APRIL, 1927 






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Again the Open Door in Education—Frank D. Boynton 
Assignments—Inga Olla Helseth 

Learning to Enjoy Pictures—Florence Williams 
Seattle: the “One Generation City” 

Morals and Student Activities—C. R. Foster 


Editorial—In Texas 





The Dallas Resolutions—Adopted March 3, 1927 
Fundamentals of Modern Education—James L. Hughes 
Vital Thoughts from Dallas—Key sentences from addresses 
“The New Education Bill at Dallas 

Teachers Colleges at Dallas 

Elementary School Principals at Dallas ; 
World Goodwill Day, May 18—Augustus O. Thomas 
Research Improving English Teaching—Margaret M. Alltucker 
Thirtyseven American Books—1925 

Growth of Education Asscciations—T able 


Builders of Our Profession 






Notes and Announcements 





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April, 1927 


Again the Open Door in Education 


Superintendent of Schools, Ithaca, New York 


that in discussing “Again the 

Open Door in Education” I am 
continuing an argument begun two 
years ago. As I have said elsewhere, no 
ampler evidence could be desired of the 
large-mindedness of college administra- 
tors in general, of their readiness to face 
criticism without flinching, and of their 
desire to serve the public interest than 
that afforded by the tone and tenor of 
the published reviews and personal let- 
ters, geographically fairly representative 
of the country, that have come out of 
the colleges as a result of that earlier 
discussion. 

Some of you may recall that at Cin- 
cinnati two years ago, I ventured to 
point out frankly and with the openly 
expressed approval of this body, certain 
shortcomings of the colleges viewed 
from the angle of the public school ad- 
ministrator. J said in effect that en- 
trance requirements were in_ general 
based on mere tradition, sometimes even 
on personal idiosyncracy; that college 
courses were often determined by pro- 
fessorial interest with little considera- 
tion of student needs; that those chosen 
as worthy of college training were those 
who could disgorge most readily certain 
quantities of fact from an arbitrary list 
of studies; that the aid rendered fresh- 
men was perfunctory and aimless; that 
the influence of college life was not in- 
frequently corrupting and dissipating, an 
influence aided and abetted by the ex- 
ample of some of the members of the 
faculty; that the academic mortality of 
freshmen was due more to poor teaching 
in college than to poor preparation; that 
college teachers were selected, promoted 
and rewarded not on the basis of teach- 
ing ability but on the basis of research; 
that professional training for teaching 
Was not only not required by the col- 
tees but that it was laughed at; that 
the individual professor was a law unto 

imself, determining his own courses, 

*tting his own examinations, marking 

‘own papers, and turning in his re- 
ults from which there was no appeal ; 


Se OF MY HEARERS are aware 


Frank D. Boynton 


that “residence” had become a fetish 
and an obstruction to educational prog- 
ress; that for the endowed college—en- 
dowed by public-spirited men for public 





pee D. BOYNTON, wicepresident of the 
Department of Superintendence. This 
address, which was delivered before the De- 
partment of Superintendence at Dallas on 
March 3, brought enthusiastic applause. Dr. 
Boynton would open the doors of colleges to 
all worthy youth who desire to enter. 


service out of funds built up out of ex- 
cessive profits paid by the people, and re- 
ceiving tens of millions annually in tax 
exemptions—that for such an institution 
to regard itself as “private” would be 
humorous if it were not pernicious; that 
the claim of overcrowding may or may 
not be true; and that only by a compre- 
hensive survey by representatives of the 
public interest of our institutions of 
higher learning as to plant capacity, 
equipment, funds, and, faculty can this 
fact be scientifically determined. 

After two years of discussion, part of 
it oral, part through the agency of per- 
sonal letters and magazine and news- 
paper articles, and much of it emanating 
from the colleges themselves, this “‘in- 


[i91] 


dictment,” if one wishes to call it by 
so harsh a name, stands generally ac- 
knowledged as a fair statement of exist- 
ing conditions. Here and there it has 
encountered resentment, of course. The 
president of Purdue University before 
the National Education Association in 
1925 expressed surprise that this body 
should give its approval to such a pic- 
ture of conditions; and after claiming 
for the colleges the credit for all ad- 
vances worth mentioning in the field 
of pure and applied science and art, 
never having heard of Burbank, Edison, 
Ford, Burroughs, and others, he pointed 
triumphantly as evidence that the col- 
leges are meeting the needs of the hour 
to the fact that the number of students 
attending them has grown from 160,000 
in 1900 to 600,000 in 1925. Unfor- 
tunately and characteristically he saw 
but one side of the picture; for he failed 
to point out the further fact, without 
which his figures have no significance, 
that this progress made by the colleges 
compasses only two fifths of that made 
by the highschools in the same period ; 
and he offered no solution to the prob- 
lem that faces this growing army of am- 
bitious youth knocking in vain at the 
closed doors of our colleges. 

The plain fact is that the college is 
not meeting the situation and apparently 
has no plans for meeting it. If it sees 
at all the constantly and rapidly aug- 
menting stream of elementary school 
pupils pouring into our highschools, 
there to come for four years under the 
tutelage of college graduates, to pour 
out again keenly awake to the possibil- 
ities open to them through further train- 
ing—if it sees this swelling stream at 
all, it seems to see in it only the oppor- 
tunity of lightening its own task by a 
more drastic selection of the finest speci- 
mens of a particular type of mental abil- 
ity, while it goes serenely on its way 
careless of and indifferent to the fate of 
other equally desirable types, who, 
judged by its standards, deserve no 
academic salvation. College plants, par- 








102 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





A pril, 1927 





ticularly in the east, are undergoing lit- 
tle or no expansion. No new colleges 
are being founded. Again and again 
my correspondents in New England and 
in the Middle Atlantic states stress this 
fact. Out of the colleges comes no 
answer to the insistent question, ““What 
shall be done with the overflow?” ‘“‘Se- 
lecting only from the upper quartile” is 
the euphemism now applied to the proc- 
But when we ask what is to be 
done with the lower quartile where, 
not infrequently are to be found the 
real leaders—youth aglow with the vi- 
tality that often finds expression out- 
side of academic halls, sometimes to the 
detriment of academic records, but in 
which one can read the assurance of 
future success, in answer to that ques- 
tion we hear only a great silence. 

There is a doctrine that is funda- 
mental in American education, and that 
is: that every child born in or adopted 
by this republic has the right to have 
developed through education whatever 
of talent he may possess without ref- 
erence to quantity, quality, or type of 
that talent, and that he should have 
assured to him the opportunity to go as 
far as his ability and ambition will per- 
mit. At the birth of the nation, the 
Fathers made clear their belief that in 
education alone lay security for popular 
government; and the subsequent history 
of education in this country has made 
this doctrine a part of the fundamental 
faith of the nation. In a wide corre- 
spondence from every one of the forty- 
eight states, I find no public educator 
dissenting from this principle. 

Nor has this doctrine been held 
merely as a distant ideal, realizable, if 
at all, only in some dim utopian future. 
Steadily the nation has moved toward 
its realization. At the time of the 
adoption of the Constitution the maxi- 
mum average length of the school life 


ess. 


of the individual was 80 days; in 1840, 
this average for the nation had risen to 
208 days; and in 1870 it had risen to 582 
days; in 1890 to 770 days; and in 1920 
the nation was on a 1200-day basis or 
was about to enter on the seventh-grade 
level. Beginning as a private enterprise, 
under private direction and control, 
education has gradually passed to the 
control of the people, and at each suc- 
ceeding level the ideal has been to make 
it free and universal. In the case of 
the elementary school the ideal has been 
completely attained; and in the sec- 
ondary school, nearly so. We are now 
facing the same problem at the college 
level; and no solution of it will be ac- 
cepted as adequate that does not assure 
to every worthy highschool graduate, 
who has the ambition, his opportunity 
to prove by actual trial whether or not 
he can profit by higher training; and 
that does not assure further that the 
trial shall be made under conditions 
which, by providing at least a modicum 
of human sympathy and encouragement, 
will aid him in orienting himself in his 
new and strange surroundings. No 
worthy student, and it is only of him 
that I am speaking, goes to college to 
fail. If he is failing there is a cause; 
and it would seem as if just ordinary 
intelligence in a teacher, just common 
interest in the success of a fellow being, 
would prompt him to ascertain and, if 
possible, remove the cause; and it is, 
indeed, a pleasure to record that a be- 
ginning here and there has been made 
in the humanizing of college courses 
and administration. 

But we are told that there are in col- 
lege too many who cannot profit by it; 
that it is futile to burden the colleges 
further with unfit material. That state- 
ment rests upon two assumptions which 
are herewith sharply challenged. The 
first is, that present methods of admis- 


sion are the most effective that can be 
found for selecting the material that 
can profit by what the college has to 
offer. The second is, that what the 
college has to offer exhausts the possj- 
bilities of higher training, and that the 
student who cannot profit by it is of in- 
ferior mentality and should be denied 
higher educational opportunity. It js 
apparently quite true that there are in 
our colleges many who cannot profit by 
the courses offered; but there is no evi- 
dence to show that this does not indi- 
cate a need for a change in the methods 
of admission and in courses of instruc 
tion rather than further exclusion of 
students. There is no scientific eyi- 
dence available to determine whether 
the student or the college is at fault, 
Here is a question that challenges the 
best minds we have in the field of educa- 
tion. The demand for social efficiency 
has made over the elementary and sec- 
ondary school. It will not hold the 
college sacrosanct. It may be that we 
are at the breaking point with the tra- 
ditional college. 

The assertion that too many are go 
ing to college is without scientific foun- 
dation. If it is an inference from the 
fact that some are now in college who 
cannot profit by what the colleges offer, 
it is simply a non-sequitur. And if it 
emanates, as President Angell says it 
originally did, from those who are al- 
ways looking for cheap labor and who 
see that commodity dwindling before 
the extension of educational privilege, 
or from those who believe that learning 
and culture are the prerogatives of a 
small intellectual or social aristocracy, 
having no contact with the gross affairs 
of practical life, interested in esthetic 
appreciation more than in a search for 
truth and considering an academic de 
gree as a mark of caste—in either case 
it can be disregarded as being un-Amer- 





In the Adirondacks 





1927 


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Vol. 16, No. 4 


ican and wholly alien to our national 
ideals and purposes. 

Let it be understood that in advocat- 
ing “Again the Open Door in Educa- 
tion” I am not making a plea for the 
admission of the moron. Nor am I as- 
serting that all men are born intellec- 
tually equal and are, therefore, entitled 
to equal educational opportunity. Long 
before the psychologists taught us to talk 
learnedly about chronological ages and 
I. Q.’s, the mental inequality of indi- 
viduals was apparent to the most ordi- 
nary observer. I am quite aware of the 
fact that at every level of the educative 
process there emerge some who have 
reached the limit of their capacity for 
education. But if our schools are do- 
ing their work effectively, we are safe 
in assuming that at each level the men- 
tal incompetents are being largely sifted 
out and that those who survive are men- 
tally prepared for further training and, 
if they have a desire for it, should be 
given the chance to prove by actual trial 
whether they can profit by it. We do, 
as a matter of fact, proceed exactly on 
this assumption at each stage of the edu- 
cative process until we reach the college 
level. 

Neither am I pleading for the same 
opportunity for all who survive the 
highschool period. For some, scholar- 
ship along traditional lines will, of 
course, be an easy possibility. For 
others, only one or two years of addi- 
tional training can be taken with profit. 
What I am asking is that those who 
survive the highschool and who desire 
further training shall have the oppor- 
tunity for one or more years in college 
with courses organized and modernized 
and with definite study and guidance of 
the individual through his underclass 
years. And I am urging that these 
courses have some sort of coherence and 
unity, starting somewhere and tending 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


—_—___DhQDl_r—r—<—_——aeaeE nner enna rrr 


toward some definite objective ; and that 
those who are found incapable of ad- 
vanced independent work or who have no 
desire for it, be given, upon satisfactory 
completion of the one or two-years of 
such higher training, some sort of cer- 
tificate to that effect and be dismissed 
with the goodwill of the institution. 
There is nothing sacred in the tradi- 
tional four-year course leading to a de- 
gree and the break with tradition here 
suggested can be made without detri- 
ment to sound scholarship. 

The proposal to loose upon the col- 
leges this rising tide of ambitious and 
worthy youth, is met by the statement 
that the colleges are now crowded and 
that the proposal is impossible. What 
constitutes a crowded college? It is, 
perhaps not unlikely that the enormous 
and rapid development of our high- 
schools still going on, has created a de- 
mand for higher training somewhat in 
excess of the capacity of our present 
plant; but before it can be known 
whether a given college is overcrowded, 
three facts must be scientifically deter- 
mined. First, we must know what the 
maximum plant capacity is, each room 
and laboratory working from 8:00 
oclock a. M. to 5:00 oclock Pp. M. on at 
least five days per week for not less than 
thirtyeight weeks; second, it must be de- 
termined what constitutes a reasonable 
student load for a college teacher; and 
third, what constitutes a reasonable 
teaching load per week. As far as I 
have been able to discover, these funda- 
mental questions have never been an- 
swered authoritatively; and until they 
are, the statement that our colleges are 
crowded is mere assumption. 

Some rather fragmentary studies of 
my own, however, made within the year, 
in which I have had the assistance of 
some of the best men in education in 
college and out, have yielded interesting 





103 


results. “Crowded” colleges were se- 
lected for the study. It was found that 
in these institutions from a few to a 
score or more of rooms were vacant, and 
in many instances locked, during the 
working hours. In some of our col- 
leges the notion still prevails that a 
classroom is the personal possession of a 
particular professor, with the result that 
these rooms are not yielding more than 
twenty to thirty percent efficiency. A 
classroom or a laboratory can work six 
or more hours a day without being over- 
worked. One such room accommodat- 
ing 40 students on a six-hour schedule 
would care for this number, each stu- 
dent taking fifteen hours’ work per 
week and reciting in classes of approxi- 
mately 40 students each; thirty such 
rooms would care for 2400 students in 
small classes. This would seem to sup- 
port the contention made in my Cin- 
cinnati address that large classes are a 
professorial convenience. If, in the col- 
leges that have been studied, such use 
were made of the plant, the registration 
could be approximately doubled without 
the addition of a single classroom. If 
the plant inefficiency prevalent in our 
colleges were found in our public 
schools, our surveyors would create a 
revolution. 

W hat is a reasonable student load for 
the college teacher? WHere we find our- 
selves in the field of opinion. President 
Snavely sets the number at fifteen, and 
the American Council on Education sets 
it at twelve and one half. President 
Snavely mentions certain “crowded” col- 
leges. If these colleges were to bring 
their student load up to President 
Snavely’s measure they would be able to 
register 4001 more students without in- 
creasing their plant or equipment. Simi- 
lar studies have been made of twenty- 
seven colleges in three states. In these 
twentyseven colleges if the student load 


In the Adirondacks 















































104 





Tue JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 





A pril, 1927 





were placed at twelve and one half, they 
eould accommodate 12,301 more stu- 
dents. These studies, incomplete as they 
are, are sufficient to suggest that the 
“crowded” college may be an academic 
myth, for in many colleges the student 
load drops below six. 

And what is a reasonable teaching 
load for a college teacher? The Amer- 
ican Council on Education has set the 
standard at sixteen hours per week. 
Again my studies, based upon direct cor- 
respondence with college professors 
themselves, go to show that this stand- 
ard is far above actual practice. In 
many instances, the teaching load is less 
than ten hours per week. In_ public 
education we are looking for teachers 
who can teach successfully large num- 
bers, teachers who can inspire pupils to 
effort and initiative rather than for 
drill masters for a few who are to be 
taught to absorb knowledge rather than 
to think; and it has moreover never been 
proved that small classes result in higher 
scholarship. Jt will be difficult to con- 
vince the public that twelve and one half 
students per college teacher is an over- 
load and that sixteen hours of teaching 
per week is overwork, and that to re- 
lieve such distressful conditions it is nec- 
essary to deny admission to an increas- 
ingly large number of admittedly quali- 
fied candidates. 

But are qualified candidates being de- 
nied admission to college in any consid- 
erable numbers? I am in possession of 
letters written since January 1, 1927, 
from schoolmen in fortyone states, which 
clearly establish the fact that fully pre- 
pared students are being denied admis- 
sion to college. I am also in possession 
of data furnished by the colleges since 
November 24, 1926, wherein the fact is 
further established. Sixtyseven colleges 
responded with the information asked; 
fiftyone of these admit that 15,196 can- 
didates were denied admission in Sep- 
tember, 1926. It is admitted that over 
one half of this number had met the full 
fifteen “Carnegie” units and that a con- 
siderably larger number would have 
been able to do college work. It should 
be added that the above record was 
made almost entirely by the “endowed” 
colleges. Several colleges did not fur- 
nish data. Some of them frankly stated 
that they were not certain how the pub- 
lic would accept the facts. 

Alumni are beginning to show an in- 
terest in this exclusion act even in the 
case of the so-called “private” college. 
One such college that has been taking 





its students from the upper quartile and 
succeeding in graduating only about 
fortyfive percent of its freshman class is 
having its trouble with its alumni. A 
prominent alumnus of this college has 
furnished me with a copy of a letter 
which he wrote asking for some justi- 
fication of the methods of instruction 
and the courses offered which resulted 
in such mortality among those who are 
supposedly the cream of the young men 
of the country. This college denied ad- 
mission to more than one half of its ap- 
plicants and yet the student load is 9.5 
per teacher. 

What is the solution? Signs are not 
lacking that the really constructive 
minds in the field of higher education 
are grappling with the problem. An en- 
tire paper could be filled with recent 
utterances of men who speak with au- 
thority in the educational world, all 
tending to show that the stubborn wall 
of tradition that has so long blocked ad- 
vance in higher education is crumbling. 
Only a few weeks ago, President Liv- 
ingston Farrand of Cornell University 
was quoted in the press as saying: 


The time is not far distant when the old 
traditional college will be lost, and we shall 
wonder how we ever prepared for the 
scholarship of the day along traditional 
lines. 


President Lotus D. Coffman of the 
University of Minnesota, has recently 
said that an irresistible pressure is bring- 
ing about 


a reorganization of the materials of instruc- 
tion for freshmen, calculated to insure a 
more systematic education through programs 
with definite objectives. The vast majority 
of students who enter college know what 
they are there for and are unwilling to drift 
about aimlessly in a sea of liberal subjects. 


Dean Kent, of Northwestern Uni- 
versity, says: 


The time has come when we will not have 
done our duty until each college determines 
the type of service it purposes to render and 
reorganizes its courses and its methods of 
instruction to intelligently serve these pur- 
poses. 


President Hibben, of Princeton, says 


concerning the type of student to be ad- 
mitted : 


We ought to know, as far as it is humanly 
possible to determine, not only the type of 
undergraduate but the type of man he is 
likely to be. If we find a boy deficient in 
credits but who has in his favor a career of 
leadership, a record of broad influence on 
his companions, an outlook on life that dis- 
tinguishes him morally, that kind of boy, 
despite academic shortage, is the kind of boy 
who should be welcome at college. 








The correspondence to which I haye 
made reference teems with suggestion, 
From some of the colleges comes the 
plea for the founding of more colleges, 
Some even suggest the junior college as 
a part of: the public school system, 
Schoolmen suggest the establishment of 
a state university in every state, and the 
extension of this principle in states where 
there already is a state university. Ohio 
now has three state universities. It js 
obvious, however, that hope for a solu- 
tion rests with the extension of the 
junior college as a part of the state and 
municipal school system with a probable 
reorganization of public education on 
the 6-4-4 plan. California and Mis- 
souri already have the junior college as 
an established part of the public educa- 
tional system, and the number of stu- 
dents registering in the freshman class 
in the junior colleges of California last 
September equalled the number regis 
tering in the freshman class of the stand- 
ard colleges of that state. With 163 
junior colleges already established in the 
country, it may fairly be said that the 
junior college movement is well under 
way. Several state legislatures this win- 
ter are considering bills for the establish- 
ment of junior colleges as a part of the 
public educational system of their states. 

Just what will be the reaction of the 
traditional college to the changing edu- 
cational conditions remains to be seen. 
Frankly, little can be looked for im 
mediately in the way of reorganization 
of courses and methods from what some 
schoolmen call the ‘Tutankhamen 
crowd still wedded to the past and 
stoutly defending its penates.”” Some go 
so far as to refer to present college 
courses and organization as moribund, 
and suggest that Ephraim be let alone 
with his idols and that a solution be 
sought independent of the colleges. The 
reported attitude of the Phi Beta Kappa 
Society expressed at its meeting a few 
years ago seems to give color to this con- 
clusion. The press reported at that time 
that this society of liberal culture had 
undertaken to raise one million dollars 
to fight the spread of vocational educa 
tion, and the president at that time was 
quoted as saying: | 


In the last century election to Phi Beta 
Kappa meant that the student had reached 
success along lines of study universally com 
ceded as standard in higher education. To- 
day the tendency toward vocational educa 
tion is so great that there is urgent need for 
an active, coherent organization, both within 
the colleges and outside of them, of the 
forces that stand for liberal education. Cal 






































a 
1927 Vol. 16, No. 4 THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION 105 j 
: ; ; 4 
ha a better center be found for such an organ- classrooms of some of the teachers of the Education is the Bic BusiNgEss of the i 
aia — than Is — by he Beta —_— humanities. nation. Officered by a million teachers, 
ston, ternit as reached an age anc ; : a o. 99 
aide The tn “i saedisioas which forbids : a aoe In conclusion: Based upon my studies the “grand army of the republic,” an 
, row ae 2 . ° 
leges i the challenge that the present day and correspondence I would suggest the army of 25,000,000 children is march- 
in is brings to lovers of learning. following as steps toward the solution to ing against the citadels of ignorance and 
“a ikduabe asl sen of 6 Gateiddel ic =O difficulties : superstition and race hatred, upholding 
a a d belj P ee a ; . the traditions and defending the ideals 
‘nt of college, an elleving as o in that 1. A survey of present higher educational £ th bli bli 
. . . . . . . . | a aS yr 
id the training for those who can profit by it, imstitutions to ascertain existing plant ca- or t e repuolic——an army ; assem ing 
i wal » di ‘m-  Pacity, endowment, and equipment, together from hill and dale, from city and vil- 
where ] must vigorously dissent from the im . age | g 
Ohi lication contained in this statement that with a scientific determination of what con- lage, from the farm, the workshop, the 
1 . ° . ° 
It is scholarship is exclusively the product of stitutes a reasonable student and teaching mine, from industry and commerce, 

1 sc als Z ! 

. ipa” mer iE hag a ae load for a college teacher. from the homes of the rich and of the 
 solu- the arts college. Scholarship is Just as 2. Provision by the state of adequate edu- Jet the Blood’ of the Orient anil 
f ae hi . . . : a : poor, with the blood of the Orient anc 
rf the possible in architecture or in engineering cational facilities from kindergarten through € the Occid ; h A che 
te and as in the humanities. The term needs the university, including a system of junior ©° 8. oe ere: coursing through their 
obable and is receiving a new definition. colleges, with unbroken sequence of promo- Veins; destined in each of the fortyeight 
aan It is, indeed, a bit difficult to under- tom for those found capable at each stage states of this great American “league of 

. ; Saketit. | h wat of profiting by more advanced training. nations” to become citizens, not sub- 

Mis. stand how the arts college, the origina 3. Provision of higher training for various ; : 
rations) echocl which had ite ; ‘ ' a & various jects; an army whose wellbeing places 
lege as vocational school, which Nad its INCEPp- types of mental ability with a determination hid aks rie ih gic 
q age A hoe tonkel f tl ana! an obligation upon every American to 
educa- tion in need for training men for a spe on the part of individual colleges of the x t to the limit the stronghold of 
of stu- cific vocation, can logically take excep- types of service they plan to render and se- SUPPOTE fo : a + Sao f 
2 class tion to vocational training. It is essen- ection of their students in accordance there- OUT democracy, the bulwark of our free 
via last tially an illiberal attitude, and it is with With. =" . MRO. bs ’ 
rege regret that I have to admit, after years 4. A reorganization of college courses with Gentlemen, this is not just one more 
: definite objectives for certain groups and : = 
nape 7 r ; aper to be added to the files of this de- 
- stand- of association with teachers from every  .. jervis; : ; 2 © 
. “ee ene : supervision calculated to orient freshmen in Me! eT 
th 163 type of higher institution, agricultural their college work. partment. This is a crusade upon which 
| in the and other technical schools, as well as 5. The requirement by the colleges of We have entered, e: crusade to be 
hat the with liberal arts colleges, that I know demonstrated teaching ability as a requisite preached with increasing power until 
under of no more illiberal men in the teaching 7 hone ape be ne oe 7 sites Say the people, laying hold of the doors of 
‘is win- profession than can be found in the lib- © "8" ‘aching ability as the basis for the gate of the city of knowledge shall 
a f : professorial advancement, and the establish- luck ti d rah ‘ 
tablish- eral arts colleges, no more de-humanized ment of some system for the improvement of ?'U° them up and carry them away, 
of the teaching, no more complete lack of hu- college teaching in the freshman and sopho- /eaving free and unobstructed the path- 
* states. man interest, than is to be found in the more years. way to the acropolis. 
| of the . — . 
ng edu- ; ‘ Ltt 2 : 
ye. seen. National Education Association State Directors 
for im- 
nization 
at some 
khamen 
ast’ and 
Some go 
college 
oribund, 
et alone 
ition be 
es. The 
Kappa Alaska—W. K. Keller, su- Arizona—F. A. Cotton, 31 Colorado—W. B. Mooney, New Mexico—Isabel_ L. New York—W. H. Holmes, 
a Kapp perintendent of schools, Mitchell Drive, Phenix. secretary, Colorado Ed. Eckles, superintendent of superintendent of schools, 
y a few Juneau. Assn., Denver. schools, Santa Fe. Mount Vernon. 
this con- 
hat time 
ure had 
1 dollars 
| educa 
time was 
Phi Beta 
i reached 
sally con- 
ion. To 
al educa- Ohio—R. J, Kiefer, super- Oklahoma—C. K. Reiff, su- Oregon—Susanne Homes Pennsylvania—Charles_ E. Porto Rico—Francisco Vis- 
d for tntendent of _ schools, perintendent of schools, Carter, superintendent Dickey, county superin- carrondo, asst. comm. of 
aces " Niles, Muskogee. county schools, Jackson- tendent schools, Pitts- ed., San Juan, 
bth withio ville. burgh. 
, of the 











ion. Cad 









































LASSROOM TEACHERS have been 

helping to “put over” every man- 

ner of national “drive” except 
drives pertaining distinctly to their own 
teaching methods. Every organization 
in the country asks their help. Adminis- 
trative workers are uniting on programs 
for the good of the school systems. But 
the teacher’s own classwork is often 
pushed aside to give time to other pro- 
grams. What can be done for the class- 
room teacher buffeted on the one hand 
by organized programs from without 
and on the other hand left bewildered 
by the unorganized suggestions of meth- 
ods for making teaching more effective? 
What would happen if classroom teach- 
ers were to put on a drive growing out 
of some phase of the class work? 

Is not the assignment such a phase? 
Not a teacher but must use it, not a 
pupil that can avoid it, not a method 
that can dispense with it. It is an in- 
strument daily in the hands of the 
teacher. Many highly organized efforts 
at improving teaching involve sugges- 
tions on ways in which assignments may 
be improved. The Winnetka and the 
Dalton plans are such experiments. The 
supervised study movement owes much 
of its success to the improvement in as- 
signments which naturally accompanies 
attention to supervised study. The ideals 
teachers have clustered around the terms 
project and problem teaching require 
among their first applications a modify- 
ing of the assignment. From another 
angle may we not say that the meager 
assignment is one of the weakest points 
in the work of the poor teacher? ‘Next 
ten pages,” “next chapter,” and “from 
page 62 to page 67” are assignments 
that, if characteristic of the teacher, 
measure and place him among his fel- 
lows. 

Undoubtedly a momentum would de- 
velop where now we make scattering 
efforts, could each teacher feel himself 
a part of concerted action with regard 
to some one phase of method. Conceive 
of teachers facing the improvement of 
the assignment as a manufacturer faces 
altering conditions of production in his 
industry. Is it a dream that teachers 
might systematically compare methods of 
assigning work, that teacher friends 
might exchange letters with samples in- 
closed? The newspapers and the radio 
might become interested in the game. 


Assignments 


Inca OLLA HELSETH 


Even pupils might be rendered con- 
structively critical of assignments. Pub- 
lishers might find a ready market for 
good samples of assignments, for the 
schoolkeepers of the profession undoubt- 
edly would seek to get their assignments 
ready made. But why not make them 
good consumers, able to select well? 

The teacher with a vision for the 
year’s work might be inspired to find 
pleasure in revealing the connections 
within his course. His assignments would 
be planned so as to suggest the problems 
involved as making a unified whole. 
These assignment units in their presen- 
tation of work to be done might be 
planned to show upon what previous 
learning they depended and to what 
further problems they lead. They could 
show how to give the life setting for the 
skills and knowledge to be acquired so 
that pupils would not begrudge the 
drudgery of detail work necessary to at- 
tain the larger ends. 

The teacher who believes that stu- 
dents should cooperate with the teacher 
in the assignment of work would nat- 
urally begin his attack of the problem 
from that point. We would learn, if we 
could get these teachers to give serious 
thought to helping us on assignments, 
how pupils themselves could be induced 
to foresee and express worthwhile prob- 
lems, hunt their materials under guid- 
ance, and require of each other checks 
on results. 

As to the teachers who feel that at- 
tention to individual differences is the 
prime duty of the teacher today, how 
they could revel if they wished in work- 
ing out assignments demonstrating to us 
how practical, definite arrangements for 
meeting differences could be made in the 
regular assignments of specific units in 
particular courses at definite ages. They 
need not wait for the reform of systems 
of schools, for changes in supervisors, for 
sectioning of classes, or for the giving of 
tests. Many differences are so obvious 
that we can all sense them. Many 
classes must remain for this year and 
the next and yet another year as they 
are now constituted. Many difficulties 
are of our own making. What a boon 
were we in such cases to get help on 
ways of handling the assignment so as 
to take care of some of the difficulties 
arising from individual differences. 

The specialist on how to study would 


[106] 






show the teachers what to put into the 
assignments so as to start pupils improy- 
ing their methods of preparing for the 
next class conference. He who loves the 
library—whether the library be one 
equipped to heart’s content or only a 
table with treasured books and magazines 
in a corner of the room—would surely 
try to tell us how it is possible for the as- 
signment to make pupils literally race for 
the library as you and I have seen them 
race under such teachers. Some teachers 
would show how assignment after as- 
signment might send the students scour- 
ing country side, city organizations, and 
industrial plants for needed information. 
These teachers might show us how to 
make use of other people’s “drives.” 
Measurement might become a part of 
the daily assignment if classroom teach- 
ers would develop and share with each 
other hundreds of concrete devices which 
without expense could be used for meas- 
uring daily work in the average class- 
room as it now exists. The problem is 
how to assign not only something to be 
learned but also some way for pupils to 
measure and record results so that classes, 
individually and collectively, can watch 
records of achievement and growth. 
Conscious work of a national scope on 
improving assignments might draft into 
the movement those who think in terms 
of “motivation,” of ““wholehearted activ- 
ity,” and of ‘pupil seeing ends.” We 
need sample upon sample of assignments 
that would further these ideals. Famil- 
iarity with such assignments would help 
to change the popular conception of the 
assignment as being one short sentence 
beginning with ‘some such words 4s, 
“Tomorrow, I want,” “Tomorrow, bring 
me”’ or ‘““Tomorrow, read so and so.” 
Would there be any effect on our boys 
and girls, on our college young people, 
if the classroom teachers of the whole 
country did select one phase of method 
and made a concerted drive with regard 
to it? It would mean something if teach- 
ers saw some such endeavor in the light 
of a cause and enroled and worked as 
they have enroled and worked in other 
causes. At any rate the wealth of prac 
tical problems unearthed would keep us 
busy for a generation. What a profes 
sional world ‘twould be to live in if 
classroom teachers began voluntary © 
operative experimentation on one phase 
after another of classroom procedure! 





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Learning to Enjoy Pictures 


NE OF THE important aims as 

stated in every uptodate course 

of study for art is to train appre- 
ciation of good pictures. It is univer- 
sally accepted as a worthy objective in 
an art course. But as one reads through 
the typical course of study, one feels 
the lack of suggested subjectmatter and 
methods which will lead directly to the 
accomplishing of this objective. Un- 
doubtedly, our courses do train apprecia- 
tion of beauty, but as yet we have not 
weighed various methods nor have we 
analyzed our subjectmatter sufficiently. 
Do we train appreciation of good pic- 
tures in the most economical and effec- 
tive fashion or is it a byproduct of other 
training? 

In order to avoid a psychological dis- 
cussion, we will assume for purposes of 
this article that by appreciation we mean 
enjoyment. The problem under con- 
sideration then, is how to train children 
to get the keenest and deepest enjoyment 
from good pictures. A brief analysis of 
our present art courses will serve as a 
means of attacking the problem. 

In the usual art course, a very large 
percent of time is devoted to technical 
work. How much does this contribute 
to our enjoyment of pictures? Does 
practise in manipulation of the pencil 
and paint brush help most children to 
get more enjoyment from pictures? 


FLORENCE WILLIAMS 


University of Chicago, Chicago, Illinois 





A light on the sea, by Winslow Homer. 


There are other educational values to be 
assigned to technical work in drawing 
and painting, but we partly justify it 
on the basis that it will contribute to 
the better understanding and apprecia- 
tion of pictures. In just what measure 
this is true has not been determined. 
When children attempt to make pictures 
they are for the most part concerned 
with problems in technic and doubtless 
this will help to increase their apprecia- 
tion of good technic in drawing and 
painting. It would seem, however, that 
appreciation of technical excellence is 
not sufficient in order to derive the full- 
est enjoyment from pictures. 

A considerable amount of time, par- 
ticularly in the highschools, is devoted to 
a study of history of art. These courses 
generally consist of a chronological study 
of the important periods of art. Stu- 
dents are introduced to great master- 
pieces, given a meager historical back- 


ground, and told something about the 
lives of the artists. Too often the pic- 
tures that they use are small, uncolored 
or badly colored prints. No doubt such 
study furnishes an opportunity for the 
enjoyment of pictures but the emphasis 
seems to be on the acquisition of infor- 
mation. And the acquisition of informa- 
tion may be fatal to the real enjoyment 
of pictures, even though enjoyment does 
depend to some extent upon information 
and understanding. Frequently these 
courses include a long, detailed analysis 
of the pictures according to the prin- 
ciples of composition. Experience has 
shown that as a result of this the class 
may become bored and actually dislike 
the pictures. What then can be done 
in the art course to increase enjoyment 
of pictures? 

First of all, the children must have 
the opportunity to become familiar with 
examples of good pictures. Such a state- 
ment seems absurd because it is so obvi- 
ously true. Yet much picture study is 
carried on with a very few, poor pictures. 
It is the business of the school to provide 
good pictures, especially when the home 
environment is lacking in this respect. 
We do not expect our children to ac- 
quire a taste for good literature unless 
we give them good books to read. How 
can we expect them to acquire good taste 
in pictures unless we give them the op- 


00D GATHERERS, by Jean Baptiste Camille Corot, and Interior of a Cottage, by Jozef Israels. The originals of the paintings 
used in this article are in the Corcoran Gallery of Art, Washington, D. C., and the reproductions for THE JOURNAL were 


furnished by that institution. 


They are copyright by the Detroit Publishing Company, 








[107] 



































































































My daughter, by Frank W. Benson. 








to see good pictures. Yet 
many school buildings have barren walls 
or perhaps only a few uninteresting pic- 
tures in ugly frames. It cannot be urged 
too strongly that it is the business of 
the school to provide beauty of environ- 
ment of which pictures form an impor- 
tant part. This is expensive to be sure, 
but if we accept as an aim in education 
to train appreciation of beauty, it is a 
necessary expense. 

Having provided good pictures for 
the children, we must do something more 
than merely hang them on the wall. 
It is not to be supposed that children 
will get the greatest possible amount of 
enjoyment from pictures merely because 
they are surrounded with them. We 
must make a definite attempt to show 
children the possibilities for enjoyment 
in pictures. Often it is enough to make 
sure that the children really observe 
what is in the picture, for example, to 
point out 4 beautiful color effect, a fine 
arrangement of linesr an interesting 
composition. ' Sometimesy.they need to 
know certain facts about the picture, 
before they can understand it and some 
understanding is necessary to the keen- 
est appreciation. Most of all it is im- 
portant to make the children definitely 
conscious that they get particular en- 
joyment from certain pictures. One 
simple way of accomplishing this is to 
ask each child to select the one picture 
from a group of pictures that he likes 
best. Whatever his selection it should 
be accepted as a worthy choice. He 
must not be driven into the paths of in- 
The child should frequently 
be given an opportunity to explain why 
he likes a certain picture. Sometimes 


portunity 


sincerity. 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


it is a good plan to include a few poor 
pictures in the group of pictures when 
the child makes his selection of the pic- 
ture that he likes best. Thus, he is 
given an opportunity to make a com- 
parison of good and poor pictures. It 
has been observed that most children 
make good selections when given the op- 
portunity to compare good and poor 
pictures. It has also been observed that 
the children who make good choices are 
more fluent in explaining why they like 
a favorite picture. 

Any device that will stimulate es- 
thetic discussion, such as suggested above, 
is desirable. It is not enough to enjoy 
a picture, we must consciously recognize 
the fact and our reasons for it. There 
is another device for stimulating es- 
thetic discussion that leads more directly, 
perhaps, to enjoyable interpretation of 
pictures. Put a picture before a class 
with these directions. ‘Look at this 
picture for just one minute. Think of 
anything that happens to come into your 
mind. Then we will tell what each of 
us thought about.” The results are gen- 
erally of this nature, a few children have 
nothing to say, a few speak of the color 
or composition and most of the children 
say, “I have seen that place” or “I would 
like to be there” or “It made me feel 
happy.” Such procedure seems to stimu- 
late esthetic discussion which leads to a 
significant interpretation of pictures. 

Accumulated records of what pictures 
children choose as their favorites should 
help us to choose pictures for them to 
study. It has long been assumed that 
children like “story telling” pictures yet 
there is some evidence that they do not 
always choose the “story telling’’ picture. 
It has always been assumed that they 
prefer pictures of children but there is 
some data to show that they prefer 
pictures of adults. The natural liking 
that children have for some pictures 





The mill in winter, by Edward W. Redfield. 












A pril, 1927 





Mother and child, by George De Forest 
Brush. 





should form a starting point for training 
their appreciation. It is useless to try 
forcing them to appreciate pictures for 
which they do not have the capacity for 
understanding. We do not expect the 
fifth grade child to appreciate the writ- 
ings of Shakespeare but we may present 
him with “Mona Lisa” or “The Last 
Supper” and expect him automatically to 
develop a liking for these pictures. He 
may prefer the illustrations in the cur-, 
rent magazine. We must start our train- 
ing in appreciation by using pictures that 
the children can understand. 





OW TO APPRECIATE A PICTURE—, 
Ask yourself ‘““What do you think 
the artist is trying to express in his 
picture?” Tec realize that in every case 
it is to depict beauty in one of its phases, 
and the infinite sources of beauty to 
which the artist can go, is to accomplish 
something fundamental in picture ap- 
preciation. Beauty in landscape, in sea, 
or in mountain, in people, in animals, in 
buildings and streets, in objects and still 
life—in everything where the artist has 
the eye to see beauty—may be discov- 
ered. When you have realized that the 
same world of beauty is open to you, 
and that the pictures are doors leading 
into it, you have a treasure that nothing 
can take from you... . 
Appreciation of beauty should be 4 
part of everyday living; it should lead 
one out of the commonplace into a world 
where beauty is omnipresent. Let us te 
member that “though we travel the 
world over to find the beautiful, we 
must carry it with us, or we find it not.” 


—Helen Parker. 








27 


rest 


ining 
> try 
s for 
y for 
t the 
writ- 
resent 
Last 
lly to 
. He 
> cur-, 
train- 
s that 


URE—, 
think 
in his 
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uty to 
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us re- 
el the 











Seattle: the “‘One Generation City’” 


Seattle to elevate a 

visitor to the forty- 
second floor of the Smith 
Building and tempt him. 

The temptations of 
Seattle are four: east, 
west, north, and south, 
To the west the visitor 
lifts his eyes to the moun- 
tains, the Olympics, snow- 
capped,  green-gowned, 
dabbling their foothills in 
Puget Sound. The visitor 
lowers his westward gaze to a liner in 
mid-Sound nozing shoreward and he 
looks down to see miles of docks. He 
wonders which the liner will select. 

The Seattle tempter at this point 
plucks the visitor’s arm and draws his 
victim to another aperture. To the south 
the visitor raises his eyes to THE MOUN- 
TAIN. That is the way Seattle feels 
about Mt. Rainier. Over the American 
waters and cities of Puget Sound Mt. 
Rainier presides, in white raiment al- 
ways. 

The visitor may wish to see only 
Rainier and then, having drunk deep of 
beauty, hail the next temptation. But 
the guide, if he be a true Seattlite, will 
direct both vision and conversation to 
acres of factories in Duwamish flats. 
There are more than 12,000 factories in 
Seattle now, so the citizen says. How 
little smoke they make! Rainier is not 
concealed. Seattle uses cheap electricity. 

To the east the visitor again raises his 


- [ IS a practiced rite in 








“Prepared especially for THE JOURNAL OF 
THE NATIONAL EDUCATION ASSOCIATION by the 
National Geographic Society. 





eyes to the mountains. These are the 
Cascades, white-capped also. When 
Seattle has a million or three million a 
citizen will yet be able, by a short jour- 
ney, to bury himself in the awe-filling 
stillnesses of the mighty Cascades. Again 
the tempter hurries the vision to the 
lower, green levels and with better suc- 
cess. Just over the hill stretches Lake 
Washington, shining in the sun through- 
out its twentyfive miles. To the left is 
Lake Union with ocean vessels anchored 
in fresh water to paralyze the grip of 
barnacles. The University of Washing- 
ton’s 582-acre campus fronts on Lake 
Washington. Many of, Seattle’s finest 
residences and some of her fortyfive 
parks look on it also. 

The weakening visitor, the man who 
had entered the Smith Building loving 
his state back east, boastful of his home 
town, proud of his county, turns, shaken 
and shattered in spirit, to the north. In 
the north he sees another mountain, be- 
yond Everett, beyond Bellingham. It is 
Mt. Baker. He sees the dark-wooded 
shores of Puget Sound. He sees ships 
coming in from Japan and ships going 
out to Alaska. He sees more hills of 
homes. He sees many young skyscrapers, 
seed of the Smith Tower. 

“This is all,” the visitor sighs. He 
reckons without a native of Seattle. The 
guide, the tempter, has just begun: 

“Know what we have done,” he ad- 
monishes. “Seattle is the ‘One Genera- 
tion City.’ Only a few Siwash (Indians) 
looked on Rainier, the Olympics, these 
lakes and the Sound until after the Civil 
War. When New York had a million 
and a half inhabitants in 1870 there were 


~‘ 
te 


S Mera 
: WD Pe 


—_ et 


4 
Pe 


em 


a thousand pioneers in wooden houses 
here. 

“See that railroad station?” the 
tempter says, directing the visitor not too 
gently to the south window. “No loco- 
motive ever drew a train into Seattle 
until 1893.” 

“Twenty years after I was born,” 
murmurs the visitor. 

“Today Seattle is the northwest ter- 
minal for four railroad lines from the 
east,” declares the Seattlite, propelling 
the visitor to the west windows. By now 
the liner was warping to ‘America’s 
largest pier.’ 

“Seattle is brand new and _ bright 
new,” he goes on. “The Miki Maru, 
the first liner from the Orient to dock 
at Seattle, arrived no earlier than 1896. 
Today Seattle is the premier port for 
oriental trade in the United States. The 
docks to the left are the Alaska docks. 
Seattle is the gateway to Alaska and as 
young as Alaska.” 

Now to the north window. 

“That large building is the Hotel 
Washington. A few years ago its foun- 
dations were on the level of its present 
roof. The old Hotel Washington— 
President Roosevelt stayed there—topped 
a hill. Seattle’s business district surged 
against the steep sides of the hill. The 
owners decided that four valuable build- 
ing blocks were in the base of the hill. 
There was only one building block on 
top and that occupied by the Hotel 
Washington. So they washed the hill 
into Puget Sound, where it became costly 
shore acres. Before the hydraulic hill 
movers had finished their work new sky- 


scrapers were rising, concealing the 


BA ghRah * Wie Cpe aR, 


[109] 





110 


depredation of nature’s handiwork.” 

A mountain may safely trust itself to 
Mahomet, but a wise hill will shy at 
Seattle. Puget Sound is deep and 
drowned hills tell no tales, obstruct no 
traffic, require no cable cars, barrier no 
ward of a city from another ward. 

As the visitor to Seattle descends in 
the Smith Building elevator, he will be 
told, probably, that it is not necessary 
to mount a fortytwo-story tower to get 
a good view in Seattle. A view of lakes 
or Sound, forests and mountains, is the 
inalienable right of every citizen in his 
home or in his office. The expensive 
porch of a White Mountains resort- 
hotel is everyman’s porch in Seattle, or 
for that matter, in Tacoma, Everett, 
Bellingham, Vancouver, or any Sound 
‘ city. 

One emerges from the Smith Building 
into Yesler Way and the sunlight of 
Pioneer Square. Pioneer Square! That 
has a venerable sound. It calls up 
visions of an old west, covered wagons 
and log cabins. Yet how difficult it is 
in the Queen City of the Sound to dif- 
ferentiate between news and history. A 
totem pole brought from Alaska marks 
this site where, in 1852, Denny, Bell, and 
Boren, the “Pilgrim fathers” started 
Seattle. Here also is a fountain statue 


to Chief Seattle, a very noble looking 


redskin. Meager accounts from Hudson 
Bay Company records hint that he was 
a redskin something less than noble, but 
nevertheless, in honor of his friendship 
the pioneer fathers of Seattle renamed 
their city for him. 

Adventurous, optimistic souls that 
they were, they first called their few 
log huts “‘New York of the Pacific.”” On 
second thought, in blue mood one day, 
they tacked on “Alki,” which is Indian 
for “by and by,” thus; New York Alki. 
Seattle’s fathers’ prevision is remembered 
today on the site across Elliott Bay op- 


Tue JouRNAL OF THE NATIONAL EpuCATION ASSOCIATION 


| ae gon VALLEY with “the mountain” in 
the background, where visitors can see 
flowered meadows bordering on glaciers 
and snowfields. 


posite Fort Lawton, where they first set 
up their cabins and where is now a 
splendid municipal salt water beach 
called Alki. 

To meet the real patron saint of 
Seattle one must turn his back on Elliott 
Bay, cross the “Isthmus” of Seattle to 
Lake Washington and follow its picture 
post card turns to Seward Park, a 
promontory jutting into the blue lake. In 
Seward Park stands a statue of William 
Seward, Secretary of State under Abra- 
ham Lincoln. Seward died in 1871 and 
it is barely possible that he heard the 
name of Seattle, a village of a thousand 
souls, mentioned before his death. He 
bought no real estate in Seattle but he 
bought for the United States 590,800 
square miles of real estate in Alaska in 
1867. His purchase of Alaska had more 
to do with the development of Seattle 


A pril, 1927 


into a world city than any other one 
deed. 

No truism is sounder than this; the 
profits of a rush to new ore fields are 
with those that serve the pick bearers, 
Seattle, 1500 miles away, realized on 
the Klondike in the nineties. It took tol] 
of the gold-seeker army going to Alaska. 
It outfitted ships to Alaska, sent food to 
Alaska, and in nine years counted, at 
the Seattle Government Assay Office, 
$140,000,000 of gold that came from 
Alaska. Many fortunes made in Alaska 
were invested in Seattle business blocks, 
Today a major proportion of the 
$80,000,000 annual trade with Alaska, 
gold, sealskins, salmon, reindeer meat, 
and copper, moves through Seattle. 

Since Seattle discovered the trick of 
making world events promote her prog- 
ress she has thrived prodigiously. Poised 
like a king fisher on a tree she dives for 
the fattest fish. American girls took off 
cotton stockings and put on silk. Seattle, 
forthwith, captured the rich silk trade 
from the Orient. The Panama Canal 
opened and now Seattle ships tree trunks 
to New Orleans to be sawed by mills 
that stand amid stumps of vanished 
southern forests. She ships Washington 
apples to Europe competing with New 
York and Virginia apples. Then the 
World War came on and Seattle built 
ships, ships and more ships. From her 
spruce she provided the framework of 
America’s airplanes. When the Florida 
boom raged she scoured the Sound for 
seaworthy boats to carry millions of feet 
of timber to Miami and Palm Beach. 

American cities are much alike and 
Seattle within its city limits is no excep- 
tion to the rule. Skyscrapers are cut off 
the same stick and electric signs are no 
different here than in Columbus, Ohio, 
or Buffalo, New York. Any city’s special 
character must be sought out in certain 
dramas of trade or custom peculiar to it. 


Asahel Curtis. 


HE ROLLING SURF of Puget Sound. A trip down the Sound is a continuous revelation of beauty in dark-wooded shores and 


snow-capped Olympics. 














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Vol. 16, No. 4 







In Seattle it might be your luck to wit- 
ness the arrival of a silk treasure ship 
and the departure of a “reefer.” 

Excepting gold and silver bullion, silk 

probably is the most precious commodity, 
weight for weight, carried on a large 
scale in commerce. The United States 
brings in through the Port of Seattle 
most of $300,000,000 silk purchases an- 
nually. One funneled treasure ship will 
bring raw silk bales worth $5,000,000. 
Its approach to Seattle is signalized by 
the arrival of the Government Mail Sea- 
plane from Victoria. Port documents 
and cargo papers brought one hundred 
miles from Victoria through the Sound 
by plane arrive five hours in advance of 
the liner. Before the ship docks some of 
the papers and mail can be speeding to 
New York merchants by train and air 
mail service. 

Tenseness settles over the pier await- 
ing the silk ship. The pier is one of the 
best equipped and largest in the world. 
It is a half mile long, 367 feet wide and 
carries four parallel railway tracks. A 
special train, heavily guarded, glides out 
on the pier. The big Mogul engine 
pants nervously to be off. No ordinary 
red freight cars follow behind it. The 
Mogul leads sleek, steel cars as carefully 
equipped, oiled, and groomed as a Pull- 
man. The ship appears in the bay. She 
is nine days out of Yokohama—4900 
miles in nine days. She has rushed across 
the Pacific at full speed but now she 
slows down and floats gently to the 
wharf. A trained dock crew stand by— 
the reception committee. Almost before 
the hausers are taut silk bales go over 
the side to the waiting train. One hour 
passes, the silk still comes, two hours, 
three hours—the last bale. The Mogul 
engine bell jangles a warning. Guards, 
armed to the teeth, take their places. 
The “reefer,” for that is the silk train’s 
name, pulls out. It is off to the east 

tuning faster than the fastest passenger 








Courtesy Canadian Pacific. 
T= fir trees and wayside ferns add 

to the joy of the road for the traveler to 
the great northwest. 





train—seventy hours to Chicago. One 
record is thirteen days, three hours, and 
eight minutes from Yokohama to New 
York, 8300 miles. The saving of two 
days is said to make a difference of fifty 
cents a bale at New York. Interest on 
millions of dollars involved multiplies at 
the rate of thousands of dollars a day. 
Then there is costly insurance. In the 
silk trade time literally is money and be- 
cause Seattle has prepared the finest of 
port facilities it is a stage for the swift 
action of the spirited trade drama. 

If you would also know the Seattle 
that is different take a ride in a cable 
car. Once there were many more cable 
cars in Seattle but since so many hills 
have gone to Davy Jones’ locker there 
remain but three and the West Queen 
Anne line counterweight. Dignity goes 
out the window when the cable car goes 
up. The seats along the side look like 


’ I \NHE UNIVERSITY OF WASHINGTON stadium. The lake in the background suggests a combination of land and water sports 
which the university students enjoy. 


THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION 111 





safe and conservative seats when one 
boards the cars downtown. But as the 
journey goes on the seats lose their poise 
and the riders their isolation. By the 
time the car lunges over the top of a hill 
one may be in the arms of a pretty 
Washington University coed or in the 
market basket of a housewife. 

Seattle’s market is a continuous show. 
Many are the tourists who would be 
willing to leave all Puget Sound to the 
northwest if only they could ship Seat- 
tle’s market back home. Fresh vegetables 
and fresh fruit are on sale all the year 
around. Prices make the eastern house- 
wife envious; eight cents for a crisp 
luscious head of lettuce, a big box of 
raspberries for ten, a bunch of celery for 
five. Seattle’s splendid market is the joint 
production of her careful truck growers, 
both Japanese and white, and the Japa- 
nese current. What the Gulf Stream is 
to England, the Japanese current is to 
Puget Sound, bringing warm rains, mod- 
erate weather and often forbidding the 
descent of a single snowflake on the 
Puget Sound cities during the entire 
winter. 

On most any January day Seattle of- 
fers another free show which its eastern 
sister cities cannot produce. By driving 
to Leschi Park on Lake Washington one 
may chance to pick up with the Univer- 
sity of Washington crew zipping along 
on a practice run. If the racing crew 
is running back on its course to campus- 
side Union Bay one can pace them along 
Lakeside Drive for some distance. Who 
has not heard of the Washington crew? 
Seattle does not use their success to claim 
better brawn for the west. No, it’s the 
climate again! Washington crews beat 
Harvard, Yale, and Annapolis because 
they can practice all year round. 

But the University of Washington is 
famous for more than racing crews. Few 
campuses are more beautifully situated. 
It is growing up to the 582 acres used 





112 


for the Alaska-Yukon-Pacific Exhibition 
and then turned over; buildings and all, 
to the University. The campus fronts 
on Lake Washington Canal connecting 
Lake Union Lake Washington. 
Over 7000 students register annually 
now. The meeting of the National Edu- 
cation Association at Seattle this year 
will probably bring many more teachers 
to join the hundreds from the middle 
west and east who come for the summer 
school—and _ vacation. 

In chronicling the special dramas of 
Seattle, the moments that set it apart, 
one must ever record the two finest of 
all, sunrise on the Cascades and sunset 
on the Olympics. 

Since the passage of the seventeenth 
amendment there has been a great to-do 
when women become officials. The spot- 
light of attention has been on “woman” 
and not on the “official.””, Mayor Landes 
of Seattle is different, somehow.. It is 
very easy to forget that the mayor’s first 
name is Bertha and that the National 
Education Association for once, will have 
a hostess instead of a host. Mrs. Landes 
attained her present office as most men 
do; she worked up through the ranks. 
First she was a member of the city coun- 
cil, then president of the council for 
some years, and finally mayor. 

Members of the National Education 
Association, when they arrive on Puget 
Sound, will find themselves the guests of 
the whole northwest. Years of growth 
have knit the northwest into a_ unit. 
The rivalries of cities, of Tacoma and 
Seattle, that raged like rivalries of Greek 
and Italian city states, have been dispelled 
by commerce and cooperation. When a 
Tacoma citizen is in the presence of a 
Seattle citizen nowadays he may call it 
Mt. Tacoma, but, he will probably wink 
and amend it to “the mountain.” 

Seattle visitors will find much to in- 
terest them in the environs of Seattle— 
and these environs include two Canadian 
cities, Vancouver and Victoria. In fact 
Seattle is the apex of a sort of civic 
triangle, with one point resting at beauti- 
ful, Victorian Victoria; and another at 
bustling, busy Vancouver. 

It is only a few hours by boat from 
either Seattle or Vancouver to Victoria, 
yet in those few -hours ane feels he may 
have traversed fifty years in point of 
time, and semicircled the globe in respect 
to locale. For Victoria has been called 
more Victorian than present-day Eng- 
land itself. 

Vancouver claims 


and 


“the second best 
harbor in the world,” generously leaving 
the visitor to choose his own first, but 


Tue JouRNAL OF THE NATIONAL EpucaATION ASSOCIATION 


Victoria rests her harbor claims on 
beauty rather than on spaciousness or 
tonnage. The passenger vessels land in 
front of the mellow gray stone Parlia- 
ment House; one almost literally debarks 
into its spacious greensward, bedecked 


Courtesy Canadian Pacific. 
| Capesae ain carved totem poles are a 
picturesque reminder of the Indian lore 

of the northwest. 


with geranium beds and a sparkling 
fountain. To the left is an ivy-grown 
hotel, with the inevitable English sunken 
flower garden. This hotel is the western 
pride of the railway hotels that span one 
of Canada’s great transcontinental routes 


with similar caravansaries from the 
Frontenac at Quebec to this outpost 
where travelers from the Orient first 
stretch their land legs. Victoria is as 
clean as Salt Lake City, as Old World 
as York, as sedate as Oxford. 

Victoria regards Vancouver as a fast 
growing boy, exuberant, spirited, and a 
bit too flushed with his own achieve- 
ments; Vancouver looks upon Victoria 
with the respect and tolerance one be- 
stows upon a gentle maiden aunt with a 
faint scent of lavender. 

A railroad made Vancouver. Anyone 
who spins across prairies and mountains 
must marvel at the vision and skill of 
the men who “bridged two oceans and 
linked four continents.” 

The ancient forces that molded the 
earth into a sphere keep all three cities 
very much alive. It is an interesting 
problem of geography to note that a map 
makes it seem that, to sail to Hawaii 
and Japan, one might well go due west 
from Los Angeles. If one studies a 
globe, however, and measures with a 


A pril, 1927 


string the shortest route from any North 
American Pacific port, or even from the 
Panama Canal to the Orient, he will see 
that his voyage will carry him north- 
ward, past the Seattle-Victoria-Van- 
couver triumvirate. Thus these cities are 
in the same strategic “busy corner” of 
the American shipping lane that Yoko- 
hama occupies on the other side of the 
ocean. 

And when one contemplates the in- 
dustries and shipping of Seattle and Van- 
couver, and the mellow culture that has 
grown up in Victoria, he is surprised 
also at the historical perspective of this 
region. For it was while the Colonies on 
the Atlantic seaboard were fighting their 
war of independence that Captain James 
Cook nosed his way along the Pacific 
Coast, proved that California was not 
an island, and made the first explorations 
on lake-studded, mountain-bedecked, In- 
dian-haunted Vancouver Island. And 
the far-sighted Benjamin Franklin, at 
the Court of France, suggested that the 
returning vessels of this great explorer 
be not molested by the belligerents, since 
theirs was a conquest of peaceful explo- 
ration. 

Victoria’s appeal ranges from its great 
observatory, and its temples of curious 
oriental religions, and its wind-swept 
golf course, and its English houses 
nestling behind high hedges and sur- 
rounding flower gardens. 

There is in Victoria a candy shop 
which advertised, ‘“Our candy fresh every 
morning.” hat is familiar to an Amety 
ican, but he gets his surprise when he 
calls around at this shop in late after- 
noon and finds another sign, “Having 
sold all the candy made this morning, 
this shop is closed for today.” 

But the visitor will find the business 
of Vancouver is not that city’s only at- 
traction. Its Stanley Park with its 
beautiful giant cedars and firs is an 
arboreal museum. Its most unusual 
spectacle, perhaps, is its beach. There the 
English custom of wearing one’s bathing 
robe to the edge of the water survives 
and when it is removed one sees that the 
bathing costume, from its brevity, is 
meant for swimming. This beach, how- 
ever, presents its peculiar charm about 
nightfall in summer time. Then many 
driftwood fires light up the waterside, 
and eerie figures dancing around these 
many fires recall the days when Simon 
Fraser paddled a canoe along the river 
now named for him and found Indians 
tending beacon fires along these very 
shores to signal the homeward way t 
their fishing craft. 





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Morals and Student Activities 


Associate 


EAN RussELi of Teachers Col- 
|) lege, Columbia University, in a 

recent address said ““The schools 
are asked to supply character training, 
but who knows how character is made? 
It may well be that the greatest need to 
be met with today in research work is 
to get at the basic facts of habit forma- 
tion which lie at the foundation of char- 
acter.” I, too, agree with this senti- 
ment and express the hope that some or- 
ganization may see fit to undertake a real 
scientific study of this most important 
question which we school people recog- 
nize as important, but know so little 
about. I will give some personal view- 
points upon this subject, none of which 
can be backed up by real scientific data 
but the most of which come from ob- 
servation and deductive reasoning. 

The Commission on the Reorganiza- 
tion of Secondary Schools suggested eth- 
ical character as the summit of the seven 
primary objectives of all secondary edu- 
cation in a democratic society. We can 
readily subscribe to this suggestion be- 
cause we realize as never before that 
the spiritual values after all are the final 
tests of successful lives and successful 
nations. We have been a little slow as 
school people to catch the significance 
of that passage in Holy Writ which 
clearly states that the child grew in wis- 
dom and stature, and in favor with God 
and men; thus suggesting a four-fold 
development: intellectually, physically, 
spiritually, and socially. We have 
abundant evidence all around us to prove 
that intelligence and physical prowess 
do not develop the kind of citizenship 
which the state needs and the world 
needs. Some of the cleverest rascals in 
the world are superior from an intel- 
lectual and physical standpoint. There 
Sno doubt about our neglect of this sub- 
ect in our deliberations and in our actual 
Practice in the highschools. We have 

groping in the dark, hoping that our 

Ys and girls would come out all right 
anyway. 

Teaching morals in the junior high- 

lis just a continuance of a process 
ich begins in the elementary school, 
and must be continued through the sen- 
ur highschool. I believe that the junior 
school has made an invaluable con- 
ution to the solution of this problem 


C. R. Foster 


in the development of its extracurricular 
program. In THE JOURNAL OF THE 
NATIONAL EpucaTION ASSOCIATION for 
May, 1922, we find this statement: 


Ideals for Which Each 
Aspirant for Citizen- 
ship Should Strive 


UALITIES that make for true char- 
O acter: 

High sense of honor. 

Fairness. 

Helpfulness. 

Politeness. 

Tact, and the doing of right 


because it is right. 

2. Initiative—that is, resourcefulness, 
enthusiasm on showing leadership 
in voluntary service for his 
school. 

3. Passing grades in all subjects, re- 
sulting from earnest effort. 

4. Growth in selfcontrol, consideration 
for the rights of others and a 
sense of civic responsibility. 


This poster appears in every schoolroom 
in Latimer Junior Highschool, Pittsburgh, Pa. 





Our moral standards are not something 
remote from experience but are engendered 
by experience itself. Moral training cannot 
be inculcated by giving children a set of 
maxims; it must be gained by the give and 
take of social life itself. To provide a 
child with a set of maxims is to bind him 
an unthinking slave to the past; to give him 
the power to realize the moral implications 
of his own conduct and to evolve a code 
of ethics for evaluating social experience, 
from the experience in which he is himself 
engaging, is to make of him an active agent 
of civilization. It is for this reason that 
activities in school are a fundamental ne- 
cessity in guiding conduct. They give op- 
portunity for situations that bring about 
moral training through experience itself. 
(The school ought to be an experience giv- 
ing institution.) A school régime that en- 
courages the passive absorption of know- 
ledge for its own sake, that isolates pupils 
into individual units and encourages compe- 
tition, that makes communication among 
pupils a sin, is training its pupils in a code 
of ethics which is not in accordance with 
what is advocated in life outside of school, 
and it fails to take advantage of the two 
great opportunities for moral training of 
life in a social group—training in coopera- 
tion and social sympathy. The experience 
of a pupil in the company of His fellows is 
the best moral training which he can have. 
(To live pupils must practice living.) So- 
cial disapproval has a quick and direct way 
of reforming conduct that is worth a dozen 
homilies or moral lessons. 


[113] 


Superintendent of Schools, Pittsburgh, Pennsylvania 


Moral character is developed through for- 
mation of habits, through experiences. Moral 
preference is exercised only in making a 
choice. It is only when there is freedom 
to act, to act wrongly or rightly, that any 
moral issue is involved. Otherwise the in- 
telligence has no opportunity to discern right 
from wrong; the disposition to do right has 
no chance to function positively. We cannot 
develop in children a sense of responsibility 
to act rightly when we deny them freedom 
of choice as to their actions. 


In the report of the Commission on 
the Reorganization of Secondary Edu- 
cation entitled ‘Moral Values in Edu- 
cation” we have this statement: 


First in importance as a moral agency 
should be placed the actual performance of 
the pupils themselves. It is one thing to 
hear right conduct praised or to see it ex- 
emplified; it is quite another and more 
necessary thing for the boys and girls to do 
the acts. Character is essentially a matter 
of action, the habitual performance of cer- 
tain kinds of deeds rather than others; and 
the only genuine way of learning how to do 
these deeds is to do them, just as tennis is 
learned, only by playing it. 


The extracurricular program of the 
junior highschool through its club ac- 
tivities, student participation in the con- 
trol of the school or student government 
as it is sometimes called, the school 
assembly, and the social functions of the 
school furnish just the opportunity sug- 
gested in these two articles. Public 
opinion is a great force in moral training. 
The assembly affords a wonderful op- 
portunity to create public opinion. What 
is the attitude of the whole school, pu- 
pils and teachers, on matters of sports- 
manship, fair-dealing, treatment of vis- 
itors and visiting teams, toward care of 
the building, toward punctuality and 
regular attendance, conduct in halls and 
lunchroom, toward cigarette smoking, 
courtesy to one another, to teachers and 
others, toward such American ideals as 
sympathy, cooperation, obedience to au- 
thority, loyalty, reverence, thrift and in- 
dustry, etc., etc.? The pupils by dis- 
cussing these matters in a democratic 
way in home room periods, in class or- 
ganizations, in student associations, and 
in the assembly are educating themselves 
and will get lasting and satisfactory re- 
sults. 

The student government organization 
of the junior highschool affords a real 








114 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


A pril, 1927 





opportunity to understand what responsi- 
bility means, to practice worthy coop- 
eration, worthy initiative, obedience to 
authority, and all of those qualities 
which make a good citizen of a junior 
democracy in the school and ultimately 
good citizens of the democracy of the 
world. How is a pupil to understand 
what responsibility means until he has 
been intrusted with a task that has suc- 
ceeded or failed because of him? 

One of the primary virtues in prep- 
aration for democratic life is worthy co- 
operation. There is something wofully 
lacking in a citizenship which does no 
more than obey the law and refrain from 
infringement upon the rights of others. 
In too many schools the aim encouraged 
by the actual conduct of the work is of 
a type which lays major stress upon 
“looking out all the time for number 
one.” We can no longer conceive of 
democracy as mainly a matter of every- 
one for himself within the limits of the 
law. ‘That conception is too common. 
John Dewey has pointed out that this 
conception is symbolized by the very 
equipment of the ordinary classroom. 
Each pupil sits by himself at a desk, 
which is fastened immovably to its place. 
Each occupies his own little island, from 
which as a general rule communication 
with all other islands is forbidden. This 
rigid separation typifies the importance 
attached to the virtues of noninterfer- 
ence. The class acts as a group only in 
obedience to orders from headquarters. 
This method overlooks the fact that 
while even in a democracy orders must 
be obeyed, the rules are not decreed by 
an autocrat, but are willed by the group 
itself. Responsibility for the success or 
failure in the execution rests with those 
who not only obey the orders but make 
them. 

The members of a democracy must be 
animated by the spirit of cooperation, a 
spirit more constructive than merely re- 
fraining from interference, the spirit of 
freely working together for the positive 
good of the whole. A junior highschool 
of any size furnishes just the opportu- 
nity which is needed for cooperative ef- 
fort. The participation of students in 
their school government affords oppor- 
tunity to practice high ideals of citizen- 
ship. It does more than train for citi- 
zenship in the narrow sense. It is the 
solution of many of the student body 
problems which arise in every school. It 
affords the student an opportunity for 
active participation in social and local 
political problems furnishing an outlet 
for the exuberant activity of youth which 








is bound to be expressed in some other 
form if not given a legitimate outlet. 

The propensity for secret societies or 
school fraternities, social cliques, clubs 
and such undesirable byproducts of our 
present system of school control is sim- 
ply the selfdirected expression of the 
students’ social proclivities. The ac- 
tivities could be made productive to the 
student and of great value to the school 
if directed through the channels of par- 
ticipation in school control. * Student 
participation develops the student per- 
sonally. It fosters democracy, fair-play, 
unselfish service, consideration of the 
rights of others, and respect for the law 
of the social group. 

It cannot be too strongly emphasized 
that the purpose of democratic coopera- 
tion in solving school problems is not 
merely either discipline or better man- 
agement of details. There is scant evi- 
dence that democracy is more efficient 
than is despotism at its best. The ad- 
vantages of democracy are largely spir- 
itual, and the beneficent results of demo- 
cratic school administration are to be 
found in habits of thought, feeling and 
action rather than in mere conformity 
to rules. However efficient its organiza- 
tion and its instruction in mere subject 
matter, the American highschool fails 
in its most important function if it fails 
to develop the qualities of good demo- 
cratic citizenship. High ideals of citi- 
zenship should be kept prominently be- 
fore the students all the time. 

Another important contributing influ- 
ence in the moral training, as well as 
the social training of junior highschool 
students, is the proper conduct of the 
social functions of the school. Gregari- 
ousness is one of the primal characteris- 
tics of adolescence. This is the gang, 
club, set, clique age, especially in the 
earlier years. It is a very normal desire 
for boys and girls to want to have regu- 
lar and pleasant associations with other 
boys and girls. Adolescents are social 
animals. 

Clark, in his book on The Highschool 
Boy, says “The social activities of the 
young almost always seem excessive to 
the middle aged. There are few things 





SL 





which we forget so easily as the esca- 
pades of youth. A middle-aged father 
was advising his young son against the 
evils of dancing. ‘But you danced, 
Father, when you were a boy,’ the lad 
protested. ‘“True,’ the father replied, 
‘but I have seen the folly of it.’ ‘Well, 
the boy replied, ‘I want to see the folly 
of it, too.’ ” 

When we are tempted to be too criti- 
cal of the social customs of the young 
today, it might be well for us to remem- 
ber that customs change. In the good 
old days the entire aim of the school 
was to develop the intellect to its highest 
powers, regardless of the social or physi- 
cal or without even any thought of the 
moral needs of the individual. 

Highschool principals and teachers 
considered it their duty to crush or to 
restrain these social impulses of the stu- 
dents. Because of this attitude high- 
schools everywhere had real social prob- 
lems and even to this day these problems 
exist in some places. Laws have been 
passed by state legislatures, and drastic 
rules have been passed by school boards 
to curb highschool fraternities, sororities, 
dancing, etc. This attempt to restrict 
the social impulses and advantages of 
pupils of highschool age has frequently 
met with failure because it was unna- 
tural, illogical, and unsympathetic. The 
problem was attacked from the wrong 
direction. Fortunately, highschool peo- 
ple today realize the importance and the 
opportunity of guiding and training these 
immature boys and girls in the proper 
conduct of their social activities. 

The social training which many stu- 
dents get in school is the only social 
training whick they do get. Boys and 
girls ought to know to some extent how 
to carry on a conversation, how to please 
people, how to come and go without 
awkwardness and embarrassment. Noth- 
ing causes selfconsciousness more than 
a lack of acquaintance with social usage 
and social forms, and nothing acquaints 
one with these details more quickly than 
a little practice and experience. It should 
be considered a part of every boy’s and 
girl’s education that they learn how to 
meet men and women as well as those 
of their own age. : 

Another thing to be kept in mind is 
the necessity for boys and girls to learn 
a good many things about conventional 
social customs, and to be trained to have 
a certain respect for them. In them- 
selves these customs may mean very little, 
but observance of them marks us as ¢X 
perienced and thoughtful, and failure to 
observe them generally indicates that we 











se 


Se or SS Ur SlUlC(<i—t Kh OUlCttC hh OUC<C~SSS}; 


27 



















oe ema 


























Vol. 16, No. 4 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 115 
Ca- iP REE i 
her are crude and careless. It is a little thing thy Use of Leisure” as another of the  ricular work of the school, except in a 
the to call after one has been invited to din- primary objectives of education. In _ very indirect way. The best opportu- 
ed, ner, to rise when a lady comes into the Cardinal Principles, we have this state- nity for this direct teaching comes in 
lad room, to speak to the hostess or to the ment, “Education should equip the in- connection with the home room period of 
ied, chaperones at a party, to take your hat dividual to secure from his leisure recre- the student participation program in one i 
ell,’ oft when you talk to a lady on the street, ation of body, mind, and spirit and the of the activity periods of the week. This 
olly or to eliminate “say” or “listen” when enrichment and enlargement of his per- affords a real period when such topics as ; 
beginning a conversation, but these are sonality. This objective calls for the sympathy, courtesy, loyalty, reverence, ' 
riti- little things which help to make that ability to utilize the common means of obedience, selfrespect, honesty, industry, 
ung thing which we call character. enjoyment, such as music, art, literature, selfcontrol, trustworthiness, politeness, 
em- Another value worthy of mention is drama, and social intercourse. One of unselfishness, etc. may be thoroughly 
ood what the social life of the school con- the surest ways in which to prepare studied and discussed by the students 
1001 tributes to the happiness of the individ- pupils worthily to utilize leisure in adult themselves. This study and discussion 
hest ual. The boy or girl who does not have ife is by guiding and directing their will lead the students to a better ap- 
\ysi- any social life is usually unhappy, and use of leisure in youth.” This is a very preciation of their worth. 
the is sometimes driven by his solitude to  yital part of the moral training of youth One of our Pittsburgh highschools is 
unfortunate habits of thought and con- ag well their social training. doing a fine piece of work this semester 
hers duct. No one can attend the social func- I have emphasized the extracurricular with a program like this. The topics 
r to tions of the students without noticing agencies of the school because I believe are carefully outlined and placed in the 
stu- the interest, enthusiasm, and sense of that they afford the greatest opportunity hands of students for study and discus- 
igh- satisfaction and joy displayed there. It in moral training. The fact that this sion. This work is very valuable espe- 
rob- isa matter of common observation that training comes mostly through practice cially when the school has a real, live 
lems immoral acts come as a result of not does not preclude the value of some di- extracurricular program, so that pupils 
been knowing what to do in leisure hours. rect teaching of morals. This cannot be May practice these virtues in real situa- 
astic We have committed ourselves to “Wor- done in connection with the regular cur- _ tions. 
ards 
ities, 
trict 
s of “ Bw 4 y 
ently The Rose-Bush: an Experiment in Immortality 
inna- 
The WALTER BARNES 
‘rong 
peo- | HAVE A NOTION to try an experiment in immortality In fifty, sixty, seventy years. 
d the But suppose it was “slipped” and transplanted every-so-often. 
these | That rose-bush How long would it live? 
roper Up in the hill-side flower-garden Forever? 
Came from my grandmother’s. Well, why not? 
_ She brought a slip from her grandmother’s garden I don’t know, but why not? 
j In Holland At least it has lived, 
social And stuck it in the ground in the garden By renewal and transplanting, 
; and | In her home in Ohio. From my grandmother’s grandmother's time down into mine, 
- how | Almost sixty years it grew in her garden. And it is still living. 
please The rose-bush in Holland had died, she heard, I’m going to give a slip from it to my grandchildren— 
chout Died of old age,” she told me with a sort of smile. And try an experiment in immortality. 
Noth: | But the slip 9 it grew and flourished. But your rose-bush may die. ' 
pti — when I built my home, Then what of your great experiment? 
© gave me a slip from her bush. Friend, this slip from the rose-bush 
usage I stuck it in the ground up there in the garden. Wasn't all that grandmother brought from Holland, 
uaints age os something to remember your grandmother by,” Wasn't ail that I brought from grandmother’s home in Ohio. 
y than ow OMG. How long would a truth live, 
should — T had plenty to remember her by-- A at cae chy adaptable truth? 
5s and But sage things stuck in the soil of my —.. How long would an idea, a character, a quality, an influence, 
glad enough to have the rose-bush; live? 
ow {0 I thought of it, sentimentally, Couldn’t a person “slip” it, 
those Grandmother is dead Transplant it and renew it every-so-often? 
And her rose-bush is dead, Wouldn't it live forever? 
ind is am je by the “ete _ bare ws nit oe m All very well, 
learn My caput Sgro gaa ft grandmothers deat But your grandchildren may not care for your rose-bushes 
pre” Tie een eco, ’ ot perio truths and ideas and what-nots. 
am a teacher— 
b have Is this your wonderful experiment in immortality? Why should I fash myself about my grandchildren? 
them- I wonder how long a rose-bush would live. I have plenty of descendants, 
little, ~ Suppose it would live its life out, And each one of my descendants will have descendants. 
as ex S¢ up all it had, I tell you I’m going to try that experiment in immortality. 
re to 


at we 





THE JouRNAL OF THE NATIONAL EpucaTIoN ASSOCIATION 


The Journal of the 
National Education Association 


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


President, Francis G. Blair 
Secretary, J. W. Crabtree 





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

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

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

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

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

THE JOURNAL is a member of the Educational Press Asso- 
elation 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 Harold A. Allan 
Editor Business Manager 


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








In Texas 


VER THE entrance to the Fair Park 

Auditorium at Dallas, where the 
general sessions of the Department of 
Superintendence convened, is the in- 
scription Dedicated to the True, the 
Good, and the Beautiful. This might 
have been the dedication of President 
Randall J. Condon’s program. The 
search for the deeper truths of education 
and life was everywhere; the good was 
magnified throughout; and emphasis on 
the beautiful found expression in great 
music led by the National Highschool 
Orchestra, in exhibits, in speeches, and 
in the spirit of the hospitality committee 
which pinned violets, picked by school 
children, on the visiting hosts. 

Even as the Auditorium with its 
classic inscription has beauty of line and 
mass and proportion, the convention at 
Dallas was remarkable for its unity, its 
integrity, and the loftiness of its” spirit. 
Said A. E. Winship: “It is the greatest 
program ever brought together—bril- 
liant in its general themes, notable for 
the number of women speakers; built 
out of the single motive of finding the 
best and giving it expression.” 

Said thousands of guests: “Dallas is 
genial and greathearted. We are better 
for having been here.” 

Said a leading Dallas newspaperman: 
“I am impressed by the earnestness, en- 
thusiasm, and energy of these fine men 
and women.” ‘ 

And so the comment goes. It is as if 
the school executives had gone onto a 


high mountain and taken a new view. 
Looking out over the great range of 
educational problems and trends, they 
saw many things and found new inspira- 
tion to take home to the teachers and the 
children. 

The power of fineness in education 
was emphasized in many ways. Presi- 
dent Condon, as he presided over the 
sessions of the Department and brought 
official greetings to various groups at 
the convention, spoke always beautifully, 
simply, and sincerely, saying “One can- 
not teach more than he is.” 

The fineness of music has never been 
more strongly emphasized than at 
Dallas. It was brought into every pos- 
sible program and reached its climax on 
Thursday night when a chorus of eight 
hundred children’s voices from the 
Dallas schools shared the evening with 
the National Highschool Orchestra in a 
musical program that will never be for- 
gotten by those who were privileged to 
hear it. The great orchestra, under the 
masterful leadership of Joseph E. 
Maddy, held a crowd that filled the 
huge auditorium until the very end 
when audience and orchestra joined in 
Now the Day is Over. 

The place of beauty in education was 
stressed also in the technical and educa- 
tional exhibits which were officially 
opened by President Condon on Febru- 
ary 26. This official opening recognized 
the large service rendered to the children 
by those who produce books, furniture, 
and equipment. There were brought to- 
gether pictures of beautiful schoolroom 
interiors, the finest printing products 
from the schools of seventyfive cities in 
thirty states, and many examples of 
school art applied to life. 

Another element that was much in 
evidence was the determination to give 
to every child through education his 
peculiar opportunity. This determina- 
tion found expression in the discussion 
of individual differences, in the demand 
that highschool opportunity shall be pro- 
vided for every child, and that the high- 
school shall change its organization and 
methods so that it shall have something 
worthwhile to give to every child. It 
was found in the earnest plea for the 
open door policy in college management. 
It was found in the discussions dealing 
with preschool and parental education, 
sight saving, the education of crippled 
children, visual education, boy scouts, 
campfire girls, and girl scouts. 

The Dallas program was also notable 
for its emphasis on unity and cooperation 
in American education. The movement 


A pril, 1927 
ints eee 
for a Department of Education had new 
energy. Reports from state chairmen 
told of plans for work in the various 
states. Hosts of persons are now work. 
ing in behalf of the New Education Bill, 
The conviction grows that every teacher 
must share in this privilege and opportu- 
nity of fostering a cause that will vitally 
affect the children of America. 

The Curriculum Commission pre. 
sented the notable junior-highschool 
yearbook and made plans for the devel- 
opment of the yearbook on the senior 
highschool for distribution at the 1928 
meeting. The Department’s new com- 
mittee on the Articulation of the Units 
of the American Public School System 
at its meeting laid the ground work for 
the 1929 yearbook. 

The National Association of Second- 
ary School Principals accepted the in- 
vitation of the Association to become 
the Department of Secondary School 
Principals. This is one of the biggest 
educational events of a decade. It will 
mean new impetus to the movement to 
have the entire profession at work on 
its problems. It will mean more rapid 
growth and better spirit. It is always so 
with the larger loyalties. 

Thus did President Condon weave 
into the fabric of a huge convention his 
general theme of ideals—character, citi- 
zenship, and national unity. 


OSEPH M. GWINN, recently elected er 

dent of the Department of Superintend- 
ence for 1927-28, is superintendent of schodls, 
San Francisco, California. His educational 
career, which began in the rural schools @ 
Missouri, includes various experiences ™ 
that state and thirteen years as superimen® 
ent of schools in New Orleans. 








, 1927 


es 


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The Dallas Resolutions 


HE DEPARTMENT OF SUPERIN- 
[texans of the National Edu- 

cation Association at its meeting 
in Dallas on March 3, 1927, adopted 
the following resolutions: 

1. The Department of Superintend- 
ence of the National Education Asso- 
ciation of the United States, assembled 
in its fiftyseventh annual convention, 
reafirms its faith in American democ- 
racy and in the free American public 
school, which makes possible the con- 
tinuance of that democracy and gives to 
the great body of American people the 
power to readjust themselves to ever- 
changing conditions of industrial, social 
and civic life, to create new standards 
for new conditions, to preserve their 
inalienable rights of life, liberty and the 
pursuit of happiness, and to obtain for 
themselves ever larger measures of free- 
dom and spiritual wealth. It would 
warn against any tendency toward the 
return to that limited form of education 
which has for its purpose only, or mainly, 
the formation of habits that fit for specific 
conditions and duties in 2 static society 
rather than for intelligent and cour- 
ageous participation in the great adven- 
ture of life in freedom and democracy. 

We hold with the patr ot‘c governor 
of Texas, Mirabeau 2. Lamar, that 
“cultivated mind is the guardian genius 
of democracy, and while guided and con- 
trolled by virtue, is the noblest attribute 
of man. It is the only dictator that free- 
men acknowledge and the only security 
that freemen desire.” 

2. We recognize the equal right of 
all children, regardless of wealth, so- 
cal position, native ability, and all 
other conditions, to full and free op- 
portunity for the kind and degree of 
education which will insure their best 
and fullest individual development, and 
fit them most perfectly for the duties 
and responsibilities of individual, social, 
Civic, and spiritual life. Therefore, we 
commend the increasing efforts of boards 
of education and administrative officials 

to adapt school organization, courses of 
study and methods of teaching to the 
Varying needs of children. We recom- 
mend and urge the hearty support, 
financial and otherwise, of the scientific 
tesearch whose aim is to discover the 
means by which teachers and adminis- 


Adopted March 3, 1927 


trative officers may determine more read- 
ily and accurately the educational pos- 
sibilities and needs of individual children. 

We also welcome the widespread in- 
terest in the readjustment of courses of 
study in schools of all grades to meet 


Ree is a noble word. It de- 
scribes a factor that is priceless 
in the individual life. As a means 
of expressing the collective will of 
groups of people, it is one of the 
great tools of democracy. The reso- 
lutions of the National Education 


Association cover the span of national 
growth from 1857 to 1927. They have 
always been built around the inter- 


ests and needs of the child and the 
elevation of education. Through their 
professional organizations the teach- 
ers have stood for larger opportuni- 
ties for women, the abolition of the 
saloon, the regulation of child labor, 
the enforcement of law, the creation 
of a federal Department of Education, 
and wise policies in dealing with na- 
tional affairs. 





more perfectly the abilities and interests 
of children and the demands of society; 
and, both for economy and efficiency, 
would recommend the closest possible 
cooperation of the various agencies at 
work at the task of curriculum making. 

3. Policies of administration, forms of 
organization and courses of study all de- 
pend for their results on the life-giving 
work of teachers in the classroom. We 
urge, therefore, that in the employment 
of teachers only their fitness for the 
position sought be considered, that teach- 
ers be given large freedom in their work, 
and that such salaries be paid them as 
will make possible the achievement of 
the highest standards of personality, edu- 
cational preparation and _ professional 
skill. Superior teaching service should 
be rewarded by proper recognition and 
salary to the end that teachers may be 
placed and retained in those positions 
where they can render their highest and 
best service. 

4. The enlarged program of education 
demanded by the present and the future 
is necessarily more costly than the pro- 
grams of earlier years. But we would 
call attention to the fact that right edu- 
cation of all the people has a direct rela- 
tion to material wealth. It is through 


[117] 


the vision, scientific knowledge, techni- 
cal skill, and business ability produced 
by such education that the resources of 
the country are developed and potential 
wealth turned into actual wealth. No 
people ever became poorer by thus pre- 
paring themselves for the effective use 
of their capital of time, energy, resources, 
and money. It is very largely because 
of our generous expenditures for educa- 
tion that our unprecedented wealth and 
wealth-producing power have been 
gained. We would, therefore, urge the 
adequate support of all sound and well- 
considered programs of public education 
as investments sure of satisfactory finan- 
cial returns as well as of the more im- 
portant returns in good citizenship and 
in cultural and spiritual wealth. 

5. That children of rural districts and 
of towns and cities of less wealth may 
not lack essential opportunity for edu- 
cation that will enable them to live and 
serve as well as those who are fortunate 
enough to be reared in wealthier com- 
munities, we repeat our former recom- 
mendation that a large portion of the 
support of schools be assumed by the 
larger units of county and state. That 
taxation for education may be more 
evenly and justly distributed, we recom- 
mend careful study of the principles of 
taxation and the progressive adoption of 
modern, equitable, and scientific meth- 
ods of obtaining revenues for the support 
of schools. 

6. We recognize that under our form 
of government responsibility for the sup- 
port and administration of education 
rests with the states. In order that they 
may more fully and effectively meet this 
responsibility, state and county school 
administration should be kept free from 
partisan and factional politics. We be- 
lieve this can be accomplished best 
through rightly constituted state and 
county boards of education with admin- 
istrative officials selected by and responsi- 
ble to these boards. The wisdom and 
effectiveness of this policy have been 
demonstrated in city school administra- 
tion. We recommend its adoption in all 
school administrative units, whether 
state, county or other units, 

7. The development of our American 
program of education is dependent upon 
the contribution made by the several 


118 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





states and localities which make up the 
nation. The Federal Government has 
long accepted the responsibility for con- 
ducting inquiries and disseminating in- 
formation in support of the programs 
which are controlled and administered 
locally. We believe that further progress 
in education throughout the nation is 
dependent upon scientific inquiry which 
should be conducted by the national gov- 
ernment and the results of which should 
be made available to all who work in 
education. We believe that this most im- 
portant function can be best carried out 
by the establishment of a Department of 
Education, with a Secretary in the Presi- 
dent’s Cabinet. We pledge our aggres- 
sive support to the Curtis-Reed Bill, 
which is now before Congress and which 
provides for the establishment of a De- 
partment of Education and for the more 
adequate support of scientific research in 
education under the direction of a Secre- 
tary of Education. 

8. We recognize the great service 
which the United States Bureau of Edu- 
cation, with meager financial support, 
renders the cause of education in so many 
fields. Until some better agency for this 
service has been established by Congress, 
we urge such appropriations for this Bu- 
reau as will enable it to perform effect- 
ively the great and important functions 
for which it was created. 

9. We commend the work of the Com- 
mission on the Curriculum and particu- 
larly the yearbook on the Junior High- 
school as a conspicuous example of a type 
of cooperative professional service that 
we are glad to see our profession render- 
ing to its members and to public educa- 
tion. 

10. Realizing that interruptions of the 
work of the pupils in pursuit of the regu- 
larly constituted courses of study greatly 
interfere with the cumulating efficiency 
arising from continuity of effort, we 
therefore look with great disfavor upon 
all attempts by outside agencies to ex- 
ploit the pupils through the introduction 
into the program of the schools of ma- 
terials and activities not organically re- 
lated to the regularly constituted courses 
of study and the legitimate purposes of 
the schools. 

11. We heartily commend the cooper- 
ative national, state and local observance 
of Education Week as a means of stimu- 
lating and uniting the interests of pupils, 
teachers and parents in the advancement 
and support of public education through- 
out the nation. 

12. We would record our full appre- 
ciation of the fine musical programs and 


art exhibits in connection with this con- 
vention. They are good evidence that 
we are rightly coming to regard music, 
art, and other similar subjects as funda- 
mental in the education of American 
children. We recommend that they be 
given everywhere equal consideration 
and support with other basic subjects. 


aoe faee DET Ae eS be 


~™ carTooN—Good Morning Teacher— 
which appeared in The Dallas Morning 
News, February 26, 1927, has a good moral, 
according to Mary McSkimmon, since the 
child is greeting his teacher pleasantly and 
happily. Most cartoons represent the child 
as bitterly disliking and fearing his teacher. 





13. As a further means of securing to 
country children opportunities of educa- 
tion more nearly equal to those of city 
children, we recommend the extension 
of the policy of well-planned continuous 
programs of school consolidation. 

14. We reiterate our approval of all 
just and effective legislation to prevent 
the exploitation of children for commer- 
cial profit, and to make possible their 
full participation in all the opportunities 
offered for their education. 

15. From time to time university 
presidents, school superintendents and 
other educational executives are called 
upon to take a stand for what they know 
to be right and necessary for education 
in the face of hostile political and parti- 
san activity. We commend the members 
of our profession who have had the cour- 
age to undergo this sacrifice, convinced 
that public opinion, through their efforts, 
will ultimately realize the necessity for 
protecting against every selfish interest 
those who are working for the youth of 
the nation and for the fundamental 


principles and policies of public educa- 
tion. 


A pril, 1927 








16. Finally we recommend and urge 
that a worthwhile health program be 
carried on throughout the country, em- 
phasizing in particular personal hygiene 
and the evil effects of marcotics and 
alcoholic beverages ; that character build- 
ing be recognized as a fundamental ob- 
jective in all parts of the school pro- 
gram to the end that the youth of the 
land shall be strengthened in all moral 
and spiritual values; that respect for law 
and order and a sense of personal civic 
responsibility be encouraged in all 
schools; and that a happy and helpful 
attitude of tolerance be inculcated to the 
end that American youth shall be imbued 
with the spirit of worldwide brother- 
hood, peace and progress. 

17. To the state of Texas, to the 
Governor, to the city of Dallas and its 
citizens, to the schools, their officials, 
their teachers and their pupils, to the 
churches, to the public press, and to the 
many organizations that have given of 
their best efforts in our behalf, we render 
cordial thanks for the delightful hospi- 
tality and efficient management that have 
made this fiftyseventh annual meeting 
of the Department of Superintendence a 
notable success. 

Members of the Committee on Reso- 
lutions were: Philander P. Claxton, 
Tulsa, Okla., chairman; May Trumper, 
Isaac O. Winslow, J. G. Collicott, Lida 
Lee Tall, Louis P. Benezet, Sue M. 
Powers, J. M. Gwinn, and C. H Gar- 


wood. 


FFICERS OF THE DEPARTMENT OF 

S UPERINTENDENCE, 1927-28 — 
Joseph M. Gwinn, superintendent of 
schools, San Francisco, California, was 
elected president of the Department of 
Superintendence at the Dallas Conven- 
tion. The other candidate for this office 
was M. G. Clark, superintendent of 
schools, Sioux City, Iowa. Randall J. 
Condon, superintendent of schools, Cin- 
cinnati, Ohio, automatically becomes 
first vicepresident. Frank D. Boynton, 
superintendent of schools, Ithaca, N. Y., 
was elected second vicepresident. Mem- 
bers of the Executive Committee of the 
Department of Superintendence are: M. 
G. Clark, superintendent of schools, 
Sioux City, Iowa; Norman R. Crozier, 
superintendent of schools, Dallas, Texas; 
E. E. Lewis, professor of school admin- 
istration, Ohio State University, Colum- 
bus, Ohio; Frank M. Underwood, dis- 
trict superintendent of schools, St. Louis, 
Mo. Mr. Underwood is the new mem- 
ber of the Executive Committee, to serve 
for four years. 




















wri 
Pes 


nar 


Ste 
tha 
edt 
the 
of 


die 


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”“ =m ‘Fe — | 


eT 3 


Fundamentals of Modern Education 


LL true education is modern. All 
A the books on education ever writ- 
ten might be burned except those 
written by six leaders: Froebel and 
Pestalozzi in Europe, and Henry Bar- 
nard, Horace Mann, William T. 
Harris and Susan E. Blow of the United 
States, and we would still have left all 
that is regarded as vital by the leading 
educators of the twentieth century. All 
these truly great independent revealers 
of new educational light were contem- 
poraries of mine, except Pestalozzi, who 
died twentyone years before | came. 

Pestalozzi and Froebel gave the world 
the transcendent modern ideals in re- 
gard to the development of every ele- 
ment of power of each child in its phys- 
ical, intellectual, and spiritual life. Bar- 
nard and Mann gave the world all that 
is valued regarding the organization and 
development of free national educational 
systems, and the establishment of nor- 
mal schools, and other training agencies 
to give teachers professional as well as 
aademic training. Harris and Miss 
Blow were the supreme interpreters of 
the real meaning of the philosophy of 
Pestalozzi and Froebel. Dr. Harris in 
his last great book taught that the child’s 
brain is not sufficiently developed to 
study formal subjects before eight years 
of age without being blighted. I am 
afraid that only a small percent of the 
teachers of the world have studied the 
last great book Dr. Harris wrote. 

I was the adopted son of Henry Barn- 
ard during the last ten years of his long 
life. He wrote the first national school 
law ever written, when he was twenty- 
ix years old, and in doing so gave the 
greatest gift to the world that America 
tver gave. He started the first national 
chool in the world, the first township 
‘sociation of teachers, the first county 
‘sociation, and the first state associa- 
ton. He was the direct cause of the 
stablishment of a national school sys- 
tm in the first ten states of the United 
States to adopt them, and he was the 
ttt Commissioner of Education in the 
United States. 


1. Modern education does not accept 
ST 


“An address before the Department of 
‘perintendence, Dallas, Texas, Thursday 
"orning March 3, 1927. 


James L. HuGHEs 


Toronto, Canada 


the opinion of a Greek gentleman who 
said about two thousand years ago that 
“Knowledge is power.” The acceptance 
of that statement prevented the recog- 
nition of a true ideal of what education 
should really mean, for nearly nineteen 
centuries. Pestalozzi said that true edu- 
cational aim should be the development 
of “Power, skill, and character,’ and he 
did not mean catechism character. 

The main treatment of knowledge in 
the schools of the world until recently 
was cramming it into the memories of 
the pupils, and then pumping it out at 
examinations. Modern education claims 
that knowledge should be applied as it 
is revealed by teachers or discovered by 
the pupils themselves. Education meant 
through the long centuries memorizing 
facts and solving problems supplied by 
the teachers mainly. Modern leaders 
know that children should be problem 
finders, not merely problem solvers. 
Problem finding is infinitely more pro- 
ductive in the development of vital 
minds than problem solving. Every child 
who is not defective has natural power 
to be a problem finder. 

2. The great fundamental law of 
modern education that every child has 
one power greater than any other power, 
and that the complete development of 
that power must become the chief aim 
of all teachers. No child can ever do 
for himself or for humanity what God 
meant him to do, unless his special power 
has been developed. This central power 
is commonly called individuality. I re- 
gard selfhood as a word that more defi- 
nitely suggests the true meaning of the 
new ideal. It is the highest image of 
God in each person. Each child in a 
class has a different element of the Uni- 
versal Power as his supreme power. 
That element is his individuality or self- 
hood. 

3. The kindling of a child’s special 
power must become the chief aim of edu- 
cation. “Kindle” should be the most im- 
portant word in every teacher’s vocabu- 
lary. No child can learn properly unless 
he is interested in what he is trying to 
learn, and he cannot be truly interested, 
unless highest power has been kindled. 

An illustration will make my meaning 
clearer than an hour’s reasoning could 


[119] 


do. I received an appointment on the 
staff of the training department of the 
Normal School of Toronto on my twenty- 
first birthday sixty years ago. 

A pupil in my grade, the lowest pri- 
mary, was nine years old. He had been 
four years in the class. My predecessor 
told me he was a hopeless dunce, who 
could not learn anything. Men called 
children mean names sixty years ago. 
For six weeks I believed what my pre- 
decessor said. I had never had a lesson 
in drawing, but I soon decided that the 
old-fashioned mechanical method of 
teaching drawing was of little use in art, 
and of no use in developing original 
power in boys. I planned to develop 
boys instead of training them to copy 
pictures. I thought I would try to teach 
the boys designing. I told my boys that 
I would come at eight oclock twice a 
week to give them a new kind of draw- 
ing. I had only one boy the first morn- 
ing, and he was the dunce. The others 
evidently were not interested in draw- 
ing. I did not wonder. 

However, I called the shy boy to a 
front desk and began. My apparatus 
consisted of a thin board nine inches 
square on which I had drawn a small 
square at the center, four small tacks, 
and four small leaves. I fastened one of 
the leaves at a corner of the little square, 
and said, “Ed, can you take a leaf and a 
tack and fasten the leaf at the corner 
opposite to the one I fastened, with the 
same part of the leaf turned to the cor- 
ner, and at the same distance from the 
corner?” I never saw his face light up 
before, but he smiled and said, “I think 
so,” and did it well. 

“Now, fasten the other leaves at the 
other corners.” He did and saw he had 
made a balanced form of beauty. I said, 
“Draw in your blank book what you 
have made.” I drew on the blackboard 
another element of design and asked him 
to put it at the center of each side of his 
first picture. He did it enthusiastically. 
I said, “Good boy, Ed, that is fine.” My 
hand was lovingly on his shoulder when 
I spoke, and I believe I was the first man 
that ever put his hand decently on his 
shoulder. We made rapid progress till 
the end of the hour. One ounce of ap- 
preciation is worth a ton of criticism in 





120 


kindling the soul of a boy or girl. 

I had, without planning to do so, 
kindled Ed at the center of his power. 
He was a new boy. In two months he 
was the best boy in the class in drawing, 
and in subjects related to it. He might 
have had the best teachers of literature 
in the world trying to teach him litera- 
ture to the present time without being 
kindled. He was promoted with me as 
| was advanced from grade to grade. 
Within a year from the time he left 
school from the highest grade, he had a 
larger salary as a boy in an architect’s 
office than I had as head of the only 
model school in Ontario. When the city 
of Toronto decided in 1899 to erect the 
finest city hall in America in a city of 
the same population, all Canadian archi- 
tects were invited to compete, and a 
strong committee of United States and 
Canadian architects was appointed to 
select the finest design. My dunce won 
the $5000 prize. He ranks still as one 
of Canada’s great architects. 

4. Modern education teaches that even 
in the same family children are not alike 
in their selfhood. All the children can- 
not be kindled by the same subjects. 
Every child should be free to develop his 
own selfhood by his own selfactivity. In 
all operative work of school and home, 
each child should be independent. All 
may be instructed to produce the same 
article, but in its construction and deco- 
ration, in following the laws of construc- 
tion and decoration he has been taught, 
he should be original. The same subject 
should not be assigned for a test in com- 
position or art. Each individual should 
choose his subject. 

By far the most developing work of 
the schools is the operative work—not 
carried out by following detailed instruc- 
tions from the teachers, but by following 
the original plans and ideals of pupils 
themselves. True selfactivity is the su- 
preme process of human development. 
Only a small percent of teachers yet-un- 
derstand that a selfactive child must re- 
ceive his own visions, and try to achieve 
them by his own plans. 

When the “learning” ideal absolutely 
dominated the schools sixty years ago, a 
few who began to see more clearly gave 
the world the motto, “Children learn by 
doing.”” The motto of modern thought 


is, “Children grow by doing intellectu- 


ally and spiritually.”’ As a whole ninety 
percent of school time is set apart to 
knowledge storing and ten percent or 
less to developing the powers of the 
children. The time will come when 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


more than half the school time will be 
given to operative processes that will be 
directed mainly by the child’s own mind. 
True education must be from within out, 
not as conducted yet in most schools, 
from without in. 

5. Modern education believes that the 
most important power of a child is its 
achieving power, because it is the only 
power that gives value to all the other 
powers. The first day a child creeps it 
manifests its three most productive tend- 
encies; the tendency fo do, the tendency 
to make its own plans, and the tendency 
to achieve its own plans. Ninetyfive per- 
cent of civilized humanity had greater 
tendency to do, to plan, and to achieve, 
when they were a year old than they had 
when they left school. This deplorable 
condition is the result of bad training in 
the homes and schools. Both in the train- 
ing they get and the loss of the training 
they do not get, children are robbed of 
their basic powers of their mentality and 
their soulhood. 

The love of doing, planning and 
achieving are the bases of. all growth to- 
ward the divine; and all progress made 
from barbarism to our partially devel- 
oped civilization has been made by the 
few of each generation who recognized 
great visions, planned their achievement, 
and achieved them. 

6. Let us contrast the old training 
with the new. The chief words in the 
old training were “don’t,” “stop” and 
“quit”—all negative. The new training 
is positive. The old training tried to 
stop badness; the new training tries fo 
develop goodness. 

“Train’ up a child in the way he 
should go,” is a favorite text all my life 
time, but I never heard a preacher who 
recognized the profound philosophy of 
these words. He and go are the vital 
words of this text. The text clearly sug- 
gests that all children should be goers. 
God meant all children to be goers and 
doers. The old training made them 
don’ters and stoppers and quitters. Men 
often write about the great importance 
of initiative, who have all their lives been 
preventing the development of initiative 
and originality and achieving power of 
their pupils through all their teaching 
years ; not merely failing to develop these 
great natural powers, but absolutely de- 
stroying them so far as unwise negative 
training can destroy the elements of the 
child’s greatest powers. 

One of the supreme powers of human- 
ity is selfcontrol. What does selfcontrol 
mean even yet? It means power to keep 


A pril, 1927 


away from evil. The finest book on child 
training in the United States, uses a man 
who used to be a drunkard, but now has 
such splendid selfcontrol that although 
the saloon is a great temptation, he can 
walk past it without going in. True 
selfcontrol is not keeping away from evil, 
I might keep away not only from the 
saloon, but from every form of evil, and 
be no more use to God and humanity 
than if I had been a grasshopper. If | 
have true selfcontrol, as required by 
modern thinkers, I have such control 
over my powers that I can achieve the 
purposes God expects me to achieve, 
Keeping away from evil is merely nega- 
tive control and therefore it is weak, 

What does responsibility mean in the 
minds of the great majority of the peo- 
ple? I heard scores of sermons that 
taught me I was responsible for the bad 
things I did. That is negative responsi- 
bility without any real vitality. The 
modern basis for teaching responsibility 
is, that I am responsible for the achieve- 
ment of the good things that I have 
power to achieve. 

7. Modern thought teaches that no 
man can truly represent God unless he 
has strong faith in himself. The old 
training taught even in the churches that 
faith in myself was sinful. A favorite 
text was, “We are poor, 
worms of the dust.” I never cared for 
wormy Christians. Marmion was sent 
by the King of England as ambassador 
to Scotland to settle a matter that was 
causing trouble between the two coun- 
tries. When an agreement was reached, 
Marmion and his troops were guests of 
the King of Scotland till he got into 
England, so he was sent to the border 
chieftain, Douglas, to be entertained. 
Douglas despised Marmion, but he re- 
ceived him in his castle and treated him 
courteously as the guest of his king. On, 
the morning of his departure Marmion 
thanked Douglas as an English gentle- 
man should and held out his hand to 
shake the hand of his host, but Douglas 
drew back his hand and said “No! 


unworthy 


My castles are my king’s alone 
From turret to foundation-stone— 
The hand of Douglas is his own, 
And never shall in friendly grasp 
The hand of such as Marmion clasp. 


That would have daunted most men, 
but Marmion stood squarely up and said, 
“I’m not here as Marmion, I’m here 4 
the representative of my king,” 


He who does England’s message here 
Although the meanest in her state 
May well, proud Angus, be thy mate. 








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Vol. 16, No. 4 











We are not here as individuals; we are 
here as representatives of our King, and 
we have no right to mourn and call our- 
selves worms. God never promised to do 
anything we ought to do. 

8. When the old trainers spoke of 
selfconsciousness, they meant only a con- 
sciousness of weakness. Modern educa- 
tion tries to make every child conscious 
of its best power. That consciousness is 
the true basis of faith in themselves. The 
most universal weakness of humanity is 
lack of faith in their own powers indi- 
vidually. This lack of faith is the result 
of the negative training of the past. One 
of the greatest aims of modern education 
is to develop a profound faith in each 
man and woman. 

9, Fear has been through the ages the 
most blighting evil in the lives of chil- 
dren. The tragedies of the past that stir 
me most were the brutal floggings of 
God’s little ones to fill their souls with 
fear. The most dreadful result was not 
the pain, but the weakening of the char- 
acters of the children. Fill the souls of 
the children with faith in themselves, not 
with fear. Coercion never kindled a 
soul, but it has dwarfed millions of mil- 
lions. It is a negative agency, and there- 
fore evil. Modern education substitutes 
comradeship for coercion. 


Vital Thoughts from 


HE PROGRAMS at the Dallas Con- 
= both for the general ses- 
sions and the departments were 
tich in significant utterances. Here are 
key sentences that suggest the ideas 


which are shaping the schools of tomor- 
tow, 


THE TEACHER can instil no more im- 

portant precept in the mind of the young 
than the spirit of goodwill.—Fannie 
Fern Andrews. 
Our OWN service, our own listening 
tor Life’s message, and our own un- 
‘tinted giving must give the deepest as- 
‘lrance of our fidelity in safeguarding 
the birthright of America’s children.— 
sarah Louise Arnold. 

OnLy TEACHERS aflame with en- 
thusiastic love can volatilize the common 
Water of our democracy. O, for a hun- 
ded thousand of them right now, to 

‘velop in this generation the power 
Mteessary to beat our guns into farming 
ols, our monopolies into profit-sharing 
Builds, our rivalries into cooperative 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


10. Even God himself was used, and 
still is used to terrify children. ‘The 
frightful and blasphemous misrepresen- 
tations were until recently almost uni- 
versal, and it was impossible with such 
negative training to grow up with a true 
conception of God. 

An eight-year-old boy in Boston was 
making more noise than his mother liked, 
so she said to him in the high falsetto 
voice that perfectly honest woman ever 
uses, “God will be very angry with you 
if you make so much noise.” The boy 
replied, ““O, well! He’s always getting 
mad about something.” Irreverent! Yes, 
but the boy was not to blame for his 
irreverence. 

A Sunday school superintendent in 
Toronto and his little daughter ten years 
old were on their way to the Sunday 
school one beautiful May afternoon. The 
flowers were blooming, the birds were 
singing, and the girl’s soul overflowed 
with joy. She said to her father, “Father, 
would not the world be a nice place to 
live in, if it were not for God and the 
policemen.” 

A little girl living near Toronto had 
an unmarried aunt, her mother’s sister. 
Her aunt was old enough to have been 
married years ago. There are two kinds 
of unmarried ladies of uncertain age. 


service; to destroy our slums, beautify 
our cities, banish graft, clean up our 
newspapers, develop the moving picture 
in the right direction, christianize our 
churches, bring in everlasting peace and 
the federation of the world.—Henry 
Turner Bailey. 

IF JUDICIOUS discussions of social and 
moral situations are held with the chil- 
dren (when they are free from all emo- 
tional bias) an attitude in which the 
wholly selfseeking, primitive tendencies 
give way in part to the ideals of the 
group may be induced.—Florence Bam- 
berger. 

IF IN THE laboratory of the home, 
the church, the school, and the commu- 
nity, we can create in the citizens of to- 
morrow strong healthy virile bodies, 
sweet and wholesome emotional life, an 
understanding inteiligence, a joyous 
creative imagination, a fitness for and a 
joy in some kind of productive work, a 
capacity for play, a quality of friendship, 
companionship, citizenship, and a sound 
philosophy of life, we will bring to our 





121 





When you look at the first kind you 
naturally say, “I wonder why she never 
married.” When you look at the other 
kind, you never think of that; you are 
just glad that some man escaped. I said 
that once in Virginia, and after my lec- 
ture an old gentleman came to me and 
said: “I classify old maids as you do, 
but I describe them differently. ‘The 
first kind I call “The Lord’s Salt,’ and 
the second kind “The Devil’s Pepper.’ ” 
The aunt of four-year-old Helen was a 
“DPD. P.” auntie. She said to Helen's 
mother on Sunday morning, “You go 
with your husband to church, and I will 
take care of Helen.” Helen had begun 
to attend a kindergarten, and she began 
to sing one of the character-developing 
songs she had learned. Her “D. P.” 
aunt was horrified to hear the happy 
child singing anything but hymns on the 
Sabbath Day, so she said the most out- 
rageous thing ever said to a child, with 
a “D. P.” look and tone: “God won't 
love you if you do that.” Helen smiled 
and replied, ‘““O, well, Moses will.” Even 
a “D. P.” auntie cannot darken all the 
light in a sweet young soul. 

What a pity it is that for a thousand 
years unmarried “D. P.” aunties knew 
so much more about training children 
than their loving mothers did! 


Dallas 


windows an increasingly large number 
of happy faces.—Francis G. Blair. 

THE COMMUNITY, state, or nation 
not providing special educational advan- 
tages and training for its cripples is not 
only failing in its duty to this class of 
citizens, but is also practicing very poor 
economy ; for a cripple, at very little ex- 
pense for training, may be changed from 
a liability to an asset to the community. 
—W. F. Bond. 

I wouLtp have some public school 
teachers carry a lighter teaching lead in 
order that they may contribute to the 
increasing body of verified educational 
data.—B. R. Buckingham. 

THE NEED for special sight saving 
classes is as great, or greater than, the 
need for special classes for the crippled, 
the cardiac, the tuberculous, or the men- 
tally deficient —Lewis H. Carris. 

Every child should have some actual 
work to do, some direct association with 
the economics of the world—the world’s 
production. How to accomplish this is 
one of the greatest educational prob- 


lems of our generation —M. G. Clark. 

DEMOCRATIC administration will con- 
sider not only the superintendent’s im- 
mediate associates, and the principals and 
supervisors, but means will be found for 
teacher participation also—William 
John Cooper. 

THE HIGHSCHOOL of the future will 
have more students working parttime 
and studying parttime than will attend 
fulltime.—L. H. Dennis. 

THE CURRICULUM must be based on 
a study both of the world to which the 
child must adapt himself and of the 
nature of the child and the way his per- 
sonality develops. A curriculum based 
on either alone would be but a onesided 
and partial curriculum.—Frank N. 
Freeman. 

WE are living in an efficient age and 
present day competition demands force- 
fulness and duracy, speed and endurance, 
all of which are based on physical vigor 
and vitality—Willard E. Givens. 

CoMMERCIALIZED recreations are tak- 
ing up too much of the leisure time of 
the American people. The schools are 
partly to blame. Their expensive athletic 
programs have entirely overlooked the 
true needs of physical education and have 
provided games where a very few par- 
ticipate while most of the students oc- 
cupy the bleachers.—Floyd T. Goodier 

THE PROBLEM of humanizing the be- 
havior of teachers towards their pupils 
is a very real problem of administration. 
It is most difficult and acute in those 
parts of a school system where standards 
of scholarship are maintained at the ex- 
pense of mental and physical health._— 
Thomas W. Gosling. 

MarERIAL GAIN can be recorded, but 
who can measure spiritual gain or esti- 
mate the value of learning to enjoy the 
“right things.’—Emily Griffith. 

LEGISLATURES will have to be in- 
duced to tax such sources as income, 
inheritances, occupations, tobacco prod- 
ucts, cosmetics, soft drinks, prescription 
whiskey, the natural products of .the 
soil, etc., and if we hope to have the 
public schools receive their proper share 
of such funds, we shall have to make 
sure that education is named in the law 
as the beneficiary of these revenues.— 
T. H. Harris. 

ALL WHO work with the human be- 
ing in the early periods are convinced of 
the importance of the preschool period; 
first as a period of rapid development; 
second, as a period of tremendous learn- 
ing and achievement; third, as a period 
influencing greatly all later acquisitions. 


—Patty S. Hill. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


WHEN the right ideas and ideals con- 
nected with the four essentials of living 
—honesty, selfcontrol, industry, coopera- 
tion—are presented as they should be in 
the schools, we shall be on the road to 
better daily conduct and better citizen- 
ship, and to the development of richer 
and finer personalities—William H. 
Holmes. 


ibe AND THE superintendents of the coun- 
try are one in working together to pro- 
duce finer and better citizens for America 
and we join hands with you to aid in this 
one common purpose and pledge ourselves 
that the doors of all the superintendents of 
the country shall be opened to those who 
make textbooks and produce furniture that 
you may come in and tell them the things 
that you have to produce and to sell that 


it may be better for the children. But we 


ask you in coming to leave outside anything 


except the merits of your production. You 
shall always be welcome when you bring to 
our attention the thing we ought to have, 
based upon its merit—upon its use to the 
children. But the doors shall be forever 
barred against any man or woman who at- 
tempts to influence the superintendents or 
teachers of this country by any unworthy 
means.—President Randall J. Condon, in 
opening the exhibits at the convention of the 
Department of Superintendence, Dallas, 
Texas. 





Every subject which is taught in the 
junior highschool can be made to con- 
tribute to an understanding of the way 
in which men have cooperated in build- 
ing up modern community life-—Charles 
H. Judd. 

THE PRINCIPAL’S responsibility to the 
school demands that there shall be con- 
stant effort to improve. This implies 
broad constructive plans for the entire 
system.—M. C. Lefler. 

WE HaAvE heretofore known nothing 
about youth; our memory of our own 
youth is a false memory. The new 
movement in education known as pro- 
gressive is based mainly on discoveries 
made by a new type of explorer.— 
Hughes Mearns. 

WE ake striving towards the day 
when every boy and girl in the state of 
Texas will receive a highschool educa- 
tion. We know this is the only means 
of insuring the safety of the government 
of our state. —Dan Moody. 

THE TIME has come to subject col- 
lege entrance requirements to scientific 
examination. As yet practically no at- 
tempt has been made to determine ex- 
perimentally what should be the policy 
as to these requirements.—Jesse H. 
Newlon. 

THE HOUR of isolation is past. If 
there were ever a time when a country 





could live by or for itself, alone, that 
hour is gone forever—Mrs. Percy Y, 
Pennybacker. 

THE ALLYEAR school giving increased 
educational opportunity and service at 
lowered costs is as great an educational 
engineering advance as is the modern 
twin-six automobile over the two cyl- 
inder car of the early years of this 
century.—Warren A. Roe. 

WE SHOULD be able to get into the 
normal schools and teachers colleges 
more and more material on better ways 
of understanding and handling young- 
sters.—W. Carson Ryan. 

It TAKES no prophet to see that the 
next outstanding problem of education 
is to learn how to turn out men and 
women who are personally, socially, and 
ideally fit—-Edwin D. Starbuck. 

THE FAILURE to provide adequate 
daylight and artificial light in American 
schoolrooms is responsible for the im- 
pairment of the eyesight of tens of thou- 
sands of children.—George D. Strayer, 

As A MEANS of broadening the school 
horizon, of stimulating new interests and 
promoting teamwork throughout the 
whole organization, the radio has proved 
of inestimable value. Radio is develop- 
ing new life, it gets hold of that ethereal 
element known as the imagination.— 
Willis A. Sutton. 

THE INDIVIDUAL technic as it has 
been developed in the public schools of 
Winnetka, Illinois, makes it possible for 
children to progress through their ordi- 
nary school subjects as individuals, each 
child mastering each unit before going 
on to the rest, neither hurried nor re- 
tarded by his fellows.—Carleton W. 
Washburne. 

Music MAKES its greatest contribu- 
tion to a life of rich significance not 
through training the intellect, but 
through refining the soul of man— 
W. F. Webster. 

THE VALUE of the contributions 
which the junior highschool movement 
has already made to American educa 
tion can hardly be overestimated. Its 
very newness and consequent !ack of 
crystalization and rigidity in any partic 
ular direction is not the least feature 
of its value and importance. It offers 4 
field for most fruitful results in further 
study and experimentation:—John W. 
Withers. : 

WE must guide a child to choose i” 
telligently between right and wrong, 
and thereby lessen his heartaches and 
tears, and his selfish tendencies, and 
touch the soul springs of his life —Anmie 
Carleton Woodward. 


A pril, 1927 








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which drove from the streets of Dal- 

las all whose business did not require 
them to be abroad, more than a hundred 
persons gathered in the City Temple 
Monday afternoon, February 28, for the 
meeting of the Legislative Commission to 
consider the task of interpreting to the 
American public the New Education 
Bill, to establish a Department of Edu- 
cation with a Secretary in the President’s 
Cabinet. 

The principal speakers at the Monday 
afternoon meeting were President Francis 
G. Blair of the National Education 
Association ; George D. Strayer, director 
of the Institute of Educational Research, 
Teachers College, Columbia University ; 
and Superintendent William M. David- 
sn, of Pittsburgh, chairman of the Leg- 
islative Commission. 

“I wish we might place before Con- 
gress,” said President Blair, “a motion 
picture of the great multitude of teachers 
and pupils in the schools of the United 
States. We would begin with the chil- 
dren in the first grade—line them up 
tight abreast and march them in front 
of the reviewing stand. “Then would 
come the pupils of the higher grades. 
Before the last highschool pupil had 
passed there would be thousands more 
added to the ranks of the beginners and 
the procession would never cease. We 
would show to our lawmakers and to 
the people of America, how far reaching 
is the effect of any measure devoted to 
the best interests of the schools of the 
country. 

“Having been convinced for a number 
of years that the various education activi- 
ties now performed by several depart- 
ments, boards, and bureaus at Washing- 
ton should be brought under one direct- 
ing responsible head, I believe that the 
sstablishment of a Department of Edu- 
cation with a Secretary in the President’s 
Cabinet would achieve this end. This 

tcretary of Education could perform 

ill of the duties of collecting and pub- 

lishing the statistics of education for all 

he states, of conducting nationwide edu- 

‘ational researches and surveys, of fur- 

tishing educational leadership and en- 

“ouragement, as now performed in whole 

part by the Bureau of Education. 

“Teover the consolidation of all the 

Mculiar education functions performed 

Y separate federal departments and 


l SPITE of a pouring Texas rain 


The New Education Bill at Dallas 


boards under this one department would 
do away with the present overlapping, 
conflict, and confusion.” 

Dr. Strayer traced the history of the 
movement for a Department of Educa- 











































What the New Education 
Bill Is 


HE New EpucatTion BILL was in- 

troduced into the Senate on De- 
cember 8, 1925, by Senator Charles 
Curtis, of Kansas, and into the House 
of Representatives on December 11, 
1925, by Congressman Daniel A. Reed, 
of New York. It contains the follow- 
ing proposals: 

Section 1 Creates a Department of 
Education with a Secretary in the 
President’s Cabinet. 

Section 2 Authorizes an Assistant 
Secretary of Education and other 
necessary assistants. 

Section 3 Provides for the transfer 
to the Department of Education, the 
Federal Board for Vocational Educa- 
tion, and of such control as is now 
exercised over the Columbia Institu- 
tion for the Deaf and Howard Uni- 
versity. 

Sections 4, 5, and 6 Define the 
powers and duties of the Secretary of 
Education. 

Section 7 Provides for a federal con- 
ference on education consisting of one 
representative from each of the Ex- 
ecutive Departments. 

Section 8 Provides that the Depart- 
ment of Education shall conduct re- 
searches covering the whole field of 
education, and for the distribution of 
the results of such researches to edu- 
cational officials in the several states 
and to other persons interested in edu- 
cation. 

Section 9 Provides appropriations 
for the support of the work of the 
Department. 

Section 10 Provides that the Secre- 
tary of Education shall make an an- 
nual report to Congress. 

Section 11 Is an enacting clause. 


tion, pointing out that the Curtis-Reed 
Bill, or the New Education Bill, is un- 
like the bills which have been previously 
introduced. 


“The New Education Bill,” Dr. 
Strayer said, “provides simply for the 
coordination of existing educational ac- 
tivities of the Federal Government in an 
eficient department with funds for re- 
search and publications. The question 
of federal control is not an issue. State 
and local management of schools is 
guaranteed by the Constitution, by the 


[123] 


deep-seated conviction of the organized 
teaching profession, by the pride of local 
communities in their own schools, and 
by the whole trend of education in the 
direction of greater freedom under the 
guidance of proved facts. Nor does the 
New Education Bill involve the issue of 
federal aid to state and local school sys- 
tems. A proposal for federal aid was 
developed during the crisis of the war, 
when the federal income tax was making 
huge demands on the resources within 
the various states. The situation has im- 
proved as federal taxes have been re- 
duced. The proposal for a Department of 
Education is supported by both friends 
and opponents of federal aid and is en- 
tirely separate from that problem.” 

Superintendent Davidson, in his usual 
powerful and eloquent manner, delivered 
the campaign challenge to the members 
of the commission who are to interpret 
the movement to the people of the 
United States during the present recess 
of Congress. He pointed out that too 
many members of the teaching profes- 
sion are unable to give intelligent an- 
swers to questions asked by persons out- 
side the schools. 

On Wednesday afternoon, March 2, 
the state chairmen met at the Baker 
Hotel for a second conference. Each 
chairman was called upon to report on 
the program for his state. Here again 
was emphasized the necessity of inform- 
ing the public. Several of the chairmen 
told of the benefit received from the use 
of debates, and urged that all available 
literature on the bill be placed at their 
disposal. They were referred to the files 
of the JoURNAL OF THE NATIONAL 
EpUCATION ASSOCIATION for the past 
six years, in which period articles on the 
bill have appeared regularly. 

The full text of the New Education 
Bill was printed in the JouRNAL in Feb- 
ruary, 1926. In the April number of 
that year were included extracts from 
the report of the hearings before the 
joint education committees of the Senate 
and House of Representatives. Argu- 
ments for the bill written by the chief 
school officers of thirtysix states and the 
District of Columbia were published in 
the June number last year. A catechism 
on the New Education Bill appeared in 
the issue of December, 1925. It has 
been revised and published in pamphlet 
form. 


Teachers Colleges at Dallas 


HE TEACHERS COLLEGE is the door 
through which new talent enters 
the teaching profession. It is grati- 
tying that each year the meetings of the 
American Association of Teachers Col- 
leges, a Department of the National 
Education Association, grow in enthusi- 
asm and Meetings this year 
were held in the Adolphus Hotel at 
Dallas, February 25 and 26, with Presi- 
dent H. C. Minnich, dean of the Teach- 
ers College, Miami University, Oxford, 
Ohio, in the chair. 


purpose. 


The discussion on Friday afternoon 
centered around the curricula of teacher 
training institutions, and methods of ad- 
mission to such institutions. Among 
those who participated in the discus- 
sion were J. Linwood Eisenberg of Slip- 
pery Rock, Pennsylvania; G. H. Black 
of Ellensburg, Washington; W. J. 
Bankes of Akron, Ohio; A. Linscheid 
of Ada, Oklahoma; and Walter S. 
Guiler of Oxford, Ohio. 

The annual banquet and program on 
Friday evening was favored with music 
furnished by the North Texas State 
Teachers College at Denton. In the 
annual president’s address, Dean Min- 
nich outlined the historical development 
of the teachers college in the United 
States and pointed out that there are 
now 292 institutions whose sole func- 
tion is teacher training and 588 teacher 
training agencies included in other in- 
stitutions. 

President Minnich emphasized the 
importance of raising professional stand- 
ards and described several factors which 
will help to do so. He said: 

Every study in the last ten years reveals 
a great divergence of levels of educational 
opportunity. Sections of underprivileged 
children exist in every state. We realize 
that six percent illiteracy in a country of 
narrow majorities is a threat and menace 
to our institutions. Much has been done 
to remove these inequalities in the quanti- 
tative field; housing, school equipment, length 
of school year, and others. But our great- 
est problem now is the standardization of 
the qualitative phases of public schools. 

The legislatures remove inequalities of 
schoolrooms, of lengths of school term, of 
payment of salaries, of transportation of 
children, but only the teacher-training insti- 
tutions can guarantee standard instruction, 


standard teaching, uniform levels of intel- 
Igctual and spiritual contacts. 


Dean W. S. Gray of the School of 
Education, University of Chicago, spoke 
on Unique Opportunities of Profes- 


Ambrose L. Suhrie of 
New York University spoke on the Se- 
lection and Training of Persons for 
Appointment to the staffs of Teachers 
Colleges, and President Bruce R. Payne 
of George Peabody College for Teach- 


sional Schools. 


WIGHT B. WALpO, president of this De- 

partment for 1927-28, has developed 
at Kalamazoo an institution noted for the 
excellence of its demonstration schools. 


ers, Nashville, Tennessee, urged that a 
statement of achievements and services 
of teachers colleges be prepared for gen- 
eral circulation in order that the public 
might know their large contribution to 
the life and welfare of the nation. 

President Randall J. Condon was the 
honor guest at the banquet session and 
brought greetings from the Department 
of Superintendence. He called atten- 
tion to the supreme importance of re- 
ligion in education and said that one 
of the reasons for bringing the conven- 
tion to Dallas was the fact that the 
Sunday schools of Dallas enrol more 
people than attend the public schools. 
Doctor Condon advocated the employ- 
ment of college graduates in all branches 
of the teaching profession. He said 
that the city of Cincinnati is attempting 
to secure teachers who have five years 
training beyond the four year high- 
school. 

Joy Elmer Morgan, editor of THE 
JouRNAL, brought greetings from the 
headquarters staff and pointed out that 


[124] 


the need for more information to guide 
the development of teacher training in- 
stitutions is one of the best arguments 
for a Department of Education with a 
Secretary in the President’s Cabinet. 

The morning session on February 26 
Was given over to reports of committees 
on standards and surveys, the status of 
training school teachers, and the Amer. 
ican Council on Education. 

The afternoon meeting on February 
26 was addressed by Dean George F, 
Arps of Ohio State University on the 
Teaching Profession, Leadership, and 
Responsibility. The Washington tenta- 
tive standards were presented by E. §. 
Evenden of Teachers College, Colum- 
bia University. The report of the com- 
mittee on accrediting and classification 
was made by Charles McKenny of 
Ypsilanti, Michigan, who was ap 
pointed chairman of that committee for 
1927-28, and instructed to gather re- 
ports from each accredited institution 
that the committee might report back 
to each institution the points at which 
it fails to meet the standards. The stand- 
ards which are used by the Association 


for accrediting include the following: 


Definition of a teachers college 

Requirements for admission 

Living conditions of students 

Standards for graduation 

Size of faculty 

Preparation of faculty 

Teaching load of faculty 

Training school and student teaching 

Organization of the curriculum 

Library, laboratory and shop equipment 

Location, construction and sanitary condi- 
tion of buildings 

Limits of registration of students 

Financial support 

General requirements 

Classification of colleges 

Accrediting and classification of teachers 
colleges 


President Dwight B. Waldo, of the 
Western State Normal School, Kala 
mazoo, Michigan, was elected president 
of the association for 1927-28. Other 
officers are: First vicepresident, Victot 
L. Roy, president of the Louisiana State 
Normal College, Natchitoches, La 
second vicepresident, C. L. Phelps, pre 
ident of the Santa Barbara State Teach 
ers College, California; third viceprét 
dent, T. T. Allen, East Stroudsburg, 
Pa.; secretary-treasurer, W. P. Mor- 
gan, president of the Western IlIlinots 
State Teachers College, Macomb, Ill 





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Elementary School Principals at Dallas 


School Principals held three gen- 

eral sessibns in the Fair Park 
Auditorium in Dallas. on Monday, 
Tuesday, and Wednesday afternoons of 
wnvention weex besides the breakfast 
jiscussion meetings each morning at the 
Baker Hotel, and the annual banquet 
on Tuesday evening, March 1. 
The National Highschool Symphonic 
Band, under the leadership of William 
W. Norton of Flint, Mich., furnished 
the music for the first session on Mon- 
day afternoon over which E. Ruth 
Pyrtle, president of she Department, 
pesided. “Fundamental Values of Life 
ad How to Reach Them,” was the 
theme of addresses by Henry Turner 
bailey, director of the Cleveland School 
a Art, and Mary McSkimmon, prin- 
pal of the Pierce School, Brookline, 
Mass. Greetings were extended to the 
Department by Francis G. Blair, presi- 
dent of the National Education Asso- 
dation. The first session was closed by 
f. H. Duffy, principal, Harding Junior 
Highschool, Steubenville, Ohio, who 
presented the Report of the Committee 
on Educational Progress. In explaining 


the evolution of the principalship Mr. 
Duffy said : 


Ts DEPARTMENT of Elementary 


The old-fashioned office-clerk-principal is 
» rapidly disappearing from the ranks of 
public educators that, figuratively speaking, 
lemay not even be permitted to die a nat- 
wal death, From all parts of the country 
comes the call for the wide-awake profes- 
‘onal elementary school principal and our 
wey reveals that all of the outstanding 
wlleges and universities of the nation are 
ifeting or planning to offer courses specially 
‘signed for the training of the elementary 
mncipal. Never before has the country as 
‘unit been so awakened to the needs of the 
‘structive and initiative principal. This 
i largely the outgrowth of the national or- 
tization of this group of educators. 


The second general session, held Tues- 
&y afternoon, March 1, in the Fair 
wk Auditorium was opened with a 
“prano solo by Mrs. Albert Smith of 
Villas, “The Responsibility and Op- 
tunity of the Principal” was the gen- 
tal topic of this meeting. “The Re- 
‘ansibility and Opportunity of the Prin- 
wl to the Home,” was discussed by 
“ma Laura Force, principal, Lake 
‘Milor Highschool, Denver, Colo. “To 
~ School” was presented by Millard 
Mefler, superintendent of schools of 


Lincoln, Nebr. Mr. Lefler said: 


No one in the entire school organization en- 
joys a greater opportunity for professional 
service and helpfulness than docs tc prin- 
cipal; and no one has a greater obligation 
and responsibility. The principal’s responsi- 
bility to the school demands that there shall 


To My Mother 


RanpDaLi J. Connon 


HIS TRIBUTE to his mother by Su- 

perintendent Condon of Cincin- 
nati reveals the spirit that everyone 
felt as he presided over the sessions 
of the Department of Superintendence 
and greeted various groups at the 
convention. 


To my mother who taught her chil- 
dren the deep things of life: duty, 
honor, truth; courage, faith, hope; 
love of home and of country; rever- 
ence for God, for each other and for 
all His lowly creatures; obedience 
and devotion; sincerity and simplic- 
ity; patience and perseverance; self- 
denial and selfreliance; kindness and 
helpfulness; contentment while striv- 
ing to attain; joy in service; and 
satisfaction in work well done. With 
a culture not learned in school—for 
her island home afforded but little in 
the way of schools—but with that 
richer culture that comes from com- 
panionship with a few great books; 
from communion with God and na- 
ture; and from a life well lived, its 
difficuities faced and its problems 
solved with an unconquered and un- 
conquerable spirit, she taught us by 
what she did, to do; and inspired us 
by what she was, to become. 





be constant effort to improve. This implies 
broad constructive plans for the entire sys- 
tem. The role of policy builder is therefore 
fundamental to the responsibility of the prin- 
cipal in its largest sense. 


Elizabeth Hall, assistant superintend- 
ent of schools, Minneapolis, Minn. 
spoke on the “Responsibility and Op- 
portunity of the Principal to the Child.” 
Randall J. Condon, president of the 
Department of Superintendence and 
superintendent of schools of Cincinnati, 
Ohio, greeted the group officially, after 
which the Report of the Enrolment 
Committee was presented by its chair- 
man, Jessie M. Fink, principal, Palmer 
School, Grand Rapids, Mich. 

The third and final general session of 
the Department, held in the Fair Park 
Auditorium on Wednesday afternoon 
of convention week began with music, 
Stella Lee Owsley of Denton, Texas, 


[125] 


presenting two vocal selections, and 
Horace A. Jones of Dallas, a violin 
number. The first speaker on the pro- 
gram, Fannie Fern Andrews of Boston, 
Mass., talked on “The Teacher an 
Agent of International Goodwill.” 
Mrs. Andrews stressed the importance 
of goodwill to right living and to the 
fulfilment of the universal desire for 
world harmony and peace. The op- 
portunity of the teacher in this field is 
unique. She said: 


Goodwill is a potent factor in the daily 
round of right living; it makes for harmony 
and peace within the nation and promotes 
friendship and justice throughout the world. 
The teacher can instil no more important 
precept in the mind of the young than this 
spirit of goodwill. Such instruction can 
hardly begin too early. From the first year 
in school the child, through his gradually 
widening relationships, should be led to ap- 
preciate, either through his own experiences 
or through the acts of,others, the meaning 
of goodwill and its beneficent results. 


Augustus O. Thomas, state commis- 
sioner of education of Maine and presi- 
dent of the World Federation of Edu- 
cation Associations, also spoke on ‘““The 
Teacher an Agent of International 
Goodwill.” Dr. Thomas spoke of the 
four deadly enemies of spiritual elements 
in civilization and the happiness of man- 
kind—ignorance, fear, selfishness, and 
intolerance. “It is our duty to begin 
early to eliminate these adverse and 
destructive elements,” said Dr. Thomas. 

Annie Carleton Woodward, president 
of the Massachusetts Teachers Federa- 
tion, spoke next on “World Citizenship 
—The School’s Responsibility.” Miss 
Woodward placed the responsibility for 
the development of the child for citizen- 
ship on the schools. She said: 

Schools are responsible for the develop- 
ment of the child for citizenship, be it local, 
state, national, or world; inasmuch as the 


school gives the child an opportunity for 
guided tasks equal to the child’s mental age. 


The formal program was closed with 
the Report of the Committee on Stand- 
ards and Training, presented by W. T. 
Longshore, chairman of the committee. 
The Business Session of the Department 
followed. 

The officers of the Department of 
Elementary School Principals are: Pres- 
ident, E. Ruth Pyrtle, principal of Mc- 
Kinley School, Lincoln, Nebr.; secre- 
tary, Warren A. Roe, Belmont Avenue 
School, Newark, N. J. 





World Goodwill Day, May 18 


Aucustus O. THoMAsS 


State Commissioner of Education for Maine and President of the 


World Federation of Education Associations 


HE PROMOTION of the spirit of 
goodwill and friendship among the 
children of the world is gaining 
more and more interest and attention, as 
shown by the recent Goodwill Dolls sent 
to the people of Japan and other good- 
will demonstrations. Our teachers are 
building a fine psychology in direct con- 
trast to the attempt of many elements to 
break down faith in humanity, in civili- 
zation, in the established order, and in 
new methods and processes. ‘Teachers 
who believe in the spirit of goodwill and 
work at it persistently are doing their 
share to counteract evil tendencies. They 
are the constructive elements which op- 
erate against the destructive elements of 
humanity. 

In July, 1923, the World Conference 
on Education at San Francisco set aside 
May 18 of each year for the purpose of 
bringing the minds of children the world 
over to the consideration of one great 
aim, friendship and goodwill. The ob- 
ject of this day should be to build a 
more wholesome patriotism for the 
people of each country, based not upon 
hatred, revenge, and jealousy, but upon 
love of country and pride in the achieve- 
ments of countrymen and race. Perhaps 
the most successful way for teachers to 
bring this object before children is to 
celebrate the day and provide special pro- 
grams of half an hour or more in 
length. These programs may consist of 
songs, drills, pageants, special recitations, 
essays, and characterizations of great 
men and women. The teacher of initia- 
tive can find a wealth of material. The 
program cannot be long, but selections 
may be made to suit particular schools 
and local color applied as the occasion 
demands. 

Music of all countries—Music is com- 
mon to all peoples as the most intimate 
form of expression for human emotion, 
human faith, and human worship; it is 
the one common language, understood 
by all without word or line. The na- 
tional songs of many countries are now 
easily available. The school might sing 
its own national song, then the songs of 
other countries, and close the exercises 
with a second singing of its own song. 

Goodwill motto—In 1926 these lines 
from Tennyson were used as a motto. 


They are equally appropriate for 1927, 
for they suggest not only the spirit of 
goodwill but the spirit of peace: 


I would the globe from end to end 
Might sow and reap in peace. 


EFACHERS working for the observ- 

ance of Goodwill Day may get 

helpful suggestions from the Car- 
negie Endowment for International 
Peace, 405 West 117th Street, New 
York City; the World Peace Founda- 
tion, 40 Mount Vernon Street, Bos- 
ton; the American Foundation, 565 
Fifth Avenue, New York City; the 
National Child Welfare Association, 
70 Fifth Avenue, New York City; the 
National Council for the Prevention 
of War, 532 Seventeenth Street, Wash- 
ington, D. C.; the League of Nations 
Non-Partisan Association, 6 East 39th 
Street, New York City; and the 
American School Citizenship League, 
405 Marlborough Street, Boston, Mas- 
sachusetts. 


Drills—These may take the form of 
patriotic exercises with flags and songs 
of various countries, or they may sym- 
bolize labor and industry, showing the 
great contributions of the countries to 
civilization. 

Goodwill plays and pageants—‘Good- 
will the Magician” prepared by Hazel 
McKaye and available through the Na- 
tional Child Welfare Association, 70 
Fifth Avenue, New York City, is an ex- 
cellent pageant of friendship of children. 
It is suitable for outdoors or indoors and 
lasts about an hour and a half. The 
cast includes one grown person and from 
forty to two hundred children. Re- 
sourceful teachers may improvise cos- 
tumes and character verses of children 
in many countries, and where many 
nationalities are represented in the school 
mothers will help to arrange costumes 
and proper characterizations. Many 
other pageants and plays are available 
in public libraries 2nd from associations 
promoting world peace. 

Essays and compositions—The great 
contributions to the welfare and hap- 
piness of mankind are interesting sub- 
jects. Nearly every country has con- 
tributed some great soul to the good of 
the world—a great musician, great 


[126] 


artist, great inventor, great writer, 
Books on government and on great in. 
ventions which have contributed to the 
wellbeing of man, science, medicine, and 
the long list of human benefactions may 
also be read and commented upon. 

Geography lessons—No other subject 
offers such opportunities for developing 
the spirit of interdependence, the spirit 
of cooperation, and the need for friendli- 
ness as the foundation of individual and 
national wellbeing. The map is ip 
dispensable in bringing the children of 
the world together, What products of 
one country go to make up the comfort 
and happiness of other countries; how 
the people live and what they do; how 
they find enjoyment and happiness; and 
how one country aids another are all 
questions for interesting geography dis 
cussion. 

The flags of the world—Children of 
different nationalities may bring small 
flags of their own countries to school and 
other flags may be collected and dis 
played so that children can distinguish 
the flags of the different countries. Care 
should be taken to emphasize our own 
flag and that the children now have al- 
legiance to it. The study of flags might 
be combined with singing of national 
songs, or in a pageant showing the dress 
and mannerisms other nations. 

New inventions and discoveries—The 
radio with its worldwide messages and 
possibilities for language study ; the mov- 
ing picture and its portrayal of life and 
customs in all ages and climes; the tele 
phone; the airplane and the fast steam 
ships show how national lines are merg- 
ing. 

W orldwide correspondence—Some 
schools have learned many new and it 
teresting things through correspondence 
—letters setting forth the characteristic 
of the schools, the buildings, the children, 
the teachers, what they study, discipline, 
homes, religion, patriotism, and many 
other things. This work has been caf 
ried on under the direction of the Junior 
Red Cross and is an excellent goodwill 
project. ; 

World civics is another topic offering 
many possibilities, among which are post 
age regulations, passports, flags, consular 
systems, and ambassadorial systems. 








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—Some 
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OW CAN CHILDREN BE TAUGHT 
H TO SPEAK AND WRITE ENGLISH 

CORRECTLY? A feeling and a de- 
sire for correct English must be created ; 
and creating an English “‘conscience”’ is 
more than a matter of lecturing pupils 
about it, or checking themes with red 
ink. Lauguage study which really func- 
tions serves these three purposes: 


1. It facilitates clearer thinking. 

2. It makes possible expression of thoughi. 

3. It aids the understanding of thoughts 
expressed by others. 


Thinking and expression, according to 
some writers, are interdependent. Hence 
it is the teacher’s duty to clarify thoughts 
as well as to perfect expression. How can 
these two ends be accomplished ? 

The first prerequisite is spontaneous 
expression on the part of the pupil. The 
oral English period should be one of gen- 
uine interest and enjoyment for the pupil. 
Each boy and girl has had experiences 
about which he is interested in telling the 
class, and which they in turn will find 
joy in hearing. The child from the for- 
eign home has contributions to make to 
the oral English class—and in making 
them he learns to speak English better. 
The newly enroled shy little country girl 
has stories to relate that will be of gen- 
uine interest to pupils in the large city 
school. To illustrate, a little Italian boy 
who had always sat glumly through the 
oral English lesson jumped to his feet 

one day when another pupil was telling 
a story which he had read about Venice. 
With his black eyes shining, this young 
native of Italy shouted, “I tella you about 





























ONE CAN WRITE BEST 


Research Improving English Teaching 


Venice. I born there.”’ His reticence was 
overcome, handicapped as he was for lack 
of English, he thrilled the class with his 
description of ‘de water, de boats, and de 
buildings with de pictures.” This inci- 


How This Series is Used 


His 1s the sixth of a series of arti- 

cles showing how research is im- 
proving teaching. They have been 
prepared by Margaret M. Ailltucker, 
assistant director of the Association's 
Division of Research out of her wide 
experience in connection with the 
Yearbooks of the Department of Su- 
perintendence whose work on the cur- 
riculum during recent years marks one 
of the great epochs in American edu- 
cation. 


Many teachers clubs and faculties 
of hundred percent schools have been 
using this series as a basis of group 


discussion and _ study. Individual 
teachers are using them to check and 
improve their own teaching practice. 
Others are gaining from them inspira- 
tion to undertake research problems 
on their own account. One of the big- 
gest needs in American education is 
keen observation and research by 
teachers in immediate charge of chil- 
dren. 





dent awakened in Tony a sense of the 
real utility and practical value of good 
English, for as he was leaving the class 
he smilingly said, “I gotta lots to tell. I 
must learn to tell it more better.” The 
teacher’s first responsibility is to create 
class situations where children talk 
freely—have something to say, are de- 


Out oF HIS OWN EXPERIENCE 


sirous of saying it, and say it the best 
way they can. 

Pupils should not be asked or com- 
pelled to speak on subjects in which an 
interest cannot be built up, and for 
which the teacher has not set the stage. 

Grammar for grammar's sake versus 
grammar for life. In the past, gram- 
mar was often taught in such a way that 
it appeared to many pupils, especially 
boys, as a subject to be shunned. The 
unusual terminology, the involved parts 
of speech, and unfamiliar topics for com- 
positions caused pupils to dislike the 
study of their own language. One of 
the best evidences of wrong teaching is 
this statement of an English teacher: 
“The best composition I ever got from 
one boy was when he did not take the 
topic I assigned but wrote on this topic: 
‘How hard I have to think to find some- 
thing to say in a composition.’ ” 

According to modern methods, the 
teacher talks to the boy, comes to know 
him, discovers his immediate interests 
and desires, and builds on these. Per- 
haps his big brother is on a business trip 
in a distant city. The teacher talks to 
the boy about writing to him, what he 
would like to hear from home, how to 
tell it to him to make him smile, the 
paper to use, how to begin the letter, 
the date, how to spell April, carbureter, 
and garage, how to address the letter, 
and how long it will be before the 
brother receives it. This method of 


teaching English requires more skill and 
effort on the part of the teacher than 
did the method of assigning lessons from 





128 


Tue JOURNAL OF THE NATIONAL EpucaTION AssocIATION 


A pril, 1927 


Oe LN TT ne en ne aaa aaa ate 


a book. The result, however, justifies 
the means. In the new method, the 
pupil’s keen interest in the finished prod- 
uct leads him to put whole-hearted effort 
into his language and grammar lessons. 
It shows that the most natural way to 
teach language is to have pupils use it. 

To do effective work in language, it 
is not necessary that long, involved proj- 
ects be used. Frequently the desirable 
outcomes may best be accomplished 
through the use of single lessons, such as 
practice in introducing a speaker or giv- 
ing reports to the class, writing a note 
of thanks, or making a notice for the 
bulletin board. 

Children reared in an atmosphere of 
correct speech require little training in 
language expression. Imitation produces 
results. Since most pupils, however, are 
not in daily contact outside the school 
with correct models of speech, in the 
school environment correct usage must 
be imitated so frequently that it becomes 
a habit. 

Can children’s grammatical errors be 
used as one of the bases for determining 
what rules should be 
taught? They can. The purposes of an 
investigation of children’s errors in any 
city might well be to discover: 


grammatical 


1. What errors in the use of oral and 
written language forms do children in the 
elementary grades, junior highschool, and 
senior highschool make? 

2. What rules in grammar are necessary 
in order to include and understand these 
items? 

3. What items in the local course of study 
are unnecessary? 


4. What items should be included but were 
omitted ? 


Building a course in grammar accord- 
ing to this method involves three steps: 
First, discovering the grammatical er- 
rors made by children; second, listing 
the rules broken by these errors; and 
third, discovering in connection with 
each rule, the definitions necessary to un- 
derstand it. 

In discussing the relative difficulty of 
a course of study based on grammatical 
errors of children, Charters states: 


Grammar is greatly simplified as to both 
the complexity of the sentences used and the 
narrow range of facts to be learned. Much 
of the difficulty of grammar is eliminated. 
Unusual tenses, gerundives, infinitive con- 
structions, and most of the mood forms are 
among those in which mistakes are infre- 
quently made or not made at all. . 


Study of pupils’ errors gives local 
teachers the enthusiasm that comes from 


the attack upon practical and immediate 
problems. Studies of oral and written 
grammatical errors, accurate for prac- 
tical purposes. can be made so easily and 
with so little labor by any corps of teach- 
ers that any school may determine what 
are the specific errors which it should 
help its pupils to correct. 





Where to Go for Further 
Help 


em ARE among the references 
which teachers of language and 
grammar will find helpful: 

Department of Superintendence, 
Third Yearbook, Research in Con- 
structing the Elementary School Cur- 
riculum, Chapter VIII. National 
Education Association, Washington, 
Bm: C2, 392s. 

Department of Superintendence, 
Fourth Yearbook, The Nation at Work 
on the Public School Curriculum, 
Chapter IX. National Education Asso- 
ciation, Washington, D. C., 1926. 

Department of Superintendence, 
Fifth Yearbook, The Junior High 
School Curriculum, Chapter IX. Na- 
tional Education Association, Wash- 
ington, D. C., 1927. 

Research Division, National Educa- 
tion Association, Research Bulletin, 
Volume III, Nos. 4 & 5, Keeping Pace 
with the Advancing Curriculum. 1925. 

National Society for the Study of 
Education, Yearbooks 16, 17, and 20. 
Public School Publishing Co., Bloom- 
ington, Ill., 1917-21. 


Practice in correct forms will eradi- 
cate the difficulty in many cases. Drill 
as such, however, will defeat the end 
sought by it. Indirect methods and 
games add much interest to drill. 

Reducing the use of slang. What is 
your “pet word?” People fall in the 
habit of using words frequently which 
they particularly like. Is it a slang word 
that you use most often or a “real 
word,” a good respectable member of 
word society? The strongest appeal that 
can be made in urging a boy to use less 
slang is to show him that the language 
which he uses is a reflection of himself. 

Special lessons in the use of the dic- 
tionary. In the fourth and fifth grades, 
children should be taught to use the dic- 
tionary. When a child leaves the ele- 
mentary school, he should be able to use 
the dictionary in these ways: 


. To find the accurate meaning of words. 

. To verify spelling. 

- To check pronunciation. 

- To look up principal parts of verbs 
when necessary. 


Special lessons, however, are necessary 
to teach children: First, how to find 
words in the dictionary; second, how to 
interpret the diacritical markings so ag 
to get a correct pronunciation ; and third, 
how to discriminate between definitions, 

Should teachers spend their evenings 
correcting pupils’ written compositions 
or should these be corrected during the 
class period? ‘Teachers have been up- 
willing to answer this question in terms 
of their own personal welfare, but have 
experimented to discover which method 
results in greatest good to the child, 
Experience shows that the teacher’s cor- 
rection of errors on pupils’ written com- 
positions is often largely wasted effort, 
Better results are obtained if corrections 
are made by the pupil under teacher 
guidance instead of by the teacher. 

Should teachers of other subjects cor- 
rect pupils’ errors in language and gram- 
mar? Most teachers agree that in every 
lesson throughout the day pupils should 
be held responsible for applying the prin- 
ciples and forms studied in the language 
period. Only by so doing can the child 
be expected to gain power to express his 
thoughts effectively. The geography 
teacher must be concerned with gram- 
mar, spelling, and penmanship, as well 
as the English teacher. 

What to expect of a sixth-grade pupil. 
A child is ready for the sixth-grade lan- 
guage class, according to one outstanding 
course of study, when he can: 


Talk before the class for a few minutes 
(one or two), telling concisely how to play 
a game, make a simple toy, give directions 
for going to the store, or relate some inter- 
esting item of news, observing clear enun- 
ciation and good usage. 

Write a short story or paragraph upon 4 
selected subject, sticking to the point and 
using clear sentences. 

Copy accurately in limited time selected 
material and take dictation. 

Recognize adjectives in selected sentences 
anc separate simple sentences into entire 
suj;ect and entire predicate. 


in addition to these requirements 
some modern language courses require 
that sixth-grade pupils should have: 


1. Ability to write a short business letter 
with correct heading, address, salutation, 
closing, and margins. 

2. Fixed habit of good arrangement of all 
papers. 

3. Ability to use choice descriptive words 
in both oral and written composition. 

4. Ability to construct sentences in whi 
there is an agreement in number of subject 
and predicate. 

5. Ability to carry oral messages accu 
ately and pleasantly, and bring back # 
answer correctly—Margaret M. Alltucker. 








927 


— 








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Thirtyseven American Books—1925 


HIS LIST OF BOOKS is a part of a most 
significant worldwide effort. The Com- 
mittee on Intellectual Cooperation of 
the League of Nations is publishing each 
year a list of 600 books compiled by re- 
sponsible authorities in the various coun- 
tries of the world. For the United States 
the selection is made by the American 
Library Association. Although the United 
States is entitled to forty books, the Ameri- 
can Library Association preferred a shorter 
list in which every title had an undisputed 
place to a longer one which could be ques- 
tioned. The number of titles allotted to 
each country depends on the total number 
of books published, those having 10,000 or 
more new books annually being represented 
by forty books, and other countries by a 
proportionate number. 

Copies of the complete list and other 
publications of the League of Nations may 
be had from the World Peace Foundation, 
40 Mount Vernon Street, Boston 9, Massa- 
chusetts. 


History 


BOWERS, CLAUDE G._ Jefferson and Hamil- 
ton; the struggle for democracy in America. Boston, 
Houghton. A brilliant and dramatic picture of the 
battle waged in the early days of the republic be- 
tween Jefferson, the exponent of democracy, and 
Hamilton, who distrusted popular government, in 
which democracy won. The protagonists stand out, 
very much alive, against a background of the social 
life of the time. The author is frankly a partisan of 
Jefferson, though he tries to be a fair one. The 
many footnotes giving sources of information for 
statements of fact are an evidence of the historical 
accuracy of the work, 


CHANNING, EDWARD. History of the United 
States, Volume 6. The war for southern independ- 
ence. N. Y., Macmillan. The latest volume of the 
History of the United States maintains the high 
scholarship and clear, pleasing style of the earlier 
volumes. The work is impartial in treatment of this 
dificult period from the Compromise of 1850 to the 
collapse of the Confederacy, emphasizing social and 
economic rather than military affairs. Full biblio- 
fraphical notes at the end of the chapters are espe- 
cially valuable, 


Social Science 


GOMPERS, SAMUEL. Seventy years of life and 
labor, an autobiography. N. Y., Dutton. The life 
story of the noted labor leader which is essentially a 
history of the organized labor movement in America. 
The narrative is full of life and vigor, in spite of its 
detail, and reveals the author's spirit of absolute de- 
Votion to the cause of improving labor conditions 
through organization. 


MEARNS, HUGHES. Creative youth. Garden 

City, N. Y., Doubleday. An illuminating account of 
the successful experiment tried in the Lincoln High- 
school, New York City, in which literature was taught 
Mm such a way that the pupils were encouraged to ex- 
Press their own ideas in prose and verse. The first 
an of the book describes the school environment 
Which fostered the creative spirit; and the second 
Pert consists of about 150 poems, many of them ad- 
mirable, typical of the pupils’ best work. 


ay ARREN, CHARLES. Congress, the Constitution: 
ti the Supreme Court. Boston, Little. An exposi- 
On for the layman of the functions of the Supreme 


“ 48 an interpreter of the Constitution and in its 
Tlation to Congress. 





Religion 
BROWNE, LEWIS. Stranger than fiction. N. Y., 
Meemillan. A concise sketch of Jewish history from 
earliest times to the present, a saga of his centuries 


of wandering. The book is enlightening as well as 
readable, 


O ONE can ever pay for a book. 

He may pay for the paper and 
binding, but back of these are the 
contributions of untold numbers of 
people. First come homes and schools 
that shape the lives of authors and 
that great body of readers willing to 
support authors. Then comes the 
great cumulation of work in art, let- 
ters, travel, history, science, philos- 
ophy, and religion which has been 


treasured through the centuries. Each 
book is thus a center of a network of 
influences whose golden threads reach 


out in almost infinite directions. 

The American Library Association 
which prepared this list is itself the 
product of many fine influences and 
lives that have contributed to its mak- 
ing. For the convenience of JOURNAL 
readers descriptive notes have been 
added, the work being done by the 
Public Library, Washington, D. C. 
The notes are quoted or adapted from 
the Book Review Digest, American 
Library Association Booklist, Ameri- 
can Historical Review, and American 
Political Science Review. 





LAKE, KIRSOPP. The religion of yesterday and 
tomorrow. Boston, Houghton. A clear, logical, and 
balanced examination into modern development of 
theological and Christian thought, including a critical 
study of the fundamentalist position. 


LEWISOHN, LUDWIG. Israel. N. Y., Boni and 
Liveright. “‘A passionate appeal to the Jews for self- 
understanding based upon the traditions of the race. 
Author discusses the dreams and intent of the Zionist 
movement.” 


Philosophy 


DEWEY, JOHN. Experience and nature (Lectures 
upon the Paul Carus foundation). Chicago, Open 
Court. An exposition of the author’s philosophy hav- 
ing experience as its starting point and concerned 
with the vital problems of human existence. For the 
serious-minded student. 


GESELL, ARNOLD L. The mental growth of the 
preschool child. N. Y., Macmillan. The principles, 
methods and results of a research study conducted by 
the Yale psychoclinic to determine tentative standards 
for measuring the mental development of children 
from one month to six years, also accounts of superior 
and retarded children. The measuring technic and all 
data are systematically presented. 


SANTAYANA, GEORGE. Dialogues in limbo. 
N. Y., Scribner. “Here we find urbane and philos- 
ophical discussion of diverse matters, from madness 
to selfgovernment and from the vivisection of a mind 
to the secret of Aristotle.” Essays full of wit and 
irony. 

Belles Lettres and Art 


BRASHEAR, JOHN A. Autobiography of a man 
who loved the stars. Boston, Houghton. The auto- 


[129] 


biography of a Pittsburgh millwright who became the 
foremost astronomical lens maker of his day, a man 
peculiarly loved and honored. His reminiscences of 
his long life are written with the modesty that was 
characteristic of him. 


CUSHING, HARVEY W. Life of Sir William 
Osler. 2 v. Oxford, Clarendon press. An excellent 
biography presenting Osler as a thoroughly delightful 
and companionable man and as a scientist with a 
passion for work. It is not an appraisal of his pro- 
fessonal work, but a narrative from which the reader 
can construct a history of medical science in the nine- 
teenth century and give Osler his proper place among 
the leaders of revolutionary progress. 


JEFFERS, ROBINSON. Roan stallion, Tamar, and 
other poems. N. Y., Boni and Liveright. These are 
strong, gripping narrative poems, more prosaic than 
poetical, with an extremely realistic and powerful ex- 
pression. The subjects are unpleasant, but treated 
with great strength and beauty. 


JOHNSON, JAMES W. ed. Book of American 
negro spirituals. N. Y., Viking. A fine collection 
of those folksongs which are purely the creation of 
the American negro—the spirituals. Examples of 
every variety are given. 


LEONARD, WILLIAM E. Two lives. N. Y., 
Viking. A powerful narrative, being an intimate rec- 
ord of a tragic romance told in three sonnet form. 
Beautiful and majestic is the poetry and full of keen 
psychology. 


LOWELL, AMY. 2 v. Boston, 
Houghton. work of biography and 
literary criticism with critical analysis of all existing 
material in the light of new facts uncovered by Miss 
Lowell. It is invaluable to students and of interest 
to the literary reader, 


John Keats. 
A monumental 


PENNELL, JOSEPH. The adventures of an illus- 
trator; mostly in following his authors in America 
and Europe. Boston, Little. Autobiography full of 
interesting comment on artists, writers, and other 
friends, and descriptions of work done in various 
countries. A_ beautifully printed book, copiously 
illustrated with etchings and lithographs of the au- 
thor-artist’s work. 


QUICK, HERBERT. One man’s life. Indian- 
opolis, Bobbs-Merrill. ‘“‘Not only an autobiography, 
but a record of many of the changes that took place 
in America particularly in the middle west, during 
that lifetime. Mr. Quick’s firm, sure, yet dignified 
and leisurely touch goes admirably with his almost 
epic subjectmatter.” 


ROBINSON, EDWIN A. Dionysus in doubt. N. Y., 
Macmillan. Of a fine lyric quality, the poetry is full 
of delicate subtle thoughts, and deep in philosophical 
implications. Dionysus in Doubt is a satire on an 
over legislated country. 


Geography and Travel 


BEEBE, WILLIAM. Jungle days. N. Y., Putnam. 
A naturalist’s fascinating essays on the life of the 
jungle in British Guiana, which hold the reader’s 
attention as if they were imaginative narrative in- 
stead of scientific fact. He has the gift of making the 
reader feel his own interest in the wonder of life, 
whether writing of the magic of his jungle table, the 
falling leaves, or the love affairs of the sloth. 


SMITH, JOSEPH R. North America. N. Y., 
Harcourt. An economic geography of North America, 
written in a forceful and entertaining style, far re- 
moved from textbook dulness. The natural features 
and resources of the fortyfive physiographic regions 
are described, showing the effect of geographical en- 
vironment in determining human activities. The 
writer aims to promote a wider knowledge of North 
America’s resources so that intelligent use may be 
made of them, in contrast to the waste of the past. 


Tue JourRNAL OF THE NATIONAL Epucation AssociATION 


Philology and Literary History 


KRAPP, GEORGE P. The English language in 
America. 2 v. N. Y., Century. A scholarly treatise 
on the history of the English language in America by 
a professor of English, Columbia University, show- 
ing the changes in the language which reveal the 
changing state of American culture. 
many 


Its wide scope, 
illustrative examples, clear and dispassionate 
style appeal to the scholar and to the layman. The 
full index adds much to its value. 


RUSK, RALPH L. Literature of the middle-west- 
ern frontier. 2 v. N. Y., Columbia University. A 
thorough study by an associate professor of English, 
Columbia University, of the early literature of the 
middle west, from the cultural beginnings to 1840. 
Separate chapters treat the development of various 
literary forms, as travel, newspapers and magazines, 
fiction, poetry, drama. Nearly all of the second vol- 
ume is devoted to a comprehensive bibliography of 
western publications. 


Natural Science 


BLISS, GILBERT. Calculus of variations. Chi- 
cago, Open Court. The writer has succeeded admir- 
ably in his purpose of bringing the general methods 
of the calculus of variations within reach of non- 
specialists—-the mathematics teacher, engineer, physi- 
cist, chemist, and others. An acquaintance with the 
elementary principles of differential and integral cal- 
culus is supposed. This is the first of the Carus 
Mathematical Monographs. 


DORSEY, GEORGE A. Why we behave like hu- 
man beings. N. Y., Harper. In the broadest sense 
of each word, a physiology and psychology combined. 
In one most interesting volume Dr. Dorsey has picked 
out from the world’s scientific knowledge such facts 
about the ‘raw materials of human nature as will 
enable human beings to know where they come from, 
how they get here, and what they bring with them, 
what they do with it, and what they could do if. . . .” 
(Preface) 


ELLIS, CARLETON, and WELLS, ALFRED A. 
Chemical action of ultra-violet rays. N. Y., Chem- 
ical Catalog Co. In the form of abstracts of original 
papers, the survey is a complete record of research 
in the scientific aspects of the subject. 
applications are also treated. 
the value of the work. 


Industrial 
Full references add to 


JOHNSON, DOUGLAS W. New England-Acadian 
shore line. N. Y., Wiley. ‘‘Not only a most valuable 
addition to the literature of geomorphology, but also 


THE PUBLIC LIBRARY 


or tHe 
DISTRICT OF COLUMBIA 
THE LIGRARIAN TAKES PLEASURE IN WELCOMING YOU AS A CARO 
HOLDER OF THIS LIBRARY 


AS iT 'S OUR EARNEST OESIRE TO SUPPLY YOU WITH THE BOOKS 
WHICH SPECIALLY FIT YOUR WANTS WE HAVE PROVIDED READERS AO 
VISERS ANO INFORMATION ASSISTANTS TO ASSIST yOu WE HOPE YOU 
WILL ASK THEM TO HELP YOU IN YOUR CHOICE OF BOOKS ANO THAT WE 
MAY ALSO HAVE THE BENEFIT OF YOUR SUGGESTIONS 


BRIEF LISTS OF BOOKS ON THE TOPICS IN WHICH YOU ARE INTER 
ESTEO WILL BE MAILEO TO YOU UPON REQUEST AT ANY TIME 


Hoge 
TF rv o TV Pormnvrmeawn 
J 


Limeamian 


fer CARD suggests the spirit of the 
modern library. 





throws interesting light on the historical geology of 
northeastern America, on apparently anomalous fea- 
tures in the distribution of plants.” (Raymond C. 
Moore in the Journal of Geology, Jan.-Feb., 1926.) 
The book is very readable and contains many illus- 
trations, charts and maps. The vacationist to these 
regions would find it worthwhile. 


LOTKA, ALFRED J. Elements of physical biol- 
ogy. Baltimore, Williams and Wilkins. Author has 
admirably compressed into a single volume a great 
mass of knowledge about the physical aspects of 
biological phenomena. He says in his preface ‘‘The 
work has been largely one of systematization and de- 
velopment of method.”” An analytical synopsis of 
chapters is one of several features of the work espe- 
cially helpful to the student. 


OLIVIER, CHARLES P. Meteors. Baltimore, 
Williams and Wilkins. A work which should become 
standard, written by the leading meteor observer of 
the country. It gives a thorough discussion of prin- 
cipal facts, and furnishes full details for complete 
meteor orbits. Indispensable to the student of the 
subject and of interest to the reader of general scien- 
tific literature. 


PAYNE, CECILIA H. Stellar atmospheres. Cam- 
bridge, Harvard University. (A contribution to the 
observational study of high temperatures in the re- 
versing layers of stars.) A comprehensive treatment, 
including investigations of critical potentials, spectral 
classification, stellar temperatures, the abundance of 
elements, and the recently developed theories of 
thermal ionization. 


WALCOTT, MARY V. North Americen wild 











A pril, 1927 


flowers, Vol. 1. Washington, D. C., Smithsonian, 
Contains seventyseven plates made from life-size 
water color sketches of North American wild flower, 
It is a work of beauty and invaluable to all botanist; 
and designers both amateur and professional, as welj 
as nature lovers in general. A delightful text de. 
scribes the locale of each specimen painted. 


WHITEHEAD, ALFRED N. Science and the 
modern world. N. Y., Macmillan. (Lowell lectures 
for 1925, with some additional material.) The jp. 
fluence of science on the thought of the modern 
world, especially during the last three centuries, 
“It seems probable that this book will be one of the 
few produced in recent years to have any decisive 
effect on the thought currents of our day.” (J. $B 
Springfield Republican.) Requires thoughtful read. 
ing. 


WILLISTON, SAMUEL W. Osteology of the rep. 
tiles; arranged and edited by William King Gregory, 
Cambridge, Harvard University. A well balanced 
general work on reptiles which, in its compact form, 
should become a standard volume for both inex. 
perienced and advanced students. It lacks an index, 
unfortunately. 


Applied Science 


CARTER, THOMAS F. Invention of printing in 
China. N. Y., Columbia University. A handsome 
well-arranged volume which not only serves as 
reference work for the specialist, but offers the gen- 
eral public a delightful book, which in view of 
China’s present attitude towards western civilization, 
has a special significance as to the respective cul- 
tures. The American Institute of Graphic Arts in- 
cluded this book in its exhibition of the fifty best 
printed books of the year. 


HAMILTON, ALICE. Industrial poisons in the 
United States. N. Y., Macmillan. A general survey 
of the subject of industrial poisons. It contains a 
wealth of material which is of profitable interest to 
physicians, chemists, nurses, social workers, and 
others concerned with workers’ health. It should be 
a base for future work on this subject. 


PEARL, RAYMOND. Biology of population 
growth. N. Y., Knopf. One of our most eminent 
scientists offers evidence that the growth of human 
population is governed by the same mathematical 
laws as the growth of individual animals and plants, 
and that the adaptive adjustments which take place, 
result in each case in the same logistic curve of 
growth. 





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OCARNO in Italian Switzerland will be the meetingplace of the World Conference on New Education, August 3-15, 1927, the 
fourth international conference of the New Education Fellowship. Teachers interested in the conference and in special tours 
of European schools should write to the New Education Fellowship, 11 Tavistock Square, London, W. C. 1, England. 





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Growth of Education Associations 


Membership in National Education Association 


Estimated 





States and Other Number of 
Units teachers Jan. 1 
“  f. 
in 1927 1908 









Jan. 1 Jan. 1 Percent o 
» as » i, 













Membership in State Associations 





teachers 


1926 1927 members Jan. 1, 












Relative 
Jan. 1, Jan. 1, ee rank 





2 





4 
















eee eee 36 , 000 249 
ee rn 1 eer 
ae 10,000 75 
ee a ae 9,900 58 


Delaware Mee sie Kee Sa 1,450 
District of Columbia...... 2,650 47 






















ee OPEL TCL Te 16 , 500 
ee Ee ees 12,900 
BN Ss odd ba or0.0.0 geek 7,000 
ee ee Re ne. 8,900 
Massachusetts............ 26 , 500 


Ye ree 


Minnesota.............. 23 ,000 
Mississippi............... 16 ,600 
Missouri............. i. 24 ,600 216 


Montana. . 


Nebraska... . 
Nevada..... ee af 
New Hampshire........ 3,400 
Maw Jereey............... 24,100 
New Mexico 


New York. 





North Carolina.......... 24 ,000 
North Dakota............ 9,600 
Ohio.... ee eer ee 43 , 200 






Oregon “5 
Pennsylvania 











Philippine Islands........ i.» eee 
Porto Rico A Se cy 3 eee 
ND ee 3,900 


South Carolina.......... 13,200 
South Dakota........ of 800 





Vermont. . 3,200 





Virgin Islands............ .hlU(.l Sa 
SS eee ; 17 ,900 
Washington.......... 11,900 


West Virginia 





jc: TABLE shows the growth of profes- 
sional organizations and indicates the rela- 
tive standing of each of the states with 
respect to membership in both national and state 
associations. The total membership in the Na- 
tional Education Association was 4982 on Jan- 
uary 1, 1908; 158,103 on January 1, 1926; and 
170,053 on January 1, 1927. This latter figure 
is 19.07 percent of the 891,555 teachers in the 
United States and territories. 
1 é figures for state associations for January 
’ , Show a membership in these associations 
of 65,993. The figures for January 1, 1926 are 
$72,182, and for January 1, 1927 are 611,228, 
Which is 68.84 percent of the 891,555 teachers 
in the United States and territories. 

In the United States in 1926, 18.71 percent of 
teachers of the country were enroled in the 
National Education Association; the correspond- 
Py bercent for 1927 given at the head of Column 

is 19.07, During the same year the percent 






























158 , 103 





170 ,053 








1,052 1,142 . 
107 163 81.50 4 
2,015 2,095 69.83 6 
641 765 5.67 47 
15,006 17 ,924 49.79 9 
2 95 79.17 5 
4,430 4,450 44.50 12 
1,798 1,986 20.06 24 
838 802 55.31 7 
1,702 1,449 54.68 8 


2,225 
171 168 


545 671 | 3.77 51 


2,506 


950 ‘ y 
9,166 9,303 20.01 25 
8,553 6,439 24.96 20 
3,625 3,313 12.09 37 


2,696 


1,138 1,244 7.54 43 

926 906 7.02 45 
2,059 1,782 25.46 19 
1,714 1,371 15.40 30 


















8,930 





531 634 64 52 

566 508 # 5.29 48 
12,790 14,587 33.77 15 
1,568 7 








2,962 2,877 36.42 13 

14,033 17 ,650 31.24 17 

205 59 . 22 55 

62 64 1.28 54 

351 474 12.15 36 

639 614 4.65 49 
1,206 1,188 12 
1,161 1,126 6 
2,943 3,726 9 
45 





oo 
ah 
= 09 
SS 

ReSS 
= 
we 















of teachers enroled in State Associations in- 
creased from 67.71 to 68.84, the percent given 
at the head of Column 11. More than two out 
of every three teachers are enroled in state asso- 
ciations. The preceding percents are based upon 
estimates as to the number of teachers in each 
state in 1926 and 1927. These estimates are as 
accurate as available data permit. The figures 
of Column 2 include teachers, principals, super- 
visors, and administrative officers. The figures 
given as to the percent of teachers members in 
1927 are, in some cases, lower than those for 
1926, published a year ago, since data now avail- 
able make it appear that the number of teachers 
used in calculating the table for 1926 was an 
underestimate. 

The figures for state associations are based 
on signed reports from the officers of those 
associations. 

These figures may be made the basis of arith- 
metic problems for solution in school. For 





























572,182 613 ,728 














4,315! 10,7528 ; 

115 180E 90.00 13 
2,580 2,705 90.17 12 
8,827! 8, 269 61.25 36 


16,271 





9 ,7408 11,2408 68.12 30 
8,932 9,1018 70.55 25 
6 ,637 6,321 90.30 11 
2, 969% 2,350! 26.40 50 





16 ,033 16 ,033 60.50 38 


’ 26 , 837 i f 
13 ,930 14,325 62.28 33 
8, 850E 11,0328 66 .46 32 
21 , 8008 22,3823 90.98 10 


3,699 


















17 ,4878 
6,318 6,542 82.81 18 



















"12,9008 12,3961 69.25 28 
10,153 10,983 92.29 9 
9|682! 10,573 70.49 26 


15,447 
3,046 






example, in your state, how many teachers need 
to join the state and national associations in 
order to rank among the first ten states or to 
compare favorably with neighboring states. 


E—The letter “E” indicates that t’ ¢ figure is 
an estimate. 

1 Figure does not include members enroled in 
statewide organizations for colored teachers. 

2 Does not include city of Wilmington. 

8 Includes enrolment in both white and colored 
associations (separate organizations). 

* The rank of the New York State Association 
is lowered by the fact that New York City teach- 
ers at present work largely through local organi- 
zations. There are approximately 30,000 teach- 
ers in New York City. 

5 The percents in excess of one hundred percent 
are accounted for by the fact that members are 
enroled among teachers in private schools, insti- 
tutions of higher learning, and laymen. 


ie i AC Ta a a a a Ey i ee oad 





[131] 











Snag 


sd ate Eat 


ee NSE NEL 


i 
a 
y 


OME aN 


oer 















New Life Enlistments 














HE FOLLOWING life members have been 
| reported since the list was published in 
the March JOURNAL. 








ArizonA—John Branigan, Mrs. Annie E. Daniels, 
T. D. Jessuppe, D. McRuer, J. O. Mullen, R. G. 
Stevenson, W. H. Weaver. 

ARKANSAS—Charles F. Allen, R. C. Carmical, 
Byron Goodson, Beryl Henry, W. P. Keith, Fred 
Keller, F. N. Powell, J. W. Ramsey, L. M. Redwine, 
H. G. Thomasson. 

CALIFORNIA—Mrs. Emma W. Maland, Effie B. Mc- 
Fadden, Irving Raybold, Victor A. Rohrer. 

CoLtorapo—George E. Brown, F. M. Carhartt, 
Jessie Alice Fink, Glenn Wentworth Todd. 

Connecticut—H,. Morton Jeffords. 

Georcia—Fort E,. Land. 

ILtinois—J. Edward Bangs. 

INpDIANA—J. W. Ashbury, John O. Chewning, Flora 
E. Drake, Thomas Watterson Records. 

Kansas—Ira J. Bright, W. W. McConnell, O. O. 
Smith, O. L. Troxel. 

Louisiana—Sue B. Power. 

MassacHusetrs—Mrs. Helen N. Craig, Alice M. 
Dicker, S. Monroe Graves, William C. McGinnis, 
Frank A. Morris, C. E. Turner. 

MicuicAN—Paul H. Johnson, Justin A. Morrison. 

Minnesota—Herbert A. Falk, A. E. MacQuarrie. 

Mississippi—Mumford Ellis Moffitt. 

Missourt—Mendel E. Branom, W. H. Martin. 

NespraskKA—Annette L. Abbott, Percy A. Adams, 
Charlotte Alexander, W. W. Curfman, Alta Leola 
Dunilevy, A. E. Folsom, Sarah T. Muir, Nebraska 
State Teachers Association, Nebraska Woman's Edu- 
cational Club, Olivia Pound. 

New HampsHire—E. W. McKeen. 

New Jersey—Newton C. Holdridge, John Howard 
Jackson, Harriet H. Shoen. 

New Yorx—J. H. Bentley, W. D. Reeve, Nole B. 
Van Wagennen, C. W. T. Weldon. 

NortH Carovinia—Arthur M. Alford, I. C. Griffin, 
A. M. Proctor, T. E. Story, Miss Clee Winstead. 

NortH Dakota—Jennie L. Champine, Beatrice 
Olson. 

Ou1o—Oren J. Barnes, Elbert Cecil Jones, Flor- 
ence Mateer, Charles S. Meek. 

OKLAHOMA—Miss Leojean Boyack, M. J. Hale, 
Luella Thorp. 

PENNSYLVANIA—Edwin W. Adams, John A. H. 
Keith, Byron E. Nicholson, D. H. Stewart. 

Ruope IsLanp—Harlan Berkeley Peabody. 

SoutH Carotina—L. P. Hollis. 

TENNESSEE—H. A. Davee. 

Texas—George V. Bear, P. P. Brewster, B. B. 
Cobb, L. T. Cunningham, Hortense A. DeChaumes, 
Mrs. George R. Felter, Levi Fry, E. C. Gates, H. A. 
Glass, S. B. Graham, N. S. Holland, O. B. King, 
Dora B. Lantrip, William A. McIntosh, J. L. Me- 
Reynolds, T. H. Rogers, Elizabeth Stone, J. O. 
Webb, Warren Travis White. 

Utran—George A. Eaton, B. K. Farnsworth, D. S. 
L. McCorkle, Charles H. Skidmore, Calvin S. Smith. 

Vircinia—Cornelia S. Adair. 

West Vircinta—Ward E. Gamble. 

Wyrominc—L. L. Bender, Elizabeth T. Brandt, A. 
H. Dixon, Minnie L. Eddleman, James H. Hayes, A. 
S. Jessup, Mae I. Winter. 



































































































































































































































































































































































































































their reports for one hundred percent 

membership in the National Education 
Association for 1926-27 since the list was 
published in the March 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. 


Ti FOLLOWING schools have completed 































































































Six or more years 














CautirorNiA—Oakland, Santa Fe. 

ILtinois—Chicago, Pullman; Elgin, Columbia, Wing. 

INDIANA—Hammond, Columbia, Kenwood, Riverside. 

Maine—Dexter, Pleasant Street. 

MASSACHUSETTS—Brookline, Pierce. 

MicuicAN—Detroit, Greenfield Park. 

NeBRASKA—Omaha, Bancroft, Central Park, High- 
land, Webster. 

Nevapa—Las Vegas, Elementary. 

































































Builders of Our Profession 


WIscoNsin—Fond du Lac, Fond du Lac Public 
Schools, Bragg, Cleveland, Franklin, Grant Jeffer- 
son, Lincoln, McKinley, Roosevelt Junior High, 
Senior High, Vocational, Washington, Wilson. 




































A Letter from a Happy 
| Teacher Ninetyfive 
| Years Young 


Be MASON HOLT, principal of the 
Ocean View School, Norfolk, Vir- 
ginia, sends the following letter writ- 
ten on Christmas Day by a woman of 
ninetyfive who looks back over a long 
life that includes fiftytwo years of 
school service. In honoring such 
teachers the profession honors itself. 
The letter follows: 


Norfolk, Va., Dec. 30, 1926. 
My pear Miss Ho t: 


Words fail to express my heartfelt appre- 
ciation of the kind remembrance of me on my 
95th birthday (Christmas morn) expressed in 
that basket of beautiful flowers, so artistically 
arranged, sent by the Teachers’ Association 
and your sympathetic self, in recognition of 
my life’s work in the schoolroom from 1858 
through 1910. 

With pleasure I recall the many interesting 
circumstances and experiences while asso- 
ciated with so many and varied characters 
among the young folks of both sexes. It 
really was a daily inspiration to greet such 
bright and happy ones to work with. 

I have never lost interest in school life, 
having several of my family of the third 
generation, passing through Blair and Maury, 
two of which graduated in June last, and are 
away at higher institutions. At the same 
time there are three pupils of the fourth 
generation now in the grammar grades, and 
I am keeping along with them, therefore it is 
impossible to sever my connection with the 
Public Schools of Norfotk. I fully realize 
that a teacher’s influence lives after they 
have passed on to the Great Beyond. 

Thanks for your kind expressions in your 
touching note on my school record. 

Sincerely yours, 
Mary E. Hopces. 








Five years 


ArIzONA—Phoenix, Balse. 

CaLirorNiA—Los Angeles, Utah Street; South Pasa- 
dena, Oneonta. 

CoLorapo—Boulder, University Hill. 

ILuinois—Elgin, A. H. Lowrie, Franklin, Garfield. 

Kansas—Salina, Salina Public Schools. 

Maine—Old Towne, Old Towne and Orono Public 
Schools. 

Nesraska—Omaha, Minnie Lusa. 

New Jersey—Kearny, Franklin, Nathan Hale; New 
Brunswick, Lord Stirling; Plainfield, Lincoln. 

PENNSYLVANIA—Pittsburgh, Continuation. 


Four years 


CauirorniaA—Los Angeles, Cahuenga Park, Melrose 
Avenue; Oakland, Manzanita, Melrose; Santa 
Monica, Garfield, Grant, Jefferson, John Muir, 
McKinley, Roosevelt. 

DELAWARE—Wilmington, Public Number 21. 

Hawar—Hilo, Kaumanu. 

ILL iNo1is—Champaign, Colonel Wolf, Gregory; Elgin, 
Grant; Springfield, Converse. 

MaryLanpo—Galena, High and Elementary. 

MassacHusetts—Brookline, Sewall. 

MICHIGAN—Alpena, Cass; Kalamazoo, Western State 
Normal. 

NesraskKA—Omaha, Columbian, Garfield. 

New JerseY—Plainfield, Stillman, Washington; West 
New York, Public Number 1. 

New YorK—Binghamton, Woodrow Wilson. 

PENNSYLVANIA—Pittsburgh, Perry High. 

Texas—El Paso, Alamo, Aoy, Bailey. 

VircIn IsLaNnps—Saint Croix, La Valle Rural. 

WASHINGTON—Seattle, F. A. McDonald, North Queen 
Anne. 





[132] 





Wyominc—District Number 2, Blazon, Chrisman’s 
Ranch, Glencoe. 


Three years 


ALABAMA—Birmingham, Glen Iris, Moore. 

ARIZONA—Nogales, Camp Stephen D. Little; Tempe 
Tempe State Teachers College. ? 

ARKANSAS—Wilson, High. 

CaLirorNia—Los Angeles, Central Avenue, Home 
Economics Department, Rio Vista, Third Street: 
Oakland, Alexander Hamilton Junior High, Cleve. 
land, Crocker Highlands, Durant, Elmhurst Junior 
High, Emerson, Frick, Garfield Junior High, 
Grant, Hawthorne, Highland, Jefferson, Maxwell 
Park, McChesney, Peralta, Piedmont, Rockridge 
Stonehurst, Tompkins Junior High; South Pase. 
dena, Las Flores. . 

Co.Lorapo—Denver, Logan. 

FLorwa—Dade County, Hialeah Elementary, High. 
land Park Elementary, Southside Elementary; Fort 
Lauderdale, Hollywood Hills, Pompano; Pinellas 

: County, poo Park. 

LLINOIS—Champaign, Avenue, Doctor Howard, Lj 
coln, South Side; Elgin, Eigin Public Schools t, 
H. Lowrie, Columbia, Franklin, G. P. Lord, Ger. 
field, Grant, High, Lincoln, McKinley, Sheridan, 
Washington, Wing; Silvis, Silvis Public Schools, 

INDIANA—A lexandria, Tomlinson; Elwood, Edgewood; 
Hammond, Franklin, Technical High; South Bend 
John F. Nuner. 7 

MARYLAND—Stevensville, High. 

MASSACHUSETTS—Belmont, Josiah S. Kendall. 

MICHIGAN—Grand Rapids, Plainfield Avenue. 

MINNESOTA—Minneapolis, Calhoun. 

NEBRASKA—Omeaha, Beals, Belvidere, 
Howard Kennedy, Jefferson, Madison, 
Sherman, South Franklin. 

New JeRSEY—Englewood, Franklin; Neptune Town. 
ship, Neptune Township Public Schools, Bradley 
Park, Grammar, Neptune High, Summerfield, 
Whitesville; Paterson, Public Number 10; Plain- 
field, Irving. , 

New Mexico—Albuquerque, Fourth Ward. 

Oxn10—Cleveland, Garfield High; East Cleveland, 
Prospect; Logan County, Logan County Public 
Schools, Bloomfield Township, Lake Township, 
Union Township; New Lexington, High. 

OrEGON—Portland, Terwilliger. 
PENNSYLVANIA—Grreenville, Penn Junior High, Wash- 
ington, West Side; Harrisburg, Simon Cameron. 

Texas—Beaumont, Fletcher. 

Utan—Salt Lake City, Washington. 
Vircinia—Lynchburg, John W. Wyatt; Norfolk, 
Ruffner Junior High. 

WASHINGTON—Seattie, Green Lake, Harrison. 


Comenius, 
Saunders, 


Two years 


ALABAMA—Birmingham, Henley, Stonewall Jackson. 

CaLirorNiA—Hemet, Hemet Union Junior High; 
Hermosa Beach, Hermosa Beach Public Schools, 
North, Ocean View, Pier Avenue, Prospect Ave- 
nue, South; Los Angeles, Americanization De- 
partment, Ann Street, California History Depart- 
ment, Commonwealth Avenue, Course of Study 
Department, Drawing Department, Eagle Rock, 
Gates Street, Industrial Arts Department, Lafay- 
ette Junior High, Lincoln, Loreta Street, Machado, 
Miramonte, Olive View, Rosemont Avenue, Rowan 
Avenue, Salesmanship Department, Santa Monica 
Boulevard, Second Street, Sixty-eighth Street, 
Staunton Avenue, Tenth Street, Thirty-sixth Street, 
Torrance High, Tujunga, Victory Boulevard, 
Wadsworth Street, Westwood, Woodrow Wilson; 
Oakland, Belle Vista, Burckhalter, Claremont 
Junior High, Dewey, Lakeview Junior High, Lock- 
wood, Lowell Junior High, Roosevelt High, Toler 
Heights, Webster; Ontario, Central; Pomona, 
Hamilton; Richmond, Grant; San Bernardino, Ra- 
mona; Santa Monica, Franklin; Wilmington, Fries 
Avenue. 

Co.oravo—Colorado Springs, Garfield, Helen Hunt, 
West Junior High; Segundo, Public. 

District or CoLuMBIA—Washington, Banneker-Jones, 
Briggs, Langdon-Woodridge, Smothers. 

F.Lorma—Davie, Public; Daytona Beach, Seabreeze 
High; Fort Lauderdale, Central High; Pinellas 
County, Senior High; Tampa, Hillsborough County 
Senior High. 

Hawau—Honolulu, Kuhio. 

ILtiNois—Brookfield, Brookfield Public Schools; 
Champaign, Lawhead, Willard; Cicero, Sherlock, 
Woodbine; East Saint Louis, Junior High; 
Island, Lincoln; Saunemin, Township High. 

INDIANA—Indianapolis, Number 5; Mitchell, Mitebell 
Public Schools, Emerson, Riley. 

Towa—Council Bluffs, Roosevelt, Rue. E 

Kansas—Hiawatha, Lincoln; Parsons, McKinley. 

KENTUCKY—Louisville, California, Margaret Merker. 

Maine—Dixfield, Central; Peru, West Peru; Presque 
Isle, Aroostook State Normal; Weld, Village. 


(Continued on page A-110) 


npe, 


ome 
eet; 
eve- 
nior 
ligh, 
well 
idge, 
‘asa. 


ligh- 
Fort 
sellas 


Lin. 
5, A. 
Gar- 
‘idan, 


ais. 


Bend, 


enius, 
nders, 


Town. 
radley 
rfield, 
Plain- 


»eland, 
Public 
ynship, 


Wash- 
pron. 


lorfolk, 


ckson. 

High; 
schools, 
t Ave- 
on De- 
Depart- 
— Study 

Rock, 
Lafay- 
[achado, 
Rowan 
Monica 
Street, 
» Street, 
ulevard, 
Wilson; 
aremont 
n, Lock- 
h, Toler 
Pomona, 
ino, Ra- 
n, Fries 


n Hunt, 
or-Jones, 


eabreeze 
Pinellas 
h County 


Schools; 
Sherlock, 
h H Rock 


‘Mitchel 


inley. 
+ Merker. 
Presque 
lage. 


Vol. 16, No. 4 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


A-109 








Wanted— 


10 Classroom Teachers 


The Classroom Teacher 
“The Silent Supervisor" 





MILO B. HILLEGAS, Ph. D., LL.D. 
Editor-in-chief 


to Represent this Staff 


\) JE are seeking ten successful classroom teachers for Superintendents for summer 
or permanent work—representing the remarkable staff shown below. 


Write for particulars. 


MILO B. HILLEGAS, Ph. D., LL. D., Professor 
of Education, Teachers College, Columbia Uni- 
versity, New York City, Editor-in-Chief. 


THOMAS HENRY BRIGGS, Ph. D., Professor of 
Education, Teachers College, Columbia Uni- 
versity, New York City, Editor, Junior-High 
School Section. 


WILLIAM C. BAGLEY, Ph. D., Ed. D., Professor 
of Education, Teachers College, Columbia Uni- 
versity, New York City, Advisory Editor. 


WILLIAM H. KILPATRICK, Ph. 
Method and Projects. 


VIRGIL E. DICKSON, Ph. D., in cooperation with 
LEWIS M. TERMAN, Ph. D.—Tests, Classi- 
fication and Grading. 


FRANK M. McMURRY, Ph. D., EDWIN H. 
REEDER, Ph. D.—Assignment. 


EDWIN H. REEDER, Ph. D.—Teaching Children 
to Study. 


D.—Project 


ERNEST HORN, Ph. D.—Social and Moral Educa- 
tion—Spelling. 


ARTHUR I. GATES, Ph. D.—Child Psychology. 


EMMA B. GRANT, M. A.—Principles of Good 
Teaching. 


EDWARD S. EVENDEN, Ph. D.—Routine and 


ecord Factors in Classroom Management. 


CORINNE SEEDS, M. A., in cooperation with 
MILO B. HILLEGAS, Ph. D., LL. D.—Class- 


room Control. 


Cmnce A. WORKS, Ed. D.—Standardization of 
ural Schools—Agriculture and Rural Life. 


DOROTHY CANFIELD FISHER, Ph. D., D. Litt.— 


chool Improvement. 


THOMAS D. WOOD, M. D., A. M.—Health 
eaching. 


WILLIAM SCOTT GRAY, Ph. D., LAURA 
RBES, B. S.—Reading. 


N. L. ENGELHARDT, Ph. D.—School Buildings 
and Their Management. 


MAUDE McBROOM, B. S., in cooperation with 
ANNA D. CORDTS, Ph. D.—Phonics. 


SARAH T. BARROWS, M. L., LEE EDWARD 
TRAVIS, Ph. D.—Speech Correction. 


SARAH T. BARROWS, M. L.—Teaching English 
to Foreign Children. 


ANNIE E. MOORE, A. M., JEAN BETZNER, 
B. S.. MARY LEWIS, B. S.—Primary Language 
and Literature. 


FRANK N. FREEMAN, Ph. D.—Handwriting. 


WILLIAM GARRISON WHITFORD, S. M., 
JESSIE MABEL TODD, Ph. B.—Art. 


MARY ROOT KERN—Primary Music. 


LOIS COFFEY MOSSMAN, Ph. D.—Industrial 
Studies. 


GRACE E. STORM, A. M.—Community Life and 
Social Study. 


CHARLES T. McFARLANE, D. Pd., DE FOREST 
STULL, A. M.—Geography. 


WILLIAM C. BAGLEY, Ph. D., Ed. D.—History 
and Biography. 


DAVID EUGENE SMITH, Ph. D.—Arithmetic. 


WILLIAM C. BAGLEY, Ph. D., Ed. D., ROY W. 
HATCH, M. A.—History and Citizenship. 


GERALD S. CRAIG, M. A.—Primary Science. 
THEODOSIA HADLEY—Special Detailed Studies 


in Science. 


E. LAURENCE PALMER, Ph. D.—Nature Study, 
Field and Laboratory Work. 


ELLIOT R. DOWNING, Ph. D.—Nature Journeys— 
Bird and Mammal Identification. 


HENRY C. COWLES, Ph. D.—Plant Identification. 
ALFRED EMERSON, Ph. D.—Insect Identification. 


DAVID STARR JORDAN, M. D., Ph. D., LL.D.— 
Fish Identification. 


HENRY CARR PEARSON, A. B.—Intermediate- 
Grade Language. 


FRANKLIN T. BAKER, Litt. D.—Intermediate- 


Grade Literature. 


PETER W. DYKEMA, M. L.—Intermediate-Grade 
Music. 


THOMAS HENRY BRIGGS, Ph. D.—Character- 
istics of Junior High School Pupils. 


WILLIAM D. REEVE, Ph. D.—Mathematics. 


HAROLD O. RUGG, Ph. D.—Reconstruction of 
Social Sciences. 


ERNEST DAWSON, Ph. D.—History. 
ARTHUR W. DUNN, A. M.—Civics. 
STERLING A. LEONARD, M. A.—Literature. 


WILLIAM C. REAVIS, Ph. D.—Vocational Guid- 
ance. 


OTIS WILLIAM CALDWELL, Ph. D.—Junior 
High School Science. 


MELVIN S. LEWIS, M. A., ALFRED SOREN. 
SEN, M. A.—Business Training. 


JULIA L. HURD, M. A.—Home Economics. 


ALANSON HARRISON EDGERTON, Ph. D.— 
Practical Arts. 


H. C. McKOWN, Ph. D.—Educatien in Social 
Relationships. 


WILBERT LESTER CARR, A. M.—Latin. 


ELIJAH WILLIAM BAGSTER-COLLINS, A. M.- 
Modern Foreign Languages. 


THE CLASSROOM TEACHER, INC. 


104 SouTH MICHIGAN AVE. 


CHICAGO 


Mention THe Journat when writing our advertisers. 


Mf 
ii 
t 
Bi. 
te 


oo tee be pa ts 


perros ae A 


in 


0 2 






























THe JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION 








“My BOOKHOUSE is absolutely invalu- 
able to me, and I do not see how I ever 
got along without it,” says Jessica Childs, 
Director of Story Telling, Pittsburgh 
Training School for Teachers. “I turn to 
it for story material as naturally as I turn 
to the Encyclopedia Britannica for the last 
word in scientific research.” 


Not only for training in literature, but 
for training in character, My BOOK- 
HOUSE is a valuable aid to the teacher. 


Invaluable to Teacher 


It accomplishes both objects at once. My 
BOOKHOUSE is selected, edited and 
graded, according to definite educational 
principles, by one who is not only a 
writer and a mother, but has been a 
teacher as well. The index volume in- 
cludes a unique index according to ethical 
theme, which every teacher will find most 
useful. 


Write for special descriptive material 
for teachers. 


A pril, 1927 


















| 
| 
| 


Builders of Our Profession 


(Continued from page 132) 





MarYLANp—Aensington, Public; Takoma Park, Gram- 
mar. 

MAssACHUSETTS—Hingham Centre, Centre; Lynn, 
Coburn Street; Malden, Centre Junior High; 
Saugus, Roby. 

MicHiGAN—Adrian, Senior High; Muskegon, Hack- 


ley, Vanderlaan; Saulte Saint Marie, High. 
MINNESOTA—Cloquet, Jefferson; Minneapolis, Dow- 
ling. 
MontaNa—Great Falis, Longfellow. 
NespraSkKA—Omaha, Pacific. 
Nevapa—East Ely, Public. 


New Jersey—Atlantic City, Monterey Avenue; 
Camden, Broadway, Washington; Monroe Town- 
ship, Monroe Township Public Schools, Lincoln, 
Maple Grove, Oak Knoll; Plainfield, Bryant, Jef- 
ferson. 

New Mexico—Albuquerque, Third Ward. 


New YorKkK—Binghamton, Binghamton Public Schools, 
Continuation, High, Woodrow Wilson; Ithaca, 
Junior High, South Hill; New Rochelle, Stephen- 


son, 
NortH Daxota—Minot, Senior High. 


On1o—Bowling Green, Wood County Public Schools; 
Cleveland, Sackett, Columbiana, Fairfield Cen- 
tralized; East Liverpool, McKinley; Toledo, Ar- 
lington; Warren, First Street. 


OrecoN—Washington County, Banks, Buxton, Cor- 
nelius, District Number 10, District Number 27, 
District Number 29, District Number 38, District 
Number 54, District Number 55, District Number 
82, District Number 95, District Number 97, Dis- 
trict Number 106, Gales Creek, Gaston, Hillsboro, 
North Plains, Scofield, Sherwood, Tigard, Timber, 
Union High Number 1. 


PENNSYLVANIA—Chester, George Jones, Wetherill; 
Greenville, Greenville Public Schools, Penn Junior 
High, Washington, West Side; Harrisburg, Calder, 


The BOOK HOUSE for CHILDREN 


Dept. 4-C, 360 N. Michigan Blvd., Chicago 


’y B@DKHOUSE 


“The child who reads is the child who leads” 
The Original Character-Building Books 


Downey, Lincoln, Open Air, Penn, Pleasant View, 
Reily, Woodward; Kane, Central, Clay Street, Sub- 
High, Welsh, West Side; Middletown, Grammar; 
Pittsburgh, Sunnyside. 

Texas—Dallas, Ben Milam, City Park, Cumberland, 
David Crockett, Fair Park, Forest Avenue High, 
James Bowie, James Hogg, John Henry Brown, 
Mount Auburn, North Dallas High, Obadiah 
Knight,-O. M. Roberts, Rosemont, Sam Heuston, 
Stephen F. Austin, Stephen J. Hay, Sunset High, 
T. G. Terry, Thomas J. Rusk, Trinity Heights, 
Vickery Place; Houston, Eastwood. 


Utan—-Logan, Webster; Salt Lake City, Edison; 
Sevier, Cove. 

Vircinta—Lynchburg, Lynchburg Public Schools, 
E. C. Glass High, John W. Wyatt, Robert E. Lee 
Junior High, West End; Richmond, Robert Fulton. 


WASHINGTON—Seattle, Alki, Bagley, Cascade, John 
Hay, Laurelhurst, South Seattle, Van Asselt; 
Walla Walla, Baker. 


West Vircinta—Charleston, Thomas Jefferson Junior 
High; Clarksburg, Alta Vista, Linden; Martins- 
burg, High Street. 


WIsCONSIN—A ppleton, Roosevelt Junior High; Eau 
Claire, Eau Claire Public Schools, Administrative 
Building, Development, Eighth Ward, Fourth 
Ward, High, Ninth Ward, School for the Deaf, 
Second Ward, Seventh Ward, Sixth Ward, Tenth 
Ward, Third Ward, Vocational; Madison, Doty, 
Randall. 


Current year 


ALABAMA—Birmingham, Bush. 


CALirorNiA—Fresno, Edison Technical, Jefferson; 
Galt, Joint Union High; Hawthorne, Hawthorne 
Public Schools, Ballona Avenue, Eucalyptus Ave- 
nue, Fifth Avenue, Washington Avenue; Los An- 
geles, Annandale Boulevard, Bridge Street, Brook- 
lyn Avenue, Canyon, Classical Department, Clifford 
Street, Fourth Street, Glassell Park, Horace Mann 
Junior High, John Burroughs Junior High, Mag- 
nolia Avenue, Manchester Avenue, Ninety-ninth 
Street, Normandie Avenue, Primary Manual Arts 
Department, Ramona, Riggin Avenue, Sawtelle 


Boulevard, Shenandoah, Soto Street, Visual Edu- 
cation Department, Winnetka, Wonderland; Oak- 
land, Campbell, Chabot Public School Observatory, 
Clawson, E. Morris Cox, Fruitvale, Golden Gate, 
Montclair, 


Horace Mann, Lafayette, Lincoln, 








Parker, Part Time, Prescott Junior High, Sequoia, 
Swett, Washington, Woodrow Wilson; Ontario, 
Lincoln, South Euclid; Redondo Beach, Malags 
Cove; Richmond, Fairment, Harding, Pullman; 
San Diego, Florence, Franklin, Washington; Sante 
oe Madison; Sawtelle, Westwood; Walnut, 
ublic. 


Cotorapo—Cheyenne Wells, Central, County High, 
Kit Carson; Denver, Asbury, Dora E. Reynolds; 
Englewood, Lowell; Las Animas, Cornelia. 


ConNECTICUT—-Torrington, Southeast. 


District oF Co_tumMBiA—Washington, D. A. Payne, 
Giddings-Lincoln. 


FLorina—Dade County, Ada Merritt Junior High, 
Buena Vista Elementary, Central Elementary, 
Coconut Grove Elementary, Comstock Elementary, 
Florida City, Fulford, High, Homestead Elemen- 
tary, Homestead High, Kinloch Park Elementary, 
Larkins, Little River Junior High, Miramer 
Elementary, Northside Elementary, Orange Glade 
Elementary, Riverside Elementary, Santa Clare 
Elementary, Shadowlawn Elementary, Shenandosh 
Junior High, Silver Bluff Elementary. Fort Lau- 
derdale, Oakland Park; Miami Beach, Junior 
Senior High; Pinellas County, Anona, Belleair, 
Dunedin, Forest Hills, Gulfport, Harris, Junior 
High, Largo, Lealman, North Ward, Norwood, 
Ozona, Pasadena, Passagrille, Pinellas Park, Rio 
Vista, Safety Harbor, South Ward, Tampashores, 
Tarpon Springs. é 

GerorGciA—A mericus, McKay Hill (Colored); Dublin, 
Calhoun Street. 


Hawatl—Paauhaw, Paauhaw. 


ILtinois—Batavia, High; Belleville, Douglass; Cor. 
bondale, Southern Illinois State Normal Univer 
sity; Champaign, Columbia, Marquette; Chicat®, 
Farragut Junior High, Shields, . Whitney; Cicero, 
Burnham, Columbus, Drexel, Grant, Jones, Mor 
ton Park, Roosevelt, Wilson; De Pue, — 
East Alton, East Alton Public Schools; —- 
Harter Stamford Township High; Harvel, Pub- 
munity High; Oak Park, Whittier; Raymond, be 
lic; Shabbona, Community High and Co..0) “Still: 
Grade; Springfield, Palmer, Ridgely, rage oe 
man Valley, Stillman Valley Public Se ’ 
Willisville, Willisville Public Schools. 


INDIANA—Kniman, High; Martinsville, 
Rushville, High; Seymour, Third Ward. 


(Continued on page A-112) 


Central; 








rs wr ao 


q 


- Vol. 16, No. 4 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A-111 


WSEATTLE 


N. E. A. Convention City 








Malaga 
‘ullman; 


Four hours away MM 
are summer snow d th b ll 4 
ade és Manat Un er e I ° C. U. Um relia ¥ 
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Rainier. ; ; Pas ey 
Sequoia, If you contemplate a trip this summer, it will be reassuring to you * 
Ontario, to know that T. C. U. protection follows you wherever you go. a 
: 


ec CE PRE 





Seattle, gateway to Alaska, 
Hawaii and the Orient, 


Some time ago we received the following cable from Hamburg, Ger 


i FASCINATING advantage about Seattle, as a conven- many, from an American teacher, who is a member of the T. C. U.: ve 
nut, . * : ren f 
A tion city, is your ability to see and do so much at so “My. policy twenty thousand three hundred thirty-nine, 4 
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eynolds; the very walls of this picturesque, bustling, western city, are a ; 
snow-capped mountains, evergreen forests, alpine lakes and Shortly thereafter we received the following letter from the teacher: 3 
. , . P . . oe 
inland seas. Y ou will gain education, recreation, new “I wish to convey my thanks to you for answering my 2 
. Payne, vitality and a thrill out of attending the N. E. A. convention cable from Hamburg promptly. I had an accident with my ic 
in Seattle left eye that made me almost blind for several weeks and | 
High ° , bringing unexpected expenses, handicapped me severely, a7 
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, eae : as eas ‘ . ay purgh, Penn., for the coming year, and will communicate 
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a elan and Crescent; the famous evergreen f t d ; 
| Junior ’ eee ie & See yam 3 T.C. U. Bldg. 
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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


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class—colorful posters for the school room, cakes of 
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thorough, resulting from careful study of the ex- 
pressed needs of thousands of teachers. 


Only your request and the twenty-five cents in stamps 
which covers postage and handling, are necessary for 
all material for the Cleanliness Crusade. As this is 
appropriate for the elementary grades only, we have 
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A pril, 1927 


(Continued from page A-110) 


Iowa—Council Bluffs, McMillan, Oak; 
Webster Consolidated. 

Kentucky—Eastview, Ford High. 

New Orleans, L. F. Schwarz. 

Maine—Hodgdon, High and Elementary; Rockland, | 
McLain, Purchase Street, Tyler; Waterville, North | 
Grammar. 

MassacHuseTts—Revere, Governor Bradstreet, Henry 
Waitt, Julia Ward Howe, Louis Pasteur, May 
Achenbach, Theodore Roosevelt; Waltham, Pong 
End; West Springfield, Senior High. 

MICHIGAN—Adrian, Adrian Public Schools, Senio; 
High; Dearborn, Garrison Street, Oxford Avenue; 
Muskegon, Angell, McLaughlin; Pontiac, Baldwin, 

MINNeESoTA—Duluth, Irving; Minneapolis, Bryn 
Mawr, Emerson, Lafayette, McKinley, Miles 
Standish, Phillips Junior High, Riley, Robert Fyl. 
ton, West High. 

NeBRASKA—Omaha, Brown Park, Cass, Train, Wash. 
ington. 

New HampsHire—Groveton, High. 

New Jersey—Bridgeton, High; Camden, Senior 
High; Elizabeth, Lafayette Junior High Number 
Three; Gloucester, Broadway; Kearny, Roosevelt, 
Washington; Passaic, Public Number Six; Port 
Norris, High; Trenton, Cadwalader. 

New YorK—Rye, Public Number Three; Saratoga 
Springs, Saint Faith's; Schenectady, Woodlawn. 


NortuH Daxota—Mohall, Mohall Public Schools, 


On1o—Arcadia, Washington Township Centralized 
Schools; Arlington, Public; Burton, Burton Public 
Schools; Cleveland, Almira; Cleveland Heights, 
Canterbury; Ceal Grove, Rural High; Grand 
Rapids, Grand Rapids Public Schools; Huntsburs, 
High; Marietta, High; Newark, East Main; Saint 
Paris, Johnson-Saint Paris District; Toledo, Sam- 
uel Jones Junior High; Waynesburg, Waynesburj 
Public Schools; West Alexandria, Lanier Town 
ship; Youngstowrx, East High. 

OreEGON—Bandon, Bandon Public Schools. 


PeENNSYLVANIA—Bradford, Fifth Ward, Fourth Ward, 
Senior High; Chester, McCay; Easton, High; 
Harrisburg, Paxtang, Riverside; Jersey Shore, 
High, Walnut Street; Kane, Kane Public Schools, 
Central, Clay Street, Special Teachers, Sub-High, 
Welsh, West Side; Lebanon, Burrowes, Fairview, 
Franklin, Harding, Henry Houck, Highbee, Lin- 
coln, Lindley Murray, Mifflin; Redstone Tows- 
ship, Braznell, Herbert, Royal. 

TENNESSEE—Knoxville, Belle House, 
Pickle, University Avenue. 

Texas—Buda, Goforth; Columbia, Public; Dallas, 
James Fannin, John H. Reagan, Lida Hooe, Maple 
Lawn, M. B. Lamar, Richard Lagow, Robert E. 
Lee, Ruthmede, Deaf and Blind, William B. Travis, 
Winnetka; Fort Worth, Alice Carlson, Oak Lawn; 
Houston, Janowski, Magnolia Park; Mission, 
Junior High; Palestine, Crockett Junior High; 
Wortham, Independent. 

UtaH—Box Elder District, East Garland, Elwood, 
Garland, Park Valley, Penrose, Snowville, Union, 
Washakie; Mona, Public; Salt Lake City, Colum- 
bus, Longfellow, Monroe. 


VeERMONT—Brattleboro, High. 


WASHINGTON—Bellingham, Columbia, Franklin, Lar: 
rabee, Lincoln, Lowell, Roeder, Sehome, Washing- 
ton; Brush Prairie, Hockinson; Centralia, Cen- 
tralia Public Schools, Junior High, Edison, High, 
Jefferson, Lincoln, Logan, Oak View, Roosevelt, 
Washington; Cheney, Cheney Unit of the N. B. A. 
Kent, Kent Public Schools, Bowen, High; Onalasko, 
Union High; Rosalia, Public; Seattle, Adams, 
Bailey-Gatzert, Beacon Hill, B. F. Day, Boys 
Parental, Brighton, Bryant, Central, Cleveland In- 
termediate, Colman, Columbia, Concord, Crow# 
Hill, Denny, Detention, Dunlap, E. C. Hughes, 
Emerson, Fairview, Frantz Coe, Gatewood, George 
town, Girls’ Parental, Greenwood, Hawthorne, » 
I. Stevens, Interbay, Interlake, Irving, Jefferson, 
J. J. McGilvra, John Muir, Lafayette, Lakewood, 
Latona, Lawton, Leschi, Longfellow, Lowell, Loys! 
Heights, Madrona, Mercer, Montlake, Coon’ 
Pacific, Parkland, Ranier, Ridgewood, Ross, a. 
Salmon Bay, Seward, Sight Saving, South a 
Summit, T. T. Minor, Warren Avenue, = 
ton, Webster, West Woodland, Whittier, ~~ 
worth, Youngstown; Walla Walla, Lincoln, Was 
ington; Yakima, McKinley. 

Wisconsin—Ashland, Ashland County Rural New 
mal; Mauston, Grade, Shorewood, Atwater, : 
mentary; Two Rivers, H. P. Hamilton, ag oo 
Washington Grade; Wausau, Marathon 
Normal; Wauwatosa, Senior High. ) 

umber 1 


Wyominc—District Number 19, District N aah 
Public Schools, Afton Grade, 
Etna, Fairview, Freedom, Grover, 
Valley High, Thayne, Turnerville; 
Public; Sheridan, High. 


Webster, ' 


LOUISIANA 


Marble City, 








ebster, 


ckland, 
North | 


Henry 
, Max | 
, Pond 


Senior 
venue; 
aldwin, / 
Bryn 
Miles § 
rt Ful. 


. Wash. 


Senior 
Number } 
osevelt, 

c; Port 


Saratoga 
jlawn. 


ools, 


ntralized 
n Public 
Heights, 

Grand 
untsburg, 
n; Saint 
do, Sam- 
ynesbur{ 
r Town- 


th Ward, 
1, High; 
y Shore, 
Schools, 
Sub-High, 
Fairview, 
bee, Lin- 
e Town: 


ble City, 


; Dalles, 
oe, Maple 
Robert E. 
B. Travis, 
ak Lawn; 

Mission, 


or High; 


, Elwood, 
le, Union, 
y, Colum- 


klin, Ler 
~ Washing: 
alia, Cea 
son, High, 
Roosevelt, 








Vol. 16, No. 4 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





A-117 














FouR HUNDRED former pupils of Edith 
A. Parkhurst, of Roxbury Highschool, 
Boston, gathered from all parts of the 
country to honor their teacher on her 


seventieth birthday, and presented her 
with a check for five thousand dollars. 
Among the guests were Mary McSkim- 
mon, State Superintendent Payson 
Smith, and Superintendent Jeremiah E 
Burke of Boston. Miss Parkhurst has 
served fifty years in the classroom, but 
will retire in June. 


R. W. FatrcHILp, superintendent of 
schools, Elgin, Ill., writes: “Again Elgin 
has a one hundred percent enrolment 
with its 180 teachers in both grades and 
highschool, this being true for the third 
consecutive year. We do not find diff- 
culty in interesting our teachers since 
they appreciate the value of the increased 
eficiency of the National Education 
Association.” 


Tue NaTionat UNIon oF TEACHERS 
(London, England) has established a 
Home and Foreign Travel Bureau in 
order to assist its members in making 
suitable arrangements for their vaca- 
tions. It is hoped by means of the Bu- 
reau to encourage teachers to widen 
their experience by visits to other coun- 
tries. 


Tue FacuLty of the State Normal 
School, Indiana, Pa., gave a banquet on 
February 12 for its former president, 
John A. H. Keith, who resigned to be- 
come state superintendent of public in- 
struction for Pennsylvania. M. J. Walsh 
of the Normal School presented Dr. 
Keith on behalf of the faculty with a 
life membership in the National Educa- 
tion Association. 


C.C. Payne, principal of Grand Cane 
Highschool, Grand Cane, La., reports 
that 91.5 percent of the eonduenes of that 
school during the five-year period from 
1921 to 1926, have entered higher in- 
stitutions. 25.5 percent received two 
year teaching certificates. Grand Cane 
is enroled one hundred percent in the 
National Education Association. 


Tue Europe or Our Day, by Herbert 
Adams Gibbons, is the tw entysecond 
‘ourse in the “Reading with a Purpose” 
Series, published by the American Library 
* pare Mr. Gibbons challenges the 
With a discussion of modern 
(Continued on page A-119) 











ie 


al 


California 
a big vacation lor 4 sQO* 
round trip 
from Chicago~ & middle west 





























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SAILING 
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4 Mount Lassen Volcano 
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| if vg TOURING 
f 4 ‘a Big Trees 
vt / The Great Valley 


4 ». Yd | 
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A-118 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





CHOOSE A CANADIAN NATIONAL VACATION THIS YEAR 


cAnnouncing — 
A New Feature in 


Cook’s Annual 


Summer Cruise 
tothe MEDITERRANEAN 
and FUROPE 


by specially chartered 
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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, CYPRUS, 
THE HOLY LAND, EGYPT, NAPLES, 
ROME,MONACO, PARIS, LONDON, return- 
ing 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 
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Havre or Southampton. 


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Vol. 16, No. 4 








(Continued from page A-117) 

Europe and of six books which will en- 
able him to answer such questions as 
“Ought our government to withhold 
longer recognition of Soviet Russia?” 
“Should we ratify the Treaty of Lau- 
sanne with Turkey?” “Now that we 
have signified our willingness to enter 
the World Court, what should our at- 
titude be toward the League of Na- 
tions?” “Just how far ought we to go 
in urging Europe to limit land arma- 
ments?” 


Aw INTERNATIONAL Press Exhibition 
will be held at Cologne, Germany, May 
to October, 1928. The aim of the ex- 
hibition is expressed by its intention to 
show the press in its entirety as a “union 
of intellectual, technical, and economic 
processes.”” 


A SUMMARY of an extensive survey of 
city teachers’ salaries throughout the 
country for 1926-27 was published by 
the Research Division of the National 
Education Association in its March, 
1927, Bulletin. 

The Research Division also has avail- 
able special sets of salary tabulations for 
individual cities of all population groups 
over 2500. These tabulations, arranged 
in five sets, are sold at $5 each. 

For further information address the 
Research Division, National Education 
Association. 


Tue Avustro-AMERICAN Institute of 
Education, under the auspices of the 
America-Austria Society of Vienna and 
in cooperation with the Institute of In- 
ternational Education, New York City, 
will offer a summer school for Ameri- 
cans, from July 18 to August 28, 1927. 
Information may be had from the Insti- 
tute of International Education, 522 


Fifth Avenue, New York City. 


Montana ratified the Child Labor 
Amendment to the Constitution on Feb- 
tuary 8. Other states which have rati- 
hed this amendment are: Arkansas, 
Arizona, California, and Wisconsin. It 
S reported to be gaining rapidly in 
‘trength as the public comes to under- 
stand it better. 


Tat Harmon Founpation has do- 
nated $46,000 to be administered by the 
ayground and Recreation Association 
of America for the purchase of twenty- 
three $2000 playgrounds. To be consid- 
td for an award a community must 
“OW a growth of 30 percent or more 
‘ince 1900 and must have a permanent 
mpulation of 2500 at present. Rapidly 
Sowing suburbs where there are 2500 
(Continued on page A-120) 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





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OR the summer of 1927, the 

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itinerary which includes the Chateau 
Country in France and the Hill Towns of 
Italy. Ocean crossings on the famous Em- 
press ships of the Canadian Pacific fleet. 


ART CRAFTS GUILD TRAVEL BUREAU 


Dept. 418 


510 North Dearborn St., Chicago, Illinois 





Superintendents and Principals 


Double Your Salary This Summer 


Ig You Are Energetic and Have an 
Automobile, We Have a Job for You! 


Make as much money this summer as 
you make the rest of the year. Digni- 
fied and desirable work that demands 
the experience and ability of superin- 
tendents and principals. All that is 
required is energy and an automobile. 


We will give you expert training under 
experienced men. 


Give Us Your Time 


Travel in your car ...and make it 
pay you handsomely. Interesting, dig- 
nified work in behalf of Compton’s 
Pictured Encyclopedia. Compton’s is 
nationally advertised. . . recognized as 
the preferred Reference Work every- 
where . . . needed by every school. In 
its first international showing at the 


Philadelphia Sesqui-Centennial, Comp- 
ton’s was awarded First Prize — The 
Medal of Honor... “for children’s 
reference books.” Let Compton’s great 
success show you a profit. 


Get the Facts 


Send today for complete details. Terri- 
tories are being assigned now. Earn 
more this summer than you ever earned 
before. Join our force of school men 
who represent us summer after sum- 
mer. A few permanent positions open 
for those who prove capable as organ- 
izers. Write at once...we will 
promptly give you the Compton Sum- 
mer Proposition. 


F. E. COMPTON & CO, teccn! decricra st-, CHICAGO 





A-119 





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THe JOURNAL OF THE NATIONAL EpUCATION AssocIATION 


Stadium High School ana Stadium, 
Tacoma 


Tacoma is a city of 125,000, with 44 pub- 
lic schools, including a parental school farm of 


A pril, 1927 


Tacoma Teachers Invite You 


In harmony with the Seattle convention committee, Tacoma teachers and citizens are plan- 
ning these features for the entertainment of N. E. A. delegates and visitors while in the 


Northwest— 


Before the Convention—July 2, 3, 4: A committee 
of Tacoma teachers will have autos in Tacoma for 
sight-seeing and pleasure trips for those who stop 
en route—headquarters, Winthrop Hotel and Ta- 
coma Hotel. 


During the Convention—Sight-seeing Day: Tacoma 
teachers sponsor a free boat trip, Seattle to Tacoma 


60 acres, 6 intermediate schools and 2 high 
schools, one of which is the world-famous 
Stadium High, the College of Pug t Sound, 
Annie Wright Seminary and other schools 
Tacoma is a world port with world-wide ship- at 
ping. commercial and manufacturing interests. 
Tacoma is on Puget Sound, thirty-five miles 
from Seattle, the 1927 convention city There 
is constant communication between the two 
cities by means of steamboat, railroad, inter- 
urban, motor stage, auto and aeroplane. 





of Pathe, you are 
available in good condition 
country. 


Nanook of the North: 
Eskimo. 


Classic of the 


outpost by Robert Flaherty, F. R. G. 


of Agriculture; includes one reel 


Fruits, 





35 West 45th Street 


(Continued from page A-119) 
or more within a radius of one mile of 
the proposed playground may apply. 
For official application blanks and de- 
tails address the Playground and Recrea- 
tion Association of America, 315 Fourth 
Avenue, New York City. 


IN THE INTERESTS of the safety first 
movement, recreation executives and 
playground directors throughout the 
country are advocating the fencing of 
school and public playgrounds. 


THE FAMILY BUDGET—What it is and 
What it Does is the subject of the fourth 
annual scholarship essay contest spon- 
sored by the Union Trust Company, 
Detroit, Mich. The competition is open 
to all highschool seniors, both public and 
parochial, in Detroit and the three adja- 
cent counties. Five winners will be 
awarded $1000 university scholarships. 

NATIONAL CONFERENCE of Social Work 


will hold its fiftyfourth annual meeting 
at Des Moines, May 11-18. Some of 


and return (limited to 400). 
includes 
dinner by the Tacoma Parent-Teacher Association 
Point 
program for exact date.) 


coma 


with a vivid fascination that is never forgotten. 
assured of authentic educational films, ably produced, 
and upon short notice—in every part of the 
There is a Pathe branch conveniently near you. 


A few of the most recent Pathe educational pictures are listed below: 


Arctic ; 
Photographed 300 miles north of civilization’s farthest 


World’s Food Series: Prepared with cooperation of U. S. Department 
each 
Meat, Grain, Fish and Fowls, Dairy Products. 


Entertainment at Ta- 


auto rides and a complimentary 


Defiance Park. (See official convention 


Tacoma Teachers’ Federation 


subject Animal Life Series: B 


Through the pioneering jects made by this 


Alaskan Adventures: / 


the far North: b 


the true life of the 6 reels. 


S.—6 reels. 


And a great variety « 
other equally fascinatin 


on following and authentic 


subjects : 


Pathe and 
Catalogue. 


plete 
Clubs 


Pictoriz 


PATHE EXCHANGE, INC. 


New York 


; pictures. 
Send today for the com- 


After the Convention—July 9, 10: A committee of 
Tacoma teachers and mountaineers’ will meet 
N. E. A. visitors at Paradise Inn, Rainier National 
Park. This committee will act in conjunction with 
the Rainier National Park Company to insure visi« 
tors the fullest enjoyment of the outing amid snow 
fields and glaciers. 

All summer excursion tickets allow stop-overs at 
Tacoma, gateway to Rainier National Park. The 
Rainier National Park trip, by stage or rail, can be 
included in your round-trip ticket. Address the 


Rainier National Park Company, Tacoma or Seat 
_ Visit the 
Booth at the convention. 


Tacoma, Wash. 


for complete information about this trip. 
Tacoma Teachers’ 





MOTION PICTURES ea 
Make the Subject Live and Endure! 


Motion pictures make the abstract real, and clothe the “dry” 


y Dr. William Beebe; series of 3 one-reel sub- 
famous authority in British Guiana. 


Eclipse of 1925: Made under supervision of Scientific American, with 
Government and Yale University records.- 


1 reel. 


Amazing views of wild animals and scenery in 
irth of the icebergs, Valley of Ten Thousand 


Smokes, the Midnight Sun, break up of the ice in the Yukon.— 


f — << — oe ee ee ee ee 

g N. E. A, 
| COUPON 

al Gentlemen: Please send me the complete 


catalogue describing all Pathe pictures suit- | 
able for study groups. 





Name 


Address 





the subjects to be discussed are: What 
the schools can do to prevent delin- 
quency, organization of parent school 
cooperation, mental hygiene and the 
school, and industry and education. 


THE Orecon State Teachers Associa- 
tion has an active committee on Disabled 
Children. A successful conference was 
held by this committee in connection 
with the annual meeting of the State 
Association at which the educational 
needs and problems of all classes of dis- 
abled children were discussed by promi- 
nent speakers. 


STILL THEY GROW! Incomplete figures 
of this year’s registration show the great 
universities breaking all records for en- 
rolment. California’s two branches have 
17,101 fulltime students; Columbia, 
Illinois, and Minnesota also top the 
10,000 mark. Including parttime and 
summer students Columbia has 30,526; 
California 24,756; New York Univer- 
sity 20,504, and the College of the City 


of New York, Minnesota, Pennsylvania, 
Illinois, Chicago, Michigan, Wisconsin, 
Ohio State, Harvard, Boston, and 
Northwestern all more than 10,000. 
Colossal figures! Never in history has 
a nation shown such a passion for edu- 
cation; never have such multitudes had 
the opportunity for education. But are 
we sure that we really know in what 
education consists? Do the mass unl- 
versities produce men who think, or just 
mass minds ?—Editorial The Nation. 


Tue Drama Leacue or America will 
conduct four national contests in play- 
writing this year. For detailed informs 
tion write Mrs. A. Starr Best, chait- 
man, National Playwriting Contest, 
Drama League of America, 59 East Van 
Buren Street, Chicago, Illinois. 


THe Merroporiran Museum 0 
Art, New York City, is doing notable 
work in connection with the schools 
New York City. It offers special ad- 


(Continued on page A-122) 





927 Fol. 16, No. 4 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





THE 
University of Washington 
oe _ SUMMER 


QUARTER 
TWO TERMS: 


June 14-July 20 
July 21-Aug. 24 
INSPIRATION 
TRAVEL 
REST 
RECREATION 
and 
STUDY 


JOIN THE COSMO- 
POLITAN STUDENT 
GROUP 
For Bulletins, Address: 


DEAN OF THE SUMMER QUARTER 


University of Washington, Seattle 


Summer Session 
1927 
June 17th to July 29th 


Graduate Courses 
Undergraduate Courses 
Special Courses for Teachers 
Also Courses in 


Music, Law, Engineering, Art 















lvania, For Bulletin of the Summer School, 
> address Dean Isidor Loeb, Director 
consin 
Fi of the Summer Session, Room 204 
» an Duncker Hall, Washington Univer- 
10,000. sity, St. Louis. 
ry has KR809 
yr edu- 
les had 
Zut are 
1 what 
ss unl 
or just 
i0n. 
ca will 
n play- 
rforma- Ki ONAL 
. b x 
 chair- ndergarten¥% Elementary 
cats }! COLLEGE 
ast Van Samumer Session June 17 to July 29, 1927 
teeny courses to meet the special needs of 
Credits. from hursery school through sixth grade. 
toward aaeived for summer work can be applied 
Geograph Socialized Activities in History, 
JM OF or pa and Civics. Fine and Industrial Arts 
Story Tey Grades. Children’s Literature and 
notable The pom Large demonstration school. 
t for ee environment is particularly favorable 
ools 03 Unique oe study and recreation. There is a 
j soefnl a oe good fellowship in a delightful, 
. a e iral atmosphere. New, completel 
cial a quipped College and doaaiiers belidions ne 





loca 

aot the most desirable section of Evanston. 

Michigan me, than two blocks from beautiful Lake 

Baker, Pro lan summer bulletin address Edna Dean 

Sheridan eutent. Summer School, Box 26, 2770 
Road, Evanston, Illinois. 


























UNIVERSITY of MAINE 
Summer Session 
July 5-August 12 


Unsurpassed climate; trips to famous 
Maine resorts. Undergraduate, gradu- 


ate, and professional courses for teach- 


ers. Athletic coaching courses. 


“Do Your Summer Work in Vacation 
Land” 


For Bulletin address: 


H. M. ELLIS, Director 


Orono, Maine 


Coursesin 40 
subjects com- 
manding credit 


towards a Bach- 
elor degree. 


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 Grades,’’ ‘‘The Junior 
High School Movement,” 
“Elementary School Ad- 
ministration and Supervi- 
sion,”’‘‘Educational Meas- 
urements,”’ etc. 


Begin any time 


The University of Chicago 


91 Ertis HALL CHICAGO, ILLINOIS 


Arnold College 


FOR HYGIENE AND PHYSICAL EDUCATION 
hree- Year Degree Course 

NEW HAVEN NORMAL SCHOOL OF GYMNASTICS 
Two-Year Diploma Course 

Strong Faculty. Complete Gymnastic Indoor, Athletic 

Outdoor and Camp Equipment. Dormitories on Own 
Campus. Successful Appointment Bureau. 

1466 Chapel Street, New Haven, Connecticut 















SUMMER SCHOOL 
July 5th to August 13th 


Six weeks’ courses for Teachers and Li- 

brarians leading to Degrees and Certificates. 

Home Economics— Teacher Training — 
Library Science 


DREXEL INSTITUTE 


Philadelphia 





JsXo¥-b ued bet mel elelele) t— 


FREE Catalogs of all Boarding Schools inU.S. Preparatory, 
Finishing, Military, Collegiate, ete. Educators refer Boys 
or Girls or Parents here. Public Bureau—State Char- 
tered. 20th year. FREE Catalogs and Advice on winter 
schools (or summer camps) meeting needs. 


American Schools Association 
Times Building, New York, or Stevens Building, Chicago 


OF Coot ol tees Sob mebaeet- tates o| 


The SARGENT SCHOOL Su" 


"Founded 1881 by Dr. D. A. Sargent 
Booklet on request 


L.W. SARGENT, Director 















Cambridge,Mssa. 





“ARTEXT JUNIORS 
Prints in Color 


Exquisite, small re- 
productions of famous 
paintings for picture 
study. 


Set of 140 Subjects, 
$3.00 


Free sample and cir- 
cular on request. 
Catalogue, 25c. 


Art Extension Society 


WESTPORT, CONN. 

















“With pleasure and profit I have read 
and studied the course of the Palmer 
Institute of Authorship.” 


“You are making it possible for 
beginners in writing today to travel 
over a highway, instead of a rough and 
difficult road,” says Ruth Comfort 
Mitchell, whose seventh novel, ‘Call 
of the House’’, just finished in the 
Woman’s Home Companion. ‘“ Most 
important of all, you have helped to 
lay the silly old ghost ‘inspiration’, and 
to prove that ours is a trade and pro- 
fession as surely as plumbing and 
preaching, and therefore calling for 
diligence and discipline, and such 
sound, sane, constructive training as 
you offer.” 


Personalized training! The Palmer 
Institute can take your own talent, 
as it is, and help it produce stories of 
fact or glamor stories that sell! 
Sometimes after only the first lesson, a 
story has sold. Palmer courses are 


also endorsed by Jim Tully, Carl 
Clausen, Jesse Lynch Williams, Ger- 
trude Atherton, Rupert Hughes, Kath- 
arine Newlin Burt, Alex McLaren, 
Julie M. Lippmann, Charles Kenyon, 
Frederick Stuart Greene. 
more information. 


Write for 









Palmer Institute of Authorship, 
Palmer Building, Hollywood, Calif. 74-R 


CEAWUO BORREGO occ c00s 000850 President 
FREDERICK PALMER...........- Vice-President 


Please send me, without any obligation, de 
tails about the course I have checked. 
[1 Short-Story Writing. ClEnglish and 
Self-Expression. [] Photoplay Writing. 










Address 


All correspondence strictly confidential. 
No salesman will call on you. 


















6 reerer ewe worn 


= 


i= 


Be cence ltenieemabtpesadeneanteeaian rate 


| 
: 
| 


Benoa s* 


% 


re a) 


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j 


ar o> es 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





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 
Botany 
Chemistry 
Commercial Law 
Economics 
Education 
English 
French 
Geology 
German 
History 


Law 

Library Science 
Mathematics 
Medicine 
Philosophy 
Physics 
Political Science 
Psychology 
Sociology 
Spanish 
Zoology 


For announcement of the 1927 
Summer School address 


SECRETARY OF 


George Washington University 


WASHINGTON, D. C. 





University of Vermont 
Summer Session 


At Burlington On Lake Champlain 
July 5, 1927 to August 12, 1927 


Courses are offered for graduate students, 
those desiring credit toward college de- 
grees, and teachers wishing certification 
credit, as well as for those studying only 
for professional or self-improvement. 
























Subjects include: 


Arithmetic Rural Education 

Art for Public Schools Secondary Education 

Fine Arts English 

Commercial Subjects Mathematics 

School Administration Modern Languages 
and Supervision Greek 

Educational Psychology Latin 

Philosophy of Educa- Vocal and Instrumen- 
tion tal Music 

Educational Measure- Public School Music 

History 


ments 
Methods of Teaching Physical Training 

In addition to splendid facilities for 
study the University of Vermont offers 
superior opportunities for outdoor life 
and improvement of health because of 
its location near Lake Champlain, the 
Adirondacks, and the Green Mountains. 

Write for further information and il- 
lustrated bulletins. 


BENNETT C. DOUGLASS, 


Director of Summer School 
University of Vermont, Box B, Burlington, Vt. 


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. 








THE ANCIENT AND HISTORIC 

College of William and Mary 
IN VIRGINIA 

FOUNDED 1693 


WILLIAMSBURG, VIRGINIA 

J. A. C. CHANDLER, President 
| COEDUCATIONAL STATE INSTITUTION 

1927 Summer Session 
term: June 13-July 23: 

term: July 23-August 27 

Work leading to A. B., B. S., and 
| A. M. degrees. 
Special courses for teachers, princi- 
| pals, and superintendents, and for stu- 
| dents preparing for law, medicine, busi- 
ness, engineering, or social work. Careful 
consideration given to certificate require- 
| ments. 

Situated on the historic peninsula 
between the York and the James Rivers, 
| in close proximity to the ancient shrines 
|of Jamestown and Yorktown. 
| Address inquiries to K. J. Hoke, Di- 
rector. 

































First Second 















Temple University 
_ Broad St. and Montgomery Ave., 
Philadelphia, Pa. 
College of Liberal Arts and 
Sciences 
Teachers College 
School of Commerce 
Professional Schools— 
Theology, Law, 
Medicine, Dentistry, 
Pharmacy, Chiropody 
School of Music 


Training School for 
Nurses 


University High School 


Summer Session, July 5-August 13 


SEND FOR BULLETIN 
Phone, Stevenson 7600 








SUMMER SCHOOL OF 


Physical Education 
AND 


Athletic Coaching 


6 Weeks, Inclusive, June 20 to July 30 


Teachers of Physical Education, Playground 
Instructors, Physio-Therapy, dancing, swim- 
ming instructors, and athletic coaches—brush 
up this summer and add this fine professional 
training to your teaching work. Special 
course in Corrective Work. .20th year. . Large 
gymnasium, swimming pool, dancing audi- 
torium. Excellent faculty. School and 
women’s dormitory located on beautiful North 
Side. Detailed information on request. 


American College of Physical Education 


Accredited—Co-Educational 
| Dept. N. E. 1019 Diversey Parkway, Chicago, Ill. 








(Continued from page A-120) 
vantages for teachers in the public 
schools including the privilege of cop. 
ducting their own classes through th 
exhibits; classrooms, provided with 
stereopticons and other equipment, and 
a highly trained technical staff to aid jy 
explaining the vast wealth of exhibits 
which the museum houses. As a means 
of visualizing for children both the pas 
and the present, museums are increasing 
in importance. 


Wisconsin FEDERATION of Branches 
of the American Association of Univer. 
sity Women adopted the following rew- 
lution: 


Be it resolved, that the removal of the 
stigma of illiteracy from the State of Wis. 
consin be made a matter of immediate cop- 
cern to the branches of the American Associ- 
ation of University women in this state, and 
that they begin at once either to inaugurate a 
crusade or actively to assist the agencies en- 
gaged in combating this condition. 

Therefore, be it resolved, that the presi- 
dent of each branch shall appoint a person 
or persons whose interest shall be in this 
matter; and that each branch pledge itself 
to undertake some share in this work. Be it 
further resolved, that the superintendent of 
public instruction be advised of our action, 
and be urged to make the removal of illiter- 
acy in this state by 1930, a part of his splen- 
did program for the educational welfare of 
this state. 


NATIONAL FEDERATION OF Muwsic 
CrLuss will hold its fifteenth biennial 
convention in Chicago, April 18 to 25. 


NaTIONAL Music WEEeEK will be ob 
served May 1-7. National Music Week 
Committee, 45 West 45th Street, New 
York City, will send pamphlets and sug- 
gestions free of charge. 


Courses oF Stupy FoR ATYPICAL 
Crasses is the title of a pamphlet re 
cently issued by the public schools 0 
San Francisco, prepared by Nellie \ 
Eager, assistant director of Atypical 
Classes of the San Francisco school de 
partment. Copies of the course may be 
obtained from Superintendent of Public 
Schools, City Hall, San Francisco 
Calif., at 40 cents each. 


NaTIONAL CoNnGRESS OF PARENTS AN? 
TEACHERS will hold its thir ee 

® ° > i 
nual convention in Oakland, Calif. @# 


21-28, 1927. 


ReGcuLar faculty meetings in a large 
number of schools, which use this and 
other educational journals as the basis 0 
weekly discussions led by the teachers 
themselves, are helping to put the entit? 
profession at work on its problems 
In the best schools every teacher ‘ 
student. 





A pril, 1927