ti agama ES 


ne cI 


pwARD Everett HALE used to 

invite his hearers to look up not 

down, out not in, forward not 
back. Countless thousands have profited 
by that advice. It appeals especially to 
teachers because theirs is the realm of 
youth and youth always looks forward. 

§ Teachers in America will look forward 

into 1927 with confidence in their task 

im and the future. The profession is at 

Mm work on its problems. As increasing 

} numbers of teachers take up the study 

yl of problems that are !ying all about 

i them, there comes to teaching the fasci- 

im nation of a great adventure. 

Mindful of the long and tortuous path 
up which the profession has come and of 
the pioneer faith and devotion of the 
founders of our local, state, and national 
associations, we want to suggest some 
matters that are indicated for 1927. 

First, a larger number of educational 
iam workers will think in terms of the child, 
rather than in terms of subjectmatter. 

The whole pattern of our educational 

thinking and practice is shot through 

with a tendency to elevate subjects above 
life. The very names “elementary” and 

“high” as applied to schools suggest 

levels of knowledge rather than levels 

of human growth. Knowing this, edu- 
cational workers may well lean in the 
other direction for a time until balance 
is restored. Such an appreciation of 
individual differences as is suggested by 

William Hawley Smith’s All the Chil- 

en of All the People has much value 
or all teachers. 

Second, gains will be made in the ele- 
vation of the teacher and in appreciation 
of the teaching service. Here is a goal 
worthy a century of earnest effort to 
achieve. Individual teachers are doing 
euch for their own growth, but the 
l@m larger matters of training, salaries, ten- 

ure, retirement, sabbatical leave, and 
| freedom from political interference re- 
quire the cooperative efforts of the group 
esa whole. Research bulletins and com- 
mittee reports of the National Educa- 
ton Association dealing with problems 
of tenure, salaries, and the like are in de- 

Mand for study by local associations and 
Ity groups. 


Se. 











Third, new gains will be made in fi- 
nancing education. Research studies 
show that America can afford to develop 
its schools to keep pace with other phases 
of our life. In fact it cannot afford not 





Courtesy J. W. Singer & Sons, Lid., London 
Te MONUMENT by Sir Hamo Thorny: 

croft, which stanas in the Strand near 
St. Clement’s Church, London, suggests the 
main reason for A Century of Stupendous 
Progress which is described in a book by 
Joseph McCabe under that title. 





to develop them. Legislatures will meet 
in most of the states during the year and 
there will be demands for better school 
support in many towns and cities. Suc- 
cess will depend on full, frank, and cour- 
teous presentation of the needs and 
achievements of the schools. This prob- 
lem will not be solved until systems of 
taxation which were developed for a 
simpler scheme of things are entirely re- 
organized in terms of today’s conditions. 

Fourth, the movement for a Depart- 
ment of Education will push steadily 
forward. It is apparent that this is one 
of those great advances like the coming 
of the free school, the development of the 
state school office, required school attend- 
ance, and the public highschool. Ad- 
vances like this cannot be stopped. They 
satisfy needs that are as irresistible as the 
tides. Teachers may study this great 
measure and urge their Congressmen to 


Ci]; 


January, 1927 


| Teachers Facing 1927 


support it with assurance that they are 
thus having a part in one of the signifi- 
cant educational advances of this cen- 
tury. The report of the hearings on this 
subject before the joint Congressional 
committee. is a convenient textbook for 
study groups. 

Fifth, more emphasis on education for 
citizenship in terms of the needs of pres- 
ent-day public life. There is coming 
into books on social studies and into 
many phases of school activity more dis- 
cussion of vital questions in local, state, 
national, and world life. ‘The mass of 
propaganda that is primarily selfish— 
if not actually vicious—grows and will 
continue to grow as the economic forces 
in our life group themselves in larger 
and larger units. If powerful groups 
like the antiprohibition forces persist in 
distorting facts, as Irving Fisher points 
out in his admirable book, Prohibition 
at its Worst, must not the school teach 
youth to weigh facts and to be critical 
of their sources? 

Sixth, earnest checking of curriculum 
materials against sound objectives of edu- 
cation and the weeding out of dead mate- 
rials. The life for which children must 
be prepared is now so large that there is 
no time for waste effort. Materials are 
now available which will give children 
the desired disciplines, skills, and atti- 
tudes without using a content that has 
no relation to child needs. A committee 
of our Association has said that the ob- 
jectives of education are sound healta, 
worthy home membership, mastery of the 
tools and technics of learning, faithful 
citizenship, vocational efficiency, wise use 
of leisure, and ethical character. If each 
of these objectives were applied to every 
unit of subjectmatter taught in the 
schools and all units were eliminated 
that did not contribute to at least one 
of them, what new life should we not 
discover in the schools? ‘These are not 
mere academic questions. They are 
simple tests that any teacher may apply 
every day in the week. 

Seventh, education for world coopera- 
tion. The biennial meeting of the World 
Federation at Toronto in August will 
hold attention again on the part that 


| 






A ET TS TE CR ee 


5 EN I ee apr A mL 


) 


? THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1927 





education must play in the new world 
order. Education must make mankind 
efficient enough to live comfortably with- 
out fighting; sympathetic enough to ap- 
preciate human values behind the screen 
of provincial custom ; big enough to man- 
world affairs 

Peace like happiness is a byprod- 
uct of right living and right thinking. 
The foundations for right living and hu- 
man brotherhood are laid in the schools. 
Every teacher is deeply concerned be- 
cause what happens in the world at large 
may at any time engulf the school in 
which he works. Science and philosophy, 
are worldwide. the 
No 
the 


are 


age along constructive 


lines. 


Commerce encircles 
globe and foreign travel increases. 
part of the human race can ignore 
rest. Whether we will or not, we 
a part of the larger order. 

These statements of matters that con- 
cern us all are only a begirning. Teach- 
ers will discover others for themselves. 
Educational journals, conventions, 
teacher training institutions, and books 
will be rich in discussions of our prob- 
lems. The challenge to look out and up 
and forward has never been greater than 
in these opening days of 1927.—J. E. M. 


s- 
eee? eee 


Bee aes 


This is the Sapte Fe. 2+" 2 J 


that interpret the life of the great northwest. 


ERE IS A STORY that every teacher 

ought to know in these days 

when the powers of evil are 
fighting against the law of the land, 
ought not merely to know, but to tell to 
the children under her care. 

Years ago Robert Warner, a wealthy 
Quaker, feeling that affairs in this world 
are uncertain, thought that he should 
make the future safe for his family as 
far as he could. He therefore applied 
to one of the leading insurance com- 
panies for life insurance. This was in 
the days when it was expected that a 
gentleman would of course drink, and 
too often become intoxicated ; when men 
boasted of their capacity to absorb a 
large amount of liquor without showing 
it. Even in those days they knew that 
drunkards were a bigger risk than men 
who drank moderately, so they always 
asked an applicant about the amount 
that he drank. 

When Robert Warner was asked, he 
replied that he was a total abstainer. 
The insurance man protested that total 
abstinence was really dangerous, and that 
they could not take the risk of insuring 
a man who was so careless of his health 


as to entirely refuse liquor. Mr. 
Warner’s protests were of no avail; he 
was refused. He applied at one com- 
pany after another with the same result, 
his indignation at their stupidity increas- 
ing with each refusal. In the end he 
said, “I will make my own insurance 
company and show you.” 

In 1840, Robert Warner made good 
his threat. He had gathered the total 
abstainers of England into an insurance 
company in which no one was admitted 
who drank liquor ever. For ten years 
this company went successfully forward 
before it opened its books to the moder- 
ate drinker. Those ten years proved 
beyond any question that the total ab- 
stainer has a much better lease of life 
than any one who uses alcohol at all, 
even moderately. From that day ab- 
stainers have been welcomed in all insur- 
ance companies, for they are good risks, 
better risks than others. 

These facts are important to the chil- 
dren who see so much in the daily press 
in favor of indulgence in liquor. The 
teachers have a duty to give the truth to 
their young charges.—Katherine D. 
Blake. 


' A chart of Certain Landmarks of Literary Geography 


we : 
ile Regus 2° 
ae j 
Cow Count Ge 


m- 
a. Eee 
2 | Zmesh @ premh net the doctrine 


ease. bul Re dectrine x 


| Of tgnabic 
Na | Perens fe TR 


41Ddir ) 


gefitiion 


XK . 
OVI DER Rive ! 
“== « au. 


© 
©, Here lives 


TUS. EWEEDS 


-_ = 

| 

THE UNITED 

P i wb rough Pre conter of 
tach and erery Gan or « 


I Soy 
“ aa 
< of 
ie —*, 


| The axcr of he earth otrers out 


Ja tet nea to 
VanDeMg ap a 
_ the farm of wae wv 
r 
counter oy a WISKE RS 
tk ~& the Cor™ a 


fy 
An locrat 7 the Sreakjfast Tate 


Teachers of literature everywhere wish to arouse in students a desire to know 


[ PREPARATION for the joys of the trip to the Seattle Convention of the Association, July 1-8, many teachers will read books 


America as it has been interpreted by our great writers. 


This Booklovers map of the northwest is an excellent guide. 


It is a 


section of the Booklovers Map of America and is used through the courtesy of its author, Paul M. Paine, librarian, Syracuse, N. Y., 


and of the publisher, R. R. Bowker Company. 


with its geography. 





It is one of a series of large colored maps connecting the literature of America 


a ne eT 








on 


927 


{r. 
; he 
om- 
sult, 
eas- 


ince 


ood 
otal 
ince 
tted 
ears 
rard 
der- 
ved 

ab- 
life 
all, 
ab- 


sur- 


yD 
al 
2) 


hil- 
ress 
Che 
1 to 


Ce a ee re eR ie ROE TL a 





School Lands and the States 


UT OUR WAY the farmers are hay- 
ing a lot of trouble with noxious 
weeds. These pests, when they 


once get a start, cost about as much to 


eradicate as the farm is worth. ‘The 
public land question is a hardy perennial 
of that kind. Because our national land 
policy has departed from the plan that 
was conceived in the first place we do 
not seem to be able to get rid of the 
evils that spring from it. In the recent 
session of Congress consideration was 
given to proposed legislation to confirm 
in the several states title to lands granted 
them by the United States in the aid of 
the common or public schools and state 
institutions. 

Public land states—The public land 
question primarily concerns the thirteen 
western states in which the public lands 
are situated, and which on that account 
are generally known as the public land 
states—Arizona, California, Colorado, 
Idaho, Nevada, Montana, New Mexico, 
Oregon, Washington, Wyoming, Utah, 
North Dakota, and South Dakota. Sec- 
ondarily it concerns all the states of the 
union, because the public domain is ad- 
ministered by the federal government, 
and hence all the people in the United 
States feel that they have a proprietary 
interest in it. 








GeEoRGE H. DERN 


Governor of Utah 


Lands in original states—When, by 
the adoption of the Constitution, the 
present United States of America came 





 Cpncery Georce H. Dern of Utah pre- 
sented the case for the school land 
states before the governors conference at 
Cheyenne, Wyoming, in July, 1926. He is 
recognized as the leader of the movement 
to save the school lands for education in 
the states. 


into being, the original states retained 
all their lands, and the national govern 
ment acquired no rights of property 
within their boundaries. ‘That is to say, 
the footing upon which the original states 
came into the union was that they owned 
and retained all the unappropriated lands 
within their limits, and the national 
government owned not an acre. The 
colonizing states then reenacted their 
cessions of western lands to the national 
government, in order to remove any 
doubt as to the legality of the title. 
These lands thereupon became the prop- 
erty of the United States, subject to 
disposal by Congress, and constituted 
the nucleus of our national domain. 
This explains why the thirteen orig- 
inal states, and the states of Maine, Ver- 
mont, West Virginia, and Kentucky— 
which were carved out of them—never 
contained any nationally owned public 
lands. In these states there were no na- 
tionally owned public lands, but there 
were large areas of state owned public 
lands, which became the source of im- 
portant revenues. New York built the 
Erie Canal out of the proceeds of her 
state lands. Pennsylvania likewise got 
a large income from her public lands. 
Indeed, for a long while few if any of 
the states had to levy a land tax, because 





HE oBJectives of education as outlined by the National Education Association are emphasized in the Wasatch District, 


Utah, as shown by this photo of an exhibit at the Utah Education Association. 


with an appropriate activity. 


Each of the objectives is associated 















they were able to live on the revenue 
from their public lands. 
Further extensions of the area of the 
United States came about through the 
1803, the pur- 
chase of Florida from Spain in 1819, 
the annexation of 1845, the 
Oregon settlement with Great Britain 
in 1846, the cession from Mexico at the 
close of the Mexican War in 1848, and 
the Gadsden Purchase from Mexico in 
1853. By these steps the 
United States acquired all the territory 
Atlantic and the Pacific, 
from Mexico to Canada. 
School lands in Utah—As | now ap- 
roach the specific problem of school 
1 allow myself the liberty of out- 
ining it from the standpoint of the state 
of Utah, not because there is anything 
special about Utah's position, but be- 
cause | can probably present the case 
using 
my own state as a typical example. 
Utah was created out of the territory 
that was ceded to the United States by 
Mexico as a result of the Mexican War, 
in 1848. The entire area of the state 
therefore became the property of the 
United States government, and title to 
land had to be procured from the United 
States, through purchase, or through 


or income 


Louisiana Purchase in 


‘Texas in 


successive 


between the 


p 
lands, 
i 

i 


more clearly- and concretely by 


homestead entry, mining locations, or 
otherwise. 

Enabling act grants—In 1894, Con- 
passed the enabling act under 
which Utah was admitted to the Union 


as a state in 1896. The title of that act 


gress 


: 7 
was as follows: 


An act to enable the people of Utah to 
form a Constitution and state government, 
and to be admitted into the un‘ton on an 
equal footing with the original states. 


There are those who deny that we 
were admitted on an equal footing with 
the original states because we were not 
granted the lands within our borders, 
as they were, but I am not especially 
concerned with that question right now. 

One of the provisions of the enabling 

a 

That upon the admission of said state into 
the union, sections numbered twe_ sixteen, 
thirtytwo, and thirtysix in every township 
of said proposed state ... 
granted to state for the 


are hereby 


said support of 


common schools. 


I have quoted the exact language of 
the enabling act to show that there is 
nothing in its wording that reserves 
Without 
Congress 
said four sections out of every township 


mineral lands from the grant. 


any ‘qualifications whatever, 








THe JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION 





should be given to the state as school 
lands. 
National educational policy—This 
grant was made in pursuance of the his- 
toric policy of the United States to fos- 
ter and encourage education. The fam- 
Northwest Ordinance of 1787, 
which has been rated as second in im- 
portance only to the Declaration of In- 
dependence and the Constitution, de- 
clared that schools and the means of 
education shall be forever encouraged. 
Prior to that, by the Ordinance of 
1785, each section 16 was granted to 
the tuture communities for the support 
of common 


ous 


schools. This encourage- 
ment of education has ever since been a 
fundamental principle of western devel- 
opment, and it ranks as one of the great 
pronouncements of American policy. 
Education is a state function, but is vital 
to the nation, which therefore contracted 
with the states to give them lands for 
the support of the schools. Subsequently 
the size of grant was increased in some 
states. The reasons why Utah was 
granted four sections in each township 
are: (1) that so large a proportion of 
the state is barren, worthless desert, and 
(2) that most of the desirable land had 
already passed into private ownership, 
and what was left was inferior. Utah 
was therefore not specially favored when 
she was granted four sections in each 
township. It was only an attempt to 
put her somewhat on a parity with other 
states where the school sections were 
more nearly all good land. For similar 
reasons, no doubt, New Mexico and 
Arizona were likewise granted four sec- 
tions in each township. 

School land benefits—This_ grant 
might have been a fair endowment if we 
could have received and retained all the 
lands that Congress, as we believe, so 
freely and generously gave us and in- 
tended that we should have. It might 
have yielded substantial support for our 
schools without a crushing burden of 
taxation. Unfortunately, after the pass- 
age of the enabling act and the admission 
of the state, the government began to 
undo the work of Congress by claiming 
that lands known to be chiefly valuable 
for mineral were not included in the 
grant that had been made to the state. 
The federal government took the posi- 
tion that while it was true that the en- 
abling act did not specifically reserve 
minerals, neither did it specifically grant 
minerals, and that therefore under the 
doctrine of implied public policy all min- 
erals were reserved to the federal govern- 
ment and did not 


pass to the state, 








January, 1927 


in the 

The fact of the matter is that other 
states, including Michigan and Minne- 
sota, which were admitted under en- 
abling acts containing almost the iden- 
tical language of the Utah act, received 


even original school sections. 


and kept their minerals. Michigan got 
the great copper and iron mines found in 
her school sections. The University of 
Michigan, one of America’s greatest edu- 
cational institutions, as well as the min- 
ing school at Houghton, have been built 
and supported largely by mineral roy- 
alties. 

Minnesota got the iron mines that 
were found in her school sections, and 
the proceeds from the sale of timber, 
mineral and agricultural lands have now 
created a trust fund of over $57,000,000 
for the support of schools, universities, 
and other purposes. ‘The state auditor 
writes me, “It is estimated that within 
twenty years our trust funds will 
amount to over $150,000,000, which 
will mean a great benefit to the schools 
of this state.’’ I should say so! 

Oklahoma collected, in 1925, bonuses, 
rentals, and royalties from her mineral 
lands to the amount of $991,000, and 
has accumulated a fund of nearly 
$9,000,000 from this source. It is well 
known that Wyoming is on easy street 
on account of oil royalties from a few 
school sections that she somehow man- 
aged to hold, although the title to the 
rest of her mineral bearing school lands 
is now in jeopardy. 

With the mineral resources that exist 
in Utah, in the form of iron, coal, hydro- 
carbons, oil shale, petroleum, potash, 
salt, and a hundred other minerals, we 
might also have reaped handsome bene- 
fits from our school sections, if we had 
been permitted to retain them. 

Since it has clearly been the policy 
of the federal government, from its very 
inception, to encourage education, why 
should it now set aside that timehonored 
policy, or weaken it, by taking away 
from the schools in the public land states 
the mineral lands that Congress so freely 
and wisely gave? Why should it arbi- 
trarily put a narrow construction upon 
an act of Congress for the support of 
the public schools, when the Supreme 
Court of the United States has said: 
“And it is of further significance that 
this Court has recognized that the legis- 
lation of Congress designed to aid the 
common schools is to be construed liber- 
ally rather than restrictively ?” 

Geological inference—The rule 
adopted by the federal government, that 
lands known to be chiefly valuable for 





eet 
ew 
an- 
the 
nds 


xist 
|ro- 
sh, 

we 
nes 


had 


licy 
ery 


ma 





RAL TET. EEE TLE OEE EITC SE II LAE IEELO EET 








Vol. 16. No. 1 


mineral at the time when the state’s title 
would have attached did not pass to the 
state, was bad enough, but the Depart- 
ment of Interior was not satisfied with 
this. It has now enunciated a new doc- 
trine and known as the rule of 
geological inference, which means for 
example, that if a vein of coal is exposed 
on the side of a mountain, all lands into 
which this vein might extend are coal 
lands, and are therefore reserved to the 
United States. ‘This theory has been 
carried to such absurd lengths that school 
sections situated twentythree miles from 
an outcrop have been claimed as coal 
lands, although the coal, if there at all, 
would be a mile below the surface! 
Mineral discoveries since statehood— 


rule 


This rule of geological inference is be- 
ing invoked so strongly that the state 
is being deprived of every vestige of a 
possibility of ever getting any mineral 
lands. Furthermore, new minerals are 
being descovered, which were unknown 
when Utah became a state, and the fed- 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





eral government is very active in its 
efforts to keep the schools of Utah from 
ever getting any benefit from these new 
discoveries. One of Utah’s greatest po- 
tential resources is in the oil shale de- 
posits in the eastern part of the state. 
Oil shale was not recognized as a min- 
eral in Utah when the state was ad- 
mitted in 1896. In fact, it was not seri- 
ously considered as a potential source of 
petroleum in this country until of late 
years. Even today it is not commer- 
cially valuable, because no process has 
been developed to extract the oil cheaply 
enough to pay at present prices. Its 
value is still a matter of speculation and 
conjecture, and yet the government is 
grabbing all of our school sections on 
which oil shale is exposed or can be pos- 
sibly expected by geological inference. 
A very recent discovery in Utah _ is 
potash. A well that was being put down 
in the eastern part of the state for oil 
encountered a layer of salt. Analysis 


showed that it was sodium 


not pure 


Un 





chloride, but that it was rich in potash. 
Enthusiasts think we have the richest 
deposit of potash in America. The dis- 
covery was made on a state school sec- 
tion. ‘There was no outcrop and no way 
to anticipate such a discovery by geologi- 
cal inference, but if the federal govern- 
ment runs true to form it will try to 
devise means to take this mineral away 
from the state. It seems to feel that it 
has a solemn mandate from heaven or 
elsewhere to prevent the schools of the 
public land states from ever getting any 
mineral of any sort. 

Just now we have an oil activity in 
Utah and geologists think we are going 
to open up a rich oil field. 
of school 


A number 
the 
If we can hold 
them, our schools stand to reap substan- 
tial benefits, but I confidently expect 
that, although in 1896 nobody 
dreamed of finding oil in Utah, the mere 
existence of a 


sections are situated on 


best looking structures. 
ever 


will be 
sufficient excuse for the government to 


dome structure 





HIS IS THE first section of the central group of the Stone Mountain Memorial to Confederate soldiers, showing Jefferson 


Davis, Robert E. Lee, Stonewall Jackson, and a color bearer. 


Says the Atlanta, Georgia, Convention and Tourist Bureau: 


“If nothing more than this central group should be carved on Stone Mountain, this alone would so far surpass all other 
monuments that history could furnish nothing remotely comparable to it, in magnitude, grandeur, or imperishability.” 





6 





‘THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1927 





say this was known mineral land, and 
that the state must keep its hands off. 
When title passes to state—We are 
also the victims of a technical rule that 
a state’s title to a school section does 
not attach until the land is surveyed. 
Of course, our school sections cannot be 
identified until the land is surveyed and 
the corners established; but why should 
the date of survey fix the time when 
the land passes to the state? I repeat 
the language of the Utah enabling act: 
Sections numbered two, sixteen, thirty-two 
and thirty-six in every township of said pro- 
posed hereby granted to said 
state for the support of common schools. 


state, are 


If I can understand plain English, 
“hereby,” as used in this connection, 
means here and now, not at some vague 
and uncertain time in the future, when 
the sections shall be surveyed. In other 
words, the state’s title should attach as 
of the date of its admission to the union, 
and the survey should simply show us 
our corners. 

This point is of great importance, be- 
cause another rule is that if a section 
was known to be chiefly valuable for 
mineral purposes at the time when the 
state's title would have attached, it did 
not pass to the state. Land that was not 
known to be chiefly valuable for mineral 
purposes in 1896, and therefore unques- 
tionably belonged to the state, may be 
very valuable now, because of new dis- 
coveries, and therefore can be taken 
away from us because, forsooth, it was 
known to be mineral in character at the 
time of the survey. 

The government therefore 
takes advantage of its own dilatoriness in 
surveying the public domain to defeat 
the state’s title to valuable lands. 

Lieu 


federal 


selections—T he government 
blithely tells us that whenever we lose 
a section of land on account of its min- 
eral character, we have the right to se- 
lect another good section in its place; 
But where are we to get it? We can- 
not get agricultural land, for our good 
agricultural land is all gone. We can- 
not get timber land, for all the timber in 
the state is in national forests, which we 
cannot touch. The same is true of the 
best grazing land; it also lies in the na- 
tional forests. So we have three reasons 
why we cannot select other lands for 
those that are taken away: first, because 
much of the land is a barren, desert 
waste, and has no value whatsoever; 
second, all ‘the better land which has 
any salable value has either been sold 
or taken up; third, the remaining land, 
which is of some value and is desir- 


+ 


able, is in some government reservation. 
Proportion of public domain involved 
—To hear some of the agents of the gov- 
ernment argue this question, one would 
conclude that the public land states were 
seeking to take all the minerals away 
from the federal government. As a mat- 
ter of fact, Utah was not given all the 
public lands within her borders. She 
was only granted four sections in every 
township, or one ninth of the area of the 
state. The school sections are all “in 
place,’ which means that the state gets 
sections 2, 16, 32, and 36 in every town- 
ship in the state, no matter where they 
happen to be. We cannot go out and 
select all the mineral lands in the state. 
We must take our school sections where 
we find them, and of course most of 
them are non-mineral. While Utah is 
a great mineral state, yet the areas in 
which minerals occur are severely lim- 
ited, and at the best we could only hope 
to get a few really mineral sections. 
Any minerals found in the remaining 
thirtytwo sections in each township 
would still remain the property of Uncle 
Sam. If the minerals were evenly dis- 
tributed, Uncle Sam would have eight 
ninths, and the state of Utah one ninth. 
Vexatious litigation—The loss of the 
minerals to which we think our schools 
are entitled is only part of our trouble. 
As a result of the contests instituted by 
the federal government, we are engaged 
in constant and interminable litigation 
with the government. ‘This has been 
aptly referred to by the Secretary of the 
Interior as “costly and vexatious litiga- 
tion.” Litigation is too dignified a name 
for the proceeding. A land contest is 
not fought out in the courts. It con- 
sists of a hearing before an official of 
the Department of the Interior, and 
there is no appeal to the courts. “The 
government is a party to the suit, and is 
also the prosecutor, the judge, and the 
jury. That sort of a “kangaroo court” 
does not appeal to an American citizen 
who, under our system of government, 
instinctively feels that he is entitled to 
his day in court. If the government has 
a valid case, why shouldn’t it be willing 
to submit it to a court of competent jur- 
isdiction, there to have it decided accord- 
ing to established rules of law and evi- 
dence? However, we have to fight these 
contests by the hundreds, and it is im- 
posing a heavy burden of expense on the 
state, all of Which is unwarranted and 
should be unnecessary. Conversely, the 
federal government spends large amour.ts 
of money in this so-called litigation. 


Chaotic condition of titles—Much 


worse than this, however, is the matter 
of titles. In many instances the state 
has assumed that it owned a school sec- 
tion, and has sold it in good faith to 
private parties, who have spent large 
sums of money in improving it for farm- 
ing or ranching purposes. Perhaps it 
has changed hands half a dozen times. 
This does not deter the government from 
coming along when it gets ready and 
claiming it as mineral land. Hundreds 
of such school sections are now being 
contested by the government, and the 
result is that titles to school lands are 
in a state of absolute chaos. Neither 
the state nor any innocent purchaser can 
ever be sure of a good title, even after 
a hundred years. Many contests have 
been instituted after thirty years of pri- 
vate possession. Our citizens are sub- 
jected to loss of the money they have 
expended in improving the lands, and 
the state is being deprived of the benefit 
of any mineral that may be found. The 
situation is a travesty on justice. 

Conclusion—Let me _ reiterate that 
what I have said about Utah on this 
subject can be said of any of the public 
land states, and I therefore assume to 
speak for them all. We are all sub- 
ject to these abuses, and have felt the ef- 
fects in varying degrees. Indeed, the 
policy of which we complain may like- 
wise be applied in a state like Nebraska, 
as well as in the arid west. If a dis- 
covery of mineral should be made on 
a school section in Nebraska, the fed- 
eral government would have to claim it, 
or be guilty of discrimination. 

We do not feel that we are begging 
for alms—we are only asking for our 
rights, and we want the federal govern- 
ment to be true to its obligations. 

We are not asking for anything that 
the older states have not received, so we 
are not pleading for special favors. At 
least twentysix states, including the 
original thirteen and their four children, 
and also Michigan, Wisconsin, Minne- 
sota, Missouri, Kansas, Alabama, Okla- 
homa, Florida, and Texas received all 
their minerals. ‘The west has not re- 
ceived and never will receive, as much as 
the east has received. If there has been 
a favored section of the United States, 
surely it has not been the west. We 
have our ambitions and aspirations as 
struggling, growing American states, and 
we want a chance to develop to the limits 
of our possibilities without being obliged 
to carry an extra handicap. We feel 
that when our sister states understand 
the situation, we may confidently look 
to them to help us get justice. 


eee | 








up 
at | 
sha 
boo 
son 
in 

the 
fill 
gre 
ple 
mz 
the 
hit 


wl 








The Beauty of Well-Ordered Homes 


FLORENCE H. Fitrcu 


Director of Art Instruction, Public Schools, Indianapolis, Indiana 


CAN scarcely bear to leave this room, 

it is so beautiful.” This from the 

daughter in the home as, on starting 
up to bed, she turned and looked back 
at the living room table with its softly 
shaded light, its alluring magazines and 
books, and its bowl of orange-red blos- 
soms whose brilliant color was echoed 
in the candles on a nearby piano and in 
the decorative pictures above the well- 
filled book shelves which formed a back- 
ground for the whole. Easy chairs were 
placed near the table, inviting one to 
make himself comfortable and to select 
the reading material which interested 
him. From a large fireplace, above 
which was a decorative panel designed 
for the space, a bright fire cast its warm 
glow over the room. Evenings the son 
of the house loved to stretch on the rug 
in front of this fire as he joined in the 
conversation of the family group. 

It was a room that always seemed to 
be in order, and yet one that was most 
freely used by family and friends, and 
where a spirit of hospitality and freedom 
prevailed. It was not a palatial home 
nor elegantly furnished, but looked as 
though each piece of furniture had been 
selected and placed with the four C’s 
comfort, convenience, cosiness, and cheer 
—in mind. It was the same all through 
the house. Every detail in the kitchen 
had been planned with the idea of con- 
venience, and so satisfied servants stayed. 
Dens and studies were orderly and yet 





each looked as if the owner, on return- 
ing, would find his work ready at hand. 





The Spirit in the House 


The Porch 
My trellis trains the honeysuckle- 
vine, 
Whose perfume adds 
unto mine. 


The Walls 

Our parts are brick and mortar, 
wood and stone; 

But home was never built of these 
alone. 

Hast thou not felt, O guest, the 
inner soul 

Of human love that makes our parts 
a whole? 


a welcome 





The Living Room 


A place apart am I, where they that 
please 
talk with 
friendly ease. 
The Children 
Become our playmate; 
sturdy band, 


And we will take thee back to fairy- 
land. 


The House Spirit 
Unseen I brood, the blessing old to 
give: 
Sleep soundly. 
Gladly live. 
From A Book of Hospitalities, 


Author unknown. 


May open hearts in 


join our 


Wake in 


vigor. 








One room alone seemed not to catch 
the spirit of the house. ‘The closet door 





stood open, shoes and slippers were scat/ 
tered about the floor, a sock hung over 
the edge of one half open dresser drawer, 
a shirt protruded from another, and a 
crumpled vest was thrown on a chair. 
Do you recognize it? It looked as if 
the owner had rushed to catch a train; 
but, as Chaucer said of the Lawyer, 
“No-wher so bisy a man as he there nas 
And yet he seemed bisier than he was.” 
Perhaps he was least busy of anyone in 
the house. But someone had to pick 
up what he threw down, and put away 
what he left about: the servant, perhaps 
—perhaps the mother. But why? Why 
should a young man who would jump 
to pick up a handkerchief dropped by a 
lady, at home throw his clothes about for 
his mother to pick up? Is it an in- 
heritance of the ages? And, girls, what 
about that top bureau drawer? No time 
to put things in order? Whose time? 
Orderliness saves, not takes, time. If 
you don’t believe it join in the hunt for 
a mislaid 
hurry. 
But this is not a plea for the house 
where everything is so perfect that you 
feel guilty if you move a book or chair 
out of place. We are discussing a home, 
not a house: a home where the children 
can have a playroom and get it as clut- 
tered as they please, but learn to put 
things in place when the time comes; 
where the boy and his mates can make a 
radio set or build an airplane in the den, 


article when you are in a 


tig BRIGHT SUN ROOM suggests a delightful afternoon of reading or chatting, and this living room would be cozy and comfortable 


in any sort of weather. 





The pictures were furnished through the courtesy of Better Homes in America. 








4 EE ATE A 


Tue JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





play baseball in the yard, or marshall 
musical instruments and indulge in jazz; 
a place where both girls and boys know 
their friends are always welcome. 

It is the spirit of goodwill and mutual 
interest that makes a home. I have in 
mind homes where the young people are 
wide awake and interested in things 
worthwhile, where rooms are frequently 
in temporary disorder because of some 
creative work in progress, but where the 
parents are never too busy to enter into 
the interests of the young people; where 
the children will not go to a public play- 
ground because they prefer to have their 
friends in their own yard; where sons 
and daughters take as keen interest as 
their parents in the selection and ar- 
rangement of home furnishings, and the 
greatest pride in seeing the mother be- 
comingly dressed; where the father and 
mother seem suddenly interested in read- 
ing aloud tales of adventure, just as 
their boys reach the age for such stories, 
and later find biography, history, science, 
etc. absorbing. Such interests shared, 
not assigned or inforced, will help to 
keep a well-ordered home. 

Someone once argued that a desire 
to share in the responsibilities of the 
home could not be developed in a boy 
or girl, because no girl who did not 
naturally love to wash dishes could be 
made to love it! I doubt if many girls 
are born with a desire to wash dishes, 
or boys to clean walks! But many a 
young wife delights in making an art of 
her daily household duties, and the hus- 
band does not scorn to wipe dishes if 
she is there. It is a desire to help those 
we love, not a desire to do the work 
itself, that motivates such cooperation. 

One boy seven years old looked for- 


January, 1927 





ward to Sunday evenings when the serv- 
ant was away, because he could help his 
mother prepare the evening meal which 
the family ate before the fireplace. A 
desire to share responsibilities is much 
more than loving to wash dishes. 

The burden of such training belongs 
primarily to the home, but the schools 
can help if parents and teachers will co- 
operate in the plan. Training is of very 
little use unless it functions. Training 
in civic art is much more effective if 
applied to the home or schoolyard by 
means of gardens, trellises, arbors, im- 
proved ferces, or the planting of shrubs, 
than if it stops with plans on paper. 
Whole communities can be transformed 
by a few packages of flower seeds when 
once the spirit of civic pride and service 
is aroused. 

Even tiny children may share in home 
activities, for learning at school to set 
a toy table correctly with toy dishes will 
interest them in making the home table 
attractive. If children learn to place 
their toy furniture and rugs properly in 
toy rooms, they are more likely to put 
rugs and chairs in place at home. 

The idea of giving, as well as an in- 
terest in artistic crafts, is encouraged by 
the modeled, woven, dyed, block printed, 
stenciled, or constructed articles made 
for the home at Christmas time. Older 
children learn how to hang pictures, 
select harmonious colors in wall papers, 
hangings, and rugs, and to arrange such 
centers of interest as are suggested by 
the word picture which opens this ar- 
ticle. 

Giving credit in art for any practical 
application at home of such principles 
as these taught at school is suggested and 
encouraged, and parents have been re- 


quested to report any increased interest 
children show in maintaining order, 
creating beauty, or sharing home respon- 
sibilities. Such cooperation, it is be- 
lieved, will gradually bring noticeable 
improvement in the appearance of a 
community and add beauty to a well- 
ordered home. 





B yenensgen A BUSINESS—Ninety 
percent of the women of the coun- 
try are engaged in the occupation of 
homemaking; ten percent of the women 
of the country are engaged in other oc- 
cupations. Of the ten percent engaged 
in “other occupations” there is not one 
who has entered her work without train- 
ing; of the ninety percent engaged in 
homemaking there is a negligible num- 
ber who have had even the minimum 
amount of training. 

Those women making up the ten per- 
cent must keep books, use typewriters, 
manage tearooms, or engage in numerous 
other occupations. The women making 
up the ninety percent must buy food and 
clothes for a family, must prepare and 
serve meals for a family, must not only 
keep a house, but must create a home 
atmosphere, and must do a thousand and 
one other important things daily. 

A progressive farme. once said, “It re- 
quires more training and initiative for a 
man to be a farmer than for any other oc- 
cupation. Regardless of climate, weather 
or seasonal changes, a banker does the 
same work, but a farmer must know how 
to adjust himself to the changes which 
arise from day to day and week to week.” 
So it is with the homemaker and so it is 
that she, too, requires additional train- 
ing—In Vocational Agriculture and 
Home Economics in Arkansas. 





HE ROOM on the left provides comfortable places to read and write; the other combines comfort, charm, and dignity with 


homelike effect. 


The pictures were furnished through the co:r.esy of Better Homes in America. 











schoo 
upon 
teach 
of su 
an i 
mora 
appre 
mora 
ificat 
such 
durii 
arati 
acte} 
curr 
arat 
suck 
an \ 
imp 
the 
7 
all 
an 
pra 
fev 
ref 
she 
ch: 
bu 
en 
ce: 






Character and School Studies 


HERBERT MAarrtTIN 


Professor of Philosophy, Drake University, Des Moines, Iowa 


HILE OTHER FACTORS, of course, 
enter in there can be no doubt 
but that the character value of 
school studies depends in largest measure 
upon the attitude and behavior of the 
teacher. Should the teacher be unaware 
of such values, or indifferent to them, 
an incidental or chance minimum of 
moral value will result. An intelligent 
appreciation of the nature and means to 
moral character should be the least qual- 
ification for teaching. Opportunity for 
such insight and grasp must be provided 
during the course of the teacher’s prep- 
aration. One course, at least, in char- 
acter education is an urgent need in the 
curricula of all schools that offer prep- 
aration for the teaching profession. By 
such means will the teacher best come to 
an understanding of the problem and its 
importance, and to an apprehension of 
the best ways toward its solution. 
That moral character is the goal of 
all education has been subscribed to as 
an article of common faith, but has been 
practiced consciously and intelligently by 
few. Taking this dictum seriously and 
reflectively the processes of education 
should contribute cumulatively to moral 
character, not as an aside or byproduct, 
but as the central purpose of the whole 
enterprise. “To this end must the pro- 
cesses of education be conceived. Sig- 
nificant, still, among those processes are 
the school studies. As educetional pro- 
cesses, then, those curricular activities 
are primary roads leading to or, better, 
yielding moral character. If school 
studies, designed to occupy and actually 
occupying the major part of the pupil’s 
time, are not the means toward moral 
character in the school, then our tradi- 
tional claim is empty, there exists an in- 
herent contradiction between our pro- 
fession and our practice. 

Some further preliminary observation 
seems necessary. As the pupil grows 
into or possesses himself of those school 
studies, how does he thereby become 
moral, what miracle of transubstantia- 
tion must be wrought? The answer 
will be found by noting, first, the nature 
of the content of school studies, and, 
second, what is meant by moral char- 
acter. Space limitations demand brevity. 
In the give-and-take of race experience 
certain values have been achieved. It is 





these values that constitute the content 
of school studies. “The communication 
of these values to the succeeding genera- 
tion, to the end that they shall serve as 
stimuli and guiding principles toward 





| How Big is Your Task? 


EDGAR MENDENHALL 


Kansas State Teachers College, 
Pittsburg 


OW BIG is your task —O Teacher— 
H How big is your task?P—You 
inquire P 
It’s as big as the arched sky above 
you; 
Yea, it touches the studded vault’s fire. 


| 
| 
| 
| 





How big is your task?—You repeat it: 

How big is your task?—Still in doubt? ~ 

It’s a torch in eternity’s pageant; 

’Twill blaze when heaven's orbs are 
burned out. 


How big is your task?—O Teacher— 
Once more before parting, you seek; 
Pray the Sage of the sages to fathom; 
The reach of man’s mind is too weak. 











ever better adjustment and control under 
changing conditions, is the primary pur- 
pose and function of the school. ‘Teach- 
ing and learning thus become processes 
in sharing and entering upon race experi- 
ence. This sharing of experience is a 
process of socialization and, as such, is 
essentially moral. In the degree to 
which the school, through the adminis- 
tration of its curriculum, qualifies boys 
and girls for actual social relationships— 
in this degree does it have a character 
value function. 

On the other hand, this is the moral 
problem of the school—to acquaint boys 
and girls with and habituate them in 
the practice of those modes of social be- 
havior which racial and current experi- 
ence has approved. Such habituated re- 
sponse tends toward ordered behavior. 
Through growing insight into the mean- 
ing and value of such modes of behavior, 
with their accompanying appreciations, 
purposes are discovered, integrated con- 
duct appears; and moral character is 
fashioned. Moral character is both a 


register and determiner of conduct; it 
is a conserver and 
values. 


creator of social 


[9] 


Of primary importance in realizing 
the character value of school studies is 
that each shall be seen, not as a conglom- 
erate of ghostly, mythical, and therefore 
indifferent content, but as a form of real 
life, of actual human experience, con- 
sisting of deeds in response to ideas of 
value. The curriculum presents varied 
forms of life activity. Consequently 
study, learning, becomes a sharing in 
life immediately current and farther re- 
moved in space and time, a sharing, if 
you will, in noble deeds. 

Literature and biography are forms of 
life. They must be so interpreted and 
presented by the teacher. In their ap- 
peal to the imagination and the emotions, 
to the heroics and ideals of youth, in 
their portrayal of human purposes and 
their consequences in conduct, literature 
and biography are singularly rich in 
character values. Evaluation of such 
motives and consequences yields in pupils 
standards of value to which they them- 
selves under intelligent direction may be 
increasingly won in practice. Biography 
as the study of noble lives begets affec- 
tion for like causes. On the principle 
of suggestion its recital of significant 
achievements under limitation and difh- 
culty, of worthy accomplishment conse- 
quent upon early habits of industry and 
integrity, is a well-nigh inescapable char- 
acter summons. ‘The youth’s instinctive 
tendency to hero-worship makes biogra- 
phy particularly appealing. Personal re- 
lationships are exhaustive of morality; 
reverence for persons is of its essence. 

Biography is but one step from personal 
immediacy. 

History may be thought of as litera- 
ture in action. It exhibits on a grand 
scale the operation of causes and of ideas 
and their consequences. History discov- 
ers to us the meaning of social phenom- 
ena; it gives guidance in national and in 
international relationships. As a record 
of human effort, of failure and success, 
history widens the pupil’s range and stirs 
his iitterests and sympathies; it leads him 
to see the more universal significance of 
ideas and conduct; it is an enlarged lab- 
oratory in practical morals. 

Geography, whether locational, physi- 
cal, political, or commercial, has a social 
content. The earth is the stage whereon 
the human drama is enacted, the ground 


10 


plan of human history. Its political 
divisions and commercial activities repre- 
sent spheres and forms of human interest 
and behavior. Cities are converging cen- 
ters of man’s interests and endeavors. 
States or nations are but types in the 
large of spiritual cultures and accom- 
plishments. Geography must be human- 
ized in the schools; it must be inter- 
preted and 


solely 


taught as having import 
human factor. 


When so treated its study will prove an 


because of the 


important process of socialization. 
Science has important character values 
not only in the social value of its data, 
but in its spirit and method. In extend- 
ing the range of our interests and con- 
tacts it has transformed the world into 
a neighborhood. ‘The necessity of social- 
ized behavior is greater than ever before. 
In its conquest of nature, science has ban- 
ished superstition and freed the spirit of 
man. Its Bantings and its Bests are 
worthy successors of a noble scientific 
lineage. In its unbiased quest for truth, 
its fidelity to fact, its respect for law, its 
openmindedness and objectivity, its pa- 
tience and perseverance, in the whole- 
ness of its devotion—character qualities 
all—the discipline of science is essen- 
tially a moral discipline. These qual- 
ities, to repeat, do not need to be trans- 
ferred to the field of morals, as though 
there were such an exclusive field, in 
order to become moral; they are moral. 


THE KINDERGARTEN 
Is A Childs Garden. 


It Plants in 


MIND 
The Seeds of 
Imagination 
Ingenuity 
Friendliness 


BODY SPIRIT 


Health 
Happiness 
Harmony 


‘THe JOURNAL OF THE NATIONAL EpucATION AssociATiON 


In like fashion mathematics, even, 
need not be without moral value. When 
seen as a social process both in origin 
and function, as an evolution of modes 
of treating quantitative data, when 
grasped in its social significance its moral 
value appears. Its respect for facts and 
Its demand for thorough 
and impartial analysis and for construc- 
tive imagination is, at least, basic to 
morality. An appreciation of the func- 
tion of mathematics in practical life so- 
cializes, that is, moralizes. 


laws is moral. 


Civics, once a book subject, a series of 
lessons about a vague and distant thing 
called citizenship, is now an actual ex- 
perience of citizenship. Understanding 
through participation is its motto and 
method. ‘Knowledge about” has yielded 
to sharing in social life in its varied 
forms. ‘The school as the lesser com- 
munity is a field for the practice of citi- 
zenship. The relation of the school to 
the home and community life, the func- 
tion of public utilities such as sanitation, 
lighting, transportation, and other modes 
of communication, of libraries, courts, 
and other forms of civic life—into these 
his life expands as he grows into citizen- 
ship. Appreciation through its practice 
reveals the complexity of citizenship. 
The discovery of its interknit character 
is practical, circular, and lateral rather 
than theoretical and linear. Insight 
through acquaintance with the complex- 


Is the Root of 
Most Mischief 
but of all 
KNOWLEDGE 


, 


THE KINDERGART 
Through Wise Guidance and Use 
of Suitable Materials, Changes 
Idle Curiosity into 


Observation 
Concentration 
Industry 

Manual Skill 
Artistic Sense 


January, 1927 


ity of social organization is the basis of, 
if not synonymous with, a developing 
social consciousness. The good citizen, 
the socialized individual, and the moral 
person are one and the same. Space 
does not permit consideration of other 
school studies. 

The character value of school studies 
depends almost entirely upon the teach- 
er’s insight and outlook. The curricu- 
lum must be seen as a resumé of racial 
values, as an epitome of life. Its con- 
tent is life. It must be translated by 
the teacher into terms of life, of co- 
operatively achieved life. ‘The student’s 
mastery of this curriculum will mean a 
sharing in, an entering upon those so- 
cially achieved values. His will thereby 
be an enriching life. Under proper guid- 
ance these will khecome in him not final- 
ities to be faithfully reproduced forever, 
but stimuli and stepping-stones to read- 
justments and accomplishments under 
current conditions. Such spirit and at- 
titude will enable him to become a crea- 
tive participant in the newer social order 
which life demands as it reveals new 
needs, capacities, and meanings. In some 
such sense is the phrase character value 
here employed. Any more ultimate 
meaning must await time. 


' | ‘HE ART of living rightly is like all 
arts; it must be learned and prac- 
ticed with incessant care.-—Goethe. 


RIGHT HABITS 


| At 4 to 6years. are more easily formed 
and more deeply rooted than th 
can ever be again 


THE KINDERGARTEN 
teaches habits of 
Neatness Self- Reliance 
Economy Self- Control 
Industry Cooperation 

Punctuality Courtesy 


These posters are used through the courtesy of the International Kindergarten Union, 1201 Sixteenth Street N. W., Washington, D. C. 
I 3 

















my 
act 
ove 
ing 
tin 
be 
de 


5 


Featuring the Humble [Textbook 


URING my eleven years’ associa- 
3 tion with one of America’s lead- 

ing preparatory schools, one of 
my inescapable duties has been that of 
acting in the capacity of guardian angel 
over the schoolroom on Monday morn- 
ings, Monday being our weekly holiday. 
Within that scholastic limbo at that 
time there gather such penitents as have 
been guilty of minor crimes against the 
deity of Duty. After these have settled 
down to do penance for their sins of 
omission and commission, and after I 
have checked them off and massaged 
such minds as lend themselves to ped- 
agogical osteopathy, my time is my own, 
and during the years that have passed I 
have made it a practice to study the 
various textbooks lying around—study- 
ing them not so much for the author’s 
content as for the owner’s comment; 
less for the owner’s use than for his 
sometimes interesting abuse of these neg- 
lected charts to the happy isles of knowl- 
edge. For with painful regard for the 
truth, I feel constrained to say that the 
average boy values little higher the text- 
book which contains for him a message 
of truth than he does the box which con- 
tains a batch of Maybelle’s fudge. 

In the hands of the primitive savage, 
the knife was the textbook. After in- 
finite thought and careful selection he 
at last began the manufacture of his own 
weapon. With all the skill at his com- 
mand he brought it to that crude stage 
of perfection which the tools of his time 
permitted. Painstakingly he worked 
figures on the blade. This he kept care- 
fully free from rust and always sharp 
enough for instant use. With deer 
thongs he bound the handle; then orna- 
mented that handle with beads. When 
this his textbook was completed, it was 
a thing made for use, for action, for 
service. And since he was to hack his 
way through the world with his weapon, 
he learned its uses; how to thrust with 
it; how to skin with it; how to slice 
with it; how to fling it so that he could 
send it flying into the heart of an oak 
or the heart of a bear. 

- But the boy of today does not use his 
hands as did the aboriginal youth, nor 
do I yet possess the fixed conviction that 
he uses his head to quite the same degree. 
This I think is indicated by the manner 


CHARLES LoweE Swirt 


The Hill School, Pottstown, Pennsylvania 


in which he misuses his textbooks; those 
tools of trade which later are to help 
him hack his way through life. To a 
certain degree, a boy’s textbook is an 
indicant of his character as a student. 





The Wisdom of 
Confucious 
The Five Qualities 


Mw VIRTUE consists of being 
able, anywhere and everywhere, 
to exercise five particular qualities: 
Selfrespect, magnanimity, sincerity, 
earnestness, and benevolence. Show 
selfrespect and others will respect 
you; be magnanimous, and you will 
win all hearts; be sincere, and men 
will trust you; be earnest, and you will 
achieve great things; be benevolent, 
and you will be fit to impose your will 
on others. 


On Himself 


If the pursuit of riches were a com- 
mendable pursuit, I would join in it, 
even if I had to be a chariot-driver 
for the purpose. But seeing that it is 
not a commendable pursuit, I engage 
in those which are more to my taste. 


Prominence 


Instead of being concerned that you 
have no office, be concerned to think 
how you may fit yourself in office. 
Instead of being concerned that you 
are not known, seek to be worthy of | 
being known. 


True Values 


When the solid outweighs the orna- 
mental, we have boorishness, when 
the ornamental outweighs the solid, 


we have superficial smartness. Only 
from a proper blending of the two 
will the higher type of man emerge. 








For example, here is a textbook with 
the corners broken, the cover loose, and 
the pages crinkled. Instead of aiding the 
young idea to shoot straight, this book 
has been used as a projectile against 
an offending roommate. Its owner is 
doubtless listed on the dean’s books with 
a maximum of demerits for rough-hous- 
ing. Another book will be smeared, 
dog-eared, and thumb-printed like a 


_Bertillon volume. The possessor of such 


a book has doubtless been frequently 
sent away from the table to remove the 
mourning from his nails and the real 


( 11] 


estate from his hands. Yet another vol- 
ume will be scrawled with drawings 
which would do discredit to an Indian 
papoose—drawings that indicate wasted 
time and wasted effort. The owner 
here is not far from the foot of his class, 
because he is generally absent-mindedly 
drawing pictures just when a question 
drops his way. He is the kind who 
wonders how some of the other fellows 
“get their drag” with their masters. 

Not infrequently is found on a fly- 
leaf an interesting line of dedication or 
a verse of denunciation; a warning or 
anathema against unscrupulous borrow- 
ers, or else some grammar school jingle 
which has been handed down from suc- 
ceeding generations of students ever 
since the textbook began its feeble strug- 
gle for existence. Some of these smack 
of comedy; others of tragedy; some are 
hopefully original; others were known 
by our grandfathers. 

For example, we have the age-old 
rhyme, 


If this book should chance to roam, 
Give it a kick and send it home. 


From the same early vintage comes, 


He who steals this book of knowledge 
Will graduate from Sing Sing College. 


Equally time-honored and moss-cov- 
ered is 
I pity the river, 
I pity the brook, 
I pity the one 
Who steals this book. 


Schoolboys are still chanting 


Don’t steal this book for fear of your life, 
For the owner carries a big jackknife. 


But a variant of the two line injunc- 
tion occurs in 


If anyone this book should take, 
Please bring it back for heaven’s sake. 


From a book in which the fly-leaf had 
been torn out, and numerous erasures 
indicated that possibly the present owner 
had a precarious claim thereon, was 
written with Quaker fervor, 


Friend, if thou cherisheth thine own weal, 
Hearken to this—Thou shalt not steal. 


That student misscited scripture to 
his purpose when he wrote, 


Of the taking of many books there is no end. 





12 








Probably he had to buy his own books 
who penned the following; 


This to the crook who cribs this book— 
Watch your step or you'll get the hook. 


A casual from learning’s battlefield 
writes 


French is a language— 
At least it used to be. 

It killed all the Germans, 
And now it’s killing me! 


Plaintive classicism crops out in an 
algebra where an attempt is made to im- 
prove on Bacon in the lines: 


Some books are to be tasted, 

Some chewed and digested, 

Some read and detested. 
Such is this! 

It is difficult to discover how the owner 
of a French book could ponder over his 
idioms and at the same time follow the 
injunction written in a distinctly fem- 
inine hand—probably during an inter- 
mission of a school dance— 


Pensez vous de moi quand vous lisez ce 
livre. 

Another such, love-lorn, sadder, and 

| hope, wiser, quoted from Tom Moore, 


My only books 
Were woman's looks, 
And folly’s all they taught me. 


On one occasion I picked up a battered 
grammar which seemed to be suffering 
more from neglect than from overuse. 
_On the first page I read, “Turn to page 
23”. This was irresistible. I turned to 
the page only to read, “See page 44.” 
There it said, “Too bad; try page 55.” 
I did. ‘Hard luck,” it said consolingly, 
“observe page 66.” By this time the 
hunt took on the zest of a new game. 
I turned to 66 only to find, “Have you 
examined page 107?” ‘This seemed far 
enough on to be promising. I looked 
there. “Well, a sad error has been 
made,” grieves the author, “consult page 
138.” Here politeness and solicitude are 
dropped. “Drive on ten pages farther,” 
urges the author. Carefully I count the 
pages. The author now knows he has 
me in his power. He becomes arrogant. 
‘Not ten pages, you egg—twenty!” My 
dignity is offended, but I count again. 
“Ah, five more.” Here it reads en- 
couragingly, “Now you're hot. ‘Ten 
more.” Ten is counted. The goal is 
reached! “You,” says the line, “are a 
poor fishcake, underdone on the upper 
side.” 

The author of this outburst is doubt- 
less one of those who complains that the 
lesson assignments are so long that he 





THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


cannot get them done in the time al- 
lotted. Some day he may be a regular 
contributor to the colored comic supple- 
ment of one of our leading Sunday 
dailies. 

Yet originality which indicates even a 
little effort and thought is refreshing 
even in such blithering nonsense as the 
above, but the palm for real ingenuity 
is awarded to that student—the term is 
here selected with discrimination—who 
for his own edification and pleasure, 
without having the task assigned, during 
a summer read with interest—he told 
me so himself—an English literature, a 
review history of the United States, and 
a textbook on science. He is, I am glad 
to state, in good health at the present 
day, holds a responsible position, is hap- 
pily married and living with his first 
wife, and has a bouncing son who cut 
his eye teeth on the cover of one of his 
father’s old grammars—another original 
use for the textbook. 

In tracing this humble classic to its 
lair, I have found it used to keep open 
a window ; to support a desk from which 
a castor was missing—one boy used his 
driest textbook for the filing of love 
letters and as a place of safe-keeping for 
his spare banknotes. On one occasion I 
found a Monday morning penitent as- 
siduously applying himself to the study 
of algebra in a manner that aroused my 
suspicions. Circling the room I came up 
softly behind him and discovered that 
he had torn off the cover of his algebra 
and within its deceiving folds had en- 
wrapped a flaming novel of modern life. 
Such ingenuity deserves its reward. In 
this instance the genuis was presented, 
quite free of charge, with an added hour 
and a quarter of incarceration under the 
personal guidance of a master. Another 
case of ingenuity was that of a lad who 
cut a hollow square out of the center 
of his textbook and brought to the 
schoolroom the book filled with contra- 
band chocolates. They were delicious 
chocolates, and they had the flavor of 
having been sent from home. 

Yet aside from such as these, it is in- 
teresting and somewhat‘ distressing to 
note that these unerring guides to life’s 
uneven highway are rarely improved by 
a single careful annotation; seldom is 
a careful, serious drawing to be discov- 
ered among their pages; seldom a quo- 
tation underlined unless on the advice 
of a teacher. Their plain covers seem 
to threaten; their contents are accepted 
as intended to trouble the weary and to 
weary the troubled. ‘They are grudg- 
ingly accepted as a necessary evil, and as 


January, 1927 


such they are banished as soon as their 
purpose is served. Yet I once knew a 
man who saved all of his texbooks, and 
in later life, when a well-deserved pros- 
perity visited him, he had them all bound 
in uniform covers and placed on the 
shelves of his library. The pages of 
these books were neatly annotated; dia- 
grams were drawn here and there; sev- 
eral had commendatory or condemna- 
tory lines inscribed to favorite professors 
or to ones less favored. In later life 
these books were read and reread by their 
owner. But the owner is now dead, his 
books were sold in a job lot, and, I fear, 
“we shall not look upon his like again.” 

Yet I would make a plea for respect 
if not affection for the humble textbook. 
It is a guide to the path that is straight 
and narrow; it is a tool in the world’s 
great workshop; it is a weapon of de- 
fense against the forces of darkness in 
the jungles of ignorance. Moreover, if 
we approach a textbook with interest 
and open-mindedness, it can be made a 
friend that will yield to us as much in 
the way of knowledge as we are willing 
to give in time and concentration. 

On the other hand, if we accept its 
companionship combatively and grudg- 
ingly, hating its presence and denying its 
influence; it becomes an enemy before 
whom as many vanquished victims lie 
prostrate on the sands of time as were 
ever routed by the sword. Longfellow 
once wrote, “Books are the sepulchres 
of thought.” With his experience as a 
teacher there is little doubt that he in- 
cluded textbooks, and the student has 
but himself to blame if he finds his text- 
books mere graveyards of departed hopes. 
To him who has the advantages of an 
enlightened education, it might be well 
to think occasionally of the Indian boy 
and his knife. 


EACHERS are the guardians of the 

heritage of all the ages. “They sow 
the seeds that grow into the flower of 
tomorrow’s civilization. They are the 
lighters of torches that lead the world 
from darkness to light. They are the 
bearers of ideals and the trail blazers. 
All about them they see unfolding life 
reaching upward. The work of profes- 
sional organizations of teachers will go 
far, because it is founded on the deep 
concern of humanity for its young. 
“Every teacher at work on the problems 
of the profession” means every teacher at 
work on the problems of civilization. 
The big advances are achieved through 
cooperation, the only game in which 
everyone wins. 
















HE MAJESTY of education and the 

nobility of the teacher are set forth 

with rare beauty in this address by 
Henry van Dyke. It was delivered at 
the sesquicentennial of the founding of 
Phi Beta Kappa in connection with the 
dedication of a memorial auditorium on 
the campus of the College of Wil- 
liam and Mary, where fifty Virginians 
founded the fraternity in 1776. The 
distinguished company which gathered 
on November 27 for the dedication of 
this shrine included representatives of 
the National Education Association. 
President J. A. C. Chandler, under 
whose leadership the College of William 
and Mary is developing rapidly, has been 
prominent in Association affairs for 
many years and is an earnest advocate of 
a Department of Education with a Sec- 
retary in the President’s Cabinet. 


T IS AN HONOR to be invited to speak 
on this historic ground at the 150th 
anniversary of Phi Beta Kappa, one 

of the oldest voluntary associations of 
American students for the promotion of 
scholarship and friendship. The occa- 
sion is one of grateful memory and 
hopeful forecast. 

Those romantic young Virginians who 

bound themselves together in 1776 by 
a solemn oath of fidelity to their “happy 








Democratic Aristocracy 


Its Need, Its Quality, and Its Ideals 


HENRY VAN Dyke 





spirit and resolution of attaining the 
important ends of society,” were a com- 
pany of gentlemen adventurers enroled 
under a new flag. ‘Their modest enter- 


prise has a dramatic touch. 


He" vAN Dyke, of Princeton, New Jer- 
sey, as he appeared at the Phi Beta 
Kappa celebration. During his veteran serv- 
ice as pastor, teacher, and author he has 
lighted many candles which in later years 
shine back to cheer him. 











A 


tribute to education as the cornerstone of civilization. 









B THEIR PRESENCE at the dedication of the Phi Beta Kappa shrine at Williamsburg, Virginia, distinguished guests paid high 





In this picture reading from left to right are Paul Shorey, Oscar M. 

Voorhees, Edwin A. Alderman, W. A. R. Goodwin, John Erskine, Henry van Dyke, Francis W. Shepardson, Charles F. 
Thwing, John Stewart Bryan, Mary E. Woolley, Mrs. Berton L. Maxfield, Ellen F. Pendleton, John D. Rockefeller, Jr., Clark S. 
Northrup, John H. Finley, Benno Lewinson, J. A. C. Chandler. 


It was a time of storm and stress. 
All around the world there was a distant 
thunder of mighty changes on the way. 
Electric flashes between opposing theories 
of ethics and politics troubled the hori- 
zon with oncoming fulguration. In 
America the tempest had already 
broken. The struggle of the Colonies 
for the right to life, liberty, and pursuit 
of happiness was begun. ‘The crimson 
waves of a warfare almost fratricidal in 
in its fierceness rose higher and higher 
around the frail bark of American in- 
dependence which Washington and 
Franklin, Jefferson and Adams, and 
their comrades had launched. The ship 
was tossed and shattered. Confusion 
lay on the face of the waters. The for- 
tune of the voyage was in peril. 

Yet these brave lads in the College 
of William and Mary, preparing them- 
selves for their future duties, were not 
dismayed. ‘Their present duty they saw 
in devotion to scholarship and friend- 
ship. They avowed their faith in 
philosophy as a helmsman of life. To 


that star’ they hitched their wagon. 


And when the time for them was ripe 
they went forth greatly to serve their 
country in camp and council, at the bar 
and on the bench, in the ministry and 
in diplomacy, and wherever an_ honest 
man may prove that patriotism is not a 

















selfish passion and religion not an idle 
dream. 

From the fine example of the : fifty 
founders of Phi Beta Kappa; from the 
success of their enterprise and its ex- 
tension from the Atlantic to the Pacific 
and from the Great Lakes to the Gulf; 
from the friends their creed had won 
and enemies it had made, a topic worthy 
of our thought today springs out to 
meet us, 

Well do I know that the very choice 
of such a theme is a challenge to vulgar 
misunderstanding, cheap ridicule, and 
hidden hostility. Perhaps that is one 
reason why I am drawn to it, being 
born of militant blood. The adjective 
democratic will awaken the mistrust of 
those who cling to an inheritance of 
place and privilege. The noun aristoc- 
racy will offend those who are afflicted 
with demotic dementia and insist that 
massed ignorance counts for more than 
selective intelligence. The conjunction 
of the noun and the adjective will be 
derided by pale theorists of logic as a 
contradiction in terms. So much the 
better! Life is not logical; it is vital; 
and paradox is one mark of truth. 
Knowledge can neither be entailed nor 
taxed. Wisdom is not the product of a 
plebiscite, and yet without wisdom the 
people perish. Scholarship and _friend- 
ship, both voluntary, both personal, are 
the Jachin and Boaz, the twin pillars of 
beauty and strength which uphold the 
starry dome of the republic. 

It is a popular error to assume that 
a main object of democracy is to over- 


throw and destroy everything aristo- 
cratic. On the contrary, its high pur- 


pose should be to develop an aristocracy 
of its own begetting, after its own heart, 
and dedicated to its service. Unless it 
can do this, democracy spells confusion 
of mind, fickleness and feebleness of ac- 
tion, and final decay hastened by the 
increase of material wealth. The fatter 
it grows the more it degenerates. 

As an army and a ship require officers, 
so a republic needs leaders and com- 
manders, equipped with special knowl- 
edge for their task and trained by the 
discipline of selfmastery for wise exercise 
of power. Government, which is the 
making and execution of laws, is no 
child’s play, no lucky trick of dominance 
to be picked up haphazard by any man 
who has a pile of money, a gift of the 
gab, or a taking way of mixing with the 
crowd. It is a science, an art, a philos- 
ophy, demanding special fitness in the 
men to whom it is intrusted. 

How shall these men be found and 





Tue JourRNAL oF THE NATIONAL Epucation AssociATION 


designated? Not by heredity, says the 
republic, for she is a shifty goddess, 
bringing forth strange and often mal- 
formed offspring. Not by environment, 
the sanctions of class and caste, for this 
method mistakes the glitter for the gold. 
But by the free will of the people, for 
this is not only the fairest, but also the 
safest and the sanest way. 





Work 


HENRY VAN DYKE 


ET ME but do my work from day to 
day, 
In field or forest, at the desk or 
loom, 
in roaring market-place or tran- 
quil room; 
Let me but find it in my heart to say, 
When vagrant wishes beckon me to 
astray, 
“This is my work; my blessing, 
not my doom; 
“Of all who live, I am the one by 
whom 
“This work can best be done in the 
right way.” 


Then shall I see it not too great, nor 
small, 
To suit my spirit and to prove 
my powers; 
Then shall I cheerful greet the 
laboring hours, 
And cheerful turn, 
shadows fall 
At eventide, to play and love and rest, 
Because I know for me my work is 
best. 
From Music and Other Poems, 
Scribner's, 1919. 


when the long 








That it is not infallible is proved by 
the story of our fatheads in high office. 
That it is not incorruptible is shown by 
the recent record of money influence in 
popular primaries. But that on the 
whole it works well we may see by com- 
paring the succession of American Presi- 
dents with the line of heirs, apparent, 
presumptive, or actual, of any royal 
house in Europe or Asia. In spite of 
popular whims and delusions, in spite 
of class animosities and regional jeal- 
ousies, it has preserved for us that great 
ideal which Daniel Webster, anticipat- 
ing Lincoln, proclaimed to the Senate 
in 1830: “A government made for the 
people, made by the people, and answer- 
able to the people.” 

This is what Lincoln meant by his 
phrase about the impossibility of “fool- 
ing all of the people all of the time.” 
This is what Lowell meant by saying 
that the characteristic of democracy is 
its “habit of asking the powers that be 


January, 1927 


whether they are the powers that ought 
to be.” This is what Grover Cleveland 
meant by his affirmation that “in the 
long run you can trust the honest judg- 
ment of the rank and file.” Do not for- 
get the long run. 

For the perpetuity of this ideal pop- 
ular education is an absolute necessity. 
The children who are growing up to 
the high and perilous privilege of suf- 
frage, must be prepared for it. All of 
them, without exception, must have the 
key to the door of elementary knowl- 
edge through which they may enter, if 
they have the will and the wit, into the 
higher house of wisdom. ‘The three R’s 
are the deliverers of the state. Reading 
opens half-blind eyes; writing releases 
half-dumb souls; arithmetic casts out 
the deceptive devil who babbles that two 
and two make five, if the people vote to 
have it so. 

Illiteracy is the biggest enemy within 
our gates; but moral ignorance is the 
most dangerous. Our public schools are 
worth more to the republic than all her 
other forts and navy yards. They ought 
to cost more. They deserve protection 
from scheming politicians and wily ec- 
clesiastics. “They are handicapped, per- 
haps, by an overload of educational fads 
and fancies; possibly, by a lack of thor- 
oughness in laying mental and moral 
foundations; certainly, by the want of a 
more generous provision for the teachers 
on whom their life depends. But they 
have survived; they have improved; 
they are doing wonderfully well. There 
is no place in the world where I would 
rather have my books read than in the 
public schools of America. For it is 
there that the children of the people get 
power to conceive, bring forth, recog- 
nize, and follow a native aristocracy of 
leadership. 

What then is the quality. of this dem- 
ocratic aristocracy ? 

In old English usage and in Colonial 
Virginia “the Quality” (with a capital 
Q) was a word employed to denote a 
certain set of families, inheritors of rank 
and wealth, arbiters of dress and fashion 
—as if those tailorish accidents had 
evolved a separate species of the genus 
homo sapiens! That sense of the word 
is now marked in all the dictionaries as 
“obsolete,” “archaic,” or even “vulgar.” 
It has gone out. Goodby to it. Quality 
now means something real: nature, 
character, disposition, ability. 

A person of quality is one who by nat- 
ural gifts and by wise training is able 
to observe more closely, think more 
clearly, imagine more vividly, and will 











or 




















Vol. 16, No.1 





more nobly than other people. One pur- 
pose of the common schools is to dis- 
cover those who have the capacity and 
the working will to make good use of 
further training. Education should be 
not only a means of development, but 
also a process of sifting. The waters of 
instruction and discipline must flow 
through the pan in order that the dross 
may be washed out and the pure gold 
remain. Primary education is the right 
of every child of the republic; but a 
claim to the privilege of higher educa- 
tion can be established only by good 
work. 

Heaven forbid that after twentyfive 
years as a teacher of reading in a New 
Jersey school, I should cherish the de- 
lusion that tests and examinations are 
infallible detectors of merit. But some 
virtue is in them, no doubt, and a press- 
ing problem of the educational world 
today is how to better them. One thing 
1 would do if the power were mine: 
restore the oral examination to a place 
beside the written test. This would have 
the advantage of bringing teacher and 
pupil eye to eye, and might perhaps re- 
mind the pedagog that he is not deal- 
ing with a chemical compound but with 
a human person. After all every good 
teacher will admit it is harder to examine 
fairly than to teach well. It is not easy 
to exclude the influence of unconscious 
favoritism. For my part I think that a 
natural liking for honesty, industry, and 
modest ambition in a pupil need not be 
shut out. Palmam qui meruit, poenam 
qui commeruit, ferat. 

American institutions of the higher 
learning have suffered in these later 
years a portentous increase in numbers 
and size. The figures of university en- 
rolment are incredibly vast. Some point 
to them with unmitigated pride. Others 
have a doubt whether there may not be 
in this some touch of that strange ail- 
ment called giantism, in which the body 
of a boy outgrows his vital and virile 
powers. At all events it is sure that 
there is still a place and a work for the 
small college. In passing, I confess a 
special fondness for the university which 
dares to limit its numbers in order that 
it may keep its work well in hand, re- 
main true to its type, and preserve the 
democratic unity of that mass of vibrant 
young life which is known as the student 
body. 

No mistake could be greater than to 
make an academic degree the only ticket 
of admission to the higher circle of the 
republic. That would let in many who 
are unfit, and keep out some who are 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 15 





supremely fit. Jefferson, the two Adams, 
Madison, Monroe, Hamilton, Webster, 
Grant, Roosevelt, Taft, and Wilson had 
an academic training. Washington, 
Franklin, Marshall, Jackson, Clay, Lin- 


| 
|The Unknown Teacher 


HENRY VAN DYKE 


Aw’ WHAT OF TEACHING? Ah, there 
you have the worst paid, and the 
best rewarded, of all the vocations. 
Dare not to enter it unless you love 
it. For the vast majority of men and 
women it has no promise of wealth 
or fame, but they, to whom it is dear 
for its own sake, are among the nobil- 
ity of mankind. 

I sing the praise of the unknown 
teacher. 

Great generals win campaigns, but it 
is the unknown soldier who wins the 
war. 

Famous educators plan new systems 
of pedagogy, but it is the unknown 
teacher who delivers and guides the 
young. He lives in obscurity and con- 
tends with hardship. For him no 


trumpets blare, no chariots wait, no 


golden decorations are decreed. He 
keeps the watch along the borders of 
darkness and makes the attack on the 
trenches of ignorance and folly. Pa- 
tient in his daily duty, h@ strives to 
conquer the evil powers which are the 
enemies of youth. He awakens sleep- 
ing spirits. He quickens the indolent, 
encourages the eager, and steadies the 
unstable. He communicates his own 
joy in learning and shares with boys 
and girls the best treasures of his 
mind. He lights many candles which, 
in later years, will shine back to cheer 
him. This is his reward. 

Knowledge may be gained from 
books; but the love of knowledge is 
transmitted only by personal contact. 
No one has deserved better of the re- 
public than the unknown teacher. No 
one is more worthy to be enroled in a 
democratic aristocracy, “king of him- 
self and servant of mankind.” 














coln, and Cleveland were non-collegians. 
But they were not uneducated. ‘Theirs 
was the education that comes from con- 
tact with nature; from conflict with 
difficulties; from converse with all sorts 
and conditions of men; from reading a 
few books well; from noting appear- 
ances sharply and cogitating causes pro- 
foundly, from living freely, vigorously, 
intensely, not on the surface but in the 
deeps of life. These men won out with- 
out a college course, yet almost all of 
them wished they could have had it. 
The ablest monarch in Europe, the 
queen of the Netherlands, once told me 
of her great regret that she could not 
go to the university because she was 











crowned too young. The reply was 
inevitable: “‘Madam, you have lost noth- 
ing.” 

It may or may not be true that our 
universities are over-populated. But one 
thing is undeniable. Of the throngs as- 
sembled in those academic halls, the 
most promising, the most worthy of ad- 
vancement, are the young men and 
women who are keen and diligent to 
use the studious opportunities which 
they now enjoy. Therefore Phi Beta 
Kappa makes her first choice from the 
honor rolls of the colleges. True, all 
the good ones are not inside that group. 
Some students are awakened only by the 
rude shock of barely bumping through 
the final tests; and after that they do 
surprisingly well. But it is also true 
that somewhere outside of that honor 
group are most of the shirks and slack- 
ers, the fops and fribbles who have no 
business to be in college and no value 
for society, except as models for the 
fearful and wonderful advertisements of 
tailors, milliners, and cigarette makers. 

Scholarship and friendship are the two 
treasures of the golden key. Scholar- 
ship means more than mere learning. 
It means knowledge digested and wis- 
dom to use the power that it confers. 
It means the mastery of one field, even 
if it be no larger than to “settle Hoti’s 
business,’ as Browning puts it. But be- 
yond that field it means sympathy with 
all true research and interpretation in 
all the wide regions of this atom-built, 
star-sprinkled, spirit-inhabited universe 
of space and time. The scholar treads 
firmly on the shore of the known and 
looks out reverently upon the ocean of 
the unknown. His daring is coupled 
with modesty. His lore is not a decora- 
tion but a tool. He regards books as 
people, but knows that he cannot read 
people like books. The scholar lives from 
the past, in the present, for the future; 
and his motto is, “] think; therefore I 


More than other men the scholar 
needs friendship, to sweeten and enlarge 
his life. The university that bans stu- 
dent fraternities closes its windows. 
Without the fresh breezes of love and 
laughter the academic atmosphere grows 
noxious with the carbon monoxide gas 
of vanity and envy. Friendship means 
more than the choice of personal com- 
panions. It means the benevolent spirit, 
rooted in goodwill, and blossoming in the 
desire to give and to bless. That is a 
poor friend who does not help you to feel 
and act more friendly towards all other 
human beings—yes, and towards the do- 


16 


mestic animals who are so loyal and ap- 
peal to us so touchingly with their mys- 
terious eyes. 

Of dress our true aristocrat thinks 
little. Clean it must be if he can keep 
it so; and if possible he likes to have it 
fit the occasion and the work or pastime 
that engages him. He does not make 
the blunder of that silk-stocking candi- 
date for Congress in a Bowery District 
of New York who took off his coat on 
the platform and spoke in his shirt 
sleeves to make his audience feel at home. 
They did—and they kept him at home, 
feeling that he would not do them credit 
at Washington. 

Of manners our true aristocrat thinks 
more. But he saves five dollars by dis- 
pensing with a code book of etiquette, 
and behaves naturally in such a way as 
to make nobody uncomfortable and to 
add what he can to the pleasure of the 
company. To be a bumptious bounder 
would shame him. To be a _ social 
climber would make him sick. To be 
himself with due regard for others is 
what he aims at. Of one who behaves 
thus we say that he has good manners; 
whether he learned them from his father 
or worked them out himself makes no 
difference; he is one of nature’s gentle- 
men. 

Let us no more pretend and palter 
with the silly notion that all men are 
on a level in a democracy. Born equal 
they may be, but stay equal they do not, 
except in their political rights. Life sorts 
them out. Intelligence is superior to 
ignorance. Courtesy is above rudeness. 
There are ranks and degrees among 
men, conferred not by family entail or 
royal favor, but by scholarship and 
friendship. Let us have the courage to 
declare the fact, even if we lose the favor 
of Demos and his demagogues. 

Enough incense has been burned on 
the altars of the ancient caveman and 
the modern barbarian. It is not true that 
they are more admirable than civilized 
men. Emerson, himself a Brahmin of 
Boston, was wrong when he claimed 
superiority in health and bodily prowess 
for the savage, “the naked New Zea- 
lander.” In fact the savage is weaker, 
more subject to disease, less able to 
throw it off. Powerful muscles he may 
have, but he cannot use them as well. 
Cooper’s Last of the Mohicans, Uncas, 
was a fine figure of a man, but old 
Leatherstocking could beat him at any- 
thing except noiseless scouting. “Two 
Mexican Indians lately ran sixty-two 
miles in nine hours and a half, but forty 
years ago Dixon, an Englishman, ran 


THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


fifty miles in six hours and a quarter, 
outpacing the savages by an average of 
seven and a half minutes against nine 
minutes to a mile. ‘The Scandinavian 
Nurmi could probably distance them all. 
No team of Emerson’s naked New 
Zealanders could hold the football line 
long against a Yale or Princeton Univer- 
sity eleven. The legend of savage su- 
periority is a myth, nidus equae, a mare’s 
nest. ‘he physical and mental leader- 
ship of the world is with civilization. 

Of all the men that I have known in 
the past (1 speak not of the living), the 
finest and most distinguished were Al- 
fred Tennyson of England; Robert E. 
Lee of Virginia; and Charles W. Eliot 
of Massachusetts. ‘These were men of 
quality. 

It only remains to consider briefly 
the ideals of that kind of aristocracy 
which we have in mind as fit and favor- 
able to the republic. If I mistake not 
its highest aims are three: selfcontrol, 
serenity, and service. 

“Know thyself,’ was Solon’s motto, 
inscribed on the Delphian shrine. But 
if knowledge is power, this means also 
control thyself. Keep the body out of 
the sensual.mire, and the mind above 
the body, and the eternal laws of God 
above the mind. In two great points of 
goodness the world is growing better— 
the sense of justice and the sentiment of 
mercy. But in the third element of 
virtue, selfcontrol, it seems to be stand- 
ing still or slipping back. The popular 
gospel of the day is selfexpression, which 
means let yourself go, follow your pas- 
sions, gratify your appetities, acknowl- 
edge no inhibitions. This is cynic doc- 
trine, the doctrine of dogs imperfectly 
housebroken. But the philosophy of man- 
hood is nobler. It calls us to “move 
upward, working out the beast.” It 
bids us bring our passions and powers 
into subjection to reason and conscience. 
Trust no outward agent to do this for 
you. No Congress can legislate you 
virtuous, no church can enchant you 
good. You must do it yourself. By the 
grace of God above you and within you, 
you must possess and captain your soul. 

According to the measure of this self- 
mastery comes the serenity of life. The 
man who has it is thrice-armed against 
all adversities. He may be troubled and 
distressed, but he is not cast down, nor 
destroyed. The clamors of the world 
may annoy him, but they cannot break 
his steadying converse with the eternal 
every day. His tasks, however humble, 
are lifted up and lightened by the clear- 
ness with which he views them in their 


January, 1927 





complete relations. He lives like an im- 
mortal, having overcome the fear of 
death. 

Such serenity sets a man free to enter 
into the joy of service and the recrea- 
tions which refresh and strengthen him 
for it. He can follow the calling that 
attracts and pleases him, looking more 
for the gladness he may find in it than 
for the gold he can get out of it. Farm- 
ing, manufacture, commerce, banking, 
transportation—what does it matter, 
provided he can see the use of it; and 
find a satisfaction in doing it well? 
Law, medicine, the ministry, journalism 
—choose according to your gifts, my son, 
but do not sell yourself to the slavery 
of an uncongenial task in order that you 
may come out of it as a rich freedman. 
And what of teaching? Ah, there you 
have the worst paid, and the best re- 
warded, of all the vocations. Dare not 
to enter it unless you love it. For the 
vast majority of men and women it 
has no promise of wealth or fame, but 
they, to whom it is dear for its own 
sake, are among the nobility of mankind. 

I sing the praise of the unknown 
teacher. 

Great generals win campaigns, but.it 
is the unknown soldier who wins the 
war. 

Famous educators plan new systems 
of pedagogy, but it is the unknown 
teacher who delivers and guides the 
young. He lives in obscurity and con- 
tends with hardship. For him no trump- 
ets blare, no chariots wait, no golden 
decorations are decreed. He keeps the 
watch along the borders of darkness and 
makes the attack on the trenches of 
ignorance and folly. Patient in his daily 
duty, he strives to conquer the evil pow- 
ers which are the enemies of youth. He 
awakens sleeping spirits. He quickens 
the indolent, encourages the eager, and 
steadies the unstable. He communicates 
his own joy in learning and shares with 
boys and girls the best treasures of his 
mind. He lights many candles which, 
in later years, will shine back to cheer 
him. This is his reward. 

Knowledge may be gained from 
books; but the love of knowledge is 
transmitted only by personal contact. 
No one has deserved better of the re- 
public than the unknown teacher. No 
one is more worthy to be enroled in a 
democratic aristocracy, “king of himself 
and servant of mankind.” 





HE MAKING of friends who are real 
friends is the best token we have of 
a man’s success in life—E. E. Hale. 


oe tips 








~~ - &. Ree 


as raat 


















2532 University Avenue, New York City 


CCIDENTS are generally considered 
in a negative sense. Sometimes, 
however, an accident can pro- 

duce a more favorable situation than 
could possibly have been the case if cir- 
cumstances had taken their natural 
course. I have in mind now the happy 
accident of my becoming a teacher, or, 
rather, the accident of my becoming a 
happy teacher. 

When a sudden turn in the family 
fortune, due to post-war conditions, 
necessitated my becoming a teacher in- 
stead of a lawyer, I considered myself 
the victim of the world’s greatest trag- 
edy. I thought I was born to be an 
attorney. My father was one, and I 
had always been led to believe that I 
would follow in his footsteps. I knew 
nothing, and cared less, about children. 
To me they were young nuisances cre- 
ated for no other purpose than to make 
one appreciate how beautiful this world 
could be—in their absence. As babies, 
they kept one busy trying to keep them 
presentable, an occasion which was not 
very often. A little older, they took 
great pains to find out what one didn’t 
want them to do, and then did it. Of 
school age, they were taken off one’s 
hands for five hours each day, to be 
inflicted upon a poor teacher who was 
in no way responsible for their existence. 
All in all, they were a necessary evil that 
had to be endured; but I didn’t see why 
I should be made to suffer on their ac- 
count. 

However, that the ability to adapt 
oneself to any situation was a sign of 
intelligence, I well knew. Hence it was 
necessary for me to become adapted. My 
first step in preparation for the profes- 
sion so arbitrarily thrust upon me was 
to develop a cold-blooded, scientific in- 
terest in children. That I could ever 
learn to love them did not occur to me. 

I undertook work among settlement 
children. As if the poor kiddies didn’t 
have trouble enough of their own! The 
work at the time seemed to me to be 
comparable to that done in a dissecting 
room—I was the surgeon; the children, 
the subjects; the particular region of ex- 
ploration, their minds. What the results 
of my probing would be, I had no idea. 
In fact I doubted very much if there 


Happiness in Teaching 


FLORENCE A. ALLEN 


would be any results. And yet, appar- 
ently working through some secret chan- 
nels of their own, those children got a 
hold on me. I do not know just when 
the transition from my conscious study 
of child life, to a real, active, vital inter- 
est in children took place. What I do 
know is that before long, I loved them. 
I loved them as a group, and I loved 
them as individuals. They loved me, 
too. I say that positively. You feel a 
child’s love just as it feels yours. Those 
settlement children were hungry; hun- 
gry in all respects; but most of all they 
were love hungry. They accepted me 
before I even appeared, as a love-bestow- 
ing creature; a God-sent messenger 
bringing weekly love gifts. Whatever 
interest I took in them, they translated 
into terms of love. ‘That love was re- 
flected. Such a superabundance of it 
could not help being reflected. Little 
by little, the cold scientist, the interested 
psychologist vanished, and I began com- 
ing to the settlement, not as a student, 
but as an eager sister; not as a guest, but 
as a playmate. So was the teacher within 
me awakened. For what is a teacher 
but a lover of children? 

With love comes understanding. ‘To 
teach, one must live in a child’s world. 
Childish troubles are very real. In fact 
they generally cause more anguish to the 
child than an adult’s troubles. Chil- 
dren’s imaginations engulf such an ex- 
tensive world of possible misfortune that 
their fantastic images far exceed the pos- 


sibilities of -the real world. And 
children are so helpless. Their little 
troubles magnify a hundredfold. Isn’t 


it as important for Johnny to get an “A” 
in conduct so that he may remain on the 
baseball team as it is for his father to 
save a thousand dollars in order that he 
may buy an automobile? And isn’t it 
important that the dress Helen is mak- 
ing for dolly fit? Helen’s dresses always 
do. Just think how she would feel if 
her little blouse did not quite reach the 
top of her skirt! 

A sense of humor often accompanies 
understanding and love. One afternoon 
I was rehearsing a dance with the chil- 
dren for an entertainment to be given in 
the assembly. Before dismissing them, I, 
with exaggerated seriousness, warned 


[17] 


them not to tell anyone of the program 
we were arranging. It was to be a sur- 
prise. In my brief absence, a neighbor- 
ing teacher stepped in. Surprised at see- 
ing such a large assemblage of kiddies, 
she asked them the reason for their pres- 
ence at that late hour. Mindful of my 
behest, they looked at one another and 
blushed ; they stuttered, looked sheepish, 
but remained silent. When pressed for 
an answer, one blurted out, ““We were 
helping teacher.” At that moment I 
stepped in, and, grasping the situation, 
burst into a gale of laughter, accom- 
panied by the children and Miss Stern 
when she was “let in on” the secret. 
“Sure they were helping me,” I winked, 
“helping me prepare an entertainment.” 

With love, understanding, and a sense 
of humor, the pedagogy takes care of it- 
self. Very often I come in contact with 
a teacher who to all appearances is a 
model one: her procedure is excellent; 
her lessons are conducted according to 
the best psychologic principles; her aim 
is clear, and her devices perfect; her 
scholarship is superior. Yet her results 
are mediocre. Why? When I have 
made an earnest study of the teacher as 
well as of the teaching, I frequently find 
that the fault, or rather, the lack, lies, 
not in the presentation of the subject- 
matter, but in its presentor; not in the 
topic taught, but in the tutor. She does 
not love her profession and is not per- 
sonally interested in the children. ‘Too 
often she forgets that it is the child and 
not the subject she must teach. She 
fails to see that the minds of children 
who are not held to her by strong bonds 
of love, sympathy, and confidence cannot 
be receptive even to the most temptingly 
coated piece of knowledge. Perhaps 
my actual, formal presentation does not 
equal in excellence that of my colleague. 
Perhaps my scholarship isn’t all that it 
might be. Yet results cannot but be 
excellent when children and teacher are 
happy. We work together and play to- 
gether. There isn’t a thing those chil- 
dren wouldn’t do for me; and I do all in 
my power for them. If you would be a 
happy teacher, you must carry Leigh 
Hunt’s “Love thy fellowmen” one step 
further: “Love thy LITTLE fellow- 


” 


men. 


The Journal of the 
National Education Association 


Published monthly, except July, Auguat, and Sep- 
tember, by the National Education Association of 
the United States 


President, Francis G. Blair 


Secretary, J. W. Crabtree 


The payment of $2.00 active membership dues entitles a 
member to attend al/ meetings of the Association and its de- 
partments, to vote for delegates to the Representative As- 
*embly, to bold office, and to receive THE JOURNAL monthly. 


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


One dollar of each membership fee is for a year’s subscrip- 
tion to THE JOURNAL. 

Subscription to non-members is $2.00 per year; single 
copies, twenty-five cents. Advertising rates on application. 

Members are kindly requested to report at once any 
change of address, giving old as well as new address. 


THE JOURNAL is a member of the Educational! Press Asso- 
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. 


Joy Elmer Morgan 


Editor 


Harold A. Allan 


Business Manager 


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





(Ht Officers and Headquarters 
Staff send cordial New Year 
greetings ta members and friends 
uf the Assoriation. 


Among Ourselves 


TEACHER from Mount Vernon, 
d New York, writes, “Teachers 
are beginning to realize that if we stand 
together we may accomplish that which 
seems impossible when going it alone. 
The magazine contains so much that is 
outside our own activities and so much 
that is vital to us as teachers that I am 
sure all who are real teachers are mem- 
bers of our great Association.” 

“We are looking forward to the an- 
nual roll call in the January number,” 
writes a friend. “It helps to bring us 
all face to face with our personal re- 
sponsibility for progress.” 

“We are, proud,” writes another 
teacher, “that our Association protested 
against the removal of President Suz- 
zallo of the University of Washington.” 
Says another correspondent, ‘When 
things like that can happen no teacher 
is safe.” 

“The way you make statistics live in 
THE JouRNAL is helping us in this 
state,” confides still another correspond- 
ent. “The children in our seventh grade 
made problems out of the table Can 





‘THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1927 





America Afford Education? We talked 
about it also in the class in citizenship. 
Figures are not dry when they deal with 
conditions that touch us directly.” 

“We hope you will call special atten- 
tion to Bertrand Russell’s book Educa- 
tion and the Good Life,” writes an alert 
classroom teacher. “It is one of the 
most readable and revealing books | 
have read in many years.” 

“Miss S — and I| decided to take 
out life membership because we want to 
be factors in the development of the for- 
wardlooking program the Association is 
putting on,” writes an appreciative and 
enthusiastic teacher of Lincoln, Ne- 
braska. 





“T want to express the appreciation 
which I am sure a great many art di- 
rectors and supervisors in the United 
States share because of the splendid 
pages which you have given to art in 
THE JOURNAL,” says a noted super- 
visor of art. 

“All success to your efforts to mag- 
nify and elevate teaching and teachers,” 
encourages a thoughtful layman. “When 
| think of schools my thoughts go back 
to my own boyhood to a teacher in this 
town who has meant more to its wel- 
fare than anyone else here. I think of 
the hundreds of boys and girls now out 
in the big world making America a great 
nation who have felt the influence of 
this kindly, gentle soul. She taught 
them truth, the joy of labor, and the 
love of home.” 

And so the letters go! 
they are! 


How helpful 
Truly, professional organiza- 
tion is ourselves working together. We 
may make our profession as noble and 
as useful as we will. On this threshold 
of a new year may we all take a firm 
grip on the problems of our profession— 
an awakening profession on the eve of a 
new day. 


Things Done 
2 Sew MissouRI State Teachers Asso- 


ciation recently voted to erect at 
Columbia a permanent headquarters 
building especially suited to its work. 
This act is a milestone not only in the 
growth of a great state association, but 
also in the advance of the profession as 
a whole. It is in line with the action 
of the National Education Association 
which owns its home in Washington and 
with the Pennsylvania association which 
purchased property in Harrisburg op- 
posite the state capitol. It foretells a 
day when in every state im this great 
union the teachers will own a beautiful 


building—the home of their professional 
work and the symbol of their unique 
service to society. 


bp WISCONSIN JOURNAL OF EDU- 
CATION presents a significant edi- 
torial urging teachers to work earnestly 
on the problem of prohibition. The 
teachers of Wisconsin have revitalized 
during recent years the organization that 
was formed in that state in 1853. With 
the support of the thinking people of the 
state they are moving ahead to an edu- 
cational program which will mean much 
to the children. Among the planks in 
that program are: equalization of op- 
portunity, better trained teachers, phys- 
ical education, nine months school term, 
more emphasis on music, tenure for 
qualified teachers, and the removal of 
illiteracy. 


a crea that live a hundred years 
are rare. It is notable that a period- 
ical which has had a big place in the 
education of several generations of boys 
and girls should celebrate its centennial 
as The Youth's Companion is now 
doing. With its roots back in the days 
when Boston was the recognized literary 
center of the new world it has gone on 
through the decades revealing the ad- 
venture in high living. 


© Harris-Ewing. 


= IS DR. HENRY SUZZALLO who was re- 

cently relieved from duty as president of 
the University of Washington by a Board of 
Regents selected by the governor for that 
purpose. The action has stirred the citizens 
of the state of Washington who are demand- 
ing the recall of Governor Hartley and the 
reinstatement of Doctor Suzzallo as presi- 
dent of the University. 


STGP | Renee 

















pe 
of 
of 
at 
1S 
j- 


1- 











N FEBRUARY, 1923, THE JOURNAL 
published its first annual record of 
educational achievements, state by 

state. Since then this feature has be- 
come an institution in itself. This is 
only the fifth roll call and already 
students of education and yearbook 
makers look forward to this annual 
bringing together of the threads which 
show the educational progress of the 
nation. 

Each year the letters have been sent 
to three persons in each state asking for 
the most significant educational achieve- 
ment of the year—to the state superin- 
tendent of education, the secretary of the 
state education association, and the state 
National Education Association director. 

At times the notes seem much alike in 
the points emphasized. Yet this very 
shows how fundamental the 
involved are. It is indeed re- 
vealing to trace through the period of 
the five roll calls the records ot the in- 
dividual states and many whose Jour- 
NAL files are complete may wish to do so. 

Among the points especially empha- 
sized are better rural schools, longer 
terms, more generous financial support, 
development of professional organiza- 
tion, and increased preparation for 
teachers. No one point stands out so 
clearly for the five years as the im- 
provement of the nation’s teaching staff 
in tratning and working conditions. 
The teacher is the pivotal factor in the 
whole educational effort and what we 
wish the children to become that must 


likeness 
policies 


The Journal's Annual Roll Call 


the teacher be—in personality, in spirit, 
in intellectual enthusiasms. 


Alabama—The State Department of Edu- 
cation and the Alabama Education Associa- 





B tree CARTOON appeared on the editorial 
page of the San Francisco Examiner dur- 
ing American Education Week under the 
title “Lesson for the Week,” with the follow- 
ing legend: “Today’s theme for American 
Education Week offers the citizen something 


to think about. Here it is: Courses of 
study and methods of instruction are the 
business of teachers; but the AIMS, 
IDEALS, and particularly the NEEDS of 
education are the business of every citizen. 
And the reason for that, as the cartoon in- 
dicates, is simply that the public schools are 
the factories that make citizens.” 





tion have endeavored to interpret our edu- 
cational needs to the people of the state. 












ing the fact by having their picture taken. 


Pi ine he a CHILDREN DESERVE a minimum school term of six months said these men and they got it. 


Hats off to the Pennsylvania State Education Association of 1888, THe JOURNAL 
thanks the Pennsylvania School Journal and County Superintendent Leech of Media, Pennsylvania, for the photograph. 


Most of those needs relate to 


revenues. 
While adequate funds may not be provided 


by the 1927 legislature, it seems probable 
that material increases will be made.—John 
W. Abercrombie, state superintendent of edu- 
cation, Montgomery. 

The apparent acceptance by all of the 
proposal—An equal chance for every child. 
Election of a governor committed to in- 
creased school revenues, looking toward the 
establishment of an equalization fund and 
other education improvements.—R. W. Cow- 
art, secretary, Alabama Education Associa- 
tion, Montgomery. 

The awakening of the people of the state 
to educational needs as a result of a cam- 
paign carried on during the last two years 
by the state association. The governor- 
elect comes out with a very forward looking 
program which we believe will go over dur- 
ing his administration—J. D. Williams, N. 
E. A. state director and principal of Avon- 
dale school, Birmingham. 


Arizona—The division of the state into 
four sections with a meeting of the State 
Teachers Association in each section. The 
president of the state association was in 
charge of the program in the sectional meet- 
ing. The same instructors appeared at all 
the meetings and many more teachers were 
in attendance than formerly when only one 
meeting was held in the state—F. A. Cotton, 
N. E. A. state director, Phoenix. 


Arkansas—The adoption of constitutional 
amendment No. 13 raises the maximum tax 
a local district can vote from twelve to 
eighteen mills—A. B. Hill, state 
tendent of public instruction, and N. E. A. 


state director, Little Rock. 


superin- 


California—The defeat for reelection of 
a governor who attacked public education 


and representatives thereof during his term 








Here they are celebrat- 











20 


of office. We have held all the ground won 
for education in California in recent years 
and by our victory made it improbable that 
any strong political factor will attack edu- 
cation again during the next quarter of a 
century.—Will C. Wood, state superintend- 
ent of public instruction, Sacramento. 

Profound change in tide of public thought 
resulting in defeating a reactionary gover- 
nor and electing a progressive governor 
favorable to the best interests of education. 
Passage of a constitutional amendment au- 
thorizing legislature to organize and classify 
school districts, thus clarifying many here- 
tofore cloudy and contested points.—Arthur 
H. Chamberlain, secretary, California Teach- 
ers Association, San Francisco. 

The rapid development of the junior col- 
lege and the election of a group of state 
ofhcials who will assure a progressive pro- 
gram for education—Anna G. Fraser, N. 
E. A. state director and viceprincipal of 
Oakland Highschool, Oakland. 


Colorado--The adoption of amendments 
to the constitution of the Colorado Education 
Association at its recent annual session. The 
outstanding feature of this new organization 
is that we have adopted the delegate assem- 
bly plan for the control and direction of the 
affairs of the association—W. B. Mooney, 
secretary, Colorado Education Association 
and N. E. A. state director, Denver. 


Connecticut—A plan of cooperation be- 
tween the state board of education division 
of rural education, and the department of 
education of the Yale University Graduate 
School has been set up, providing for field 
service in the schools of the state for selected 
students studying supervision at the uni- 
versity—A. B. Meredith, state commissioner 
of education, Hartford. 

The state board of education in conjunc- 
tion with radio station WTIC has inau- 
gurated a series of bimonthly music apprecia- 
tion programs. The programs are adapted 
to primary, upper, and highschool grades. 
A descriptive program is sent to teachers 
so that classes may be prepared to listen 
intelligently. 

The State Teachers Association has placed 
in the hands of all its members copies of a 
























eicbdliacs (eras thee Gtx in a 


fame 


4 e SAV I 


nue, New York City. 











r ] ‘HESE POSTERS on thrift education are furnished 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


proposed revision of its constitution. The 
contemplated change when adopted will 
place the organization upon a representative 
basis—John A. Young, N. E. A. state di- 
rector, and assistant superintendent of 
schools, Bridgeport. 


Delaware—For the first time in many 
years, every teaching position in the state 
has been filled by a teacher with a regular 
teacher's certificate, thus eliminating all 
teachers holding provisional certificates.— 
H. V. Holloway, state superintendent of pub- 
lic instruction, and N. E. A. state director, 
Dover. 

One hundred percent enrolment of white 
teachers outside the city of Wilmington in 
the Delaware State Education Association 
for 1926-27.—Robert E. Shilling, secretary, 
Delaware State Education Association, and 
superintendent of schools, Milford. 


District of Columbia—Passage of a re- 
vised teachers retirement law, which sub- 
stantially increases retirement allowances 
to teachers and officers in the District of 
Columbia.—Frank W. Ballou, superintendent 
of schools, Washington. 


Florida—The submission by the legisla- 
ture of 1925 of a constitutional amendment 
making appropriations by the legislature a 
part of county school funds and the ratifica- 
tion of this amendment by the voters of the 
state at the general election held on Novem- 
ber 2, 1926—W. S. Cawthon, state super- 
intendent of public instruction, and N. E. A. 
state director, Tallahassee, and J. W. Nor- 
man, dean of the Teachers College and 
editor of the Journal of the Florida Edu- 
cation Association, Gainesville. 

People ratified constitutional amendment 
to permit legislature to make appropriations 
for lengthening school terms in counties 
where badly needed.—A. B. Johnson, secre- 
tary, Florida Education Association, and 
superintendent of Orange county schools, 
Orlando. 


Georgia—An act to authorize the general 
assembly to make an extra appropriation to 
the common school fund for the purpose of 
equalizing educational opportunities to the 


Prissy hte Mise M 
Fach tay at tte 4 
LAGS halt of her rice ami ber ued 


* 


Poor htt Mare 
NCTHSS Ths Wake se 


: me: ee 
ts Mankfld adiry ofust to oa . 
e “AL « 1 
Rawedy S 
i? arity Miss Mabel in Sancy were abe athe 
tee Trmerd cctorss The wie SPA 


Tm sure shee met wrste 6 fate cna test 


Ayit woah? save ff fo send fe Maris - agri ey 
re! 80 in: a 
CLOTHING S ; SAVE FOOD © 





ob FAMILY BUDGET 3. ¥ " W THE City CARI PAWNS Pe 


through the courtesy of the National Child Welfare Association, 70 Fifth Ave- 


January, 1927 


children of the several counties of the state. 
Municipal, or independent local school sys- 
tems authorized to merge with the county 
school system. A budget law. Increase of 
the borrowing power of the governor from 
$500,000 to $3,000,000 for the prompt pay- 
ment of teachers.—Fort E. Land, state super- 
intendent of schools, and N. E. A. state di- 
rector, Atlanta. 

Ratification by the people of the following 
three amendments to the constitution of the 
state: (1) To permit the governor to borrow 
$3,500,000 to pay the public school teachers 
promptly, the interest on the loan to be paid 
by the state and not out of public school 
fund; (2) Authorizing the collection of vital 
statistics; (3) Permitting Fulton County 
board of education to levy an extra county- 
wide tax to run the rural schools of that 
county nine months. The extra session of 
the general assembly in the spring passed the 
equalization law. The legislature is ex- 
pected to give one million dollars to that 
fund for rural schools at its next session. 
The Georgia Education Association at its 
April convention reached 8600 members, 
elected a full-time secretary, and began the 
publication of its own Georgia Education 
Journal—Kyle T. Alfriend, secretary, Geor- 
gia Education Association, Macon. 


Hawaii—Professional development on the 
part of teachers through extension, summer 
school, and individual work; development 
of the junior highschool curriculum; and 
development of vocational education.—Will 
C. Crawford, superintendent of public in- 
struction, and N. E, A, director, Honolulu. 


Idaho — Awakened 


schools. 


interest in rural 
Added rural supervision laws pre- 
sented to legislature, raising the standard 
of certification of teachers.—Elizabeth Rus- 
sum, state superintendent of public instruc- 
tion, and N, E, A. state director, Boise. 


Illinois—Important and widely- quoted 


findings by research department of State 
Teachers Association; cultivation of public 
understanding of educational problems by 
publicity campaign; honor to state by elec- 
tion of superintendent of public instruction 
as president of the National Education Asso- 


rt ue a8 ur 


S pantiatent cas 
asin: tk an al waters 
Ami when it 
mt . PssenanlQOT. Bass eal) eens 


EREVENT SRS Ser Th Oee 





Beat Cue Swap 8 weary be 














ee ns ee) | 


Oo me 


d 
ll 


i 

















Vol. 16, No.1 


ciation —Robert C. Moore, secretary, Illinois 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


21 


RR eee eee LN nent 


State Teachers Association, Carlinville. 


Indiana—Regulations requiring teachers 
in certified and commissioned highschools 
to be college graduates, and teachers in 
elementary schools to have two years of 
training—Henry Noble Sherwood, | state 
superintendent of public instruction, Indian- 
apolis. 

The recognition by the major political 
parties that the organized school teachers 
are factors in commercial and political life 
as well as social, religious, and educational 
life in Indiana and as such are to be con- 
sulted in the making of party platforms, 
selection of candidates and appointees for 
educational positions, in the levying of 
taxes and upon general educational policies. 
—Charles O. Williams, secretary, Indiana 
State Teachers Association, Indianapolis. 

Crystallization of sentiment in favor of a 
good strong tenure law for superintendents 
and teachers. The State Teachers Associa- 
tion assisted by the State Federation of Pub- 
lic School Teachers will endeavor to secure 
the passage of a tenure law at the 1927 
meeting of the legislature—Martha A. 
Whitacre, N. E. A. state director, Richmond. 


Iowa—The election by the people of the 
state of Iowa to leadership in its affairs of 
school officials who have the confidence and 
support of the educational forces of the 
state. Thirtynine counties adopted uniform 
textbooks for a term of five years.—Charles 
F. Pye, secretary, Iowa State Teachers Asso- 
ciation, Des Moines. 


Kansas-—The enactment of a library law 
which requires each school district to make 
an annual expenditure of at least five dol- 
lars for library books, these books to be ap- 
proved by the state superintendent of public 
instruction.—Jess W. Miley, state superin- 
tendent of public instruction, Topeka. 


Kentucky—County boards of education 
are permitted to levy a maximum rate of 
75 cents for school purposes instead of 50 
cents as heretofore. The qualifications of all 
superintendents raised to seventy semester 
hours of standard college work. Heretofore 
no definite qualification. All certificates re- 
newed upon presentation of additional col- 



















unt cow’ mp? 


C rien} plat ap . F 
aus hier Tease pleyen? for 















lege training. Heretofore no college train- 
ing required.—O. J. Jones, assistant superin- 
tendent of public instruction, Frankfort. 

The governor’s veto of House Bill No. 34, 
known as the “Jones Bill,’ which sought to 
replace the present method of selecting 
county school superintendents by boards of 
education with the old pernicious method of 
electing them by popular vote. A _ deter- 
mined effort on the part of the politician tc 
repeal the statute, providing for the appoint- 
ment of county superintendents by boards 
of education, has been successfully met by 
the educational forces of the state since 
1920, when it became effective, this victory 
having been maintained during the last ses- 
sion only through the veto of the governor.— 
R. E. Williams, secretary, Kentucky Educa- 
tion Association, and N. E. A. state director, 
Louisville. 


Louisiana—The enactment of the tobacco 
tax law which will add something like one 
and one half million to two million dollars 
to state school funds. The importance of 
the achievement is not so much the addition 
to the state school funds as the ability of the 
school forces to secure the legislation in the 
face of the most terrific opposition by the 
tobacco trust and other selfish interests.— 
T. H. Harris, state superintendent of educa- 
tion, Baton Rouge. 

A 50 percent increase in the state school 
fund through the enactment, by the 1926 
legislature, of a tax on all forms of tobacco 
sold in the state—P. H. Griffith, secretary, 
Louisiana Teachers’ Association, Baton 
Rouge. 


Maine—Marked advance in professional 
qualifications of teachers. Contributing 
factors have been higher certification re- 
quirements, increased normal school facilities 
and much larger attendance at summer 
schools.—Adelbert W. Gordon, secretary, 
Maine Teachers Association, Bangor. 


Maryland—-Maryland’s educational pro- 
gram of 1922 is working out as planned. It 
is based on equality of educational opportu- 
nity for all county children, both urban and 
rural; it provides for a well-trained teacher 
in every teaching position; it provides for 
the professional leadership of a trained 
and for ex- 


superintendent in every county, 





en 


Mowe 





oot ett 
roprecorg trey Mastecds 


Tees «Ae wat 


Stregntiray. fee Carnaers 4 vee te CA) Wee GAT iect ee ' 
er Thew plate oat ral West (tot seer oe urea fae former 
SePvent Meat wane «ang chimes chen for RRS « * Dey i Wish ? { 4 . + A a - Te | 
3 weve! theermec ee? Gta! Al #8, wane tees Dever hil, eee ity! Wings. ‘at Ue Sa Pom ia 3 on vas _ # goed So ye ; . wae : att | 
US aryt jive us yoy!” ee 3 amet sast stf ani dregs 
ae “ a -» S| 
t How THE COONTRY ORL FARNS | ~_ WISE SPENDING FUOW THE COUNTRY BOY EARNS = Tig ALLOWANCE HOW THE CITY HOY FANS > | 


1 ferme THRIFT WEEK will be observed this year January 17-23. Literature on thrift may be obtained from the National Thrift 
Committee, 347 Madison Avenue, New York City. 





pert supervision of instruction in both town 





and rural schools. At present, this program 
is eightyfive percent completed.—Albert S. 


Cook, state superintendent of schools, Balti- 
more. 
Massachusetts—Enrolment in state nor- 


mal schools at highest point in history of 
schools, The commonwealth is now able to 
provide a trained teacher for every pupil in 
the public schools.—Payson Smith, state com- 
missioner of education, Boston. 

Establishing and endowing of Riverbank 
Lodge by the Massachusetts Teachers Fed- 
eration as a permanent rest and recreation 
center for the teachers of the state.—Stanley 
R. Oldham, secretary, Massachusetts Teach- 
ers Federation, Boston. 


Michigan—The installation of the child 
accounting system which functions with the 
department of public instruction as the cen- 
tral head. This system gives the depart- 
ment of public instruction, each county super- 
intendent, and each superintendent of schools 
a continuous check on every child of school 
age in the state.—W. L. Coffin, state superin- 
tendent of public instruction, Lansing. 

Michigan is placing in operation through- 
out the state, the child accounting system 
recommended and endorsed by the Michigan 
Education Association.—E. T. Cameron, sec- 
retary, Michigan Education Association, 
Lansing. 


Minnesota— No new movement has been 
launched during the year. There has been 
consistent improvement in the length of term, 
attendance, teacher standards, school organi- 
zation and curriculum.—J. M. McConnell, 
state commissioner of education, Saint Paul. 

No one fact is most significant—our teach- 
ers are united in their efforts to secure (1) 
proper revision of present ineffective retire- 
ment fund law; (2) a tenure law for the 
three principal cities; (3) a county board 
of education act; (4) assured state grants 
for public schools—C. G. Schulz, secretary, 
Minnesota Education Association, St. Paul. 


Mississippi-—Increased financial support on 
the part of the state, county, and local units 
for the support of education in Mississippi.— 
W. F. Bond, state superintendent of educa- 
tion, Jackson. 



























tJ 





THe JOURNAL OF THE NATIONAL EpUcATION AssOcIATION 


January, 1927 





The estabiishment by the Mississippi Edu- 
cation Association of an elementary school 


accrediting commission to set up standards. 


of qualifications for elementary teachers, 
school equipment, elementary curriculum, 
etc—W. N. Taylor, secretary, Mississippi 


Education Association, Jackson. 

Movement to standardize grammar school 
There is no doubt that our high 
schools have been given the best of the deal 
lately, and that our grammar school teach- 
ing has been neglected. The highest paid 
teachers, those with the best training, have 
been put into the highschool. This is mani- 
festly a grave error. Mississippi has set 
about correcting this error.—H. V. Cooper, 
N. E. A. state director and superintendent of 
schools, Kosciusko. 


courses. 


Missouri—U nanimous indorsement in both 
the Republican and Democratic party plat- 
forms of (1) More liberal support for the 
public schools and the state educational in- 
stitutions; (2) A retirement fund for teach- 
ers.—E. M. Carter, secretary, Missouri State 
Teachers Association, Columbia. 


Montana— The establishment through 
scientific survey of experts of a site for a new 
normal school in eastern Montana, and the 
establishment also on September 1 of the 
minimum educational requirement of high- 
school graduation and twentyfour quarter 
credits of professional training for all teach- 
ers certificated in the state—May Trumper, 
state superintendent of public instruction, 
Helena. 

Consideration was secured for referendum 
measure No. 29 in the 
Without any assistance worth mentioning 
from the state press, and without special 
financial aid for the support of this refer- 
endum measure for the equalization of edu- 
cational opportunities and more nearly equal 
financial responsibility for the carrying of 
the cost of education, on the part of our 
association, the measure received much more 
favorable consideration than was expected 
by its most sanguine supporters. We are 
therefore not discouraged but are looking to 
a favorable reaction to our educational needs 
in the near future.—R. J. Cunningham, secre- 
iary, Montana Education Association and 
N. E. A. state director, Helena. 


November election. 


Nebraska—The awakening of an_ in- 
creased interest of teachers in their own pro- 
fessional problems and_ responsibilities; a 
continued advance in professional standards 
initiated by the revised certification law 
passed by the 1925 session of the legislature ; 
the election of Charles W. Taylor as state 
superintendent.—E. M. Hosman, secretary, 
Nebraska State Teachers Association, Lin- 
coln. 

The University of Nebraska has taken 
another advance step in liberalizing its en- 
trance requirements. It has also undertaken 
to give special guidance to the lower quartile 
of incoming freshmen.—M. C. Lefler, N. E. A. 
state director, and superintendent of schools, 
Lincoln. 


Nevada—Improvement in quality of school 
work through use of achievement tests and 
measurements and improvement in quality 
of teacher preparation through increased re- 
quirements for the issuance and renewal of 
teachers certificates—W. J. Hunting, state 


superintendent of public instruction, Carson 
City. 

Movement towards consolidation of school 
districts. This consolidation has to do with 
the consolidation of elementary and _ high- 
school districts, made possible by a new law 
enacted by the last legislature—H. A. 
Whiteneck, N. E. A. state director, and su- 
perintendent of schools, Las Vegas. 





AMES E. RUSSELL, for more than a quarter 
J of a century dean of the most influential 
At the end 
of this school year he is to yield the dean- 
ship of Teachers College, Columbia Univer- 
sity, to his distinguished son, William. He 
avill continue as teacher to radiate the fine- 


teachers college in the world. 


ness and inspiration that have made his 


administration notable. 





New Hampshire— Through state finan- 
cial aid and the development of our normal 
schools for the year 1925-26 every New 
Hampshire child had for his use a modern 
schoo! open for the full thirtysix weeks of 
the school year—E. W. Butterfield, 
commissioner of education, Concord. 


state 


New Jersey— The state normal schools 
were brought under the commissioner of 
education at the 1926 legislative session. An 
intensive study is now being made of teacher 
training facilities and needs in the state.— 
John H. Logan, state commissioner of educa- 
tion, Trenton. 

Normal schools placed under the direc- 
tion of the state commissioner of education 
instead of the state board of education. 
Reafirmation of the teachers pension and 
annuity fund by the legislature. Develop- 
ment of elementary and junior highschool 
courses of study.—Charles B. Dyke, secre- 
tary, New Jersey State Teachers Associa- 
tion, and N. E. A. state director, Trenton. 


New Mexico—Improvement in highschool 
standardization together with accurate in- 
spection and sympathetic cooperation. We 
have no allowance for highschool supervision 
and the work has been done without any 


specific appropriation and almost entirely 
through the extra work of those in the state 
department office who are only too willing 
to make their contribution to the advance- 
ment of education in New Mexico.—lIsabel 
Lancaster Eckles, state superintendent of 


education, and N, E. A. state director, Santa 
Fe. 


New York—New York continued devel- 
opment of professional teacher training pro- 
gram. ‘Three years professional course in 
normal schools has resulted in largest at- 
tendance in the history of the state. In- 
creased salary schedules support higher 
teacher qualifications. State aid for schools 
again increased. Gradual development of 


central rural schools.—George M. Wiley, 
assistant state commissioner of education, 
Albany. 


The modification of recoramendation of 
Assistant Commissioner George M. Wiley of 
the regents requirements so that regents ex- 
aminations are not required in highschool, 
before the eleventh grade thus making it 
possible to adjust the work of pupils in the 
ninth and tenth grades of junior or senior 
highschool to individual needs—W. H. 
Holmes, N. E. A. state director, superintend- 
ent of schools, Mount Vernon. 


North Carolina—Five million dollars 
loaned to seventysix counties on ninetynine 
projects in building rural schoolhouses. Five 
million dollars also voted by the cities of 
the state for schoolhouses within the same 
period of time.—A. ‘T. Allen, state superin- 
tendent of public instruction, Raleigh. 


North Dakota—Promotion of community 
interest in schools through the organization 
of parent-teacher associations, North Dakota 
is carrying on a five-year program coopera- 
ting with the National Congress of Parents 
and Teachers in establishing rural parent- 
teacher associations. Fifty percent of the 
schools of the state have organized associa- 
tions in two years. This movement has done 
moré@ to create interest in better rural schools 
than anything ever tried before. School 
terms have been lengthened, better qualified 
teachers employed, and more schools stand- 
ardized.—Minnie J. Nielson, state superin- 
tendent of public instructien, and N. E. A, 
state director, Bismarck. 


Ohio—Increased requirements covering 
the preparation of teachers, with particular 
emphasis upon entrance examinations, proper 
subjectmatter background, diagnostic testing 
and remedial instruction, care in placement 
of teachers, followup of graduates in service, 
increased amounts of observation, participa- 
tion, and student teaching—Vernon M. 
Riegel, state director of education, Columbus. 


Oklahoma—1800 rural schools standard- 
ized by our “model school” score card; 
13,000 of our 17,000 teachers in summer 
schools for further professional preparation; 
voluntary discontinuation of local county 
and city certification to material extent, and 
corresponding increase in certification by the 
state board of education; state-wide em- 


phasis on health education as our 1926-27 
objective; thorough campaign of public in- 
formation already made throughout the state 
regarding equalization, to impel practically 
certain action by January legislature in mak- 





e 


: 
: 
pas 







































































ite 








Vol. 16,No.1 


ing extensive common school aid appropria- 
tions —M. A. Nash, state superintendent of 
public instruction, Oklahoma City. 

A revelation of the true financial condi- 
tion of some of our schools and an attempt 
to remedy this by an amendment to the 
constitution of Oklahoma which would have 
caused the state to bear twentyfive percent 
of the cost of public schools —C. M. Howell, 
secretary, Oklahoma Education Association, 
Oklahoma City. 


Oregon—Establishment of southern Ore- 
gon normal school and provision by ref- 
erendum of additional normal school for 
eastern Oregon.—R. R. Turner, state super- 
intendent of public instruction, Salem. 

The authorization of the establishment of 
a state normal school by a direct vote of the 
people, to be located so as to serve the part 
of the state known as eastern Oregon. The 
majority was decisive, and it means that 
Oregon will now be well supplied with 
teacher training facilities, since it already 
has one state normal school in western Ore- 
gon, and one in southern Oregon.—E. F. 
Carleton secretary-treasurer, Oregon State 
Teachers Association, Portland. 


Pennsylvania—The advancement of the 
general program of public education, result- 
ing from the cooperative effort of the pro- 
fession and those generally interested in edu- 
cation. The following are a few of the 
large fields which have been touched in this 
way: normal school curricula, rural educa- 
tion, vocational education, extension educa- 
tion, special education, visual education, 
guidance, reorganization of school programs 
on a 6-3-3 basis.—Francis B. Haas, state 
superintendent of public instruction, Harris- 
burg. 

Quickening of the professional spirit, 
shown by many educational conferences in 
addition to those of our own convention dis- 
tricts. Fifty of our fiftytwo accredited col- 
leges and universities are cooperating with 
our association.—James Herbert Kelley, exec- 
utive secretary, Pennsylvania State Educa- 
tion Association, Harrisburg. 

The work of the rural school conference 
in developing a rural school program. It 
points out in a very definite way the things 
needed in the rural schools and suggests 
remedial measures.—C. E. Dickey, N. E. A. 
state director, superintendent of Allegheny 
County schools, Pittsburgh. 


Porto Rico—Intensive campaign against 
illiteracy among the adult people; intensive 
program on health education work, especially 
in the rural zone, for the benefit of the whole 
community; intensive program in agriculture 
and native industries so as to make the 
courses of study in our rural schools most 
Practical in harmony with the needs of our 
rural community—Juan B. Huyke, commis- 
sioner of education, and Francisco Vizecar- 
rondo, N. E. A. director, and assistant com- 
missioner of education, San Juan. 


Rhode Island—Popular referendum has 
authorized bond issues totalling $1,200,000 
for new buildings at Rhode Island College 
of Education and Rhode Island State Col- 
lege. Exclusively state-supported pensions 
for teachers raised to $500 minimum and 
$700 maximum annually. Attendance laws 


Tue JOURNAL OF THE NATIONAL EpucatTion AssOcIATION 


_ 


revised.—Walter E. Ranger, state commis- 
sioner of education, Providence. 

By act of the legislature habitual truants 
and pupils guilty of persistent misconduct 
may be dealt with as wayward children and 
children between sixteen and eighteen who 
are idlers or frequenters of poolrooms, drink- 
ing places, gambling places, or houses of 
ill repute shall be deemed guilty of a 





sora F, RUSSELL, professor of education 
and associate director of the Interna- 
tional Institute of Teachers College, who on 
July 1, 1927, will take up the duties laid 
down by his father. For several years he 
has ably served the National Education 
Association as chairman of its Committee on 
International Relationship. 


misdemeanor. Also extensive amendments 
were made to the laws relating to juvenile 
courts and the care of delinquent and way- 
ward children—Clarence W. Bosworth, sec- 
retary, Rhode Island Institute of Instruction, 
Auburn. 


South Carolina—Number of white one-, 
two-, and three-teacher schools reduced from 
1468 to 1314 in number; total number of 
white schools reduced from 2100 to 1921; 
31 rural highschools for white children es- 
tablished during the year; third-grade cer- 
tificates abolished and discontinuance of 
second-grade certificate formerly issued on 
highschool diploma plus summer school 
credits; guarantee by the state of minimum 
seven months school term to those schools 
meeting requirements; establishment of 66 
Rosenwald schools for negroes and eight 
training schools for negro teachers, in con- 
nection with negro highschools, making a 
total of thirtythree such training schools now 
in operation.—D. C. Lewis, state supervisor 
of rural schools, Columbia. 

Growth of the idea of the county unit sys- 
tem, the strengthening of the certification 
law, and professional improvement of teach- 
ers in service.—J. P. Coates, secretary-treas- 
urer, South Carolina Teachers Association, 
Columbia. 


23 


South Dakota—Strengthening of teachers 
requirements. Applicants from the _ high- 
school normal training courses are now re- 
quired to pass an examination before a sec- 
ond-grade certificate is granted to them. 
Also the strengthening of the requirements 
of our normal schools for graduation and 
certification of their students—C. G. St. 
John, state superintendent of public instruc- 
tion, Pierre. ° 

The progress shown in the large enrol- 
ment of members in the South Dakota Edu- 
cation Association and in the projects which 
it carried through as an organization.—S. B. 
Nissen, editor, South Dakota Educatio Asso- 
ciation Journal, Sioux Falls. 


Tennessee—In 1925 the state revised its 
school code and made it possible through 
state aid for every child to have the privi- 
lege of a minimum eight-month elementary 
school term. For the year 1925-26, seventy- 
seven of the ninetyfive counties ran their 
schools approximately eight months, and in 
another year we expect every county to 
operate its rural schools a minimum of eight 
months. Under the same act the local county 
administrations have been greatly improved 
and about sixty percent of the teachers of 
the state took a course last summer in ap- 
proved teacher training institutions in order 
to improve their service. The state salary 
schedule makes a faithful effort to regulate 
the salary of all ‘teachers according to their 
training and their service. Under it the av- 
erage annual salary of teachers has been 
increased and the average annual term has 
been lengthened from 132 to 147 days.—P. L. 
Harned, state commissioner of education, 
Nashville. 

A minimum term of eight months for all 
rural schools in seventyseven out of ninety- 
five counties and a minimum salary schedule, 
made possible by the acts of the 1925 legis- 
lature.—S. L. Smith, N. E. A. state director, 
Nashville. 


Texas—The usual source of income for 
the state available school fund justified an 
apportionment of $11.50 for each child be- 
tween the ages of seven and eighteen. This 
number for the year 1926 is 1,348,000. The 
thirtyninth legislature, in special called ses- 
sion, appropriated $3,500,000 from the gen- 
eral revenue of the state to supplement this 
fund so that the percapita apportionment 
may be $14. Public sentiment thoroughly en- 
dorsed a percapita of $15 which will no 
doubt be provided by the fortieth legislature 
which convenes in January, 1927.—S. M. N. 
Marrs, state superintendent of education, 
Austin, 

The creation, organization, and successful 
functioning of the Texas Education Commis- 
sion, a sort of supreme court to pass judg- 
ment upon the wisdom and feasibility of such 
propositions relative to education as shall 
be submitted to it for judgment. This com- ; 
mission was created and its expenses will be 
paid by the Texas State Teachers Associa- 
tion. The commission now has about fifty 
members representative of the most powerful 
educational, commercial, and civic organiza- 
tions in this state—-R. T. Ellis, secretary, 
Texas State Teachers Association, Fort 
Worth. 

Educational commission created for study 
and solution of our problems. Constitution 


24+ THe JouRNAL OF THE NATIONAL EpUCATION ASSOCIATION 


January, 1927 





amended giving county boards instead of 
legislature power to create independent dis- 
tricts. Bringing Department of Superin- 
tendence to Dallas. Added state apportion- 
ment.—J. O. Webb, N. E. A. state director, 
superintendent of schools, Harrisburg. 


Utah—The state school survey, including 
the institutions of higher learning, by sixteen 
experts in elementary, secondary, and higher 
education under the leadership of John J. 
Tigert, U. S. Commissioner of Education. 
Also that no person may now teach in the 
public schools of Utah unless he holds a 
valid certificate issued by the state board of 
education. A beginning teacher must have 
had a two-year standard normal schoo! 
course.—C. N. Jensen, state superintendent 
of public instruction, Salt Lake City. 

The law requiring that our teachers em- 
ployed in the state be properly certificated 
by our state board of education became op- 
erative this year—D. W. Parratt, N. E. A. 
state director, and secretary, Utah Education 
Association, Salt Lake City. 


Vermont—Substantial gain in number 
of normal school students and of those com- 
pleting two-year courses. Notable activity 
in improving (standardizing) rural schools. 
—Clarence H. Dempsey, state commissioner 
of education, and N. E. A. state director, 
Montpelier. F 


Virginia—Increase in the qualification of 
teachers. The state board is practically in 
the position now to assert that no one can 
teach in the public schools of Virginia with 
less than one year of professional training 
over and above highschool graduation. 
Great improvement in schoolhouse construc- 
tion under the division of school buildings is 
another item of encouraging progress.— 


Harris Hart, state superintendent of public 
instruction, Richmond. 


Washington— Advancement of qualifica- 
tions of teachers; greater progress in school 
consolidation, thus affording larger taxing 
and administrative units; and increase of 
one thousand highschool graduates.—Joseph- 
ine Corliss Preston, state superintendent of 
public instructions, Olympia. 

Millage support of higher schools was in- 
creased approximately one third by the legis- 
lature, notwithstanding the governor’s veto. 
Efforts of the governor to gain political con- 
trol of the schools has converted passive ap- 
proval of public education into militant de- 
fence. The Washington Education Associa- 
tion is largest and strongest in its history.— 
Arthur L. Marsh, secretary, Washington 
Education Association, Seattle. 

An awakening of the public consciousness 
to the support of education, coupled with a 
constructive program of curriculum revision 
whereby the schools can better serve the in- 
dividual child.—T. R. Cole, N. E. A. state 
director, superintendent of schools, Seattle. 


West Virginia—Completion of the work 
of the Commission on Highschool Curriculum 
headed by Professor Lakin F. Roberts of 
West Virginia University; studies in col- 
legiate curricula, by J. Frank Marsh; the 
financing of education in West Virginia, by 
L. V. Cavins; improvement and qualifi- 
cation of teachers and the teachers salaries, 
by L. V. Cavins.—George M. Ford, state 
superintendent of free schools, Charleston. 

A gradual crystallization of public opinion 
favorable to more nearly equal educational 
opportunities and to a better distribution of 
cost of school support. Continued growth of 
professional consciousness was manifest in 
increased enrolment in state and national 
education associations, and in the employ- 


WASHINGTON 





Dfevorable [Junbevorable A\uhe-varm [2Maed sentiments E300 act say 


ment by the state association of a full-time 
secretary.—W. W. Trent, secretary, West 
Virginia Education Association, Charleston. 

The insistent desire for such school legis- 
lation as will produce satisfactory and ade- 
quate revenues for the state's rapidly grow- 
ing school system; regulations requiring in- 
creased qualifications for securing teachers 
certificates; high professional attitude of 
teachers.—J. H. Hickman, N. E. A. state di- 
rector, and superintendent of schools, Hinton. 


Wisconsin—After September, 1927, no li- 
cense or certificate to any person to teach 
in any public school unless they acquire one 
year of professional training after high- 
school graduation. County rural normal 
schools and highschool training departments 
enrol highschool graduates only.—John Cal- 
lahan, state superintendent of public instruc- 
tion, Madison. 

The tremendous growth in summer school 
attendance, more genuine interest in the pro- 
fession of teaching, and a hopeful attitude 
toward legislation—E. G. Doudna, secre- 
tary, Wisconsin Teachers Association, and 
N. E. A. state director, Madison. 


Wyoming—Rural school reorganization 
plan lengthens class periods; reduces long 
study periods; increases size of classes; in- 
dividualizes instruction. Fourteen class 
periods daily for eight-grade one-room 
school. New rural course of study.—Katha- 
rine A. Morton, state superintendent of pub- 
lic instruction, Cheyenne. 

Continued growth of the University of 
Wyoming, especially the summer § school. 
Laramie, Wyoming, has an altitude of 7000 
feet. Because of its delightful summer 
climate it has become known as “the coolest 
summer school in America.”"—A. A. Slade, 
N. E. A. state director, and superintendent 
of schools, Casper. 





MARS MALE 


yy 


4 























CONSOLIDATED SCHOOLS OF KANSAS 
Compiled from reports of Superintendents 
Kansas State Teachers College, Pittsburg, Nes 
tote! Member 160 


Aprit-Pey, 925, by the Department « Kurat Educetion, 





of t 
tific 
ac 
sclel 
lish 
vest 
tho: 
of s 


sve 


tea 
of 
up 
of 
me 


Ec 


pu 
en 
qu 


Wi 


cl 





The Teaching of Handwriting 


ESEARCH is aiding progress. Hand- 
writing was one of the first sub- 
jects to come under the influence 

of the modern movement for the scien- 
tific study of education. The results of 
a considerable number of thoroughly 
scientific studies are available in pub- 
lished form. The findings of these in- 
vestigations should be considered by 
those who would draft modern courses 
of study in penmanship, and by progres- 
sive teachers. 

What are the fundamental aims in 
teaching handwriting? ‘These are nine 
of the general aims and objectives agreed 
upon by the Handwriting Committee 
of the 1926 Yearbook of the Depart- 
ment of Superintendence of the National 
Education Association : 


1. To develop sufficient skill to enable 
pupils to write easily, legibly, and rapidly 
enough to meet present needs and social re- 
quirements. 

2. To equip the child with methods of 
work so that he will attack his writing prob- 
lems intelligently. 

3. To diagnose individual writing difh- 
culties. 

4. To aid the child to recognize and make 
use of his peculiar individual learning ca- 
pacities. 

5. To provide experiences which will tend 
to develop in the child more power to direct 
his own practice and more ability to judge 
whether or not he is succeeding in that prac- 
tice. 

6. To provide the means for each individ- 
ual to progress at his best rate. 

7. To develop an appreciation of the re- 
lationship between correct body adjustment 
and an efficient writing production. 

8. To secure acceptable and customary ar- 
rangement and form for written work— 
margins, spacing, etc. 

9. To develop a social urge to use the 
skill attained in all writing situations. 


These modern goals in penmanship 
teaching differ from the traditional in 
that pupils now write, not for the sake 
of imitating a set model, but for the 
sake of conveying ideas. The first step 
is to stimulate the child to a purpose in 
Writing—a desire to write a letter or 
to fill out a bank slip. The second step 
is so to equip him with methods of work 
that he will attack his writing problems 
intelligently. 

General instruction in handwriting, 
however, is not sufficient; specific in- 
struction in the particular skills which 
the class or the pupil has not acquired 
is necessary. This means remedial work. 
Hence the third step is to discover each 





pupil’s writing difficulties so that they 
can be corrected. 

What factors should be considered in 
diagnosing a pupil's skill in handwrit- 
ing? ‘These eight factors are the ones 
usually observed: (1) Habits of letter 





Five References on Im- 
proving Penmanship 
Teaching 


genoa IN CONSTRUCTING THE ELE- 
MENTARY SCHOOL CURRICULUM. 
Third Yearbook, Department of Su- 
perintendence, National Education 
Association. February, 1925. Chap- 
ter VI. 

The nation at work on the public 
school curriculum. Fourth Yearbook, 
Department of Superintendence, Na- 
tional Education Association. Febru- 
ary, 1926. Chapter V. 

Keeping pace with the advancing 
curriculum. Research Bulletin of the 
National Education Association. Vol. 
III, Nos. 4 and 5, September and No- 
vember, 1925. pp. 128-131. 

Ayer, Fred C. Course of study in 
handwriting, grades one to six, De- 
partment of Research, Seattle Public 
Schools, Bulletin No. 3, August 1, 
1926. Includes a bibliography of 141 
titles. 

Freeman, Frank N. Handwriting, 
Second report of the Committee on 
Minimal Essentials in Elementary- 
School Subjects, pp. 60-72. Sixteenth 
Yearbook of the National Seciety for 
the Study of Education, Part I. Pub- 
lic School Publishing Co., 1917. 











formation, (2) slant, (3) size of letters, 
(4) muscular coordination and motor 
control, (5) unit stroke, (6) spacing of 
letters, words, and lines, (7) neatness, 
and (8) way in which the learner passes 
from one word to the next. 

The basic principles underlying this 
new method, according to a progressive 
teacher, are as follows: 


1. Present a definite objective goal for 
each child. 

2. Let him try to reach it. 

3. Have him measure his own success or 
failure. 

4. In event of failure, supply such assist- 
ance, as he may ask for, and encourage him 
to try again. 

5. In event of success, present a new and 
slightly more difficult objective until the 
ultimate goal is reached. 


One’s enthusiasm for this new method 
rises as he watches children write, who 


[25 ] 


have something which they are eager to 
express, and take pride in seeing how 
nearly their writing reaches the stand- 
ard for children of their particular grade. 
Contrast this with the old writing grind, 
when children at the age of eight im- 
itated this line twenty times in their 
copybooks: “Milton wrote his best 
poems after he became blind.” It is 
little wonder that the twentieth copy 
was often poorer than the first. 

How much time should be devoted to 
handwriting? ‘Table I shows the aver- 
age number of minutes allotted to the 
teaching of handwriting in 49 large cities 
in 1924. These allotments pertain to 
the eighth-grade type of elementary 
school. It is possible that they do not 





| TABLE 1.—Asmount or Time Devotep to Hanpwaitine } 


SUEErmeen 


MINUTES PER WEEK DEVOTED TO HANDWRITING 

















Grave } 
| AVERAGE IN 49 Lance cities | Seattie Pusuic Scuoots | 
1 2 (2) 3 (2) 
I 67 50 
II 72 | 75 } 
Ill 77 | 75 
IV 78 5 
Vv 77 60 
VI 75 60 
(1) Based on data in Table 48, p. 131, Fred C. Ayer, Studies in 


Administrative Research Vol. 11, Department of Research, 
Seattle Public Schools. 

(2) Based on time schedule in Course of Study in Handwriting, 
Seattle Public Schools, August 1, 1926, p. 14. 





apply to the upper grades where the 
junior highschool organization exists. 
Like all averages of current practice, 
they may not be the best for a particular 
city. Column 3 of Table I shows the 
weekly time apportionment in handwrit- 
ing recently made in the Seattle public 
schools. 

It is assumed that handwriting will 
be taught in connection with all elemen- 
tary-school subjects. While the special 
handwriting drill plays an important 
part, permanent standards can only be 
achieved through the practical handwrit- 
ing situations which arise in connection 
with other school subjects. 

When the entire responsibility is 
placed on the penmanship period this is 
what frequently happens: “Pupils write 
the drills beautifully, but when they 
write anything outside the penmanship 
class, they forget all about the move- 
ment.” 


ms 





26 ‘THe JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION 


Mhat quality and speed in handwrit- 
ing can children attain? Freeman, 
through the testing of thousands of chil- 
dren has found the speed and quality 
which is attained under various amounts 
and kinds of training. The standards 
given in Table 2 represent the actual 
achievement in speed and quality on 
Ayres Scale in a large number of selected 
schools taught by teachers with good 


TABLE 2.—Actwat Acnievement tn Spero ano Qvauity or Hane. 
watrinc on Aynes Scare in Setectepo Scnoot Systems | 


di . — easaaiigitinaneniiiainatinintgs | 





Grave | 


im} am] ive] v | vi | via | vin} 











Speed 35 48 56 65 69 73 78 | 





Quality “4 | 4 | 49 | 55 | 59 | 65 | 68 | 


Read table thus: In a large number of selected school systems where 
writing is taught under the best conditions, children in the second grade | 
on the average write 35 letters per minute of a quality 44 on the Ayres 
Scale Similariy read the figures for the other grades. 








training and ability using good methods 
of instruction. Where figures are given 
for “speed” in penmanship, t ey mean 
number of letters per minute. Quality 
is measured in terms of the standards of 
the Ayres Handwriting Scale, Gettys- 
burg edition. 

What standards for quality and speed 
in penmanship are proposed by leaders in 
the field? After extensive study, Free- 
man has proposed the tentative norms or 
standards shown in Table 3. 


(a ————_—— os a —— 


} 
TABLE 3.—Proposeo Stanparp ror Quatity anv Sreep in Pen- 
MANSHIP ON Ayres SCALE 





| Grave | 
‘ 

la) mm) iv) v | wt | vm) vin} 

‘Speed p36 | as | se (6s (2 | 0 | 90 
Quality..... | | 47 | 50 | ss | 59 6 | 70 | 





Table 3 shows clearly the effect of age 
and maturity of pupils on writing. The 
quality is low in the beginning and grad- 
ually increases grade by grade. ‘The 
speed in writing increases from 36 let- 
ters per minute in Grade II to 90 let- 
ters per minute in Grade VIII. While 
these standards are somewhat higher than 
those which prevail in some cities, they 
have been attained in other cities with- 
out any extra time devoted to penman- 
ship. 

According to Fred C. Ayer, in check- 
ing the work of any one pupil as accept- 
able so that he may go on with the next 
unit, teachers should be guided by the 
pupil’s capacity as well as by the quality 
of his work. It is better to permit 
pupils with low capacity to go through 
the exercises at a level of attainment 
lower than that which applies to the 
pupils with high capacity, than to hold 





them for extended periods on a single 
exercise. 

Wehat quality and speed in handwrit- 
ing does daily life demand? Hundreds of 
specimens of social correspondence have 
been collected and scored. Of these, 
86.5 percent rank at a quality of 60 
or less on the Ayres Scale. The average 
quality is 49.5. The judgments of 826 
adults, made up of various types of in- 
dividuals, as to the quality of handwrit- 
ing adequate for social correspondence 
were secured. The majority agreed that 
a quality of 60 on the Ayres Scale is ad- 
equate. 

Handwriting specimens secured from 
1127 employees in 24 vocational groups, 
where a considerable amaqunt of hand- 
writing is required as in telegraphy, 
order departments, printing, teaching, 
etc., led to the conclusion that the qual- 
ity of 60 on the Ayres Scale is adequate 
for the needs of most vocations. In a 
few specialized callings a still higher 
quality is demanded. Specialists agree, 
however, that to teach children to write 
this better quality is the task, not of 
general but of vocational education. 

What should the penmanship teacher 
expect of a sixth grade pupil? From 
the evidence at hand, we may tentatively 
conclude that “at the end of the sixth 
grade the child should be expected to 
write a reasonably fluent and a plain, 
legible hand. More specifically each 
child should have set before him as a 
minimum standard a quality equal to 
fifty on the Ayres Scale and a speed of 
seventy letters per minute. ‘Those chil- 
dren who have not attained this stand- 
ard by the end of the sixth grade should 
be given continued drill in the seventh 
grade or the junior highschool. The 
class median standard in quality for the 
end of the sixth grade should be 60 on 
the Ayres Scale.” 

What is the best incentive for each 
pupil to reach the “grade norm” and 
week by week to “beat his own record?” 
The giving of several standard tests 


Ivoivipwas Processs Recorp in Hanowarrino | 
Name James Jones School 


Harrison _ 





Grade_ _Five : Teacher __Miss Cole 








7 a 





Grave Stanparo 


| Quaurry 


Mr Recoro 


Quvaurr Sessp 


Points iw My Reoviar 
Warrren Work ron 
Srectat Arreytion 


Dares of Tusts 





Sreeo 

















| 

| Standard Test __ 
Regular Work 

| Standard Test 

“Regular Work — 





Standard Test 
Regular Work 
| Standard Test 
| Regular Work 














during the year and having pupils keep 

“individual progress records” are the 

two ways most frequently suggested. 
The card above is the “Progress Rec- 


January, 1927 


ord” form of a fifth-grade pupil. It 
shows how difficulties discovered in a 
pupil’s writing may be used as bases for 
pupil purposes in writing practice. The 
points needing correction are written 
upon the “Individual Progress Record.” 
if a pupil has many glaring faults he de- 
cides which one should be corrected first 
and makes his record accordingly. He 
thus has a definite goal toward which 
to work, whether his writing is being 
done with teacher supervision and help 
or whether he is doing independent prac- 
tice, whether he is “having a writing 
test”’ or answering questions in history. 
After each writing test he checks his 
accomplishment, and records again, re- 
vising his objectives as need is shown. 
What are the general trends in pen- 
manship teaching? According to the 
Handwriting Committee of the 1926 
Yearbook of the Department of Super- 
intendence, the tendencies are: 


1. To limit the time for the teaching of 
handwriting to the first six grades. 

2. To excuse pupils from practice when 
standards set up have been attained and 
are maintained in all written work. 

3. To place emphasis upon individual and 
group instruction rather than uniform mass 
instruction, 

4. To prepare and arrange content ma- 
terial so as to allow pupils to progress as 
fast as they are able. 

5. To correlate handwriting practice with 
other activities. 

6. To use a combined 
hand, and forearm. 

7. To eliminate daily handwriting drill 
instruction in the intermediate school except 
for commercial groups and hospital classes 
for the poorer writers. 

8. To follow up the writing in the inter- 
mediate or junior highschool through the 
English, social science, and exact science 
classes. 

9. To make the daily class practice include 
material from other subjects in which writ- 
ing is required, such as spelling, social 
science, exact science, etc. 

10. To stress values and situations which 
will provide children with opportunities for 
appraising their own work and directing 
their own practice. 


action of finger, 


The important steps to be considered 
in the building of a course of study in 
handwriting are: (1) To present the 
material in such a manner that teachers 
will focus their attention upon children 
as well as results; (2) to recognize the 
need for individual progress and indi- 
vidual assistance; (3) to provide a gen- 
eral method of procedure for the child to 
attain his goal; (4) to provide objective 
goals; (5) to measure the effect of 


teaching; (6) to develop desirable atti- 
tudes, habits and purposes as well as to 
learn to write—M. M. Alltucker. 








p 


i) 
; 
I 








en 
.™ 
le- 
rst 


ch 


of 


en 
nd 


pt 
es 





For Would-Be Writers 


Epwin E. SLosson 


Director of ‘Science Service, Washington, D. C. 


ONT overestimate the reader’s 

knowledge and don’t underesti- 

mate the reader’s intelligence. 
He may not know as much as you about 
this particular thing—let’s hope not any- 
way—but otherwise he may be as bright 
as you are—let’s hope so anyway. 

Don’t try to tell all you know in 500 
words. Leave some over for another 
time. The clean plate rule does not 
apply here. 

Don’t think that because a thing is old 
to you it is known to the public. Many 
of your readers are still living in the 
nineteenth century ; some of them in the 
eighteenth. Anything new to your read- 
ers is “news’’ to them if hung on a timely 
peg. 

Don’t imagine that the readers of a 
paper are, like your pupils, obliged to 
pretend to pay attention to you no matter 
how dull you may be. “First catch 
your reader,” is the rule of successful 
writing. 

Don’t leave out the human interest. 
Your reader is a human being even if 
you are only a scientist. 

Don’t forget that your reader is inter- 
rupting you every ten lines to ask, 
“Why ?”’ “What for?” or “Well, what 
of it?” and if you don’t answer his tacit 
questions he will soon stop reading. 

Don’t think that you can make your 
topic more attractive by tricking it out 
with fairy lore or baby talk or irrelevant 
jokes or extravagant language. Bring 
out its real and intrinsic interest as forci- 
bly as you can. Set off the red fire if 
you like, but be sure it lights up the 
object instead of drawing attention away 
from it: 

Don’t say “this discovery is interest- 
ing” unless you can prove that it is, and 
if you can prove it, you don’t have to 
say it. 

Don’t suppose you must give biblio- 
graphical references to all the literature 
of the subject, but don’t fail to give a 
clue by which the interested reader can 
get on its trail. 

Don’t fail to put your best foot for- 
ward. Otherwise you may not have a 
chance to use the other foot. Note the 


construction of the news story in any 
It is built up on the 
same logical system as the symphony or 


first-class paper. 





opera overture. The opening paragraph 
gives in succinct fashion the main point 
of interest, the gist of the story, just as 
the first movement of a musical com- 
position expresses the theme or motif. 
Don’t expect the editor to explain why 
he objects to your manuscript. He is 





HESE concrete suggestions by the 
director of Science Service to 
would-be writers of scientific articles 
for the public press grow out of wide 
experience in handling manuscripts. 
They are definitely helpful to: 
1. Persons writing on education for 


newspapers and magazines. 

2. All teachers wishing to perfect 
their use of the language. 

3. Editors of school papers and 
others who may wish to pass them on 
to their contributors. 

4. Teachers guiding the practice of 
writing by young people in the schools. 





probably right in his verdict, but if you 
would make him give a reason for it he 
will have to invent one and it would 
probably be wrong. 

Don’t say you can’t find anything to 
write about. Every number of a scien- 
tific journal contains from $15 to $25 
worth of good popular stuff. A man 
can make a good living translating doc- 
tors’ dissertations into English. As 
Chesterton says: ““There are no uninter- 
esting subjects, there are only uninter- 
ested persons.” 

Don’t back up too far to get a run- 
ning start. Remember the man who 
wanted to jump over a hill. He ran a 
mile to work up momentum and was so 
tired when he got to the bottom of the 
hill that he had to sit down and rest. So 
will your readers. Ninety percent of the 
manuscripts that I have handled in 
twenty years as an editor would have 
been improved by cutting off the first 
page or paragraph. Yet authors, like 
hens, kick on decapitation. 

Don’t imagine that you must add a 
pretty but superfluous paragraph at the 
end, like the coda of a sonata. The most 
effective close is to quit when you get 


through. 
Don’t shoot in the air. Aim at some- 
body. You may miss him, but you are 


[27] 


more likely to hit somebody else than if 
you aim at nobody. Look out of your 
window and note the first person coming 
along the street. Imagine yourself stop- 
ping this man or woman on the sidewalk 
and, like the Ancient Mariner, holding 
his or her attention till you have told 
your tale to the end. 

Don’t forget that when you are writ- 
ing for the papers that you are broad- 
casting to a million potential readers. 
But how many of them are listening in 
depends on how you write. 

Don’t refer to notes or books while 
writing. Read up on the subject as 
thoroughly as you can, and take as many 
notes as you need; then put away all 
your notes and books out of reach and 
next day or at least an hour later lay 
clean sheets of paper on a clear desk and 
write out what you know about it, in 
your own way. Afterwards, preferably 
next day, read over your manuscript 
critically, verify your facts, correct your 
data, revise your English and add any 
essential points, but don’t expect the 
reader to be interested in what is so un- 
interesting to you that you cannot keep it 
in mind a single hour. 

Don’t define a hard word by a harder 
word. Vladivostok is a hard word, but 
when a press correspondent arrives at 
Vladivostok he goes right on inland 
without stopping to explain that “this is 
a city south of Khabarovsk and east of 
Tsitsikhar.”” So you, if you want to say 
“calorie,” say it, but don’t make it worse 
by “explaining” it as “the quantity of 
heat necessary to effect a rise of tempera- 
ture of one degree Centigrade of a cube 
of water each dimension of which is one 
tenth part of the length of a bar of 
platinum and iridium alloy lying in the 
observatory of St. Cloud.” If you think 
you must define the calorie, say causally 
something like this, that 100 calories of 
energy can be derived from three cubes 
of sugar or from a small pat of butter, 
or explain that a man needs to expend a 
hundred calories an hour to keep his 
body running, and 160 calories if he is 
working hard. 

Don’t think you must leave out all the 
technical terms. Use them whenever 
necessary without apology, and, if possi- 
ble, without formal definition. People 


28 Tue JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1927 





are not so easily scared by strange words 
as you may think. They rather like ’em. 
Kipling is read with delight by old and 
young, yet his prose and verse are 
crammed with technical terms. 
exhausted the 


Having 
nautical, and 
mechanical vocabularies, he invented a 
new and unknown nomenclature for his 
story “With the Night Mail,” and didn’t 
stop to define one of the technical terms. 
In his “Just So” stories for the kiddies 
he sticks in long names like plums in a 
pudding. A Kipling dictionary has been 
published, but even the editor could not 
run down all the peculiar words Kipling 
had picked up. 


military, 


But the ordinary reader 
does not need the dictionary. He gets 
the meaning from the run of the story, 
for the story is so written that he will 
When the 
Great War broke out everybody had io 
learn a new language for which there 
Was no dictionary. 


get the meaning as he runs. 


But the war corre- 
spondent wrote without hesitation: “At 
zero hour the barrage was raised and the 
poilu and the doughboy sprang over the 
top, sticking their 
boche.” 


bayonets into the 
And the man in the street read 
it without batting an eye, although the 
sentence contained half a dozen words 
not to be found in his vocabulary before. 
But if this sentence were being written 
by one of our conscientious scientists he 


high in the Cascades and Olympics. 


would probably word it in this fashion: 
“At zero hour—to use the military 
term for the time set for the begin- 
ning of an offensive—the barrage—that 
is to say the line on which the artil- 
lery fire is directed—was raised and the 
poilu—this is a French slang term for 
soldier, meaning “hairy”’ and correspond- 
ing to our “rough-neck’’— and _ the 
doughboy—this is an American slang 
term for infantryman derived either 
from the round buttons worn in the 
Civil War or the “dobe-huts”’ inhabited 
in the Mexican War or the pipeclayed 
belts of the Revolutionary War or be- 
cause the Secretary of War was named 
Baker—sprang over the top—that is to 
say surmounted the parapet of the en- 
trenchments—sticking their bayonets—a 
weapon invented at Bayonne, France, in 
1650—into the boche—a contemptuous 
term referring to the Germans, probably 
an abbreviation of caboche or blockhead 
originally applied to Alsatians.” 
Suggestions to Contributors to Science 
Service—In order to make a scientific 
article ‘‘as interesting as a story” it must 
be as well written as a story. The au- 
thor should be willing to take as much 
pains in writing a 500-word scientific 
sketch, or even a fifty-word caption to a 
picture, as he would in composing a son- 


net or a bit of fiction. Care in composi- 


isiTorS to the National Education Association Convention in Seattle, July 3-8, 1927, will enjoy the beauty of mountain lakes set 


tion in the case of popular science does 
not imply seeking to embellish the theme 
with flowers of rhetoric, but it means 
hunting for the plainest words and most 
effective form of presentation and getting 
as Many points of contact as possible with 
the previous knowledge and interest of 
the reader. The sonnet may gain from 
obscurity and the fiction by inaccuracy, 
but the scientific sketch should be clear 
and correct. 

Cut out all unessential details. Avoid 
overloading the story with dates, figures, 
names, places, and descriptions of appa- 
ratus. Put only such details as are neces- 
sary to the understanding of the question 
or help to make the story more complete, 
vivid, personal, or picturesque. Do not 
include facts simply because they are 
facts and you happen to have them in 
your notes, but choose such facts as have 
significances 

A brief scientific article for popular 
consumption should be confined to a 
single topic. Devote the entire space to 
making that one point perfectly clear and 
effective and save your other ideas till 
next time. Make every article, however 
brief, complete in itself and comprehen- 
sible to one who has never read anything 
on the subject before. Remember you 
are not writing an installment of a serial 
story. 


Asahel Curtis, 













te 
di 
ti 
pl 


di 


ol 





ng 
ith 


om 
cy, 


ar 


vid 


on 


10t 
ire 

in 
ive 





ONVINCING PROOF of the value of 
service rendered by the National 
Education Association to the 

teaching profession is evident in the wide 
distribution of the Association’s publica- 
tions for 1926. The orders for these 
publications received at headquarters 
during the year have surpassed all previ- 
ous records. 

Members of the Association from all 
sections of the country have commented 
favorably on THE JourNAL and have 
stressed its importance and usefulness to 
teachers and administrators alike. It is 
now widely used in normal schools and 
teachers colleges for reference and study, 
and in teachers meetings as an aid in 
solving the problems of the profession. 

The annual reports of the’ committees 
and commissions of the National Educa- 
tion Association, distributed at the Phila- 
delphia convention, have been in con- 
stant demand. Unusually larger orders 
for the Report of the Committee of One 
Hundred on the Problem of Tenure 
necessitated an early reprinting of that 
report. Another best seller has been the 
Report of the Committee of the Depart- 
ment of Classroom ‘Teachers on the 
Evaluation of Instruction. Other re- 
ports presented at Philadelphia include 
retirement allowances; health problems ; 
international relationships; classroom 
teachers problems; rural teachers prob- 
lems; standards, requirements, and 
credits of teachers in the service; com- 
munity relations; homes for retired 
teachers; and behavior problems of chil- 
dren. 

Among notable reports of other years 
which are still in demand are the Report 
of the Joint Committee of the National 
Education Association and the American 
Medical Association on Health Prob- 
lems, which is in its fifth edition with a 
total of 25,000 copies printed, and the 

Report of the Committee on School- 
house Planning. 

The large orders for the Fourth 
Yearbook of the Department of Super- 
intendence, The Nation at Work on the 
Public School Curriculum, received 
from many state universities and teachers 
colleges are evidence of its wide use in 
those institutions. The Official Report 


of the Washington meeting of the De- 
partment of Superintendence was doubly 
acceptable this year because of its prompt 
delivery immediately following the meet- 
ing. 


The publications of the Research Di- 
vision of the National Education Asso- 
ciation have set new standards in the 
practical presentation of research find- 
ings. The March, 1926, issue of the Re- 


Association Publications During 1926 


PUBLICITY 


ATIONAL Education Association Press 
Service interprets the Association and its 


ideals for the profession and the public; an- 
nounces and reports conventions; arouses en- 
thusiasm by telling of worth-while activities 


Widens interest in two 
large conventions by 
gathering programs, 
speeches, interviews, and 
photographs for use by 
newspapers throughout 
the country 


Calis attention of maga- 
zine editors by special 
letters to unusual articles 
and books on education 


Maintains a large collec- 
tion of photographs, elec- 
tros, and mats, covering 
educational leaders, car- 





Advances movement for 
a Department of Educa- 
tion by keeping before edi- 
tors of magazines and 
newspapers progress of 
the measure 





Sends lists of special 
honor schools and life 
members to state and local 
magazines and news- 
papers 


Sends out announcements 
of important features of 
the Journal, Proceedings. 
Reports, Research Bulle- 


toons, graphs, and charts 
for newspaper use 


tins, and other Publica- 
tions 





Arranges radio programs in connection with conventions 
and American Education Week and encourages the use 


of this new tool as a means of keeping the successes and 
needs of the schools before the people 





search Bulletin, The Ability of the States 
to Support Education, is particularly 
helpful to superintendents, commis- 
sioners, and boards of education as it 
presents a comparison by states of the 
relative wealth, resources, and expendi- 
ture for education in the United States. 
The November, 1926, bulletin, Major 
Issues in School Finance, is a study 
specially prepared for the use of state 
legislatures in dealing with the problems 
of school finance. The September and 
November, 1925, bulletin, Keeping Pace 
with the Advancing Curriculum, set a 
new mark for distribution. Un- 
precedented demand forced the third re- 
printing of this bulletin, making a total 
of 27,500 copies. 

A featured publication of the Associa- 
tion during 1926 was the Drama of 
American Independence, containing 
pageant episodes for schools and colleges 
published for use in the schools in con- 
nection with celebration of the sesquicen- 
tennial of American independence. This 
timely volume has been popular with 
both teachers and children throughout 
the country. 








[29 ] 


The quarterly bulletins of the De- 
partment of Elementary School Princi- 
pals have helped to increase the mem- 


bership in that active group. Articles 
on the activities of the elementary 
school principal, the all-year school, 


character training, experimental studies 
in children’s reading, together with re- 
ports of active committees on salaries, 
standards, and educational progress, 
make these bulletins a real service to 
principals seeking to improve the pro- 
fession. The Fifth Yearbook of the 
Department of Elementary School 
Principals, published as the fourth issue 
of the bulletin, in July 1926 is a notable 
contribution. Under the editorship of 
Arthur S. Gist of Seattle, Washington, 
this volume discusses the equipment for 
service and the various activities of the 
elementary school principal. 

The continued and steady growth of 
departments in the Association brings 
forth new publications each year as these 
sections become stronger and more am- 
bitious. The First Yearbook of the De- 
partment of Classroom Teachers was 
published during the year, and the year- 
book of the American Association of 
Teachers Colleges, 2 department of the 
National Education Association, was 
handled this year at headquarters. 

The 1926 Volume of Proceedings was 
issued in October, and has been enthusi- 
astically received. This volume is regu- 
larly sent to life and five-dollar members 
of the Association and may be pur- 
chased for $3 by regular members or 
by nonmembers. The volume contains 
the addresses delivered before the gen- 
eral sessions of the Association, the 
National Council of Education, and the 
Association’s sixteen departments, to- 
gether with reports of committees and 
other -\ssociational records and informa- 
tion. he addition of a section on re- 
lated national associations will also be 
helpful in a study of the year’s work in 
education. 

The National Education Association 
is the largest publisher of literature on 
the problems of the teaching profession 
in the world. The total amount of 
printed matter published by the Associa- 
tion in 1926 was 129,682,256 pages. 
This enormous output is being consumed, 
which means that among educators 
everywhere there is more and more in- 
terest and activity for professional im- 
provement. 


States 


1 


United States 
Alabama 
Arizona 
Arkansas 
California 
Colorado 


Connecticut 
Delaware 

District of Columbia 
Florida 

Georgia 


Idaho 
Ilinois 
Indiana 
lowa 
Kansas 


Kentucky 
Louisiana 
Maine 
Maryland 
Massachusetts 


Michigan 
Minnesota 
Mississippi 
Missouri 
Montana 


Nebraska 
Nevada 

New Hampshi 
New Jersey. 
New Mexico 


New York 
North Carolina 
North Dakota 
Ohio 
Oklahoma 


Oregon 
Pennsylvania 
Rhode Island 
South Carolina 
South Dakot 


Tennessee 
Texas 

Utah 
Vermont 
Virginia 
Washington 
West Virgini 
Wisconsin 
Wyoming 


DOES 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Growth of Public Library Service 


Arranged by the Research Division of the National Education Association 


Population 
1920 census 


2 


105 ,710,620 | 


2,348,174 | 
334,162 | 


1,752,204 
3,426,861 
939 ,629 


, 380 631 
223,003 
437 ,571 


968 470 | 


,895 ,832 


431 ,866 
,485 ,280 
,930 ,390 
,404 021 
,769 ,257 


416 ,630 
798 ,509 
768 ,014 
449 661 
852,356 


3 668 ,412 
.387 ,125 
,790 ,618 

3,404,055 
548 , 889 


, 296 ,372 

77,407 
443 ,083 
.155,900 
360 , 350 


, 385 ,227 
.559 123 
646 872 
759 ,394 


,028 ,283 | 


783 389 
§,720,017 
604 , 397 
,683 ,724 
636 ,547 


2 337 ,885 
,663 ,228 
449 , 396 
352 ,428 

, 309 ,187 


.356 ,621 
463,701 
632 ,067 
194,402 


from figures gathered by the American Library Association 


Total library 


income or 
expenditure 
in 1925 


3 


.347 ,156 


112,783 | 
46 323 | 
36 856 | 


709 ,682 
7,928 


277 


671,764 | 
51,044 | 
226,508 | 


175 ,636 
198 ,498 


72,236 
2,490 ,826 
. 586 , 887 


743.073 | 


276,675 


229,075 
108 ,608 


154,168 | 


306 ,642 
, 310,244 


848 507 


,203 ,024 | 


37 , 366 
920,782 
137,412 


309 ,623 
9 984 
261,411 
,234,634 
19 ,993 


.243 ,378 
114,364 
77,672 
3,269,709 


277,863 | 


442 ,299 
, 787,234 
357 ,427 


88,414 | 


117,545 


239 ,056 
293 ,930 


175,000 | 


150,112 
159,156 


574,214 
70,928 
998 ,429 
142,234 


your state compare with 


OW 
H other states in the amount of pub- 


lic library service rendered? You can 
obtain the figures for your state by read- 
ing table as follows: Alabama, with a 
population of 2,348,174 (column 2) ex- 
pended a*total of $112,783 (column 3) or 
5 cents (column 4) percapita for public 
libraries in 1925. During the school year 
1923-1924, the cost of public elementary 
and secondary schools in Alabama was 
$14,386,394 (column 6). The ratio of ex- 
penditures for library to school costs was 
78 hundredths of one percent (column 7). 
For every person in Alabama there was 
37 percent (column 9) of one book, or, 


Percent 
library ex- 
penditure is 

of school 
expenditure 


Expendi- Total public 


Rank of school ex- 
4 penditure in 
1923-1924 


6 


$1,820,743 936 
14,386 ,394 | 
7,975 ,366 | 
9 440,786 

124,240,978 | 
22,960 ,826 


24,996 ,771 
3,203 ,492 
6 ,668 ,393 | 
12,398 ,902 
17 ,292 ,969 


8,972,918 
115,677 ,301 
51,169 , 383 
48,194,125 
35 ,286 ,038 


17,195 ,004 
19 ,432 ,339 
10,129,601 | 
20 ,489 ,898 
70,107 ,400 


82,858 ,435 
55 ,392 ,199 

9 833 ,452 
45,989 ,850 
10,750,093 


uw 
as 


tw tw 
Maus 


26,772,818 
2,111,709 
5,832,089 

78,968 ,680 
4,757,151 


243,455 ,088 
30 ,980 ,022 
16,706 ,696 

123,976,218 
32,649,784 


16,392 ,026 
149 ,909 ,783 

8 606,771 
12,825,341 
15,570,870 


ne 


? 


16,832 ,091 
55 ,687 ,875 
9 349,516 
4,026,555 
20 ,306 ,675 | 


~siee 


ww 


27,362,702 
22,453,950 | 
44,331,449 
5.835.164 


de tw we 
- nw © 


approximately one book to every three 
persons. Seventy-three percent (column 
11) of the population of Alabama, or ap- 
proximately three persons out of every 
four, were without library service. Ala- 
bama ranks 45 (column 5) in per capita 
expenditures for libraries; 36 (column 8) 
in percent library expenditures is of 
school costs; 44 (column 10) in books 
circulated percapita; and ties with New 
Mexico for 39th place in percent of pop- 
ulation with library service. Similarly 
read data for other states. 

Source of data: Figures for library 
service from American Library Associa- 
tion, Library Extension, 1926; those for 


Rank of | 
column | 


Becks Percent of | Rank of 
civautated Rank of population | column 11 
percapita column | without in order 
7 | "1925 9 service of least 
in 1925 percent 


ll 








43 


=—aow we 
ie 


wo 


— be 
nw me Oo 


education from U. S. Bureau of Educa- 
tion. 

Members of the Association will wish 
to give the figures covering their re- 
spective states to the local newspapers. 
Teachers may well make arithmetic prob- 
lems from this page for solution in school. 
Such problems are also good lessons in 
civics. For example, the people. of 
Nebraska read 1.98 books percapita in 
1925. The people of California, which 
ranks first in this matter, read 7.34 books 
percapita. 7.34 divided by 1.98 shows 
that Nebraska must do 3.7 times as much 
reading to compare with California. Sim- 
ilar problems may be worked out for 
other items in the comparison. 





January - 1927 





. 


ate 





bro 
tive 
Cl. 
phy 
ver 


Ph 


an 
ret 
set 


bu 













AG CS rae 


HYSICAL education, because of the 

teaching and administrative unit of 

activities it directs, furnishes the 
broadest and deepest setting for an effec- 
tive method in teaching health,” said 
Clark W. Hetherington, professor of 
physical education at New York Uni- 
versity, when addressing the first session 
of the Department of School Health and 
Physical Education in Philadelphia, 
Tuesday afternoon, June 29, 1926. Dr. 
Hetherington stated that the teaching 
of a habit-building, interest-driven, 
thought-controlled conduct is one of the 
chief objectives of physical education. 


He declared: ° 


Physical education, because of the teaching 
and administrative unit of activities it di- 
rects, furnishes the broadest and deepest 
setting for an effective method in teaching 
health. It is the natural foundation for the 
building of interests in health. Other units 
of activities may supplement the building of 
interests and expand the information, but 
physical education is the natural correlating 
center for such efforts. The teaching of a 
habit-building interest-driven, thought-con- 
trolled conduct is one of the chief objectives 
of physical education. . . . 

The prejudice must be eliminated. It must 
be replaced by an intelligent public opinion. 
Tke progress of child welfare, health, and 
morality, depends upon it But the need for 
this change has greater social significance 
than the progress of physical education 
alone. The stability or progress of civiliza- 
tion itself depends upon a sound organism 
or “physical” as a national trait. There can 
be no sane, wholesome, moral national life 
in the long prospective without a _ people 
with sound bodies. In the achievement of a 
sound physical as a racial ideal, eugenics 
holds the key to latent capacities, medicine 
holds the key to the elimination of diseases, 
physical education holds the key to the de- 
velopment of the fundamental latent capaci- 
ties as they function in activity or behavior. 


Other speakers at this meeting of the 
department were Grover W. Mueller, 
special assistant, Department of Physi- 
cal Education, Philadelphia, Pa.; Cap- 
tain Percy R. Creed, secretary, National 
Association The Sportsmanship Brother- 
hood, Inc., New York City, and Daniel 
Chase, chief of state bureau of physical 
education, Albany, N. Y. Grover W. 
Mueller told of the efforts being made 
in‘ Philadelphia to gain the child’s in- 
terest and cooperation in health by cor- 
relating health education with a_pro- 
gram of physical activities. 

The plan emphasizes to the child the 








_ School Health and Physical Education 
at Philadelphia 


intimate relation between the observance 
of health habits and physical efficiency. 
It includes athletic ability tests, compe- 


poannen D. ALLEN, secretary of the De- 
partment of School Health and Physical 
Education, and director of the department 
of physical education for women, University 


of Oregon, ‘Eugene. The photograph of 
President Stewart was published in January, 
1926. 





tition and intraschool activities, vitalized 
health education, and character educa- 
tion. 

Mr. Mueller stated that the project 
is being introduced in a few additional 
schools each year, and they seem well 
pleased with the results. 

The second session of this Department 
was held on Thursday afternoon, July 1. 
Clifford J. Scott, superintendent of 
schools, East Orange, N. J., discussed 
Health and Physical Education in the 
Public Schools, saying that the aims of 
physical education programs should be 
definitely to seek to serve not only the 
wellbeing of the present boy and girl, 
but also to give interests and attitudes 
and activities that carry over into later 


life. He concluded: 
It is important that physical education 
leaders fully realize that the school ad- 


ministrator must count heavily on their un- 
derstanding of these aims and clearly see 
the great significance of their work in the 


[31] 





attainment of the objectives for which the 
present day school must strive. 


Elma Rood, teacher training. staff, 
George Peabody College for Teachers, 
Nashville, ‘Tenn., gave an addre8s on 
teaching and supervising health educa- 
tion. She said: 

Teaching and supervising health educa- 
tion involves a clear translation and analysis 
of the life situations and activities in order 
that the classroom teacher may appreciate 
all available factors which influence the 
health, behavior, and attitude of each child, 
excluding from the child’s experience those 
factors whose influence is unfavorable, and 
searching for and bringing into the child's 
experience those which contribute to his full- 
est development. Every child in the coun- 
try now has at hand thousands of these ex- 
periences which may be drawn from home, 
school, and community. The job of the 
health education supervisor is to bring these 
possibilities into the consciousness of the 
school administrator and to help them be- 
come constructively critical of all the fac- 
tors in the lives of children. 


The Prevention and Control of Com- 
mon Contagious Diseases Among School 
Children was the subject of Philip M. 
Stimson, Cornell Medical School, New 
York City. Dr. Stimson stated that any 
intelligent campaign aimed at preventing 
the spread of common contagious dis- 
eases, such as diphtheria and scarlet 
fever, measles whooping cough, 
should be primarily directed against com- 
mon colds. He declared: 


All children should be immunized against 
diphtheria, scarlet fever, and smallpox. 
School health authorities should have records 
kept in their respective schools, which will 
show the percent of possible school attend- 
ance which is lost through absence due to 
various causes, particularly due to respira- 
tory infections, to contagion, and to quaran- 
tine. By a comparison of methods used with 
results obtained, standardization of the best 
methods can be worked out. 


and 


The officers of the Department of 
School Health and Physical Education 
as elected at the Philadelphia meeting 
are: President, Melville Stewart, state 
supervisor of physical education, Charles- 
ton, W. Va.; vice president, Mary E. 
Gross, director of department of physical 
education and hygiene for women, Uni- 
versity of Washington, Seattle, Wash. ; 
Florence D. Allen, 
director of department of physical educa- 
tion for women, University of Oregon, 
Eugene, Ore. 


secretarytreasurer, 





ee ee 


Adult Education at Philadelphia 


MERICA’S CHALLENGE TO HER 
TEACHERS—Education for Citi- 

. zenship for Young and Old was 
the theme of the Philadelphia meeting 
of the Department of Adult Education 
on Monday, June 28. ‘The session was 
called to order by President Robert C. 
Deming, who stated that the U. S. 
Bureau of Education had called upon 
the Department for three things which 
were considered essential: (1) Coopera- 
tive state and local programs in adult 
education for native and foreign-born; 
(2) Normal school courses for the pros- 
pective teachers of such pupils; and (3) 
A cooperative program between the Bu- 
reau of Naturalization and the schools in 
citizenship training. Other speakers on 
this program were L. R. Alderman, spe- 
cialist in adult -education in the U. S. 
Bureau of Education; Miss Willie Law- 
son, deputy state superintendent of pub- 
lic instruction, Little Rock, Ark.; Ed- 
ward L. Thorndike, Teachers College, 
Columbia University; and Read Lewis, 
director of Foreign Language Informa- 
tion Service, New York City. Miss 
Lawson spoke about the native illiterate 
and offered suggestions as to progress 
and problems in their instruction. She 


said: 


Where does the native illiterate live? In 
your mind, there is the invariable answer, 
“In the south,” which is only partially cor- 
rect. He is ours and we do not deny that 
a large portion of his family lives with us. 
But he is as innumerable as the stars and 
as migratory as the robins. Hither and yon 
upon the face of the earth he has wandered, 
leaving a part of his family wherever he 
went. Today he lives not in the south alone, 
but in every state in the union. 


The second session of the Department 
was held on Tuesday afternoon, June 


29. Miss Wil Lou Gray, state director- 


of adult education in South Carolina, 
spoke on Training Teachers in Service 
and the Enrolment Problem and de- 
scribed the method used in the summer- 
schools of South Carolina to train teach- 
ers for adult education service. In con- 
clusion, Miss Gray said: 

It is the duty of the publi¢ schools to insist 
upon such training and equipment of teach- 
ers that the adult shall have every facility 
and encouragement in his belated search for 


that knowledge which shall open to him the 
gates of opportunity. 


In speaking on An Articulated Pro- 
gram in Elementary Adult Education, 
Robert T. Hill, secretary of the Council 


on Immigrant Education, New York 
(ity, made this statement: 


Those engaged in adult education, includ- 
ing its elementary forms, should appreciate 
the fact that for a long time public libraries 





ye LAWSON, secretary of the Depart- 
ment of Adult Education, and deputy 
state superintendent of public instruction, 
Little Rock, Arkansas; The photograph of 
President Deming was published in Jan- 
uary, 1926. 





have been carrying on their service; that the 
Young Men’s and Young Women’s Christian 
Associations have been doing their work; 
that the public evening and extension schools 
have been operating for years; that employ- 
ers have conducted classes for employees; 
that social settlements and what are increas- 
ingly known as neighborhood houses, have 
been carrying on activities among adults 
since their institution, twenty-five or thirty 
years ago. But for increasing usefulness on 
the part of all, more cooperation and more 
articulated effort among all on a more defi- 
nite community basis is desirable. 


William C. Bagley of Teachers Col- 
lege, Columbia University, addressed the 
group on Determinism as Applied to 
Our Treatment of the Foreign-born. 
He pointed out that although in many 
instances immigrant children are back- 
ward or undeveloped, the schooling and 
training which they received here was 
more important, saying: 


It does make some difference what kind 
of materials we put into the melting-pot; 
but I have a notion that the kind of melting- 
pot that we put them into is vastly more im- 
portant. 


[ 32] 


On Wednesday afternoon, June 30, 
members of the Department visited Wil- 
mington, Del., where they had an op- 
portunity to observe a demonstration 
with native illiterates, naturalization 
hearing, and a naturalization ceremony. 

The final session of the Department 
was held Thursday morning July 1. 
William P. Holaday, United States 
Representatives from Illinois, gave an 
address on Immigration Problems. He 
gave facts relative to restrictive immi- 
gration laws and the Alien Criminal De- 
portation Law, and said that for the 
fiscal year beginning July 1, we will 
permit the entry of 162,000 immigrants. 
A desire for admission to the United 
States has been indicated by 1,600,000 
more. He declared: 


To maintain and improve the public school 
system of America is to insure the future 
of our nation. Our public schools are doing 
more for the complete Americanization of 
the foreign-born than any other agency or 
combination of agencies is doing. 


Frank Cross, national director of 
Americanism, American Legion, Indi- 
anapolis, Ind., discussed The Teaching 
of Americanism. He concluded thus: 


It is well—it is highly desirable to teach 
a child or adult to respect the flag, but it is 
far more important to teach him to respect 
truth. The flag is worthy of respect just so 
long as, and no longer than, it is the emblem 
of truth. It is excellent to teach a child or 
adult to revere Washington and Jefferson 
and Lincoln, but it is far more important 
that he revere the courage, the devotion, 
and the honesty which these men embodied. 

The great fight of American patriots to- 
day is not against the forces of red radi- 
calism; it is against the forces of black ob- 
scurantism, militant ignorance. The forces 
of obscurantism are frequently powerful and 
well-accepted. To oppose them requires the 
utmost fearlessness and devotion to principle. 
The teacher who goes at his task, always 
carrying high the banner of wholesome truth 
and enlightenment, is worthy in the highest 
degree of the title of patriot. 


The officers of the Department of 
Adult Education as elected at Philadel- 
phia are: President, Robert C. Deming, 
state director of Americanization, Hart- 
ford, Conn.; vicepresident, Wil Lou 
Gray, supervisor of Adult Education, 
Columbia, S. C.; secretary, Willie Law- 
son, deputy state superintendent of pub- 
lic instruction, Little Rock, Ark.; treas- 
urer, Ethel Richardson, assistant state 
superintendent in charge of immigrant 
education, Los Angeles, Calif. 












ee 


Department of Superintendence 


OR THE FIRST TIME the Depart- 
F ten of Superintendence of the 

National Education Association 
has chosen the great southwest for its 
annual meeting. The fiftyseventh con- 
vention of this oldest department of the 
National Education Association will be 
held in Dallas, Texas, February 27 to 
March 3, 1927, inclusive. The mid- 
winter meetings of the Department of 
Superintendence have come to be con- 
sidered the greatest gatherings of edu- 
cators in the world. It is at these meet- 
ings that the administrators of our state 
and city school systems, large and small, 
come together to discuss their common 


problems. 
On the fifteenth of October the 
Dallas Chamber of Commerce an- 


nounced an unparalleled demand for ac- 
commodations. Over 6000 hotel reser- 
vations had been confirmed by that date. 
Applications for reservations are now 
being filed for early assignment to apart- 
ment houses and private homes. All 
indications point to a record-smashing 
attendance at the convention this year. 

Headquarters—Convention head- 
quarters will be located in the center of 
exhibit hall which is immediately ad- 
jacent to the Fair Park Auditorium 
where the general sessions of the De- 
partment of Superintendence will be 
held. Both the auditorium and the ex- 
hibit Hall are at the main entrance to 
Fair Park and are easily accessible from 
downtown hotels by direct routes on 
plainly marked cars. ‘The auditorium, 
which is a beautiful building with a ca- 
pacity of 6000, is one of the finest halls 
ever used by the Department of Super- 
intendence for its conventions. Com- 
fortable lounging rooms and a restaurant 
and tea room will be welcome features 
of the exhibit hall. 

Exhibits—All available exhibit space 
has been taken by eager exhibitors who 
are planning interesting displays for the 
educators in attendance. The exhibits 
will number about 178 besides a large 
school exhibit, sponsored by the Depart- 
ment of Superintendence and under the 
direction of W. H. Vogel of Cincinnati, 
who has been active in the arrangement 
of all the Department’s educational and 
building exhibits in recent years. Mr. 
Vogel was largely responsible for the re- 
Markable art exhibit at the Cincinnati 


The Texas Convention 


convention in 1925. 
be comfortably arranged and _attrac- 
tively decorated. Both exhibits and 
registration desks will be open each day 
of the convention from 8.30 A.M. to 
6 p.M. except Sunday, February 27. 


The booths will 








Special Railroad Rates 


° git TICKETS on the identifica- 
tion certificate plan will be sold 
at one and one half fare for members 
of the National Education Association 
and dependent members of their | 
families. Tickets will be good only | 
via the same route in both directions. 

Roundtrip tickets will be sold in 
the Southwestern Passenger Associa- 
tion territory February 22, 23, 24, 25, 
26, 27, 28. When validated at regular 
ticket offices in Dallas, tickets will be 
good for return to reach original 
starting point not later than midnight 
of March 10. Dates of sale and re- 
turn limits for more distant territory, 
governed by other passenger associa- 
tions, may be obtained from local 
ticket agent. 

Identification certificates will be 

ready for distribution January 10. 
Write J. W. Crabtree, secretary 
National Education Association, 1201 
| Sixteenth Street Northwest, Wash- 
ington, D. C. If in arrears, inclose 
check for membership dues. 
If you neglect to secure in advance 
your identification certificate, no ad- 
justment of fare can be made after 
arrival at Dallas. 




























The 


convention will be officially 
opened with a vesper service on Sunday, 
February 27, at + oclock, in the audi- 
torium of the Southern Methodist Uni- 
versity. The Reverend George W. 
Truett, pastor of the. first Baptist 
church of Dallas, will be the speaker. 
The general sessions and topic group 
meetings of the Department of Superin- 
tendence will extend over Monday, 
Tuesday, Wednesday, and ‘Thursday 
of convention week. A notable feature 
of the convention will be a national 
highschool orchestra, a unit of 250 per- 
formers representing the highschools of 
the nation. Every state of the union 
will be represented. The first appear- 
ance of this orchestra was in connection 
with the National Council of Music 
Supervisors at their meeting in Detroit 
in April. Representatives from the 
highschools of over thirty states were 


[ 33 ] 


brought together for training prepara- 
tory to a concert which surpassed all ex- 
pectations in the artistry and perfection 
of the performance. The orchestra is 
under the direction of Joseph E. Maddy, 
supervisor of music at Ann Arbor, 
Mich. 

The Department of Elementary 
School Principals has planned three full 
programs for Monday, Tuesday, and 
Wednesday afternoons in Fair Park 
Auditorium, besides the annual mid- 
winter dinner meeting which will be 
held on Tuesday evening, March 1, at 
6 o'clock in the Baker Hotel, and the 
official breakfast meetings which will be 
held each morning in the Baker Hotel. 
On Monday, February 28, Henry 
Turner Bailey of Cleveland, Ohio, and 
Mary McSkimmon, principal of the 
Pierce School of Brookline, Mass., will 
address the group under the general 
theme ‘Fundamental Values of Life and 
How to Reach Them.” The principals 
will be greeted by President Blair of the 
National Education Association. The 
theme for the second meeting on Tues- 
day, March 1, will be “The Responsi- 
bility and Opportunity of the Princi- 
pal.” Elizabeth Hall of Minneapolis, 
Superintendent Lefler of Lincoln, Nebr., 
and Anna Laura Force of Denver, 
Colo., will be the speakers. Greetings 
will be extended by President Condon of 
the Department of Superintendence. 
Fannie Fern Andrews of Boston, Mass., 
Augustus O. Thomas, president of the 
World Federation of Education Asso- 
ciations, and Annie C. Woodward of 
Somerville, Mass., will be the speakers 
at the third and final session of the De- 
partment on Wednesday afternoon, 
March 2, 1927. The theme will be 
“World Citizenship—The School’s Re- 
sponsibility.” 

The Department of Deans of Women 
will hold meetings on Wednesday, 
Thursday, Friday, and Saturday, Febru- 
ary 23, 24, 25, and 26. All except the 
Saturday meeting will be held in the 
Baker Hotel in Dallas. ‘The sessions on 
Saturday, February 26, will be held at 
the Texas State College for Women at 
Denton, Tex., about one hour's ride 
from Dallas. The highschool section of 
the Department is to have three sepa- 
rate meetings—two in the morning and 
one Friday evening, February 25. The 








34 Tue JouRNAL OF THE NATIONAL EpucATION ASSOCIATION 





college and university sections are to 
have a joint meeting Thursday morn- 
ing, February 24, and separate ones on 
Friday morning. ‘The normal school 
deans will have two section meetings. 
The formal dinner will be held Thurs- 
day evening, February 24, with the hon- 
orary members of the National Associa- 
tion of Deans of Women as special 
guests, and with Lois K. Matthews 
Rosenberry and Ilva Lowther Peters as 
the after dinner speakers. 

The Department of Vocational Edu- 
cation has planned three sessions to be 
held in the auditorium of the Bryan 
Highschool of Dallas on 
‘Tuesday morning and afternoon, March 
1, and Wednesday afternoon, March 2. 
The ‘Tuesday 


Technical 


morning meeting will 
listen to a discussion of “A Vocational 
and Practical Arts Education Program” 
from the viewpoint of the city vocational 
director as presented by O. H. Day of 
Kansas City; from the viewpoint of the 
city superintendent as presented by O. 
H. Hughey of El Paso, ‘Tex.; and from 
the viewpoint of a deputy state superin- 
tendent of public instruction as pre- 
sented by L. H. Dennis of Harrisburg, 
Pa. Tuesday afternoon will be de- 
voted to an excursion to various points 
of interest in Dallas including the in- 
dustrial plants. Additional viewpoints 
on a vocational education program will 
be presented at the Wednesday after- 
noon meeting. ‘The viewpoint of in- 
dustry will be taken by C. L. Bailey of 
Pittsburgh, Pa.; the viewpoint of the 
dean of a state college of education by 
William S. Taylor of the University of 
Kentucky; and the viewpoint of the 
president of the American Vocational 
Association by Edwin A. Lee of the 
University of California. 

The National Council of Kinder- 
garten Supervisors and Training Teach- 
ers will hold two joint meetings with 


the National Council of Primary Educa- 
tion. “Character Education” will be 
the general theme of both sessions. The 
first meeting on ‘Tuesday morning, 
March 1, over which Alice Temple, 
president of the National Council of 


Hotels in Dallas 


Q HEADQUARTERS HOTEL has been 
designated. 

Single rooms in hotels are ex- 
hausted. 

The hotels which are members of 
the Hotel Men’s Association are 
booked to capacity. Some rooms in 
smaller hotels and in apartment 
hotels are still available. 

All sleeping room reservations are 
handled through the Housing Bureau 
of which Z. E. Black, Convention 
Manager, Dallas Chamber of Com- 
merce, is chairman. Inquiries regard- 
ing sleeping room reservations should 
be addressed to Mr. Black, Chamber 
of Commerce, Dallas, Texas. 








Kindergarten Supervisors and Training 
Teachers will preside, will bring forth 
addresses from Charles H. Judd of the 
University of Chicago, Florence Bam- 
berger of Johns Hopkins University, and 
others. The Kindergarten Supervisors 
and ‘Training Teachers will also have a 
breakfast meeting on Wednesday morn- 
ing of convention week. 

The National Council of Primary 
Education will have a luncheon on 
Thursday, March 3, besides the two 
joint sessions which are to be held with 
the National Council of Kindergarten 
Supervisors and Training Teachers on 
Tuesday morning and Wednesday after- 
noon. Lucy Gage, president of the 
National Council of Primary Education, 
will preside at the Wednesday afternoon 
joint session. Her general theme will be 
“The Effects of Informal ‘Teaching 


January, 1927 


upon the Emotional Life of the Child.”’ 

There will be two meetings of the 
City Teacher Training School Section at 
Dallas. One meeting will be devoted 
to the discussion of curriculum reor- 
ganization. Dr. Charters of the Uni- 
versity of Chicago will speak on “An 
Inductive Procedure for Determining 
the Objectives of Teaching.”  E. 
George Payne of New York University 
will discuss “The Sociological Principles 
Underlying the Making of the Cur- 
riculum of Teacher Training Institu- 
tions.” William C. Bagley of Colum- 
bia University will close the assigned 
program with an address on ““The Bear- 
ing of General Curriculum Policies on 
Teacher Training Curricula.” A gen- 
eral discussion will be led by L. A. 
Pechstein of the University of Cincin- 
nati. ‘The second meeting will be in the 
form of a symposium with the subject 
“Administrative Policies in City Teach- 
ers Colleges and Normal Schools.” 
Topics have been assigned for discussion 
to the presidents of various city teacher 
training institutions. 

The National Society for the Study 
of Education will hold two meetings at 
Dallas in conjunction with the meetings 
of the Department of Superintendence. 
The first meeting will be Saturday even- 
ing, February 26, the second meeting 
Tuesday evening, March 1. The pro- 
gram for the latter, which will be a joint 
meeting with the Department of Super- 
intendence, is being arranged by confer- 
ence between this society and the Com- 
mission on the Curriculum of the 
National Education Association. 

The National Society of College 
Teachers of Education will hold its 
meetings on Monday and ‘Tuesday, 
February 28 and March 1. The morn- 
ing meetings will be for members only 
and the Tuesday afternoon meeting will 
be a joint session with the Educational 











aan 

iT] 
S8eee0 

osenece 


~ | 


| HE EDUCATIONAL EXHIBITS afford the convention visitor an 








na 
: 
a 








ow == hs OO hlUSlUClCUD 








Vol. XVI, No. 1 





Research Association. President Walter 
S. Monroe of the National Society of 
College Teachers of Education has ar- 
ranged a program for the open meeting 
Monday afternoon on ‘Graduate Work 
and Research” which should be of great 
interest to all teachers of education. The 
titles of the papers. to be presented are 
as follows: “Some Distinctions Between 
Graduate and Undergraduate Work 
in Education,” by C. A. Buckner of the 
University of Pittsburgh; “New Har- 
vard Requirements for the Degree of 
Master of Education,” by Henry W. 
Holmes of Harvard University; “Stud- 
ies of Highschool Teaching from the 
Standpoint of Graduate Students,” by 


Douglas Waples, University of Chi- 
cago; “A Personnel Study of Students 
Who Have Received the Master’s De- 
gree from the University of Chicago,” 
by H. T. Buswell of the University of 
Chicago; “Divining Rods for Locating 
Data on Administrative Problems and 
How to Equip the School Administrator 
with Methods of Locating Data on his 
Problems which will Carry Over When 
He is on the Job,” by Carter Alexander 
of Teachers College of Columbia Uni- 
versity; and “What Superintendents 
Want from Graduate Schools of Educa- 
tion,” by J. R. Barton, superintendent 
of schools of Oklahoma City, will con- 
clude the program. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 35 





The National Council of Education 
will hold three meetings at Dallas dur- 
ing convention week. President Henry 
Lester Smith has announced the follow- 
ing speakers: Charles H. Judd of the 
University of Chicago, who will speak 
on “The Fallacy of Treating School 
Subjects as Tool Subjects”; Jesse H. 
Newlon, superintendent of schools of 
Denver, Colo., who will speak on “Edu- 
cational Progress during the Past 
Year”; S. A. Courtis of the University 
of Michigan, who will discuss the 
“Technic of Cooperation”; and David 
E. Weglein, superintendent of schools 
of Baltimore, Md., whose topic has not 
yet been announced. 


Builders of Our Profession 


W: ARE ASKING the public to magnify 
teaching—to honor teachers, to pay 
them well and treat them well, to give them 
larger opportunities for genuinely fine living 
that children hay have contact with life at 
its best. We are asking the nation to elevate 
teaching, to make it the greatest profession 
as it is the most numerous. But how shall 
we do this if we do not begin with our- 
selves? We are beginning with ourselves! 
That is the glory of these lists of builders. 
Is your name among themP Are _ your 
friends there? Has your town, your county, 
your state made up its quota to this great 
army of the educational advance? 


ArIzoNA—Ruby E. Fulghum, G. S. Hansen, Mar- 
tin Mortensen, Jr., C. E. Rose. 

ARKANSAS—Essie Lee Duncan, 
Henry G. Hotz, J. A. Larson. 

CatirorNia—B. F. Beswick, Norabelle Davidson, 
Julia L. Hahn, Doris E. McEntyre, Mrs. Kathryn 
Ray, Virginia Rowell, Mrs. Opal Risdon Switzer, 
Thomas A. Walton. 

CoLorapo—Alice Burnett. 
Connecticut—Frank H. Beede, 
Hurlin, Martin B. Robertson. 
District or CotumBia—Frank William Hubbard. 
FLoripa—Ernest L. Robinson. 

Hawau—Philip H. Cooley, Palmyra Reis. 
Ipano—Retta F. Martin. 

ILLiInois—C. G. Sawyer. 

INpDIANA—W. P. Dearing, Elizabeth Leeds, Marvin 
J. Schmitt, Samson G. Smith. 

Iowa—Wilbur Lee Peck, Frank T. Vasey. 
gq OuISIANA—Charles H. Stumberg, Eugenie Suy- 
am. 

MaryLaNnp—Edward F. Buckner. 

MassacHusetts—C. Edward Fischer. 

MicHiGAN—W. R. Booker, A. McDonald. 

MINNEsoTA—Sister Antonia. 

Mississipp1—Robert L. Bedwell. 

Missouri—lI. I. Cammack, E. L. Hendricks, Uel 

Lamkin, George Melcher, Robert E. St. Clair, 
L. E. Ziegler. 

_Nepraska—J. A. Doremus, 
riet E. Towne. 

Nevapa—A. L. Kelly. 

New Hampsuire—Fred S. Libbey. 

New Jersey—Caroline S. Goff, Susie P. Herbert, 
Mrs. Mary W. R. Hoover, Halliday R. Jackson, 
Adela B. Monette, Hester Shaw, Charles V. Wol- 
verton. 

_New Yorx—Bess L. Chisman, Page E. Cole, Wil- 
liam F. Russell, Arthur W. Silliman. 

NortH Carotina—Charles L. Coon, George How- 
ard, A. J. Hutchins, R. S. Proctor. 

Nort Daxotra—C. L. Codding, 
loch, Huldah L. Winsted. 

On1o—Howard A. Kellum, E. E. Lewis. 

OKLAHoMA—Dorothy Frances Barnes, William ‘T. 
Biwden, Andrew J. Lovett. 

Orrcon—Mrs. Susanne Homes Carter, James T. 

amilton. 

PENNsyLVANIA—Grace Noble Lacock, Ezra Leh- 
man, Elizabeth B. Scarborough, R. M. Sherrard, 
William R. Straughn. 


Edgar Holcombe, 


Marshall W. 


Rose Shonka, Har- 


Hazel McCul- 





Organization Pays 


OFFICIAL BULLETIN OF THE CINCINNATI 
TEACHERS ASSOCIATION 


Boden impact of the National Educa- 
tion Association in cooperation with 
local associations has been felt in every 
corner of the civilized world. Had 
it not been for organized effort, it is 
practically certain that teachers would 
have been farther down in the social 
scale than they now are. The teacher 
organization movement, although com- 


paratively young, is gaining momentum 
as never before and this great move- 
ment will be rendered effective or in- 
effective in proportion to the support 


it gets from all the teachers. Every 
teacher at work upon the problems of 
the profession is our slogan. Join 
local, state, and national: associations 
and if you do nothing except support 
them and boost you will do a great 
work for yourself, for the children, 
for your fellow teacher, and for gen- 
erations yet unborn. 





Porto Rico—Francisco Vizecarrondo. 
Ruope Is_anp—George R. Dolloff, Nathan G. 


Kingsley. 
Soutn Daxora—John C. Lindsey, Walter W. 
Ludeman, Emma Meistrik, O. B. Phillips. 


Texas—Frank M. Black, E. W. Chaney, Edwin 
D. Martin, J. J. Montgomery. 

VERMONT—Ernest G. Ham, Donald W. McClel- 
land. 

Vircinra—Richard Olin Bagby, Hannah Cohn. 

WasHINGTON—C. Fisher, Frank B. Kepner, 
Frank Nalder, Kirby J. Smith. 

Wisconsin—Thomas W. Boyce, C. D. Donaldson. 

Wyominc—Clayte Hume, T. O. Ruch, A. A. 
Slade. 


E 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 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 


ArizonNA—Globe, Noftsger Hill; Mesa, Union High, 
Washington; Phoenix, Phenix Public Schools, 
Adams, Capitol, Douglas, Dunbar, Emerson, Fill- 
more, Franklin, Garheld, Grant, Jackson, Jeffer- 
son, Kenilworth, Lincoln, Longfellow, Lowell, Mc- 
Kinley, Monroe, Washington. 

CaLirorNiA—Berkley, Cragmont, Jefferson, John 
Muir, Le Conte, Longfellow, McKinley, Oxford; 
San Francisco, Golden Gate, Harrison, Le Conte, 
Pacific Heights. 

CoLorapo—A rvada, Grade; Denver, Lincoln; Flem- 


ing, Fleming Centralized; La Junta, La Junta 
Public Schools, Boy’s Club, Columbian, Junior 
High, Lincoln, North La Junta, Park, Senior 


High; Wray, Wray Public Schools. 

Connecticut—East Hartford, Union; Meriden, 
Robert Morris. i 

Grorcia—Americus, High. 

ILLinois—Jacksonville, Morton; Moline, Centra 
Grammar; Waukegan, Glen Flora. 

INDIANA—Anderson, Anderson Public Schools, Cen- 
tral Avenue, Columbia, Hazelwood, Jefferson, 
Junior High, Lincoln, Main Street, Mount Hope, 
Park Place, Riley, Senior High, Seventh Street, 
Shadeland, Washington; Terre Haute, McLean 
Junior High; Wabash, Wabash Public Schools, 
Century, East Ward, Junior High, Miami, Senior 
High, South Side, West Ward. 

lowa—Sioux City, Bancroft, Bryant, Cooper, Cres- 


cent Park, Emerson, Everett, Floyd, Franklin, 
Hawthorne, Hopkins, Hunt, Irving, Lincoln, 
Lowell, McKinley, Roosevelt, Smith, Washington, 
Webster. 


KENTUCKY—Louisville, George Washington. 

Maine—Castle Hill, Castle Hill Public Schools; 
Chapman, Chapman Public Schools; Mapleton, 
Mapleton Public Schools; Portland, Butler, Chap- 


man, Emerson, Heseltine, Monument Street, 
Nathan Clifford, Peaks Island, Roosevelt, Rosa 
E. True, Saunders Street, Shailer; Westbrook, 
Forest Street. 

MassacHuseTts—Belmont, Daniel Butler; Beverly, 
Farms. 

MicHicaN—Detroit, Chandler, Hely, White; South 


Haven, South Haven Public Schools. 
MINNESOTA—Minneapolis, John Hay. 
On1o—Bedford, Central, Ellenwood, Glendale, High; 

Bellefontaine, Bellefontaine Public Schools, Cen- 

tral, High, Hubbard, Lincoln, McBeth, North, 

South; Cincinnati, Twelfth District; Columbus, 

Fulton; East Cleveland, Maytair; Huntsville, 

Public; Lorain, Brownell, Harrison, Hawthorne 

Junior High, High, Lincoln, Lowell, Whittier 

Junior High; Mansfield, Hedges; Marietta, Nor- 

wood; Massilion, Whittier, Toledo, Lincoln; 

Youngstown, Myrtle Avenue. 
OxKLaHomMa—Muskogee, Muskogee Public Schools, 

Central High, Edison, Franklin, Houston, Irving, 

Jefferson, Lonéfellow, Sequoyah, Washington, 

West High, Whittier; Okm-leee, Okmulgee Public 

Schools, Emerson, Franklin, High, Lee High, Mec- 

Kinley, Roosevelt, Webster, Wilson. 
Uran—Jordan District, Bingham High, 

Draper Park, Herriman, Highland Boy, 


Central, 
Lark, 


36 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





Midvale, Riverton, Sandy, South Jordan, Union, 
West Jordan. 

VeERMONT—Burlington, Adams. 

Virncinta—Norfolk, Henry Clay. 

West VirGINIA—Parkersburg, McKinley. 


FOUR YEARS 

AriZONA—Pheenix, Wilson. 

CaLiroRNiA—Berkeley, Lincoln, Willard Junior 
High; Senta Barbera, Franklin, Garfield, McKin- 
ley, Washington. 

CoLorapo—Colorado Springs, Whittier. 

DELAWARE—W ilmington, Number Thirteen. 

iLuinois—Blue Island, Seymour Junior High; Dun- 
dee, Grade; Jacksonville, David Prince Junior 
High; Pontiac, Pontiac Public Schools, Central, 
Ladd, Lincoln, Special Teachers, Washington; 
Waukegan, Waukegan Public Schools, Andrew 
Cooke, Glenn Flora, North, South. 

INDIANA—Fort Wayne, Jefierson; Huntington, Cen- 
tral, High, Horace Manz, John Tipton, Lincoln, 
Riley, State Street. 

lowa—Council Bluffs, Longfellow; Sioux City, Hor- 
ace Mann, Longfellow, Riverview, Whittier; 
Waterloo (West Side), Waterloo West Side Public 
Schools, Edison, Emerson, High, Irving, Kingsly, 
Lowell, Sloane Wallace, Whittier. 

Kansas—Lawrence, New York. 

Maine—Houlton, Houlton-L it t le t o n-Hammond 
School Union; Portland, Morrill, Oakdale, 
Vaughan; Westbrook, Valentine Street. 

Massacnusetts—Beverly, Brown, Centerville; 
Gloucester, Haskell; New Bedford, Charles S. 
Ashley. 


MicuiGAN—Cadillac, Cadillac Public Schools, Cass, 
Cooley, Emerson, Franklin, High, Lincoln, Mce- 
Kinley, Whittier; Hastings, Hastings Public 


Schools; Ludington, Foster; Saixt Joseph, Saint 
Joseph Public Schools, Garfield, High, Wash- 
ington. 

NesprasSkKA—Omaha, Jungmann, Saratoga. 

New Jersey—Hackensack, Number One, Number 
Four, Number Six; Haworth, Haworth Public. 

NortH Dakota—Minot, Roosevelt, Sunnyside. 

On1o—Barberton, Highland; Bedford, Bedford Pub- 
lic Schools, Central, Ellenwood, Glendale, High, 
Interstate; Columbus, Eighth Avenue; Lorain, 
Irving Junior High, Longfellow Junior High; 
Mansfield, Bowman, Carpenter; Norwood, North, 
Norwood View; Wooster, Beall Avenue, Walnut 
Street; Youngstown, Adams, Harding, Poland 
Avenue; Zanesville, Zanesville Public Schools, 
Columbia, Garfield, Grant, Grover Cleveland 
Junior High, Hancock, Jackson, Lincoln, Me- 
Intire, Madison, Monroe, Moxahala, Munson, 
Pioneer, Senior High, Sheridan, Stemler, ‘Theo- 
dore Roosevelt Junior High. 

OrEGON—Hood River, Junior High, Park. 

PENNSYLVANIA—Erie, Burns; Upper Darby, Card- 
ington-Stonehurst. 

Soutn Dakota—Sioux Falls, Irving, Lincoln. 

Texas—Beaumont, Averill; Houston, Southmore. 

Utran—Jordan District, Bluffdale, Granite; Murray 
City, Bonnyview. 

VirnciIniA—Lynchburg, Garland-Rodes, White Rock; 
Norfolk, James Monroe. 

West VirciniAa—Charleston, Roosevelt Junior High. 

WisconsiIn—Kenosha, Weiskopf. 

Wrominc—Casper, Frances E. Willard. 

Vircin IsLanps—Saint John, Benjamin Franklin, 
Bethany, East End. 

THREE YEARS 
ALasKA—Skagway, Skagway Public Schools. 
ARrIZONA—Flagstaff, High; Tempe, Grammar. 
CALIrFoRNIA—A valon, Santa Catalina Island Schools; 

Bakersfield, William Penn; Berkeley, Emerson; 
Danville, San Ramon Valley Union High; Hay- 
ward, Fairview, John Gamble, Orchard Ward; 
Lompoc, Migueleto; San Francisco, Balboa; Santa 
Ana, Alamitos; Santa Barbara, Kindergarten 
Group, Lincoln, Wilson. 

Cotorapo— Denver, Garden Place, Globeville, Law- 
rence, McKinley, Steele, Stevens, Washington 
Park; Louisville, Louisville Public Schools; 
Pueblo (District One), Bradford, Hinsdale, Irv- 
ing, Parkview, Riverside, Somerlid, Thatcher; 
Trinidad, East Street, Park Street. 

Connecticut—Darien, Baker, Hindley Junior-Senior 
High, Royle; Stratford, Sedgwick. 

DELAWARE—Wilmington, Number Five. 

nee een Garfield, Roosevelt; Pocatello, Lin- 
coin. 

ILtinois—Chicago, Parker Practice; Dundee, Car- 
pentersville, te Community High; Havanna, 
Community High; Jecksonville, Jacksonville Pub- 
lic Schools, David Prince Junior High, Franklin, 
High, Independence, Jefferson, Josephine Milli- 
gan, Lafayette, Morton, Washington; Mount Ster- 
ling, Grade; Naperville, Ellsworth, Napier; Oak 
Park, Oliver Wendell Holmes; Pekin, Commu- 
nity High; Rockford, Kent. 

INDIANA—Fort Wayne, Miner, South Wayne; La 
Porte, La Porte Public Schools, Central Junior 
High, High, Lincoln, Maple, Park, Riley Washing- 
ton; South Bend. Foster, Marouette, Oliver 
Junior High, Washington; Terre Haute, Fairbanks. 

Iowa—Council Bluffs, Washington; Dubuque, Jack- 
son; Keokuk, High School Teachers and Prin- 
cipals Club; Sioux City, Grant, Joy; Waterloo 
(East Side), Junior High, Senior Hish. 

Kansas—Cherryvale, Garfield, Junior High, Senior 


January, 1927 





High; Hutchinson, Avenue A, Fourth Avenue, 
Roosevelt. 
Kentucky—Lounisville, F. T. 
Clay, J. Stoddard Johnston. 
Maine—Fort Fairfield, Grammar; Portland, Lin- 
coln Junior High, Longfellow, McLellan, Pre- 
sumpscot, Riverton, Sherman Street Kindergarten. 


Salisbury, Henry 





Teamwork Among 
Teachers 


Gerorce N. CuHiLp, SUPERINTENDENT OF 
ScHoois, Sat Lake City 


oy ALL LINES of human endeavor the 
present age is characterized by 
cooperation. In industry and com- 
merce people have organized and 
worked together for the sake of econ- 
omy and the highest results. No 
longer does the tradesman work alone. 
If he is successful he must join with 
his fellows not only in carrying on 
his work but in improving the trade. 
One of the tests of efficiency is the 
ability to associate profitably and 
pleasantly with others, and to “team 
well” without losing identity. Indeed, 
individuality and cooperative group 
work are not only compatible, but 
quite necessary each to the other. 

It is both a privilege and a duty for 
teachers to belong to their profes- 
sional associations. The teacher who 
thinks she cannot afford to pay mem- 
bership fees is “penny wise and pound 
foolish.” Her vision should be ex- 
tended for her chief business is to 
grow and to increase her usefulness 
and to serve so that the product re- 
sulting from her efforts will be in 
greater demand by the public. This 
can be done best only ia cooperation 
with other teachers.—From Utah Edu- 
cational Review. 














MAssACHUSETTS—Belmont, Winthrop L. Chenery; 
Beverly, Prospect, Washington; Medford, Osgood; 
Millers Falls, Highland; Montague, Montague 
Public Schools, ,Central Street, Highland, Mon- 
tague Center, Montague City, New Eighth Street, 
Old Eighth Street, South End, The Grammar, 
Turners Falls High; New Bedford, Horatio A. 
Kempton; North Easton, Junior High; Woburn, 
Wyman. 

MicHiGAN—A drian, Central, Jefferson, Lincoln, Mc- 
Kinley, Washington; Albion, Gentral, East Ward, 
West Ward; Detroit, Franklin, Hancock, Logan, 
Myra Jones, Pattengill, South Strathmoor; Grand 
Haven, Grand Haven Public Schools, Central, 
Fourth Ward, High, Junior High; Grand Rapids, 
Coldbrook; Hemlock, Hemlock Public Schools; 
Traverse City, Union, Oak Park, Junior High. 

MInNNESOTA—Minneapolis, Clara Barton, Cyrus Nor- 
throp, Harrison, Irving, Longfellow, Simmons, 
Thomas Lowry, William Penn. 

Missouri—Clayton, Clayton Public Schools, At- 
tucks, Bellevue, Forsythe, High. 

NepraSKA—Fairbury, Central Ward, East Ward, 
High, West Ward; Omaha, Park, Rosehill. 

Nevapa—Clark County, Educational District Num- 
ber One, Bunkerville, Mesquite, Moapa, Overton, 
Saint Thomas; Elko, Elko County High. 

New Jersey—Englewood, Cleveland; Hackensack, 
Hackensack Public Schools, High, Number One, 
Number Two, Number Three, Number Four, 
Number Five, Number Six; Hammonton, Mag- 
nolia; Long Branch, Gregory Primary, Liberty 
Street, School Number Three; Morristown, Speed- 
well Avenue; Raritan, Sand Hills; Rutherford, 
Pierrepont, Sylvan; Summit, Brayton; Trenton, 
Centennial, Girard, Mott. 

New YorK—Oneida, Washington Avenue; Yonkers, 
Number Fourteen. 

On10—Barberton, Barberton Public Schools, Central, 
Hazelwood, Highland, High, High Street, Lincoln, 
Rose Street, Washington; Columbus, Fifth Ave- 
nue, Medary Avenue, Normal-Douglas; Cuyahoga 
County, Bay Village, Bagley Road, Beechwood, 
Beehive Rural, Berea Public Schools, Bratenahl, 
Brecksville, Brooklyn Heights, Brooklyn Rural, 


Brook Park, Butternut, Center, Central, Chagrin 
Falls, Coe Ridge, Dover, Fair Street, Fairview 
Public Schools, Garfield Heights Public Schools, 
Garfield, Gates Mill, Giles-Sweet, Independence 
Rural, Independence Village, Junior High, Maple 
Leaf, Mayfield Public Schools, Mayfield High, 
Oakville, Orange Rural, Park Knoll, Parma Pub- 
lic Schools, Parma High, Pearl Road, Richmond 
Heights, Rocky River Public Schools, Rocky 
River High, Roosevelt, Royalton Rural, Solon 
Rural, State Road, Stop 17, Strongsville Rural, 
Thoreau Park, Wooster Road, Valley View, War- 
rensville Rural; East Cleveland, Superior; Lake- 
wood, Grant; Logan County, Belle Center Public 
Schools, East Liberty, Iron City, Quincy Vil- 
lage, Richland Township, Washington Township, 
Zane Rural; Lorain, Lorain Public Schools, 
Brownell, Fairhome, Garden Avenue, Garfield, 
Harrison, Hawthorne Junior High, High, Irving 
Junior High, Lincoln, Longfellow Junior High, 
Lowell, Oakwood, Whittier Junior High; Mans- 
field, Prospect, Western Avenue; Norwood, High, 
Williams Avenue; Toledo, Anna Pickett, Monroe, 
Riverside; Warren, McKinley, South Park Avenue. 

OKLAHOMA—Pawhuska, Pawhuska Public Schools, 
Century, Franklin, High, Lynn, Prudom, Union; 
Sand Springs, Sand Springs Public Schools 
(White), Central, Garfield, High, Lake, Medio. 

PENNSYLVANIA—Chester, Morton; Darby, Darby 
Public Schools, High, Ridge Avenue, Walnut 
Street; Erie, Franklin, Harding, Marshall, Wash- 
ington; Mahanoy City, Mahanoy City Public 
Schools, Bruce Street, Centre Street, D Street, 
High, Junior High, Mahanoy Street, Pine Street, 
Twelfth Street; Mahanoy Township, Buck Moun- 
tain, Coles, Ellengowan, High, Lincoln, Maple 
Hill, Park Place, Robinsons, Saint Nicholas, Suf- 
folk, Washington, Wiggans, Yatesville; Munhall, 
Munhall Public Schools, Andrew Street, High, 
Junior High, Ravine Street, Twelfth Avenue; 
Palmerton, Palmerton Public Schools, Delaware, 
Franklin, Hazard, High; Shenandoah, Shenandoah 
Public Schools, Center Street, High, Jardin Street, 
Line Street, Lloyd Street, Main Street, New 
White Street, Old White Street, Plum Street, 
Turkey Run, Union Street, West Street; Upper 
Darby School District, Garretford, Keystone. 

Ruope IsLtanp—Jamestown, Jamestown Public 
Schools. 

South Dakota—Chester, Consolidated; Mobridge, 
East, West; Wakonda, Independent Consolidated. 

Texas—Beaumont, Magnolia. 

Utan—Jordan District, Jordan District Public 
Schools, Bingham High, Bluffdale, Butler, Central, 
Crestent, Draper Park, Granite, Herriman, High- 
land Boy, Jordan High, Lark, Midvale, Riverton, 
Sandy, South Jordan, Upper Bingham, Union, 
U. S. Mines, West Jordan; Murray City, Liberty. 


Vircinia—Lynchburg, Ruftner; Norfolk, John 
Goode; Richmond, Monroe. 

WASHINGTON—Walla Walla, Sharpstein. 

West VIRGINIA—Charleston, Union; Clarksburg, 


Monticello; Grafton, Grafton Public Schools, Cen- 
tral, East Grafton, First Ward, Garrison, High, 


South Grafton, West Grafton; Morgantown, 
Flatts. 
WisconsiN—Madison, Franklin; Milwaukee, Kos- 


ciuszko Pre-Vocational Junior High; Sheboygan, 
Franklin, Longfellow; Wausau, Wausau Public 
Schools, Franklin, Grant, High, Irving, John 
Marshall, Junior High, Lincoln, Longfellow, Vo- 
cational, Washington; Wauwatosa, Aetna Park. 
Wyominc—Casper, Grant, Jefferson, Washington; 
Midwest, Grade; Mills, Public; Sheridan, Linden. 


TWO YEARS 


ALAsKA—Juneau, Juneau Public Schools. 

ArIZONA—Douglas, Seventh Street; Florence, Union 
High; Inspiration, Benjamin Franklin. 

ArKANSAS—Little Rock, Pteifer; Texarkana, Tex- 
arkana Public Schools, Central, College Hill, 
College Hill (Colored), Fairview, Junior High, 
Orr, Senior High, Washington High. 

CatirorNiA—Bakersfield, Williams; Berkeley, Thou- 
sand Oaks, Whittier; Buena Park, Grammar; 
Davis, Davis Joint Grammar, Davis Joint Union 
High; Linden, Union High; Los Angeles, San 
Rafael; Orcutt, Union, San Diego, Part Time 
High; San Francisco, Cabrillo, Corrective Speech 
Department, Denman, Franklin, Fremont, Hill- 
crest, Irving M. Scott, Patrick Henry; Santa 
Rosa, Fremont. 

Co.orapo—Branson, Branson Consolidated; Denver, 
Alameda; Fort Lupton, Fort Lupton Public 
Schools; Pueblo (District One), Pueblo District 
One Public Schools, Bradford, Centennial High, 
Fountain, Hinsdale, Irving, Parkview, Riverside, 
Somerlid, Special Teachers, Thatcher; Trinidad, 
Centennial, Rice; Wray, Yuma County High. 

Connecticut— Bridgeport, Garfield, Hall; Strat- 
ford, Eli Whitney. 

District or CoLumMBiA—Washington, Bryan. 

IpaHo—Boise, Central; Gooding, Gooding Public 
Schools, Grade, Junior High, Susie High. 

Itumnois—Evanston, Willard; Jerseyville, Jersey 


Township High; Rockford, Montague; Sherrard, 


Community High. 

INDIANA—Fort Wayne, Harmar Intermediate, Me- 
Culloch, Oxford, Rolling Mill; Indianapolis, Num- 
ber Twenty-seven, Number Eighty-two; Shelby- 
ville, Number Two; South Bend, Boys Voca- 
tional, Central Junior High, James Whitcomb 


(Continued to page A-16) 





Vol. 





— i ee ehC CUO 


we 


d, : 





Vol. 16, No. I 


na 





Features that make 
for superiority 


From the in-built quality of Old 
Reliable Hyloplate came immedi- 
ate recognition. From recognition, 
came tremendous demand and 
volume. Volume reduced over- 
head...and effected great savings. 
So Hyloplate today is offered the 
consumer as a quality product at 
a remarkably low price. 


Produced by special machinery, 
in a factory built and specially 
equipped for this one product, 
developed and supervised by ex- 
perts, Old Reliable Hyloplate has 
naturally won a position of lead- 
ership in the manufactured black- 
board field. 


Time-tested and proved ...Old 
Reliable Hyloplate will not warp, 
chip, crack or break. It is hard, 
close-grained ... with a velvet- 
smooth writing surface of world- 
wide reputation. 


And with these vitally impor- 
tant features are many others 
which make Hyloplate as efficient 
as it is economical. 


As a result Old Reliable Hylo- 
plate is guaranteed by the makers 
as well as the distributor who sells 
it to last 10 years or more. Easy 
to install...in black or green. 
The genuine has the trade mark 
on the back. Write for catalog, 
1H, and free sample. 


oe) So 4 ee 


HY Ke PLATE 


TRADE MARK 


BLACKBOARD 











SS 


<> School Supplies 
backed by this <> 
famous Trade Mark. 





Geographical Globes 


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





Bacon Standard Wall Maps 


Larger than others at same prices. Litho- 
graphed in 9 colors. Machine-mounted on 
heavy cloth backing. Engraved to ailow 
a larger map of each country, revised to 
time of issuing edition. Detail clear and 
clean. Show comparative time, steamship 
routes with distances, heights of mountain 

aks, and principal railroads. Better, 

ut cost less. 48 x 41—United States, 
Europe, Asia, Eastern and Western Hemi- 
spheres, World, North America, South 
America, Africa. Write for catalog 1B. 





Alpha Dustless Crayon 
Patented 57 years ago. Uniform high 
quality, made of high-grade imported ma- 
terials in a special factory . .. no soap, 
grease or other ingredients harmful to 
blackboards used. Durable, dustless, san- 
itary, writes clean and clear. Extra strong. 
In “hard,”’ “‘medium,”’ and “‘soft.”’ Very 
economicel. Write for catalog 1A. 


<a 
hy 





(Patented) 


Costello Double Sewed Eraser | 


Sanitary, easy to keep clean. Reinforced 
back prevents curling up, spreading, or 
breaking down in use. No “ kets’’ be- 
tween felts for dust to enter. othing but 
felt used in its construction. Noiseless. 
Works better, lasts longer. Chosen by 
school boards everywhere. Guaranteed 
perfect. Write for catalog 1E. 


eee 


Mention Tue Journat when writing our advertisers. 














THe JoURNAL OF THE NATIONAL EpucATION AssocIATION 


OLD RELIABLE 


HY LOPLATE 


TRADE MARK 


BLACKBOARD 


Figures that prove 
world-wide 
popularity 


For over 43 years Old Reliable 
Hyloplate has been giving satis- 
factory service. In the last 30 years 
more than 42,000,000 square feet 
of Old Reliable Hyloplate have 
been sold. In 22 foreign coun- 
tries ...and in schools throughout 
the United States... Hyloplate is 
the accepted blackboard and de- 
cidedly the most popular. 


As a result of Hyloplate qual- 
ity and economy, its freedom from 
imperfections, its fine writing sur- 
face, its deep jet black or live 
green color, its suitability for any 
sort of chalk ...its general all 
around goodness...there is more 
Hyloplate in service than all other 
manufactured Blackboard com- 
bined. 


Hyloplate is the economical 
blackboard for permanent or tem- 
porary installation. Its advantages 
merit the most serious considera- 
tion for every blackboard require- 
ment. Its record, and the guaran- 
tee behind it, assure you lasting 
blackboard satisfaction. And our 
catalog 1H, that comes to you 
with a free sample of Hyloplate, 
will give you such detailed facts 
as you should have before you 
when you specify or purchase 


blackboard. 


A-15 










EE 
































A-16 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 192) 





Vol. 


—_— 


Recommended “for use in 





any classroom” 


The Bergen Street School of Newark, New 
Jersey, bought a set of My BOOKHOUSE with 
its own school fund, for use of the teachers in their 
work. 

As the Vice-Principal writes, ‘This was done after 
a very thorough examination of the books by twenty 
teachers. They were unanimous in their approval of 
the value of the set. I can therefore recommend it 
for use in any classroom.” 


Character guidance is a fundamental characteristic 
of My BOOKHOUSE. Every story included helps 
the child to see clearly the distinction between right 
and wrong, and solicits his admiration for those 
qualities which are truly fine. It is invaluable to the 
teacher in preparing and carrying out a program of 
character education. 


Write for interesting descriptive material. 




































































The BOOK HOUSE for CHILDREN 


Dept. 1-D, 360 N. Michigan Blvd., Chicago, III. 


ty BOQDKHOUSE 


“The child who reads is the child who leads” 


The original character-building books 


° * On10—-Akron, Bryan; Bellevue, Ellis, Junior High, Creek District High, Burke Hollow, Carswell 
Builders of Our Profession Pike; Cleveland, Barkwill, Landon; Columbus, Davy, Deegans, Eckman, Erin, Hemphill-Capels 
Beck Street, Dana Avenue, Eastwood Avenue, Keystone, Kimball, King, Landgraff, Maitland 
John Burroughs, Lane Avenue, Stewart Avenue; Marytown, Premier, Roderfield, Twin Brand 
Kunkle, High; Lakewood, Harrison; Logan, Junior Vivian, Welch Grade, Welcn Junior High. 

Riley Junior High, Madison, Senior High. High; Mansfield, Brinkerhoff, Bushnell, High; Wisconsin—Kohkler, Kohler Public Schools; Mat 
lowa—Burlington, Burlington Public Schools, Corse, Springfield, Washington; Toledo, Washington. son, Brayton, Draper, Harvey; New London, Ne 

Grimes, High, Lauman, Lincoln, North Hill, Per- OrEGON—Boring, Public; Marshfield, Coos River; London Public Schools; Superior, Lincoln. 

kins, Prospect Hill, Salter, Saunderson, Sunny- Newberg, Harding. Wyominc—Casper, Harding, Junior High. 

side, Washington, West Burlington; Centerville, PENNSYLVANIA—A bington, Abington Public Schools, 

Lincoln, McKinley. Elementary, — Junior High, High; Brad- CURRENT YEAR 
Kansas—Garden City, Buffalo Jones; Lawrence, ford County, radford County Public Schools, ee — 

Woodlawn; Pistebare, Forest Park. Athens Boro, Camptown, Canton Boro, East Sannin —ieasiam, See & Public Scheu 
KentuckY—Louisville, Eastern De partmental, Smithfield, East Troy, Le Raysville-Pike Joint, nanonsa— Ash iowa Beales Succ: me 

Emmet Field, George Rogers Clark, George W. Litchfield Consolidated, Luther Mills, Monroeton, Copper Hill, Public; Douglas, ural; aran, 


(Continued from page 36) 


. ’ kideted, La ; igh; ion High; Sait 
Morris, John Marshall, McFerran, Parkland, Wil- New Albany Joint Consolidated, Orwell, Overton Union High; Petegonie, Union e 
liam R. Belknap. Independent School, Powell, Rome, South Wav- ng — Consolidated Schools; Tacs 
LouisianA—New Orleans, McDonogh Number Fif- erly, Towanda Boro, Troy Boro, Troy Center, eS % — * 
teen. Ulster Independent, Warren Center, Wyalusing ee Eee Pontes a. High; Ande 
Maine—Albion, Besse High; Bar Harbor, High; Boro, Wysox Center; Chester, Martin; Downing- pg AB High: 'B aioe Restask Junior hig 
Newport, High; Portland, Allen, Staples, Summit town, Downingtown Industrial and Agricultural Edin font eiigh: pote | kb. Theodore Rew 
Street. School; Erie, Home; Greenville, Penn High; en Saeeee s -BRrOann, 


velt; Lodi, Salem; Los Angeles, Carthay Centef 
San Francisco, Sanchez; Terra Bella, Grand Vie 
Heights. 

Co.orapo—Berwind, Berwind Public Schools, Ci 


MASSACHUSETTS—Beverly, Cove; Everett, Devens; Packerton, Packerton Independent; Pittsburgh, 
Gloucester, Forbes; Melrose, Franklin, Roosevelt, Glenwood; Reading, Tenth and Green; Upper 
Whittier; Plymouth, Cornish, Hedge; Saugus, puer. Upper — — —— re 
Oaklandvale; Sharon, High Street; Stoneham, cardington-Stonehurst, Jrexe ill, Fernwood, ad ee 2 ; . 
East; West Springfield, Park Avenue, Riverdale; Garrettford, Highland Park, High, Keystone, pea: mes vag Ria hy View: 
Winchendon, Poland, Wheeler. Primos, Stonehurst Hills; Wayne, Primary. Hilt o_o Fane ng a , Pabiie 

MicnHicAN—Adrian, Garfield, Junior High; Albion, Ruope Istanp—Newport, Potter, Thayer. oe. nar "Sed seat, | conch "High; Kin 
Austin; Bay City, Wenona; Detroit, Carstens, SoutH Daxota—Bridgewater, Bridgewater Public xin P blic School : : “0 , Guise Ramah 
Columbian, Crosman, Edgewood, Hillger, Mon- Schools; Lennox, Lennox Public Schools; Mo- Alt. Vi 4 C. ms. tid gar Centralize: 
tieth, O. W. Holmes, Ruthruff, Scripps; Grand bridge, Mobridge Public Schools, East, Junior r sete ters , ie “Si 4 — 

Rapids, Fairmount Park, Henry, Kensington, Pine, High, Senior High, West; Sioux Falls, Long-  (,.1™c0e: “0 pool, North Side: New Her 
South Division; Saint Clair, Saint Clair Public fellow, Riverside, General Beadle. eee L d Robert’ Bartlet 
Schools; Traverse City, Traverse City Public Tennessus— Newport, ewe women Seeete. cdeal —<- .-. = 

Schools, Boardman, Central, Elmwood, High, EXAS—Houston, Hawthorne. - a Mins __wy : ry 
Junior High, Oak Park, Union. * Utan—Alpine District, Alpine District Public ee ee Oe 

MINNESOTA—Cloquet, Central Grade, Garfield; Schools, Alpine Grade, American Fork Grade, Suaeme~tae Seminole Heights 
Duluth, Fond du Lac, Webster; Minneapolis, American Fork High, Cedar Fort, Fairfield, pera e yes Public Schools, Grade, Hit! 
George Bancroft, Logan, Lowell. Franklin Grade, Highland, Lake View Grade, PI wg a ol Public Schools: R chal 

Missourt—Kansas City, Sanford B.. Ladd; Saint Lehi Grade, Lehi High, Lincoln Grade, Lincoln burg Public Siecks 9 me " 
Louis, Divoll, Lafayette, Marquetie. High, Lindon Grade, Manila Grade, Mountain ILuiNois—Burlington Township High; Elmhati 

New JerseY—Camden, Parkside; East Orange, Grade, Page Grade, Pleasant Grove —_ ‘Eugene Field, Hawthorne; Evenstes, Noyes 
Washington; Englewood, Liberty; Long Branch, aeons, Sere — a Grade, — Hartford, Grade and Junior High; Marest 
Branchport, Senior High, West End; Lyndhurst, Mu. ies City P blie Seb , “er ae, oo Marengo Public Schools; Quincy, Adams; Rock 
River Road, Roosevelt; Maywood, Public; Mino- aun Mid kina icra ee "ea ford, or — ¥. B at Sevens aa 
tola, Public; Morristown, Liberty Street; Nor- a i . munity High; Wheaton, Lowell; 00 ioe, 
wood, Public, Paterson, Number Twenty-two; Nm seg Green Street; Newbury, Wood River Public Schools, Lincoln, Wood Riv 
Plainsboro, Public; Trenton, James Moses. 


Woodrow Wilson. : 
VIRGINIA—Richmond, Armstrong Normal. rian F 
New York—Monroe, High; Oneida, North Broad West VinciINiA—Fairmont, William R. White; For¢ NDIANA—Freedom, Franklin Township; Indian 


Street; Schenectady, S. B. Howe. Gay, Fort Gay Public Schools; Hinton, High; otis, William MeKinley; Raub, York Tow 
Nort Daxota—Minot, Lincoln, McKinley, Senior McDowell County, Asco, Big Four, Big Sandy, seen, = pha .. oe . 
High. Browns Creek District Public Schools, Browns (Continued on page A-18) 





















10018; 















Hit: 
r, Re 


















Jol. 16, No. l 





Do You Teach 


American 
History? 


If you teach or direct the teaching of American 
History, you will want to investigate the new 
SANFORD-GORDY American History Maps, 
with European Background and Beginnings. 
Designed by two well-known authors to corre- 
late with the modern methods of teaching his- 
tory. By visualizing the great historical move- 
ments, these maps assure permanent and lasting 
impressions. A welcome advance also attained 
by including three maps devoted to Old World 
Beginnings (a distinctive feature not found in 
any other series of American history maps). 


MAPS IN THE SERIES 


SG1 Tue MEDITERRANEAN Wortp Asovt 500 


me. 

SG2 THe Roman Wor_p—EXPANSION AND Con- 
FLICT. 

SG3 THE BARBARIAN INVASIONS AND MEDIEVAL 
EvuROPE. 

SG4 Tue AcE oF Discovery. 

SG5 SPANISH AND FRENCH EXPLORERS. 

SG6 EuROPEAN BEGINNINGS IN AMERICA, 1654. 

SG7 EarLY CoLonies, 

SG8 Division oF NortH AMERICA AMONG THE 
NATIONS, 


SG9 THe REVOLUTION. 

$G10 THe Movement Westwarp. 

S$G11 GrowTtTH oF THE UNITED Srares, 1800- 
1820—War oF 1812. 

$G12 Savery IN THE UNITED States, 1821. 

SG13 INTERNAL IMPROVEMENTS, 1825-1850. 

SG14 THe ApprRoAcH oF THE Civit War. 

$G15 THe Expansion OF THE AMERICAN Na- 
TION, 1783-1860. 

$SG16 THe Civin War. 

SG17 GrowtH or THE Great West. 

SG18 PopvuLaTIon AND INDUSTRIEs. 

SG19 THe Wortp War. 

SG20 Tue Unritep States as A Wortp Power, 
1898-1925—Wortp War ApyustTMENTs. 


These maps are pedagogically sound, historically 
correct and mechanically perfect. They come in 
a wide variety of mountings and prices. An ac- 
companying Teachers’ Manual is an important 
element of the series. If you teach American 
History or direct its teaching, send the coupon 
below for complete information. 


SANFORD-GORDY 


AMERICAN HISTORY MAPS 


(with European Background and Beginnings) 


POPS eae mm eae cain cite Gib Gi Gum! Geb Gab cals Gall ele Slee Ges ee aut em ane Gm cue at 


L 





(V-lD) 


To Principals and Superintendents 


a free 24-page booklet illustrating and describing every one of the 20 San- 
ord-Gordy American History Maps will be mailed to interested principals 


- & superintendents. This Booklet, like the maps, shows American History 


fe a continuum of World History. The modern viewpoint is reflected from 
es to cover. Simply snip this coupon, pin it to your letter and mail 
to us. A booklet will come to you by return mail. 


A. J. NYSTROM & CO. 


2249 Calumet Ave. Chicago, IIl. 


eee eT 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


i 
1 
I 
I 
1 
I 
l 
I 
I 
I 
1 
I 
| 
| 
1 
I 
i 
I 
1 
I 
| 
l 
| 
I 
' 
L 










She Was All Right 
Yesterday 


(By a Teacher) 


Helen Wesley, who teaches in the room across from mine, 
was not at school today. So, as soon as classes were over 
this afternoon, I went to the house where she boards. Her 
landlady let me in and I followed her upstairs to Helen’s 
room. Through the doorway I could see Helen in the bed. 
A doctor and a nurse were bending over her. 

“My!” I said. “What has happened?” 

The landlady shook her head. 

“She was all right yesterday,” she replied, “but last night 
something happened. I called Dr. Gifford and he has been 
here four times. This morning he sent for the nurse. He 
doesn’t seem to be able to locate the trouble. I think he 
will send for Dr. Findlay.” 

Like a flash I remembered a conversation with Helen one 
day last spring. She came into my room after school was 
over, and I showed her my policy of membership I had just 
received from the T. C. U. 

“Oh, I suppose it’s all right,” she had said, “but I need to 
save all my money—and I am never sick, anyhow.” 

Poor Helen! How I wish I could help her. Her sav- 
ings of a whole month are being wiped out by bills of a 
single day. I wish by some act of magic I could transfer 
my membership in the T. C. U. to her. 


When Your “Rainy Day” Comes 
Will You Be Protected? 


No need to be “caught unawares”—now that you know 
how the T. C. U. stands ready to help pay the expenses ot 
misfortune and safeguard your savings. 


If you want to be on the T. C. U. Payroll in time of need, 
now is the time to find out all about it. 


FREE INFORMATION 


Just send the coupon below for complete details of T. C. U. 
Protection. Sending it places you under no obligation. 


Teachers Casualty Underwriters 
580 T. C. U. Bldg. Lincoln, Nebr. 


Free Information Coupon 


To the T. C. U., 580 T. C. U. Bidg., 
Lincoln, Nebr. 


I am interested in knowing about your Protective Benefits. Send me 
the whole story and booklet of testimonials. 


Name 


Address ‘ 


(This coupon places the sender under no obligation) 


Mention Tue Jovrnat when writing our advertisers. 











WINSOR & NEWTON’S 


Oil and Water Colours 


Used by the Masters for Nearly 100 Years 


Poster, Tempera, Show-card Colours, 
Brushes, Canvas, Sketch Boxes 
Easels, Smocks, Pen-painting Outfits, 
Etching Tools and Outfits, Stencils, 
Drawing, Illustration Boards; Paper; 
Materials for Home Art Work, 
Every essential for Artist, Illustrator, Student 
and School. 
If Your Dealer Cannot Supply, Write us. 
Catalogue N on Request 


WINSOR* NEWTON 


INCORPORATED 
Everything for the Artist 


31 East 17*Sr. New York 





— 





THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION January, 192] 





RESEARCH BULLETIN 


Major Issues in School Finance 
Vol. IV, No. 5 and Vol. V, No. 1 


Handbooks that will be widely used in 
connection with school finance legislation in 
the coming sessions of state legislatures. 

Now Available 
PRICE OF EACH BULLETIN 
Single copies 25 cents 
Two to nine copies © reduction 
Ten or more copies 5% reduction 


ORDER FROM 


NATIONAL EDUCATION 
ASSOCIATION 


1201 Sixteenth Street N. W. 
Washington, D. C. 





Announcing 


tne 


Sono-Rim 


The Greatest Single Improvement Ever Made 
in School Pianos 


Now a new Miessner 


feature—the Sono- 


Rim—has put the Miessner still further ahead 
in the school piano field. 

This resonant rim is a revolutionary develop- 
ment in sounding-board construction. It pro- 
duces a tone truly amazing in quality and 
volume. When the Miessner is played side by 
side with other pianos there is a startling differ- 


ence. 


An Exclusive Miessner Feature 


The Sono-Rim is found in no other small 
piano. It is one of the many refinements origi- 
nated by the Miessner organization for better 


public school music. 


The Miessner—the first school piano—is first 
in quality. Mail the coupon for complete in- 


formation. 


MUTESSNER 


THE LITTLE PIANO WITH THE BIG TONE 


MIESSNER PIANO CO., 


| 116 Reed S&t., 
| Milwaukee, Wis. 
| 


Please send me com- 

plete information regard- 

ing the Sono-Rim, to 

Coupon gether with the Miessner 

| catalog, details of your 

| 10-day trial offer, and 
special offer to schools. 





Name 


Position 


Address 


City 


School 


State 


(Continued from page A-16) 
lowa—Coburg, Coburg Public Schools; Sidney, Sid. 
ney Public Schools; Sioux City, East Junior High 
Hobson; Walcott, Independent. 

Kansas—Alden, Consolidated; Atchison, Ingalls 
Junior-Senior High, Martin, Roosevelt, Washing. 
ton; Hiawatha, C. H. Janes; Lawrence, McAllas. 
ter; Morganville, Morganville Public Schools; 
Norton, Norton Public Schools; Paola, High, 
Junior High; Vilas, Rural High. 

Kentucky—Louisville, J. B. Atkinson, Johnston, 
Main, Upper Fulton Grade. 

LouisianA—Grand Cane, High; Logansport, Gram. 
mar, High. 

Maine—Augusta, Cony High; Portland, Leland, 
Thomas f Reed; Southport, Southport Public 
Schools. 

MaArYLAND—Baltimore, Highlandtown. 

MassacHUSETTS—Adams, Commercial Street; 
Lowell, Lexington Avenue Training; Medford, 
Hervey; Sharon, School Street; Springfield, School 
Street, Thomas M. Balliet; Stoneham, Junior 
High. 

MicHIGAN—Albion, Albion Public Schools, Austin, 
Central, Dalrymple, East Ward, West Ward; Bay 
City, Primary; Clawson, Log Cabin High; Coid. 
water, Coldwater Public Schools, First Ward, 
Fourth Ward, Junor High, Second Ward, Senior 
High, Third Ward; Detroit, Bennett, Birdhurst, 
Breitmeyer, Calvin Coolidge, Cooper, Emery 
Lantz, Grayling, Hubert, Lyster, Marion Lay, 
Peter Vetal, Thirkell, Virgil; Eaton Rapids, 
Junior High; Ferndale, Coolidge, Roosevelt; Jack. 
son, Bloomfield; Marenisco, Township Schools; 
Niles, Niles Public Schools; River Rouge, Dunn, 
Ferguson. 

MINNESOoTA—Mankato, Lincoln Grade; Minne 
apolis, Columbus, Edith Cavell, Fuller, Gresham, 
Holland, Lymanhurst, Motley, Nathan Hale, Page, 
Pillsbury, Prescott, Schiller, Sidney Pratt, Sum 
ner, Washington. 

Missour!—Fredericktown, Junior High and Elemen- 
tary; Saint Louis, Susan R. Buder, Woodward, 
Wyman. 

MontTANA—Great Falls, Lincoln. 

Nesraska—Broken Bow, North Ward; Grand 
Island, Lincoln; Harvard, High; Princeton, Pub- 
lic; Wilcox, Consolidated High. 

NevapA—Reno, Junior High. 

New Hampsnuire—Bath, Union High; East Roches. 
ter, Public; Madison, High; Portsmouth, Farragut. 

New Jersty—Bloomfield, Center; Carney’s Point, 
Lafayette Grammar; Leesburg, Grammar; Lynd- 
hurst, Franklin; New Brunswick, Lincoln; Pater- 
son, Number Seventeen; Plainfield, Maxson; 
Trenton, Monument Demonstration. 

New York—Ferndale, Public; Lackawanna, Wood- 
lawn Union; Oneida, Seneca Street; Rome, Ganse 
voort; Rossville, Number Six; Schenectady, 
Brandywine Avenue, Hamilton; Syracuse, Putnam. 

New Mexico—Deming, Lowell Grammar; Duras, 
Public; Lordsburg, Lordsburg Public Schools. 

NortH Caro_ina—Pinnacle, High. 

Nortn Daxota—Minot, Grade, Junior High. 

On10o—A kron, Continuation, Bowen, Findley, Fire 
stone Park, Henry, H. V. Hotchkiss, Howe, Kent, 
Leggett, Lincoln, McEbright, Margaret Park, Mil- 
ler, Rankin; Alexandria, Saint Albans Township 
Rural; Archbold, Archbold Public Schools; Ash- 
tabula, Columbus Street Grade, Division, High, 
Pacific Street Primary; Bowling Green, Church 
Street, Lehmann, Ridge Street, South Main Street; 
Canton, Dueber; Chillicothe, Central, Eastern, 
Western; Cleveland, Kinsman, Nathan Hawthorne, 
Rawlings Elementary; Cleveland Heights, Quil- 
liams; Columbus, Avondale, Felton Avenue, Leon 
ard Avenue, McGuffey, Michigan Avenue, School 
for Crippled Children, Second Avenue, South 
High; Lakewood, McKinley, Wilson; Logan, Le 
gan Public Schools, Central, East, High, Junior 
High, West; Millbury, Lake Township; New 
Philadelphia, Wooster Highway; Risingsun, Pub 
lic; Warren, Laird Avenue, Warren G. Harding; 
Youngstown, Caldwell, Hillman. 

PENNSYLVANIA—Carnegie, Lincoln; Chester, Powell; 
Clearfield, Clearfield Public Schools, Elementary, 
Fourth Ward, High, Junior High; Coplay, Coplay 
Public Schools; Emporium, West ard; Erie, 
Burton, Jefferson, Longfellow, Penn; Garrett Hill, 
Rosemont; Kane, High; Lebanon, Stevens; Lewis 
town, Logan, Senior High; Meadville, Meadville 
Public Schools, East End, First District, High, 
Market Street, Second District, Third District; 
Muhlenberg Township, Muhlenberg Township 
School District, Hyde Park, Junior-Senior High, 
Rosedale, Temple; Philadelphia, Arnold; Havet- 
ford Township, Haverford Township School Dis 
trict, Brookline, Chestnutwold, Junior High, 
Llanerch, Manoa, Oakmont, Preston, Senior High; 
Phenixville, Gay Street; Wayne, Grammar. 

Ruope Istanp—Westerly, Bradford. 

SoutH DaKota—Elk Point, Elk Point Public Schools, 
Grade, High. 

Texas—Beaumont, Penn. 

Utan—Clear Creek, Public; Manila, Public; Moab, 
Grand County High; Winter Quarters, Public. 
Vircinta—Lynchburg, Fort Hill; Norfolk, Villa 
Heights. : 
WasHINGTON—Alderwood Manor, Grade; Bellint 
ham, Washington State Normal School Facultyj 
Edmonds, High; Renton, Saxtori; Seattle, Supet 


(Continued on page A-20) 





tions 
seen: 














Vol. 16, No.1 



































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


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


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


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


NEWYORK / 
60 East lO™St 
AGENTS: 
Pacific Coast States: SPINDLER & SAUPPE, 86 Third Street, San Francisco, Calif. 
Canada: THE J. F. HARTZ CO. LTD., Toronto 2, Canada. 
Philippine Islands: BOTICA DE SANTA CRUZ, Manila, P. I. 


SIMS SONG SLIDES 








































ASSEMBLY SINGING 


Is the great democratic activity in which 
every student can participate 
Whatever the occasion is; whatever the 
type of song you wish your assembly to use, 
Sims Song Slides will meet your needs at 

_an amazingly low cost. 
We will be at Dallas in Booth 130 


SIMS SONG SLIDE CORP. 
KIRKSVILLE, MO. 


Exclusive Distributors 


[HE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 























Mention Tue Journat when writing our advertisers. 


The HOLMES PORTABLE 
PROJECTOR 


Portable in Convenience and Price 


but—Professional 


NO <a in ACTION 
PIGTAIL x DEFINITION 
TWIST ee ge BRILLIANCY 


Film threads SIZE OF PICTURE 
Straight 


through Bie ; and 


DISTANCE OF THROW 
THAT’S WHY 


the United States 
Navy is using 25 ma- 
chines. 
51 being used by 
Hollywood’s most 
famous celebrities, 
Directors 
and 
Producers 


DAYS’ TRIAL | 


Send for Catalog 


HOLMES PROJECTOR COMPANY 


1638 s North Halstead Street, Chicago, il. 


SHAFT DRIVE (no belts) 





“*T find that anything taught by the 
pictures is remembered far 
better and longer than regular 
class instruction,’’ wrote Miss 
Elinor G. Price, Montclair 
Teacher. 


Miss Price is another one of the hun- 
dreds of educators who are enthusi- 
astic about the Spencer Film Slide 
Delineascope and Service. To use her 
own words: “I view it as a chance for 
clear, decisive teaching. Then, too, 
the Delineascope way is so much 
easier and cheaper than the lantern- 
slide method that it recommends itself 
to anyone who realizes the value of visual instruction.” 





You, too, should know the many ways that this new ma- 
chine and service can make your classroom work easier. 
The coupon will bring you worthwhile information. Send 
it now. 


SPENCER LENS CoO.] 
| 19 Doat Street Buffalo, N. Y. | 


| Please tell me more about the use of film slides and how they'll | 
y make my classroom work easier. 4 
















Name 

)} Address aiiandial niles 
City a dl ee ae or 
|. Institution 



















OVE OR RD 


ee eee 


THe JOURNAL OF THE NATIONAL EpucaTion AssocliATION 


SPECIFY! 


ry 


BINNEY & SMITH CO 


“SSNS. "3 WMA WAH, SSGNDD Moe vans 


CLLAN COMTAAC?, CONVENIENT fa 


BINNEY & SMITH CO. 
41 East 42nd Street 
New York 


PICTURE STUDY 


Insist on Accurate 
Color 


Artext Prints and 


Juniors. 

Sets of 110 Color 
Prints, $2.50. Teacher 
helps and lesson plan. 


Art Extension Society 
New York and West- 
port, Conn. 


NK O NL OCO]SK 


January, 192] 


NOTES and ANNOUNCEMENTS 


IN FOUR YEARS every teacher in the 
state should be a member of national, 
state, and 
Educational News. 


local associations.—Sierra 


ARRANGEMENTS have been’ made 
whereby the principals and supervisors 
of schools in Birmingham, Alabama, will 
receive a hundred dollars each toward 
expenses in connection with the Dallas 
convention. The attendance from Bir- 
mingham will be practically a hundred 
percent. 


ScHOOL AND Community, the official 
organ of the Missouri State Teachers 
Association, carries this slogan on its 
editorial page: Every community com- 
muning and every association associating. 


THE NATIONAL AssocIATION of Sec- 
ondary School Principals will hold its 
annual meeting in the Hotel Statler, St. 
Louis, Mo., February 24-26, 1927. 


Frank JT. Vasey, superintendent of 
schools, Mason City, Iowa, has been 
elected president of the Iowa State 
Teachers Association for the coming 
year. The teachers of Mason City are 


presenting him with a life membership 
in the National Education Association. 


THE Levy for increasing salaries for 
Cincinnati teachers passed on Novem- 
ber 2, largely through the efforts of 
the Bulletin of the Cincinnati Teachers 


Association. 
writes: 


Mary R. Barnette, editor, 7 


This victory plainly shows what intelligem 7 
publicity can do. The educational press of 7 
America is now in a position to wield grea! 
influence for the betterment of education. 


THE VocaTIONAL GUIDANCE Maga 
zine for December, 1926, is a special @ 
issue dealing with “Teaching as a Voca © 
tion.” Mr. Frederick J. Allen, Bureau ® 
of Vocational Guidance of Harvard % 
University, is editor of the magazine, 7 
which is the official organ of the Na 
tional Vocational Guidance Association, 


‘THE HIGHSCHOOL principals’ sessions of 

the Dallas meeting will be held Mon- 

day, Tuesday, and Wednesday, Feb 
ruary 28-March 2, in the auditorium of 
the Municipal Building at Dallas. 

A number of vital subjects have al © 
ready been listed for discussion, and the 
program will be blocked out as rapidly 
as possible. The usual dinner and ban 7 
quet will be held Monday evening. : 

This meeting will be for the usual 7 
fellowship and good time as well as for 7 
an opportunity to hear one or two ne 7 
tional leaders in the field of secondary | 
education. (Continued on page A-22) 

(Continued from page A-18) Se 
intendents and Supervisors League; Walla Walle, 

Green Park, Jefferson. 

West Vircinta—Charleston, Mercer; Elkins, 
High; Newton, Public; Northfork, District Pub 
lic; Oak Park, Triadelphia District High.. j 

Wisconsin—Hawkins, High; Madison, Longfellow, 
Lowell; Sheboygan, Vocational, Sheridan; War ~ 


watosa, Lincoln. 
WyomincG—Casper, Lincoln. 


For lasting impressions—show it! 


ell them, and what you say is often soon forgotten. 


Show them, and it will live. 


World’s Food Series, 6 reels; prepared with the cooperation of the 


U. S. Department of Agriculture. 


Pathe offers to you motion pictures 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 icebergs, the Valley 
4 > a 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 Robert Fla- 
herty, F. R. G. S. 


Educational Department, Pathe Exchange, Inc., 


35 West 45th Street 


Amundsen’s Polar Flight, the dramatic and unsuccessful attempt of 
the famous explorer to reach the North Pole by airplane; 2 reels. 


The World’s Struggle for Oil, 6 reels; the where and how of a major 
industry. 


Pathe Review, one reel weekly; the magazine of the screen, covering 
travel, science, botany, animal life, customs, etc. Many subjects in 
Pathe color. 


Recreational programs in great variety, including two-reel and fea- 
ture comedies, feature dramas, etc., etc. 


National service. 
There’s a Pathe ex- 
change near you. All 
films in good condition. 


COUPON 


able for study groups. 


New York Name .... 


Address 


Mention Tue JournaL when writing our advertisers. 


Gentlemen: Please send me the complete 
catalogue describing ali Pathe pictures suit 


| 









'y, 1927 


editor, | 


ho ae 2 


itelligent | 
press of 
Id grea] 
tion. 


Maga | 
special | 
a Voca 
Bureau 7 
arvard © 
agazine, | 
he Ne 


Clation, | 


* 


sions of 
1 Monr- 
y, Feb 
rium of 

‘ 
lave al & 
and the 
rapidly 
nd _ban- 
ng. 

e usual © 
1 as for 
two na 
condary 
\-22) 3 


) 
lla Walle, — 


trict Pub © 
gh.. ; 

ongfellow, 
jan; Wee 


ay 
ai 
¥ 

















»mplete } 
»s suit- 





Vol. 16, No.1 


VISUAL INSTRUCTION 


Lantern Slides 
Stereoscopes 


Daylight Lanterns 
Stereographs 


A Visual Aid for Every 
Visual Need 


SOCIAL SCIENCES 
HIGH SCHOOL SCIENCES 
PRIMARY READING MAP SLIDES 















Write for further information 


KEYSTONE VIEW CO. 
MEADVILLE, PENNA. 


SINGERS AND PLAYERS 


The Year Book Press batch always contains some 
sound stuff. Musical Times, 1/10/26. 
Unison and part songs—Anthems and services— 
Violin, organ, piano and orchestral pieces. 
Best Modern Composers. Reasonable Prices 
Full Catalogues and Free Selected Specimens from 
H. F. W. DEANE & SONS 


THE YEAR BOOK PRESS, LTD., 
31 Museum Street LONDON, W. C. 1 


‘We will send you id any school or coll 

book upon recel, of the publishers’ list price (408 

reduction if we havea secondhand copy). We will 

Open an account with School Boards, Schools and 

eachers, Send us a triel order. Mention your 
official position. We will accept any new or sec- 
ondhand school or college books, Dictionaries and 
Translations in exchange, or buy for cash if 
salable with us. Send list for our offer. 


BARNES AND NOBLE, Inc. 
76 Fifth Avenue New York City 
















101 YEARS OF MANUFACTURING EXPERIENCE 


A DESK DEVELOPED IN OUR LABORATORY 


"THIS Sanitary Pedestal Desk Set is a scientifically de- 
signed desk, painstakingly developed in our Re- 


search Laboratory after years of practical study. 
promotes classroom cleanliness and health because it 


permits easy and efficient sweeping. 


It 
The desk al- 


lows closer spacing and narrower aisles than the or- 


dinary style. 


This Sanitary Pedestal is furnished in 


both stationary and adjustable styles. 


Our seating experts will be glad to tell you more 
about this Sanitary Pedestal Desk Set and to 
suggest helpful seating plans. 


The advantages of this desk and 

many other school units are described 

in our new School Furniture Cata- 
logue. Write for a copy. 


Heywood Wake 


REG. U.S. PAT. OFF 


Baltimore, Md. 
Boston, Mass. 
Buffalo, N. Y. 
Chicago, IIl. 
Kansas City, Mo. 


Los Angeles, Calif. 
New York, N. Y. 
Philadelphia, Pa. 
Portland, Oregon 
St. Louis, Mo. 


San Francisco, Calif. 





Mention THe JourRNAL 


when writing our advertisers. 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


Do you want to 
write for profit? 





“The subject is about as fully 
covered as is within mortal 
achievement.” 


Za Les 


“T have examined the volu- 
minous textbooks of the Pal- 
mer Institute of Authorship 
prepared under the supervision 
of Clayton Hamilton,” says 
Gertrude Atherton, author of 
Black Oxen, “and I have come 
to the inevitable conclusion 
that the subject is about as 
fully covered as is within mor- 
tal achievement.” 

The Institute can make 
the that 
yours produce stories that flash on 


Palmer 


strange talent may be 
the eye, burn into the imagination 
the 


and buy. 


stories editors need 
All training is uniquely 
The Palmer Institute 


helps in a quick, lively, colorful 


personal. 


way. It helps you shape your 
stories toward a three cents a word 
market, a five cents a word market. 


Sometimes more! 


Palmer Courses are also en- 
dorsed by Ruth Comfort Mitchell, 
Rupert Hughes, Jesse Lynch Wil- 
liams, Charles Kenyon, Frederick 
Stuart Greene, Katherine Newlin 
Burt, Alex McLaren, Jim Tully. 


Write for more information. 


Palmer Building, Hollywood, Calif. 74-N 

Crayton HAMILTON .....cccc- President 

FREDERICK PALMER ..... .. Vice-President 
Please send me, without any obligation, de 

tails about the course I have checked 

CJ] Short Story Writing. QO) English and 
Self-Expression ([] Photoplay Writing 

SN sia: whe, 0) ai Seiad 

pe ee re a ae ae 
All correspondence strictly confidential 


No salesman will call on you 


1 PALMER INSTITUTE OF AUTHORSHI 


A-21 





>| 


a ce aan aay ne gre ail 








A New Industrial Art | 


SCIENTIFIC and prac- 
tical inctruction, with 
the added advantage that 


the work of pupils really 
benefits the school. 


Send for a free copy of 
ROOKCRAFT Units of 
Instruction. 





GAYLORD BROS. 
Syracuse, N. Y. Stockton, Calif. | 





Temple University 
Broad St. and Montgomery Ave., 
Philadelphia, Pa. 
College of Liberal Artsand 

Sciences 
Teachers College 
School of Commerce 
Professional Schools: 
Theology, Law, 
Medicine, Dentistry, 
Pharmacy, Chiropody 
School of Music 
Training School for 
Nurses 
University High School 
Second Semester begins Feb. 7, 1927 


SEND FOR BULLETIN 
Phone, Stevenson 7600 





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 JOURNAL OF THE NATIONAL Epucation AssoclATION 


(Continued from page A-20) 
NATIONAL VOCATIONAL Guidance As- 
sociation will meet in Dallas February 
24-26 with headquarters at the Adolphus 
Hotel. The program committee is bas- 
ing the conference essentially on the im- 
portant developments during the period 
1920 to 1926 not only in vocational 
guidance itself, but also in such closely 
related movements as are represented by 
the visiting teacher, the mental hygiene 
clinic, and the like. Developments in 
higher education and in personnel re- 
search will also be discussed. 


REGIONAL CONFERENCES have been held 
during this school year by the Depart- 
ment of Classroom Teachers of the Na- 
tional Education Association at Belling- 
ham and Seattle, Washington; Mont- 
pelier, Vermont; Clarksburg, West Vir- 
ginia; and Kansas City, Missouri. Ad- 
ditional conferences will be held through- 
out the year. Among the topics that 
have come up for discussion are: housing 
the child, sabbatical leave, retirement, 
funds, departmental fees, teacher place- 
ment, ethics for teachers, single salary 


schedule, and the Education Bill. 


ELEMENTARY SCHOOL PRINCIPALS— 
One of the highly important demonstra- 
tions of the creation of a new education 
is the functioning of the Committee on 
Standards and Training for Elementary 
School Principals, of which W. T. 
Longshore, Greenwood School, Kansas 
City, Missouri, is chairman. The meet- 
ing of this committee in Washington, 
October 23-24, was the most construc- 
tive of anything of the kind that has 
been achieved. There were present 
Chairman Longshore, Ide G. Sargeant, 
J. Cayce Morrison, James F. Hosic, and 
John K. Norton, with Secretary J. W. 
Crabtree of the National Education As- 
sociation, and S. D. Shankland, of the 
Department of Superintendence. 

Frank W. Hubbard, of Fresno, Cali- 
fornia, assistant in the Department of 
Research of the National Education As- 
sociation, has been assigned to conduct 
the research work of this committee in 
finding what is the practice in cities of 
the United States in the selection of ele- 
mentary principals; what these princi- 
pals are required to do; and what they 
are permitted to do. The aim is to elim- 
inate all unimportant, petty, and fussy 
service, freeing him for real professional 
functions. The purpose is to make 
possible for the elementary school prin- 
cipal to be a professional leader instead 
(Continued on page A-24) 






















January, 192) 


HOLDEN 


Book Covers 
Springfield, Massachusetts 


The 
° Wax Crayon 


that all teachers 
are talking about now~ 


CRAYO 


Emphasize 
the ia syllable? 
when asking for it. 
THE AMERICAN 0% GRAYON COMPANY if 










= on vane 








‘LEADERSHIP SINCE 1835 


92 Years of Faithful Service 







—— 







MINIATURES 





Ta finest color reproductions at little more than 
the price of black and white. These exquisite } 
reproductions, which must not be confused with the ff 
ordinary so-called color prints, now for the first 
time open the way to real art appreciation in 


PICTURE STUDY 


155 subjects; price, 3 to 2 cents, according to | 
quantity. Write for prospectus and specimen prints, 
free to Teachers. 
BROWN-ROBERTSON CO., 
Educational Art Publishers 
Dept. 17, 8 East 49th Street, New York 









INC | 








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, littl 
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, ff 
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 Tfe- 
quest. It is not appropriate for children beyond nine of 
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 00 
charge for this chart. 


PROCTER & GAMBLE 
Cincinnati, Ohio 










Dept. 49-L 












We can supply Literal (75c. each), Interlinear ($7.00 each), 
Paralle Text ( $1.50 each), and Fully Parsed Translations ($2.00 
each) of Caesar's Gallic War, Cicero's Orations, Virgii’ s Aeneid, 
also Translations of other Ancientand Modern Classics. We ¢8® 
also supply any Dictionary published, including the well know? 
Students’ French, German, Italian and Spanish two- 
Dictionaries, at $1.25; Noble’ s Large Type Spanish- -English- . 
English-Spanish Dictionary, at $4.00 postpaid. Cash with ordef- 


TRANSLATION PUBLISHING CO., Inc- 
76 Fifth Avenue New York City 













































y, 192) 


te, 


Jol. 16, No.1 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION A-23 









(SJ PETERSON @) 
Laboratory and Library Furnitu Furniture | 







Put the Guaranteed 


LITTLE GIANT 


ELECTRIC ERASER CLEANER 
to Work. in Your School 


HE Little Giant has been tested 

by continuous use in thousands 
of schools throughout the country. 
It has proved to be efficient in all 
respects, noiseless, dustless, simple 
and swift in its operation. It is 
guaranteed to clean blackboard 
erasers to your entire satisfaction— 
or your money will be refunded. 























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. 


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


Price, $32.50 weight is but eight pounds and can 
be shipped by parcel post. 


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. 









Experience counts, and combines design, construction and 
utility to insure a long, useful life of service. 
The Little Giant is a mod- 
ern hygienic device that 
should be in every school. 


Write for catalogs 
14-N for Laboratory Furniture 


Put this accepted aristocrat Address Dept. J 15-N for Library Furniture 
of blackboard eraser clean- aa ; . 
—— ers to work in your school - JAMES LYNN CO., 
under our guarantee of . : 
satisfaction. 14 EK. Jackson Blvd., Chicago 










LEONARD Peterson & Cor 


Manufacturers of Guaranteed Laboratory Furniture 
OFFICE AND FACTORY 
1222-34 Fullerton Ave., Chicago, IIL 
New York Sales Office: Knickerbocker Building., 42nd and Broadway 







THE LITTLE GIANT ELECTRIC ERASER CLEANER 


Silent - Swift - Dustless - Simple - Inexpensive 













ore than 

‘xquisite 

with the 

the first 
in 



















rding to | 

“TE | YOUR PRINTING W I 

ive | | ANTED 
| 

nal is your representative. It reflects your judgment 

or 


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. 


WOMEN TEACHERS 


For Interesting Educational 


Work 


ade 


eloped by 
developing 
udes mate- 
There are 
alls, little 
ne children 
d complete 
of teachers’ 
1 necessary 


Crusade, if 
twenty-five 
the conduct 
e upon fe- 
ond nine oF 
school, Dr 
ional chart 
of applica- 
ere is ro 











































Positions offer: permanent connection 
with nationally known organization, 
splendid training, a good financial re- 
turn, the opportunity to travel with 
congenial teacher associates and the 
chance to render a real educational 
service. Applicants must be between 
25 and 40 years of age with teaching 
experience or normal school or college 
training. Salary and railroad fare paid 
to start. Apply immediately. 




























1ati, Ohio Among the publications from our presses 
are The Journal wd the National Education 
Association, The National Geographic Maga 
gine, The Americen Federationist, The 
American Motorist, The American Junior 
Red Cross News, The Bengalese, The Master 
Mason, and the Daughters of the American 

} Revolution Magazine. 













($7.00 each), 
lations ($2.00 
gii’s Aeneid, 
ics. We cae 
. well know? 
ish two-part 
nish-fng’ 

h with order- 


)., Inc. 


w York City 




























Jupp & DETWEILER, INC. 


Master Printers 
WASHINGTON, D. C. 


F. E. COMPTON & CO. 
1014 N. Dearborn Street Chicago 













Mention Tue Journat when writing our advertisers. 





dae ae alle a i ent lili i AIR Wl I Ea a kL AS SSS 








a " ~—- 
Creare 





SS /MiSsouRI 
eS PACIFIC 
OSS LINES 


RE 
ANNOUNCING 


Exclusive Special Trains 


for N. E. A. Dept. of Superintendence 


ST. LOUIS AND MEMPHIS TO DALLAS 


Official Route New York State, Pennsylvania State 
Delegations, also National Association of Deans of 
Women 


Via Internationally Famous 


SUNSHINE SPECIAL (Route Mo.Pac.-T.& P.Ry.) 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 






“The Convention City’ 


Location, some fifty-cdd constructive years, pluck, perseverance — of 
such stuff was Dallas built. Proud of rapid growth, of mounting busi- 
ness, prouder of contributions to education and cultural progress, her 


January, 192 


tf 








Leaving St. Louis 
Leaving Memphis 
Arriving Dallas 


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. 





(Continued from page A-22) 
of an errand boy or office clerk. 

The elementary school is to be placed 
on a level of efficiency with the best pro- 
fessional work in colleges and univer- 
sities, certainly equal to any highschool 
work in America. 

‘The committee has a budget of $6000 
for this vear’s work, of which the de- 
partment of Elementary School Prin- 
cipals provides $4000, and the National 
Education Association $2000. The di- 
rective subcommittee in charge of the 
entire program, in cooperation with the 
Department of Research of the National 
Education Association, consists of Chair- 
man W. T. Longshore, Ide G. Sargeant, 
J. Cayce Morrison, John K. Norton, 
and James F. Hosic.—Journal of Edu- 
cation. 


J. H. Miver, of Lee Summit, Mis- 
souri, an old life member of the Asso- 
ciation, passed away recently. 


ANNA THOMPSON, president of the De- 
partment of Classroom ‘Teachers, sent 
the following letter to local organiza- 
tions, on behalf of the Department: 


The Department of Classroom Teachers 
of the National Education Association ex- 


6:45 p. m. Sat. Feb. 26 
i: om.“ “ 26 
1:10p.m.Sun. “ 27 
Regular Service Daily on the Above Schedule 





St. Louis, Mo. 


tends cordial greetings. During the past 
four years the efforts of this Department 
have been centered largely on improving 
conditions for the classroom teacher. We 
have emphasized the desirability of fewer 
interruptions in classroom work, a sabbatical 
leave for teachers, a simplified rating system, 
fair salary schedules, tenure the granting of 
college credit for successful classroom ex- 
perience, and reduction of the number of pu- 
pils to the teacher. 

We shall continue this vear to stress all 
those things which will be of benefit to the 
classroom teacher. In addition we have 
turned our attention to the child under our 
care. As a basis for our second yearbook 
our committees are studying the child from 
many angles, and we hope the result will be 
a deeper understanding of his needs and de- 
sires. Let us strive to emulate that chief of 
all the humanist schoolmasters, Vittorino, 
and make each schoolroom in the nation a 
“House of Delight.” 

Our National Association is a service or- 
ganization, and each division at headquar- 
ters in Washington stands ready to assist. 
The Research Division functions in supply- 
ing information regarding the curriculum, 
salaries, tenure, retirement laws and latest 
studies in educational research. The Di- 
rector of Classroom Service will give prompt 
attention to requests received from the teach- 
ers of the nation. 

The Classroom Department hopes that 
each local organization may have a year full 


of notable achievements. Since our common 


confident builders see ahead one of the major cities of the nation. 





THE PRESIDENT’S SPECIAL 
Dr. Randall J. Condon and Party 


Leaves St. Louis at 7:00 p. m. on February twenty-sixth and 
will arrive Dallas at 1:25 p.m. February twenty-seventh. 
It will be a pleasure to furnish additional information, 
to make reservations, and to serve you in othe’ ways. 


W. M. Fenwick, General Passenger Agent 
1540 Railway Exchange Bldg., 






































Go via the Texas Line 


The pleasure of your trip begins the moment you board 
the “Katy.” Through Pullmans to Dallas on all trains— 
dining cars with a real reputation for tasty food and 
affable attention—oil burning locomotives and oiled 
roadbed add miles of travel comfort. Three fine, fast 
trains—the Limited, Texas Speciat and Katy Flyer 
offer a choice of suitable hours for departure and arrival. 


St. Louis, Mo. 


objective is the good of the child, we invite 
your cooperation in carrying out our pre 
gram for the coming year. 


- 


Tue Nationat Association of Cok 7 
lege Teachers of Education has ap | 
pointed a commission on the equity o 7 
teacher placement to deal with cases i 
which there are conflicting claims as be 
tween individual teachers and placement 
agencies. The committee consists © 
J. B. Edmonson, School of Education, 7 
University of Michigan; John W. 
Withers, School of Education, New | 
York University, and Frank N. Free j 
man, chairman, University of Chicagé | 
With the rapid increase in college et j 
rolment one of the most difficult prob 
lems of recent years has been an ade 
quate supply of instructors to care fot 
the increasing tide of students. : 


THat THE NaTIONAL AssociATION @ 
Manufacturers is opening the way fo 
a campaign to deprive a large number 
of American children the benefits # 
the public schools is the answer @ 
the National Child Labor Committee @ 
the report of the Committee on Junior § 
(Continued on page A-26) 












































































1 
f 
t 


, 192) ) Vol.16,No.1 THE JOURNAL 0: THE NATIONAL EpucaTIon ASSOCIATION 


T 
bho 
vi 








) 


re 
"[ HE All - the - year- 
round Travel Sun- 
land, where modern de- 
velopments progress 
side by side with primi- 
tive civilizations cen- 
turies old. 

Be welcome in the 
romantic land of Olive 
Schreiner, Cecil John 
Rhodes, Stephanus J. 
Paul Kruger, Louis 
Botha, and Rider Hag- 
gard. 


— of 
Dusi- 
, her 
tion. 


—_ a 

Enjoy, among many 
other attractions: 
board 
uns-— 
xd and 
| oiled 
e, fast 
Flyer 
rrival. 


V_ ae 

The unspoilt giant 
Victoria Falls of David 
Livingstone. 

The amazing designs 
of Nature in the silent 
marbled halls of the 
Cango caves. 


The joys of motoring 


in the beautiful Cape 
Peninsula. 


— a 


. . Pe 
ve invit » 






bur Pee The _ world-famous 
100-mile marine drive to 
| Cape Point, unrivaled 
of Col © elsewhere. 
has ap P ww 
juity o The romance of dia- 
cases Ih | monds and gold, so dear 
is as be © to the heart of every 
acement woman. 
sists of © ~e 
._ . : 
‘ucation, 7 The splendid Ostrich 
hn W. Feather farms across the 
1, New| beautiful Outeniqua 
Mountains, in the fertile 
\. Free Oudtshoorn Vall 
S Vicrorta Fairs, Larcest in THE Wortp. 440 Freer Hich; One Mie AND A QUARTER a ee 
Chicago. Wine, in Lonety Majesty IN THE LusH JUNGLE or AFRICA > 
lege et § een 
It prob | Th ‘ : ; eee 
de The movie records you take of quaint Kaffir Kraals Professor Mabel Carney, International Specialist in 
an ade with peaceful thrilling War Dances on the Rand. Rural Education, Columbia University, New York, in 
care for | The fine vistas in the Valley of a Thousand Hills, a recent letter from South Africa, completes her de- 
Natal. scription of the country as follows: 
| The Kruger National “Big Game” Park of 5,000,000 “—stimulated and revitalized by my 
acres. visit to this charming region of sun- 
TION 0 While you travel enjoy your golf, tennis, trout and shine and eae second best 
way for deep-sea fishing, surf bathing, etc. country in the yore nae deanna 
number Comfortable dining car and rail travel between up-to- -. p Rage Faye yo 3 pgp me 
1efits of ete cities. Over 9,000 oversea visitors to South for very fine well-illustrated book, ‘“‘The Cape of 
, Africa last year. o Good Hope,” to 
swer @ 
tee @ h Afri 
— b Government Travel Bureau of South Africa 
2 juni 


Bowling Green Offices: No. 11 Broadway 
New York City 


+ 


Mention Tue Journat when writing our advertisers. 





ERIE RIE EH A 








ee ee 


\—26 





Tue JouRNAL OF THE NATIONAL EpuCATION AssoOcIATION 





See England, Holland, Belgium, France 


Ireland, Scotland, Switzerland, Italy and Germany 


You can go abroad for thirty- 
seven days or more, at modest 
expense, with the Art Crafts 
Guild Collegiate Tours. Our 
congenial parties are composed 
of college students, teachers, 
artists, club members and pro- 
fessional people— each party 
personally conducted. A dance 
orchestra from a famous Amer- 
ican University accompanies 
each tour. Plenty of deck space 
on shipboard for dancing, 
games, rest and recreation. See 
England, Holland, Belgium and 
France —37 Days, All-Expense 
trip, personally conducted,$385. 


Via Canadian Pacific 


*World’s Greatest Travel System’ 


London 
Paris 


Weekly sailings from Montreal 
and Quebec during June, July 
and August. Two days down 
the picturesque St. Lawrence. 


VISIT 


Stratford-on- 
Avon 


The Hague 
Amsterdam 
Brussels 


Bruges 
Ostend 


and other 





Only four days open sea. A 
week in London. Eight days in 
Paris. Three days in Ostend. 
Fascinating trips to English 
castles, the Shakespeare coun- 
try, Oxford, The Hague, Bruges, 
thebattle areasand other places 
famed in history and literature. 
Ample time for individual 
sight-seeing and shopping. 


Oxford 


Tour price includes all neces- 
saryexpenses on shipandshore. 
Extensions to Scotland, Ire- 
land, Switzerland, Germany 
and Italy at moderate cost. 


Write for illustrated litera- 

ture giving complete detailed 

itinerary. 

Art Crafts Guild Travel 
Bureau 


Dept. 415, 500 North Dear- 
born Street, Chicago, Ill. 


points of 
interest. 


ART CRAFTS GUILD 








CollesiateTours 





(Continued from page A-24) 
Education and Employment of the 
Manufacturers Association, which advo- 
cates that children should be allowed to 
leave school and go to work at fourteen, 
claiming that this is the conclusion of 
modern educational research. The Na- 
tional Child Labor Committee asserts 
that, on the contrary, recent scientific 
investigations justify the position that 
they have always taken that children 
should remain in school until they are 
sixteen. 


GAMBLING SCHOOLMASTERS—Another 
investment scheme in which were school- 
men’s dollars has smashed on the rocks. 
The testimony shows that teachers came 
into it as the result of their acquaintance 
with educational workers employed as 
selling agents. Large dividends were an- 
nounced as absolutely sure—positively. 
In the suburbs of dozens of large cities 
are imposing brick or stone monuments 
marking the gateway to “Green Gar- 








dens,” or “Credulous Court,” once boom- 
ing real estate projects for enriching 
teachers. Within are weeds and rotting 
signs to mark the streets and avenues. 
Mexican mines, Peruvian plantations, 
Almond acreage, taxicab companies, rub- 
ber farms—all sorts of financial grave- 
yards, have buried schoolmen’s money 
and still the game goes on. William 
Arnold, schoolmaster, found himself in 
possession of thirty thousand dollars by 
the death of a bachelor uncle. He has- 
tened to the office of a relative, one of 
the best known brokers in the Wall 
Street area, and asked what to do with 
the money. “Put half into United 
States government bonds and distribute 
the balance among savings banks,” was 
the expert advice. Who of us would 
attempt to operate for appendicitis? 
Success in business requires no less ex- 
perience or skill. A beneficent paternal- 
ism would incline school boards to 
forbid us to have dealings with those 
(Continued on page A-27) 


cAnnouncing — 
A New Feature in 


Cook’s Annual 


Summer Cruise 
tothe MEDITERRANEAN 
and FUROPE 


by specially chartered 
Ss. Ss. CALIFORNIA 
of the Cunard and Anchor Lines 
From New York June 30th; 
back in New York Sept. Ist, 1927 
The itinerary includes Madeira, Spain, 
Greece, Constantinople, the Holy Land, 
Egypt, Naples, Rome, Monaco, Paris, 
London, returning to New York 
via Havre, Southampton. 
This—our Sixth Annual Summer Cruise— 
presents a new and attractive featurein the 
form of Overland Tours—during the cruise 
—to Italy, Switzerland, the Rhine, France 
and England; rejoining the California” at 
Havre or Southampton. 


Make Your Reservations Early! 


THOS. COOK & SON 


New York Philadelphia Boston Chicago 
St.Louis SanFrancisco Los Angeles 
Portland,Ore. Toronto Montreal Vancouver 





UNIVERSITY TOURS 


FOR MEN AND WOMEN 


EUROPE 1927 


65 DAYS 


é 395 up 


COLLEGE INSTRUCTION 
AND CREDIT IF DESIRED 


Address 


SCHOOL OF FOREIGN TRAVEL INC. 
Managers of University Tours 
110 EAST 42™ ST. NEW YORK CITY 


TRAVEL AND STUDY 
PROGRAMMES 


EUROPE—1927 


Ce in June with university leaders. 
Tours of especial interest to teach- 
ers are offered in connection with the 


European Summer School 


Write for Information 
or. 


———— aa > 


Bureau of University Travel 
56 Boyd Street, Newton, Mass. 


All or part. Organizing. 
100 Tours, $7 a day up. 
Liberal commissions. 
Only one appointment in 
each town or college. Write 
ALLEN TOURS, la. 
915 Little Building, Boston 





DRAPER-KRAMER TOUR 


1521 35th Street Washington, D. C. 


Party and independent travel by cabin and 
tourist class, visiting Central Europe, Italy, 
Norway and Sweden. Inclusive price tours 
ranging from $400 to $800. We can also 
render you real service if you desire independent 
travel. Write for details. 









January, 1927 








», 1927 


ders. 
>ach- 
1 the 












uRs 


yin and 
Italy, 
e tours 
an also 
pendent 










Vol. 16, No.1 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


A-27 





(Continued from page A-26) 

who would make us rich. But such pre- 
scription would keep us in the childish 
realm that tradition used to say was 
ours. Again, the wage of teaching is so 
low that only the big profit venture 
seems worthwhile. But why not, Oh 
Teachers Colleges and Normal Schools, 
insert somewhere a few lessons upon 
how educational suckers may escape be- 
ing sucked in ?—Wiéilliam McAndrew, in 
The Educational Review. 


THE OakLanp, California, public 
schools have issued an interesting hand- 
book for course of study committees 
to guide the curriculum revision that is 
being carried on within that school sys- 
tem. Under the heading General Edu- 
cational Objectives, the handbook says: 

Each experience which the child has in 
school should result in growth along three 
lines: 

1. Breadth of information concerning sig- 
nificant aspects of the life about him. This 
is one factor, and an important one, in help- 
ing him to see what to do. 

2. A growing disposition to act upon in- 
formation in ways that are productive of the 
greatest good to himself and others. 

3. In addition to gaining an insight into 
what is good, together with a willingness to 
act in accordance with this insight, he must 
master the technic for doing effectively that 
which he has decided should be done. 


Henry MorGeNTHAU is offering one 
thousand dollars in prizes for the best 
posters submitted interpreting the hu- 
manitarian work being carried on by 
the Near East Relief, the contest to close 
March 15, 1927. Information may be 
obtained from Near East Relief, 151 
Fifth Avenue, New York City. 


CATHERINE WriGHT, of Dayton, 
Ohio, sister of the noted airplane 
inventors, Orville and Wilbur Wright, 
was married on November 20 to Harry 
J. Haskell, associate editor of the Kan- 
sas City Star. Miss Wright was a 
teacher in the Dayton schools, and sac- 
rificed youth and pleasures that her 
brothers might continue in their work. 
On every occasion since the famous flight 
at Kitty Hawk, N. C., when the Wright 
brothers have been honored for their 
achievement, they have given public 
credit to their sister. 


Henry Forp advocates work to keep 
boys from crime. He believes that to 
give boys a chance to work and learn at 
reasonably paying jobs will do more to 
solve the question of crime than will 


- Quick, harsh court sentences after crime 


has been done. He gives this as his ex- 
planation for ordering the employment 
officers of his company to hire 5000 boys 
between the ages of 16 and 20. 


SAINT Louis 
Summer Session 
1927 
June 17th to July 28th 


Graduate Courses 


Undergraduate Courses 
Special Courses for Teachers 


Also Courses in 


Music, Law, Engineering, Art 


For Bulletin of the Summer School, 
address Dean Isidor Loeb, Director 
of the Summer Session, Room 204 
Duncker Hall, Washington Univer- 
sity, St. Louis. 


KR809 





Keep abreast . 
in your subject 


Some courses in Edu- 
cation are ‘‘Genetic Psy- 
chology,’’ ‘‘Story Telling 
in Primary Grades,’’ ‘‘The 
Rural Teacher’s Prob- 
lems,”’ ‘‘Study of Psycho- 
pathic Children,’’ ‘“‘Meth- 
ods of Teachingin Elemen- 
tary Gredes,’’ ‘*The Junior 
High School Movement,” 
“Elementary School Ad- 
ministration and Supervi- 
sion,’’‘‘Educational Meas- 
urements,”’ etc. 


Coursesin 40 
subjects com- 
manding credit 
towards a Bach- 
elor degree. 


Begin any time 


The Aniversity of Chicago 
91 Ertis HALL CHICAGO, ILLINOIS 


The SARGENT SEHOOL 


Booklet on request 


L. W. SARGENT, Director 





Cambridge, Mass. 


Boarding Schools 


FREE Catalogs of ali Boarding Schools in U.S. (or Camps). 
Preparatory, Finishing, Military, Collegiate, ete. Teachers 
refer Boys or Girls or Parents here. Free Public Bureau— 
State Chartered. 20th year. 

American Schools Association 
1211 Times Building, New York,Por 1204*Stevens Building, Chicago 


OF Veet ol pee icbaclacst- tates s. 


Perry .Kindergarten Normal School 


Founded, 1898, by Annie Moseley Perry 


Thorough training for kindergarten, primary and play- 


ground positions. Enroll now for entrance in October, 
1927. Send for booklet, “Training Children,” 


HARRIOT HAMBLEN JONES, Principal 
25 Huntington Ave., Room 316, Boston, Mass. 


ARK’ EUROPE 


at reasonable cost, over favorite routes. 
Small groups with expert leaders. 
Send for program. Organizers wanted. 


FRANK C. CLARK, Times Bldg., N. Y. 


























STUDY IN THE NATION’S CAPITAL 


George Washington 
University 
SUMMER SCHOOL 


Six Weeks’ Session, July 5 to 
August 13, 1927 


Nine Weeks’ Session, June 13 
to August 13, 1927 


Courses are offered in the following 


departments: 

Astronomy Home Economics 
Botany Law 
Chemistry Library Science 
Commercial Law Mathematics 
Economics Medicine 

. Philosophy 
Education Physics 
English Political Science 
French Psychology 
Geology Sociology 
German Spanish 
History Zoology 


For announcement of the 1927 
Summer School address 


SECRETARY OF 


George Washington University 


WASHINGTON, D. C. 





NATIONAL 
Kindergarten%% Elementary 
COLLEGE 


Summer Session, June 17 to July 29, 1927 

Special Courses for Elementary § and 
Kindergarten Teachers in the most recent 
developments of child training. Large 
demonstration school. Accredited. High 
official rating. Summer courses can be ap- 
plied towards degree. 


The college environment is particularly 


favorable for summer study and recreation. 
There is a unique spirit of good-fellowship 


in a delightful, social, and cultural atmos- 
phere. New, completely equipped college and 
dormitory buildings are located in most de- 
sirable residential section of Evanston. 
Campus, 3% blocks from beautiful Lake 
Michigan, offers splendid opportunities for 
outdoor recreation. 
For Summer Bulletin, Address 
EDNA DEAN BAKER 


President Summer School 


2770 Sheridan Road 
Illinois 


Box 26 
Evanston, 








THE 


(Hicaco NoRMALScHOOL 


of Physical Education 


FOR WOMEN ACCREDITED 


| ANnOUNGES One-year Playground Course, Cer- 
Midyear tificate. Prepares High School Graduates | 
for positions in Playgrounds, etc. 
Two-year Normal Course, Diploma 
Three-year Normal Course, B. P. E. 
Degree. Prepares High School Graduates 






























Plan Now t teach Physical Education. | 
To Enter Special Announcement—One-year | 
With No Graduate Course in Physio-Ther- 
Loss of apy. For Nurses, Physical Directors, 
Time College, Norma! School Graduates 


Beautiful Campus, Fine Dormitories 
“32ND NOW for descriptive booklets and catalog 
Bo. N.E.A.5026 Greenwood A ve., Chicago, MM. 











A-28 






































You may rely on the service of 
Teachers’ Agencies whose ad- 
vertisements appear in The 

~ Journal 


Scientific Teacher-Placement 
NATIONAL TEACHERS AGENCY, INC. 
D. H. COOK, General Manager 
Philadelphia 

Pittsburgh 
Northampton 


Syracuse 
Indianapolis 
Memphis 


DISTRIBUTOR WANTED 


THE NEIGHBORHOOD MOTION PIC- 
TURE SERVICE, Inc., has established fifteen 
ibraries throughout the United States to sup- 

Film Lessons to elementary and secondary 

Choolts,. 

These lessons are specially produced or edited 
by recognized authorities. Comprehensive 

urses of bi-weekly lessons in Citizenship, 
Nature Study and Current Events are now in 
successful use. Additional new courses released 
each term. 

In addition to the 
already 


fifteen library centers 

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 
films and other supplies are 
tributor must be 
own selling 
per iod. 

A permanent and profitable business with ex- 
clusive territory is assured each of our dis- 
tributors 

4 For further particulars, 
fications 
NEIGHBORHOOD MOTION PICTURE 
SERVICE, Inc. 
131 West 42nd Street, New York City 


all projectors, 
furnished, but dis- 
financially able to carry his 
expense during his organization 


address, stating quali- 









A‘SUMMER 
PROPOSITION 


to teachers 


Exchange Your Leisure 
This Vacation for a Profit- 
able Summer of Travel 

















Unusual Advantages 
with Agreeable Associates 












OMEN teachers wanted to 
travel during the summer va- 
cation. Definite income to start, 
—_ all railroad fare paid. Interest- 
work along school lines offering 
plendid chance to travel; business 
cmibion and good income assured. 
Those who can start earliest and 
work longest given preference. 
Pleasant summer territory open. 
Several teachers last summer aver- 
aged $500 to $1000 for their sum- 
mer vacation. This may lead to a 
successful permanent business ca- 
reer for you. Give full particulars 
concerning age, education and time 
you can start work, in first letter. 


Address R. A. WHITE 


Dept. N 800 Cuyahoga Bldg., 
CLEVELAND, OHIO 






THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 








Mention THe JourNnat when writing our advertisers. 


© 


January, 1927 


PROFESSIONAL TEACHER PLACEMENT SERVICE 


FISK TEACHERS AGENCY, 28 E. Jackson Blvd., Chicago. Leader among Teachers Agencies. 
NATIONAL TEACHERS AGENCY, Southern Building, Washington. 
AMERICAN COLLEGE BUREAU, Chicago Temple, 

EDUCATION SERVICE, 1256 Amsterdam Ave., 

The above organizations, under the direction of E. E. 

prise the largest teacher placement work in the 


National in scope. 
Chicago. College work only. 
New York; Steger Building, Chicago. 


Olp, 28 E. Jackson Blvd., Chicago, com- 


United States under one management. 


Professional Placement for Progressive Teachers Discriminating Service to School Officials 


THE J. M. HAHN TEACHERS AGENCY 


We fill every sort of educational position from the kindergarten to the university. Our field is 
the twelve westernmost States, the Islands, Alaska, the Orient and Latin America. We are always 
in quest of outstanding people for important positions. 

October Bulletin: We note a rapid growth of our College and University Department. We 
have just absorbed the local Fisk Teachers Agency. 


J. M. HAHN and Blanche Tucker, Managers 2161 Shattuck Ave., Berkeley, California 


TEACHERS’ AGENCY, 


ALBER 25 East Jackson Boulevard, Chicago, Ill. 


i year. We have secured PROMOTION for many thousands of teachers and opuaiam, We need well 
pepeced men and women for all kinds of School and Cc positions. Our clients are the best schools everywhere. Our bookie, 
ching as a Business,"’ has a message for you. Send for it. 
OTHER OFFICES 
Symes Building, Denver, Colo. 










437 Fifth Ave., New York City Peyton Building, Spokane, Wash. 





H § H 402 Diilaye Bldg., Syracuse 317 Schofield Bldg., Cleveland, O 
The Everett 0, Fisk Teachers Agencies 1420 Chestnut St., Philadelphia 1020 McGee St., Kansas City 
120 Boylston St.,Boston 415 Congress St., Portland,Me. 808 Title Bldg., Birmingham 409 Journal Blidg., Portland, Ore 
225 Fifth Avenue, New York 549 Union Trust Bidg., Pittsburgh 548 Spring St., Los Angeles 


Send for Circular and Registration Form to any address above 


THE YATES-FISHER TEACHERS’ AGENCY ,., sour miciicn AVENUE CHICAGO 


Harrison 2642 
Harrison 2132 


Telephones : 


Other Office PORTLAND, OREGON, 911-12 Broadway Bldg. 








- —— $$ $$$ 


1531 ARCADE BUILDING, 
ST. LOUIS, MO. 


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. 


SPECIALISTS 


EDUCATIONAL BUREAU 


No Branch Office 





- ODEON BLDG.,ST. LOUIS, M9 





THE WESTMINSTER TEACHERS’ BUREAU 


Secures suitable teachers, officers and helpers for educational institutions—private, 
assists trained, capable teachers and other workers to larger fields of service. Also secures positions for church workers 
as educational director, secretary, etc. Trained teachers, pastors’ assistants and qualified matrons greatly needed. 
The Bureau is in no sense a commercial organization. Service free to institutions and churches and at three-fifths of 
usual charge to teachers and workers. 


HENRY H. SWEETS, Manager 
































public and denominational—and 







410 Urban Building, Louisville, Kentucky 





NORTHEASTERN TEACHERS’ AGENCY 


Positions open—Service free to school officials. 


MERIDEN, CONN. 


A particular agency for particular teachers. 
Prof. F. A. PARISI, President 





CLARK asx BREWER TEACHERS’ 
AGENCY— 43rd Year 


Registration Covers all Seven Offices Permanently 


NEW YORK 
Flatiron Building 


BALTIMORE 
211 North Calvert Street 


PITTSBURGH 
Jenkins Arcade 


MINNEAPOLIS 
Globe Building 


KANSAS CITY 
N_Y. Life Bldg. 


SPOKANE, WASH. 
Chamber Commerce Bldg. 


CHICAGO 
64 East Jackson Boulevard