New York New lines added for Schools. Ask for N-5 Mention Tur Journat when writing our advertisers. October, 1926 The Draper Sanitary Roller Shade Patented Jan. 8, 07; Aug. 7, 1928 The Draper Line of Adjustable Cotton Duck Shade Meets School Requirements Sold by Most of the Leading School Supply Houses Manufactured by The Luther O. Draper Shade Co, Spiceland, Ind. (Continued from page A-212) Tue Utan Epucation Association at a recent meeting of its board of trustees, adopted the plan of paying part of the expenses of state delegates to the annual June convention of the National Education Association. Hereafter the state association will contribute toward the payment of the state delegates ex- penses—an amount equal to that paid by the national association. WINFIELD, Kansas, Board of Educa- tion at a recent meeting authorized the payment of National Education Associa- tion dues for each of the 86 members of the teaching staff. THE ANNOUNCEMENT of the Depart- ment of Superintendence meeting to be held in Dallas, February 27 to March 4, brought satisfactory and enthusiastic re- sponse. The hotel committee is giving careful attention to the handling of re- quests for rooms. One of the hotels re- ceived 1400 applications within the first three days following the date of an- nouncement. Apply to Z. E. Black, manager of the Dallas Convention Bu- reau, for room reservations. EXCELLENT REPORTS of the Philadelphia. Convention are found in the Christian Science Monitor, The Journal of Educa- tion, School and Society, and other edu- cational journals. THE SECOND biennial meeting of the World Federation of Education Asso- ciations will be held in Toronto, Canada, August 4-10, 1927. President Augustus. O. Thomas, state commissioner of edu- (Continued on page A-216) Pol. 15, No.7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION YGE THE HEALTH MAGAZINE Putahed by the American Ausortectan, he Health Teaching HEALTH EDUCATION A Program for Public Schools ~ Teacher Traian, Instirenone batt iedatd tek oe ee Free to this Teachers A. EB. Winship writes: “. .. the great problem of the school is the creation of intellectual morale thst is both culture and _ character. American Citizenship Reaid- ings, the daily Bible reading course for schools, is the first adequate suggestion for the use of the Bible in magnifying American citizenship.’’ Readin Course The laws of thirty-eight states now require or permit the reading of the Bible every day. This great book contains the finest gems of literature of all ages. It has been the inspiration of our imperishable Both for $3.00 Here is a combination that supplies both method and mate- rial. It places in your hand the basic outline for health teach- ing as suggested by a special committee of eminent educa- tors and physicians. It gives you every month a fresh, attractive source of material that can make health teaching as joyous and vital as life itself. WOODRCW WILSON SAID: “By the blessing of God, I ascribe to Bible study the help = and strength which I have had from God. to pass in peace through deeper trials, in various ways, than I had ever had be- fore. “No study is more im- portant than the study of the Bible and of the truths which it contains.” works of art, sculpture and music. It is the basis of our Christian civilization. It is the foundation of character educa- tion. Many teachers have not the time to organize these daily readings, numbering from 150 to 200 each year, around a com- The Best Thought of the Two Great Professions Teaching and Medicine HYGEIA The Magazine of Health Sponsored and published by the American Medical Association, HYGEIA speaks with authority on health questions. It commands the writings of eminent men and women in all fields of health work. Its articles are written in simple, under- standable language, and cover topics constantly coming up in the teaching of health—diet, nutrition, care of teeth and skin, exercise, recreation, personal habits, mental training, new medical discoveries, and community health prob- lems. Every issue carries special features for children—health stories, illustrated poems, health plays, drawings to be worked out, or other attractive material embodying a health idea. For outside reading, for special re- ports, for project work, dramatizing, etc., HYGEIA is a veritable treasure house to either the teacher or school executive. Now is HYGEIA HEALTH EDUCATION A Program HEALTH EDUCATION is a 164-page book giving the outline for health teach- ing as planned by the joint committee of the National Education Association and the American Medical Association. It represents an authentic pronouncement on the subject. it gives to executives and teachers a sane, practical plan for teaching health in every grade, from kindergarten up through the high school and normal college. For example: ESSENTIAL SUBJECT MATTER FOR THE TEACHER. The Physio- logic Basis of Health—Preventive Medicine and Health—Nutrition and Health—Mouth Hygiene—Hygiene of the Eye—Physical Education—Educa- tion for Parenthood and Social Hy- giene — Mental Hygiene — Accident Prevention—Health Education Through the Study of the Life Processes of Plants and Animals. SUGGESTIONS FOR COURSES OF STUDY IN HEALTH EDUCATION, Kindergarten and Grades 1, 2 and 3— Fourth, Fifth and Sixth Grades— Junior and Senior High Schools—Nor- mal School—Suggestions for Outline of Topics on Alcohol and other Nar- cotics. The book is substantially bound and well indexed. A real handbook. to take advantage of the special offer on and HEALTH EDUCATION The regular subscription price of HYGEIA th Ti is $3.00 per year. This coupon will bring e ime you both the book and the magazine for $3.00. AMERICAN MEDICAL ASSOCIATION, 535 North Dearborn Street, Chicago You may enter my subscription to HYGEIA for one year at $3.00, and send me the book HEALTH EDUCATION without additional charge. mon theme, or to select the best readings for their children. As a service to teachers, JOHN RUDIN & COM- PANY INC., publishers of THE BOOK OF LIFE, have prepared and published for free distribution these Ameri- can Citizenship Readings. Bible references for every day of the school year will be found in this valuable book. Sugges- tions and plans for special days are also given. No obligation is incurred in writing for this book. tion to the character education efforts of our American teachers. ABRAHAM LINCOLN SAID: “I recognize the sub- lime truth announced in the Holy Scriptures and proved by all history that those nations only are blest whose God is the ; > Lord. I believe that the It is purely a contribu- | Bible is the best gift which God has ever given to men. All the good from the Saviour of the world is communicated to us through this Book.” Leading American educators have examined and heartily approved these readings. Write today for your copy. JOHN RUDIN & COMPANY INC. 1024 S. Wabash Avenue Chicago, IIl. Te Book of fife Use This Coupon or Send Postal or Letter JOHN RUDIN & CO. INC. 1024 S. Wabash Ave., Chicago Please send me free copy of your book, American Citizenship Readings. 3 ere ADERIEOS .....1....ngpaeeeree es xs POSEEION | .5565 Mention Tue JournaL when writing our advertisers. pee PTET hae § a rere abt ak demons ansewe S oe S A-216 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1926 MONROE HicH SPEED ADDING-CALCULATOR - Addition Subtraction Multiplication Division (Continued from page A-214) cation, Augusta, Maine, will send invi- tations, announcements, letters, and pro- grams upon request. Dr. Thomas is now in Europe, where he will undertake the work of educational cooperation in most of the important European capitals. UNIVERSITY OF PENNSYLVANIA School of Education has announced that here- after students who fail to show qualities necessary to become successful teachers will not be permitted to continue in the school. Every effort will be made to dis- courage the matriculation of students who through physical, cultural, or other reasons are obviously unfitted to become teachers. According to John H. Min. nick, dean of the School of Education, the new regulations are inspired by q conviction of the faculty that it is merely wasting the facilities of the school, the time and usefulness of the individual students, and the productive energies of the community to continue to train men and women to enter a profession for which they are obviously unfitted. (Continued on page A-222) <= [re 0A HELP every Princt- pal, assistant or teacher-clerk needs in the compilation of school re- ports and statistics. WONDERFUL aid in the figuring of correlations. MONROE Calculating Machine Co., Inc. General Offices : Orange New Jersey Monroe Machines and Service are available in all Principal Cities of the U. S., Canada, Great Britain, Europe and throughout the World. to erate a Child can Use it a ed e*leacher Introductory Course in Practical School Discipline OULD you like to win the respect, admiration and obedience of every Inattent on pupil in your room? You can. Through natural discipline control you can com- mand sure success in the teaching pro- oN fession. “aioe (® It doesn’t matter where you live, or CW FREE the Introductory Course of Prac- tical School Discipline prepared by R. C. vard), and associate faculty of the In- ternational Academy of Discipline. Sim- Og what grade you teach, you can have Beery, A.B. (Columbia), M.A. (Har- ply send the appended coupon. Why Children Misbehave How would you control Inattention, Cheating, Disobedience, Disrespect, Giggling, Truancy, Stub- Pormness, — = er, Work, etc. rying, Practical Joking, Don’t_be without this Whispering, and other ook. It means success habits that hamper in the all-important part schoolroom effici “ The Free Tntrodastecy of your life work—disci- pline control For you Course points tne way to - a solution of all prob- surely must realize that lems. of discipline that the highest academic you will encounter in ability is futile without your career. The meth- the other vital essential ods discussed also fit in of proper discipline. with the newest school plans of Project-Problem, Socialized Recitation, Ac- celerated Classroom Remember—no cost—ao obligation. Simply sign and mail the appended coupon. International Academy of Discipline Dept. 910 Pleasant Hill, Ohio INTERNATIONAL ACADEMY OF DISCIPLINE Dept. 910 Pleasant Hill, Ohio Without cost or obligation on m art, please send me at once Prof. 3eery’s Introductory Course in Prac- tical School Discipline, COUPON FOR FREE BOOK i= Vol. 15, No.7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION a eee — . obilizing aneArmy of all Types HE-BOY-AT-THE-STONE with his army of all types (cast in the American mold) is preparing to storm the citadel of illiteracy and ignorance. The ammunition of this army of types consists of books, spelling lists, school papers, scientific notes, etc.—in fact, printed material that will be of interest and value to all readers. ‘The-boy-at-the-stone has a wonderful opportunity. It is necessary, in order to prepare his types for the printing press, that he be a logical thinker, be possessed of skilled fingers, and have an inborn sense of orderly arrangement. Punctuation, capitalization, spelling, division of words, paragraphing, in fact all the rudiments of English construction, are necessary to perfect typesetting; but the-boy- at-the-stone, in addition to this knowledge, is taught manipulative skill, accuracy, and artistic arrangement. Every technical operation in printing possesses educational value, as it motivates the academic instruction. Abstract studies are made interesting. The printed product has a community as well as a commercial value; and this appeals to the youthful mind because it is being permitted to do that work which is to be judged by others. There is a printing outfit for every type of school. The cost of the printing equipment may be made to conform to almost any amount. Write to-day for in- formation regarding the type of school in which you are considering the installation of printing. Should you desire a representative to call upon you, the matter may be arranged to suit your convenience. Write now. F. K. Puivuips, Manager, Epucation DEPARTMENT American Type Founders Company 300 COMMUNIPAW AVENUE Jersey City, New Jersey A CORPS OF TRAINED EDUCATORS, ENGINEERS AND SALESMEN AT YOUR SERVICE Mention THe Journat when writing our advertisers. | ih iS i | ey ees SS Tose Tee: ‘ a, SSS eps, SEe a 5 a) Cer eee hs ee Pa ee World’s Shorthand Championship Again Won by a Writer of ile Gregg Shorthand ~ Martin J. Dupraw again won the World’s Shorthand Championship for speed and accuracy at Philadelphia on August 16. To win the championship, Mr. Dupraw took three five- minute dictations at speeds of 220, 260, and 280 words a minute—20 words a minute faster than in previous con- tests—and transcribed on the typewriter the entire 3,800 words with but 8 errors. This gave Mr. Dupraw an ac- curacy rating of 99.789%—an accuracy record never be- fore attained in the championship contests even on the lower speeds. Best Amateur Standing Miss Margaret E. Walter, a student of the St. Paul Park, Minnesota, High School and Gregg School, Chi-- cago, won the Amateur Event with but 5 errors on a solid literary matter test of 750 words dictated at 150 words a minute. Three Gregg Champions Since 1921 the World’s Championship Trophy has been won five times by Gregg writers: In 1921 by Albert Schneider; in 1923 and 1924 by Charles Lee Swem, and in 1925 and 1926 by Martin J. Dupraw. Gregg writers in the National Shorthand Reporters’ Association speed contests have conclusively demon- strated the inherent accuracy of Gregg Shorthand and its limitless speed possibilities. Your Students, Too, Can Win With Gregg Shorthand Your students, too, can win with Gregg Shorthand be- cause it is easier to learn, easier to write, easier to read— and it is the swiftest of all systems. It Pays to Teach Gregg THE GREGG PUBLISHING COMPANY New York Chicago Boston San Francisco London Report of the Chicago Health Education Conference The official record of the discussions of the Fourth Health Education Conference of the American Child Health Association, held at the University of Chicago June 22-26, 1925: What has been accomplished in health edu- cation? What types of health education material are most useful? What educational criteria should be used to evaluate health education material? What steps can be taken to make our goal more universal and certain of attainment? These discussions furnish up-to-date, practical ma- terial for all those interested in the development of Health Education in schools and in Teachers’ Col- leges. Heavy paper cover. 357 pages. Price, $1.00, post- paid. Published by the American Child Health Association 370 Seventh Avenue New York City THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION Have Your Students Seen The New English Paper? Its name is CURRENT LITERATURE Issued weekly, in looseleaf form, it provides an organized lesson on living writers and their works. It supplements your English work and di- rects your students in reading the best material in the worthwhile magazines. Free note-book covers are given the students so each may build a permanent textbook in current literature. Copies of the next issue will be sent for your class, without charge. LOOSELEAF EDUCATION, Inc. 1123 Broadway, New York City Send, free of charge, copies of the next issue of CURRENT LITERATURE. Character Education for the School Program THE UNIVERSITY SOCIETY PLAN FOR CHARACTER BUILDING provides a practical, definite, easily understood, and entirely complete method WHAT to do, WHEN to do it, HOW to do it, and EVERYTHING with which to do it. Now used by many progressive schools and teachers in cities both small and large and in rural districts—the number increases every day. A great and proven success in the home; a GREATER SUCCESS IN THE SCHOOL Write for information Men and women with teaching experience wanted in all sections of the United States and Canada. Men to introduce Moral Training into the schools. Women to interest mothers. A profitable profession with great opportunities. THE GREATEST FORCE OF THE CEN- TURY FOR CHARACTER BUILDING The University Society Inc. 468 Fourth Avenue NEW YORK, N. Y. Mention Tue Journat when writing our advertisers. October, 1926 ARORA TR RCA! LARA RINT STE SOME SY {OE 8 Vol. 15, No.7 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION A ATEN Laboratory Furniture |f=_ ue nie BIOLOGY AND GENERAL SCIENCE DESK NO. 4200 Wiese Resources Protect Your Investmen* This popular desk is 41” wide, 69” long and 32” high. Accommo- dates sixteen students. Built of solid selected oak, golden finish, top of birch strips treated ebonacid. Further particulars gladly sent. Unexcelled Quality—Efficient Service—Superior Value In Wiese Laboratory Furniture Send for our special Catalog No. 33 WIESE LABORATORY FURNITURE CO. Engineers and Builders Standard or Built-to-order Educational and Technical Furniture for Physics, Agriculture, Biology, Household Economics and Manual Training Factory: Manitowoc, Wisconsin. Sales Offices in Principal Cities. , HOLMES proressionat NO PIGTAIL a. BUY TWO for the price of ordinary pro- jector and run without a 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, as- sembly halls, churches, theaters, etc. 15-day trial. Money cheer- fully refunded if not entirely CATALOG satisfied. SENT ON meeueet Information on request. Holmes Projector Company 1638 N. Halstead St., Chicago GRITS IN NT LOS PRETO Rae Ge 1 | 8 SRE Rn aia eames CABLE PIANOS Set the Standard for Schools S sterling has become the standard by which all silver is judged and Haviland the standard for china, so we are receiving evidence from all parts of the country that Cable has become the standard by which Pianos are judged. Specifications for sealed proposals sent out recently by the Chicago Board of Education for Pianos for the kindergartens of the city schools set this standard in a manner highly complimentary to the Cable Midget Upright, specifying “Miniature Piano—Cable or equal.” The Board of Education of Fresno, California, in submitting bids not long ago used this same Cable standard, specifying “Cable Midget Piano or equal.” NOTICE TO PIANO DEALERS Pursuant to an order of the Buard wf Education, City of Fresno Schools, duly made and entered in its minutes this 8th day of April, 1926, the Board hereby directs its Secretary to adver- tise for ana _ ~___. ao oan ta for, the 7 J . = > ranged as a supplementary reader for Primary grades. tion—A new book in a new field. original material, highly interesting and definitely helpful in P ° ° . teaching both reading and Fire Prevention—a subject which is RITCHIE’S First and Second Steps in Latin. being stressed more and more every year. Charmingly illustrated RITCHIE’S Fabulae Faciles—A first Latin reader. + ee oe eee Pioneer Publishing Co. Longmans, Green & Co. WORLD BLDG. NEW YORK CHICAGO BOSTON Fort Worth, Texas For the School Library Teachers--Important Standard Catalog for High School Libraries Teachers have no more important duty than that of instilling in their pupils 7 interest in and knowledge of the National Constitution, for unless students are Part Z. a classified, annotated, buying list of 2600 books prepened bd iy ae - citizenship, one of the chief purposes of our school e " 3 system fails o! u ment. (besides a valuable collection of pamphlets and pictures) There is mo better method of arousing such interest than that of inducing . - ¢ : ae pupils to enter the National Republic’s prize essay competition on the Constitu- selected from the books of all publishers by specialists tion. If the student does not win a prize, at least he will learn more about in the respective subjects. Arranged under the Dewey our form of government than he might otherwise. decimal system. Full information for orderin ee IN ADDITION TO for Junior High Schools, for Senior High Schools and those recommended for first purchase are specifically marked. $1000.00 IN GOLD “I shall recommend it for all high schools in TO SCHOOL CHILDREN our district. It is well done and contains just equally divided between the winning contestants in graded schools (up to and : ” what we have been needing. including the 8th grade), and high school, engraved honor medals will be awarded : oll E . to the writer of the best essay in each state, as well as an American flag for Cloth-bound copies, $2.50 each, Special rates for quanti- two schools in each state which produce winners of the state contests. ties to be used in place of state lists. 1 Part II, now in press, will list the same books under $50 TO TEACHERS author, title and subject in dictionary style. Analyticals, Fifty dollars will be awarded to the teacher named by the winning high school : a ° - .: e ean compe on contestant an © same amoun oO ne teacher name "Ny ne winning an aig meyey feature too oo aaa for many libraries to graded school contestant; the teacher, however, must be one under whom the 1 ma o i i i i winning contestant is enrolled as a student. ce or the individual cata O8s, will be included in this All that is necessary in entering pupils in this contest is for the teacher to “ section. These two parts will make an efficient substitute send the name, address, age, name of school and post-office address of each pupil for card catalo you wish to enter in this contest. Entries must be in by January 15th; the 9g: contest closes for graded schools February 15th and for high schools March 15th, 1927. ° 7] ° ° Further information and suggestions furnished on application. We will be Children S Catalog, 1200 Titles Edition glad to send you a sample copy of the National Republic. It is used as collateral reading in hundreds of high schools and graded schools. It is full of infgrma- ° . ° ° tion about the history, traditions and current operations of the American Govern- An annotated author, title, subject list of ‘1200 titles ment, and is wholesome, patriotic and non-partisan throughout. During the thi 24 > H ” e coming year the National Republic will print, as usual, a number of specia which form the basis of a good general collection. Many articles about the National Constitution and much material elucidating our form analyticals—an invaluable feature. The same books are of government. or : san ceil e ; ts contributors are among the leading men of the nation Yabinet officers, also listed by grades—t1 to 3, 4 to 6, and 7 to 8—a ready bureau heads, educational authorities and specialists in many activities for reference help. the public good. It undertakes to present the right side of our national life— ee showing what is being done for the good of more than a hundred million Ameri- " ; ; H : : cans both by public and private means. An indispensable guide in selecting, buying and Whether a reader of the National Republic or not (entrants in this essay cataloging. It has supplanted our card catalog. competition need not b2), we hope you will take an interest in this competition, which educational leaders throughout the country have highly commended. Cloth-bound copies, $3.00 each. Special rates for Address, tities. needs : NATIONAL ESSAY DEPT. The H. W. Wilson Company NATIONAL REPUBLIC 963 University Avenue, New York City 425 10th St. N. W. WASHINGTON, D. C. Mention Tue Journat when writing our advertisers. Exclusive designs in original colors, 16” x 24”. 1724 Chicago Avenue WEBSTER’S NEW INTERNATIONAL DICTIONARY —THE MERRIAM-WEBSTER Because Hundreds of Supreme Court Judges concur in highest praise of the work as their Authority. The Presidents of all leading Universities Colleges, and Normal Schools give their hearty indorsement. All States that have adopted a large dictionary as standard have selected Webster’s New International. The Schoolbooks of the Country adhere to the Merriam-Webster system of dia- critical marks. The Government Printing Office at Washington uses it as authority Write for Helps in Teaching the Diction- ary, FREE. G.&C. Merriam We will send you postpaid any school or colle Reeeeped secu o the publishers’ list price (407 reduction if we havea secondhand copy). We will gpen an account with School Boards \s who, from experi- td 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. he AMERICAN GRAYON COMPANY HOME OFFICE AND FACTORIES FO HAVES AVENUE SANDUSKY OHIO MUSEUM MINIATURES HE finest color reproductions at little more than the price of black and white. These exquisite reproductions, which must not be confused with the ordinary so-called color prints, now for the first time open the way to real art appreciation in PICTURE STUDY 155 subjects; price, 3 to 2 cents, according to quantity. Write for prospectus and specimen prints, free to Teachers. BROWN-ROBERTSON CoO., INC. Educational Art Publishers Dept. 17, 8 East 49th Street, New York SCRAP-BOOK WORK: “The Education of the Future’’ Health .and Cleanliness A scrap-book project for the seventh and eighth grades ROCTER AND GAMBLE (the makers of Ivory Soap) will send to you on request a copy of a spirited essay called “The Story of the Bath” and a detailed outline for making a big class scrap beok. The outline has been prepared by Mrs. Isabel Sewall Hunter, Teacher of Drawing, Friends School, Washington, x < We quote Mrs. Hunter: “The maga- zines and newspapers are full of beauti- ful pictures. These pictures should be conserved for use in the school. Aside from the beauty of the pictures, there are valuable bits of information, poems, timely articles, important news items, editorials—all united make a wealth of vital material. “Scrap books—fascinating to every child—may be the means of conserving this material. The subjects? Here are a few: ‘I can Help, ‘The Book of Golden Deeds,’ ‘World Friendship,’ ‘Ideals in Modern Living. Among those planned for the seventh and eighth grades belongs ‘Health and Cleanli- ness.’ “The outline for this particular book, ‘Health and Cleanliness,’ is wide in its Mention Tue Journat when writing our advertisers. application, covering, as it does, work in Geography, History, English, Draw- ing, Home Decoration, Arithmetic and Hygiene. “It does not, however, take much school time. The work is divided so that each pupil chooses his own com- paratively small part, but when each small part is accomplished, the finished project makes a scrap book of which everybody concerned is preeminently proud.” Mrs. Hunter’s Project and The Story of the Bath will be sent free to any teacher who requests it, or it will be sent as part of the complete “Cleanli- ness Crusade” for 25c. The “Cleanli- ness Crusade” is an elaborate recrea- tional project for the primary grades. ge seme porlpih- ity THE PROCTER AND GAMBLE COMPANY General Offices, Cincinnati, Ohio: Please send me, free of charge, the | essay and project outline for the scrap book on Health and Cleanliness. l TROND S 0.0.0 0.00.50 00 eeER EERE cae ° Maat. of - Gebeibss inca vawi vss vc ian ox | ee ee ee, ee. ae | Address 49-J | A-222 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION October, 192% Vi ee ee Glass Slides Opaque Objects Under “Daylight Conditions” and Teach Faster iG IS no longer necessary to sell the idea of visual educa- tion. It double tracks the right of way to the mind— and you'll always get there faster on a double tracked road. Schools and Colleges everywhere are using Spencer De- © lineascopes as standard classroom equipment. There’s a size and type for every conceivable use—glass slides, film slides, opaque and microscopic projection. | hes can be taken in the classroom and dis- cipline can be more easily maintained if the room is not totally darkened. The Bausch & Lomb “Daylight” Combined Balopticon, when The coupon will bring you the Spencer booklet of projec- tion equipment, for classroom and laboratory use. end for it right now. used with a translucent screen, makes it possible to project either slides or opaque objects in un- darkened rooms. Do not neglect to send for our literature on “Daylight” Projection. SPENCER LENS CoO. 19 Doat Street Buffalo, N. Y. Please send me your booklet of Spencer Projection equipment. Name - Address __- BAUSCH & LOMB OPTICAL CO. 630 St. Paul St. (Continued from page A-216) MEMBERSHIP in the Association has reached levels that most people would have said were impossible a few years ago. Everyone who has helped to arouse the profession to its work may well be proud of his share in the achievement. But what has been done is really only a beginning. Only one teacher in five is a member of the Association. The other four are willing to ride the bandwagon of professional advance without paying the fare. For their own sakes as well as for the cause they need the inspira- tion of local state and national associa- tions. Let every member reenlist early and bring in a few new recruits. CHILDREN’S BOOK WEEK will be ob- served this year November 7 to 13. Posters, cards, and circulars for the week are available on request from the Na- tional Association of Book Publishers, 25 West 33 Street, New York City. THE Bureau of Curriculum Research of Teachers College, Columbia Univer- sity, has rated nine thousand elementary school courses of study and has pub- lished its findings in a bulletin issued by Rochester, N. Y. nstitution the Bureau of Publications of the college. This study will do much to encourage systematic comparison in this growing field. The work was done under the direction of Herbert B. Brune: and Florence_B. Stratemeyer. ON COINCLUSIVE MEMBERSHIP—The following resolutions were prepared by the committee on coinclusive membership of which Thomas J. Walker of Mis- souri, was chairman. They were con- sidered by the Board of Directors and referred to a special committee for further study and report at the next meeting of the Association. A motion was passed requesting that the resolu- tions be printed in THE JOURNAL. It is the sense of your Committee on Co- inclusive Membership that all the teachers of the United States should be bound to- gether as an organic body, and that this can be attained only by a plan of membership which will include affiliation with the local, state, and national associations. The details of such a plan we believe will make neces- sary the revision of the Constitution and by- laws of the National Education Association. To this end we offer the following resolu- tion: Be iT Resotvep, that a committee of five be appointed by the Executive Committee to draft such amendments as will make pos- sible the inauguration of a coinclusive mem- bership policy in local, state, and national teachers associations and that the amend- ments shall conform to and embody the fol- lowing principles: First, all membership in the National Edu- cation Association shall be conditioned on membership in the state and local associa- tions of which the member would naturally be a part. SECOND, no member of the National Asso- ciation shall be counted more than once in the apportionment of delegates to the Rep- resentative Assembly of the National Edu- cation Association. Tuirp, delegate representation in the Na- tional Education Association shall be based upon and apportioned according to the total National Education Association membership within a given state. FourtH, delegates to the National Edv- cation Association shall be elected from the membership of the National Education Asso- ciation in the various states and im such manner as shall be agreed upon by the various state organizations and the Execv- tive Committee of the National Education Association. Be Ir Furruer Resoiven, that the afore- said Committee of Five be instructed to stl- mit these amendments through the legal channels and in a legal way and in such time as will permit their adoption or reje tion at the next annual meeting of the Nr tional Education Association. m No. 1412—Students’ Domestic Science Table Where Quality Counts! In the classroom or in the laboratory, wherever quality counts, you will find Peterson Furniture. Only those using it can appreciate the great care we have taken to meet the exacting demands of in- structors, school officials, and expert chemists. Every Peterson design is based upon a thorough knowledge and a full understanding of the actual conditions prevailing where the equipment is to be used. Each article is constructed by skilled crafts- men from selected materials. That is why Peterson Furniture gives so many years of satisfactory serv- ice. Quality does count in furniture as in every- thing else. Write for Catalog No. 14-N LEONARD PETERSON & Conc Manufacturers of Guaranteed Laboratory Furniture OFFICE AND FACTORY 1222-34 Fullerton Ave., THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION Chicago, III. New York Sales Office: Knickerbocker Building., 42nd and Broadway University Series Maps Published by ~ McConnell School Map Company (Not Inc.) Chicago, Illinois :-: Goshen, Indiana (Address all mail to Goshen, Indiana) $48.00 The University Series Maps are the best maps which craftsmen and scholarship can produce. They are arranged in series or sets, thoroughly covering definite periods, namely: Set 23—American History. Set 24—Ancient and Classi- History. cal History. Set 27—Modern European Set 25—Medieval and Mod- History. ern History. Set 28—World History. Forty Maps, 52x40 inches Set 26—Early European The prices for these elaborate sets of maps have recently been reduced to $48.00 the set. No up- to-date classroom is completely equipped without McConnell University Series Maps. If you would see these maps—their size—the quality, and at this price, you would want to buy them. Write for 32-page Catalog Salesmen Write for Contract Prompt Shipment on Medart Steel Lockers Medart Locker Quality is unquestioned. Recognized for years as the ultimate in re- finement and durability. Also Medart prices are consistently low, figured per locker or per year of service. The judicious buyer specifies Medart Steel Lockers for three rea- sons: quality, prompt delivery, and economy. Write today for Catalog A-16. FRED MEDART MFG. CO. Potomac and De Kalb Sts. Pittsburgh San Francisco New York Chicago St. Louis, Mo. Cleveland Detroit Los Angeles iT nh Mention THe JournaL when writing our advertisers. A-224 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Teach with PICTURES this school year! Ain-COOLED oe 7 Put This Picture and All Other Pictures on the Trans-Lux Daylight Picture Screen Before the Class Without Darkening the Room They project, under daylight condi- tions, any type of material—clippings from magazines and newspapers, photo- graphs, hand-written cards, diagrams and charts. The Stereopticon Attachment makes possible the use of slides. No dark room—no_ disorder—no complicated machine to operate. THE TRANS-LUX is the only simple, efficient AIR-COOLED pro- jector. It answers every classroom need. We shall be glad to answer any spe- cific questions that will help you solve your Visual Education problems. The Trans-Lux Daylight Picture Screen Corporation 247 Park Avenue New York City TEACHERS’ AGENCY, ALBER | 25 East Jackson Boulevard, Chicago, my orty-first year. We have secured PROMOTION for many wenger wa of teachers. We need well- -prepared men and women Fo all kinds of School and College positions. Our clients are the best schools everywhere. Our booklet, ‘“ Teaching as a Business,” has a message for you. OTHER OFFICES Send for it. 437 Fifth Ave., New York City Symes Building, Denver, Colo. 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 js the twelve westernmost States, the Islands, Alaska, the Orient and Latin America. We are always in quest of outstanding people for important positions. October Bulletin: We note a rapid growth of our College and University Department. We have just absorbed the local Fisk Teachers Agency. J. M. HAHN and Blanche Tucker, Managers 2161 Shattuck’ Ave., Berkeley, California ; . 5 . : 402 Dillaye Bidg., Gyracuse 317 Schofield Bldg., Cleveland, The Everett 0, Fisk Teachers’Agencies 125 Qiisveuc'si vitiescithia suas ance omg Cleveland 0 120 Boylston St., Boston 415 Congress St., Portland,Me. 808 Title Bldg., Diedledtons 409 ‘Journal Bldg. Portland, Ore 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 THE YATES-FISHER TEACHERS’ AGENCY PORTLAND, OREGON, 911-12 Broadway Bldg. PAUL YATES, Man 620 SOUTH MICHIGAN AVENUE. “CHICAGO Telephones : Harrison 2642 Harrison 2132 Other Office For the better vacancies in grades, high schools and colleges, write us. THE H. D. YATES TEACHERS’ BUREAU Member of National Association of Teachers’ Agencies. Neo teacher enrolled with less than two years (60 semester hours) of college work. 1531 ARCADE BUILDING, ST. LOUIS, MO. No Branch Offtces. Scientific Teacher-Placement NATIONAL TEACHERS AGENCY, INC, D. H. COOK, General Manager 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,” Sapeccs ta eleven School Ad- manding credit ministration and Supervi- towards a Bach- sion,”’“‘Educational elor degree. urements,” etc. Philadelphia Pittsburgh Northampton Syracuse Indianapolis Memphis Arnold College FOR HYGIENE AND PHYSICAL EDUCATION ree-year Degree Course NEW HAVEN NORMAL SCHOOL OF GYMNASTICS Two-year Diploma Course Strong faculty. Complete indoor —- and outdoor facilities, including cam PO eats Bureau, successful in peans grate 1466 Chapel Street, New Haven, "Connie Begin any time The Aniversity of Chicago 91 E.tis HALL CHICAGO, ILLINOIS Perry «Kindergarten Normal School — Founded, 1898, by Annie Moseley Perry Thorough training for kindergarten, primary and play- ground positions. Enroll now for entrance in October, 1927. Send for booklet, ‘“Training Children.” HARRIOT HAMBLEN JONES, Principal 25 Huntington Ave., Room 316, Boston, Mass. We can supply Literal (75c. each), Interlinear ($7.00 each), pusatel Tent tt $1.50 each), and Fully ‘Parsed Translations ($2.00 each) of Caesar's Gallic War, Cicero's Orations, Virgil's Aeneid, also Translations of other Ancientand Modern Classics, We can also supply any Dictionary published, including the well knowr Students’ French, German, Italian and Spanish two-part Dictionaries, at $1.25; Noble’s Large Type Spanish-English. English-Spanish Dictionary, at $4.00 postpaid. Cash with order. TRANSLATION PUBLISHING CO., Inc. 76 Fifth Avenue New York City Temple University Philadelphia, Pa. Phone, Columbia 7600 College of Liberal Arts and Sciences Teachers College School of Commerce (COSTUMES 7 OF iia PLAYS Professional Schools: Theology, Law, Medicine, Dentistry, Pharmacy, Chiropody School of Music We furnish costumes wigs,etc.,for all schoo! i lays and o peras. Bhakesperian and his- Training School for Nurses University High School SEND FOR BULLETIN torical costumes ,our specialty. 40 years’ ex- nce. For informa- tion address Fritz Schaultz & Co. Mention Tue Journat when writing our advertisers. October, 1926 | b), 00 vid, can wr art ish. jer. F —_— “Better Arranged” Say cAuthorities on Children’s “Reading “The best children’s encyclopedia, better arranged,” say three authorities on children’s reading, Jessie C. Fenton, Giles M. Ruch and Lewis M. Terman, in their book, “Sug- gestions for Children’s Reading.” The arrangement of THE WORLD BOOK is designed to help the teacher as well as the pupil. Suppose you wish to develop a project on painting to stimulate an intelligent appreciation for art and an under- standing of its study. The material till now has been lim- ited. It usually consisted of a picture, not in colors, and with very little information about its composition, its mes- sage, the artist, etc. THE WORLD BOOK has pictures in color with a description and explanation on the back of each. It provides a definite study plan which can be used for each picture and a biography of the artist. THE WORLD BOOK makes “picture study” interesting to your class and a pleasure to you. Or, suppose the project is on Alaska. Quickly you can find all the facts, organized, grouped and related, made easy to apply to the lesson in hand. You will find under this one subject information suitable for use in classes on Geog- raphy, Reading and Spelling, History, Arithmetic, and Composition. Outlines, supplied to teachers as a part of THE WORLD BOOK service, aid in developing similar projects and problems for the classroom. For such definite reference work, both in school and at home, the arrangement of THE WORLD BOOK makes it preferred to other works of its type. This is recognized by such prominent librarians and educational authorities as Isadore Mudge of Columbia University, Linn Jones of Iowa, and Carl B. Roden of the Chicago Public Library. Mr. Roden has said, “THE WORLD BOOK comes nearest to being a real encyclopedia in miniature.” Write for Booklets, using coupon below. W. F. QUARRIE & COMPANY Dept. 10-B, 154 East Erie Street, Chicago THE WORLD BOOK ORGANIZED KNOWLEDGE IN STORY AND PICTURE Good Positions for Teachers We have an unusual opportunity for teachers to explain THE WORLD BOOK to interested prospects, to work with congenial companions, to travel with railroad fare and definite income assured. We shall be glad to tell you some interesting things about the experiences and earnings of other teachers and principals who have taken advantage of this oppor- tunity. Check coupon in space provided if you are interested in a position with our organization. W. F. QUARRIE & COMPANY Dept. 10-B, 154 East Erie Street, Chicago Please send me the booklets checked below: (J “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). (1 “Projects and Problems.’* A valuable booklet for teachers using the project method. A 68-page book by Prof. M. VY. O'Shea, George A. Work, Chas. A. MeMurry, William ©¢. Bagley and other well-known educators. Regular price, 50 cents. Special to readers of this magazine, 25 cents. (Please enclose 25 cents in stamps or coin if you want “*Projects and Problems.’’) My Name and Full Address Position - * (J Check here if interested in position. cAn Interesting Lesson on ‘Picture Study THE SONG OF THE LARK. Lesson Project: To discover what the artist wished to express through the picture; how he did it, and what mes- sage it should convey to us. I. PROBLEM: What is the Theme of the N . The lark as the cen- ter of interest. Picture? 3. The rising sun. 1. The time of day. 4. — —_ of sky 2. What the peasant and its extect. girl is doing. 5. The background of a. Analyze her expression houses. aes a eee Ge 6. The foreground of tions do you think she stubble. i ? . * * as a 4. Wonder 7. Simplicity of the 2. Joy S. Awe picture. 3. Exhilaration 6. Yearning 8. Color harmony. 3. Why she has paused. III. PROBLEM: What 4. The effect of the are the Purpose lark’s song upon the and Message? girl. 1. The life and tastes of the artist, Jules II, PROBLEM: What Adolph Breton. is the Style of Com- 2.1d ealis m of the Resa position : French peasantry. 1. The girl as the 3. Joy in spite of irk- dominating feature. some toil. A full-page reproduction of Breton’s famous picture, “The Song of the Lark,” together with a replica of the page beginning the discussion of the Painting, will be found in the free booklet, “Making School Days Count,” described in the coupon. Why THE WORLD BOOK Is Preferred Nearly 7000 pages—55% more ma- terial than other works of its type. Ten volumes—5100 pictures—Teachers’ outlines—Lists of questions—Related subjects—Visualized instruction— Monthly service bulletins to teachers—Loosse-leaf annuals. = eT ¢ it ms SEN Kes i603 | ‘a, renal (ne ilies THE GROLIER \y SOCIETY, Dept. 22 \ 2 West 45th Street New York City \ 2 West 45th Street Graded Courses of Study cAs Given in the Schools Isabella Stewart and Harry A. Krail, Assistant Principals, Public School 45, Bronx, New York, have prepared for The Book of Knowledge a com- plete usable guide to the subjects taught in the grades, based on exami- nation of the courses of study used in leading school systems. Study Outlines, Questions, Tests WITH INTRODUCTIONS BY ANGELO PATRI Principal, Public School 45, Bronx, New York Geography, History, Civics, English, Nature Study and Science are included, as taught in the schools, from the first to the eighth grades. There are topical outlines; questions linking the school subject-matter to incidents of everyday living; things to do that put the children’s knowledge into practice; tests that stimulate thought and power of judgment and measure achievement. The publishers have reprinted from the Book of Knowledge one complete course of study — Outline, Questions, Tests—and will gladly mail a copy, free, at your request. The Book of Knowledge In the homes of over 2,000,000 children Edited and illustrated to correlate with school work 2 0 VOLUMES of school subject-matter, grouped in 18 simple divisions: ‘The Earth” (including physical geography, geology, chemistry, physics, astron- omy, 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 industry), “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 subjects step by step in the natural order of comprehension. A treasury of interest-arousing and accurate lesson material, ready for the teacher’s use, strikingly illustrated and written in the’easy words young children know. THE GROLIER SOCIETY Publishers New York You may mail me, free, one com- ‘\ T Things To Do, Tests, including The Book of Knowledge. . ions, \, False-True \, Test and Judgment Test—reprinted from \ iN PIE gal ; Te tga WS 4 7 SPECIMEN COURSE OF STUDY MAILED FREE TO TEACHERS ee, . mh =) vhs; = c\ — = Oieas mt S824 4 LD é | d Ns ) 4 ‘ ( y i) V