or ille, igh, ‘ity, velt vols, koff. ublic ams. dlic ville, ools; Ocean 206 ; Asso- Two day, xact, orget 1 our eople very- O see wish n, we e help Faith ; that This - dem- truths. or life ten as - write and it ercy in ce. It m_ that e com- d need- expres hn elec- ar will critical, is the His of October, 1927 The American Melting Pot MERICA is the melting pot of the A world. That statement has been de- clared by one of our literary critics to be the greatest figure of speech ever coined in this country. The man who uttered it, though born upon foreign soil, had become a truly, soundly Ameri- can citizen. Some doubting Thomases who, seeing the influx of foreign ele- ments into our country, feared their dis- organizing influences, knowing that every European war had found its re- sponse in America as something of the bitterness and hatreds were wafted across the ocean. ‘They feared that these latent prejudices would endanger the unity, the solidarity of American life. To these doubters this foreign- born American citizen made his famous statement, ‘“Fear not, for America is the melting pot of the world.” Everyone knows the concrete back- ground of this figure. He has seen the junk man as he goes about collecting old iron. Here he picks up an old sewing machine, with its bearings worn out, here an old hay rake, a threshing ma- chine, a stationary engine, no longer fit for service. He loads them on the flat car, carries them to the foundry, where they are broken into little bits and heaved into the great caldron. There in that sparkling, sputtering mass we can- not tell where sewing machine begins or hay rake leaves off. This molten stream is run through conduits into new molds to fashion new sewing machines, new hay rakes, new threshing machines, new stationary engines, after a more modern model, to do a larger quantity and a better quality of work within a given time, The gentleman who coined this figure no doubt saw these human machines coming from the four corners of the earth, bringing with them their an- _ “estral differences, their national preju- —_— *Steno . Graphic report of the presidential — before the National Education Asso- ation, Seattle, July 4, 1927. Francis G. BLAIR dices, their difference in religious creeds ; he saw them all cast into the great caldron of American life, melted down and molded into his conception of the International Newsreel Photo - THE CENTER stands State Superintendent Francis G. Blair of Illinois, whose Seattle program was pronounced good by conven- tionites both old and new. At the left is Superintendent Thomas R. Cole of Seattle, whose efficient management was everywhere in evidence. At the right is President Liv- ingston C. Lord of the Eastern Illinois State Teachers College, whose address on The Teacher was one of the inspirations of the convention. new American citizen, who should live and work with his fellows in a spirit of good sportsmanship and in unity of effort toward the achievement of American ideals. Of course, every figure of speech has its limitations. We do not want to melt out of these foreign elements those great qualities which have contributed so much to the upbuilding of our re- public. We do not want the melting pot to take out of the Lindberghs those transcendent qualities that prepare them for preeminent American citizenship. If this figure is a true expression of American influence, what is it in this [197] country that does the melting? No doubt the great expanse of our country with its diversity of climate and natural resources does something in this line. No doubt the spirit of our form of gov- ernment as expressed in its Declaration of Independence and its Constitution has something to do-with it. No doubt our great principle of religious freedom has wrought mightily in this unifying process. But, speaking without any prejudice, I believe that the great Amer- ican school system is the very pit of this # melting pot. Here the ancient foreign prejudices jare melted out of the youth and the best that is brought and the best that is bere are fused together. What in the American school system tends toward this accomplishment? First, the playgrounds in connection with our schools. I believe that the American school playground is_ the greatest kindergarten of democracy ever conceived. Here children of native and foreign-born citizens meet and mingle together under the most favorable cir- cumstances. To illustrate: In one of our central Illinois cities there lived a gentleman of English extraction, of great wealth and high social standing. He owned the major stock in one of the large banks, large tracts of farm land, and blocks of city property. Having an Englishman’s prediliction toward a private school, he had his three children in a small private school, where there were six teachers for the seventeen pupils enroled. One day this gentleman approached a schoolmaster who had come to the city the year before. ‘You may or may not know,” he said, “that I have my two daughters and my son in a small private school. I believe it is good for my daughters, but I fear it is not good for my son. I fear certa:n snobbish, aristo- cratic tendencies which are appearing. I want to put him in a larger school where he will have contacts with a larger number of boys. I have decided to put him in a public school, and have as 198 THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION come to you to ask your advice as to what school I should choose.” The schoolmaster said that on coming to the city the year before he had been given the option of sending his two sons to one of two central elementary schools, and that he, after a study, had chosen a certain one. The gentleman said, ““That is the reason I came to you, and my preference is for the school you have chosen for your sons, but my wife has heard that the boys are inclined to be rough on the playgrounds, and she de- sired that I should ask you particularly about that point.” The schoolmaster assured him it was true, that there had been some rough practises upon the play- grounds, but that he felt that some of the best lessons his sons had learned had been learned in their contacts with the boys in their games and plays. The gentleman thereupon said, “I am going home to tell my wife that my son will have to deal with these boys when they are grown to be men, and if he cannot hold his own with them, we had better find it out now.” The next Monday morning, some three weeks after the school had begun, this distinguished gentleman came down to this ward school, leading hi§ son by the hand. When they came to the gate in front of the school building the prin- cipal, looking from his office, saw the stately father say a word of goodby to his son, then with body erect, never turning his head to look back, he walked down the street. The young lad, dressed like a little Lord Fauntleroy to express the fancy of his mother, entered the gate and started toward the school building. Now, the average boy who enters a pub- lic school for the first time and finds lined up on either side of the walk some of the boys who are on familiar ground, is timid and hesitant about his first ap- proach to the school building. Not so with this scion of English aristocracy. He stepped upon the ground with an air of superiority, as if to say to the other boys, ““Take a look at me and see who has condescended to come down to your school. My father owns large tracts of land, large blocks of city property, and bank stocks.” Well, the boys took a look at him and then expressed their opinion, not perhaps in these words, but with this meaning: “Why, you little upstart, do you think you can come down to this school and have your father’s wealth and _ social standing carry you through? Here upon these grounds it is the principle of the poet Bobby Burns which obtains: What though on hamely fare we dine, Wear hoddin gray and a’ that; Gie fools their silks, and knaves their wine, A man’s a man for a’ that. For a’ that, and a’ that, Their tinsel show, and a’ that; The honest man, though e’er sae poor, Is king o’ men for a’ that. xs Seattle Post Intelligencer, July 9, 1927 2 he nationwide movement for better sal- aries for better teachers is beginning to bear fruit. Any teacher in Cincinnati may now reach a salary of $3500; in Los Angeles $3300. The National Education Association leads in the movement for adequate salaries for all teachers from the kindergarten through the university. Ye see yon birkie, ca’d a’ lord, Wha struts, and stares, and a’ that; Though hundreds worship at his word, He’s but a coof for a’ that; For a’ that, and a’ that, His ribbon, star, and a’ that; The man of independent mind, He looks and laughs at a’ that. When the shades of night had fallen on this boy's first day in that school and he meandered home, he bore un- mistakable marks upon his face and clothing that something rough had hap- pened upon the playgrounds. And when his mother took her fond offspring upon her lap to patch up the bruises and smooth out the wrinkles, she realized for a certainty that her delicate son had hit up against the rude world of de- mocracy in a brand new way and that he was learning some of the lessons which he needed to learn through the rude pedagogy of another boy’s hand. He came down to that school with his first name William. He had not been there ten days until the boys had tacked on to him the name Pete, which name he carried through the elementary school and through the high school. And in the seventh grade he became a October, 1927 member of the football team, whose cap- tain was called Chappie, the son of the man who ran the laundry. One afternoon when the ground was muddy and the order came for Pete to get down the line, he did not comply, The captain slapped him on the back saying “Get down when I tell you. Do you think you are at one of your mother’s pink teas?” Pete always resented any kind of an allusion to his mother or his sisters, and left the grounds in a temper, telling his father that he was not going to play any longer on the team “with those roughnecks from the laundry.” The father asked: “Did you engage to play the season through with those lads?” “Oh, I did, but I am not going to have them bawling me out in the rough fashion they did this afternoon.” The father, who has told the story with great pride, said to his son: “If you engaged to play the season through, you will go back and finish it, or you are no son of mine.” The father had the satisfaction in a few weeks of having his son come to him and _ invite him to go out and see the team play another seventh grade, and of having his son say “I know what I said about Chappie, but I have learned to respect him. I see now why he was chosen captain of the team; he knows how to get the boys to pull together.” Not far from where Pete sat in that seventh grade room was a lad witha copper-colored skin, whose father sold fruit down on the street of the city. Pete, knowing the lowly calling of the father, would not have recognized this boy as being one of his class, but one day, as the seventh grade sang, he heard one voice rising above the others like the song of a meadowlark. He looked, he could not be mistaken, it was Tony, the son of the fruit pedler. Pete went home to say to his mother, “You know this matter of singing—l have thought it was all right for women and girls but not for men, and least of all for boys but I have found one boy in our school who sings as I never heard anyone else sing. I want you © invite him to our home so that you and my father and my sisters may hear him. One June evening toward the close of that year Tony was invited came, dressed up as perhaps he neve! was before, and as he stood by the pea with one of Pete’s sisters playing through the open window came voice of Tony. Into his blood cot puscles and nerve cells music had beet. 1927 ——. cap- | the was te to nply, back . Do your of an s, and ng his ) play those The o play lads?” o have rough e story “TE you gh, you are no ad the having invite m_ play ving his 1 about ~ respect ; chosen how to t in that | with a her sold the city. ig of the ized. this but one he heard hers. like le looked, vas Tony, is mother, inging—! or women id least of d one boy ; I never ant you t at you ani hear him. the cloe bvited he neve! ) the piano s playing came blood cof had beet Vol. 16, No.7 THE JOURNAL OF THE NATIONAL EpuCcATION ASSOCIATION 199 NT EEE nin mennnninmeneni tien: singing itself for thousands of years, but Pete would never have discovered him had he not been thrown into these con- tacts in that kind of a school situation. Not far from where he sat in the eighth grade there sat a son of the then governor of that state. Some days be- fore it had been decided what school the governor's son would attend, Pete had spoken often at his home about their desire to have the governor select their school, but when the selection had been made and the governor’s son had entered the class, Pete became noticeably quiet on the matter. The father asked him why he did not speak more about the governor’s son. Pete’s reply was “He is a sore disap- pointment to me. You know, I always thought that the son of a governor would be born into the world with the multiplication table already worked out in his memory; that he would know all that needed to be known about geogra- phy, history, and the other subjects, but he is as dull as I am; in the arithmetic class he is even more stupid.” The father in narrating it said, “My boy evidently had the idea that the great achievement of the father would descend with his name like a mantle upon his son. He was learning the great lesson that in this republic every one must work out for himself his own salvation with fear and trembling.” In the same class there sat two boys, the sons of a coal miner, a thrifty coal miner who had purchased his residence down in that part of the city. Pete would not ordinarily have paid any at- tention to these boys, but in the arith- metic class, as often occurs, one of these boys was the leader, and Pete was very dull. With the same selective power of his father, Pete soon found the ones who knew, and sought their advice and assistance, One day when Pete’s mother came down to the school in her limousine to straighten out some difficulty that her boy had gotten into, she entered the school at recess time and found him sitting on one end of a single seat, the other end of which was occupied by one of the coal miner’s boys. sought an explanation of this, she found it. They had the book open at the mis- cellaneous problems following common fractions, and the coal miner’s boy, with 'S pencil, was opening the doors of “Mese mathematic mysteries to the dull mind of Pete, and he was coming to tealize that ability did not always bear € label of distinguished families. When she - When the midwinter promotion came in that grade, out stepped Pete, the son of the banker, by his side Tony, the son of the fruit pedler, the coal miner’s boys, Chappie from the laundry, and the governor’s son, all marching down GREETINGS! -- “- By Thurlby 1TH this Fourth of July cartoon the Seattle Times welcomed the National Education Association. W ashington—for whom our great northwestern commonwealth was named—is pictured as greeting the teacher, proud bearer of torch and flag and leader of America’s future. to the high school, keeping step to the music of American education. I do not hold that it is necessary to the soundest kind of democracy that Pete shall always be inviting these boys to his home. His own social circle he must determine for himself, but I can see Pete in the future sitting out in front of his father’s bank, and one day as he looks out recognizing the coal miner’s son, and beckoning him to come in, and saying to him: “Old man, I don’t get to see enough of you.” I can see him on another day driving through the streets and suddenly stopping his car, throwing open the door, and grasp- ing the hand of Tony and saying to him: “Old man, I haven’t heard you sing in a long time. I want you to come over and spend an evening with me.” It is in just such situations as these that we are shooting to death those ancient antip- athies and prejudices which annually drench the soil of Europe in blood. Barnum gave to America the happy family idea. He took the cubs and the kittens of jungle animals, with their ancient hatreds, he put them together in the same cage. He let them eat to- gether and play together. They grew up to maturity as if they had been born out of a common womb, but other cubs and kittens that had been kept separate re- tained their same jungle animosities. It is the great opportunity which the American playground offers in bringing together the boys and girls before thesc prejudices have developed too far, and allowing them to meet and to know each other, that constitutes it an important part of the melting pot. Now, when we enter into the school- room itself, what influences are at work there in this unifying, up-building pro- cess? First of all, the American school system must see to it that the children of foreign born and native born alike shall come to read and think and write a common language. ‘That is one of the most unifying of all the educational in- fluences. I do not wish to be misunderstood ; I have no prejudice against the teaching of any foreign language in our schools. I think the American people made a sorry exhibition of themselves in the heat and temper of the Great War. In one Illinois city a protest was made against the board of education offering German in the high school. When the board did not accede to this protest, a mob came down to the school building, took every book that was printed in German, piled them in a heap in the street and burned them. Amongst that number was Wil- liam Tell, one of the greatest primers of democracy ever written. I. have no prejudice against the teach- ing of any language as a subject of in- struction, but as the language of the country there can be but one. If I had been born and reared in some European country which had been conquered by an enemy which sought to thrust down my intellectual neck the language of the conqueror, I should have resented it, but America has forced no one to come to its shores. Coming as they do, they must know that here the English lan- guage is the language in which we read and think and write and converse, there- fore, we are not violating any principle of personal rights when we insist that everyone shall acquire this medium of expression. A nation that is like a Tower of Babel can never be unified in spirit or in action. I once attended a parents’ meeting in a coal mining district. ‘There were some seventy mothers present. I noticed sit- ting on the seats toward the front sev- eral women with shawls over their heads. They were apparently very in- terested in the program. When it was over the principal asked me if I would not like to meet some of the mothers. I replied that it was a short winter day a 200 and I had no doubt they would need to get home early, and I would not detain them. “Oh,” he said, “we are going to have refreshments. ‘The girls are here to serve us now, and I could introduce you to a number of them if you would care to have me.” ‘Turning to the women with the shawls over their heads, | said, “I would be pleased to meet some of those ladies, they seemed so interested in what I had to say.” He said, “You have asked an impossibility. I know most of them. I have been in some of their homes. ‘They have been in this country, some of them, ten or fifteen years, but they work like beasts of bur- den; they have large families, and they have not had time to learn much of the English language. I do not think I could introduce you.” Then he stopped and said, ‘““What am I thinking about— I can have you introduced.” And mo- tioning to one of the girls who was get- ting ready to serve, he said, “Louisa, will you please come to the front?” Down the aisle came a girl who must fifteen or sixteen years of age, neatly dressed, rather homely look- ing. The principal said, “Louisa, Mr. Blair would like to meet your mother.” And with as fine grace as I have ever seen said, have been in a drawingroom, Louisa “I will be pleased to introduce you to my mother.” She did, and to two or three of the other women. Now, between Louisa and me there was perfect understanding. I spoke, and my words hit full of meaning upen her ear. She spoke and I understood, but Louisa’s mother, who listened with such apparent respect attention, not understand many of the words I uttered, and though I knew something of the high language of the country from which she came, she spoke a dialect which I could not understand. How it would have been for Louisa’s mother, not comprehending what was said, to have gone back to her neighborhood and have said, “The superintendent of public instruction says so and so,”’ whether he said it or not. In America, if we are to think as with one brain and feel with one heart and act as one man, we must all come to read and think and write and speak in a common language. Another force that acts mightily in the melting pot process is the music in our schools. There was a time during my boyhood days when music was not much of an educational influence; it was more of a physical exercise. But through the trained teachers and super- and could easy THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION visors of music, it has introduced into our school system one of the most forma- tive and creative influences in the unify- ing of the American spirit. Two boys may sit in an arithmetic class and get up hating each other be- tee WOFFORD, superintendent of Laurens County Schools, Laurens, South Caro- lina, elected member of the Board of Trus- tees at the Seattle meeting. cause of the competitions and rivalries which are aroused, but let those two boys stand and sing the same song and the spirit of kinship arises within them. Many of you knew, as I did, Henry Pattengill of Michigan. He was a school teacher and the leader of music. Once in a Pennsylvania institute I worked with him. At that time he was not in good health, and after the insti- tute was over he and I were sitting on the mountain side as the sun was set- ting. He became somewhat reminis- cent. He said he had been in practi- cally every state of the union, and that wherever he had gone into the schools he had asked the children to join with him in singing one song; that in all these undertakings he had never been dis- appointed from the third grade up to the high school. He would sing one line of that song and the children would come back with the other line, and so together to the end of the song. Then he said, “I hope some day before I go hence that I may, at least in my imagi- nation, be placed on some central moun- tain, from which with gifted vision I may look out over this vast country; that by my side I may have a great choir leader; that he may stand and say _ Lincoln. October, 1927 to the twenty-five million school chil. dren of America, ‘Boys and girls, Mr. Pattengill, who has heard some of yoy sing in every state in the union, desires before he goes to hear you sing that song he loves.’ Then, as these twenty-five million of children stand, the great song is lifted—‘My country, ’tis of thee, Sweet land of liberty, Of thee I sing; Land of the pilgrim’s pride; Land where my fathers died; From every mountain side Let freedom ring.’ ” Who can doubt, as that mighty song lifts above the Allegheny Mountains, sweeps across the Mississippi Valley, and over the Rockies to the Golden Gate, that out of its womb these twenty- five million of children are born into a feeling of kinship, one with the other, into a spirit of national unity? Another force within the schoolroom which cannot be overlooked is the influ- lence of our historic ideals. I grant every nation the right to se lect and hold before its youth the lives and character of its great men, but | cannot avoid the feeling that the teachers of America are peculiarly favored in having two such great characters as George Washington and Abraham Lin- coln to hold up before the youth of this republic; very unlike in some respects, one the wealthiest man in his country at the time, the other perhaps the poorest man, and yet so strikingly similar in the main outlines of their character ; both so simple we can teach them to the chil- dren in the kindergarten, and yet so deep in their thought and statesmanship that our scholars in the universities are still studying them. I can see on a certain day a teacher in a schoolroom turn the pages of her his tory, which she touches with the finger of her imagination, and down from Yorktown and Valley Forge comes the stately form of George Washington, entering the schoolroom, in order that the children may see and understand and be invigorated by his great personality and his great character. On another day I can see her tum another page of that history and at the door stands the gaunt form of Abrahat Stooping, he enters, walks down the aisle and takes his seat by the children, moving aside his mantle ® order that they may feel the throb of his great heart and feel the elemen force of his great life and_ his great character. In this Americanizing ™ fluence, the lives of these two great m® are of more value than all the output our fields and our mines and our forests 927 hil- Mr. you sires song -five song thee, sing ; vhere ntain song tains, ‘alley, olden venty- into a other, olroom > influ- - to se- ne lives but | teachers ored in ters a am Lin- 1 of this respects, untry at » poorest ar in the : both so the chil- t so deep ship that are still teacher in £ her his the finger wn from comes the ‘ashington, order that rstand personality e her tum and at the ¢ Abraham ers, W seat by the mantle in he throb af elemen! his great nizing a ) great met e output our fores Vol. 16, No.7 greater than the output of our factories, greater than all other influences which we can bring to bear in the school upon the lives of our children. The last influence in this great pud- dling pot which I shall mention, and in my mind the greatest of all, is the teacher. Above school grounds, ath- letic fields, buildings, laboratories, li- braries, courses of study, rises supreme the character and influence of the teacher. If the teacher fails, the entire system fails. If she succeeds, all is success. Some years ago I was called by a county superintendent to visit a school, which he called “the disgrace of Illinois.” It was a coal mining community. People had gathered from every corner of the earth around these mines, and a town had grown up. My first view was of a great, ugly eight-room frame school building, painted a dark green. The schoolyard was covered with slack from the coal mine. Old benches were sitting on the outside with tin pans for the children to wash their faces and hands in before entering the school. It was a warm October day. The first room I entered was the first grade or primary room. Here I learned there were seventy-two children enroled, rep- resenting nationalities that spoke seven different languages. There were chil- dren in the room ranging in age from six to fourteen years. The room had a stove in its center: there were old double seats filled with three children on a seat, and a number were sitting on the plat- form around the teacher’s desk. I looked out of the window and saw the forbidding sight of houses and sa- loons that encircled the school building. I considered the bad physical equipment and the crowded condition of these chil- dren and agreed with the county super- intendent that it was a disgrace to Illinois and the nation. My attention was attracted by one girl sitting in the middle of one of these two-seated benches. She must have been nine or ten years of age, dressed in heavy black clothing, heavy black wool stockings and heavy shoes. Her long, black hair was plaited and tied with a nbbon. She had an earnest, serious, and somewhat homely face. In her hands she held a slate and was copying word from the board. I said to myself, “Is this what we do ° this boasted republic to make Ameri- ‘a0 citizens out of the foreign born? an we instil into them the ideals of merica by crowding them into such a I . e . tuation as this and setting them to THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 201 copying from the board a word which the teacher has written. I thought of the mother, a mere beast of burden, who had prepared that girl for schoo! that morning. In my mind’s eye I could see her as she plaited her hair, and hear her saying to herself, “I have never had any joy or comfort in MITCHELL, College, president Edmond, of State Oklahoma, OHN G. Teachers and state N. E. A. director, was recently presented a life membership in the Associa- tion by the faculty over which he presides. life, and I will send this girl down to the public school and she will become a fine woman.” And we had taken her and put her into such a situation. I stepped over and saw one remark- able thing, that every time she copied the word it was an improvement over the previous effort. This was conclu- sive that she came of foreign-born par- ents. But just as I was feeling down- cast over the situation, I heard the voice of the teacher as she stood in the door talking to the county superintendent. She was a beautiful young woman, not beyond twenty-two years of age, beauti- fully dressed. As she stepped into the room every child seemed to fix its eyes upon her, and as she moved down the aisle there was adoration in the eyes of all those who looked upon her. As she passed near the desk where the girl sat with the slate in her hand, I saw this girl reach around the girl on the side of her and touch the skirt of the teacher as she passed by, and it seemed as if the girl were saying, “If I can just touch the hem of her garment I will be a better woman.” I began to see that with all the unwonted physical conditions into which these children had been thrown that here was the saving element—the teacher. I was told that every morning when the children came to this room they came in to speak to the teacher and to linger about her desk. Every noon and after- noon when they went home they came to tell her goodby. I understood after- wards when the chairman of the board of education, five members of which were born upon foreign soil—the presi- dent, Italian born—I understood what he meant when he asked me how they could keep the children away from the school before eight o’clock in the morn- ing, protesting in his broken language that the children wanted to come to the school to see the teachers. Why shouldn’t they? Many of them had never looked into the face of a mother who had the time to understand and to appreciate them. Here was a woman of rare intelligence and rare personality, who, I came to believe, was rendering a larger service to the state and to the nation than any other type of public official that I knew of; that she was doing the real missionary work of the republic; that she was the master work- man in the great puddling pot of the school. And, ladies and gentlemen, on this the natal day of our republic, I believe that we can declare without hesi- tation that the perpetuity of this wide- flung nation, its solidarity, its unity of aim and purpose and effort, are more in the hands of that kind of teacher than in any other one influence at work in America. To change the figure, as long as the eight hundred thousand teachers of Amer- ica are painting upon the canvas of the minds and hearts of twenty-five million of children the great American ideals, the great faces of George Washington and Abraham Lincoln, we can feel a large sense of security in the future of this republic. This great Association, whose objective is to elevate and exalt the profession of teaching and to pro- mote the cause of education throughout the United States, is giving over this program to the consideration of the eco- nomic, social, and professional conditions and needs of the teachers of America —the first and last line of defense of the republic. We believe that the citizens in the dis- tricts, counties, and states of the republic must come more and more to see that the having and holding of the right kind of teacher in the schools of America is the chief concern of the growing republic. Points from Seattle Addresses OTH GENERAL SESSIONS and de- B partment meetings at Seattle were unusually well attended. The following statements have been gleaned from many addresses made dur- ing the convention. A NONPARASITE CITIZENSHIP, a sup- ply of trained workmen to meet the demand, the utilization to the fullest extent of our national resources, and the conservation of both material and human resources, are fundamental in the de- velopment and maintenance of whole- some, national life—Adelaide S. Baylor. Ir Is DOUBTFUL whether ethical problems will ever be adequately treated in senior high school and junior college except by provision of a course in social ethics taught by one especially prepared for this type of work.— Milton Bennion. WE WAGE a continual conflict with ignorance, but frequently the conflict becomes one with our boards of educa- tion. Probably the solution lies in our hands. We are training the future boards.—Lucy Brickhouse. OFTEN a student council fails to func- tion because there is a vagueness in re- gard to the privileges and responsibili- ties of the group.—Louise C. Brown. LET THE TEACHER be more guarded and careful in the matter of investment. —Carl E. Croson. ONE OF THE great dangers which confront the movement of visual instruc- tion in the public schools is the con- fusion of entertainment with careful learning—Anna V. Dorris. THE NEXT STEP in state association journalism is clearly that of developing and interpreting broad educational poli- cies that will modify school practises in the various states.—Edgar G. Doudna. THE PARTTIME SCHOOL may teach anything and in any way it thinks will benefit the pupil, regardless of how far it departs from the traditional school practise—Anthony M. Goldberger. WHATEVER sins of commission may be charged against education today they are dwarfed almost into nothing when compared with the cruelty and waste of human life due to the omissions in the programs of education of the “good old days.”—J. M. Gwinn. THE IDEAL TEACHER has always con- sidered each student as an individual both in regard to present achievement and future successes.—Florence Jackson. THE TEACHERS status must be raised by the teachers themselves—Clara L. Jahnke. THE worp “education” and the word “school” are not synonymous. Education be W. SEARSON, who died suddenly in Boston on Thursday, July 7, was one of the nation’s great teachers and a pioneer advocate of interpretirg the schools to the public. He laid the foundations for N. E. A. Press Service by devoted work at many con- ventions and served the Association in other ways. At the time of his death he was Pro- fessor of English in the University of Ne- braska and Editor of the American Educa- tional Digest. He often kept before his stu- dents this motto—Do all the work you can; let the rest go; but be happy all the time. is a lifelong process and the demand for it is evidenced in many ways.—Judson T. Jennings. By PROMOTING the general education welfare, by fostering professional zeal, and by advancing educational standards, teachers will win the respect and good- will of the taxpaying public—J. Her- bert Kelley. THE IDEA that boards of education and teachers must be natural enemies in order to further the education of children is no longer believed to be es- sential— Nell E. Lain. IDEAL COOPERATION in_ supervision would mean voluntary association of superintendent, supervisors, teachers, and principal in which they would or- ganize democratically to assist each [202] other through mutual action in which the motive would be service to the chil- dren.—Elizabeth R. McCormick. THE AFFILIATION of teacher and par- ent has enabled the teaching profession to more rapidly and aggressively recog- nize that programs enveloping the chil- dren must regard homes individually and collectively in order to more adequately meet the highest purposes.—Mrs. Victor H. Malstrom. EDUCATIONAL LEGISLATION is and probably forever will be a matter of state rather than national responsibility, —Arthur L. Marsh. CHILDHOOD has been grossly under. valued. Improvement in the schooling of children rests upon a much more in- timate knowledge of the normal activi- ties of children.—J. L. Meriam. WE CAN only maintain our moral selfrespect as an association by uphold- ing our educational ideals with the same firmness and devotion we have given as a nation in the promotion of our nae tional ideals—Walter P. Morgan. Every sTATE should have a sound retirement law, for such a law protects school children from teachers rendered incompetent by old age and it frees school boards from the obligation of continuing to employ teachers formerly satisfactory, but who have now become incompetent.—E. Ruth Pyrtle. IN A SCHEME of education devised for the children of a representative democ racy, work and work habits coupled with a high degree of intelligent ap preciation of the finer things of life are essential elements.—R. O. Small. Every KIND of child has a right to find out what God gave him and to develop it to the utmost degree.—Henry Suzzallo. MANY TEACHERS need to be shown the value of scientific tests, how to us them, and how to study the results ob tained therefrom.—Grace M. Swan. IF EDUCATION is the greatest activity of a people, it naturally follows that teaching is the most honorable profes sion.—William F. Webster. THE Day is not distant when no bo or girl from 14 to 18 can escape the sympathetic attention of the specialist who will see to it through the schoo! system that everyone can find something that will give a thrill of achievement— A. E. Winship. nich *hil- par- ssion cOg- chil- rand ately ‘ictor and er of bility. under- ooling ore in- activi- moral uphold- 1e same riven a8 pur na an. 1 sound protects rendered it frees ation of formerly become vised for e demo coupled igent ap vf life are all. 1 right to m and to e.—Henry be shown ow to us results Swan. est activity Lows that ble profes en no bo something pvernent— T NO CONVENTION of the National Education Association has there been such an enthusiastic interest in the New Education Bill to create a Department of Education with a Secre- tary in the President’s Cabinet as was displayed at Seattle. On the opening afternoon of the convention two hundred fifty people attended a meeting of the Legislative Commission and others inter- ested in the Bill. ‘The same evening state secretaries and state chairmen were dinner guests of Superintendent William M. Davidson of Pittsburgh, chairman of the Legislative Commission. At the Thursday morning session of the Repre- sentative Assembly reports were made by Dr. Davidson and by Charl Williams, director of the field and legislative divi- sion of the National Education Associa- tion. “Educators have only one question to settle with reference to this legislation,” Dr. Thomas E. Finegan told the Com- mission. ‘That question is whether it is best for the schools.” He challenged them on the basis of the answer to that question to move ahead in spite of indif- ference or opposition. The principal speech at the Sunday afternoon session of the Legislative Com- mission was by President Francis G. Blair, who explained that while he had opposed former education bills, the new measure received his hearty indorsement. Dr. Davidson, addressing the Repre- sentative Assembly on Thursday morn- ing said : “This Bill is part of a great national program of education which focuses upon the most important living object in America today—the child enroled in the public schools and in all the schools of the land. “This Bill differs in its purpose from tarlier bills. No such thing as federal control is even thought of in this Bill. We are not only opposed to the proposi- tion, we would not even let it be hinted at in framing the Bill, thanks to the fine work and farsighted genius of Dr. George D. Strayer and his committee in the past years. Not a word is said of subsidization. “Then what does the Bill stand for? le Bill stands for a Secretary upon the Ip of State, whose function shall be to uide learning in America straight. We = at Washington first and above all a ‘tgathering department which will New Education Bill at Seattle gather together the scattered activities that are now in other departments, and organize them in such a way that they shall represent a unity—and then when the facts are gathered together send them What You Can Do ESOLVE to have an active part in this great historic movement, realizing that its success depends on each individual teacher. 2. Read the New Education Bill (See THE JouRNAL for February, 1926). 3. See your representatives in Con- gress personally or write them while they are in their home districts before the opening of the session December 5, urging their support of this great measure. Keep the Legislative Divi- sion of the National Education Asso- ciation informed of the results of your interview or correspondence. 4. Organize a small group of workers who will meet regularly to make plans to carry this campaign to victory. 5. Encourage the use of this subject for debates whenever possible. 6. Correct every misstatement about the Bill that you hear in a_ public gathering or read in the press. 7. Cooperate with every local group of each supporting national organiza- tion, encouraging them in their work for the Bill. o* to every state and local superintendent and administrative officer until they shall put them into the heart and conscience of the teachers of America. The Depart- ment representing a great clearinghouse of the best practise in teaching in Wash- ington, and in California, and in Illinois and in Texas, will gather facts and dis- seminate them so that this thing I call the national system of education in America, measured in terms of the spirit, shall in all the states be striving to emu- late the best thing which the best locali- ties are developing in terms of educa- tional progress. “The establishment of the Department of Commerce and the Department of Labor have stabilized in America the re- lations between capital and labor. Since they were organized our labor troubles have been less. The human feeling which constitutes one of the marvels of modern times has come to be recognized as a new word in both the labor and business world. The same thing should be done for education.” Miss Williams made a plea for per- [203] sonal service on the part of every mem- ber of the Association interested in the Bill. “We have learned,” Miss Williams said, “that it no longer makes any im- pression on Congress to have a represen- tative come to a hearing on a piece of legislation and to say one million and a half men or women have indorsed it. Congressmen immediately want to know how many of them believe in it, how many of them have made it their own, how many of them are willing to stand by it. Congressmen are interested in direct expressions of sentiment from the people of their own districts.” The many speeches made at the dinner for state chairmen and state secretaries emphasized the responsibility of the states in promoting all kinds of educational legislation. It was pointed out that members of Congress are representatives of the states and that they act on the ad- vice of the people who have elected them. Arthur L. Marsh of Seattle, secre- tary of the Washington Education Asso- ciation, in an address at the conference of secretaries of state teachers associa- tions, said: “Educational legislation is and probably forever will be a matter of state rather than national responsibility. The national unit can render invaluable service by supplying the several state or- ganizations with perspective and with usable data from other states; but the educational advance will be on forty- eight state fronts rather than on one. In each state the legislative problems must be solved individually for that state, and on these state-by-state solutions the de- velopment of our program of progress will depend. Sound and effective legis- lative counsel must, therefore, be a major activity of every state unit of the organized profession.” The report of the National Education Association’s Legislative Division pre- sented at Seattle shows that when the first Education Bill was introduced in 1918 there were about 8000 members in the Association and only four state asso- ciations had fulltime secretaries. The membership in the national body is now more than 170,000 and there are 38 full- time state secretaries. The state asso- ciations form the channel through which the new efforts are to be exerted. Their success in promoting the School Land Bill last year proved their legislative effectiveness. ‘Unite or Die” Lois A. Lockwoop Teacher in the Los Angeles High School, Los Angeles, California HE MEDIEVAL ADVICE of Machia- velli for subjugating a people or a group has become a truism: “Di- and rule.” Benjamin Franklin recognized the converse when he gave the thirteen colonies their slogan: “Unite or die.” America took the advice, united, won liberty, formed a more per fect union, and laid the foundation for the great and powerful nation whose benefits we enjoy today. America, of all nations, has fully learned the power that comes from or- ganization and concerted action. “All but teachers,” it used to be said, “they cannot work together.” The taunt is no longer true. ‘Teachers have organ- izations and realize they must be main- tained. The National Education Association has demonstrated leadership and states- manship in our profession. “Today we are all sharing the increased prestige and rewards which have resulted from its work through the years. Let us put the question to ourselves: Would we be willing to see the National Education Association die out? vide Our local associations a few years ago made a gallant and successful campaign for increased salaries to meet rising prices. If prices continue to rise we may have to do it again. How much easier for our board of education to secure ratification of its budget if it could say to the supervisors: “Our nine thousand teachers are united. We must comply with their just and reasonable demands.” On the other hand, what might a hard- pressed board of supervisors say to our board if the news went round—“The High School Teachers Association has been abandoned,” or if the whisper spread, “It is slowly dying out.” Fellow teachers, we shall not see any of these bulwarks lapse. There are far- sighted, public-spirited teachers who will give time, thought, money, and take the risks necessary to keep our associations functioning. But what are we—if we accept the salary increases, enjoy the pro- tection and prestige, and vet give neither time nor money to the common effort? Why should any one of us save our five, ten, or fifteen dollars each year while our neighbors, no more able than we, bear all the burden and the cost? The ma- chinery must be maintained. A new or- ganization cannot be formed at a mo- ment’s notice when some crisis is upon us. Leaders with training and enthusi- Why Support Our Teachers Organization? —— of our three organizations, national, state, and local, secure benefits not possible to any one alone. The three supplement and connect with one another as do our national, state, and local governments. 2. In the pressure for economy and the conflict of selfish interests, an un- organized group presents the logical victims for retrenchment or exploita- tion. United we stand; divided we fall. 3. If we wish to preserve the pres- tige and economic gains we have slowly won, we must keep strong organizations in the field. They can- not lapse and be renewed at will. 4. If they must be maintained, it is only decent that all should bear a share of the cost though not all can give time and effort or take the risks. 5. The organizations need our ideas and our constructive criticism. 6. Generous cooperation for the common welfare makes us _ better human beings. We shall like ourselves and one another better if we all do our part—From the Bulletin of the Los Angeles City Teachers Club. astic members do not “spring to arms over night.” ‘Timid people, even bold ones, hesitate to form an association when there is opposition. Who will watch our interests, warn us, keep us informed, rally and lead us, if we throw the machinery and pilots overboard? Eternal vigilance is the price of freedom, now as always. “In my country,” said the Red Queen to Alice in Wonderland, “vou have to run as fast as you can, merely to stay where you are.” Who of us is hardy enough to claim the privileges and refuse the burdens? Shall 50 percent or 75 percent or 80 percent bear the cost? On what grounds can the other teachers refuse? Teachers on minimum and lower ratings will enter year by year into advances won by those who made and kept the association. Why should not the newcomers pay their share to preserve these benefits? [204] Those who stay out one, two, or three years and come in only for a salary cam- paign save ten to fifteen dollars each year because enough others paid it. Why not have every teacher do his share? Every member in the association increases its potential power, as evervone outside lessens it. “Divide and rule” has long been a method used to our disadvantage, And what teacher, if he stops to think, wants his associates to carry his share of the common insurance? It may be some of us would pay if we approved the methods and the per- sonnel of the associations. That is a poor way to improve them. Let us pay our dues and add our effort toward im- provement of what we don’t like. The organization needs our brains, our con- structive criticism, our interest, more than it needs our money. Let us not leave the policy wholly to officers and representa- tives. If we have a truer vision, shall we not place it where it can function? We are the very persons needed. Although the need to win and keep material benefits is the fundamental’ rea- son for an association, it is far from be- ing the only one. We have not yet be- gun to touch the advantages—profes- sional, social, scholarly, and human— which our organization might give. We must learn from doctors, lawyers, archi- tects—even from business men—what cooperation can do for us. Nor is the price disproportionate. Al] other pro fessions pay from two to ten times as much for the association. We, our selves, pay immensely more for personal clubs, dinners, alumni dues, or various indulgences. Is even the maximum of fifteen dollars too great, in comparison with the returns—personal benefits plus a generous, helpful cooperation in public welfare? Let us cease debating the question each year, clinging to those dollars; they belong in our budget with other fixed, necessary charges. In their piace we shall have the knowledge that we have helped promote the growing prestige of the teaching profession, fostered 4 lib eral attitude toward schools and leat ing, and done our share toward the self- respecting, honorable preservation of our rights in the community.—Bulletin © the Los Angeles City Teachers Club. ree am- ach re? side long age. link, re of Pan American Friendship Day L. S. Rowe Director General of the Pan American Union, Washington, D. C. HERE IS just one date that has equal significance for all the re- publics of the western hemis- phere—Columbus Day, October 12. To the vision, courage, and leadership of the great admiral we all alike owe the beginnings of European civilization on this continent. It is well that we of the United States should stop to realize to what extent we are indebted to Spanish ex- plorers and missionaries for the taming of our great wilderness. While during colonial days North and South America had few contacts, with the beginning of the struggles for independence there began an era of sympathetic interest which has con- tinued to the present time. South American patriots drew their inspira- tion from the American and French revolutions and their efforts toward liberty awakened the intense sympathy of such Americans as Henry Clay, some of whose most passionately eloquent utterances were devoted to the cause of South American independence. As early as 1826 a Pan American Conference was called by Bolivar, the “Liberator” of northern South America. This meeting was the precursor of the Pan American Conference held in 1889-90 at Washington, D. C., when the Pan American Union was established as the official agency of the twenty-one American republics for the dissemina- tion of useful information concerning them. Since that time travel between the Americas has enormously increased, commercial relations have grown by leaps and bounds, and intellectual and ‘cial contacts of every kind have been tstablished. These relations have been lostered by many Pan American Con- gresses, dealing with almost every con- ceivable subject from child welfare to international law. Indeed, Pan Ameri- «an friendship and cooperation in com- mercial, financial, humanitarian, and in- tellectual interests, in the establishment of the Principle of arbitration of dis- utes, and in the constant effort toward Peace among nations are an example to all the world. To the fulfilment of these great pur- Poses, the Pan American Union directs all its efforts. Through its publications, its splendid Pan American Library—a memorial to Columbus—and its staff of expert consultants on matters of trade, Columbus JOAQUIN MILLER Be him lay the gray Azores, Behind the Gates of Hercules; Before him not the-ghost of shores, Before him only shoreless seas. The good mate said: ‘Now must we pray, For lo! the very stars are gone. Brave Admiral, speak, what shall I say?” “Why, say ‘Sail on! sail on! and on!’” “My men grow mutinous day by day; My men grow ghastly wan and weak.” The stout mate thought of home; a spray Of salt wave washed his swarthy cheek. “What shall I say, brave Admiral, say, If we sight naught but seas at dawn?” “Why, you shall say at break of day, ‘Sail on! sail on! sail on! and on!’ ” They sailed and sailed, as winds might blow, Until at last the blanched mate said: “Why, now not even God would know Should I and all my men fall dead. These very winds forget their way, For God from these dread seas is gone. } Now speak, brave Admiral, speak and say’’— He said: ‘Sail on! sail on! and on!” They sailed. They sailed. mate: ' “This mad sea shows his teeth tonight. | He curls his lip, he lies in wait, With lifted teeth, as if to bite! Brave Admiral, say but one good word: What shall we do when hope is gone?” The words leapt like a leaping sword: “Sail on! sail on! sail on! and on!” Then spake the Then, pale and worn, he kept his deck, And peered through darkness. Ah, that night Of all dark nights! And then a speck— A light! a light! a light! a light! It grew, a starlit flag unfurled! It grew to be Time’s burst of dawn. He gained a world; he gave that world Its grandest lesson: “On! sail on!” finance, travel, education, art, music, literature, and social welfare, it is an- swering hundreds of inquiries and broad- casting—both figuratively and literally —the culture and progress of the south- ern republics. The paramount foreign interest of the United States lies in these 20 re- publics to the south. Secretary Hoover has said: The Spanish language occupies in this continent a place of importance second only to that of English . « We must take [205] particular care to see that the study of Spanish, if not made compulsory, is at least made possible in all secondary schools. But do the American people realize that some effort is necessary to acquire that sympathetic understanding of some- what different races which will enable us to cooperate successfully with them in solving our common new world prob- lems? It is so easy for the hardheaded Anglo-American to think of his southern brother as an idle dreamer, instead of as a lovable idealist; and for the beauty- loving Latin-American to consider the Norteamericano a mere dollar-chaser, overlooking his spirit of service to hu- manity. Now this is precisely where the teacher comes in. There are ways in which teachers can make the other American peoples real to school chil- dren, inculcate respect for their achieve- ments, and build up that spirit of friend- ship which is essential for the future wellbeing even of our own country. The geography teacher will be on the lookout for the incorrect and unfair statements concerning our southern neighbors which appear in some school geographies and see that the children do not get a prejudiced view. of end- ut a dren com- es of o de \onor r the e had as to d the and ip of argely en to do it? Growth in Physical Fitness KATHLEEN WILKINSON WooTTEN Professor of Health Education, Georgia State College for Women, Milledgeville AVE YOU EVER dropped down on a convenient hall or campus bench and watched the passing of college or university summer school students? If you have, you have no doubt noticed that there are usually three distinct types. First, there is a sprinkling of briskly moving but non- chalant undergraduate youths and maid- ens doing makeup work or “getting off” credits. Second, there is an encouraging number of young teachers who have not yet realized that the whole world is resting on their shoulders and a few, very few mature teachers who have learned that they are only a part of God’s great plan and have accepted their part philosophically. The third type consists of professional pedagogs “‘with their heads in the future and their feet in the past,” their earnest eyes straining through heavy tortoise-shell glasses to catch that all important glimmer of truth and their poor tired shoulders dragged forward by heavy briefcases of facts. Since the last group is always a large group and in such deadly earnest about its work, the watcher has no doubt won- dered if all their grasping after profes- sional training is “education.” Can tired bodies and fagged brains guide eager little children or enthusiastic, expectant youth successfully through their mani- fold adjustments to life and its prob- lems? Perhaps the watcher sighed over the fate of the children or of the teach- ers themselves. So much misdirected goodwill and human power going to waste ! It does not follow that the writer dis- approves of summer school study for teachers in service. She simply chose summer school because it is the next great physical dissipation open to the profession. Study under right conditions an excellent tonic—refreshing, stimu- lating, rejuvenating. But when weary teachers are driven to it purely for the Professional advancement that comes with certificates, renewal of licenses, diplomas, degrees, and more degrees, then summer school becomes a goad and the teachers, slaves. This will always be ‘ttue until teachers have the courage to © only that amount which they are physically able to do. That is, in place of taking a full summer quarter or a maximum credit schedule for six or eight weeks they must use judgment and cut the whole procedure to the amount Some Helpful Books HANDBOOK on positive health. Foundation for Health. Ave., New York City. Fisher, Irving, and Fisk, E. L. Womans 370 Seventh How to live. Funk and Wagnall Co., New York City. Hall, C. S. Certain degenerate tendencies Pedagogical Seminary. Vol. among teachers. XII, p. 454-63. Hoag, E. B. The health index of chil- dren. Whitaker and Ray Wiggin Co., San Francisco. James, William. Talks to teachers on psychology. Henry Holt and Co., New York City. Leavitt, Robert G. Health training for teachers, Health Education Series, No. 8, 1920; price 5 cents; Rogers, James F. The health of the teacher, School Health Series, No. 12, 1926; price 10 cents. Bul- letins, U. S. Bureau of Education, Depart- ment of Interior, Washington, D. C. Terman, Lewis M. The teacher’s health. Houghton Mifflin Co., Boston. Wood, Thomas D. and Dansdill, Thersa. Byways to health. D. Appleton & Co., New York City. Wootten, Kathleen Wilkinson. A _ health education procedure. National Tuberculosis Association, 370 Seventh Ave., New York City. Williams, Jesse F. Personal hygiene ap- plied. W. B. Saunders, Philadelphia. of work which will give higher stand- ards of personal and professional eff- ciency—namely, inspiration and refresh- ment—the necessary qualifications for success in next year’s school work. It is high time that the world should wake up and demand more real teach- ing by real, red-blooded, live human beings—men and women whose bodies, minds, spirits, emotions, and social rela- tionships are equally sound. Happily this demand is growing. Many states are now requiring physical examination of their teachers. School boards are de- manding higher standards of physical fitness from applicants and from those already in service. Normal schools and colleges are turning their efforts toward raising the personal health standards of teachers in training. ‘The most practical programs include: (1) A complete health examination of each student with needed [207] followup work; (2) a healthful pro- gram of living; (3) direct instruction in public health, school hygiene, and per- sonal hygiene. Some states have gone so far as to give training only to healthy applicants. Even teachers themselves are begin- ning to realize that professional success is dependent upon becoming a success as a human being and so we are ushered into a new era in education—an era wherein the growth of teachers through physical fitness is considered the only sane basis whereby health, happiness, and growth of the children in their care and under their guidance may be secured. While the teaching profession has never been considered a healthful occu- pation, a 1926 Bureau of Education re- port on “The Health of the Teacher,” by James Frederick Rogers, concludes that: So far as the death rate is indicative, teachers are, as a class remarkably healthy. When the number who are sick and their length of absence are compared with the records of industrial workers and clerical groups, the health of the teacher remains superior. Whether this would be true if the teacher were obliged to work as many days as are persons in other occupations we can not say, though the comparative statistics from London and Victoria would seem to prove that the story would be different. It is not to the advantage of the teacher to be absent from her classes, if she can avoid it, and it may be that if the same incentive to be present existed in other occupations the employees would be less frequently absent. In spite of these encouraging facts, morbidity is still a serious handicap in school work. Superintendents who have made recent surveys of the problem say that not only individual children are re- tarded by use of the substitute system, but that sometimes the retardation of a whole grade can be traced to the absence of the sick teacher. This is not the whole story of the serious handicap im- posed on the school child by the phys- ically unfit teacher, for sickness causing lost time is but a small part of the actual sickness in the profession. As Ritten- house says, “Most of the sick people are not on their backs, but on their feet at work.” In 1913 Lewis M. Terman esti- mated that between a quarter and a half million of our school children were being 208 daily instructed by teachers who were caught in the grip of the “great white plague.” He advised further that while this is a terrible menace to the child “the teacher who dwells always in the abyss of despair and gloom or tingles with nervous hypersensitiveness is dan- gerous in almost equal degree.” There are certain definite conditions which are unfavorable to the teacher’s health. These include dangers to both the teacher’s mental and physical health —namely: (1) The indifference of teachers to their own personal hygiene and their ignorance or indifference to bad schoolroom conditions such as dust, poor ventilation and heating, inadequate lighting, incorrect seating, and the like; (2) long hours of sedentary profession with its resulting poor elimination, res- piration, and circulation; (3) overwork caused by overcrowded rooms and end- less paper work including frequent over- detailed reports to superintendents; (4) nervous strain of overstrenuous training for the profession followed by exhaustive school discipline, excessive standing, con- stant use of voice and eyes; (5) the monotonous repetition of the average school program; (6) the dwarfing ten- dency of dealing constantly with imma- ture minds; (7) the insufficiency of sal- ary; and (8) lack of wholesome recrea- tion. The list of conditions unfavorable to the personal health of a teacher looks formidable when compiled, but health training for teachers, improvement in school hygiene and in school programs would eliminate most of the unfavorable conditions enumerated. After all, if teaching is exhausting and exacting the hours are shorter and the vacations longer and more frequent than in any other profession. Then, too, every teacher should feel a tonic effect from the satis- faction of knowing that no other profes- sion except parenthood offers a wider field of service. It should be remembered by those who are not well that good health is invari- ably attainable and the conditions for achieving it are simple: (1) A good med- ical adviser; (2) a knowledge of the principles of personal hygiene; and (3) a will to be well “in spite of everything.” The thoughtless say: “It takes more time than I can spare to get well” or “It takes more money than I have to get well.” More time than they have? They have all the time there is. More money than they have? The poor of any group can least afford ill health. Teachers who are below par, like THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION other people who are below par, in- variably fall into two classes, the too energetic or the too lazy. Most of the first, the overconscientious type, need to stop and catch their breath; the few of the latter type need to speed up until they know what it feels like to need more breath. Some deny themselves the right food, clothing, or recreation, and work until they are groggy or get the selfappointed martyr complex. Some in- dulge themselves until they are fat of body, mind, heart, and soul. Every teacher should ask himself the follow- ing question, “If I am below par, why am I suffering from this degenerate con- dition ?” Since good medical advice will im- mediately follow a most thorough health examination, the rest of this discussion will center around a few suggestions in applied personal hygiene. The first problem for the person who wishes to reeducate himself is to realize that mind affects body in a most positive manner. Think healthful thoughts! Be cheerful! Smile if it hurts! Turn the corners of your mouth up if you have to take your fingers and poke ’em up! Listen to your speaking voice. If it is high-pitched, nervous, nagging—calm yourself! If it is sick, mournful, draggy —speed it up! Why be so solemn? Haven’t you heard that “a little serious- ness is dangerous, more is fatal”? When it comes to the physiological care of the body, medical assistance or surgical interference is necessary in a few cases, but all that the majority of patients need is a sane routine of living coupled with sufficient energy and will power to persist in it. “Truth wherever it may be sought is, as a rule, so simple it does not look learned enough.” The conditions necessary for good health may be briefly summarized: sunlight and fresh air, good food in the right quanti- ties at regular hours, hygienic clothing, water inside and out, sufficient exercise, attention to nature’s calls—eliminating of body waste—rest, recreation, an en- thusiasm for your work, and love for your fellowman. Personal health questionnaire for teachers—Do I have a thorough health examination once a year by a competent physician? Do I attend promptly to correction of defects and symptoms of diseases found by examiner ? Do I visit my dentist at least twice a year? Do I protect my vision? Do I get sufficient sleep and rest? October, 1927 Is my school healthful in location, construction, equipment, use, and care? Is my playfield adequate in size, loca- tion, equipment, safety? Do I under- stand the principles of the new public health? Do I take part in the recreation pro- gram of my pupils out of school hours? Have I helped with the Boy or Gir] Scouts, or similar groups? Have I an avocation? Is it healthful? Am I always polite and gracious to children as well as adults? Am I cheerful, encouraging, calm? Am I just in all my dealings? Am I tactful in all my problems? Do I cooperate with my pupils, my coworkers, my patrons, and my school community ? Is my program of work, play, rest, and sleep well balanced ? Am I in fact and in deed a healthy, wholesome, joyous personality? Does my whole face and bearing express this? Am I vitally interested in my school health program? Do I practice the health habits I attempt to teach? For example: 1. Am I immaculately clean and neat? 2. Do I take genuine pride in my personal appearance ? 3. Are my clothes hygienic as well as at- tractive? 4. Is my posture good? 5. Do I breathe deeply? 6. Is my speaking voice attractive? 7. Are my schoolroom, home, and sleeping quarters always well ventilated? 8. Do I eat sufficient wholesome food at regular hours? 9. Am I familiar with basic scientific facts concerning food values—well balanced me- nus, correct preparation and service of food as well as the best form of eating? Do I follow these? 10. Am I overweight or underweight for my height and age? 11. Do I drink at least eight glasses of water a day? 12. Do I have one or more complete evac- uation from the bowels daily? 13. Do I keep my teeth, gums, and tongue clean? 14. Is my hair clean and well groomed? 15. Are my shoes in good repair and pol- ished—heels as well as toes? 16. Am I guilty of any habits that tend to spread disease or cause infection, such as failure to bathe hands after going to toilet or before eating, licking finger in turning page of a book, failure to cover every cough and sneeze with a clean handkerchief, put ting finger, pencil, or pen staff in mouth, usé of soiled hands or soiled linen or other UD sterilized materials in administering first aid where there is an open wound? 17. Am I guilty of any irritating nervous habits, as biting my finger nails, picking at my nose, drumming with fingers, tapping with foot, shrugging my shoulders, making facial grimaces? rsonal as at- eeping 0d at c facts d me- f food Do I zht for sses of e evac- tongue med? ind pol- at tend such as to toilet turning y cough ef, put- uth, use her un- first aid nervous king a tapping making Preschool Education as a Career T HAS TAKEN society and education a long time to grow into a genuine respect for young children and their right to education. These very young children have just as much right to all those influences which make for maxi- mum growth as any later stage of devel- opment, yet the state is slow to grant this. Maximum growth at any stage of development demands an environment equipped to stimulate developing powers plus a highly trained guide to utilize these facilities to produce achievements of a high order. As the educational pos- sibilities of these early years are only re- cently coming into full appreciation, we can readily understand why those who have had the care and training of this period have had to struggle to command the attention and respect more easily in- spired by those who devote themselves to education in its upper levels. Perhaps this is partly the fault of both preschool teachers and mothers in that they have not until within the last fifty years attempted to make their vocation a respected one through scientific profes- sional preparation. There are many other causes for this. The fact that preschool education has been so largely a woman’s job has had its influence. Since the days of Froebel pre- school education has been largely in the hands of women. Recent scientific devel- opments in the preschool field with its wide opportunities for research are at- tracting masculine investigators at a rather rapid rate. This new interest in baby education so recently manifested by men in the research field will command from school administrators a_ respect dificult for women to inspire in the past. When you investigate home conditions the same situation is evident. It is the mother who has almost sole responsibil- ity for the care and training of the pre- school child. There are other reasons for the late appearance of masculine respect and re- sponsibility for cooperation in educating Preschool children and preschool teach- tts. In primitive life young children Were a serious handicap. The struggle for existence was so severe that weak, helpless, and dependent creatures greatly “tcreased opportunities for survival and ireased the dangers of war and famine. Wilizations of a higher order bring Patry SmitH HILL with them a new attitude toward the weak, the helpless, the immature. We are not fully civilized today. Boards of education all over our land refuse a tax for preschool children, leav- ing them to chance, for better or worse, © apg SMITH HILL, director of Department of Kindergarten-First Grade Education, Teachers College, Columbia University, and pioneer leader in the movement for kinder- garten and preschool education. in homes with untrained mothers, or in the streets with no supervision. It is only recently that a tax was procurable for the education of children from four to six years of age and the battle is yet to be fought for the nursery-school child. The kindergarten has fought nobly, not only for a school tax for the kindergarten child, but to protect the child of this period from untrained teachers. While the type of professional preparation offered was often open to criticism, we have kept the proportion of untrained teachers in the kindergarten at a phenom- enally low figure as compared with other grades. A new day is dawning. We are ask- ing and demanding our right to a pro- fessional preparation commensurate with opportunities offered those in the upper grades and secondary schools. We are also invading the homes of the present and future, insisting on parental and preparental training for mothers, and [209] shall we venture to say fathers, as well? When education was thought of in terms of growth and development, we came to value growth itself rather than the Jevel of maturity experiencing growth. Growth, then, is the birthright of all levels, and arrested development a crime at any period, for it not only mars the particular period but all later periods. This carries with it a convic- tion that robbing babies of opportunities for maximum development is as short- sighted as to deprive the high school youth of maximum conditions for growth. How slow of heart we educa- tors are! How much wiser the medical profession! Shall babies have no medical care until their sixth year? Shall those who have the medical care of infants and young children be any less wellprepared professionally than those in charge of youth and adults? Shall baby hospitals be any less well equipped than those provided for the conservation of life in later years? While psychiatry has been guilty of many exaggerations in the emphasis it lays upon the supreme importance of these early years, it has made a great contribution to all forms of preschool education in the home and the school. Arnold Gesell, who has given many years to the scientific study of the pre- school period, writes: There is one stage which has an autocratic position in the series, and therefore domi- nates all the rest—the autocracy of priority. The preschool period is biologically the most important period in the development of an individual for the simple but sufficient rea- son that it comes first. Coming first in a dynamic sequence, it inevitably influences all subsequent development. These years deter- mine character, much as the foundation and frame determine structure. The very laws of growth make these most formative of all years. The younger the creature the more rapid its growth. In a certain sense the amount of mental growth, which takes place in the first sexennium of life, far ex- ceeds anything which the child achieves in any subsequent period. If it be true that the foundations of physical, mental, emotional, and social health are largely laid in these early years, it follows that those who have the care and training of the preschool period must have the best professional prepara- tion possible to secure. Nor should we on rem SEES TW BE TE ee PA NN TRENT TTS OR, em yee ad A — a ee I a tae ae ees eee i «rs mi " 8 Ae Oe Ts onadl 210 attempt to copy blindly curricula such as those now provided in our normal schools and teachers colleges for teachers of older children. We must train teachers through a new type of normal school curriculum planned to meet the distinc- tive and specific needs of children from two to seven or eight years of age. We readily grant that we hold much in com- with insofar as nursery school, kindergarten, and early primary are the foundations on which they build; yet the emphases are differ- Where we must hold to common objectives all the way from the nursery mon such teachers, ent. school to college, certain objectives and achievements are far more insistent in the early years, falling into the back- ground as mastered acquirements upon which all future achievements must be built in later education. It is this differ- ence in emphasis which demands a new normal school curriculum, if the teach- ers in training are to meet the needs of young children with curricula which in- cludes duties never dreamed of as worthy of an honored place in the curricula of the past. Neither public school buildings nor teachers of the present are equipped to meet the requirements of these new courses now demanded for young chil- dren. When teachers are trained to in- clude in curricula for young children equipment and supplies which provide the conditions necessary for training them in the fundamental habits of scien- tific feeding, sleep, rest, open air, with provisions for psychological and medical inspection, school architecture and equip- ment will be given by school authorities. Is it not a confession of blindness and stupidity on the part of educators that new institutions have had to be created to provide allround care of children un- der the caption of “welfare” rather than education? We have been too dominated by subjectmatter to give proper atten- tion to such matters as physical, mental, emotional, and social development. Uni- versities with their colleges of education have been forced to open new depart- ments of socalled child welfare in order to train teachers to a new, broad, and inclusive curriculum based upon these fundamental needs of early child-life. There was no room for them in depart- ments of education absorbed in studying scientific modes of acquiring and check- ing the technic of the school subjects; so new departments of child welfare had to be opened to meet the need. Most of these new departments are studying the preschool child, his nature and needs, with nursery schools as laboratories for THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION When these are well estab- lished, kindergartens and primary grades must come under their guidance if they are to be transformed in the light of what has already been discovered and demonstrated in nursery schools. England did splendid pioneer work in this field, but America, with her great wealth which has provided wider op- portunities for research, is developing scientific nursery education more rapidly than any other country in the world. Questions are constantly being asked regarding the characteristic differences in curricula and methods for nursery schools, as compared with those in use in kindergartens and the early primary grades. Only some of the outstanding differences can be sketched. The best answers to such questions can be secured by a whole day’s observation in some of our best nursery schools. One of the most evident differences is in the more thorough and scientific physical care provided. There is a periodical medical examination far more thorough and superior in every way to those offered by schools of any type in the past; there is the daily inspection given by trained nurses before the child is allowed to join his playmates; there is the daily régime of scientific feeding, sleep, rest, and openair work and play; there is a psychological and psychiatric clinic with its mental, emotional, and social diagno- sis; there is the daily record kept by the nursery school teacher herself which, when put together with the findings of doctors, nurses, psychologists, psychia- trists, nutritionists, dentists, posture ex- perts, and case workers, give as full a clinical study or picture of the child’s whole personality as is possible to secure. In addition to records made in the nur- sery, a home report is brought daily by the mother with a record of the child’s home sleep, both as to quality and quan- tity, the appetite, eliminations, emotional disturbances, and openair opportunities. Parental cooperation is required as a con- dition of entrance and the education of the mother is considered an integral part of nursery education. This is an abso- lute necessity if the same standards and ideals set in the nursery are to be carried over into the home. There must be con- tinuity of purpose in the two institutions in which all the “learnings” of young children take place—namely, the home and the school. At present most nursery schools are connected with research clinics. As larger numbers of nursery schools open, it will be impossible to pro- vide such exhaustive clinical studies of research. October, 1927 each child; but the teacher himself must be trained to search for and secure com- munity cooperation in the most funda- mental aspects of clinical studies. The nursery school teacher must have some of the knowledge and skill of the trained nurse, together with the attitude and ability of a wise, intelligent mother, since she takes over many of the duties which only trained nurses and mothers in the past were supposed to be willing or prepared to do for little children, Nothing that the child needs can be re- garded as menial by a thoroughly trained nursery teacher. She must have a goodly share of the medical knowledge which pediatricians are supposed to _ possess, She must be well inducted into the in- tricacies of psychiatry or mental hygiene and skilful in the use of such knowledge in meeting the emotional disturbances and behavior problems of child life. She must be prepared to enter intelligently into the nutritional program mapped out by experts in this field. She must be ex- pert in teaching correct habits of sleep and posture. In addition to such knowl- edge and skills, not usually possessed by teachers, the nursery school teacher must have a full knowledge of the relation of her curriculum to those in kindergarten and primary education with their litera- ture, art, music, games, dances, and social studies as carried forward in modern education. One can but ask, is it possible to pre- pare teachers along such varied lines? Can she be prepared to enter intelligently into such a variety of duties required in the day’s procedure? ‘The only answer is that it is being done in many places today where such opportunities are of- fered to teachers. It requires time, 4 good academic, professional, and cultural background, good health plus experience, temperament, and intellect of a superior order. Such teachers will command re- spect for themselves and their work. They will be leaders in any community and must be paid accordingly. John Watson has expressed it admirably: Insofar as I have learned anything from experiments in infants and young children, they show, first, that parents, and second, that early grade teachers, equally must share the responsibility for making or mar ring the emotional life of the average child. We can only gradually educate the general run of parents, but we can more rapidly im- prove matters by making the position of the early grade teacher the most desirable and the best paid one in our schools. When this has been done, we must then secure excep” tional teachers for these early grades. « + ° We should like to see these early grades given over to students of child psychology: ide ned idly hich sess, in- iene ~dge neces She ntly | out > €X- sleep owl- d by must on of arten itera- social odern ) pre- lines? gently red in nswet places re of- ime, 4 iltural rience, uperior und re work. munity John ly: ng from children, second, ly must or mar- ge child. general bidly im- n of the ble and hen this e excep” y grades chology: 1» THE Wor.p FEDERATION do nothing more than bring together schoolfolk from the nations of the earth in friendly discussion it would ren- der a priceless service. But it is doing much more. It is building up a body of men and women interested in education as a world force, even as the 43 men who founded the National Education Associa- tion in Philadelphia in 1857 saw in the new organization the hope of a surer foundation for our young republic. The Toronto program included many names of leaders who have been with the move- ment from the first—men and women who helped to start the organization on its way in San Francisco in 1923 and who were also present at its first biennial conference at Edinburgh in 1925. The Toronto Conference was held August 7-13 on the magnificent campus of the University of Toronto. On Sat- urday, August 6, delegates from faraway places began arriving in numbers and were admirably cared for by the local committee. One boat brought more than 150 representatives from England. Many of the delegates were housed in the University Residences and had their meals together in the great dining hall, Hart House. Thirty-three nations were represented and the total attendance was estimated at 8000. The general sessions included a vesper service on Sunday afternoon and regular afternoon and evening meetings through Friday, excepting Wednesday, which was given over to a delightful excursion to Niagara Falls by boat and train through the courtesy of the Ontario Government. The vesper service gave a new mean- ing to the old hymns as they were sung together by many races and creeds. Canon H. J. Cody, director of St. Paul’s and chairman of the Board of Governors of the University of Toronto, spoke on the international aspects of re- ligion and education. He emphasized the Importance of nationalism based on Christian patriotism as the foundation of sound international ideals and practises, Just as nationalism has its foundation in the more intimate loyalties of home and community. The general sessions were filled with addresses of welcome, greetings from Yatlous nations, and reports of educa- “onal progress. Special attention was given to the work of the Herman-Jordan Mmittees on Education for Peace, The The World Federation at Toronto Teaching of History, International Ath- letic Sports, Military Training, and Gen- eral Machinery for International Coop- eration. There were more than a score of de- partment, division, and group confer- ALTER R. Sipers, who has been active in the work of the Federation from the beginning, will now give his full time as its Financial Agent. The University of Idaho has honored Mr. Siders with a doctor’s de- gree in recognition of his service to educa- tion. ences covering such subjects as health, illiteracy, behavior-problem children, kindergarten and preschool education, elementary education, secondary educa- tion, colleges and universities, adult edu- cation, motion pictures, library service, parent-teacher activities, and teachers’ associations. The Heart of the World, a great pag- eant, was given on August 9 at the Coli- seum in Exhibition Park. It was a sym- bolic presentation of the power of chil- dren and song in the development of civilization. A rare musical treat was provided in the concert on Thursday evening by the chorus of the Canadian National Expo- sition. This chorus of 2000 voices is one of the great choral bodies of the world and attracts many people to To- ronto each year. Substantial progress was made in the further development of the organization of the World Federation. [211} Proposed ar- ticles of incorporation were drawn up and after prolonged discussion were adopted with amendments by the Dele- gate Assembly. At no time during the conference more than in this discussion of incorporation was there persistent dif- ference of opinion, combined with steady determination to maintain the attitude of goodwill and mutual cooperation in be- half of the larger cause. Among Americans who took promi- nent parts in the conference were Presi- dent Thomas of the Federation, Dean William F. Russell of Teachers College, Columbia University, and President Uel W. Lamkin, of Northwest Missouri State Teachers College, who had charge of the American delegation; Raphael Herman, donor of the award for the Herman-Jordan plan; President Cor- nelia S. Adair, whose address at the opening session brought much favorable comment; Secretary J. W. Crabtree of the National Education Association, whose presentation of Education Week led to the adoption of the resolution urg- ing that its observance be made world- wide. Many others made helpful con- tributions on programs and as officers. The farewell meeting on Friday eve- ning was brilliant in its humor, its ora- tory, and its felicitation. A dozen speak- ers from almost as many countries paid tribute to the generous hospitality of To- ronto and Ontario, to the World Feder- ation, to President Thomas, and to each other in speeches that were brief but filled with meaning. The resolutions adopted by the Dele- gate Assembly at the final session on Fri- day afternoon set forth the right of every child to an education broad enough tc meet the needs of life. The officers for the next biennium are: President, Augustus O. Thomas, State Commissioner of Education, Augusta, Maine; Vicepresident, Harry Charles- worth, Secretary, British Columbia Teachers’ Federation, Vancouver, Can- ada; Vicepresident, P. W. Kuo, Presi- dent, Southeastern University, Shanghai, China; Vicepresident, Fred Mander, President of the National Union of Teachers, London, England; Secretary, Charles H. Williams, University of Mis- souri, Columbia, Missouri; T'reasurer, E. A. Hardy, Vicepresident of the Ca- nadian Teachers Federation, Toronto, Canada; Financial Agent (full time), Walter R. Siders, Pocatello, Idaho. » THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION The Journal of the National Education Association Published monthly, except July, August, and Sep- tember, by the National Education Association of the United States President, Cornelia S. Adair Secretary, J. W. Crabtree The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the Rep- resentative Assembly, to hold office, and to receive THE JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 mem- bership, to receive the Proceedings, committee re- ports, and other regular publications of the Associa- tion. One dollar of each membership fee is for a year’s subscription to THE JOURNAL. Subscription to nonmembers is $2 per year; single copies, 25 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 Association of America and is published in ac- cordance with the standards of that organization. Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103. Act of October 3, 1917, authorized January 26, 1921. Joy Elmer Morgan Editor Harold A. Allan Business Manager EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D.C. Seattle Triumphant ee nes Pays. Seattle received nobly the greatest body of teachers that has attended a summer convention within the memory of present officers of the Association. The city gave a new example of the heights to which hospi- tality may rise. The genial spirit of Mayor Bertha K. Landes was every- Our hearts and our homes are open to you. The city is yours.” The efficient work of Superintendent Thomas R. Cole and his associates kept the complex machinery smoothly running. where, saying ‘““You are welcome! Teachers collected flowers from the gardens of western Washington with which to gladden the hearts of visitors. Citizens generous with their autos took hundreds of teach- ers to the beauty spots of the city and the surrounding country. The Washington Education Associa- tion furnished badges exceptionally beau- tiful in design, and gave a delightful breakfast to visiting officers. The final excursion to Tacoma on Friday evening formed a fitting climax for the five hun- dred who were able to enjoy the boat- ride on the Sound and the bounteous homecooked dinner served in Point De- fiance Park by the Tacoma parent- teacher associations. The newspapers of the city were un- usually intelligent and generous in their reports. The press associations sent out thousands of words by wire daily. The Christian Science Monitor continued the excellent reports that have made its work famous through its personal rep- resentative, Marjorie Shuler. And now, as proved by reports in The Journal of Education, School and So- ciety, and many other journals, the whole country is talking about the beauty and generosity of Seattle. This note of greatheartedness ran like a golden thread through all the meet- ings, and contributed much to the ad- mirable program planned by President Francis G. Blair and the officers of de- partments and allied groups. It was evident also in the business affairs of the Representative Assembly. President Blair’s theme—the teachers of America, the Republic's first and iast line of defense, their economic, social, and professional welfare, the chief con- cern of state and nation—kept attention focused on the primary need of educa- tion, the need of better-paid, better- trained teachers from the kindergarten through the university. The Representative Assembly was composed of 1145 delegates as compared with 1124 in 1926. Under the chair- manship of Superintendent P. P. Clax- ton, former U. §S. Commissioner of Education, a Committee on Appoint- ment of Delegates and Kindred Ques- tions presented a revision of Bylaws pro- posing a reduction of the size of the Assembly. The report of this commit- tee will appear in the Proceedings in parallel columns with the present By- laws. Consideration of such _ profes- sional problems as ethics, tenure, sab- batical leave, retirement allowances, homes for retired teachers, and Educa- tion Week was careful and thorough. By authorizing a retirement system for permanent headquarters employees, the Board of Directors exemplified the pol- icy which the Association has advocated for many years as a means of increasing teacher efficiency. Full, frank, and free discussion of the movement for a Department of Educa- tion showed a solid determination to push this great enterprise during the coming Congress and to continue the effort until final victory is achieved. The gigantic pageant, Forest Trails, featuring ten thousand school children in an interpretative vision of the natural features of the Pacific Northwest, drew a record crowd to the stadium at the University of Washington—an mated attendance of forty esti- thousand. October, 1927 Another feature of the convention was its music. What the National High School Orchestra was to Dallas, St, Olaf’s Choir—presented by the teachers of Minneapolis—was to Seattle. The Amphion Society, the Ralston Club, the Tacoma Orpheus Club, music groups from high schools and grades, and other local talent turnished notable music. An educational exhibit of rare inter- pretative force was maintained in the Alexander Hamilton School. Its visual- ization of the work of the schools was sO attractive and created such interest that the exhibit was kept open for visi- tors and citizens during the week fol- lowing the convention. The presence of a considerable num- ber of Canadian teachers with General Secretary Harry Charlesworth of the British Columbia Teachers’ Federation as one of the main speakers gave an in- ternational tone to the convention and foreshadowed the World Conference of Education Associations at Toronto. In their vote to take the summer con- vention to Minneapolis in 1928 the Board of Directors assure another meet- ing of great power. Minneapolis has just completed a three million dollar auditorium second to none in conven- ience and comfort, located in the hotel district of Minneapolis, a city famed for the beauty of its lakes and the intelli- gence and culture of its people. Detroit News Staff Photo | psetegeg A. LinpBercH, teacher of chem istry in the Detroit Schools, and mother of Charles A. Lindbergh. The Representa tive Assembly congratulated Mrs. Lind- bergh on the achievement of her son. er- he al- vas est isi- fol- um- eral the tion in- and e of con- the neet- , has ollar aven- hotel d for rtelli- Photo of chem- mother bresenta- Lind- on. Resolutions Adopted at Seattle N THE RESOLUTIONS of the National Education Association more than in any other one place are found the ideals of the teaching profession of the United States. The growing body of policies thus established is worked out in the practices of states and localities and helps to give unity to American educa- tion and life. Every resolution brought before the committee is carefully considered and there is opportunity for the presentation of additional resolutions from the floor of the Representative Assembly. The resolutions committee is composed of per- sons from every state and territory elected by the delegations. Under the new plan the committee is elected a year in advance, which gives a longer period for constructive work. The committee for 1927-28 has selected as its chairman Joseph Rosier, president of State Normal School, Fairmont, West Virginia, who will welcome suggestions. The Seattle resolutions committee worked under the chairmanship of George D. Strayer, professor of educa- tion, Teachers College, Columbia Uni- versity. The report of the committee, including resolutions presented from the floor of the Assembly, is as follows: various MERICAN PROGRAM OF EDUCATION— We propose as an American Pro- gram of Education the provision of op- portunities through education which will enable each individual to achieve his highest development in order that he may most completely fill his place in the society of which he is a member. The achievement of this ideal requires that the following provisions for educa- tion be made: 1, The status of teachers—That teachers, who are prepared for their work by a generous liberal education, and by sound professional training, shall be pro- Vided for all schools. We believe that the minimum of training for teaching should be not less than “four -years be- yond high school graduation. That salaries be paid to teachers com- Mensurate with the investment which must be made in preparing for teaching and with the importance of the service tendered. _ That after a probationary period dur- ‘Mg which they demonstrate their ac- “ptability for the service, teachers should enjoy tenure during continued eficiency, and that provision for retire- ment allowances based upon sound actu- arial evidence, and involving contribu- tions by teachers as well as by the public, be established on a statewide basis. 2. Curricula adapted to individual needs—That curricula and courses of study be made available which are a "a SEATTLE POST.INTELLICENCER 5 geen PUBLICITY during the Seattle convention was unusually effective. It included many notable cartoons and features, of which this is one. adapted to individual needs. “That the reestablishment of individual pupil- teacher relationships be considered an es- sential of education. 3. Wise grouping and guidance for. all children—That in their work in our schools all who attend them whether in nursery school, kindergarten, elementary school, junior high school, senior high school, vocational school, continuation school, night school, opportunity school, college, university, or professional school shall be placed in groups of such size and flexibility, as to provide for their regular and continuous progress. That failure and repetition be considered abnormal. That educational and vocational guid- ance be considered a primary obligation of organized education. That special classes and special opportunities be pro- vided for the subnormal, the physically handicapped and delinquent and that provision be made for meeting the con- stantly changing interests of all children. That opportunities for general culture for vocational training, for the cultiva- tion of special talents, or for the removal of deficiencies be provided for those young people who are engaged in pro- ductive activities and for adults. [213] 4. Larger units of administration— That the administrative and supervisory local unit of control be made large enough to justify the employment of men and women with special training in edu- cational leadership, administration, and supervision of instruction. It is under- stood that outside of the urban areas it generally will be necessary to make such unit larger than the district or township. 5. Professional administrative officers —That all administrative officers, state, county, and city be selected for their positions on the basis of their profes- sional qualifications and attainment by lay boards of education. 6. Nonpartisan elected boards—That state, county, city, and other boards of education be elected on nonpartizan bal- lots, chosen at large from the area which the board is to serve, for relatively long terms, and that the terms of office of members be so arranged as to make it impossible to select a majority of the members of the board at any one elec- tion. 7. Distinction between lay control and professional administration—That the distinction between the lay control of public education and the professional administration of schools be acknowl- edged in the law and in the rules of boards of education. That appointment of teachers and of all other employees be only upon nomination of the superin- tendent of schools. That courses of study and curricula, the adoption of text books and the provision for educational supplies be proposed by the superintend- ent of schools in cooperation with the members of the supervisory teaching staff for the consideration of the board of edu- cation. That the annual budget show- ing unit costs for each item of the edu- cational program be prepared by the superintendent and his staff and sub- mitted to the board of education for consideration. That the recommenda- tions for buildings and equipment based upon an evaluation of the present plant and a forecast of future needs be pre- sented to the board of education by the superintendent of schools. That a re- port of the achievement of the schools based upon scientific inquiry be required of the superintendent of schools and that he ask for further support only upon the basis of such proved efficiency. 8. Statewide financial responsibility— That our schools be financed upon a ——— at Ne I ert 2 tee wel er. me aad oO TRY EL - eee | | : ls — 214 statewide basis. That it be recognized that it is the prime duty of each state to guarantee to each individual a satis- factory minimum program of education in each of the several areas for taxation and for the administration of throughout the state. 9. Adequate state departments of edu- cation schools That it be recognized as an obli- gation of each state, to provide a depart- ment of education equipped to certify as to the adequacy of all local programs of education in meeting state standards. That this state department of education through research, through experimenta- tion, and through personal leadership stimulate local communities to provide more adequate programs of education than the state can require, to the end that the state’s minimum acceptable pro- gram may from time to time be ad- vanced. 10. A Department of Education with a Secretary in the President's Cabinet— That the federal government which has long accepted responsibility for conduct- ing inquiries and disseminating informa- tion concerning the public schools of the nation enlarge the scope of its scientific inquiry with respect to education and increase its support of this undertaking. That this most important function of the national government can be best car- ried out by the establishment of a De- partment of Education with a Secretary in the President’s Cabinet. We pledge our aggressive support to the Curtis- Reed Bill which provides for the estab- lishment of a Department of Education and for the more adequate support of scientific research in education under the direction of a Secretary of Education. F geerge AL RESOLUTIONS—I. Physi- cal education and health—We rec- ommend that the program of physical and health education already provided in many centers be extended to all of the schools of the nation. In the develop- ment of this program we urge that re- emphasis be given to the teaching of the evil effects of narcotic drugs and of alco- holic beverages. 2. Federal aid for Mississippi flood district—In order that even a minimum program of. education may be provided for the boys and girls in the sections of the United States suffering from the devastation of the flood it is necessary that support be provided from other than local and state sources. We therefore urge the Congress of the United States to make appropriations sufficient to meet this educational emergency. THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 3. Freedom from legislative interfer- ence—IThe growing tendency of state legislatures to pass laws compelling or forbidding the teaching of particular sub- jects or topics in the public schools is an unwise and dangerous practise which if continued will transform our educational institutions, now consecrated to the teaching of the truth, into prejudiced schools devoted to the interests of special propaganda. Legislatures have no disposition to take over the making of the course of study as a whole. They would shrink from such an undertaking as an expert matter beyond their province and ability. But in response to the agitations and pressures of various social blocs and groups they are doing a far worse thing without so intending. They are making a partial and inflexible course of study which hampers the schools in their effort to serve wholesomely and in a balanced and proportionate way all the needs of the child and all the interests of society. This Association deprecates and con- demns this tendency as contrary to the more fundamental intentions of legisla- tures and as frustrative of society’s basic desires to keep schools wholesome and democratic. 4. George Rogers Clark monument— The National Education Association in recognition of the personality, the mili- tary genius, the unequaled courage and great leadership in the west during the War of the Revolution, of George Rog- ers Clark, indorses the movement to build a great permanent memorial at Vincennes, Indiana, the site of Clark’s greatest achievement, as a perpetual in- spiration to all Americans of unselfish, patriotic service. 5. Appreciation of hospitality—For the generous hospitality and_ efficient management which have contributed so largely to the notable success of this, the sixty-fifth annual meeting of the Na- tional Education Association, we wish to express Our most sincere appreciation to the people of the State of Washington and the City of Seattle, to the schools, their officials, teachers, and pupils, to the churches, musicians, Boy Scouts, and other organizations, and to the public press. 6. Illiteracy census—This nation whose destiny depends upon popular par- ticipation in the government cannot af- ford to tolerate less than a full function- ing literacy. Be it Resolved, That the Secretary of Commerce be requested to secure in the 1930 census, more useful information as to the extent of ability October, 1927 to read English with understanding in the United States. 7. World understanding—The Asso- ciation reaffirms its oft repeated pro- nouncement in favor of every legitimate means for promoting world peace and understanding among the peoples of the earth. 8. Congratulating Mrs. Lindbergh— We desire to express to Mrs. Evangeline A. Lindbergh the congratulations of this body for the noble achievements of her son Colonel Charles A. Lindbergh, and our joy and pride that the youth whom the nations delight to honor is the son of a fellow worker of our own profession. — FEDERATION OF EDUCATION ASSOCIATIONS—This great federa- tion adopted more than a score of reso- lutions at its conference in Toronto on August 12, 1927. Among points believed to be of interest to JOURNAL readers are: The World Federation believes that upon the teachers of the world rests the respon- sibility of preparing the children and youth of all nations and races for lives of mutual goodwill, service, and happiness. It believes that every child is entitled to an education which will prepare it for sound health, worthy home membership, mastery of the tools, technics, and spirit of learning, faithful citizenship, vocational effectiveness, the wise use of leisure, and which will pro- mote the development of sound character. Education Week—The W. F. E. A. rec- ommends that Education Week be observed throughout the nations of the world, for the purpose of acquainting the public with the work of the schools and their needs, and that the Federation offices serve as a clear- inghouse for plans, policies, and information covering this project. The behavior-problem child—The W. F. E. A. recommends: 1. That special provision be made for the behavior-problem child, including a curricu- lum adapted to his needs, and the provision of understanding teachers. 2. That the problem child be regarded not as a moral delinquent, or a mental defective, but rather as a special type, needing to be helped through a difficult period of develop ment. 3. That a committee be appointed to it vestigate and report on what is being done in teacher training classes to prepare teach ers for this responsibility. The removal of illiteracy—The W. F E. A. recommends: 1. That all nations strive to bring the tools of learning to their illiterates. 2. That the Illiteracy Commission of the W. F. E. A. gather information, literaturé, and plans in use in various countries, and make them available in handbook form. 3. That a uniform definition of the term “Adult Illiterate” be adopted, and that this include persons of ten years of age or ove 4. That this definition be applied in the census to be taken in or about 1930. in 0- ‘0- ite nd ‘he ta ine his her and om 1 of ion. 10N era- eS0- ) on eved are: upon spon- youth vutual led to sound ery of rning, yeness, ll pro- ter. \. rec- served for the ith the Is, and . clear- ‘mation W. F. for the curricu- rovision rded not efective, 1g to be develop d to im ing done re teach- wk yring the pn of the iterature, ries, orm. the term that this or ovel: din the ‘len Years ECRETARY CRABTREE'S tenth annual report, presented to the Represent- ative Assembly at the Seattle con- vention, contains a brief account of the Association for the past decade, men- tions points of general interest to mem- bers, and outlines the policies and plans of the new personnel classification sys- tem of the headquarters staff. The report calls attention to the phenomenal growth of the Association. In the ten years that the Association has had its headquarters in Washington, D. C., there has been a 2000 percent increase in membership. ‘Today there are almost as many 100 percent schools as there were members in the Associa- tion in 1917. Secretary Crabtree, in showing what has been accomplished by the Associa- tion in the years 1917-27, asks some pertinent questions: Do you realize the gain which has been made in teacher tenure, teacher retirement laws, in the salaries paid teachers, princi- pals, superintendents, and others in school and college work, and in the greater recog- nition given the profession among the other great professions? Do you appreciate the improved relationships which have come about between the classroom teachers, the principal, the superintendent, and _ other workers in the profession? Do you realize the strength of the welldirected influence of the larger association? It started the wave of influence which prevented the further ex- hibition of Arbuckle pictures in 1922. It was definitely responsible for securing the passage of the school land laws of so much value to the western states. There are many other examples showing the increased power of the Association. Who can evaluate the improvement resulting from the organized study of the profession on its problems? Who can fail to appreciate the results of thinking together with the public each year on the work and the needs of the schools during American Education Week? of Professional Progress The Association has long stood for better salaries for better teachers. This report emphasizes what the Association has been able to bring about in the way of higher salaries for elementary and Then and Now 1917 and 1927 _ HAS been in ten years an in- crease in high school enrolment, using round numbers, from 1,600,000 to more than 4,000,000; an increase in attendance at summer schools from 40,000 to 250,000; an increase in the number of consolidated schools from 5,000 to 15,000; in teachers colleges authorized to grant degrees from 20 and 25 to more than 100; in states having sound retirement laws from 4 or 5 to 22; in states having tenure laws from 5 to 14; an increase in the value of school property from $2,000 ,000,000 to $4,000,000,000; an in- crease in average salaries for teachers from $600 to $1,300; in membership | in state associations from 200,000 to | more than 600,000; and in the ex- | | | penditures for public school education from $750,000,000 to $2,000,000,000. secondary school teachers and points out that the most meager salaries in the pro- fession are now in the college field. Classroom teachers in a number of cities receive better salaries than full professors in many colleges. The situation is pitiable and deplorable. The failure of colleges to enlist in promoting the interests of the profession has left their field almost untouched in the recent increases in salary schedules. A few college faculties are active in the Associa- tion. Many of the best leaders are college professors, but as a rule the college pro- fessor has been satisfied with membership in his own technical association. Colleges need the Association. The Association needs the colleges. Education is a connected whole. [215] All its workers belong to one great fraternity and should be led to recognize that fact. They should all be active in working for the fraternal welfare. There is no place in the profession for a cloistered group. Let the Association with the help of state associa- tions start a movement immediately to ac- quaint the public and the college authorities with the importance of retaining an efficient faculty in the college and of the need of better pay to accomplish that end. This is an allinclusive organization. It must not neglect any part of the profession. Teacher tenure, according to the re- port, is becoming an established custom. Superintendent tenure is yet to come. We quote from the report: The new problem is that of superintendent tenure. More than a score of city superin- tendents because of some factional trouble are not to be invited to remain next year. Some have actually been dismissed for purely political and factional reasons. The teachers in cities where the work of the superintendent has been efficient have almost forgotten their own tenure troubles in their interest in the new problem of superintend- ent tenure. Teachers realize as never be- fore the disastrous effect of frequent and un- necessary changes in the superintendency on the success of their own work and on that of the school. It pays teachers to back the worthy superintendent as it pays the superin- tendent to protect worthy teachers, remem- bering that the great reason for it all is to promote the welfare of the schools. Just as tenure for teachers comes with the coopera- tion of the superintendent, tenure for the superintendent must come through the efforts of teachers. His eggs are in the same basket with theirs. Teacher sentiment based on truth and backed up by earnest conviction can easily become public sentiment. Therein, and perhaps only therein, lies the solution of the problem of superintendent tenure. Steady growth in active membership guarantees to the profession an increased service; likewise does the growth in life membership. am hie: ET OE EET OEE RON on ee = RE IE ATS MES SATE eS are Petre Ot re ee ret er oe ay SURELY RSP URED REY Se eas i re me 5 te ap nn OO A IOS tte, RE aie 7 wert a8) 216 The 100 percent school and the larger life membership are equally important in further- ing the interests of the profession and the schools. The year has resulted in adding in cash and notes more than $60,000 to the permaneat fund from _ life memberships alone, due largely to the efforts of Philadel- phia delegates and state directors. Is it not safe to estimate that with the help of the Seattle delegates $100,000 will be added to the permanent fund in 1927-28? It has become a settled policy of the Association not to use its officers or machinery to promote the interests of any candidate or of any political party. In commenting upon this Mr. Crabtree Says: Members participate in political cam- paigns as they see fit, but they do not do so under the direction of the Association. This policy gives prestige and power. It holds the confidence and goodwill of the best people of all parties. When the Association advocates a principle of cause, party man- agers listen in because they realize that the people will pay attention. Now and then a member expresses the view that the Asso- ciation should fight for good candidates for Congress and against bad ones. Politicians encourage that thought as they see advan- tage in it for themselves. But men and women of vision will never favor abandon- ing the present policy of keeping the Asso- ciation out of political campaigns. Commenting on the successful passage of the School Land Bill and the un- flinching support given it by the state secretaries, Mr. Crabtree touches on the need for concerted action for the New Educatio.. Bill in these words: Many perfectly good men and women who believe in the principles of the New Educa- tion Bill are ready to release the reins be- cause certain Congressmen say it,is a dead issue and that time spent in its promotion is wasted. Such faith will never move moun- tains. A considerable part of the report is devoted to the salary schedule and per- sonnel classification for the headquar- ters staff as adopted at the Dallas -con- vention. This new arrangement, along with the retirement plan adopted at Seattle, puts the officers of the Associa- tion on a plane with workers in the best school systems and is an example for the country as a whole, exemplifying a policy which the Association has advocated for many years. No part of the report is more im- portant than the paragraphs that look into the future of the Association. In the spirit that has vitalized the work of the Association through the ten years Secretary Crabtree gives the following challenge: THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION The start in all this unusual progress was made nearly a decade ago. Just as the earlier type of organizations developed cer- tain valuable ideals and certain new needs for 1917, so the Association, growing by leaps and bounds in service as well as in members, during the past ten years has de- veloped a new set of opportunities for 1927. Everybody knows that new adjustments should be made in organization, in program, in methods, in policies, and in outlook, But if leaders should attach more importance to What has been done and to the plans that have been in vogue than to larger goals just ahead, little would or could be accomplished NATIONAL 1917 ~ 192% Count Made at, End.cf Each } 110,000 heal 100,000 20,000 80,000 20,000 60,000 ROWTH OF MEMBERSHIP during the past decade is both inspiring and significant. The above chart pictures not only the in- creased size and strength of the Association, it symbolizes the advancement of the profes- sion. Only trained and _ professionally- minded teachers recognize the importance of organized cooperation on a national basis. during the next decade. Is not the situation ripe for a new period of unprecedented prosperity for the profession and for educa- tion just as was the case ten years ago? Have we the men and women of vision to put another series of movements in motion and have we the leaders to inspire the en- tire profession with zeal to do the work? The answer is that we have the leaders just as we had the right leaders in 1917-18, and the work is actually under way to start the new decade on a period of prosperity and success even beyond the achievements of 1917-27. Though we are in the current of professional advancement, you need only to glance at the overconservative fixed points on either bank of the stream to see the gain which is being made and to feel the accelera- tions resulting from new angles of thought and efficiency with strong men and women in the lead. We are proud of what has been accomplished, more especially because of the still larger growth and service that the developments of 1917-27 make possible in 1927-37. October, 1927 ee SALARIES FOR COLLEGE TEACHERS—Carrying out the in- structions of the Representative Assem- bly, Secretary Crabtree has sent out a statement calling attention to the need for higher salaries for college instructors and to the study of college salaries which is to be made by the Association during this school year. The statement follows: In many colleges instructors and profes- sors are being paid on a prewar basis. This startling fact is pointed out in a letter I have just received from the president of a leading college in West Virginia. He says: “The young people whom we graduate each June go out into high schools to teach at salaries averaging considerably above that paid to those who have taught them. We know this should not be. It handicaps those who would make a larger preparation, be- cause they cannot afford it. Some of them would borrow and go ahead to school were it not for the fact that they can see no way to repay the borrowed money. Practically every other profession, outside of the min- istry, holds within itself the possibility of making not only a comfortable living but the accumulation of a degree of wealth. The college professorship holds no such _pos- sibility.” I have many letters from college presi- dents expressing alarm over the salary situa- tion. They see the large freshman classes passing into the hands of untrained instruc- tors who receive less pay than that of lead- ing public-school teachers. It is no wonder that a university president reports that 58 percent of the freshman class drops out be- fore the end of the junior year. The public has a right to demand a high type of instruction for these big freshman and sophomore classes. It should investigate the reasons why the promising high-school graduates sent to the college or university drop out before completing their first year. College professors as a rule are interested especially in their subjects and in their technical organization. They are not very active in the profession, although some of the best workers in the Association belong to this class. Their work in the absence of fraternal relationships molds them _ into technicians and individuals. They do not look after their own welfare problems. The college president is helpless unless backed up by the profession and the public. The state and national associations are to investigate conditions and to place _the actual facts before the college authorities and before the public. I predict immediate results. It is not a college problem half so much as a community problem. In the face of facts, what community will permit these conditions to continue from year to year? The community that believes:in having Pro fessionally trained teachers in the public ‘schools would be unwilling to put up with inefficient teaching in the college. The public will stand for such incomes for instructors and professors as will attract good teachers to the college and such as will provide the dignity and comfort which the college instructor deserves along with the other members of the profession. It will not be satisfied with less than that. ‘ter fa Lys : ach at that We nose be- hem vere way cally min- y of t the The pos- oresi- situa- lasses struc- lead- ‘onder at 58 ut be- a high shman stigate -school versity year. erested 1 their ot very ome of belong ence of m into do not is. The icked up s are to ace the thorities nmediate . half so the face mit these to year? ying pro 1e public up with omes for 1 attract h as will Which the with the t will not The John Newbery Prize Book chapter of Will James’ prize book, you will add “Smoky” to your list of friends among book char- acters. The John Newbery medal for the most distinguished contribution to chil- dren’s literature published in 1926 was awarded to Will James of Montana for his book, Smoky, the life-story of a mouse-colored cowpony. Clint, the bronco-buster who tamed Smoky, is as fine and likable as the little horse that won first place in his heart. “Smoky” is not a “storybook’’ horse. He is real. That is why you will like him. Will James makes you feel and think with this pony in his wild, free life on the range, in the fine work he does for Clint on the ranch, in his struggles in the rodeo, and in all his other experiences until he is an old horse. You will hold your breath in excitement after “Smoky” is stolen by a cruel Mexican horse-thief and will wish that Clint would rescue him from ignorant and cruel men. But that would be only a pretty story and not real life as men and horses must live it. Will James knows horses and loves them. Every page of his book is evi- dence of this. He has expressed in the terse vernacular of the cowboy the life he knows and has done it with humor and beauty and sincerity. The book is truly remarkable. It cannot be de- scribed as like anything else. It stands all by itself and will interest both adults and children. The Newbery winner must be an American author. But Smoky is the only one of the six Newbery bvoks which has any part of the United States for its setting and the first one to de- scribe any phase of American life. For though it is the story of a horse, it pre- sents a bit of American life which pre- Vailed on our great western frontier but which has now largely passed away. The life of Will James seems like fiction and explains why he could write such a book as Smoky. He was born thirty-five years ago in a covered wagon which had stopped for the night in a creek bottom in Montana. His father, a Texas cowman, was moving north to - better his fortunes. His mother died when the boy was a little more than a Year old. Three years later his father Roe you finish reading the first followed her and left his small son to the care of an old French Canadian trapper, who tied the boy to his back and carried him to northwestern Canada. Sometimes he would be left alone for By WILL JAMES weeks at a time while the trapper was away on a fur-hunting trip. He learned to read from old magazines. Until he was fourteen he wrote entirely in char- acters of printing. He never went to school but his time was taken up trying to draw everything he saw from the time he could crawl. Of this artistic bent, Will James says, “A stub pencil and any kind of paper was with me pretty steady but I never sketched from nature, always from memory. I drawed my best bucking horse in a New York hotel two years ago.” When Will James was about thirteen, the old trapper went out one day to get a pail of water and failed to return. The boy found his fur cap beside a hole in the ice. For two weeks he tried in vain to recover the body of his foster father. Then he set out alone on horse- back for Montana, where he found a job herding saddle horses at night. For the next twelve years he drifted through the west as a cowboy, winning a reputation as an expert rider and tak- ing a prominent part in rodeos. In 1920 an injury from a particularly vicious horse brought his fancy riding to anend. Then he turned his mind again to the talent for drawing which had shown itself when he was a small boy. Friends helped him to get the attention (217] of editors and his illustrations began to appear in magazines. Presently he be- gan to write sketches of cowboy life ex- pressed in cowboy lingo and was soon recognized as an unusual writer-artist. He has now three books to his credit, Cowboys North and South, The Drift- ing Cowboy, and Smoky. What Will James says about his prize book, reveals the man’s modesty and his fine purpose in writing the story. “Somehow I don’t feel like I own that medal. I feel like ‘Smoky’ did, because to me that pony is alive. All I did was to follow him in my writing and he wouldn’t do a daggone thing only what he wanted to do. So the credit that comes to the book naturally goes to ‘Smoky’ and I’d sure feel sort of backward in coming to the front for what that pony’s done. I had such a horse as ‘Smoky’ and when in follow- ing my art and writing I noticed how folks was forgetting animals and taking to automobiles and airplanes I figgered there would be plenty who'd be glad to hear some of man’s forgotten best friend, the horse. The ‘Smoky’ I used to own came to my mind then and I brought the pony back to life so as folks could see and know him—so they’d know what a great animal a horse is. And now that I see how that pony went to the heart of men, women, and children I have a heap better liking for folks in general, because I don’t ever remember being sorry for shaking hands with a person that loved horses.” The John Newbery medal is given in memory of a London bookseller of the eighteenth century, who first published books for children. The first Newbery medal was awarded to Hendrick Van Loon for his Story of Mankind. The other awards are as follows: The Voyages of Dr. Do- little by Hugh Lofting, The Dark Frigate by Charles Boardman Hawes, Tales from Silver Lands by Charles J. Finger, Shen of the Sea by Arthur B. Chrisman, and Smoky by Will James. These six prize books are the begin- ning of a notable collection of children’s literature. Teachers and children will find in them a variety of enjoyment which will make subsequent Newbery awards an eagerly awaited pleasure. Every elementary school may well add these books to its library.—E. B. Se a Ce ee —— en Sa os ae ~ acne eng eer: ee! ce er ea TT A ES BIOS COTES FY OE NE ET, A IT 4 Growth of National Con¢gress of Parents and Teachers 1918-1927 Prepared by the Research Division of the National Education Association Estimated population 1927 United States Alabama Arizona Arkansas California Colorado Connecticut Delaware District of Columbia. Florida Georgia Idaho Illinois Indiana. lowa Kansas 2 118,627,645 2,549 459 1,923 4,433, ,074, 636, 243, 540, 363, .171 534, , 296, 3,150, 2,425, , 828, , 000 , 000 , 000 000 000 000 000 000 , 000 000 000 000 000 000 000 Number of members, by years ———————— —== Percent of population i 922 | 1924 _ = members | , | in 1927 5 | 6 | 98 844 189 , 282 401 , 308 | 651,133 | 967,766 3,675 2,142 267 53,047 556 1,200 504 504 5,293 3,798 70 79,808 23 , 880 12,385 3,280 725 265 8,000 821 11,7€5 3,556 2,808 4,290 6, Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi. . Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico.. 2,538, 1,934, 793, , 000 1,597 4,242 000 000 000 , 000 16,424 6,009 10,397 New York..... North Carolina. North Dakota. Ohio dad ah cece. Oklahoma. . Oregon. Pennsylvania... Rhode Island South Carolina. South Dakota 4,490, 2,686, ,618 3,510, 714, 1,790 000 000 000 000 , 000 , 000 , 000 , 192 , 407 ,000 ,000 ,000 | 21,741 998 3,000 387 525 242 2,351 190 192 709 1,696 40,567 12,551 10,504 ,000 , 000 , 000 , 000 Tennessee Texas.. Vermont. Virginia. . Washington West Virginia Wisconsin Wyoming BTAIN the figures for your state by reading table as follows: In 1918 Alabama had a membership of 504 in the National Congress of Parents and Teachers; in 1920, 556, and so on. Th e membership for 1927 had increased to 13,026 (column 8). At present, 51 hun- dredths of one percent of the total popu- lation of Alabama, or 1 person in every 1957, is a member. This gives Alabama a relative ranking of 38. Similarly read figures for other states. Sources of data: Figures as to popula- tion for 1927 from U. S. Bureau of Census estimates. Those for membership in the National Congress are from Statement of Treasurer’s Receipts of the National Con- gress of Parents and Teachers for the various years concerned. The percents in column 9 are obtained by dividing the figures of column 8 by those of column 2. 32,158 2,041 5,920 1,226 Members of the Association will wish to give the figures covering their re- spective states to the local newspapers. Teachers may well make arithmetic prob- lems from this page for solution in school. Such problems are also good lessons in civics. For example, what is the percent increase in membership in your state from 1918 to 1927? How much would the membership of your state have to be increased in order to rank first among the states in the percent of population mem- bersP What percent increase would this be? The five associations having the largest absolute membership in 1927 are: First, California; second, Illinois; third, Ohio; fourth, Michigan; fifth, Missouri. Edu- cational workers wishing to organize parent-teacher associations for their schools may obtain full information from: 9,799 4,424 4,632 132,229 National Congress of Parents and Teach- ers, 1201 Sixteenth Street Northwest, Washington, D. C. The parent-teacher associations of the Territory of Hawaii have been organized into the first territorial branch and for the year 1926-27 had 1,357 members. This table is one of a series of carefully planned presentations of facts that are of importance to every teacher and to the nation as a whole. They deal with large matters that concern everyone. Among the fields that will be covered during 1927-28 are growth in summer school at- tendance, growth in professional and tech- nical ‘organizations other than teachers, number of graduates of teacher training institutions, growth in state and national education associations, and data covering enrolment in schools and expenditures for them. st, he for lly the ge png ng lat- h- rs, Presenting the New President or the first time the National Education Association has elevated to its presidency—the highest gift that American educators can bestow— a classroom teacher. At Seattle this honor came to Cornelia $. Adair with- out contest and by unanimous choice. It came as wholehearted recognition of her fine spirit and her faithful service to the Association and to the profession. It is significant that a classroom teacher should have risen to this high place. It calls attention to the worth of teaching in a new way. It may help us to realize that the leadership of children is the su- preme service of education. In the nature of the case but few teachers in a million can be widely known. The rea- son lies in the nature of fame and not in any lack of energy or ability among those who serve in the classroom. But one can be chosen each year to the presidency of the National Education Association. By custom the honor is alternately bestowed upon a man and a woman, so that but one woman can be elected for every two years. By another custom, less fixed but still forceful, this ofice falls successively to different branches of the profession. Now for the first time it has come to the most numerous and important branch of all— the teacher in the classroom. All presidents have in a sense been classroom teachers. Most of them have come up through the ranks from school- rooms, but here is a president who is a practising teacher and who has sted- fastly refused to give up her teaching for executive service. President Adair brings to her new opportunity the aspirations and hope of fresh contact with children. Her ad- ministration will be great because of simple devotion to the central and abid- ing things for which the Association stands—the welfare of childhood, the child-centered school, community ideals and practises fit to pass on to children, Professional organizations enlisting in- creasing numbers of teachers, democracy within the profession, teachers giving themselves to the larger problems of the Profession as they now do to the sacred duties of the schoolroom. President Adair has been given to the - Nation and world by the proud old com- Monwealth of Virginia that has fur- nished more than its share of Presidents of the United States. Miss Adair has grown into womanhood and professional achievement in Richmond—a city whose culture reaches back into the finest and richest periods of the race, a pioneer American community, trade center of Copyright Harris and Ewing (= Ss. ADAIR, teacher of English in the Bainbridge Junior High School, Richmond, Virginia, President of the Na- tional Education Association for 1927-1928 the new world, cradle of literature and statecraft, home of Poe and Patrick Henry, still vibrant with the echoing words familiar to every school boy, “Give me liberty or give me death.” Richmond is now coming into new glory as the capital of a new Virginia, which, by the grace of schools, good roads, and civic vision, is rising to a larger place in the family of states. It is the gateway to a new south, building on the sturdy foundations of its great past a future of increasing achievement. To women like Miss Adair, Richmond owes a debt which it has gladly recog- nized by giving her full leave of absence for the year that she may give all to the service of the Association. Rarely has a president of the Associa- tion come into the office with a fuller knowledge ot its affairs than has Miss Adair. She was elected treasurer in 1920 and has served continuously since then either as treasurer or member of the official boards. Living within a few hours of Washington she has been espe- [219] cially close to the Association during its years of rapid expansion. ‘The story of Miss Adair’s schooling is soon told. It includes the clementary and high schools of Richmond, and a bachelor’s degree earned at the College of William and Mary—a school mellow with the age that it shares with Harvard, Yale, and Columbia, and more recently presided over by that earnest worker in the Na- tional Education Association, Dr. J. A. C. Chandler. The story of Miss Adair’s education is not so easily told. It has laid tribute on the very atmosphere of Richmond, on many books and a multi- tude of friends, on extensive travel, and on companionship with men and women of large affairs. Miss Adair’s eventful professional career is rich in achievement. She has led in her state in the movements for teacher retirement, teacher participation, equal pay for men and women, and other forward movements. She has been an active officer in the National Federa- tion of Business and Professional Wo- men’s Clubs and has served as president of the National League of Classroom Teachers. Her gracious address of wel- come at the World Federation Confer- ence in Toronto extended her circle of friends to the countries of the world. The spirit and vision which President Adair brings to her administration are suggested by statements made when she was introduced at Seattle: The National Education Association is the clearinghouse for educational thought and practise in the United States. Its major purpose is to interpret education to the peo- ple and to stimulate further educational progress. School people are rapidly learning the fine art of teamwork. The National Education Association’s best opportunity to serve more fully the cause of education in America is just ahead. Within the next decade or two we shall see teaching a highly respected profession with its own technic and code of ethics, attracting to its service a rightful proportion of the best brains of the country. We shall see the classroom teacher recognized, not as a hireling, but as one of the most important professional factors in the system of education. We shall see a Secretary of Education in the Presi- dent’s Cabinet. We shall see the member- ship in the National Education Association mounting to 200,000 or 300,000. All this will be the nation’s effort to establish in coming generations standards of citizenship and appreciation of the finer things as their rightful heritage. It will be America’s con- tribution to the progress of civilization. 220 THe Jou National Education Association Officers for 1927-28 Cornelia §. Adair, President, 2121 Avenue, Richmond, Va. J. W. Crabtree, Secretary, 1201 Street N. W., Washington, D. C. Henry Lester Smith, Treasurer, Dean, School of Education, Indiana University, Bloom- ington, Ind. Park Sixteenth EXECUTIVE COMMITTEE Cornelia S. Adair, President, Richmond, Va. Francis G. Blair, Vicepresident, State Supt. of Public Instruction, Springfield, III. Walter R. Siders, Chairman, Board of Trus- tees, Supt. of Schools, Pocatello, Idaho. Henry Lester Smith, Treasurer, Blooming- ton, Ind. Frank E. Reynolds, Member by Election, Secretary of Ohio State Teachers Associa- tion, 428 Chamber of Commerce, Colum- bus, Ohio. BoarD OF TRUSTEES Walter R. Idaho. Cornelia S. Adair, President, Richmond, Va. J. M. Gwinn, Superintendent of Schools, San Francisco, Calif. Thomas E. Finegan, Education Director, Eastman Kodak Co., Rochester, N. Y. Kate Wofford, Superintendent County Schools, Laurens, S. C. Siders, Chairman, Pocatello, of Laurens VICEPRESIDENTS Francis G. Blair, Springfield, Illinois. A. T. Allen, State Superintendent of Public Instruction, Raleigh, N. C. Ira T. Chapman, Superintendent of Schools, Elizabeth, N. J. A. G. Crane, President, University of Wy- oming, Laramie, Wyo. Florence M. Hale, State Agent for Rural Education, Augusta, Maine. R. L. Jones, Superintendent of Schools, Mem- phis, Tenn. John J. Rae, Superintendent of Schools, Cald- well, Idaho. Agnes Samuelson, State Superintendent of Public Instruction, Des Moines, Iowa. Claude W. Sandifur, 10725 East 3d Street, Lankershim Station, Los Angeles, Calif. H. A. Senter, Dean of Faculty, Central High School, Omaha, Nebr. John S. Vaughan, State Superintendent of Public Instruction, Oklahoma City, Okla. J. O. Webb, Superintendent of Schools, Har- risburg, Texas, BoarpD OF DIRECTORS Directors Ex Officio The president, first vicepresident, treas- urer, chairman of the Board of Trustees, and the secretary, are Directors Exofficio. Life Directors Robert J. Aley, President of Butler College, Indianapolis, Ind. Francis G. Blair, Springfield, III. Board of Education, Nashville, Tenn. Mary C. C. Bradford, 532 Commonwealth Bldg., Denver, Colo. RNAL OF THE NATIONAL EpucaATIOoN ASSOCIATION October, 1927 Elmer Ellsworth Brown, President, York University, New York City. Nicholas Murray Butler, President, Colum- bia University, New York City. P. P. Claxton, Superintendent of Schools, Tulsa, Okla. O. T. Corson, Ohio. H. A. Graham, East Broadway, Mt. Pleas- ant, Mich. Frederick M. Hunter, Schools, Oakland, Calif. David B. Johnson, Pres., Winthrop Normal and Industrial College, Rock Hill, S. C. Olive M. Jones, Principal, Public School No. 120, New York City. David Starr Jordan, President Standford University, Calif. James Y. Joyner, Secretary, Tobacco Grow- ers Cooperative Association, Raleigh, N. C. Mary McSkimmon, Principal, Pierce School, Brookline, Mass. Jesse H. Newlon, Principal, Lincoln School, Teachers College, New York City. William B. Owen, President, Chicago Nor- mal College, Chicago, IIl. Carroll G. Pearse, 4315 Lisbon Ave., Mil- waukee, Wis. Josephine C. Preston, State Superintendent of Public Instruction, Olympia, Wash. Charles R. Skinner, Librarian, Legislative Library, Capitol Building, Albany, N. Y. State Teachers Association of Illinois, Rob- ert C. Moore, Secretary, Carlinville, III. George D. Strayer, Teachers College, Co- lumbia University, New York City. A. R. Taylor, 225 N. Fairview St., Decatur, Ill. Teachers Institute, Philadelphia, Pa. John J. Tigert, U. S. Commissioner of Edu- cation, Washington, D. C. Charles G. White, President, Isbell Mission- ary College, Martin, Tenn. Charl O. Williams, Director, Field and Leg- islative Division, National Education As- sociation, Washington, D. C. New Patterson Avenue, Oxford, Superintendent of Emeritus, State Directors ALABAMA—J. D. Williams, Principal, Avon- dale School, Birmingham. ALASKA—William K. Keller, Superintendent of Schools, Juneau. ArIZONA—J. A. Sexson, Schools, Bisbee. ARKANSAS—J. P. Womack, State Superin- tendent of Public Instruction, Little Rock. CALIFORNIA—A. R. Clifton, Superintendent of Schools, Monrovia. CoLorapo—W. B. Mooney, Secretary, Colo- rado Education Association, Denver. ConNeEcTicuTt—John A. Young, Assistant Superintendent of Schools, Bridgeport. DELAWARE—David A. Ward, Superintend- ent of Schools, Wilmington. District OF CoLUuMBIA—Harry English, Franklin School Building, Washington. FLoripA—W. S. Cawthon, State Superintend- ent of Public Instruction, Tallahassee. Georcia—George Harris Webber, Georgia State College for Women, Milledgeville. Hawau—Oren E. Long, Deputy Supt. of Pub- lic Instruction, P. O. Box 2360, Honolulu. IpAHo—Charles F. Dienst, Superintendent of Schools, Boise. ILtinois—A. L. Whittenberg, Secretary, State Examining Board for Teachers Cer- tificates, Springfield. Superintendent of Inp1IANA—Charles F. Miller, State Supt. of Public Instruction, Indianapolis. Iowa—THomas R. Roberts, Superintendent of Schools, Independence. Kansas—M. E. Pearson, Superintendent of Schools, Kansas City. Kentucky—R. E. Williams, Secretary, Ken- tucky Education Association, Louisville. Louristana—C, B. Turner, Superintendent of Schools, Baton Rouge. Maine—William B. Jack, Superintendent of Schools, Portland. MaryLanp—William Burdick, State Super- visor of Physical Education, Baltimore. MAassacHusETrs—Annie C. Woodward, 144 School Street, Somerville. MicHiGAN—Webster H. Pearce, State Super- intendent of Public Instruction, Lansing. Minnesora—Effie MacGregor, Principal, John Burroughs School, Minneapolis. MississipPI—H. V. Cooper, Superintendent of Schools, Kosciusko. Missouri—Thomas J. Walker, Editor, School and Community, Columbia. MontTana—R. J. Cunningham, Secretary, Montana Education Assn., Helena. NepraskKA—M., C. Lefler, Superintendent of Schools, Lincoln. Nevapa—Bertha Knemeyer, Principal, Elko County High School, Elko. New Hawmpsuire—Perley® L. Horne, Princi- pal, Pinkerton Academy, Derry. New Jersey—Alexander J. Glennie, Miller Street School, Newark. New Mexico—Marie Balling, Superintend- ent of County Schools, Albuquerque. New York—William H. Holmes, Superin- tendent of Schools, Mount Vernon. NortH CAroLtinA—T. W. Andrews, Super- intendent of Schools, Box 517, High Point. NortH Dakota—Minnie J. Nielson, 901 5th Avenue, Valley City. On10o—A. C. Eldredge, Assistant Superin- tendent of Schools, Cleveland. OKLAHOMA—John G. Mitchell, President, Central Teachers College, Edmond. Orecon—Vida Hammond, 31 E. 79th St, Portland. PENNSYLVANIA—George D. Robb, Principal, Altoona High School, Altoona. Porto Rico—Francisco Vizcarrondo, Assist- ant Commissioner of Education, San Juan. Ruopve IsLanp—Agnes M. Bacon, State Su- pervisor of Americanization, Providence. SouTH CarRoLINA—George W. Wannamaker, Superintendent of Schools, St. Matthews. SoutH Daxora—N. E. Steele, Secretary, South Dakota Education Assn., Sioux Falls. TENNESSEE—P. L. Harned, State Commis- sioner of Education, Nashville. Texas—L. W. Rogers, State Department of Education, Austin. UtTaH—B. A. Fowler, 2324 Adams Avenue, Ogden. VeRMONT—Clarence H. Dempsey, State Com- missioner of Education, Montpelier. Vircinta—Joseph H. Saunders, Superintend- ent of Schools, Newport News. Vircin Istanps—Arthur E. Lindborg, Direc- tor of Education, St. Thomas. WaAsHINGTON—John D. Meyer, Hillyard High School, Spokane. West Vircinia—Joseph Rosier, State Normal School, Fairmont. : Wisconsin—E. G. Doudna, Secretary, Wis consin Teachers Association, Madison. Wyominc—A. A. Slade, Superintendent of Schools, Laramie. Principal, President, of nt en- of of er- e. 144 per- g. ipal, dent ‘hool tary, rt of Elko rinci- Miller itend- perin- Super- Point. 01 Sth iperin- sident, th St., incipal, Assist- n Juan. ate Su- idence. amaker, hews. cretary, ix Falls. ‘ommis- ment of Avenue, te Com- r. rintend- r, Direc- rincipal, resident, y; Wis- dison. dent of American Education Week © ACQUAINT THE PUBLIC WITH THE ACTUAL WORK OF THE SCHOOLS, WITH THEIR IDEALS, THEIR ACHIEVEMENTS, AND THEIR NEEDS is the purpose of American Edu- cation Week. ‘That this purpose may dominate the entire week, suggestions for making a program have been worked out by the American Legion and the Na- tional Education Association. ‘These suggestions emphasize the seven cardinal objectives of education which are: . Sound health . Worthy home membership . Mastery of the tools, technics, and spirit of learning . Faithful citizenship . Vocational effectiveness . Wise use of leisure . Ethical character wow do NIHW +> By attention to these objectives schools benefit the entire life of the child and the whole life of society. By action of the World Federation of Education Associations at its recent Toronto meet- ing Education Week was recommended for observance throughout the nations of the world. Postwar experience has made it clear that government is most stable in those nations with the broadest system of education. Should but one additional nation each year actively ob- serve this important week human well- being would be immeasurably advanced. American Education Week should mean for every child—Appreciation of his obligation to match the privilege of free schooling with good spirit and hearty endeavor. For every teacher—A new and challenging call to serve the children of this generation and to work on the problems of the profession. For every parent—Fuller understanding of the great adventure of parenthood; its duties, privileges, and opportunities, more especially its part in the education of children. For every citizen—lIntelli- gent faith in the public school as our greatest collective enterprise, the founda- tion of our liberties, the protector of the achievements of our glorious past, and the promise of fuller life for tomorrow. Plan now for each day—Chief school officers in state, city, and county will take the lead in initiating plans, but the ultimate success of the enterprise A Worldwide Opportunity will depend upon the cooperation of teachers and parents. Plans that have proved successful in past years include: The Challenge of a Great Ideal W: celebrate Christmas because it gave us a great religion. We observe the Fourth of July because it gave us a free nation. We magnify the schools during one week each year because through them we develop the finer values of our civilization. Amer- ican Education Week is a permanent institution. The effort to make the observance of such a week worldwide should be encouraged. Religion, poli- tics, and commerce may divide, but love of childhood expressed in educa- tion is a mighty force for unity. What greater contribution could Amer- ica make to the world than the ideal— A fair start in life for every boy and | girl. In the name of this ideal let | every teacher make careful plans for American Education Week and aid in its full and fitting observance— | | Cornelia S. Adair, President, National Education Association. 1. Proclamations issued by mayors and governors setting aside the week for special observance. 2. Primers of school facts, including such points as: Number of schools in city; new schools opened during year; enrolment for the past ten years; number of foreign-born adults enroled; cost of educating a child for a year; sum spent for supplies, new buildings, school sites, and bond issues; what building projects are being planned. 3. A school paper each day during the week distributed to parents. 4. A citywide exhibit of school activities and work. 5. Daily newspaper editorials, with facts, news about education, and the local program in full. 6. Material for short talks on the schools and their needs furnished chambers of com- merce, women’s organizations, luncheon clubs, and other agencies. 7. Window and newspaper advertising space given by merchants to the cause of education. 8. Employers grant two hours from work for parents to visit the schools. 9. Motion picture theaters use slides urg- ing the people to visit the schools, such as, “Do you know your boy’s teacher?” 10. Radio broadcasting stations featuring educational addresses and school programs. [221] 11. Street car companies carrying posters announcing the week and urging visitation of schools. 12. Streamers across main streets announc- ing the week and carrying suitable slogans. 13. Evening sessions of schools to which special invitations are issued. 14. Stickers for automobile windshields. 15. Special displays of books in public libraries, 16. Special concerts by school orchestras, bands, and glee clubs. 17. Demonstration classes in store windows and other public places. 18. Spelling and reading contests. 19. Oratorical and essay contests, using educational subjects for themes. 20. Four-minute talks by school children before luncheons and other gatherings. Earlier numbers of THE JouRNAL which give a useful background for this week include: The challenge of childhood—Mary Mc- Skimmon. October, 1926; 15: 201. Among. progressive schools—Gertrude Hartman. January, 1926; 15: 12. An answer to pessimism—Theodore Chris- tianson. January, 1926; 15: 1. After school what?—June, 1926; 12: 163. Fundamentals of modern education—J ames L. Hughes. April, 1927; 16: 119. The new educational statesmanship—Feb- ruary, 1926; 15: 35. The school of tomorrow—October, 1926; £5: 207. Dedicating the school—J. G. Collicott. October, 1926; 15: 218. Teachers facing 1927--January, 1927; 16: 1. Research Bulletins which contain much useful material for American Edu- cation Week are: Keeping pace with the advancing curricu- lum. Vol. III, Nos. 4 and 5, September, 1925; 96p., 50 cents. The ability of the states to support educa- tion. Vol. IV, Nos. 1 and 2, March, 1926; 96p., 50 cents. Efficient teaching and retirement legisla- tion. Vol. IY, No. 3, May, 1926; 22p., 25 cents. A handbook of major educational issues. Vol. IV, No. 4, September, 1926; 72p., 25 cents. Major issues in school finance. Part I, Vol. IV, No. 5, November, 1926; 32p., 25 cents. Part II, Vol. V, No. 1, January, 1927; 64p., 25 cents. Salaries in city school systems, 1926-27. Vol. V, No. 2, March, 1927; 64p., 25 cents. The scheduling of teachers salaries. Vol. V, No. 3, May, 1927; 25 cents. The advance of the American public school system, Vol. V, No. 4, September, 1927; 25 cents. | ; UILD THE PROGRAM for this day around the fact that health is the foundation of individual happi- ness and community wellbeing. Health is the first wealth. What the schools do in this field improves individual and community life and insures a better race. Subjects for addresses—Describe what your class, your school, or your city Is doing for health. Show the relation of health to each of the other six cardinal objectives of education. Describe the work that is being done in the best schools for handicapped children. Call attention to specific health habits that must be developed in every child. Tell how school, home, and health authorities cooperate. Show how mental hygiene affects health. Show the value of health to the economic life of community, state, Ask your public library Use the article on health which appears on page 207 of this issue. Planning a school program for Health Day health charts, pageants, plays—all have an im- and nation. for help. Songs, exhibits, posters, portant part in program planning. Suggested program for a rural school: 1. Song by primary pupils. 2. Health pantomime by pupils. 3. Reading—A health story cited by an older pupil. 4. Explanation of three or charts by a younger pupil. These charts can be obtained from the National Child Welfare Association, 70 Fifth Avenue, New York City. 5. Reports of chairmen of the temperature and window committees, telling of the work of each committee. 6. Health drill—The Seven Point Child. Seven boys or girls, each with placard bear- ing the word: Vision, hearing, weight, teeth, throat, correct posture, normal feet. Each can tell what school children can do to im- prove the point he stands for. 7. Health play—15 minutes. two or more read or re- four health Suggested program for an elementary school: 1. Song—America the Beautiful. 2. Report of chairmen of committees, as playground, gym, etc. 3. Concert recitation—The Child’s Bill of Rights—That there should be no child in America that has not been born under proper conditions; that does not live in hygienic surroundings; that ever suffers from under- nutrition; that does not have prompt and efficient medical attention; that does not re- Health Day Monday, November 7, 1927 ceive primary instruction in the elements of hygiene and good health. 4. Report of captains of basketball, base- ball, and football teams. How the Schools Promote Health 1. By cooperating with parents in an effort to have every beginner enter school free from remediable defects. 2. By providing for every child clean, comfortable, beautiful buildings and playfields, including good light, abundant ventilation, suitable seats, and clean toilets and washrooms. 3. By a wholesome and happy school atmosphere and routine. 4. By wholesome recreation both in and out of doors looking toward the wise use of leisure. 5. By training in health habits in school and cooperation with parents to secure right habits out of school hours. 6. By studying the facts of personal hygiene and public sanitation which everyone needs to know—disease con- trol, garbage, sewage, street cleaning, water supply, pure food, pure air, quiet. 7. By developing an appreciation of health as a foundation of happiness and a vital common enterprise of the race. 8. By regular health examinations and the cofrection of defects. 9. By making special provision for undernourished or handicapped chil- dren. aan 5. Talk by the health officer or captain of the Junior Safety Patrol on Keeping Fit or Safety Precautions. 6. Health films (15 minutes) showing ath- letic events, such as swimming and rowing contests, polo, tennis, golf, and drills of all kinds. Films may be had from the division of visual education of your state university or the state department of education. Suggested program for high school: 1. Music by the orchestra. 2. Malnutrition—A talk by a senior girl. Material for this talk can be found in Bulle- tin No. 59, Children’s Bureau, Department of Labor, Washington, D. C. 3. Five-minute talk by the principal or the director of physical training. 4. Short speech by the coach on training and health. 5. Health films (15 minutes) or morality play patterned on “Everyman.” Devices that have been found help- ful—Print a health bulletin and dis- [222] tribute to every child. Fill it with pithy sayings and slogans. Hold _ interclass meetings showing physical activities, health parades, health slogans, with short talks by teachers and pupils. Offer prize essays on health subjects. Make cartoons and original drawings promot- ing health. Dedicate new playgrounds, Get the department stores to have win- dow displays. Scene can show some ath- letic outdoor event or the health fairy at work. Have five-minute talks by doctor or dentist. For your local paper—Supply the edi- tor with material for an editorial telling what the schools are doing to conserve health. Arrange to have reporters and feature writers visit health classes in the schools and describe what they see. Children’s essays on health may be sub- mitted to newspapers for publication. Compare conditions in your locality with those elsewhere. Teachers will cooperate in carrying out the general plans of the school sys- tem in which they work, but each teacher will make sure that every parent is reached in some way. In some schools each child writes a letter to his parents telling about the work of the schools. In other places a special edition of the school paper is developed and sent to each parent. Still other teachers send daily letters to the parents during this week. Further material on health may be found in earlier numbers of THE JOUR- NAL OF THE NATIONAL EDUCATION ASSOCIATION as follows: Better health habits. C. E. Turner. Jam uary, 1926; 15: 15. Fresh air and ventilation in schools. T. D. Wood and Ethel M. Hendriksen. March, 1926; 15: 81. Adventures in health education. Turner. April, 1926; 15:129. May Day for health. Mrs. Grant. May, 1926; 15:158. Physical education in high schools. Carl L. Schrader. December, 1926; 15: 287. Research improving health education. Margaret M. Alltucker. May, 1927; 16: 149. Cc. E. Ernest R. Every school should have a copy o Health education: a program for public school and teacher training institutions, published by the National Education Association ; paper $1, cloth $1.50. ithy class ities, short Dffer ake ymot- unds. win- e ath- iry at loctor e edi- elling iserve ‘s and in the y see. e sub- sation. ocality rrying ol sys- each parent schools parents chools. of the sent to rs_ send ng this may be ; Jour- ‘CATION er. Jan- ools. T. March, . fan ‘rnest R. als. Carl 287. education rs 16: 149. copy of br public titutions, ducation 50. Home and School Day Home and School Day let the cen- tral thought be that the home is the most fundamental institution among all civilized peoples. What the home is affects the entire lives of its members. 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. It is also a good time for schools to make pilgrimages to homes that are un- usually well-planned and kept. 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. ‘That community is best in which parents appreciate the teachers and magnify the schools. Points for teachers in visiting the home—Pay the home unannounced visits during illness of pupils and at other times if possible. Visit the same day in one neighborhood as many homes of your pupils as you are able. In so doing you avoid the appearance of partiality. Study carefully home environment from every angle and after the visit record difficulties found, such as bad en- vironment, financial need, health, and any details that will help interpret the nature of one’s pupils. A child’s history is easily compiled from this data. Find out how much time is devoted to home work and if it is done with or without help of others. It will help you in making assignments. See whether a quiet, well-lighted, and well-ventilated place for home study is provided and that there is little interruption. Show an interest in pupil’s games, and other home activities. Refrain from remarks concerning the school administration and fellow teach- fs unless they require your moral sup- Port. Suggestions for addresses—Describe What your class or your school is doing in behalf of better home life. Show the tlation of a good home life to each of the other cardinal objectives of educa- Yon. Tell how civilization has ad- vanced as home life has improved. I’ WORKING OUT the program for Tuesday, November 8, 1927 Trace the larger opportunities that have come to women during the past century and the consequent influence on child training. Point out how the finer quali- ties developed in home life underlie suc- What Schools. Do to Improve Homes M** THE SCHOOL BUILDING and grounds an example of cleanli- ness, good order, and beauty worthy to be copied in the best homes. 2. Maintain among the children in school the atmosphere of happy co- operation which lies at the foundation of all successful human relationships. 3. Teach children how to cook, to sew, to repair home equipment, to decorate homes, to manage family budgets, and other essential technics. 4. Provide model home kitchens, dining rooms, sewing rooms, and sleep- ing rooms within the school and teach their proper use. 5. Magnify the home as one of the finest things in life and help children to appreciate their parents and to un- derstand their own obligation to do their share in enriching home life. 6. Teach city planning which is es- sential to satisfactory homes under modern urban conditions. 7. Give vocational guidance and training leading to increased earning capacity and higher standards of living generally. 8. Give training in reading, music, conversation, and other recreations that enrich home life. 9. Show how boy-girl relationships may be kept on a high plane of mutual respect and helpfulness thus laying the foundation for happy relationships later. 10. Bring school and home into full cooperation through parent-teacher associations so that children are helped by the interest of parents in their school activities. cess in business and the professions. Re- view the work of parent-teacher associa- tions. Planning a school program—Let the classes in cooking serve school visitors light lunches. Have exhibits of gar- ments children have made’ and let chil- dren tell how these garments are made. Let children show how simple pieces of home equipment are made or refined. Scrapbooks showing pictures of better homes may be displayed ; also scale draw- [223] ings and posters. Have sample budgets on the blackboard. Have several chil- dren tell what they do to make their homes better. Sing songs that magnify the home. Have some older parent who has been successful in rearing his children tell what points were emphasized in their home life. For the local paper—Arrange for feature articles or news stories telling how the schools are helping to make bet- ter homes. By planning well in advance carefully selected children’s essays may be made available for news publication. Line cuts of home plans drawn by chil- dren in the higher grade may be used. Ask papers to feature the following Parent’s Creed: A Parent’s Creed—I believe in the Ameri- can child and in his ability to work out a safe democracy for the future. I believe the home, the school, and the church share the responsibilities of developing his ability. I believe that my first duty is to my own child in my own home. I believe that my next duty is to other children in my com- munity. I believe that my duty reaches to the children of my own state, my nation, and my world. I believe that only through the working together of all patriotic people can better child conditions be brought about. I believe the parent teacher association makes possible a cooperation of all patriotic people. I believe that such cooperation is coming. I believe that I can help it come. —Martha Sprague Mason. Material on worthy home member- ship may be found in earlier numbers of THE JOURNAL OF THE NATIONAL Epvu- CATION ASSOCIATION as follows: The beauty of well-ordered homes—Flor- ence H. Fitch. January, 1927; 16:7. Carbery: a school that makes memories— Bertha S. Moore. June, 1926; 15: 189. American homes. April, 1926; 15: 112. My pedagogic creed—John Dewey. May, 1927; 15: 134. Teaching respect for property—Edward O. Sisson. December, 1926; 15: 273. First absences and pupil elimination— Elsie M. Flint. February, 1926; 15:48. How shall schools be equipped. February, 1926; 15:61. The parent-teacher 1927; 16:69. movement. March, The Proceedings of the National Con- gress of Parents and Teachers for 1927 contain much useful material on home and school. Copies may be had at a dollar each from the Congress at 1201 Sixteenth St. N. W., Washington, D. C. Know Your School Day HE CENTRAL THOUGHT of this day’s program is the school it- self. The schools are the first and biggest enterprise in nation, state, county, or city. The school aids the child to adapt himself to the difficult life of our time. The American public school is a mighty power. It is teaching diverse races to dwell together in unity. It is erecting temples of learning in city and town and countryside. It is teach- ing the principles of democracy and public duty. It is opening wide the gates of opportunity to sons and daugh- ters of the poor and rich alike. It is making our people efficient to produce and intelligent to consume. It is the bulwark of our freedom and the main- stay of our national security. Our schools are growing better, and no one is more conscious of the need for further improvement than the teachers them- selves. 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 can be held by organizations. Every child and every teacher should feel that this day is his very own—a magnificent opportunity to let parents and citizens understand how fine the Wednesday, November 9, 1927 schools are! how important! how help- ful! how happy! ‘To arouse interest let every child write a letter to his par- | How Schools Encourage Learning and Thinking B* SEEKING to provide a competent | and welltrained teacher in every classroom. 2. By maintaining a vital curric- ulum, changing to meet evolving social and individual needs. 3. By effective forms of school and class organization with activities that arouse interest and demand thought. 4. By school terms of reasonable length with high regularity in attend- ance. 5. By means of efficient, welltrained administrative and supervisory staffs. 6. By suitable buildings amply pro- vided with libraries, laboratories, gardens, club rooms, and facilities for other school activities. 7. By helping to maintain a public sentiment that demands adequate edu- cational facilities for all children. 8. By teaching the common branches which are the tools of learning and developing skill in the technics of learning. 9. By making the atmosphere of the school such that children will acquire the spirit of learning with a strong bent toward learning as a lifelong en- terprise. ents telling something about the school that he thinks would be interesting to them. Subjects for addresses—Explain the meaning of the tools, technics, and spirit of learning. Show how letters, num- ET EVERY SCHOOLBUILDING be rededicated during Education Week using the following statement prepared by a great teacher, William Henry Scott of Columbus, Ohio—Let us now with earnest hearts and with exalted faith and hope solemnly consecrate this building to its high and holy purpose. May the youth of this community for generations to come gather in this place to receive instruction in knowledge and train- ing in virtue. May they find here every condition necessary to a true and enlightened education. Espe- cially, may their teachers be examples of excellence in scholarship and character, seekers after goodness and truth, lovers of children, enthusiasts and adepts in the finest of all arts, the development and inspiration of human souls. May these rooms always be pervaded with an invigorating atmosphere of mental and moral life, and may no child pass from these schools to higher grades or to the outer world without having been made more intelligent, more thoughtful, more courageous, more virtuous, and in every way more capable of wise and just, of useful and noble living. To this end, may the blessing of God be upon child and par- ent, upon pupil and teacher, upon principal and superintendent, and upon every one whose influence will in any degree affect the work of education as it shall be conducted within these walls. bers, words, measures, musical symbols are necessary to civilization. Describe newer technics of learning showing how psychology and logic are drawn upon. Show how the spirit of learning has ad- vanced the race, illustrating by allusions to the lives of great learners. Contrast old schools and new showing how the improved school is growing out of a changed life around it. Further material may be found in THE JOURNAL OF THE NATIONAL Epv- CATION ASSOCIATION : Repression versus expression—Margaret M. Alltucker. October, 1926; 15:211. Character and_ school studies—Herbert Martin. January, 1927; 16:9. Extracurricular activities—Joseph G. Mas- ters. March, 1927; 16:91. A clever plan—A device to bring par- ents into close contact with the school was developed in the Okmulgee (Okla.) High School during American Educa- tion Week. When the parent arrived at school at 7:30 p.m. he was put through the exact schedule of classes fol- lowed daily by his child, with the ex- ception of ten minute recitation periods instead of forty-five minute ones and assembly at the end instead of the middle of the session. If tardy to class the par- ent was sent to the office for a tardy per- mit. The short recitation periods gave them an opportunity to see their chil- dren’s teachers, get their viewpoints and suggestions as to punctuality, conduct, examinations, and home study. Only a few students, who acted as guides, were allowed in the school that evening. Re- freshments were served. — Dols ribe 10W Don. ions Tast the of a 1 in ‘DU- garet »rbert Mas- - par- chool ka.) duca- ‘rived ; put s fol- le ex- eriods ; and niddle e par- ly per- ; gave - chil- ts and nduct, nly a were 'y School Opportunity Day UILD THE PROGRAM for this day around “Opportunity,” stressing particularly the opportunity which the school should offer the child. Teachers will on this day inspire pupils to take advantage of the opportunities before them. Citizens will seek to de- termine whether 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 effi- ciency through courses in agriculture, trades and industries, commerce, and home economics. Special classes, evening schools, opportunity schools, and con- 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 life, the schools help to raise the standard of living. Subjects for addresses—School Oppor- tunity Day emphasizes the objective, vocational effectiveness. On this day tell how the schools in your community are helping to improve work in the various vocations of the community. Show the relation between school training and in- dividual success; also between training and the business and industrial advance of communities and nations. Describe IS EVERY CHILD a LATTEND A COUNTRY SCHOOL My school term is '7 months. My teacher is paid #7552 year My teacher is a high - School graduate My teacher has taught one year My school-house has one room My school library con- tains OO books. Thursday, November 10, 1927 the work of the Federal Board for Voca- tional Education. Visit one of the tech- nical schools in your community and tell what it is doing. Describe the need for How Schools Develop Vocational Efficiency B« DEVELOPING sound working atti- tudes and habits within the school—joy in work, appreciation of the dignity of labor, the service ideal. 2. By helping each child to under- stand and develop his individual gifts. 3. By aiding children to explore vocational fields and to fit themselves into those for which each is best suited. 4. By specific training for vocations taught in technical schools, continua- tion schools, cooperative schools, night schools, and extension classes. 5. By insisting that vocational life be constantly liberalized and fertilized by the search for better ways of doing things and the application of finer elements. 6. By cultivating qualities of char- acter and personality essential to the highest success in any occupation. a rural course of study more closely re- lated to the needs of farm life. Point out that one of the aims of all education is to prepare all children, both boys and girls, for some specific service by which they may contribute to the welfare and happiness of society. Visits to schools and industries—Spe- [225] cific training for vocation is one of the newer phases of American education. Its importance is often little appreciated. In many communities the vocational life surrounding the schools has changed their traditional work almost not at all. The public needs to acquaint itself first- hand with what schools are doing and can do to improve farming and indus- trial and business practice. Growth in vocational education— One of the evidences of increased interest in specific preparation for vocations is the enlarged enrolment in vocational classes. The number of persons enroled each year between 1918 and 1926 is: 1918—164,186 1919—194,895 1920—265,058 1921—324,247 1922—475,828 1923—536,528 1924—6 52,594 1925—676,687 1926—7 52,150 References to articles on vocational effectiveness appearing in earlier num- bers of THr JOURNAL are: Awake, May, 1926; Among America—Carroll 15: 148. progressive Hartman. January, 1926; Equal educational Noble Sherwood. D. Champlin. schools—Gertrude 15: 12. opportunities—Henry June, 1926; 15:173. A teacher’s perspective—Mary June, 1926; 15: 187. Education as a career. 15: 249. Happiness in teaching—Florence A. Allen. January, 1927; 16:17. The woman who was Streeter Aldrich. Lane. November, 1926; forgotten—Bess February, 1927; 16:37. ENTITLED to an OPPORTUNITY 7? veaee LATTEND A CITY SCHOOL My school term is 10 months. My teacher is paid $1968 a yeer _ My phy is @ college My teacher has teught five years. My school-house has 24 rooms My school library contains 5000 books Armistice and Citizenship Day Friday, November 11, 1927 RMISTICE DAY provides the oppor- A 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 pro- moting education 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. Suggestions for cooperating organiza- tions—Local patriotic associations will cooperate in the observance of Armistice Day. In many communities the Ameri- can Legion will wish to take a leading part. One of the first steps in planning for this day is to consult the officers of the Legion. They should be encouraged to do all they can. It should be remem- bered that the purpose of Education Week is to arouse the enthusiasm of the public, who pay the taxes and maintain the schools. Effective cooperation ‘may also be expected from other patriotic and civic organizations who will be glad to aid by means of pageants, special meet- ings, and addresses at regular meetings. Let emphasis be laid on the services of American statesmen who have been friends and advocates of the public schools. Suggestions for addresses—This day is a good time to point out that one of the best ways to honor those who have held the nation’s battle lines in behalf of independence, national integrity, and world justice is to make the nation greater still through the power of educa- tion. There is a challenge to live for loved ones, for public duty, and for the rights of men as well as to die for them. Let us magnify our teachers as we have | How Schools Prepare for Faithful Citizenship Y MAKING the school a little democracy in whose activities all have an interest and a share. 2. By helping each child to study the needs of people as illustrated by his neighborhood and to understand how those needs are served by govern- ment, by corporations, or by indi- vidual enterprise. 3. By so arousing the interest of young people in the record of human progress that they continue their reading, observation, and _ reflection after they leave school. 4. By teaching children the facts about voting, holding office, sincere and intelligent public sentiment, the solution of public problems by per- sons who have no selfish interest to serve, and other ideals which look toward wise management in commu- nity, state, nation, and world. 5. By attention to current economic and social problems and the various solutions that are proposed. 6. By helping young people to un- derstand the spirit of fairness, justice, research, and goodwill which should govern the approach to all controver- sial problems. 7. By developing an appreciation of and loyalty to the principles that un- derlie our American democratic gov- ernment. magnified our soldiers—both devoted, patriotic servants of our common destiny. Let us teach every child his debt to all the men and women living and dead who have helped to build the community in which he lives, his state, his nation, his world. America’s supreme contribution to the world is its free public schools. Our record in the world war was a flaming tribute to their work. We must love these schools, fire them with the loftiest ideals of patriotism, learn their needs, work on their problems, make them better and better. The highest test of a statesman is his attitude toward the education of the masses. Citizenship scorecard—In their book My Community, H. C. Hill and D. H. [ 226] Sellers have suggested ten points on which pupils may score themselves. A perfect score on each point is counted ten, making a total of a hundred. By means of addresses, exhibits, and news- paper articles, show what your school is doing to achieve each of these points, They are: Trustworthiness. Do you keep your prom- ises? Can you be trusted in school without supervision ? Selfcontrol. Do you control your tongue and your temper in the face of irritation and provocation? Loyalty. Are you loyal to your home, your school, and your community? Do you al- ways stand up for the best interests of each of the groups named? Obedience. Do you obey your father and mother promptly and cheerfully, and do you observe the rules of the school in like manner ? Sportsmanship. Can you win without bragging and lose without offering excuses? Selfreliance. Do you think for yourself? Are you afraid of being laughed at? Do you act in accordance with what you think is right? Courtesy. Are you considerate of others? Are you polite at home? Do you help people in trouble? Health. Do you secure the proper amount of sleep, eat the right kind of food, and exercise sufficiently in the open air? Teamwork. Do you get along with other people? Can you follow as well as lead? Do you cooperate for the benefit of the group? Dependability. Can people count on you? Are you prompt in meeting your obligations at home and in school? Are you reliable? References bearing on the subject of citizenship in earlier numbers of THE JOURNAL are: George Washington and education—Calvin Coolidge. April, 1926; 15:99. Education as a national asset—Herbert Hoover. April, 1926; 15: 103. What is the World Court ?—Montaville Flowers. May, 1926; 15: 135. “Good for Memorial Day.” 15: 145. Crime and the school—Percy B. Caley. March, 1926; 15:69. Teachers’ responsibility for world peace— A. Evelyn Newman. May, 1926; 15: 138. A defense of youth—Susan M. Dorsey. June, 1926; 15:177. x Legislation for childhood—Francis G. Blair. November, 1926; 15: 233. Morals and student activities—C. R. Fos ter. April, 1927; 16: 113. Teaching personal efficiency—W. L. Ma- son. May, 1927; 16: 139. : Scouting as a vocation—John W. Withers. May, 1927; 16: 143. May, 1926; rom- hout ngue ation your 1 al- each and > you like ithout uses? rself? > Do think thers? help mount |, and . other lead? of the n you? gations iable? ect of THE -Calvin Herbert ntaville y, 1926; _ Caley. peace— 5: 138. Dorsey: cis G. R. Fos- L. Ma- ithers. Community Day HE PROGRAM for this day should "| corti the value of schools in the improvement of community life. “The schools should participate in the various community activities of the day. Encourage athletics, other sports, and public programs. Education is a lifelong adventure. The ability of the individual to improve him- self is influenced by the ideals and prac- tices of the community as a whole. To improve community standards schools cultivate tastes in art, music, literature, and sports, which help to make leisure time an asset rather than a liability. On this day special attention may well be given to the educational objective, the wise use of leisure, including parks, play- fields, auditoriums, art galleries, libraries, and the use of the schoolhouse as a com- munity center. Suggestions for addresses—Tell what your schools are doing along each of the lines listed in the box on the center of this page. Show how the life of your community has been affected by the schools’ teaching of literature, its music activities, its athletics, its debating socie- ties, and parent-teacher associations. De- scribe the work of your public library. Point out things which the schools might do to develop a more wholesome use of leisure in your community. Tell about the growth of such movements as the Boy and Girl Scouts. Describe the work of playground and recreation directors. In 1925, 748 cities employed 17,177 workers directing recreation activities, including a total expenditure of $18,816,165. The relation of misused leisure to juvenile crime is worthy of attention. Ninety percent of all juvenile crime oc- turs during the spare hours of boys, ac- ording to a report of the New York Crime Commission. Rapid growth of adult education— A wider use of the school plant for eve- ning classes should receive special notice. Seven percent of the total adult popula- tion of Buffalo and 1624 percent of the total population of Gary, Indiana, are tnroled in evening schools. If all school districts in the United States enroled ® large a percent of the population as does Buffalo, evening school attendance Would be more than five million. The ty, Indiana, percent extended to the Saturday, November 12, 1927 entire nation would give a total enrol- ment of twelve million. ’ The United States excels all other na- tions in the proportion of its people who are receiving education in advance of the elementary grades. According to School How the Schools Train for the Wise Use of Leisure B* INTRODUCING young people to a wide range of life interests. 2. By teaching the use of books and libraries and developing wholesome reading appetites closely related to each of the great objectives of educa- tion and life. 3. By developing appreciation of fine music and skill in singing, playing, and dancing. 4. By having children participate in games and sports which may be easily continued into the after years. 5. By providing experience in pleas- ant social life through school activities and clubs. 6. By cultivating in children a love of the outofdoors—appreciation of flowers, animals, landscape, sky, and stars. 7. By giving children an opportu- nity to develop hobbies in various creative fields—gardening, mechanics, applied arts, fine arts, architecture, city planning. 8. By making the school and its playfields the center and servant of a wholesome and satisfying neighbor- hood life. 9. By calling attention to various recreational agencies and the values which they serve—theaters, concerts, libraries, radio, periodicals and news- papers, museums, parks, playgrounds, travel. Life, Los Angeles has more secondary students than Austria; New York City more than France; and Detroit, with about a million population, more than London, with nearly five million popula- tion. A survey of our public schools—In the public school today 21.7 percent of the total population is enroled; 82.8 percent of the children between five and seventeen years of age are enroled, and 14 percent of the total enrolment attend high school. Not all the boys and girls enroled go to school every day. Ac- cording to the latest findings of the Re- [227] search Division of the National Educa- tion Association, 78.8 percent of the pu- pils enroled attend school each day. The total number of days school is open varies in different states. The average length of school term is 168 days, but the average number of days attended by each pupil enroled is only 132. The total number of days schooling for the av- erage American child in 1800 was 82; in 1840 it was 208; in 1890 it was 770; it is now 1200, and is steadily increasing with the holding power of the school. A big fact that shows progress is the continued growth in enrolment in our high schools. Its development reads like a dream—110,000 in 1880; 519,000 in 1900; over two million in 1920, and 3,650,903 in 1925. Parents and teachers—One of the greatest forces for community betterment is the National Congress of Parents and Teachers, with its state branches and local units. The program of the Con- gress is built around the seven cardinal objectives of education which are em- phasized in this program for American Education Week. ‘The publications of the Congress are rich in materials useful for the observance of Education Week. Send one dollar to the National Con- gress of Parents and Teachers, 1201 Six- teenth Street Northwest, Washington, D. C., for the volume of Proceedings covering the 1927 Oakland Convention, which contains addresses on the seven ob- jectives. Send 25 cents to the same ad- dress for Source Material for the Use of Rural Parent-Teacher Association Units. This contains articles and sug- gestions on each of the cardinal objec- tives. References on the wise use of leisure in earlier numbers of THE JOURNAL: Why school libraries ?—Adeline B. Zachert. November, 1926; 15:244. Community relations—George FE. Car- rothers. January, 1926; 15:19. Art is important—Ruth Harwood. ber, 1926; 15: 221. Reading with a purpose—Helen Burling. November, 1926; 15: 263. Octo- Music as an avocation—Hollis Dann. December, 1926; 15:277. Books to share with friends. February, 1927; 16:60. Parks and forests as schools—John Barton Payne. March, 1927; 16:79. Learning to enjoy pictures—Florence Wil- liams. April, 1927; 16: 107. N THIS DAY let ministers of all () denominations address their audi- ences on higher values of educa- tion and on the work of teachers and the schools. Let them base their words in part at least on knowledge gained from personal visitation. Let school of- ficers and ministers join in planning for this feature immediately. Let these ser- mons be a fitting climax for the week’s activities. Invite every citizen to attend both the morning and evening services on this day. Let the prayer given at the bottom of this page be read at all the young peopie’s societies in the churches. This is a good day also for classes of school children to make special pilgrim- ages to the tombs of great educators like Horace Mann and Henry Barnard and to memorials that have been erected to statesmen who have fostered education, like the statue to former Governor John Rankin Rogers of Washington—author of the barefoot schoolboy law—which adorns the city square in Olympia. Subjects for addresses—Point out the ways in which the work that the schools do in behalf of sound health, worthy home membership, learning, citizenship, vocational effectiveness, and wise use of leisure contributes to the formation of character. Call attention to the char- acter value of the regular habits and helpful attitudes that are part of every school. Describe the way young children copy their conduct from the practises of persons around them. Emphasize the tremendous value to the nation of its million teachers who are seeking to be worthy of their noble calling because | manship! For God and Country Day Sunday, November 1}, 1927 . ° they realize that one cannot teach more than he is. Show how the schools have helped America’s diverse racial groups to understand each other. Show how the teachings of Christ have been applied How the Schools Build Ethical Character B* HELPING each child to develop high standards of physical and mental fitness. 2. By training the senses in class- room, shop, laboratory, and play- ground so that children know how to gather and use data accurately. 3. By surrounding children with an atmosphere of the true, the good, and the beautiful. 4. By giving training in collecting and weighing the evidence bearing on various problems of everyday life. 5. By bringing all the children to- gether and teaching them to work to- gether in friendly cooperation. 6. By building into the lives of children the best ideals of health, home, learning, citizenship, vocation, and leisure. 7. By surrounding children with teachers who are genuine, cultivated, earnest, and happy. No one can teach | more than he is. | | | more widely in daily life as education has spread among the masses. This is a good time also to point out the service of the schools in behalf of world goodwill and cooperation. The leading thought of the world no longer insists that conflict is the best method of progress. By bringing together members of diverse racial and religious groups in PRAYER FOR SCHOoLS—O God, Thou hast put into our hands the future of the race. We are made coworkers with Thy spirit in creating the world that is to be. Thou hast put every new generation in the lap of the old, that there may be continuity of growth. Awaken us to our responsibility. Stir us up to our own incomparable privilege. viction that we have no work more vital to do than to teach. Reveal to us the school as the heart of the world’s work. | problems press upon us. The world is upturned. The masses seethe in the ferment of untried theories. Yet the way is so simple! | It lies through the child. The road to the Golden Age runs through the schoolhouse. | no establishment of justice, however revolutionary, that might not better be accomplished by patience through the instruction of the children, than through the schemes of politics or the violence of war. man’s way. The school is Thy way. Lay upon the conscience of every teacher the divinity of his employ. Give him the en- _ thusiasm of his opportunity. Show him the beauty, the majesty, of his calling, the marvel of his art, the proper pride of his crafts- Make every parent realize that the best gift in his power for the child is the school! | an unshakable ambition to learn, to know, to come to mastery. And unfold to us increasingly what education means! us the ghost grip of the past, the narrowing hold of tradition, while we still preserve what is ‘good. Deepen, broaden, enlarge our | conception of the school. Make us glad to spend more for it, as the best of all investments for the security of the world. And show | us that there can be no salvation for the race that does not first mean salvation for the child, by striking from his brain the chains of ignorance, from his heart the iron rim of superstition, and from his hands the curse of the unsk:lled!—Frank Crane. There is no reform, however farreaching, Arms and disorder, destruction and overturning, are the common cooperative enterprise of education, schools are a powerful force for cooperation. Ministers should be made the special guests of the schools immediately in or- der that they may gather material for their sermons on November 13. Articles relating to ethical character in the earlier numbers of THE JOURNAL OF THE NATIONAL EDUCATION Asso- CIATION are: The basis of democratic civilization—El- mer Cornelius. May, 1926; 15: 148. Goodwill Day—A. O. Thomas. 2926 15: 111. The teacher’s faith—Henry Noble Mac- Cracken. May, 1926; 15: 142. A world brotherhood through music— Frances E. Clark. May, 1926; 15: 151. The challenge eternal—William Mather Lewis. October, 1926; 15: 206. The challenge of childhood—Mary Mc- Skimmon. . October, 1926; 15: 201. Character and science—Edwin D. Star- buck. October, 1926; 15: 213. A prayer for teachers—Glenn Frank. October, 1926; 15: 213. Habit formation in character—Clara C. Cooper. November, 1926; 15: 253. Teaching respect for property—E. O. Sis- son. December, 1926; 15: 273. Character and_ school studies—Herbert Martin. January, 1927; 16:9. Democratic aristocracy—Henry van Dyke. January, 1927; 16: 13. Schools ideals and character—Henry Neu- mann. February, 1927; 16:47. Looking into our ideals. February, 1927; 16:54. Beauty in birds and flowers—Henry Turner Bailey. March, 1927; 16:77. Forming character through play—Mary S. Haviland. March, 1927; 16:89. April, Teaching the beauty of landscape—Frank A. Waugh. May, 1927; 16: 137. Make keen within us the con- Vast Lay deep in every child’s heart Shake from of orce ‘cial or- for acter NAL 1SSO- —El- April, Mac- usic— father y Me- Star- Frank. ira. O. Sis- Terbert . Dyke. y Neu- , 1927; —Henry f Mary S. —Frank spirit inuity con- Vast ple! hing, n of are afts- heart trom our show ains Vol. 16, No. 6 ————— fast THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The Classroom Teacher “The Silent Supervisor" A-173 MILO B. HILLEGAS, Ph. D., LL.D. Editor-in-chief Complete Professional Help for the. Classroom Teacher Twelve volumes—attractively bound—profusely illustrated. Balance will be ready before September Ist, 1927. Four volumes ready for delivery. The Classroom Teacher covers every subject from Kindergarten to Junior High School, inclu- sive. Every subject is signed by the Author who prepared it. This is not an encyclopedia MILO B. HILLEGAS, Ph. D., LL. D., Professor of Education, Teachers College, Columbia Uni- versity, New York City, Editor-in-Chief. THOMAS HENRY BRIGGS, Ph. D., Professor of Education, Teachers College, Columbia Uni- versity, New York City, Editor, Junior-High School Section. WILLIAM C. BAGLEY, Ph. D., Ed. D., Professor of Education, Teachers College, Columbia Uni- versity, New York City, Advisory Editor. WILLIAM H. KILPATRICK, Ph. D.—Project Method and Projects. FRANKLIN W. JOHNSON, L. H. D.—Laboratory Plan of Individualizing Instruction. VIRGIL E. DICKSON, Ph. D., in cooperation with LEWIS M. TERMAN, Ph. D.—Tests, Classi- fication and Grading. FRANK M. McMURRY, Ph. D., EDWIN H. REEDER, Ph. D.—Assignment. EDWIN H. REEDER, Ph. D.—Teaching Children to Study. ERNEST HORN, Ph. D.—Social and Moral Educa- tion—Spelling. ARTHUR I. GATES, Ph. D.—Child Psychology. EMMA B. GRANT, M. A.—Principles of Good Teaching. EDWARD S. EVENDEN, Ph. D.— Routine and ecord Factors in Classroom Management. CORINNE SEEDS, M. A., in cooperation with MILO B. HILLEGAS, Ph. D., LL. D.—Class- room Control. GEORGE R A. WORKS, Ed. D.—Standardization of ural Schocls—Agriculture and Rural Life. POROTHTY CANFIELD FISHER, Ph. D., D. Litt.— ool _ Improvement. TOMAS D. WOOD, M. D., A. M.—Health Teaching. WILLIAM SCOTT GRAY, Ph. D., LAURA ZIRBES, B. S.—Reading. N. L. ENGELHARDT, Ph. D.—School Buildings and Their Management. MAUDE McBROOM, B. S., in cooperation with ANNA D. CORDTS, Ph. D.—Phonics. SARAH T. BARROWS, M. L., LEE EDWARD TRAVIS, Ph. D.—Speech Correction. SARAH T. BARROWS, M. L.—Teaching English to Foreign Children. ANNIE E. MOORE, A. M., JEAN BETZNER, B. S.. MARY LEWIS, B. S.—Primary Language and Literature. FRANK N. FREEMAN, Ph. D.—Handwriting. WILLIAM GARRISON WHITFORD, S. M., JESSIE MABEL TODD, Ph. B.—Art. MARY ROOT KERN—Primary Music. LOIS COFFEY MOSSMAN, Ph. D.—Industrial Studies. GRACE E. STORM, A. M.—Community Life and Social Study. CHARLES T. McFARLANE, D. Pd., DE FOREST STULL, A. M.—Geography. WILLIAM C. BAGLEY, Ph. D., Ed. D.—History and Biography. DAVID EUGENE SMITH, Ph. D.—Arithmetic. WILLIAM C. BAGLEY, Ph. D., Ed. D., ROY W. HATCH, M. A.—History and Citizenship. GERALD S. CRAIG, M. A.—Primary Science. THEODOSIA HADLEY, M. A.—Special Detailed Studies in Science. E. LAURENCE PALMER, Ph. D.—Nature Study, Field and Laboratory Work. ELLIOT R. DOWNING, Ph. D.—Nature Journeys— Bird Identification. LEE R. DICE, Ph. D.—Mammal Identification. HENRY C. COWLES, Ph. D.—Plant Identification. ALFRED EMERSON, Ph. D.—Insect Identification. DAVID STARR JORDAN, M. D., Ph. D., LL.D.— Fish Identification. HENRY CARR PEARSON, A. B.—Intermediate- Grade Language. FRANKLIN T. BAKER, Litt. D.—Intermediate- Grade Literature. PETER W. DYKEMA, M. L.—Intermediate-Grade Music. THOMAS HENRY BRIGGS, Ph. D.—Character- istics of Junior High School Pupils. WILLIAM D. REEVE, Ph. D.—Mathematics. HAROLD O. RUGG, Ph. D.—Reconstruction of Social Sciences. ERNEST DAWSON, Ph. D.—History. HOWARD C. HILL, Ph. D., BESSIE L. PIERCE, Ph. D.—Civies. STERLING A. LEONARD, M. A.—Literature. WILLIAM C. REAVIS, Ph. D.—Vocational Guid- ance. OTIS WILLIAM CALDWELL, Ph. D.—Junior High School Science. MELVIN S. LEWIS, M. A.. ALFRED SOREN- SEN, M. A.—Business Training. JULIA L. HURD, M. A.—Home Economics. ALANSON HARRISON EDGERTON, Ph. D.— Practical Arts. H. C. McKOWN, Ph. D.—Education in Social Relationships. WILBERT LESTER CARR, A. M.—Latin. ELIJAH WILLIAM BAGSTER-COLLINS, A. M. Modern Foreign Languages. WILLIAM A. CLARKE, A. M.—Spanish. ALBERT LOUIS CRU, B. és L.—French. THE CLASSROOM TEACHER, INC. 104 SOUTH MICHIGAN AVE. CHICAGO Mention Tue Journat when writing our advertisers. ' : THE JOURNAL OF THE NATIONAL EpuUCATION AssoOcIATION “Right Ideas and Ideals” “When the right ideas and ideals connected with the four of esty, self-control, industry, essentials living—hon- cooperation—are presented as they should be in schools, we shall be on the road to better daily con- duct and better citizenship, to of richer and finer personalities.” This statement of William H. Holmes is one of the high spots and the development of the Dallas Convention. What better way is there to present right ideas and ideals than indirectly, through the Six volumes 2688 pages reading offered either as part of the course of study or sup- plementary to it? My BOOKHOUSE pro- vides whatever is needed history, biography, poetry, It the youthful reader and at the fiction. interests same time develops his taste for genuine literature. Withal, every selection pre- sents artistically and attrac- tively some such quality as honesty, self-control, industry, cooperation, and many equally as desirable. My BOOKHOUSE has a It is already used and enjoyed in Write for interesting material de- scribing this remarkable work. more place in every schoolroom. hundreds of classrooms. The BOOK HOUSE for CHILDREN Dept. 6-C, 360 N. Michigan Blvd., Chicago yBODKHOUSE **The Child who reads is the Child who leads”’ 601 titles 216 authors NOTES and ANNOUNCEMENTS ee SEATTLE ARRANGEMENTS—Members attending the Seattle meeting should send requests for hotel reservations to A. J. Barash, +14 University Street, Seattle, or directly to hotels. items should be noted: The following Registration and Convention Service Head- quarters—Olympic Hotel. State Headquarters—Consult your state di- rector. Places of Meetings—Vesper Service-—Vol- unteer Park; Evening general sessions— Stadium; University of Washington; Rep- resentative Assembly—Fifth Avenue Thea- ter; Morning general sessions and meetings of Departments and allied organizations— various auditoriums and halls. Local Arrangements—Under direction of Thomas R. Cole, superintendent of schools, Seattle. Railroad Rates—Summer excursion rates which tickets may purchased after May 15, with return limit October 31; gen- erous stopover privileges; diverse routings permitted; consult local ticket agent. by be Wor_p FEDERATION OF EDUCATION AssociATIons will meet in Toronto, Canada, August 7-12, 1927, with an attendance probably about four or five thousand. India, China, and Japan, will have delegations and practically all Eu- ropean countries will be represented. Delegates are now listed from Greece, Switzerland, France, Belgium, Ger- many, Czechoslovakia, Hungary, Ru- mania, Poland, Norway, Sweden, and Denmark. Most of the officers and delegates will be housed in the residences of the Uni- versity of Toronto, and meals will be served in the Hart House, one of the most beautiful community buildings in connection with any university through- out the world. Activities will center around the University so that those who are located in dormitories will have ready access to meetings. The program is made up of several parts, one of which will be group discus- rt at ee rn sions. Large numbers of these will have sufficient range and breadth to give some- thing to practically every person who attends. At the general meetings prom inent speakers will deliver messages 0m phases of international education. There will be symposiums on The Pulpit and World Brotherhood, the Press and World Understanding, Diplomacy and International Goodwill. Invitations will be extended to the Federation to meet in Peking and Geneva for its next general conferenct. India has asked to have the Asiatic te gional meeting in 1928 and a meeting will probably be arranged for Europe also. ‘ Moving pictures in education, mus’ and art, educational programs in differ- ent countries, preschool and kindergatte! groups, moral and character education program of universal education and t wiping out of illiteracy, older children, (Continued on page A-176) e, 1927 es, Vol. 16, No. 6 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-175 » JOHNSTON-NYSTROM SCHOOLMAPs | The Best of Two Continents Wigan > IMIONI ICON Illustrating the Newest and most topular of our publica- tions. Made to correlate with the Problem ATWOOD Project Method of teaching geography. Have met with wide approval of teachers, superintendents and principals. Ten maps in the series. Colors beautiful and har- monious. Perfect for visualization. INCI! Regional - Political GEOGRAPHY MAPS INgQiC3s) | CONFIDENCE One word that sums up Nystrom’ preference — eo > The name ‘‘Johnston-Nystrom’’ on school maps has become an will have accepted mark of guaranteed value. A name to evoke confidence. give some ; ; ’ rson_ who “ TOHNSTON-NYSTROM” popularity and leadership has been built on meeting ngs prot modern school needs. Internationally known geographers, historians and biol- assages ot ogists work in collaboration with a corps of editors to assure absolute accuracy. yn. There Unusual beauty and visibility are made certain by unstinted use of lithographic *ulpit - colors. Rigid standards are maintained. Schoolroom utility is always paramount. a . i For lasting school map satisfaction and a sound investment in unsurpassed quality —_ —school boards and teachers alike always specify The “Johnston-Nystrom” Line. ed to the 4 AJ.N EC and _J-Nystrom & Co. re age SCHOOL Maps, GLOBES AND CHARTS pes ng 2249-53 Calumet Ave. Chicago, Illinois a or Europe v-+ . \ Send me without obligati free book- 10n, musi¢ jee" World Achieves entre the , in differ- Atwood Regional-Political Maps. ee a education n and the childret. 76) Position. Mention Tue Journat when writing our advertisers, THe JouRNAL OF THE NATIONAL EpuCATION ASSOCIATION June, 1927 THE TRANS-LUX AIR-COOLED OPAQUE PROJECTOR AND TRANSLUX DAYLIGHT PICTURE SCREEN have been accepted as the best equipment for Visual Instruction. Used under daylight conditions, pictures are projected in the classroom without eye strain. They add interest to teaching. Your material is always up-to-date and pictures, post cards, book and magazine illustrations, sketches, ete., can be used at once. The pictures or other material can be put before the entire class at one time. If you have a Visual Education problem our research department will be glad to solve it for you without charge, if you will send particulars. Prices of equipment and de- tailed information will be fur- nished upon application to Trans-Lux Daylight Picture Screen Corp. 247 Park Avenue, New York, N. Y. (Continued from page A-174) college and university education, handj. capped and gifted children, and many other subjects will be discussed. There will be reports of the several committees representing the Herman-Jordan Plap, dealing with cooperative agencies for world understanding, attitudes cult. vated by texts in social sciences, inter- national games and athletic contests, to- gether with oratorical and essay contests, military necessities, and the study of va- rious attempts that have been made in history to settle international difficulties by peaceful means. All inquiries should be addressed to the Chairman, Canadian Committee of Arrangements, 220 Simcoe Hall, Uni- versity of Toronto, Toronto 5. THIS LETTER was sent by the Cans dian Teachers Association to the mem- bers of educational associations, in con- nection with the forthcoming meeting of the World Federation of Education Associations, August 7-12. To the formal invitation of the World Federation of Education Associations to meet in Toronto, August 7-12, 1927, we wish to add our special invitation. The Canadian Teachers Federation, acting on behalf of twenty thousand Canadian teachers, is to be the official host of this great Conference, and as such, the Canadian Teachers Fed- eration would welcome the largest possible attendance of members of your organization and of the other teachers organizations throughout the world. The teachers of Canada believe that this Conference should be a distinct step im human progress. The intermingling of thou- sands of teachers from all parts of the world must prove of inestimable influence. So strongly do they believe this, that they have assumed the full responsibility for all the Canadian arrangements, and acting in their name the Canadian Teachers Federa- tion cordially invites every member of your organization to Toronto in 1927, who can possibly attend. The Canadian Committee will gladly do everything in its power to make every one feel at home in Toronto during the Com ference. Expert assistance will be provided in billeting, meals, excursions, and post-con- ference trips. Social functions will be pro vided for all delegates, official and unofhi- cial, though of course certain meetings and functions must be confined strictly to official delegates. Canada is a vast country of infinite te sources and charm. Toronto is her second largest city, a city of homes and churches, a great center of education and aft, commerce, industry and _ finance, and the seat of government for the Province ot Ontario. The teachers of Toronto join ¥ the other teachers in the nine provinces Canada in sending you a most cordial wel- come. (Continued on page A-178) 1927 ee landi- many There ittees Plan, S for culti- inter- sts, to- ntests, of va- ade in culties sed to ttee of » Uni- - Cana- > mem- in con- ting of |ucation > World 3 to meet wish to Yanadian ehalf of rs, is to nference, ers Fed- - possible ‘anization inizations that this step in , of thou- s of the influence. that they ty for all acting in s Federa- r of your who can gladly do every one the Con- , provided | post-con- Il be pro- nd unoffi- tings and to official nfinite re er second churches, dart, of and the lovince of join with hvinces of dial wel- Vol. 16, No. 6 a aeanaaaaa acacia ieee a THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-177 New Agricultural Series, just off the press, special, featuring the European Corn Borer. Photographs of latest prize Winners in all stock line. State Representatives wanted at once Tunnell Map Company 123 N. Second St., GOSHEN, INDIANA LEITZ TRIPLE DIVISIBLE OBJECTIVE “TRIO” NO. 22003a. nosepiece. Section 1: when used alone has 19 mm focus and 7.5X initial magnification; using with it Oculars 4X to 12X results in a combined mag- nification of 30X to 90X. Section 2: if used together with section 1 has 8 mm focus and 20X initial mag nification; using with it Oculars 4X to 12X results in a combined magnifica- tion of 80X to 240X. Section 3: if used together with sections 1 and 2 has 4mm focus and 38X initial magnification; using with it Oculars 4X to 12X re- sults in a combined mag- nification of 152X to 456X. For reasons of economy and convenience, the Leitz Works have constructed a Triple Divisible Objective ‘‘Trio,”” which serves, first, to similar capacity as three objectives of different magnifying power and, secondly, as a triple nosepiece. Inasmuch as this objective is used in three sections, each set in a different mounting on separate hinge, one can successively use one section alone, two together or the three sections combined. Magnifications from 30X to 456X are considered fully sufficient for elementary microscopical studies, and in comparing the prices of Mcroscopical equipments, including the triple divisible objective Nina ll one wall readily conceive THE ECONOMIC ADVANTAGES DERIVED ‘H THE PURCHASE OF THE “TRIO” OBJECTIVE. 6 his obiective can be used on any microscope, regardless of make. at. No. 22003a Code Word: ABAAZ eitz Triple Divisible Objective “Trio” Institutional Discount: 10% E. LEITZ, Inc. 60 EAST 10th STREET, NEW YORK, N. Y. Agents: & ieaeee Offices at San Francisco and Pacific Coast States: Spindler c Los Angeles, Calif. anada: The J. F. Hartz Co., Toronto, Can. anPPine Islands: Botica de Santa Cruz, Manila. —~"a: Antiga & Co., Havana, Cuba It combines at one price: the cost of three objectives and a triple NO PIG TAIL TWIST THREADS STRAIGHT THROUGH Pv, Class Record Book is highly appreciated in a large number of cities and towns all over the United States. It is the Record Book Par Excellence. Ask to see a copy. Examination copies of any of the Masterleaf products may be sent to any teacher at his request. These copies may be returned at our expense, or, if kept, they may be billed in any way desired. OUR NEW MASTERLEAF LINE includes Address Books, Diaries, Scrap Books, Photo Books, Recipe Books, and a large number of other's. Ask for a catalog. Masterleaf Record Book Co. 2419 N. Fifth St. Harrisburg, Pa. MOTION PICTURE PROJECTOR SHAFT } BELTS DRIVE OR CHAINS LOW IN PRICE yet projects a 10 ft. x 14 ft. picture up to 100 ft., equal in quality and definition to pictures shown in moving picture houses. 15 DAYS’ FREE TRIAL Also made with special base Compare it with any other make; if not perfectly satisfactory return it and your money will be cheerfully refunded. Many exclusive mechanical features, in point of ease of operation, long-life safety, adjustable take- up, focus adjustment, simplicity throughout. IT HAS NO EQUAL. That’s Why the United States Navy is using 25 Machines. 51 being used by Hollywood’s most famous celebrities, directors and producers. Professional quality with portability. Weight 44 pounds. Can be operated from any light system, farm lighting included. Write for interesting details. HOLMES PROJECTOR COMPANY. 1638 No. Halsted St. Chicago, Ill. Mention THE JourNaL when writing our advertisers. ‘THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION CAsbestos curtains Velour curtains Twin City Scenic Company 2819 Nicollet Ave. Minneapolis, Minn. Columbia Adjustable Movable Desk Nos. 1 and 2. .$4.95 Nos. 3 and 4.. 4.80 Nes. 5 and 6.. 4.65 Drawers extra 1.50 Send for list of 2,000 schools using these desks. Columbia School Supply Co. Indianapolis, Ind. 502-4 Film Exchange Bldg. Detroit, Mich. SALOPTICONS . BAUSCH & LOMB OPTICAL CO. 63 lo 1St.. Rochester, N.Y. VISUAL INSTRUCTION Daylight Lanterns Stereographs Lantern Slides Stereoscopes A Visual Aid for Every Visual Need SOCIAL SCIENCES HIGH SCHOOL SCIENCES PRIMARY READING MAP SLIDES Write for further information KEYSTONE VIEW CO. MEADVILLE, PENNA. MOTION PICTURES Teaching through the use of motion pictures is nature’s own way work in realistic, today! Sport and Pastime: A remarkable Sportlights: All the best loved sports, games and play of the great out doors disnlayed in a series of 36 wonderful 1-reel pictures by grams. Grantland Rice. A real ‘‘Spring Tonic’’ for everyone! Send for complete listing. N.E.A Group pictures and information re- a garding Standing Orders. the simplest, the most direct, the most effective. effectively cover this modern educational entertaining, authentic manner. Here are a few of the many now ready for immediate distribution from your way. Get the complete list of current nearest Pathe branch. group of six 1-reel pictures. Golf, tennis and outdoor dancing, demonstrated by experts and shown in both normal and slow motion. _ Inter- esting, entertaining, instructive. HOLDEN Book Covers Springfield, Massachusetts WINSOR & NEWTON’S Oil and Water Colours Easels, Sketch Boxes, Illustration Boards and every essential for Summer sketching. Write for Folder on “Colour Mixtures” and Catalogue N. WINSOR* NEWT INCORPORATED Lverything for the Artist 31 East 17*St. New York June, 1927 (Continued from page A-176) IN CONNECTION with the two great educational conventions to be held this summer—the National Education Asggo- ciation in Seattle, and the World Fed. eration of Education Associations jp Toronto—many wonderful trips have been arranged, one including both con- ventions. These trips have been ar- ranged under the direction of Olive M. Jones, 52 Gramercy Park North, New York City, and Charles B. L. Kel- ley, Alexander Hamilton High School, Brooklyn, New York. ‘Teachers inter- ested should write either Miss Jones or Mr. Kelley and full information will be sent. DraMA LEAGUE OF AMERICA will hold its eighteenth annual convention at Tacoma, Washington, June 27-July 2, the week preceding the convention of the National Education Association. Sue Ann Wilson, executive secretary of the Drama League of America, has extended an invitation to members of our Associa- tion to attend the sessions and to par- ticipate in the program of the League's convention. CoMMISSION ON THE CURRICULUM of the Department of Superintendence, National Education Association, met at the Association’s headquarters, 1201 Sixteenth Street N. W., Washington, D. C., Monday and Tuesday, April 11 and 12. It will meet again on Septem- ber 26 and 27 to study the problems of the senior high school curriculum. The Commission created eleven sub- committees to make individual studies (Continued on page A-180) Pathe Pictures Send the coupon Nature’s Way of Teaching ‘ naiiens jects: ‘*‘Moulders Boy Scouts: Three excellent and valuable separate subjects of Manhood,” the National Scout Executives at three biennial conferences—1 Reel. ‘‘Scouting with Dan Beard,” in camp with the famous Commissioner—2 Reels. ‘Be Prepared,” trials and tests of the Boy Scout—3 Reels. s e This famous reel, issued every week, presents a timely Pathe Review: and absorbing cross-section of life the world over. People, places and things that one should know shown in a thrilling issues. m $ - On the last hard lap to vacation time—just the time to make Comedies: good use of the unapproached series of Pathe Comedies. Harold for detail descriptions. Lloyd; Charlie Chaplin; Will Rogers; Hal Roach; Mack Sennett; ‘‘Our Gang’’—here are names the very mention of which starts a laugh. Why not get the catalog and make use of these sparkling humorous films? Now Is the Time: Now is the time to consult with us regarding ~ next year’s picture program! Our service is @ your disposal in connection with the selection and preparation of 4 By placing a year’s contract on a standing order basis you oe cure the advantage of the lowest rates, saving money and getting pick of the pictures. It will pay you. Write us today! Educational Department, PATHE EXCHANGE, Inc. - 35 West 45th St., New York 35 West 45th St., PATHE, [: O U P O N New York: + Please send catalog of Pathe Study Name Address 1927 great 1 this Asso- Fed- 1s in have | con- n ar- ve M. New Kel- chool, inter- nes or vill be 1 will rion at ‘uly 2, of the Sue of the tended \ssocia- tO par- eague’s CULUM ndence, met at 1201 lington, pril 11 Septem- lems of n. en sub- studies foulders biennial with the tests of a timely ld over. thrilling to make Harold tt; “Our h. Why ilms? ling your ice is at 1 of pro- s you se tting the York Vol. 16, No. 6 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-179 Your opportunity to see BANFF! UGGESTION: When the conven- tion at Seattle is over, sail on a Canadian Pacific Princess steamer to Victoria and Vancouver. At Van- couver, take the Trans-Canada Lim- ited. In 24 hours—Banff! Plan a real stay. Banff? This is what you will see at Banff. * * * The eye cannot measure it all at once. Your gaze sweeps out and far ... there are peaks, a mossy mat of gteenery, a foaming watercourse, a tough intervale, more peaks... Your eye returns to the hotel prome- nade. The people are ants! The horses, pigmies! The huge hotel dwarfed to a fursery toy! For the first time, you realize what the word ‘‘tremendous’’ means. You comprehend the size, the majesty of that magnificent canvas spread out before you. Those peaks are ten- thousand-foot giants. That mossy mat is a forest of towering pine. That watercourse is the thundering torrent of the Bow. That tumbled intervale is a day’s hard ride. That snow-capped range is the back drop of all creation. Yes, all this you see from Banff Springs Hotel. You ride out into it at will. You golf in the midst of its glory. You wake to its rosy dawns, you eat beside its full sunshine, you sit out dances while the moon floods its peaks with cold fire. Open May 15. 450 rooms. Boating, swimming, sulphur baths. . . tennis, golf. . .motoring, trail-riding, moun- taineering, Indian celebrations and the most tremendous view on the continent. Plan for a long stay—so much to see, so much to do. Interested service from your own agent or any Canadian Pacific office listed below, or write to Banff Springs Hotel, Banff, Canada. Atuanta: 49 North Forsyth St. Boston: 405 Boylston St. BurFato: 160 Pearl St. Cutcaco: 71 E. Jackson Blvd. Cincinnatt: 201 Dixie Terminal Bldg. CLevetann: 1010 Chester Ave. Derrorr: 1231 Washington Blvd. Kansas Crry: 601 Railway Exchange Bldg. Los ANceLes: 621 So. Grand Ave. Minneapouts: 611 Second Ave. So. New York: Madison Ave. at 44th Se. Puivapeceusa: Locust St. at 15th. Prrrspurcu: 338 Sixth Ave. Porttanp: 55 Third St. San Francisco: 675 Market Se. St. Louis: 420 Locust St. Searrie: 1320 Fourth Ave. Tacoma: 1113 Pacific Ave. Wasutnctron: 905 15th St., N. W. s Mention THe Journat when writing our advertisers. A-180 p Seamenase @lanacoares Me G MATTLE PORT ANGEL from Seattle When the N. E. A. Convention affairs are done, sail away on a smart, speedy Princess steamer to Victoria. It’s like going abroad at home—Victoria is a lovely city of old-world leisureliness and new-world hospitality. Here is The Empress. You see world- famous names on its registers. It is as beautiful in its architecture as an Eng- lish country house. Quiet, decorous service in the English fashion gives it charm and comfort. The cuisine is of the highest quality. The plates are hot, the salad crisp, the vegetables fresh . . . there is a library . » « good music. For an entirely different atmosphere, one strolls over to Crystal Gardens. There the orchestra plays lilting dance music. The swimming pool is famous. Victoria people fish, hunt, motor, swim, canoe, sail, ride, garden, play golf, tennis, polo, and welcome the stranger within their gates. Make your reservations now. Canadian Pacific, offices everywhere, or write to WHYYUYYWIYYy YYW YY Y BILLY DRAKA EMPRESS A Canadian Pacific Hotel in an 8-acre flower garden VICTORIA, B. C... IN THE ISLAND COUNTRY (Continued from page A-178) and to report on those studies a‘ the meeting in September. Each subcom- mittee will consist of a superintendent of schools to act as chairman; one col- lege professor who is a specialist in the field studied; one high school principal to be appointed by the president of the National Association of High School Principals, and two other members to be appointed by the chairman of the sub- committee. The personnel of the sub- committees has not yet been announced. The studies to be undertaken before the September meeting cover the follow- ing topics: 1, The needs of American adolescent youth in terms of the development of the community and the school, having in mind pupils who drop out as well as those who continue to graduation. 2. A thorough reconsideration of the cardinal objectives of education to determine how widely they are influencing practise and to make any necessary refinements in the statement of them. 3. A study of groups of courses now available in high schools and of courses actually pursued by a typical group of high school graduates. 4. The whole relationship between high school and college, including not only the effect of college requirements in determining | the curricula of the high schools, but also | the effect of the college trained teacher's point of view on high school methods and organization. 5. The appropriateness of subject mat- ter administered in high school as prepara- tion for the life activities of those students who are not going to college. 6. The differentiation of curricula for pupils of different levels of ability. 7. The relation of a counseling or guid- ance program to a secondary school curricu- lum program. 8. The problem of the small high school (100 pupils or under) in curriculum devel- opment, 9. The senior high school teacher, with reference to training, qualifications, certifi- cation, and functions. 10. Evaluation of the elements of the high school program with reference both to cur- ricular and extracurricular activities, includ- ing the question of credits. 11. The junior college curriculum as an upward development of the high school, in- cluding a consideration of the possibility of placing orientation courses in the high school curriculum. Problems related to research studies dealing with the senior high school cur- riculum were assigned for study to the Research Division of the National Edu- cation Association, to be conducted by John K. Norton, director, and Miss Margaret M. Alltucker, assistant di- rector of the division. (Continued on page A-182) THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION GRACE DODGE HOTEL WASHINGTON, D. C. Near the Capitol and Enjoy a vacation in the National Capi- tal—the most interesting city in America Special Summer Rates to Teachers Write for Information A SUMMER HOLIDAY | WITH EUROPEAN TEACHERS | | | This summer four groups of fourteen American | | teachers under the leadership of a fifteenth will | | visit the progressive schools of England, France, | | Switzerland, Germany, Denmark, Belgium, and | Czechoslovakia and attend the Locarno Confer- ence on New Education. | The program in Europe is being arranged with the cooperation of the New Education Fellow- | | ship and the Bureau International d’Education. For detailed information write | The OPEN ROAD, Inc. | 2 West 46th Street New York City any length Motor Tours $7 a day up, including hotels Write for Booklet Allen Tours Inc:Little Bldg - Boston TO VARY THE SCHOOL ROUTINE The Cleanliness Crusade is an ingenious project evolved by Procter & Gamble as an aid to teach- ers in developing the subject of Health and Hy- giene. It comprises decorative posters for the schoolroom, miniature cakes of Ivory Soap and spe- cial awards for the children to take home with them. It is a response to thousands of inquiries from teachers who have felt just such a need andilacked the matericzl to carry it out. We shall be glad to send the Cleanliness Crusade free upon request— save for twenty-five cents in stamps, which covers the cost of postage and mailing. As this is not appropriate material for pupils of more than ten years of age, we have a special chart for the higher grades prepared by Dr. Bonser, of Colum- bia University, which we shall send free (to- gether with a copy of “A Trip to Ivorydale’”) upon the request of school superintendents. PROCTER & GAMBLE, Department 49-F. Cincinnati, Ohio. SAFETY EDUCATION! Principals and teachers adopting this plan are | providing their classes with the most effective safety campaign yet devised. Makes children careful through force of habit, bringing them into constant personal contact with constructive safety thought every school day in the year. No time is consumed in recitation or study. Endorsed by prominent educators, leaders, and boards of education. Schools using this System add a substantial sum each year to their enter- | tainment or decoration funds. For full par- ticulars write THE UNION WELFARE LEAGUE Union City, N. J. Jol. 16, No. 6 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION HE All-the-year-round Travel Sun-land where modern developments progress side by side with primitive civilization centuries old. Be welcome in the romantic land of Olive Schreiner, Cecil John Rhodes, Stephanus J. Paul Kruger, Louis Botha, and Rider Haggard. Enjoy, Among Many Other Attractions The unspoilt giant Victoria Falls of David Livingstone; the amazing designs of Nature in the marbled halls of the Cango Caves; the joys of motoring in the beautiful Cape Peninsula; the world-famous 100-mile marine drive to Cape Point, unrivaled elsewhere; the romance of dia- monds and gold, so dear to the heart of every woman; the splendid ostrich-feather farms across the beautiful Outeniqua Mountains, in the fertile Oudtschoorn Valley; the movie rec- ords you take of quaint Kaffir Kraals, with peaceful, thrilling war dances on the Rand; the fine vistas in the Valley of a Thousand Hills, Spend Your Long Summer Vacation in SOUTH AFRICA Natal; the Kruger National “Big Game” Park of 5,000,000 acres. While You Travel Enjoy Your Golf, Tennis, Trout and Deep-Sea Fishing, Surf Bathing, Etc. Comfortable dining-car service and low rates of rail travel between up-to-date cities. You can now travel by “Cruise,” “Cruise-tours,” or independently to South Africa. Professor Mabel Carney, international spe- cialist in rural education, Columbia University, New York, in a recent letter from South Africa, completes her description of the country as follows: “Stimulated and revitalized by my visit to this charming region of sunshine and cordiality—the second best country in the world!” Write for free booklet, “Tour South Africa,” or send 12 cents (to cover postage) for illus- trated travel literature. South African Bureau Bowling Green Offices _————————————————— New York City Mention THe Journat when writing our advertisers. Albert Falls Natal, South Africa ‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION June, 1927 No California trip is complete without Yosemite ... include these Wonder Sights in your itinerary Ei Capitan, 3600 feet of granite All-expense trip from Merced (your railroad stopover point) through Yosem- ite — with visits to the Big Trees, water- falls, great granite cliffs, virgin forests, two-mile-high Sierra peaks and lakes, where wild life abounds. Four comfort- able, carefully-planned days replete with new enjoyments and magnificent scenery $55.50 Ask any Travel Agent for details, or write Y osemite Transportation Yosemite Falls, half mile high YOSEMITE NATIONAL PARK, Giant Redwoods, 000 years old The Draper Sanitary Roller Shade Patented Jan. 8, 07; Aug. 7, 1923 The Draper Line of Adjustable Cotton Duck Shade Meets School Requirements Sold by Most of the Leading School Supply Houses Manufactured by The Luther O. Draper Shade Co. Spiceland, Ind. The Star of Hope The book of revelations: ‘““The Leo James Lentzen plan of THE FEDERATED NA- TIONS OF THE WORLD” (revised, en- larged edition, bound in cloth, 200 pp.). In English with Esperanto translation; con- taining also complete course in and key to Esperanto. Ready about August. SUBSCRIBE NOW $1.50 postpaid anywhere. The Promoters of The Federated Nations of the World, Inc., 290 Third Street Milwaukee, Wis. | | (Continued from page A-180) Tuomas R. Cove has been unani- mously reelected superintendent of Seat- tle schools at a salary of $10,000 this vear, $11,000 next year, and $11,000 the third year. There is no appreciable opposition to a bond issue of $2,400,000, and two members of the Board of Edu- cation are unopposed for reelection. All this indicates the welcome the National Education Association will receive in July—The Journal of Education. THE FLORENTINE CENTER is planned to offer to a limited number of American school instructors an opportunity to con- fer with representative men and women of culture from different European coun- tries for the better understanding of old world culture and education. Two four- months sessions will begin in September and February. Three months will be spent at Florence and one in travel to at least two other countries to visit edu- cational institutions and to confer with teachers on mutual problems. The plan has the endorsement of well known American educators, and committees in six European countries are helping to select leaders of the discussions. The Central Committee includes: Stephen P. Duggan, Mrs. Avery Coonley, William C. Bagley, Ellen F. Pendleton, John California W. Withers, Mary E. Wooley. In- formation regarding the course may be had from Mabel B. Turner, 609 West 114th Street, New York City. Macy CAMPBELL head of rural edu- cation department of the Lowa State Teachers College, died from a stroke of paralysis at Macon, Georgia, April 17, while attending the meeting of the Geor- gia State Teachers Association. Mr. Campbell wrote the article on Peasantry or Power? which appeared in THE JourNAL for March, 1927. His latest book, Rural life at the crossroads, is pub- lished by Ginn and Company. THE MassacHusetTrs ‘TEACHERS FEDERATION at its meeting on April 16, passed this motion: That the House of Delegates of the Massa- chusetts Teachers Federation endorse the New Education Bill (S. 291, H. R. 5000) and instruct the legislative committee to operate for its passage. State and local associations throughout the country are renewing their efforts for this great measure and will do much good work during the summer while members of Congress are at home ™ their various districts. (Continued on page A-184) a “Tn ay be West 1 edu- State oke of ril 17, Geor- Mr. santry THE ; latest is pub- ACHERS pril 16, Massa- prse the R. 5000) e to co b ughout efforts rf) much while lome in Vol. 16, No. 6 Scenic t Th Way 0 Western Vacation Lands Colorado--Utah--California Pacific Northwest Yellowstone Make your summer vacation a grand tour of the West. Glorious adventure is as- sured among the mountains of Colorado, the golden Sierras and sea-swept beaches of California, the natural wonders of Yellowstone Park and Pacific Northwest, but— Half the Charm of Your Journey Depends on the Route You Travel That is why discriminating travelers pre- fer Missouri Pacific Lines—the outstand- ing scenic way West. The Scenic Limited and The Westerner are swift, dependable—They provide lux- urious observation-car service from St. Louis and Kansas City. Send coupon for illustrated and descriptive literature. A. D. Bell, Pass. Traf. Mgr., Mo. Pac. R. R. Co., Ry. Exch. Building, St. Louis, Mo. Please forward, without obligation, illustrated litera- ture of Western Vacation Lands. Name “Address g! am particularly interested in trip to -3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Mention THe Journat when writing our advertisers. N.E.A.-—Seattle IN oy Soa we S _* The “Olympian,” famous transcontinental train operated by Electric power for 660 miles over four mountain ranges. THE MILWAUKEE ROAD EACHERS—Principals—Super- intendents— you should make every effort to go West this Summer. Attend the big N.E. A. Convention at Seattle and take advantage of the opportunity to visit some of the most interesting and picturesque parts of the North American Continent un- der most favorable conditions and at a nominal expense. En route stop over at Gallatin Gate- way, Montana, and make a side-trip to wonderful Yellowstone Park through the newest and greatest entrance—Gallatin Gateway. It is but a short cruise from Seattle to Alaska, or Hawaii, lands of com- pelling interest and fascination. Summer Round Trip Fares are low, and include free side-trips to Lake Crescent on the Olympic Peninsula; Ashford, the rail station for Rainier National Park; Victoria and Van- couver, B. C. At a slight additional cost you can make the “Grand Circle Tour,” in- cluding California, with choice of routes returning. Write for full information and de- scriptive literature. GEO. B. HAYNES Passenger Traffic Manager Chicago THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION how much will you spend on a summer's vacation ? Jor only $Q().30 round trip Chicago e California SIGHTSEEING San Francisco Golden Gate Park Ocean Beaches Chinatown GOLF Everywhere CAMPING MOUNTAINEERING Lake Tahoe Yosemite Lassen Peak Mount Shasta 4 National Parks 30,000 square miles of National Forests FISHING Redwood Highway Sierra Nevada Mts. SAILING San Francisco Bay Monterey Bay TOURING Big Trees The Great Valley Start at San Francisco —America’s coolest summer city San Francisco Special Notice to Motorists: Consult your Automobile Association for route to Salt Lake City; then take the newly-completed Victory Highway —a high-speed road direct to San Francisco Low summer round-trip fares starting May 15 make it possible for you to spend your vacation in California as easily as you can go anywhere else. And whereelse can you find somuch to see? A trip to the Pacific Coast, a few days in San Francisco, metropol- itan seaport and America’s coolest summer city; the rest of the time in Yosemite, at Lake Tahoe, along the Pacific beaches, motoring through the great Sierras or the giant redwood groves, fishing,camping, sailing—cov- ering the entire coast—can you think of any vacation you wouldratherhave? Write TODAY for this beautifully illustrated booklet. It is free—send for your copy today. 140 MONTGOMERY STREET, ROOM 602 Please send ‘California Wonder Tours’’—free. Name City, Streetand State June, 1927 (Continued from page A-182) A picture of Pestalozzi with the Children of Stans, by K. Grob, exhibited in the Museum of Basle, has been re. produced by authorities of Vienna jp commemoration of the centenary of Pe. talozzi’s death. Copies may be had fo; $1.40, including postage, by sending a money order to Paul L. Dengler, direc. tor of the Austro-American Institute of Education, Institute of International Education, New York City, or through the National City Bank in New York for the account of Niederosterreichische Escomptegesellschaft, Vienna. Any sur- plus resulting from the sale of the pic- ture in the United States will be given to the fund for fellowships for American and Austrian students. Jesse H. New ton, president of the National Education Association 1924 25, and superintendent of schools, Den- ver, Colorado, since 1920, has resigned to take effect September 1, when he will become director of the Lincoln School Teachers College, Columbia University. President Frank M. ‘Taylor of the Den- ver Board of Education made the fol- lowing comment in connection with the resignation : In resigning from the superintendency of the Denver schools, Jesse H. Newlon leaves them with their great forward-looking pro- gram almost completed. It is with deep regret that I and other members of the school board accept his resig- nation. It is only with the knowledge that his new position offers Mr. Newlon a wider field and that his experience and knowledge will bring him wider benefit, that we accept. The condition of the schools when he came here in 1920 is too well known to need com- ment. His record, likewise, is known to every parent, probably to nearly every citizen in Denver. The program of building which he under- took is nearly completed. The program for future needs is definitely established. The great educational staff, extending from department heads in the administra- tion building to teachers in the schools, has been perfected to carry on the work. I feel the board would be extremely selfish to stand in his way to future attainments ™ a broader field. It is largely through his efforts that Den- ver schools have risen from mediocrity @ (Continued on page A-186) Kane’s PICTURESQUE AMERICA “|. . far exceeded our hopes and will ro us greatly in our work. With your liberal >. count, this volume should be in every school. Ellen D. Tolman, Auburn, Mass. RESORTS AND PLAYGROUNDS y 51 East 42nd St. New York, N. * (Sent on approval to any school) 927 the ited \ Te. a in Pes. 1 fo: Ng a lirec- te of ional ‘ough York Lische y sur- > pic- given rican f the 1924+ Den- signed e will School ersity. - Den- ie fol- th the ency of leaves 1g pro- d other $s resig- ge that a wider »wledge - accept. he came ed com- 0 every tizen in > under- lefinitely xtending ninistra- vols, has rk. ly selfish ments 10 nat Den- ocrity to | Vol. 16, No. 6 Exclusively TOURIST THIRD CABIN No other class carried The only ships in the world of this kind are our Minnekahda, Minnesota, Winifredian and Devonian, We also offer attractive Tourist Third Cabin accommodations on other great steamers, including Majestic, world’s largest ship. Fre- quent “Tourist” sailings from New York, Boston and Montreal to principal European ports. Rates SOS {up} According to ship Round Trips *170 {up} WHITE STAR LINE === RED STAR LINE LEYLAND LINE ATLANTIC TRANSPORT LINE SUTERNATIONAL MERCANTILE MARINE COnuPrPanry No. 1 Broadway, New York City; our offices elsewhere, or authorized agents. Summer Vacation ‘Tours to | HE novelty of foreign scenes and bits of the Old World set down amid voyages offer you a vacation at a always to be remembered. All Expense Tours to HAVANA $140 and up _ 10 days Complete maintenance on steamer in Havana. Hotel accommodations at slightly higher fares. Sight-seeing automobile trips included in rate. Fascination of Old World streets, historic shrines, shops, theaters, tropical gardens, medieval forts. Tours of 17 days’ duration at slightly higher fares, including hotel accommodations during the 11 days in Havana. To MEXICO Scenic splendors, relics of marvelous antiquity and architectural beauty. Mexico enbraces the scope of a world tour and benignly adds a de- lightful climate. Opportunity for teachers and students to attend the popular summer sessions of the University of Mexico. For further information and illustrated literature address WARD LINE NEW YORK AND CUBA MAIL &. S&S. CO. Foot of Wall Street -i- New York Or Any Authorized Agent JBA==4MEXICO customs here at your very door—| THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION the splendors of the New. Ward wi moderate price, different, exotic and Round-Trip Fare to Mexico City, $185 | Wisit - rand (oaverns GROTTOES, VA. World's Greatest Show Place OURISTS of the world, after strolling through the wide, dry streets of the great buried city, Grand Caverns, cannot find words to describe the hidden and magnificent wonderland of the lost world in the shadow of the Blue Ridge Mountains. The great palaces, cathedral and other gorgeous rooms, with their great collection of classic sculpturing, giant shields, diamond-encrusted draperies and thousands of other thrilling and wonderful sights and scenes, beggan description. Outside the buried city, tourists find a beautiful park, on the bank of the Shenandoah, where a mod- ern, fireproof Inn provides cozy sleeping rooms and excellent meals. Well-equipped camp sites and playgrounds are available, and such attractions as bathing, boating and fishing. Fine highways lead to this Fairyland—an ideal vacation spot. Write for descriptive folder. Mention THE JourNnaLt when writing our advertisers. A-185 A~186 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Learn to Write Write to Earn “I'd have started ten years sooner on a literary career.” Institute then,” say’ Katharine Newlin Burt, writer of “Quest” and of stories in Harper's, McCall's, Gentle- man, Cosmopolitan. “Given a natural ability, “There was no Palmer Country some perseverance and the necessary power to understand instruc- tions, any writer—-would-be or ex- perienced—would certainly find help The instruction ought to prevent a hundred false starts and years of delay.” in your course. In the Palmer Courses, the so-called “professional touch”’—that elusive something that makes the difference between stories that sell and those that don’t sell—is actually taught. If you have imagination and want to write, you can learn it. Palmer courses are also endorsed by Carl Clausen, Ruth Comfort Mitchell, Jesse Lynch Williams, Gertrude Ath- erton, Jim Tully, Rupert Hughes, Julie M. Lippmann, Alex McLaren, Charles Kenyon, Frederick Stuart Greene. Use the coupon for details. Palmer Institute of Authorship, 74-T Palmer Building, Hollywood, Calif. Cray’ton HAMILTON President FREDERICK PALMER Vice-President Please send me, without any obligation, de- tails about the course I have checked. ] Short-Story Writing. [ English and Self- Expression. [] Photoplay Writing. Name Address All correspondence strictly endfideitial. No salesman will call upon you. (Continued from page A-184) a position of outstanding prominence in edu- | cational circles. A gift scribed by of $400,000 has been sub- 364 patrons of the Lincoln School and the Trustees of Teachers College, Columbia University, to the Lincoln School. A large part of the sum will be used for the erection of an annex for the rapidly expanding investi- gations of the Institute of Educational Research. Otis W. Caldwell, the pres- ent director of the Lincoln School, will devote his full time to the Lincoln In- stitute of School Experimentation. C. E. Keyes of Oakland, California, in a wire to the headquarters office says: Entire group secondary principals at state convention voted membership in Department of Secondary Principals. CoMMISSION ON SECONDARY SCHOOLS of the Association of Colleges and Sec- ondary Schools of the Middle States and _Maryland met on April 2 in Philadel- phia. The Commission has established a central office and hopes to function in the three-fold capacity of an agency for (1) articulating secondary and higher schools, (2) establishing and maintain- ing an accredited list, and (3) promot- ing research for the solution of problems in secondary education in the region represented by the Association. Infor- mation concerning any phase of the work may be secured by communicating with the Chairman of the Commission on Secondary Schools, 109 Bennett Hall, University of Pennsylvania, Philadel- phia. JosepH E. Avent of the University of Tennessee, Knoxville, has otfered a prize of $1000 for the teacher, student, or educational worker who will make the largest list of excellencies and errors in teaching and managing schools, on the part of teachers. Conditions of the contest may be had by writing Dr. Avent. TEaAcHeErRS CoLieGe, Columbia Uni- versity, in cooperation with the National Congress of Parents and Teachers, will offer courses in the Educational Aspects of the Parent-Teacher Movement, July 11-29, 1927. These courses are de- signed to acquaint the student with the inception, rise, and development of the parent-teacher movement; its legitimate fields of work; its educational signifi- cance; and the problems arising in con- nection with its growth and develop- ment. June, 1927 SUMMER SCHOOL OF Physical Education AND Athletic Coaching 6 Weeks, Inclusive, June 20 to July 30 Teachers of Physical Education, Playground | Instructors, Physio-Therapy, dancing, swim- ming instructors, and athletic coaches—brush | up this summer and add this fine professional training to your teaching work. Special course in Corrective Work. .20th year. . Large gymnasium, swimming pool, dancing audi- torium. Excellent faculty. School and women’s dormitory located on beautiful North Side. Detailed information on request. American College of Physical Education Accredited—Co-Educational | Dept. N. E. Keep abreast , in your subject 1019 Diversey Parkway, Chicago, Ill. Some courses in Edu- cation are ‘“‘Genetic Psy- chology,’’ ‘‘Story Telling in Primary Grades,”’ ‘*The Rural Teacher's Prob- lems,’’ ‘‘Study of Psycho- pathic Children,’’ ‘‘Meth- ods of Teachingin Elemen- eee yan ; igh School Movement,” Cos ae an Sa SS leaeutary School Ad- manding credit ministration and Supervi- towards a Bach- sion,”’‘‘Educational Meas- elor degree. urements,” etc. Begin any time The University of Chicago 91 Evvis HALL CHICAGO, ILLINOIS 24th Year Special Summer Course— Learn Drafting in 6 Weeks! Plan to spend 6 happy weeks in Chicago this sum- mer—weeks of vacation pleasures plus profitable study. Chicago Technical College—a famous en- gineering college—offers teachers a short 6 weeks’ vacation course in drafting fundamentals—ad- vanced machine, engineering or architectural Craft- ing. Specially adaptable for teachers expecting to or already teaching mechanical drawing. Also good training to fit you to enter drafting'’s fertile field. University grade, individual instruction. Half-day sessions, Enjoy Chicago’s vacation opportunities balance of day. Come when your school closes. Last registration day, July 5. Write today... now, for detailed information. nsizzz: ze 6t. Chicago Technical College SUMMER SCHOOL July 5th to August 13th Six weeks’ courses for Teachers and Li- brarians leading to Degrees and Certificates. Home Economics — Teacher Training — Library Science DREXEL INSTITUTE Philadelphia Arnold College FOR HYGIENE AND PHYSICAL EDUCATION Three- Year Degree Course NEW HAVEN NORMAL SCHOOL OF GYMNASTICS Two-Year Diploma Course Strong Faculty. Complete Gymnastic Indoor, Athletic Outdoor and Camp Equipment. Dormitories on Own Campus. Successful Appointment Bureau. 1466 Chapel Street, New Haven, Connecticut So | SXoF-bacbbet- melo stele) t FREE Catalogs of all Boarding Schools in U.S. Pre Finishing, Military, Collegiate, ete. Educators refer Bore or Girls or Parents here. Free Public Bureau—State Char- tered. 20th year. FREE Catalogs and Advice on School for fall (or summer camps) meeting needs. American Schools Association Times Building, New York, or Stevens Building, Chicago Vol. 16, No.7 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A-205 Way) PLU oy sy SOLON ONY) Honor Rolly ican Zdueators ) @ Bee», A.M. Prany Ew Alerng ©, MK run, Prd. ( — itp | ~ Hunter College of the City of New York Fire , Ph.D. (Wdiew L Rundi Ph DD Lecturer in Elementary Education Ucaria Mable Todd, Ph.B) (Howard C. Hal. PhD) Dees of Teachers “Teachers Collage, Columbia Usiversing Beecher of Art, the Us Assiotant Professor of the Teaching of the Columns Univesity , Schenk Tas Univesity of Chie Social Seadion, The University ol Chicage | CIN Cpe bd, Pr. GemecZ Horo. Pro. Rice 4 Career, n.d. AV) { (Wiam H. Kilpatrick, PLD) perp a NO Os Ph.D. (Bawie Levies Pierce, PhD) - 4 ‘irs Prodeem fey Moswman. ) Associate Professor of of Edvcance, Teachers Callagny Peron of University Ekmensary Schaad -- . — Iss) Lipl Edschaom,, 0.0 Wecrarer ia Education, Unowenmty of Protees of Rural Edvcanoe ‘ Leuees 778. Teroma,Phr.@ . . , Coots M. Terman, PLD) ih). “Se * . 80 GE pee wrasse, 1 1i/I) 1s ? Usiwuning - Ph. God Vleed of des Deperenees of Panes — t jit. oth. Sate ee Edwerd Trevis, PhD) Sctenen, The Univereiey of Chicago { . = a4 PhO. (Memcnd Rewarch Counc Fellow ia, ‘ , Ph.D. ° Crthner 1. Gate, PLD the Becky cal Scwaces RD M0. PRDO,LLO Professor of Edecacion, Teachers Callega, (Alerssn Horvtare Edguton, PLD) ‘Calumbis U; re > t.% AM ye aa te Protewer of and Heed of the Department — 5 sesastnicecsecaemaiemiimaes Zon Q Xue Prd. Sete LHW, Am, Profesor of Education, Teachers Collegy, tan Petiner, A.M. Gee R Dice, PRD) (ulta L Herd. AM) a Une atcneme a Waleoa sd Teng AM. Ofdets S Lew, AM) +> of Botany, The University of Chicage Cupane ‘a learn: H¥, Ceadlir,,.0. Paley eee ef Crna, Sbrume, AM. — - (Etwtm H. Reader, PADD « ~ Veacaen Cabagn, Coben Univeaty ain Os . C/ithert fast Cary, A.M. ssl Amsistan: Professor of Education, . F ’ te Kindeguen nay (Wilbert Laster Care, AM) ¢ ‘Teachers Collage, Columbia Univesity Puamect 7. Bas, Litt. D. Perens ae +r Aamcate Protemer of Late .! am pera (Franhitn T. Boker, LatD) Utanty siiaige Botan & Radel, Professee of English Language and Liter RAG Sraasipthcd dn Totnes Oe — . ay Pl Rous, A.M. } ole Lecrurer in Civic Education (Elijah W Giiem Bagster Coline, AM) 7 CAE Poke PADD ‘ Professor of Geography Acsiment Pi Like Art nous be ses ee aw Teche Ca Cane ana (Dostd Begs Set, PRD. LD) Chasbes 1. th» Farkene.,0.Pds Within ACLanker, AM, Vemcneee Collage, Comumbae (as rermcy (Crarles T McFarlane D Pd) (Widiem A Clarke AM) : | Prien Onda Renne,PHD na t (Wiliam C Reavts, PRD) il J ! | ‘ashe Unresoery Hugs Sched NOR | He . { ——— ‘ Muvvnnnnnnse adh ND annua aaa DDDDINND DIODE D DID DDD DDIAD ADA DDD A DID IID DDD DIDS) WM) Look For These Signatures You will find them all in The Classroom Teacher. Never before has the time, the talent and the experience of such a body of educators been devoted to the specific purpose of preparing a complete professional help solely for the classroom teacher. These outstanding names are assurance of the authenticity of each of the fifty-six on of The Classroom ri on eacher—your guarantee of their incomparable value to you. te for details of The Class- go room Teacher today. Address: | THE CLASSROOM TEACHER, INC., 104 S. MICHIGAN AVE., CHICAGO A NN ESE LMR aN Mention Tue Jovrnat when writing our advertisers. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION CREATIVE LISTENING RS. AGNES MOORE FRYBERGER, Educational Director of the St. Louis Symphony Orchestra and author of “‘Listen- ing Lessons in Music” (Silver, Burdett & Company), has worked out a most interesting series of experiments, with the aid of the Duo-Art Piano and its remarkable library of artists’ recordings, in the John Burroughs School in St. Louis. Under the stimulation of hearing music played by the world’s greatest living pianists, children who have been thought otherwise untalented have reacted by creating remarkable poems and draw- ings to musical masterpieces. Any parent or teacher wishing to duplicate these experiments should write direct to the Educational Department of The Aeolian Company for information. DUO A LARGE share of the success of the tt oe te Seattle convention rests on the untiring efforts of local committees. In charge of the hospitality features, including de- lightful motor and water trips, were Miss Mamie Stoecker, president of the Grade Teachers Club, Miss Edith Post, president of the High School Teachers League, and Mr. Charles Potter, presi- dent of the Elementary School Principals Association. Miss Letha McClure, di- rector of music, furnished musical fea- tures for thirty meetings, which included talent from the city at large as well as from the high schools and the grades. AMERICAN EpucatTion WEEK will be more widely observed this year than ever before. State, city, and county school superintendents are developing their plans for the observance of- the week early. Any material appearing in this number of THe JourNaL may be freely re- printed for use in connection with the week. ARRANGEMENTS for the Boston conven- tion of the Department of Superintend- ence in February 25 to March 1, 1928, are fast nearing completion. The hotel committee is giving careful attention to the handling of requests for accommoda- tions. For room reservations, apply to Mr. J. Paul Foster, chairman, Housing Committee, Boston Chamber of Com- merce, 80 Federal Street, Boston. Be sure to give exact time of arrival in Boston and state name and address of each person for whom reservation is asked. To cancel a reservation notify the hotel immediately. A feature of the meeting will be a motion picture of nota- ble educational achievements. School ac- tivities of great interest are being selected for it by the Commission on the Curric- ulum. AT THE TIME of the Seattle meeting the list of life members in the Association amounted to over one thousand. Now 1038 have enroled. JoHN H. Locan, who was sstate superintendent for New Jersey, has ac- cepted the city superintendency of New- ark, N. J., at a salary of $15,000. RURAL TEACHERS planning to observe American Education Week may find some useful suggestions in the Better Rural Schools Contest conducted in Wisconsin this year. A description of the contest may be had free by address- ing The Wisconsin Farmer, Madison. A RECENT salary achievement is that of Connecticut. Dr. A. B. Meredith, state commissioner of education, has been granted $12,000 a year. (Continued on page A-208) the ion ow tate ew- -rve find tter in 1 of ress- t of state becn Vol. 16, No.7 THE THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION NY Me™ Ded PROMINENT EDUCATORS FIND OTe AMPICO AN INDISPENSABLE PART “We have lately installed an Ampico in our Con- servatory for use in the classes im Music Appreciation and History.” HAROLD RANDOLPH, Director, Peabody Conservatory of Music, Baltimore, Md. “No music school can afford to be without an Ampico and a complete reference library of Ampico Record- ings. JULIUS L. CHALOFF, New England Conservatory of Music, Boston, Mass. “The Ampico has greatly improved the work m our classes, and has given our students a view of the best in music literature that could be obtained in no other way ” HAROLD L BUTLER, Dean, College of Fine Arts, Syracuse University, Syracuse, N Y “The Ampio in our school has undoubtedly been of great value, because of the highly artistw nature of the reproductions of the works of the great masters.” CHARLTON LEWIS MURPHY, Managing Director, Zeckwer-Hahn Philadelphia Musical Academy, Philadelphia, Pa. “With the splendid additions you are making to your library of recordings, we are more and more able to extend the use of the Ampico to cover the pre-classic and ultra-modern periods.” ALEXANDER RUSSELL Director of Music, Princeton University “We find our Ampico useful in so many ways that it is difficult to enumerate them all.” H. C. MACDOUGALL, Professor of Music, Wellesley College, Wellesley, Mass. OF THEIR SCHOOL EQUIPMENT “In the professional music school, the Ampico makes it possible for those aspiring to public careers in music to become thoroughly and quickly acquainted with the greatest examples of creative and recreative art.” SIDNEY SILBER, Dean, Sherwood Music School, Chicago, Ill. “I find the Ampico a thoroughly sensitive and arfistic medium Its adequate repertory puts me in command of the essential materials of piano hterature. Its contribution to the effectiveness of my work is a distinct one.” G. $. DICKINSON, Professor of Music, Vassar College, Poughkeepsie, N. Y. “The Ampico permits students and teachers the same ready access to musical literature as a library or an art gallery provides 1n other fields.” ROY DICKINSON WELCH, Professor of Music History and Appreciation, Smith College, Northampton, Mass. “I should like to express my keen satisfaction with the Ampxo which is the latest prece of equipment added to our music department.” CHRISTOPHER J] THOMAS, Professor of Music, Wells College, Aurora, N Y “We have selected the Ampxco after most careful tests. We believe it to be a superior reproducing instrument. Its library of music is most complete. PETER W. DYKEMA, Professor of Music Education, Teachers College, Columbia University, N. Y A preponderant majority of Schools, Colleges and leading Educational Institutions, after comparative test, have purchased the Ampico, finding that it alone provides: A fidelity of performance comparable to the actual presence of the artist.—A greater number of eminent pianists to illustrate musical appreciation courses. (The playing of over 300 artists of concert fame can be heard through the Ampico.) — A library of recordings, am Ft co embracing the full range of musical literature. Viewed from every point, unprejudiced analysis has definitely established the overwhelming supremacy of the Ampico. Cc Or? PF O'R &t 1 CN Educational Department 29 West 57th Street Mention Tur Journal when writing our advertisers. New York City THE JoURNAL OF THE NATIONAL EpucaTIoNn ASssocIATION HOLMES NO PIG TAIL TWIST MOTION PICTURE THREADS STRAIGHT PROJ ECTOR THROUGH for the ASSEMBLY HALL and CLASS ROOMS S NO SHAFT } BELTS DRIVE OR CHAINS LOW IN PRICE yet projects a 10 ft. x 14 ft. icture up to 100 ft., equal in quality and definition to pictures shown in moving picture houses. 15 DAYS’ FREE TRIAL Also made with special base Compare it with any other make; if not perfectly satisfactory return it and your money will be cheerfully refunded.. Many exclusive mechanical features, in point of ease of operation, long-life safety, adjustable take- up, focus adjustment, simplicity throughout. IT HAS NO EQUAL. That’s Why the United States Navy is using 25 Machines. 51 being used by Hollywood’s most famous celebrities, directors and producers. Professional quality with portability. Weight 44 pounds. an be operated from any light system, farm lighting included. Write for interesting details. Recent Issues of the Research Bulletin The Scheduling of Teachers’ Salaries Vol. V, No. 3—May, 1927 The Advance of the American Public School System Vol. V, No. 4—September, 1927 Price of Bulletins Single copies Two to nine copies Ten to ninety-nine copies One hundred or more copies One year’s subscription 25 cents 10% reduction 25% reduction 3314% reduction Order from National Education Association 1201 Sixteenth Street N. W. October, 1927 OLMES PROJECTOR COMPAN 1638 No. Halsted St. (Continued from page A-208) AMONG OURSELVES—To an increasing host of friends THE JoURNAL is indebted for personal letters commenting on this article and that. THE JOURNAL exists to serve the organized teaching profes- sion. But it is a large profession and a big country. Every note of specific com- ment helps the editors to visualize the interests and needs of you who are on the firing line with the .children. An attempt is made to apply the following tests to everything that goes into THE JourNAL. It aims to include only ma- terial which (1) Advances the policies for which the Association stands (2) Is clearly written in simple English (3) Appeals as far as possible to all Journal readers (4) Does not claim more space than the topic justifies in a journal devoted to the whole profession (5) Does not cover ground too recently covered by other articles in THE JOURNAL (6) Is accurate in facts cited. (7) Helps to round out THE JouRNAL’s treatment of the entire field of education (8) Helps to unify the profession in its attitudes and working policies. A faithful checking of all materials sent in by volunteer authors by these or Til. Washington, D. C. standards, a continuous search of educa- tional books and periodicals for new materials, a constant study of the Asso- ciation’s activities and history for a fuller appreciation of its policies and program, a lively correspondence and personal con- tact with many members in all parts of the country and in every branch of the service—all these are a part of the effort to make THE JourNAL better and better. Your help is appreciated. THE sweEeP of the influence of the Na- tional Education Association is suggested by the following extract from a letter from Warsaw, Poland: I have had no time to look over the Pro- ceedings as the copy is moving from one of my friends to another. It is a treasure of informative school activities filled with ample materials about school problems dis- cussed by our fellow friends over there. A RECENT ADDITION to the Reading with a Purpose Series by the American Library Association is The Stars, by Dr. Harlow Shapley, director of the Harvard Observatory. Among the books recom- mended in this course of reading are: a general astronomy, a book on stars for beginners, a set of star maps, a series of popular radio talks on astronomy, a book on the depths of the universe, and one on eclipses of the sun. THE LIBRARY of the headquarters building of the National Education Asso ciation is being reorganized to improve the effectiveness of its service to the head- quarters’ divisions and the Association's membership. AT THE recent meeting of the Committee on Retirement System for Headquarter Staff of the National Education Associa tion, arrangements were practically com pleted for selecting a plan, which when ready will be a model for school system throughout the nation. TuHE IpAHo Journal of Education, for merly The Idaho Teacher, has arrange with the Idaho Congress of Parents ané Teachers to set aside each month fou pages of its magazine for parent-teachet material. This section will be calle The Idaho Bulletin. The plan has beet adopted with three objects in view: “We hope to familiarize our most interested patrons in the problems and needs @ (Continued on page A-212) to INN Wag y af NY SN? aie om * a) i. Pr, y - ¢ it wz ®. 3S) AES “RAY JAERI GS & ( \\ _ ae y 4 Important Features it eg f TN Advanced Models Give High Schools 1 Hygienically Correct Properly designed back support. Seats not too high or too deep (front to back). All fatigue eliminated by avoiding harmful strains and pres- sures. Greater comfort. Good posture made certain. Conducive to vigor, permanent health and proper physical development. 2 Mobility Light in weight. Smooth, frictionless floor contact. Built in one unit. Only 4 points of contact with floor as com- pared with 8 points in usual equip- ment. 40% less floor space requiredthan tables and chairs. Ample knee space underneath top. Perfectly balanced— can nottip. Ball glides on legs of solid milled steel. Easy moving without wear on floor. Suitable for effective group study and recitation. Permit bet- ter lighting arrangements. Ideal for socialized activities without ifici orderliness and efficiency, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Adjustable Universal Adjustable Universal Tablet Arm Chair \, Advanced 99 Americar! Models. | Meet High School Needs £xactly , a book and one 3 a ustability , HE “American” mark on school seats, and seating satis- justable for any height. Specially ° adaptable ior high schools. | All I faction always have been synonymous. Now, two advanced _ seat adjustable. Slouchy positions be- | “American” models assure the same degree of satisfaction for sn Aa are simple and can not be manip: | High School use. Perhaps more important to buyers of school imprell | seats is the organization behind those models. 4 Swivel Seat , , : he head: ne hes Teg PR Years of service and experience alone mean little. But when trans- c1atleas 2S ee en. lated in terms of a half century of vigorous growth and application Se ee ee to school seating, they point to perfection in every model. Supe- a io Ee ae rior performance. Complete satisfaction to buyer and user alike. ymmi ture or back support of chair. Helpful a ‘ ° . |quarter —— Guktnciae, Senin This coupled with thorough Research, exacting Experiment and Associa work loose. . . to deteriorate. Craftsmanship has created school buyer confidence. A repu- lly com tation which concedes the “American” organization leadership ch when in high school seating. 1 systems High School Advisory Service Free The“ American” organization maintains a Research Depart- tion, for ment and Advisory Service for the benefit of those who are J gel confronted with seating problems. Without obligation to arra you they will be glad to submit seating layouts and make rents and recommendations for maximum seating efficiency. nth fou - it-teacher Al ° an Se in C i be called Special Seating for High Schools meric at g omp any . has beet A handy book to guide you in select- 12 E. JACKSON BLVD. CHICAGO, ILLINOIS ew: “We ing proper seating for high schools. saterell Free to superintendents, principals || 53 Distributors acedalll and all buyers of school seats. THE FACTORY IS IN MICHIGAN, BUT THE SERVICE IS LOCAL TO YOU 12) Recognized Authorities in High School Seatin “Mention Tue Journat when writing our advertisers. THE JoURNAL OF THE NATIONAL EpucATION ASSOCIATION STAGE SETTINGS Asbestos curtains Twin City Scenic Company 502-4 Film Exchange Bldg. Detroit, Mich 2819 Nicollet Ave. Minneapolis, Minn. A Glimpse of a Primitive People How the Indian Lives and Why He Sings The American Indians and Their Music, $2.00 By Frances DENSMORE In his review Dr. Dickinson of Oberlin College touches on the larger applica- tion of this book—“The North Ameri- can Indians give us a fuller knowledge than any other existing race of the manner of working of the primitive creative. mind.” And he adds—‘*Mu- sical practice was in the beginning magic. This shows the radical differ- ence between the music of the Indians and the ‘spirituals of the Southern Negro.’ ” Tue Womans Press 600 Lexington Ave. New York Soap ‘and Sealing Wax— learn this delightful new craft SEND 10 cents in stamps for The Dennison Soap and Sealing Wax packet, containing full instructions on this new and interesting method of modeling and coloring soap. It includes patterns for tracing, guides for coloring, catalogue of colors and reproductions of finished models in color. Boy and Girl Scout leaders, play- ground and recreation leaders and teachers may secure these packets, in quantities of 20 or more, at 5 cents each. Use the coupon below in ordering. PROCTER & GAMBLE . Procter & GAMBLE, Educational Dept., Cincinnati, Ohio. I enclose Please send me Sealing Wax Packets.” cents in stamps. “Soap and Name Street (For amounts over $1.00 please send check or money order.) Velour curtains A New Life-Like Statue of LINCOLN is now available. Other Statues and Busts of Washington and prominent men, as well as modern classical and educational Casts for School, Library and general decoration, ranging from 1 ft. to 7% ft., priced $2.00 to $100.00. Send for our beautif ul- ly illustrated 48- Page School Catalogue. ‘TIS FREE. Chicago Statuary Mfg. Co. Cor. Kinzie & Des Plaines Sts. CHICAGO, ILL. ‘Prang Crayonex’” THE BETTER WAX CRAYON IN THE BLUE & ORANGE BOX JHE AMERICAN DALOVTICONS October, 1927 (Continued from page A-210) education; we wish teachers to become more familiar with the aims and ideals of the parent-teacher movement; we hope to bring about closer cooperation and better understanding between these two great forces in education.” Roy W. Croup, formerly superintend- ent of Redwood (Calif.) schools, has been elected executive secretary of the California Teachers’ Association to suc- ceed Arthur H. Chamberlain, who has retired after fifteen years of service. ComncLusivE BupGcet—The Fremont High School of Oakland, California, employs the following Budget Plan for the collection of professional dues. It relieves teachers from numerous solicita- tions and enables them to pay their pro- fessional dues after receiving the first month’s salary check. Fremont High School ENROLMENT IN PROFESSIONAL ORGANIZATIONS I hereby authorize the School Treasurer of Fremont High School to enrol me and to pay all necessary dues for the year 19.. to 19.. in the organizations checked: Organization Fiscal Year Dues National Education Ass’n Oe es eee Sept.-Aug. $2.00 California Teachers Ase’n (C. T. A.):.... Jan.-Dee. 3.00 Alameda Co. Education Ass’n (A. C. E. A.).. May-April 25 Oakland Teachers Ass’n i te = < See Sept.-Aug. 1.00 Calif. Society for study of Secondary Education.. July-June Faculty Fund Sept.-Aug. 1.00 | Parent Teachers’ Ass’n eee Sept.-Aug. 1.00 East Bay School Men’s Club (E. B. S. M. C.). Sept.-Aug. 1.00 & Oakland High School Teachers Ass’n Sept.-Aug. 25 I agree to pay the total dues to the Treas: | urer on or before October 2. Address ACTUAL CASES involving the violation of professional ethics have been considered by the Ethics Commission of the Penn sylvania State Education Association. Their findings appear in full in the Har risburg Convention issue of the Pennsyl- vania School Journal. WonperRFUL AMERICA—We have beef traveling in all parts of the United (Continued on page A-214) Vol. 16, No.7 THE JOURNAL OF THE NATIONAL EpucaATION AsSsOCiATION A-213 127 me als WHEN NATURAL SLATE BLACKBOARDS we ARE INSTALLED———— a “WE WILL HAVE LIFETIME PERMANENCY” These are the very words of one of Natural Slate Blackboard’s Thousands of Users—D. E. McKinley, nd- . . - . hat Business Manager of the Board of Education of Bir- da mingham, Alabama. (Read his letter below.) oul They are Sanitary, Dustless, Fireproof, Easy-to- has Clean, Easy-to-Write-on. No matter how long after installation, they are always like new. This lifetime permanency means that their first cost is their only nont cost. rnia, Write for interesting data and information on | _ Natural Slate Blackboards. t cita- NATURAL SLATE BLACKBOARD COMPANY, 103 Robin Ave., Pen Argyl, Pa. pro- BRANCH OFFICES: fire Boston New York City Buffalo Washington Atlanta Philadelphia rst Pittsburgh Kansas City Toronto Chicago St. Louis Tampa Cleveland Minneapolis Memphis New Orleans Los Angeles Waco Cincinnati \L isurer ind to a Dues $2.00 3.00 2s 1.00 2.00 1.00 1.00 1.00 § 2s Treas- cher. tion of sidered . Penn ciation. 1e Har ennsyl- ve been Mention Tre Journat when writing our advertisers. United A-214 Pasends such as — aerial barrage audion junior college relativity realtor overhead Blue Cross C-tube broadcast vitamin Esthonia fourthdimension Hejaz paravane agrimotor aerial cascade shoneen sugamo Fascisti megabar mystery -ship rotogravure hyzone are clearly defined in the “Supreme Authority’ — Webster’s New international Dictionary Write for Helps in Teaching the Dictionary, FREE. G. & C. MERRIAM COMPANY * Springfield, Massachusetts f PictureStudy Miniatures 226 Different Subjects guaranteed in full color—yellow, red, blue, black — unquestionably No. 11—Sir Galahad. the finest ever published. Priced, 3c to 2c in Quantity Write for Complete List and Specimen Prints Free to Teachers BROWN-ROBERTSON CO., Inc. Educational Art Publishers Dept. N. E. 8 East 49th St. New York We will send you id any school or college book upon receipt of the publishers’ list price (40% reduction if we havea secondhand cop p We will open an account with School Boards, Schools and eachers, Send us a trial order. Mention your Official position. We will accept any new or sec- ondhand school or college books, Dictionaries and Translations in exchange, or buy for cash if salable with us, Send list for our offer. BARNES AND NOBLE, Inc. 76 Fifth Avenue New York City “ARTEXTUUNIORS” Prints in Color Exquisite, small re- productions of famous paintings for picture study. Set of 159 Subjects, $3.00 Study Text, 75c. Free sample and cir- cular on request. Catalogue, 25c. Art Extension Society WESTPORT, CONN. | | THE JoURNAL OF THE NATIONAL EpucCATION ASSOCIATION October, 1927 SIMS SONG SLIDES (with words and music ) will start right the year’s as- sembly and classroom singing New Low Prices for slides of copyrighted songs All orders shipped the day we receive them Illustrated information and prices on request SIMS SONG SLIDE CORP. KIRKSVILLE, MO. THE REAL TEST OF A PROGRESSIVE SCHOOL is the effectiveness of its locker equipment. Your scholarship standards may be extremely high. but unless you can also boast of absolute protection and control of student property you have not qualified as a successful school executive. If you are still fussing with keys or inferior combination locks, you will be interested to know how sixty-five per cent of the leading high schools and colleges have solved their locker problems. _ Send today for our new folder, “Protection and Control,” also a sample of the Dudley keyless lock for free examination. . TRIPLE METALS CORPORATION 107 N. Wacker Drive Chicago Department 7 The Ridgley “One Cycle” Course in Geography for the elementary school. Fiv: books covering a definite, systematic, comprehensive 5-year course. Ask for information. Alice Jean Patterson’s Nature Study-Health Education Books for the fourth, fifth and sixth grades. A fine combination of Nature Study and Physiology. Information by re- turn mail, on request. Westhoff’s Music Series for the first six grades. Songs written within the understanding and ability of the pupils to sing. McKnight & McKnight Publishers Normal, Illinois ms SCHOOL PLAYS p—/ —————_—__—_—_—_— We furnish costumes wigs,etc.,for all school lays and operas. akesperian and his- torical costumes our specialty. 40 years’ ex- r informa- (Continued from page A-212) States four times every year for more than forty years and there has never been any such revelation of broadened interest and heightened purpose as we saw from late April to late July— Editor A. E. Winship. WHERE TO GET MATERIAL ON PRIZES, AWARDS, SPECIAL DAYS AND WEEKS— Material for the observance of Children’s Book Week, November 13-19, may be had free of charge from the National Association of Book Publishers, 25 West 33d St., New York City. For school community safety surveys, write the Education Division of the Na- tional Safety Council, 120 West 42d St., New York City. Material on highway safety may be had on request from American Road Builders Association, Washington, D. C, Health workers will find valuable ma- terial adaptable to the needs of universi- ties, colleges, normal schools, and high schools among the Positive Health Series of the Women’s Foundation for Health, 370 Seventh Avenue, New York City. These pamphlets include the following: Interpretation of the health examination with individual exercises; Direction for a local set-up for examination; Nutri- tion; Mental health; Reproduction; and Recreation. Teachers planning to use the weekly Geographic News Bulletins of the Na- tional Geographic Society should send in at once their orders with 25 cents in stamps or money order to cover mail- ing cost. There are thirty issues of five bulletins each during the year. International Golden Rule Sunday will be observed Sunday, December 4, 1927, when people are asked to eat a simple meal, such is served to the children in Near Eastern orphanages, and then make a contribution toward the support | of these children that will help to insure continuation of the work throughout the coming year. In 1926 it was observed in fifty countries. M. V. O’SHEA of the University of Wisconsin on invitation of the Educa- tional Commission of Virginia will serve as Director of the Survey of the educa- tional system of the state. Professor O’Shea will have the cooperation of a staff of specialists in the various depart ments of education, and he will present a report of findings, with recommenda- tions to the General Assembly for im provement of the educational institutions if the Survey shows that changes are desirable. (Continued on page A-216) Vol. 16, No.7 THE JOURNAL OF THE NATIONAL Epucation AssocIATION The Moeser Extended d : Arm _ Insures Correct Posture a ae, : Gor v's y \ | be Se | tes 1 . — ys, BASIC REASONS \ for the Superiority of the Da ° e C. CABLE Midget Upright na- rsi- 1. Its musical qualities are those of a large igh sized Piano because all reductions in size ries have been made at minor points. Ith. . 2. The keys are standard in length, width ~ From One Superintendent and spacing and have not been compro- “a mised in any way. ng: to Another 3. The scale is a new, scientifically formed ee structure developed in making small for Supt. W. J. Hamilton, of the Public Schools of Pianos for export. _ — Oak Park, Ill, writing to Supt. B. O. Skinner, 4. pe ye tg 8 ine Meat end Se an Mari ; ; as . est soundin ard area, Marietta, Ohio, said of the National Semi-Steel to its size, ae enh entila. ekly Desk with Moeser Extended Arm: 5. Strings actually longer than those in Na- “The arm rest on the desks is the best thing that we popular Baby Grands are to be found in coll have found to insure erect posture, and the pupils = peeveer amy wi di ny cai assure us that the seats are more comfortable and 6. —y exten y his ee en on he om nail more convenient for desk work through the addi- aemesene oe el a a — & fve tion of this arm rest. Our Board is placing a large 7. A heavier plate gives greater durability order for further installation of this type of desk.” " pal yon ans gth to the Cable Midget. day oe ° 8. Sturdy, giant brackets bolted into the e r No Twisting in Seat metal plate support the action and pre- | . 4 vent any variation in the adjustment to aeall By the use of the Extended Arm Rest we obvi- - —, le of th : h uaa ate all necessity for the pupil twisting in the seat 9. est mart. to ‘ical sup- »no- old- ‘du- ania day, the rica, Wil- Col- lonie *hild WI, yuid- Vol. 16, No. 7 YOUR PRINTING is your representative. It reflects your judgment and character. Naturally, therefore, you should select your printer as carefully as you would an individual to represent you. OUR PLANT fully appreciates the confidence our clients im- pose in us when they ask us to produce their printing. Each and every job—from a calling card to a million copies of a large magazine—is given the same attention. It will be to your ad- vantage to get information from us regarding your next order for printing. Among the publications from our presses are The Journal of the National Education Association, The National Geographic Maga- zine, The American Federationist, The American Motorist, The American Junior Red Cross News, The Bengalese, The Master Mason, and the Daughters of the American Revokution Magazine. JUDD & DETWEILER, INC. Master Printers WASHINGTON, D. C. SECOND YEARBOOK of the Department of Classroom Teachers The Child and His Teacher A valuable book for classroom teachers and administrators 248 Pages Price, One Dollar 10% discount on purchases of 2 to 9 copies 25% discount on purchases of 10 or more copies Published by National Education Association 1201 Sixteenth Street N. W. WASHINGTON, D. C. Mention Tue Journal when writing our advertisers. Tue JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION A-217 to Teach~What? It’s a question every Teacher should consider care- fully—today. Some plan to provide an estate for the future is imper- ative, but, unfortunately, the demands upon the salaries of many teachers do not permit savings sufficient to safe- guard old age. Such a fund must be created in some other manner. Let the T.C. U. Create Your Estate Teachers everywhere are welcoming this business-like plan by which, at little expense—really an investment returned later— they may immediately create an estate that would normally re- quire years to accumulate, and maintain it free from the vicissi- tudes of fortune, speculation or loss. Modern forms of life in- surance are no longer death insurance alone. T. C. U. Life, or Endowment Policies (payable at any time after 20 years), afford every Teacher an opportunity, at very low expense, to create an immediate estate, to care for one’s depend- ents or to provide the necessities of old age. Full information, without obligation, sent on request. Teachers Casualty Underwriters (Life Department) 917 T. C. U. Bldg. Lincoln, Nebr. For 25 years the T. C. U. has been providing financial protection for Teachers. 5 FREE INFORMATION COUPON The Teachers Casualty Underwriters, 917 T. C. U. Bldg., Lincoln, Nebr. | Gentlemen :—Please send me full information as to your life and endow- | ment policies. This places me under no obligation. i I | Name. Address “The goal of mankind since the world began--to be independent.” THe JouRNAL OF THE NATIONAL EpuCATION ASSOCIATION October, 1927 urpose rograms or Auditorium and Classroom Pictures Expertly Created to Make Teaching Easier Motion pictures specially designed for teaching aids, speed up a child’s conception of a subject. Some authorities say as much as 50%. Pathe has developed pictorially a series of courses which can be incorporated in the teaching of Geography, History, Nature Study, Physical Education, Music, and other subjects. These Purpose Programs are so designed that the right picture is available at the right time to be of the most value in the study of the subject. Teacher’s Aid Pamphlets on each picture are available for your use. . They analyze the contents of the pictures. ‘They suggest application and correlation and invite discussion. There is a Pathe branch office near you, ready to give you prompt and efficient service. Write for a catalogue, emphasizing your particular needs. Educational “Department. PATHE EXCHANGE, INC. 33 West 45th Street : New York Gentlemen: Please send me the complete catalogue of Pathe Purpose Programs. ae PSS (Continued from page A-216) social science at Boston University; Arthur H. Ruggles, superintendent of Butler Hospital, Providence, R. 1.; and Mrs. Howard Gans, president of the Child Study Association. THE SAN Francisco Classroom Teach- ers Association celebrated its tenth anni- versary in May with a birthday luncheon at which every one of the past presidents was in attendance. ‘This organization has attractive club rooms, including a professional library, which is extensively used by the teachers. A NEW REALM of achievement in inter- preting education to the public through the newspapers was opened by the Cleve- land Press this year when that news- paper sent its educational editor, Helen Driscoll, to Teachers College, Columbia University, to study in the summer ses- sion. The courses taken by Miss Dris- coll included a class with Professor R. G. Reynolds, well known as a pioneer in educational publicity in the colleges, and another course wherein thirty prominent educators sketched the innovations in practically every educational field. News- papers are recognizing that their educa- tional editors must become experts fully as much as their editors of news relating to music, drama, sports, or finance. SUPERINTENDENT J. H. Beveridge of Omaha was recently elected for a period of three years, after serving ten years as head of the schools of that city. Editors of local papers expressed themselves as especially pleased with this appreciation of Superintendent Beveridge’s service to the City of Omaha. STATE SUPERINTENDENT Fort E. Land of Georgia died on July 26. SUPERINTENDENT Frank Cody of De- troit has been reelected for a three-year term at a salary of sixteen thousand the first year, seventeen the second, and eighteen the third. FRENCH SECONDARY school teachers, in an effort to obtain higher salaries, have declined to serve as examiners for the baccalaureate during the current summer. All salaried classes in Europe have suf- fered severely because of economic ad- justments since the war. Salaries of French school teachers range from about $360 to $1040 per year, according to a report in School and Society. nd Je- ear the ind ave the ner. suf- of out (Oo a V ol. 16, No. 7 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION A-219 Arnold College FOR HYGIENE AND PHYSICAL EDUCATION Three-Year Degree Course NEW HAVEN NORMAL SCHOOL OF GYMNASTICS Two-Year Diploma Course Strong Faculty. Complete Gymnastic Indoor, Athletic Outdoor and Camp Equipment. Dormitories on Own Campus. Successful Appointment Bureau. 1466 Chapel Street, New Haven, Connecticut Perry Kindergarten Normal School Founded, 1898, by Annie Moseley Perry Thorough training for kindergarten, primary and play- ground positions. Enroll now for entrance in 1928. Send for booklet, ‘‘Training Children.’’ HARRIOT HAMBLEN JONES, Principal 25 Huntington Ave., Room 316, Boston, Mass. The SARGENT SCHOOL ‘icra Founded 1881 by Dr. D. A. Sargent Booklet on request L. W. SARGENT, Director Cambridge, Mass AMERICAN EDUCATION WEEK November 7-13, 1927 Suggestive material for the observation of American Education Week in The Advance of the American Public School System Research Bulletin, Vol. 5, No. 4 September, 1927 Single copies, 25 cents—discounts on quantities National Education Association 1201 Sixteenth Street N. W. Washington, D. C. . 7 ° Quay Gruwtabon We can supply Literal (75c. each), Interlinear ($?.00 each), Paralle] Text ( $1.50 each), and Fully Parsed Translations ($2.06 each) of Caesar’s Gallic War, Cicero’s Orations, Virgii’s Aeneid, also Translations of other Ancientand Modern Classics. We can also supply any Dictionary published, including the well known Students’ French, German, Italian and Spanish two-part Dictionaries, at $1.25; Noble’s Large Type Spanish-English. English-Spanish Dictionary, at $4.00 postiaid. Cash with order. TRANSLATION PUBLISHING CO., Inc. 76 Fifth Avenue New York City Courses in 40 subjects com- manding credit towards a Bach- elor degree. Keep abreast in your subject Some courses in Edu- cation are ‘“‘Genetic Psy- chology,’’ ‘‘Story Telling in Primary Grades,’’ ‘The Rural Teacher’s Prob- lems,’’ “‘Study of Psycho- pathic Children,’’ ‘‘Meth- ods of Teachingin Elemen- tary Gredes,’’ ‘“The Junior High School Movement,” “Elementary School Ad- ministration and Supervi- sion,”’ ‘Educational Meas- urements,’’ etc. Begin any time The Aniversity of Chicago 223 Evvis HALL CHICAGO, ILLINOIS HEALTH EDUCATION A Program for Public Schools and Teacher-Traiing Institutions Prepared by the Joint Committee on Health Problems in Educa- tion, Thomas D. Wood, M. D., Chairman. The demand for this report has been so great that a fifth edition has been necessary. 164 pp.—$1.00 a copy; cloth bound, $1.50 a copy. 10% discount on orders of from 2 to 9 copies; 25% discount on orders of 10 to 99 copies; 33 1/3% dis- count on orders of 100 or more Conserving the Sight of School Children Prepared with the cooperation of The National Committee for the Pre- vention of Blindness 48 pp.—Each 25 cents Ventilation of School Buildings Prepared in cooperation with the Eliza beth McCormick Memorial Fund 8 pp.—Each 15 cents OTHER SCHOOL HEALTH PUBLICATIONS E Chart set—Sixty charts, each 22 x 28 inches Per set $14.25; Sets tinned top and bottom with hangers $15.00 Health Chart Report—showing miniature reproduction of all charts Each 25 cents; per hundred $15.00 Minimum Health Requirements for Rural Schools Each 10 cents; per hundred $5.00 Health Essentials for Rural School Children Each 15 cents; per hundred $8.00 Health Improvement in Rural Schools Each 25 cents; per hundred $15.00 Health Service in City Schools Each 25 cents; per hundred $15.00 National Education Association 1201 16th STREET NORTHWEST WASHINGTON, D. C. or American Medical Association 535 NORTH DEARBORN STREET CHICAGO, ILL. Mention Tur Journat when writing our advertisers. gives you a trip to EUROPE Cunard announces another and most important development in transatlantic travel... the Cunard Budget Plan. Now, within the reach of all -..a round trip to Europe or a European tour; this new Plan relieves you of all concern about expense ... small weekly pay- ments for a year. ..then the joy of the actual voyage, which every one should make. Subscribers to the Cunard Budget Plan automatically be- come members of the Cunard Travel Club ... another recent Cunard inauguration. The Club offers unusual privileges and is open to all interested in Travel. Precise information concern- ing the Budget Plan and the Travel Club will be mailed upon request to Secretary CUNARD TRAVEL CLUB 25 Broadway, New York City A—220 THe JourNAL oF THE NATIONAL EDUCATION ASSOCIATION October, 1927 ; i ‘ TEACHERS’ AGENCY 25 East Jackson Boulevard, Chicago, Ill. red PROMOTION f y thousands of teachers and superintendents. We need well- St pe =a Pt a+ * of School and C allege poutine. Our clients are the best schools everywhere. Our booklet, ! **Teaching as a Business, * has a message for you. Send for it. OTHER OFFICES 535 Fifth Ave., New York City Symes Building, Denver, Colo. Peyton Building, Spokane, Wash. FIRST AND SEVENTH GRADE TEACHERS. Experienced graduates WE NEED ” only. Also Latin, French, Science, Home Economics, Commercial Manual Training in high school. Registration in four offices. No advance fees. SOUTHERN TEACHERS’ AGENCY Columbia, S. C. Chattanooga, Tenn. Richmond, Va. Louisville, Ky. THE YATES-FISHER TEACHERS’ AGENCY ,.. sour michicaN AVENUE’ CHICAGO Telephones: Harrison 2642 Other Office PORTLAND, OREGON, 911-12 Broadway Bldg. Harrison 2132 101 YEARS OF MANUFACTURING EXPERIENCE A DESK DEVELOPED IN OUR LABORATORY ‘THIS Sanitary Pedestal Desk Set is a scientifically de- signed desk, painstakingly developed in our Re- search Laboratory after years of practical study. It promotes classroom cleanliness and health because it permits easy and efficient sweeping. The desk al- lows closer spacing and narrower aisles than the or- dinary style. This Sanitary Pedestal is furnished in both stationary and adjustable styles. Our seating experts will be glad to tell you more about this Sanitary Pedestal Desk Set and to suggest helpful seating plans. The advantages of this desk and many other school units are described in our new School Furniture Cata- logue. Write for a copy. Heywood - “Wakefield REG. U.S. PAT Baltimore, Md. Los Angeles, Calif. Boston, Mass. New York, N. Y. Buffalo, N. Y. Philadelphia, Pa. Chicago, III. Portland, Oregon Kansas City, Mo. St. Louis, Mo, San Francisco, Calif. Mention Tuer Journar, when writing our advertiser wy TEACHERS WANTED NATIONAL TEACHERS AGENCY, INC. Philadelphia Syracuse Pi ittsburgh Indianapolis Northampton Memphis Awarded Gold Medal at Sesquicentennial for Placement Service Temple University Broad St. and Montgomery Ave. Philadelphia, Pa. College of Liberal Arts and Sciences Teachers College School of Commerce Professional Schools : Theology, Law, Medicine, Dentistry, Pharmacy, Chiropody School of Music Training School for Nurses University High School SEND FOR BULLETIN Phone, Stevenson 7600 University Travel EUROPE—1928 AIL in June with university leaders. Tours of especial interest to teach- ers are offered in connection with the European Summer School Write for Information at AZ OU << SS Bureau of University —_— 56 Boyd Street, Newton, Mass. The Draper Sanitary Roller Shade Patented Jan.8 07; Aug. 7, 1923 The Deuper bine of Adjustable Cotton Duck Shade leets School Requirements Sold esd > —-+~) ame Houses Manufactured b The Luther O. Draper Shade Co. Spiceland, Ind.