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January, 1928 


Growth Through Travel 


GILBERT GROSVENOR 


President, National Geographic Society, Washington, D. C. 


Y GRANDMOTHER told me that 
she crossed the Atlantic in her 
youth on a sailing vessel and 

people congratulated her because she 
made the trip in six weeks. 

My grandchildren probably will fly 
fom New York to London or Paris as 
readily as we now go by train from 
Washington to Boston. And everyone 
will take their going and coming as a 
matter of course. 

In New York City on January 8, 
1927, the president of the American 
Telephone and Telegraph Company re- 
moved his telephone receiver from the 
hook and said, “Hello, London.” Al- 
ready the New York business man puts 
ina long distance call for London as 
casually as he would ask for Chicago. 

For many centuries tales have been 
told of the marvelous ceremonies, lasting 
for two months, that take place in 
Jammu, winter capital of beautiful Kash- 
mir, when a maharajah is inaugurated. 

Potentates bedecked in diamonds and 
pearls and other gems worth millions of 


G 


the 
ingt 





ILBERT GROSVENOR, president of the Na- 
tional Geographic Society and editor of 
National Geographic Magazine, Wash- 
on, D.C. 








i 





| (HE HOUR OF PRAYER IN THE SAHARA DESERT has 








Used by special permission of the National Geographic Society, copyright 1927 


a wide appeal because of the mystery, beauty, and human interest it embodies. 


dollars ride elephants whose trappings 
cost $200,000 or more. The new ruler 
sits in state for three hours a day, four 
days a week to receive the handsome pres- 
ents sent by eastern potentates. His 
coronation bath is taken in waters col- 
lected by couriers from the four oceans 
and from every spring and stream in his 
domain. 

Not long ago Washington, D. C. 
members of the National Geographic So- 
ciety saw every detail of this ancient and 
amazing investiture for the present in- 
cumbent by means of motion pictures— 
pictures which were taken, in some cases, 
through apertures in walls of palaces 
where no white man has ever trod. 

When the National Geographic So- 
ciety and the United States Navy sent 
Donald B. MacMillan and Commander 
Richard E. Byrd upon an Arctic aérial 
exploration the ships were equipped with 
radio sending stations. ‘The expedition 
members talked by radio to the United 
States and sent daily messages in radio 
code to the National Geographic Society. 








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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


The were picked up from 
Maine to California, and from Florida to 
the state of Washington, and transmitted 
to the society’s headquarters in Wash- 
ington, D. C. , 

On a lonely farm in Vermont, six miles 
from a railroad station, a family nightly 
gathers around a radio set and hears the 
finest symphony orchestras, the world’s 
greatest musicians, the foremost states- 
men. If they tire of the Boston programs 
they can “tune in” on Cleveland, or 
Jacksonville, or New Orleans. And this 
is typical of millions of homes. 

All this means that the school children 
of today are growing up to be, in a very 
literal sense, citizens of the world. 

All the inventive genius that has gone 
into developing railways, automobiles, 
steamships, airplanes, and the complex 
organizations for operating them have a 
single, simple human effect, that of mak- 
ing it easier and cheaper for us to go 
places which our grandfathers never 
thought of visiting. 

And even when we stay at home the 
telephone, the radio, the motion picture, 
and the printed photograph, especially 
with the development of color photog- 
raphy, have a similar effect of conveying 
us to faraway places. 

The teacher of today must be prepared 
to interpret, from her own observation 
and experience, significant features of this 
stream of sights and sounds that pour in 
upon her pupils’ minds. 

In my youth a teacher used to say that 
if she guided her pupils to read wisely 
she had accomplished much. Today’s 
teacher must also guide her pupils to see 
and hear wisely. 

Travel, or the pictures and radio 
which are substitutes for travel, open 
such vistas of the fascinating, romantic, 
interesting features of the world we live 
in that their proper presentation easily 
can supersede the morbid interest in the 
cheap, trashy type of reading matter 
which gives concern to some educators. 

No teacher, nor any individual, can in 
a lifetime see all the places which the 
railroad and the steamship, and now the 
airplane, are making accessible. 

But a teacher in the United States is 
advantageously situated to’ see types of 
natural wonders, great industrial estab- 
lishments, and beautiful buildings which 
will help her to interpret similar works 
of nature and of man to her pupils. 

And he, or she, incidentally, can see 
Washington. A visit to Washington af- 
fords a more stimulating and informative 
lesson in civics and citizenship than the 
pages of any text. 


messages 


January, 1928 


Ee 


We recall that Thoreau “traveled a 
great deal in Concord,” but it still is hard 
to realize that travel need not be distant 
to be informative. 

A speaker at the National Council of 
Geography Teachers told how a teacher 
was laboring with children of the third 
grade to give them a concept of a valley. 


on ee re ee “yy 


© National Geographic Society. 


A= WATERWAY, lined with fountains 
in front of the Taj Mahal, reflects a 
second Taj as through a silken veil. 


They needed to know what a valley 
looked like to get the sense of the story 
they were reading. 

A visitor to the class asked the children 
whether they had ever seen a valley. The 
children replied unanimously that they 
had not. As a matter of fact, half the 
children in the class passed through a 
valley each day on their way to school. 

If a teacher’s time and money are 
limited at first, that fact need be no ob- 
stacle to profitable travel. More than 
half our states now have state parks— 
parks that range from the one and three- 
quarter million acres of the Adirondack 
Park, in the state of New York, to a one- 
acre sand bar in the Connecticut River, 
which is the Dart Island State Park of 
Connecticut. 

Many of these parks comprise notable 
natural features or historic shrines worth 
traveling many miles to see. They in- 
clude barren peaks and waterfalls, such 
diverse shrines as Lincoln’s birthplace 
and James Whitcomb Riley’s “Old 
Swimmin’ Hole” and such geological 
museums as the Starved Rock State Park 
of Illinois which recalls the time when 
inland America was a sea. 


When the time comes for extending 
the traveling radius our own country js 
rich in natural wonders—we have the 
biggest and oldest trees, the vastest cay. 
ern, the longest river system, the greatest 
fresh water lakes, the largest and most 
fertile plains for growing wheat and corp 
and meat, immense mountains, canyons, 
and waterfalls. 

Many of the choicest and most im. 
pressive of these natural wonders have 
been preserved by a wise government for 
the people and the National Park Service 
protects this heritage and makes the res- 
ervations accessible. 

Teachers who employ libraries for ref- 
erence and turn to museums for exhibits 
of art and science also, happily, are now 
using this national gallery of natural 
wonders for recreation and inspiration. 

Other natural resources, our immense 
mountains of coal and iron, subterranean 
lakes of oil, inexhaustible mines of cop- 
per, salt, sulphur, lead, and other min- 
eral riches, give rise to our great indus- 
trial plants where these raw materials 
are refined or fabricated for our daily use, 

A fish wharf or a factory, a telephone 
exchange, or a vast freight yard, each has 
a story and an interest of its own, even 
if it is not classified among the “sights” 
of a city’s guidebook. 

One thing we of the National Geo- 
graphic Magazine have come to know, 
beyond question, is that people want to 
see things. The most expressive words, 
marshaled by the most adept master of 
language, cannot convey the charm and 
color, the design and the pattern of a 
Rumanian peasant’s attire. But a closeup 
photograph of the young woman gives 
an instant and almost as vivid impres 
sion of her as a face-to-face encounter. 

That is why we have collected photo 
graphs from all over the world until 
today the National Geographic Society 
has the greatest geographic photographic 
library in the world. Through the pub- 
lication of these pictures we have come 
to know what people wish to se. 

I am often asked which of the tens 
thousands of photographs we have pub- 
lished in the National Geographic Mage 
zine is the most popular. It is a supe 
photograph showing an oldtime bark in 
full sail in the Gulf Stream. Immedi 
ately it took a place among the most ‘Pop 
ular pictures we have printed. It stim 
the imagination. It gave a glorious 
of the romance and mystery of the se. 

Some years ago, we published anot 
picture in panorama size for, fram 
showing a Mussulman praying at sunset, 
beside a camel, and beyond the 














im- 
ave 
for 
rice 


ref- 
bits 
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ural 


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Vol. 17, No. 1 


stretch the seemingly interminable sands 
of the Sahara. 

The fact that this photograph has had 
gych a wide appeal shows that people in 
general have a sense of the beautiful and 
4 true instinct for artistic merit, for 
artists have declared this picture remark- 
able for its composition, light value, and 
pose of the figures. 

The same instinct holds good in travel ; 
people seek beauty. “The Mussulman fur- 
nishes another clue, for he provides an 
element of human interest. People travel 
also to learn what others are doing, how 
they work and play, and dress and eat, 
and go about the daily activities of life. 

Athird popular picture is a panorama 
of the General Sherman tree, patriarch 
of the giant redwoods of the Sequoia Na- 
tional Park in California. It is a mag- 
nificent tree, but the appeal there also 
was to the imagination, which realizes 
that this tree was 2000 years old when 
Christ was born. 











b 








‘THE JOURNAL OF THE NATIONAL EpUCATION AssocIATION 
I setoseeernsssntscopesiesineesntesidieiellefnaaeestainataaeoeipaamaiaantaesliesashaiimand 


Consider then these three pictures as 
things which it has been demonstrated 
that people like to look at. They like the 
beauty and the sense of mystery of ‘“The 
Hour of Prayer;”’ they respond to the 
suggestion of adventure and romance in 
“The Argosy of Geography ;” they are 
sensible to the enduring majesty of ““The 
Oldest Living Thing.” 

Added to the joy of seeing things there 
is, in travel, the joy of personal explora- 
tion—the thrill of finding some beauty, 
or some human activity, which is not in 
the stereotyped guidebooks. 

Herbert Corey experienced such a 
thrill when he viewed “London From a 
Bus Top” and went exploring by “A 
Char-a-bancs in Cornwall” (National 
Geographic Magazine, May, 1926, and 
December, 1924) ; Melville Chater did 
so in “Rediscovering the Rhine’ and 
when he made a seven-week voyage in a 
Canadian canoe “Through the Back 


Doors of France” (N.G.M., July, 1925 





and July, 1923); and Lieutenant J. 
Parker Van Zandt did so when he 
boarded airplanes for “Looking Down 
on Europe” (N. G. M., March, 1925). 
These narratives traverse wellknown 
areas and age-old scenes, about which 
many volumes have been written, yet 
these travelers saw new beauties and set 
down new impressions. Only the in- 
trepid explorer with years of traveling 
may hope to penetrate new regions and 
add new patches to the maps of the 
known world, but this other kind of ex- 
ploration is within reach of all of us. 
Even in much-visited London or 
crowded Belgium one may shun the 
beaten paths and step beyond the things 
“one must see.” One wonders at the 
travelers who come back with a mental 
picture of Europe as a composite of art 
galleries and cathedrals—and little else. 
Cathedrals and galleries are inspiring, 
but there is so much more of grandeur 
and beauty and the curious in Europe! 





Used by special permission of the National Geographic Society, copyright 1927 


HE ARGOSY OF GEOGRAPHY is the most popular of all pictures published by the National Geographic Society. 
ark in full sail in the Gulf Stream suggests the adventure and mystery of the sea. 





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Teacher Rating 


Burton E. Davis 


Teacher in Thomas A. Edison Junior High School, Los Angeles, California 


N A SURVEY made by B. R. Buck- 
ingham in 1922 of 156 American 
city school systems it was found that 
90 percent of the superintendents thought 
teachers should be rated. Seventy-seven 
percent of the schools were using some 
scheme to determine salaries, stimulate 
growth, and as an aid to supervision. 
In 1925 Leroy A. King made a similar 
survey of 92 cities of population more 
than 25,000. He found seventy of these 
using some system of rating their teach- 
ers. The reasons for rating, according to 
this survey, were: To promote teacher 
efficiency; stimulate  selfimprovement; 
eliminate unfit teachers; determine sal- 
ary increases; aid in supervision; and to 
furnish private information to the prin- 
cipal or superintendent. 
of these schools determined how far the 
aims of their program of studies were be- 
ing carried out by their rating plans. 
However, the factors revealed a turning 
toward outcomes of teaching as the chief 
criteria of good teaching. Pupil com- 
mand of subjectmatter was most fre- 
quently included in the list of points 
rated. ‘This turning of emphasis from 
teacher to growth in the pupils is em- 
phasized by comparison with the findings 
of Boyce in 1914. Then, class discipline 
headed the list of qualities rated. 
Another recent trend is the shifting 
from the use of marks to the employment 
of descriptive terms in rating degrees of 
teacher perfection. Selfrating by teach- 
ers is also being encouraged in order that 
they may have a basis for combating 
weaknesses. “The Knight-Franzen scale 
made on the order of a standard test helps 
select promising teacher material. The 
Curtis device of matching a given teacher 
with graded descriptions on the order of 
a composition scale will prove more ob- 
jective than former devices. The Monroe- 
Buckingham and Franzen “T. E.” for- 
mula is the most accurate measuring 
stick, perhaps, for the limited number of 
subjects to which it can be applied. Miss 
L. M. Crabbs, formerly of Columbia 
University, found a low correlation be- 
tween a teacher’s ability in one subject as 
compared with another, so a teacher’s 
general ability cannot be inferred from 
the results of this test. Miss Crabbs also 


Only seventeen” 


proved to her satisfaction that teachers 
cannot be judged accurately enough by 
supervisors to make such judgments of 


© 1927 
B ise GREAT AGE of this magnificent red- 


wood is suggested in the name of the 
picture, “The Oldest Living Thing.” 


M8 pe no Rl weet Ripa 


Courtesy National Geographic Society. 


any value. Her study showed her, fur- 
thermore, that teaching efficiency cannot 
be predicted from preparation. Of 
course, none of these newer approaches 
has cast much light on the imponderable 
as to, “How can influence, stimulus, in- 
spiration, professional zeal, character, or 
personality be measured ?” 

Nevertheless, on this point the Crabbs 
study revealed a high correlation between 


[4] 


the estimates made by supervisors as ty 
ability to teach subjects and to develop 
character in general. A Detroit super. 
visor by spending time helping pupils to 
use selfdevelopment, selfappraisal, self. 
control, and cooperation brought the 
class far above the average in arithmetic 
skill work. It is hinted in these two in- 
cidents that character development may 
be concomitant with the efficient devel- 
opment of other skills. Were that proved 
to be largely true, one would have only 
to devise technic to discover the teacher 
who produces the greatest output in the 
three Rs and you would have the one 
who deals out the finest line of impon- 
derables also. “df 

There is then, a very great distrust of 
teacher rating on the one hand, but a 
rather general use of it, nevertheless. 
Chicago has recently adopted a plan for 
rating teachers after working over some 
forty odd other schemes through teacher 
committees. They rate teachers in Chi- 
cago as superior, excellent, satisfactory, 
unsatisfactory, and_ inefficient. The 
teachers are rated on knowledge of sub- 
ject; teaching ability; progress of pupils; 
cooperation with pupils and public; c- 
operation with administration of school; 
and professional standing. Demerits are 
deducted, and a possible total is 100. 
But Superintendent McAndrew says the 
proposal is unscientific. . 

So we find school men generally faced 
with the dilemma of adopting a rating 
plan which they know is fallible, even, 
“demeaning, artificial, arbitrary, perfune 
tory, and superficial,” or to permit teacl 
ers, “whose chief distinction is the num- 
ber of years they have occupied space,” t0 
get salary increases and enjoy ail the ir 
signia of success. They are between the 
devil and the deep blue sea. If they adopt 
a plan they know, like McAndrew, the 
devil is to pay. If they throw all at- 
tempts at rating to the winds, they a 
then entirely at sea. If some 
pedagogical Archimedes can discover # 
unvarying principle whereby pure 
teachers can be distinguished from 
alloy type and the counterfeit class, 
will not only win laurels for hi 
may thereby perceptibly raise the 
gates of civilization. 









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The Senior High School Principalship 


Ernest B. Comstock 


Principal, North Dallas High School, Dallas, 


tT WAS just fourteen years ago when 
P. E. Davidson of California wrote 
as follows: 


The direction of schools lacks the first re- 
quirement of the profession, a fixed category 
of social problems with which a special tech- 
nic is associated. School principals and su- 
perintendents make their duties largely at 
pleasure, or meet the exigencies of their situ- 
ations as their measure of good sense or 
prudence determines. If one turns to the 
writings on school management, with the ex- 
pectations that, at least, worthy conceptions 
of these offices exist on paper, the reward is 
half a dozen articles outlining a set of duties 
appropriate to a fairly efficient clerk or care- 
taker. 


Since these statements were made, de- 
velopments of scientific nature have revo- 
lutionized our theory of educational man- 
agement and placed it more clearly on a 
professional basis. Five years afterwards, 
the National Education Association 
Committee on the Reorganization of 
Secondary Schools made a report and 
stated more definitely than ever before 
the objectives of secondary education: 
sound health, mastery of the tools, tech- 
nics, and spirit of learning, worthy home 
membership, vocational effectiveness, wise 
use of leisure, faithful citizenship, and 
ethical character. In addition to this the 
universities have multiplied their courses 
in administration, students of educational 
problems have written much that is 
worthwhile, the principals themselves 
have studied high-school problems in city, 
state, and national organizations; child 
psychology has become more scientific, 

mental testing and homogeneous group- 

ing have proved themselves worthwhile, 
and the individual or case method of 
pupil adjustment is being studied. These 
at furnishing us with a “category of 


social problems” 


and a technic of pro- 
cedure that renders the principalship as 
truly a profession as that of medicine or 
law. The principalship of a high school 





Brey IN SCHOOL BUILDINGS helps to raise 

the standard of living by offering pupils 
an example with which to compare their own 
homes and lives. This is the East High 
School, Denver, Colorado. 





today is a position of honor, the oppor- 
tunity offered for service is immeasur- 
able, and the responsibility attached to it 
is increasingly great. ‘The work is pro- 
fessional in its nature and should be dig- 
nified by men of noble character, schol- 
arly attainments, and lofty ideals. 
Texas has not yet reached the place 
where the M. A. degree is required for 
high school teachers but in all of the 
larger cities the B. A. degree is required 
for those holding teaching positions in 
the high school. If a man is to be raised 


Forest Park High School, 


[5] 











Baltimore, 


Texas 


from the rank of teacher to that of 
principal, he must have outstanding qual- 
ities in character, personality, and influ- 
ence, and, other things being equal, the 
man with the M. A. degree is likely to 
get the place. In fact, the time is rapidly 
approaching when none of the better 
high-school positions will be offered to any 
man who has not had at least five years 
of training above the high school, and 
possesses a master’s degree. This is prob- 
ably warranted as a minimum require- 
ment by the numbers that are entering 
our teachers’ colleges and schools of ed- 
ucation. E. E. Lewis in Personnel prob- 
lems of the teaching staff, says: 


For all supervisors, principals, and other 
administrative officers, there should be re- 
quired not less than from one to three years 
training beyond the training of the teachers 
under them, which training should include 
problems in organization, supervision, and 
administration. 


It is not a difficult matter todecide that 
a certain degree should be obtained be- 
fore a man is eligible for a high-school 
principalship, or that he should have a 
certain number of years of experience in 
teaching, or a certain number of years in 
advance of the minimum requirement for 
teachers under him. It is difficult, how- 
ever, to decide just what courses, of the 
many that are being offered, will best 
prepare him for his job. In medicine, the 
options are limited to various types of 
specialized activities. “Those entering a 
certain field of preparation in the medical 
profession, take practically the same 
work. In the field of education this is 
not true. There is apparent uncertainty 
and confusion as to which courses are 
best suited to give the desired training. 
The student is told to “consult the in- 








Md. Parker, Thomas, and Rice, Architects. 





By Re tate remem ee 


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6 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


January, 1928 


roe soa — 393) Oa 


structor,” and is referred to the catalog 
which speaks of certain subjects as “‘suit- 
able to meet the needs,” as “prepared 
primarily for the training of executives,” 
or as “planned to meet the requirements 
of principals.” 

The courses of study offered to pros- 
pective executives have not yet been 
standardized. The writer is of the opin- 
ion that they should not be, because this 
freedom of selection, and the variety of 
directions of interest form a wholesome 
contribution to our educational growth. 
Arbitrary standards would stunt this 
growth. Here is applicable the educa- 
tional philosophy of Henry C. Morrison 
in Everyday problems in science: 

The essence of educating an American 
citizen is to set him going under his own 
power and point him right. In a word, suc- 
cessful teaching results in the development 
of ability to study and the discovery of in- 
tellectual interests. 

The individual of the right caliber will 
intuitively pursue his investigations along 
lines that will get him somewhere. His 
interest will aid in guiding him in the 
right direction. Many of our schools and 
colleges are providing solid courses in ad- 
ministration and supervision that will 
arouse these interests and prove beneficial 
to those who expect to enter upon the 
duties of executive work. One of the 
higher institutions of learning presents, 
among others, the following courses 
which are of this nature: 


Methods of teaching in junior and senior 
high schools; class organization, manage- 
ment, and testing in junior and senior high 
schools; history of modern secondary educa- 
tion; the administration management of 
pupils; educational and vocational guidance; 
the administration of the teaching staff; the 
supervision of the teaching staff; the organi- 
zation and administration of the high school; 
the study and supervision of the high-school 
girl; the curriculum; psychology of secondary 
education; the use of achievement tests in im- 
proving instruction in the high schools; gen- 
eral technic of instruction in the high schools; 
investigations of problems in_ high-school 
teaching. 


There is no doubt that the same prin- 
ciples that apply to the successful man- 
agement of a business, also apply to the 
successful management of a school sys- 
tem. Hence, the question, “How are 


executives .trained in the 
world ?” is pertinent. 

Tread and Metcalf in their book, Per- 
sonnel administration, say that the execu- 
tive should have the following character- 
istics: Character, creative imagination, 
sound judgment, courage, a sense of 
humor, ability to cooperate, to under- 
stand men, ability to organize, receptiv- 


business 


ity, courtesy, expert technical knowledge. 

With these characteristics in mind as 
essential qualities for an executive, the 
belief is stressed by the authors, that 
training should progress during a period 
of apprenticeship, or while the employee 
is holding a position of lesser responsibil- 
ity in the firm where he aspires to be- 
come an executive. 


Slee is the library study of the Edward 
Lee McClain High School, Greenfield, 
Ohio. There is a noticeable atmosphere of 
study and repose combined with spaciousness, 
beauty, and comfort. 


Witn this in mind, the following sug- 
gestions are made by the authors: 


1. Time should be given so that the train- 
ing courses for executive work may be taken 
by employees. 

2. A fair opportunity for every employee 
to take the training courses should be of- 
fered. 


3. Every man must be permitted to bring 
out the best that is in him. No favoritism 
should be shown. 

4. There should be a just system of financial 
and nonfinancial rewards. 


The suggestions here given may well 
be considered in any educational system, 
but in few places have they been put into 
practise. 

Many of our senior high schools have 
assistant principals, whose executive 
duties are given to them by the principal. 
Counselors, deans of men, deans of 
women, registrars, and sponsors may now 
receive training under the direction of the 
principals. Close contact, such as they 
have in the office with the daily problems 
that arise in various parts of the school 
system is bound to give them a practical 
insight into school administration that 
the perfunctory pursuance of university 
courses cannot give. There is need of a 
more systematic and scientific method of 
training principals in service than we 


have at present, and the time is coming 
when that method will be produced. 

We have mentioned certain qualities 
which every executive should possess, 
Among them is expert technical knowl. 
edge. The physician must know medicine 
and be able to write his prescriptions ip 
technical language. The chemist must 
know his formulas; the pharmacist, 
drugs ; the machinist, tools ; the librarian, 
books; and the school man must be ac. 
quainted with the elements of his pro- 
fession. 

Our school journals, reports, surveys, 
and educational works contain terms 
which should be familiar to the reader 
if he is to understand and appreciate what 
he is reading. The following have be 
come common terms in school parlance 
through the recent use of tests and statis- 
tical methods: I. Q., coefficient of corre- 
lation, probable error, achievement norm, 
age norm, median, percentile scores, 
standard deviation, objective test, vari- 
able, prognostic test, etc. Sufficient work 
with problems in which these terms are 
used should form a part of a high-school 
principal’s training. The same thing is 
true regarding technical terms which 
have been introduced along other lines of 
scholastic training. 

Adolescent psychology, as a study, 
should be familiar to a high-school prin- 
cipal. It was but a few years ago that 
G. Stanley Hall made a thorough study 
of the boy and girl at this most interest- 
ing, yet critical, period. Ralph W. Prin- 
gle has recently made a most valuable 
contribution in his book, Adolescence 
and high-school problems. To keep in 
mind. the physical changes of a boy, to- 
gether with the corresponding mental 
perturbances, to understand his thoughts 
and aspirations, his untrained emotional 
experiences, his gang spirit, his wander- 
lust, his hero-worship, his periods of de 
spondency and his tendency to idealism, 
are an aid when it comes to solving the 
many perplexing problems that face the 
school executive every day. The princ- 
pal cannot shift to any other individual 
the responsibility of making decisions for 
adolescents. The study of adolescence, 
a systematic way, should enable the prit- 
cipal to know better how and when ! 
curb the floods of exuberance and entht 
siasm, exhibited by our boys and girls, = 
guide and direct rather than prohibit 
them, to be sympathetic rather than 
gusted at their harmless pranks, to #* 
minister to their natural instincts in 
wholesome manner, and to train im them 
a spirit of altruism and service. 

Extracurriculum activities have come 





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Vol. 17, No. 1 


ee eee ee ne 


to play an important part in the high 
school of today. In fact, they are gen- 
erally regarded as of such value that they 
are rapidly taking their place as a part of 
the regularly planned classroom work. 
In speaking of the value of these activi- 
tie, Aubrey A. Douglass says: 


Such activities are now regarded as truly 
educative. In fact, the position is often 
maintained that they contribute just as ef- 
fectively, if not more effectively, toward the 
realization of the aims of secondary educa- 
tion than do the regular studies. 


This position is probably not held by 
our high-school classroom teachers, but 
experienced principals know that club 
and organization work is more satisfac- 
tory when properly sponsored than other- 
wise; that athletics need coaching, editors 
of school publications need guidance, the 
classes need sponsoring, debaters need 
counsel, the entertainments need super- 
vision; in fact, there must be a well-de- 
veloped plan of procedure for handling 
student activities of every variety, if the 
benefits that are possible are to be de- 
rived from them. The methods of han- 
dling these activities have not yet been 
standardized. Nevertheless, they need a 
thorough study by every prospective 
high-school principal. 

The junior high-school movement has 
swept over the country until the 6-3-3 
plan is widely accepted. The difficulties 
of the junior high school have not yet 
been solved, primarily because of the 
changes needed in teachers, textbooks, and 
in methods suitable to the new plan. 
Adjustments are still needed here. 

Junior colleges have appeared until at 
the present time over 200 are in existence 


THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 7 


and each year sees an increasingly large 
number added to the list. The articula- 
tion of the senior high school with the 
junior high school, on the one hand, and 
the junior college on the other, presents 
a growing problem at the present time. 
Leonard V. Koos’ book, The junior col- 





Eb STUDENTS of Withrow High School, 
Cincinnati, Ohio, take pride in living up 
to the ideals mirrored in the beauty of their 
school building. 


lege, is a valuable contribution to this 
study. 

Supervision of the teacher’s work is a 
complicated duty. How to aid teachers 
in service, how to make one’s visits more 
than mere perfunctory performances, 
what methods of classroom technic to 
suggest, what special devices to name, 








/ 


what additional equipment to requisition, 
are all matters that need thorough study 
and investigation. 

Among subjects which the prospective 
high-school principal should study are: 
the seven objectives, the making of a 
high-school program; the methods of 
pupil enrolment; the teacher’s load; 
size of classes in high school; system 
of office filing and bookkeeping; the 
junior high school; the junior college; 
the relation of the senior high school to 
the elementary school; the articulation 
between the senior high schools and the 
colleges; training teachers in service; 
teaching pupils how to study; how to 
make visits to teachers profitable; super- 
vised study; class technic for various 
subjects; use of the project method; 
socializing the recitation; plans for ad- 
ministering extracurriculum activities ; 
financing student activities; high school 
publications; methods of recording par- 
ticipation in student activities ; psychology 
of adolescence; student counseling; use 
of standard tests; use of mental tests; 
acceleration of pupils; retardation of 
pupils; individual differences; homoge- 
neous grouping; sources of revenue now 
in use; possible sources of revenue ; school 
income; school costs; unit costs in high 
school ; janitorial service; lighting, heat- 
ing, and ventilating; upkeep of property, 
the inventory; vocational needs of the 
community; methods of vocational in- 
struction ; lunch room service ;curriculum 
making in secondary education; high- 
school libraries; parent-teachers associa- 
tions and dads’ clubs; the school as a 
community center. There are many other 
topics. No list contains them all. 





HAT TEACHING MEANS TO ME—To be a trusty and 
W reliable guide for explorers in an unknown country 

among unknown peoples is a trait which not many 
people possess; to be a trusty, conscientious guide of the 
destinies of school boys and girls is a privilege that all teachers 
should consider as a sacred heritage. As a school administrator, 
I derive no greater amount of satisfaction than that of stand- 
ing before a group of youngsters and discussing a lesson in 
class. In fact I should feel as a mother without a home, were 
I to be deprived of that opportunity. A man is considered a 
hero who leaps into the surging waters to save the life of a 
drowning person; a teacher can be considered a far greater hero 


who throws himself into his work both heart and soul to save 
* youth from being lost. I have had classes in general science 
Which I have enjoyed more than many vaudevilles. Frequent 
Were the moments when the pupils would move their eyes and 
ads as I moved about explaining some principle in electricity 
or the law of levers. Many would lean over to the side, when 


someone was sitting directly in front, so that not one thing 
should escape their eager eyes and ears. With a class of thirty 
such Pupils, listening as one to the ideals and ideas of a con- 
Stientious teacher, could anything be more pleasant or profit- 

©? Suppose only one of those pupils were thus persuaded 


to rise from the ranks, does not the teacher deserve praise? 
What higher honor could one wish, were he a worthy teacher, 
than to see and feel that his pupils were copying and imitating 
his admirable traits? A father and mother take great pride 
in being able to bring up two or three children who are worthy 
of the name they bear; is not a teacher justified in taking even 
greater pride in bringing up an even greater number of boys 
and girlsP The newspapers may not have in conspicuous head- 
lines that such and such a teacher saved and brought up such 
and such a boy or girl, but mark my words, ye members of the 
profession, that you shall not be forgotten. Your pupils will 
continue to have deep reverence for you. Do you not still 
recall the teacher in your childhood days who to you was the 
emblem of everything which is ideal? Is it not a “grand and 
glorious feelin’” to think that there are some boys and girls 
who feel the same way about you? It is a wonderful privilege 
and no teacher should abuse that opportunity of guiding those 
eager to be guided. “Let us cherish the work we are in,” for 
very often, though we may not know it, there is some pupil 
who deems it an honor to hear you talk and to ask you ques- 
tions and in later years may say to you, “You were my ideal 
teacher.”—Joseph Dostal, superintendent of Karlstad consoli- 
dated schools, Karlstad, Minnesota. 











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ITH THE gradual in- 
troduction of 


scien- 
tific method into 
school administration there 


has been an ever increasing de- 
mand for statistical informa- 
tion. This information has 
to do with records of attend- 
ance, classification, measure- 
ment, books and supplies, and 
the like. Owing to the value 
of such data the demand will 
no doubt continue to increase. 
But the collection of this 
material requires an immense 
amount of time, and the ques- 
tion arises, ““Who shall do this 
work?” 

Because of its gradual introduction, 
work of this sort has been assigned 
usually to present employees—namely 
principals and teachers. The former have 
to some extent been relieved of their 
share by the employment of clerks. 
Should not this policy be extended until 
all the clerical work of the public schools 
is done by clerks? No doubt this will be 
done when boards of education realize 
how expensive the present practise is. 
The study described below was made 
to throw some light upon this question. 
While the study is a local one, it is be- 
lieved the problem is nationwide. 

A form was devised recently for col- 
lecting data which would show how 
much time teachers are devoting to cler- 
ical work. Each week for twenty con- 
secutive weeks a teacher was interviewed 
and asked to keep a daily record of time 
spent on clerical work. The first twenty 
teachers were chosen in order from an 
alphabetical list of the teachers of a large 
city high school, each teacher working 
one week. They were asked to keep 
separate records of time spent on work 
concerned with attendance, with marks 
or grades, with classification of pupils, 
with handling money, and with all 
other clerical work. No work was to be 
included that could not be done by a 
clerk. As a check, the writer, a teacher 
in the same school, kept similar records 
of his own work for all of the twenty 
weeks. He was careful to do all of the 
required clerical work, to do it ac- 
curately, and to do it as rapidly as he 
could. 

At the end of the twenty-week period 
(one semester), the twenty reports were 


Attendance... 
Tests and 


marks..... 
Classification 
Handling 

money.....|... 
Miscellaneous 


Clerks for Teachers 


Minutes devoted to clerical work—Average weekly 


record 


Kind of work | Mon. | Tue. | Wed. ‘Thur. Fri. 














70 | 286 


the school and discrepancies 
are reported on a special form 
for that purpose. When pupils 
are excused before dismissal 
time, blanks are signed by all 
teachers involved, and records 
of such excuses are kept. Sum- 
mary reports of attendance are 
made for each month and for 
each semester. 

The second division of the 
work pertains to tests and 
marks. Teachers differ a great 
deal in this work,. but three 
times a semester a report card 
is given each pupil; marks for 





combined and averaged. The average 
weekly record for the twenty teachers 
(see table) shows that 286 minutes a 
week or 57 minutes a day is required 
of each teacher for work that a clerk 
could do. A similar average of the 
twenty weekly records kept by the writer 
was much higher, being +33 minutes a 
week or 87 minutes a day. The great 
difference in the two averages is ex- 
plained by the fact that the clerical work 
done by the twenty teachers was not 
particularly thorough nor accurate. A 
sufficient number of checks was made 
to indicate that this was true. Of course 
this is not to be wondered at. Teachers 
no doubt feel that this is one of the less 
important parts of their work. Then, 
too, the work is done at odd moments 
with frequent interruptions and count- 
less distractions. This would not be true 
if clerks were employed to give the work 
their entire attention. 

Let us consider now the nature of 
this clerical work that requires so much 
of a teacher’s time. First there is the 
work pertaining to attendance. In a 
short opening session in the morning the 
homeroom attendance is_ recorded. 
Names of absent pupils are written on a 
blank and sent to the office. Pupils re- 
turning after absence are interviewed and 
supplied with excuses. Tardy pupils re- 
ceive the teacher’s signature upon ex- 
cuse blanks, and absence marks in roll 
book are changed to tardy marks. Cases 
of prolonged absence must be investi- 
gated. Six times a day class attendance 
records are kept; excuses of pupils absent 
the day before are signed; records of 
such excuses are made; class attendance 
is checked with a daily absence list for 


[3] 


all pupils are sent to home- 
room teachers; each homeroom teacher 
makes a summary of marks for his room; 
and once a semester. permanent record 
cards are filled out for homeroom pupils. 

The third division is the classification 
work. This consists of securing schedule 
data, enrolment, and preparation of en- 
rolment summaries. It also includes the 
preparation of class record books and 
age-grade tables. 

Handling money consists of supervis- 
ing the weekly banking, frequent ticket 
sales, collecting for lost books, etc. 

The miscellaneous clerical work in- 
cludes keeping records of books, distribu- 
tion of supplies, distribution of the school 
paper, sending home poor work notices, 
writing transfer excuses, and making 
various special reports from time to time. 

What would be the advantage of hav- 
ing clerks do the clerical work now done 
by teachers? 

Let us assume that a fulltime clerk 
could do the clerical work of six teach- 
ers. Five of the six teachers thus re- 
lieved could take over the teaching work 
of the sixth. Thus a clerk could be sub- 
stituted for every sixth teacher, saving 
on the average of $1316 a year in the 
school from which the above data were 
obtained. Moreover the clerks would be 
devoting their entire time to clerical 
work and the teachers could concentrate 
upon teaching. This would result in 
greater efficiency throughout the school. 

A modern testing program could be 
adopted if the typing and mimeographing 
were done by clerks. Also, teachers co 
engage in research to a greater extent 
than is now possible-—Paul A. M 
teacher of chemistry, Perry High 
Pittsburgh, Pennsylvania. 








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AILUNES IN HIGH SCHOOL— This is 

the *eport of an investigation into 

the causes of failures in the Doyles- 
town High School during the years 1922- 
26 as made by a committee of seniors for 
the annual graduation exercises, June 
21. 1927. This type of commencement 
activity is in keeping with the past prac- 
tises in the Doylestown High School in 
presentifg, in popular form, some defi- 
nite pieeée ef work which is not only in- 
structive, but informative and useful to 
students, parents, and the community in 
general. 

The preparation of this report has been 
excellent experience in elementary re- 
search for a group of seniors. Allowance 
must be made for any scientific short- 
coming. The data, however, have been 
carefully checked up and found reliable. 

The real purpose of the study was two- 
fold: First, to present to the community, 
gathered for the annual commencement, 
and thus very receptive, material in pop- 
ular form on a very important school 
problem; second, to continue the practise 
af this school in departing from the for- 
tal and stilted and uninteresting com- 
Mefcemient essays and orations. 

The committee was composed of the 
following seniors: Dorothy §S. Driver, 
Oscar Trauger, Paul Detwiler, Marga- 
ret Kohler, Grace Walker, Mary Shell- 
enberger, and Florence Leatherman.— 

Carmon Ross,- supervising principal. 


Introduction—Method 


Dorothy S. Driver 








For THE LAST several years it has been 
the custom of our school to present, in- 
stead of the usual would-be inspiring 
academic speeches common to such oc- 
casions, a study made by a committee of 
seniors of various problems concerning 
school life. Our purpose has been to in- 
terest all those who are directlyinfluenced 
by the school—the parents, the teachers, 
and the pupils—in these problems which 
We have analysed, that they may be 
helped by the study which we present. 
is year we have chosen as our study 
“school failures.”” This may seem 
You a rather incongruous subject for 
“school commencement, but it really 






Commencements in Doylestown 


How a Great High School Vitalizes its Graduation Exercises 


is not. Commencement does mark a cer- 
tain success, but it must be remembered 
that in gaining that success some failures 
have been encountered, and that both we 
and our successors may gain from those 


HAT COMMENCEMENT EXERCISES 

should make vital points of con- 
tact between the school and the com- 
munity was suggested in an editoral 
in the December JouRNAL. We are 
glad to present here a concrete ex- 
ample of such an exercise. This ma- 
terial is taken from a printed report 
published at Doylestown, Pennsyl- 
vania, June 24, 1927. School failure is 
a theme of compelling importance. 
Serious waste of human material, 
teacher effort, and school buildings and 
equipment should be a subject of care- 
ful study in schools wherever it 
occurs. Let the aim be a school so 
adapted to the needs of 


perfectly 
pupils as they are that there will be 
no failures. 

Other schools that are doing pioneer 
work to vitalize commencements are 
urged to send full accounts with pic- 
tures and illustrative material to the 


Editor of THe JouRNAL. We are es- 
pecially eager to have material bear- 
ing on promotion exercises in the ele- 
mentary and rural schools. They pre- 
sent a challenging need for commence- 
ments so vital that they will visualize 
the real meaning of education to all 
the people of the community.—J. E. M. 





failures invaluable information. Thus 
it is that we are presenting this study to 
you not as an end in itself, but as the 
means to an end—that you may under- 
stand more thoroughly the reasons for, 
and facts about, high-school failures, and 
by understanding, remedy them. 

If the President of the United States 
sees fit, in a speech of his, to call atten- 
tion to our national delinquencies that 
we may put forth all our efforts toward 
their elimination, it is only right that 
we be sufficiently modest to do the same 
in regard to our educational ones. 

In order to attain accuracy and to 


make this analysis as comprehensive as 


possible, we have investigated failures in 
high school, covering a period of four 
school years—from 1922 to 1926—and 
including approximately 1500 pupils. 


Realizing that there are two sides to 
every question, we have gathered data 


from both the teachers and the students. 


[9] 


From the teachers we have obtained 
their reasons for the failures and poor 
work of nearly 400 students in the grades 
as well as the high school and these re- 
sults have been tabulated. As for the 
students’ reasons for failing, these were 
obtained through unsigned questionnaires 
that were filled out by 311 high-school 
students. On these, the students listed 
the subjects in which they had failed, if 
any ; the five reasons that they considered 
most conducive to failures; and the sub- 
jects that were the most difficult for 
them. Thus we learned not only actual 
facts concerning failures but estimates of 
their causes. We hope these facts and 
judgments will be of value, not only in 
helping to fill out a commencement 
program, but in bringing about the grad- 
ual decrease in failures in school. 

These various phases of the analysis 
of high school failures—the statistics and 
the causes—are all logically divided into 
the topics which will be presented by the 
following speakers. 





Extent and Nature of 
Failures 


Oscar Trauger 


OUR FIRST THOUGHT in studying fail- 
ures is the actual number. The next is of 
the subjects causing the most difficulty. 
There is interest, too, in knowing 
whether the boys or girls suffer the larger 
number of delinquencies. Fortunately, 
our school records covering the reports 
of teachers for 1500 pupils are complete 
and analyses of these records give the 
desired data. 

The greater number of failures would 
be expected in the freshman class because 
of the larger number who have a chance 
to fail. This is what we found. The per- 
cent of those who fail, however, is also 
higher in the first year of the high school. 

Of the failures of the four years, from 
1922 to 1926, the freshman class sup- 
plied 45 percent. Of course we must take 
into consideration that this class makes 
up approximately one third of the high 
school and it is from this class that the 
weeding out process determines the sur- 
vival of the strongest. Success or failure 
in the first year is very important because 
it determines the survivors for the fol- 





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10 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


lowing years. Common experience proves 
how critical this year is. 

The freshman class in relation to their 
actual number have 18 percent or 483 
failures of 2573 subjects taken, or 7 per- 
cent more than either the sophomore or 
junior year. Out of the sophomore class 
there are 11.7 percent of failures; the 
junior year 11.3 percent, while in the 
last year there are 9.5 percent. ‘These 
figures show a steady decrease in the per- 
cent of failures all the way from 18 per- 
cent to 9.5 percent. This, no doubt, is 
due to the loss of the weak student. 

It is very interesting to note in their 
order the subjects that have given the 
most trouble. Latiri, history, and mathe- 
matics show the highest percent of fail- 
ures. 21 percent of those taking Latin 
fail; 20 percent of those taking history; 
and 17.4 percent of those taking mathe- 
matics. These three contribute over 50 
percent of all the failures. Only 8.5 per- 
cent of those taking English fail. Home- 
craft subjects have the least failures. Of 
those taking these only 4 percent fail. Of 
the individual subjects registering the 
highest failures are second year short- 
hand, typewriting, and commercial arith- 
metic. This no doubt, may be a surprise 
-to those who believe that commerical sub- 
jects are easy. These three subjects claim 
more victims than Caesar or Cicero. 

It is also very interesting to note the 
difference in the number of failures of 
the boys and of the girls. In science, 
chemistry, physics, and biology, we find 
that 12 percent of the girls fail, against 
9 percent of failures for boys. Taking all 
the subjects together, however, we find 
that more boys fail than girls. 21 per- 
cent of all the boys fail, while only 13 
percent of the girls do. In other words, 
our school is no exception to the general 
experience that girls are more successful 
in high school than boys. 

These figures can be put to some prac- 
tical use and it is this use that gives them 
their real value. It is only when parents, 
students, and teachers know which sub- 
jects cause the most trouble that remedies 
can be made. 





ieee of Padtadieis as 
Given by Teachers 


Margaret Kohler 





IN THE MINDS of many parents and 
pupils the teacher is, perhaps, the direct 


cause of many failures. This theory, 
while rather common, has been exploded 


by the analysis made by pupils themselves. 


Not only in the study. of our own 
school, but also in similar studies made in 
other schools, the data have shown that 
while at some points the opinion of 
teachers and pupils conflict, in a large 
measure the reasons offered by the teach- 
ers are practically the same as those given 
by the pupils. In some instances we find 
that the teachers were not so harsh in 
their judgments of pupils as the pupils 
were of themselves. 

In our study of failures both in the 
grades and in the high school, we cov- 
ered 367 pupils, in whose cases teachers 
had expressed their judgment as to the 
cause of failure. It must be understood 
that these are not all the failures. We 
find that of 261 failures in the grades, 
the teachers attributed 134, or 51 per- 
cent, to lack of application, and that 86, 
or 81 percent, of the 106 failures in the 
high school were attributed to the same 
cause. Lack of application is the fault 
of the pupils themselves and is inexcus- 
able. That is not true of the next cause— 
lack of ability. It is surprising to note 
that the reason offered by teachers for 
128 of the 261 failures in the grades was 
lack of ability. This is not entirely dis- 
couraging, for now educators every- 
where recognize the fact that the minds 
of some pupils work more slowly than 
those of others and that they should 
progress according to their ability. This 
we find was more true of work in the 
grades than in the high school. Teachers 
attribute only a very few high-school 
failutes to lack of ability. 

The next two causes of failure given 
by teachers are the direct result of neg- 
ligence on the part of pupils and parents. 
They are inattention and lack of home 
study. We would venture to say that 
a majority of the cases of inattention 
are due to ill health in one form or 
another, to too many outside diversions, 
or to lack of interest. Any child handi- 
capped by bad eyesight, poor hearing, or 
lack of sufficient sleep cannot be expected 
to be alert and attentive in school. Nei- 
ther can the student whose mind is on 
his outside work or play rather than on 
his work at hand be attentive. In the 
261 cases of failure in the grades 86, or 
33 percent, were due, at least in part, to 
inattention. The parents are also con- 
cerned in the matter of home study and 
the attitude that they take very largely 
determines a pupil’s success or failure in 
school. Too many social activities are 
detrimental. Home conditions should be 
such that children may study by them- 
selves without interruption in a room 
properly lighted and heated. If the 


; January, 1928 
————————— ee 
parents provide these necessary facilities, 
and then really encourage home work, 
they will be doing their\share in diminish- 
ing the number of failures. 

Sometimes parents complain that there 
are too many extracurriculum activities 
and too much athletics in the school pro- 
gram. That is a problem that, the schools 
must consider. Many say that athletics 
stimulate school work, since a good aver- 
age in lessons is a requirement ‘for those 
who wish to participate in interschool 
games. It is interesting to note \that the 
majority of the teachers in our high 
school do not consider too much athletics 
as one of the more important causes of 
failure. Not one of eighteen high school 
teachers gave athletics as a big cause for 
failure, while only two stressed extra- 
curriculum activities as a main cause, 
The cause which was most stressed was 
inattention and carelessness; five of the 
eighteen teachers gave this cause the first 
place. Irregular attendance, poor effort, 
mentally slow, and too many social! ac- 
tivities each were given first place by 
two teachers. Weighing the replies of the 
teachers, we find that poor effort stands/ 
out as the first cause for failing, clos¢ly 
followed by inattention, carelessness, afnd 
lack of knowing how to study. \ 

In reviewing a study made in the 
North Fort Worth, Texas, High School, 
we find that the opinions of the teachers 
of that school coincided in a large meas- 
ure with those of the teachers in our 
own school. We have concluded from 
this study that, as a general thing, the 
teachers feel that if pupils would apply 
themselves a little more faithfully to 
their studies, both at home. and in school, 
and not allow their outside activities to 
divert their attention too much, thera 
would be fewer cases of faiure. 


ens: of Raibebael as 
Stated by Pupils . 


Mary Shellenberger 


ae 8 — i 








For EVERY FAILURE there is an anti- 
dote—and that antidote may be secured 
by finding the cause of the failure. One 
doesn’t fail simply because he wasn't 
born under a lucky star or for the see 
son that lady luck isn’t smiling at him; 
there must be some tangible cause 
have a failure. It may be the direct fault 
of the one who fails that he hasn’t suc 
ceeded, or perhaps it is the result of some 
outside and unavoidable circumstance 
but still there is a cause to remedy. We 























































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to 
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Vol. 17, No. 1 


cannot all hope to be “Lucky Lindies.”’ 


The best way of overcoming the difh- 
culty of failing is to find exactly what 
the causes of failure are and apply them 
to one’s own case. Diagnosis, then 
remedy. 

Failures in high school have been clas- 
sified and enumerated from a question- 
naire recently given to 311 high-school 
students. The pupils marked, from the 
twenty-one possible causes given, the five 
which they regarded as the most serious 
and important. On the whole the student 
body’s ideas were quite unanimous, al- 
though in some cases directly opposite to 
the teachers’ reasons. 

It is interesting to notice that Jne 
cause, “the lack of home study,” headed 
the list in three classes, the freshman, 
the sophomore, and the junior, and was 
the second most frequently given by 
seniors. 63 percent of the freshmen, 71 
percent of the sophomores, and 65 per- 
cent of the juniors placed this as one of 
the five causes for failure. 25 percent, 
or one fourth of the entire high school, 
placed this cause first. When counting 
the first, second, third, fourth, and fifth 

reasons, 197, or 63 percent, placed “lack 
of home study” as one cause, while the 
next highest, “poor effort,” had 116 
votes, or 37 percent, of the student body. 

The second most serious cause for 
failure given by the school—and that re- 
garded as the most important by the 
seniors—was “poor effort.” ‘Poor ef- 
fort” and the “lack of home study” are 
somewhat similar and could easily be 
classified under one heading, as the “lack 
of home study” shows the student is not 
putting forth much effort. Therefore, 
taking the first and second values as 
shown by this questionnaire, 53 percent 
of the failures, or over one half of the 

pupils who fail, could havg passed their 

examinations had they studied with more 

effort. These two combined make a 

final score of 313, showing that every 

pupil in the high school attributed failure 
to one or two of these causes. 

The next two causes indicated by the 
student body were “‘no interest in school 
work” and “laziness.” It may be noticed 
that these two causes, as well as the first 
two given, are causes which depend di- 
rectly upon the pupil and in no way hold 
the school responsible for the students 
failing. Eight percent of the students 
Placed laziness first, and nine percent 
gave “no interest in school work” as’ the 
main cause for failures. 

In direct contrast with the number of 
Votes for “lack of home study,” “poor 
effort,” “laziness,” and “no interest in 

, 








school work,” there were comparatively 
few who gave as a cause ‘“‘class too 
large,” “too many subjects,” or “too 
much athletics.” These three causes 
when listed together had only 47 votes 
in the entire school as compared to an- 
other cause—‘“lack of home study’— 
which had 197 accusations. From this 
fact we can infer that the students realize 
failures are due to themselves. 

Another object of the questionnaire 
given was to find the number of students 
who did not ask for teachers’ help. In 
every class but the senior class, the girls 
indicated that they asked for help more 
than the boys. 34 percent of the fresh- 
man boys went to their teachers com- 
pared to 59 percent of the freshman girls ; 
32 percent of the boys in the sophomore 
class to 38 percent of the girls; 38 per- 
cent of the junior boys in comparison 
with 42 percent of the girls. In all, 117, 
or 38 percent of the students, made a 
practise of going to teachers for help. 
Of these students 39, or 33. percent, 
failed, and 66 percent have passed. On 
the other hand, of those who do not ask 
the teacher’s aid, 81, or 42 percent, fail. 
It is quite evident that the student who 
has developed the habit of seeking addi- 
tional help succeeds in a larger measure 
than those who do not do so. 

If we give relative values to the lead- 
ing causes for failures, as given by the 
pupils themselves, it is quite clear that 
many of our failures are the result of 
our own shortcomings. After all, an 
honest confession is good not only for 
the soul, but for the welfare of those 
who follow us. 





Summary 


Florence Leatherman 








A BRIEF SUMMARY of our study may 
help you to take home a few important 
facts. By means of the 311 unsigned 
questionnaires from the students, eigh- 
teen of the teachers, and by the use of the 
office records from 1922 through 1926, 
it was found that there were, in all, 10 
percent failures. This percent is slightly 
less than that of most high schools. 

We also obtained data as to the sub- 
jects causing the most failures. Latin 
(especially first year) headed the list, 
with history coming second. Mathe- 
matics was third, followed by the com- 
mercial subjects and science. 

However, the most important part of 
our study concerns not so much the fail- 
ures, but the causes and remedies for 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 11 


those failures. The teachers gave “ir- 
regular attendance,” “inattention and 
carelessness,” “lack of home study,” 
“poor effort,” “lack of application,” and 
“too many social activities” as the de- 
linquencies, in the order named. 

It is interesting to compare these 
causes with the causes given by the stu- 
dents. They also gave “lack of home 
study,” “poor effort,” “inattention and 
carelessness,’ but added “not made to 
study,” and “no interest in school work.” 

This leads to the most vital part of 
our investigation. Were we to gather 
this data, present it to you, and then 
drop the matter, our work would have 
been merely a waste of time. What we 
must do is to formulate some plan for 
the future. It is our purpose that the 
students of tomorrow may profit from 
the failures of the students of yesterday. 

Who, or what, is responsible for these 
dangerous pitfalls in the course of our 
school life? ‘The students gave “‘lack of 
home study,” “not made to study,” and 
“too many social activities” as the chief 
causes for failing. Perhaps, the parents 
might feel a little concern for the social 
activities of students, and their state- 
ments that they are not made to study. 

And then we come to those causes en- 
tirely dependent upon the student— 
“poor effort” and “lack of application.” 
It is obvious that no one can succeed, 
either in this school, or in the school of 
life, who fails to put forth his whole 
effort. We could not emphasize this 
fact more strongly, or close our study 
more fittingly than by quoting from one 
of the speeches given during the recent 
ovation to the “hero of the hour’— 
Colonel Charles A. Lindbergh, whose 
success was a culmination of hard work, 
both mentally and physically. May we 
quote Lindbergh’s record? 

“Some of his qualities noted by the 
army officers who examined him for pro- 
motion are as follows: ‘intelligent,’ ‘in- 
dustrious,’ ‘energetic,’ ‘dependable,’ ‘pur- 
poseful,’ ‘alert,’ ‘quick of reaction,’ 
‘serious, ‘deliberate,’ ‘stable,’ efficient,’ 
‘frank,’ ‘modest,’ ‘congenial,’ ‘a man of 
good moral habits and regular in all his 
business transactions,’ ‘will successfully 
complete everything he undertakes.’ ” 

We have here the students’ record of 
failures. We have Lindbergh’s record 
of success. The conclusion is obvious: 
That the high school student who has the 

desire to succeed and the will to win, 
does so. By appropriating a few of these 
qualities, we can write for ourselves 
cleaner and better records and fewer 
failures. 


sides 






































ITH THE APPROACH of the con- 
test season, the thoughtful edu- 
cator is facing once more a 
problem that is growing more acute each 
The contest looms larger and 


It consumes 


year. 
larger in school activities. 
more time, requires more money, and 
absorbs the thought and interest of all 
the students for weeks. It is said that 
work on the declamation improves the 
literary taste and appreciation, that de- 
livery gives confidence and ease before 
an audience, and that the student brings 
honor to himself and to the school. 

A brief survey of the selections used 
indicates that something is wrong. Selec- 
tions are too often made from lists of 
winning declamations. The one with the 
most flowery writeup is selected. It is 
evident that there is no development of 
literary taste in such selections. If by 
good fortune a better selection is made 
there is a possibility of bad arrangement, 
which mars the beauty of the selection. 
At best this method of choosing tends to 
destroy the independence and discrimina- 
tion of the student. 

If the present methods of selecting ma- 
terial for contests are far from desirable, 
the methods used in training for delivery 
are even more undesirable. ‘The teacher 
who makes the selection of material has 
had some training in literary apprecia- 
tion and taste while in many cases the 
coach for delivery has had no special 
training in the science of bearing, voice, 
Good intentions and zeal, 
coupled with ignorance, may ruin a voice 
and increase the awkwardness of the 
student. Without a knowledge of fun- 
damentals, the coach fixes his atten- 
tion on superficialities and works upon 
them rather than upon the source of the 
trouble. This tends toward disorganiza- 
tion of the individual and results in self- 
consciousness and affectation.: Poise, ease, 
and force in bearing are impossible under 
such conditions. 

The delicacy of the vocal mechanism 
makes the usual coaching methods es- 
pecially dangerous. It is frequently ap- 
plied at the most critical stage of develop- 
mem of the voice, with never a thought 
of the irrevocable harm done. The stu- 
dent is urged to speak loud. This he does 


or delivery. 


Contests in Public Speaking 


AcNEs M. THompson 


Department of Speech, Ottawa University, Ottawa, Kansas 


until all power of modulation is de- 
stroyed, and nothing is left but a harsh, 
noisy voice. This means that for the 
rest of his life, the student must use a 
harsh, rasping voice, instead of the full, 
rich voice that might have been de- 
veloped. Once the voice is harsh there is 
no remedy except in the expert guidance 
of an expert teacher. Even then it re- 
quires long hours of patient work. 

Every step in the selection and prepara- 
tion of the declamation should be train- 
ing for the student. In the selection of 
the material he learns to discriminate 
and choose wisely. With an unlimited 
supply of short stories at hand there is 
no occasion for using material that is 
poor either in content or arrangement. 
The student should be taught what 
points of a good short story will apply 
to a program number, and be allowed to 
read until he finds his material. The 
platform number must be interesting; it 
should have a good plot; it should have 
a climax; it should have the character- 
istics of novelty without violating the 
requirements of plausibility. 

Once the selection is made the next 
step is the arrangement of the story. If 
it is much too long for platform use, it 
must be reduced to a ten or twelve min- 
ute reading. This arrangement requires 
skill in conforming to certain principles. 
It means the careful study of the selec- 
tion and abridgment so that the story 
does not lose its form, sequence, or value. 

When the reading is in good form the 
interpretative work should begin. The 
best way to save time is to see that no 
bad habits are formed. The coach should 
meet the student every day for the first 
week. He should first talk over the story 
with him. Then with the abridgment in 
his hand, the student should try to use 
the words of the author with the same 
sincerity and ease with which he told the 
story in his own words. The coach 
should have sufficient skill to offer the 
kind of stimulation to thinking that will 
secure coordination between mind, body, 
and voice, thus producing correct body 
responses and vocal modulations. After 
five or six days the student should be 
trusted to work one day by himself. 
Then if there is no marked loss of skill, 


[12] 





the help may be given only on alternate 
days. Later as the student improves in 
his thinking the number of days between 
lessons should be increased. 

If possible, the first lesson should be 
given in a large auditorium. In fact, a 
large audience room should always be 
used whenever it is available. There is 
a response to space and distance that does 
not enter into the thinking of the stu- 
dent, but which, nevertheless, improves 
his power. At first the coach should sit 
only a few feet away so that there is no 
strain or sense of distance. As the stu- 
dent develops, the coach should move 
back and to different parts of the room, 
so gradually that the student never be- 
comes conscious of the distance, but just 
takes aim with his message and projects 
his thinking to any location with ease. It 
should be remembered that it is not the 
loud voice that carries the message, but 
thought projection. 

By this process the student becomes 
less and less dependent on the printed 
page, until at last he does not need it. 
By such a method of memorizing, the 
student has mastered the selection in the 
best possible manner. He is able to 
think through, and is not dependent on a 
mechanical memory of words that may 
fail him at any moment. The mechani- 
cal method makes parasites and plagia- 
rists of students, while the scientific 
method trains the power of discrimina- 
tion, develops judgment, improves meth- 
ods of thought, and gives selfcontrol, thus 
leaving the student in a condition to de- 
velop in a normal manner. By one 
method he is stunted; by the other he is 
stimulated to intellectual and ‘spiritual 
growth. 

The honor attained by winning a con- 
test is scant. The reward may be great 
or small; it may be a medal or several 
hundred dollars. The honor is negligible 
as long as contests are conducted on the 
instinctive, combative level. Just to 
“beat” and carry off a trophy is too primi- 
tive to do credit to an educational insti- 
tution. When the student is as sciefr 
tifically trained in speech as in other sub- 
jects and the contests are based upom 
skill and art, they will be on an educa- 
tional basis and not until then. 









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Every leacher an Interpreter 


CLeve R. BrapsHAw 


Principal, Lincoln High School, Ferndale, Michigan 


HE GENERAL ATTITUDE of school 
men toward school publicity has 
been classified under five general 
heads in Junior-senior high school ad- 
ministration by Johnston, Newlon, and 


Pickell : 


1. An attitude of indifference, believing in 
publicity in a way, but making no partic- 
ular attempt to use it advantageously. 

2. A school man may be a good publicity 
agent for himself first, holding the welfare 
of the school and community second. 

3. An attitude that publicity is to be shun- 
ned as a means used solely for selfish ends. 

4. Real interest but no definite plan or pro- 
gram back of it. 

5. An organized program of school public- 
ity with the aim in view of interpreting the 
school to the community for the community's 
good. 


With the changed conceptions of the 
aims of modern education, and the adop- 
tion of new school methods and stand- 
ards, new and better buildings are re- 
quired, staffed by highly trained and 
consequently higher paid teachers and 
supervisors, which in turn increases the 
cost of education to the community. If 
the community is to pay this increased 
cost of modern education it is neces- 
sary for those in charge of the schools 
to show the community what it is get- 
ting for its money, which necessitates 
selling the higher priced article and then 
convincing the public that it is getting 
value received for what it spends. In 
order to do this an organized program of 
school publicity is absolutely essential to 
a modern school. 

Such a program needs to be guided by 
certain definite principles: 


1. Publicity must be real and natural, not 
forced. 


2. It must based upon worthwhile school 
activities. 


3. It should emphasize all the activities of 
a well-organized school. 

4. Publicity should be built around actual 
teaching experiences and results. 

5. The most effective publicity grows out 
of the things pupils do themselves. 


A school publicity program may be 
carned out by bringing the community 
into the school; sending information 
home with the pupils; permitting pupils 
to Perform before community organi- 
tations ; news in the local press. 

ringing the community into the 
school may be accomplished by formal 


programs in which the school children 
perform for their elders in plays, pag- 
eants, or various sorts of community en- 


































Educational Publicity 
Program 


S PUPIL, parent, taxpayer, or citizen, 
| practically every literate person 
| in America is interested in the schools. 
| It is the duty of teachers who be- 

lieve in the importance of education 

in the life of society to do their part to 
| help every member of society under- 
| stand its purposes and methods and re- 
sults. Only thus can the school fol- 
lowed by lifelong education under indi- 
vidual initiative be elevated to its 
proper place. Visits to the school, 
public meetings, personal conversation 
and letters, radio, weekly and daily 
| mewspapers, magazines, circulars sent 
to parents, talks to children to be 
carried home to parents as oral reports 
or in the form of letters written by the 
children—all these mediums of pub- 
licity have their proper uses and afford 
teachers opportunity for rich and va- | 
ried activity outside the schoolroom. | 

Publicity workers usually have cal- 
endars of events which enable them 
to be prepared in advance and to main- 
tain a fairly even publicity program 
throughout the year. Every teachers 
club and local school officer should 
work out such a program. It can be 
used as the basis of discussion in 
| teacher-training institutions or of 
English work in other institutions. 

















tertainment and by bringing speakers of 
importance on educational subjects into 
the school for community gatherings. 
Some form of entertainment may be 


provided weekly during the school 
year, either in the form of pupil and 
adult activities, athletic contests, con- 
certs, or speakers, thus making of the 
school a real community center of serv- 
ice to the adults as well as the children 
of the community. 

The city’s luncheon and dinner clubs 
may be entertained in the school cafe- 
teria occasionally, instead of their regu- 
lar meeting places. The members of the 
club after luncheon may be divided into 
groups of three or four each and escorted 
through the building by pupil monitors 
who can explain to them the workings 
of the school. 


[13] 


—. 


The luncheon clubs contain the lead- 
ing business and professional men of the 
city and incidentally the heaviest tax- 
payers. Their meetings in the school en- 
able them to catch something of the spirit 
and enthusiasm of the pupils toward 
their school and its work. 

An exhibit of work completed dur- 
ing the year by each department may be 
placed on display near the close of the 
school year with some work on display 
by each pupil in the school. This form 
of exhibit gives an opportunity for spe- 
cial departments and classrooms to share 
in the limelight ordinarily usurped by 
athletic teams and provides a means for 
bringing practically every parent into 
the school to see what his boy or girl 
has on display. 

Entertainment by the pupils of single 
homeroom or class groups for their par- 
ents may take the form of dramatized 
activities, playlets, or regular school les- 
sons, followed by a social hour during 
which the teacher may become better 
acquainted with his school patrons and 
the patrons familiarized with the prob- 
lems of the school. 

Parents and patrons may be invited 
to inspect the school at any time, pupil 
monitors being provided to show them 
about and answer their questions. A 
live parent-teacher association is an al- 
most indispensable part of a modern 
school organization and should be kept 
busy. 

Pupils may carry information into the 
home in a number of ways. 

A school paper monthly or weekly 
may be edited and printed by the pupils 
of the school to find its way into the 
homes, tending to keep patrons informed 
of what the school is doing. 

At each marking period a printed or 
mimeographed bulletin may be sent home 
with the report card of each pupil, giv- 
ing the schedule of school activities to 
which parents are invited for the fol- 
lowing month and containing general 
information concerning the school which 
may be of interest to the parents. 

Pupils can be encouraged to talk about 
their school at home and bring their 
parents back with them to see the things 
they describe. 

Pupil organizations should be encour- 
aged to represent the school outside of 


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14 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1928 


OEE 


the school building as well as inside. 

School athletic teams always tend to 
keep the school name before the com- 
munity. A school band or school orches- 
tra may furnish music for luncheon club 
entertainments or similar functions. 
Pupil speakers may be lent to further 
the work of drives in which the com- 
munity is engaged and school entertain- 
ment may be provided in connection with 
the charitable activities and civic move- 
ments of the city as well as before the 
various clubs. 

Classes may visit shops, business 
places, or the courts as representatives 
of the school, the pupils not only learn- 


ing something through this type of visi- 
tation, but bringing the school home to 
the people and institutions visited. 

School news in the local press will be 
most effective if the reporter handling 
school material is invited to call at the 
superintendent’s or principal’s office each 
week. In these conferences the affairs 
of the school should be talked over 
frankly, and items selected which may 
be made into stories having news value 
and at the same time throwing light on 
phases of the school work not ordinarily 
covered, owing to the fact that they are 
not easily gotten at by a reporter from 
the outside. 


This is advantageous to both sides 
as it gives the reporter access to mate. 
rial not otherwise available and to the 
school in that it furnishes an opportunity 
to make news of desirable activities pot 
ordinarily handled as news. 

The results of an organized publicity 
program will be found to yield valuable 
results by: 


1. Interesting and familiarizing the com. 
munity with the school, its aims, Purposes, 
and ideals. 

2. Helping to create and foster a strong 
school and community spirit, making for ad- 
equate support of the school and 

3. Forestalling possible unjust criticism 
and adverse school publicity. 


What About Radio? 


HE FOLLOWING LETTER and state- 
ment from Principal Russell V. 


Burkhard of the Armory Street . 


School, Springfield, Massachusetts, speak 
for themselves: 


If the inclosed manuscript should prove 
acceptable to you will you make an effort to 
build it into your January or February issue? 
This request hinges upon the fact that we 
hope to get some action on the subject of 
radio at the Boston convention in February. 
No medium could be more effective than 
yours for such an objective. 


Could not Charles Evans Hughes, 
for instance, stop at a_ broadcasting 
studio en route to his office, on a 
prearranged schedule naturally, and talk 
for six minutes to the social science 
pupils on “Citizenship”? Have not both 
Gene Tunney and Jack Dempsey a mes- 
sage on “Sportsmanship” for young 
America? Aren’t there wonderful con- 
tacts to be obtained with many and 
varied national and international fig- 
ures? And is it too visidnary to sup- 
pose that such factors are not the busi- 
ness of education? Cannot we school- 
men get down to business and formulate 
some general principles on which radio 
might be brought into our schools profit- 
ably? Surely the demand must come 
from us. In spite of the most sincere 
motives of broadcasting people, our 
conservative school boards ‘would view 
with suspicion any attempt of theirs to 
enter the educational field. But as the 
reaction to phonographs has been over- 
come and the swing to modern equip- 
ment is being met, so we may soon awake 
to the giant in our midst. Henry Ford 
says, “Look to the air for development.” 
And he may infer that not only will we 
see transportation develop in that chan- 


Copyright Underwood & Underwood, 

HE WASHINGTON AUDITORIUM held a not- 

able gathering on November 14 when 
President Coolidge presented Colonel Charles 
A. Lindbergh the Hubbard Medal of the 
National Geographic Soctety. On the plat- 
form beside Mrs. Coolidge, herself a former 
teacher, sat the teacher mother of the young 
air hero. There were present many of the 
other fliers of Pacific and Atlantic fame and 
in the audience were distinguished diplo- 
mats and statesmen from all parts of the 
world. The broadcasting of the brief ad- 
dresses made by President Coolidge and 
Colonel Lindbergh on this occasion linked in 


a prophetic way the conquests that are being 
made in the air. 


nel, but education through the medium 
of radio. 

Unlike the phonograph, which re- 
mains rather uniform in its appeal, radio 
is limitless.) The jazz program of two 
years ago is but a poor memory. And 


the receiving set of the same pre-Cam- 
brian period would never do today. A 
discriminating radio consumer even in 
this era has a marvelous range of edv- 
cational and avocational material to pick 
up every twenty-four hours. And this 
healthy pup of nature and man is just 
getting to its feet. Can we school folks 
afford to keep in “‘silence bowed”? 

To be sure at scattered points some 
educators are doing quite a bit. But 
officially, so to speak, we are not being 
heard. 

I happen to know that a certain broad- 
casting company of very high repute, 
with an advisory board of splendid cali- 
ber, is only too ready to offer broadcast- 
ing features and factors which it seems 
impractical to overlook in our modern 
programs. These people regard it as 4 
distinct obligation to make this offering 
to education at the first real demand. 

At a time not too far distant we well 
might be receiving from our superin- 
tendents bulletins such as these: 


1. Thursday, at 9:00 A. M., the President 
will be on the air for 7 minutes with 4 
message particularly for junior bigh and 
6th grade pupils. 

. Monday, at 9:00 A. M., Wilson, the Army 
football captain, will talk for 5 minutes 00 
“Sportsmanship.” 

N. B.—Build these into your programs 4 
seems most fitting to you, etc. 


With classroom rather than assembly 
reception such varied and valuable con 
tacts might offer tremendous possibilities 
for the room teacher to consolidate. 

If these experiences are worthy for 
young America, let us then be up and 
doing that the radio industry may have 
our views as to how it can 
brought about. 








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The New Education in New Russia 


Lucy L. W. WILson 


Principal, South Philadelphia High School for Girls, Philadelphia, Pennsylvania 


DUCATION in Soviet Russia is still 
pitifully inadequate for its great 
and selfrecognized needs. In 

equipment, in the numbers, and in the 
quality of teachers and educational off- 
cers, in salaries, too, they are still far 
behind the civilized countries of the 
world. Their universities, colleges, and 
other institutions of higher learning still 
discriminate, undemocratically, against 
the children of the former bourgeoisie 
and of the former ari8tocracy—though, 
happily, this is done less and less each 
succeeding year. Antireligious propa- 
ganda and the dogmatic teaching of 
Marxian socialism—no longer practised 
in daily life—are still a part of the offi- 
cial school program. ‘The terrific trag- 
edy of the bezprizorni, the “‘shelterless” 
depraved children of the street, still con- 
tinues in spite of millions of roubles al- 
ready spent in placing hundreds of thou- 
sands of them in homes, on the land, and 
in institutions. 

But much more important to the rest 
of the world will be the recital of what 
Soviet Russia is dreaming, of what she 
has actually accomplished in education, 
in state medicine, in child hygiene. In 
all these enterprises remarkable organi- 
zation abilities, intelligent dependence 
on expert and scientific advice, and a 
certain spiritual quality are very evident. 
They ought to help us to make some al- 
lowances for her many mistakes, even if 
we cannot forget her folly, her cruelty, 
and her almost fatal superstitions. The 
recognition and the remembrance of her 
failures and her errors will be more help- 
ful to her than to us. What we need is 
the knowledge of the things in which 
she has been successful and right. 

The curriculum—In spite of the ter- 
tific drive for literacy, the educational 
leaders in Soviet Russia have never failed 
to realize that reading and writing are 
hot enough. They know that they are, 
mstead, dangerous weapons unless ac- 
companied by ability to recognize evi- 

ence, to think things out to a reasoned 
‘onclusion, to act accordingly, and to 
work, not merely as an individual, but 
with others, cooperatively, toward a 
Tecognized goal. 

heir program both for elementary 
and secondary school is actually a glori- 
fied, yet eminently practical, project 


curriculum. It intelligently aids the 
teachers to help the children to think, to 
plan, and to create for themselves that 
they may be able, early in the game, to 
suspend judgment, and, finally, to ac- 
quire what we glibly label a scientific 
attitude of mind. 





Spr payers SHATSKY AND HIs WIFE are heads 
of a secondary school, Zaluga Gobierna. 
He is also superintendent of the schools of 
nineteen nearby villages, superintendent of 
groups of factory schools in Moscow, and an 
active and valuable member of the Scientific 
Counsel. 


I quote from the program for the sec- 
ond year, rural schools. It must be re- 
membered, however, that their elemen- 
tary school begins with eight-year-old 
children, who, presumably, have already 
learned to read in what they call pre- 
school education (along kindergarten 
and Montessori lines) from three to 
seven years inclusive. This program, 
therefore, is for normal nine-year-olds. 

The sixth project for this year is 
Preparation for winter. Under Content 
of subject, two subdivisions are indicated : 
Food preparation and Protection against 
cold. Under Excursions, the following 
are specified : 


Excursions to basements where vegetables 
and potatoes are kept; to barns where food 
for the cattle is stored; to granaries and to 
corn lofts. 


Under Methods, the following detail 
is given: 


Sorting vegetables and fruits; preparing 
them for winter storage; counting of sup- 


[15] 


plies; preparation of food and straw for 
animals (including proper cleaning) ; repair 
of shoes and winter clothing; heating of 
buildings, basements, and wells; fuel prepa- 
ration and consumption; quantity of kero- 
sene consumed, 


Laboratory work and Observation are 
further elaborated: 


Study of the nutritive elements in plants, 
i. e. seeds of annuals, roots and fruits of 
biennials, bulbs, and tubers of perennials; 
study of flours and breads from various 
meals; hygiene of food preparation. 

Trees in winter, falling leaves, bark, buds; 
tree storage of nutritive material; cultivated 
plants—their preparation for winter. 

Hiding places of insects; where are the 
birds that have left the garden? 

Synthesis of laboratory and observation 
work from the beginning of winter; com- 
parison with that of the previous year. 

Systematic observation of the principal fac- 
tors of weather, temperature, rain, cloudi- 
ness, force and direction of the wind, stormy 
autumn days, winter storms. 

Hygiene of the skin and clothing (cleanli- 
ness); character of clothing to correspond 
with the season. 

Measuring heat: the thermometer; body 
heat; winter ventilation; shortening of the 
days. Use of the clock; exact time (min- 
utes and seconds). 

Fire making; lights and fuel; fire hand- 
ling. 


In addition to the development of each 
project as indicated above, a course in 
each discipline (academic subject) is 
given to the teachers. Mathematics for 
the second year, for example, is outlined 
as follows: 


Second year: Numeration, and all the pro- 
cesses to 100. 

Study of the calendar; number of days in 
each month; days of the week; 24 hours; 
minutes; seconds, 

Watch and thermometer. 

Linear measures, tables of weight and ca- 
pacity; conception of the cube and capacity. 

Square, right angle, cube, with all the pro- 
cesses of numbers up to 1000. 


Of course the other five projects help 
to develop the arithmetic. The follow- 
ing additional quotations from the course 
in mathematics may help to show how: 


Mathematics should not be studied as a 
separate subject but as an exercise in count- 
ing and measuring real objects. It should 
be begun when it is needed and in accord- 
ance with the children’s development. Indi- 
vidual variations are necessary. The old 
system of gradual development of mathe- 
matical conceptions must be discarded, using 
mathematics to understand life, to define, 
and to transform it. ‘Therefore not exacti- 


otitiaieagiin ahstnineai deals 


PC-rkSTS ON 


the 2m mamyanaprecr liter wipe 7 


spi neg ahem 





16 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


January, 1928 


= x“&€€€eeeeerrrrrrrrmeES 


The 
be very care- 
demonstrated. 
measuring should be 
begun early and developed gradually; 

theory itself is not essential. Decimals 
should be begun early because the metric sys- 
tem will replace gradually the use of Rus- 
sian measures in school. The pupils should 
develop the metric system (as they go along) 
on a board, which at the end of the course 
will be given to school museum. . ‘ 

The graphic method is very essential to a 

course in mathematics because of its sim- 
plicity and the ability it gives to differenti- 
ate between similar phenomena as well as 
the variability of the process. Its disadvan- 
are: technical difficulties and lack of 
material in school which is adapted in the 
first two years especially to the subjects of 
health protection and spring work. 
In the old school, problems made arithmetic 
more creative, but in themselves they were 
senseless and imaginary. The new problems 
must be taken from life itself. Geom- 
etry should be begun in connection with arith- 
metic, helping the child to understand his 
environment (contrast with the old school). 
The character of the course should be 
strictly inductive. Methods used are: Cut- 
ting out, diagraming, adjusting, modeling. 
Examples: simple modeling should be used 
in defining capacity; measuring area, by 
counting the unit squares contained in a fig- 
ure. During the third and fourth 
years pupils should design school grounds, 
according to a definite plan with knowledge 
of apare, et. . . « 


tude but simplicity is essential. 
selection of material should 
fully made and practically 
Example: tables and 


tages 


The study of maps and elementary 


bookkeeping must also enter into the 
course, connected always with the 
projects. 

Fine in theory, say we all, but how 
does it work in actual practise? The 
answer is just what it would be here or 
in any other country: With inefficient 
teachers, inadequate supervision — or 
both—very badly; but with teachers of 
fair ability, under good leadership, the 


results are fine, in spite of the inade- 
quacy of previous teacher training, in 
spite of the poverty of equipment, and in 
spite of the more or less constant anxiety 
about material things. In Zaluga Go- 
bierna, under the able direction of Stan- 
islaus Shatsky and his wife, the nineteen 
villages that make up his unit are dis- 


N™ DORMITORY and some of the pupils of 


Shatsky’s summer colony. 


covering and giving opportunity to the 
occasional genius. At the same time 
they are developing a fine sense of re- 
sponsibility, together with efficiency and 
happiness in their daily work, in all the 
children of the very poor peasants round- 
about, as well as in their teachers. 
“Down with illiteracy’—the decree 
commanding the liquidation of illiteracy 


was published in 1919. After that came 
counter revolutions, invasions, food and 
fuel famines, with generally unstable 
conditions until 1923. Nevertheless, 
three years later, the government was 
able to report that 8,000,000 adult jflit. 
erates had been taught to read and that 
there were 40,000 classes for adult jj. 
literates in various parts of the republic, 
The most spectacular success in te. 
ducing illiteracy has been in the army. 
In 1918, its illiteracy was said to be 
about 50 percent. In 1922, it was re 
duced to 6 percent, but when the huge 
old army, with its caréless clothing, its 
irregular rifle slant, its awkward salute, 
its enthusiasm for literacy, was demobil- 
ized and the 350,000 new recruits (those 
born in 1901) were admitted, then, of 
course, the percent of illiteracy rose 
rapidly. During the winter of 1923. 
24, a relentless war was waged against 
illiteracy front of the army. No new 
recruits were admitted until the autumn 
of 1924. In every regiment, the illiter- 
ate and the more backward semiliterate 
soldiers were enroled in special school 
companies and squadrons, with definite 
hours for study. The other semiliter- 
ates studied in the evening schools. In 
the Ukraine, the best educated and, per- 
haps, the most intelligent of the feder- 
ated states, every soldier, even the most 
literate, spent an hour each day in some 
form of profitable educational work. 
At the same time, a successful cam- 
paign was carried on with the illiterates 
born in 1902 and 1903 so that, when 
called to the service, they might come 
able to read, at least. The Extraordinary 
Commission for Fighting Illiteracy pub- 
lished a magazine, called Down with Il 
literacy, which had its largest circulation 





RAWING in a schoolroom for the “bezprizorni”, homeless children of the 
members find games, newspapers and books, radio, and conversation. 








and 
ble 


was 
lit- 
hat 
il 
lic. 
Te- 
my. 
» be 
. Te- 
luge 
, its 
lute, 
obil- 
hose 
1, of 


923. 


ainst 


Tumn 
liter- 
erate 
chool 
finite 
liter- 

In 
, per- 
feder- 


ith Il- 
lation 








Vol. 17, No. 1 


and was most popular in the army. 
When, in 1923, the class of 1901 was 
discharged, the members were at once 
enroled in the Society of Down with 
Illiteracy; in other words, they became 
active and efficient friends of literacy. 

And so, on its sixth birthday, the 
gventh of the republic, the army at- 
tained, temporarily, complete literacy. 
War is still being waged gallantly 
along the illiteracy front, but not for an- 
other generation, if then, can Soviet 
Russia hope to attain the more than 99 
percent literacy of Scandinavia and Ger- 
many. Their goal, nevertheless, is 1933. 

The education of national minorities— 
The problem of education among the 
more than a hundred national minori- 
ties of Russia has always been complex 
and dificult. In the old days, it was 
simplified, from the point of view of the 
government, at any rate, by decrees stat- 
ing that no government school could be 
non-Russian and that all education must 
be given in the Russian language. 

In the new Russia, nearly all the dit- 
ferent nationalities have their own 
schools. Teaching is carried on in some 
forty-five different languages. More- 
over, the effort is made to train teachers 
for these schools. In Leningrad alone 
there are three different normal schools 
in order to provide teachers in their own 
language for Poles, for Letts, and for 
Finns. In five universities, at least—in 
Leningrad, Moscow, Kazan, Kuban, 
Smolensk—linguistic departments have 
been established in order to prepare 
teachers properly for different national 
groups. Provision has also been made in 
agricultural and other technicums. 

One result of the modern attitude is 
that in many of these schools both teach- 






—— 
_——— 





ers and pupils, relieved from the handi- 
cap of a foreign tongue, have been able, 
effectively, to put over the program, the 
project curriculum before described. 


Another result is that in such “‘national”’ 
schools there has been a fruitful renais- 
sance of national art, literature, dancing, 
and music. Truly a happy union of the 


BBs is an evening school for illiterates 
conducted by a factory club. 


worthwhile old with the worthwhile 
new! 

Some eighteen nationalities have been 
given an alphabet—their first. Among 
these are Caucasians and Transcaucas- 
ians, Gypsies, Tunguses, and other north- 
ern nomads, as well as the nomads of the 
steppes. Usually, the transcription is 
made into the easier Latin rather than 
the more difficult Russian letters. 





THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 17 


mamma a ae a AA AA I ea ane al 


The stories connected with these ef- 
forts are almost unbelievably romantic. 
Uzbekistan, 96 percent illiterate (in 
spite of the ancient glories of its capital, 
Samarkand), last year held a conference 
of educational and cultural workers. 
For the first time in history, there was 
free and open discussion of their national 
culture and of popular education. 

In Daghestan, instead of thirty-five 
schools all in the Russian language, there 
are now 282 elementary schools in vari- 
ous native languages. 

In conclusion, I quote from that re- 
markable romance, If today have no to- 
morrow: 

Russia is still primitive. She was never 
touched by the Crusades, or by the ideal of 
celibacy, or by reverence for women. Her 
life has been heavy, barbaric, possessed of 
monstrous appetites, and hedged about with 
medieval superstitions and customs. Up to 
now her education has never fitted her 
either; it has been superimposed—French or 
German—-and half the upheaval at this time 
[he is speaking of the Revolutions of 1917] 
is due to the strain of trying to fit the old 
gorgeous material to shallow, modern pat- 
terns. When the Slav’s education fits him, 
who knows—he may develop a_ culture 
founded on a far deeper reality than ours 
and, therefore, more sincere, more profound, 
and more lasting. You can stiffen the vall 
by training the imagination, but you cannot 
by training cast a man in a heroic mould. 
And that is what the Russian has by herit- 
age—immensity. I frankly confess 
that I do not understand Russia, but to my 
mind she has a wide angle on truth. 


DUCATION, in school or out, must 

help each one to acquire knowl- 
edge, it must help him to a good all- 
round growth or development. But it 
cannot leave him there. It must help 
him to find work and to do that work 
well after it is found.—Payson Smith, 
in Trained Men. 





IS FORMER HOME of a wealthy merchant is now a summer colony operated in connection with one of the best second- 
ary schools in Moscow under Pistraic. At the right is a community tractor used by pupils and teachers in the same colony. 











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be ae ye ee en I F 


nv: 


r= 


tet toh 4 OT = 


eR ENE ON 


et tinea eh ee ee 


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The Journal of the 
National Education Association 


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


President, 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 
Tue JOURNAL. 


The payment of $5 instead of $2 entitles an active 
member, in addition to the privileges of the $2 mem- 
bership, to receive the Proceedings, committee re- 
ports, and other regular publications of the Associa- 
tion. One dollar of each membership fee is for a 
year’s subscription to THe JouRNAL. 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. 


THe JourRNAL 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 postofiice 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. 








Principles of Tenure 


O YOU ENJOY secure tenure? Is it 

provided by a statewide law? 
What cities in your state have tenure 
rules? What effort has been made by 
your state better condi- 
tions? Do the people in your community 
still think of teaching as a tramp job? 
Are there laws that make it difficult for 
school boards in your state to employ 
teachers for more than one year? 

The tramp idea is bad for the com- 
munity because it puts a premium on the 
employment of undertrained or incom- 
petent teachers. When school authori- 
ties realize that they are employing a 
teacher for many years of service they 
insist on better qualifications and investi- 
gate more thoroughly the personality of 
the applicant. 

The tramp idea is bad for teachers be- 
cause it encourages them to give less than 
their best to the children and the com- 
munity. Constantly faced with the pros- 
pect of moving, they are unable to in- 
vest wisely their share in community 
development. Their interest roots less 
deeply in the growing young life about 
them than could be expected were they 
more permanently associated with the 
community as teachers are in such coun- 
tries as Denmark and Switzerland. 

Tenure made at least two great steps 
forward during 1927. _ First, the Indi- 


association to 





THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


ana legislature adopted a statewide tenure 
law which includes all classes of school 
employees, both teachers and superintend- 
ents. Second, the Committee of the Na- 
tional Education Association which has 
been working on the problem stated more 
clearly the principles which underlie se- 
cure tenure. The Association has long 
been workirig in behalf of better tenure. 
Since 1923 this committee has _ been 
under the able chairmanship of Superin- 
tendent Fred M. Hunter of Oakland, 
California, a past president of the Asso- 
ciation, and has had the cooperation of 
the Division of Research. The principles 
of tenure may be summarized from its 
Seattle report as follows: 


1. Tenure laws should be drawn and ad- 
ministered in the interest of the children. In 
the end, the welfare of the teacher and the 
child are identical. Good teachers prosper 
in good schools. 


2. Tenure laws should be accompanied by 
proper legal regulations governing training, 
certification, remuneration, and retirement al- 
lowances. No one wants to give tenure to 
poor teachers, or to teachers incapacitated by 
age. The welfare of the child must be pro- 
tected at all points. 


3. Tenure laws should be devised and ad- 
ministered as a stimulus to better preparation 
and more efficient service on the part of 
teachers. Tenure should be entirely depend- 
ent upon efficient service, and efficient serv- 
ice is dependent upon continued professional 
growth. No efficient teacher objects to hav- 
ing his work stand on its merits. 


4. Indefinite tenure should be granted upon 
evidence of satisfactory preliminary train- 
ing, successful experience, and professional 
growth. Under this plan, annual elections 
cease for all time, the teachers being merely 
continued in the service from year to year 
without any action on either side, and until 
such time as the board, upon the recommenda- 
tion of the superintendent, shall see fit to 
terminate the contract. 


5. Indefinite tenure should be provided 
after successful experience during a pro- 
bationary period of two or three years. Not 
all persons interested in teaching make good 
teachers and no one should come into the 
permanent ranks unti! his ability is proved. 


6. The right of dismissal should be in the 
hands of the appointing board. The right 
to employ implies the right to dismiss. Since 
the board of education is the agency to em- 
ploy the teachers, it should also be the re- 
moving agency. The enactment of tenure 
laws which provide hearings before bodies 
not responsible for the administration of the 
schools leads to confusion and in the end in- 
jures the schools. 


7. Laws establishing indefinite tenure should 
provide for the dismissal of unsatisfactory 
or incompetent teachers for such causes as 
misconduct, incompetence, unfitness for teach- 
ing, persistent violation of rules, insubordina- 
tion, neglect of duty, or malfeasance. It is 
a basic right of every child to be safeguarded 
against teachers who do not belong in the 











January, 1928 


profession and who cannot uphold the highest 
standards of American schools. 


8. The proposed dismissal of a teacher on 
account of incompetence or neglect of duty 
should be preceded by a warning and specific 
statement in writing of defects. Teachers 
should be given the maximum opportunity 
to correct the defects and make their work 
satisfactory. 


9. In cases of proposed dismissal, teachers 
should be granted the right of hearing, where 
they desire to have a hearing, before the 
board of education, which should be the sole 
judge, without the meddling of lawyers or 
the interference of courts. The hearing 
should be so organized that legal technicalities 
will be reduced to a minimum. The vote 
should be by a majority of the members of 
the board, not by a majority of a quorum. 

10. Teachers who do not desire to continue 
in their positions should give reasonable 
notice in writing of their intention. 

11. Suitable provision should be made for 
teachers already in service in putting tenure 
laws into operation. Such laws should apply 
to teachers who have been in the service for 
some time even though they do not have the 
training required of beginners. 

12. Indefinite tenure should be accorded all 
classes of certified school employees, includ- 
ing superintendents, principals, supervisors, 
and others holding professional responsibili- 
ties. 


Do you bélieve that the application of 
these principles would create a_ better 
school system? That it would elevate 
the teaching profession? ‘That it would 
promote the welfare of the children? If 


so, are you doing your part to secure 
their adoption? 





M* Susan M. Dorsey, recently reelected 


to the superintendency of the Los 
Angeles schools, which under her admini- 
stration have expanded to accommodate a 
city growth of remarkable proportions. She 
is beloved by the 9000 members of the Los 
Angeles school staff. 






ed 
0S 
ni- 
he 


OS 





r HIS IS THE JOURNAL'S sixth an- 
nual roll call of the states to show 
educational progress. Each year 

since 1922 three persons in each state 
have been asked to describe the most 
significant educational achievement of 
the year. These reports from the state 
superintendent of education, the secre- 
tary of the state education association, 
and the state National Education Asso- 
ciation director reveal the lines of the 
educational advance. The profession is 
moving like a mighty army toward its 
goal of a fair start in life for every boy 
and girl. There is inevitable and increas- 
ing emphasis on the improvement of the 
teaching staff. Higher requirements for 
certification, longer training courses, 
larger summer schools, extension classes, 
higher salaries, securer tenure, sound 
plans for retirement—these are the steps 
leading to a higher quality of teaching. 


Alabama—Passage by legislature of Uni- 
fied Education Bill carrying increased ap- 
propriations of approximately $5,000,000 per 
year; submission by legislature of amend- 
ment to state constitution authorizing issuance 
of $20,000,000 in bonds for construction and 
improvement of school buildings; adoption 
by legislature of new school code.—R. E. Tid- 
well, state superintendent of education, Mont- 
gomery. 

Education legislation, increasing the school 
operating funds by more than $3,700,000 an- 
nually, for the purpose of guaranteeing a 
minimum of seven months’ school term to 
every child, extending high school facilities 
and certain special types of educational train- 
ing, and enlarging the operating funds of our 
normal schools and colleges.—R. W. Cowart, 
secretary, Alabama Education Association, 
Montgomery. 

The awakening of the people to the need 
of extending more nearly equal educational 
opportunities to all of the children of the 
state. As a result the state legislature pro- 
vided a fund for extending the term of school 
in communities otherwise unable to have a 
school term of reasonable length.—J. D. Wil- 
liams, N. E. A. state director and principal, 
Avondale School, Birmingham. 


Alaska—Increasing of territorial aid to 
local schools to 85 percent of their total school 
expenses —W. K. Keller, N. E. A. state di- 
rector, and superintendent of schools, Juneau. 


Arizona—Conference between the State 
Board of Education and officials of the Amer- 
ican Legion looking toward a joint program 
in health education for all classes and types 
of schools and districts within the state under 
a joint program sponsored by the Legion with 
the State Board of Education cooperating.— 
John A. Sexson, N. E. A. state director, and 
superintendent of schools, Bisbee. 


The Journal's Annual Roll Call 


An Inspiring Record of Progress and Achievement 


Arkansas—The passage of an Equalizing 
Fund Bill which provides the machinery and 
method by which funds are to be paid to 
school districts which had voted an 18-mill 
school tax and still were unable to meet the 
minimum standards of school efficiency to be 


tone B 





er sTATUE of Edward Austin Sheldon, 
educator, was erected by the children of 
the public schools of the state of New York 
in 1899. He was known as: “America’s 
pioneer in educational methods, the _ chil- 
dren’s friend.” Mr. Sheldon was born in 


1823 and died in 1897. 





set up by the state board of education. Next 
the Revolving Loan Fund Bill, to assist rural 
schools and building projects, and the begin- 
ning of a movement to standardize elemen- 
tary schools.—J. P. Womack, state superin- 
tendent of public instruction, and N. E. A. 
state director, Little Rock. 


California—Legisiation authorizing compre- 
hensive studies in secondary education and 
the education of the deaf; providing funds 
for the relief and education of crippled 
children and those with speech defects; 
authorizing the codification of the school law. 
Reorganization and unification of state de- 
partment of education in progress.—William 
John Cooper, superintendent of public in- 
struction, Sacramento. 

The movement towards affiliation of other 
educational associations within the state with 
the California Teachers’ Association. The 
winning of two important decisions—teacher 
training and school finance—from the Cali- 
fornia Supreme Court.—Roy W. Cloud, sec- 
retary, California Teachers’ Association, San 
Francisco. 

A court decision which places definitely in 
the hands of school authorities rather than 
with boards of supervisors or other officials 


[19] 


the right to determine the amount of money 
used for school purposes.—A. R. Clifton, 
N. E. A. state director, Monrovia. 


Colorado—Standard training for teachers 
under new certification law is now gradua- 
tion from high school plus twenty-five quarter 
hours’ additional training. In 1931 all Col- 
orado teachers must have graduated from 
high school and in addition have two years 
of professional training before certificates 
will be granted.—W. B. Mooney, secretary, 
Colorado Education Association, Denver. 

Adoption of educational objectives: Citizen- 
ship to fit child into social life; broadcasting 
rural education by radio; improved profes- 
sional teacher training; a more unified sys- 
tem through better supervision.—Katherine L. 
Craig, state superintendent of public instruc- 
tion, Denver. 


Connecticut—The actual bringing to pass 
the condition whereby only graduates of ap- 
proved two-year normal schools may begin 
teaching in the elementary schools of Con- 
necticut on and after July 1, 1927. The su- 
perintendent of schools alone has the power 
to nominate teachers. The development in re- 
lation to the state program of trade educa- 
tion, of foreman training by the conference 
method. 

The increase in the number of junior high 
schools and their adequate housing.—A. B. 
Meredith, commissioner of education, Hart- 


ford. 


Delaware— Passage of a law appropriating 
$2,000,000 as state aid for the construction of 
modern school buildings—H. V. Holloway, 
state superintendent of public instruction, 
Dover. 

Passage of a law appropriating $2,000,000 
for a statewide school building program.— 
David A. Ward, N. E. A. state director, and 
superintendent of schools, Wilmington. 


District of Columbia—Complete revision 
of the course of study for the city norma) 
schools, providing for the extension of the 
term from two years to three years and in- 
cluding kindergarten-primary training.—R. L. 
Haycock, assistant superintendent of schools, 
Washington. 

Establishment of a three-year course in 
each of the two public normal schools of the 
District of Columbia in place of the two-year 
course.—Harry English, N. E. A. state direc- 
tor, Washington. 


Florida— An enactment by the legislature 
of a law providing for the material increase 
of state support of the common schools and 
higher institutions through the creation of 
revenue derived from ad valorem and gaso- 
line taxes and from interest on state funds 
deposited in banks.—W. S. Cawthon, state 
superintendent of public instruction, Talla- 
hassee. 

Passage by legislature of law providing 
substantial participation of state in support 
of common schools with provision for a por- 
tion of the amount to be used as equalization 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





fund.—R. M. Sealey, secretary, Florida Edu- 
cation Association, and N. E. A. 
tor, Tallahassee. 


state direc- 


Georgia—The fund of 
$1,000,000 annually to be distributed by the 
State Board of Education for the purpose of 


equalization 


more nearly equalizing educational oppor- 
tunities as between the several counties and 
independent systems of the state—M. L. Dug- 
gan, state superintendent of schools, Atlanta. 

The passage of the $1,000,000 equalization 
fund for better rural schools for each of the 
years 1928 1929. The fund is to come 


from 34 cent tax on gasoline and 1 cent tax on 


and 
kerosene. If tax brings more revenue, the 
schools get the extra amount. If tax does not 
equal $1,000,000 a year, the amount is to be 
made good from the state treasury. 

The increase in support to the institutions 
of higher learning of about three-quarter 
million dollars—Kyle T. Alfriend, secretary, 
Georgia Education Association, Macon. 

Passage of the million dollar equalization 
appropriation for the common schools, liberal 
increases to the state supported colleges, and 
an earnest desire to understand state educa- 
tional needs.—George Harris Webber, N. E. 
A. state director, Milledgeville. 


Hawaii— Organization of a research divi- 
sion now working on two main problems: (1) 
Reclassification of pupils into ability groups; 
(2) Revision of the curriculum to fit the needs 
of the individual child—Will C. Crawford, 
superintendent uf public instruction, Hono- 
lulu. 


Idaho—A program of curriculum revision 
brought before state educators. Committees 
have appointed and research work 
started for study and constant revision of 
state course of study.—Mabelle M. Allen, state 
superintendent of public instruction, Boise. 


been 











January, 1928 





The law providing that after 1929 all 
teachers must have had at least two years 
of normal training.—John I. Hillman, secre- 
tary, Idaho Education Association, Boise. 


Satisfactory appropriation for the office of 





HIS DRAWING was made by Rose Stewart, 

during her first year in Parker High 
School, Dayton, Ohio. Increased interest in 
art has been notable during recent years. 





Commissioner of Education by legislature. 
The State Board of Education has appointed 
W. D. Vincent to the position—Charles F. 








Dienst, N. E. A. state director and superin- 
tendent of schools, Boise. 


Illinois—An amendment of the state dis- 
tributive fund law so as to make this fund 
equalize educational opportunities throughout 
the state rather than to stimulate or reward 
districts able to take care of themselves. 

An amendment enabling all down state 
districts to provide for adult education out of 
district school funds.—Francis G. Blair, su- 
perintendent of public instruction, Spring- 
field. 

Laws enacted by legislature for equaliza- 
tion of educational opportunities by State 
School Fund; transportation; tenure for 
teachers; increased salaries for county su- 
perintendents; increased tax rates for non- 
high school districts and emeritus retirement 
laws for Chicago teachers.—Robert C. Moore, 
secretary, Illinois State Teachers Association, 
Carlinville. 

The enactment of a law governing the 
distribution of $8,000,000 annual school fund 
by legislature. The new law will provide 
assistance to the weaker districts in much 
larger measure than the old law.—A. L. 
Whittenberg, N. E. A. state director and sec- 
retary, Illinois State Examining Board for 
Teachers County Certificates, Springfield. 


Indiana—The passage of a_ statewide 
Teachers’ Tenure Bill including superintend- 
ents, supervisors, principals, and teachers, 
rural and city—Charles O. Williams, secre- 
tary, Indiana State Teachers’ Association, 
Indianapolis. 


Iowa—Enactment of the following laws:— 
Legalization of the establishment and main- 
tenance of the public junior college; the re- 
quirement that payment of school bonds be 
made during the term of issue; establish- 
ment of kindergarten mandatory when board 











tion by buying permanent headquarters. 








EADQUARTERS of the Kansas State Teachers Association. State associations are testifying to the increase in professional organiza- 
Missouri has a specially planned building for its association. 
has bought a building and several other state associations are looking forward to permanent homes. 








Pennsylvania also 

















Vol. 17, No. 1 


is presented with petition signed by parents 
or guardians of 25 or more children; re- 
quirement that fifteen cents per child be ex- 
pended for library books in all school dis- 
tricts—Agnes Samuelson, superintendent of 
public instruction, Des Moines. 

A renewed educational enthusiasm with 
a general attitude of goodwill and coopera- 
tion; vision of the responsibility of the teacher 
interpreted in terms of willingness to seek 
and to adopt the latest and best in educa- 
tional thought; a desire by the people to 
maintain the best possible schools even in 
the face of adverse economic conditions.— 
Charles F. Pye, secretary, Iowa State Teach- 
ers’ Association, Des Moines. 


Kansas—A law providing a School Code 
Commission to clarify, revise, and codify the 
school laws of Kansas and present to the 
1929 legislature recommendations as_ to 
amendments and changes that will render 
more efficient the school system.—George A. 
Allen, Jr., state superintendent of public in- 
struction, Topeka. 

Passage of a bill providing for a School 
Code Commission to revise the school laws 
of Kansas, the commission to report to the 
1929 session of the legislature—F. L. Pinet, 
secretary, Kansas State Teachers’ Associa- 
tion, Topeka. 


Kentucky—The_ standardization of the 
teaching and administrative forces of the 
state as regards scholastic attainments, defi- 
nitely fixing certain types of qualification for 
services to be rendered—McHenry Rhoads, 
superintendent of public instruction, Frank- 
fort. 


Louisiana—The tobacco tax yielded for the 
first year of its operation a million and a 
half dollars. This additional revenue was a 
godsend in many parishes.—T. H. Harris, 
state superintendent of public education, 
Baton Rouge. 

The rehabilitation of school buildings and 
equipment damaged by the flood and the 
opening of all schools in the state on time 
with the prospect of a full session—P. H. 
Griffith, secretary, Louisiana Teachers’ As- 
sociation. 

Practically one third of Louisiana was in- 
undated during the recent floods of the Mis- 
sissippi valley. The Governor and the legis- 












THE JOURNAL OF THE NATIONAL EDUCATION AssOocIATION 


lature showed their interest in the public 
schools by making it possible for the schools 
to operate on a nine months’ basis, regardless 
of the reduction in taxation in the various 
parishes.—C. B. Turner, N. E. A. state direc- 
tor, and assistant superintendent of Board of 
Education, Baton Rouge. 





nA Gocacz of the Washington Junior 
High School, Kenosha, Wisconsin, won 
first place in the snow modeling contest for 


junior high schools last winter. Snow \mod- 
eling has been a part of the regular course 
of study in art in the Kenosha schools for 
the last three years. 





Maine—Raising the requirement of com- 
pulsory education frem the completion of the 
sixth grade to the completion of the eighth 
grade before reaching the age of sixteen. 
This year, we are placing statewide emphasis 
on the teaching of reading with concerted ac- 
tion of all teachers——Augustus O. Thomas, 
state commissioner of education, Augusta. 

Amendment of the Compulsory Education 
Act to require all pupils (except those of sub- 
normal mental capacity) under sixteen years 
of age to complete the eighth grade instead of 
the sixth before leaving school——William B. 





21 


Jack, N. E. A. state diréctor, and superin- 
tendent of schools, Portland. 

The continued professional advancement of 
the teaching profession as evidenced by a 
large attendance at summer schools, enrol- 
ment in extension courses, 100 percent mem- 
bership in the Maine Teachers’ Association, 
and a record breaking enrolment in the state 
normal schools.—Adelbert W. Gordon, secre- 
tary, Maine Teachers’ Association, Augusta. 





Maryland—Teachers’ Retirement System 
provides for contributions by teachers and 
state on 50-50 basis. Retirement possible at 
60, compulsory at 70, with half salary after 
35 years’ service. Disability and death bene- 
fits.—Albert S. Cook, state superintendent of 
schools, Baltimore. 


Massachusetts— Putting into effect of the 
law that whenever the examination of the 
state division of mental deficiency shows that 
there are ten or more children of school age 
who are three or more years mentally re- 
tarded that city or town must establish a class 
for the mentally retarded.—Stanley R. Old- 
ham, secretary, Massachusetts Teachers’ Fed- 
eration. 


Michigan—The passage of the Turner Bill 
which appropriated one million dollars from 
the general fund to be distributed to those 
districts having a tax rate of ten mills or 
more on each dollar of the assessed valuation 
and in direct proportion to the number by 
which the average school membership of the 
district exceeds the average for the whole 
state for each $100,000 of equalized valua- 
tion— Webster H. Pearce, superintendent of 
public instruction, Lansing. 

The codification of the school laws of the 
state and the appropriation of one million 
dollars to be distributed among the poorer 
school districts each year.—E. T. 
secretary, Michigan 
Lansing. 


Cameron, 


Education Association, 


Minnesota—State funds in excess. of 


$1,500,000 added by the legislature to appro- 
priations previously made for the benefit of 
elementary and high schools—James M. Me- 
Connell, commissioner of education, St. Paul. 

Uniting teachers in support of revising and 
perfecting the present ineffective retirement 
fund law; avoiding repeal of the present 











ews in the library of the Mordecai Gist School, Baltimore, Maryland. The development of school libraries is one of the sig- 
nificant advances of 1927. For the first time the American Library Association has published in its school library yearbook a 
list of its members who are school librarians. 











22 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1928 





statute in order to build on it as a recogni- 
tion of the principle. 

Passage of a teacher tenure act applicable 
to cities of the first class.—C. G. Schulz, sec- 
retary, Minnesota Education Association, St. 
Paul. 

The National Education Association ac- 
cepted an invitation presented by the state 
to held its 1928 convention in Minneapolis— 
Effie MacGregor, N. E. A. state director and 
principal, John Burroughs School, Minne- 
apolis. 

Mississippi— The rehabilitation of school 
plants and equipment and the financing of our 
schools in the flooded area, made possible 
through the cooperation of the school officials 
and children of several states and founda- 
tions. ‘The maintenance of the schools this 
session is being provided from our State 
Equalization Fund.—W. F. Bond, state su- 
perintendent of education, Jackson. 


Missouri—Increased membership in the pro- 
fessional organizations and the largest at- 
tendance on record at the state and district 
meetings.—E. M. Carter, secretary, Missouri 
State Teachers Association, Columbia. 

The new elementary course of study pre- 
pared by four members of the department 
and twenty-five graduate students in ele- 
mentary education under the supervision and 
lirection of Claude A. Phillips, professor 
of elementary education, University of Mis- 
souri—Charles A. Lee, state superintendent 
»f public schools, Jefferson City. 


Montana—Provision of state equalization 
fund for assistance to weaker school dis- 
tricts. Amount provided is only a few hun- 
dred thousand -dollars but it will make pos- 
sible nine months’ terms in several hundred 
districts where such opportunities have not 
been available heretofore—May Trumper, 
state superintendent of public instruction, 
Helena. 

Opening a campaign for a sound, equitable 
retirement law. The bill was drawn by an 


actuary, introduced in the legislature, and 
made friends. The work of education will 
continue until we have the law.—R. J. Cun- 
ningham, secretary, Montana Education As- 
sociation, Helena. 





Ris POSTER won first prize in a seventh 
grade contest in Yonkers, New York. It 
was made with scissors and paste by Alma 
Wilson, School Number 3. 





Nebraska— The Character Education Law 
and course of study, put into effect through- 
out the whole state, providing that all 
schools—private, church, and public—from 


grades one to twelve, shall give definite in- 
struction in character education according to 
the state course of study. 

The provision of adult immigrant educa- 
tion by the legislature. The law creates a 
division of adult immigrant education within 
the State Department and makes special ap 
propriation for putting this into effect. The 
purpose is to train adult immigrants not 
only for naturalization but for duties ot 
citizenship.—Charles W. Taylor, state super- 
intendent of public instruction, Lincoln. 

Continued growth and development of 
higher degree of professional responsibility 
among Nebraska’s 14,600 teachers. Ninety 
percent of the teachers, over half of whom 
are rural, are now enroled in the State 
Teachers Association, 

The completion of a study of investigation 
by a special committee of the Association 
showing the inequalities of educational op- 
portunities—E. M. Hosman, secretary, Ne- 
braska State Teachers Association. 


Nevada— Revision of course of study for 
both elementary and high schools.—Walter 
W. Anderson, superintendent of public in- 
struction, Carson City. 

The organization of the Nevada Council 
of School Administrators which has for its 
primary object the sponsoring and making 
of constructive studies of Nevada school 
problems.—Bertha C. Knemeyer N. E. A. 
state director, and principal, Elko County 
High School, Elko. 


New Hampshire—The development of four- 
year curricula for the training of high school 
teachers at the state normal schools.—Ernest 
W. Butterfield, commissioner of education, 
Concord. 


New Jersey—New Jersey state normal 
school organized for training of high school 
teachers. Intensive program for training 
teachers in service. Growing development of 











_— eens 


His 1s a branch library in Portland, Oregon. 
in daily surroundings. 








| 


es 


Library and school buildings increasingly show the effect of the movement for beauty 

















Vol. 17, No. 1 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


23 





junior high schools. Spread of vocational 
education for adults. Vocational guidance 
program.—Charles B. Dyke, secretary, New 
Jersey State Teachers Association, Trenton. 

The conversion of the State Normal School 
at Montclair into a normal college for the 
training of teachers for the secondary schools 
of the state—Alexander J. Glennie, N. E. A. 
state director, and principal, Miller Street 
School, Newark. 


New Mexico— From a basis of 526 emer- 
gency certificates issued upon no qualifica- 
tions in 1926 to no emergency certificates 
issued in 1927. Appropriations by state 
legislature enabling the superintendent te ap- 
point a supervisor for high schools and one 
for rural schools—Lois Randolph, state su- 
perintendent of public instruction, Santa Fe. 


New York—Increased appropriations and 
further advancement in professional stan- 
dards for the teaching service. Increasing in- 
terest in the reorganization of the educational 
program for the adolescent. Establishment 
of a four year degree course for training of 
elementary teachers at Buffalo State College 
for Teachers.—George M. Wiley, assistant 
commissioner of education, Albany. 

The becoming effective of the Friedsam 
Law, making it possible for cities, towns, 
villages, and districts of the state to pay 
more adequate salaries for teaching service. 
Under the salary schedule adopted by the 
city of New York, it is possible for a class- 
room teacher in the high school to receive 
$4656 and an elementary teacher to receive 
$3654. The law also provides for larger 
salaries for more extensive professional 
equipment. It will be possible for other New 
York communities to increase salaries in the 
same proportion.—W. H. Holmes, N. E. A. 
state director, and superintendent, depart- 
ment of public instruction, Mount Vernon. 


North Carolina—The General Assembly in- 
creased the equalization fund from $1,500,000 
to $3,250,000. The authorization of a new 
accounting system in all schools. Increased 


appropriation for permanent improvements 
and maintenance in teacher training institu- 





NTEREST in both art and nature is aroused 

by this poster, made by second grade pu- 
pils of the Forest Home School, Milwaukee, 
Wisconsin. It was made with scissors and 
paste. 


tions.—A. T. Allen, state superintendent of 
public instruction, Raleigh. 

State fund for support of education in- 
creased from a million and a half to three 














© BUILD into the lives of children an appreciation of good music is to 
cardinal objectives of education. 





train 


and a quarter million dollars.—Jule B. War- 
ren, secretary, North Carolina Education As- 
sociation. 

Increase of the state equalization school 
fund from $1,500,000 to $3,250,000.—T. W. 
Andrews, N. E. A. state director, and super- 
intendent of schools, High Point. 


North Dakota—A trained experienced visit- 
ing teacher sent into each county for a week 
to hold demonstration conferences with rural 
teachers to help solve their problems locally. 
—Bertha R. Palmer, superintendent of public 
instruction, Bismarck. 


Ohio— Development of unified teacher 
training program and inauguration of co- 
operative study of junior high school organi- 
zation.—J. L. Clifton, state director of edu- 
cation, Columbus. 

The adoption of the Cincinnati salary 
schedule.—A. C. Eldredge, N. E. A. state di- 
rector, and assistant superintendent, board 
of education, Cleveland. 


Oklahoma—The state legislature passed a 
law appropriating $1,500,000 each year to be 
distributed to school districts to maintain at 
least an eight months’ school, to be distrib- 
uted by the State Board of Education on a 
per capita basis, providing that the state may 
aid a district up to $45 per capita on their 
average daily attendance in the grades and 
$90 per capita on average daily attendance in 
high schools.—John Vaughan, state superin- 
tendent of schools, Oklahoma City. 

The passage of the Rural School Aid Bill, 
which gave the rural schools three million 
dollars extra for support.—John G. Mitchell, 
N. E. A. state director, and president, Cen- 
tral State Teachers College, Edmond. 

Passage of a permanent state equalization 
fund of one and a half million dollars 
annually, in order that all schools may have 

















160-day term—C. M. Howell, 
secretary, Oklahoma Education Association, 
Oklahoma City. 


at least a 


Oregon—The enactment of the Higher 
Teachers’ Standards Law, which raises the 
requirement for the 


teachers’ training course from the present 36 


minimum elementary 
weeks to 48 weeks beginning January 1, 
1929, to 60 weeks beginning January 1, 1931, 
and 72 weeks beginning January 1, 1933.— 
C. A. Howard, superintendent of public in- 
struction, Salem. 

Passage of a law raising the require- 
ments for the elementary teachers’ train- 
ing course to forty-eight weeks on January 
1, 1929; to sixty weeks on January 1, 1931, 
and to seventy-two weeks on January 1, 
1933—Vida Hammond, N. E. A. state di- 
rector, Portland. 


Pennsylvania— The largest amount of ap- 
propriation for common school subsidies ever 
made in the history of the Commonwealth. 
An amount of $1,000,000 with which to estab- 
lish a school building aid fund to aid dis- 
tressed school districts of the third and fourth 
class in rebuilding destroyed school build- 
ings or securing sites or consolidating and 
The creation of 
a commission to study the distribution of 
state subsidies to school districts —J. A. H. 
Keith, superintendent of public education, 
Harrisburg. 

Formulation of a long-term, statewide pro- 
gram for coordinated research and its inau- 
guration through a series of field experi- 
ments and studies in which specialists and 
educational workers generally are participat- 
ing.—J. Herbert Kelley, secretary, Pennsyl- 
vania State Education Association, Harris- 
burg. 

The meeting of the Pennsylvania State 
Education Association at Lancaster. To in- 
spire sixty thousand teachers is a great un- 
dertaking, but it is a great pleasure to know 
that the educational interests in this state are 
on the upward bound. ‘The teachers, super- 
intendents, and principals, and the depart- 
ment of education are in earnest with refer- 
ence to the educational interests—G. D. 
Robb, N. E. A. state director, and president, 
Pennsylvania State Education Association, 
Harrisburg. 


constructing new buildings. 


Porto Rico—General revision eourses of 
studies emphasizing health education, social 
civics, agricultural, industrial, and commer- 
cial instruction. Illiteracy campaign contin- 
ued.—Juan B. Huyke, commissioner of edu- 
cation, San Juan. 


Rhode Island—The minimum length of 
school year is established by statute at 180 
days, exclusive of holidays. The American- 
ization statute has been extended to make 
provision for home classes for women. ‘The 
General Assembly, following authorization 
of bond issues by referenda, has made ap- 
propriations totaling $1,250,000 for new 
buildings at Rhode Island State College and 
Rhode Island College of Education.—W alter 
E. Ranger, commissioner of education, Provi- 
dence. 

The passing of an amendment to the exist- 
ing school laws establishing 180 actual days, 
omitting holidays, as the minimum school 
year instead of thirty-six weeks as pre- 


24 ‘THe JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 





viously —Clarence W. Bosworth, secretary, 
Rhode Island Institute of Instruction, Au- 
burn. 


South Carolina—The rapidity with which 
non-high schools are afhliating with high 
schools, the non-high schools retaining only 
so many grades as can be as well taught as 
corresponding grammar grades in the high 
schools, all other grades being transported to 
the high schools; the supervision of these 





M" THAN fifty years ago this bell sum- 
moned the students of the Chillicothe, 
Missouri, high school to their classes. When 
the old building was torn down to make way 
for a new one, graduates of the school erected 
the tower to preserve the bell as a memorial. 
It is rung on the first day of each school 
year and tolled during the funeral of any 
former student. 





non-high schools by the high school superin- 
tendents; and the administering of the same 
type of tests to the pupils in the non-high 
schools, as are administered to the cor- 
responding grades of high schools.—J. H. 
Hope, state superintendent of education, 
Columbia. 

“Holding our own” against wellorganized 
interests contesting the state equalization 
fund and the growing professional solidarity 
of the teaching body.—J. P. Coates, secretary, 
South Carolina Teachers Association. 


South Dakota—We have been handicapped 
by the action of the legislature in taking 
away our state aid for rural and consoli- 
dated schools. Our greatest accomplishment 
is to keep up the work on half the funds for- 
merly provided; also perfecting our Young 
Citizens’ League, which is doing a great 
work in training boys and girls in citizen- 
ship.—C. G. St. John, superintendent of pub- 
lic instruction, Pierre. 

The appropriation by the state legislature 
of $10,000 to carry on the work of the Young 
Citizens’ League, and the appointment of 
Mr. E. C. Giffin the first all-time salaried 
executive state secretary of the Y. C. L— 
N. E. Steele, secretary, South Dakota Edu- 
cation Association, Sioux Falls. 


Tennessee— The appropriation by the legis- 
lature of a fund of $1,000,000 to aid in the 


January, 1928 


building and repairing of rural public school- 
houses.—P. L. Harned, commissioner of edu- 
cation, Nashville. 


Texas— Provision for a state apportion- 
ment of $15 per capita for all children be- 
tween the ages of seven and seventeen from 
the state available school fund; appropria- 
tion of $1,500,000 for each year of the bi- 
ennium for special aid to school districts 
which have fewer than four hundred scho- 
lastics and which levy a minimum local tax 
of seven and one half mills; an appropria- 
tion of $100,000 annually to pay tuition of 
high school students from other districts; the 
matching of Federal funds amounting to 
$312,000 under the Smith-Hughes act; the 
extension of teachers’ temporary certificates 
on account of summer school attendance; au- 
thority given to county boards of education 
to arrange for prompt payment of salaries 
and interest on borrowed funds to be charged 
to the school districts; the submission of a 
constitutional amendment providing for 
longer terms of school officials and the re- 
peal of the provision requiring the Governor, 
Comptroller, and Secretary of State to per- 
form the duties of a state board of educa- 
tion —S. M. N. Marrs, state superintendent 
of public instruction, Austin. 

Provision of additional funds by the state 
sufficient to make the state scholastic appor- 
tionment $15 per pupil and to pay the tuition 
of high school pupils from districts not main- 
taining high schools.—R. T. Ellis, secretary, 
Texas State Teachers Association, Fort 
Worth. 

The enactment of a law requiring a school 
district that does not offer high school train- 
ing to pay the tuition of high school pupils 
attending school in another district, and pro- 
vides that the state may reimburse the dis- 
tricts for such amount of the tuition paid out 
as they are not financially able to afford. 
The legislature’s provision for a_ supple- 
mental appropriation to guarantee a $15 per 
capita state apportionment for the current 
biennium, 1927-1929. An additional appro- 
priation of $3,000,000 as an equalization fund 
for the biennium practically guaranting a 
six months’ term for rural schools.—L. W. 
Rogers, N. E. A. state director, and first as- 
sistant superintendent of public instruction, 
Austin. 2 


Utah— The systematizing and unifying of 

the work of the junior and senior high 
schools, and the publication of junior and 
senior manuals on the organization and ad- 
ministration of these schools.—C. N. Jensen, 
state superintendent of public instruction, 
Salt Lake City. 
. Arousing of public interest-to the need of 
revising tax laws and providing more ade- 
quate state aid to less fortunate districts.— 
D. W. Parratt, secretary, Utah Education 
Association, Salt Lake City. 

Closer organization of teachers to promote 
the interests of the teaching profession. 
Classroom teachers, principals, superintend- 
ents, college professors, and deans of schools 
all working on various phases of improving 
the general status of the profession and mak- 
ing school work more effective—B. A. 


Fowler, N. E. A. state director, and super- 
intendent of Weber District, Ogden. 





Vol 


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Vol. 17, No. 1 


Vermont—Substantial progress made in the 
standardization of rural and village schools; 
about one third of rural schools now stand- 


ardized; noteworthy increase in quality of 
teacher training work and in number of 
standard normal school graduates; passage 
of several laws that appreciably help smaller 
towns in financing public education.—Clar- 
ence H. Dempsey, commissioner of educa- 
tion, Montpelier. 


Virginia- The improvement in rural schools, 
qualification of teachers, type of buildings, 
and length of term. Last year forty percent 
of elementary pupils in rural Virginia had 
the advantage of a nine months’ term.—Har- 
ris Hart, state superintendent of public in 
struction, Richmond. 


Washington—Requiring two years of pro- 
fessional and academic training beyond high 
school graduation as a minimum for elemen- 
tary teachers. Elimination of examinations 
for teachers’ certificates. Addition of an ele- 
mentary school supervisor to the official stafi 
of the state department of education. In- 
crease of 1000 high school graduates over 
previous record, making total of 10,610. 
Thirty-four new consolidations formed, mak- 
ing total of 366. Increased number of teach- 
ers’ cottages, making total of 452, with every 
county represented. Marked progress made 
in rural school standardization, with 22 coun- 
ties awarded standard plates on standard 
rating card scores by state department.— 
Josephine Corliss Preston, superintendent of 
public instruction, Olympia. 

Entertained N. E. A. convention; new peak 
of professional enlistment—state 92 percent, 


national 45 percent. Undertaking to replace 
present retirement plans with statewide en- 
dowment type. Decision to purchase W. E. A. 
headquarters.—Arthur L. Marsh, secretary, 
Washington Education Association, Seattle. 

Crystalization of public opinion and vigor- 
ous protest against political interference with 
the schools, resulting from the Governor’s 
dismissal of Presidents Henry Suzzallo of the 
State University, and N. D. Showalter of 
Cheney State Normal. The meeting of the 
Washington Education Association in Se- 
attle—John D. Meyer, N. E. A. state di- 
rector, Spokane. 


West Virginia—Revision of the organiza- 
tion, administration, and course of study for 
junior and senior high schools, the comple- 
tion of the state course of study and teacher’s 
manual for elementary schools and com- 
mencing a survey of the administration of 
elementary, high schools, and institutions of 
higher learning.—T. P. Hill, assistant state 
superintendent of schools, Charleston. 

A statewide survey of the schools of West 
Virginia; the desire for adequate revenues 
for the expansion of our evergrowing school 
system and the equalization of educational 
opportunities; emphasis upon better qualified 
teachers; increasing interest in a tenure law 
and proper provision for retirement annui- 
ties for teachers—J. H. Hickman, secretary, 
West Virginia State Education Association, 
Charleston. 

The publication of a 440-page state course 
of study and teacher’s manual for the ele- 
mentary schools, prepared by the state board 
of education with the assistance of special 
committees of teachers, and edited by the di- 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 25 





vision of rural education—Joseph Rosier, 
N. E. A. state director, and president, Fair- 
mont State Normal School, Fairmont. 


Wisconsin—Passage of an equalization law 
distributing $5,800,000 to elementary schools 
on the basis of teachers employed and addi- 
tional state aid on a graduated basis accord- 
ing to the assessed valuation of the school dis- 
trict per teacher. State aid for physically 
handicapped children provides transporta- 
tion and special classes with corrective work. 
School code of Wisconsin revised and re- 
codified—John Callahan, state superintend- 
ent of public instruction, Madison. 


Wyoming— Wyoming law passed giving 
school district boards power to make school 
levy formerly done by county commissioners. 
Teacher retirement committee continues its 
study of the problem—B. H. MclIntosh, sec- 
retary, Wyoming State Teachers’ 
tion, Cheyenne. 

In 1927 the high school enrolment for the 
first time exceeds 20 percent of the total ele- 
mentary and high school enrolment; the 
ninth grade enrolment is 90 percent of the 
eighth grade; this has been accomplished by 
establishing and accrediting rural high 
schools.—Katharine A. Morton, state super- 
intendent of public instruction, Cheyenne. 

Marked interest in vocational education, 
including evening school, parttime, agricul- 
ture, and general continuation classes. Even- 
ing school instruction includes the mainte- 
nance of an instruction car for railway en- 
gineers and firemen.—A. A. Slade, N. E. A. 
state director, and superintendent, Laramie 
Public Schools, Laramie. 


Associa- 


The Human Side of [Teaching 


HERE ARE altogether too many 

students in our schools and col- 

leges who are not getting an “in- 
tellectual thrill.” There are students 
who do not have the mental equipment 
necessary to appreciate the beauty of the 
cultural bandwagon. But the failure to 
stimulate the others, to move them to de- 
velop an inquiring, scientific attitude of 
mind, to stir them to lead a broad life in 
which beauty of mind, body, and spirit is 
not only accepted, but is sought after— 
this failure rests partly on the shoulders 
of the teachers. We need teachers who 
first of all “understand” young people 
and who will encourage expression of 
ideas rather than repression of them. 

In the secondary schools, where a com- 
prehension of sex and _ physiological 
changes is absolutely necessary if one is 
to be able to sympathize adequately with 
the struggles of many young boys and 
girls, there seems to be a lack of knowl- 
edge on the part of the teachers. This 


lack of earnest consideration of sexual 


NatHan G. GooDMAN 
Philadelphia, Pennsylvania 


problems on the part of our teachers 
creates an extremely unsympathetic atti- 
tude in their dealings with students who 
need friendship, encouragement, kind 
words. The result is that many intelli- 
gent students, weakened by their tem- 
porary physical struggles and unable to 
gather enough encouragement and sym- 
pathy, are crushed, and either drop out 
of school or develop a hatred for most 
teachers and some studies. In every 
school several teachers who, because of 
their ability, attractiveness, and “under- 
standing,” are admired by the students, 
should be assigned the task of talking 
frankly and courageously, but kindly, 
with seeming temporary “problem cases.” 

A few days ago a young boy of fifteen 
came to me because he believed he might 
find kind treatment inasmuch as he is a 
neighbor of one of my relatives. He was 
failing miserably in his studies this year, 
but in previous years his work had been 
normal. I discovered that during the 
past year he had grown about six inches 


and was obviously struggling with an 
annoying changing voice. He became 
tired at frequent intervals and could not 
concentrate. To avoid a possible break- 
down and to assure a quicker return to 
“normalcy” I suggested that he drop one 
or two of his courses for the balance of 
the year. This, however, was not per- 
mitted by the school regulations. ‘Thus 
a rather goodnatured boy, whose con- 
fidence any livewire teacher could win, 
was being beaten down. He received no 
sympathy from his teachers. So many 
similar cases come to my attention that I 
am more and more convinced that par- 
ticularly forceful teachers should be re- 
lieved of part of their class work in order 
to bring firstaid to the needy. 

Of course, the ideal system, which I 
do not expect to see, would be one in 
which every teacher would have a first- 
aid packet of healing tricks. But it 
would be much more than a cure. If 
teachers could win the confidence of their 
students during the awkward and criti- 


% THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1928 





cal age, there would be a healthy and 
vigorous return to study after the “‘con- 
valescent” period. Students 
study first of all because of their ap- 


would 


preciation of and interest in the teacher 
and gradually their fondness for study 
and the search for knowledge would 
grow. Ultimately they would get an 
“intellectual thrill’ out of their work. 
They would be won for the ‘good life,” 
as Bertrand Russell calls it in his Edu- 
cation and the Good Life, instead of 
being crushed and lost. But the move 
must be made by the teachers. Until 
such time as we have more “‘understand- 
ing’’ teachers our solution would be sim- 
ple and would merely require a small 
financial outlay for a few additional 
teachers. 

In the colleges, where the student 
problems are of a slightly different va- 
riety from those found in the prepara- 
tory schools, warm-heartedness on the 
part of teachers and administrators 
is nevertheless just as essential. ‘This is 
especially true in the nontechnical 
courses where many students enrol be- 
cause just now it is the thing to do, or 
because the successful fathers or uncles 
are college graduates, or because “‘statis- 
tics show” that the college graduate at 
the age of forty has an economic advan- 
tage over the noncollege man. Many 
college students have told me that they 
have no interest in their studies, but they 
are rather muddling through to please 
their parents, to enjoy their fraternity 
and social life, or for other reasons 
equally remote from a sound scholastic 
basis. Some of these students are intel- 
ligent, even if a bit lazy in matters of 
study. If they had the proper personal 
guidance of a few forceful teachers, who 
would take them seriously and who 
would not categorically dub as “wrong” 
their quest for joy and more joy, there 
would be hope. These seemingly dis- 
interested students can be brought to a 


Thank God there are teachers! 
Teachers of children, 
Wee children, 


Who see their souls, as well as eager eyes and loyal hearts; 


Rich children, poor ones; 
American, or foreign born— 


| Yet children—all bearing the gifts of the Magi; 
There’s gold-faith and trust in this, “My teacher.” 
Here’s frankincense—love, and glowing hearts that swear it, if 
one is worthy a child heart, which reckons all, nor is 


deceived. 


realization of the satisfaction that study 
can bring. To be sure, this task is not 

It demands much patience, 
and the medicine must be given in small 


sugarcoated doses. Afternoon teas at the 


an easy one. 


of 
HAPPINESS 


Across the rolling hill of life 
A friendly highway leads, 

A road whose every wondorous mile 
Is paved with noble deeds. 

For any man this course begins 
Where will and judgement meet, 
Where solemn purpose points the way 

And kindness guides his feet. 


This highway is the only road 
That leads to great success; 

No other trail, no sidelong path 
Will find true happiness. 

Though up and down its route may run 
It carries straight and far 

And gains at last that haven where 
Life’s great possessions are. 


The youth who sets a worthy goal, 
And formulates a plan 

Of progress that enables him 
To serve his fellow man, 

Begins at once to know the joys 
That glorify and biess, 

The lives of those who daily walk 
The Road of Happiness. 


O. Lawrence Hawthorne 


wiht. ee 





Bie POEM was selected, designed, and 
printed by August Martin of the voca- 
tional department of the Washington School, 
Cincinnati, Ohio, and was printed on the 
school press. 








instructor’s home, an occasional hike, a 
discussion of even frivolous things in 
which the student is interested—all such 
contacts will bring out the human side 
of the instructor. From the roots of 
a sympathetic understanding between 
teacher and student may spring a real 
zest for things academic. 

The solution of the problem,, to be 
sure, has become more involved with the 
invention of more mechanical amuse- 
ments to draw our minds from study. 
There is the phonograph, the automo- 


bile, the airplane, the radio, the motion 
picture, the vitaphone. ‘To interest col- 
lege students in study is a more difficult 
job today than it was, say, twenty-five 
years ago. 

How can these years, wasted by so 
many students, be made intellectually 
profitable? ‘These young people are 
susceptible and are unconsciously waiting 
for an “intellectual thrill.” We need 
men with positive personalities on the 
college faculties. There are too few of 
them. College teachers are not over- 
worked. Few of them teach more than 
twelve hours a week and they therefore 
can afford to devote a few hours to get- 
ting closer to the students and possibly. 
to winning a few of those who otherwise 
might not get an “intellectual thrill.” 
It can be done, I repeat, with more 
forceful teachers. 

Most important of all, we must aug- 
ment the requirements for college teach- 
ing. In too many institutions the Ph. D. 
degree is the main requirement. Little 
attention is paid to personality and abil- 
ity to handle young people. Can we not 
get teachers who can bring along with 
high scholastic attainments equally satis- 
factory personal qualifications and a 
realization of the infinite possibilities 
there are of arousing “high thought” 
when one brings sympathy to his instruc- 
tion? 

Ability to instruct is but one phase of 
ability to teach. Since the advent of 
wholesale education during the past few 
years, so many experiments and innova- 
tions, successful and otherwise, in meth- 
ods of instruction have been tried, so 
much importance has been placed upon 
curriculum, texts, and course content that 
the real art of teaching has lost itself in 
the technic of instruction. It is now 
time that, with the assumed acquirement 
of the technic, teachers apply themselves 
diligently to the art of the thing, wherein 
lies its virtue. 





For Teachers—A Creed 





This, all this, if one is a teacher 


And believes. 


And I would believe, aye fervently 
In children, in teachers, in teaching, 


Teaching—thought science, a task, with facts to teach, 


days— 


For I am a teacher. 


But teaching—a privilege, a gift, with children to learn. 

With Angelo Patri I look ahead a thousand years, and I see 
not cities, not wealth; neither ships nor soldiers—but chil- 
dren; little, laughing, happy children, and I put my hand 
in theirs, and smiling, dream of sunshine and endless happy 


—Betty Dandridge Bowman. 














of 
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$2 


Teachers Salaries Before the War 


HE LAST DECADE has been a 
period of rapid and_ radical 
change. The standard of living 
of the nation has risen to a point never 
reached before. Millionaires have been 
made and unmade. New industries have 
come into being. The United States has 
risen to a position of commanding eco- 
nomic importance. How have the tre- 
mendous adjustments of the period af- 
fected the teaching profession? What 
was the economic position of the teacher 
before the war? What has happened to 
teachers’ salaries 1913? Have 
teachers’ salaries kept pace with other in- 
comes? What is the economic status of 
the teacher today? What may be pre- 
dicted for the future? This article will 
deal with but one of these questions. It 
will inquire as to the position of teachers’ 
salaries before the war. 

In 1913 the average salary of all pub- 
lic school teachers, principals, and super- 
visors in the United States was $512. 
Then, as now, teachers were better paid 
in city than in rural schools. The aver- 
age 1913 salary of all those in school 
work in cities above 2500 in population 
was about $725. Classroom teachers in 
elementary schools in cities over 100,000 
in population were paid $907 while those 
in cities from ten to thirty thousand in 
population received $578. High-school 
teachers in cities of similar population re- 
ceived $1381 and $864. Elementary- 
school principals received an average 
salary of $1789 in large cities, and $891 
in those of middle size. High-school 
principals in large and middle sized cities 


were paid $2945 and $1605. 


since 


AVERAGE 


Teachers , Principals & 
Supervisors 
U. S. Government 
Employees 
Ministers 


All Gainfully Occupied 
Persons 


Factory Employees 


While most teachers in city schools 
received yearly salaries above $512, the 
mass of those in rural communities re- 
ceived salaries below this national aver- 





r | ‘HIS IS THE FIRST of a notable series 
of articles on teachers’ salaries 


that are prepared especially for THE 
JOURNAL by John K. Norton, director 
of research of the National Educa- 
tion Association. 


Each is based on 
authentic data in the files of the Re- 
search Division to which school sys- 
tems throughout the country turn 
constantly for the latest information 
on every type of salary question. 











The average for all teachers and 
principals in rural schools was approxi- 
mately $350 in 1913. In eleven states 
the average for all public school people 
in 1913, both rural and urban communi- 
ties, was less than $350, in two states it 
was below $250. 

How did teachers’ salaries in 1913 
compare with the incomes and wages en- 
joyed by other economic groups? Fig- 
ures are given in the chart. The ministry 
is the only group comparable to teaching 
as to training and type of responsibility 
involved for which information is avail- 
able. The average salary in the ministry, 
probably the poorest paid profession ex- 
cept teaching, was $899 in 1913. This 
figure would be increased if to it were 
added certain returns, such as house rent, 
frequently received by ministers in other 
than money form. None of the occupa- 
tions for which figures are available re- 
ceived so low a wage as teaching. The 


age. 


only group which teaching closely ap- 
proached as to income was factory em- 
ployees. These workers received $578 
yearly or $66 more than teachers. The 
average annual income of all gainfully 
occupied persons in 1913 was $864 or 
sixty-nine percent higher than $512, the 
average salary of teachers. 

It is evident that teaching occupied an 
unfavorable economic position in 1913. 
Approximately half the nation’s teachers 
received salaries of less than $500. The 
average yearly income of all gainfully 
occupied persons was 19 percent higher 
than that of the relatively select group 
of school people employed in cities over 
2500 in population. The tangible re- 
wards which teaching offered in 1913 
were insufficient to attract to the service 
an adequate supply of properly qualified 
people. This fact explains why so large 
a percent of the nation’s teachers pos- 
sessed such meager equipment for their 
task in the prewar period. It explains 
why thousands of the better qualified 
teachers left the service following 1916 
when the rapid rise in prices had the 
effect of reducing the purchasing power 
of salaries. 

Such a condition called for positive 
action on the part of an intelligent so- 
ciety. There was need, first to increase 
salaries to hold the qualified teachers 
already in the profession. Second, in- 
creases were necessary to attract a larger 
percent of properly trained people into 
the service. What action was taken to 
meet these needs? This question is 
answered in the next article of this 
series.—John K. Norton. 


INCOME, SALARY, OR WAGE 
OF SEVERAL GROUPS IN THE UNITED STATES IN 1913 





This chart based on figures given in the May, 1927 esearch Bulletin of the National Eduedion Assocation. 


[27] 

























































































Teachers’ Salary Trends and Buying Power 


Prepared by the Research Division of the National Education Association 









































































































































| Purchasing power of aver- | Index of purchasing power Rank of states as to Index of 
Average salary in: age salary in 1913 of average salary on amount of average average salary 
} dollars in: | 1913 base in: salary in: in 1925; average 
States eh cnet : ary of 
| | United States 
1913 1920 1925 1913 | 1920 | 1925 | 1913 1920 1925 1913 1920 1925 equals 100 
1 2 3 4 — ns . 8 9 10 11 = 4 £2 14 
United States $512 $871 | $1,252 | $512 | $418 | $713 100 | 82 139 100 
Alabama 320 484 658 320 | 232 375 100 73 117 43 42 46 53 
Arizona 677 | 1,279 1,523 677 | 613 867 100 91 128 7 2 prey 122 
Arkansas 330 477 632 330 229 360 100 | 69 109 39 43 47 50 
California 1,153 1,272 1,854 1,153 610 1,055 100 53 92 1 3 3 148 
Colorado | °599 929 | 1,296 599 | 446 738 100 | 74 123 14 16 16 104 
- ——__—_ oo —~ - —— —-+|-—-— --- —- — —} ~ |—— -|——— - | 

Connecticut 578 1,124 | 1,606 578 539 914 100 93 158 | 16 8 5 128 
EE. «wc cccese 381 848 | 1,321 | 381 407 752 100 | 107 197 35 24 14 106 
Ns ind cd 8 Bars 6 omeeeee 292 518 743 292 248 «| 423 100 | 85 145 45 40 42 59 
CSOORHER.. . ccc cccseves 323 426 743 323 204 423 100 | 63 131 42 46 42 59 
RD i's dwn Add cna 584 932 1,186 584 447 | 675 100 | = 77 116 15 Ss. 95 
Gs ite ohn Hameé eee hon 662 1,081 | 1,530 662 518 | 871 100 78 132 9 | 10 6 122 
IN i» .cifiep dew eonacd 547 904 1,272 547 462 724 100 | 84 132 17 | &2 17 102 
PS Kddh co sceuebeene 460 827 1,064 | 460 397 606 100 | 86 132 255. | 25 28 85 
AER ae repies 534 761 1,112 534 365 633 | 100 68 119 18 30 24 89 
RORY... «ccc vccccess 359 413 752 359 198 428 100 55 119 37 47 39.5 60 
BOUMERGE. .cccsscuwess 373 723 =O 856 S73 CO 347 487 100 93 131 36 33 36 68 
Rain pla haik toacibice 393 603 842 393 289 479 | 100 74 122 33.5 38 37 67 
SS ey re 533 902 1,318 §33 433 750 | 100 81 141 | #19 } 20 15 105 
PE OMURCMUOSEES. . oc ccccee 667 1,262 1,680 667 605 956 100 91 143 8 4 4 134 
PE. 0 6 coe eendbcns 520 911 | 1,441 | 520 437 820 100 84 158 21.5 19 11 115 
DR . . vc oeeeeeees 460 882 | 1,251 460 423 712 100 92 155 25.5 21 18.5 100 
rs 234 291 | 448 234 140 255 100 | 60 109 48 48 48 36 
ae 490 797 1,123 490 382 639 | 100 | 78 130 24 27 23 90 
Pere Te eee 657 958 1,104 | 657 459 628 | 100 | 70 96 10 14 26 88 
Is isa ds adie nei 520 765 | 1,078 | 520 367 614 100 71 118 21.5 29 | 27 86 
IE Serta cei e de dtc <2 635 1,163 1,451 | 635 558 826 100 88 130 11 7 | 40 116 
New Hampshire..........] 418 759 1,034 418 364 | 589 100 87 141 30 31 29 83 
New Jersey.......... 816 1,282 1,884 816 615 | 1,072 100 75 131 3 1 } 2 150 
New Mexico.......... 398 803 1,004 | 398 385 | 571 100 97 143 32 26 | 3! 80 
New York 936 1,256 | 1,986 | 936 602 | 1,130 100 64 121 2 | 5 1 | 159 
Posts Coapoline .. ..<20-<: | 243 464 | 752 | 243 223 F- 428 | 100 | 92 176 47 44.5 39.5 60 
PUOStM BORMOER. 6 dccccceccs | 516 728 «| 822 516 349 | 468 100 68 91 23 32 38 66 
Ohio ie scape tea 729 1,088 | 1,420 | 729 §22 808 100 72 =| 111 4 9 13 | 113 
NS a ack own do wee ae 393 768 1,014 393 368 577 100 oe 147 nas Y 30 81 
0 | 529 S70. | &,. 24-1 §29 417 712 100 | 79 | 135 20 22 } 18.5 | 100 
PeRRONOWOMER,. . oo oc ccccces 451 920 1,439 | 451 441 | 819 100 98 182 |: 27 | 17 12 115 
a eee 681 1,070 1,472 681 513 | 838 | 100 | 75 123 6 11 9 118 
South Carolina........ j 252 464 737 | 252 223 419 100 88 166 46 44.5 a4 59 
Bomte BeebeGe. . 2.6 26.. | 426 696 888 426 334 505 | 100 78 119 28 34 33 71 

j Ee eee | 328 494 | 683 | 326 | 237 | 389 | 100 73 119 41 41 | 45 55 
ike 5.4. keane 422 612 | 870 | 422 294 495 | 100 70 117 29 37 35 69 
EN cn bed on hth ee as 633 992 | 1,217 633 476 693 100 75 109 12 | a2 20 97 
ST eee eee 329 667 878 | 329 320 500 100 97 152 40 | is 34 70 
Virginia piegkenwa ke 309 546 743 309 262 | 423 100 | 85 137 44 | 39 42 59 
Co, ee eee ‘| 708 | 1,229 | 1,475 | 708 589 | 839 100 83 119 5 6 8 118 
West Virginia........ 337 639 994 | 337 | 306 | 566 

ae 623 a5. 1 4,243 | 623 | 439 690 

Ee eee ee 410 869 | 1,105 | 410 417 629 

Rs ak alixh.o wiiler pinta < 4 of: Bas. | 635 1,007 

SE eee ° 1.341 | 1.428 566 839 

PONG BG. 6 cvigawécctsss eee ee 





OU CAN OBTAIN the figures ‘for your 

state as follows: In Colorado the 

average annual salary of teachers 
was $599 in 1913; $929 in 1920; and 
$1296 in 1925. Due to the rapid loss in 
purchasing power of the dollar between 
1913 and 1920, the 1920 average salary 
($929) purchased the same as $446 bought 
in 1913. This amount ($446) is 74 per- 
cent of, or 26 percent less than, $599, the 
average salary in 1913. The 1925 average 
($1296) purchased the same as $738 
bought in 1913. This amount ($738) is 
123 percent of $599, the average salary in 
1913. Colorado ranked 14th among the 
states as to average salary of teachers in 
1913; 16th in 1920; and 16th in 1925. In 
1925 the.average salary of Colorado teach- 
ers was 104 percent of the average for 
the United States. 
In studying the table note that: First, 











in all states the average salary increased 
between 1913 and 1920 (compare columns 
2 and 3.) Second, the buying power of 
1920 salaries was less than that of 1913 
in all states except Delaware and Wyom- 
ing (compare columns 5 and 6; also note 
column 9). Third, between 1920 and 
1925 salaries increased in every state in 
the union (compare columns 3 and 4). 
Fourth, the average salary in all states 
except California, Montana, and North 
Dakota was greater both in amount and in 
buying power in 1925 than in 1913 (com- 
pare columns 5 and 7; also note column 
10). Fifth, some states lost in rank even 
though their average salaries increased 
both in dollars and in purchasing power 
between 1913 and 1925, due to the fact 
that the gain in these states was less than 
that in most states. Sixth, the states 
differ greatly in average salary. Missis- 








[28] 












sippi’s average in 1925 ($448) was 36 per- 
cent of that of the United States ($1252), 
while New York’s average ($1986) was 
159 percent of the nation’s average. 

Sources of data: Figures as to average 
salaries in columns 2, 3, and 4 are from 
Bulletins of U. S. Bureau of Education. 
The index numbers used in calculating 
the figures of columns 5, 6, and.7, to ad- 
just those of columns 2, 3 and 4 for 
changes in purchasing power of the dollar, 
are from Monthly Labor Review, U. S. 
Bureau of Labor Statistics, February, 
1927. In the calculations to correct for 
changes in purchasing power of the dollar, 
it is assumed that the changes in all 
states were the same, namely, that for 
the United States as a whole. 

* Figures for territories not available 
for 1913, consequently the data given for 
territories are not complete. 





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School Health and Physical Education 


7 IS OBVIOUSLY unnecessary to stress 
the need of any community for recrea- 
tion or athletics among school people 

and especially the physical education sec- 
tion of such a gathering. From the small- 
est or the largest industrial community 
to the most exclusive and fully equipped 
estate of the wealthy, there is need in 
each human life for that which can be 
had through participation in such ac- 
tivities. There is most certainly a real 
universal need. Interests which bring 
communities together are of tremendous 
value to the individual and the nation,” 
said W. A. Kearns, director of athletics 
and physical education, Oregon Agricul- 
tural College, Corvallis, in the opening 
address of the first session of the Depart- 
ment of School Health and Physical Ed- 
ucation at Seattle. Mr. Kearns was fol- 
lowed on the program by Walter Brown, 
director of Child Health Demonstra- 
tion, Salem, Oregon, who spoke on the 
“Medical Aspects of School Health.” 

Commenting on the activity of the De- 
partment Mr. Brown said: 


It is gratifying to learn how fully the 
leaders of the physical education group have 
come to see where their plans have proved 
inadequate to assure the highest health for 
all children. For we now know from our ex- 
perience that they must fail because health 
is not merely a matter of physical activities, 
however fundamentally they may be con- 
ceived. To me the analysis of these facts 
points inevitably to the same conclusions ar- 
rived at by a consideration of the medical 
activities in the school health program, 
namely, that health cannot be realized for all 
of the children without an actual integration 
of all the activities of the specialized groups 
within the school, not to mention the real co- 
operation with the home. 


George H. Black, president of the 
Washington State Normal School at El- 
lensburg, Washington, addressed the 
group on the “Administration of Health 
Education.” Mr. Black stressed as an im- 
portant factor in a health education pro- 
gram the enlarging of playground facili- 
ties for the children and the inclusion of 
courses in accident prevention. To sup- 
port this suggestion he disclosed some 
startling figures taken from the report on 
deaths and injuries from street accidents 
to children 6 to 16 in New York City 
from March 1 to December 1, 1923. 
The report showed a total of 750 killed 
and 20,784 injured. ‘‘A glance at this 
summary shows the need of added em- 
phasis in the field of supervised recrea- 
tional activities,’ said Mr. Black. 


“Health education workers must not 
forget that a death from accident is as 
final as a death from disease, and prob- 
ably a greater tragedy.” 





a0 E. Rocers, president of the Depart- 
ment of School Health and Physical Edu- 
cation for 1927-28, and director of the Na- 
tional Physical Education Service, New York 
City. 





The rest of the afternoon was taken 
up with a discussion under the gen- 
eral head of “Attitude of School Proced- 
ure.” There were four principal speak- 
ers, each taking a special phase of the sub- 
ject. Effie I. Raitt, professor of home 
economics of the University of Washing- 
ton, spoke first on “Home Economics.” 
Natural Science appeared next, cham- 
pioned by Julia Shourek, head of the de- 
partment of elementary science and visual 
education in the public schools of Seattle. 
Orpha McPherson, supervisor of rural 
education, State Normal School, Belling- 
ham, Washington, spoke on “Social Sci- 
ence and English.””’ The discussion was 
closed by Jane McGownd, instructor in 
physical education at the University of 
Washington, who took the topic “Physi- 
cal Education.” 

The second session of the Department 
was held Thursday afternoon, July 7, at 
2 p.m. in the Y. W. C. A. Auditorium. 
Ruth Glassow, director of physical edu- 
cation in Oregon State Agricultural Col- 
lege at Corvallis, Ore., was the first 
speaker on the formal program for the 
afternoon. Her topic was “Health Edu- 


[29] 


cation in the College.”” The second 
speaker, Pauline B. Williamson, head of 
the department of education of the Met- 
ropolitan Life Insurance Company of 
New York, in an address entitled ‘As- 
sisting Teachers in Service,” said: 

Farseeing teachers are studying the funda- 
mental principles of living in relation to the 
child’s desires and ability in order to help 
him in securing more complete control of 
himself and environment, freeing himself 
from fear of disease and accident. When 
people, today, can sit on the edge of the 
crater of our largest volcano and watch the 
flowing lava rise without fear of danger be- 
cause they understand the laws governing 
its action, we realize the importance of know- 
ing the principles of living in banishing fear 
from our lives. 


Lorraine Cadwell of the Girls’ Col- 
legiate School, Los Angeles, Calif., ap- 
peared next on the program under the 
topic, “Swimming for Girls.” ‘The 
Place of Research in Physical Education” 
was the title of an address delivered by 
John F. Bovard, dean of the school of 
physical education of the University of 
Oregon, at Eugene, Ore. Mr. Bovard 
closed his speech with the following para- 
graph: 


Our schools of physical education are our 
great hope. Here in contact with researchers 
in other fields is the finest training ground 
for a new crop of scientifically trained inves- 
tigators. Eventually, there will be in our field, 
as in others, the worker who is known for his 
productiveness, his studies, his research. He 
may always be known as the theorist, but un- 
der his guidance will come the accumulation 
and sorting of a large body of facts that 
will lend themselves to formulation of new 
laws and principles which will solidify our 
claim to the science of physical education. 


William Burdick, state supervisor of 
physical education, Baltimore, M4d., 
closed the formal program for the after- 
noon with a discussion of “State Athlet- 
ics in Maryland.” There followed the 
annual business meeting of the depart- 
ment. 

The officers of the Department of 
School Health and Physical Education 
for the year 1927-28 elected at Seattle 
are as follows: President, James E. 
Rogers, director, National Physical Ed- 
ucation Service, 315 Fourth Ave., New 
York City; vicepresident, Margaret Bell, 
director, Department of Physical Edu- 
cation for Women, University of Michi- 
gan, Ann Arbor, Mich.; secretary-treas- 
urer, Florence D. Alden, director, De- 
partment of Physical Education for 
Women, University of Oregon, Eugene. 





Adult Education at Seattle 


DULT EDUCATION under Public Aus- 
picesse—What Has Been Done— 


What Can be Done, was the theme 
under which the Department of Adult 
Education met in three full sessions at 
Seattle, Washington, in conjunction with 
the summer meeting of the National Ed- 
ucation Association, July 3-8, 1927. The 
first session, discussing the progress of 
the Department, was opened by the presi- 
dent, Robert C. Deming, who spoke on 
“The Department of Adult Educa- 
tion—Its History, Its Status, and Its 
Future.” Of the status of the Depart- 
ment, Mr. Deming said: 


At present the department feels that it has 
the greatest opportunity in the field of edu- 
cation. It represents not only the pioneers in 
a great new world of education, but it has 
confidence that it represents the great inter- 
est of all those adults who, because of labor- 
saving devices, shorter hours of labor, and a 
world of machinery, have not only leisure 
time, but an overwhelming desire to express 
their personality and to give themselves the 
opportunity to obtain success and always hap- 
piness through special study. If ultimately 
the department can include in a coordinated 
field of adult education all those educators 
who instruct adults from beginning English 
classes to evening high school and general 
evening classes in special subjects, all under 
public auspices, it will have attained its full- 
est mission. 


Following Mr. Deming, Ethel Rich- 
ardson, assistant state superintendent in 
charge of adult education, Los Angeles, 
Calif., spoke on “The Field of Adult Ed- 
ucation—Its Coordination and Its Ob- 
jectives.” Miss Richardson is the win- 
ner of the Harmon Foundation Award 
for outstanding work in adult education 
for 1926. L. R. Alderman, specialist in 
adult education of the U. S. Bureau of 
Education, at Washington, next discussed 
outstanding contributions to adult edu- 
cation as seen in different parts of the 
United States. J. M. Knisely, principal 
of the Broadway Evening School, in an 
address on ““The Necessity for Leader- 
ship and Financial Support in a State 
Program for Adult Education” said: 


It has been estimated that the mortality in 
correspondence courses is 95 percent—three 
million people and seventy million dollars! 
Forty percent of evening school students drop 
out in the first ten weeks, presumably because 
they do not get what they want. Yet the 
numbers seeking knowledge and willing to 
spend time and money in the search is con- 
stantly growing. Can the state ignore this 
situation? There are problems involved 
vitally affecting large numbers of citizens 
and thereby affecting the welfare of the state. 


The expedition is afoot. The state could at 
least finance the exploration. 


The Tuesday afternoon session was 
closed with a discussion of ““What Cali- 
fornia Offers in Adult Education,” by 
Fred M. Hunter, superintendent of 
schools, Oakland, Calif. 


WOULD BE TRUE, for there are those 
who trust me; I would be pure, for 
there are those who care; I would be 
strong, for there is much to suffer; I 
would be brave, for there is much to 


dare. I would be friend to all, the 


foe, the friendless; I would be giving 


and forget the gift; I would be humble, 
for I know my weakness; I would 


look up, and laugh, and love, and lift. 





—Selected. 





The second session of the Department, 
dealing with its problems, was held 
Wednesday afternoon of the convention 
week. The meeting was begun with an 
address entitled “Immigration and Emi- 
gration—Pan Pacific Problems,” by Nor- 
man F. Coleman, president of Reed Col- 
lege, Portland, Ore. Mr. Coleman ex- 
plained that Americans: generally have 
hardly begun to think of immigration as 
a problem of the Pacific. All such diffi- 
culty has seemingly settled on the At- 
lantic states, which have established no 
principles which would be generally ap- 
plicable to the situation on the Pacific 
coast. Mr. Coleman viewed the situa- 
tion in the following words: ' 


In the direction of the Pacific we have 
little to guide us as yet but vague fear and 
surmise. . . . We think vaguely that 
white people may be admitted hopefully to 
our citizenship and guess that Armenians are 
white, while Hindus. are probably not and 
Chinese are certainly not. Meantime, we 
admit Mexicans freely, though statistics from 
hospital and court and prison show that it is 
much harder for them to adapt themselves to 
our social conditions than it is for the Chinese 
or Japanese who have come to us. Some of 
us are still thinking and talking of inferior 
and superior races, though there is little or 
no scientific basis for such divisions of man- 
kind, and though history is rapidly destroying 
such value as the rough judgments of the 
past upon this point may have had. 


Other speakers on the Wednesday 
afternoon program included Erle F. 
Young, University of Southern Califor- 
nia, Los Angeles, Calif.; and Mrs. Agnes 


[30] 


M. Bacon, state director of Americani- 
zation, Providence, R. I. The annual 
business meeting of the Department 
closed the afternoon’s program. The an- 
nual dinner was held Wednesday eve- 
ning at the Gowman Hotel, in Seattle. 

The third and final session discussed 
the practises of the Department. In ex- 
plaining what the library can do in adult 
education, Judson T. Jennings, librarian 
of the public library in Seattle, said: 


In working with boys and girls who have 
recently left school, librarians find that these 
young people often regard their education as 
finished and that they are exulting in their 
release from the bondage of the classroom. 
This is a serious indictment of formal educa- 
tion, and some remedy must be sought. The 
foundation work for adult education is 
largely in the hands of teachers and chil- 
dren’s librarians. 

There are four things taat librarians hope 
to see done in our schools. First, modern 
methods of teaching reading must be more 
widely used. Second, literature should be so 
taught that the student finds a growing de- 
light in the beauty of thought and beauty 
of language that mark fine literature. Third, 
every school should have a wellselected and 
growing library where students may browse 
freely and acquire voluntarily a taste for 
books and the habit of reading. Fourth and 
last, some means must be found of convincing 
the student that his education merely begins 
in the schoolroom—that while in school he 
is learning to use a set of tools with which 
he may later construct his own education 
edifice. 


Elaine Swenson of the University of 
Washington spoke next on “The Psy- 
chology of the Adult Mind.” Ethel 
Swain of the California State Depart- 
ment of Education followed with an ad- 
dress on “Tests for Progress in Adult 
Alien and Adult Native-Born Classes.” 
Mrs. Nina J. Beglinger of the Detroit 
Teachers College closed the formal pro- 
gram with a discussion of the Detroit 
method for beginners’ classes. Round 
table discussions closed a most successful 
meeting. 

The officers of the Department of 
Adult Education for 1927-28 as elected 
at Seattle are as follows: President, A. 
W. Castle, director of extension edu- 
cation, State Department of Public In- 
struction, Harrisburg, Pa.; vice-presi- 
dent, Ethel Richardson, assistant super- 
intendent of public instruction, Los 
Angeles, Calif.; secretary, C. S. Marsh, 
dean of the evening session, University 
of Buffalo, Buffalo, N. Y.; treasurer, 
Wil Lou Gray, State Supervisor of 
Adult Schools, Columbia, S. C. 





~- eas — 7 wee = 3 FP OUR 





Getting Ready for Boston 


The Department of Superintendence in Annual Convention 


© LONGER do a few faithful edu- 
N cators meet in a back room. 

They now come by thousands, 
fill all the hotels, and listen to the finest 
talent in the largest available meeting 
places. The superintendents of the coun- 
try have again chosen New England for 
their 1928 convention. ‘The last time 
Boston entertained the Department of 
Superintendence was in 1893. Few who 
attended that meeting will be present 
when the 58th meeting opens on Feb- 
ruary 25, 1928. It promises to break 
all attendance records. Most of the 
Boston hotels, listing over 13,000 rooms, 
are reserved to capacity, and appli- 
cations for reservations are now being 
filed for early assignment to apartment 
houses and private homes. 

Headquarters—Convention headquar- 
ters, registration, and postoffice will be 
located on the main floor of Mechanics 
Building, an auditorium well suited for 
convenience of circulation and access to 
house the general sessions of the Depart- 
ment as well as the exhibits. It is with- 
in easy walking distance of the leading 
hotels. 

Exhibits—The exceptional exhibit fa-, 
cilities offered in Boston will make the 
exhibit an outstanding feature. ‘The 
Mechanics Building affords liberal space, 
is high posted, and well lighted. Its 
service rooms are ample and well ar- 
ranged. Wide aisles between the attrac- 
tive booths permit visitors to move about 
with ease to gain information relating to 
their work. An outstanding feature of 
the convention will be the Living Ex- 
hibits which take the form of actual 
teaching demonstrations by teachers and 
pupils from the schools of Boston and 
vicinity. These will be operated on 
regular schedules in Paul Revere Hall, 
which is located in the Mechanics 
Building. 

Patriotic pilgrimages—Massachusetts, 
with its wealth of historic shrines, af- 
fords convention visitors the opportunity 
to review American history. On Wed- 
nesday afternoon there will be a trip to 
historic Plymouth, where after visiting 
Plymouth Rock, the statue of Massa- 
soit, the meeting house, Burial Hill, and 
home sites of the Pilgrims, an appro- 
priate service will be held in Plymouth 
Memorial Hall through the courtesy of 
the Plymouth schools and the Town 


Committee. Similar trips are under 
consideration for Lexington and Con- 


cord. 







Special Railroad Rates 


OUND-TRIP TICKETS on the identi- 

fication certificate plan will be 
sold at one and one half fare for mem- 
bers of the National Education Asso- 
ciation and dependent members of 
their families. Tickets will be good 
only by way of the same route going 
and returning. 

Round-trip tickets will be sold to 
Boston, Mass., February 21 to 27 in 
the New England Passenger Associa- 
tion territory. Other passenger asso- 
ciations have taken similar action. 
When validated at regular ticket of- 
fices in Boston, tickets will be good 
for return to reach original starting 
point not later than midnight of March 
7. Dates of sale in the western por- 
tion of the United States begin earlier 
and return limits are later on account 
of increased distance. Details may be 
had from your local ticket agent. 

Identification certificates will be 
ready for distribution January 10. 
Write J. W. Crabtree, Secretary, Na- 
tional Education Association, 1201 
Sixteenth Street Northwest, Wash- 
ington, D. C. If in arrears, inclose 
check for membership dues. 

If identification certificat2 is not ob- 
tained in advance, no adjustment of 
fare can be made after arrival in 
Boston. 




























Instead of having one large vesper 
service, the convention will be officially 
opened with six meetings held simul- 
taneously Sunday afternoon, February 


26. President Gwinn will preside at 
the Faneuil Hall service. The other 
five meetings will take place in Boston’s 
historic churches—Park Street Church, 
King’s Chapel, St. Paul’s Cathedral, Old 
North Church, and Arlington Street 
Church. 

The general sessions will be held on 
the mornings of Monday, Tuesday, 
Wednesday, and Thursday, the after- 
noon of Thursday, and the evenings of 
Monday, Tuesday, and Thursday. The 
business meeting, set for Tuesday morn- 
ing, will be mainly devoted to school 
finance and will include reports from 
committee chairmen and election of offi- 
cers. The usual Monday afternoon dis- 
cussion groups will be continued, and on 


[31] 


Tuesday afternoon nine sectional groups 
will be held. At least one of the gen- 
eral sessions and several of the discus- 
sion groups of the Department of Super- 
intendence will be on secondary educa- 
tion, with which the 1928 Yearbook of 
the Department is concerned. A notable 
feature of the Monday evening session 
will be a master reel of American educa- 
tion under the auspices of the Commis- 
sion on the Curriculum containing views 
of school activities that could not ordi- 
narily be seen without extensive travel. 
Besides this film there will be shown 
throughout the week in two special pro- 
jection rooms of Mechanics Building, 
films loaned by various school systems. 


ALLIED ORGANIZATIONS 


The National Council of Education will 
hold two sessions, Monday and Tuesday 
afternoons, on the general theme, Synthetic 
Research or Integration. The program will 
include an address by J. C. Miller of the 
University of Pennsylvania on Unity Amidst 
Diversity in Educational Endeavor; Report 
of Committee on Behavior Problems of Chil- 
dren, by Olive M. Jones, New York City; 
an address by Paul Monroe, Teachers Col- 
lege, Columbia University. 


The Department of Deans of Women will 
hold several meetings, the main general one 
taking place on Tuesday afternoon. The 
annual dinner is Tuesday evening. The 
theme emphasized at these meetings will be 
The Work of the Dean as a Profession. 
There will be two conferences on the type 
of training which deans most need and the 
type being given in the various training 
classes. Speakers include Dean Mary Yost, 
Mrs. Anne Allinson, Beatrice Hinkle, Presi- 
dent Comstock, and Alice Hamilton. 


The Department of Vocational Education 
will hold two formal meetings on Tuesday. 
Trips to the Massachusetts Institute of 
Technology and other places have been ar- 
ranged for Wednesday. The officers of this 
department are: President, R. O. Small, di- 
rector of vocational education, State Board 
of Vocational Education, Boston, Mass.; 
Vicepresident, O. D. Adams, state super- 
visor of trade and industrial education, 
Salem, Oregon; Secretary, J. E. Painter, di- 
rector of manual arts education, Minne- 
apolis, Minn. 

The Department of Elementary School 
Principals will meet Monday, Tuesday, and 
Wednesday afternoons in Mechanics Hall. 
The central theme of these programs will be 
Supervision. 


The Department of Rural Education will 
hold three meetings with a view to develop- 





32 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


January, 1928 





ing a five-year program of departmental ac- 
tivities. Research is needed to determine ac- 
curately what the field of rural education is, 
what the problems peculiar to that field are, 
and what sort of program is required to meet 
those problems. 


The Department of Secondary School 
Principals and the National Association of 
Secondary School Principals, which will 
unite at the Boston convention, will hold 
four meetings, Monday afternoon, Tuesday 
morning, Tuesday evening, and Wednesday 
afternoon. Secondary education from the 
international viewpoint will be considered 
at the Monday afternoon meeting, when Dr. 
Counts will give an account of his personal 
study in Russia, and Dr. Gogate, chairman 
of the Committee on Education of the Hin- 
dustan Association of America, will speak 
on the Progress of Secondary Education in 
India. 

The Tuesday morning session will consist 
of two sections: junior and senior high 
school. Following these programs is a 
luncheon meeting at Hotel Statler, at which 
the speakers will be Cameron Beck, director 
of personnel of the New York Stock Ex- 
change, and Gerrit A. Beneker, who will 
give his address, Art in Education. Tues- 
day evening the Association will meet with 
the Department of Superintendence, the 
topic being Supervision in Secondary Schools. 

Monday evening a special exhibition for 
secondary school principals will be held at 
the High School of Commerce. The Boston 
headmasters are making a special project of 
this exhibition, which will include every 
phase of high school organization and school 
life. On Wednesday morning there will be 
a special demonstration ceremony of the 
National Honor Society at the Girls’ Latin 
School. 


City Teacher Training Section will meet 
Monday, Tuesday, and Wednesday after- 
noons. Monday afternoon’s program will 
consist of a report of a study on Standards 
for Municipal Teacher Training Institutions, 
by Ambrose L. Suhrie, professor of educa- 
tion, New York University, to be followed 
by a formal discussion of seven minutes 
each by six leaders in city normal school 
work. The general discussion will be led by 
Newton D. Nichols, assistant principal, Ja- 
maica Training School for Teachers, New 
York City. 

The Tuesday afternoon program has for 
its main theme, Contribution of Municipal 
Teachers Colleges to the Further Profes- 
sional Education of Teachers in Service. 
After the opening address by Louis A. Pech- 
stein, dean of the school of education, Uni- 
versity of Cincinnati, a number of city in- 
service programs will be given in five-minute 
reports. These will be followed by Person- 
nel Service in the City Teachers College, by 
Frank D. McElroy, director of personnel, 
Cleveland School of Education, and the pro- 
gram will close with an open forum led by 
Walter J. Bankes, dean of the school of edu- 
cation, Municipal University of Akron, Ohio. 

Wednesday’s program will feature cur- 
riculum problems as follows: The Proper 
Relative Emphasis on Subjectmatter and 
Professional Content in the Curricula of 
Teachers Colleges, W. C. Bagley, professor 


of education, Teachers College, Columbia 
University; Preparing Teachers to Give 
Training in Citizenship, by R. W. Hatch, 
head of the department of social studies, 
State Teachers College, Montclair, N. J.; 
The Opportunity of the Teachers College 
in the Development of Personality and 
Character in Students, W. W. Charters, pro- 
fessor of education, University of Chicago; 
an open forum, led by W. C. Boyden, prin- 
cipal, Teachers College of the City of Bos- 


ton. 















Boston Hotels 


© HEADQUARTERS HOTEL has been 
designated. 

Single rooms in hotels, except in 
some of the smaller ones, are no | 
longer available. 

All sleeping room reservations are 
handled through the Housing Com- 
mittee of the Boston Chamber of 
Commerce, of which J. Paul Foster 
is chairman. Inquiries regarding 
sleeping room accommodations should 
be addressed to Mr. Foster, 80 Fed- 
eral Street, Boston, Mass. Please 
state exact time of your arrival and 
give name and address of each person 
to be accommodated by the reserva- 
tion. If for any reason a reservation 
is not needed, notify hotel immedi- 
ately. 













Educational Research Association will 
meet Tuesday and Wednesday, February 28 
and 29. A dinner meeting will be also held 
Monday evening in the Italian Room of the 
Lenox Hotel. There will be two closed ses- 
sions, Tuesday and Wednesday mornings. 
The Tuesday afternoon program, held jointly 
with the National Society of College Teach- 
ers of Education, includes: The Bureau of 
Research in Public School Systems, Fred M. 
Hunter; What the Superintendent Expects 
of a Research Bureau, S. A. Courtis; The 
Place of Research in a School System, John 
W. Withers; The Training of Directors for 
Public School Research Bureaus, B. R. 
Buckingham; Discussion. The program of 
the general open meeting on Wednesday 
afternoon includes: The Place of Research 
in a Program of Curriculum Development, 
Edward L. Thorndike; The Testing Move- 
ment in the Light of Recent Research, Ed- 
ward L. Thorndike. 


The National Council of Kindergarten Su- 
pervisors and Training Teachers will hold 
meetings Monday, Tuesday, and Wednesday. 
The Council will cooperate with National 
Council of Primary Education in present- 
ing one of the nine discussional groups of 
the main program of the Department of 
Superintendence Monday afternoon. The 
theme is Better Understanding of Creative 
Activities from Administrative and Class- 
room Viewpoints. The program includes: 
Better Understanding in the College Class- 
room, Dr. Almack, Stanford University; 
Administrative Angle in Relation to Kinder- 
garten Procedure, Julia Wade Abbott, Phila- 
delphia, Pa.; Administrative Angle in Rela- 


tion to Primary Procedure, Kate Kelley, Des 
Moines, lowa. 

The Council will hold a joint luncheon 
with the National Council of Primary Edu- 
cation at 12:30 P. M., Tuesday, February 28, 
Copley-Plaza Hotel, Lucy Gage, presiding. 
The topic is Child Guidance. 

Wednesday morning the theme of the joint 
meeting with the National Council of Pri- 
mary Education will be Significant Trends 
in Early Elementary Education. The pro- 
gram follows: Newer Tendencies in Educa- 
tion, emphasizing the Early Elementary 
Field, Eugene Smith, headmaster, Beaver 
Country School, Chestnut Hill, Boston, 
Mass.; The Need for Scientific Testing of 
Activity Work, Ruth M. Streitz, depart- 
ment of education, University of Cincinnati; 
The Modern Kindergarten—Its Strategic Po- 
sition in Education of Young Children, Patty 
Smith Hill, professor of education, Teachers 
College, Columbia University; Mental Hy- 
giene and the Young Child, J. Mace Andress, 
Newtonville, Mass. 


National Council of Primary Education 
wi'l hold joint meetings with the National 
Council of Kindergarten Supervisors and 
Training Teachers Monday afternoon, Tues- 
day noon, and Wednesday morning. For 
these programs see above. There will be a 
business meeting at the Copley-Plaza Hotel, 
Tuesday morning at 10:30, at which every 
member is urged to be present. Annie E. 
Moore will give the Report of Language 
Investigation. 


National Council of State Superintendents 
will meet Saturday morning and afternoon, 
February 25. The program will include a 
trip to Wayside Inn. 


National Society for the Study of Educa- 
tion will meet Saturday evening, February 
25, and Tuesday evening, February 28. Sat- 
urday’s program is based on the 1928 Year- 
book of the-Society, “Nature and Nurture,” 
being devoted particularly to the influence 
of nature and nurture upon intelligence. 
Tuesday’s program is confined to the in- 
fluence of nature and nurture upon achieve- 
ment. Much will be said of the relative in- 
fluence of heredity and environment and the 
relation of these twd forces to the possi- 
bilities and limitations of educational train- 
ing. 


National Society of College Teachers of 
Education will hold five sessions Monday, 
Tuesday, and Wednesday. Monday’s ses- 
sions, morning and afternoon, will feature 
the theme, College Teaching, the program 
being devoted to the 1928 Yearbook subject 
and to types of research in college teach- 
ing. Tuesday morning there will be a se- 
ries of round table discussions of the basic 
courses, together with their content in the 
fields of educational psychology, history of 
education, philosophy of education, and edu- 
cational sociology. Tuesday afternoon the 
Society will hold a joint meeting with the 
Educational Research Association, with The 
Bureau of Research in City School Systems 
for the main theme. At the Wednesday 


morning session a symposium on Where 
does one go for Fundamental Assumpti ns in 
Education? will be held. 





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HE New Epucation BILL concerns you. 

It is not something “far off in Washing- 

ton” with no bearing on your problems. 
Nothing that the government does touches 
life more quickly and vitally than would 
this department and the new vision it would 
bring into American educational policy. 
Read this bill carefully. Discuss it 
thoroughly in faculty meetings. Read mate- 
rial about the movement for a Department 
of Education that has appeared in earlier 
numbers of THE JoURNAL. Write those who 
represent you in Congress that you have 
studied the Bill and that you hope they 
will support it actively and work for its 
passage during this Congress. 

At the opening of the Seventieth Congress 
in December, the Bill was introduced in the 
Senate by Senator Charles Curtis of Kansas, 
and in the House by Representative Daniel 
A. Reed of New York. The wording is 

‘identical in both Houses. The only dif- 
ference is the number and name of the 
introducer. 

The teaching profession may well be proud 
of the host of other organizations that have 
joined in this movement. It may well re- 
joice that the Bill has gained so steadily and 
surely in support and be glad for a teaching 
profession so loyal to its great purpose that 
it knows no defeat and holds on with deter- 
mination to stand by the cause until victory 
comes, if it takes a generation. It will mean 
much to you individually to have had a 
share in this victory. Have you done your 
part? The full text of the New Education 
Bill follows: 


AS to create a Department of Educa- 
tion and for other purposes. Be it 
enacted by the Senate and House of Repre- 
sentatives of the United States of America 
in Congress Assembled, That there is estab- 
lished at the seat of government an execu- 
tive department to be known as the Depart- 
ment of Education, which shall be under 
the control and direction of a Secretary of 
Education, to be appointed by the Presi- 
dent, by and with the advice and consent 
of the Senate. The Secretary of Education 
shall receive a salary at the rate of $15,000 
per annum. Section 158 of the Revised 
Statutes is amended to include the Depart- 
ment of Education, and the provisions of 
Title IV of the Revised Statutes, as now or 
hereafter amended shall be applicable to the 
department. The Secretary of Education 
shall cause a seal of office to be made for 
the Department of Education of such device 
as the President shall approve, and judicial 
notice shall be taken thereof. 

Sec. 2. There shall be in the Department 
of Education an Assistant Secretary of Edu- 
cation, to be appointed by the President and 
to receive a salary of $7,500 per annum. The 
Assistant Secretary shall perform such duties 
as may be prescribed by the Secretary of 
Education or required by law. There shall also 
be a solicitor, a chief clerk, and a disbursing 
clerk, and such chiefs of bureaus and such 
scientific, technical, and clerical assistants as 
may be necessary to carry out the pro- 
visions of this Act and as may be provided 








‘The New Education Bill Itself 


for by Congress from time to time. 

Sec. 3. (a) The Bureau of Education and 
all pertaining thereto is transferred from 
the Department of the Interior to the De- 
partment of Education. 





RESIDENT COOLIDGE in his 

message presented at the 
opening of the Seventieth Con- 
gress called attention to the 
need for unifying the educa- 
tional activities of the federal 
government in the following 
words: 

EDUCATION—For many years it 
has been the policy of the federal 
government to encourage and foster 
the cause of education. Large sums 
of money are annually appropriated 
to carry on vocational training. Many 
millions go into agricultural schools. 
The general subject is under the im- 
mediate direction of a Commissioner 
of Education. While this subject is 


strictly a state and local function, it 
should continue to have the encourage- 


ment of the National Government. I 
am still of the opinion that much 
good could be accomplished through 
the establishment of a Department of 
Education and Relief, into which 
would be gathered all of these func- 
tions under one directing member of 
the Cabinet. 


This renewed assurance of 
Presidential support is a chal- 
lenge to the friends of educa- 
tion everywhere to increase 
their efforts on behalf of the 
New Education Bill, which 
would create a Department of 
Education with a Secretary in 
the President’s Cabinet. Have 
you written to your Congress- 
men urging their active sup- 
port of this great measure? 





(b) The office of Commissioner of Educa- 
tion is abolished, and the authority, powers, 
and duties heretofore conferred and imposed 
by law upon the Commissioner of Education 
shall be exercised and performed by the 
Secretary of Education. 

(c) The Federal Board tor Vocational 
Education is transferred to the Department 
of Education, and all the authority, powers, 
and duties heretofore conferred or imposed 
by law upon the Federal Board for Voca- 
tional Education shall be exercised and per- 
formed by the Board as a division of the 
Department of Education. The Secretary of 
Education shall be a member of the Federal 
Board for Vocational Education and ex 
officio chairman of said Board. 

(d) The authority, powers, and duties con- 
ferred and imposed by law upon the Secre- 
tary of the Interior with relation to the 
Columbia Institute for the Deaf and Howard 


[33] 


University, shall be exercised and performed 
by the Secretary of Education. 

Sec. 4. (a) Except as otherwise provided 
by this Act, all authority, powers, and duties 
held, exercised and performed by the head 
of any executive department in and over any 
bureau, office, or branch of the Government 
which is by this Act transferred to the De- 
partment of Education, or which is abolished 
by this Act and its authority, powers, and 
duties transferred to the Department of 
Education, or in and over any business aris- 
ing therefrom or pertaining thereto, or in re- 
lation to the duties performed by and au- 
thority conferred by law upon such bureau, 
office, or branch of the Government, whether 
of an appellate or revisory character or other- 
wise, shall be vested in and exercised and 
performed by the Secretary of Education. 

(b) All orders, rules and regulations which 
have been made or issued by any bureau, 
office, or branch of the Government which is 
transferred under the provisions of this Act 
to the Department of Education and which 
are not inconsistent with the provisions of 
this Act shall continue in effect until modi- 
fied, superseded or repealed by the Secre- 
tary of Education, or, in the case of the 
Federal Board for Vocational Education, by 
the Board with the approval of the Secre- 
tary of Education. 

Sec. 5. All officers, and employees em- 
ployed in or by any office, bureau, or branch 
of the Government, transferred in accord- 
ance with the provisions of this Act to the 
Department of Education, are transferred to 
the Department of Education without change 
in classification or compensation; and the 
records and property, including office equip- 
ment, of any such office, bureau, or branch of 
the Government so transferred, are trans- 
ferred to the Department of Education. 

Sec. 6. The Secretary of Education shall 
have charge in the buildings and premises 
occupied by or assigned to the Department 
of Education, of the library, furniture, fix- 
tures, records, and other property pertain- 
ing to the department or hereafter acquired 
for use in its business. Until other quarters 
are provided, the Department of Education 
may occupy the buildings and premises occu- 
pied by the bureaus, offices, and branches 
of the Government which are by this Act 
transferred to or included in the Depart- 
ment of Education. 

Sec. 7. In order to coordinate the educa- 
tional activities carried on by the several 
executive departments, and to recommend 
ways and means of improving the educa- 
tional work of the Federal Government. 
there is hereby created the Federal Con- 
ference on Education, which will consist of 
one representative and one alternate ap- 
pointed by the head of each department. 
The Federal Conference on Education shall 

not report as a body to any one department, 
but each representative shall report the 
findings of the Federal Conference on Edu- 
cation to his own department for considera- 
tion and independent action. 

Sec. 8. (a) The Department of Education 
shall collect such statistics and facts as shall 
show the condition and progress of educa- 


3+ 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


January, 1928 





tion in the several States and in foreign 
countries. In order to aid the people of the 
several States in establishing and maintain- 
ing more efficient schools and schools sys- 
tems, in devising better methods of organiza- 
tion, administration and financing of educa- 
tion, in developing better types of school 
buildings and in providing for their use, in 
improving methods of teaching, and in 
developing more adequate curricula and 
courses of study, research shall be under- 
taken in (1) rural education; (2) elementary 
education; (3) secondary education; (4) 
higher education; (5) professional educa- 
tion; (6) physical education, including health 
education and recreation; (7) special educa- 
tion for the mentally and physically handi- 
capped; (8) the training of teachers; (9) 
immigrant education; (10) adult education; 
and (11) such other fields as in the judg- 
ment of the Secretary of Education may re- 
quire attention and study. 

(b) The department shall make available 
to education officers in the several States 
and to other persons interested in education, 
the results of the research and investiga- 
tions conducted by it, and the funds ap- 
propriated for printing and binding for the 
Department of Education shall be available 
for the printing and binding of the results 
of such research and investigations. 

Sec. 9. For the fiscal year ending June 
30, 1929, and annually thereafter, the sum of 
$1,500,000 or so much thereof as may be 
necessary, is hereby authorized to be ap- 
propriated, out of any money in the Treas- 
ury not otherwise appropriated, to the De- 
partment of Education, for the purpose of 
paying salaries and the conducting of studies 
and investigations, the paying of incidental 
and traveling expenses incurred in connection 
with the investigations or inquiries under- 
taken by the department and for law books, 
books of reference and periodicals, and for 
the paying of rent where necessary, and for 
such other purposes as may be necessary to 
euable the Department of Education to carry 
out the provisions of this Act. All unex- 
pended appropriations which shall be avail- 
able at the time when this Act takes effect 
in relation to the various bureaus, offices, 
and branches of the Government which are 
by this Act transferred to or included in the 
Department of Education, or which are 
abolished by this Act, and their authority, 
powers, and duties transferred to the De- 
partment of Education, shall become avail- 
able for expenditure by the Department of 
Education and shall be treated the same as 
if such bureaus, offices, and branches of the 
Government had been directly named in the 
laws making the appropriations as part of 
the Department of Education. 

Sec. 10. There is hereby created a Na- 
tional Council on Education to consult and 
advise with the Secretary of Education on 
subjects relating to the promotion and 
development of education in the United 
States and in its possessions, which National 
Council shall consist of the several State 
Superintendents of Education or other State 
chief educational authorities by whatever 
title known, and one member from each of 
the United States possessions, viz.: Alaska, 
Hawaiian Islands, Philippine Islands, Porto 
Rico, and Isthmus of Panama. The Secre- 
tary of Education shall be chairman of said 
Council. The members of said Council shall 


meet for conference once each year at the 
call of the Secretary of Education; they shall 
serve without pay, but their actual expenses 
incurred in attending the conferences called 
by the Secretary shall be paid by the De- 
partment of Education. 

Sec. 11. The Secretary of Education shall 
annually, at the close of each fiscal year, 
make a report in writing to Congress giving 
an account of all moneys received and dis- 
bursed by the Department of Education and 
describing the work done by the depart- 


The New Education Bill | 
(H.R. 7] | 


wine 1. Creates a Department of Edu- 
} cation with a Secretary in the Presi- 
dent’s Cabinet. 

Section 2. Authorizes an Assistant Secre- 
tary of Education and other necessary as- 
sistants. | 

Section. 3. Provides for the transfer to 
the Department of Education of the Bureau 
of Education, the Federal Board for Voca- 
tional Education, and of such control as is 
now exercised over the Columbia Institution 
for the Deaf and Howard University. 

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

Section 7. Provides for a federal con- 
ference on education consisting of one repre- 
sentative from each of the Executive Depart- 
ments. 

Section 8. Provides that the Department 
of Education shall conduct researches cover- 
ing the whole field of education, and for the 
distribution of the results of such _re- 
searches to educational officials in the several 
states and to other persons interested in 
education. 








































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

Section 10. Provides for the creation of a 
National Council on Education, composed of 
the chief school authorities of the various 
states, territories, and possessions, who shall 
meet annually at the call of the Secretary of 
Education. 

Section 11. Provides that the Secretary of 
Education shall make an annual report to 
Congress. 

Section 12. Is an enacting clause. 





ment. He shall also from time to time make 
such special investigations and reports as 
may be required of him by the President or 
by either House of Congress or as he him- 
self may deem necessary and urgent. 

Sec. 12. This Act shall take effect thirty 
days after its passage, except that the pro- 
visions of this Act in relation to the transfer 
of any agency from the jurisdiction and con- 
trol of one officer to the jurisdiction and 
control of another, or in relation to the 
abolishment of any existing agency, or in re- 
lation to the transfer of authority, powers, 
and duties from one officer or agency to 
another, shall take effect July 1, 1929. 





or TO BE ESPECIALLY EMPHASIZED— 
1. The New Education Bill should not be 
confused with other proposals for a Depart- 
ment of Education. It provides simply for 
the coordination of existing educational ac- 
tivities of the federal government in an 
efficient department with funds for research 
and publications. 

2. The question of federal control is not 


an issue in American education. State and 
local management and control of the schools 
is guaranteed by the Constitution, by the 
deep-seated conviction of the organized 
teaching profession, by the pride of local 
communities in their own schools, and by 
the whole trend of education in the direc- 
tion of greater freedom under the guidance 
of proved facts. The New Education Bill 
does not involve federal control. 

3. The New Education Bill does not in- 
volve the issue of federal aid to state and 
local schools systems. A proposal for fed- 
eral aid was developed during the crisis of 
the war when the federal income tax was 
making huge demands on the resources within 
the various states. The situation has im- 
proved as federal taxes have been reduced. 
The proposai for a Department of Education 
is supported by both friends and opponents 
of federal aid, and is entirely separate from 
that problem. 


HE MOVEMENT for a Department of Edu- 

cation is one of those great steps for- 
ward in education that come but once in a 
generation. It is like the movement for free 
high schools, compulsory education, the es- 
tablishment of the state school offices, and 
the original effort to establish free schools 
to be supported by taxation. These are great 
movements. No temporary reverses can 
stop them. They go on and up to final 
victory because they meet definite needs in 
the expending life of the Republic. 

Each of these advances has required a 
persistent campaign to bring it to the atten- 
tion of the people. In some cases that cam- 
paign has required more than a quarter of a 
century. There is every reason to believe 
that the movement for a department, which 
will do for education what the Departments 
of Agriculture, Commerce, and Labor do 
for those fields, will come to success in a 
much shorter time. In less than ten years 
it has won a support remarkable in extent 
and devotion— William M. Davidson, chair- 
man of the Legislative Commission of the 
National Education Association and superin- 
tendent of schools, Pittsburgh, Pennsylvania. 


| gears THE NEW EDUCATION BILL—The 
question, “Resolved: That Congress 
should authorize the establishment of a 
Federal Department of Education with a 
Secretary in the President’s Cabinet,” has 
been debated in many high schools, colleges, 
and universities. Among the states where 
state-wide debates have been reported are: 
Arizona, Arkansas, Indiana, Iowa, Kansas, 
Kentucky, Minnesota, Nebraska, Texas, 
North Carolina, and West Virginia. Local 
debates also have been held in the follow- 
ing states: California, Colorado, Florida, 
Illinois, Michigan, Montana, New Jersey, 
North Dakota, Ohio, Pennsylvania, Utah, and 
Virginia. Many committee workers have 
emphasized the value of debates. It is 
recommended that the idea be promoted by 
teachers in all schools. 

Arguments on both sides of the case are 
found in the report of the joint hearings on 
the Proposed Department of Education, 
February, 1926. Copies of that report may 
be had free from members of Congress. 
Other publications on the subject have been 
issued by the National Education Associa- 
tion, 1201 Sixteenth Street N. W., Washing- 
ton, D.C. 











=_— =e asc A C8 Bees UmTlCO OO 





AVE YOU ever read Josiah Royce’s Phil- 

osophy of Loyalty? It is a magnifi- 

cent book. In one of his letters to 
Royce, the great psychologist William James 
credits Royce with having more influence on 
his intellectual growth than any other one 
person. 

In Loyalty, Royce tells how a life finds 
itself and grows rich by devotion to noble 
causes. If you want an explanation of the 
power that is coming into the teaching pro- 
fession as it sets to work on its problems, 
read Royce’s Loyaity. The people who are 
enlisting in the profession for life and join- 
ing in the effort for completed enrolments, 
have caught the challenge of the higher 
loyalty. 


New Life Enlistments 


Bens following life members have been re- 
ported since the list was published in the 


December JOURNAL. 


ALABAMA—Mrs._ Ethel 
Stough. 

CALIFORNIA—Jeannette Barrows, Grace Van Dyke 
Bird, Frances Jameson, Lee Roy Smith, Arthur J. 
Wickland. 

CoLorapo—William Elwood Baker. 

Hawar—Mrs. Maude O. Beers. 

ILtiNots—Chester F. Miller, Helen M. Rathbun, 
H. W. Shryock. 

Maine—Helen M. Robinson. 

MARYLAND—W. P. Sperow. 

MINNESOTA—-Stella L. Wood. 

New Yorxk—A. Broderick Cohen. 

NortH Carotina—Mrs. T. E. Johnston. 

On1o—Margaret M. Daly, Lura Fortney, Arthur 
O. Jones, E. P. Reeve, William H. Richardson, 
R. C. Schlotman, Esther L. Schroeder, B. H. Siehl, 
Charles F. Siehl. 

OKLAHOMA—B. E. Koonce. 

PENNSYLVANIA—Anthony M. Goldberger, Stella S. 
Ladley. 

SoutH CaROLINA—Mpyrtle C. Venable. 


Texas—Lucille Gregg, Mrs. Edwin Hulse. 
N THE THRESHOLD of the new year, let us 
joyfully face the challenge of profes- 
sional organization. The need of great 
leadership has never been so urgent. It is 
demanded in the classroom, in the princi- 
pal’s office, in the administrative staff, every- 
where. It calls for vigorous leadership and 
informed teachers ready and able to hold 
up the hands of their chosen leaders. No 
general in the greatest war of all history 
has had a task half so fascinating as the 
task of securing for every American boy 
and girl a fair start in life. No statesman 
ever drafted a constitution half so impor- 
tant as the ideals and attitudes that are 
built into the lives of a generation of young 
people. The challenge of professional or- 
ganization is a clear call to bring into the 
practice of teaching all the skill and beauty 
we associate with art, all the love of truth 
we associate with science, and all the insight 
of the accumulated philosophy of the ages. 
More than 6000 schools, 100 percent pro- 
fessional, are now seeking to meet that chal- 
lenge. The following schools have com- 
pleted their 10€ percent enrolment in the 
National Education Association since the list 
was published in the December JouRNAL. 


SIX YEARS OR MORE 


A. Crumpton, Sellers 


Completed Enrolments 


ArI70NA—Bisbee, Senior High; Globe, Globe Pub- 
Central, 
Mesa, 


lic Schools, 


East Globe, High, Hill 
Street; 


Mesa Public Schools, Franklin 








Builders of Our Profession 


Junior High, Irving, Lincoln, Union High, Wash- 


ington, Webster; Tucson, Drachman, Dunbar, 

High, Mansfield, Miles, Mission View, Ochoa, 

Pascua, Roosevelt, University Heights. 
CALIrFoRNIA—Glendale, Colorado, Magnolia; Pied- 


mont, Piedmont Public Schools, Beach, Frank C. 
Havens, High, Wildwood; San Francisco, Golden 
Gate; San Jose, Washington; Santa Ana, Roose- 


AM C. WOODWARD, a teacher in the Somer- 
ville High School, Semerville, Massa- 
chusetts, is one of the builders of our pro- 
fession. She has been active in the work of 
local and state associations in Massachusetts, 
is state director and a life ‘member of the 
National Education Association, president of 
the Massachusetts Federation of Teachers, 
and a member of the board of directors of 
the World Federation of Education Associa- 
tions. 





velt; Santa Barbara, Franklin, Garfield, La Mesa, 
Lincoln, McKinley, Mission, Roosevelt, Wilson; 
South Pasadena, Oneonta. 

CoLorapo—Colorado Springs, Longfellow, Washing- 
ton; Denver, Corona, Ironton, Lincoln; Greeley, 
East Ward, North Ward, South Ward; La Junta, 
La Junta Public Schools, Boys Club, Columbian, 
High, Junior High, Lincoln, North La Junta, 
Park; Pueblo, District Twenty, Bessemer, Carlile, 
Central Grade, Columbian, Corona, Danforth, Edi- 
son, Lake View, Minnequa, Wildeboor; Sterling, 
Sterling Public Schools, Franklin, Junior High, 
Lincoln, Logan County High. 

Connecticut—Burnside, Grammar; East Hartford, 
Second North, Union; Stamford, Wall Street. 

Hawau—Ewa, Hilo Senior High, Hilo Union, Kai- 
wiki, Mountain View, Waiakea Waena. 

I_LLtinois—Fairbury, Edison, Isaac Walton; Maywood, 
Lincoln, Washington; Moline, Central Grammar, 
Garfield, Grennell, Lincoln, Logan, Washington, 
Willard; Waukegan, Waukegan Township Second- 
ary Schools, Junior High, Senior High; Win- 
netka, Winnetka Public Schools, Greeley, Horace 
Mann, Hubbard Woods, Skokie High. 

INDIANA—Anderson, Anderson Public Schools, Cen- 
tral Avenue, Columbia, Hazlewood, Jefferson, 
Junior High, Main Street, Mount Hope, Park 
Place, Riley, Senior High, Seventh Street, Shade- 
land, Washington; Hammond, Wallace; Wabash, 
Wabash Public Schools, Century, East, Junior 
High, Miami, Senior High, South, West. 

Kansas—Salina, Salina Public Schools, Bartlett, 
Dunbar, Franklin, Hawthorne, High, Lincoln, 
Longfellow, Lowell, Oakdale, Phillips, Roosevelt, 
South Park, Washington, Whittier. 

Kentucky—Louisville, George Washington. 

Matne—Dexter, Pleasant Street; Lewiston, Dingley 
Normal Training; Portland, Butler, Chapman, 
Emerson, Heseltine, Monument Street, Nathan 
Clifford, Peaks Island, Rosa E. True, Saunders 
Street, Shailer. 


[35] 


MASSACHUSETTS—Beverly, Farms; Brook- 


Beverly 
line, Pierce; Springfield, Homer Street. 

MicHIGAN—Detroit, Barstow; Grand Rapids, Palmer, 
Sibley. 

Missouri—Saint Louis, Simmons. 


NEBRASKA—Omaha, Bancroft, Central 
ward Rosewater, Minne Lusa. 

Nevapa—Las Vegas, High. 

New JERsEY—Bridgeton, Vine Street; Long Branch, 
North Long Branch; Plainfield, Lincoln; West 
New York, Public Number 3. 

New YorkK—Binghamton, Alfred Street; Lockport, 
DeWitt Clinton, Hawley Street, Intermediate, 
Special and Part Time Department, Walnut Street, 
West Avenue, William Street; Mount Vernon, 
Columbus, DeWitt Clinton, Hamilton, Jefferson, 
Lincoln, Robert Fulton, William Penn. 

On1o—Cincinnati, Pleasant Ridge, Twelfth District, 
Vine; Cleveland Heights, Taylor; East Cleveland, 
Mayfair; Elyria, Elyria Public Schools, Ely, 
Franklin, Garford, Gates, Gates School for Crip- 
pled Children, Hamilton, High, Jefferson, Mc- 
Kinley, Roosevelt, Washington; Euclid, Shore 
High; Lorain, Brownell, Harrison, Hawthorne 
Junior High, High, Lincoln, Lowell, Whittier 
Junior High; Scienceville, Coitsville Rural 
Schools, Buckeye, Coitsville, Emma Street, Ge- 
——v Hall, Grade, High, John White, Thorn 

ill. 

OKLtaHoMA—Muskogee, Muskogee Public Schools, 
Central High, Edison, Franklin, Houston, Irving, 
Jefferson, Longfellow, Sequoyah, Washington, West 
High, Whittier. 

PENNSYLVANIA—Doylestown, Doylestown 
Schools; Pittsburgh, Continuation. 

Vircinia—L ynchburg, Floyd. 

Wisconstin—Fond du Lac, Fond du Lac Public 
Schools, Bragg, Cleveland, Franklin, Grant, Jef- 
ferson, Lincoln, McKinley, Roosevelt Junior High, 


Park, Ed- 


Public 


Senior High, Vocational, Washington, Wilson; 
Kenosha, Lincoln Elementary, Lincoln Junior 
High. 


@FIVE YEARS 


Ar170NA—Glendale, Glendale Public Schools. 

CALIFORNIA—Monrovia, Orange Avenue; Santa Bar- 
bara, Washington; Santa Monica, Garfield, Grant, 
Jefferson, John Muir, McKinley, Roosevelt. 

Cotorapo—Boulder, Whittier; Colorado Springs, 
Arensdale, Whittier; Greeley, West Ward; Pu- 
eblo, District Twenty, Lincoln. 

Connecticut—East Hartford, High. 

DELAWARE—W ilmington, Number 21. 

Georcia—Americus, Furlow Grammar, 
Heights. 

Hawan—Honomu, Kalanianaole, 
Piihonua, Territorial School 
Blind, Waiakea Uka. 

I_Ltinois—Champaign, Colonel Wolf; Decatur, 
Roosevelt Junior High; Dundee, Elementary; 
Maywood, Irving; Moline, Ericsson, High, Irving, 
MeKinley, Roosevelt; Pontiac, Pontiac Public 
Schools, Central, Ladd, Lincoln, Special Teach- 
ers, Washington; Springfield, Converse. 

INDIANA—Huntington, Huntington Public Schools, 
Central, High, Horace Mann, John Tipton, Lin- 
coln, Riley, State Street; New Albany, S. Ellen 
Jones. 

Kansas—Lawrence, New York. 

Lourstana—WNatchitoches, Louisiana State Normal. 

MaiNne—Houlton, Houlton-Littleton-Hammond School 
Union; Portland, Morrill, Oakdale, Vaughan 
Street. 

MARYLAND—Galena, Galena High and Elementary. 


Prospect 


Ninole, 
for the 


Pepeekeo, 
Deaf and 


MASSACHUSETTS—Brookline, Sewall; Gloucester, 
Maplewood. 

MICHIGAN—Ann Arbor, Bach, Eberbach, Mack 
Junior High, Perry; Detroit, Guyton; Grand 


Rapids, Burton, Finney, Madison, Sheldon; Saint 
Joseph, Saint Joseph Public Schools, Garfield, 
High, Washington. 
NesRASKA—Omaha, Columbian, Jungmann, Saratoga. 
New Jersey—Plainfield, Stillman, Washington. 
New YorK—Binghamton, Laurel Avenue, Oppor- 
tunity, Pine Street, Thomas Jefferson, Woodrow 
Wilson; Rome, Jay Street. 
Oun10o—Cleveland, Scranton; Columbus, Eighth Ave- 


nue; East Cleveland, Caledonia; Euclid, Noble; 
Lorain, Irving Junior High, Longfellow Junior 
High; Mansfield, Carpenter; Norwood, Nerth; 
Wooster, Beall Avenue; Youngstown, Harding 
Elementary. 

PENNSYLVANIA—Erie, Garfield, Lafayette; Mauch 


Chunk, First Ward; Winchester, Winchester Pub- 
lic Schools, High, Primary. 

SoutH Dakota—Mitchell, Mitchell Public Schools, 
Eugene Field, Junior High, Lincoln, Litchfield, 
Longfellow, Senior High, Whittier; Sioux Falls, 
Bancroft, Benjamin Franklin, Emerson, Lincoln, 
Mark Twain. 

Vircinira—Lynchburg, Biggers. 

West Virncinia—Charleston, Roosevelt Junior High; 
Clarksburg, Central Junior High. 


FOUR YEARS 


ALABAMA—Birmingham, Hemphill, Powell. 
AnivONA—Bisbee, Central, McKinley; Flagstaff, Em- 
erson Grade, High. 


CatirorNia—Bakersfield, William Penn; Hayward, 


Orchard Ward; Lompoc, Miguelito; Los Angeles, 
Amestoy; Monrovia, Wild Rose; Oakland, Allen- 
dale; San Diego, La Mesa Heights; San Fran- 
cisco, Balboa; Santa Ana, Grand Avenue; South 
Pasadena, Lincoln Park. 


CoLorapo—Brush, Brush Public Schools, Central 


Grede, Hagan, Knearl Grade, Liberty, Union 
High; Colorado Springs, Lowell, Midland, Ros- 
well, Steele; Denver, Barnum, Bromwell, Ebert, 
Fairmont, Fairview, Garden Place, Garfield, Gil- 
pin, Hyde Park, McKinley, Milton, Montclair, 
Perry, Rosedale, Thatcher, Twenty-fourth Street, 
Valverde, Webster, West High, Whittier; Engle- 
wood, Hawthorne, North Englewood; Louisville, 
Louisville Public Schools; Pueblo, District One, 
Bradford, Hinsdale, Irving, Park View, River- 
side, Somerlid, Thatcher; Pueblo, District Twenty, 
Pueblo Public Schools, Bessemer, Carlile, Central 
Grade, Central Junior-Senior High, Columbian, 
Corona, Danforth, Edison, Lake View, Lincoln, 
Minnequa, Wildeboor; Teller County, District 
Number One Public Schools, Cripple Creek High, 
Garfield Grade, Golden Grade, Victor High; 
Trinidad, East Street, Park Street. 


Connecticut—Darien, Darien Public Schools, Fifth 


Street, High; Stratford, Center, Sedgwick. 
DELAWARE—Wilmington, Number 4, Number 5, 
Number 30. 


FLorma—Dade County, Hialeah, Hialeah Junior 


High, Highland Park, Holleman, Southside; Palm 
Beach County, Northboro. 

Hawau—Kapiolani, Kekaha, Olaa, Ookala, Paauilo, 
Waiakeakai. 

Ipano—Pocatello, Franklin Junior High, Lincola 
Elementary; Salmon, Salmon Public Schools. 


ILLinois—Champaign, Avenue Grade, Doctor How- 


ard, South Side Grade; Chicago, Parker Practice; 
Chicago Heights, Garfield, Grant, Jefferson, Lin- 
coln, Roosevelt; Dundee, Carpentersville; May- 
wood, Emerson; Moline, Moline Public Schools, 
Central Grammar, Ericsson, Garfield, Grant, 
Grennell, High, Irving, Lincoln, Logan, Manual 
Arts, McKinley, Roosevelt, Washington, Willard, 
William Carr; Monmouth, Ceatral; Naperville, 
Naperville Public Schools, Ellsworth, High, 
Napier. 


INDIANA—Alexandria, Tomlinson; Evansville, Ben- 


jamin Bosse High, Delaware, Henry Reis; Evans- 
ville, Chestnut-Walnut; Fort Wayne, Forest Park, 
South Wayne; Michigan City, Canada, Jefferson; 
South Bend, Foster, Henry Studebaker, J. F. Nu- 
ner, Marquette. 

lowa—Keokuk, Principals and High School Teach- 
ers Club. 


Kansas—Humboldt, Humboldt Public Schools, High, 


Junior High, Lincoln, Washington; Hutchinson, 
Avenue A, Fourth Avenue, North Side, Roose- 
velt; Kansas City, Kansas City Public Schools, 
Abbott, Argentine Junior-Senior High, Attucks, 
Bancroft, Booker T. Washington, Bruce, Bryant, 
Carlisle, Central, Central High, Central Junior 
High, Chelsea, Clara Barton, Columbian, Cooper, 
Douglass, Dunbar, Edison, Emerson, Eugene 
Ware, Frances Willard, Franklin, Garrison, Grant, 
Hawthorne, Horace Mann, Irving, John Fiske, 
John J. Ingalls, Kealing, Library, Lincoln, Long- 
fellow, Louisa M. Alcott, Lowell, Maccochaque, 
Major Hudson, Mark Twain, McKinley, Morse, 
Noble Prentis, Northeast Junior High, Northwest 
Junior High, Park, Parker, Phillips, Prescott, 
Quindaro, Riverview, Roosevelt, Rosedale Junior- 
Senior High, Snow, Stanley, Stowe, Sumner High, 
Whitmore, Whittier. 

Kentucky—Louisville, Emerson, F. T. Salisbury. 
Matne—Portland, Americanization Department, Isa- 
bella Garvin, Jackson, Libby, Lincoln Junior High, 
Longfellow, McLellan, Presumpscott, Riverton, 
Roosevelt, Sherman Street Kindergarten, West, 
Willard. 

MAssAcHusetTts—Beverly, Edwards, Prospect, Wash- 
ington; Brookline, Lawrence; Gloucester, Point 
Grammar; Montague, Central Street, Grammar, 
Montague Center, Montague City, New Eighth 
Street, South End; North Easton, Junior High; 
Springfield, White Street, William Street; West 
Chelmsford, George R. Quessy. 

MICHIGAN—Ann Arbor, Angell, Tappan; Detroit, 
Western High; Grand Rapids, Coldbrook, Dick- 
insen, Hall, Plainfield; Hamtramck, Hamtramck 
Public Schools, Carpenter, Dickinson, High, Hol- 
brook, Kosciuszko, Playfair, Whitney; Jronwood, 
Newport; Onaway, Onaway Public Schools; 
Pontiac, Florence Avenue. 

Minnesota—Duluth, Riverside; Mankato, Lincoln 
Junior High, Union Grade; Minneapolis, Hare 
rison, Hiawatha, Lake Harriet, Simmons, Thomas 
Lowry. 

NepraskKaA—Omaha, Belvidere, Park, South Frank. 
lin. 

Nevapa—Clavk County, Educational District Num- 
ber 1, Bunkerville, Mesquite, Moapa, Overton, 
Saint Thomas. 

New Hampsuire—Claremont, West Terrace. 

New Jersey—Gloucester, Brown Street; Hacken- 
sack, Hackensack Public Schools, Broadway, Fair- 
mount, First Street, High, Jackson Avenue, State 
Street, Union Street; Long Branch, Broadway 


THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 


January, 1928 





Primary, Gregory Primary, Liberty Street; Nep- 
tune Township, Neptune Township Public Schools, 
Bradley Park, Ocean Grove Grammar, Ocean 
Grove High, Ridge Avenue, Summerfield, Whites- 
ville; Newark, School for the Deaf; New Bruns- 
wick, Livingston; Plainfield, Irving; Summit, 
Brayton, Roosevelt; Trenton, Hewitt. 


New York—Binghamton, Abraham Lincoln, Chris- 


topher Columbus, George Washington, Robinson 
Street, Rossville, Saint John Avenue; Mount 
Vernon, Part Time; Yonkers, Number 14. 


Program for January 
Faculty Meetings 


ASED ON THIS ISSUE of THE JouR- 

: NAL each topic in the following 

outline is covered by an editorial or 
an article. 


1, PRINCIPLES OF TENURE. What two steps 
forward have been made in tenure during 
1927? How do the standards of tenure in 
your state, city, or county compare with the 
N. E. A. committee report? 


2. SENIOR HIGH-SCHOOL PRINCIPALSHIP. 
What strong tendency in education is putting 
the high-chool principalship on a professional 
basis? What comparatively new movements 
in education are especially significant to high- 
school principals and teachers? What topics 
listed in the last paragraph would be made 
more clear by a study of adolescent psy- 
chology ? 


3. TEACHERS’ SALARIES BEFORE THE WAR. 
How can you use the facts in this article in 
your own locality? 


4. CoOMMENCEMENTS IN DoYLEsTOWN. Why 
does research by students into the failures 
within their own school make a strong appeal 
for a commencement program? How can 
such investigation stimulate a school and 
community into adapting itself to the needs 
of its youth? 


5. THe JouRNAL’s ANNUAL ROLL CALL. 
What different lines of progress are most 
often reported by the 48 states? How will 
the advance in your state help the work of 
your school P 


6. THE NEW EDUCATION BILL. What are 
the essential proposals of the billP Who 
introduced it in the Senate? In the House? 
What organizations are joined with the Na- 
tional Education Association in its sup- 
port? Could you form a local committee of 
one representative from each of these groups 
to work for the measure? 





Ou1o—Amherst, Amherst Public Schools; Cincin- 


nati, Kirby Road; Cleveland, Detroit Elementary; 
Columbus, Fairwood, Heyl Avenue, Medary 
Avenue; Cuyahoga County, Cuyahoga County 
Public Schools, Bagley Road, Bay Village, Beech, 
Beechwood, Beehive Rural, Berea, Bratenahl, 
Brecksville, Brooklyn Heights, Brooklyn -Rural, 
Brook Park, Butternut, Center, Central, Chagrin 
Falls, Coe Ridge, Dover, Fair Street, Fairview, 
Garfield Heights, Garfield, Gates Mill, Gilles- 
Sweet, Independence Village, Junior High, Maple 
Leaf, Mayfield High, Miles Heights, North Olm- 
stead, Oakville, Olmstead Falls, Orange Rural, 
Park Knoll, Parma High, Pearl Road, Richmond 
Heights, Rocky River High, Roosevelt, Royalton 
Rural, Seven Hills, Solon Rural, State Road, 
Stop 17, Strongsville, Thoreau Park, Valley View, 
Warrensvilie Rural, Wooster Road; Lima, Gar- 
field,;. London, London Public Schools, Grade, 
High; Lorain, Lorain Public Schools, Brownell, 
Fairhome, Garden Avenue, Garfield, Harrison, 
Hawthorne Junior High, High, Irving Junior 
High, Lincoln, Longfellow Junior High, Lowell, 
Oakwood, Whittier Junior High; New Lexington, 
High; Norwood, Williams Avenue; Rossford, 
Rossford Public Schools, High, Walnut Street; 
Springfield, Bushnell, Central Junier High, Jef- 
ferson, Sunset; Toledo, Pickett, Riverside; War- 
ren, Central, Dickey Avenue, Elm Street, Mo- 
Kinley, Roosevelt, South Park Avenue. 


PENNSYLVANIA—Ellwood City, Ellwood City Public 


Schools, Circle, Hartman, Lincoln Junior High, 
North Side, Senior High, West End; Erie, Jones; 
Greenville, Columbia, Junior High, Washington, 
West Side; Hanover, Hanover Public Schools, 
Clearview, Hanover Street, High, High Street, 
Midway, New Baltimore, Stock Street, Walnut 
Street; Lehighton, Lehighton Public Schools, First 
Ward, High, Third Ward; Mauch Chunk, Asa 
Packer; Mahanoy Township, Mahanoy Township 
Public Schools, Buck Mountain, Ellengowan, 
Junior High, Lincoln, Park Place, Robinsons, 
Saint Nicholas, Senior High, Suffolk, Washington, 
Wiggans, Yatesville; Munhall, Andrew Street, 


Junior High, Ravine Street, Twelfth Avenue; 
Nanticoke, Nanticoke Public Schools, Centennial, 
Garfield, Hanover, High, Kosciusko, Lincoln, 
McKinley, Pulaski, State Street, Washington, West 
Main Street; Pittsburgh, James E. Rogers, Knox- 
ville Junior High; Shenandoah, Shenandoah Public 
Schools, Center Street, High, Jardin Street, 
Lincoln, Line Street, Main Street, New White 
Street, Old White Street, Plum Street, Turkey 
Run, Union Street, West Street. 

SoutH CarRoLiIna—Laurens County, Laurens County 
Public Schools, Bailey, Barksdale Narnie, Bethany, 
Bethel Grove, Brewerton, Centerpoint, Central, 
Clinton, Copeland, Cross Hill, Eden, Ekom, 
Fleming, Garlington, Goldville, Gray Court-Ow- 
ings, Grays, Greenpound, Hickory Tavern, Hurri- 
cane, Lanford, Laurens, Long Branch, Merna, 
Mount Bethel, Mount Gallagher, Mount Olive, 
Mount Pleasant, Mountville, New Prospect, Oak 
Grove, Oakville, O’Dells, Ora, Poplar Springs, 
Princeton, Renno, Sandy Springs, Shady Grove, 
Shiloh, Trinity Ridge, Wadsworth, Warrior Creek, 
Waterloo, Watts Mill, Youngs. 

SoutH Dakota—Mobridge, Lincoln; Sioux Falls, 
Meredith; Wakonda, Wakonda Public Schools. 

Texas—Waco, Brook Avenue. 

VirciniA—Lynchburg, John W. Wyatt, Ruffner. 

WASHINGTON—Walla Walla, Sharpstein. 

West VircintA—Charleston, Kanawha, Lincoln, 
Union; Sistersville, High, Maine Street. 

WIsconsin—Milwaukee, Milwaukee State Teachers 
College, Kosciuszko Pre-Vocational; Racine, Gil- 
bert Knapp, Howell, Jefferson, N. D. Fratt; 
Sheboygan, Longfellow. 

Wyominc—Sheridan, John S. Taylor. 


THREE YEARS 


ALABAMA—Birmingham, Avondale, Gorgas, Henley, 
Seventeenth Avenue. 

ALASKA—Juneau, Juneau Public Schools. 

ARIZONA—I nspiration, Benjamin Franklin; Winslow, 
Winslow Public Schools, Coopertown, Junior 
High, Senior High, South Side, Washington. 

CauirorniA—Buena Park, Grammar; Chula Vista, 
Chula Vista Union; Davis, Davis Joint Grammar, 
Davis Joint Union High; Glendale, Benjamin 
Franklin, Cerritos, Eleanor J. Toll, Horace Mann, 
John C. Fremont, John Marshall, John Muir, 
Theodore Roosevelt, Thomas A. Edison, Verdugo 
Woodlands; La Jolla, High; Los Angeles, Dahlia 
Heights, Eighty-seventh Street, Garfield High, 
Hyde Park, Lafayette Junior High; Monrovia, 
Mayflower; San Francisco, Cabrillo, Department 
of Physical Education, Ethan Allen, Irving M. 
Scott, Patrick Henry; Santa Maria, Mill Street; 
Santa Monica, Franklin; Santa Ynez, Santa Ynez 
Valley Union High. 

CoLorapo—Boulder, Washington; Colorado Springs, 
Garfield, Helen Hunt, Ivywild, North Junior 
High, West Junior High; Delta, Senior High; 
Denver, Alameda; Fort Lupton, Fort Lupton Pub- 
lic Schools; Greeley, Gipson; Pueblo, District 
One, Pueblo Public Schools, Bradford, Centennial 
High, Department of Supervisors, Fountain, Hins- 
dale, Irving, Park Junior High, Park View, 
Riverside, Somerlid, Thatcher; Segundo, Public; 
Trinidad, Centennial, Rice. 

Connecticut—Bridgeport, Lincoln Grammar & 
Junior High, McKinley. 

District oF CoL_umBiA—Washington, Banneker- 
Jones, Blow, Langdon, Smothers. 

FLormwa—Broward County, Central High and Ele- 
mentary, West Side; Dade County, Northside; 
Daytona Beach, Seabreeze High; Key West, Divi- 
sion Street. 

Gerorcta—A tlanta, Grant Park. 

Hawan—aAhualoa, Kailua,.Kalapana, Kapulena, Kuhio, 
Kukuihaele. 

IpaHoO—Cambridge, Cambridge Public Schools; 
Gooding, Gooding Public Schools, Grade, Junior 
High, Senior High; Melba, High. 


ILiNois—Champaign, Willard Grade; East Saint 


Louis, Cannady, Longfellow; Evanston, David B. 
Dewey, Orrington; Hampshire, Hampshire Public 
Schools; Jerseyville, Jersey Township High; 
River Forest, Roosevelt; Robinson, Robinson 
Township High; Saunemin, Township High; Wat- 
seka, Watseka Public Schools, Community High, 
North Side, South Side. . 

INDIANA—Indianapolis, Number 81; South Bend, 
Central Junior High, Kaley. : 

Iowa—Burlington, James Wilson Grimes; Center- 
ville, Lincoln, McKinley; Council Bluffs, Avenue 
B, Thomas Jefferson High, Washington; Keokuk, 
Elementarv Teachers Club. 

Kansas—Lawrence, Woodlawn. 

Kentucky—Louisville, Emmet Field, George W. 
Morris, McFerran, Western Departmental. 

Maine—Augusta, Williams; Bar Harbor, Emerson, 
High; Dover-Foxcroft, North Street; Portland, 
Allen, Stamples. 

Massacuusetts—Beverly, McKay; Lynn, Coburn 
Street; Malden, Judson; Melrose, Franklin, 
Roosevelt, Whittier; Newton, Eliot; Saugus, Oak- 
landvale; West Springfield, Park Avenue. 

MicuicAN—Bay City, McKinley, Wenona; Detroit, 
Columbian, Ruthruff; Grand Rapids, Auxiliary, 
Fairmount, Henry, Kensington, Union Elementary; 
Muskegon, Hackley, Vander Laan; Sault Sainte 
Marie, Garfield, High, McKinley, Park; Traverse 
City, Traverse City Public Schools, Boardman, 

(Continued on page A-16) 








~~ tne 


aw -_ eo; «€&. & FF St at -_ 


we 


NA 











Vol. 17, No. 1 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





DR. B. R. BUCKINGHAM 


DR. W. J. OSBURN 


ln buying books as in buying bonds 
———Judge by the men behind them. 


Business men will tell you that a safe test of a good 
investment is the ability and integrity of the men 
behind it. The test is just as good when you are invest- 
ing in textbooks. Behind the new Searchlight Arith- 


metics are two educators who have spent their working 


DR. B. R. BUCKINGHAM, now 
director of the Bureau of Educational 
Research at Ohio State University, was 
long in direct contact with schools as 
teacher, principal, and superinten- 
dent. He is founder and editor of the 
Journal of Educational Research; au- 
thor of three widely read educational 
books, of more than fifty articles in 
leading educational magazines, and of 
a series of standardized problem tests 
in arithmetic. He has been twice presi- 
dent of the Educational Research As- 
sociation (National). He is a mem- 
ber of the American Psychological 
Association and a Fellow of the 
Royal Statistical Society of London. 


Buckingham-Osburn 


SEARCHLIGHT 
ARITHMETICS 


The series comprises four books 
for the pupils in grades three to 
eight inclusive; an Introductory 
Book for teachers, for grades one 
and two; pupils’ work books; and 


teachers’ manuals. 


years in practical teaching, in studying how teaching 
methods can be improved, and in testing material for 
classroom use. The result of this research and experi- 
ence is now at your service m a series of arithmetics 


which meets the most exacting modern requirements. 


DR. W. J. OSBURN has also had 
many years of experience in praetical 
classroom problems as teacher and 
superintendent of city schools. For 
the last seven years he has been State 
Director of Educational Tests and 
Measurements in Wisconsin. He is au- 
thor of “Corrective Arithmetic,” of 
five other books and pamphlets relat- 
ing to education, and of numerous 
articles in the best educational maga- 
zines. He is also author of “Correc- 
tive Exercises in the Fundamentals of 
Arithmetic” 
Inventory Testsin Arithmetic.” For the 
years 1926-1927 he was president of 
the Educational Research Association. 


and of the “Wisconsin 


THIS COUPON, IF MAILED TO OUR NEAREST OFFICE, 


will bring a descriptive circular in colors (No. 659), with sample pages from the Searchlight Arithmetics. 


BOSTON 
15 Ashburton Place GINN AND COMPANY 
CHICAGO ATLANTA DALLAS COLUMBUS 
2301 Prairie Ave. 195 Luckie St., N. W. 1913 Bryan St. 199 East Gay St. 
NAME (underneath) ADDRESS 








Mention Tue Journat when writing our advertisers, 


NEW YORK 
70 Fifth Ave. 


SAN FRANCISCO 
45 Second St. 


POSITION 


A-16 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


January, 1928 




















germs, or an accident. 


increased expense account. 


in five is disabled each year. 














(Continued from page 36) 
Central, Elmwood, Junior High, Oak Park, Senior 
High, Union Street. 

MINNESOTA—Duluth, Fond du Lac, Webster; Min- 
neapolis, John Burroughs, Michael J. Dowling, 
Rosedale. 

Missouri—Kansas City, Central Junior High, Green- 
wood, Joseph S. Chick, S. B. Ladd; Saint Louis, 
Marquette. 

NeBRASKA—Grand Island, West Lawn; Omaha, 
Adams, Pacific. . 

Nevapa—Eureka, Eureka Public; Reno, Junior High. 

New Hampsuire—Pittsfield, Memorial. 

New Jersey—A tlantic City, Boys’ Vocational, Junior 
High, Richmond Avenue; Bridgeton, South 
Avenue; Camden, Charles K. Evered, Junior High 
Number 1; Dover, Academy Street; East Orange, 
Washington; Fairton, Public; Long Branch, Long 
Branch Public Schools, Broadway Primary, Gar- 
field Avenue Primary, Grammar, Gregory Primary, 
Junior High, Liberty Street, North Long Branch, 
Senior High, West End; Lyndhurst, .Columbus, 
High, River Road, Roosevelt; Montclair, Grove 
Street, Spaulding; Morris Township, Morris and 
Boonton Townships Public Schools, Boonton 
Township Public, Collinsville, Hanover Avenue, 
Hillside, South Street; Morristown, Liberty 
Street, Mills Street; New Brunswick, Roosevelt 
Junior High, Washington; Plainfield, Bryant, 
Franklin, Jefferson, Whittier; Sea Isle City, Ele- 
mentary Number 1; Williamstown, Maple Grove; 
Woodbury, Woodbury Heights. 

New Mexico—Albuquerque, Third Ward; Silver 
City, New Mexico State Teachers College. 

New York—Athens, High; Binghamton, Bingham- 
ton Public Schools, Abraham Lincoln, Alfred 
Street, Central High, Christopher Columbus, 
Continuation, Crippled Children, Daniel Dickin- 
son, East Junior High, Fairview, George Wash- 
ington, Jarvis Street, Laurel Avenue, Open Air, 
Opportunity, Pine Street, Robinson Street, Ross- 
ville, Saint John Avenue, Theodore Roosevelt, 
Thomas Jefferson, Woodrow Wilson; Brooklyn, 
Arlington; Lockport, Emmet Belknap; Mount 
Vernon, Longfellow, Nichols Junior High; Sche- 
nectady, Howe; Waverly, South Waverly. 

NortH Dakota—Minot, Senior High. 

Oxn1to—Akron, Portage Path; Bellevue, Ellis, Junior 
High, McKim, Pike; Cincinnati, Avondale; 
Cleveland, Barkwill; Columbus, Lane Avenue, 
Main Street, Milo Elementary, Second Avenue, 
Stewart Avenue; Kenton, East, Espy, Grammar, 
North, West; Lakewood, Roosevelt; Lancaster, 
High; Lima, Emerson, Faurot, Franklin. Horace 


C from School Room 
to Hospital 


How easy it is for something to happen—an overplus of the wrong kind of 


One starts out in the morning feeling fine, with the world looking like a good 
place in which to live. But this evening—or tomorrow—may find one in the 
hospital, facing a prolonged period of inactivity without income and a greatly 


One Teacher Wrote 


“After being in the T. C. U. for five years I suddenly found myself in the 

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anything else could possibly mean. 


Just send the coupon in the lower right-hand corner for complete details of T. C. U. 
Protection. Sending it places you under —-—-—--———————-——-———————— 
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fully and to give you copies of hundreds 
of letters from teachers who have been 
helped by T. C. U. in time of need. 


Teachers Casualty Underwriters 
587 T. C. U. Building 


Lincoln, Nebraska 


Mann, Irving, Jefferson, Lincoln, Longfellow, 
Lowell, McKinley, Richardson, Roosevelt, Wash- 
ington, Whittier; Oakwood, Dixon Avenue, Scha- 
fer Boulevard; Springfield, Springfield Public 
Schools, Bushnell, Central Junior High, Con- 
tinuation, Elmwood, Emerson, Frey Grade, Frey 
Junior High, Fulton, Garfield, Gray, Highlands, 
Jefferson, Lagonda, Lincoln, McKinley, Northern, 
Northern Heights, Roosevelt Junior High, Schae- 
fer Junior High, Senior High, Snyder Park Junior 
High, Southern, Sunset, Warder Park, Washing- 
ton, Western; Toledo, Arlington, Glenwood, Har- 
vard; Warren, First Street, Market Street, Tod 
Avenue, West Junior High; Wood County, Wood 
County Public Schools, Bloomdale Township, 
Bradner, Custar, Cygnet, Dowling, Dunbridge 
Rural, Freedom ‘Township, Glenwood Rural, 
Grand Rapids Township, Henry Township, Jack- 
son Township, Lake Township, Lark, Liberty 
Township, Lime City, Middleton Township, 
Millbury, Milton Township, Montgomery Town- 
ship, North Baltimore Grade, North Baltimore 
Junior High, North Troy Township, Olney, Pem- 
berville, Perrysburg, Perry Township, Portage, 
Portage Township, Risingsun, Rossford Town- 
ship, Troy Township, Walbridge, Washington 
Township, Webster Township, West Millgrove, 
- Weston Village. 

OrecoN—La Grande, La Grande Public Schools, 
Central, Greenwood, Riveria, Willow; Marshfield, 
Harding; Newberg, Harding; North Bend, North 
Bend Public Schools, Central, Roosevelt Junior 
High, Senior High, Westside. 

PENNSYLVANIA—A bington, Abington Public Schools, 
Elementary, Glenside, High, Highland, McKinley, 
North Glenside, Overlook, Park, Roslyn; Berks 
County, Bern Upper Township, Colebrookdale 
Township, Ontelaunee Township, Spring Town- 
ship; Bradford County, Bradford County Public 
Schools, Athens Boro, Camptown, Canton Boro, 
East Smithfield, East Troy, LeRaysville Pike 
Joint, Litchfield Consolidated, Luthers Mills, 
Monroeton, New Albany Joint Consolidated, Or- 
well, Overton Independent, Powell, Rome, To- 
wanda Boro, Troy Boro, Troy Center, Ulster 
Independent, Warren Center, Wyalusing Boro, 
Wysox Center; Greenville, ‘Greenville Public 
Schools, Columbia, Junior High, Senior High, 
Washington, West Side; Indiana, Faculty Club, 
Indiana State Teachers College; Philadelphia, 
Columbus; Pittsburgh, Glenwood, Sunnyside; 
Warren, Jefferson. 

SoutH Daxota—Belle Fourche, Belle Foruche Pub- 
lic Schools, Departmental, Gray, High, Lincoln; 





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To the T. C. U., 587 T. C. U. Bldg., Lincoln, Nebr. 


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Mobridge, Mobridge Public Schools, Junior High, 
Lincoln, Senior High, West; Selby, Selby Public 
Schools; Sioux Falls, Hawthorne, Longfellow, 
Riverside. 

Texas—Dallas, Cumberland, North Dallas High; 
Houston, Eastwood, Hawthorne, Woodrow Wilson. 

VirciInia—Richmond, Robert Fulton. 

WASHINGTON—Spokane, Harding, Horace Mann, 
Walla Walla, Baker. 

West VircintiA—Charleston, Woodrow Wilson Junior 
High; Clarksburg, Alta Vista; McDowell County, 
Elbert-Filbert, Gary Grade, Havaco, Jenkinjones, 
Junior High and Grade, Pageton, Thorpe, Wilcoe, 
(Big Creek District) Bearwallow Grade, Beech 
Fork Grade, Berwind High, Billips Grade, Caretta, 
Coalwood Grade, Coalwood High, Crane Ridge 
Grade, English, Faraday Grade, George Camp 
Grade, Hall Siding Grade, Hartwell Grade, Litz- 
Smith Grade, Newhall Grade, War Grade, War 
High, Yukon Junior High. 

Wisconsin—Kohler, Kohler Public Schools; Lake 
Geneva, Third Ward; Racine, Janes, Stephen 
Bull; Sheboygan, Horace Mann. 


TWO YEARS 


ALABAMA—Birmingham, Bush. 

Ari7zoNA—Ash Fork, Ask Fork Public Schools; 
Chandler, Grammar, Junior-Senior High; Clark- 
dale, Clarkdale Public Schools; Humboldt, Hum- 
boldt Public Schools; Safford, Safford Public 
Schools, High, North Ward, South Ward; Tucson, 
Tucson Public Schools, Davis, Drachman, Dunbar, 
Elizabeth Borton, High, Mansfield, Menlo Park, 
Miles, Mission View, Ochoa, Pascua, Roosevelt, 
Safford, Sam Hughes, University Heights. 

ArkKansAs—Little Rock, Rightsell. 

Ca.irornNiA—Alturas, Modoc Union High; Atas- 
cadero, Grammar; Bakersfield, Fremont; Bur- 
bank, Theodore Roosevelt; Galt, Joint Union 
High; Los Angeles, Carthay Center, Horace Mann 
Junior High; Modesto, Washington; National 
City, Sweetwater Union High; Richmond, Fair- 
mont, Harding; San Bernardino, Washington; San 
Francisco, Alvardo, Hancock, Lafayette; Santa 
Barbara, Montecito Union; Santa Monica, Madi- 
son; Terra Bella, Grand View Heights. 

CoLoraDo—Arapahoe, Branch County High; Berwind, 
Berwind Public Schools, High, Tollerburg. Grade, 
Volloroso; Boulder, North Intermediate High; 
Cheyenne Wells, Cheyenne County High; Colo- 
rado Springs, Pike View; Denver, Asbury, Byers 
Junior High, Carlos M. Cole Junior High, Co- 


(Continued on page A-17) 











o 
[Sen 2S oe om et 


~~) 
a 


K 





ConNECTICUT—Norwalk, 








Vol. 17,\No. 1 


THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


A-17 





(Continued from page A-16) 
lumbine, Edison, Emerson, Manual High, Oppor- 


tunity, Park Hill, South High; Fort Morgan, 
Lincoln; Frederick, Frederick Public Schools; 
Greeley, Cameron, Central, Junior High; Kim, 


Kim Public Schools; Kit Carson, Branch County 
High; Primero, Public; Trinidad, Santa Fe. 
Jefferson; Stamford, 
Springdale; Stratford, Honeyspot. 


DELAWARE—Newark, Newark Public Schools. 


ford Township, West Deptford Township Public 
Schools, Colonial Manor, Mantua Grove, Red 
Bank, Thorofare Number 3, Thorofare Number 4, 
Verga. 

New Mexico—Deming, Lowell. 

New YorkK—Rome, Stansevoort; Schenectady, Ham- 
ilton, Nott Terrace. 

NortH Dakxota—Fargo, Central. 

On1o—Akron, Crosby, Executive Offices and Special 
Teachers, Garfield Junior High, Garfield Senior 








Do We Receive 





District oF CoLUMBIA—Washington, Buchanan 
Douglas-T wining. 

FLoripA—Dade County, Dade County Public Schools, 
Ada Merritt Junior High, Allapattah Elementary, 
Andrew Jackson Junior High, Arch Creek, Arch 
Creek Junior High, Art Teachers Department, 
Buena Vista Elementary, Central, Citrus Grove, 
Coconut Grove, Comstock, Coral Gables, Coun- 
try Club Estates, Earlington Heights, Florida 
City, Fulford, Fulford Junior High, Hialeah, 
Hileah Junior High, Highland Park, Holleman 
Park, Homestead, Homestead Junior-Senior High, 
Ida M. Fisher Junior-Senior High, Kinloch Park, 
Lemon City, Lemon City Junior-Senior High, 
Little River, Little River Junior High, Miami 
Beach, Miami High, Miramar, Music Teachers 
Department, Northside, Ojus, Olympia Heights, 
Opa Locka, Orange Glade, Orchard Villa, Per- 
rine, Ponce De Leon Junior-Senior High, Red- 
land, Redland Junior-Senior High, Riverside, 
Robert E. Lee Junior High, Santa Clara, Shadow- 
lawn, Shenandoah, Shenandoah Junior High, Sil- 
ver Bluff, South Miami, Southside, West Little 
River, White Belt; Key West, Junior-Senior High, 
Kindergarten; Pinellas County, Pinnellas County 
Public Schools, Anona, Belleair, Boys’ Junior High, 
Child’s Park, Clearview Avenue, Clearwater Junior 
High, Clearwater North Ward, Clearwater Senior 
High, Clearwater South Ward, Coffee Pot, Curlew 


Grade, Disston Junior High, Dunedin Grade, 
Dunedin Junior High, Euclid, Forest Hills, 
Girls’ Junior High, Glenoak, Gulfport, Harris, 


Lakewood, Largo High, Lealman Avenue, Lealman 
Junior High, Norwood, Ozona, Palm Harbor 
Junior High, Pasadena, Pass-A-Grille, Pinehurst 
Grade, Pinellas Park, Rio Vista, Roser Park, 
Safety Harbor, Saint Petersburg Central Primary 
and Intermediate, Saint Petersburg North Ward, 
Saint Petesburg Senior High, Seminole, South 
Side Junior High, Tampashores, Tarpon Springs 
Junior and Senior High, Tarpon Springs Primary 
and Intermediate, Wall Springs, West Central; 
Tampa, Seminole. 

Hawan—Alae, Anahola, Hanalei, Hilea, Hilo Stand- 
ard, Holualoa, Honaunau, Honokahau, Honuapo, 
Hookena, Kalaoa, Kapapala, Keauhou, Kilauea, 
Koloa, Konawaena, Lihue Grammar, Makaweli, 
Milolii, Napoopoo, Olohena, Pahala, Puuanahulu, 
Waimea Junior High, Waiohinu. 

ILtiINois—Aurora, East High; Champaign, Central 
Grade, Columbia Grade; Chicago, Farragut Junior 
High; Decatur, E. A. Gastman, Roach, Ulrich; 
DePue, DePue Public Schools; East Saint Louis, 
Signal Hill; Elmhurst, Hawthorne; Evanston, 
Noyes; Maywood, Garfield; Monmouth, Garfield, 
Harding, Willitts; Princeton, Princeton Township 
High; Springfield, Pryor. 

INDIANA—Evansville, Fulton; Fort Wayne, Hoagland, 
Nebraska, Rudisill; Greencastle, Mary Emma 
Jones; Martinsville, Central; Michigan City, 
Michigan City Public Schools, Canada, Central, 
Eastport, Elston, Garfield, High, Jefferson, Junior 


High, Marsh, Park; Rushville, Belle Gregg; 
Seymour, Lincoln, Shields Junior High; South 
Bend, Sunnyside Avenue. 

Kansas—Atchison, Martin, Washington; Hutchin- 
son, Central, Lincoln; Lawrence, McAliaster; 
Norton, Norton Public Schools; Pittsburg, Eu- 
gene Field. 


Kentucky—Ashland, Junior High; Louisville, J. B. 
Atkinson. 

Mains—Portland, Leland, Thomas B. Reed; Rich- 
mond, High. 

MassacHuUSETIs—Belmont, Payson Park; Beverly, 
Pleasant View; Lynn, Euclid Avenue; Revere, 
Henry Waitt, Julia Ward Howe, Louis Pasteur, 
Max Achenbach, Theodore Roosevelt; Springfield, 
Thomas M. Balliet; Winchester, George Wash- 
ington. 

MicHiGAN—Bay City, Corbin, Lincoln, Whittier; 
Coldwater, Coldwater Public Schools, Franklin, 
Lincoln, Lincoln Junior High, Longfellow, Roose- 
velt High, Washington; .Dearborn, Garrison; 
Detroit, Breitmeyer, Clark, Hubert, Keating; 
L’Anse, L’Anse Public Schools, Grade, High; 
Muskegon, Angell, McLaughlin; Saginaw, Salina. 

MiINnNESOTA—Cloquet, High, L. F. Leach; Minneap- 
olis, East Minnehaha, Garfield, Grant, Greeley, 
Hale, Hamilton, Hawthorne, Lincoln Junior High, 
McKinley, Minnehaha, Monroe, Motley, Page, 
Phillips Junior High, Schiller Grade, Sumner; 
Owatonna, High; Saint Paul, Riverside. 

Missourt—Saint Louis, Dewey, Mason. 

NesraskKa—Harvard, High; Omaha, Brown Park, 
Jackson, Train. 

Nevapa—Carson City, Carson City Public Schools. 

New Jsgrsev—Bridgeton, High, Irving Avenue, 
Monroe Street; Carney’s Point, John J. Pershing; 
Dunellen, Lincoln, Whittier; Hightstown, Pri- 
mary; Lyndhurst, Franklin; Morristown, George 
Washington, Maple Avenue; Passaic, Lafayette; 

Trenton, Monument Demonstration; West Dept- 





Orecon—Pendleton, Washington; Portland, Capitol 


PENNSYLVANIA—Bellevue, Bellevue Public Schools, 


TENNESSEE—Knoxville, Bell House; Memphis, West 


Texas—Houston, Crockett, Park Place Elementary. 


Utan—Duchesne School District, Boneta, Cedar 
View, Duchesne, Hanna, Ioka, Mount Home, 
Myton, Neola, Roosevelt, Tabiona, Talmage; 
Moab, Grand County Public Schools, Grand 


Vircinia—Lynchburg, Robert E. Lee Junior High, 


Ar170NA—Benson, 


High, Howe, H. V. Hotchkiss, Jennings, Malana 
A. Harris, North High, Seiberl*ig, West High; 
Alexandria, High, Saint Albans Township Public 
Schools, Saint Albans Township Rural; Avon 
Lake, Public; Bowling Green, Church Street, 
Ridge Street, South; Cincinnati, Twenty-Seventh 
District, Winton Place; Columbus, Michigan Ave- 
nue, Northwood, Spring Street, Third Street; 
Grand Rapids, Grand Rapids Public Schools; 
Hamilton, Jefferson, Tyler, Van Buren; Lake- 
wood, Garfield Elementary; Lancaster, Lancaster 
Public Schools, Children’s Home, East, High, 
North, South, Utica, West; Lima, Lima Public 
Schools, Central High, Emerson, Faurot, Frank- 
lin, Garfield, Horace Mann, Irving, Jefferson, 
Lincoln, Longfellow, Lowell, McKinley, Richard- 
son, Roosevelt, South Senior High, Washington, 
Whittier; Miamisburg, Miamisburg Public 
Schools; Toledo, Franklin, Hamilton, Irving; 
Warren, Central Junior High, Frances E. Willard, 
Laird Avenue, Warren G. Harding Senior High; 
Waynesburg, Waynesburg Public Schools; West 
Alexandria, Lanier Township Rural; Youngstown, 
Sheridan; Zanesfield, Jefferson Township Schools. 
Hill; Salem, Highland, Leslie Junior High. 

Grant, High, Jackson, Jackson Junior High; Brad- 
ford, Fifth Ward, Fourth Ward, Senior High; 
Delaware County, Delaware County Public Schools, 
Aldan, Aston, Bethel, Clifton Heights, Colling- 
dale, Colwyn, Concord, Eastern Thornbury, East 
Lansdowne, Eddystone, Edgmont, Folcroft, Fol- 
som, Franklin, Glen-Nor Joint High, Glenolden, 
Kedron, Lansdowne, Leiperville, Lima, Lincoln, 
Lower Chichester, Marcus Hook, Marple, Marple- 
Newtown Joint High, McKinley, Media, Nether 
Providence, Newtown, Norwood, Parkmount, Park- 
side, Prospect Park, Ridley Park, Roosevelt, 
Rutledge, Sharon Hill, Smedley, Springfield, 
Swarthmore, Tinicum, Trainer, Upland, Upper 
Chichester, Upper Providence, Washington, 
Western Thornbury, Wheatley, Woodlyn, Wright, 
Yeadon; Erie, Burton; Hollidaysburg, Gaysport, 
Hillcrest; Meadville, East End, First District, 
High, Second District, Third District; Phanix- 
ville, Gay Street; Pittsburgh, Stephen C. Foster. 


Tennessee State Teachers College and Training 
School. 


County Elementary; Mount Pleasant, Junior High; 
Provo, Provo Public Schools, Franklin, Junior 
High, Maeser, Parker, Senior High, Timpanogos; 
Salt Lake City, Garfield, Lafayette. 


West End; Richmond, Franklin, Helen Dickin- 
son, John B. Cary, Oak Grove, Randolph, Stone- 
wall Jackson. 


WASHINGTON—Spokane, Lewis and Clark High, 
Lowell; Walla Walla, Green Park, Jefferson, 
Washington. 

West Vircinta—Beryl, Public; Charleston, Elk, 


Fernbank, Glenwood, Mercer, Tiskelwah, Watts; 
Elkins, High, Third Ward. 


Wisconsin—La Crosse, Hamilton; Mauston, Maus- 


ton Teachers Association, Grade, High; Racine, 
Lincoln; Shorewood, Atwater Elementary. 


Wrominc—Carpenter, School District Number 8; 
Hulett, Junior-Senior High. 
CURRENT YEAR 
ALaskKA—Fairbanks, Fairbanks Public Schools; 


Ketchikan, Ketchikan Public Schools; 
Seldovia Territorial. 

Grammar; Bisbee, Don Luis, 
Fremont, John C. Greenway, Powell; Buckeye, 
Buckeye Public Schools; Clemenceau, Clemenceau 
Public Schools; Continental, Public; Flagstaff, 
Brannen, Dunbar; Hayden, High; Litchfield Park, 
Litchfield Park Public; Phoenix, Henshaw; Pres- 
cott, Prescott Public Schools, High, Jefferson, 
Lincoln, Washington; Tolleson, Pendergast; Wiil- 
cox, Grammar. 


Seldovia, 


ArKansas—Little Rock, Woodruff. 


Ca.irornia—Alameda, Alameda Girls, Everett, 
Franklin, Haight, Lincoln, Longfellow, Mastick, 
Porter, Washington; Anaheim, Anaheim Public 


Schools, Broadway, Citron, La Palma; Cardiff-By- 
The-Sea, Cardiff; Fallbrook, West Fallbrook 
Union; Fullerton, Union High; Glendale, Doran, 
Eugene Field, Thomas Jefferson; Hayward, Hay- 
ward Highlands, Pacific Primary; Highland, 
Junior High; La Mesa, La Mesa Grammar; Mo- 
desto, Capitol, Lincoln, Pioneer; Niland, Public; 
Pomona, Lincoln, Washington; Ramona, Union 
Grammar; Richmond, Stege; Riverside, Glen 


(Continued on page A-18) 






























































































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A—18 THE JOURNAL OF THE NATIONAL Epucation AssocrATION 


HOLMES 


January, 1928 





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pano Public Schools; Tampa, Edison, Robert E. Peco egg Malden, arpiocenty  Sae 

q ‘ ° Lee, Thomas Jackson. incoln, ary A. Livermore, Ripley, inthrop; 
Avon; San Bernardino, Cae by ~ —— Grorcia—A tlanta, W. H. Crogman. Newtonville, Adams, F. A. Day Junior High, 
ing, Meadowbrook, Roosevelt; Rach Ww th Hawatu—Benjamin Parker, Fort Street, Glenwood, Horace Mann; Northbridge, West End; North 
Andrew Jackson, oo rae a atigh: Sat . Helemano, Kaapahu, Kalaheo, Kapehu, Kapoho, Easton, Poquanticut, South Easton, Union, Union- 
Santa Barbara, Har ing, Junior we hi ane Kawailoa, Koele Lanai, Koolau, Liliuokalani, Lin- ville; Plymouth, Mount Pleasant; Rockland, Mar- 
Maria, — ee Santa Monice, ashington; coln Annex, Maemae, Manoa, Moanalua, Pahoa, ket Street; Springfield, Acushnet Avenue, Boston 
Turlock, Lowe Hush, Ga Ci Garfield Palolo, Territorial Normal and Training, Waia- Road, Carew Street; Swampscott, Machon; 

CoLoravo—Arvada, _, Canes es lg ve hole, Waikiki, Waipio. Wellesley, Hunnewell, North, Seldon L. Brown: 
Harrison, Jefferson, Ma ge te porn ans IpAHoO—Boise, Longfellow; Pocatello, Roosevelt; West Springfield, Meadow Street; Williamstown, 
Junior High; yg Roc Ps se “ Viet " Sandpoint, Dover; Shelley, Public. Junior-Senior High; Winchester, Lincoln; Wor- 
dated; Colorado et pee ye a Hie’ ILtrNois—Bowen, Community High; Burlington, cester, Gates Lane, Lee Street, Thorndyke Road. 
Columbia, | Curtis, D ete ‘Ade ’ tered Bek ’ Grade; Champaign, High, Opportunity, Speeial © MicHiGAN—Ann Arbor, High, Mack Grade; Dear- 
South Junior High; Denver, ams Street, Baker Teachers; Chicago, Curtis Junior High, Shoop; born, Whitmore Bolles; Detroit, Duffield, Good- 
Junior High, Bryant, Evans, Garden Place Junior 


(Continued from page A-17) 


High, Grant Junior High, Lake Junior High, 
Reynolds, Stedman, Teller; Gilcrest, Consolidated; 
Greeley, Greeley Public Schools, Cameron, Cen- 
tral, East Ward, Gipson, Junior High, North 
Ward, Senior High, South Ward, West Ward; 
Gypsum, Eagle County High; Littleton, Littleton 
Public Schools, Broadway, Grade, High; Mon- 
trose, Central, Johnson, Montrose County High, 
North Side; Primero, School District One, District 
Number One Public Schools, Primero, Segundo, 
Valdez; Washington County, Washington County 
Public High Schools, Akron Senior High, Cope 
Senior High, Lindon Senior High, Lone Star 
Senior High, Otis Senior High, Platner Senior 
High, Roosevelt Senier High, Sunnyvale Senior 
High, Woodrow Senior High; Yuma, Consoli- 
dated Grade District Number One, Union High 


Decatur, Lincoln; Downers Grove, Masonic Tem- 
ple, South Side Grade; Evamston, Haven Inter- 
mediate; Hartsburg, Community High; Herscher, 
High; Highland Park, Elm Place; Huntley, Hunt- 
ley Consolidated Schools; Joliet, Farragut, Lin- 
coln, Longfellow; LaGrange, Congress Park; 
Melrose Park, Public; Monmouth, Junior High; 
Oak Park, William Beye; Rockford, Brown, Halls- 
trom, Henry Freeman; Springfield, McClernand. 


INDIANA—Alexandria, Central; Elwood, Linwood; 


Evansville, Baker, Bosse Elementary, Campbell, 
Carpenter, Centennial, Columbia, Daniel Wertz, 
Emma Roach, Francis Joseph Reitz High, Governor 
and Oakdale, Howard Roosa, Stanley Hall, Third 
Avenue, Wheeler; Mishawaka, Battell; Seymour, 
Emerson, Lynn Street, Riley, Washington; South 
Bend, Perley. 


ale, Harms; Grand Rapids, Alger, Harrison Park 
Elementary; Sault Sainte Marie, Junior High. 


MINNESOTA—Duluth, Chester Park, Ensign, Madi- 


son; Eden Prairie, Eden Prairie Public Schools; 
Gilbert, Senior High; Mankato, Franklin Junior 
High; Minneapolis, Bremer, Edison High, Everett, 
Franklin Pierce, Jenny Lind, Kenwood, Mann, 
Marcy, Sheridan, Sibley, Trudeau, Van Cleve, 
Whittier; Moorhead, Moorhead Public Schools, 
High, Hopkins, Junior High, Lincoln, Park, 
Sharp; Rochester, Rochester Public Schools, 
Central, Edison, Hawthorne, High, Holmes, Junior 
College, Lincoln, Northrop; Saint Cloud, State 
Teachers College; Stillwater, Stillwater Public 
Schools, Afton, Central, Garfield, Greeley, High, 
Lincoln, Nelson, Oak Park, Schulenberg; Wi- 
nona, Washington. ‘ 


Iowa—Cedar Rapids, Adams, Harrison; Centerville, Missourt—Chilicothe, Highview; Kansas City, Saint 
Garfield; Council Bluffs, Franklin; Davenport, Joseph’s Home, William A. Knott’s. 
Davenport Public Schools, High, J. B. Young NesrRasKA—Milford, High; Omaha, Druid Hill, 
Junior High, Sudlow Junior High, West Junior Franklin, Long, Mason, West Side. 
High; Des Moines, Saylor; Earlham, Grade, High, Nevapa—Austin, Austin Public; Baker, Public; 
Junior High. Battle Mountain, Grammar; Carlin, Carlin Public 
Kansas—Atchison, Branchton; Highland Park, High- Schools; Ely, Ely Public Schools; Golconda, 
land Park Public Schools; Hutchinson, Allen, Grammar, Goldfield, Goldfield Public Schools; 
High, Liberty Junior High, Sherman Junior High; Hawthorne, Hawthorne Public Schools, Grammar, 
Lawrence, Cooter, comer, Ee —— Gainey: por nena yee ee rg ee Lovelock Con- 
eis : . Manhattan, Senior High; Pittsburg, Central Grade, solidate chools, Pershing County High; Lund, 
Sa i eee Public; McGill, Public; Paradise, Paradise Val- 
Gaaents Palm Be i Co an Pal 3 h County KentucKky—Louisville, Montgomery. ley; Reno, Mount Rose; Winnemucca, Grammar. 
Public School: Bell Gh. _ - Sines Bov y Maine—Andover, High; Bar Harbor, District Union New HampsHine—Epping, Central; Keene, Wash- 
- Ca | Poin Cen Tan be: Ce +o Hid. Number 97 Public Schools, Emerson, Heald, ington; Woodsville, Woodsville Public Schools. 
= nal Point, Centra aes © antral High, High; Camden, Elm Street, Grade; Hale, Walton; New JersEY—Absecon, Absecon Public Schools; 
ntral Primary, | Delray, reen Acres, Hypo- Mexico, Abbott, High, Junior High, Kimball; Alloway, Public; Bernardsville, Olcott Primary; 
luxo-Lantana, Jupiter, Kelsey City, Lake Avenue, Oxford, High; Portland, Deering Senior High, Brigantine, Public; Bud Lake, Public; Camden, 
Lake Worth Junior High, Lake Worth North Long Island, Ungraded; South Bristol, Lincoln H. B. Wilson; Gloucester, Highland Park; 
Grade, Lake Worth Senior High, Lake Worth High; Southwest Harbor, Pemetic High. Hightstown, High; Leonardo, Middletown Town- 
ship High;. Liberty Corner, Public; Lyndhurst, 
Jefferson, Washington; Montclair, Watchung; 


(Continued on page A-19) 


School District Number One, Waverly High. 

ConnecticuTt—Bridgeport, Black Rock, Elias Howe; 
Groton, Groton Public Schools, Colonel Ledyard, 
Eastern Point, Groton Heights; Nerwalk, Brook- 
side, Franklin Junior High, Lincoln, Over River; 
South Norwalk, Franklin Junior High, Washing- 
ton; Westport, Bedford Elementary. 

DELAWARE—WMiddletown, Middletown Public Schools. 

District oF CoLUMBIA—Weashington, Carbery, Pet- 
worth, Toner. 


South Grade, Lake Worth West Grade, North- MaryYLAND—Boonsboro, High. 
boro, Pahokee, Palm Beach, Riviera, South Bay, | Massacnusetrs—Athol, Highland; Brookline, Par- 
South Palm Beach, West Gate; Pompano, Pom- sons; Everett, Hancock, Webster, Winthrop; 





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Vol. 17,\No. 1 THE JOURNAL OF THE NATIONAL EpucaTIoNn ASSOCIATION 

































































(Continued from page A-18) 

North Plainfield, Warrison; Paterson, Public 
Number 14; Plainfield, Evergreen; Ridgefield 
Park, Ridgefield Park Public Schools, Grant, Lin- 
coln, Roosevelt, Special Teachers Department, 
Washington High, Washington Irving; Uniontown, 
Public; Vineland, Vineland and Landis Town- 
ship Schools, Butler Avenue, Central, Chestnut 
and East Street, Chestnut and West Street, 
Cooper's Mill, East Avenue, High, Kingman, 
Magnolia Road, New Italy, North Vineland, Oak 
and Main Street, Orchard Road, Park and East 
Street, Park and Second Street, Pleasantville, 
Seventh Street, South Vineland, Spring Road, 
Trenton Avenue, West Side. 

New Mexico—Alberquerque, Eugene Field, John 
Marshall, Ranchos de Albuquerque. 

New YorK—Glens Falls, Ridge Street; Kenmore, 
High, Sheridan; Lockport, Lockport Public 
Schools, DeWitt Clinton, Emmet Belknap, Haw- 
ley Street, High Street, Intermediate, Senior 
High, Special and Part Time Department, Walnut 
Street, West Avenue, William Street; Mount 
Vernon, William Wilson Junior High; New York, 
Public Number 109; Rome, Fort Stanwix, 
Thomas Street. 

NortH CaroLina—Charlotte, Charlotte Elementary 
Principals Association. 

Oun1o—Alliance, Alliance Public Schools, Franklin, 
Freedom, High, Liberty Street, Mahoning Avenue, 
North Lincoln, North Park, Park and Broadway, 
Riverside, Seneca, South Lincoln, State Street; 
Ashtabula, Chestnut Street, West Junior High, 
West Street Grade; Bellevue, Bellevue Public 
Schools, Ellis, High, Junior High, McKim, Pike; 
Canton, Liberty; Cincinnati, College Hill, Fair- 
view, Hartwell High, Highlands, Oakley, Salmon 
P. Chase, Westwood; Cleveland, Collinwood 
High, Miles Standish, Sunbeam; Columbus, 
Champion Avenue, Clinton; Euclid, Roosevelt; 
Findlay, Liberty Township Centralized; Fre- 
mont, Atkinson, Croghan, Hayes, Otis, Stamm; 
Kenton, Kenton Public Schools, East, Espy, Gram- 
mar, High, North, West; Lakewood, Franklin, 
High; Lockland, Lockland Public Schools; Mans- 
field, John Simpson Junior High; Massillon, 
Brookfield; Oakwood, Oakwood Public Schools, 
Dixon Avenue Elementary, Harmon Avenue, Oak- 
wood High, Schafer Boulevard Elementary; 
Piqua, Bennett Junior High, Spring Street; To- 
ledo, Beverley, Erie Industrial Training, Jones 
Junior High, Newton, Warren; Verona, Public; 
Warren, Warren Public Schools, Central, Central 
Junior High, Dickey Avenue, East Junior High, 
Elm Street, Emerson, First Street, Frances E. 
Willard, Garfield, Horace Mann, Laird Avenue, 
Market Street, McKinley, Roosevelt, South Park 
Avenue, Tod Avenue, Warren G. Harding Senior 
High, West Junior High; Washington County, 
High Prairie Senior High; West Alexandria, Pub- 
lic; Wyoming, Wyoming Public Schools, Youngs- 


TES 


ae 


— 
. 
abode wide 









_()/r Entertainment — 
_— and Education 


MELE SE 3 


be Me Bs, 





2 is SS i 4 

town, Fairmount, Monroe, Wood Street. Yee ie sa 

OKLAHOMA—Edmond, Deer Creek Consolidated Dis- iy oS ae ; eB 
trict Number 6; Oklahoma City, Culbertson, A eI ¥ 


Shields Heights; Sapulpa, Forest Park, Jefferson, 
Woodlawn. 

Orecon—Banks, Washington County Union High 
Number 1; Marshfield, Marshfield Public Schools, 
Central, Englewood, Harding, High; Portland, 
Fairvale, Woodmere; Roseburg, Roseburg Public 
Schools, Benson, Fullerton, Junior High, Rose, 
Senior High; Valsetz, Training Center of the Ore- 
gon Normal. 

PENNSYLVANIA—Bloomsburg, State Teachers College; 
Bradford, Bradford Public Schools, Fifth Ward, 
Fourth Ward, Junior High, Second Ward, Senior 
High, Sixth Ward, Third Ward; Camp Hill, Ele- 
mentary; Junior-Senior High; Clairton, Fifth 
Street, Short Street; Crafton, Bell, Chartiers, 
East Carnegie, Fairywood, Oakwood, Obey, Stev- 
enson, Wingap; Erie, Davison, Lincoln; Holidays- 
burg, Hollidaysburg Public Schools, Central, Gays- 
port, High, Hilcrest; Lancaster, Boys High; 
Nazareth, Intermediate, Whitfield; Philadelphia, 
John Hay; Pittsburgh, Belmar, Daniel Webster, 
Department of Primary Supervisors, Girls Voca- 
tional, Lawrence, Morningside; Plymoath, High; 
Rochester, Rochester Public Schools, Adams 
Street, Jefferson Street, Penney Street, Senior 
High; Schellsburg, Schellsburg Public Schools; 
Slippery Rock, Slippery Rock State Normal; 
West Pittston, West Pittston Public Schools, In- 
termediate, Junior High, Primary, Senior High; 
Wilkinsburg, Wilkinsburg Public Schools, Alli- 
son, Johnsten, Junior High, Kelly, McNair, 
Semple, Senior High, Turner. 

Ruope IsLanp—Westerly, Pleasant Street. 

SoutH CarotinAa—Lone Star, Pine Grove District 
Public Schools. 

SoutH Dakota—Brandt, Brandt Independent School 
Number 50; Sigux Falls, Bryant, Lewis Heights. 
TENNESSEE—Cleveland, Black Fox; Knoxville, Fair 

Garden, Hampden Sydney, Lincoln Park. 

Utan—Coalville, North Summit Public School Dis- 
trict, High; Deseret, A. C. Nelson; Juab School 
District, Central, High, Junior High and Grade, 
Mills, Junior High; Laketown, Laketown Public 
Schools; Morgan, Morgan County Public Schools; 


Highly significant in the application of motion pictures in visual education is 
the arrangement made between the Educational Department of Pathe and 
Harvard University for the preparation of a series of motion picture courses 
designed for instructional aid in schools. 

The results of this arrangement are seen in the splendid programs designed for 
the teaching of such subjects as social and regional Geography and Geology. 
The Anthropological and Geology Divisions of Harvard University have edited 
the films prepared by the Educational Depart ment of Pathe and have written the 
titles, which explain at each step the points of greatest value to the student. 


A supplementary series on regional Geography considerably broadens the scope of these instruc- 
tional programs. We invite you to make use of the splendid opportunities offered by this ar- 
rangement. ~ 


Write for full information, telling us what type of picture or program you would like to offer. 
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Educational Department 


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{When writing address the Division of National Education} 


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Gentlemen: Please send me full information on the Pathe Purpose Programs. I am 
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. PR hs nn dette stn code nanaso cand oenvecoss de ceia teen « dteb@i Sanene> mean dcs 
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Vexmont—Brattleboro, Oak Grove; Rutland, Park Address..,....... OE ee eT TYP Te Oe Le eee eee PRESS derwcwiencewe 
treet, 





(Continued on page A-20) 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


January, 1928 





“NEW EDUCATION” Trip for Teachers 


Visits to Experimental and Folk 
High Schools. 

Danish and Swedish visit arranged 
by Dr. PETER MANNICHE. 

Vienna visit arranged by Dr. PAUL 
L. DENGLER. 

World Association of Adult Educa- 


tion and International Educational 
Bureau cooperating in entire program. 
SAILING JUNE 30th 


Detailed itinerary on request 
Send for 1928 booklet 


WORLD ACQUAINTANCE TOURS 


51 West 49th Street Box E 
New York City, N. Y. 





265 Colleges 
Represented in 1927 
BY CHARTERED CUNARD TOURIST CABIN 
“There ic no better way" — Write or call 


UNIVERSITY TRAVEL 


SUMMER, 1928 


SCHOLARLY LEADERSHIP COM- 

BINED WITH COMPREHENSIVE 

ITINERARIES AND LOW COST. 

INVALUABLE TO TEACHERS WHO 

DESIRE ACADEMIC CREDIT FOR 

SUMMER TRAVEL AND STUDY. 
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56 Boyd Street, Newton, Mass. 





UNIVERSITY 
AND GENERAL TOURS 


COLLEGE INSTRUCTION 
AND CREDITS IF DESIRED 
Address 


SCHOOL OF FOREIGN TRAVEL INC. 


Managers of University Tours 
110 EAST 42™ST. NEW YORK CITY 


200 AllExpense Tours $195 up. Booklet Free. 
Mediterranean and Scandinavian Cruises, $390 
ALLEN TOURS, Inc., 154 Boylston Street, Boston 











(Continued from page A-19) 

VirciIniA—Amelia, High; Newport News, John W. 
Daniel, Thomas Jefferson, Walter Reed; Norfolk, 
Larchmont; Petersburg, A. P. Hill, Stonewall 
Jackson; Richmond, Grace Arents, Maury, Pow- 
hatan. 

WASHINGTON—Everett, Beverley Park, Jefferson, 
Longfellow; Hoquiam, High; Maple Falls, Maple 
Falls Union High; Metaline Falls, Public; Spo- 
kane, Audubon, Grant, Regal; Vancouver, Minne- 
haha; Walla Walla, Paine. 

West VirciniaA—Charleston, Magazine; Clarksburg, 
Washington Irving High; Elkins, Elkins Public 
Schools, Central, First Ward, High, Junior High, 


+ 


Third Ward; Mount Hope, Mount Hope Public 
Schools, Grade, Junior High, Senior High; Shinns- 
ton, Junior High and Grade; Wheeling, Centre. 

Wisconsin—Brandon, High; Kenosha, McKinley 
Elementary; Lake Geneva, Lake Geneva Public 
Schools, Central, Junior High, Senior High, 
Third Ward, Woods; Madison, Central High; 
Racine, Racine Public Schools, Franklin, Frank- 
lin Junior High, Garfield, Gilbert Knapp, Howell, 
Janes, Jefferson, Lincoln, McKinley Junior High, 
N. D. Fratt, Senior High, Stephen Bull, Voca- 
tional, Washington, Washington Junior High, 
Winslow; Shorewood, Shorewood Public Schools, 
High, Lake Bluff. 

WYomING—Casper, Roosevelt; Greybull, High. 


NOTES aad ANNOUNCEMENTS 


+ 


Tue ELEMENTARY ScHOOL PRINCI- 
PALS’) ENROLMENT COMMITTEE—The 
enrolment Committee of the Depart- 
ment of Elementary School Principals, 
under the leadership of Charles Potter 
of Seattle, Washington, is hard at work 
and judging from latest reports is getting 
great results. The committee, composed 
of one member from each state, is mak- 
ing an attempt to reach as many as pos- 
sible of the 50,000 principals in the 
United States. The cooperation of the 
local principals’ associations throughout 
the country has been solicited, and many 
of these associations have already turned 
in 100 percent enrolment. Plans have 
been laid to enrol 1000 principals in the 
state of California alone. The progress 
and growth of the Department of Ele- 
mentary School Principals, now only a 
little over six years old, has been phe- 
nomenal. It has risen in this short time 
from a small group of enthusiastic pio- 
neers to a potent force in the educational 
advance. 


VITALIZED COMMENCEMENTS AT WIN- 
FIELD, KaNnsas—Principal Evan E. 
Evans of the Winfield High School tells 
in an interesting letter to the Editor the 
commencement plan followed in that 
school. Here is a paragraph: 


Winfield High School is a six year school 
graduating a class which has run as high 
as one hundred eighty. The commencement 
exercises each year are put on by the stu- 
dents. In the selection of honor students, 
we take the upper half of the class, scholas- 
tically, and from that list, the students select 
twenty-five, on the basis of citizenship, 
scholarship, and service. From the list of 
twenty-five, the facuty select five, basing 
their selection upon the same three charac- 
teristics. May 20, 1926, the program was 
made up of music and discussions by four 
of these honor students, upon the following 
subjects: “Education for Health,” “Educa- 
tion for Vocation,” “Education for Ethical 
Character,” “Education for Citizenship.” 
Last year we had three discussions by three 








+ 


honor students upon “Education for the 
Worthy Use of Leisure Time,” “Education 
for Worthy Home Membership,” and “Edu- 
cation for International Understanding.” 
The last is the eighth objective which was 
proposed three years ago by Principal L. W. 
Brooks of Wichita. 


VITALIZED COMMENCEMENTS — Have 
you had a commencement that was un- 
usually successful? If so, send a copy 
of the program to the Editor of THE 
JourNAL. Many programs are being 
studied in an effort to discover and pre- 
sent the best ideas for use in schools 
throughout the country. 


ORGANIZING THE GRADUATING CLASS 
—The movement for vitalized com- 
mencements should reach back to the be- 
ginning of the senior year. How one 
school organizes its graduating class is 
described in the Michigan Education 
Journal by Principal Ivan E. Chapman 
of the Western High School of Detroit 
which enrols approximately 2200 stu- 
dents and graduates from 200 to 250 
annually. 


All candidates for graduation meet as a 
group every morning for fifteen minutes 
under a senior advisor. This time is often 
extended to thirty minutes by the use of a 
special schedule. Officers are elected by the 
seniors. All business is conducted as a group 
with the group’s own officers presiding. Oc- 
casionally the senior advisor takes charge 
when important notices that need special 
emphasis are read before the group. This 
kind of senior organization is very signifi- 
cant in that the members of the graduating 
class become intimately acquainted with 
each other, and an esprit de corps is built 
up which justifies the leadership of the senior 
class in the school. Just as soon as a senior 
gets a failing mark in a subject, he is im- 
mediately removed from the group and his 
parents are notified. This always keeps the 
group intact as a graduating class. ‘The 
members of the class take a great deal of 
pride in keeping the group together. An 

(Continued on page A-22) 


. 








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Vol. 17, No. 1 











THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 


A-21 





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AAWAIDN 


Spend an unforgettable vacation in the world’s new island playground 


i 


Se 


“The next green is just beyond that flame-tree,”’ says 
your caddy, — ‘right in the middle of the rainbow!”’ 


Pinch yourself! You're in a fairyland 
where rainbows shine even in the warm 
Hawaiian moonlight—where the rustle of 
coco-palms and the whisper of silken surf 
lulls you to an afternoon siesta. 

Hawall is like no other place on earth. 
Colorful cosmopolitan crowds throng the 
lanais of its world-famous hotels at tea- 
time—yet you may choose to join a dinner- 
party in the native Hawaiian style, with 
roast pig, poi, and fish that you helped to 
net. 

BRING YOUR GOLF-CLUBS. There are a 
dozen courses on these gem-like islands 
with the tang of the South Seas in their na- 
tive names. Maui, Kauai, Hawaii and Oahu 
—you'll never decide where the scenery 
thrilled you most, or where you would 


nomen 
i461 2 od 


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- Mention Tue Journat when writing our advertisers, 


rather build your island home. Hawaii is 
enjoyable all year round; you can count 
on a thermometer that stays below 85° in 
summer and above 65° in “‘winter.” 


Make this vacation different! 


COME TO HAWAII for a rest from all the 
humdrum of home and business! See what 
the tonic ozone of cool southern trade- 
winds will do for tired nerves. Find your- 
self eager for new action—for surf-board- 
ing and outrigger-canoeing at Waikiki, for 
deepsea game fishing, for swimming, for 
scenic motor trips, for a trudge across the 
frozen lava and through the giant tree-fern 
jungle of Kilauea Volcano. 

YOUR LOCAL TOURIST AGENCY or rail- 
road or steamer office can book you direct 


nA ug 





from home. No customs, passports or for- 
malities for U. S. citizens in this island ter- 
ritory of your own. $14,000,000 worth of 
new hotels and steamships assure you of 
every travel luxury. 

*$400 To $500 WILL Pay for first class 
steamer accommodations from San Fran- 
cisco, Los Angeles, Seattle or Vancouver to 
Hawaii and back again—2000 miles each 
way — including twoweeks’ stay at Hawaii's 
finest hotels, and inter-island trips. 

DON’T DISAPPOINT YOURSELF — stay 
longer! Comfortable hotels, hotel-cottages, 
and apartments to suit any travel allow- 
ance. 

FIND OUT MORE about Hawaii today— 
from your own ticket or tourist agent. And 
send the coupon below to the Hawaii 
Tourist Bureau, 461 McCann Building, San 
Francisco, or P. O. Box 375, Los Angeles, or 
817 Fort Street, Honolulu, U.S. A., for illus- 
trated booklet in colors. 


‘ Please send Hawaii Booklet in colors to the address written in margin below 


Sd F 
Seis aia =f i 





THe JoURNAL OF THE NATIONAL EpucATION ASSOCIATION 


Summer of 1928 


Visit 


5 Countries 
— All: Expenses 


$385 


See England, Belgium, Holland, Germany, France 
—or Italy, France, Switzerland—with a personally- 
conducted COLLEGIATE TOUR. Weekly sailings 
during May, June, July, August, 1928. Congenial 
parties. Experienced guides. College orchestras on 
shipboard. $385 pays all traveling and sight-seeing 
expenses on sea and land—including round trip, 
Tourist Third Cabin ocean passage on famed Cana- 
dian Pacific ships, extensive sight-seeing programs, 
good hotel accommodations, all tips abroad. Itiner- 
aries now ready for 1928, giving “‘most travel value 
forthe money.” Write for free illustrated booklet. 


January, 1928 





YOUR PRINTING 


is your representative. It reflects your judgment 
and character. Naturally, therefore, you should 
select your printer as carefully as you would 
an individual to represent you. 


OUR PLANT 


fully appreciates the confidence our clients im- 
pose in us when they ask us to produce their 
printing. Each and every job—from a calling 
card to a million copies of a large magazine—is 
given the same attention. It will be to your ad- 
vantage to get information from us regarding 
your next order for printing. 


Among the publications from our presses 
are The Journal of the National Education 
Association, The National Geographic Maga- 
gine, The American Federationist, The 
American Motorist, The American Junior 
Red Cross News, The Bengalese, The Master 
Mason, and the Daughters of the American 
Revolution Magazine. 


Art Crafts GUILD TRAVEL BUREAU 
Dept. 68, 510 North Dearborn St., Chicago, Ill. 


COLLEGIATE TOURS 


via Canadian Pacific 


(Continued from page A-20) 
example lies in the fact that members have 
been known to give special help to a weak 
student in order to keep him in the class. 
Under this organization there is no such 
thing as a last minute failure. The senior 
advisor knows the standing of each and 
every member of the group at all times. 
The parents of weak students are constantly 
in touch with the senior advisor. 


THE FOLLOWING educational achieve- 
ments arrived too late to be included in 


the Roll Call pages. 


EDUCATIONAL ACHIEVEMENTS, ARIZONA—The 
adoption by the State Board of Education 
of a uniform accounting system, in compli- 
ance with the Federal and State require- 
ments.—C. O. Case, superintendent of pub- 
lic instruction, Phenix. 


EDUCATIONAL ACHIEVEMENTS, CANAL ZONE— 
Spanish is now offered through the six years 
of the Junior and Senior High School courses, 
thus preparing graduates, especially com- 
mercial graduates, to fill positions requiring 
a knowledge of that language—Ben M. 
Williams, superintendent of schools, Balboa 
Heights. 


EDUCATIONAL ACHIEVEMENTS, MARYLAND— 
Passage of new Teachers’ Retirement Law 
requiring approximately 50-50 contributions 
from teachers and state and providing new 
and increased allowances.—Walter H. Davis, 
secretary, Maryland State ‘Teachers’ As- 
sociation, Havre de Grace. 


New Home For Miuissourit STATE 


Teacuers’ AssociaTION CoMPLETED— 
The new $50,000 building for the Mis- 
souri State Teachers’ Association at 
Columbia, Missouri, was completed in 
October. The building contains a spa- 
cious reception room, book room, library 
and several rest rooms and offices. The 
Building Committee representing the 
State Association includes Uel W. 
Lamkin, Maryville, Chairman;:J. N. 
Crocker, Sedalia; Lillie R. Ernst, St. 
Louis; J. A. Whiteford, Cape Girar- 
deau; C. H. McClure, Warrensburg; 
E. M. Carter, State Secretary; Editor 
Thos. J. Walker, Columbia. Wm. B. 
Ittner, St. Louis, was architect. 


How FAR DOES THE INFLUENCE OF OUR 
ASSOCIATION REACH? A request has 
recently come from the American Uni- 
versity at Cairo, Egypt, for permission 
to translate material from THE Jour- 
NAL of the National Education Associa- 
tion into Arabic. Such letters from 
every corner of the globe suggest the 
widening influence of American educa- 
tional ideals. 


SHOULD WILLIAM BE PromMoTeD?—A 
teacher in the Middle West had the 6-A 


JUDD & DETWEILER, INC. 


Master Printers 


WASHINGTON, D. C. 





pupils write a letter telling why they 
should be promoted to Junior High 
School. One boy who had not done so 
well as the others and who had little 
chance of promotion wrote: 


Dear Mrs. Blank—I think I ought to be 
sent on to Scott Junior High. I know all 
about history and mathematics. In English 
I can get up and talk about any subject. For 
citizenship I have learned to do unto others 
as they do unto me. Respectably, William. 


A Lovey LeTrer FROM A FINE GIRL 
—An editorial in the December Jour- 
NAL pointed out that the sources of 
character are health, experience, intelli- 
gence, and ideals. The following letter 
from a 13 year old child who is one of 
a family of 7 children in a humble home 
comes to us through thé courtesy of 
former President Mary McSkimmon to 
whom it was written on her return from 
a trip into the field. It is an admirable 
example of character in the making. 


Dear Miss McSkimmon—As you have ap- 
pointed me as an honorable guard, I think 
it my duty to take perfect care of the Pierce 
School grounds after school. I like very 
much to do so and am certainly very glad 
that I have the opportunity to help you and 
the town of Brookline in caring, as well as 

(Continued on page A-23) 











Vo 





ce oao7 7 


Vol. 17,,.No.1 


THE JOURNAL OF THE NATIONAL EpucaTion AssOcIATION 

























Protection Association. 





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and definite in its conclusions. 
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(Continued from page A-22) 
possible, for the grounds and windows of the 
Pierce School. 

The other day about three-thirty I was 
walking up Prospect Street and I happened 
to glance over at the children playing in the 
yard. There were four small tots, about 
four or five years old, playing to their 
hearts’ content. I knew that they must have 
been up to some mischief because they were 
playing so quietly. I walked over and to my 
great surprise they were throwing dirty 
rubbish and papers from the rubbish barrel 
into the pits that the eighth grade boys have 
to clean for their Good Citizen route. As I 
myself know how irritating it is to have to 
leave my lunch just for the sake of four 
youngsters, I took a little pity on the boys. 
Right away I spoke kindly, but strictly, and 
told them to get down into the pits and 
clean them out. They were very obedient 
about it and started immediately. They had 
the pits cleaned in perfect shape in a short 
time. I stood in the yard supervising them 
and I have not received a cross or ugly 
word from one of the four yet. 

I never speak to the children in a cross 
or ugly fashion. I certainly get a great deal 
more satisfaction. I have stopped a lot of 
different tots from damaging the school. 
This I believe is a very outstanding one. 
Your loving pupil, 

Mildred Crowley. 


THE NEW THREE-YEAR COURSE has re- 
placed the former two-year course at 
the Cleveland School of Education, con- 


ducted under the auspices of the Cleve- 
land Board of Education. Following 
the Board’s policy of keeping the enrol- 
ment low until the demand for teachers 
increases, there are only eighty-five stu- 
dents in the school. It is planned later 
to develop a four-year course. The three- 
year course provides for a well-balanced 
program of training and practice teach- 
ing. 


BritisH ASSOCIATION TO BECOME MORE 
INCLUSIVE. The Executive of the Na- 
tional Union of Teachers which is the 
British equivalent of the National Edu- 
cation Association has recommended to 
the annual conference of its organiza- 
tion that secondary and technical schools 
and higher institutions be represented on 
their Executive. This looks toward 
making the British Association all-inclu- 
sive like our own. In its earlier develop- 
ment it has covered chiefly the ele- 
mentary school field. 


HicHty ImportTant—The _ constitu- 
tionality of Teacher Tenure Act of Cali- 
fornia, which has been in the various 
courts for several years, has been upheld 
by the California Supreme Court. The 


teachers tenure act provides that all 
teachers who have been successfully em- 
ployed by a school district for two con- 
secutive years in a school employing at 
least eight teachers under a principal de- 
voting at least two hours daily to the 
supervision of the school under his con- 
trol shall automatically become perma- 
nent teachers and thereafter can be re- 
moved only for cause. An interesting 
feature of the handing down of the de- 
cision is the fact that the decision, which 
Was unanimous, was handed down by 
Justice William H. Langdon, who was 
superintendent of San Francisco for sev- 
eral years, and was state attorney gen- 
eral before he was elected to the Su- 


preme Court.—JoURNAL oF Epuca- 
TION. 


SHALL We Have Seven YEAR ELE- 
MENTARY ScHOooLs?—The Report of 
the Commission on Length of Elemen- 
tary Education, whose research was 
done under the chairmanship of Dr. 
Charles H. Judd of the University of 
Chicago, is now available in a Mono- 
graph issued by the University of 
Chicago Press in its usual attractive 
(Continued on page A-25) 

















N \\ 


Mechanics Building, Boston 


THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION 


February 


January, 1928 





TOOLS for 
SCHOOLS 


A complete display of modern 
school equipment and 
teaching helps 


By the Department of Superintendence 

of the National Education Association, 

at its 58th annual meeting, Mechanics 
Building, Boston, Mass. 


25—March 1, 1928 


Organizations Participating in the Exhibit 


Aeolian Company, The 

Aeolian Hall School for Music Re- 
search 

Albert Teachers’ Agency 

American Art Bureau 

American Crayon Company, The 

American Federation of Organiza- 
tions for the Hard of Hearing 

American Junior Red Cross 

American Library Association 

American Medical Association 

American Seating Company 

American Society for the Prevention 
of Cruelty to Animals 

American Type Founders Company 

Ampico Corporation 

Appleton & Company, D. 

Arlington Seating Company 

Arlo Publishing Company 

Arnold College for Hygiene and 
Physical Education 

Art Extension Society 

Associated Current Events Periodi- 
cals 

Automatic Pencil Sharpener Com- 
pany 

Babb & Company, Edward E. 

Baldwin Piano Company, The 

Balfour Company, L. G. 

Bausch & Lomb Optical Company 

Beck Duplicator Company, The 

Bell & Howell Company 

Better Schools League, Inc. 

Binney & Smith Company 

Blakiston’s Son & Company, P. 

Bradley Company, Milton 

Bradley Washfountain Company 

Bobbs-Merrill Company, The 

Bowling Green Business University 

Bruce Publishing Company, The 

Cable Company, The 

Camp Fire Girls, Inc. 

Caproni & Brother, P. P. 

Carter Bloxonend Flooring Com- 
pany 

Celotex Company, The 

Central Scientific Company 

Chicago Apparatus Company 

Children’s Flower Mission, The 

Christian Science Publishing Society 

Circle A Products Corporation 

Clark & Company, Div., George M. 

Classroom Teacher, Inc., The 

Cleanliness Institute 

Commercial Paste Company 


HREE floors of exhibits. 


systems. 


Columbia School Supply Company 

Compton & Company, F. E. 

Comstock Publishing Company, The 

Continental Chemical Corporation 

Denoyer-Geppert Company 

Derby & Company, Inc., P 

Detroit School Equipment Company 

De Vry Corporation 

Dictaphone Sales Corporation 

Dixon Crucible Company, Joseph 

Dodd, Mead & Company, Ince 

Dodge Brothers, Inc. 

Doubleday, Page & Company 

Draper Shade Company, Luther O. 

Dudley Lock Corporation 

Eastman Kodak Company 

Ebinger Sanitary Mfg. Company, 
The D. A. 

Educational Device Company, The 

Educational Publishing Company 

Educational Salesmen’s Association 

Elson Art Publication Company, 
Inc. 

Esterbrook Steel Pen Mfg. Company 

Expression Company 

Faber, Eberhard 

Finnell System, Inc. 

Fisk Teachers Agency 

Forse Mfg. Company 

Frontier Press Company, The 

Gaylord Brothers, Inc. 

Ginn & Company 

Girl Scouts, Inc. 

Glover Company, L. M. 

Graybar Electric Company 

Gregg Publishing Company, The 

Grolier Society, The 

Hall & McCreary Company 

Hammett Company, J. L. 

Hart & Hutchinson Company, The 

Harter School Supply Company, The 

Heywood-Wakefield Company 

Hinds, Hayden & Eldridge, Inc. 

Holden Patent Book Cover Company 

Holmes-Powers Company, Warren 

Houghton Mifflin Company 

International Time Recording Co. 

Troquois Publishing Company 

Jackson Corporation, A. 

Journal of Education 

Kenney Bros. & Wolkins, Inc. 

Kewaunee Mfg. Company 

Keystone View Company 

Kundtz Company, Theodor 

Laidlaw Brothers 

Laurel Book Company 


Leitz, Inc., E. 

Little, Brown & Company 

Llewellyn Company, Jos. 

Longmans, Green & Company 

Looseleaf Education, Inc. 

Lyon Metallic Mfg. Company 

Mentzer, Busch & Company 

McIndoo Publishing Company 

McKnight & McKnight 

Macmillan Company, The 

Marble Chair Company, The B. L. 

Masury-Young Company 

Medart Manufacturing 
Fred 

Metropolitan Life Insurance Com- 
pany 

Miessner Piano Company 

Mitchell Mfg. Company 

Multiplex Display Fixture Company 

Murdock Mfg. & Supply Company 

National Association of Teachers 
Agencies 

National Child Welfare Association, 
Inc. 

National Dairy Council 

National Geographic Society 

National Safety Council, Educational 
Div. 

National School Equipment Com- 
pany, The 

National W. C. T. U., Dept. of 
Scientific Temperance Instruction 

Nation’s Schools Publishing Com- 
pany, The * 

Natural Slate Blackboard Company 

Near East Relief 

Nelson Corporation, The Herman 

Nelson & Sons, Thomas 

Noble & Noble 

Norton Door Closer Company 

Nystrom & Company, A. J. 

Owen Publishing Company, F. A. 

Oxford University Press 

Palmer Company 

Palmer Company, The A. N. 

Peterson & Company, Inc., Leonard 

Pioneer Publishing Company, Inc. 

Playground Equipment Company 

Postum Company, Inc. 

Prang Company, The 

Printo-Primer Company 

Public School Publishing Company 

Quaker Oats Company, The 

Quarrie & Company, W. F. 

Rand McNally & Company 


Company, 


Rawplug Company, Inc. 

Readsboro Chair Company 

Remington Rand Business Service, 
Inc. 

Royal Metal Mig. Company 

Rudin & Company, Inc., John 

Ryan & Buker 

Scholastic, The 

School Plan Service Bureau, Inc. 

Service Bureau of State Teachers 
Assns. 

Sewall-Hunter School of Art in Edu- 
cation 

Shade Service Bureau, Inc., The 

Sheldon & Company, E. H. 

Sims Song Slide Corporation 

Singer Sewing Machine Company 

Smith System Heating Company 

Society for Visual Education, Inc. 

South-Western Publishing Company 

Spencer Lens Company 

Spencer Turbine Company, The 

Standard Crayon Mfg. Company 

Standard Electric Time Company 

Starr Piano Company, The 

Technical Supply Company 

Triadic Color Scale Company 

Truscon Steel Company 

Twin City Scenic Company 

Underwood Typewriter Company 

Universal Publishing Syndicate 

University of Chicago Press, The 

University of Iowa, Extension Div. 

University Publishing Company, The 

University Society, Inc., The 

Victor *Animatograph Company 

Victor Talking Machine Company 

Vonnegut Hardware Company 

Wagner Publishing Company, Harr 

Wallace & Co., J. D. 

Wallace Pencil Company 

Walraven Book Cover Company, 
, me oF 

Wayne Iron Works 

Weber Costello Company 

Webster Publishing Company 

West Disinfecting Company 

Wheeler Publishing Company 

Wilson Company, The H. W. 

Wilson Magazine, Company, The 

Winston Company, The John C. 

World Book Company 

Wright Company, E. A. 

Yawman & Erbe Mfg. Company 

Zaner-Bloser Company 


* * * Educational motion pictures contributed by state, county and city school 


hensive exhibits of school equipment of every kind. 
A treasure-house full of suggestions and materials of interest to the school worker. 


Plan your time at the Boston Convention 


to make a thorough inspection of the 


exhibits. 





* * * Teaching demonstrations—real teachers and real boys and girls. * * * 
* * * Demonstrations of school activities. 


Compre- 
Ee 


The Department of Superintendence 


National Education Association 





Ve 























































1 


— 


Vol. 17, No. 1 




















(Continued from page A-23) 
style. ‘The following paragraph from 
the summary of the Report gives the 
gist of the conclusions: 


“ARTEXT JUNIORS” 
Prints in Color 


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Art Extension Society 
WESTPORT, CONN. 


By way of general summary of the whole 
study, it may safely be asserted that ample 
evidence is present in the experience of 
many school systems of the United States 
and Canada that elementary education of a 
satisfactory degree of richness of content can 
be provided in seven grades. It is shown 
that pupils can be trained through a seven- 
grade curriculum to the point where they 
can efficiently pursue high-school work. It 
is shown that the curriculum which, strictly 
speaking, may be called “elementary” is very 
generally completed at the end of the sixth 
grade in school systems of all types of or- 
ganization. It is shown that the school 
systems of the United States are at present 
without any adequate general definition of 
elementary education and that strong in- 
ternal influences are at work which tend to 
merge the upper grades of the conventional 
elementary school with the high school. The 
movement to reorganize elementary schools 
is evidently being resisted by the forces of 
conservatism, with the result that much un- 
certainty exists at the present time with re- 
gard to the best methods of dealing with 
pupils from twelve years of age on. 

















Space No. 153 at the Boston Convention 





RESOLVE - - 


To Use 
CRAYOLA 
CRAYONS 
for all high-class 


art work during the 





coming year. 


They are the best crayons made—have 
the brightest colors and the smoothest 
application. 


—_—_— 


BINNEY & SMITH CO. 


41 East 42nd St. New York 


HARMONICA BANDs FOR Boys AND 
Girts is the title of a booklet giving 
specific suggestions for the formation and 
training of such bands. This booklet 
may be had free by teachers from the 
National Bureau for the Advancement of 
Music, 45 West 45th Street, New York 
City. 


This attractive, handy 
book of “Music Apprecia- 
tion Notes” is given en- 
thusiastic reception in edu- 
cational institutions. En- 
dorsed by leading super- 
visors. Contains chart of 
Symphony Orchestra and 
explanation. Pupil “‘writes his own book,” as- 
suring more interest and more lasting knowledge. 
Used in Grade and High Schools and Colleges. 
Write for sample copy and information. 


SMITH-GRIEVES CO., Kansas City, Missouri 


ee 





ArtHuR W. Duwv, national director 
of the Junior Red Cross, passed away 
on November 14. 


SHOULD THE CHILD Oppose THE 
TEACHER ?—I believe in the child who 
opposes the teacher! We of the teach- 
ing profession are prone to forget that 
opposition may be a wonderful tonic for 
adults just as it sometimes is for chil- 
dren. Of course I do not mean opposi- 
tion which is merely fault-finding— 
which manifests the contempt or hatred 
which some children affect (and perhaps 
feel) toward the teacher, but rather that 
opposition which by challenging the 
teacher’s statements leads to a better 
understanding of the subject matter of 
the lesson. 


Grammatical Nomenclature 


A report of a joint committee of the National 
Education Association, The Modern Language 
Association of America, and The American 
Philological Association. 


This report has been repeatedly reprinted. 
Every language teacher will find it an essential 
help. 


REVISED EDITION—76 Pages 
25 Cents a Copy 


National Education Association 
1201 Sixteenth Street N. W., Washington, D.C. 


TEACHERS TOUR 


THE JOURNAL OF THE NATIONAL EDUCATION ‘ASSOCIATION 


























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The Interstate Bulletin calls it ““A notable con- 
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Have you ever carefully explained 
some proposition to the class, or spoken 
for the truth of some hypothesis, setting 
forth to the best of your ability the 
points in its favor, only to have some- 
one intimate (sometimes in no uncertain 
terms) that you are all wrong? What 
(Continued on page A-26) 


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THE JouRNAL OF THE NATIONAL EpucatTion AssoctATION 





EDUCATION 


A Program for Public Schools 
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Prepared with the cooperation of The 
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Ventilation of School Buildings 


Prepared in cooperation with the Eliza- 
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Health Essentials for Rural 
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Health Improvement in Rural 
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Health Service in City Schools 
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January, 1928 





















(Continued from page A-25) 
happened? Didn’t you reply with such 
a marshalling of facts and clearness of 
statement as left no room for doubt as 
to the measure of your convictions? It 
is the instinct of self-preservation! ‘That 
which you have stated, you must de- 
fend. If you do not, you are dis- 
credited. Whenever you are required 
to defend your statements against at- 
tack, and do it publicly, you reply with 
the best statement of which you are 
capable. The student who by opposing 
your position and calling forth a re- 
statement more clear, more vivid, more 
earnest, aided the class thereby, and ma- 
terially assisted you in clarifying and 
formulating in your own mind the 
essential features of your position. 

I have known high-school students 

who would listen to the teacher and then 
interpose questions which showed that 
they did not in the least agree with the 
position taken by the instructor. There- 
upon the teacher would “come back” 
with the whole proposition reduced to 
two or three sentences—and the class 
would remember those sentences! 
I believe in the student who opposes 
the teacher. It means better teaching 
on our part, and better comprehension 
on the part of our pupils!—Kenneth 
Lloyd Williams, Berkeley, California. 


Tue CALiIFoRNIA CurRICULUM Com- 
MISSION—By an act of the legislature, 
there was created in California in Au- 
gust, 1927, a State Curriculum Com- 
mission, consisting of the State Super- 
intendent of Public Instruction and ten 
other professional educators. The duties 
of the Commission are stated as follows: 
to study problems of courses of study 
and to recommend to the State Board 
of Education the adoption of minimum 
standards for courses of study in the ele- 
mentary and secondary schools; and to 
study the textbooks submitted to the 
State Board of Education for adoption, 
and to make recommendations thereon. 
Having before it the extensive find- 
ings of the California Curriculum Study, 
this body of educators should be able to 
bring about substantial improvement in 
the curriculum of California’s schools. 


“WE ARE THINKING of dropping Latin 
from our high-school course of study,” 
writes a principal of a high school enrol- 
ing about one hundred pupils in the 
middle west. Can you refer us to a 
clear statement of the reasons for doing 
so?” A lucid discussion of the values 
(Continued on page A-27) 


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Vol. 17, No.1 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


A—27 





(Continued from page A-26) 
involved in the study of Latin was pre- 
sented by Charles W. Eliot in an essay 
“The Case Against Compulsory Latin” 
in which he says 


At this moment, for most pupils in prepar- 
atory schools who under compulsion give one 
fifth of their school time to the study of 
Latin for three years, the classical road leads 
to a dead-end, when they have once passed 
their admission examination in Latin. Such 
dead-ends, no matter what the subject, are 
always deplorable in what should be a pro- 
gressive course in education. 


In another paragraph Dr. Eliot states: 


The doctrine that a knowledge of Latin 
is indispensable to real acquaintance with 
the great literatures of the world is diffi- 
cult—indeed impossible—to maintain before 
American boys and girls whose native lan- 
guage is that of Shakespeare and Milton, 
of Franklin and Lincoln, of Gibbon and 
Macaulay, of Scott, Burns, and Tennyson, 
and of Emerson and Lowell. English litera- 
ture is incomparably richer, more various, 
and ampler in respect to both form and 
substance than the literature of either Greece 
or Rome. 


This essay may be found in a book 
of essays on education issued under the 
title The Path of Learning, selected by 
Dean Henry W. Holmes of the Gradu- 
ate School of Education, Harvard Uni- 
versity, and published by Little, Brown 
and Company. 


NONPROMOTED CHILDREN—A study of 
100 nonpromoted children by Elizabeth 
M. Stalnaker of West Virginia Uni- 
versity and R. D. Roller, Jr., School 
Physician, Charleston, West Virginia, 
conciudes that “The failure of probably 
91 percent and certainly of 31 percent 
was due to mental deficiency.” Also, 
‘Physical defects were not much more 
prevalent among the retarded group than 
among the normally progressing group, 
and, therefore, nonpromotion could not 
be attributed to that cause.” Does this 
mean that the million failures in Ameri- 
can schools represent a group of 300,000 
or 900,000 mental deficients for whom 
provision is not now made in the educa- 
tional system ? 


Dip you miss THE JOURNAL index in 
the December issue? If you are keeping 
a file of your JoURNALS you will want 
the index for last year. THE JoUuRNAL 
index for 1927 has been printed sepa- 
rately and will be sent to $5 members 
and to anyone else upon request. Write 
to the Editor of THr Journat, 1201 
Sixteenth Street N. W., Washington, 
Db. & 








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Temple University 


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GENERAL PRACTICE IN KINDERGARTEN 
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Tue JourNAL OF THE NATIONAL EpUCATION ASSOCIATION 











January, 1928 


TEACHERS WANTED 
aang ps those desiring 
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clients. Send for booklet, 
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We have absorbed the local FISK TEACHERS AGENCY. 


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