March, 1928 


Growth Through Reading 


Jesse Lee Bennett 


Author of “Frontiers of Knowledge,’ “What Books Can Do for You,” 
“On ‘Culture’ and ‘A Liberal Education’.” 


¢ Is NoT the same world in which 

| any of us grew up. A new world 
has rapidly, suddenly, unexpectedly 
come into being. 

Every year the actual earth on which 
we live has become smaller to us due to 
improvement in transportation and com- 
munication. Every year the universe 
has grown vaster to us with our in- 
creased understanding of astronomical 
distances. Every year everything about 
us seems increasingly complicated since 
the electronic theory and the develop- 
ments in biology and bacteriology have 
changed all previous conceptions con- 
cerning the nature of matter and the 
origin and nature of life. 

In other words, we are all confronted, 
intellectually, with conditions similar to 
the geographical conditions which faced 
Europe after the discovery of America. 
A vast, wonderful, alluring new world 
of which men had never dreamed was 
opened up. Into it poured the restless 
and ambitious millions from whom we 
are all descended. In this vast new con- 
tinent they found unimagined adventure, 
growth, and wellbeing. 

The new knowledge gained so rapidly 
in the past few decades affords us all a 
like opportunity for intellectual, emo- 
tional, and spiritual adventure, growth, 
and wellbeing. 

Not to avail ourselves of these oppor- 
tunities is to pass through today blind 
to its radiance and splendor. 

Beyond any question, we are living in 
the most wonderful period mankind has 
known. Every aspect of this new mod- 
ern world, which has so suddenly come 
into being, is recorded in books. Through 
such books, and only through such books, 
can our minds be taken out into the 
vastness of space and time, into the heart 
of the atom, into the love affairs of the 
microbe. Only such books can serve for 


us the purposes which the ships of the 
Spanish, Portuguese, and English col- 
onists served in transporting them across 
the Atlantic which is a perfect analogy 





to the gulf which ignorance, prejudice, 
intolerance, or lazy apathy put between 
us and the new world into which we 
can venture whenever we will. 


gua 





woe STAIRWAY in the entrance hall of the 
Library of Congress has been styled “a 
vision in polished stone.” The noble build- 
ing of which it is a part is a tribute to the 
heritage of the ages recorded in books. 





The chief characteristic of the recent 
advance in knowledge is enlargement. 
We look back with perplexity and 
amazement to a century ago when his- 
torians saw scarcely at all beyond ancient 
Rome, Greece, and Egypt. Today, with 
our new understanding that man is an 
evolutionary product hundreds of thou- 
sands of years old, that life has been 
evolving and developing for probably a 
hundred million years, our intellectual 
horizons, in time, have widened incredi- 
bly. Our minds are enabled to leap 
back into time in a way never before 
dimly dreamed of by humanity. Ancient 
Rome and Egypt seem comparatively 
modern! 

Similar enlargement has come in our 
understanding of space. We realize to- 


[69] 


day that our own planet is a relatively 
insignificant part of the stellar universe. 
We realize that our solar system is of 
minor size and importance. We know of 
stars so far distant that they might have 
been blotted out many thousands of years 
ago yet light from them, traveling six 
hundred million miles an hour, would 
still be reaching us. 

All this new understanding means en- 
largement, growth, new sense of pride 
and dignity not merely in being a con- 
scious part of such a vast and radiant 
universe but also in being heir to all the 
complexities of the past and the present, 
heir to the knowledge and understand- 
ing which the disciplined intelligence, 
the will and courage of endless brave 
scientists and scholars down the ages, 
have built up for us. 

Our intellectual horizons have wid- 
ened in other directions as well as in 
space and time. 

A generation ago “matter” appeared 
important. Today we know that ‘“‘mat- 
ter” is only another name for energy. 
We look at the most apparently solid 
and static substance and realize that it 
is a universe of energy and motion; that 
nothing known to us is static and that 
everything man can desire or see or feel, 
represents a whirling universe of elec- 
tronic motion. Absolutism in thought 
has gone. Einstein shows us the “rela- 
tivity” of everything. 

This new knowledge liberates. It 
touches the deepest centers of being in 
all those who once acquire it. It gives 
a new sense of mental freedom, expan- 
sion, and purpose, a new sense of secur- 
ity, of pride, and of beauty. It gives 
the urge to growth and selfdevelopment 
since it reduces to nothingness all the 
minor fears, the creeds and dogmas, the 
customs and conventions which—until 
this time—have held and hemmed in the 
minds, the will, the hopes, the dreams of 
human beings everywhere. 

The modern world represents almost 
unimaginable release. It is like the 


70 THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





bursting into being of a butterfly from 
In our lifetime the intelli- 
gence and imagination of mankind have 
burst all the barriers formerly hemming 
them in and have become as radio-active 


its cocoon. 


as anything known in the universe. 

How can one secure this new vision 
and mental freedom? Where are the 
books which can serve like frigates to 
bear us away from many of the stodgy 
stupidities of the past and of our daily 
routine, bear us quickly across the ocean 
of ignorance, illusion, and apathy to 
land us in radiant new worlds of intel- 
lectual growth and expansion ? 

We can heartily recommend a few 
volumes which will, at least, begin the 
process; a few volumes which will aid 
mental growth by affording wider hori- 
zons, great mental stimulation, inspiring 
and inspiriting visions of the new areas 
of knowledge. 

First of all, we suggest The New 
Universe by Baker Brownell. Here is 
a very successful attempt to integrate 
the most important new knowledge so 
that rounded understanding of it can be 
gained. ‘The great value of this book is 
that it never loses sight of the indi- 
vidual’s relationship to the vast and 
complicated environment of which all 
knowledge, existing at any given time, 
is merely a more or less successful at- 
tempt at understanding. 

In dealing with the vastness of inter- 
stellar space, the long deserts of time 
through which evolution has taken place, 
with all the details of modern scientific 
knowledge, Dr. Brownell does not lose 
sight of the primary. fact that man has 
a dynamic inner life expressed in emo- 
tion and feeling, in poetry, music, and 
literature. It is the relationship of man 
as a whole to his environment considered 
as a complete whole that this book deals. 


March, 1928 





It cannot but enlarge the horizon of any 
reader not already deeply grounded in 
all modern advances in science. 

Science as Revelation by J. M. Wat- 
son wins remarkable praise from many 
who read it. As a concise and vastly 
informative and stimulating synthesis of 
our new knowledge, this book would be 
hard to excel. Most of us were edu- 
cated under a system which divided 
knowledge into many watertight com- 
partments. We looked upon astronomy 
or chemistry as fields of knowledge rela- 
tively complete in themselves. Today 
every scientist of first rank realizes that 
every detail of human knowledge is in- 
exorably related to every other detail, 
that nothing can be understood save in 
relationship to everything else. Mr. 
Watson has adopted a very striking way 
of developing this fact. His chapters 
are entitled: ‘““The astronomer speaks,” 
“The physicist speaks,” “The chemist 
speaks,” etc. He shows, by _ this 
method, that astronomy today can only 
be understood by one who understands 
physics as well as mathematics. He 
shows that truly modern biology would 
be incomprehensible to anyone not well 
grounded in modern physics and chem- 
istry—and so.through all the fields of 
knowledge. Starting with the concept 
of energy he shows—in a most impres- 
sive way which leaves an enduring effect 
upon the memory—the organic unity of 
knowledge as a whole. 

That is the underlying value of the 
new ultramodern viewpoint. We have 
begun to emerge from the age of analy- 
sis and specialization into the age of syn- 
thesis and integration. A full and com- 
plete “organism as a whole”—man—liv- 
ing a full and complete life by under- 
standing himself, his environment and 
knowledge as “wholes’’—that is the new 


liberating viewpoint. The two books 
already mentioned deal with the whole 
environment of man. 

The next book shows man as a whole 
and describes in startlingly new detail 
how he is enabled to gain and transmit 
knowledge. It is Why We Behave Like 
Human Beings by George A. Dorsey, 
This book gives such new understanding 
of man and his reactions as no scholar— 
even fifteen years ago—could have 
imagined. It is an outgrowth of, and 
is rendered possible by—the prodigious 
advances in anthropological, biological, 
and psychological research in the past 
decade. For complete understanding 
and lasting influence it should be read 
several times. “To those who grasp the 
fullest implications of the facts which it 
gives, however, a new understanding of 
life will be afforded. They will better 
understand themselves, their relations to 
their fellows, to the past, and to the 
future. This book cannot be praised too 
highly as an intellectual stimulant and 
as a means of enormous and most satis- 
fying mental growth. 

The three books noted are basic. Not 
to possess a large part of the informa- 
tion which they give is to fail to be 
truly alive in the year 1928 since it is 
to fail to utilize and profit by the most 
distinctive new knowledge of our age. 
These books are not for scholars. They 
are for earnest and intelligent men and 
women of all kinds who wish a broad 
summary of the amazing advances of the 
past few years. 

Against the enormous new intellectual 
background which the first three books 
noted will give the panorama of human 
history will be seen in new and impres- 
sive light. No longer will it appear the 
stodgy “history” with which many of 
our memories of -college classrooms are 








ME MA TA St ET TE NE ee a ee Ts Bat Be 
2 





NE OF THE NOTABLE mural decorations in the Library of Congress is John W. Alexander’s “The Evolution of the Book,” 
shown on this and page 71. 


The first picture, “The Cairn,” shows a mere heap of boulders, erected by prehistoric man 
~to commemorate some notable event. 


a group of absorbed listeners. 
upon the face of a monumental tomb. 


The second picture, “Oral Tradition,” is an oriental storyteller relating his tale to 
“Hieroglyphics,” the third picture of the series, shows an Egyptian stonecutter chiseling a record 




















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Vol. 17, No. 3 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 71 


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connected. Rather, it will be the vastly 
interesting record of what the mys- 
terious, intricately evolved organism, 
man, has done on his tiny planet during 
the relatively brief time, one million 
years, he has existed. Most of those 
reading this article will doubtless be 
familiar with The Outline of History 
by H. G. Wells. 

‘But these are books essential to men- 
tal growth. ‘They can be read not once 
but many times. And—if they have not 
been read at all—what infinite room for 
growth one possesses ! 

In such a brief list of books as can be 
given in this article, it has appeared 
wise to deal first with the most vitally 
important. 

All enduring mental growth must, 
however, be stimulated by delight and 
there are some to whom the pleasurable 
use of intelligence in entirely distinter- 
ested concerns must first be developed 
before science and history can be ap- 
proached in a way to give enduring 
growth. There is a great deal of fun 
to be gained from the use of our minds. 

Mental growth requires, first of all, 
the desire for growth; second, an in- 
creasing imaginative awareness of the 
splendor of the adventure of living; 
third, contact with brilliant minds and 
stimulating new ideas which can give 
to mental growth the exciting, adven- 
turous, zestful quality which pioneers 
and explorers have known. 

Some of the most brilliant and pene- 
trating criticisms of life made by some 
of the keenest minds of today have been 
gathered in 4 Modern Book of Criti- 
cism by Ludwig Lewisohn. This is 
recommended for the same reason as 
Heretics by G. K. Chesterton. 

Both books are mental appetizers. 
They stimulate the mind, show the 











chase. 





pleasure to be derived from alleged 
“serious” reading, and may tempt many 
to read the other books recommended 
from which—once the proper approach 
is made—untold intellectual pleasure 
can be derived. 

There is a book which has, during 
twenty years, never failed to please 
anyone to whom the present writer has 
recommended it. It is an amazing vol- 


























Books Suggested by 
this Article 


HE New Universe by Baker 
Brownell | 
| ScmNce as ReveLaTION by J. M. 


Watson 

| Wry We Benave Like HUMAN Be- 
INGS by George A. Dorsey 

A Mopern Book oF Criticism by 
Ludwig Lewisohn 

Heretics by G. K. Chesterton 

A Mopern Symposium by G. Lowes 


Dickinson . 
| THe Story oF PuitosopHy by Will 
Durant 


A Map oF THE Worip oF KNOWLEDGE 
by Sidney Morse 








ume which will bear repeated readings. 
It is entitl€d 4 Modern Symposium by 
G. Lowes Dickinson. 

This is a book to treasure, to read 
aloud, and to read over and over again. 
It can very greatly conduce to mental 
growth by affording new understanding 
of the many ways of regarding life. It 
is put toward the end of this article for 
the same reason that a very able book 
which is now attracting wide attention 
is placed there: The Story of Philos- 
ophy by Will Durant. 

What men thought of the great mys- 
tery of life in earlier ages has, today, 
only historical interest inasmuch as our 
new range of scientific knowledge under- 





N THIS SERIES of six panels, a great artist has told a story of man’s endeavor to preserve his ideas and achievements. 
fourth panel, “The Pictograph,” a primitive American Indian is painting on a buffalo robe his rude story of the war trail and 
A great advance in the evolution of a book is shown in the fifth and sixth panels. 
scribes of the Middle Ages engross and illuminate the books of that period. 
the inventor of printing, reading a proof which has just come from the press. 


The last picture of the series shows Gutenberg, 


mines most of the assumptions on which 
their ideas were based. Nevertheless, it 
is well to know what the keenest and 
most brilliant minds of the past have 
thought of the great adventure of liv- 
ing. This knowledge can be gained 
from Dr. Durant’s most excellent book. 

One of the great hindrances to con- 
tinuing mental growth under modern 
conditions is the temptation toward 
specialization, toward too great preoccu- 
pation with one especial phase of human 
interest or knowledge. We all tend to 
lose perspective on the field of knowl- 
edge as a whole because we are lured 
into byways through our special inter- 
ests. 

Some means of keeping perspective 
has long been desired. In this JouRNAL 
of June, 1922, there appeared a remark- 
able “Map of the World of Knowl- 
edge,’ prepared by Sidney Morse. It 
showed—in graphic form—the various 
divisions of the great field of knowledge 
and their interrelations to each other. 
This map has since been described in 
detail and accompanied by specially pre- 
pared lists of outstanding books in each 
of the major sciences. The book is en- 
titled 4 Map of the World of Knowl- 
edge by Sidney Morse. It is a book 
which can serve not only as a lifetime 
guide to reading but as a means for re- 
taining intellectual perspective. 

From the beginning man has sought 
answers to what are, after all, really 
quite simple questions. They are the 
same questions which we ask today—un- 
ceasing search for the answers to which 
represents true intellectual growth. 

We want to know what we are, from 
what we developed, the true nature of 
the society and civilization in which we 
find ourselves, the nature, origin, and 
development of the planet on which we 


In the 


In “The Manuscript,” monastic 





ho 


/ 


THE JOURNAL OF THE NATIONAL Epucation AssociATION 


March, 1928 





live, the nature of life itself, its origin 
and development, the nature of the 
“time” and “space” through which we, 
our planet, and all the life on it are 
moving. Those are the questions which 
the earliest men pondered. ‘They are 
the questions which still underlie all the 
most abstruse and intricate researches of 
modern science. We come ever closer 
and closer to satisfactory answers to 
them. It is a great intellectual adven- 
ture either to add to this knowledge or 
to share it after it has been advanced by 


others. It is an adventure which rep- 
resents growth. 

The books here recommended can cer- 
tainly afford growth to those who ap- 
proach them properly. But growth is 
also enhanced by keeping well informed 
concerning the rapid developments in 
every field of human activity today. 
There are two excellent magazines 
which are highly recommended for this 
purpose: Time—a weekly summary of 
the world’s happenings, and the Living 
Age—a biweekly which prints nothing 


written in America but gives a most 
satisfactory digest of the best articles 
appearing in the journals in the rest of 
the world. 

We are fortunate in living at a time 
when new hope and certainty pervade 
humanity, when there is such reason as 
never before existed to believe that we 
are close to the answers of many of the 
so-called ultimate questions. 

We are blind or foolish if we do not 
avail ourselves of the great privilege 
which living today bestows upon us. 


‘‘T Wish | Had More Time to Read’ 


And yet most of us are spendthrift 

readers. Owing to faulty reading 
habits, we waste from ten to thirty min- 
utes of each hour of reading. Most 
adults read far more slowly than they 
are capable of reading. A study of a 
random group of twenty adults, when 
reading silently to themselves at their 
ordinary rates, showed that their read- 
ing speeds varied all the way from 2.5 
to 9.8 words per second. Theodore 
Roosevelt managed to be astonishingly 
wellread even during his busiest period 
in the White House because he knew 
how to read. A slow reader can teach 
himself to read more rapidly without 
loss of effectiveness of understanding of 
the content read or in the flavor of the 
author’s style. Experimental evidence 
does not bear out the traditional belief 
under which most of us were brought 
up that slow readers make up for their 
slowness by more thorough comprehen- 
sion. : 

Here are some simple rules which are 
recommended by educators to busy people 
in order to increase their speed of read- 
ing: 

1. Force yourself to read more rap- 
idly than feels comfortable. This is the 
most important rule of all. You will be 
bothered at first by not grasping the 
matter you are reading as well as is 
your wont. Disregard this and it will 
right itself with practise. An educator 
who has devoted considerable time to re- 
search into the problem of effective 
reading says, “I have considerably in- 
creased my own speed in reading by wak- 
ing up to the fact that my rate was un- 
necessarily slow and then persistently 
reading as fast as possible with well- 
concentrated attention, taking care to 


| WISH I HAD MORE TIME TO READ— 


Rospert S. LYNp 


stop short of fatigue until the new pace 
was somewhat established.” 

2. Make as few stops or eye “fixa- 
tions” in each line as possible. In read- 
ing, the eye moves not continuously, but 
by jerks and pauses. “The eyes take 
rapid glimpses or snapshots of successive 
portions of a line of print and then piece 
them together in obtaining the meaning. 
You do not read while yous eye moves 
but when it stops. Do not read by syl- 
lables or even by words, but by groups 
of words, phrases, and sentences. ‘Thus 
a poor reader who averaged 15.5 eye- 
pauses or “fixations’’ per line of a given 
length decreased the number to 6.1 by a 
twenty-minute practise period each day 
for twenty days. Can you read a news- 
paper line with only three fixations? Do 
not fixate on the first word in a line but 
somewhere inside the beginning of the 
line; likewise make your last eye-pause 
in the line somewhere short of the end 
of the last word. Experiment with the 
most effective way to “hit” the lines of 
each type of subjectmatter you read. 

3. Do not allow the eye to break its 
forward sweep by wandering back in 
regressive Movements to pick up some- 
thing you have missed. You will have 
to guard especially against this at the 
outset when you are forcing yourself to 
read more rapidly. ‘The most common 
cause of regression is a faulty hitting of 
the line when the eye sweeps back from 
the end of the preceding line. 

4. Establish a regular rhythm of eye- 
movements adapted to the length of line 
and subjectmatter of each book you read. 
Feel yourself swing into each line with 
this rhythm. As Professor Buswell of 
the University of Chicago has pointed 
out, “In the eye-movement record of a 
mature reader it will be seen that the 


eye progresses across the lines with a 
rhythmic swing, making approximately 
the same number of fixations per line, 
with few or no backward movements. 
In contrast with this, the immature 
reader moves forward a few fixations, 
then backward to refixate upon some 
word which was not clearly recognized, 
then forward, and soon back again in 
the reverse direction. 

5. Do not pronounce the words as 
you read or even allow your lips to move 
silently, as this slows up reading. 

6. Test yourself by reading for fif- 
teen minutes in some standard book like 
Bryce’s “American Commonwealth”’ and 
then count the number of lines read. 
Repeat this test once a fortnight for two 
months and note your substantial prog- 
ress. 

7. Discriminate among types of read- 
ing. Cultivate the knack of shifting 
gears according to the grade of the read- 
ing in your hand at the moment. Un- 
less you are an unusual person you can 
afford to speed up your reading of all 
types of subjectmatter. But learn to 
read your newspaper or a popular maga- 
zine or a detective novel even more rap- 
idly than you are able to read a history 
or a volume of scientific subject. In 
reading solid nonfiction it is usually 
worthwhile to skim the book quickly 
first to get the general drift of its con- 
tent, and then go back and read it some- 
what more carefully. 

8. And, finally, have some flexibility 
and sense of humor about all this busi- 
ness. Don’t go dancing off with the idea 
that nothing is worth rolling under one’s 
literary tongue, or that we counsel dash- 
ing through the “Ode on a Grecian 
Urn.”—From the Publishers’ Weekly, 
January 15, 1927. 








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Careers in the Superintendency 


A. J. SropparD 


Superintendent of Schools, Schenectady, New York 


N THIS ERA of rapid change in every 
phase of life, no position in our 
schools shows more pronounced evo- 

lution than that of the superintendent. 
There was a time not far distant when 
he was but a graduate of a classical col- 
lege or of a normal school, with the 
same type of training and no greater 
amount of it than that possessed by his 
teachers. ‘The duties of his position usu- 
ally prevented him from keeping abreast 
of classroom procedure and eventually 
made him one of the most _ poorly 
equipped in his system. He frequently 
became engrossed in the petty details of 
his position, not having been trained in 
the principles underlying their solution 
or in the technic of solving them. He 
depended upon natural ability, a pleas- 
ing personality, or the mere authority of 
his position to put over his work. He 
lost contact with subjectmatter and 
method. Due to lack of training, he 
often made blunders in the financing and 
business management of his school. The 
public had a hazy idea of the function 
and processes of the school because the 
superintendent possessed no technic for 
giving proper publicity to these matters. 

If the superintendent of a few decades 
ago Was not so conscientious and the de- 
tails of his work were distasteful to him, 
he frequently became an academic as- 
cetic, specializing in ancient literature or 
history or riding some other of the scho- 
lastic hobbies common in those days. 
Often he lived apart from the commu- 
nity and was regarded as a sort of demi- 
god whose word was to be accepted be- 
cause of the mere authority and aloof- 
ness of his position. Or he was held in 
disrespect because the people found him 
incapable of seeing beyond the pettiness 
of his daily life. 

In the first half-century after super- 
intendents of schools came into existence, 
many towering personalities were de- 
veloped. We shall never forget the 
great work of such leaders as William 
T. Harris or Colonel Francis Parker. 
But the great executives of the profes- 
sion are not confined to the past. We 
have not yet arrived at the point where 
we can say that anywhere nearly all of 
our superintendents possess the type of 
personality, training, and experience that 


are ideal, but the proportion is rapidly 
increasing. 

The superintendent of today is a dif- 
ferent individual, often both personally 
























| UT THE PRINCIPAL emphasis in pro- 
fessional courses for the training of 
superintendents of schools must be 
upon the analysis of the work to be | 
done and the development of the tech- | 
nics essential to the adequate solution 
of the problems the administrator 
must solve. The more certainly the 
student deals with genuine problems | 
during his period of training, the more 
likely he will be to meet with success 
in the field. Knowledge of the facts 
of educational administration cannot 
| be substituted for practise in applying 
these facts to the solution of ad- 
ministrative problems. It is just as 
certainly possible to provide definite 
professional training for the superin- 
tendent of schools as it is for the 
doctor, lawyer, or engineer. With the 
development of these professional 
courses we may confidently expect an 
increase in the efficiency of workers 
| in this most important branch of the 
public service—Gerorce D. StTRAYER 
in Problems in Educational Adminis- 
tration. 













and professionally, from what he was a 
generation or so ago. 


Today, tremen- 
dous and ever increasing responsibilities 
are placed upon him by society. Prob- 
ably no other servant has as great re- 
sponsibility. The total of the annual 
budgets handled by city school superin- 
tendents in America approaches two 
billions of dollars and in many indi- 
vidual cases runs into the millions. The 
enormous expenditures for buildings be- 
ing authorized by a generous public de- 
mand a training and place a responsi- 
bility greater than ever before. The 
superintendent of today is supposed to be 
not only a wizard of finance and a con- 
struction engineer but also a politician 
of surpassing ability and a statesman of 
vision. Even then the listing of his 
duties has just begun. He must be alive 
to the theories underlying the continua- 
tion school, adult education, the incipi- 
ent junior college movement, and the 
proper provision for children who are 
mentally subnormal or physically handi- 
capped. 


[73] 


But, in addition, the superintendent is 
expected to be trained in and have an 
appreciation of that more intangible con- 
tribution which the schools can give to 
the children in the field of habits, skills, 
and, most important of all, attitudes 
and ideals. With the American public 
school system organized as it now is, it 
is not an exaggeration to demand that 
it assume the responsibility of shaping 
the progress of society. If there is a 
breakdown in the progress of mankind 
in the near future, society has a right 
to place a large degree of the blame upon 
the public school system and such a re- 
sponsibility cannot be evaded. 

If it were possible to make a com- 
posite of the superintendents in Amer- 
ica, what would be the characteristics 
of the typical person occupying such a 
position? The First Yearbook of the 
Department of Superintendence, pub- 
lished in 1923, gives an interesting pic- 
ture of the superintendent who is the 
average of those found in American 
cities. 

In evaluating the preparation of this 
typical superintendent and contrasting it 
with what might constitute the ideal 
training, we can eliminate the personal 
qualities, not because they are unimpor- 
tant but because they vary so much with 
different individuals that it is difficult to 
standardize them. Of course, other 
things being equal, the man who has a 
forceful personality, is a natural leader 
among men, is a good public speaker, 
is possessed of good health, is clean in 
thought, person, and action, who will 
fight when necessary, is of a kindly dis- 
position, has ideals, and those other 
qualities that go to make up a real 
gentleman, has a decided advantage over 
his less fortunate mates. Any young 
man preparing to become a superintend- 
ent should strive his utmost to cultivate 
and emulate in his thought and conduct 
both personally and professionally those 
high qualities that are found in our most 
worthy leaders. It would seem that the 
person who has lived a typically Amer- 
ican life, who has had to struggle to 
overcome hardships, and who is a prod- 
uct of the public school system, has much 
advantage in training. 

While much of the preparation for 








74 THe JOURNAL OF THE NATIONAL 





the superintendency as a career must be 
individual and while many men succeed 
who are deficient in some personal qual- 
ity or experience, there are elements of 
training that are fundamental and dis- 
tinct. 

The superintendent should be a grad- 
uate of a good college, either a teacher- 
training institution or the usual college. 
If the former is chosen, the study of 
academic subjects should not be neg- 
lected as much as it is in many of our 
teacher-training institutions. After hav- 
ing some teaching experience, he should 
do some graduate study in one of our 
best teachers’ colleges. ‘This graduate 
study should involve the type of train- 
ing that will fit him specifically for his 
problems. It should deal largely with 
actual conditions out in the field, not 
only with problems that have been 
solved, but with those that are not yet 
solved but must be. He should be 
brought into contact with these prob- 
lems in every way possible. The great- 
est progress that has been made in the 
graduate study for superintendents has 
been that of lessening the amount of the 
merely academic or textbook work and 
increasing the number of actual con- 
tacts with real situations. 

Dr. Carter Alexander in discussing 
the carry-over of the training that pro- 
spective superintendents receive in teach- 
ers’ colleges, said: 


To begin with, the superintendent in train- 
ing at the university may be given only 
clearly formulated problems on which he has 
nothing to do but to work out the solutions 
from the data given. He may miss entirely 
the experience of determining for himself 
which of several problems is the most im- 
portant. On the job, however, the superin- 
tendent has numerous problems pressing for 
solution. He must determine their order of 
importance for himself. 

Second, the set-ups on the problems con- 
sidered in the university training may be 
given him. On the job, however, he must 
make his own set-ups or do without. 

Again, the data on problems in the uni- 
versity may be pointed out too specifically. 
We university professors tend for our own 
ease in using the assignment over, to give too 
many citations of book, chapter, verse, line, 
and word. 

In the fourth place, the future superin- 
tendent may in the university be set to work, 
or himself be content to work, on easily pro- 
curable data, for instance, statistics in well- 
organized official reports. 

Again, in the university the student may 
learn to depend very largely upon special- 
ists who have the literature and source ma- 
terials at their finger tips. 

Then, too, the prospective student at the 
university may be allowed inordinate lengths 
of time for a leisurely prosecution of one or 
two highly specialized preblems. 


In order that there might be as great 
carry-over as possible, Dr. Alexander 
suggests the following types of training 
in preparation for the superintendency: 


(1) That the students be required to study 
the actual problems of local or neighboring 
school systems and be held responsible by 
the professor for proposing the best pro- 
cedure for solving them. 

(2) That the student serve an interneship 
\ of one or two years with some superintendent 

out in the field who will take an interest in 
this development. 
\ (3) That participation in school surveys 
offers the finest opportunities, “in the scien- 
tific study of administrative problems under 
approximately on-the-job conditions.” 


This recognition by our teachers’ col- 
leges that prospective superintendents 
must study situations that are genuine 
and be trained in the practise of apply- 
ing facts and technics to the solution of 
problems that are actually confronting 
some school administrator is the most 
significant development in the prepara- 
tion of superintendents. Dr. George D. 
Strayer points out the relation of such 
training to the more academic type 
given in the past when he says: 


It is of the utmost importance that the 
highly technical work of the specialized 
courses be paralleled with training in the 
theory and practise of education. No one 
would seriously propose that a man was fit 
to be a superintendent of schools unless he 
was well grounded in the philosophy of edu- 
cation. Much light would be thrown upon 
many of the problems with which the super- 
intendent has to deal by courses in com- 
parative education. 

It is not just psychology that the superin- 
tendent of schools needs, but rather the ap- 
plication of the principles of psychology and 
of the investigations that have been made to 
the organization of the schools, the classi- 
fication of pupils, and the validity of meth- 
ods of instruction. In the history of educa- 
tion the administrator needs most of all a 
discussion of the practises which have pre- 
vailed in the past and particularly those 
which have been developed in his own field, 
rather than a consideration of historical 
theories. 





HAT SCHOOL PEOPLE practise worthy home 

membership as well as teach it is sug- 
gested by the beauty which they build into 
their own homes. Here is a teachers’ home 
in Pasadena, California. A happy, health- 


ful home life lies at the foundation of success 
in vocation and leisure. 


EpUCATION ASSOCIATION 


March, 1928 





The introduction of the ‘case method” 
in the courses of training for superin- 
tendents is a long step forward from the 
lecturing and formal textbooks of the 
past. The recent book, Problems in Edu- 
cational Administration, by Strayer and 
Engelhardt, makes available a type of 
study that has proved so effective in 
law, giving students actual problems fo 
discussion. 

The superintendent today must be 
trained in a wide field. He must have a 
sound philosophy of education. He must 
know not only the best classroom pro- 
cedures but also how to build up and 
direct a system of supervision that will 
develop teachers that can and do use 
them. He must know the modern psy- 
chology of learning and be able to put 
it into effect in his classrooms. He must 
know the science of budgeting, the tech- 
nic of publicity, and the persuasion to 
secure needed revenues. He must know 
how to show the taxpayers that their 
money is expended wisely. He must 
know how to carry on or direct research 
work. He must know the technic of 
tests and measurements; their uses and 
misuses as well. He must understand 
the tremendously significant movement 
now on in curriculum making and be 
able to direct it in his own system. 
Finally, he must know the development 
of and the principles underlying the 
various attempts to adjust the curricu- 
lum and method to varying abilities and 
aptitudes amongst children and be able 
to apply this knowledge. 

For the student who is willing to pre- 
pare fully for the superintendency there 
are many avenues open for service. If 
he lacks inherently some of those per- 
sonal qualities that might make him suc- 
cessful as a superintendent of schools, 
the type of training discussed above 
will fit him well for many other posi- 
tions. Assistant superintendents, direc- 
tors of research, business managers of 
school systems, large unit supervision, 
directors of departments of health and 
physical education, important positions 
in state departments of education, deans 
of teachers’ colleges, and professors of 
educational administration are a few of 
the many opportunities. Any of these 
positions, as well as that of superintend- 
ent, should appeal to our best young 
men. While the financial returns may 
not be so high as in some other profes- 
sions, yet, coupled with the unequalled 
opportunities for real service which such 
positions offer they are worth the sacri- 
fice that adequate preparation for them 
requires. 








Se ae aa a la a 















Protecting Teachers Investments 


Atco D. HENDERSON 


Associate Professor of Accounting, Antioch College, Yellow Springs, Ohio 


HE PRINCIPLES OF INSURANCE, 

used so very extensively to give 

protection against certain risks 
such as destruction and theft of property, 
loss of life, and loss of time through 
accident or disability, have very seldom 
been applied to another field of risk that 
is of vital concern to the average teacher. 
When the application has been made, it 
has taken such form as scarcely to be 
recognized as such. It is a fact of com- 
mon occurrence that lifetime savings are 
lost, totally or partially, through un- 
sound investments. And yet the pro- 
tection of those savings, on which de- 
pend the happiness and welfare of the 
teacher during the declining years of his 
life, is a matter of the utmost importance 
not only to himself and his family, but 
to the institutions with which he has 
been connected and to the teaching pro- 
fession as a whole. One of the most 
pressing problems before the profession 
today is that of giving the teacher the 
comforts of life beyond the retirement 
age. To the extent that one can make 
himself independent during his later 
years the need for assistance in the form 
of pensions diminishes. 

Normally the only means at one’s dis- 
posal with which to make himself inde- 
pendent lie in the purchase during his 
productive years of endowment insur- 
ance maturing at the usual retirement 
age, and in the wise disposition of his 
savings. If this article is devoted to 
the latter topic, it is not with the intent 
of underrating the importance of endow- 
ment insurance. The writer believes in 
the economic soundness of insurance and 
his thesis lies in the application of its 
principles to secure group protection 
against loss of savings investments. 

The person with small income is at 
a distinct disadvantage in making invest- 
ments. Not having the means at his dis- 
posal of making a thorough examination 
into the relative soundness of possible 
uses to which he can put his money, he 
must either act on “hunches,” the advice 
of friends, or the advice of bankers and 
attorneys. A hunch is a mere gamble, 
and the teacher is one person who can- 
not afford to speculate with his savings. 
The advice of friends sometimes is the 
result of hard-earned experience, but 
more frequently merely represents a 


Occasionally the local banker is 
a keen observer and can give quite sound 
advice, and the service rendered by many 
of the old, reliable investment banking 
houses and trust companies is excellent. 
But granting that the advice received is 
adequate, though the statistics of losses 
are quite conclusive to the contrary, the 
teacher is still forced to depend largely 
on the strength or weakness of a single 
security. It is very difficult to find any 
range of bonds with denomination of less 
than $500. Though stocks usually are 
valued at $100 or less, it is not common 
practise to sell in single share lots. So 
the small investor secures little or no pro- 
tection through a diversity of holdings. 
He must “put his eggs all in one basket.” 

He is handicapped in an additional 
manner by inability to maintain the fund 
on a sound basis. General business con- 
ditions, conditions within particular in- 
dustries, and the management and assets 
of the company in which one has invested 
vary from time to time. Yet the aver- 
age investor is smugly ignorant of all 
these events which play such an impor- 
tant role in the drama of his later life. 
Not until his interest or dividend checks 
cease to come does he awake to the fact 
that his savings are jeopardized. By this 
time the market price has fallen so far 
that he finds it impossible to avoid sub- 
stantial losses. 

The large investor, on the other hand, 
is able to secure comparative safety for 
his investments as a whole. He does 
this through the purchase of a sufficient 
range of types of securities and through 
the diversification of his holdings among 
many companies. Most careful use of 
this method is made by trustees of col- 
leges and universities, charitable and 
benevolent institutions, for the protec- 
tion of their endowment funds. 

To secure a spread of risk in the field 
of stocks and bonds the fund invested 
should cover the various classes of these 
securities. A balance between stocks and 
bonds has certain advantages. Bonds 
always have preference over stocks in 
the payment of both interest and prin- 
cipal. They are therefore deemed to be 
the safer investment. Running from 
year to year they no doubt are relatively 
safe as a class. But the teacher who is 
accumulating savings to be effective 


[75] 


guess. 


many years in the future must take into 
account a factor for which stocks have 
a distinct advantage. A bond calls for 
the payment of a definite sum of money 
at a future date. A stock represents an 
equity in the company which varies in 
proportion to the prosperity of the busi- 
ness. At times of advancing price levels 
the bondholder loses proportionately on 
his investment. If, for instance, one 
bought a bond in January, 1910, for 
$1000 and it matured in January, 1920, 
the $1000 received through its retire- 
ment would purchase somewhat less than 
half of the necessities of life that the 
same sum of money would have pur- 
chased in 1910. German bondholders 
following the war had entire fortunes 
wiped out because of the severe depre- 
ciation in the value of their currency. A 
share of common stock in a corporation, 
on the other hand, does not diminish in 
purchasing power because the assets of 
the company rise in value along with the 
general price level. 

To trust a single industry with the 
protection of one’s savings is often a 
damgerous practise. Industries have a 
habit of fading away and new ones tak- 
ing their places. Where, for instance, 
are the buggies, carriages, and horses, 
and their industries from manufacturer 
to livery stable keeper? ‘They have al- 
most completely vanished in less than 
a quarter of a century, though the possi- 
bility was undreamed of as recently as 
fifteen years ago. Where are the brew- 
eries, so prevalent less than ten years 
ago? The steel industry today is com- 
monly regarded as the basis of twentieth 
century civilization, yet it is not a re- 
mote possibility that steel will give way 
before aluminum and its alloys. The pe- 
troleum industry is one of our largest 
and most important, but geologists warn 
us that the earth does not contain an 
unlimited supply of the basic material. 

Frequently whole industries are seri- 
ously affected by the ebb and flow of 
the business cycle. If the reader pur- 
chased during the war period some 
securities of rubber, leather, copper, or 
textile companies, he is in a position to 
understand the effect of industrial de- 
pressions. The price trend of the shares 
of stock of several representative oil com- 
panies has been distinctly downward for 


76 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


March, 1928 





several months as contrasted with the 
rapid increase in prices of stocks in gen- 
eral on the exchanges. ‘This is caused, 
of course, by the serious overproduction 
in the industry. Situations such as these 
are the delight of the speculator, but are 
The 


remedy would seem to lie in scattering 


the dread of the teacher-investor. 


funds among several industries so as not 
to be wholly subject to the pranks of any 
single one; also to pick those industries 
after careful study of their secular and 
cyclical trends. 

What has been said of industries is 
equally true of single companies, banks, 
Here 
are encountered, too, the problems of 
relative financial strength and reliability. 
‘To entrust a single company or govern- 


municipalities, and governments. 


ment with one’s savings is to become 
subject to the ability of that company to 
earn a sufficient amount to pay interest 
or dividends and to have asset valuation 
sufficient to maintain the value of the 
principal, and to the ability of that gov- 
ernment to enforce sufficient tax rates 
to pay interest and create sinking funds. 
With single companies one has to rely 
upon the incompetencies and whims of 
managers and directors; with govern- 
ments, upon the changes in political com- 
In the 
latter case, witness the defaulted securi- 


plexion of the party in power. 





ANY THOUGHTFUL PEOPLE believe that America is now entering a period of advance in the fine arts. 
of such advance in the field of music are greater emphasis on music appreciation and instrumental music in the schools, 
the development of special schools for advanced study in music, the growth of the National Federation of Music Clubs and 


the National Council of Music Supervisors, and the interest in music stimulated by the development of radio. 
National Radio Audition during 1927 in discovering promising vocal talent is worthy of special note. 
| Atwater Kent presenting the $5000 prize to Agnes Davis following the audition finals in New York City. 


| 





ties of the Russian Government in the 
safety deposit boxes of many of our citi- 
zens. An Englishman would, perhaps, 
refer you to the bonds left him by his 
great-great-grandfather, representing the 
solemn obligations of several of our 
American states, which are now more 
than a half century overdue! 

It is evident that the two things most 
needed by teachers to give them greater 
protection on their investments—careful 
selection of securities and diversification 
of risks—would be found in the type of 
organization used by British investors 
for a similar purpose. There have been 
a few of these investment trusts (not 
to be confused with the usual trust com- 
pany) organized in the United States 
within the last few years, but they are 
comparatively unknown as yet and there 
is no adequate state regulation of their 
activities. The writer would therefore 
advocate that the teaching profession 
create its own trust and impose upon it 
such regulations as would insure wise, 
honest, and sound administration. 

The board of trustees for the fund 
should be composed of men and women 
of recognized standing in the fields of 
education and finance. The executive 
committee of this board (or an appointed 
committee of should at 
regular intervals examine the complete 


economists ) 








list of securities in which the funds are 
invested. A small staff would have to 
be retained for the administration of the 
daily business transactions of the trust 
and for research purposes. “These men 
would be continuously engaged in the 
study of companies, industries, munici- 
palities, and governments, for the pur- 
pose of selecting the most attractive 
securities in which to keep the funds 
invested. An wishing to 
avail himself of this group protection 
would simply purchase certificates or 
bonds issued directly by the trust. The 
funds thus obtained by the trust from 
the sale of its own securities would in 
turn be invested as above. The income 
received would be used in paying the 
small expense of operation and the in- 
terest on the trust certificates in the 
hands of the individuals. 

The cordial reception given by college 
and university instructors to the Teach- 
ers Insurance and Annuity Association 
of America indicates that a parallel or- 
ganization for the protection of the 
teachers’ life-time might be 
equally successful and of similar benefit 
to the teaching profession. It is quite 
possible that many schools, colleges, and 


individual 


savings 


universities would find in the association 
a means of further protecting their en- 
dowment funds. 


Photo by Harold Stein 


Among the evidences 


The success of the 
This photo shows Mr. A. 

















192 
His 
lish 
sel. 
anc 
me! 
ope 


stv 





Mental Hygiene in the High School 


E_ma OLson 


Former Director, Bureau of Educational Counsel, La Salle, Illinois 


N ADVENTUROUS STEP in the develop- 
ment of student personnel pro- 
grams was taken in September, 

1923, when the La Salle-Peru Township 
High School at La Salle, Illinois, estab- 
lished the Bureau of Educational Coun- 
sel. Although unique in its approach 
and emphasis, it was a genuine experi- 
ment. After four years of successful 
operation, the project has received un- 
usual recognition from leading educators. 
John Weigel in the Welfare Magazine 
(Illinois), in his article “A State-Wide 
Service” makes the following note con- 
cerning the Bureau: “. a bureau 
that is to-day undoubtedly the outstand- 
ing example of its kind in this country. 

. . It is the first complete and 
systematic personnel department organ- 
ized in any public school for normal and 
supernormal pupils and antedates those 
of the colleges by some time.” 

The Bureau of Educational Counsel 
has as its main objective the careful 
study of the individual student. General 
emphasis falls on the study of behavior, 
the development of personality, and the 
adjustment—or better, the foreseeing and 
preventing—of emotional conflicts com- 
mon to adolescent life. To be wellad- 
justed, a student must be able to enter 
into personal relationships with sufficient 
ease and comfort to make them a source 
of growth and happiness. His energy 
must be free enough to find effective ex- 
pression in real work and objective in- 
terests. He is an individual who finds 
no difficulty in being personally happy 
and socially useful. 

Because of the ever-changing organiza- 
tion of forces, adjustment is a process 
and never stays put. This is particu- 
larly true of the adolescent whose chang- 
ing ideas, feelings, and attitudes have 
not permitted a unifying theory—whose 
stability and resistance have not been 
developed to meet the advances of a 
complicated adult social order. His 
perspective may make for harmonious re- 
lationships today, and tomorrow may 
plunge him into incongruous behavior 
that will bring condemnation upon him. 

For those whose adjustment is fairly 
normal, the Bureau concerns itself with 
Maintaining a happy balance of relation- 


-social environments. 


ships. 


More challenging, perhaps, is 
bringing into line those tangent to their 
They may require 










Bureau of Educational 
Counsel 

Face Sheet 

Name: Mary Smith 

Date: 2-15-1926 






Referred by: Miss | 


Jones 
Address: 1126 Blank 
St. LaSalle, Illinois 
Telephone: 342-B 










Class: I Course: 







Commercial No. of Credits: 0 
Sex: G, Nationality: 
English Religion: Methodist 





















Date of Birth: 7-19- 
1911 Age: 14 Years, 7 


months 
Date of entering this 
school: 1-29-1926 
Schools Grades Average 
attended in .each mark 
Kewanee, Illinois 1-4 80 
| Jefferson, La Salle, 
Illinois 4-8 85 | 


Grades repeated: Grades Skipped: 
None None 
School Activities: 
Glee Club—Girls’ League 
Part-time Work: 
None Type of Work: 
FAMILY (Check members living at home 
at present time) 








Father 
Name Occupation 
Hiram Electrician 
Mother 
Name Occupation 
Mary Housewife 
| Brothers and Sisters 
Names Age Occupation 
John 18 Office—Westclox 
Josephine 8 Grade 3 


Language Spoken at Home: English 
Psychological Ratings :— 
Test ; owe. & 
Otis 14-7 15-0 103 
Rating Date 
76 Adequate 2-26-1926 
Remarks: 


merely counsel and guidance, but for 


more marked cases the Bureau is 


equipped to do .intensive social case 
work, sometimes involving adjustment 
of other members of the family—even 
to the rehabilitation of the family group. 

Probably the most fascinating work of 
the Bureau is its attention to the develop- 
ment of personality. Unhealthy per- 
sonality traits and undesirable emotional 
habits are often unconscious with the 
student and a first aim should be to 
make him aware of himself in a personal- 
ity way. It is not difficult to establish 
this end for there is no part of the guid- 
ance discussion to which the student 
shows a more interested response. He is 
eager to know about himself, to learn 
just who and what he is in his daily 


[77] 


contacts. He is zestful in his quest and 
in the spirit of youth does not hesitate 
to demand further interviews or more 
personality blanks sent to his teachers 
for a later index as to his rating. 

The more common phases of per- 
sonality reconstruction attempted are 
listed : 

(1) Developing the  selfconscious 
inadequate personality whose feelings of 
inferiority may or may not have a real 
basis. 

(2) Reducing egocentric tendencies in 
the student whose self-estimate is too 
high. 

(3) Stimulating to greater action the 
day-dreamer, who is rich in vision but 
poor in genuine achievement. 

(4) Broadening the childish immature 
personality from unreasonable, excuse- 
forming tendencies. 

(5) Widening the interest-scope of 
the narrow individual unresponsive to 
stimuli and inflexible in reaction. 

(6) Substituting adequate compensa- 
tions for unsatisfactory defense mecha- 
nisms. ; 

(7) In general, attacking the un- 
healthy personality traits and undesir- 
able emotional habits that they may be 
replaced by more favorable ones. 

Guidance — educational, vocational, 
health, social, and ethical—each has its 
proper place in this careful study of the 
individual. For guidance is no longer 
limited to vocational aspects, but has 
come to have a broader, more compre- 
hensive significance in that it should pre- 
pare one, not merely for a vocation and 
career, but for behavior in life. The 
chief problem of behavior, the- develop- 
ment of the adequate personality, in- 
volves guidance which allows the student 
to explore the forces determining human 
behavior. He must discover himself and 
the part he plays in his various relation- 
ships so that there can be an integration 
and motivation of interests and ability 
that will make for successful living. 
Such discovery must not be left to chance 
scrutiny on the part of the student, or to 
the incidental guidance he may receive, 
but should be systematically brought t 
his attention with proper stimulation ad 
counsel. 





THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





March, 1928 





In such a system of individual study, 
there is great opportunity for construc- 
Every student does receive 
this individual attention. The program 
definitely provides that each student re- 
ceive at least an intelligence test and a 
personal interview of forty-five minutes, 
the latter covering the fields of scholar- 
ship, health, hygiene, vocational plans, 
and behavior. Throughout the contact 


tive work. 


interview the counselor is on the alert to 
discover problems relating to any of these 
fields and it is on the basis of the find- 
ings of the intelligence test and the inter- 
view that selection is made for further 
contact with the student. The service 
rendered for students from this point be- 
comes gradient according to the need— 
ranging in emphasis of counsel and guid- 
ance and reaching its peak in intensive 
psychiatric social case work. Contacts 
with teachers, home visits, and visits to 
physician, lawyer, and employer, are ef- 
fected according to the requirements of 
the individual case. 

Although the Bureau reaches all stu- 


dents, it places major emphasis on su-. 


With a limited service 
personnel, its larger attention seems most 
properly devoted to those potential lead- 
ers from whom society will expect and 
demand most. Too often the potentiali- 
ties of a gifted child fail of development 
because of the deterring influence of emo- 
tional handicaps and social adjustment. 
Little has been done in the past to en- 
courage the achievements of superior en- 
dowment, for educational systems have 
been organized to meet the needs of the 
average student and special assistance 
has been given usually to the inadequate 
child. In view of this, it would seem 
that unadjustment is common to the 
superior student because of his talents, 
rather than in spite of them. Such 
an organization, therefore, does not ex- 
clude the problem case any more than 
superior endowment precludes difficulties 
in adjustment. Since the number se- 
lected for special attention is necessarily 
limited, those who seem able to gain 
most are chosen. With a student posses- 
sing keen intellect, good foresight, and 
ability to cooperate, the results of time 
and energy devoted are more immediate 
and bring greater returns. 

The working program as a whole is 
based on mental hygiene principles. 
Fhe mental health service provides for 
psychiatric clinics of high-grade person- 
nel. Psychiatric social work is the tech- 
nic employed toward the adjustment 
of certain types of students; with the 
majority otherwise reached by less 


perior students. 


formal guidance, there is much of the 
same mental hygiene approach. Lectures 
for all students, emphasizing mental 
health, supplement in a group way the 
individual attention. Psychiatrists ad- 
dress faculty groups on subjects relating 
to discipline and behavior. Throughout 
these various methods of attack, mental 
hygiene becomes an integral factor in 
the school system. 

Despite the facts that psychiatrists 
play an important part in this program 
and that the director of the Bureau is a 
psychiatric social worker, the program 
is distinctly normal in its approach. 
Established in a school and bearing the 
educational stamp, it sought to avoid all 
connotation of abnormality or pathology 
commonly associated with social case 
work and psychiatry. Accordingly, the 
Bureau was named the Bureau of Edu- 
cational Counsel and the psychiatric so- 
cial worker became known in school 
circles as a counselor. Announcements 
were made stressing the guidance and 
counsel service available to every student, 
and interviews were so quietly arranged 
that the students received their appoint- 
ments as they would accept any other 
official school notice. After the first stir 
of inquisitive attention, the new depart- 
ment was regarded as an established part 
of the school system. ‘ 

In order that there should be in the 
mind of the student no idea of possible 
stigma attached to a contact with the 
Bureau, as might be the case were the 
inadequate and the difficult ones first 
to receive attention, the majority of stu- 
dents first referred were those of aver- 
age, superior, and special abilities. To 
emphasize further this point, several 
prominent seniors were referred the first 
year for special study. Each of these 
represented superior endowment, high 
general scholarship, and a special ability ; 
and in each case a thorough study in- 
cluding intelligence tests, special ability 
tests, personality studies, and social his- 
tory, was made preparatory to the psy- 
chiatric interview. With the Bureau’s 
interest centered in this type of student, 
it was not long before contact was vol- 
untarily sought by other students and a 
few of those who had not been seen 
early in the program expressed regret 
that their interviews had been delayed. 

The popular appeal to the students of 
such a personnel service is evidenced in 





their continued request for it. When the 
Bureau had functioned for one year, a 
junior college was established in connec- 
tion with the high school. The seniors, 
who had been the ‘victims’ of the ex- 
periment the first year, returned to the 
Bureau voluntarily as freshmen in col- 
lege for further interviews and psychia- 
tric attention in such numbers that the 
activities of the Bureau were extended 
to the junior college. The plan of pro- 
cedure there is parallel, but the technique 
is modified so as to be more adapted to 
the more mature student. 

Difficulties in the general introduction 
of mental hygiene programs are neces- 
sarily many. Large among them is the 
question of expense which has been met 
in this case by the generosity of a private 
donor. Other happy factors and favor- 
able circumstances instrumental in the 
success of the Bureau are noted: 

1. A Propitious Approach. — T he 
working approach, although mental hy- 
gience in nature, was made not purely 
from a technical point of view, but grew 
out of a tactful exposition of the needs of 
student guidance. 

2. Excellent Clinic Facilities —The 
Bureau was fortunate to obtain the high- 
grade personnel service from the Illinois 
Institute for Juvenile Research, Chicago. 

3. Good Cooperation of Community 
Resources—The community is more ex- 
tensively organized as to welfare re- 
sources than the average and _ these 
organizations gave their cooperation. 

4. Careful Technic of Workers.— 
The workers were mindful of the 
hazards attending the introduction of 
new mental hygiene projects and at- 
temped to modify their technic to fit 
variant situations. 

5. Advisory Power of the Superin- 
tendent.—The Bureau enjoyed not only 
the full support of the superintendent 
of the school, but also his guiding in- 
fluence in its development. Possessed of 
rare insight into the possibilities and 
limitations of mental hygiene and 
psychiatry, and knowing thoroughly the 
community that has confidence in him, he 
has been able to exercise an advisory 
power that has been instrumental in 
avoiding many difficulties. 

The Bureau is under the superintend- 
ence of T. J. McCormack and the di- 
rection of Elma Olson. A fifty-two 
page report detailing procedure, statis- 
tics, and results of the experiment, was 
issued in February, 1927, and may be 
had from the La Salle-Peru Township 
High School, La Salle, Illinois, for the 


cover-charge of five cents. 





























HESE PHOTOS of the Walker Art Galleries of Minneapolis and a few of their treasures suggest the wealth of opportunity await- 

ing visitors to the July convention in that beautiful and cultured city. At the top left is Twilight by Daubigny; top right, Cross- 

ing the Fjord by Dahl; center left, the gallery itself; center right, April Showers by Bougereau; at the bottom, The Last Ray 
by Breton. 








The Manufacturers Association and 


the Child 


J. W. CraBrree 


HE NATIONAL ASSOCIATION OF 
"| “saxvracronsns recently pub- 

lished a program on the education 
and employment of children, the purpose 
being “for the further protection of em- 
ployed children, fourteen and _ fifteen 
years of age.” It is a hopeful sign for 
the Manufacturers’ Association to give 
time and attention to this problem 
whether or not it has been able to 
formulate anything of permanent value. 
It has at least made the effort. The fol- 
lowing is in brief the program: 


(a) An employment certificate issued un- 
der state authority for each job applied for 
under a different employer. 

(b) A physical examination by physicians 
designated by the state and a certificate that 
the individual is physically fit to enter the 
employment applied for. 

(c) The completion of the sixth grade, 
after allowing two years for adjustment after 
the passage of the statute in states not al- 
ready having an educational qualification, 
with proper provision for vacation permits. 

(d) The requirement of a minimum of 
four hours a week of continued education, 
either in continuation schools or under shop 
plans approved by properly constituted state 
authority which should have the power to 
release individuals incapable of further edu- 
cation or to excuse any child until proper 
continuation schools have been established. 

(e) The limiting of the hours of labor 
of all children under sixteen years, employed 
in manufacturing, mining, transportation or 
commercial occupations, not to exceed forty- 
eight hours per week, with a prohibition of 
night work before 7 a. m. or after 9 p. m. 

(f) The strengthening of laws forbidding 
the employment of children in hazardous oc- 
cupations by more carefully defining the 
specific hazards. 


As I examine this program I am not 
certain that it is an educational program 
at all. It looks more like an employ- 
ment program. In section (c) it is 
easily seen that the compulsory require- 
ments would end with the sixth grade 
and in section (d) provision is made to 
release boys and girls who are not mak- 
ing good in their school work. Section 
(e) limits the hours of labor for tender 
youth to 48 hours a week. What is the 
central thought around which this pro- 
gram has been built? Has it been built 
around the child and his welfare or has 


1This statement is abridged from Secretary 
Crabtree’s address before the Board of Directors 
of the General Federation of Women’s Clubs in 
Washington, January 13, 1928. 


it been built around other needs? Why 
this release to permit boys to go into the 
mines on their fourteenth birthday? 
Why think of releasing children at all 
at this age?) Why not adapt the schools 
to the needs of the children? 

The plan of taking boys and girls out 
of school simply because they are not 
interested and not doing satisfactory 
work is a dangerous policy. It makes 
it entirely too easy to find cheap child 
help for factories and mines. Many 
times the lack of interest in a boy or 
girl is only temporary. I recall that as 
a boy, | was often discouraged in my 
school work and was more than once 
almost ready to say goodby to the dis- 
trict school. Do you not recall times 
when you were discouraged and when 


.an offer of a position would have been at 


least tempting to you? 

The manufacturers knew that their 
recommendations must be backed by 
figures and by educational authority. 
They secured their own “eminent alien- 
ists’ and worked out the program 
which the General Federation of 
Women’s Clubs is expected to indorse, a 
program which they thought would ap- 
peal to the board of education in your 
community and one which they felt sure 
would be accepted for the guidance of 
the legislature in your state, in shaping 
its laws on compulsory education and in 
making its appropriations for the sup- 
port of the public schools. 

Let the General Federation of 
Women’s Clubs urge upon the well mean- 
ing members of the Manufacturers’ As- 
sociation the wisdom of using their mil- 
lions for cooperation with your associa- 
tion, the National: Congress of Parents 
and Teachers, the National Education 
Association, the Bar Association, the 
Editorial Association, all civic associa- 
tions and other agencies for more ade- 
quately financing the public schools, for 
the improvement of teachers and for ex- 
tending and broadening the opportunities 
for both children and adults to receive 
the best possible training not only for 
earning a living but for citizenship and 
for the larger enjoyment of life. Let 
us impress upon them the great value of 
culture for those who labor in the mines 
and on the farm, as well as for those 


[ 80 ] 


‘philosophy of 


in the professions and those who control 
industry. 

It is the business of teachers to make 
the work of the school appeal to the 
children in the end if not at first. That 
is easier said than done. It is done much 
better today than when you and I were 
in school. There is a definite effort 
to adapt the work of the school to the 
needs of the child. Great progress has 
been made in getting the points of con- 
tact between the work of the schools 
and the work of the home and com- 
munity. This is why children now show 
a greater interest in their school work. 

One of the points of strength in 
American education has been its manage- 
ment in the interest of the whole people. 
Whatever shortcomings it mav have had 
in other directions it has not sought to 
serve the needs of any special class or 
group at the expense of some other 
class or in disregard of the needs of the 
children. There is danger to the welfare 
of the Republic in thinking of the child 
as a mere unit in a highly mechanized 
industrial machine. An employment- 
centered philosophy of education would 
tend to take us back to the days of 
Dickens and Lamb when industry saw 
no harm in a sixteen or eighteen hour 
day for small children. A child-centered 
education insists that 
society shall do its best to make every 
child a valuable member of the community 
as well as a good laborer. Such a 
philosophy believes: that civilization has 
now reached a stage where it can meet 
its needs without sacrificing the educa- 
tion of the young. Does not the ten- 
dency toward unemployment confirm 
this view? Schools in such states as 
Utah and California have demonstrated 


‘their ability to safeguard the interests of 


all children up to the age of 18. They 
have put the welfare of the child above 
the ambitions of manufacturers, but they 
have not ignored the needs of industry 
and business. Their graduates have 
gone into industry better prepared in 
every way because of the period of 
lengthened schooling and the officials 
who make the connection between the 
schools and business and industry report 
enthusiastic appreciation on the part of 
industry itself, 








we 


ar 


— 5 me oO” 


as == «65 Fy 








As the Children See It 


SarRAH H. CHRISTIE 


Teacher, Robert Gould Shaw Junior High School, Boston, Massachusetts 


HE EDUCATION of our children! 
There is no subject that lies 


nearer the heart of our common- 
wealth. Many a mother toils and many 
a “Dad” sacrifices in order that the 
child may have the advantage of that 
much-desired *education, so essential to 
success in life. But, O fathers and 
mothers, how much more you could do! 
Have you ever taken time to study and 
observe the effect of modern teaching 
on your own child? Or are you even 
sure that, in the particular room where 
your child is, the teaching is modern? 
You have a right to know; and it is your 
duty to demand that your child has the 
education best fitted for him. But you 
must demand wisely. What the Amer- 
ican public intelligently and insistently 
demands, it will get. 

For centuries men have sought the 
best methods of educating the young. 
Devious is the road that winds past the 
pupils sitting at the feet of Socrates and 
past the “little red schoolhouse” of our 
immediate ancestors. Of late we have 
been exploring educational psychology, 
and though we have not arrived at the 
point where we know how to proceed, 
at least we have learned a little of how 
not to proceed. Our discovery of great- 
est worth is that the nature of the child 
should be our guide post. We are learn- 
ing to depise artificiality, military dis- 
cipline, forced obedience, and the ac- 
quiring of useless fact knowledge. We 
are learning to seek naturalness in all 
its manifestations, voluntary discipline, 
growth through interest and desire, and 


a higher development of the art of 
thinking. What promising indications 
have we that our modern school system 





HIGH-SCHOOL PUPIL writes as fol- 
lows: 


“School this year has been revolu- 
tionized by our superintendent. We 
go from nine to four and have six 
one-hour recitation periods. We are 
not allowed to speak in the halls. 
One of our ‘brilliant students’ said, 
‘Put up the bars at the windows and 
we will be in Sing Sing prison.’ ” 

Question: Which is more important, 
to teach children the binomial theo- 
rem or to give them their opportunity 
through experience to learn how to be 
responsible for their freedom as they 
mingle with one another in public 
places? 











will take more rapid strides along the 


great highway of education? Educators 
are enthusiastic. A hopeful sign! The 
layman is showing interest. A more 


hopeful sign! And even the children 
show themselves capable of thinking 
effectively along these lines. What could 
be more encouraging than this? Most 
of all, it promises us results; for, when 
these boys and girls have arrived at ma- 
turity, their broadminded intelligence 
will have far-reaching influence. 

In the next fifty years there must be 
great and inevitable changes in educa- 
tion. We have reached the conclusion 
that the solution of this problem which 
has puzzled the ages is to be found in a 


study of the child himself. 


How can we 





make school a place where children love 
to come and, at the same time, make it 
most effective for education? With this 
question in mind, I longed for light on 
the thoughts of children, for surely they 
could answer the first part of that ques- 
tion and, perhaps, the second. At any 
rate, I had faith to believe they would 
hit as near to the truth as many an edu- 
cator. But I could not hope to get un- 
biased opinions from the children whom 
I had taught and to whom I had so 
often confided beliefs of my own. They 
surely must have imbibed a few of my 
ideas and practises. 

My opportunity arrived when I was 
transferred to another district and came 
in contact with strange children. One 
day I astonished an eighth grade class 
by saying: “Today I’m going to give 
you a great responsibility. You are to 
be educators and each of you is to think 
and then to write your idea of what a 
school should be. You don’t particu- 
larly like to come to school. Now here’s 
your chance to tell us what kind of 
school you would like. Here’s your 
problem: How can you make school a 
place where children love to come and, 
at the same time, make it a place where 
the best kind of education can be se- 
cured?” This was a new idea to these 
boys and girls. Puzzled, they looked at 
me. Sensing an attack, I warded off the 
avalanche of questions with, “Yes, I 


mean it. No, it’s not a joke; it is deadly 
serious. It’s a problem that many 
grown people are thinking about. Now, 


not one word—but think!” 


| HE NEW METHOD of teaching arithmetic is illustrated here by pictures of the seventh-grade class of Miss Elizabeth Rogers of 
Wilson, North Carolina. These pictures show how the pupils learn their mathematics by practical application of it to their 


| own school grounds. 


[81] 








os 


bet ) 


2 THE JOURNAL OF THE NAriONAL EpUCATION ASSOCIATION 





March, 1928 





Despairing glances were sent my way; 
a long silence followed. I tried to ap- 
pear unconcerned and looked out of the 
window, at the blackboards, at the 
books—anywhere, in order that the chil- 
dren might not feel that they were being 
observed. 1 welcomed the first sound 
of the pens. These boys and girls had 
accepted the responsibility. 

The results showed that the child of 
today is waiting and wearying for the 
school of tomorrow. Where will you 
find more modern ideas than _ these 
gleaned from the papers of those chil- 
dren? 

“IT would have a grove around the 
school and a lake behind it. If pos- 
sible, a hill so the children can slide.” 

“My classrooms would only seat 20.” 

“Every school should have a large 
garden with vegetables and flowers. 
Also, it should have an orchard with all 
kinds of fruit trees.” 

“I would have a room called the out- 
door room and you could work on any 
subject that has to do with the out-of- 
doors. You could make models to help 
in the different studies.” 

“The children would come to school 
joyfully if there were a gymnasium and 
a swimming pool.” 

I would have every room look as 
homelike as I could possibly think.” 

“I would not have seats and desks. 
I should have a few long tables and 
movable chairs.” 

“I would like to have rugs on the 
floors, easy chairs, and nice bookcases. I 
would like it to be like a home as much 
as possible.” 

“My room would be filled with flow- 
ers and pictures and many other beauti- 
ful things. My halls would be of white 
marble with small, pretty electric 
lights.” 

“TI would like a school where you 
were not forced to do anything, but 
where you had all the responsibility on 
your own shoulders.” 

“In my school, children should be 
abf to help their neighbors and their 
neighbors would be able to help them.” 


“T would abolish the rattan because 
it makes us work through fear and we 
don’t get anything out of it.” 

“The lunch time should be at least 
forty minutes. We need time to digest 
our food as well as eat it.” 

“I should like to have everything that 
has to be done for school done in school 
time. I do think you should not take 
time away from a child after school even 
if the child is willing.” 

“I am for longer summer vacations. 
I think they would give us a chance to 
learn of the outside things.” 

“When you are young, you can play 
around and are active but, as you grow 
older, you are less active and some peo- 
ple think that just because they cannot 
play that you should not play.” 

“IT would let the children choose their 
own subjects for the day.” 

“We would have any subject that we 
wished and as long as we wished.” 

“We would like the study of animals 
in school.” 

“I should have teachers that knew 
what they were doing, and teachers that 
enjoyed the children and took an inter- 
est in them.” 

“I would have more educated teach- 
ers. Some of the teachers know nothing 
about the subjects they are trying to 
teach.” 

“Some of the teachers that teach day 
school also teach night school. This | 
would not allow. The teacher, after 
being out at night, cannot concentrate.” 

One girl’s dream of a school: “I 
would have it way out in the forest 
where birds and squirrels play. I would 
like to have a large log cabin with big, 
open fireplaces with roaring fires crack- 
ling in the winter’s gloomy yet beauti- 
ful days. Each class could have its 
study in clear silence except for the 
snow sliding from the roof. An English 
period could be very useful here for on 
rainy days the children, both boys and 
girls, could gather their chairs around 
the fire. There would be a large assem- 
bly hall with deer’s heads and _ bear 
skins and large stone fireplaces. A big, 


soft rug would cover almost the entire 
floor and there would be cedar chairs 
and stairways. A big cedar table in 
the center of the room would have books 
of knowledge and story books on it. In- 
stead of windows here and there, | 
would have one side of the wall all open 
and glassed in with big swinging doors 
which could be opened in warm weather. 
On the other side between the windows, 
book shelves would be put. Three pe- 
riods a week the whole school could 
bring their books here and,sit or recline 
and study. Other rooms would be fur- 
nished in almost the same way but would 
be smaller, reminding one more of a pri- 
vate living room. A large open place 
for hockey, tennis, and basketball! <A 
playground of sandboxes for children 
who could make projects! 

A boy who confessed to me afterward 
that he had never given any thought to 
this subject before, wrote the following: 
“If the money could be secured to build 
my idea of a school, I can tell you the 
children would look forward to the end 
of vacation. I would do away with all 
sorts of physical punishment first of all. 
In mathematics I would put a teacher at 
the head who would make the problems 
about out-of-door things. Instead of 
saying: ‘Two men work in an office two 
hours,’ in the problem I would say, 
“Two boys skate on a pond for two 
hours.’ I would have sports of all kinds 
for one-half hour and cut out the home 
lessons, as I think that the child does not 
get as much benefit out of home lessons 
as he would if the time were applied in 
the school hours. I would never have 
two periods of the same subject follow- 
ing each other. I would, taking every- 
thing in view, try to make all the 
necessary work that the child must go 
through more like the things outside the 
school.” 

These expressions of the thoughts and 
desires of children prove what we al- 
ready knew but sometimes ignore—that 
children love the beautiful and crave 
joyful activity in life. Shall we deny 
them? 





South Side Branch of the Des Moines Public Library 



























HOEVER WRITES or publishes a pocm that 

brings joy to childhood is a benefactor of 

the race. Children should be led to 
look for beauty in new poetry as they look 
for the first flowers in the spring. This page of 
recent verse has been gleaned from many sources 
by Miriam Blanton Huber, author of Children’s 
Interests in Poetry and editor of The Poetry 
Book. The books from which these poems are 
taken are covered by copyright and special ac- 
knowledgment and thanks are due the authors 
and publishers, as shown by note in connection 
with each poem. 


The Woodpecker 
Elizabeth Madox Reberts 


The woodpecker pecked out a little round hole 
And made him a house in the telephone pole. 


One day when I watched he poked out his head, 
And he had on a hood and a collar of red. 


When the streams of rain pour out of the sky, 
And the sparkles of lightning go flashing by, 


And the big, big wheels of thunder roll, 
He can snuggle back in the telephone pole. 


[From Under the Tree, by Elizabeth Madox 
Roberts. Copyright, 1922, B. W. Huebsch, Inc.] 


The Moon’s the North Wind’s Cooky 
Vachel Lindsay 
(What the Little Girl Said) 


The Moon’s the North Wind’s cooky. 
He bites it, day by day, 

Until there’s but a rim of scraps 
That crumble all away. 


The South Wind is a baker. 

He kneads clouds in his den, 

And bakes a crisp new moon that greedy 
North . . Wind . . eats . . again! 


[From Collected Poems, by Vachel Lindsay. 
Copyright, 1923, The Macmillan Company.] 


The Huntsmen 
Walter de la Mare 


Three jolly gentlemen, 
In coats of red, 
Rode their horses 
Up to bed. 


Three jolly gentlemen 
Snored till morn, 
Their horses champing 
The golden corn. 


Three jolly gentlemen, 
At break of day, 

Came clitter-clatter down the stairs 
And galloped away. 


[From Collected Poems, by Walter de la Mare. 
Copyright, 1920, Henry Holt and Company.] 


Cushy Cow 


Laura Benét 


Cushy Cow has curly horns, 
Delicate, tipped with brown. 

Swifter her hoofs fly backward 
Than any bull’s in town. 


We milk her into great white pails 
And crocks of cottage blue, 

And her leavings run all over the yard— 
Yet our milking is never through! 


Recent Verse for 


I found her at smoky twilight 
By the well of the pale primrose, 
Where grey elves hung on her haunches 
And nuzzled her grazing nose. 


[From Fairy Bread by Laura Benét. Copy- 
right, 1921, Thomas Seltzer, Inc.] 


The Birches 


Walter Pritchard Eaton 


The little birches, white and slim, 
Gleaming in the forest dim, 

Must think the day is almost gone, 
For each one has her nightie on! 


{From Echoes and Realities, by Walter Prit- 
chard Eaton. Copyright, 1918, Geo. H. Doran Co.] 


Fairies 
Rose Fyleman 


There are fairies at the bottom of our garden! 
It’s not so very, very far away; 
You pass the gardener’s shed and you just keep 
straight ahead— 
I do so hope they’ve really come to stay. 
There’s a little wood, with moss in it and 
beetles, 
And a little stream that quietly runs through; 
You wouldn’t think they’d dare to come merry- 
making there— 
Well, they do. 


There are fairies at the bottom of our garden! 
They often have a dance on summer nights; 
The butterflies and bees make a lovely little 


breeze, 
And the rabbits stand about and hold the 
lights. 
Did you know that they could sit upon the 
moonbeams 


And pick a little star to make a fan, 
And dance away up there in the middle of 
the air? 
Well, they can. 


There are fairies at the bottom of our garden! 
You cannot think how beautiful they are; 
They all stand up and sing when the Fairy 

Queen and King 
Come gently floating down upon their car. 
The King is very proud and very handsome; 
The Queen—now can you guess who that 
could be 
(She’s a little girl all day, but at night she 
steals away) ? 
Well—it’s Me! 


{From Fairies and Chimneys, by Rose Fyle- 
man. Copyright, 1920, George H. Doran Co.] 


The Three Foxes 


A. A. Milne 


Once upon a time there were three little foxes 

Who didn’t wear stockings, and they didn’t 
wear sockses, 

But they all had handkerchiefs to blow their 


noses, 
And they kept their handkerchiefs in card- 
board boxes. 


They lived in the forest in three little houses, 
And they didn’t wear coats, and they didn’t 
wear trousies. 


They ran through the woods on their little 
bare tootsies, 

And they played “Touch last” with a family 
of mouses. 


Children 





They didn’t go shopping in the High Street 
shopses, 

But caught what they wanted in the woods 
and copses. 

They all went fishing, and they caught three 
wormses, 

They went out hunting, and they caught three 
wopses. 


They went to a Fair, and they all won prizes— 
Three plum-puddingses and three mince-pieses. 
They rode on elephants and swang on swingses, 
And hit three coco-nuts at coco-nut shieses. 


That’s all I know of the three little foxes 
Who kept their handkerchiefs in cardboard boxes. 
They lived in the forest in three little houses, 
But they didn’t wear coats and they didn’t wear 
trousies, 
And they didn’t wear stockings and they didn’t 
wear sockses. 
[From When We Were Very Young, by A. A. 
Milne. Copyright, 1925, E. P. Dutton and Co.] 


Song for a Little House 


Christopher Morley 


I’m glad our house is a little house, 
Not too tall nor too wide: 

I’m glad the hovering butterflies 
Feel free to come inside. 


Our little house is a friendly house. 
It is not shy or vain; 

It gossips with the talking trees, 
And makes friends with the rain. 


And quick leaves cast a shimmer of green 
Against our whited walls, 
And in the phlox, the courteous bees 
Are paying duty calls. 

[From Chimney Smoke, by Christopher Mor- 
ley. Copyright, 1921, George H. Doran Co.] 


The Runaway 


Robert Frost 


Once when the snow of the year was beginning 
to fall, 

We stopped by a mountain pasture to say, 
“Whose colt?” 

A little Morgan had one forefoot on the wall, 

The other curled at his breast. He dipped his 
head 

And snorted at us. And then he had to bolt. 

We heard the miniature thunder when he fied, 

And we saw him, or thought we saw him, dim 
and grey, 

Like a shadow against the curtain of falling 
flakes. 

“I think the little fellow’s afraid of the snow. 

He isn’t winter-broken. It isn’t play 

With the little fellow at all. He’s running away. 

I doubt if even his mother could tell him, 
‘Sakes, 

It’s only weather.’ He'd think she didn’t know! 

Where is his mother? He can’t be out alone.” 

And now he comes again with a clatter of stone, 

And mounts the wall again with whited eyes 

And all his tail that isn’t hair up strzi¢ht. 

He shudders his coat as if to throw off flies. 

“Whoever it is that leaves him out so late, 

When other creatures have gone to stall and bin, 

Ought to be told to come and take him in.” 


[From New Hampshire, by Robert Frost. 


Copyright, 1923, Henry Holt and Company.] 





[83] 





84 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


March, 1928 





The Journal of the 
National Education Association 





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


President, Cornelia S. Adair 
Secretary, J. W. Crabtree 


The payment of $2 active membership dues entitles 
a member to attend all meetings of the Association 
and its departments, to vote for delegates to the Rep- 
resentative Assembly, to hold office, and to receive 
Tue JOURNAL. 


The payment of $5 instead of $2 entitles an active 
member, in addition to the privileges of the $2 mem- 
bership, to receive the Proceedings, committee re- 
ports, and other regular publications of the Associa- 
tion. One dollar of each membership fee is for a 
year’s subscription to THe JouRNAL. The pay- 
ment of $100 gives the privileges of the $5 active 
membership for life. 


Subscription to nonmembers is $2 per year; single 
copies, 25 cents. Advertising rates on application. 
Members are kindly requested to report at once any 
change of address, giving old as well as new address. 

THe JourRNAL is a member of the Educational 
Press Association of America and is published in ac- 
cordance with the standards of that organization. 





Entered as secondclass matter October 28, 1920, at 
the postoffice at Washington, D. C., under the act of 
August 24, 1912. Acceptance for mailing at special 
rate of postage provided for in section 1103. Act of 
October 3, 1917, authorized January 26, 1921. 


Joy Elmer Morgan 


Editor 





Harold A. Allan 
Business Manager 


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





Shall College Doors Be 
Closed ? 


Satay MORTALITY is getting high. 
Failure is not what it once was. 
Does this fit our boasted ideal of a fair 
start in life for all? Great teachers have 
always been awakeners, stirrers-up of 
human souls, finders of talents. But here 
are youths—thousands of them—turned 
back with talents neither found nor 
trained in an age that relentlessly calls 
for training. How many thousands or 
tens of thousands are there? 





Perhaps 
we should know were there a Depart- 
ment of Education to study these vital 
problems of national life. 

College exclusion and mortality is an in- 
sistent problem. It will grow more acute. 
Four million young people are in Ameri- 
can high schools today. Most of them 
probably (again we need facts) are pur- 
suing courses that prepare primarily 
for college. Double facilities during the 
next ten years and colleges would still 
be crowded were they to follow the curve 
of increasing high-school enrolment. 

That college workers are earnestly 
aware of the problem is wellknown. 
Five hundred colleges have appointed 
committees to cooperate with the Na- 
tional Education Association in the study 
of professiorial problems. They are tak- 
ing up this question of freshman mor- 


tality and college exclusion. Other 
agencies are also at work. Many points 
of view and many interests are involved. 

The taxpayer's view—An occasional 
taxpayer, especially among the large ones, 
may be striking blindly for lower rates. 
But the masses of taxpayers know— 
when they think about the matter at 
all—that this nation with its prodigious 
wealth on one hand and its unemploy- 
ment on the other can afford a longer 
period of schooling for its youth. With- 
out the conservation of youth, no other 
conservation is worthwhile. All wealth 
is ultimately measured by the human 
values and great fortunes are meaning- 
less except as they minister to human 
needs. Is there a citizen anywhere who 
would save a few dollars in taxes if it 
meant narrowed opportunity for his 
child? 

The administrator's view—Many col- 
lege executives are faced by a demand for 
buildings, equipment, and instruction so 
pressing that it is not easy for them to be 
intimate with individual student needs. 
The wonder is that so many have held as 
closely as they have to the needs of youth 
amid the clamor of taxpayers, the whims 
of trustees and legislators, and the pres- 
sure of overloaded instructors. College 
salaries are so low that search for com- 
petent instructors is baffling. We began 
first to train teachers for the elementary 
schools. We were tardy about training 
high-school teachers and are tardier still 
to train college teachers. We have been 
too often satisfied with teachers of sub- 
jects rather than teachers of youth, not 
knowing that subjects cannot be taught 
except as youth is awakened. Chan- 
cellor E. Benjamin Andrews once said 
at the end of a dreary faculty meeting 
where there had been much complaint 
of the shortcomings of freshmen, “We 
should think more of what our students 
are to be when they go out from this 
university and less of their failings when 
they come in.” Hats off to presidents 
who hold that view! 

The parents’ view—Parents of college 
students who are sent home during the 
freshman year for low grades in certain 
subjects claim that more than half of 
them are dropped on the judgment of 
immature instructors, many of whom are 
less-trained for their task than high- 
school teachers. Is it not criminal to 
close the doors of opportunity to young 
people on the strength of such inexpert 
judgment? Would there not be fewer 
failures and more effort to adapt the 
college to the needs of youth were 


parents kept in closer touch with the 
situation? Any of us looking back 
over his beginning years as a teacher 
can see mistakes—errors that no 
school should have made. We know 
now that we should not have made those 
mistakes had we kept close to the parents 
of the young life involved. Whatever 
we do with these pressing high-school 
and college problems, let us keep close 
to the parents. ‘That will help us to 
hold the doors of opportunity open for 
those who most need opportunity—the 
less gifted. Gifted young people will 
get their education in spite of weaknesses 
in curriculum or instruction. 

The democratic view—America is 
mainly democratic and Christian in its 
ideals. Its very settlement was a protest 
against efforts to crush human aspira- 
tion. It is familiar with the point of 
view of those who would deny the tools 
of learning to the masses. It has heard 
citizens cry out against the extension of 
the common school to the children of all 
the people. It has heard a later 
generation of false prophets cry out 
against widened high-school opportunity. 
But gradually opportunities have been 
widened and our young people have 
risen to meet the new challenge. How 
many of us would be where we are to- 
day were it not for these widened op- 
portunities? A democratic view insists 
that even the stupid and wayward grow, 
that their growth can be guided to the 
advantage of themselves and society, and 
that it is reasonable to expect schools 
to change their curriculums and to per- 
fect their teaching as new problems 
arise. 


reese > NATIONAL 
700%) EDUCATION | 
sso) ASSOCIATION | 


180, 














. 


a em Aa 






HE AVERAGE YEARLY salary of the 
Ts45,000 teachers, principals, and 

supervisors employed in the public 
schools of the nation is $1275. This 
general average is not representative for 
various groups of teachers. Let us con- 
sider the level of compensation of some 
of the. larger groups which compose the 
teaching profession. 

Approximately 465,000 persons are in 
the nation’s rural schools, those, in the 
open country and the smaller villages. 
Teachers in one-room schools receiving 
$755 a year are the lowest paid, and 
principals of country high schools re- 
ceiving $2205 are the highest paid, 
among rural teachers. The typical sal- 
ary for all rural school workers is about 
$991. Approximately 380,000 people 
are employed in school systems in the 
cities over 2500 in population. Class- 
room teachers in elementary schools of 
cities 2500 to 5000 in population receiv- 
ing $1176 yearly are the lowest paid 
while high-school principals in cities 
over 100,000 receiving $4813 are the 
highest paid among urban teachers. The 
typical salary for all urban school work- 
ers is about $1770. 

The average salaries paid in the vari- 
ous states vary widely. In the upper 
fourth of the states in 1925 the aver- 
ages were all over $1400. In New 
York, New Jersey, and California the 
figure was over $1800. In the lower 
fourth of the states the averages were 
all less than $850; Arkansas and Mis- 
sissippi being at the bottom with aver- 
ages of $632 and $448.1 With these 
figures before us as to the teachers’ wage, 
let us consider the incomes of certain 
nonteaching groups. 

The amount of reliable information 
as to the incomes of professional work- 
ers other than teachers is meager. The 
average salary of ministers is approxi- 
mately $1750. The three professional 
groups of government workers described 
in the May, 1927, issue of the Research 
Bulletin, receive average salaries of 
$2334, $3910, and $5675. As com- 
pared with ministers and _ technically 
trained government employees, both of 
which groups are underpaid as compared 
with other professional workers of equal 
training and exercising similar respon- 
sibility, teachers with an average salary 
of $1275 are at a distinct disadvantage. 





1The table on page 28 of the January issue of 
THE JouRNAL gives the average salary in the sev- 
eral states in 1925. 





Teachers Salaries—Present Position 


Teachers are also outclassed as to in- 
come by many nonprofessional groups. 
Factory workers receive a yearly income 
of $1309, members of trade unions 


$2502, high grade clerical workers 


COMPARISON ¢ TEACHERS’ SALARIES WITH 
INCOMES OF VARIOUS GROUPS IN 1926 


Average Salary of 
Public School Teachers, N 
Principals, etc. —— 
Average income of 
all gainfully occupied. 
persons 
Average of gunfully 
occupied, receiving 
incomes less than * 3000 
Average earnings of 
workers in 25 manu- 
facturing industries 


Average earnings of 
trade 


uruon members 


Average salary of 
routine clerical employees 
workung under supervision. 

Average salary of high, 
Gade clerical workers 


$1200 


Average salary of U S 


Government Employees HI #1809 


Read chart thus: The average income of the 44,600,000 gun- 
fully occupied. persons in the United States in 1926 was #2010, 
Simularly read figures for other groups of workers 
Sources of data. These fixures based. upon. a muumber of income and. 


wage inwestysations cited in the May, 1927 Research Bulletin of the 
National Education Association 





$1908, and all government workers in 
the District of Columbia an average of 
$1809. The only group for which fig- 
ures are available receiving an average 
salary lower than teachers are employees 
doing routine clerical work under super- 
vision. The average income of all gain- 
fully employed persons in the United 
States is $2010, more than $700 above 
the teachers’ average salary of $1275. 
The figure $2010 is probably too large 
to be typical of all incomes due to the 
influence of a small number of very large 
incomes. If we eliminate this influence 
by taking the average income of the 
lower 90 percent of gainfully occupied 
persons of the country who make less 
than $3000 a year, this figure is reduced 
to approximately $1700 which is still 
some $400 above the average salary of 
teachers. 

These figures reveal that teaching 
now, as before the war, is in a disad- 
vantageous economic position whether 
compared with that occupied by profes- 
sional workers or by the rank and file 
of the nation’s gainfully occupied who 
perform work generally requiring con- 
siderably less general schooling and oc- 
cupational training. The extent to 
which teachers’ salaries are outranked by 


[85] 


the incomes of the nation’s gainfully oc- 
cupied is presented in concise form in a 
table on page 155 of the May, 1927, 
Research Bulletin. This table shows the 
incomes and salaries which occur in an 
equal percent of cases among teachers 
and nonteachers. A person who sells his 
services in the open market and whose 
earning power is slightly below the aver- 
age may expect to earn $1500 a year. 
One who enters teaching and earns a sal- 
ary slightly below the average in this 
field may expect $1040 a year. One who 
earns the typical income of $1700 in the 
open market will, if equally successful 
among teachers, earn $1250. Above 
average success in work other than 
teaching means an income of $3000. 
Above average success in teaching means 
a salary of $2490. A person who is 
sufficiently successful in the open market 
to earn $10,000 may expect to earn 
$3875 if he is equally successful among 
teachers. 

Teaching need not offer the large 
financial returns enjoyed by those who 
achieve marked success in business or 
professional service. But, should it not 
at least offer an even chance to earn the 
modest incomes received by the moder- 
ately successful among the nation’s gain- 
fully employed? ‘This it does not do 
today. Teaching not only offers prac- 
tically no opportunity to receive the large 
financial returns associated with first 
rate success in other fields, but also fails 
to offer an equal chance to earn the 
typical wage of the rank and file of the 
nation’s workers. 

Summarizing, teaching today occupies 
a disadvantageous economic position. 
This is true in spite of the fact, as a 
previous article of this series pointed out, 
that changes in salaries since the war 
have improved the teachers’ economic 
position over 1913 both actually and 
relatively. The improvement was not 
sufficient, however, to lift teaching to a 
satisfactory place. It merely decreased 
the disparity between teachers’ incomes 
and those generally enjoyed by adult 
workers. The average salary of teach- 
ers in 1913 was 59 percent of the aver- 
age income of gainfully occupied per- 
sons, in 1926 the comparable percent 
was 63. The movement is in the right 
direction. It still has some distance to 
go before teaching service will have the 
economic foundation which its impor- 
tance justifies—John K. Norton. 





Securing a leaching Position 


E. K. HIttBRAND 


Professor of Education, Dakota Wesleyan University, Mitchell, South Dakota 


EACHERS in securing their first 

| positions, or in securing promo- 

tions, are often uncertain as to 

the proper procedure to follow in deal- 

ing with boards and 
tendents. 


school superin- 

One of the first problems is, of course, 
to find a suitable vacancy.- Quite often 
there are rumors of vacancies where no 
vacancies exist. Under these circum- 
stances, it is expected that a teacher will 
verify the rumor before filing an appli- 
cation. Many times embarrassments 
are thus avoided. In case some one files 
an application for a position which is 
not to become vacant, it may give the 
school board the impression that the 
teacher or school administrator in ques- 
tion is seeking another position without 
giving them due notice. A safe rule to 
follow is to take no steps toward ob- 
taining a specific position until it is posi- 
tively known to be vacant or about to 
become vacant. 

In applying for a position, a teacher 
should urge only what are considered 
to be legitimate claims for consideration 
such as character, personality, scholar- 
ship, teaching skill, teaching experience, 
and the like. To expect consideration 
simply because one is related to some 
member of the school board, or because 
one lives in the home town, is beside the 
question. He should have special prepa- 
ration for the type of position sought 
and feel that he has the personal qualifi- 
cations requisite for success in it. 

Often the inexperienced teacher makes 
the mistake of broadcasting letters to a 
large number of school authorities. This 
practise is to be condemned for the rea- 
son that it has a tendency to create the 
impression among superintendents and 
school board members that a surplus of 
teachers exists. Superintendents and 
school boards have been known to re- 
ceive ¢, many as eighty or ninety appli- 
cations for the same position. Since 
many of the candidates do not notify 
the schools to which they have written 
when they have secured a position, the 
superintendents or school boards do not 
realize that perhaps ninetenths of the 
persons applying have already obtained 
positions. When school boards and super- 
intendents get the impression that a sur- 
plus of teachers is available, it frequently 


happens that they begin to lower salaries. 

A teacher seeking a first position or a 
promotion may make his qualifications 
known to the proper school authorities, 





ies YEAR more than two hundred 
thousand teachers take up new 
positions. The number is greater 
than it should be because standards 
of training are still low in many 
places, secure tenure is the exception 
rather than the rule, and adequate 
provision has not been made for pro- 
motion within many school systems— 
a situation which forces teachers to 
go elsewhere in search of advance- 
ment. Each of these conditions should 
be and is being remedied as the pro- 
fession works on its problems. To 
those seeking a position, Professor 
Hillbrand in this article gives sugges- 
tions that will prove helpful. 

Persons responsible for placing 
graduates of teacher-training institu- 
tions will wish to post this article on 
bulletin boards where all seniors may 
read it. The joy, the adventure, the 
success of teaching depend largely on 
getting the right persons in the right 
places. 











either directly or through a teachers’ 
agency. One of the best types of 
teachers’ agency is what is known as 
the appointment bureau or teacher place- 
ment bureau run in connection with edu- 
cational institutions. Many teachers, 
however, prefer to use commercial agen- 
cies. Not all commercial agencies are 
reliable. A teacher should not seek a 
new position through a teachers’ agency 
that encourages teachers to break their 
contracts or works for the appointment 
or promotion of unqualified persons. 
Superintendents and school boards, as 
a rule, do not care for general recom- 
mendations such as letters addressed ““To 
whom it may concern.” All candidates 
for positions should furnish a list of 
those who know their qualifications, so 
that appointing officers may secure their 


information through confidential state- ° 


ments direct from the references. 

In seeking a new position, it is some- 
times true that the position may be 
secured if the candidate is willing to 
take less salary. In this connection, it 
is considered unprofessional for a teacher 
knowingly to underbid a rival. 


[ 86 ] 


Before deciding to accept a teaching 
position in any community, the candi- 
date should stop to consider whether or 
not it is a community in which he 
would care to live. Where liberty of 
conscience is not concerned, a teacher 
should stand ready to make personal 
sacrifice because of the prejudices of a 
community. The candidate may have 
been accustomed to certain forms of 
amusement which are not tolerated in 
the community to which he is going. 
Such matters ought to be taken into ac- 
count ahead of time if possible. 

A clear understanding of the law of 
contracts is incumbent upon a teacher. 
Since a teacher should scrupulously keep 
whatever agreement is made, he should 
refuse to sign a contract unjust and 
humiliating in form. The contract 
should provide for a living wage, suf- 
ficient to cover living expenses for a 
twelve-month period. 

A teacher should never violate a con- 
tract unless the consent of the employing 
body is obtained releasing the obligation. 
On the other hand, when a teacher is 
offered a better position elsewhere it is 
against the best interests of the school 
to stand in the way of the teacher’s ad- 
vancement by arbitrary insistence upon 
the terms of a needlessly rigid contract, 
if the place can be satisfactorily filled. 
Proper provision should be made for 
the termination of the contract both by 
the board of education and the teacher. 

The progressive superintendent and 
school board do not expect to retain 
their best teachers indefinitely, but they 
do expect that in case the teachers wish 
to move that proper notice will be given. 

Upon accepting an appointment in a 
given school, a teacher should notify all 
ether schools to which letters of applica- 
tion have been sent. He should also 
take occasion to thank those whose names 
were used for reference. 

So that there will be no doubt as to 
the candidate’s qualifications, he should 
present to the proper school officials his 
teaching certificate, which in some states 
must be registered. 

Once a teacher is employed by a school 
system, he should recognize the legal 
authority of the superintendent of schools 
and the board of directors, and be loyal 
to established policies. 















Remedial Instruction in Arithmetic 


Henry J. Orrto 


Superintendent of Schools, Buffalo Lake, Minnesota 


URING THE SECOND WEEK of 
school in September, 1926, Test 
A, Form 1, of the Courtis Su- 
pervisory Tests in Arithmetic was given 
to all fourth-grade pupils in Buffalo 
Lake, Minnesota. Eighteen of the nine- 
teen pupils enroled scored in Group V 
on this test. This test was followed 
by the Brueckner Diagnostic Test in 
Whole Numbers to discover the nature 
of the difficulties. It was found that 
nine of the pupils encountered great dif- 
ficulty with the fundamental combina- 
tions. The rest of the group had other 
difficulties, but it is with the group of 
nine that this report concerns itself. 
The nine pupils were sent to the 
“remedial room,” where a special teacher 
devotes her time to the teaching of lag- 
gards in various subjects. Upon arriv- 
ing in the “remedial room,” the pupils 
were given the Courtis Standard Prac- 
tise Exercises, Lessons 45, 46, 47, and 
48, to find out more specifically what 
processes were causing trouble for each 
individual. The standard for these 
practise lessons in Grade IV B is to 
complete the card with 100 percent ac- 
curacy in 6'4 minutes. The results of 
the tests (Table 1) show that most of 


TABLE I 


NUMBER OF EXAMPLES TRIED AND NuMBER Ricat tn Courtts STANDARD 
Practice Extrcises, Lessons 45, 46, 47, AND 48 (OcTOBER 19, 1926) 





Cer AOunewne 





the group were very nearly at standard 
in addition ; that Pupils 1, 6, and 9 were 
nearly at standard in multiplication; 
that the group as a whole was weak in 
subtraction and division; and that indi- 
viduals, such as Pupils 2 and 4, showed 
wide variations in scores on the different 
processes. 


The nine pupils were placed in dif- ’ 


ferent groups according to their needs; 
for example, Pupils 2, 3, 4, 5, 7, and 8 
were placed in one group for drill in 
multiplication. After but a few days 
of this drill Pupil 4 arrived at the 
standard in rate and accuracy. He then 


spent his time on the other processes in 








which he was deficient. The daily 
forty-minute period was divided so that 
each pupil drilled from five to fifteen 


= 
| pd THE NEW EDUCATION ferrets 


out and seeks to remedy spe- 
cific difficulties of the individual child 
is suggested in this account from Buf- 
falo Lake, Minnesota. It first ap- 
peared in the Elementary School 
Journal issued by the University of 
Chicago School of Education and is 





used here through the courteous per- 
mission of that journal and of Super- 


intendent Otto. Articles like this are 
prophetic of a day when schools will 
be child-centered and knowledge will 
be regarded because of the contribu- 
tion it makes through the lives of in- 
dividual children. 





minutes on each of the processes in which 
he was weak. The type of drill was 
varied frequently, as will be shown later. 
A number of the pupils who are type 
cases will be discussed in detail. 

Pupil 1—Pupil 1, a girl, was ten years 
and five months old. Her IQ was 89 
as measured by the Haggerty Intelli- 
gence Examination, Delta 2. She was 
of normal height and weight for her 
age and apparently in good health. Her 
school attendance was regular. Some 
days she was very absent-minded, while 
other days she was much brighter. Her 
father was more than twice as old as her 


mother. Her mother seemed bright and 
intelligent. Little was known about her 
father. 


This girl’s scores on the Courtis prac- 
tise exercises indicated that she needed 
drill in subtraction and division. She 
was placed in a group with a number of 
other pupils who also needed drill in 
subtraction. This group was given drill 
in subtraction fifteen minutes a day for 
twelve days. The following types of 
drill were used. 

1. Individual flash-card drill was 
given every other day. This tended to 
speed up her responses and enabled the 
teacher to pick out the combinations that 
the child did not know. The combina- 
tions that the child did not know were 
written on little “don’t know” cards 
with the combination and the answer on 
one side and the combination without 
the answer on the other side. The child 


[87] 


took these cards home for practise. 

2. The child raced in flash-card drill 
with some other pupil in the group. 

3. Mimeographed sheets containing 
various groups of combinations in sub- 
traction were prepared, and this girl 
raced with other pupils in the group to 
see who could finish first. One hun- 
dred percent accuracy was always the 
goal. ‘The exercises were timed from 
day to day so that each pupil worked to 
beat his own record. 

4. Frequently another kind of timed 
drill was given, using the Courtis 
Standard Practise Exercises, Lesson 2. 

In a similar way this girl was given 
drills on combinations for 
twelve days. 

At the end of twelve days the Cour- 
tis practise exercises were given a sec- 
ond time. The results are shown in 
Table II. 

Pupil 1 made notable gains in sub- 
traction and in division, increasing her 
score in subtraction from 76 to 84 and 
her score in division from 62 to 73. She 
gained one point in addition and lost six 
points in multiplication, neither addi- 
tion nor multiplication having 
taught during the twelve days. 


division 


been 


TABLE U 


Nouweper or Examptes Trrep AND Noweer Ricat mm Courtts STANDARD 
Practice Exercises, Lessons 45, 46, 47, AND 48 (NOVEMBER 8, 1926) 











SUBTRACTION 





AppITION MULTIPLICATION Drvision 
Purm eee eee 

Tried | Right Right 
I. 100 100 73 
S.. 100 100 55 
yan 100 93 59 
4-- ; 100 100 87 
So ccsvatve 10° 88 71 
6 100 100 59 
7 95 95 75 
& 85 82 88 
6. 100 97 86 








In order that the pupils in the reme- 
dial room might not fall behind the pu- 
pils in the regular room who were going 
on with advanced half of the 
forty-minute period during the next ten 
days was spent on two-figure multiplica- 
tion, and only twenty minutes a day was 
spent on the combinations. In this new 
work Pupil 1 confused the numbers in 
the multipliers, not knowing which num- 
ber to use first and sometimes using the 
same number twice. Th's difficulty was 
overcome by having her cover one mul- 
tiplier with her finger while she worked 
with the other. She also had difficulty 


in carrying. By remembering the num- 


work, 


88 





THe JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


March, 1928 





ber to be carried instead of writing it 
down, she overcame this difficulty also. 
At the ead of the ten days the Courtis 
practise exercises were given a third 
time (Table III). 

A comparison of the scores of Pupil 1 
in Tables I, Il, and III shows that she 
remained practically at standard in ad- 
dition and multiplication during the en- 
tire time although no drill was given in 
these processes and that she made notable 
gains in subtraction and division dur- 
ing the first twelve days but dropped 
back during the next ten days. ‘This 
dropping back may be due to the fact 
that the work was divided as explained. 

Pupil 2—Pupil 2, a boy, was ten years 
and one month old. His IQ was 87. 
He was a little short for his age but of 
normal weight for his height. His health 
was good and his school attendance regu- 
lar. He was chronologically over-age, 
and mentally of normal: age, for his 
grade. He had repeated the third grade. 
He was an average pupil in reading, 
making a T-score of 35 on the Thorn- 


TABLE Il 


Nouwser or ExXaMPies Trrep anD Nuwser Ricrt rx Courtts STANDARD 
Practice Exercises, Lessons 45, 46, 47, AND 48 (NOVEMBER 22, 1926) 




















AppITION Susrraction | MULTIPLICATION Drvision 
Porn Pa SEG eae wee Geen WE ees ee 
Tried | Right Right | Tried | Right | Tried | Right 
Weds weaned 100 97 68 | 100] 96 79 59 
2 100 92 39 8: | 78 49 45 
3 100 95 go 95 | 70 72 7° 
4 100 | 100 56 too | 98 90 87 
5 100 98 82 10co | 89 90 82 
6 100 92 85 95 87 64 58 
7 100 100 7° 89 89 67 67 
8 100 100 99 100 or 90 87 


9 100 | 100 100 95 | 9° 90 





dike-McCall Reading Scale. Arithme- 
tic seemed to be his most difficult sub- 
ject. He had a short memory span, for- 
getting almost entirely what he had 
learned the preceding day. Some days, 
after having had extra drill outside the 
regular class period, he seemed wide 
awake, and then again he appeared to be 
dreaming. He was from a poor family 
with six children, the father being away 
from home most of the time. 

This boy was at standard in addition 
but needed drill in the other three proc- 
esses. He was given the same lessons as 
Pupil 1 and short drills in multiplica- 
tion. Extra help was given him outside 
the regular class period; flash cards con- 
taining the addition combinations and 
the corresponding subtraction combina- 
tions were used. The same kind of drill 
was given in multiplication and division. 
With all this effort, little improvement 
was noticeable (Table IV). 

After thé first twelve days two-figure 
multiplication was gradually introduced, 
but he could do little with it as he did 
-not know the combinations.. He seemed 


to understand the process and was able 
to work those examples in which he hap- 
pened to know the combinations. Huis 
only noticeable progress was in learning 
the multiplication combinations. 


TABLE IV 


Svecessrve Scores or Purr. 2 ow Courtis Stanparp Practice Exercises, 
Lessons 45, 46, 47, AND 48 










Dana 


October 19 uaa 
November 8... . 
November 22 


Pupil 4—Pupil 4, a girl, was eight 
years and five months old and had an 


1Q of 100. She was very quick and 
active but also very flighty. It was dif- 
ficult for her to grasp new things, but, 
once she learned them, she worked rap- 
idly. She was an adopted child in a 
poor family. The mother went out to 
work, and the girl was left to take care 
of herself. 

She was nearly at standard in addi- 
tion and multiplication but was low in 
subtraction and division. She seemed to 
have forgotten entirely how to subtract. 
She had to be given much individual 
help. Objects about the room, such as 
erasers and pieces of chalk, were used 
in getting her to understand what sub- 
traction means. She was similar to Pu- 
pil 2 in this respect. After she saw that 
division is the reverse of multiplication, 
she learned rapidly. Like Pupil 1, she 
was given drills in groups, although, 
after the first six days, she understood 
each process and was able to go ahead 
by herself, working on speed and accu- 
racy with the Courtis Standard Practise 
Exercises, Lessons 2, 3, 4, 6, 7, 8, 10, 11, 
and 12. 

In two-figure multiplication she had 
the same trouble as Pupil 1, confusing 
the multipliers and having difficulty with 
the remainders. She was given the same 
remedial instruction as Pupil 1 and over- 
came her difficulty. 

Pupil 4 made considerable improve- 
ment in addition and _ multiplication 
(Table V ) although. these processes were 
taught only insofar as they came in as 
the reverse of substraction and division 


TABLE V 
Successrve Scores oF Purn. 4 on Courtis STANDARD Practice EXERcIsEs, 
. 


Lessons 45, 46, 47. AND 48 








October 19. 
November 8. 
November 22 


and in the two-figure multiplication of 
the second drill period. At the end of 
the twenty-two-day period under discus- 
sion this girl was at standard in addi- 
tion and multiplication. She had in- 


creased her score in subtraction 72 per- 
cent during the first twelve days but 
dropped back a little during the next 
ten days, when she was doing two-figure 
multiplication. She increased her score 
in division 164 percent during the first 
twelve days and was at the same level 
at the end of the next ten days. 

With little variation, depending on 
the needs of the individual, the other 
members of the group received similar 
remedial instruction. Some of them 
made commendable improvement. It is 
interesting to trace the progress of Pu- 
pils 5, 6, 7, 8, and 9. This may be done 
by comparing their scores in Tables I, 
II, and III. Such a comparison shows 
that most of the pupils made notable 
gains during the period of remedial in- 
struction and that even the poorest of 
them made some gains. 

Permanency of skills—In order to de- 
termine whether the skills developed by 
these pupils would be retained merely 
until the end of the period of training 
and then be completely lost or whether 


TABLE V) 


Svccesstve Scores on Covrtis STaNparp Practice EXEactses 
Lesson 45 (Apprtron) 









Ocrosea | Novemasa | NovemaEr 
° 3 2 





Decewsea| fanvaey | Fesevary May 
ts u u ry 





Porn SS ee ee 
Tried] Right) Tried] Right] Tried| Right] Tried! Right] Tried|Rigbt} Tried Right) Tried| Righe 
a ' 99} 100] 100] 100] 97] too} 1 100} 96} too] 99] 100] 100 
2 t ov t too} 100} 2] 6 too} 8) 781 9) 
3 1 97] 8 93] 100} 95] 3 too} 98} & 96! « 8> 
4 1 QS} 100] 100} 100} Too} roo} & t 98] 100] 95] 100} 100 
5 t Q7] t 88) too} 98) roo} o7} “| ff MH tool 98 
ic rt 99] #00] 100} 92] 100} 91] 100} 88] soo} 88) 2 98 
? 90] 95] 95] 100] 100] roo} go} 100} 1 t as} ¢ 938 
8 8 Ss] 82] 100} 100} 100} 100} 100] 100} 100} 97] & ry) 
ie 100} 95] too} 97] 100] 100} 100} 98} roo] go} ¢ 90] « Q? 
* Absent 


the degree to which these pupils had de- 
veloped certain skills would be retained 
when they returned to the regular room, 
the four tests were repeated at intervals 
of from two to four weeks and then 
again at the end of three months. 

The figures in Table VI show that all 
the pupils were at or very near the 
standard in addition throughout, that 
five pupils scored higher November 22 
than they did October 19 (this was the 
period of remedial teaching although ad- 
dition was not emphasized), that three 
pupils scored higher February 11 than 
they did October 19, that two pupils 
scored higher February 11 than they did 
November 22, that the pupils who 
scored lower February 11 than Novem- 
ber 22 did not score much lower, that 
five pupils scored higher May 19 than 
they did February 11, and that the abil- 
ity of the pupils to write the answers to 
the fundamental combinations in addi- 
tion did not lapse materially during the 
period under consideration. 

Table VII shows that eight pupils 
scored higher in subtraction November 


22 than they did October 19 and that 











in wt wwe 





Vol. 17, No. 3 


six pupils scored higher February 11 
than they did November 22. On No- 
vember 22 four pupils completed the 
100 examples on the card; by May 19 
this number had increased to eight. Pu- 
pil 2, who had difficulty in learning sub- 
traction, nearly arrived at the standard 
in the tests of January 12 and did a lit- 
tle less well February 11 but fell far 
back May 19. All nine pupils started 
in October with scores of 85 or less, but 
by May 19 eight of them were within 
12 percent of the standard. 

Table VIII shows that five pupils 
scored higher in multiplication Novem- 
ber 22 than they did October 19 and 
that seven scored higher February 11 
than they did November 22. Only three 
pupils tried all the examples on the 
card October 19, while May 19 all nine 
pupils tried all the examples, their ac- 
curacy ranging from 88 percent to 100 
percent. 

Table LX shows that eight pupils did 
better in division November 22 than 
they did October 19. Seven pupils 
scored higher February 11 than they did 
November 22 (the end of the remedial 
instruction). Three pupils scored lower 
May 19 than they did November 22; 
the other six scored the same or higher. 
In a general way, all pupils made large 
gains during the period from October 19 
to May 19, although they showed re- 
gressions at certain times. Pupil 2 in- 
creased his score 85 percent. Pupil 4 
increased his score 161 percent. 

Learning the fundamental combina- 





EMONSTRATION LESSONS BY RADIO— 
The State Teachers College at San 
Jose, California, has established 
and equipped a broadcasting room con- 
nected by remote control with Radio 
KQW. The room is located in the De- 
monstration School, and the plan is to 
| send out demonstrations of modern edu- 
cational practises every school day. 

The scheme also affords an_ ideal 
method of acquainting the general public 
with modern educational procedures by 
giving examples of what children can do. 

The two weekly programs given below 
illustrate the nature of the activities that 
are being broadcasted. The first covers 
the week of December 5 to 9, the second, 
| December 12 to 16. 

Monpay—What Books to Buy for 
Children for Christmas—Talk by the 
Director of Education and Teacher Train- 
ing. “The Value of Books in the Home” 
explaining the need of daily access to 
good books in home libraries in addition 
to those in school and public libraries. 
Talk by Emelyn Beattie, children’s 




























THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


TABLE VII 
Svccesstve Scorzs on Covers Stanparp Practice Exercises, 
Lesson 46 (Sustraction) 


Ocroser | Novemszs | Novemaze 


Decewsee| Janvany | Fesevaay 
1s 12 "= 





TABLE VIII 


Successtve Scores on Covurtis Stanparp Practice Exerctses, 
Lesson 47 (MULTIPLICATION) 





Octoser | Novemper | Novemses | Decrusea| January | Fesecary May 
19 8 a2 Ss oe ™ 


19 
i 

| Tried Right) Tried Right 

100] 100) 

7| 100} 81 

100] 75) 

too} 83) 

: 





















Tried| Right | Tried| Right] Tried Right 









Tried|f ight) Tried|Right 








too} 06 
too} 88 
100] 90 


1 97 
2] 93) 9 
10°) Qos 
100] 97 








CON ONswon 


TABLE [x 


Successive Scores on Courtts STANDARD Practice Exercises, 
Lesson 48 (Drviston) 








Jawoany | Fesrusey May 
” " ‘ 








| 
Tried{ Right! Tred) Rah Tre Rut 





95 | 84 |100 | 82 | ga | 88 
92 | 81 | 65 | 63 
88 | 72 | 7s 
109 | 94 | 9° 6 
. . * 18) 
77: | 74) 9° 
Ȥ \100 | 92 go | Bo 
90 





Coeyw Ovews= 


* Absent 


TABLE X 


Group PLACEMENT oF Puptis on Test A oF THE CourtTIs 
Supervisory Tests IN ARITHMETIC 


Pupil Morn 3} 
Kid: ccknetahesanet Vv 
2 v 
S.. Vv 
4 Vv 
Oo. pthatdan eee Vv 
Mrtecsiicudc sexton Vv 
Re Pere Vv 
8. Vv 
tins Vv 
* Absent 





librarian, on “Books for Little Tots.” 
Turspay—“Books for Boys and Girls 
of the 4th, 5th, and 6th grade age’— 
Emelyn Beattie, children’s librarian. 
WeEbDNEsDAY—“Books for Boys and Girls 
of the Junior High School Age.” 
TuHurspay—“The Book I like Best.” 
Reviews of such books as Roosevelt’s 
“African Game Trails,” and Slosson’s 
“Progress of Science” by children of the 
Demonstration Junior High School. 
Friay—Story Telling by members of 
the “Story Tellers Club.” 
Monpay—First act of a Christmas play 
by children in the Intermediate Grades 
under direction of Roxana Adams, Princi- 
pal of Intermediate Grades of Demon- 
stration School and Elwyn Bell, Student 
Teacher. Play planned and written by 
children and teachers. 
Tuespay—Second act of Christmas 
play by children of intermediate grades. 
Wepnespay—Christmas Program by 
Kindergarten-Primary Children. 
THurspaYy—Junior High School Christ- 
mas program including carols and one 
act play composed by members of Junior 


89 





tions helped these pupils greatly in their 
other arithmetic work, that is, the ad- 
vanced work of Grade IV. Without 
first learning the combinations, the pu- 
pils could never have scored in Groups | 
to IV on Test A of the Courtis Super- 
visory Tests in Arithmetic (Table X). 
At the end of the year all nine pupils 
were in Group IV or higher. Two of 
them were in Group I; three, in Group 
II; two, in Group III; and two, in 
Group IV. 

Summary—(1) The scores of the in- 
dividual pupil on the same test fluctu- 
ated on retests. (2) The nine pupils 
showed a general increase in rate and 
accuracy on the fundamental combina- 
tions during the period of remedial in- 
struction. (3) The pupils retained the 
skills and abilities developed during the 
period of remedial instruction. (4) The 
pupils showed a general increase in these 
skills after the remedial instruction was 
discontinued and the pupils returned to 
the regular room. (5) The pupils’ in- 
creased skill and accuracy helped them 
to progress along with the rest of the 
class without any special handicap; in 
fact, several of them were at the head 
of the class at the end of the year. (6) 
The teacher’s judgment of the quality 
of work that these pupils were able to 
do on their return to the regular room 
was very favorable to the continuance of 
similar remedial instruction. (7) The 
project has gone a long way to show the 
teachers in the school the possibilities of 
diagnosis and remedial instruction. 









High School Dramatic Club of San Jose. 
Frmay—Christmas stories by members 
of Story Tellers Club. 
Already a fine response is coming in. 
We have here a novel way of acquainting 
the people with their schools. Those who | 
would further the cause of education | 
must employ every means available. 
The plan has far-reaching possibilities. 
It may be possible to broadcast complete 
demonstration lessons to groups of stu- | 
dent teachers and to teachers in remote 
regions. The microphone does not seem 
to bother little children, while a group of 
fifty adults in the same room with the 
children is sure to make a more or less 
artificial situation. 
The San Jose institution intends to 
keep working with this plan until a tech- 
nic for broadcasting is developed. Such 
a technic will include both selection of 
materials and methods of procedure. 
After a time the types of work that can 
be broadcasted effectively may be dis- 
covered as well as workable methods of 
handling groups of children and subject- 
matter. 




















































Prepared by the Research Division of the National Education Association 






























































































































































































































































































- 


| Association. 














partment. 






partment are members. 


























This 





HIS TABLE compares membership of 
the various states in three depart- 
ments of the National Education 
You may obtain figures for 
your state by reading the table as fol- 
lows: In Alabama there are 117 school 
executives eligible for active membership 
in the Department of Superintendence. 
This state has 58 members in this De- 
In Alabama 49.57 percent of 
those eligible for membership in this de- 
gives 
Alabama a rank of 15th among the states 
and territories as to the percent of those 
eligible who hold membership in the De- 
partment of Superintendence. 

In Alabama there are 327 principals of 
secondary schools. This state has 7 mem- 
bers in the Department of Secondary 





























School Principals. In Alabama 2.14 per- 
cent of those eligible for membership in 
this department are members. This gives 
Alabama a rank of 38.5 among the states 
and territories as to the percent of those 
eligible who hold membership in the 
Department of Secondary School Princi- 
pals. 

In Alabama there are 2844 principals 
of elementary schools. This state has 
48 members in the Department of Elemen- 
tary School Principals. In Alabama 1.69 
percent of those eligible for membership 
in this Department are members. This 
gives Alabama a rank of 40 among the 
states and territories as to the percent 
of those eligible who hold membership in 
the Department of Elementary School 
Principals. 





[90] 



























































Department of Superintendence Department of Secondary School Principals | Department of Elementary School Principals 
States and | Number Number Percent Number Number Percent | Number Number Percent 
other units eligible of column 3 Rank eligible of column 7 #£=Rank es of ;}column11| Rank 
for members is of of = members is of | of or members is of of 
member- in column 2 | column 4 | member- in | column 6 | column 8 | member- in column 10 | column 12 
ship 1927 ship 1927 ship 1927 | 
1 | 2 3 4 | 5 6 7 8 9 10 ll 12 13 
- = aces a (Bet Rea ES lla aad ee 
United States | 7,284 3,114 See Bs ccxnecs 21,780 2,656 SA ae 87,619 4,747 &€ SO or 
Alabama hd er 117 58 | 49.57 15 327 7 2.14 38.5 2,844 48 1.69 40 | 
Arizona | 38 26 68.42 5 58 10 17.24 14 265 20 7.55 16 | 
Arkansas : } 120 49 40.83 27 407 10 2.46 37 2,249 25 1.11 45 
California | 213 92 43.19 | 22 428 29 6.78 24 3,214 389 12.10 7 
Colorado i | 103 46 44.66 18 221 71 32.13 6 910 107 11.76 8 
Connecticut 123 55 44.72 16 99 20 20.20 13 856 85 9.93 11 
Delaware , 17 14 | 82.35. 2 28 3 10.71 19 188 14 7.45 17 
District of Columbia. . 34 21 | 61.76 7 15 8 53.33 4 144 74 51.39 1 
Florida ; 99 34 | 34.34 32 241 6 2.49 36 1,316 61 4.64 27 
Georgia ‘ 231 48 | 20.78 42 532 6 1.13 45 2,730 22 .81 47 
i ee 70 10 14.29 48 164 1 .61 48 682 17 2.49 36 
| Aaa re 315 194 61.59 8 1,018 567 55.70 3 3,405 310 9.10 a 
NS ivy etivas ad 207 88 42.51 24 860 24 2.79 35 2,183 104 4.76 26 | 
See 192 71 36.98 31 953 129 13.54 16 1,541 122 7.92 14 | 
ES eee 176 > 43.75 21 759 207 27.27 7 1,327 39 2.94 33 | 
——_—______—_ |_—_—$ @&$ —— |§ $$ —_—__—_ | — — aes cence —EE—————E — — 
SP ,. .oncctwees 182 | 34 «| 18.68 44 623 86 13.80 15 1,024 38 3.71 30.5 
4 ara 111 49 44.14 20 353 6 1.70 42 1,687 31 1.84 39 
See 191 23 12.04 49 224 171 76.34 on 714 12 1.68 41 | 
OS rere | 52 33 63.46 6 186 8 4.30 29 989 58 5.86 24 | 
Massachusetts....... | 281 121 | 43.06 23 378 214 56.61 2 2,092 233 11.14 9 | 
ee 201 152 75.62 4+ 682 149 21.85 il 628 296 47.13 ide 
Oe ee 160 65 40.63 28 560 118 21.07 12 1,797 130 7.23 19.5 
| Biissiosiogs.....cccee 120 53 44.17 19 513 ee RS Serer ee 3,764 10 an 50 
i are 201 ‘| 84 41.79 25 877 | 60 6.84 23 1,830 226 12.35 6 
P PINS. « is vwamass 77 13 16.88 46 217 2 .92 46 1,014 19 1.87 38 
| NE, cha 9 6-e ema 136 44 32.35 34 620 9 1.45 44 1,333 91 6.83 22 
Nevada... 9 4 11.11 51 34 1 2.94 34 nr .. Rady inee ho enee he bac bas cetaak 
| New Hampshire 88 19 | 21.59 41 108 8 7.41 22 355 19 §.35 25 
| New Jersey 175 133 76.00 3 189 91 48.15 5 1,582 299 18.90 3 
New Mexico 48 13 27.08 36 124 1 .81 47 600 5 .83 46 
New York 458 | 178 38.86 29 902 35 3.88 31 3,220 276 8.57 13 
North Carolina...... 164 | 48 29.27 35 733 il 1.50 43 4,116 54 1.31 43 | 
North Dakota. 72 13 18.06 45 487 2 .41 49 754 24 3.18 $2 | 
Ohio ‘ 264 159 60.23 9 1,400 140 10.00 20 2,343 321 13.70 > 
a 153 86 56.21 13 707 46 6.51 26 2,636 69 2.62 3S | 
Oregon poe rane 65 10 15.38 | 47 299 il 3.68 32° 961 96 9.99 10 | 
Pennsylvania........ 432 193 44.68 17 1,136 122 10.74 18 4,148 300 7.23 19.5 
Rhode Island........ 49 | 29 59.18 3 26 3 11.54 | 17 377 14 3.71 30.5 
South Carolina...... 82 20 | 24.39 38 322 1 31 50 2,181 14 .64 49 | 
South Dakota....... 88 | 22 25.00 37 337 82 24.33 9 290 19 6.55 23 
ONG sb « <5 0 cen 149 29 19.46 43 430 17 3.95 30 2,330 29 1.24 44 
j AA Sa 392 334 85.20 1 1,200 21 ..7 40.5 7,706 205 2.66 34 
ES 1 G0 AR eke ween 56 19 33.93 33 94 5 §.32 27 565 39 6.90 21 | 
ere ae 116 11 9.48 52 98 3 3.06 33 273 6 2.20 ar | 
Virginia 155 36 23.23 40 515 9 1.7 40.5 2,898 40 1.38 42 | 
| Washington......... 86 20 23.26 39 374 8 2.14 38.5 1,390 172 12.37 5 
West Virginia 104 43 41.35 26 289 73 25.26 8 1,928 15 .78 48 
Wisconsin........... 182 104 57.14 12 473 37 7.82 21 1,469 107 7.28 18 | 
Wyoming........... 35 21 60.00 10 80 4 5.00 28 267 11 4.12 28 | 
Alaska Sail dS ie 2 1 50.00 14 ee Pere PE e eer, Se ae 26 1 3.85 29 
American Samoa..... % Gee edt eh a Sete Bebe. wore 200 Ube vib aah ogo 4ba 6-00 dove SHR 0 600s CRETOS bees Eee eee er eee os Ae eee 
GO) Se D Mthieg sd sa detidede ccd debecene’é ¥a4 a St Serene s Ra et OE sein POS OR et Se nae 
a eee eee ee i <i oes ee) Sees” OSES: eae go apes castnkh eBlinb eas gah ie Ns eae 
AE SaaS ss Be Wind 0g beak o's oe 0 0Et 60) Seats HEein 0.0 0:65 a ce denne ohne Satins $v eescaeon Mt: Avcied ing choke se eA kee Ss eh ene n> 
Hawaii Se ae. a are 3b 8 3 37.50 30 13 3 23.08 10 283 22, 7.77 15 
Philippine Islands... . 52 6 11.54 50 . SOS eee ee) eee 2,227 4 .18 51 
yy ee 27 2 7.41 53 15 1 6.67 25 1,815 1 .06 52 
Ug ee Set Pek ees nn, Cn fe i peri mre se Ck Re eee. cepa ae 









Do superintendents, secondary school 
principals, or elementary school principals 
have the highest percent of membership 
in their professional departments in your 
stateP 

Column 2 includes chief executive 
officers of public school systems, state, 
county and local, even though the title is 
not superintendent in all cases, and heads 
of normal schools and teacher training 
institutions. Column 6 includes princi- 
pals of public junior, senior, four year 
high schools, and of combined high schools 
and elementary schools. Column 7 is the 
membership of the National Association 
of Secondary School Principals. Column 
10 includes principals or head teachers of 
elementary schools having two or more 
teachers. 











The Social Graduation 


Miriam A. RaymMonp 


Plymouth High School, Plymouth, Massachusetts 


HE TRADITIONAL graduation cen- 
‘Tes about the individual_graduates. 

Sometimes these are the few who 
have achieved the highest scholastic 
standing or the ones whom the class 
chooses as its representatives. At any 
rate each prepares an essay savoring of 
reference books and midnight oil and, 
worse than that, the pupil too frequently 
chooses a subject which is in no way 
related either to his experience or to his 
instruction. 

The new graduation is social in 
character. The pupils plan their own 
project, develop it, and produce it. Its 
aim is to include a large proportion of 
the class in some capacity or other. Un- 
der the new form it becomes the duty 
of a group of seniors to plan the gradua- 
tion project, finding an idea and sug- 
gesting how that idea shall be developed. 
On no occasion thus far have we used 
material outside the pupils’ experience 
or instruction. This is the way the new 
type of graduation has shaped itself the 
past five years in the Plymouth, Massa- 
chusetts, High School. 

In 1923 the-class was of a somewhat 
argumentative turn of mind. It was 
particularly interested in school and 
town government. It particularly en- 
joyed the days on which we did work 
in class on parliamentary procedure 
through the socialized recitation. ‘The 
result might have been forecast. At com- 
mencement there were no essays. ‘The 
class president gave the address of wel- 
come. The class itself presented a New 
England town meeting, for which with 
all due care the Town Warrant had 
been prepared. The townspeople were 
interested in the program and the pupils 
themselves enjoyed it. 

Came the class of 1924. It knew the 
formal type of graduation. It had seen 
what had been done by the class of 1923. 
The graduates were allowed to choose 
the kind of exercises they wished. The 
socialized graduation’ was victorious. 
After much debate it was decided to 
present to the parents and friends at 
graduation a glimpse of what actually 
goes on in school. ‘That was before 


Plymouth adopted the evening session 
which has much the same purpose. They 
called their offering “A School Day” 
and showed glimpses of chapel exercises 





and a class in each of the following: 
science, French, history, mathematics, 
English, and commercial law. Com- 
mencement exercises were of necessity 
held in the high-school auditorium and 
the actual production of this idea re- 
quired some ingenuity. 

Then June came again. This time it 
brought a class that felt it would like to 
combine both the old and the new types 
of graduation. This class offered what 
it called the Pilgrim Community Club. 
The club was in session to review the ac- 
tivities of its various committees. First 
of all, the committee on current events 
reported that in the year to come it 
would interest itself in international 
problems. In accordance with that 
policy it presented a debate “Resolved 
that the Facisti government, controlled 
by Benito Mussolini, has benefited 
Italy.” Then the civics committee, in- 
terested in all things American, pre- 
sented an essayist who spoke on “Ameri- 
ca’s Contribution to the Drama.” The 
music committee concluded its report by 
introducing a trio of seniors at the piano, 
violin, and cello. The committee on 
science and progress sponsored a talk on 
“New Ideas in Criminology.” The 
scholarship committee awarded the prizes 
for the best poem and the best short story 
of the year. The dramatic committee 
presented a fantasy. Certainly the pro- 
gram did not Jack variety, though I am 
not yet sure that it was wise to attempt 
to combine the features of the old 
graduation with the new. 

The class of 1926 was somewhat 
critical of the graduation of the year be- 
fore on the grounds that the program 
had lacked unity. This class wanted its 
program to be an artistic whole and it 
wanted the exercises dramatic in nature. 


This was possible because the new 


Memorial Hall had been completed and . 


its facilities were at our disposal. 

One requirement of the new gradua- 
tion is that the idea be not only student 
conceived, but student written and pro- 
duced. They set to work. The girl 
who wrote a prize poem in 1925, “after 
weeks of writing and rewriting produced 
a play in blank verse called “The Old 
Order Changeth.” It was colorful and 
full of atmosphere. Moreover it taught 
a lesson, for it showed the triumph of 


[91] 


peace over War. 


This senior girl used a 
high-school chorus at one point in the 
play where a dirge sung from afar off 
suggested the sorrow of a people forced 


to go to war. In another place she in- 
troduced joy through a gay dance. 

There was a second number on the 
program. Christopher Morley’s ‘Good 
Theatre” suggested something. Three 
seniors in collaboration wrote a play, de- 
picting a modern literary club on the site 
of the old Mitre Tavern. Three Eng- 
lishmen and three English ladies are in 
the club rooms one rainy evening when 
Samuel Johnson, James Boswell, Oliver 
Goldsmith, Joshua Reynolds, and Ed- 
mund Burke enter. For that matter, so 
do Michael Arlen and Sinclair Lewis. 
You can readily see the possibilities. 
The scenery and costumes were de- 
signed and executed by members of the 
graduating class. 

The class of 1927 also offered two 
features upon its program. The first 
took the form of a pageant. Then State 
Commissioner Payson Smith gave an 
address. Obviously it is unnecessary to 
tell you about our speaker. But I should 
like to tell you about the pageant. 

The class decided that it would like 
to present a picture of high-school ac- 
tivities. Moreover, it decided that it 
would like to do so through the medium 
of the pageant. Many weeks of study 
followed. Then a senior boy produced a 
“Pageant of School Activities” in seven 
episodes. It was an attempt to compare 
our high school with a model high school. 
Our strengths and our weaknesses were 
portrayed when a character called Ply- 
mouth High School was interviewed by 
characters representing first, Funda- 
mental Processes, then Citizenship, 
Worthy Home Membership, Vocational 
Training, Moral Education, Health, and 
last of all Worthy Use of Leisure. The 
demands of the pageant form were met 
with a prelude, interlude, and recessional. 
And, since the pageant demands gay 
coloring, this was supplied through 
scenery and costumes which again were 
student made. It was an interesting 
project. Both the graduates and their 
friends learned something. And this is 
as far as the experiment has gone. But 
we think that this type of graduation is 
pedagogically sound. 






A National Necessity 


DaNniEL A. REED 


Chairman of the Committee on Education, United States House of Representatives 


LMOST CONTINUOUSLY since as early 
as 1857 there has been before our 
country the proposal and need for 

a United States department of education. 
We are now beginning to realize more 
than ever before the wastes in funds and 
the losses in civic betterment and in ma- 
terial advancement that result from 
failure to establish a national clearing- 
house for education. 
conditions have 
made education of more and more im- 
portance, so that it is now one of our 
During the 
past six years, in which I have been a 
member of the Education Committee of 
the House, the need for proper national 
recognition of education has become in- 
creasingly apparent. It has been the sub- 
ject of considerable newspaper and 
magazine comment, it has been debated 
from coast to coast, and it has gained 
the support not only of educators but of 
a large number of influential national 
organizations. At the hearings on the 
various education bills that have been be- 
fore Congress during my term of office, 
the arguments for and against the pro- 
posal have been presented from every 
angle, but I have been gratified to find 
that the preponderance of testimony has 
been in favor of the new department. 
The Congress of the United States 
never has created a Cabinet office over- 
night. In every case, a new department 
has been established only after chang- 
ing events have demonstrated a national 
need. Searching. inquiry has already 
been made into the question of establish- 
ing a department of education, and the 
need for it has been strikingly evident for 
a long time. 


Changing national 


greatest national interests. 


There is a growing con- 
viction that we have been omitting from 
the President’s Cabinet a division as 
fundamental to national prosperity as 
the Departments of Commerce and Agri- 
culture. 

Despite the fact that the past 25 years 
have seen a great improvement in school 
practises, education is not keeping pace 
with scientific developments of our age. 
The result is enormous waste and loss. 
For elimination of such loss and the pres- 
ervation of our free American educa- 
tional institutions creation of a depart- 
ment of education has become a matter 
of great national concern. 








Facts are as necessary for education as 
for industry. 


Our need of educational 


R. REED has represented the forty-third 

New York district in five Congresses 
and has been reelected each time by a larger 
majority. He is the joint sponsor, with 
Senator Curtis of Kansas, of the New Edu- 
cation Bill, sometimes called the Curtis- 
Reed Bill, to create a Department of Edu- 
cation with a Secretary in the President's 
Cabinet. 





facts and our public responsibility toward 
the schools is constantly increasing. To- 
day the problems of training our 
27,000,000 school children and eliminat- 
ing adult illiteracy are much greater 
than were the educational questions faced 
by the Continental Congress when it 
passed the ordinance of 1787, declaring 
that “religion, morality, and knowledge 
being necessary to good government and 
the happiness of mankind, schools and 
the means of education shall be forever 
encouraged.” 

The new department of education 
would make possible the correlation of 
federal educational activities through 
the departmental conference on educa- 
tion, provided by the bill, and the co- 
operffion of the national and state de- 
partments of education through the crea- 
tion of a national advisory council, to 
include the state superintendent of educa- 
tion or other chief educational official of 
every state and territory in the United 


[92] 


States. This council would constitute 
a clearinghouse of educational informa- 
tion. Each year its members would 
present to the secretary of education the 
outstanding educational needs of the 
various states. 

Great surveys in the field of educa- 
tion now are being conducted every- 
where. All these investigations, while 
of varying importance, contain something 
of value to teachers in every section of 
the country, but at present means are 
lacking for their coordination and dis- 
semination. A channel for the distribu- 
tion of such information would be pro- 
vided by the council of superintendents, 
while the department of education would 
constitute the best possible agency for 
compiling this data. 

In establishing a department of educa- 
tion Congress would simply be follow- 
ing a long-established precedent. Our 
Government is already engaged in edu- 
cation. In addition to funds for the 
Bureau of Education, more than thirty 
separate appropriations for educational 
activities are now made annually by the 
Federal Government, but many of these 
activities could be taken over by the 
new department. 

Our national responsibility toward 
education was given consideration in the 
annual message of the President at the 
opening of the Seventieth Congress, on 
December 6, 1927, when he recognized 
in striking terms the need for a depart- 
ment of education and relief. 

Distribution of information has been 
accepted as a national function and is 
now carried on successfully in agricul- 
ture, commerce, and labor, but it is 
greatly neglected so far as our schools are 
concerned—neglected in spite of the fact 
that a fourth of our population, either as 
pupils or teachers, is constantly engaged 
in the enterprise of education. To give 
that fourth of our people deserved recog- 
nition and to insure the future welfare 
of our nation, to make more effective the 
greatest instrument for establishing and 
perpetuating our democratic form of gov- 
ernment, to hasten the removal of illiter- 
acy, and to bring together the most sound 
educational facts bearing upon our in- 
dustrial, commercial, and_ intellectual 
welfare, a department of education is 
essential. 








HE DEPARTMENT OF MUSIC EDUCA- 

TION held a luncheon conference 

and an afternoon conference on 
Wednesday, July 6. Mrs. Francis 
Dickey Newenham, Public School Music 
Department, University of Washington, 
presided at the luncheon conference, and 
Miss Letha L. McClure, director of 
music, Seattle public schools, conducted 
the afternoon session. 

Frank E. Willard, assistant superin- 
tendent of schools, Seattle, presented a 
toast: “The Chamber of Commerce and 
Education.” He said: 


The Chamber chorus, through its gener- 
ous activity, is making a positive educational 
contribution to the building of a more at- 
tractive city. I can speak heartily in great 
appreciation of the splendid spirit of the 
chorus. I think we do not fully realize 
“the good that is wrought in the lives of 
men through the songs they sing around 
the luncheon table and in their evening 
gatherings.” In an age where men need 
most of all to learn tolerance and coopera- 
tion, music is the great harmonizer. It is a 
stabilizing and healing influence, not only 
for those who sustain the blows and thrusts 
of competition, but for all who must learn 
to go together about life’s more common- 
place duties. It represents especially an 
important leisure time resource without which 
education is incomplete. 

Education for the right use of leisure time 
deserves more than passing notice. There 
are many who believe that America is not 
so much threatened by starvation or want 
as by a vast amount of leisure that may de- 
stroy us because we have not the character 
or culture to turn it into value. The use of 
improved machinery is steadily reducing the 
length of the day during which men must 
engage in productive labor. Conservative in- 
dustrial leaders are quoted as saying that 
in the not distant future our industrial pro- 
cesses will be so highly developed that a 
four-hour work day will be sufficient to 
satisfy the material needs of society. Even 
if that statement may seem extreme, we do 
know that the margin of leisure time is con- 
stantly increasing. Whether this will be 
a benefit or a curse to society depends upon 
how it is used. In literature, in music, in 
art, in the world of nature there are un- 
limited strength-giving resources where each 
person may find what is suited to his own 
needs. By means of these, life may be en- 
riched and enlarged; it may gain poise and 
power. 


Dr. P. P. Claxton, superintendent of 
schools, Tulsa, Okla., gave a talk on 
“Public School Music, Why and How.” 
Dr. Claxton feels that “music is the 
most used and most practical thing of all. 
Civilization has marched to music. It 
is a universal language. People are 


Music Education at Seattle 


stirred by music to do great things. It is 
consolation, inspiration, joy.” He fur- 
ther said he felt that “material things 
are valuable only as we can subordinate 
them to the cultural,” also that too many 


€ rome Oscar Bowen, president, Music Su- 
pervisors’ National Conference and direc- 
tor of public school music, Tulsa, Oklahoma. 
The Music Supervisors National Confer- 
ence was born in Keokuk, lowa, in 1907 
and grew up in the Middle West. Sixty- 
nine members attended this first meeting in 
Keokuk. The contributing membership in 
1926 numbered approximately 2500. 





people are swallowed up in trade. Dr. 
Claxton said that music need not cost 
more than any other subject if organized 
properly, with reasonably large classes 
as in the platoon system. In telling of 
the music in the schools of Tulsa, Okla., 
he said that out of the six hundred 
teachers in the corps there are forty-two 
trained music teachers. 

The president of the Department, 
George L. Lindsay, director of music, 
public schools, Philadelphia, Pa., ad- 
dressed the supervisors and teachers on 
the subject: “Recognition of Music Edu- 
cation in the Public Schools—A Neces- 
sity.” He emphasized the great need for 
the ameliorating influence of good music 
in the schools, homes, business, and social 
world than ever before. He said: 


Modern education is not complete with- 
out a mass and individual development of an 
articulate common language with which to 


[93] 


express and satisfy the pent-up emotions of 
the people in their inherent love of nature 
and man, The surging emotions of an ac- 
tive people must be released into natural 
channels of expression. We must not fail 
to counteract the flood-tide of modern jazz 
and all that the term implies. We must turn 
again to the fountain head of culture, as did 
the Greeks of old, and look to music and the 
fine arts to fill the lives of children and 
adults with wholesome “hobbies” and recrea- 
tion which will make for deeper, fuller 
living. 

The fact is well established that the study 
of music in the public schools is of an im- 
portance at least equal to that of any sub- 
ject on the program. Many great teachers, 
from Plato down to Dr. Eliot, have declared 
that the use of good music is the greatest 
moving force in the life of a people; that the 
study of vocal and instrumental music de- 
velops mental alertness and calls for a com- 
plex response of coordinated powers which 
no other subject affords. 

When we look about us and observe the rapt 
attention that is given to the performances 
of our great symphony orchestras, choral 
societies, and grand opera companies; when 
we realize the part that music plays in 
forming the life philosophy of the people, 
through the influence of their own participa- 
tion, or by listening to music recreated by the 
radio and reproducing instruments, we should 
pause and evaluate the phenomena of 
rhythm, melody, harmony, and tone color in 
its relation to life, if it be jazz with its 
burlesque of the good and beautiful, or real 
music with its inspiring uplift. It is the 
duty of the music supervisor and teacher to 
prove that the study and right use of music in 
school life will make an impermeable impres- 
sion on the life of the school and community. 
This duty includes not only the obligation on 
the music educator to prepare himself to be 
an expert in the subject, but also to exploit 
the results of the school music activities de- 
veloped under his direction in order to con- 
vince his school superintendent and board 
of education of the value of music. 

This is an age of placing first things 
first, and in order that we may gain new 
courage and conviction in forwarding the 
project to which we have dedicated our- 
selves, let us remember the high place 
that music has held in the lives of all the 
ages. Plutarch tells us of the high regard 
in which music education was held by the 
Greeks, being the most fruitful form of 
education; a process for the development 
of creative power—power of expression, of 
initiative, and of appreciation. 


The officers of the Department of 
Music Education for the year 1927-28 
are: President, Thaddeus Giddings, di- 
rector of music, Minneapolis, Minn.; 
vicepresident, Estelle Carpenter, direc- 
tor of music, San Francisco, Calif. ; sec- 
retary, Esther Sather, director of music, 


Everett, Wash. 








HE DEPARTMENT OF SCIENCE IN- 
‘Raaaa held two sessions, the 
first a joint meeting with the American 
Nature Study Society on Tuesday, July 
5, at 2 p. M., and the second on Wed- 
nesday, July 6, at 2 p. M. Both meet- 
ings were held in the Elks’ Lodge Room. 

At the first session, Floyd W. Schmoe, 
of the National Park Service, Mount 
Rainier National Park, spoke on “An 
Outdoor Museum as a Means of Nature 
Education.” He said: 


Sixty miles from Seattle is a great outdoor 
museum whose millions of natural history 
exhibits cover more than three hundred 
square miles of “floor space.” All these 
interesting exhibits center around one big 
display which can be seen for a hundred 
and fifty miles! This is Mount Rainier, 
America’s greatest mountain, and the natu- 
ral history museum which includes it is 
Mount Rainier National Park. 

Mount Rainier is not only our greatest 
mountain, but, strange as it may sound, it 
combines at the same time one of the finest 
examples of vulcanism to be found in the 
country and an equally fine example of 
glaciation, for it is the largest of the entire 
series of old volcanoes which form a “chain 
of fire” from Mexico to Canada along our 
coast, and also carries the largest 
system of active glaciers to be found in the 
United States. 

Unlike some museums, the government in 
its national parks has not stopped with 
merely exhibiting the things of interest 
found within its borders. A small museum 
of the conventional order with labored speci- 
mens, reference library, and information 
service, serves as a “card index” to the big 
outdoor museum which is the park itself. 


William L. Finley, director of Wild 
Life Conservation, American Nature 
Association, addressed the meeting on 
Nature Education through Motion Pic- 
tures. He said: 


Since education is knowing life itself, the 
better knowledge we have of the world about 
us enables us to live a life worth living. 
Contact with nature may come in a limited 
way in the classroom, but with better re- 
sults especially in the cities, to bring children 
in close touch with the various phases of 
nature, the still and motion picture cameras 
have become important educational factors. 

The aim of American Nature Association, 
which I represent, is to stimulate public in- 
terest in every phase of nature and the out- 
of-doors, and it is devoted to practical con- 
servation of the great natural resources of 
America. It seeks to find an essential place 
for nature study in every school and in every 
American home. 


west 


or 


The Chains of Prometheus—Changes 
in our Concepts of Rights and Duties 
Increasing 


imposed upon us by .our 








Science Instruction at Seattle 


Knowledge” was the subject of an ad- 
dress by Benjamin C. Gruenberg, man- 
aging director, American Association for 
Medical Progress, New York City. He 
emphasized the fact that Prometheus’ 





. THE TEACHERS of science make 
use of it as a means of culture for 
students. Let teachers set forth the 
* culture value of science. Let us empha- 
size its vastly greater importance in the 
making of man. We are already fa- 
miliar with some of the direct cul- 
ture results; thus we know that 
through science study quickness and 
accuracy of observation are devel- 
oped, and both eye and hand are 


trained to be the ready servants of 


the alert mind. In the pursuit of the 
higher lines of science the mind is 
trained to accurate generalization 
from secure data, and to an indefi- 
nite suspension of judgment in the 
absence of sufficient evidence. The 
proper pursuit of science should de- 
velop a judicial state of mind toward 
all problems.—Charles E. Bessey, 
first president of the Department of 
Science Instruction. 








2 


gift of fire had, like every other advan- 
tage, its serious dangers, both spiritual 
and material. He concluded: 


Those of us who are engaged in education, 
and particularly in the teaching of science, 
are in danger of becoming rather complacent. 
We are apt to rely too easily upon the 
widely accepted doctrine that knowledge is 
power, and ipso facto of benefit to mankind. 
We take for granted the adage that truth 
will make us free. This assumption is sel- 
dom challenged and very seldom do we ask 
ourselves just how it is that truth brings 
freedom, or what kind of liberty it is that 
truth insures. Man’s ability to discriminate 
among phenomena that are superficially 
alike, his ability to doubt and to question, 
his ability to look two or three or a million 
times to make sure, his ability to experi- 
ment, all those things about man that dif- 
ferentiate him from other anthropoids and 
from all other living things, have made pos- 
sible an accumulation of reliable facts, and 
an elaboration of workable theories, which 
compel a form of living that is anything but 
“natural.” 

Masses in the future will have to learn 
what only a few men have learned in the 
past, namely, that the attainment of truth is 
a continuous process and never an accom- 
plished fact; that with every gain there 
comes a new set of new inhibitions. It is no 
paradox to say that the liberations made pos- 
sible by the truths which we know as science 
are made possible by self-imposed prohibi- 
tions and compulsions. The most difficult 
conditions which advancing science imposes 
upon us is that of starting each day prepared 


[94] 


to scrap some of the cherished beliefs of the 
past. Advancement of science means not 
only deriving new power and new freedom 
out of new insight; it means also the accep- 
tance of new discipline, new obligations, new 
restraints upon our impulses and prejudg- 
ments. 

We cannot 
chains. 


have the torch without the 


F. A. Osborn, professor of physics, 
University af Washington, Seattle, 
Wash., gave an address on “Statistical 
Study of the Preparation of Science 
Teachers in the Accredited Schools of 
the State of Washington in 1922 and 
1927. He said: 


The cause of the condition that the science 
teachers of the State of Washington have 
little preparation in the courses they are 
teaching may be lack of prepared science 
teachers, but from other facts it is very 
largely due to an improper selection of the 
teaching staff with what amounts to a prac- 
tical denial that knowledge of one’s subject 
is of the first importance. 

As a result of a questionnaire sent to the 
teachers of physics in 1922 and 1927, their 
preparation for teaching physics and the 
other sciences, if they were chemistry, biol- 
ogy, or mathematics, was obtained. In the 
schools with five or less teachers about 55 
percent of the science teachers had not had 
24 semester hours of college work in any one 
of the four subjects taught. In schools with 
six to eleven teachers, less than 20 percent 
of the physics teachers had 24 semester 
hours in physics and 40 percent were teach- 
ing without this preparation in any subject 
taught. In the third group of schools from 
twelve to seventeen teachers where one 
might expect to find better preparation, a 
third of the teachers had no major prepara- 
tion in any of the subjects taught and slightly 
over 20 percent of the physics teachers had 
majored in the subject. The last group, 
schools with eighteen or more teachers, we 
find only 40 percent of the physics teachers 
offered 24 semester hours of preparation in 
physics and 20 percent were teaching sci- 
ence with no major in any one of the sub- 
jects taught. 

Several remedies were mentioned, the one 
most favored being a plea to our schools of 
education, where principals and superintend- 
ents are trained, that they impress on their 
students that with all the professional train- 
ing in education, a thorough preparation in 
the subjects to be taught is still basic. 


The officers of the Department of 
Science Instruction for the year 1927-28 
are: President, Hanor A. Webb, pro- 
fessor of the teaching of chemistry, 
George Peabody College for Teachers, 
Nashville, Tenn.; Secretary, Francis D. 
Curtis, professor of the teaching of 
natural science, University of Michigan, 


Ann Arbor. 











EARLY 450 publications on teaching and school 
N administration were issued in 1927. A prac- 

tically complete list of their titles was pub- 
lished in School and Society, December 31, 1927. 
Many educators seem surprised that sixty really 
important pedagogical books should appear in a 
single year. The problem of selecting sixty most 
useful and important titles grows increasingly diffi- 
cult each year. The following list is a result of 
careful examination of all the available titles to- 
gether with a study of several hundred reviews, 
supplemented by the scorings and comments gath- 
ered by correspondence with over 200 specialists in 
various educational fields scattered throughout the 
United States. 

This list is prepared annually for the American 
Library Association and the JOURNAL OF THE Na- 
TIONAL EDUCATION ASSOCIATION. Beginning last 
year, it has been done in the Teachers’ Department 
of the Enoch Pratt Free Library at Baltimore, 
under the direction of Joseph L. Wheeler, Librarian. 
Grace A. Kramer of the Bureau of Research of 
Baltimore public schools and Associate Editor of 
the Baltimore Bulletin of Education, has prepared 
most of the notes and has contributed her own 
knowledge of the literature of the year. 

Many excellent books and studies have had to be 
omitted, including pamphlets, research monographs, 
and books of too specialized a character or not 
bearing directly on education. Books starred are 
considered especially useful for teachers and for 
public, normal school, and superintendents’ libra- 
ries. New editions are not included. Books suit- 
able for teachers have been selected where it was 
a question between these and highly specialized 
research reports. ‘ 


Purposes, Principles, and Philosophy of 
Education 


BODE, B. H. Modern educational theories. 
35lp. Macmillan. $1.80. A clear cut, fair minded 
evaluation and criticism of current educational theo- 
ries, contrasting ideals and realities in such topics 
as curriculum, the project method, and so on. De- 
mocracy needs a distinctive type of education, but 
we have not yet managed to translate the idea of a 
democracy into clear educational theory and practise. 
With some humor the author cuts through much 
loose thinking and evaluates the pros and cons of 
conclusions from various specialists, offering cer- 
tain constructive proposals. A book from the pen 
of a philosopher. 

COX, P. W. L. Creative school control. 320p. 
Lippincott. $2. The things boys and girls do in 
senior and junior high school are the things they 
learn. The creative school arranges educational 
Situations which stimulate pupils to take part in 
many forms of activity. The book devotes its 
major emphasis to activities generally recognized 
as extracurriculum but its thesis is to carry over 
their enthusiasm and spirit to classroom proced- 
ures. Suggests in detail various situations and 
methods by which this end may be achieved. The 
discussion is in at the heart of things. Embodies 
a philosophy of social education essentially creative. 

KANDEL, I. L., ed. (Third, 1926) Educational 
yearbook of the International Institute of Teachers 
College, Columbia. 596p. Macmillan. $3.50. Four- 
teen specialists discuss educational problems and 
progress in their own countries (translated). Their 
contributions show the common world aim to be the 
imparting of fundamentals and a desire for con- 
tinued education, as a basis for intelligent citi- 
zenship. Important as the only readable world 
survey which emphasizes new methods being tried 
out, and purposes and policies that are developing. 
130 pages are devoted to longer analyses of the 
problems of secondary education in England, Ger- 
many, and the United States. Useful for reference 
and general reading. 






Sixty Educational Books of 1927 


REISNER, E. H. Historical foundations of mod- 
ern education. 513p. Macmillan. $2.60. This study 
of western culture and education, beginning with 
Homeric times and closing about 1600 A. D., pre- 
sents education as one element in the cross-section 
of life as a whole. In his methods of treatment 








How This List is Used | 


NDIVIDUAL teachers use it to dis- | 
cover the professional books of 
the year which they should examine, 
read, or buy. 

2. Instructors in teachers colleges 
refer their students to these annual 
lists to encourage free reading. 

3. Persons in charge of professional 
libraries for teachers use it as a 
checklist in making up purchase or- 
ders. 

4. Librarians in public libraries use 
it as a buying list for their teachers 
room. 

5. Librarians in teachers colleges 
check their year’s purchases with it. 

6. Librarians in foreign countries 
and instructors of foreign students in 
America use it to keep contact with 
educational writings in this country. 

7. Directors of extension courses 
for teachers study these lists to dis- 
cover new material for reading 
courses. 




























the author differs from other writers in that ma- 
terials generally stressed in the history of educa- 


tion are eliminated in favor of individual view- 
points which he considers more significant, and 
generous space is devoted to sociological considera- 
tions which help towards comprehension of essential 
modern problems. Bibliographies and illustrations. 

SNEDDEN, DAVID. What’s wrong with Ameri- 
can education? 379p. Lippincott. $2. Discriminat- 
ing, constructive appraisal of American education. 
Deals with adjustment of old institutions to new 
order of society and to the demands of an indus- 
trial civilization dominated by ideals of democracy. 
Holds that current statements of the purposes of 
various studies are couched in too general terms; 
they do not show proper discrimination among 
classes of learners differing as to native endow- 
ments, family circumstances, or future prospects. 
In breezy, stimulating style this book reflects opti- 
mistic constructive trends, avoiding the fulsome 
praise and sweeping criticism which characterize so 
much discussion. 


Administration and Supervision 


ALMACK, J.C. The school board member. 281p. 
Macmillan. $1.50. A fresh uptodate treatment of 
the problems, policies, and ethics of the school 
board, written for the members rather than about 
them. A _ constructive, forward-looking discussion 
not so much of what to do as how to do it; 
issues and problems are discussed in practical 
fashion with many allusions and examples, espe- 
cially on business efficiency, planning the school 
program, managing finances and personnel. Superin- 
tendents who encourage board members to read 
this book will benefit their local schools. 

COLLINGS, ELLSWORTH. School supervision 
in theory and practise. 368p. Crowell. $2.75. 
Sympathetic supervision is the goal of this book 
which, in sections, has been tested in several 





[95] 


schools. Part one discusses the improvement of 
supervision theory. Part two, of greater value to the 
supervisor, presents objective technics in evaluating 
and measuring with insistence upon analysis of 
pupil activities and teacher guidance. Gives many 
specific illustrations in practical supervision; tells 
how classroom situations should be handled; and 
points out weaknesses of teachers with suggestions 
for overcoming them. Presents activity score cards 
and stresses the wellorganized conference. 

* CUBBERLEY, E. P. State school administra- 
tion. 773p. Houghton Mifflin. $3.75. A book of 
principles, tracing from backgrounds through the 
varieties of present practises to basic purposes. An 
immense amount of material has been skilfully di- 
gested and set forth in most readable style with 
stimulating comments on many such topics as poli- 
ics in the school, state textbooks, etc. Deals with: 
the relation of the federal government to education, 
the administrative organization of school systems, 
the scope of the public-school system, financing the 
school system, the state’s interest in the material 
environment and equipment of the school, the state’s 
relation to the teacher, and the general oversight of 
the state as it relates to child life and to extrastate 
efforts of an educational nature. These general 
phrases do not, however, forecast the practical, 
definite character of the text itself. The excellent, 
fully annotated bibliographies are another feature of 
a book of greatest 
school work. 


ENGELHARDT, N. L., 


usefulness to all who direct 


and ENGELHARDT 


FRED. Public school business administration. 
1068p. Teachers College, Columbia. $7.50. A 
thousand pages, the most complete assembly of 


facts and details yet gathered, as to the actual busi- 
ness practises of many school systems. Presents 
such topics as: organizing for the fiscal affairs of 
a system, administrative controls, central office, 
minute book, office practise, accounting, funds, classi- 
fication in accounting, sources of support, control of 
income, property management, indebtedness, bond 
issues, statement and reports, the budget, payroll, 
property, storeroom, textbook manage- 
ment, cost finding, audit, research and survey, pub- 
licity and fiscal administration. 
scope. 
agers, 


materials, 


Encyclopedic in its 
Its study by board members, business man- 
superintendents, would effect great 
in money and energy. 


savings 


GIST, A. S., ed. Projects in supervision: Sixth 
yearbook. Dept. of Elementary School Principals 
of the N. E. A. 205p. $2. N. E. A. Supervision 


is the most 
school 


important fuuction of the elementary 
principal. This yearbook with its twenty- 
two papers on various phases of school activity gives 


a tangible basis for improving the principal’s 
ability as a professional leader. Topics include: 
nursery schools, analysis of teachers’ work and 


supervisory activities, classroom activities and the 
school library, skills involved in work, reading ac- 
tivities, visual aids in the classroom, the platoon 
auditorium, character training, etc. The sort of defi- 
nite suggestions that principals and teachers like. 

MOEHLMAN, A. B. Public school finance; a 
discussion of the general principles underlying the 
organization and administration of the finance ac- 
tivity in public education together with a practical 
technic. 508p. Rand, McNally. $3. A very prac- 
tical discussion of the problems of administering 
school funds. Begins with a discussion of the pres- 
ent status of school finances, the need for con- 
sistent local planning and responsibility, present 
cost trends, the theory of accounts, teachers’ and 
maintenance salaries, the budget and its construction, 
with some attention to the legal questions involved 
in various states. About half the book is devoted 
to budget analysis and accounting methods. Bibliog- 
raphies and numerous citations help make this book 
a definite and immediate aid in the problems of the 
school executive. 


STRAYER, G. D., and ENGELHARDT, N. L. 


96 THE JOURNAL OF THE NATIONAL EpucaATIon ASSOCIATION 


March, 1928 





School building problems. 697p. Teachers College, 
Columbia. $5. With $300,000,000 per year spent on 
new school buildings in this country, these authors 


meet a serious need for a thorough analysis of the 
problems of school building, from the administrative 
and financial point of view, not supplied by pre- 
vious books on building planning. The new volume 
is a survey of current practise on the following 
topics: how a school site is intelligently located, 
how a building program is planned, special rooms, 
equipment, financing, publicity. It is based on a 
study of more than 4000 books and articles, surveys 
and reports in numerous cities, towns, and rural 
localities. The first volume of a new series in 
which problems will be set forth and carried through 
with the help of many references to current mate- 
rial, 


Curriculum 


DAVIS, C. O. Our evolving high-school curric- 
ulum. 301p. World Book Co. $2. Presents current 
curriculum issues and many of the methods in use 
in dealing with them. Discriminating selections 
from constructive thinkers in the field with very 
skilful summarizing of the purposes of various sub- 
jects. Chapters on criticism and counter-criticism 
and on administrative problems are typical of the 
useful, definite style of the book. Discusses the 
“wherefore and why” of subjects commonly taught 
in the high school. A keen analysis of their values, 
direct and indirect, derived from formulas, tables, 
and charts. 

*LINCOLN ELEMENTARY SCHOOL STAFF, 
TEACHERS COLLEGE. Curriculum making in an 
elementary school. 359p. Ginn. $1.80. A valuable, 
practical, inspirational book in which the staff of 
the elementary division of the Lincoln school de- 
scribes and interprets its work. The volume is the 
outcome of the school’s first decade of experiment- 
ing and presents not only the principles under 
which the work has developed but the practical 
embodiment and outcome of these principles. It 
includes technics, materials, units of work for each 
of the grades, together with results in skills, in- 
formation, habits, and attitudes. Over 200 pages 
devoted to detailed descriptions of units of work 
for each grade; provides a wealth of suggestion. 
Such a book rarely comes to the teacher in the field. 

*UHL, W. L. Secondary school curricula. 582p. 
Macmillan. $2.25. A comprehensive critical treatise 
which traces curriculum evolution and provides a 
historical background for current problems. Ana- 
lyzes and evaluates principles of reconstruction and 
administration; indicates tendencies to be encour- 
aged. Emphasizes the importance of the sociological 
approach to curriculum-making. A scholarly source 
book of practical implication. Will help the reader 
organize his own thinking. 


Conduct and Character Formation 


BLANTON, SMILEY and M. G. Child guid- 
ance. 30lp. Century. $2.25. A frank discussion 
for parents, college students, and study clubs of the 
training of the normal child as a problem from 
birth to adolescence. Aim to cure disorders, not 
to prevent them. Three parts—(1) theoretical con- 
siderations, (2) practical methods of guidance, (3) 
case history. Excellent outline of personality traits 
to guide in the writing of the case history. Scales 
for classification of the child according to behavior 
provide helpful diagnostic material. 

* CHARTERS, W. W. The teaching of ideals. 
372p. Macmillan. $2. An outstanding contribution 
in character education based on a great number of 
examples of the procedures in various schools, 
rather than on the usual “clouds of generalities.” 
Detailed analysis of practical situations, concrete 
cases, and definite modes of teaching procedure. 
Defines vague terms, such as traits, attitudes, and 
personality and shows how to set to work to cul- 
tivate ideals in the ordinary classroom situation. 
No teacher, supervisor, or administrator can af- 
ford not to know this pioneer book. 

COOLEY, E. J. Probation and delinquency. 
544p. Thomas Nelson. $3. An intrinsically human 





portrayal of standards and methods which have en- 
gendered the success of the probation bureau in the 
Court of General Sessions in New York City. Case 
studies of individual delinquents, ‘“‘why they do 
what they do,” rather than of criminal classes. In- 
corporates the best thought of modern sociology. 
“Crime in youth is a challenge to adults.’”’ Will 
help the school keep its pupils away from the 
juvenile court and its reading will give teachers 
a better understanding and greater interest in the 
personal problems of pupils who can often be sal- 
vaged by the teacher's attitude. 


~BOOKS-~ 


THEsE are the masters who instruct us 
without rods and ferules, without hard 
words and anger, without clothes or 
money. If you approach them, they are 
not asleep; if investigating you interro- 
gate them, they conceal nothing; if you 
mistake them, they never grumble; if you 


are ignorant, they cannot laugh at you. 
The library, therefore, of wisdom is more 
precious than all riches, and nothing that 
can be wished for is worthy to be com- 
pared with it. Whosoever therefore 
acknowledges himself to be a zealous fol- 
lower of truth, of happiness, of wisdom, 
of science, or even of the faith, must of 
necessity make himself a lover of books. 


Richard oe Bary = y00 


Come” Panta” se fr gb tt he py of canting, mene a st 
em pr frst mem of peeing. aed Sone pated, @ +439, 





Educational Psychology 


CAMERON, E. H. Educational psychology. 
467p. Century. $2. For more mature students than 
the author's earlier volume, ‘‘Psychology and the 
School.” Draws widely on experimentation and 
previous work in its field. Broad, scientific con- 
sideration of what has been accomplished before 
reaching conclusions. Should develop scientific at- 
titude in the student. 

* HOLLINGWORTH, H. L. Mental growth and 
decline: a survey of developed mental psychology. 
396p. Appleton. $3. General survey of individual 
mental development. Presents the whole career of 
human life rather than merely the periods of in- 
fancy and school life. The treatment is general, 
comprehensive, and not too involved. Biological 
trend maintained throughout the discussion. For 
the college student and the general reader. 

LA RUE, D. W. Mental hygiene. 443p. Mac- 
millan. $2.20. Presents the working truth about 
mental health, the thesis of Part 1 being that both 
mental disease and mental health can, within limits, 
be practised and learned. Part 2 discusses inherited 
traits. Part 3 presents mental hygiene of such life 
problems as relate to vocation, recreation, the love 
of life, and to social adjustments in general, and 
shows how to develop fine, strong, happy person- 
ality. Part 4 helps the individual in his daily 
dealing with others, especially children. Makes a 
convincing, interesting, and comparatively untech- 
nical contribution to the intelligent, mature reader. 


Psychological Tests and Measurements 


KELLEY, T. L. Interpretation of educational 
measurements. 363p. World Book Co. $2.20. 
Presents problems in educational measurement to 
the student. Offers reliable history of mental meas- 
urements. Analyzes the purposes served by educa- 
tional tests. Contains a group of case studies. 
Gives elementary statistical procedures and adds 
a technical chapter to show the derivation of prin- 
ciples used in the book. Gives tables covering data 
on selected educational tests and formulae to in- 


terpret implications and significance of test results, 
Invaluable to the research worker. 

* RUCH, G. M. and STODDARD, G. D. Tests 
and measurements in high-school instruction. 381p, 
World Book Co. $2.20. The first separate treat. 
ment of measurement in secondary education. Re- 
liable discussion of the uses and limitations of 
tests in junior and senior high school. Evaluates 
intelligence tests and, in the second part, covering 
175 pages, describes high school tests by subjects, 
what each test measures, and the utilization of 
results. Authoritative in the field of measurement; 
distinguishes between scientific evidence and specu- 
lation. ‘‘More than half its content is just as 
valuable for elementary school and college teachers 
as it is for high school teachers.” 

SYMONDS, P. M. Measurement in secondary 
education. 588p. Macmillan. $2.50. Brings to- 
gether test materials and technics now available. 
Discusses the intelligence test and its use in ability 
grouping. Analyzes characteristics of good intelli- 
gence, aptitude and achievement tests, and furnishes 
criteria for choice of tests. Shows their use in 
prediction and guidance. Discusses the construction 
and use of informal tests as aids in teaching. Good 
bibliographies with references to current materials. 
Useful to teachers. 


THORNDIKE, E. L. and OTHERS. The meas- 
urement of intelligence. 616p. Teachers College, 
Columbia. $4. One of the more elaborate, technical 
but permanent contributions to the field of educa- 
tional research. Probably too technical for most 
teachers. Secks to answer essential questions con- 
cerning the “‘nature and meaning of a mental fact 
in the sample case of intelligence.” Discusses the 
present status of scales for measuring intelligence, 
introduces significance of measurement of altitude, 
width, and area of intellect. Chapters on original 
and acquired intellectual ability, and change in 
intellect with age. Conclusions offer bases of sound 
practise in the construction and calibration of scales 
for use in mental measurement. Certain of our 
present theory and practise is justified; investigators 
are convinced, however, that many of our tests 
should be replaced by better material. 

WELLS, F. L. Mental tests in clinical practise. 
315p. World Book Co. $2.16. A handbook for 
students preparing for advanced work in the field 
of the individual mental examination, which author 
holds to be more important than the group test. 
Provides range of useful materials in clinical work 
not to be found in the separate test manuals. De- 
scribes the technic of examinations, suggests im- 
provements of procedure in giving language and non- 
language mental tests, and explains the significance 
of results. For the examiner rather than the class- 
room teacher. 


Exceptional Children 


* BAKER, H. J. Characteristic differences in 
bright and dull children. 118p. Public School Pub. 
Co. $1.50. A book for teachers based on the experi- 
ence of 500 Detroit teachers. An elementary pres- 
entation of the outstanding differences in bright and 
slow children as discovered in their classroom work, 
rather than in terms of test scores and I Q's. 
Analyzes wherein and how they differ in their learn- 
ing. Offers guidance in providing learning situations 
for the two types and shows teachers what to 
expect of each in the various school. subjects. 


Teachers and Teaching Methods 


KNOX, R. B. School activities and equipment: 
a guide to materials and equipment for elementary 
schools. 386p. Houghton Mifflin. $2. Compila- 
tion of materials for use in class work in the ele- 
mentary school. Provides for a wealth of activities, 
suggests a variety of resources and successful illus- 
trative materials which are neither expensive or 
elaborate. Stimulates use of the educational op- 
portunities in the child’s environment. Educators 
are coming to realize that the school must provide 
creative opportunity of many types for children. 
The book helps with what to do and how to do it. 





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Vol. XVII, No. 3 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


97 





NATIONAL EDUCATION ASSOCIATION. 
The child and his teacher. Second yearbook of the 
Department of Classroom Teachers. 248p. N. E. A. 
$1. Discussion of activities with the child as the 
center. Will help teachers seeking units for the 
activities program. Presents also a careful study 
of development of habits and attitudes through study 
of history. A book for teachers by teachers. 

THOMAS, F. W. Principles and technic of 
teaching. 410p. Houghton Mifflin. $2. Author feels 
that best way to prepare for teaching is by direct 
study of good teaching practise. His book is based 
on directed observation in the training school. Es- 
pecially useful for beginning teachers who lack a 
background of pedagogical principles. 

*WAPLES, DOUGLAS. Problems in classroom 
method: a manual of case analysis for high school 
supervisors and teachers in service. 609p. Mac- 
millan. $2. Analyzes troublesome secondary class- 
room situations into specific difficulties and works 
out practical solutions. Basic material, 40 class- 
room problems in the secondary school in contrast 
to the more usual individual case study. States the 
facts of the case with the proposed solution of the 
teacher reporting it, followed by the constructive 
criticism of the author. Valuable for the inex- 
perienced secondary teacher. 


Preschool, Kindergarten, and Elementary 
Schools 


PECHSTEIN, L. A. and JENKINS, FRANCES. 
Psychology of the kindergarten-primary child. 2811p. 
Houghton Mifflin, $2. The book is in two dis- 
tinct sections, one presenting in direct nontechnical 
fashion the general psychology of the kindergarten- 
primary child; the other, in rather condensed form, 
the specific applications of this body of principles 
to the child at school. Children’s experiences are 
recognized as the best basis for the development of 
enriched living and for the closely related develop- 
ment of language, reading, and number. The authors 
place the best educational practise side by side with 
the science underlying that practise. 

REED, H. B. Psychology of elementary school 
subjects. 48lp. Ginn. $2. Compiles and organizes 
material from a wide range of published articles on 
the psychology of the common school subjects. Af- 
fords teachers interested in the scientific study of 
education an introduction to the studies which have 
given us the foundation for the newer psychology 


of the elementary school subjects. Summarizes and 


interprets these contributions. Not a book of 
methods. 

*SLOMAN, L. G. Some primary methods. 
293p. Macmillan. $1.80. Practical, definitely help- 


ful book for young teachers. Outcome of the 
author’s rich experience in the field of primary 
education. Will help the teacher to put to use the 
theories of modern education in her classroom situ- 
ation, Personal, intimate talks by an older, ex- 
perienced teacher. A worthwhile book to guide 
teachers into efficient ways of teaching little chil- 
dren, Includes a chapter on class activities. 


Junior High School 


See also Administration, Curriculum, 
Mathematics, Vocational, etc. 


Testing, 


NATIONAL EDUCATION ASSOCIATION. 
The junior high school curriculum. Fifth yearbook 
of the Department of Superintendence. 562p. 
N. E. A. $2. Prepared by the research division 
of the N. E. A. with the cooperation of three 
hundred school systems and twelve national survey 
committees. Valuable review of research studies. 
Discusses the place of the junior high school in 
the American program of education and organizes 
the revision work of the curriculum commission. 
Forward-looking, experimental attitude toward cur- 
ticulum reconstruction. Gives the reports of the 
committees on various subjects: English, science, 
mathematics, social studies, languages, and so on. 

SPAULDING, F. T. The small junior high 
school; A study of its possibilities and limitations. 





226p. Harvard Univ. 
organization, 


Pr. $2.50. The objectives, 
and administration of the successful 
junior high school, with a critical examination of 
administrative procedure in nearly a score of small 
schools. Relationships between class-size and econ- 
omy in school organization which determine the ex- 
tent to which commonly accepted junior high school 
procedures—special classifications of pupils, the 
offering of electives, departmental teaching, promo- 
tion by subject, the provision of a comprehensive 





Buy Books Generously 


UY BOOKS GENEROUSLY. Let your 

personal library be a growing, 
stimulating force in your life. Set 
aside a definite sum in your personal 
budget for this purpose. You will be 
surprised at the increase in your work- 
ing effectiveness as you begin to read 
the wealth of new literature available 
each year. The cost is small as com- 
pared with the gain. Teachers who 
spend hundreds of dollars to attend 
school often hesitate to spend even 
ten dollars a year on books. Both are 
important and should be kept in bal- 
ance. When you are sure you are 
through with a book pass it on to a 
friend, or to the public library where 
it will be put to good use. Think of 
a book as something to be consumed 
just as you do a theater ticket. Your 
library then comes to hold only the 
tried and tested volumes of the years 
or the newest ones that are in process 
of evaluation. The books around you 
are an extension of your mind. Just 
as man’s development of weapons and 
tools has helped him to reach further 
and literally to remove mountains so 
books which are the tools of the mind 
multiply the power of our limited 
thought and experience. 








extra-curricular program—are practicable in the 
small school. Includes dangers of undertaking in 
too small a community. 


Secondary Education 


See also Teaching, Curriculum, Tests, Rural 


Schools, etc. 


DOUGLASS, A. A. Secondary education. 649p. 
Houghton Mifflin. $2.75. Analyzes purposes of the 
American secondary school and evaluates means of 
accomplishing them. Reflects the shift in the center 
of gravity in instruction from subjectmatter to the 
pupil as a member of society. Considers the cur- 
riculum in terms of educational aims and objectives 
rather than in terms of English, foreign language, 
and so on. Essentially practical treatment. 

*JUDD, C. H. Psychology of secondary educa- 
tion. 545p. Ginn. $2.20. New book to replace 
author’s older volume, now withdrawn from print. 
Except for 40 pages, is new material setting forth 
keen analyses of the mental processes in learning 
high-school subjects. Scope covers various phases 
of secondary education with critical emphasis on 
experimental material. Incorporates new materials 
and scientific work which have accumulated in the 


last ten years. Discusses social and intellectual 
maturity, the psychology of various high-school 
subjects, emotional adjustments, and tests and 


measures. Scholarly contribution to the thinking and 
practise of the secondary school. 


*KOOS, L. V. The American secondary school. 
$2.80. A coherent, systematic, basic 


755p. Ginn. 





treatment of the entire field of American secondary 
education. Affords a fairly complete picture of the 
secondary school in our times, and indicates present 
trends in this field. Provides wealth of factual ma- 
terial scientifically assembled, organized, 
terpreted. Serviceable for college classes, but 
adapted to the interested reader. The author is 
thoroughly scientific in his use of data and in his 
interpretation. A very important 
book. 


and in- 


and valuable 


Reading, Writing, and Languages 


* GARDNER, E. E., and RAMSEY, ELOISE. A 
handbook of children’s literature. 354p. Scott, 
Foresman. $2. A valuable guide to the teaching of 
literature in the elementary school. For classroom 
teachers, critics, supervisors, and students in teacher 
training institutions. Gives in brief understandable 
chapters the most widely accepted principles of the 
teaching of literature; well illustrated and docu- 
mented. Selected, full bibliographies, and carefully 
selected and graded book lists from the kinder- 
garten through the eighth grade, strengthen this 
volume’s claim to a place on the shelf of indis- 
pensable books. 

*GATES, A. I. The improvement of reading. 
440p. Macmillan. $2. For teachers and supervisors. 
Based on the author’s research work in the field of* 
reading and in the construction of tests in reading. 
Program for measuring achievement and diagnosing 
and overcoming reading deficiencies. Wealth of ‘‘in- 
trinsic devices’’ to aid the teacher in developing 
specific reading abilities now recognized as essen- 
tial to skill. 
and application of the psychology of 
primary and upper grades. Very practical and useful 
in any classroom. Should be in 


Will promote use of scientific method 
reading in 


material for use 
every school library. 

GIST, A. S., and KING, W. A. The teaching 
and supervision of reading. 337p. Scribners. $2. 
Recognizes a variety of types of reading ability to 
be developed in the elementary school: silent read- 
ing of both the recreational and work type; specific 
abilities with books in the various school subjcets, 
geography, history, and so on. Provides wide range 
of suggestive reading activities and offers help in 
devising the reading assignment. Practical and 
immediately helpful. 


GOOD, C. V. The supplementary reading as- 
signment. 227p. Warwick & York. $2.20. Carries 
the technic of the reading investigation into the 
high school and college. Some teachers require a 
definite mastery of a limited amount of textbook 
material; others use the text as a basal outline and 
assign a wide range of supplementary reading. Com- 
pares outcomes of these two opposing programs of 
intensive and extensive student reading. The high 
school teacher has much to learn about her pupils’ 
ability to read and about the reading process itself. 
This is a book to be reckoned with. 

TROXELL, ELEANOR. Language and litera- 
ture in the kindergarten and primary grades. 264p. 
Scribners. $1.25. Shows how to develop language 
as an important living issue. Stenographic reports 
of actual lessons. Tells how to lead children to 
express themselves through creative work, original 
dramatization, illustrations, and 
Plans activities and suggests both 
Valuable for the 


stories, poems, 
history booklets. 
language and teaching materials. 
primary teacher. 

WEBSTER, E. H., and SMITH, D. V. Teaching 
English in the junior high school. 404p. World 
Book Co. $2. The main contribution of the book 
lies in the authors’ understanding of pupil activi- 
ties involved in expression and in their realization 
that expression is a social undertaking. The ‘“‘group 
method” is analyzed at length as a means of in- 
vigorating the work of the individual pupil in the 
presence of his class. Especially significant is the 
plan set forth for training pupils to appraise their 
own work by standards of excellence not too diffi- 
cult for them to enjoy using. To induce growth and 
improvement as an outcome of the pupil’s judgment 
of his own work is the essence of good teaching. 


Mathematics and Science 


*CRAIG, G. S. Tentative course of study in 
elementary science for Grades I and II, 9l1p.; 
Grades III and IV, 126p.; Grades V and VI, 121p. 
Teachers College, Columbia. 90c each. The first 
course of study that embodies recent developments 
in the whole field of science teaching, including 
the work of various national committees. Besides 
supplying a detailed outline for each grade these 
booklets furnish an elaborate and highly effective 
body of text on numerous projects. They show 
how to work the class problem through, and pro- 
vide both materials and thought-provoking ques- 
tions. Of great value to all teachers, especially 
to those without much training in science. Excellent 
model for the new science curriculum in elementary 
schools. 

MORTON, R. L. Teaching arithmetic in the 
primary grades. 242p. Silver, Burdett. $1.80. 
Simple presentation of the type teaching which looks 
before it leaps. Our poor teaching underlies much 
of children’s failure. Arithmetic teaching should be 
as carefully planned as a laboratory experiment in 
physics. This book will help the teacher avoid mis- 
takes in her work through careful analysis of the 
process and its difficulties before presenting the 
new topic to the class. The outcome of the author's 
careful, scientific study of children’s work in arith- 
metic. A companion volume for the elementary 
grades (354p., $2.16) is of similar value. 

NATIONAL COUNCIL OF TEACHERS OF 
MATHEMATICS. Second yearbook. Curriculum 
problems in teaching mathematics. 297p. Teachers 
College, Columbia. $1.50. Studies centering around 
curriculum problems. Part 1 summarizes recent ex- 
perimental work in arithmetic and discusses prob- 
lems of interest to the supervisor. Part 2 considers 
the organization of mathematics in junior high 
school; part 3 offers recommendations for the senior 
high school. Covers wide range of topics and con- 
tains definitely helpful materials. 

* SMITH, D. E. and REEVE, W. D. The teach- 
ing of junior-high-school mathematics. 4llp. Ginn. 
$2. Useful defining of reasonable objectives. Cov- 
ers various phases of the field: the teaching of 
arithmetic, intuitive geometry, algebra, numerical 
trigonometry and demonstrative geometry; tests; 
model lessons; supervision of mathematics; student 
clubs. Vitalizes teaching; puts reality into mathe- 
matics. Stimulating discussions of purpose, method, 
and content. Bibliography for each chapter. 


Social Studies 


* DAWSON, EDGAR. Teaching the _ social 
studies. 405p. Macmillan. $2. A major contribu- 
tion in the teaching of the social studies; explain- 
ing the social changes “going on before our very 
eyes.” Analyzes and interprets social science as 
educational material. Builds on the conviction that 
scientific knowledge should be useful and that the 
study of the social sciences should so function as 
to merit a share in the betterment of human conduct. 
Eight chapters contributed by specialists; geography 
by Brown; biology by Holmes; psychology by Gates; 
economics by Ely; political science by Munro; eth- 
ics by Tufts; history by Johnson; sociology by 
Giddings. The last 100 pages are devoted to meth- 
ods of teaching, the social studies laboratory, and 
types of tests and examinations. 


Vocational 


Note. Many excellent books on various types of 
vocational education, especially agricultural and 
shop, have appeared in 1927, and are listed in 
School and Society, December 31st. See introduc- 
tion to this list, 

MYERS, G. E. The problem of vocational guid- 
ance. 3llp. Macmillan. $1.60. One of the best 
treatises so far on vocational guidance. The author 
does not differentiate vocational and educational 
guidance. In his thinking the one includes the other. 
The book strives to professionalize the work, to 
determine its function, and to discuss its problems. 
Interesting chapters on individual counseling in 
junior and senior high school, occupational tryout 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





March, 1928 





and exploratory experiences in this school period. 
Discussion of placement. Valuable chapter on guid- 
ance in rural communities. 

SNEDDEN, D. S. and OTHERS. Reconstruction 
of industrial arts courses, with especial reference 
to aims and objectives in junior high schools. 143p. 
Teachers College, Columbia. $1.50. A _ stimulating 
analytical study which tries to straighten out the 
real purposes of “manual training,” ‘“‘manual arts,” 
“industrial arts,’ and to discover why we teach in- 





pews SCHOOL LIBRARY lies at the very 
root of the new pedagogy of in- 
dividual differences. It is the heart 
of any program of socialized effort and 
individual responsibility. The new 
curriculum now being forged in a 
thousand towns and cities cries for 
tools of learning which shall be as good 
in their fields as implements of modern 
industry are in theirs. If the new 
urge toward education as a lifelong 
project is to become general, the child 


must develop, in the school library, 
attitudes, habits, and knowledge of in- 


tellectual resources which will lead 
him to use public libraries and to build 





up his own. As the world advances, 
the will to learn and the technic of 
learning are needed more and more by 
the masses. In proportion as the in- 
dividual has or lacks the philosophic- 
scientific attitude toward knowledge 
and life, he wins in the struggle to 
make the most of himself. . . . 








dustrial arts to the “golden spoon” as well as to the 
“wooden spoon” types of students. Maintains thesis 
that we must determine by analytic methods the 
specific values that we expect to achieve. On this 
basis the author presents a series of revised outline 
courses, along with brief cases and problems which 
provide a wealth of ideas. Not, however, a text- 
book on teaching methods. 


Physical Education 


WILLIAMS, J. F. The principles of physical 
education. 48lp. Saunders Co. $3. The author 
approves and sets forth the natural program of 
physical education. The book embodies his material, 
organized over a period of eight years for his col- 
lege classes. Will help clear up in the minds of 
certain school men confusion which has arisen as 
the outcome of misconception of the natural pro- 
gram. Will convince educators of the old school of 
the worth of the changing ideas in psychology and 
pedagogy which are now bearing fruit in the field of 
physical education. 

* WOOD, T. D. and CASSIDY, R. F. The new 
physical education:. A program of naturalized ac- 
tivities for education toward citizenship. 457p. 
Macmillan. $2.40. The book comes in response 
to a demand for a printed text on the “natural 
program” in physical education. Embodies the best 
statement of the natural movement, a rational pro- 
gram providing for satisfying expression in vigor- 
ous action of the wholesome, natural instincts and 
impulses of children and youth. Includes wealth 
of suggestive material for practical use together 
with illustrative lessons for each grade. A plea for 
better motivation in physical education. All work- 
ers in this field will welcome the book. 


Extracurriculum 


*McKOWN, H. C. Extracurriculum activities. 
617p. Macmillan. $3. Practical, readily usable ma- 
terial for both elementary and high school. Defi- 
nite programs for various types of extracurriculum 
activities: the student council, the club, the school 
publication, the school party, and so on. A book 





describing hundreds of actual extracurriclum activi- 
ties. Will be immediately useful in the school. 


Rural Education 
See also Junior High School 


* FERRISS, E. N. Secondary education in coun- 
try and village. 40lp. Appleton. $2. A_ well- 
rounded book on the whole question of the country 
high school, its part in the community and as the 
agency for developing the individual pupil. The 
present situation is described as the basis for de- 
fining anew the purposes and the curriculum. Part 
3 discusses the organization of the junior and 
senior high school and junior college; part 4, the 
program of teaching, pupil guidance, individual dif- 
ferences, extraclass activities; part 5 is devoted to 
administrative problems, teacher development, and 
the ways in which the school may tie into the com- 
munity. Shows a broad view and a closer knowledge 
of farm and small town conditions than many books 
on this subject. 


Junior College 


PROCTOR, W. M. The junior college: its or- 
ganization and administration. 226p. Stanford 
Univ. Press. $2.50. The American university is 
reorganizing, hence the junior college development 
cannot be turned aside. This book presents the 
junior college from the working side. Ten of the 
thirteen chapters, by active California junior college 
administrators, discuss the aims, function, organiza- 
tion, administration, and relation to both the school 
system and the higher institutions, as seen by 
educators and laymen. Includes also a comparison 
of various types of junior colleges and tells what 
the public thinks of them. Timely contribution. 
Excellent annotated bibliography. 


Adult Education and Museums 


COLEMAN, L. V. Manual for small museums. 
395p. G. P. Putnam. $3.50. An attractively written 
book on general principles of museum organization, 
administration, and curatorial work discussed in de- 
tail from the standpoint of simple beginnings. Also 
presents the educational work of museums: activi- 
ties for children, school service, adult education 
and aids to research. Relations with schools, li- 
braries, and other local organizations are well cov- 
ered, including lending sets for classroom use, 
picture files, and so on. Many illustrations. 

* FISHER, DOROTHY CANFIELD. Why stop 
learning? 30lp. Harcourt, Brace. $2. President 
Butler of Columbia says, ““‘We must get the Ameri- 
can people to give up the notion that education is 
given by the school and that it stops when school 
days are over. The emphasis must be put on the 
continued and permanent educational process, which 
the individual must learn to carry on for himself 
threugh life.” A century’s struggle for literate 
Americans has prepared us for this “adult educa- 
tion’’ which, as Mrs. Fisher so interestingly de- 
scribes, includes The Child Study Movement, Work- 
ers’ Education, The New Museum, Free Library, 
Woman’s Study Club, and University Extension. 
This book is not a technical treatise, nor so much 
of a sociological treatment as Hart’s book, but its 
sound observations by an intelligent woman familiar 
with educational practise have a wide appeal. 





bp I WAS a boy, I met with a book en- 
titled “Essays to do Good,” which I 
think was written by your father (Cotton 
Mather). It had been so little regarded by 
a former possessor, that several leaves of it 
were torn out; but the remainder gave me 
such a turn of thinking, as to have an in- 
fluence on my conduct through life, for I 
have always set a greater value on the char- 
acter of a doer of good than on any other 
kind of reputation; and if I have been, as 
you seem to think, a useful citizen, the pub- 
lic owes the advantage of it to that book.— 
Benjamin Franklin in a letter to Samuel 
Mather, May 12, 1784. 











—x— = = - 











N THESE COLUMNS from month to month 
| we have been calling attention to services 

of the builders of our profession—men 
and women who move ahead in the faith 
that “no life can be pure in its purpose and 
strong in its strife and all life not be purer 
and stronger thereby.” They are the kind 
of folks that Theodore Roosevelt had in 
mind when he described “The Man Who 
Counts”’: 


It is not the critic who counts, nor the man who 
points out how the strong man stumbles, or where 
the doer of deeds could have done better. The 
credit belongs to the man who is actually in the 
arena; whose face is marred by dust and sweat; who 
strives valiantly, who errs and may fail again and 
again, because there is no effort without error or 
shortcoming, but who does actually strive to do the 
deeds; who does know the great enthusiasm, the 
great devotion; who spends himself in a worthy 
cause; who at the best, knows in the end the 
triumphs of high achievement. 


The people who take out life memberships 
and work for completed enrolments and for 
the service program of the Association are 
builders not only of the profession, but of a 
better civilization—for in no great area of 
life is advance more rapid today than in the 
field of education. 


New Life Enlistments 


HE FOLLOWING life members have been 
reported since the list was published in 
the February JOURNAL: 


ALABAMA—A, F, Harman. 

ARKANSAS—Elmer Cook, Joseph A. Day, R. A. 
Lynch, D. M. Riggin, Brad R. Walker. 

CaLirorNiaA—George C. Bush, C. C. Crawford, W. 
L. Glascock, Christine A. Jacobsen, Marie Light 
Plise, Lorraine M. Sherer, Willis R. Smith, Frank 
C. Touton, Hiram J. Wilcox, Ethel C. Wilson. 

CoL_orapo—Richard Aspinall. 

Grorcia—Mabel T. Rogers, D. D. Scarborough. 

ILtinois—James C. Dockerill, Oliver O. Young. 

INDIANA—R. W. Gregory, Andrew A. Smith, E. B. 
Wetherow, Roy P. Wisehart. 

LouIsiANA—W. §S. Dearmont. 

Maine—William A. Simpson. 

MarYLAND—Zelma G. Thompson. 

MAsSACHUSETTS—Paul V. Bacon, Mary Elizabeth 
O'Connor. 

MIcHIGAN—Ernest Burnham, Ben J. Dobben. 

MINNESOTA—Miles Delmar Sutton. 

Missouri—Eugene Fair. 

NreBRASKA—Frank E. Bishop. 

New JerseEy—C_ E. Partch. 

New YorK—Elaine Stevens. 

NortH Caro_Lina—Mrs. Hattie F. Edwards, H. D. 
Hinshaw. 

On1o—Cora L. Covey, R. A. Foster, Charles S. 
Harkness, Dean M. Hickson, Evan L. Mahaffey, V. 
T. Thayer, Edward I. F. Williams, Overton F. Wil- 
liamson, Rachael Owens Yaw. 

PENNSYLVANIA—Lester K. Ade, Stanley Bright, C. 
Herman Grose, Oral Labock, R. Beatrice Miller, 
Mrs. Grace S. Perham. 

Trexas—R. §. Covey, Maurice D. Dewberry, W. 
F. Garner, Jake J. Hendricks, Mary E. Hudspeth, 
Fletcher Lane, Edith Luecke, T. D. Mayo, Maud E. 
Noyes, Eva G. Pinkston, Clyde T. Reed, Mrs. T. V. 
Reeves, Jennie C. Ritchie, Nelson C. Smith, Mrs. 
Nettie W. Weems, W. H. Younger, Jr. 

Vircinia—Idella R. Berry. 


Completed Enrolments 


She: FOLLOWING schools have completed 
their 100 percent enrolment in the Na- 
tional Education Association since the list 
was published in the February JoURNAL: 


Six Years or More 


Catirornia—Berkeley, Hawthorne; Santa Barbara, 
Junior High School. 

Hawau—Kurtistown. 

ILuiNois—East Saint Louis, Hawthorne. 

INDIANA—Hammond, Riverside. 

Iowa—Sioux City, Emerson. 

MIcHiGAN—Detroit, White. 


Builders of Our Profession 


Missourt—Saint Joseph, Saint Joseph Public 
Schools, Bartlett High and Grade, Benton, Blair, 
Bliss, Central High, Children’s Home, Douglas, 
Ernst, Eugene Field, Florence, Floyd, Garfield, 
Green Valley, Hall, Home for Little Wanderers, 
Hosea, Humboldt, Hyde, Jackson, Junior, Krug, 
Lafayette High, Lincoln, Longfellow, Maxwell, 
McKinley, Musser, Neely, Noyes, Owen, Robi. 


Program for March 
Faculty Meeting 













’ | ‘HE FOLLOWING SUGGESTIVE ques- 
tions are based on articles in this 
| issue of THe JOURNAL: 





1. “I Wish I had More Time to Read.” 
| After improving your own reading through 
the suggestions in this article, how can you 
use them with pupils? 


2. Teachers’ Salaries—Present Position, 
How are professional organizations of teach- 
ers helping to improve the salary situation? 


3. Protecting Teachers’ Investments. What 
are the advantages to teachers of group 
life insurance? What are stocks? Bonds? 
Compare them as to safety. 


4. The Social Graduation. What ideas 
underlie the new graduation? How is this 
in accord with progressive education? 


5. Securing a Teaching Position. What 
three conditions account in part for the large 
teacher turnover every year? In what dif- 
ferent ways can this article be used by per- 
sons who are training teachers? 


6. Careers in the Superintendency. What | 
three types of training for the superinten- 
dency are quoted by Mr. Stoddard? Is there 
a reason why a sound philosophy of educa- 
tion should be named first in the wide field 





















of training a superintendent must have? 


| 
7. Mental Hygiene in the High School. 
Why should schools give more attention to 
the development of personality now than a 
generation ago? What broad significance | 
does Miss Olson give to guidance? What 
conditions for success of the La Salle-Peru 
venture exist in your school? 


8. Membership in Departments of the 
N. E. A. in 1927. Which of the three 
groups in this table has the highest percent 
of membership in your state? 


9. Shall College Doors Be Closed? How 
can cooperation between colleges and sec- 
ondary schools vitalize the work of both? 












doux High, Sherwood, South Park, Washington, 
Webster, Whittier, Wyatt, Young. 


NEBRASKA—Lincoln, Bancroft, Belmont, Bryant, 
Capitol, Elliott, Everett Junior High, Hartley, 
Hawthorne, Hayward, Longfellow, Normal, Park, 
Randolph, Saratoga, Whittier Junior High, 
Willard. 

On1o—Logan County, Huntsville Village. 


Five Years 


CALirorNiA—Berkeley, Willard Junior High. 

NeEBRASKA—Lincoln, Lake View, Prescott. 

On1o—Cleveland, Mount Auburn Training. 

Texas—El Paso, Alamo. 

WASHINGTON—Seattle, Horace Mann, McDonald. 

Wyominc—District Number Two, District Number 
Two Public Schools, Blazon, Diamondville, Glen- 
coe, Oakley, Opal. 


Four Years 


ARKANSAS—Wilson, High. 

CALIFORNIA—Pasadena, Longfellow. 

ILuinois—Rock Island, Audubon, Center Station, 
Edison, Eugene Field, Grant, Hawthorne, Horace 
Mann, Irving, Longfellow. 

INDIANA—East Chicago, Garfield; Hammond, Tech- 
nical High; Terre Haute, Albert Lange. 

KentucKkyY—Louisville, Stoddard Johnston. 

MICHIGAN—Grand Rapids, Turner; Muskegon, Nel- 
son. 

NeprasKA—Lincoln, Lincoln Public Schools, Ban- 
croft, Belmont, Bethany, Bryant, Capitol, Clinton, 
Elliott, Everett Junior High, Hartley, Hawthorne, 
Hayward, Huntington, Irving Junior High, Jack- 
son High, Lake View, Lincoln High, Longfellow, 
Normal, Park, Prescott, Randolph, Riley, Sara- 
toga, Sheridan, Supervisors Department, Twenty- 


[99] 


sixth and O Street Junior High, Van Fleet, 
Whittier Junior High, Willard. 

On10o—Findlay, Findlay Public Schools, Adams, 
Bigelow, Detwiler, Firmin, Glenwood Junior 


High, Howard, Huber, J. C. Donell Junior High, 
Lincoln, McKee, Senior High, Strother, Wash- 
ington; Logan County, Logan County Public 
Schools, Belle Center Village, Bokescreek Rural, 
DeGraft Village, Harrison Rural, Huntsville Vil- 
lage, Iron City, Jefferson Township, Lake Rural, 
Monroe Rural, Perry Rural, Quincy Village, Rich- 
land Rural, Rushcreek Rural, Stokes Rural, Wash- 
ington Rural, West Liberty, Zane Township; 
Marion, Greenwood, Pearl Street. 
OrEGON—Lakeview, Lakeview Public Schools. 
PENNSYLVANIA—East Mauch Chunk, East Mauch 
Chunk Public Schools, Grade, High. 
TENNESSEE—Shelby County, Shelby County Public 
Schools, Arlington High, Bartlett High, Bethel 


Grove Elementary, Bolton High, Brunswick 
Elementary, Capleville High, Coleman Elemen- 
tary, Collierville High, Cordova High, E. E. 


Jeter High, Ellendale Elementary, Ernest Adams 
Elementary, Ford N. Taylor Elementary, Forest 
Hill Elementary, Frayser Elementary, George R. 
James High, Gragg Elementary, Hollywood High, 


Industrial Elementary, Kerrville Elementary, . 
Levi Elementary, Lucy Elementary, Macedonia 
Elementary, M. C. Williams High, Messick 


Grammar, Millington High, Oakville Elementary, 
Rosemark High, Treadwell Elementary, Treadwell 
High, White Haven Elementary, White Haven 
High, White Station Elementary. 
Texas—Beaumont, Magnolia. 
WASHINGTON—Seattle, Green Lake. 
WIsconsiIN—Sheboygan, Franklin; Wausau, Wausau 
Public Schools, Central, Franklin, Grant, High, 


Irving, John Marshall, Junior High, Lincoln, 
Longfellow, Vocational, Washington. 
Three Years 
ALABAMA—Birmingham, Baker, Robert E. Lee, Wy- 
lam. 
Ca.irorNiA—Berkeley, Thousand Oaks; Chico, 
Chapman, Nord Avenue, Rosedale, Sacramento 


Avenue; Hermosa Beach, Hermosa Beach Public 
Schools, North, Ocean View, Pier Avenue, Pros- 
pect Avenue, South; Long Beach, Atlantic Av- 
enue, Bixby, Bryant, Horace, Mann, John G. 
Whittier, John Muir, Lincoln, Los Cerritos, 
Luther Burbank, McKinley, Naples, Starr King, 
Temple, Theodore Roosevelt; Los Angeles, Lo- 
reta Street, Speech Correction Departmert, West- 
wood; Orcutt, Orcutt Union; Wilmington, Fries 
Avenue. 

CoLorapo—Branson, Branson Consolidated. 

Hawai—kKihei, Waihee, Wailuku. 

ILLiINnois—Chicayo Heights, Chicago Heights Public 
Schools, Franklin; Rock Island, Franklin Junior 
High, Lincoln. 

Loutstana—New Orleans, Milne. 

Maine—Portland, Summit Street. 

New JerseY—Camden, Broadway. 

NortH Caro_Lina—Durham, Edgemont. 


On1o—Marion, Lincoln, Mark Street; Martins 
Ferry, South. 
OrEGON—Washington County, District Number 


Seven, District Number Twenty-three. 
PENNSYLVANIA—Chester, Harvey. 
SoutH Dakota—Lennox, Lennox Public Schools. 
Texas—Dallas, O. M. Roberts, T. G. Terry, Vick- 
ery Place, William Lipscomb. 
Utan—Salt Lake City, Uintah. 
VERMONT—-Newbury, Newbury High. 
WaASHINGTON—Seattle, Alki, Allen, Cascade, John 
Hay. 


Two Years 


ALABAMA—Birmingham, Elyton. 

Ca.irornia—Berkeley, Garfield Junior High; Chico, 
Paradise; Hawthorne, Hawthorne Public Schools, 
Ballona Avenue, Eucalyptus Avenue, Fifth Ave- 
nue, Washington Avenue, Williams Street, York 


Street; Long Beach, Edison Junior High, 
Frances Willard, Harding Park, John Dewey 
Vocational, Signal Hill; Los Angeles, Bridge 


Street, Canyon, Cienega, Shenandoah Street, Visual 
Education Department; Ontario, Lincoln, San 
Antonio, South Euclid. 

Co_oraapo—Fort Morgan, 
High. 

Hawatt—Honokowai, Makowao, Maui High. 

ILtinois—Cicero, Columbus, Grant, Jones, Wood- 
row Wilson; Decatur, Central Junior High, Den- 
nis, Garfield, Mary W. French, Oglesby, Warren; 
East Saint Louis, Jefferson. 


Baker-Grant; Vernon, 


KeENTUCKY—Ashland, Bayless, Clyffeside, Hager, 
Means, Normal, Pollard, Senior High. 

Maine-—Bath, Mitchell. 

MASSACHUSETTS—Waltham, Seth Bemis. 

New Jersey—Colonia, Number Two; Newport, 


High; Ocean City, Central Avenue Elementary, 
Wesley Avenue Elementary; Port Norris, High. 


100 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





March, 1928 





New YorKk—Mount Vernon, Washington Junior 
High; Rochester, Public Number Forty-four. 

Ou1o—Akron, Glover; Arcadia, Washington Town- 
ship Centralized; Cincinnati, Douglass; Cleve- 
land, Almira; Sycamore, Sycamore Public Schools. 

PENNSYLVANIA—Braddock, Copeland, Hamilton, 
High. 

Texas—Beaumont, Pennsylvania Avenue; Dallas, 
Mirabeau B. Lamar, Richard Lagow. 

Vircinta—Richmond, Nathaniel Bacon. 

WASHINGTON—Centralia, High, Junior College; 
Seattle, Columbia, Crown Hill, Denny, Detention 
Home, Fairview, Gatewood, Georgetown, Hughes, 
Interbay, Lawton, Magnolia, McGilvra, Mont- 
lake, Parkland, Rainier, Sight Saving Warren 
Avenue, Youngstown. 

WISCONSIN—South Milwaukee, Fourth Ward. 


Current Year 


ARKANSAS—Genoa, Central High. 

CALIFORNIA—Chico, Special Teachers Department; 
Long Beach, Chestnut Avenue, Jane Adams, Junior 
College, Thomas A. Edison; Los Angeles, Agri- 
culture Department, Commercial Education De- 
partment, Eastman Street, Graham, Library and 
Textbook Activities Department; Monrovia, 
Sante Fe; Ontario, Sultana; Pasadena, Junipero; 
San Francisco, Commodore Stockton, Portola Jun- 
ior High; Santa Monica, John Adams. 

FLoripa—Daytona Beach, Lenox Avenue. 


Hawatu—Haiku, Helehaku, Hamakuapoko, Honokaa, 
Honokohua, Kahakuloa, Kahului, Kaupakalua, 
Keokea, Kula Sanitarium, Puukolii, Puunene, 
Sprecklesville, Waikapu. 

ILLINOIS—Champaign, Lottie Switzer; Decatur, 
Grant, H. B. Durfee Elementary, Portable, Pugh; 
East Saint Louis, Charles Manners, Woodrow 
Wilson; Mount Morris, Mount Morris Public 
Schools; Oak Park, Oak Park Public Schools; 
Pinckneyville, Pinckneyville Public Schools; West 
Harvey, West Harvey Public Schools, Garfield, 
Lincoln, McKinley, Washington. 

INDIANA—Anderson, Longfellow; Fairmont, North 
Ward; Goshen, Chandler; Hammond, Hammond 
Public Schools, Columbus, Edison, Franklin, 
Harding, Hessville, High, Irving, Kenwood, 
Lafayette, Lincoln, Maywood, Riverside, Super- 
visors Department, Technical-Vocational High, 
Washington, Wallace, West Park, Woodrow 
Wilson. 

KentTUCKY—A shland, John Grant Crabbe. 

LovuIsianA—New Orleans, P. A. Capdan. 

Maine—Bath, North Grammar; Kingfield, Stanley 
High; Portland, Portable, Walker Manual Training. 

MARYLAND—Cordova, Public. 

MASSACHUSETTS—Fitchburg. Clarendon Street; 
Greenfield, Federal Street; Lexington, Munroe; 
Medford, Tufts; North Adams, Mark Hopkins; 
Reading, Lowell Street; Sterling, Center High; 
Stoneham, South. 

MICHIGAN—Pontiac, Bagley; River Rouge, Dunn, 
Furgason. 





MINNESOoTA—Graceville, High; Iron, Number Ninety- 
four; Nicollet, Nicollet Consolidated Schools, 

Missouri—Aansas City, Border Star. 

Nesraska—Omaha, Pickard. 

NevapaA—Fernley, Fernley Public; Wellington, 
Smith Valley Union Schools. 

New Jersey—Atlantic City, Senior High; Eagle. 
wood, High. 

New Mexico—Albuquerque, University Heights. 

New York—New Rochelle, Mayflower. 

Oun10—Bluffton, Bluffton-Richland High; Cleveland, 
Addison Junior High; Marion, Forest Lawn, Oak 
Street, Olney Avenue, State Street; Smithfield, 
Smithfield Public Schools. 

PENNSYLVANIA—Braddock, Braddock Public Schools, 
Carnegie, Copeland, Hamilton, Henning, High; 
Chester, Supervisors Department; Plymouth, Ply. 
mouth Public Schools, Central, Franklin Street, 
Main Street, Nottingham Street, Temperance 
Hill, Vine Street, Willow Street; Sidman, Adams 
Township High. 

TENNESSEE—Kuoxville, McMillan. 

Texas—Dallas, West Dallas. 

Utan—Wasatch County, Wasatch County Public 
Schools, Center, Central, Charleston, Daniel, 
Junior High, Keetley, Midway, North, Soldier 
Summit, Wallsburg, Wasatch High. 

VERMONT—Rutland, Madison. 

VircIniA—Norfolk, Patrick Henry. 

WASHINGTON—Spokane, Holmes. 

WISCONSIN—Milwaukee, Thomas Jefferson. 





i _ » 


EBRASKA LIFE MEMBERS of the National Education Association are builders of our profession in an organized group.. The 
people whose pictures appear above have formed a Nebraska N. E. A. life membership club. Their names beginning at 
-the upper left and reading across the page follow: M. C. Lefler, George L. Towne, W. N. Delzell, Herbert Brownell, B. V. 
r, S. L. Clements, E. M. Hosman, Charles Taylor, Harriet Towne, Jennie Adams, Rose Shonka, J. W. French, Conrad Jacob- 


son, Harvey L. Long, Marguerette Burke, E. C. Folsom, W. W. Curfman, E. T. Whiting, Lulu Wirt, E. Ruth Pyrtle, Olivia Pound, 
a —* Sarah T. Muir, Percy Adams, E. L. Rouse, 
. B. Bedell. 


Keiste 


Caroline Gurney, R. T. Fosnot, A. E. Folsom, Charlotte Alexander, 





1 


Vol. 17, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-77 














Lessons that emphasize the development of ->»»> The Story Series in Health 





daily health habits, attractive projects, and in- The Sunshine School 
Just published. Realistic stories about chil- 
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a pupil ice... tee to the work in the schools of Newton, Massachusetts, 
where Miss Bragg is Assistant Superintendent 
eS a a of Schools. Beautifully illustrated in color. 






(Andress and Bragg) $0.72 













Health Series is the new health- A Journey to Health Land 


Imaginative stories, charmingly illustrated in 
color by Blanche Fisher Laite, through which the 
child is taught what to eat, how to keep clean, how 
to stand, and similar important facts about per- 
sonal health. There are many opportunities for 
pupil activity. (Andress and Andress) $0.72 


































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Boys and Girls of Wake-up Town 

Interesting lessons on various important phases 
of health, such as cleanliness and weight, inter- 
woven into a story about a health campaign which 
was staged by real boys and girls. Many exercises 
and colored pictures. (Andress) $0.76 


The Practical Health Series «<< 





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The elementary facts of physiology, personal 
hygiene, and community health, emphasizing 
habits and attitudes. The development of proper 
mental habits is included in the teaching. The 
pictures are unusually interesting, every para- 













From “The graph heading says something, and a story or 
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Up-to-date information about the working of 
the human body, with valuable lessons on the 
ideals and habits of citizenship illustrated by the 
life stories of heroic men and women. The exer- 
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ee 
——————————— 
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THe JouRNAL OF THE NATIONAL EpucATION ASSOCIATION 








Cleanliness 


bibliography 


—now compiled for the first time 


LEAN LINESS 

in the sick- 
room, military 
hygiene, industrial 
hygiene, bath laws, 
home laundry 
equipment—these 
and many other 
practical subjects 
show the range of 
material listed in 
the first Cleanli- 
ness Bibliography, 
covering two hundred book refer- 
ences, which has been compiled 
and issued by the Research Library 
of Cleanliness Institute. This Bib- 
liography has been distributed to 
two hundred of the larger libraries 
in the United States, and it is avail- 
able also through the editors of 
more than one hundred leading 
periodicals. 

The two hundred titles are di- 
vided almost equally among those 
devoted to general cleanliness, per- 
sonal hygiene, the home, the school, 
and stories on cleanliness. Books 
published since 1900 and accessible 
to Cleanliness Institute in its own 
and in neighboring libraries form 
the basis of the list. 


Do You WIsH to know what 
physicians have said about 
the relation of a clean skin to 
good looks? Or the best way 
to remove fruit stains from 
table linen? Or how to locate 


inexpensive teaching mate- 
rial on cleanliness for school 
children? Or what are the 
best standards of swimming 
pool sanitation? The Clean- 
liness Bibliography is a guide 
to sources of such information. 





Most of them 
are less than ten 
years old. A few 
volumes are de- 
voted to cleanli- 
ness alone, but in 
other cases spe- 
cific chapters are 
noted with head- 
ings and page 
numbers for the 
readers conve- 
nience. 


Free or inexpensive material on - 


cleanliness is often welcomed by 
teachers and by others whose op- 
portunities are greater than their 
resources. Such publications have 
been grouped in this Bibliography, 
with the addresses of the govern- 
ment bureaus, household maga- 
zines, manufacturers, health or- 
ganizations, and other sources 
from which they may be obtained: 
Referencesto magazinesand peri- 
odicals are now being gathered and 
will be issued later. Specialized 
lists to follow will cover such topics 
as cleanliness of the skin and hair, 
cleanliness and the law, cleanliness 
in masterpieces of painting, house 
cleaning and home cleanliness. 


Price of the BIBLIOGRAPHY: 20 cents, postpaid 


A limited supply is available free to executives of or- 
ganizations working for public welfare and education 


CLEANLINESS INSTITUTE 
Established to promote public welfare by teaching the value of Cleanliness 


The Institute is constantly preparing publications and data of in- 
terest to educators, health and social service workers, and those 

mm if in allied professions. It invites organizations and individuals we 
to use its facilities. Inquiries will receive careful attention. 


CLEANLINESS INSTITUTE, 45 EAST 17th STREET, (on Union Square), NEW YORK 





March, 1928 








THe Marcu Journat is going into the 
mails while the great convention of the 
Department of Superintendence is in 
session at Boston. The April forms will 
be held for a report of this notable 
meeting. 


LEADING HOTELS announce that all 
guest rooms have now been equipped 
with radio reception, giving a choice of 
two selected programs without charge 
to all guests. Many leaders in both 
educational and radio circles now be- 
lieve that all schoolrooms should be 
equipped likewise. Plans are under 
way for the broadcasting of materials to 
fit in with the needs of classroom work. 


Etma Otson, author of the admir- 
able article on Mental Hygiene in the 
High School, which appears on pages 
77-78, was the director of the Bureau 
of Educational Counsel at the time she 
wrote the article. Since then she has 
become assistant in the Department of 
Mental Hygiene and Psychiatry at 
Yale University, where she continues to 
work directly on student personnel. 


Tue Report on Health Education is- 
sued by the Joint Committee of the 
National Education Association and the 
American Medical Association has been 
translated into Portuguese for use in 
the schools of the state of Rio de Janeiro 
in Brazil. This translation and the 
adoption of Education Week in several 


Association’s widening world influence. 


COLLEGES are taking up professional 
problems this year as never before. 
More than five hundred institutions now 
have committees at work in cooperation 
with the National Education Associa- 
tion. The following letter has been 
sent by Secretary Crabtree to the chair- 
men: 


We are more than delighted with the 
response to our letter suggesting that all 
college faculties give time and attention to 
the question of limiting college attendance 
to potential leaders and to other kindred 
questions. More than two hundred have 
requested us to send them a bibliography to 
aid in the study. It has been prepared and 
is now in the hands of the printer. You 
will be pleased with it. We shall mail you 
two copies within a few days. These copies 
may answer your purpose, but in case you 
desire a supply for members of the faculty, 


(Continued on page A-80) 








countries are among the evidences of the - 








Vol. 17, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-79 


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(Continued from page A-78) 


we can furnish them at $1 a dozen. These 


provide excellent material for use with 
classes in education as well as for the 
faculty. 


This question of selectivity is a fine sub- 
ject for discussion in the colleges. We are 
not surprised that faculties are interested 
and asking for the bibliography by return 
mail. It might be well for your institution 
to order books and magazines that contain 
information on the subject. By doing this 
as soon as the bibliography is received, you 
can have the. material when needed. . 

The movement for better salaries for in- 
structors and professors is resulting in defi- 
nite efforts to improve salary schedules. 
The simple fact thar the Association is urg- 
ing better pay is having a most wholesome 
effect on college authorities. The public 
feels that this type of service is much under- 
paid. College presidents can do much more 
to improve schedules under the pressure of 
public and professional opinion than is pos- 
sible when these influences are not exerted. 
In the course of time these salaries will be 
much better than at présent. We try to 
handle the work for this reform including 
publicity so as to force attention and yet 
not to arouse resentment. During January, 
Committee Chairmen secured the enlistment 
of twenty-eight additional life members. 
That is a better record than we anticipated. 


Coptgs of the Proceedings for the follow- 
ing years have become exhausted. It 
will be appreciated if members will for- 
ward any of these numbers to the Na- 


tional Education Association Headquar- 
ters, 1201 Sixteenth Street Northwest, 
Washington, D. C.: 1871, 1872, 1877, 
1882, 1883. 


CONNECTICUT INITIATES MINNEAPOLIS 
Devecates—N. E. A. leaders in Con- 
necticut recently held a reunion of dele- 
gates to the last three conventions— 
Indianapolis, Philadelphia, and Seattle— 
and had as their guests the newly elected 
delegates to the approaching Minnea- 
polis meeting. 

Director John A. Young arranged an 
informal dinner at the Hotel Garde in 
New Haven. Miss Ruth Hesselgrave, 
delegate to the Seattle convention, re- 
vived the memories of the trip to Seattle 
by showing several reels of moving pic- 
tures which she had taken en route. 

Mr. Young directed a brief discussion 
of the amendments to the Constitution 
proposed by the Claxton Committee. 
Mr. Martin of the Headquarters’ staff 
brought the greetings of the officers of 
the Association to the meeting and pre- 
sented a brief report of membership 
growth during 1927. 


Freperick M. Hunter, chancellor- 
elect of the University of Denver, will 
assume his duties at the University 


July 1, 1928. Dr. Hunter has been 
superintendent of schools at Oakland, 
California, since 1917. He was presi- 
dent of the National Education Associa- 
tion during 1920-21, being the first 
president to preside over the newly or- 
ganized Representative Assembly. He 
was formerly a member of the faculty 
of the University of Nebraska and 
superintendent of schools at Lincoln; 


Nebraska. 


THIS YEAR’S summer convention will be 
the fourth held in the State of Minne- 
sota and the third in the city of Minne- 
apolis. The Association met in Minne- 
apolis in 1875 and the convention was 
presided over by William T. Harris, 
then superintendent of the St. Louis 
schools and later United States Commis- 
sioner of Education. In 1902 the 
Minneapolis convention elected Charles 
W. Eliot of Harvard to the presidency. 
In 1914 the Association met at St. Paul 
with President Joseph Swain of Swarth- 
more in the chair. Chancellor David 
Starr Jordan of Leland Stanford Uni- 
versity was elected president at the St. 
Paul convention. 


DorotrHy CANFIELD FIsHeEr, author of 


(Continued on page A-82) 











8 Vol. 17, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-81 








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A-82 


THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 








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(Continued from page A-80) 


a notable book, Why Stop Learning? 
writes: 


This attempt to vitalize commencements 
seems to me a wholly admirable one, en- 
tirely in keeping with the new trend of 
modern life, with its new understanding of 
the overwhelming importance of general 
education. May you succeed in making 
commencements significant! 


VITALIZED COMMENCEMENTS—Letters 
from many sources suggest the growing 
interest in the effort to enrich com- 
mencement activities. Josiah W. Tay- 
lor, agent for secondary education in 
the state of Maine, writes: 


We are much interested in your program 
for vitalized commencements. This move- 
ment began here in this state during the 
period of the war when a special certificate 
was awarded to schools which had their 
programs of graduation on lines that rep- 
resented in the largest degree the activities 
and interests of the school itself. This type 
of program has been followed to a large 
extent by many of the schools. It is typical 
to find local history in the form of essay 
and pageant and school activities of the 
demonstrable kind. Quite recently the high 
school in Augusta gave a demonstration in 
civic activities. Many schools are utilizing 
special departments and are endeavoring in 
the more formal parts of the program to 
relate the topics to school life and the types 
of training that the four-year course has 
offered. 


AMONG THE RESOLUTIONS adopted by 
the Utah Education Association at its 
regional conference in Beaver City on 
December 10 were these: 

That a detailed study be made in each 


district there represented of the proposed 
(Continued on page A-84) 








“~ 


Vol. 17, No. 3 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A-83 





Just 
the Thing 


Graduation 


A statue of Lincoln 
or Washington or, in 


STAGE SETTINGS 


CAsbestos curtains Velour curtains 


Twin City Scenic Company 
2819 Nicollet Ave. 502-4 Film Exchange Bldg. 


Minneapolis, Minn. Detroit, Mich. 


fact, any other patri- 
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to be left in a promi- 
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lasting and outstand- 
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school for those who 
follow. Send for our 
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m | hp ambitious, energetic school man who owns a car will find a double profit in giving 
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0b rience that is invaluable and that may be the first step to a most successful business career. 
sir 
P- Hundreds have proved it 
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pe Hundreds of school men have found the Compton plan the best and most profitable way to 
ge spend a summer vacation. Each summer a large majority of those who were with us the preced- 
ral ing summer are back again. And some have stepped into permanent executive positions with us. 
ay Sy ES ee Se 7, To cite some specific examples, Mr. “A” was for several years superintendent of schools in 
he ek nn Sar one of our largest cities. Immediately following this he was elected president of one of the 

h » ae largest Normal Schools in the state. He resigned this position to join the Compton organi- 
4 || |b Prang ry } zation four years ago. He now earns more than he did in either position. Mr. “B’’ wasa 
in |p ¢ - i principal of schools for five years. He entered the business world as a text-book salesman 

| i Tay onex i where he doubled his salary as a principal. He has been with Compton’s four years and 

ng y i if the first year tripled his earnings. Mr. “‘C’’ was engaged in athletic work and now with us 

in | 4 3 < | his earnings are five times as much as the average principal or superintendent.* 

7 ite Arcngrcan Caevon if Your work with Compton is pleasant work ... in a field with which you are thoroughly familiar 
pes : ome —presenting Compton’s Pictured Encyclopedia to schools or teachers. Compton's is nationally 
las s advertised and recognized as the one modern encyclopedia standard. Cash in on the growing 

demand of Compton’s—now. 

Send for “‘Selling—and Success,” a book we have just issued, which will give you many 
by important and interesting success suggestions and supply you with detailed facts and opportu- 
its nities of our Summer Plan. See how well qualified you are to make money in our organization 

this summer. Territory will be assigned early this year. Write for your copy of “Selling—and 
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SCHOOL SERVICE DEPARTMENT 
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sed & — — ene ne *Names of any of above furnished on request. 





Mention THe JournaL when writing our advertisers. 








THE JOURNAL OF THE NATIONAL EpuCcATION ASSOCIATION 





Make it a part of your Minneapolis trip! 


NLY 36 hours from Minneapolis 

...on the direct route to the 
Pacific Coast... are Banff, and Lake 
Louise, in the heart of the Canadian 
Pacific Rockies. 


This, of all years, is the year to 
visit Banff.. The new wing com- 
pletes the new Banff Springs Hotel. 
It now ranks among the great re- 
sort hotels of the world. The huge, 
arched windows in its lounge frame 
a panorama of glaciers and peaks 
and sky to thrill your very soul. 


When you aren’t drinking in the 
view, you swim in the wide, out- 
door pool, sparkling with healthful, 
medicinal waters from Banff Hot 
Springs. You golf on the new, 18- 
hole championship course. You ride 
wise ponies over the mountain trails. 





« Canadian Pacific  ; 


b World's: Greatest Travel System g 


You dance, tea, or just soak in the 
shining sun. 


Lake Louise is just a three-hours’ 
run from Banff. Comfortable motor- 
busses penetrate hundreds of miles in 
this vast region... and this year, for 
the first time, the spectacular new 
Kicking Horse Highway. 

Full information, reservations and 
interested service from your own 
agent, any Canadian Pacific District 
Office, or Banff Springs Hotel, Banff, 
Canada. 


Canadian Pacific District Offices 


Atlanta, Boston, Buffalo, Chicago, Cincinnati, 

Cleveland, Detroit, Kansas City, Los Angeles, 

Minneapolis, New York, Philadelphia, 

Pittsburgh, Portland, San Francisco, St. Louis, 
Seattle, Tacoma, Washington 


In Canada: — Montreal, Ottawa, 
Winnipeg, Vancouver 


Toronto, 





March, 1928 


Neer i 


(Continued from page A-82) 


Retirement Bill with the thought in view of 
suggesting desirable changes and giving the 
measure active support for legislative enact- 
ment; that a careful study of teacher turp- 
over be made to ascertain its causes and to 


| send the information obtained to the central 


office of the Association for its use; that 


| the Association favors the new Education 


Bill; that it favors the enactment of legis- 
lation which will give more adequate state 
aid and more nearly equalize the educational 
opportunities of all the boys and girls of 
the state. 


THE NEW HEADQUARTERS building of 
the Missouri State Teachers Association 
was formally dedicated on February 4, 
It is a beautiful building symbolic of the 
increasing services of state associations. 





LooKING FORWARD TO GENEVA— Many 
boards of education now pay the ex- 
penses of teachers and executive officers 
to educational meetings knowing that 
large returns come to the community in 
the form of broadened outlook and more 
effective services. Principal 1. Newton 
Earle of the Roosevelt Junior High 
School in New Brunswick, New Jersey, 
who has been an ardent champion of the 
life membership movement from the be- 
ginning, writes: 

I have already made up my mind that 
I am going to the Geneva meeting of the 


World Federation in 1929. I have never 
forgotten that wonderful week in Toronto. 


ANNOUNCEMENT IS MADE of this recent 
publication dealing with teacher retire- 
ment systems: 


A Digest and an Explanation of the New 
Jersey Teachers’ Pension and Annuity Fund 
Law, by Ida E. Housman, 519 Garden Street, 
Hoboken, New Jersey, 1927. 


THE Wortp FEpERATION of Education 
Associations now has its proceedings of 
the conferences held in Toronto during 
August, 1927, ready for distribution. 
In the letter announcing their sale, the 
officers of the Federation state: 


This conference was attended by approxi- 
mately seven thousand educators, sociolo- 
gists, and others interested in human wel- 
fare. These came from all parts of the 
world. 

These Proceedings give the statements of 
ministers of education, of teachers actually 
engaged in instruction, of sociologists and 
investigators writing with a first-hand 
knowledge of their respective countries. 
The Proceedings have, therefore, an unusual 
authority in that they represent the opinions 
of persons native to the countries of which 
they write. 

For the purposes of reference, this vol- 
ume will be needed in every library. 
Schools will find the material contained 
therein invaluable for their classes in his- 
tory, sociology, current events, debating, etc. 


(Continued on page A-85) 








of 

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wil 
cide 
We 
not 
of | 


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Jes 


Ce 


- 


To 3 «es 


-~- = os > = =_t _t 








ite 
al 


hat 
the 
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nto. 


ent 
ire- 


Jew 
und 


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of 
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ion. 


the 


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ally 
and 
and 
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sual 
ions 


hich 


vol- 
ary. 
ined 
his- 
etc. 





Vol. 17, No. 3 


eee eee eee 


(Continued from page A-84) 


The Federation will start in the spring 
of 1928 to secure a ten-million-dollar en- 
dowment. The small profit in these volumes 
will help to pay the preliminary expense in- 
cidental to getting this campaign under way. 
We will appreciate your order. Will you 
not also bring this volume to the attention 
of libraries and to persons interested in edu- 
cation and in the welfare of the race. 


Persons wishing this useful volume 
should send the amount ($2.50) to 
Charles H. Williams, Secretary, 101 
Jesse Hall, University of Missouri, 
Columbia, Missouri. 


SraTISTICS are fascinating when one 
understands them. Get the habit of 
spending five minutes each month on the 
page of statistics in THE JOURNAL. 
They contain unique data about your 
state that you can obtain nowhere else. 
The ability to enjoy statistics opens a 
wider world to you. 


Watrer R. Smwers, field representative 
of the World Federation of Education 
Associations, announces a campaign at 
an early day for a ten-million-dollar fund 
to put the work of the World Federa- 
tion on an enduring basis. The Fed- 
eration is to be a clearinghouse for the 
best educational thought of the world. 

The president of the Federation, Dr. 
Augustus O. Thomas, Augusta, Maine, 
is an attractive and forceful platform 
champion of the cause, and Mr. Siders 
is a wise and skilful manager of men and 
affairs. 

While the cause will ultimately need 
ten million dollars, the present needs 
can be adequately met with half that 
amount, and it is not a great achieve- 
ment now to raise five million dollars 
for any cause that appeals to men with 
vision. “There are many persons, women 
as well as men, who rejoice in an op- 
portunity to provide ample means for 
great achievements. 

There is one important prerequisite. 
We must all believe intensely that the 
World Federation has one of the great 
missions of the future. One teacher, or 
other educator, from the chancellor of 
a great university to the kindergarten, 
must believe that this World Federa- 
tion can have a greater influence in 
stabilizing civilization than can be done 
by legislation or any other known 
activity—Journal of Education. 


THE EXTENT of the school savings 
movement is suggested by the following 
letter to Miss Wright of the Board of 


Education of San Francisco from Philip 


(Continued on page A-86) 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 








































































Visit the Charming New 


PRINCE of WALES HOTEL 


—adjoining Glacier National Park 


From this luxurious new hotel in the Canadian 
Rockies of Waterton Lakes National Park you 
can view the splendor of Waterton Lake, framed 
by twenty-six cloud-piercing peaks stretching 
across the International boundary into Glacier 
National Park. 

Come out this summer. Motor through flower-filled valleys 
—hike or ride horseback to the Continental Divide—see lakes 
that float icebergs—enjoy the many other vacation pleasures 
afforded in this vast international mountain playground. 
Low round trip summer fares to Glacier National Park and 


the Pacific Northwest include travel on the de luxe New 
Oriental Limited. Write today for full information. 


GREAT NORTHERN 


ROUTE OF THE NEW ORIENTAL LIMITED 


ore ae Mail the Coupon — oe oe oe ee ee ee ee ee 
1 A.J. DICKINSON, Passenger Traffic Manager 
j Great Northern Ry., St. Paul, Minn. 


- 
i 

i 
Please send me free books about the new Prince of Wales Hotel : 
in Waterton Lakes National Park and about Glacier National i 
1 

| 

1 

i 

i 


CHIEF TWO GUNS 
WHITE CALF says: 
“Indian Pictographs on 


the walls of the Prince 
of Wales Hotel tell the 
colorful history of our 
Blackfeet tribesmen.”’ 





0 General Tour of the Parks. 


1 
| 
1 Park. I am especially interested in: 
; 0 Pacific Northwest Tours. 





4 









A-86 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION March, 1928 


iS, 











(Continued from page A-85) 


Lawler, manager of the school savings 
department of the Bank of Italy: 


We now have a balance of $2,311,460.56 
on hand in our School Savings Department, 
of which $1,078,370.19 was deposited by 
children of the elementary schools of San 
Francisco, while $1,233,090.37 stands to the 
credit of girls and boys in the schools in the 
interior of the state, nearly all of the latter 
schools being rural. 

We have 32,979 children registered in our 
San Francisco School Savings Department, 
and 121,415 pupils outside of this city are 
enroled, a total clientele of 154,394 girls and 
boys. 

Our “School Savings” representatives call] 
at 1601 California schools every week, to 
cover which they travel over 7000 miles 
weekly during the school year. The next 
largest number of schools in America visited 
every week to promote “thrift” is in Penn- 
sylvania, where bankers working out of 
Pittsburgh accept deposits from 160 schools, 

It will therefore be seen from above that 
California not only surpasses every state 
in the Union in the comprehensiveness of 
its economic program, but so far as we know 
leads the world in this regard. 


Two Famous Cruise Ships 
Scythia and Laconia 


now in Cabin Service 
at rates from $152.50 


Recently built, great, modern, oil-burning ships, of 
20,000: tons each ... commandeered from the 
first class service to meet a clamorous demand for 
exclusive accommodation at low rates .. . hot 
and cold water in every room . . . de luxe suites and 
private baths ... the year’s most valuable contribu- 
tion to travellers who consider both comfort and 
economy. The Scythia and Laconia will maintain 
a regular cabin service to Queenstown and Liverpool. 










The 1928 Caronia and 
Carmania remodelled 


from stem to stern 
Beds where berths used to be . . . hot and cold run- 


ning water in every room ...a Winter Garden and 
crack gymnasium . . . two glass-enclosed promenade 
decks ... the same charm. . . the same ship- 
shapeness .. . all the old-fashioned touches elimi- 
nated. . . The Caronia and Carmania will run to 
Plymouth, Havre and London. 


RESIGNS AFTER FIFTY YEARS’ SERVICE— 
Although she resigned promptly on serv- 
ing fifty years as a schoo! teacher, Mrs. 
Hattie M. Palmer Wilson of Bismarck, 
North Dakota has consented to act as 
unofficial chairman of the board of state 
teachers to give them, on request, the 
answers to their human problems. 









FREE MATERIAL FOR GEOGRAPHY 
TEACHING—Mary Josephine Booth, 
librarian of the Eastern Illinois State 
Teachers College, at Charleston, Illinois, 
has compiled a 101-page booklet entitled 
“Material on Geography.” ‘This book- 
let lists sources where commercial prod- 
ucts, industrial, transportation, and edu- 
cational exhibits may be obtained either 
free or at small cost. 

Progressive geography teachers realize 
that valuable geographic data supple- 
mentary to textbook material may be 
had from steamship companies, railroads, 
organized travel bureaus, government 
departments in Washington, home offices 
of many of the great industrial plants of 
the country and various other similar 
sources. Miss Booth has done a valu- 
able service in compiling, indexing, and 
classifying the material obtainable ac- 
cording to countries, products, and indus- 
tries and also in giving the exact ad- 
dresses to which one may write to obtain 
the material required. 

While many of the sources named are 
commercial companies, these companies 
are realizing more and more that their 
most valuable form of advertising is an 


The CUNARD CABIN fleet has become everybody’s 
travel solution. Cabin rates now $152.50... 


Tourist Third Cabin $107.50 with specially reduced 
round trip rates. 











For full information apply to your 
nearest steamship agent or to the 


CUNARD 







1840 - EIGHTY - EIGHT - YEARS - OF - SERVICE - 1928 


(Continued on page A-88) 








Vol 











2s 





T'V- 
¥ 4 At the University of Washington, 
_ Seattle, students enjoy the benefits of 
as “education” and “vacation” combined. 
- The University of Washington, with 
” ; P an enrollment of over 7000, is the second 
HAT you can spend a glorious three months largest State University west of the Mis- 
holiday in a trip to Sunny and Picturesque sissippi. Its buildings, noted for their 
wel South Africa at a cost not to exceed $1080. architectural beauty, and a stadium, seat- 
th, ing over 30,000—are plotted over a mag- 
tate nificent 582-acre campus, bordering on 
101s, NCLUDED in this delightful trip is a full month’s sojourn Lake Washington and Lake Union. To 
tled in this wonderful and romantic land, visiting the scenes en- the west, across Puget Sound, is the 
= vironing the lives and histories of Cecil John Rhodes, snowy splendor of the Olympic Moun- 
ook- Stephanus J. Paul Kruger, Louis Botha, H. Rider Haggard, tains, and to the east the inspiring peaks 
rod- Olive Schreiner and other illustrious characters of whom you f the Fi 
wrk have so often read. of the Cascades. 
th You can visit among other celebrated places and scenes, the Each summer in greater numbers 
ther Historic Cape, the bourne of many an ancient mariner; the teachers and students from far States of 
in Gekh Hichts, sulle dom; tn tenkegls ob indepen the Wines con. ceeens Sie weet at the 
: urg Go ields, e : cc . : - 
alize Victoria Falls; the unique, thrilling and barbaric Bantu War University of Washington. The summer 
ople- Dances; the quaint Kaffir Kraals; delightful Durban; the quarter offers special opportunities for stu- 
y be mysterious Zimbabwe Ruins, dating back, perhaps, to the days dents working toward advanced degrees, 
ads, of Solomon — Sheba, etc. You “a yourself, stand on ~ and is an integral part of the University 
spot where R odes spent many a lonely vigil, dreaming o year. The residence requirements for a 
ment South Africa’s coming greatness, and see with him, rising out : in th 
ffices of solitude and waste, mighty cities, happy rural homes and master’s degree may be satisfied in three 
f teeming harvests—a dream already partly fulfilled to your liv- summer quarters. Eminent instructors, 
ts o ing eyes. And, added to all these marvels, many a delightful selected from the larger 
nilar side trip to other wonders, at little additional cost. universities and colleges 
valu- In short, there is presented to you, at a nominal cost, a rare of the United States, are 
and and unique combined educational and recreational trip under members of the faculty. 
| ideal climatic conditions and of matchless interest and 
2 ac romance. 
dus- aaa ; j ‘ ; For catalogue 
n Pr . sinenient Bisons, of South gag available or send for and information address 
t ad- ree trave et, “Lour S. A.” or cents (to cover post- ‘ 
btain age) for delightfully illustrated 332-page travel book, “Travel 08 Seen bate Bldg. 
) in South Africa. Write unseecnaennal 
d are When traveling West, always choose 
aris | SO A B 
thei UTH Z\FRICAN DUREAU Northern Pacific Ry. 
is an Bowling Green Office, 11 Broadway, New York City 


Vol. 17, No. 3 











THE JOURNAL OF THE NaTIONAL EpucaTION ASSOCIATION 


University of 














Washington 


Summer Quarter—1928 





WM 


“Route of the North Coast Limited” 





ee a | a 


Mention Tue Journat when writing our advertisers. 





A-388 


Tue JouRNAL OF THE NATIONAL EpUCATION ASSOCIATION 


March, 1928 





Send for our 1928 book 
of suggested itineraries 











service, 





The itineraries in this book cover all of the most im- 
portant tourist routes in Europe Rates are quoted 
covering the cost of trips to suit all purses—de luxe, 
moderate or tourist’’ class. The itineraries outlined 
are simply suggestions which may be _ revised to 
satisfy individual requirements 








20 West 34th Street 












Op— 
AROUND SOUTH AMERICA 
Including the famous Inca Ruins 

A most unusual itinerary. Visiting Havana; Panama 
Canal; Lima, Capital of Peru; Lake Titicaca, highest 
navigable lake in the world; and from La Paz to 
Buenos Aires by the new Transandine Railway; Monte- 
video and Rio de Janeiro. Write for Booklet M. 
Leaving July 5th by new Motorship “Santa 

Barbara," returning August 28th 

Independent all-inclusive tours to Europe, South 

America and Domestic Travel arranged at any time. 


ENCE TOURIST CO., INC. 


Leaders in South American Travel 
331 Madison Ave., Cor. 43rd St., N.Y.C. 


{EACHERS yp TO 








TEACHERS: 


with the Money 
‘You Earn 
Next Summer! 





Independent Travel Reservations in| An 
Escorted Tours and Individual Trips in Europe 


Astor Court Building, adjoining Waldorf-Astoria 





The . 
are at your disposal at all times 


THE MARTIN TRAVEL BUREAU 


to travel, they will be pleased to analyze your require- 
ments and submit schedules with suggestions for your 
greater comfort and convenience. Correspondence is 
cordially invited 
America 
+ 
New York 





YOUR TRIP TO EUROPE 


Describing our complete 
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advice and experience of our travel specialists 
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200 All Expense Tours. First 
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Booklet 200 Allen Plan Tours 
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class Hotels. 


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154 BOYLSTON ST. BOSTON 





“Day face the coming summer as a time of “no income?” You can 
enter interesting educational work that will prove full of pleasure and 
profit. You can earn from $200 to $300 a month this summer with us— 
and accumulate enough moneyto payall your expenses of a trip to Europe. 


Earn $500 This Coming Summer! 


Next summer our national organization 
will have excellent earning opportu- 
nities in educational work for teachers 
of the better type. If selected you'll 
have a chance to travel, to reside in 
different sections of the country, to 
meet interesting people, and to earn 
far more than your present position 
permits. Many of our people earn $500 
in the summer—some as high as $750. 


A Permanent Position at 

Greater Salary Next Fall 
With all sincerity we say that here is 
an unusual opportunity. In past years 
hundreds of other teachers have taken 
advantage of our offer, have enjoyed a 
summer of greater interest and bigger 
income, and have used this ground- 
work as a logical entrance to an ex- 


THE S. L. WEEDON COMPANY 
2036 E. 89 St. Cleveland, O. Dept. 4-C 


I'd like to have you tell me more about theattrac- 
tive money-making opportunity you have for me. 
1 | 
a 


eT TTT TT TT tt 


cellent, profitable, permanent business 
career in the Fall. 


Ideal Opportunities for Teachers! 


The 20-year successful WEEDON Way 
can be your way to success! This field 
makes a most logical appeal to teachers. 
Your own education, your background, 
your teaching experience, your desire 
to help others in an educational way 
—all prepare you splendidly for your 
opportunity with us. 


Travel Along the Road to Success! 


With proper ambition and application you can 
uickly “‘make good” with us. Everything is 
one to help you succeed. You are carefully 

trained—and thoroughly. You have a guaran- 

teed income to start. Your railroad fare is paid. 

You receive constant personal help after you 

begin. Agreeable associates, too, of course, since 

we like to think of ourselves as one closely-knit, 
happy “Weedon family’. And last—and per- 
haps most important of all—you have an 
adde income in generous measure! Many 

Weedonites”’ are earning over $200 per month 
—some as high as $500. 


In these past twenty years hundreds of teachers 
with backgrounds and experience not a whit 
different from yours have achieved happy, con- 
tented, profitable summer careers with us. 
You, too, can be a successful ““Weedonite!’’ 


THE S. L. WEEDON CoO. 
Weedon Bldg. - Cleveland, Ohio 











(Continued from page A-86) 


attractive and accurate presentation of 
the facts about the raw materials, manu- 
facturing processes and marketing of 
their commodities. A valuable source 
of free information about foreign coun- 
tries are the booklets which the steam- 
ship companies and the various travel 
bureaus now are issuing. In most coun- 
tries the text is attractively and ac- 
curately written and the illustrations are 
of a high magazine quality and may be 
used effectively in collections of visual 
material about these countries. The 
bibliography is published by the compiler 
and may be had by writing her in care of 
the Eastern Illinois State Teachers Col- 
lege. The price is fifty cents.—National 
Geographic Society. 


Tue Unirep Parents Association of 
Greater New York Schools recently js- 
sued a pamphlet, The Speaker of the 
Evening is—a handbook of topics for dis- 
cussion by parents associations in public 
and private schools. This pamphlet is 
an attempt to promote parental interest 
in, and understanding of, the educa- 
tional principles used by the schools and 
the modern methods developed in ac- 
cordance with those principles. 


MAxiMs FOR PusBLic SPEAKERS—1. Always 
have something to say; and there are lots 
of things to say if one will but seek for 
them. 

2. Always say what you want to say. 

3. Have a care to arrange the speech 
well. Let it have a beginning, a middle, and 
an end. 

4. Be clear. 

5. Be careful 
speech. 

6. Do not tell a joke if it is not to the 
point and will detract from the main thought. 

7. In delivery speak slow enough and well 
enough to make 4ll hear. 

8. Do not allow yourself to become dull. 

9. Write out full notes but use as few 
as possible. 

10. Do not speak long enough to tire the 
audience. 

11. Always have your peroration so that 
you will have something other than your 
hat to sit down on.—James Bryce. 


Make yourself understood. 
not to over-ornament the 


For Onr-TEACHER ScHooLts—Aids to 
Teachers and School Directors of the 
One-Teacher School is the title of cir- 
cular No. 219 recently issued by Francis 
G. Blair, state superintendent of pub- 
lic instruction, Springfield,  Lllinois. 
The pamphlet contains concrete help on 
such topics as organizing the school, 
programs and lesson assignments, the 
teacher’s job, the pupil’s job, the school, 
instruction, standard schools, superior 
schools, minimum requirements, heating 


(Continued on page A-89) 





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Vol. 17, No. 3 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-89 





TRIPS WITH NEW GOALS 
See EUROPE in a different way 
Get below the Surface! 


{INTERNATIONAL STUDY TOURS—LEC- 
TURES by Dr. Zimmern. 

PROGRESSIVE EDUCATION TOUR—Program 
and Itinerary arranged by Mr. Peter Manniche 
of Denmark, Dr. Paul L. Dengler of Vienna. 
Visits to Experimental and Folk High Schools. 

BUSINESS AND PROFESSIONAL WOMEN’S 
TOUR—Program under direction of Women’s 
Engineering Association and other prominent 
women’s organizations of Europe. 

MEDITERRANEAN TOUR—Lisbon, Algiers, 
Gibraltar, Palermo, Naples, Athens, Constanti- 
nople, Palestine and Egypt, France. 

OTHER TRAVEL ADVENTURES — North 
Cape, Norway, Sweden. 

A New Inexpensive Method of Seeing 

EUROPE BY PRIVATE AUTOMOBILE— 

7 and 10 Passenger Cars. 


Booklets and Information from 
WORLD ACQUAINTANCE TRAVEL, Inc. 
51 WEST 49th STREET 
Box E NEW YORK CITY 


Steamship Bookings Specialists in Student Travel 
Independent Tours 





The Leading Student Tours 
for the INTELLECTUAL ELITE 


All 


Expenses 


BY CHARTERED CUNARD TOURIST CABIN 
“There is no better way’ — Write or call 


(Continued from page A-88) 
and ventilation, lighting, seating, water 
supply, safety, schoolhouses, including 
floor plans. 


NortH CAROLINA is the first state to 
attempt financing and holding a state- 
wide parental educational conference, 
which met at Raleigh, February 
14-16, and inaugurated a continuous, 
coordinated statewide program of par- 
enthood education. “The expenses are 
being met by the state. ‘The state de- 
partments of education, of health and of 
public welfare, the state Parent-Teach- 
ers Association, and the state Federation 
of Women’s Clubs joined forces to 
give the program, which was de- 
voted to the physical wellbeing of the 
child, the mental development, and to 
family and social relationships.—d meri- 


can Child Health News. 


Tue ScHoor Liprary YEARBOOK, com- 
piled by the education committee of the 
American Library Association, contains 
valuable help for school librarians. It 
can be secured from the American Li- 


(Continued on page A-91) 














UNIVERSITY TRAVEL 


SUMMER, 1928 


SCHOLARLY LEADERSHIP COM- 
BINED WITH COMPREHENSIVE 
ITINERARIES AND LOW COST. 
INVALUABLE TO TEACHERS WHO 
DESIRE ACADEMIC CREDIT FOR 
SUMMER TRAVEL AND STUDY. 


UNIVERSITY 
AND GENERAL TOURS 






























Write for Booklets COLLEGE INSTRUCTION 
ee AND CREDITS IF DESIRED 





SCHOOL OF FOREIGN TRAVEL INC. 


Managers of University Tours 
110 EAST 42” ST. NEW YORK CITY 


Bureau of University Travel 
56 Boyd Street, Newton, Mass. 









CANADIAN NATIONAL — TO EVERYWHERE IN CANADA 


THE GEM of THE ROCKIES 


ISIT JASPER NATIONAL PARK, the Alpine para- 

dise of the Canadian Rockies. 5300 square 
miles of scenic grandeur, including many of the 
highest peaks of this famous mountain region. 
Here, you can enjoy many and varied recreations. Mountain climbing 
with Swiss guides. Golf on an 18-hole course, and in a most magni- 
ficent setting. Glorious hours of trail riding or hiking through scented 
forests, past lake and roaring torrent. Motoring on the finest of moun- 
tain roads, including the scenic Athabaska Valley drive to Mount 
Edith Cavell. Unsurpassed bathing in outdoor heated pool, and boat- 
ing on beautiful Lac Beauvert. At Jasper Park Lodge you revel in a 
pleasing relaxation of formality. Accommodation for 500 guests. Rates 
$7.50 a day up, American Plan. Open May 21st to September 30th. 
asper Golf Week, September 8th to September 15th. 


[CANADIAN NATIONAL 


The Largest Railway System in America 





Please send me your free booklet on Jasper 


Boston Portland, Me. . 
333 Weceagee S. OFFICES Grand Trunk Ry. Sta. National Park, 
Buffalo Portland, Ore. 
11 So. Division St. Kansas City Pacific Building 
Chicago 706 Grand Ave. 302 YamhillSe. 
108 W. Adams St. Los Angeles S. Louis | Name..-.....--- ------------ 
Cincinnati 607 So. Grand Ave. 314 No. Broadway 
Dixie Terminal Bldg. Minneapolis St. Paul 
49 E. 4th Street 518 Second Ave. So. 83 East Fifth Street 
Cleveland New York San Francisco | /\Gdress----------------------- 
948 Union Trust Bldg. 505 Fifth Ave. 689 em St. 
Detroit Philadelphia Seattle 
1259 Griswold St. 1500 Chestnut St. 1329 Fourth Ave. . - 
Duluth Pittsburgh Washington,D.C. Aty BtC---=-- 


430 W. Superior Se. 505 Park Building 15th & I Sts.. N.W. 








the N. E. A. CONVENTION at the 


UNIVERSITY OF MINNESOTA 
SUMMER SESSION 


THE SECOND LARGEST 
STATE UNIVERSITY 


offers all its facilities. 
Graduate and Undergraduate work lead- 
ing to all Academic and Professional 
degrees. 
Regular Staff Augmented 


by visiting instructors of prominence. 


College of Education 
offers INCREASED OPPORTUNI- 
TIES to those desiring to advance to 
HIGHER TEACHING or ADMINIS- 
TRATIVE positions. 
Courses in Standard and Special 
Subjects 

Supervision 
Tests and Measurements Pyschology 
Teaching Methods Library Methods 

School Music Art 

Child Welfare 


DEMONSTRATION SCHOOL— 
Winnetka Plan Institute on Problems of 
Higher Education 


2 TERMS: Ist term, fare 15th to 


“seg Administration 
P- HAPL 
anesOTAT 


TRAVEL COURSES-FOR CREDIT | 


European Journalism Tour 
7 Countries—10 Weeks 
Foreign Politics Tour 


Principal European Capitals July 28th; 2nd term, July 28th to 
League of Nations Sept. Ist 
9 Weeks N. E. A. Convention, July 1 to 6 
Travel Study Tour for . P . . 
Teachers Educational, Inspirational, Recreational 
Geology, Geography, In- opportunities in the ‘“‘Land of 10,000 
justry of Yellowstone, Bad - Lakes” 


Lands, Glaciers, Mines of 
Northwest. 3 weeks—fol- 
lowing N. E. A, 

Special circulars on request 


Special Post-Convention Courses 


For Complete Bulletin write to the 
Director of Summer Session Box 


UNIVERSITY OF MINNESOTA — Minneapolis, Minn 








THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


STUDY, PLAYand ATTEND 












March, 1928 


TS 


urope 


Summer of 1928 
Visit 
5 Countries 
—All Expenses 


$385 


See England, Belgium, Holland, Germany, France 
—or Italy, France, Switzerland—with a personally- 
conducted COLLEGIATE TOUR. Weekly sailings 
during May, June, July, August, 1928. Congenial 
parties. Experienced guides. College orchestras on 
shipboard. $385 pays all traveling and sight-seeing 
expenses on sea and land—including round trip, 
Tourist Third Cabin ocean passage on famed Cana- 
dian Pacific ships, extensive sight-seeing programs, 
good hotel accommodations, all tips abroad. Itiner- 
aries now ready for 1928, giving “‘most travel value 
forthe money.” Write for free illustrated booklet. 


Art Crafts GUILD TRAVEL BUREAU 
Dept. 480, 510 North Dearborn St., Chicago, IIL. 


COLLEGIATE TOURS 


via Canadian Pacific 








Continental Divide—Seen on Student Tours 


The University of Colorado, in the foothills of the Rockies, offers you 
unsurpassed opportunities for combining summer study with recreation. 
Organized hikes and week-end outings; mountain-climbing; visits to 
glaciers; automobile excursions to Rocky Mountain National Park; moun- 
tain camp maintained for summer students. Altitude of one mile, within 
sight of perpetual snow, gives unexcelled climate and stimulating atmos- 
phere. 

First Term, June 18 to July 21 
Second Term, July 23 to August 24 


Courses in Arts and Sciences, Law, Education, Business Administra- 
tion and Journalism. Art courses given in cooperation with New York 
School of Fine and Applied Art. Field courses in Geology. Maison 
Francaise, Casa Espafiola. University Theater with special instruction in 
Dramatic Production. Many courses for teachers, supervisors and ad- 
ministrators. Opportunities for graduate work in all departments. 
Excellent library; laboratories. Organ recitals and public lectures. 
Vacation railroad rates. Soulder common point from Eastern States. 


UNIVERSITY OF COLORADO 
Boulder, Colorado 


—_——— — — — Send Today for Complete Information ————— —- 
Director Summer Quarter (Dept. S), University of 
Colorado, Boulder, Colorado 
Please send me the Bulletins checked below: 


Summer Quarter Catalogue Summer Recreation Bulletin.________ 


Graduate School Bulletin 
Write Name and Address in Margin and Mail 


Field Courses in Geology_.__._~- 





Mention THe JourNAL 










YOUR PRINTING 


is your representative. It reflects your judgment 
and character. Naturally, therefore, you should 
select your printer as carefully as you would 
an individual to represent you. 


OUR PLANT | 


fully appreciates the confidence our clients im- 
pose in us when they ask us to produce their 
printing. Each and every job—from a calling 
card to a million copies of a large magazine—is 
given the same attention. It will be to your ad- 
vantage to get information from us regarding 
your next order for printing. 


















Among the publications from our presses 
are The Journal of the National Education 
Association, The National Geographic Maga- 
sine, The American Federationist, The 
American Motorist, The American Junior 
Red Cross News, The Bengalese, The Master 
Mason, and the Daughters of the American 
Revolution Magazine. 















JUDD & DETWEILER, INC. 


Master Printers 
WASHINGTON, D. C. 








writing our advertisers. 





Vol. 


—_—_— 


brary 
Stree 


Boys 
in R 
the | 
unlit 
club 

tion 

appe 
Jocal 
boys 
club: 
Prot 
mitt 
tries 


TH 
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test 

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for 

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stud 
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sect 
Far 
Str 


W) 
ent 
anc 
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Su 


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sor 
scl 
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Ex 














Vol. 17, No. 3 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





(Continued from page A-89) 


brary Association, 86 East Randolph 
Street, Chicago, Il. 


Boys’ worK has been a major activity 
in Rotary almost since the inception of 
the organization. ‘This field is almost 
unlimited in its scope, and each Rotary 
club has absolute autonomy in the selec- 
tion of such community activities as may 





appeal to it, or as may be presented by 
local conditions. There are some 2100 
boys’ work committees in as many Rotary 
clubs in the United States and Canada. 
Probably there are 500 boys’ work com- 
mittees in Rotary clubs in other coun- 
tries of the world. 


THe AMERICAN SCHOOL Citizenship 
League announces the World Essay Con- 
test of 1928. Two sets of prizes, to be 
known as the Seabury Prizes, are offered 
for the best essay on one of the follow- 
ing subjects: (1) Open to second year 
students in normal schools and teachers 
colleges, topic, How Teachers May Pro- 
mote World Friendship; (2) Open to 
seniors in secondary schools, topic, Each 
Nation’s Contribution to the World. 
The contest closes June 15, 1928. To 
secure details of the contest, address Mrs. 
Fannie Fern Andrews, +05 Marlborough 
Street, Boston 17, Mass. 


PLANS FOR A STATEWIDE survey to de- 
termine the needs of higher education in 
Maine for the next ten years, and the 
formulation of methods by which these 
needs can be met, are underway in con- 
nection with the 1928 program of the 
Maine Development Commission. The 
work will be financed and carried on 
under the institutional leadership of the 
University of Maine, as one of the four 
educational centers of the state. The 
other three cooperating colleges will be 


Bowdoin, Colby, and Bates. 


Witvarp E. Givens, now superintend- 
ent of the San Diego, California, schools 
and formerly assistant superintendent of 
the Oakland schools, becomes superin- 
tendent at Oakland on July 1 to succeed 
Superintendent Hunter, who goes to the 
presidency of the University of Denver. 


CHAIRMAN OF LEGISLATIVE CoMmMIs- 
SION HONORED—Dr. William M. David- 
son, superintendent of the Pittsburgh 
schools since January 1, 1914, was re- 
cently reelected for a term of six years 
at a salary of $15,000 a year. Superin- 
tendent Davidson is chairman of the 
Legislative Commission of the National 
Education Association. 














St 
| Earn Your Credits in | 


iy Delightful Surroundings 


Come to Vermont. Enjoy splendid facilities for 
study, lake and mountain excursions under 
University direction. Superior opportunities 
for outdoor life near Lake Champlain, the 
Adirondacks and the Green Mountains. 
Courses are offered for graduate students, those 
desiring credit toward college degrees, teachers 
working for certification credit and those wish- 
ing to study only for professional or self im- 
provement. 


Summer Session 
University of Vermont 
July 5 — August 11 


A summer school combining excellent educational 
op rtunities with recreation and the improvement 
of health. Subjects: 


Sr 
FF 


Arithmetic Rural Education _ 
Art for Public Schools § Secondary Education 
Botany English 


. . Mathematics 
Commercial Subjects Modern Languages 


[ School Administration Greek ° 
A _ and Supervision Latin q: 
Fine Arts ‘ Vocal and Instrumental 

General and Educational Music 
Psychology Public School Music 
Philosophy of Education History : 
Educational Physical Training P 
Dp Measurements Social Science ds: 


Methods of Teaching Zoology 
| Write for further information and illustrated bulletins. 
D 


BENNETT C, DouG.Lass, Director of Summer School 


ef) University of Vermont Box E Burlington, Vt. Ge 


Burlington 


on-Lake~Champlain 
Te Seo wa 


DO EDITORS BUY 
YOUR STORIES?P 


Gertrude Atherton, author of ; 
“The Immortal Marriage,” 
“Black Oxen,’’ and many 
other successful novels, says 














of the Palmer short-story a 
course, “‘The subject is about - igi 
as fully covered as is within = > * 
mortal achievement.” , Ss 





WirH Palmer help you can leam to write 
stories that reach a definite market—a profit- 





able market. The Palmer Institute takes your 
talent as it is and, sizing it up from the start, 
gives you that “professional touch” that makes 
the difference between rejection slips and tangi- 
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Palmer training is uniquely personal. The 
sympathetic criticism of _experienced writers 
will help you to produce either short stories or 
photoplays that editors need and buy. The 
coupon below brings you complete details. 


PALMER INSTITUTE OF AUTHORSHIP 
Dept. 74-C, Palmer Building, Hollywood, Cal. | 
Please send me, without obligation, details about 

the course I have checked. 
Short Story Writing 

B English and Self-Expression | 
Photoplay Writing | 


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Learn to write short stories 





Summer Session 
NORTHWESTERN 
UNIVERSITY 


"By the shore of Lake Michigan” 


Undergraduates, graduates, and others 
wishing to turn summer vacation into 
pooled study will find a wide range of 
courses from which to select in the North- 
western University Summer Session. A fac- 
ulty gathered from the best schools of the 
country. Surroundings charming enough 
to make study a pleasure. Work may be 
taken in any of the schools listed below. 
Liberal Arts 

Graduate School 

School of Education }June25-Aug. 18 
School of Commerce 
School of Journalism 
School of Music 
School of Speech 
School of Law 


t June 25-Aug 4 
June 25-Aug. 25 


The School of Education 


Wide Range of Courses. Educational 


Psychology, Measurement of Intelligence, 
Tests and Measurements, Character Edu- 
cation, Organization and Administration, 
Curriculum, Secondary Education, Gen- 
eral Method, Special Method (several 
courses), Personnel Problems, Educa- 
tional and Vocational Guidance, Principles 
andTechnic of Research, Educational Sta- 
tistics, Physical Education, Music Educa- 
tion, Speech Education. 

Faculty. Regular Faculty supplemented 
by members of Faculties of other Univer- 
sities, and distinguished public school 
Teachers and Administrators. 

Graduate Work. Special emphasis upon 
Graduate work and the needs of experi- 
enced Teachers, Supervisors, and Admin- 
istrators. 

Special Bulletin For Special Bulletin 
write Dean John E. Stout, Room 5:1, 
School of Education, Evanston, Illinois, 


High Scholarship Standards 
Beautiful location Moderate temperature 
Unusual opportunities for Recreation 
Organized trips and excursions 


For bulletin, address 
The Director of the Summer Session 
103 University Hall, Evanston, Ill. 





SUMMER SCHOOL 
July 2nd to August 10th 
Six weeks’ courses for Teachers and Librarians 
leading to degrees and certificates. 
Home Economics—Teacher Training 
Library Science 


DREXEL INSTITUTE 
PHILADELPHIA 


NATIONAL 
Kindergarten%% Elementary 
COLLEGE 


ScuMMER session June 22, 1928. Elementary courses to 
meet the special needs of teachers from nursery school 
through sixth grade. New college and dormitory build 
ings. Campus of 3% acres near Lake Michigan. Address 
Edna Dean Baker, Pres., Box D-38, Evanston, Il. 








The Sargent School r= 


Founded 1881 by 
Dr. D. A. Sargent 
1482 





A-92 THE 


Temple University 


Broad St. and Montgomery 
Philadelphia, Pa. 


College of Liberal 


Sciences 


lve. 


Arts and 


Teachers College 

School of Commerce 

Professional Schools: 
Theology, Law, 
Medicine, Dentistry, 
Pharmacy, Chiropody 

= | School of Music 

| Training School for Nurses 

University High School 

Session 
July 2- 


Summer 
August 11 





SEND FOR BULLETIN 


Phone, Stevenson 7600 


ludy 


ome 


Courses in 40 
subjects com- 
manding credit 

- towards a Bach- 
elor degree. 





Keep abreast 
in your subject 


Some courses in Edu- 
cation are “‘Genetic Psy- 
chology,’’ ‘‘Story Telling 
in Primary Grades,’’ ‘The 
Rural Teacher’s Prob- 
lems,”’ ‘Study of Psycho- 
pathic Children,’’ “Meth- 
ods of Teachingin Elemen- 
tary Gredes,’’ ‘‘The Junior 
High School Movement,” 
“Elementary School Ad- 
ministration and Supervi- 
sion,”’‘‘EducationalMeas- 
urements,”’ etc. 


Begin any time 


The Aniversity of Chicago 


223 E.tis HALL CHICAGO, ILLINOIS 





Site ae 


, MIDWEST HOCKEY 
and SPORTS CAMP 


at Wetomachek, Powers Lake, Wis. 


Conducted for Women Coaches, Directors of 
Physical Education, Playground Instructors. 
and women interested in Land and Water 
Sports. Latest English Hockey methods, ex- 
pert coaching. Danish gymnastics. Beau- 
tiful lake, good food, low cost. Register 
for one week or more. July 18th to Sep- 
tember Ist. Address Alice Beaman, Camp 

j Director, Chicago Normal School of Physical 
Education, 5026 Greenwood Ave., Box C-938, 
Chicago, Illinois. 





Perry: Kindergarten Normal School 


Founded 1898 by Annie Moseley Perry 


Three-year course for kindergarten, primary and play- 
ground positions. Supervised practice teaching. Uni- 
versity credits. Enroll now for entrance in October, 
1928. Send for booklet, ‘“Training Children.” 


HARRIOT HAMBLEN “JONES, Principal 
25 Huntington Ave., Room 316 Boston, 







Mass. 


JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 








March, 1928 





TEACHERS WANTED 
—— those desiring 
otion. Operate 
everyw satay Best Schools, 
Colleges and Normals our 
clients. Send for booklet, 


“Teaching as a Business.” 
TEACHERS AGENCY 


28 E. Jackson Blvd. CHICAGO 


American College Bureau, Straus Building, College Work Only 
The work of the FISK TEACHERS AGENCY, CHICAGO, covers 


a period of forty years of service. 


C. E. GOODELL, President 


TEACHERS’ AGENCY = 


25 E. Jackson Boulevard, Chicago 
535 Fifth Avenue, New York 
Peyton Bldg., Spokane, Wash. 
York Rite Temple, Wichita, Kansas 


ALBERT 


"43d YEAR 


Professional Placement for Progressive Teachers Discriminating Service to School Officials 


THE J. M. HAHN TEACHERS AGENCY 


We fill every sort of educational position, public or private, from the kindergarten to the uni- | 
versity. Our field is the twelve westernmost States and the Hawaiian Islands. We are always in quest | 
of outstanding people for important positions. We have urgent need of men with advanced degrees for 
college and university positions. 


We have absorbed the local FISK TEACHERS AGENCY. 
J. M. HAHN and Blanche Tucker, Managers 2161 Shattuck Ave., Berkeley, California 


HE AGENCY of personal service. 


over last year. 


An increase of 100% in business 
We need many more teachers in all departments. 


THURSTON TEACHERS’ AGENCY 


224 South Michigan Avenue Chicago, Illinois 


SPECIALISTS Eee 


EDUCATIONAL BUREAU 320 N. GRAND AT OLIVE, ST.LOUIS.Me 


E ‘place grade, high school and college teachers in many states, as we are centrally 
located. Write Dept. B, THE H. D. YATES TEACHERS’ BUREAU, 1377 
Arcade Building, St. Louis, Mo. 


ea ——— a 


ROCKY MT. TEACHERS: "AGENCY | We 


4 DENVER, COL¢ 














402 Dillaye Bldg., Syracuse - 317 Schofield Bldg., Cleveland, 0. 
420 Chestnut St., Philadelphia 1020 McGee St., .o —e | 
120 Boylst e, Bost 415 C St., Portland,Me. 808 Title Bldg., Birmingham 409 Journal Bdg. ortlan rr. 
a 35 Fifth asemne, Tew, York . 549 Union Trust Bdg., Pittsburg 548 Spring St., Los Angeles 
Send for Circular and Registration Form to any address above 


The Everett 0, Fisk Teachers’Agencies ; 





THE YATES-FISHER TEACHERS’ AGENCY 62» sours MICHIGAN AVENUE, CHICAGO |, 


Telephones: Harrison 2 


Other Office PORTLAND, OREGON, 911-12 Broadway Bldg. Harrison 2132 


Pestalozzi Froebel 


Primary Training [ Teachers College 
June 19—Summer School—July 27 


LOCATED ON THE LAKE FRONT, CHICAGO 


Summer Courses in Primary and Kindergarten Methods—Nursery Schools, 
Curriculum, Nature Study, Hand Work, Dramatics, Playground Work. 
Comfortable Dormitory. 


Address Registrar, Box E, 616-22 S. Michigan Blvd., Chicago 





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