PAK) 271 109 th N | 32 9 VOL. XVII FEBRUARY, 1928 No. 2 : PsN LSS <_< ooo omx S = S —>°-<— oc< > S SS = > — S eS occ S = — : é. ‘’ fo J OURNAL of the Ol NATIONAL EDUCATION a) ASSOCIATION : oo<—| > on2oco 5 Oooo ee OO oo — S —~. eS ipl PRI SIE Baal -~ ERE a) The Evolution of a Teacher—Salibelle Royster Art Teaching as a Career—-Joseph Wiseltier oe ds ome ‘ Recent Educational Psychology—Frank N. Freeman Growth in Understanding Children—Ira S. Wile School Administration During 1927—George D. Strayer a Hi ine i t_ s Education for Creative Farming ; nlightening the Whole Nation—Susan M. iiss, . , F ; @.. Hope of the Future, 4 Notable Commencement Address—Calvin Coolidge Continuous Carefulness Counts—Elisabeth M. 8. Laughton Editorial—Values in 4-H Clubs The First National 4-H Pilgrimage Teachers’ Salary Trends Since 1913 Economic Resources and School Costs by States in 1926 Via | yey h— $] > No YY © ny uh I wun UW Art Wma Ww —s ~ Social Studies at Seattle ~ Visual Instruction at Seattle wm Win wn o SC Aiding Adolescents to Interpret Life ; , ; ; The Manufacturers’ Association and the Public Schoolsk—John Dewey oO Department of Superintendence, Tentative Program for Boston Meeting oN Ww Builders of Our Profession . oO ~ Contents of previous issues of The Journal of the National Education Association can be found by consulting the Readers’ Guide in your library. | isk ooo OOo Oo oe Seo tL Lm Ete Published monthly, except July, August, and September, by the NATIONAL EpUCATION ASSOCIATION OF THE UNITED STATES 1201 SixTEENTH StrEET Nortuwest, WaAsHINGcTON, D. C. (6 ¢) m ii " il RI = casas asl yt |» Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided Es or in section 1103, Act of October 3, 1917, authorized January 26, 1921. = S S = eS eS S — S S S S : ~< = = = = = TT aT ITT EY. Tw TE o>) TTI Away with empty Themes ! A NEW SERIES Revive the bored students with a new composition text H | Strayer-Upton THE NEWSPAPER CLUB |, Arithmetics By Harrington and Harrington | NEW series designed for teachers who de- The idea of this book is to have stu- : d d sire the most up-to-date an dents learn to write, not perfunctory themes, but newspaper copy. The efficient methods and mate- composition class works as a newspaper rial presented with rare y staff, cooperating with school publica- tions or a local newspaper. Necessary | mechanics of writing are in an appen- | “ dix called The Tool Chest Autuors: GEORGE DRAYTON STRAYER, Ph. D., 6 ‘ t Professor of Education, Teachers College, Columbia University, and CLIFFORD BREWSTER UPTON, MOTIVATED COMPOSITION A. M., Professor of Mathematics, Teachers College, Co- FOR JUNIOR AND SENIOR HIGH mppecatceytic SCHOOLS . Lower Grades, $0.72 Middle Grades, $0.76 Higher Grades (Jn Preparation) judgment. — D. C. HEATH AND COMPANY BOSTON NEW YORK CHICAGO ATLANTA AMERICAN BOOK COMPANY DALLAS SAN FRANCISCO LONDON —a_ Fe — DD “*. NEW YORK CINCINNATI CHICAGO BOSTON ATLANTA a _j since the first Winston BACK TO BOSTON ST ctooaadl — we Sy} textbook was pub- “sae ween ee -~ > 8 ae ; lished. Let’s celebrate to- ined -a crown eads SDs alm Bern gas oe ee Ss and casita of Europe, I now of “it 3 oi gether, for it has been yo _ return to my own native city eS BE Ry oe acceptance of our publica- where the very cobblestones ——_ tions that has enabled us to seem to rise up and say, ‘Wel- grow. Think of it—one book on our list in 1918—today a come home, John Fitzgerald, — jist replete with distinctive titles. Only ten years ago—one wcaueabagces book with a small distribution; today—one series alone has had eee cme a distribution of four million copies; another, more than three Mayor of Boston. million copies. Still another book has been adopted for exclusive A welcome awaits you at basal use in four states within the past year. Observe with us Booths 189 and 190 the happy occasion of our tenth anniversary. Be sure to visit the Winston exhibit Booths 189 and 190 Opposite the Registration Booth —~ — Ae oe lhl lU6v-hUlC(C lk ..)h | hCUm Olt —-—_ Se - Established in 1884. Educational Department organized in 1918 HOME OFFICE AND MANUFACTORY, PHILADELPHIA CHICAGO ATLANTA SAN FRANCISCO DALLAS TORONTO PUBLISHERS OF THE WINSTON SIMPLIFIED DICTIONARY Lee ele evel RUe vel UCURUuou FoR TEXTBOOKS YoUeleteeL I US a ete Ie Ig The Evolution of a [Teacher SALIBELLE ROYSTER February, 1928 Teacher of English, Reitz High School, Evansville, Indiana F ANYONE had told me in June, 1917, that beginning the following Sep- tember I should spend the next ten years in the schoolroom, 1 would have scoffed at the idea. For at that time I had no conscious ambition in regard to other people’s children except that of keeping out of their way. Yet out of the ten years just mentioned I have spent nine in active, fulltime teaching in five different positions and two different states; have done almost five years of col- lege work, winning scholastic honors and two degrees; and have more than quin- tupled my original salary of forty dol- lars a month. Although I have had all my teaching experience within a radius of twenty miles of the little town in which I was born, I have taught students of all ages between thé fourth grade and the second year of college, and all subjects in the four upper grades, as well as several dif- ferent ones in high school. At the end of this rather strenuous period, my physi- cal condition is excellent; I have never been in debt; and in addition to paying my own way both while teaching and in college, I have managed to accumulate a little nest-egg of almost four thousand dollars. By the summer of 1917 some of the glamour of a particularly happy and suc- cessful high-school career had worn off in the year or more since I had received my diploma; but a few correspondence courses from a large and wellknown uni- versity had but increased tenfold my longings for a college education and all the things that go with it. I had tasted the Pierian spring and longed to drink deep therefrom. But the World War, with its turmoil and its increased prices had put college attendance out of the question for the time being, at least. Instead, therefore, of treading the classic halls of some university that sultry September morning which now seems so long ago, here I was standing at the 1 Copyright 1928 by Salibelle Royster. outer door of a ramshackle frame school- house in rural Kentucky, watching “the whining schoolboy, with his satchel and shining morning face, creeping like snail unwillingly to school,” except that these schoolboys neither whined nor crept. They whooped and yelled and cavorted, indoors and out alike, not out of enthusi- asm over their return to school work or even out of sheer animal spirits, but because they wanted to “try out” the new teachers to see just how much ill- conduct would be tolerated. Not one of the three faculty members had been there the year before and there was much room for a speculation as to whether each individual teacher would prove “soft” or “hard-boiled.” My immediate determination was to identify myself with the latter group. But how? The majority of these children had known me from their baby- hood. What could I say to them to in- duce them to be orderly and wellbe- haved? I had had no teaching experi- ence, no courses in pedagogy. Even after the bell for “books” rang, and I stood before my roomful of fifth and sixth graders, they continued to whisper and giggle and squirm. So long as I spoke directly to them, they were quiet and at- tentive enough ; but the moment my back was turned or my mind employed with one particular group of pupils, snickers and whispers and even paper-wad shoot- ing and chalk-throwing were likely to prevail. I tried to glare at the offend- ers, but my eye having not yet developed a power to sooth the savage, my attempts must have been rather funny. The dis- order within a few days narrowed itself down to two or three troublesome over- grown boys several years older than the majority of the other pupils. They re- mained incorrigible; but the other chil- dren soon ceased to follow in their foot- steps, and as long as I could keep every- one busy, I was safe. So long as the discipline was reason- ably good, the actual teaching went smoothly. When one method failed, lL [37] tried another and yet another until the desired information somehow filtered into the benighted craniums. It must some- times have trickled out again after the children went home, for I kept hearing echoes of parental approval of their off- spring’s progress, and I was thus en- couraged to keep on trying. Next to discipline, the thing that wor- ried me most was the pupil’s spoken English. “I seen,’ “I have saw,” “I taken,” “I have went,” “you was,” 9» 66 ”” «6 “these here,” “that there,” “them there” —frankly, I heard more glaring errors in my first five days of teaching than | had heard in as many years before! In my youthful ignorance I fancied the children actually knew no better and needed only to be told the correct forms. In desperation I wrote on the board and exclaimed: ‘Now girls and boys, don’t say ‘I seen’ and ‘ I have saw.’ Say ‘I saw’ and ‘I have seen.’ Repeat them. after me. All together!” They did so, glibly; but it was only the next morning that a little girl came in, her eyes shining, and her hands full of flowers for me. “Oh, Miss Salibelle,” she cried, slur- ring the last letters of the first word and the first of the last until they were quite indistinguishable, “I seen that star you was tellin’ us about last night!” I hadn’t the heart to correct her. My own education was progressing by leaps and bounds. The middle of the year I was very unexpectedly notified that I had been appointed to a position for which I had applied the summer before but which at this time I had no idea of obtaining—a position a dozen miles away in the small city in which I had attended high school. The new appointment carried with it but a sight increase in salary, but gave the opportunity of ten months of work instead of eight, and of teaching only reading and English, my special subjects, in the departmental grades of a large ward school. I accepted the position. The new work was so entirely differ- 38 THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION February, 1928 ent from the old that it was practically the same as beginning again. I studied as I had seldom studied before, not only on lesson plans and class preparations, but also on university courses in the teaching of these particular subjects. The students were older and more com- prehensive than my intermediate graders, and although the discipline was at times difficult and the salary poor, the position was not a disagreeable one, and I prob- ably should have held it much longer had I not had an opportunity to go back to my little home town. So many of the men had gone to the war that it was almost impossible in the summer of 1918 to secure a live young man for the principalship of a rural school. Certain members of the school board gave me to understand that on ac- count of my success the year before I might have the position if I cared to ap- ply for it. The place was soon mine at a salary of seventy-five dollars a month— good for Kentucky in 1918. It was with fear and trembling that I approached as principal the school where but the year before I had gained my first experience in the intermediate grades. A man had always held this position before—and I weighed but one hundred and fifteen pounds! The pupils, however, seemed not so wild as formerly ; many of the older boys had left school, and I was met by many friendly faces and greetings of “I’m glad you’re back” and “Are you going to be our teacher? Whee-e-e!” The work was hard and heavy—all classes and subjects in grades seven, eight, and nine, as well as supervision of the lower grades—but in spite of the influenza epidemic which closed our doors for ten weeks, things went fairly well. I remained three years in this position, and my salary was gradually in- creased to one hundred dollars. My aspirations for a college education had, however, in no wise abated. My living expenses being very low, my sal- ary had enabled me to purchase books, to enrol for correspondence courses dur- ing the winter term, and sometimes to attend summer school. At the end of my third year I lacked but twelve weeks’ work of having completed my second col- lege year—a high standard for elemen- tary principals in that state at that time. When my school was out I went to col- lege and enroled for the mid-spring term of 1921. As luck would have it, one of my classes in pedagogy was taught by the superintendent of city schools. A genial, sounded like wealth. courteous man of French extraction, and possessed of the best cultural background and the most remarkable memory I have ever known, he brought out the best in his students and soon learned something of the personality and experiences of each one through the class discussions. One day he asked to speak to me after class. Thinking he meant to assign me a spe- cial report or something of the kind, I was entirely off my guard when he sud- denly said: ““Miss R—, how much col- lege work have you had?” I replied that I was now completing my second year. “And where do you intend to teach next year, may I ask?” I told him that I should probably return to my former position, although I had not as yet signed a contract to that effect. “Would you consider teaching here if the salary were considerably better? You have taught departmental reading and English. I can give you a nice posi- tion where you will teach nothing but your favorite subjects. The salary will be $1400 a year—to start on.” I had been getting $800 and this Then, better still, it would mean being in the same town with the college 1 was now attending and might in time bring the realization of my heart’s desire—a college degree. Upon the advice of my mother, without whose counsel I have never accepted or rejected a position, I took the offer. I thought I had had discipline trou- bles before, but these seventh and eighth graders that I had expected to find so tame were in a class by themselves. The compulsory education law requiring all children to stay in school until past six- teen had been in effect but a year or so, and the larger, more stupid boys and girls who were of high-school age but men- tally retarded, were resentful over being forced to remain in school when they might have been at work earning a few dollars which many of them sorely needed. Then, too, I followed a teacher who had been forced to give up her work on account of deafness. The boys had been in the habit of “talking back” too low for her to hear and of making noises that she listened in vain to locate but which were perfectly audible to me. It was a hard tussle and required the help of the principal before things could be adjusted properly. The country children I had taught before had been “bad” in an aimless sort of way; but these city boys were educated in bad- ness and knew all the tricks of the trade. Finally I gained the upper hand and things went better. The teaching was comparatively easy and by dint of hard application and constant attendance in extension classes and summer school | had by the end of my second year in this position completed my junior year at college—an achievement which brought an automatic raise of fifteen dollars a month on my next contract. Yet before I signed that document I sought once more the counsel of my superintendent. “IT want a leave of absence,” I said, “to get my degree. I lack just a year; and when I return, I want a high school position, if you will give me one.” “Why certainly,” was his cordial re- ply. ‘You've deserved it all. Go ahead to college and don’t forget to come back to us when you're through. The first high-school vacancy that I think you can fill is yours—although, as you know, we seldom raise grade teachers into high school work.” That summer I spent in the huge uni- versity where I had already done a large part of my work; but the fall term found me back in the small college, which I liked better after all, and where I could meet the state requirements for a high school teacher’s license without con- flict. I struggled just as hard for scho- lastic standing as I had ever done and in June, 1924, I received my sheepskin from the president’s hands. My friend, the superintendent, was leaving for wider fields; but he suc- ceeded in placing me in a straight English position in a large city high school—the type of work I had longed for since my own high-school days but had believed beyond my reach. Here I remain, doling out Julius Cesar and Silas Marner and Long’s English Literature to a group of students whose attitude toward their school work is almost ideal. Being accustomed to acquiring college credit while teaching, I went to work on a Master’s as soon as I had obtained my A. B.; and again I wore the mortar- board at the college commencement in 1926. I like my present position, and since I have received the maximum salary raise every year so far, may stay with it—but who can tell? Already I’ve vague cravings for a Ph. D. and a col- lege instructorship. Having come all the way up the ladder ought to help as much in advanced work as it does now. Such is the plain, unvarnished tale of my rather checkered career during the decade 1917-1927. There is nothing re- markable about it; almost anyone with normal intelligence and a capacity for hard work could do the same thing under the same circumstances. eve an tea ter we thi ga of sp sc fc Art Teaching as a Career JosepH WISELTIER Supervisor of Art Education, State Board of Education, Hartford, Connecticut HE POSITION of art supervisor is of strategic importance. ‘The su- pervisor finds himself catering to every grade from the kindergarten up and doing business with almost every teacher and supervisory officer in the sys- tem from the superintendent down. ‘To work smoothly and efficiently under these circumstances requires not only or- ganizing ability, educational insight, and breadth of vision but a plentiful supply of tact and discretion as well. The supervisor of art education is a special deputy of the superintendent of schools, acting as his representative be- fore the teachers and community and en- tering fully into his plans, policies, and ideals. As such he makes himself fa- miliar with the local educational policy and interprets his own specialized field in relation to this general policy. As a deputy of the superintendent he makes it his business to have an intelligent ap- preciation of all the courses of study, in order to see better the relationship between the work of his department and the other subjects of the curriculum. A live, wide-awake supervisor who is ready and willing to assume his proper share of responsibility for the successful ad- ministration of the schools, is more than Besides conferences, a mere deputy. conducting teachers’ visiting schools, HIS POSTER was made by a junior high school pupil. It is one of 4000 submitted in a Connecticut Humane Poster Contest. arranging exhibits, and giving demon- stration lessons, he takes advantage of every opportunity to sell “art education”’ to the public, to the general teaching force, and, upon occasion, even to the pupils in the schools, showing them its place in school life and its value in every- day living, in business, and in industry. The art supervisor is an efficiency en- gineer in art education. Supervision serves one main purpose—the improve- ment of teaching. Accordingly the su- pervisor takes whatever steps are needed to realize this aim, his activities varying according to the needs of the schools. In general they embrace the framing of definite aims and objectives, the inter- pretation of the course of study, the set- ting up of standards of attainment for the various levels of child development, the measuring of achievement, the anal- ysis of difficulties and their causes, and the remedial and constructive work es- sential to maintaining instruction at a high level of efficiency. Furthermore, his services are often sought in much the same spirit that a consulting architect is called in for pro- fessional advice. His judgment may be needed in connection with the selection HE ART CLASS aims to build appreciation of what is fine and to create an environment uplifting and satisfying, thus building the foundation for richer and fuller living. [39] THe JOURNAL OF THE NATIONAL EpucaTION AssocIATION February, 1928 or designing of new equipment, redeco- rating an old assembly hall, the selec- tion of pictures suitable for schoolroom decoration, the arrangement and selec- tion of type matter in school reports, courses of study, and the like, or the initiation of unusual projects such as bazaars, pageants, and exhibitions. The degree of satisfactory service along such lines as these often determines the atti- tude of the public toward the art work in general, whether it looks upon this phase of education as a fad and a frill or as a practical and worthwhile ac- tivity. This, in short, is a summary of the duties of the art supervisor of today, an entirely different conception from that held a few years back when the socalled supervisor functioned either as a special teacher or as an inspector and critic. In the first instance, he devoted his whole time to going periodically from room to room giving “drawing lessons” usually unrelated to the needs and in- terests of the children; in the latter case he visited the teacher to see that the work was being carried out precisely as directed and to check up the degree of success with which she was meeting the requirements outlined in the course of study. This kind of weak supervision per- sists in many localities even to this very day, due either to the lack of profes- sional preparation on the part of the supervisors who are content to take the path of least resistance and passively do all the teaching themselves; or due to the short-sighted policy of superintend- ents who fail to see the real significance taken from fairy tales and fables. of the supervisor’s job and the benefits to be derived from the helpful construc- tive professionalized type of supervision. Money spent on supervisors that do not “supervise” or on those that make it their chief duty to enforce obedience to uni- form rules and regulations, and strict adherence to prescribed courses of study, in.the making of which the teachers have had no part, is just so much money wasted. On the one hand the teachers wash their hands of all responsibility for the work in art; and on the other, they are reduced to a position where they lose all professional interest and enthusiasm and refrain from exercising any initia- tive and individuality for fear of becom- ing targets for criticism and reproof. Those training to go into supervision should be wary about accepting positions where they have to work under any such conditions as those described. They will not be happy. I am acquainted with several cases of professionally trained women, who after accepting what they understood to be supervisory positions, discovered that they were supervisors in name only, that they were really hired to teach without a suitably equipped room of their own in which to meet their classes, or an office or even a store- room for keeping necessary teaching equipment and reference material. | know of a man who declined what at first appeared to be a desirable super- But a stipulation that he was not to tamper with the course of study that had been worked out in great detail and that had operated for some years to the satisfac- tion of the superintendent, and a further visorship at an attractive salary. stipulation that he was to keep his teach- ers down to the prescribed course was too much of a sacrifice of professional principle to allow him to be tempted by the salary increase. Perhaps the most important thing to be borne in mind by the novice entering the field of either teaching or supervision today is, that his program of art educa- tion must square up with the needs of life and the general objectives of educa- tion—an entirely different conception from that held a decade or two ago when art in the school meant merely “drawing” and where the emphasis was frankly upon the development of skill and technic. The art educator must bear in mind that the aim of all endeavor in both life and education is to live an increasingly rich and worthy life. He will then realize the necessity for making an anal- ysis of the varied activities of life, to dis- cover what are the prerequisites to rich and worthy living. And with the gen- erally accepted cardinal principles of education in mind—sound health, worthy home membership, mastery of the tools, technic, and spirit of learning, faithful citizenship, vocational effectiveness, wise use of leisure, ethical character—he will proceed to shape his program so as to make definite provision for the ac- quiring of such knowledge and such habits, skills, interests, ideals, and atti- tudes as are necessary for their attain- ment. Art education must make a very definite contribution toward the fulfil- ment of these objectives or it cannot take its proper place in the modern public school curriculum. The aim of art edu- HE FIRST TWO groups of designs for tiles and bowls by normal school students show the innate desire of man to beautify the products of his handiwork. The drawings on the right are original compositions by high-school students based on themes Vol. 17, No. 2 cation today is distinctly that of devel- oping standards of judgment and refine- ment of taste that will be reflected in the selection and arrangement of the things used in home, community, and indus- trial life. On this basis art education becomes in the elementary school an integral part of the regular curriculum, correlating and interweaving with nature study, language work, the social studies, health, humane, and safety education. It ceases to stand out as a thing apart from the regular studies; it becomes a means by which the other subjects of the curricu- lum are effectively taught. In the in- termediate school it is taught in close relation to the socalled experience sub- jects—printing, electricity, metal and wood-working, the household arts, and mechanical drawing, and is motivated by school, home, and personal needs. In the secondary school the aim is twofold; the main objective being that of lead- ing the majority to desire finer form and more harmony of color in their surroundings and things of daily use; the other that of discovering and pre- serving talent and special aptitude, both for the sake of the pupils themselves and for the opportunity of service that may result from the products of their imagi- nation and creative ability. This new concept of art education de- termines the character of training needed for successful service in this field. It is evident that a wellbalanced program of courses in education, psychology, theory and practise of teaching art, and class- room methods, with preferably some actual experience in teaching general THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 41 subjectmatter, is essential to future suc- cess in art teaching. ‘This training can- not be obtained at the ordinary academic art schools, concerned as they are pri- marily with the training of artists and craftsmen, but it can be secured at schools like Columbia University, Pratt Institute, University of Chicago, Massa- chusetts School of Art, Syracuse Uni- versity, Cleveland School of Art, and others, whose teacher training courses definitely prepare for the vocation of teaching. I do not wish to be misunder- stood in this respect. The National Academy of Design, the Yale School of Fine Arts, School of the Boston Museum of Fine Arts, the Philadelphia Academy, and Cooper Union, are all excellent art schools whose aim is to train painters, sculptors, designers, illustrators, and architects. “These schools do not feature teacher-training courses and make no pretense at training for school work. Graduation from an approved four years’ teachers college or normal school, two years of which are devoted to pro- fessional art work, or completion of a three years’ teacher training course at an approved art school is generally ac- cepted as a basis for certification with- out examination. Some of the best art instructors are often recruited from the ranks of the regular teaching force, their experience with problems of teaching, discipline, and classroom management giving them the advantage over raw re- cruits just out of art school. Generally speaking, elementary teachers can qualify for certification by supplementing their training with a two years’ course at an approved art school or by attending HE POSTER as an example of visual instruction typifies the thought and feelings of the child. Fine spacing and arrangement and harmonious lines are problems of the artist illustrated by the center drawing. Cut paper work in the lower grades is exemplified in the poster on the right. summer sessions in good art schools. Teachers of ability who have devel- oped a fondness for art and who find that they are able to get good results from their classes should not hesitate to go into art teaching. Some of the best teachers and supervisors of art began their careers as regular grade teachers. Not only are they in good demand but the salaries offered are much higher than those paid to regular teachers of equal experience. In cities of over 100,000 population, where relatively higher schedules prevail, $2500 is not an un- common salary for an art teacher in an elementary school. High school and normal school positions carry maximums of from $3000 to $4000. Responsible supervisory positions in the big cities pay from $5000 to $7500 and similar sal- aries are paid to directors of art schools or heads of art departments in colleges and universities. During the past few years a new type of position has opened up for both men and women who can adapt themselves to the needs of large business interests where it has proved profitable to main- tain art service bureaus or educational departments. Among these are to be found some of the largest department stores. A rare combination of artist, teacher, and business executive often commands a salary as high as $10,000 a year. Indeed, opportunity for success in this field awaits the capable man or woman of dynamic personality, but to native ability must be added proper training, capacity to understand human nature, and the genius to interpret art as a vital factor in everyday life. : HE YEARLY OUTPUT of books, monographs, and articles in edu- cational psychology is enormous. The list of worthy books in this special field runs to at least thirty, not includ- ing monographs, and the list of articles is legion. Many of the books, it is true, are merely re-presentations of old mate- rial; and many of the articles, one must admit, make very minute additions to our knowledge. But the literature of the year does contain important contribu- tions, and the general trends of the writ- ings are instructive. One of the earliest types of educa- tional psychology consisted in the study of children—their instincts, interests, at- titudes, and abilities. This study fell into some disrepute on account of the un- scientific character of many of the activi- ties which constituted the child study movement. We are now in the midst of a revival of interest in this field. Mental tests have furnished means for the accurate measurement of the child’s intellectual growth. Studies of children’s behavior are throwing new light on the development of those habits and _atti- tudes which constitute the child’s per- sonality and which largely determine the personality of the adult. Behavior clinics and preschool laboratories are springing up and are devoting themselves to a study of the springs of conduct. They, naturally, give special attention to irregularities or abnormalities of be- havior in order that their causes may be unearthed and means of prevention dis- covered. In general it may be said that the studies of children are leading to an emphasis on the environmental factors in behavior. It was thought for a time that deficiency in intelligence was a chiet cause in misconduct. It is now more commonly thought to be related only in- directly to it. Again, inherited insta- bility, while commonly recognized as a factor, is not the whole cause. Emphasis is now laid on such experiences as cause suppression of the child’s impulses or conflict among them, or, on the other hand, on an undue lack of regulation and absorption in adjustment to the world of persons and things. These con- clusions lead to the adoption of methods of management of children which allow for large freedom while leading the child Recent Educational Psychology FRANK N, FREEMAN School of Education, University of Chicago to face reality and to feel responsibility for meeting standards of attainment. Much attention is given, as during the past decade, to individual differences, their measurement, their causes, and their treatment. Attention has recently been directed especially to gifted chil- dren. An extensive study at Stanford University has already yielded a volu- minous report on the mental and physi- cal characteristics, the interests, accom- plishments, and behavior of a group of very bright children. Another volume describes the early mental attainments of three hundred geniuses. ‘These and other studies tend to the conclusion that intelligence is largely determined by heredity. A concerted attack on the possibility of modifying intellectual abilities by training is being made by a committee of the National Society for the Study of Education, and the results will be reported in the next yearbook of that society. Some of the fundamental problems concerning intelligence and its meas- urement still await final solution. Two noteworthy books which deal with this problem have appeared during the year. In the one, entitled The abilities of men, Charles Spearman gives a detailed exposition of his wellknown theory of intelligence. The most striking fea- ture of this theory is that intelligence contains a central, unitary factor, which operates alike in the various manifesta- tions of intelligence. In the other book, The measurement of intelligence, E, L. Thorndike reports the results of a three years’ investigation of intelligence tests. This study deals with certain technical problems, but it also bears on the large problem of the nature of intelligence. In general it appears to point to a con- ception which is reconcilable with the notion that general intelligence is a rela- tively unified trait. The effort to devise new mental tests is directed more toward the measure- ment of specialized abilities and such traits as will, temperament, emotion, and attitudes than toward new intelligence tests, though a few of the latter continue to appear. It must be adntitted that meager success has thus far met the at- tempts to measure will, emotion, and attitude. One of the best known tests in this field has repeatedly given disap- [42] pointing results when attempts have been made to check up its accuracy and validity. But the demonstrated impor- tance of such traits as these as factors in successful achievement and adjust- ment prompt psychologists to continue the search for tests which will measure them. The method which seems to promise most is that of securing the answers of the person to a series of spe- cific standardized questions. In so doing he reveals more generalized attitudes without being aware that he is doing so. The diagnostic character of the specific questions is determined by getting the reactions of large numbers of persons to them and comparing the reactions with the general attitudes of the persons who make them. Productive labor continues on the less spectacular problems of learning. One of these problems is closely related to the matters which have been discussed. ‘The attitude of the learner has been demon- strated, in recent as in earlier studies, to affect strongly the rate of learning. Knowledge of success, the stimulating presence of other learners, even a knowl- edge that interest is important and a will- ingness to put oneself in a situation which will awaken interest, and other con- trollable factors are shown to be impor- tant. Given a favorable attitude the procedure which the learner follows makes learning fast or slow. Many de- tails of procedure have been tested, for example, the length of the practise pe- riod. Within the year a study confirmed the older investigations in the finding that short periods of drill in arithmetic are better than long ones. Finally, the psychology of the school subjects continues to prove a fruitful field for research. In arithmetic, the analysis of the procedure which pupils follow has yielded methods of diagnosis by which learning effectiveness may be greatly increased. In reading, the inter- est is divided between search for a more complete answer to the old problems of beginning reading—which are not yet solved—and the guidance of the older pupil in attacking the more complex tasks of later reading and study. The applications of educational psy- chology, then, range throughout the field of education from character education to special methods of instruction. ~~, & SOS lle -_ Growth in Understanding Children Ira S. WILE Vicepresident of Children’s Welfare Federation of New York City HO GOES to school and what goes to school with him? This is a question of great import. In every child at school the past and a promise of the future are bound together in the struggling forces of the present. A physical body presents itself daily to teachers. An intellectual mechanism is being handled daily by teachers. Deep emotional factors are being stimulated, modified, or inhibited daily. When the morning bell rings a social organism pre- sents itself for guidance and support, for development and inspiration. The school and teachers are faced with the tremen- dous responsibility of understanding a child whose possibilities are rarely obvi- ous. What matters the curriculum, ‘methods, and subjectmatter in the face of the complex individualities whose un- folding is of the greatest concern to the }community ? Unfortunately financial limitations in- volve mass instruction. The individual child is penalized in school relationships in proportion to his own individuality. The great mass of children statistically form a group of definite ages for par- ticular grades, of average heights and weights, of emotional development and intellectual interests. The idea of nor- mality is the idea of averages. This is what a child should be; this is what a child should do; and that is what should interest a child at each particular age. Such is too largely the general idea. As a matter of fact each child is a law unto himself; each one is different in his physical make-up, in intellectual power, in heredity. Each one has variations in home life and opportunities, is subject to emotional states and has a varying sense of selfappreciation, and a special need for social sustenance. Each child should be recognized as a person whose individ- uality is to be respected. It may be that this ideal is difficult to attain. Surely it is possible for teachers to appreciate that s)he ee - , humanity attends school and that its evo- lution is occurring before their eyes, and to no small extent under the helpful or devastating touch of adult contacts. The picture of our schools with their special classes, with forced promotions and unhelpful demotions, with the in- creasing dropouts through the grades is more than an educational phenomenon. It is the expression and symbol of our failure to appreciate that childhood is more than pupilship. The mind of the child is the object of educational solici- tude. But the mind is more than an ex- pression of intelligence. “The mind in- cludes all the mental activities, the re- sultant of internal powers and external forces. Mind contains the factors of physical prowess, personal beauty, im- agination, reasoning, desires, attitudes, moods, responses to play, to companion- ships, to teachers, to parents, to the com- munity. One can readily understand the dire effects of poor eyesight upon the physical, mental, emotional, and social activities of children. The limitations in learning, the interference in ordinary games and plays, the strain and effort of study, and even indeed, the distorted appearance of the world may readily overcome a child who is seeking to achieve a selfsatisfying success in school. The cripple is more than a damaged system of bones and muscles. He is a spirit limited in development by reason of circumstances beyond his control. His attitudes are conditioned by his own physical defects. He is not a wholly free child and his possibilities in terms of character are not those that would exist were his entire body beautiful and per- fect. We are prone to think of physi- cal defects as bodily weaknesses which require correction. Is it not more essen- tial to think of all the factors entering into child being? Certainly the stress upon dental caries and flat feet is not to find its goal only in dental treatment and orthopedic care, important as these are. Impaired hearing and vision, difficulties in speech, and limitations in movements profoundly affect mental capacity, the stabilizing of emotional trends, and the achievement of such socially valuable ends as power, achievement, and inde- pendence. For many years mental deficiency has been regarded as the simplest and most likely explanation of school failure. The intelligence quotient has barely escaped becoming a fetish. ‘The child must not be interpreted solely in terms of a single manifestation of his being. Educational thought should center upon the child’s finest development regardless of his men- tal measurement. Intellectual normality often may be a matter of time, place, and circumstance. ‘There are countless evi- dences of poor school work by children with I. Q.’s above 140. ‘There are nu- merous difficulties noted in school ad- vancement and discipline among children with I. Q.’s between 80 and 90. ‘These equally represent struggles for adjust- ment in school. The highly intelligent child, whose powers of memory and thinking far out- strip those of his classmates, may be us- ing only a small part of his ability. So a lack of interest and a failure to develop habits of attention, concentration, and application result. The dull student, who is fighting to keep up with others more fortunately endowed is entitled to greater attention, oT Oot % ano Stare eee ‘THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION sympathy, and understanding than is the average child for whom our schools were planned. It is natural that teachers should be most pleased to have children who learn easily, who ofter no disciplinary prob- lems, who obediently follow every order To teach such children is a pleasure, but not a test of teaching ability. and direction. The genius of teaching lies in the capacity to overcome obstacles. The greater the problem of a school child the greater is the challenge to the under- standing and ability of the teacher. We have passed the days of guessing and premature judgments. We are liv- ing in an age of scientific information which enables teachers to acquire greater knowledge concerning their pupils. The introduction of visiting teachers and the development of child guidance clinics are of far greater significance to human welfare than the introduction of the kindergarten and the establishment of nedical inspection. The child is more than a developing animal and his physical constitution, basic though it may be, is not the sole factor to be considered in his education. He is a social being whose life must be spent in contact with others, whose joys and sorrows, whose happiness and wel- fare are bound up in all of life. He is not to be regarded as a brain and nerv- ous system capable of accepting knowl- edge and forming habits, good, bad, and indifferent. He is not merely a series of neuron patterns that are to be organized into greater complexity, nor a definite intellectual mass to be: molded toward an end that he cannot realize or con- ceive. His instincts and emotions, while essential parts of his being, are only in- strumentalities common to mankind and available for adaptation in sympathetic and harmonious living. of these. He is not one He is all of them. His phys- ical body, his intelligence, his emotional systems are interwoven and interorgan- ized so that no one of them functions alone. A toothache, a leaking heart valve, an asthma, or a club foot affect thinking, feeling, and action. A _ su- perior intellectual power or its opposite have their influences upon physical ac- tivity, emotional response, and social de- velopment. The internal responses and visceral activities of children, their organized re- flexes and their endocrinological reac- tions constitute only part of their ex- istence. A large measure of child life is under the influence of social struc- ture, opportunities, experience, and so- cial ideals. Our traditions and customs whether found in individual families, in schools and neighborhoods, in communi- ties and countries, are constantly imping- ing upon children and creating situations to be solved. The home background of culture or ignorance, of kindliness or cruelty, of sympathy or indifference, of harmony or disquiet enters into every My Trust CAROLINE S. WoopruFF Castleton, Vermont ’ [ am a teacher— And trusting, childish eyes Look unto me confidingly, Their little hands in mine, To follow me, to anywhere. Be my way on high or low or middle ground They follow. O let me feel What mighty trust is mine! I am a teacher— And ardent, restless, longing youth Look unto me expectantly, Fulfilment of their dreams to aid. As I lead they follow. Oh, let me take the upper road Leading to the heights And they must follow. A mighty trust is mine! One there was Known throughout the ages And over all the world— The Great Teacher, Who leads forever to the Light. His name I bear. Oh, wondrous thought That challenges my highest, best. I am a teacher. phase of juvenile behavior. The prob- lems of family income, of anxiety, of disease, are not beyond the ken of little children. The rules and regulations, the discipline, the formalism of school life are not trifling circumstances. Nor is the teacher and the atmosphere of the school to be disregarded in understand- ing behavior difficulties and the educa- tional problems of school children. The whole child goes to school and he goes as a unitary being, a psycho- biologic unity. His health, his biologic irritability, his intellectual endowment, his emotional responsiveness, and_ his potentials for social adaptation are con- stantly present. There has been much space given to physical hygiene but its importance is no greater than that of mental and moral hygiene. The essentials of being are basic, but the essentials of living are paramount. Who is this child? Whence is this child? And why is this child as February, 1928 he appears to be? In answering these questions specifically, personal prejudices must be cast aside in favor of more scientific and indeed, more honest and more searching methods. Our attitude must be that we teach children and not subjects; that we are developing them and not imparting facts; that we are setting patterns of thought and action in harmony with our own ideals for the guidance and direction of youth, struggling to orient itself in an unknown world with its numerous per- plexities, contradictions, and questions. Why does Jane fail in reading? Why does John have difficulty in arithmetic? Why does Henry appear so restless? Why do some children appear uninter- ested, surly, dejected, or avoid com- panionships? Why do some children lack initiative, spontaneity, enthusiasm? Why are others pugnacious, churlish, disobedient? Why are still others reti- cent, diffident, timid? Why are some fearful, cowering, and unhappy? Why do children show variations in endur- ance, regularity of effort, and achieve- ment? Why are they unlike in reac- tions to criticism, responsibility, competi- tion? Why are there differences in de- pendability, selfreliance, independence, joyousness, and happiness? Are not these questions as important as why one child limps, another holds the book too closely to his eyes, and a third asks for the repetition of questions ? To plumb the depths of a child’s thoughts and soul is by no means easy. To know and to understand is to for- give much. Is it not time to give greater attention to the training of teachers in our normal schools and to their develop- ment in school systems that they may acquire greater knowledge concerning the nature of children, their potentials, their physiology, their psychology, and the interactions of such factors in the economic, social system? If we did but understand our children our educational systems might be revolutionized. Our educational thinking has been directed largely to a system patterned after adult interests, desires, and purposes. We have demanded that children conform and we find in non-conformity evidence of original sin, unhappy heredity, mental deficiency, or perverseness. If we under- stood children more thoroughly, possibly we should have a better understanding of the weakness in our educational in- stitutions and be better able to under- take a more systematic development of childhood in terms of childhood’s needs. School Administration During 1927 GEORGE D. STRAYER Professor of Education and Director, Institute of Educational Research, Teachers HE MOST FUNDAMENTAL princi- ple of educational administration is that which proposes that an ac- ceptable minimum program of educa- tion shall be provided for all of the chil- dren of the state at a uniform effort throughout the state in terms of the bur- den of taxation. ‘This principle of “the equalization of educational opportunity” has long been acknowledged. It has been made effective in practise, however, to a very limited degree. Greater prog- ress was made during the past year in carrying this principle into effect than has been made in any previous period of ten years. Researches in the field of state sup- port were begun by the Educational Finance Inquiry Commission and have been continued since that time as a di- rect outcome of the work begun by this group. The most important contribution in this field, ‘““The Measurement of Edu- cational Need,” has been followed by further investigations directed by the author of this study for the state of New York. Largely as a result of this work the last New York legislature ad- vanced the equalization program to a point which calls for the distribution of more than eighty-two million dollars by the state next year, as compared with nine million dollars in 1919. The writer has undertaken similar investigations in Alabama, Florida, and in Pennsylvania. Students who have worked with him are conducting inquiries in Georgia, North Carolina, Connecticut, and New Jersey. Other investigators are making studies along similiar lines in Illinois, Missouri, Wisconsin, Oklahoma, and West Vir- ginia. It seems reasonable to suppose that within a period of the next ten years, this most significant development in the state support of education will have been carried forward in a majority of the states. Other evidences of the application of scientific method to the problems of ad- ministration are to be found in the re- ports of surveys which have been con- ducted during the past year. In increas- ing measure it may be said of each of these undertakings that they base their recommendations upon the evidence col- lected and upon scientific inquiry which College, Columbia University give validity to the program for improve- ment proposed. A comparison of a sur- vey made fifteen years ago with one con- Hitting the Mark ITTING THE MARK is the supreme test of life. However much power there may be behind the pro- jectile if the wrong target is aimed at or the right target missed, failure is registered. Range finding is highly technical since attention must be given to temperature, wind, distance, barometric pressure, and other ele- ments in locating the target for such a mechanical operation as firing a cannon. Range finding for human beings is perhaps the most complex of all human endeavors. Due to the fact that we have had no scien- tific procedure or even intelligent practise in guiding a human being the number of misses and wrong tar- gets aimed at is appalling. No one claims the ability to direct without error the life of young people, but with our greater knowledge of hu- | man beings, of social and physical conditions and especially of vocations somethiag can be done to lessen the frightful waste of human life and | happiness. Again we raise the ques- tion of what knowledge is of most worth. Certainly that knowledge which will help the individual prop- erly to evaluate himself in_ rela- tionship to the opportunities of serv- ice to himself and to others. To | the extent that vocational guidance can contribute to this end, it merits a place in our educational program.— J. M. Gwinn, superintendent of schools, San Francisco, California, and president of the Department of Superintendence, National Education | Association. ducted during the past year most strik- ingly illustrates the progress which has been made. In addition to the local surveys made during the past year, three state surveys were authorized by legislatures in Vir- ginia, West Virginia, and Florida, and a survey of important aspects of the state administration of schools was voted by the California legislature. The most significant of these, both from the stand- point of support and the extent of the inquiry proposed, is that of the state of Florida. It is interesting to observe that the law passed by the Florida legisla- ture requires the local survey commis- sion “to employ a staff of recognized ex- perts from outside the state of Florida, [45] trained in educational survey work, to make an impartial investigation as to the organization, administration, finan- cial condition, and general efficiency of the educational system of the state of Florida.” It is worthy of note as well that the law requires that the survey staff shall report to the legislature “recommendations for the improvement of the educational system of the state.”’ It is a far cry from the day when legis- lators were willing to determine all mat- ters affecting the educational system of their state without competent profes- sional advice to the day on which the Florida legislature appropriated fifty thousand dollars for the conduct of a scientific professional study of the school system. The movement to provide opportuni- ties for boys and girls in our schools based upon their individual capacities, interests, and vocational outlook, has continued in full force. The work of research departments in public schools and the inquiries made in connection with city school surveys show that we still have as many as 30 percent of children in the elementary schools who should be reclassified, if their attend- ance upon school is to bring the largest return. ‘The significance of the testing movement for the administration of schools is to be found mainly in the effect that it is having upon the classification and progress of children. A most significant report upon teach- ers’ salaries was published during the last year by the New York Citizens’ Committee on Salaries. The study is unique in two respects. First, it origi- nated and was financed by laymen. Sec- ond, it involved very detailed study of all the facts involved, including accu- rate measures of the salaries necessary to enable teachers of given qualifications to work on a definite standard of living. As a result of the factual basis, it con- tains probably the best existing formula- tion of the basic principles for sound salary schedule making. With this study, with the National Education As- sociation’s perfection of a service that for a nominal sum will furnish any school system with an abundance of de- tails on salaries actually paid during the ee ee ee 46 current year, and with various state teachers’ associations starting research bu- reaus for the study of their problems, there is now no excuse for teachers to advocate salary schedules except on the basis of conclusions which are openly and scientifically evolved. Curriculum revision by local authori- ties continues in full blast. Of 390 cities of 10,000 or more population, 175 have made such a revision recently or are now making it. According to a questionnaire to 132 cities, 60 percent have had such a revision during the last three years and 75 percent in the last five years. All this local revision can be successful only as it embodies scientific method and the latest results of research. The legislative situation as regards the curriculum is far more serious than is commonly realized. A hundred years ago the legislature undertook to specify that a given subject should be taught, but the content of that subject was left to the educators in the legislature. In the legislatures of 1927, bills were intro- duced which sought to determine the content of courses in history, in civics, and in science. Other bills proposed to THe JoURNAL OF THE NATIONAL EpuCATION ASSOCIATION control the curriculum with respect to the amount of time to be given to par- ticular subjects. Even though in most cases the bills failed enactment, the pro- posed legislation would seem to indicate distrust of the capacity of educators to determine what shall go into the curricu- lum and how it shall be taught. It is only as the members of our profession base their courses of study and curricula upon the continued scientific inquiry that we have any right to propose that the matter be left in our hands. The general emphasis on research and scientific method in the field of adminis- tration is greater than ever. Section Q of the American Association for the Ad- vancement of Science had at its holiday meeting a special program on research achievements and needed researches in school administration. ‘The program of the Department of Superintendence at Boston will center around the substan- tial achievements and further needs of the profession of administration. The literature of the field was this year en- riched by important works contributing to that end. A pamphlet on educational research for administrators and a bibli- February, 1928 ography of bibliographies in education appeared to facilitate such research. The best work on state aid for education in a generation came out this year. A vol- ume on state school administration was published which lays a sound founda- tion for the study of problems in this field. An entirely new field of business administration of schools has been clearly marked off by the publication of an au- thoritative treatise. A complete formu- lation of the building problems of a city school system, with full helps for their practical solution, became available this year. On the whole, the year 1927 must be considered one of the most fruitful in our history in the advancement of the program for the improvement of the ad- ministration of our public schools. The problems of support, of organization, of the classification and progress of chil- dren, of the development of curricula and of courses of study, and of the busi- ness management of schools have been attacked in a scientific spirit by com- petent workers. The results of these researches are already modifying our practises. Education for Creative Farming NE OF THE BRIGHT HOPES for the solution of the farmer’s problem is the program of vocational agri- cultural education conducted in the pub- lic schools under the provisions of the National Vocational Education Act, bet- ter known as the Smith-Hughes Act and administered by the Federal Board for Vocational Education at Washington. From Arkansas has come the report of a “Smith-Hughes” graduate who com- bined scholarship with practise and es- tablished a record in poultry raising. The young man is James H. Moore, a graduate of the Rogers, Arkansas, high school who enroled in the vocational agriculture in 1920 and graduated, at the end of the four-year course, with honors. According to Mr. Moore’s own re- port, he began his poultry project with nineteen pullets and with the aid of his younger brother began breeding chickens. The first season one of their hens suc- cessfully reared eighty-three chicks in one brood. One of her cockerels is the sire of the contest pen which established American’s Greatest Official Contest Pen Record. —The Moore boys have entered into partnership with their father, C. L. Moore. This procedure has been recom- mended by the Federal Board of Voca- tional Education with reference to all supervised practise projects in vocational agriculture. Supervisors of vocational agriculture in the states report that the instruction given to the boys in the schools is result- ing in the adoption of improved methods on the part of adult farmers on whose land supervised practise projects have been conducted. The total project earn- ings of boys and girls engaged in voca- tional agriculture practise in 1926 is es- timated at more than six million dollars. James Moore’s story in his own words is as follows: In 1920 I began Smith-Hughes work in the Rogers High School, and there received my first inspiration to enter the poultry business. Besides studies in poultry, we received in- struction in dairying, horticulture, and field crops. I derived much pleasure and benefit from these projects during my four years’ work and found it of great help when I entered the University of Arkansas. I began my poultry project with nineteen pullets of a good strain. The next year fifty hens netted me $3.53 per hen, and the third year two hundred hens netted me $3.44 per hen. My younger brother was interested from the first. He was, so to speak, my right hand man, and but for his assistance and faithful- ness my project might have ended, like so many do, without results. My father has always been a great lover of pure-bred chickens, and suggested that if we were going to be poultrymen, to get the best, highest grade of stock obtainable. After a very thorough investigation, we purchased hens, and a setting of Imperial eggs and raised nine pullets and nine cockerels. We had a little “top-knot banty” that the summer before had very successfully reared 83 chicks in one brood. So we gave her the task of raising our Tancred chicks. She raised every one. One of these cockerels is the sire of our contest pen that established America’s Greatest Official Contest Pen Record. We feel that we made no mistake in the selection of our foundation stock, since our pen of five pullets entered in the Eleventh Arkansas State Egg Laying Contest, Fay- etteville, Arkansas, established a record of 1444. Our five highest hens made a record of 1476 eggs, the greatest official pen record for America. Our stock is trapnested, linebred, and pedi- greed. We use for breeders only the hand- somest males. As proof of our success in this line we have recently, out of a flock of 150 pullets, trapped out six 300-eggers—one of these laying 342 eggs from November 1, 1925, to October 31, 1926. All of these six pullets are granddaughters of Cock Bird No. 903, the sire of our famous contest pen. Enlightening the Whole Nation Susan M. Dorsey Superintendent of Schools, Los Angeles, California N RECOUNTING the beneffts that are sure to result from the operation of the Curtis-Reed Bill (S. 1584; H. R. 7) there is one that is so signifi- cant and far-reaching in its possibilities as to justify special emphasis. I refer to the provisions for research in the field of educational conditions and accomplish- ments in the nation at large. The people of our country, having en- acted compulsory attendance laws and having set up a system of free schools, are inclined to indulge in complacent satisfaction with the school situation, inclined to take it for granted that, having installed an educational machin- ery universal in its scope, there remains only to experience universal benefits of literacy, if not of cultured intelligence. To their discomfiture, it is found that there are unknown numbers of the illit- erate and apparently increasing num- bers of the mentally deficient and of those handicapped in body. ‘The dis- covery of these unfortunates, the deter- mination of the particular type of their need, and the correction of their dis- abilities, cannot be the sole responsibility of local remedial agencies, because in the very nature of the case such agencies do not always exist, especially in the places where they are most needed. Want cannot relieve want, nor ignor- ance teach ignorance. The enlighten- ment and wealth of the whole nation National Wealth National Income Public School Costs Bureau of Education A Pprop riations are needed to secure through research the facts regarding child conditions at large and to advise remedies. Such research is needed, also, to dis- —— te TASK OF COLLECTING, classify- ing, and testing all the informa- | tion that is needed is too large for any local, state, or voluntary organi- zation. Each individual group must be active in finding and studying the facts of its own environment. But | the significant facts of local life must } be united in a national picture, which, by comparing trends and tendencies, would arouse the sporting spirit of local groups to compete for honorable mention for distinguished service in realizing more fully our national ideals—Charles R. Mann. cover untapped sources of funds, to set- tle questions, with the aid of discovered facts, of unequal and discriminating allocation of educational moneys, to de- termine fair averages for the expendi- ture of public moneys as between edu- cation and other useful and necessary public agencies, to devise, in the light of population and wealth facts, a sys- tem of allocation of éducational funds, such that the children of one region shall not perish for lack of knowledge, while those in another region perish from excess pampering of wayward and extravagant fancies. All this is yet to be achieved. In the meantime, univer- sal free education is unachieved and un- achievable. Many other benefits will come from the beneficent provisions of this meas- ure, but it is my purpose to speak only of the blessings of research as applied to the remedy of our educational short- comings. These shortcomings are not confined to the unequal support of pub- lic education in different localities; they involve, also, because of lack of accurate knowledge, a failure to secure the larg- est educational returns in the way of student achievement. How to overcome physical and mental deficiencies, such, for instance, as those that produce great crops of nonreaders; how to discover the type of instruction suitable in a given subject in a given locality ; how to adapt all instruction to new experiences in a rapidly changing civilization; these questions can be answered only in the light of discovered facts. They and many others have universal significance and whatever is found in one part of the country that throws light on any educational question should, through a central, national agency, be made avail- able for use everywhere. The day of educational practise based on theory or notions is past: such prac- tise in the future must be based on dis- covered facts. PERCENT INCREASES™ NATIONAL RESOURCES “"° APPROPRIATIONS “" US.BUREAU ® EDUCATION -1890 "1926 Figures for Bureau of Education exclude consideration of appropriations administered through the | Bureau but not available for use in regu/ar Bureau wark a nen aes The Hope of the Future A Notable Commencement Address HIS STATEMENT Is abridged from an address delivered by Mr. Cool- idge before Holy Cross College 25, 1919. It is notable for its simple statement of great truths. An admirable project for high-school stu- dents in English would be to make a special collection of commencement ad- dresses. These might be carefully typed and bound in book form as a permanent addition to the school library. Many schools have now joined in the nation- June wide effort to vitalize commencements as outlined in earlier numbers of “THE JOURNAL. f COME from the press of public af- fairs, where the practical side of life is at its flood, into these calm and classic surroundings, where ideals are cherished for their own sake, is an intense relief and satisfaction. Even in the full flow of commencement exercises it is apparent that here abide the truth and the serv- ants of the truth. Here is the hope of the future, brighter yet in the young men today sent forth. If college-bred men are to exercise the influence over the progress of the world which ought to be their portion, they must exhibit in their lives a knowledge and a learning which is marked with candor, humility, and the honest mind. The present is ever influenced might- ily by the past. Patrick Henry spoke with great wisdom when he declared to the Continental Congress, “I have but one lamp by which my feet are guided and that is the lamp of experience.” Man- kind is finite. It has the limits*of all things finite. The processes of govern- ment are subject to the same limitations, and, lacking imperfections, would be something more than human. It is always easy to discover flaws, and, point- ing them out, to criticize. It is not so easy to suggest substantial remedies or propose constructive policies. It is char- acteristic of the unlearned that they are forever proposing something which is old, and, because it has recently come to their own attention, supposing it to be new. Into this error men of liberal education ought not to fall. The forms and processes of government are not new. They have been known, discussed, and tried in all their varieties through the past ages. That which America exempli- CALVIN COOLIDGE fies in her Constitution and system of representative government is the most modern, and of any yet devised gives promise of being the most substantial and enduring. | aa Aco, in Athens, a famous city of Greece, boys when they reached the age of eighteen were taught a pledge. They said it each day, believed in it and tried to live by it. Fathers taught it to their sons, who, when they grew up gave it in turn to their own boys. Each helped to make the pledge true until Athens became ‘Athens, the Beautiful.’ Tue PLepce—We will never bring disgrace to this our city by any act of dishonesty or cowardice, nor ever desert our comrades; we will fight for the ideals and sacred things of the city both alone and with many; we will revere and obey the city laws and do our best to incite a like respect and reverence in others; we will strive unceasingly to quicken the public’s sense of civic duty, and thus in all these ways we may transmit this city, greater, better, and more beautiful than it was transmitted to us. If the young men of Greece thus pledged themselves to uphold their city should the young men and women of America do less? [From CoMMENCEMENT PROGRAM, Kensing- | ton High School for Girls, Philadelphia, ~ Pennsylvania. | In these days of violent agitation scholarly men should reflect that the progress of the past has been accom- plished not by the total overthrow of institutions so much as by discarding that which was bad and preserving that which was good; not by revolution. but by evolution has man worked out his destiny. We shall miss the central feature of all progress unless we hold to that process now. It is not a ques- tion of whether our institutions are per- fect. The most beneficent of our insti- tutions had their beginnings in forms which would be particularly odious to us now. Civilization began with war and slavery; government began in abso- lute despotism; and religion itself grew out of superstition which was oftentimes marked with human sacrifices. So out of our present imperfections we shall develop that which is more perfect. But the candid mind of the scholar will ad- mit and seek to remedy all wrongs with the same zeal with which it defends all rights. From the knowledge and the learning of the scholar there ought to be de- [48] veloped an abiding faith. What is the teaching of all history? That which is necessary for the welfare and progress of the human race has never been de- stroyed. ‘The discoverers of truth, the teachers of science, the makers of inven- tions, have passed to their last reward, but their works have survived. The Phoenician galleys and the civilization which was born of their commerce have perished, but the alphabet which that people perfected remains. The shepherd kings of Israel, the temple and empire of Solomon, have gone the way of all the earth, but the Old Testament has been preserved for the inspiration of mankind. The glory of Athens and Sparta, the grandeur of the Imperial City, are a long-lost memory, but the poetry of Homer and Virgil, the oratory of De- mosthenes and Cicero, the philosophy of Plato and Aristotle, abide with us Whatever America holds that may be of value to posterity will not pass away. The long and toilsome processes which have marked the progress of the past cannot be shunned by the present genera- tion to our advantage. We have no right to expect as our portion something sub- stantially different from human experi- ence in the past. The constitution of the universe does not change. Human na- ture remains constant. ‘That service and sacrifice which have been the price of past progress are the price of progress now. ; The defenses of our Commonwealth are not material but mental and spiritual. Her fortifications, her castles, are her institutions of learning. Those who are admitted to the college campus tread the ramparts of the state. The classic halls are the armories from which are fur- nished forth the knights in armor to de- fend and support our liberty. For such high purpose has Holy Cross been called into being—a firm foundation of the Commonwealth, a defender of righteous- ness, a teacher of holy men. Let her tur- rets continue to rise, showing forth “the way, the truth, and the light”— forevermore. In thoughts sublime that pierce the night like stars, And with their mild persistence urge man’s arch To vaster issues. Continuous Carefulness Counts ELisaABeTH M. S. LauGuTon Teacher in Gaston School, South Boston, Massachusetts iM—Prevention of accidents on the highway through student activ- ity; in addition to the general work of the class, each pupil has some particular gift, such as a decided talent for drama or drawing, poetry or print- ing, which the teacher must cultivate and correlate with the work in Safety First. Pupils—The ninety-nine pupils in the seventh grade of the Gaston School to whom I teach English and hygiene are poor children, living in a crowded part of the city where traffic is so congested that Safety First lessons are an absolute necessity. Many of the pupils are Ital- ians whose enthusiasm can easily be aroused. Preparation—At the end of the school year last June, the new pupils who had been promoted to my Safety First room were allowed to walk freely about and examine our Safety First literature, pic- tures, posters, graphs, and correlated les- son work. As many of them have little brothers and sisters in the primary school, they were especially interested in this composition: How the Gaston helped the primary school—Since our Gaston School is only a block away from the primary and since we realize that the primary is situated 1This essay won first National honors in the 1925-26 National Safety Lesson Contest conducted by the Highway Education Board, Washington, a < Age in Person years Time Place Cause i 1. Myself 5 12:15 Broadway & Dorchester Umbrella over eyes 2. i 4 5 :00 Broadway & L Street Playing in street 3 . 9 5:15 M and Fourth Climbing on ice cart 4. ~ 8 4:30 Broadway & Dorchester Hanging on truck 5. ~ 5 5 :00 K and Fourth Talking to other children 6. " 4 4:30 N Street Playing in street % ? 5 5 :00 I and Emerson Watching baby in gocart 8. a 5 5:30 M and Fifth Intoxicated driver 9, is 8 12:00 L and Fourth Roller skates on 10. Father 5:30 K and Broadway Getting off car before it stopped 11. Uncle 15 5:30 M and Second Coasting 12. Sister 21 5 :00 Dorchester Ave. Careless driver 13. ° 3 4:00 L and Eighth Watching dead dog 14 - 14 5 :00 Broadway & Dorchester Bicycling 15 > 10 5 :00 L and Eighth Running across street 16. Brother 6 4:30 K Street 17 P 14 5 :30 L and Broadway Jumping off car 18. a 5 12:00 N Street Playing in street 19. 7 5:15 L and Seventh Playing on vegetable wagon 20. o 10 5 :00 M and Fourth 21. ¢ 7 4:45 L and Fourth Didn’t obey traffic officer Spey PUGH, twelve-year-old school girl of Pueblo, Colorado, winner in the 1925-26 national safety essay contest conducted by the Highway Education Board. More than 400,000 other elementary school pupils sought the gold watch and the trip to Washington, awarded her as winner of first national honors. She is the fifth pupil to win similar honors in contests conducted by the Board. on one of the most dangerous corners in South Boston, we are glad that we have Climbing on truck Killed junior-high guards stationed there. Early one morning we noticed a big hole full of water in the street directly in front of the primary school. Some of the little boys and girls walked around the hole, others waded through it, while street cars and automobiles were con- stantly passing. Knowing the danger to the little ones, we talked the matter over and decided to authorize our secretary to report it to the street commissioner. In a few days he visited the school, was very much pleased with the. spirit of the club, and promised to have the defect remedied immediately. We have always felt that this quick work helped to pre- vent accidents. Opposite the door of our room is the following inscription, “This room is dedicated to Safety First. All who enter here pledge themselves to cooperate to guard our highways.” “Let’s incorporate that word, coop- erate, and help the cops in a Cooperation Club,” suggested one of the pupils with that interesting combination of words so dear to the heart of a junior-high stu- dent. Then and there our Cooperation Club was organized with the watch- words, ‘‘Look! Listen! Help!” “Don’t wait for accidents! Prevent them!” We elected our president, vicepresident, and secretary, and chose for our motto, “Continuous carefulness counts.” One Result Head injured Leg broken Leg broken Teeth knocked out Face cut Collar bone broken Baby killed Head injured Leg crushed Arm broken Leg broken Almost killed Hand injured Fractured skull Coat torn to pieces Hopping on wagon Killed Leg injured Foot injured Ankle broken Forehead cut 50 THe JOURNAL OF THE NATIONAL EpucATION AssOCIATION girl, whose mother has a stamping ma- chine, promised to stamp “C’s” on our sleeves. We decided to signal to each other on the street by curving the thumb and first finger of the right hand to form a C, and also invented a hand grip. En- thusiasm ran so high that some pupils were actually sorry that vacation had begun. As a parting gift, I gave each pupil a typewritten Pledge of Careful- ness. We talked it over, signed it, and each child agreed to get as many friends as possible to sign it and live up to its precepts. When the class returned to school on the fifteenth of September, great was the excitement as the pledges, some of them in tatters, were examined. One girl had two hundred eighty-nine signatures ; we made her our corresponding secretary. Presentation—‘How many of you have been in accidents,” I asked, “or have had members of your family in- jured on the streets ?”’ T'wenty-one hands immediately waved wildly in the air. Each injury came from a motor vehicle. As each pupil talked, I tabulated the items on the board as indicated in the table on the preceding page. Then we discussed how these accidents might have been prevented if only we had been careful. The pupil to whom the first accident occurred said, “I should have put my umbrella down when | crossed the street.” The second said, “I should have been playing in the yard and not on the street.”’” The third, “I should have known better than to climb into a car;” the next, “I should not have taken a chance. I had'‘no business on a truck.” Five, “I should not have talked while crossing a crowded street ;” and six, “I should not have been playing in the street.” The seventh said, “I should have watched the traffic instead of my baby’s gocart.” The eighth, “The driver ought not to have been drinking. He was not too intoxicated to drive off be- fore we could get his number.” Nine, “T should not have had roller skates on in the street.” ‘Ten, “Father should have waited till the car stopped.” Eleven, “My brother should not have been coasting in the street.” ‘Twelve, “The driver should not have exceeded speed limit.” Thirteen, “My sister should not have watched the dead dog; she should have watched out.” Four- teen, “My sister should not have been bicycling on the street.” Fifteen, “My sister should not have run on the street.” Sixteen, “My brother should not have been playing in the street.” Seventeen, “My brother should have waited for the car to stop.” Eighteen, “My brother should not have played in the street.” Nineteen, ‘““My brother should not have hopped on the wagon.” ‘Twenty, “My brother should have kept off the truck.” Twenty-one, “My brother should have obeyed the officer’s signals.” From the table we deduced the follow- ing facts: that the most dangerous acci- dents occur around five o’clock when the day’s work is over and owners of ve- hicles are hurrying home; that the most dangerous places are street corners; that accidents may be prevented through care- fulness. Our assignment that day was, “What amendments ought we to add to the Pledge of Carefulness ?” Amendments—At the next meeting, the children voted to accept and place on record the following amendments: 1. Since most accidents occur around five o'clock, I will arrange to have all my er- rands done before then and I will warn other children to keep off the street at that time. 2. Since street corners are especially dan- gerous, I will take double precautions there. 3. Since accidents may be prevented by carefulness, I will form a Safety Club and teach the members that Continuous Careful- ness Counts. 4. Since the traffic officer is one of my best friends, I will endeavor to aid him in every way possible; and, if I am chosen one of the Gaston Guards that stand at the corners of the junior-high and primary buildings when school is dismissed, I will be a faithful officer of the Commonwealth. Gathering information—In the Eng- lish period, the ninety-nine pupils wrote letters to friends, far and near, asking them what steps had been taken to pre- vent street accidents in their part of the world; and now we are constantly re- ceiving letters from Europe and different parts of our own country. From these letters we glean many interesting facts, such as: “In Detroit there is a free school for drivers. The speed limit is ten miles in business parts and seven in alleys. Cars are not permitted to emerge from alleys, garages, stables, or places of business faster than a walk. Serious in- fringers of traffic laws are taken to jail in iron cages propelled by officers on motorcycles.”” “In Evanston, Illinois, there are striped bars, such as we have at railroad crossings. These bars are raised and lowered at street corners, allowing first the motors to pass and then the pedestrians. The school chil- dren here seem to feel especially safe.” “In Los Angeles, at every dangerous corner there are traffic officers who en- force the law. Pamphlets are distributed here in great quantities. ” “In the state February, 1928 of Washington, the head of the highway patrol persuaded the newspapers to put automobile accidents on the first page in big headlines, and he stirred up public opinion to such an extent that all offend- ers are given severe sentences. Specially trained officers are instructed to discuss the situation with motorists in order to put them on their honor to cooperate to make the roads safe. A Highway Safety Club of one hundred motorists was formed and now numbers many thou- sands; the club emblem on their cars signifies that trafic laws must be upheld. Last year there was a twenty-five per- cent increase of cars in the state and a forty percent decrease of accidents.” Safety first clubs—Of the ninety- nine pupils to whom I teach Safety First, ninety have formed Safety First clubs. They have induced 7389 children to sign the Pledge of Carefulness, and 2543 boys and girls have been enroled in their Safety First clubs. Many of the par- ents are interested in the clubs as is shown by the following compositions : Helen Korsac’s Club—One day in school, Miss Laughton said it would be a good plan to form Safety Clubs to help the younger children, and I thought it would be great fun if I could be the first girl to have a meeting. When I went home, I was very busy writing letters to all my friends around M Street, asking if they would not like to join a Safety Club. I have a large attic with two rooms which my father allowed me to have for our club. My sister and I covered boxes with pieces of old velvet so that all the members might have comfortable seats. I had a large box for my desk and I put a piece of glass over the top to make a smooth place to write on; and, last of all, I pinned safety pictures on the wall. We had our first meeting the next day with twelve members present. All but Francis Tracey were a good deal younger than 1 and when I said, ‘“Wouldn’t you like to have me for president?” they all agreed, all but Francis, and we made him vicepresident. I took a piece of chalk and drew two long lines across the room for the street and two short lines for the crossing. “Then Francis and I took the little children one by one and said, “Cross on the crossings.” When we had them all safely across, we let them sit on the boxes and draw pictures of “Cross on the Crossing.” Next I told Francis to be the traffic officer and we all learned Rule Two, Wait for the signal of the traffic officer. We practised crossing the street when Vo. Fr: the Bo on fiv tin tw ot! tel th Vol. 17, No. 2 Francis waved to us. I told the boys the new rule about children in South Boston being fined if they tried to hop on cars. Then I said, “Be home before five o’clock,” and, while they were put- ting on their coats, I told them I had two prizes for the children who helped other people most on the street. When my club members have learned ten good traffic rules, I am going to give them diplomas tied with red ribbon. Uncle Jo’s Club—When I went home from school and told mother about the clubs, she said there were altogether too many accidents on the streets here in South Boston and that if a club would help prevent them, I must certainly have one. “You tell Jack and Joe to go out on the street and bring back the five most careless boys they can find, while I telephone to Uncle Jo.” Uncle Jo is a trafic officer. When Jack and Joe re- turned with the boys, I thought I had never seen a worse looking lot. Uncle Jo met them at the door with a big bundle under his arm and when two of them began to use bad words, he gave them a good lecture. Then he took them down in the cellar and opened his bundle, and lo, it contained the complete suit of a traffic officer, even to the white gloves! Uncle Jo said he was going to give it to the boy who learned the “Pledge of Carefulness” and by learn- ing it best, he explained that he meant living it best. Nobody has earned it yet but we are almost sure that it will go to a little newsboy who is very anxious to help. Uncle Jo gets automobile maga- zines and Safety First papers for us, and invites his friends to come to speak to us. Punishments to fit the crime—One afternoon, the president and three of the guards came to me, saying, ‘Miss Laughton, what shall we do to punish offenders? Three pupils have been hop- ping on cars, two have been running across the street, two have been playing ball in the street, and one has thrown orange peel on the crossing.” As they talked, I chanced to glance at a list of cities on my desk and, when they had finished, I was ready for them. “What is done to adults who disobey rules?” I asked, and the president an- swered, “They are fined or sent to prison.” “Right,” I replied, “and we'll punish in the same way. Those hopping on cars shall be incarcerated in Carson City; those who do not walk across the street shall be imprisoned in Milwaukee ; there are prisons in Baltimore for those who play ball in the street and also in Montpelier for those who throw peel in the street.”” The next Friday afternoon, during the last period, when the other pupils were reading books from the school library, all transgressors were sent to prison in cities appropriate to their crime. We have divided our room into sections, labelled thus: A Few Good References AFETY HINTs To Drivers, by S. Edgar Miles Safety Work with School Children, by Boston Elevated Railway Company Save Lives on Your Streets, by Metro- politan Life Insurance Company Stop, Think, by Detroit Bureau of Public Safety Automobile Section of The Boston Transcript; Ten Safety Stories for Young People, by Massachusetts Safety Council Report of the American Committee on Highway Transport, by Inter- national Chamber of Commerce Street Traffic Regulations for the City of Boston, by Board of Street Com- missioners Let’s Make Our Streets Safe, by Massachusetts Safety Council Six Safety Lessons, by Highway Edu- cation Board The Junior Safety Council, by Massa- chusetts Safety Council | The Automobilist, by Automobile Legal Association Safety Education for Teachers and Pupils, by Educational Division of National Safety Council Handbook for Boys, by Boy Scouts Handbook for Girls, by Girl Scouts True Stories of Brave Deeds, by G, T. Hoare An American Book of Golden Deeds, by James Baldwin Pride’s Crossing for those who do not use the crossing, Carson City for those who hop on cars, Readsville for those who do not read and obey signs, Chatham for those who stop to chat in the street, Plymouth for those who speak rudely to the traffic officer, Watch Hill for those who do not watch out, Wheeling for those who ride bicycles on crowded streets, Montpelier for those who throw peel on sidewalks or street, Springfield for those who run and jump in the street, Norfolk Downs for those who keep umbrel- las down over their faces when crossing the street, Milwaukee for those who do not walk care- fully across the street, Baltimore for those who play ball on the street, Sandusky for those who are out on the street at dusk, Grand Rapids for those who run carelessly on the street. THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 51 I wrote a song, “U.S. A. for Safety,” which may not be a classic but which my class greatly enjoyed singing to the tune of “Jingle Bells.” Dramatization—Since we learn by doing, we have dramatized various simple acts of everyday life such as get- ting off the car in the proper manner, crossing the street on the crossing, and helping some one in need, like a child, an old woman, a lame person, or a mother with a baby carriage. Prevention of accident—We _ had practised in the schoolroom for some time when an accident occurred which might have had serious results if we had not been prepared. Just as we were leaving school one afternoon, a horse ran away and dashed down the street past the primary building. It all happened so suddenly that the members of our Co- operation Club had no time to think out any plan, but they went straight to work exactly as they had done so many times in the schoolroom. They caught five children who had started to cross the street and pulled them back to the side- walk. One girl saw her little brother and some other boys in the street, un- conscious of the danger. Like a flash she held up a stick of red and white candy, calling, ‘For the quickest!” ‘The children flew to her side just in time. Two of the older pupils helped a mother lift her baby carriage back to the walk, and another helped an old lame woman. All who saw our pupils realized that their prompt action undoubtedly pre- vented loss of life. Lectures and letters—The master of the school has given a lecture on Safety First in our own school hall; and, in the Senior High hall, we have attended the Safety First movie, “Crippled Lives.” Miss Greenwood of the Junior Safety Council of Massachusetts has visited our room and enjoyed seeing some of our original plays. Malcolm E. Nichols, the new mayor of Boston, has written a letter to us in which he says: “I feel that your Cooperation Club is doing very good work in the prevention of street accidents. I know of no more helpful thing than to provide in every way pos- sible for the instruction of young people in care and foresight. Much of the trouble and distress in this world is due to carelessness.” We know that what the mayor says about carelessness is true; and that is why we are endeavoring to spread throughout Boston, Massachusetts, the United States, and the world, our motto, “Continuous Carefulness Counts.” De et ee ee ne ‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION The Journal of the National Education Association Published monthly, except July, August, and Sep- tember, by the National Education Association of the United States President, Cornelia S. Adair Secretary, J. W. Crabtree The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the Rep- resentative Assembly, to hold office, and to receive 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 Tur 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. Tue JouRNAL is a member of the Educational Press Association of America and is published in ac- cordance with the standards of that organization. Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103. Act of October 3, 1917, authorized January 26, 1921. Harold A. Allan Business Manager Joy Elmer Morgan Editor EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D.C. Values in 4-H Clubs OULD.you see education at its best? Go out some fall day where a fine lad and his father and a boys’ club leader stand in mutual admiration of a cow that the lad has raised. Make the acquaintance of the boys’ and girls’ 4-H Club work. Through it boys and girls 10 to 20 years of age, in school and out, are taught better agri- cultural and homemaking practises and the finer and more significant things of rural life, under the leadership of the extension service of the Department of Agriculture. Club activities include homemaking, poultry, dairying, beef cattle, sheep, hogs, field crops, finance, marketing, exhibit- ing, demonstrating, cooperation, parlia- mentary law, and contacts with many other interests. Each project is carried successively through the stages of careful planning, actual performance of tasks, record of re- sults, and an estimate of the success achieved. Here you have the project perfect. We have long been told that education should be intelligible to the child, interesting, useful, and lifelong. Children understand these 4-H _ projects because they are built into the life around them. They find them interesting. The child loves a small garden, or a cow, or a pig, or a few hens, and follows day by day the eternal miracle of growth. He does not care much whether his work is useful. He just enjoys the task. But he is learning the virtue of service never- theless. He is also learning the rela- tion between the activity and the book. The boy who has won a prize at a cattle show does not have to be told to look up the bulletins of the Department of Agri- culture. He will read them all. Test these 4-H projects by each of the seven cardinal objectives of educa- tion and they have something to con- tribute at every point. They integrate these objectives in an unusually effec- tive way. By assuming responsibility and carrying out a plan that requires regular habits over a considerable pe- riod of time, the child develops char- acter. These are genuine values. They suggest to our oververbalized schools a lesson without which no teacher ever really succeeds—that education is guided growth, that growth involves the whole life of the child and the whole life of the community, that the best teachers must be integrators of all that is good, seeking ever to make contacts between the child’s awakening interests and the home and the community around him. Here are arguments for sufficient sal- aries and secure tenure for teachers. The men and women who have done the best 4-H Club work have had both. These 4-H Club leaders have something of the pioneering spirit that has made the Danish folk high school the founda- tion of an enriched rural life in that re- markable and sturdy nation. ‘These folk high schools have graduated more than 300,000 students since they were started about 60 years ago. We would do well to copy them. They would make a fine superstructure for our 4-H clubs which now enrol more than 600,000 boys and girls each year. Can you think of any contribution to Ameri- can education more significant than this? Here is the pledge these 4-H folks take— I pledge my /ead to clearer thinking, my heart to greater loyalty, my hands to larger service, and my health to better living—for my club, my community, and my country. The time has come to quit talking about our poor rural schools. Why not call attention to our good rural schools for awhile? Why not hold them up as examples of what education can be in an ideal setting, free from the distractions of city life? There are poor schools in the country just as there are in the city and some consolidation is needed at both points. But there are good schools in the country—schools that make up in genuine worth what they lack in fame. Rural schools that would make Francis Parker beam with pride can be found in many farming communities. And there will be more such schools when farmers get their share of the world’s profits. Farming is starved over wide areas because we have been too busy teaching farm lads Caesar’s battles to give them sufficient mastery of the economics of marketing and co- operation to enable them to hold their own at the world’s bargain counters. But a new day is dawning for the farmer and the prophecy of that day is in the teaching of agriculture in our rural high schools and in this army of 600,000 4-H citizens. It is a glorious occasion in June when the pick of this army makes its annual pilgrimage to the nation’s capital. It must be a proud week for the Department of Agriculture, which sponsors these 4-H Clubs, when it brings the best of them through the spacious Union Station past the majestic dome of the Capitol to its own grounds on the Mall where in serried ranks of khaki tents they live and study and make friends with other worthy sons and daughters of our farms. May they al- ways cherish and live for the country that will be symbolized in their mem- ories by the Capitol, the White House, and Mt. Vernon! C= HINES with his champion litter of Duroc pigs and Holstein calf. He is a member of the 4-H Club of Montgomery County, Maryland. HE SUDDEN SPECTACLE of a full- fledged tent city on the hitherto inviolate green sward of the U. S. Department of Agriculture, Washing- ton, D. C., on the 15th of last June an- nounced to the passersby that something unusual was stirring in that quarter. Seventy-five pyramidal khaki tents were pitched there with military precision, facing a hollow square, with headquar- ters, Red Cross, and physicians’ tents at the head, and the Stars and Stripes float- ing above. Inquirers at headquarters tent learned that the khaki city had been put in readiness for what was to be the first national farm boys’ and girls’ 4-H club camp, meeting from June 16 to June 23, inclusive, 1927. Cooperative extension workers had felt for some years that such a national gathering would be a means of further developing leadership and would afford a much needed opportunity for the dis- cussion from a countrywide viewpoint of plans and problems arising in club work. Plans for such a gathering were therefore submitted to the state directors of extension work and with their ap- proval were put into practise in 1927 on the occasion of this first national 4-H club camp. Representation at the camp was lim- ited to four members, two boys and two girls, from each state, to be accompanied by one or more extension workers in immediate charge of club work in that state. Reveille June 16, roused 147 club girls and boys, and about 75 men and women of the state and department The First National 4-H Pilgrimage cooperative extension staffs in immediate charge of club work, who had come from 40 states for this first camp. In most cases the boys and girls who came as delegates were selected according to ac- ‘Peo MEMBERS attending the 4-H camp placed a wreath at the tomb of the Un- known Soldier. complishment in their chosen lines of work and their contribution to their communities in leadership. ‘Their ages averaged about 18 years. Among them were 17 state and nationally known HE PICTURE on the left shows the 4-H camp, situated in the Department of Agriculture grounds. On the right Secretary W. M. Jardine presenting each member with a gavel made of wood from the White House and from Mt. Vernon. junior cattle judges, 2 winners in na- tional contests, and state and national champions in nearly every line of club work. Each day’s program for the camp week included a general assembly at which men and women prominent in governmental affairs spoke on matters of national interest; a conference of club members and one of the state leaders in attendance ; an educational tour to some government department or historical point; and a campfire, concert, or other inspirational event in the evenings. The day began at 6 a. m. with the bugler’s reveille, calling the campers to prepare for flag raising, setting-up exercises, swimming, and breakfast; it closed promptly at 10 p. m. with taps. At the first day’s assembly, June 16, the Secretary of Agriculture, W. M. Jardine, welcomed the delegates; the Director of Extension Work, C. W. Warburton, spoke on the confidence felt in the department in 4-H club work; and the Chief of the Office of Coopera- tive Extension Work, C. B. Smith, out- lined the purpose and plan of the camp. On another day, Mrs. Mabel Walker Willebrandt, assistant attorney general, U. S. Department of Justice, gave the campers a new insight into the purpose of law and what observance of law means. William M. Mann of the Smithsonian Institution brought motion pictures of his recent expedition in Africa and told experiences in obtaining wild animals for the institution’s zoological park. J. THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION S. Commissioner of Edu- } 3 Tigert, U. cation, talked on education and its rela- Colonel Hanford Mac- Nider, assistant secretary of war, was tion to life. speaker at the Sunday afternoon assem- bly of the campers at Arlington National Cemetery. J. B. Aswell, representative in Congress from Louisiana, explained the legislative functions and emphasized the responsibilities of the American citi- zen in the building and maintenance of his country. To afford members of the Department of Agriculture staff and delegates to the become ac- camp an opportunity to quainted, a “department dinner’ was given on the evening of the twentieth, when each club member was the guest of a department representative. One of the features specially planned for the camp was the series of confer- ences to be held by the boys and girls, in which as many delegates as possible were given an opportunity to take part. The members were divided into six groups for discussion of four topics— service, cooperation, achievement, and measurement. Each group was guided in the discussion by a different state club leader for each session. “The leader act- ing as adviser to a group was given guide questions for each topic and a “key,” the information which it contained, however, being intended as merely suggestive. A chairman and a secretary were elected by the club members in each group. ‘These met each day with one of the state club leaders to summarize the discussions and prepare a report for pres- entation to all of the delegates on the following day. At the end of the series of conferences, a summary of all of the discussions was presented to the entire conference body. Meeting at the same time, the state club leaders participated in discussions relating to fundamentals in club work. One of their first actions was to adopt an outline of the main objectives of the hare RAISING took place every morning during the weék at the 4-H camp. work. They are: (1) To do something worthwhile and to stimulate interest in community progress; (2) to improve farm and home practises; (3) to teach pride in occupation; (4) to give train- ing in agriculture and home economics; (5) to develop appreciation of nature; (6) to teach cooperation; (7) to de- HE CLUB MEMBERS and leaders attending the 4-H camp made a pilgrimage to Mt. Vernon, Washington’s beautiful home on the Potomac, February, 1928 velop rural leadership; (8) to give vision; and (9) to develop men and women. A club pledge adopted for national use reads as follows: “I pledge my head to clearer thinking; my heart to greater loyalty ; my hands to larger service; and my health to better living for my club, my community, and my country,” as best expressing ideas behind the four H’s in the club name—Head, Hand, Heart, Health. JHAT IS THE BIGGEST thing in club work? The first and biggest thing in club work is to do something worth- while. Every club member is a demon- That is the first requirement of membership. Lindbergh receives the plaudits of the whole world because he has done something worthwhile—has done something better than anyone else has done it before. He did it without ever thinking of the medals and degrees and honors that might be bestowed upon him. So we, as club members, forgetting ourselves in our work, forgetting all possible prizes or awards or trips or praise, but doing the task we have set ourselves to do with all our might, will find at the end always the sweetest and most satisfying reward the world can give us—the consciousness of work well done. That alone is enough; but, if in addition, our cup is heaped up through the granting to us of a trip to the state college short course or to Washington, that is something that comes unex- pectedly and is an additional joy, the more appreciated because unsought.— C. B. Smith. strator. pez acc me tea T FIRST GLANCE the measurement of ne increases or decreases in teachers’ salaries over a period of years ap- pears a simple matter. Most of us are accustomed to accept uncritically state- ments such as: The average salary of teachers in the United States increased between 1913 and 1920 from $512 to $871 or 70 percent. Such a state- ment, however, really tells us little. It does not tell us whether salaries had greater or less buying power in 1920 than in 1913. It does not tell us whether they increased more rapidly or less rapidly than incomes in general. It tells us little that is pertinent to an in- telligent consideration of the trends of teachers’ salaries. The table illustrates the information needed in studying salary trends. While the average salary of teachers in the United States increased from $512 to $871 or seventy percent between 1913 and 1920, in buying power it decreased from $512 to $418 or eighteen percent. Between 1913 and 1926 the average salary of teachers increased from $512 to $1275 or 149 percent, but in purchas- ing power it increased but 42 percent. The amounts received by teachers were greater both in 1920 and 1926 than in 1913, but the purchasing power of the amounts received was less in 1920, and more in 1926 than in 1913. Did teachers’ salaries following 1913 increase less or more rapidly than wages and incomes? Between 1913 and 1920 the incomes of both teachers and non- teachers increased. Teachers’ salaries in- creased 70 percent while incomes of nonteachers increased 115 percent. Be- tween 1913 and 1926 teachers’ salaries "For the first of this series of articles see the January issue of THE JOURNAL. Teachers Salary | rends increased 149 percent while incomes of nonteachers increased 133 percent. Ref- erence to column 11 of the table in- dicates that teachers’ salaries between 1913 and 1920 increased 79 percent as rapidly as incomes of nonteachers. The rate of increase in teachers’ salaries between 1913 and 1926, however, was 107 percent as rapid as other incomes. The fact that in 1926 the teachers’ aver- age salary was 249 percent of what it was in 1913, while the average income of gainfully occupied persons was 233 per- cent of the same average for 1913 was due principally to the relatively rapid in- crease in teachers’ incomes in the two years following 1920. But for the spurt at this time, teachers’ salaries since 1913 generally have increased less rap- idly from year to year than have the in- comes of nonteachers. So much for the trends in incomes of teachers and non- teachers. How about the purchasing power of these incomes? Following 1913 the purchasing power of teachers’ salaries rapidly declined. The teacher’s pay check in 1918 bought 71 percent as much as in 1913. In 1919 and 1920 the corresponding per- cents were 77 and 82. Following 1920 an unusual spurt took place, so that whereas the average salary of teachers in 1920 had but 82 percent of its pre- war purchasing power, in 1922 it had 136 percent of its 1913 buying power. Following 1922, the increase was steady, but much less rapid, until in 1926 the average salary of teachers bought 142 percent as much as in 1913. The buy- ing power of the incomes of nonteach- ers follows a different route. Follow- ing 1913, and until 1921 there was little change in the purchasing power of the average income of gainfully employed persons. Since that time the buying Changes in Amount and Purchasing Power of Teachers’ Salaries and of Incomes of Coy ae Persons in the United sree: 1913 to 1926 Since 1913 power of the income of nonteachers has increased more rapidly than that of teachers’ salaries. Speaking generally, following 1913 and until 1921 teachers’ salaries bought substantially less than in 1913. During this period incomes of nonteachers just about held their own in_ purchasing power. Since 1921, the buying power of both groups has been substantially more than in 1913. The average salary of public school teachers in 1926 was greater in amount and in purchasing power, and occupied a better position among incomes in general than in 1913. The present improved buying power of teachers’ salaries is principally due to the unusual gain made between 1920 and 1922. ‘This spurt had two causes. The average salary received by teachers was substantially increased, and the dol- lar regained a part of its prewar pur- chasing power. But for this two-year spurt, teachers would be in the worst situation in history, for their incomes failed to keep pace with those of non- teachers both between 1913 and 1920, and between 1922 and 1926. Summarizing, increases in teachers’ salaries between 1913 and 1920 failed to keep pace with increases in the in- comes of the general population. ‘Teach- ers’ salaries bought less and occupied a lower relative position among incomes in general in 1920 than in 1913. A rapid improvement in teachers’ salaries took place between 1920 and 1922. Since 1920 they have bought more and have occupied a higher relative position among incomes in general than in 1913. Has the improvement in teachers’ sal- aries lifted them from the unfavorable position they occupied before the war? This question will be answered in the next article-—John K. Norton. Figures of this table based on data from May, 1927, _ Research Bulletin: of the National Education Association. Purchasing power in Index of urchasing ~ Index of — dima Index of average: Purchas- | 1913 dollars of average: | power of average: Rey era; he! SOR Mi , ewe ee eet Cr ae ae Average | income of l ing — teachers’ Year salary of | gainfully Income of | ® - 1° 13 Income of | Income of | salaries in teachers | occupied | Salary of | gainfully y om Salary of | gainfully Salary of | gainfully | relation to persons | teachers occupied teachers occupied teachers | occupied | incomes in is MCE: SORE, persons persons _ |_ persons general ee ee ee ae ibieee, 5 th eee ee we Fae | Ag ~~ $512 ~|~ too | 100 $i. % | Bu $364 —|—C(«100,s«|—Ss«100 i _ Spee 871 tes9 170 215 .48 418 | 892 82 | 103 Seep ling 1275 2010. | 249 233 . he: nan ao wera Economic Resources and School Costs by States in 1926 Prepared by the Research Division of the National Education Association Percent that yearly school costs is of: OU CAN OBTAIN the figures for your } state by reading the table as fol- lows: In 1926 the value of tangible property in Connecticut was $6,180,720,- 000; the yearly income was $1,416,975,600; the amount in savings accounts was $739,038,000. This state expended $102,- 500,600 for construction of buildings; and a total of $98,589,788 for the following articles: Soft drinks and ice cream, theaters, candy, chewing gum, tobacco, sporting goods and toys, jewelry, per- fumes, and cosmetics. As compared with these indications of its resources and buying power, Connecticut expended $32,765,727 in 1926 for public elementary and secondary schools. The following statements may be made for the United States, based upon the percents of columns 8 to 12. For every half cent (.55c.) expended in 1926 for public schools the people of the United States had $100 of tangible wealth; for every $2.25 expended for schools the people of the United States had $100 of current income; for every $8.18 expended for schools there was $100 in the savings accounts; for every $29.42 expended for schools the people of the United States expended $100 for building construction; and for every $32.39 expended for schools $100 was expended for the above men- tioned luxuries. A similar statement may be prepared for your state, using the percents given. For a further discussion of the significance of tables such as this consult pages 8 and 9, and 28 and 29 of the January, 1927, issue of the Research Bulletin of the National Education Asso- ciation. Sources of data: The value of tangible property in the United States is estimated from data of the National Bureau of Economic Research, the National Indus- trial Conference Board, and the U. S. Bureau of the Census. Income for the United States from News Bulletin of the National Bureau of Economic Research, February 21, 1927. The total was dis- tributed among the states on the basis of the percent of total income found in the states in the years 1919 and _ 1920. Amounts in savings accounts are com- piled by American Bankers Association, New York City. Expenditures for build- ing construction were obtained from the F. W. Dodge Corporation. The figures followed by an asterisk are independently estimated. The expenditures for luxuries are rough estimates based upon the best figures available. Figures as to cost of public elementary and secondary schools are those of the U. S. Bureau of Educa- tion. They include building costs as well as current expenses. The cost of educa- tion in Florida is double that for the previous year, owing to the fact that heavy expenditures for buildings were necessary to replace school property de- stroyed by the tornado. Similar special circumstances affect the expenditures of certain other states. Estimated Yearly Estimated Cost of public | | Yearly value of Yearly Amounts in expenditures yearly | elementary | | expen- | Yearly States tangible current savings for building expenditures | and secondary | Total | |Amounts| ditures | expen- wealth, income accounts, | construction, for certain | schools, | value | Yearly | in | for ditures 1926 1926 1926 luxuries, 1926 | 1925-26 | of tan- | current) savings | build- for | gible | income} accounts; ing certain | wealth | con- lux- struc- | uries tion —-— —|—_ —— — —--— ———- | - - — ~ —_— | 1 3 4 5 6 | 7 S ) a ee 11 12 — —_ — —_ —_—_—— _ ——} } -\- _ ——| — t United States $367,900,000,000 | $89,682,000,000 | $24,696,192,000 | $6,870,000,000 | $6,239,860,000 |$2,020,812,685 | .55 | 2.25 | 8.18 | 29.42 | 32.39 — a — — — _ ——— )—_—_—___—_—_- —_ } Alabama. 3,495 ,050,000 977,533,800 102,408,000 69,097 ,200 52,414,824 17,304,956 we.) Aa 16.90 | 25.04 | 33.02 Arizona 1,545,180,000 313,887,000 25,229,000 18,150,977* 18,095,594 8,506,677 .55 2.71 33.72 | 46.87 | 47.01 Arkansas... 3,053,570,000 771,265,200 70,311,000 25,673,500 40,559,090 13,965 ,866 46 1.81 19.86 | 54.40 | 34.43 California 17,585,620,000 4,188,149,400 1,679,146,000 296,812,681* 379,383,488 136,988 396 78 3.27 8.16 | 46.15 | 36.11 Colorado } 3,789,370,000 869,915,400 107,014,000 36,249,945* 56,158,740 26,549,547 .70 3.05 24.81 | 73.24 | 47.28 — aia cieeian = — ~ SS ee ee ee Ss caerepemmemennmsenmnesn SE | = Connecticut 6,180,7 20,000 1,416,975,600 739,038,000 102,500,600 98,589,788 32,765,727 331 38 | 4.43 | 31.97 | 33.23 Delaware 699,010,000 206,268,600 53,634,000 7,342,500 11,231,748 3,632,661 a 1.76 | 6.77 | 49.47 | 32.34 Dist. of Columbia. 1,986,660,000 582,933,000 80,204,000 88,155,800 48,670,908 9,290,353 .47 1.59 11.58 | 10.54 | 19.09 | res 2,832 830,000 538,092,000 178,488,000 247,503,200 44,303,006 30,089,478 1.06 5.59 16.86 | 12.16 | 67.92 a oe eee 4,561,960,000 1,372,134,600 150,597 ,000 78,534,200 73,006 362 17,357 ,622 .38 | 1.27 | 11.53 | 22.10 | 23.78 ] ] | Se 1,802 ,7 10,000 340,791,600 27,793,000 18,098,968* 19,967,552 9,022,507 50 | 2.65 | 32.46 | 49.85 | 45.19 OS Serre 25,973,740,000 6,806,863 ,800 1,385,377 ,000 658,548,100 527,268,170 138,350,684 on 2.03 | 9.99 | 21.01 | 26.24 EFS 10,337 ,990,000 2,268,954,600 388,116,000 131,201,600 151,004,612 61,229,094 .59 2.70 15.78 | 46.67 | 40.55 lowa. 12,287 ,860,000 1,838,481,000 515,221,000 60,395 800 137,276,920 57,280,065 .47 3.12 | 11.12 | 94.84 | 41.73 ere 7,321,210,000 1,390,07 1,000 126,263,000 49,233,500 81,118,180 35,603,036 .49 2.56 | 28.20 | 72.31 | 43.89 Kentucky 4,194,060,000 1,246,579,800 179,677,000 73,117,500 69,262,446 17,599 363 .42 1.41 | 9.80 | 24.07 | 25.41 Louisiana. 3,973,320,000 1,013,406,600 133,985,000 87,545,100 64,270,558 19,741,168 .50 1.95 | 14.73 | 22.55 | 30.72 Maine 2,354,560,000 600,869,400 284,380,000 22,275,600 35,567,202 10,243,404 .44 | 1.70 3.60 | 45.98 | 28.80 Maryland 4,672 ,330,000 1,345 ,230,000 399,889,000 101,989,800 86,110,068 21,665,229 . 46 1.61 §.42 | 21.24 | 25.16 Massachusetts 15,157 ,480,000 4,412,354,400 2,275,704,000 | 255,054,500 305,129,154 77,162,431 51 1.75 3.39 30.25 | 25.29 Michigan.. 13,317 ,980,000 3,506,566,200 1,028,545 ,000 355,831,400 245,226,498 99,447,319 .75 2.84 9.67 | 27.95 | 40.55 Minnesota. . 10,006 880,000 1,811,576,400 | 531,918,000 78,827,600 127,293,144 51,929 667 .52 2.87 9.76 | 65.88 40.80 Mississippi 2,538,510,000 690,551,400 | 92,660,000 33,832,100 33,071,258 12,599,596 .50 1.82 | 13.60 | 37.24 | 38.10 Missouri 11,662,430,000 | 2,546,968,800 | 384,755,000 209,782,900 183,451,884 53,217,104 .46 2.09 | 13.83 | 25.37 29.01 Montana. 2,612,090,000 448,410,000 58,933,000 | 21,375 ,506*| 27,455,384 11,566,647 44) 2.58 | 19.63 | $4.11 | 42.13 Nebraska...... 6,217,510,000 977,533,800 208,334,000 35,264,400 72,382,376 29,348,812 .47 3.00 14.09 | 83.23 40.55 Nevada..... 625,430,000 89,682,000 19,365,000 1,872,307* 6,239,860 1,957,226 -31 | 2.18 | 10.11 |104.54 | 31.37 New Hampshire. . 1,618,760,000 376,664,400 | 201,723,000 9,592,500 22,463,496 6,905 ,290 .43 1.83 | 3.42 | 71.99 | 30.74 New Jersey...... 13,796,250,000 | 3,282,361,200 1,127,334,000 293,003,300 205,291,394 92,280,267 .67 2.81 8.19 | 31.49 | 44.95 New Mexico... 993,330,000 | 224,205,000 | 7,485,000 9,153,501* 10,607 ,762 5,253,899 .53 2.34 70.19 | 57.40 | 49.53 eee — — } — ——EE | | — New York...... 43,301,830,000 | 13,048,731,000 | 5,918,682,000 1,545,510,000 1,060,152,214 245,105,731 ~o7 1.88 4.14 | 15.86 | 23.12 North Carolina... 5,297,760,000 | 1,228,643,400 | 148,802,000 | 102,540,400 64,270,558 34,691 ,669 .65 2.82 | 23.31 | 33.83 | 53.98 | North Dakota.... 2,869,620,000 | 412,537,200 92,910,000 | 9,062,400 25,583,426 14,352,168 .50 | 3.48 15.45 (158.37 | 56.10 NE os cles ac 21,632,520,000 | 5,389,888,200 1,252,637 ,000 407,142,300 374,391,600 127,579,422 .59 2.37 10.18 | 31.34 | 34.08 | Oklahoma 4,672,330,000 | 1,390,071,000 92,915,000 | 58,260,100 66,142,516 28,999,229 .62 2.09 31.21 49.78 | 43.84 — ——— |- \- | — —EEEE | CUNO. cs. s ss. 4,010,110,000 744,360,600 | 113,776,000 | —_ 39,942,551* 58,030,698 18,949,947 .47 | 2.55 | 16.66 |-47.44 | 32.66 Pennsylvania.... 33,699,640,000 | 8,331,457,800 | 2,336,513,000 552,683 400 559,715,442 169,643,289 .50 | 2.04 7.26 | 30.69 | 30.31 Rhode Island. . 2,244,190,000 645,710,400 321,865,000 41,385,000 40,559,090 10,208,133 .45 1.58 3.17 | 24.67 | 25.17 South Carolina... ‘ 2,796,040,000 798,169,800 103,694,000 | 18,217,700 38,063,146 16,058 356 oF 2.01 15.49 | 88.15 | 42.19 | South Dakota 3,421,470,000 484,282,800 85,568,000 7,555,900 31,823,286 15,129,260 44; 3.12 17.68 \200. 23 47.54 aniasaglini = i | a j = iicadienainninnentestiel ee Tennessee....... 4,929 860,000 1,085,152,200 165,512,000 | 67,373,300 69,886,432 20,501 ,486 .42 1.89 12.39 | 30.43 | 29.34 Guinea ee me 11,515,270,000 | 3,246,488,400 164,924,000 232,411,800 190,315,730 65,128,019 .57 | 2.01 | 39.49 28.02 | 34.22 | re 1,802,710,000 | 331,823,400 64,395,000 14,302,346* 23,087 ,482 10,012,894 .56 | 3.02 | 15.55 | 70.01 | 43.37 Vermont....... 993,330,000 | 260,077,800 182,272,000 10,374,900 14,351,678 4,525,831 .46 | 1.74 2.48 | 43.62 | 31.54 Virginia. 5,702,450,000 1,264,516,200 229,383,000 49,549,100 74,878,320 21,755,438 meu Bae 9.48 | 43.91 | 29.05 BES Sie te Cea ae! ; sheeted BEN st ene Een: oe wor) eee Mis nace, Bios efter: 2: Washington...... 5,996,770,000 | 1,291,420,800 192,423,000 55,909,170* 96,717,830 30,727,980 $i 2.38 15.97 54.96 | 31.77 West Virginia.... §,481,710,000 | 968,565,600 154,822,000 56,348,600 63,646,572 26,235,479 .48 2.71 | 16.95 | 46.56 | 41.22 | Wisconsin....... 9,197,500,000 | 2,080,622,400 489,951,000 117,197,100 142,268,808 45,516,000 .49 2.19 | 9.29 | 38.84 | 31.99 Wyoming... | 1,140,490,000 | 224,205,000 21,622,000 8,217,348* 13,103,706 6,838,253 -60 | 3.05 | 31.63 | 83.22 | 52.19 iin oe ot in on wt ee ae ee eS 6S HE DEPARTMENT OF SOCIAL sTUDIES held two sessions at Se- attle in connection with the sum- mer meeting of the National Education Association. The first session on Tues- day afternoon, July 5, was a joint meet- ing with the faculty of social science of the University of Washington. Charles E. Martin, dean of the social science department of the university, presided. Walter S. Davis, state senator and pro- fessor of political science in the College of Puget Sound at Tacoma, Wash., was the first speaker. ‘‘Patriotism and the Constitution” was his subject. Mr. Davis said: There is in the world today a mighty force which we call patriotism, or love of country. It belongs exclusively to no age or clime and illustrations of it are found scattered throughout the pages of history. What we owe to the Constitution may be imagined by supposing that it had never been adopted. Would not our land be, as Webster said in the reply to Hayne, com- posed of states discordant, belligerent, drenched in fraternal blood? Would we perhaps be as Europe today, rival govern- ments with hostile boundary lines? In your hands, in your classrooms, fellow teachers of the social sciences, is the destiny of the republic to be decreed, and the republic speeded onward in a grander career in the twentieth century. Jesse H. Newlon, superintendent of schools, Denver, Colo., next addressed the group on “The Social Studies and Citizenship.” Mr. Newlon said: Education for citizenship is a process to which many agencies contribute. The con- tribution of the school in developing in the boys and girls ideals of good sportmanship, habits of law, obedience, and of assuming one’s civic responsibilities, tolerance, a sense of justice, alertness to civic conditions is made not only through the social studies but through the life of the school. When it comes to the social studies themselves, the school must select subjectmatter and adopt methods of teaching in the light of the quali- ties of the good citizen. Read Bain, lecturer in sociology in the University of Washington, told of the teaching of social science in the Washington high schools. Mr. Bain’s statement was based on replies to a ques- tionnaire from 173 teachers of social science in the accredited high schools of Washington. He found the principal obstacles to the teaching of the social sciences to be lack of library equipment, inadequate teaching force, and too many Social Studies at Seattle subjects. An address on the “Require- ments for Social Studies in the Primary Schools,” by Edgar Randolph, professor of education in the University of Wash- ington, completed the afternoon’s pro- gram. Mr. Randloph said: ~— H. STone, wvicepresident of the Na- tional Council for the Social Studies, 1 supervisor of the teaching of social ana studies, University High School, Oakland, California. An analysis of the Proposed Uniform Law to regulate the teaching of the Con- stitution, advocated by the American Bar Association and other organizations, shows that the impossible would be expected of the elementary school. Two principles of selec- tion of curriculum materials must always go together: (1) What society needs, and (2) what little children can learn. About what society needs, these organizations will doubt- less be a better judge than most teachers in many cases. About what little children can learn, the professional teachers will in most cases be better judges than the Bar Associa- tion. Is it not perhaps our duty to appear as advocates of children, with a brief against undue expectations and a plea also for con- sideration of the equities of the other school subjects? The second session on Wednesday afternoon, July 6, centered in the general theme “The Teacher as a Factor in Social Studies Teaching.” Frederick FE. Bolton, dean of the school of education, University of Washington, appeared first with an address on ““The Teacher’s Op- portunity through the Social Studies.” Mr. Bolton well reviewed the situation in the following paragraph: [57] What the world needs is new attitudes, new sympathies, new friendships, new un- derstandings of the integral part which each one plays in the weal or woe of civilization. To the development of these higher and nobler objectives the social studies teacher is under obligation to make a genuine con- tribution. If a boy studies a social subject and does not think differently about human welfare and human relations; if he does not have deeper sympathies and the urge to cooperation and helpful service, the values are largely nil. His behavior, his conduct, his citizenship, his character, these are the only true measures of the value of the studies “The Teacher’s Need of a Social Viewpoint,” was next discussed by Crystal Harford, assistant supervisor of social studies, University High School, Oakland, Calif. Miss Harford listed some of the purposes a teacher with social vision would keep before him. They are: 1. To build international goodwill. 2. To cultivate tolerance in thought and in opinion, 3. To reveal principles of justice. 4. To develop a basis for evaluation of standards, achievement, and leader- ship. 5. To encourage sympathetic participation in social betterment. 6. To develop a technic for the study ef social relationships, a mastery of tools for future use. The final address was presented by Milton Bennion, dean of the department of education, University of Utah, whose subject was “The Place of Ethics in a Program of Teacher-training for the Social Studies.” Mr. Bennion greatly strengthened the conviction that teachers who would help boys and girls to de- velop right attitudes and to have strong, eventuating desires, must have un under- standing themselves of the fundamentals of social ethics. The officers of the Department of Social Studies for the year 1927-28 as elected at Dallas, Texas, last February are: President, J. Montgomery Gam- brill, associate professor of history, Teachers College, Columbia University, New York City; vicepresident, Edna H. Stone, supervisor of the teaching of social studies, University High School, Oakland, Calif.; secretary-treasurer, Edgar Dawson, professor of political science, Hunter College, New York City; corresponding secretary, Mary V. Carney, teacher of history, Central High School, St. Paul, Minn. cee eee Lees TH ne a me, PF NHE DEPARTMENT OF VISUAL IN- STRUCTION of the National Educa- tion Association held its fourth an- nual conference at Seattle, July, 1927. The large attendance at the two pro- grams which were presented by the presi- dent, Ernest Crandall, indicated the in- creasing interest that is being manifested in this new educational problem. The general theme for the conference was, The Motion Picture in the Life of the Child. Thomas E. Finegan, formerly state superintendent of public instruction of Pennsylvania and now education di- rector of the Eastman Kodak Company, discussed this problem from the stand- point of classroom instruction. He em- phasized the need of better educational films which could be used in the ordinary classroom as a definite part of the teach- ing procedure. Dr. Finegan stated: The motion picture should not be regarded in any sense as a substitute for the visual aids which have already found their place in: the schools; nor should there be any thought of the substitution of such pictures for the textbooks or for the teacher. The real purpose of the motion picture in the classroom‘is to give concisely but com- prehensively, a clear idea of those subjects related to the activities of life which are considered in the regular daily work of the schools and which can be best represented through pictures in action. Such a film should be used in the classroom by a teacher giving instruction to his pupils. This type of film is, therefore, simply a classroom agency in the hands of a teacher. It is to be used by him when needed, similar to the use of other classroom aids and apparatus. I shall make a single prophecy and that is, that the film is to become an effective agency in teaching institutions of the country, that film libraries adapted to instructional pur- poses and coordinated with courses of study will in time be established in eath school, college, and university so that films adequate in number and character may be available for the daily use of the teacher as maps, charts, textbooks, reference books, and scien- tific apparatus are now available for the pur- poses which they serve in the classroom. During the second session which was held July 7, Mrs. Anna V. Dorris of the State Teachers College, San Fran- cisco, spoke on The Possibilities of Mass Instruction with Motion Pictures. She emphasized particularly that only certain types of subjectmatter of common in- terest to all ages could be taught effect- ively to large groups of children of dif- ferent mental abilities. She said: There are two definite reasons why edu- cators should give serious consideration to Visual Instruction at Seattle the motion picture as an important factor in public school education. First, motion pictures have already found a prominent place in many educational institutions, and their in- fluence is growing daily with unprecedented rapidity. They are with us permanently, and every thinking educator acknowledges their tremendous latent possibilities for M*: ANNA V. DORRIS, president of the De- partment of Visual Instruction for 1927-28, and director of visual instruction and geography, State Teachers College, San Francisco, California. classroom and for larger group or mass in- struction. Second, The misuse and abuse of the mo- tion picture in many public schools seems not only serious but dangerous to educational growth. This constant issue must .-be at- tributed largely to a lack of knowledge of fundamental principles governing modern pedagogy and overenthusiasm regarding the possibilities of this new and novel device. The great danger from an unwise or too extensive use of visual aids is that the ex- periences essential to real growth and power shall not be provided for in the teaching situation. We cannot expose children, or even adults, to pictures, be they ever so ap- pealing and captivating, and delude our- selves into thinking that such exposures and superficial contacts will provide fundamental and lasting results. Psychologically, we know this is contrary to all laws of learning. While stimulating educative situations is the first concern in the educative process, the second concern is effortful response involving prolonged atten- tion. Genuine interest guarantees attention and opens the way for educative opportuni- ties and possibilities. Another danger which confronts this move- ment of visual instruction in the public schools is the confusion of entertainment [58]. with careful learning. It is regrettable that too frequently attempts are made to use such appealing visual devices as a substitute for, rather than as supplementary to, the oral and written method of gaining knowledge. Colonel Jason S. Joy, director of pub- lic relations of the Motion Picture Pro- ducers and Distributors of America, Hollywood, California, gave an interest- ing address on the influence of the mo- tion picture on child life outside the school and what the motion picture in- dustry is doing to improve the quality of its production. He stated: The industry has been concerned for some time now in finding out exactly what the effect of pictures is—on behavior, as an edu- cator, and as a force for good. It was this determination—a determination to establish and maintain the highest possible moral and artistic standards of motion pictures—and to put the motion picture to as many uses for the public good as possible that the Motion Picture Producers and Dis- tributors came into being five years ago, with Will Hays as its president. . Motion pictures, today, are more than an instrumen- tality for recreation. They have been made available to the classroom, to the church and to the doctor’s clinic. Whenever and wher- ever motion pictures can be of service, there they are being placed. . . . The right sort of motion pictures provide the right sort of thrills and the right sort of action for boys and girls. During the ensuing year the Depart- ment of Visual Instruction is undertak- ing a survey of what is now being done in the various school systems, normal schools, colleges, and universities in the United States. It is hoped that such a survey will furnish sufficient data to point the way to more definite scientific experimentation in the field of visual in- struction as an important factor in class- room teaching. The results of this sur- vey will be reported at the next annual meeting at Minneapolis in July, 1928. The officers of the Department of Visual Instruction of the National Edu- cation Association for 1927-1928 are: President, Mrs. Anna V. Dorris, direc- tor of visual instruction and geography, State Teachers College, San Francisco, Calif.; wvicepresident, Charles Roach, director of visual instruction, Los An- geles, Calif. ; secretary-treasurer, Dudley Grant Hays, director of visual instruc- tion, Chicago, IIl.; executive committee, Carrie Brown, director of visual instruc- tion, Portland, Ore.; Ernest L. Cran- dall, director of visual instruction, New York City. THE The stan ing pict wel met Jur sch the ing me ad he wi OW SHALL THE SCHOOL HELP THE ADOLESCENT TO FIND HIM- SELF, TO MAKE CONTACT WITH THE WORLD—TO ORIENT HIMSELF? The artist who painted the shepherd boy standing on the brow of a hill and look- ing far out across the horizon called his picture, “Untried Pastures.” He might well have given it the title: ‘““The Ele- mentary Pupil Looking Toward the Junior High School.” Elementary school activities emphasize mastery of the tools of knowledge—reading, writ- ing, spelling, and the processes of arith- metic. The junior high school provides adolescent youth with activities in which he uses these tools in making contact with his enlarging world. Excursions into new fields of human interest—One of the unique and special functions of the junior high school is that of aiding boys and girls to discover them- selves. The years of early adolescence are years of exploration in which the pupil tries out his abilities, capacities, and aptitudes and discovers his likes and dislikes. According to Henry C. Morrison, “The adolescent child has more prob- lems to meet inside of himself than ever happened to him before or that ever will happen again.” In the junior high school, educators have provided a type of school that meets the needs peculiar to the adolescent. The junior-high-school age is the age of widening curiosity about one’s self, the world of nature, social relationships, and man’s relation to his God. Hence, two of the chief functions of the junior high school are exploration and orienta- tion. Experimentation is proving that these functions can best be realized through introductory courses in gen- eral science, general mathematics, gen- eral language, and social studies. ‘These exploratory courses do not attempt to incorporate in their programs the no- tion of an introductory course which would “skim the cream” off of the vari- ous high-school subjects for beginners and those of low ability. The general introductory courses are offered because they are the best approach to each new field of knowledge. From each field are selected the most vital and essential topics, presenting outlooks and over- views that make going to school a great adventure. The real business of the junior high Aiding Adolescents to Interpret Life school is to organize a new curriculum— a new body of constructive material which shall be richer and better for children of early adolescence — This means providing curriculums enriched beyond those commonly found for pupils FS sp FREEMAN PALMER memorial. Daniel Chester French, sculptor. 12-16 years of age, providing flexible curriculums to suit individual needs, and reorganizing courses of study so as to eliminate material justified for the most part only by traditional practise. The junior high school must take into account the unfolding personality of the adolescent and provide for contacts with a wide range of materials, so that he will successfully make adjustments to his environmental contacts. According to Calvin O. Davis, in the junior high school the large and fundamental aspects of a subject should be studied, touched upon lightly, and passed over with no attempt at completeness of presentation. This plea for general introductory courses which enrich the experience con- tacts of pupils is in no sense a defense for lack of thoroughness. It is a plea for learning a few fundamental things well, and postponing specialized courses to a later period in the school course. Psychological basis for general intro- ductory courses — Most psychologists hold that the mind first takes note of the [59] more conspicuous points of any subject and later notes details. It would seem to follow, then, that the first considera- tion given to unfamiliar subjectmatter should be general in its nature. Through the general science course junior-high-school pupils are brought into contact with many different phases of elementary science—General science in the junior high school bridges the gap between the nature study of the elemen- tary school and the specialized science of the high school. Pupils are given, in an elementary way, a full sweep of the field of science. Glimpses are taken into the larger scientific fields that lie be- yond. Interest of the pupils in the world about them, rather than amount of information, is the vital consideration. A recent analysis of programs of studies in 139 junior high schools showed that general science is a required subject or a part of the core-curriculum in the majority of these schools in the eighth grade. Among the reasons for re- quiring junior-high-school pupils to take this introductory course in science are these: 1. Every pupil wants a broader under- standing of the world of nature. He needs not merely to understand it, but to compre- hend its power and its beauty. He needs also to interpret the relation of his life to society; for example, he should learn the im- portance of personal hygiene and right hab- its of living. He needs to understand the importance to his home environment of such factors as sanitation, ventilation, and care of food. Likewise, he needs to appreciate how his social environment is affected by such factors as sewage disposal, water sup- ply, and lighting and transportation systems. 2. The junior-high-school pupil needs to appreciate the vast significance of science to everyday life and to American industrial life, which is so largely developed and con- trolled by scientific discoveries. 3. General science furnishes a background of knowledge which enables the student to select more intelligently the science electives offered in the advanced curriculums. Why a course in general mathe- matics?—If we are to interpret modern civilization in its quantitative aspects to junior-high-school pupils, we must cover. a fairly broad field of subjectmatter. The content of the course must be se- lected to meet the needs of the pupils, rather than the logical requirements of mathematics. When the next step in the pupil’s mathematical instruction would be aided by the use of an alge- braic, geometric, or trigonometric prin- 60 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION ciple, it should be taught and used im- mediately. Since experience shows that life outside of school requires a pupil many times to know something of the simpler aspects of geometry and trigo- nometry before he has completed a full year of algebra, courses in general mathematics have been developed. What is general mathematics >—Gen- eral mathematics is an introductory, ex- ploratory course in the simple and sig- nificant principles of arithmetic, alge- bra, intuitive geometry, statistics, and numerical trigonometry, taught so as to emphasize their natural interrelations. Further research and experimentation are needed to point out more specifically what the content of the course in gen- eral mathematics should be. For the most part, it is tentatively agreed that the mathematical knowledge and skills, which are still incomplete by the end of the sixth grade, and which should be acquired during the seventh and eighth grades are: Further training in the fun- damental processes, the arithmetic of the home and the community, particularly that of savings, expenditure, and invest- ment; intuitional geometry, and such aspects of algebra as the understanding of positive and negative numbers, evalu- ation of formulas, and solution of equa- tions of the first degree of the unknown. The need for an introductory course in general language—A pupil elects a foreign language, but rarely chooses it advisedly. Exploratory courses would tend to make the choice a real and sensi- ble one. In school systems where a general lan- guage course has been developed, it fur- nishes a background course for language study of any type, a study of English in its relations to other languages, and is a tryout course to guide the pupil in his election of a particular foreign language, or in his decision not to pursue the study of any foreign language. The claims made in support of the general language course by those who have tried it are that the pupil who- later takes up French, German, or Span- ish begins his study with a better under- standing, pursues it to a better purpose, ‘and is less likely to figure in the too well- known “first-year mortality.” While the content of general language courses varies in different school sys- tems, it usually includes: (1) The story of the development of language in gen- eral, and the origin of English and its relation to other languages; (2) some information as to the history and ety- mology of our English words and the February, 1928 relation between them and the words of other languages; (3) a foretaste of the study of foreign language, which gives pupils what has been termed a lan- guage sense; and (4) a general back- ground of the national customs, home life, civilization, literature, and history of Rome, Germany, France, and Spain. The general language course is a course about foreign languages and the peoples who speak them rather than a ] Where to Go for Further Help HESE ARE references which teachers interested in general courses will find helpful: THE JUNIOR HIGH SCHOOL AT WORK by Herbert Bruner. Contributions to Education No. 177. Teachers Col- lege. Columbia University, New York City, 1925. 111 pp. JUNIOR HIGH SCHOOL EDUCATION by Calvin O. Davis. Yonkers-on-Hud- son, World Book Company, 1925. Chapters X-XIII. THE JUNIOR HIGH SCHOOL CURRICU- LUM by Department of Superin- tendence. Washington, D. C., N.E. A., 1927. Pp. 295-297. SECONDARY EDUCATION by Aubrey” A. Douglass. Boston, Houghton Mifflin, 1927. Pp. -258-267; 394-395. THE JUNIOR HIGH SCHOOL by Leonard V. Koos. Boston, Ginn and Com- pany, 1927. Pp. 214-267. course in several foreign languages. It emphasizes content values rather than form values. The aim of such a course is to give pupils an appreciation of the purpose and significance of foreign-lan- guage study in general, and the advan- tages each particular language possesses over other languages as a subject for study. Such a course might also-be ex- pected to give pupils an appreciation of the culture of foreign peoples. In addition to general exploratory courses in science, mathematics, and lan- guage, general courses in social science have special value for junior-high- school pupils. The social studies are coming to be the core of the junior-high- school curriculum. They include geog- raphy, American history, community, economic, and vocational civics—or that body of subjectmatter which includes the present acts of man, their background, and their outlook. The revolt against the learning of mere facts without any relation to life is practically unanimous. The chrono- logical organization of subjectmatter, “textbook habit,” and fhe classroom as a “recitation” period no longer reign supreme. Courses in the social studies to- day are carried on largely by laboratory and library methods. In place of the brief isolated paragraphs on a vast num- ber of topics formerly given pupils in history textbooks, supplementary books in our best junior high schools now fur- nish a wealth of anecdote, narration, and description on a more carefully selected list of topics. In order to interpret the industrial, social, and economic contacts of the jun- ior-high-school pupil, the newer social studies courses are organized around such large topics as: The effect of geo- graphical forces on the life of man, the factors determining the industrial growth of a nation, the contrast between the lives of people in industrial and agri- cultural nations, and the effect of me- chanical inventions on the life of man. These topics are made vital issues through pictures and illustrative ma- terials, field trips, handwork, special re- ports, and debates. ‘These activities call for thinking, reasoning, and the making of decisions on the part of pupils. To do and to be, rather than merely to know, are the outcomes. Among the major purposes of the gen- eral course in social studies in the junior high school are exploration, guidance, and orientation. Pupils in the junior high schools are neither children nor adults—they are finding their way from one group to the other. ‘They love the romance and adventure of life. The junior-high-school curriculum should be so organized as to offer them long vis- tas, rather than short views, confused with details, into such fields of organ- ized knowledge as science, mathematics, language, and the social studies. Care- fully organized exploratory courses in these subjects help adolescent youth in discovering what life is all about, and give him a background of knowledge to which he can relate the daily experiences of life and the more detailed facts of later high-school and college courses. General, exploratory, and orientation courses are a challenge to the teaching profession. We see their advantages to youth. But is our own training broad and deep enough for us to organize and administer these courses so that they in- terpret life correctly? Have we been seeing the content of our junior-high- school curriculum as it relates to all life or as details in water-tight subject compartments from which narrow view- point, due to our own past training, we free ourselves with difficulty?—Makr- GARET M. ALLTUCKER. ere tio mi the ste to by We po The Manufacturers Association and the Public Schools THERS will undoubtedly speak to you regarding the details of the manufacturers’ program in ref- erence to the claims which the associa- tion puts forward in its behalf, of its marking an advance in strengthening of the educational interests of children. In- stead of speaking of these details, 1 wish to consider with you the attitude shown by the Manufacturers’ Association to- ward public education in general. I think without going into the specific points of their program, we can judge a good deal as to the probability of those details really being in the direction of progress, by looking at the spirit and at- titude in which that association, through its representatives, approaches the whole matter of public education. I don’t mean by this that I have any private or confidential information regarding their attitude. I know only what they themselves have put forward in their printed documents; and a striking fea- ture of those documents to which I invite your attention is the fact that they have a tendency to gather and pile together the various criticisms which are made, and made very freely, regarding our school system. Now it probably is not news to any of you that our school system is not perfect. It has its defects and a good many people have pointed out these de- fects, and have made some severe criti- cisms of many points in our public school system. I suppose if I were on trial I might have to plead guilty myself. But there are at least two quite different ways with two quite different ends in view in which these criticisms may be offered. Now I will give you in a moment some samples of their critical attitude, and then ask you to consider what conclusion they draw, what moral they point to? Is it that the Manu- facturers’ Association, with the very large resources financial and political which they have at command, should turn in and use their power to improve the public schools until these defects dis- appear? ‘This is certainly one method of reacting to knowledge of just criti- cisms, is it not? ‘The fact that evils exist is so much the more reason for effective organization to remedy them Joun Dewey and make the schools what they may and should be for the children. No, that is not the conclusion which is OHN DEWEY as head of the Depart- full of Philosophy at Columbia Uni- versity is recognized throughout the civilized world for his clear thinking. This address was delivered before the banquet of the Na- tional Consumers League on November 28, 1927. The league is an educational move- ment founded in May, 1899, to awaken con- sumers’ interest in their responsibility for the conditions under which goods are made and distributed. drawn. The conclusion which is implied and rather strongly intimated, though not stated with complete frankness, is that these defects in the public schools afford a reason why a considerable por- tion of the children should not stay in the schools. In other words, the public schools being so bad, it is quite obvious that the factory, the shop, and the store, would be better places for the children than the school system. I expect if these public-spirited and rich and presumably beneficent gentlemen keep on, that in a few years we shall be reading in the headlines of the papers of the “Great Improvement in Park Avenue Apart- ments. Fifteen percent gain in children now leaving school and finding a place operating a machine.” Or, “Conditions in family life on Fifth Avenue very much better. Large proportion of chil- dren now leaving school at between four- [61] teen and sixteen to take positions in the department stores of the city, and some of them engaging in selling newspapers.” For if this argument that the schools have such defects that it is better for a considerable portion of the children to go into factories at an early age has any point at all, it is a point which is entirely independent of the economic status and wealth of the parents. It is an argu- ment which, if it is good for one child, is good for all whether their parents are working people or whether their parents are millionaires. Yet I do not find the recommendation urged upon the well-to- do. I think some of these people who drew up the report are trustees of some of our more important universities; | have not heard them as university trus- tees engaged in urging that the youth who go to college should seek the su- perior educational advantages of the factories. The criticisms made are of the follow- ing nature. “The public generally and educators are coming into a distinct doubt if not disappointment as to the progress that is being made in public education.” Then they go on to point out the very large increase in the number of children in the public schools in the last ten or twelve years put by some as high as ten millions, at the very large increase in funds and the high-school attendance increased proportionately, involving an enormous burden of taxation, and so on. The conclusion then is this: “How far are we progressing in the right way in our educational campaign? Are we making education a fad without an ade- quate understanding of what education is or should be?” Of course it is en- tirely proper for any body of people, whether representing the interests of manufacturers or others, to inquire whether our education is becoming a fad.’ But I think we have the right, since we are seriously interested in the particular problem, to question the motives of this particular body of people in raising the question whether Americans at the pres- ent time are in danger of making a fad out of the education of their own children. What is our next step to be? Is it A) ee Rees | 62 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION to say that, because some children are physically backward, they shall be de- prived of all of the benefits of medical attention and supervision and care of the public schools and turned over to the tender mercies of factory owners whose chief interest in them is the profit they can make out of their labor? Is that the conclusion? Or is it that, since the mental powers of some are backward as compared with others, therefore, they should have no further education at all but engage in the mechanical, deadening and stupefying work of operating ma- . chines for eight hours a day, or forty- eight hours a week, making the same motion over and over again, nobody knows how many thousands of times a day? Or should the Manufacturers’ Association do what some other public spirited citizens have done in developing special schools for the care of more or less backward and defective children, and go forward to see to it that if our present school methods do not adequately meet the needs of these children, the schools be improved until these children are properly taken care of? Again they ask “Are we grinding out a vast lot of machines without develop- ing the thinking capacity of the child?” If I were a big manufacturer, and I had a whole lot of machines that didn’t re- quire any great amount of intelligence to operate and my chief interest were in profits got from the factory, I should rather hope that the answer to that question was in the affirmative—that we are grinding out a lot of machines without developing the thinking capacity of the children. For if their thinking capacity is very highly developed they are not going to take these absolutely routine and deadening jobs of the kind which, in other portions of their report, they recommend that all of the less cap- able school children, those approaching morons, go into because they can do those things without thinking capacity being required. I don’t quite under- stand their great eager- ness on the one hand that the schools develop think- ing capacity, and their wealth Yearly income Savings deposits desire on the other hand Yearly is ae that the children some- building construction. what backward mentally Yearly cost of should be turned over to manage the automatic Yearly school 7 . costs machines. Then there is another old friend in I should have felt here. certain luxuries February, 1928 lost, being a college professor, if this bogie hadn’t turned up somewhere: “There is unquestionably an increasing tendency in many of our public schools and colleges to the rankest socialism, really to bolshevism itself.” You will excuse me if I can’t say that word with all of the explosive power that should accompany it.. “Many of our teachers not capable of serious thinking, or investigation, are caught by the chaff of bolshevism spread broadcast, and are teaching false doctrines dangerous to the future of America.” The moral is evident. The sooner the children leave school, early enough so they don’t get into high school or college, the more they will be protected from these dangerous bolshevistic college pro- fessors, and the less dangerous will they be to 20 percent or more annual divi- dends in the textile industries of the United States, and hence less dangerous to the future of America. There are defects in our school system There are evils. There are just criti- cisms to be made. But what do these things indicate? ‘The reply is that they indicate the necessity of organization of all of the intelligent and humane mem- bers of the community to remedy these evils, to make the schools such that all children, whatever the grade of culture or wealth of their parents, whatever their own individual physical and mental capacity, may get full profit from them. And I submit that, antecedent to the study of the details of their program, when we find a body of men approach- ing the condition of our public schools with the obvious purpose of using these evils to detract from the significance and importance of the work of the: public schools, that we have a right to be sus- picious of any further conclusions or recommendations which they put forth. NATIONAL RESOURCES 4» SCHOOL COSTS Value of tangible 2462619 2 000 $6,239,860 000 $2,020, 812.685 Se Based on latest reliable sources of unformaton The American people, including American business men, say a great deal about the practical idealism of America, Now if there is any one phase of human life in which there is need of idealism and need that that idealism be practical, it is in the upbringing of the young. This is the one thing, it seems to me, before which every serious minded per- son must stand in awe when he considers the immense issues which are at stake both for individuals and for the future of society. Any genuinely practical idealism will go upon the belief that what the wisest and best of human parents want for their own children, that the community as a whole should want for the children of the community as a whole. It is a shame to our sup- posed idealism in any degree in which we come short of making any effort to live up to that ideal. I do not mean that we can at once put it into effect. The desire and the capacity of the wise and well-to-do members of the com- munity with reference to their own chil- dren will, for a very, very long time, out- run what the community as a whole can and will do for its children as a whole. But I do say that, if we cannot carry out the program, it is at least the part of de- cency and of humanity to refrain from adding to the obstacles from which the children of the more unfortunate and the more backward portions of the com- munity suffer. If we cannot actively give to all of the children that which it is ideal they should have, we may at least refrain from deliberately adding to the obstacles from which they already suffer. And as for those who add to the sufferings and trials and difficulties, the handicaps © from which so many, and indeed the mass of our children already suffer, I say as for those who would add to these, I think the old words of scripture still ap- ply, “ that it were better for them that a millstone be tied about their neck.” RE THE manu fac- turers attempting to improve the lot of work- ing children in_ states which lack minimum pro- tection or are they plan- ning to drag down stand- ards in states with maxi- mum protection? Who are being “further pro- tected” —the children or the manufacturers ?— From The Nation. BRE axeeaten In Re HE FOLLOWING PROGRAM is tenta- tive and incomplete; topics and as- signed speakers may possibly be moved; and other topics and speakers will be added. Sunday, February 26, 4:00 P. M. Vesper Service Instead of having one large vesper service, the convention will be officially opened with vesper services held simultaneously in his- toric Boston churches—Park Street Church, King’s Chapel, St. Paul’s Cathedral, Old North Church, and Arlington Street Church. President Gwinn will preside at the sixth meeting, which will be held in Faneuil Hall. Monday, February 27, 9:00 A. M. Invocation—Dr. Samuel A. Eliot, Arlington Street Church, Boston, Mass. Greetings—Malcolm E. Nichols, mayor of Boston. Response—Milton Potter, superintendent of schools, Milwaukee, Wis. The Secondary School Provides Requirements: For Higher Education—A. Lawrence Lowell, president of Harvard Uni- versity. For Business and Industry—Alvan T. Fuller, governor of Massachusetts, Boston. For Home—Mrs. A. H. Reeve, president of National Congress of Parents and Teachers, Philadelphia, Pa. For Citizenship—Jeremiah FE. Burke, superintendent of schools, Boston. Monday, February 27, 2:00 P. M. Discussion Groups Entrance The Department will meet this afternoon in the following discussion groups: Group 1, The Program of Education of the Adolescent Youth—Leonard V. Koos, pro- fessor of secondary education, University of Minnesota, presiding. Group 2, Variations Found in Secondary School Curriculums—John J. Maddox, su- perintendent of schools, St. Louis, Mo., presiding. Group 3, Differentiating and Expanding the Secondary School Curriculums—Thomas R. Cole, superintendent of schools, Seattle, Wash., presiding. Group 4, Counseling and Guidance for Ado- lescent Boys and Girls—George N. Child, superintendent of schools, Salt Lake City, presiding. Group 5, Curriculum Problems of the Small High School—A. T. Allen, state superin- tendent of schools, Raleigh, N. C., pre- siding. Group 6, The Senior High School Teacher— E. B. Cauthorn, assistant superintendent of schools, Dallas, Texas, presiding. Department of Superintendence Tentatuve Program for Boston Meeting February 26-March 1, 1928 Group 7, The Junior College—R. J. Leonard, director of school of education, Teachers College, Columbia University, presiding. Group 8, The School and Social Agencies— Nicholas Bauer, superintendent of schools, New Orleans, La., presiding. ment of Superintendence, and superintend- ent of schools, San Francisco, California. Fae M. GWINN, president of the Depart- Group 9, Adapting Elementary Schools to In- dividual Differences of Pupils—R. G. Jones, superintendent of schools, Cleve- land, Ohio, presiding. Group 10, Group and Creative Activities in Education—Charles S. Meek, superintend- ent of schools, Toledo, Ohio, presiding. Group 11, Better Understanding of Creative Activities: from both Administrative and Classroom Procedure (joint meeting with National Council of Primary Education and National Council of Kindergarten Supervisors and Training ‘Teachers)— Lucy Gage, George Peabody College for Teachers, Nashville, Tenn., presiding. Group 12, Music Education—Peter W. Dykema, professor of music education, Teachers College, Columbia University, presiding. Group 13, Health and Physical Education— D. J. Kelly, superintendent of schools, Binghamton, N. Y., presiding. Monday, February 27, 7:30 P. M. The Use and Abuse of Democracy in Edu- cation—W. H. P. Faunce, president of Brown University, Providence, R. I. The Inter-American Ideals—Thomas E. Ben- ner, president of University of Porto Rico. Master Film—Education in American Schools, [ 63 ] Tuesday, February 28, 9:00 A. M. Financing Public Education Tendencies Progressive with Respect to Sources of School Revenues—Fletcher Har- per Swift, professor of education, Univer- sity of California, Berkeley. The Equalizing Principle in State School Support—Albert S. Cook, state superin- tendent of schools, Baltimore, Md. Efficiency in Expenditure of School Moneys— Fred M. Hunter, superintendent of schools, Oakland, Calif. Reports of Committees: Commission on the Curriculum—Edwin C. Broome, superintendent of schools, Philadelphia, Pa. Commission on Articulation of Educa- tional Units—Herbert S. Weet, super- intendent of schools, Rochester, N. Y. Commission on Supervision—Albert S. Cook, state superintendent of schools, Baltimore, Md. Financing Educational Research—Ran- dall J. Condon, superintendent of schools, Cincinnati, Ohio. Committee on Relation of Boards of Education and Administrative Offices— E. C. Hartwell, superintendent of schools, Buffalo, N. Y. Auditing Committee—David A. Ward, superintendent of schools, Wilmington, Del. Executive Committee—M. G. Clark, su- perintendent of schools, Sioux City, lowa. Nomination of Officers. Tuesday, February 28, 2:00 P. M. Administrative Units Section 1, State Departments of Education— Ernest W. Butterfield, state commissioner of education, Concord, N. H., presiding. Topic: Making the Schools Public Schools. Section 2, County Superintendents—Kate V. Wofford, county superintendent of schools, Laurens, S. C., presiding. Topic: Equal Opportunity for the Country Child. Section 3, Superintendents in Cities with Population Below 10,000—Philip H. Kim- ball, superintendent of schools, Brunswick, Me., presiding. Topics: Keeping the Peo- ple Informed, Improvement of Teachers in Service, and Adapting Courses of Study and Programs in Education to the Smalle: Communities. Section 4, Superintendents of Cities with Population 10,000 to 100,000—S. E. Weber, superintendent of schools, Charleston, W. Va., presiding. Topic: Appropriate Forms of Publicity for Promoting the Best In- terests of City School Systems. Section 5, Superintendents of Cities with Population from 100,000 to 250,000—Car- roll R. Reed, superintendent of schools, Bridgeport, Conn., presiding. Topic: Sup- plementary Education. 64 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION February, 1928 Section 6, Superintendents of Cities with Population 250,000 and over—David E. Weglein, superintendent of schools, Balti- Md., presiding. Topic: The Im- provement of Teachers in Service. more, Section 7, For City Assistant and District Superintendents—F. M. Underwood, dis- trict superintendent of schools, St. Louis, Mo., presiding. Topic: The Job of the City Assistant or District Superintendent. Managers—Byron W. Hartley, superintendent of schools, Louis- ville, Ky., presiding. Topic: Some Ad- ministrative Problems Relating to School Supplies. Section 9, Joint Meeting with Educational Research Association and the National So- ciety of College Teachers of Education— Dean William Webb Kemp, school of edu- cation, University of California, presiding. Section 8, Business Tuesday, February 28, 7:30 P. M. Joint Meeting with the Department of Sec- ondary School Principals Supervision in the Secondary School Statement of the Problem and the Viewpoint of the Principal—F. L. Bacon, president of Department of Secondary School Princi- pals, principal of Newton High School, Newtonville, Mass. From the Standpoint of the Superintendent— John J. Maddox, superintendent of schools, St. Louis, Mo. From the Standpoint of the Teacher—Cor- nelia Adair, president of the National Education Association, teacher in Junior High School, Richmond, Va. Should Supervision be Made Scientific ?— Charles H. Judd, director of school of education, University of Chicago. Wednesday, February 29, 9:00 A. M. The Profession of Educational Administration What is the Work of the Superintendent of Schools? —W. W. Charters, professor of education, University of Chicago. The Qualifications of the Professional Super- intendent of Schools—John H. Beveridge, superintendent of schools, Omaha, Nebr. The Relation of the Superintendent of Schools to Lay Control—E. C. Hartwell, superin- tendent of schools, Buffalo, N. Y. The Professional Training of School Execu- tives—George D. Strayer, professor of educational administration, Teachers Col- lege, Columbia University. The Training of Superintendents of Schools While in Service—A. B. Meredith, state commissioner of education, Hartford, Conn. Ballot boxes will be open in the Mechanics Building. Votes for Department of Super- intendence officers may be deposited be- tween 11:00 A. M. and 6:00 P. M. Wednesday, February 29, 2:00 P. M. There will be no session of the Depart- ment of Superintendence. This afternoon will be reserved for allied departments and for sightséeing. There will be a trip to historic Plymouth, where an appropriate program has been arranged by the Plymouth schools and the Town Committee. Similar trips are sched- uled for Lexington and Concord. Wednesday Evening, February 29 As usual, this evening will be reserved for college dinners. Thursday, March 1, 9:00 A. M. The Relation of Higher Education to Public Education The Endowed Institution of Higher Educa- tion, Its Relation to Public Education— James R. Angell, president of Yale Uni- versity, New Haven, Conn. Important ‘PECIAL RAILROAD RATES, one and one half fare for the round trip. Identification certificates furnished to members of the N. E. A. on request. Write Secretary J. W. Crabtree, N. E. A. headquarters at Washington, your State Director or your State Secretary. If you neglect to secure in advance your identification certificate, no ad- justment of fare can be made after arrival at Boston. Sale begins in east- ern part of the country February 21, final return limit March 7. Sleeping room reservations are handled through the Housing Commit- tee, J. Paul Foster, Convention Bu- reau, Chamber of Commerce, 80 Fed- eral Street, Boston, Films loaned by various school sys- tems throughout the country are to be shown during the period of the convention in a_ special projection room in the Mechanics Building. Convention headquarters, registra- tion, postoffice, exhibits, and general . sessions are located in the Mechanics Building on Huntington Avenue. Programs for other departments and organizations were printed in the January JOURNAL. The State University, Its Relation to Public Education—Lotus D. Coffman, president of University of Minnesota. The Relation of the Public Schools to Higher Education—Susan M. Dorsey, superin- tendent of schools, Los Angeles, Calif. Report of the Committee on Resolutions. Thursday, March 1, 2:00 P. M. Education and the State—Stratton D. Brooks, president of University of Missouri, Co- lumbia, Mo. Education and the Nation—William M. Davidson, superintendent of schools, Pitts- burgh, Pa. Progressive Education in England—Beatrice Ensor, director of the New Education Fel- lowship, editor of The New Education, London, England. The Debt of New England to the South and West—A. E. Winship, editor of Journal of Education, Boston, Mass. Business session. Thursday, March 1, 7:30 P. M. At this final session a splendid musical program will be presented by the Boston schools. The address will be by a speaker of national prominence. Organizations and Departments Department of Elementary School Princi- pals will meet on Tuesday and Wednesday afternoons. At the Tuesday afternoon ses- sion will be greetings by Cornelia Adair, president of the National Education Asso- ciation, and the following speeches: The Principal and the Curriculum, Margaret M. Alltucker, assistant director of research, Na- tional Education Association; Tendencies in Supervision, James R. McGaughy, Teachers College, Columbia University; The Growth of Principals in Service: from the standpoint of the professional institution, John C. Al- mack, Stanford University; from the stand- point of the superintendent’s office, L. Frazer Banks, assistant superintendent of schools, Birmingham, Ala. On Wednesday afternoon will be greetings from President J. M. Gwinn, of the Department of Superin- tendence, and the following addresses: Evalu- ating Supervision—from the standpoint of the professional institution, W. W. Charters, University of Chicago; from the standpoint of the superintendent’s office, A. L. Threlkeld, superintendent of schools, Denver, Colo.; from the standpoint of the principal’s office, Eva G. Pinkston, principal of Cumberland School, Dallas, Texas; A Year’s Program in Supervision, H. O, Gillet, principal of ele- mentary school, University of Chicago; A Plan for the Supervision of One Subject, Don C. Rogers, principal, John M. Smythe School, Chicago. The Department will have dinner at the Hotel Statler on Tuesday evening. All elementary principals are invited to attend the Department breakfasts on Monday, Tues- day, and Wednesday mornings at the Hotel Statler. National Association of Secondary School Principals will hold meetings on Monday, Tuesday, and Wednesday of convention week. At the Monday afternoon session there will be greetings from President Gwinn, of the Department of Superintendence, and the fol- lowing addresses: The Progress of Education in India, R. V. Gogate, chairman of the committee on education of the Hindustan Association of America; The Educational Program of Soviet Russia, George S. Counts, associate director of the International Insti- tute, Teachers College, Columbia Univer- sity; Report of the Committee on Inter- national Understanding, L. W. Brooks, Chairman, principal of high school, Wichita, Kansas; Report of the National Committee on Research in Secondary Education, Wil- liam A. Wetzel, principal of senior high school, Trenton, N. J., and appointment of nominating and other committees. The As- sociation will meet in two sections on Tues- day morning—junior high school and senior high school. Jessie M. Hamilton, vicepresi- dent and principal of the Morey Junior High School, Denver, Colo., will preside. The fol- lowing addresses will be given: The Super- visor’s Place in the Rating of Teachers, Jo- seph Gonnelly, district superintendent of schools, Chicago; The Place of the Teacher in Organizing New Curricula, A. L. Threl- keld, superintendent of schools, Denver, Colo.; Organizing and Supervising an Extra- Vol. 17, No. 2 curricular Activities Program, Joseph Roe- mer, University of Florida; The Place of Research in the Secondary Schools, Ells- worth Warner, principal, Hine Junior High School, Washington, D. C.; Guidance in Junior High School, Mrs. Helen Watson Pierce, assistant superintendent in charge of junior high schools, Los Angeles. The meeting will close with general discus- sion. Charles F. Allen, vicepresident, and principal of the West Side Junior High School, Little Rock, Ark., will preside at the senior high school section. Emery N. Ferris, professor of rural education, Cor- nell University, will speak on Some Impor- tant Problems of the Small High School; Walter F. Downey, headmaster, English High School, Boston, on Character Education in Secondary Schools—The Present Program of the High School Headmasters of Boston; Bancroft Beatley, assistant professor of edu- cation, Harvard University, on the Battle of the Specialists in Secondary Education; and Edith Everett, White-Williams Foundation, Philadelphia, on The Visiting Teacher in High Schools. The meeting on Tuesday evening will be a joint session with the Department of Superintendence, with Presi- dent J. M. Gwinn presiding. F. L. Bacon, president of the National Association of Secondary School Principals, will speak on Supervision in Secondary Schools; John J. Maddox, superintendent of schools, St. Louis, on Supervision in Secondary Schools—the Viewpoint of the Superintend- ent; Cornelia S. Adair, president of the Na- tional Education Association on Supervision in Secondary Schools—the Viewpoint of the Classroom Teacher; and Charles H. Judd, director, School of Education, University of Chicago, Can Supervision be Made Scien- tific? On Wednesday morning there will be a demonstration of the Induction Cere- mony of the National Honor Society and in- duction of a chapter of the Girls’ Latin School, Ernest G. Hapgood, headmaster. Edward Rynearson, president of the National Council, and E. J. Eaton, chairman of the Committee on Induction Ceremony, will participate. The Wednesday afternoon meet- ing will be devoted to Guidance in Second- ary Schools, as follows: Report of the Com- mittee on Educational and Vocational Guid- ance, Edward Rynearson, principal of Fifth Avenue High School and director of Voca- tional Guidance, Pittsburgh, Pa.; The Status of Counseling and Guidance in Secondary Schools, L. V. Koos, professor of secondary education, University of Minnesota; The Organization of Guidance Work in Secondary Schools, Jesse B. Davis, professor of educa- tion, Boston University; A High School Vocational Guidance Program in Operation, Merle Prunty, principal of high school, Tulsa, Okla.; Methods of Guidance in Sec- ondary Schools, Edward Rynearson; dis- cussion by W. C. Reavis, assistant professor of secondary education, University of Chi- cago. The meeting will close with reports of nominating and other committees. Department of Rural Education will meet Monday, Tuesday, and Wednesday of con- vention week. On Monday afternoon the general topic will be The Problem of Dif- ferentiating Rural Education with the follow- ing speakers, each followed by general dis- cussion: School Administrations, Julian E. Butterworth, professor of education, Cornell THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION University, and N. L. Engelhardt, professor of education, Teachers College, Columbia University; Supervision, Helen Heffernan, chief of Division of Rural Education, Sacra- mento, Calif., and I. Jewell Simpson, as- sistant state superintendent of schools, Balti- more, Md.; The Elementary School Course Department of Superin- tendence 1928 Yearbook—The Devel- opment of the High School Curriculum Part I. Fundamental Issues in Second- ary School Curriculum Building Needs of American Adolescent Youth The Objectives of Secondary Edu- cation Curriculums Found in American Secondary Schools Curriculum Problems of the Small High School The Appropriateness of High School Courses for Pupils not Going to College The Relationship Between High School and College College Admission Requirements in Relation to Curriculum Re- vision in Secondary Schools Differentiation of Curriculums for Pupils of Different Levels of Ability School Counseling as Related to the High School Curriculum Evaluation of Extracurriculum Activities The Junior College with Refer- ence to the Curriculum Problem as it Centers Around Orienta- tion Courses. The Senior High School Teacher Part II. Research in Secondary School Subject Fields Social Studies, English, Mathe- matics, Science, Modern For- eign Languages, Latin, Music, Art, Home Economics, Indus- trial Arts, Commercial Studies Part III. Health and Physical Educa- tion in Junior and Senior High Schools Part IV. Official Records Constitution and Bylaws Report of the Secretary List of Members Price, $2 of Study, Anna D. Cordts, Iowa State Teach- ers College, Cedar Falls; Helen Heyl, as- sistant, Rural Education Bureau, Albany, N. Y. Appointment of committees. On Tuesday morning the following addresses will be given, each followed by discussion: The High School Program of Studies, Joseph Roemer, professor of secondary education, University of Florida; Emery N. Ferriss, professor of education, Cornell University; The Junior High or Intermediate School 65 Program of Studies, Clyde Hill, professor of secondary education, Yale University; Fran- cis E. Spaulding, assistant professor of edu- cation, Harvard University; Teacher Prepa- ration, A. B. Meredith, commissioner of edu- cation, Hartford, Conn.; William McKinley Robinson, professor of education, Western State Teachers College, Kalamazoo, Mich. Tuesday afternoon the department will meet in section groups as follows: (1) State Su- pervisors of Rural Education and Inspectors of Rural Schools; (2) County Superintend- ents and County Supervisors of Rural Schools; (3) Persons Engaged in the Prepa- ration of Rural Teachers; (4) Vocational Directors and Rural Extension Workers; (5) j Village and Consolidated School Principals. On Wednesday afternoon the 4-H Clubs and the Public School Systems of the Several States will be the subject of addresses by A. C. True, formerly director of the states relations service, U. S. Department of Agri- culture, and Fannie W. Dunn, professor of education, Teachers College, Columbia Uni- versity. The meeting will close with a busi- ness session. — Pret > a Department of Deans of Women will meet on Monday, Tuesday, Wednesday, and Thurs- day at the Copley-Plaza Hotel. On Monday morning will be held the executive com- mittee meeting and a joint session with the National Committee of Bureaus of Occupa- tion. In the afternoon will be a business session and in the evening a discussion of the professional training needed by deans of women, for members only, which will be summarized by Margaret T. Corwin, execu- tive secretary, graduate school, Yale Uni- versity. Tuesday morning will be devoted to sectional meetings, university, college, teachers college, and high school. Tuesday afternoon there will be a general session and tea at Radcliffe College with the following speakers: Mrs. Chase Going Woodhouse, United States Bureau of Home Economics, Washington, D. C.; Dean Mary Yost, of Le- land Stanford Junior University, Calif.; Dr. Beatrice Hinkle, of New York City. In the evening will be a formal dinner at which Dean Dorothy Stimson, of Goucher College and president of the Department, will pre- side. Speakers will be Ada Comstock, presi- dent of Radcliffe College; Dr. Alice Hamil- ton, of Harvard Medical School; and Mrs. Anne Allinson, of Providence, R. I. On Wednesday morning will be a discussion of the problems in the professional training of deans of women, for members only. At the luncheon President Mary E. Wooley, of Mt. Holyoke College, will speak on the Institute of Pacific Relations. On Thursday morning will be a business session, at noon a lunch- eon of the high school section, and in the afternoon will be held two joint sessions: with the National Panhellenic Congress ana. with the National Association of Principals of Schools for Girls. In the evening will be a meeting of the old and new executive committees. National Council of Teachers Retirement Systems and Committee on Retirement Al- lowances of the N. E. A. will hold a joint luncheon on Monday, February 27, with President E. G. Lantman and Chairman E. Ruth Pyrtle presiding. Payson Smith, state commissioner of education for Massachusetts, will deliver an address of welcome and Miss 66 Tue JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION February, 1928 Pyrtle will make introductory remarks, fol- lowing which John K. Norton, director of research of the National Education Asso- ciation, will submit a revised statement of principles of teachers retirement funds and an outline of projected report of Committee on Retiremeat Allowances of the National Education Association for 1928 with discus- sion. On Tuesday morning the National Council will listen to an address by George B. Buck, consulting actuary, New York City, on actu- arial problems incident to the organization and management of teachers’ retirement sys- tems. At the afternoon meeting there will be an address on industrial retirement sys- tems as a matter of good business and H. H. Baish, of Harrisburg, Pa., will talk on Tend- encies and Dangers in a Retirement System, A final meeting will be held on Wednesday morning. National Conference of Supervisors of Home Economics will hold meetings on Friday and Saturday, February 24-25, with headquarters at the New Parker House. The general topic for the conference will be Factors Determining the Home Eco- nomics Curricula in the Junior High School. On Saturday evening a dinner will be held in honor of United States Commissioner of Education John J. Tigert. National Association of High School Su- pervisors will hold meetings Monday after- noon, Tuesday morning, and Tuesday after- © noon of convention week at the Ritz-Carlton Hotel. Avery W. Skinner, University of the State of New York, is president of the asso- ciation. National Council for the Social Studies (Department of Social Studies of the Na- tional Education Association) will hold ses- sions both morning and afternoon on Satur- day, February 25. The general theme of the program will be the study of international relations in schools. National Conference on Educational Method will hold a meeting in’ Sanders Theater at Harvard University, Cambridge, Tuesday morning, February 28, and a luncheon on Wednesday, February 29, at the Copley-Plaza Hovel. National Association for the Study of the Platoon or Work-Study-Play School Organi- zation meets Monday and Tuesday after- noons, in Repertory Hall. American Association of Teachers Col- leges has headquarters at the Copley-Plaza Hotel, with meetings on Friday and Satur- day, February 24-25. Supervisors of Student Teaching have head- quarters at the Hotel Kenmore, with meet- ings Monday afternoon and Tuesday morn- ing. The National Council of apy ee ged Women in Education will have a dinnef on Monday evening at the Statler Hotel; Caro- line S. Woodruff, president, will preside. The speakers will include Cornelia Adair, Lucy Wheelock, Boston; Mary Mellyn, Bos- ton; Fannie Fern Andrews, Boston; Helen Parkhurst, New York City; and Lida Lee Tall, Towson, Md. At the Wednesday afternoon session in the Boston Public Li- brary the speakers will be Susan M. Dorsey, Los Angeles, Calif.; Mrs. Edith Leland Groves, Toronto, Canada; Mary McSkim- mon, Brookline, Mass.; Ada Louise Com- stock, president, Radcliffe College; and Margaret Maguire, Philadelphia, Pa. Facts About Boston (Compiled by Boston Real Estate Exchange, November, 1927) Settled in 1630. Has 30,000 acres of magnificent harbor with 40 miles of berthing space; accommo- dates the largest ships afloat. Has the largest dry dock in the United States. Has the finest passenger and freight pier in the world. Is the largest wool center in the United States. Receives more than half the raw wool imported into the United States. Has the largest wool storage warehouse in the world, capacity 100,000,000 pounds. Is the most important fish port in the Western Hemisphere and has the largest fish freezing and cold storage plant in the world. Is the largest center and market of the allied shoe and leather industries in the world. Is the center of the most important cotton manufacturing district in the United States and is the greatest American port of entry for Egyptian cotton. Is the leading center in America for high grade coffees. Is the center of the country’s paper trade. Was the first city to establish a municipal airport and has the most advantageously lo- cated airplane landing field on the Atlantic coast. The Boston Postal District covers the larg- est area of any district in the United States and handles 1,300,000,000 pieces of mail an- nually, Has two of the largest general publishing houses in the United States, standing third in the field of book publication. Sells at retail more books per capita than any other city jn the world. Leads in the production of electrical appa- ratus. . Is the leading confectionery center in the United States. Was the birthplace of the copper industry in America. : Is the second port in the United States in volume of ocean borne passenger traffic. Is the second of all United States ports in the volume of imports. Has the second largest Army base in the United States. Is one of the three great rubber manufac- turing centers of America. Is fourth in volume of bank clearing in the United States, over twenty-five billion dollars in 1926. Receives over 500,000 convention visitors every year. METROPOLITAN BOSTON Designated by statutory enactment—area, | 409 square miles; population, 1,808,845 in last census (1925). Fourth in population in the United States; increases 25,000 every year; only surpassed by New York City in density of population. Fourth Industrial District in the United States. Metropolitan Park System finest in the United States, with its 10,627 acres. Three million volumes in 125 public li- braries. Water supply capacity of 80,680,100,000 gallons. Assessed valuation, $3,430,298,752. Nearly $900,000,000 invested in manufac- turing establishments. Over 25,000 retail stores. The Educational Research Association submits the following revision of its pro- gram as published in January for its gen- eral open meeting, Wednesday afternoon: The Place of Research in a Program of Cur- riculum Development, Charles H. Judd; The Testing Movement in the Light of Re- cent Research, Edward L. Thorndike; Con- clusions from the Findings of Certain In- vestigations, Lewis M. Terman. Exhibits—The exhibits will be conducted on a greater scale than at any previous meet- ing of the Department. More than two hun. dred organizations are participating. The exhibits will occupy three floors of the Mechanics Building and will include displays and demonstrations of modern school equip- ment and teaching material. The exhibit hall will be open for visitation beginning Saturday, February 25. An outstanding feature of the convention will be the Living Exhibits which take the form of actual teaching demonstrations by teachers and pupils from the schools of Bos- ton and vicinity. These will be operated on regular schedules in Paul Revere Hall, which is located in the Mechanics Building. Motion pictures from films loaned by state and city school systems will be shown on regular schedules in theaters located on the lower floor of the exhibit hall. Social Functions The Massachusetts Schoolmasters’ Club, this year celebrating its fiftieth anniversary, extends a cordial invitation to all visiting delegates of the Department of Superintend- ence and allied organizations to attend a luncheon and meeting to be held at the Hotel Bellevue, Boston, on Saturday, February 25, at 1.00 p.m., tickets, $1.50. Acceptances should reach the secretary, Leonard M. Pat- ton, 26 Valley Road, Milton, by Thursday, February 23. Frank W. Wright, president. Boston University dinner, Wednesday, February 29, Ball Room, Copley-Plaza Ho- tel, Tickets $3. Robert F. Mason in charge. Boston Kiwanis Club will hold its regular meeting Tuesday, February 28, at 12.20 p.m., at the Boston City Club. All members of the Department of Superintendence who are Kiwanians are cordially welcome. Kindergarten dinner, Hotel Bellevue, Tuesday evening, February 28, 6.30 o'clock. Lucy Wheelock in charge. Goucher College dinner, Wednesday, February 29, 6.30 o'clock, University Club. Tickets, $2. Mrs. Howard F. Root, 44 Dwight Street, Brookline, in charge. Department of Classroom Teachers lunch- eon, Wednesday, February 29, 12.30 o’clock, Hotel Statler. Julia Sullivan in charge. National Council of Primary Education and National Council of Kindergarten Su- pervisors will hold a joint luncheon Tuesday, February 28, Copley-Plaza Hotel, Lucy Gage and Caroline Barbour in charge. Teachers College dinner, Wednesday evening, February 29. George D. Strayer in charge. Harvard dinner, Wednesday evening, Feb- ruary 29. Harvard Club. Dean Henry W. Holmes in charge. National Association for the Study of the Platoon or Work-Study-Play School Or- ganization will have a banquet Tuesday, February 28, at 6.30 p. m. Alice Barrows, U. S. Bureau of Education, Washington, D. C., in charge. Rotarians with educational classification will meet on February 29. University of Chicago reception and din- ner, Wednesday, February 29, six o'clock, Twentieth Century Club, 3 Joy Street, Bos- ton. Tickets $2. Dean William S. Gray in charge. Educational Press Association will meet at luncheon, Tuesday, February 28. J. Her- bert Kelley, secretary. ies} ee se ee es - >. = =. ae “ HE FOLLOWING life members have been reported since the list was pub- lished in the January JOURNAL. CaLtirorNiA—G,. J. Badura, Christine Lofstedt, Cora Snider Rusling, Preston W. Search. Co.orapo—Roy R. Brourink. DeL_LAwArE—Gilbert Nickel. ILuinois—Flora J. Cooke, Oscar F. Koch, Cora E. Mull. INDIANA—Frank B. Miller, Z. Mayo Smith Maine—Harold Gonzales, Lucille E Smith. MaryLanp—A, M. Isanogle. MicHIGAN—S. M. Brownell, Otto F. Norwalk, Harold Steele. MINNESOTA—Joseph Dostal. Missourt—John R. Kirk. MoNnTANA—Ira Lee Plummer NeBRASKA—Charles A Spacht, O. L. Webb. New Mexico—B. F. Haught. New YorkK—Fred H. Bowker, Howard R. Driggs. Ou1o—E. J. Ashbaugh, George A. Bowman, H. W. Hodson, John J. Richeson. PENNSYLVANIA—D. B. Kraybill, Harry F. Weber, Mrs. Rhoda R. B. Wood. Texas—Albert Barnett, Virginia Bobo, Harris M. Cook, J. A. Hill, R. P. Jarrett, L. H. Rhodes, Ferman Sawyer, D. A. Shirley, Jim Webb. Utran—George H. Brimhall. VircINIA—William M. Brown, Samuel Talmage Magann, William E. Stark. WisconsiIn—Asa M. Royce. Sew FOLLOWING schools have completed their 100 percent enrolment in the Na- tional Education Association since the list was published in the January JOURNAL. Six years or more CALIFORNIA—South Pasadena, Marengo Avenue; Stockton, Lafayette. Intinois—Chicago, Pullman; Fairbury, Fairbury Township High. INDIANA—Hammond, Columbia, Edison, Hessville, Kenwood Maine—Castle Hill, Castle Hill Public Schools; Chapman, Chapman Public Schools; Mapleton, Mapleton Public Schools, High; Old Town, Old Town and Orono Public Schools, Birch Street, Great Works, Herbert Gray, Old Town Junior High, Old Town Senior High, Orono Grammar, Orono High, Stillwater, T and W Island, Webster. MassacHusetts—Brookline, Edward Devotion, Run- kle. MicHiGAN—Detroit, Bellevue, Greenfield Park; Grand Rapids, Walker Missourt—Saint Joseph, Lincoln; Sedalia, Sedalia Public Schools, Arlington, Broadway, Eugene Field, Horace Mann, Jefferson, Martha Letts, Prospect, Smith Cotton High, Washington, Whit- tier. New Jersty—Kearny, Franklin, Nathan Hale; New Brunswick, Lord Stirling. On1o—Massillon, Harvey; Nerwood, Allison Street, Sharpsburg. PENNSYLVANIA—Altoona, Altoona Public Schools, Adams, Allegheny, Curtin, Emerson, Fairview, Franklin, Garfield, Irving, Jefferson, Madison, Miller, Penn, Prospect Park, Roosevelt Junior High, Senior High, Stevens, Washington, Webster, Wright. Texas—El Paso, Aoy. VirGiInia—L ynchburg, Frank Roane. Five years CaLirornia—Long Beach, George Washington Junior High and Elementary; Los Angeles, Cahuenga, Melrose Avenue; South Pasadena, El Centro Street. Hawan—Kaumana, Laupahoehoe Junior High, Wai- anae. ILtinois—Blue Island, Lincoln, Seymour Junior High, Whittier. Iowa—Sioux City, Whittier. MicHiGAN—Bay City, Farragut. SoutnH Dakota—Sioux Falls, Emerson Texas—Houston, Southmore. Uran—Sevier District, Salina Grade. VircIn IsLtanps—Saint John, Benjamin Franklin, Bethany, East End West Vircinia—Clarksburg, Morgan. Four years ARIZONA—Tempe, Tempe State Teachers College; Nogales, Nogales Public Schools, Camp Stephen D. Little, Elm Street, High, Lincoln Street, Plum Street. Builders of Our Profession CALIFORNIA—Danville, San Ramon Valley Union High; Los Angeles, Ann Street, Central Avenue, Home Economics Department, San Pedro Street, Third Street; San Bernardino, Urbita; San Fran- cisco, Edward Robeson Taylor, Roosevelt; South Pasadena, Los Flores. CoLorapo—Denver, Globeville. DELAWARE—W ilmington, Public Number 22. ee Falls, Eagle Rock, Eastside, River- side. OSEPH ROSIER, president of the State Nor- J mal School, Fairmont, West Virginia, is another builder of the profession. He has been active in the work of the National Education Association for many years, hav- ing held important offices and served as a member of leading committees. He is now N. E. A. director for his state. He was elected chairman of the committee on resolu- tions for 1927-28 to report at the Minneapolis meeting. ILuinois—Blue Island, Blue Island Public Schools, Community High, Greenwood, Lincoln, Sanders, Seymour Junior High, Whittier; Oak Park, Holmes. INDIANA—Elwood, Edgewood; Hammond, Franklin, High; South Bend, John F. Nuner. Maine—Fort Fairfield, Grammar; Portland, North. MASSACHUSETTS—E verett, Hale. MICHIGAN—Ann Arbor, Tappan; Detroit, Hosmer, Lingenmvann, Logan, Lynch, South Strathmoor, Western High, Wilkins; Grand Rapids, Coit, Lexington, Michigan, Stocking; Muskegon, Nel- son, NEBRASKA—Omaha, Howard Kennedy, Madison, Saunders New Jersey—Trenton, Girard. New Mexico—Albuquerque, Fourth Ward. OreEGoN—Portland, Beach, Beaumont, Couch, George, Laurelhurst, Peninsula, Rose City Park, Sitton, Vernon. PENNSYLVANIA—Chester, Morton, Starr, Watts; East Mauch Chunk, East Mauch Chunk District Pub- lic Schools; Homestead, Fourth Ward; Pittsburgh, Short Course Business High. South Dakota—Chester, Chester Consolidated; Onida, Onida Public Schools. Utran—Sevier District, Glenwood Grade; South Sanpete District, South Sanpete District Public Schools, Axtell, Centerfield, Clarion, Ephraim Elementary, Ephraim High, Fayette, Gunnison Grade, Gunnison Valley High, Manti Elementary, Manti High, Manti Junior High, Mayfield Junior High and Elementary, Sterling. West VirGinia—Clarksburg, Monticello; Martins- burg, High Street [67] Three years ALABAMA—Birmingham, Stonewall Jackson. ArIZONA—Douglas, Grammar. CALIFORNIA—Fresno, Lafayette; Los Angeles, Amelia Street, Americanization Department, Carpenter Street, Commonwealth Avenue, Dahlia Heights, Eagle Rock, Euclid Avenue, Lafayette Junior High, Lincoln Elementary, Lockwood, Reseda, Rosemont Avenue, Rowan Avenue, Santa Monica Boulevard, Second Street, Sixty-eighth Street, Speech Correction Department, Staunton Avenue, Theodore Roosevelt, Thirty-sixth Street, Tujunga, Union Avenue, Van Ness Avenue; San Diego, Part Time High. FLoripa—Dadvie, Public; Tampa, Hillsborough Senior High. GeorGia—A tlanta, Whiteford. Hawau—August Ahrens, Lanakila. IpaHo—Idaho Falls, Idaho Falls Public Schools, Central and Junior High, Eagle Rock, Eastside, High, Osgood, Riverside. ILuinois—Brookfield, Brookfield Public Schools; East Saint Louis, Junior High; Peoria, Whittier. INDIANA—South Bend, Kaley. Iowa—Council Bluffs, Rue. KaNnsas—Parsons, McKinley. Kentucky—Louisville, John Marshall; Owensboro, Owensboro Public Schools, Abraham Lincoln, Emerson, Franklin, George Washington, Junior High, Longfellow, Robert E. Lee, Senior High, Woodrow Wilson. Maine—Dover-Foxcroft, Pleasant Street; Presque Isle, Aroostook State Normal School. MaAssACHUSETTS—Everett, Lafayette; West Spring- field, Riverdale. MicHicAN—Detroit, Carleton, Carstens, Gardner, Hanneman, Monteith, Scripps; Grand Rapids, East Leonard, Straight Missouri—Kansas City, Leeds. New Jersey—Asbury Park, Bond Street, Bradley, High; Camden, Sewell. Oun1o—Akron, Frank H Mason; Cincinnati, Gar- field; Harbor Special Schools, High, Jackson, Washington. Orecon—Portland, Holman; Washington County, District Number 13, District Number 29, District Number 34, District Number 95. PENNSYLVANIA—Chester, Eyre, Franklin, Graham, Jones, Martin, Thurlow, Wetherill; Kane, Central, Clay Street, Sub-High, Welsh Street, West Side; Pittsburgh, Brushton; Summit Hill, Summit Hill Public Schools; York, York Public Schools, Arch Street, Burrowes, Central Grade, Cherry Street Junior High, Continuation, East King Street, Franklin, Garfield, Hannah Penn Junior High, Hartley, Jackson, Jefferson, Lincoln, Madison, McKinley, Noell, Pine Street, Plank Road, Prin- cess Street, Ridge Avenue, Smallwood, Stevens, William Penn Senior High. Texas—Dallas, Alamo, Ben Milan, Cedar Lawn, James Bowie, James S. Hogg, Obadiah Knight, Roger Q. Mills, Rosemont, Sam Houston, San Jacinto, Stephen F. Austin, Stephen J. Hay, Trinty Heights; Houston, Bowie. Uran—Salt Lake City, Edison; \Wevier District, Cove Grade. WASHINGTON—Spokane, Field. West VirGcinia—Clarksburg, Linden. Wryominc—Salt Creek, Public Two years A.AsKa—Chichagof, Public. CaLirorNiA—Dinuba, Dinuba Elementary Schools; Fresno, Edison Technical High, Kirk, Lowell; Huntington Park, Union High; La Crescenta, La Crescenta Public Schools, La Crescenta, Lincoln, Montrose; Lankershim, Public; Long Beach, James Russell Lowell; Los Angeles, Annandale Boulevard, City Terrace, Classical Department, Clifford Street, Horace Mann Junior High, John Burroughs Junior High, Le Conte Junior High, Normandie Avenue, Primary Manual Arts De- partment, Richland Avenue, Riggin Avenue, Saw- telle Boulevard, Sierra Park, Soto Street, Win- netka Avenue, Wonderland Avenue; Pasadena, Webster; San Francisco, Alamo. Co._orapo—Hillrose, Hillrose Consolidated Schools; Meeker, Meeker Public Schools, Rio Blanco County High District or CoLtumBia—Washington, Arthur, Bar- nard. FLorma—Fort Lauderdale, Oakland Park. Hawau—Ainakea, Haaheo, Halawa, Hanalei, Holua- loa, Hoolehua, Huleia, Kaauhuhu, Kapunapuna, Kaunakakai, Kohala High and Grammar, Maka- pala, Mana, Paauhau. ILtinois—Chicago, Eli Whitney, James Shields; Decatur, Oakland; Harrisburg, Dorrisville; Oak Park, Irving; Serena, Serena Community High. INDIANA—Raub, York Township High. Towa—Council Bluffs, Madison. ee 68 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION KaNnsas—Parsons, Washington; Rolla, Rolla Rural High. Massacuusetts—Malden, Belmont. MicHiGAN— Detroit, Coolidge, Cooper, Leslie, Lyon, Thirkell, Thomas; Ludington, Lakeview. MINNESOTA—Minneapolis, Emerson, Robert Fulton. New Jersey—Asbury Park, Asbury Park Public Schools, Bond Street, Bradley, High, North Bangs Avenue, Prospect Avenue, South Bangs Avenue; Bridgeton, Junior High; Camden, High; Kearny, Roosevelt, Washington; Northfield City, Northfield City Public Schools, Mill Road, Mount Vernon. New York—Rossville, Staten /Jsland, Public Num- ber 6 Nort CaroLina—Durham, Lakewood, South Side. NortH Dakota—Mosall, Mohall Public Schools. Ouio—Cincinnati, Bond Hill; Cleveland Heights, Coventry; Marietta, High; Martins Ferry, Mac- key OreGon—Portland, Portsmouth, Williams. PENNSYLVANIA—Chester, Booker T. Washington Junior High, Gartside, Hoskins, Lincoln, McCay, Patterson, Powell, Sun Village; Kane, Kane Pub- lic Schools, Central, Clay Street, High, Special Teachers Department, Sub-High, Welsh Street, West Side; Aresgeville, Polk Township High; Redstone Township, Braznell, Herbert, Orient, Republic, Royal; Uniontown, Gallatin, Park. TENNESSEE—KAnoxville, University Avenue. Texas—Dallas, John H. Reagan, Lida Hooe, Maple Lawn, Robert E. Lee. Uran—Mount Pleasant, North Sanpete High; Salt Lake City, Columbus, Longfellow; Sevier Dis- trict, Annabella Grade, Joseph Grade, Richfield Grade. Vircinia—Lynchburg, E. C. Glass High, Fairview; Richmond, Chimborazo, Oak Grove. WASHINGTON—Brush Prairie, WHockinson; College Place, College Place Public Schools; Seattle, Maple WIscoNnsIN—Sheboygan, Sheridan. Current year ALABAMA—Birmingham, Barker. CaLirorNiAa—Bonsall, Bonsall Union; Encinitas, Pub- lic; Fort Bragg, Grammar; Fresno, ER. Snyder Continuation High, Fresno Technical Intermedi- ate, Parental, Winchell; Inglewood, Center Street; Kelseyville, Union High; Los Angeles, Allesandro, Berryman Avenue, Burnside, Cheremoya Avenue, El Sereno, Estara Avenue, Florence Nightingale, Forty-ninth Street, Griffin Avenue, Kindergarten and Primary Grade Department, Los Feliz, Mal- abar Street, Marengo Heights, Modern Language Department, Moneta, Mount Washington, Musio Department, Ninety-second Street, Norfolk Street, Orchestra Department, Pacific Palisades, Penman- ship Department, Sixth Avenue, Vinedale; Palos Verdes Estates, Malaga Cove; San Bernardino, Arrowhead, Edison; San Diego, Cabrillo, Central, Cho'las, Detention Home, Encanto, Euclid, Gar- field, Mission Beach, Normal Heights, Ocean View; San Francisco, Detention Home; San Luis Obispo, Court; San Pedro, Leland Street; Saw- telle, Woodrow Wilson; Venice, Machado. CaNnaL Zone—Cristobal, Silver City. CoLorapo—Denver, Garden Place Junior High; Hoehne, Consolidated. ConnectTicuUT—Westport, Staples High; .Woodstock, Public. DeL_awarE—New Castle County, Marshallton, New- port. District of CoLumMBpiAa—Washington, Gales. FLoripA—Broward County, Deerfield; Daytona Beach, Lenox Avenue; Orlando, West Central; Pensa- cola, J. B. Lockey. Grorcia—Cedar Grove, High. Hawai—Andrew E. Cox, Hilo Junior High, Kahuku, Kalihiwaena, Liliuokalani, Lincoln, Mauna Loa, Pohukaina, Royal, Salvation Army Boys, Waialua, Waikii ILuiNois—Chicago, Poe, Riverdale; Decatur, Wash- ington; Evanston, Larimer; Oak Park, Emerson, Hawthorne, Lincoln, Longfellow, William H. Hatch. INDIANA—Hammond, Harding, Irving, Lincoln, May- wood; Martinsville, South; North Manchester, West Ward. IowA—Council Bluffs, Dodge, Eighth Street. KANsAS—Bonner Springs, Bonner Springs Publio Schools, Lincoln, McDanield, Senior and Junior High; McLouth, High. LoutsianA—Glenmora, Grade, High. Maine—Andover, Elm Street; North Andover, Pub« lic School District Number 24; Roxbury, Rox- bury Village. February, 1928 MASSACHUSETTS—A mesbury, Junior High; Athol, Lake Park; Everett, Horace Mann, Lewis; Fal- mouth, Public; Newton Lower Falls, Fiske; Shrewsbury, Calvin Coolidge Junior High; Stoughton, Stoughton Public Schools, Adams, Capen, Clapp, Dennis, Drake, High, Kimball Junior High, Smith, Supervisors Department, Tol- man; Taunton, Tremont; Wellesley, Isaac Sprague; West Springfield, Main Street; West- wood, Islington. MicHuicAN—Dearborn, High; Detroit, Cary, Edgar Guest, Fitzgerald, George Ford, Grandmont, Grant, Harding, Law, McKinley, Monnier,.Ravens- wood, Saint Clair, Van Dyke; Jonia, Jefferson; Pontiac, Crofoot; Saginaw, Crary-Lincoln. MINNESOTA—Minneapolis, Jatkson. Missouri—Kansas City, Norman. Program for February Faculty Meeting — ON THIS ISSUE of THE JouR- NAL each topic in the following outline is covered by an editorial or an article. 1. Continuous Carefulness Counts. How do you account for Miss Laughton’s success with her pupils in teaching safety? How can you and your pupils adapt this plan for your own use? 2. Teachers’ Salary Trends since 1913. How do the facts in this article compare with salaries in your community? 3. School Administration during 1927. What reasons are given by Dr. Strayer for the recent progress in equalizing educational opportunity? How is this hopeful for edu- cation generally ? 4. Growth in Understanding Children. In what ways can teachers study children as individuals P How can the case study method help teachers in understandng the whole child? 5. Values in 4-H Clubs. Compare the aims of the 4-H Clubs and the seven car- dinal objectives’ of education? Do you see any similarity in this club work and the junior high school movement? From what agencies in your county and state can you find out more about 4-H work? 6. Aiding Adolescents to Interpret Life. What are exploratory and orientation courses ? Why are such courses essential in junior high school? How are they valuable to students who continue in school and those who do not? 7. Recent Educational Psychology. What factors are emphasized in recent studies of children’s behavior? How is psychology contributing to better teaching? NeEBRASKA—Omaha, Fairfax, Speech Correction De- partment. Nevapa—Kimberley, Grammar; Reno, Babcock Pri- mary, Mary S. Doten, Orvis Ring, South Side; Verdi, Public. New Hampsuirs—Milford, Public. New JeRseY—Leonardo, Grammar; Princeton, Ele- mentary; Williamstown, Cecil. New Mexico—Virden, Public. Oun1o—Bremen, Bremen Public Schools, Grade, High; Cable, Public; Cincinnati, Central Fair- mount, Columbian, Horace Mann, Kilgour, North Avondale, Raschig, Roosevelt; Cleveland, Chester- field, Miles, Mount Pleasant, Tod; Cleveland Heights, Boulevard, Roxboro Elementary; Colum- bus, American Addition; Harpster, Harpster Pub- lic Schools; Marietta, Harmar, Pike, Terberg, Willard; Martins Ferry, North; Ravenna, Ra- venna Public Schools, Chestnut Street, High, High- land Avenue, Junior High, West Main Street; Youngstown, Jackson. OKLAHOMA—Mannford, Mannford Public Schools; McAlester, McAlester Public Schools. Orecon—Eugene, Theodore Roosevelt Junior High; Gresham, Union High; Pendleton, Pendleton Pub- lic Schools, High; Portland, Eliot, Joseph Lane, Llewellyn, Multnomah; Washington County, Dis- trict Number 26 Jt. School. PENNSYLVANIA—Cheltenham, Heller; Chester, Smed- ley Junior High; Dormont, Hillsdale Avenue; Edge Hill, Public; Elkins Park, Myers; La Mott, Public; Lancaster, Pearl Street, Walnut Street; Pittsburgh, Kelton Avenue; Plymouth, Grade; Redstone Township, Colonial, Filbert, Grindstone, High, Old Grindstone, Rowes Run, Thompson Number One, Tower Hill Number One; Union Town, East End. Ruopve IsLtanp—Westerly, White Rock. SoutH CarRoLina—Blaney, Blaney Public Schools, Grammar; Elloree, Midway High; Saint Matthews, Saint Matthews Public Schools, Grammar, High. SoutH Dakota—Canton, Canton Public Schools, Central High, East Side, West Side; Sioux Falls, Lowell. Texas—Dallas, Leila P. Cowart; El Paso, Crockett; Houston, Cooley. Utan—Nephi, Juab District Public Schools, Mona; Salt Lake City, Blaine; Sevier District, Koosharem Grade, Monroe High, Sigurd Grade, Venice Grade. VeRMONT—Rutland, Kingsley, Lincoln, Madison, Watkins Avenue. VirGiIniA—Richmond, Madison, Springfield. Vircin IsLanps—Saint John, Bay Boys’ Home, Horace Mann. WASHINGTON—Spokane, Young; Tacoma, Jason Lee. West VirGcinta—Beaver Pond District, Ada, Beaver High, Belcher, Bluefield, Brushfork, Carr, Central Point, Ceres, Delph, East End, Fairview Grade, Fairview Junior High, Gap, Hancock, Harry, Lit- tlesburg, Memorial, Nemours, North Side, Pres- ton, Ramsey Grade, Ramsey Junior High, Sand- lick, Wade Grade, Wade Junior High. WyYomMiInNc—Greybull, Greybull Public Schools, Grade; Rock Springs, Junior High. FTER ALL ELSE has been said and done in A and for the schools and colleges in the way of endowments, equipment, and legisla- tion, we shall find that the personality of the principal or president or classroom teacher is the largest asset of any educa- tional institution. From the pupil's point of view the teacher must know not only his subject; that, of course, he must know; but back of that, and even more important and essential, is his knowledge of and sympathy with the real inner life and personality of the individual pupil. Conversely, the pupil must not be content with getting a knowl- edge of the mere textbook lesson and scor- ing a good recitation. He must catch the spirit of enthusiasm and feel the inspiration that every true teacher manifests and strives to impart for the information and stimula- tion of his pupils. The relation of teacher and pupil must be based upon mutual sym- pathy, respect and appreciation or teaching will break down instead of building up. In other words teaching will break down and be not a mere give-and-take matter of so many courses and so many hours for so many weeks or months or years, for so much pay. The teacher must be more than an hireling, and more than an arbitrary master. He must be an enthusiast, an inspirer—in love with his profession and eager to make his pupils see truth as he sees it: The teacher, the pro- fessor, the president, whom we remember and love and canonize is the one who thus conceived his job, felt his mission, imparted himself to his pupils. He never had to bid for order, for loyalty, for respectful atten- tion when he spoke to the class. No one of us ever asked or thought about his pedigree, his material means, his poverty, trials and disappointments and discouragements. We knew, however, that he had all these—knew it subconsciously—we knew him just simply as our teacher. He was one to whom we could go, unhesitatingly, for advice and sym- pathy when we were discouraged, in doubt, or in need of any kind. He it was, also, to whom we went when we had done well and won victories. And we knew that he would rejoice for and with us. There are, we be- lieve, many such pupils and many such teach- ers. They glorify the schools and the pro- fession—FraNk H. PALMER, editorial in Education. Vo ae i i ee i fe ee Vol. 17, No. 2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION When Your Pupils Become Teachers Give Them a Staff That Will Never Fail Them vor have gone through that first difficult year... . you remember well the baffling situations that so suddenly rear their heads in the classroom... . the terrifying responsibility of making instant decisions... . the sinking fear of not really knowing whether you are right or wrong! As Though You Personally Supervised Them The Classroom Teacher takes the new as well as the ex- perienced teacher through the most difficult classroom situations, supporting, guiding, giving confidence through all the difficulties and opportunities of a teaching career. In recommending the purchase of The ClassroomTeacher a national authority recently said: ‘‘In this work I can cite you in 30 seconds to an adequate answer to any classroom problem—the tardy child, the sensitive child, the one that stutters, lies, or disturbs others. Don’t limit yourself in meeting the human needs of your scholars. Use The Classroom Teacher.” Leading Educators of America Have writtenand aresponsoringT he Class- room Teacher. Everyone of these educators is a recognized authority in his line. They know the problems of the American class- room teacher. Here they have reproduced schoolroom conditions. The specific prob- lems of every grade from kindergarten through junior high school are dealt with fully and expertly. Professionalized mate- rial and methods of procedure are given in usable and practical form. The Classroom Teacher is the only practicable existing means affording teachers the professional guidance of these leading educational authorities in every line 6f work. It is flexible—suggestive— so that each teacher can adapt it to her needs. Profusely illustrated in color and by photographs, it is a most amazing guide—an unfailing staff that will serve through the years. The price is within the range of every teacher's purse. Mail the coupon below for full details, Editor in Chief: Milo B. Hillegas, Ph. D., LL. D., Professor of Education, Teacher's College, Columbia University. An Honor Roll: Of America’s chief educators sponsors The Classroom Teacher and advises it as the great- est aid to beginning and experienced teachers. Visit The Classroom Teacher, Booth No. 176, N.E.A. meeting, Boston, and examine the completed series. THE CLASSROOM TEACHER, Inc. Dept. J14 104 South Michigan Avenue, Chicago, IIl. Gentlemen: Please send me free copy of “Who's Who in The Class room Teacher.” giving details of this new, professional publication. The Classroom Teacher — The Silent Supervisor. Focusing the attention of the entire school world. THe CLASSROOM TEACHER. , INC. 104 South Michigan Avenue Dept. J1¢ Chicago, IIl. L -— = ee ee ee ee ee ee ee ee oe ee a ae | eee Mention Tue Journat when writing our advertisers, This. th Mee dittle Siamt Chctiic hacklgond 6. CCaner THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION February, 1928 HALSEY TAYLOR]|” DRINKING FOUNTAINS NeLittle Giant Flectric Eraser Cleaner Silent . Swift - Dustless « Simple . Inexpensive out the country, the Little Giant has proved to be efficient in every respect. Noiseless, dustless, simple and swift in its operation... it is guaranteed to clean blackboard erasers to A your entire satisfaction or your money will be refunded. Operated by a Universal motor... adapted to all electric currents. Provided with nine feet of Underwriters’ lamp cord and Universal plug to conveniently attach to any lamp socket. Weighing only eight pounds, yet strongly made of malleable iron and aluminum, it can be shipped parcel post... Price $32.50. JAMES LYNN CO. 14 E. JACKSON BLVD., CHICAGO Dept. J. | | Tested by continuous use in thousands of schools through- | handsome intendents and distinctive, models stream at Wall Type Fountain wall popular with schoal super- architects everywhere, one of practical Automatic Stream Control This patented feature keeps uniform height Schuyler School, Kearney, N. J. oo & Betelle, Architects (Newark, N. Halsey Taylor fountains used Mi 1 Modern as the School Itself The old school of wood interiors and scattered windows is a thing of the past. Today’s school design re- flects the modern spirit of art and utility, being built to admit those factors which make for health. So it is with Halsey Taylor Drinking Fountains. In design they are mod- ern, too! But more important—in health-safety they are unsurpassed. Patented features guarantee sanita- tion and practical convenience. type, many regardless of pressure varia tion to touch source - two-stream projector makes it impractical for lips of supply The Halsey W. Taylor Co. WARREN, OHIO Largest Manufacturers of Drinking Fountains Exclusively NOTES and ANNOUNCEMENTS he -— Jean L. Sou ces, president of the De- partment of Classroom ‘Teachers, has been granted -a three months’ leave of absence with salary by the School Board of Spokane, Washington, for -the pur- pose of attending the Boston meeting and of carrying on field work. Dur- ing February, March, and April Miss Soules will conduct conferences and speak to groups of teachers in Arizona, Illinois, Iowa, Maine, Massachusetts, Michigan, New Hampshire, Ohio, Penn- sylvania, Vermont, Wisconsin, and Wyoming. Tue 1928 ResoLutions of the Indiana State Teachers Association contain the following statement: “We commend the work of the National Education Associa- tion in its efforts to create a Federal Education Department with an officer in the President’s Cabinet. We urge all members of the teaching profession to support the National Education As- sociation’s program by enroling in the organization.” Reports from readers of THE Jour- NAL ranked “Cincinnati Sets the Pace” highest among articles appearing in the November issue. The two articles, “Progressive Education” and “Partner- ship of Parents and Teachers” tied for a close second. ProcEEDINGs of the Toronto convention of the World Federation of Education Associations will be available about Feb- ruary 1. This volume is a valuable con- tribution to the educational and socio- logical problems of the world. Orders should be sent to Charles H. Williams, 101 Jesse Hall, University of Missouri, Columbia, Mo. CoMMENCEMENTS IN PENNSYLVANIA— According to Robert C. Shaw, deputy superintendent of public instruction, the ot 0 00 8 ne oe old type of commencement exercise in Pennsylvania is passing and programs are built largely on subjects that touch life much more directly than formerly. In the vocational schools the programs are greatly abbreviated and in addition to the regular exercises displays of classes and pupils are placed before the public. Children choose some phase of their work and give demonstrations as a feature of the program. In the other high schools there have also been changes, as for example, at one com- mencement each member of the class gave a book review, selecting the book from the list offered during the course. Tue Mexico DepaRrTMENT OF Epvu- CATION has its own radio station and schools are encouraged to instal receiv- ing sets and to follow its program. .CoMMENCEMENT-~ADDRESSES—What is (Continued on page A-48) Vol. 17, No. 2 LS “6 eae | i 4 Kiy))) AS) wae [: @) +I final plans. See if what we offer solves the summer problem for you. These few words will outline our proposal. Then, if you want details, just mail the coupon. It will bring our entire travel-and- make-money plan to you. Answer these questions : Before you write us, ask yourself and answer these few questions. They will help you to measure what we have for you. Are you free to travel this summer? Do you like to see new places, meet new people? Does $50, $75 or more each week, all surmmer, appeal to you as worth while earning? Are you anxious to save money, to build a bank account? Can you smile while you are work- ing ata rather trying problem? Have you ambition, energy, “drive” and any individuality? Have you the courage to say “if she can do it so can I”? Would you enjoy traveling all summer long with friends — congenial teacher companions? ... Keep the answers to yourself, for we know, if you send the coupon, that our major qual- ifications have been met. What we seek is “pep” and spirit, intel- ligence and live ambition. And we'll train you, free of charge, to make us pay you well. Permanent or summer-time positions with good pay Hundreds of teachers have earned with us $75 per week all summer long... and we will gladly give you the names and addresses of any of them. Some have stepped into permanent executive work with us at $4,000 and $5,000 per year. If $200 to $400 per month is interesting to you, then start to a profit- able summer by filling out and sending in the coupon. To best serve your own interests you should have had 2 years of Nor- mal work or teaching experience. Now ... mail the coupon for our entire proposal. F. E. COMPTON & COMPANY Established 1893 + 1000 N. Dearborn St., Chicago THE JOURNAL OF THE NATIONAL EpucaTion AssociATION If you cant afford to throw away your summer iy, thismoney-making offer “will appeal to you / ACKLE the summer problem now. Gather the facts that will help you make your SEND THIS COUPON FOR DETAILS Mention Tue Journat when writing our advertisers, A-47 Facts about the House of Compton Compton's own and exclusively occupy their own building, pictured above. Busi- ness established in 1893 — 35 years of steady growth —17 Branch offices in U. S.— Foreign agencies in England, Italy, South Africa, Australia, Philippine Islands, and Canada— Member National Better Business Bureau — Business exceeds $4,000,000.00 per year. F.E. COMPTON & COMPANY Dept. 92, 1000 N. Dearborn St., Chicago Gentlemen: Please send me free, and absolutely without ob- ligation on my part, your summer Vacation and Money-earning Plan. I am teaching in................... My position is............ I have had__....... years of teaching experience. My NO PIG TAIL TWIST THREADS STRAIGH T¢ THROUGH / Also made with special base and your money will be cheerfully refunded. up, focus adjustment, simplicity throughout. Professional quality with portability. 1638 No. Halsted St. MOTION PICTURE PROJECTOR For the 4 ASSEMBLY HALL and CLASS ROOMS _ NO SHAFT | BELTS DRIVE OR LOW IN PRICE yet projects a 10 ft. x 14 ft. picture up to 100 ft., equal in quality and definition to pictures shown in moving picture houses. 15 DAYS’ FREE TRIAL Compare it with any other make; if not perfectly satisfactory return it Many exclusive mechanical features, in point of ease of operation, long-life safety, adjustable take- IT HAS NO EQUAL. That’s Why the United States Navy is using 25 Machines. used by Hollywood’s most famous celebrities, directors and producers. Weight 44 pounds. operated from any iight system, farm lighting included. Write for interesting details. HOLMES PROJECTOR COMPANY THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION CHAINS 51 being Can be Chicago, Il. (Continued from page A-46) the most helpful commencement address you ever heard or read and where may it be found? THE JouRNAL wishes to call attention to some of the best ex- amples of commencerhent speaking and will appreciate the cooperation of its family of readers. Rapio For CLassrooms——The Connec- ticut State Board of Education is plan- ning to broadcast a number of talks on books and nature study, to be directed to the pupils in their classrooms. ‘The talks are to begin January 13 and con- tinue inclusive of June 1, on alternate Friday afternoons from 2 to 3 o’clock. Three persons will talk for twenty min- utes each. AMERICAN Liprary ASSOCIATION will meet at West Baden, Indiana, during the week of May 28, 1928. IDAHO life members of the N. E. A. at- tending the convention of the Idaho State Educational Association had a banquet during the meeting. EDUCATIONAL ACHIEVEMENT IN PHILIPPINE IsLANDs-—The THE following note from Luther B. Bewley, director of education, Manila, came in too late to be included with THE JouRNAL’s Annual Roll Call in the January issue: Passage of the agricultural and vocational education bill, which provides for the pro- motion of agricultural and vocational educa- tion; for cooperation with the provinces, cities, and municipalities in the promotion of such education in agriculture, commerce, trades, and industries; for cooperation with the University of the Philippines and other insular institutions in the preparation of teachers of vocational subjects; and appro- priates funds and regulates their expendi- tures. Dorcas M. Tinker, principal of the Aldan School, Aldan, Pennsylvania, writes that all of her teachers are study- ing the problems of the teaching profes- sion. Some of the books they are work- ing with now are as follows: Hosic—Brief guide to the project method SmitH—One hundred ways to teach silent reading Proctor—Educational and vocational guid- ance WILLiAMs—Graphic methods in education Perry—The status of the teacher ANDERSON & Davinson—Reading objectives Younc & Memmorr—Methods in elementary English | VISUAL INSTRUCTION A representative display of BALOPTICONS will be exhibited in Spaces 50-51 BOSTON N. E. A. EXHIBIT February 25 to March 1 HERE is no finer still projection equip- ment than the Balopticon. models for the projection of opaque objects, lantern slides, strip film and microscopical specimens, under completely darkened or daylight conditions. Consult us about your projection problems. BAUSCH & LOMB OPTICAL CO. 630 St. Paul Street February, 1928 For at the There are Rochester, N. Y. Morton—Teaching arithmetic in primary grades Morton—Teaching arithmetic in intermedi- ate grades Unit—The materials of reading BucKINGHAM—Research for teachers CuBBERLEY—Principal and his school GatTes—Management of smaller schools Perry—Discipline as a school problem Nutt—Supervision of instruction SEARS—Classroom organization and control Witson, Kyte & LuLL—Modern methods in teaching FRIENDLY ApvicE—H. W. Morton, of Kenosha, Wis., writes: I like THe JourNAL very much. This is my first year as a member. Keep hammer- ing on the need of good classroom work. Continue to show interest in the teachers’ problems and you will get them to join. Teachers have long thought of the National Education Association as the organization of the “bosses,” which perhaps it was. May I offer a few suggestions: Publish articles on research work being done. Publish some articles on teaching. Publish a few articles on the need of a better state education meeting. Urge superintendents to let their teachers attend the Department of Superintendence when it is close; also deans of colleges of education. (Continued on page A-50) the ethics of df Vol. 17, No.2 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-49 Electric Time in the SCHOOL is of Inestimable Value EACHING the youngsters today and bringing them up to our modern high standards is a big job. It requires the best of equipment and a thorough coordination of effort. For nearly half a century “Standard Electric Time” has given American schools an electric time service of won- derful reliability and excellence. The tremendous corrective influence which it has exerted upon Principals, Teachers, and Pupils cannot be over- estimated. School Officials, Architects, and En- gineers know they can rely on “Stand- ard.” See our complete working exhibit at Booths 115, 116, 117, N. E. A. Conven- tion, Mechanics Hall, Boston, February 25th to March Ist, 1928. THE STANDARD ELECTRIC TIME CO. Springfield, Mass. BRANCHES 1428 Munsey Bldg., Baltimore 625 S. 18th St., Birmingham 10 High St.. Boston 901 Mutual 1 ie Bldg., Buffalo 217 Latta Arcade, Charlotte 1510 Monadnock Bldg., Chicago 1333 Union Bank Bldg., Cleveland 83 South High St., Columbus 716 Mercantile Bank Bldg., Dallas 562 Penn St., Denver. | Building, Kansas City, o. 1244 Innes Ave., Los Angeles 745 McKnight Bldg., Minne- apolis 726 St. Felix St., Montreal, Canada 50 Church St., New York City 1725 Sansom St., Philadelphia 405 Bessemer Bldg., Pittsburgh 229 Pine St., Portland, Ore. 690 Market St., San Francisco 148 Adams Ave., Scranton 918 Western Ave., Seattle, Wash. S. 110 Cedar St., Spokane, Wash. “‘Makes Every Minute Count’’ | | | j | the whole story and booklet of testimonials. I | I What Would You Do? Sickness If “It” Happened Tomorrow? Suppose you suffered an Accident tomorrow that disabled you for weeks or months— Suppose you were suddenly taken sick and a substitute took your place— Who would help you pay the Doctor, the Nurse and the Board Bill? Accident, Sickness and Quarantine are the three major causes that rob thousands of Teachers of a portion of their salaries every year. We know that one Teacher out of five suffers such a loss every year. What the T. C. U. Will Do for You When “It” Happens to You It will pay you $50 a month when you are totally disabled by Accident or Confining Sickness. It will pay you $25 a month for illness that does not confine you to the house, but keeps you from your work. It will pay you $11.67 a week when you are Quarantined and your salary stopped. It pays from $333 to $1,000 for major accidents or for accidental loss of life. All benefits doubled for travel accidents. Protects during the vaca- tion period, too. Policies with increased benefits issued to those enjoying larger incomes. Send for our booklet which explains T. C. U. Protection in detail and shows you what hundreds of teachers all over the country think of it. under no obligation. Mail the coupon today. It places you Teachers Casualty Underwriters 588 T. C. U. Bldg. Lincoln, Nebr. To the T. C. U., 588 T. C. U. Building, Lincoln, Nebraska I am interested in knowing about your Protective Benefits. Send me Name Address (This coupon places the sender under no obligation) Diliece seb aie oneigeiehneetanenemedi ne manana L. Mention Tur JournaL when writing our advertisers, THe JouRNAL OF THE NATIONAL EpucaTION AssOcIATION February, 1928 he Complete Music Appreciation Lesson LB appreciate any music to the full- est extent three things are needed—a knowl- edge of its back- eround, an under- standing of its mes- and some grasp sage of the technical means | by which the com- | poser was able to create such beauty. Audio- Graphic roll is in itself | | a complete music ap- | | preciation | lesson, moreover, in | which the music of great composer is played to you by a great pianist and in- terpreted to you by a great musical author- ity. eAudioGraphic eMusic Write for illustrated booklet Every lesson, a ‘The Aeolian Company Aeolian Hall | Educational Department New York SS Ra (Continued from page A-48) Urge the N. E. A. to meet in Atlanta, Richmond, New Orleans, Oklahoma City, etc.; this will develop a professional spirit there. How would it be to have sectional meet- ings of the N. E. A. to be held in smaller towns? Let’s say the eastern, western, northern, and southern sections to meet in such places as Raleigh, N. C.; Charleston, Ridgley One-Cycle Coursein Geography For the complete scope of eographical mate- rial which should be considered in the ele- mentary school, the Ridgley One-Cycle Series of geography work books are unexcelled. They begin with the home locality, where life and meaning are put into the common things of the child’s everyday surroundings. There is a study progression of geographic problems, projects, type studies, etc. The relation of man to his environment is made clear. There are five books in the series. To any Ss C.: Huntington W. Va.: Baton Rouge, teacher who is not acquainted with these books, ’ ats a we will be glad to send complete information. La., etc. In this way we will reach the Write us today. teachers. They could meet in the summer McKnight & McKnight Publishers NORMAL, ILLINOIS time when summer school is on. AT THE CALL of the national vicepresi- dent, E. Ruth Pyrtle, an enthusiastic group of elementary principals from cities of the state met at Lincoln on Decem- ber 10 and organized a Nebraska branch of the Department of Elementary School Principals of the National Education The organization set as one objective for immediate considera- tion and intensive study the fundamental principles of teachers’ retirement allow- ances as outlined by the committee of the National Education Association. The following officers were elected: Presi- dent, Virginia Ellett, Washington School, Omaha; wicepresident, Annie M. T. Cogil, Hayward School, Lincoln; secretary-treasurer, Edith Isaacson, South Central, Omaha. The next meeting will be held at Omaha, February 23, when Arthur S. Gist, national president of the Depart- ment of Elementary School Principals, will be a guest and one of the principal speakers. — ay > > i Ns KW SS be SS Association. SSS Do We Receive 85% of All Our Knowledge Through the Eye? That is what scientists and educators say. If so, PICTUROLS and SCHOOLFILMS are vitally necessary in every modern school. Booth 232 N.E.A. Meeting Boston ABRAHAM LINCOLN’s reply to an ad- dress of welcome at Indianapolis, Feb- ruary 11, 1861— The 8S. V. E. PICTUROL Projector has — gr lenses, patented double In all trying positions in which I shall be ony Hay Filta Pout | —~ eg ve placed, and doubtless I shall be placed in : A ‘ PICTUROLS are available for all grades many such, my reliance will be upor you, ae Geography, History, Primary Read- ‘8 S s: s ing, Literature, Science, Home Economics, the people of the United States; and I wish Songs, Physical Education, Trades, Industry, you to remember, now and forever, that it is your business, and not mine; that if the union of these states and the liberties of this people shall be lost, it is but little to any one man of fifty-two years of age, but a great deal to the thirty millions of people who in- habit these United States, and to their poster- ity in all coming time. It is your business to rise up and preserve the Union and liberty for yourselves and not for me. I appeal to you again to constantly bear in mind that not with politicians, not with Presidents, not with office-seekers, but with you, is the ques- tion: Shall the Union and shall the liberties of this country be preserved to the latest generations? etc. Hundreds of from. PICTUROLS and SCHOOLFILMS arrest attention, rivet interest, help backward pupils and advance teaching standards. They save time and teach more. PICTUROLS to pick Schoolfilms for Moving-Picture Projectors Complete Library at very reasonable sales price or remarkably low rental rates. De- pendable service; overnight shipments. Mail Coupon for Latest Information SOCIETY FOR VISUAL EDUCATION. Inc. ‘SOCIETY FOR VISUA Department 14, 3 Chicago, Ill. Gentlemen: ISUAL EDUCATION 27 South La Salle Street, THE NATIONAL ASSOCIATION OF PEN- MANSHIP TEACHERS AND SUPERVISORS has chosen the Congress Hotel, of Chi- cago, as convention headquarters, April (Continued on page A-52) Please send me latest information on Visual Edu- cation Aids, PICTUROLS and SCHOOLFILMS Catalog. Name ____ Address _ School ___ Vol. 17, No. 2 ———_ You are cordially invited to visit the BALFOUR EXHIBIT Booth 220 Boston Meeting of the National Education Association Fraternity Badges and Novelties Plaques, Medals, Trophies, Favors and Programs, Class Rings and Pins Commencement Announcements on Display The L. G. Balfour Company, operating one of the largest jewelry factories in the country, is at Attleboro, Mass., 32 miles from Boston. Special arrangements will be made for any who may desire to visit the factory and see the actual manufacture. L. G. BALFOUR COMPANY MAIN OFFICE AND FACTORY Attleboro, Mass. Branch Offices in Principal Cities YOUR SCHOOL Protected by Steel Steel Windows, Floors and Roof Build Truscon Steel Protection into your schools THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION —Truscon Steel Windows for fire safety, weathertightness and full daylight with correct venti- lation—Truscon Steel Joists for fire safety, rigidity and soundproofness—TIruscon I-Plate Roofs for strength, waterproofness and fire safety. Our representatives at the Boston Exhibit of the De- partment of Superintendence of the National Educa- tion Association will be glad to discuss your building problems with you. BOOTH No. 47 February 25th—March Ist TRUSCON STEEL COMPANY, YOUNGSTOWN, OHIO Offices in all principal cities TRUSCON Theodor Kundtz Company AN INVITATION to see these Comfortable Desks C(GEACHERS attending the N. E. A. Convention in Boston next month are especially invited to the exhibit of Eclipse School Furniture. This equipment has been designed with one object in view—to keep the growing child at ease and to help him maintain correct posture. No child who is not seated com- fortably can be expected to sit quietly nor to give his attention to the lesson at hand. Realizing this, Kundtz engineers have studied and perfected equipment that combines all the durability of good workman- ship and first-grade materials with comfortable seating. The exhibit will be in Booths Nos. 169, 170, and 171, and will include furniture for kindergarten, elemen- schools, and high schools. tary SCHOOL FURNITURE Cleveland, Ohio, U. S. A. - Mention THe Journat when writing our advertisers, ane | THE Teachers will agree: (1) that typewriting is es- sential for every office assistant; also that the only way to. teach typewriting is to have the student typewrite. that unless the cards, letters and other rec- ords written are prop- erly filed (made avail- able) they are of little use. that: the only way to teach filing is to file, and file in natural full- size standard equip- ment. The “Y and E” Equipment and Courses are now used successfully by hundreds of schools. Clip the cou- pon, mail it and get the whole story of the “Y and E” plan for courses rang- ing from twenty to eighty 45-minute periods. Be sure to see the “Y and E” exhibit, February 25 to March 1, in Booth 48 at the convention of the N. E. A., Mechanics Hall, Boston. YAWMAN > FRBE MFG.Q. -—— —— oe oe eee eee eee eee eee —Sse ee ee ee eee eee — t t Yawman and Erbe Mfg. Co. y ' School Service Dept. a : 203 Jay Street E l Rochester, New York 1 Please send me full information on your 1 Practice Equipment and Text for Teaching |] Filing. l BN J .ck.cnews cunt a saohas Useable . | Bey ata Site a epwtapty ts Be eta aparg te cots apt le I I Stee iis ic tO M0. tet Gate: bits 1 ITHACA NEW YORK Cordially invites your inspection of Their Nature Study Books and Supplies in Booth No. 326 N. E. A. Exhibit at Boston February 25th to March Ist © These books are being used as the leading reference and | method books in the larger number of the recent courses of study. They are on the authorized list of books in New York City, Pittsburgh, Philadelphia, Los Angeles, Atlanta and hundreds of other cities and towns. From the Loose Leaf Nature Study Sheets are built the | official Nature Study Projects _ of Girl Scouts, Incorporated, The Camp Fire Girls, The Boycraft Booklets, as well as thousands of special notebooks for public and private schools, camps and clubs. The Comstock Publishing Co. | JOURNAL OF THE NATIONAL EpucATION ASSOCIATION February, 1928 HOLDEN Book Covers Springfield, Massachusetts 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 DUDLEY KEYLESS LOCKS The Saving in Time and Worry pays for Dudley Keyless Locks. No more keys to lose—no more disorganized locker control—no more pilfering— no more haphazard locker inefficiency. When you consider their low cost Dudley Keyless Locks pay for themselves over and over again in the saving of time and worry. All brass, strong, durable, noiseless and guaranteed for five years. More than 3,500,000 Dudley Locks in School Use. Your school can obtain these fine locks without a cent of investment on your part. Visit Booth 181 at the | Boston Convention or write for our self-financing plan and your free sample. DUDLEY LOCK CORPORATION 107 North Wacker Drive, Dept. 7 Chicago (Continued from page A-50) 25, 26, and 27. For further informa- tion concerning this meeting, address Arthur G. Skeeles, secretary, Columbus, Ohio. “THE COMMENT,” OFFICIAL PUBLICA- TION of the Grade Teachers Fellowship Society, published this story of apprecia- tion of a veteran teacher: A striking material proof of the truth of the assertion that there is no service of human beings that is greater or more honorable than teaching is the beautiful memorial which has been erected by the former pupils and friends of Amelia (Carriel in appreciation of her fifty years of service as a teacher. The memorial, placed on the play- ground of the public school: of O’Fal- lon,. Illinois, consists of a massive block of granite, three sides of which have been left in their rough state, the fourth side or front bearing the simple, signifi- cant inscription: “As water to a thirsty soul.” Above this inscription, placed in a basin hollowed out of solid granite, are two drinking fountains, and above these a few lines, giving the name of the well- known teacher, Amelia Carriel, and the dates of her service. Contemplating it (Continued on page A-54) Vol. 17, No.2 “A book review adequately answers three pertinent questions, EVERY MAN A BRICK! By M. M. CHAMBERS 1. “What does the author attempt to do?” ANSWER—"To set forth salient facts con- cerning the present status, methods, and purposes of military training in American Universities.” 2. “What is his method of doing it?” ANSWER—'‘Scientific presentation and dispassionate discussion.” “The fairest, most complete, and most profitable dissertation on this sub- ject that I have so far come across.” 3. “Was the task worth doing?” ANSWERS—“A copy ought to be in every land-grant college library, to say nothing of every high school in the country.” “You are performing a real public service in making this volume avail- able for those who are interested in any way in the Reserve Officers’ Training Corps.” “The case for the R. 0. T. C. ts temperately stated in ‘Every Man a Brick.’ Presented in a_ scholarly manner, it recommends itself to edu- cational people in a way that some of the sensational pamphlets of those op- posed to military training does not.” (Reviewer’s Note: In case my answers do not seem adequate, you are invited to order a copy on approval.—Alired O. Brown.) Price, $1.50 a copy Public School Publishing Company 509-11-13 North East Street BLOOMINGTON, ILLINOIS Something New AN-DU-SEPTIC DUSTLESS CRAYONS IN A METAL BOX BINNEY & SMITH CO. NEW YORK Columbia Adjustable Movable Desk Nos. 1 and 2. .$4.95 Nos. 3 and 4.. 4.80 Nos. 5 and 6.. 4.65 Drawers extra 1.50 Send for list of 2,000 schools using these desks. Columbia School Supply Co. Indianapolis, Ind. N industry is great only in proportion to the service it renders, Recognizing this, the Association of American Soap and Glycerine Pro- ducers, Inc., (whose members make 75% of thesoapused in America) has established Cleanli- ness Institute for public service. The Institute is, first of all, a fact-finding agency. Then it is an instrument for spreading the knowl- LIBRARY ADULT EDUCATION The following professional workers make up the staff of the Institute: Roscoe C. Eptunpb, General Director. Formerly an executive of community chest and welfare federations and in other fields of public and social service. W. W. Peter, M.D., Dr. P.H., Health Consultant. Internationally known health educator. Associate Secretary of the American Public Health Association. SaLLty Lucas Jean, School Con- organizations and Fellow of the ciation. Mention Tur Journat when writing our advertisers, Cleanliness Institute Established to promote public welfare by teaching the value of Cleanliness DEPARTMENTS RESEARCH AND SURVEY ADVERTISING SCHOOLS INDUSTRY PERSONNEL sultant. Consultant to child health American Public Health Asso- Jutta B. Tappan, Director, School Department. Formerly director of Cleanliness Institute has prepared data of interest to educators and, through its School Department, publications for class- is available free in limited quantities. Address CLEANLINESS INSTITUTE, 45 EAST 17th STREET (on Union Square), NEW YORK. room use. An initial issue THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION edge thus obtained. It will deal with cleanli- ness in its broadest scope — not only the practical questions of health, com- fort and efficiency—but also the relation of cleanli- ness to self-respect, be- havior, character, aesthet- ics, and the higher values of life. It is already cooperating withschools, health organ- izations, etc., carrying on its work along the follow- ing lines: INFORMATION SERVICE SOCIAL SERVICE HEALTH health educational programs, and collaborator with the United States Bureau of Education. C. MARGARET Munson, Associate Director, School Department. Formerly research assistant in the Department of Biology and Public Health at Massachusetts Institute of Technology. CLIFFORD GOLDSMITH, Lecturer, School Department. Well-known ae **p a ? as **Professor Happy,’’ under which name he has given many successful health talks in high schools. Marigé K. PipGeon, Research Librarian. Graduate of the New York State Library School. Seven years of library service with the U.S. Department of Agriculture. ee NIMH HL For Best Ei rayon in the Blue and Orange Bax THE AMERICAN (7) CRAYON COMPANY HOME OFFICE AND FACTORIES 308 608 HAYES ANE SANDUSAY O10 LEADERSHIP SINCE 1835 93 Years ae ne The Draper Sanitary Roller Shade Patented Jan.8 07; Aug. 7, 1923 The ——_ ~~ Line of Adjustable Cotton Duck Shade School Requirements Sold by Most of the Leading School Supply Houses Manufactured by The Luther O. Draper Shade Co. Spiceland, Ind. Joseph C. Llewellyn F.A.LA. Ralph C. Llewellyn M. W.S.E. andA.LA. ‘Jos. €. Llewellyn Company School Architects and Engineers Years of experience demonstrate that careful planning simplifies costly S errors; is the basis of economical construction, and is an aid to beauty in design. We cooperate administration; avoids with educators to secure above results in school buildings. 38 S. Dearborn St. Chicago THE JoURNAL OF THE NATIONAL EpucATION ASSOCIATION With Music and Words BOSTON BOOTH 336 The use of these Slides has solved most of our problems in connection with assembly singing. We notice, after using them, a great deal of added interest and participa- tion. E. V. GATWOOD, Peabody College Demonstration School Nashville, Tenn. SIMS SONG SLIDE CORP. KIRKSVILLE, MO. Samples, lists and _ illustrated on request. information " ——- Equipment for Teaching Color Har- a Send for free booklet zataner COLOR SCALE CO. 1719 K St. N. Washington, D. C. See our ot No. 52 at National Education Association Convention You too can make writing pay dividends “I sold another story . . . my second to this magazine. I received $120 for it,’”’ writes a Palmer student, Mrs. M. L. of Long Beach, Cal. Perhaps you too have the urge to write. The ability that, with the help of Palmer training, can be made to pay you dividends. Palmer in- struction is personal, inspirational. Katharine Newlin Burt, author of many stories in Cosmopolitan and other magazines, says: “I'd have started ten years sooner on a literary career. But there was no Palmer Institute then. . Given a natural ability, some perseverance, and the necessary power to understand instruction, any writer—would- be or experienced—would cer- tainly find help in your course. The instruction ought to pre- vent a hundred false starts.’ Write stories that sell! Use the coupon a a er eS Sen ee eee eae PALMER INSTITUTE OF AUTHORSHIP Dept. 74-B, Palmer Building, Hollywood, Cal. Please send me, without obligation, details about the course I have checked. | I | | 0D Short our Writing OD Photoplay Writing | | | | | | | KaTHARINE NEWLIN Burt best known for ‘Quest’ — her siath novel i English and Self-Expression Adéress__—$_$_ AU correspondence strictly confidential No salesman will call on you a Learn toa write short stories February, 1928 (Continued from page A-52) in its entirety, the memorial is found to be quite symbolic of those qualities which dominated the character of Miss Car- riel—strength, beauty, simplicity, and service. Dean WILLIAM FLETCHER RUSSELL, of Teachers College, Columbia Uni- versity, will be inaugurated on April 10, 1928. At the same time the alumni of the college will meet and there will also be held a national conference to con- sider the present condition of American education, its successes and shortcomings, and its future development in response to new social demands. PRroGRESSIVE EDUCATION ASSOCIATION sixth annual convention will be held March 5-10 at the Hotel Commodore, New York City. There will be many prominent speakers and exhibits repre- senting the products under progressive methods. NATIONAL CHILD WELFARE Assocta- TION, in cooperation with Teachers Col- lege, Columbia University, will hold a conference on Character Training in Public Schools, New York City, March 2-3, following the meeting of the De- partment of Superintendence. ‘TEACHING AS A FINE Art will be the keynote of the eighth annual Ohio State Educational Conference, which the Col- lege of Education, Ohio State Univer- sity, will conduct at Columbus, April 12- 14, 1928. Do You Reap Sratistics?—It is not possible to understand modern life in its larger relations without doing so. The statistical tables published each month in THE JourNAL deal with matters of wide importance. For example, in your state, how do school costs compare with luxuries and building construction? You will find the answer in the table in this issue of THE JOURNAL. TEACHERS who are planning for bird study with their pupils this spring can get valuable help by writing to the Na- tional Association of Audubon Societies, 1974 Broadway, New York City. HoME AND COMMUNITY DEPARTMENT, American Farm Bureau Federation, at its last meeting, adopted the following resolution : Whereas there is need for better educa- tional facilities among rural people, we here- (Continued on page A-57) P= “sends the Vol. 17, No. 2 (Continued from page A-54) by indorse the county library plan of mak- ing books available to rural people. SUGGESTIONS FOR ‘TEACHERS—John C., Hammer, superintendent of Newport, Tenn., and a life member of the National Education following Association, suggestions for teachers: Be explicit in all your directions. Make your lesson assignments clear, leav- ing no doubt in the minds of the pupils as to what is expected of them. Prepare lessons daily. Do not nag. Secure the attention of the pupils before attempting to teach. Be gentle but positive at all times. Do not require pupils to write words, themes, or recite stanzas of poetry as pun- ishment. It creates a dislike for the subject. Become acquainted with the home environ- ment of your pupils. Acquaint yourself with the physical de- fects of your pupils. Think of your profession as second to none. Truly no class of people have greater opportunities for real service. Do not expect sympathy because of your | profession. You chose it. Oxrorp VacaTion Course—American women teachers are to be offered another summer vacation course by the Women’s Colleges at Oxford in July, 1928. This year’s subject will be “England in the Nineteenth Century: 1815-1900.” Each morning there will be two lectures, short series having been arranged on literary, historical, political, economic, and _ sci- entific topics. In addition there will be other general lectures on important cur- rent subjects. Enrolment will be lim- ited to 350. Inquiries should be ad- dressed to Esther Caukin, secretary to the Committee on International Rela- tions, American Association of Univer- sity Women, 1634 I Street N. W., Washington, D. C. NATIONAL ORATORICAL CONTEST on Outlaw-War Treaties for World Goodwill Day, May 18, 1928. Information may be had from Arthur C. Watkins, N. W., Washington, D. C. New ENGLAND Eastern Arts Conven- tion will be held in Hartford, Conn., April 18-21, 1928. Information may be had from William H. Corbin, Hart- ford Chamber of Commerce. AMERICAN Forest WEEK will be ob- served April 22-28, 1928, which will be (Continued om page A-58) schools, | American | young people is being conducted until | 532 Seventeenth Street | THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION = S*e*o%ee"a"e"e"o"s"e"s"e"s"a"sa"a"e"a"a"a"s"s"s"s"s"ss"e"s"s"e"e"e"s"s"e"a"e eAn invitation from CHIEF TWO GUNS WHITE CALF os Glacier National Park A-57 mountain homeland in Glacier National Park. e The Blackfeet Indians bid you welcome to our “fil (Greetings) ae Where once our bufialo-skin tepees were, today, in settings of rare scenic beauty, are great modern hotels and comfortable chalets affording hospi- tality for thousands. Here you may hike, ride horseback, motor, fish ice-fed trout streams, or loaf as you please. Broad automobile highways lead from the “Big Trees Lodge” on the Great Northern Railway to many of the beauty spots, while others are com- fortably reached afoot or on horseback over well-made trails. And the palatial Prince of Wales Hotel, just across the boundary in Waterton Lakes National Park, Canada, en- ables you to enjoy the Alpine grandeur of two nations in one memorable visit. Write to me for booklets regarding this great American scenic region. Mail the coupon today. NORTHERN “ ROUTE OF THE NEW ORIENTAL LIMITED GREA> 2 Cane A dependable railway (Signed ) TWO-GUNS- WHITE-CALF (His Mark) GREAT el ee ee | CHIEF TwWO-GUNS-WHITE-CALF c/o GREAT NORTHERN Rat way, Glacier Park, Montana )}ar | Please send me the free books about Glacier National Park. I am particularly interested in: | (] General Tour of the Park | Name [_} Burlington Escorted Tours meme THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION | THe A some Wouldn’t you like to see— (Continued from page A-57) the sixth national observance of the week. Information may be had from American Forest Week Committee, Lenox Building, Washington, D. C. HOSPITALITY of Seattle left an abiding impression on all who were privileged to attend that great meeting. | One of those who did most to make the Seattle meeting a success was Charles B. Potter, principal of the Rainier Ele- mentary School, Seattle, Washington. His many friends throughout the coun- try will feel a sense of personal loss in his sudden death on January 9, 1928. ENROLMENT in public junior colleges has more than doubled during the last five years, according to L. V. Koos, who has been doing research in this field for time. February, 1928 Saip THEODORE ROOSEVELT, in a speech in Carnegie Hall, March 20, 1912: “The leader for the time being, whoever he may be, is but an instrument, to be used until broken, and then to be cast aside; and if he is worth his salt, he will care no more when he is broken than a soldier cares when he is sent where his life is forfeit, in order that the victory may be won. In the long fight for right- the watchword for all spend and be spent. | | is to It is of little matter whether any one man fails or succeeds; but the cause shall not fail, for it is the cause of mankind. We here in America hold in our hands the hope of the world, the fate of the coming years; and the shame and disgrace will be ours if in eousness, our eyes the light of high resolve is dimmed, if we trail in the dust the golden hopes of men.” e¢The May creep like a white mist over hedgerows? 99 The Cunard “Vacation Special” Fleet Makes 21 Sailings in April and May! England is so lovely, bursting into bloom! and France! Spring is the time to sail. But—“the red autumn-glory comes to mock the yellow moon”... What of that? Truly fall is the time! There is no escaping Europe’s charms, for they follow the year right through. But there is a time when the beauty lover may enjoy them to the full: before mid-June or after mid-July,—for then the tourist tide has either ebbed or flowed, and Europe shows her real self to the traveler. And now, of course, an intelligent and pleasant way to go is “Tourist Third” since notables have made it “a most amusing way”, and have found the food so to their liking, their staterooms so comfortable, and their fellow passengers so agreeable. TOURIST THIRD CABIN $177.50 Round Trip CUNARD LINE See Your Local Agent 1840 - Eighty - Eight - Years.- Of - Service . 1928 TEACHERS: Earn Money Next Summer in Educa- tional Work to Buy the Things You Most Desire! on What are your Plans for Earning Money Next Summer? B* A TURN of the pen you can achievean opportunity in interesting educational work that should prove more attractive than teaching—and much more remunerative. Right now in | i er ea for our next summer’s campaign there are a few good po- or teachers to do interesting work, to live in a different section of the country, to travel and to earn more than is possible in the profession of teaching. sitions open Added Income to Buy the Things You Want Here is an opportunity for a summer of unusual experience, a summer of added income, whereby you can have the extra money to buy the things you desire most, and best of all, if you qualify, a summer's success that you can use as a stepping- stone to a pleasant, profitable, permanent busi- ness career beginning next Fall! This Opportunity is Ideal for You! The 20-year successful WEEDON Way can be your way to success! Our field makes a most logi- cal appeal toteachers. Your own education, your background, your teaching experience, your de- sire to help others in an educational way—all pre- pare you splendidly for your opportunity with us. Travel Along the Road to Success! With proper ambition and application you can picy ““Make good” with us. Everything is one to oe 7 you succeed. You are pereretly trained—and thoroughly. You have a guarantee income to start. Your railroad fare is paid. You receive constant personal help after you eagle. eeable associates too, of course, since we like Imagine yourself in thisTeacher’s Place! to think of ourselves as one closely-knit, happy “Weedon family.’ And last—and perhaps most important of all—you have an added income in generous measure! Many ““Weedon-ites’’ are earn- ing over $200 per month—some as high as $500. Inthe am twenty d gon hundreds of teachers with backgrounds and experience not a whit different from yours have achieved happy, contented, profitable careers with us. You, too, can be a successful Weedonite! THE S. L. WEEDON COMPANY Weedon Bldg., Cleveland, Obio MAIL THIS COUPON TODAY! SRSSSSSSSSSSSESSSEEEEESE EES ESE ESE ESSERE BEET THE S. L. WEEDON COMPANY 2036 E. 89th St., Cleveland, O. Dept. 4-B I'd like to have you tell me more about the attrac- tive money- ing Opportunity you have for me. pS CE EIEN TE SEO TEL SET Sone Oe