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May, 1927 


What Is Education? 


$ COMMENCEMENT season approaches 
and four million children leave 
the schoolroom for the last time, 
the nation may well pause to ask what 
it all means. Why should society allow 
these young people to go forth thus 
when most of them have only an elemen- 
tary schooling or less? How many of 
thm should go on to high school and 
college? Will they meet the test of life 
in our efficient and high-pressure civiliza- 
tion? Or will they break as they struggle 
with problems of health, home, learning, 
citizenship, work, leisure, and conduct? 
Do they really know how to learn? Do 
they know the difference between school- 
ing and education? Do they appreciate 
the importance of building fineness, 
beauty, and harmony into every phase of 
their daily lives? These and a host of 
other questions come crowding into the 
minds of teachers and parents during the 
last days of the school year, and they are 
important questions. 

To the question, when should the 
youth leave school, there is but one an- 
swer-—when he is prepared to take his 
place as a happy and effective member 
of the community. To educate is to 
guide growth. Parents, teachers, and 
the community continue to guide the 
growth of young people until they are 
able to guide their own development. 
How long this guidance should continue 
depends primarily on two factors—first, 
the complexity of civilization itself; sec- 
ond, the capacity of the pupil to learn. 

In a simple society children need little 
formal schooling. They learn by watch- 
ing their parents and neighbors. In a 
complex and changing civilization they 
need much schooling. The child who is 
bright and strong should be able to make 
his adjustment more quickly than a child 
who is weak or stupid. The dull child, 
therefore, needs school more than _ his 
gifted brothers and sisters. This is con- 
trary to the old idea that only the bright 

ould be encouraged to go on, but it is 

Plain common sense. Schools exist to fit 
Young people into life, and when they 
turn youth out before it is ready for life, 
they are merely passing on burdens of 
'gnorance, ineficiency, or criminality 
which all of us must eventually bear. 


It is idle to debate who is responsible 
for crime. The crude fact is that crime 
exists—hundreds of thousands of people 
pass through our jails and prisons each 


aan EDUCATE is to guide growth. 
Schools exist to help children un- 
til they are able to continue their own 
development. The child’s connection 
with the school should not cease until 

1. He habitually maintains himself 
in sound health. 

2. He is a constant learner in all the 
problems of life. 

3. He maintains his home relation- 
ships with an appreciation of their 
meaning to him and to society. 

4. He assumes his responsibility for 
faithful citizenship, including the duty 
of helping to form righteous public 
sentiment. 

5. He is able to maintain himself 
happily in a useful vocation with a 
fair prospect of growth and advance- 
ment. 

6. He knows how to use leisure time 
in ways that build up, enrich, and 
beautify his own life and the lives of 
others. 

7. He appreciates ethical character 
as a means of harmonizing his own 
life with the well being of his fellows. 





year. The prevention and correction of 
crime are primarily educational prob- 
lems and can best be handled by the 
authorities that are most skilled in deal- 
ing with those problems. 

This new concept of the school is 
making profound changes in curriculum, 
methods, and organization. Even greater 
changes are ahead. The elementary 
school is becoming more efficient and will 
probably be shortened to six years. The 
period of growth that is now covered 
by the junior high school, the senior high 
school, and the junior college, presents 
varied problems which in the end will 
lead to the development of a school— 
or groups of schools—sufficiently diverse 
to meet those problems. ,These schools 
will be less wooden in their insistence on 
a fixed period of years, uniform lengths 
of term, or fixed routines covering the 
entire day. They will make increasing 
use of ideas now evident in opportu- 
nity schools, part-time schools, evening 
schools, cooperative classes, adult study 


[133] 


groups, libraries, and similar agencies. 
Meantime we have the four million 
who are now facing commencement. 
Their education need not stop, even 
though their schooling does. The idea 
that adults cannot learn is quite ex- 
ploded. We have daily before us the in- 
spiring example of millions of adults 
who have gone through the difficult 
learning process of mastering the auto- 
mobile—an achievement that requires 
the individual to do six distinct things 
at once, quickly and in coordination. 
With his eyes the auto driver watches a 
changing foreground; with his ears he 
listens to the movement of the engine; 
with his left foot he releases the clutch; 
with his right foot he manages the 
brake; with his left hand he turns the 
steering wheel; and with his right hand 
shifts the gears. That this complicated 
learning process has been achieved by 
millions of adults—many of them of an 
advanced age—is fair proof that the 
power to learn is lifelong, even though 
the rate of learning may diminish. 
Could we make but one suggestion 
for commencement 1927, it would be a 
new emphasis on the importance of learn- 
ing as a lifelong project. As suggested 
in Education For a Changing Civiliza- 
tion by William H. Kilpatrick, society 
faces today a problem quite different 
from that of education in former times. 
And society is meeting that problem. In 
addition to the schools there are now a 
host of educational influences of large 
importance. These include magazines 
and newspapers, radio, public library 
service, groups like the General Federa- 
tion of Women’s Clubs and the National 
Congress of Parents and Teachers, whose 
total enrolment runs into the millions, 
luncheon clubs like thé Rotary and 
Lions, whose weekly attendance is now 
several million, summer schools, insti- 
tutes of banking, and conventions by the 
thousands. These are all agencies which 
have sprung up to meet the need for con- 
tinuing education in a civilization whose 
most conspicuous characteristic is rapid 
progress. For the young people who can 
catch a vision of what is ahead and pre- 
pare themselves for it there are truly re- 
markable opportunities.—J. E. M. 


FRIAS SS 


x88 






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PASTEL I FR BONG NINE RR Blt Dae 


The leaching Spirit 


BERNARD BroplE 


Principal, Alexander Henry Public School, Philadelphia, Pennsylvania 


NE WAKES up every so often with 

a guilty start at having slept too 

late. There follows a sheepish 
rubbing of eyes and a brisk rub to make 
one fit to start the day right. 

Strange that an article in the Jan- 
uary JOURNAL should have caused that 
with me. I had been dozing; along 
came “Happiness in Teaching,” an in- 
spiring article, and with a sudden jerk, 
I awoke. I rubbed my eyes. Suddenly, 
I realized that I, too, had something 
to say, something that might even help 
to augment that happiness. 

For ten years I have been a teacher 
in the Philadelphia schools. During 
that time, I have experienced every pos- 
sible emotion that the work can give, 
ranging from the highest form of ela- 
tion to the most sordid and harrowing 
depression. Children can be cruel, as 
well as sublime. There were times when 
I doubted my capacity for teaching, as 
I doubted the nobility of teaching itself. 
And as the humble subject of that con- 
flicting range of emotions, there has been 
molded in me gradually, even sometimes 
painfully, a definite conception of what 
constitutes for me “the teaching spirit.” 

There is, I am sure, such a spirit. But 
before we can attempt to fathom it, we 
must have awakened to the basic idea— 
that there is nothing more ennobling 
than the desire to reach for the “dream”’ 
in the eyes of little children. Aside 
possibly from the madness which dis- 
tinguishes the art of creation, there is 
nothing that consoles like having a finger 
in the shaping of those dreams. And 
unless one is conscious that the dream 
is there, for it is often shadowy and 
elusive, one can never be possessed of 
the teacher spirit. I believe more than 
anything else that the spirit took seed 
in me almost ten years ago due to a 
most peculiar and rare incident. I had 
been given my first class, a 6A and 6B 
combined. I was only twenty at the 
time, fresh from the school of pedagogy, 
too busy with my own dreams to be 
really immeshed in those of others. I 
was attempting to convey some of the 
dark mystery of a picture by Millet; 
as I recall it now, a little vainly. The 
lesson was about to be brought to its 
close, when it occurred to me to ask 
this question of the class, “Why do you 


like the picture?” There was a deep 
silence; then one hand went into the 
air, slowly, shyly. It belonged to a 





My Pedagogic Creed 
Joun Dewey 


mney that all school life should 
grow out of home life; that it 
should take up and continue the ac- 
tivities with which the child is already 
familiar in the home. 

I believe that it should exhibit these 
activities to the child and reproduce 
them in such ways that the child will 
gradually learn the meaning of them, 
and be capable of his own part in 
relation to them. 

I believe that this is a psychological 
necessity; and because this is the only 
way of securing continuity in the child 
grown, the only way of giving a back- 
ground of past experience to the new 
ideas given in school. 

I believe it is also a social necessity 
because the home is the form of so- 
cial life in which the child has been 
nurtured and in connection with which 
he has had his moral training. It is 
the business of the school to deepen 
and extend his sense of values bound 
up in his home life. 7 








vigorous, overgrown Italian boy, Joseph 
Bonavitacola by name, decidedly in- 
ferior in his studies and definitely re- 
tarded for his fifteen years—a common 
type in the schools. I honored the hand, 
and Joseph rose hesitantly. There fol- 
lowed an interesting scene. - Joseph sud- 
denly went speechless; his hands and 
arms trembled; his face swiftly poured 
forth perspiration; and his eyes gleamed 
and glistened as though he were passing 
through a brief period of divine exalta- 
tion. I waited, sympathetically, as I 
recall. Still he could not speak. There 
Was torture in his soul. Rarely have I 
seen such power, or such futility. Fi- 
nally, unable to bear the anguish of the 
moment longer, Joseph sat down again, 
crestfallen. Since then, I have thought 
often of this episode in my teaching life, 
and connected it with Edgar Lee Mas- 
ter’s poem, “Silence,” longing to add, 
“There is the silence which comes be- 
tween pupil and teacher, and which can- 
not be explained.” 

It was then, I believe, that the teacher 


[134] 


spirit was born. I realized instinctively 
that the role of the true teacher was 
that of the breaker of barriers. One 
cannot be a real teaching personality un- 
less one can be a real humanizer. The 
art of teaching, more than any other art, 
requires the Whitmanic conception of 
melting, of giving oneself totally, which 
made Pestalozzi the gracious and gentle 
spirit that he was. It needs the “cos- 
mic” individual, the man or woman who 
sees each little child in the light of 
eternity, and understands above all that 
each one is a sacred messenger that the 
teaching spirit sends forth to posterity, 

The teacher spirit yearns to finger the 
student’s dreams, sculptor-like. “Here 
is a fragile, lonely face,” its says, “it 
shall be my clay. Tenderly must | 
shape it, with infinite care, after infinite 
study.” And the reward—the realiza- 
tion that one has blown a faint breath of 
perfume along a dusty road. 


- MAY SURPRISE you to learn that 
most of the learning experiments have 
been based upon results from but a few 
persons. The psychologist in his labor- 
atory does not have access as the teacher 
does to large numbers of learners. 

The work of the psychologist is of 
high value, but it is valuable, so far as 
education is concerned, largely because 
it opens up new fields and sets up new 
problems. . . . 

The teacher’s occupation is fascinat- 
ing. He has children to study—not 
stones, bugs, fossils or old manuscripts, 
but the most interesting of all possible 
materials—namely, human beings. More- 
over, he has at hand human beings a 
their most engaging period—childhood 
and youth. And his children never grow 
old. In constant procession they present 
to him, always at the level of childhood, 
their innumerable interesting aspects 
Yet each is different from the other— 
different in strength, talent, and char 
acter; different in origin, growth, 
need. If teaching these children 1s © 
include studying them, the job of teach- 
ing takes on new dignity. Its scope ® 
broadened. Its meaning is enriched. No 
other calling may then be compared wit 
it. It is the great adventure.—Burdette 
Ross Buckingham in Research for 
Teachers. 








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Training Appreciative Consumers 


FREDERICK G. BoNSER 


Teachers College, Columbia University, New York City 


E ALL DESIRE to make a good 

personal appearance and to be 

surrounded in our homes with 
furnishings and decorations selected and 
arranged to give restful and pleasing ef- 
fects. We wish that everything we have, 
from our simplest possessions to our 
house and grounds, should be in good 
taste. All of us have some feeling for 
beauty in form, color, and arrangement, 
although few of us have capacity for pro- 
ducing art objects. Our problem is not 
that of producing art objects, but of ex- 
pressing our feelings for art through the 
selection and arrangement of products 
made by others, or of the enjoyment of 
the art products of the masters in pro- 
duction. We add to the beauty of our 
surroundings if we choose and arrange 
well, we subtract from it if we choose 
poorly. We add to our own happiness 
if we can see and enjoy the elements of 
beauty in the work of the masters in any 
of the graphic or plastic arts; we are de- 
prived of a source of rich enjoyment if 
we have not been trained to know and 
see the beauties of art in industry, paint- 
ing, sculpture, and architecture. 

To be able to select that which is ap- 
propriate and beautiful—to be apprecia- 
tive consumers—does require training. 
This training is not the same as that re- 
quired to produce skill in designing art 
objects. It does include the develop- 
ment of ability to recognize the applica- 


tions of design in products and to use 
art principles in arranging products in 
pleasing compositions. I have no thought 


Training Appreciative 
Consumers 


Ashbee, C. R. Where the great city 
stands 

Baldt, L. I. Clothing for women 

Davies, Henry. Art in education and 
life 

De Garmo, Charles. Aesthetic edu- 
cation 

Hayward, F. H. The lesson in ap- 
preciation, an essay on the peda- 
gogics of beauty 

Luckiesh, M. Lighting the home 

Picken, M. B. Secrets of distinctive 
dress 

Rittenhouse, Anne (pseud.) Well- 
dressed woman 

Sargent, Walter. Fine and industrial 
arts 

Smith, Holmes. The appreciation of 
the fine arts 

Thompson, E. B. Silk 


Prepared by the Cleveland Public 
Library 





of designing my hats or other garments, 
my furniture, my rugs, or my china. I 
need, however, when I try on a hat to 
know whether it is becoming. If it is not 
becoming, I need to know why. Is it 
the size, the shape, or the color that is 
wrong? What other features and objects 


must be taken into account besides the 
hat itself in the selection? A friend re- 
cently saw what he called a perfectly 
“soul-satisfying” necktie in a shop win- 
dow and immediately bought it. When 
he took it home his wife would not per- 
mit him to wear it, scon convincing him 
that it was not at all appropriate with 
his other clothing. The problem of dress 
is always a problem of composition. 
Most of us have had no training in the 
selection of garments from an art stand- 
point. In house furnishing, the problem 
is also one of composition. Each object 
to be included in a room must harmonize 
with the other objects and aid in mak- 
ing a pleasing total effect. We have all 
had the experience of visiting homes in 
which every piece of furniture and every 
rug was of excellent quality, yet the ar- 
rangement was such as to give us the 
feeling that we have when we go into 
an overstocked antique shop. 

Almost daily we have these problems 
of choice and arrangement—buying 
articles of clothing, furnishings, and 
gifts, or arranging the furnishings of 
rooms, setting the dining table, arrang- 
ing the flowers or shrubbery in our yards, 
or selecting colors for painting the house 
or the automobile. From an almost lim- 
itless variety of possibilities we must 
select. It is a social problem no less 
than an individual one—many others 
share the results of our selections. If I 


HEsE freshman girls are learning to judge lines, color, and appropriateness of dress in garments made by themselves 
The group of seniors at the right is refinishing furniture as part of a course in house decoration. 








[135] 





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136 


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dress like a fright I radiate distress to 
all who observe me; if my house is an 
atrocity in furnishings and composition, 
all vrho visit me are made to suffer dis- 
comfort. 

It is the opportunity and the re- 
sponsibility of the school to provide the 
education and training in artistic selec- 
tion and composition desirable for all. 
The for 
good dress may begin with the dressing 
of dolls in the primary grades where con- 


development of appreciation 


siderations of appropriateness to purpose, 
season, and use, and of line, tone, and 
color may introduce an_ elementary 
knowledge of art principles that will 
apply to clothing problems throughout 
life. As the study of costuming proceeds 
through the grades and high school, the 
selection of suits, dresses, ties, hats, hose, 
shoes, and clothing accessories may be 
fully considered, each pupil working on 
the basis of his own problems of per- 
sonal appearance. Is it any less reason- 
able that the schools should help the 
pupils to select their clothing in good 
taste than that they should help them to 
cultivate good taste in reading? Usually 
local shops and stores will cooperate 
thoroughly in such studies. 

In a way somewhat similar, house 
construction, furnishings, rugs, and uten- 
sils may be studied in connection with 
building playhouses in the lower grades, 
and by the selection of furnishings for 
rooms, houses, or apartments in upper 
grades and high school. Practice houses 
and apartments in high schools offer an 
excellent opportunity for furnishing a 
room as a whole—a diningroom, living- 
room, kitchen, or bedroom—or in select- 
ing a chair, or rug, or wall paper for a 
room otherwise furnished and decorated. 


THe JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION 


These are typical of the art problems of 
the average consumer in house furnishing. 
Here again, shops and stores will co- 
operate. Current magazines and adver- 
tising matter, as well as books on the 
history of costume and furnishings, may 
be used helpfully. Books on period fur- 
niture may be used in upper grades to 
teach young people just what it is that 
makes the values in antique furniture, 
the intrinsic values in quality of material 
and design, and the sentimental values 
appealing to those who “splurge.” 
What has been said of clothing and fur- 
nishings may be applied also to china 
and other forms of pottery, to utensils 
in general, to vehicles, to the products 
of the printer’s art, to architecture, to 
painting, and to sculpture. The pur- 
pose is to learn to recognize that which 
is good, to cultivate a love for it, and 
to select and arrange such products as 
one may be able to afford in ways to 
give the greatest pleasure. 

For clothing, furnishings, and other 
material products in common usage, one 
may well utilize the method of agricul- 
tural schools in judging corn, livestock, 
and other farm products. A hat-judging 
contest, a dress-judging contest, contests 
in judging neckties, chairs, rugs, jewelry, 
china, wall papers, pictures, and almost 
every other common commodity for 
specific purposes and situations are ex- 
cellent methods in developing apprecia- 
tion of the exact kind required in select- 
ing the products used in daily life. 

Designing and producing simple ob- 
jects has its place in developing art ap- 
preciation, but this phase is relatively 
small except for art specialists. For the 
consumer, art education is best developed 
in direct relationship to the problems in 

















HESE two interiors were planned by high school students; the furniture was made by 


furnishings by the girls. The pictures for this article are used through the courtesy of the Federal Board for Voca- 
tional Education, Washington, D. C. 











May, 1927 


which appreciation is needed in selection 
and use. This means that much of the 
art work in the public schools should be 
directly and vitally related to the indus- 
trial and household arts. In the new 
conception of industrial arts as a school 
study, the development of appreciation 
for the art qualities of products is one 
of the outstanding aims or objectives, 
Construction is used as a means through 
which we may learn of the health, eco- 
nomic, social, and art values of products 
and their appropriate use. The art 
phases stressed are those of the consumer, 
We enter into the art interests of other 
peoples—Egyptians, Greeks, Romans, 
Japanese, and modern Europeans—and 
interpreting the art of these find more 
beauty in our own surroundings than 
our limited production could afford. 

To bring about a better teaching of 
the appreciative aspects of the arts for 
the consumer, ,the normal schools are 
the strategic points for help. Teachers 
trained in both the point of view and the 
method of teaching are necessary. With 
the change of emphasis from producing 
values to consuming values, any teacher 
may develop these qualities in_ herself 
and may succeed well in developing them 
in her pupils. Training for art produc- 
tion may be left to teachers of special 
talent and preparation. 

To help children to know what is 
beautiful, to love that which is beautiful, 
and to cultivate good taste in selection 
and arrangement should be the primary 
purpose in the teaching of art in the 
public schools. This will furnish the 
appropriate training for the use and en- 
joyment of art products and at the same 
time lay the best foundation for produc- 
tive work in the talented few. 





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27 


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Teaching the Beauty of Landscape 


FRANK A. WauGH 


Professor of Landscape Gardening, Massachusetts Agricultural College 


RT HAS two phases, appreciation and 
creation. In the creative artist 
both these activities go on side by 

side; in the layman appreciation may be 
highly developed with little or no ex- 
ercise of creative skill. 

Ordinary art education for the lay- 
man will, therefore, be directed chiefly 
toward appreciation. On the basis of 
well known teaching principles it might 
readily be assumed that the best materials 
for teaching appreciation would be those 
most conveniently at hand; in other 
words, the native landscape. The land- 
scape is everywhere and is universally ad- 
mired. It is the one form of beauty 
which is available to all and the one in 
which unaffected delight may most easily 
be aroused. 

Unfortunately it has seldom been 
considered art material at all. It has al- 
most never been used for teaching the 
appreciation of beauty. For the ordi- 
nary teacher in the ordinary school art 
means nothing but painting; yet only one 
school pupil in a thousand in the broad 
states of America has ready access to 
real pictures. “The heavy preference 
ought to be given rather to the native 
landscape which is accessible to all and 
which is at least partially intelligible to 
the average mind. 

The ordinary observer does not ap- 
preciate the beauty of the landscape any 


Amherst, Massachusetts 


more than he appreciates the infinite 
variety of chemical, physical, and biolog- 
ical phenomena going on in the world 





Beauty in Landscape 
A Few Good Books 


Cosmos, (pseud). 
landscape in art 

Gilbert, Josiah. Landscape in art be- 
fore Claude and Salvator 

Hamerton, P. G. Landscape 

Harrison, Birge. Landscape painting 

Michel, Emile. Great masters of 
landscape painting 

Stokes, Adrian. Landscape painting 
Prepared by the Cleveland Public 

Library 


The position of 














which he hourly touches. Our scientific 
education endeavors to open up the 
pupil’s mind somewhat to the practical 
value and the intellectual wonder of this 
scientific world. 

If we had an equally adequate art 
education it would open up the pupil’s 
mind to a similar understanding and 
appreciation of the beauty of the earth’s 
surface, of its sweetly molded contours, 
of its vegetation, of its moving musical 
waters, of its infinitely varied skies. 

Fixing attention—The first step in 
the teaching process here, as elsewhere, is 
to fix the pupil’s attention. In one way 


or another he must discover that he is 
surrounded by a beautiful !andscape. 

There is no harm in the first instance 
in telling the pupil this fact. However, 
unless he comes very early to have some 
appreciation of it for himself the teacher 
has little more to build upon. Yet so far 
as I know there is no pupil so dumb and 
insensible as not to have some beginnings 
of appreciation—some sense of the 
beauty of surrounding nature. He will, 
at any rate, admire an orchard of apple 
trees in bloom, a redheaded blackbird 
sweetly singing in the swamps, a colony 
of ladyslippers blossoming in the woods. 
From these simple elements it is possible 
to build up a considerable superstructure. 

Perhaps the best way for the teacher 
to start upon subjectmatter and to gain 
the pupil’s primary attention is by ask- 
ing some simple questions such as: 
“What is the most beautiful spot in 
Smithville?” or, ‘From what point can 
one get the outlook?” or, 
“Where is the best grove of trees in our 
neighborhood ?” 


widest 


In ordinary school practice such a 
question should be offered with plenty of 
time for pupils 
should be given three or four days to 
look the ground over, to make fresh ob- 
servations, to discuss the question among 
themselves. 


consideration. The 


Then while the matter is 
still fresh in their minds it should be 








HE varied beauty of landscape in the United States is suggested by these two pictures by American artists: Westward 


to the Sea by R. Clarkson Colman and Magnolia Gardens, South Carolina by Alfred Hutty. 
furnished through the courtesy of the American Federation of Arts, Washington, D. C. 





The reproductions were 








—emalee 


A RL CREE 


a 
& 

My 

\ 













































138 





brought to an issue. The teacher should 
promote a lively discussion of the sub- 
ject, giving everyone an opportunity for 
full expression of his own feeling. It 
should be remembered that the best feel- 
ings are hard to discover; much time and 
patience should be used, therefore, in 
gaining a frank statement from reticent 
pupils whose feelings may be deeper and 
truer than those of their more vocal 
classmates. 

It should be understood further that 
it is by no means necessary, nor even 
desirable, in this discussion to arrive at 
a conclusion. It is better for pupils not 
to agree wholly with one another; and 
perhaps the worst thing that can be done 
is for the teacher to settle everything by 
obtruding his own opinion. 

Analysis and comparison—The sec- 
ond step comes of itself. It is not pos- 
sible to ask such questions as those al- 
ready proposed—to gain any attention 
upon them whatever—without arousing 
also the faculty of analysis and compari- 
son. At this point each pupil exercises 
whatever taste he has, and this exercise 
of taste is a most essential factor in 
further art education. 

The teacher will, therefore, promote 
every sort of discussion possible, even to 
staging formal debates. Such a question 
as “Resolved that the picnic grounds in 
Cedar Creek are more beautiful than 
those in Thompson’s Grove” turns ab- 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


solutely on a practical art question. Any 
school can discuss such an issue quite as 
profitably as women’s suffrage or states 
rights. 

Practicing appreciation—We have al- 
ready spoken of the exercise of taste. 
This means clearly an exercise of the ap- 
preciative faculty. Constant practice in 
this field is of the utmost importance. 
The pupil must be directed to landscapes 
and landscape features of definite beauty, 
his interest must be aroused, his compari- 
sons stimulated; but most of all he must 
learn more and more to appreciate these 
things. Practical exercises of this sort 
are not difficult to arrange if a teacher 
has some imagination. Photographs may 
be made and photographic competitions 
arranged; in some cases essays may be 
undertaken, discussing autumn colors, 
native trees, the best swimming hole, and 
the most beautiful native wild flowers. 

Constant association with the land- 
scape in its pleasantest form is highly 
valuable. Such associations come through 
the camps of boy scouts, through fishing 
excursions, and picnic parties. Young 
people are nearly always engaged, in 
one form or another, in this sort of 
association with the landscape. It makes 
all the difference in the world, however, 
whether, in this association, they are 
blind to the beauties about them or 
whether they are being intelligently led 
to see such beauty and progressively to 





A B C’s in Green 


LeEoNoRA SPEYER 








The trees are God's great alphabet: 
With them He writes in shining green 
Across the world His thoughts serene. 
He scribbles poems against the sky 
With a gay, leafy lettering, 

For us and for our bettering. 







The wind pulls softly at His page, 
And every star and bird 

Repeats in dutiful delight His word, 
And every blade of grass 

Flutters to class. 





Like a slow child that does not heed, 
I stand at summer’s knees, 

And from the primer of the wood 

I spell that life and love are good, 

I learn to read. 


An Arbor Day Tree 


UNKNOWN 








Dear little tree that -we plant to-day, 
What will you be when we're old and grayP 
“The savings bank of the squirrel and mouse, 
For robin and wren an apartment house, 
The dressing-room of the butterfly’s ball, 
The locust’s and katydid’s concert hall, 

The schoolboy’s ladder in pleasant June, 

The schoolgirl’s tent in the July noon, 

And my leaves shall whisper them merrily 

A tale of the children who planted me.” 








Arbor Day in Poetry 


What Do We Plant When We Plant 
the Tree 


Henry ABBEY 


What do we plant when we plant the tree? 

We plant the ship which will cross the sea, 
We plant the mast to carry the sails, 

We plant the planks to withstand the gales— 
The keel, the keelson, and beam and knee,— 
We plant the ship when we plant the tree. 


What do we plant when we plant the tree? 
We plant the house for you and me. 

We plant the rafters, the shingles, the floors, 
We plant the studding, the lath, the doors, 
The beams and siding, all parts that be, 

We plant the house when we plant the tree, 


What do we plant when we plant the tree? 
A thousand things that we daily see. 

We plant the spire that out-towers the crag, 
We plant the staff for our country’s flag, 
We plant the shade from the hot sun free: 
We plant all these when we plant the tree. 


Shade 


THEOposIA GARRISON 


The kindliest thing God ever made, 
His hand of very healing laid 
Upon a fevered world, is shade. 


His glorious company of trees 
Throw out their mantles, and on these 
The dust-stained wanderer finds ease. 














May, 1927 


appreciate it. If their attention is con- 
stantly recalled to the landscape beauty, 
and if their appreciation is constantly 
built up by intelligent exercise, their art 
education will be going forward with 
considerable success. 

Support of knowledge—As a next 
step in the educational process it seems 
safe to fall back on interesting informa- 
tion about the landscape. A knowledge 
of botany makes the native flowers more 
interesting, and even the solemn forests 
mean more when one understands some- 
thing of the trees and their life history, 
A knowledge of geology makes the hills 
and valleys more interesting to the aver- 
age mind. Local history of the places 
studied has a value in arousing interest, 

All this accumulation of scientific 
knowledge, however, has only an in- 
cidental art value. Unless it builds upon 
appreciation it has none at all. The 
commonest failure in ordinary art edu- 
cation, in my judgment, lies in filling 
the pupil with art information, with 
names and dates and other stale facts, 
while neglecting to build up a live per- 
sonal appreciation of beauty. The love 
of beauty is after all the only thing 
worth-while in art. 

I have tried out these theories of 
teaching the beauty of landscape on stu- 
dents of all grades. They respond joy- 
fully to any leadership which is offered 
them in the study of it. 





Green temples, closed against the beat 
Of noontime’s blinding glare and heat, 
Open to any pilgrim’s feet. 


The white road blisters in the sun; 
Now, half the weary journey done, 
Enter and rest, Oh, weary one! 


And feel the dew of dawn still wet 
Beneath thy feet, and so forget 
The burning highway’s ache and fret. 


This is God’s hospitality, 
And whoso rests beneath a tree 
Hath cause to thank Him gratefully. 


There is Strength in the Soil 
ARTHUR STRINGER 


There is strength in the soil: 

In the earth there is laughter and youth. 

There is solace and hope in the upturned loam. 

And lo, I shall plant my soul in it here like « 
seed! 

And forth it shall come to me as a flower of 
song: 

For I know it is good to get back to the earth 

That is orderly, placid, all-patient! 

It is good to know how quiet 

And noncommittal it breathes, 

This ample and opulent bosom 

That must some day’ nurse us all! 


From Arbor Day in Poetry, by Carnegie Librery 
School Association. 


rests 
yme- 
‘ory. 
hills 
iver- 
laces 
rest, 
Itific 


upon 
The 
edu- 
lling 
with 
facts, 


love 
hing 


s of 
| Stu- 

joy- 
tered 





leaching Personal Efficiency 


W. L. Mason 


Santa Monica High School, Santa Monica, California 


HEN I returned from my vaca- 
tion last summer, and inquired 
at the high school about my pro- 
gram for the fall term, I was told that 
one of the subjects I should be expected 
to teach would be “Personal efficiency.” 

Personal efficiency! What was that! 
| had never heard of, or seen that sub- 
ject in the curriculum of a secondary 
school; but instantly there flashed into 
my mind E. E. Purinton’s definition of 
efficiency. 

“ficiency,” says Mr. Purinton, “is 
the power of doing one’s most and best, 
in the easiest way, and the shortest time, 
to the satisfaction of all concerned.” 

This definition I had been requiring 
the members of all my classes for the 
previous ten years to memorize, so I 
knew its worth and its practicability. 
On this, as a foundation, I felt I could 
safely build. 

Following that came the thought: 
Personal efficiency! Why that is only 
another name for character development. 
I began to see my way a little more 
clearly. 

Then I asked about textbooks. There 
were none known to the principal, nor 
to the other teachers in the commercial 
department. 

I found it would devolve upon me 
very largely to use my own ingenuity to 
vlan the course and compile my own 
text, so to speak, from day to day. 

In doing this, I have drawn upon 
Various sources. In the first place, I 
found in my own files, which I have 
leen keeping for the past nine years in 
connection with an evening class in short- 
story and scenario writing, a newspaper 
clipping naming eleven standards of ef- 
ficiency. To these I have added others, 


bringing the number up to. sixteen. 
hese are: 


1. Attitude 10. Obedience to in- 
2. Application structions 

3. Industriousness 11. Earnestness 

4. Ambition 12. Definite purpose 
5. Courtesy 13. Concentration 

6. Attention 14. Selfreliance 

7, Punctuality 15. Reaction to 

8. Initiative stimuli 

9. Cooperation 16. Persistence 


In studying these standards of ef- 
“ency, each topic has been considered 


separately, a definition found for each 
word, and then, from books obtained 
from the high school library, each stu- 
dent has been required to find out every- 


Books for Further 
Reading 


Brisbane, Arthur. The Book of Today 

Fiske, L. R. Choosing a Life Work 

Fowler, N. C. Starting in Life 

Marden, O. S. Choosing a Career 

Drysdale, W. D. Helps for Ambitious 
Boys 

Candee, H. C. How Women May 
Earn a Living 

Stoddard, J. S. What Shall I Do? 

Scott, W. D. Increasing Human Effi- 
ciency in Business 

Weaver, E. W. Profitable Vocations 
for Girls 

Robbins, F. W. What Can a Young 
Man Do? 

Jackson, B. B. Opportunities of To- 
day for Boys and Girls 

Gowin & Wheately. Occupations 

Hemingway, A. T. How to Make Good 

Davis, J. B. Vocational and Moral 
Guidance 

Purinton, E. E. Efficient Living 

Johnson, Edith, To Women of the 
Business World 

Knox, James S. Personal Efficiency 

Magazines: The American; Success; 
Lefax; Personal Efficiency; Busi- 
ness Machine World; Pitman’s Jour- 
nal; The Gregg Writer; The Ro- 
tarian. 





thing he could about the topic under con- 
sideration, make notes on it, and bring 
these notes to the class to be read, com- 
mented on, and compared with other 
notes. 

After all the notes had been discussed, 
each one wrote an essay on the subject 
selected. This, again, was brought to the 
class, read aloud, and commented on by 
the teacher and other students. 

Then in my files I came across several 
of Elbert Hubbard’s Preachments, such 
as his Initiative, A Hundred Point Man, 
Helpful Hints for Business Helpers, and 
A Message to Garcia. 1 also found in 
Lefax, a magazine of “Business Facts 
Boiled Down,” published in Philadel- 
phia, a number of helpful articles which 
could be condensed and outlined for the 
class, some of the work being done by 
one or more of the students. 


[139] 


Another feature of this work has been 
the use we have made of the 4 merican 
Magazine. Each member of the class 
was requested to bring to the school a 
back number of the American. When 
a sufficient number had been brought to 
provide each student with a copy, the 
magazines were given out with instruc- 
tions to each boy and girl to try to find 
one or more human interest articles or 
stories of men or women who had made 
a success in life. As every issue contains 
a number of such articles, we had no 
difficulty in finding just what we 
wanted. 

From these magazines each member 
of the class was required to select the 
most attractive article of this kind, make 
in his notebook a topical outline, and 
come to she class prepared to give, with 
or without notes, a brief account of the 
person he had chosen to report on. 

This personal research work proved 
to be very interesting and attractive to 
the class. It was also made helpful by 
requiring the students to write in their 
notebooks some of the things which had 
enabled these men and women to make 
a success of their life. 

Among the things noted were: per- 
severance, ambition, persistence, keeping 
an eye on the goal, hanging on, the re- 
ward of helping other people, selfre- 
liance, hard work, being willing to take 
the first job offered, and holding on to it 
satisfactorily until a better one was se- 
cured. 

Pupils have been encouraged to bring 
to the class newspaper articles, or articles 
found in books and magazines, on per- 
sonal efficiency, or related subjects. In 
this connection, Dr. Frank Crane’s es- 
says have been found helpful and inspir- 
ing. 

As a result of all this cooperative 
work, enough material on the subject of 
personal efficiency was accumulated for 
a much longer course than one semester 
only. 

And now, what have teacher and 
pupils got out of the course? 

For myself, I consider the assignment 
to teach this subject the most splendid 
opportunity which I have ever had in 
my experience as a high-school teacher 
for the building of character, and for 


i 
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140 


THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 


May, 1927 


ee _— a aAaiiic$wiww"-—--—O O09 X—OwmOnw$" 00 9 40 


teaching directly the importance of the 
relations which these young people should 
endeavor to sustain toward their jobs, 
their business associates after they have 
left school work 
while students, and with respect to other 


school, toward their 
people with whom they come in contact, 
socially and in the home. 

The cultivation of right ideals has 
been one of the important objectives in 
this course, which has offered also an 
excellent chance for instruction along 
moral and ethical lines. 

It has seemed almost as if I could see 
the characters of many of these young 
people developing and unfolding in a 
most remarkable manner the 
progress of the work. 

As for what the pupils themselves feel 
that they have got out of this work, the 
following comments made by them will 
be found interesting and illuminating. 

“The things which have helped me 
most in the course on personal efficiency 
are: The definition of efficiency, the six- 
teen standards of efficiency, the study of 
the lives of successful men and women, 
how to determine the strong and weak 
points in our character, efficiency in read- 
ing.” 

“One of the important things I have 
learned from the course is not to give 
up the ship. This I got from the study 
of the and 
women.” 

“The different standards of efficiency 
have taught me how to organize my 
thoughts, and have shown me _ what 
elements it would be necessary for me 
to cultivate.” 

“After studying the lives of several 
successful persons, I have found you 
do not have to be born with a brilliant 
mind to be a success, but that in each 


during 


careers of successful men 


case it was hard work and persistence 
that reaped the rewards. This lesson 
alone has meant a great deal to me. 
This study has also given me a truer 
meaning of friendship.” 

“This course has taught me not to 
waste so much valuable time, but to do 
things efficiently. I try now to make 
the most of every day with my school 
work.” 

“I have learned to cultivate a real 
love for reading the right kind of litera- 
ture. The entire course has given me a 
broader view of the more important 
things of life.” 

“I have tried to use efficiency in every- 
thing I do, while I am in school or any- 
where else.” 

“After studying the habits that affect 
efficiency, I think there is not a person 
in my class who has not resolved to try 
to be like the efficient man.” 

“The importance of good posture in 
the lesson on efficiency in relation to 
health was drilled into us, with the effect 
that we are all now trying to assume the 
right posture. I, for one, learned how 
much better it makes one feel to sit and 
stand straight. It gives a feeling that 
the world is all right after all.” 

“The most important thing I have got 
out of this 
So many 


‘sticktoitiveness.’ 
things I start which I never 
complete because, after working or 
studying awhile, I would imagine my- 
self tired and quit.” 

“IT have learned the importance of be- 
ing prepared before going out into the 
business world.” 

“T have learned when studying how 
to concentrate by dismissing all outside 
thoughts from my mind. Besides, I can 
now apply myself to my studies so that 
I can get something out of them which 


course is 








will aid me to be more successful in life.” 

“It is hard for me to tell which lesson 
has done me the most good. There has 
really been a good moral lesson in every 
lesson we have had so far this year. The 
one thing which impressed me most was 
the lesson we had on our attitude toward 
other people. It brought out the fact 
that most of our dislikes of others are 
only trifles, and that we should harbor 
no grudge against anyone.” 

“The lesson which impressed me 
greatly was the one about trashy stories, 
Most of my friends do not read good 
books, but will sneak away and read 
stories that do not do us any good, and 
are like a pile of trash, and which, unless 
you have a strong will, may drag you 
down into the gutter.” 

“From these lessons I have learned 
how to study efficiently; also how to 
read, what to read, and what not to 
read.” 

“In the lesson about not liking your 
boss and the way he acts, I learned not 
to growl and talk about him to the other 
employees in the theater where | am 
employed as usher evenings and Satur- 
days, but to keep still, and do the best 
I can so long as | am taking the firm's 
money.” 

“My mother and I are very much 
pleased with this course, because we can 
both notice a great improvement in my 
work, both in school and at home. In 
the morning, now, instead of lounging 
around, I jump up and do the dishes 
and practice. By doing this little routine, 
I feel much better the rest of the day.” 

“T have learned not to criticize people, 
and to pay no attention when they criti- 
cize me.” 

Such tributes as these are the best 
commentary of lasting benefits. 








AKE Washington and shore-line drive, Seattle, showing Mt. Rainier in the distance. Here the peace and beauty of the 
great out-of-doors will charm and refresh visitors to the summer convention. 








927 


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— 


Educational Experiment in Hawaii 


AWAII today is the scene of an 

educational experiment no less 

than of a racial, though the two 
are so intimately related in the manner 
of their conduct and so closely allied 
in their ultimate purpose that they may 
almost be deemed one. This experimen- 
tation, which has really been going on 
ever since the United States annexed the 
Hawaiian group of islands in 1898, has 
had as its aim the establishment of in- 
ternationalism, so far, at least, as that 
embraces nationalistic amity and inter- 
racial understanding, as something more 
than a nebulous theory. 

Here, where more races mingle than 
in any other place under the sun, ef- 
forts are being made to develop between 
those races complete accord, upon which 
the world may be imvited to gaze and 
forced to admit the possibilities of inter- 
nationalism in its finest sense. In the 
achievement of this purpose, the part 
that education is playing and must play 
is quite obvious. The thing that is not 
so obvious is what education has already 
accomplished and is continuing to ac- 
complish in Hawaii, and the vital in- 
terest to educators everywhere of the ex- 
periment in these mid-Pacific islands. 

Clearly any internationalism worthy 
the name must be based as much as any- 
thing upon education, not only upon 
education in the generally accepted mean- 
ing, the fitting of a man or a woman for 
a reasonably desirable place in society 
and in the economic world, but also 
upon education in a much broader sense, 
the understanding of interracial rela- 
tionships, of the value of racial amity, 
and of the folly of a perfervid and an- 
tagonistic nationalism. It must be 
shown—and the fundamentals of such 
a teaching can be instilled into a very 
youthful mind—that the future of man- 
kind can best be served by international 
understanding, by avoidance of the hos- 
tility which is born in misconceptions and 
misapprehensions and which develops 
logically into suspicion and distrust. It 
must be insisted upon that the future of 

umanity itself rests upon tolerance and 

‘ympathy and resultant accord, as dis- 
tinguished from bigotry and aloofness 
and resultant discord. It can be made 
‘Gear that fellowship of nations is, in 
the last analysis, nothing more than fel- 

Owship of individuals; and thus will be 


Marc TIFFANY GREENE 


sown the seeds of internationalism which, 
in its best and truest sense, is only an- 
other name for human brotherhood. 








ee aS gM 
WOE RED oe 


Copyright Underwood and Underwood 


AWAIIAN kings and queens knew this 
building as Iolani Palace before Hawaii 
became an American territory. Now the 
Stars and Stripes floats over this capitol 


building in Honolulu, the “crossroads of the 
Pacific.” 


The best proof that all these things 
can be done is that they are being done 
in Hawaii today. The work is growing 
all the time more successful, with definite 
results that are ever more apparent. 
And they are being done through edu- 
cation. Were that not so, had education 
not done its duty, and more than its 
duty, in and by Hawaii, thirty races 
would not be living side by side and 
shoulder to shoulder in perfect friendli- 
ness today in this island group more than 
two thousand miles out in the Pacific. 
That these thirty races are so living, 
that twenty-seven different races and 
race-blends are studying together in one 
single school, is good evidence of the long 
way toward success that the racial ex- 
periment—and the educational experi- 
ment—have already progressed. 

In Eonolulu, at the “crossroads of 
the Pacific,” there are well-equipped in- 
stitutions of learning of every grade, 
from the numerous open-air kindergar- 
tens to the recently established Univer- 


[141] 


sity of Hawaii, which in itself is about 
as fine an illustration of the possibilities 
of internationalism as the world can re- 
veal. From kindergarten to college every 
single place of learning undertakes the 
instruction of at least a dozen different 
nationalities. It is but pointing out the 
obvious to suggest that, under the ex- 
istence of any racial feeling or national- 
istic antagonism, little progress could be 
made anywhere, except perhaps in kin- 
dergartens. And even in these the senti- 
ments of parents would find reflection. 
Each man and each woman of the hun- 
dreds of teachers of Hawaii is well 
aware of all this; and the promotion of 
international goodwill is the ideal which 
actuates them all. They realize that, 
just as life itself in Hawaii is the most 
unique—and perhaps the most vital— 
experiment in the possibilities of racial 
amalgamation of all time, so education 
there is the most significant undertaking 
of its sort in history. The part of each 
instructor is a part in a great move- 
ment, a movement which shall go far 
toward determining the practicability of 
making worthwhile men and women out 
of the blood of twenty races, or show the 
utter futility of the entire task. In 
Hawaii education will determine not 
alone the future status of these islands, 
but it will also sound in large degree the 
possibilities of blending mixed blood into 
future worthy American citizenship. 

In illustration of the international 
significance of the educational experi- 
ment in Hawaii, and of the Hawaiian 
educator’s appreciation of that signifi- 
cance, one of the leading members of the 
faculty of the University of Hawaii 
made this statement: “The significant 
thing with us is a development of racial 
and national amity even more than the 
dissemination of knowledge.” What 
could be more definite? And it voices 
the feeling of kindergarten teacher and 
university professor alike. Was there 
ever in the world’s history, or is there 
anywhere in the world today, an educa- 
tional system functioning along lines 
like that, having so broad an outlook, 
inspired by so lofty an ideal? To “de- 
velop racial and national amity!” In 
other words, to bring nearer the era of 
human brotherhood! ‘There, exactly, is 
what the educational experiment in Ha- 
waii is aiming at; and the American peo- 





142 Tue JouRNAL OF THE NATIONAL EpuCATION ASSOCIATION 





ple, even the educators of America, are 
only dimly aware of it. 

The leader and guide of the instruc- 
tional system of Hawaii is the compara- 
tively new university. It is a college 
of cosmopolitan ideals and equally cos- 
mopolitan practices, and from an ob- 
scure institution of scarce two score stu- 
dents a decade ago it has grown to one 
of nearly six hundred. There is about 
equal division in the student body be- 
tween Caucasians of a dozen nations, 
and Orientals. In this remarkable de- 
velopment, by no means yet under full 
headway, there is striking testimony of 
the extraordinary work the institution 
is doing, and of the great appeal it is 
making to all classes and races of young 
men. Its equipment is probably supe- 
rior to universities of similar size in the 
United States, and it occupies a place 
in educational work that is as unique 
as it is important. It includes in its en- 
rolment the youth of a score of races 
who work together and play together 
with no thought that the flag floating 
over the campus means any more to 
one than to another. The rare possibil- 
ities of an intimacy like this, its potency 
almost beyond estimate, were under- 
stood by the men who founded the Uni- 
versity of Hawaii, as they are by the 
men who are conducting its destinies 
today. And the impetus of that found- 
ing, no less than the ideal of the estab- 
lished institution, is discernible in a de- 
sire to offset in some effective, but ami- 
cable fashion, the arrogance and the big- 
otry which have characterized so much 
of the white man’s dealing with other 
races. As an illustration of the clear 
reflection which this sentiment has 
found in the life of Hawaii, one of the 
newspapers of Honolulu recently de- 
clared editorially, in connection with the 
plans for enlarging the work of the uni- 
versity : 


We are no more God's own people than 
the Japanese, or the Korean, or the Hindu, 
or the South Sea Islander. . . . The 
thing that really matters to civilization and 
to human brotherhood is what constitutes 
our prevailing character and our relation- 
ships in that brotherhood, and whether our 
determinations for the future are such that 
the future holds a surcease from the cares 
and the bitternesses of the past and present. 


And as if in fraternal response to that 
declaration of goodwill, the Japanese 
Students’ Association of Hawaii, an or- 
ganization existing for the purpose of 
promoting a better racial understanding, 
thus exhorted the 150,000 of Japanese 
blood in the territory, “Our first duty is 
to make ourselves loyal and law-abiding 
citizens of the great republic. . . . 
With the many eyes that are now upon 
us we must make every effort to satisfy.” 

All this discloses a degree of racial 
and national concord to whose estab- 
lishment many factors have, of course, 
contributed. Hawaii is a sweet and 
lovely land where every natural condi- 
tion makes for contentment and the 
spirit of friendliness. Geographically it 
is far enough from the world to be free 
from many of the conditions that make 
for discontent and nationalistic antago- 
nism. Poverty is absent, and although 
there is a large wealthy class which 
grows constantly larger and more 
wealthy, yet the existence of such is not 
the spur to discontent among the moder- 
ately well off of the eastern peoples that 
it is among similarly placed Caucasians. 
And, of course, the Oriental, whose 
numbers now equal more than half the 
entire population of Hawaii, finds here 
a degree of personal liberty, a material 
prosperity, and a consequent happiness 
which he never could have hoped to 
achieve at home. Admittedly all these 
things conduce to amicable racial inter- 
course. But more than the aggregate of 
them all is the importance of the part 
which education has played, and is play- 


May, 1927 





ing, and will continue to play in the es- 
tablishment and the maintenance and 
the further development of racial and 
nationalistic amity in Hawaii. If this 
is a secure and comfortable place to 
live side by side with thirty races and 
race mixtures, if no hereditary antago- 
nisms or newborn suspicions are ap- 
parent, and if there is every evidence of 
an enduring truce to hatreds which have 
caused races and nations to distrust one 
another elsewhere in the world—a truce 
which shall presently lead to a lasting 
peace—it is all attributable chiefly to 
an educational system which has taught 
these peoples from childhood that men 
should be friendly, one to another—the 
precepts, in short, of the Man of Naz- 
areth. Quite clearly there must exist 
some potent and determining reason, to 
which all others are but contributory, 
why all these peoples, whose ancestors 
have hated and distrusted and fought 
for centuries, can come to Hawaii and be 
friends, while their children and their 
children’s children are destined to be- 
come even better friends. Quite as 
clearly that determining reason is edu- 
cation, education on a scale so complete 
and with a scope so broad as to direct 
to it the attention of the rest of the 
world. And if such a thing can be 
achieved in Hawaii, why, in the name of 
all that is precious to the future of men, 
cannot it be achieved elsewhere? 





£ kw HawallAN Islands are the most 
isolated inhabited islands on the 
globe. But they are in the track of the 
main-traveled sea ways and they have 
drawn people from the corners of the 
earth. The amalgamation of the differ- 
ent races gathered there has progressed 
very rapidly. There is a famous photo- 


graph of a group of thirty-two girls 
attending a school in Honolulu, each one 
representing a different race or racial 
mixture.—High School Service. 






resentatives marched with their flags. 







How Hawaii Observed World Goodwill Day 


T THE most western high school in the Territory of Hawaii, namely the Kauai High School, an appropriate program was given 
by the Progressive Club of the school on May 18. A large crowd attended the program. It was stated by the president of 
the club that World Goodwill Day has been approved by the World Federation of Education Associations as a day when 

the schools throughout the world may be thinking constructively along lines for the defense of civilization, for the turning aside of 
the drift of evil, and bringing into its place the current of good. Representatives of five countries gave a talk along the lines of 
goodwill; the Hawaiian representative said that Hawaii was the melting pot of the world; the Japanese representative stated in 
a poem that the God of the United States and Japan is one, so let none attempt to part the Sun and Stars. 
the late Philip Henry Dodge, formerly of Honolulu, who did so much to unite the lands of the Stars and the Sun. 

In the second part of the program the national hymns of the different European countries were played while the twelve rep- 

Sever in another part of the world can anyone see such a scene as that staged at the Kauat 
High School on that memorable day when Uncle Sam, Miss Liberty, an American soldier, and representatives of twelve different 


countries clothed in their native costumes stood and sang “America the Beautiful.” The blood of those who were present did 
surely thrill and never shall that day be forgotten—Junichi Nomura. 












Homage was paid to 











sit 


et 


rls 
yne 
ial 


Scouting as a Vocation 


Joun W. WirHERS 


Dean, School of Education, New York University 


HE rapid growth of the boy scout 

movement necessitates the employ- 

ment of increasing numbers of 
scout executives to direct the work. The 
Sixteenth Annual Report of the Boy 
Scouts of America shows a total enrol- 
ment of 1,006,586 scouts and officials in 
the year 1925. In this year 264,850 
boys became scouts for the first time, 
which is equivalent to 23 percent of 
1,135,000 boys who became twelve years 
of age in 1925. In sixteen years, since 
scouting was first organized in Amer- 
ica, there have been about three million 
boys and a half million men identified 
with this movement. 

The boy scout movement has been 
carried forward on the principle of vol- 
unteer leadership with a minimum of 
paid men whose responsibility has been 
to recruit and train volunteer leaders to 
direct the activities of groups of boys. 
In the year 1925, 965 paid men and 
163,760 volunteer workers directed the 
activities of 805,877 boy scouts, includ- 
ing 96,717 lone scouts scattered over 
the rural districts of forty-eight states. 
The Boy Scouts of America seeks men 
of ability and character with educational 
background and a flair for social work to 
increase its force of executives, who will 
lead the boyhood of America to advanced 
ideals of citizenship. The service is of 
the highest type. Scout executives are 
the missionaries of the boy scout move- 
ment and of its constructive service to 
boyhood. 

This proven program of character de- 
velopment and citizenship training which 
gets under the skin of the average run 
of boys and makes better than average 


citizens of them appeals to men who 
think of life in terms of service. The 
great appeal of scouting is from the fact 








O* MEMORIAL DAY Boy Scouts decorate the 
graves at Arlington Cemetery, on the 
Potomac, opposite Washington, D. C. 


that the service is delightful and worth- 
while. Its associations with youth and 
public spirited men; its contacts with 
ministers, educators, philanthropists, and 
leading business and professional men; 
the large freedom, the broad principles, 
the community-wide relationship, and the 
world vision of the movement; its phys- 
ical, moral, spiritual, social, and educa- 
tional values are all compelling factors 
which grip college trained men who have 
vision and ambition. 


[143] 


The scout executive in a given com- 
munity mobilizes and trains the volunteer 
leaders, organizes the council, adminis- 
ters the scout program, maintains its 
standards, and check results. He deals 
with the entire population of his council 
area whether it be a city of 500,000 or 
a rural district of several counties. He 
builds his organization of the biggest 
men in the community. 

Evidently a scout executive must pos- 
sess real qualities of leadership. He must 
be a man of positive religious convictions 
and recognized moral qualities, and yet 
he must be free from religious bigotry. 

A national leader has recently drawn 
a close analogy between the office of the 
scout executive and the office of the col- 
lege president. Both are administrators; 
they must secure funds from the public 
and administer those funds; both have 
a student body, a faculty, an executive 
board, and a council. It must be clear 
that the scout executive is a leader of 
men. He deals with men who deal with 
boys and he must have a personality 
that will attract men. He must also be 
a man who can hold the esteem of boys. 

The Boy Scouts of America is one of 
only four organizations chartered by 
act of Congress. Its controlling body is 
an elected national council composed of 
representatives from the local councils 
and others selected at large. The Pres- 
ident of the United States is honorary 
president of the Boy Scouts of America, 
and he is also an interested and friendly 
advocate of the boy scout movement. 
Walter W. Head, of Omaha, Nebraska, 
former president of the American Bank- 
ers Association, is the president of the 








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A a EOE ETT AROS A A! IO 








144 


THe JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 





national council, which functions through 
an executive board of thirty members 
comprised of nationally known business 
executives and outstanding educational 
men. 

For the purpose of administration, the 
national executive board has divided the 
area of the United States into twelve 
regions, each with a regional executive. 
Within the local 
councils, each having an executive at its 
head. 


regional areas are 
These local councils comprise a 
city, a group of towns, a county, or sev- 
There are more than 600 
of them and new ones are being organ- 
ized each month. 
ministered by 


eral counties. 


Within each area ad- 
an executive are varying 
numbers of troops of scouts, each with 
a scoutmaster as its leader. 

In its main essentials the boy scout 
program is a program of education look- 
ing to the development of information, 
skills, ideals, habits, and attitudes which 
make for good citizenship. Constantly 
the boy is encouraged to undertake new 
and larger achievements. He can only 
reach advanced stages in scouting as he 
learns new skills and informations and 
shows satisfactory evidence of the de- 
velopment of wholesome attitudes toward 
life and his social responsibilities. “There 
are more than seventy subjects covering 


| EORGE WASHINGTON’S stately home 


as many arts, trades, sciences, and pro- 
fessions in which it is possible for a scout 
to gain useful skills. “These he works 
out in the laboratory of life from hand- 
books prepared by experts in their various 
lines. This is the scouting road to voca- 
tional guidance. By showing proficiency 
in twenty-one merit badge subjects and 
by giving satisfactory evidence of char- 
acter development, a boy may advance 
to eagle scout rank. 

The Boy Scouts of America estab- 
lished in the fall of 1925 a national 
training school for scout executives. 
When the late James J. Storrow assumed 
the presidency of the Boy Scouts of 
America two years ago, he inquired what 
were the three outstanding needs of the 
boy scout movement. “Training of the 
leaders,” he was told, “then more train- 
ing, and after that, still more training.” 
Mr. Storrow replied, “There is no time 
like the present; we will start at once,” 
and plans were forthwith drawn for the 
beginning of specialized scout training 
courses conducted under the auspices of 
the boy scout movement. 

The first experimental training school 
was held in 1925 at Bear Mountain 
Park, New York. Five other courses 
were given during 1926. In all, 235 
men completed this intensive thirty days’ 





May, 1927 


aaa 


training course, many of whom have 
since entered scouting professionally, 
More than 100 of these men were 
former scout leaders and 45 of them 
were eagle scouts. ‘hese students aver. 
aged three years of college training be- 
fore training as scout executives. 

Six intensive courses for scout execu- 
tives will be given in 1927. The na- 
tional training school is located at 
Briarcliff Manor, near New York City, 
A distinguished corps of educators and 
national scout officials will contribute 
to this training. 

The course at each of the training 
schools places major emphasis upon the 
technic of the scout executive’s job. In- 
sofar as it is practical, the case or project 
method is used. Students build budgets, 
make reports, outline training courses, 
set up camps, care for office detail, ar- 
range programs, direct activities, or- 
ganize councils and committees, and solve 
all sorts of problems which arise in scout 
administration. Individual and _ patrol 
study, demonstrations, lectures, discus 
sions, scoutcraft, handicraft, recreation, 
and inspiration make up the course. 

Further information on scouting may 
be had from the Department of Educa- 
tion, Boy Scouts of America, 200 Fifth 
Avenue, New York City. 





at Mount Vernon is one of the great patriotic shrines of the nation and the world. Each 
| Memorial Day Boy Scouts place a wreath at his tomb which is on the slope below the house. | 

















927 


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Yellowstone National Park 


James D. LanpspowneE 


HE GEOGRAPHIES make much, or 
did ‘when I was a boy,” of the 
fact that one’s watch could be 
st by the regular discharge of “Old 
Faithful.” Too many of us think of 
the Yellowstone only as the home of 
Old Faithful. Do we know of the 
multicolored rock terraces five hundred 
feet high? Do we know of the Motor- 
boat, that stream of bubbles in the Fire- 
hole River which makes a sound closely 
resembling the exhaust of a motorboat? 
Do we know of the petrified trees? All 
these and many more sights of great in- 
terest are included within the area of 
the Yellowstone National Park. 
This tract of nearly three thousand 
square miles was set aside by Congress 
as a national park in 1872, as a result of 
the tireless efforts of a group of public- 
spirited men, who might have made for- 
tunes from its private exploitation. The 
wonders of nature are far from ex- 
hausted by the enumeration above. 
Wild animals are there in abundance: 
deer, antelope, elk, buffalo, and bears. 
The trees, chiefly evergreens, add greatly 
to the scenery. “The wild flowers are 
numerous and beautiful. “The moun- 
tains are glorious. Waterfalls are at- 
tractive. Yellowstone Lake, 139 square 
miles in extent, is located at an eleva- 
tion of 7741 feet. Fishing is good. In 
what better place could one spend a 
vacation? But take plenty of time for 
the place. The railroads advertise four 
and one half day trips through the park. 
The time suffices to give one a com- 
prehensive idea of the ground. Realize 
that Old Faithful is seventy-five miles 








] OWER FALLS of the Yellowstone is a shin- 
ing mass of silver foam in a marvelous 
setting of forest and sculptured rock. 





from Mammoth, that Lake is thirty-six 
miles from Old Faithful, while Canyon 
is fourteen miles more, and back to 
Mammoth from Canyon is thirty miles. 
All travel is by auto. . Stay a few days 
in each place to imbibe the “atmos- 
phere’; at the same time you will get 
a wonderful rest. The climate is de- 


lightful. During the day, it is pleasantly 
warm ; at night, heavy coats are in order 
for, you must remember, the average 
elevation of the park is 8000 feet. Fur- 
thermore, the lack of excessive humidity 
will appeal to easterners. Grasp some- 
thing of the immensity of the park, the 
time required to get around, the won- 
ders to be seen, and plan to stay awhile. 
The hotel rates are as reasonable as in a 
large city. Here is the tragedy of a 
family that seemed to look upon Yel- 
lowstone as some municipal park, “We 
have two days to see the park, and we 
have had to ride and sleep and eat and 
we haven’t seen anything, even Hand- 
kerchief Pool.” ‘Their real regret was 
evident. But this is a different type. 
A man pulled up at Old Faithful, late 
in the afternoon. He questioned the 
ranger, “When will she pop?” “In 
five minutes,” was the answer. “Well,” 
muttered the man, “we must make Lake 
tonight,” and on he drove. 

Suppose we swing “around the loop,” 
as the main road system is called. We'll 
start from Mammoth Hot Springs, five 
miles from the terminus of the railroad 
at Gardiner. At Mammoth is located 
the office of the park superintendent, 
headquarters for the chief ranger, park 
naturalist, and other assistants, the 
weather bureau, and the postoffice. The 
hotel is located close to one end of the 
“formation,” as the rocky mass is called, 
while the camp is at the other end. The 
hotels throughout the park are run by 
the Yellowstone Park Hotels Company, 
the camps by the Yellowstone Park 
Camps Company, while the yellow buses 











OURISTS are enjoying the decorations on this Ford car at the summit of Mt. Washburn. The 
new railway and eating station at West Yellowstone. 








[145] 





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146 THE JOURNAL OF 


are operated by the Yellowstone Park 
Transportation Company. All charges 
are under United States government 
regulation. The hotel visitor is fed and 
housed under the same roof, the camp 
tourist sleeps in a single, double, or 
quadruple cabin and eats at the dining 
hall. Both places have orchestras which 
play at meals and for dancing in the 
evening. In addition, the camps provide 
light entertainment in the evenings, pro- 
grams made up by the employees, most 
of whom are college boys and girls. At 
Mammoth and Old Faithful, the gov- 
ernment provides guides to conduct vis- 
itors around and explain the wonders. 
The Transportation Company conducts 
bus trips. At Mammoth, the bus is the 
better way to go. The fee is nominal, and 
five hundred feet is a stiff climb in an 
altitude of nearly 7000 feet. The vari- 
ous limestone terraces, Angel, Jupiter, 
and Pulpit, are viewed. While all of 
these terraces are formed the same way, 
and of the same material, yet how they 
differ! It is possible to enter the deep 
cleft, bat-infested, known as the Devil’s 
Den. The Liberty Cap, a lone column 
of rock, is worth seeing. ‘The rocks 
are colored by the minerals in the water 
and by a hotwater plant, alge, the color 
of which varies from white through 
yellow, orange, red, and brown to black, 
with the temperature of the water. The 
hotter the water, the lighter the alge. 
The water, steaming as it goes, flows 
down the terraces forming beautiful 
blue pools at various levels. 

From Mammoth to Old Faithful, the 
wayside is full of marvels. “The Golden 
Gate, a rocky pass; the Hoodoos, white 
and menacing rocks; ‘Twin Lakes—one 
green, the other blue; Apollinaris 
Spring; and Gibbon Falls, eighty feet, to 
mention only a few. The Norris Gey- 
ser Basin is awe-inspiring. One can’t 
avoid a thrill as he walks along a nar- 
row plank with steam spouting forth 
all about. The Paint Pots are mud gey- 
sers, bubbling and fuming. In color 
they shade from pure white to brilliant 
red. It’s a sight that can’t be described. 

At Old Faithful, even if one travels 
“camp way,” he should step inside to 
see the Inn. Its unique architecture 
draws universal commendation. The 
Canyon Hotel is also noteworthy, al- 
though built in an entirely different 
style. At Old Faithful, government 
guides conduct parties to see the won- 
ders. And, in the evenings, as at Mam- 
moth, rangers lecture about the park. 
A complete realization of what will 
greet you at Old Faithful is impossible. 


THE NATIONAL EDUCATION ASSOCIATION 


May, 1927 








. ‘HIS IS mot a curious rock or tree forma- 
tion but a huge pile of elk horns before 
the office of the ranger service. 


Mammoth is marvelous and glorious. 
Old Faithful Geyser, in view from the 
porches of both the camp and the Inn, 
varies in intervals, from forty-five to 
seventy-five minutes. Its average inter- 
val is sixty-two minutes, but that varies 
from year to year. Old Faithful is 
rather regular in its eruptions, but some- 
times the wide variations just mentioned 
occur in a course of twenty-four hours. 
Its eruption is a wonderful sight, the 
water attaining a height of 125 feet and 
being expelled for three minutes. One 
spectator exclaimed, “So you call that 
playing? I’d call it work!” Incident- 
ally, the choice of terms is interesting; 
play, work, go off, spit, shoot, and erupt 
are the most common. Distributed over 
the silica formation found at Old Faith- 
ful are: Beehive, Giant, Grand, Gi- 
antess, Castle, Riverside, and Daisy. 
How many of these have you heard of? 
Any? They are all important geysers, 
the first four all throw the water higher 
than does Old Faithful, but not so fre- 
quently. The Grand gives the most 
beautiful exhibition of all the geysers 
in the park. These geysers cannot be 
depended upon as can Old Faithful. 
Sometimes the Beehive doesn’t play for 
weeks or months; the same applies to 
the Giantess. The Grand plays twice 


a day, but the times may be inconven- 





ient. Therefore, count upon spending 
several days at Old Faithful, in order 
that you may see several of these geysers 
erupt. The Handkerchief Pool, which 
sucks handkerchiefs down out of sight 
and then returns them, interests every. 
one. The other pools will also prove 
a source of delight to the visitor. Bath 
Lake is hot. At Biscuit Basin is Sap. 
phire Pool, the most beautiful blue pool 
in the park, although that is claimed 
for the Morning Glory by the guide. 
books. Sapphire is just the color its 
name implies; Morning Glory used to 
be turquoise, but is now a sickly green, 
Near Handkerchief Pool is Emerald 
Pool, which is magnificent. A sight of 
Sapphire and Emerald is adequate com- 
pensation for the entire trip. At Mam- 
moth, Old Faithful, and Canyon there 
are grand hikes to take; horses can be 
hired; while at Lake, a boat trip is in 
order. 

Somewhere you must visit a ranger 
station. Old Faithful and Canyon have 
the newest. There government litera- 
ture can be obtained, and acquaintance 
made with the rangers. They are fine 
men, acting as police, wardens for the 
animals, guardians of the trees, pools, 
and geysers, but, in addition, serving the 
tourist in every possible way, even turn- 
ing out at two in the morning to find 
some one who is lost. 

No trip is complete without a visit, 
in the evening, to the “bear-dump.” 
The kitchens send refuse to a designated 
spot. The bears soon learn its location 
and gather there in the evening after 
dinner. Canyon usually has most bears. 
The ranger on guard, when asked why 
he carried a rifle, answered, “To protect 
the bears.” He is more than half right, 
too, for the bears sometimes run from 
the “camera-hounds.” And don’t miss 
a camp entertainment. It may be 
around a camp-fire, with popping corn 
and songs, or it may be given in a 
recreation hall. 

The trip from Old Faithful to Lake 
is one of scenic grandeur. The view 
from Shoshone Point is excellent. Not 
only does one view the mountains clad 
with pines, and Shoshone Lake miles 
away, but also, in clear weather, the 
peaks of the Grand Tetons, seventy-five 
miles distant at Jackson Hole. The 
Continental Divide is crossed twice, # 
elevations of 8200 and 8400 feet. Two 
Ocean Lake, a small body of water which 
flows into the Atlantic via the Big Hom 
and Missouri, and into the Pacific vi 
the Snake and Columbia, is worth set: 
ing. At Thumb, there are more Paint 





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Vol. 16, No. 5 
(TE DF 


Pots, and Yellowstone Lake is seen. 
The Fishing Cone is renowned. From 
Thumb, the road follows the lake past 
the Knotted Forest and Natural Bridge, 
high in the air, to the hotel and camp. 
A walk at night is awesome. ‘The trees 
tower close to the road, the stars spar- 
kle; the silence is broken only by the 
lapping of the lake. If the ride on the 
lake appeals, take it, but much solid en- 
joyment can be obtained by sitting on 
the veranda, or one of the fishing piers. 
Here Uncle Sam has a fish hatchery 
which is worth inspection. And the lake 
is ready for the rod. This, too, is a fine 
place for a marshmallow toast, or a 
“weenie” roast. There is plenty of wood 
along the beach, and plenty of water 
nearby to quench the embers. 

The way to Canyon lacks something 
of the ride to Lake, but is a marvelous 
trip. The Dragon’s Mouth is very 
realistic. Canyon is wonderful. Upper 
and Lower falls are beautiful; the can- 
yon itself is an unfailing source of never- 
ending delight. It is never twice the 
same. Compared with the Grand Can- 
yon, it is small, but the size is com- 
pensated for by the coloring. The blue sky 
overhead, the narrow thread of green 
water twelve hundred feet below, shades 
of grey, red, yellow, and orange, varying 
from morning till noon, from noon till 
evening. Canyon is black at night, un- 
like Old Faithful, on whose eruption 
the hotel turns a searchlight. View the 
water from the side opposite the light. 
Ride in the bus around the Canyon; sit 
on Artist’s Point and Inspiration Point. 
The hours will fly by, repaying you with 
endless pleasure. But do not venture 
down Uncle Tom’s Trail unless your 
heart is strong, for that trip is a great 
physical task. And so let us leave this 





AME, but mot trustworthy” is the ver- 
dict of tourists who attempt too much 
familiarity with the park bears. 





gem—the Canyon, little heard of, yet 
waiting patiently to add to the enjoy- 
ment of the tourist. Don’t ask, “Does 
the snow fill the canyon in winter?”, 
any more than you would ask about the 
steaming Black Sand Pool, “Does it 
freeze in winter?” 

From Canyon, the return may be 
made to Mammoth, and the West Yel- 
lowstone exit used, or the visitor may 
leave directly from Cody, the eastern 
gateway. For the tourist who desires 
an extra opportunity to rest, there is 


THE JOURNAL OF THE NATIONAL EpucaTIoNn AssoctaTION 147 








Camp Roosevelt. There the commer- 
cial age has barely penetrated. Located 
up in the Tower Falls section, it is all 
as mature made it—the flowers, the 
trees, the animals. Few visit it because 
it isn’t widely advertised, but when its 
fame has spread, it will be a popular 
place. Near Roosevelt is Petrified For- 
est; with trunks petrified but upright, 
which is unusual. For one who desires 
to rough it a bit, there’s the trip out- 
side the park, to Cooke City and 
the Grasshopper Glacier, where one 
crunches over the bodies of grasshoppers 
imprisoned thousands of years ago, yet 
kept in excellent condition by nature’s 
cold storage. 

Another side trip is to Jackson Lake. 
This is made all the way by auto and 
takes several hours. The lake itself is a 
thing of beauty, but the Grand Tetons, 
towering to 13,747 feet, dominate the 
scene. Fishing in the Snake River is 
good; listening to the wranglers’ yarns 
is always in order; while hiking brings 
its rewards. 

The Cody gateway is well worth the 
trip. It’s an all-day ride from Lake or 
Canyon to Cody, but luncheon is ob- 
tained at Pahaska and the journey is 
broken. The driver will point out and 
name the queer formations of rock 
which flank the road. No names will 
serve to increase the grandeur one iota. 
It is something which must be seen and 
felt. The coloring, as well as the 
shapes, draw “Ah’s.” The immense dam 
across the Shoshone River, which has 
caused a lake ten miles long to form, is 
a recent government project. It is no 
mean undertaking, but comes, unfortu- 
nately, at the end of a trip of superla- 
tives, so that the stock of laudatory 
phrases is exhausted. 





\HIs LONE buffalo, safe from hunters in Yellowstone Park, is a reminder of the mighty herds of bygone days. “Hold-up” bears 
welcome travelers to their park home. Liberty Cap, an extinct hot spring cone, is a landmark in this region of wonders. 


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

The payment of $5.00 Instead of $2.00 entitles an active 
member.in addition to the privileges of the $2.00 member- 
ship, to receive (he 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 THs JOURNAL. 

Subscription to non-members is $2.00 per year; single 
copies, tweuty-Ove cents. Advertising rates on applicatioa. 

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

Tue JOURNAL isa member of the Educational Press Asso- 
ciation of America and is published in accordance with the 
standards of that organization. 








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


Harold A. Allan 


Business Manager 


Joy Elmer Morgan 


Editor 





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














Boston Next 


Y CHOOSING BOSTON as the meeting- 
B place for the fifty-eighth annual 
convention of the Department of Super- 
intendence of the National Education 
Association, February 25 to March 1, 
1928, the officers of that great Depart- 
ment have emphasized anew its national 
character. During the past five years its 
meetings have been held in Dallas, 
Texas; Washington, D. C.; Cincinnati, 
Ohio; Chicago, Illinois; and Cleveland, 
Ohio. Not since 1893 has the Depart- 
ment met in New England. 

To the city in which it meets this con- 
vention brings the best leaders in Ameri- 
can education who in turn take back to 
their homes and their work an apprecia- 
tion of the locality whose hospitality they 
have shared. This fact gives to these 
meetings in addition to their scientific 
and technical importance a large value 
as a force for national unity and under- 
standing. 

President Joseph M. Gwinn, superin- 
tendent of schools at San Francisco, sur- 
rounded by the beauty and energy of the 
Golden Gate, will join hands with Su- 
perintendent Jeremiah E. Burke of Bos- 
ton, State Superintendent Payson Smith 
of Massachusetts, and other hosts to de- 
velop in Boston a convention worthy the 
rich historic setting of New England. 


American Education Week. 


| gener EDUCATION WEEK has be- 
come a permanent institution. It 
is to be observed during the week that 


THE JourRNAL oF THE NATIONAL EpuCcATION ASSOCIATION 


includes Armistice Day, November 11— 
beginning on Monday and ending on 
Sunday. Teachers may now make their 
plans to observe this important occasion 
for interpreting the schools to the public. 
The purposes, achievements, activities, 
and needs of the schools furnish a theme 
of unending interest to the parents who 
send their children and the taxpayers 
who foot the bills. In the number of 
persons involved the schools represent by 
far the biggest single interest in Ameri- 
can life. They are making a heroic 
struggle to keep up with the demands 
made upon them. Often they are held 
back by a failure of parents and citizens 
to appreciate their needs and their serv- 
ices. 


Appreciated Appreciation 


HE TEACHERS of the nation who 

have been making possible the work 
of the National Education Association 
will appreciate the following tribute 
which is found in the Twenty-sixth 
Yearbook of the National Society for 
the Study of Education—an organiza- 
tion peculiarly qualified to speak in such 
matters: 


Curriculum making, from the day. of the 
Committee of Ten, has been predominantly 
via national committees, and most of the 
important ones have been sponsored by the 
National Education Association. This or- 
ganization, through its important subsid- 
iaries—the National Council of Education, 
the Secondary Department, and the Depart- 
ment of Superintendence—has been one of 
the few great formative influences in the de- 
velopment of the school curriculum. Specif- 
ically, it sponsored such important reports 
as that of the Committee of Ten (on second- 
ary education, 1893), the Committee of Fif- 
teen (on elementary education, 1893), the 
reports of its two Committees on Economy 
of Time (elementary education, 1908 and 
1914-19), the reports of its Commission on 
the Reorganization of Secondary Education 
(1920) and the more recent yearbooks of the 
Department of Superintendence (1924-25-26). 


Common Sense 


i THE ANNUAL REPORT of the Dean 
of Teachers College, Columbia Uni- 
versity, is a suggestion of interest to men 
and women who are considering work 
for higher degrees in education. It re- 
lates to the practise which has forced 
hundreds of candidates for the Ph. D. 
degree to meet foreign language require- 
ments when they were working in fields 
where the ability to read a foreign lan- 
guage was not particularly helpful. This 
degree is commonly pursued by mature 
men and women whose time has high 











May, 1927 


sv 


value and for whom the mastery of a 
strange language is more difficult than 
it would have been at an earlier age, 
Every hour that is given to this require. 
ment is taken from needed research and 
study in fields closely related to the can- 
didate’s thesis. The following sugges. 
tion, submitted by Director Robert 
Josselyn Leonard of the School of Edu- 
cation of Teachers College, will there. 
fore be received with general approval: 


Various proposals have been entertained 
for the administration of the foreign lan- 
guage requirement for the doctorate. It is 
my belief that only those students should be 
encouraged to present a foreign language as 
an instrument of research whose majors are 
in history of education or comparative edu- 
cation or who are preparing dissertations 
which actually require the utilization of a 
particular language. It is important for 
leaders in education to know of the organi- 
zation and administration of schools in other 
countries and to be familiar with the best 
sources of information regarding foreign 
education. With the development of our 
courses in comparative education, taught by 
professors who through travel and study are 
continually in touch with educational sys- 
tems throughout the world, this end may be 
better attained by the election of such courses 
than by the study of a foreign language. 

The great majority of candidates for the 
doctorate now present a course in statistics 
in lieu of one foreign language. The faculty 
has approved a new course, methods in re- 
search, which, also, may be substituted for 
a language. I have no doubt that many 
students in the future will present this course 
in lieu of a second foreign language. 





RS. A. H. REEVE, president of the National 
Congress of Parents and Teachers 
whose annual meeting will be in Oakland, 


May 21-27. Mrs. Reeve has built the pr 
gram for that meeting around the seven 
cardinal objectives of education. 












for 
ani- 
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best 
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our 
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are 


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irses 


the 
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culty 


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urse 


tional 
achers 
kl and, 
e pro- 

seven 


AGERNESS to acquire the art of 
k living richer and fuller lives is 
greater today than ever before. 
The result is a steady growth in the 
health ideal. As people learn more about 
themselves and the forces at work in 
their lives, they place a greater value 
on health, for they appreciate more fully 
the significance of health in the accom- 
plishment of their desires. 
The public school popularizes scien- 
tific preventive health work and teaches 
children how to keep well. Important 
approaches to health and physical efh- 
ciency are being made by the rapidly 
developing biological, hygienic, and med- 
ical sciences and are being applied in 
school health programs. New discoveries 
unless incorporated into the lives of the 
people through proper health habits and 
attitudes toward hygienic regulations 
have little practical effect. “Knowledge 
is without influence until it is given to 
the public. It is without power until 
it is accepted by the public.” Hence the 
work of the public school is fundamental 
to solid progress in preventive health 
work. The keynote of the modern cam- 
paign for health is education. Results 
can be reached only by spreading a clear 
knowledge of the ways in which disease 
spreads and the ways in which it is pre- 
vented. The practice of hygiene in the 
average home follows far in the rear of 
medical discoveries. Education of youth 
in personal and social hygiene is a definite 
obligation of the public school. Data as 
to the physical defects of school children 
show that health work must be correc- 
tive as well as preventive. It is com- 
monly reported that more than 75 per- 
cent of the 25,000,000 school children 
sufler from some physical defect. The 
number of children with decayed teeth 
Varies in different localities from 50 to 
%8 percent. It is estimated that from 30 
to 40 percent have adenoids and diseased 
tonsils; from 25 to 40 percent have de- 
fects of posture and foot arches; from 
15 to 25 percent are malnourished ; and 
approximately 25 percent have defects 
m vision. These facts show that few 
children have had continuous and ade- 
uate prenatal, infant, and preschool 
Care, 
In Many communities training in 
althful living has not been made an 
a. part of the curriculum. In cer- 
ctions where health and physical 
‘ation are recognized as important 


he 


In 


Research Improving Health Education 


elements of the entire school program, 
lack of equipment, of supervision, and 
of teacher training have retarded prog- 
ress. 


The Aims of Health 
Education 


0 INSTRUCT children and youth so 
that they may conserve and im- 
prove their own health. 

2. To establish in them the habits 
and principles of living which, through- 
out their school life “and in later 
years, will assure that abundant vigor 
and vitality which provide the basis 
for the greatest possible happiness 
and service in personal, family, and 
community life. 

3. To influence parents and other 
adults through the health education 
program for children, to better habits 
and attitudes, so that the school may 
become an effective agency for the 
promotion of health in the family and 
community as well as in the school 
itself. 

4. To improve the individual and 
community life of the future; to in- 
sure a better second generation, and a 
still better third generation; a health- 
ier and fitter nation and race.—Report 
of the Joint Committee on Health 
Problems in Education of the National 
Education Association and the Amer- 
ican Medical Association. 





Three phases of an adequate school 
health program. An adequate health 
program includes all means that make 
for physical well being, and the provid- 
ing of an environment favorable for 
growth and for productive work. Such 
a program includes (1) health service, 
(2) health education, and (3) physical 
education. 

The term, health service, covers such 
protective measures, adopted by the 
school to conserve and improve the health 
of the children, as: (a) medical and 
physical examinations; (b) the followup 
program and correction of remedial 
health defects; (c) regular health in- 
spection of children; (d) school sanita- 
tion, which includes such matters as loca- 
tion of building, heating, lighting, 
ventilating, seating, and cleaning of 
rooms; (e) first aid and safety pro- 
visions; (f) immunization of children 
against infections and communicable dis- 
ease; (g) hygiene of instruction, includ- 
ing such items as length of school day; 
and (h) health of teachers, janitors or 


[149] 


custodians, and other officials and em- 
ployees coming in contact with school 
children. 

Health education is the sum of ex- 
periences in school and elsewhere, which 
favorably influences knowledge, atti- 
tudes, and habits relating to health. As 
soon as the child’s schooling begins, he 
needs to be taught the things that per- 
tain to his personal health and the sanita- 
tion of his surroundings. He needs to 
be given a right attitude toward health 
and to acquire health habits through 
practice and repetition. Health instruc- 
tion which does not carry over into 
habitual action is vain. Emotionalized 
attitudes toward good health must be 
established. Experience shows that health 
habits are best taught, not as an isolated 
subject, but in connection with all other 
interests of the child. 

Physical education comprises the big 
brain-muscle activities such as play, ath- 
letics, dancing, and swimming. 

In some school systems these three 
phases of educational effort in health 
and physical education are coordinated 
and directed in one administrative de- 
partment. In other systems the work is 
divided between several departments. In 
fact, the rapid development of the pub- 
lic health movement has produced a be- 
wildering variety of administrative 
procedures, good, bad, and indifferent, 
which are designed to accomplish sim- 
ilar purposes. 

Curriculum questions in the fields of 
health and physical education cannot in 
any instance be completely and fully 
answered by available research. There 
are, however, certain definite trends, as 
shown in the Third Yearbook of the 
Department of Superintendence of the 
National Education Association. 

Summary of trend of research findings 
in health education. Research studies 
point out these trends: 


1. A survey of the local community health 
needs and of the health needs of individual 
children is the most valid basis for the con- 
struction of the curriculum in health edu- 
cation. 

2. To make the health program of the 
school effective it is necessary for the school, 
the home, and the community to cooperate. 

3. The tendency in health education is to 
evaluate results in terms of effectiveness in 
solving actual health problems of the in- 
dividual and the community rather than in 
terms of knowledge alone. 

4. Although the final measurement of 
health education consists in its contribution 










































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150 





Tut JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 





May, 1927 





te the solution of health problems, it is also 
necessary to devise measures of the informa- 
tional aspects of the health education pro- 
gram. Health information tests should be 
made and tried out to give an experimental 
for placing information in suitable 
grades. 

5. The subjectmatter of health education 
should not emphasize health as an end in it- 
self, so much as the value of health as a 
means of accomplishing interesting and 
worthwhile things. With elementary school 
children the emphasis should be on the 
relationship of health to the activities of the 
immediate present rather than the distant 
future. 


basis 


Trend of research in physical educa- 
tion. Research studies in physical edu- 
cation reveal these findings which should 
be carefully considered in a program of 
curriculum construction : 


1. A study of age, grade, weight, and 
height is suggested as a means of classifying 
students for physical education activities. 

2. The use of a four-point classification— 
age, grade, height, and weight—has proved 
a satisfactory means of grouping high school 
boys for interscholastic athletics. 

3. The relationship of physical efficiency 
may be a potent factor in adjusting pupils to 
correct grade placement. 

4. An experiment shows that play is more 
effective than formal exercise as a means of 
reaching the objectives laid down in a phys- 
ical education program. 

5. Group competition is desirable when- 
ever possible for two reasons: (a) It stim- 
ulates pupils to their individual 
achievement. (b) It is socially effective in 
that the individual is urged to greater self- 
realization in keeping with the best group 
interests. 

6. Underweight 


increase 


causes a_ lessening 
of motor efficiency 
equivalent to from 


one half to one year 
of retardation. 


The case method 
—fitting the course 
to the individual. 
Physical capacity 
tests are being de- 
veloped so that in- 
dividual needs can 
be met in physical 
education _ classes. 
Without the appli- 
of 


those whose 


Per 1000 People 


cation these 
tests, 
physical condition 
and fitness are low 
are often given ex- 


the 


training 


actly same 

those 
who are in almost 
perfect 


In 


as 


condition. 
carefully 


sec- 





Ow. 1815 to 1850 -Cul850toI90D +49: 1800 1905 


“Health as a cule is a pucchasable commodity 


tioned classes, the bookworm is not put 
through the same program as the athlete 
—a program which is seldom designed 
to meet the needs of either. 

Each pupil should be given a physical 
examination at the beginning of each 
semester for the purpose of discovering 
remedial physical defects. A record of 
these examinations should be kept, to- 
gether with statements of response to 
special training offered. 

Individual daily weekly health 
charts should be kept, since checking up 
at home and at school is necessary if 
proper health habits are to become part 
of the daily life of the child. Children 
are interested in comparing themselves 
with the normal growth curve—the in- 
crease of weight with height and age. 
They can also be interested in keeping in 
“condition” or in “keeping fit.” 

Nutrition classes should be more than 
groups to which a pint of milk and a 
graham cracker are distributed. Indi- 
vidual attention should be given to diet, 
to rest, to exercise, and to general phys- 
ical condition of each undernourished 
child. The recognition of individual dif- 
ferences in school children and the appli- 
cation as far as possible of education 
suited to individual needs and capacities 
is the task of health as well as of all 
types of education. 

Mental hygiene. The tendency has 
been too largely to consider a child as an 
ensemble of lungs, tonsils, teeth, eyes, 
feet, and posture with very little atten- 


or 


110 


the peice is ecucation.” 


THE FOUNDATION FOR HEALTHFUL LIVING 
IS LAID IN THE PUBLIC SCHOOL 


Yearly Death Rate 





oe graph shows the reduction in the deathrate brought about in a hundred years by im- 
provement in living conditions. 








tion to the child as a whole. Mental 
hygiene should become a working reality 
in school, clinic, and court. One of the 
hopeful phases of health work is the in- 
creasing use by school departments of 
psychologist and psychiatrist in inau- 
gurating definite mental hygiene pro. 
grams. 

“Wreck-creation” “re-creation”? 
Leisure is an asset or a liability, depend- 
ing on its use. The wholesome use of 
leisure is one of the outcomes with 
which teachers of physical education are 
directly concerned, since it results in 
better work and happier living. A re- 
cent study of sixteen physical education 
activities was made to discover which 
ones students enjoyed and desired for 
leisure time. According to this study, the 
four activities preferred most frequently 
by students in their leisure were: swim- 
ming, hiking, tennis, and dancing. 

What the lengthening of individual 
life means to social well being. Accord- 
ing to one writer, “each individual and 
each generation takes part in the great 
relay race of human evolution and each 
retires at the end of a short period.” 
The American public school has the task. 
of educating children to replace the mil- 
lion and a quarter trained men and 
women over twenty years of age who 
die each year. 

The accompanying chart shows, how- 
ever, that the yearly death rate per thou- 
sand is rapidly decreasing. This means 
that less of our annual educational effort 
need go to provid- 
ing “replacement 
education.” It 
means that once a 
man is trained, he 
has a longer period 
in which to use 
that training, to 
profit by experi- 
ence, and to Con 
tribute ideas and 
materials for the 
social well being. 
When one contem- 
plates the tremen- 
dous contribution 
that each genera 
tion could make if 
it had even one year 
longer of life that 
was trained, ¢ 
perienced, healthy, 
and socially pro 
ductive, he gets 4 
new vision 0 
health education — 


M. M. Alltucker. 


or 


1920 


and 


Division of Research 
Natioaal Educatioa 


Cssocation 








Public Interests in Art 


Henry W. Kent 


Secretary, Metropolitan Museum of Art, New York City 


N THIS ERA of specialization, boxed 

as we are in our own compart- 

ments, we lose much of the joy of 
life, and especially of work, from not 
being able to see what is going on around 
us in the whole scheme of things of 
which we are a part. So accepted is 
this condition of compartmental activity 
that many of us do not even attempt to 
discover what is taking place outside of 
our own province; the rebuffs, perhaps, 
are too great, or the rewards too small. 
The pity of it is that sometimes things 
happen that we have longed for, and 
yet we are not aware of them. I often 
wonder whether all of us know what is 
happening in our world today among 
the agencies charged with responsibili- 
ties for art—for its spread and enjoy- 
ment among the people; whether our as- 
sociates, trustees, principals, and teachers 
of other subjects are aware of what is 
happening, whether they understand 
that a crisis in public education is tak- 
ing place now which eventually will 
make us all parties to it; and this 
through the reconstruction of our sys- 
tem, our curricula, and our methods in 





he from the film of Vasantasena, made 
by the Metropolitan Museum of Art as 
a part of its educational service. 


the teaching of art, in order that it may 
have the importance given to it which 
it deserves in the general scheme of pub- 
lic education. 

Art has always existed in the world, 
and so have the love of it and the un- 
derstanding of the part it may play in 
the life of the individual and the com- 
munity; but only recently has it come 
to be accepted as a thing essential to 
the life of both. Certain people, the 


powerful, the rich, and the cultivated, 
have always had beautiful things among 
their possessions; and certain countries, 
like China, Greece, and Italy, which, by 
a curious leavening of their clay, have 
understood the value of beauty, have al- 
ways been preeminent in artistic matters; 
but never until now have all the people 
of any country without rank, power, or 
wealth demanded that they be possessed 
of beautiful things. This seeming mir- 
acle has happened not because of the in- 
sistent, if sometimes indefinite, teaching 
of enlightened educators, nor by the 
agency of any particular force, but as a 
result of the coincidental activities of a 
number of more or less unrelated factors. 
some with definite forethought, but 
others without it. 

By a curious paradox, the most di- 
rect and immediate of these agencies 
have been the machine and the immut- 
able laws of competition in industries 
and trade. This great country for 
many years has been building up enor- 
mous industries, and it has learned that 
if it is to succeed in rivaling the same 
kind of industries as carried on in other 











T= GROWTH of American industrial art is shown b 


City. 





[1st] 





y the tenth annual exhibit in the Metropolitan Museum of Art, New York 
The photographs on this page and the one on page 153 were furnished through the courtesy of that great museum. 







































must take into consideration 
the ingredient which gives many of them 
their greatest value 


lands, it 





the quality of art. 
It has only now determined upon that 
rivalry. It has now come to the point 
of desiring to excel in this quality as well 
as in the others requiring technical, 
mechanical, or practical excellence, to 
which it has bent all of 
heretofore. 


its endeavors 
This decision has been, and 
is, the greatest influence in the change 
of the public attitude towards art. 
Touch the public pocket and you awaken 
the public mind. So soon as the public 
puts its money into art, so soon it reads 
the daily quotations of the market. Art 
in the marketplace is the sign of a living, 
vital interest, not alone of a few know- 
ing ones—the professor, the collector, 
the museum-man, or the antiquity 
dealer—but of the whole part. Art, in 
its truest sense, has come to this country 
as something belonging to the day and 
hour, and to all the people. 

The manufacturer is earnest in his ef- 
fort to increase the value of his product 
in the matter of style, design, and color— 
the qualities which make for excellence 
in the arts of decoration. This is shown 
by a casual inspection of his goods, but 
more especially in the greater considera- 
tion which he now gives to the ability 
of his designers and the excellence of 
their work—to the recognition of them 
by name as an important part in his 
equipment in reputation. For this rea- 
son the schools where such designers are 
trained have recently come under a sur- 
veillance never experienced _ before. 
Their theories and methods of instruc- 
tion are being subjected to examination 
and criticism, all of which means that 
they are recognized by the employer of 
their students as playing an important 
role in this development. 

It is significant that the art school 
itself has undergone a complete change 
within the last twenty-five years. It now 
recognizes the need of instruction in the 
arts of design and their practical appli- 
cation, as well as those of imitation; and 
with this change has come gradually a 
recognition of the need of high stand- 
ards and practical, as well as theoretical, 
training. Just now, also, these same 
schools are being. called to an exact ac- 
counting, so to speak, in two important 
matters—the selection of their students 
and the value of their diplomas. The 
question of a scientific test of ability in 
art is today receiving attention—a signifi- 
cant sign of the earnestness of the pres- 
ent moment—and should the investiga- 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


tions going forward work to some prac- 
tical end, a long step will have been 
taken towards the eradication of an evil 
in the present training in art—the pro- 
longation of the encouragement of the 
unfit. 

Another great factor in this develop- 
ment of interest in art, certainly one of 
the greatest educators in taste, is the 
shop. ‘The wide variety of goods, in- 
cluding paintings, sculpture, and prints, 
found in the department store today, the 
knowledge displayed in the selection of 
its stock, the skill shown in the display 
of its wares, especially in its show- 
windows, have a more immediate and ef- 
fective influence in the lives of the peo- 
ple than any other agency. With the 
spread of the example set by the fore- 
most merchants, who aim at the highest 
quality of artistic excellence in their vari- 
ous departments, we shall soon find this 
principle accepted by all. This raising 
of the artistic standards in shops is evi- 
denced not alone by its wares but also 
by the careful training which is given 
to its employees. In the best depart- 
ment stores, schools of training are main- 
tained under able instructors, wherein 
the employees are taught all about cash, 
credit, stock, and other purely business 
system matters, and about styles, taste, 
and in some cases, even the history of 
art as well. This is the best kind of 
training, adopted to get immediate re- 
sults with standards as exact as they are 
definite. 

Museums, perhaps, have a greater op- 
portunity for the advancement of art in 
the community than any other of the 
forces now at work, because it is so 
obviously their job to stand plainly and 
unequivocally for accomplishment and 
high standards. The avowed purpose 
of the museum is to collect within its 
walls good art for the enjoyment of 
the people, and for their education if 
they so desire. Most of the museums 
have collected good art and most of them 
have stressed this goodness, but all of 
them, until the last few years, have con- 
cerned themselves with the arts of the 
past, drawing a sharp line between the 
old and the new. ‘They have played 
for safety in matters of taste and judg- 
ment, and have relied upon the de. 
cisions of Time, preferring not to in- 
volve themselves in the debates which 
precede the decisions of the day in mat- 
ters of art, as in all others. “They have 


collected along conservative and aca- 
demic lines, and as a result, they have 
the historian, 


allied themselves with 








May, 1927 


archaeologist, and ethnologist, whose 
methods they have adopted, rather than 
with the prophet and the man of the 
street. hey have allowed the people to 
do their own feeling and thinking. 

Within recent years, however, there 
has been a change; the museums have 
included in their collections the arts of 
design, as well as the fine arts, and, see- 
ing the writing on the wall, they have 
come to an understanding of their obli- 
gation to the arts of today and tomor- 
row; they have sensed the truth of 
Ruskin’s remark that where manufac- 
turing is found there will art be found 
also, and they have begun to be active 
as well as passive agents; they have be- 
gun to demonstrate their collections, 
leaving to the schools, art schools, and 
colleges, the function of teaching as 
properly belongs to them. Some 
museums show modern art annually in 
their galleries, ‘hus establishing personal 
relations with artists, craftsmen, and the 
public. They aim not alone to create 
in the beholder emotions of joy in 
beauty but to give the more practical 
citizen the right to get what he desires 
out of his inspection, even helping him to 
turn his study into business channels if 
his reaction leads to such an end. Ina 
word, the museum has taken its right- 
ful place amaong the active agents for 
art in the community, not alone for 
the benefit of the collector, the scholar, 
and the cultivated person of taste, but 
for the good of the whole people. 

Insensibly we have been subjected to 
a very vital sort of training in one of 
the essentials of art; we have been in- 
troduced to color; our sense of it has 
undergone a perceptible change ; we have 
outgrown our grandmothers’ limited 
schemes of blue, green, red, and yellow, 
and have applied to all of the materials 
of dress and the household, shades and 
harmonies. Herein we have been served 
by the chemists and associations of manu- 
facturers who, especially since the war, 
have been quick to turn their attention 
and their resources into this, wide chan- 
nel for our artistic development. 

In this connection, we should note 
what seems a simple thing, but one of 
influence in our artistic education— 
the extended use in books and maga 
zines of the various photo-mechanical 
processes for the reproduction of paint 
ings and other objects having color. 
The comparatively low cost of such pi¢ 
tures has opened up possibilities for 
stimulation and even enjoyment which 
processes for reproductions in black and 











27 


as 
ome 
y in 
onal 
| the 
reate 
y in 
tical 
SITES 
m to 
‘ls if 
Ina 
ight- 
s for 
. for 
olar, 
, but 


> 
’ 
j 
) 


ed to 
ne of 
n in- 
t has 
have 
mited 
llow, 
erials 
s and 
erved 
nanu- 
war, 
“ntion 


chan- 


note 
ne of 
‘ion— 
maga- 
anical 
paint- 
color. 
+h pic- 
S for 
which 
k and 


Vol. 16, No.5 


white have never had, and we may not 
forget the part played in this develop- 
ment by the Ladies’ Home Journal and 
similar magazines. ‘The large increase, 
also, in advertisements in color has had 
4 not unimportant part in this growing 
sensitiveness. 

Another, and more subtle, influence in 
this awakening of the public interest in 
our subject has been the present-day at- 
titude of the theater towards color and 
design in scenery, costumes, and lighting. 
Insensibly these expressions of artistic 
principles have added to the momentum 
of the movement for art. The drabness 
of the stage of earlier days, like the 
black-and-whiteness of so many other 
things in our social and industrial life, 
has passed away. 

And now what have the organized 
teaching agencies done to help promote 
this awakening to art in our communi- 
ties? What are they doing to advance 
the present interest in it? Art has had 
but a brief place in the history of educa- 
tion, and little standing with educators. 
The middle of the nineteenth century 
saw its rise. Pestalozzi pleaded for it, 
and so did Ruskin. No teacher can afford 
not to read and reread Ruskin’s well 


known writing on the teaching of art. 

England began the discussion of edu- 
cation in art in 1851, at the time of her 
industrial awakening. It was not until 
1870 that drawing was required in the 
schools of Massachusetts, and from then 
to 1907, twelve states made this elemen- 
tary form of education in art compulsory. 
For many years, drawing was all the 
“art” our embryo citizens had given them 
—varied in its form, as time went on, by 
“linear drawing,” “geometrical draw- 
ing,” “sketching,” and finally, “draw- 
ing from the cast,”’ and “design.” ‘Then 
“color” came into being, thanks again 
to Pestalozzi and to the kindergartners, 
and finally, today, the thing we call 
“appreciation of art.” “Vocational 
training” and “household art,” which I 
understand to embrace the teaching of 
certain subjects requiring a knowledge 
of color and design, were the next steps 
taken, and they have done more to lead 
to the inculcation of a rudimentary in- 
terest in and knowledge of “art” in chil- 
dren than any other form of teaching 
in the public schools. Once given a 
chance to study what others have done, 
a chance to discriminate between what is 
well done and what less well, by com- 














T# TEXTILE STUDY ROOM of the Metropolitan Museum of Art is the source of interesting material for New York schools. 
Museums and schools are now seeking to apply in everyday life and in industry the elements of beauty found in fine art. 






THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 153 





parison, also, what is beautiful and what 
is ugly, and the youthful student mind 
develops quickly. 

Behind all of these innovations, how- 
ever effective they may have been, there 
was a real desire to give the children a 
training for their artistic understanding. 
With a desire to give the same sort of 
thing to young men and women, but 
without regard to what was being dene 
in the school, the college began to teach 
the history of the fine arts—painting, 
sculpture, and architecture—and _ sev- 
eral generations have now been instilled 
with the information that Egypt begat 
an art-loving Greece, who begat an art 
for Rome, who begat an art for the 
early Christian, and so on, down to the 
year 1800, where, so far as this teaching 
is concerned, art would appear to have 
stopped begetting. 

Few of the colleges of this broad 
land, even now, teach what art is, what 
it is for, or how it affects the individual 
and the nation, and practically none of 
them concerns itself at all with the art 
of today or tomorrow. With character- 
istic American shyness of facing facts in 
which criticism is involved, our teachers 
generally—pedagogs as well as critics— 





MRE LE PEG RODD om oy pe 














































154 


evade their duty in the study and valua- 
tion of what we are producing in sculp- 
ture and painting especially, and the arts 
of design—still leading their students 
and our people to look to the past for all 
their canons of taste and enjoyment. 
The college appears never to have 
seen what the high schools have found 
out, that “art” does not belong to 
periods, does not lie enwrapped in his- 
tory, although it has adopted the dictum 
of Ruskin that “it is surely also, a more 
important thing for young people and 
unprofessional students, to know how 
to appreciate the art of others, than to 
gain much power in art themselves.” 
But this the school has not taken to 
heart. With no apparent relationship 
between them, and with different ideals, 
different methods, and different defini- 
tions, even, these two forces appear to 
go their own ways. What is most 
needed today in the academic teaching 
of art is the getting together of the 
higher and the lower hierarchies in edu- 
cation for the consideration of each 
other’s methods and principles and for the 
making of plans for future cooperation. 
“Great nations write their autobiog- 
raphies in their manuscripts—the book of 
their deeds, the book of their words, 
and the book of their art. Not one of 
these books can be understood unless we 
read the two others; but of the three, 
the only quite trustworthy one is the 
last. The acts of a nation may be tri- 
umphant by its good fortune; and its 
words mighty by the genius of a few 
of its children; but its art, only by the 
general gifts and sympathies of the 
race.’ If we accept this dictum of 


Ruskin, we shall need to avail ourselves 
of all our forces in education to teach 





THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


this great truth to the people of America. 

It is gratifying, however, to observe 
that investigation, cooperation, and co- 
ordination are words often used nowa- 
days among some of those who have the 
interests of art education at heart. The 
activities of the Federated Council on 
Art Education are well known to you; 
its work of coordination is something in 
which you have a part. The museum, 
also, in its new-found spirit of expansion, 
seeks to cooperate with all of the other 
agencies. The carefully laid plans of 
the Carnegie Corporation for the study 
of the present tendencies in art, and the 
opportunities for its use and enjoyment, 
and the generous contributions of this 
powerful agency for the furtherance of 
all these things have done more than any 
other agency to give impetus to present 
educational activities. 

We must not forget to mention the 
campaign carried on by the numerous 
societies and other organized bodies for 
the encouragement of the fine arts— 
the American Federation of Arts, the 
Federation of Women’s Clubs, the Na- 
tional Society of Architects, and many 
others; nor the leagues of specialized in- 
terests in the arts, and especially the 
trade papers. The daily newspapers, all 
of which are giving increasing attention 
to this subject, of course, are factors of 
greatest potentiality. 

It has not been a part of my purpose 
to speak of the professional practitioners 
of art, but I cannot refrain from refer- 
ring to one whose work is among the 
great public influences, the architect, 
who has lately given us a new and 
truly great style in our buildings, stimu- 
lating to the imagination, beautiful, and 
grand in its sphere as the Pyramids of 





“The Child Shall Be First” 








May, 1927 


ee 


Cheops in theirs. No one in our Cities 
but must be affected by this development 
in the national art. The architect has 
added one more mark of distinction to 
his work always foremost in its influence 
for our enjoyment. 


In considering these various factors 
in the movement that is going on among 
us today to develop our interest jp 
beautiful things, we are impressed by 
the fact that art is not dependent upon 
a capacity to learn, but rather upon a 
sensitiveness to feel, which is inherent 
in the human mind, that expands with 
opportunity, and reacts to all kinds of 
influences. Therefore, those whose 
business it is to teach should have clearly 
in mind the subtle quality of this thing 
they are dealing with and should learn 
to approach their students differently 
from what they do when _ inculcating 
the rule of three or the rules of gram- 
mar, for which, so far as I have ever 
heard, the human mind has no such in- 
born sympathy. 

I have tried to recite some of the con- 
ditions relating to our work, yours and 
mine, but what I want to leave with you 
is the thought that this thing, art, which 
Miinsterberg called “ideal repose, the 
repose in the ideal,”’ has really come rap- 
ping at our door, not the school door, 
nor the manufacturer’s door, nor the 
museum door, but the nation’s door; 
and we should hold up our heads and 
receive it as a sign that our country and 
our people have reached the point where 
they are ready for its ministration and 
its beneficence. 





“Though we travel the world over to 
find the beautiful, we must carry it with 
4 ” 

us, or we find it not. 


Courtesy U. §. Children’s Bureas 





1927 


Cities 
ment 
t has 
on to 
uence 


actors 
mong 
st in 
ed by 
upon 
pon a 
lerent 
; with 
ids of 
whose 
learly 
thing 
learn 
‘rently 
cating 
gram- 
e ever 
ich in- 


1e CON 
rs and 
ith you 
which 
se, the 
ne rap- 
| door, 
or the 

door; 
ds and 
try and 
+ where 
on and 





over to 
it with 











The Ann Arbor Plan for Leave 


HAT every teacher on active duty 
Tt be fit for the exacting work 

of the schoolroom and that provi- 
sion shall be made for the growth of 
all teachers are principles of school ad- 
ministration that are rapidly gaining in 
application. ‘The following rules of the 
Ann Arbor board of education show 
how these principles are being worked 
out in a city well known for the excel- 
lence of its schools. 


LAN FOR SICK LEAVE—Ten days 
Peo year is granted to each full- 
time member of the teaching, adminis- 
trative, supervisory, and library force of 
the Ann Arbor schools for the follow- 
ing purposes : 

(1) Personal illness of such nature 
as to render member unfit for service. 

(2) Quarantine of member. 

(3) Critical illness of one of the im- 
mediate family of member. 

(4) Death of one of the immediate 
family of member. 

At the end of each year any unused 
portion of the ten days shall cumulate 
and may be used at some subsequent 
time if need be for the above purposes. 
There may be an accumulation of not 
to exceed 95 days built up in this man- 
ner, 


pus FOR SABBATICAL LEAVE OF AB- 
SENCE-—Whereas, a sabbatical leave 
of absence granted to teachers for study 
and selfimprovement is no longer an ex- 
periment, being used in colleges, uni- 
Versities, normal schools, and many of 
the progressive public school systems of 
the country, and 
Whereas, a sabbatical leave would 
stimulate the achievement of that high 
Professional skill and intellectual attain- 
ment particularly demanded of the teach- 
ing and library force in Ann Arbor, and 
Whereas, a plan for a sabbatical leave 

Would attract to the Ann Arbor school 
system teachers, both men and women, 
of exemplary character, of unusual in- 
tellectual tastes, and of proved teaching 
ability, and 

reas, a plan for a sabbatical leave 
bg tend to stabilize the teaching 
pov of the Ann Arbor schools by re- 

g the turnover, and 

ereas, a plan for a sabbatical leave 
Would make it possible for teachers to 
7 . fit themselves for a higher type 

Ucational service for the Ann Arbor 
Schools, 





Therefore, be it resolved that this 
board of education adopt a plan for a 
sabbatical leave with the following con- 
ditions: 





pay eer wagy Orto W. HaAlIsLey 
of the Ann Arbor, Michigan, pub- 
lic schools courteously sends this set 
of resolutions recently adopted by the 
board of education of that city. They 
contain material for study by teach- 
ers clubs, one hundred percent schools, 
and other groups at work on the prob- 
lems of the profession. Superintend- 
ent Haisley writes: 


In making these provisions for Ann 
Arbor teachers, it has not been felt 
that any benevolences were being es- 


tablished. This is an out and out 
business proposition which the people 
of Ann Arbor are entering in the 
belief that they shall be able to ob- 
tain better teachers; that there will 
be greater growth on the part of the 
professional group; and finally, that 
longer teacher tenure will be insured. 


1. A leave of absence may be granted 
to any member of the teaching, admin- 
istrative, supervisory, or library staff for 
study or travel after seven or more con- 
secutive years of successful service in the 
Ann Arbor public schools. For each 
subsequent seven-year period of service 
or more such leave of absence may be 
used for study, travel, or restoration of 
health. 

2. A leave of absence shall normally 
extend over a one-year period but it 
may by mutual agreement between the 
applicant and the superintendent of 
schools extend over a half-year period. 
For a leave of one year, one half of the 
regular salary shall be paid. For a 
leave of one half year full salary shall 
be paid. Salary computations shall be 
based upon the regular salary for the 
year during which leave is taken. 

3. Regular annual salary increments 
shall be given for time of leave, the same 
as for regular services in the school. 
Also, time shall count as regular serv- 
ices toward retirement and full contri- 
bution to retirement salary fund shall 
continue during the period of leave. 

4. The applicant to whom is granted 
a leave of absence shall contract to teach 
in the Ann Arbor schools for a period 
of three consecutive years. If the 
teacher on his own volition shall fail to 


[155] 


serve the full three-year period, then he 
shall return to the board of education 
a portion of the salary paid to him dur- 
ing his leave. 

The amount of salary returned shall 
bear the same ratio to the salary received 
during the leave as the unfulfilled term 
of the contract bears to the contracted 
three-year period. 

5. If during the period of leave one 
engages in remunerative service, then he 
shall pay to the Ann Arbor board of 
education all monies so received but not 
exceeding the salary paid him during 
such leave. 

6. Any person to whom has been 
granted a leave of absence shall have 
the right to be assigned to the same posi- 
tion upon return which he held before 
taking leave. 

7. Application for leave of absence 
shall be made upon a regular form fur- 
nished by the superintendent of schools. 
Applicant shall agree to abide by all 
conditions determined upon by the board 
of education to govern leave of absence. 

8. Not more than three percent of the 
group composing the teaching, adminis- 
trative, supervisory, and library force 
shall be granted leave in any one year. 
If a larger number than this shall apply, 
preference shall be given to those long- 
est in the employ of the Ann Arbor 
district uninterrupted by a leave of ab- 
sence. 

9. Request for leave of absence shall 
be made in writing to the superintendent 
of schools by April 1 and November 15 
preceding the semester or semesters 
when the leave of absence is to begin. 

10. When leave of absence is granted 
due consideration shall be given to the 
reasonable and equitable distribution of 
the applicants among the different 
schools and among the different depart- 
ments. 


Quenenmernnnnen Randall J. Condon 
of Cincinnati had the following 
words inscribed on the tower of a school 
building recently constructed in that 
city: 

All who will may enter and find 
within these walls eqyal and varied op- 
portunity for a liberal education, based 
alike upon art and industry, with books 
and things, work and study combined ; 
and where good health, and spirit of 
play, and joy in work well done shall 
abound. 


ne gp et 

















































Serres rite thea oaie ss Saal So Sea eg 


What Is Evidence? 


May L. CHENEY 


Appointment Secretary, University of California, Berkeley, California 


FTER nearly forty years of intensive 
experience in the delicate task of 
judging my fellow human be- 

ings, | am moved to record some reflec- 
tions on the nature of evidence. Most of 
my work has been done under the title 
of Appointment Secretary of the Uni- 
versity of California, Berkeley, and for 
the last ten years has been confined to 
the recommendation of teachers. The 
title is misleading, having been imported 
from England by Harvard University 
and passed on to the rest of us. What- 
ever else this overworked officer does, 
she, and it generally is she, does not 
make appointments. She is, however, 
rather an important link in the chain 
that leads to the appointment of a 
teacher. In this day of mass production, 
even in education, hers is the grateful 
task of trying to humanize the machine. 
She stands between the training school 
and the employing public. She does not 
as a rule come in contact with the board 
of education which makes the appoint- 
ment. Modern boards of education no 
longer see candidates and attempt to ex- 
ercise the duties of an expert in weigh- 
ing evidence and deciding which ones 
should be employed. The principal or 
superintendent, with the help of super- 
visors and heads of departments, weighs 
the evidence and makes the real decision. 
Theoretically at least every principal 
or superintendent seeks the very best 
teacher for each position to be filled. 
How does he best find that one he seeks ? 
The old method known in industry as 
“hiring at the gate” entails such a waste 
of time and effort it is being superseded 
in most cities. Every progressive super- 
intendent knows that in teaching .as in 
every other calling there will be but a 
small number of really superior candi- 
dates. If he is to secure his propor- 
tion of these he must exert himself. He 
must hunt in place of being hunted. 
This new policy of the superintendent 
gives tremendous importance to the serv- 
ice the appointment secretary renders. 
While in no way encroaching upon his 
prerogative of choosing his teachers, she 
does hasten the process of finding what 
he wants. It is a mistake to imagine 
that her duties may be safely entrusted 
to a clerk. It does take an enormous 
amount of clerical work to prepare the 


material from which she selects what 
is needed in each case. For the decision 
she makes in selecting from thousands 
of candidates the right ones to recom- 
mend for consideration in a given case, 
the wisdom and judgment of an expert 
are demanded. The ability to weigh 
evidence is the first qualification of an 
appointment secretary. And it is not 
only the evidence in regard to the de- 
sirability of a certain teacher. She must 
weigh the evidence in regard to the 
relative desirability of the position to 
be filled, and decide whether Miss A 
is the type of teacher Superintendent 
X will employ. In the instant of time 
it takes the appointment secretary to 
decide on the best person as she runs 
over the names of the available candi- 
dates, what evidence has she reviewed ? 
First she gives a sweeping glance at the 
whole past history of the school in ques- 
tion, the community that built it, the 
men and women who organized it, its 
traditions, the conditions that surround 
it today, its need of stimulation or sub- 
duing influences. Perhaps there are cer- 
tain religious restrictions which Miss A 
would chafe under, or it may be that 
being straightlaced herself she might 
misunderstand the pleasure-loving but 
really harmless young people. Mistakes 
in adjustment of teachers have such 
tragic results. Children have only one 
life to live. They cannot retrace their 
steps. The difference for them between a 
teacher who will answer and one who 
can open the gates of Heaven for them 
goes with them through life. There- 
fore placement is a fine art. We need 
to realize its immense importance in 
modern education. With the best in- 
tentions in the world the superintendent 
cannot carry out his plans without the 
help of the classroom teacher. No mat- 
ter how rich he may be in buildings and 
equipment, all the material things that 
make for success, it is what passes be- 
tween teacher and pupil that counts. 
Who is to discover for him the teacher 
with the divine spark that kindles in- 
tellectual curiosity? How many teach- 
ers are there in the whole world who 
have risen above the passive conception 
of education as a process of filling little 
pitchers from large ones? The leaders 
know that only what is eagerly sought 


[156] 


by the learner becomes a part of him. 
The task of the appointment secretary js 
to find the teachers who stimulate chil- 
dren to educate themselves. From the 
thousands that pass through one of the 
great training schools, supervisors and 
teachers easily select the ten percent who 
are what old-fashioned people describe as 
“born teachers.’ Obviously there will 
never be enough of these to meet the 
demand. Then begins the long task 
of weighing evidence to discover which 
ones of the remaining ninety percent 
have qualities of heart and mind that 
enable them to carry on, making their 
contribution in steady guidance and sym- 
pathetic understanding of children. No 
superintendent would fill his whole 
school with inspirational teachers if he 
could. He will attempt to place these 
teachers in key positions. Once the pro- 
cess is started, children will get help 
and guidance from teachers less gifted. 
Teachers are always growing intellectu- 
ally or they are dying. 

After all, what one human being 
knows about another is little more than 
a guess which is often wide of the mark. 
The appointment secretary collects these 
guesses. By long experience she learns 
which people guess right most fre- 
quently. From long experience she also 
develops the power of sensing quality in 
teachers. She adds her guess to those 
of the instructors and supervisors, and 
presents the evidence to the inquiring 
superintendent. ‘This sifting process 8 
continuous, and it must be repeated over 
and over again, for it deals with living 
material. As has been said, no teacher 
stands still. To judge what contributes 
most to her spiritual and intellectual 
growth one must know her past history, 
the burdens she carries, the ambitions 
she cherishes, her emotional stability, 
her religious experiences. The greatest 
privilege the appointment secretary ¢m 
joys is the personal contact with this 
eager company pressing forward to the 
great task of leading the world forth 
from darkness. In all the years that 
are past there was never a time when 4 
generation of young people needed more 
desperately to learn how to think 
straight. Let us search diligently, with 
all the aids at our command, for teacir 
ers who have learned that great lessom. 









him, 
ry is 
chil- 
the 
the 
and 
who 
De as 
will 
- the 
task 
yhich 
rcent 
that 
their 
sym- 
No 
vhole 
if he 
these 
> pro- 
help 
rifted. 
lectu- 


being 
» than 
mark. 
; these 
learns 
+ fre 
1e also 
lity in 

those 
s, and 
juiring 
cess is 
d over 
living 
teacher 
ributes 
‘lectual 
history, 
ibitions 
ability, 
zreatest 
ary én 
th this 
to the 
4 forth 
rs that 
when 2 
-d more 
_ think 
ly, with 
r teach- 
+ Jesson. 


N THE FRONT page of the New 

York Times in December, 1923, 

there appeared a report of a 
soccer game in Alsace between a French 
and a German team. At the close of the 
game, the French captain remarked to 
the German captain, “If there had been 
more sporting contests like that between 
our people there might not have been a 
World War!” 

With the outbreak of the World War 
in 1914, the complicated human mechan- 
im which we call civilization was 
rudely flung into the melting pot. Edu- 
cation, religion, foreign diplomacy, phys- 
ical strength, military force, commercial 
power all were put on trial. Much of 
the traditional dross with which each 
was encumbered was burned away. Out 
of the conflict, new ideas, new ideals, 
new forces, and new values have ap- 
peared. 

The idea of sports serving as a “moral 
equivalent for war” is not new but the 
World War revived in vivid form the 
absolute necessity for finding some force 
which would unite in spiritual comrade- 
ship the nations of the world, while giv- 
ing at the same time ample opportunity 
for the expression of natural, desirable 
instincts, and vigorous social activities. 

During the eight years which have 
passed since the signing of the armistice, 
the possibilities of the spirit of sports- 
manship have been frequently mentioned 
by leading thinkers in the fields of edu- 
cation, politics, and literature. 

In the following paragraph, Glenn 
Frank, president of the University of 
Wisconsin, has set forth the intimate re- 
lationship between the spirit of sports- 
manship and spirit of true Americanism: 

The essence of sound Americanism is the 
§portsmanlike spirit. And the acid test of 
our sportsmanship is the attitude we take to- 
ward the thing we call majority rule. Ma- 
jority rule is the cornerstone of democracy. 
* +. It is far from perfect, but there is 
nothing better in sight to take its place. ... 


he hope of humanity lies in a democracy 


th 7 Fae 
at knows how to administer majority in a 
sportsmanlike manner. 


1) Peaking at Philadelphia on October 
» 1925, Senator George Wharton 
“*pper of Pennsylvania said: 


I do not d 


: ecry the attempt to establish a 
Uiversal Ja ¥ 


Nguage, I do not belittle the 


A Bridge of Understanding 


DANIEL CHASE 


Secretary of the Sportsmanship Brotherhood 


New York City 


value of treaties, and courts, and leagues for 
the maintenance of peace. But I am of the 
opinion that there is a great peacemaking 
power in common standards of fair play and 
that the noble army of sportsmen throughout 
the world is destined to *e a peace army of 
no mean strength. 


In a recent article, John H. Finley has 
written: 


Some educational experts hold that the 
wholesome results of a discipline in one sub- 
ject or study are not transferable to prob- 
lems in other subjects. But can anyone 
doubt that a fine sense of honor on the links 
or an inward compulsion to do the fair 
thing on the playing field will find its ex- 
pression in the vocations, in dealing between 
employer and employee or in transactions in 
business? Were this not true the games and 
sports of a nation would make but little con- 
tribution to character. “Play the 
game”—that means truthfulness, courage, 
Spartan endurance, selfcontrol, selfrespect, 
scorn of luxury, consideration one for an- 
other’s opinions and rights, courtesy, and, 
above all, fairness. These are the fruits of 
the spirit of sportsmanship and in them lies 
the best hope of social well being. If all in- 
dividuals carried on their business in this 
spirit; if great organizations of labor and of 
capital were controled by it in their relations, 
and if nations were always “true sports” in 
their political intercourse, a better world we 
should be living in. We can move toward 
that goal by practicing fair play in all our 
games and by bringing the youth and men 
of different nations more widely into friendly 
contests on fields where the spirit of sports- 
manship prevails. 


John Galsworthy has expressed the 
same idea in the following paragraph: 

Sport, which still keeps the flag of ideal- 
ism flying, is perhaps the most saving grace 
in the world at the moment, with its spirit 
of rules kept and regard for the adversary, 
whether the fight is going for or against. 
When, if ever, the fair-play spirit of sport 
reigns over international affairs, the cat 
force which rules there now will slink away 
and human life emerge for the first time from 
the jungle. 


To promote the spirit of sportsman- 
ship nationally and internationally, the 
Sportsmanship Brotherhood has been or- 
ganized. Although less than three years 
old, the Brotherhood is already a thriv- 
ing institution. The possibilities of its 
program have won to its support out- 
standing national leaders who are eager 
to see the spirit of sportsmanship domi- 
nate not only the field of sport but the 


[157] 


field of industry, the field of politics, and 
the field of international goodwill. 

Matthew Woll, vice president of the 
American Federation of Labor, is presi- 
dent of the Brotherhood, and among the 
members of its board of trustees are such 
men as Franklin D. Roosevelt, Owen 
D. Young, Murray Hulbert, John H. 
Finley, George J. Fisher, Marshall 
Field, Otto H. Kahn, Devereaux Mil- 
burn, Henry Morgenthau, and John J. 
Tigert. 

The object of the Sportsmanship 
Brotherhood is to hold aloft for the 
youth of America a standard of true 
sportsmanship and to put the spirit of 
true sportsmanship first in all sport. In 
carrying out its program, it seeks to co- 
operate with existing agencies which have 
as their objective the promoting of sports 
and games. 

Among high-school students in Massa- 
chusetts, New York, New Jersey, and 
Delaware, 150 local Sportsmanship 
Brotherhood chapters have been organ- 
ized. These local chapters teach their 
members the code, disseminate the ideals 
of true sportsmanship by regular talks 
and discussions, and encourage sports- 
manship by the use of awards and rec- 
ognition buttons given to students who 
personify the true sportsmanship spirit. 

In the upper grades of elementary 
schools, a slightly different procedure is 
followed. Members of the chapter, after 
having received careful instruction as to 
the meaning and application of the 
sportsmanship code, take the following 
pledge: “I will do my best to play fair 
in all the activities of life and to keep 
the Code of Sportsmanship.” 

In colleges, summer camps, play- 
ground organizations, boys clubs, Amer- 
ican Legion, Y. M. C. A., and Y. W. 
C. A., special methods are being devel- 
oped, adapted to the particular condi- 
tions. 

The Sportsmanship Brotherhood stands 
ready to cooperate with all organiza- 
tions and agencies conducting athletic 
activities, national and international. It 
is not concerned with the technical rules 
governing games or contests, but it is 
committed to the task of developing and 
conserving the spiritual value of these 
activities. 

























































Se tree Sn eee ee me net iene mee 





oTrH AT St. Louis and at Dallas, 
the junior high school received a 
large share of consideration upon 
the program and in the attendance and 
interest of principals and superintendents. 

At St. Louis, February 24-26 inclu- 
sive, the time not devoted to general 
divided between 
senior and junior high school sections. 
The topics discussed hinged about ob- 
jectives and curriculum as may be seen 
from the following: Criteria for Judg- 
ing the Efficiency of the Junior High 
School; Present Status; Problems of the 
Six-year Junior-senior School; Charac- 
ter Education; Evaluation of the Fifth 
Yearbook, Department of Superintend- 
ence; Organizing and Reconstructing 
the Curriculum; Examples of Progres- 
sive Curriculum Practice; Extracurricu- 
lar Activities. 

For those who have kept abreast of 
recent literature in the field such as the 
Fifth Yearbook of the Department of 
Superintendence, and the T'wenty-sixth 
Yearbook of the National Society for 
the Study of Education, the speakers 
were on familiar ground; but all pre- 
sented the best thought as expressed in 
these publications. 


sessions was equally 


Francis L. Bacon, vice president of 
the National Association of Secondary 
School Principals, who was subsequently 
elected president of this association for 
the year 1927-28, speaking on The 
Problems of the Six-year Junior-senior 
High School pointed out that the six-year 
high school is intermediate in advantage 
between the high school organized under 
the 8-4 plan and under the 6-3-3 plan; 
and as the enrolment of a combined 
senior-junior school nears 1000 the satis- 
factory and efficient use of the special 
facilities as assembly hall, gymnasium, 
library, and laboratories becomes in- 
creasingly difficult. 

At Dallas the junior high school top- 
ics centered about articulation, objec- 
tives, and curriculum as may be seen 
from the following: Place and Function 
of the Junior High School in the Public 
School System; Articulation of the Jun- 
ior and Senior High Schools ; Reconstruc- 
tion of the Curriculum; The Social 
Studies as the Core of the Junior High- 
school Curriculum; Objectives and their 
Relation to Curriculum; Attainment of 





Junior High School at St. Louis 


and Dallas 


Objectives through the Curriculum and 
Extracurricular Activities. 

On Tuesday evening, March 1, a 
forum on Fundamental Problems of the 
Junior High School Curriculum taxed 





Iq AROLD ELLSworTH WaArNER, president of 
the Department of Junior High School 
Principals and principal of the Hine Junior 
High School, Washington, D. C. 





the entire capacity of the large Fair 
Park Auditorium. Here Dean With- 
ers of the School of Education of New 
York University in an address read by 
Professor Philip W. L. Cox of that 
university, presented the thesis that the 
rapid development of scientific method 
and the tendency toward specialization 
of function throughout American life, 
has necessitated more specialization of 
function in the secondary schools—hence 
the junior high school. 

Charles H. Judd, director of the 
School of Education of the University 
of Chicago, sees the junior high school 
as a device for meeting the twelve year 
old pupils with a curriculum adapted 
to their special needs. Dr. Judd said in 
part: 


I am advocating as vigorously as I can 
that the conventional program of studies 
of the upper grades of the elementary school 
be deliberately set aside. I am advocating 
with equal vigor that the conventional pro- 
gram of the ninth grade be put on the aca- 


[158] 


demic scrap heap. I have no hesitation jp 
saying that at the present time the full psy. 
chological rearrangement of the junior high- 
school curriculum is jeopardized more by 
the attitude of the high schools than by any 
other factor. The high schools are so com- 
pletely committed to ancient history, algebra, 
and freshman English that they will recog. 
nize nothing else as appropriate for fifteen 
year old pupils. The high schools will have 
to be awakened to a realization that the 
curriculum of the modern schooi must ft 
the psychological traits of pupils. . . , 
There is one and only one legitimate type 
of curriculum for the junior high school. It 
is that type of curriculum which subordi- 
nates every other consideration to the social 
training of pupils. 


On Wednesday afternoon, March 2, 
fully a thousand educators were in at- 
tendance upon the junior high school con- 
ference in the auditorium of the First 
Baptist Church. Here the theme of 
discussion was Objectives and Ways of 
Realizing Them through the Several 
Curricular and Extracurricular Div 
sions. Professor Frank C. Touton of 
the University of Southern California 
proposed certain objectives which reiter- 
ated the famous seven cardinal princ- 
ples of education, with emphasis upon 
the exploratory, guidance, and _ social 
training features of the junior high 
school. 

Probably the greatest accomplishment 
of both conventions was the move on 
the part of the National Association of 
Secondary School Principals toward a 
filiation with the National Education 
Association. A general agreement among 
the leaders of the various groups inter 
ested was reached endorsing the plan 
for amalgamating as one department of 
the National Education Association the 
existing National Association of Second 
ary School Principals and the present 
Departments of Secondary School and 
Junior High School Principals, and to in 
clude in the membership of this new 
organization the principals of junior col- 
leges, thus making one large administt 
tive organization of the three divisions 
of secondary education. The comple: 
tion of arrangements for the establish- 
ment of this new organization rests noW 
in ratification by the National Educ 
tion Association in June and by the Ne 
tional Association of Secondary School 
Principals in February, 1928. 






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HE PLACE of the secondary school 

in rural education received promi- 

nent mention in the program of 
the Department of Rural Education 
which met at the City Temple in Dallas, 
March 1 and 2. 

G. Ivan Barnes, director of voca- 
tional education, State Department of 
Education, Frankfort, Kentucky, speak- 
ing on Outstanding Needs as Shown by 
a Survey of Small High Schools of the 
State said : 


The rapid growth and distribution of 
small high schools throughout the rural dis- 
tricts of this country make it necessary to 
employ more scientific methods of establish- 
ing high schools. The rural high schools 
should be established only after the coopera- 
tive county and state survey has been made 
showing the need of instruction for a given 
community. 


Mr. Barnes recommended that ele- 
mentary and secondary schools in rural 
communities be organized on the 6-6 
plan. Such an organization, he said, 
would provide for larger classes, depart- 
mental instruction, promotion by sub- 
jects, supervised study, pupil guidance, 
and a more adequate program for extra- 
class activities. 

In conclusion Mr. Barnes said: 


The curriculum and its content should be 
adjusted to the needs and abilities of high- 
school pupils. The small high school is a 
vital part in the secondary educational 
scheme of this country. To make it the 
most effective it is necessary that the entire 
professional staff view it sympathetically 
and understandingly. The excessive number 
of periods a teacher is forced to teach per 
day leads to the conclusion that a more ade- 
quate scheme for the preparation of high- 
school teachers is necessary. Such a scheme 
should contemplate training teachers for 


specific groups or combinations of groups of 
subjects, 


The Function of the Secondary 
School in Rural Education was dis- 
cussed by Emery M. Ferriss, Cornell 
University, Ithaca, N. Y. Mr. Ferriss 


said: 


A secondary school for rural communities 
meeting its responsibilities effectively must 
based upon the results of scientific re- 
search, The most urgent need of the small 
high school at the present time is the accumu- 
may gathered as carefully and 
the at as Possible as the basis for 
Ae a of its many problems. In no 
saved ay can these problems be adequately 
*¢ and a secondary school be developed 


that Will accomplish the most for rural 
children, 


Rural Education at Dallas 


The function of the secondary school in 
rural education is to offer every normal 
child of secondary school age in the com- 
munity an opportunity through activities di- 
rected by the school to discover himself, to 
develop his individuality, and to fit him- 
self, within the limits of the secondary 
school period and his capacities for growth, 
to engage understandingly, sympathetically, 
and efficiently in everyday activities of in- 
dividual and group life. The rural com- 
munity needs individuals who have social 
sympathies, understandings, and ideals but 
who have in addition special abilities and 
interests which can be capitalized by the 
community in promoting its general wel- 
fare. 


C. C. McCracken, professor of school 
administration at Ohio State University, 
Columbus, advocated the reorganization 
of the local school unit in terms of so- 
cial and economic relationships. Mr. 


McCracken said: 


School districts in most states have grown 
up without any attention to the social or 
economic factors involved in the life of the 
community of today. Non-urban areas are 
not so compact as urban areas, but are often 
more homogeneous than city areas with like 
numbers of people. Local hamlets and vil- 
lages have grown up with prejudices against 
other like settlements. The usual comment 
is that these local units will never consent 
to becoming part of a larger unit. They 
would lose their identity. This is true un- 
less reorganizations that are effected are 
brought about as the result of a careful 
study of the social and economic factors that 
determine the proper school community. 


The state supervisors of rural schools 
met in a separate section to discuss prob- 
lems of state administration. Mrs. 
Katherine M. Cook, chief of the Divi- 
sion of Rural Education in the United 
States Bureau of Education, addressed 
this meeting on Essentials of a State’s 
Supervisory Program for the Improve- 
ment of Instruction. Mrs. Cook said: 


Every supervisory program should have 
at least two large aspects, one for immediate 
guidance based on immediate ends, the other 





a long-term, forward-looking program prob- 
ably extending over a period of years, 
though the period over which either pro- 
gram extends is, of course, governed by the 
situation itself. Both must be accompanied 
by very definite provisions for checking and 
evaluating their accomplishments. Besides 
definite, tangible procedure which they es- 
tablish, both programs cast their weight for 
or against informal or rigid methods of 
teaching, for or against modern or tradi- 
tional practice, and for or against definite 
or aimless organization of the local super- 
visor’s work. 


M. L. Jacobson, inspector of rural 
schools in Minnesota, referred to the 
county institutes as the strongest means 
of improving instruction in the rural 
schools. Mr. Jacobson said: 


The institutes are planned and directed 
by a member of the regular staff in the 
rural school division of the state depart- 
ment of education. Three full-time insti- 
tute instructors are employed and salaries 
and traveling expenses are paid by the 
state. These instructors are assigned, one 
to a county, for a week. Three days are 
spent in visiting schools in company with 
the county superintendent, visiting ordinarily 
four in a day. An assembly of all teachers 
in the county for two days at the end of 
the week follows. 


At the business session of the Depart- 
ment of Rural Education, the report of 
the committee on changes in the consti- 
tution was presented by A. F. Harman. 
The principal changes suggested were: 
reducing the executive committee from 
fifteen to five members, giving it power 
to formulate plans and policies of the 
department; providing two classes of 
members, acting at two dollars, sustain- 
ing at five dollars. These changes were 
adopted. The question of preparing a 
county superintendent’s section for next 
year was referred to the executive com- 
mittee and the incoming president. 

New officers of the department for 
the next year are: President, N.S. Light, 
state director of rural education for 
Connecticut ; vice president, May Trum- 
per, State Department of Education, 
Helena, Montana; members of the 
Executive Committee: Fred C. Fischer, 
assistant superintendent, Wayne County, 
Michigan; Fannie W. Dunn, Teachers 
College, Columbia University; A. F. 
Harman, county superintendent, Mont- 
gomery, Alabama; Agnes Samuelson, 
state superintendent, Des Moines, lowa; 
J. C. Muerman, Southeastern State 
Teachers College, Durant, Oklahoma. 


SER mre enn. ARI ty 0 ee 


Rousing the Rural Schools 


HEN a telegram arrived at Hicks 

Valley School, Pepin County, 

Wisconsin, announcing that they 
had won first prize in the state wide Bet- 
ter Rural Schools Contest, the 36 pupils 
shouted with delight. And when the 
folks of the community, who had also 
worked hard that their school might win, 
heard the good news they all acquired 
smiles which lasted many days. 

This unusual contest, which ended re- 
cently, was originated by a public-spirited 
farm magazine publisher and was spon- 
sored by the state department of public 
instruction. On the committee which 
handled the details and judging were 
men connected with the department of 
public instruction, the University of 
Wisconsin, and the farm magazine. 

It was desired to bring the people of 
rural communities into a closer spirit of 
cooperation in improving their school 
buildings. ‘To this end, four prizes in 
the form of playground equipment were 
offered. 

Parents, teachers, and children readily 
fell in line when the plan was announced, 
and 211 schools enroled, of which 148 
sent in final reports at the end of the 
nine months’ contest. 

Social and material progress was 
stressed and scored on a cumulative basis, 
a specified number of points being al- 
lowed for improvements made and for 
visits of parents to school during ses- 
sions, for social programs held by mem- 
bers of the district, for increase in at- 
tendance of children, for hot lunch 
served, and the like. 

Hicks Valley School, Pepin County 
won first prize. Six teams and twenty 
men worked two days bettering the con- 
dition of the grounds. All low spots 
were filled in and ornamental shrubs, 
rose bushes, a hedge, and a row of 26 
linden trees were planted. Upon this 
occasion the women were busy in the 
kitchen preparing a delicious dinner, 
which they served not only to the men 
but to the school as well. The money 
for the nursery stock was raised by social 
functions. The. children also did their 
share by giving entertainments and candy 
sales and by taking orders for baby chicks 
for a nearby farm, the 
amounting to $19, 

An interesting point in regard to this 
first prize school is the fact that school 


commission 


Witma T. HamMonpb 


children from all over the state wrote to 
the Hicks Valley School asking them just 
how they won the prize. ‘The answers 
to these letters were written by the pupils 
of the winning school. 

The teacher stated that, while she had 
always enjoyed teaching, the period of 
the contest was the most enjoyable of her 
experience and that teaching proved 
doubly interesting when one had the co- 
operation of every man, woman, and child 
in the community. 

Socially, the Hicks Valley School 
made splendid progress. A community 
club with 7+ members was organized, 39 
community affairs held, 185 visits by 
parents made at school during sessions, 
and attendance increased four percent. 

Lakeland School, in Barron County 
was the second prize winner. ‘They or- 
ganized a_ parent-teacher association, 
held 41 community meetings, received 
244 visits by parents during school ses- 
sions, and increased their attendance 
seven percent. ‘They painted their build- 
ing, cleaned up the toilets, added play- 
ground equipment, pictures, and clock. 
The teacher stated that the interest at 
home induced the children to do better 
work at school, which resulted in the 
bulletin boards being covered with ex- 
cellent papers for parents to view. 

Indian Ford School, in Rock County, 
winner of the third prize, made a tre- 
mendous gain in attendance. The school 
board had the walls and ceiling painted, 
woodwork and desks refinished, and new 
shades purchased, as well as reference 
books and dictionaries. ‘The mothers’ 
club raised $20 at an ice cream social and 
bought cretonne half curtains for the 


Hicks Valley School 
[160] 


school, linoleum for the kitchenette, an 
oil stove, and four kindergarten chairs 
and table. 

El Dorado School, Fond du Lae 
County won fourth prize. The teacher 
said, “This is an ideal example of com. 
munity spirit, where all pull together 
for a common purpose.” 

All of the winning schools took credit 
for a nine months’ term and for hot 
lunch served at least three times a week 
for sixty days. 

Many schools which won no prizes ex- 
hibited a fine spirit. They were satis- 
fied that they had won improvements in 
their buildings and acquired a social co- 
operation which made up for the disap- 
pointment in not winning a high place 
in the contest. 

Parents in many cases made their first 
visits to school during this competition. 
Visiting parents in one school, noting 
conditions, voted to change from a one- 
room to a two-room school. 

County Corners School, in Sauk 
County had a disadvantage to contend 
with in the location of its school. A 
parent-teacher association was organ- 
ized, and everyone at once grasped the 
idea back of the contest. While this 
school did not win a prize, it made 
many fine improvements. Here is what 
the clerk of the district wrote in submit- 
ting his final report: 


If we win, we will be very grateful; if we 
lose, we will be cheerful losers. We have 
won in a larger sense—a victory within our- 
selves. Our struggle together for the prize 
has welded us until distance and disad- 
vantage of location have been overcome and 
we are one strong central community cluster 
ing around our County Corners School. 


C. J. Anderson of the University of 
Wisconsin chairman of the judging com- 
mittee, expressed his estimate of the 
value of this undertaking as follows: 


No one who has examined the mass of data 
relating to the contest and has seen the ma 
terial evidence of progress made in the rural 
schools entering it can help but be enthusl- 
astic about its real success, . . + Eve? 
more valuable than these material results * 
the community spirit which has been brought 
about. Thousands of mothers and fathers 
have visited the schools, hundreds of com- 
munity gatherings have centered in the rural 
school building, and the genius of accom 
plishing things inherent in our people has 
found a profitable outlet. 























































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hairs 


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acher 
com- 
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credit 
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the rural 
f accom 
eople has 


EBATING has long been. recog- 
nized as a means of uniting the 
school and the community. It is 

also important as a means of developing 
in students, confidence, the power to 
speak clearly, skill in searching for facts 
and in organizing a case, and apprecia- 
tion of the problems which citizens must 
face. It also gives the public an opportu- 
nity to see the actual work of the school. 
Like athletics it contains the appeal as- 
sociated with competitive activities. 

In the foreground of the subjects now 
being debated in high schools and colleges 
of the United States is the question: 


Resolved, that Congress should pass the 
New Education Bill, sponsored by the Na- 
tional Education Association, authorizing the 
establishment of a Department of Education 
with a Secretary in the President’s Cabinet. 


Among the states which are holding 
or planning state wide debates on this 
topic are: Arizona, Arkansas, Indiana, 
Iowa, Kansas, Kentucky, Minnesota, 
Nebraska, Texas, North Carolina, and 
West Virginia. Local debates have been 
held in practically every state in the 
union, as shown by requests for material 
addressed to senators and representatives 
in Washington and to the National Edu- 
cation Association and its allied groups. 

This subject has the advantage of 
dealing with a fundamental question 
that comes close to the lives of all the 
people. In a city of 250,000 people, the 
public school enrolment is about 40,000 
and there are 1500 teachers and school 
oficers living as citizens of the com- 
munity. Parents and taxpayers have a 
direct interest in what is going on edu- 
cationally. The selection of this sub- 
ject therefore insures a good public in- 
terest from the start. 

There is also the fact that the proposal 
to create a Department of Education is 
4 great national issue. It is supported 
not only by the National Education 

‘sociation, but by more than a score of 
other great organizations like the Gen- 
etal Federation of Women’s Clubs and 
the National Congress of Parents and 

eachers, comprising a total membership 
of approximately 12,000,000. ‘The lead- 
ts of these groups have studied the mat- 
ter carefully before offering their en- 
dorsement, Many of these organizations 

- Mave local chapters or affiliated bodies 


W pes 
hose members lend their interest to the 
ebates, 





Debating the New Education Bill 


The New Education Bill will be in- 
troduced again in both houses of Con- 
gress in December of this year by Sen- 
ator Charles Curtis of Kansas, majority 





Five Good References on the 
New Education Bill 


Re" of Hearings on Proposed De- 
partment of Education (S. 291, 
H. R. 5000) before Joint Congressional 
Committee, February, 1926. Write 


your Senator or Congressman, Wash- 
ington, D. C., for a free copy. 

2. The Case for the New Education 
Bill, published by the National Educa- 
tion Association, Washington, D. C. 
25c. a copy. Ten copies $1.60. 


3. Catechism on the New Education 
Bill. National Education Association, 
Washington, D. C. 8 copies for ten 
cents. 

4. The Reference Shelf, Volume 4, 
Number 5, Federal Department of 
Education. H. W. Wilson Company, 
968 University Avenue, New York 
City. 90c. a copy. 

5. Back files of THE JOURNAL OF THE 
NaTIONAL EpucATION ASSOCIATION at 
any public library. The full text of 
the Bill appeared in THE JOURNAL for 
February, 1926. 


floor leader of the Senate, and Repre- 
sentative Daniel A. Reed of New York. 
Discussions in political circles indicate 
that the movement is approaching the 
time when Congress will take action on 
the bill. That is an added reason for 
acquainting every citizen with its pro- 
posals. It will be discussed in the public 
press during the long session of the seven- 
tieth Congress next winter and spring. 

The most complete document on the 
New Education Bill is the printed re- 
port of the three-day hearings held in 
February, 1926, before the Committee 
on Education and Labor of the United 
States Senate and the Committee on 
Education of the House of Representa- 
tives, meeting in joint session in Wash- 
ington. These hearings were held dur- 
ing the convention of the Department 
of Superintendence of the National Edu- 
cation Association and bring together the 
testimony of recognized leaders in Amer- 
ican education. 

In several states special literature has 
been prepared by some central agency for 
the use of debaters. The Debaters Re- 
search Agency, Baylor University, Waco, 
Texas, has a 101-page bulletin, 4 


[161] 


United States Department of Education 
Pro and Con. The Extension Division 
of the University of Kentucky at Lex- 
ington has issued a 204-page bulletin 
giving affirmative and negative briefs 
and material to support the briefs. The 
affirmative briet in that bulletin follows: 


I. A reorganization of our national educational 
Practice is needed. 
A. Many inequalities of educational opportu- 
nity exist as shown by 
(1) Prevalence of illiteracy and near illit- 
eracy 
(2) Disparity of percapita support among 
the various states 
(3) Short school terms 
(4) Inadequate buildings and equipment 
B. The present Bureau of Education is in- 
adequate to meet the present conditions 
(1) It is only a subordinate bureau of a 
department 
(2) It is handicapped by lack of funds 
(3) It is handicapped by lack of authority 
(4) It lacks dignity and influence 
C. Our national educational practice not in 
keeping with its importance 
(1) Education is a national problem 
a. All matters of national concern in- 
volve education 
(2) More public money is spent for edu- 
cation than on any other public en- 
terprise 
(3) More people are affected by education 
than by any other governmental 
activity 
(4) It suffers in comparison with other 
governmental activities, such as war 
and agriculture 
II. A National Department of Education as proposed 
by the Curtis-Reed Bill is the best solution 
of our problem. 
A. The problem will be attacked from a na- 
tional viewpoint 
(1) A composite view of our problem may 
be obtained 
a. Through surveys 
b. Through research 
(2) The services of those who study edu- 
cation from a national viewpoint 
may be commanded 
(3) The cooperation of the states can be 
enlisted in a national program 
B. The problem can never be solved by the 
states 
(1) Present conditions bear evidence of 
failure 
(2) The percapita wealth of the various 
States is unequal 
C. It will secure proper recognition 
(1) From the public 
(2) From the states 
(3) From the educational world 
(4) From Congress 
D. It is free from objectionable features 
(1) Carries no appropriation except for 
maintenance of the department 
(2) Does not federalize education 
(3) It does not anticipate federal subsidy 
or control 
E. It will promote economy 
(1) By determining the better types of 
buildings and equipment 
(2) By promoting better methods of teach- 
ing and administration 
F. It will coordinate federal educational 
agencies 
(1) Bureau of Education 
(2) Federal Board for Vocational Education 
(3) Other federal educational agencies 
III. A National Department as proposed by the Cur- 
tis-Reed Bill is the best means for future 
development 
A. It prov ies a suitable organization for 
meeting our educational problems as they 
arise 
(1) For it is flexible yet 
(2) It furnishes the necessary framework 
for future growth 
B. It will promote the maximum development 
of education 
(1) By cooperating with the states 
(2) By allowing the states complete free- 
dom in educational advancement. 
(3) By giving assistance when and where 
needed 





PRR IT 0 ee 




















| Soft dri movies, and Chewing 

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— ice a similar ney eu nen 
amusements 

wm 2 3 4 5 6 7 















United States. 










15,514,800 6,888 ,000 









} PN. on kek ce 5,356,300 2,378,000 
| Arkansas...... 12,005 , 500 5,330,000 
California...... 112,297 ,600 49,856,000 
CetereGe. 2... 16,623,000 7,380,000 











Connecticut.... 29,182,600 12,956,000 




















Delaware. ..... 3,324,600 1,476,000 
| Dist. of Col... 14,406,600 | 6,396,000 
SS 13,113,700 5,822,000 


eS occ wseu 21,609,900 9,594,000 


errr Tye 5,910,400 2,624,000 
be wears 156,071,500 69 , 290 ,000 
44,697 ,400 19,844,000 
Bi ccstvesees 40,634,000 18,040,000 

cb eewees 24,011,000 10,660,000 


Kentucky...... 20,501,700 9,102,000 
Louisiana...... 19,024,100 8,446,000 
7 Sa 10,527,900 4,674,000 
Maryland...... 25 , 488 ,600 11,316,000 
Massachusetts. . 90 , 318, 300 40 ,098 , 000 





































































Michigan. ..... 72,587,100 32,226,000 
Minnesota. .... 37 ,678, 800 16,728,000 
Mississippi... .. 9,789,100 4,346 ,000 






Missouri....... 


54,301, 800 24,108,000 
Montana...... 


8,126,800 3,608 , 000 















21,425,200 9,512,000 
1,847 ,000 820,000 
6,649, 200 2,952,000 

60 , 766, 300 26,978,000 
3,139,900 1,394,000 


313,805,300 | 139,318,000 
North Carolina. 19,024,100 8,446,000 
North Dakota. . 7,572,700 3,362,000 
Wa re ee 110,820,000 49,200 ,000 
Gaeta 19,578,200 8,692 ,000 


17,177,100 7,626,000 
165 ,675 ,900 73,554,000 
12,005 , 500 5,330,000 
11,266,700 5,002 ,000 
9,419,700 4,182,000 


eoceies 20 , 686 , 400 9,184,000 
iteocdooe 56 , 333,500 25,010,000 

Hoes cceeee 6,833,900 3,034,000 
ecnccee 4,248,100 1,886 ,000 
a 22,164,000 9,840,000 


— 
New Hampshire 
New Jersey.... 
New Mexico.... 


New York..... 






Nebraska...... 














































Pennsylvania... 
Rhode Island... 
| South Carolina. 
South Dakota. . 












































Washington.... 28,628,500 12,710,000 
West Virginia... 18 , 839,400 8,364,000 
Wisconsin...... 42,111,600 18 ,696 ,000 
Wyoming...... 3,878,700 1,722,000 











OU CAN obtain the figures for your 
state by reading the table as fol- 
lows—In 1924, Alabama expended 
| $15,514,800 for tobacco (Column 2); 
$6,888,000 for soft drinks and ice cream 
(Column 3); $7,845,600 for theaters, 
movies, and similar amusements (Column 
4); $5,787,600 for candy (Column 5); and 
so on for the other columns. Alabama 
expended a total of $46,384,800 (Column 
10) for the luxuries in columns 2 to 9. 
Similarly read figures for other states and 
the nation. The expenditures during 1926 
were probably larger in most cases than 
those given in this table, since 1926 was 
a record year of prosperity. 
The figures given for the United States 
are estimates of the United States Treas- 
























-1$1,847,000,000 |$820,000,000 |$934,000,000 |$689 000,000 








What America Spends for Luxuries 


Estimated Expenditures for Certain Luxuries by States in 1924 
Prepared by the Research Division of the National Education Association 














Theaters, 


7,845 ,600 5,787 ,600 730,800 3,805 , 200 3,620, 400 2,192,400 46 , 384, 800 
2,708,600 1,998,100 252,300 1,313,700 1,249,900 756,900 16,013,800 
6,071,000 4,478,500 565 ,500 2,944,500 2,801,500 1,696,500 35,893 ,000 
56,787,200 41,891,200 5,289,600 27,542,400 26,204,800 15 ,868 , 800 335 ,737 ,600 
8, 406 ,000 6,201,000 783,000 4,077 ,000 3,879,000 2,349,000 49 698,000 





14,757,200 10,886, 200 1,374,600 7,157,400 6, 809 , 800 4,123,800 87,247,600 
1,681,200 1,240,200 156,600 815,400 775,800 469 , 800 9,939 , 600 
7,285,200 5,374,200 678 ,600 3,533,400 3,361,800 2,035 ,800 43,071,600 
6,631,400 4,891,900 617,700 3,216,300 3,060, 100 1,853,100 39, 206 , 200 
10,927,800 8,061,300 1,017,900 5,300, 100 5,042,700 3,053,700 64,607 , 400 








2,988 , 800 2,204,800 278,400 





10, 367 , 400 7,647 ,900 965 ,700 5,028 ,300 4,784,100 2,897 ,100 61,294,200 
9,620, 200 7,096,700 896, 100 4,665 , 900 4,439,300 2,688 , 300 56,876,600 
5,323,800 3,927 , 300 495 ,900 2,582,100 2,456,700 1,487,700 31,475,400 
12,889, 200 9,508 , 200 1,200,600 6,251,400 5,947 , 800 3,601, 800 76,203,600 


45 ,672 ,600 33,692,100 4,254,300 22,151,700 21,075,900 12,762,900 270 ,Q25, 800 


36 , 706, 200 27,077,700 3,419,100 17 ,802 ,900 16,938, 300 10,257 , 300 217,014,600 
19,053 ,600 14,055 ,600 1,774,800 9,241,200 8,792,400 5,324,400 112,648, 800 


4,950, 200 3,651,700 461,100 2,400 ,900 2,284,300 1,383,300 29 , 266 ,600 
27,459 ,600 20, 256,600 2,557, 800 13,318,200 12,671,400 7,673,400 162 ,346, 800 
4,109,600 3,031,600 382,800 1,993,200 1,896,400 1,148,400 24,296, 800 
10,834,400 7,992,400 1,009 , 200 5,254,800 4,999 ,600 3,027 ,600 64,055 , 200 
934,000 689 ,000 87 ,000 453,000 431,000 261,000 ~ $,522,000 
3,362,400 2,480, 400 313,200 1,630, 800 1,551,600 939 , 600 19,879, 200 
30,728,600 22,668, 100 2,862,300 14,903,700 14,179,900 8,586 ,900 181,673,800 
1,587 ,800 1,171,300 147 ,900 770,100 732,700 443,700 9,387, 400 











158,686,600 | 117,061,100 14,781,300 76,964,700 73,226,900 44,343,900 938 , 187,800 
9,620,200 7,096,700 896, 100 4,665 ,900 4,439,300 2,688 , 300 56,876,600 
3,829,400 2,824,900 356,700 1,857 , 300 1,767,100 1,070,100 22,640, 200 

56,040,000 41,340,000 5,220,000 27,180,000 25,860,000 15 ,660 ,000 331,320,000 
9,900, 400 7,303 , 400 922,200 4,801,800 4,568 ,600 2,766,600 58,533, 200 





8,686 , 200 6, 407 ,700 809 , 100 4,212,900 4,008 , 300 2,427,300 51,354,600 
83,779,800 61 , 803 , 300 7,803 ,900 40 ,634,100 38 ,660, 700 23,411,700 495 , 323,400 
6,071,000 4,478,500 565 , 500 2,944,500 2,801,500 1,696 ,500 35 ,893 ,000 
5,697 ,400 4,202,900 $30,700 2,763,300 2,629,100 1,592,100 33 ,684, 200 
4,763,400 3,513,900 443,700 2,310,300 2,198,100 1,331,100 28,162,200 





10, 460, 800 7,716,800 974,400 5,073,600 4,827,200 2,923,200 61,846, 400 
28 , 487 ,000 21,014,500 2,653,500 13,816,500 13,145,500 7,960,500 168 ,421 ,000 
3,455 , 800 2,549, 300 321,900 1,676,100 1,594,700 965 ,700 20,431,400 
2,148, 200. 1,584,700 200, 100 1,041,900 991, 300 600 , 300 12,700,600 
11,208,000 8, 268 ,000 1,044,000 5,436,000 $,172,000 3,132,000 66 , 264,000 

















14,477 ,000 10,679,500 1,348,500 7,021,500 6,680,500 4,045 ,500 85,591,000 
9,526,800 7,027 , 800 887 , 400 4,620 ,600 4,396,200 2,662,200 56,324,400 
21,295,200 15,709,200 1,983,600 10,328,400 9,826,800 5,950,800 125,901,600 
1,961,400 1,446,900 182,700 951,300 905 , 100 548,100 11,596,200 


ury Department as to the amount ex- 
pended in the nation for the luxuries in- 
dicated. The figures for the states were 
independently estimated by distributing 
the national expenditures for these lux- 
uries among the states according to the 
average of the percentages of the national 
totals of the following items found in each 
state: Value of tangible wealth, average 
annual current income, taxes paid in con- 
nection with admissions to theaters, and 
taxes paid in connection with purchase 
of jewelry. The amounts given for each 
state should be looked upon as approxi- 
mations rather than exact estimates. The 
fact that the taxes collected on luxuries 
are in many cases paid at the place of 
manufacture rather than at the place of 


$87,000,000 $453 ,000,000 |$431,000,000 |$261,000,000 /$5 522,000,000 


1,449,600 
78,923,000 58,220,500 7,351,500 38,278,500 36,419,500 22,054,500 466 ,609 , 000 
22,602 , 800 16,673,800 2,105 ,400 10,962 ,600 10,430, 200 6,316, 200 133,632,400 
20,548 ,000 15,158,000 1,914,000 9,966 ,000 9,482 ,000 5,742,000 121,484,000 
12,142,000 8,957 ,000 1,131,000 5,889 ,000 5 ,603 ,000 3,393,000 71,786,000 











Pert Estimated 
Sporting erfumes total 
poet and expenditures 
toys, etc. cosmetics for luxuries, 
columns 2 to 9 
8 9 10 























1,379,200 835 , 200 17 ,670, 400 













































































































purchase, makes it impossible to estimate 
exactly the amount expended in each state 
for each item. 

Teachers may make arithmetic prob- 
lems from this page for solution in school. 
Such problems have a civic value. For 
example, what percent of the national ex- 
penditure for tobacco is expended by your 
state? How much would the expenditure 
for candy in your state have to be in- 
creased to equal the amount spent by the 
state expending the largest sum for 
candy? What percent would this be? 


*In calculating the figures of Column 2 
no attempt was made to give considera- 
tion to the fact that some states have 
laws in effect limiting the sale of tobacco 
in some forms to adults. 











Books on School Buildings 


WOOD, THOMAS D. Healthful schools: 

How to build, equip, and maintain them. 
Houghton Mifflin Co. 1918. 282p. This volume 
js a condensed but thorough review of the subject 
of school hygiene. The field comprises two main 
headings—provision of healthful, physical environ- 
ment and the conduct of healthful school activities. 
This volume contains a wealth of suggestive material 
for the architect, school board, or superintendent 
contemplating school construction and should meet 
with wide use as a text in school hygiene in teacher 
training institutions. 

BRUCE, WILLIAM G. School architecture: A 
handy manual for the use of architects and school 
authorities. Johnson Service Co. Milwaukee, Wis. 
1910. 197p. The architect’s professional practice. 

CHALLMAN, S. A. The rural school plant. 
Bruce Publishing Co. Milwaukee, Wis. 1917. Legal 
requirements concerning building standards and bond 
issues about which a board needs to be informed. 

DONOVAN, JOHN J., and others. School archi- 
tecture: Principles and practices. Macmillan Co. 
New York City. 1921. 724p. Illus. Mr. Donovan 
and his collaborators in a comprehensive treatise have 
clearly indicated desirable architectural practices in 
modern school erection. Building planning; construc- 
departmental equipment; heating and 
ventilation; and electrical installations are a few of 
the topics that provide a wide fund of information. 
This volume is profusely illustrated with pictures of 
all types of buildings, various types of rooms, labora- 
tories and offices, and with suggestive floor plans. 
This is the best treatise on school buildings and 
school architecture that has been produced. 
DRESSLAR, FLETCHER B. 
houses. U. S. Bureau of Education, Bulletin, 1924. 
133p. Illus. A discussion of the requirements of 
school buildings from the educator’s point of view. 
A major part of the excellence of this volume is due 
to the collection of pictures of school buildings 
erected in different parts of the country. 

FORD, WILLARD S. Some administrative prob- 
lems of the high-school cafeteria. Bureau of Publi- 
cations, Teachers College, Columbia University, New 
York City. 1926. 191p. This study suggests lay- 
outs for school cafeterias and sets up standards for 
determining room sizes and space relations. 

FOWLKES, JOHN G. School bonds. Bruce Pub- 
lishing Co. Milwaukee, Wis. 1924. 177p. A com- 
Prehensive discussion of the subject. An evaluation 
of various plans of retiring school bonds, favoring 
the serial plan. Some functions of the state depart- 
ment in issuing school bonds. 

HART, FRANK W. A standard state school house 
code. C. F. Williams and Son. Albany, N. Y. 1924. 
Proposed statutory provisions concerning school 
housing advocated for adoption by state legislatures. 

HENZLIK, FRANK E. Rights and liabilities of 


, YRES, MAY; WILLIAMS, JESSE F., and 


tion costs; 


American school- 





public school boards under capital outlay contracts. 
Bureau of Publications, Teachers College, Columbia 
University, New York City. 1924. 118p. Education 
law and legislation, contracts, building contracts, 
specifications for school houses. 


a LIFE of the American commu- 
nity of today is expressed more 
completely in its school buildings and 
grounds than in any other way. Each 
new building is an event in a genera- 
tion for the neighborhood it serves. It 
is the workshop of a large fraction of 
the population. Not to make it health- 
ful, convenient, and inspiring is a pub- 
lic crime. In January, 1922, THe 
JOURNAL published a list of books on 
school buildings and school architec- 
ture which was in large demand. This 
new list which we have through the 
courtesy of George D. Strayer, direc- 
tor of the Institute of Educational Re- 
search of Teachers College, Columbia 
University, includes standard books 
from the former list and more recent 
publication. It should form a part of 


the working library of every school ad- 
ministrator or committee in charge of 
a building program. 


LOOMIS, ARTHUR K. School equipment costs: 
A method of estimating. Bureau of Publications, 
Teachers College, Columbia University, New York 
City. 1926. 259p. The author in this study has 
given an exact method of estimating equipment costs. 
It is based upon the actual cost of particular pieces 
of equipment. His index makes it possible to figure 
the cost of the furniture and equipment that are con- 
sidered necessary upon the basis of prices now avail- 
able. By using his technic and by knowing the 
prices of a limited number of items in the schedule 
for any particular year, it is possible to make an 
accurate estimate of the cost involved in furnishing 
and equipping any school. 

McLURE, JOHN R. The ventilation of school 
buildings: A study of present practices and costs in 
the light of experimental research. Bureau of Pub- 
lications, Teachers College, Columbia University, 
New York City. 1924. 130p. Changing conceptions 
in ventilation. State laws concerning ventilation of 
school buildings. Present standards and practices; 
present status of mechanical ventilation, cost of in- 
stallation. Recommends serious consideration of the 














advantages of window-gravity ventilation. 
raphy. 

MELCHIOR, WILLIAM T. Insuring public 
school property. Bureau of Publications, Teachers 
College, Columbia University, New York City. 1925. 
The author evaluates the construction and occupa- 
tion hazards which may result from fire and suggests 
means and methods of protection. 

NATIONAL EDUCATION ASSOCIATION. 
Frank I. Cooper, chairman. Standardization of 
school houses: Planning and construction. Proceed- 
ings of the National Education Association, Depart- 
ment of Superintendence. 1918. Illus. An investi- 
gation into school house construction showing the 
need for more satisfactory and uniform standards. 

NEW YORK (STATE) COMMISSION ON 
VENTILATION. Report. E. P. Dutton Co. New 
York City. 1923. A comprehensive analysis and 
discussion of the problems involved in schoolroom 
ventilation with conclusions as to the ideal method 
of window ventilation with ample direct radiation, 
window deflections, and adequate gravity exhausts. 

PERKINS, FELLOWS and HAMILTON. Edu- 
cational buildings. Berkeley Printing Co. Chicago, 
Ill. 1925. This volume by architects provides many 
illustrations of superior types of school houses. 

SCHWARTS, HARWOOD M._ Improvement in 
the maintenance of public school buildings. Bureau 
of Publications, Teachers College, Columbia Univer- 
sity, New York City. 1927. 74p. A careful study 
of the elements in school buildings requiring repairs, 
together with the frequency of such repairs. This 
study suggests the maintenance program desirable in 
school systems. 

STRAYER, GEORGE D., and ENGELHARDT, 
N. L. School building problems. Bureau of Publi- 
cations, Teachers College, Columbia University, New 
York City. 1927. 500p. This book brings together 
a collection of the school building problems which 
superintendents of schools are required to solve. The 
topics covered include population studies, the loca- 
tion of school buildings, the selection of architects, 
adequate plans and specifications, school building 
contracts, the planning of new high and elementary 
schools, equipment planning, 
buildings and equipment. 

STRAYER, GEORGE D., and ENGELHARDT, 
N. L. Standards for high school buildings. Bureau 
of Publications, Teachers College, Columbia Univer- 
sity, New York City. 1924. 95p. Gives score card 
for buildings, standards of construction, methods ot 
evaluating, and an explanation of use of score card. 

STRAYER, GEORGE D., and ENGELHARDT, 
N. L. Standards and score card for elementary 
school buildings. Teachers College, Columbia Uni- 
versity, New York City. 1920. 45p. The authors 
have set up here standards which should be consid- 
ered in the planning and construction of elementary 
school buildings. 


Bibliog- 


and financing new 

























New Life Enlistments 


yes: FOLLOWING life members have been 
reported since the list appeared in the 
April JOURNAL: 


ALABAMA—J. M. Burnett, Helen H. Schultz. 

CaALirporNiIA—Ernest P. Branson, Elisabeth E. 
Hauselt, Grace G. Rice. 

Hawau—Frank E. Midkiff. 

ILLinois—W. C. Ott. 

INDIANA—Oliver Howard Greist, H. 
Charles Zimmerman. 

LouistiaNa—B. Tubre. 

Maine—Bessie C. H. Cooper. 

MassacHusetrs—Katharine L. Carbee. 

MINNESOTA—Thomas E. Lewis, S. G. Reinertsen. 

MontTANA—Alexander Seaton. 

NesrasKa—Baird V. Keister, Charles W. Taylor. 

New York—Robert E. Simon. 

Nortu CaroLtina—H. L. Joslyn, Hermon B. Smith. 

Oun1o—Charles T. Prose, G. E. Roudebush. 

OKLAHoMA—Herbert Patterson. 

Ruope IsLtAaNpD-—C. Emanuel Ekstrom. 

SoutH Dakota—M. M. Guhin, O. K. Thollehaug. 

Texas—H. C. Baker, Mrs. Clara Stacy Carlton, 
J. E. Gibson, H. N. Shofstall. 

Uran—Libbie Edward, B. A. Fowler. 

West Vircinia—E. E. Church. 


Z. Wooden, 


ty FOLLOWING schools have completed 
their reports for one hundred percent 
membership in the National Education As- 
sociation for 1926-27 since the list was pub- 
lished in the April JourNAL. Many of the 
schools also have a complete enrolment in 
state and local associations. For the con- 
venience of the 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. 


Six or more years 


Matne—Lewiston, Dingley Normal Training. 
Texas—Beaumont, Junker. 


Five years 


Hawau—Hakalau, Kalanianaole. 

Louistana—New Orleans, McDonogh Number Ten. 

MINNESOTA—Duluth, Nettleton. 

VirGINIA—W inchester, Handley High. 

VirGIN IsLaNps—Saint Croix, Diamond Rural, 
Fredensfeld Rural; Saint Thomas, Jefferson. 





Builders of Our Profession 


Three years 


Cotorapo—Colorado Springs, Roswell, Steele. 

Hawau—Hilo Union, Olaa. 

ILtinois—Alvin, Township High. 

INDIANA—Alexandria, Clarke; Evansville, Delaware, 
Henry Reis; Fort Wayne, Forest Park; Terre 
Haute, W. S. Rea. 

MICHIGAN—Ironwood, Newport; 
Street. 

MINNESOTA—Duluth, Liberty. 


Ishpeming, Ridge 


Large Cities with Large 
Enrolments 


iESE cities of more than 30,000 popula- 

tion merit special mention for the high 
percent of their teachers who are members of 
the National Education Association. Those 
marked with an asterisk have reported 100 
percent enrolment; the others, more than 90 
percent. Cities are listed according to popu- 
lation figures of the 1920 census. 


City Population Superintendent 
*Seattle, Wash., 315,312, Thomas R. Cole 
Denver, Colo., 256,491, Jesse H. Newlon 
Oakland, Calif., 216,261, Fred M. Hunter 
*Akron, O., 208,435, Geo. E. McCord 
Dallas, Tex., 158,976, N. R. Crozier 
*Kansas City, Kans., 108,851, M. E. Pearson 
*St. Joseph, Mo., 77,939, C. A. Greene 
*South Bend, Ind., 70,983, W. W. Borden 
*Binghamton, N. Y., 66,800, D. J. Kelly 
*Springfield, O., 60,840, F. M. Shelton 
*Altoona, Pa., 60,331, R. E. Laramy 
Berkeley, Calif, 56,036, H. B. Wilson 
Long Beach, Calif., 55,593, W. L. Stephens 
*Lincoln, Nebr., 54,948, M. C. Lefler 
*Hamtramck, Mich., 48,615, M. R. Keyworth 
*York, Pa., 47,512, R. O. Stoops 
*Pueblo, Colo., 43,050, James R. Risley and 

J. F. Keating 

Mt. Vernon, N. Y., 42,726, W. H. Holmes 
*Lima, O., 41,326, R. E. Offenhaver 
Oak Park, IIl., 39,858, W. J. Hamilton 
Charleston, W. Va., 39,108, S. E. Weber 
*Lorain, O., 37,295, D. J. Boone 
*Waterloo, Iowa, 36,230, Chas. W. Klein and 

S. M. Wallace 
Sheboygan, Wis., 30,955, H. W. Kircher 
*Moline, Ill.; 30,734, L. A. Mahoney 
*Muskogee, Okla., 30,277, C. K. Reiff 
*Colorado Springs, Colo., 30,105, F. H. Bair 
*Lynchburg, Va., 30,070, E. C. Glass 








Missourt—Kansas City, Scarritt. 

New Jersey—Summit, Junior High. 

PENNSYLVANIA—Steelton, Steelton 
East End, Felton, Fothergill, 
Major Bent, West Side. 

Texas—Waco, Fourth Street. 

West VirGiInta—Charleston, Kanawha. 





Public Schools, 
High, Hygienic, 





where. 


some other than the home environment. 











The teacher should not confine her reading to professional subjects, however. 
| tribute toward the development of every phase of human betterment; and since this is true, she cannot afford to be less than 
well informed generally, and to have no interest in any activity in which her pupils may become interested. 


ed . . . . . . . }4 ” 
The really geod teacher is always a “Forty-niner,” prospecting in every location, and experiencing great joy when a “vein” oF 
a “pocket” of precious knowledge is found—Mattie Dalton, in Talks to Young Teachers. 


‘The Teacher’s Professional Improvement 


THINK if you were to go into the office of a physician, and did not see new medical books on his shelves and new magazines on 
his table, you would find a pressing engagement which would necessitate your immediste presence elsewhere; if you were to 
visit the office of a lawyer and found no evidences of his constant study of his profession, you would carry your troubles else- 
Surely the children whose immortal souls are under your guidance, are as important as one’s bodily ailments or tem- 
peramental disagreements. If the body is to be treated by one who is professionally alert, and if one’s quarrels are to be settled 
by one who keeps himself well informed as to legal affairs, surely it is not asking too much to demand that the citizens of tomor- 
row be trained by those who try to keep abreast of the times in professional matters. 
The doctor finds his professional standing improved and his earning capacity increased by an occasional year spent in some 
center of medical learning; his patients take pride in telling of his long period of study, and willingly pay the full price charged 
by him, because they believe he knows. This should suggest to the teacher summer terms and an occasional full year of study in 


In her work she has an opportunity to con- 






Two years 


ALABAMA—Birmingham, Wylam. 

ALASKA—Valdez, Public. 

Ca.irorNiA—Chico, Bidwell, Chapman, Nord Aye. 
nue, Oakdale, Rosedale, Sacramento Avenue, Salem 
Street; Los Angeles, Eighty Seventh Street, 
Elysian Heights, Euclid Avenue, Virginia Road: 
Venice, Florence Nightingale. . 

Hawair—Kapulena, McKinley High. 

MASSACHUSETIS—Gilbertville, Grammar. 

MICHIGAN—Grand Rapids, Sigsbee; Ishpeming, High 
Street; Jackson, Ganson. 

MINNESOTA—Minneapolis, Grover Cleveland, 

New Jersey—Atlantic City, Junior High, 

On10—Cincinnati, Garfield. 

Orecon—North Bend, North Bend Public Schools 
Central, High, Roosevelt, West Side; W ashing. 
ton County, District Number U 3, District Num. 
ber 15, District Number 32, Grace, District Num. 
ber 48, District Number 50, District Number 107, 

WASHINGTON—Spokane, Field. 

WisconsiIn—Oregon, Oregon Public Schools. 

Wyominc—Salt Creek, Public. 


Current year 


Catirornia—Chico, Chico Vecino, Paradise; Long 
Beach, Avalon, Harding Park; Los Angeles, Fair- 
burn Avenue, Toland Way; National City, Sweet. 
water Union High; Pasadena, William McKinley 
Junior High. 

Co.orapo—Boulder, Northside Intermediate High; 
Denver, South High. 

FLorwa—Miami, White Belt. 

Hawat—Haaheo, Kaunakakai. 

IpaHo—Saint Anthony, Elgin. 

ILuinois—Allerton, Community High; Belleville, 
Franklin; Bloomington, Edwards; Chicago, John 
D. Shoop; District One Forty Eight, Chicago 
Street, Highlawn, Junior High, Lincoln Avenue; 
East Saint Louis, Alta Sita, Douglas, Emerson, 
Franklin, Froebel, Irving, Monroe, Park, Roose 
velt, Slade, Washington, Webster; Harrisburg, 
Dorrisville; Hudson, Hudson Public Schools; Le 
Grange, Lyons Township High; Perry County, 
Community High, Cutler Grade and High, Pinck- 
neyville Grade, Tamaroa; Rockford, Turner; Villa 
Park, Villa Park Public Schools. 

INDIANA—Bloomington, Elm Heights; Evansville, 
Fulton; Fort Wayne, Rudisill; Indianapolis, Num 
ber 78. 

MAssACHUSETTS—Springfield, Frederick Harris. 

MicHIGAN—Ishpeming, Salisbury. 

MINNESOTA—Minneapolis, Horace Mann. 

Missouri—Kansas City, Hyde Park. 

New Jersey—Morristown, Powerville. 

Onio—Zanesfield, Jefferson Township Public Schools. 

PENNSYLVANIA—Pittsburgh, O'Hara; Redstone Town- 
ship, Orient, Republic; Scranton, Cooper. 

Texas—Dallas, Bryan Street High. 

Uran—Mount Pleasant, Junior High. 

WasHINGTON—Adna, Consolidated Schools; Kent, 
O’Brien; Seattle, Seattle Public Schools, Fauntle- 
roy, Highland Park, Magnolia, Ravenna, Univer- 
sity Heights; Spokane, Adams. 

West Vircinta—Charleston, Fernbank. 

Wisconsin—South Milwaukee, Fourth Ward. 




















THE JOURNAL OF THE NATIONAL EpucaTIONn AssocIATION A-143 


High 


hools, 
shing- 
Num. 
Num- 
r 107, 
































































































Long 
, Fair- 
Sweet- e ° 
= Convention C 
onvention Uty 
High; e 
For Your Vacation 
Leville, AKE your attendance at the N. E. A. Convention, 
», John July 3-9, your vacation in the “Charmed Lard.” 
— Combine the convention with an educational tour 
nami. and an outing in the Puget Sound region—America’s Supreme 
Roose- Summer Playground. 
risburg, ' . , ° 
ols; La With SeattlR—an interesting, colorful, growing world port 
Connie —as headquarters, go forth to new experiences every day— | J d h T 
majestic Rainier, with 28 glaciers, glorious Mt. Baker, the naer t e - .U. Umbrella 
: Olympic Peninsula wonderland, Puget Sound with 2,000 miles 
— of marvelous shoreline, alpine lakes like Crescent and Chelan, If you contemplate a trip this summer, it will be reassuring to you 
_ San Juan Archipelago, paved highways through world-famous to know that T. C. U. protection follows you wherever you go. 
™ evergreen forests and “just across the border” spots of Old : ‘ ; 
. England—Victoria and Vancouver. These are just glimpses of Some time ago we received the following cable from ‘Hamburg, Ger- 
the beauty and out-door entertainment that await you ie the many, from an American teacher, who is a member of the T. C. U.: 
“Charmed Land.” “My policy twenty thousand three hundred thirty-nine. 
Totally disabled while traveling. Please wire fifty dollars 
by Trade summer heat for the 62-degree American Express.” 
ve 1 OWN 
, cadusie at ge a }rsreanage are Shortly thereafter we received the following letter from the teacher: 
weicom a esh e . 
N © Gach mgt fer setE me Goap a on cones my anes to you for answering my 
ame your recreation—golfing, yatching hiking mountain- cable from Hamburg promptly. I had an accident with my 
3; Kent, ae er esr ty Ties Beet : left eye that made me almost blind for several weeks and 
Fauntle- climbing, surf-bathing, moto ring, fishing—in salt or fresh bringing unexpected expenses, handicapped me severely. 
Univers water—the “Charmed Land” has them all. I am engaged to teach at the Shady Side Academy, Pitts- 
; : ; : burgh,’ Penn., for the coming year, and will communicate 
Spend the entire summer in this city and section. There are with you from there as soon as I arrive. I will certainly 
i. accommodations to fit every purse, from inexpensive cottages tell the world’ how fairly I have been treated by your 


. Company.” 
on the water or, apartments, to the most luxurious metro- 


politan hotels. 













Moral—If you aren't a T. C: U., you ought to be. 
Full information sent without obligation to you. 





The University of Washington Summer School ranks with 

€ finest in America. Special facilities will be provided for 
teachers who wish to attend this summer. Enjoy this “Sum- 
mer School, Where Summer's Cool.” Write “Registrar, Uni- 
versity of Washington, Seattle” about courses. 


PACIFIC COAST EMPIRE TOUR 
Washington — Oregon — California 
To make your vacation complete, come West over one of four 
P ern transcontinental lines. See Seattle, Spokane, Tacoma, 
eanes then by rail or water to Oakland, San Francisco, Los 
ngeles, San Diego. Or, reverse the route—come North by train 
oF steamship to Seattle. Ask about trips to Alaska, Hawaii and 
e Orient. Special low round trip summer excursion fares on sale 
daily, May 15 to Sept. 30; return limit Oct. 31; stopovers at will. 

























TEACHERS CASUALTY UNDERWRITERS 
584 T.C. U. Bldg. Lincoln, Nebr. 










FREE---This Identification 


Tag for Your 
Traveling Bag 














This is 0 T. C. U. 
Identification Tag. It | FREE Information Coupon 


has a space for your 
e YOUr | To the T.C. U., 584 T. C. U. Bldg., 

name and address, with Lincoln. Nebraska 
a transparent cover for | 
protection. It might | I am a Teacher in.. School. 

. I am interested in knowing about your Pro- 
= tad bag from tective Benefits. Send me the whole story 
being lost. We have and Booklet of testimonials. 
only a limited number, 


but they are free to \ My Nameis.... 
1 
I 





Write room 113, Chamber of Commerce, Seattle, Wash- 


ington, for (free) illustrated booklet describing Seattle and 
¢ Charmed Land.” 


Seattle 


METROPOLIS OF THE PACIFIC NORTHWEST 





















teachers as long as they 


N e A is * oe 
last. Send the coupon. Ly Address is 


(This coupon places t 





Mention THr Journat when writing our advertisers. 














LA 





— 


Miss Spokane gyyites You 


3 





worvee |, 
alk 
tz 


ds: 
eo arses! Ip 





SPOKANE CIVIC CENTER 


Arrange for a Stop-over at 


Spokane, “The 


City Alluring” 


On Your Way to the N. E. A. at Seattle This Summer 


On your trip West to Seattle, plan to 
spend several delightful days in and 
around Spokane. 

This beautiful, 
modern city, sprung 
up within a 
single genera- 
tion, is set in 
the midst of 
hundreds of 
placid lakes and 
rugged moun- 
tains. 

The world- 
famed Daven- 
port Hotel, the 
dashing cas- 
cades of the Spokane River in the heart 
of the city, beautiful Mt. Spokane, 76 
lakes within 50 miles, the geological 
wonders of the Grand Coulee and Bon- 
nie Glacial Coulee, the old Spokane 
House, Cataldo Mission, the storied 


Early Indian Mission 
at Cataldo 





wv300 swe 


Capital of Inland Empire 


$400,000,000 
New Wealth Annually 


Ceeur d’Alene mining region, and other 
famed historic spots allure you. 

Rest and relax in this glorious inter- 
mountain playground. 


Visit the Whole Pacific Coast 


“Where Nature Smiles a Thousand 
gorgeous 


Miles,” amidst the 
wonders of 
Washington, 
Oregon and 
California. 

Come or re- 
turn via Spo- 
kane and the 
Pacific North- 
west. Liberal 
stop-overs on 
all routes. 

Send for beau- 
tifully illus- 
trated “Scenic 
Lure of Spo- 
kane.” 


scenic 





Age-old Lava Ruins 
of Grand Coulee 


CHAMBER OF COMMERCE, 
Spokane, Washington. 

Please 
kane’”’ to 


send “Scenic Lure of 





THE JouRNAL OF THE NATIONAL EpucATION ASSOCIATION 










May, 1927 























Notes and Announcements 


| 
| 
Tue InpIaANA teacher tenure law was 
signed by Governor Ed Jackson, March 
8. This law includes every teacher, sy 
pervisor, principal, and superintendent in 


the state. The Indiana State Teacher 
Association actively supported the bill, 



















THAT CONVENTIONS are much better 
when speakers talk directly rather than 
read papers is emphasized in a construc. 
tive letter from Crawford Greene, prin- 
cipal of the MacQueen High School, EI 
Dorado, Arkansas, who writes: 


“When a speaker reads his paper you lose 
much of the force of his personality,” was a 
sentiment often expressed at the Dallas meet- 
ing of the Department of Superintendence, 
It is a sentiment that is often heard at other 
educational meetings. Why should our 
speakers resort so much to their manuscripts? 
To you who are our speakers, may we of 
the audience hear you in person, feel a bit 
more of your personality, and know that we 
have met a vibrant being surcharged with 
the enthusiasm of his subject? 


THE THOUSANDS who expect to travel 
to the National Education Association 
convention at Seattle may attend the 
Greater Pacific Saengerfest at Tacoma, 
Washington, July 28 to 31, on the sum 
mer rates. Over 1000 voices will a 
semble in the mass chorus numbers to be 
given in the huge stadium of Stadium 
High School. It will be the centenary in 
honor of Beethoven, and will bring to 
gether forty societies of German and 
Swiss singers from Washington, Oregon, 
and California. 






NortH CaroLina makes big advance 
“Probably the most progressive step the 
state has taken,” wrote Jule B. Warren, 
secretary of the North Carolina Educ 
tion Association, “was when the legisl« 
ture recently adopted the principle of 
joint state and local support of schoals, 
and as a result increased the state fund 
for support of schools from a million 
and a half to three and a quarter million 
It means that we can reduce property 
taxes for schools in all counties, and 

a large number of counties during 
next two years will go to a uniform 
months’ term.” 















THE SECOND biennial conference of the 
World Federation of Education Asso” 
ciations will be held in Toronto, C ; 

August 7-13. Address all communi 
tions to the Canadian Committee of Ar 
(Continued on page A-146) 
































927 


= 

































Was 

arch 

', Su- 

nt in 

chers - 

ill. Will help to welcome the 

: | E 

than A 

struc- e & & 

rin- : : 

; El NLY thirty-five miles from 

* Seattle, where your conven- 

tion sessions will be held, Ta- 

coma will join with her sister city 

ou lose in extending every possible courtesy 
was a to visiting teachers and guests. 

$ meet Before, during, and after the con- 

ndence. vention special opportunities will 

at other be provided for you to visit Tacoma. ° 

ld our The trip between these two metro- 

ocsienl poli of the Pacific Northwest is de- 

| “a lightful, whether made by water, 
be bit land, or air. 

ad is You will find Tacoma a charming 

oh city with beautiful parks, modern 

ed wit schools that have won a national 
reputation, and many points of in- 

terest. It is the nearest city to 

» travel Rainier National Park, surrounding 

ociation majestic Mount Tacoma, with its 

snd. the world-famous glaciers and summer 
on snow fields. 

Pacoma, Known familiarly as “The Lumber 

he sum- Capital of America,” Tacoma will 

will a afford teachers unusual opportuni- 
be ties to learn at first hand of the great 
prs to forest products industries that cen- 

Stadium ter here. 

renary if he for an wm Siustentet 

: ooklet telling of the things you 
bring to should make a special effort to see 
nan and while on Puget Sound. 

Oregon, The Tacoma Chamber of Commerce Tourist 
Information Bureau, ground floor of the Ta- 
toma Building, will gladly assist you in 
planning the use of your time here to the 
best advantage. 

dvance— 
. step the TACOMA CHAMBER OF 

Warren, COMMERCE 

1a Educt 1017 A STREET 
ne legisla TACOMA, WASHINGTON 
inciple 9 
yf schools, 
state fund 
a million 
er million. 
> property 
s, and 
juring the 
form Ran ge Es 
Your great adventare” iscom- 
ing true! Now you can visit 
England, Ireland, Scotland, 
3% } Beigium, Holland, Germany, 
e of | Sota ea 
enc Via Magical St. Lawrence Route 
ition Asso } fous river. Only 4}¢ days at ses. Tourist 
ee and convenience. Cage of 
C : mc and places visited. Rate includes all 
to, : tional terms. 
communice 
ittee of At 
146) 





Vol. 16, No. 5 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-145 





GREAT NORTHERN LAND IS ADVENTURE LAND 


Ree | 






( ‘ruise 
the enchanting summer seas o 


Glacier National Park 


Cpen June 15 to Sept. 15 


Have your ticket read via Great Northern going to or 
returning from the N. E. A. Convention at Seattle. Then 
you can stop off at Glacier National Park and cruise gem- 
like mountain lakes — hike or ride horseback along beck- 
oning woodland trails — explore amazing glaciers — enjoy 
dances and camp-fire parties under a magic mountain moon. 
... Special low round-trip summer fares include travel on 
the NEW ORIENTAL LIMITED—de luxe service 
—no extra fare. Inquire today ! 
Ready during the 1927 season—the new Prince of Wales Hotel in 


Waterton Lakes National Park, virtually an extension of Glacier Na- 
tional Park across the international boundary into the Canadian Rockies, 


GREAT NORTHERN 


a dependable railway 


SRS SSSR SRS S ESSE SESS SESE SSS SSS SSeS 
A. J. Dickinson, Passenger Traffic Manager, Room 712, a4 
Great Northern Railway, St. Paul, Minn. 
OD Iam planning to attend the N.E.A. Convention at Seattle, July 3-8, C will visit Glacier 
National Park. Please send me free books about trip to the Convention via the Great 
Northern, and about Glacier National Park, 


GREA> 


“A = 
ORF eY 
Mail the Coupon © CII saniitisinsitniimarnnnttntinnannanmeunssmnmsimmamemaliimsmmeaniitints Mail 


Mention THe Journat when writing our advertisers. 






























sls ie EP rma 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION May, 197 


Let your vacation 
show what life is like 


in California (7 (, 


SIGHTSEEING i wees 


San Francisco . —America’s 
Golden Gate Park ~ coolest 
Ocean Beaches aa summer city 
Chinatown S 
GOLF 
Everywhere 
CAMPING 
MOUNTAINEERING 
Lake Tahoe 
Yosemite 
Mount Lassen Volcano 
Mount Shasta 
4 Natonal Parks 
30,000 square miles of 
National Forests 
FISHING 
Redwood Highway 
Sierra Nevada Mts. 


SAILING 
San Francisco Bay 
PP Bay 
TOURING 


Big Trees 


The Great Valley Special Notice to 


Motonists: 


Consult your Auto- 
mobile Association 
for route to Salt Lake 
City; then take the 
newly-completed 
Victory Highway— 
2 high-speed road 


$9030 round trip from Chicago 


You can have a practical reason, this sum- | what it must mean to be able to live in 
mer, for spendingyour vacationinCalifor- | California—and some day, perhaps, you 
nia’s great vacation-land of snow-capped will come out as hundreds of thousands of 
mountains, sunny beaches, cool forests, others have in the last few years, to make 
fascinating cities, sparkling streams and _ it your home. 
ice blue lakes. Just come out and enjoy yourself—at 
Here in the colorful metropolitan sea- | whatever kind of vacation you like best. 
port of San Francisco, America’s coolest This beautifully illustrated booklet will 
summer city, you will begin to appreciate help you plan—send for it today. 


140 MONTGOMERY STREET, ROOM 600 
Please send me "'California Wonder Tours’ —free. 


Name 
Street, City and State 


Mention THE JourNAL when writing our advertisers. 


(Continued from page A-144) 
rangements, World Federation Conte, 
ence, 220 Simcoe Hall, University , 
‘Toronto, Toronto, Canada. 


SABBATICAL LEAVE SYSTEMS for publi 
school teachers are being studied by th 
Research Division of the National Ey, 
cation Association. An inquiry is being | 
made to learn the number of cities thy 
have adopted systems of sabbatical leay 
and the administrative details of th 
plans in use. This study was requeste 
by vote of the Representative Assemb) 
at the Philadelphia meeting of the Asw 
ciation, and will be reported at th 
Seattle meeting in July. 


THE TENTATIVE program of the Seatt 
convention July 3-8 will appear in th 
June issue of THE JOURNAL. 


Harriet H. SHOEN of the Maxsw 
School, Plainfield, N. J., tells why s& 
became a life member: 

I am a teacher and because I enjoy anl 
am proud of my profession, I became a lit 
member of The National Education Associz. 
tion. I thought that by so doing I would & 
taking a definite stand toward supporting the 
profession and establishing higher profe- 
sional standards for teaching. 


THE ANNUAL MEETING of the Amer 
can Library Association will be held i 
Toronto, Canada, June 20-27. Tk 
president, George H. Locke, is chit 
librarian of the public library of Toronte 
(Continued on page A-150) 


, PROBLEM SOLVED 


Special Norway Cruise—Berths Filling “a z. 
Ww 
53 Chambers Soandinavian Travel Bureau ‘ci 


Allen Tours Inc:Little Bldg “Bos!” 


UNIVERSITY TOURS 


FOR MEN AND WOMEN 


EUROPE 1927 


65 DAYS 


‘395~* 


with 
COLLEGE INSTRUCTION 
AND anes. IP DESIRED 


SCHOOL OF FOREIGN TRAVEL IN 
mo Bast or versity oa Catt 








y, 192) 


ee, 








Vol 16, No.5 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-149 





Conter. 


‘sity. of 


r public 
| by the 
al Edy. 
is being 
ties thet 
al leave 
of the 
‘equested 
Assemb|; 
he Asso 
| at th 


1e Seattle 
ar in the 


Maxson 
why sk 


enjoy an 
rame a life 
on Associa. 
I would be 
yporting the 
her profes 


he Amer: 
be held is 
-27. Th 
2, is chit 


of Toratts | WWWWWWWWWWWwWW WV V YW! 


50) 


De eel 


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as Rt, 
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sir 
ioe 
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‘OURS 
27 
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TIOn 


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ak Tt 
































~ eye CRA 






ftle BLUE School House 


A comfortable seat in a luxuri- 
ous ‘‘School House’’ that trav- i Pe; 
els over the country will be 
reserved for you. 


Step out of your schoolroom into a 
Royal Palace Observation Coach—and = 
be whisked away to scenes of beauty, — o ™memountans 
romance and educational delight. 

Make this summer both pleasurable 
and profitable by an intimate knowl- 
edge of interesting places seen on 





Royal Blue Line Motor Tours 


Visits to historic Boston; quaint old 
Gloucester; Cape Cod; White Moun- ™ ri 
tains, Adirondacks, the Hudson; Dela- age a 
ware Water Gap; Montreal, Quebec, 

cael New York, Chicago, Philadelphia, ye 
Washington, Los Angeles, San Fran- = 

¥ ) cisco, Salt Lake City. 

& We'll help you to plan a tour—for 

two days or two weeks—or we'll 


send you free, illustrated map and 
guide to any A the cities listed 











below 
wesc, anc Cours ee These Cities 
—_— BOSTON : SALT LAKE CITY 
NEW YORK SAN FRANCISCO 
PHILADELPHIA LOS ANGELES 
WASHINGTON MONTREAL 
CHICAGO QUEBEC —— 
WEST POINT 


e 2) 
ROYAL BLUE “a 7~s" LINE CO, Inc 
n Boston Office a, _ Hotel Brunswick 5) 





Follow 
the trail 
of the 


Heroes 


of Old 


Niagara to the Sea 


You can begin your journey at Niagara Falls, 
fronto, Rochester, Alexandria Bay, Clayton, 
Montreal or Quebec, and return the same way, 
atranging your trip to stop off at the important 
points, F rom Quebec you can continue on to the 
glorious Saguenay. 

For booklets, 


CAN NAD rates and information, address the office nearest you. 
A STE AMSHIP LINE S, Ltd.: New York, 110 West 42nd 





Gig 216 Old South Bldg . Philadelphia, 202 Liberty Bldg.; 
U 12 West Bian oe: Detroit, 312 Dime Bank Bldg.; Cleve- 

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BONTE erminal Men Rochester, 705 Temple Bldg.; or C. 


Cc. 
LUNES Ysa Passenger Traffic Manager, CANADA STEAMSHIP 


d., 9 Victoria Square, Montreal, Canada, or any Railroad 
* Ot Tourist ticket agent. ' q . 


CANADA STEAMSHIP LINES 


mod pening ng St. Lawrence River Route—' ‘Niagara to thé Sea’’. Northern Navigation Divi- 
Service. Hotels—ManoirRichelieuan Hotel Tadousac on the Lower St. Lawrence. 


WM AAAsadabababbshahabs 


Mention THE JourNaL when writing our advertisers. 


















Seunialily 


to the 


N.0.4 


Convention 


Only $103.60 Round Trip 
Circle Tour From St. Louis to Seattle Thru 


Colorado--Utah 
California 
Pacific Northwest 
“Yellowstone 


Make your trip to the N. E. A. convention a grand 
tour of the West. Glorious adventure is assured among 
the mountains of Colorado, the golden Sierras and on 
the sea-swept beaches of California; amid natural won- 
ders of The Yellowstone and Pacific Northwest. 


*Trip thru park $57.50 additional using park hotels; $48.50 using 
camps. Includes rail fare entering park via Cody, departing via 
Gardiner, or the reverse. 


Similar low circle tour fares available from all Eastern 
and Southeastern points---Lower fares available also for 
those who desire to travel to Seattle direct. 


Half the Charm of Your Journey 
Depends On the Route You Travel 


That is why discriminating travelers recommend Mis- 
souri Pacific Lines---the outstanding scenic way West. 
The Scenic Limited and The Westerner are swift, de- 
pendable--- They provide luxurious observation car 
service from St. Louis and Kansas City. 


Send coupon for illustrated and descriptive literature. 


“A Service Institution” 





A. D. Bell, 
Pass. Traf. Mgr., Mo. Pac. R. R. Co. 
Ry. Exch. Blidg., St. Louis, Mo. 


Please forward without obligation illustrated literature of Western Vaca- 
tion Lands. 


Name 


Address... 













Lam particularly interested in 


a 





THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 





Yes, Comfortable See 
—and Delightful! 


EUROPE 


Our TOURIST Third Cabin 


will appeal to good taste . . 


Year-Round Service 

On—the only ships in the world 
devoted exclusively to Tourist 
Third Cabin passengers, 
Minnekahda, Minnesota, 

Winifredian, Devonian. 
— the largest ships to Liverpool, 
convenient for Shakespeare 


country and English Lake 


‘g & (up) district. 


— to ship 


vast 170 


RED STAR LINE 


—the world’s largest steamer, 
Majestic, andthe Homeric, 
to Cherbourg (for Paris) and 
Southampton (for London). 


WHITE STAR LINE 


LEYLAND LINE 

FP he Pe yt pe 

No. 1 Broadway, New York; our offices 
elsewhere, or authorized agents. 











(Continued from page A-146) 

Facts on city school administration are 
being collected by the United States Bu- 
reau of Education. The questionnaire 
sent out includes over a hundred de- 
tailed questions on fifteen topics of such 
general interest as the following: board 
of education, its size, selection of mem- 
bers, organization, standing committees, 
function of officers; responsibility for 
school budget; duties of the superintend- 
ent of schools and his assistants ; selection 
and employment of teachers; responsibil- 
ity for business affairs and school funds; 
supervisors and principals, their relation 
to each other; organization of junior and 
senior high schools; length of school day. 
The results of this study should be of 
considerable value to city school officials 
and other students of educational admin- 
istration. 


A CITIZENS’ COMMITTEE appointed by 
Mayor Walker of New York City has 
recommended salary increases for New 
York teachers totaling more than 
$14,000,000 annually. The report rec- 
ommends that the salary of the superin- 
tendent of schools be advanced from 


$20,000 to $25,000. 


SCHOOL LIBRARIANS and teachers who 





HAVANA 
PANAMA CANAL 


Then Cross North America 


Allon one glorious trip. A delightful 15-day voyage 
on largest, fastest ships in Coast-to- service, 
Then home by rail across the continent (choice 

of routes) with stop-overs at points of interest, 


Includes all meals and First class accommodation on 
steamer, and fare across continent. Start (in either — 
direction) from main line point nearest your home, 


Personally conducted, inclusive -expense 
Trip Tour to California. Westward by rail in 
July (choice of northern or southern routes) 
return on S.S. Mongolia. Moderate fares. 


PANAMA PACIFIC LINE | 


International Mercantile Marine Co. 


No. 1 Broadway, New York City; our offices 
elsewhere, or steamship and railroad agents. 



















May, 1927 


\ 3 


— 
> 
, 


CALIFORNIA 


\\ me) . i282 B\ 


<> 
x= 


$350 (up) 


GOLDEN TOUR 


Abbly for booklets. State whether interested 
Tour, regular service or both. c 





are doing part-time library work will be 
interested in the special course in the 
elementary school library following the 
Seattle convention of the National Edu- 
cation Association. The course will run 
from July 11-22 under the joint auspices 
of the American Library Association, the 
Department of Elementary School Prin- 
cipals, and the University of Washing- 
ton and will give two and a half hours’ 
credit. Further information may be had 
from Principal William A. King of the 
Bryant School, Seattle, Washington. 


Mitts Cotvece, California, less than 
an hour’s journey from San Francisco, is 
planning a summer session in 1927 which 
will offer courses in camp leadership to 
meet the growth in organized summer 
camps. There will be advanced work in 
teaching physical education for exper- 
ienced teachers and a restful, inexpen- 
sive vacation to teachers not working for 
summer credit who want a month of 
camp life among congenial surroundings. 


IN THE TWO WEEKS immediately follow- 
ing the convention of the National Edu- 
cation Association, the National League 
of Teachers Associations will offer at 
the University of Washington, Seattle, 





























a course on problems of classroom teach- 
ers, particularly those related to teacher 
organizations. It is a study-your-own 
problems class on a national basis. The 
university chosen each year to give thes 
courses will always be one near the con 
vention of the National Education Ass 
ciation. Further information may be had 
from the National League of Teachers 
Associations, 3017 Park Avenue, Minne 
apolis, Minnesota. 


TEACHERS who are planning for World 
Goodwill Day may get helpful sugges 
tions from THe Journat for April 
1927, and May, 19206. 


we Soy Ss fees 


eam 


Winter Meetinc in Boston—Under 
highly favorable conditions the Depart: 
ment of Superintendence will meet in 
Boston next February. No city can offer 
better hotel accommodations than 

be found in this city, and the welcome 
will be genuinely hearty. Henry Ford 
has invested five million dollars in # 
tractive industries and Mr. Statler has 
demonstrated his faith in Boston by i 
vesting nineteen million dol‘ars in 

best hotel in the world. This is chat 
acteristic of the vision and virility of 


(Continued on page A-152) 


eee ee 
























were & 


DAL 


m teach- 
. teacher 
yur-own- 
is. The 
ive thes 
the con- 
on Ass0- 
y be had 
Teachers 


, Minne- 


rr World 


| sugges 
ir April, 


—Under 

Depart: 
meet if 
can offer 
han will 
welcome 
ary Ford 
rs in at 
atler has 
on by in- 
rs in 

, is chat 


ity of the 


) 


FREE Catal 
Faoshing, M 
Pig year. 
jor (all (or summer camps) meeting needs. 


American Schools Association 
, New York, or Stevens Building, 







ee 
Boarding Schools 


ogs of all Boarding Schools in U.S. Preparatory 
ilitary, Collegiate, etc. Educators refer Boys 
blic Bureau— State Char- 


ids or Parents here. Free 
FREE Catalogs and Advice 





jasper National Park 


Guarded by Natures Grim Grenadiers |L 





students. 











Box 11, Philadelphia. 











in Esperanto. 
About August 


on schools 






Chicago 





290 Third Street 


The Snow Capped Peaks 
of the Canadian Rockies 


N to visit the Canadian Rockies 

is summer. See the towering 
“owcapped peaks, ghost-like glaciers, 
ywwning canyons, rushing rivers and 
pimeval forests of this mountain won- 
. d—nile upon mile of nature in 
r = mood. And the finest of 
, ‘us tugged splendor is found in 
“at 4400 square miles which is Jasper 
National Park, 


Visit this vacation paradise making 
Yor headquarters at Jasper Park 
hing ¢—climb with Swiss guides, 

Tide, golf, swim or rest; and in the 
Lap join in the social life of the 
Pas Rates $7.50 a day up, American 
Ope fscommodation for 425 guests. 
wth = , to September 
th tb oth, Week, September 


ait miles of track, fleets of 

and ocean steamers, hotels, 

by phs, express —all operated 

hen Ni. Organization—Cana- 

Ral |Railways, the largest 
M0) system in America. 


From Jasper take the Triangle Tour of 
British Columbia, by train down the 
beautiful Skeena River Valley to 
Prince Rupert, thence by palatial 
Canadian National steamer through 
sheltered seas to Vancouver, — 
by rail along the roaring Thompson an 
Fraser River Gorges. For information 
concerning Jasper National Park send 
coupon to our nearest office or call for 
literature listed. 

Let us route you via Canadian National Railways, 
going to, or coming from, the National Education 
Association Meeting in Seattle, July 3—8. When 


at the Coast plan to see Alaska and the beauty of 
the Canadian Rockies at Jasper National Park. 


CANADIAN NATIONAL 


©The Largest Railway Syflem in America 






Vacation Profits! 


Money-making summer work for teachers and 
Opportunity to travel while appoint- 
ing representatives for established House. 
eral income and expenses paid. 
permanent Field Managers. 


THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


HOLDEN 


Book Covers 
Springfield, Massachusetts 


Lib- 
Openings for 


Manager, Dept. N, 


Revised, enlarged edition of “The Leo James 
Lentzen Plan of The Federated Nations of the 
World,” in English, with Key and Translation 






t 


$1.50 postpaid anywhere 
The Promotors of 
The Federated Nations of the World (Inc.) 
Milwaukee, Wis. 


OFFICES 
3833 Washington St. 


uffalo 
11 So. Division St. 
Chicago 
108 W. Adams St. 
Cincinnati 
432 Walnut Si. 
Cleveland 
926 Euclid Ave. 


Detroit 
1259 Griswold St. 
Duluth 


430 W. Supertor St. 


Kansas City 
706 Grand Ave. 
Los Angeles 


607 So. Grand Ave. 


Minneapolis 


po! 
618 Second Ave. So. 


New York 
506 Fifth Ave. 
Philadelphia 

1500 Chestnut St. 

Pittsburgh 
855 Fifth Ave. 
Portiand, Me. 


GrandTrunk Ry Sta, 


Portiand, Ore. 
122 Third St. 
St. Louis 
$14 No. Broadway 
St. Paul 
83 East Fifth St. 
San Francisco 
689 Market Si. 


Seattle 
1329 Fourth Ave. 


Please send me your free booklet on Jasper 
National Park, also Tourist Map of Canada. 


Mention THe Journat when writing our advertisers, 















































eae Rat ae 


vn eT ke ve 





Learn to Write 
Write to Earn 


“The actual perform- 
ance of the Palmer 
Institute is better than i 

its promise.” 


frusie M Laffer q 


“THE Palmer Short Story Course 
is not only inspiring, but of the 
greatest possible benefit,” says Julie 
M. Lippmann, author of fifteen 
popular novels, and of work in 
Century, Harper’s, Atlantic 
Monthly. “I heartily recommend 
the Palmer Courses to the student 
eagerly starting out . . . and to 
the author already arrived but in 
need, at times, of a new impetus 
best obtained through contact with 
other alert and highly specialized 
intelligences.” 


The Palmer Institute determines 
your ability from the start. Ex- 
perienced writers work with you 
personally. They help you write 
definitely——with a sureness . . . 
help you write stories that sell. 


Palmer Courses are also en- 
dorsed by Carl Clausen, Ruth i 
Comfort Mitchell, Jesse Lynch ; 
Williams, Gertrude Atherton, 
Katharine Newlin Burt, Rupert i 
Hughes, Jim Tully, Alex Mc- 
Laren, Charles Kenyon, Frederick 
Stuart Greene. Use the coupon 
for details, 


Seta ee 


nt san epee 


PALMER INSTITUTE OF AUTHORSHIP 
Palmer Building, Hollywood, Cal. 74-S 
CLayTON HaMILTON - - ~~ President 
FRepeRick Patmer - - Vice-president 
Please send me, without any obligation, details 
about the course I have checked. 
© Short Story Writing 
0 English and Self-Expression 
C) Photoplay Writing 












Name 

















Address 






No salesman will call on you 
All correspondence strictly confidential 


A-152 THE JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION May, 1927 













NATIONAL 
Kindergarten%% Elementary 
COLLEGE 


Summer Session June 17 to July 29, 1927 


Elementary courses to meet the special needs of 
teachers from nursery school through sixth grade. 
Credits received for summer work can be applied 
toward degree. Socialized Activities in History, 
Geography and Civics. Fine and Industrial Arts 






























for Elementary Grades. Children’s Literature and 
Story Telling. Large demonstration school. 

The college environment is particularly favorable 
for summer study and _ recreation. There is a 
unique spirit of good fellowship in a delightful, 
social and cultural atmosphere. New, completely 
equipped college and dormitory buildings are 
located in the most desirable section of Evanston. 


Campus less than two blocks from beautiful Lake 
Michigan. For summer bulletin address Edna Dean 
Baker, President, Summer School, Box 26, 2770 
Sheridan Road, Evanston, Illinois 


“4 . ; 
. 
Education plus 
Recreation 
is an illustrated booklet describing un- 
usual opportunities to make your study 
this summer both profitable and enjoy- 


able by combining needed summer recrea- 
tion with work leading to degrees. 


SUMMER 
& a SESSION 


Earn Promotional Credits on the 


COOL WOODED SHORE 
OF LAKE MICHIGAN 


Boating, bathing, tennis, gymnasium facilities, 
concerts, recitals, lectures, dramatic performances 
—and many other forms of wholesome recreation 
right on the campus. Organized excursions to lead- 
ing industrial, financial and art centers of Chicago. 


The Summer Session includes The Graduate 
School, The College of Liberal Arts, School of Com- 
merce, School of Education, School of Journalism, 
Law School, School of Music, School of Speech. 


Professional courses offered in the School of 
Education include; 


Principles and Methods Elementary Education 
of Teaching High School Curriculum 
School Administration Educational Measurements 
Principles of Secondary Educational Psychology 
Education Educational Supervision 
Educational and Voca- Junior High School 
tional Guidance Courses in Research 
The other schools offer a wide choice of subjects. 
Faculty -includes Public School men of achievement. 


Summer Session Opens June 27, 1927 


Address Watrter Dit Scott, President 
NORTHWESTERN UNIVERSITY 


405 University Hall, EVANSTON, ILL. 
Northwestern University, 1 
405 University Hall, Evanston, Il. 
Please send me a copy of the booklet illus- 
rated here describi all details of the 


t 
NORTHWESTERN UNIVERSITY SUMMER 
SESSION — both educational and recreational. | 








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 Law 

Botany Library Science 
Chemistry Mathematics 
Commercial Law Philosophy 
Economics Physics 
Education Political Science 
English Psychology 
French Sociology 
Geology Spanish 
German Zoology 
History 


For announcement of the 1927 
Summer School address 


SECRETARY OF 


George Washington University 


WASHINGTON, D. C. 





SUMMER SCHOOL 


UNIVERSITY OF DENVER 


Two Terms 
June 20 to July 27 
July 27 to September 2 


Many courses in each of the various 
college subjects will be taught. 
More than thirty courses in Educa- 
tion and Psychology are designed 
especially for teachers. 

Combines excellent facilities for 
study with the many opportunities 
of a large city. 

Many places of scenic grandeur in 
the Rocky Mountains are easily 
accessible. 

Write for bulletin giving detailed 
information. Address: W. D. En- 
gle, Director of Summer School, 
University of Denver, Denver, 
Colorado. 




































Maine resorts. 






UNIVERSITY of MAINE 


Summer Session 
July 5-August 12 


Unsurpassed climate; trips to famous 
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 


Mention THE JourNAL when writing our advertisers. 














(Continued from page A-150) 
Boston that will welcome the educators 
of the nation ten months hence, 

Professionally, Boston, Massachusetts 
and New England were never in better 
form than they are now. This is especi. 
ally true in the personality of the leader. 
ship. There is no ripple of discord pro- 
fessionally in any city or state in New 
England. There was never such unity of 
thought and action among the famoys| 
historic colleges and universities, or 
among the more than thirty educational 
institutions of higher learning in New 
England. 

Never has any one of the New Eng. | 
land states been as well equipped in pro. 
fessional state leadership as now, 

Nowhere could there be a great m- 
tional educational gathering under mor 
favorable physical, educational, or pro- 
fessional conditions than the Depart 
ment of Superintendence will find jn 
Boston next February.—T he Journal of 
Education. | 


THE VALUE and opportunities in sun- 
mer camps for children is given in The 
Organized Summer Camp, Physical 
Education Series No. 7, 1926, Bureau 
of Education, Washington, D. C. 








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 


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. 


Arnold College 


FOR HYGIENE AND PHYSICAL EDUCATION 

Three- Year Degree Course 

NEW HAVEN NORM.L SCHOOL OF GYMNASTICS 
Two-Year Diploma Course 

Strong Faculty. Complete Gymnastic Indoor, Athletie 

Outdoor and Camp Equipment. Dormitories on Ow 

Campus. Successful Appointment Bureau. : 

1466 Chapel Street, New Haven, Connecticut 





















Special Summer Commas 
Learn Drafting in 6 W — 
Plan to spend 6 happy weeks in Chicago th stable 
mer—weeks of vacation pleasures plus eo poe 
study. Chicago Technical College—@ famo 7 
gineering college—offers teachers a short Per: 
vacation course in drafting fundamenta , 
vanced machine, engineering or architectura 

ing. Specially adaptable for teachers ee 
or already teaching mechanical drawing. ile field. 
training to fit you to enter drafting’s fertt® © a, 
University grade, individual instruction. 
sessions. Enjoy Chicago’s vacation OD) 
balance of day. Come when your oe today 3% 
Last registration day, July 5. Write ‘ 
now, for detailed information. 


n8iZeze0 5. Chicago Technical College 









portunities 





! 


ry