eg YOL. XY Se DECEMBER, 1926 Vc ad ° ig) wild yf *W'.4g% | x ; . JS . ERS . TED: Wy BU. Wa Ae 3, : ie SES STOR IU : FICIVSs eXVIE The JOURNAL of the NATIONAL EDUCATION ASSOCIATION ae IANS A 6 —2 RAR re eK > 4 >. A€ ° a ——* BBN y OA) 2: AAS ae as >, LAS YAS wv = JRL nS Y JVB Wi The New Era of Library Service—Editorial : : ° ° : . 267 fl Association Urges Suzzallo’s Return—Editorial . ; 3 : ‘ : 268 FE The Art Museum and the School—Belle Boas . , ; : 269 WE Amproving Spelling Through Research—Margaret M. Alliucher ; - ; 271 T Teaching Respect for Property—Edward O. Sisson . . ; ; : 273 Ue “flow to Make Good Spellers—W alter M. Harrison 275 y Music as an Avocation—Hollis Dann ‘ ' ; . : : 277 PX, Putting Psychology to Work—Ralph ‘alter : , : . ; , 280 EW Noah—Alice Gay Judd ; , ‘ : , , , ; 281 Ns Editorials—Christmas Greeting, Entlinsiaias: Things Done . : ‘ : 284 RE Whe Education Bill Going Forward—William M. Davidson ; , ; 285 Li Xan America Afford Education? B i , . 286 | SH “Phy sical oy 2 in High Schools—Carl L. Sadi: ' ‘ , : 287 Re The John Newbery Prize Book—Shen of the Sea : ; , . ; 289 Li J MT he Need for Professionalism—Lillie E. List. ; ‘ ; F ‘ 290 | Ss Temple of Learning—Temple University , . : ‘ : 291 { | Mi Kindergarten Education at Philadelphia—d nnual Meeting ' , j 292 HED Business Education at Philadelphia—Annual Meeting ; : ; ° 293 | ates WNational Council of Education—Annual Meeting : , , , ; 294 ESM: One for Everyone—Jean Thomas 7 ; : ; , : 295 if “Our Professional Investment—Robert J. Sania P 3 ; ; ‘ ; 297 | 4s 'The Texas Convention—Announcement . , : 299 ie: ‘Builders of Our Profession—Life members and 100 atiit Sc nals : ‘ 300 i Index to Volume XV , . ; ; ‘ : ‘ é : ‘ 301 | Fe Notes and Announcements F : R : : , . ‘ . A-268 nl ee L—lApos RA so + ve as Published monthly, except July, August, and September, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SIXTEENTH STREET NorTHWEST, WASHINGTON, D. C. Wy 72> Wm). en. aS Oe Ve Entered as secondclass 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. 7 i Cn if SIA eA a a~ RC A NALS ~ twee 4 * SES The Music Education Series Beautiful songs, skillfully graded; in a complete course for the grades. The ultimate aim is MUSIC APPRECI- ATION, now analyzed step by step ina new book for teachers, “Music Appreci- ation in the School Room.” Over 200 double-faced phonograph records par- allel the songbooks. Ginn and Company Boston New York Chicago Atlanta Dallas Columbus San Francisco THE WINSTON PRIMER and 1. Questions and Answers List Price 2. Comprehension Tests $0.16 Classifying Characters Classifying Sentences 16 2. Completion Exercises that has been compiled.” Chicago Dallas / WINSTON New Test and Practice Material to be used with THE WINSTON FIRST READER aa THE WINSTON PRIMER THE WINSTON FIRST READER Unit I Unit I 1. Questions and Answers : ; 2..Classifying Exercises—Booklet Material os Price 3. Booklet Material 3. Comprehension Tests 0.20 Unit II 4. Pupil Directed Tests 1. Classifying Exercises Unit II 2. Yes and No Exercises 1. Pictures and Word Matching Exercises } .20 3. Completion Exercises THE TEACHER’S MANUAL gives definite instruction for the use of this material in the First Grade. All prices subject to usual school discount This new material includes all the latest devices for developing a pupil’s ability to read. It has been approved by many leading supervisors who have had an opportunity to use it. In their own words it is “of great educational value” and “the finest material for the purpose If you use THE WINSTON READERS, Primer and First Reader of the Winston series by Firman and Maltby (the most universally used basal readers), or are about to use them we shall be glad to send you a set of this material upon request. THE JOHN C. WINSTON COMPANY Home Office and Manufactory, Winston Building, Philadelphia FOR TEXT BOOKS Superior Supplementary Reading. Carpenter’s Journey Club Travels Color illustrations a ee $.72 a 76 The Houses We Live In....................... GROUP of children take imaginary trips all over the world to learn about the sources of our food supplies, our clothes, and our building materials. Interesting “tray- elogue” style. For Third or Fourth Year Johnson’s Dot and David... Illustrated in color LTHOUGH this brother and sister are very poor, they +% have delightfully happy times. The frequent use of dialogue insures expressive reading. Second Year. Serl’s Johnny and Jenny Rabbit.......-..... $.56 Illustrated in color HESE quaint animal characters talk and behave like real children, and the things they do makes reading that all children like. First or Second Year. AMERICAN BOOK COMPANY New York Cincinnati Chicago Boston Atlanta Compiled by San Francisco Atlanta Vol. 15, No. 9 SEWING THE JOURNAL OF THE NATIONAL EpucaTioNn AssocIATION The First Grade Makes a Discovery ... Sewing is Really Fun! ITTLE BETTY of 1A has just experienced a big surprise. The teacher has shown her how to fasten a little sewing machine to her own desk. She sits before it, turns its shining wheel, holds a bit of material with her chubby left hand, and sees a guarded needle make a perfect seam. In a jiffy she has made more stitches than she could make in a half hour working ever so carefully by hand. And in that precious moment of discovery the foundation of her whole attitude toward sewing has been formed for life. All because she has started to sew the natural modern way—by machine —the way she will sew as a grown-up girl, as a young woman, as a mother. This is what the Singer “20” is doing in many schools now. It makes even “first-graders” eager for sewing time to come, gives them four or five years start in attaining sewing skill, extends the Home Economics field to include the entire elementary group. Our Educational Department will be glad to cooperate with any school interested in this new plan for teaching sewing in the early grades. Write us now—for full particulars including our plan to help you in this work. SINGER SEWING MACHINE COMPANY Educational Dept. 8L, Singer Building, New York ae MACHINES Entire contents of this advertisement copyright 1926 by The Singer Manufacturing Co. Mention Tue Journat when writing our advertisers. Upper Darby Schools Use the Singer ‘20’ The photograph above shows the Singer ‘20’ in class use in the primary grades of the public schools of Upper “Darby, Pennsylvania, Superintendent, N. H. Mendenhall, writes: ‘The children have gotten a great deal of pleasure and satisfaction out of the machines and have made wonderful progress in their use.”’ The Singer*2O0 A JUNIOR MACHINE FOR GIRLS Not a toy but a real junior sewing machine, strongly built, safe, sews perfectly, clamps to any school desk, quickly put away in its own box. So simple that any child can use it. And it’s absolutely safe—a special presser foot protects little fingers. Regular price complete with needles, thread and all necessary equipment, $5. Special price to schools, $3. A-256 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1926 The POETRY BOOK Edited by Miriam Huber and Herbert B, Bruner, of Teachers College, Columbia University, New York, and Charles Madison Curry, formerly Professor of Literature, Indiana State Normal School. The Poetry Book— a complete cur- : Re aS 2 riculum of poetry for elementary and eye junior high schools—is composed of m sa E | poems that by actual tests according : 1 to the latest scientific methods are found to appeal strongly to children. Nine books—one for each year of grades and junior high schools. Children’s Interests in Poetry gives the teacher the full story of these books and the principles upon which they are based. RAND MCONALLY & COMPANY (Dept. M-95) New York CHICAGO San FRANCIsco 536 So. Clark St. 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) Book Two (Grades 5-6)... Book Three (Grades 7-8)... Outstanding features are: 1. Thorough provision for covering the essential mechanics of the subject with fine equipment for drill on fundamentals and constant review. Gradation based on long study of the teaching of elementary arithmetic. Incentive for self-activity in live and stimulating topics. Correlation with other subjects of the curriculum, such as life situations require. THE MACMILLAN COMPANY New York Chicago San Francisco Atlanta Boston Dallas Mention Tue Journat when writing our advertisers. Vol. 15, No.9 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION A-257 26 UNIVENT and Glass ~ make the difference UTSIDE—a sweeping spray of snow—a biting wind. . . But in the classroom—an automatically controlled, comfortable temperature—a dust-free, chill-free, draft- free stimulating atmosphere. Just as the window glass lets in light but guards against the elements and keeps out dust and noise, the Univent protects precious lives witha constant supply lates ines of invigorating outdoor air—robbed of its chill and Semenee Biigh Avhedl, Semmsen, Powys, warmed to the exact temperature desired. Cambria Plumbing & Heating Co., Heating Contractors Johnstown, Penna. . SE rere nae a Regardless of extremes of weather, the Univent brings fresh outdoor air into the schoolroom, tempers it, and delivers it to each pupil without draft. Write for the book of facts on Univent Ventilation. It shows clearly why it is simpler and more economi- cal than ‘opening windows, and incomparably more VENTILATION effective. Mfd. only by THE HERMAN NELSON CORPORATION, Moline, Ill. Builders of Successful Heating and Ventilating Equipment for 20 Years Sales and Service BELFAST, ME. NEW YORK CITY PITTSBURGH COLUMBUS DES MOINES SAN FRANCISCO DENVER SEATTLE BOSTON SYRACUSE GRAND RAPIDS TOLEDO MILWAUKEE EMPORIA SALT LAKE CITY VANCOUVER NEW HAVEN PHILADELPHIA DETROIT INDIANAPOLIS MINNEAPOLIS OMAHA SPOKANE TORONTO SCRANTON CLEVELAND CHICAGO ST. LOUIS KANSAS CITY PORTLAND Mention Tue JournaL when writing our advertisers. A-258 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1926 STUDENTS’ CHEMISTRY DESK Largest in the World The standard designs of Kewaunee Science and Vocational Laboratory Furniture comprise the largest manufacturing ex- hibit in the world for this purpose. _ For 22 years we have been equipping the largest educa- tional institutions in North America for the teaching of the sciences and arts. Write for a copy of the Kewaunee Book and ask for de- tails of our Free Engineering Service. Address all inquiries to the factory at Kewaunee. ewnuice fg. C. G. CampseEtt, Treas. and Gen. Mgr. 123 LINCOLN ST., KEWAUNEE, WIS. New York Office, 70 Fifth Avenue Offices in Principal Cities Let the Entire Community Join You in Singing Christmas Carols By the use of SIMS SONG SLIDES T COSTS no more to use this wonderful new aid to assembly singing before a large audience than before asmall one. And it is known how en- thusiastically people sing from Sims Song Slides! The old favorite Christmas songs are available. Also some rare and exquisite carols new to Ameri- can audiences, and qualified to fill the demand for new carol material. Ask for the Holiday Lists SIMS SONG SLIDE CORP. KIRKSVILLE, MO. Exclusive Distributors H O i; M E S shobeigionha PROJECTOR “ws Films threads MEETS EVERY REQUIREMENT through en in quality and brilliance Ee ee for any school, hall, or motion- picture house except the largest This most up-to-date pro- jector sells at only about half that of the ordinary professional projector, yet has many mechanical fea- tures far superior to any machine ever before made. W Shatt Drive; no belts or hains t poe a ‘ae St or break. Also made in portable de- sign, using the same high- grade mech- anism. Catalog sent on It attaches to any light request. socket and throws a power- ful light up to 125 feet. The price puts this high- grade machine within the reach of all. 15-DAY TRIAL Money cheerfully refunded if not entirely satisfied. Holmes Projector Company Mr. Holmes has manufactured projectors since the beginning of the industry. 1638 N. Halsted Street Chicago, Illinois LEITZ School Microscope MODEL “LL” In Stock for Immediate Delivery Leitz Microscopes need no introduction; they are in use since 1849 by Universities and Schools in America and throughout the world. «(Microscope Model “LL” is the Standard for Colleges, High and Public Schools. Always specify Leitz Micro- scopes in your requisition and through their use the labora- tory equipment will be ele- vated to the highest standard. WRITE FOR PAMPHLET (AA) 1001-A 60 East |O™St AGENTS: Pacific Coast States: Spindler & Sauppe, 86 Third St., San Francisco, Calif. Canada: The J. F. Hartz Co., Ltd., Toronto 2, Canada. Philippine Islands: Botica de Santa Cruz, Manila, P. I. Mention Tue JournaL when writing our advertisers. Vol. 15, No.9 THE JOURNAL OF THE NATIONAL EpUCATION AssocIATION A-259 — ANAT RAMEE RNS aR es PEE ESSIXERLi nih hhh Are You Acquainted With _ ‘‘An Introduction to Economics’”’ By GRAHAM A, LAING Professor of Business Administration and Finance, California Institute of Technology, Pasadena This book was written especially for secondary-school students, and in lan- guage that they can understand. The book speaks for itself. Examine it at our expense List Price, $1.40 Watch their weight for signs of undernourishment Parents seldom know when their children are underweight. School . av-horities everywhere are undertaking the task of THE GREGG PUBLISHING COMPANY correcting weight deficiencies through New York Chicago Boston San Francisco London proper records of the child’s weight and J ° e em ig : —— a made with unior High School airbanks Schoo cales soon point out the child whose diet needs correction. Fairbanks School Scale meets every Textbooks school requirement. The beam on which weights are recorded is so placed that it Specially Selected List for Grades 7 to 9 can be read easily from either a standing : ” ? or sitting position, making it easy for a Schorling-Clark s Modern Mathematics person seated to make out records while weighing. Fairbanks long-lived in-built accuracy eliminates the possibility of error. The attractive mahogany finish and nickel trim is exceptionally durable. It Huntington-Cushing’s Modern Business Geography Robbins’s School History of the will resist the scuffing of long, hard usage. American People The scale is equipped with a graduated telescoping measuring rod with a range of Foote’s Civics of My Community from 30 to 78 inches. It weighs by quarter- pounds to 300 pounds. Fairbanks Washburne’s Common Science Light and easily handled, this scale can School Scale be equipped at small additional charge with a sub-base on which it can be quickly moved from room to room. Hale Literary Readers Write for further information about Fairbanks School, Baby, - Clinic, Health and Portable Health Scales. Fall’s Science for Beginners Hall’s Poco a Poco Wohlfarth-Rogers’ New-World Speller: Fairbanks Scales Third Book Moseley’s Trees, Stars, and Birds ld O Written from the junior high school point of view Preferred the Wor 7 World Book Company NEW YORK CHICAGO Yonk Si teen Mow Valk Broome and Lafayette Sts. 900 S. Wabash Ave. 21. 6 “Prairie yet ‘Chicago And 40 other principal cities in the United States ASA201.21—2222 9H OF 445446444444 44F4> $4644 O46446444 4446444444046 Mention Tue Journat when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Remington Typewriter School Sales Break All Records : ,UBING the past year the de- mand for Remington Type- writers for instruction purposes in the commercial schools of America has been without a parallel in typewriter history. This demand clearly indicates the outstanding merit and popular- ity of the Remington as a teaching machine. It also reflects the enor- mous prestige .and reputation of the Remington product through- out the business world. The aim of every business school is to supply its graduates with the kind of training needed in the business office, and these record- breaking purchases of Remington Typewriters by commercial schools show conclusively the present trend of business requirements. Remington Typewriter Company 374 Broadway ~ ~ ~ New York Branches Everywhere For Character-Building THE ATLANTIC READERS Edited by Dr. Randall J. Condon Superintendent of Schools, Cincinnati, Ohio Book I. The Understanding Prince Grade IV Book II. High and Far Grade V Book III. The Wonderful Tune Grade VI Book IV. The Great Conquest Grade VII Book V. Outward Bound Grade VII! These readers are the outgrowth of Dr. Condon’s pro- found personal conviction that soul culture is the most important and most necessary phase of education, and that the development of personal character is the thing of greatest concern. Designed primarily as basal texts, these books are filled with material of ethical importance, most of it being new to school readers. They are also full of the natural interests of developing childhood. Even the notes make delightful reading. Narrative, biography, description, nature studies, essays, letters, quotations, inscriptions, and truly distinctive poetry have been selected by Dr. Condon, always under the certainty, with Emerson, that “charac- ter is higher than intellect.” “The Atlantic Reader, ‘High and Far,’ has been examined. It is a treasure house filled with new and fascinating stories. Happy is the child whose privilege it is to read the book.”—Edgar D. Cass, Principal of Webster School, Manchestcr, N. H. Mailing price of each volume, 85 cents LITTLE, BROWN & COMPANY 34 Beacon Street, Boston 221 East Twentieth Street, Chicago Helpful New SUPPLEMENTARY MATE MATERIAL For the Primary Teacher THE PUPPET AS AN ELEMENTARY PROJECT By Emma Pettey Tells 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. 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, ma. S, 2 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. Pioneer Publishing Co. WORLD BLDG. Fort Worth, Texas Mention Tue JourNnat when writing our advertisers. December, 1926 (i= ee eee Vol. 15, No.9 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION A-261 (J PETERSON @) Laboratory and Library Furniture: For Standard : Rikdisles | in English Use SHARP’s LANGUAGE DRILLS AND TESTS Book I for the Fifth Grade. Price, 15c. SHarp’s LANGUAGE DRILLS AND TESTS Book II for the Sixth Grade. Price, 15c. SHARP’s ENGLISH EXERCISES Book III for the Seventh Grade. Price, 30c. ee —— ee Where Experience Counts! The experience of thirty-five years of specialization is embodied in the design and construction of Peter- son Furniture for the laboratory and library. Thirty-five years of progress—years devoted to one ideal, the ideal of quality and service—has resulted in the growth from a single workbench to a modern woodworking plant covering sixty thousand square feet and equipped with the best machinery and methods known to the craft. SHARP'S ENGLISH EXERCISES Book IV for the Eighth Grade. Price, 30c. SHARP’s ENGLISH EXERCISES Book V for High School. Price, 40c. Everything that could be desired in a drill book. 100,000 copies sold in 1926. Experience counts, and combines design, construction and utility to insure a long, useful life of service. Write for catalogs 14-N for Laboratory Furmture 15-N for Library Furniture ISI 7 7 INC. Webster Publishing Company LEONARD PETERSON @ Co: Manufacturers of Guarantee aboratory furniture i . oO 102 North Third Street ST. LOUIS, MO | 1222-34 Fullerton = AND FACTORY Chicago, Ill New York Sales Office: Knickerbocker Building., 42nd and Broadway Give the Children the Tools of Play - - Build Sturdy Minds and Bodies With Kids just delight in using Medart Equipment. Why? Because fifty-three years’ experience has taught Medart designers just what the little folks like. Ex- perienced purchasers and playground supervisors are just as enthusiastic—because Medart Equip- ment combines the four essentials of Safety! - - Service! - - Durability! - - Economy! Send for Medart Playground Catalog M-14, fully illustrating and describing the entire Medart line. Also ask for booklet, “Planning a Playground,” which gives specimen playground layouts and tells how to raise funds for this laudable purpose. FRED MEDART MANUFACTURING CO. 3532 De Kalb Street ST. LOUIS, MISSOURI New York - - Pittsburgh - - Cleveland - - Detroit - - Chicago - - San Francisco - - Los Angeles enero AT ATI I TICES IB Mention Tue JourNnat when writing our advertisers. Se ae SMT or. 7S 5 PIII LASS LT ——s es oT pe ee eee es so Toh sd Axess An Early Foundation foundation for scientific studies: THE PRACTICAL TYPE OF INDIVIDUAL INSTRUCTION underlies these new Lippincott texts in the drill subjects #1 Is LIPPINCOTT’S NEW SCIENCE Ex HORN-ASHBAUGH SPELLER identifies pupil difficulty and eliminates it READER S by a edatciihe individual method. Incor- porates the forms most needed in writing, as determined by the authors’ tabulation of more than five million running words, de- scribed in the Third and Fourth Yearbooks These readers furnish an early of the Department of Superintendence. THE HORACE MANN SUPPLEMENTARY ARITHMETIC botany, zoology, physics, chemistry, and astronomy. Facts appear in story form no less exciting and dramatic than episodes in some won- derland. Why not give pupils an early start in science? Their curi- osity is eager, and an early founda- tion will advance scientific interest. of pupil difficulty. Information on request Ka > Fs ERAS Gta (peat BH \ BP 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. . ng a oe (Street) i (State) Mention Tue Journat when writing our advertisers. combines simple diagnostic classroom tests with specific drill for correcting each individual difficulty they discover. Is based on eight years’ concentrated study FC Heath on i || J. B. LIPPINCOTT COMPANY . 227 South 6th St. 2244 Calumet Ave. “a4 : “. Philadelphia Chicago om EAI SS ar RES ET OTE VAL C e THe JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION December, 1926 — Vol. 15, No. y GEORGE L. HOSSFIELD World’s Champion Typist EVERY World’s Typewriting Championship for 21 consec- utive years has been won on the Underwood Typewriter. ah wool” | . ny’ ‘ ana ”_ ' ee & oe @ & at ed eae eg a Ss Se Se A i = a ——- A ——— — SSS HS ow STANDARD TYPEWRITER UNDERWOOD “The Machine of Champions THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Worlds Typewritin Championship ‘Won on the UNDERWOO 132 words a minute for one hour! 42,073 strokes or more than 11 strokes per second! A phenomenal performance of speed and accuracy by the World’s Champion Typist in establishing a new World’s record on the Underwood at the 21st Annual International Typewriting Contest, Town Hall, New York. Not only was the World’s Typewriting Championship won on the Underwood, but the World’s Amateur Type- writing Championship and the World’s School Type- writing Championship as well. First to win Gov. Alfred E. Smith Trophy Miss Hilda Dehl of Casey High School, Illinois, won the World’s School Championship in competition against 32 other State Champions drawn from coast to coast. Her name is the first to be engraved on the new Governor Alfred E. Smith American School Novice Typewriting Championship Trophy. Mention THe Journat when writing our advertisers. eS ee et Cee \ ee ‘ ei et, ab teen al tt et A FAT Nn Toa ih a Up-to-date texts of unusual merit Woodburn and Moran’s Histories and Civics Finders and Founders of the New World (4th Gr.). The Makers of America (5th Gr.). Introduction to American History (6th and 7th Gr.). Elementary American History (7th and 8th Gr.). The American Community (8th Gr. and Jr. H. S.). Nearly Ready Beginner’s History of the United States. A book of original features providing a course of essentials for 4th and 5th Grades. The Horace Mann Readers Modern tales and old favorites. Readers for eight grades. Teacher’s Editions for Grades 1-3. New series illustrated entirely in color. The Andrew Lang Readers Based on Lang’s fairy tales. Specially edited and graded for Grades 2-5. Supplementary. Grady and Wade’s Modern English Series Grammar, composition, spelling, dictionary drill, library exercises, phonetics, etc.—all branches of spoken and written English. One book for each year, beginning with the fourth. Bate and Wilson’s Studies in Vocational Information A new guidance text for Junior High, Vocational and Continuation Schools. Field work and outside reading. Inspirational and practical. LONGMANS, GREEN & CO. New York Chicago Boston Send for descriptive circulars UNIVERSITY SERIES American History Maps—Set No. 23 . Europe, Commercial and Indus- 21. Territorial Expansion to 1854. trial, about 1453. 23. The United States in 1861. . aaa — Exploration 24. Campaign and Election of 1860. an ettiement. . Gale aad” Baath neste ta 25. The Progress of Emancipation to 1865. dians, Cultural and Food 96. ‘The Civil War, 1861-1865. . Spanish Explorations and Settle- 27. The Westward Movement of Popu- ments to 15890. lation to 1870. . Voyages and Discoveries to 1610. 28. Transportation — Early Railroad . European Settlements and Claims Period, 1840-1880. to about 1760. 29. Transportation — Later Railroad . Early Grants and Origin of the Period, since 18890. Thirteen Colonies. 30. The United States in 1890—Phys- . Claims of the Nations in North ical, Political, Economic. America, 1689-1713. 31. Four important elections since . Results of the French and Indian Civil War. Wars, 1754-1763. 32. Hispanic America—Wars of Ind. . The Thirteen Colonies in 1774. and Inter-Am. Relations. . The Revolution in the Middle and . South America—Commercial and Northern Colonies. Present Day. . The Revolution in the South and . Western War Area. West. . Agricultural Regions of the United . Western Land Claims and the Or- States. dinance of 1787. . Agricultural Products of the The United States in 1790 and United States. about 1802. 37. Coal, Iron, Petroleum, Gas, of . The United States in 1810. the United States. . The United States in 1830. 38. Minerals of the United States . Transportation—River and Canal 39. Manufacturing Industries of the Period, 1816-1840. United States. . The Mexican War and Compromise 40. United States and the Pacific of 1850. Ocean. . Elections of 1812, 1828, 1840, 41. World Commerce. 1856. 42. United States—Present Day. Forty Maps, 52 x 40 inches. Edges bound with muslin. Price, with Adjustable Steel Stand or Wall Bracket Maps on Muslin Backs Any Map on Common Rollers, on Muslin Any Map in Single Steel Case, on Muslin Any 8 maps in steel drop front case en oaa VV ££ wo we so = os © Any of the above maps may be selected in these sets. Write for 32-page ‘catalogue—Salesmen wanted on a com- mission basis for all or part time. McConnell School Map Co. Not Inc. 608-610 East Madison Street Goshen, Indiana Tue JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION December, 1926 First Yearbook of the Department of Classroom Teachers Containing the president’s message, regional conference and committee reports, abstracts of speeches given at de- partment sessions at Philadelphia. Of value to all class- room teachers and their organizations. 85 pages Price, 50 Cents Evaluation of Instruction Third and final report, showing the development of a standardized scale for measuring recitation units. Of value to teachers and students of teacher-training insti- tutions; heads of departments of education in colleges and universities; supervisors and superintendents. 104 pages Price, 50 Cents Contributions of Classroom Teachers to the Solution of Special Problems Third report of Committee of One Hundred on Class- room Teachers’ Problems, containing constructive sug- gestions for carrying on special school activities, such as school savings, Americanization, safety instruction, and , training for citizenship. 72 pages Price, 50 Cents 10% discount on purchases of 2 to 9 copies. 25% discount on purchases of 10 to 99 copies. 33 1/3% discount on purchases of 100 or more copies. Published by National Education Association 1201 Sixteenth Street Washington, D. C. ONLY A FEW Can attend the summer and winter meetings of the N. E. A. Conventions. BUT YOU Can keep in step with the latest developments dis- cussed at general sessions and allied organization meetings THROUGH THE CONVENTION DIGEST “A Xmas Gift for Modern Teachers”’ STATISTICS: 7 taclosed USED 'AS A TEXT IN 44 ioe for subscrip- STATES Z tion to Conven- tion Digest summer HAWAII, VIRGIN ISLES and yb! By meetings, the PHILIPPINES. Record - of actual speeches thru / Address aid of the convention ,“ EDUCATIONAL ADVANCEMENT . 7 ASSOCIATION press service 7 ; 7 608 Wesley Bidg., Philadelphia, Pa. F i Mention Tue Journat when writing our advertisers. Vol. 15, No. 9 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION A-265 The Riverside Educational Monographs Dd The Riverside Educationa! Monographs, edited by HENRY SUZZALLO, afford in inexpensive form brief, authoritative discussions of the most significant edu- cational questions of the day. Among the authors are such leaders in educa- tional thought as Cubberley Dewey Eliot Emerson Latest Issue WHAT ARITHMETIC SHALL WE TEACH? By GUY MITCHELL WILSON, Ph.D. Professor of Education, Boston University Freeman | ‘HE aim of this book is to help superintendents and teachers as- Fiske Judd Kendall Kilpatrick Koos Palmer Snedden Suzzallo Thorndike Terman 68 volumes Please send me HOUGHTON MIFFLIN abe COMPANY Name New York Address an Francisco Boston Chicago There is an hotel in NEW YORK With 1000 ROOMS WITH BATH Rates Single with bath $3.00 $3.50 and $4.00 Double With Bath $4.00 $4.50 and $5.00 Twin Beds and Bath $6.00 and $7.00 Parlor, Bed- roomand Bath $8.00 PRINCE GEORGE HOTEL 5th Avenue and 28th St., New York A.M. GUTTERSON, Manager Known as a Home in the Heart of Things semble and interpret the scientific data now available as to what is useful in arithmetic. grades is justified only on the basis of its utility in everyday life. As a result of his scientific investigations he concludes among other things that both too much arithmetic is taught even in our modern progressive schools, and that many topics are introduced too early in our courses of study in arithmetic. ing for the schools the new and vital arithmetic demanded in the interests of a happy childhood and a more efficient adulthood. The author assumes that arithmetic in the The book will help in organiz- $1.20, Postpaid HOUGHTON MIFFLIN COMPANY, 2 Park Street, Boston, Mass copies of WHAT ARITHMETIC SHALL. WE TEACH and charge to my (If you have no account a remittance should accompany your o1der.) 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 diffi- cult to comprehend. Trip also includes Alexandria, originally sur- veyed by Washington, where numberless his- toric relics are still preserved intact. 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. Mention THe Journat when writing our advertisers. AC ee TI te ss i: en tind ~ts ei i esi ib tein AE ANU AM etna Heiner Ce A ae ecemeeen eee ina Tue JouRNAL OF THE NATIONAL EpucaTIoN ASssocIATION December, 1926 This child’s voice is heard in every corner of the biggest room The scene, an auditorium so big as to tax the voice of even an experienced speaker—yet, thanks to the Western Electric Public Address System, this child’s small treble carries to every corner. Enlarging the practical use of an assembly hall like that is no small service, yet it is but one use of the Public Address System. For with this system concerts, speeches, fire-drill or calisthen- ics commands can be sent into any or every classroom. Graybar Electric, dis- tributor of the Public Address System, will send a specialist, at your request, to demonstrate the benefits of the system in your school. Offices in 59 Principal Cities. Executive Offices, 100 East 42d St., New York TaybaR Successor to Western Electric Supply Dept. Electrice RSE > THE GRAYBAR TAG UNDER GZ WHICH 60,000 QUALITY ELECTRICAL SUPPLIES ARE SHIPPED Mention Tue Journat, when writing our advertisers. r | | | | | December, 1926 The New Era of Library Service RTHUR E. BOSTWICK, pioneer and veteran interpreter of the Ameri- can free library, urged recently A service rather than book collections receive primary emphasis. ‘That idea, which has been spreading rapidly, marks a new epoch in the library movement. The school and the library are the two legs upon which the body politic stands. If either leg is weak the body politic must wobble as it walks. Both institu- tions are maintained by public funds to develop more competent citizenship. One exists to start education; the other to continue it. The free otseal came first. The free library follows as inev- itably in a democratic country as free- dom of thought itself. The parallelism between the free school and the freee library may be emphasized by a compar- ison between the statements that were made at the 1876 meeting of the Na- tional Education Association during the centennial year when the American Library Association started and _ the statements of library leaders today. The library movement now is where the movement for universal schooling then was. Said President W. F. Phelps on that occasion : elementary With a school population of thirteen mil- lion we have an actual enrolment of but eight million. We have a ghastly proces- sion of thousands of untrained youths march- ing on each year to swell the ranks of illiterates that are at once the danger and disgrace of the Republic. Says the American Library Associa- tion today : Forty-four percent of the population of the United States and Canada are without ac- cess to local public library service of any kind. Said President Phelps in 1876: Many schools are not centers of moral and intellectual light and many teachers are blind leaders of the blind. Say library workers now: Many libraries are not centers of a rich intellectual life and many librarians are mere keepers of books. Said President Phelps then: Our schools for elementary instruction must be perfected and their blessings ex- tended to every hamlet where a reasonable being can be found to be trained for the responsibilities of sovereign citizenship. Says the American Library Associa- tion today: Our libraries must be improved and de- veloped in every community to encourage Greetings From President Blair NOTABLE FEATURE OF the first gen- eral session of the Fiftieth An- niversary Conference of the American Library Association at Atlantic City on October 4 consisted of words of greeting from presidents of other or- ganizations, including the National Education Association. No greeting was received more cordially than the following fitting words from President Francis G. Blair: Whatever may seeming turmoil there be in the emotional and intel- lectual life of today, and whatever other remedies may be wisely applied, I am convinced that most of these difficulties, both in the present and in the past, arise out of the fact that so many people have never learned how to select and read a book. Wherever we can fix a habit of selecting and reading worthwhile books, the emo- tional and intellectual life of the home, the community, and the nation will be strengthened. The work of organizing libraries and training librarians is in this large sense a very fundamental work in the building of better character and better citizenship. As president of the National Edu- cation Association, whose interests and purposes lie along these very lines, I extend to you the greetings of the teachers of the children of this republic, and assure you of our hearty support in your endeavors to help in the great work of character and nation building. the maximum use of intelligence by all the people in work and leisure all the time. In the Proceedings of that meeting of the National Education Association in 1876 we find a discussion of ““What is a School ?”’—not unlike the efforts of today to redefine the function of the [267] library in the larger terms of the new age. We find then an awakened sense of the importance of teacher training just as . we find now a new devotion to the prep- aration of librarians. By 1876 the ideal of a free public school was fairly established. It has taken half a century more to make elementary schooling universal. If the parallel holds, we shall see the Amer- ican free library during the years ahead as much a part of every community as the public school is today. A nation which has struggled a century for mass schooling and universal literacy wiil spend a second century in the struggle for mass culture and universal educa- tion. Having spent her billions to lay foundations, America cannot afford not to train her people in the use of the public library and to inspire them to develop libraries in their own homes. In this struggle for universal educa- tion—as. distinct from literacy—the school library is the first point of attack. It lies at the very root of the new ped- agogy of individual differences. It is the heart of any program of socialized effort and individual responsibility. The new curriculum row being forged in a thou- sand towns and cities cries for tools of learning which shall be as good in their fields as implements of modern industry are in theirs. If the new urge toward education as a lifelong project is to be- come general the child must develop in the school library, attitudes, habits, and knowledge of intellectual resources which will lead him to use public libra- ries and to build up his own. As the world advances the will to learn and the technic of learning are needed more and more by the masses. In proportion as the individual has or lacks the philo- sophic-scientific attitude toward knowl- edge and life, he wins in the struggle to make the most of himself. The recent fiftieth anniversary meet- ing of the American Library Association was vibrant with life and vision. There is a new dawn breaking in the library movement. Fifty years of pioneering have laid most important foundations. Earlier librarians feared to let the gen- 268 eral public handle the books. They might be stolen. Now librarians encour- age the public to handle the _ books. Open shelves are the rule. Once books could be used only in the library building. Now they may be taken home to meet reader needs. Pioneer librarians excluded the children. They might make a noise or soil the books. Now even the smallest children are invited to wash their hands and come in. Children’s departments are an im- portant feature of all well managed public libraries. Wise school adminis- trators build the school around the library as its center. Thus are children THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION Re nner ne encouraged to develop reading habits that will carry over beyond school days into the work and leisure of life. Libraries of an earlier day gave little service to rural people. The develop- ment of county libraries in charge of trained librarians is now providing an efficient unit of direct library service. Book trucks going from one rural home to another are setting an example which city libraries must eventually follow. The founding fathers of libraries worked without professional tools and as individual leaders. Today the American Library Association is one of the vital forces in the educational life of the na- December, 1926 tion. An awakening library profession js working on its problems. Library train. ing is entering a new era with the estab- lishment of graduate schools at Columbia and Chicago Universities and of under- graduate courses in state teachers colleges, The public library is an institution maintained to promote the general wel- fare and charged with responsibility to see that every citizen of the community knows about the recorded knowledge which would help him in his life and work. It is gratifying to see this instity- tion which is peculiarly American in its origin and development coming into its own.—J. E. M. Association Urges Suzzallo s Return , ‘HE NATIONAL EDUCATION ASSO- CIATION stands solidly back of the Washington State Teachers Asso- ciation and other organizations seeking the return of President Suzzallo to the presidency of the University. of Wash- ington. The National Association’s at- titude is clearly defined in a letter from President Blair to Secretary Marsh of the State Association., The letter fol- lows: The National Education Association with 150,000 members from every state and ter- ritory in the Union, representing every phase of educational work from the kindergarten to the university, has for its main objective the improvement in equipment, organization and instruction of schools and school systems throughout the nation. It approves and aids every forward educational movement. It opposes every reactionary or political move- ment which would impair or obstruct the cause of general education. It is in line with this general policy that the National Education Association has become gravely concerned over the removal of Dr. Henry Suzzallo from the presidency of the Univer- sity of Washington. While acknowledging and respecting the right of the legally constituted authorities in district and state to remove for just cause the heads of systems of schools or institutions of learning, it cannot look upon any such removal as just unless it is clearly shown to be for the best interests of such system or institution, and not for the satisfaction of personal or political ambitions or animosities of the removing officers. After a somewhat careful survey of the acts leading up to and culiminating in the removal of President Suzzallo (including correspondence with Governor Hartley) the conclusion cannot be avoided that this re- moval was inspired by partisan politics for personal political ends, rather than for the good of the university. Having reached such a conclusion, the National Education Association cannot sit by and see one of its honored members, an out- standing leader of education throughout the country, President Henry Suzzallo, made the victim of political intrigue and the growth of a great state university obstructed. Therefore, after consulting with the mem- bers of the Executive Committee, the officers, and many members of the Association, I officially protest against the summary and unwarranted action of Governor Hartley’s personally selected trustees and hereby offer our services to your Association and to all other organizations within the state of Washington which are working to save that state and the nation from an educational calamity and to return Dr. Suzzallo to the presidency of the university. Let me know in what way we can act most effectively. This action is in line with that taken two years ago when a similar situation developed in the University of Kansas. The National Education Association and other organizations at that time pro- tested the dismissal of President Lindley for political reasons and the people of Kansas became so thoroughly aroused that President Lindley was reinstated. In an excellent editorial the Kansas City Star points out: The real trouble in Washington, as it was in Kansas when Governor Davis’ board of regents demanded resignation of Chancellor Lindley, has been politics. . . . It will be a fortunate condition if, out of the trouble that has developed in Washington, there comes a system, similar to that adopted fol- lowing the trouble in Kansas, by which the possibility of political interference with the affairs of the state institutions will be re- duced to a minimum. In Kansas members of the board of regents still are appointed by the governor, but appointments are sub- ject to confirmation by the state senate and the terms of regents are so arranged that it is difficult for amy governor to control the board. Many other newspapers and maga- zines have been quick to sense the real issue in Washington state. Collier’s, the National Weekly, comments: Education is opportunity. That is the rea- son American colleges are bulging with stu- dents. All told, nearly three quarters of a million young men and young women are in college. . The colleges and universities have done well by us. Without them no modern business and no profession, least of all agriculture, could be successfully carried on. If the universities and colleges are to do the best for the students, as well as for the public, teachers must be men and women of vigor, courage, and independence. Cowards are not good educators. For this reason, the recent arbitrary dis- missal of President Henry Suzzallo by the regents of the University of Washington is an outrage. While working for the government during the war, Sazzallo incurred the hostility of a Washington lumberman, who is now gov- ernor of the state. A _ politician fed his grudge and the students of the University of Washington suddenly find themselves without a leader. Ways must be found to safeguard state schools against the menace of unscrupulous politicians. The dismissal of President Suzzallo is un- fair to public educatign and to the men and women whose future is put in jeopardy. Cases like these in Kansas and Wash- ington involve the integrity of the entire teaching profession. ‘The schools are for the children and belong to all the people. To let partisan or selfish personal con- siderations enter into school management is to weaken the status of all teachers. Tenure in return for faithful service is the only foundation upon which the teaching profession can be built. In their battle for that principle the people of Washington will have the support of educational workers everywhere. The Art Museum and the School HE SCHOOL which has access to a good art museum is peculiarly for- tunate, for it has a means of direct contact with the records of human artistry and is not dependent upon sec- ond-hand information. Libraries, in- deed, preserve the same records. But since they are in literary form, they prove a far more difficult problem for the un- trained mind of childhood to decipher. Experience with the written word is once removed from life itself and can- not prove an adequate substitute for ex- perience through sight and touch, though it must often be utilized as a supple- ment to it. Museums vitalize the knowl- edge gained from books by kindling one’s emotional interest. It is by way of our emotions that we get our most intense experiences ; our imaginations are stirred and liberated and the past lives again in the present. Valuable and necessary as history is, the art teacher should take his pupils to the museum not merely to recreate the past. He should also attempt to stir in them a desire to study and enjoy the beauty created by various peoples in the long path of man’s growth, to learn the endless ways through which artists and craftsmen have approached the same problems, and to note the successive variations of the same form in the pro- cession of time. Taste, knowledge, and appreciation grow by contemplation of the best. For most of us today, unfortunately, the best Bette Boas Horace Mann School, New York City is to be found only in the great museum collections. Much, perhaps all, of the pupils’ enjoyment will depend upon how — INTEREST in French art was created in the ninth-grade child who made this drawing of a Louis XV chair during a visit to an American museum. the museum is approached. Will they look forward eagerly to visiting it, or feel it simply as an added stupid task? Satiety, boredom, dislike will not be the fruits if the pupils are taught to use what the museum offers in an intelligent manner. One knows only too well the ‘ footsore, irritable pilgrim who “does” the museum, returning from it muddled in mind and weary in body. Our great museums are so complex, have so many resources; that they sometimes fail by their very advantages to bring about the best results and cause only confusion of mind unless the student is prepared ade- quately to utilize them. No longer does the reader in a great city library think of browsing aimlessly when he is in search of definite information, delightful as the prospect might be in a home library. So, in a museum, one studies one period, one problem, and comes away with a few clear impressions, rather than with the bewilderment that is caused by wildly rushing about in an effort to absorb everything. In view of these observations an illustration of how school children may visit museums profitably may not come amiss. A fifth grade, for instance, visited the Egyptian rooms at the Metropolitan recently to study something of Egyptian design. On their first visit they simply made drawings of the lotus in as many different forms as they could find. On a second they studied animals in sculp- ture and painting and were told espe- cially to notice the simplicity and power of line. The subject might just as well have been color, or hieroglyphics, or costume decoration, or anything else that the class happened to be interested in. But concentration on a particular type of work is essential if any definite im- USEUMS give reality to the knowledge children get from books. The fourth-grade children who sketched the Greek plates and vase illustrated could see and touch the art objects of an ancient civilization preserved for them in a museum. [269] a eiiemend ; / = Mf ae Ns tN « - nto wits EI OT ce RAR eT LE TTI SY PELL ON aN A A NSTC EME «+ em anc a CRE iy NN = Se | ee | ee ec: Raa ~ 270 Tue JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION December, 1926 pression is to be gained. A forty-five minute period seems a long enough visit for most classes, always provided that the time is used in sketching and writing down observations. A series of questions given beforehand to be answered on paper has always proved stimulating in the writer’s ex- perience, particularly with large groups. It will also turn out to be more educa- tive, in that each individual must find out things for himself if he answers the questions honestly. For example, a ninth grade, when studying home decoration, was sent to report on the American wing of the Metropolitan. They were asked to notice particularly the kinds of wood used, the types of workmanship, and the style of furniture on each floor, and, so far as they were able, to account for the difference discovered. Why, for instance, were more textiles used in the late eighteenth century than in the seventeenth? What change in the kind of textiles was noticed? What room was most enjoyed? A second visit was made to the Eng- lish rooms. Here the pupils compared the early American furniture with the English and tried to see the difference in the designs of the oak, walnut, and mahogany periods. This led, naturally enough, to the cabinet makers who had produced the furniture, and reports were made upon them in class by volunteers. Now there is obviously nothing in all this that could not have been gained through reading except the living inter- est created by observation of the objects themselves. A museum has the same relation to a history of art or a book on art appreciation as a human being has to a textbook in psychology. Some educators have felt that the lower elementary grades should not visit museums. This seems hardly to be borne out by the writer’s experience. She has seen a second grade, studying the In- dians, given a new lease of enthusiasm by its visit to the American Indian Museum. The children looked intently at the basketry and pottery for symbols of which they had read and were full of admiration for the large painted skins and grotesque masks. They made crude drawings which were later hung on the walls of their classrooms for reference. From this visit much work resulted: masks, drums, Indian villages, and cos- tumes. No amount of reading would have so stimulated this group. In fact their reading took on reality after they had seen its subjectmatter, so to speak, in the flesh. Again, in the teaching of color, how few schools can afford to own a sufficient number and variety of illustrations? The colored papers and dyed cloths familiar to all serve admirably the pur- pose of teaching theory. So do colored magazine illustrations and _ reproduc- tions of great paintings. But to know The Art of Seeing 6 ie: PAINTER will produce pictures of little merit if he takes the works of others as his standard; but if he will apply himself to learn from the objects of nature he will produce good results. This we see was the case with the painters who came after the time of the Romans, for they con- tinually imitated each other, and from age to age their art steadily declined. After these came Giotto, the i 1oren- tine, and he—reared in mountain soli- tudes, inhabited only by goats and such like beasts—turning straight from nature to his art, began to draw on the rocks the movements of the goats which he was tending, and so began to draw the figures of all the animals which were to be found in the country in such a way that after much study he not only surpassed the masters of his own time but all those of many preceding centuries. After him art again declined, because all were imitating paintings already done; and so for centuries it continued to decline until such time as Tommaso the Florentine, nicknamed Masaccio, showed by the perfection of his work how those who took as their standard anything other than nature, the su- preme guide of all the masters; were wearying themselves in vain. Sim- ilarly I would say as to these mathe- matical subjects, that those who study only the authorities and not the works of nature are in art the grandsons and not the sons of nature, which is the supreme guide of the good authorities. Mark the supreme folly of those who censure such as learn from nature, leaving uncensured the author- ities who were the disciples of this same nature!—Leonardo da Vinci. the supreme accomplishments of man in color, the stained glass of the thirteenth century, Chinese and Persian pottery and textiles, Venetian and Dutch paint- ing, where can these be found except in the public collections? How better show beauty of tone than in Chinese painting, or the brilliance of pure color than in choice examples of peasant em- broideries? Color cannot be talked about; it is not a literary experience; it must be seen. The material for seeing it in a museum is abundant and varied. Even after a very limited acquaintance with color one’s sensitiveness to jts quality increases, so that a young gir] who comes into class thinking pale blue the most beautiful of all hues, learns to see a deeper beauty in the subtle values of red in a Peruvian pot and will exult in the brilliant contrasts of a Russian textile, contrasts which would have been a moral shock to her earlier in the course. Shop windows, costumes, stage sets, take on a new interest. Color in the present day is used s0 much more freely and daringly than in the Age of Brown, happily just past, that we must train children to use it freely and intelligently. All little chil- dren seem born with the gift of using color in a vital and indeed dramatic manner. It is a distinct loss if this talent is not expanded and trained and stil] kept unafraid. To teach color theory js one thing, but to relate it to life js another and more difficult thing. The modern museum in its treatment of walls and cases, in its arrangement of collections, thinks of color constantly, so that we are rapidly leaving the banalities of tans and greys far behind us. The museum finally is not only a great study hall, an evocation of the past, but is essentially a collection of beautiful objects. It is to be enjoyed and admired and loved. This may turn out to be its greatest usefulness. The boy of twelve who came weekly from his slum to look at the Ryders in the Metropolitan and the little girl whose chief pleasure was the beautiful Persian rooms, gained something in their lives akin to a love of music and fine litera- ture, pleasure in the contemplation of the beautiful. : ee PEOPLE of this country are be- ginning to realize that there is real pleasure and spiritual profit in the en- joyment of impressive architecture and sculpture in our streets, in colorful and rhythmic paintings that decorate public buildings or are housed in the municipal museums, in harmonious and _ restful home furnishings and clothes, in good music and well-staged drama. The museum of art is especially fitted to furnish the means and opportunity for cultivating these artistic instincts. The museum of today is neither a storage warehouse nor merely a collection of ob- jects. It is a service plant to furnish pleasure to the public and such special aid and information as may be desired by artists, manufacturers, and others.— Florence N. Levy. -— —= Oo 7 be a i ee ed oe ee ee | OE SS Oe CU elti“‘ia“ SE TK I _—LSS-sn/SsstSttSS. Improving Spelling Through Research OW MANY WORDS AND WHAT H WORDS SHOULD CHILDREN BE TAUGHT TO SPELL? “Learn the dictionary” was the objective form- erly set for the child. Now research has shown us that the average person has little need for the entire 450,000 words and phrases in the English language. In fact one investigation shows that only 3500 different words account for over 90 percent of the running words in the cor- respondence of adults. The spelling lists in old texts contained many words of infrequent use and unusual difficulty. Today educators and laymen are largely in agreement that educational practise and daily living must not be divorced. There is no longer any basis for teach- ing a particular word merely because it is dificult. Economy of time and effort in teaching demand a vitalized spelling list, consisting of words commonly used in the writing of children and adults. What words are most frequently used in writing done in school? To determine what words, grade by grade, children use in their written work, and what words therefore they need to know how to spell in their own writing, several studies have been made. The number of children’s themes analyzed in each study ranged from 180 to 75,000. The differ- ent words used in each theme have been listed, together with the number of times each occurred. Among the lists of words compiled from children’s themes there is not complete agreement, because the studies to date have been too limited. These studies are reported in the year- books included in the bibliography on the next page. -— { ELEEMOS YNARY| (ELe-v-€-m) en TEACHING SPELLING in 1900 What words do children most fre- quently misspell? The teachers of Odgen have answered this by a study which shows that of the 68 words most fre- quently misspelled by third grade pupils in Ogden, the first ten are: About, half, AMOUNT OF SCHOOL TIME DEVOTED ” SPELLING Minutes por week Grod devoted o spelling” I Based, on data in Table 48. pis. Pred C. » Staaias on Lamatiratet Aewacch , Ste ee Presree Gateae thats sohocs. Si ABOVE CHART answers the ques- tion, How much time should be al- lotted to the teaching of spelling, in terms of currert practise. It shows the average number of minutes and the percent of all school time devoted to spelling in each of the eight grades in 49 large cities. Like all statements of average current practise it is not necessarily the best practise for a par- ticular school. than, buy, very, when, could, charge, may be, doesn’t. To discover what should be the con- tent of a highschool spelling course, one investigator listed the misspelled words found during a school year in all the TEACHING SPELLING IN 1926 [ GEORGE ,CAN YOU CONQUER | THESE TOMORROW ? wo COMMITTEE } THEIR THEREFORE }% PRINCIPAL PLEASANT _| written work, including notebooks, of a highschool of 120 pupils. He found that sixteen percent of the errors made were confined to twenty-eight words which were misspelled ten or more times. Over a period of seven years, the words misspelled by 2414 candidates for the College Board Entrance Examina- tion in English were compiled. ‘These ten words made up more than six per- cent of all errors: too, its, believe, to- gether, their, principal, committee, there- fore, separate, pleasant. W hat words are most frequently used by adults in business and social corre- spondence? A minimum list of such words are available as the result of ex- tensive and reliable research. Every word has been tallied as to frequency of occurrence in thousands of personal let- ters from every state in the union, in letters of twenty-six different types of business, in communications to news- papers and magazines, in committee re- ports, in minutes and resolutions, in par- ents’ excuses to teachers, in extensive samplings of the letters of eight noted English writers and eight noted Ameri- can writers, in the correspondence of a single individual over a period of eight years, and in letters of application and recommendation. Months of time were spent and over 5,100,000 words tallied; 38,162 different forms were found ex- clusive of proper nouns. In selecting from these the 10,000 words which oc- curred most frequently, account was taken not only of the total number of times a word was used but also the num- ber of different types of writing in which it was found. Of all words, ‘“‘the’” is *) ia ee? / ‘ a ee ee en RE EO ee ee ee eee ee ee ee if i a a } | the word most frequently used; and the second most frequent is “and.” This study, directed by Ernest Horn, Uni- versity of lowa, brings together the findings of all investigations made up to the year 1923 and eight extensive new studies. The first 3009 words of this 10,000 word list are published in the Fourth Yearbook of the Department of Superintendence of the National Educa- tion Association. Is frequency of use the only basis for selecting words for children to spell? In determining the importance of a word for spelling purposes, difficulty in spell- ing is a second factor to be considered. Ten thousand words selected on the basis of difficulty would be very different from those selected on basis of frequency of use. To illustrate, Horn points out that the word action is found about ten times as often as the word accommodate. But action is misspelled by only one eighth grade student in a hundred, while accommodate is misspelled by sixty-one eighth grade students in a hundred. Taking both use and difficulty into ac- count, accommodate is more than five times as likely to be misspelled as is action. Data have been obtained as to the spelling difficulty of each of the 10,- 000 words most commonly used in writ- ing. What words may a child most profit- ably be taught to spell in each grade? According to Horn and Ashbaugh these six factors should be taken into con- sideration in grading spelling lists: 1. Frequency with which the word is used in writing done in life outside the school. 2. Frequency with which the word is found in reading done outside the school. 3. Occurrence of the word in the spoken vocabulary of the child. 4. Occurrence of the word in the com- positions written by the children in each grade. 5. Usefulness of the word in reading done in each grade. : 6. Difficulty which children find in spelling the word correctly in each grade. What are the major aims in teaching spelling? According to the judgment of the Spelling Committee of the 1926 Yearbook of the Department of Super- intendence, the teaching of spelling should aim: 1. To make automatic the accepted se- quence of letters in words most commonly needed for expression of thought in writ- ing. 2. To develop the meaning and use of words to be spelled. 3. To develop what is termed a “spelling consciousness,” that is, the ability to recog- 272 THE JOURNAL OF THE NATIONAL EpucaAtTion ASSOCIATION nize almost instantly the correct and incor- rect spelling of words. 4. To develop a “spelling conscience.” This “spelling conscience” may be referred to as an ardent desire to spell correctly. 5. To develop a technic for the study of spelling. This technic involves the applica- tion of an effective method of learning how to attack and master the sequence of letters in the given word, the method of diagnosing sources of errors in the spelling of specific words, the knowledge of how to use the dic- | Four References on Re- search in Spelling € Research in Constructing the Ele- mentary School Curriculum. Third Yearbook, Department of Superintend- ence, National Education Association, 1925, Chapter IV. The Nation at Work on the Public | School Curriculum. Fourth Yearbook, Department of Superintendence, Na- tional Education Association, 1926, Chapter VI. Keeping Pace with the Advancing | Curriculum. Vol. Ill, Nos. 4 and 5, | Research Bulletin, National Education Association, 1926. pp. 138-141. Eighteenth Yearbook, National Society for the Study of Education, Part II, Chapter III. Bloomington, | Illinois. Public School Publishing Company, 1922. tionary in finding the pronunciation, mean- ing, and correct spelling of unfamiliar words, and the knowledge of what to do when in doubt concerning the spelling of a word. W hat are some of the accepted princi- ples of method in teaching spelling? In the opinion of Horn, there are five factors on which scientific evidence is clear. He expresses these in the follow- ing rules: 1. Test all words before teaching. This makes it possible for each pupil to work on words which he has missed. The only practicable way of obtaining reliable in- formation relative to the difficulty of a word for a particular child is the use of a pre- liminary test. 2. Let each child work only on the words difficult for him and provide him with a defi- nite method of learning them. 3. Provide for rigorous reviews. 4. Show the pupil his progress, daily, weekly, monthly, and yearly. 5. Keep up interest. The old way and the new. Very dif- ferent from the above suggestions are the spelling rules set forth in The A meri- can Spelling Book written by Noah Webster in 1803, which for a while was the principal elementary textbook in the United States. One wonders how com- December, 1926 es pletely our great grandfathers were “motivated” to study spelling after first memorizing this definition which ap- peared on page one of the Webster Speller: Language, in its more limited sense, js the expression of ideas by articulate sounds, In a more general sense, the word denotes all sounds by which animals express their feelings, in such a manner as to be under- stood by their own species. Having learned this definition, these were among the words grandfather studied : ca lum ni ate e phem er an thy com pen di ous ux 0 ri ous con cu pis cence op pro bri ous sa lu bri ous ter ra que ous How shall a pupil study spelling? Further research is needed to prove com- pletely which method is the best. At the present time pupils are frequently given these six directions: 1. Look at the word carefully as you pro- nounce it. 2. If the word has more than one syllable, pronounce each syllable very distinctly, look- ing at each while you do so. 3. Think what the word means. 4. Look away from the page. Try to pic- ture to yourself the looks of the word. Spell it as you recall it. If the picture is not per- fectly clear, look again. Spell it again. 5. Write the word on a piece of paper. Compare it with the word in the book. If it is incorrect begin againrat (1). 6. Make a graph for each day’s work to show how you are progressing in spelling. What are certain of the questionable or unjustifiable practices of spelling teaching? Among those listed by Breed in his Hints for Supervisors of Spelling are these: 1. Teaching from a list of words or a group of sentences placed on the board be- fore the recitation starts, rather than from words written in the pupils’ presence. 2. Neglecting to focus the attention of the pupils on points of special difficulty in words. 3. Neglecting to syllabify long and diffi- cult words. 4. Substituting other modes of practice for the most important kind, namely, practice in writing the words. Suggested problems for research by classroom teachers. Additional and in- tensive investigations are needed as to: 1. Causes of misspelling and the relative frequency of each. 2. Relative efficiency of different methods of teaching spelling. 3. Vocabularies of letters of children of different ages. 4. Vocabularies of speaking —Margaret M. Alltucker. ai ee i ll ie le —a— © 2 &@ er asa & @B @ ante, a ae leaching Respect for Property T'S MINES MAMMA!” cried the little girl, eagerly, as she seized a pretty article belonging to her mother. The mother smiled but said nothing. “It’s mine’s, Mamma,” repeated the child. Still the mother smiled and said nothing. “Is it yours; Mamma?” the child now said. “Yes, it’s mine,” said the mother. “ ‘Scuse me for say it’s mine’s, Mamma,” said the child with an answering smile, and released her grasp. Thus, but in a thousand varied forms, does the “in- stinct” of possession get adjusted to the social structure of property. A boy of fourteen had lost several fountain pens at school, two of which had borne his name engraved upon the barrel of the pen. While “grouching” in a most pardonable fashion over the latest loss he exclaimed: “I could get a pen easy enough, if I didn’t belong to the family I belong to!” To these two factual cases one can add many other types of early contact with the social institution of property. For example, a child picks up a purse on the street or in the schoolhouse. It has a little money in it, just enough, let us suppose, to mean much to a child and not very much to an adult. ‘The possible sequences branch out in a fan of diverg- ent forms; the child may pocket the purse and keep both the cash and the fact to himself; he may bring it home and tell the family circle about it; then the family reacts to it in some one of many ways, and action flows from the family’s group morale. To these cases where the child is the principal actor must be added the host of cases where he is primarily onlooker ; father, mother, older brothers and sisters, acquaintances, are the central figures in incident after incident in which the ethics of property are involved. The child looks on, listens, usually in silence ; his moral world is being built, or rather is growing as a living thing within him; these experiences, or, more truly, his re- sponses to the experiences, are the essen- tial steps in his moral development. From these simple experiences we look out jnto an endless vista of widening life, in the home first, then in the school, then in general social contacts, and then into the very battle-ground of property morals, the economic world—work and Epwarp O. Sisson Reed Colleze, Portiand, Oregon wages, self-support and family support, business, the accumulation of one’s “estate’—wealth or poverty, and one’s success or failure as commonly estimated by the dollar yardstick of “what he is worth.” From first to last education has its part to play. Parent, teacher, friend, business associate, all are potential edu- cators, moral or immoral. Anything like “mere talk’’ is as useless here as else- where in education for conduct and character; the situation brings the op- portunity, and no less the crisis; when it arrives, then “a word fitly spoken is like apples of gold in baskets of silver.” The educator is on eternal duty, watching, planning, studying, with much silence and refraining, but acting promptly when the season arrives. As a concise description of the edu- cator’s task in this field there is perhaps nothing better than Herbart’s too-little- known definition: “To bring it to pass that the educand shall discover himself as choosing the good and rejecting the evil, this or noth- ing is moral education.” Like every educative task, this has two cardinal aspects: (1) The aim and the procedure; (2) what we are trying to achieve, and how we are going to achieve it. We must ask ourselves what is right with respect to property; in other words, [273] we must face up to the ethics of the economic life. This is so formidable a question that we teachers shrink from it; it is the bone of bitter contention in the world of action. Out of it flow per- sonal, social, political, and international conflicts. The opinions and practise of people in general range all the way from the sublime altruism of Jesus to the most heartless cynicism and selfishness. “To teach the little child unqualifiedly the property ethics of the Sermon on the Mount and send him out into the exist- ing social order is an infinitely bold or else an infinitely foolish policy. By which I mean to express the profoundest respect for the Sermon on the Mount as supreme moral truth, but at the same time to recommend that advice, also from Jesus, to be wise as serpents as well as harmless as doves. On all phases of moral education it is immense good fortune that the deep early impressions are made in the most ethical of all social units—the family. Nowhere else in the whole world of hu- man life is there so much unselfishness, so truly social a moral order; nowhere else do human beings act so generally for the good of all, so largely find their own fullest joy in the welfare and happiness of the group. Our second case is a broad hint of both the process and the potential re- sults of family life. The process is mainly the silent but pervasive influence of the social environment. The boy just naturally knew that he could not bring home a fountain pen that had been lost by one of his fellow-pupils; in the irrita- tion of the moment he used words that almost seemed to blame his “family,” but as a matter of fact he was himself soundly moralized on the point at issue. The plain inference from all this is the supreme function of a moral en- vironment in moral education. This is the sine qua non. Without it the very beginnings are impossible. Thus the giant central task of moral education is the moralization of the social order as a whole. For at best the home can make only the beginning: many a child is de- moralized when he is plunged into the rougher currents in which adults have to live. Parents must be awakened to their original jurisdiction, not merely e : i ni macht ie se ina ae SHORE 274 for the moral development of their own children, but also for the very basis of moral life in their country and the great world. They must be aided to see that every phase of the family order, every decision and action of their own on a moral question, the whole trend and spirit of their lives, go to mold and fix the characters of their children, and so of the community in which the children are living now and shall live as adults. What of the school, with which we are peculiarly concerned? First, ‘the school is the second home of the child, and its first duty is to carry forward the fine elementary moral culture of the home, in mutual respect for each other’s clearly defined property rights, and in the protection and proper utilization of the common property of the school com- munity—the school buildings, grounds, equipment. ‘This is all fairly simple, and is largely achieved. The second duty of the school is not so simple nor so easy, and not yet so clearly conceived: it is the development of ethical intelligence with respect to property. This goes on even in early years, but it becomes prominent in the more mature periods; it heads up in the study of economics and politics in upper elementary school, highschool, and col- lege. Here the task is to shed light upon the basic habits which the child has formed in his earliest years. This is the place where the school has original juris- diction ; and one of the most encouraging signs in the educational world today is that the school is awaking to its responsi- THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION bility, as indicated by the advance of social studies in the curriculum. For property is not a simple matter, even in a simple social order, and it is a complex and ominous one in the world of today. It is the business of the school, as soon as the educand has ma- turity and experience enough, to lead him into the study of these questions. He should know something of the social origin of property as an institution, and something of the way in which indi- viduals acquire right to their property ; in particular he should see clearly that in morals possession is not “nine points,” even though it may be in law. He should see the hard and inexorable fact that after all society and not any indi- vidual possesses and exercises eminent domain over all property, as is mani- fested in the power of taxation, or even, in time of emergency, confiscation. He should be led to look closely at the so- called sacredness of property and per- ceive the deep truth in the phrase and also its sharp limitations. He should see that property is one of the instrumen- talities by which mankind is enriching and enlarging its life; and that the in- strument merits our support only so far as it ministers to human life as a whole. It is doubtful if the school in its higher levels has any greater opportunity than this to serve its day and generation and to contribute to service to the prog- ress of the race. For the world of action is engaged in a crucial struggle to solve these problems of the bearing of prop- erty on the life and happiness of man. December, 1926 E, TEACHERS, stand as long ago in Judea the disciples of Jesus stood, with a little child in our midst. The presence of that child turns us in eager humility toward our work. How can we help to develop in him the best that is in himself? We are in honor bound to see ahead for children, to forestall some of the dif- ficulties of their route, and to give them the best chances for helpful happiness, We know in our own experience that insofar as we have acquired the momen- tum of loyalty, of courage, of persever- ance, of sympathy, of truthfulness, our feet move more swiftly. We are less entangled in vacillation, laziness, sophis- try, and fear. We want to give good gifts unto our children, and therefore we want to help them to gain virtue, which is power, and wisdom, which maketh all things new. ‘They must learn to see the invisible ideal, and, following it, to en- dure hardship gladly. No one can teach ethics who is not anchored to faith, and everyone who has strong faith has cause to be full of zeal and of rejoicing. ‘Therefore her classes can abound in animation and in confi- dence. A good laugh is often far more effective in moral training than a bad scolding. We teachers are sowing seed. It is seed so precious that even if much is blown in the wind, or falls on what seem to our dim eyes but rocky places, yet if but one seed germinates, we can glorify God.—Ella Lyman Cabot in Ethics for Teachers. | ‘OKLA MD PUBLIG SCHOOLS?! BUILDING CHARACTER THROUGH ACTIVITIES | a es 2 A _ i | — —_—- ~~ — -> How lo Make Good Spellers OW TO MAKE poor spellers into H good spellers has been one of the knottiest problems educators have had to wrestle. School officers and teachers have racked their brains to un- cover a method simple enough for uni- versal application by which pupils might be persuaded to familiarize themselves once for all with words. J. R. Barton, city superintendent of the Oklahoma City schools, believes he has found the way. In cooperation with the Oklahoma City Times, a plan was perfected to combine an old idea and a new method. The spelling bee, the principal form of Friday afternoon en- tertainment in the log schoolhouse, was summoned from its dusty corner to be joined with the widespread interest created in the columns of a city news- paper, and the two marched to surpris- ing success. For many weeks the columns of the Oklahoma City Times carried news stories and word lists. Practical hints for studying spelling were published periodically, parents were interested, and the school children finally became en- grossed in perfecting themselves. What was the result? A survey at the conclu- sion of the contest revealed that fhe average spelling ability of each of the 10,889 city school children participating in the 1926 bees was 89.2 percent. This is 12.5 percent greater as a spelling aver- age than the national norm, according to the scale of words used in the contests. National norms of the spelling ability of children taking tests on words from Buckingham’s Extension of the Ayres Spelling Scale, the most widely known spelling scale used in the United States, show the following percents spelled correctly by grades as the average achievement of pupils of the United States: Second grade, 79 percent correct Third grade, 79 percent correct Fourth grade, 79 percent correct Fifth grade, 79 percent correct Sixth grade, 73 percent correct. “Out in Oklahoma,” where a news- paper attempted to do something for the children of Oklahoma City beside fur- nish them entertainment in the ‘“fun- WALTER M. Harrison Managing Editor, Oklahoma City Times nies,’ the spelling average of the win- ning grades in the city-wide Times Spell- ing Bee are: Second grade, 99.7 percent correct Third grade, 99.7 percent correct Fourth grade, 98.6 percent correct Fifth grade, 99.8 percent correct Sixth grade, 99.9 percent correct. T IS THE SCHOOL, as the creative ex- pression of the aim of the com- munity, which will some day give a new nucleus to the aimless sprawl of our present agglomerations of streets and houses, the school in the small town, the university in the great one. In the coming cities of America and the reconstructed world, schools and universities may presently tower over the towns as the cathedrals do over the older cities of Europe, and as the pyramids and colossal statue of the god Pharaoh towered over the towns of ancient Egypt. The university and its associated schools should be the loveliest 4nd greatest mass of archi- tecture in every great town. The common school should be the center and pride of every village. And such a school shold not be thought of as merely preparing children for a way of living already defined and settled; it should be thought of as giving a direction to the whole life of the people.—H. G. Wells. How was it done? Normal spelling averages were raised to this high stand- ard by school officials and the Spelling Bee Editor planning the contest along pedagogical lines. By conducting the contest by rules de- cided upon by school officials and news- paper representatives it was found “that the intense interest and vigorous appli- cation during the month of study for the Spelling Bee affected the results more than would doubling the present length of recitation period with its attendant in- creased cost.” This is the statement of Superintend- ent Barton who places a tremendous financial value on the results of such a contest : Spelling receives 15 minutes daily out of a total of 345 minutes daily net recitation time, or one twenty-third of the total time allotment. The United States spends nearly [275] two billion dollars annually for education. The service that increases by 12.5 percent the returns from that part of the two billion used for spelling instruction can be seen to be of enormous financial value. Then there is the acquisition of proper habits of study, concentration and thoroughness which will transfer itself to all school activities. If the children only knew it, they are not work- ing for the cash prizes in such a contest, but for character traits—accuracy, neatness, good writing, fairness in competition, etc. Every child needs to succeed at something every day. The habit of success is one of the most valuable lessons he can learn. This byproduct of the spelling campaign is likely to be underestimated. The stimulus and encouragement that comes to the pupils from the consciousness of succeeding in a record-breaking way results in unmixed benefit. And each child did benefit by the fourth annual Times Spelling Bee in Oklahoma City for each studied and studied for the contest and then each had a part in the “final” contest. Individ- uals who were already good spellers were not coached to be made better spellers. The child who needed it most received the benefits of this contest. Each realized his score would win or lose for his grade. The incentive to study spelling conscientiously was tripled. The procedure for the 1926 Times spelling campaign to include all city grade students, where heretofore, it had been wrong pedagogically by hunting out the best individual speller in the city, is briefly as follows: Rules for the contest were announced in the school bulletins and in the Times. The Ayres list was divided into groups of words for all grades and these lists were published so that students could have personal copies for study. ‘There were approximately 225 words on each grade list. All grades were given four weeks’ time to learn the words for their grade. Then at the end of this time, uniform word lists for each grade composed of fifty words selected from the list studied by each grade were sent to all schools on the same day. Uniform instructions and rules were sent at this time. The contest was arranged so that principals exchanged schools to super- : i s a ) j RA SET OE, ll le ee BAY ae - 276 vise the Spelling Bee final tests. Teach- ers exchanged rooms to give out the test words. The test began at three o’clock. All students in a grade were required to take the test. Uniform test paper was furnished, and uniform score sheets for teachers and principals were sent to all schools and teachers exchanged papers for grading. The arithmetic mean method of grad- ing papers was employed. ‘This is done by finding the number of words spelled correctly by each student in a grade, de- termining the total number of words spelled correctly by all students in a grade and dividing this number by the total number taking the test. A school score is found by dividing the total num- ber of words spelled correctly by all students in the school by the total num- ber of students who took the test. All test papers and teachers’ and principals’ score sheets were’ collected by representatives of the Times, brought to the newspaper office, and papers and scores were rechecked. Here scores were compared by schools and by grades to determine high score prize winners. Whittier school, winner of the $100 sweepstake prize, with an enrolment of 284 pupils, had a spelling average of THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 98.6 percent for each student. They spelled 14,104 words correctly out of a possible 14,200. Second place was won by two schools with an average of 97.1 percent each for all grades. The $50 prize was divided between Lee school, enrolment, 650, and Hawthorne, enrol- ment, 243. Lincoln school won third prize of $25 with an average of 96.7 percent for its 504 pupils. Of the thirty-five Oklahoma City ele- mentary schools with an enrolment of 10,889 students in the contest, only three had spelling averages below 80 percent for the entire school. After these winners were announced, the scoring was so close that all felt they had really “won” in the contest. Every elementary school child in the city par- ticipated. Entire schools rather than in- dividual children competed against each other for the prizes offered for the high- est school scores in the Spelling Bee. Then each second grade competed against all second grades for the highest second grade spelling score, and likewise with the third, fourth, fifth, and sixth grades. Teachers used the contest conducted by the newspaper merely as an oppor- tunity to “cash in” on thé motivation December, 1926 —_—_———_ offered for teaching daily spelling les- sons. When the winners met at a big Spell- ing Bee party it seemed that the entire school population had turned out to see the awarding of the grand prizes, special banners, ribbons, and small cash prizes, It was a rousing celebration, the result of a “Better Spelling” campaign ip Oklahoma City but it sounded more like an enthusiastic mob at a football game, Next year, the contest will be begun earlier in the year in Oklahoma City so that all junior and senior high school students may compete against each other in a contest similar to the one conducted for lower grade pupils. Best grades of spellers will be determined in the seventh, eighth, ninth, tench, eleventh, and twelfth grades. It is estimated that spelling as a regu- lar curricular subject ends for 97 per- cent of all public-school pupils when they enter junior and senior highschools with elective courses of study. They will not “elect” spelling because it is not “fun.” But 10,889 Oklahoma City boys and girls proclair: spelling one of the most interesting subjects they study, due to the interest aroused by newspaper “Bees.” Underwood & Underwood RESIDENT COOLIDGE is here shown receiving the champion spellers of the country at the White House. Frank Neuhauser of Louisville, Kentucky, winner of the National Spelling Bee in 1925, and Pauline Bell of Clarkson, Kentucky, thirteen-year-old winner in 1926, are shown at the left of President Coolidge. Music As An Avocation Ho.iis DANN Director, Department of Music Education, New York University E ARE TOLD by those who are supposed to know that the daily program for mankind should be eight hours of work, eight hours of play, and eight hours of sleep. Most of us make radical changes in this program, prescribing more work and less play. Individuals may alter the proportions materially without harmful results, but it is pretty well established that all work and no play eventually brings disaster. Whatever the nature of the work, all agree that some sort of diversion is a necessity. Today, to a greater degree than ever before, men and women are in need of suitable avocations and the capacity to enjoy them. ‘The high tension and ter- rific strain of modern business and pro- fessional life make infinitely greater the need of attractive and wholesome di- versions. The problem of employment of lei- sure time is particularly serious for the millions of industrial workers. In this age of automatic machinery and ex- treme subdivision of labor, men and women are simply cogs in a great ma- chine. For them there is no pride of achievement, no ambition to excel, no hope of advancement. During working hours they do not live; they only exist, selling their time in order that they may live during leisure hours. With pockets full of money these boys and girls and men and women, with home restraints weakened and with increasing hours of leisure, need above everything else the capacity properly to employ their leisure time. How human beings conduct them- selves in the absence of restraint de- pends upon their appetites, their prefer- ences for good or for evil, for the beauti- ful or for the unlovely, for the higher or for the lower levels of life. Each individual reacts to his own desires. His decisions are controlled by his feelings. He will choose the things he wants. It Should be the main business of educa- tion to lead him to want the right things. Whether he is to be a law-abiding citi- zen or a menace to society depends upon the sum total of his appetites rather than upon his reasoning power. ‘The con- trolling elements in his character are emotional and spiritual rather than in- tellectual. A significant and fundamental change is going on in the philosophy of educa- tion. Instead of stressing intellectual training only, as has been the practice, there exists a decided and growing tendency to look after the exercise, HE MUSIC LESSON. From a painting by J. A. Muenier, in the Paris Salon, 1911. growth, and health of the body and the spirit also. More and more the aim is to develop purposeful activity through the higher motives. It is scarcely necessary to say that the habits of thought and action, the ideals and preferences, which determine char- acter, are formed little by little during childhood and adolescence. Comparing the opportunity for character building offered by the twelve or sixteen years of school life, with the results attained, one marvels at the meagerness of the prod- uct. We must find ways and means to get at the heart of the boy sooner and more effectively. The motive power that impels the boy, and the man, comes from within, where the real boy lives, where dwell his loves, his ambitions, his ideals. ‘The boy does not begin to live until his emotional nature is awakened. The tendency of the schoolroom has been to stifle and repress the emotions. It is of the greatest importance that the emo- [277] tional nature shall be quickened and di- rected. ‘The boy does with all his might only what he loves to do, what some strong motive makes him do. However real progress is apparent. ‘The project method and the socialized recitation, for example, are giving impetus and motiva- tion to education because the heart has been enlisted. The greatest need is for teachers and subjects that generate mo- tive power and that appeal to the higher motives. All agree that the highest things can- not be taught. They must be caught, as it were, by contagion. Spirt grows by contact with spirit; so the greatest boon in the life of any boy is to come in touch with a great living personality—a great teacher. ‘The next greatest privilege is to be under the spell of great works, works of art, literature, and music, the embodiment of great souls. Music supplies a fundamental need of humanity, because it appeals directly to the heart, tends to soften and mellow the sensibilities, makes a direct appeal to the higher emotions, and in all ages and among all peoples has been the medium of approach to the infinite. Music, like literature and art, awakens, stimulates, and develops an appreciation of beauty. Somehow music opens the windows of the soul, mellows and softens the whole being, speaks directly to the heart, and is a medium of expression where words are inadequate. “Music begins where speech ends.” Of all avocations, music is the most comprehensive. It is a source of pleas- ure and recreation, of culture and in- spiration—so simple and direct and yet so complex and elusive that it attracts and charms the lowest as well as the highest in the scale of humanity. As a form of entertainment it never pales, never grows stale, never loses its charm. Un- like almost any other means of diversion it can be indulged in without restraint and without limitation and yet not re- sult in dissipation or harmful reaction. It stimulates, motivates, and vitalizes the whole being—body, mind, and spirit. As Charles Schwab says, “Music fills a need in life that nothing else can satisfy. It is restful and inspiring to me after the cares of a business day, and | 278 THE JOURNAL OF THE NATIONAL EpucaTIoN ASSOCIATION December, 1926 believe that men respond to its appeal in the factory as well as in the home, be- cause it helps them to forget their cares.” Someone has said “I love music because of the things it makes me forget, and be- cause of the things it makes me remem- ber.” Another places music among the necessities of life—‘“food, clothing, shelter, music.” The idea that music is a fundamental need of humanity is very old. As one of the three essentials in Greek education, music was considered indispensable. “Music is to the soul what air is to the body,” said Plato. Men in all periods of history and in all walks of life have glorified music—Moses, David, Con- fucius, Plato, Aristotle, Luther, Shakes- peare, Napoleon, Gladstone, Carnegie, Eliot, Lloyd-George, Schwab, Harding, Bok, and hosts of others. The universal use and adaptability of music makes it peculiarly fitting as an avocation. It is a vital element in the life of childhood and old age, of king and peasant, of master and slave, of Jew and Gentile. It is the emotional language of religion and atheism, of poverty and affluence, of joy and sorrow, of peace and war. It is equally at home amid splendor and magnificence and amidst the lowliest surroundings. It holds thousands spellbound where the great masterpieces are interpreted by master conductors, master players, and master singers; it is quite as welcome in the little red schoolhouse, pouring into the wondering soul of a child the im- mortal melodies of the masters and thy songs of nature, home, and country. In many nations music is the art of the people. Every child is a singing child both because of heredity and environ- ment. Music is as much a part of every- day life in Italy, for example, as eating, working, or sleeping. Music is in every home and in every life. The arias and choruses of the opera are whistled and sung by young and old, rich and poor. Every town has its opera and concert. Under such conditions music is a national avocation because every man, woman, and child has the capacity to enjoy it. Not so in our country. First from necessity, later from habit, music and art were left out of the daily life. Only during the past twenty years has music begun to take its rightful place. With the advent of music in the public schools and of the self-playing instruments in the home and school, a new musical era has dawned. The attitude of educators toward music is now all that could be asked. Its educational value is no longer ques- tioned. The attitude of the colleges toward music has radically changed, especially during the past five years. As recently as 1918 scarcely half the col- leges included music in their courses of study. In 1922 more than eight of every ten colleges and universities out of 354 reporting, allow credit for entrance or for resident work in music. At Har- vard University three quarters of the entire number of courses required for the A. B. degree may be strictly music courses. This appears to me to be ex- treme, but it is eloquent proof of the educational value placed on music by a conservative eastern university. It has been my privilege during more than thirty years to encourage thousands of elementary, secondary, and university students to make music an avocation. Recently I looked through the twenty- fifth yearbook of Cornell University, to refresh my memory concerning thousands of graduates who had been in my music classes during my thirty-three years of service. The large number who have made music an avocation is both amaz- ing and gratifying. The following illus- trates the wide diversity of musical activities chosen by these amateur musi- cians: Four mining engineers have for several years relieved their lonesomeness in a South African mining town by means of their male quartet with which they entertain selves and their friends. A former glee club leader now employed by the Standard Oil Company and stationed at Shanghai, China, organized a choral so- ciety four years ago with the membership entirely Chinese. He has to repeat the con- certs in order that the English and American colonies may attend. A sanitary engineer in the Department of Health at Harrisburg called at my office re- cently, renewing an acquaintance interrupted when he graduated from the university in 1910. He paid his way through college play- ing a church organ. As organist in one of the leading Harrisburg churches his leisure hours are largely devoted to music. The commander of the New York State Police was the best violinist in the uni- versity when he was a freshman at 18. Graduating from the medical school he be- came a successful surgeon, later accepting the task of organizing and training the them- splendid body of men which has made him Byer CHILDREN are giving joy to others and to themselves through their Glee Club. | only town to have a Glee Club composed of grade-school pupils. Lawrence, Kansas, believes it is the —_— = i ee ee ek ee, ee ee Vol. 15, No. 9 ——— famous. Through all the years his violin has been a constant joy to him and to his family and friends. In 1904 one of the most charming singers I have ever known graduated from the Col- lege of Architecture, after developing his voice and musicianship during four years in studio, college choir, and glee club. His host of admirers prophesied a brilliant ca- reer as a singer. Instead he opened an architect’s office. They do say that his many wealthy clients were attracted quite as much by the charm of his singing as by the beauty of his architectural creations. At any rate he now enjoys an exceedingly prosperous and lucrative business in Buffalo, New York. By the multitude who know him only through his singing in church and an occasional con- cert, he is admired and honored for the beauty and pathos of his singing. By his friends he is loved not only for the beauty of his singing but for the beauty and lov- ableness of his character. In my opinion he made a wise decision in making music his principal avocation rather than his profes- sion. Unless there is real genius and a pe- culiar fitness for a musical career it is the part of wisdom for musically talented young men and women first to insure for them- selves a substantial business. This man will continue to reap the results of his success as an architect long after his sing- ing days are over. Outside of business hours he is getting his full mead of enjoyment in the exercise of his musical gifts; at the same time he is giving a great deal of happiness to others. solid, There is a long list of these men and women who have found in music a delightful avocation. A summary of their many activities includes organists, pianists, accompanists, violinists and players of other orchestral instruments, choir leaders and singers, choral and orchestral conductors, and most import- ant of all, thousands of music lovers and patrons whose school training led them to find joy and satisfaction as listeners. The most significant development in musical education, however, is in the public schools. As in the university, music is now on a par with other major subjects. Just now all who are especially interested in music in the public schools are watching Pennsylvania, because it is the first state to put into operation a logical and comprehensive program for music education. The educational program of Pennsyl- vania not only accepts music as a major subject in the elementary, secondary, and collegiate curricula; it requires that music shall be regularly taught in every elementary school; makes specific musi- cal training a requirement for every ele- mentary certificate ; sets up a new stand- ard for the supervisor; offers full-unit, credited courses in the highschool, en- abling the students to major in music; provides for a vocational course and allows credit for approved outside study with private teachers. The program also specifically provides for music in every one-teacher school, thus doing justice to the hundreds of thousands of rural school children who have been allowed to grow to manhood and womanhood musically maimed, ton- ally deaf and rhythmically dumb, be- cause they happen to be born on the farm. Assuming that this program will cén- tinue to function, the next generation will see practically every school child in Pennsylvania a singing child. A singing child becomes a singing adult; a singing adult becomes a music lover and a music THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 279 patron. Then will this great common- wealth be truly musical, then Pennsyl- vania will be really and truly a singing state; then music will be “of the people, for the people, and by the people.” A world of beautiful music is within the reach of all. How much we get out of it depends upon our early education. If music is not a vital thing in your life, if its rhythmic swing stirs no correspond- ing reaction to your consciousness, if a beautiful melody ringing out from voice or instrument does not carry its message to your heart, if the ever-changing har- monies from orchestra or organ awaken no response in your soul, remember that your education, not your birthright, was at fault. In your case the God-given ca- pacity to love and appreciate the “con- cord of sweet sounds” was allowed to remain dormant and eventually to be- come atrophied. It is proposed to give all the children of this nation the opportunity that is their right—to develop their native capacity for self-expression in this uni- versal language. So doing, music will become in fact the “universal art.” This democratization of music means’ the multiplication of home, school, church, and community orchestras; a new era for the community chorus and chorus choir; the discovery and develop- ment of musical talent among all classes of people; the breaking down of racial and religious prejudices; the bringing into home, school, church, industrial, and community life a constant harmonizing influence and an element of good cheer and good fellowship. Such is the mis- sion of music as an avocation. HE ELMIRA BOYS BAND is one of the activities of the Elmira Community Service. in building into the lives of children a spirit of cooperation and helpfulness as well as artistic appreciation. Music is here playing an important part Putting Psychology to Work RALPH WALTER Director, Psychological Measurement, New Rochelle, New York HE SCIENCE of psychology within the last few years has made many contributions to the field of edu- cation. Most of the results of psycho- logical study and experimentation have been reported in such technical terminol- ogy that only teachers who have made a recent study of the subject have been able to derive much benefit from the reports. A large percent of the teach- ing profession has remained unaffected by these developments. It is the pur- pose of this article to mention a few of the principles which have received re- newed impetus as a result of psycholog- ical study, and also some applications of these principles which every teacher may employ, irrespective of the amount of his training in psychology. One of the most profitable fields of research has been the capacities and re- actions of children. The teacher cannot adjust the rate, amount, and nature of his teaching to the best advantage, until he first knows what the children are ca- pable of doing. An estimate of a child’s ability or capacity to learn may be ob- tained in several ways. Probably the most accurate single measure of a child’s ability is his school record in the past. The best teachers look up the records of children for several years back. What a child has done over a span of several years in the past is usually a fair index of what may be expected of him in the future. The use of standardized tests in dif- ferent subjects is valuable in giving an es- timate of a child’s ability within a limited range of school activities. If the tests employed are carefully graduated in difficulty, it is then possible to discover - just what the strength and the weakness of each child are in each subject. These tests may be administered by any teacher and are relatively inexpensive. A further aid to an understanding of the pupils may be obtained from tests of general mental ability whenever the results of such tests are available. Perhaps the primary value of such tests of general mental ability lies in the exposure of abilities which have not been brought to light by previous school work. A combination of all three measures of capacity, previous school grades, educa- tional tests, and mental tests, will gen- erally give an adequate understanding of each child. Upon the foundation of such knowledge, the teacher can then divide his class into ability sections and adapt the work for each group, so that the different needs of all the children may be met. Another educational principle which has been strongly reinforced by psycho- logical study is that which demands that the school work be adapted to the needs of each child. Many of the problems arising from this principle are problems of administration, but there are some ap- plications which every teacher can make in his classroom. In the first place, the objectives of classroom work must be immediate, tangible, and desired by the pupils. The ideal of education for its own sake, preparation for life work, is too intangible, the goal too far removed, to be of much interest to average school children. What incentive other than the purely artificial one of getting a good mark is there in writing an essay, when the child knows that after it has been graded it will go into the wastebasket? If there were a market for his wares, if the child knew that his product would be put to some use, there would be a reason for putting forth his best efforts. Most chil- dren will respond eagerly to the chal- lenge of a task, provided it is a real task which ‘ought to be done for its own sake, not merely as a school exercise. Not only should the school tasks be so selected as to arouse the desires of the children for their accomplishment, but the tasks should be assigned in such a way that each child will receive some degree of success, no matter how mediocre his ability may be. Success is one of the best stimulants for further effort. Failure is a very poor instrument to use as a spur. Its effects are more often disastrous than successful. The practice of failing a large number of students at the begin- ning of the year in order to make them work harder is not desirable. It is much better to begin the year’s work with easy tasks, so that each child obtains a sense of mastery and competence and then gradually increase the difficulty of the work. From the fields of pathology and [280] neurology we have received considerable insight into abnormalities ot child be- havior. From the large mass of material available certain principles may be de- duced which are worth the considera- tion of every teacher. Misbehavior (a departure from the rules of behavior established by the school and. by society, not by nature) always has some definite cause. No child is naturally bad. Delinquency is due to his misguided at- tempts to adjust himself to conditions which are beyond his control. The blustering bully is merely trying to cover up his own appreciation of his inferiority, The child who likes to create a disturb- ance is usually trying to satisfy his crav- ing for attention which is not satisfied through the ordinary channels. Some of the brightest students become discipline cases because they are so superior to the classroom work that they have to create some diversion or else die from boredom. A teacher need not be a psychiatrist in order to find the explanation of most of his problem cases. All he needs is a sym- pathetic attitude and a willingness to search for possible causes of misbehavior in pupils. Mere repression of misbe- havior will seldom result in a permanent cure, and in many cases not even a tem- porary cure. The most outstanding contribution of psychology to education is probably that of a point of view, which too often is lost in the routine of academic machin- ery. Psychology regards the child as a developing organism. Administrative de- vices, subjectmatter content, and teach- ing methods are valid only insofar as they contribute to this development. If traditional practices prove to be in- effective, or in some cases actually detri- mental, they must be discarded and other practices put in their places. It is neces- sary for the teacher to remember that his aim should be to guide the develop- ment of the child in all phases of his existence, not merely within the narrow limits of an academic subject. A teacher who makes a real effort to understand his pupils in the classroom both as to their abilities and their behavior, and then adapts class work to individual needs will increase both the effectiveness of his teaching and the happiness and welfare of the children. ORRIFIED silence hung like a pall over the first grade. Even Elsie, weeping on Miss Berry’s lap, sensed it, and relaxed the violence of her grief; while Noah, upright in his seat, holding the magnetized glances of the first graders, was dimly compre- hending the blackness of that pall. For Noah had kissed Elsie! And though the kiss had been prompted by the most genuine surge of admiration, it was bitterly resented. No maiden, small or great, wishes to be so publicly made the object of adoration, and Elsie was but following the instincts of her sex. To add to the enormity of the offense, this was the second time that day that Noah had transgressed. ‘True, the first occurrence had not been so public; it had taken place in the cloakroom with only a few witnesses. And although it had been duly reported with wrath and tears, the value of a first offense had brought forth only a severe reprimand, with promises for the future attached. All the school had learned, in the wireless way in which such news is flashed about, of the first offense, and of the promises for a second offending. So the horror of it all grew and grew because Noah had deliberately and with knowledge “dared” it the second time. Presently, Elsie having been com- forted, and handed over to an assistant for any additional petting and care, Miss Berry rose, and with a gently im- partial air, such as always accompanied cases of disciplining, held out her hand to Noah. An almost perceptible shiver of sympathy swept the room. Noah rose calmly and accepted Miss Berry’s outstretched hand with the dig- nity of a conscious offender accepting the known reward of his guilt, yet per- meated with a belief in the righteousness of his motive. The schoolroom door closed after them, shutting out each horrified little face, and stepping softly, they went down the long hall, so that no one might be disturbed by their go- ing. Noah glanced interestedly into the rooms that they passed; everyone happy and busy, everyone good and obedient but himself; everyone loving his teacher and trying to please her. He winced Noah Auice Gay Jupp Columbus, Ohio a little at the thought. He did love his teacher; he loved her much; and uncon- sciously his fingers closed over hers with the strength of penitent love. Ordi- narily they were such good friends. At Christmas Time Henry VAN Dyke RE you willing to stoop down and De edie the needs and the desires of little children; to remember the weakness and loneliness of people who are growing old; to stop asking | how much your friends love you, and | ask yourself whether you love them enough to trim your lamp so that it will give more light and less smoke, and to carry it in front so that your shadow will fall behind you; to make a grave for your ugly thoughts, and a garden for your kindly feelings, with the gate open—are you willing to do these things even for a day? Then you can keep Christmas. | And if you keep it for a day, why not always? But you can never keep it alone. Noah felt a little stab that he had for- gotten this calm, faithful friendship in the overwhelming of his admiration for Elsie. But quickly their journey ended, and Miss Hutton, the judge of the court of last appeals, was hearing the case. “But I thought Noah was such a good boy,” was her first comment. “He is,” Miss Berry attested. ‘That is what makes it so much worse.” Miss Hutton was thoughtful. “Why did you do it, Noah?” she asked. “I wike Elsie,” he answered promptly. “She is so cwean and sweet, just wike a wittle sister.” Above Noah’s head, two pairs of eyes met in a moment’s enlightenment. “But,” explained Miss Hutton, “We cannot always go about hugging and kissing the people we like, Noah. I like Miss Berry, but it would bother her very much to have me always kiss- ing her even though she is beautifully clean and sweet.” “But I couldn’t help it.” Noah burst forth. “It wouldn’t stay in me!” “Noah,” Miss Hutton sighed, “you [281] are not so much different from some of your grown-up brethren, and while | can understand your masculine viewpoint, I must look at it from Elsie’s point of view and Miss Berry’s. Just because Elsie is a sweet little girl do you think she would like to have all the little lads in the first grade kissing her? Think, Noah; if Elsie were your sister would you like the others to kiss her—even Jerry Painter, who isn’t always clean?” Noah slowly shook his head, “I'd want her all for myself.” A judicious pause, then very quietly, “What shall we do about it, Noah?” Noah’s eyes met Miss Hutton’s un- flinchingly. He straightened as he gave the verdict, but there was no sign of fear. ‘Miss Bewwy said she would have to paddle me if I kissed Elsie again, and I did, so I guess she will.” An odd look came into Miss Hutton’s eyes and she took one of Noah’s hands in hers. “Noah,” she said gently, “you kissed Elsie and made her cry before the whole school. Wouldn’t it be kind to her to tell her before the whole school how sorry you are and that you will never do it again?” Noah’s lips quivered. very low. “Noah is ready to take his punish- ment,” Miss Hutton said. So, as she had promised, Miss Berry brought out the paddle, designed to make an impression by its noise, instead of its hurt, and Noah took his punish- ment like a man. When the operation was over, and Noah was_ uprighted again, Miss Hutton spoke. “I want Noah to stay a few minutes with me, Miss Berry. He can make his apology to Elsie when he goes back.” So Miss Berry went away, wonder- ing how Miss Hutton seemed so un- erringly to find the key to each child’s “Yes,” he said, heart. But the first graders perceived Noah’s non-return with sympathetic shivers. When they were alone, Miss Hutton lifted the small lad to her lap. “Aren’t there any little sisters at your house?” she asked. Noah shook his head. boys,” he said. “Only big brothers,” Miss Hutten questioned, “and father and mother?” “Only big 282 Noah shook his head. “Not bwoth- ers,” he corrected, “only boys; and no fathers and mothers. Just Mrs. Hutch- ins, and Mr. Hutchins is always sick.” “My dear?” Miss Hutton asked, “where do you live?” “At Mrs. Hutchins,’ Noah answered gravely. “And aren’t the boys your brothers?” Miss Hutton persisted. “No, only boys,” Noah answered, still grave. “And they never kiss me, and Mrs. Hutchins never kisses me. She is too busy,” he explained, as though not to, blame her. “She tells us goodnight and to say our pwayers.” Miss Hutton looked hastily away, and her chin set very firmly. She came of a family that lived,and grew on its affec- tion for one another, and here was a brave little soul, hungry almost to the point of starvation for love, and no one to feed it. “Noah,” she asked presently, “could you keep a secret, a very great secret, just between us two?” “Just you and me? OQ, yes,” Noah answered eagerly, “I’d wove to; I wove secrets.” “Well,” Miss Hutton began, “I like little boys, nice clean little boys. ‘There aren't any at my house; only one big boy. And sometimes I’ve wished that I had a little boy, with a sweet, clean face, to kiss me every day.” “QO,” Noah breathed and _ his shone, “am I a cwean wittle boy?” “Pretty clean,” Miss Hutton con- ceded, “But I want my little boy clean inside as well as out. When I kiss him, I'd like to know that his lips hadn’t said anything naughty all day, and that his hands hadn’t done anything bad.” Noah looked serious; that was a large promise for a small boy, and he felt, somehow, that if he made it, something deep within him would compel him to keep it. “T’ll twy,” he said at last. And again, unconsciously, he straightened as he made his pledge. And quite as unconsciously, Miss Hut- ton drew the small warm body to her. “IT will tell Miss Berry,” she ex- plained, “that vou are to come here every afternoon when you are dismissed, and you shall tell me yourself whether you have been good all day. If you have, then you are my little boy and I will kiss you goodnight.” “O, Miss Pwincipal,” Noah burst forth, and two arms enfolded her, bear- like, and two soft lips set a rapturous seal on hers. face THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION Miss Hutton was still tingling a lit- tle from the warmth of Noah’s embrace, when the pretty, smiling face of her most frivolous teacher appeared in a crack in the doorway. “I knocked, but you didn’t hear me,” she apologized. “Are you making love A Christmas Thought O. E. Pore me armies strike but fee- ble blows, Like slaves, lash driven to unpleasant toil. Our forbears vanquished their sur- | passing foes, Because they loved their own, their | native soil. Glum laborers complain of workshops drear, The wage is all that holds them to | the grind. True artisans enjoy their tasks, hold | dear The jobs by which they serve man- kind. False teachers chafe, work grudgingly for pelf They are automatons and have no souls. The master pedagog forgets himself And dedicates his life to childhood’s goals. An ugly task into a pleasant dream Love’s alchemy can change, burn out the sham. The crucible is faith; the flame, the gleam From that unfading Star of Bethle- hem. to the young man on your lap, or is he making love to you.” Miss Hutton laughed. ‘I am estab- lishing a dangerous precedent,” she said. “What would happen if all a teacher had to do was to fill the cracks and crannies of brains with knowledge, and leave hearts and souls to take care of themselves ?” “Ask me something easy, dearest and best principal in the world. Do you think I’m a class in psychology? You wouldn’t be earning your salary if you left hearts and souls out of the reckon- ing, and you know how you dote on earning all that you get,” and with a laugh she was gone. It was scanty information that Miss Hutton could get from Mrs. Hutchins in regard to Noah. “Nobody in the world knows any- thing about him, even his name,” she December, 1926 explained, “and why the authorities ever named such a little chap ‘Noah’ is more than I can guess. You see, he was just a tiny baby on board that train with his father and mother. And when the col- lision came, and that coach burnt up, he was the only one of the passengers saved. Somebody else on the train remembered seeing him with his father and mother and that’s all, every single bit, that any- body knows about him. Seems funny nobody ever claimed him for he was ad- vertised but his relatives have never been found. “When my husband had his stroke a year ago, and I had to earn the living, somebody told me about state wards, and how the state paid for having children taken care of until they could get real homes for them. So | opened my house, and I can take care of my husband and be earning, too; and I’ve always tried to make a good home for the boys and teach them to be honest and clean. It keeps me pretty busy; there isn’t much time to be resting with five lively boys and a sick man to do for. “Yes, Noah’s an affectionate little fellow, and a real little gentleman. Sometimes I think maybe he comes of more gentle blood than some of the others; and I do hope he gets just the kind of a home he ought to have.” That night a letter went from Miss Hutton to a dear friend and her hus- band, whose little boy had left them the year before and taken with him all the brightness out of their lives. ‘They must travel across the continent to see Noah, but he was worth it, and Miss Hutton never doubted. For a year now, it had been the prac- tice at the Bellevue Avenue school for the child making the greatest gain as a good citizen of the school to have the reward of holding the flag each evening for a week, as the pupils marched out. This was no empty honor. The war had taught many a child how the flag em- bodied in its colors and stars the great ideals of a great Republic, and Miss Hutton was trying to drive home the lesson that only the best were worthy to hold the nation’s colors before their comrades. For some time she had suspected that Noah was resolving that the honor should be his, but she waited for him to tell her. And while she waited, she watched. Noah reported his naughti- nesses to her with all honesty, but it was seldom his evening kiss had to be denied. But it was not this alone that gave her — oD 4 — oa Oh Sead Vol. 15, No.9 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION a the assurance. It was Noah’s face at the sight of the flag, or the sound of martial music, or the telling of patriotic stories. If ever a child’s soul thrilled and re- sponded to whatever guise in which pa- triotism touched it, that soul was Noah’s, and the feelings reflected them- selves in his face with a glory that touched Miss Hutton immeasurably. He came for his goodnight kiss one evening fairly bursting with the impor- tance of some news. “What is it, Noah?’ Miss Hutton asked, quick to note the signs. “O, Miss Pwincipal,’’ Noah burst forth. “It is a secwet, a wovely secwet. Will you wike it?” “I do like lovely things, don’t I, Noah?” Miss Hutton asked. “And I can keep a secret as well as anyone you know.” Noah clutched her hands tightly, and put his lips close to her ear. “When our cwass gets to hold the fwag, I’m going to be so good that Miss Bewwy ’Il choose me,” and he stood back from her to watch the effect of this wonderful declar- ation. It was all he could desire. “You wike it, don’t you?” he cried, his eyes shining. “And ev’wy night when I say my pwayers, I’m going to say, make Noah a good boy, so he can hold the fwag.” “And every night I will say, ‘make Noah a good boy,’ too,” Miss Hutton answered, as she softly kissed his eager little face. Not so long a time passed until Noah’s prayers were answered. At the first sound of the gong, one afternoon, he came flying through the hall, to take his place, a radiant little figure, beside the flag. Miss Hutton came, too, drawn by the desire to see how her little lad would act at the supreme moment of his dreams come true. He looked up with a solemn glory shining from his soul. So small he looked, standing there with his hand upon the tall staff, his figure outlined against his beloved flag. With an im- perious impulse, Miss Hutton drew the folds of crimson and white about him. Into her heart came a rush of protecting pity. The flag that he loved so ought to be to him something of what father and mother would have been. She thought with a great hurt of the thousands of other boys and girls orphaned as Noah. Would the time ever come when the country, its people, would wrap them about with pity and love and justice, as Noah stood wrapped in the folds of the flag? His eyes never left her face, while the rapt expression in them grew and widened. He seemed uncannily to grasp something of what was in her mind and heart, for he slipped his hand into hers and asked softly, “You wike little boys, don’t you, Miss Pwincipal ?” Miss Hutton put a hand on either side of his face and tipped back his head. “God likes little boys, too,” answering aloud own thought. “And sometime our country and our people will like them well enough to she said, her 283 care for them as they should always be cared for.” Then, the second gong sounding, she turned back to her office, to come face to face with a man and woman standing in the shadow of the door, waiting, and watching. “Helena,” the woman cried, at Miss Hutton’s exclamation. There were tears in her eyes and voice. “We have been watching, Tom and I. Is that the little lad you wrote about? O, my dear, he has the same sweet look, the same broad forehead and steadfast eyes our baby had. Tom, we must take him.” The man nodded, his throat was too tight for words. He drew his wife’s hand in his, and she took Miss Hutton’s. Together again they faced Noah. He was watching anxiously, troubled by it all. His radiance had faded, the honor and glory of his position had been dim- med. He seemed only a pathetically lonely little boy. Then they smiled the understanding smile that tells the affec- tion of the happy family, and the child’s face quivered into flame again. The or- chestra struck up a martial air. Noah straightened to his post of honor, and over the heads of the now marching chil- dren, sent them a brilliant look. “Our little lad,” the man said. shall love him.” “We do love him now,” answered. “And “We the woman you will never regret it,” Helena Hutton assured them, “for he lives and thrives on love.” 284 The Journal of the National Education Association Published monthly, except July, August, and Sep- tember, by the *ational Education Association of the United States President, Francis G. Blair Secretary, J. W. Crabtree The payment of $2.00 active membership dues entitles a member to attend al! meetings of the Association and its de- partments, to vote for delegates to the Representative As- sembly, to hold office, and to receive THE JOURNAL monthly. The payment of $5.00 instead of $2.00 entitles an active member, in addition to the privileges of the $2.00 member- 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- tiation of America and is published in accordance with the standards of that organization. Entered as second-class matter October 28, 1920, at the post- office at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of Oct. 3, 1917, authorized Jan. 26, 1921. Harold A. Allan Business Manager Joy Elmer Morgan Editor EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D.C, Christmas Greeting Bes oe have an unusual interest in Christmas. It commemorates the birthday of the world’s greatest teacher. It is a time when the story of the Christ child is made fresh in our minds. With this beautiful story comes fuller appre- ciation of what Christ’s love of child- hood has meant to the world during the last two thousand years. In a day when women and children had little place in the scheme of things, there came this great leader, with his noble charter of childhood, to teach the immortal lesson which only now we are beginning to understand—that the race moves for- ward through its children. To every friend of childhood the officers and staff of the Association send greetings of the season and a most hearty “Merry Christmas!” Enthusiasm saigjese from members of the Asso- ciation throughout the country are most encouraging. An awakening pro- fession is growing in enthusiasm and devotion to its work. The principal of a special honor school writes: We use Tue JourNAL and our state mag- azine in weekly faculty meetings. Chosen articles are discussed at each meeting. Teachers take turn in leading the discussion. Tue JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION ee JouRNAL booklists come in for their share of comment. One school places special collections in the teachers rest- room for current reading. Another has a catalog of book notes with cards by various teachers showing their impres- sions of important books. One faculty has an interesting plan for using sta- tistics. Says our correspondent: When these tables in THe JouRNAL and Research Bulletins reach us, we take out the facts showing the standing of this. state and post them on the bulletin board making comparisons with one or two other states where conditions are similar. Among the letters which encourage Association officers most are those which show increasing interest in the larger problems of the profession. A teacher of many years’ service writes: I have kept my JourNnaALs from the begin- ning. While going through them yester- day I was impressed with the remarkable gains of the past six years. How much the Association means to all of us. How satis- fying it is to feel that one has a part in the educational life of this great: nation. By giving attention to these larger matters we make work easier at home. And so, all shoulders to the wheel and everyone at work on the problems of the profession! Individually we can do little. Together we are a mighty army for better things. Enthusiasm is a most precious gift. Things Done HE NOTABLE WORK of the Associa- tion’s Committee on Character Edu- cation is embodied in the final report which has recently appeared as Bureau of Education Bulletin, 1926, No. 7. The report summarizes the objectives of character education thus: 1. To develop socially valuable purposes, leading in youth or early maturity to the development of life purposes. 2. To develop enthusiasm for the realiza- tion of these purposes; and coupled with this enthusiasm, intelligent use of time and energy. 3. To develop the moral judgment—the ability to know what is right in any given situation. 4. To develop the moral imagination— the ability to picture vividly the good or evil consequences to self and to others of any type of behavior. 5. To develop all socially valuable nat- ural capacities of the individual, and to direct the resultant abilities toward suc- cessfully fulfilling all one’s ‘moral obliga- tions. To Chairman Milton Bennion and his associates on the committee thé pro- fession owes a debt of graditude. December, 1926 tee STATE TEACHERS COLLEGE devel- ops its campaign for desirable sty- dents by writing to leading citizens of the state—school officers, ministers, editors, physicians, lawyers, bankers, business men—asking for the names of young people of unusual promise who would make good teachers. This is a contribution to a method of recruiting the best people for the profession. With a demand for teachers that will even- tually call for approximately one in every hundred of the total population, it is of vital importance that the most talented young men and women be attracted into the training colleges for the teaching profession. i catraaty PUBLICITY FOR SCHOOLS is the title of a manual recently issued by the Ohio State University Press under the authorship of P. R. Stevenson. The Bureau of Educational Research at Ohio assists localities in efforts to procure better schools. It acts as a clearinghouse for ideas and materials within the state. Scrapbooks covering campaigns in one city are loaned to other cities. Out of these services has grown this manual with its concrete material showing how publicity campaigns were conducted in ten different cases. The interpretation of education to the public is one of the biggest tasks before the schools and this manual is a welcome ad- dition to the cause. p= BETA KAPPA will offer a prize of ten thousand dollars each year for distinction in teaching in American col- leges and universities as a part of its national campaign for better scholarship. It is proposed to establish an endowment fund which will continue this prize in- definitely. This is commendable. Let us magnify teaching. and exalt learning in every possible way. enn aad GOVERNOR CLEMENT C. YOUNG of California, for fourteen years a teacher in rural and city schools, was nominated by popular vote for the governorship on the Republican ticket. This is “equivalent to election” and by the time this issue of THE JOURNAL reaches its readers Mr. Young may be the governor elect of California. His platform sets forth a series of educa- tional measures which he proposes to support. His educational plank closes with I am emphatically opposed to measuring school appointees and policies on political instead of educational standards. ~The Education Bill Going Forward Witt1aM M. Davipson Chairman of the Legislative Commission of the National Education Association and Superintendent of Schools, Pittsburgh, Pennsylvania UR PROPOSAL for a Department of () Education with a Secretary in the President’s Cabinet has been be- fore Congress for eight years. During those years it has steadily gained in sup- port. It has been embodied in various bills as Congresses have come and gone. In its present form it provides for the creation of a Department of Education with a Secretary in the President’s Cabi- net, and brings into that department ex- isting educational agencies of the federal government, thus making for efficiency and economy in the handling of the gov- ernment’s educational activities. It pro- vides for appropriations in addition to those now received by the Bureau of Education for the further development of research and the distribution of facts needed to guide wisely the administra- tion of the schools. This movement for a Department of Education is one of those great steps forward in education that come but once in a generation. It is like the movement for free highschools, compulsory edu- cation, the establishment of the state school offices, and the original effort to establish free schools to be supported by taxation. These are great movements. No temporary reverses can stop them. They go on and up to final victory be- cause they meet definite needs in the expanding life of the Republic. The nation could not have grown to its present greatness without its free school systems; it could not have made the edu- cational systems of the various states effective without the development of state school offices to gather facts, ad- minister the state school funds, and guide the localities in the development of their schools; it could not have reached all the children without the movement for compulsory attendance; and it could not have done justice to adolescent youth without the creation and development of the free highschool. Each of these advances has required a persistent campaign to bring it to the attention of the people. In some cases that campaign has required more than a quarter of a century. There is every reason to believe that the movement for a department which will do for educa- tion what the Departments of Agricul- ture, Commerce, and Labor do for those fields will come to success in a much shorter time. In less than ten years it has won a support remarkable in extent and devotion. Workers in the public HE INEFFICIENT and uneconomical lack of administrative organiza- tion which has scattered educational activities throughout a score or more departments and bureaus cannot be condemned too strongly. It is waste- ful and unbusinesslike. Not only for these reasons but for the larger serv- ice which a Department of Education would render to the national govern- ment and to the various states is a national clearinghouse of educational thought essential. Commerce and labor, war and naval affairs, the postal service and international rela- tions, these and others are of large importance; but even more funda- mental and underlying all of these public interests and activities is the training of youth for citizenship. In accordance with these principles, this council pledges its continued support to a department of education with a secretary in the President’s Cabinet.— Resolution adopted by the state super- intendents and commissioners of edu- cation, February, 1926. schools of the nation are all but unani- mous in its favor. The votes at succes- sive meetings of the Representative Assembly of the National Education Association have been either unanimous - or nearly so for a considerable period of years. Organizations like the General Federation of Women’s Clubs and the National Congress of Parents and Teachers have stood solidly for the measure year after year, and new organi- zations have been added to the list of supporters. Movements of such primary impor- tance as this to all the people and to the very life of the nation do not depend for their success on the whim of the moment. They are live issues and con- tinue to be so until deserted by their friends. No one who knows the temper of the school people of the United States today could think for a moment that they will lessen their efforts for a De- partment of Education until the child has his spokesman in the Cabinet along [285] with commerce, labor, and agriculture. The campaign for this legislation is now entering a new phase. The one note that was struck most often during the Philadelphia conferences, both in the Legislative Commission and in the Rep- resentative Assembly, was the need for greater activity on the part of the states and localities by way of working with individual representatives in Congress. The future of the Education Bill is clearly in the hands of members of the Association residing in the home districts of members of Congress. The movement to have committees representing each of the state associations at work on the -problem in the various states is sound and should add greatly to the strength of the bill. In taking up this work as the new chairman of the Legislative Commission, I have the assurance of the cordial co- operation of its former chairman, George D. Strayer, and of many others who have led in the movement. It is a big cause and there is much to be done. I can hope to succeed in my work only through the fullest cooperation of all who believe that education is of primary importance to our national well-being. Bo RANKING position of an agency in the total administrative scheme sets the relative value of the function that the agency is serving; it sets it by the relation to those agencies which rank below it; by those ranked on a level with it; and by those which are above it. Therefore, it seems to me that the question involved is basically one of the political philosophy underlying the state’s relation to its educational inter- ests. In other words, the realization of our national ideals is inseparably tied and bound to our educational interests, and therefore if those educational interests relatively have the same rank to our national life as those other great interests which are served by our secretaries of departments, then it seems to be inevi- table that a Secretary of Education is justified and along with it a Department. That in brief is my administrative justi- fication of this situation.—Francis B. Haas, state superintendent of public in- struction, Harrisburg, Pa. Can America Afford Education? Percent of Current Income Expended for Education in 1923-1924 Prepared by the Research Division of the National Education Association Percent of Percent of Percent of income ex- income ex- Rank | income ex- | Rank pended for Rank Estimated pended for | accord- | pended for | accord- |tax supported| accord- current income |tax supported| ing to | non-taxsup-| ingto | and non-tax! ing to Non-tax in 1924 elementary | column | ported ele- | column supported column supported (in thousands) and high 6 mentary and 8 elementary 10 schools high schools and high schools | Amount expended in 1923-24 for elementary and high schools | Tax supported | 1 2 3 4 5 $66 , 000,000 719,400 231,000 567 ,600 3,082,200 640, 200 1,042,800 151,800 429,000 396 ,000 1,009, 800 N nN $130,957 , 988 458 , 353 14,844,747 235,724 8,211,090 78,575 9,519,361 4,046,601 128,287,579 301 , 203 23,262,029 4,675,200 29,671,971 65,478 3.268.970 1,029; 330 7.607 694 278,013 121676,915 272,011 17,550, 376 117,862 9,090,780 15,845,917 131,220,692 2,737,022 53,906,405 2,697,735 50,871,690 1,663,166 36,949, 204 484,545 17,644, 339 1,100,047 20, 464,108 1,309,580 11,437,481 1,859,603 22,270,666 12,716,021 82,819,213 10,070, 669 92,929,104 4,190,656 59,582,855 130,958 9,964,410 2,317,956 48 ,278, 363 301,203 11,051,296 28 , 488 , 368 2,116,947 7,676,897 83,243,294 5,032,163 256,572,273 31,778,866 17,020,995 133,272,189 32,833,125 -| $1,318, 743,917 $1,949, 701,905 United States.... Alabama Arizona SE. ks o's ove as California See 14, 386, 394 7,975, 366 9,440,786 124,240,978 22,960,826 24,996,771 3,203 ,492 6,578,364 12,398,902 17,278,365 8,972,918 115,374,775 51,169, 383 48,173,955 35,286,038 17,159,794 19; 364,061 10/127, 901 20,411,063 70,103,192 82,858,435 55,392,199 9,833,452 45 ,960, 407 10,750,093 26,772,818 2,111,709 5,830,389 78,921,680 4,757,151 242 ,638 , 343 ohm wry Connecticut Delaware District of Columbia. Florida Georgia lh he whe wry t ‘ we Nh 250,800 5,009 , 400 1,669 , 800 1,353,060 1,023,000 917,400 745 , 800 442,200 990 ,000 3,247,200 2,580,600 1,333,200 508 , 200 1,874,400 330,000 Tilinois Indiana AQawnw wOawnw Kentucky Louisiana Maine. . Maryland Massachusetts NNNRN— NNN Ne Michigan Minnesota......... Mississippi Missouri Montana Nebraska one hw wore bw 1,715,550 5,238 1,846,508 4,321,614 275,012 719,400 66 ,000 277,200 2,415,600 165 ,000 9,603 ,000 904 , 200 303 , 600 3,966 ,600 1,023,000 547 ,800 6,131,400 475,200 587 ,400 356, 400 798 ,600 2,389, 200 244,200 191,400 930,600 l New Hampshire. New Jersey. New Mexico New York........ North Carolina... 30,980,022 North Dakota 16,706,696 GIs a's oC ts vba ss 123,764,639 Oklahoma......... 32,649,784 16,392,026 149,667,197 8,606,771 12,825,341 15,570,870 NRAwNWw WwWwr ww 13,933,930 798,844 314,299 9,507,550 183,341 1,060,760 14,143,463 1,925,082 222,629 340,491 523,832 733,365 248,820 419,066 432,161 1,951,274 432,161 6,521,708 117,862 mer who Ne NN eS OwuUwn 17,452,786 163,810,660 10,531,853 13,047,970 15,911,361 17,355,923 56,421,240 9,598 , 336 4,445,621 20,703 ,430 I so ain ee tons Pennsylvania Rhode Island.... South Carolina.... South Dakota ~ we SCwrwn PNINN w 16,832,091 55,687,875 9,349,516 4,026,555 20,271,269 27,362,702 22,453,950 44,331,449 5,835,164 NRNHWHNH FHRENNM WWUwWN NWN WN wwowe NwIN aan Vermont j .. > eee 950, 400 712,800 | 1,531, 200 | 165 ,000 29,313,976 22,886,111 50,853,157 5,953,026 Washington West Virginia...... Wisconsin Wyoming WNWNH uw QAwww Awnsd el.) tures for education are based on data ou can obtain the figures for your state by reading table as follows: In 1924 the estimated total current in- come of all people living in Alabama was $719,400,000 (Column 5). In this state $14,386,394 (Column 2) or 2 percent of its current income (Column 6) was ex- pended for tax supported elementary and high schools: $458,253 (Column 3) or .06 percent of its current income (Column 8) was expended for non-tax supported elementary and high schools; making a total of $14,844,747 (Column 4) or 2.06 percent of its current income (Column 10) expended for both tax supported and non-tax supported, elementary and high schools. Alabama ranks 43 (Column 7) among the states of the union in percent of income expended for tax supported elementary and high schools, 36 (Column ~ 9) in percent expended for non-tax sup- ported elementary and high schools; and 44 (Column 11) in percent expended for both tax supported and non-tax supported, elementary and high schools. Similarly read data for other states. Many members of the Association will wish to give the figures covering their re- spective states to the local newspapers. Sources of data: Figures as to expendi- from U. S. Bureau of Education. Those for non-tax supported school expenditures are independent rough estimates based upon estimates of varying exactness as to private and parochial school enrolment. Income figures for 1924 are independent estimates based upon the figures for earlier years of the National Bureau of Economic Research. Teachers may well make arithmetic problems from this page for solution in school. Such problems are also good les- sons in civics. For example, what would your state have to do to rank first in each of the various items? Physical Education in High Schools Cari L. ScHRADER State Supervisor of Physical Education, Boston, Massachusetts HE PURPOSE of these remarks is to incorporate into a program the various objectives of physical edu- cation in junior and senior highschools. Let us at the outset take for granted that we agree physical education to be a definite and teachable school subject, which is required of all through high- school, and in which all should register improvement and achieve minimum re- quirements, that the necessary equipment and teaching staff to render the suggested program possible are a reality. There are three outstanding also, needs which a physical education pro- gram must meet: physical development, conservation of health, which includes control of growth handicaps, and social behavior. ‘Io be sure, these three needs are partly met in the natural run of life, but only partly, and less as civilization advances. The big muscle activities, once the chief asset of citizenry, are to- day called for sparingly and must be sought more and more in types of recrea- tion based on such big muscle activities. This is indeed a period of adjustments when our youth needs sympathy and guidance much more than it needs criti- cism; needs aid in interpreting the new freedom which invention is forcing upon it, rather than rebukes for not doing as we did years ago. To meet this need, the physical edu- Shy: EDUCATION for all school children will do much to bring young Americans up to the standard of the girl on the left. cation program must be incorporated into the school program intelligently. The best way perhaps to portray the intelligent placing of the subject is to point to the present and frequent unin- telligent placements. First, the classi- fication for physical education of pupils irrespective of age, class or ability, merely according to convenient vacant periods. What other subject would thrive under such haphazard arrange- ment? This one irregularity alone is sufficient to postpone success in this field for many years. Let us remember that the young lad and lassie is seriously handicapped by embarrassment in many of the school situations. Nowhere, however, is this embarrassment as keenly felt as in the gymnasium and on the play field, partly because the awkward response to a situation is more conspicuous and pain- ful here than the wrong answer to a verbal question in the ordinary school subjects, and secondly, because the re- sponses are more frequent here than they are in the ordinary classroom where only . one individual responds at a time. To the misplaced pupil in physical educa- tion, then, the period which should be looked forward to with joy and anticipa- tion becomes a period of humiliation, a situation of which any teacher in phys- ical education who teaches under such new OUR THOUSAND school children take part in the health day exercises in Rio de Janeiro, where physical education holds an Sr ligertons place in the schools. . This is one view of the exercises held last year. [287] ~» 288 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1926 ————$—$—$—$———$— conditions can always speak feelingly. Second, the placing of such an in- struction period immediately after a meal is another situation which should be avoided, as it certainly is contradic- tory to the teachings of hygiene, which discourages such procedure as a habit. Third, the restriction of this subject to brief periods of ten or twenty min- utes. At best, such periods permit only of relief exercises and forbids partcipa- tion in the type of activity to which their age entitles them, and it surely cannot stimulate toward voluntary pur- suit after school. Fourth, the lack of proper clothing for the exercise periods, a condition made necessary many times by limita- tions in dressing-room facilities. To ex- ercise under such conditions is revolting to the pupil, because of the righteous respect for their street clothes, and with that their feelings of discomfort both while exercising and after; again a legiti- mate feeling of dislike. Finally, the failure to recognize in full conscientious effort and achievement in this branch of school work. Surely it is inconsistent to grant an A in a written hygiene examination and refuse to recog- nize the achievement brought about by active practice of hygiene. This then I believe may suggest what is meant by an intelligent placement of physical educa- tion in the day’s schedule. We must make a distinction between physical training and physical education. In the former, we are solely engaged in the perfection of technic in any or sev- eral of the body activities, and usually need not concern ourselves with educa- tional ideals when merely record per- formances and championships are the ob- ' jectives. With such an objective it is also quite logical that we deal only with those who give the greatest promise to- ward that perfection. In physical edu- cation, technic is equally stressed, but in addition the perfection serves in a large measure as a means toward some of the behavioristic values which are being held up as most desirable and essential objec- tives in our present-day teaching. The cry for mass participation is an old one, but as long as only a selected group gets the major attention and indulges in the really gripping type of activity, whereas the bulk of students is fed with an eco- nomical diet of sets of exercises, void of any opportunity for self-expression, mass participation will remain lip service, void of those results of which our educational system is committed. It is a disappoint- ing tendency when we see the junior highschool become afflicted with the illogical procedure of our highschools. Already there are junior highschool boys’ and girls’ interscholastic schedules and championships. It never was the purpose of the junior highschools to transfer to them bodily from the high- schools the social life and the intensive competition in athletic activity, Much of the unrest on the part of youth today, of which we are cognizant, may be laid at the door of the home and the school. The tendency on the part of parents and teachers alike of rushing youth from his play world of childhood into the prosaic world of the adult is a lamentable fact. Boys and girls in the early teens must be rushed socially and permitted to in- dulge in functions lasting much beyond the limit of health and common sense. The junior highschool boys and girls cannot afford the extravagance necessary for championship schedules of sport nor the social excitement inevitable at the frequent and late entertainments. It is a common experience now in col- lege and highschool alike, that where the intra-mural or extra-curricula activities are carried on wholeheartedly, the var- sity groups as such are put into their proper place as a phase in the recrea- tional life, instead of the lone prevailing one. It is important that the required periods in any institution are periods of instruction in the fundamentals of those activities which will invite voluntary practice after school hours. If this means more space, more equipment, and more instructors, by all means let us get all of these. One doesn’t have to be a champion in any sport to enjoy it. There is a thrill for even the mediocre player who as a matter of course will aim to play with some one in his own class. It is the fact that he plays that counts, and that should be the fact to count with the principals of junior and senior high schools, and also to parents. To make America a land that plays, and by that means, a land of true sports- manship, where the spectator is as clean and fair as the player in the arena, is an objective not at all out of reach, but ob- tainable through intelligence only, an in- telligence gained by participation and in- struction. The requisites necessary to so equip our youth now in school are: time, classification, equipment, instruction, and administration. The time must be at least two forty- five, or better, sixty-minute periods a week; the equipment such as to engage the ordinary-sized class in worthwhile activities; the classification such as to render possible an intelligent class aim; the instruction such as to gain the edu- cational ideals through technical achieve- ment; the administration of all activities, including every phase of athletics, such as prevails over the other school activities, that is, resting with the principal and faculty, always soliciting the interest of the public, but never tolerating interfer- ence or dictation. If in the last analysis the principal and faculty are responsible for the conduct and behavior of their pupils, both while in school and after leaving school, then the public must learn to keep its hands off, in order to give the school a fair chance to make men and women out of the pupils, according to generally ac- cepted educational principles. wots LE His is a model of a five-acre playground for children, equipped with swimming pool, tennis courts, baseball diamonds, and ! all needed play apparatus. It was constructed for the U.S. Children’s Bureau. — —_— no.lUceSeSOe—S ~~ ~~ ee meee aS aoe ao! ae ae | ae (ae | ae | (ieee ee oft rer Oo nr OR OO DS OO cer an Se a UC The John Newbery Prize Book RTHUR BOWIE CHRISMAN, a young A Virginian, received the John Newbery Medal for the most distinguished contribution to children’s literature published during 1925, win- ning the award with his book of Chinese stories, Shen of the Sea. The lure of movie acting took Mr. Chrisman from his historic Virginia home to Los Angeles where he lived next door to a Chinese boardinghouse in a poor section of the city. He made fast friends with a wise and kindly man of China, who interested Mr. Chrisman intensely in Chinese life and literature. From this acquaintance came much of the material in the delightful stories of Shen of the Sea, some based on old Chinese legends and folk tales, some en- tirely the creation of Mr. Chrisman’s brain. Of his book, the author says, “So that is Shen of the Sea, half mine and half thine, O, Wang and Woo, and Wing Sam Wen.” The stories are amusing and attrac- tive in themselves, and in addition re- veal the practical philosophy that has governed Chinese living for thousands of years. The legend of the invention of printing; of how long ago chop-sticks became fashionable, then universal; of how Ah Tcha broke the enchantment of sleep with magic brew from the tea bush—these and other tales are a delight in beauty of language and rare humor. The many delightful illustrations are by Else Hasselriis, of Copenhagen, Den- mark, the artist who has revived the art of the silhouette in Europe, and are in themselves sufficient to make the book unique. When at work Miss Hasselriis pictures a scene in mind then takes scissors and clips it out of blank paper. She did it when a child—and the grown- ups shook their heads. Shen of the Sea is Mr. Chrisman’s first published book. He has another volume of Chinese stories under way and for some time has been studying American folk tales and legends with the idea of writing stories in that field. With boyish enthusiasm Mr. Chris- man talked of his home and his work. ‘““My own people made the first perma- nent settlement west of the Blue Ridge Mountains. Our house down home at White Post, Virginia, isn’t much for ‘\ \ WA NAN tN TV 4 RTHUR BOWIE CHRISMAN, whose “Shen of the Sea’ won the New- bery Medal for the most distinguished contribution to children’s literature pub- lished in America during 1925. looks, but it keeps off the rain, and it fas seen exciting times. We are proudest of our oak trees, immense fellows that seem to think they are fully as good as anything anywhere can produce. We have a stream in which I used to fish and on which I had a boat with a name far longer than itself. The old road from Winchester to Alexandria—Brad- dock’s disuse, runs through our woods. “Why have I written for children? 1 know I have always liked children. Some of them don’t care for me, but on the other hand, I am persuaded that some do. You know at one time I taught Road—now in . [289] school. Then, most of my pupils liked me well enough—but the parents talked. For all that my school teaching days were a valued experience. Sometime ago I was almost ready to look upon my- self as a failure in that line, but since reading of the newer education, I have decided that I wasn’t so bad after all. The children liked most of the things I liked which gave me much elation. I try to write things for them as I seem to remember I might have liked them many, many years ago.” The feeling that a genuine contribu- tion to literature for children should be recognized arnt 298 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 1926 LUEATION (s Eee OS , 3 STATES 0 OL {7 .. 10, D6. ONE HUNDRED PER CENT ENROL MENT THIS CERTIFIES THAT Chr National Lduration Assuriation, 77 ganized to udvunce Nhe. interestsof Me 10 furtf os MOWA of liachits ng nd lo prromoleMe Ube of “ddueutiminthe located tht G SPIRIT. and fi for WH ¥: teach, Ving force. She henmimitldl ty wuenrded be Vy United Ma les, . Commends uration Assvriation M00 maintained its hundred percent status. bership in their national and state associations. HIs is a reduced facsimile of the certificate which is furnished schools with a complete enrolment in the National Education Association. Seals are pasted within the circles at the bottom of the certificate showing the number of years the school has No greater honor can come to a group of teachers than that of having complete mem- That is a record of service and professional vision which means much to the teachers, as well as to the children and to the community in which they serve. Bil of, Vision for acu Prove SSIONAL KOLMENT OF ONE ITUNDRED PER CENT tf Chr Natinual to putting the greater part of his time upon particular subjectmatter. With- out an acquaintance with what is going on in educational theory, a_ subject- matter teacher will find himself at a dis- advantage, no matter how well he knows his field. Thus each has to gain from the other; no one is complete without the other. I dare say that some im- portant deficiencies of our present edu- cational system may be traced to this in- completeness in the training of our edu- cational leaders. Effects—First and foremost, graduate instruction estab- lishes permanently the triumph of the university as the home of research and advanced instruction in fundamental knowledge. The significance of this fact will be realized more clearly a. decade hence than it is now. Next, it means a rise in the standards of the teaching profession from the kindergarten teacher to the graduate professor. The thousands of teachers who will hold the master’s degree dur- ing the next decade will obtain the lead- ing positions. To them will go the cov- eted salaries, the opportunity to work in fields of their own choosing, the thrill of research and independent thinking. Third, the effect upon the public as a whole will be the most important. Professional investment means the end of domination by the unprofessional. It means, as it has meant in all professions, the triumph of science, skill, and train- ing over charlatanry of all kinds. It means the winning of the tax-paying public for the professionalized teacher, for a better system of education. In this new development in American education we are witnessing then a move- ment which bids fair to be a force which will transform the educational structure of our country. HE FIFTY-SEVENTH annual meet= ing of the Department of Superin- tendence to be held in Dallas, Texas, February 26 to March 3, 1927, will be a notable occasion in the South- west. Never before has a meeting either of the Department of Superintendence, or of the parent association been held in this section of the country. For many members who reside west of the Missis- sippi river, it will be the first opportu- nity to attend a great national educa- tional gathering. For not a few north- ern and eastern superintendents, the Dallas Convention will be the occasion of their first visit to the Lone Star state. The opening Vesper Service on Sun- day afternoon, February 27, will be held at the Southern Methodist University. The other general sessions will be in the beautiful new Fair Park Auditorium. The last general session will be on Thursday evening, March 3, at which time the National Highschool Orchestra, composed of 250 pieces and representing every one of the forty-eight states in the union, under the direction of Joseph E. Maddy, of Ann Arbor, Michigan, will appear in a grand concert which will rival the remarkable music festival at the Cincinnati Convention two years ago. Complete program announcements will appear in the January and February issues of THE JOURNAL. The Dallas Convention The exhibit at the Dallas meeting is to be an outstanding feature. The ex- ceptional exhibit facilities offered there were an important factor in its selection as the convention city. The exhibit hall, adjacent to the Fair Park Auditorium, is attractive in appearance and has a liberal amount of space. The technical exhibit will be larger than at any recent conventions, and special educational ex- hibits will present school activities on a national basis. Registration, information, postoffice, and other convention service will be centered in the exhibit hall. A demon- stration room is provided through which the service of the visual education and other special exhibits may be extended, A lounge and a well conducted restau- rant are features which are likely to be popular. Advance reservations of hotel sleeping rooms forecast an unusually large at- tendance. Single rooms in hotels ure ex- hausted, but the housing committee has an ample supply of such rooms in private residences. Some hotel rooms for occu- pancy by two or more persons are still available. Those who have not yet secured reservations will do well to write immediately to Z. E. Black, chairman, Housing Committee, Chamber of Com- merce, Dallas, Texas. Be sure to state exact time of arrival and give names and addresses of persons to be accom- modated. The passenger have granted a special railroad rate of one and one-half fares for the round trip on the identification certificate plan. Certifi- cates will be ready for distribution Jan- uary 10, 1927. ‘Tickets will be on sale in southwestern territory beginning February 22. Earlier sale dates are available for more distant points. Final return limit in all cases will be midnight, March 10. The 1927 Yearbook of the Depart- ment of Superintendence will deal with the Junior Highschool Curriculum. It will summarize the findings of a nation- wide search for material relative to the status and functions of the junior high- school, will give illustrations of current practices in typical junior highschools, and will include reports of twelve na- tional junior highschool subject commit- tees. Illustrations of how these subjects help in the realization of the functions of the junior highschool will be cited. The Yearbook will also include a review and summary of research studies com- pleted in each junior highschool subject field. Copies of this notable Yearbook associations will be distributed to all members of the Department of Superintendence when they register at the Dallas meeting next February. under construction. HE viGoR and enterprise of the Dallas schools are shown in this architect’s drawing of the Woodrow Wilson Highschool now Dallas citizens take pride in their city as a great center of culture and commerce and will welcome visitors to the Department of Superintendence next February with genuine southern charm and hospitality. a d Lemmon, Architects Dewitt an Oe LT EE nk pee ea eee \ OF Gaia ester me em eee ses De wee serena eee ~ 1 a SAR REE ORE SS EE: St Builders of Our Profession Life Enlistments ERE 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. The names are ar- ranged alphabetically by states. Others 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 LISTED ACCORDING TO STATES Arizona—H. E. Hendrix, J. Q. Thomas. ARKaNsSAS—M., O. Alcorn, A. B. Hill, A. S. Ross. CairorNiA—Mrs. Percy F. Glover, Leonard Lundgren, F. L. Thurston, Edwin B. Tilton, Chester D. Winship. De.tawarE—Harvey H. Kenyon. District or CotumBia—John C. Bruce. Georcia—Gordon G. Singleton. ILLrnois—Herbert C. Hansen, D. E. Zook. INpDIANA—C. V. Haworth, Jesse Melvin Scudder, Gertrude F. Soules. Kansas—H. C. Pryor. Kentucky—Mrs. J. L. Reid. Lovu1siaNa—Eleanor Lee Crigler. Maine—Augustus O. Thomas. MicHicAN—D. B. Waldo. MINNEsota—Carl W. Allison, Ethel H. Kecke- foth, Anna M. S. Klint. Missourt—Charles Banks, Theodore B. Shank. MontTana—C, G. Manning. NespraAsKA—Hazel G. Kinscella, E. Ruth Pyrtle. Nevapa—Hosea A. Whiteneck. New Jersey—Ernest Peffer. New Mexico—A. J. Connell. New York—Elizabeth A. Woodward. Oun1o—W. E. Wenner. Orecon-—J. S. Landers, W. J. Mishler. PENNSYLVANIA—-Oda H. Behr, J. Linwood Eisen- berg, Herman Sackett, A. H. Showalter, Virgil C. Zener. PHILIPPINE IsLANDS—Bureau of Education. SoutH Daxota—Harold W. Foght. Texas—A. H. Wilcox. Utan—George N. Child. Vircinia—Raymond E. Staley. WASHINGTON—Mrs. Minnie D. Bean. West Vircinia—Clara B. Fishpaugh, James A. Woofter. WIsconsin—Walter S. Nichols. HE FOLLOWING schools have completed their reports for one hundred percent membership in the National Education Asso- ciation for 1926-27 since the list was pub- lished in the November JouRNAL. Many of the schools also have a complete enrolment in state and local associations. For the con- venience of readers the list is now arranged by states. Under the name of each state cities are arranged alphabetically, set in italics. Under the name of each city, schools are arranged alphabetically, the word “school” being omitted to save space. FIVE OR MORE YEARS CauirorNiA—San Francisco, Gratton, Madison. ILurNnois—Maywood, Proviso Township High School; Sandwich, Sandwich Public Schools. INDIANA—Hammond, Wallace. Maine—Mapleton, High. MicHicAN—Greenville, Greenville Public Schools, Cass, Central Grade, Central High, Clay, Depart- mental, Pearl Street; Holland, Holland Public Schools, Froebel, High, Horace Mann, Junior High, Lincoln, Longfellow, Van Raalte, Washing- ton. NeBRASKA—Omaka—Hawthorne. New Jersey—Summit, Washington. Oun1o—Cleveland Heights, Taylor; Marietta, Marion. FOUR YEARS Co.torapo—Rocky Ford, Rocky Ford Public Schools, High, Liberty, Lincoln, Washington. A Christmas Gift that Lives asT YEAR at Christmas time one hundred former students of a teacher who had rendered long and devoted service contributed one dollar each into a fund with which to buy for him a life membership in the Na- tional Education Association. Where could one find a more fitting gift than this? To one who has given his life to a cause, permanent membership in the great professional organization which stands for that cause is peculi- arly pleasing. Each individual who contributed expressed the {gratitude which we all feel toward teachers who have enriched our lives. The life cer- tificate with the list of the students who gave it stands as a lasting re- minder of love, loyalty, and apprecia- tion—three of the great ideals of our profession. The public presentation magnified to all who took part or knew of it the noble service of teaching. If we honestly believe that the des- tiny of the race is in education and that the real makers of history are the molders of youth, let us lift up those who teach that youth may be lifted up. Is there not some teacher who helped you to a start on your career whom you would like to honor? Perhaps you could find ninetynine others who would join you by contributing a dol- lar to a common fund for this pur- pose. Send the $100 to the Secretary of the National Education Associa- tion, 1201 Sixteenth Street Northwest, Washington, D. C., and the attractive certificate and gold pin of life mem- bership will be sent promptly. Connecticut—East Hartford, High. DELAWARE—Wilmington, Number Twenty-three. ILtinois—Pekin, Pekin Public Schools, Douglas, Franklin, Garfield, Jefferson, Lincoln, McKinley, Roosevelt, Washington; Waukegan, Jackson, Mc- Allister, West. MicHiGAN—Grand Rapids, Juvenile Home. New YorK—Rome, Jay Street. PENNSYLVANIA—Berlin, Berlin Public Schools. THREE YEARS ARKANSAS—Fort Smith, Fort Smith Public Schools, Albert Pike, Belle Grove, Belle Point, Dunbar, DuVal, High, Howard, Lincoln, Mill Creek, Parker, Peabody, Rogers, South Fort Smith, Spradling, Trusty, Washington. Co.orapo—Colorado Springs, Midland. DetawarE—Delmar, Delmar High and Elementary. IpaHo—Idaho Falls, Eagle Rock, East Side, River- side. ILLinois—Waukegan, Central. [300] INDIANA—Fort Wayne, Riverside; Michigan City Canada; South Bend, Division, Henry Stude. baker, Lincoln Platoon, Linden. Iowa—Sumner, Sumner Public Schools; Waterloo East Side, East Waterloo Public Schools, Aleott, Frances Grout, Grant, Hawthorne, John Fiske. Lafayette, Lincoln, McKinley, Roosevelt, Wash. ington. Kansas—Chanute, Chanute Public Schools, Alcott Cross, Junior High, Lincoln, Murray Hill Pioneer, Roosevelt, Senior High, Webster: Cherryvale, Lincoln, McKinley. q LoutsianA—Natchitoches, Louisiana State Normal College Faculty. MAINE—Portland, Americanization. MASSACHUSETTS—Brockton, Shaw; Gloucester, Point Grammar; Waltham, Jonathan B. Bright; West Chelmsford, George R. Quessy. MICHIGAN—Detroit, Lingemann; Roeser. MINNESOTA—Mankato, Lincoln Junior High. NEBRASKA—Omaha, Florence. New HampsHireE—Claremont, West Terrace. New JerstY—Fair Haven, Fisk Street, Willow Street; Summit, Lincoln. On10—Cygnet, Cygnet Village; Tiffin, Junior High; Warren, Central, Dickey Avenue. Ruope IsLAaNnD—Jamestown, Thomas H. Clarke. WASHINGTON—Bellingham, Eureka. WISCONSIN—Sheboygan, U. S. Grant. Saginaw, Otto TWO YEARS Ca.irorNiA—Bakersfield, Washington Union High. CoLorapo—Fort Collins, Lincoln. IpAHoO—Idaho Falls, Idaho Falls Public School, Cen- tral and Junior High, Eagle Rock, Eastside, Emerson, High, Osgood, Riverside; Melba, Joint Rural High. INDIANA—South Bend, Colfax, Kaley, Laurel. Maine—Portland, Libby, West, Willard; Sanford, Lincoln. MASSACHUSETTS—Gloucester, Hovey; Sharon, Charles R. Wilber; Waltham, Nahum Hardy. MICHIGAN—Ishpeming, Central. MINNESOTA—Minneapolis, Peabody. Missouri—Kansas City, Joseph S. Chick; St. Louis, Wilkinson; Webster Groves, Junior High. NEBRASKA—Omaha, Adams. Nevapa—Ruth, Public. New JersEY—Camden, H. C. Sharp, J. S. Read; Fair Haven, Knollwood. Ou1o—Martins Ferry, South. OKLAHOMA—Grainola, Grainola Public Schools. Orecon—Lakeside, Public. Wisconsin—Lake Geneva, Third Ward; Madison, Lapham; Sheboygan, Horace Mann. Wrominc—Casper, Park. Roosevelt; Centerville, CURRENT YEAR CALirorNiA—San Francisco, Alamo. Co._oravo—Kirk, High; Lime, Consolidated. Connecticut—Enfield, Scitico. FLoripA—Tampa, Henry Mitchell. Georcia—Macon, Bellevue. ILtinois—Wood River, Washington. Kansas—Winfield, Bryant, Irving, Junior-Senior High, Lowell, Stevenson, Webster. Kentucky—Louisville, Hazelwood. MASSACHUSETTS-—Newton, Albert Edgar Angier. MICHIGAN—Detroit, Holcomb. MINNESOTA—Minneapolis, Loring. Mississiprpi—Red Lick, Lorman Consolidated. NesraskKa—Marquette, Consolidated; Omaha, Lin- coln. New Jersev—Brielle, Grammar; Metuchen, Stelton. New Mexico—Roswell, North Hill. Oun1o—Avon Lake, Public; Bloomdale, Bloomdale Public Schools; Cincinnati, School for Crippled Children; Mansfield, Newman; Middleburg, Mid- dleburg Public Schools; Powhatan Point, Village High; Warren, Central Junior High; West Lib- erty, West Liberty Public Schools, Grade, High; West Richfield, Richfield Township. OKLAHOMA—Sapulpa, Garfield. South Daxota—Salem, Salem Public Schools. Utan—Moab, Central Elementary. West Vircinia—Switchback, Elkhorn District Public Schools. >>> > D> Se an ee ee ee ee ee. Ul on oe i i ie and Salaries for alphabet. Some ott, GRACE (abstract)....... ve teeees Tirences and pupil elimination, First (E.siz M. FLINT) Abstracts from Philadelphia addresses..... sees Abstracts of addresses given before the Gen- eral Sessions in Washington ree secre scees Action? ~ A Liberal Education THoMaAs HUXLEY —e MAN, I think, has had a liberal education who has been so trained in youth that his body is the ready servant of his will, and does with ease and: pleasure all the work that, as a mechanism, it is capable of; whose in- tellect is a clear, cold, logic engine, with all its parts of equal strength, and in smooth working order; ready, like a steam engine, to be turned to any kind of work, and spin the gos- samers as well as force the anchors of the mind; whose mind is stored with a knowledge of the great and fundamental truths of nature and of the laws of her operations; one who, no stunted ascetic, is full of life and fire, but whose passions are trained to come to heel by a vigorous will, the servant of a tender conscience; who has learned to love all beauty, whether of nature or of art, to hate all vileness, and to respect other as himself. BuckincHaM, B. R. (quotation)............. Builders of our profession..........232, 264, ee ee a a ee BuRCHENAL, ELizaBetTH. Reviving the folk GOR . . 6h vests dhs 60 4+ abeb kaw ced Bureau of Engraving (photograph).......... Buriinc, HeLen. Reading with a purpose... Business education at Philadelphia........... . Capot, Erta LyMan (quotation)....... panel CaLrty, Percy B. Crime and the school...... California, Educational progress during 1925. California schools, Radio in (Grace C. od ee eee a ee ee ee Can America afford education? (table)....... Capitol, The (photogragh) «...o:<.000« 00045 +%. Carbery: A school that makes memories (BeERTHA SHANNON MoorE)............0-. Career, Education as a (editorial)........... CarNEY, MABEL (portrait)......... waka diveds CarroTHers, Grorce E. and Perry, CLARENCE A. Community relations.........c0s:cese0s Coan, C.. Qi Ce icdisladidols od d004cHeoch Cartoons Curriculum construction Drastic economy Castle Peak, Utah (photograph)............. Cathedral, National, Bethlehem Chapel (photo- graph) Challenge eternal, The (WriLtuiamM Maruer LWIA). . . FEMA > deriesis-o usec es « his Challenge of childhood, The (Mary McSxim- 2008) | pA UD- enna eee Eee 44% + wan CHAMBERLAIN, ArtTHUR H. The Liberty Bell CHampiin, Carrot, D. Awake, samerica— SOU. s+ 0002509 548045s,0 00 Se eserbecee 190 263 293 189 249 155 19 74 93 93 220 10 206 201 173 the main editorial. included in not to each are but CHanpbier, J. A. C. (abstract)... .ccscccceess 231 Character and science (Epwin D. Starsuck) 213 Character development — (Oakland public MIE wd Sd akasbe aps ddGse0 sdb aad- Caan 274 Character education. ........ccceesesth3, 253, 273 Character, Habit formation in (CLARA CHASSELL RIED. icetei-iniriirsirn-sctiitlina dehetphn sh ae iota oa 253 Cuarters, W. W. Pure and practical re- PORE. Department of Superintendence..........- ini Department of Superintendence, Tentative pro- BED BE deci cécbeceveeseteese as tebe das 65 Departments, Tentative programs of........-- 197 Dernsy, Grace E. (abstract)......ccsceceeses 268 Dickens House (photograph) ........s.eeeees 169 Dietz, Davip (abstract). ......ecceseeeseeees 230 Dignity of labor, Teaching the (ALFrep J. Chasaven) Gate Ch Odes 6 6 HERUREs dmds oo 0'010 41 Distinctive contribution of history, The.....- 39 District No. 20 school near Sultan, Wash- ington (photograph) ......--+-++-eeeeeees 175 District of Columbia, Educational progress dur- BE Bip og aids diene nh 866-00 + en0s.c.c.0 00866 ei | Donovan, H. L. The demonstration lesson. 245 Doo.ey, ‘Mr. CGmCtAtION) 0.6 cccccccccccccese . 253 Dorsgry, Susan M. A defense of youth ie ateie's 177 Do you know your Education Bill? (CHarL Cmmowmm WILLIAMS) 2.0... ccccccccccsscsvivie 252 Dozier, KATHARINE (abstract)..... écedeaaeoe Bae Drake, Fiora (abstract).......ccceececesees 231 Drama of American Independence......#.... 159 Drennan, Marie. The Lincoln Memorial— CONE 85. 6 cba iin dgdebese cvccodion pentane es 54 Driftwood—poem (GAZELLE Stevens SHARP).. 291 Dunn, ArtHuR W. (abstract)..........++++- 231 Early textbooks on reading (Mary MAGRUDER). 73 Editorials.. 16, 50, 82, 114, 146, 182, 216, 248, 284 Educating for initiative (Jonn W. .o 259 Education, American, (Wuiti1am F. RussEgtu).191 Education as a career (editorial)........ sane ae? Education as a national. asset (HERBERT BROGUER) . ...00.o0 00 da- eeryy Se ee . Education bill, 55, 1 Education bill at 'Philadelp Rs cums - aawadibcss Education bill, Do you Know your (CHaARL Clntmonsw WILEARS) wins oo cc ike secstis soc 252 Education bill going forward (Wittiam M. ee FS ee ee ae 285 Bieiontton: BER. Whd ewe ssi cc «wii e s 0 he ey 55 Education ?, Can America afford (table) oe 282 Education in 1825, Popular..........eseseees 85 Education—poem (ARTHUR GuiTERMAN) .... 139 Educational books, Sixty of 1925............ 57 Educational Press Association resolutions.... 122 Edwin Natural Bridge, Utah (photograph).... 219 Efficiency—poem (Jennie Cecetia Betz)... 54 Efficient school principal, The (Mary Mc- eee eee ee Pee oe Pe 131 — John A., General Robert E. Lee (paint- ing + cinnah abate Elementary principals at Philadelphia........ 257 Elementary school principals... .106, 116, 131, 257 Elementary school principals at Washington, eee eee eee ee ee) D. C. (Jesste M. Rossins)...... Siewuscew- 316 Eurot, Cuartes W. (portrait)........... accis ane Elmira boys band (photograph). . wine adwasled TT 44 England, Extra-mural yee in (Sretia B. | a re ee ee eo. Equal educational opportunities. (Henry Nose NGOS din oan 15, 23, 81, 84, 129, 158, Health habits, Better (c. E. TURNER)...-.... Health, May day for (Mrs. Ernest R. Grant). Heaty, Wirriam $= (abstract)..........ccceees Hearings! Hearings!! Hearings!!! (editorial) . Helping hand, The—painting (Emile Renouf). HeEnpricksen, ErHet M., and Woop, THomas . Fresh air and ventilation in schools... High school principal (A. E. WinsuHip)...... Eis, Party S. (obetract).....ccccccesseccs Hiring a teacher in 1814............ abieneee Historic Philadelphia (Jessie M. Rossins)... History textbooks (Mary Macruper)....... History, Using the pageant in (Jesste M. Ros- BINS) Horerr, Emma M. Recompense—poem....... Homes, American Holiday, A—painting (E. H. Porrmast)...... Holmes County School Annual, The....... awit Homer, Winslow. Fog warning (painting).. Homes for teachers (Maritia Z. ParKER).... Hoover, Herpert.. Education as a national BUG sa5arrnsecvdoder ccces ddsbivecttibses — (portrait) ee MORE hn cdb es 6 dened csc cd dckcvcvbes ‘ Hoppity—poem (A. A. MILne)..... phccveeide Horne, Herman H. Patriotism—poem...... Hotels in Washington............ soevaeds House of Representatives’ hall in the Capitol (photograph) House Office Building (photograph).......... How birds help (photographs).......ceeeses- How shall schools be equipped?...... iittns oes How to make good — (Water M. Har- | PEE ROC How Utah builds iocals. aintsta ob es 46 vi0sk new hin Hussarp, Exsert. Initiative.. Hupson, J. _ (quotation) . skubeedda saves Hunt, Ben B. A pilgrimage to Arlington— se eeee eee eee ee eee ee ee ee) Ce eerceccrercoecs eeneeee ee Peers ee tere ee eweeeee ee eeeeeee GERTRUDE. eeeeeee ee ee ee) Peewee eee rete eens eee ee ewe eene ee oe eeeeeeeres eee etree ee eereee poem Hurdles in spelling........... Huxiey, Tuomas. A liberal education. weevee Idaho, Educational progress during 1925....... Ideals (Ropert McMurpy)............- essce Illinois, Educational progress during 1925. eee Illiteracy—One for everyone (JEAN THOMAS). en. spelling through research (Mar- . ALLTUCKER) GARET See ee ee eee er eeenees Educating for initiative. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ee OOOO OE 49 99 . 278 126 218 145 151 150 149 111 127 158 230 194 - 267 110 228 - 139 128 229 285 253 229 165 259 138 230 275 181 125 150 - 275 219 304 124 54 179 301 December, 1926 i i SS 6 aso calc dh eae aw oe Mahsiee el oo an Increasing adult education................., 17 India, My school in (RaBINDRANATH TacorE) 179 Indiana, Educational progress during 1925. 6 Indianapolis college girls in New York (photo- EY hi ien tthe 5 adn danieeheuden eee 4 cae + 133 Initiative (ELpert Hupparb).............. 304. Initiative, Educating for (Joun W. Harse- WE, bn edWan reared pandas Kbaansas > obhisoen call 259 Inness, Georce. Peace and plenty (painting) 262 Interpretation are 91, 303 Introducing the new president.............., 209 Iowa City, Pre-school training at (Jessie M. cee ES ee eT ae 123 Iowa, Educational progress during 1925....., 6 Island Harbor, Lake George, N. Y. (photo- 2.) SESE T OREN ESETS VORTAC E RR eT 206 Is this education? (BERNARDINE FREEMAN).. 5] JEFFERSON, THOMAS (poster)........... seseee 87 Journal’s annual roll call, The............. co am fom Jason S. The child in the movies....... 977 ee a re: + 281 Junior high school (WiLL1AM McAnpreEw).. 261 KAHN, Otto H. (quotation)................ ‘ .. Kansas, Educational progress during 1925. Kearney, Nebraska student N. E. A. unit IEE SI, <.. .0.5 ablabine sivain cys a0 cae . 247 Ketiey, Mrs. Epcar SriLLMAN (portrait). 50 Kenprick, W. FREELAND (abstract)....... er: * 239 Kent, Cartes Foster (quotation)........., 130 Kentucky, Educational progress during 1925... 6 Kerner, Rosert J. Our professional invest- DE Seritatek a hie a:tpertsin, acts 40:60: daeie 40 alee 297 Krerer, R. J. Professional progress in Ohio. 9 KILMER, Joyce. Trees—poem............... 26 Kindergarten education at Philadelphia (Lu VERNE gy Rubee cheeks hanes cooes mae Kindergarten, The.. Bee GRbhdd deans cane oo aan Labor, Teaching the dignity of (ALtFrrep J. REED Scconnesesaekes che ba Oem ieee . 41 Laidlaw, Louise Burton. Our moon—poem.. 237 Lake George, N. Y. (photograph)............ 207 EAmemIe, Unt W. (pOrerRil)sccccb cc cccccen 203 Landing at Jamestown, The (painting)....... 248 Lane, Mary. A teacher’s perspective........ 187 Lawrence, Kansas, girls glee club (photograph) 278 Lear, Epwarp. The table and the chair—poem 26 Leet, Katie. The resurrection of Miss Sara.. 171 Legislation for childhood (Francis G. Buatr) 233 Levy, Fiorence M. (quotation)........... os Lewis, Wi1LL1AM MATHER (portrait)......... =e Eee Ghaltemee etermal.... oc... scccsscons Liberal education, A (THomas HuxLey)..... Liberty Bell, The (ArtHur H. CHAMBERLAIN) Liberty Bell and Mrs. W; FreeLanp KENDRICK (photograph) Liberty Bell rings again (Mary McSximmon) 83 | Ras Oe ae 17, 187, 244, Libraries, Why school? (ApELinE B. ZacHeErt) 244 Library of Congress quotations.............. 105 Library service, The new era of the (editorial) 267 Library truck (photograph)...............6. 187 Lima, Marcaret, and Terman, Lewis M. CREO 6 DORMINR 6 65665 wcctcesce err LinpsaYy, VacHEL. The moon’s the north wind’s cooky—poem .......... adie avec one Lincoln Memorial (photograph)............ 172 The—poem (Marie Dren- REPEL Diinwete Ka sles i shia dbase 54 Lincoln Memorial, List, Liuzir E. The need for professionalism 290 “ Literature, teaching the beauty of (HeELen NS Re eee eee 237 Living, Teachers’ standard of (Joun K. Nor- eS ey a ere a eee eee ocesee an Locke, John (quotation) ............e00. Pere betas, Joun Fi. (gortrait).......scccvcaceu o London vacation course (photograph)........ 238 Looking at our field (Mary McSximmon).... 106 Louisiana, Educational progress during 1925. 6 LowpeENn, Frank O. (portrait)...........++++ 107 — Rural life and rural education............ 107 LowetL, Amy. Sea shell—poem........+++++ 26 McANprew, WILLIAM (abstract)...........+++ 290 — Why the junior highschool.......... coonee aan McCase, JosEpH (quotation)............. ri. MacCaucHey, VaucHan. Sabbatical leave for SD... 6 salee wtb eee Spe bdbeo eb Oe bar ees McCorp, Martner M. The school lunch..... 78 MacCracken, Henry Nosrie. ‘The _ teacher’s es 5 LG S ».60 co 5k take PT McKim school (photograph)....... oecceee Sa McMurpy, Ropert. Ideals........ ocecccecee McNem, Nicnotas T. (quotation).......++. 208 9 er Joun R. (portrait). McSkimMon, Mary (abstract) ....eccccecese 129 — And Zadi (portrait) ......ccccccccccccess — Good for Memorial Day.....sseseeeseeees 145 — Liberty Bell rings again. .....cescssecees — Looking at our field. ...cccccccccccccccss 10 — (portrait) 195, 201 — (quotation) ..... WEreverrrrririr rir t) — The challenge of childhood....cccseseees 201 ~— The efficient school principal........++++++ 131 ee ee $0.006006000060000R Macruper, Mary. Early textbooks on reading 73 —~ History textbooks ...cccscccccccscccceses mm — Spelling books ...... gasnedraacetauine «see — Writing ..ccccccccccccccccccvesccccsaces 176 ees lel al ee ae Cll deed 4 Ged eee Od et Oe _—— Ae Diet wo te eo AONS Vol. 15, No.9 Maid of the Mist, The—poem (WatrTER EE eho eee ba bs-ab a pee bine anes tne 70 Maine, Educational progress during 1925..... 7 Mann, Horace (quotation) ..........+ee0. so @ Manvet, H. T. After measuring, What?.... 139 MarKHAM, Epwin. The Never-Old—poem.... 33 an oS. Ba NN. (GQuotation)......ccscsesece 145 Maryland, Educational progress during 1925.. 7 MASEFIELD, JoHN. Sea fever—poem......... 168 Massachusetts, Educational progress during eee. Pererer reer eeeectveenene 7 Massachusetts, University extension in (JAMES ES rr Pe eee 76 May Day for health (Mrs. Ernest R. Grant) 158 May night—painting (WiLLarp L. MeETcaLFEe) .49 Measuring—After measuring, What? (H. T. ED 0 6.db ddd hn 060 24d ev aeadiens sees 139 Membership growth (chart).................. 226 Membership growth from 1857 (table)....... 228 Memorial Continental Hall—D. A. R. (photo- raph) ... 22sec cccccccccccsessccces err nee Mercatre, Wittarp L. May night (painting) 49 Michigan, Educational progress during 1925.. 7 Mune, A. A. Hoppity—poem..... Pa ae Fe Minnesota, Educational progress during 1925. 7 Mississippi, Educational progress during 1925. 7 Missouri, Educational progress during 1925.. 7 Monroz, Watson H. National Council of ER OPP ere Ty Tre ee Montana, Educational progress during 1925.. 7 Moon’s the north wind’s cooky, The—poem See, LSNEGAT Sioa dd clon essesecpevessaé 26 Moore, ANNIE Carro_ti (abstract)........... 230 Moors, BertTHA SHANNON. Carbery; A school eer errr 189 Moors, JoHN Bassett. How the world operates 137 Morcan, Joy Ermer. After school, What?.. 163 MEPMCCAtION G8 & CALCOT... 2 .cccccceccccese 249 — The new educational statesmanship........ 35 — The new era of library service........... 267 meee mew teacher.......cccccsscces ewes 67 =— The school of tomorrow.........ccccccees 217 mae vernon (photograph)........0.sscsssees 101 Movies, The child in the (Jason S. Joy).... 77 Moyer, James A. University extension in NS Se ee ey ey re 76 Museum and the school, The art (BELLE Boas) 269 tad 555 om bain 6:6 6-9:en wie o 0-0 43, 251, 277 Music, A world brotherhood through (FRaNcEs EL ENNEED a's sid Ws 4.0 6s acdiea.0 4.0 Beals 00:0 151 Music as an avocation (Hoiiis DANN)....... 277 Music lesson, The (painting)................ 277 Music memory contest (C. M. TREMAINE).... 43 ened Cis, A, WALTRR) . 0. cccccscctonesss 54 My school in India (RaBINDRANATH TacorE).. 79 a “RMD. is 00 vege scodvevecesencccese 132 National Council of Education.......... 154, 294 National Editorial Association greeting....... 226 National Education Association convention in Mvasmineton i 1927 .......ccccsccesccsees 258 National Education Association, Officers for th iG.4 . da -tathoes ame ees 00k tae be 224 National highschool orchestra (photograph).. 255 National thrift week (JoHn A. GoopEtL).... 18 Nebraska, Educational progress during 1925.. 7 Nebraska state capitol at Lincoln (photograph) 181 Nepry, Britt. Tides—poem................ 181 Need for professionalism, The (Liuige E. GS bob's +s bee eae ee epbeeeb as 0 é-0% 290 Nevada, Educational progress during 1925.... 8 Never-Old, The—poem (Epw1n MarKHAM).. 33 New education bill, The (editorial) .......... 55 New educational statesmanship, The (edi- A £2 o 5600 bdgds che ekews vee be oupesse, BS New era of library service, The (editorial)... 267 New Hampshire, Educational progress during iin edt paidonundsnawad Bee eens eee 8 New Mexico, Educational progress during 1925 8 New teacher, The (editorial)................ 67 ST ee ree 11 New York, Educational progress during 1925. 8 Newbery, John, prize book.................-. 289 NEWLON, Jussx H. (abstract).............00% 230 Newman, A. Evetyn. Teachers’ responsi- ee ete eee ee ee 138 See mentce Gav. FUDB) < oon coved ic nacsice 281 oraees Carolina, Educational progress during i Dakota, Educational progress during Norton, Joun K. The teacher’s standard of | RRS Arran a ies ab ook ae 45 Notes and announcements............ ishenes 34 Oakland character education bulletins.......... 274 Officers of the National Education Association EE G0 ho. s «Sn b'live se dunce thea’ 224 Ohio, Educational progress during 1925...... 10 Oklahoma, Educational progress during 1925. 10 Omaha May Day festival (photograph)....... 104 ES | ES Rare 152 One for everyone (JEAN THOMAS)............ 295 One hundred percent enrolment certificate eh ek oe a la cle 0 a 00 298 ly a schoolma’am—poem (Warp Bennett) 54 Opportunity—poem (Epwarp RowLanp SILL) 26 Oregon, Educational progress during 1925.... 10 O’SHea, Wiiitam J. (abstract)............0. 127 if curriculum commission at work......... 261 Our heritage in arithmetic .................. 62 r heritage of recent poetry ........... 26 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Our Beeracy heritage. «<< ves ccsecessceccs 25, 94 Our moon—poem (Louise Burton Larmpiaw) 237 Our state associations, 1926-27 ...........6.6- 188 Oyster gatherers of Cancale—painting (JoHN ee eee Pee ee: oe pore 49 Pate of anata Wee Adee isis ccsscccksinas 54 Pageant in history, Using the (Jessiz M. Ros- DED -csecuascdanancs csduaeedsnetssaneraen 159 Painting in the schools, American (MARGARET a RE errr eo eee ree eS 242 Parmer, Georce HersBert (quotation.)....... 68 Paris, Vocational schools of (Mary L. Ritey) 38 Interpreting the Schools to the Public Some books that have been found useful LEXANDER, CARTER & THEISSEN, W. W. Publicity campaigns for better school support. Yonkers, N. Y., World Book Co., 1921, 164p. Alexander, Carter. School statistics and publicity. Boston, Silver Bur- dett & Co., 1919, 322p. Hines, E. C. & Jones, R. G. Public school publicity. 1923, 72p. Long, John C. Public relations—A handbook of publicity. Hill Book Co., 1924, 248p. N. Y., Macmillan, McGraw- Miller, Clyde C., & Charles, Fred. Publicity in the public schools. Boston, Houghton Mifflin Co., 1924, 178p. Quiett, G. C., & Casey, Ralph. Prin- ciples of publicity. N. Y., Apple- ton, 1926. Reynolds, Rollo G. Newspaper pub- licity for the public schools. N. Y., A. G. Beiler, 1924, 125p. Sheehan, Murray. Hints on News Reporting. Little Bluebook No. 342. Haldeman-Julius Co., Girard, Kansas, 55p. Stevenson, P. R. Campaign publicity for schools. Columbus, Ohio, Ohio State University Press, 1926, 59p. Wheeler, Joseph L. The library and the community. Chicago, American Library Association, 1924, 417p. ParKER, Maritta Z., Homes for. teachers..... Part payment of delegates’ expenses.......... yi ee a are er eee Patriotism—poem (Herman H. Horne) Patron, Leonarp M. (abstract).........ese0. Peace and plenty—Gerorce InNneEss (painting). Penniman Memorial Library (photograph).... ie * sar Educational progress during 19 Perris Union high school (photograph)...... Perry, Crarence A. and CarroTHers, GEORGE Cneter GURINONEND 25 3.000% 20000 es Pessimism, An answer to (THrEopore Curis- TIANSON) 2.20000 aawh +i Rahs heb hilne viewed Puevps, Wiiti1aM Lyon (quotation)......... Philadelphia from the air (photographs)..... Philadelphia, Historic (Jessig M. Ropsins).. RAI as 45 000 6ccccwnesccncepes ee Philadelphia, Resolutions adopted at.......... Physical Education, Department of School Health and (Acnes WINN)..............2% Physical education in highschools (Cart L. oN RPP RES an Se rae Pilgrimage to Arlington, A—poem (Ben B. BEUOT) cashes re . Pioneer in the profession, A (Atison E, fF RA eS ee ey epee Placing a wrecih on the Tomb of the Unknown Soldier (photograph) .......... acenara aoe idle Playground model (photograph) ............ Popeiar GGmentiod te TG0G 6 sac ccccscsenccsece Pore, O. E. A Christmas thought—poem.... Porto Rico celebrating American Education PROG COROURNOEND 3 hscss 55s cdcncctad&es Poster (Peter Cooper) 42 152 231 126 262 187 10 175 19 1 40 178 153 152 195 225 23 — (THOMAS JEFFERSON) Potthast, E. H. A holiday Powun, Evri I. (abstract)... .....ccccesces Prayer, A teachers (M. L. Wricntr)........ Prayer for teachers, A (GLENN FRANK)...... Preschool training at Iowa City (Jessie M. Rossins) ee ee President Condon announces notable IOS «03 5a5a 6 0b oo bens od 4005 coche eek Principal, The efficient school (Mary McSxim- vt eT LT ere eee ee ere or ree errr Principal, The high school (A. E. WinsHIpP) Prize book, The John Newbery.............. Profession Ot WEEK ..<.cccscccecces 146, 210, Profession at work, The (J. W. Craprree)... Professional investment, Our (Rospert J. Ker- NER) Professional progress in Ohio (R. J. Kierer) Professionalism, The need for (Liu E. RSET sdmnea berks 40 chases inte bhonwe xbaaees Progressive schools, Among (GERTRUDE Hart- MAN) Property, Teaching respect for (Epwarp O. GON) 5 oc icdcenbaks seb as thodendbexescce Pausrr, Manta ©. -Goebenct). 66s és ic csdcc ss Psychology to work, Publications of the ciation (chart) Pupil elimination, ee ery rs ee ee ee Pure and practical research (W. W. CARTERS) Putting psychology to work (RaueH WALTER) Prvarvtz, %. BOI (porteasly Fee os acacscevaes Putting (RALPH WALTER) National Education Asso- First absences and (ELSI£ Radio in California schools (Grace C. STANLEY) Rainier National Park (photograph)......... Reading, Early textbooks on (Mary Macruper) Reading, Research improving (Marcaret M. RIARUCHMRY § 200 0 Ci cKHeS 2406p 56d O58 SEs Reading with a purpose (HELEN BuRLING)... Recent poetry, Our heritage of.............. Recompense—poem (EMMA M. Hoerr)....... Red Cross building (photograph)............. Reeve, Marcaretta Wiis. The summer round-up of the children .............+55- om ERUNONED on. 5a Vee baes 6065 6 csebnebe eee Rei, Kirk M. Teach them how to save their | MERE CUL ET ETE TTT Tete ee ee Renouf, Emile. The helping hand (painting). Repression versus expression (Marcaret M. PESMOCEGR) -0.0.560466sb00sradete ves casas Research improving reading (Marcaret M. AALBUCEER) 26 is steers ccccacnsvscaresades Research, Improving spelling through (Mar- Gaane 04, ALESUCERD «i cic0ccgkc case dccens Research, Pure and practical (W. W. Cuar- MrT er errr res Te eee eee ee eae tT Resolutions adopted at Philadelphia ......... Resolutions adopted at Washington ......... Reswutione, Naw) Veersavis's.s siinbeeodeess Jobe Resolutions of the Educational Press Asso- CIO. «cen coup nwecnn< «Gedadien Was tke Sak Resurrection of Miss Sara, The (Katiz L&e) Reviving the folk dance (ELiz,seTH BurcHE- Se err ee Ch es eee Ricuarps, RutH M. The smile of a child— IRS Jide a as 40 siiche< bk ak OL OR ad ee Riding to and from school (photograph)..... Ritey, JaMes Wuitcoms. An impetuous re- CUNO —BOON. og neds cane neteehngricsenesen Ritey, Mary LL. The vocational schools of PD = aco mn e's énebeten eu elcauwenawens hte Rio de Janeiro health exercises (photograph) Riverbank Lodge (Jesstze M. Roppins)...... Rospsins, Jessie M. At Valley Forge ...... — Elementary School Principals at Washing- tod, Oe Sci ka cess ne tu bats i'oubscaden = Eiistertc PUSGRGIEEG : o.s0.0 secs ccewesecuan — Preschool training at Iowa City ans‘ Siiveweeie EGOS: 4 isco caw ess ddvkaws ddan — Using the pageant in history............. Roserts, Epwarp D. (abstract) ........+-++ Roll call, The Journal’s annual.............. Rowen, WiLutaAM (abstract) .......ceecees- Rural education........ 52, 53, 107, 109, 155, Rural education, Department of.............. Rural education, Rural life and (Frank O. ee. TET Oe, CO ee) | en Rural life and rural education (Frank O. LowDEN) Rural school board measuring stick....... be Russei_, James E. (abstract).......-sesee. ‘ RusseL_, WiLLt1AM F. American education... an EGE inns én Ne bb4 60% 400040 004 meeme Sabbatical leave for teachers (VAUGHAN MAac- CauGHEY) Salaries for teachers Saltair Beach, Utah (photograph) .......... Sargent, John Singer. Oyster gatherers of Cones (pelebtaad. «cos isecnkss canksieknan Sarcent, WiLt1aM. The barn swallow—poem School lunch, The (MarHer M. McCorp) ... School of tomorrow, The (editorial)......... School on trial, The........... pice coed sae ee ee Scuraper, Cart [L. Physical education in Re SOUND. sedate indie dene éeceweeed Science, Character and (Epwin D. Srarsuckx) Scort, Witi1am Henry (portrait)........... 48 20 280 116 156 296 73 122 171 241 10 234 174 26 38 287 191 191 304 — (quotation) Sea fever—poem (JoHn MAsEFIELD)........ Sea shell—poem (Amy LoweLL) ............ Seattle invites you .......... week tee aike 265, Seattle public schools bulletin .............. Secondary education Secretary’s annual report, “The Self-rating scale for teachers SHARMAN, Meave W. For humanity’s sake... SuHarp, GazeLLe STEVENS. Driftwood—poem SuHERwoop, Henry Nose. Equal educational Opportunities ...cecesccccccccecccccccsces Sight, Teach them how to save their (Kirk I 6.56 0060s 4-00 4 RE kG AAO +44 0 rmheen S11, Epwarp RowLanp. Opportunity—poem Sisson, Epwarp O. Teaching respect for prop- s+ 223 - 168 26 266 3 4 211 68 157 291 ENE PEP Perr TTT Teer me L Sixty educational books of 1925 ............ 57 Slough school in California (photograph).... 174 Smile of a child, The—poem (Rutu M. Ricu- ANBED 15 cono SRO mee Hed-o9.5% e+e whee ep bive-ce 234 SmitH, WILLIAM HAWLEY (quotation)........ 38 South Broad Street, Philadelphia (photograph) 197 South Carolina, Educational progress during DE Ubaedbdeee CbgmaS De LSS bow e.6ne-<0 10 South Dakota, Educational progress during BL 5 Gada hs in aaah ® <6n6 tap 6nie-0$ 09:4 10 Grave, Cwanras 1. Cabetenet). .. ccecscecccecs 128 OO EE ae ern eet rouge 31, 63, 97, 130, 162, 200, 232, 264, 300 Special Aa NSS RD REE Datei 29 Spellers, How to make good (Water M. Har- MED 4:6 0.0 0a + ae de Mk doe cond WERE Es Cabs 40 275 Spelling books (Mary Macruper).......... 113 i ROO Dh an ns nc dee atlpedbhe deans oe 179 Spelling, Improving through research (Mar- GHAR TE, SECBUOREED oo tdceneoedseceee’ 271 Spring fever (MAE TRALLER)....-....--e0.0% 168 Spring magic—poem (June G. WiiiiaMs)... 181 Strarsuck, Epwin D. Character and science 213 a GEES 2b dss ornndiak ok bib a Ce des 213 Sracey, Groner R. (abstract). oocccccccoecse 126 Stantey, Grace C. Radio in California schools 156 EE RFE Ee OS 188 State, War, and Navy Building (photograph) . 8 Statesmanship, The new educational.......... 35 Stewart, MELVILLE (portrait).......sceeeees 23 et a ee OD eee 74 Stop and think (Haze, ALpricH FINEGAN)... 260 Summer round-up of the children, The (Mar- OheNSTA Weiraan TROVE. « o 6.0:9.0.92 Fas eeasn ve 143 Summer school attendance in 1926 (table). 254 Sun cups—poem (RutH Harwoop).......... 181 Superintendence, Department of.............. 29 Superintendence, Department of, tentative pro- ee Cee Er ey RPS. er ae 65 RPE Seer a Ee Fae 20 SuzzauLo, Henry (abstract)....cccccceseses 128 Table and the chair, The—poem (Epwarp Lear) 26 TAcorE, RABINDRANATH (portrait)..... edeweee 79 — My school in India .......cccccccccccsces 79 Tanis—painting (DanrieL GARBER).........-- 242 Teach them how to save their sight | (Kirk M. dis te tic a ws ap aecetgbaanbeohacteae” 71 Teacher, The-—p0eat © vicsets cacecccdvsvccccss 290 Teacher, The (HeErsert Hoover). Poe O 217 Teacher tenure ...... bibhé on 4hadett be nteeedls 82 Teacher to her pupils, A—poem everest OCR)» i vines oid sue HKG4 D0 RKKe Oke Hii 291 Teacher’s faith, The (Henry “Nosie_ Mac- CE + vcéheceeenasena coeccéshens eas 142 Te MONOD: 0 0.50 cies 04 eames bes ini Washington Education Association leaflet... ase Washington, Educational progress during 1925 11 Washington, George, and education (CaLvin ee ee Se ee eres Pee epee er 99 TMresnieten,. Fetal 10.3... «0 swces és 000000 eee 30 Washington Monument (photograph)....5, 20, 100 Washington resolutions, The ...........+..5 121 Warkins, Mrs. Artuur C. (portrait)....... 146 Watts, Maryorig SEYMOUR. A teacher’s DEAVET—POEME 2 oii cc csavsccscccvscvcsecees 181 Went, Hersert S. (abstract).......cccccccce 127 oT a ee en ee eee ee ee 67, 275 West Virginia, Educational progress during ie Se AE ere Pee er 11 What do parents think? (C. E. Turner)..... 84 What is the World Court? (MonrTaviiie PE. bid. hss 0kndcedideecbeber es cone 135 When shall I resign? (Ropert H. Wricut).. 164 White House, The (photograph)............ 9 Why school libraries? (AveLINE B. ZACHERT). 244 Why the junior high school? (Wm. McAn- ES. casccsdddombseisbdiatees ck «96% 's-cae 61 WICKERSHAM, JAMES PyLE (quotation)...... 150 Witsure, Cuaris D. (abstract)..........ccc 126 Wicirams, CHart Ormonpv. Do you know POUL e@GUcRtION DM? ccccccccccccccceseves 252 Witirams, June G. Spring magic—poem.... 181 WiuiiaMs, Marcuerite B. American painting OS er ree 242 Weesameon, ©. C.. Gabetract) ..o .00.6css then 268 ee ee eee 128 Witson, Josepn R. (abstract)............4- 229 Wison, Lacy 1. W. (absteact)...«..cicves 268 Wilson, Woodrow, Highschool, Dallas....... 299 Winn, Acnes. Adult education at Indianapolis 22 — Department of School Health and Physical I Lain wreanawela dacbueaae 00n'es ome 23 — The teacher’s second mile............eee6 51 Winnetka graded booklist .............20005 27 Winsuip, A. E. The high school principal... 4 ——« A GORE WS. 60000 wi0 davervenise sone 257 Winstow, Leon L. Aims in art teaching... 222 Wisconsin, Educational progress during 1925. 11 Worrern, Kate (abstract) ...cccsccscscccces 230 Woop, Tuomas D., and Henpricksen, ETHEL M. Fresh air and ventilation in schools... 81 World brotherhood through music, A (FRANCES A DOMED ns cosicne 0590002000200 cos: 188 World Court, How the (Joun Bassett Moore) 137 World Court, United States Senate and the... 137 World Court? What is the (MonTAVILLE RINE» nls nist nibie ceeds abbiee§ 64 he eee eke 135 World Goodwill day, Exercises for (FANNIE PREM ABPRRWSE) coc cvcccvdesnr sates cs6es 149 World Peace, Teachers’ responsibility for (A. EVELYN Newman) ee - 138 Wricut, Davin Sanps—A pioneer in the pro- fession (Atison E. AITCHISON)........-+. 250 Wricut, M. Ll. A teacher’s prayer......... 11 Wricnt, Rosert H. When shall I resign? 164 Writing (Mary MAcRupeR)........seeeeeee. 176 Wyoming, Educational progress during 1925.. 11 “Youth, A defense of (SusAN M. Dorsgy)...... 177 Zacnert, AvELINE B. Why school libraries?.. 244 Zavt and Miss McSximMon (photograph)... 235 fol. 15, No.9 THE TEST OF PRINTING | | She Conclusions of ‘Prominent Educators | | of Schools of the Department of Education, Chicago, writes: “Through its strong appeal to boys, the printing course has acquired great importance in the Junior High School. The practical value of printing is great, for aside from its trade features, it appeals alike to the artist, the advertiser, the editor, the reporter, the business man, the author.” 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 Tue JouRNAL OF THE NATIONAL EpuCATION ASSOCIATION A-267 4 pi / y fi Pe “Ss 4. pe r “i ma” [: Oa | t= Ve | = Paws Whe —S Vee 59, > = a ii | : iW - William J. Bogan, Assistant Superintendent AMERICAN TYPE FOUNDERS COMPANY THREE HUNDRED COMMUNIPAW AVENUE, JERSEY CITY, N. J. Mention Tue Journat when writing our adverttsers. cm oui (if Susan “Dorsey, Superintendent of ITALIZATIO # Schools, Los Angeles, California, writes: “It / is a matter of importance that through the school printshop a large number of young people have become familiar with the different styles of type, with the setting up of forms, and with the vocabulary of printing, and the re- lated arts of making cuts, prints and the like.” 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 ofa 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.” Im OE ST TS TT TS TNT A ee NR in a Ter an os om ‘ac ane ENA & ' ww ‘Sy Character Training in the Class Room THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION ke ee ay 5 a Sa ee = ge 6é Develops ‘‘True and Good °*,@ e x? Citizenship Within the covers of “My Bookhouse” will be found the inspiration that will develop a child’s character and make for the true and good citizenship in a day when educa- tional values are emphasized and ideals built through the mind and eye. Mrs. Roiiin G. SHERWOop, Librarian, Westport, Conn. ““One of the Most Valuable Agents’’ The importance of training childhood in the right ways of living cannot be overestimated. “My Bookhouse” js one of the most valuable agents for bringing this about that has come to my notice. I am sure that if all the agencies that train for whole- some living could concentrate upon lines that correspond to those upon which this work was conceived and written, December, 1926 In a day when the emphasis upon character training in the school room is growing rapidly, principals and teachers should make full use of the great aid afforded by My BOOKHOUSE in developing character while laying a solid foundation in literary taste. Lead- ing educators everywhere testify to the remarkable value of My BOOKHOUSE in modern child education. Write for interesting descriptive material. The BOOK HOUSE for CHILDREN Dept. 12-C, 360 N. Michigan Blvd., Chicago ’y BOOKHOUSE the succeeding generation would be strong in those things that make for the best in life. “It Has Proven Itself It has proven itself invaluable. Teachers refer to it and pupils constantly call for it. We are of the opinion that our school library is not com- plete without “My Bookhouse.” L. J. RuNDLErT, Supt. of Schools, Concord, N. H. Invaluable’’ Cart HoLtMAN, Principal, Pearl River High School. NOTES and ANNOUNCEMENTS po ee THE FIRST STUDENT UNIT of the Na- tional Education Association, organized at Kearney, Nebraska, State ‘Teachers College last January, sent nearly all of its eighty-three members into the field as teachers, principals, and superintend- ents. Another student unit of the Na- tional Education Association is being developed during the year, which is ex- pected to pass the one hundred mark. IN PROPORTION to population the Virgin Islands have the largest number of life members in the National Education Association. Even though they receive only $44.76 per month they have each year contributed approximately four hun- dred dollars towards the expenses of a delegate to the National Education Asso- ciation convention. “They maintain over 95 percent membership. A Group of sixty people from Interna- tional Institute, Teachers College, vis- ited the National Education Association headquarters on Saturdayy, October 23. Among them were seven Ministers of Education. THe SEVENTH Annual Convention of the Canadian Teachers Federation was recently held at Charlottetown, Prince Edward Island. The following para- graph was taken from the report of that meeting: The outlook for the Canadian Teach- ers Federation is very bright. The year 1927 will see two great events in its history—the Second Biennial Meeting of the World Federation of Education Asscciations in Toronto, August 7 to 12, and the Eighth Annual Meeting of the Canadian Teachers Federation in the same city, August 12 to 13. Canadian teachers in 1927 are to be the hosts of the teachers of the world. It is a great undertaking, but the Canadian Teachers Federation approaches it with confidence, and gladly sends out its invitation to all teachers organizations throughout the world to send their representatives to Canada for this great meeting. THE CURRENT ISSUE of the Research Bulletin of the National Education Asso- ciation, that for November, 1926, is en- titled Major Issues in School Finance. This brings together under one cover a digest of much of the research that has been conducted in the field of school finance in recent years. It will be of special value to those supporting educa- tional legislation at the coming sessions of state legislatures. Students of school finance, superintendents, and _ teachers will find much that is of value to them in this issue. Copies may be ordered at twentyfive cents each by addressing the Research Division, National Education Association, 1201 Sixteenth Street Northwest, Washington, D. C. (Continued on page A-270) Jol. Jol. 15, No.9 THE JOURNAL OF THE NATIONAL EpUCATION AssOciATION ‘The Perry Pictures Give in Glances What Volumes of Words Fail to Convey REPRODUCTIONS OF THE WORLD’S GREAT PAINTINGS Aids in teaching Language, Literature, History, Geography, and espe- cially in Picture Study. The power to transform this hard, matter-of-fact world into music, poetry and beauty lies dormant in every child. The teacher who helps to awaken this power wins a halo of gratitude. A few of the Perry Pictures, a little study about them, shared with your pupils, will give a wonderful return, ONE CENT SIZE. 3x3%. TWO CENT SIZE. 5%x8. TEN CENT SIZE. 10x12. Send 50 cents for 25 art subjects or 25 for children, or set of 25 for Christmas. Size 5% x8 Large Pictures for Framing. For 50 or more. For 25 or more, For 5 or more, Artotypes 22x 28 inches, including the margin, $1.00 each for two or more; $1.25 for one Send $2.00 for “A Helping Hand” and “Can’t You Talk?” Hand Colored, same size, $3.00 for two; $2.00 for one. CATALOGUE of 64 pages, 1600 Dr. G. Stanley Hall, the educator, said: miniature illustrations “IT am glad to make an exception to my rule to commend no school mate- rial in favor of The Perry Pictures. I have been greatly interested in them from the first, and regard them as 3 very important addition to our school equipment. They should be in every school, not only in the larger cities, but in the smallest country districts.’’ ‘he Perr TPictures = YOUR PRINTING is your representative. It reflects your judgment and character. Naturally, therefore, you should select your printer as carefully as you would an individual to represent you. OUR PLANT fully appreciates the confidence our clients im- 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- vantage to get information from us regarding your next order for printing. Also contains a Ten Cent picture, a Four Cent size, a Bird picture in colors, etc. It costs only 15 cents in coin or stamps. Box 199, Malden, Mass. Among the publications from our presses are The Journal of the National Education Association, The National Geographic Maga- zine, 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. JupD & DETWEILER, INC. Master Printers WASHINGTON, D. C. Mention Tue Journat when writing our advertisers. Protected Me Thus Miss Mabel Brisley, Council Bluffs, lowa, writes about T. C. U. protection: “My ‘rainy day’ came just before Thanksgiving, when I had an operation. I put in my claim before leaving on my vacation and on my return found the T. C. U. ‘umbrella’ had protected me. My check had been sent promptly and with no red tape.” Will You Be Ready When Your Rainy Day Comes? For it’s sure to come, sometime, to everyone. You may have been fortunate—possibly you have never yet felt the need of T. C. U. help in time of affliction, when your regular income is cut off. But your turn will come—and you will be mighty glad if you are a member of the T. C. U. and entitled to share its pro- tection. Then you will feel as Miss Della Hiteshew, Windber, Pa., felt when she wrote this letter: “In time of sickness there is nothing so comforting as knowing that there is a friend so prompt, fair and kind as the T. C. U., ready to help you pay the doctor and the nurse. This comforting knowledge goes a long way in hastening recovery from sickness.” What the T. C. VU. Will Do for You It will pay you $50 a month when you are totally disabled by Accident or Confining Sickness. It will pay you $25 a month for illness that does not confine you to the house, but keeps you from your work. It will pay you $11.67 a week when you are Quaran- tined and your salary stopped. It pays from $333 to $1,000 for major accidents, or for accidental loss of life. All benefits doubled for travel accidents. Protects during the vacation period, too. ; Policies with increased benefits issued to those enjoying larger incomes. Mail the coupon today. Let us tell you more about T. C. U. protection. Teachers Casualty Underwriters 579 T.C. U. Building Lincoln, Nebr. Free Information Coupon To the T. C. U., 579 T. C. U. Bldg., Lincoln, Nebr. I am interested in knowing about your Protective Benefits. Send me the whole story and booklet of testimonials. RF hits ViPS Uk te eis ee Address A-270 Tue JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A Practical way to teach the care of office records i sv ae Se practice outfit like the one above, the student classifies, indexes and files actual records. “Y and E” laboratory equipment is natural size, yet arranged socompactly 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 forty-five minute periods of work. Fur- nished with complete in- structions for teaching. Mail the coupon for full information. “Y, E ” Individual outfit for 20- = 45 minute periods of work. el Yawman and Erbe Mfg. Co. School Service Dept. 1203 Jay Street Rochester, New York Please send me full information on your Practice Equipment and Text for Teaching Filing. EE: aitith. ivan vaeth «1 oekikeoutiness vl 3 ES eS ee Oe see a eee Ee (Continued from page A-268) I sEE THAT ONE bright member of the House of Commons has been suggesting that we should all take some kind of oath of fealty before being allowed to teach. I am not clear as to what is sup- posed to be the advantage of this cere- monys Members of the House of Com- mons are sworn in, but this does not prevent some of them from expressing opinions of the most subversive kind. Clergymen take solemn vows, but I am told that there are strong dissensions as to whether the vows are being kept by some of the clergy. For teachers the ordinary law is enough. If we break this by playing with treason we can be pun- ished, and that is what we should be punished for in fact. We could hardly be punished for breaking an oath such as the one suggested. Alternatively, of course, teachers might be enlisted like soldiers, or even conscripted, and there- after placed under a special code of reg- ulations with all the apparatus of courts pedagogical in place of courts martial, and a scheme of punishments which would include stoppage of pay and con- finement to our schools, with extra parades and loss of holidays. Let us be kept in order at all costs, for we are evidently a dangerous lot.—FEditorial, The Teachers World, London. THE NaTIONAL CoMMERCIAL TEACH- ERS FEDERATION will hold their twenty- ninth Annual Convention at Chicago, Illinois, from December 28-30, 1926. A Hanpsook or Major EpucaTioNaL IssuEs is the title of one of the recent issues of the Research Bulletin of the National Education Association. This Bulletin contains brief statements con- cerning many of the outstanding prob- lems facing school people today. It points the way to additional material available to those who wish to make an intensive study of a particular problem. Copies may be ordered at twenty-five cents each by addressing the Research Division, National Education Associa- tion, 1201 Sixteenth Street Northwest, Washington, D. C. AMERICAN EpucaTion formerly of Albany, New York, has been transferred to the School of Education of Boston University and will hereafter be pub- lished by that institution. All communi- cations regarding the magazine should be addressed to Herbert Blair, 675 Boylston Street, Boston, Massachusetts, who is managing editor. Hucu W. CavtpweLt, secretary of the Maryland State Teachers Association, passed away on October 4. (Continued on page A-271) TEACH WITH PICTURES! TRANS-LUX Air-Cooled Opaque Projector AND Daylight Picture Screen make this possible under daylight con- ditions. Loose-leaf holders permit the use of up-to-date pictures, book and magazine illustrations, sketches, and diagrams at a moment’s notice, without special preparation, as well as opaque objects. A stereopticon attachment enables you to use standard lantern slides with the same projector. Colors are faithfully reproduced in both types of projection. The equipment is very simple to operate and, as clear evidence of its value, schools and colleges everywhere are adopting the TRANS-LUX UNIT, Air-cooled Opaque Projector, Stereop- ticon attachment, and Daylight Picture Screen. We shall be pleased to discuss your Visual Instruction Problems with you. Trans-Lux Daylight Picture Screen Corporation 247 Park Avenue New York, N. Y. December, 1926 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION Vol. 15, No.9 A New School Help Formation during school years of “the habit of reading good books” is now recognized as one of the prime requisites of education. Because school libraries, while on the increase, are not found in all schools, other agencies must make pos- sible the means for developing most effectively this aim. Hence the Standard Catalog for High School Libraries Specialists in all subjects selected from the books of all pub- lishers those which present the subject most fittingly for the high school student. School librarians cooperated. The result is a CLASSIFIED, ANNOTATED BUYING LIST of 2600 BOOKS, arranged under the Dewey Decimal system. Books for JUNIOR HIGH SCHOOLS are MARKED “i”; for SENIOR HIGH SCHOOLS are MARKED “s”; those recommended for first purchase are **. Free to Teachers Cloth-bound copies, $2.50 each. Ask for special rates for quantities to be used in place of state lists. Other Helps School Library Management—Martha Wilson _ “Every teacher who has anything to do with children’s reading will “The practical manual for untrained teachers and for want a copy.” r trained librarians. 4th edition, rev., enl., 162 pages, $1.25 School Library Experience—Martha Wilson “Of practical help” as a guide in school library technique. something of the Idea of Library Work in Schools; Its reason for being; Points of contact with modern education; Influence of school library in school and community. 351 pages, $2.25 If you want to keep posted on addi- You Shows “ Pennsylvania. Arkansas. in the year. American educators. tional helps send your name for the free mailing list of the Wilson Bulletin The H. W. Wilson Company 963 University Avenue, New York City (Continued from page A-270) EFFICIENT TEACHING AND RETIRE- MENT LEGISLATION, a recent issue of the Research Bulletin which includes the report of the Association’s Retirement Committee made at Philadelphia, is be- ing widely used by committees studying the problem of retirement legislation. This problem will be before approx- imately forty state legislatures in the next six months. Copies may be ordered at twenty-five cents each by addressing the Research Division, National Educa- tion Association, 1201 Sixteenth Street Northwest, Washington, D. C. A BILL extending the validity of pass- ports from a period of two years to four years in favor of teachers was passed during the last session of Congress. Teachers pursuing organized programs of foreign travel and study are now saved the cost of a second passport. Mrs. Hazel B. Douglass, primary supervisor of St. Agnes School, Alexandria, Va., was the first to sponsor this measure. Joun I. Hitiman has been appointed full-time secretary of the Idaho State Teachers Association. His address is 416 State House, Boise, Idaho. A CHANGE of name from junior high- school to junior school is suggested by Superintendent M. G. Clark of Sioux City, lowa. Mr. Clark believes that the junior school should develop a curric- ulum and a method of its own and that this change of name would result in less aping of highschools by junior schools. SECRETARY CRABTREE gives the follow- ing plan, to get the entire profession at work on its problems, in a letter sent to school principals. Let the officers in every local and district association outline a good program of work for the year. Let every principal arrange for the teachers of his building to meet reg- ularly for the purpose of discussing vital problems. Include in the program local, state, and national issues. The principal can make the program to better prepare his teachers for participation in local and dis- trict meetings. Make the state and national journals the basis of study and discussion. Send for research bulletins on important sub- jects. The Handbook of Major Educational Issues is now ready. Order two or three copies for your group at twentyfive cents a copy. Call on the secretary of your state association for suggestions. Call on your Teachers College. Call on our Research Division. A SUBCOMMITTEE of the Committee on Standards and Training for the Elemen- Asked for Your Copy? E expected an enthusiastic response to our publication and distribution of “American Citizenship Readings,” book has actually amazed us. of twenty thousand copies is now on the press. “It is the finest thing of its kind I have ever seen,” says Hilda A. Meyer, of wonderful Contains Bible references suitable for school reading for every day Suggestions and plans for special days. Write a letter now or send coupon for your free copy. JOHN RUDIN & CO. INC., 1024S. Wabash Ave., Chicago Tk Rook of fife | Me Nef) but the avalanche of requests for this The first edition is exhausted. A second edition help,”” said Velma Sibley, of Fort Smith, Approved by leading tary School Principalship of the Depart- ment of Elementary School Principals met at the Headquarters of the National Education Association on October 23. A series of investigations bearing upon the elementary school principalship was projected. The committee is anxious to get in touch with all investigations now in progress in school systems, colleges and universities, and other places, which bear upon the status, duties, administra- tive relationships and other phases of the office of elementary school principal. The members of the committee on Standards and Training for the Elemen- tary School Principalship are as follows: W. T. Longshore, chairman, James F. Hosic, secretary, John L. Bracken, Edwin C. Broomie, Jessie M. Fink, George W. Frasier, Charles H. Judd, William W. Kemp, Worth McClure, J. Cayce Morrison, John K. Norton, Leonard Power, E. Ruth Pyrtle, Ide G. Sargeant. THe CounciL oF ADMINISTRATION of the University of Illinois has adopted and is inforcing a rule that students must not operate any motor vehicle dur- ing the time the university is in session. (Continued on page A-272) A-272 THE JourNAL oF THE NATIONAL EpucaTIoN ASSOCIATION December, 1926 = STAGE SETTINGS =}: Asbestos curtains Velour curtains Write us for further information or request call from our representative. Twin City Scenic Company 2819 Nicollet Ave. Minneapolis, Minn. The Draper Sanitary Roller Shade Patented Jan, 8, 07; Aug. 7, 1923 The Draper Line of Adjustable Cotton Duck Shade Meets School Requirements Sold by Most of the Leading School Supply Houses Manufactured by The Luther O. Draper Shade Co. Spiceland, Ind. 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, if 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 re- 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 is no charge for this chart. PROCTER & GAMBLE Dept. 49-L Cincinnati, Ohio The Leading Student Tours EUROPE By chartered Tourist III Class offamous Cunarders All expenses, sea and land, $255 up College orchestras. Organized entertainments— social delights; it’s the new way of happy travel. 216 Colleges and 43 States age on our 1926 tours. Find out why ; write for 1927 program. STUDENTS TRAVEL Cus 1440 Broadway, New York TEACHERS--EARN aTRIP to EUROPE Organizers, conductors and hostesses wanted for the world’s largest student travel organiza- tion. 200 collesss 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. 514 Film Exchange Bldg. Detroit, Mich. HOLDEN Book Covers Springfield, Massachusetts NATURE STUDY AND HEALTH EDUCATION A Teat for the Fifth Year; List Price, 72¢ By Alice Jean Patterson Nature Study and Health Education Notebook to accom- pany above text thruout entire year. List price, 40c. These two books by Miss Patterson are just off the press. McKNIGHT & McKNIGHT Publishers Normal, Illinois Listen Prints Exclusive designs in original colors, 16” x24”. Exquisite reproductions of Jules Guerin Water Colors Send for illustrated catalogue WM. T. SHEPHERD 1724 Chicago Avenue Evanston, Illinois Every School and College Library should have The Story of Textiles It is a complete and fascinating story of the development of the making of clothing. A standard book in leading textile schools. Retail price $5.00. 10% discount to schools and colleges. Walton Advertising and Printing Co. 88 Broad Street Boston, Mass. SCHOOL HOUSE PLANNING The Report of the Committee on School-House Planning associated with Committees of the Na- tional Association of Public School Busi- ness Officials, the American Society of Heating and Ventilating Engineers, and the National Fire Protection Association. Graphically illustrated—complete, con- cise and definite in its conclusions. The result of a five-year study by experts. Invaluable for those who have school- building problems. Should be in the hands of every administrator and board member, 164 Pages Price, $1.00 per copy ORDER NOW NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET N. W WASHINGTON, D. C. (Continued from page A-271) The reasons given for such action are that unrestrained motoring wastes time, causes congestion of traffic, accidents and law violations, lowers scholastic stand. ing, and contributes to moral delin- quencies.—From The Illinois Teacher. A Messace to Principats—E. Ruth Pyrtle, president of the Department of Elementary School Principals, has sent the following ringing message to mem- bers of the Department and others: We are entering our sixth year as a De- partment of Elementary School Principals, Mary McSkimmon says that “America’s challenge to her teachers is the challenge of the childhood of America.” As a Depart ment and as individual principals are we going to meet the challenge in a bigger and stronger way than ever before? Read what some of our leading educators say of our Department: No man or woman holding the position of elementary school principal can afford to re- main outside this organized group. We need every one of our 50,000 elementary school principals, for we are members one of the other by the very nature of our task. Every principal in America has already been helped in a dozen ways through the fine professional spirit and service of the organi- zation—Mary McSkimmon, principal, Pierce School, Brookline, Mass. I feel that membership in your depart- ment by the principals of our schools is an index of professional participation and ad- vance.—William J. O’Shea, superintendent of schools, New York City. The Department of Elementary School Principals is rapidly gaining recognition as one of the major departments of the Na- tional Education Association. This is as it should be, not merely because of its numer- ical potentiality, but because of the primary and key position which the principal holds in each school. The Department of Elemen- tary School Principals through its organiza- tion, committees, and publications, is exerting a positive influence in the direction of real cooperation.—M. C. Lefler, superintendent of schools, Lincoln, Nebr. It is my opinion that the elementary school principals have made the greatest progress during the last ten years profes- sionally of any group of educators in: the public school work. The Seattle school sys- tem has profited much by this professional growth.—Thomas R. Cole, superintendent of schools, Seattle, Wash. I have had the opportunity of attending meetings of the Department of Elementary School Principals, National Education Asso- ciation. In my opinion, there is no work of the National Education Association so im- portant as the service rendered by the prin- cipals’ department. Your department has devoted itself to the professional advance- ment of supervision. Your meetings, your yearbooks, and bulletins show that you are delivering the goods. Good luck to you all— William McAndrew, superintendent of schools, Chicago, III. The Department of Elementary School Principals is to be congratulated on the serv- (Continued on page A-274) Vol. 15, No.9 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION SPENCER SPENCER (=PENCER MICROSCOPE laa. No. 64 with side-fine adjust- ment lever type, 1s Anldeal Instrument For High School Use It is distinctive in that it has a side-fine ad- justment which is not only fool-proof, but will not show lost motion because there are 34 threads of the screw engaged at all times, instead of but one. It is equipped with the best grade Spencer Optics, well and favorably known for over 75 years, since the days of Charles A. Spencer, the pioneer micro- scope lens maker of America. Catal MICROSCOPE No. 64 B atdlogue sent on with 10x eyepiece, 16m/m and 4m /m objec- request. tive, double nosepiece, iris diaphragm. Com- plete in cabinet, $71.75 Discount to schools. SPENCER LENS CO. SPENCER MANUFACTURERS SPENCER MICROSCOPES, MICROTOMES, DELINEASCOPES, SCIENTIFIC ) BUFFALO | asa APPARATUS. —tsa> BUFFALO, N. Y. A visit to this representative city of the - LoneStar State will open the eyesof the northern visitor to the industrial and cultural progress of Texas. Visitors to Dallas are assured a quick trip ot delightful comfort on either of three fast Katy trains ... Drawing room, compartment and open section pullmans, and dining cars with a real reputation for tasty food and affable attention. THIS SERVICE DAILY Ly. St. Louis 9:06am _ arrive Dallas 8:10 am Ly. St. Louis 6:50 pm arrive Dallas 1:15 pm Lv. St. Louis 9:03 pm arrive Dallas 7:55 pm From all aboard to journey’s end, you will find on the Katy a courtesy that will impress you with our appreciation of your patronage. It will be a pleasure to furnish additional infor- mation, to make reservations and to serve you in other ways. W. M. Fenwick, General Passenger Agent Ry. Exchange Bldg., St. Louis, Mo. Come and MKT See Texas got . Supplement SLIDES with FILM Add a Film Attachment to Your Balopticon “Still pictures” on strips of film are now available through various sources. No doubt you will want to make use of this material to supplement your slides or because of economy. There will be no need of purchasing a new or special projector. Simply equip your Balopticon with the Bausch & Lomb Film Attachment and have better results than with any special Film Projector. If you are going to buy a film projector buy one on which slides can also be used. Bausch & Lomb Optical Co. 630 St. Paul Street Rochester, N. Y. ji «S|. PACIFIC St LINES ANNOUNCING Exclusive Special Trains for N. E. A. Dept. of Superintendence ST. LOUIS AND MEMPHIS TO DALLAS Via Internationally Famous SUNSHINE SPECIAL (Route Mo.Pac.-T. & P.Ry.) Leaving St. Louis. . 6:45 p. m. Sat. Feb. 26 Leaving Memphis ..... 11:15p.m. “ “ 26 Arriving Dallas 1:10p.m.Sun. “ 27 Regular Service Daily on the Above Schedule Your patronage solicited and appreciated Visit Hot Springs National Park, Either Going or Returning—Only Slight Additional Fare ATTRACTIVE POST-CONVENTION TOURS Full Particulars Upon Request A. D. BELL, Passenger Traffic Manager Missouri Pacific Lines 1650 Railway Exchange Bldg. St. Louis, Mo. Mention THe Journat when writing our advertisers. A-273 A-274 Columbia Adjustable 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. Columbia School Supply Co. Indianapolis, Ind. VISUAL INSTRUCTION Lantern Slides Stereoscopes A Visual Aid for Every Visual Need SOCIAL SCIENCES HIGH SCHOOL SCIENCES PRIMARY READING MAP SLIDES Daylight Lanterns Stereographs Write for further information KEYSTONE VIEW CO. MEADVILLE, PENNA. MUSEUM MINIATURES Bis finest color reproductions at little more than the price of black and white. These exquisite reproductions, which must not be confused with the ordinary so-called color prints, now for the first time open the way to real art appreciation in PICTURE STUDY 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 | "New ft Ideas 5 for Winter Should by all means be in the hands of every teacher in America teaching grade school art or handicraft work. ‘ There will be an issue for each season, Fall, Winter, and Spring. Make sure you are on the mailing list. he AMERICAN €RAYON COMPANY HOME OFFICE AND FACTORIES [3 HAVES AVENUE P LEADERSHIP SINCE 1835 9] Ye f hful Service feast ath THE JOURNAL OF THE NATIONAL EpuCcATION ASSOCIATION WHAT SCHOOL PEO- PLE SAY Concerning Recent Issues of the Research Bulletin “Worth a thousand times its cost.”—Will C. Wood, State Superintendent, Calif. “Much valuable material.”—Ida E. Hous- man, High School Teacher, Hoboken, N. J. “Worthy of high commendation.” —Frank W. Ballou, Superintendent, Washington, oe “Of great value.”—J. M. Gwinn, Superin- tendent, San Francisco, Calif. “Vital information for all of us.”—G. A. Beers, President, Chicago Principals’ Club. “Excellent, particularly on _ statistical side.”"—Henry Suzzallo, President, Univ. of Wash. “A very useful source of information.”— Walter S. Monroe, Univ. of IIl. “Of much value in disseminating informa- tion.”.—Ellwood P. Cubberley, Stanford Univ. “Very excellent piece of work.”—Payson Smith, Commissioner of Education, Mass. “A gold mine of useful information.”— James H. Kelley, Sec., Pa. Teachers Ass’n. “We are getting our money’s worth.”-— William McAndrew, Supt., Chicago, Ill. “A mine of information.”—S. A. Courtis, Detroit Public Schools. Below are listed recent issues of the Re- search Bulletin: Keeping Pace with the Advancing Cur- riculum, Vol. III, Nos. 4 and 5—50 cents per copy. The Ability of the States to Support Edu- cation, Vol. lV, Nos. 1 and 2—50 cents per copy. (Also available in cloth binding at $1.00 per copy.) Efficient Teaching and Retirement Legis- lation, Vol. IV, No. 3—25 cents per copy. A Handbook of Major Educational Issues, Vol. IV, No. 4—25 cents per copy. Major Issues in School Finance, Vol. IV, No. 5—25 cents per copy. Only those holding $5.00 membership in the Na- tional Education Association or who subscribe di- rectly for the Research Bulletin receive the same regularly. Many of the early issues are already out of print. To maintain a complete file of future Re- search Bulletins subscribe now, using the blank provided below. RESEARCH BULLETIN SUBSCRIPTION BLANK I wish to subscribe to the Research Bulletin for 1926-27. check } My + money order} in the amount ef $1.00 is {mer enclosed. Enter this subscription in the name given below: (Subscription will begin with September, 1926, issue unless otherwise requested.) SE ae ee ke ee City ih Se State Make checks payable to Research Division National Education Association 1201 16th Street Northwest Washington, D. C. December, 1926 (Continued from page A-272) ice it is rendering to public school pringj. pals and through them to the schools— Susan M. Dorsey, superintendent of schools Los Angeles, Calif. ; The Department of Elementary School Principals has been one of the most active and rapidly growing departments in the National Education Association. The Year. books and Bulletins of this division of the National Association have been strong, pro. fessionally alive, and practically helpful, All elementary principals would profit by becoming members. May I take this occa- sion to wish for your administration the suc- cess that has attended the work of the De- partment all along the line?—Fred M. Hunter, superintendent of schools, Oakland, Calif. We, the Department of Elementary School Principals, must press forward to bigger and better service to the schools of America or drop back and lose our opportunity to serve. Are you doing your share? At the business session of the Department at the Philadelphia meeting it was voted to raise the dues to $3 after December 1, 1926. Dues until that date are at the old rate $2. Won't you send yours to our treasurer and see that your local club is 100 percent in mem- bership ? Shall we work together to double our membership ? THE IDEAL organization of the state department of education would include the following divisions according to a report of the Educational Council of the Ohio State Teachers Association: higher education, secondary education, elementary schools, rural schools, voca- tional education, uncompleted citizen- ship education, education and training for handicapped children, preparation and certification of teachers, child ae- counting and statistics, physical welfare or health education, survey and research, building and equipment, school support and finance, and supervision of school subjects. REASONABLE SALARIES for superintend- ents of schools are suggested by Chair- man Warren A. Roe of the Committee on Salaries of the Department of Ele mentary School Principals in the Octo- ber Bulletin of that Department. For cities over 100,000 population, ten to thirty thousand dollars annually is sug- gested; for cities 30,000 to 100,000 population, eight to twentyfive thousand dollars; for cities 10,000 to 30,000 pop- ulation, six to fifteen thousand dollars; for cities 5000 to 10,000 population, five to ten thousand dollars; for cities under 5000 population, four to eight thousand dollars. It is gratifying to see principals recognizing the need for better paid superintendents. The suggested figures are sound. (Continued on page A-275) Vo — wa gat yez wr Ac we cia ins ta! Vol. 15, No.9 (Continued from page A-274) Satty Hitt, of Berkeley, California, was retired in June. She had been en- gaged in educational work thirtyfive years, twenty of them in Denver. She writes that the years seem longer when written out than they were in passing. Accorpinc to the 1920 Census there were 761,766 teachers, 144,977 physi- cians and surgeons, 127,270 clergymen, and 122,518 lawyers, judges, and justices in the United States. News of our government is now avail- able regularly in The United States Daily. This is a notable and com- mendable effort to interpret the many activities of the federal government. This unique newspaper, which is pub- lished in Washington, D. C., contains much that is of interest to teachers. For nearly a month it carried full page ex- tracts from the hearings on the Educa- tion Bill. Here is a newspaper where primary emphasis is on intelligent citi- zenship. CHILD LABOR on sugar beets kept 458 pupils out of Fort Morgan, Colorado, schools 9291 days, or 511% years in the fall of 1925, according to an article by Superintendent W. E. Baker, in The Colorado School Journal. There were 120 more children harvesting beets in 1925 than in 1924. The group work- ing last fall represented 359 years of re- tardation. This means that 359 years of school work have been repeated and that the taxpayers have paid at least $70 for each year, or a total of $25,130. Mr. Baker also points out that 124 of the 165 parents who kept their chil- dren out of school swore before a notary that they could not make a living for the family without the help of the chil- dren. This tends to prove what advo- cates of the Child Labor Amendment have pointed out, namely, that the com- petition of children lowers the earnings of their parents with whom they are brought into direct competition. Tue TEACHING of Citizenship in the Elementary School is the title of a new course of study recently issued by the Maryland State Department of Educa- tion. Says State Superintendent Albert §. Cook in the introduction: Very often the citizenship goal is lost sight of in the attention given to the subjectmatter of the curriculum and to disciplining the children without any realization of the kinds of changes which are being made or rec- ognition of the ever-present possibilities which the social group living in the school affords for molding behavior. The purpose of this bulletin is to help teachers to recog- (Continued on page A-276) Tue JouRNAL OF THE NATIONAL EpuCATION ASSOCIATION A Literary Author of Treat 7 A Book by Lewis Carroll “Alice in Wonderland” | FURTHER NONSENSE | Delightful verse and prose, never before collected in book form. With appealing illustrations by H. M. Bateman SECOND LARGE PRINTING Price, $2.00. This is an Appleton Book. D. APPLETON AND COMPANY 35 West 32d Street 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 courses of bi-weekly authorities. Comprehensive lessons in Citizenship, Nature Study and Current Events are now in successful use. each term. Additional new courses released In addition to the fifteen library centers already established, we are now introducing a full. service of non-inflammable films, teacher’s manuals, projection 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 during his organization own selling period. 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Pathe offers to you motion pic- tures suited to your needs, edited by specialists familiar with your problems, selected for specific purposes. Here are a few which we suggest: Pathe News Current Events Course; complete course of one reel per week, plus a quarterly one-reel résumé. Alaskan Adventures, 6 reels; wonderful scenery in the far north, with amazing views of wild animals. The birth of the ice- bergs, the Valley of Ten Thou- sand Smokes, the midnight sun, the break-up of ice in the Yukon. Nanook of the North, 6 reels; the classic of the Arctic, depicting the life and hardships of the Eskimo. Photographed by Rob- ert Flaherty, F. R. G. S. World’s Food Series, 6 reels; pre- pared with the cooperation of the U. S. Department of Agri- culture. Amundsen’s Polar Flight, the dramatic and unsuccessful at- tempt of the famous explorer to reach the North Pole by air- plane; 2 reels. The Worid’s Struggle for Oil, 6 reels; the where and how of a major industry. Pathe Review, one reel weekly; the magazine of the screen, cover- ing travel, science, botany, animal life, customs, etc. Many subjects in Pathe color. Recreational programs in great variety, including two-reel and feature comedies, feature dram..-, etc., etc. National service. There’s a Pathe exchange near you. All films in good condition. Educational Department Pathe Exchange, Inc. 35 West 45th St. New York Gentlemen: Please send me the complete catalogue describing all Pathe pictures suit- able for study groups. co CHL HOODS ES KOC ADOBE Re SORE OR How to Write and How to Deliver an Oration By FREDERICK HOUK LAW, Ph. D. Head of the Department of English in the Stuyvesant High School, New York City 12 mo. 162 pages $1.50 Dr. Law has been for thirty years a teacher of English and of Public Speaking. He has written fourteen successful textbooks. His experience has shown him what the teacher needs, as well as what the pupil needs, and he has put the whole fruit of his experience into this new book. The volume, while written primarily for a class text, HAS BEEN WRITTEN ALSO AROUND THE NEEDS OF THE CONTESTANTS IN THE VARI- OUS ANNUAL ORATORICAL CONTESTS. It is short, simple, and practical, and admirably adapted to its purpose. A copy will be sent without charge for eramination, to any Superintendent, or Principal, or Teacher of Public Speak- ing who will apply on the official letter- head, mentioning this advertisement. G. P. PUTNAM’S SONS Educational Department 2 West 45th St. NEW YORK, N. Y. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION en ee i SEE AUSTRALIA A Country as big as the United States ITS CITIES, TOWNS AND BUSH Show it to your Pupils Forty-eight different picture post- cards in finest quality photogravure, executed from the latest official photographs specially for “The Brit- ish Australasian” by the great Lon- don Art Publishers, Messrs. Raphael Tuck & Sons. One Dollar, Post Free (Post Office Order or Dollar Bill) THE BRITISH AUSTRALASIAN (1910), LTD., BOOK DEPT., AUSTRALIA HOUSE, STRAND, LONDON, ENGLAND Reference as to the standing of the Com- pany permitted to The Commissioner for Australia in the United States of America, 44 Whitehall Street, New York City. GIVE HEALTH The most valuable and least expen- sive holiday gift that you can make IVE health as a Christmas present—to yourself, to every member of your family, and everybody in your community. You can! Buy Christmas Seals. The work done by these tiny, mighty little seals has helped to cut the tuberculosis death rate by more than half. Seal every parcel, letter, and holiday greeting with Christmas Seals. Give health— and feel the joy that comes with the giving of man’s greatest gift to his fellow man—healthy happiness now and for years to come. THE NATIONAL, STATE AND LOCAL TUBERCULOSIS ASSOCIATIONS OF THE UNITED STATES December, 1926 (Continued from page A-275) nize school life as real life and children as real citizens getting their citizenship training through specific practice. Like other recent publications of the Maryland State Department, the book is an admirable presentation of much needed material. BOARDS OF EDUCATION may be required by the state commissioner of New’ York to furnish transportation for children of school age to and from school buildings according to a decision of the Court of Appeals recently published in the New York Law Journal. Says the New York Sun in referring to the decision: “It means that local neglect shall not be al- lowed to foil the purpose of the legisla- ture in authorizing the establishment of stronger school districts.” TEACHERS OF West Virginia have been asked by the State Board of Education to give special attention to instruction in the effects of alcohol and narcotics on the human system and society in general, A RECENT SURVEY by the American Li- brary Association shows only 6524 pub- lic libraries in continental United States and Canada; and 68,653,275 volumes in public libraries, which is only six-tenths of a book percapita for all the pop- ulation of 114,499,103. There are 237,888,282 volumes issued from them in a year, which is only two percapita for all the population. Only $37,094,303 is expended for public libraries in a year, or thirtytwo cents percapita. AuGustA WriIGHT CLASSEN, a life member of the Association under the old plan, passed away at her home in Menlo Park, California, September 27, 1926. ZURICH WILL HONOR PESTALOZZI— Zurich is planning an impressive celebra- tion in memory of the hundredth an- niversary of the death of Heinrich Pestalozzi, the noted Swiss pedagogue, who is numbered among the most dis- tinguished sons of that brilliant Swiss city. From February 16-20, 1927, St. Peters Church in Zurich will be the scene of memorial services; the Uni- versity will do homage to Pestalozzi with a special academic program and a “Pestalozzi Concert,” given by the Teachers Choral Society and the Ton- halle Orchestrz, will take place in the Tonhalle, the city’s beautiful Concert Hall. In addition a ‘“Pestalozzi Exhi- bition,” scheduled to remain for several months, will open in the Central Library of Zurich. (Continued on page A-277) Vol in « 174 Sch ven plac Sch Ass bee! Vol. 15, No.9 Tue JourNAL OF THE NATIONAL EpucaTION ASSOCIATION a EEO (Continued from page A-276) Johann Heinrich Pestalozzi was born in Zurich on the 12th day of January, 1746, and his birthplace, the “Haus zum Schwarzen Horn” is still shown at No. 5 Riidenplatz. Adjoining stands the venerable ““Haus zum Pflug,” the birth- place of Pestalozzi’s devoted wife, Anna Schulthess. THE supply of the Proceedings of the Association for the following years has been exhausted : A NEW PALMER METHOD HANDWRITING MANUAL FOR THIRD AND FOURTH GRADES This is another self-teaching text-book, and an IMPORTANT LINK IN THE PALMER METHOD SERIES. The instructional part of this new book alternates between teachers and pupils, with such simplified language in the paragraphs to pupils as will fit the understanding of those in third and fourth grades. The simplified drills lead directly to movement application in making letters and writing words and sentences. The diagrams of main and connective slant; the three elements and their applications to capitals, are some of the new outstanding practical features. Measuring the Process and Product The last seven pages of this new text-book of Palmer Method Handwriting for third and fourth grade teachers and pupils deal specifically with the scientific plan of measuring the process and product of muscular movement development and its application to writing. There are photo-engraved specimens (3 each) from third and fourth grade pupils for purposes of comparison. This is an en- tirely new feature in a text-book on practical handwriting and is making a strong appeal to teachers. Retail price, 15 cents, with a special discount to schools. A FREE SAMPLE COPY will be sent postpaid to any superintendent, principal or teacher who will write to our nearest office for it. 1871 THE A. N. PALMER COMPANY 55 Fifth Ave., New York, N. Y. 2128 Calumet Ave., Chicago, Ill. 1872 Palmer Building, Cedar Rapids, Iowa. Pittock Building, Portland, Oregon. 1877 1882 1883 1885 1887 Those who possess these volumes and have no further special use for them are asked to send them to National Educa- tion Association headquarters, 1201 Six- teenth Street Northwest, Washington, D. C. This courtesy will be much ap- preciated and postage charges will be re- funded. Ratpo D. HEeEvrzeEt, president of the University of New Hampshire, has been elected president of the Pennsylvania Introductory Course in Practical School Discipline OULD you like to win the respect, admiration and obedience of every Inattent on pupil in your room? You can. Through State College, to fill the vacancy left by the resignation of John M. Thomas over a year ago. Dr. Hetzel will take up his work at State College in January. When Dr. Hetzel became president at the University of New Hampshire in 1917 there were 450 students. This fall there are 1400 and the former state college is now a university. AMERICAN BUSINESS organizations and institutions of all kinds are finding uni- versities of practical help. More than $100,000 is offered this year in prizes to college students. The competitions range from suggesting solutions of busi- ness problems to writing prize sonnets. THE NEEO for a scientific approach to crime problems is emphasized by Editor M. L. Wright in the North Carolina Teacher. Attention is called to three sets of adjustments—physical, mental, and social. Science has developed medi- cine to deal with physical ailments; to combat ignorance it has created systems of education; to deal with the social misfits it has developed a criminal code created largely in the days before science, and relies on rule of thumb methods that often aggravate what they seek to cor- rect. A wiser generation will know that moral ailmerits are as varied as physical and require as much scientific care in their prevention and treatment. COUPON FOR FREE BOOK natural discipline control you can com- mand sure success in the teaching pro- fession. It doesn’t matter where you live, or what grade you teach, you can have FREE the Introductory Course of Prac- tical School Discipline prepared by R. C. Beery, A. B. (Columbia), M.A. (Har- vard), and associate faculty of the In- ternational Academy of Discipline. Sim- ply send the appended coupon. Why Children Misbehave How would you control with the newest school Inattention, Cheating, pam of Project-Problem, Disobedience, Disrespect, ocialized Recitation, Ac- Giggling, Truancy, Stub- celerated Classroom eee ~ 1 peer. Work, etc. ing, Fractical Joking, Don’t be without this hn bite that — a book. It means success ? er in the all-important part 6choolroom effici - - The a Tebredinstery of your life work—disci- pline control. For you Course points tne way to : a solution of all prob- surely must realize that lems of discipline that the highest academic you will encounter in ability is futile witheut your career. The meth- the other vital essential ods discussed also fit in of proper discipline. Remember—no cost—no obligation. Simply sign and mall the appended coupon. International Academy of Discipline Dept. 912 Pleasant Hill, Ohio INTERNATIONAL ACADEMY OF DISCIPLINE Dept. 912 Pleasant Hili, Ohio Without cost or obligation on m _. please send me_at once Prof. eery’s Introductory Course in Prac- tical School Discipline. UMNO cc ccbeceseuseecs Address Scientific Teacher-Placement NATIONAL TEACHERS AGENCY, INC. D. H. COOK, General Manager Philadelphia Syracuse Pittsburgh Indianapolis Northampton Memphis Temple University Broad St. and Montgomery Ave., Philadelphia, Pa. 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Complete indoor equipment and outdoor facilities, including camp. Appointment Bureau, successful in placing uates. 1466 Chapel Street, New ven, Connecticut Keep abreast . in your subject Some courses in Edu- cation are “Genetic Psy- chology,”’ “‘Story Telling in Primary Grades,”’ ‘“The Rural Teacher's s Prob- lems,’’ ‘‘Study of Psycho- pathic Children, ee Meth ods of Teachingin Elemen- Hi Yh School Movement” Coursesin 40 ovement," subjects com- “Elementary School Ad- manding credit ministration and Su ces a Bach- sion,”’ ‘Educational elor degree. urements,” etc. Begin any time The Aniversity of Chicago 91 E.tis HALL CHICAGO, ILLINOIS Tue JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION . PROFESSIONAL TEACHER PLACEMENT SERVICE FISK _—o AGENCY, 28 E. Jackson Blvd., Chicago.. Leader among Teachers Agencies. NATLONAL TEACHERS AGENCY, Southern Building, Washington. National in scope. AMERICAN COLLEGE BUREAU, Chicago Temple, Chicago. College work only. 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We 2161 Shattuck Ave., Berkeley, California 317 Schofield Bldg., Cleveland, oO. 1020 McGee St., Kansas City The Everett 0, Fisk Teachers’Agencies .i5 Oitsy< PS arse 120 Boylston St.,Boston 415 Congress St., Portland, Me. 808 Title Bldg., Birmingham 409 Journal Bldg., Portland, Ore, 295 Fifth Avenue, New York 549 Union Trust Bldg., Pittsburgh 548 Spring St., Los Angeles Send for Circular and Registration Form to any address above For the better vacancies in grades, high schools and colleges, write us. THE H. D. YATES TEACHERS’ BUREAU Member of National Association of Teachers’ Agencies. No teacher enrolled with less than two years (60 semester hours) of college work. THE YATES-FISHER TEACHERS’ AGENCY ,., sour michicaN AVENUE cHICAGo Harrison 2642 Harrison 2132 ST. LOUIS, MO. No Branch Office Telephones: Other Office PORTLAND, OREGON, 911-12 Broadway Bldg. RESEARCH BULLETIN Major Issues in School Finance Vol. IV, No. 5 A handbook that will be widely used in connection with school finance legisla- tion in the coming sessions of state legislatures. Available December 1, 1926 PRICE OF BULLETIN Single copies . Two to nine copies ..10% reduction Ten or more copies 25% reduction ORDER FROM NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street N. W., Washington, D.C. 25 cents PICTURE STUDY Finest Reproductions in Color Text, Study Outline, Teacher’s Help. Circular and free samples on re- quest. Art Extension Society Order Dept. Westport, Conn. Send 50c for Special Christmas Package A fine-looking, high-grade Je FOUN. TAIN PEN with solid 14K GOLD NIB and HARD IRID- IUM point, heretofore obtainable only in expensive pens, insuring durability and smoothness. Made and guaranteed by Chas. H. Ingersoll, of Dollar Watch Fame, to be the equal of any pen for all practical purposes. Models for Men, Women, Boys, and Girls. Packed in Holiday Gift Boxes. 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In the book world, the American Library Association is considered the “Supreme Court.” Its decision, the result of careful investi- gation and deliberation by hundreds of librarians throughout the United States, Why The World Book is Preferred An Educational Reference Work of nearly 7000 pages —55% more material than other works of its type 10 volumes 5100 pictures Teachers’ outlines Lists of questions Related subjects Visualized instruction Monthly service bulletins for teachers Loose-leaf annuals keep it up to date Approved by 31 States THE ORGANIZED is regarded as final. The BOOKLIST of the American Library Association said of THE WORLD BOOK when first published, “The best of its type.” Since then, the BOOK- LIST has repeatedly confirmed the supremacy of THE WORLD BOOK. Preferred by Educators, Also Prof. E. 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