OCT 31 1927 VOL. XVI NOVEMBER, 1927 ens The JOURNAL of the NATIONAL EDUCATION ASSOCIATION Cincinnati Sets the Pace—Editorial ‘ : ° Partnership of Parents and Teachers—Martha Sorayue Mason ‘ ‘ ° 231 Greater Assignments—Edith P. Darling 233 Progressive Education—Morton Snyder 235 More Music in Our Schools—J. E. Maddy : 237 Sidelights on Teaching Personality—E. E. Dodd Beautifying the Schoolroom—Leon L. Winslow ; , ; : 241 Preparation for Librarianship—Lucile Fargo ‘ ; : ‘ : ; 243 Editoriaa—The Awakening 246 Growth Through Professional Activities—Mary R. Barnette , : 247 Elementary School Letter Awards—Bertha Shannon Moore ; , " 251 Why Adult Education ?—Kathryn M. ” 252 A School Citizenship Project 253°" Lip Reading at Seattle 254 Classroom Teachers at Seattle : 255 Elementary School Principals at Seattle : ; ‘ ; 256 Growth of Summer School Attendance—A Remarkable Record . 257 The Thermometer and School—Thomas D. Wood and Ethel M. Hendvikeen 258 Commission on the Curriculum—A Notable Meeting . : 259 National Teacher Day, Sunday, November 13,1927. , j 260 The Child’s Own Library—Books for Christmas ‘ ‘ ‘ ‘ 261 Payment in Full—Gladys E. McKinney , : . ‘ ; : 263 Builders of Our Profession—A Call to Servi-> . , : ; 265 Notes and Announcements , ‘ ' i ' ' . A-236 oe J Wa (JA RaPz Usa cS Ss >; >’ “a, a SLAs Qa +, MB) /<=<*,: SALA 494 Mt Usa. << Wise OFT #. Ee ao am “4 \ aS es Ae . WN * = LA a. ~~ , vas Ute a wre 7

SO SG 36> 5.6e Se Se SG2 SO 50> 56> 6 56> SG ge 552 FOR TEXTBOOKS — 060906666805 06060605090900-09-07 HUMAN GEOGRAPHY Books I and II for basal use for four years. adopts THE MAKING OF OUR COUNTRY SOUTH CAROLINA HERO TALES FROM HISTORY THE WINSTON READERS Primer, First, Second and Third for required first supplementary THE WINSTON READERS Fourth and Fifth HUMAN GEOGRAPHY, Book I for exclusive basal use for five years. ¢ SAN FRANCISCO DALLAS TORONTO : ae os: OREGON adopts HERO TALES FROM HISTORY for exclusive basal use for six years. UTAH OUR BEGINNINGS IN EUROPE AND AMERICA OUR COMMUNITY LIFE for co-basal use for six years. WEST VIRGINIA adopts HUMAN GEOGRAPHY, Book for exclusive basal use for five years. November, 1927 Cincinnati Sets the Pace HAT IS A FAIR SALARY ?—No- where else in America is there a finer demonstration than in Cin- cinnati of the advantages that come to children when the principles of teacher- training and salaries advocated by the National Education Association are in- telligently applied. The salary schedule put into operation in Cincinnati on Sep- tember 1 shows what scientific manage- ment can do when applied to school problems. The Association has said persistently through the years that teachers’ salaries should provide for subsistence, enough to live on in decency and health; economic independence, provision for illness and age without which none can give his best ; culture, that stock of the fine things of life which no teacher can pass on except as he builds it into his own life; and for professional attainment, that continuing mastery of principles and technic neces- sary to maintain the fullest working power. Cincinnati has set its maximum high enough in comparison with the cost of living in that city to enable any teacher to live a life of professional attainment. This maximum is $3500 with $300 ad- ditional for persons of superior training and skill who may be appointed demon- stration teachers. Keeping faith with the younger chil- dren—Incalculable injustice has been done the children in elementary schools and the teachers peculiarly fitted to guide the growth of such children by the prac- tise of holding elementary school salaries below those in the high schools. Such a plan is every year forcing thousands of American teachers to work where they cannot be at their best. Wise high school teachers are among the first to demand an arrangement that will insure good teach- ing at all levels. Cincinnati recognizes this principle of the single salary schedule by putting all teachers of the same train- ing and experience on a common salary basis whether they teach on elementary, junior, or senior levels. This follows the example set by other cities which have done notable pioneer work in the im- provement of teaching personnel, such as Denver, Colorado; Lincoln, Nebraska; Oakland, California; Minneapolis, Min- nesota. How much training should a teacher have?—Four years of training beyond ‘Lo PAGES were to have contained an editorial on Education for Character, the highest objective of the schools. That is the theme for the final day of American Education Week, Sunday, November 13. That day has been set aside by the National Congress of Parents and Teachers as National Teacher Day—a time for calling attention to the supreme im- portance of the task of the teacher, a time for describing the many things that teachers in the schools do to build character, a time when we may all bear personal tribute to the teachers who have helped to make us what we are. Superintendent Condon often says that no one can teach more than he is. By demanding for the children teachers who have character, Cincin- nati has gone a long way toward char- acter education. Character begets character. Believing that a study of Cincinnati’s salary schedule during American Education Week, leading to a determination throughout the coun- try to have better-trained, better-paid teachers would be a most significant contribution to education for character, we have given these pages to a de- scription of its leading features. the four-year high school-has been set by the National Education Association as the ideal minimum for all teachers. Cin- cinnati has gone one year better. It pro- vides for the master degree or special training equivalent thereto with this rule: College graduation, together with special preparation for the field in which the teach- ing is to be done, shall be considered as the standard qualifications required for future appointments. Teachers with less professional preparation shall be appointed only when it is impossible to obtain teachers with standard qualifications. And Cincinnati means business. More than 38 percent of her elementary teach- ers are now college graduates. This policy is already bearing rich fruit, as anyone who has visited Cincinnati class- rooms will testify. By a generous policy of encouraging additional study on the [229] part of those already in the school system with less than standard training, all teachers are encouraged to work their way into the higher levels of salary and training. Promotion is automatic as the additional training is attained. Salaries for new appointments, and for those now in service who have taught from one to five years—Group 1. For those who have 60 units of professional preparation, equivalent to a two-year normal course: Minimum salary, $1400; annual increase, $100; maximum salary, $2000. Teachers having less than 90 units shall remain in this group until the units re- quired for entrance into the next higher group have been obtained, when they shall be promoted for the ensuing school year into Group 2, and shall be allowed the annual increase provided for that group. Group 2. For those who have 90 units of professional preparation, equivalent to a three-year normal course: Minimum salary, $1500; annual increase, $125; maximum salary, $2500. Teachers having more than 90 and less than 120 units shall remain in this group until the 120 have been obtained, when they shall be promoted for the ensuing school year into Group 3, and shall be allowed the annual increase provided for that group. Group 3. For those who have 120 units of professional preparation, equivalent to graduation from a four-year college course: Minimum salary, $1600; annual increase, $150; maximum salary, $3250. Group 4. For those who have 150 units of professional preparation of approved college credits, or who hold the A. M. degree and who have served for one year at the max- imum of Group 3: Minimum salary, $3250; maximum salary, $3500. This provides an increase of $250, in two annual instalments, beyond the maximum for college graduates, for those with one year of graduate study. Teacher participation—The National Education Association has insisted that teachers should have some part in devel- oping policies that affect them and their work. Teacher participation is well illustrated in the committee report which preceded the framing of the Cincinnati schedule. That report is a monument to the sincerity, fairness, and devotion of a committee representing all groups in the school system. The committee gave the fullest hearing to every interest. It held seventeen meetings, ten of them double meetings extending from 4:15 to 10 JUST PUBLISHED Pearson and Hunt’s Everyday Reading INDIVIDUAL MENTAL TESTS ano TESTING By AUGUSTA F. BRONNER and Henry CARR PEARSON, Principal of Horace Mann School, WILLIAM HEALY Teachers College, Columbia University, and CHARLES WESLEY Hunt, Dean of School of Education, Cleveland, Ohio Book One, $0.56. Book Two, $0.64. Book Three, $0.68. Manual, $0.48 Fated series of supplementary silent readers providing specific training This manual presents what is probably the most comprehensive collection of tests in the field of individual psychological diagnosis. The au- thors’ point of view is derived from many years of practical experience in studying the mental ca- pacities of young people. Some of the outstand- ing features of the book are the inclusion of a number of hitherto unpublished tests of special abilities ; the assembling, and thus making readily available, of many tests which until now have been scattered in numerous publications; the de- scriptions and illustrations of the tests and of the methods of giving and scoring them; the norms for the tests, embodying much new research; and a section on the meaning and values of the tests. H : for the various types of reading. A great i variety of informative material is presented, : some for rapid reading, some for careful and : exact study, some for the selection of the : main ideas, and some for topical analysis. : Each selection is preceded by a brief in- . . . . . : troduction, which explains its character and : purpose. : The Teacher’s Manual gives explicit and : complete instructions, with suggestive, de- : tailed lesson plans and teaching methods. ; ; : * ‘ With many illustrations. 287 pages. 8vo. Mailing price, $3.50 ~ AMERICAN, BOOK COMPANY New Address: Lexington Ave. and 26th St., New York CINCINNATI CHICAGO BOSTON ATLANTA LITTLE, BROWN & COMPANY o 2 . s . o - J . 7 + o s . s . 7 s . . . . . o . . . & . . + . o . s . a s m a“ a 2°, 20 2 y% ITs this a mel At least it is an Achievement! 8 States adopt WINSTON TEXTBOOKS within 8 months CALIFORNIA NEVADA OREGON adopts adopts adopts HUMAN GEOGRAPHY, Book II HOME FOLKS HERO TALES FROM HISTORY for exclusive basal use for four years, and for exclusive basal for si > Book I previously adopted. ei cat satya acts HUMAN GEOGRAPHY KANSAS - Books I and II UTAH for basal use for four years. adopts adopts THE MAKING OF OUR COUNTRY HERO TALES FROM HISTORY for exclusive basal use for five years. SOUTH CAROLINA OUR BEGINNINGS IN adopts EUROPE AND AMERICA MONTANA THE WINSTON READERS OUR COMMUNITY LIFE adopts Primer, sep epee = — for for co-basal use for six years. THE MAKING OF O required first supplementar for exclusive basal vee for fouryeam ‘THE WINSTON READERS WEST VIRGIN IA THE SILENT READERS Fourth and Fifth adopts First to Sixth HUMAN GEOGRAPHY, Book I HUMAN GEOGRAPHY, Book I for exclusive basal use for six years. for exclusive basal use for five years. for exclusive basal use for five years. ee Ee ke Se Wie She hee dd . 9) S) Os a > -) ds Winston books breathe modernness—in text, illustrations, and method. No doubt there is a distinctive book on the very subject in which you are interested. Let us send you a copy of the new complete Winston list which describes and illus- trates the adoption-making, record-breaking texts. musi= JOHN C.WINSTON COMPANY HOME OFFICE AND MANUFACTORY, PHILADELPHIA CaN CHICAGO SAN FRANCISCO TORONTO ae See 56> 56> Se> Se» 56> 50> 50> 56> 56> Dee See be See de> bee FOR TEXTBOOKS 9599059905090 5-09-0-09-00-09-09-05 0-05-08 November, 1927 Cincinnati Sets the Pace HAT IS A FAIR SALARY ?—No- where else in America is there a finer demonstration than in Cin- cinnati of the advantages that come to children when the principles of teacher- training and salaries advocated by the National Education Association are in- telligently applied. The salary schedule put into operation in Cincinnati on Sep- tember 1 shows what scientific manage- ment can do when applied to school problems. The Association has said persistently through the years that teachers’ salaries should provide for subsistence, enough to live on in decency and health; economic independence, provision for illness and age without which none can give his best ; culture, that stock of the fine things of life which no teacher can pass on except as he builds it into his own life; and for professional attainment, that continuing mastery of principles and technic neces- sary to maintain the fullest working power. Cincinnati has set its maximum high enough in comparison with the cost of living in that city to enable any teacher to live a life of professional attainment. This maximum is $3500 with $300 ad- ditional for persons of superior training and skill who may be appointed demon- stration teachers. Keeping faith with the younger chil- dren—Incalculable injustice has been done the children in elementary schools and the teachers peculiarly fitted to guide the growth of such children by the prac- tise of holding elementary school salaries below those in the high schools. Such a plan is every year forcing thousands of American teachers to work where they cannot be at their best. Wise high school teachers are among the first to demand an arrangement that will insure good teach- ing at all levels. Cincinnati recognizes this principle of the single salary schedule by putting all teachers of the same train- ing and experience on a common salary basis whether they teach on elementary, junior, or senior levels. This follows the example set by other cities which have done notable pioneer work in the im- provement of teaching personnel, such as Denver, Colorado; Lincoln, Nebraska; Oakland, California; Minneapolis, Min- nesota. How much training should a teacher have?—Four years of training beyond ‘sae PAGES were to have contained an editorial on Education for Character, the highest objective of the schools. That is the theme for the final day of American Education Week, Sunday, November 13. That day has been set aside by the National Congress of Parents and Teachers as National Teacher Day—a time for calling attention to the supreme im- portance of the task of the teacher, a time for describing the many things that teachers in the schools do to build character, a time when we may all bear personal tribute to the teachers who have helped to make us what we are. Superintendent Condon often says that no one can teach more than he is. By demanding for the children teachers who have character, Cincin- nati has gone a long way toward char- acter education. Character begets character. Believing that a study of Cincinnati’s salary schedule during American Education Week, leading to a determination throughout the coun- try to have better-trained, better-paid teachers would be a most significant contribution to education for character, we have given these pages to a de- scription of its leading features. the four-year high school-has been set by the National Education Association as the ideal minimum for all teachers. Cin- cinnati has gone one year better. It pro- vides for the master degree or special training equivalent thereto with this rule: College graduation, together with special preparation for the field in which the teach- ing is to be done, shall be considered as the standard qualifications required for future appointments. Teachers with less professional preparation shall be appointed only when it is impossible to obtain teachers with standard qualifications. And Cincinnati means business. More than 38 percent of her elementary teach- ers are now college graduates. This policy is already bearing rich fruit, as anyone who has visited Cincinnati class- rooms will testify. By a generous policy of encouraging additional study on the [229] part of those already in the school system with less than standard training, all teachers are encouraged to work tiieir way into the higher levels of salary and training. Promotion is automatic as the additional training is attained. Salaries for new appointments, and for those now in service who have taught from one to five years—Group 1. For those who have 60 units of professional preparation, equivalent to a two-year normal course: Minimum salary, $1400; annual increase, $100; maximum salary, $2000. Teachers having less than 90 units shall remain in this group until the units re- quired for entrance into the next higher group have been obtained, when they shall be promoted for the ensuing school year into Group 2, and shall be allowed the annual increase provided for that group. Group 2. For those who have 90 units of professional preparation, equivalent three-year normal course: Minimum salary, $1500; annual increase, $125; maximum salary, $2500. Teachers having more than 90 and less than 120 units shall remain in this group until the 120 have been obtained, when they shall be promoted for the ensuing school year into Group 3, and shall be allowed the annual increase provided for that group. Group 3. For those who have 120 units of professional preparation, equivalent to graduation from a four-year college course: Minimum salary, $1600; annual increase, $150; maximum salary, $3250. Group 4. For those who have 150 units of professional preparation of approved college credits, or who hold the A. M. degree and who have served for one year at the max- imum of Group 3: Minimum salary, $3250; maximum salary, $3500. This provides an increase of $250, in two annual instalments, beyond the maximum for college graduates, for those with one year of graduate study. to a Teacher participation—The National Education Association has insisted that teachers should have some part in devel- oping policies that affect them and their work. Teacher participation is well illustrated in the committee report which preceded the framing of the Cincinnati schedule. That report is a monument to the sincerity, fairness, and devotion of a committee representing all groups in the school system. The committee gave the fullest hearing to every interest. It held seventeen meetings, ten of them double meetings extending from 4:15 to 10 230 THe JouRNAL OF THE NATIONAL EpucATION ASSOCIATION November, 1927 oclock, with a recess for dinner. In its spirit and in the careful organization of facts the report of this committee is an admirable example of the procedure ad- vocated by the Research Division of the National Education Association. That the people support the schools when they have the facts is shown by the response of the voters of Cincinnati. They ap- proved by a large majority the proposal to grant an extra tax levy of not to ex- ceed one mill for each of five years, the proceeds of which were to be used exclu- sively for the purpose of increasing teach- ers salaries. Special provision for teachers long in the service—In every school system are those who came at a time when qualifica- tions were not so strict—men and women who by building their very souls into the schools have laid priceless foundations. The Cincinnati schedule has sections for those in the service who have taught from six to ten years and for more than ten years. They may receive from $300 to $600 more than the maximum proposed for new appointments with similar qualifications. For those in the service more than ten years a basis of adjustment is found by allowing “service credits” at the rate of two a year up to a maximum of thirty credits. These are allowed for each year of satisfactory teaching after the tenth year, prior to September 1, 1926. Salaries of administrative groups— Few tasks require greater engineering skill, more energy, or such continuous devotion and watchfulness as the admin- istration of a large school system. The salaries which Cincinnati proposes to pay those who administer its schools are: Salaries of Administrative Groups—i. As- sistant principals. (a) In elementary schools. Minimum salary; $2700; rate of increase, $200; maximum salary, $3800. A supervising assistant principal may ad- vance one annual increase beyond a teaching assistant principal. (b) In junior high schools. Minimum, $3100; annual rate of increase, $200; maxi- mum salary, $4100. (c) In senior high schools. Minimum, $3500; annual rate of increase, $200; maxi- mum salary, $4500. 2. Principals. (a) In elementary schools. Minimum salary, $3600; rate of increase, $200; maximum salary, $4600. (b) In junior high schools. Minimum salary, $4200; rate of increase, $200; maxi- mum salary, $5200. (c) In senior high schools. Minimum salary, $5000; rate of increase, $200; maxi- mum salary, $6000. 3. Directers and Assistant Directors. Same schedule as for junior high schools. 4. Assistant Superintendents. Minimum salary, $5500; maximum, $6500. 5. Associate Superintendent. Minimum salary, $6500; maximum, $7500. 6. Superintendent. $12,000. 7. College of Education. For purposes of classification as to salary, the teaching and administrative staff of the College of Educa- tion shall be rated as follows: Dean, as As- sistant Superintendent; Professor, as Direc- tor; Associate Professor, as Elementary Principal, with one additional increase; As- sistant Professor, as Elementary Principal; Instructor, as teacher. What Each Can Do to Improve Salaries : Hee: PARENT can insist on having a welltrained, wellpaid teacher for his child. Let parent-teacher associa- tions work toward this end. The teacher can secure more train- ing and ask a corresponding increase in salary. The principal can encourage his teachers to make the maximum prep- aration and can lead in a movement to secure salaries in proportion. The superintendent can show the supreme importance of the teacher to the success of the schools. The board of education can lead in the education of the people and can steadily advance salaries up to a reasonable level. Research workers can gather the facts which show costs of living, costs of professional training, and the sal- aries paid prdéfessional workers in comparable groups. State, local, and national associa- tions of teachers can continue their essential leadership in _ interpreting needs. Writers and cartoonists can inter- pret the facts in terms that will catch. the imagination of the man in the street. Big business men can show how good teachers provide a supply of superior workers and buyers. Com- pare the efficient secretary of today with the amanuensis of yesterday. Compare the buying power of edu- cated America with that of less edu- cated nations. Each of us can take every oppor- tunity to tell how our own teachers helped to arouse our ambitions and inspire us to make the most of our talents. Added pay for special service—In their efforts to meet diverse human needs mod- ern schools are developing special agen- cies. These are of the utmost importance not only because of what they do for the special groups they serve, but because they are in a real sense pioneers and mis- sionaries. better schools and better teaching. For these groups the Cincinnati schedule pro- vides additional compensation. Because of administrative duties, the spe- cial qualifications required, because of state Their work points the way to” requirements, teachers listed in the following paragraphs shall receive additional com- pensation, as indicated, beyond the salaries to which they would be entitled in their respective groups. Such additional compen- sation shall continue only during the time they hold the position and give the service for which they may be appointed. 1. Heads of departments, when and if ap- pointed. A promotional increase of $150, with a final maximum of $300. 2. Student advisers. A promotional in- crease of $150, with a final maximum of $300. 3. Cooperative teachers. A promotional increase of $150, with a maximum of $300 for the second and subsequent years; pro- vided that an additional increase of $150 may be granted after three years of service in such a position and as a result of addi- tional and special preparation, equal to one year of graduate study. 4. Demonstration teachers. A promo- tional increase of $150, with a maximum of $300 for the third and subsequent years. Teaching in a demonstration school shall not be understood to carry with it additional compensation, except as a teacher, having special qualifications for such work, may be definitely appointed as a demonstration teacher. 5. Teachers in classes for the blind (Sight Saving), deaf, and crippled children, one additional increase of $150. 6. Teachers in classes for mentally defec- tive children, when specially designated as such by the Superintendent, and organized under the direction of the Vocation Bureau, one additional increase of $150. 7. Teachers in open-air classes, one ad- ditional increase of $150. The need for men teachers—The pro- portion of men and women teachers has declined during the past half century. Many have been alarmed over this con- dition. Some have advocated that half the teachers should be men. ‘The desire to attract and hold good men on all the teaching levels is given by the Cincin- nati Board of Education as a fundamen- tal consideration in fixing the salary maximum for all teachers at $3500. A compliment weH placed—The Board of Managers of the National Congress of Parents and Teachers in session at Atlantic City on September 20 sent to the citizens of Cincinnati, to the Board of Education, and to Superintendent Randall J. Condon its congratulations on this great forward step. May we all show our appreciation of Cincinnati's noble example by renewing our efforts to make teaching everywhere the great pro- fession that it is in Cincinnati and other cities that are leading the way.—J. E. M. A COMPLETE STATEMENT of the salary problem may be found in Vol- ume 5, Number 3, of the Research Bulle- tin of the National Education Associa- tion, The Scheduling of Teachers Sal- aries, price 25 cents. Partnership of Parents and Teachers MarTHA SPRAGUE MASON First Vice-President, National Congress of Parents and Teachers g IVE MAIN PRINCIPLES lie back of the home-and-school movement and give it a reason for being. These are gradually percolating the public consciousness and are finding ex- pression through a deepening interest in forming and carrying on parent-teacher associations. First and most basic of all is the prin- ciple that education is the chief business of a nation. A successful nation de- pends on intelligent, productive, consci- entious citizenship. Boys and _ girls trained in the home, in the school, in the church, and in the community to be good citizens are the greatest asset of any nation. ‘The real wealth, the real hope of a nation, lies in its children, and it is to them that the greatest opportunities for development should be opened. Mines and forests and waterpower are of sec- ondary importance except as they minis- ter to the real greatness of a nation through worthy citizenship. Second—Education carries a universal challenge and is the concern not only of the teacher—the professional educator— but also of parents and churches and the community at large. No class of people can afford to be uninterested in working for children and in contributing its share towards the allround education of the oncoming generation. Lack of such edu- cation means for citizens a poor start in life, and a poor start is responsible for the inept, untrained, misplaced, poverty- stricken, criminal, imbecile, and insane human beings who are crowding our institutions and increasing the burdens of the normal, the thrifty, and the in- dustrious. One small state of the United States is paying one hundred dollars a minute for the support of the unfortu- nate ones within its borders who, for very human as well as for economic reasons, should have been given the finest start possible. It is said that one fourth of the revenue of the average state in the United States is consumed in caring for dependents. We cannot. safely go on papering the attic while the foun- dations of the house are tottering. It is for the purpose of opening the eyes of people of all types to the constructive and preventive work necessary to reduce misery and poverty and crime that the Winchester, Massachusetts home-and-school movement is consist- ently working. This second foundation _ principle makes the home-and-school movement Just Before the Hop Off —By Chapin Philadelphia Public Ledger the most democratic movement in the world and its membership the most in- clusive, for its appeal is to everyone without regard to sex, sect, or social standing. Third—Many factors play a part in developing a normally healthy, clear- thinking individual of ethical character. No one influence gives the child his education. He is the product not only of his inherited qualities, but of the food he eats, the air he breathes, his mother’s attitude, his father’s discipline, the fam- ily atmosphere, the teacher’s personality and wisdom, the playmates on the street, the teachings of the Sunday school, the movies, the shop windows, and many other influences in his environment. The tired mother of small children used to say with a sigh, “I shall be so thankful when the time comes for the children to go to school! Then their education will begin, and J need worry no more about their training. The teacher wil’ see to that.” But modern child study has shown the home its responsibilities. It points out in no uncertain language that in the early years, before the child goes to school, the great tendencies of life are started. Fourth—lIf the child is to be well- rounded, if he is to be not only physically fit and mentally alert, but responsible, selfcontrolled, and sincere, his nature and his needs must be studied and under- [231] stood by all people and agencies and in- stitutions which are educating him; and his needs must be interpreted by all in terms of a common standard. Until very recent years the study of the child was undertaken only by spe- cialists, and their number was small. Hardly more than twenty years ago a leading psychologist said that he could see no reason for studying the mind of a child since it was merely a miniature copy of the adult mind. Since that state- ment was made psychologists have changed their viewpoint, and are recog- nizing that from birth to maturity many important changes occur to the human body and mind. In all _ progressive countries today careful study is being made of the nature and needs of child- hood and youth. Child development is being observed and measured in psycho- logical laboratories and in clinics with the result that much has been learned. But, however much may be known by the psychologists, the sociologists, and the criminologists, very little expert knowledge about children has crept over to other groups of people who are daily responsible for guiding and_ teaching them. There still exists a gap between knowledge and practise. Neither the home, the church, nor the community are practising according to the findings of the experts. Even the school is lagging behind. Under the guidance of those who are devoting their lives to the study of childhood, all these agencies through study, observation, and the collecting of data might add to the sum total of what is known about the child. Perhaps the weakest, as well as the most important, link in the child study chain is the home. Before marriage little or no study is made of home problems, marriage relationships, or child needs. After marriage, the pressure of daily living and the meeting of essential physical wants absorbs a greater part of the parents’ time and strength. Little is left for learning the complete needs of the child, so far as body, mind, and soul are concerned. Pigeonholed in some in- accessible cubbyhole is the knowledge of which parents stand in so much need, but which to them is in unusable form and seemingly unattainable. ) Tue JourRNAL oF THE NATIONAL EpucCATION ASSOCIATION November, 1927 But parents ought to do more than to study their children—more than to study what has been learned by others about children. They ought to make them- selves “fit for children to live with.” Parent training must run parallel with child training. If children keep on being carbon copies of the type of parents who tell the conductor their children are six and entitled to half-fare, and who a little later boost them up to sixteen so they can operate the family car, there will be no advance from generation to genera- tion and education will be merely a gesture. No cooperation in education can be effective until the home has made itself ready for that step. One of the best places to educate a child is at home. The parents are not only the pattern but the first natural teachers. The parent-teacher, or home and school association, by offering to the home, in digestible form, the findings of science about the child and the oppor- tunity for personal growth and improve- ment gives promise of making a very valuable contribution to child welfare. The church, too, has not seriously con- sidered the child. Busy with raising money for the new organ, enriching its ritual, packing barrels for missionaries, and saving the souls of the elders, it has paid scant regard to the needs of its children or to the dangers to which their natures expose them. The church would do well to direct teachers and parents to study the many phases of childhood and to be prepared to. meet developing needs. Parent-teacher associations in churches have great possibilities of use- fulness. The community, too, is often more interested in resurfacing roads than in studying the recreational needs of chil- dren or in reserving space for- future playgrounds and schoolhouses. We need communities that are as eager to build great citizens as they are to build great monuments and great bridges. All of the main institutions and agen- cies responsible for the child’s educa- tion—home, school, church, and com- munity—must study the nature of his developing body, mind, and soul and his reactions to the world about him. It is not enough, however, that each agency shall know the child from its own angle alone, regardless of all other agencies. - The doctor who recommends a diet and pays no attention to the men- tal attitude of the child when he is eat- ing can hardly hope to be successful in combating malnutrition. When the nutritionist and the mental hygienist and the teachers (in both home and school) can work together, difficult problems are capable of solution. All who deal with the child should be educationally en rapport, so that the best that science has to offer about the child may be the com- mon standard by which he is judged and understood and treated by all. Only confusion can result when widely differ- ing standards are in use—and the child is bound to be the sufferer. If the community standards regarding motion pictures, newsstands, public li- braries, dance halls, and poolrooms differ from the standards of the average in- telligent home, the school, and the church, how is the child to know which standards to follow? It is only when there is common agreement on at least minimum standards of protection and education that the child is safe and un- confused. And the resulting ease with which all agencies may accomplish the best for the child cannot be disregarded as an important argument in favor of study and agreement in the standards which so vitally affect his welfare. Fifth—Success in dealing with the problems of education demands an or- ganization capable of uniting and direct- ing the many factors responsible for the care of the child, so that the best results may be brought about. Individual work is fundamental; group work is necessary and valuable; but a coordinating agency is necessary if there is to be created a new and better attitude of mind _to- wards child welfare, to meet the new and unprecedented complexities which surround us. By organization great purposes and ideals can be realized which individuals or individual groups cannot bring to pass. “Organization,” as Herbert Spencer puts it, “is for the purpose of bringing all available knowledge and all available energy to bear upon a particular problem at the precise time when needed.” Ordinary results come from ordinary methods. Great results come through organization which makes possible maxi- mum results with a minimum expendi- ture of effort. Without organization the home-and- school idea would even now be of little force in focusing public attention upon the child. It owes its remarkable ex- tension to the form in which its adher- ents have stood together; have made local, state, and national plans; and pooled their experiences. These five principles are the under- lying reasons for the home-and-school movement. The movement is not dis- tinctive on account of the ideals it sets for the study and protection of the child, or for the betterment of schools and com- munities. Many other agencies are work- ing on these problems. Its unique char- acteristic lies in the emphasis it places upon the allround development of all children everywhere, and upon binding together all the educative agencies which are dealing with children into a har- monious, intelligent, active force which shall recognize the same general child welfare standards. The cooperation of home and school is merely one phase of this broad move- ment. A large part of the child’s time, after he becomes of school age, is spent either at home or at school. It is only reasonable that the home and the school shall have a perfect understanding, so that each may supplement the other in educating the child and so that both to- gether may control in some measure the hostile influences of commercialization and vice which are to be found in the outside world. The school with its special training and uptodate methods is a constant stim- ulus to the home; it interprets the trend and progress of education to its patrons— the parents—and helps to raise home standards. The home, with its own point of view, with its practical experiences, with its manifold gifts and trades and professions is capable of bringing to the school an enrichment which is almost inexhaustible. When parents and teachers have trained themselves for their work; have developed intelligence, individuality, and character; have learned to work har- moniously together, and with the com- munity, the outlook for the succeeding generation is indeed bright. It is to bring about these results that national organizations have been formed in Canada, in the United States, and in other countries. We certainly all want for our children, for our children’s children, and for all children everywhere, such opportunities for growth that each may reach the maximum of his power for achievement and in personality. If this ideal is ever attained it will be because parents, teachers, and citizens have been willing to train and discipline themselves, to study and meet the needs of the children and to cooperate with all who are touching the daily lives of the boys and girls. On an heirloom jug made in 1770 there is this quaint in- scription: No Art With Potters Can Compare We Make Our Pots Of What We Potters Are -~ fA FO OoLJ fF — a HAT WOULD HAPPEN if class- room teachers were to put on a drive on assignments?” ‘This query came tapping on a schoolroom door in Portland, Oregon, where upper- graders in a platoon school were in the exciting midst of just such a drive. “Shall we send the story of our plan to Washington for the JoURNAL editor to see?’ —“Yes, let’s. Maybe he'll pub- lish it so other children can have fun with it.”’—And with a hurrah we chose what to send about our Greater Assign- ment plan, a phase of classwork so vital that to continue in the old routine is to face stagnation. Rather, step by step, have we tried to vivify it, to develop it and to foster good scholarship, thereby. First step in Greater Assignment plan. Explain your deep desire to launch a drive for making schoolwork happier, easier, and yet thorough. Say you be- lieve the plan will do this with the aid of the pupils. The general idea is to divide all work into required book as- signments and voluntary stunts (pro- jects). Second step: textbook assignments. List them for entire term by topic, page and date on “Textbook Record.” Each pupil keeps notebook of such work, cora- pleted at his own pace in supervised study period or at home absolutely with- out help, if possible. Ahead in language, he may do arithmetic. Perhaps he chooses a stunt or a language comple- tion. A silent study of text presenta- tion generally suffices. But a group may request a teacher-presentation. As each listener understands, he leaves at- tention zone, continuing alone. A sec- ond explanation is given often only to a fourth, thus saving a dulling repeti- tion. Give remaining help individually, using signs, single words, phrases, smiles(!)—anything to help and to keep a quiet room. The “Textbook Record” is about eighteen inches by twenty-four inches with space at the left for names. The right hand is ruled into half-inch squares. A vertical line rules off squares into fours. At top of each group are writ- ten sub-topic, page, and completion date: as, “Personal Pronouns, page 48, February 5.” The child completes first Greater Assignments Epirw P. DaRLING assignment and tallies in first square. When seventy percent tally, notebooks are exchanged, written work recited and graded by pupil-checkers, oral topics discussed, and questions asked and an- GIFTED TEACHER suggested A in the April JouRNAL that one of the biggest problems of the teacher and one of the greatest needs of the schools is more careful assignments. That article brought much in- teresting comment from Jour- NAL readers, including excel- lent suggestions from Miss Darling, which she was asked to embody in an article. Here swered by the pupils. This “free-for- all” furnishes keen excitement and a much needed chance to grow strong through concentration and formation of intelligent questions and lucid, brief an- swers. Pupils correct notebooks, checker or teacher okehs them, pupils tally for “checked” in the third, and “grade’”’ in fourth. Harmony is maintained through a few rules. A checker refuses to check an untidy paper. Checker and owner try to agree about grade in conference. If impossible, the teacher decides and gives the wrong one a lower grade. Cheating evidence is laid before the teacher who explains the dulling effect of such work. A second offense results in a “U” grade. Patient, helpful deal- ing is the best rule for harmony. Third step: stunt assignments. In free time pupil consults “Stunt Book” in which are found typed, numbered, paged samples of original projects, drills, tests, etc. He notes the number of his choice, gets it from the mimeographed copies in the file, and completes his stunt directions on test paper, filing it in his safety vault (large manila en- velopes). Some stunts go directly from the teacher to the class. After class- checking, tallying is done on “Stunt Record” as in second step. Fourth step: grading. The teacher [233] Teacher in Gilmore School, Portland, Oregon examines first, the pupil’s subject record ; second, his stunt papers; third, if in doubt, his notebook; fourth, the check- er’s recommendation and reasons for submitted grade, if he wished to make them. Records, deportment cards, note- books, and stunt papers should be in exactly the same order for grading. A stunt: fun books for children shut- ins. At home make scrapbooks with covers, brightened by gay papers, cre- tonnes, and ribbons. Let them contain gorgeously colored pages, pasted with original stories, poems, and jokes writ- ten in the English classes. Add attrac- tive story-pictures. Adhesive tape fas- tens to the pages a box of crayons, gum, candy-sticks, and delicate tissue paper marvels. Glue in envelops in which are fancy papers, bits of silk, laces, and rib- bons. Make your books marvels of bril- liant interest for the “shut-ins.” Cred- its are awarded on neatness, attractive- ness, and originality. Those books are complete will go with the teacher in cars to the hospitals, children’s homes, etc., for delivery of these joy- giving gifts. (Fifty children made this journey at Easter.) Let the children themselves speak for the Greater Assignment plan: “Our Fun Book stunt gives joy to others and inside joy to us. It develops initiative so our plan is the best yet.””— “The old way allowed all to go about as fast as the slowest ones. But the new lets each pupil advance as far as his ability allows.”—“I’m slow and stu- pid, I guess. But my teacher has more time for me so no one hears my silly questions and I get on faster.”—‘“The regular work is quickly done. Then I get to those dandy stunts.”—‘‘When a few get to the same stunt completion, it’s great to have a party at the con- ference table. Here we check over each other’s papers, get the credits awarded, and tally the ‘Record’.”—“‘Work is whose - made like play.”—‘I aren’t the last one as I usually are” (exact quotation) .— “If a fellow does his own work, he knows it forever. But if he gets help from the kids, he gets stuck in a test as sure as pie.”—“In checking each other’s papers, we catch cheaters. ‘Then the teacher shows them where they’re headed 34 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION November, 1927 while they are yet young. Il got rht and I’m off it for life.”—‘With- out telling, | know my assignments and | do them.” “With the daily assignments I got behind because often my head ached. Now I catch up when I feel better.”— ‘| have a sense of freedom and selfreli- ance never felt before. After being ab- sent I don’t worry.’-—“In the teacher’s absence the substitute answers our ques- tions. We hustle up with assignments so no time is lost.”—‘‘The teacher has no worries, therefore she can help us more.”—‘“We must be systematic. I lost some papers once and Henry who checks my papers made me do them over.’ —“I wish all schools could have this big, nice, enjoyable plan.” A worthy wish, indeed. Can the Greater Assignment plan so_ brighten other pupils’ lives? Can it relieve their teachers from that nagging strain of urging differing abilities in unison over the same ground? Here’s hoping. On with the drive! The following projects are given in addition to the stunt included in the article: Reading swing stunt. How high can you work up your mental muscle in reading? Can you reach, or exceed, vour grade rate and still score seventy or over in a comprehension test? Ask him to count the words of an easy selection. 2. He writes questions to be an- 1. Choose a home-teacher. swered by single words or phrases, cov- ering entire selection. 3. He gives you fifteen minutes to “skim” the text and write the correct answers. Repeat this stunt on other material in shorter time. He checks your work and records your score. Re- peat till you have five scores. Bring them to me with the questions and an- swers. I will give you special credit on your reading grade. 4+. Your second swing exercise covers three reading minutes. Your teacher then dictates the questions and checks and records grade. Only text words or their synonyms are accepted as correct. Return work as above for credit. 5. By reading aloud for five minutes daily, work up your reading swing by developing expression, accuracy, and fluency. Bring me your listener’s reports for credits. Oral and written English stunt: Nat- ural Science Volume. Doirections to lecturer: Choose a natural science topic Make notes of Organize notes and from a written source. interesting details. outline your lecture into beginning, mid- dle, end. Write and memorize a brief, introductory sentence. Do same for con- clusion. Practise lecture several times with a home coach until it takes on the When called upon, stand erect, look directly into eyes of your audience. saund of boiled down sentences. Speak in sentences slowly, using a clear, distinct voice. After the lecture, write up your topic on test paper, illustrate it with pic- Include a copy of your listeners’ comments. Include a copy of comments made while you lis- tures or drawings. tened. Directions to listeners: Before lectur- ing begins, write opposite the following numbers the required number of names of your friends whom you wish to score. After their lectures write the topic they chose, and later test your memory by writing a 1. Choose three names. HESE DELEGATES to the Seattle meeting enjoyed a delightful excursion to cooked dinner by the parent-teacher association. few important facts you remember from each. 2. Choose three names. After each write a word or phrase criticism to en- courage the lecturer to overcome his faults. 3. Choose four names. After each write five vital words used by each. +.. Choose five names. Listen to these If any bore you, cross out his name, sit quietly, and let your mind wander to some far land. Write it. 5. Choose three names. for pure enjoyment. List nouns in the first lecture, verbs in the second, adjectives in the third. 6. During the rest of the lectures, do any’ ‘ling you please. Write a brief ac- count of one. 7. (Extra credit) List three names and score each on any five points: posi- tion, ease, vocabulary, sentence struc- ture, fluency, interest, knowledge, eye direction, distinct enunciation, forceful delivery. 7. (Extra credit) Choose three names. After each write the number of sen- tences used by each. 8. Make duplicate notes of listening reports. Deliver them to each inter- ested lecturer. Notes of Listeners—Ruth: your topic Was interesting. You studied it hard and gave it fluently. 1 would like to visit the Oregon Caves. Don’t say “Caves was.”” Why ?—Donna: I chose you to listen to for 1 knew you would do well.—Thomas: look your audience straight in the eyes. ‘Talk more flu- “ently so we can follow you better.—Five vital words you used were grey matter, medulla oblongata, spinal cord, brain, cerebullum. Ww al tc ti IT Vi t Vv Progressive Education MERICAN EDUCATION, in harmony with America itself, is changing Indeed, it always new before our eyes. will be changing. As conditions arise, our education must fit young people to meet them; furthermore, it must an- ticipate future conditions harmful to hu- manity and prepare young people to pre- vent these; more important still, it must imagine future conditions helpful to hu- manity and prepare young people to create these better conditions. It would be as absurd to expect schools to remain as they are at a given moment as to expect chil- dren not to mature. An unchanging edu- cational plan would be a denial of edu- cation itself, a repudiation of the princi- ple of growth. The reconstruction under way through- out American education is based upon four fundamental facts. (1) The re- sources of America make it possible to give each individual the chance best to serve his fellows through the fullest development of his own powers. (2) America turns with growing confidence to education as the natural field for the working out of her humanitarian ideals ; from malleable childhood may come a better world. (3) In education, as every- where else, science has been the chief ally of altruism. ‘The discoveries of the laboratories have made possible the in- telligent carrying out of our generous im- pulses. (4) Human knowledge has in- creased so rapidly that we must now set up a new definition of the educated per- son and a new technic for developing such a being. School, even at its best, is not a nat- ural situation, but is a device created by ERE are the fruits of the progressive idea at work in the schools. High School. importance of such achievements is one of the aims of American Education Week. MORTON SNYDER grownups for the purpose of assisting young people quickly to adjust themselves to “civilization.”” Educational leaders SF apes SnypER tells in this article what is actually going on in the schools as he saw it in an extensive trip around the country. He is secretary of the Progressive Education Association, 10 Jackson Place, Washington, D. C. today are concerned with reducing the artificiality of school to a minimum so that childhood and youth may have the chance for natural growth. ‘There are many experiments to this end, some rad- ical, some cautious. They have this com- mon ideal; they think of school and col- lege as an adventure rather than simply as a discipline; they think of intellectual experience as one of creative thinking rather than of mere learning what others have thought; they think of the atmos- phere and relation of school as that of home and the world rather than that of an institution. This is the spirit in which our newer schools are conceived and ad- ministered. Certain reasonably clearly defined; they will be characteristics are found in an increasing number of public and private schools, from kindergarten to university, all over the country. i. We have come to understand that the schools are for the children, not the children for the schools. We have stopped forcing children into molds and are re- organizing buildings, furnishings, couises of study, methods, and discipline to fit pupils as they are, not as we grownups think they ought to be. 2. A major consideration is health—of body, of mind, of spirit. Buildings and equipment, the daily routine of work and of play, physical examinations and super- vision—these assure the first. More sen- sible requirements and more skilful meth- ods are producing mental health. The substitution of encouragement for de spair, of naturalness for fear—this is giv- ing us a spiritual soundness that many of us never knew in our own school days. 3. Naturally, there is freedom—not license and disorder, just freedom, the same that young people have in any well- managed home. ‘There is freedom to move about, to talk quietly, to ask ques- tions, to give honest answers—to be one- self without fear of being punished. Without this neither the body nor the spirit can grow. But also courtesy and fair play—let us not forget these. The photo on the left shows the Girls’ Band of the Omaha The one on the right shows a Student Council meeting in Detroit, Michigan. To help parents to understand the 236 Tue JouRNAL OF THE NATIONAL EpuCATION ASSOCIATION November, 1927 4. Interest has taken the place of dic- tation. The things studied and the things done are what children may be reasonably expected to want to do, not something that grownups have always required but which bear no relation to children them- selves. Consider cube root! Whceever heard of it outside the textbook? What child wants to? Why should he? 5. Profitable, enthusiastic group . ac- tivity! No more passive learning from a book, sitting still, waiting to be called on and hoping to be overlooked. ‘Today, children work together to accomplish something they all want to see finished— a problem in arithmetic, a play, a piece of construction. Whatever it is, it’s co- operative work, not going it alone. 6. But while groups afford the means of discussion, individuals are the real ob- jects of interest. We have learned to accept in school what we have always known outside, that no two people are alike and that it’s not only impossible to make them alike, but wrong to try to do so. One is bright, another slow; ‘one a housekeeper, another an artist ; one lively, another quiet. Each has a right to be him- self, and the school has no right to under- take to make all alike. 7. A most important factor is the new relationship between teachers and pupils. The good teacher is now the one who puts friendliness in place of authority, who se- cures enthusiasm in place of mere obedi- ence. The good disciplinarian is no longer the master who keeps a roomful still by one look from his eye, but the one who keeps everyone happily busy. 8. Creativeness, the proper expression of the inborn desire to make something. Boys and girls today are encouraged to make, to create—anything, everything, to satisfy their soul’s ambitions. It may be a story or a picture, a layercake or a box- trap, a poem or an automobile. There are two great reasons for this: we shall develop whatever talent there is. And a heart’s desire will be satisfied. 9. The world has come to school and school has gone out into the world. No more barren rooms; classrooms have be- come museums; outside interests are brought to school to be shared with class- mates. And school goes downtown, or to the concert, to the art museum, to the park, to the mill, to the woods, anywhere where there is something to see and to learn. 10. Esthetics, the arts—call it what you will—beauty has been given a higher seat in the scheme of things. Dramatics and poetry, music in all its forms, includ- ing dancing, drawing and painting, mod- eling, woodwork, come to stay. 11. The mechanics of school have been reduced to subordinate importance, or, in small schools, largely eliminated. ‘Text- books, examinations, tests and measure- ments, marks, promotion, classifications, punishments, penalties, assignments, the timetable—these are inconspicuous con- veniences of the modern school. 12. An outstanding characteristic of the progressive movement is that parents are as active as teachers. A new spirit of intelligent and helpful cooperation is evi- dent in progressive schools, whether pub- lic or private. But the new education is more than a matter of materials and manners. A com- mon criticism of the old is that there has been so much of accepting information and so little of questioning and of think- ing. We must train youth to imagine, to think forward, to anticipate conditions, to discard old idols, when need be. This attitude does not disregard the past. The past is accepted as evidence, but is denied the authority of law. Present- day interests receive larger attention. Young people’s questions on socialism, pacifism, internationalism, and sex are being intelligently answered, and the questioners given the means and method for coming to sound conclusions. Learn- ing has come to be understood as an ex- perience which involves the creation of something in the mind. The benefits arise from the reality of the enterprise and from the sense of accomplishing some- thing truly worthwhile. jewelry—ali have Innovations are not accomplished with- out criticism. The critics of the new ré- gime say: (1) There is too much em- phasis on interest and too little on duty. (2) There is too much freedom and too little control. (3) It puts too much faith in human nature and assumes too much native power among young people. The progressive is not advocating a doctrine of ease or of laxity; he merely believes it better to secure a supreme effort through interest than an indifferent one through sense of duty; the doctrine of interest is not a surrender to ease, but an assurance of zeal. As to freedom, none but the ex- tremest radical concedes youth the right to do as it pleases on all occasions, or credits it with the ability to decide all problems wisely ; the liberal favors all the freedom possible at the moment, with more in prospect. As to faith in human nature and its power, the progressive asks merely that school shall not create arti- ficial barriers to the natural development of power. The new régime has not been in effect long enough to give opportunity for scientific testing of results. Presently we shall have statistical comparisons between the new and the old. But favorable evi- dence is not wanting. The graduates of progressive elementary schools do well in high school; in the course of events they successfully pass college entrance exam- inations; finally, they maintain good standing in college. Details and the names of schools and of colleges could be given in support of this statement. The testimony may be summarized in the single generalization, backed by much data, that at every level children who have come through the new schools com- pare favorably with those from the old. They compare favorably not only in technical, measurable aspects of educa- tion, but in the even more important hu- man values which make up life. They are more selfreliant, with greater initiative and capacity for selfdirection. ‘They are better read and better informed, with more alert powers of reasoning and judg- ment. Health shows in their faces and in their bearing, inducing naturalness and confidence, enthusiasm and satisfaction. School has become “‘a real show” and chil- dren are finding new joy in attending. The new ideals are meeting with a growing response from the thoughtful public, made up, as it is, of parents and intelligent laymen, who, having come up through the old régime, desire something better for the children of tomorrow, and of teachers and administrators concerned to grow and to improve their schools. The increasing evidence of this response is found in the numbers of new private schools everywhere springing up, and, more important still, in the changes ac- tually taking place at all levels in our public schools. The process of adjust- ment moves from the bottom upward, from primary to intermediate, to junior high school, to senior high school. Now the colleges are introducing reforms which are but the application of principles already in effect in the lower schools. To sum it all up, the new school move- ment is at once a protest and a vision. It has effectively challenged the authority, the repression, the barrenness of an edu- cational procedure which was at odds with nature and which in practise de- feated many of its own purposes. It has created schools in which teachers and students work together happily, under conditions physically and mentally whole- some, in a richly stimulating environ- ment, living in the fullest sense the life of today to be ready for tomorrow. a ewe OUTS ee | os ww Ww More Music in Our Schools J. E. Mappy Supervisor of Music, Ann Arbor, Michigan AY BACK in the days of the Pil- grim Fathers music played the smallest part in the schooling of the pioneers’ children. The Puritans looked on instruments as the contrap- tions of the devil and the Calvinists believed that all such joyous impulses should be sternly repressed as frivolous. Such music as the children had consisted solely of singing hymns and _ psalms taught under the fear of the Lord. The Ainsworth Collection and Hopkin’s Bay Psalm Book were the famous songbooks used. Punishment followed singing just as surely and severely as it did poor spelling and inferior arithmetic. It is not surprising, then, that under these circumstances music was not a favorite pastime with Puritan young- sters. By the era of the little red schoolhouse, music, while still confined to group sing- ing, had changed in character and was incorrect recognized as being recreational. Lusti- ness was one of its predominant features, and its place in the school program was chiefly to let off excess energies and gen- erate a feeling of good fellowship. With the coming of the nineteenth century, public school music took on a decidedly cultural aspect. Along with chorus singing, harmony and theory were and later, preciation and history of music. Still later, but with a swoop once the move- ment got under way, instrumental music came into our public schools. Just how many high schools today have their own orchestras and bands seems to be one of the mysteries nobody knows. A survey of very recent date con- ducted by the Conn Music Center estab- lished in the interests of a more musical America, revealed that out of 789 schools included, 710, or ninety percent, have bands or orchestras. There is no reason for supposing that this proportion is not representative of the entire country as schools from every state and of a wide range of enrolment were included. Shades of our introduced, courses in ap- Puritan forefathers! Pupils wielding bows and blowing horns in ninety percent of American high schools! High school bands coming across a continent to compete with one another in an annual contest. Whole communities being musically served by a small, live- wire group of young music enthusiasts. Tens of thousands of young people graduating every year, trained to take | Spree possibly the mother tongue no other subject is so rich in educational uses as music. It touches the whole range of the seven cardinal objectives of education and measured by any one of them makes a contribution that would justify larger attention than music now re- ceives in our schools—even in our best schools. The vital functions of all liv- Health and harmony are one. In music may be found wholesome stimulation or sooth- ing rest. The vibration of the dia- phragm in singing promotes good blood circulation about the vital organs. Dancing which keeps the whole body in harmony is an aid to health. Work- ers with the insane testify to the im- portance of music to mental buoyancy and balance. Music is one of the fundamentals of education. ing things are rhythmic. their musical places in university, factory, home, and community. This picture is no whit exaggerated. The smaller communities have as laud- able a report to make as the large city school systems. The large figures of the latter are simply indicative of the trend of public school music throughout the country. Oakland, California, for ex- ample, has developed its instrumental music program to a remarkable degree, and has six hundred and fifty students enroled in piano courses alone. Los An- geles, besides having a band and orches- tra in each of its fourteen high schools, has dozens of orchestras organized in grade schools. Pittsburgh has two thou- sand pupils studying the violin and one hundred the cornet. Two questions present themselves in regard to this phenomenal growth of instrumental music in the public school ; first, what has convinced educators, boards of education, parents, and tax- payers of the desirability of extensive musical training, and second, being so convinced, how have they achieved it? Taking the second question first, the means of introducing instrumental music have grouped themselves chiefly around funds provided by the board of educa- [237] tion, by the parent-teacher association, and occasionally by some local business organization ; in many instances the band or orchestra is practically selfsupporting. Usually, however, it is a combination of all these that keeps the band in a flourishing condition. In some schools, instruments are provided by the pupils with just some of the larger in- struments as the French horn and drums belonging to the school. A number of schools provide all the instruments, upon adequate security from the child’s par- ents. A growing custom is for the school to help finance the purchasing of an instrument by charging the pupil rent until the payments equal the purchase price. While occasionally a promising can- didate may be excluded from the band or orchestra where it is necessary for him to supply his own flute or saxophone, it has been found better where possible for the school to help finance his buying one than simply to give him the loan of one. His interest will be more sustained and he is more apt to keep up his music and join industrial, community, and fraternal bands after he has left school if he owns his own instrument. agencies Many a successful band or orchestra owes its inception to the energies of some English, algebra, or chemistry teacher who happens to love music, appreciates what it can do for a school, and who was willing to organize and direct the group in a small way until a fulltime leader could be engaged, or at least a parttime professional who might be taking care of a number of other bands at the same time. When it comes to individual instruc- tion, practises also differ. Some schools leave it entirely up to the pupil to get this, and give him only the weekly or semiweekly group rehearsals. In a few schools, free individual instruction is provided ; in many, group instruction in piano, violin, and other instruments as distinct from rehearsals is in progress. Perhaps the most common arrangement, however, is for the school to provide regular class instruction at a purely nomi- nal fee, as ten or fifteen or at most twenty-five cents a lesson. So much for the “how.” The “why” of all this musical expansion is not 2 THe JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION November, 1927 difficult to find. Music supervisors and directors, who might be judged a preju- diced group, are not the only ones to advocate instrumental music in the public Teachers, principals, schools. parents, business associations, phy sicians, and psychologists are emphatic in their in- dorsement. The cultural advantage is obvious. Even the briefest acquaintance with playing some instrument will give an insight into what music means and how it is brought into being that no amount of theory or courses in appreciation can give. A new world is opened to the boy or girl who experiences the joy of creat- ing where heretofore he has been only a passive listener. The marvelous virtu- osity of the world’s musical geniuses 1s no longer casually accepted once the pupil has learned through hours of pains- taking practise just what is back of the skill of a master. There is, too, the emotional satisfac- tion that comes with having a creative outlet. We live in strenuous, pushing times. The harder we go, the more tensely we live, the more imperative it becomes that each person, rich and poor and middle class alike, should have with- in himself some spiritual refuge, some means of being for once the performer instead of himself being the instrument upon which his world plays. On these scores alone the inclusion of instrumental music in our public schools would be justified for, since the school aims at preparing the. pupil for life, it should provide for its higher as well as the material aspects, at the same time providing a means of escape from com- mercial values. But more than this, in- strumental music has been found to have a definite service to give in the _all- important task of character-building. Think over some of the qualities re- quired in learning to play even a simple instrument moderately well. Often the child must make some sacrifices in order to procure his instrument and his in- struction. Aways he must make the sacri- fice of giving time that would otherwise be spent in some form of recreation. A definite lesson in values is thus given when he decides to sacrifice the less essential for what seems to him more worthwhile. But having procured the in- strument, all the good old virtues of nineteenth century copybook fame must be practised before he can play it— patience, diligence, obedience to his in- structor, as well as the twentieth-century three C’s—concentration, coordination, and cooperation. The last is an important argument in favor of playing in a band or orchestra. No matter how much the child may pour his heart and soul into practising at home and playing for his own and others’ enjoyment, he is missing a great deal if he does not learn to work with others in the production of the great masterpieces. Any musical ensemble re- quires balance. It is absolutely essential for each member to come in at just the right beat and drop out where he is not needed. “‘Tempera- proportion and ment, sulks, and overaggressiveness have no place in the band and the good di- rector knows how to inculcate these les- sons along with the other instruction. Health, too, might be mentioned as one of the beneficial aspects of learning to play an instrument. Correct posture and correct breathing must be insisted on. Physicians will often recommend a wind instrument to a boy with under- developed chest or lung capacity because he knows that sheer interest will keep the boy at it while formal deep breath- ing exercises can be inforced only under compulsion. Then, too, music steadies the nerves and has a relaxing effect on students who tend to be too highly strung and undisciplined. Mentally, of course, music is clean, wholesome, and natural and therefore meets the full approval of psychologists and physicians working together for the sound mind in a sound body ideal. No conclusive proof has ever been established for the theory of a transfer of knowledge, that a student is any. more proficient in one subject for having pursued another. There tends to be a definite correlation between proficiency in algebra and success in other academic subjects but even this does not determine which is cause and which effect. It can- not, therefore, be claimed that the stu- dent who studies music is thereby a better scholar insofar as actual intel- lectual capacity is concerned, although a few small investigations made have shown the scholastic average of music- studying pupils to be above the general for those schools. There is here as much reason for say- ing these pupils study music because they are high in their other work as there is for holding that they get better grades all around because they study music. What can be reasonably stated, however, is that the lessons of perseverance, alert- ness, and selfdiscipline stimulate the in- dividual to a keener effort and so in the long run are manifested in his report. Also, where a certain standard of scholarship, considerably above the mini- mum for passing, is required for partici- pation in the band or orchestra and for representing the school in some contest or at an athletic event, this stimulus is often effective in keeping sagging grades up to the mark. An interesting observa- tion is the effect sometimes noticed where an apparently stupid, talentless, and un- popular lad has been given even a small place in the school orchestra. Surprising ability along this line may be developed and with judicious encouragement from a sympathetic leader, the boy may find himself for the first time in his life approved and a social success. The effect of this suddenly discovered well-spring of selfconfidence will be shown in all his class work, his athletic work, and in his relations with the rest of the students. And this point brings me back in a circle to the point from which I started —that one of the great arguments in favor of instrumental music in the schools was that its advantages were not confined to the exceptionally gifted pupil but were shared alike by the talented and the mediocre. The student who intends to devote his whole life to music, and the one who is going to use it simply as an avocation, a source of pleasure to himself and his friends, and the one who is taking up some instrument simply as an elective in school, all share in the character-build- ing and other advantages just discussed. The performance of a_ welltrained school band is today more creditable than ever before and results are being reached in an incredibly short space of time— one band took part in the nation band contest three months after organization, and the famous Denver Boy Scouts won first place in the band tournament of the International Boy*Scouts convention in London eight and one half months after its organization—yet methods of teach- ing are radically different. “Put a horn in his hands, show him how the blamed thing works and let him toot,” is the system one successful bandmaster says he uses, an understatement, of course, but it is this substitution of actual play- ing for months of dreary practise that is giving music to everyone and not just to a privileged, talented class. As time goes on, the introduction of instrumental music instruction into the grade schools is inevitable. Some schools have it already. The foundation cannot be laid too early. Its coming is inevi- table, but the day of its arrival can be hastened by the efforts of individual teachers and supervisors, parents and principals. ee all ‘sy vw" —_— — eee + Sidelights on [Teaching Personality E. E. Dopp State Teachers College, Springfield, Missouri COMBINATION of personal graces and substantial qualities in about equal parts—this is good personality. It is not, as some people think of it, merely a pleasing veneer. Neither is it an unfinished product of worth. It is made up of both fiber and finish elements. Good personality not only confers on the individual the ability to approach and mingle with people in a pleasing manner, but it also gives him the power to be effective and confidence- inspiring in his relations with them. Per- sonality training, therefore, must com- prehend both the pleasure-giving and the character-forming faculties of the pupil. A school subject which is founded on the personal relationships must take into account the mainsprings of human na- ture to which youth responds. The social instinct must be appealed to. The desire on the pupil’s part for recog- nition—to be popular, influential, re- spected, and trusted—must be served. The intimate, everyday contacts of the pupil must be utilized. And a goal that appeals to him as worthwhile must be provided. ‘These are fundamental to his interest in the subject and to his suc- cessful pursuit of it. Personality train- ing recognizes these requirements and undertakes to adapt the character and HANKSGIVING has been observed in America since 1621. The Secret of Being Interesting iF hamey ARE PEOPLE in the world who are popular everywhere they go, yet they may not always possess beauty or wealth. When they are introduced to stran- gers with a company of others they immediately rise head and shoulders above the rest; their strange power of personality seems like some black magic. They are constantly in demand everywhere—socially and commer- cially. Their secret is a simple one. They always say something interest- ing. Around the most commonplace facts they weave conversation that tickles the ear and leaves a unique and lasting impression upon the mind. They leave the narrow circle of our own daily existence and wander back through the centuries, gathering here and there a bit of romance, a touch of philosophy, queer traits of a for- gotten race, the story of strange gods or some other equally interesting sub- ject that illuminates the topics of today with vivid colors that entertain and charm the listener.—Selected. temperament of its work to them. At least one third of the class teach- ing of personality is conducted in groups of four or five pupils, the groupings differing with each succeeding lesson. (This statement need not apply to pu- pils of junior high school age and be- low.) The social opportunity provided by these groups is highly esteemed by the students. They get acquainted, intro- ductions are rehearsed, courtesy and other personal graces are practised, self- expression in other forms is realized. But the primary object of the group plan is to develop facility in conversa- tion, the universal medium of expression. In the standard recitation, only one pupil talks at a time, and then only when the teacher is not talking. In six or eight conversation groups an equal number of pupils are talking all the time, in the face-to-face situation that constitutes nine tenths of our intercourse with peo- ple. The atmosphere of the group is strictly informal and the spirit of the group is that of mutual helpfulness. No more satisfying result of the personality training is observed than the improve- ment made by pupils in conversational ability through the medium of these groups. Since we learn to talk by talk- ing, the conversation group, obviously, has distinct advantages. Project and field-work phases further bring the pupil into personal relation- The dwellers in these log cabins attended church and gave thanks for home, food, and safety. Contrast this scene with the one on the following page. 240 THE JOURNAL oF THE NATIONAL EpucaTION ASSOCIATION November, 1927 ships, chiefly in his out-of-school con- tacts. The projects consist of assigned tasks to perform, observations to be made and problems to be solved. For example: (1) See to what extent you can give direction and movement to a conversation; (2) Seek to discover through observation the causes of dis- agreeable voices; (3) How do you ex- plain that some persons can govern and direct others without irritating them, Many ; a such projects are presented for the pupil’s while other people cannot do so? performance. In the field-work the pupil is ex- pected to seek opportunities, or create them, for cultivating adaptability, cour- tesy, ease, and skill in conversation and other personal graces. Many pupils are surprised and pleased to find that peo- ple respond more favorably to their ad- The field- work calls for alertness, observation, ini- vances than they anticipated. And not the least of its benefits is the cultivation of these powers. The benefits of the field-work are well stated in the words of Robert Waters: “Precisely as silence and solitude stiffen the tongue and rust tiative, and resourcefulness. the mind, so does intercourse with the world lubricate the tongue and polish the mind.” The observation feature of personality training extends to people wherever and whenever met; it also applies, in more intensive form, to the students of a class. Each student observes for several weeks three other students and at the end of that time rates them on a number of personal characteristics such as posture, voice, courtesy, initiative, conversational dependability, and the like. When this observation feature goes into facility, effect, a noticeable toning up of the class is at once apparent. Pupils welcome these ratings by their fellows and attach proper importance to them. No student knows by whom he is being observed and rated. In addition, each student is called on to rate himself on many such opposites as temper and selfcontrol, cooperation and individuality, main force and clever- ness, inclination and duty, exaggerated ego and_ inferiority Other schemes of selfexamination and rating are also employed. ‘The open forum dis- cussion of personal traits, followed by observation, rating and self rating, serves as a pronounced stimulus to the correc- tion of personal faults and to the acqui- sition of more pleasing and effective ex- pression of the personal qualities. ‘The conversation group, again, lends itself to the observation and rating features of the work. Many complex. exercises and problems are employed in thé personality work. Ex- amples of these are: (1) “David is of good average ability, but does only what he is assigned to do; he follows the lead of others. How can he be helped?” (2) “Helen is very studious, giving all her time to the classwork. She does ‘not make friends. How can she be helped ?” The problems serve a double purpose— first they call attention to the weaknesses of pupils, and second, they direct study and discussion toward their correction. The proprieties, or the correct stand- ards of conduct and convention, are given a prominent place in personality training. As far as possible they are dramatized in the conversation groups. Mary, accompanied by an out-of-town boy friend, calls to see her girl friend, Jane. The latter’s parents are present. The introductions are performed. Man- ners in the home, in the school, on the street, at the table—these and other proprieties are given concrete form and application. The ordinary classroom work includes such subjects for discussion as personal credit, personal capital, goals, goodwill, good sportsmanship, leadership, playing the game. Each one is made a subject of study and of thorough discussion with reference to its character-forming ef- fects, although the term character is rarely mentioned. Moreover, in all the personal relationships the fact is kept in mind that the other fellow’s point of view, his rights, his interests, his com- fort, etc., must be respected. From the first day of the term to the last the principle is either expressed or implied that substantial qualities and personal graces are interdependent and mutually essential. “Finish without fiber has little intrinsic value; fiber without finish has only a limited market value. Combined, they meet the needs and de- mands of the world.” N 1927 many of us celebrate Thanksgiving as a day of fun, gaily forgetful of the courageous beginning of our nation. Thanks- giving has been observed as an official and national holiday since the time of President Johnson, who carried out President Lincoln’s idea of making it a holiday on the basis of national recognition in 1864. These pictures were furnished through the courtesy of The Scholastic. Beautifying the Schoolroom Leon L. WinsLow Director of Art Education, Baltimore, Maryland HE TYPICAL SCHOOLROOM in the older type of school building is perhaps the gloomiest of all the gloomy rooms that can be seen or im- agined, surrounded as it usually is on three sides by blackboards that are literally as well as nominally black. Little wonder is it that many children find school life irksome and a poor sub- stitute for the larger life outside the schoolroom’s walls. Were it not for the gifts that art can bring, this esthetic barrenness would be hopeless. But to those teachers who recognize the need for enlightenment and who are also con- versant with the possibilities for service afforded, the situation is not so dark as might be supposed. For here is a genuine opportunity to bring a little more of the “crystallized expression of life” into an institution which in some respects has drifted far afield of the mark set for it by the professional educator. Here, in- deed, is an opportunity to contribute much to the cause of education in its broadest sense. Considerable has already been done to make art function in education. Art in- struction in our schools is now an estab- lished fact. Something has been done to How to Improve Your Schoolroom ET THE PUPILS share in beautifying | the room. 2. Hang all framed pictures flat against the wall. 3. Adjust window shades, always leaving the room with shades “even.” 4. Accept the blackboards at their face value. They are for daily use and do not require any form of per- manent or semipermanent decoration. 5. Do not “put up” too many things. Three things can be shown to better advantage than five. They will also get more attention. 6. In choosing pictures for your room select those which are appro- priate in subject, decorative in pur- pese, and good in coior. Schoolrooms need more color. 7. Have a bulletin board and see that all material displayed on it is arranged with reference to a vertical axis and that the margins and spaces are right. 8. Exercise the same restraint, good sense, and good taste in decorating your room for holidays and special occasions that you use on other % ® e rj © PL nee ot Orethis Fame make art function in a physical way. Im- proved facilities for lighting the rooms, both naturally and artificially, have con- tributed to dispel the physical darkness. Attracive color on the walls has helped to brighten many otherwise dismal rooms. Art must now be made to enter these barren rooms in the form of beauti- ful and inspiring pictures which will serve to dispel the spiritual darkness by supplying those essential esthetic ele- ments which are today decidedly lacking in most school life. It is only by so doing that art can be made to compensate in some degree for the larger life out-of- doors, the life from which our children have been so ruthlessly withdrawn. In most schoolrooms there is no place to display pictures properly, as the black- boards have been allowed to usurp all available wall space. Even those class- rooms that are fortunate enough to possess good pictures must display them above the blackboards where they can scarcely be seen, to say nothing of their being either enjoyed or appreciated. There appears to be but one remedy for this condition. Every schoolroom should have a wall space at least four feet wide, free from blackboards, at the center of Asa M2 By A. T. Bricher. Such pictures as this give boys and girls an appreciation of the beautiful natural forms that are everywhere about us and encourage a love of the out-of-doors. 24 THe JoURNAL OF THE NATIONAL EpucCATION AssocIATION et he front of the room, reserved tor one irge framed picture. This space should e covered with cork board which makes rood background. What is needed is not the accumulation of many small pictures which cannot be used effectively in a decorative scheme but a few large and excellent ones that will demand and receive the attention they deserve. These from can be circulated In a building with ten or more class- room to room. rooms equipped in this way each room ‘ould have a new picture every month throughout the school year. The educa- tional returns to be derived from such a systematic use of good pictures can scarcely be estimated. Treatment of the walls is of the ut- most importance in schoolroom decora- tion since they serve as a background for all that takes place in the room. When two screw-eyes, one at each upper corner a single long wire, attached to of the frame is used in hanging a picture, it forms two sides of a triangle, which often is the only triangle in the room. Even if the wire is small, it is always more or less visible and out of harmony with the structural lines of the room as well as those of the picture frame. It is better to use two wires, that the wires may be parallel with each other and with the other vertical lines of the room. Another method of hanging which is even more satisfactory is to use no wire at all but to have the screws in the sides of the frame near the top fit exactly over nails driven into the wall. This method of hanging should be used only in the in- stallation of pictures as a permanent feature of decoration. Pictures should under no circumstances be allowed to tip forward into the room. They should lie flat against the wall without appear- ing to be hung or suspended from any- thing. They should almost always be framed, without a mat. A _ standard picture frame molding should, if possible, be adopted. This should be of neutral color, not gold, and may be toned to har- monize with the dominant colors of the picture and with the color of walls and woodwork. The molding should vary in width with the size of the picture. It- should slope inward to meet the glass on the picture side and outward and back- ward to meet the wall on the outside. The use of such a molding should assure proper contact of the picture and the wall which it decorates. Ample variety can be achieved through changes in size, shape, and color of the frames and in widths of molding used. The arrangement of pictures on the November, 1927 walls is also worthy of careful considera- tion. When a wall space is to contain a single picture, the first thing to do in placing it is to locate the middle vertical axis of the entire picture space, for it is with this center line that the vertical center line of the single picture to be Carmencita. By William M. Chase. hung must coincide. These center lines can be established accurately by measure- ment. Then one must determine the ease with which it can be seen and the amount of space above and below. Pictures placed above the blackboard should be hung close to, but not touching, the black- board frame. What is true of the placing of pictures to serve as permanent decorations applies with no less force to all posters, clippings, and other notices displayed on a bulletin board. The choice of pictures to be used in any scheme of schoolroom decoration is also of utmost importance. Pictures should be considered with reference to their merits and demerits as works of art, their suitability to the purposes of decoration, their content or storytelling value, and their appropriateness for cer- tain rooms. This matter of selecting pictures is less difficult than most people think even though it does involve some knowledge of art principles. Comparatively few schools are financi- ally able to buy original paintings but all can now afford good colored reproduc- tions of masterpieces of painting in the form of mechanically produced prints. Art values are perhaps more easily recognized in fine works of painting than in any of the other forms of artistic ex- pression and it is at once obvious that one may best study the direct application of art principles in masterpieces of graphic art. Since walls are flat, re- productions of mural decorations often make the most suitable wall pictures, although many other paintings are also strong in this decorative purpose. Pic- tures which do not have too great con- trasts in respect to dark and light but which do have considerable contrast in hue are especially desirable. The propor- tions of a picture should approximate the proportions of the wall space around it. Since most rooms are decidedly lack- ing in the element of color it follows that only pictures that are good in color should be chosen for the purpose of permanent decoration. The objects de- picted should of course be represented with sufficient realism to be clearly in- telligible to all, yet the composition should always be good; there should be a satisfactory balance not only of color but of areas and there should be a rhyth- mic and harmonious lines. arrangement of The test of a picture’s final claim to artistic merit lies in the emotional esthetic response which it creates in the observer. Children are capable of such a response to pictures of the right sort. Their taste in these matters should be recognized and their opinions solicited. With little children, the story that a picture tells is of great significance. This story side become less and less im- portant as the child grows to maturity. There is always a seeming conflict be- tween the content or story that the artist tells and the form or way in which he tells the story. If genuine art values are to furnish our criterion for selecting pic- tures, there should be no conflict between content and form. Pictures should have subjectmatter, however, if they are to interest small children. Landscape pic- tures and portraits of people of other lands and times are often more appropri- ate than local or modern subjects. They should open up vistas of idealism, supply- ing what is lacking in the everyday ex- perience. Let us insist then on pictures that will bring both happiness and beauty into young lives and teach children how to see them, how to interpret their mean- ings, and how to enjoy their beauty. Preparation for Librarianship LuciLE Farco Assistant, General Board for Librarianship, American Library Association NCE UPON A TIME a teacher left the classroom to become a libra- rian. The processes of formal education did not appeal to her. She was weary of cramming facts into the heads of unwilling subjects. She said she pre- ferred to work in the fields of culture and social service. So she became a librarian. Last year she left the city in which she had long been engaged in library service. The principal of the high school came to say goodby. “Mary Stone,” said he, “when you add ‘librarian’ after your name you fool nobody but yourself. You are the best teacher of all. We talk about individual differences; you work with the individual. We try to stir in- terest; you discover and direct interest. We think up projects; you provide the wherewithal. We establish continuation schools ; you provide adult education. No more camouflaging, Mary Stone. You are a teacher and you know it.” Librarianship is an educational pro- fession. What preparation is demanded ? What is the relation of librarianship to other educational callings? What are the opportunities and what the satisfac- tions? The time is fast passing when any but well prepared librarians may hope to be considered for responsible positions, and by well prepared I do not mean merely technically prepared. As an educator, a Chicago, Illinois librarian needs the widest possible back- ground of culture and general informa- It is true that knowledge of books tion. Cape May County booktruck has brought the enjoyment of library books to these children at Court House, New Jersey. and of things bookish is indispensable, and that the education of the prospective librarian should include languages, es- pecially modern languages, and litera- ture ; but not these exclusively. Natural N THIS sunny corner of the children’s department of the Boston City Hospital, young readers pass many long hours with old and new book friends. With the county as the basic unit for service, library opportunities are equalized for the boys and girls of Jefferson County, Indiana, shown in the picture at the right. science, social science, and history should be added with generous hand. And then a hobby—music, art, archeology, domes- tic science, journalism. Librarianship is broad enough to include them all and ; person who rides his hobby well finds a place for it in his professional life. It is ~ frequently the steed on which a librarian rides to success, for specialists are de- To “know something about everything and every- manded in library service. thing about something” is the goal. I have not said that a librarian must be a college graduate, but it goes with- out saying that a college course or its equivalent is indispensable; not because many of the accredited library schools re- juire it, but because the librarian needs it. The ways of entrance to the library field are various. Training or apprentice classes are conducted by some public li- braries. Candidates for these classes are usually selected on the basis of entrance examinations and personal fitness. Pref- erence is apt to be given to college gradu- ates. Successful candidates are put through a combination of classroom and practical work often covering several months. At the end of that time they are eligible for appointment to the lower grades of service in the library sponsor- ing the class. This is one method of en- tering the profession and it gives the prospective librarian an intimate glimpse 244 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION November, 1927 of the work and a certain degree of ex- perience. If apprentice work is followed by a year or more of advanced study in an accredited school, the librarian is fitted for more responsible positions. ‘The only trouble with the training or appren- tice class route to librarianship is that it takes the ambitious climber too much time to get to the top. A shorter method is to enter an ac- credited library school at once or after a few months of preliminary service in a city, school, or college library, if that is possible. You may then enter the school as an undergraduate or as a postgraduate student, depending on the school and on your educational equipment. ‘The tech- nical curriculum may be covered in a sin- gle year. Advanced work leading to specialized positions and a possible M. A. degree will require another year. The Board of Education for Librarianship of the American Library Association, with offices at 86 East Randolph Street, Chi- cago, is the accrediting agency for library schools. From the board you may secure, free of charge, a leaflet on Librarianship as a Profession, which lists the schools and gives brief information as to entrance requirements, costs, length of course, de- grees, and certificates. In the Second Annual Report of the board will be found standard curricula for library schools of different types. The report affords insight into the content of these curricula and may be had for the asking. The trend all along the line is to put librarianship on the same basis as other professions and to offer university cred- its and degrees for the completion of a curriculum. There is a growing tend- ency to offer the regular courses during summer sessions and to emphasize work with children and with schools, thus of- fering a rare opportunity for teachers to specialize in the school library field, where last year no less than forty super- intendents declared there was a steadily increasing demand. The library curricula offered in nor- mal schools and teachers colleges should not be overlooked nor the possibility of taking a correspondence course. In the nature of the case, these are either short cuts or courses giving preparation in a limited field. To the parttime librarian in a small school—the socalled teacher- librarian—these courses are particularly useful. Her lot is not always an en- viable one. She frequently finds herself saddled with two good-sized jobs instead of one. But as school administrators be- come more familiar with the educational possibilities of the library and give her the three- or four-hour library schedule she needs instead of the one-hour sched- ule she frequently has, many women will find the duties of the parttime librarian a happy release from uninterrupted class- room work. The fulltime school librarian working under a sympathetic administration is set a more joyous task, though not always an easy one. Around her thrills the life of the school of which the library is easily the heart and center. Recently I stood in’ an elementary school library. The sixth graders had finished a project which they trooped in to show me. The project had to do with transportation. Here came models of every conceivable equip- age from jinrickshas bearing gay ki- monoed ladies to prairie schooners drawn by patient oxen. The manual training, geography, art, and sewing teachers had evidently conspired together but not they alone. There were wellwritten compo- sitions on travel in the Andes and reports on thrilling books of travel. ‘‘But how did you know how to draw a camel or to make a dog sled,” I queried. ‘The li- brary picture file,” the class came back. “And the queer bonnet on the head of this little foreign lady?” “Oh, a library book showed that.” “And the books you read, and the reviews—all so nicely done with the author, and title, and publisher, and date?” “Miss Brown showed us— she’s the librarian.” The teachers, too, paid willing homage: “It’s the library that makes such work possible — and Miss Brown.” But school work aside, what are the. general opportunities in the field of li- brary service? I have used the masculine in referring to librarians other than those engaged in work with children. This was not an accident. Librarianship is a profession for men. If you don’t believe it, read Mr. Compton’s article on librarianship in The Open Road, May, 1922, or go into any wellmanaged city or college library with your eyes open. Have you ever taken thought of its complicated or- ganization and administrative problems? Such institutions are managed by women with distinct success, but librarianship is not exclusively a “woman’s job.” Look into a big reference room and ask the assistants in charge what people they deal with and what problems. The engineer, the doctor, the economist, the author, and the business man—all these are there with their questions. And the questions? Highly technical in many instances: a treatise on the venting of transformers, a list of authorities on the inheritance tax, old sporting prints. Very few weeks go by in which the American Library Association is not the recipient of an in- quiry for a man who can “take charge of our technical division,” or “fill a re- search position in the political science library,” or ‘manage our business branch.” Librarianship is a profession for men. Obviously, it is also a profession for women. Do you love little children and their books? Do you like to tell stories? Can you chuckle over the gentle whim- sies of Winnie-the-Pooh? Would you like to do your bit in the educational world by fostering the reading habit and developing correct reading tastes? Do you believe that in the long run children educate themselves and that the educa- tor’s part is to search out and guide bud- ding interests? Then children’s library work is worth your consideration. You may even find your place in it without going outside the schoolhouse walls, for the elementary school library is a coming institution. The limits of this article are too short to cover the multiple forms of library service. I have hinted at positions re- quiring business and administrative skill and at the varied ramifications of refer- ence work. Among more recent develop- ments are definite attempts at adult edu- cation through the library. A _ rather new position is that of reader’s advisor— a man or a woman who knows books and people and libraries and gives guidance to such readers as desire to enter upon a definite line of selfimprovement through books, or to set out upon an adventure of mind or spirit by way of the printed page. For the person who likes to do careful, scholarly work thére are positions as catalogers and classifiers. Research as- sistants, government and state librarians, and the librarians of highly specialized technical collections are other tremen- dously effective workers in the educa- tional field. . Then there is the county librarian. He is business agent, organizer, and mission- ary all in one. His supreme idea is to get books to people where they are. In Missoula, Montana, he equips a box car with books and chairs and tables, hitches it to the end of a freight train, and sends the library to the men in the mountain camps. In New Jersey he fits up a book truck, a “Parnassus on Wheels,” that carries its load of literary freight to the remotest hamlet and provides the small sixth grader in the district school with that tale of adventure and daring for > \- = Vol. 16,No.8 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 245 which his young soul has long yearned. Perhaps the most important worker of all is the librarian in the small public library. This is a job to challenge the keenest-witted and the broadest-minded It demands leadership. It is hard work, yes. But the small town librarian most certainly lives in Friendly Village; her service, for somehow a woman most fre- quently assumes this task, extends from the graybeard who pores over Haeckel’s Riddle of the Universe to the bare-kneed tot who sits mouse-quiet with a Caldicott picture book while mother absorbs the history of Japanese prints from the art reference shelf. ‘The librarian is a good business woman, carefully budgeting and expending the receipts from the one-mill levy and the dog tax. She is also a good housekeeper, contriving to create a home- like atmosphere while leaning heavily on order and routine. She is a member of the commercial club and the Parent- Teachers Association. She provides the Rotarians with a reading list for boys’ week; she sends classroom libraries to the elementary schools and is the literary guide of "teen-age boys and girls; she helps the new minister prepare his ser- mons and gives the editor of the Daily Bulletin the statistics he needs for an editorial on the agricultural resources of Orchard County. Her opportunities for usefulness are limited only by the finan- cial support the community provides and by her own equipment of knowledge, initiative, and technical skill. Even more than the worker in the large system she needs the best that the college and the library school can give, for she stands unsupervised and alone. Is the demand for professional libra- rians great enough to warrant the time and expense involved in preparation? | quote from the Second Annual Report of the Board of Education for Librari- anship: The study of library service and its chang- ing needs reveals one factor which has re- mained constant and shows no sign of favor- able variation in the near future, that is, the — LIBRARY SERVICE within reach of every one is the aim of Chemung County, New York, Library shown in this picture. insufficient number of desirable candidates for many library positions. Leaders are be- ing sought for important positions in large public and university libraries; administra- tors are desired for small and medium-sized libraries; catalogers and children’s and school librarians are demanded in numbers far in excess of the supply. From every standpoint of library service the lack of per- sonnel is acute. Librarianship is an educational calling. It is also a profession, as evidenced by the establishment of professional library schools in colleges and universities. It is open to men as well as to women. It offers the rewards common to other edu- cational callings: a competence ranging from $1500 to $10,000 or above, per- sonal development, high emprise. It is increasingly engaging the attention of college students and it has a distinct ap- peal for the young teacher ready to specialize. A brief reading list follows. Your nearest librarian or the secretary of your state library extension agency will be glad to give you a personal interview or write you concerning local opportunities for library service. As before noted, the Board of Education for Librarianship will furnish upon request a list of sum- mer sessions and the names of accredited | library schools. Detailed information as to curricular and entrance requirements may be had from the institutions them- selves. Since accredited schools are not numerous and the number of applicants for admission is steadily growing, it is well to make an early choice and to ap- ply at once for admission. Reading list—American Library Asso- ciation: Librarianship as a Profession, A. L. A. (free); Libraries and Adult Education, Macmillan; Second Annual Report of the Board of Education for Librarianship, A. L. A. (free). Comp- ton, C. H.: Librarianship, a New Pro- fession (in Open Road, Vol. 4, May, 1922). Wilson, Martha: School Library Experience, H. W. Wilson Co. Ameri- can Library Association: Opportunities in library work; Joseph L. Wheeler, The Library and the Community. HE ARRIVAL of a library book wagon means a red letter day to these children in a crowded one-room rural school in Hennepin County, Minnesota. The picture at the left on their helpful mission. shows traveling libraries in a warehouse at Madison, Wisconsin, ready to start 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 Tne 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 JourRNAat. The pay- “ment of $100 gives the privileges of the $5 active membership for life. 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. Tne 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. Harold A. Allan Business Manager Joy Elmer Morgan Editor EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W.,: Washington, D.C. The Awakening Soemane, ISN'T IT, how many people there are talking about the good things in the schools? ‘The spirit of achievement is in the air during these wonderful weeks of the fall season. One finds in the schoolrooms industry and purposefulness. Pupils are at their tasks. ‘Teachers have found their stride for the year. Reports from speakers at fall in- stitutes and associations show that the professional advance about which we have been talking during the past few years is not a mere wave but a real tide. Reports of large steps forward come steadily in—from San Francisco, from Cincinnati, from Los Angeles, from Texas, from Georgia. Summer school attendance was large. More people have come to see the deep significance of American Education Week and its abid- ing importance to the welfare of the nation. “Teachers are enroling earlier than usual in their professional associa- tions and are starting to work on their problems with a will. Home folks are working with their Congressmen in be- half of a Department of Education with a Secretary in the President’s Cab- inet. Newspapers and magazines are fea- turing education. There is wholesome criticism of the schools here and there— much of it fruitful criticism born of love and faith. It is plain that 1927-28 THe JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION November, 1927 will be a big year in the schools. Dr. Winship sounds a note we all appre- ciate when out of his long years and wide travel he says, “It’s a great time to be alive!” This season brings many new mem- bers into our association ranks. This is a part of the awakening. Harvest time is enlistment time. ‘To members both old and new the officers of the Associa- tion extend the hand of fellowship. May it be a year of achievement and happiness. We hope you will always remember that the Association is yours. It gains in power as more people work on its prob- lems. We like the spirit of the teacher who said, when sending in her life membership, ‘““The inspiration and help I get from the Association is worth a hun- dred times what I have put into it, but as I look back over the years I know that I grow most when I think not of what | get but of what I give. It isa rare privilege to work with such a fine company of professional people.” That is the spirit of teacher participation. It recognizes that there are many things to be done in the profession—important problems to be worked out. It under- stands that these problems can never be solved until they are solved by the pro- fession itself in the light of child needs. Those who give themselves to these problems grow in the work and are ready to undertake bigger problems to- morrow. Theirs is the satisfaction of having a part in the larger cause. It all helps. Many of the advances made during the year have been aided by the ideals set up by our associations in their resolutions and by the continuous cami- paign of interpretation that they carry on. THE JourNat’s Annual Roll Call in January will summarize the achieve- ments of the year, but we want to call attention here to one advance of large importance. The San Francisco schools have won a Supreme Court decision which means a new day for the children of that great city. A. J. Cloud, chief deputy superin- tendent of schools of San Francisco, sends the following statement of the situation: On September 12 the California Supreme Court handed down a decision of far-reach- ing consequence to the public schools of San Francisco and of the entire state. In this decision the Court held that the taxlevying board—known as the Board of Supervisors— must accept without revision, upwards or downwards, the budget annually submitted by the Board of Education, and fix the tax rate for school purposes accordingly, pro- vided such a budget complied with pro- visions of the general state school law. The immediate controversy originated in the fact that the Board of Supervisors had reduced budget requests of the Board of Education this year by a sum approximating $1,000,000. The Board of Education and the superintendent of schools, J. M. Gwinn, after exhausting all other known remedies, took their case before the State Supreme Court, with the result above noted. The decision gives added support to the legal doctrine that the schools of any given local community form primarily parts of the state system of schools, and that, therefore, state school laws take precedence over all local enactments relating to the schools, in case of conflict, whether such local provi- sions be incorporated in municipal charters, or otherwise. The immediate contention in the above mentioned case arose through a conflict between provisions of the San Fran- cisco City Charter and the California school law. The court held that the state school law prevails. The decision is also interesting in that it virtually places the San Francisco Board of Education on a basis of fiscal independence. Such a course is wholly in line with the curve of progress in school administration in the leading cities of the United States during the past quarter century. Under such a policy, responsibility becomes fixed; under it, authority and responsibility are united. Among other advances are the million- dollar equalization fund created by the recent Georgia Legislature ; an enlarged equalization program for Texas; an in- crease in the Los Angeles single salary maximum from $2800 to $3300; and a new interest in teacher retirement throughout the country. s aN International News Reel Photo Bar Lucas of Congress, Ohio, who won the National Spelling Contest held in Washington in June, and the $1000 first prize. He is thirteen years old and com- peted with representatives from _ thirteen States. -=— = Editor, Official Bulletin, NY MEMBER of a_ homogeneous group who today indifferently re- gards the necessity and value of cooperating with his fellow workers in a common undertaking is not only blind to his own welfare but he is also out of harmony with what is perhaps the most significant movement of the age. In- deed, so competitive and interdependent has our modern economic organization become that all groups having similar goals must unite in order to survive eco- nomically, not to mention the spiritual accomplishments potential in such an or- ganization. Certainly in this age of in- terdependence one man working alone can barely survive even in the most hospitable environment ; cooperating with others he so magnifies the results of his toil that he secures not only the neces- saries of life but he also enjoys its lux- uries as well. From all the diverse cur- rents, then, that cross and crisscross in American life today none emerges with greater distinctness than this tendency toward group consciousness. Similarly, three great and learned pro- fessions—law, medicine, and theology— have crystallized about the magic ideal of cooperation. So efficient have they become, so professionally cohesive, so nec- essary to the life of the world that public criticism of all three has been prac- tically annihilated. In addition to being well remunerated these professions are accorded great deference and _ respect. Through their effective organizations doctors and lawyers have been enabled to establish higher standards of training, efficiency, and ethics. To enter the legal or the medical fraternity today one must pass the acid test in regard to both native mental capacity and the attainment of professional skill. Manifesting their strength and influence through pooled in- terests these two professions, by thus barring the entrance gates to unpromis- ing candidates, have rallied to their standards the intellectually élite of the human race. Compared with the organized effec- tiveness of capital and labor as well as with the fine skill of the learned profes- sions, teaching suffers immeasurably. Such professional comparatively low Growth Through Professional Activities Mary R. BaRNETTE High School, Cincinnati, Ohio status is owing largely to a lack of pro- fessional-mindedness among teachers in general; for next to certain types of un- skilled laborers and farmers the teach- r— —- W: CLASSROOM TEACHER organiza- tions must work for 100 percent membership in local, state, and na- tional associations. We must be alert to secure not only the enactment of a nationwide tenure law, but also to maintain unimpaired present retire- ment laws. We should keep our mem- bership informed on taxation bills and pending amendments which may tend to interfere with school revenues. There is grave danger that the rank and file, too busy to attend meetings, too careless to read professional liter- ature, may become apathetic and in- different. This must never happen. We cannot afford to deserve the crit- icism that teachers are interested only in salaries. We must impress class- room teachers everywhere with the necessity of keeping uptodate, and of the wisdom of supporting their pro- fessional organizations. We will have to learn better teamwork; we need to work for cooperation and goodwill between administrators and teachers; and we should learn to subordinate personal interests to the interests of the larger bodies, state and national. Then will come recognition, financial and moral, and, best of all, the happi- ness that comes from the realization of a great service to humanity well performed.—Mary R. Barnette. ers profession is the largest unorganized business in America. With only twenty- five percent of the nation’s teachers pro- fessionally solidified is it any wonder that our schools are top heavy with inefh- ciency and mediocrity? George D. Strayer, Columbia University, said re- cently that fifty percent of the elemen- tary school teachers lack minimum standard training, that is, a normal school education; furthermore, a survey made by the National Education Asso- ciation in 1920 shows that twenty-five percent of our teaching body has had only two years’ training beyond high school, that forty-five percent are under twenty-five years of age, and that the majority remain in the service only five years; again, the turnover in the smaller schools, as shown by the report, is com- [247] Cincinnati Teachers Association; teacher, Hughes parable to that in low-paid industries. The fact, then, that the median teacher in the United States is not professionally trained added to a lack of stability in the vocation itself precludes our right to class teaching with the other learned pro- fessions. Second to inadequate preparation, the social status accorded teachers in Amer- ica retards Until recently—and in some instances even yet—teachers were the targets for crude jokes and comic cartoons in the news- papers. As a group they are today in most communities socially isolated; in- deed they are patronized by civic clubs and paternalized by their “superiors” to a degree that is_ highly Judged by the standing of secondary school instructors in Europe, the rela- tively low social footing of American teachers becomes immediately apparent. In France, Germany, and other Euro- pean professionalization. amusing. esteemed civil officers of the state. In Sweden and Austria, a high-school principal has the rank of major-general: other teachers, too, are accorded official rank, whereas, in America, the teachers relation is con- tractual rather than official. lish visitor said recently, countries teachers are An Eng- It certainly appears to the casual observer visiting the States that the teacher, as such, has little or no status; that is, his status is that of a man apart from his profession. His influence is determined by personal qualities and not by profession. With such lackadaisical appreciation of the office of the teacher is it any wonder that promising, ambitious youths look askance upon teaching as a life vocation? Besides, certain facts seem to indicate that aversion to teaching is growing. ‘The exodus of teachers during the Great War continues unabated: over 100,000 deserted in 1925. Obviously, hosts of teachers regard their work as a stop-gap occupation and are in no sense truly pro- fessional. Also in 1918, a poll was taken of the senior class of Columbia Univer- sity to ascertain what work its members would undertake. Twenty-eight signi- fied their intention to enter business; twenty-four, law; eight, twelve, banking; ten, engineering; and medicine ; 248 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION November, 1927 two, teaching. Indeed the dwindling number and caliber of teacher recruits and the exit of those already in the pro- fession not only indicate the growing competition for the services of college men and women but they also point ac- cusingly to the vocation itself. Competi- tion for mental acumen such as befits a leader of youth comes from three sources, namely, big business, the civil service, and the learned professions. Said Henry M. Stanley, noted economist, speaking in Cincinnati recently : Business today is mobilizing brain power. In’ 1917 when the cry of war rang through the factories and the counting rooms of the land we mobilized an army that staggered the world. In 1927 we are mobilizing brains. Business has opened the door to the schoolroom and is inviting young men and young women with brains trained to think into its ranks. Likewise an examination of govern- ment reports will show that Uncle Sam employs large numbers of college grad- uates of both sexes. And law, medicine, Special Service Bulletin theology, journalism, and engineering have, of course, always attracted to themselves the cream of the race. With the civil service, big business, and the learned professions in strenuous competi- tion with the schools for people of capac- ity and training, and, in general, paying far better salaries, it requires no fertile imagination to picture the personnel of the teachers of the next generation; that is, unless measures are taken to make teaching more attractive. Aside from the fact that instructing youth seems to have no great appeal for the novice, certain conditions within the field and under control of teachers them- selves have an undesirable effect upon teachers and the lay mind as well. These are rather heterogeneous in character and are not universally applicable. For ex- ample, the majority of teachers have no bona fide guarantee of security of posi- tion; not all states yet have tenure laws. In many places, teachers may be hired and fired at the will of boards of educa- tion or at the request of administrators who are not always free from petty bias or the influence of politics. Some states have poor pension systems; in others, re- tirement laws are subject to sporadic at- tack. Sometimes classroom teachers of distinguished ability are dominated by autocratic rule and incompetent super- vision. Again the criticism that our pub- lic school graduates lack initiative is frequently heard. How can it be other- wise when teachers themselves are not permitted the full play of their initative ? An able classroom teacher said to the writer recently, “I have learned the les- son that dumb obedience pays.”” Indeed many teachers feel that there is no alter- native but to become an agreeable echo. John Dewey, one of America’s foremost philosophers, wrote in The Delineator last year that everything possible is being done to make of the teacher a servile rubber stamp. He said that colorless in- tellectual conformity and blank vacuous- ness is the state to which most teachers Issued by Wasnincton Epucation Association, 707 Lowman Bidg,, Seattle Arthur L. Marsh, Executive Secretary Vol, VII * ~ August 20, 1927 No. | Miss Newteacher and Miss Veteran* in Session on the Professional Program Miss Veteran—lf you can spare five minutes, Miss Newteacher, I want to talk over our teachers’ association with you We know you'll enroll, of course, as we always have 100% in our school, but we want you to know something about us You see we want you rather than just your name and dues Miss Newteacher—l'm glad you came in, Miss Veteran, I really don’t know much about your association yet and would like to know what it’s all about Miss Vet.—Some folks call us the “teachers umon”, but we re not just that The union in competitive industry has to work chiefly for the workers’ interests, such as wages, hours and other conditions of their work, and they use measures of force such as the strike, boycott, etc All that 1s undoubtedly necessary and right for industry, but it isn’t suited to professional service. So we have our own organization. We don’t even call it teachers’ association but education association. Ouridea is that by promoting and protecting *Any teacher who has taught more than one year 1s an “old” teacher, and anyone who has taught five years *s a “veteran” “Give and it shall be given unto you”. Give in schoolroom service, in community service, in profesional service; and it shall be given unto you in salary, in esteem and affection, in self-respect and satis- faction. —— Eee OOOO education our own interests will be indirectly served better than if we worked selfishly Miss New—But don’t you do anything in teachers’ interests directly? Miss Vet——Oh yes, indeed! We have a welfare committee and other com- mittees, whose sole service is concerned with the interests of teachers, but in the whole program this service is secondary and service to the public is primary You'll find us practical human folks, not abstract idealists. Miss New—Will you tell me what some of your organization activities are? You know I'm really in the primer class professionally. Miss Vet—All of our activities come under one or both of two heads, either For Professional Efficiency or For Public Cooperation. Obviously both are necessary if public education is to be successful. The first of these is probably our first business but the second is, like the second great command- ment in the teachings of Jesus, “like unto it”. For the first objective we hold professional meetings, just as any other professional body does, to discuss the subjects of outstanding interest and importance in our service. Of course, we mix play with our work. We need recesses as much as the kids do, you know. The national and state meetings are annual, but our local meets monthly You'll soon learn all about these meetings. Then we have various other ways of eacouraging and assisting teachers to. make professional im- provement while in service. You'll soon hear of these too. Then we publish our monthly magazines and bulletins. These keep us in touch with the rest of our professional world—integrate us, to use a high-brow technical term You'll find the magazines alone worth the dues you'll pay Also we are carrying on rather extensive research along various lines to keep abreast of our fast-moving age Our national unit especially is doing magnificent work in research Toward public cooperation we're directing three mayor activities,—plat- form and press publicty, and legislation. The P T A., luncheon clubs, churches. unions, and many other organizations welcome our representatives to speak on education It’s invaluable service. So too the newspapers and magazines are wide open to us and most friendly Last, but far from least, is our legislation work The associations would be worthwhile if they did nothing else J could tell you some interesting stories of our achievements in legislation if— Miss New —If the clock would stop for a while Miss Vet —Which it won't I have my eye on that fleeting minute hand. Miss New —Tell me the stories later But tell me now in a word how well you think the altruistic idea works. Are you getting over? Miss Vet —We're sure of it We don’t have “standard tests and meas- urements” to check up results in service of the profession—(we’'ll probably get those in time and give “intelligence tests” to you novitiates and to our school board candidates)—but we know we're getting results—very big re- turns on a very small investment. Our 12,000 teachers are intelligent and alert—most of them—and morale was never finer in such a body On the other hand, the attitude of the public generally toward public education is perfectly splendid. The people know enough about their schools to be proud of them and to pay well for them, even when times are not easy and taxes come hard School finance in Washington has suffered no slump or reaction —_— As | ae a> a ae 2 Vol. 16, No.8 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 249 are called, that the profession is insured by conscious and unconscious selection against the presence in classrooms of vigorous, manysided, rich personalities from whom—and whom alone—some- thing positive and constructive might be expected. There are other cases in which capable, conscientious teachers re- ceive no more recognition than the thoroughly inefficient time server. Still more instances could be cited in which teachers serve in fear and cowed subjec- tion and carry vastly more than a pro- portionate share of the teacher load. Certainly unhappy mental states engen- dered by such untoward conditions are not conducive to effective teaching: for the status of the mind is of paramount importance in efficiency and in no place is this truth so distinctly applicable as in the classroom. Indeed the creative spirit which is conspicuously absent in the teaching profession cannot thrive under servitude and external control. A large share of the blame for the de- plorable lack of professional cohesiveness can, and should be, laid at the doors of some heads of schools and colleges of education. In several cities, there are known occurrences in which officials have tried to prevent teachers from becoming members of classroom teacher organiza- tions. But these same administrators urge their teachers to affiliate with state and national associations, forgetting that local associations have supported, en- couraged, and made possible the larger unions. Without such support, the more ambitious undertakings would have been relatively impotent. It is also difficult to get graduates of many colleges of educa- tion to enter heartily into cooperative enterprises with their colleagues. So far as we know teacher-training institutions are making no attempt to inculcate a professional consciousness among pros- pective teachers. Encouragement from these two sources, then, would do much to make teaching a genuine profession. By all odds, however, the greatest “How should one chase a thousand, and power? history I can tell you no more now to sign up now tell me more flight, except—” through organization, which multiplies the individual’s since the war, and the salary average last year was the highest in this state’s It 1s no accident that Mr Philhps of the U S Bureau rated our state high educationally in 1924. But that minute hand 1s nearly at 9-00, so Miss New —1 see you have the enrolment cards. (Signs up for local, state and national ) Miss Vet —Better yet, I'll come in again with something for you to do “Better and Better” W. E. A.’s Membership Record Since Reorganization hindrance to the professionalizing of teaching is the empirical and censorious attitude of teachers themselves toward their work. Indeed the worst enemies to the profession are within the ranks. No less an authority than Dean Russell says, “The greatest obstacle, 1 am convinced, lies within the profession itself. It tends to become static because it accepts the dictum that what has been will be, despite the vision of reformers.” ‘Teach- ers are potentially the most powerful and influential group in the nation but a general lack of comity and the absence of acute intellectual discernment among the mass of teachers make efforts toward solidarity comparatively impotent. Doc- tors, lawyers, and ministers choose their life work and cheerfully abide by it: one seldom hears them condemning either their profession or each other. But the fault-finding attitude of teachers is proverbial. This sterile criticism spares neither colleague nor administrator, pro- fession nor system ; moreover, it is seldom two put ten thousand to Today is debtor to yesterday and creditor to tomorrow. The obliga- | tions are discharged through organization. There 1s time for me given by those eight Come in again and 1 (Ver tions” good! pay two dues, just as you do two railroad fares? at your house, just pass it on to one of your board members or P T A. leaders and add that much to the cause ) Why Don’t They All Belong? Ir ts hard to see why even eight out of one hundred last year did not associate and cooperate with the ninety-two Here are some of the reasons “We college professors have our own national special field organiza- But it is the laws and public opinion of the state of Washington that give you your same house with us common-school teachers—top story at that—and fortunes rise or fall with ours. teachers in turn are your products ositions. You college professors live in the our we Let's all work together in the interest Your students are our products, an of all ) Teachers WEA : “ » Teach hte Td Pe 2 “My salary ts small and I need the dues mone (That’s what some 1920-21** 10,500 6,477 615 of the short-sighted taxpayers say about the school taxes that pay your 1921-22 10,755 7,766 687 salary, such as it is It’s “penny-wise-and-pound foolish”, my dear, to “econ- 1922-23 11,089 7.516 678 omize” on professional dues The lower your salary, the more you need the 1923-24 11,369 9 361 82.3 professional organization ) roa ig nant cry te 86.1 3. “I teach out ‘tn the sticks’ and can't attend the convention” (But the 1956-27 12198 yo se convention 1s gnly one of many services of the professional program, and = 3 2,195 185 : ; : 1927-28 13'500( 2) . “4 the esr 6 the convention is brought to you through the Journal ) *Number listed in WE. A. directory, not ofhcial o I'm qeeng e get married next yee"; I'd rather Spend the dues on ~y ®*Year of reorganization. trousseau ” (But you're teaching this year Better leave the profession in Or S ki C hicall good standing , you may want to—or have to—come back to it ) r opeaking raphically . 5 “My husband and J are both teaching, } can read his Journal” ( Bur, -2 21-22 22-2 23-24 26ba2 25-2) 7 irs Teacher you count one—not one-half—in school service. You and 20-21 3 a 5 5-26 26-27 «27-28 friend husband have two certificates, two contracts, two salaries. Why not As for the extra Journal ill 6 “I won't be stampeded J] don’t want to sacrifice my independence” (Just let one of your pupils make a crack like that! Wowiel! But we don’t want to “stampede” you—we want to “sell” you As for independence, isn’t the world a bit too crowded and complicated for much real independence? Isn’t interdependence much more desirable anyhow ?) 7 “TI just won't, that’s all” (There is no answer to that reply—for use in second-person discourse Of course, one is reminded that evety batch of popcorn has a few kernels that simply will not pop, however much care the popper may take, we call them “old maids” But there is extremely little poor “corn” in this state ) As for Dues— Local, state. national—all three—for a thin dume oa week (except in a few units where local dues exceed one dollar) State and national dues, including journal, each for two dollars And you may post-dat¢ your check LET’S MAKE IT UNANIMOUS S51) 2 Tue JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION November, 1927 he accompanied by tenable constructive sug- gestion for improvement. Such a habit of censoriousness from which perhaps too few of us are free is psychically conta- gious. Every time a teacher abuses his calling or any one connected with it, he is not only lowering lay esteem for the teacher’s work, but he is also tacitly in- viting the outsider to do likewise. Pettiness, superficiality, and a lack of finesse too frequently characterize the teacher personality; these traits often manifest themselves in overt behavior that is less than professional. Specifically such conduct is that form of professional dishonor which seeks promotion, by rea- son of political or personal influences, re- gardless of merit; and it sometimes un- dermines others profiting by their down- fall. Again there is an apparent lack of group pride in high scholarly achieve- ment and the absence of a desire to engage in common civic service. Lack of group consciousness is not strange, however, when there is such a diversity of profes- sional preparation in the teaching ranks. There is also little evidence that teacher organizations as such have made their in- fluence perceptibly felt in community progress. How can it be otherwise when scores of members manifest no interest in their associations except when a campaign for higher salaries is being waged? Furthermore, the majority give no as- sistance in forming policies; they absent themselves from meetings during times of crises. Even a large percent of those who are enroled in organizatious are members in name only and do not carry their share of the burdens. These are not pleasant things to say about one’s calling, but they are true, nevertheless. More- over, before we can reform there must be critical self-examination—we must first clean the inside of the platter. A real professional consciousness among American teachers is conspicuously and lamentably absent. The influence of leaders among teach- ers is, moreover, rendered ineffective by the petty jealousy, the immaturity, the transient service, and the meager prepa- ration of the teaching body at large. People of such narrow and limited hu- man outlook cannot of course be other than inadequate professional workers. It is, therefore, the dead weight of the nonprofessional, the transient, the high caste, thé indifferent, the selfcentered, and the untrained, apathetic majority of the teaching population that hinder the growth of professionalism. Yet there is cause for optimism. Re- cent achievements of local, state, and national associations are nothing short of marvelous. “The enlistment of large numbers of teachers in organizations, the steady growth of a professional spirit, and the development of a genuine tech- nic are all results of the last few years. gers there can be no profes- sional growth except through the medium of cooperative effort. And the conclusion of the whole matter is that teaching will take its rightful place among the learned professions just as soon as the rank and file be- come truly professional. To achieve this hope the burden of leadership must be borne by the twenty-five per- cent who have had college and normal training; they must overcome the in- nate recalcitrance of most teachers to conscious organization by earnest and persistent education of the in- dividual _ intelligence. Surely the teachers of the nation are not content to rest under the stigma of inferiority. Just as the physicians have created, maintained, and advanced the profes- sion of medicine, just as the lawyers have converted the practice of law into a profession, just as the ministers have elevated their calling to the highest pinnacle of public esteem, so must professionally-minded teachers establish their vocation upon a profes- sional footing—Mary R. Barnette. | Practically all the large cities in the United States now have effective local associations. The Ohio State Teactiers Association had 7863 members in 1918; this year it has 35,640. In nine years the California Teachers Association in- creased its membership 287 percent, growing from 7000 in 1918 to 28,042 in 1927. It is common knowledge that California is one of the most education- ally progressive states in the union. To what extent is California’s recognized superiority in education due to the pro- fessional attitude of her teachers? And our National Education Association has had a remarkable growth not only in membership but also in prestige, influ- ence, and accomplishment. Such for- ward strides represent a fundamental movement, indicating a sensible and democratic method for advancing the cause of education and gaining the will- ing support of the public. Values, tangible and intangible, ac- cruing to every teacher everywhere from such organizations, cannot escape the notice of the least astute observer. All teachers share the benefits, but how many shoulder the burdens, financial and moral? Among the rewards they are getting from teacher cooperative enter- prise are better salaries, security of posi- tion, effective retirement laws, height- ened public respect and consideration, sabbatical years, and longer sick leave with pay. Because of their organizations teachers are no longer ignored. In many places, owing to the strength and effec- tiveness of organizations, teachers are members of Rotary, Kiwanis, and cham- ber of commerce. Again many of the more progressive laws were initiated by teachers themselves. Through their closely-knit organizations much desir- able legislation has been carried to a successful conclusion. But why go on? The list is impressive enough. It is said that taxes and death are certain: it is equally certain that the above-named privileges and benefits would never have come to teachers without cooperation. Local teacher organizations, too, have not only loyally supported state and national associations but they have also inaugurated reforms of tangible benefit to every one of their members and non- members as well. Among these are se- curing group insurance; establishing loan and emergency funds; initiating credit unions; providing cooperative buying; formulating codes of ethics; establishing professional courses; awarding scholar- ships to the deserving; bringing distin- guished speakers to members; and lobby- ing for bills that directly affect teacher and child welfare. In spite therefore of enemies without and detractors within, in spite of the apathy and indifference of the rank and file, the professionalizing of teaching is steadily gaining momen- tum: the mawement is no longer in the trial and error stage. Organizations of teachers together with the educational press are in a most strategic position. They should consolidate gains and press forward. Teachers today stand on the firing line of the greatest educational ad- vance in history. The rapidity with which they shall march depends upon new recruits and the spirit of those al- ready engaged in the work. To this end local, state, and national associations need the financial and moral support of every teacher. The nation’s biggest business is education. It spends $2,500,000,000 a year and employs over 900,000 teachers in charge of 26,000,000 children in the most critical and forma- tive period of their lives. What a chal- lenge to the best that is in us! How many shall prove worthy? At least there are some zealous, professionally-minded teachers who will hold the torch aloft. Verily, we have sounded forth a trumpet that shall never call retreat. oe Ww — -P fF , of “ve ~~ “oe —-— = Ff ETTER AWARDS have long been given in both senior and junior high schools as a reward for athletic prowess or for bringing honor to the school and are highly coveted and prized by those who wear them. They can be used with equal success in elementary schools to develop leadership and school spirit, as well as to recognize service to the school. The teachers of the Edmunds-Maury group in Washington, D. C., determined to test the value of letter awards in stimulating school spirit. It was recog- nized that athletic honors were beyond the reach of all, but that character build- ing in any case was the most important objective, and with this in mind, after much discussion, a working plan was formed. Under this scheme children from the fourth through the eighth grades were made eligible to wear the school letter, and they were required to meet certain standards in order to win the coveted honor. A boy or girl who wished to compete must have a cooperative attitude toward all the activities of the building, a satisfactory record as to deportment, and no mark below “C” on a semester report. In addition he must be able to show 100 points received for various achievements during the semester. A semester report showing all “A’s” would entitle its owner to 100 points and would give him the school letter for superiority in scholarship. Players in a championship game, as well as winners of any city recognition or prize, would also receive the required 100 points for serv- ice in bringing honor to the school. Those who could not win the 100 points on a single credit had the chance to excel in several lines and by adding the points make up the required number. Marked endeavor in any line was evalu- ated. A report showing all “A’s” and ““B’s” was worth 50 points, and a certifi- cate from the Bureau of Education show- ing that the owner had read and reviewed a certain number of books prescribed in their home reading course also brought 50 points. Membership in an athletic team, boys’ traffic patrol, glee club, dra- matic, or garden club was valued at 30 points, and outstanding excellence or leadership in any of the above activities gained 20 additional points. The following were valued at 10 Elementary School Letter Awards BERTHA SHANNON MOORE points each: Perfect attendance for one semester ; having a bank book and being a regular saver; winning the athletic button awarded by the Physical Training Department for completion of certain tests; rendering continuous outstanding service to the school in the way of play leadership, work on cleanup committees and other helpful activities; performing satisfactorily the duties of various bank, phone, playground monitors, etc. All awards were to be subject to the decision of the School Letter Committee, consist- ing of the principal and six teachers. At the beginning of the second semes- ter a mimeographed copy of the plan of awards agreed upon was given to each of the 400 pupils from the fourth grade through the eighth. After it had been explained in the classrooms, interest was further aroused by an assembly at which the principal gave her approval and ad- vised the children to take their copies home and talk them over with their par- ents. Awards were to be made in June, and the children were encouraged to keep the plan of awards constantly before them, to decide what line of endeavor they would follow, and to work toward a definite goal of achievement. Interest ran high from the beginning. For the first time, it appeared, “A’s” on one’s report had a definite market value. Reading groups had already been formed under the guidance of the Bureau of Education, and the glee clubs, athletic, dramatic, and garden clubs were already busy with their respective lines of work. Those pupils not in some form of extra- curriculum activity hurriedly became “jiners.”” Absence from rehearsals of the glee and dramatic clubs became rare. Athletic teams were increasingly active, and the playground was alive with aspir- ants for championships. The savings bank was more popular than ever, and teachers entered fewer ‘‘absent”’ marks. Of course, everyone could not get *A’s” on his report nor be on the winning team; far from it, but there was a chance for him in “rendering continuous out- standing service to the school, etc.,”’ and many and varied were the activities claimed under this heading. Never were there such willing helpers and monitors. The little girl who volun- tarily dusted the principal’s office every day polished the furniture until it shone and called attention to her handiwork. Children begged for things to do and in some cases invented them. Each pupil rejoiced over his growing points and well knew how many he still needed. Of course the teachers were interested and gave all encouragement to the ear- nest workers. No matter how fine an idea originates with the principal, it will die a natural death if the teachers do not share in her enthusiasm. The week before the awards were to be made saw a final checking up of all activities during the semester. Each child was given a new copy of the plan of awards and allowed to make his own © claims and evaluation in writing. If he felt that he had performed outstanding service, he was asked to give his reasons and defend his credentials. The papers were handed to the class- room teacher, who examined them and rejected such claims as she felt were not legitimate. The others were turned over to the School Letter Committee, which in turn passed on the claims of each aspirant. After the final sifting out, about 50 children were found to be honor students and entitled to letters. The winners were asked to invite their parents to the presentation ceremonies, which were held before the assembled school, with several school officials as invited guests. Attrac- tive certificates lettered by artistic teach- ers were presented with each school let- ter, and as a child’s name was called the number of points earned and the list of his achievements were read out. Although the children were consciously striving for the coveted letter, they were unconsciously developing a morale which was apparent in all branches of school work. Problems of discipline were re- duced to a minimum owing to the eager interest which was centered in all school activities. The teachers were well pleased with their experiment in character build- ing, and are using the method of letter awards again during the coming year. O MANY, adult education presents a picture of an overworked under- nourished young person, nineteen or twenty years of age, of about eighth grade caliber, heroically struggling to gain greater efficiency in vocational sub- jects, in order to hold his present job To others, the picture is that of a failure in the day schools, who could not or would not learn, and who now expects the evening school to fill up the gaps in his educational attainments. ‘To the ma- jority, however, the picture is that of the stranger in our midst, the foreigner, who in a few months’ time hopes to master or secure an increase in salary. the intricacies of our language and to become a full-fledged citizen. There is certainly an insistent need for helping these various types. The millions of persons who are taking cor- the private schools and schools for Americanization in every large city; the moonlight schools and schools for illiterates in various parts of the United States—all these speak most emphatically of the stupendous task to be performed in the name of adult educa- tion. Another phase of the subject con- cerns our adult population who earnestly desire to keep abreast of the times, who wish to supplement an education, which in former days was fully commensurate with the needs of the time. How shall we meet the demands of these inquiring minds that realize the expansive force of new conditions, new ideas, and new facts? How can we show these seekers their way? Why should the schools assume this responsibility ? For our nation to live, to grow, to advance onward and upward, adult edu- cation must receive recognition as part of our educational system. No other agency can meet this demand. Take, for instance, the ballot of today. In former days, a voter could become reasonably well informed, if he attended one or two campaign meetings preceding an elec- tion; now our modern voter is baffled by the complexity of the ballot which he is expected to read and to interpret. Would it not be well for him to have the opportunity of intelligent discussion before casting his ballot? ‘True, many have the advantages of clubs and socie- respondence courses ; Why Adult Education? KATHRYN M. Ray Los Angeles Evening High School, Los Angeles, California ties, but what of the vast number who cannot enjoy such privileges? Should not this service be rendered by the state or community whose interests are so im- mediately concerned with the welfare of all of its citizens? The practical business man may ob- ject to a program of education which extends from the cradle to the grave; he may object when he thinks that he is being overburdened with taxes and the many doubting Thomases may ask, “Why should the state be given this added expense of providing teachers and schools for ablebodied, selfsupporting adults? Is it not enough that we are taxed for the education of the children?” The same objection was raised when men of far vision asked for taxsupported high schools for the many, instead of private academies for the favored few. Now we are asking high schools for all, uni- versities for all, people’s colleges for all, and this, too, in the name of the state and under its nurture and guidance. No other agency can in its entirety, carry out a program that will safeguard its inter- ests and at the same time prepare its men and women individually and collectively for participating in the responsibilities of modern life. The evening schools for adults must come as a logical develop- ment in our American democracy. We must interpret America and the world to our own people as well as to the stranger in our midst. Emerson realized the necessity of this knowledge, and so from the town hall and those rude schoolhouses, our Horace Manns went forth as evangels of educational exten- sion. Now in dynamic times like these, shall we sit at ease in Zion and forget that our temple is still unfinished? Shall we trust that a mental diet such as that furnished by newspapers, magazines, and movies will result in building up a mental and moral fiber commensurate with the multitudinous demands of living today? This added knowledge, this post-grad- uate work for intelligent adults must be given by the state. Since daylight hours are generally needed for gaining a liveli- hood, the evening must be used for this purpose. Here, for two or three hours, at the close of a day of labor, the adult has an opportunity for a renewal of his [252] spirit and a broadening of his mental horizon that fully compensates him for any sacrifice which he may make in at- tending. In these classes, he may have his wits sharpened by getting the point of view of those who have come from the far cor- ners of the globe, those who have come, not always for the loaves and fishes, but because of the gleam which they are following, because of an insatiable desire for added knowledge and culture. He will find it extremely interesting to learn the rules of the game of life and to take his place as one of the players. Although the evening school is not a club where kindred souls meet to while away the time and to enjoy the com- panionship of friends of their own social rank, yet, under the sheltering roof of the evening school can be found the finest examples of social contacts. Here, all sham, hypocrisy, crass commercialism fade away, and men and women, whose car- dinal virtues are honesty, industry, cour- age, faithfulness, and loyalty, form friendships of the highest type. The evening school, moreover, is not a business college or a school of account- ing; it is more than a vocational institu- tion, although, a survey of students who have attended our evening schools would reveal a large percent of students who have financially benefited thereby. An increase in salary is not the only measure of success, but words of commendation, one’s own sense of achievement, and a greater ease in performing the task which one must do, are all evidences of advance- ment. The doors of our schools should swing wide open for all who desire a more com- plete living, for all whose minds are ready; for those who find their lives un- adjusted; for the busy housewife whose wellordered household gives her some hours of unused time, for father, brother, son, or husband in order to understand more fully the conditions of life today. Finally, the ultimate good that comes from continuous study and school associa- tion throughout life is a renewal of the spirit, an enthusiasm for living, a joyous- ness in doing one’s work. ‘The widening of life’s horizons always brings joy and gladness. The books symbolize knowledge. The mighty pillars on either side of the design are symbolic of fame gained through books. The circle and shield with P. J. H. S. in it are taken from the school seal and are a way of identifying the books. Drawn by Emily Barron. This book plate represents the doorway leading to knowledge, brightly lighted by lamps which encourage the seekers after learn- ing to enter. The stars typify the school motto, ‘“‘Ad astra per aspera.” By Richard Herman. LIBRARY The warrior with his sword and shield is climbing the steps of life, striving to overcome all difficulties and reach the faraway goal of high standards. The stars and the steps provide an illustration of our quotation, “Ad astra per aspera,” the steps affording new difficulties in the warrior’s path. By Marion George. OM ()) sa mo NA iTS POWELL JUNOR HIGH SCHOOL The lamp, symbolizing knowledge which may be gained through good books, progresses into the “three awards.”” By Ford Cramer. This book plate represents the ship of Powell sailing toward the port of the Future laden with knowledge. By Naomi Holt. True knowledge and learning and the heights attainable by Powell students are represented in this book plate by the torch springing from the depths and reaching to the stars. By Francis Cave. This book plate represents the pupils of Powell Junior High school continually trying to reach higher ideals. By Maclain Lusby. In this book plate the pine tree, an evergreen, is symbolic of our constant effort to uphold the dig- nity and high standard of Powell Junior High School. By Louise Linkins. The pine tree in the foreground signifies sturdy strength that Powell wishes to show in scholar- ship, sportsmanship, and _ school interests. The hills in the back- ground are symbolic of surmounted difficulties. By Marion Dowling. In this book plate the three out- standing figures represent scholar- ship, citizenship, and athletics. They are reaching toward a higher standard of education by trying to achieve the Powell ‘“‘P.”” By Mac- lain Lusby. POWELL JUNIOR SUA d The shield in my book plate rep- resents the protection of ideals, the trees represent growth, and the star shines as the knowledge that our library will bring us. By Priscilla Holcombe. I have chosen the books to stand for knowledge. The pattern of stars in the background are my idea of wisdom, which all Powell students strive to have. The cir- cle and shield surrounding the P. J. H. S. are symbolic «f Poweli, because they are taken trom the seal which is the symbol of the school. By Emily Barron. HESE ARE BOOK PLATES prepared by the drawing class of the Powell Junior High School, Washington, D. C., to be used in the development of the school library. and of the service which their library is to render the school community. in the upper left corner of this page, chosen by vote of the class and teachers. Into these drawings the children have built their appreciation of the ideals of their school The prize was awarded to the plate which stands Beneath each plate is the child’s description of its meaning. Miss Bertie Backus is principal of the Powell Junior High School and Miss Virginia Alderson is teacher of art. Lip Reading at Seattle HE DEPARTMENT OF LIP READING met for the first time at Seattle, following its establishment at Phil- adelphia in July, 1926. At the first session on Tuesday afternoon, July 5, Superintendent E. E. QOberholtzer of Houston, Texas, spoke on “What Hous- ton is Doing for the Hard-of-Hearing Child,” and commented on the impor- tance of having a Department of Lip Reading. He said: The Department has met the need of train- ing for this group of children and it has to justify its existence not only in the fact that these children are receiving what is due them from the public schools in an inherent right, but also the added improvement in the class- room for individual work as well as the im- proved group work in charge of the regular teacher, since helping the hard-of-hearing child relieves the regular teacher of that spe- cial problem. Training in lip reading helps the child to keep his place, helps him to shape his education toward some work in life, for vocational guidance is emphasized as a part of this work and helps the school to bring happiness and success to the student. Any one of these results named would justify the expenditure of such a department. The lead- ers of this work’should feel enthusiastic over the outlook and strive unceasingly to promote such instruction in every city and community of this great nation. Maria P. Templeton, head teacher in the School for the Deaf, Seattle, de- scribed what is being done in the Seattle schools for the hard-of-hearing. She said that the aim of the deaf school is to put all of those who are capable, whether totally deaf or partially deaf, into schools of higher education. She continued: Our first great problem is to make the child feel he is an important member of society. As he gradually gains his selfrespect and independence it is much easier to make prog- ress with his school work. With his new mental attitude, school work presents its happy side and lip reading has a real life meaning to him. It is a curious thing, but frequently par- ents object to lip reading for their children as they have been given to understand it would be detrimental to what hearing is present. Overcoming this prejudice is some- times a task, but, when reluctantly they have agreed to the lip reading work and it has helped, the parents are honest enough to admit their mistake and to give genuine thanks for the benefits derived and become our ardent advocates. Superintendent J. M. Gwinn of San Francisco described the work of the San Francisco schools for handicapped chil- dren, saying: Education today, in response to the ideal that each child must be given his full chance, has been making scientifically determined inventories of the latent and achieved abili- ties of each child. These inventories have revealed facts and conditions appalling and ‘ermcs F. KIMBALL, president of the De- partment of Lip Reading for 1927-28 and teacher of lip reading, public schools, Lynn, Massachusetts. have stirred society somewhat to its respon- sibility and duty to many classes of handi- capped children and to a consciousness of the dependence of society itself upon the wel- fare of these less fortunate members. Now that attention has been called to the fact that children with even slight hearing defects are three and one half times as apt to be retarded as children with unimpaired hearing, surveys are being made all over the United States to find the children with defective hearing so that they may be given whatever they require in the way of medical and surgical aid or special education. The Department held a second session on Wednesday, July 6. Alice G. Bry- ant of Boston, Massachusetts, speaking on “The Pressing Problems of the Deafened,” said that the hard-of-hearing should not be segregated or isolated. They should have a first-hand knowledge of school conditions of work and ac- quaintance with their school comrades and teachers. The seemingly dull child in his new environment has become the alert child. Time after time he has out- paced his hearing schoolmate. tinued : She con- The desirability of the human touch, the adaptability, love, sympathy, and understand- [254]. ing for his chosen field of work must be uppermost in the mind and heart of the ear doctor of the future who would serve the deafened. We should watch the ears carefully from infancy onward through the years. Deafness may be due to foreign bodies, wax, obstruc- tions, catarrhal conditions, socalled “colds,” abscesses, running ears, nerve deafness, measles and scarlet fever, diseased conditions of the tonsils, adenoids, teeth, and sinuses and diffuse lymphoid tissue, improper nose cleaning, and improper care of the teeth. Let us stress one of the questions of the hour, namely, wrong air-conditioning in pub- lic and private abodes which affects our com- fort and health. Correct air-conditioning is not a free gift. Its material cost may some- times be heavy, but the outlay incurred will be amply repaid when understood by the public. Coralie N. Kenfield, teacher of lip reading to the adult deafened, San Fran- cisco, gave an address on ““The Why of Adult Lip Reading Classes in Our Public Schools.” Miss Kenfield said that public school lip reading classes for the adult deafened are an evolution in educational methods as applied to the adult who is handicapped by deafness. In sharp con- trast to the hard-of-hearing child is our educational problem, or rather our re- educational problem, of the adult deaf- ened. These must be taught to read the lips that they may continue or reestablish a normal contact with life, both socially and economically. She continued in part: Employers who question deafened ap- plicants seeking work, as to lip reading abil- ity, recognize certain powers of eye and mind that are characteristic of a lip reader and that make for efficiency on the part of a deafened worker. A-lip reader has a quick, accurate eye, and an alert, receptive mind, with powers of concentration highly devel- oped. In our plea for the adult deafened we ask the establishment of lip reading classes in our public schools. We ask that lip reading courses be offered and the work inaugurated, if but two or three are gathered together. The deafened adult who becomes a lip reader is one restored to the right side of life’s social and economic ledger. He is no longer a liability. He has become an asset to his community. The officers of the Department of Lip Reading for 1927-28 are: President, Caroline F. Kimball, 39 Jackson Street, East Lynn, Mass.; vicepresident, Agnes Stowell, 1056 Euclid Avenue, Berkeley, Calif.; secretary-treasurer, Alice I. Putnam, 3610 Milam Street, Houston, Tex. rer SS > so - HE SEATTLE TEACHERS most generous hosts to the thou- sands of teachers from all parts of the country attended the sixty- fifth annual meeting of the National Education Association in July. Never was there a better demonstration of what may be accomplished through ef- fective organization than was shown by the Seattle Grade Teachers Club, the Seattle High School Teachers League, and the Seattle Principals Association. The presidents of these organizations were who were in charge of the haspitality pro- gram for the week including the flower greetings. The Department of Classroom Teach- ers presented two afternoon programs, prepared by President Anna Thompson, in the auditorium of the First Method- ist Church. Both sessions were opened with a musical program furnished by a high school ensemble and by an all-city- grade-school orchestra. At the opening meeting on Tuesday afternoon Bertha K. Landes, mayor of Seattle, and Edith Post, president of the High School Teachers extended greetings. Augustus O. Thomas, president of the World Federation of Education Asso- ciations, speaking on the subject “The Social Aspect of Teachers” emphasized the need of teachers budgeting their social opportunities. Time should be apportioned not only for health, church, and social life but also for the exterior adornments that pertain to the personal appearance of the individual. He urged teachers to get near to the social life of those with whom they are working. Carl Croson, a former member of the Seattle School Board, in discussing the economic welfare of teachers said that in the past some teachers have not ren- dered the service for which payment was made thus depreciating greatly the eco- nomic standing of the group. He fur- ther said that the goal toward which teachers must work is to prove that their contribution is of increased economic value and the recompense will follow. The professional welfare of teachers was discussed by Florence Hale, state agent for rural education in Maine. She expressed the belief that there has never been a time when the professional op- portunity and welfare of the classroom teacher has been more promising than today. League, Classroom Teachers at Seattle A feature of this session was a sym- posium by ten teachers representing ten school systems on the outstanding bene- fits conferred upon teachers by boards of education. Among the benefits named were: sabbatical leave, improved salaries, tenure, demonstration leave schools, EAN L. SOULES, an elementary teacher in J Spokane, Washington, was elected presi- dent of the Department of Classroom Teach- ers at Seattle. Miss Soules has been a member of the executive committee of the Department for three years and has been prominent in educational circles in the state of Washington. without loss of salary to attend educa- tional conventions, bonuses for profes- sional study, and advisory councils. The annual business meeting was held on Thursday afternoon and the Second Yearbook of the department distributed. Reports of the president and other ofh- cers showed marked growth in the de- partment’s activities. A large number of cities had been visited and forty-seven regional conferences had held. Cornelia Adair, chairman of the com- mittee on a departmental fee, recom- mended that for the present the depart- ment should not establish a separate fee but should have a financial committee appointed to go into the whole question of appropriations with the view to estab- lishing a standard by which the depart- ment should be guided in making re- quests of the budget committee of the Association. After a lengthy discussion [255] been of the report of the committee on sections within the department it was decided not to divide the department into sec- tions, but to hold three sessions next year to provide for the discussion of various group problems. The report of the resolutions com- mittee, of which Frances Harden was chairman, closed with this paragraph: The Department of Classroom Teachers of the National Education Association wishes to express its deep appreciation to the teachers and other citizens of Seattle and the State of Washington for the many courtesies extended during the convention. Never before in the history of the organization has a more beau- tiful greeting been conveyed to the visitors than that expressed in the wealth of blos- soms which have been showered upon us. We realize the tremendous amount of time and labor spent in order that our stay in Seattle might be made happy. We wish to thank the children for their delightful con- tributions to our pleasure. Their happy spirit of cooperation is a high tribute to the Seattle public school system. The officers for 1927-28 are Jean L. Soules, president; R. Ross Smith, vice- president, and Charles E. The members of the executive committee are Mrs. Edith B. Joynes, Eula F. Hunter, and Miriam D. Eisner. A conference for editors of publica- Scott, secre- tary. tions of local organizations and others interested in this activity was held on Monday evening at which Vida Ham- mond presided. Many constructive ideas were exchanged. The climax of the department’s ac- tivities for the week was reached on Thursday night, when more than six hundred teachers and their friends sat down to the annual dinner in the beautiful Spanish ballroom of the Olympic Hotel in the midst of a veri table Thousands of old fashioned blooms had been gathered by the Seattle teachers for the table deco- rations and classroom flowerland. every guest received an artistic boutonniére. Miss Thompson, the retiring president, presided and in- troduced the new officers and guests of honor. Informal talks, musi cal numbers, a humorous skit, and com- munity singing made up a delightful program. Edith B. Joynes was chair- man of arrangements. other The teachers were united in their sup- port of Cornelia S$. Adair, junior high- school teacher from Richmond, Va., for president of the National Association. Elementary School Principals at Seattle HE ELEMENTARY SCHOOL PRIN- CIPALS at Seattle held three in- spiring meetings in addition to daily breakfast conferences during con- vention week. At the first session on Tuesday July 5 there were greetings from State Superintendent Francis G. Blair of Illinois, and Superintendent J. M. Gwinn of San Francisco. Dean William F. Russell of Teachers College, Columbia University, talked on Inter- national Gossip, followed by a general discussion of concrete ways of applying principles of international goodwill in elementary education. Margaret Poore, principal of the Grant School, Oakland, California, who led the discussion, de- clared: We are hesitating at the threshold of a new cycle in human experience. In this cycle suspicion must be disarmed, racial dif- ferences accepted, and tolerance and liberty of speech and thought - encouraged. Too have thoughts appeared in uniform. Our great responsibility to the future will be to teach children how to think. long At the second session on Wednesday afternoon, there were greetings from President Anna Thompson of the De- partment fol- lowed by Cooperative Superintendent Susan M. Dorsey of the Los Angeles schools de- of Classroom ‘Teachers, short talks on Supervision. fined the supervisor as an expert helping teacher. She said: The supervisor's assistance affords the principal a leisure that may be used more purposefully for the community. He may interpret modern education, telling them what we teach, why, and how. He must be able to converse with understanding and administer his school with wisdom ‘based on present knowledge. Mrs. Dorsey suggested that it would be interesting to know how many prin- cipals read books and are not satisfied with the snatchy sort of information that comes through digests and magazines. Elizabeth McCormick, principal of Timothy O. Howe School, Superior, Wisconsin, in talking on cooperative supervision from the viewpoint of the elementary principal, declared: A principal should be acclaimed great, not in the degree to which he has done a work which may not be duplicated, but to the degree in which he has been instrumental in leaving successors who can equal or pass him in educational achievement. “By the steps that we have cut they will climb, by the stairs that we have built they will mount.” Following Miss McCormick, Grace Swan of Pittsburgh, Pennsylvania, spoke from the viewpoint of the elementary supervisor and told of the Pittsburgh plan: | os 8. GIST, president of the Department of Elementary School Principals for 1927-28, and principal of the Frick School, Oakland, California. Under the direction of the supervisors, teachers who are doing outstanding work are selected to give demonstration lessons showing a definite plan of procedure. These lessons are invariably followed by a period of discussion, the results of which are soon evident. Cornelia S. Adair, president of the National Education Association and jun- ior high school teacher, Richmond, Vir- ginia, spoke from the viewpoint of the classroom teachers. She asked the ques- tion “What knowledge of supervision is necessary to a teacher in order that she may cooperate?” and answered it as follows: It seems to me the teacher should know the purposes of supervision, know something of its technic, and have an appreciation of the art. If the supervision has a_ very definite aim, valuable time and effort will be conserved and much of the timidity with which most teachers regard supervision will be removed. Just as modern methods of education are shifting the emphasis in the classroom from instruction to supervision, so better professional training and equipment of teachers is changing the plane of relation- ship of supervisors, principals, and teachers. [256] The Thursday session was composed of committee reports and business meet- ings. Carl S. Zook of Portland, chair- man of the resolutions committee, pre- sented his report which was unanimously adopted. The resolutions urge active support of the Curtis-Reed Bill, request boards of education to finance a delegate from every principals’ organization, recommend _ coinclusive membership, recommend tenure for superintendents as well as teachers and principals, ap- prove single salary schedule, and recom- mend that department publications be placed in libraries of superintendents. One resolution stresses character educa- tion or training as among the important functions of the school and urged study of the Detroit plan and other plans that have been tried and found valuable. A new constitution unanimously adopted included these important changes: Associate membership created ; five vicepresidents given vote on Execu- tive Committee; elective officer may hold same office but one term and is ineligible to election to Executive Committee until lapse of a year; a permanent reserve fund created ; and a committee on educational progress and a committee on enrolment created, to consist of no less than one member from each state. On Thursday evening a_ banquet brought over three hundred principals and guests together. ‘The tables were beautifully decorated with flowers and a glee club and a quartet from Seattle supplied enjoyable music, which com- bined with addresses and community singing to make a-memorable occasion. Officers of the Department of Elemen- tary School Principals for 1927-28 are: President, Arthur S. Gist, Frick School, Oakland, Calif.; first vicepresident, E. Ruth Pyrtle, Bancroft School, Lincoln, Nebr. ; second vicepresident, Warren A. Roe, Belmont Avenue School, Newark, N. J.; third vicepresident; Herbert C. Hansen, Talcott School, Chicago, IIl.; fourth vicepresident, Julia M. White, Steele School, Denver, Colo.; executive committee: W. T. Longshore, Green- wood School, Kansas City, Mo. (term expires 1928); Jessie M. Fink, Bu- chanan School, Grand Rapids, Mich. (term expires 1929); M. E. Peterson, Twentieth Street School, Los Angeles, Calif. (term expires 1930); Elizabeth McCormick, Howe School, Superior, Wis. (term expires 1931). OO eh ww eee or, Growth of Summer School Attendance Prepared by the Research Division of the National Education Association Summer school Summer school Percent of enrolment 1926 } Total Number of | enrolment 1927 teachers in Estimated = a ‘ number of summer init State repre- |Rank of States number of summer schools sented by | column teachers All Education schools reporting | All Education enrolment 9 1926-27! courses courses | 19272 1927 | courses courses in education | courses 1927) 1 | 2 3 4 5 6 7 8 9 10 Continental United States... 845 ,000 311,480 217,220 662 596 377 ,462 247 ,227 | 29.2 rs cisls 3s she ameme te. &etar eas .| 15,800 5,736 4,302 15 15 10,913 8, 883 56.2 2 a 5.6 86 F044 ed eee ee cece saa 3,000 975 873 2 2 945 } 585 19.5 36 NS EE PRE A ERT Tee FS } 12,500 1,918 1,639 8 5 2,726 2,136 17.1 | 40 SRS. 5k wha A -Gte oscars 4a Oe | 36 ,000 8,402 5,883 20 20 19,422 12,118 | 33.7 17 Colorado 5 wi Pidbied ota Re eee ee | 10,000 7,236 5,563 10 | 10 8,610 6,248 62.5 1 Came bis. ttt Sins TERR 10,536 168 | 22 3 3 | 975 873 | 8.3 48 Delaware... .. SP ere ee pee 1,458 291 272 1 1 293 } 237 | 16.3 42 Dintrien of Cotumiiia. ... 5.0.0 50.660 00s 2,824 1,300 140 6 Ge } 2,490 729 25.8 27 Florida... E-a bM ack tine ee 10,000 1,419 1,231 3 3 2,112 | 1,450 14.5 43 SE A RO ee eee een 5 oe 18,200 4,208 2,347 16 13 6,564 3,778 | 20.8 33 DN hide Sn ke db eeawed os ek eew Vale we 4,700 1,443 1,296 8 7 1,399 1,180 | 25.1 | 29 LD. 5. 0) 0:0 tial & G brapecammumale aol oem 45,500 24,536 15,145 41 34 | 25,512 12,700 27.9 25 Indiana. yale a kinks «bleh Rae oe eiah 26,500 12,512 10,524 25 24 15,378 10,644 40.2 7 a PETS ae ee 27,000 8,613 6,059 19 15 10,626 6,562 24.3 30 EDs can.ccle-o'erw ke goin th ma ce 20,300 10,245 7,048 19 18 10,619 6,858 | 33.8 16 PS <> ackicantwekeseaeduasee . 6,254 6,537 4,561 . | , ee ne - 11,500 2,461 2,059 8 8 4,861 3,530 | 30.7 | 20 SS oon hig wee Si wks Rata ce 6,400 1,520 | 1,304 7 7 | 1,606 1,364 21.3 32 OS ECTS Og OTOP TE, Pome 8,200 2,045 1,548 9 7 | 2,205 1,428 17.4 39 Massachusetts. ............ ry 26,200 6,906 3,183 19 19 8,799 4,425 16.9 41 RR Go oc. 5 6 ai) Sani 6 ok ld eR } 30, 300 12,110 8,161 17 17 12,883 8,437 27.8 26 EO FONE RR ee EE 23,000 7,160 3,789 12 11 8,102 4,300 18.7 37 I ac, & oho 5 oa be aonb a Aka ae ac 15,600 1,992 } 1,570 7 6 2,596 1,707 10.9 45 RS 2 he z-20 baat % Seqhaee x bh ale see 24,500 9,772 7,458 26 23 | 13,561 9,255 37.8 10 IN os Bars so 2 uke «ab 6 4a ate ee 6,400 1,388 1,162 7 7 } 1,493 , 286 } 20.1 35 ee et ae eer 14,600 8,570 5,718 14 12 9,051 6,018 41.2 | 5 Nevada..... paisa 94004 uh emanates 825 145 139 1 1 130 88 10.7 46 SS Pe eres orn 3,200 520 376 2 2 553 320 10.0 47 New Jersey. . aii coiae i eccaci e e eet 23,000 2,210 1,375 10 6 1,983 | 983 | 4.3 49 IN, dies 6 0d a dimedi nine eacmoneet 3,350 1,144 1,034 5 4 | 1,772 1,346 40.2 6 Sees epee eee 71,000 31,676 15,978 33 3 36,903 19 , 887 28.0 24 I <4, ts side's wb cca beh dace 24,000 10, 267 7,862 20 16 10,648 8,152 33.9 15 UIE hia 'd. sd nis shine Gleaidaleicatmiad 9,600 4,634 4,297 8 7 3,971 3,573 37.2 12 Py ae er oe 43,200 15,438 10,091 33 28 15,701 11,148 25.8 28 RS oe eos Oe hd oS tote be 19,600 15,165 11,223 14 13 14,206 8,894 45.4 3 Oregon..... i Va kee eed becod wd da eis ; 7,900 3,797 2,381 9 7 4,079 3,079 | 38.9 x I ge oa) oo eee ns ce ian 57,110 20,885 16,280 44 44 22,594 16,740 29.3 22 gE EO rey cee - 3,600 474 } 369 | 2 2 514 | 459 12.8 44 ns als we haseae 13,100 3,933 2,868 | 7 6 3,940 2,355 17.9 38 eT IIS otoGs oo kdicakcacetekoc 8,100 2,968 2,378 10 9 2,703 1,933 23.9 31 EE, bce Ga ebk sodas = Or awe 17,000 8,548 7,615 17 13 8,489 | 7,228 42.5 4 A or. «-0 140) todd Waa 8 «dre eee Sine 37,500 12,901 | 8,429 | 49 38 23,252 14,155 37.7 11 CG 2 0s.5-savdbawctes ter ess hs ie 4,521 595 395 | 3 1,900 | 1,337 29.6 21 NS 5a sn bie Sh wale sé na tension OM 6-4 3,070 815 603 3 | 3 1,421 635 | 20.7 34 Me ask.n' chika tice 5a tis a OS “a 17,000 5,968 4,455 14 14 7,008 =| 5,856 34.4 | MI. ip.hn Gs ad six ccs ickg hs cob 11,606 5,390 3,873 9 9 | 5,951 4,457 38.4 | 9 MTR SESE. «vali duioihs == (8 es Sa ae oe Vol. 16, No. 8 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-237 Over 4 million REMINGTON TYPEWRITERS built and sold HERE are many reasons for the overwhelming demand for Remington Typewriters for instruc- tion purposes by the business schools of America, but this one great reason contains all the others. Remington, founder of the type- writer industry, is today the recog- nized leader in every field of type- writer development, and every de- partment of typewriter service. REMINGTON TYPEWRITER COMPANY Division of Remington Rand 374 BROADWAY, NEW YORK Branches Everywhere B STANDARD & @ NOISELESS & & ELECTRIC. a TYPEWRITERS TYPEWRITERS TYPEWRITERS gE PORTABLE & TABULATING ACCOUNTIN TYPEWRITERS TYPEWRITERS 8S MACHINE Mention Tue Journat when writing our advertisers. Reaps only “a harvest of barren » regrets. When You Are Too Old To Teach—What? When you retire will it be to enjoy the things you’ve dreamed of during the busy years—a home, a trip abroad, annual outings or leisure for church and club? Will your day-dreams come true, or will there be the humiliation of dependency upon rela tives, friends, or even public charity? The most haunting dread of a self-supporting woman is that of reaching old age without money. If you begin early enough you can substitute for that terrify ing thought the certainty of a comfortable and contented old age Let the T. C. U. Help You Solve the Problem Through Life Insurance It is easy to lay the foundation for financial independence it you begin in time—while you are still in good health. Systematic saving of the “nickels and dimes” that slip through the fingers so easily will pay the Life Insurance premiums. Continu ously and conveniently you will be erecting a barrier against financial dependency in old age—a barrier that may change your future from “barren regrets” to comfort and content. On request, full information will be sent you, without obligation. Techies 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. FREE INFORMATION COUPON The Teachers Casualty Underwriters, 917 T. C. U. Bldg., Lincoln, Nebr. Gentlemen: Please send me full information on Life Insurance. This l l | | | | places me under no obligation. | | Name | | | Address “The goal of mankind since the w« orld began to be independent : A-238 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION November, 1927 Satisfactory Drill Books Sharp’s Language Drills and Tests AND Sharp’s English Exercises PUBLISHED 1925-1926 Nation-wide in use. Approximately ten thousand teachers used these books last year. Sold at a price boys and girls can afford to pay. THE SERIES Sharp’s Language Drills and Tests Book I for the fifth grade contains 48 pages of standard drill and test material covering the fifth grade work. 6”x9”. Price, 15 cents postpaid. Sharp’s Language Drills and Tests Book II for the sixth grade contains 48 pages of standard drill and test material covering the sixth grade work. 6”x9”. Price, 15 cents postpaid. Sharp’s English Exercises Book III for the seventh grade will supply abundant drill and test material for seventh grade English work. 88 pp., 6”x9”. Price, 30 cents postpaid. Sharp's English Exercises Book IV for the eighth grade will furnish the drill and test material for eighth grade English work. 72 pp., 8%”x11". Price, 30 cents postpaid. Sharp’s English Exercises Book V for the high school contains 96 pages of standard drill and test material. 8144”x11”. Price, 40 cents postpaid. These books satisfy every teacher. They create a new interest in the class room. They insure a higher standard of work. TO USE SHARP'S ENGLISH EXERCISES ADDS NO ADDITIONAL EXPENSE TO THE PUPIL Though your pupils are not provided with Sharp’s English Exercises and Sharp’s Language Drills and Tests they pay the price in extra paper purchased, time wasted in writing out and copying drill exer- cises; and they lose the added training and the new interest these books are certain to create. Standard Arithmetic Drills and Tests PUBLISHED AUGUST, 1927 HESE books are bound in tablet form, size 8”x11”. Each book contains 40 sheets: ap- proximately 1700 drill problems in addition, sub- traction, multiplication, and divison; also 115 written probleins. There is a standard for each drill, so that the score may be determined. Ample space is provided in each tablet for computation and answers. THE SERIES Standard Arithmetic Drills and Tests Book I for the third grade. Price, 25 cents postpaid. Standard Arithmetic Drills and Tests Book II for the feurth grade. Price, 25 cents postpaid. Standard Arithmetic Drills and Tests Sook III for the fifth grade. Price, 25 cents postpaid. Address all communications to WEBSTER PUBLISHING CO. 102 North Third Street St. Louis, Mo. (Continued from page A-236) tions, let us give first attention for a while to the welfare of those who do the work. Let us not only offset the decrease in the pur- chasing power of the dollar, but let us make the increase in salaries large enough to cover the additional living demands which have come upon us during recent years. In THE JoURNAL LAST MONTH was presented a sevenfold plan of action for supporters of the New Education Bill during this school year. It was a call to individual service. Now that nearly two months of the school term have passed, pupils, teachers, and administrators are ready to exert organized effort in behalf of this essential movement. Let us adopt this year something of that spirit which persevered for many years to secure the establishment of the Departments of Commerce, Labor, and Agriculture. Here are some suggestions for members: 1, Let your congressmen who are now re- turning to Washington know that you are interested and that you will continue to be interested until the Department of Education with a Secretary in the President’s Cabinet is established. 2. Encourage full and free discussion, based on facts, in your civics and English classrooms. 3. Conduct interclass and interschool de- bates on the question: Resolved, That Con- gress should pass the New Education Bill, sponsored by the National Education Asso- ciation, to establish a Department of Edu- cation with a Secretary in the President's Cabinet. 4. Write to members of Congress for copies of the Bill and for printed reports of the public hearings on the bill held in Wash- ington in February, 1926. INTERPRETING THE SCHOOLS TO THE PUBLIC—The Division of Publications of the National Education Association has been requested by the Associated Press to supply it with a weekly article on some outstanding progressive move- ment in the field of education. ‘These statements are written by leaders in the teaching profession. They form a part of the Associated Press Feature Service which is sent to approximately 1200 daily newspapers throughout the coun- try. This is an indication of the inter- est of the press in modern educational advancement and presents an opportu- nity for educational leaders in special fields to place their ideas before the public. THe NationaAL Epucation Associa- TION is eager to complete its file of the Yearbook of the American Association of Teachers Colleges, and needs in this connection a copy of the 1923 yearbook. If anyone has an extra copy and will send it to The Library, 1201 Sixteenth Street N. W., Washington, D. C., it will be greatly appreciated. A SCHOOL RESEARCH EXCHANGE that will periodically collect reports of city school research projects and information on research studies being carried on has been undertaken by the Research Divi- sion. It is planned to make such a col- lection perhaps three times during the present school year and to issue to those cooperating a descriptive list of research projects completed and under way. The undertaking has been limited to a com- paratively small number of cities. Should results prove valuable the work will be extended another year. In THe Scuoot INDEx, an exponent of the Cincinnati school system, Septem- ber 16, 1927, Randall J. Condon, Su- perintendent of Schools, presents the call of the National Education Association in the characteristically dignified and effective manner as follows: The National Education Association has become the greatest educational association of the world. This has resulted from the generous support of the association by teach- ers in every state of the Union. Cincinnati teachers have done well, but not quite well enough. Many of our schools are 100 per- cent. Every school should be. I wonder if it is asking too much, for us to inaugurate our new professional year, with one of the finest salary schedules which has _ been adopted for any city in the country, by hav- ing every teacher become a member of the one great professional educational organiza- tion of the nation. A letter just received from Mr. Crab- tree asks that all principals take up with their teachers, during the month of Septem- ber, the matter of renewals and new mem- berships, and I am asking principals to re- port to me when all teachers in their schools have become members of the association, in order that we may receive in THE JOURNAL the credit for 100 percent membership schools. If the principals have not yet received the blanks directly from Mr. Crabtree, they should write to him, 1201 16th Street North- west, Washington, D. C., asking for enrol- ment blanks. Cleveland, Columbus, and Toledo for years have had a larger percentage of their teachers enroled as members of'the National Association than we. I am making an earnest request that this year Cincinnati should lead all of them. A PUBLICITY PRIMER FOR VOLUNTEER WORKERS is the title of a booklet recently published by the National Congress of Parents and Teachers, which gives ex- cellent material for members of profes- sional organizations wishing to bring their activities to the attention of the general public. Write to the National Congress of Parents and Teachers, 1201 (Continued on page A-239) nn ~~ et TS) _ . om et. of aS =~” Vol. 16, No.8 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-239 (Continued from page A-238) Sixteenth Street N. W., Washington, D. C., inclosing $1 for the Publicity Primer. AMERICAN EpucaTIoN WerEEK—Per- sons wishing to consider the needs of the schools especially in the light of sugges- tions for their improvement, will profit from a careful examination of the fol- lowing three books: (1) Kilpatrick’s Education for a Changing Civilization; (2)Everett Dean Martin’s The Mean- ing of a Liberal Education; (3) David Snedden’s What’s Wrong with Ameri- can Education? INTERPRETING THE SCHOOLS TO THE pPUBLIC—The following list of books has proved helpful to educational workers in bringing the needs of the schools to public atention: Alexander, Carter & Theissen, W. W. Pub- licity campaigns for better school support. Yonkers, N. Y., World Book Co., 1921, 164p. Alexander, Carter. School statistics and publicity. Boston, Silver Burdett & Co., 1919, 322p. Hines, E. C., & Jones, R. G. Public school publicity. N. Y., Macmillan, 1923, 72p. Kohn, Laura Underhill, and Wilkinson, Mil- dred Rumbold. A publicity primer for volunteer workers. 1201 Sixteenth Street N. W., Washington, D. C., National Con- gress of Parents and ‘Teachers, 1927, 124p. $1. Long, John C. Public relations—A_ hand- book of publicity. McGraw-Hill Book Co., 1924, 248p. Miller, Clyde C., & Charles, Fred. Publicity in the public schools. Boston, Houghton Mifflin Co., 1924, 178p. Quiett, G. C., & Casey, Ralph. Principles of publicity. N. Y., Appleton, 1926. Reynolds, Rollo G. Newspaper publicity for the public schools. N. Y., A. G. Beiler, 1924, 125p. Sheehan, Murray. Hints on news reporting. Little Bluebook No. 342. Haldeman- Julius Co., Girard, Kansas, 55p. Stevenson, P. R. Campaign publicity for schools. Columbus, Ohio, Ohio State Uni- versity Press, 1926, 59p. Wheeler, Joseph L. The library and the community. Chicago, American Library Association, 1924, 417p. WituiAM Lyon PHELPS suggests the following list of the world’s fifteen best novels: Robinson Crusoe, by Defoe; Gulliver's Travels, by Swift; Clarissa Harlowe, by Richardson; Eugenie Grandet, by Balzac; The Three Muske- teers (and sequels), by Dumas; David Copperfield, by Dickens; The Scarlet Letter, by Hawthorne; Henry Esmond, by Thackeray; Madame Bovary, by Flaubert; Fathers and Children, by Turgenev ; Les Miserables, Hugo; Anna (Continued on page A-240) urpose rograms ‘or Auditorium and Classroom To Make Teaching Easier Pathe has developed a series of motion pictures for the Purpose of speeding up a child’s conception of a subject. These pictures are ar- ranged in Programs so that the pictures on each subject will be avail- able at the right time. The Programs include Geography, History, Nature Study, Physical Education and many other subjects. Teacher's aid pamphlets which analyze the contents of each picture and suggest the aim, project and application are furnished free of charge. There are also Programs of a general educational nature for the audi- torium which include many subjects and are arranged for many Purposes. We urge you to write for full information telling us what type of picture or program you would like to offer. We will send complete information without obligation. There is a Pathe branch office near you, ready to give prompt service at all times. Educational ‘Department. PATHE EXCHANGE, INC. 33 West 45th Street : New York Gentlemen: Please send me full information on PATHE PURPOSE PROGRAMS. I am interested in a Program of motion pictures for the Purpose of Name PE tO EE a —_— a aremeneemmeaeememneememeneniemanentateeaeememeneeemeeeemeeetaemeeeeemeeeeeaseeneenseaeieeenestatesieteeteiialneeeneeiaeeenneemnneaemeaeneaen eee A-240 ‘Tue JoURNAL OF THE NATIONAL EpucATION ASSOCIATION Plays for©hildren | £0 ‘Read and CAct | Lad and Other Story Plays Bertha Palmer Lane $1.50 Plays written to be read as w ell | | as acted. Even the stage direc- tions have real literary charm. The three Christmas plays are especially delightful. ittle Robin pence Katharine Lee Bates $1.50 | A play for each month in the | year, in which children take the | parts of birds and flowers. It ties up well with your nature work. Seger THE WOMAN’S PRESS | 600 Lexington Ave. New York a Children are the parents of tomorrow. Help guard their health. Buy Christmas Seals. Tue Nationat, State, AND Locat Tusercutosis AssOclaTIONS or tHe Unrrep Srares. Free » Teachers Introductory Course in Practical School Discipline beta you like to win the respect, admira- tion and obedience of every pupil in your Through natural discipline control you can command sure success in the teach- room? You can. Ihattention ing profession. R. C. Beery, of Discipline. How would you control Inat- tention, Cheating, Disobedience, Disrespect, Giggling, Truancy, Stubbornness, Bad Temper, Cry- ing, Practical Joking, Whisper- ing, and other habits that ham- per schoolroom efficiency? The Free Introductory Course points the way to a solution of all problems of discipline that you will encounter in your ca- reer. The methods discussed Dept. 911 Address - It doesn’t matter where you live, or what grade you teach, you can have FREE the Introductory Course of Practical School Discipline prepared by A. B. (Columbia), M. A. (Harvard), and associate faculty of the International Academy Simply send the appended coupon. Why Children Misbehave Remember—no cost—no obligation. Simply sign and mail the appended coupon. International Academy of Discipline Dept. 911 Pleasant Hill, Ohio INTERNATIONAL ACADEMY OF DISCIPLINE PLEASANT HILL, OHIO Without cost or obligation on my part, please send me at once Prof. Beery’s Introductory Course in Practical School Discipline. also fit in with the newest school plans of Project-Problem, So- cialized Recitation, Accelerated Classroom Work, etc. Don’t be without this book. It means success in the all- important part of your life work—discipline control. For you surely must realize that the highest academic ability is fu- tile without the other vital es- sential of proper discipline. November, 1927 (Continued from page A-239) by Tolstoi; The Brothers Dostoievski; Huckle- berry Finn, by Twain. Karenina, Karamazov, by | EDUCATION FOR LEISURE—Persons in- terested in the deeper problems that un- derlie leisure will enjoy reading George B. Cutten’s The Threat of Leisure and Joseph McCabe’s 1825-1925: A Century of Stupendous Progress. An ARMISTICE DAY TRIBUTE FROM A VETERAN TEACHER—Loyal Freeman Hall of Butler, Pennsylvania, sends this letter and tribute for Armistice Day: I joined the National Education Associa- tion in 1893 along with Dr. Martin G. Brumbaugh when the list of Pennsylvania members was about two inches long and I have been interested to see that list grow from year to year. I enclose herewith a word of tribute from the living to the devoted dead. If you deem it suitable you may lay it on the tomb of our “silent defender.” Asleep by the Marne, or in Argonne, Or on Flanders Field, he lay, But we brought him back to the homeland And he’s lying at rest today In the Beautiful City of Silence In the land he died to save, While nations pay their tribute By an unknown soldier’s grave. ONE HUNDRED YEARS OLD AND STILL AcTIVE—Ned H. Dearborn, director of the Teacher Training Division of the State Department of Education, Albany, New York, calls attention to the recent dedication of a new central rural school building in Sherwood, the home of Doc- tor Emily Holland, whom the Univer- sity of the State of New York last year granted the degree of doctor of laws. Mr. Dearborn writes: Doctor Holland will be one hundred years old in November. She stood before that group without the use of even her cane and talked for fifteen minutes in a voice clear and penetrating with a forcefulness of ex- pression which would arouse the admiration of everyone and with a statement of educa- tional philosophy which would do justice to our foremost professional leaders of today. She indicated that her main interest in the school is in the development of the boys and girls rather than in the comfort or con- venience of their environment. She hoped that they enjoyed the building but she said that she was more interested in the kind of brains developed within the building. Her theme was the importance of continuous in- tellectual growth. She demonstrated that she was a disciple of that theory in fact when she referred to her reading concerning the world educational conference recently held at Toronto. She was particularly interested in the discussions which took place there re- garding world peace. She had copied an extract from President Coolidge’s address at (Continued on page A-241) = Vol. 16, No.8 (Continued from page A-240) a recent dedication of a public library and read it with grace and effectiveness. CHILDREN First is the slogan of the Barberton, Ohio, city schools, according to a letter recently received from Super- intendent U. L. Light. Barberton schools have maintained a hundred per- cent membership in national, state, dis- trict, and local associations for several years and are proud of their excellent record. How you CAN HELP US SERVE YOU BETTER—W hen you change your address please send your new address to us promptly, giving both old and new ad- dresses. These notices regarding change of address should reach our office by the first of the month preceding that in which they are to take effect. We en- deavor to have THE JouRNAL in the hands of members the first of each month during the school year, October to June inclusive. In order to do this we must start addressing wrappers some time in advance of the date of issue. When your copy is late ask your letter- carrier or postmaster about it. They may be holding your copy “unclaimed.” If they cannot locate it, allow a reason- able time for delays and then write us. When you write us concerning your JoURNAL or your dues, inclose, if pos- sible, a label clipped from one of the copies you have received or one of our statements. These will assist us in mak- ing a prompt adjustment. Membership age. ‘The numerals in the lower left corner of the address on your JOURNAL wrapper give the date your present membership began. Many members take pride in the fact that their membership has been continu- ous for several decades. When you send your dues be sure to write your name exactly as it appeared on the copies of THE JoURNAL which you have received unless we have written it incorrectly. In that case, in your new order, write your name correctly and call our attention to the fact that last year’s copies were incorrectly addressed. If you are renewing membership but wish THE JourNAL for the new year sent to an address different from that of the preceding year, call our attention to this and give us your old address as well as the new one. To get THE JourNat to 175,000 members each month is a large task. With your help we can serve you better. ALABAMA will spend fifty thousand dol- (Continued on page A-242) THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION STAGE SETTINGS CAsbestos curtains Velour curtains Twin City Scenic Company 2819 Nicollet Ave. Minneapolis, Minn. 502-4 Film Exchange Bldg. Detroit, Mich. The Draper Sanitary Roller Shade Patented Jan. 8, 07; Aug.7, 192% The Draper Line of Adjustable Cotton Duck Shade Meets Schoel Requirements Sold by Most of the Leading School Supply Houses Manufactured by The Luther O. Draper Shade Co. Spiceland, Ind. me. will send you you postpaid any school or college k upon. th blish (40 p= bw if a mee a.secon hand 4... eve will will an account wi 00 hools an eachers, Send us a trial Le your official We will accept_any new or sec- ondhand schoo lor college books, Dictionaries and Translations in exchange, or buy for cash if e with us, Send list for our eller. BARNES AND NOBLE, Inc. 76 Fifth Avenue New York City WILLARD ALLEN COLCORD One ey and Fifty Delightful Trae Stories Birds, Animals, and Insects Thrilling True Stories entertainingly told, and useful information about Birds, Animals, and Insects, that children will enjoy reading. The book is divided into four parts, the first dealing with birds ; the second with tame animals; the third with wild animals; and the fourth with general information regarding natural history subjects. Three hundred pages; thirty illustrations ; and twenty-eight feature pages. Bound in dark green cloth with illustrated jacket and cover stamped in attractive colors. $1.50 net At All Bookstores, or » THE TuDSONPRESS 701-03 Chestnut Street PHILADELPHIA, PA. (OKCRAFT A New Industrial Art | - yernaeyeeder tes and prac- tical instruction, with the added advantage that the work of pupils really benefits the school. Send for a free copy of BOOKCRAFT Units of Instruction. Gaylord Bros., Inc. Syracuse, N.Y. Stockton, Calif.| _ relul cee)\ cs 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 (For amounts over $1.00 please send check or money order.) THE JOURNAL OF THE NATIONAL EpucatTion ASSOCIATION PictureStudy Miniatures 226 Different Subjects guaranteed in full color—yellow, red, blue, black — unquestionably the finest ever published. ral FG No. l1l1—Sir Galahad. Price, 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 NATURE STUDY and HEALTH EDUCATION SERIES By ALICE JEAN PATTERSON Department of Nature Study and Elementary Science, IUinois State Normal University Author of Studies in Science, The Study of Nature, The Spinner Family, Harmful and Helpful Insects These books each cover a year’s work in nature study and health education. The purpose of the books is, in the first place, to plan lessons simple enough to place in the hands of children and interesting enough to bring the children real enjoyment as they learn more about the nature world in which we live; in the second place, to arrange workable lessons for the busy teacher, who finds her daily program filled to the last minute. Nature Study—Health Education, text, fourth year, 72c Notebook, fourth year, 40c Nature Study—Health Education, Notebook, fifth year, 40c. Nature Study——-Health Education, text, Notebook, sixth year, 5%c. Ask for catalogue with other publications. McKNIGHT & McKNIGHT, Publishers Normal, Illinois text, fifth year, 72c. sixth year, 76c. descriptions and prices of our GENERAL PRAGTIGE IN KINDERGARTEN EDUGATION IN THE UNITED STATES Compiled by the Research Committee of the Department of Kindergarten Education of the National Education Association. Mary Dabney Davis, Editor. A VOLUME OF SERVICE to kindergarten teachers, supervisors, adminis- trators, and students of teachers’ colleges set- ting forth the history and development of the kindergarten movement. 155 Pages .. . Price, $1.00 Discount on orders for 10 or more copies Published by NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street N. W. Washington, D. C. We can supply Literal (75c. each), Interlinear ($?.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 knowr Students’ French, German, Italian and Spanish two-part Dictionaries, at $1.25; Noble’s Large Type Spanish-£nglish English-Spanish Dictionary, at $4.00 postpaid. Cash with order TRANSLATION PUBLISHING CO., Inc. 76 Fifth Avenue New York City We furnish costumes wigs,etc.,for all school lays and operas. hakesperian and his- torical costumes our specialty. 40) years’ ex- perience. For informa- tion address Fritz Schaultz & Co. Box D 58 W. Lake Street Chicago, tl. (Continued from page A-240) lars out of the state treasury annually for the removal of illiteracy, the legislature which recently adjourned having made such appropriation. This is $37,500 over its previous annual expenditure for this purpose. Since the county and city school boards are authorized to make similar appropriations to meet state ex- penditures it will probably mean one hundred thousand dollars expended an- nually to wipe illiteracy out of the state. THE NATIONAL CONGRESS OF PARENTS AND TEACHERS is: A great school for parents—and for teachers—with one major object, to know the child. A social experiment in cooperative edu- cation carried on according to a single standard in home, school, and commu- nity. An agency through whose means local conditions may be investigated and improved, the value of education and its skilled administrators may be made clear to the public, and the findings of experts in hygiene and child development may be Drought within the reach of the people who most need the scientific knowledge in their profession or parenthood. A great democracy in which all points of difference, social, racial, religious, eco- nomic, are lost to sight in the united ef- fort to reach a common goal—the wel- fare of all the children of every state in the union. A proof that the vast unexploited re- serves of parent power, fully understood, intelligently directed, applied through the simple machinery of local interest rather than by the more complicated systems of public welfare agencies, will accomplish from within that which no external application of civic betterment has been able thus far to achieve-—Mar- garetta Willis Reeve, national president, in the Child Welfare Magazine. Tue District or Cotumsia Kinder- garten Association wishes to correspond with teachers in small towns, mission stations, or places who have no organized group for discussion of kindergarten problems and who therefore miss the in- spiration and help to be derived from such a group. Are you in a village or in the mountains? Do you teach under unusual conditions? Have you any problem we could discuss with you? Perhaps we could send you a new game, a song, or a story which will fill a place in your program. In short, we want to establish an exchange of ideas with a per- sonal touch of help to both of us. Ad- dress all communications to Bertha S. November, 192} Moore, Buchanan School, Washington, im ¢€. A cLinic on wheels, carrying a com. plete set of optometrists’ and dentisy fixtures, is the latest addition to th equipment of the health department ¢ the Los Angeles Board of Education The clinic consists of a small house o a truck, the house having two rooms, on for dental work and one for eye testing, Children with defective teeth and eyes can receive aid from the two physicians and one nurse on the periodic visit of the truck to their school. Tue TEACHERS CLuB of Flint, Michi- gan, maintains an attractive residence which serves as a dormitory for 125 young women where they have the free. dom of a hotel and the comforts of home. It has been named the Oak Grove Teachers’ Club. The buildings and furnishings are the property of the school district but through the courtesy of the Board of Education the organiz tion and management are given over to the teachers. The buildings are situated within a sixty acre grove of oaks. 150,000 GERMAN national school teach ers are protesting against the German School Bill, according to a report in the Christian Science Monitor. The Ger man Teachers Union has published a manifesto condemning the bill as con trary to the constitution and as destruc tive of the sovereignty of the state, tak ing the decision out of the hands of the state and citizens and giving it to “com fessional” and other groups. EDUCATIONAL —TERMINOLOGY—‘Cur riculums,” the English plural of “cur riculum,” was preferred by the Currict- lum Commission of the Department of Superintendence at its recent meeting in Washington. This will help to further clear up educational terminology. At the meeting of the Commission a yeal ago preference was expressed for “extrar curriculum” instead of “extracurricular. Art Locarno during August was held an international conference under the au* pices of the New Education Fellowship. The aim of the meeting was to find ways to secure the greatest possible release ° the abilities of the individual child and to develop cooperation as against compet tion. ‘The importance of beginning edu: cation much earlier than now .was & phasized. The next conference of the (Continued on page A-243) Vol. 16, No. 8 American Statesmen An Interpretation of com- Our a Heritage tists y c the Edward Howard Griggs Through living portrayals of six great leaders, it of Washington, Franklin, Jefferson, Hamilton, : Lee and Lincoln, the philosophy of American ton, history is given in fascinating form. 3€ On 367 pp., Art Buckram and Gold, $3.50 }, One Order through your bookstore or “| ORCHARD HILL PRESS ae CROTON-ON-HUDSON NEW YORK it of A This attractive, handy book of Lichi- “Music Appreciation Notes” is given enthusiastic reception in di educationalinstitutions, Endorsed ence by leading supervisors. Contains | 125 chart of Sym: hony Orchestra and explanation. Used in Grade and High Schools and Colleges. Write free: for sample copy and information. ts of SMITH-GRIEVES CO., Kansas City, Missouri Oak ding TO VARY THE | a sages ROUTINE The Cleanliness Crusade is an ingenious project yf the evolved by Procter & Gamble as an aid to teach- ers in developing the subject of Health and Hy- irtesy giene. It comprises decorative posters for the : schoolroom, miniature cakes of Ivory Soap and spe- aniZa- cial awards for the children to take home with them. It is a response to thousands of inquiries from /er to teachers who have felt just such a need and lacked uated the material 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 teach- higher grades prepared by Dr. Bonser, of Colum- . bia University, which we shall send frec (to- rman ether with a copy of “A Trip to Ivorydale’’) in the upon the request of school superintendents. PROCTER & GAMBLE, Ger- Department 49-K. Cincinnati, Ohio. hed a } CON- mF SCHOOL HOUSE > tak- 2) = PLANNING “con- The Report of the Committee on Ue, “Ca School-House Planning cur- rice associated with Committees of the Na- ent of tional Association of Public School Busi- ing in ness Officials, the American Society of urther Heating and Ventilating Engineers, and . At the National Fire Protection Association. 1 year ‘ : ‘extra- Graphically illustrated—complete, con- ular.” tise and definite in its conclusions. The result of a five-year study by experts. eld an ame for those who have school- e aur t% problems. Should be in the wship- ands of every administrator and board | ways member, 164 Pages Price, $1.00 per copy ORDER NOW 1201 SIXTEENTH STREET N. Ww. WASHINGTON, D. C. NATIONAL EDUCATION ASSOCIATION THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION (Continued from page A-242) Fellowship will be held in 1929 in Den- mark. that year in Geneva, it will be possible for Americans to attend both conferences. If the World Federation meets SIGHTSAVING classes for children unable to see enough to be educated with pupils of normal sight are a feature of the Cleveland school system. of the many steps in the effort to adapt schools to children as they are instead of This is one begging the questions by ruling the chil- dren out of the schools. A report of the work in Cleveland is contained in a re- cent bulletin issued by the Board of Edu- cation. Eye hygiene is important for all schools. Durinc the year Georgia and Tennessee were added to the growing number of states which provide state equalization funds to assist poor school districts. School authorities, legislators, and citi- zens are beginning to see that there are many rural school districts in the United States—some indeed in every state—in which there is not enough taxable wealth to give the children even a decent educa- tion, if local sources of income are the sole support of the schools.—Rural A merica. Two issues of the Research Bulletin of the National Education Association have recently come off the press—Vol- ume 5, number 3, The Scheduling of Teachers Salaries, and Volume 5, num- ber 4, The Advance of the American Public School System. The latter bulle- tin is for use during American Educa- tion Week. Volume 5, number 3, is the second salary bulletin published by the Research Division giving data for 1926- 27, the previous issue being Volume 5, number 2, Salaries in City School Sys- tems, 1926-27. In addition to the sal- ary data given in Volume 5, numbers 2 and 3, the Research Division also has available sets of special salary tabula- tions. Write to the Research Division for*> more information about its Con- tinuing Salary Service. QUESTIONNAIRES to school superinten- dents are being studied by a small group of superintendents in various parts of the country, working in cooperation with the Research Division of the Na- tional Education Association. When a questionnaire comes to one of the super- (Continued on page A-244) intendents concerned, he immediately reports the source and subject of the HOLDEN Book Covers Springfield, Massachusetts _Let theXin_ | Crayonex x take the UESSWORK ‘Prang Crayonex” THE BETTER WAX CRAYON IN THE BLUE & ORANGE BOX | THE AMERICAN HOME OFF AND FACTORIES _ew vore RSHIP SINCE 1835 s of Faithful Service VISUAL INSTRUCTION Lantern Slides Stereoscopes Daylight Lanterns Stereographs A Visual Aid for Every Visual Need SOCIAL SCIENCES HIGH SCHOOL SCIENCES PRIMARY READING MAP SLIDES Write for further information KEYSTONE VIEW CO. MEADVILLE, PENNA. Columbia Adjustable Movable Desk Nos. 1 and 2. $4.95 Nos. 3 and 4.. 4.80 Nos. 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. Rupert Hughes endorses the Palmer course in short story writing. Dept. 74-Y Palmer Institute of Authorship Palmer Bldg., Hollywood, Cal. Learn to write short stories THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Health Education A Program for Public Schools and Teacher-Training Institutions Prepared by the Joint Committee on Health Problems in Education, Thomas D. Wood, M. D., Chairman. The de- mand 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%4% discount on orders of 100 or more Conserving the Sight of School Children Prepared with the cooperation of The National Committee for the Prevention of Blindness 48 pp.—Each 25 cents Ventilation of School Buildings Prepared in cooperation with the Elizabeth McCormick Memorial Fund 8 pp—Each 15 cents OTHER SCHOOL HEALTH PUBLICATIONS 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. November, 192] (Continued from page A-243) questionnaire to the Research Division, which undertakes to obtain a copy. This procedure will be continued through the school year 1927-28. The material gol. lected will indicate the approximate number and kinds of questionnaires sent to superintendents and will be used as a basis for preparing suggestive criteria to guide those who send out and answer questionnaires. THE NEW ReapinG HIGH Scuoo1, Reading, Pennsylvania, was presented a flag on Saturday, October 1, by the Patriotic Committee of the Reading Company. This was made the occasion for the public to visit the recently com- pleted building, and more than 3000 people attended. Four Marks oF A FINE Minp—A good mechanic studies the tools of his trade continuously and critically. The better he knows his tools, the better he can use his tools. He knows that good craftsmanship is impossible unless he keeps his tools adjusted to his tasks, Our brain is, of course, the major tool we bring to the task of living. Like good mechanics, we profit from keeping our brains under continuous and critical study. As a sort of primer to guide us in such a study of our own minds, | suggest that a firstclass mind bears these -four marks: First, humility. A firstclass mind is never cocksure; it is always willing to admit that it may be wrong; it is never afraid to say that it does not know; tt does not specialize in closed questions; all questions are open questions to it; it is always ready, in the presence of new knowledge or fresh challenges, to ques tion the soundness of its earlier observ tions and the sanity of its earlier com clusions. Second, curiosity. A firstclass minds never satisfied with surface observe tions; when, in its humility, it has at mitted that there is a question to be con sidered, it turns a restless and ruthless curiosity on the question; it is never satisfied with a sweeping judgment; ferrets out every detail and tries to st just what bearing each detail has on the whole question. Third, courage. A firstclass mind marked by a subtle blending of courag and imagination, the result of which 4 that it takes the results of its analysis # a problem it has worked over and put these results into various new combine tions in an effort to find some new better theory for action; it is nev (Continued on page A-245) —A - his The r he good s he 1ajor Like ping itical de us ds, | these ind is ng to never yw; it tions ; it; it f new Vol. 16, No. 8 —-UNIVERSITY TRAVEL SUMMER, 1928 SCHOLARLY LEADERSHIP COM- giINED WITH COMPREHENSIVE ITINERARIES AND LOW COST. INVALUABLE TO TEACHERS WHO DESIRE ACADEMIC CREDIT FOR SUMMER TRAVEL AND STUDY. ‘rite for Booklets ST ee ae, Bureau of University Travel 56 Boyd Street, Newton, Mass. Do You want to go to France? Through an unusual arrange- ment with one of the largest student travel organizations it is now possible to offer teach- ers an opportunity to visit Europe with all expenses paid. A travel credit plan enables you to earn your trip by cooperating with us. Write today. Director of Scholarship Tours LITERARY GUILD OF AMERICA, Inc. 55 FIFTH AVENUE, NEW YORK CITY BOE Ea Your Tour 100 Tours. $7 a day up. commussions. Oniy cn> appointmeni ir each town cr college. Write ALLEN TOURS. inc, 915 Little Building, Boston FOR HYGIENE AND PHYSICAL EDUCATION NEW ree-Year Degree Course MAVEN NORMAL SCHOOL oF GYMNASTICS - e a Strong Faculty. Complete Gymnastic Inacor, Athletic Gaye, and Camp Equipment. 1466 Cha : Dormitories on Own Successful Appointment Bureau. pel Street, New Haven, Connecticut Perry Kindergarten Normal School ounded, 1898, by Annie Moseley Perry Bond perining for kindergarten, primary and play- Seed a sitions. Enroll now for entrance in 1928. booklet, “Training Children.” Hq a ~ soma HAMBLEN JONES, Principal ntington Ave., Room 316, Boston, Mass. THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION (Continued from page A-244) afraid to set up a tentative new theory of action; it is willing to follow a new idea, if it is sound, even if it upsets former notions and former ways of do- ing things. Fourth, responsibility. A firstclass mind has a sense of responsibility in handling its new theories; it puts them through all sorts of tests to prove both their logical soundness and their practi- cal utility. The practical fruits of the intellectual virtues are obvious: Humility makes for openmindedness. Curiosity makes for careful analysis. Courage makes for creativeness in blazing new trails. Re- sponsibility makes for reliability in ac- tion.—Glenn Frank. WE COME into the world with a cer- tain capital of character, intelligence, and power. This initial capital is not of our choosing; yet, constantly chang- ing as it is under the influence of action and experience, it is the basis on which we do business in the vocation of life. We have, moreover, a definite in- come; every human being has just twenty-four hours a day income from God, and the wonderful thing about this income is that we can save it only by spending it. If we would save our dollars, we must put them away, but if we would save our hours we must spend them, and the more completely they are spent for ends that are worth- while the more they are converted into the capital of character, intelligence, and power. Out of this twenty-four hours of income, the large part must be spent merely in paying running expenses in the business of life, that is, in making a living, but for every one except those upon whom the industrial structure of our society rests most pitilessly, there is some margin of time each is free to spend as he pleases; as in business, so in life, the use of this margin determines the growth of the capital, and so the ulti- mate success or failure in the vocation of living—Edward Howard Griggs. SUPERINTENDENT W. F. WeEssTER, of Minneapolis comments on the rapid growth of the National Education Asso- ciation since 1917, saying: This marvelous growth is due to the fact that teachers, one out of five, in the whole United States have come to realize the pow- erful advantages of cooperation. Teachers are glad to make their contribution to this great Association because they know that | the welfare of education and the advance of | enlightenment throughout the nation are be- ing promoted by the National Education Association. \ WEEK Jor a trip to’ LUROPE By the Cunard Budget Plan— something new, that relieves you of all concern about the expense ...all may now enjoy a round trip to Europe or a European tour...small weekly payments for a year... then the joys of realization ... the actual voyage to the old world, which every one should take. Subscribers to the Cunard Budget Plan automatically be- come members of the Cunard Travel Club, another recent Cunard development. The Club offers unusual privileges and is open to all interested in Travel. Precise information about the Budget Plan and the Travel Club will be mailed upon request to the Secretary CUNARD TRAVEL CLUB 25 Broadway, New York City A~246 THe JouRNAL OF THE NATIONAL EpucaTiIon ASSOCIATION November, 1927 —— eee WE NEE TEACHERS FOR THE tome GRADE. ; Experienced freduntes | jot ‘ a only. iso Latin, French, Science, cc a, & I Training in high echoes, Recteteation in arg od poy 8 ian Temple University SOUTHERN TEACHERS’ AGENCY Columbia, S. C. Chattanooga, Tenn. Richmond, Va. Louisville, Ky. | Broad St. and Mon tgomery Ave, —_ . Philadelphia, Pa. j ‘A i 402 Dill Bldg., S 317 Schofield Bldg., Cleveiund, O. The Everett 0. Fisk Teachers’Agencies <5 cnt’ iiinichnia us wscee Setiones ty 120 Boylston St.,Boston 415 Congress St., Porviand,Me. 808 Title Bldg., Birmingham 409 Journal Bdg., Portland, Or 225 Fifth Avenue, New York 549 Union Trust Bdg., Pittsburg 648 Spring St., Los Angeles »- o, ; Send for Circular and Registration Form to any address above ( ollege of Liberal Arts and a nena —————— Sciences THE YATES-FISHER TEACHERS’ AGENCY 2 sof AUR SATE MIRE icaco Teachers College Telephones: Harrison 2642 = Other Office PORTLAND, OREGON, 911-12 Broadway Bldg. — ee School of Commerce Professional Schools: 9 ACHE ANTED_G Grad isa Theology, Law, PECIALISTS sss ont, mor ean falta. "Bee Places. yy Medicine, Dentistry, ca nn Pharmacy, Chiropod EDUCATIONAL BUREAU - ODEON BLDG.,ST. LOUIS,M° y, ¥ pody School of Music Training School for Nurses 101 YEARS OF MANUFACTURING EXPERIENCE University High School SEND FOR BULLETIN Phone, Stevenson 7600 AMERICAN EDUCATION WEEK November 7-13, 1927 Suggestive material for the observation of American Education Week in The Advance of the American BUILT FOR STRENUOUS SERVICE Public School System ; | HIS is the Heywood-Wakefield Combination Desk, Research See ee built to stand up under the long and severe use a : a . Single copies, 25 cents—discounts which every school unit is bound to receive. Its pang ~~ construction is so simple that there is nothing to get _ . : National Education Association out of order, yet so strong that it will serve for years 1201 Sixteenth Street N. W. with one hundred per cent efficiency. It permits ba ela Dy closer spacing and is one of the most economical forms of classroom seating. Our seating experts will be glad to tell you The SARGENT SCHOOL th more about this Combination Desk and to ~ Founded 1881 by Dr. D. A. Sargent suggest helpful seating plans. dE » / Director Casabeidgs, ia L. W. SARGENT, Director The advantages of this desk and many other school units are described ; "} abreast in our new School Furniture Cata- Keep logue. Write for a copy. in youral bj Some courses in Edu cation are “Genetic Psy- chology,’’ ‘‘Story Telling AT in Primary Grades, The 7 | Rural Teacher's Prob ome lems,’ “Study of Psycho . OFF. REG. U.S. PAT Children,” “Meth : pdsof Teachingin mi tary Grades,’ * " Baltimore, Md. Los Angeles, Calif. c ousees in 40 hewn Ade Boston, Mass. New York, N. Y. 5 pte Phy enedit ministration and Supe Buffalo, N. Y. Philadelphia, Pa. a GES Oi ae ee Chicago, II, Portland, Oregon , m LS ita wena, < Kansas City, Mo. St. Louis, Mo. 4 dais ‘DOF Begin any time a San Francisco, Calif, The Anibversity of Chicago 223 Evtis HALL CHICAGO, I Mention Tur Journat when writing our advertisers.