, 1927 


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Perry 
and play- 
in October, 
n.”” 
Principal 


on, Mass. 
















June, 1927 


Spiritualizing the Facts 


A Message for Commencement 
a 


GREAT GAME of football was in 

progress. The score was a tie. 

The home team had the ball on 
the one yard line and one minute to play. 
Football history for their college must 
be made. The home fans, as a man, 
were all on their feet, shouting encour- 
agement in football unison “We want a 
touchdown.” When high above the 
shout, a childish treble voice piped out, 
“Daddy, I want peanuts.” 

All over this broad land of ours, the 
educational game is on. With a great 
deal of enthusiasm various advocates of 
educational “isms,” each believing its 
chosen eleven to be within the yard limit 
of the ultimate goal of educational prac- 
tice, are standing and encouraging their 
tam with their ‘‘ism” yells, “We want 
‘lent reading—We want scientific spell- 
inp—We want diagnostic tests—We 
want the establishment of fact-norms.” 
Then altogether they unite in a great 
shout, “We want the teaching and the 
testing and the diagnosis and the mastery 
of facts, facts, facts.” 

But over and above the roar of this 
mass of educators, there comes back to 
listening ears the high childish treble of 
our young people, ““We want emotions 
—We want kicks—We want thrills— 
We want a life over and above the 
prosaic statement and mastery of facts— 
We want something that shall motivate 
dur activities and give direction to our 
tnergiese—We want life. We want life 
‘nergized, life worthwhile, life that shall 
five to us an opportunity to mobilize 
or emotions and set free our energies 
‘pon some worthwhile quest.” 

The most splendid group of young 

Mople the world has ever seen are to be 

found today within our public schools. 

y effeminate men and disappointed, 
aged maidens are crying hopelessly that 

etiea is retrograding in its young 
uman product. 

he young people of today are beauti- 
ulin their physique; the flush of health 
Sin their faces and their eyes. They are 


Fo in their mentality and they are 
ightful in their poise and spiritual 
Tacter, 


Like the youth of previous 


ages, however, they must take the world 
as they find it and through the experi- 
ences which it offers today, they must 
seek that life-balance which, if found, 









\\- 

M G. CLARK, superintendent of schools, 
¢ Sioux City, lowa, and member of the 

Executive Committee of the Department of 

Superintendence, delivered this address on 

Spiritualizing the Facts before the Depart- 

ment of Superintendence of the National 


Education Association at Dallas, Texas, 
March 3, 1927. 





will give to them the poise of worth- 
while living, or, if not found, will leave 
them unorganized, disgruntled, and un- 
satisfied. 

Our social and economic world does 
not offer—in its present organization— 
those constructive and natural emotions 
that the earlier periods of the world’s 
development presented. The thrills of 
the days of discovery are past. The emo- 
tions of the pioneer and the dangers of 
the hunt and of Indian warfare are over. 
The spiritualizing problems of the days 
of constructive patriotism—the days of 
Washington, of Hamilton, of Lincolh— 
are gone. The great emotions that pos- 
sessed the heart of the nation during the 
war and the years following the war are 


[165] 





no longer felt. Our young people are 
left to seek for themselves as best as they 
can those emotional reactions which 
rightfully belong to them. 

Since they cannot find these thrills in 
their social or economic environment, or 
in some great patriotic call, they are 
naturally reaching out into every avenue 
to find a substitute. What blame to 
them, if, finding nothing more worth- 
while, they get their “kick,” as they call 
it, out of jazz music, sensual dances, pet- 
tirig parties, emotional extravaganzas, 
and even hip pocket stimulants? Such 
emotional reactions do not necessarily 
spell immorality, but rather do they in- 
dicate that within the normal hearts of 
our children there resides a great human 
desire for an emotional reaction that the 
home life, the social environment, and 
the education curriculum do not furnish. 

A great question before us as educators 
then is—what can our schools provide to 
foster a constructive emotional life? 
How can the curriculum be revised to 
give to our boys and girls a thrill that is 
both satisfying and uplifting? How can 
we blaze a path that shall lead to emo- 
tions as constructive as those formerly 
provided for the pioneer? What can we 
do to bring them the “kick” that is found 
in conquering a kingdom of thought and 
reasoning? How can constructive emo- 
tions be provided that shall fill and 
thrill and throb as did those of the days 
of chivalry, the days of discovery, the 
days of conquest, and the days of the 
pioneer? How can we put to work the 
emotions of our children so as to give 
them the normal pleasures of youth and 
yet train and hold them for the daily 
grind of continued days of service—the 
normal human life—and yet a life that 
shall prove satisfying because of the 
thrill of its significance? 

The recent suicide of a dozen or more 
college students is crying to the educa- 
tors of America, “Life has nothing to 
offer us; we have experienced all its 
thrills; nothing worthwhile is left; let 
us pass on.” 

How can we stop this “burning out” 
of the lives of our eighteen-year-olds? 


} 
i 
} 





166 


THE JOURNAL OF THE NATIONAL EpucaTion AssOocIATION 


June, 1927 


i a a a aaa eee 


What answer can we give to their cry? 

We have taught facts; we have pro- 
duced a generation of young people who 
are encyclopedic in their knowledges, but 
we have not spiritualized those facts. 
We have not suggested their deeper 
Our people have 
missed the everlasting values, the real 
of life itself. Our facts 
stand organized into encyclopedic mind 
knowledges, ready to answer at any mo- 
ment the diagnostic test, but facts— 
merely as facts—do not give significance, 
idealisms, and values to life. 

Our schools lack atmosphere—that in- 
tangible something that leads the child 
to seek those eternal verities that func- 
tion in ideals, that spiritualize thinking, 
that motivate actions and that ennoble 
life. Our college suicides have failed to 
grasp through the mere mastery of facts 
that no life is sufficiently long to exhaust 
the worthwhileness of living. We need 
in our educational scheme a no less mas- 
tery of facts, but we need greater wis- 
dom in teaching the spiritual significance 
cf facts. 


meanings. young 


Significance 


By spiritual significance we refer 
neither to the usual religious concept of 
the term nor to the ordinary idea of 
moral training. 

We mean rather that deeper signifi- 
cance of fact-values, which, when put 
into action, gives us vision, understand- 
ing, and guidance in our attempts to 
solve our daily problems. 

Out of a great wealth of education 
material, the following values are 
selected for discussion in the belief that 
they need a more careful spiritual em- 
phasis in our schools. They constitute 
values that can well challenge the best 
thought of our curriculum committees: 


The integration or spiritualizing of the 
community. 
The love of law. 
The idea of citizenship. 
The new significance of work and culture. 
Our service for the next generation. 


The atmosphere of our public schools 
should be that of a spiritualized commu- 
nity. The most significant social move- 
ment of recent years is to be found in 
the growth of our civic clubs. The 
Rotary club, the Kiwanis club, and other 
civic clubs are training their members 
to listen together, to think together, to 
discuss together, and to act independently 
but in community harmony. Their mem- 
bership is trained toward the establish- 
ment of a functioning community mind. 
They are trained to lay aside prejudices, 
to discard intolerances, and to do com- 
munity teamwork. 


The public school will never fulfil its 
function in our American democratic ex- 
periment until it shall cause to sink deep 
into the hearts and minds of its pupils 
the great democratic principle, “Thou 
shalt love thy neighbor.” ‘There can be 
no democracy where this principle is not 
applied. Our schools are magnifying in- 


B* WHOLESOME SPORTS in the open, youth 
learns poise, builds up reserve energy, 
and acquires essential habits of regular ex- 
ercise. A pupil in the Bartlett High School, 
Webster, Massachusetts, made this poster 
for the Dallas exhibit. 


dividualism. We magnify it in the type 
of our recitation; we magnify it in our 
system of marking and grading; we mag- 
nify it in the methods of our classroom. 
Many are magnifying it through some 


form of individual teaching. These 
statements do not imply that we need 
to minimize individual development. 
We would emphasize rather that we 
need to magnify to the individual the 
community he is educated to serve. 

The front pages of our newspapers are 
filled with the history of individualistic 
wrecks—wrecks that sought individual 
supreme happiness at the expense of their 
fellows. The welfare of a community 
depends upon the desire and the effort of 
the individuals of that community to 
think and to act for the community good. 

The subordination of the individual to 
the good of the community is but half 
the story. The joy of a community in 
the victories of its individual members— 
however humble may be their station— 
are values that need to be taught and 
practised in every schoolroom. Every 
classroom is a potential community, de- 


pendent upon the work of its individual 
members and the individuals of such q 
community will soon learn that th 
worthwhileness of their work is to be 
found in the larger community good. 
Here is where the public schools may dp 
much to correct the personal liberty idea 
of the bootlegger and of his bootlegging 
patron. The two college-trained crim). 
nals of Chicago, of semirecent notoriety, 
had never learned the lesson of service 
to others. They had no community sery- 
ice sense. Their overdeveloped _ jndj- 
vidualism demanded service but never 
sought to render it to others. 

Teamwork upon a football field js 
significant, but it is far more significant 
in a classroom, a community, a city, a 
state, or a nation. A half day’s visit in 
any school will reveal whether it pos 
sesses or whether it lacks the spiritual 
reaction of community teamwork. 

The love of law is basic to the welfare 
of a community. We often hear it said, 
“We need to inculcate a greater respect 
for law.” We need rather to spiritualize 
law; to get so fundamental an under 
standing of law that it will take posse- 
sion of our emotions and we will affirm 
that we love law. Nothing more fund: 
mental can enter the training of the emo 
tional life of the child. Upon the lov 
of law all lasting happiness depends. 
This is a world of law and law isa 
manifestation of supreme love. Our very 
being came into existence through law. 
Our physical growth and health are dé 
pendent upon law. So, too, our mental 
growth and spiritual life are dependent 
upon law. Our food, the air we breathe, 
the water we drink, come to us by law. 
The sunshine of our day and the star 
light of our rest-time, are manifestation 
of the infinite love that created the law 
of day and night. Every beat of our 
heart is a throb of the law. 

Let us teach our children that law 
never punishes. Law always blesses 
The observance of law brings happiness; 
the nonobservance of law brings calan 
ity. Calamity is not a punishment, it} 
the natural result of a failure to mai 
tain the harmony of laws. 

What a wonderful opportunity for the 
teacher of mathematics, who daily teaches 
mathematical law, to spiritualize his 
facts! What a responsibility rests up 
every science teacher to teach, with the 
details of scientific law, the deeper spr 
itual significance of all law! What @ 
wonderful vision can be kept before ° 
pupils of the history community, as the 
re-live the problems of the past centuries 
and discover that the causes for the 








", 1927 


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What # 
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Vol. 16, No. 6 


cataclysms of people and of nations 
have been that they loved not the law 
but chose deliberately the paths of 
destruction. 

What shall we in America’s schools 
do about America’s problems—the rising 
tide of the criminal class—the non-ob- 
grvance of laws—the carelessness with 
which we toss back and forth our con- 
tempt for the laws of society ? There is 
a tendency to softness, not only in our 
courts but also in the discipline of our 
shools, that breeds a contempt of law 
rather than a love of law. We cannot 
profess a love of law unless we acknowl- 
edge the justice with which its nonob- 
servance brings disorganization and sor- 
row. Let us, likewise, insist that the 
nonobservance of the statutes of our 
country, made and provided for the hap- 
piness of the individuals of the commu- 
nity and the citizens of the nation, will 
bring as inevitably some just calamity. 

This offers to the teacher a great op- 
portunity for spiritualizing her teaching 
facts. The facts of education as gen- 
erally accepted furnish all needed back- 
ground for her teaching. Perhaps no op- 
portunity is oftener neglected. It is to 
be hoped that our curriculum commit- 
tees may help us to establish through our 
schools a greater love for law. 

The facts of citizenship need likewise 
to be spiritualized. The spiritualized 
school-community will regard citizenship 
a its greatest community asset. The 
siritualization of citizenship includes at 
least four ideas: 

The 
The 


The 
The 


right of citizenship 
privilege of citizenship 
duty of citizenship 
love of citizenship 

In spiritualizing citizenship the history 
teacher will not fail to connote all that 
is included in the word “rights.” The 
teliving, the re-thinking, the dramatiza- 
tion of the problems of early history can- 
not fail to cause the heart to warm and 
the emotional blood to flow with greater 
rapidity. For centuries, mankind had 
been struggling against mights and pow- 
ets. new world was discovered, 
Pioneered, and wrested from those same 
Powers that the rights of individual citi- 
zenship might be established and main- 
tained for all future generations. The 
right of citizenship is a sacred thing, dear 
to the heart of every American. With- 
out it mankind becomes a peasantry, de- 
graded, Pauperized in body and soul; 
with it, mankind has been dignified, 
Purified, and ennobled and has created a 


“Ww government of services for its citi- 
Zens, 





country — America 
among all the nations of the world! I 
have the rights of an American citizen- 
ship!” 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


ee 


Let us so teach and spiritualize citi- 


zenship that every child will thrill as he 
stands, uncovered, and proclaims to his 
fellows: 


as | 


am a citizen of no mean 
a great nation 





B hes BEST SCHOOLS are emphasizing with 
renewed energy the ways in which nar- 
cotics harm the individual and society. Here 
is a poster drawn by Frances Richter of the 


Jamestown (N. Y.) High School, 
exhibit at the Dallas convention. 


It was on 





The American public school has no 
greater function than to teach American 
boys and girls that the right of citizen- 
ship is too sacred to be lightly forgotten 
or left to decay from disuse. The priv- 
ilege of citizenship is a far more sacred 
thing than the right of citizenship. The 
test of American citizenship is not in 
the loud-mouthed bragging of rights. It 
is found, rather, in the pride and the 
alacrity with which we put this great 
prerogative, this American privilege, to 
daily use. Too often we relegate this 
great privilege to our fellows. We are 
often too busy to be Americans for an 
hour or a day. It should never again be 
said that less than twenty-five percent 
of American voters determine by their 
ballots who shall be the president of so 
great a people. 

Election days should be great gala- 
days, emotionalized as days of service 
for America. Thus, also, jury service 
proves our American peerage the privi- 
lege of American equality. On 
days, and in such services, we com- 


such 











167 


memorate the sacrifices and sanctify the 
blood of all generations that has been 
shed to guarantee our rights and our 
privileges. 

But citizenship is something more 
than a right for which we would lay 
down our lives, if necessary. It is some- 
thing more than a privilege that points 
our high distinction as American citi- 
zens—we must teach that it is a duty. 
Every loyal citizen of America holds 
himself ready for defensive service at his 
country’s call. Such service even to the 
sacrifice of life is glorious. Every loyal 
American citizen holds himself ready, 
also, to perform the less applauded peace 
duties of citizenship, however sordid 
they may appear and in whatever form 
such duty may call. To cast one’s vote is 
more than a right or a privilege—it is a 
duty. To serve upon a jury is more 
than a privilege—it is also a duty. To 
pay one’s taxes in the support of one’s 
government is a right, a privilege, and 
also a duty. To neglect any of these 
duties should be held before our children 
as we held before them slackers in time 
of war. 

But, above all, let us teach our chil- 
dren that citizenship in a country is 
synonymous with love of country. Love 
of country is that emotional spirit that 
day by day seeks, because of love, the 
peace, the welfare, the health, and the 
prosperity of our nation. 

It is love of country that subordinates 
self to the larger national good, the hap- 
piness of all people. 

America is an experiment in a new 
sort of national life. It has created a 
new national standard. A survey of 
Europe and the older nationalities re- 
veals that the binding cord of their 
nationality is blood-kinship. France is 
French blood; Spain is Spanish blood ; 
Norway is Norwegian blood; Germany 
is German blood; England is English 
blood; Japan is Japanese blood—but 
America is all bloods. What then con- 
stitutes the American nation? It is not 
blood-kinship, but rather the kinship of 
ideals, the kinship of established rights. 
What is the binding cord of America’s 
nationality? It is not her constitution, 
not her courts, not her wealth, but it 
is the heart service, the love of each 
American citizen for those ideals which 
he regards as more sacred than his own 
life or even the lives of his family. 
American citizenship is a citizenship of 
love. 

I name as my fourth and fifth values, 
the spiritualization of work and of cul- 
tures. I mame these together because 






























168 


they have so often been dissociated as 
though they were essentially antagonistic 
values. 

In our past thinking, labor has been 
too much thought of as uncultured. The 
socalled educated group has too often 
associated labor with the crudities of life. 
Labor has been regarded as unlettered 
and uncultured. ‘The democratization of 
education which has taken place during 
the past fifteen years is significant. It 
is significant in that it tends to bridge 
the gulf that has so long existed between 
labor on the one hand and education 
and culture on the other. We are rap- 
idly becoming a nation of schooled 
people. The high school is taking the 
place formerly occupied by the eighth 
grade. It is now a part of the “common” 
school education. In another decade the 
junior college will have become the new 
high school, and we will probably be dis- 
cussing a 6-4-4 plan of organization. 
Thus, to all classes of people—laborer, 
artisan, clerk, and whomso—is coming 
this general education that makes com- 
mon the cultures and that will ultimately 
enlarge our common understanding of 
life values. 

There are certain spiritualized ele- 
ments, however, that must go hand in 
hand with this growth in knowledge. 
Among them is our love and respect for 
work. Labor must be dignified and 
established as the peer of the intellectual 
and the cultural occupations. Labor can 
no longer be regarded as the crude oc- 
cupation of necessity, the occupation of 
the uneducated. It is being deliberately 
chosen by many of the educated and cul- 
tured. It already has been admitted to 
the halls of higher education. It will 
soon be found within the salons of cul- 
ture. 

Our child labor laws have accom- 
plished much for the social betterment 
of the child, but like all good things, 
the full significance of which was not 
seen in the period of initiation, these 
laws have not been without their dan- 
gers. In the new social order that has 
come as the result of these laws and as 
a concomitant economic result, we have 
nothing at present to take the place of 
the home chores of a generation ago. 

If labor is to be spiritualized, then 
every child must develop within his 
heart a love and respect for labor. Every 
child ought to have some duty to per- 
form for the good of others. Let us em- 
phasize the good. He should have some 
real work that keeps him in touch, also, 
with the world’s great problems of neces- 
sity. He should know from earliest years 


THE JOURNAL OF THE NATIONAL EpucaTion AssociATION 


aa ee 





that there are problems of necessity. 
Drudgery, work that breaks spirit and 
breaks backs, will, of course, be ex- 
cluded from the child’s curriculum, but 
the spiritual value of work should be 
kept before every child through some 


muni oN ane AE oun 
Se DN. TM XAES 
CER 


<3) 
MI 4y NY SAE 


YOUR WORK 
Dean Baiccs 
FA0 your work—not 
just your work and no 
more, but a little more 
for the lavishing’s sake; 
that littke more which 
is worth all the rest. 


And if you suffer as 
you must, and if you 
doubt as you must, do 


your work. Put your 
heart into it and the sky will 


clear. Then out of your 
very doubt and suffering 
will be born the 
supreme joy 


of life. 


2g Crapo 





ae is one of the oldest and finest of 
the arts. Every child should understand 
the factors that make the printed page beau- 
tiful. Here is a reduced facsimile of a poster 
printed by the Boys Technical High School, 
Milwaukee, Wisconsin. It is from the print- 
ing exhibit at Dallas. 





actual work participation. I am_ not 
speaking of Boy Scout activities. Scout- 
ing is not work. I am speaking, rather, 
of the direct association of youth with 
the economics of the world—the world’s 
production. How to accomplish this is 
one of the education problems of our 
generation, but we may be certain it 
can and will be done. Its solution will 
spiritualize labor and secure for it its 
proper place in the social, economic, and 
cultural world. 

On the other hand, cultures can no 
longer be regarded as the birthright of 
wealth and leisure. The future of the 
American democracy has no place for 
the aristocracy of culture. Cultures 
must contribute to the happiness and 
welfare of cottage and of cabin. Culture 
must dignify labor and make work at- 
tractive. Remarkable progress has al- 
ready been taken toward this end. The 
advent of the telephone, the automobile 
and hard roads, of the phonograph and 








June, 1927 





radio, are already bringing culture 4 
the more humble homes. We can wel 
believe that the day of a still greate, 
democratization of culture has just hy. 
gun. The labor of America is already 
tasting its joys and its privileges. It js , 
moot question whether, in the ney 
decade, cultures and an understanding 
of culture, will not be found enshrined 
within the humble homes, with thei; 
longer hours of leisure and removal from 
the intoxications of urban turmoil 
rather than in the more pretentioys 
homes of wealth and of social dissipa- 
tions. 

The schools have their part to per- 
form in this program. Within the clas: 
rooms are to be found, side by side, every 
type of American human. The public 
schools are annihilating caste. It is for 
the schools to implant in the hearts of 
young America, a respect, a love, anda 
participation in the labors of the world. 
It is for the schools to enshrine within 
those same hearts a love for the beauties 
of life, the secrets of human _happines 
that only music and art and nature and 
literature can impart. This will do much 
toward the spiritualization of labor and 
of culture. 

Finally, may I recommend that our 
schools assure our young people, “That 
the world is still at its morn.” There is 
a real danger that our children shall take 
it for granted through our teaching that 
the work of the world is finished, com- 
pleted, that no challenge remains for 
their spirits to answer. We need to get 
the message to them that the world has 
but entered the kindergarten of human 
progress; that we have as yet but touched 
the shores of the great continents of hu- 
man activity and that their valleys of 
scientific and economic progress have yet 
to be explored and their mountain peaks 
of literature, art, music, and philosophy 
have yet to be scaled. i 

Humanity has spent the most of its 
time attempting to live. It has come up 
through centuries of human quarreling; 
it has given much of its attention to hu- 
man jealousies, to the establishment of 
means of defense and offense, to the 
building of false economic barriers be 
tween individuals and between nations. 
As yet, it has had but little time and but 
little inclination to make real investige 
tions into the earth’s resources—physical, 
mental, and spiritual. The great scier 
tific mines of the world’s untold wealth 
await discovery and development. The 
best and the greatest in all human prog 
ress is before us. The world flings a 
challenge to the virility, the mentality, 
















































































































































































































































», 1927 


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entality, 











Vol. 16, No. 6 








THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 169 





the spiritual insight of the youth of to- 
day. Let the message ring out through- 
ost our elementary schools, our junior 
schools, our high schools, our colleges, 
and our universities, ““he world today 
has need of you—what will you do for 
its betterment? Unborn generations of 
amillion years are calling to you. What 
inheritance will you leave them?” 

Let us tell our young people that only 
the elementary laws of science have been 
discovered. What discovery shall we 
add? The fundamentals of economic 
production, distribution, and consump- 
tion remain yet to be written by some 
great world economist. Who will write 
thm? The great economic problems 
are becoming more and more intricate; 
what new economic source of power; 
what new source of heat and light; what 
new and greater methods for the produc- 
tion of foods; what more economic and 
hygienic methods for consumption shall 
be discovered and made plain for the 
children that are yet to be? What new 
applications of the principle, ““Thou shalt 
love thy neighbor,’ may be worked out 
and applied to the physical, the economic, 
and the social world? How may new co- 
operative ideals of life be made to en- 
rich all humanity, individually, nation- 
ally, and internationally? How may 
communities and states rid themselves of 








ae a: et ta 


Or SCHOOLHOUSE is a prophecy. 





or s 


FRSC PAU EAE OT ES IN MY 
5 nce apes enone 
NS 4 


4 


WHEN I GROW OLD 


i 


When I grow old 
God grant that every child 

Will feel the youthful texture of my soul, 
And will not turn away from me 

As from a shade or shrunken vine, 


When I grow old. 


When I grow old 
God grant that I may have some task 


Which must be done or someone fare the 
worse, 


That in some corner of the earth 





Someone will need my hand. 


When I grow old 


—Selected 











H™ is another gem from President Con- 
don’s printing exhibit at the Dallas 
convention. To teach pupils to build beauty 
and joy into work is one of the great ob- 
jectives of education. 


their present social incubus and breed a 
new generation that shall take possession 





of the earth—men and women, who, like 
the ideals of the ancient Greeks, shall 
rival the gods of Olympus? How may 
manhood be standardized as manhood, 
and how may womanhood be made to 
maintain its old ideals of regenerating 
purity and at the same time not lose its 
present freedoms and sex equalities? 
How may nations become helpful neigh- 
bors rather than jealous and antagonis- 
tic aggregations of armed enemies? 

I have but touched the hem of the 
garment of the subject assigned me. Its 
solution can come only through years of 
study and of school reorganization. Our 
rewritten curriculum will, of course, 
continue to deal with facts, it will con- 
tinue to teach facts, it will always pro- 
vide ways for the mastery of facts. But 
some time in the future, the keystone to 
the arch of our educational building will 
be found, not in mere facts, but in the 
spiritualization of those facts. At some 
time in the future, our schools will cease 
to be satisfied with testing for the en- 
cyclopedic mind and will seek—over and 
above all else—for those minds that are 
trained to function in the service of their 
neighbors, their community, their state, 
their nations, and their world. 

Fellow administrators—the great task 
of democratizing humanity is still be- 
fore us! 








It suggests the people’s faith in greater and finer days ahead. 
life of the community better than any other building in it. This is a drawing of the Glen Iris School, Birmingham, Alabama, 
which Superintendent C. B. Glenn had on exhibit at the Dallas convention. 


Ittner consulting architect. The list of books on school architecture which appeared in THe JourNaL for May,: 1927, is rich in 





It expresses the ideals and 


D. O. Whilldin is the architect and William B. 





useful Suggestions to persons working on school building plans. THe JoURNAL is always glad to receive photographs of new build- 
ings or of architects’ drawings of projected buildings. 



















Health Education in a High School 


Epna A. GERKEN 


Supervisor of Health Education, B. M.C. Durfee High School, Fall River, Massachusetts 


HE DESIRABILITY of a health train- 
ing program in the high schools of 
our industrial centers is generally 
admitted. To those who are asking what 
practical health education procedures 
will work in a large high school with 
limited facilities, but with a cooperative 
administration and staff, the experience 
of Fall River may be of interest. 

The school administration has put into 
operation a plan for placing every pupil 
entering high school in a compulsory 
course in health training. ‘The aim is 
(1) to develop a state of health as mani- 
fested by normal growth, alert bearing, 
wholesome appearance, (2) to establish 
good habits of living which make it pos- 
sible to maintain that health, (3) to 
teach the scientific reasons for certain 
habits which will give the pupil a more 
intelligent interest in keeping them. 

The classes, which meet once a week, 
have had an enrolment of 353. The 
work has centered about the idea of 

training as practised by athletes and by 
soldiers. To arouse in the pupils a real- 
ization of their need for this training 
they were asked to keep a record of their 
health practises for one week. A mimeo- 
graphed form was used. ‘The habits in- 
cluded were sleep, open windows, drink- 
ing water, milk, tea or coffee, eating 
green vegetables, fruit, brushing teeth, 
bathing, and hours spent in outdoor ex- 
ercise. 

When shown how to score their rec- 
ords, the pupils’ chagrin over their rat- 
ings of from 40 percent to 60 percent 
was very evident. There was an im- 
mediate desire to try again and see 
whether the record could be improved. 
They forthwith proved to themselves 
that health habits can be improved by 
giving them attention. Eventually the 
classes agreed to go into health training 
for the remainder of the term to see 
whether good habits could be established. 
Pupils kept their records for each day 
and at the end of the week reported their 
scores. The ratings steadily improved 
until few were below 90 percent and 
many were 100 percent. 

To help the pupil in keeping health 
training each was required to prepare a 
budget for his day allowing time for all 
of his health practises. This was in the 
form of a twenty-four-hour clock, on 


which were written the day s activities. 
A circular letter explained what was be- 
ing attempted in the school and asked 
that the parent help the pupil to keep 


Results of Health Train- 
ing Reported 316 Pupils 


Number 
Improved 
Percent 


Habits 


Drinking water ___ 167 52 
Better food 37 
More exercise ___. 96 30 
Less coffee or tea. 77 24 
Brushing teeth ___ 68 21 
Drinking milk ____ 56 17 
Open windows-__.. 29 
Bathing 


Elimination 


training if the work met his approval. 
His signature on the schedule prepared 
by the pupil was required before it was 
accepted. The good results obtained 
were largely due to the cooperation of 
the parents. To illustrate—one mother 
was able to arrange with her daughter’s 
employer for a better distribution of 
hours of work so that regular sleep every 
night was possible. An immediate im- 
provement in the pupil’s appearance re- 
sulted. 

At the close of the term the pupils 
were questioned as to the habits im- 
proved and the results of the work as 
shown by their statements would seem 
to justify the course. Almost without 
exception they have reported their inten- 
tion to continue training for the re- 
mainder of the year. A large number 
say they feel better since forming regular 
habits. One unsolicited statement is, 
“Since I get sufficient sleep I have im- 
proved in weight and strength and do 
not feel so tired.” A mother reported 
that her daughter has for the first time 
realized a personal responsibility for tak- 
ing care of her own health. 

To give the pupil some objective evi- 
dence of his improvement in_ health, 
weighing and measuring was done at the 
beginning and close of the term. Weight 
is taught as one of the signs indicating 
good physical condition along with such 


[170] 


others as “pep,” physical ability, free. 
dom from illness, good personal appear. 
ance. The pupil is also taught that q 
person free from physical defects and 
consistently following the health rules 
need not worry if he is still somewhat 
underweight. Aside from its value to 
the pupil, the weighing served as a guide 
in the selection of those needing special 
attention, and our most effective work 
has resulted from this personal interest 
in individual cases. 

Comparison with a control group was 
not possible, but in certain cases there 
can be no doubt that the gain in weight 
is the result of better habits of living 
The boy who holds the best record, gain- 
ing fourteen pounds in the four months, 
had always been underweight previously, 
He was very faithful in keeping health 
training and his improved appearance 
tells of the advantage of good habits. 
Another boy, who gained nine pounds in 
weight and grew one inch in height, was 
most earnest in his efforts. That he isa 
favorite with the girls and had a real 
motive in wanting to grow tall is just 
an interesting sidelight. One girl who 
gained ten pounds learned to like milk. 
She is as proud of that achievement as 
she would be of a perfect mark in geom- 
etry. Another who has always lost in 
weight during the fall months held her 
own this year and she attributes it to her 
health habits. 

The special work for the underweight 
consisted of personal conferences over 
habits, trying to arrange a better sched- 
ule of activities, and allowing a mid 
morning lunch if advisable. Of ninety- 
six pupils who were 7 percent or more 
underweight in September, there wert 
only seventy-five still in that class. Ap 
proximately 25 percent came out of the 
underweight group. Seven new ones 
dropped in, which makes the group only 
83 percent as large as it was in the fall. 

Nothing spectacular has been done 
A conservative development of plans 
which can be carried through to succes 
is the standard set. The significant facts 
are found in the ready acceptance and 
approval of such a program by the high- 
school students and their parents, the 
success of the simple devices used, a 
the ability of this work to touch the lives 
and happiness of these young people. 





free- 
»pear- 
hat a 
$ and 

rules 
ewhat 
lue to 
| guide 
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work 
nterest 


up was 
; there 
weight 

living, 
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nonths, 
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earance 

habits. 
yunds in 
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ment as 
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held her 
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ance and 
the high 
ents, the 
sed, and 
the lives 
people . 


Significance of Art in Industry 


Roya. B. Farnum 


State Director of Art Education, Boston, Massachusetts 


t is only within the last three hun- 
dred or four hundred years that art 
has found one of its expressions in 

the form of the easel or wall painting, 
and yet | venture to say that nine tenths 
of the readers of this article quite un- 
consciously visualize the word “‘art’’ in 
terms of a landscape or a portrait—such 
has come to be the accepted use of that 
little and somewhat feared associated 
group of three letters. But for many 
thousands of years art found its outlet 
in forms of far more practical utility. 
From even prehistoric times we find the 
art of a people expressed in their cloth- 
ing, their shelter, their utensils, their 
weapons, and their religious worship ; and 
not until the art of fresco and oil paint- 
ing came into,extensive use for religious 
storytelling pictures in the thirteenth 
and fourteenth centuries did painting as 
we know it today begin its existence. 

Art, therefore, has a much broader 
meaning and a far deeper significance 
than we are wont to give it. Perhaps 
because we did lose sight of this fact in 
our narrow understanding of art and 
perhaps because our country only now 
has arrived at that stage of her existence 
when she is able to forget her pioneer 
birth, art is again playing the larger rdle 
and once more assumes its place as a 
great vital force in the life of a great 
nation. 

It was back in the middle of the nine- 
tenth century that Napoleon III dis- 
covered in the great London Exposition 
that France was losing in her world 
trade. Under Louis XIV France had 
projected design into her commerce and 
had already recognized the importance 
of art and the training of artists. Now, 
she found other nations giving expres- 
‘ion to the same thoughts, and her trade 
was suffering. Forthwith, the emperor 
ordered drawing and design in all the 
French schools from the kindergarten 
through the university ; he commanded 
the establishment of more schools of art 
and he created subsidies for the advance 
‘aining of talented boys and girls. In 
ess than one hundred years France is 
‘fain acclaimed the most artistic nation 
"roughout the world and her fame is 
“t confined to painting, or sculpture, or 
architecture, but includes the style pace 

practically every kind of applied art 


we have. German, and since the World 


War American, toys and American 


shoes are possible exceptions. 
Meantime, Great Britain did likewise, 
and her noted schools of art and her 





mG. old New England doorway (Salem, 
Massachusetts) is an example of indus- 
trial art applied to home making. Attrac- 
tive houses, comfortably furnished and taste- 
fully decorated, make home life inviting and 
satisfying. 





great South Kensington Museum were 
created, with the result that she, too, 
took her place as a great leader in ceram- 
ics and textiles, wallpapers, and printing. 

Just previous to the World War, Ger- 
many realized anew the value of art in 
a nation’s welfare, and the Kaiser like- 
wise ordered the teaching of drawing, 
the development of art classes and the 
promotion of art in industry. We all 
know that the poster art of today is the 
direct result of Germany’s concentrated 
efforts in this direction. 

The time has now come when our 
own America, as a great industrial na- 
tion, must officially recognize the vital 
importance of art as an essential factor 
in successful industrial competition both 
at home and abroad. With our vast 
natural resources and our exceptional ad- 
vantages as a free and democratic na- 
tion, we must turn our attention to the 
practical aspects of art, or, in other 
words, to the practical adaptation of the 
principles of beauty in our manufactured 


[171] 


products. Unquestionably the nation is 
awakening to the great importance of 
art in industry and there is no doubt of 
increased art activity in education. 

One state has taken the lead. More 
than fifty years ago Massachusetts recog- 
nized this need, which all industrial 
leaders today are beginning to support. 
In 1870 she passed a law requiring the 
teaching of drawing in all the public 
schools of the state and three years later 
established her school for the training of 
special teachers to teach the new sub- 
ject. Today these graduates are art 
leaders throughout the country. Since 
that time the evergrowing demand for 
trained designers as well as art teachers 
has so increased and expanded the serv- 
ice of the school to the state that the old 
“Normal Art School” has now become 
by recent act of the Legislature the 
“Massachusetts School of Art.” In 
Massachusetts it is not only possible to 
give drawing to all the children in the 
public schools, but it is also possible to 
discover the art leaders and send them on 
at state expense to the advanced profes- 
sional art school, four years in length be- 
yond the high school. 

Similar opportunities should exist 
throughout the country. Every state 
should train art teachers for its cities and 
towns, and every industrial center should 
train its designers and craftsmen. 

We know that all things manufac- 
tured must be designed. This requires a 
drawing for each thing designed. We 
know, further, that given two similar 
products of manufacture from two dif- 
ferent factories the one which sells more 
readily is the better looking, or more 
artistic, one, providing the material qual- 
ity is the same. Finally, in this day and 
age, when all industry resorts to adver- 
tising for the disposal of its products, 
we know that the art quality of any 
“ad” is its most important sales factor. 
The truth of this statement lies in the 
fact that our greatest artists are em- 
ployed by industry. 

For industry today is the great patron 
of art. No longer do the kings and 
queens of the world support the art cre- 
ators as of old. The psychological force 
of art and the practical aspect of its suc- 
cessful application to manufacture, even 
in mass production with standardized 





172 





machinery and the highest economic efh- 
ciency, both work to the great advantage 
of industry. 

Someone has said that the renaissance 
of art is now coming in America. Others 
have said that it is already in the mak- 
ing. The unusual interest displayed by 
individuals of wealth recently, and by 
industry. since the war, would support 
these statements. Personally I believe 
Art has 
been and is one of the greatest forces 
in the upbuilding of any nation. Our 
great art to- 
It cannot be stopped; it will 
It is a natural force which bears 
And al- 


ready the evidences of it are numerous, 


it to be true. It is inevitable. 


greatness today assures 
morrow. 
not. 


fruit as the nation develops. 


especially in industry. 

It behooves us, therefore, to consider 
the educational aspect of it. It is a sort 
of “ring-arounder” proposition. We are 

goods. 
Therefore we all select and purchase art. 


all consumers of the world’s 
It may be in clothing, in homes and 
home furnishings, in magazines, or in 
Art in edu- 
cation, therefore, should be taught from 


the modern packaged goods. 


the standpoint of appreciative under- 
standing to the masses. But the poten- 
should be carefully 
sifted from the others, skilfully guided, 


tial art creators 











HE JOY OF CREATING was realized by the students who made these beautiful vessels in silver and copper. 
thing of beauty is thereby a more appreciative user of the beautiful. These designs are by the Massachusetts School of Art. 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


June, 1927 





8 he. BEAUTY of simplicity, good propor- 
tions, and harmony of line are suggested 
by this fence in Salem, Massachusetts. 


and then trained at public expense to de- 
velop the country’s greatness in art. The 
fine arts are fundamental to all art de- 
velopment, but industrial art is equally 
essential in the life of the nation. In- 
dustry turns out art products in quan- 
tity, which in turn are brought to the 
consumer through the merchant. 





ee 


This brings to the front another field 
for art training—the salesman of the 
product of art industry. Thus the cir. 
cuit is completed. The manufacturer 
produces an artistic product, it is sold 
by salesmen trained in art knowledge, 
to the consumer with art understanding, 
who in turn thus makes known his de- 
mands to the manufacturer. 

Art in education is no longer a “frjl]” 
or “fad.’’ As it permeates the lives of 
children at home, in the schools, and in 
the community, so its study becomes of 
fundamental importance to better liy- 
ing. For it means an understanding of 
beauty, that basic element of good taste 
which we all strive for ; and it is as essen. 
tial to discover the creators of fine taste 
who are to design the future industrial 
art products as to train the consumer, 

But before we can thoroughly appreci- 
ate the need for and the trend in art 
which is becoming apparent with tre- 
mendous velocity in America, we must 
teach ourselves to remember that art is 
not confined to painting, and to rich 
men’s tables; but, through industry, it 
now lives more than ever in lowly as 
well as high places and in “harrows, 
trays, and pans” as well as in the desir- 
able but limited expressions of the finer 
arts. 








Whoever makes 4 














1927 


— 


field 
the 
cir- 
‘urer 
sold 
-dge, 
ding, 
s de- 


frill” 
es of 
nd in 
es of 
- liv 
ng of 
taste 
essen- 
- taste 
istrial 
umer, 
)preci- 
in art 
h tre- 
must 
art is 
0 rich 
try, it 
wly as 
TrOWs, 
desir- 
e finer 


a: 


kes @ 
Art. 





Education and the Larger Leisure 


VISITOR to a middle western city 
stopped one evening to watch the 
neighborhood recreation activities 

at a school playground. Next to him 
stood a raw-boned man who volunteered 
the information, “Dis school bigges’ in 
city.’ The visitor thought that he had 
sen schools in the city which occupied 
more space. But the man’s further com- 
ment revealed that, to him, size was not 
a mere matter of bricks and stone. “Dis 
school bigges’» Does most fer der chil- 
drens.” 

Though he had had little schooling 
himself, the foreigner had caught some- 
thing of the spirit of modern education. 
And as the visitor heard the laughter 
of the crowd and saw many nationalities 
learning to play together, he reflected 
that the school’s worth today is measured 
not only by facts taught in classrooms 
but by the broader standard of practical 
citizenship-building. 

The problem, “Shall education fit the 
citizen for leisure time as well as for 
work?” is as old as pedagogy. ‘The 
pendulum has swung back and forth 
through the centuries. In ancient Greece, 
for instance, education was largely a 
preparation for the avocations and pleas- 
ures of life. In Puritan New England, 
schooling was a stern duty. 

Lately there has been increasing em- 
phasis on vocational training in our 
schools. But with this more intensive 
Preparation for work has grown a new 
realization of the importance of training 
for play. Now, as never before, does 
the problem of spare time offer a chal- 
lenge to the community. With the ad- 
vent of the eight-hour day, leisure forms 
one third of life in America. Mass 
production and the automatic machine 
Promise to permit even shorter hours of 
labor in the future. 

The American Federation of Labor in 
its last convention set as one of its goals 
for all industry the five-day, forty-hour 
week, which Henry Ford has already 
adopted. Charles Steinmetz predicted 
shortly before his death that within 

another hundred years the work of the 
world can be done in four hours daily. 

omas A, Edison makes a similar pre- 
diction, 

Shall the added hours yield a fruitful 
feturn to mind, body, and spirit? In his 
feeent book The Threat of Leisure, 


MaBEL Travis Woop 


George Barton Cutten, president of Col- 
gate University, declared, ‘““The result 
of our unlimited, unorganized, unled, 
and uncontrolled leisure is the gravest 


* eowrates in which children entertain 
their parents brings delight to both. 
These children are featuring an Italian 
dance in the Bryan Hill summer school, 
Saint Louis, Missouri. 





danger to which any nation was ever ex- 
posed.” 

The solution Dr. Cutten presented in 
an address to the recent National Recrea- 
tion Congress was to make training for 
leisure as strenuous as training for a 
vocation. “As the majority of people 
never go to college,” he said, “the train- 
ing for leisure must not only be a part 
of college education, but perhaps even 
more so of primary and secondary edu- 
cation; and our night schools, instead of 
being strictly vocational, must spend 
some time on education for 
hours.” 


leisure 


The modern community to a growing 
extent does educate for the use of leisure 
within the school program. Music, read- 
ing, art, craftsmanship, physical educa- 
tion, dramatic play, nature study, all 
enter the curriculum. But 748 progres- 
sive towns and cities now count among 
their educators more than 17,000 trained 
recreation leaders, who, with teachers, 
are working toward a common goal of 
good citizenship. Often the public rec- 


[173] 





reation system is a branch of the school 
system ; for good results both must work 
in cooperation. 

Public recreation uses the present play- 
time of both children and adults to form 
habits of constructive recreation which 
will ‘carry through life. The physical 
safety of children and the development 
of sturdy bodies are among its immediate 
objects. 

Cities are beginning to realize that 
their children spend as much or more 
time at play than they do in school. The 
Cleveland Survey in 1917 revealed that 
while the average child spends 1000 
hours a year in school, he spends 1800 
hours a year away from home—either in 
the playground, vacant lot, water front, 
or the actual street. Direction of free 
hours has proved to be as vital to good 
citizenship as direction of school hours. 

Ernest Seton recently 
named the school and the playground as 
the most important of the four agencies 
which build character today. “The 
church,” he wrote, “lost its power over 
our affairs generally two hundred years 
ago; the home, I am sorry to say, has 
slowly lost ground as far as a determin- 
ing power is concerned, within the last 
fifty years. The school has greatly in- 
creased its power the last one hundred 
years, largely because we have much 
better schools now. The school is very 
near the front in the formation of char- 
acter, but is not at the front. The great- 
est influence is play—recreation. A 
school has a youngster four or five hours 
a day, nine months in the year, but play 
has him each and every day of the year, 
and it is here that his 
formed.” 





‘Thompson 


character is 


Public recreation has been a growth 
of hardly more than the last twenty 
years. Forty-one cities had opened one 
or more playgrounds under leadership 
by 1906. In that year the scattered ef- 
forts toward provision for play crystal- 
lized into a national movement with the 
organization of the Playground and 
Recreation Association of America by 
Theodore Roosevelt, Luther Halsey 
Gulick, and The Association, 
through field and correspondence service 
and by advancing state legislation for 
recreation and physical education, has 
helped cities to start, expand, and secure 
municipal support for programs of rec- 


others. 





174 

reation. It has stressed particularly the 
importance of cities’ providing trained 
leadership for the year 
round, and has conducted local institutes 
and national schools to train recreation 


recreation 


leaders. 

An outline of a few progressive rec- 
reation indicate 
into the 


systems 
the activities fit 
scheme of educating for leisure. 
Oakland, California, has been called a 
model for the country in public recrea- 


may serve to 


how play 


tion. It has gone far toward bringing 
complete cooperation of the playground, 
park, school, and other departments, thus 
eliminating duplication and waste. Each 
furnishes what facilities it has, the Rec- 
reation Department organizing all into 
one large activity. 

In organizing play, three major 
groups are recognized—the small child, 
who needs vigorous exercise as a basis of 
health; the boy and girl, 
whose character is often made or marred 
by the use of spare time; and the family 
unit, who must have opportunities to 
play together to offset the tendency of 
modern life to draw the family apart. 
Educational dramatics, holiday celebra- 
tions, storytelling, folk dancing, munici- 
pal golf, industrial athletics, women’s 
outdoor clubs, camping, and water sports 
are featured. 


adolescent 


To get every boy and girl into a game, 
rather than to develop a few star teams, 


is an objective. Play days have been 
adopted as a universal activity for girls, 
and track events for boys. The three 
types of track meets are school, neigh- 
borhood, and city. Every boy in the 
school competes in the school meets, 
selected boys in neighborhood meets and 
the best finally come together each spring 
in city meets. The total of these “best,” 
however, is about 10,000 boys. The play 
days are interclass, neighborhood, and 
city, without, however, the idea of elimi- 
nation. The city play days open with a 
parade where girls compete in posture, 
marching order, and neatness. 

The Department of Recreation and 
Community Service in Houston, Texas, 
serves the city by supplying trained lead- 
ership in every phase of recreation. The 
staff includes specialists in drama, music, 
athletics, playgrounds, and neighborhood 
organization, who are available to help 
churches, clubs, schools, and other or- 
ganizations with their recreation prob- 
lems. A_ six-weeks’ institute held in 
Houston last spring was an achieve- 
ment in local training of play leaders 
which won national recognition. Four 
hundred and fifty students received prac- 


THe JouRNAL OF THE NATIONAL EpucATION AssocIlATION 


tical instruction in games, music, and 
dramatics. 

In Milwaukee, public recreation is 
directed by the Division of Extension 
Activities of the public schools. The 
school buildings work full time, with 
the slogan, ‘“The lighted schoolhouse, the 
great American opportunity.”” Physical, 
manual, and cultural activities are of- 


Life 
HENRY VAN DYKE 


hey ME but live my life from year to 
year 
With forward face and unreluc- 
tant soul; 
Not hurrying to, nor turning from, 
the goal; 
Not mourning for the things that dis- 
appear 


In the dim past, nor holding back in 
fear 
From what the future veils; but 
with a whole 
And happy heart, that pays its 
toll 
To Youth and Age, and travels on 
with cheer. 


So let the way wind up the hill or 
down, 
O’er rough or smooth, the journey 
will be joy; 
Still seeking what I sought when 
but a boy, 
New friendships, high adventure, and 
a crown, 
My heart will keep the courage of the 
quest, 
And hope the road’s last turn will be 
the best. 


From Music and Other Poems, 
Scribner, 1919. 


fered. Music, dramatics, and handicraft 
provide the creative selfexpression so 
necessary to the worker in these days of 
the automatic machine and the routine 
job. 

Milwaukee probably leads all other 
cities in the use of school buildings as 
recreation centers. There is a growing 
tendency throughout the country toward 
this extended use of the school plant. 
Two hundred and forty-three cities re- 
ported to the 1925 Yearbook of the Play- 
ground and Recreation Association of 
America that 1254 school buildings were 
used as evening recreation centers. ‘This 
is more than twice the number reported 
ten years before. 

Still, it is characterized as a “woful 
lack” by Charles E. Brewer, commis- 
sioner of recreation in Detroit, who 
points out, “There are over 15,000 
school buildings, representing an invest- 


June, 1927 


ment of over five billion dollars in the 
748 cities reporting to the P. R. A, A, 
and an average of only one out of ten 
school buildings in these cities is being 
used after school hours by the people 
who invested in them.” 

Periods of play have been introduced 
in the school program by some recreation 
departments, resulting in more alert 
pupils. Organized recess and noon-time 
play is eliminating bullyism and making 
this time count for health and character, 

In an eastern town, working boys and 
girls who had to attend the continuation 
school on Saturday mornings were re- 
bellious. The recreation supervisor sug- 
gested to the principal that a half-hour 
recreation period during the morning 
might help. It was arranged and it has, 
The boys and girls plan the programs, 
which are simple, but their own. 

The superintendent of schools in 
Fayetteville, North Carolina, reports 
greatly improved discipline in the schools 
as a result of play organized on the school 
grounds by a community recreation 
leader. Boys who did not play at recess, 
he said, later caused disorder in the 
classroom. The recreation leader got 
them all into the game. Before recrea- 
tion was organized, the superintendent 
stated, he could not trust a crowd of 
boys to play peaceably on the school 
grounds. Now such games as_soccet, 
kickball, and rugby can be played by any 
number of boys with little confusion and 
no quarreling. 

Beginning with physical recreation, 
the community play movement has ex- 
panded to include such activities a 
dramatics, music, nature study, camping, 
reading, social recreation, holiday cele- 
brations, city beautification, and other 
citizenship projects. Music memory con- 
tests have been an aid to education and 
to forming leisure-time interests i 
many cities. In Dallas, Texas, a novel 
zoological memory contest, conducted by 
the recreation department, familiarized 
school children with the animals, birds, 
and reptiles in the local zoo. 

“Recreation is a device of considerable 
value in making adaptation betweet 
human nature and culture,” has said 
Professor William Fielding Ogburn of 
Columbia University. The direct a 
quisition of culture may not necessarily 
be a painful process. But many 4 boy 
and girl, and adult, too, is absorbing * 
unconsciously through public play. And 
this is no remote and “highbrow” cul 
ture, but leisure-time interests which 
bring active joy to living and which 
grow in satisfaction through the yea's 





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We Senior High School Teachers 


E FACE OUR PROBLEMS—Once 

upon a time I thought that a 
teacher in a senior high school 

must be more particularly a student and 
a specialist than is a teacher in an 
elementary school. Nowadays _ this 
seems to be true to both a greater and 
lesser degree than formerly. As a whole 
our profession is broadening its scope all 
along the line and yet there are certain 
tendencies and influences which to my 
mind are needed more in our kind of 
work than even in other teaching posi- 
tions. Children before they reach their 
teens need mothering, the interest that 
sees physical needs and real wants as to 
habits and belts and buttons. The ado- 
lescent high school pupils, the flapper- 
sheik types, demand as keen an interest 
on the part of their teachers, but this 
insight must manifest itself in sympa- 
thetic comradeship. The much needed 
criticism and direction must be subtly 
concealed to be truly effective. Senior 
high school pupils need both men and 
women comrades to guide their living. 
We must be broad-viewed—Speaking 
generally, we senior high school teachers 
must be, first of all, people so keenly 
alive to the possibilities of our specialty 
that we see it clearly in its relations to 
the school curriculum and to life. We 
must be broad-viewed enough to discern 
the importance or nonimportance of our 
preoccupation to the various personali- 
ties that come under our influence. We 
must be elastic enough to adjust easily 
and happily to children and to super- 
visors and “systems.” We must learn 
when and how to be adamant as well as 
when and how to compromise. These 
problems grow increasingly more diffi- 
cult as we teach older children. For 
instance there is the matter of truth. To 
some of us honesty of effort comes natu- 
rally. We enjoy it and never realize 
what temptations and hardships truth 
might cause a pupil. We were never 
fed with the humiliation of forging 
the signatures of parents who could 
neither read nor write any language. 
ruth is not a simple matter; it is such 

a telative thing and who are we, clever 
“ientists though we may sometimes be, 
to know the exact chemical combina- 


Our Moods and Tenses 


GERTRUDE KLEIN 


Philadelphia, Pennsylvania 


tions that will surely always produce it? 

Even in so seemingly a simple thing as 
the usual classroom testing, the technic 
is peculiarly of the classroom only. In 


| 


TT AUTHOR of this article is a | 
teacher of English in the South 
Philadelphia High School for Girls, 
which is a Dalton school under the dis- 
tinguished leadership of Principal Lucy 
L. W. Wilson. 

Miss Klein received honorable men- 
tion from the Julius and Rosa Sachs 
Prize awarded in June 1926, with an 
essay of unusual vigor and insight on 
The Promotion of Scholarship in 
Teachers of the Secondary Schools of 
the United States. This prize was 
established at Teachers College, Co- 
lumbia University, in 1924 for the pur- 
pose of promoting the progress of 
secondary education. 

Such articles as this by teachers in 
the classroom suggest the tremendous 
gains that will be made in the profes- 
sion as teachers in increasing numbers 
think and work on their problems. 
(Would that editors might have the 
privilege of seeing more such articles 
by classroom teachers!) 





life pupils must and ought to get all the 
help they can before they attempt their 
masterpiece. In the routine lock-step 
classroom, they often have to ask permis- 
sion even to attempt to get help from a 
dictionary. Yet, on the other hand, we 
teachers must be always on guard lest the 
socialized interesting project fail to pre- 
pare our pupils for that severe and lonely 
testing that every one of us goes through 
many times before we die. 

We must analyze our pupils’ needs— 
Then there is the use of drill. We must 
question ourselves very seriously as to 
its place and functioning when we teach 
children who are definitely reaching 
toward the more adult reasoning stage. 
Normal little children are at home best 
with the “say it again” type of teaching 
and doing. They are absorbing impres- 
sions quickly and memorizing easily. 
They present interesting but typical psy- 
chological problems. We senior high 
school teachers have to be deeply inter- 
ested in psychology, for boys and girls 
at about thirteen start to be very definite 


[175] 


persons and the mixed masses who come 
under our care refuse to fit into classifi- 
cations. We may classify them as rapid 
or slow, blond or brunette, student or 
athlete, serious or frivolous, but they re- 
fuse to stay placed; they are definite in- 
dividuals. It is our business to dig deeper, 
to help them educe themselves carpenter 
or surgeon, telephone operator or tech- 
nician, scientist or manual worker, always 
hoping that we have given them approxi- 
mately the right tools and urged them 
toward their proper places. 

We must continue studying—Beside 
this psychological turn of mind which it 
seems to me we need more peculiarly 
even than do other teachers, we must 
have such belief and interest in our own 
specialty that we are continually students 
in our own and allied fields. For the 
sake of understanding the pupil attitude 
we must continue to be pupils. There 
is also another important reason for our 
continuing to be students. Fortunately 
there is nothing cut and dried about any 
high school subject worthy of a place in 
a curriculum; we must study, therefore, 
to be able to follow the latest develop- 
ments and relationships of our specialty. 
It is often argued that a nearby univer- 
sity has no worthwhile courses which we 
care to take. It is true that many uni- 
versity courses are not worth the time 
and energy of the student. Then we must 
go shopping for our needs. There are 
some fine stimulating personalities teach- 
ing in every college; we must seek them 
out. At present, too, certain of the lead- 
ing universities conduct correspondence 
courses finer than many of the college 
courses to which we subjected ourselves 
in our preparatory normal training. Per- 
sonally I find it of great value once in a 
while to have the responsibility (or pos- 
sibly lack of responsibility) of definite 
study-tasks assigned me. As a result | 
have been able with greater ease to plan 
in other years my own leisure study time. 
It is so easy in our busy lives when the 
work is not definitely set, and the time 
not definitely set aside, to postpone for 
really very adequate reasons our private 
study time and our own attempt at crea- 
tive work in our special field. 

We must continue living—This next 





176 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


June, 1927 


00a 


point may not be the bugbear of high 
school teachers alone, though it seems to 
me to hit them particularly. As we meet 
our pupils and alumni almost every- 
where, we are, as it were, on parade all 
the time. No matter how frivolous we 
seem, or want to seem, teachers are as a 
conscientious 


and_selfcon- 


narrow 


group very 
If one-track 
minds, itis the fault of society, the con- 
notation the has 
to the community at large. It is no won- 
der we tend to lose our sense of real 
values, that we fall into ruts gradually 
and easily. 


scious. we have 


word “schoolteacher” 


I always remember with 
sympathy the uncle, Roebuck Ramsden, 
in Man and superman. He had been a 
reformer in his youth and was proud 
of it and now in middle age he thinks 
himself still the advanced rebel he once. 
was. “I was advanced before you were 
born,” he tells the young people. So in 
defense from our very first teaching years 
to our last, we either assume or acquire 
the dictatorial manner and know it all 
or we fall into the rut of toying with 
every new idea seriously for very fear of 
being thought old and reactionary. The 
worst of it is with all our tendency to- 
ward analysis, we don’t see ourselves; 
we think we are just live people and 
along comes a United States Customs 
officer and pricks our bubble of thinking 
we look clinging-viny and human. “Dress 
‘em up,” he says, “in Paris finery; bob 
"em, rouge ’em, I spot a schoolteacher 
every time.” I don’t know whether a 


r 


man teacher feels the blow so keenly, 
but every woman teacher will sympa- 
thize. 

We read widely—Seriously 
speaking, granted we live part of our 
own lives on a pedestal, a bird’s eye view 
of everyday living ought to help us some- 
how. We need to be people among peo- 
ple both at work and at play. We need 
to know from newspapers and magazines 
and books the current events in ethics, 
politics, science, art, literature, music, 
school affairs. Lectures are helpful but 
less good. In our quiet reading time we 
have a better chance to weigh ideas, com- 
pare, and think for ourselves. Lecturers 
so often talk down to their audiences. I 
believe in shopping about among the 
magazines, too, whether the Mercury or 
Harper's, The Saturday Review or The 
Living Age, School and Society or the 
N. E. A. JourNAL meet my definite 
needs this particular year. Always, how- 
ever, in addition to anything else, I want 
at hand the best technical magazines 
available in my own particular field. 
This all sounds simpler than it is. Not 
only dollars and cents and time are neces- 
sary; there is so much being printed 
and we have just twenty-four hours a 
day and advertisements always are so 
alluring. 

I heard of a high school teacher the 
other day who said he had read a book 
last summer. I can’t conceive of such a 
person. Though I know he does exist in 
our high schools, I hope that he is not 


must 


conspicuous in any faculty and that he 
soon gets a job more suited to his tastes 
and aims. I cannot conceive of.a teacher 
who hasn’t his own particular ever chang. 
ing “five foot book shelf’ containing the 
works of his particular prophets on liy- 
ing in general, his prophets in his own 
particular field, to say nothing of cer- 
tain textbooks that in his estimation are 
‘on the road.” ‘These last are so pe- 
culiarly personal that my list would not 
be helpful, yet I cannot help mentioning 
a few of my this year’s prophets—Wil- 
liam James, John Dewey, Dhan Gopal 
Mukerji, James Harvey Robinson, Lewis 
Carroll, William M. Thackeray, Wil- 
liam Shakespeare, John Keats, James 
Stephens, Christopher Morley, Alfred 
Hitchcock. Can there possibly be among 
us some teachers who do not have their 
prophets ? 

We must educate—As a last word it 
is my firm belief that we teachers have 
to assert ourselves as persons. We must 
rise in our strength from superintendents 
to kindergartners and demand time and 
money to do a good piece of work, pro- 
fessional work on a plane with that of the 
best doctors and lawyers. To quote from 
myself of last year, I am unwilling to 
reconcile myself to the fact that parents 
consult a twenty-thousand dollar a year 
specialist for their physical defects, a fifty- 
thousand dollar lawyer for their legal 
difficulties, and then trust their children’s 
education to craftsmen mostly of the two- 
thousand dollar variety. 





ANDICRAFT CLUBS are now a feature of the summer vacation in many 
exhibit of recreational work in the 





cities. 
Woodward School, Saint Louis, Missouri. 


They have high educational value. 


Here is ail 











927 


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Come Into the Garden 


WANT you to come with me this 

morning, down the pathway of 

dreams to your mother’s garden. I 
will open the gate with the magic words 
of Margaret Widdimer’s poem, “The 
Garden” : 


There were many flowers in my mother’s 
garden, 

sword-leaved gladiolus, taller far than I, 
Sticky-leaved petunias, pink and purple-flar- 
ing, 

Velvet-painted pansies smiling at the sky; 


Scentless portulacas crowded down _ the 
borders, 

White and scarlet-petaled, satin-rose and 
gold, 

Clustered sweet alyssum, lacy-white and 
scented, 


Sprays of gray-green lavender to keep till 
you were old; 


In my mother’s garden were green-leaved 
hiding places, 
Nooks between the 
place to play! 

Still my heart can hide there, still my eyes 
can dream it, 

Though the long years lie between and I am 
far away; 


lilacs—oh, a pleasant 


Wken the world is 
city’s clanging 

Tires my ears and tires my heart and dust 
lies everywhere, 

lcan dream the peace still of the soft wind’s 
shining 

Ican be a child still and hide my heart from 
care, 


hard 


now, when the 


lord, if still that garden blossoms in the 
sunlight 

Grant that children laugh there now amid 
its green and gold, 


Grant that little hearts still hide its memoried 
Sweetness, 


locking one bright dream away for light 
when they are old! 


Why do these words stir our hearts 
0 deeply? Because they refer to a lost 
kingdom, Probably an oil filling station 
stands where your mother’s garden once 
ood and the flowers that “crowded 
down her borders” are now imprisoned 
formal beds in public parks. Even 
mother’s plants” 
banished by the gas range. 

Few of our modern children will ever 


inderstand that poem, and we read it 
iene, 


“house 


have been 


i 
j An address given before the Department 
Superintendence, Dallas, Texas, Thurs- 
*Y Morning, March 3, Ages. 


HELEN FIELD FISCHER 


Landscape Designer, Shenandoah, Iowa 


with hungry hearts for we are sick of 
artificialities and dizzy with the rapid 
changes of our marvelous age. We long 
for the real and the elemental. 





We want to rest our souls with some- 
thing that does not change: the simple 
flower types of the roadside and of our 
mother’s garden; the old fragrance of 
lilacs and of wild grape blossoms in 
June; the feeling of soft garden soil in 


For with all of these blessed 
elemental things comes the feeling of 
relaxation and nerve ease, the feeling 
of being at home. 

And this is the kingdom that every 
child should inherit by divine right. 
But we have stolen it from him. We 
have gone mad with excitement over 
the wonderful, new mechanical toys of 
our generation and we have _ insisted 
that our children share our madness. 
We have stolen from them every con- 
tact with the beautifully elemental and 
now we stand aghast if they try to find 
their way back to the realities of life, 
through avenues that are unbeautifully 
elemental. 

Let me tell you through a parable 
how I learned my lesson. It happened 
when my first little daughter was two 


and a half years old. We had raised 


spring. 


[177 


her carefully “by the book” and one of 
the rules was that she must be in bed 
by twilight. Never had we broken this 
rule; but at this particular time our little 
city was going to display some wonder- 
ful fireworks. They would represent a 
sham battle; a picture of the face of 
Washington in living fire. We thought 
that it was something that the child 
should not miss. 
oclock. 


It was to start at nine 
I gathered her little sleeping 
figure in my arms and we drove far out 
into the country to a hill overlooking 
the town, where we could have a per- 
fect view. When the fireworks got really 
thrilling, I roused the sleeping child in 
my arms and pointed them out to her. 
She did not react as we had thought she 
would. She looked at the spluttering, 
restless fires almost in distress. She 
actually turned her face away from 
them; but by turning her face, she saw 
for the first time in her life, the black 
velvet of the night sky with its marvelous 
display of stars. Instantly she was all 
animation and joy and she asked eagerly 
“What birds those were.” The fireworks 
were forgotten for the rest of the eve- 
ning. Never since then have I tried to 
give to little children the “fireworks” of 
life when they were asking for the stars. 

God’s first plan for getting His chil- 
dren close to the beautiful elemental 
things, was to give them a garden; and 
gardens are still the only place in which 
He works in open partnership with man. 
Some one has said “I never knew Thee, 
God, until my garden brought us face 
to face.” We feel Him come into the 
garden in the dusk of twilight and know 
the thrill of going back in the morning 
to see what our Divine Partner has 
wrought over night. 

In the garden we commune with the 
wind and the skies. In the garden we 
meet our friends, the birds and the shy 
creatures of the fields. Nature makes 
gardens excuses to show us the early 
morning skies and she sends us out on 
starlit frosty nights to cover up our little 
plants. She also has tasks that must be 
done in the glorious, glowing heat of 
noonday~to teach us the feeling of sweat 
on our brows. 
we can 


In a very tiny garden, 
experience all of the great 
elemental tragedies of storm, flood, wind, 
and frost, We may have a taste of the 





178 
blessed physical weariness that makes 
sleep sweet. 

But the biggest human lesson that we 
learn in the garden is that of being 
master and not slave. The task is hard 
enough that we must put forth our best 
efforts if we attain success that will give 
us the thrill of pride. We must use our 
keenest wit to learn in what way nature 
would have us cooperate in the methods 
of cultivation and irrigation. We must 
struggle early and late against insect 
pests and weeds. No sensation in life 
is sweeter than the feeling of power 
that comes from the mastering of these 
elemental forces. 

The joy of subduing the earth and 
making it bring forth fruit and beauty 
has filled and satisfied the lives of gen- 
eration after generation in the past and 
will still satisfy other generations, after 
our artificial civilization has gone to 
ruin. To the people who have toiled 
and mastered the soil, have come the 
visions that have lifted the race. And 
“without vision the people perish.” 

The children now under your train- 
ing face the most noisy, complicated, 
and strenuous future in the history of 
humanity and the only armor that will 
carry them safely through is that of 
nerve poise, and if anything can give it 
to them, the garden can. Some one has 
wittily said, “One of these days some 
learned physician will determine just 
what is in the soil and in the working 
of the soil, that has such wonderful 
curative properties.” Can you imagine 
a specialist saying to a patient, “I pre- 
scribe a hundred tea roses, two fifty- 
foot rows of prize zinnias and asters, a 
choice collection of iris and peonies.” 
The physician would probably be con- 
sidered mad; but the patient would 
doubtless recover. 

But the garden gives another power, 
a power so rare that it places a man 
above his fellows; a power so God-like 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


that we call it the divine fire. This is 
the power of creative art. No great 
picture has ever been painted by one 
who has not spent hours in the open. I 
have yet to find a great creative writer 
who did not grow up in a garden. The 
very soul of music is its power of re- 
producing the sounds and rhythms of 
nature and of thus bringing to our 
minds images of nature’s pictures. The 
great architect thrills us with his repro- 
ductions of nature’s forms conventional- 
ized in marble. The arched columns of 
his cathedrals are but copies of the arch- 
ing branches of the elm trees over the 
village street. You cannot create unless 
you have a store of material. 

The child who has not been given con- 
tact with nature’s forms and moods can 
never hope for original power. He can 
merely copy. He will create weird books 
and pictures that are combinations of the 
artificial and the erotic, but no child 
raised without a garden ever made liter- 
ature or music or art that touched our 
nobler emotions. If he has this dynamic 
power however, there will linger about 
his work and his personality, something 
that we can describe only by the word 
“glory.” We know not why, but it 
brings a thrill to our hearts and a mist 
of tears to our eyes. 

Unless children are taught to under- 
stand nature, they will be as unable to 
interpret works of art as they are unable 
to create them. It is useless to teach 
literature, music, or art in an interpre- 
tive way unless the child has within his 
heart the images we seek to re-awaken. 

Children raised on farms can under- 
stand and a few fortunate city children 
who can afford summer camps; but the 
others listen with deaf ears and it is we 
who are to blame. When we have as 
many special teachers for nature study 
and gardening as we now have for music 
and art, we shall have made a start. 
Those of you who believe in it must 


June, 1927 
nsieneeimisiciaamma 
dare to pioneer. It will be no easy task 
How well Kipling understood this, | 


will quote from his “Glory of The 
Garden.” 


Our England is a garden and such gardens 
are not made 

By saying: “O, how beautiful” and sitting jp 
the shade, 

While better men than we go out and star 
their working lives 

At grubbing weeds from gravel paths with 
broken dinner knives. 

There’s not a pair of legs so thin, there 
not a head so thick, 

There’s not a hand so weak and white, nor 
yet a heart so sick, 

But it can find some needful job that’s cry- 
ing to be done 

For the glory of the garden glorifieth every 
one. 

It is not for me to say how you will 
give back the divine gift. That is your 
responsibility and your blessed task. | 
know that the hearts of the children are 
hungry and receptive. You might con- 
sider the subject of landscape architec. 
ture a dull one for children, but I have 
seen an audience of high-school boys and 
girls give perfect and rapt attention for 
an hour to a talk that explained the rea- 
sons for some of the simplest landscape 
operations; that we must have as wide 
and as long a stretch of lawn as possible 
because the American eye has been 
trained to long stretches of prairie and 
sea; that lawns are sensitive to hurrying 
feet in the spring because grass loves a 
firm root hold, and after it has been 
heaved by the winter frost one kick of 
the careless foot will make a bare place 
that will ruin the beauty of the whole 
lawn; that one of the uses of trees in 4 
landscape is to frame our landscape 
picture with the trunks for the sides, the 
spreading branches for the top and the 
dark shadows against the velvet lawn 
for the bottom of the frame; that the 
eye unconsciously seeks a sure boundary 
line of hedge or neatly edged grass and 
is irritated unless it finds that line; that 








LOWER MASSES add to the beauty of these elementary school buildings 
a building made attractive by this touch of brightness. 








It is easier to 








, 1927 
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Jol. 16, No. 6 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


179 


_ SS  —_————-a-~- 


a house looks unfinished and barefooted 
unless its foundation is covered with 
shrubbery ; that it does not have a look 
of restful permanence until vines reach 
up from its base and clasp it to the soil ; 
that it takes skill and art to trim a hedge 
at its very start if it is to grow up into 
the form that we wish. 

| have seen a school ground in a large 
city, beautifully planted with wiid 
shrubs and trees, each one of which was 
collected in the woods by children and 
their parents. In a smaller city, the chil- 
dren were set to selecting its ten most 
beautiful trees; and people became so in- 
terested that when the trees were finally 
selected and every child in the city could 
name and locate them, the Daughters of 
the American decided to 
make them the historical trees of the city 
and gave them permanent markers. 

Mr. Kilpatrick, through his work with 
the paper-white narcissus bulbs in New 
York City, has brought to thousands the 
miracle of the flower hidden within the 
brown bulb. City after city has caught 
his idea. 

A few towns and cities have organized 
shool garden work. It seems that a 
most wonderful way of getting a vital 
connection between the school and the 
parents is through home gardens, di- 
rected by a school garden supervisor. It 
borrows the psychology of the modern 
advertiser and appeals to the parents 
through the child. If the child comes 
home at night eager to try the miracles 
that he has learned at school, we may 
get some of the poor lost parents back 
into the kingdom! But if there is no 
place at home for a garden, then city 


Revolution 





~~“. 


plots, where each child may have a por- 
tion, are the best substitutes. But in 
some way furnish him with a bit of sky 
covered soil and an elemental hearted 
teacher who still thrills to the mirac- 
ulous in nature. 

You educators tell us that we never 
really know a thing until we learn it 
through our hands, and so I plead with 
you to find a way in which each childish 
hand may have the thrill of working the 
fragrant soil; of considering for the first 
time the marvel of the brown seed that 
from some force within itself breaks its 
shell, reaches out and takes hold on the 
earth and selects the material that will 
bring forth flowers and leaves of its par- 
ticular kind. Let him master the deli- 
cate art of getting sturdy plants from 
the tiniest of seeds and of transplanting 
the seedlings so skilfully and tenderly 
that they will continue to flourish. Let 
him dream of bloom and see the bud 
unfold into flowers, responding to his 
care. Teach him to know the names of 
the common flowers and trees. Surely 
a child, who can so easily learn to know 
and recognize a dozen makes of auto- 
mobiles and a dozen movie stars, can 
learn the names of as many flowers and 
trees. 

Your biggest problem is to find the 
teachers, for this is one kind of educa- 
tional work that is utterly useless unless 
the teacher loves his task and is hand 
in hand with the elemental forces him- 
self. But you are the men and women 
whom we have put in this place of re- 
sponsibility because we feel that you have 
the ability to find teachers. For this 
task you will not seek entirely among 


those of brilliant intellectual attain- 
ments. I think a good way to choose 
them would be by their shoes. Do not 
exactly look for garden soil on their 
shoes, but look for shoes that would not 
be afraid of the garden. Look next for 
roughened hands and then lift your eyes 
to the face and see if it is glorified, for 
those who work long and _ intimately 
with God in the garden, learning the 
great elemental secrets of nature, grow 
to have glorified faces. You know the 
look if you have met Luther Burbank or 
L. H. Bailey; but you can find it just 
as beautifully written on the faces of 
some of your teachers in the ranks; and 
when you find such a teacher, seize upon 
him, whatever his age and whatever his 
degree or lack of degree. Get a Smith- 
Hughes man if you can afford it and if 
you can find one who fills the spirit re- 
quirements. But remember that the 
eager passion to learn plant lore and to 
transmit that knowledge to others is 
often found among those who have had 
no college training. I have even known 
a janitor who qualified! When you are 
sure you have found the right teacher, 
give him the soil, the seed, and the chil- 
dren and leave the methods he should 
use to him. 

When God wished to punish his chil- 
dren, He drove them out of the garden. 
And shall we of this generation, who 
think we are giving to our children the 
most wonderful opportunities the world 
ever afforded, inflict upon them this pun- 
ishment instead! Suffer the children to 


come back into their heritage and forbid 
them not their share of this wonderful 
kingdom and its power and glory. 


HE BEST SCHOOLS encourage interest in growing things by supplying children with young plants propagated in school green- 
houses. Here is the nursery maintained by the Saint Louis Board of Education. 
| 



















































































































































































































































































































































































180 THE 


The Journal of the 
National Education Association 


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


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


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

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

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

Subscription to non-members is $2.09 per year; single 
copies, twenty-five cents. Advertising rates on application 

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

THE JOURNAL is a member of the Educational Press Asso- 
elation of America and is published in accordance with the 
standards of that organization. 





Entered as second-class matter October 28, 1920, at the post- 
office at Washington, D. C., under the act of August 24, 1912. 
Acceptance for mailing at special rate of postage provided for 
in section 1103, Act of Oct. 3, 1917 7, authorized Jan. 26, 1921. 


~ Harold A. Allan 


Bustness Manager 


Joy Elmer Morgan 


Editor 


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





Great Convention 


ey THE ST. LOUIS CHRISTIAN ADVOCATE 
following the convention, 
R. H. Cooper makes this comment: 


Texas 


The National Education Association has 
just closed its annual convention in the city 
of Dallas. It is by far the biggest thing that 
has come to Texas in many moons. It is the 
grand army of the republic with an enrol- 
ment of 25,000,000 children officered by a 
million teachers, marching against the strong- 
holds of ignorance, superstition, 


We take off our hats and salute it! 


and sin. 


Statements like this in magazines and 
newspapers in every section of the coun- 
try suggest the majestic sweep of the 
educational advance and the large inter- 
ests that center in a convention of the 
National Education Association. These 
meetings give teachers a fuller apprecia- 
tion of the important task in which they 
are engaged. 

Just now many a teacher is trying to 
decide whether or not to go to the Seattle 
convention. Located in a section of the 
country that has peculiar fascination and 
charm, this convention will have a pro- 
gram equally attractive. President Blair 
plans to visualize in this program the 
services of America’s vast teaching army 
to the nation and the world. In this con- 
vention many a teacher will find himself 
—will catch a new vision of the bigness 
and nobility of the work of the schools, 
and will go back to the children with a 


new eagerness, enthusiasm, and faith 
that will make life brighter and happier 
for all. 


JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 








Commencement Time 
| ype pps has been in the past, and 


will continue to be in the future, 


the sunlight of 


civilization, diffusing 
light and warmth to millions who are 
groping for it—the soul of progress, the 
heart of life, the need of humanity.” 
Thus spake Evelyn Brenner, valedicto- 
rian of a graduating class at Newport 
News, Virginia, in February, in a talk 
that was significant 
This search for values is a fea- 


unusually rich in 
truths. 
ture of the commencement season that 
cannot be too much magnified. 

The quest for values is really the 
heart of all education, merely coming to 
a natural climax as pupils face gradua- 
tion. To this end the orientation courses 
that have been developing in the colleges 
should be brought down into the high 
schools. No education is really liberal 
that does not develop appreciation of 
the scientific method and some under- 
standing of the contribution it has made 
to human progress. No education is 
really liberal that does not show how 
the great achievements of the learned 
world are applied in the realities of life 
day by day. A student is not oriented 
until he has discovered his own talent 
and knows how to approach the accu- 
mulated knowledge that 
talent. 

A superintendent of a large system of 
schools always talks at commencement 
time on the values involved in the seven 
cardinal objectives of education. He 
says they are an unusually fine plan for 
a well-balanced life and that it will take 
twenty years of persistent effort to make 
America appreciate their importance to 
education. Let us then make sure that 
the graduates of our schools appreciate 
sound health; worthy home member- 
ship; the tools, technics, and spirit of 
learning; faithful citizenship; vocational 
efficiency; wise use of 
ethical character. 


Underpaying Leaders 


bearing on 


leisure; and 


ID URING this period when _ school 
needs are particularly pressing no 
policy could be more shortsighted than 
underpaying leaders. Our chief state 
school officers have suffered especially 
from this evil. The most recent case is 
in California. State Superintendent 
Will C. Wood, recognized for the effec- 
tiveness of his leadership both within the 
state and throughout the nation, gave up 
the position to which he had been re- 
cently reelected to become state superin- 
tendent of banks in California. This 








June, 1927 








loss of a valuable professional leader fol. 
lowed the failure of a proposed constity. 
tional amendment to increase the gal. 
aries of certain state officers. It is ex. 
pensive economy of a kind that would 
not be tolerated in ordinary business, 

The underpayment of this position jp 
California which now carries a salary of 
five thousand dollars is again emphasized 
by the fact that William John Cooper 
gave up the superintendency of the San 
Diego schools at a salary of nine thovy- 
sand dollars to accept a position with 
this lower income. Is Will C. Wood 
worth more to the banks of California 
than to the children? Is not William 
John Cooper worth more to the state 
of California than he was to the city of 
San Diego? 

These are questions that the citizens 
of California must decide if they wish to 
keep the strongest educational leader- 
ship in the state office. Similar questions 
are facing citizens of other states that 
wrote the salaries of their state offices 
into the constitution, where they have 
tended to remain fixed during the period 
when standards of living have risen 
greatly and competition for leadership 
in business and commerce is constantly 
bidding for the services of men and 
women of established professional ability 
and reputation. Education needs coordi- 
nation, integration, and inspiration. The 
schools cannot afford to lose tried and 
tested generalship to less important fields. 





ne pruner y icggecnas THOMAS R. COLE of Seattle 
presides over one of the great school 


systems of America. Mr. Cole is both genial 
and efficient and his presence as chairman 
of the Seattle committee on arrangements is 
a guarantee that every teacher who goes ” 
Seattle will be well cared for. 


1927 


-fol- 
titu- 
sal- 
$ eX. 
ould 
is 
Mn in 
ry of 
sized 
Oper 
> San 
thou- 
with 
V ood 
ornia 
lliam 
state 
ity of 


tizens 
ish to 
eader- 
stions 
; that 
offices 
have 
period 
risen 
ership 
tantly 
n and 
ability 
soordi- 
. The 
d and 
fields. 


Seattle 
school 
h genial 
hairman 
iments is 
goes to 















American Education Week 


Suggestions for Making a Program 


HE FOLLOWING SUGGESTIONS are 
offered by the American Legion, 
the National Education Associa- 

tion, and other organizations to aid in 
the preparation of programs for Ameri- 
can Education Week. 

All national organizations and other 
agencies in sending messages to their 
members to aid in the observance of 
the week will see that their advice is in 
harmony with the suggestions contained 
in this announcement. 


yey AND PURPOSES——Let us not for- 
get that the purpose of American 
Education Week is to acquaint the pub- 
lic with the actual work of the schools, 
with their ideals, their achievements, and 
their needs. ‘This purpose should be 
held in mind in the preparation of every 
program in every school. Let the aim 
be to have every parent visit his child’s 
school at least once during this week. 
Many schools may find it necessary to 
substitute evening sessions for afternoon 
sessions on certain days, so that parents 
employed during the day may see their 
children at work in school. For some 
time preceding American Education 
Week, let there be articles in local papers 
on the work of the schools and on the 
purposes of education. 

The schools aim to benefit the entire 
life of the child and the whole life of 
society by working toward the follow- 
ing cardinal objectives, which provide 
fitting subjects for articles in newspapers 
and magazines: 


1, Sound health 
2. Worthy home membership 


3. Mastery of the tools, technics, and spirit 
of learning 

4. Faithful citizenship 

5. Vocational effectiveness 

6. Wise use of leisure 

7. Ethical character 


Monday, November 7, 1927 
Health Day 


Bo THE PROGRAM for this day 
around the fact that sound health 
is the foundation of individual happiness 
and community wellbeing. Let the 
Program outline particularly what the 
‘hools are doing to promote health. 
The regular work of the school can be 
carried forward and citizens encouraged 
to visit classes. Have a special program 


or programs on the topic of the day, in 
which the public participates. 

To promote health, schools emphasize 
hygiene and health habits, regular exer- 
cise in gymnasium and out of doors, com- 





apes this week let every com- 
munity study not only its educa- 
tional plant, but also its educational 
ideals and the community atmosphere 
in which children are brought up. Let 
parents visit teachers and _ teachers 


visit parents in an effort to solve the 
common problems of children. Let 
the week be a time of deeper under- 
standing on the part of the people of 
the role education has played, is play- 
ing, and must play in the life of our 





great democracy. That nation is 
greatest that puts the child first in its 
thinking, in its statecraft, in its busi- 
ness, in its ideals of conduct. The 
nation that has the highest regard for 
childhood will lead all others in 
health, intelligence, morality,  effi- 
ciency, and happiness. It will reach 
the greatest heights of national pros- 
perity, both material and _ spiritual. 
The race moves forward through its 
children. 














petitive athletics, the correction of physi- 
cal defects, nutrition clinics, and special 
instruction for the handicapped child. 
An adequate school plant—sanitary, 
spacious, cheerful—built around the 
needs of the child and the school, pre- 
serves the health of school children and 
helps to improve individual and com- 
munity life and to insure a better race. 





Tuesday, November 8, 1927 


Home and School Day 


N WORKING ouT the program for 

Home and School Day let the central 
thought be that the home is the most 
fundamental institution among all civil- 
ized peoples. The school work for this 
day may go on as usual except that the 
teacher should, at some appropriate time, 
talk to the class or the school on the 
home, letting the children know what 
each of them can do to help in making 
better homes. This is another good day 
for citizens to visit the school. 

To develop better homes, schools teach 
regard for the interest and welfare of 
others; give practise in cooperation ; 
teach children how to cook, to sew, to 


[181] 


manage home budgets, and to appreciate 
the meaning of home life ,in its relation 
to individual and race welfare. ‘The 
American home and the American school 
work together to develop a finer and 
richer human life. That school is best 
where all teachers take honest pride in 
serving the community and in building 
up its home life. ‘hat community is 
best in which parents appreciate the 
teachers and magnify the work of the 
schools. 


Wednesday, November 9, 1927 


Know Your School Day 


Bee CENTRAL THOUGHT of this day’s 
program is the school itself. No one 
will dispute the statement that the 
schools are the first and biggest enter- 
prise in nation, state, county, or city. 
The school aids the child to adapt him- 
self to the difficult life of our time. To 


accomplish this work it needs these essen- 
tials: 


1. A competent, conscientious, and 
trained teacher in every classroom. 

2. A vital curriculum, changing to meet 
social and individual needs. 

3. An effective form of school and class 
organization. 

4. A school term of reasonable length, with 
high regularity in attendance. 

5. An efficient, well-trained, administrative 
and supervisory staff. 

6. An adequate building, well equipped, 
with ample provision for libraries, labora- 
tories, physical education, gardens, and other 
school activities. 

7. An intelligent and appreciative public 
support. 


well- 


The education of the whole child is 
the goal of education. To teach chil- 
dren how to learn, to think, to develop 
vision, to weigh, and to judge and to 
give them some appreciation of the spirit 
of the learner—these are the great tasks 
before the educational forces of our day. 
A little invested in education saves much 
expended on poverty, disease, and crime. 

Let the regular work of the school be 
carried forward and citizens urged to 
visit classes. Evening programs by or- 
ganizations. 


Thursday, November 10, 1927 
School Opportunity Day 
> om THE PROGRAM for this day 


around “Opportunity,” stressing 
particularly the opportunity which the 





182 


THe JOURNAL OF THE NATIONAL EpucaTion AssocIiATION 





school should offer the child. ‘Teachers 
will on this day inspire pupils to take 
advantage of the opportunities before 
them. Citizens will seek to determine 
adequate opportunities are 
offered to all the children of the com- 
munity. Let consideration be given the 
educational needs of the children of the 
state and the nation. 

To help every child find his oppor- 
tunity for service and to prepare him 
for it is a primary responsibility of the 
school. Schools promote vocational efh- 
through courses in agriculture, 
and industries, 
home economics. 


whether 


ciency 
and 
Special classes, evening 
schools, opportunity schools, and con- 


trades commerce, 


tinuation schools are means of giving a 
reasonable opportunity to all. By em- 
phasizing joy in work, efficient technics, 
and application of art and science to 
daily lite, the schools help to raise the 
standard of living. 


Friday, November 11, 1927 
Armistice Day 


gong DAY provides the oppor- 
4 tunity for a program of the high- 
est patriotic quality. It marks the date 
when the thought of the world changed 
from war duties to the peaceful pursuits 
of life and to the duties of citizenship. 
Let the memory of the joy over the news 
received nine years ago today by the 
folks at home and the boys abroad serve 
as an inspiration for promoting educa- 
tion throughout the nation. 

The success of democratic government 
depends upon the faithful performance 
by each citizen of his public duty. By 
living as citizens of the school, children 
learn to be citizens of the larger society. 
School study in geography, history, cur- 
rent events, and social civics prepares 
children for citizenship duties. Schools 
aid immigrants to understand and meet 
the problems of everyday American life. 
Schools eliminate race hatreds and de- 
velop that mutual sympathy, respect, and 
understanding essential to loyal citizen- 
ship. 

It is significant that the men who con- 
quered by the use of arms in the world 
war are the ones to lead in the move- 
ment to avoid future wars through edu- 
cation, which is the foundation of under- 
standing and cooperation. 


Saturday, November 12, 1927 


Community Day 


‘HE PROGRAM for this day should 
emphasize the value of schools in the 
improvement of community life. The 


schools should participate in the various 
community activities of the day. En- 
courage athletics, other sports, and pub- 
lic programs. 

Education is a lifelong adventure. 
The ability of the individual to improve 
himself is influenced by the ideals and 
practises of the community as a whole. 
To improve community standards, 





Suggestions for Cooperating 
Agencies 


_— SUPERINTENDENT or chief 
school officer is, by common con- 
sent, to serve as director of the week's 
activities. 

The American Legion calls on every 
local official to offer his services on 
committees and in every way possible 
to promote the proper observance of 
the week. 

Request the mayor to issue the 
proclamation setting aside November 
7-13 as American Education Week. 
Do this in September. 

Let churches, chambers of com- 
merce, labor organizations, women’s 
organizations, fraternal bodies, lunch- 
eon clubs, and other agencies plan to 
give attention to the work of the 
schools—each in its own way. Have 
speakers talk a few minutes on the 
necessity of education. 

Let the newspapers give space to 
articles, editorials, and news about 
education, including the printing of 
the local program in full during edu- 
cation week. 

Let the merchants recognize Amer- 
ican Education Week in their window 
displays and newspaper advertise- 
ments. Begin doing this the preced- 
ing week. 

Ask the moving picture theaters to 
use slides urging people to visit the 
schools and study educational issues. 

Ask radio broadcasting stations to 
feature educational addresses and 
school programs. Make early re- 
quests. 


schools cultivate tastes in art, music, 
literature, and sports, which help to 
make leisure time an asset rather than a 
liability. Wise communities provide 
facilities for wholesome leisure activ- 
ities—libraries, museums, parks, play- 
grounds, auditoriums, and art galleries. 
They make the schoolhouse a community 
center. Good roads unify a community. 


Sunday, November 13, 1927 
For God and Country Day 
(¥: THIS DAY let ministers of all de- 


nominations address their audiences 
on the +vigher values of education and 
on the work of teachers and the schools. 
Let them base their words in part at least 


June, 1927 


on knowledge gained from personal visj- 
tation. Let these sermons be a fitting 
climax for the week’s activities. Invite 
every citizen to attend both the morning 
and evening services on this day. 

The virtues that underlie human hap- 
piness and welfare are practised in the 
daily relationship that children have 
with each other and with their teachers, 

Ethical character—simple, positive, 
harmonious—is the supreme objective of 
the school and of life. It gives the 
foundations for the higher values in life, 
By emphasizing ideals of right conduct 
the schools seek to maintain the moral 
and spiritual fiber of our people. 


N™ IS THE TIME for teachers clubs 
l and school faculties to appoint 
committees to carry forward plans for 
the observance of American Education 
Week. By working well in advance 
much material can be gathered that 
shows what schools are actually doing, 
The back files of THE JOURNAL OF THE 
NaTIONAL EpucaTION ASSOCIATION 
contain a wealth of material bearing on 
each of the days. For example, THe 
JourRNAL during 1926 and 1927 has 
published the following articles which 
contain material useful in connection 


with Health Day, November 7: 


Better Health Habits—C. E. Turner; Jan. 
1926... 25:35 

Department of School Health and Physical 
Education, Jan. 1926. 15: 23 

Teach Them How to Save Their Sight— 
Kirk M. Reid; March 1926. 15: 71-2 

The School Lunch—Mather M. McCord; 
March 1926. 15: 78 

Fresh Air and Ventilation in Schools— 
Wood and Hendriksen; March 1926. 15: 
$1 

Adventures in Health Education—C. E. 
Turner; April 1926. 15: 129 

The Summer Round-Up of the Children— 
Margaretta W. Reeve; May 1926. 15:143-5 

May Day for Health—Mrs. Ernest R. 
Grant; May 1926. 15: 158 

Physical Education in High Schools—Carl 
L. Schrader; Dec. 1926. 15: 287-8 

School Health and Physical Education at 
Philadelphia, Jan. 1927. 16: 31 

Research Improving Health Education— 
Margaret M. Alltucker; May 1927. 16: 149 

What do Parents Think?—C. E, Turner; 
March 1926. 15: 84 : 

Preschool Training at Iowa City, April 
1926. 15: 123-24 

The Challenge of Childhood—Mary Me 
Skimmon, Oct. 1926. 15: 201-5: 


Files of THE JourNAL are kept by 


most schools and libraries. Where du- 
plicate sets are available the articles may 
be clipped and grouped together by sub- 
ject. Subcommittees may be appointed 
for each of the seven days of American 
Education Week. 





i- 


oe 8 


Jan. 
sical 
ght— 
Cord; 


r0ls— 


15: 
C. E. 


iren— 
2143-5 
ot R. 


—Carl 
‘ion at 


4tion— 
16: 149 
urnef,; 


April 


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The Wonderland of Washington 


Juia A. SHOUREK 


Head of the Department of Elementary Science and Visual Education, Seattle 


WOMAN LECTURER who has spent 
much of her time in Alaska and 
is a resident of Seattle recently 

returned from a lecture tour in the east. 
One of her choice stories is of the Boston 
lady who, after a lecture, asked if Seattle 
had any street cars. 

And three or four years ago, a Seattle 
teacher in London read in the newspaper 
of a decision handed down by a woman 
judge in Seattle, Alaska! 

Alas, how little the world in general 
and our own country in particular knows 
of this wonderland of ours—of our cli- 
mate, our mountains and lakes, our or- 
chards and wheattfields, our cities and 
their industrial progress! In Pittsburgh, 
recently, an enthusiast from the north- 
west had evidently been a little over- 
enthusiastic for, in passing a fruit stand 
one of the Pittsburghers remarked (was 
it a trifle sarcastically?) ““Now, my dear, 
the next thing you'll be telling us is that 
you grow cherries like these in Washing- 
ton.”’ And the northwestern enthusiast, 
much to the dismay of the fruit vender, 
lifted the box of Bings from the shelf 
and showed to the doubting spectators 
the legend ‘‘Wenatchee, Washington.” 

The National Education Association 
holds its annual convention in Seattle this 
year. Our fellow teachers from east 
and south and north (for our Canadian 
colleagues will avail themselves of the 
opportunity) will come to Washington, 
and it will be the privilege of Washing- 
ton teachers to introduce them to the 
beauties of this wonderful 
wealth. 

Where shall I take my eastern friend 
who has made the long trip across the 
continent into the wilds of Seattle to at- 
tend the N. E. A.? No matter what her 
tastes, she must see Seattle first. She 
must wander along the waterfront, and 
fill her lungs with salt air, and see the 
great and small boats, the fish markets, 
the municipal cold storage plant. She 
must go to Smith’s cove and see the great 
boats for the Orient load their cargoes 
of northwest products. She must be 
driven over the boulevards, around Lake 
Washington, over Beacon Hill where, 
‘Particularly at night, she can see the 
splendor of the Queen City, with all her 
topes of jewels aglow! She must see our 


common- 


Washington 


splendid elementary and high school 
buildings and the University of Wash- 
ington. She, who is so proud of the 
campus of her own Alma Mater, must 





Copyright Asahel Curtis 


Ys NEWNESS of Seattle is suggested in the 
architecture of its homes. Its tree-lined 
residential sections are the pride of their 
owners and the foundation of the city’s 
greatness. 


see what nature can do in the way of 
helping beautify a campus. She must see 
the stadium, where some of the N. E. A. 
meetings will be held, at night when the 
great Nature Pageant ‘Forest Trails” is 
given. She must get the touch of the 
orient in our lovely oriental shops and 
the touch of the occident in our depart- 
ment stores. She must gasp at the ex- 
tent and beauties of our many public 
markets, and carry about an armload of 
flowers. 

If the gods be kind, and it looks as 
if they were preparing to be very kind 
this summer, my friend must be taken 
along Phinney Ridge to see the two great 
mountain chains which engirdle this 
Queen City on east and west. If the 
gods be kind, she may see them—but if 
the gods withhold the view, I shall show 
her the truck farms in the valley. 

I shall drive my eastern friend to Ta- 
coma. Possibly the great dome of Mt. 
Rainier may thrust itself above the 
clouds and smoke for her eyes to be- 


[183] 


hold. She, being a teacher, needs to see 
our sister city. She may need to stop to 
catch her breath, for there are so many 
surprising things to see, not the least 

surprising being the fact that thirty 
miles, and not a river, separate these 

“twin cities” of the west. From Tacoma, 

with its many lovely homes, its fine new 
schools and its mountain girt harbor, with 

its lumber laden vessels, we shall drive . 
to the “Mountain that was God.” And 

she may have the thrill of snow in July, 

with myriads of flowers, such as only 

Alpine meadows may grow! Or I may 

take her through Maple Valley and 

Auburn and along the lovely Green 

Water to the north side of Mt. Rainier. 

We will drive over the miles, enjoying 

the hush of woodland road, or the vel- 

vety smoothness of the highway, with 

hills and forests and streams visible (for 

our good lawmakers have blessed us with 

highways free from unsightly billboards, 

screaming “hot dog” signs, and other 

evils so common in some states) ; we will 

pass through the little towns with their 

comfortable homes and gay gardens, en- 

joying them all as we go and then—the 

mountain! Oh, what joy to come upon 

it, all unheralded ; to see its snow-covered 

crest, its sunlit snow fields, its majestic 

grandeur. 

I may take her by boat to the San 
Juan Islands. In that case I shall linger 
for a few days at Friday Harbor, for my 
friend will be a nature lover, and a land- 
lubber as well, and I shall introduce to 
her the many little denizens of the sea 
by day and the fairy phosphorescence by 
night. If she loves the roar of the surf, 
I shall take her to Kanaka—if she pre- 
fers to rest in a quiet hotel, we shall find 
any number to choose from. We may 
visit Victoria, with its quaint old world 
atmosphere, and we may go to Mt. Tol- 
mie to hear the English skylark sing. 
Then, indeed, can she read Shelley’s ode 
and enjoy it all anew. 

Does she prefer to tramp? Then we 
will take the Olympic Highway along 
Hood Canal. We can find interesting 
spots at which to stay overnight. Or 
we may take the car, and a side tent and 
a frying pan, and do the whole Olympic 
peninsula, gipsy fashion, until we view 
the Pacific at Mora. My friend may 





18+ 


never have had the thrill of a sleeping 
bag under the stars, nor have broiled 
over glowing coals the fresh caught sal- 
mon, or boiled the toothsome crab such 
as only Puget Sound can supply. 

Or shall 


Highway to marvel at the giant trees, 


| take her over the Sunset 


to listen to the rush of falling water, to 
stop for cherry pie at the summit, to float 
down road 


along Lake Keechelus as the sunset colors 


the wonderously winding 


paint its waters with crimson? Shall we 
camp on the prairie, along the Yakima 
River, with its deep murmur to lull us to 
sleep? And then go on to Lake Chelan, 
with the wonderful orchard land, and 
the fruits just ripening? ‘The Okanogan 
country may interest her, so we'll replen- 
ish our commissary and go on into 
Canada, the 
newly opened Banff Highway, and then 
to Bellingham and Mt. Baker. We will 
enjoy the view of the waters from Chuck- 
anut drive on our way back to Seattle. 

Or does my friend, being interested 
in history, want to follow the old Lewis 
and Clark ‘Trail and Bryant’s 
“Mighty Oregon,” which we call the 
Columbia. Very well, then we will re- 
trace our way to Tacoma, and stop long 
enough in Olympia to view the new 
capital buildings. 

Then on south, to Longview and 
Kelso, to Portland, to let her decide for 
herself the truth of what her fellow pas- 
senger on the train said about the differ- 
ence between Seattle and Portland, and 
to the east over that magnificent Colum- 
bia River Highway. She has seen the 
fall country of Western New York and 
Niagara. She has driven over the Mo- 
hawk Trail and through the Poconos 
in Pennsylvania. I shall give her a chance 


west to Vancouver over 


view 


ew Se ee ee 


EATTLITES enjoy golf as much in January as in July. 
enjoy the cool evergreen fairways of the Puget Sound city. 





THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


No, truly, we 
haven't the only beauty spots in the 
country. Every state can boast, whether 
it be the New England states, with their 
softened loveliness, or New York with its 
palisaded Hudson, or Wisconsin with her 


to make comparisons. 


bi THE NORTH of Seattle are these tewer- 
ing snow-capped peaks of Mount Baker, 
competing with the Olympics bordering 
Puget Sound on the west, the mighty Cas- 
cades on the east, and the splendor of Mount 
Rainier on the south. 


lakes, or the Dakotas with their mystic 
“bad lands” and exquisite Black Hills. 
We sometimes make the mistake, we 
western enthusiasts, of losing sight of 
these facts. But no point in the east can 
give us the view we will get from the 
Vista House—if the gods will! 


Mt. Hood, Mt. St. Helens, Mt. 


The easterner whose courses 





June, 1927 


Adams, Mt. Rainier—oh, turn slowly, 
eastern friend of mine, for never in any 
other place will you see such distance, 
such majestic grandeur. 

And we'll follow the highway to Emi- 
grant Pass and marvel at those intrepid 
explorers who braved the perils of an un- 
known wilderness that the east might 
know the west. And we'll talk of the 
Oregon Trail, of our own Ezra Meeker, 
who is the link that binds that past with 
our present, and then we'll wonder what 
Gray, the discoverer of this great river 
which and which 
bears the name of his vessel, might have 
thought if he could have seen into the 
future: of Vancouver and Davidson and 
Menzies: of Nuttall and Douglas and 
Muir and the many other explorers, 
geographers, and scientists who have 
made our country out of the wilderness, 

Does she long for the lure of Waikiki? 
The way begins here. Does she crave for 
the fjords of Alaska? Presto—the boats 
leave from Seattle! Has she been told 
of the wonders of California and longs 
to satisfy herself? You may go, friend 
of mine, by rail, by stage, by auto, by 
boat! Is she anxious to see our sister 
country, Canada? Boats and trains leave 
daily! The University can help her brush 
up a little along educational lines if she 
enrols either for the first or the second 
term of the summer quarter. 

Whatever your tastes, whatever your 
strength, whatever your purse, however 
long your time, oh, eastern friend of 
mine, I am ready to introduce you to this 
“open sesame’’—Seattle. 

I can offer you cool breezes and na- 
ture’s unsullied loveliness for next sum- 
mer. Just give me the chance—you may 
make the choice. 


stretches before us 


ie eo Sib S 


sometimes burned and hot in July will 











ve 
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ci 
for 
ats 
old 
ngs 
ond 


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ave 
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she 
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ill 


Our State Associations, 1926-27 


the National Education Association are here 

listed with important information about each. 
The associations employing full-time secretaries 
are indicated by an asterisk. 


Sis and territorial associations affiliated with 


*Alabama Education Association, Janet C. Simp- 
son, President, professor of English, State Nor- 
mal School, Florence; R. W. Cowart, Secre- 
tary, 415 First National Bank Bldg., Mont- 
gomery. Annual meeting: 


Alaska Educational Association, Conrad Henry 
Bowman, President, superintendent of schools, 
Petersburg; Ella Hill, Secretary, Petersburg. 
Annual mevting: 


Arizona State Educational Association, John D. Loper, 
President, superintendent of schools, Phoenix; 
W. T. Machan, Secretary, principal, Creighton 
School, Phoenix. Annual meeting: December 
29-30, 1927. 


*Arkansas Education Association, W. C. Davis, 
President, county superintendent of schools, 
Lonoke; H. L. Lambert, Executive Secretary, 
Box 1086, Little Rock. Annual meeting: Lit- 
tle Rock, Nov. 10-12, 1927. 


*California Council of Education, Mark Keppel, 
President, county superintendent of schools, 
504 Thorpe Bldg., 132 N. Broadway, Los An- 
geles; A. H. Chamberlain, State Executive Sec- 
retary, 933 Phelan Bldg., San Francisco. Divi- 
sion meetings: North Coast Section, Sept. 26- 
28, 1927; Northern Section, Oct. 17, 1927; 
Central Section, Nov. 22-24, 1927; Central 
Coast Section, Dec. 12-15, 1927; Bay Section, 
Dec. 19-22, 1927; Southern Section, Dec. 21-23, 
1927. 


‘Colorado Education Association, George E. Brown, 
President, superintendent of schools, Greeley; 
W. B. Mooney, Secretary, 530 Commonwealth 
Bldg., Denver. Division meetings: Western 
Division, Grand Junction, Nov. 10-12, 1927; 
Southern Division, Pueblo, Nov. 10-12, 1927; 
Eastern Division, Denver, Nov. 10-12, 1927. 


Connecticut State Teachers Association, Gordon C. 
Swift, President, Watertown; Samuel P. Wil- 
lard, Corresponding Secretary, State Capitol, 
Hartford. Division meetings: Bridgeport, Hart- 
ford. New Haven, Norwich, Oct. 28, 1927. 
Legislative Assembly, December, 1927. 


Delaware State Education Association, W. H. 
Jump, President, Wyoming; Robert E. Shilling, 
Secretary, superintendent of schools, Milford. 
Annual meeting: Dover, November 10-11, 1927. 


Education Association of the District of Columbia, 
Harry English, President, Franklin School Bldg.; 
Grace Gettings Meyer, Secretary, Park View 
School. Annual meeting: October, 1927. 


‘Florida Education Association, Charles M. Fisher, 
President, superintendent of public instruction 
of Dade County, Miami; T. W. Lawton, Sec- 
retary, superintendent public instruction § of 
Seminole County, Sanford. Annual meeting: 
Tampa, December 28-30, 1927. 


Georgia Educational Association, Jere A. Wells, 
President, Court House, Atlanta; Kyle T. 
Alfriend, Secretary, 400 Vineville Ave., Macon. 
Annual meeting: 


Hawaii Education Association, G. H. Webling, Presi- 
dent, 531 South Hotel St., Honolulu; Secretary, 
Mrs. Phoebe Heen Amoy, Pohukaina School, 
Honolulu. Annual meeting: 


' 

Idaho State Teachers Association, Ira Tweedy, 
resident, superintendent of schools, Rupert; 
John I. Hillman, Executive Secretary, Box 47, 
927" Annual meeting: Boise, Dec. 28-30, 


Ail . 

Illinois State Teachers Association, Walter P. 
te President, Western Illinois State 
fachers College, Macomb; Robert C. Moore, 
field Th” Carlinville. Annual meeting: Spring- 
seh’ Dec, 27-29, 1927: Division meeting: Illi- 
; 8 Valley Division, LaSalle, Oct. 12-14, 1927; 
astern Division, Charleston, Oct. 14, 1927. 


‘| . 

‘diana State Teachers Association, C. W. Boucher, 
Tesident, Valparaiso; Charles O. Williams, 
retary-Treasurer, Room 205, Hotel Lincoln, 


ae” et meeting: Indianapolis, 


*lowa State Teachers Association, F. T. Vasey, 
President, superintendent of schools, Mason 
City; Charles F. Pye, Secretary, 415 Shops 
Bidg., Des Moines. Annual meeting: Des 
Moines, Nov. 3-5, 1927 


*Kansas State Teachers Association, W. E. Gowans, 
President, Hutchinson; F. L. Pinet, Secretary, 
315 West Tenth St., Topeka. Annual meetings: 
Topeka, Salina, Wichita and Pittsburg, Nov. 
3-5, 1927. 


*Kentucky Education Association, J. L. Foust, Pres- 
ident, superintendent of schools, Owensboro: 
R. E. Williams, Secretary, 4518 Southern Park- 
way, Louisville. Annual meeting. 


*Louisiana Teachers Association, C. B. Turn-r, 
President, Baton Rouge; P. H. Griffith, Secre- 
tary, Baton Rouge. Annual meeting: New 
Orleans. Nov. 17-19, 1927. 


Maine Teachers Associction, Helen M. Robinson, 
President, deputy superintendent of schools, 
Portland; Adelbert W. Gordon, Secretary, State 
House, Augusta. Annual meeting: Portland, 
Oct. 27-28, 1927. 


Maryland State Teachers Association, John Coul- 
bourn, President, assistant superintendent of 
education, Baltimore; Walter H. Davis, Secre- 
tary, principal, Havre de Grace High School, 
Havre de Grace. Annual meeting: 


Massachusetts Teachers Federation, Annie C. Wood- 
ward, President, 144 School St., Somerville; 
Stanley R. Oldham, Secretary, 15 Ashburton 
Place, Boston. Annual meeting: 


*Michigan Education Association, Frank Cody, 
President, superintendent of schools, Detroit; 
Ernest T. Cameron, Secretary, 1010 Prudden 
Bldg., Lansing. Annual mecting: March, 1928. 


*Minnesota Education Association, C. H. Barnes, 
President, county superintendent of schools. 
Duluth; C. G. Schulz, Secretary, Room 919 
Pioneer Bldg., St. Paul. Annual meeting: 
Minneapolis, Nov. 10-12, 1927. 


*Mississippi Education Association, J. C. Windham, 
President, Cleveland; W. N. Taylor, Secretary, 
425 Edwards Hotel Bldg., Jackson. Annual 
meeting : 


*Missouri State Teachers Association, Genevieve 
Turk, President, principal, Scarritt School, 
Kansas City; E. M. Carter, Secretary-Treasurer, 
Columbia. Annual meeting: St. Louis, Nov. 
9-12, 1927. 


*Montana Education Association, Payne Templeton, 
President, principal, Flathead County High 
School, Kalispell; R. J. Cunningham, Executive 
Secretary, 9 Kohrs Block, Helena; District 
meetings: Oct. 27-29, 1927, Bozeman, Great 
Falls, and Miles City. Winter meetings: Dele- 
gate Assembly and Administrators Conference, 
Dec. 28-30, 1927. 


*Nebraska State Teachers Association, Robert I. 
Elliott, President, president of State Teachers 
College, Chadron; Everett M. Hosman, Secre- 
tary, 511 Richards Block, llth and O Sts., 
Lincoln. Annual meeting: Nov. 2-5, 1927. 
District meetings: Omaha, Lincoln. Scottsbluff, 
Norfolk, Grand Island, and Holdredge. 


Nevada State Teachers Association, H. A. White- 
neck, President, Las Vegas; Eva M. Wilson, 


— Las Vegas. Annual meeting: Oct., 
927. 


New Hampshire State Teachers Association, John 
Gault, President, Franklin Street School, Man- 
chester; Florence H. Hewitt, Secretary, 24 
Chauncey St., Portsmouth. Annual meeting: 


New Jersey State Teachers Association, George R. 
Gerard, President, High School, Belleville; 
Charles B. Dyke, Secretary, Room 304, Stacy- 
Trent Hotel, Trenton. Annual meeting: At- 
lantic City, Nov. 10-12, 1927. 


New Mexico Educational Association, E. A. White, 
President, Hagerman; John Milne, Secretary, 


Albuquerque. Annual meeting: Albuquerque, 
Nov. 3-5, 1927. 


*New York State Teachers Association, Horace H. 
Lamberton, President, superintendent of schools, 
Malone; Richard A. Searing, Secretary, 617 
North Goodman St., Rochester; Harlan H. 
Horner, Field Secretary, 212 State St., Albany. 
Annual meeting: Troy, Nov. 21-22, 1927. Dis- 
trict meetings: Northern District, Potsdam, Oct. 


[185] 


6-7, 1927; Central District, Syracuse, Oct. 27-28, 
1927; Eastern District, Troy, Oct. 27-28, 1927; 
Southeastern District, New York City, Nov. 
17-18, 1927; Central Western District, Rochester, 
Nov. 3-4, 1927; Western District, Buffalo, Nov. 
3-4, 1927; Southern District, Elmira, Nov. 
17-18, 1927. 


*North Carolina Education Association, T. Wingate 
Andrews, President, High Point; Jule B. War- 
ren, Secretary, Box 887, Raleigh. Annual meet- 
ing: Spring, 1928; Sectional meetings: Oct. 
14-Nov. 19, 1927. 


*North Dakota Education Association, Minnie J. 
Nielson, President, Valley City; M. E. Me- 
Curdy, Secretary-Treasurer, Washburn. An- 
nual meeting: Bismarck, Oct. 26-28, 1927. 


*Ohio State Teachers Association, Charles S. Meek, 
President, superintendent of schools, Toledo; 
Frank E. Reynolds, Secretarv-Treasurer, 428 
Chamber of Commerce, Columbus. Annual 
meeting: Executive Committee, Cedar Point, 
June 20-22, 1927, and Columbus, Dec. 28-30, 
1927. 


*Oklahoma Education Association, S. C. Percefull, 
President, Alva; C. M. Howell, Secretary, 708 
Continental Blidg., Oklahoma City. Annual 
meeting: Oklahoma City, Feb. 9-11, 1928. 


*Oregon State Teachers Association, Susanne Homes 
Carter, President, Jacksonville; E. F. Carleton, 
Secretary-Treasurer, 301 Behnke-Walker Bldg., 
Portland. Annual meeting: Portland, Dec. 28- 
30, 1927. 


*Pennsylvania State Education Association, George 
D. Robb, President, Altoona; J. Herbert Kelley, 
Secretary, 400 N. Third St., Harrisburg. An- 
nual meeting: Lancaster, Dec. 28-29, 1927. 


Rhode Island Institute of Instruction, Charles Car- 
roll, President, 119 State House, Providence; 
Clarence W. Bosworth, Secretary, 33 Blacka- 
more Ave., Auburn. Annual meeting: October 


27-29, 1927. 


*South Carolina Teachers Association, J. D. Fulp, 
President, Greenwood; J. P. Coates, Secretary, 
314 State Office Bldg., Columbia; L. P. Hollis, 
Greenville, President after July 1, 1927. An- 
nual meeting. 


*South Dakota Education Association, Harold W. 
Foght, President, president of Northern State 
Teachers College, Aberdeen; N. E. Steele, Sec- 
retary, Room 3, Perry Bldg., Sioux Falls. An- 
nual meeting: Aberdeen, Nov. 20-23, 1927. 


*Tennessee State Association of Teachers, John S. 
Ziegler, President, superintendent of schools, 
Chattanooga; P. L. Harned, Secretary, State 
House, Nashville. Annual meeting: 


*Texas State Teachers Association, R. D. Green, 
President, superintendent of schools, Abilene; 
R. T. Ellis, Secretary, 708 Neil P. Anderson 
Bidg., Fort Worth. Annual meeting: Houston, 
Nov. 24-26, 1927. 


*Utah Education Association, B. A. Fowler, Presi- 
dent, superintendent of Weber county school, 
Ogden; D. W. Parratt, Secretary, 316 Vermont 
Bldg., Salt Lake City. Annual meeting, Oct. 
20-22, 1927. 

Vermont State Teachers Association, Robert N. 
Millett, President, principal, Springfield High 
School, Springfield; Bertha P. Lambert, Secre- 
tary, 310 Gage St., Bennington. Annual meet- 
ing: Burlington, Oct. 13-15, 1927. 


*Virginia Education Association, J. J. Kelly, Jr., 
President, Wise; C. J. Heatwole, Secretary, 420- 
421 State Office Bidg., Richmond. Annual meet- 
ing: Richmond, Nov. 22-25, 1927. 


*Washington Education Association, V. K. Froula, 
President, principal, Roosevelt High School, 
Seattle; Arthur L. Marsh, Secretary, 707 Low- 
man Bidg., Seattle. Annual Division Meetings: 
Longview and Wenatchee, Oct. 26-28, 1927. 


*West Virginia State Education Association, W. H. 
S. White, President, Shepherdstown; W. W. 
Trent, Secretary, Rooms 403-5 Capital City 
Bank Bildg., Charleston. Annual meeting: 
Charleston, Nov. 3-5, 1927. 


*Wisconsin Teachers Association, Eliabeth McCor- 
mick, President, Superior Hotel, Superior; E. 
G. Doudna, Secretary, 717 Beaver Bldg., Madi- 


son. Annual meeting: Milwaukee, Nov. 3-5, 
1927. 


Wyoming State Teachers Association, A. S. Jessup, 
President, superintendent of schools, Cheyenne; 
B. H. MclIntosh, Secretary, principal of High 
School, Cheyenne. Annual meeting, Cheyenne, 
Oct. 12-15, 1927. 





Deans of Women at Dallas 


NE OF THE most striking papers 
read at the convention of the Na- 
tional Association of Deans of 

Dallas, February 

6, was that by Elsie M. Smithies, 

dean of girls in the University High 

School, Chicago. Through her efforts a 


stud\ 


Women, in Texas, 


2.2 


43-4 


was made to ascertain what dif- 
ferences students find between high 
school and college and what helpful sug- 
gestions to deans in both institutions can 
be made to enable students to make the 
with fatalities. Miss 
Smithies said, “According to these young 


transition fewer 
people, the greatest gap between high 
school and college is due to five factors: 
first, the work in college; second, the 
personal responsibility; third, the social 
life; fourth, the attitude on the part of 
the faculty; fifth, the attitude of stu- 
dents.” 

Perhaps the most valuable suggestions 
to deans from these students were the 
following: Help budget 
Organize freshmen discus- 
sion groups to talk over campus prob- 
lems. Someone, a dean or a faculty 
member, should help that girl . . . to 
see excitement in an idea as well as in 
an action. Dean Smithies concluded: 
‘There is an urgent demand for real 
guidance—that type of guidance which 
is thorough and scientific; there is a 
craving for sympathetic and intelhgent 
understanding.” 


freshmen to 
their time. 


The “rediscovery of the individual” as 
an educational movement was empha- 
sized also by Mabelle B. Blake, person- 
nel director of Smith College. Said Dr. 
Blake: 


In many colleges the administrators are 
beginning to make it possible to understand 
each student, his resources, his training, his 
mental capacity, his environment, his difh- 
culties, his physical equipment, and his apti- 
tudes. They are attempting to meet- each 
individual need in order to enable the stu- 
dent to acquire the fundamental preparation 
for his part of cooperative living in com- 
munity life. In some instances it is neces- 
sary to preclude social breakdowns in order 
to enhance academic progress. 


Closely allied with the subject of in- 
dividual adjustment to college life was 
the subject of student health, ably dis- 


cussed by LeRoy A. Wilkes, who said: 


A study of health activities in various col- 
and universities considerable 
diversity in the programs now in operation; 
but it is possible to classify the different ac- 
tivities under three main headings: (1) Ac- 


leges shows 


tivities to restore health; (2) 
preserve health; 
health. 

The methods which are most generally 
used in colleges and universities to accom- 
plish these aims in an orderly and progres- 


Activities to 
(3) Activities to promote 


Photo by Bachrach 


i graeaeig STIMSON, president of the Depart- 
ment of Deans of Women, 1927-28, and 
Dean of Women at Goucher College, Balti- 
more, Maryland. 





fashion I shall leave to those better 
fitted to discuss this subject. It is my aim 
to suggest some of the needs as they appear 
to a physician who is closely identified with 
the study of the physical needs of students 
in schools and colleges. Physical activities 
should relieve the mental tension and strain 
of the academic work, improve the mus- 
cular and nervous control, stimulate the cir- 
culation, promote coordination, deepen respi- 
ration and provide healthy diversion, and 
this can all be presented in the form of play 
and not appear to the student as disagreeable 
work, 


sive 


The manifold responsibilities that nat- 
urally come to the offices of deans neces- 
sitate nice organization within the office. 
Much attention was paid to this subject 
at the convention. Grace Hull, dean of 
girls in Wichita, Kans., presented a plan 
of organization for the office of dean of 
girls which could well be adjusted to the 
ofice of dean of women. Mrs. Hull 
quoted Professor Elbert K. Fretwell as 
saying: 


It is the business of the educator to ar- 
range the whole school situation so that 
there is a very favorable opportunity for 
every member of the school, singly and in 


[186] 


groups, to practise the qualities of the good 
citizen here and now, with results satisfy- 
ing to himself. , 

Vision of the task necessitates a program 
of work whereby deans of girls may live up 
to their ideals, Fine folks are rare and 
costly, but a group of “key people” has a 
distinctive place in every school and a wise 
dean will recognize such a staff in her fac- 
ulty. Personnel work requires that special 
cases be referred to experts, the Visiting 
teacher, the school nurse, the medical ip- 
spector, the psychiatrist, and the psychologist. 
Such problems involve delicate adjustments 
of social right and duties, tremendous in- 
terests of health and education, and demand, 
therefore, that the most patient and intel- 
ligent study be given them. These special- 
ists may be counted assistants to the wel- 
fare of girls. A staff of experts organized 
and headed up by the dean of girls may exe- 
cute a piece of personnel work which would 
be impossible of accomplishment by one 
person. 


The whole emphasis of the convention 
indicated that deans in high school and 
college are taking their work very seri- 
ously. They are realizing that the office 
demands high powers and life-long prep- 
aration and are making honest and intel- 
ligent effort to meet the demands made 
upon them. 

Honorary membership was conferred 
by unanimous vote upon Mrs. Lois 
Mathews Rosenberry, former dean of 
women at the University of Wisconsin, 
and upon Mrs. Gertrude Shorb Martin, 
former dean of women at Cornell 
University. Dorothy Stimson, dean, 
Goucher College, was reelected prest- 
dent; Florence Purington, dean, Mt. 
Holyoke College, was elected second 
vice-president, and Estella G. Hefley, 
dean of women, Texas State College 
for Women, was elected treasurer. The 
first vice-president, Margaret S$. Mor- 
riss, dean, Women’s College, Brown 
University, and the secretary, Elizabeth 
M. Hause, dean of girls, West Chester 
High School, Pennsylvania, remain in 
office for another year to complete their 
terms. 

The chairmen of the sections for the 
year 1927-1928 are: University, Virginia 
Judy Esterly, dean of women, Univer 
sity of Oregon; College, Anna E. Many, 
dean, Sophie Newcomb College, New 
Orleans; Teachers College and Normal 
School, A. Evelyn Newman, dean 0 
women, Colorado State Teachers Col- 
lege, Greeley; High School, Edith J. 
Stauffer, dean of girls, High School, 
Bronxville, New York. 





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Experiences in Citizenship Training 


OULDN’'T everyone agree that 

the steady, law-abiding, public- 

spirited citizens, be they rich or 
poor, are the most valuable people in a 
community ? 

Shouldn’t education train our 
boys and girls in citizenship, not for 
some future time, but for today, every 
day? Shouldn’t the development of 
character be the essential? Train in citi- 
zenship, develop character, then the sub- 
iectmatter will become a means, not an 
end. It is only the character training 
that abides. 

The first experience of a teacher in 
one building was with a fourth-grade 
class. When the principal assigned the 
class, he said, “It is the worst group of 
pupils in the building, especially the boys. 
Some of them have been the bane of 
every teacher they’ve ever had.” Indeed, 
they seemed like a young mob ready for 
invasion. 

To win their confidence and friend- 
ship became the teacher’s objective, for 
after all there is no such thing as a bad 
boy if you respect him and get him to 
work because he likes it. When taking 
charge of the class the teacher simply 
stated: “I like boys and girls. I want to 
be your friend. I hope we can learn a 
great deal and have some fun.” 

Nature work seemed to be a good be- 
ginning, so the room was kept attractive 
with autumn leaves, flowers, and berries. 
From this beginning their project, prep- 
arations for winter, developed. A huge 
chart was placed on the wall where all 
specimens were exhibited. This involved 
research in field and library. When a 
pupil brought in a specimen or a picture 
he told about it before placing it on the 
thart. Thus the study of English, art, 
peoples, bugs and other insects, animals, 
birds, and plants was correlated. An ap- 
peal to beauty and the intricate workings 
of nature rarely fails. It is easier to do 

ight when surrounded with the beau- 
tiful, 

In the beginning some were a bit 
“omful, and “the gang,” composed 
largely of boys with high mentality, tried 
0 be troublesome. They were, in com- 
ion parlance, ‘‘smarties.” 

So a democratic honor roll was 
“arted, At a given time each week the 


our 


Jessie Durr 


Cleveland, Ohio 


names of eligible pupils were proposed 
and the class voted on them, three votes 
against meaning defeat. Honor roll 
pupils were privileged to come into the 


The ATHENIAN PLEDGE 


Long ago, i Athens, a famous city of Greece, boys when they reached the 
age of eighteen, were taught a pledge. They said it each day, beheved in it 
and tried to live by it. Fathers taught it to their sons, and the sons, when 
they grew up gave it in turn to their own boys. Each helped to make the 
pledge true until Athens became “ Artem, she Brann ful” 


Obe Dledge 


“ @ewill never bring disgrace 
to this our city by any act of 
dishonesty or cowardice, nor 
ever desert our comrades; we 
will fight for the ideals and sa- 
cred thingsof the city bothalone 
and with many; we will revere 
and obey the city laws and do 
our best to incite a like respect 
and reverence in others; we will 
Strive unceasingly to quicken 
the public’s sense of civic duty, 
that thus in all these ways we. 
may transmit this city, greater, 
better and more beautiful than 
it was transmitted to us.” 


If the young men of Greece thus pledged themselves to up 
hold their city, should the young men of America do less? 





Le is a product of the print shop of the 
Baron de Hirsch School, 222 East 64th 
Street, New York City. This school is a 
monument to a philanthropist of the old 
world who believed in the dignity and beauty 
of honest labor and the work of men’s hands. 


room whenever the teacher was there 
and to help. In connection with this 
honor roll, a lesson on honesty, or one 
of the virtues, was given daily in poems, 
story, or dramatization. Selfcontrol was 
the watchword. One day during one of 
these moral-civic lessons a youth was 
overheard to say, “She likes us.” 

The honor roll proved a great success 
due to its democracy. It was not a case 
of “teacher’s pets.” It was class major- 
ity and fair, for children are inexorable. 
Every pupil who hadn’t the right atti- 
tude was given a confidential talk and 
the theme of those talks was similar to 
this: 

God gave you your brains. They are a 
gift. It is no credit to you if you have the 
brains and the power to learn. The credit 
to you comes in the way you use them, and 
you are not using them in the right way. 


You are not bad. You just don’t understand, 
and as your friend I want to help you to 


[187] 


understand, so you will use your power to 
do right, and to become a good citizen. 
Every time you salute the flag and give the 
pledge, you solemnly promise to obey the 
laws of ‘the home, the school, the city, the 
state, and the nation, and to try to be a good 
citizen. Think it over and see if you don't 
want your name on the honor roll. 


In these conferences the teacher was 
firm, but patient and sincere. She tried 
to make the pupils feel her interest and 
her friendship. At the end of the first 
semester it was customary to change 
teachers, but the class on its own initia- 
tive secretly asked the principal for the 
same teacher, and as he was delighted 
with their development and in keen 
sympathy with the work, the request 
was granted. 

An incorrigible truant was transferred 
to the class. When shown the honor 
roll and informed how it worked he vol- 
unteered, “I heard about that on the 
playground.” Later when his name was 
placed on the roll he remarked, “I used 
to play hooky all the time, but I like this 
room.” 

It was interesting to note the differ- 
ence in the carriage of the head of these 
honor roll pupils. Their new respect 
for themselves was obvious. Another 
noteworthy aspect was their acquired 
love of poetry. The librarian said that 
never before had she heard boys name 
books of poetry as their favorite books. 

The next year a fourth-grade class 
organized a Prima. Safety Council as 
a vehicle for citizenship work. Knowl- 
edge of and obedience to the following 
pledge admitted a pupil to the council 
and entitled him to a safety badge: 


The policeman is our friend. Respect 
him! Obey him! Never bother him! As 
a member of the Primary Safety Council of 
————. School, I will obey the policemen 
and the traffic laws. I will think of Safety 
First. 


The meetings, held weekly, were con- 
ducted by the children and the interest 
and enthusiasm was intense, every child 
doing his part. A policeman attended 
each meeting and talked to the group 
about proper conduct on the streets, and 
various phases of safety, never failing to 
report improved conditions in the dis- 
trict as a result of this organization. 

There were some interestingly stub- 





188 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


June, 1927 


a ai aa Ea i aaa a le a arr ra aa 


born cases: One bright fine looking chap, 
“spoiled” at home, was given a confi- 
dential talk every day for seven succes- 
sive days without avail. On the eighth 
day, he walked into the schoolroom, like 
the young prince he was, stopped at the 
teacher’s desk and informed her in a low 
voice, “I’ve made up my mind to be a 
good boy.” He was a picture worthy of 
a master’s brush as he marched with 
head erect to his desk and began his work 
midst the subdued jeers and - satirical 
He kept 
steadfastly to his purpose in spite of the 
jeers and at the end of the week he was 
unanimously voted on the honor roll. 
The day he said with proud 
demeanor, “My father shook hands with 
me when I told him I was on the honor 
roll.” 

On the last day of school he stayed 
after all had gone, and finally after much 
hesitation, he timidly said, ‘I’m happier 
than I ever was before. My mother and 
father say I have the best reports I ever 
had in my life.” Then this inquiry was 
ventured, ‘““Why didn’t you work like 
that before?” to which he replied: “You 
are my friend.” 

At the end of the first week of school 
the next year that boy said, “The first 
few days of school I didn’t use my brains 
in the right way with my new teacher, 
and then I remembered our talks and I 
made up my mind to control myself.” A 
month later a report was obtained from 
his teacher, who said that he was doing 
well, and his reports have continued 
good. Later when asked to think of a 
way to help a truant boy who had no 
family backing, he said, “I think the 
best way to help him is to be his friend.” 
Then he and one of his pals volunteered 
to call for the truant every day on the 
way to school and thus become his friend. 

The following year this teacher’s 
work was in the sixth grade. Psycholo- 
gists designate this period as the plastic, 
impressionable age. At this time chil- 
dren are sensitive to the opinions of their 
classmates, the main problem being to 
control self for the sake of the group. 
A Civic League was organized with the 
sixth-grade pupils as active members, 
and delegates from other grades attended 
meetings and reported to their classes. 
For many of the ideas used in the forma- 
tion of this organization, credit is due 
Training in Citizenship in the Horace 
Mann School and Lessons in Civics for 
the Six Elementary Grades of City 
Schools by Hannah M. Harris. 

A general meeting of sixth-grade 
classes was held, a temporary chairman 


glances of some of his pals. 


next 


chosen, and Training in Citizenship was 
presented, followed by a general discus- 
sion on the value of forming a Civic 
League. What is education? What are 
the qualifications of a good citizen? 
Why go to school? These were some of 
the questions under discussion and the 
group was led to think that education 
is to teach boys and girls how to serve 
the world to the best advantage and at 
the same time to have all the good, clean, 
wholesome fun possible, and thus be- 
come valued citizens; if school doesn’t 
teach them selfcontrol and happiness in 
service, it has failed; the Civic League 
would help them to be good citizens, 
in the classrooms, on the playground, at 
home, everywhere, all the time. The 
three specific purposes were: Inspiration, 
Information, and Participation, and the 
greatest of these is participation, for it 
involves selfreliance, initiative, and orig- 
inality. 

A motion was made that the sixth- 
grade teachers be requested to give their 


classes opportunity to discuss the advisa- 


bility of forming a Civic League and 
that each class send in a written report 
of its decision for the next meeting. 

The following is a sample of the re- 
ports sent in: 


We, the pupils of Room , would like 
to organize a Civic League for the following 
purposes: 

1. To help the principal, the teachers, and 
the boys and girls to make School 
a better school by assuming some of the re- 
sponsibility for promoting its activities. 

2. To help each of us to be a better citi- 
zen, by leading us to form ideals of right 
and wrong, and by training us in selfcontrol. 

3. To use this training in every classroom 
and in every subject we study, because edu- 
cation means good citizenship, and good 
citizenship means good behavior. 

4. To find out and support worthy causes 
outside of our school. 


Ten well-prepared, scientific charts, 
portraying various activities and phases 
of good citizenship, were purchased from 
the National Child Welfare Association 
and proved invaluable. 

In due time the Civic League was in 


The officers were elected 
and trained in parliamentary law to con- 
duct the meetings. Active standing com- 
mittees on scholarship, safety, hygiene 
and physical education, nature work, and 
civics were appointed with a member 
from each sixth-grade room on each. 
The competed to see which 
would have the best showing in the re- 
ports. 


full swing. 


classes 


The scholarship committee com- 
piled the worthwhile news events in 
each room and made its report in the 
form of a newspaper. The slogan, “Be 


of use,’ was adopted, and in the “Watch 
this Spot’ bulletin was always found 
some useful reminders; for instance, 
“Character is what you are when no one 
is looking.” Cards were printed, listing 
thirty-one habits classified under three 
headings: personal, social, and work or 
study habits. “—Iwice a month these cards 
were discussed by each class and the 
pupils graded themselves. Sometimes the 
class was asked to pass judgment on the 
way a pupil rated himself, thus giving 
opportunity for the opinion of the group, 
for which they had great respect. On 
the official monthly report card the 
teacher graded the pupil on Citizenship, 
He could then compare his own rating 
of himself with his teacher’s. 

The work and purpose of the organi- 
zation were explained to the _parent- 
teacher the schoel and 
their cooperation sought and _ secured. 
Many cases of discipline, some from the 
lower grades, came up before the league 
and were disposed of satisfactorily. The 
knowledge that the group would recom- 
mend what was to be done with a wrong- 
doer proved very effective. 

During rehearsal for an entertainment 
the president of the Civic League, an up- 
right, manly boy, became a bit lax, and 
was not the example he should have 
been. He was admonished thus, “I 
thought I could trust you anywhere.” 
He was completely crushed. He waited 
in the room looking penitent until all 
had gone and then in a shaky voice said, 
“T’ll ask the group if they want me for 
president any more.” The next morning 
he looked sad and crestfallen as he 
brought in the following note and piti- 
fully requested: “Please read this. | 
can’t say it.” 

Dear Miss I feel ashamed about 
yesterday. I couldn't sleep at all and I hope 


the class will forgive me. I am suffering 
more than you think I am. 


association of 


He was truly suffering. He was sent 
out on an errand and while he was gone 
the note was read to the class. They 
voted to excuse him. When he returned 
and was informed of their decision he 
thanked them and never “fell from 
grace” again. That was citizenship train- 
ing in a real social situation. 

A great deal of credit must be given 
to subtle influence. There isn’t an hour 
in the day that something doesn’t arise 
bearing on the training in citizenship. 
It seems to be, outstandingly, the most 
important work in education and the 
only training that has lasting value. A 
subject that doesn’t modify behavior has 
no place in the curriculum. 





927 


atch 
und 
nce, 
one 
ting 
hree 
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the 
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1 the 
ving 
roup, 
On 

the 
ship. 
ating 


‘gani- 
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and 
‘ured. 
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eague 

The 
ecom- 
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an up- 
x, and 

have 
s, “I 
here.” 
waited 
til all 
e said, 
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orning 
as he 
d_ piti- 
‘his. I 


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| I hope 
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They 
eturned 
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Lenship. 
e most 
nd the 
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ior has 


Research in the Social Studies 


DUCATION HELPS PEOPLE TO LIVE 
TOGETHER JUSTLY AND CHARIT- 
ABLY. The public school seeks to 

develop in pupils an appreciation of the 
full significance of living together.\ The 
major objective of public education is 
good citizenship—an attitude of mind 
which makes for right living in an organ- 
ized society. Teachers have learned that 
attitudes of mind are not of spontaneous 
origin; they result from vivid experiences. 
And since there can be no growth apart 
from selfactivity, the modern curriculum 
ismade a series of pupil activities—activi- 
ties which afford not merely training for 
citizenship, but training in citizenship. 

Those pupil activities which emphasize 
social-civic attitudes most directly are 
found in the social studies. 

\ What are the social studies? Social 
science is the science of getting on with 
people( The social studies, according to 
the Saint Louis course of study, are that 
body of subjectmatter which includes 
the present acts of men, their background, 
and their outlook.? Geography, as such, 
has to do with man’s relation to the natu- 
ral environment in which he lives.) His- 
tory, as such, deals with man’s relations 
as they have been controlled by the 
growth of community consciousness.) 
Civics as a formulated subject is the 
study of community cooperation and the 
practise of group activity. } 

These subjects may be highly inte- 
grated so that they form a series of so- 
cial problems ; or, on the other hand, each 
subject may retain its independent iden- 


tity and present a single phase of life. 
In the past, the latter was the case, 
largely because each subject was taught 
from separate textbooks, the contents of 


Ten Contrasts Between the 
Old and the New Method of 
Teaching Social Studies 


pens selected content vs. en- 

cyclopedic materials. 

Vivid oral presentation vs. book teach- 
ing. 

Study vs. memorizing. 

Discussions and -work periods vs. 
recitations. 

Pupil initiative vs. explicit teacher 
directions. 

Pupil incentive or compelling interest 
vs. merely meeting school require- 
ments. 

Learning where and how to find facts 
vs. trying to learn all facts. 

Correlation of subjectmatter vs. water- 
tight compartments. 

Vivid, dramatic idea of time, space, 
and events vs. dull, disconnected 
facts. 

Basis for interpretation of present life 
vs. lack of discovery of relation of 
cause and effect. 





which were memorized. Little attention 
was paid to the interdependence of peo- 
ples, the inter-relationship in commerce 
and communication, and the ways in 
which such geographical factors as cli- 
mate, soil, and topography modify the 
drama of history. 





| GEOGRAPHY, 
Mistory and Astronomy, 


DESIG FO 


~1877~ 


LESSON LX 


Q Por what are Massachusetts, Rhude Island, New | 
! 
' 


mauded by Gencral Howe. 
| Hampebire, aod Connecticut noted? 

A For the manufacture of cotton and woolen | 

gooda, j 


@ What other articles are macufactured ie Cue. | Was General Warren 


| Recticut ? 
4. Clocks, buttons, pins, axes, paper, and 
fin and wooden ware. 
@ What State excels ls whale-fisbery? 
| 4 Massachusetts has pearly as many men 
engaged in the whale-Gshery as all the world 


from a tribe of Indians. 





ote 
@ What part did Messschusetts take tp the Revo 
tution * 


4 Massachusetts furnished more soldiers 
tnd money than any other State 
| @ What great battle was fought pear Bostos ? 


| 4. The Battle of Bunker Hill, June 17th, 
1775. 


@ What was the size of each army im the Battle of 
Denker Hill? 


v4. The Americans, 1500, commanded by 


Island Sound. 


Losted States built t 












INTERMEDIATE CLASSES IN PUBLIC AND PRIVATE SCHOOLS 


Colonel Prescott. the British, 3000, com- 


@ What was the less in billed aod wowedet! 
A The Americans lost 450; the British, 
1000 Among the Awericans who were killed | 


@ Frow: what did Massachusetts derive its same? 


A From Massachusetts Bay; 


@ From what did Cape Cod derive its came? 

A. From the cod-fisheries near it. 

Q What ceo you say of the harbors of Masacha- | 

A. Massachusetts has more good harbors 
than any other State, except Maine. 

@ Why do the rivers of Counceticat Bow south t 

A. Because the surface slopes toward Long 


@ In whot State was the Grst cottvn-factory in the 


A. In Rhode Island ; 80 called from an 
island of that name in Narrazansett Bay. 


and of cooperation. 


tions, ideals, and beliefs. 


eo called 





propriate action. 


. Respect for the rights of others. 





Oakland Public Schools. 











[189] 


Through the Social Studies Course of the 


Right Ideals and Attitudes of Mind to Be Developed | 
Junior High School—1927 


1. Appreciation of the necessity for government; the meaning of liberty, of citizenship, 


2. Thinking patriotism of our country and its institutions. 1 


3. Thorough-going tolerance and respect for the other races and people 


4. Belief in the rule of the majority and respect for the rights of the minority. 


5. Recognition of civic responsibilites and a willingness to respond to them with ap- 


6 

7. Sincere appreciation for truth and power of discrimination. 

8. Appreciation of the dignity of labor and its part in the development of character. | 
9. Attitude of open-mindedness toward all problems. 


10. Realization and practical use of the fact that we must abide by the law or use the | 
proper channels to change it.—Social Studies, Junior High Schools, Grades i oS 
| 
| 
j 


How can the curriculum be made a 
reflection of the ideals and needs of so- 
ciety? No one can know everything, and 
even if all known facts could be taught, 
the school would still have the responsi- 
bility of developing right habits, atti- 
tudes, and ideals. There are those who 
know, but do not do. 

Extensive research has indicated cer- 
tain trends as to what facts, topics, and 
problems are of greatest social value. Ex- 
perimentation has also shown that certain 
methods of teaching develop a strong so- 
cial consciousness and a spirit of service 
in pupils. 

To select the minimum facts which 
every intelligent citizen needs to know, 
research workers have used these meth- 


ods: 


Asking 
taught. 

Analyzing political platforms. 

Using the judgment of “frontier thinkers.” 

Listing social problems discussed in peri- 
odicals. 

Compiling evidence as to what historical 
and geographical facts are needed in the 
intelligent reading of current books and 
magazines. 


laymen what facts should be 


} 


What topics do representative citi- 
zens want emphasized in the teaching of 
citizenship? Out of 247 suggestions 
made by approximately 600 people, rep- 
resenting the leading professions and 
vocations as to the topics which should 
receive greatest emphasis in civic teach- 
ing, Cocking found that the ten most 
frequently mentioned were these: 











their institu- | 





| 











190 


Individual duties, and 
privileges as a Citizen. 
Duty to vote. 
Respect and obedience for law. 
Responsibility of the individual to 


community. 


responsibilities, 


the 


Cooperation in community affairs. 
Public health. 
Honesty. 

Government, its purpose, 
growth, benefits, and principles. 
Payment of taxes willingly. 
Respect for the rights of others. 


importance, 


W hat traits are most essential to effi- 
cient citizenship? To answer this ques- 
tion Bobbitt analyzed eighteen books of 
for the of discovering 
socially approved activities and charac- 
teristics of human behavior. These were 
the six qualities of human conduct which 
were mentioned with approval most fre- 
quently in the eighteen books: 


essays purpose 


Obedience to standards of virtue. 

Acceptance of the world’s highest valu- 
ations. 

Friendly attitudes, feelings, and reactions. 

Courtesy, graciousness, magnanimity. 

Vision, intelligence, alertness, wisdom. 

Jriginal, not secondhand, vision. 


In another attempt to discover the 
characteristics of a good citizen, 8541 
statements relative to this subject were 
accumulated; 1234 specific duties were 
listed, which shows that efficient citizen- 
ship is a matter of great complexity and 
innumerable details. ; 

U pon what questions have people most 
frequently been called to vote? Basset 
thought that the answer to this question 
would give him a clue as to what civic 
instruction would make intelligent vot- 
ers. His analysis of the political plat- 
forms of all parties since the first na- 
tional 1832, as well as 
many state platforms, shows that these 
were the twenty-four problems most fre- 
quently mentioned in party platforms: 
Finance, office, foreign relations, moral 
reform, immigration, natural resources, 
labor, monetary system, defense, works, 
legislation, commerce, territories, per- 
sonal rights, suffrage, constitution, -pen- 
sions, parties, states rights, education, 
postal system, justice, industry, health 

W hat social problems are discussed in 
current magazines? The high school, if 
not the elementary school, should prepare 
boys and girls to read current magazines 
intelligently. ‘This means that pupils 
must have some background relative to 
the topics most frequently discussed. An 
analysis of 205 issues of twenty-one stand- 
ard magazines and the Readers’ Guide in 
1920 and 1921 showed that the “world 
state’ was the topic mentioned most 
often. 


convention in 


Other social science topics fre- 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


quently mentioned were these: Congress, 
immigration, Bolshevism, costs, Asiatic 
exclusion, expansion and imperialism, em- 
ployers’ organizations, unemployment. 
These studies show that courses in the 
social sciences have to cover a wide 
range of economic, sociological, and po- 
litical topics to be of value in giving stu- 
dents the necessary background to read 
understandingly current periodicals. 


The Teacher’s Part 


F  \pceeniggyren TEACHER must have 
more than mere accurate in- 
formation and professional knowledge. 
He needs to have a living sympathy 
with the tale which he tells. He 
must know how to bring out the 
dramatic aspects of his story. He 
must know how to awaken the interests 
and attention of his pupils, who will 
always be alert and eager if they feel 
that they are learning of the actual 
struggles and conflicts of men. He 
must have had his own imagination 
fired and his enthusiasm kindled—he 
must know how to illumine and 


brighten the page by readings from | 
literature and by illustrations from art. | 





Do history texts put emphasis where 
it belongs? Several research studies have 
been made in which widely used history 
textbooks were analyzed for references to 
persons, dates, and topics. Comparisons 
were also made to see to what extent so- 
cially valuable materials were included, 
and whether textbook materials were or- 
ganized. in accordance with the laws of 
learning. These were the findings: 


1. The material presented in elementary 
American history textbooks is predominantly 
political and military history. The economic 
phase of history has been often overlooked. 

2. In the accounts of more recent wars, 
less space is devoted to battles and cam- 
paigns and more to causes and results. 

3. The persons named most frequently in 
elementary history textbooks are those asso- 
ciated with political developments and with 
military and naval affairs. 

4. Most of the books mention a much 
larger number of names than the average 
pupil will be likely to remember. Certain 
names, however, are ‘made to stand out 
through repetition. A careful frequency 
count in one study revealed the fact that 
eight current histories mention 1409 different 
persons, but that only 109 of these historical 
characters are’ common to all eight text- 
books. 


Which is more important, facts or a 
right attitude of mind? Which is more 
important, to teach pupils all the facts 
of the Revolutionary War without re- 
gard to the spirit that animated our fore- 


June, 1927 


fathers, or to have them know less of the 
facts, but to be enthused by the spirit of 
sacrifice and patriotism? Can the child 
be acquainted with concepts of time, 
place, and change by learning lists of 
dates, memorizing a succession of kings, 
and learning the names of great cities 
and locating them on the map? 

History is more than a series of events; 
it is a series of causes and effects. It is 
a drama and the world is the stage. The 
teacher’s concern is “the setting of the 
stage’ —to show how the stage was set 
at different epochs in the world’s history, 
and how the stage has been set for the 
act of the drama now being played. How 
shall the child see in imagination the 
houses, the people, the industries, the 
modes of communication and transporta- 
tion of past ages? How can he visualize 
the beginnings, the spread, and the later 
growth of civilization? How can he gain 
a concept of the part each country and 
its people have contributed? It cannot 
be done by questions and answers memo- 
rized by the pupil. 

Osburn’s recent analysis of 2250 sets 
of elementary and secondary examination 
papers in history, involving more than 
56,000 questions, shows that the domi- 
nant emphasis is upon the training of the 
memory and upon organization of the 
essay type (A technic of history teaching 
is needed that will require the pupil to 
think for himself rather than memorize 
the thought of the author or teacher. 

Social studies made graphic, dramatic, 
real—The newer methods of teaching 
the social studies include such pupil ac- 
tivities as these: 

1. Dramatizations, 
tions. 


pageantry, impersona- 

2. Excursions and imaginary journeys. 

3. Construction, handwork. 

4. Special reports by pupils on assigned 
topics. 

5. Sandtable representations. 

6. Maps, graphs, and posters. 

7. Debates. 

8. Making relief maps and models. 

9. Club organizations. 

10. Collecting pictures and illustrative ma- 
terial. 

11. Making notebooks and scrapbooks. 

12. Arranging holiday programs. 

13. Keeping bulletin board up to date, 
current event activities. 

14. Games, group drills. 


15. Use of stereopticon and motion picture. 
a 


Supplementary reading—The history 
textbook is at best a condensed statement 
relative to persons, dates, countries, and 
topics. Supplementary — books enable 
pupils to get at the heads and the hearts 
of the people behind the events.—Mar- 
garet M. Alltucker. 





927 


— 


the 
t of 
hild 
ime, 
s of 
ings, 
cities 


ents ; 
It is 
The 
| the 
S set 
tory, 
r the 
How 
1 the 
, the 
orta- 
alize 
later 
> gain 
y and 
annot 
nemo- 


0 sets 
nation 
» than 
domi- 
of the 
of the 
aching 
upil to 
morize 
ner. 

amatic, 
aching 
pil ac- 


persona- 


neys. 


assigned 


Is. 
itive ma- 
boks. 


to date, 


picture. 


history 
htement 
ies, and 
enable 
hearts 
Mar- 


President Blair's Seattle Program 


HE TEACHERS OF AMERICA, THE 
REPUBLIC’S FIRST AND LAST LINE 
OF DEFENSE, has been announced 
by President Francis G. Blair of the 
National Education Association as the 
general theme of the Association’s 65th 
annual convention to be held in Seattle, 
July 3-8. These who attended the Phila- 
delphia convention last summer and rev- 
elled in its historic atmosphere will find 
much in Seattle to remind them of the 
dauntless spirits who pushed across the 
mountains and plains to the western 
shore line. 

In recent years a spirit of unity has 
gained momentum among the teachers 
of America. The Seattle convention, 
having as its keynote their professional 
selfimprovement, will magnify their eco- 
nomic, social, and professional welfare 
as the chief concern of state and nation. 
Two general sessions on Tuesday morn- 
ing will be entirely devoted to teacher 
welfare and teacher relationships. 

The week of meetings will begin with 
an open-air vesper service, Sunday after- 
noon, July 3, in Volunteer Park. ‘The 
Representative Assembly will convene in 
its four regular sessions on the forenoons 
of Tuesday, Wednesday, Thursday, and 
Friday, July 4-8. The afternoons of 
Tuesday, Wednesday, and Thursday 
will be given over to meetings of depart- 
ments, allied associations, and other fea- 
tures. General sessions will be held 
Wednesday, and Thursday 
evenings in the stadium of the Univer- 
sity of Washington. 

In preparing this program, President 
Blair has taken as his theme one of the 
central purposes of the National Educa- 
tion Association—to elevate the charac- 
ter and advance the interests of the pro- 
fession of teaching. Through the wealth 
of significant talent enlisted, America’s 
amy of 900,000 teachers will receive 
tresh inspiration and help for their role 
a friends, leaders, and instructors of 
America’s 25,000,000 public school chil- 


dren. As tentatively arranged, the pro- 
grams follow: 


Tuesday, 


Sunday, July 3. A vesper service 
Will be held at four oclock in Volun- 
ter Park, with an address by Dr. Mark 
A. Matthews of the First Presbyterian 
Church, Seattle, Wash. The Amphion 
Society will furnish the musis. 

At the Sunday evening meeting there 


Will be an address by Bishop Edwin 


Hughes on ‘““The Master Teacher” and 
music by St. Olaf’s Choir, one of the 
country’s famous musical organizations. 





Copyright Harris and Ewing 


| ae G. BLAIR, president of the National 
Education Association 1926-27 and State 
Superintendent of Public Instruction in IlIli- 
nois. 


Monday, July 4. The day’s pro- 
gram includes a general morning ses- 
sion in the University Stadium, where 
greetings by Mrs. Bertha K. Landes, 
the mayor of Seattle, and State Super- 
intendent Josephine Corliss Preston of 
Washington, and a response by Super- 
intendent R. L. Jones of Memphis, 
Tenn., will be followed by an address, 
A Declaration of Independence for the 
American School System, by Henry Suz- 
zallo, Seattle, Wash., and by the Presi- 
dent’s address, The American Melting 
Pot. 

The remainder of the day will be 
given over to excursions to nearby points 
of interest. A complete schedule of 
these Fourth of July excursions, with 
all necessary information, will be fur- 
nished to all who register at the Con- 
vention. 


Tuesday, July 5. The day’s pro- 
gram includes the first business session 
of the Representative Assembly and two 
general sessions during the forenoon, a 
score or more of meetings of depart- 
ments and allied organizations in the 
afternoon, and a general session in the 
evening. 


[191] 


At the Representative Assembly there 
will be reports of the Committees on 
Credentials and Elections, and a discus- 
sion of the policy of the Association to- 
ward its departments and the World 
Federation of Education Associations. 
Superintendent Jesse H. Newlon, Den- 
ver, Colo., will discuss the Association’s 
special committees on investigation and 
research; Arthur H. Chamberlain will 
speak on State Associations. President 
Augustus O. Thomas of the World 
Federation of Education 
will speak. 

At the General Session A, meeting in 
the forenoon, the teacher’s economic, so- 
cial, and professional welfare as related 
to tenure, pension and retirement funds, 
clubs and associations, vacations and sab- 
batical year, and the teacher and the 
course of study will be discussed. 

The speakers who will present these 
subjects include Superintendent Fred M. 
Hunter of Oakland, Calif.; Principal 


Associations 


E. Ruth Pyrtle of McKinley School, 
Lincoln, Nebr.; Principal Jessie M. 
Fink of the Buchanan School, Grand 


Rapids, Mich., and Superintendent Wil- 
liam F. Webster of Minneapolis, Minn. 
The topics to be discussed at General 
Session B include the teacher and his 
relation to the school board, the social 
affairs of the community, the legislature, 
political parties, and the parent. 


The speakers include Secretary J. 
Herbert Kelley of the Pennsylvania 
State Education Association, Harris- 


burg, Pa.; Mrs. Victor H. Malstrom, 
president of Washington State Parent 
Teacher Association, Tacoma, Wash. 

The program of the Tuesday evening 
general session, held in the University 
Stadium, will include Greetings from 
the Canadian Teachers; The Teacher: 
Being, Knowing, Doing; The Teacher 
of Tomorrow; The Superintendent and 
the Teacher; The Teacher’s Work and 
Play. 

Among the speakers are Livingston C. 
Lord, president, Eastern Illinois ‘Teach- 
ers College, Charleston, Ill., and Prin- 
cipal Mary McSkimmon, first vice-presi- 
dent of the National Education Associa- 
tion. 


Wednesday, July 6. The day’s pro- 
gram includes the second business ses- 
sion of the Representative Assembly and 
a general session in the forenoon, meet- 
ings of departments and allied organi- 





192 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


June, 1927 


ii a ai tema i i a a a a a i it i tl 


zations in the afternoon, and a pageant, 
The Forest Trails, under the direction 
of the Department of Music, Seattle 
Public Schools, in the evening. 

At the Representative Assembly there 
will be reports by Secretary Crabtree, 
Washington, D. C.; Cornelia $. Adair, 
Richmond, Va.; Principal Olive M. 
Jones of Public School 120, New York 
City, and Superintendent P. P. Clax- 
ton, Tulsa, Okla., covering recommen- 
dations of the secretary, expenses of 
and directors, plans and 
policies for homes for retired teachers, 


delegates 


and a new basis for delegate representa- 
tion. 

The General Session on Wednesday 
morning will feature contributions to 
American life by teachers of special sub- 
jects. Among the speakers are President 
Henry W. Shryock, Southern Illinois 
State Normal University, Carbondale, 
Ill.; O. L. Manchester, Illinois State 
Normal University, Normal, Ill.; Erna 
Grassmuck, Director of Geography, 
State Department of Education, Harris- 
burg, Pa.; Cora Mel Patton, principal 


of Albany School, Albany, Calif., and 
other well-known leaders. 


Thursday, July 7. The day’s pro- 
gram includes the third business session 
of the Representative Assembly and a 
general session in the forenoon, meetings 
of departments and allied organizations 
in the afternoon, and a general session 
in the evening. 

At the Representative Assembly there 
will be accounts of the work which the 
Association is doing through the head- 
quarters’ office. 

The general session will feature the 
services rendered state and nation by the 
teachers of abnormal children and the 
economic and professional status of 
American teachers in university, teach- 
ers college, high school, elementary 
school, and rural school. Among the 
speakers are President David Felmley, 
Illinois State Normal University, Nor- 
mal, Ill.; Jane Neil, Spalding School, 
Chicago; President Annie C. Wood- 
ward, Massachusetts Federation of 
Teachers, Somerville, Mass.; Florence 
M. Hale, state agent for rural educa- 


tion, Augusta, Maine; President Lotys 
D. Coffman of the University of Mip- 
nesota, Minneapolis; and Clara Jahnke, 
grade teacher, Spokane, Wash. 

The program of the Thursday eye- 
ning general session will feature great 
teachers and leaders of yesterday. Edj- 
tor A. E. Winship of the Journal of 
Education, Boston, Mass., will speak on 
Charles W. Eliot; Mrs. Susan M. 
Dorsey, superintendent of schools, Los 
Angeles, Calif., on Ella Flagg Young; 
Superintendent P. P. Claxton, Tulsa, 
Okla., on Governor George E. Aycock; 
and J. J. Tigert, U. S. Commissioner 
of Education, on William T. Harris. 
Music by the Hawaiian delegation will 
appear on this program. 


Friday, July 8. The day’s program 
includes the fourth and final business 
session of the Representative Assembly, 
There will be reports by the secretary, 
treasurer, chairmen of the board of trus- 
tees, board of directors, the Executive 
Committee, the Necrology Committee, 
and Resolutions Committee. 
officers will be announced. 


Election of 


Tentative Programs of Departments 


and Allied Organizations 


ATIONAL COUNCIL OF EDUCATION will 
N hold three sessions, Tuesday, Wednes- 

day, and Thursday afternoons, July 
5, 6, and 7. On Tuesday a business session 
will be followed by Our American Program 
in Education, by George D. Strayer, pro- 
fessor of educational administration, Teach- 
ers College, Columbia University. On 
Wednesday, Mrs. Susan M. Dorsey, superin- 
tendent of Los Angeles schools, will talk on 
Progress in the Elementary Schools, and 
Homer H. Seerley, president of the Iowa 
State Teachers College, Cedar Falls, Iowa, 
will give a Review of Educational Progress 
in Elementary Teacher Training Work dur- 
ing the Past Year. At Thursday’s session 
the program includes Henry  Suzzallo, 
Seattle, Wash., who will talk on Breadth 
and Specialization in Educational Theory; 
an address by Harry Charlesworth, secretary 
of British Columbia Teachers Federation, 
and vice president of the World Federation 
of Education Associations, Victoria, B, C.; 
and a Review of Educational Progress in 
the High Schools during the Past Year by 
J. T. Giles, state high school 
Madison, Wis. 


supervisor, 


Department of Adult Education will meet 
on Tuesday, Wednesday, and Thursday 
afternoons, July 5, 6, and 7. The theme of 
the first session will be Adult Education 
under Public Auspices—What Has been 
Done—What Can be Done; Our Progress. 
The program will be: The Department of 


Adult Education—Its History, Its Status, 
and Its Future, Robert C. Deming, president 
of the Department; The Field of Adult 
Education—Its Coordination and its Objec- 
tives, by Ethel Richardson, assistant state 
superintendent of public instruction in charge 
of adult education, Los Angeles, Calif.; 
Some Outstanding Contributions to Adult 
Education as Seen in Different Parts of the 
United States, L. R. Alderman, specialist in 
adult education, U. S. Bureau of Education, 
Washington, D. C.; The Necessity for a 
State Program for Adult Education, J. N. 
Kniseley, principal of Green Lake School, 
Seattle; What California Offers in Adult 
Education. 

Our Problems will be the theme of 
Wednesday’s session. Immigration and Em- 
igration—Pan-Pacific Problems will be one 
topic, followed by State and City Systems and 
Problems in Adult Elementary Education, by 
Mrs. Agnes M. Bacon, state supervisor of 
Americanization, Providence, R. I. The 
Registration of Aliens—A Premise and a 
Pitfall, Albert Johnson, United States Rep- 
resentative from Washington, Hoquiam; 
State Legislation Affecting Education for 
Adults, A. W. Castle, state director of ex- 
tension education, Harrisburg, Pa.; Eco- 
nomic Aspects of Immigration, Erle F. 
Young, University of Southern California, 
Los Angeles. A business meeting will close 
the session. 

Our Practices will be the theme for Thurs- 
day, with the following addresses: What 


the Library Can do in Adult Education, 
Judson T. Jennings, librarian, public library, 
Seattle; The Psychology of the Adult Mind, 
Elaine Swenson, University of Washington; 
Tests for Progress in Adult Alien and Adult 
Native-Born Classes, Ethel Swain, Cali- 
fornia state department of education; A 
Different Technic for Beginners’ Classes— 
The Detroit Method, Mrs. Nina J. Beglinger, 
Detroit Teachers College. Round table dis- 
cussions will close the meeting. 

A dinner will be held on Wednesday, July 
6, at 5:30 p.M., at which Fred W. Park, 
state director of Americanization, Salem, 
Oregon, will preside, and Normal F. Cole- 
man, president of Reed College, Portland, 
Oregon, will speak. 


Department of Business Education will 
meet on Tuesday and Thursday afternoons, 
July 5 and 7. The first session will be 4 
luncheon conference with the Seattle Cham- 
ber of Commerce, J. W. Spangler, president 
of the Seattle Chamber of Commerce, Pre 
siding. New Aspects of Commercial Educa 
tion will be the theme and the following 
topics will be discussed: Qualifications Ex- 
pected of Secondary School Pupils for Ad- 
mission to Business; The Relation of Aca 
demic Education to Business Training ™ 
Establishing such Qualifications; Study of 
Employment Opportunities in Business; 
Prognostic Tests as a Determinant in Com- 
mercial Education Guidance; Employment 
Tests for Business Services; Responsibility 








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of Business for Promotional Opportunities 
and Advancements; Junior Commercial Cur- 
riculum. 

The second session on Thursday will have 
as its theme Improvement in Classroom In- 
struction, with addresses on the following: 
Improvement of Instruction in Shorthand; 
Recent Trends in Typewriting; The Value 
of a Retail Selling Course in High School; 
Improvement of Instruction in Bookkeeping. 


Department of Classroom Teachers will 

hold meetings on Tuesday and Thursday 
afternoons, July 5 and 7. At the meeting 
on Tuesday there will be greetings from 
Mrs. Bertha K. Landes, Mayor of Seattle, 
and Edith Post, president of Seattle High 
School Teachers League, followed by ad- 
dresses by Augustus O. Thomas, president 
of World Federation of Education Associa- 
tions and state commissioner of education 
for Maine, on The Social Aspect of Teach- 
ers; three minute speeches by classroom 
teachers on Outstanding Benefits Conferred 
Upon Teachers by Our Boards of Educa- 
tion; The Economic Welfare of Teachers, 
by Carl Croson, attorney at law and former 
member of Seattle board of education; The 
Professional Welfare of Teachers, by 
Florence Hale, state agent for rural educa- 
tion for Maine. Committee on resolutions 
will be appointed. 

Thursday afternoon will be a_ business 
with reports of the officers, Com- 
mittee on a Departmental Fee, Committee on 
Sectional Groups, Committee on Resolutions, 
followed by the election of officers. 

The annual dinner will be held Thursday, 
July 7, at 6 oclock in the Olympic Hotel. 


session, 


Department of Deans of Women will hold 
a luncheon conference of girls’ advisers on 
Wednesday, July 6, at 12:30 p.m. in the 
Women’s University Club. A tea for deans 
of women will also be given by the Women’s 
Federation of the University of Washington, 
Wednesday, July 6, at 4 p.m. at the Faculty 
Clubhouse. 


Department of Elementary School Princi- 
pals will hold meetings Tuesday, Wednes- 
day, and Thursday afternoons, July 5, 6, 
and 7. At the meeting on Tuesday, the fol- 
lowing program will be given, with Presi- 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 






dent E. Ruth Pyrtle presiding: Greetings 
from President Francis G. Blair; Greetings 
from Joseph M. Gwinn, president of the De- 
partment of Superintendence, and superin- 
tendent of schools, San Francisco; Interna- 
tional Gossip, William F,. Russell, dean, 
Teachers College, Columbia University, fol- 
lowed by discussion from the floor of con- 
crete ways of applying principles of inter- 
national goodwill in elementary education. 


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From the Dailas News 


The meeting will close with announcements 
of the committees on resolutions and nomina- 
tions. 

At the Wednesday meeting, Worth Mc- 
Clure, assistant superintendent of Seattle 
Schools, will preside. Anna Thompson, 
president of the Department of Classroom 
Teachers, will bring greetings, followed by 
ten-minute speeches on Cooperative Super- 
vision by: Mrs. Susan M. Dorsey, superin- 
tendent of Los Angeles schools; Elizabeth 
McCormick, principal of Timothy O. Howe 
Schools, Superior, Wis.; Grace M. Swan, 
supervisor of elementary education, Pitts- 
burgh, Pa.; Cornelia S. Adair, junior high 
school teacher, Richmond, Va. M. E. Peter- 
son, principal of Twentieth Street School, 





193 





Los Angeles, will give the report of the Com- 
mittee on Revision of Bylaws. 

President Pyrtle will preside at the third 
session, on Thursday, when the following 
committee reports will be given: Standards 
and Training of Elementary School Princi- 
pals, W. T. Longshore, principal, Greenwood 


School, Kansas City, Mo.; Resolutions; 
Nominations; Enrolment, Mrs. Jessie M. 
Fink, principal, Buchanan School, Grand 


Rapids, Mich.; Educational Progress, F. H. 
Duffy, principal, Harding Junior High 
School, Steubenville, Ohio; Report of Secre- 
tary, Warren A. Roe, principal, Belmont 
Avenue School, Newark, N. J.; Report of 
Treasurer, Courtland V. Davis, principal, 
Franklin School, Plainfield, N. J.; Report of 
President, E. Ruth Pyrtle, principal, Mce- 
Kinley School, Lincoln, Nebr. Following the 
program will be election of officers. 

The annual dinner will be held at the 
Olympic Hotel, Tuesday, July 5, at 6:00 
oclock. Breakfast discussion meetings and 
committee reports open to all interested 
members will be held each morning at 7:30 
A.M. at the Olympic Hotel: Monday, July 4, 
Enrolment Committee Report, Mrs. Jessie M. 
Fink, chairman, and Report on All Year 
Round Schools, Warren A. Roe, leader; 
Tuesday, July 5, Committee on Educational 
Progress, F. H. Duffy, chairman; Wednes- 
day, July 6, Committee on Standards and 
Training, W. T. Longshore, chairman; and 
Thursday, July 7, Executive Committee 
meeting. 


Department of Kindergarten-Primary Edu- 
cation will hold sessions on Tuesday and 
Wednesday afternoons, July 5 and 6. The 
Nursery-Kindergarten-Primary Span will be 
the topic for Tuesday’s meeting, with the 
following addresses: The Significance of the 
Increasing Emphasis on the Education for 
Young Children, Frank E. Willard, assistant 
Superintendent of schools, Seattle, Wash.; 
The Nursery School Child and His Needs, 
Helen Christiansen, director of nursery- 
kindergartens, Golden Gate Association, San 
Francisco; The Kindergarten—a Link in the 
Steady Development Plan, Mary Dabney 
Davis, specialist in nursery-kindergarten- 
primary education, U. S. Bureau of Educa- 
tion, Washington, D. C.; The Primary 





Heroism in the Teaching Service 


Francis G. Blair in Educational Press Bulletin to Illinois teachers. 


EACHERS, like any other professional group, are exalted through every heroic act of any member of that group. No one liveth 
unto himself. The good he does, like the leaven, tends to leaven the entire lump. Some of the noble, heroic work of teachers 


is done in such obscure surroundings that the world never hears of it. 


| of what has been done. 


dealt directly with such a situation. 


adds to the standing and influence of the entire profession. 


Even the teacher’s own associates may not be conscious 
In the end, however, every forward look, every forward movement, every noble achievement in the work 
But it is not given to the members of our calling very often to perform 
a heroic act so courageous, so commanding as to challenge the approbation of the people of a community or state or nation. 
When Annie Louise Keller, in a one-room school in Greene County, Illinois, saw the coming storm, she divined its meaning. | 
Nothing in the books of pedagogy she had read, nothing in the lectures she had taken in institutes and institutions of learning had | 
However, her entire training and experience had given her the power of command, the presence 
of mind, the courage to meet emergencies which arose on every hand in almost every day of her school work.’ How simple it 


must have seemed to her just before the crash of the storm to say in that commanding, but reassuring way, “Crawl under your 









Presence and encouraging words. 


=a 


desks and stay there.” How simple and natural it must have seemed to her as the responsible person, as the only one present who 
could care for them, to stand by the door while all the children were crouched beneath the desks, quieting their fears with her 
The storm broke, the brick building was practically demolished, the bricks piling high upon the 
desks above the children’s bodies, but without a single child being hurt, but those tumbling, hurling bricks piled high upon the 
* body of the teacher, crushing out her life. No soldier on the battlefield ever met a great crisis more nobly, more bravely than she. 
No patriot celebrated in history and song is more deserving than she of all the praise that her act has brought to her name. 





194 


‘THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


June, 1927 


—_—_————————————X———_—__.-.-—aaaeeey—_—_—_—_—_—————:92:.nXKk. ea IQ)ECOCOCGCGC0QQVQQQQuQ5QuQ070u7ua—————————_—_—_——————— — — 


Grades—A Continuation of Opportunity for 
Creative Selfexpression, Etta Tessmer, prin- 
cipal, Taylor School, San Francisco. 

The session on Wednesday will have as 
its theme Outgrowths of a Unified Activity 
Program for Young Children, with these ad- 
A Study of the Interests and Activi- 
ties of Children, J. L. Merriam, professor of 
Southern Branch, University of 
California; Judging the Worth of Activities, 
Helen Reynolds, director of Kindergarten 
and education, Seattle public 
schools; Enlarging Community Experience 
Through the use of Excursions in Primary 
Grades, Mildred Miller, primary supervisor, 
Cleveland public schools; Creative Rhythm, 
Mary Anne Wells, School of the Dance, 
Seattle. 

On Thursday, July 7, the Department will 
hold a get-together luncheon at 12 oclock at 
the Chamber of Commerce. 


adresses: 


education, 


primary 


Department of Lip Reading will meet on 
Tuesday and Wednesday afternoons, July 
5 and 6. At the first session, Joseph M. 
Gwinn, superintendent of schools, San Fran- 
cisco, and president of the Department of 
Superintendence, will speak on The Hard of 
Hearing in the Public Schools of San Fran- 
Maria P. Templeton, head teacher, 
School for Deaf, Seattle, on Lip Reading in 
the Seattle Schools; E. E. Oberholtzer, super- 
intendent of schools, Houston, Texas, on 
What is Being Done for the Hard of Hear- 
ing Child in Houston, and Martha E. Bruhn, 
founder and principal of the Miller-Walle 
School of Lip Reading, Boston, will give a 
demonstration. 

At the session on Wednesday, Alice G. 
Bryant, Otologist, Boston, will speak on the 
Problem of the Deafened Child; and Coralie 
N. Kenfield, co-principal, California School 
of Lip Reading, and teacher of adult lip 
reading, San Francisco, will speak on The 
Why of Adult Lip Reading Classes in Our 
Public Schools. 


cisco; 


Department of Music Education will hold 
a luncheon conference on Wednesday, July 
6, at 12 oclock, with Letha L. McClure, di- 
rector of music for the Seattle schools, pre- 
siding. Frank E, Willard, assistant super- 
intendent of schools, Seattle, will give a 
toast—The Chamber of Commerce and Edu- 
cation—to which Alfred H. Lundin, president 
of Seattle Chamber of Commerce, will re- 
spond. There will be music by the Chamber 
of Commerce Chorus and ensembles from 
Seattle high schools. Visiting supervisors 
will give five-minute talks and -Karl 
Krueger, director of the Seattle Symphony 
Orchestra, will give an address on The Art 
of Conducting. 


Department of Rural Education will hold 
meetings on Tuesday and Wednesday, July 
5 and 6, with the following addresses: 
America’s Debt to the Rural Teacher, C. C. 
Swain, president, State Teachers College, 
Mayville, N. Dak.; The Rural School—A 
Teacher of Cooperation, Thomas H. Gentle, 
director of training course, Oregon Normal 
School, Monmouth, Oregon; Address by Mrs. 
Blanche A. Nagel, assistant state superintend- 
ent of public instruction, Olympia, Wash. 


Department of School Health and Physical 
Education will hold two meetings—Tuesday 


and Thursday, July 5 and 7. At the Tues- 
day session, the following addresses will be 
given: Schools and Community Athletics, 
W. A. Kearns, Oregon Agricultural College, 
Corvallis; an address by a representative of 
the National Society of College Directors of 
Physical Education for Women; The Ad- 
ministration of Health Education, Alice Wil- 
marth, head of Health Education Depart- 
ment, State Normal School, Ellensburg, 
Wash.; Attitude of School Procedure—short 
talks on home economics, natural science, 
social science, English, and physical educa- 
tion; an address by John F. Bovard, dean 
of School of Physical Education, University 
of Oregon; and the Report of the Committee 
on Health Problems in Education, Thomas 
D. Wood, Teachers College, Columbia Uni- 
versity, chairman. 

At the Thursday session Lorraine Cad- 
well, Girls Collegiate School, Los Angeles, 
will talk on Swimming for Girls; Alvin C. 
Pelton, supervisor of physical education, 
Seattle public schools, will give an address; 
William Burdick, state supervisor of phys- 
ical education, Baltimore, Md., will talk on 
State Athletics in Maryland; and Walter 
Brown, director of Child Health Demonstra- 
tion, Salem, Oregon, will give an address. 


Department of Science Instruction will 
hold meetings on Tuesday and Wednesday, 
July 5 and 6. The Tuesday session will be 
a joint meeting with the American Nature 
Society. See program on page 195. On Wed- 
nesday the following addresses will be given: 
The Chains of Prometheus, Benjamin C. 
Gruenberg, American Association for Med- 
ical Progress, New York City; Junior Col- 
lege Science Teachers, Guy Van de Bogart, 
Hibbing Junior College, Hibbing, Minn.; 
Study of Preparation of Physics Teachers in 
the State of Washington, Frederick A. Os- 
born, Professor of Physics, University of 
Washington; Five Years of Experimentation 
with Objective Tests in Science, Earl R. 
Glenn, Teachers College, Columbia Univer- 
sity. A general discussion will follow. 


Department of Secondary School Principals 
will hold a meeting on Wednesday after- 
noon. July 6, which will be devoted to the 
discussion of junior high school problems, 
and a meeting on Thursday afternoon, July 
7, to be devoted to a discussion of senior 
high school and junior college problems. 


Department of Social Studies will meet 
Tuesday and Wednesday, July 5 and 6. The 
first session, a joint meeting with the faculty 
of social sciences of the University ot Wash- 
ington, will have for its theme Citizenship 
and the Social Sciences. The program in- 
cludes: Social Science in the High Schools 
of the State of Washington, Read Bain, 
lecturer in sociology, University of Wash- 
ington; Requirements for Civics in Elemen- 
tary Schools, Edgar Randolph, professor of 
education, University of Washington; an ad- 
dress by Jesse H. Newlon, superintendent 
of schools, Denver, Colo. 

The Teacher, a Factor in Social Studies 
Teaching will be the general topic of the 
Wednesday meeting, when the following will 
be given: The Teacher’s Opportunity 
through the Social Studies, Frederick E. 
Bolton, dean, school of education, Univer- 
sity of Washington; The Creation in the 


Teacher of the Social Viewpoint, Crystal] 
Harford, assistant supervisor of _ social 
studies, University High School, Oakland, 
Calif.; The Place of Ethics in Teacher 
Training, Milton Bennion, dean, Depart- 
ment of Education, University of Utah; ad- 
dress by Arnold Bennett Hall, president, 
University of Oregon; reports of committees, 


Department of Superintendence will hold 
a roundtable conference for its members on 
Wednesday afternoon, July 6. J. M. Gwinn, 
chairman. 


Department of Visual Instruction wil! 
meet Wednesday and Thursday afternoons, 
July 6 and 7. The first session will be 
given over to a showing of the motion 
picture, Thirty Years in Motion Pictures, 
On Thursday will be a business session. 


Department of Vocational Education will 
meet Tuesday and Wednesday afternoons, 
July 5 and 6. Addresses will be given by 0. 
Small, director of vocational education for 
Massachusetts; A. M. Goldberger, principal 
of Pittsburgh Continuation School, Pitts- 
burgh, Pa.; Edwin A. Lee, president, Amer- 
ican Vocational Association, Berkeley, Calif.; 
W. G. Hummel, director of Vocational Edu- 
cation for Washington, Olympia; O. D, 
Adams, state supervisor of trades and in- 
dustries, Salem, Oregon; Benjamin Johnson, 
specialist in vocational education, University 
of California; Anna L. Richardson, field 
worker in child development and parental 
education, American Home Economics Asso- 
ciation, Washington, D. C. 


American Classical League will hold two 
sessions on Wednesday and Thursday after- 
noons, July 6 and 7. At the Wednesday 
meeting David Thomson, acting president, 
University of Washington, will give an ad- 
dress of welcome, to which Anna P. Mac- 
Vay, dean, Wadleigh High School, New 
York City, and vice-president of the Ameri- 
can Classical League, will respond. The 
report of Director Frances E. Sabin of the 
Service Bureau for Classical Teachers, 
Columbia University, will be read by Lela 
M. Hendricks, Spokane, Wash.; Gretchen 
Kyne, High School, Crockett, Calif., will 
give the Effect of the Investigation Report 
on Classical Teaching; and Frederick S. 
Dunn, of the University of Oregon, will give 
an Evaluation of Some Modern Novels. 

On Thursday, Mrs. Susan M. Dorsey, su- 
perintendent of Los Angeles schools, will 
talk about the Classical Center of the Los 
Angeles City Schools; Elizabeth McJ. Tyng, 
Castillega School, Palo Alto, Calif. will 
talk on Significance of Recent Changes in 
Latin Requirements of the College Entrance 
Examination Board; Claire Thursby, Uni- 
versity High School, Oakland, Calif. will 
speak on A New Latin Program for the 
Junior High School; and Thomas K. Sidey, 
University of Washington, will give an ad- 
dress on Advantages to Teachers from 
Travel in Mediterranean Lands. 


American Home Economics Association 
will hold its meetings on Wednesday and 
Thursday, July 6 and 7. The following 
speakers will be present: Cora M. Winchell, 
Teachers College, Columbia University; 
Adelaide S. Baylor, chief, Home Economie 
Education Service, Federal Board for Voc® 





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Vol. 16, No. 9 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


195 
Pease 


tional Education, Washington, D. C.; Essie 
L. Elliott, Manual Arts High School, Los 
Angeles, Calif. Round table discussions will 
be held on Home Projects; Tests and Meas- 
urements in Home Economics; and Re- 
sponsibility of Home Economics Teachers for 
School Lunches. On Wednesday 
July 6, a dinner will be given. 


evening, 


American Nature Study Society will hold 
a joint meeting with the Department of 
Science Instruction, Tuesday afternoon, July 
5, when the following program will be given: 
An Outdoor Museum as a Means of Nature 
Education, Floyd W. Schmoe, National Park 
Service, Mt. Rainier National Park; The 
Second Mile in Training Teachers in Nature 
Study, Karl Hazeltine, professor of nature 
study at the San Jose State Teachers Col- 
lege, San Jose, Calif.; Need in Research in 
Elementary Science Teaching, Frank A. Sipe, 
instructor in botany, Oregon Agricultural 
College, Corvallis; Nature Education through 
Motion Pictures, William L. Finley, director 
of Wild Life Conservation, American Nature 
Association, Washington, D. C. 


Conference of Advisers to Student Coun- 
cils will meet on Thursday afternoon, July 7, 
to discuss Pupil Participation in School Man- 
agement. The discussion will include: What 
type of council or government organization 
ismost common; what apparently is the most 
satisfactory; what powers are granted the 
students; what they actually have accom- 
plished; dangers of such organizations, etc. 


Conference of Corrective Speech Teachers 
will meet Tuesday and Wednesday after- 
noons, July 5 and 6. At the first session five- 
minute reports from corrective speech teach- 
ets will be given, followed by a report by 
Edna Cotrel of the work carried on in the 
San Francisco schools. Reports from other 
tities will also be given. 

On Wednesday at 12:30 a luncheon con- 
ference will be held, in which the following 
will take part: Nellie A. Goodhue, super- 
visor, child study department, public schools, 
Seattle, Wash.; Mrs. Mable Gifford, of the 
California State Department of Education. 
five-minute reports on the problem of stam- 
mering will be given by teachers from 
Seattle, Los Angeles, and San Francisco. 


Conference on Art Education will be held 

Thursday afternoon, July 7. Immediately 
following the session, tea will be served by 
the Art Department of the Seattle schools. 
A series of responses will be made to the 
Westion of Introducing Parents to our Mod- 
ta Art Curriculum. 


National Congress of Parents and Teachers 
vill hold a session on Wednesday afternoon, 
July 6. The following program will be 
Given: The Educational Platform of the Na- 
‘onal Congress of Parents and Teachers, 
tances S. Hays, extension secretary, Wash- 
tgton, D. C.; Teacher Power Plus Parent 
Power, Joy Elmer Morgan, Editor, Tue 
RNAL OF THE NATIONAL EpucaTION Asso- 
“TION; The School, the Home, and the 
Community, Mary McSkimmon, principal, 
*tce School, Brookline, Mass.; The Parent- 
‘tcher Association as Seen from the Field, 
Char! Williams, field secretary, National 
Wation Association. 


National Council of Administrative 
Women in Education will hold a luncheon 
conference on Tuesday, July 5, at 12 oclock 
at the Olympic Hotel. Greetings will be 
given by Mrs. Josephine Corliss Preston, 


Seattle Programs 


Sunpay, JuLy 3 


4.00 p.m. Vesper service 
teer Park. 
7.45 p.m. General Session. 


in Volun- 


Monnpay, JuLy 4 


9.00 a.m. General sessions. 
Afternoon and evening—Excursions. 


Tuespay, JULY 5 


9.00 a.m. First business session of 

the Representative Assembly. 
General sessions A and B for per- 

sons not participating in Representa- 
tive Assembly. 

2.00 p.m. Meetings of departments 
and allied organizations. 

7.45 p.m. General session in Univer- 
sity Stadium. 


WEDNESDAY, JULY 6 


9.00 a.m. Second business session of 

the Representative Assembly. 
General session for persons not 

participating in Representative As- 
sembly. 

2.00 p.m. Meetings of 
and allied organizations. 

7.45 p.m. Pageant, The Forest Trails, 
in University Stadium. 


departments 


THurspay, JULY 7 


9.00 a.m. Third business session of 

the Representative Assembly. 
General session for persons not 

participating in Representative As- 
sembly. 

2.00 p.m. Meetings of 
and allied organizations. 

7.45 p.m. General session in Univer- 
sity Stadium. 


departments 


Fray, Juty 8 


9.00 a.m. Fourth business session of 
the Representative Assembly. 








state superintendent of public instruction, 
Olympia, Wash., with responses by Mary 
McSkimmon, principal of Pierce School, 


Brookline, Mass.; Charl O. Williams, field 
and legislative secretary of the N. E. A.; 
Minnie Jean Nielson, formerly state super- 
intendent of public instruction in North 
Dakota. A series of brief addresses will 
be given by: Mrs. Susan M. Dorsey, super- 
intendent of Los Angeles schools; Cornelia 
S. Adair, Richmond, Va.; Mrs. Lillian M. 
Rogers, principal, McKinley School, Tacoma, 
Wash.; Olive M. Jones, principal, Public 
School No. 120, New York City; E. Ruth 


Pyrtle, principal, McKinley School, Lin- 
coln, Nebr. 
On Wednesday afternoon, July 6, the 


council will meet to 


discuss Achievements 


of Women 
Fields. 


in Education in the Various 


National Council of Geography Teachers 
will meet Wednesday afternoon, July 6. The 
program will include talks on The Place of 
Geography in American Education; Some 
Definite Basal Outcomes from Geography 
Lessons; A Demonstration Lesson with 
Pupils. There will be an exhibit of pupils’ 
work in various parts of the United States 
and of some geographic materials. 


National Council of Teachers of English 
will hold two sessions, Tuesday and Wednes- 
day, July 5 and 6. The Tuesday afternoon 
meeting will be devoted to direct considera- 
tion of subjectmatter and methods in the 
teaching of English; the Wednesday pro- 
gram will include talks by O. B. Sperlin, 
Moran School, Rolling Bay, Washington, 
and W. Wilbur Hatfield, Chicago Normal 
College, Chicago, IIl. 


National League of Teachers Associations 
will meet Wednesday and Friday afternoons, 
July 6 and 8, at the Olympic Hotel. At the 
Wednesday meeting, following the reports 
of the president and the secretary-treasurer, 
there will be reports of standing commit- 
tees and special studies. The second session 
will be a luncheon conference, at which the 
members of the Seattle Grade Teachers Club 
will be hostesses. The program follows: 
Teacher Rating in the United States, Kath- 
erine Morrison, Classroom Teachers Asso- 
ciation, Minneapolis, Minn.; The Radio and 
Education, R. R. Smith, Chicago Teachers 
Federation, Chicago, Ill.; Ethics of Leader- 
ship, Dayton Classroom Teachers Associa- 
tion, Dayton, Ohio. 


National Organization of Secretaries of 
State Education Associations will hold a 
luncheon conference on Tuesday, July 5, at 
12:30 p.m. at the Gowman Hotel. Arthur 
L. Marsh, secretary of the Washington Edu- 
cation Association, is in charge. 


School Garden Association of America 
will meet Tuesday and Thursday after- 
noons, July 5 and 7. The Tuesday session 
will feature the place of school gardening 
in the educational program. The program 
follows: Culture of Flowers in Relation to 
the Education of the Child, Harvey H. Ken- 
yon, superintendent of schools, Smyrna, Del.; 
Possibilities of Indoor Gardening in the 
Classroom, Albert M. Shaw, Los Angeles, 
Calif.; The Vocational Value of School 
Gardening, D. F. Weideman, superintendent 
of schools, Bellingham, Wash. The Thurs- 
day session is a conference of the National 
Committee on Nature Education. The pro- 
gram follows: Reports of Committees: School 
Laboratory for Nature Education, M. I. 
Smith, director of nature gardens, public 
schools, Hibbing, Minn.; Equipment for Na- 
ture Education, Katherine E. Dolbear, di- 
rector of Nature Study, public schools, New 
Rochelle, N. Y.; Nature Course of Study, 
Will H. Sherzer, head, department of nat- 
ural science, State Normal College, Ypsilanti, 
Mich. D. S. Hartline, teacher of biology 
and nature study, Bloomsburg, Pa., and Julia 
A. Shourek, director of elementary science, 
public schools, Seattle, Wash., will speak on 
Better Nature Teaching. 





Builders of Our Profession 


HIS GENERATION of teachers has the 
i privilege of working in an era of en- 
larging professional vision and enter- 
prise. The level of training is rising. 
Nearly one teacher in three attends sum- 
mer school. Normal schools are becoming 
teachers colleges. Victories are being won 
for tenure, higher salaries, and better work- 
ing conditions. Professional organizations 
are winning recognition as the policy deter- 
mining agencies of education. The demand 
which these organizations make on the time 
and resources of the teacher is small indeed 
as compared with the educational advance 
that grows out of their activities. 


New Life Enlistments 


r | Yo ne a life member of the National Edu- 

cation Association and wear the beauti- 
ful gold pin which such members receive 
is one of the greatest honors that can come 
to a teacher. It is a mark of professional 
vision and enthusiasm. Persons whose names 
appear on this list are leaders in the nation 
and in their various states and communities. 
They have a life interest in the Association 
and after they have passed from the field 
the hundred dollars which their life member- 
ship brings to the permanent fund remains 
as a memorial to their professionat service. 
The following life members have been re- 
ported since the list appeared in th® May 
JOURNAL: 

ALaBAMA—Elmer E. Smith. 

Arxkansas—G. E. Hedrick. 

CairorNnia—J. Carl Bowman, Mrs. Maude Weaver 
Erickson, Harry G. Hansell, Edward W. Hauck, 
Mrs. Antoinette Montgomery, Emily M. Pryor. 

Co.orapo—Sarah Elizabeth Crouch. 

Grorcia—Kyle T. Alfriend, Katharine 
E. G. Elcan, J. E. Purks. 

Inuinois—Mrs. Helen B. Anderson, 
Walker. 

INDIANA—Etelka Rockenbach. 

MINNESOTA—Elizabeth M. Fish. 

New York—Laura Bryant. 

NortH CaroLtina—Jesse R. Rhue. 


On1o—Charles Edward McCorkle, 
send. 

Texas—Irma Faye Stokes, Pearle Tallman. 

Vircin IsLaANps—Amadeo I. Francis, Claude O. 
Markoe, Juan E. Rivera. 


Dozier, 


David E, 


Beulah Town- 


New Affiliations 


— following associations are in addition 

to the affiliations which have been re- 

ported in previous issues of THE JOURNAL: 

Massacnusetts——Lynn, The Clu», 
James H. Dunn, President. 

Ou1o—Mingo Junction, Mingo Junction Teachers 
Association, Walter L. Kocher, Superintendent. 
th GREAT MAP in Secretary Crabtree’s 

office which shows the schools with com- 
pleted enrolments is growing richer in the 
colored tacks that stand for individual 
schools. It presents an inspiring picture of 
professional ambitions realized and of school 
faculties united in professional service. The 
following schools have completed their re- 
ports for one hundred percent membership 
in the National Education Association for 
1926-27 since the list was published in the 
May JourNaL. Many of the schools also 
have a complete enrolment in state and 
local associations. 


Lynn Teachers 


Six years or more 
Hawatt—Oahu, Ewa. 


Massacuusetts—Gloucester, Rogers. 

MiIcHiGAN—Battle Creek Number 2, 
Number 9, Number 10, Number 13. 

Nevapa—Las Vegas, Las Vegas Public Schools. 


Number 4, 


Four years 


ALABAMA—Birmingham, Ensley High. 
Wyominc—District Number Two, Junior High, Opal. 


Hundred Percent Counties 


f es FOLLOWING COUNTIES have reported 
the enrolment of all of their teachers in 
the National Education Association for the 
year 1926-27: 


State 
Florida 
Florida 
Maryland 
Ohio 
Ohio 
Ohio 
Pennsylvania 
Pennsylvania 
Pennsylvania 
South Carolina 
Tennessee 
Utah 


County 
Dade 
Pinellas 
Queen Anne's 
Cuyahoga 
Wood 
Logan 
Berks 
Bradford 


Delaware 


Superintendent 
Chas. N. Fisher 
R. S. Blanton 
Thos. G. Bennett 
A. G. Yawberg 
H. E. Hall 
Glenn Drummond 
A. F. Kemp 
J. Andrew Morrow 
Carl G. Leech 
Kate Wofford 
Sue M. Powers 
D. S. McCorkle 


Laurens 
Shelby 
Grand 


As teachers in rural communities become 
more highly trained professional spirit in- 
creases in vigor. County superintendents of 
vision encourage teachers to organize and 
work on the problems of the profession. At 
no point does American education need this 
gift of leadership more than in rural dis- 
tricts, which have most to gain from a united 
profession working for the improvement of 
the schools and the elevation of teaching. 


| OR a EES NS AARNE ERR A TTS ETS OEE 


Three years 


DELAWARE—W ilmington, Number 18. 

FLoripa—Dade County, Hialeah Junior High, Holle- 
man Park Elementary. 

Intinois—Rock Island, Washington Junior High. 

INDIANA—Fort Wayne, Lakeside, Junior High. 

MicHicAN—Battle Creek, Number 1. 

New Jersey—Stelton, Public. 

OrecoN—Portland, Atkinson, Duniway, 
Vernon; Wolf Creek, Number 27. 

PENNSYLVANIA—Eddystone, Grammar; Logan Town- 
ship, Logan Township Public School District, 
Baker, Baker’s Mines, Brush Mountain, Coleman, 
East End, Eldorado, Endress, Glen White, Hamil- 
ton, Jefferson, Kittaning Point, Lincoln, Logan, 
Madison, Martz, McKinley, Mill Run, Newburg, 
Roosevelt, South Lakemont, Washington, Webster. 

VeERMONT—Brattleboro, Canal Street. 


Peninsula, 


Two years 


ALABAMA—Birmingham, Kennedy. 

Maine—South Berwick, Berwick Academy. 

MArRYLAND—Chevy Chase, Public. 

MassacHuset1ts—Brookline, Longwood; 
Eliot, Stearns. 

New Jrerstey—Camden, E. A. Stevens; 
Gregory; Williamstown, Maple Grove. 
On1o—Columbus, Mount Vernon Avenue. 
OrEGON—Portland, Glenhaven, Holman; Washington 
County, High-District Number 48, District Num- 
ber 69, District Number 92. 
PENNSYLVANIA—Crum Lynn, 

burgh, Open Air. 
WASHINGTON—Vancouver, Washington. 


Newton, 


Trenton, 


Leiperville; Pitts- 


Current year 


Ar1IzONA—Humboldt, Public. 

ARKANSAS—Paris, Short Mountain. 

CaLirorNia—San Bernardino, Washington; San Fran- 
cisco, Hospital Teachers Class; Yosemite, Elemen- 
tary. 


[196] 


FLorina—Dade County, Dade County Public Schools 
Allapattah Elementary, Andrew Jackson Junior 
High, Arch Creek, Citrus Grove Elementary 
Coral Gables Elementary, Hialeah Junior High, 
Holleman Park Elementary. ‘ 

ILLiNois—Champaign, Central; Chicago, Dewey, 
Marshall, Walter Scott; Dakota, Community High; 
East Saint Louis, Bluff View, Eighty-first Street, 
Oak Park, Seventy-fourth Street, Signal Hill. 
Mount Carroll, Mount Carroll Public Schools: 
Rockford, Hoskell. ‘ 

INDIANA—Fort Wayne, Nebraska; Greencastle, Mary 
Emma Jones. 

KeNTUCKY—Louisville, Grayson Street. 

MaryLanp—Royal Oak, Public. 

MassacHusetrs — Plymouth, Knapp; 
Morse. 

MicHiGaN—Battle Creek, Fremont, Junior High 
Number 3, Number 8, Number 12; Bay City, 
Whittier; Ypsilanti, Zone One Public Schools, ; 

MINNESOTA—Minneapolis, Alice Cary, Roosevelt 
High. 

saenenay—-anees City, Morse. 
EvADA—Carson City, Carson City Public Schools, 

New Mexico—Pearl, Lone Star. pe 

New York—lIthaca, Fall Creek, West Hill, Wyckoff. 

On10—Mingo Junction, Mingo Junction Public 
Schools, Central, Harmony, Linco!n, Logan. 

OreGON—Portland, Buckman, Collins View, Williams. 

PENNSYLVANIA—Gettysburg, Gettysburg Public 
Schools; Redstone Township, Brier Hill. 

TENNESSEE—Knoxville, Lonsdale. 

Texas—Houston, Sherman. 

Utan—Box Elder District, Bothwell, Honeyvill-, 
Willard ; Moab, Grand County Public Schools; 
Sevier District, Richfield High. 

Vircinia—Fater, Junior High; 
View; Richmond, John B. Cary. 

WasHINGTON— Mossyrock, District Number 206; 
Seattle, Olympic Special, Special Teachers Asso- 
ciation. 

West VirciniaA—Charleston, Bigley, Elk. 

WISCONSIN- La Crosse, Lincoln; Two Rivers, Two 
Rivers Public Schools, Washington High. 


Somerville, 


Norfolk, Ocean 


IND something to praise every day. 
In its effort to become critical, exact, 
and scientific, education must not forget 


to be human. Values that govern our 
daily lives are determined by what people 
think. Beauty and goodness are every- 
where about us if we have eyes to see 
them. By praising the thing we wish 
to stand out in the lives of children, we 
create values for them. 

By showing faith in children, we help 
them to have faith in themselves. Faith 
somehow releases hidden energies that 
not even the child knows are his. This 
is no mere sentiment. It can be dem- 
onstrated. It is one of the great truths. 
Commend something in the work or life 
of everyone you deal with as often as 
you can. If you cannot speak or write 
about it, think the kindly thought and it 
will add to your own life. 

Praise is like the quality of mercy in 
Shakespeare’s Merchant of Venice. It 
blesseth him that gives and him that 
takes. Better that ten children be com- 
mended unduly than that one child need- 
ing praise be overlooked. Every expres 
sion of praise is like a ballot at an elec- 
tion; it helps to shape the popular will 
and ideal. Praise—intelligent, critical, 
persistent, sympathetic praise—is the 
most powerful tool in the hands of 4 
skilful teacher,