OCT 29 926 
NOVEMBER, 1926 
iw Tana Cn a nn 


SK SOS 
~ 


Th JOURNAL f the 
NATIONAL EDUCATION 
ASSOCIATION 


| RAL NB NA NB 
= Lt OTIC VCIVEI VS 




























i oe 


CAP ISIU RE 




























Legislation for Childhood—Francis G. Blair . 
NZ: Teaching the Beauty of Literature—Helen Louise Cohen . . ‘ . 237 
* Research Improving Reading—Curriculum Investigation . : ‘ : 239 
“ates Reviving the Folk Dance—Elizabeth Burchenal ‘ > : ‘ 241 


WZ American Painting in the Schoolk—Marguerite B. Williams . , , 242 
Li | Why School Libraries ?—Adeline B. Zachert ‘ . ; ; , ‘ 244 
aie The Demonstration Lesson—Donovan : 245 
M7 Editorials—Greetings to New Members, Things Sitio, Biuciibins cs a Cire er 248 
Li) A Pioneer in the Profession—David Sands Wright . , ‘ ; ; 250 
ey Hiring a Teacher in 1814—An Historical Document . , 251 
NE Do You Know Your Education Bill?—Charl Ormond W: Sil ; ; 252 
EI Habit Formation in Character—Clara Chassell Cooper. ; . R 253 —— 
7 Summer School Attendance in 1926—Professional Improvement . : : 254 
“ President Condon Announces Notable Dallas Feature : , , ; 255 
EW Classroom Teachers at Philadelphia . ; ‘ ; ; : > 4 256 
ver Elementary Principals at Philadelphia ; ; : ‘ . ; ‘ 257 
He Getting Ready for Washington in 1927  . , ' ‘ R ; , 258 
EM Educating for Initiative—John W. Harbeson  . ‘ . ‘ , 259 
eye Our Curriculum Commission at Work—A4 Notable Meuniné ‘ , ‘ 261 


Reading with a Purpose—Helen Burling . : , ; ; ‘ ; 263 
Builders of Our Profession ‘ : ; , ; , : . , 264 
Seattle Invites You. ; : : ; é ; : ’ . M 265 


Notes and Announcements 


way 2” 
A__| ASS 


Zn 
yy, 


Cl Oe 
| SJ 


- 
So 
= 
STENT 


.Y, 








= 


Published monthly, except July, August, and September, by the 
NATIONAL EDUCATION ASSOCIATION CF THE UNITED STATES 
1201 SIXTEENTH STREET NorTHWEST, WASHINGTON, D. C. 


Wm) => 
LASS S27 r LAN 


2% 


Entered as second class matter October 28, 1920, at the postoffice at Washington, D.C., under the Act of August 24,1912. Acceptance 
for mailing at special rate of postage provided for in section 1103, Act of October 3,.1917, authorized January 26, 1921. 


4 ty oro rai wey) ‘ (YT, Worry (YT . Aha) tae a 
We JS i Sys Wanted DN oat htiga Lys haya Oye 
GRICE ae ec SOP c a ot ae LOGICS SPO Ve US 


CS 











The Halleck History Series 


Halleck and Frantz’s Our 
Nation’s Heritage 


436 pages Illustrated Price, $1.12 





The stimulus— 


The need of teachers for expert information 





about the principles of mental development 





that function in the learning and teaching 
processes. 












The response--a new book-- 


PSYCHOLOGY 
FOR TEACHERS 


By CHARLES E. BENSON, Professor of Educational 
Psychology, JAMES E. LOUGH, Professor of Experimen- 
tal Psychology and Method, CHARLES E. SKINNER, 
Assistant Professor of Educational Psychology, and 
PAUL V. WEST, Assistant Professor of Educational 
Psychology—all of New York University. 


HE originality of this book and its crisp, impressive 

style hold the young pupil’s interest. It makes clear 
to him the Old World background of American history 
and shows him the part the Old World played in the de- 
velopment of our country. 


Halleck’s History of | 
Our Country 


| For Higher Grades 







624 pages Illustrated Price, $1.60 






ERE the important events in the history of our 
country are made to seem to the pupil as real as if 
they had happened yesterday. Special attention is paid 
to the life, progress and industries of the people and to 
social welfare work. 














300 pages; $2.00 


GINN AND COMPANY 


Boston New York Chicago London 











AMERICAN BOOK COMPANY 


New York Cincinnati Chicago Boston Atlanta 





Atlanta Dallas Columbus San Francisco 

















Let J. Russell Smith Present Jack Reed to You 


He is the central figure in a new book 
written on a new plan 


A GEOGRAPHY 
HOME. F OLKS FOR BEGINNERS 
By J. RUSSELL SMITH, Ph.D. 


Professor of Economic Geography 
Columbia University 
Author of HUMAN GEOGRAPHY 
HIS BOOK presents a new way to begin the study of Geography. It tells, in de- 
lightful story form, how Jack Reed and his friends live in the city, the country, 
and the,town. Boys and girls will proceed from this study of local or home Geography 
to the more formal study of Geography later with kindled interest. 


Because HOME FOLKS is written on a new plan most of the lessons have been ex- 
tensively tested in the classroom before publication. The enthusiasm of both teachers 
and pupils is convincing. 

The illustrations—there are more pictures in this Geography than in any other book 
of similar purpose—are an integral part of the text. No picture has ever been used 
before. 


You will appreciate Jack Reed—Geography—HOME FOLKS. Be sure to become ac- 
quainted—you are certain to be friends. 


Illustrated literature upon request 


THE JOHN C. WINSTON COMPANY 


Home Office and Manufactory, Winston Building, Philadelphia 
Chicago Dallas San Francisco Atlanta 





FOR TEXT BOOKS 








A TT TT — LL AR MR 


rrr rr eee 


Vol. 15, No. 8 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 











The best of child literature 
and the best of music—are doth in these 
inspiring new books 


NEVER were supplementary 
readers like these! Gay, beau- 
tiful books—full of spar- 
kling little poems and stately, 
marching truths. Kings, bells, 
and clocks—and far-away 
tales . . . all held together 
with music. Actual music! 
With these books you teach 
rhythm of thought and move- 
ment—with the rhythm of 
rich, strange, beautiful sounds. 
At the end of each exquisite 
lesson, are listed the Victor 
Records you should sing or 
hear. Tschaikowsky’s uncan- 
nily lovely “The Witch,” after 
a Hallowe’en poem. Darling 
old Christmas folk songs and 


Behr’s “Tinkling Bells,” after 
the Fir Tree Legend. They in- 
duce a listening quiet, a reach- 
ing-out toward beauty you 
could never otherwise obtain! 

These six MUSIC APPRECIA- 
TION READERS are highly ap- 
proved by both reading and 
music supervisors. They are 
basal readers in music appre- 


ciation. They correlate the best 


of child literature with the 
best of music! Hazel Gertrude 
Kinscella, their author, is well 
known as a writer of music for 
children. She is said by an 
eastern critic to have “an al- 
most uncanny insight into the 
mind of a child.” The third 


book of the series is just off the 
press. See it. A joyous text— 
in three lively colors—linked 
richly with many haunting, 
soft melodies. And you have, 
with Victor Records and the 
Victrola, the /iving music. . . 
played by master musicians, 
or sung by the sweetest voices 
the world knows. 

Ask for more information 
about the KINSCELLA READERS 
IN Music APPRECIATION. 
Write us. Or address the pub- 


lishers direct: The University 


Publishing Co., 1126 Q Street, 
Lincoln, Nebraska. Also ask us 
more about Victor Records and 
Victrolas in classroom work. 


THE EDUCATIONAL DEPARTMENT 


VICTOR TALKING MACHINE CO. 












Mention THe Journat when writing our advertisers. 


CAMDEN, NEW JERSEY, U.S. A. 


























sss eS eee 





THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


. H. NEWLON 


THE NEW SOCIAL CIVICS 


By D.H.PHILLIPS,Head of Department of Psychology, University of Denver,and 
JESSE H. NEWLON, Superintendent of Schools, Denver, formerly President of 
National Education Association 


The New Social Civics for high schools sounds a fresh note in the teaching of 
civics. It helps the pupil to place himself as to his numerous socio-civic relations— 
physical, political, industrial, economic, moral, and religious. 


RAND MCNALLY & COMPANY 


(Dept. L-95) 
New York CHICAGO ' San Francisco 
536 So. Clark Street 


cArithmetic in life situations 


Here is a new series of elementary arithmetics which uses as the medium of instruc- 
tion the quantitative aspects of the life of to-day. They endow the study of arithmetic 
with new vitality and with a new value and usefulness. They give pupils something 


vital and interesting to figure on. 


SOCIAL ARITHMETIC 


by FRANK M. McMURRY 
Teachers College, Columbia University 
and C. BEVERLEY BENSON 


Purdue University 


Book One (Grades 3-4) ade iia $.88 
Book Two (Grades 5-6) Ter hes .96 
Book Three (Grades 7-8) . e 1.08 


Outstanding features are: 


1. Thorough provision for covering the essential mechanics of the subject with fine 
equipment for drill on fundamentals and constant review. 

2. Gradation based on long study of the teaching of elementary arithmetic. 

3. Incentive for self-activity in live and stimulating topics. 

4. Correlation with other subjects of the curriculum, such as life situations require. 

THE MACMILLAN COMPANY 
New York Chicago San Francisco 
Atlanta Boston Dallas 


Mention Tur Jovrnar when writing our advertisers. 


November, 1926 











amas ee 


Vol. 15, No.8 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-227 
a — is aad “s sia ; aa > ‘ 


UNIVENT and 











lass ~ make the difference 








R the same reason that glass has been used for centuries, to let 

in the sunlight, independent of the vagaries of the weather, the 
Univent is used, today, to bring outdoor air directly into the room, 
without regard to storms, snow, rain, smoke, dust and nerve-wrack- 
ing outdoor noices. 


Cleveland Heights High Po we SY Ohio, Univent and Glass make the difference between primitive life, where 
Wallace G. Nesbitt, Director of Schools 
Franz C. Warner & W. R. McCornack, Architects, 


man must take what nature gives him— and modern life, with the 








Mayer & Valentine Engineers enjoyment of fresh, clean, comfortably warmed outdoor air, within 
penne 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. 

The reasons for their choice are contained, with many other inter- 

VEN Ti LATION esting facts, in the book, ‘“‘Univent Ventilation.” Write today, and 
let us send your copy. 
Mfd. only by THE HERMAN NELSON CORPORATION, Moline, I//. 
Builders of Successful Heating and Ventilating Equipment for 20 Years 
ee ee en re et Ee 
BELFAST, ME. NEW YORK CITY PITTSBURGH COLUMBUS DES MOINES SAN FRANCISCO DENVER SEATTLE 
BOSTON SYRACUSE GRAND RAPIDS TOLEDO MILW AUKEE EMPORIA SALT LAKE CITY VANCOUVER 
NEW HAVEN PHILADELPHIA DETROIT INDIANAPOLIS MINNEAPOLIS OMAHA SPOKANE TORONTO 
SCRANTON CLEVELAND CHICAGO ST. LOUIS KANSAS CITY PORTLAND 


Mention Tue Journat when writing our advertisers. 



















SLIDES 


LOWER the COSTS 


of your assembly singing equipment by purchas- 
ing only the songs you want to use, in an endur- 
ing type of material— 


SIMS SONG SLIDES 


New Copyright Material 
Old Favorites in Four Parts 


Literature on Request 
SIMS SONG SLIDE CORP. 
Kirksville, Mo. 


aa ee ee RE gO) SR 


sent te RI LEAR AOC AIL 












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 sec- 
tions of eight. 

For the teaching of Physics, Chemistry, Biology, Agricul- 
ture, Electricity, and Domestic Science, and for use in Manual 
Training and Kindergarten Work, there is no Laboratory 


Furniture that equals Kewaunee in service and endurance. Ask 
for a copy of the Kewaunee Book. 


Address all inquiries to the factory at Kewaunee. 


Jeunuice dif. Co- 


C. G. CampseE.t, Treas. and Gen. Mgr. 


123 LINCOLN ST., KEWAUNEE, WIS. 
New York Office, 70 Fifth Avenue 


Offices in Principal Cities 








WUUUBRRAARERE REELED EERE REAR as ees eee eee ew ee. 


Tue JourNAL or THE NATIONAL EpucaTION ASSOCIATION November, 1926 





Mention Tue Jovrnat when writing our advertisers. 








GENERAL PRACTICE IN KINDERGARTEN 
EDUCATION IN THE UNITED STATES 


OMPILED by the Research 

Committee of the Department 

of Kindergarten Education of the 

National Education Association. 
Mary Dabney Davis, Editor. 


A VOLUME OF SERVICE 


to kindergarten teachers, supervis- 
ors, administrators, and students of 


teachers’ colleges setting forth the 
history and development of the kin- 
dergarten movement. 


155 Pages . . . Price, $1.00 


Discount on orders for 10 or 
more copies 


PUBLISHED BY 


NATIONAL EDUCATION ASSOCIATION 
1201 Sixteenth Street N. W. Washington, D. C. 





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 is 
guaranteed to clean blackboard 
erasers to your entire satisfaction— 
or your money will be refunded. 




























The Little Giant is operated by a 
Universal motor, adapted to all 
electric currents; it is provided 
with nine feet of Underwriters’ 
lamp cord with Universal plug 
ready to attach to any convenient 
lamp socket. Strongly made of 

D malleable iron and aluminum, its 
Price, $32.50 weight is but eight pounds and can 
be shipped by parcel post. 





The Little Giant is a mod- 
- Bo ae device oe 
shou in every school. 
Put this accepted aristocrat Address Dept. J 
of blackboard eraser clean- 





ore, te work in your school JAMES LYNN CO., 
t . 
satisfaction, —— «(See Jackson Blvd., Chicago 





THE LITTLE GIANT ELECTRIC ERASER CLEANER 
Silent - Swift - Dustless - Simple ~- Inexpensive 













te a nr 








THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Different! 


"The child who reads 
ts the child who leads” 


To make the world a hap- 
pier place for children to live 
in; to help enrich their lives 
with a fund of beauty, humor 
and truth; to instill admira- 
tion for the noblest qualities 
and so make them better, 
wiser and stronger to meet 
the problems of life, is the 
BOOK HOUSE ideal and 
is the privilege of every 
woman who associates 

self with us in this great work. 





4yB@KHOUSE 
My TRAVELSHIP 





There is nothing just like it! 


“I do not think there is another work quite 
its equal in existence.” This sentence hap- 
pened to be written by a pastor in a large 
Missouri church but it simply expresses a 
thought that has been uttered or written by 
literally thousands of educators, librarians, 
writers and parents all over the land. 


That is why the “Book House Lady,” as 
she is so frequently and affectionately called, 
is hailed with such joy and gratitude, not 
only by children but by mothers to whom 
she has introduced this remarkable publi- 
cation. 


A representative says, “The work is such 
a joy; experiences are so varied and there is 
always such appreciation from the mothers 
for bringing into their hands such detightful 
worth-while stories that one feels glad one is 


living.” And she adds, “As our books are 
different so our firm is different; always help- 
ing in the right way and making work a real 
pleasure.” 


Are you without an Assignment? 


Or would you like a change, that promises 
greater opportunity both for income and 
service? The BOOK HOUSE for CHIL- 
DREN needs more women of the same high 
calibre as those now in the field. Your train- 
ing and experience as a teacher fit you ideally 
for the position and it will pay you far more 
for the time spent than most positions in 
school or business. 


You will be interested in reading what 
others like yourself have done. Send for the 
booklet, “What Can a Woman Do?” 


TheBG@DK HOUSE 4, CHILDREN 


Dept. 11-B, 360 North Michigan Avenue 


The BOOK HOUSE for CHILDREN 


Dept. 11-B, 360 North Michigan Avenue, CHICAGO 
Please send me the free booklet, “What Can a Woman Do?” 


OR OOS ee eee 


| a a See SS eee 


Mention Tue Journat when writing our advertisers. 





Send Coupon 
uuu. | for this Free Book 





noe SRC ae 


6 De IE ER re te re tee 


: 
. 
' 
| 





A-230 


‘PETERS 0). 


Laboratory and Library Furnitu Furniture 


——— — 


No. 1412—Students’ Domestic Science Table 


Where Quality Counts! 


In the classroom or in the laboratory, wherever 
quality counts, you will find Peterson Furniture. 
Only those using it can appreciate the great care 
we have taken to meet the exacting demands of in- 
structors, school officials, and expert chemists. 
Every Peterson design is based upon a thorough 
knowledge and a full understanding of the actual 
conditions prevailing where the equipment is to be 
used. Each article is constructed by skilled crafts- 
men from selected materials. That is why Peterson 
Furniture gives so many years of satisfactory serv- 
ice. Quality does count in furniture as in every- 
thing else. 


Write for Catalog No. 14-N 


LEONARD PETERSON & Core 


Manufacturers of Guaranteed Laboratory Furniture 
OFFICE AND FACTORY 


1222-34 Fullerton Ave., Chicago, Ill. 
New York Sales Office: Knickerbocker Building., 42nd and Broadway 


‘THE JOURNAL OF THE NaTIONAL EpucaTION ASSOCIATION 





‘PUBLIC cANNOUNCEMENT! 


SUISUAL INSTRUCTION 
FOR ALL SCHOOLS 


WE HAVE ESTABLISHED 


FILM TWO COURSES 
LESSON CIVICS 
LIBRARIES NATURE STUDY 


with 
Complete Teacher’s Manuals and Methods of Use 


for each lesson in fifteen centers throughout the United 
States, for the service of Schools equipped with motion 
picture apparatus. 


In addition we are establishing 
A COMPLETE SERVICE of THREE COURSES 
FILM LESSONS CIVICS 
OPERATOR NATURE STUDY 
PROJECTORS CURRENT HISTORY 
with 
Complete Teacher’s Manua!s and Methods of Use 


for each lesson for unequipped schools on regular Sched- 
ule in many centers throughout the United States. 


All Film Lessons are pedagogically correct and fit into 
the School curriculum at a price that anv school can 
afford. 


All Film Lesson material is on non-inflammable stock. 
For further particulars, address 
Neighborhood Motion Picture Service, Inc. 
131 West 42nd Street, New York City 


LIFE MEMBERSHIP 


Are you interested in the question of life membership in the profession? What are 


its advantages to the member ?—to the Association? Who are eligible to life member- 


ship? 


Write for the leaflet on Life Enlistments which gives complete information. 
] 


NATIONAL EDUCATION ASSOCIATION 
1201 SIXTEENTH STREET 
WASHINGTON, D. C. 


Please send further information concerning Life Membership. 


Name 


Address 
(Street) 


(State) 





Mention Tue Journat when writing our advertisers. 


November, 1926 












Vol. 15, No. § 


He JOURNAL OF THE NATIONAL EpucaATIon ASSOCIATION 




















<— 
‘PB 


x—~. 


This 


fire marshal 
does duty in every room 


IRE-DRILL! No longer the harsh clangor of a 

brazen gong. For, with the Public Address Sys- 
tem, the clear commands of the school’s fire marshal, 
standing at his post, are heard in every room. 


If fire ever strikes, the fire marshal’s voice clears the 
building without confusion. If, for instance, any exit 
is blocked, the line of march for the classes affected is 
changed instantly and quietly. 


There is no greater safeguard than the Western 
Electric Public Address System, and this fact, coupled 
with other uses—sending music, speeches, calisthenics 
commands into any or every room—makes the system a 
desirable feature for any school. Let a specialist from 
Graybar Electric explain its advantages to you in detail. 


Offices in 59 Principal Cities. Executive Offices, 100 East 42d St., New York 


GraybaR 


Successor to Western Electric Supply Dept. 


Electrical)Supplies 


QUALITY ELECTRICAL SUPPLIES ARE SHIPPED 












Mention Tue Journat when writing our advertisers. 





Tue JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 















Just as essential 
as correct diet 


In this enlightened age, 
dietetics is working won- 
ders with growing chil- 
dren, and in the proper 
adjustment of diet, the 
scale, above all else, is the 
indispensavle guide. 

Medical examiners will 
tell you how vital are 
weight records and how 
essential it is that they be 
accurate records—the 
kind of records that can 
be obtained only with de- 
pendable scales such as 
the Fairbanks Scales illus- 
trated on this page. 


For almost a hundred 
years Fairbanks has been 
the dominant name in the The Pulbenks 
field of fine scale manu- School Scale 
facture, and the Fairbanks 
Scales illustrated are truly representative of 
Fairbanks precision and dependability. 

The school scale shown above is finished 
in durable mahogany enamel. It weighs to 
300 pounds by quarter pounds and may be 
read either from sitting or standing posi- 
tions. 

The clinic scale shown below is a highly 
refined and very sensitive scale, finished in 
snow-white enamel, capacity 105 pounds. 
Write us for full particulars and prices. 















































The Fairbanks 
Clinic Scale 


i 


5 Sh oot dananendicaenntenh mane acetic Sida oe 





FAIRBANKS 


FAIRBANKS 
SCALES 


Preferred the 








NEW YORK CHICAGO 
Broome and Lafayette Sts. 900 S. Wabash Ave. 
And 40 other principal cities in the United States 


ASA201.17—2221 


Mention Tue JournaL when writing our advertisers. 


The Moeser Extended 


Arm Insures 
Correct Posture 





From One Superintendent 
to Another 


Supt. W. J. Hamilton, of the Public Schools of 
Oak Park, Ill., writing to Supt. B. O. Skinner, 
Marietta, Ohio, said of the National Semi-Steel 
Desk with Moeser Extended Arm: 

“The arm rest on the desks is the best thing that we 

have found to insure erect posture, and the pupils 

assure us that the seats are more comfortable and 
more convenient for desk work through the addi- 
tion of this arm rest. Our Board is placing a large 
order for further installation of this type of desk.” 


No Twisting in Seat 


By the use of the Extended Arm Rest we obvi- 
ate all necessity for the pupil twisting in the seat 
and facing the light in order to secure support for 


the arm when writing; also greatly increase the 
usable writing and working surface. 


The Moeser Supporting Arm Top can be fur- 
nished with any National School Desk. 


You will be interested in our Catalog and Cir- 
culars on National School Equipment. 


The National School Equipment Co. 


Manufacturers of Complete School Equipment 
Port Washington, Wis. 







November, 192¢ 














THE JOURNAL OF THE NATIONAL EpucaTIon ASSOCIATION 








Here is the poster which makes them 
remember four facts about teeth! 


May we send it to you—free? 


miniature reproductions for 
distribution — little cards, 
printed in color, which 
make a great appeal to 


rooms throughout the 
country, this attractive art 
panel has proved its value. 





Study it closely. You will BUILD -STRONG ‘TEETH . children. 
see that it is not merely a | BY GIVING THEM TOOTH-BUILDING FOODS 


decorative poster. It is a 
valuable piece of teaching 
material, about which can 
be woven the whole story 
of teeth and their care. 


| Seema eeccre Fill out the coupon 


BY KEEPING THEM CLEAN oer. ; 
BY GIVING THEM DENTAL CARE below, indicating the 


{ 





EE number of posters and 
‘iS We y MLL cards desired. With them 
_ \ 4 we will include a com- 
plete set-of other equally 
The poster -is_ striking valuable publications, 
in color and so large that it is exceptionally which have been prepared by the Edu- 
effective when hung in the classroom. We cational Department as an important 
shall be very glad to send you as many phase of the cooperation it offers to 
copies as you require. You may also have educators. 





7) 
4 


ie 
Wax i “ Ot, 
SZ 
















EDUCATIONAL DEPARTMENT, POSTUM CEREAL COMPANY, INC. 
Postum Building, New York, N.Y. 


© 1926, P.C. Co. 


Please send, also, a set of your other free publications. 





Please send me, free, the following publications: 


| eS: 


N THOUSANDS of class- 


ewe ES Build Strong Teeth cards. 


| 
| 
| 
Wu.build Strong Teeth posters. | School...... 
| 
| 


Mention Tue Journat when writing our advertisers. 







































‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION November, 192% 


2S 


sie 


i UNIVERSITY SERIES There is 

4 * . 

' American History Maps— Set No. 23 | am hotel in 

a . Europe, Commercial and Indus- 21. Territorial Expansion to 1854. | W 

Ny trial, about 1453. x 23. The United States in 1861. | NE YORK 
j . ee ees Dette Exploration 24. Campaign and Election of 1860. ? 

4 and = ° or > " 7 P \ 

} . North and South America—In- ~ a | Ps ee of Emencipation te A)! With 


dians, Cultural and Food 


— 26. The Civil War, 1861-1865. ul Oe 1000 ROOMS 


. Spanish Explorations and Settle- 27. The Westward Movement of Popu 
ments to 1580. alte lation to 1870. i WITH 
. Voyages and Discoveries to 1610. 28. Transportation Early Railroad ‘ ! | BATH 
. European Settlements and Claims Period, 1840-1880. \ 
to about 1760. 9. Transportation — Later Railroad 
. Early Grants and Origin of the Period, since 1880. 1 
Thirteen Colonies. 30. The United States = eee -Phys- - Rates 
. Claims of the Nations in North ical, Political, Economic. . ° 
America, 1689-1713. 31. Four important elections since | ~ f Single with 
. Results of the French and Indian Civil War. ; ; , | bath 
Wars, 1754-1763. 32. Hispanic America—-Wars of Ind. | 
. The Thirteen Colonies in 1774. and Inter-Am. Relations. | $3.00 
. The Revolution in the Middle and 33. South America—-Commercia! and | 


TSR RE 


6 te 








Northern Colonies. Present Day. | | } AND UP 
, . The Revolution in the South and 34. Western War Area. — 1} | 
i West. 35. Agricultural Regions of the United } | | D 
: Western Land Claims and the Or States. } | 
4 dinance of 1787. ; 36. Agricultural Products of the | , Wi a 
, . The United States in 1790 and United States. 3 le | KE 
i about 1802. ; 37. Coal, Iron, Petroleum, Gas, of ; \ it Bath 
. The United States in 1816 the United States. via $4.00 
Mi . The United States in 1830. 38. Minerals of the United States. ‘ 
3 . Transportation—River and Canal 39. Manufacturing Industries of the : 3 AND UP 
4 Period. 1816-1840. United States. A , 
| . The Mexican War and Compromise 10. United States and the Pacific } y 
: of 185°. Ocean. ‘ 2 Twin Beds 
. Elections of 1812, 1828, 1840, 41. World Commerce. | 
1856 32. United States—Present Day. and Bath 
Forty Maps, 52x 40 inches. Edges bound with muslin. : : : $6 00and $7 00 
' Price, with Adjustable Steel Stand or Wall Bracket : $48.00 ne ‘ ’ 
{ Maps on Muslin Backs ca AWA Parlor, Bed- 
Any Map on Common Rollers, on Muslin $3.50 
t . . y : j ——S 
Any Map in Single Steel Case, on Muslin ae 7.00 ; Sea a /A\\ SS : roomand Bath 
Any 8 maps (one on a roller) : fs 41.00 } : GIRS Ge $8.00 
; Any 10 maps (one on a roller) : 50.00 
4 Any 20 mapr (two on a roller) 71.00 


f Any of the above maps may be selected in these sets. 
i Maps mounted two on each spring roller, the lower edge of the top 


map, in each pair, attached to the top edge of the bottom map. 


: Write fer 32-page catalogue—Salesmen write for contract. 5th Avenue and 28th St., New York 
McConnell School Map Co. A. M. GUTTERSON, Manager 


: Not Inc. 
: 608-610 East Madison Street Goshen, Indiana Known as a Home in the Heart of Things 





YOUR PRINTING | 


is your representative. It reflects your judgment 
and character. Naturally, therefore, you should 
select your printer as carefully as you would 





See ee aa eee 










an individual to represent you. 


OUR PLANT 


fully appreciates the confidence our clients im- 


et ape Ce 





ReaD mae 





pose in us when they ask us to produce their 
printing. Each and every job—from a calling 
card to a million copies of a large magazine—is 
given the same attention. It will be to your ad- 









With the Leitz Film Projector you not only reduce the cost of the vantage to get information from us regarding 
lecture material to a fraction, but likewise the cost of operation and, what 
is equally as important, the entire instrument is most simple in manipula- 
tion and due to its small size and light weight it can be carried in a 
hand bag. | 


The Leitz Film Projector uses standard motion picture film rolls on | 
which are a series of still pictures. A great variety of such lecture films 
is now being offered by commercial, religious and educational organiza- 
tions. To those who desire to prepare their own films from interesting 
scenes and other materials for projection, we recommend: 


“Leica” Pocket Roll Film Camera for standard motion picture films. 
Contact Printer to prepare positive film from the negative films 
taken with ‘“‘Leica’’ Camera. 





your next order for printing. 


















Among the publications from our presses 
are The Journal of the National Education 
Association, The National Geographic Maga- 
sine, The American Federationist, The 
American Motorist, The American Junior 
Red Cross News, The Bengalese, The Master 
Mason, and the Daughters of the American 
Revolution Magazine. 

























Leitz, in offering this equipment, has opened an entirely new epoch for 
Visual Education. Ask for Catalog “M" (TT) 


\ NEW: YORK / 
60 East |O™St 
AGENTS: 
| Pacifie Coast States: SPINDLER & SAUPPE, 86 Third Street, San Francisco, Calif. 


Canada: THE J. F. HARTZ CO. LTD., Toronto 2, Canada. 
| Philippine Islands: BOTICA DE SANTA CRUZ, Manila, P. I. 










JUDD & DETWEILER, INC. 


Master Printers 
| WASHINGTON, D. C. 





















STO TOS LEI IO EP a EE RR FIL TSE Ne IL ODOR A A 





Mention Tue Journat when writing our advertisers. 
































THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


A 


in a School Size 


AENEAN aE 
WULANHILANDUSLAOUEU NOOO EAE HAE 








(diminutive) pzano 


for the Class-Room 


(only 3 feet 834 inches high) 


7. spool-box is placed in 


the top of the instrument 
—which is low enough to 
enable the teacher to face the 
class and watch the 
recording simul- 
taneously. Full, rich 
toned; action 
adapted either to 
hand playing or 
for use with re- 


producing mech- 








Write for information and prices 


anism; sturdily built; easily 
moved through corridors 
from one class-room to an- 
other; and yet a genuine 
AMPICO, com- 
manding the re- 
sources of 250 
master pianists, 
ready to play, at any 
time, the Complete 
Piano Literature of 


the World. 


THE AMPICO CORPORATION 


Educational Department 


437 FIFTH AVENUE 





NEW YORK CITY 


Mention Te Journat when writing our advertisers. 












The Two Largest Chains of 
Business Schools in Europe and 
America Buy Over 


1,000 


No. 12 
REMINGTONS 

































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 









THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 















Mention Tue Journat when writing our advertisers. 








mea LT iH 
EDUCATION 


A program for public schools and 


teacher-training institutions 








Prepared by the Joint Committee on Health 
Problems in Education, Thomas D. Wood, 
M. D., Chairman. The demand for this report 


has been so great that a fifth edition has been 
necessary. 
164 pp.—$1.00 a copy. 10% discount on orders of from 


2 to 9 copies ; 25% discount on orders of 10 to 99 copies; 
33 1/3% discount on orders of 100 or more. 


NEW REPORTS 
Conserving the Sight of School Children 


Prepared with the cooperation of The National Commit- 
tee for the Prevention of Blindness, 


48 pp.—Each 25 cents 
Ventilation of School Buildings 


Prepared in cooperation with the Elizabeth McCormick 
Memorial Fund, 


8 pp—Each 15 cents 


OTHER SCHOOL HEALTH 
PUBLICATIONS 
Prepared by the Joint Committee on Health Problems 


Chart set—Fifty-eight charts, each 
22 x 28 inches, 


Per set (transportation extra) $7.00; Sets tinned top and 
bottom with hangers $9.00 


Health Chart Report—sh: wing miniature re- 
production of ail charts, 
Each 25 cents; per hundred $15.00 


Minimum Health Requirements for Rural 
Schools, 


Each 10 cents; per hundred $5.00 


Health Essentials for Rural School Children, 
Each 15 cents; per hundred $8.00 


Health Improvement in Rural Schools, 
Each 25 cents; per hundred $15.00 


Health Service in City Schools, 
Each 25 cents; per hundred $15.00 


National Education Association 
1201 16th STREET NORTHWEST 
WASHINGTON, D. C. 
or 
American Medical Association 

535 NORTH DEARBORN STREET | 
CHICAGO, ILL. 


November, 1926 






























































6 Vol. 15, No. 8 


THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION 











. 


me 
; 





in Comparison 


OLD RELIABLE 


BLACKBOARD 


This trade mark on the bach of each genuine prece 


The standard by which all others are judged 
... for forty years Old Reliable Hyloplate 
has stood out in comparison. In the last 30 
years more than 42,000,000 square feet of 
Hyloplate have been sold. Used in schools 
throughout the United States, and in 22 for- 
eign countries, there is more Hyloplate in 
service today than all other manufactured 
blackboards combined. 

Hyloplate is universally accepted for its 
economy and unrivaled high quality. It will 


X | eae = 
Alpha Dustless 


Crayon 


Patented 57 years ago. Unilorm 
high quality. made of high-grade 
imported materials in a special 
factory NO soap, grease or 
other ingredients harmful to black 
boards used. Durable, dustless, 
sanitary, writes clean and clear 
Extra strong. In “hard,” * med: 
um,” and “‘soft."" Very econom- 


swcal. Write for catalog 1] A, 


Geographical 
Globes 


W C Globes are specially adapt- 
ed for school use on desk or 
table, or hung from ceiling. For 
45 years unexcelled in mechanical 
construction. Imported litho- 
graphed maps. Color guaranteed 
not to fade Hour circle on each 
to indicate the ume anywhere in 
the world 30 styles and sizes 
Write for catalog 1] G, 


— 
lena 
—_ 
—_— 
= 
—_— 
ee 
-— 
= 
J 
J 
— 
es 
= 
J 
J 
— 
3 
= 
s 
- 
- 
* 
= 
- 
—] 
= 
= 
~ 
= 
= 
~ 
- 
= 
= 
- 
7 
] 
= 
= 
= 
= 
= 
= 
—] 
= 
J 
= 
7 
es 
= 
= 
—] 
= 
s 
= 
- 
— 
= 
= 
= 
= 
= 
7 
= 
= 
a 
= 
= 
had 
a 
= 
= 
= 
- 
= 
= 
= 
= 
J 
- 
- 
I 
— 
I 
I 
- 
a 
= 
- 
o 
I 
7 
= 
J 
a 
= 
~ 
= 
~” 
- 
= 
I 
= 
= 
s 
hol 
= 
= 
me 
3 
= 
dl 
3 
* 
= 
a 
- 
cal 
* 
. 
5 
I 
~ 
J 
= 
- 
= 
| 
= 
= 
= 
= 
—] 
J 
1 
- 
- 
s 
= 
= 
= 
= 
- 
= 
= 
= 
a 
= 
- 
-~ 
had 
- 
- 
= 
= 
—] 
= 
= 
= 
o 
- 
= 
= 
cae 
J 
- 
= 
= 
= 
- 
s 
oa 
7 
= 
cal 
- 
- 
a 
= 
J 
= 
se 
7 
7” 
= 
= 
= 
= 
7 
= 
-_ 
— 
—, 
— 
_— 
— 
— 
—_— 
— 
— 


A 
p 


not warp, chip, crack or break. Its velvet writ- 
ing surface... hard, close-grained and smooth 
... is famous the world over. The oldest of 
all manufactured blackboard...Old Reliable 
Hyloplate, in its 41st year, is still the leader. 
Produced by the world’s largest manufacturers 
of blackboard, fully guaranteed by them, and 
the distributor who sells it, to last 10 years or 
more. Easy to install ... in black or green. The 
genuine always has the trade mark on the back. 
Write for catalog | 1H,toobtain sample and facts. 


Bacon sical 
Wall Maps 


Larger than others at same prices. 
Lithographed in9 colors Machine 
mounted on heavy cloth backing 
Engraved to allow a larger map 
of each country, revised to ume 
of sssuing ediuon Detail clear 
and clean. Show comparative 
ume, steamship routes with dis- 
tances, heights of mountain peaks, 
and principal railroads. Better.but 
cost less. 48x 41—U.S . Europe, 
Asia, E & W. Hemispheres, 
World No. Amenica,So Amenca 
Ainca Wie for catalog 11 B, 


(patented) 


Costello Double- 
Sewed Eraser 


Sanitary, easy to keep clean. Re- 
inforced back prevents curling up, 
spreading, or breaking down in 
use. No “pockets” between felts 
for dust to enter. Nothing bur felt 
used in uts construction. Noise 
less Works better, lasts longer 
Chosen by school boards every: 
where. Guaranteed perfect. We 
lor catalog 11 E. 


7 
| 


Mention Tue Journat when writing our advertisers. 














THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION November, 1926 












RESEARCH BULLETIN 


—_—THE NID A= _— Keeping Pace With the Advancing 


Curriculum 


SCIENCE READERS Vol. III, Nos. 4 and 5 



































The demand for this issue of the Research 
: Sulletin has necessitated a third reprint which 
They Are Eager for Science has just come off the press. This is the latest Re- 
wR L eae search Bulletin dealing with the curriculum and 
Children are eager tor s¢ientific information. ine Geek widely used by school people actielll 
Their reading has been overloaded with fairy a <a ng Da y — 
tale and fiction. The idea that they are not in- participating in curriculum revision. 
terested in scientific facts is itself disproven by ; 
facts and the endless questions of children about Single copies _- cents 
matters of fact. Respect their honest curiosity | Two to nine copies 10% reduction 
and give them easy, interesting scientific reading. | Ten or more copies 25% reduction 
{ 
i} ._Book [I1I—The Baby Animal Zoo. Book IV— | ORDER NOW 
|} Animal Life. Book V—Makers of Progress. 
| Book VI—Early Men of Science. List price, 88 
ii} cents each. ‘ . be: 
| National Education Association 
» ry. f ‘ >) A * 
D. C. HEATH AND COMPANY 1201 Sixteenth Street N. W. 
Boston New York Chicago Atlanta WASHINGTON, D. C. 
Dallas San Francisco London 








The Andrew Lang Readers H 2355) ful Ne IVeEw 


Probably the greatest collection of fairy stories 
ever made is that of Andrew Lang, whose series 
of more than thirty fairy books (Red, Blue, 
Green, Yellow, etc.), are known and loved wher- 
ever English is read. 





SUPPLEMENTARY MATE MATERIAL 








For the English Teacher 


A New Shakespeare Book 

SHAKESPEAREAN STUDIES SIMPLIFIED 
By Frederick Warde, D. Lit., Famous Shakespearean Actor, 
Author of “The Fools of Shakespeare,’ etc., and B. F. Sisk, 
M. S., M. A., well known educator, Author of “Elements of 
Grammar” and ‘Grammar as a Science.’”” A Handbook for teachers 
and pupil. Analyzes 15 most important plays. Tells how to 
study a play. Contains much material from sources not available 
to average students and teachers. A most helpful book. De- 
signed by an Actor and a Scholar to impart a keener appreciation 
of Elizabethan drama. 189 pages. Attractive cloth binding. 
Illus. $1.50 postpaid. 





These irresistible stories have brought to 
multitudes of children the joys of “Make-Be- 
lieve.” They create healthy imaginations as 
they carry the child far away to the land of 
“Once-Upon-a-Time,” and produce independent 
thought as they carry him far ahead in his 
powers to enjoy the printed page. 

The ANDREW LANG READERS are 
made up of selections from these Lang Tales, 
specially edited and graded to meet the needs 
of the children of the age and grade for which 
they are intended. 











mw AOBOSRA PO 





For the Primary Teacher 


- 
co} 





THE PUPPET AS AN ELEMENTARY PROJECT 
By Emma Pettey 

Tell. in simple language how to make and use all kinds of puppets. 
Describes their project values in correlating art, literature, handi- 
craft, language and voice work in Kindergarten, Primary, Ele- 
mentary and Advanced grades. Many Puppet Plays; how to make 
stage and scenery. Tracing patterns for making puppets. Over 
50 illustrations. Cloth. $1.25 postpaid. 


SPARKS 
By Valine Hobbs 


Fire Prevention rhymes, stories, and playlets: most happily ar- 
ranged as a supplementary reader for Primary grades. Bright 
original material, highly interesting and definitely helpful in 
teaching both reading and Fire Prevention—a subject which is 
being stressed more and more every year. Charmingly illustrated 
by the Author. Cloth. 75c postpaid. 


Pioneer Publishing Co. 
WORLD BLDG. | 
Fort Worth, Texas | 





—APHeAZBMSEMM vy 


or 
























Studies in Vocational Information 
BY BATE AND WILSON 
















A new guidance text for Junior High, Vocational, 
and Continuation Schools. Field work and outside 
reading. Inspirational and practical. Fully illus- 
trated. 

























LONGMANS, GREEN & CO. 


New York Chicago Boston 






Mention THe Journar when writing our advertisers. 













THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-239 


Children trained in this Course 


are able to read intelligently and to study effectively _ 





OLENIUS 


Course in Reading 
Completion of course GRADES I-IxX 
| 


Junior High School texts 


The Bolenius Course represents an entirely new phase in the 


LITERATURE IN THE JUNIOR ‘ ‘ f 
HIGH SCHOOL evolution of the teaching of reading. From the first lesson it 


Book One, Gd. VII. $1.40 leads the child to realize that reading is not mere “word call- 


Book Two, Gd. VIII. In press ing,” but that back of the printed symbol lies the idea which 
Book Three, Gd. IX. In press he must grasp, and that he has not “read” unless he has suc- 
“A Guide to Literature’ , t 
Manual for Grades VII, VIII, cessfully interpreted the printed page. It requires real thought 
IX. In press responses, the checking of these responses, and an equipment 


which furnishes the technique demanded. 


HOUGHTON MIFFLIN 
COMPANY Through the Bolenius Course correct habits of study are 


i 
Boston New York Chicago established which will bear fruit in all of the pupil’s school 
San Francisco work, and in his later development. 















THANKSGIVING 
IN POETRY 


Poems that are different 
‘Extremely well chosen’’ by 


Bring Your Pupils to Wash- 


ington and Mount Vernon 


A trip over the Historic Route to the home of our 
first President is of considerable educational ad- 
vantage. It is an object lesson which makes it 
easy to understand many things otherwise difh- 
cult to comprehend. 












THE CARNEGIE LIBRARY SCHOOL ASSOCIATION 


Poems printed on one side of the page only so 
they may be cut and mounted for distribution. 












60c. per copy 


Other Subjects in the Series 


CHRISTMAS IN POETRY, Ist series 
CHRISTMAS IN POETRY, 2d series 
MOTHER’S DAY IN POETRY 
ARBOR DAY IN POETRY 
EASTER IN POETRY 






















60c. per copy Trip also includes Alexandria, originally sur- 


veyed by Washington, where numberless his- 
toric relics are still preserved intact. 








Send for free catalog of 

Helps for Debate Coach 
Helps for English Teacher 
Helps for School Librarian 
Helps for Grade Teachers 


Write for free illustrated folder 
Washington Virginia Railway Company 


Mt. Vernon Electric Line 


Station and Terminal 
12th and Pennsylvania Avenue N. W. 


WASHINGTON, D. C. 











The H. W. Wilson Company 
963 University Avenue New York 

















Mention Tue Journa, when writing our 2dvertisers. 









THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


6g 





es, I thin 
Ive heard 


ahout tt 


N advertisement is a curious thing, 

isn’t it? As you sit here reading this 
advertisement you may find yourself so 
interested as to read every word of it. 
Or you may read only the headline— 
and turn the page. Whatever you do, 
the advertiser must feel that his effort 
was worth while. 


This publication carefully scrutinizes 
every one of its advertising pages. The 
merit of each product “sold” through its 
pages must be proved. In that respect, then, 
this message is worthy of your perusal. 


The purpose of this particular adver- 
tisement is to tell you about Compton's 
National Teachers’ Service. So when you 
are asked if you know Compton's Na- 
tional Teachers’ Service, your reply will 
be, “Yes, I have heard about it.” And 
whether you hear about it now for the 
first time or have heard of it before, it 
is quite certain that you, 
as a progressive teacher, 


time goes on. 
In short, Compton's 








National Teachers’ Service was planned 
and written by people thoroughly ac- 
quainted with schoolroom needs and 
the problems confronting the teacher 
in her daily work. It was designed to 
supply the modern teacher with all the 
material she can possibly need, and thus 
make her work easier and better. Every- 
thing is there .. . lesson plans, outlines, 
type studies, problem-projects, models 
for countless other projects, profusely 
illustrated current material mailed to you 
every month, graphic pages on every 
subject, everything presented as the best 
teacher at her best, and with every source 
of material at her instant command, 
would always present it. 


Now, if you have read this far, per- 
haps you would like to know more about 
our Teachers’ Service. If so, a card to us 
will bring the desired information at 
once. At any rate—as a 


Note to School Executives matter of interest, won't 


are going to hear more The teacher who applies to you for a po- 
. sition, and informs you she has enrolled 
and more about it as for Compton's National Teachers’ Service, 


merits your courteous consideration. For read our ad? It will help 
she comes to you equipped with the 


finest teaching tools obtainable. a lot. 


you just drop us a card 
saying that you have 


F.E.COMPTON eeeneery 


1000 N. DEARBORN STREET « CHICAGO, ILLINOIS 


Mention THe Journat when writing our advertisers. 


SOMEONE YOU KNOW IS ALREADY USING COMPTON'S NATIONAL TEACHERS’ SERVICE 


November, 1926 


99 


—— 
a iii ile ~ 









November, 1926 


Legislation for Childhood 


Francis G. Biair 


President of the National Education Association and State Superintendent of Public 


pouT forty years ago there came 
A to southern Illinois a gentleman 
born and reared on the rolling 
prairies of Lowa. Up to the time of his 
coming, as I have heard the story, he had 
never seen a natural forest. He had seen 
only those trees which were set out and 
grew up together. When he heard of a 
strip of virgin timber in the creek bot- 
tom where there were growing trees two 


. or three hundred years old, he asked to 


be taken out to this forest. When one 
of the farm neighbors had driven him 
to a point from which he could see the 
great sycamores and elms and oaks and 
hickories reaching toward the sky, he 


‘asked the driver to stop. For a moment 


he looked as if he were in prayerful 
adoration. Then he made a remark 
which showed clearly that he was igno- 
rant of the composition of a naturally 
grown and growing forest. He seemed 
to think that all there was to this forest 
were the great upstanding trees which he 
beheld in the distance. He seemed un- 
conscious that down under those tower- 
ing sycamores and elms and oaks was an 
under-forest of young sycamores, young 
elms, young oaks, ever reaching their 
branches upward to the sunlight and the 
air. And he seemed wholly unconscious 
that down under the leaves, in the warm 
fructifying mold, there were hundreds 
of thousands and perhaps millions of 
acorns and nuts and seeds swelling big 
with the promise of a future harvest. 
But if this same gentleman could have 
come back to that region three years 
thereafter, when what we commonly call 
in southern Illinois a cyclone swept over 
this region, flattening to the earth and 
wrecking this bit of primeval forest be- 
yond recognition—and if he could have 
gone with some of the younger folk who, 
having been away at school in February 
when the storm came, went one bright 
May afternoon to visit the wreck of this 





"An address before the National Educa- 
fion Association at Philadelphia, Pa., June 
30, 1926, 


Instruction, Springfield, Illinois 


forest where they had celebrated their 
Fourth of July occasions and held so 
many picnics, and if he could have seen 
what they saw with their eyes, he would 


THE CHILD 


HE cHILD! The child!! The 

child!!! Let us keep our eyes on 
the child. For him the school exists. 
For him architects make noble build- 
ings. To aid his learning books are 
printed. To guide his growth teachers 
are trained. By his needs all the de- 
vices of administration and manage- 
ment are measured. He is the center 
of gravity of the school. 

Through the eyes of the child so- 
ciety looks into the future. In his 
life come together a million streams of 
hereditary influence stretching back 
into the twilight of man’s history. 
Into his life society builds with in- 
finite patience the elaborate fabric of 


tattitudes and practices that men have 


forged through all the centuries. 
Every aim of education must be tested 
by the needs of the child. 

To be a child is to look forward. 
That is the message of the Great 
Teacher. Every institution that is to 
endure must be tested by its service 
to childhood. The challenge of the 
child is the call of tomorrow with its 
higher ideals, its wiser organization of 
life, its wider harmonies of race and 
religon, its nobler spirit, its surer ap- 
preciaton of service and the solid 
values of life. The child is the to- 
morrow of the human race. His 
teachers are the makers of tomorrow’s 
civilization. All hail! The child! 
The child!! The child!!! 





have known that down under the great 
trees which he looked upon three years 
before there was an oncoming forest of 
young trees. For on that bright after- 
noon those young sycamores and elms 
and oaks and hickories least hurt by the 
wrath of the storm were lifting their 
branches and leaves as if to say, “Wait 
ten years, children; wait twenty or fifty 
or a hundred years and we will come up 


[233] 


to take the places of the trees that. have 
been broken by the storm.” 

I know the figure is an extreme one, 
but I am convinced that in the hurry 
and strife of our modern economic and 
social order there are lawmakers, busi- 
ness men, and ordinary citizens who are 
so engrossed in certain particular lines of 
endeavor that they are making the same 
mistake when they look at the human 
forest. They seem to think and act and 
legislate as if they thought all there were 
to the human forest are the grownup 
men and women, forgetting the great 
underhuman forest of boys and girls, 
coming up from the cradle to graduation 
from the highschool so imperceptibly as 
to escape their notice. 

Let me cite one case. A young man 
had sold out his farm possessions and 
gone into Chicago to engage in business. 
For twenty years I lost track of him. 
One day by mere accident I discovered 
his name in the directory of a large build- 
ing in the loop in Chicago. His offices 
were on the twelfth floor. Thinking to 
surprise him I went to his door, opened it 
and went in. I found him in conversa- 
tion with two men—a heated, bitter con- 
Thinking that I had come at 
an inopportune time, I started to retreat. 
Recognizing me, however, he caught me 
by the hand and ushered me to a chair 
by the window. After his conversation 
with the two gentlemen was ended, I 
stood and started the reapproachment by 
saying that the twenty years which had 
flown over our heads since we had last 
met had left somewhat the same marks 
upon us, but that he would pardon me 
for saying that I saw certain lines on hfs 
face which indicated to me that he was 
spending his life too freely in the fierce 
business conflicts. He turned upon me in 
some warmth with the statement that he 
would not listen to a lecture by a school- 
master who was cloistered, who did not 
have to go out every morning to fight in 
order to earn a dollar and then fight 
harder in order to keep it. Thinking to 


versation. 





234 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





November, 1926 


ESE EEooEoEoooEoEoOo Eo EEO EEO EOE EEO EO EO EE EEO EE 


change the conversation, I said that dur- 
ing the ten minutes I had been sitting at 
the window looking down twelve floors 
into the artificial valley which they had 
built up, I had seen literally thousands 
of men and women going by on foot or 
in various conveyances, but during that 
time I had not seen a single child on the 
sidewalk, on the street cars, or in any 
kind of a carriage or car. With a some- 
what startled look on his face he said: 
“A child, a child; I have never thought 
to look for one. In fact, I have almost 
forgotten that there are children in the 
world. I fight only with men, and it is 
with men that I work and about men 
that I think. In fact, it has been fifteen 
years since a child climbed upon my knee 
and put its little hand on my cheek. I 
had almost forgotten that they were in 
existence.” This I admit is somewhat 
unusual, but we will find in every state 
and county and community and our legis- 
lative halls certain men and women who 
are in somewhat the same state of mind. 

But I care not how unthinking a man 
or woman may be, and how seemingly 
little concerned they may be about the 
presence of this great underhuman for- 
est of boys and girls, let such a human 
cyclone as the recent World War sweep 
the earth, hurling to destruction millions 
and millions of the most upstanding hu- 
man trees that the world has ever pro- 
duced—let such a human cyclone as this 
come and their minds must be instantly 
turned to the great underhuman forest 
of boys and girls around the earth that 
must grow up and take the places of those 
destroyed by the storm. I do not know 
exactly how many men were killed in 
the World War, but it is estimated that 
at least ten million of men who but yes- 
terday stood tall and courageous, seeking 
to achieve for themselves a modest for- 
tune, to build themselves a home, to rear 
their children, to feed and clothe them— 
that ten million of such men today have 
their bodies rotting at the bottom of the 
sea or on the soil of various nations of 
Europe, Asia, and Africa. And, ladies 
and gentlemen, the only rainbow of hope 
which I can now see spanning these 
mighty continental fields of the dead— 
with all due respect to leagues of nations 
and world courts—the only rainbow of 
hope that now spans the sky of human- 
ity’s future is the radiant bow of the 
world’s childhood. Out of the hearts 
and minds of the oncoming generations 
of the earth must break the dawn of that 
new day which we fondly hope will suc- 
ceed this terrible nightmare of war. Out 
of the hearts and minds of these unnum- 








bered millions of children must be cre- 
ated the new heaven and the new earth 
of brotherly love and brotherly kindness 
which shall succeed this terrible ordeal, 
where men, Christian men, go out upon 
the battlefield to kill and destroy each 
other. And when we think of these hu- 
man trees, not destroyed outright, but 
mutilated, wrecked beyond all repair, 
arms shot away, legs gone, eyes blinded, 


_— SMILE OF A CHILD—There’s 
something that cheers me daily 
Though the hates of the world dash 
wild Through the care-cloud rifts, a 
sunbeam sifts, "Tis the loving smile of 
a child. 

There’s something that cheers me 
often When my heart is by doubt be- 
guiled—My faith returns, and my glad 
zeal burns, From the trusting smile 
of a child—Ruth M. Richards. 











lungs burned out, the wreckage of this 
terrible war passes our comprehension. 
I have come to believe that one of the 
worst outcomes of any great conflict of 
arms is this broken scrapheap of men 
that come wriggling, crawling, limping 
back from every firing line. My bless- 
ing upon the nation that extends its gen- 
erous hand to bind up the wounds of 
these broken ones, to give arms to the 
armless, legs to the legless, eyes to the 
blind, and ears to the deaf—to do every- 
thing it can to make the remainder of 
the life of these broken men as economi- 
cally independent and happy as possible. 
But if you inquire into how much it costs 
our nation to put on a single artificial 
arm, a single artificial leg, the cost is 
startling. Not one dollar wasted, I am 
sure we will all agree, if it aids in any 
way in making life happier for these 
crippled men. But when we think of 
how the nation is willing to pour out its 
wealth to build up these broken human 
trees, how during the war Congress and 
the state legislatures laid aside party 
politics and voted all needed laws, and 





how individuals and groups and states 
poured forth their wealth like rivers to 
purchase bonds, to build battleships, tg 
organize and transport armies—when we 
think of all this very proper outpouring 
of zeal and energy and wealth, we cap. 
not fail to turn our minds to the twenty. 
five million of boys and girls enroled jp 
the common schools of this nation which 
we are trying to build up into right men 
and right women through a process of 
twelve years of common school educa. 
tion at an annual per capita cost that 
would not keep an army mule through 
one winter’s campaign. And when, jn 
our effort to secure legislation and money 
to purchase school grounds, to build 
school buildings, to project courses of 
study, to employ teachers, we meet with 
some of these individuals and corpora- 
tions who were so generously patriotic 
during the war, we cannot fail to take 
note of the fact that some of the hands 
that were so magnanimously open then 
are now closed tight, and that instead of 
that wartime, radiant, patriotic generos- 
ity, we often meet with indifference and 
sometimes hostility. 

I do not count myself competent to 
say who is loyal to America, but if | 
ever should undertake to fashion a def- 
nition, it would be something like this: 
I shall count that man a good, patriotic 
American, regardless of where his ances- 
tors were born, regardless of what lan- 
guage they spoke, regardless of what 
church altar he bows his knees upon—I 
shall count him a true American citizen 
if in word and in deed he seeks, through 
the enactment of laws and through his 
own cooperation to give this underhuman 
forest, these boys and girls, a fair chance 
and a square deal. And I shall count 
that man disloyal to the America that | 
know and I love—I do not care how 
many times a day he stands and sings 
“The Star Spangled Banner’; I do not 
care how many times he stands and reads 
the Preamble to the Declaration of In- 
dependence or to the Constitution of the 
United States—I shall count him dis- 
loyal if in word and in act he is disloyal 
to the interests of the childhood of this 
Republic and is unwilling to pay his part 
and play his part like a good citizen, like 
a good sportsman, in seeing to it that they 
are safeguarded and protected through 
constitutions and laws from exploitation 
by individual and corporate greed and 
surrounded with such social, economic, 
and educational conditions as will tend to 
develop them into true men and women. 

In federal and state legislatures we 
are constantly enacting laws for the con- 









> — @ + js F eee OOS OSS lS eel 


bY 


Vol. 15, No.8 


—_—_— 


servation of our disappearing natural 
forests and the reforestation of devas- 
tated areas. All this we believe is worth- 
while and should be extended and 
strengthened. But we look with consid- 
erable concern now and then to see what 
our federal and state legislatures are 
willing to do for the conservation of this 
underhuman forest and to prevent its 
devastation in the laws they enact in the 
interests of the childhood of the nation. 

It is now my purpose to name some of 
the beneficial laws. I believe that the 
one first great law which was passed in 
behalf of childhood was that law that 
established the right of the nation, the 
state, the community, to tax individual 
and corporate wealth for the benefit of 
all. I have not a drop of communistic 
blood in my veins. I believe that indi- 
vidual or corporate endeavor to secure 
wealth is essential to the development of 
right character and sound government. 
But character strength comes mainly in 
the honest endeavor to secure wealth. 
Often when it is accumulated it becomes 
a destroyer of character. So long as in- 
dividuals and groups of individuals could 
amass large individual and corporate 
fortunes without any acknowledgment 
of this obligation of indebtedness to the 
entire community, the children of the 
toiling masses had little or no hope for 
educational or social opportunities. 
When, however, some one conceived the 
idea of a tax through which the wealth 
of every individual, of every corporation, 
could be made to behave as if it belonged 
to every man, woman, and child in the 
community—when that first drastic, far- 
reaching law was enacted, one of the 
greatest possible benefits to universal 
childhood had come. I pay my tax and 
lights swing along the street and dark- 
ness and danger disappear. I pay my tax 
and good roads are laid down over which 
I go to visit my neighbors or transact my 
business. I pay my tax and parks and 
playgrounds are opened up, down to 
which come the children to play them- 
selves into strong manhood and woman- 
hood. I pay my tax and libraries are 
opened up wherein children may meet the 
great and greatness of the past on easy, 
accessible terms. I pay my tax and 
schoolgrounds and playgrounds are pur- 
chased, school buildings and gymnasiums 
are built, courses of study projected, 
teachers employed ; up to which come the 
millions of children to have their hearts 
and minds touched into greater light and 
greater power. I believe that the tax 
is the most practical application of the 
Bible doctrine, “I am my _brother’s 


keeper,’ that was ever written into con- 
stitutions and laws. 

I am convinced that the quality of 
civilization of every nation can be meas- 
ured by its interest in its children as ex- 
pressed in its constitutions and laws. All 
modern human progress has been made 
along the line of the enactment of legis- 
lation promoting and safeguarding the 
interests of childhood. 





‘Copyright C. O. Buckingham Co. 
Vago THE LITTLE ARMENIAN GIRL, presented 
President Mary McSkimmon with a rug 
during the Philadelphia convention. The 
rug is handmade by the girls in the Near 
East Relief Industrial Schovl at Ghazir, 
Syria, and contains 258,000 knots. It now 
holds an honored place in the conference 
room at national headquarters. 


Here in Philadelphia we are making 
the Declaration of Independence the 
basic text for much of our discussion. 
In the years succeeding its adoption there 
has been much questioning as to the in- 
clusiveness of the phrase “all men” in 
the statement “all men are created equal 
and are endowed by their Creator with 
certain inalienable rights, among which 
are life, liberty, and the pursuit of hap- 
piness.” Did this glowing statement in- 
clude black men as well as white men? 
Did it include women as well as men? 
These two large questions have been an- 
swered in the affirmative. Within the 
last twenty-five years we have begun to 
ask, does it include children? If chil- 
dren have these inalienable rights, should 
not our government, instituted by the 
fathers, deriving its just powers from 
the consent of the governed, make its 
constitution and laws secure to the child- 
hood of the nation these inalienable rights 
of life, liberty, and pursuit of happiness. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 235 


Even a hasty survey will show that 
many such laws have already been en- 
acted within the state and the nation. 
In guaranteeing life to its childhood a 
state or a nation must consider the bio- 
logic, the physical side of children. Laws 
establishing state, county, city, and com- 
munity boards of health are doing noble 
and effective work to this end. Public 
clinics and hospitals, county and com- 
munity nurses, official studies and surveys 
into the physical needs of childhood; all 
of these are helping to secure physical 
life to the childhood of the nation. Bet- 
ter city and home sanitation, more play- 
grounds and open spaces, better and 
more nourishing food; all these conserve 
and promote the growth of our human 
under-forest. 

Some years ago Michigan authorities 
discovered that white fish which grew 
and throve in certain lakes could not be 
made to grow in other nearby lakes. An 
investigation showed that in the lakes 
where the white fish persist and increase 
in numbers there was a small bit of vege- 
table growth floating in the water upon 
which the little white fishes fed after 
being hatched out. In those lakes which 
had been repeatedly stocked without suc- 
cess, this vegetation was wanting. It 
was an easy matter to “transplant’’ this 
vegetation into these barren lakes -and 
establish a continuing stock of white fish. 
That state or nation which does not, 
through its laws and regulations, seek to 
discover and provide its children with 
proper food, is not securing for them the 
essential condition of physical life. 

But, perhaps, the most important, far- 
reaching law passed by state or nation to 
secure the right of life, liberty, and pur- 
suit of happiness is the law curbing the 
greed of parents and corporations from 
employing their children in dangerous, 
exhausting labor during their formative, 
educative years. Child labor laws are 
a manifestation of the highest type of 
civilization, and it is nothing short of 
disgrace to any community, to any state, 
to any nation, to allow individual or cor- 
porate greed to sap the energies and 
waste the birthrights of the children 
during these years when they should be 
at play or employed in those educative 
and social activities which tend only to 
larger and more complete development of 
their latent powers and abilities. As a 
boy on a farm one of my delightful oc- 
cupations was in helping to gather the 
sap from the sugar maple trees. It was 
a matter of common knowledge that a 
mature tree could be tapped extensively 
without any apparent injury to the tree, 








236 


ee EE EEE EE EO 


but any attempt to tap the young, tender 
trees arrested and stunted their growth. 
No state or nation is conserving its young 
human trees that allows them to be ex- 
ploited in the interests of any real or 
fancied need of parent or corporation. 
No doubt, the largest and most bene- 
ficial body of legislation which has been 
enacted by the states and nation in the 
interest of our childhood relates to the 
founding and developing of our great 
school system. In no other way has the 
guarantee of life, liberty, and pursuit of 
happiness to our growing youth been 
more fully realized. More and better 
playgrounds, athletic fields, gymnasiums 
and swimming pools, better seating, bet- 
ter heating and better ventilation, better 
lighting, better living and working con- 
ditions; all these have tended to con- 
serve the physical life and increase the 
liberty and happiness of the children. 
Most of this liberty and happiness 
comes through the facilities furnished in 
rich programs of study and trained in- 
struction for the development of their 
intellectual and emotional powers. What 
noble efforts have been made within the 
last decade to secure for exceptional chil- 
dren—the crippled, the blind, the deaf— 
these rights of life, liberty, and pursuit 
of happiness! It is difficult to imagine 
a more touching appeal than is made by 
this potential human scrapheap in their 
demand that we provide them with such 
conditions as will enlarge their lives, in- 
crease their liberty, and promote their 





THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


happiness. Our school laws relating to 
vocational education brought with them 
a hope and a danger to American child- 
hood. No human being will live fully 
nor enjoy the largest kind of liberty until 
he has found some work which suits him 
and which he suits. Therefore, the in- 
troduction of courses of study, labora- 
tories, and workshops, to arouse and di- 
rect the vocational instincts and aptitudes 
of public school pupils was a beneficent 
movement. But the danger lies in the 
cocksureness of the infallibility of certain 
forms of subjectmatter, certain methods 
of instruction, and certain mental tests, 
to determine the exact vocational niche 
in which each child may be made to fit. 
Let us expose our children to the incite- 
ments and allurements of a rich, lifelike 
program, and vocational selection will 
largely take care of itself. 

Perhaps the largest and most drastic 
school law affecting the interests of child- 
hood is the compulsory attendance law. 
It invades the privacy of the home. It 
is justified on the grounds that ignorance 
is a liability ; that no state or nation can 
endure permanently if its foundation 
rests upon the sands of an ignorant 
people. The only way to build a great 
commonwealth is to build it in the hearts 
and minds of its children through the 
process of universal education. 

By all odds, the most beneficent of all 
this group of laws have been those which 
have sought to secure for every child in 
these schools a good teacher—a man or 





November, 1926 


woman fitted by nature, by education 
and training, to develop in these children 
a more complete life, a more rational 
sense of liberty and a more intelligent 
pursuit of happiness. The highest crime 
of the pedagogic seas is to compel a child 
to sit for nine months at the feet of g 
mediocre, incompetent teacher. Let ys 
hope that the day is not far distant when 
every state in the union will guarantee 
to all of its public school children rea] 
teachers. 

This great National Education Asso. 
ciation has been one of the most potent 
and effective forces in America in formy- 
lating, in promoting, in insisting upon 
the enactment of such legislation at 
Wasiington and in the capitals of the 
several states which shall conserve the 
interests and secure rights of life, liberty, 
and the pursuit of happiness to all the 
children throughout the nation. 

Let us here and now rededicate our- 
selves to the great unfinished task which 
lies before us. Let us here and now 
highly resolve that the work so nobly 
begun shall be carried forward. Let us, 
from the activities and devotions of our 
noble leaders in this Association and in 
legislative halls, take increased devotion. 
Let us here and now rededicate ourselves 
to the great task of securing more and 
better legislation for the safeguarding, 
protecting, and developing of the child- 
hood of our Republic, for securing to 
every child in America the right to “life, 
liberty, and the pursuit of happiness.” 











Better Parents— 
Better Children 












































A Reading List 
for 


Parents and Teachers 






















































































































COSSITT LIBRARY 
MEMPHIS 


BOOKS—INFORMATION—SERVICE 





Geseli—The Pre-School Child— 


Stresses the significance of the pre-school period, 
and deals with clinics, nurserics and nursery schools, 
kindergartens, care of handicapped and dependept 
children, parental education and the social control and 
vrganization of pre-school hygienne. 


Grucaberg—Parents and Sex Education— 

Sound and direct stutements that should inspire « 
right attitude toward the giving of sex instructian. 
The chapter on “What the child should know and why” 
1s particularly good. 


Stowvell—Sex for Parents and Teachers— 

Explains through the biological approach the esseny 
tial information in order to give older ys 
and girls right instruction in the physiology ard psy- 
chology of sea. 


Siuth—The Three Gifts of Life— 

Sex instruction for adoles.cnt girls and their moth- 
ers. Reproduction in plant, animal and human life 
s explained clearly, and accurately with a simple dig- 
nity free from sentimentality. 


Gruenberg—Outlines of Child Study— 


A manual containing suggestions for study and read- 
ing on such subjects as health, discipline, imagination, 
ewriosity, fear, imitation and suggestion, toys and tools, 
manners, fighting, play, sex education and religious 
training. Gives outlines for discussion and bibliog 
vaphies. 


Groves—Personality and Social Adjustment— 


An execilent text for child study groups giving toples 
for discession and bibliographies. 


Alyerson—The Nervous Housewife— 


Discusses ably the nervous woman and the three 
main factors in the production of her nervousness; 
the nature of the woman herself, the conditions of 
her life, and her relations to her husband. 


Miller—The New Psychology and the Teacher— 


A discussion of the application of analytical phy- 
chology to the problems of the tcacher. Based op 6 
course of lectures tu teachers. 


Morgan—The Psychology of the Unadjusted 
School Child— 


A diseussion of « mental hygiene program 
which the child may be cnabled te make plow 
social adjusi ments. 


Blanton—Speech Training for Children— 


A scientifically sound and practical book for those 
responsible for the specch of chikiren in the early 
years. 


Miller—The New Psychology and the Parent— 


Able psychological discussion of parenthoud and 
some of its failures, the problems of authority, the 
emotional development of the child, mental mech- 
anisms, religious education and sex instruction. 


Growes—Wholesome Childhood— 


Characterized throughout by a first-hand knowledge 
of children, giving parents an insight into the newer 
findings of mental hygiene, showing what to do in 
order to give children a wholesome outlook on life. 


Haviland~—Character Training in Childhood— 


The child's health, habit forming and growth through 
play, study, work and religion are interestingly dis- 
cussed. Clearly written and non-technical 


Gruenberg—Your Child Today and Tomorrow— 


Deals sonecly and practically with such problems as 
heredity fear, lies, imagination, obedience and punish 
ment 


Patri~Child Training— 


Sound ideas of child training in a series of every 
day happenings in home, school and playground. 


Wilc—The Challenge of Childhood— 


Fifty case stories dealing with physical, intellectual. 
emotional and social problems 


Children’s Foundation—The Child: His Nature 


and His Needs— 


A survey of present-day knowledge relating to the 
natere, well-being and education of children in & 
form available for practical use. 


Cleveland—Tramning the Toddler— 


Deals with the fundamental principles of carly traie 
ine of children, and suggests standards of physical, 
mental, emotional and scial development by whieh 
a mother may test her child's well-being, 


W hite—The Mental Hygiene of Childhood— 


“To those who would understand why so many ehilg 
ven grow up neurotic, crucl, selfish, obstinate, sullen, 
cowardly, weak-willed, lacking in initiative, bashful, 
diffident, or otherwise psysically handicapped; to those 
who would most surely influence the children for 
good, Doctor White's book is to be heartily recom 
mended.”—H. Addington Bruce 


Dickson—Mental Tests and the Classroom 
‘eacher— 


“Few cducational books have appeared in the lest 
two decades as significant as the most helpful treet 
ment on the practical use of intelligence tests ie the 
class room.”"—Lewis M. Terman 


Marks—Fitting the School to the Child— 


Report of an experiment in public education, en o® 
tempt to create a school environment in which the 
child himself could feel that he belonged; presented 
thon-technical style 


Cameron—The Nervous Child— 


Deals with the influences which mould the mentalite 
of the child and shape his conduct. A valuable com 
tribution on the prevention of “nervousness” ia the 
mormal child, 


Lucas—Health of the Runabout Child— 


The journey from mother's lap to the sehool 
explaining clearly and convincingly the problems 
heredity, normal growth and devclopment, commen 
discases, dict, play and the mental and emotions) life 
of the child from two to sia 


Galloway—The Father and His Bop— 
Stresses the responsibility of the father fer Ge 


bey's edocation as to his own sex natwwe and the part 
that sex plays in all life. 














































HE ESTHETIC poverty of most 

people’s lives is due rarely, if 

ever, to any fundamental defi- 
ciency but to a lack of training.” The 
idea underlying this statement of Lau- 
rence Buermeyer’s, of the Barnes Foun- 
dation, must be considered by teachers 
of literature in a democracy. It is an 
idea that years of experience tend to sub- 
stantiate, but it is an idea the soundness 
of which novices should be eager to test. 
Preparation for teaching ranges in qual- 
ity from the education of rural school 
youngsters under twenty who begin 
teaching after only two years of train- 
ing beyond the eighth grade, to that of 
college graduates whose equipment has 
been eked out by additional courses in a 
teacher training institution. 

It is only the exceedingly rare young 
teacher who actually reflects on the 
meaning of the procedure that he fol- 
lows. Under comparatively fortunate 
circumstances, he may, at the university 
or-in the normal school, have lived 
through morphological literary courses 
on periods and personalities ; he may have 
absorbed formulas in seminars on 
method; generally speaking, his train- 
ing. in psychology has not been given 
from the social slant. All these aca- 
demic experiences serve only to insure 
a certain hard, mechanical facility. But 
the young teacher or the old teacher, the 
teacher with ten years of schooling or 
sixteen, who has not meditated deeply 
and independently on the problems con- 
nected with training young people to see 
the beauty in literature, has not made 
much progress in his profession. The 
word “independently” needs to be em- 


Blossoms 





VALERIE FRANKEL 


Oh! A bud all green and white, 
Twisted like a shell! 

Somethin ong will happen soon; 
T can always tell! 


Leaves are crowding thick and fast— 
Stems are brittle things! 

Grave responsibility 
High position brings. 


Something stirs against the dawn— 
Is it bird or bee? 
a purple-hearted song 

Blown for you and me? 


Teaching the Beauty of Literature 


Heten Loutsr ConHen 


phasized because there are no two classes 
or no two individual students or no two 
teachers or no two schoolrooms which 
require exactly the same handling. The 





Dawn 
VIRGINIA Voris 


Dawn, like a maiden of the mist, 
Rose, clad in raiment softly gray, 
Fringed with flame and gold and 

blue, 

As the Sun her garments kissed. 


Like glistening diamonds, she flung 
down 
Dewdrops on every drooping flower; 
And iridescent clear she wore 
The Star of Morning in her crown. 


Past mountains, fir-clad, hazy blue, 
Past gray-white, wind-swept seas 
she sped; 
Till opened wide the gates of Day 
To let the Maiden Dawn pass through. 


The Afterglow 


Beatrice WADHAMS 


The purple shadows fall on hill and 
dale 
And breezes softly blow; 
Rosy tints and golden amber pale 
In the sky above us glow. 





The sun’s richest glories are left be- 
hind, 
They sparkle in the stream below; 
No beauty can compare, I find, 
With the evening’s afterglow. 


—From Creative Youth, 
by HuGcHes MEARNES 





elements in the situation are so variable 
that every effective presentation of a 





The Barn Swallow 


WILLIAM SARGENT 


In the Alleghany mountains 
When the apple orchards bloom 
I know of eaves in a big red barn 
Where I'll find nesting-room. 


I’m coming back! I’m coming back! 
y wings are on the wind; 
I’m coming back with the springtime 
To the hills I’ve left behind. 


I'm ot back! I’m coming back! 
To the hills that I know best, ; 
ere the mountains sleep, and the winds walk 
And where my wings can rest. 


In the Alleghany mountains 
When the apple orchards bloom 
I know of eaves in a big red barn 
Where I'll find nesting-room. 


The moon far coming in her misty veil 

Parts wide the heavy curtains of the night, 
Then gently touches grove and hill and dale, 
Filling the world with mystic, shimmering light. 
And now she spreads upon the sea awhile 

The deep reflection of her cold, strange smile. 


Ah, love! whose heart, so far away from me, 
Beats high in rapture on thy wooded hills; 

How strangely fair the maiden moon must be 
As she stands thralled above those mountain rills. 
To think— 

This very moon, whose rays here frost the sea, 
In radiance bright, e’en now shines down on thee! 


literary work of art calls for creative 
effort and ability on the teacher’s part. 

Now that the possibilities of improve- 
ment in service are so generally recog- 
nized, no really earnest teacher need de- 
spair, no matter how meager his original 
equipment, of attaining higher levels of 
achievement in teaching the beauty of 
literature. It must be granted, however, 
that native gifts, which include enthusi- 
asm, sensitiveness, sympathy, the capacity 
to observe minutely, and the art of vivid 
but accurate expression, are almost indis- 
pensable. By themselves, these gifts are 
insufficient; without some of them at 
least; the teacher of literature cannot 
succeed, no matter what the form or the 
duration of his superimposed training. 
To this native endowment should be 
added the habit of taking pleasure in 
reading, acquired in earliest youth, an 


interest in all the arts, some apprehen-: 


sion of the esthetic principles common 
to all artistic technic (“All arts are 
one, all branches on one tree’), a knowl- 
edge of several literatures besides his 
own, an intimacy with literature not 
confined to the works of dead authors, 
openmindedness, generosity of taste, a 
knowledge of the racial traits, instincts, 
impulses, and tendencies of the group 
with which he is working, a feeling for 
the personality problems peculiar to the 
individuals in the group, and a conscious- 
ness of the opportunities and depriva- 
tions of the community in which he is 
working. 

Fortified by introspection, ready to 
adopt, in whole or in part, the suggested 
program, the teacher may still find him- 
self hesitating on the threshold of the 









Our Moon 


Louise Burton LamLaw 


—From Creative Youth, by Hughes Mearnes 






















238 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





November, 1926 





problem. Of this he may be sure: beauty 
was never at any stage in the world’s 
history imposed by the dominating type 
of teacher. Appreciation of beauty is a 
spontaneous growth not to be nourished 
by harangues, lectures, persuasion, men- 
ace or, I am inclined to think, exposi- 
tion. But it is the teacher’s affair to 
provide favorable conditions for this 
growth. 

Students and teachers must set out to- 
gether as equals and comrades on the 
quest for the beauty that lies in litera- 
ture. In the group of students there are 
often several who surpass their teacher 
in perceptiveness. Hilda Conkling be- 
gan to write poetry at four. Are there 
not Nathalia Crane and the children of 
the Lincoln School ? 

Hughes Mearns, the teacher at that 
school who did so much to liberate the 
creative spirit of his young classes, sub- 
scribes to “a philosophy of education not 
ready yet to set limits to a pupil’s achieve- 
ment at any stage of his growth, which 
believes that education is not put on like 
stucco on a wall, but comes primarily 
from within.” 

The teacher can often be most useful 
through the revealing magic of his voice. 
If he is well prepared he can, in answer 
to the naturally inquisitive questions of 
his students, take the place of those dis- 
couraging books of reference that are so 
likely to obscure for the young the up- 
lifting qualities of poetry and prose. 

When children of any age are asked 
what helps them most to feel the beauty 
of literature, their response includes usu- 
ally reference to the teacher’s voice and 
admiration of his ability to make them 
“understand.” Recently, a bright girl, 
in answer to this question, replied, “You 





Turkey. 


have taught us to look for the second 
meaning.” Very early in their school 
life children can be made to see that ap- 
preciation may be as much of an art as 
literary creation. Very early they can be 
encouraged to react to beauty without 
stimulus other than the beautiful passage 
itself. The development of the explora- 
tory spirit is important. Ranging the 
uplands of literature for himself, many 
a boy finds beauty that may become the 
guiding principle of his existence. His 
recommendations, the missionary urge 
that he feels to bring his contemporaries 
to share his joy in vigorous loveliness, 
are the result of the most enlightened 
leadership. Committees of pupils who 
assemble their own anthologies are made 
free of beauty without the inhibitions set 
up by adult dogma. 

The law of increasing satisfaction in 
literature might be stated as the more 
you read, the more you enjoy reading. 
An increasingly complicated network of 
associations enhances the reader’s pleas- 
ure. Recognition is an incomparable 
satisfaction. Familiarity is a “multiply- 
ing factor of esthetic appreciation.” 

It is vital to introduce to youth the 
suggestion that there is no antithesis be- 
tween experience and literature; that, 
possibly, the strongest appeal of litera- 
ture lies in the chance which it gives 
readers to gain experience vicariously. 

Stated in more general terms, the sug- 
gestion is that “some of the pleasure in 
art form is due to the fact that we can 
realize in a world of unreality wishes 
and impulses that we otherwise should 
not desire to express or for whose reali- 
zation the opportunity would never be 
offered.”” Or Havelock Ellis’s saying, 
“All arts are a part of the art of life,” 


ERE IS A GROUP of students from the City of London Vacation Course in Education, July, 1926. Among countries and localities 
represented are Denmark, Egypt, Holland, Sweden, Germany, Pennsylvania, New York, Indiana, Wisconsin, Ohio, and 


will help the experimenting teacher to 
see another relation between literature 
and experience. The beauties of both 
will be found to be mutually reactive, 
This reaction is often made apparent by 
the use.of the literature of our own day, 
in which experience finds expression in 
contemporary social and linguistic idiom, 

Poetry, drama, and fiction are the ma- 
terials with which we work. What are 
the beauties peculiar to any one of the 
three that may be enhanced by skilful 
teaching? True lovers of poetry take 
their greatest pleasure in the definition 
of image, in the sound of word music, 
and in the response of rhythm to the 
pulse of thought or emotion. The beauty 
of drama lives for play reader and play 
spectator alike in the satisfaction felt at 
the outcome of the conflict, in the recog- 
nition of the truth of characterization, 
and in the appreciation of the dramatist’s 
use of his play to objectify life. Readers 
of fiction may well be trained to take 
pleasure in the beauty of carefully dif- 
ferentiated types of experience, in the 
interplay of situation and character, and 
of the integration of plot, character, and 
setting. The chief beauty of what has 
been called the literature of power is 
produced by the nicety of thought rela- 
tions reflected in the arrangement of the 
small and large units of the composition. 

There is, obviously, no method of 
measuring objectively the increase in a 
child’s susceptibility to beauty which has 
resulted from training. Favorable signs 
are a rise in the temperature of students’ 
enthusiasm for letters, the permanence of 
their interest in literature, and—most 
important—the kindling of the creative- 
spirit. 

“Beauty, have pity!” 





a ———— 
OO a 


Research Improving Reading 


HE WELL-READ MAN, when he 

makes a decision, is not dependent 

merely on his own thinking or 
upon the advice of people with whom he 
talks. He can quickly draw upon the 
wisdom of the world’s greatest philoso- 
phers and specialists. 

A leading economist declares that 
knowledge disseminated among the 
masses of the people is a nation’s chief 
asset. If this be true then one way of 
indicating our increase in national assets 
would be to determine the increase in 
reading done by the people of the United 
States. 

People read more today than ever be- 
fore. The circulation of newspapers 
and magazines has increased since 1880 
at least 500 percent while the increase 
in population has been little more than 
one fifth as much. In 1922, 31,810,672 
copies of daily newspapers, an average of 
more than one for each family, were cir- 
culated each day in the year. The 
twenty largest American magazines had 
a combined circulation of approximately 
22,000,000. This same number was 
nearly reached by the combined circula- 
tion of several thousand smaller maga- 
zines. 

Formerly the ambitious youth read all 
the books in the town library. Such a 
feat is no longer possible, so vast is the 
amount of available reading material. 
This fact, however, makes it necessary 
that more thought be given to teaching 
reading, so that people not only read 
faster, but that they exercise power of 
selection, and comprehend and analyze 
what is read. “Teachers have found that 
the pupil who reads quickly and compre- 
hends what he reads usually stands high 
in all of his school subjects. 

Research in reading so extensive that 
it cannot be ignored. Since 1880 there 
have been 436 scientific studies in read- 
ing made in England and Amercia. Of 
these, 431 have been made since 1896, 
and more than 95 percent were made in 
America. Most of these studies have 
been made in classrooms by teachers and 
school officers. These are among the 
phaces of reading which have been in- 
vestigated: Methods of learning to read, 
relative methods of teaching beginning 
reading, the need of phonetics, the con- 





"This is the second article in a series on 
the curriculum, by Miss Alltucker. The 
article for December will be Improving 
Spelling Through Research. 


tent of school readers, children’s inter- 
ests in reading, appropriate reading ma- 
terials for various grades, the physical 
makeup of books, the hygiene of read- 
ing, provision for individual differences, 
diagnostic and remedial work, prognosis, 


relation between reading achievement 


AMOUNT or SCHOOL TIME 
DEVOTED ro READING 


Grade sitongen one week 


Fer cent of all school tune 
davted to reading Grode, 
1 


HHAwN KAA 


j 





TOTAL MINUTES PER WEEK. ALLOTTED READING 
IN GRADES }8 IN ELEMENTARY SCHOOLS 





Based on data en Fred C . Stuctes th Qdiministratén hescare Vol, Department 
of Rareards Sentlis Mine Schone 


and intelligence, relation between read- 
ing achievement and class marks, effect 
of practice on specific phases of reading 
such as speed and comprehension, the ad- 
vantages of classification into ability 
groups, the objectives of reading instruc- 
tion, and the uses of reading in adult 
life. 

Familiarity with the findings of these 
research studies, which are summarized 
in the bibliography included in the box 
on page 240, is not only desirable, it is 
imperative for the modern teacher of 
reading. The teacher who is without 
this information may well stop and in- 
quire, dm I old style? 

What are the major objectives for 
reading in the elementary grades? These 
are among the objectives frequently set 
forth in elementary reading courses: To 
develop a love for the reading of good 
literature; proper eye-movement habits; 
skill in silent reading through the use of 
life motives; reasonable skill in oral 
reading through the use of life motives; 
and independence in word recognition 
necessary for intelligent and rapid silent 
reading. 


[239] 


How much time should be devoted to 
reading in the elementary grades? Chart 
I shows that current practice in large 
cities would seem to justify a recom- 
mendation of about 80 minutes per day 
in grades one and two; 66 minutes in 
grade three; and less than 30 minutes 
per day in grade eight. Current prac- 
tice is probably a doubtful guide, since 
it was developed when reading activities 
were limited almost exclusively to the 
reading period. Now practically all of 
our new school activities are intimately 
related to reading. Pupils spend much 
time in reading during other school 
periods than the one devoted exclusively 
to formal instruction in reading. Hence 
the length of that particular period can 
be shortened. Chart II shows that this 
is exactly what is happening. In 1924 
the amount of time devoted to formal 
reading was less than in former years: 
It is possible that even less time will be 
needed in the future. 

What use is made of reading time in 
first-grade classes? In 175 first-grade 
classes in ten school systems of Michigan, 
Woody found that about two thirds of 
the reading time is devoted to reading 
and one third is about equally divided 
between phonetics and word study. 

What consideration should be given to 
silent reading? Research shows that 
silent reading should receive more atten- 
tion than oral reading for these reasons: 
Silent reading is used more widely in so- 
cial life than oral reading; it is a much 
more rapid process, and it is usually ac- 
companied by better comprehension of 
what is read. 

There is a close relationship between 
skill in silent reading and skill in inde- 
pendent study. Effective habits of silent 
reading must be developed in the elemen- 
tary school, since scientific evidence 
shows that silent reading has greater 
social value and is more economical and 
efficient than oral reading. 

This does not mean that oral reading 
is to be neglected even though it is to 
receive relatively less emphasis than 
formerly. There are at least these three 


important purposes or occasions for oral 
reading: 


1. To inform or entertain others in private 
or public. 

2. To increase one’s understanding and 
appreciation of materials read. 

3. To entertain children or interest them 
in reading. 








240 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 





November, 1926 


eee 


How much reading should be required 
of elementary pupils? Formerly whole 
classes were doled out the same articles 
of reading diet on the same day. A par- 
ticular child’s interests were not con- 
sulted to determine the amount and kind 
of reading which would best satisfy his 
appetite. Whole classes were required 
to attend and keep the place while the 
pupils read orally or in turn. In this 
way few books could be covered during 
a school term, and hence few books were 
necessary. ‘Those days are gone forever. 
The primary classroom library is being 
recognized as an indispensable asset. 
Today we supply children with many 
supplementary books, large portions of 
which they read silently. 

Recent surveys show, however, that 
even at the present time there is wide 
variation between classes as to the 
amount of reading done in a particular 
grade. 

Comparison of new and old readers. 
Some of the characteristics which dis- 
tinguish the modern school readers are: 
Selections are included which appeal to 
child life; most of the words are those 
with which the child is already familiar ; 
and the mechanical makeup is attrac- 
tive. Today the psychologist tells us 
that reading is putting thought into the 
printed page and not getting thought 
from it. Hence people are trying to dis- 
cover: (1) What experiences a child 
should have before trying to read; and 
(2) When he does attempt it, what se- 
lections should be read? Specialists are 
agreed that ‘words are pegs upon which 
we hang experience.” Hence children 
should seldom be asked to read words 
which they have not heard spoken and 
whose meaning they do not understand. 

A second prerequisite is that the 
primer should deal with interesting ex- 
periences or story materials. ‘There is 
no place for the barren “I see a man,” 
“Can the man see me?” type of repeti- 
tion. Such statements are an insult to 
the intelligence of a normal ch‘ld. 

Furthermore, reading materials should 
not be restricted to “readers.” “Who 
reads a ‘reader’ once school is out?” 

Children’s reading interests at differ- 
ent ages deserve careful study. Jordan’s 
study of the reading interests of more 
than 5000 children incicates that young 
people in different localities prefer es- 
sentially the same books and magazines. 

The ability of children to read more 
rapidly and to understand better what 
they read increases with the amount 
read. Ford’s study in Louisiana shows 
that the average number of texts required 


in any one grade was two and three 
fourths and the range was from one to 
six. During one year definite steps were 
taken to provide a greater amount of 
reading material, to improve the quality 
of the teaching, and to stimulate interest 
in independent reading. The result was 
that the average number of basal tests 


Three Books Summarizing 
Research in Reading 


ILLIAM Scott Gray. Summary of 

Investigations Relating to Read- 

ing, Supplementary Educational Mono- 

graph No. 28. University of Chicago 
Press, Chicago, Illinois, June, 1925. 

Report of the National Reading 

Committee. The Twenty-fourth Year- 


book of the National Society for the 


Study of Education, Part I. Public 
School Publishing Company, Bloom- 
ington, Illinois, 1925. 

Research in Constructing the Ele- 
mentary School Curriculum. Third 
Yearbook, Chapter V, Department of 
Superintendence, National Education 
Association, Washington, D. C., 1925. 





read in Grades 1-7 increased to twelve, 
and in addition, on the average, seven 
supplementary books were read in each 
grade. The rate and comprehension of 
pupils in every grade, as measured by 
the Monroe Standardized Silent Read- 
ing Tests, were decided!y below stand- 
ard at the beginning of the year, and dis- 
tinctly above standard at the end of the 
year. 

Of what help are standard reading 
tests and how widely are they used? 
One chooses between guesswork and 
knowledge when he decides to use or not 
to use a standard test. Those who have 
given standard reading tests a fair trial 
state that they are essential both to suc- 
cessful school practice and to scientific 
study of reading problems. The inter- 
est which they have created is shown by 
the fact that there are forty different 
reading tests on the market; and in 
1924, 2,000,000 copies of one reading 
test alone were sold. Among the phases 
of reading measured by standard tests 
are: (1) Accuracy of word recognition ; 
(2) Rate and accuracy of oral reading; 
(3) Rate df silent reading; and (4) 
Comprehension in silent reading. 

The diagnostician versus the general- 
ist. In many schools the ordinary class- 
room procedure fails to provide certain 
pupils with the help they need. Re- 
search methods are available which offer 
help in discovering reading difficulties 
and in suggesting remedial instruction. 





How many pupils fail in reading for 
one or more of these reasons: Inferior 
learning capacity; congenital word 
blindness; poor auditory memory ; defec- 
tive vision; narrow span of recognition ; 
ineffective eye-movements; inadequate 
training in phonetics; inadequate atten- 
tion to content; inadequate speaking vo- 
cabulary; speech defects; lack of inter- 
est ; and guessing and timidity ? 

A carefully analyzed statement of 
thirty-three evidences of deficiency in 
reading is given in Part I of the Twenty- 
fourth Yearbook of the National Society 
for the Study of Education. Sufficient 
research findings are available so that 
every teacher of reading can become a 
specialist in her subject, rather than one 
who accepts reading failures as iney- 
itable. 

What are the best ways for providing 
for individual differences in teaching 
reading? An extensive survey of cur- 
rent practice shows that among the 
methods most frequently used by teach- 
ers of reading are these: 


1. Testing individual abilities in rate and 
comprehension 

2. Arranging pupils in small groups on an 
ability basis 

3. Grading materials read to fit individual 
abilities 

4. Varying amount of 
through: 

(a) Voluntary reading in free periods 

(b) Home reading 

5. Giving personal attention to individual 
pupils through: 

(a) Special help for specific defects 

(b) Use of better pupils to help poorer 

6. Choosing materials to suit individual 
interests 

7. Using one or more of these four meth- 
ods of instruction: 

(a) Centering attention upon thought, 
either through silent reading or 
through the use of thought ques- 
tions 

(b) Motivation 

(c) Word and phonetic drills 

(d) Phrase drills 


reading practice 


Experimentation is needed to test out 
the relative merits of these practices. 


Fields for further research. These 
are among the problems which teachers 
of reading are asked to solve: 


1. What are the relative merits of differ- 
ent methods of teaching beginning read- 
ing? 

2. What are the needed changes in regular 
classroom instruction in order to re- 
duce remedial reading cases to a mini- 
mum? 

3. What methods are most effective in 
overcoming specific reading difficulties? 

4. What kinds of reading, such as prose 
or poetry, appeal most to children of 
different ages ?—Margaret M. Alltucker. 








ee 
_—e—~-_-__ x 
————— ml Se 


Reviving the Folk Dance 


HE DANCE EVIL has many phases. 

| The dangers of improper dancing 

are more numerous and subtle than 

is implied in most condemnations of the 
commercialized public dance hall. 

First is the evil of sensuality that stops 
short of immorality, but that comes to 
grip young people like a habit-forming 
drug, developing appetites against which 
they are almost powerless. The pace be- 
comes so fast that energy is taken from 
school and work. Ambitions and aspira- 
tions that should belong to all normal 
young people disappear and society has 
another parasite or failure. 

Second is the evil of too narrow social 
contacts. Youth is the time to develop 
broad acquaintanceship and friendship. 
Recreation that isolates one boy and one 
girl at an early age is bad for the youth 
and for society itself. The growth of 
personality that comes from association 
with many others of one’s own age as 
well as with persons younger and older 
is lost. The ability to deal easily with 
the whole range of human life—so much 
needed in our modern urban communi- 
ties—remains undeveloped. 

Third is the evil of ugly and unmusi- 
cal dance movements. Beauty and 
rhythm are a vital part of life. Properly 
cultivated they add immeasurably to 
health and the joy of living. We may 
well learn a lesson from the ancient 
Greeks who gave large place in their 
educational scheme to music and dancing 
until they developed the all-pervading 
sense of beauty that found expression in 
the philosophy, literature, and art of the 
Golden Age of Greece. 

The overcoming of these evils lies not 
in suppression of the normal youthful! de- 
sire for social contacts and physical ex- 
ercise, but in a constructive program of 
education. Suppression does not sup- 
press; it distorts and deforms. A pro- 
gram based on an analysis of universal 
play needs should develop forms of the 
dance: (1) Are suitable for all ages; 
that are capable of uniting the whole 
family and the whole community in one 
joint recreational enterprise. Delightful 
association between children and parents 
means much in the development of both. 





*Further information may be had on re- 
quest from the American Folk Dance Society, 
2790. Broadway, New York City, of which 
Miss Burchenal is chairman. 





ELIZABETH BuRCHENAL 


(2) Give each individual contacts with 
all the others in the group. Most of the 
folk dances are “mixers.” (3) Culti- 
vate a growing appreciation of beautiful 
rhythm and movement. (4) Provide 
suitable exercise for the whole body and 
for everybody. No system of education 


is complete unless it develops recreation 
habits that endure throughout life. 


After years of experiment and study 
the American Folk Dance Society has 
come to believe that the following folk 
dances meet all of the requirements and 
afford a constructive program of indoor 
recreation for all people in hom. school, 
club, and community center. They may 
be taken as types. They open th~ way to 
the whole wealth of folk dancing.’ They 
are easily learned. Music and even di- 
rection and calls may be had on talking 
machine records. Books may be ad 
showing music, diagrams of steps, and 
pictures of formations. With the rec- 
ords and the books these dances can be 
worked out in any home or school. 

By concentration upon them with a 
view to making them universally known, 
they stand a good chance of becoming 
generally popular, for they have a really 
human social and recreative appeal and 
are especially adaptable for social use by 
both young and old. The most success- 
ful way to carry on this extensive propa- 
ganda would be to present it as merely 
another form of informal social amuse- 


[241] 


ment. Any substitution for so-called 


“modern” dancing can only come about 
naturally through general popularization 
of the more wholesome thing, and any 
announcement that it is intended to sup- 
plant the present popular form of dance 
would only antagonize the very people 
who might profit most by it eventually, 
and militate against the success of the 
movement. 

1. Virginia Reel—This is chosen be- 
cause it is already widely known and 
would be easy to review and popularize, 
provided it is practiced in its original 
form which is in sets of six couples only. 
In a small set like this—or series of small 
sets—there is sufficient action for every- 
one to make it interesting and pleasant 
for all the dancers all the time. 

2. Quadrilles (Old American type)— 
These are simple “square dances” done 
in square sets of four couples. They are 
made up of such familiar figures as “right 
and left,” “ladies chain,” “forward and 
back,” “Allemande left,” “grand right 
and left,” etc. These are easy to do, es- 
pecially with a leader to “call” the fig- 
ures, and are extremely good fun. 

3. The Circle (or “Sicilian Circle’) 
—This is one of the best known and 
simplest of the American country dances, 
and one of the most social. It is danced 
around the room in a circle of couples— 
each couple facing another with whom 
they dance certain figures (similar to 
those of the Quadrille) and then pass on 
to repeat the same with the next couple. 

4. Waltz—By this I refer to the 
waltz in its true fundamental form, and 
not to the incorrect step in common 
practice at the present time which is 
nothing more than a sort of “two step” 
done to waltz music. One who does not 
dance the real waltz is deprived of per- 
haps the truest and finest pleasure of 
social dancing. 

The selection of good waltz music is 
important. Strauss’ waltzes are of the 
finest. Other good examples are found 
in the waltzes in Mlle. Modiste by Vic- 
tor Herbert and in The Chocolate Sol- 
dier by Oscar Straus. 

5. Polka—The polka is one of the 
fundamental and universal dance steps. 
It is the basis of many delightful and 
easy social folk dances and to fully ap- 
preciate and enjoy dancing one should be 
able to dance it. 


















thusiasm for internationalism, it may 

seem foolish to talk of American art 
for American children. But my conscience 
troubles me not a whit on that score. 
As far as art goes, I believe we have 
already paid our tribute to the foreign 
gods. I suspect that there are more peo- 
ple who are familiar with the name of 
Corot than with that of Inness and that 
while Rosa Bonheur and Millet are al- 
most household words in every well or- 
dered school, Winslow Homer is more 
of an obscurity—this notwithstanding the 
fact that the French themselves heralded 
him as the Millet of America. American 
art has already suffered enough at the 
hands of those American art patrons who 
feared to be provincial, and, as I see it, 
it will do no harm if, for a while at least, 
the pendulum swings in the other way 
and the younger generation errs a little 
in the other direction. 

And who is there, I ask, that can with 
quite the same feeling interpret the 
American scene and American life and 
ideals as our native artists? It ought to 
be with no little pride that the teacher 
brings to her children the stories of In- 
ness and Homer and St. Gaudens, names 


ik THE FACE of the present wave of en- 


4 


raise ate eR eet ee ee 


Fog Warning. By Winslow Homer. 











MARGUERITE B. WILLIAMS 






oi 





* eset etna. 


Tanis. By Daniel Garber. 


to conjure with just as much as those 
of Longfellow and Whitman, Washington 
and Lincoln. It seems to me in this day 









In Boston Museum of Fine Arts. 


American Painting 


when we make such a cult of success in 
business in this country the tale of the 
man who refuses to live merely for the 
upbuilding of a fortune is needed. And 
if it is true, as one of our architects has 
pointed out, that the easy success of 
quality production is on the wane, do we 
not need to open up to the American of 
tomorrow the satisfaction that comes to 
those who despite discouragements follow 
art in any of its various forms? 

Every young person should know the 
tale of Inness, the boy who refused to be 
a merchant and independently followed 
his own ideals. His biography as told by 
his son is as fascinating as anyone could 
ask for. Whether the younger child gets 
much out of Inness’ landscapes or not, 
aside perhaps from what they tell of the 
pioneer artist who like the pioneer woods- 
man roamed the country, it does not mat- 
ter. They are so much a matter of deli- 
cate color and spiritual subtleties that one 
cannot expect the child to get from them 
what the adult does. 

But it is to the pictures of Winslow 
Homer dealing with human drama, the 
tale of the mysterious sea, that the child 
will respond more eagerly. Here is an- 
other pioneer. He purposely shut him- 








[242] 


















in the Schools 


self off from other artists and European 
influences and lived a life of solitude on 
the lonely coast of Maine that he might 
more effectively express what was his 
own and that which was essentially Amer- 
ican. And there is in his pictures, I think, 
something of the same closeness with the 
elements that our pioneer New England 
forefathers felt when on the same rugged 
coast they battled with the dashing waves, 
cast their nets from little boats for gi- 
gantic fish, and paid their toll to death. 
Winslow Homer’s “Fog Warning” with 
the old seaman looking anxiously from 
his dory to the sailing ship in the dis- 
tance as the fog gathers epitomizes the 
drama of the sea to be found in many 
other of the sea pictures of this artist. 
Unfortunately there are as yet but few 
pictures by Homer to be had in repro- 
ductions, though there is a profusely il- 
lustrated little handbook about him by 
Dart-Pousette. 

If the child feels a fascination for the 
sea picture, equally does he respond to 
that other indigenous theme of the Amer- 
ican artist, the Indian. Remington, the 
first to paint the Indian, concentrated 
on the warrior side of his nature. He 
painted and modeled, too, the Indian on 
his rearing pony, fighting his last and 
most bitter fight against the victorious 
And the small boy himself 
passing through the savage state finds 


white man. 
particular delight in this bloody page of 


American history. But there is another 
more peaceful side of the Indian that the 


A Holiday. By E. H. Potthast. 


Art Critic, Chicago Daily News 


later painters have emphasized. Brush 
and Couse gave us the bronzed Indians 
who fished, hunted, or made their pot- 
tery by the side of peaceful woodland 
streams in the idealized manner of Hia- 
watha. Ufer and other painters who 
today are working in New Mexico em- 
phasize that more domestic side of the 
Indian who, like the everlasting hills that 
overshadow him, plants his corn and car- 
ries his proverbial jar to the well. There 
is something very beautiful about the 
simple life of this child of nature and his 
worship which we, despite all our civili- 
zation, cannot afford to miss. Are not 
these the very things that we are trying 
to bring to the boy and girl scouts of 
today P 

As for those other forms of American 
life, particular mention might be made of 
the pictures of the children themselves— 
the wading children of Potthast’s ‘“Holi- 
day,” “The Torn Hat” of Sully, “The 
Whistling Boy” of Duveneck, the dancing 
“Alice” of Chase, and the _ barefoot 
“Tanis” of Garver. 

What a rich mine American painting 
is and how much it has in store for the 
American teacher who knows both it and 
her child! Much is 


about picture study, but just as important 


being said today 


is surrounding the child with good pic- 
tures, letting them be a silent influence 
to bring out his own spontaneous enthusi- 
asms or to be stored away as memories 


for another day. 


In Art Institute of Chicago, 





The teacher who is out of touch with 
city museums need not despair of bring- 
ing the best to her children with all the 
fine reproductions that can be had today. 
To be sure there may not be so many 
subjects to be had by American as for- 
eign artists, but the supply is always 
ready to meet the demand as soon as it 
makes itself loud and urgent enough. 

There is 
teacher should not introduce art to her 


students with such organizations as the 


no good reason why the 


American Federation of Arts, the Ameri- 
can Art Bureau, and the large museums 
ready to send out exhibitions and litera- 
ture, and the publisher making everything 
from little miniatures to large wall pic- 
tures in color as well as black and white. 
With the brilliant examples of New York 
with its many murals in the schools, of 
the Public School Art Society of Chicago 
with its art galleries and wall spaces for 
pictures as part of the régime of every 
new school building, the teacher should 
find it increasingly easy to awaken civic 
pride that the 
schools may become shrines of beauty. 


in her community so 


The pictures used in the illustration of 
this article have been provided through 
the courtesy of the American Art Bu- 
reau, 166 W. Jackson Boulevard, Chicago, 


and represent a few pictures ky American 


artists available in reproductions listed in 
their free booklet “Pictures for Schools.” 





[243] 

















Why School Libraries 


ADELINE B. ZACHERT 


Director, School Libraries, State Department of Education, Harrisburg, Pennsylvania 


DUCATION of today is primarily 
E concerned with preparing boys 
and girls to take their place as 
worthy citizens in the community. It is 
therefore necessary to teach them how to 
think for themselves. We no longer tell 
them what to think by memorizing text- 
books. Today we advise them to seek in- 
formation from many sources—books, 
periodicals, and the like—to compare 
these, reach conclusions, and report their 
findings and opinions to their teachers 
and classmates. This modern method of 
instruction requires many teaching tools, 
of which books and other printed matter 
are the most used. 

To be quickly available to pupils and 
teachers, books, periodicals, pamphlets, 
bulletins, and clippings, must be classi- 
fied, cataloged, arranged on shelves, and 
provided with a system of records. Such 
a collection, properly organized, in 
charge of a competent librarian, becomes 
the book laboratory of the school. 

To serve its purpose adequately the 
school library should measure up to the 
standards as stated in the following 
definition. ‘The highschool library is a 
carefully selected collection of books, 
perioditals, pamphlets, clippings, and 
illustrative Material, chosen to meet the 
needs of the average highschool student, 
organized according to modern library 
methods by a trained librarian who can 
devote his entire time to the school 
library and who is thoroughly interested 
in boys and girls. This library has a 
spacious and attractive reading room, it 
is maintained by adequate annual appro- 
priations and 4s used by every depart- 
ment in the modern highschool for in- 
formation, as a means of awakening or 
stimulating interest in a subject, and 
for all that such a room may do by way 
of suggestion and inspiration. It is the 
headquarters for many reading clubs 
conducted by teachers and librarians 
working in cooperation, it is used for 
classes trained by the librarian in the use 
of the library reference books and tools, 
it becomes the social center of the 
school.” 

No junior highschool is _ properly 
equipped to meet the needs of boys and 
girls during those three vital school 
years, which is not provided with ad- 
equate library facilities. Foremost au- 


thorities on junior highschool adminis- 
tration agree that the school library 
should be the most attractive, the most 
beautifully appointed, the most homelike 
and the least schoollike room in the 
building. Its needs in equipment of fur- 
niture, books, periodicals, supplementary 
instructional aids, and decoration should 
take precedence over the needs of every 
other activity in school administration. 
No other activity of the school, not even 
the lure of the gymnasium, auditorium, 
shops, fine arts, or even the attractive 
social activities, should be permitted to 
wield the influence to that which the 
junior highschool library should exert. 
In size and location of the library 
room, in its furnishing and equipment, 
the library in the junior highschool 
should be as large, convenient, and at- 
tractive as that of the senior highschool. 
The book selection, however, and the 
library service should be especially suited 
to the needs of junior highschool pupils. 
There should be many books which ap- 
peal especially to early adolescent chil- 
dren. The librarian should be chosen for 
her ability to deal understandingly and 
sympathetically with children of this 
difficult but exceedingly interesting age. 
Fully seventy-five percent of all the 
pupils in our elementary schools do not 
reach the highschool. They begin to 
leave school upon completion of the sixth, 
seventh, and eighth grades. They must 
depend for their future self-education 
upon the impetus received during their 
years in the elementary school. If, dur- 
ing that time they have learned how to 
turn to the printed page for information, 
recreation, and inspiration, then they 
have acquired the means of continuing 
their education throughout life. It is 
therefore important that pupils in the 
grades have ready access to the many 
book treasures which are their rightful 
heritage. There are books that belong 
to childhood—myth, fairy tales, folk lore, 
legends. These the childhood of the race 
evolved, and these the children of today 
should have and enjoy. To give the 
right book to the right child at the right 
time becomes the responsibility of the 
elementary school. This can best be ac- 
complished through the school library. 
Progressive schools are now providing 
library rooms for pupils in the grades. 


[244] 


Under the supervision of a competent 
teacher-librarian, pupils are here taught 
how to supplement their studies by the 
use of books other than texts. They are 
given an opportunity to read and enjoy 
carefully selected children’s books. In 
schools where library rooms have not yet 
been established, the use of classroom 
libraries is recommended. These are col- 
lections of thirty or forty books suited 
to the needs of pupils in the first six 
grades. The books are issued for home 
reading and pupils give informal reports 
of books they have read. 

In an ungraded school where eight 
subjects are taught for each of eight 
grades by one teacher, there must, of 
necessity, be times when precious minutes 
may profitably be used by pupils in the 
reading of books from the school library, 
If the books are available, easy of access, 
and if pupils are encouraged to utilize 
spare moments by reading library books, 
much profit and pleasure may be derived. 

There should be enough books to 
supply adequately the needs of all the 
pupils—picture books and easy books for 
the little ones, travel, biography, legend, 
hero stories, and romance for the older 
pupils. The collection should be large 
enough to furnish each pupil with a con- 
tinuous means of mental development 
during his first eight years in school. 

Lists of carefully chosen library books 
to suit the needs of various types of 
schools are issued by the department of 
public instruction and may be had upon 
request. Suggestions for the purchase of 
library books are offered and directions 
for organizing books into a workable 
school library are given. 

Library books are a good investment. 
They bring large dividends. They arouse 
new interests, open new visions, enlarge 
the horizon, stimulate imagination, and 
foster ambition. They may become a 
deciding factor in the choice of a voca- 
tion, and in the ethical and moral guid- 
ance of boys and girls. They are neces- 
sary tools in the schoolroom. Rightly 
chosen and properly used, they help to 
make better citizens of boys and girls. 
Organized for quick and ready reference, 
they multiply the efficiency of every 
teacher. That is why we have adopted 
for Pennsylvania the slogan, “A library 
for every school in the Commonwealth.” 





The Demonstration Lesson 


H. L. Donovan 


Professor of Elementary Education, George Peabody College for Teachers 


HERE IS NEED for a much higher 

level of classroom efficiency than is 

now to be found in a great majori- 
ty of the schools. One way of realizing 
this need is repeatedly to expose the 
teachers—those in the service as well as 
those in training—to expert demonstra- 
tion lessons. 

Our educational theories are possibly 
a half century ahead of common practice. 
If the average classroom teacher could 
approximate what the best theorists 
know about the teaching of reading, 
arithmetic, language, and the social sci- 
ences, our schools could probably be ad- 
vanced a generation in a single year. 
Certainly much time could be saved for 
the child, and the years now devoted to 
education could be reduced. This reduc- 
tion in time need not be at the expense 
of the child’s education, for the newer 
methods which are the result of research 
will assuredly produce a superior prod- 
uct. Teachers need to see frequently un- 
impeachable examples of classroom pro- 
cedure. Such demonstrations should be as 
nearly perfect as it is possible to make 
them as to the method employed, the de- 
vices used, and the technic practiced. 

We learn to do by seeing as well as by 
doing. Certainly, the initial steps of the 
learning are best acquired by observation. 
Observation is a fundamental part of 
training in science and in art. The 
young surgeon sees all the various opera- 
tions performed by able surgeons. Grad- 
ually, he is permitted to participate in 
the operation, but not until every detail 
of the performance has been demon- 
strated by the expert surgeon. In art, 
the student spends much time in the art 
gallery studying masterpieces and in the 
studio watching skilled artists produce 
them. We find it equally necessary in 
the training of teachers in order that the 
theory and the practice may be related 
to demonstrate the procedure. Imitation 
plays a much more important réle in our 





*The Carnegie Foundation for the Ad- 
vanecement of Teaching. The Professional 
Preparation of Teachers for Am. Pub. Sch. 
Bulletin No. 14, p. 29. 

*Pittman, M. S. 
supervision. 
pp. 19-40. 


The value of school 
Baltimore, Warwick and York. 


Nashville, Tennessee 


teaching than we have usually been wili- 
ing to recognize. What one of us, when 
facing a new or complex classroom situa- 
tion, has not turned to one of his former 
teachers, and attempted to recall how 





General Standards for 
Evaluating a Lesson! 


What was the aim of the lesson? 

Was the instruction closely related to 
the previous experience of the chil- 
dren? 

Was there a motive on the part of the 
pupils? 

Was there initiative on the part of the 
pupils? 

Were provisions made for caring for 
individual differences ? 

What was the character of the 
teacher’s questions and the pupils’ 
answers? 

Did the pupils 
values? 

Was the opportunity provided for ap- 
plication of lesson? 

Was there a general summary? 




















recognize _ relative 





1 Dr. Frank McMurry first suggested stand- 
ard 3, 4, 7, 8. See Elementary school stand- 
ards. World Book Co., Yonkers. 





that teacher met a similar situation in 
order to find a way out? The untrained 
young teacher solves practically every 
schoolroom problem in terms of the way 
he remembers his favorite teacher’s hav- 


ing met similar problems. The well- 
trained teacher who is just entering the 
service often resorts to the same proce- 
dure, but more frequently he recalls how 
the critic teacher in the normal school 
or teachers college dealt with kindred 
problems. 

There are those who depreciate this 
method of learning to teach. They say 
that it crushes initiative and originality 
and that the teacher becomes an imitator. 
The facts are that most teachers are imi- 
tators and many of them imitate bad 
models. Few of us have either the ini- 
tiative or originality to devise new and 
better methods of teaching. Imitation 
has always been considered a legitimate 
method of learning. If we will but imi- 
tate correct models of how to teach we 
may safely leave the question of origi- 
nality to the individual differences of 


[245] 


teachers and count on sufficient variation 
to make the work of the classroom inter- 
esting as well as effective. 

The demonstration lesson is not a new 
procedure in the training of teachers. 
We find the first state normal school had 
a training school for the purpose of dem- 
onstration and practice.t Almost with- 
out exception every normal school and 
teachers college from that day to this has 
maintained a school where student-teach- 
ers could both observe demonstration les- 
sons and do practice teaching. 

We find the demonstration lesson to 
be one of the earliest agencies used in 
the supervision of instruction. In 1888, 
Superintendent J. M. Greenwood, of 
Kansas City, speaking before the Depart- 
ment of Superintendence said: “The su- © 
perintendent should be of an inventive 
turn of mind, and among his teachers he 
can always select a few whom he can 
safely trust to try experiments in school 
work, and these can be induced to ex- 
hibit their methods to others.” 

A practice which has become a custom 
frequently needs rejuvenation. ‘That. is 
the mission of this paper. The demon- 
stration lesson in the teachers college is 
too often a mere formal procedure. 
Student-teachers who have little or no 
knowledge of how to analyze a recita- 
tion sometimes sit through the recitation, 
but with their eyes they see not and with 
their ears they do not hear. The exer- 
cise is nothing more than the fulfilment 
of an academic requirement. In like 
manner supervisors frequently call their 
teachers to witness a demonstration les- 
son without having previously prepared 
them for the demonstration. When 
properly used there is no more effective 
agency for the improvement of teach- 
ers—those in training and those in serv- 
ice—than the demonstration lesson. A 
remarkable illustration of the effecti\ e- 
ness of the demonstration lesson as a de- 
vice for the improvement of teachers 
who are in the service is to be found in 
Dr. Pittman’s experiment in supervision 
in Brown County, South Dakota.? To 
the writer it appears to have been the 
most important single element used in 
attaining the splendid results recorded 
in this experiment. 








246 





THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





November, 1926 


et 


It is the function of the demonstration 
lesson “to exemplify the use of sound 
method, show what devices are effective 
and how to employ them, and to exhibit 
the results of good technic.””+ The ob- 
server should come to the demonstration 
with a knowledge of the method, devices, 
and technics that are to be employed by 
the demonstrator and an appreciation of 
the significance of these. More impor- 
tant than these, however, is that both the 
observers and the demonstrator should 
have in mind the same standards by 
which to evaluate the instruction. 

Demonstration lessons to be a suc- 
cess must be thoroughly planned. They 
should be taught often by the supervisor 
but possibly most frequently by a teacher 
who is an artist in her particular field. 
They must always exemplify teaching as 
a fine art. Arrangements should be made 
to have the lesson plans mimeographed 
and furnished: to the observers long 
enough in advance to afford them an op- 
portunity for careful study of the plans. 
When the demonstration is for student- 
teachers in the teachers college, it will be 
assumed that the standards by which the 
lesson is to be judged have previously 
been developed in a class in education 
and that the observer comes to the dem- 
onstration with clear-cut, definite, and 
specific standards for evaluating the in- 
struction. The supervisor of teachers 
who are in service will in conferences 
work out standards by which they will 
measure not only the demonstration les- 
son but lessons which they teach day by 
day. These standards are essential, since 
they must form a part of the working 
agreement between the teacher and the 
supervisor. Friction will certainly occur 
sooner or later if they do not have in 
mind the same standards for evaluating 
instruction. 

The observer should take sufficient 
notes to enable him to reproduce what 
he has seen. Teachers ought frequently 
to try to write a careful descriptive ac- 
count of what actually took place in a 
classroom during their visit. Such a re- 
port should be a pen picture so drawn 
that it would portray a vivid account of 
the activities of the classroom to one who 
had not been present. The description 
should then be followed by the applica- 
tion of standards by which to measure 
the work. Such an exercise is most valu- 
able in clearing up one’s thinking regard- 
ing teaching situations. It also reveals 
clearly whether the observer can see and 


*Nutt, H. W. The supervision of instruc- 
p. 138. 


tion. Boston, Houghton Mifflin. 


hear and evaluate the finer points in 
teaching. 

The observation of every demonstra- 
tion lesson should be followed by a con- 
ference. Usually it is well to let a period 
of twenty-four hours intervene before 
the conference. This gives everyone time 
to ponder and digest his reactions before 
entering into a discussion. The demon- 
stration is not over when the children 





Why They Wanted It 


HE MEN who didn’t know 

said it was because they 
were indolent and wished to 
shirk their duties. The women 
who didn’t know claimed it 
was just a modern fad. But 
the parents who wanted it and 
the men and women who knew 
said: We want a kindergarten 
for the children because 


They need work and play suited to 
their years; 

The work must be work they will 
love, for 

The love of work will foster the 
habit of industry; 

The play must be sportsmanlike, for 

Play inculcates either virtues or 
faults; 

A kindergarten is a little child’s 
workshop and playground, and 

A kindergartner is a master-work- 
man and sportsman; 

She has been taught to understand 
the child-world, 

She studies each child’s needs and 
preperes the children’s workshop and 
playground accordingly. 

National Kindergarten Association. 








are dismissed. The fun should just begin 
at this point. First, two or three of 
the observers should state what they ob- 
served without any attempt to evaluate 
the lesson. The demonstrator should 
then be asked to accept these observa- 
tions as to what actually occurred or 
modify them should he disagree. When 
the evidence is all in and everyone un- 
derstands what took place, we are then 
ready for an evaluation of the work. 
This evaluation should be fair, frank, 
and honest. There are those who take 
the position that the conference should 
bring out only the good points of a 
demonstration. After they have flattered 
the teacher, they are satisfied to adjourn 
the meeting. This is buncombe of the 
worst sort, and it is professional dishon- 
est. Teachers should display more cour- 
age and sportsmanship. The good, bad, 
and indifferent should be pointed out in 
the analysis of the recitation—the good 





as an example of what to imitate; the 
bad as the thing to avoid. The confer. 
ence is a very important part of the 
demonstration when properly conducted, 
It is probably the most important and 
profitable type of teachers meeting 
which may be held. It can be the means 
of resulting in greater improvemcat on 
the part of teachers than any other kind 
of meeting. It should be informal and 
everyone should have a chance to par- 
ticipate. It offers an opportunity for en- 
gendering a democratic spirit in the 
teaching force. It should give ° the 
teacher and the supervisor their finest 
chance to point out the merits and weak- 
nesses in each other’s work. The super- 
visor must participate in the conference 
as one among equals. He should in no 
sense parade his superiority, but he 
should solicit the frankest sort of criti- 
cism when he has demonstrated. 

Mention has previously been made of 
the necessity of having in mind standards 
by which the lesson is to be criticised, 
Those participating in the conference 
will have previously developed standards 
and accepted them as the basis for evalu- 
ating the work. ‘There is no one thing 
more important in supervision than that 
standards for determining the worth of 
instruction be drawn up and thoroughly 
understood and agreed upon. The 
teacher needs these standards for her 
guidance in the conduct of every recita- 
tion; the supervisor, for the analysis of 
the teaching he observes. Without com- 
mon standards neither the teacher nor 
the supervisor has a point of departure. 

There are both general and specific 
standards which should be used to de- 
termine the worth of the instruction. 
General standards are those which may 
be applied with equal force to any lesson 
regardless of its nature. Specific stand- 
ards are criteria which are applicable 
only to a lesson of a specific character. 
For example, there are certain standards 
which could be applied to a lesson where 
the aim was to teach children to solve 
problems involving reasoning in arith- 
metic that would not be applicable to a 
silent reading lesson or a lesson in oral 
reading. 

A conference would not be complete 
if it simply measured the instruction by 
the use of general standards, such as 
those on page 245. The specific standards 
for each recitation are more intimately 
related to the lesson. They get closer 
to the heart of the process. The num- 
ber of things to be observed in this kind 
of an evaluation may be extended to 
great length. 














Vol. 15, No.8 


————— 


The type of lesson presented will de- 
pend on the principles of teaching which 
the supervisor wishes to emphasize. The 
types of lessons which lend themselves 
for demonstration purposes are the drill 
lesson, the problem-solving lesson, the so- 
cialized recitation, the appreciation les- 
son, lessons illustrating the value of 
yisual education, various types of oral 
and silent reading lessons, and lessons for 
the development of motor skills. It is 
distinctly difficult, and rarely ever desir- 
able, to teach a lesson adhering strictly 
to one type all the way through. An ap- 
preciation lesson may have a bit of drill 
intermingled with it, and undoubtedly it 
adds flavor to a drill lesson if there is 
something about it that may be appre- 
ciated by the children. Notwithstand- 
ing this fact, a demonstration should 
never be a medley. It should so pre- 
dominantly partake of the nature of one 
type that there would not be any diff- 
culty on the part of the observers in 
cataloging it. If the characteristics of 
a good lesson of the different types can 
be developed with teachers it will ma- 
terially add to the value to be derived 
from the demonstration. 
tration of this point may be found in 
Parker’s Types of Elementary Teaching 
and Learning, p. 323. 

What is the value of the demonstra- 
tion lesson? ‘The writer believes that it 
makes abstractions theories 
take on the semblance of realties; and 
principles are visualized. “Lhe demon- 
stration lesson is the expression of peda- 
gogical precepts in a dramatic setting. 

One of the measures of a supervisor’s 
worth is his ability to improve the best 


A good illus- 


concrete ; 





0 BE INITIATED into the ideals and programs of professional organization—local, state, and national—during student years is to 
get a running start in the great profession of teaching. The State Teachers College at Kearney, Nebraska, is doing pioneer 
work with this student unit of the National Education Association, these young men and women having become members of 
the Association. 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 





247 





teachers in the service. There is prob- 
ably no more effective way to achieve this 
objective than to discover what these 
teachers do most successfully and solicit 
their aid in helping others. 

He who profits most from such an 





Reasoning in Arithmetic 


ERE the problems taken from 

life situations? (a) Did they 
deal with the situation in which it is 
most likely to occur in reality? Ex- 
ample: Family grocery bill. (b) 
Were the situations much harder or 
much easier than they really occur in 
life? 


2. Did the teacher free the problem 
of difficulties due to vocabulary, struc- 
ture, or lack of experience? 


3. Elements in solving: (a) Did the 
child understand thoroughly what the 
question was? (b) Did he know what 
facts were givenP (c) Did he know 
what facts to use in solving the prob- 
lem? 


4. Was the pupil encouraged to iden- 
tify himself with the person the prob- 
lem represented? 


5. Was provision made for much 
practice in solving type problems in 
many situations before taking up 
miscellaneous problems? 





exercise is certainly the teacher of the 
lesson. Such a performance will as- 
suredly lift one to a higher plane of prac- 
tice. One never quite drops back to old 
levels who has once performed brilliantly 
and artistically before his colleagues. 
Teachers should covet the opportunity 


to teach for demonstration purposes. 
Every teacher should plan to teach at 
least one blue-ribbon lesson each week 
regardless of whether he has observers 
or not. Such a program conscientiously 
pursued for a time will certainly lead to 
artistic teaching and increasing improve- 
ment in service. 

The who. carefully and 
thoughtfully watches a spirited demon- 
stration will vicariously experience the 
teaching. The values which accrue from 
such an experience are large. If the 
young and less skilful teacher will but 
intelligently throw himself into the 
demonstration he will learn more and 
more of what classroom procedure means 
when controlled by an efficient teacher, 
and in time he too should be able to “go 
and do likewise.” 


observer 


Heo will not replace skill, they will 
not replace tact, they will not re- 
place kindness, they will not replace en- 
thusiasm, or nobility. On the other 
hand, they will not in any sense harm 
us, and they will be useful as helps, no 
matter how ideal our aims. Our ideals 
may be as lofty and subtle as you please, 
but if they are real ideals, they are ideals 
for achieving something; and if anything 
real is achieved, it can be measured. Not 
perhaps now and not perhaps in fifty 
years from now. But if a thing exists, it 
exists in some amount; and if it exists in 
some amount it can be measured. I am 
suspicious of educational achievements 
which are so subtle and refined and 
spiritual that they cannot be measured. 


I fear that they do not exist.—E. L. 
Thorndike. 


























248 





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 all meetings of the Association and its de- 
partments, to vote for delegates to the Representative As- 
sembly, to hold office, and to receive THE JOURNAL monthly. 

The payment of $5.00 instead of $2.00 entitles an active 
member, in addition to the privileges of the $2.00 member- 
ship, to receive the complete bound volume of Proceedings, 
all committee reports, and other regular publications of 
the Association. 

One dollar of each membership fee is for a year’s subscrip- 
tion to 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- 
clation of America and is published in accordance with the 
standards of that organization. 


Entered as second-class matter October 28, 1920, at the post- 
office at Washington, D. C., under the act of August 24, 1912. 
Acceptance for mailing at special rate of postage provided for 
in section 1103, Act of Oct. 3, 1917, authorized Jan. 26, 1921. 


Joy Elmer Morgan 
Editor 





Harold A. Allan 
Business Manager 





EXECUTIVE AND EDITORIAL OFFICES: 
1201 Sixteenth Street N. W., Washington, D.C, 








Greetings to New Members 
Oo. OF THE Joys of fall is the host 


of new members it brings into 
Association ranks. To you the officers 
extend the right hand of professional 
fellowship. The Association is yours. 
The JouRNAL is yours. The cause is 
yours. The future of the profession is 
yours. New energy, new ideals, new 
plans, new outlooks were never more 
welcome than now. It is one of the 
glories of our Association that it is not 
some outside agency imposing tasks, but 
ourselves working together for the best 
things in education and life. 

We asked a new member the other 
day what the Association meant to her 
and here are some of the things she said: 

An opportunity to share in the work of an 
organization that has made the teaching pro- 
fession in America. 

The pleasure of reading an attractive 
journal that magnifies my work and keeps 


me in touch with the new movements in edu- 
cation. 


We asked another new member why 
she joined the Association. Her reply 
put it this way: 


Our principal told us that there were 
800,000 teachers in America and that only 
one in five was helping to pay for the bene- 
fits which the Association brings to us all. 
We teachers talked it over and decided we 
wanted to do our part. We are proud of 
our hundred percent membership. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Another new member writes: 


I especially enjoyed meeting the new pres- 
ident in the October JouRNAL and the article 
on Repression Versus Expression. It cleared 
up some points that had been puzzling me. 


Says still another: 


Glenn Frank’s Prayer for Teachers should 
be framed and hung in every schoolroom. 


Again, members new and old, greet- 
ings! Help to make the Association 
better and bigger that through its efforts 
we may have finer schools and happier 


children. 
Things Done 


Bb Ban NINE WISCONSIN NORMAL 
SCHOOLS have recently been elevated 
to the status of teachers colleges by the 
board of regents and will offer courses 
leading to the bachelors degree. In 1900 
lawyers read law in the offices of older 
lawyers, doctors learned by apprentice- 
ship. No one now thinks of entering law 
or medicine by these old routes, but a 
large fraction of teachers still enter the 
schoolroom with much less training than 
would be expected in the other profes- 
sions. To elevate normal schools to 
teachers colleges is one of the quickest 
ways to bring professional recognition to 


teachers. 
ew RURAL SCHOOL SUPERVISION 
PAY? Yes. Enormous dividends 
are indicated by a two-year demonstra- 
tion made in Indiana under the auspices 
of the General Education Board and re- 
ported in a recent bulletin of the state 
department of that state. Among the 
conclusions are these: $14,021 spent for 
supervision the first year gave service 
equivalent to an expenditure of $38,559 
for additional instruction. $14,201 spent 
for supervision the second year was 
equivalent to adding 41.1 days to the 
school year or gave an increased teach- 
ing efficiency equal to $71,636. In other 
words, 160 days with supervision accom- 
plishes as much as 182 days without 
supervision for the first year and as much 
as 201 days without supervision for the 
second year. Supervision is obviously an 
effective and economical way of improv- 
ing rural school work. 


GS mpagets AFLOAT is the name given 
to a unique institution presided 
over by Charles F. Thwing, president 
emeritus of Western Reserve Univer- 
sity. It enrols five hundred students from 
forty-five states and is now on the high 
seas for an eight-months cruise with a 
select faculty of forty instructors. 





November, 1926 


_— 


Former governor Henry J. Allen of 
Kansas is editor of the college journal, 
printed on the ship’s press, which will 
give laboratory work in editing with 
many interesting assignments to cover in 
the ports of the world. 


MOCRACY IN EDUCATION takes a 

big step forward in the publica- 
tion of B. R. Buckingham’s Research for 
Teachers. For each individual teacher 
surrounded with all the raw materials 
for the development of the science of 
education to observe, to record, to com- 
pare, and to study the objective facts 
involved in the learning process is to 
elevate teaching to its true place as a 
profession and to elevate the individual 
teacher in self-respect and community 
appreciation. This is what Research for 
Teachers advocates and explains. 


pen APPRECIATION by radio is 
now a regular feature of the 
work of the Connecticut department of 
education under Director of Rural Edu- 
cation N. Searle Light. The programs 
go out from Station WTIC and are 
potentially available to a class of 275,000 
pupils in the New England states. The 
course will consist of twenty lessons 
given alternate Wednesdays at ten forty- 
five in the morning, eastern standard 
time. Radio presents many possibilities 
as an aid to instruction. 


a0 painting—The 
Landing at Jamestown by Glenna Lati- 
mer—graces the walls of the Walter Herron 


BEAUTIFUL mural 


Taylor School at Norfolk, Virginia. It sug- 
gests an opportunity too little used in the 
development of school buildings—their deco- 
ration by paintings based on the history of 
the locality. Many a city has finer art in 
its hotel lobbies than in its temples of 
learning. 





~~ Se 


Education as a Career 


EACHERS are the largest public 

service group in modern society. 

Within a few years there will be 
more than a million teachers in the 
United States. The development of pro- 
grams already underway requires that 
one person out of every hundred of the 
total population give full time to educa- 
tional work. While at first thought this 
proportion might seem large, it is small 
indeed when compared with the fraction 
of the population that has devoted itself 
to fighting during other periods of his- 
tory. And besides, education builds 
while fighting destroys. 

Education is not only the most numer- 
ous profession in modern society; it is 
the greatest in other ways. No child can 
afford not to consider its possibilities as 
a career. No vocational counselor can 
afford to ignore it. No wise parent will 
overlook its enduring values. 
ine master of statecraft will fail to see 
the need for attracting into teaching the 
best minds and hearts of every genera- 
tion. 

Preachers of an earlier day were vigi- 
lant in their search for promising candi- 
dates for the ministry. They were proud 
to have sons follow in their footsteps. 
The home that had a preacher among its 
children considered itself most highly 
honored. Wise schoolmasters and par- 
ents have often magnified teaching in the 
same way. It is a practice worthy the 
widest extension. Every teacher should 
be eternally searching for the one in a 
hundred who has the talents for a teach- 
ing career. Once discovered such a boy 
or girl should be given every opportunity 
to develop the teaching gifts. 
teacher-training institutions should be 
opened to him and opportunity to earn 
advancement should be placed in his 
path. These are all things that the best 
teachers have done as a matter of course. 
But they may well become universal. 

There are many different types of op- 
portunity in the farflung educational 
service—classroom teaching on various 
levels, several types of administration, 
research, librarianship. The choice of the 
special field suited to one’s powers and 
tastes is hardly less important than the 
choice of the profession, although it may 
well be made somewhat later. Great 
help may be had from printed books. 
What child would not be interested in 
The Evolution of Dodd? At an earlier 


No genu- 


Doors to~ 


age than most teachers realize, young 
people will read such books as Sander- 
son of Oundle, The Ideal Teacher, The 
Young Man and Teaching, Great Edu- 
cators of Three Centuries, The Discov- 
ery of Intelligence, or any of the intro- 


A Few Good References on 
Education as a Career 


MERICAN EDUCATION WEEK, Novem- 

ber 7-13, is a good time to bring 

the possibilities of teaching as a career 

to the attention of school children. 

The following books may well be on 

the shelves of every highschool li- 
brary. 

Bagley, W. C., and Keith, J. A. H. 
An introduction to teaching. Mac- 
millan Company, New York, 1924. 

Dearborn, Ned N. An introduction to 
teaching. D. Appleton and Com- 
pany, New York, 1925. 

Drury, Samuel S. Schoolmastering. 
Macmillan Company, New York, 
1926. 

Frasier, George Willard, and Armen- 
trout, Winfield D. An introduction 
to education. Scott, Foresman and 
Company, Chicago, 1924. 

Graves, Frank P. Great educators of 
three centuries. Macmillan Com- 
pany, New York, 1912. 

Hart, Joseph K. The discovery of in- 
telligence. Century Company, New 
York, 1924. 

Palmer, George Herbert. The ideal 
teacher. Houghton Mifflin Com- 
pany, Boston, 1908. 

Sanderson of Oundle. Macmillan 
Company, New York, 1926. 

Walsh, Matthew J. Teaching as a 
profession. Henry Holt and Com- 
pany, New York, 1926. 

Wright, Henry Parks. The young man 
and teaching. Macmillan Company, 
New York, 1920. 

















ductions to teaching and education that 
have recently appeared. 

The child’s sense of the importance of 
teaching is not developed in a day. It 
is the product of many influences—home 
attitudes, the desire to be like teachers 
he admires, reading, and _ discussion. 
Some teachers lead children to develop 
outlines showing requirements and ad- 
vantages of teaching. They emphasize 
such factors as health, love of childhood, 
quickness of mental processes, general 
culture, and special training. After thor- 
ough discussion a class might develop as 
a composite achievement some such state- 


[249] 





ment of the advantages of teaching as the 
following: 

First, teaching is and always will be a 
pioneer profession. ‘The teacher lives on 
the frontier of childhood, seeking ever to 
bring the world’s ideals and knowledge 
to the service of the world’s life. There 
is the challenge of the oncoming genera- 
tions and of the successive waves of new 
knowledge as science and discovery ad- 
vance. Adventure adds zest to life and 
certainly teaching is one of the great ad- 
ventures. 

Second, teaching leads to a good life. 
The school is filled with the freshness 
and idealism of childhood. One’s asso- 
ciates in the profession have high stand- 
ards of living and thinking. One is sur- 
rounded by the better values of life. He 
is honored by the best people in the com- 
munity. The college town is 
pointed out as the ideal community in 
which to live. ‘Teaching offers mental 
and moral growth. Education searches 
eagerly for the soundest mental and 
moral processes. 


often 


As men 
and women rise in the scale of moral 
growth, they become less willing to 
spend their time and energies on activi- 
ties that do not benefit their fellows. 
Even in fields where selfishness once 
“ruled, service is rapidly gaining as an 
ideal. Even business says, “He profits 
most who serves most.” The teacher 
says, ““He most lives who serves best.” 
There is a joy in doing for others. In 
teaching this joy is immediate and inti- 
mate. Every teacher in his later years 
regards with deep satisfaction the success 
of men and women whose lives he has 
helped to build. 

Fourth, teaching pays. Thoughtful 
people place joy in work above dollars 
in the pay envelop in choosing what they 
shall do. But the dollars cannot be 
ignored since they determine important 
aspects of one’s standard of living. The 
financial rewards of teaching are improv- 
ing as an organized profession brings its 
needs to the attention of the public. 

Fifth, teaching is a growing profes- 
sion. It will be a generation befare 
there will be an adequate supply of 
trained teachers. Young men and women 
who enter now will have the advantage 
of this growth. Pioneers in new fields 
soon become the leaders in those fields. 
A teaching career is stable. The capable, 


Third, teaching is service. 











250 





well-trained teacher need have no fear 
of unemployment, but may look forward 
to increasing opportunities commensu- 
rate with added training and growth in 
personal fitness. 

Sixth, teaching is The 
teacher shapes the unfolding life of 
childhood and radiates ideals and pur- 
poses that in the citizenship of tomorrow 
will become the fabric of an improved 
social structure. “Teaching is the most 
fruitful of patriotic services. Building 


building. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


right ideals and habits into the lives of 
young citizens is a ministry essential to 
a democracy. The teacher holds the most 
sacred trust within the gift of society. 
To discover in the rising tide of young 
life a potential teacher is as rich in possi- 
bilities as the discovery of a continent. 
To the teacher who has faith in the in- 
dividual and the race the search for 
teaching talent is an inspiring quest. 
Joseph McCabe in his remarkable book 
1825-1925, A Century of Stupendous 





November, 1926 





Progress, after a clear recital of facts 
and figures, concludes: 


Man is only just beginning to be man. 
We: are just getting out of infancy. Pes. 
simism is mere ignorance. A future more 
splendid than any poet can imagine is as 
certain as tomorrow’s sun. 


And teachers are the real makers of 


history. Society cannot afford not to 
choose them well. Is there one in your 
school? Is there one in your home? 


There must be one in every hundred 


children.—J. E. M. 


A Pioneer in the Profession 


AVID SANDS WRIGHT has recently 
[) told the story of his half cen- 

tury of service at Cedar Falls, 
Iowa, in a book entitled Fifty Years at 
Teachers College, from which the 
material on this page is taken. The story 
of Cedar Falls is a picture of education 
on the frontier and the beginnings of 
teacher training. Under Homer H. 
Seerley, who has been its president since 
1886, this school is celebrating its 
Golden Year. 


a My HAVE a part in laying the founda- 
tions of a great enterprise is an 
opportunity that any man would covet. 
To have a part in laying such founda- 
tions, and then to continue work on the 
superstructure for a full half century of 
its development is a privilege that few 
men are permitted to enjoy. The sub- 
ject of this brief sketch has had that rare 
honor. He taught the first class on the 
opening day of the Iowa State Normal 
School on September 6, 1876, and now 
in its Jubilee Year, full of bodily and 
mental vigor, he is rounding out his 
fiftieth year of service on its campus. 

David Sands Wright was born on the 
seventh day of December, 1847, on a 
farm in Penn ‘Township, Highland 
County, Ohio. His father, grandfather, 
and great grandfather were “Quaker” 
preachers of repute and devoutness. 

A lad of seven, David Wright was 
sent to a “lone log structure,” the 
Squabble Highschool. His first teacher, 
one Andrew Jackson Brouse, was of a 
type not uncommon in those days, a 
man, who in addition to his occupations 
of farming, blacksmithing, and _ car- 
pentering, eked out a living by teaching 
a country school in winter. In this and 
other country schools the boy was 
brought up on “McGuffy’s Readers, 





Ray’s Arithmetics, Green’s Analysis 
and Pelton’s Geographies.” Early in 
his teens he joined the “Squabble Hill 
Literary Society” and formed the debat- 
ing habit. 

In the spring of 1866 the directors of 
Sub-District Number One hired the 
young man to teach the spring term of 
three months at a “salary” of twenty- 
five dollars a month. 

Soon, eager for more education, Mr. 
Wright entered the National Normal 
University at Lebanon, Ohio. There he 
obtained his Bachelor of Arts degree in 
1871 and his Master of Arts degree in 
1873. 

In the autumn of 1872, his real life 
work, that of a teacher of teachers, be- 
gan in the village of Salem in Henry 
County, Iowa. His official position was 
that of associate principal, in copartner- 
ship with Clarkson C. Pickett, of Whit- 
tier College and Normal Institute. In 
writing of this later, Mr. Wright has 
said: “This institution was a college in 
the sense that an Iowa village is a ‘City,’ 
a Kentucky civilian is a ‘colonel,’ or the 
head of a two-room school is a ‘per- 


fessor.’”” It was really a Quaker Acad- 
emy established in a community of 
Friends. 


Mr. Wright was elected to the first 
faculty at Cedar Falls in July, 1876, 
the second “male instructor” to be 
chosen. No school has ever found a 
more zealous and faithful teacher than 
the State Normal School found in 
David Sands Wright. 

In 1915 Professor Wright retired 
from the Department of Mathematics 
to take up a line of work in which he 
has made, perhaps, his most distinctive 
contribution to education in the state of 
Iowa. Interested for many years in the 
teaching of Bible in the -highschools 


and colleges of the country he had made 
a thorough study of the progress of that 
work in different sections of the United 
States. When, in 1915 the decision was 
reached, largely through his efforts, to 
offer credit courses in Bible Study in the 
Teachers College, Professor Wright was 
made Director of Religious Education. 

Classroom instruction has been but 
one of Mr. Wright’s activities during 
his busy life. He became identified with 
the State Teachers Association in 1875, 
taking from the beginning an active part 
in committee work. In 1904 he served 
as its president. In his fiftieth year of 
membership, 1925, the association hon- 
ored itself and him by making him a life 
member. 

For years, Professor Wright has spent 
a part of his spare time in writing, con- 
tributing to many of the educational 
journals of the country. 

To the general public of the state, Mr. 
Wright has become best known through 
his sermons and lectures. An eloquent 
and forceful speaker, he has been called 
to every part of the state to preach or to 
lecture. 

On July 24, 1880, Mr. Wright took 
the happiest step of his whole long life, 
when in the reception room of the Nor- 
mal he was married to Miss Eliza Raw- 
stern, a graduate of that morning. In 
all the years of its history, the school has 
graduated no finer woman. Her quiet 
strength of character and her wide and 
active interest in problems of the day 
have made her influence widely felt. 

To love little children and to be loved 
by them, to win and hold the respect 
and friendship of one’s colleagues, to in- 
spire young men and women to sane and 
normal Christian living, to do all this 
throughout fifty years—what more ‘could 
man ask ?—Alison E. Aitchison. 























,* Ee a) Gee eT ot ee 
cen ye i A wigs, j ip he tte a fe Bux | ae ip Winahs 
- E ous, pee il ail Mg gpa ES a ae F mali fy 
a a ee, 3 # eed 
ge PMR Par oct —_ of eB gh ie. seat mee, arte 
by oe ss Mactianiks wineg eh we T. w frrctens pe malls on 
Se Bnge tig ome f F< ie # ~f G4 
Tet DP he an wit wip fewhewem t. 
ts st de stniinas na . @.. Boe. tt f wd 


a 


1A, 


i 


£ i De ee ae 
« eat : 


Sa Hem Day 
é 


bn, 
Pigs 
£ r f 


IRING a Teacher in 1814—State Superintend- 
H ent George M. Ford, of Charleston, West 
Virginia, has come into possession of a most 
interesting historical document, which we are privi- 
leged to reproduce here in reduced facsimile. Here 
is a man who wrote a book and agreed to teach ac- 
cording to it. Here is an association of parents who 
employed a teacher and agreed to give him “the 
whole and sole management of the school.” More- 
over they would give him authoritative support in 
case of need. The agreement follows: 


These Articles of Agreement made on this 7th Day of Septr. 
1814, between Franz Crutchfield of the State of Virginia and 
County of Booth, of the one Part, and the Gentlemen, who sub- 
scribe their Names hereunto, of the said State and County of 
Kanawha, of the other Part, to teach a School agreeably to the 
several Systems and Modes of Instruction expressed, in his Publi- 
cation of February the 13th, 1808, for and during the Term of 
one year. 

Also the Gentlemen, above mentioned, are also hereby bound, 
on their Part, to provide a convenient, good, and comfortable 
House, Writing-Benches, strong, smooth, and even; and Seat- 
Benches neat and strong,—so that the Operations of this School, 
shall commence, on the first Day of November next. The afore- 
said Gentlemen are also bound to haul wood to the Door of the 
School-House, whenever that Article is wanted. They are fur- 
thermore bound to pay, to the said Crutchfield, one Thousand 
Dollars per year, for his services,—five Hundred Dollars to be 
advanced, on the Day on which the School commences, and five 
Hundred Dollars, at the End of the Year,—and this Method of 
Payment, is to be pursued, if the School should continue for any 





fi. 


Stiga OM a A Rx 
é 


‘ if 
ms pee 
¢ 


#3 #4 é 
Re ene. § . pe 


, 
© deoital 


ke oa ‘ 
he heed Eaten ~ 


. the Bi» ré ae%. ee Sint uncle 


, f yd j , ty 


l cede OMA Bact. 
es She 


R606F 


number of years—They are also bound to make the above Sum 
of one Thousand Dollars—as near as can be,—by Scholars, at 
thirty Dollars each, pr Year. After the first Year of Tuition, 
(the School being in a State of Improvement) They shall be 
bound to allow the said Crutchfield to take in an additional num- 
ber of Scholars, for his own Benefit;—but this additional Num- 
ber is, by no Means, to exceed the Bounds of Reason,—so as to 
clog the Operations of the School. They also allow the said 
Crutchfield the Privilege of the School, at any Time, for the 
Instruction of his own, little Sons. 

And lastly, they allow the said Crutchfield to have the whole 
and sole Management of the School, with Regard to Vacation, 
Time, and Mode of teaching, and do hereby covenant to help and 
assist him, with Respect to any Matter of Difficulty, Grievance, 
&c, which may take Place, in his scholastic Circle of Action. 

For the due Performance of the foregoing Articles, the said 
Crutchfield and the Gentlemen subscribing this Instrument bind 
themselves, in the penal Sum of three Thousand Dollars. In 
Witness whereof, the said Crutchfield and the said Gentlemen 
have attached their names hereunto, on the day above written. 
Witness present. 


FRANZ CRUTCHFIELD. 
James C. McFar.anp. 
SAML. SHREWSBURY. 
James WILSON. 

JoHN REYNOLDs. 
REUBEN SLAUGHTER. 
WiLtiaM WHITTAKER. 
Smas REYNOLDS. 
Tosiras RUFFNER. 


Note.—Since writing the above 
Articles—it has been agreed, be- 
tween the Parties, that the Opera- 
School, 
mence, on the first Day of Decem- 
the 
aforesaid Crutchfield’s pay is to be 
demandable, agreeably to the Stip- 
ulations of the aforegoing Instru- 
ment. 


tions of the shall com- 


ber next, from which Day, 





DANIEL RUFFNER. 
ANpbREW DONNOLLY. 





a 









© PLANK in the Association’s 
platform aroused greater inter- 

est at Philadelphia than the re- 

ports on the Education Bill. Among 
the notable statements made at the dis- 
cussion is the following by the legisla- 
tive secretary of the Association as taken 
from the stenographer’s report of the ses- 
sion of the Representative Assembly for 


June 30: 


| AM VERY HAPPY indeed to have the 

privilege of just a few moments 
with the friends from the field who have 
done such heroic work in the past four 
years. 

You are being admonished this morn- 
ing to go home and do some talking. 
May I summarize and tell you just 
three things you need to stress in pro- 
moting this bill? In the very first place 
you need to tell all of your friends— 
your next door neighbor, your doctor, 
your lawyer, your banker, your mer- 
chant, your priest, your minister, and 


anybody else in or out of the profession—. 


these three things: In the first place, 
governmental agencies are already en- 
gaged in education. ‘This is not some- 
thing new. Make them understand that 
educational agencies are already in the 
federal government, and they have been 
there since 1867. The effort now is a 
plain businesslike one of coordination to 
bring these things together. 

The second thing, make it absolutely 
understood that this bill does not pro- 
vide for federal aid. There are some 
friends of the bill who were not for fed- 
eral aid, and they feared that there 
might be some federal control through 
federal aid. There was honest disagree- 
ment and we will not go into that ques- 
tion. This bill does not provide for fed- 
eral aid. 

The third thing is that this bill can- 
not and will not infringe upon the right 
of the states to control their own school 
system. I should like to ask my friends 
from South Carolina and Tennessee and 
Georgia and Mississippi and Virginia 
and Kentucky how you think I could be 
induced to work for a bill—I might even 
include Massachusetts in that list—how 
do you think I could be induced to work 
for a bill which would infringe in the 
slightest upon the right of the states to 
control and administer their own school 


CHARL ORMOND WILLIAMS 


systems? I was born and bred in the 


South. Historically we have supported— 
my grandfathers and great uncles—sup- 
ported the doctrine of state’s rights, and 
I am a devout Jeffersonian democrat. 





Copyright Harris & Ewing 


oo M. DAVIDSON, who has been ap- 
pointed chairman of the Association’s 
Legislative Commission. Dr. Davidson has 
served as rural school teacher, newspaper 
editor, school principal, and superintendent 
of schools. Before coming to the superin- 
tendency in Pittsburgh he had been succes- 
sively head of the school systems in Topeka, 
Kans., Omaha, Nebr., and Washington, D.C. 
He has the unique distinction of having served 
as president of four state education associa- 
tions—Kansas, Nebraska, Pennsylvania, and 
the District of Columbia. 





In the first place there are two rea- 
sons why the federal government cannot 
do that. The Constitution is the first. 
Article 10 guarantees that the states 
shall control their own school systems. 
And another reason that is just as pal- 
pable is that nobody in this country 
wants it. 

Public opinion is about the most 
powerful agency that I know of. It is 
as strong as the Constitution. The fact 
is, we depend upon public opinion to 
keep the Constitution intact. There is 
no individual that I have ever come in 
contact with—I have not heard of any 
such person, I have not read anything 
he has written, I have not known of a 
single organization that wants the fed- 


[252] 





Do You Know Your Education Bill? 


eral government to run the schools of 
Tennessee or Maine or California. 
Now, that is one thing that all of the 
friends and all of the enemies of this bil] 
are united on absolutely. We do not 
want federal control of education. 
Now, you want to make that clear to 
your people. When you have done that 
and 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 up 
by letters, the result of interviews with 
members of the present Congress—that 
there are enough votes in this Congress 
to pass this bill. 

Recently a Congressman from Ohio 
sent an emissary to headquarters and 
said, “Please get over to the National 
Education Association that those of us 
who want to vote for that bill want to 
feel that we are supported back home.” 
And that is your job. Now, it is diffi- 
cult to get each individual in this coun- 
try of 110,000,000 people to feel that an 
individual counts for something in 
Washington, but I want to tell you that 
you do. I have heard a Congressman 
say “I would rather have the frank ex- 
pression of one of my constituents, even 
though it be written on a scrap of wrap- 
ping paper, if it represent his own senti- 
ments, than to have a long petition or a 
lot of printed form letters.” 

We want to go out, teachers, and lead 
this great movement. I shall never be 
satisfied to see it turned over to some 
other organization. I come from a part 
of the country where teachers have in- 
fluence. I come from a small town, and 
teachers in small towns are about the 
most important people there. 

I want to thank you for the coopera- 
tion you have given me. It is not an 
easy thing to carry on, but it is a won- 
derful privilege to do so. I think this is 
the next big forward step in American 
education. If I am there at the victory 
I shall forget all of the steps on the way 
and shall rejoice with you in the great 
victory which is ours. It will be a matter 
of very great pride to me to know that 
the teachers of the nation led the crusade 
at the head of twenty-nine national or 
ganizations of men and women—to see 
that the teachers were in the van of that 
great army fighting for the children of 
America. 













a a a 


—-s 


— = 


eee 


ae SSS a 


ser C8 


Habit Formation in Character 


mation of useful habits is exceed- 

ingly important. “If a man does 
what is useful and right he will soon gain 
proper ideas of social efficiency and of 
morals. If he learns to do the right 
thing in a thousand particular situations, 
he will, so far as he has the capacity, 
gain the power to see what act a new 
situation demands. If he is made to obey 
a thousand particular ‘This is right’s’ 
and ‘That is right’s’ he will, so far as 
he has the capacity, come to connect re- 
spect and obedience with the abstractly 
right and true. If he does what he has 
to do well and treats his fellow beings as 
he should in the thousands of situations 
of the ordinary course of life, he will 
gain the power to conquer attractive 
counter-impulses.’’* 

Although the foregoing words of Pro- 
fessor Thorndike were written twenty 
years ago, I know of no more modern 
statement of the task that lies before the 
teacher. In the actual formation of 
definite habits he will find both his task 
and his opportunity. 

In view of the importance of this 
aspect of the teacher’s work I shall leave 
untouched in this brief article the indi- 
rect opportunities for character training 
afforded by the subjects in the school 
curriculum. Neither shall I attempt to 
discuss the desirability nor the efficiency 
of direct moral instruction. Rather I 
shall confine myself to the following 
questions: (1) How can the teacher 
know what habits should be formed by 
children? (2) How can she know the 
relative importance of these habits? (3) 
How can she know whether progress 
is being made in the development of these 
habits ? 

First, how can the teacher know what 
habits should be formed by children? 


A number of valuable inventories of 


*Thorndike, E. L. The Principles of 
Teaching, p. 180 (quoted from the author’s 
Elements of Psychology, p. 294). 

*This material is published as follows: 
Hutchins Code of Morals for Boys and Girls. 
Berea College, Berea, Ky.; lowa Plan for 
Character Education. National Capital 
Press, 1210 D Street, Northwest, Washing- 
ton, D. C.; Rogers Tentative Inventory of 
Habits. Teachers College, Columbia Uni- 
versity, New York City; Chassell-Upton 
Citizenship Scales. Teachers College, Co- 
lumbia University, New York City. 


I’ THE TRAINING of character the for- 





CLARA CHASSELL COOPER 


habits are available as an aid to the 
teacher. Of these I shall mention only 
four:? the Hutchins Code of Morals, 
the Iowa Plan Character-Rating Charts, 
the Rogers Tentative Inventory of 
Habits, and the Upton-Chassell Good 
Citizenship Chart. 





| OFTEN WONDERED,” says Mr. 
Dooley, “what a little boy thinks 
about us that call ourselves grownup, 
because we can’t grow up any more. 
We wake him up in the morning whin 
he wants to sleep. We make him 
wash his face whin he knows it don’t 
need washing thin as much as it will 
later, and we sind him back to comb 
his hair in a way that he don’t approve 
iv at all. We fire him off to school 
just about the time iv day whin any 
wan ought to be out iv dures . 
If he don’t do any 











An’ so it goes. 
iv these things or if he doesn’t do thim 
th’ way ye think is th’ right way, some 


one hits him or wants to. Talk about 
happy childhood! How wud ye like 
to have twenty or thirty people issuin’ 
orders to ye’ makin’ ye do things ye | 
didn’t want to do, and niver under- 
standin’ at all why it was soP ‘Tis 
like livin’ on this earth an’ being ruled 
by the inhabitants of Mars. He has 
his wurruld, ye can bet on that, an’ 
tis a mighty important wurruld.” 








The first of these inventories, which 
won the $5000 prize in the Morality 
Codes Competition as the best code of 
morals for use in the character training 
of children, -was written by President 
Hutchins of Berea College, at the time 
a Professor in Oberlin College. In his 
Code of Morals for Boys and Girls 
President Hutchins lists ten laws of 
right living for good Americans, and 
gives under each law specific illustra- 
tions of that law. The ten laws are: 
health, self-control, self-reliance, _ reli- 
ability, clean play, duty, good workman- 
ship, teamwork, kindness, and loyalty. 

The Iowa Plan Character-Rating 
Charts are a part of the well-known 
Iowa Plan for Character Education in 
Public Schools, also a prize-winner, for 
it was adjudged the best in the Inter- 
state Character Education Methods Re- 
search. Two of the four tests are de- 
signed to help the teacher to know what 
character habits the child needs to form 


[253] 





and to suggest to the child what he 
ought to do and what he ought not to 
do, thereby aiding him in the formation 
of right habits; the remaining two sup- 
ply in unusual form a valuable analysis 
of qualities. 

The Rogers Tentative Inventory of 
Habits represents a cooperative enter- 
prise in which many workers in kinder- 
garten-primary education shared, and 
provides specific objectives attainable by 
five- and _ six-year-olds. It includes 
health, personal, social-moral, intellect- 
ual habits, and motor skills. 

The Upton-Chassell Good Citizen- 
ship Chart was prepared for use in the 
Horace Mann Elementary School in 
New York City. It consists of 187 
items which consitute an analysis of con- 
duct desirable in the school community. 
It serves as a guide to both teachers and 
parents in pointing out what habits 
should be formed by children. Its sig- 
nificance lies in the fact that in place of 
trusting to more or less haphazard 
analysis in the teaching of such traits as 
orderliness, thrift, clear and purposeful 
thinking, cooperativeness, and the like, 
it defines these traits in terms of concrete 
habits and attitudes that it is desirable 
for children to acquire. It should be 
supplemented by lists of desirable habits 
and attitudes formulated by the children 
themselves as adapted to their particular 
needs. 

Second, how can the teacher know 
the relative importance of these habits? 

There are two ways, both arbitrary. 
The first is by means of her unaided 
judgment. The second is by means of 
the judgment of qualified experts. In 
the case of the four inventories previous- 
ly mentioned the very fact of the inclu- 
sion of a habit in the lists is proof of the 
high importance of that habit in compari- 
son with any number of other habits that 
might have been chosen. The value of the 
items in the Hutchins Code is attested 
by the purpose of the contest, which was 
to get decision as to what moral ideas 
intelligent public opinion _ believed 
should be inculcated. The Iowa Plan 
Charts, part of a plan selected in a 
nation-wide contest and _ constructed 
under the guidance of an expert, also 
include a careful selection of items. The 
lists in the Rogers Inventory represent 

























































































































































































































254 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





November, 1926 















The Research Division of the National Education Association 





SUMMER SCHOOL ATTENDANCE IN 1926 


Prepared by 








































































































EAD table as follows: In Alabama there were 
15,580 teaching positions in public elemen- 
tary and secondary schools in 1925-1926. In this 
state 14 institutions conduct summer schools. It 
was possible to obtain a report from 7 of these in- 
stitutions as to summer school enrolment in 1926. 
These 7 institutions reported a total summer 
school enrolment of 5736. Of this total 4302 
were enroled in teacher training or education 
courses. In Alabama the ratio of enrolment in 
education courses, in the 7 summer schools re- 
porting, to teaching positions in the state is 27.6 
percent. This percent gives Alabama a rank of 
21 among the states of the union in this regard. 
In interpreting the figures of this table it should 
be kept in mind that reports from some states 
were incomplete. All institutions listed in the 
Educational Directory were given two opportuni- 
ties to report. Some failed to do so. Conse- 





























Number of Summer School En- Percent of | 
teaching posi- Total Number of rolment teaching posi- | Rela- 
States and other |tions in public | number of | summer gipob ig) _| tions in states tive 
units elementary and| summer schools represented by | rank of 
secondary schools? | reporting All Coursesin| enrolment in Col. 7 
schools in courses | education | courses in ed-| 
1925-26! ucation | 
. ’ ca eee : : ; a = aie 
i 2 3 4 5 6 7 & 
| Continental U. S. 799 ,969 661 482 311,480 | 217,220 23:2 Sees 
Alabama........ 15,580 14 7 5,736 4,302 27.6 21 
0 Se 2,610 , 2 975 873 33.4 13 
CS eee 14,146 5 3 1,918 1,639 11.6 44 
California....... 34,002 23 14 8,402 5,883 333 38 
Colorado....... 8,938 8 7 7, 236* 5, 563* 62.2 1 
Connecticut... . 8,785 4 | a 168 22 3 49 
| Delaware....... 1,389 1 1 291 | 272 19.6 34 
Dist. of Columbia 2,792 7 } 3 1,300 140 5.0 48 
Florida er 9,090 2 | 2 4,419 | ,231 13.5 39 
ee, ae 19,102 15 } 9 4,208 | 2,347 42.3 42 
Fist meet: ‘ | a iat! aS al 
rer 4,249 8 1,443 | 1,296 30.5 17 
| Illinois......... 46.723 os bt a 24.536* | 15'145* 32.4 15 
SO ee 18,919 29 24 32512 10,524 55.6 3 
? i 3S 27,878 | 25 13 8,613 | 6,059 21.7 27 
OS ee 18,277 18 | 15 10,245* | 7,048* 38.6 10 
Kentucky....... 12,455 12 10 6,254 5,486 44.0 6 
Louisiana....... 11,184 8 | 2,461 2,059 18.4 36 
eo Gk wot 6,234 8 1,520 1,304 | 20.9 31 
Maryland....... 7,504 y 9 2,045 1,548 20.6 32 
Massachusetts... 25,618 18 1 6,906 3,183 12.4 41 
Michigan....... 30,510 17 15 } 12,110 8,161 26.7 22 
| Minnesota. ..... 20,018 ee ae 7,160 | 3,789 18.9 35 
| Mississippi...... 14,608 8 | | 1,992 | 1,570 10.7 45 
De eee 24,611 24 15 9,772 | 7,458 | 30.3 19 
Montana........ 5,699 6 3 ee io ae 20.4 33 
a | | 
| Nebraska....... 14,076 14 12 8,570 | §,718 | 40.6 7 
b IN@WMER, «6164.0: 774 1 1 145 139 | 18.0 37 
| New Hampshire 3,006 3 3 520 | 376 ee 40 
New Jersey..... 21,693 11 8 2,210 | 1,375 6.3 47 
New Mexico.... 2,987 5 4 1,144 1,034 34.6 11 
| New York...... 69 , 206 38 27 31,676 15,978 23:3 26 
North Carolina. . 23,149 17 13 10, 267* | 7 ,862* 34.0 12 
North Dakota... 8,267 8 8 4,634 4,297 52.0 4 
a ES 40,111 31 25 15,438* 10,091* 25.2 25 
Oklahoma....... 18,935 14 12 15,165 11,223 59.3 2 
ORGMIM... « s.0,055.5 6% 7,480 8 6 | 3,797 2,381 31.8 16 
| Pennsylvania... . 53,779 47 39 20,885 | 16,280 30.3 18 
| Rhode Island.... 3,132 2 2 474 | 369 11.8 43 
| South Carolina. . 11,312 7 5 3,933 2,868 25.4 24 
South Dakota... 8,545 10 9 2,968 2,378 27.8 20 
Tennessee....... 16,637 19 13 | 8,548 7,615 45.8 5 
5 dikes Ginteiesa.d 39,005 45 26 } 12,901* 8,429* 21.6 28 
a eee 4,330 3 1 595 395 >.4 46 
Wermont.......; 2,838 3 1 815 603 se.2 30 
ae 17,479 15 11 5,968 4,455 25.5 23 
Washington..... 9,959 9 5,390 | 3,873 38.9 9 
West Virginia... 11,860 13 4,256 3,874 33.7 14 
Wisconsin....... 17,500 15 1 ey) 6,903 39.4 8 
Wyoming.... 2,988 1 800 640 21.4 29 
SEONG, . ssa 1,898 1 722 525 Et RR, Sere 
Porto Rico...... 5,473 2 1,006 950 ao” tWehveaens 


quently the position of some states is lower than 
it would have been had all institutions reported. 
The significance of this factor in reducing any 
state’s rank may be roughly estimated by com- 
paring the figures in columns 3 and 4. 

1 The figures as to number of teaching positions 
in 1926 are estimated, assuming that the percent 
increase was the same within each state betwecn 
1924 and 1926 as between 1922 and 1924. In 
states where there was a decrease between 1922 
and 1924 the 1924 figure was used. 

2As listed in the Educational Directory for 
1926. United States Bureau of Education Bulle- 
tin, 1926, No. 1. 

* Indicates that in the state one or more insti- 
tutions having two summer sessions reported only 
for the first session. If a complete report had 
been obtainable the enrolment in this state would 
be somewhat greater. 











the minimum number of essential habits 
as determined by nine specialists. The 
Upton-Chassell Chart gives specific rat- 
ings as to the relative importance of 
items. These values were determined by 
the consensus of opinion of seventy-four 
qualified judges. 

Third, how can the teacher know 
whether progress is being made in the 
development of these habits? 

There is no way except by measure- 
ment. We have observed the remark- 
able success that has been met with ip 
the devising and standardizing of tests 
in the various school subjects, such as 
reading, arithmetic, and spelling. No 
such high standard of achievement can 
as yet be claimed for character measure- 
ment. However, suggestive beginnings 
have been made which are far more ob- 
jective and satisfactory than the teacher’s 
unaided judgment. 

Three of the four inventories that 
have been mentioned are adapted for the 
purpose of character measurement. Thus, 
in the case of the lowa Plan Charts, two 
of the charts provide instruments for 
measuring progress in habit formation in 
children in the primary grades and in 
grades 3 and 4, respectively; the third 
and the fourth are self-measurement 
scales for pupils in the upper grades and 
in the highschool. ‘The Rogers Inventory 
provides for recording the exact number 
of weeks the pupil has been in school 
before acquiring a _ particular habit. 
Lastly, the Chassell-Upton Citizenship 
Scales, derived from the Upton-Chassell 
Chart, may be utilized by the teacher to 
measure progress in general or progress 
in the development of specific habits; by 
pupils in the grammar grades or the high 
school as a means of self-measurement; 
and by administrators to evaluate teach- 
ing methods. 

The next step in measuring progress 
in character training no doubt will be 
by means of performance tests of con- 
duct. Valuable pioneer work in this 
field has already been done by Dr. Voel- 
ker. His tests in their present form, 
however, are probably impracticable for 
use with large numbers of children. 

Summarizing: One of the major op- 
portunities of the classroom teacher for 
character training lies in the formation 
of right habits in her pupils. She need 
not attack her task unaided. In the 
existing inventories she has a guide as to 
the habits which ought to be formed by 
children. Further, she can know the 


relative importance of a large number 


of these habits. Finally, by means of 
character tests she can measure progress. 











‘ll 








President Condon Announces Nenaible| 
Dallas Feature 


National Highschool Orchestra will Play for Department of Superintendence 


usic—its educational value and 
M its place in the development of 

character and citizenship—will 
be given emphasis on the Dallas program, 
February 27-March 4, 1927. 

An outstanding feature will be a Na- 
tional Highschool Orchestra composed 
of 250 players—the best representatives 
from the highschools of the nation. We 
hope to have every state represented. 

The first appearance of such an or- 
chestra was in connection with the Na- 
tional Council of Music Supervisors, at 
their meeting held in Detroit, last April. 
Representatives from the highschools of 
over thirty states were brought together 
for four days of training, preparatory to 
a concert which astounded even the super- 
visors of music in the artistry and per- 
fection of the performance. 

When I learned of the accomplish- 
ments of this national orchestra, I asked 
those who had been responsible for its 
organization to undertake to reassemble 
the players for the Dallas meeting. 
Joseph E. Maddy, supervisor of music 
at Ann Arbor, Michigan, has been direct- 
ing the organization and has associated 
with him the following committee: V. L. 
F. Rebmann, director of music, Board of 
Education, Yonkers, N. Y.; Glenn H. 
Woods, director of music, Board of Edu- 
cation, Oakland, Calif.; Lee M. Lockhart, 
director of instrumental music, Board of 
Education, Council Bluffs, Iowa; Edgar 


B. Gordon, University of Wisconsin, 
Madison, Wis; Walter Aiken, director 
of music, Board of Education, Cincin- 
nati, Ohio. 


I held a conference with Mr. Maddy 


during the summer, and I have gone over 
the plans of the work for the orchestra 
during their stay in Dallas. The music 
for the program has been selected, and 
all plans are well advanced. One hun- 
dred of the players who took part in the 
Detroit program have since graduated, 
and, as I have requested that only those 
who are now in school be included, it 
will be necessary to fill the vacancies 
thus created, and to add still others to 
take the places of those who cannot take 
part in the second performance. 

My principal reason for making the an- 
nouncement at this time is to ask super- 
intendents to confer with supervisors of 
music and to cooperate to the greatest 
possible extent in this nationwide under- 
taking. We hope to have representatives 
not only from all of the largest cities, 
but from many of the smaller city high 
schools as well, because we know that 
in many of those schools some of the 
finest instrumental music is produced. 

One of the most serious problems in 
connection with the assembling of such 
an orchestra is that of financing the 
traveling expenses to and from Dallas. 
It is estimated that the cost will be $20 
for traveling expenses, in addition to the 
transportation which will be available at 
one and one-half fares. A number of the 
boards of education last year found it 
possible to take care of the traveling ex- 
penses of their representatives, and I am 
hoping that a larger number will be able 
to do so for this meeting. Wherever it is 
possible, will superintendents present this 
matter for the consideration of their 
boards? Where this cannot be done, 


[255] 


will they ask Chambers of Commerce, 
Rotary and other clubs to assume the ex- 
pense, in order that their city may not 
be without representation in this great 
organization. 

All members of the orchestra will be 
entertained in the homes of highschool 
students during their four days stay in 
Dallas. Parents and school officials need 
have no anxiety on this account. These 
national highschool representatives will 
be considered the special guests of the 
parents of the Dallas students. 

Applications for membership in the 
orchestra may be sent direct to Mr. 
Maddy at Ann Arbor, or to any member 
of the Committee named above. As ap- 
plications are received, the ability of 
applicants will be carefully investigated 
and those who are most proficient on 
each instrument will be chosen, until the 
limit set for that particular instrument 
has been reached. For instance, the limit 
for harps has been set at ten. The ten 
finest highschool harpists who apply will 
be chosen. 

The music for the program has been 
selected and will be distributed to high 
schools that are to be represented, so 
that the players may be fully prepared 
for their individual parts before reaching 
Dallas. One of the most interesting 
features of the week will be the opportu- 
nity afforded superintendents to attend 
some of the rehearsals, and to witness 
the results of the process of welding these 
representatives of the schools of the na- 
tion into a unity of performance under 
the power of music.—Randall J. Condon, 
President, Department of Superintendence. 








Classroom Teachers at Philadelphia 


HE AUDITORIUM of the historic 
old Central High School was the 


setting for the meetings of the De- 


partment of Classroom ‘Teachers on 
Tuesday afternoon, June 29, and again 
on Thursday afternoon, July 1. The 
general theme for the department’s con- 
ference was America’s Challenge to Her 
Teachers. The president, Julia Sulli- 
van of Boston, presided over the sessions. 

The talks and discussions at the Tues- 
day session were grouped around the 
subject, How the Classroom Teacher is 
Meeting the Needs of the Child. Joseph 
Rosier, president of the State Teachers 
College, Fairmont, West Virginia, dis- 
cussed how this was accomplished 
through teacher preparation. The fol- 
lowing is quoted from his address: 

To the credit of the great body of class- 
room teachers throughout the country it may 
be said that they have responded in good 
spirit to the demands for higher standards. 
Thousands of teachers who fall short of the 
modern requirements are found enroled each 
vacation at the summer sessions of the uni- 
versities and teachers colleges. These thou- 
sands are striving not only to meet the me- 
chanical standards which have been set up 
but they are earnestly seeking to qualify 
themselves for greater service to the children 
ef the nation. 

Through character training, according 
to Milton Fairchild, president, Charac- 
ter Education Institution, Washington, 
D. C., the inherited capacities of each 
and every child wiil be stimulated and 
guided to development into adult char- 
acter worthy of citizenship in our nation 
and of participation in our human civili- 
zation. He said: 

The development of scientific educational 
research is impossible without cooperation 
from the classroom teachers, because the 
classroom teachers have personal contact 
with the children, and from personal obser- 
vation can know, in an adequate way, what 


the results are from the use of any particular 
method of teaching. 


From the point of view of Guy M. 
Wilson, professor of education, school of 
education, Boston University, better in- 
struction plays the leading part in help- 
ing the child. Speaking of how the 
teacher is preparing the child for a wor- 
thy use of leisure time, Annie G. Scol- 
lard of the Grover Cleveland School, 
Boston, Massachusetts, said in part: 


The demand made upon the school to pre- 
pare pupils for a worthwhile and enjoyable 
use of leisure is applicable to all children, 
regardless of heritage or environment. For 


the maintenance of a good social order it is 
just as essential for people to know how to 
spend their recreational as well as their vo- 
cational hours. 

The thrilling interest in the storytellers in 
the library classes, the visits with the art 





NNA THOMPSON, teacher in Northeast 
A Senior High School, Kansas City, Mis- 
sourt, was elected president of the Depart- 
ment of Classroom Teachers at Philadel phia. 
Miss Thompson has been a member of the 
executive committee of the Department for 
three years and is a past president of the 
Kansas City Teachers Club. 





guides at the museum of fine arts, the won- 
ders of the collections as exhibited to classes 
at the children’s museum, all contribute to 
the formation of habits which make our chil- 
dren (and later as adults) not only happier 
and brighter beings, but useful, worthy citi- 
zens in any community. 


Mrs. A. H. Reeve, president of the 
National Congress of Parents and 
Teachers, Ambler, Pennsylvania, spoke 
on the needs of the child of today and 
how they can be met through close co- 
operation between the classroom teacher 
and the home. 

In discussing the relation of the class- 
room teacher to the curriculum, James 
F. Hosic of Teachers College, Columbia 
University, spoke of the remarkable prog- 
ress classroom - teachers had made in 
recent years in the matter of evaluating 
and guiding the activities of children. 
He said that the better teachers do not 
follow the textbook, but adapt it to their 
plans of work, regarding their pupils not 


[256] 


as mere recipients but as active agents 
in planning and carrying on. 

The Thursday afternoon meeting was 
devoted to the business of the Depart- 
ment. Reports on classroom Problems 
were made by members of the Depart- 
ment’s executive committee as follows: 
Reduction of clerical work by Eula F 
Hunter, vicepresident, Fort Worth, 
Texas ; teacher rating and the single sal- 
ary schedule, Anna M. Thompson, mem. 
ber of the executive committee for the 
Middle Section; retardation costs, Jean 
L. Soules, member of the executive com- 
mittee for the Western Section. The 
first yearbook of the Department contain. 
ing these committee reports, regional con- 
ference reports, and other valuable mate. 
rial was distributed. The election of 
officers also took place. 

On Thursday evening the classroom 
teachers gathered in the beautiful crystal 
ballroom of the Benjamin Franklin 
Hotel for the department’s annual din- 
ner, which was attended by more than 
five hundred. Miss Sullivan, the retir- 
ing president, was the toastmistress and 
introduced the new officers. 

The officers for 1926-27 are: Presi- 
dent, Anna Thompson, Haddon Hall, 
Linwood and Tracy, Kansas City, Mis- 
sourl; vicepresident, Mary B. Sullivan, 
State Normal Training School, Castle- 
ton, Vermont ; secretary, Clara Lynn, 
Seattle, Washington; members of the 
executive committee, Edith B. Joynes, 
Norfolk, Va.; Eula F. Hunter, Fort 
Worth, Texas; Jean L. Soules, Spokane, 
Washington. 

The Classroom Teacher as a Discov- 
erer of the Special Needs of Childhood 
was the subject of an address given by 
Julia Sullivan before the general session 
of the convention, Thursday morning, 
July 1. She declared that the classroom 
teacher is not indifferent to results and 
high attainments, but through her dis- 
covery of the needs of the child and 
through the human quality of her guid- 
ance she sees the perspective of the par- 
tially developed boy or girl and makes 
allowance for his limitations. In con- 
clusion Miss Sullivan said: 

The recognition of the fact that what is 
standard mastery in one child is only par- 
tial mastery in another, and even ideal mas- 
tery in a third, has had a marked influence 
in the provision for-a_ differentiation of 


courses which is now a feature of almost all 
city school systems. 


| 





| 


( 
( 
f 
V 
t 
r 


of 
det 


im 


cip: 
ers 
hay 
mat 
tims 
thin 
agr 
plai 
gen 
ther 
The 
trati 
tion. 
pend 
rule 
kind 
teach 
teach 
cipal 
himse 
have 
ance 
ality 





all 


Elementary Principals at Philadelphia 


HE DEPARTMENT of Elementary 

School Principals celebrated, at 

Philadelphia during the week 
June 28 to July 2, the fifth annivesary 
of its organization. The afternoon pro- 
grams, prepared by President Ide G. 
Sargeant, were presented to the elemen- 
tary principals in the auditorium of the 
William Penn High School. At the 
opening session, Monday afternoon, June 
28, the president gave an inspirational 
address sketching the Department’s de- 
yelopment, under the subject Our Past, 
Present, and Future, as seen by the Old 
Guard. Principal Abby Porter Leland 
of the John Hancock School, New York 
City, speaking on the value of an experi- 
mental school, said that these schools 
were serving more and more as a labora- 
tory for curriculum interpretation, cur- 
riculum revision, and curriculum mak- 
ing, developing even in the most reac- 
tionary teacher an experimental attitude, 
and instead of a task, teaching was be- 
coming an adventure. 

After Courtland V. Davis, principal 
of the J. E. B. Stuart School, Norfolk, 
Virginia (now principal of the Franklin 
School, Plainfield, New Jersey), told 
how student activities train for citizen- 
ship, Margaret Maguire, principal, Mc- 
Call School, Philadelphia, spoke on the 
principal’s contribution to the develop- 
ment of the new curriculum. 

Francis G. Blair, state superintendent 
of public instruction, Springfield, Illinois, 
defined the part the principal plays in the 
improvement of teachers in service, thus: 


In preparing a course of study the prin- 
cipal has the best means of improving teach- 
ers in service. Here every teacher should 
have the greatest freedom in discussing the 
materials to be used. But there will come a 
time when discussion must cease and some- 
thing must be agreed upon. When that 
agreement is reached, then it becomes the 
plain duty of every teacher to follow the 
general provisions of the course in order that 
there may be a unified, cooperative effort. 
The two biggest words in school adminis- 
tration today are independence’ and coopera- 
tion. We want our teachers to have inde- 
pendence, initiative, self-assertiveness. Any 
tule of the principal which strangles that 
kind of a spirit will not tend to improve the 
teachers in service. On the other hand, the 
teacher must understand that when the prin- 
cipal asks that every teacher shall conform 
himself to certain rules and regulations which 
have been agreed upon, that such conform- 
ance does not imply a surrender of individu- 
ality or of independence. 


At the business session held Tuesday 
afternoon, the following committees re- 
ported: Resolutions, enrolment, salaries. 

On Thursday afternoon the report of 
the committee on training for the ele- 
mentary school principalship was pre- 
sented as follows: W. T. Longshore, 
principal, Greenwood School, Kansas 








A Fitting Tribute 
By A. E. WiNnsHiIpP 


HE AMERICAN SCHOOL could not 
function adequately or decently so 
long as the elementary school princi- 
pal was an incident, often an accident. 
When the principal was a noble 
spirit, devoutly in love with the job, 
admired by the community, affection- 
ately appreciated by the teachers, 
reverenced by the pupils and alumni, 
the American school was idolized. 

But when the principal domineered 
instead of dominating, was suspicious 
of the teachers, jealous of other prin- 
cipals, supercilious to the superintend- 
ent, scheming against all these with 
the board of education, the American 
school was a target for sarcastic crit- 
icism. 

There have been few demonstra- 
tions of sublime wisdom within the 
American school system equal to that 
of the formation of a Department of 
Elementary School Principals by the 
principals themselves, not primarily 
for their own glory, but largely for 
noble service. 





































City, Missouri, gave the plan of the com- 
mittee ; a summary of investigations was 
given by J. Cayce Morrison, Ohio State 
University, Columbus, Ohio, and James 
F. Hosic of Teachers College, Colum- 
bia University, discussed courses now be- 
ing offered to train principals. This was 
followed by the report of the committee 
on educational progress by the chairman, 
F. H. Duffy, principal, Roosevelt School, 
Steubenville, Ohio. 

Discussing research and the principal- 
ship, John K. Norton, director, Research 
Division, National Education Associa- 
tion, Washington, D. C., predicted that: 

In the future the principal wil] be not only 
a user of the results of research but will more 
and more produce research findings as a by- 
product of successful school supervision. The 
place the principalship, in fact, the place the 
whole teaching profession occupies in public 
esteem will largely depend upon the degree 
to which this prediction is fulfilled. There 
are many practical problems which the prin- 


cipal encounters which may be solved 
through the application of research methods. 


[257] 


In some cases the results of investigation will 
indicate their solution. In other cases the 
direction of solution will be indicated, and 
experimentation undertaken along the line 
indicated will reveal the answer. 


W. F. Webster, superintendent of 
schools, Minneapolis, Minnesota, con- 
cluded the program with an address on 
the single salary schedule for principals. 


Mr. Webster said: 


Whether there will be a single salary 
schedule for principals in my day is a prob- 
lem. Much education of the public will be 
needed before it will accept any schedule 
which places all principals from elementary 
to highschool on a parity. And much edu- 
cation of elementary principals themselves 
will be necessary to place them on a level 
with highschool men today. Yet the greatest 
problem of all will be to determine the 
elements that enter into the composition of a 
successful principal and to establish definite 
standards for their measurement. This edu- 
cation you must give; and these studies this 
organization of elementary principals must 
make. 


In addition to these afternoon gather- 
ings, five official breakfast meetings and 
the annual dinner meeting were held. At 
the Monday breakfast, George I. Brink- 
erhoff led a discussion on types of yearly 
programs for local principals clubs. All- 
year school plans were also discussed. 
The officers and executive committee of 
the Department met at breakfast to 
transact the yearly business on Tuesday 
morning. The presentation of the re- 
port of the committee on standards and 
training was made by Principal W. T. 
Longshore of Kansas City at the Wed- 
nesday morning breakfast. On Thurs- 
day morning the committee on educa- 
tional progress, with Chairman F. H. 
Duffy in charge, made its report. <A 
breakfast conference ‘of the new and 
former officers was held on Friday morn- 
ing to discuss plans for this year’s work. 

Every section of the country was well 
represented at the annual dinner held 
at the Penn Athletic Club, Tuesday eve- 
ning. The retiring president, Mr. Sar- 
geant, presided and introduced the new 
officers. 

The result of the election of officers 
for 1926-27 is for president, E. Ruth 
Pyrtle; first vicepresident, Herbert C. 
Hansen; second vicepresident, Julia M. 
White; third vicepresident, Eva G. 
Pinkston; secretary, Warren A. Roe; 
treasurer, Courtland V. Davis; new 
member of the executive committee, Ide 
G. Sargeant. 













































































































































































































































































































































































































































































































































































































a 


Issued by Wasninctrow Epucation Association, 707 Lowman Bidg. Seattle 
Arthur L. Marsh, Executive Secretary 


Vol. VI August 28, 1926 No. 1. 


N. E. A. Convention in 
Washington in 1927 





Seattle and W. E. A. Win Four-Year Campaign 


N. E. A. will come with over 10,000 conventioners 
W. E. A. will welcome with over 10,00 members 


Every year, when June meets July, 
a vast host of N. E. A. conventioners 
make educational pilgrimage to some 
designated mecca. In a week of pro- 
grams—general, departmental and spe- 
cial—the whole field of education is 
canvassed—its achievements noted, its 
problems analyzed, its far-gathered 
devatees associated and entertained. 
In the information that it furnishes, 
in the ideas that it plants, in the ac- 
tivities and projects it promulgates, 
and in the spirit that it rouses, this 
national assembly of the nation’s edu- 
cators is tremendous and significant. 
It is the opportunity of a decade or a 
life-time for many, many teachers to 
ascend the educational heights 







mofale, in liberal and practical curri- 
cula, in classroom and office effective- 
ness—in all these aspects Washington 
is proud of its ‘achievements and will 
gladly welcome its appraising visitors. 


Getting Ready for Company 


The good housekeeper is always 
ready for company, but the best houses 
keeper will make special effort to 
have the house in perfect order, for 
visitors. Our state educational forces 
will be similarly minded. We shall 
want every detail in our educational 
situation that will catch the eye or ear 
of our 10,000 visitors to reflect credit 
to our state. While we pursue our 
regular tasks this year we shall want 
to be getting ready in various ways 
for our company to come in June. 

Especially we shall want the pro- 
fessional aspect of our preparation to 
be perfect, for after all it will be by 


3 


The professional teacher is underpaid 


To secure the N. E. A. convention 
for Seattle in 1927 has been the goal 
of unjted effort of Seattle and W. E. 
A. forces for four years. By word 
ard sign and token, the charms of the 
“Evergreen State” have been per- 
suasively presented at the annual meet- 
ings. And what Washington is has 
lured more strongly than all Wash- 
ingtonians have said cr done. And 
acceptance of the invitation is‘ as- 
sured.* “On to Seattle” is to be the 
convention cry in every state and ter- 
ritory for 1927 


*At the Jély meeting of the N. E A 
board of directors Seattle received ‘the 
“preference vote”. Final action will be 
taken at the fall meeting of the board. 










our professiona] spirit rather than by 
our material showing that we shall be 
judged by our guests. What a proper 
pride we shall take in telling the world 
thar Washington teachers are one-hun- 
dred percent professional—that just 
as in our citizenship we are intelligent 
and loyal citizens of both community, 
state and nation, even so we are pro- 
fessionally enrolled and participating 
in our local, state and ‘national 
branches of the profession. “The en- 
tire profession organized and at work 
on its problems” is the slogan of the 
N. E. A. whose hosts are fo visit 
Washington next year What credit 
it will reflect if every visitor can see 
that slogan exemplified in Washing- 
ton! It is our “day in the sun”, our 
great occasion to brighten the cornes 
where we are, our opportunity in a 
score of years to show the stuff of 
which our 12,000 teachers in Wash- 
ington are made. 


" Washington First in Education 


How 


That Washington stands first 
among the 48 states of the nation is 
shown by the recent ranking of the 
states by Dr Phillips of the U S. 
Buregu of Education. That means 
first in the total of ten rankmgs. It 
is true that Washington did not 
stand higher than fifth in any ‘one 
particular and so has much rooni for 
further progress, but to its high 
‘Fverage Washington may “point 
with pside”—as she presses on. 


Why 

Washington. geople are highly in-’ 
telligent and progressive. 

Washington ehjoys general pros- 
perity and more prosperous pros- 
pects. 

Washington schools are __politic- 
ally independent. 

f/ashington’s parent-teacher or- 

ganization is large and active. 

Washington's teachers are strong- 
ly and effectively organized. (For 
its program see page four.) 


The Strength of Membership - 


In its professional as well as educational rating; the State of Wash- 
ington holds a gratifying Splace “among the first ten states.” In. its per- 
centage of teachers enrolled in the state association, W: ranks 
ninth. Of its 12,000, teachers, 10,391, or 87 per cent, were on the current 
roll of the W. E. A. last year. This total was higher by 245 than the 


previous highest record. 





f the 81 city, county and higher-school units, 





visitors July 1-8, 1927. 


‘The unprofessional teacher is overpaid 








2 








Let us boost Washington with better schools 





A Fair Exchange 


The State of Washington will gain 
much from the visit of over 10,000 
conventioners from the whole nation 
in our state metropolis next Juné. On 
the other.hand, the Sfate of Washing- 
ton will give much to its visitors. Like 
all well-ordered life, we shall all gain 
in proportion to what we give. Wash- 
ington needs this national convention. 
She can, and will, “pay” well for the 
benefits. 


Washington To Get— 


EpucaTionatty The great educa- 
tors of America, whose names are 
familiar to every teacher, will appear 
on various programs, and .thereafter 
their writings will carry a new inter- 
est and appeal to Washington teach- 
ers. The ideals, aims, and objectives 
of our educational systems; the re- 
sults of every kind of educational 
project and activity; the best thought 
on our universal problems of edu- 
cation — problems of rural schools, 
of city classrooms, of supervision 
and administration — these will en- 
rich our teaching and rekindle our 
enthusiasm. The ‘Opportunity to rub 
elbows and “talk shop” with the 
literary “Hoosier”, the soft-spoken 
Georgian, the enthusiastic Californian, 
the lei-bedecked Hawaiian, et al., will 
be both a social joy and an educational 
experience. The states to which we 
cannot go will come to ys—with all 
their precious gifts of garnered wis- 
dom and infectious goodwill. As to 
an educational exposition, the sister 
states will come with their best and 
most engaging educational ideas. 

CoMMERCIALLY. The commercial 
benefits of a national convention of 
teachers, benefits which annually make 
keen rivalry among several great cities, 
are obvious. From the 1927 meeting 
in Seattle over 10,000 teachers will 















return to their far-flung posts to teach 
the State of Washington to their 
classes with a new understanding, ap- 
preciation and enthusiasm. Our great 
inland sea and marvellous climate of 
the Puget Sound country, ideal for 
health, for recreation, artd for indus- 
try; the “white giant” in our moun- 
tain streams, one-sixth of the poten- 
tial hydro-electric. power of the na- 
tion; the expanding commerce from 
our ports to the greatest of all oceans; 
the great natural resources of our fer- 
tile fields for grain and fruit, and of 
our giant forests and rich mines and 
teeming waters, and—best of all re- 
sources—our intelligent, progressive 
and energetic people who demand good 
homes, good schools, good roads and 
all that goes to make the best of twen- 
tieth-century civilmzation . all these and 
more will be carried back by the best 
of all “advertisers” to the best of all 
“prospects” for the further upbuilding 
of this cornerstone state of our great 
republic. 
Washington to Give— 

In return for what Washington 
will get from hospitality to the na- 
tion’s teathers, it has much to give 
and will give its most and best. It 
will give of its hospitality, it will offer 
its varied and limitless opportunity, it 
will demonstrate its character and its 
achievements. 


Educationally the state now ranked 
first among the forty-eight in an ex- 
pert and impartial rating—and “al- 
ways among the first ten” in any com- 
parison—has much to exhibit to the 
teachers of the nation. In splendid 
provision of school plants and equip- 
ment and grounds, in generous stand- 
ards and equalizing methods of school 
support, in cordiality and cooperation 
of our public, in percentage of educa- 
bles in school, in high standards of 
teacher preparation 2nd _professiona! 


<< —__ 


Let us boost Washington schools with better teachin: 





4 


Many will serve; all should support 


37 were completely enrolled, while the Honor Roll of one hundred per 


cent enrolment included 393 of the 
teachers. 


573 districts with three or more 


In support of the national branch of the profession the record for 
Washington is “Good,” though not yet “Excellent.” In enrolment in the 


N. E. A., Washington is fourteenth in 


rank among the states. A great ad- 


vance in that “sector” of the professional front is due. 


What Washington's Organized Teachers Are Doing 


Banded to improve teaching service and to secure for the schools 
adequate public support and cooperation, the organized teachers ot 
Washington maintain headquarters, employ a permanent staff and carr: 


on seven major activities. 


Journal—The W. E. A. publishes a monthly 36-page magazine deal- 
ing with educational matters of interest and concern to all teachers. 

Convention—The W. E. A. holds an annual convention in two state 
centers, engaging as speakers outstanding educators of the nation. 

Legislation—The W. E. A. promotes needed school legislation and 
opposes injurious legislative measures. 

Research—The W. E. A. gathers and distributes important informa- 
tion on such subjects as school support, school taxes, teachers’ salaries. 
school legislation, school matiagement, educational standards, school 


needs, etc. 


Field Service—The W. E. A. supplies speakers for- professional and 
public gatherings to discuss the schools and their problems. 


N. E. A. Service—The W. E. A. 


as a state affiliate promotes in its 


area the program of the National Education Association. 
Professional Welfare—The W. E. A. recruits, associates, serves and 


dignifies the teaching body. 


The National Education Association 


The National Education Association, serving as an agency of tedee- 
ation in advancement of educational welfare for the educational forces 
of the nation, is a fountain of professionalism, a mine of information, a 


prodigious producer of publicity, and a powerful promoter of national and, 


international unity. In its larger area, the N. E. A. is as invaluable as the 
W. E. A. in its smaller field is indispensable.” 


Co-inclusive Membership Plan 


‘Washington provides for its teachers ‘the “budget plan” of member- 
ship, with provision for enrolment in local,.state and national units of the 
profession in one process and by payment of a single fee. A mere five- 
dollar fee (where local dues are one dollar) covers the three-fold member- 
ship, of which two dollars each is apportioned to the state and national 


units for dues and Journal. 


ALL—NOW 


HIS FACSIMILE of a booklet broadcast by the Washington Education Association suggests the welcome that will be extended to 























Educating for Initiative 


JouN W. Harseson 


Dean of Junior College, Pasadena, California 


NITIATIVE is the keystone in the 

triumphal arch of success. It is one 

of the most stressed qualities in rat- 
| ing scales. Without it leadership would 
| be impossible, and human progress would 
sink into the narrow groove cut by the 
experience of past ages, from which it 
could never hope to find an outlet. 

What initiative is—Initiative may be 
defined as the capacity to start and carry 
forward lines of thought and action. 
The committee on executive training of 
the National Association of Corporation 
Schools in 1918 describes initiative as 
“alertness, imagination, originality, and 
independence of thinking.” 
ence R. Edwards in The Silent Partner, 
“Initiative is the human characteristic in 
which the will to do and the courage to 
dare have their origin and being. It is 
the mainspring of accomplishment and 


Says Clar- © 


the keynote of progress. It is the prime 
requisite of true leadership in industry as 
in war.” 

Initiative may be individual or social. 
It is manifested by the individual in 
starting and carrying forward some un- 
dertaking as a personal leader. It is 
manifested in the social body by the gen- 
eral uprising of a mob for a lynching 
party, the perpetration of violence in a 
great strike, or the beneficent uprising 
of an entire community to aid in the re- 
lief of a stricken neighbor. Leadership, 
to be sure, must appear and direct social 
initiative, but initiative in the social 
group is more than the sum of the initia- 
tive of all its members. 

The following quotation from Elbert 
Hubbard will sufficiently establish the 
importance of initiative as a human trait: 
“The world bestows its big prizes both 





* 


in money and honors for one thing, and 
that is initiative. What is initiative? 
I'll tell you. It is doing the right thing 
without being told. But next to doing 
the thing without being told is to do it 
when you are told once. Next 
there are those who never do a thing 
until they are told twice; such get no 
honors and small pay. Next, there are 
those who do the right thing only when 
necessity kicks them from behind, and 
these get indifference instead of honors 
and a pittance for pay. This kind spends 
most of its time polishing a bench with 
a hard luck story. Then, still lower 
down in the scale than this, we have the 
fellow who will not do the right thing 
even when somebody goes along to show 
him how and stays to see that he does 
Ct sa, Te ae 
belong ?” 


class do you 





XECUTIVES IN THE MAKING—The student body cabinet of the Pasadena Junior College with faculty advisor working out stu- 

dent policies which were once made by faculty administrative boards, sitting behind closed doors, and passed out to students 

“ex cathedra.” These young executives are doing better work than was formerly done by deans and presidents. 
a 








\, 


260 


How initiative is discovered—Initia- 
tive can be revealed only in conduct. 
The following characteristics are given 
by W. Hardin Hughes,” director of re- 
search in the Pasadena city schools, in 
his rating scale as displaying the element 
of initiative in the highest rank: 


1. Evinces a high degree of intellectual 
curiosity. : 

2. Is extremely original and resourceful. 

3. Assumes responsibility for doing much 
more than the ordinary. 

4. Is energetic and determined in carrying 
out plans and purposes. 

5. Finds ways and means in getting around 
difficulties. 


Says Frank A. Manny: “An important 
test of initiative is the degree of responsi- 
bility called for He cannot be 
said to be trained for initiative until he 
is able to take responsibility alone or 
with others, first, for the materials in- 
volved, second, for the methods called 
for, third, for the results that ensue. To 
taste fhe joys of successful work it must 
have been possible for him to have failed 
in all three.” * 

It is important to remember that initi- 
ative is a trait existing in relative quanti- 
ties in individuals. A child may have 
more or less initiative. The amount of 
this initiative may increase or decrease. 
A given group may, therefore, be rated 
as to the possession of the trait. It is 
necessary for the teacher to have a clear- 
cut idea of what initiative is, look for it 
in her pupils, and appreciate its impor- 
tance. 

How initiative is developed—There is 
no use rating for initiative, however, un- 
less we know how to develop it where 
it is lacking. In taking up this problem 
a few truisms may be forgiven at the out- 
set. Constructive attitudes and habits 
must be developed. E. L. Thorndike 
writes: “No child becomes independent 
merely by being told to think for him- 
self, or original merely by being told not 
to be a copy-cat.” * Moreover, we should 
not attempt to develop initiative as a 
general tendency. To quote Doctor 


*W. Hardin Hughes. Educational Re- 
search Bulletin, Pasadena (California) City 
Schools, January 11, 1923. 

*Frank A. Manny. Initiative in educa- 
tion. Education 35; 489-491. 

*E. L. Thorndike. Education for initia- 
tive and originality. Teachers College Bul- 
letin, October 25, 1919. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





November, 1926 
reer 


Thorndike again: “To cultivate general .which by nature of homo sapiens call the 


diffuse initiative would be to become a 
busybody.” Initiative must be developed 
along with a wholesome respect for au- 
thority—for example, we should not at- 
tempt to exercise initiative where we 
should properly be followers. Let 
Thorndike state the case again: “Inde- 
pendence consists in choosing whom to 





Stop and Think 


ye eye a warning sign may be of 

real assistance. The following list 

points out ways in which a teacher 
may actually prevent the development 
of right attitudes and ideals. “- 

Practices which invariably produce 
negative results include: 

Giving assignments which-are too diffi- 
cult. 

Punishing a whole class for the wrong 
conduct of a few members. 

Forcing a child to make an apology. 

Being over-sentimental in an effort to 
win the children. 

Making a child do a piece of work 
without helping him see the need 
of it. 

Humiliating a child in any way. 

Discouraging children. 

Failing to give children an opportunity 
to do things. 

Telling a child that he must not do a 
certain thing and then allowing him 
to do it. 

Failing to show appreciation of good 
work and right conduct. 

—Hazel Aldrich Finegan in Course of 

Study Bulletin, Los Angeles City 
Schools. 





follow rather than in following one’s 
own devices. In a nation of a 
hundred million people 95 percent of 
the power must be given to one percent 
of the people. Glorious apparel, 
self-esteem, prodigality, physical powers, 
the glad hand, and the silver tongue, be- 
fere which man’s original nature bows, 
are not symptoms of fitness to lead in the 
twentieth century.” 

There should be, however, and is, a 
sufficient amount of specialization in our 
school system to poke every normal in- 
dividual to become a*leader or initiator 
in some important field of human en- 
deavor. 

As a general principle in the develop- 
ment of initiative, Thorndike lays down 
the following: “Provide those situations 


active virtues into play, and make their 
‘exercise satisfying to the individual. Pro. 
duce these tendencies to act and reward 
their action.” 

In carrying this principle into practice 
Professor Thorndike makes the following 
general suggestions: (1) Prolong the 
school life of the child; (2) Let the pupil 
work with things as well as with words: 
(3) Use humane and significant projects: 
and (4) Encourage specialization. . 

In addition to the above suggestions 
the writer gives the following methods 
for the development of initiative: [ 


1. Encourage general class discussions jp 
which pupils have perfect freedom for the 
discussion of ideas and opinions. Let pupils 
do more of the talking. 

2. Give credit for work accomplished jn 
addition to or different from the required 
amount. Let the pupils feel that any con- 
structive work on the subject will be re. 
warded. 

The writer once had the joy of awakening 
a failing student to good work in a civics 
class through giving credit before the entire 
class for a graph on the county government 
which was entirely outside the class assign- 
ment, and as recognition for which the pupil 
was given credit for certain required work 
which the teacher frankly admitted was of 
less importance. 

3. Encourage the pupil to bring to class 
results of special study which the rest have 
not done. : 

4. Make assignments sufficiently general to 
give play to individual initiative. For ex- 
ample, while exact page assignments must 
be. given for the weaker students in library 
reading, extra credit should be given to stu- 
dents who have shown sufficient initiative to 
work out their own references. 

5. Teach the pupil to organize his time and 
discover effective methods of study. 

6. Have pupils discover qualities of expert 
leaders in the various vocations. 

7. Make due provision for individual dif- 
ferences. Do not select tasks for the pupil 
at which he is certain to fail outright. 

8. Provide by routine for all matters which 
do not actually demand thought. 

9. Find and train genius to capacity. 

10. Develop in the pupil a proper respect 
for authority. 


In addition to the foregoing the ad- 
ministration can aid materially in devel- 
oping initiative through student self-gov- 
ernment, providing for a due considera- 
tion of all student proposals in the policy 
of the school, and through student ath- 
letics, setter egal functions, and other 


activities. 





| 





( 
( 
t 
1 
I 
( 
i 













— 8 Vw tt? 


e 
ls 


nd 
rt 


f- 


OT SINCE the early nineties when 
Charles W. Eliot presided over 
the Committee of Ten has there 

been a meeting more significant than the 
sessions of the Curriculum Commission 
held at Association headquarters on 
September 24 and 25. From every part 
of the nation gathered men and women 
of wide outlook and broad scholarship 
to discuss the curriculum problems of 
the junior highschool. There were 
noted superintendents of schools, heads 
of colleges of education, and specialists 
in various school subjects. 

Every child and every teacher has a 
direct interest in the work of these men 
and women who are making the pattern 
for tomorrow’s junior highschool. How 
does the junior highschool differ from 
the elementary school and the senior 
highschool? In what ways do pupils of 
these ages differ from those in the lower 
grades? What subjects should be taught 
during these years? What reasons un- 
derlie the rapid development of the 
junior highschool plan? These are but a 
few of the host of questions that were 
discussed persistently, concisely, and even 
wittily by the men and women who 
compose the Curriculum Commission of 
the Association’s Department of Super- 
intendence. . 

What the Junior Highschool is. Here 
are sentences from some of the answers 
when this question was up for considera- 


tion: 


Charles H. Judd—The junior highschool 
is the beginning of a new type of education 
in which more individual responsibility will 





Why the Junior High- 
school? 


Wittiam McANbDREW 


































HE SEVENTH and eighth grades of 
a traditional system are too thin 
in content. 

2. To make these grades richer in 
content costs more for equipment, 
library, apparatus, etc., than is justifi- 
able in so many elementary schools 
as the ordinary community has. 





3. There are enough common char- 
acteristics of children ordinarily in 
seventh, eighth, and ninth years to 
warrant grouping them in one organi- 
zation. 


4. The individual differences of abil- 
ities in children of these grades war- 
rant grouping them in accordance 
with their abilities; but unless you 
have these children in larger num- 
bers than is the case in separate 
elementary schools your segregated 
groups would be too small to war- 





to the different groups. { 


5. But the proper aims for the en- 
tire public school service; namely, a 
supply of citizens disposed to better 
the civic, social, political life of the 
community is essentially the function 
of the junior high school, as of all 
schools. Its exercises and methods 
differ from other parts of the public 
school system chiefly as affected by 
the ages of its pupils and the equip- 
ment of its buildings. 


6. It looks to different futures for 
different children, testing their apti- 
tudes and advising them as to various 
kinds of service, industrial, profes- 
sional, etc. 





rant your providing separate teachers / 


Our Curriculum Commission at Work 











be assumed by tht pupils. This means that 
there will be, if necessary, a certain amount 
of repair work or completion work. It is 
frequently true that the fundamentals have 
not been sufficiently mastered. Provision 
ought to be made for finishing the work that 
has not been completed in the elementary 
school. Beyond this point, there seems to be 
a new horizon. We see ourselves imme- 
diately in the presence of the problem of col- 
lecting a type of material which has not been 
present in our school curriculum up to this 
time. It is not a problem of thrashing over 
familiar material, but of putting into shape 
a very large body of new material. 

Susan M. Dorsey—The junior highschool 
is of all the efforts of school life, the place 
where our children should get their finest 
initiation into practical citizenship. 

Frank E. Spaulding—There ought to be a 
number of studies from the standpoint of 
what is most desirable, not for the junior 
highschools, but for children of that age. 

Charles E. Finch—The curriculum in the 
junior highschool is neither the elementary 
school curriculum continued, nor the senior 
highschool curriculum brought down, but of 
the multiple type. designed to meet the needs 
of different individuals. The methods are . 
those that put a premium on student activi- 
ties which appeal to the adolescent. 

Thomas W. Gosling—The junior high- 
school is a place where children are upper- 
most, standards secondary, and an effort is 
made to carry the children fn to a period of 
selfcontrol. It is a transition stage between 
a control imposed by others to a period 
when they will control themselves. 

Frank W. Ballou—It costs more to teach 
elementary science in the junior highschools, 
but the elementary science which we teach in 
the’junior highschool is worth more. 

William McAndrew—When you cut off 
the seventh and eighth grades, you gave the 
fifth and sixth grade children the experience 
of becoming leaders. 





Copyright Harris & Ewing 





262 





Willis A. Sutton—The junior highschool is 
the effort to answer the quest for discovery 
in the adolescent boy and girl. 


The 1927 Yearbook of the Depart- 
ment of Superintendence, The Junior 
High School Curriculum, will assemble 
the best thinking of this group together 
with that of seventy-five superintendents 
and junior highschool specialists who 
have been invited to serve on committees 
with them. 

Committee chairmen are 
working now and are seeking help from 
all parts of the nation. What have you 
to offer? Send your contributions at 
once either to subject chairmen or to 
Washington headquarters. 

This gathering of the Commission was 
the occasion for dedicating the beautiful 
new conference room in the headquar- 
ters of the National Education Associa- 
tion. The decorators had scarcely left 
when early arrivals for the Commission 


actively 








Tue JOURNAL OF THE NATIONAL EpucaTION AssOCIATION 


meeting began to come in. On one wall 
is the rug presented to Mary McSkim- 
mon by the children of the Near East 
Relief, on another pictures of educa- 
tional pioneers. The photograph on page 


261 was taken while the Commission 
was in session. Those in attendance 
were: 


Edwin C. Broome, superintendent of schools, 
Philadelphia, Pa., Chairman of Curric- 
ulum Commission 

John L. Alger, president, Rhode Island Col- 
lege of Education, Providence, R. I. 

Frank W. Ballou, superintendent of schools, 
Washington, D. C. 

John W. Beattie, director of public school 
music, Northwestern University, School of 
Music, Evanston, IIl., Chairman for Music 

Mrs. Susan M. Dorsey, superintendent of 
schools, Los Angeles, Calif., Chairman for 
Home Economics 

Charles E. Finch, director, Junior High 
Schools, Rochester Public Schools, Roches- 
ter, N. Y., Chairman for Social Studies 

J. A. Foberg, director of science, Pennsyl- 
vania State Department of Public Instruc- 


BACE AND PLENTY—The original of this beautiful painting by George Innis is in the Metropolitan Museum of Art in New 
York City. The article by Marguerite B. Williams on page 242 gives interesting information about the works of Mr. Innis. 








November, 1926 


_———— 


tion, Harrisburg, Pa., Chairman fo, 
Science 
Thomas W. Gosling, superintendent of 


schools, Madison, Wis., Chairman for Eng- 
lish 

Charles H. Judd, director, School of Educa- 
tion, University of Chicago, Chicago, II], 

E. E. Lewis, superintendent of schools, Flint, 
Mich., Chairman for Commercial Educa- 
tion 

William McAndrew, superintendent of 
Schools, Chicago, Ill., Chairman for Art 

Frank G. Pickell, superintendent of schools, 
Montclair, N. J., Chairman for Mathe- 
matics 

William B. Snow, assistant superintendent of 
schools, Boston, Mass., Chairman for For- 
eign Languages 

Frank E. Spaulding, dean, School of Educa- 
tion, Yale University, New Haven, Conn, 

Paul C. Stetson, superintendent of schools, 
Dayton, Ohio, Chairman for Industria] 
Arts 

Willis A. Sutton, superintendent of schools, 
Atlanta, Ga., Chairman for Health and 
Physical Education 

H. B. Wilson, superintendent of 
Rerkeley, Calif. 


schools, 














ease 








eee 
—_—— srl 


Reading with a Purpose 


HE PUBLIC LIBRARY has become 

increasingly conscious that many 

of its patrons not only want books 
but that they want to know what books 
to want. An automobile mechanic sees 
a chance for advancement if he knows 
something about electricity ; a new citizen 
has the desire to gain a knowledge of 
American history; a classical student 
wants the pleasure of knowing modern 
poetry. And none of them knows where 
to begin. 

The library is attacking this problem 
from several points and through various 
experiments. ‘The reading course is one 
of these experimental methods of attack. 
More than a dozen libraries now have 
“readers’ advisers’ whose full time is de- 
voted to giving advice on reading, in per- 
sonal conference. These conferences 
usually result in the preparation of a 
reading course to meet the individual’s 
need. But since there are thousands of 
men and women and older boys and girls 
who are looking for such guidance and 
only a small number of libraries which 
as yet have the staff to offer it, the 
American Library Association has, for 
more than a year, been publishing a se- 
ries of reading courses whose aim is to 
give the individual much the same kind 
of thing that he would get from a per- 
sonal conference with a readers’ adviser. 

This series, known as the Reading 
with a Purpose series, is published in the 
form of small booklets. Each course is 
prepared by an authority. Each contains 
a brief introduction to the subject and a 
short list of readable books which are 
named in the order in which they should 
be read and discussed in such a way as 
to arouse the reader’s interest. The in- 
troductions, which are about 5000 words 
in length, are designed to show the in- 
terest and pleasure which a knowledge 
of the subject will give and to provide 
suficient background to make the recom- 
mended books thoroughly intelligible to 
the man or woman who has not had any 
training in the field. 

A new course is published each month, 
sixteen having appeared to date. Dur- 
ing the first year of their publication 
more than 130,000 copies were sold. In 
one library 375 individuals registered for 
them in three months. In a community 
served by a branch library 75 men and 
women were following the courses at 


HELEN BuRLING 


one time. These figures do not record 
the degree of educational value received 
per reading course but they do indicate 
that many men and women are looking 
for the kind of “adult education’”’ that is 
gained through serious, consecutive read- 
ing. 

The courses named below have al- 
ready been published. Others are in 
preparation. 


1. Biology by Vernon Kellogg. 40p. “Life 
is still a mystery,” says Dr. Kellogg, “but it 
is such a fascinating mystery that we all 
want to know as much about it as possible.” 
This course serves as a first step in the 
achievement of that end. 


2. English Literature by W. N. C. Carlton. 
74p. The course includes “the finest satirical 
allegory in the language, a sparkling comedy 
, - » a volume of imperishable poetry, 
a series of thought-provoking essays F 
the intimate letters of a brilliant novelist and 
essayist, and six great novels that rank 
among the triumphs of the art of fiction.” 


3. Ten Pivotal Figures of History by Am- 
brose W. Vernon. 36p. The first on the list 
is Socrates, the tenth Woodrow Wilson, while 
in between are eight others—soldiers, reli- 
gious leaders, scientists—around whom for 
a time history turned as on a pivot. Each 
is discussed; each is represented by a biog- 
raphy. 

4. Some Great American Books by Dallas 
Lore Sharp. 30p. The reader may be left 
in some doubt as to “who comes after which” 
in American literary history but in none 
whatever concerning the good fun that is in 
store for him if he makes the acquaintance 
of the books recommended. 


6. Frontiers of Knowledge by Jesse Lee 
Bennett. 49p. Ten books are recommended, 
each of which introduces the reader to one 
field of fundamental knowledge—science, 
history, politics, art, literature, etc. 


7. Ears to Hear: A Guide for Music Lov- 
ers by Daniel Gregory Mason. 35p. Writ- 
ten as it is for the listener, not the per- 
former, and for the person who knows little 
about music, this course gives the reader 
certain fundamentals, a bit of music history, 
something of the biography of musicians and 
of simple criticism. 

8. Sociology and Social Problems by How- 
ard W. Odum. 32p. Dr. Odum attacks his 
subject from the point of view that the one 
social problem is that of people living well 
and happily together,” and includes in his 
recommendations for reading seven books 
which will give a “balanced ration” to the 
newcomer in the field. 


10. Conflicts in American Public Opinion 
by William Allen and Walter E. Myer. 
29p. Six books are recommended represent- 
ing different points of view on current polit- 
ical and social problems. At the end of the 
course is a summary of nine outstanding 


[263] 


present-day problems with references to the 
chapters in which they are treated. 


11. Psychology and Its Use by Everett Dean 
Martin. 47p. The reader is in no doubt 
when he has finished the introduction as to 
what psychology is, and even less in doubt 
as to what psychology is not. The course 
contains one book on social psychology, one 
on behaviorism, one on psychoanalysis, one 
on “psychology and the day’s work” as well 
as three of a more general nature. 


12. Philosophy by Alexander Meiklejohn. 
Sip. Dr. Meiklejohn carries out in this 
course his theory that the amateur in philos- 
ophy should begin by looking for a problem 
rather than for a system. He discusses one 
problem, the relation of science and religion, 
from the point of view of philosophy and 
then directs his readers to four books which 
will stimulate them to seek other problems of 
their own. 


i3. Our Children by M. V. O'Shea. 34p. 
The course is intended to show parents, 
teachers, and others engaged in the practical 
care and training of children where to turn 
for reliable, non-technical interpretations of 
modern theory and practice in child training. 


14. Religion in Everyday Life by Wilfred 
T. Grenfell. 30p. The introduction is filled 
with a wealth of anecdote from the author’s 
own experience in applying religion to 
everyday life; the books recommended are 
“mainly contemporaneous, written by men 
alive today, influenced by the same perplexi- 
ties that we are, swayed by the same cur- 
rents of thought and feeling.” 


15. The Life of Christ by Rufus M. Jones. 
28p. Recommends six biographies of Jesus, 
written by as many different kinds of people, 
but all alike, in the author’s opinion, in that 
the “facts are thoroughly sound and reliable, 
the vision clear and penetrating, the judg- 
ment wise and discriminating,” and that they 
possess the “skill and power to tell a story, 
to arouse interest, to quicken imagination, 
and to stir the deeper levels of the soul.” 


19. The Poetry of Our Own Times by 
Marguerite Wilkinson. 32p. Mrs. Wilkin- 
son says that to enjoy poetry “It is only 
necessary to stop thinking of practical mat- 
ters and keep the mind quiet; to listen to 
the music of the words; to look with the eyes 
of the imagination at what is shown.” Her 
course tells not only how but where to look. 


20. The United States in Recent Times by 
Frederic L. Paxson. 33p. The recent his- 
tory of the United States is presented chiefly 
through biographies of the leaders of the 
period, John Hay, Roosevelt, Jane Addams, 
Walter H. Page and others. The biogra- 
phies are linked together by the introduction 
and by one history of the times covered. 


22. American Education by William F. 
Russell. 2ip. Dr. Russell wrote his course 
for the general reader who is interested in 
the trend of American education and in- 
cluded in it something of the development 
of education as well as its present tendencies. 


eT 5 


t 








Builders of Our Profession 


Life Enlistments 


BRE IS A LIST of people who have faith 
H 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. Other names will 
be added from month to month. A thou- 
sand is the goal for 1926-27—two for each 
member of Congress from your state. 

Life members whose names have been re- 
ceived since the list appeared in the October 
JouRNAL and before going to press with this 
issue are here listed, according to states. 


ALABAMA—Mrs. Stella M. English, Daisy Parton, 
William Tiller. 

ARIzONA—Fassett A. Cotton, Harold W. Smith. 

ARKANSAS—Ralph W. Phillips, W. E. Phipps. 


Cauirornu—A. D. Allen, George T. Berry, 
Ethelind M. Bonney, Bertha H. _ Breckenfeld, 
Madeline Christy, Marvin L. Darsie, Fannie W. 


McLean, Dean Richmond, Charles Elden Teach, 


Grace E. M. Vinnicum. 

Connecticut—John Lund. 

District or Co_tumsia—H. A. Allan, 
D. Martin, S. D. Shankland. 

FLorina—Charles M. Fisher, J. Claudius Peel. 

Grorcia—T. O. Galloway, Everett Knox, Sarah 
M. Ritter, S. G. Stukes. 

IpaHo—La Pearl Moore, Jessie H. Tuck. 

Ittinois—Nora F. Doran, Anna C. Kumpf, August 
Maue. 

INDIANA—Cornelius Abbott, H. W. A. Hemmer, 
L. C. Ward. 

lowa—Mary A. Lord. 

Maine—Dwight L. Moody, Elmer O. Small. 

MasSACHUSETTS—-Stanley R. Oldham. 

MicHiGAN—Lydia Ripatte, D. A. Van Buskirk. 

MinNesota—Winfred Gerald Bolcom, John N. 
Greer, William H. Shephard. 

New Hampsnire—William C. T. Adams. 

New Jersey—Alice R. Cronk. 

New York—John Crabapple. 

NortH Carotina—R. M. Gray, G. 
Horace Sisk, N. W. Walker. 

NortuH Daxota—F. Ray Rogers, Madge Runey. 

Oun1o—Paul V. Brown, Edith McCoy, Isabelle E. 
Templeton. 

Ox._aHoMa—Grady H. Booker, J. J. Godbey. 


Theodore 


B. Phillips, 


Orecon—W. C. Alderson, Robert Goetz, Mrs. 
Katherine J. Harris, J. T. Longfellow, Dora D. 
Oberton. 

PENNSYLVANIA—Frank H. Kramer, Charles R. 
Stone. 

SoutH Carotina—F. M. Ellerbe, Elizabeth D. 
Hutto, Otis M. Mitchell. 

South Daxota—James A. Fitzgerald, E. C. 
Peterson. 


TeENNESseE—John E. Dail. 

Texas—Oscar H. Cooper, W. M. W. Splawn, 
Ruby R. Terrill, Jesse F. Ward. 

VERMONT—Theodore Halbert Wilson. 

Vircinra—S. A. MacDonald. 

WASHINGTON—C. L. Booth, Olga C. Ecklund, E. 
Stanley Gregory, Lawrence O. Swenson, Gilbert C. 
Woods. 

Wisconsin—Blanche J. Chamberlin. 


Completed Enrolments 


HE FOLLOWING schools have completed 

their reports for one hundred percent 
membership in the National Education 
Association for 1926-27 since the list was 
published in the October JouRNAL. Many 
of the schools also have a complete enrol- 
ment in state and local associations. For 
the convenience of readers the list is now 
arranged by states. Under the name of each 
state cities are arranged 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 


CairorniaA—Berkeley, Hillside, Washington. 
Co._orapo—Longmont, Columbine. 
INDIANA—South Bend, Coquillard. 
MiInNESOTA—Moankato, Franklin Grade. 


On1to—Huntsville, McArthur-Huntsville; 
Bowman Street. 


Wooster, 





Are You a Builder 


Es! Every teacher is a builder. 

But how differently they work. 
Some concern themselves primarily 
with petty accuracies. Others think 
first of buildings and equipment. Still 
others think first of children. Yet 
others see the children in their setting 
of community influences and opportu- 
nities. The best teachers see beyond 
the community out into the state and 
the nation and make some effort to 
understand and share in the larger 
movements that are playing upon 
human life. These are the teachers 


who most help the race to make prog- 
ress. 
tions. 


They join national organiza- 
They aid worthy world move- 
ments. They build up childhood and 
because they love children they share 
in movements to improve the condi- 
tions that surround the child. Our 
National Education Association is 
much blessed with men and women 
who are builders. They become life 
members. They lead in movements to 
make schools, counties, whole cities 
perfect in their enlistment. They 
work on the problems of the profes- 
sion. They are strong in the great 
loyalties—society, the child, the pro- 
fession. Just in proportion as these 
larger loyalties are realized can teach- 
ing rise to its largest service and joy. 
Every teacher is a builder and by 
building up the child and the cause 
he builds up himself. 








PENNSYLVANIA—Altoona, Altoona Public Schools, 
Adams, Allegheny, Curtin, Emerson, Fairview, 
Franklin, Garfield, Irving, Jefferson, Junior High, 
Madison, Miller, Penn, Senior High, Stevens, 
Washington, Webster, Wright; Philadelphia, Leidy 
Bennett. 


Wyrominc—Clearmont, Clearmont. 


FOUR YEARS 


Jerome Public Schools, Admin- 
Elementary, High, Primary, 


ARIZONA—Jerome, 
istration Building, 
Walnut Gulch. 


Massacuusetts—Athol, Centerville. 
New Mexico—Roswell, Washington Avenue. 
PENNSYLVANIA—Pittsburgh, Friendship; West Ches- 


ter, Model. 
THREE YEARS 


CauirorniA—Berkeley, Franklin. 
ConneEctTicuT—Stratford, Garden. 
ILLinois—Bismarck, Bismarck Township High. 


INDIANA—Lawrenceburg, Homestead; South Bend, 
Elder. 

lowa—Independence, Independence Public Schools, 
Emerson, Hawthorne, High, Lincoln Junior High, 
Washington. 

MASSACHUSETTS—-A mesbury, 
Sawyer. 

MIcHIGAN—Detroit, Wilkins. 


Prospect; Gloucester, 


[264] 





MINNESOTA—Minneapolis, John A. Johnson. 
NevapaA—Panaca, Lincoln County High. 
New Jersey—Rutherford, Lincoln. 

New Mexico—Roswell, Central. 


Oxn10—Rushsylvanio, Rush Creek Township Rural; 
Tiffin, College Hill, Monroe Street; Warren, Elm 
Street, Roosevelt. 


PENNSYLVANIA—Hanover, High Street; Lebanon, 


Washington; Mapletown, High; Nanticoke, Nanti-. 
coke Public Schools, Centennial, Garfield, Han- 


over, High, Kosciuszko, Lincoln, McKinley 
— State Street, Washington, West Main 
treet. 


SoutH Dakota—Frederick, Frederick Public. 
WISCONSIN—A rkansaw, State Graded. 


Wyominc—Riverton, Riverton Public Schools, Del. 
felder Consolidated, Dobler Rural, Grade, High. 


TWO YEARS 


ArizoNa—Gilbert, Gilbert Public Schools. 


CatirorniA—Berkeley, University; Los Angeles, 
Carpenter Street; Stockton, Monroe Primary, 


Co._orapo—Wray, Wray Grade. 
ILLINois—Little York, Little York High and Grade, 


INDIANA—Indianapolis, Public School Number 81; 
Michigan City, Jefferson; South Bend, Franklin, 


Kansas—Bird City, Bird City Public Schools, High, 
Junior High. 


Maine—Waterville, South Grammar. 
MASSACHUSETTS—Winchester, Highland. 
MINNESOTA—Minneapolis, Agassiz. 
New Jersey—Camden, McKinley. 


New YorK—Athens, Athens High; Bellport, Brook. 
haven. 


Oun1o—Middletown, High; Warren, Tod Avenue. 


OKLAHOMA—Lamont, Lamont Public Schools; Vian, 
Vian Public Schools. 


PENNSYLVANIA—Berks County, Berks County Public 
Schools, Academy, Amity Township High, Bally 
Junior High, Baumstown Grade, Bechtelsville 
Junior High, Bernville Grade, Bethel High, Birds- 
boro High, Blandon Grade, Boyertown High, Boy- 
ertown-Lincoln, Boyertown-Washington, Cedar 
Top, Conrad Weiser, Far View, Fleetwood, Gibral- 
tar Grade, Gouglersville, Hamburg Grade, Ham- 
burg High, Kutztown Grade, Kutztown High, 
Kutztown Training, Leesport West Grade, Lincoln, 
Longswamp High, Lyons, McKinley, Merkel, 
Mohnton Grade, Mohnton High, Monocacy Grade, 
Morgantown Grade, Morysville, Mount Etna, 
Mount Penn Grade, Mount Penn High, Neversink, 
New Berlinville, Oley. High, Ontelaunee, Penn 
High, Pennside Junior High, Pennwyn, Perry High, 
Pine Forge, Reading West Grade, Reading West 
High, Red Lion, Rehrersburg, Rosesonia High, 
Saint Lawrence Grade, Seyfert Grade, Shillington 
Grade, Shillington High, Stony Creek Grade, 
Stouchsburg, Strausstown, Topton Junior High, 
Valentine, Walnuttown Grade, Washington, Wer- 
nersville, West Lawn Junior High, West Wyomis- 


sing, Womelsdorf High, Wyomissing Grade, 
Wyomissing Heights, Wyomissing High, Yocom 
Grade; Bethlehem, Crest Avenue; Chester, 
Howell. 
South Daxota—Astoria, Astoria Public; Wilmot, 
Wilmot High. 


WIsconsIn—A rkansaw, Union Free High. 
Wyrominc—Cumberland, Number Two. 


CURRENT YEAR 


CoLorapo—Longmont, Bryant. 
District or CoLumMBiA—Waskington, Weightman. 
ILLINoIs—W aukegan, Washington. 


Kansas—Winfield, Winfield Public Schools, Bryant, 
Irving, Lowell, Stevenson, Webster, Winfield 
Junior-Senior High. 


MAssACHUSETTS—Stoneham, Lincoln; Waltham, Seth 
Bemis. 


New Jersey—Mount Royal, Mount Royal. 
New Mexico—Roswell, East Side. 


On10—Bellefontaine, Iron City; Woodstock, Wood- 
stock Village. 


OKLAHOMA—Ramona, Ramona Consolidated. 
PENNSYLVANIA—T yrone, Washington. 


SoutH CaroLiInA—Bethune, Bethune Public Schools, 
Grammar High, Timrod Grammar. 


VERMONT—Plainfield, Junior High. 
West VirciniaA—Wellsburg, Riverview. 
Wrominc—Oakley, Oakley. 








Seattle Invites You 


r 


Sak eae Be 


a7 ro er 


ld 





aa 


The Seattle skyline suggests the energy 








| © Curtis 


East of Seattle lies an irrigated area that mountain 
water has reclaimed from sagebrush. 








The Washington coast has its own great stone face— 
“The Man of the Rocks.” 








(265] 





and enterprise of the great northwest. 








o) Caurtic 
© Curtis 


Mount Rainier National Park will attract many teach- 
ers who attend the 1927 Convention. 





Mount Rainier’s snowcapped peak will warm the hearts 
of many teachers—old friends and new. 





i 
\ 
i 
i 
} 
i 
q 












HE SIXTY-FIFTH annual meet- 

ing of the National Educa- 

tion Association will be 
held in Seattle, Washington, July 
3-8, 1927. Local arrangements are 
under the direction of Thomas 
R. Cole, superintendent of the 
Seattle schools. No meeting of 
the Association has been held in 
the northwest since the Portland 
convention in 1917. 


Railroad Rates 


Summer excursion rates, which 
are much lower than the usual 
rates, will be used for the con- 
vention. These are available as 
early as May 15, with the return 
limit of October 31 and allow 
for generous stop-over priv- 
ileges. Detailed information may 
be secured from local ticket 
agents. These rates will afford 
an opportunity for teachers to 
attend summer school in the 
western universities and normal 
colleges. 


Vacation Opportunities 


No teacher should miss this 
wonderful convention opportu- 
nity to visit Seattle and the 
Pacific Northwest. Seattle, beau- 
tifully situated on Puget Sound, 
is a splendid example of Amer- 


Name of Hotel 


and Number of Rooms Location 
Alvord 9th and Pike 
Ambassador 8th and Union 


Arlington (200) 
Assembly (143) 


Ist and Spring 
9th and Madison 


Atwood (125) Ist and Pine 
Bush (255) 7th and Jackson 
Butler (200) 2nd and James 


6th and Pike 

4th and Seneca 
7th and Union 
9th and Union 


Barker (100) 
Continental (100) 
Caledonian (100) 
Cambridge Apts. (154) 


Diller Ist and University 
Ethelton (105) 3rd and Union 
Frye (325) 3rd and Yesler 
Gateway Ist and Pine 


4th and Pine 
4th and Pike 
2nd and Stewart 
4th and Jefferson 
4th and Union 
7th and Madison 


Georgian Annex (108) 
Georgian (107) 
Gowman (165) 
Holland (115) 
Imperial (92) 
Knickerbocker (91) 








Seattle Invites You 





ican initiative, a city far-flung, 
panoramic, distinctly metropoli- 
tan, and yet only fifty years old. 
In one generation, Seattle has 
grown from an isolated outpost 
in the midst of a primeval forest 
to a great world city, the metrop- 
olis, and the shipping transporta- 
tion and banking center of the 
Pacific Northwest. 

Nature has combined to make 
the Puget Sound country a 
notable summer playground of 
the nation. It has come to be 
known as the “Charmed Land.” 
Make your plans to enjoy a land 
whose air is a life-giving blend 
of the tonic of the mountains and 
the sea filtered through ever- 
green forests; a land of tower- 
ing snow-capped peaks, ever- 
green valleys, beautiful stretches 
of inland sea, scen‘c motor roads 
with balmy summer days and 
cool, refreshing nights. 

Delightful excursions can be 
made from Seattle. First, there 
is Mount Rainier National Park, 
America’s Switzerland — snow- 
capped peaks, glaciers, forests, 
waterfalls, canyons, acres of 
Alpine flowers—a wonderland 
indeed. Then, there are boat 
trips on the blue waters of Puget 
Sound to interesting cities in- 


Rates per Day 
for Room with 








cluding Tacoma, Bellingham, 
Vancouver, Victoria and to other 
picturesque spots. Perhaps some 
will want to take the scenic in- 
land passage trip to Alaska, as- 
sociated with the most famous 
gold rush in history and often 
called the Treasure House. 

There is a lure about this 
Northwest country where Amer- 
ica vanishes into the Pacific. It 
will be a new and wonderful 
world to you and you will store 
up health and strength and peace 
of mind and soul. 


Seattle Hotels 


The following list of hotels 
with their rates has been fur- 
nished by the secretary of the 
Washington State Hotel Associa- 
tion. Rates per day for rooms 
accommodating two persons are 
quoted. The hotels will be glad 
to quote on other requirements. 
Requests for reservations should 
be made directly through the 
hotels or through A. J. Barash, 
414 University Street, Seattle, 
Washington. In case the hotel is 
unable to make the reservation 
requested, the person will be 
notified and a reservation made 
at another hotel subject to the 
approval of the applicant. 






Rates per Day 
for Room with 


bath, accom- bath, accom- 
modating two Name of Hotel modating two 
persons and Number of Rooms Location persons 
$3.50-$4.00 Moore (165) 2nd and Virginia 6.00 
4.00- 5.00 New Arctic (120) 3rd and Jefferson 2.50- 3.00 
3.00- 4.00 New Richmond (325) 4th and Main 5.00- 6.00 
3.50- 4.00 New Washington (250) 2nd and Stewart 8.00 
3.00- 4.00 Olympic (600) 4th and Seneca 7.00- 8.00 
3.00- 3.50 Oxford (114) Ist and Stewart 3.00 
5.00- 6.00 Penbrook (200) 4th and Marion 4.00- 5.00 
3.50 Rainier Grand (200) Ist and Madison 4.00- 4.50 
4.00- 5.00 Rehan (114) 8th and Union 3.00- 4.00 
3.00- 4.00 St. Charles 3rd and Cherry 3.50 
3.50- 5.00 St. Regis (150) 2nd and Stewart 6.00 
3.50 Savoy (250) 2nd and Seneca 6.00 
3.50- 4.50 Seattle (175) 2nd and James 5.00 
5.00 Seward 3rd and James 4.00 
2.50- 3.00 Sorrento (150) Terry and Madison 4.00- 5.00 
3.50- 400 Spring Apt.-Hotel (244) 5th and Spring 3.50- 5.00 
4.00 Stevens (115) Ist and Marion 3.50- 4.00 
6.00- 7.00 Vance 7th and Stewart 4.00- 5.00 
4.00 Waldorf (264) 7th and Pike 4.50- 5.00 
4.00 Wilhard _ 7th and Union 3.50 
2.50 Wintonia (120) Pike and Minor 2.50 


















































































Vol. 15, No.8 THE JOURNAL OF THE NATIONAL EpucaTion ASsocIiATION A-241 


THE TEST OF PRINTING 


She Conclusions of ‘Prominent Educators 























7 4 |= 
var Ww « 
i! ae : ) * 

| ’ 











William J. Bogan, Assistant Superintendent ' l | ON Susan “Dorsey, Superintendent of 
of Schools of the Department of Education, SITALIZATIO Pra: Los Angeles, California, writes: “It 





Chicago, writes: “Through its strong appeal / is a matter of i importance that through the 
to boys, the printing course has acquired great school printshop a large number of young 
importance in the Junior High School. The | | people have become familiar with the different 
practical value of printing is great, for aside styles of type, with the setting up of forms, and 
from its trade features, it appeals alike to the PUN CTU ATION with the vocabulary of printing, and the re- 


artist, the advertiser, the editor, the reporter, | | lated arts of making cuts, prints and the like.” 


the business man, the author.” . ; 
‘ James M. Glass, Director of Junior High 


Schools, Commonwealth of Pennsylvania, 
writes: “Printing is incorporated into Junior 
High School program of studies in a majority 
of instances as part of a general shop organiza- 
tion. The aim is not vocational education, but 
general industrial arts training. Where the try- 
out purposes of a general shop need not be 
restricted to the industrial activities of a given 
community it seems advisable to add printing 
as one of the projects of a general shop plan.” 


Emma V. Tindal, Principal of the Oliver 
Wendell Holmes Junior High School, Phila- 
delphia, Pa., writes: “To my mind, printing is 
an educational agency of undoubted value. 
When included in a school curriculum, it may 
be employed to motivate instruction in vari- 
ous studies, such as punctuation, composition, 
grammar, spelling, mathematics, science, and 
art. And it will also afford an opportunity for 
acquired and worth-while manual skill.” 








FOR INFORMATION REGARDING PRINTING INSTALLATIONS, WRITE 


F. K. PHILLIPs, Manager, EDUCATION DEPARTMENT 


AMERICAN TYPE FOUNDERS COMPANY 


THREE HUNDRED COMMUNIPAW AVENUE, JERSEY CITY, N. J. 


Mention Tue Journat. when writing our advertisers. 





~~ 








A-242 


‘THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 





November, 1926 








In the Nursery Up One Pair of Stairs 


From Philadelphia 
Addresses 


(Concluded from October JouRNAL, page 231) 


§ Son TRAINING OF THE VOLUNTEER 
IN EDUCATION—The scout move- 
ment is making a remarkable contribu- 
tion to education. It is worldwide in 
its reach. It is voluntarily chosen by 
youth. It is led by bodies of earnest, in- 
telligent men and women. It was con- 
ceived by a rare mind, and it has been 
interpreted by a devoted band who are 
not wanting in knowledge of educational 
principles—Sarah Louise Arnold, presi- 
dent, Girl Scouts of America, Lincoln, 
Mass. 


_ CHALLENGING EPOCHS IN THE 
LIFE OF A CHILD—The discovery of 
the child psychologically and education- 
ally has been going on fitfully through a 
century and is to be the delightful task 
of these immediate years into which we 
are coming. Our interests are focused 
thereon, the technic is becoming suffi- 
cient, and we are now quite well 
launched upon this adventure into a sci- 
ence of childhood.—Edwin D. Starbuck, 
Professor of Philosophy, State Univer- 
sity of Iowa, Iowa City, lowa. 


tion. 


Character Building— 


—the newest addition to the curriculum 


—the very basis of My BOOKHOUSE 


“The present need for the schools to do more in character training has caused a strong 
demand that ic be given a definite place in our course of study,” writes Edward W. Stitt, 
Associate Superintendent of Schools of New York City. 

Character tiaining through right reading is the basic idea of My BOOKHOUSE. 
What easier way to introduce character education into the school room than through 
reading—whether aloud to the entire class or through circulation of the books through 
the group? 
My BOOKHOUSE was the first of its kind to make ethical influence a basis of selec- 
It is now used in hundreds of classrooms in correlation with the regular work, 
and, as the principal of one high school says, “It has proven itself invaluable. 
refer to it and pupils constantly call for it.” 
Teachers especially will be interested in grading of both selections and illustrations in 
My BOOKHOUSE as described in the booklet “Right Reading for Children.” 
sent free on request. 


Che BGOK HOUSE /*r CHILDREN 
Dept. 11-C, 360 N. Michigan Ave., Chicago 


’yBC@OKHOUSE 


“The child who reads is the child who leads’’ 


Through Fairy Halls The Treasure Chest 


b fren CLASSROOM TEACHER AS A DIS- 
COVERER OF THE SPECIAL NEEDS OF 
CHILDHOoD— The school, in the sense of 
its education of the individual from the 
kindergarten through the university, and 
throughout all its range in the field of 
specialization, is a solidarity. ‘The im- 
provement and advancement of any spe- 
cial branch of education affects either di- 
rectly or indirectly every other branch. 
The idea is essentially the scriptural one 
that we are ‘“‘members one of another,” 
the best results of the whole depending 
upon the soundness and service of each 
constituent part. The classroom teacher 
must be progressive and studious to 
realize this high conception.—Julia 
E. Sullivan, president, Department of 
Classroom Teachers, Boston, Mass. 


f ise CLASSROOM TEACHER AND THE 
CURRICULUM — The classroom 
teacher has much to do with the cur- 
riculum. If he has a clear perception of 
the true nature of educative experience, 
he finds ways and means of enabling it; 
he realizes that in fact children educate 
themselves; his task is to supply the 
proper conditions—James F. Hosic, 
Teachers College, Columbia University, 
New York City. 


From the Tower Window 


















Teachers 







A copy 







The Latch Key 









tbe SCHOOLS OF TOMORROW—The 
school of today is a vast improve- 
ment on the school of yesterday. There 
is not the slightest doubt that we have 
made more progress in the past decade, 
than in any similar period of our history. 
—John J. Tigert, U. S. Commissioner 
of Education, Washington, D. C. 


HEAR THE CHILDREN sINGING— 

When will educators hear the chil- 
dren singing, yea, hear the rhythm, 
melody, and harmony of their inmost 
beings instead of thinking first, last, and 
all the time of ‘“‘subject-method” and 
drill in technic? When a child wants 
the result of technic he will practice 
indefinitely for it, but when he cares 
nothing for it he will never get it 
through forced drilling. There is no 
talent lurking in the soul of one who 
has to be driven to a task. Hear the 
children! Let them lead the teacher in- 
stead of being driven by the teacher.— 
A. E. Winship, editor, Journal of Edu- 


cation, Boston, Mass. 


HE CHILD’S BIRTHRIGHT IN ART— 
This great National Education As- 
sociation should use every means it can 


(Continued -n page A-244) 













Vol. 15, No.8 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-243 















Oxfords are being worn 


this fall 


NDEED, fashion is favoring your feet. For no other type of 

shoe is so snugly supporting and so thoroughly comfortable 
as a well-fitting oxford. Assured in style and in comfort, the 
smart woman can now truly enjoy wearing the new, modish 
Cantilever Fall Oxfords. 


She simply didn’t “figure” on all those bills, be- 
cause it didn’t “look like rain.” 

When Sickness, or Accident, or Quarantine 
does interrupt the regular income and bring a 
host of extra expenses—it’s terribly discouraging 
for the teachers who “hadn’t figured on it.” 


But “NOW You 
ARE Thinking of It 


Exquisite little style touches have been embodied in these new 
and decidedly good looking Cantilever models, with a result 
that is temptingly feminine and decidedly smart. Their “feather- 
like” feel will help you to appreciate why Cantilever Oxfords 
have long been the favorites of women who value all day com- 
fort. 


As to why Cantilever Oxfords look so well and feel so com- 
fortable, it is interesting to know that these trim shoes are 


; $ ‘ . There will be no excuse, will there, if misfortune comes 
e shaped just like the natural foot, following every curve with and finds you unprepared to meet those sudden extra 
7 a smoothness that only a natural fitting shoe can give you. When expenses? Why not heed what Mrs. Amy G. Kelty, 
e you lace a Cantilever Oxford, pull it up a little snugger if you Tacoma, Wash., has so sensibly written: 

| need additional support. This draws the flexible, all-leather “I am convinced that the Teachers Casualty Under- 
> arch of the shoe snugly up to the undercurve of the foot. A writers of Lincoln, Nebraska, is well worth the commen- 
*) weak foot welcomes this restful, flexible support which does dation given it by thousands of teachers. I personally 
r. not restrict but allows your foot muscles to exercise and build endorse it, having had my claim for accident adjusted 
. up the springy strength needed to hold the bones of the foot in and paid within a period of two weeks after filing my 


arched formation. claim. I believe it is the solution of the teacher’s prob- 


lem of self-protection during disability from accident or 
disease. The peace of mind it brings is no small asset.” 


See What the T. C. U. 
Will Do for You 


Try a pair of Cantilever Oxfords. They will help you from 

the first day you wear them and if your feet are weak now, you 

af will soon find them self-supporting. There are comfortable 

- Cantilever Pumps, also, that will appeal to any woman’s love 
1, of good style. 

















t It will pay you $50 a month when you are totally dis- 
a . abled by Accident or Confining Sickness. It will pay 
d ‘ an Il CV er you $25 a month for illness that does not confine you to 

the house, but keeps you from your work. It will pay 
ts you $11.67 a week when you are quarantined and your 
°e salary stopped. It pays from $333 to $1,000 for major 
25 accidents, or for accidental loss of life. All benefits 
m ‘ ial doubled for travel accidents. Protects during the vaca- 
it —supports the arch, with flexibility tion period too. 
10 MEN .. WOMEN .. GIRLS . Pclicies with increased benefits issued to those en- 
0 joying larger incomes. 

Mail the coupon today. Let us tell you more about 
ne T. C. U. protection. 
n- r . 
et Teachers Casualty Underwriters 
u- 578 T. C. U. Building Lincoln, Nebr. 
FREE INFORMATION COUPON 
| To the T. C. U., 578 T. C. U. Bldg., 
Lincoln, Nebr.: 

ari I am interested in knowing about your Protective Benefits. Send 
[S- me the whole story and booklet of testimonials. 
an Cantilever Shoes are sold from coast to coast and are within 


shopping distance of practically all readers of this publicatic 2. If RC Vetere fete eee he, oe ee See A 
you do not know the address of a nearb’ nagey od — on ADDRESS 

‘+e : - : 4 n, j SS sesscccsererecerseyescsseseesceneercssscceessccceees 
the Cantilever Corporation, 404 Willoughby ve., rookly Padi Coupes tacks Vis ‘sendée Gadee ao ébtkaution 






. Y., and they wiil tell you where to buy Cantilever Shoes and 
send you an interesting booklet showing the new Cantilever styles. 


Mention THE Journat when writing our advertisers. 








A-244 





Tue JourRNAL OF THE NATIONAL EpucATION ASSOCIATION 





November, 1926 


a 


(Continued from page A-242) 
command to bring to all the children of 
the United States the best the world has 
to offer for their instruction, their en- 
richment, their enjoyment and their in- 
spiration, that they may help in the for- 
ward movement of the human spirit 


towards its shining goal. Every one of 
us should know by heart Emerson’s 
poem “Culture” as our ever present 
guide.—Henry Turner Bailey, director, 
the Cleveland School of Art, and of the 
John Huntington Polytechnic Institute, 
Cleveland, Ohio. 


NOTES aud ANNOUNCEMENTS 





Is 1r TRUE?—Almost at the same time 
two letters have come in from state 
superintendents saying that the greatest 
problem is to widen the outlook of their 
teachers. Says one: 

To my mind our greatest handicap today 
in our educational program is the lack of 
interest of a large percent of our teachers in 
the vital problems of the school. 

Says another: 

It seems to me the only way we are ever 
to get the question of education squarely 
before the whole people of the United States 
is for the teachers themselves to take greater 
interest in its outside relation—to study the 
question more from the standpoint of educa- 
tion’s place in our civilization rather than 
from the limited view of methods and 
materials for the classroom. 


EVERY TEACHER enjoys the better con- 
ditions that are being brought about 
through professional organization but 
only one in five is helping to pay the 
bill as a member of the National Edu- 
cation Association, which now enrols 


160,000 of the nation’s 800,000 teachers. 


LAST YEAR about 4500 schools took pride 
in having a place on the hundred percent 
honor roll of the National Education 
Association. They knew that the place 
on this list of progressive schools re- 
flected the professional vision and spirit 
of their teachers. 

Many schools have already won places 
on the honor roll for the new year. 
The list of schools which has had a con- 
tinuous record of complete enrolment for 
several years grows rapidly. This fact 
coupled with the splendid increase in life 
enlistments indicates a thriving profes- 
sional spirit with pride in past achieve- 
ments as well as in present ideals. 


THE BEST TEACHERS are always leaders 
in an emergency. They are experienced 
in dealing with the entire community 
and have the confidence of the public. 
Members of the Association will be glad 
to know that immediately following the 
Florida disaster, President Francis G. 


Blair of our Association wired the Amer- 
ican Red Cross thus: 


On behalf of the 160,000 members of the 
National Education Association I extend to 
your great organization our fullest and com- 
plete cooperation in caring with you for 
the storm-stricken residents in Florida. 


Secretary J. W. Crabtree of the Asso- 
ciation, in recalling the action of the 
Association at the time of the San Fran- 
cisco earthquake, said that every teacher 
in the land will respond to the call of 
service wherever and whenever needed. 


SECRETARY CRABTREE inade the follow- 
ing statement in a letter sent to princi- 
pals throughout the country: 


The superintendent and principal 
active in the interests of the profession stand 
highest in home and state circles as well as 
in national circles. More and more teachers 
are measured by these same standards. The 
Association is carrying a heavy load in its 
research work, in its attention to tenure and 
retirement allowances, and in its efforts to 
secure better salaries for better teachers. 
The selfish teacher is willing for others to 
carry the load. The unselfish teacher, when 
she understands, insists on doing her part. 
These are points your teachers will ap- 
preciate knowing. 


most 


ALEXANDRA GALESKI, principal of the 
Weightman School, is the first principal 
in the District of Columbia to report a 
complete enrolment of her _ teachers. 
This school is a junior republic and is 
teaching daily the principals of good 
citizenship. 


MEMBERSHIP AS CREDENTIALS—For 
years credits for courses taken in normal 
schools, colleges, or universities have 
been required for certification of teach- 
ers. The custom of issuing certificates on 
the basis of county examinations is being 
thrown into the discard. School execu- 
tives recognize that professional courses 
usually yield better preparation for 
teachers. 

Gradually additional credentials are 
being required; of these none is more 
important than that concerned with 


membership in professional organiza- 
tions. Superintendent Yawberg of Cuy- 
ahoga County, Ohio, writes that the 
contract for the teachers of Cuyahoga 
County includes, in addition to a state. 
ment that the teachers possess the neces- 
sary credits for certification, the ques- 
tion: “Are you willing to join the local, 
state, and national professional associa- 
tions?” 

In Boston, teachers and principals re- 
ceive points toward higher rating for 
membership in education associations, 

Of course, membership in professional 
organizations does not prove that the 
teacher possesses professional vision and 
spirit, neither does the possession of 
credits prove that the teacher has assimi- 
lated the courses which he has taken. 
Credits and membership are merely 
symbols but as such they are suggestive 
and of value in estimating the profes- 
sional ability and spirit of teachers — 


T. D. Martin. 


THe Boarp or Direcrors of the Vir- 
ginia Education recently 
adopted the practice of awarding to each 
retiring president a life membership in 
the National Education Association. 
This year the membership will go to 
Fred M. Alexander of Newport News. 


Association 


FINEGAN TO HEAD SURVEY OF Pirtts- 
BURGH SCHOOLS—Under a plan devel- 
oped by the Pittsburgh Board of Educa- 
tion and Superintendent William M. 
Davidson, Thomas E. Finegan has been 
employed to conduct a survey of the 
work of the Pittsburgh schools. Asse 
ciated with him will be John W. 
Withers of the School of Education of 
New York University, and Superinten- 
dent H. S. Weet, of the schools of 
Rochester, New York. The aim is to 
obtain the best judgment possible on 
the practices and policies which are be- 
ing carried out in the administration of 
Pittsburgh schools. The members of 
the school staff will gather material 
needed by the survey commission. The 
Pittsburgh Board of Education is to be 
congratulated on having selected for this 
important task a man of Doctor Fin- 
egan’s notable experience and ability. 


AIR MAIL SERVICE has a_ remarkable 
safety record. It has been flying be- 
tween New York and San Francisco 


both ways for five years. For a year and 
a half it has been flying nights and days. 
In two years of day flying, often under 
the most extreme weather conditions, 
there has not been a single fatality. 
(Continued on page A-246) 










—-— ww oo 


is 


Vol. 15, No.8 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-245 








* 2 
\. 
AA, 


s 
SN 
s 


) 


~ 
SS 


WAY 
MOY 


Gymnasium Apparatus 


The high regard for Medart Gymnasium Equipment is the 
result of the knowledge and experience accumulated in the 
53 years of its manufacture. Medart Gymnasium Equipment 
is found in the finest outfitted gymnasiums throughout the 
country. Represents the last design—the most careful con- 
struction. Write for Catalog L-3. 


Steel Lockers 


Medart Lockers—the lockers of superior design, construc- 
tion and finish—can now be shipped from stock. We have 
selected the most popular styles and sizes and worked our 
factory at full capacity manufacturing them. Today, thou- 
sands of Medart Lockers are on hand for prompt delivery. 
Write for Catalog A-16. 


Wy, 


SLOWY 
é — 
QH6aQ 
Ww 
S 
5 


. 
x » 
S 


a YY 
Yin yor. fp, 


(©), ERED MEDART MANUFACTURING CO. 


uh, jyy. 3532 DeKalb St St. Louis, Mo 
Vi, Wt, Yi eKa ; on 
MLO Doo GA New York Piitsburgh Cleveland Detroit Chicago San Francisco Los Angeles 


ye 
MN 


yY 


RS SN 
SONNY 


s 
rane 


\ 





HOLMES onrortssionat 
i BUY TWO 


Straight 
Through 


FIRST YEAR BOOK 


of the 


Department of Classroom 
Teachers 


Containing the president's message, regional 
conference and committee reports, abstracts of 
speeches given at department sessions at Phila- 


delphia. 


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. 


A REPORT 


Of value to all classroom teachers and their or- . ; : 
ganizations Specially designed for 
’ schools and universities, as- 

sembly halls, churches, 


theaters, etc. 


85 Pages Price, 50 Cents 


10% discount on purchase of 2 to 9 copies 
25% discount on purchases of 10 or more copies , 
%o P » 15-day trial. Money cheer- 
fully refunded if not entirely 


CATALOG . satisfied. 
SENT ON 
REQUEST 


Published by 
Information on request. 


National Education Association 
1201 Sixteenth Street N. W. 
Washington, D. C. 


‘Holmes Projector Company 
1638 N. Halstead St., Chicago 





Mention THe Tournat when writing our advertisers 






































































Microscopy is a fascinating study. 


value and interest to everyone. 


veal. 


tells all about it. Send for it today. 


630 St. Paul Street 


(Continued from page A-244) 
THREE REMARKABLE SERIES of articles 
are now complete in the hands of THE 
JourNat for publication during the 
year. They deal with the fundamental 
problems of the curriculum, character, 
and the building of beauty into the daily 
lives of children. These notable articles 
are merely the nucleus of a thousand 
columns of material which goes to every 
member. 


INTERNATIONAL GOLDEN RULE SuUN- 
pay will be observed this year Decem- 
ber 5. Golden Rule Sunday made its 
appearance at the end of the World 
War and evokes a spirit of universal 
brotherhood and mutual service. It is 
an expression of international goodwill 
and world citizenship. Information for 
the observance of Golden Rule Sunday 
may be obtained from Near East Relief, 
151 Fifth Avenue, New York City. 


OUR SISTER ORGANIZATION—the Amer- 
ican Library Association—held _ its 
fiftieth anniversary conference at At- 
lantic City and Philadelphia in October. 
It was a notable occasion with delegates 
from many foreign countries. The re- 





Fascination! 


Enhance the Pleasure 
of School Work 


Bausch & Lomb 
Pocket Microscope 


And when it is made 
simple by the Bausch & Lomb Pocket Microscope it is of 


In every drop of blood, bit of leaf, insect wing and piece 
of cloth there are wonders that only a microscope can re- 
This little instrument, weighing but 17 ounces, is 
very complete and will magnify up to 250 times. 
in your classroom and take it with you on your vacation. 
The free booklet, “Revealing the Wonders of Nature,” 


BAUSCH & LOMB OPTICAL CO. 
Rochester, N. Y. 


THe JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





November, 1926 








“I want to say that this Machine 
has proved a tremendous factor 


in Visual Education,” 


with a 


Use it 


Name 
Address 


Institution 


port of the secretary, Carl H. Milan, 
indicates : 


Membership approaching ten thousand. 

Five hundred percent gain in publication 
sales in five years. 

A million dollars added to permanent en- 
dowment during the year. 

A permanent staff of more than ninety 
people. 

Sixty-one committees at work on the prob- 
lems of the profession. 

Inside the profession an inquiring, critical 
attitude not only toward things as they are 
but also toward each new proposal—which 
must inevitably make for sound progress. 

Outside the profession evidence of a grow- 
ing desire to extend and improve library 
service. 


Hats off! That is a fine record. The 


task of free libraries is to maintain the 
intelligence which schools exist to create. 


ARTHUR Bowik CHRISMAN was awarded 
the John Newbery Medal for “the most 
distinguished contribution to American 
children’s literature during 1925” at the 
fiftieth conference of the American 
Library Association in Atlantic City on 
October 4+. The book is Shen of the 
Sea, a series of Chinese stories for chil- 
dren, published by E. P. Dutton & Co. 
Selection is made by the Children’s 
Librarian Section and is based on first- 





wrote Paul Hickey, of the 
Detroit Institute of Technology 


The unusual convenience and 
economy of the Spencer Film Slide 
Delineascope and Service is empha- 
sized by Mr. Hickey when he says it 
is “used time and again where the 
larger stereopticon is not only in- 
convenient, but would necessitate 
very expensive slides.” 


You will be interested in knowing more about its simple 
one-hand operation, its clear, brilliant projection and 
the extensive Library of Film Slides which is available. 
The coupon will bring you worthwhile information with- 
out obligation. 


SPENCER LENS CO. 


19 Doat Street 


Buffalo, N. Y. 


Please send me further information which will show me how the 
Spencer Film Slide Projector will help me in my classroom work. 








hand knowledge of children's preter- 
ences. Attention is thus called each year 
to one new book which should be placed 


in the library of every elementary 
school. 
THe Crtry or Lonpon Vacation 


Course will be held July 28 to August 
11, 1927. It will include special lectures 
of interest to American teachers. Mr. 
H. W. Ewing, secretary of the City of 
London Vacation Course, Montague 
House, Russell Square, W. C. 1, will 


reply to any inquiries respecting the 


course. 
THe CureisTiAN SciENCE Monitor 
summarizes the prohibition plan in 


Quebec, Canada, where the state is the 
only legalized liquor dealer, as follows: 


It [the Quebec Plan] has steadily in- 
creased the volume of legitimate sales of 
liquor since it was enacted. 

It has given the Province of Quebec, with 
a population scarcely one third that of New 
York, 1280 drinking-places operating twelve 
hours a day. 

It has put the government into the saloon 
business and made the bartender as much 
of a public functionary as the postmaster or 
an army officer. 

It has developed the “tavern,” which 
presents all the characteristics of the olé- 
time saloon except the bar and brass rail. 


(Continued on page A-247) 






Vol. 15, No.8 


for DEBATERS 


THE WILSON HANDBOOKS 


Compilations of representative arguments on Both 


outstanding issues. 


Reprints of selected articles written by authorities on the subject 
discussed, bibliography and usually a brief, make these HAND 
BOOKS “of value to any person who wishes to obtain information 


on the subjects included.’”’-—Outlook. 


Recent Subjects 
States Rights 
War—Cause and Cure 
Prohibition 


The 


Evolution 


$2.40 per volume 


Marriage and Divorce 


Unemployment Insurance 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


Sides of 


this 


Reference Shelf 


Pocket Size Handbooks 


Reprints of selected articles written by authorities on the sub 


ject discussed, bibliography and brief make this series ‘‘indis- 
pensable for schools.” —S, Dak. Library Bulletin. 


Recent Subjects 


Outlawing the Pistol, 90c. 


Government Regulation of Coal Industry, 90c. 


Election vs. Appointment of Judges, 90c. 


Write for subscription rates 


University Debaters’ Annuals 


Each a collection containing reports of 
debates of the previous year. 
$2.25 per volume. 


1925-26 volume contans debates on Federal Dept. of Education; 
Air Service, a Separate Dept.; Education, the Curse of the Age, 


etc. 


leading 
Briefs and bibliographies included. 


“Complete, 


acy Crusade. 


is permitted. 


intercollegiate 


Complete List of Subjects Sent on Request 


THe H. W. WILSON COMPANY 


963 University Avenue 


(Continued from page A-246) 


It defeats local option by permitting legal 
exportation of liquor from wet districts into 
neighboring dry territory. 

It encourages bootlegging by supplying the 
bootlegger with his stocks and his market. 

It furnishes “hard liquor” in unlimited 
quantities to anyone who will buy it and 
carry it away. 

It has brought the liquor power back into 

politics by making the state the only cus- 
tomer for brewers and distillers. 
N. D. SHOWALTER, for the past sixteen 
years president of Cheney State Nor- 
mal School in the State of Washington, 
resigned on September 1. During his 
presidency his administrative skill and 
professional devotion have rebuilt and 
developed the institution to its present 
standing as one of the best normal schools 
in the nation. Dr. Showalter has also 
contributed largely to state, national, 
and international professional service 
and leadership. The Alumni Associa- 
tion of the school has compiled a book- 
let paying high tribute to the educational 
services of President Showalter. 


Richarp T. HarcREAVES, principal 
of the Central High School in Minneap- 
olis for the past seven years, has been 
elected to the presidency of the Cheney 
Normal School in the state of Wash- 


New York 


ington to succeed N. D. Showalter. Mr. 
Hargreaves is well known in Washing- 
ton, having served for nine years as prin- 
cipal of the North Central High School 
in Spokane. 


THE Georcia Epucation Associa- 
TION announces the ownership and pub- 
lication of the Georgia Education Jour- 
nal with Kyle T. Alfriend, secretary of 
the state association, as editor. No 
phase of the professional advance has 
been more marked during recent years 
than the development of associational 
journalism. 


THe ComMiItTreE on World Friendship 
Among Children proposes a plan whereby 
children in America may get acquainted 
with the beautiful custom of Japan’s 
Doll Festival and learn something of 
Japan’s love for children and home. I+ 
is to have American children send doll 
messengers to children in Japan, estab- 
lishing a closer union between the two 
nations. Write to the Doll Travel Bu- 
reau of the Committee on World Friend- 
ship Among Children, 289 Fourth Ave- 
nue, New York City. 


Tue Firrn Pan-AmMeERIcCAN CHILD 
ConcreEss will be held in Havana, Cuba, 


helpful 


character 


building 


continuous 
Cora Wilson Stewart, Director of the National Illiter- 
“It has delighted me more than any- 
thing that has happened in education in years. 
ers will welcome this excellent course and will wonder 
how they have ever done without it.” 

American Citizenship Readings is a wonderful aid 
to the teacher in cities or states where Bible reading 
It contains Bible references for every 
day in the school year. 
for special days. 





rse! 


and constructive,’ writes 


Teach- 


Gives suggestions and plans 
Write today for your copy FREE. 


JOHN RUDIN & COMPANY Inc. 
1024 S. Wabash Avenue, 


me Book of fife 


Chicago, Ill. 








February 13 to 20, 1927, divided into 
the following six sections: Medicine, 
hygiene, sociology, education, psychology, 
and legislation. An International Ex- 
position on Child Hygiene will be held 
in conjunction with the congress, which 
will include all those branches of science, 
industry, commerce, and the arts which 
are related to childhood. 


THE LATEST ISSUE of the Research 
Bulletin, entitled “Efficient Teaching 
and Retirement Legislation,” contains 
uptodate information concerning this 
live topic and is a reprint of the Report 
of the Retirement Committee of the 
N. E. A. presented at the Philadelphia 


meeting. Copies are available at 25c. 
each. 
MATERIAL APPEARING in a Research 


study of the Association ‘Ability of the 
States to Support Education” has been 
widely quoted in educational and lay 
periodicals. ‘This Bulletin may be ob- 
tained in paper cover at 50c. per copy 
and in cloth binding at $1 per copy. 


ONE OF THE RECENT ISSUES of the Re- 
search Bulletin “Keeping Pace with the 
Advancing Curriculum” has been re- 
printed for the third time and is now 
(Continued on page A-248) 














































Tue JouRNAL oF THE NATIONAL EpuCATION ASSOCIATION 





A Practical | 
way to teach 
the care of 
office records 


ITH a ‘‘Y and E” 
practice outfit like 
the one above, the student 
classifies, indexes and files 
actual records. 


‘““Y and E’’ laboratory 
equipment is natural size, 
yet arranged so compactly 
that it requires little stor- 
age space. Each student 
operates his own individ- 


ual file. 


These practice outfits are 
furnished for 20, 40, 60 
and 80 minute periods of 
work. Furnished with 
complete instructions for 
teaching. 


Mail the coupon for 
full information. 


Ce 


Individual outfit for 20- oo” 
45 minute periods of work. a 
P - 
- 
neon 7 


a? 


Yawman and Erbe Mfg. Co. 
School Service Dept. 

1103 Jay Street 

Rochester, New York 


Please send me full information on 
your Practice Equipment and Text 
for Teaching Filing. 


NAME 


CITY 


SCHOOL 


(Continued from page A-247 
50c. 


available for distribution at 
copy. 


per 


THE supPLy of the following issues of 
the Research Bulletin of the National 
Education Association has been ex- 
hausted. The Association will pay the 
regular price for a limited number of 
copies of these issues returned to us in 
good condition. Send copies to Re- 
search Division, National Education 
Association, 1201 Sixteenth Street 
N. W., Washington, D. C.: 


Facts on State Educational Needs. 
I, No. 1, January, 1923. 
Price per copy, 25c. 

Five Questions for American Education 
Week. Vol. I, No. 4, September, 
1923. 56p. Price per copy, 25c. 

Facts on the Public School Curriculum. 
Vol. I, No. 5, November, 1923. 
48p. Price per copy, 25c. 

Current Facts on City School Costs. 
Vol. II, Nos. 1 and 2, January and 
March, 1924. 64p. Price per copy, 
25c. 

Facts on the Public School for Ameri- 
can Education Week. Vol. Il, No. 4, 
September, 1924. 40p. Price per 
copy, 25c. 

Taking Stock of the Schools. Vol. III, 
No. 3, May, 1925. 32p. Price per 
copy, 25c. 


Vol. 
64p. 


SCHOOLS OF TODAY train tomorrow's 
men of affairs. Teachers must, there- 
fore, look ahead. It is revealing and 
helpful to look back a generation to get 
the perspective of progress. In a recent 
book Our Times, Mark Sullivan gives 
a most human sketch of the United 
States during the period 1900-1925. 
Illustrations add to the interest of the 
narrative. 


ONE HUNDRED FIFTY YEARS AGO brave 
men issued our Declaration of Inde- 
pendence. They were heavily influenced 
in reaching that decision by a pamphlet 
by Thomas Paine—Common Sense— 
which appeared in January, 1776. Dur- 
ing this anniversary year every student 
in high school and college—in fact every 
American—should read this lucid essay 
which has been called the “most im- 
portant production that ever issued from 
the press.” “The cannon of Washing- 
ton were not more formidable than the 
pen of the author of Common Sense.” 


IMPRESSIONS OF THE NATIONAL Epu- 
CATION ASSOCIATION CONVENTION—I 
asked a young lady attending the na- 
tional convention for the first time what 
her impression was when she visited the 
representative assembly. She answered 





November, 1926 


ee, 


that she marvelled at the spirit of the 
whole thing—the fairness of the busij- 
ness proceedings, the good fellowship 
among the delegates, the zeal of those 
bidding for future conventions and, 
above all, that some of the greatest edu- 
cators in America, those who in other 
fields would. get material rewards ten 
times as great, were assembled here giy- 
ing their strength and ability for a good 
that would redound to the welfare of 
every teacher in America, not just those 
who are members of the National Edu- 
cation Association—Mary B. McAn- 
drew. 


A NEW ANNUAL GROUP of prizes for 
creative work done by secondary school 
students in the fields of literature, art, 
and civics has been announced by the 
publishers of The Scholastic, a national 
magazine for the highschool classroom, 
A total of $1500 will be awarded, 
William M. Davidson, superintendent 
of schools, Pittsburgh, is chairman of 
the Committee on The Scholastic 
Awards. A pamphlet containing com- 
plete information, including rules and 
regulations, may be had on application 
to The Scholastic, Wabash Building, 
Pittsburgh, Pa. 


WiLL ADOPT TWENTYFOUR-HOUR 
cLocK—Beginning next May Germany 
will follow the lead of a number of 
other European countries in officially 
counting the hours from one oclock in 
the morning to twentyfour oclock at 
night. It is claimed that the system 
eliminates confusion in the printing of 
time tables. 


Art Fine AND INDUSTRIAL is the title 
of a bulletin which contains the course 
of study in that field for the first six 
grades of the Baltimore schools. It has 
been prepared by a committee under the 
guidance of Leon L. Winslow, director 
of art education. It contains an un- 
usually careful statement of the aims of 
art education, giving the first thus: To 
enable one to apply the principles of art 
in all life situations. 


Kansas City is establishing an institu- 
tion of higher learning to be known as 
Lincoln and Lee University. The com- 
ing of the junior college and the city 
university ushers in the new era of ex- 
pansion in higher schools that has been 
forecast by the rapid growth of sec 
ondary school enrolment. These insti- 
tutions will profoundly affect the lower 
schools by lifting the level of the in- 
tellectual life around them. 


(Continued on page A-249) 








so bf 6 tent eee ee 





Vol. 15, No. 8 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





—ooorororererrr a 


(Continued from page A-248) 
Free FILMS—The Bureau of Commer- 
cial Economics will furnish educational 
motion pictures free, except for trans- 
portation charges. The films cover 
scenery, industry, and the sociai and in- 
tellectual life of all nations. Apply to 
Randolph M. Boggs, dean, Bureau of 
Commercial Economics, 1108 Sixteenth 
Street N. W., Washington, D. C., for 


information. 


THE EDUCATIONAL VALUE of radio in 
public schools is to be tested in Chicago. 
Announcement has been made that 
WMAQ, the Chicago Daily News, is 
furnishing instruction for half-hour 
periods three times each week to school 
children. Fanny R. Smith, principal of 
the Goudy School, is one of the prime 
movers in arranging a program begin- 
ning October 4+, which will include talks 
by some of the most prominent men in 
the city. 


THE BOARD OF DIRECTORS of the Cali- 
fornia Teachers Association is consider- 
ing changing the word ‘Teachers’ to 
“Education.” It has pointed out that 
the Association includes many persons 
interested in education who are not 
actual teachers. 


WHEN THE PUBLIC SAyYs “YES’’—How 
many ways are there to avoid the use of 
the standard affirmative “yes” in cur- 
rent American colloquial speech? 

The question was put to a roomful of 
more than a hundred young people by 
Louise Pound, of the University of 
Nebraska. The result is reported in a 
recent number of American Speech and 
is full of surprises. 

Only those forms known to many of 
the students questioned are given. 


yip yezz 

yep chess 

yap chass 

yop, yahp chahss 

yup chuss 

yurp chassm (yes 

yis ma’am) 

yuss shassm (same) 
yays ’es (baby talk) 
yass hya 

yahss yar (expressing 
yazz disbelief ) 

yahzz yair (same) 
ye-us eye-yah 

yeh chow (the first 
ye-ah element of the 
yessir (yes sir) diphthong like 
yea bo the a of hat) 
yah yeth 

yo yum 

yaw 


Tue Bureau of Educational Research 
of Ohio State University is interested 
ina study of the relative advantages of 
grade and departmental teaching. Any 
(Continued on page A-250) 









| Evaluation of 
Instructions 


Third and final report, showing 
the development of a standardized 
scale for measuring recitation units. 
Compiled by Dr. Guy M. Wilson, 
of Boston University, for the De- 
partment of Classroom Teachers of 
the National Education Associa- 


A Report 


of value to teachers and students of 
teacher-training institutions; heads 
of departments of education in col- 
leges and universities; supervisors 
and superintendents. 


104 Pages Price, 50 Cents 


10% discount on purchases of 
2 to 9 copies 


25% discount on purchases of 
10 or more copies 


Published by 


National Education 


Association 


1201 Sixteenth Street N. W. 
Washington, D. C. 



















THE SEAL 
OF SAFETY 


on your family’s health 


NSULANCE 


yo family’s health is the most 
important thing in the world 
to you. Yet you alone cannot pro- 
tect your family. The organized, 
community-wide and nation- 
wide anti-tuberculosis campaign 
is health insurance to protect you 
and your family. This organized 
campaign, financed by the sale of 

tq O L D E N Christmas Seals, has helped to 
cut the tuberculosis death rate 


Book Covers by more than half. Buy Christmas 


Sd Seals. Buy as many as you can. Seal 
Springfield, Massachusetts every holiday letter, every Christ- 
mas package, and every Greeting 
Card with these Seals of Safety, 


ColumbiaAdjustable which are your family’s health 
insurance, 
Movable Desk 


Nos. 1 and 2. $4.95 
Nos. 3 and 4.. 4.80 
Nos. 5 and 6.. 4.65 
Drawers extra.. 1.50 





Send for list of 2,000 
schools using these 
desks. 





THE NATIONAL, STATE AND 
LOCAL TUBERCULOSIS ASSOCIATIONS 


Columbia School Supply Co. OF THE UNITED STATES 
Indianapolis, Ind. 


THE DRAMA OF AMERICAN INDEPENDENCE 


Pageant Episodes for schools and colleges in commemoration of the beginning of 
Independence and Democracy in the United States. 
If you want a patriotic program for your classroom, you will find one part of this dramatization adapted for 
this purpose. 
If you are in need of something suitable for patriotic exercises in the school or city auditorium, you will find 
this worked out ror you in this book. 
Provision is also made for an out-of-doors program which would include the entire school and community. 


ORDER BLANK 


NATIONAL EDUCATION ASSOCIATION 
1201 SIXTEENTH STREET 
WASHINGTON, D. C. 


Find inclosed a check for $ . , for which send . copies of the Pageant Book. 


PO Ee eS Se a ee 


Address _ ee ee 


: Street (City) mY oe (State) 
Price per single copy, 50 cents; when five or more are ordered, 40 cents. 















































cA Complete 
MOTION 
PICTURE 


Service for 


Educational Groups 


ATHE are specialists 

in educational motion 

pictures. Schools, col- 
leges, academies, or study 
groups of any kind can se- 
cure from Pathe accurate 
and valuable pictures cover- 
ing, in great variety, vir- 
tually all of the principal 
branches of study that per- 
mit the use of motion pic- 
tures. 


European and American 
history, geography, current 
events, botany, foreign man- 
ners and customs, sports, 
exploration, science, zo- 
ology, religion, travel, in- 
dustry—all these and other 
subjects can be given 
greatly increased interest 
and effectiveness by selec- 
tions of pictures or com- 
plete courses from the ex- 
haustive Pathe library. 


Largely through the con- 
scientious and unremitting 
efforts of Pathe, motion 
pictures have become one 
of the most important de- 
velopments in modern in- 
struction. To obtain a 
clear idea of the remarkable 
scope of this valuable Pathe 
service, send TODAY for 
the catalogue offered be- 
low. 


Pathe Exchange, Inc. 


35 West 45th St. New York, N. Y. 


Gentlemen: Please send me the complete 
catalogue describing all Pathe pictures suit- 
able for study groups. 





THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


(Continued from page A-249) 
information concerning school systems 
which are about to change either from 
grade to departmental teaching or from 
departmental to grade teaching will 
assist materially in setting up the prob- 
lem effectively. Communications should 
be addressed to B. R. Buckingham, di- 
rector, Bureau of Educational Research, 


Ohio State University, Columbus, Ohio. 


Henry G. Doy te, of George Washing- 
ton University, sends in the following: 

“Je promets ma fidélité 4 mon drapeau et 
4 la république qu’il représente, une nation 
forte et unie, qui donne de la liberté et de 
la justice a tous.” 

“Prometo fidelidad a mi bandera y a la 
republica que representa, una nacién pode- 
rosa e indivisible, con libertad y justicia 
para todos.” 

“Para afianzar la solidaridad americana 
y preparar la humana, debe ser bilingiie 
nuestro idioma, es decir, debemos hablar el 
espafiol y el inglés.”"—From address to Span- 
ish-American educators by Dr. J. B. Zubiaur, 
eminent educator of the Argentine Republic. 
(English is a required subject in most of 
the secondary schools of Spanish-America.) 


Witiiam L. Ettincer, former super- 
intendent of New York City schools, 
was recently made superintendent emeri- 
tus at an annual salary of $12,000. 


LANTERN SLIDES on birds may be ob- 
tained from the Director of Extension 
Work, Department of Agriculture, 
Washington, D. C., the only cost being 


transportation charges. 


Say 1T with THE JouRNAL. Send your 
JouRNAL to someone who is not a mem- 
ber of the Association—that friend who 
teaches in the country, or the cousin at 
normal school who is going to be a 
teacher. Your minister would enjoy hav- 
ing it, for he knows the intrinsic worth 
of education and appreciates as few men 
do the great work of the teacher. 


Frances S. Fairvey, administrative 
principal of Park View School, Wash- 
ington, D. C., reports that children seem 
to enjoy using their schoolbooks more 
when they can keep the attractive covers 
unwrapped and have their beauty ac- 
centuated by having them coated with 
spar varnish. 


THE TIME has come when everyone 
needs as a part of his general schooling 
some understanding of the history and 
principles of education. There is no 
training—vocational or cultural—so 
closely related to the whole of life. It 
is gratifying to see books appearing which 
can be used as the basis of college courses 
for young people who do not expect to 
teach but who have an interest in this 
important field. 





November, 1926 





FoRMER GOVERNOR Frank O. Lowden 
of Illinois, who spoke before the De- 
partment of Superintendence at Wash- 
ington in February, is scheduled to ad- 
dress the lowa State Teachers Associa- 
tion in November. 


THe Georcia Epucation Assocta- 
TION has recently announced the owner- 
ship and publication of the Georgia Edy- 
cation Journal (formerly Home, School 
and Community). This publication 
will be edited by the association’s secre. 


tary, Kyle T. Alfriend. 


Rapio broadcasting has entered a new 
phase. Programs are higher in quality 
than heretofore. Radio manufacturers 
have built their campaign for sales 
around improved programs. The mo- 
tion-picture industry is encouraging bet- 
ter films. It is good business as well as 
good education to appeal to the higher 
tastes rather than the lower. Perhaps 
the slogans of the future for radio, films, 
and newspapers will be not “Give the 
public what it wants” but “Help the 
public to want enduring things.” 


GRATITUDE to God and service to man- 
kind are the dominant notes in the daily 
prayer of Benjamin Franklin: 


O powerful Goodness! bountiful Father! 
merciful Guide! Increase in me that wis- 
dom which discovers my truest interest. 
Strengthen my resolutions to perform what 
that wisdom dictates. Accept my kind offices 
to thy other children as the only return in 
my power for thy continual favors to me. 


H. G. WELLs, writing of the American 
school in rural districts, said: 


When it comes to the rural schools of 
America there can be little doubt that they 
are cheaper and meaner by far even than 
the equivalent British schools. There are 
more automobiles per head of population in 
America than in any other country in the 
world, but the dear little old cheap one- 
roomed red schoolhouse, and its immature 
and undertrained cheap teachers, have still 
hardly moved forward from the stage of 
the one-horse shay. The American buys 
his boots and his candy in a palace from a 
millionaire, and he gets his education in a 
shanty from a needy young woman. He 
certainly gets the best boots and candy in 
the world. And, poor as his general educa- 
tion is, it is better than he deserves.—Amer- 
ican Educational Digest. 


THE CLEVELAND Teachers’ Federation, 
301 Leader News Building, Cleveland, 
Ohio, has issued an interesting study in 
book form under the title, Social Guid- 
ance in Cleveland High Schools. 


THE BOARD of education at Plainfield, 

N. J., recently honored Henry M. Max- 

son, who has been in the service of the 
(Continued on page A-251) 














ef ws 


@ al or =>] — SS 





eo onwsiiuw wove Ss ™vE 


~~ 


‘3 


Vol. 15, No. 8 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





(Continued from page A-250) 
Plainfield schools for a third of a cen- 
tury, by designating an attractive new 
building as the Maxson School. 


No TEACHER should be in any of the 
first three grades who can be irritated 
by a child —A. E. Winship. 


Tue James A. GarFIELD High School, 
of Los Angeles, employs the budget plan 
to meet the professional demands upon 
the members of its faculty. It calls for 
an expenditure of either ten or fourteen 
dollars for each teacher. Each plan in- 
cludes the payment of dues in national, 
state, and local associations, one half of 
the total dues to be paid in November 
and the balance in December and May. 


ScHOOL NEWSPAPERS and magazines 
wishing to obtain the free reprint service 


‘ inaugurated this fall by the American 


Boy should write to George F. Pierrot, 
managing editor, 550 West Lafayette 
Boulevard, Detroit, Mich. 


Tue Metric StTanparps Bit (H. R. 
10), sponsored by Fred A. Britten, rep- 
resentative from Illinois, provides for the 
gradual adoption of metric units of 
weights and measures in merchandising 
throughout the United States after a 
transition period of ten years. Under 
the proposed law, manufacturers will 
continue to use any measures they desire 
in production, but commercial transac- 
tions are to be on the decimal basis, al- 
ready employed to advantage in United 
States coinage. The Britten Bill es- 
tablishes familiar terms for the main 
metric units, for the meter may be called 
the “world yard,” the liter “world 
quart” and 500 grams “‘world pound.” 
Metric advocates declare that adoption 
of the world standard units will benefit 
internal and world trade, education, agri- 
culture, and household economy. 


THe Wortp Essay Contest of 1925, 
conducted by the American School Citi- 
zenship League, has awarded half of the 
prizes to students in foreign countries. 
Two of these prizes go to England and 
one to Czechoslovakia. Nearly every 
state in the United States, as well as 
many foreign countries, is represented in 
these yearly contests. Two sets of prizes, 
known as the Seabury Prizes, of seventy- 
five, fifty, and twenty-five dollars each, 
are offered to the students of normal 
schools and teachers’ colleges on the one 
hand, and to seniors of secondary schools 
on the other. The subject for the ncrmal 
schools and teachers’ colleges was: 


(Continued on page A-252) 


TEACHERS--—EARN aTRIP to EUROPE 
Organizers, conductors and hostesses wanted 
for the world’s largest student travel organiza- 
tion. 200 colleges cooperating. Offer lowest 
cost tours. 

37 DAYS, $295 60 DAYS, $490 
70 DAYS, 13 COUNTRIES, $690 
MEDITERRANEAN CRUISE, $390 
STUDENT TOURS, Box C, Wellesley, Mass. 


HOME GEOGRAPHY 


and “Studies in World Geography” for the 
first two years the pupil studies geography 


in the grades. Geography Tests. Outline 
Maps. Write for our catalogue. 


McKNIGHT & McKNIGHT 
Normal, Illinois 





100- YEARS + OF 


oe ig nae PY 55 











-~ MANUFACTURING + EXPERIENCE 


EUROPE—1927 


OIN our European Summer School for 
J travel and study abroad! Sailin June 
with university leaders. Tours include 
England, France, Italy, Greece, Egypt, 
and other countries. Fifty scholarships 
are offered to teachers to reduce cost. 


q%) SS 
Write for Information 
Bureau of University Travel 
56 Boyd Street, Newton, Mass. 


~ ea aa 





z 


The H-W line of school seats is most complete. 
It contains many desirable models in addition 
to the popular H-W desk shown here. 


Heywood-Wakefield Seats 
Add to Student Comfort 
and Schoolroom Capacity 


Nowadays, school capacity is taxed to the utmost. 


Floor 


space is valuable, yet student comfort and health must be 


safeguarded. 


The scientific designing of seats to fit the needs of both 


scholar and school is a matter of experience. 


Hey wood- 


Wakefield has been building seats for 100 years. 


Our school-seating experts are able to give you valuable 
advice from both engineering and hygienic viewpoints. 
This consulting advice is free through any H-W Ware- 


house. 


Get in touch with us before you complete your school-seat- 


ing plans. 





s 
4 REG. U.S. PAT. OFF. 





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 Railway Exchange Bidg 


Kansas City, Missouri 1310 West 8th Street 


Los Angeles, Californe 
New York, New York 
Philadeiphia. Pennsylvame 
Portland. Oregon 

San Francisco. Calitorma 


801 Eest 7th Street 
516 West Mth Street 
244 South Sth Street 

148 North 10th Street 

737 Howard Street 

Sixth and O'Fallon Streets 


St Lous Missouri 








A-252 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





November, 1926 





or Best} 





RICAN @ GRAY 
HOME OFFICE 
AND FACTORIES 





91 Years of Faithful Service 








SCIENTIFIC and prac- 

tical instruction, with 
the added advantage that 
the work of pupils really 
benefits the school. 







Send for a free copy of 
BOOKCRAFT Units of 
Instruction. 








GAYLORD BROS. 





39 HAYES AVENUE 
SANDUSKY, OHIO 





P LEADERSHIP SINCE 1835 | 


A New Industrial Art 




















4 Syracuse, N. ¥. Stockton, Calif. | 








The Draper Sanitary 
Roller Shade 


Patented Jan. 8. 07; Aug. 7, 1928 


The Draper Line of Adjustable Cotton Duck Shade 
Meets School Requirements 


Seld by Most of the Leading School Supply Houses 
Manufactured by 


The Luther O. Draper Shade Co. 
Spiceland, Ind. 





(Continued from page A-251) 


Methods of Promoting World Friend- 
ship through Education; and for the 
secondary schools: The Organization of 
the World for the Prevention of War. 
First prize winner in the first set is Elsie 
Marguerite Munker, State Normal 
School, Towson, Md.; in the secondary 
school section, the first prize winner is 
Ida Greaves, Malvern Girls’ School, 


Worcestershire, England. 


S. W. SHarer, Porterville, California, 
noticing an item in THE JOURNAL of a 
West Virginia teacher who retired at 
seventy-eight, the oldest teacher in the 
state, writes: “I am seventy-eight and 
have not thought of retiring, yet. My 
recipe for keeping young and avoiding 
the peevish, childish condition ascribed 
to old age is association and interest with 
youth. No place like an elementary 
school for that contact.” 


Tue U.S. Commissioner of Education ~ 


has formed a Committee on Materials 
of Instruction. The following have ac- 
cepted appointment on this committee: 
Mary McSkimmon, W. B. Owen, 
Randall J. Condon, $. D. Shankland, 
J. C. Wright, A. B. Meredith, Matthew 
Woll, A. W. Whitney, Charles H. 
Judd, C. R. Mann, George A. Works, 
Mrs. Susan M. Dorsey, and John J. 
Tigert. 


IN AN EFFORT to give greater emphasis 
to the art of printing in connection with 
rapidly expanding school courses in 
printing, the American Type Founders 
Company has brought into its service 
Lois Sue Gordon, artist and teacher of 
art. 


THE WISCONSIN DEPARTMENT OF PUB- 
LIC INSTRUCTION has reissued its val- 
uable pamphlet on the organization and 
management of elementary school libra- 
ries. To teach a child to read avails 
little if it is not so done as to leave right 
reading appetites and habits. ‘The effort 
to put reading in this larger setting 
makes the school library the center of 
the school. 


PresipeENtT Aucustrus O. THomas of 
the World Federation of Education 
Associations announces that owing to a 
confusion of dates the second biennial 
conference of the World Federation to 
be held in Toronto, Canada, will be 
August 7 to 12, 1917, instead of August 
4+ to 10, as given in the October Jour- 
NAL. Dr. Thomas has returned from 
Europe where he visited educational 
systems in European capitals, 


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 glad to send the Cleanliness Crusade, ig 
you are interested in these subjects, for twenty-five 
cents in stamps. The material necessary for the conduct 
of the Crusade, afterwards, will be sent free upon Te- 
quest, It is not appropriate for children beyond nine or 
ten years. For the higher grades of the school, Dr 
Bonser of Columbia has prepared an educational chart 
that we shall be glad to send, upon receipt of applica- 
tion for it from the Superintendent. There jig po 
eharge for this chart. ( 


PROCTER & GAMBLE 


Dept. 49-K Cincinnati, Ohio 









We will send you postpaid any school or coll 
book upon. receipt of the publishers’ list price (40% 
reduction if we have a secondhand cop p Wewill 
open an account with School Boards, Schools and 
eachers, Send us a triel order. Mention your 
official position. We will accept any new or sec- 
gadhand school or college books, Dictionaries and 

slations In exchange, or buy for cash 
salable with us, Send list for our offer. . 


BARNES AND NOBLE, Inc, 
76 Fifth Avenue New York City 













OBJECTIVE TESTS 


In High School Subjects, 1926 
NO THEORY NO STATISTICS 
You can understand it—You can use it 
Improve your testse—Make them a pleasure 
168 pp., paper covers, $1.60, postpaid 
GEORGE FREDERICK MILLER 
829 Flood Street Norman, Oklahoma 





PICTURESQUE AMERICA 
By J. F. Kane 
Authoritative handbook sumptuously illustrated. Takes 
high rank among American Geographic guides—Sierra 
Educational News. 
SCHOOL REFERENCE EDITION—$10.00 
(Listed A. L. A. 1926 Catalog) 
RESORTS AND PLAYGROUNDS OF AMERICA 
51 EAST 42nd STREET—NEW YORK CITY 


Sent on Approval Liberal Discount 


MUSEUM 
MINIATURES 


HE finest color reproductions at little more than 

the price of black and white. These exquisite 
veproductions, 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 


165 subjects; price, 3 to 2 cents, according to 
quantity. Write for prospectus and specimen prints, 
free to Teachers. 


BROWN-ROBERTSON CO., INC. 
Educational Art Publishers 
Dept. 17, 8 East 49th Street, New York 





School-House Planning 


THE REPORT OF THE COMMITTEE ON 
SCHOOL-HOUSE PLANNING 
associated with Committees of the National Association 
of Public School Business Officials, the American So- 
clety of Heating and Ventilating Engineers, and the 

National Fire Protection Association. 

Graphically illustrated—complete, concise and defi- 
nite in its conclusions. The result of a five-year study 
by experts. 

Invaluable for those who have school-building prod- 
lems. Should be in the hands of every ator 
and board member. 

164 Pages 
Price, $1.00 per copy 
ORDER NOW 


NATIONAL EDUCATION ASSOCIATION 
1201 SIXTEENTH STREET N. W. 
WASHINGTON, D. C. 








Vol. 15, No.8 THE JOURNAL OF THE NATIONAL Epucation AssociaTioN 





Reproductions of oat | ae Ree ia | Plan Now for 
the World’s Great ; io “a 4 . Sol Thanksgiving and 
Paintings wa ped Christmas Pictures 


° : et. F Large Pictures for Framing. 
One Cent Size f 3 , . Sy a Artotypes — 


3x3%. For 50 or more 


including 
the margin. $1.00 each for two 


° ‘ f | Sod bal l« . re or more; $1.25 for one. Send 
Two Cent Size hs ICTURES 2 $2.00 for two of these charming 
514x8. For 25 or more ne we | pictures. 
Feeding Her Birds. Millet End of Day. Adan Baby Stuart. Van Dyck Hand colored, same size, two 

° | r ° js + - | for $3.00; $2.00 for > 

Ten Cent Size W hat pictures do you remember from your childhood days? Ii a 
10x12. For 5 or more = re wnaplianosa —— . re ee mtg they will The Perry Pictares 

- “ > “ns so spire y y res 
Send 50 cents for 25 Art Sub- if g Spiration throughout their lives. Catalogue 


| 
‘ ilgrim Pictures or e . 4 ‘ : 
jects or 25 Pilgrim Pic a ake = 
25 about Columbus, the Pil- G err 1G ures re nt Bn +» lg ars Al 
grims, etc., or 25 for Children % 


of 1,600 miniature illustrations, 


Size 5%2x8. Box U. S., Malden, Mass. listing 2,250 pictures. 





Keep abreast 


| Stu in your subject 
Some courses in Edu- 
cation are “Genetic Psy- 

AT 


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,” 





Courses in 40 


subjects com- **Elementary — Ad- 

ing credit ministration and Supervi- « 
ee bee Bh Sion Wivestiooaihices Introductory Course in 
elordegree. urements,”’ etc. 


Practical School Discipline 


Begin any time 


The University of Chicago 
OULD you like to win the respect, 
— deities 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- 


THE MOODY BIBLE INSTITUTE of CHICAGO LN fession. 





Founded by D. L. Moody in 1886 
Coed ucational ° 

os It doesn’t matter where you live, or 
Enrolment last year: Day School, 1236, Evening Schoal, |) what grade you teach, you can have 
on oe : ) FREE the Introductory Course of Prac- 
tical School Discipline prepared by R. C. 
Beery, A. B. (Columbia), M.A. (Har- 
vard), and associate faculty of the In- 
ternational Academy of Discipline. Sim- 

ply send the appended coupon. 


Catalog Free on request. Address: 
(Div. 72) 153 Institute Place, Chicago, Ill. 





Why Children Misbehave 


How would you control with the newest school 


On to Seattle 
JULY 3-8, 1927 


Inattention, Cheating, piens of Project-Problem, 
Disobedience, Disrespect, Socialized Recitation, Ac- 
Giggling, Truancy, Stub-  celerated Classroom 


bornness, Bad Temper, Work, etc. 
Crying, Practical Joking, n’t t i i 
Whispering, and other ~.. ” ‘sae 


habi : : 
~~ EP er in the all-important part 
The Free Introductory of your life work—disci- 
Course points tne way to pline control. For you 
a solution of all prob- surely must realize that 
lems of discipline that the highest academic 
you will encounter in ability is futile without 
your career. The meth- the other vital essential 


VISUAL INSTRUGTION | | tants 


Remember—no cost—no obligation. Simply sign and 
mall the appended coupon. 


International Academy of Discipline 
Dept. 911 Pleasant Hill, Ohio 





Daylight Lanterns Lantern Slides 
Stereographs Stereoscopes 


A Visual Aid for Every 
Visual Need 


SOCIAL SCIENCES 
HIGH SCHOOL SCIENCES 
PRIMARY READING MAP SLIDES 


INTERNATIONAL ACADEMY OF DISCIPLINE 
Dept. 911 Pleasant Hill, Ohio 


Without cost or obligation on m 
art, please send me _ at once Prof. 
Beery’s Introductory Course in Prac- 





tical School Discipline. 


MAIL 


COUPON 
KEYSTONE VIEW CO. FOR FREE 


MEADVILLE, PENNA. BOOK 


Write for farther information 





Mention THe Jovrnart when writing our advertisers. 








A-254 


DISTRIBUTOR WANTED 


THE NEIGHBORHOOD MOTION PIC- 
TURE SERVICE, Inc., has established fifteen 
libraries throughout the United States to sup- 
ply Film Lessons to elementary and secondary 
schools. 

These lessons are specially produced or edited 
by recognized authorities. Comprehensive 
courses of bi-weekly lessons in Citizenship, 
Nature Study and Current Events are now in 
successful use. Additional new courses released 
each term. 

In addition to the fifteen library centers . 
already established, we are now introducing a 
full service of non-inflammable films, teacher’s 
manuals, paerSee equipment and operator to 
any school on regular schedule. 


We still have a few vacancies in choice loca- 
tions for additional distributors. 

No investment is required, as all projectors, 
films and other supplies are furnished, but dis- 


tributor must be financially able to carry his 
own selling expense during his organization 
period. 

A permanent and profitable business with ex- 
clusive territory is assured each of our dis- 
tributors. ; : 

For further particulars, address, stating quali- 
fications 
NEIGHBORHOOD MOTION PICTURE 

SER 7ICE, Inc. 
131 West 42nd Street, New York City 


Scientific Teacher-Placement 
NATIONAL TEACHERS AGENCY, INC. 
D. H. COOK, General Manager 

Philadelphia Syracuse 


Pittsburgh Indianapolis 
Northampton Memphis 





WHAT IS THE MEANING OF A? 


A S I A In THE NATURAL UNIVERSAL 
A F RIC A LANGUAGE each of these, its prime 
A MERIC A units, is as directly a sign of an 
‘ idea as is the circle the symbol of 

A USTRALI A endlessness. The greatest educa- 
ARCTICA tional discovery of all time. So clear 
A NTARCTIC A 2 child can understand. Convincing 
_ demonstration free. Don’t doubt 
ATLANTA por neglect this unusual opportunity. 


E. J. ELSAS 


2912 Westport Road Kansas City, Mo. 


We can supply Literal (75c. each), Interlinear ($°.00 each), 
Paralle! Text ( $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 known 
Students’ French, German, Italian and Spa: two-part 
Dictionaries, at $1.26; Noble’s Large Type Spanish-Znglish. 
English-Spanish Dictionary, at $4.00 postpaid. Cash with order. 


TRANSLATION PUBLISHING CO., Inc. 
76 Fifth Avenue New York City 









Temple University 
Broad St. and Montgomery Ave., 
Philadelphia, Pa. 

College of Liberal Arts and | 
Sciences | 

Teachers College 

School of Commerce 

Professional Schools: 
Theology, Law, 
Medicine, Dentistry, 
Pharmacy, Chiropody 

School of Music 


Training School for 
Nurses 
University High School 


SEND FOR BULLETIN 
Phone, Columbia 7600 





THE JOURNAL OF THE NATIONAL EpucaTion AssOcIATION 


Professional Placement for Progressive Teachers 





Discriminating Service to School Officials 


THE J. Ms. HAHN TEACHERS AGENCY 


We fill every sort of educational position from the kindergarten to the university. 
the twelve westernmost States, the Islands, Alaska, the Orient and Latin America. 
in quest of outstanding people for important positions. 


Our field is 
We are always 


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 








225 “ifth Avenue, New York 









For the better vacancies in grades, high schools and colleges, write us. 


THE H. D. YATES TEACHERS’ BUREAU 


No teacher enrolled with less than two years (60 semester hours) of college work. 


402 Dillaye Bldg., Syracuse 
420 Chestnut St., Philadelphia 1020 McGee St., Kansas City 
Title Bldg., Birmingham 409 Journal Blidg., Portland Ore. 
Union Trust Bidg., Pittsburgh 548 Spring St., Los Angeles ; 
Send for Circular and Registration Form to any address above : 


The Everett 0, Fisk Teachers’Agencies , 


120 Boylston St., Boston 415 Congress St., Portland, Me. 


2161 Shattuck Ave., Berkeley, California 





317 Schofield Bldg., Cleveland, 0 


No Branch Offices. 


THE YATES-FISHER TEACHERS’ AGENCY 4.5 coum michican AVENUE Chicago 


Other Office 


Arnold College 


FOR HYGIENE AND PHYSICAL EDUCATION 


hree-year Degree Course 


NEW HAVEN NORMAL SCHOOL OF GYMNASTICS 
Two-year Dipioma Course 

Strong faculty. Complete indoor equipment and 

outdoor facilities, including camp. Appointment 

Bureau, successful in placing uates. 

1466 Chapel Street, New Haven, Connecticut 













PORTLAND, OREGON, 911-12 Broadway Bldg. 








Telephones: Harrison 2642 
Harrison 2132 


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. 





RESEARCH BULLETINS 


The Ability of the States to Support Education* 
Vol. IV, Nos. 1 and 2 


Invaluable to students of school finance and professional-study groups 


Efficient Teaching and Retirement Legislation 
Vol. IV, No. 3 


This is the latest and most comprehensive report of the Association on 
this vital subject. 


Price of Each Bulletin 


Single copies .. 
Two to nine copies 
Ten or more copies 


25 cents 
10% reduction 
25% reduction 


* Also available in cloth binding at $1.00 per copy. 


ORDER NOW 


NATIONAL EDUCATION ASSOCIATION 


1201 16th Street Northwest 
WASHINGTON, D. C. 


— 
COSTUMES 
I SCHOOL PLAYS 


| 


Mention THe JournaL when writing our advertisers. 





“VICTOR” Easels 


““LEXINGTON” 
Sketch Boxes 


Convenient, light, 
compact and splen- 
didly finished. 
Special circular 
and prices on re 
quest. 


WATER COLOURS 


and every essential for Artist, Student, 
Schoois, Colleges and Home Art Work 
Decorator. 


Write for complete Catalog “N” 


WINSOR & NEWTON, Inc. *\é'¥or 





November, 1926 


1531 ARCADE BUILDING 
ST. LOUIS, MO. 


Member of National Association of Teachers’ Agencies. — 


—_— $< Oem ee 








The Mach ine on 
which they Learn 


HE close connection between learning and earning is becoming more 
and more apparent in the school world. In business offices, nearly 
3,000,000 Underwoods are in use today, outnumbering any other 
make. In typewriting instruction in the United States and Canada, 
Underwoods outnumber all other makes combined. 


School executives realize the soundness of having the student com- 
pletely master one machine—the machine that leads in the business 
world—before practicing on other kinds. So they choose the Under- 
wood—the machine used exclusively in 3,018 schools in the 


United States. 


UNDERWOOD 


STANDARD TYPEWRITER 


The Machine on 


which theyll Earn|} 



























2 W. 45th Street, 


You may send me, free, the 


taken from The 


The Story of the Fine Arts 


With 1200 Pictures of Masterpieces 


HE Department of Fine Arts in The Book of Knowledge gives, in 

easy, story-like form, the complete history of man’s accomplishment in 
painting, sculpture, architecture and music. ‘Terms the children should 
know—‘‘fresco,” “genre painting,’ “perpendicular style,” “primitives” — 
as well as important facts about the world’s great artists and standards for 
judgment, are explained so simply and illustrated so vividly that they cannot 
be forgotten. 


The pages of The Book of Knowledge are rich in pictures of the world’s 
most beautiful masterpieces. A number of these illustrations are printed in 
color, and many in the new gravure process which is notably successful in 
making faithful reproductions of the gems of art. In the field of painting 
alone there are shown more than four hundred famous examples of the work 
of Raphael, Leonardo, Velasquez, Rembrandt, Titian, Gainsborough ‘and 
the other immortals. 


Sculptures of Italy’s Golden Age 


Eight Picture Pages in Gravure---Free 


The publishers have reprinted, from the Fine Arts Department of The 
Book of Knowledge, an eight-page gravure section, with pictures of the 
matchless creations of Michelangelo, Donatello, Verrocchio and their peers 
—sculptors who lived and worked in the days of Italy’s supremacy in art. 
The booklet is of genuine educational value, and is worthy of a permanent 
place in the school picture collection. Copies will be sent free to teachers 
on request. 


The Book of Knowledge 


In the homes of over 2,000,000 children 
Edited and illustrated to correlate with school work 


@) VOLUMES of school subject-matter, grouped in 18 simple divisions: “The 
Earth” (including physical geography, geology, chemistry, physics, astron- 

omy, adapted for 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 in- 
dustry), “Fine Arts,” “Things to Make and Do” (manual training, etc.). Ideal for 
school use because of the clear and entertaining style, the 15,000 apt and interesting 
illustrations, the effective correlation of associated topics, and the treatment of sub- 
jects step by step in the natural order of development. 7800 pages of stimulating 
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 


2 West 45th Street New York 





picture ™ 

ore N - = 
Golden POW AMY 
Book of EK Fi 


\ 7 


‘Lol ip i 
N 
. 


Vs 
f \) 
Tree rary TT UVEET EL Pe TEE NY, gl ls, 
eS i a 
yes SS a: Bee ee ene, Cae ae Pea a2° \ LZ, 


FREE GRAVURE PICTURE SECTION 


4 RY j 
WSs ALOIS: