WAR 30 192c = cl . "i " Hamad Aili ’ ina — i al 6 \ Min | | rei Ina El \ he um = 4 t \ = ¢ a__f VOL. XVII ins - = t_| Gil ORO. APRIL, 1928 tHe JOURNAL ¢ the ASSOCIATION Life Membership to Mrs. Lindbergh Democracy in Education—W. H. P. Faunce Growth through Mental Hygiene—William H. abel Physical Education as a Career—Jay B. Nash The Twin “Bread and Butter Cities” The Summer Round-Up—Margaretta Willis Sek Teachers’ Salaries—The Future Editorial—The Boston Convention The Boston Resolutions ; The Commission on the Curriculum Teachers Colleges at Boston The Secondary School—Alvan T. Fuller Growth of Education Associations—Statistics Health Emphasis for Commencement—Lucy Oppen Forty American Books—1926 Products of the Schools Schools That Are Prophecies Builders of Our Profession NATIONAL EDUCATION H a: a. a: iB e Z e a 103 105 107 109 il3 115 116 117 119 120 121 12+ 125 3 127 129 131 (em (LLLP accel ‘maa | Ly foal] {i lilt Ci i 0. % 132 b Ray : =X= Notes and Announcements A-111 ta} ee i ll ia —_ == Contents of previous issues of The Journal of the National Education We Vy Association can be found by consulting the Readers’ Guide in your library. wy , SS — Fea 3 ' i ( a) 1 for mailing at special rate of postage provided Published monthly, except July, August, and September, by the 1201 SixTEENTH StREET Nortuwest, WaAsuincTon, D. C. . SOOO DOO DOO Oe Oo aor ee NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES d dclass matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. ee ee bri in section 1103, Act of October 3, 1917, authorized January 26, 1921. By M. E. Haggerty outgrowth of years of research and analysis. These books attain the modern aims of the reading and literature course in upper grammar grades or junior high school. many types of activity and the notable list of authors includes old masters and many outstand- ing contemporaries. Appreciation, critical ability, and reading skills are developed by various devices, including the simple use of objective measurement technique. These books give to youthful readers pure joy and delight, new interests and experiences, and a fuller development of personality and char- acter. READING AND LITERATURE RICH course in reading and literature—the The varied contents cover Send for further information WORLD BOOK COMPANY YONKERS-ON-HUDSON, NEW YORK 2126 PRAIRIE AVENUE, CHICAGO series. This advertisement is not for the many but for the express without all-round Book One (Crumpton) || | JUST PUBLISHED Crumpton-Hosic Junior High School English By CLraupia E,. Crumpton, A. M., Head of English De- partment, Hutchins Intermediate School, Detroit, Mich., and James FLEMING Hosic, Ph. M., Ph. D., Professor of Education, Teachers College, Columbia University UPILS will like the classroom situations developed in this new They will therefore be led to themselves naturally and - . Ts bd self-consciousness. heir ability will grow with each new situa- tion. This training gives them a good working knowledge of practical English. AMERICAN BOOK COMPANY NEW YORK = CINCINNATI CHICAGO BOSTON ATLANTA few school executives who have not yet ordered THE WINSTON SIMPLIFIED DICTIONARY When this dictionary was first announced, the publishers laid claim to distinction on several counts: (a) A new and original work; (b) Highest modern scholar- | ship; (c) Exhaustive vocabulary; (d) Simple, complete definitions; (e) Large, clear type; (f) Hun- dreds of illustrations; (g) Appen- dixes of special material, including Atlas of the World in colors; (h) A work so inviting and adequate as as to inculcate and encourage the dictionary habit. ADVANCED EDITION Forty-seven educational maga- zines lauded this dictionary in such terms as: A public benefaction. . . an achievement little short of mirac- ulous...a real advance in the art of dictionary making . .. undoubtedly the most useful book of its size and class that has ever been produced. . . will, no doubt, become the recognized reference book in schools and col- leges...Itisagreat book. Literally hundreds of educators and teachers unqualifiedly indorsed it without solicitation. Fifteen months have passed since the initial announcement ap- peared. The prophecy of review editors is taking tangible form. But neither their statements nor the claims of the publishers could be responsible for the ever-increas- ing demand for this book. And yet, there must be school executives and teachers to whom the merit of this dictionary is unknown. An opportunity to send illustrated descriptive literature would be welcomed. May we? THE WINSTON SIMPLIFIED DICTIONARY LIST PRICE, $2.64 Less usual school discouut Main Office and Manufactory, Winston Bldg., Philadelphia ATLANTA SAN FRANCISCO DALLAS WITH INDEX, $2.88 TORONTO Book Two (Crumpton) Book Three (Crumpton and Hosic)—Nearly ready April, 1928 Life Membership to Mrs. Lindbergh HE SCENE in Mechanics Hall on March 1 when Mrs. Lindbergh re- ceived life membership in the Na- tional Education Association will long remain as an inspiring memory to the thousands privileged to be present. One of the Boston papers remarked that it the greatest that had ever been to Boston and Boston people could not attend. was show Indeed not all members of the Association itself could be accom- modatcd with the 6500 tickets avail- able—the maximum number which the police of Boston could allow to be dis- tributed. The interest in Mrs. Lind- bergh and her son which had _ been gathering force during the week reached its climax on Thursday night when the streets about Mechanics Hall became so crowded as to require the attention of four hundred policemen detailed to maintain order and direct the traffic. When the doors were opened at 6:15, the waiting crowds dashed down the aisles and quickly filled the hall. By 8:00 o’clock every seat in the house and every chair on the stage was filled. The Boston Public School Symphony Band entertained with a concert. The Glee Club of the Massachusetts Institute of Technology gave a delightful program. At 8:15 Mrs. Lindbergh and her party, who had been dining at the home of The C. O. Buckingham Co. HIS PHOTO shows the life medal presented to Mrs. Lindbergh. In the foreground is a log schoolhouse against a background of trees and the Na- tional Capitol. On the reverse side are the words, “Evangeline L. L. Lindbergh, March 1, 1928.” The photos below show Mrs. Lind- bergh addressing the audience in Mechanics Hall. On the platform with her are Colonel Lindbergh, President Gwinn, Governor Ful- ler, past officers of the National Education Association, and others. membership International Newsreel Photo [101] Governor Fuller, reached the hall. The crowd rose as the eminent guests came upon the platform. Its greeting Was prolonged and sincere. Clearly the audience wished to hear from Colonel Doctor Gwinn him as the modern Lochinvar. Lindbergh. presented Colonel] Lindbergh quietly faced the crowd and waited for the applause and cheers to subside. He spoke without notes and without gesture, talking slowly but ef- fectively. His brief speech follows: We in the aircraft the coming generation fected by aviation. ing to fly. that greatly af- People today are Those of industry believe will be learn- tomorrow will grow up with flying as we have with the auto- mobile. aircraft practical. They can be operated at on commercial air Our today are entirely a profit lines. They are being used even today, we may say extensively, for private transportation. Tomorrow, figura- tively speaking, the airplane probably will have the same effect on the living conditions and upon the city and country that the auto has had. It is entirely possible that in a few years the suburbs of our cities will be greatly extended by the use of the airplane. With fiying fields situated close to the business dis- tricts, there is no more reason why the busi- ness man cannot live 100 or 200 miles from his work than there is for him to live than twenty miles office as is the case today in so many instances. Aviation will affect practically all of the subjects now taught in our schools. It less from his will International Newsreel Photo 102 ‘THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION April, 1928 affect languages inasmuch as it will bring foreign countries more closely together. It will affect science through the new _ con- ditions encountered and the mediums through which people will travel and through the new instruments brought into use. For in- stance our weather forecasting will un- doubtedly be improved through the coming of aviation. It will be necessary to forecast more accurately for aeronautics than it is to- day for agriculture. It will be necessary for the man who flies, and most of us will fly in the future, to know more of the atmospheric conditions than it is now necessary to know. As I have said, our plans have developed to a high point of perfection now. Yet with the existing information we can foresee a much greater development in the next few years. We can now fly through practically any conditions with the exception of sleet. len or fifteen years ago we were held down by rain, storm, or night and by fog. Today we can fly through all these conditions al- though we cannot land in a dense fog. We must be able to see ground in order to land safely. Rapid as the development has been in the last decade we expect that there should be still more rapid development in the years to come. Consequently I believe that it is essential to incorporate in our school systems elementary aeronautics. It is not necessary to teach aeronautics in detail. But everyone even today should have a general idea of this subject in order to be able to understand the newspapers. And tomorrow there will be a great deal more concerning this new means of travel than there has been in the past. Before closing I want to thank you all for the attention you have given me tonight and I hope you will see fit to incorporate in the schools of this country subjects, ele- mentary subjects at least, on aeronautics. I thank you. W. F. Durand, member of the Na- tional Advisory Council for Aeronautics, Stanford University, California, then talked on Aeronautic: Education. Wil- liam P. MacCracken, Assistant Secre- tary for Aeronautics, Department of Commerce, Washington, D. C., spoke on Education in the Development of Aeronautics. “Then came the grand climax of the meeting and the conven- tion. ‘The great audience, in’ fact all America, had followed Mrs. Lindbergh from her schoolroom in Detroit, through her airplane journey to Boston, and dur- ing the full week of receptions, lunch- eons, and dinners. It was evidence of appreciation of a great mother and a beloved teacher. President Gwinn called upon Superintendent Cody of Detroit to present Mrs. Lindbergh. Then as the audience rose President Gwinn on behalf of the Department of Superintendence placed around Mrs. Lindbergh’s neck the chain that held the life membership emblem, explaining that he did so as a tribute to her as the mother of the world’s greatest flier and the teacher who by her modesty and de- votion to duty reflected credit on the Mrs. Lind- bergh’s brief response follows: world’s greatest profession. There are only two words with which to express gratitude—thanks and appreciation. I say them both to you sincerely. I should like to here pay tribute to two of our great living teachers—Calvin Coolidge and Myron T. Herrick. These men teach the doctrine of emancipation—emancipation from useless selfservice, and education to useful serv- ice and appreciation and consideration and love for our fellow-workers. I thank you sincerely. President Gwinn then tapped the gavel made from wood removed from the historic frigate “Old Ironsides,” and declared the meeting of the Department of Superintendence adjourned. UBBLING Up—lIts landscape dotted with venerable academic founda- ations, New England has sup- posed it knew the fountain springs of education. It was quite na- tural for people hereabouts to think that education only got its start when some group of “‘divines” founded a college to teach missionaries for the Indians, or when an old-time merchant devoted part of his worldly wealth to building an academy for the youth of his neighbor- hood. Such institutions—and very splen- did places most of them are—have been donations and have been carried on by gifts. “They have grown into the lives of the people, gaining the respect and affection of thousands of alumni and of thousands more who have been im- pressed with the character and achieve- ment of graduates. As emigrants from New England scattered through the west, they car- ried with them their educational ideals. Often their descendants for several gen- erations have returned to New England schools and colleges. Repeatedly in- stitutions of higher learning, established in other states, were patterned after foundations here. It is not strange that the educational stream has been supposed to flow from sources only to be found among those whom the world, from its point of view, calls “fortunate.” The general notion has been that learning, beyond ele- mentary stages, must wait the pleasure of a high-minded, benevolent million- aire, who founds or adds to a college. This week Boston has come to realize that the stream of knowledge sometimes bubbles right up out of the soil, and that it may be cherished by communities, which give it expression in public in- stitutions with wide points of difference from the eastern ideal. It is something of a shock for eastern- ers to realize that the western school superintendents, so prominent in con- vention here, feel independence of in- stitutions accepted as authoritative in this part of the country. Yet so it is. And, if one will bend his mind to re- ceive a new point of view, he may find his outlook widened. The most fascinating thing about the convention has been the fact that it is due to a desire for culture that has bubbled up rather than trickled down. There has been a strange, almost grim, earnestness about the meetings. Here are a multitude of men and women con- cerned with the technic of their pro- fession. The less serious among them are in very small proportion. The overwhelming majority are not even bent on seeing the sights. They are on the quest of improved methods of anything and everything that will bet- ter qualify them to minister to the minds of those who would be informed on matters intellectual, and who would be prepared for the future. These school people are bent on edu- cating their own communities—and not merely for the workaday world. They have a view of the prospect in America more optimistic than that of the banker who used to say, “Anyone who is a bear on the future of the United States will go broke.” They have observed an increase of leisure given by the economic process. They wish to make people ready to use spare time wisely and well. The structure they are building is like nothing else on earth. That is why it draws criticism from many who have elder plans fixed in mind. Because of great natural adyantages and _ because the wheel in international fortune has turned our way, we have a population that, even in moments of economic depression, enjoys a prosperity never known before in a complex civilization. The public school system has sensed this fact. It is struggling to give ans- wers to the query, what will people do when they are not required to toil as incessantly as their ancestors ? The leaders of this system, every one of them under public control, are work- ing for all the rest of us, that our lives may be enriched through the cultivation of mind and spirit. Through them, America is making ready for its fu- ture—UncLe Duptey.—Editorial in the Boston Globe, March 1, 1928. y nN Democracy in Education MERICA, we commonly say, means A democracy. But what is democ- racy? We rejoice that the World War abolished a goodly number of kings. ‘The pomp and circumstance of royalty has become throughout the world. unpopular But in getting rid of kingship we may come under the domination of something worse. What is this democracy which seems to be in the ascendant in nearly all the leading nations of the twentieth century ? If | wanted to show any young man or woman today the meaning of democ- racy, I would ask him or her to read first of all Lincoln’s Gettysburg Address and then Emerson’s Boston Hymn. Those two historic utterances have crys- talized the experience of three centuries on this continent. then, is freedom—not identity or similarity. Democracy does not mean levelling down, or levelling up, or any kind of levelling or standard- izing process. It does not mean that one man is as good as another, but that all men are good enough to help in find- ing out who the best ones are. A public school which produces in the course of ten years a few potential leaders of the state or the nation is far more demo- cratic than one which merely enables thousands to read and write and cipher and to live respectable but stupid lives. Boys and girls are no more alike in their ability to devise, administer, and create than they are in the color of their eyes and hair. When all men grow six feet tall all may develop the same brain power and the same heart power. “Unto one He gave five talents, to another two, to another one.” Some of the timber that is floated down from the forests of northern Maine to the sea is made into the masts of seagoing vessels, some into chairs and tables, and some into tooth- picks. You cannot make seaworthy masts out of toothpick timber. When Mr. Ford makes an auto, all the parts are interchangeable; when Nature grows a flower, no parts can be interchanged ; and when we grow men and women no two are alike or ever will be alike through all the ages. We do not mould human beings as we make silver forks and spoons by a_ heavy weight descending on the child and Democracy, W. H. P. Faunce President, Brown University stamping child nature into some desired pattern. The children that give us the most trouble may be precisely those most ca H. P. FAuNcE comes from New England theological stock and is him- self a Doctor of Divinity and a distinguished scholar and writer. All who heard him at Boston were delighted with his refreshing statement of the ideals of American educa- tional workers. worth educating. It is the top and the bottom of the class that are the most interesting and challenging portion of the school, precisely because those. pupils decline to conform! So democracy should not mean medi- ocrity. European lands have always distrusted America as the land where excellence is unpopular, and now Amer- ica is happily beginning to perceive and criticize its own surrender to the fatal average. Our magazines are filled with selfcriticism and our fiction shows us that a civilization which exalts a Bab- bitt or an Elmer Gantry has yet much to learn. The majority may easily be- come the mob, and the saving remnant be engulfed. In a republic there is con- stant danger that the least sensitive and delicate minds will dominate the situ- ation and impose their standards on their superiors in discernment and character. In the moving picture industry we have one of the greatest instruments for [103] the possible education of the people ever devised. It may be so used as to bring all the famous cities of the world, all the historic shrines, all the inventive proc- esses, all the leading personalities and events of our time before the eyes of the humblest worker in a New England factory or Colorado mining camp. And that agency of democracy has fallen largely into the hands of shrewd, un- scrupulous managers who fear not God nor regard man. It has become in many quarters the means of coarsening the fiber, dulling the sensibilities, and weak- ening the conscience of the young people of America. Happily another agent of democracy, the revolving disk for reproducing music, has fallen into better hands, and our musical records bring us not only the blare and vulgarity of jazz, but the finest symphonies and the sweetest voices of our generation. Yet when we have a choice of pic- tures or records, frequently the spirit of a school or a college is such as to frown on the best and practically ex- clude it from presentation. In the house of a college fraternity I have seen two or three students who insisted that what they called “high-brow stuff” should not be heard and that only songs suited for the cabaret should be allowed. Recently, speaking at a certain college, I ventured to quote a sonnet of Shakespeare that has been precious to me for many years. At the close of the address as the assem- bly was dispersing, a shame-faced stu- dent showed me a copy of Shakespeare’s sonnets which he carried in his inside > pocket. He was reading it slyly in mo- ments of leisure, but afraid to show it to his fellow students, who preferred the vulgar periodicals of the day. In that particular college the best was obliged to hide its head. Then democracy be- comes hatred of excellence, and that hatred is found today in many schools and clubs and churches in America. The great danger in our schools is that they may be geared to the capacity of the average child, and there is no such creature. They should be geared to the discovery and training of leaders, in the confident conviction that most of our children may lead in something, and that the discovery of the boundless va- 104 THe JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION rieties of human ability wrapped up in the most prosaic and unpromising chil- dren makes the daily task of the teacher an adventure into the infinite far more alluring than any expedition in hunting and fishing, a true voyage of discovery in realms of gold. then, an equal Democracy means, chance for unequal minds. Every tree in the forest should have an opportunity for air and sunlight, and every human being is an unknown quantity, an X that should have a chance to become X nth power. means the tran- Democracy scending of all distinctions of race, creed, When a school or college confines its pupils to the children of the rich only, it is for- getting what democracy is. But if it limits its students to the followers of one occupation, Or possession. religious creed, or one racial origin, it is equally unAmerican. ‘The supreme ques- tion about any student is not where he came from, but where he is going to, not who his father or mother were but what he, himself, is and may become. When we are, through the educational process, thus discovering and _ building men and women we need envy no engi- neer or architect in the world. We may feel as did the French artist, who used to wake in the morning crying: “O what joy!—Another day in which to paint!” We have a little story that I like to tell in Providence of the New England boyhood of one of our mayors of the city by the name of Patrick J. Mce- Carthy. He was born a few miles from this hall in the city .of Cambridge, a barefoot Irish boy, driving the cows each morning before breakfast to pasture. One morning he met a man of precisely opposite birth and training in every pos- sible respect, Professor Charles Eliot Norton of Harvard University, Profes- sor of the Fine Arts, one of the most delicate, one of the most fastidious teachers of his generation in the country. Professor Norton saw the barefoot boy driving the cows and said to him, “Can vou read, my boy?” “Oh, yes, I can read.” “What do you read ?” “Oh, the poorest of the daily papers, and a dime novel,” fashionable in that time. Professor Norton said, “Did you ever read a book called ‘Oliver Twist,’ by Charles Dickens?” “No, never heard of it.” “Tomorrow morning I shall be walk- ing this way again and I will bring you that book and | want you to read it, then come to my house next Saturday and report what is in it.” So the book was loaned, and the boy read diligently all the week, supposing that Mr. Norton did not know what the book contained and really wished to find out. The boy appeared and told the story with vivid, dramatic, Irish fervor, and another book was loaned, and an- other, then he got the boy into the gram- mar school, carried him through the high school, but the family said, “No college for Patrick.”” Those fads and frills they could not tolerate, but he did go through the law school, became one of the lead- ing lawyers in my city of Providence, was finally elected mayor of the city and served with high honor and efficiency. On the morning of his inauguration as mayor, his first message was a telegram from Charles Eliot Norton of Harvard University saying, “I am glad at last my pleasant little Pat has come into his own.” Ah, that is the story of thousands of Americans, born with practically noth- ing, but coming into the sphere of the contagious personality of some man of large horizon and strong enthusiasm and rich experience. That is the educational process of thousands who are born low down in the ranks and have climbed to be leaders in the republic. But if teachers are thus to have educa- tional adventure, if they are to stimulate growth in pupils, they must be growing personalities themselves. Many a school system—unhappy phrase!—has_ stunted the teachers that it professes to train and has put a premium on acquiescence, con- A pril, 1928 formity, and routine. Anything like originality or personal flavor or individ- ual quality has been banished from some of our schools by the iron hand of a sys- tem which allows no free play to any man or woman. Yet when the grad- uates of any school come back for an an- niversary or reunion, what do they talk about? Not the buildings, not the cur- riculum—always about the _ teacher. What makes a teacher interesting? The fact that something is now happening in the teacher’s mind. He went to Europe He attended an extension course in some university. He climbed a mountain and went through a storm at sea. last summer. He has mastered a new author in English literature. He has become all aglow through a new study of the stars. The world is held back chiefly, not by bad men and women, but by good ones who have stopped growing. The most discouraging place I have ever visited was a certain normal school, where everything was arranged to re- press personality and exalt system, and where teachers were sent out annually who were icily regular, splendidly null. Such a school often exhibits to the casual visitor a long row of apathetic faces im- mune to intellectual enthusiasm. If a teacher loves English poetry, or history, or chemistry, with unflagging apprecia- tion, he will make her pupils love it by a happy contagion—even though he be ignorant of all the school laws of Mas- sachusetts ! The teacher is, then, the agent of the state in preserving itself and creating its own future. Education is not a charity, it is a part of the national defense. Fewer submarines and more high schools constitute the best program for defend- ing America. ‘The most useful studies are not those dealing with bread and butter, but those removing from the mind of youth its prejudices, its distorted views of other nations, its racial and re- ligous hatreds. The true teacher has to deal not only with facts, but with values. Modern science, to which we owe so much, which has virtually created our present civiliza- tion, is necessarily silent concerning It can tell us how to construct an automobile, but not how to use it or in what direction to travel. The pur- values. pose and the goal of life, the aims and ideals of a democratic world—to explain these and make them alluring through the educational process—that is the ad- venturous calling and the indispensable function of.the teachers of America. de pl th of Growth Through Mental Hygiene Wittiam H. BurRNHAM Professor of Pedagogy and School Hygiene, Clark University, Worcester, Massachusetts HE cITY of Cleveland, which has long stood in the front rank in practical school hygiene, now has definite training for its teachers in ap- plying the gospel of mental health. In this it emphasizes fourteen points, some of which relate to the following: emo- tional selfcontrol, ability to endure crit- icism, slights, and abuse, that is, lack of the extreme sensitiveness characteristic of the professional teacher; the ability to use one’s senses, to see, hear, taste, and smell; putting aside unhealthy im- ages and ideas; still further, increased accuracy of thinking and control of at- tention; learning to sit, stand, and move in a natural way, and, on the other hand, learning to relax; the practise of facing dificulties, doing something difficult of achievement; the habit of not taking one’s tasks too seriously; the cultivation of normal relations with other persons and of a wholesome philosophy of life; making sure of what one wants to ac- complish today, tomorrow, next month, and in ten years; and finally, as I under- stand it, of trying to do today’s work better than yesterday’s. Such actual training in the practise of mental hygiene by teachers can not fail to give the teacher a better uuderstand- ing of youth as well as a better applica- tion of the gospel of mental health in his own life. The contributions of mental hygiene to education are many. Perhaps the greatest of these is that which comes in- directly from its contribution to the training and mental regimen of teachers. For the mental growth of teachers new stimuli and new points of view are al- ways necessary. Inevitably we are handicapped by many limitations—the routine and monotony of our work, the force of custom, the educational ma- chine, the demands of marking, grading, promotion, official rules, and most of all, perhaps, the conventional habits of our own thinking. Mental hygiene aids the teacher by vitalizing the old essential truths of a commonsense pedagogy that today seem to have lost their freshness and vitality. In a word, teachers need this new point of view in order to see the real signifi- cance of the old truths of education itself. THE JoURNAL of the National Edu- cation Association emphasizes the im- portance of growth. The ways in which ILLIAM H. BurNHAM is the author of “The Normal Mind.” Clark University, where he spent most of his teaching career, is associated with G. Stanley Hall and his monumental work on “Adolescence.” mental hygiene contributes to the spiri- tual growth of the teacher are many. They are suggested by the beginning al- ready made at Cleveland and elsewhere in the training of teachers in relation to their own mental health. In the first place the fundamental conception of mental health as a normal integrated personality is of supreme im- portance. Since the teacher’s function is the sacred one of guiding and training human personalities, it is, of course, es- sential that the individual teacher should develop a wholesome personality. The way this may be done involves the whole body of modern doctrine in regard to the mental health. But fortunately the prime means for developing an inte- grated personality applicable to every- one, is coordinated purposive activity in the doing of worthwhile tasks. This is illustrated in the emphasis mental hy- giene puts on the need and value of a significant task for every child, and the importance in later life of the integra- tion of the personality at a higher level [105] which comes from devotion to some great task, as illustrated by the great leaders in the world’s work everywhe.e and especially in the lives of the world’s great teachers. Mental hygiene contrib- utes to the growth of the teacher’s per- sonality in three ways: first, by its direct contribution to the mental health of the individual teacher; second, by giving a new and stimulating point of view ; third, by presenting a higher and stimulating ideal for the teacher’s call- ing. All three of these are really con- cerned with the mental health of the teacher in the highest sense. Mental hygiene gives aid of prime im- portance to the health of the individual teacher. It helps him to see the con- ditions that threaten his own mental health. It helps him to develop a men- tal attitude of serenity and the ability to ignore the slights and petty difficulties of the schoolroom. Teachers as a group are among the most conscientious people in the world. Their aim is perfection and anything short of perfection in themselves or in their pupils is apt to be keenly felt on account of their sensitiveness. ‘They are likely to do a vast deal of worrying. As President Hyde long ago pointed out, many teachers do their work three times over ; in the first place in dread and anx- iety in preparing for their class work; second, in their actual work of teaching; and third, in thinking it over afterward and regretting that it had not been done differently and better. This tendency to worry is wellknown. If it does not concern their work, it is apt to concern their relations to teachers and officials above them, to the conditions of their work, to the matters of discipline in their own classroom, or to the perform- ance of their pupils. Uneasy lie the heads of all that rule, His most of all whose kingdom is a school. Mental hygiene not only helps the teacher to avoid worry, but more im- portant than this, is the aid it gives in showing the pitfalls that threaten one’s own character as a teacher and an inte- grated personality. It reveals to the teacher the survivals of childish atti- tudes, envy, jealousy, exaggerated sensi- tiveness, and all the other childish atti- 106 THe JouRNAL OF THE NATIONAL EpuCATION ASSOCIATION tudes that arise from an undue develop- ment of the ego complex. As special illustration of this and the way as teachers we are apt to fool our- selves should be mentioned the artificial ways in which we are apt to react to dis- integrating conditions and the common- place difficulties of the schoolroom. In other words, the defense mechanisms to which the teacher resorts in protecting the dear ego, as Stekel calls it, are many, as every teacher of wide experience know 5. Mental hygiene gives a new point of view. ‘The significance of the new doc- trine of mental health, as representing a new point of view in education, has promise of development of the utmost importance. In a recent book Holism and Evolution, General Smuts has called attention to the importance of certain great epoch-making points of view in science. Such was the Copernican view of astronomy, such the doctrine of evo- lution as taught by Darwin, such in re- cent years the new point of view of gen- eral relativity contributed by Einstein. Since mental hygiene deals with the wholeness and healthfulness of the great- est thing in the world—the human mind —the new point of view that puts in clear perspective the significance of healthy mindedness is likely, when gen- erally understood, to rank with these other great points of view in general science. ‘The importance of this new point of view for the teacher lies not merely in the fact that this represents a means of seeing important practical problems clearly in relation to the significant facts of development and education; but it represents a new philosophy of life for the individual teacher, enabling one who gains this point of view to see the facts of education in right perspective and to hold the great things of life at their true value, to discard and neglect the trivial things which tend to fritter away the teacher's time, waste his energy, and worst of all, develop those habits of pedantry which so enslave the conven- tional teacher that the higher goods of life are unrealized and unseen. Mental hygiene not only makes this supreme contribution and gives its aid in a multitude of ways to the preserva- tion and development of the teacher’s own mental health, but it also makes clear the mental attitudes that should make up -his professional character—the foundation of the teacher’s own philoso- phy of education, if you please. This, it makes clear, should include at least the following essentials, as stated in Burn- ham’s Great Mental Health: Teachers and First, the attitude of the learner, which should include the scientific attitude, and the fundamental attitude for the mental health of the individual, that of facing reality; sec- ond, the attitude of the artist, so that the Books on Mental Hygiene Burnham, William H. Great teachers and mental health. The character- istics of sane thinking as shown in | the lives of some great teachers. Burnham, William H. Normal mind; an introduction to mental hygiene and the hygiene of school instruc- tion. Represents the results of ma- tured observation. Healy, William. Mental conflicts and misconduct. Deals with the part that mental conflict plays in de- linquency. La Rue, Daniel W. Mental hygiene. Simple, general textbook. Miller, H. Crichton. New psychology and the teacher. Clear, healthy, and full of valuable information on child psychology. Morgan, John J. B. Psychology of the unadjusted school child. Simple ex- position of the facts and principles of abnormal psychology. O’Shea, Michael V., ed. The child; | his nature and his needs. Survey of | presentday knowledge concerning child nature. Sayles, Mary B. Problem child in school. Narratives from case rec- | ords of visiting teachers. Sayles, Mary B. Three problem chil- dren. Three detailed case studies, showing diagnosis and method of treatment. Wallin, John E. W. Mental health of the school child. A reference book concerning what is being done for | the diagnosis and treatment of men- tal deficiency in children. White, William A. Mental hygiene of childhood. Of great value for | those who have to do with children | who may yet be saved from failure. Wile, Ira S. Challenge of childhood; studies in personality and behavior. | Williams, Frankwood E., and others. Social aspects of mental hygiene. | Essays on various phases by experts. | [Prepared by Cleveland Public Library] teacher will find his work worthwhile for its own sake; third, the attitude of the special student of childhood, so that one may get the child’s point of view and have prevision for the meaning of the child’s behavior; fourth, the attitude of the scholar, in order to give a cultural background; fifth, the at- titude of the trainer rather than that of the mere instructor; sixth, the experimental at- titude, which looks upon educational prob- lems as open questions and is ready, as far as possible, to study them under controled A pril, 1928 conditions; seventh, the attitude of the mental hygienist, which always aims at pre- venting mental disorder and at the develop- ment of habits of mental health; and eighth, finally, the attitude of cooperation in the social groups of which one is a member. Mental hygiene contributes to the growth of the teacher’s character by the very ideal of a wholesome personality itself. To direct and guide in the de- velopment of human personalities is a transcendent function. Still further, mental hygiene presents the ideal of a normal social group as an integrated group, one where each individual has the opportunity for initiative and where the leader does not dominate the group but merely integrates the different abili- ties of the members of the group for a common purpose. Each school repre- sents the state in miniature and the ideal of an integrated social group as the aim of mental hygiene should be the teacher’s ideal. Every school should aim to give democratic training in such normal social groups. This represents the higher form of the democratic ideal in education; and actual training in such groups is the only way to give the neces- sary preparation for the duties of citizen- ship in a democracy. Thus mental hy- giene shows the supreme importance of the teacher’s function—a task that ap- peals to the highest ability and suitable to produce an integrated personality in the individual teacher. Hence it comes to pass that for the teaching profession today and for the individual teacher alike no subject is so important as that of mental hygiene, and no preparation for the teacher’s work equals the training in the principles of a sound scientific mental regimen. This, as pointed out, has its threefold value for the development of the teacher’s personality: first, by its aid to the indi- vidual teacher in the care of his own mental health and in the ability to rise above the emotional handicaps, inhibi- tions, and enslaving habits which have survived from an older conception and an older condition of the teacher’s call- ing; second, by its new point of view enabling the teacher to see the real value of the essential doctrines of education; third, by its higher and stimulating ideal for the teacher’s calling. — ERE IS nothing in the world so silly as anybody who thinks that this country will for a minute bow to the dictates of people who think our schools are costing too much. We have only just begun to buy education.—Editor A. E. Winship. gue i Physical Education as a Career Jay B. Nasu Professor of Physical Education, New York University HYSICAL EDUCATION is one of the administrative divisions of educa- tion. It is a profession, based upon the foundation laboratory sciences of bi- ology, chemistry, physiology, and anat- omy, and also the sciences of hygiene, psychology, and sociology. To get a conception of physical edu- cation as it is now understood, it is nec- essary to visualize the program of phy- sical education activities. “This program is best represented by that great range of activities characteristic of the play- ground, the swimming pool, the gym- nasium, the club, the camp, and various kinds of vigorous play and recreation. This program of physical education must be contrasted sharply with the arti- ficial programs of “physical training” and “physical culture’? which have for many years been parading under the banner of physical education. The old physical training had as its core a rem- nant of military training with formal activities or drills. ‘These have dwin- dled in importance in the physical edu- cation program till they occupy a negli- gible place because it has been proved that they have little or no value. Even the gymnasium floor is looked upon by the best thinkers as a_bad- weather institution to be used when weather forbids the use of outdoor space or when there is no outdoor space to use. Many of the best types of physical education activities, namely, the play- ground activities, have been conducted outside of the school organization, be- cause of the unwillingness of schoolmer: through traditional attitude to incorpo- rate them in the school curriculum. These activities are gradually being brought back under the administrative control of the school because they are of primary importance in connection with education. Already various schools are conducting year-round programs in con- nection with their playgrounds, swim- ming pools, and gymnasiums. Other schools have adopted certain phases of the -boy and girl club program, or have organized evening activities for indus- trial workers in cooperation with other community institutions. Because an activity is “physical” by no means indicates that it is not at the same time mental. In fact there is ample evidence to show that play activi- ties indicate a definite mental hunger. Suggestive Four Year | Course | General | | English Composition ___-_--------- 4 Baduch Literature ............... 4 RSS SEE Se 8 History (American) -------------- 4 ele eal a Re ra aeoey Ae 4 Pais Geedkia® 2. KW. ee: 4 2 CESS eee eo 6 nn See SPT 8 Sa es TAT te 8 Physiology Education Group Educational psychology History of education _______-_-__-- 4 Educational sociology Physical Education Group Principles of physical education____ 4 Nature and function of play ___-___- 2 General kinesiology -_------------ 2 Physiology of exercise____________ 2 Adaptation of corrective exercises__ 2 The physical examination __-___--- 2 Physical efficiency and achievement gine Mendis 6) Leora ey SRSA amen 2 Principles of teaching_____-___---- 2 Methods of teaching physical train- ing in elementary schools____-_-~- 2 Methods of teaching physical train- ing in junior and senior high mene Gil) lis) i te 2 Observation and practise teaching. 4 Special methods: Technic of teach- i NN 10 Personal technic in activities_____- 10 Administration of physical edu- ae AES RR a A oe oot» 2 Electives This hunger for activities is powerful. The activities which are satisfying to the child and which assist him to adjust him- self are the natural play activities. Physical education is not interested primarily in “exercise” in the adult sense. While physical education ac- tivities involve exercise as the word is used by adults, “exercise” is by no means the important objective of the activities. [107] We are coming to recognize that all educational values flow out of activity. This is more than the simple philosophy of learning by doing as there is no learn- ing except as it is a product of activity. The vigorous big muscle activities are responsible for fundamental phases of de- velopment which are fourfold: 1. The development of organic power— Organic power is probably best illustrated in what we call endurance or vitality. It means simply the power to expend great energy and to withstand fatigue. This organic power is today tremendously needed. More and more there is a strain upon the nervous system. There is the hurry and worry of business life. If men are to stand up under this strain, there must be built up through big muscle activity during child- hood and youth great organic capacity. 2. Menti-motor development—In play ac- tivities menti-motor power is developed. This means that the latent powers in the neuro-muscular mechanism called strength and skill are developed; and that millions of nerve cells are brought into func- tional activity under the control of the will This power is greatly needed today in con- nection with the varied and highly mechani- cal life that we live. Quick responses learned on the athletic field or in simpler games may save a life in the crowded traffic or pre- vent accidents in our modern factories. 3. Development of the impulses—In the games of childhood and youth the most powerful impulse tendencies of human nature are exercised. Character traits are de- veloped. In the stress of the game, the temptation is particularly strong to be un- sportsmanlike and violate the rules for the sake of winning. Probably the most effective instance where the child distinguishes right from wrong is when other children point a finger at him and say, “You didn’t play fair.” Physical education activities offer a_ tre- mendous range of opportunities for guiding the development of the impulses in an ap- proved direction. 4. Development of judgments—In no phase of education is it necessary to think situa- tions and to will coordinations so rapidly as in physical education. Judgment is neces- sary. Action must be instantaneous. NON-TEACHERS - 1913 101926 1913 1914 1915 1916 1917 1918 1919 1920 1921 1922 1923 1924 1925 1926 5) 2000 fi Ee Ie ° $2000 -. |——-Average income of gain- | - we fully occupied persons. }——> at GES WES a . ——j '900 600 a ---Average salary of > T - _ 1400 teachers. ———— -4 —-+— t 1400 1200 pase ee I OS Le ee ——— = ceca el 1200 1000 z 5. ae MEE 6 Tes | oe. sswshal i] _} 1000 ~~ | 80 a rt tates OO Eee eee. ab Oe Ce BSS Le a 800 . = “| ———" | an aS Sas Sc. === 1 —— + _ _ a 3 600 400 _—— , + } } t | +} 400 200 a a! Ne i | | 200 1913 1914 1915 1916 1917 1918 1919 1920 1921 1922 1923 1924 1925 1926 Based on data in May, 1927 Research Bulletin of the National Education Association pages 196 and 197 [115] 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 Ing 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 JoukNat. The pay- ment of $100 gives the privileges ot the $5 active membership ior liie. Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. Tne 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. The Boston Convention ( bps THE FOUNDING fathers who organized the National Education Association in Philadelphia in 1857 in the hope that it would bring unity and wider outlook to America have attended the Boston convention they would surely have rejoiced. The meeting was na- tional in the broadest and finest sense. President Gwinn of. San_ Francisco planned brilliantly and managed with high skill. New England educational workers were able and untiring hosts. Persons who followed State Commis- sioner Payson Smith in his eloquent addresses often spoke of him proudly as the Horace Mann of our day. “Boston teachers and school officials cooperated generously. Two of our ablest state governors shared honors on the program—Fuller of Massachusetts and MacMullen of Nebraska. College and _— university presidents contributed their best. The heads of Harvard, Yale, Minnesota, and Brown universities addressed men and women from every state. For the first time a nationwide radio hookup was made available in connec- tion with an Association convention. Through the courtesy of the National Broadcasting Company, the entire “red network” plus southern and southwestern stations was turned over to the Depart- THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION ment of Superintendence for an hour of short addresses and music. The National Association of Secon- dary School Principals completed its arrangement to become a department of the National Education Association. It is significant that this should have oc- curred in New England where the first public high school—the Boys Classical School—was established in 1821; where Charles W. Eliot led in the movement for better relations between high schools and colleges as chairman of the famous Committee of Ten; where Clarence D. Kingsley, then in the Massachusetts State Department, served as chairman of the committee that worked out the seven cardinal objectives; where the De- partment of Superintendence was pre- senting its Sixth Yearbook on_ the Development of the High School Cur- riculum—the best of its notable year- books and a prophecy of the day when there shall be a high school adapted to the needs of every adolescent youth. The Department of Elementary School Principals had a meeting in Bos- ton that would have made a great con- vention by itself. It, too, completed work on a yearbook which will be pub- lished before the Minneapolis conven- tion—a monumental study of the prin- cipalship itself. The Department of Teachers Col- leges had the best meeting of its history —notable for effective committee work and for programs of the highest profes- sional quality. Its dinner meeting alone with speakers Frank N. Freeman of Chicago, Henry W. Holmes of Har- vard, William C. Bagley of Columbia, and A. E. Winship was worth crossing a continent to hear. Research showed great strength at Boston. Meetings of this group were crowded beyond the capacity of halls to hold them. There was evidence of closer cooperation between research in colleges and research in public school systems. Classroom teachers at Boston were especially happy. The convention was delighted by the presence of a classroom teacher whom _ the _ superintendents honored with the gift of life member- ship. A classroom teacher as head of the Association presided over meetings of the executive boards. It is an inspir- ing fact that superintendents, presidents, principals, and teachers are working in harmony and unity for the good of the children. The newspapers of Boston and the nation were generous in the reports of A pril, 1928 the convencion. Reporters came from far and wide. Press associations sent out an unusually heavy advance and fol- lowed with complete wire service dur- ing the week. When education was criticized, newspaper editors rose to the defense of the schools and the children. The New Education Bill went stead- ily forward. The profession has settled down to work and to hold on till final victory. School people living in the home districts of the Congressmen re- alize now that the problem is theirs. There was clearly recognized at Bos- ton the growing need for interpreting the schools to the people who furnish the children and pay the taxes. The schools are pressed on one side by the demand for larger opportunities and on the other by the shrewd propaganda for lower taxes. Sums spent for education are still relatively small as compared with what is spent for waste, crime, and unemployment. School people are com- ing to appreciate the necessity for mak- ing this fact plain to the people. It was truly a great convention—in attendance, in programs, in manage- ment, in human interest, in attention received from the people of the country, and best of all in constructive plans de- veloped for the improvement of the schools. Globe Photographers | Spence D. Boynton, president of the De- partment of Superintendence for 1928-29. Mr. Boynton was elected at Boston without opposition. He has been superintendent of schools at Ithaca, New York since 1900 and was principal of the high school there 1893- 1900. He has been active in state and na- tional education associations for many years and is wellknown in connection with his plea for the “open door in education.” The Boston Resolutions HE DEPARTMENT OF SUPERIN- TENDENCE of the National Edu- cation Association at its meeting in Boston on March 1, 1928 adopted the following resolutions: The Curtis-Reed Bill 1. The welfare of the children now enroled in the United States is dependent upon our ability to make available to boards of education, to superintendents of schools, and to teach- ers throughout the nation the results of current practise, of experiments wherever they are conducted, and of the results of scientific investigation. the schools of The federal government has long ac- cepted responsibility for conducting in- quiries and disseminating information concerning the public schools. We hold that economy and efficiency demand that the activities of the federal government dealing with education be consolidated in a Department of Edu- cation under the leadership of a Secre- tary with a seat in the President’s Cabinet. We urge that adequate sup- port be provided for this department in order that it may conduct such inquiries and disseminate such information as will make for the highest degree of efficiency in all of our schools. We know that this service can be rendered without in any way interfering with the constitu- tional right of the several states to con- trol, administer, and supervise their own schools. We, therefore, urge the Con- gress to pass the Curtis-Reed Bill which embodies the program which this As- sociation has consistently advocated throughout its history. Character Education 2. The evidence taken as a whole does not justify the conclusion that the young people of today or that the people gen- erally, are worse than they have been in any previous period of our national his- tory. On the contrary, there is abundant reason to believe that in the total there has been a marked improvement. The public schools as well as the private are not indifferent to the forma- tion of character as fundamental to all else. Character forming situations are the rule not the exception in the school life of today. It is undoubtedly safe to say that the typical school situation from Adopted March 1, 1928 the moral point of view, is decidedly above life at large in its standards of ethics and personal conduct. Only those who look for moral education in terms which ignore the spirit or exalt the form fail to see this. International Newsreel Photo OHN J. Ticert, United States Commissioner J of Education, is here shown placing a wreath on the statue of Horace Mann at the Massachusetts State House. With him is Payson Smith, Commissioner of Education for Massachusetts. But no matter how the present may compare with the past, there is vast room for improvement. We should em- phasize the fundamental importance of the problem of right living to the extent that every teacher should be conscious of it as a primary objective in teach- ing. This implies support of research and of scientific experiment in evaluat- ing technics of character education suit- able to all levels of school life and to the ever-changing nature of the world in which we are living. A continuous professional study of this problem setting forth a proper apportionment of responsi- bility to the schools in their relation to other agencies and perfecting methods by which to meet this responsibility is vital in public education. School Costs 3. Any just consideration of the cost of our schools must take into account the depreciation in the dollar, the demand of the public for ever broader educa- [117] tional service, the ability of the public to pay, and, above all else, the vital im- portance of education in a democracy. It is only through the development of people that material values are enhanced. Only by such development is life as a whole made worthwhile. Edu- cation, conceived of as an investment in life itself, justifies substantial expendi- ture upon it. more Extravagance is inexcus- able. Every proposed expansion of edu- cational facilities should be carefully studied. We should continually weigh the results, so far as we can define them, against the costs, and, as individuals, and as a profession we should not lack the courage to take our place in the front ranks of the battle for better educational opportunities for all people. ‘There is no evidence that the standard of living has been lowered by the cost of educa- tion. On the other hand there is every indication that it has been raised. So long as this is true there is no cause for alarm over the present percentage of our national income given to education. School Buildings 4. We with the growing tendency to place school house planning under the direct control of the superintendent of instruction. note satisfaction Such an adjustment of relationships must ulti- mately make for efficiency and eliminate waste, provided school administrators ac- quire the expert training and knowledge necessary to meet the new responsibility. We believe that with intelligent educa- tional guidance architects can and will erect efficient and also artistic buildings without excessive expenditure of funds. Are Too Many Seeking Admission to Higher Schools, Colleges, and Universi- ties P 5. The committee feels that the issue presented by this question cannot be satisfactorily met by arbitrary systems of selection Institu- tions and systems themselves as well as people must be tested. Until this is done we do not know what the possibilities are. and elimination. In the meantime it is more con structive to give the benefits of doubts to human beings rather than to systems which are likely to be overly tradi- tionalized. In the final analysis this is the problem of making scientific adjust- 118 ment to all types ot people. In all probability the higher educational in- stitutions will have to continue to make broader adaptations to individual dif- ferences among ever increasing numbers. Our American schools should not re- vert to a caste system philosophy. Caste systems have had ample time in which to prove their superiority, but what have they to show for themselves? Our school system is young, but it is based on the most persistent ideals we know, the ideals of democracy. ‘The elementary school has been well established on this ideal. But let us not forget that this was not accomplished without a bitter battle. “he same forces in the main which now are so alarmed over the growth of our higher schools, fought the establishment of the free tax- supported elementary school. It has al- ways been so. Our profession should lead the battle for ever better educa- tional opportunities for all the people. Effective Publicity for Modern Methods in Education 6. Effective methods of publicity should te devised of such a character as would serve to bridge the gap between the policies of education as conceived and formulated in harmony with modern life, and the concept of public schools possessed by those who received their schooling under conditions much dif- ferent from those which now prevail. Partisan Politics in School Administration 7. The magnitude of modern educa- tional systems and their importance as factors in the economic and governmental life of the nation have brought into exist- ence, conditions which are full of hazards. Strong temptation has arisen in many quarters to exploit the schools for purposes entirely foreign to their true function which is the education of the children. Schools should be adminis- tered on the basis of sound and scientifi- cally established principles. The ad- ministration of schools upon this basis should be safeguarded by statute against assault by any agencies which aim to utilize the machinery of the schools for purposes other than those of education. We believe that there are many in- stances of interference with schools due to the conception that the management of education is subject to the spoils sys- tem in partisan politics. Protective measures against the baneful results of such a misconception can properly be urged in view of the decisions rendered by the supreme courts of many states THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION which decisions have declared in un- equivocal terms that boards of education are independent bodies created under the authority of the state with independent responsibility for the conduct of the schools and that such boards and their officers must not be made subject in any of their operations to the caprices of local partisan control. Curriculum Prescriptions by State Legisla- tures 8. Technics of curriculum making are professional tasks. General objec- tives and policies, should,.in the final analysis, be decided by lay bodies hav- ing been chosen by the public for that purpose, but technics by which such ob- jectives may be met and such policies carried out should be constructed by those professionally trained for this serv- ice. Enactments by state legislatures, frequently the result of high pressure lobbying methods used by well-organ- ized minorities, are likely to violate this principle. The public should be warned against the danger involved in curriculum mak- ing by state legislatures and every effort made to see that this vital function is conceived of as -a professional service under the general limitation above stated. Educational Opportunities in Rural Com- munities 9. It is recognized that an inequality in educational opportunity exists be- tween rural and urban education. We state our belief that educational advan- tages available to rural children should be equivalent to those offered children in cities and towns and we recommend that definite steps be taken to make an appreciable approach to such equaliza- tion. Higher Standards for Admission to Amer- ican Citizenship 10. Appreciating the cooperation now existing between the Bureau of Educa- tion and the Bureau of Naturalization, and recognizing that training for citizen- ship is a phase of adult education neces- sary for candidates seeking naturaliza- tion, the need of closer coordination of effort on the part of the Federal Bureau of Naturalization, the local courts, and the public school appears urgent. There should be a closer alignment of these three agencies to the end that the re- quirements for admission to American citizenship shall include a reading as well as a speaking knowledge of Eng- lish and that there shall be an appreci- A pril, 1928 able understanding of American history, American institutions, and American ideals on the part of aliens seeking citi- zenship in the United States of America. These standards should be nationwide. Educational Radio Program 11. In view of the influence that the radio is coming to have on school life it is suggested that the executive com- mittee of the Department of Superin- tendence consider the practicability of appointing a committee to study the problem of perfecting an organization which will prepare and broadcast educa- tional programs for school use. Appreciation of Courtesies 12. For the delightful hospitality and efficient management that have made this fifty-eighth annual meeting of the Department of Superintendence a nota- ble success we extend our cordial thanks to the state of Massachusetts, to the Governor, to the Mayor, to the city of Boston and its citizens, to the officials, teachers, and pupils of the schools, to the churches, to the public press, and to all the many individuals and organi- zations that have so effectively given of their best efforts in our behalf. Appreciation of Curriculum Commission 13. On motion of Superintendent S. Monroe Graves of Wellesley Hills, Massachusetts, it was resolved to spread upon the records of the Department of Superintendence an expression of deep appreciation for the work which was done by Chairman Broome and the Com- mission on the Curriculum in its four years’ study of curriculum problems. Members of the Committee Members of the Committee on Reso- lutions were: Mr. A.L. Threlkeld, super- intendent of schools, Denver, Colorado, chairman; Mr. J. R. Barton, superin- tendent of schools, Oklahoma City, Oklahoma; Commissioner A. B. Mere- dith, State Department of Education, Hartford, Connecticut; Mr. Charles L. Spain, deputy superintendent of schools, Toledo, Ohio; Dr. John W. Withers, dean, School of Education, New York University, New York City; Miss Ada York, county superintendent of schools, San Diego County, California. Orricers of the Department of Su- perintendence for 1928-29 are: President, Frank D. Boynton, Ithaca, N. Y.; First vicepresident, Joseph M. Gwinn, San Francisco, Calif.; Second vicepresident, Frank G. Pickell, Montclair, N. J. HE COMMISSION on the Curriculum of the Department of Superintend- ence appointed by President Payson Smith at Chicago in 1924, presented to the Boston convention its final report in the form of the Sixth Yearbook of the Department of Superintendence, entitled The Development of the High School Curriculum. The original commission of thirteen members has remained intact since the first appointment and has prepared, with the help of subcommittees, four reports, published in four successive yearbooks of the Department of Superintendence. More than four hundred people have worked the auxiliary committees. Preliminary to the work of the Com- mission on the Curriculum, was issued the second yearbook of the Department, prepared by the Yearbook Committee of 1923-24, under the chairmanship of Superintendent R. G. Jones of Cleve- land. That yearbook concerned itself with the machinery and organization for devising, revising, and supervising the curriculum. on It also presented a gen- eral analysis of elementary school cur- riculum practise. Superintendent Edwin C. of Philadelphia, chairman of the Com- mission on the Curriculum, in present- ing his final report at Boston explained that the commission had at the outset adopted the policy of collecting facts, Broome, coordinating research studies, discuss- ing problems, and suggesting solutions, rather than to set up complete and defi- nite courses of study. Pupil activities, where they have been outlined, have been used for the purpose of illustra- tion and suggestion. The Commission on the Curriculum, Dr. Broome explained in his Boston re- port, has endeavored to accomplish the following four objects: 1. To help establish scientific methods of curriculum revision in local school systems. 2. Through the Cooperative Plan of Cur- riculum Revision to make the achievements of one community a benefit to all. 3. To put the results of scientific research on the curriculum into practicable and use- ful form to make them available to superin- tendents throughout the country through the Research Bulletins and the Yearbooks of the Department. 4. To stimulate and encourage school sys- tems to evaluate their present courses of study and to organize committees for im- proving them. Two other outstanding have grown out of the work of the Com- movements The Commission on the Curriculum mission on the Curriculum. ‘The first is the “Cooperative Plan of Curriculum Revision.” After the first year of the commission’s work it was decided that no central group could adequately at- tack and treat the problem at hand. made the motion at Cleveland in 1923 that created the Curriculum Commission and who has served as its chairman, presented its final report in Boston. ee E. C. Broome who The Commission on the Curriculum pre- sented at the Cincinnati convention in 1925 the plan which resulted in a move- ment whereby more than three hundred superintendents, state departments of education, and universities joined with the commission by setting up curriculum revision committees in their own com- munities. The other important outgrowth of the work of the Commission on the Cur- riculum is the Commission on the Artic- ulation of the Units of American Edu- cation, whose chairman is Superintend- ent Herbert S. Weet of Rochester, N. Y. In 1926 the Commission on the Curriculum reported to the Department of Superintendence that it felt unable to handle the important problem of artic- ulation. The new commission is now at work preparing the Seventh Year- book of the Department to be issued in February, 1929. The Commission on the Curriculum believes that its work has served as the beginning of a continuous program of curriculum building. In [119] making its final report at Boston, the commission recommended that the Department of Superintendence maintain a central clear- inghouse for providing information, guidance and stimulation for those who are endeavoring to adapt their curricula to changing conditions. The following problems, it suggested, might be con- sidered by such an agency, under the guidance of a small advisory committee of members of the Department of Super- intendence: 1. New material in terial in the curriculum. 2. Reorganization of relation to old ma- the response to changing ideals. 3. Encouragement of local research on the curriculum, and the collection and publica- tion of significant research studies. 4. The place of the classroom teacher in the construction and curriculum. 5. Integration of curriculum material in the life of the child in order to give the child intelligent and sympathetic contact with the problems of a changing civilization. 6. Criteria to determine what pupils should take certain subjects. curriculum in interpretation of the 7. The integration of social studies. 8. The curriculum in relation to the teaching load, to the use of textbooks and other instructional material, and the length and frequency of class periods in relation to the several subjects of the curriculum. In addition to Dr. lowing Broome, the fol- have served on the Commission on the Curriculum for the entire four year period: John L. Alger, president, Rhode Island College of Edu- cation, Frank W. Ballou, superintendent of schools, Washington, D. C.; Susan M. Dorsey, superintend- ent of Angeles, Calif. ; John M. Foote, rural school supervisor, state department of education, Baton Rouge, La.; Charles H. Judd, director, school of education, University of Chi- cago; Harold O. Rugg, Lincoln School, Teachers College, Columbia University, New York City; Zenos E. Scott, super- intendent of schools, Springfield, Mass. ; members Providence ; schools, Los Frank FE. Spaulding, dean, schoo! of education, Yale University, New Haven, Conn.; Paul C. Stetson, super intendent of schools, Dayton, Ohio; A. L. Threlkeld, superintendent of schools, Denver, Colo.; H. B. Wilson, superintendent of schools, Berkeley, Calif.; John W. Withers, dean, School of Education, New York University, New York City; Margaret M. All- tucker, research specialist in charge of yearbooks, National Education Associa- tion. Teachers Colleges at Boston HE TEACHERS COLLEGES are com- ing into their own. Boston No group at showed more evidence of growth and increasing vigor than the American Association of ‘Teachers Col- leges, a department of the National Edu- cation Association. Its program was planned with unusual care. Its meetings were well attended and_ enthusiastic. Dwight B. Waldo, president of the De- partment, is a chairman of unusual skill and power. The Department held five sessions at Boston, February 24 and 25. On Friday morning’s program, S. F. Bogardus of the State Normal School at Terre Haute, Ind., and E. N. Taylor of the State Teachers College at Charles- ton, Ill., appealed for a continuous sur- vey of teacher training institutions and for the better preparation of teachers in arithmetic. The which fol- lowed was led by President David Felmley of Normal, IIl., President L. C. Lord, of Charleston, IIL., ‘and President Brandenberg, of Pittsburg, Kans. The Friday afternoon session was a review of the accomplishments of the teachers colleges of the United States, discussion covering student admissions, teacher certification, training school facilities, teachers in service, and the training of rural teach- ers. [he speakers were President A. Linscheid, Ada, Okla.; President H. A. Brown, Oshkosh, Wis.; President E. C. Higbie, Madison, S. Dak.; Principal Charles Russell, Westfield, Mass.; and Dr. Ernest Burnham, Kalamazoo, Mich. professional education of 5 ~~ DINNER meeting of teachers college workers in the Copley-Plaza Hotel, Boston, presented a brilliant program, in which Dr. A. E. Winship celebrated his 83d birthday with personal reminiscenses of early normal schools. Two hundred educators interested in teachers colleges attended the banquet Friday at 6:30 p.m. in the Swiss Room of the Copley-Plaza. Guests of honor included Cornelia S$. Adair and A. E. Winship, who was receiving congratula- tions on his 83d birthday. After-dinner talks included: What are the psycholog- ical materials, a knowledge of which is most essential to teachers, Frank N. Freeman, University of Chicago; The training of teachers and the making of the nation, Dean Henry W. Holmes, Harvard University; Twenty years of progress in the professionalization of subjectmatter for normal schools and teachers colleges, W. C. Bagley, Teach- ers College, Columbia University; A review of the beginning of normal schools in Massachusetts, A. E. Win- ship, Boston, Mass. At the Saturday morning session, the Committee on Achievements and Serv- ices of American Teachers Colleges gave the following reports: Twenty years of progress in the service rendered by nor- mal schools and teachers colleges, by President Bruce’ R. Payne, Nashville, Tenn.; Twenty years of progress in the qualifications and the salaries of teachers of normal schools and teachers colleges, by President E. L. Hendricks, Warrens- burg, Mo.; and Twenty years of prog- ress in the financial support of normal schools and teachers colleges, by Presi- dent R. M. Black, Ellendale, S. D. After these reports Dean J. W. Withers of New York University spoke on Op- [120] portunities in problems ahead, and Dean William F. Russell of Teachers College, Columbia University, and Carl Milam, secretary of the American Library As- sociation, spoke on The training of pub- lic school librarians. At the Saturday afternoon meeting the report of the Committee on Stand- ards and Surveys was handled in three sections: An experiment with freshmen, by Clare B. Cornell of Greeley, Colo.; Standards for the libraries of teachers colleges, by G. W. Rosenlof of Lincoln, Nebr.; and The present status of Eng- lish in the normal schools and teachers colleges of the United States, by Ida Jewett of Teachers College, Columbia University, New York City. E. S. Evenden reported on Proposed changes in the standards of the American Asso- ciation of Teachers Colleges, which had been revised. President E. L. Hen- dricks of Warrensburg, Mo., filed the report of the delegates to the American Council of Education, and President H. B. Williams of Bowling Green, Ohio, presented the report of the Board of Di- rectors of the American Council for Social Studies. The officers for 1928-29 include President, W. P. Morgan, president, Western Illinois State Teachers Col- lege, Macomb, Ill.; First vicepresident, R. L. Marquis, president, North Texas State Teachers College, Denton, Texas; Secretary-treasurer, Charles W. Hunt, dean, School of Education, Cleveland, Ohio. The Secondary School FIND myself, this morning before this great audience of representative leaders of American public education, charged with two duties, one of them most delightful in every way and the other, I confess to you, one which I approach with some hesitation. I am very happy indeed to have the privilege as the Governor of Massa- chusetts of representing the Common- wealth on this occasion, and to bid you all a most cordial welcome. From the foundation of the Plymouth and the Massachusetts Bay Colonies, the people of Massachusetts have had faith in education. “Throughout three cen- turies that faith has not changed, but rather has it grown and been strength- ened with the passing years. Proud as we are of the achievement of past years, yet we know full well that it is of the very essence of education to rely not upon the deeds of other years, but rather to work to the end that the future may be worthy of what has gone before. As the representative of a people, therefore, having faith in education as a power that we believe will constantly improve the common welfare, I rejoice that you have come among us that we may learn of you, and with you go for- ward to the tasks of the morrow more intelligently equipped to meet them. I wish that your stay among us may be pleasant and profitable, and that when you return to your homes, you will carry in your hearts and minds those pleasant sentiments of unity, fraternity, and worthwhile service which I am sure you will leave with us when you depart from within our portals, Your president has asked me to say something to you this morning about the expectation of American business of the product of the schools. That, it seems to me, is a fairly large assignment. In this complicated civilization of ours it is not possible to speak of business in so specific a manner that you can list the exact accomplishment that the schools should be expected to produce in their graduates. Moreover, business men who think clearly on the subject understand per- fectly well that the schools have to meet ALvan T. FULLER Governor of Massachusetts a great many different requirements. The very program of this morning re- flects only in part the breadth of your task. You are discussing only a part of the work of the schools, yet it seems that the lower schools, while they are ed- International Newsreel Corp. i bw PHOTO shows the receiving line at the reception given by Governor and Mrs. Fuller of Massachusetts to convention visitors in the Hall of Flags at the State House, February 27. From left to right are: Presi- dent Joseph M. Gwinn of the Department of Superintendence, President Cornelia §. Adair of the National Education Association, Evangeline L. L. Lindbergh, Governor Fuller. ucating boys and girls, have to think of what colleges expect, of what busi- ness men expect, of what fathers and mothers expect, and of what citizens as a whole expect. With all these ex- pectations, it would not be surprising if teachers should suggest that they would like to know what children have a right to expect, in order that their own welfare may be promoted. Indeed, only as a layman I am in- clined to believe that all of us, whether citizens, school officers, or teachers, should understand that in education of school, church, and home the consideration that outranks all others is that we should pro- vide for the child the kind of training and the type of discipline that will help [121] him to grow to the fullness of his stat- ure as a man. Therefore, I should say first that busi- ness, as such, desires that the lower schools should help the boy to under- stand his obligations to the social, civic, and economic community of what his life is to be a part, and his duty to himself—as the English would put it— to “play the game.” It is obvious that the rapidly develop- ing specialization in business will in- creasingly demand special study of vari- ous kinds, in order that individuals may be better equipped for certain types of employment. In the field of secondary education, our schools and departments of agriculture, home economics, trade, and commercial subjects, are wisely pay- ing attention to this specialization. ‘The establishment of great schools of business administration in our colleges gives evi- dence that in a larger degree collegiate education will recognize the needs of business for specially prepared men and women. President Lowell lately re- marked that “business is one of the oldest of the arts and the latest of the pro- fessions.” ‘There can be no question that just as schools of law and medicine and teaching have long provided the means of translating theoretical knowledge into effective practise, so in the future will institutions of learning increasingly make provision for training for business pur- suits. The success of these schools will de- pend much upon the knowledge which the institutions will have of the practical situations to be met in the business enter- prises to which the youth expects to go. It is certain that education in general must constantly seek to make more effec- tive application of theory to practise. Technical education of any character in the field of business and probably of the professions meets its final test, not in what the candidate for a position knows about a business, but upon the extent to which he can go to a job and demon- strate there that he has the ability actually to perform the work demanded. So far as these technical courses are concerned I have only one definite sug- gestion that I am prepared to make to 122 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION you, namely, that they be tested again and again, with reference to their actual usefulness in the occupations for which they prepare. 1 appreciate that such a testing demands the cooperation of busi- ness itself. The industries of our land should develop a sympathetic and help- ful interest in the thousands of our youth who are leaving school in the upper ele- mentary and the senior high-school years. Without minimizing the importance of the work of the school, it may well be maintained that business can hardly expect a boy in his teens to be a fully finished product. “Therefore, school and industry should work hand in hand to the end that these youths of ours may make as speedily and as effectively as possible successful introduction to their business and industrial careers. Frankly, however, as a business man, I am not so much concerned with these items of technical preparation. The specific and definite demands of any business are reasonably clear. In the modern tendency of business practises to become specialized, and in a measure standardized, the schools will not find it impossible or extremely difficult to organize work which wilt: provide rea- sonable preparation for business life. The schools should and will address themselves with continuing success to meeting the technical demands of busi- ness training. But apart from these, the expectations of the business man are not so very different from the expectations of others. While the business man is glad to recognize in the candidate for a position that he has a certain knowledge of his trade or business, and that he has de- veloped a certain skill in making that knowledge effective, yet in my opinion business men everywhere will forgive a good deal by way of a shortage of specific qualifications, provided the youth who come to them for positions have devel- oped certain characteristics which will provide the foundation upon which the structures of successful careers may be built—a solid rock of principle and not the shifting sands of expediency. Briefly, | will name some of the things which I believe it to be possible for the schools to help in developing—qualities which have always been needed and al- ways will be needed in the business rela- tionships of life. First, the school ought to help a boy to understand that no keen- ness of wit, no shrewdness of bargain- ing, no plausibility of reasoning, in short, that no trickiness of mind of. whatsoever sort can for a single moment overcome, or offset, a fundamental weakness of moral fiber. A boy develops his attitude toward the tasks of adult life exactly as he de- velops an attitude toward the tasks of the school. If a student, as a student, is slovenly in his thinking, if he is con- tent with inaccuracies, if he is without aim or purpose, it is difficult to see how he will develop at once the opposite characteristics when he goes out into business life. It simply cannot be done. Second, I should be inclined to place very high on the list of things desired by business in the graduates of the schools, that they should have acquired a certain ability or technic in meeting issues and in making decisions. It is my observa- tion that some men seem to acquire the habit of making decisions, while others seem to be in a habitual state of inde- cision. There is no question that men of the former class will be valuable in the business concerns with which they are connected, while men of the latter class will be obliged to accept constant direc- tien and guidance. I do not believe there is any other way of developing the power to make decisions except as one through the period of youth and young manhood is constantly faced in his daily life with the necessity of making them. To live so that one may trust his impu'ses is one way to avoid indecision. Cannot the schools better serve our boys and girls by placing upon them a little more, and upon their teachers a little less, the responsibilities that are normal to school life? I cannot help feeling that a boy who is brought con- stantly face to face with his own re- sponsibility for his work and conduct will be likely to grow to be the kind of man who will come to his work with a sense of responsibility toward it, and with an understanding that he must, of and within himself, meet the questions and the responsibilities of the day with- out leaning too constantly upon others for guidance and leadership. There may be those who believe that modern business has become so me- chanical that there is no longer any op- portunity for the play of individual initiative and resourcefulness. I am not in that number. Business will be a dynamic force only to the extent that the people who are engaged in it can bring to it the power and force which come from personality. In the third place, though it may seem trite for me to say it, yet I am prepared A pril, 1928 to declare to you that modern business, as well as every other demand of modern life, is caliing for a generation that has a pervading and honest respect for work, and that is prepared to render a full measure of it. I am not critical either of the schools or of industry on this point. There are, however, certain obvious conditions of modern life which both the school and business must recognize. We are liv- ing in an age of great material prosperity. Nothing like it has ever been known in the history of the world. All of us, old and young, are lured by prospects of ease and pleasure, made possible through the inventions of the age. It is natural, and only natural, that boys and girls ob- serving the evidence of wealth about them with opportunities and temptations to pleasure and enjoyment present at every turn, should come to count the hours of leisure, and not the hours of work, as the most attractive part of life. Perhaps we who are older, as well as they who are younger, are in danger of for- getting how many ages of toil have gone into the building of the structure of the civilization that we, as well as they, may overlook the fact that this great complicated and intricate ma- chine which we call civilization can- not go forward unless every one of us is prepared to perform efficiently some useful service. In short, education must not fail to impress upon our children that all worthy work is to be respected, and that no man is to be held in respect unless, in accordance with his talent, he finds some way of justifying his existence through work. The business man likes to see the type of boy who has developed such a mental attitude toward work that he will go joyously to the tasks that are set before him, not so much that his busi- ness may prosper, but because he knows that such a boy will himself become a happy and efficient man. To be sure, we sometimes hear busi- ness spoken of in a disparaging manner, as if those of the market p!ace were not all that they should be. Many times, particularly in foreign countries, we hear America referred to as a nation of merchants and tradespeople, as if hard work and industry were things to be dis- paraged. If my observations have been accurate, these criticisms are not justi- fied. I am proud to say that there are no people more honorable in business dealings than Americans, and that in America there are no men more jealous of equity and honor than are those men ,or WN ———————————— ee, ee Vol. 17, No. 4 who are directing the business concerns of the land. ‘These standards, already by no means low, must constantly be lifted. Help, therefore, the rising generation to value above all other things in- tellectual sincerity; help them so to analyze themselves and the work they shall have to do, that they may have the habit of making wise decisions, develop in them an honest respect for work and lead them to accept in practise the principle of the Golden Rule, and the business man will believe that you have performed a useful service. Perhaps all of you who are in this room have looked upon that remarkable statute of Lincoln which is to be seen in the Lincoln Memorial at Washington. There the sculptor, Daniel Chester French, has brought out the strength and power of that great American to whom NATIONWIDE radio hour was held at Boston on February 28 at six o’clock, Eastern time. music and short addresses was given a nationwide distribution in connection with one of the association's conventions. Music was furnished by the Boston public school symphony orchestra. the Winship school, one of the units which took part in the broadcast. A. H. Reeve, John W. Withers, and Mary McSkimmon. casting Company. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 123 our thoughts instinctively go whenever we think of a complete and satisfying life—a life in which there joined an abounding sympathy, a deep wisdom, and a profound devotion to the service of mankind. If you care to take the time to do so, you can, while you are in this city, go to the English High School, within a few blocks of this hall where we are meeting, and see there another statue, also the work of the great sculptor I have named. ‘This second statue, dedi- cated only a few nights ago, was the gift of an alumnus to that school, the oldest free public English high school in America. When you see that statue, you will see the likeness of a lad going, with the blessings of his Alma Mater, into the joys and storms of life. Upon the still immature face of this lad are the signs of the hope and the ambition that fire his youthful heart and brain. The figure of the fostering mother, as she stands behind him to give her bless- ing, bears a shield which she is about to bestow upon the youth. Upon that shield are six simple words, which | leave with you, as she leaves them with him, believing them to be so powerful in their significance, so protective in their character, so safe in their de- pendability, that whether business man, or citizen, or parent, one could ask no better guide of youth. these: “Be clean; be square.” My The words are courteous; be analyze those words, think deeply into their signifi- cance, and I believe you will find therein something that may guide you in your teaching, not friends, only for business, for higher education, for the home or for citizenship, but indeed for all the rela- tionships of life. Photograph by Bachrach For the first time a program of The photo above shows the children’s chorus of Among the speakers were Joseph M. Gwinn, Mrs. The program was sent out through the courtesy of the National Broad- Growth of Education Associations Membership in National Education Association Membership in State Associations Estimated - = in - States and Other number « | | Units teachers Percent of | Relative, Rank in Percent of | Relative in 1928 Jan. 1, Jan. 1, Jan 1, teachers rank size Jan. 1, Jan 1, Jan. 1, teachers | rank 1908 1927 1928 members Jan. 1 groups! 1908 1927 1928 members | Jan. 1, |} 1928 | | 1928 l 2 3 4 5 6 7 8 9 10 11 12 13 United States 901 . 280 4.982 170,053 181,350 20.12 65,993 613,728 650,368 72.16 Alabama 16,100 55 1,142 1,150 7.14 45 C-9 1,103 10,7523 11 ,916° 74.01 29 Alaska 225 163 | 161 71.56 5 k-4 1s80e Arizona 3.100 | 20 2,095 | 2,186 70.52 6 I)-2 520 | 2.705 2,525 81.45 19 Arkansas 2,500 17 765 | 810 6.48 47 i C-ll | 485 | 8,269 & , 269e' 66.15 36 California 38 , 000 249 17,924 18,497 48.68 11 A-1 2,700 | 28 ,042 30,469 80.18 22 Canal Zone 140 95 107 76.43 4 E-3 — , can * Colorado 10,700 75 4,450 4,582 | 12.82 |; 12 | C-2 2,025 | 7,350 8,073 75.45 27 Connecticut 11.000 5S 1,986 1,997 | 8.15 | 27 C-3 3,800 9,636 | 9 996 90.87 13 Delaware 1,500 9 802 756 50.40 | 9 E-5 800+ 1,400 93.33 10 Dist. of Columbia 2,900 47 1,449 1,432 49.38 10 1-4 1,3743 1, 200e 41.38 48 Florida 10,000 16 2,225 2,819 | 28.19 18 D-6 | 500 | 5, 5762 6, 8863 | 68.86 33 Foreign 168 203 | i ; " Ar P ‘ Georgia 18,250 50 671 645 | 3.53 | SL | C-14 | 240 | 8 6002 10,5513 | 57.81 44 Guam 90 : Hawaii : 2,200 2,506 2,593 117.86 | 1 | D-1 Idaho +, 500 21 950 1,049 23.31 23 D-9 | 325 3,224 3,650 81.11 20 Illinois 46.000 420 9 303 11,253 24.46 21 A-5 1,294 32,600 33 S88 73.67 30 Indiana 24.000 128 6,439 5,315 22.15 24 B-3 |} 3,450 15,448 | 16,552 68.97 | 32 lowa 26 .000 93 3,313 3,342 12.85 32 B-6 } 1,549 16,763 16,891 64.97 | 38 Kansas 21,700 s4 2,696 2,789 12.85 33 B-7 1,200 16,271 16 ,843 77.62 25 Kentucky 18,000 60 1,244 | 1,321 7.34 44 C8 75 11,2408 13,3553 74.17 | 28 Louisiana 11,000 42 906 | 770 7.00 46 C-10 1,863 9,1013 | 10, 1498 92.26 | 11 Maine 6,400 32 1,782 : 1,643 | 25.67 20 D-&8 1,500 6,321 7,054 110. 225 1 Maryland 8,400 35 1,371 952 11.33 38 | D-13 | 400 | 2,350? | 2 3022 27.40 49 Massachusetts 26 , 000 332 5,415 5,646 21.72 25 B-4 1,500 | 16,033 | 17 ,134 65.90 37 Michigan 31,200 139 10,311 11,256 36.08 14 A-3 4,800 26 , 837 29 483 94.50 7 Minnesota 24 000 145 3,800 5,773 24.05 22 B-2 | 2,000 | 14,325 | 600 60.83 41 Mississippi 15,000 16 312 274 | 1.83 | 3 C-15 1,200 | 11,0323 9 , 9408 66.27 35 Missouri 24,800 216 3,186 | 2,973 11.99 36 | B-8 665 | 22 , 3828 22,7528 91.74 12 Montana , cf 6,200 21 313 612 9.87 41 D-15 100 3,699 | 3,920 63. 2é 40 Nebraska é 15,000 71 2,602 2 376 15.84 29 C-5 2,000 | 12,527 13,537 | 90.25 14 Nevada SOO } 684 778 97.25 | 2 E-1 222 764 655 81.88 18 New Hampshire 3,100 30 460 $31 13.90 | 30 D-10 1,100 | 2, 500e 2,630 | 84.84 16 New Jersey 24 , 500 198 6,488 7,173 | 29.28 17 B-1 4,157 23.772 | 24,500e | 100.00 3 New Mexico 3,400 13 286 354 10.41 39 D-14 500 | 1,717 2,203 | 64.79 39 | | New York 73,000 948 9,278 8,666 11.87 37 A-7 2,367 | 36,260' | 38,5164 | 52.76 45 North Carolina 24,200 23 634 716 2.96 52 | B-9 750 | 13,7003 | 14,5488 60.12 | 42 North Dakota 9 , 500 42 508 517 5.44 49 | D-17 | 425 | 5,475 | 4,480 | 47.16 | 46 Ohio. .. 45,000 349} 14,587] 16.785 37.30 13 A-2 1,000 | 35,640 7 117°) OO 7 Oklahoma 19,300 23 1, 565 | 1,801 9.33 | 42 C-7 615 | 17 , 487% 18,2168 94.38 | 8 Oregon 8,400 19 2,877 | 2.316 | 27 . 57 19 | D-7 1,200 6,542 | 6,617 78.77 | 23 Pennsylvania 59 ,000 325 | 17 ,.650 18,459 31.29 16 A-4 824 55,203 | 57,411 | 97.31 | 4 Philippine Islands * 27,000 59 83 31 55 B-10 eee) Peer et eee, ree = Porto Rico. 5,200 64 79 1.52 54 D-18 ees Ce ee | wore ks Rhode Island 3,900 32 | 474 319 8.18 43 D-16 | 1,790 3,750 | 3,711 | 95.15 6 South Carolina 14,000 22 | 614 633 | 4.52 | 50 C-13 300 8,116 8, 2813 59.15 43 South Dakota . 9,500 40 | 1,188 1,198 12.61 34 1-12 500 9,001 9,113 95.93 5 - antbirds 18.000 31 | 1,126 1,115 6.19 48 C-12 | 165 7,095 7, 9003 43.89 47 Texas 40,000 | 48 3,726 4,997 12.49 35 AB | 500 23,600e | 28, 500e? 71.25 31 Utah SS 4,600 | 30 2,093 2,562 55.70 8 D-3 | 1,400| 4,785 4,861 105.675 2 Vermont 3,100 | 30 | 330 417 | 13.45 31 D-11 | 1,139 2,439 2,495 | 80.48 21 Virgin Islands ae 125 ’ 108 105 84.00 3 E-2 One ee ORE eee i Pie. .* 3 . 18,000 - 40 vee 1,794 9.97 40 CH 1,500 12,3962 12,1042 67.24 34 Washington 2cge) See 68 5,465 | 6,899] 57.97 7 C-1 4,005 10,983 11,185 93.99 9 West Virginia......... 16 ,000 24 | 2,729 | 2,603 16.27 28 i 450 10,573 12,450 | 77.81 | 24 | | | Wisconsin 21,450 160 | 3,826 062 18.94 2 | B-5 5,000 15,447 16,540 fo eae Wyoming. . 3,400 12 | 1,133 1,206 35.47 15 D-5 390 3,046 3,000e | 88.24 | 15 | HIS TABLE shows the growth of professional sponding percent for 1928 given at the head of “A” have 30,001 or more teachers; those | organizations and _ indicates the relative Column 6 is 20.12. During the same year the standing of each of the states with respect to membership in both national and state asso- ciations. The total membership in the National Education Association was 4982 on January 1, 1908; 170,053 on January 1, 1927; and 181,350 on January 1, 1928. This latter figure is 20.12 percent of the 901,280 teachers in the United States and territories. The figures for state associations for January 1, 1908, show a membership in these associa- tions of 65,993. The figures for January, 1927, are 613,728, and for January 1, 1928, are 650,- 368, which is 72.16 percent of the 901,280 teachers in the United States and territories. In the United States in 1927, 19.07 percent of the teachers of the country were enroled in the National Education Association; the corre- percent of teachers enroled in State Associations increased from 68.84 to 72.16, the percent given at the head of Column 11. The preceding per- cents are based upon estimates as to the num- ber of teachers in each state in 1927 and 1928. These estimates are as accurate as available data permit. The figures of Column 2 include teachers, principals, supervisors, and adminis- trative officers. The figures for state associa- tions are based on signed reports from the offi- cers of those associations. e The letter ‘“‘e’’ indicates that the figure is an estimate. 1Column 8 enables each state to compare its membership achievement with that of other states in its size group. The states marked marked “B’” have 20,001 to 30,000 teachers; “C” 10,001 to 20,000; “D,” 2001 ‘to 10,- 000; “E,” 2000 or under. 2 Figure does not include members enroled in statewide organizations for colored teachers. % Includes enrolment in both white and col- ored associations (separate organizations). 4The rank of the New York State Associa- tion is lowered by the fact that New York City teachers at present »work largely through local organizations. There are approximately 30,000 teachers in New York City. 5 The percents in excess of one hundred Percent are accounted for by the fact that mem- bers are enroled among teachers in _ private schools, institutions of higher learning, and laymen. ® Does not include city of Wilmington. [124] Health Emphasis for Commencement Lucy Oppen Staff Associate, American Child Health Association HE YOUNG PERSON of the present day, “hurled from change to change unceasingly,” and with little confidence in the sagacity of his elders, misses an element of real value if he misses the breathing space and perspective on life which a rightly de- veloped commencement season may bring to him. The development of poise and sanity, of a sense of relative values, of a sure confidence in the goals of life, and of the paths and tools necessary to reach those goals—is this not what a true commence- ment should stand for in the seething lives of our young people? But does it? Poise, confidence, a sense of relative values in the tasks ahead—these are es- sential elements of mental health. And has the troubled world ever been more in need of these great classic qualities? In placing our emphasis on health this year as one of the seven great goals of education and of life, then, should it not be our first care to see that, at this time of all times, our young people actually live the thing they are talking and thinking about? Is it not more im- portant to demonstrate mental health at commencement time, than to listen to even the most brilliant address on the As the first step in our plans for an emphasis on health as a major objective in education, shall we not then decide that, whatever form our other commencement plans may take, this commencement season at least shall be free from the hectic hurryings and anxieties which have come to be characteristic of the com- mencement season the country over? It is the answer of the graduating group to the eternal question, “What things are most worthwhile?” that con- stitutes the kernel of the true commence- ment. So long as the answer is sincere and honest, and the expression of the living conviction of the group, the com- mencement will be “vital.” Without this living faith in the hearts of the graduates, no amount of “vitalizing” from the outside will make the com- mencement exercises a real force in the lives of the eager, experimental, some- times even cynical young people of the mens sana? present day. We may galvanize the leg of a dead frog into a twitching sem- blance of life, but no mere stimulus ap- .” ADOPTING a class pledge, the graduating class may well under- take to support the “Child’s Bill of Rights” as a great social ideal, look- ing toward the insuring for all chil- dren of that equality of opportunity which is the firm foundation of true democracy: The ideal to which we should strive is that there shall be no child in America: That has not been born under proper conditions That does not live in hygienic sur- roundings That ever suffers from undernutri- tion That does not have prompt and efficient medical attention and inspec- tion That does not receive primary in- struction in the elements of hygiene and good health That there shall be no child that has not the complete birthright of a sound mind in a sound body . That has not the éncouragement to express in fullest measure the spirit within, which is the final endow- ment of every human being.—Herbert | Hoover. plied from the outside can take the place of the abiding inner vital force. This faith in the great goals of life, this confidence in our ultimate ability to achieve our measure of success along chosen paths, cannot be planted in a hurry in May and be expected to blos- som on commencement day in June. It is the result of years of unobtrusive, day-by-day work and play. Its honest and final expression, whether in tradi- tional or in novel form, cannot fail to be inspiring to the group. The big thing is to make sure that the expression is honest and that it bears a vital rela- tion to the work-a-day life of the class and to its play-life. Commencement must be the students’ own expression— not a superimposed formality! This backward look and forward look, with an appraisal of the present, may take many forms, on many different levels from kindergarten to the profes- sional school of the university. Essen- [125] tially every promotion time represents a commencement—a new beginning. “Commencement” need not be con- fined to proud eighth graders or high- school seniors. One group of primary school children, in looking forward to their promotion to the ripe honors. of the second grade, evolved a “last day” celebration for themselves which was both sincere and spontaneous, and at the same time an expression of the most wise and gracious philosophy of life and of service. For two weeks previous to the great day, they worked with joy and exaltation at a project in which all of the skills, the knowledges, and the ideals acquired during the year were fused and expressed at their highest point of development in a concrete and colorful form. On the final day they surveyed their work and found that it was good. The joy of the creative art- ist and the joy of cooperative effort for the common good were combined in an experience of rarest poignancy. It rep- resented the high-water mark in their school experience thus far. It built joy and confidence into the fiber of their lives. It represented one more force working within them for mental health. The pedagogic materials out of which this vibrant experience was wrought were as usual extremely simple: The classroom into which these little people had come at the beginning of the year had been bare of ornament, but as the months went by, the various prod- ucts of their art work adorned the walls, and the children came to feel that their room was a most beautiful place. They wished to know whether their zealously wrought treasures would remain on the walls for the oncoming kindergarten children to enjoy, or whether on the last day they might take their products home to their parents. When it was decided that the chil- dren might take their treasures home, there was mingled rejoicing and sorrow. Their beautiful room would be dis- mantled—what a bare welcome for the oncoming kindergarten children! They decided, therefore, that they would make a new set of posters for the walls to carry a message of welcome to oe SPR ne 126 THe JourRNAL OF THE NATIONAL EpUCATION ASSOCIATION A pril, 1928 the new class. Each child was to make a poster, and in his poster (since kin- dergarten children could not be expected to know all at once how to behave in the first grade) each child would put a message of wisdom which he had learned in this grade, telling the kindergarten child what a first grader should know about the art of living in his new estate! It happened that the teacher of this first grade was a young woman who had daily held up to her charges the beauty and wisdom of living in accord with the laws of health. She had, in actual prac- tise and not merely in theory, conceived of health development as a major objec- Was it to be wondered at that the collection of tive of her educational job. posters which resulted were gorgeous in their colorful portrayal of the delights of active play out-of-doors in the sun- shine, of the beauty of cleanliness, of early to bed and early to rise, of good milk and fresh vegetables, and all the other materials of a child’s day which make for health? A more gorgeous col- lection of health posters had never been seen! But they were not called health posters, or produced as health posters. They were merely the commencement message of the outgoing class to the in- coming group. On successively higher levels of edu- cation, the forms taken by the com- mencement experience may well rep- resent progressively more ambitious levels of production. Students of the high school of Tulsa, Oklahoma, elected last year to present a most carefully de- veloped pageant which served to in- tegrate their work in the arts, in music, in physical education, and in English. The theme of this dramatic production was the meaning of education: Upon entering the Halls of Learning, Every- youth, challenged by Life, and .guided by the Spirit of Learning, starts on his quest of Experience. He meets experi- Health, Research, Home, Work, Leisure, Citizenship, and Char- acter. ‘The experiences, robed as spir- ences of itual characters, seek to impart to him those qualities which Everyyouth needs. Everyyouth first meets the Spirit of Health, who reveals to him the mean- ing of health: ‘“The greatest element of a nation’s strength lies in the health of its manhood and womanhood. basement Amid the mice piled deep, : We hear a pounce and a hastening Which wakes us in our sleep; And then we hear him chewing His mouses with great speed, And in the morning of breakfast He really has no need. He meows around the table, Asks if he might eat. Oh yes, we slip him bread and crumbs And his menu’s quite complete. Our kitty’s name is Ootkin And Purrington you know, Caruthers is the last ons, Oh yes, indeed that’s so. Do you want to hear why Ootkin Got in our house so quick? Just listen, I'll tell you How he got in so slick. Well, one cold, cold morning We located a bright grey mouse, So on a cold, cold morning We brought ‘‘Oot” in the house. We took “‘Oot’’ in the closet, He caught a mouse in there, But you have to work your way in the world If you want to get anywh_-re. Imogene Caruthers—Grade 7—-Campus School, State Normal School at Salistury. Some Vacation Speak about vacations, I'm getting one in bed. My stomach’s hurting And there's a pain in my head. Watermelons coming, Peaches going by, I'm sick in bed But I'll get them by and by. I cried for something to eat And to get out of bed. “You'll be well after while,” Was all that mother said. Lying around in bed And sleeping all the day, Is the loneliest thing you can do If you take it that way. Billy Salisbury. Long—Grade 7 School at Campus From a Light House Tower I heard the shore, ocean roaring against the sandy I got up from my lounging place, And unlocked the tower door. Way up on the balcony I heard the seagulls cry, It was a wild call and a clear call, a call that seemed to defy. The sea was mad this to and fro, I watched the angty billows in the sun’s mighty glow, I looked again once more at some seaweed tossed on shore, And silently morning, as it tossed I climbed downstairs and the tower door. locked —Janice Carson—Grade 7—Campus Sckool, State Normal School at Towson. The Cowboy The cowboy’s of a wild and wooly make, He has no father, mother, sister nor a brother Jake. He has no house or phone, But the prairie’s all his own, Wher> he hears the coyote moan and moan and moan. He does not stay < home, But the prairie he does roam. He has no church nor preacher, No schoolhouse nor a teacher, But o’er the prairie to roam, roam, roam. —David Tillman—Grade 7—Campus_ School, State Normal School at Towson. Two-Gun White-Calf He’s an Indian proud and vain, He takes his tribes and leads them Away across the plain. He’s a mighty good chief, And treats his men as he should, Like only an Indian could. He waves his arms, His feathers fly, He gives the war-whoop and away they ride. Two-Gun White-Calf, A mighty fine man, And he’ll be remembered all over our land. —Rosalie Jacobsen—Grade 7—State Normal School at Towson. A June Day "Twas a perfect day in summer, In the happy month of June, When the little brook did murmur, And the roses were in bloom. ’Twas there I sat a’dreaming, When all my work was done, As the sprouting corn across the hills Glistened in summer's sun. I gazed across the hills and valleys, Saw flowers swaying in the breeze, Listened, as the birds chirped o’er me, Listened, to the rustling leaves. Grade School, Baltimore County. —Minnie Rosenbauer 7 — Pikesville A Storm The lightning flashes by the window, The cold wind whistles through the day, The rain falls down in torrents, Flooding the boats in the bay. The wild waves dash on the rocks and shore, The booming surf resounds, The white caps foam their wrath to show, And the angry sea rebounds. The sea is a large gray monster, Roaring inarticulate with rage, It roars on far into the night Like a beast in a great iron cage. When morning dawns and the sun flames up, The rain has ceased to fall, The sea still rolls and white caps foam, A dull mist is over all. —Virginia Palmer—Grade 8—Easton School, Talbot County. Mother of Mine As I sit in the twilight, When dark shadows creep, I think of a dear one So true and so sweet. From toils and cares, She is never free. Forever and always She’s toiling for me. If the whole world forsakes me, And the stars cease to shine; She is always my true friend, Dear Mother of Mine. —Viola Morris—Grade 8—Winter Street School, Hagerstown, Washington County. Santa Clauses Germans have Kris Kringle They sometimes call him Nick; America has a Santa Claus And Ireland has a Mick. The Chinamen have a Santa Claus Who wears a great long queue; Cannibals had a Santa Claus But made him into stew. Of all the Santa Clauses The best, I’m here to say, } Is the one we have with us In the good Old U. S. A. ‘ Edith Lloyd—Grade 8—Linthicum School, Anne Arundel County. Heights T= LIST was not gathered for publica- cation. It came in response to a letter sent to leading school officials through- out the country in connection with JOURNAL plans for 1928-29. Teachers wishing to study the best schools and visitors from overseas have so often asked for names of schools that this list is published for what it is. Each name of a school was sent by a re- sponsible person in reply to a request for names of schools that are adapting their work to the individual needs of the child and his home and community life. The correspondence relating to these schools shows a field of unusual richness and extent. Everywhere pioneer schools are realizing in daily practise the goal of the Association's service program—a fair start in life for every boy and girl; not just the petty accuracies, but a really fair start in experience and ideals as well as knowledge. Readers know- ing of other schools of this character—and there are many others—are invited to write THE JOURNAL about them, calling attention to progressive features of special importance. ALABAMA—Fairhope, School of Organic Education. ARIZONA—Phoenix, Marietta Johnson School, Phoe- nix Country Day and Boarding School, Phoenix Union High School. CaLirorNia—Berkeley, Cora L. Williams Institute of Creative Education, North Berkeley Outdoor School; Los Angeles, Continuation Part-Time High School, James A. Fosbay Junior High School, John Muir Junior High School, Metro- politan High School, Nursery School, Progressive School of Los Angeles; Oakland, Cooperative Trade Classes, McClymonds High School, Nursery School; Ojai, Ojai Valley School; Palo Alto, Peninsula School of Creative Education; San Diego, Francis W. Parker School; San Francisco, Public Schools, Elementary Department of State Teachers College; Santa Barbara, County Demon- stration School. CoLorapo—Denver, Ashland School, Statewide Weekly Radio Program of progressive education by the State Department of Education, Opportu- nity School. CoNNECcTICUT—Avon, Avon-Old Farms; Bridgeport, Unquowa School; Darien, Cherry Lawn School; Greenwich, Edgewood School, Rosemary School; Kent, Kent School; Litchfield, Spring Hill School; New Britain, State Normal School; New Haven, Grand Avenue Special School; State Normal School, Yale University Research Center in Child Welfare; West Hartford, West Beach Park School; Willimantic, State Normal School. DELAWARE—W ilmington, Friends’ School, Thomas F. Bayard School, Tower Hill School, Wilmington High School. D:strict oF CoL_umMBIA—Washington, Abbot Voca- tional School, Department of Visual Instruction, Kalorama School, Macfarland Junior High School, Margaret Murray Vocational School, Potomac School, The Health School. Fr oripa—Miami, Biscayne Bay School; Sarasota, Out- of-Door School; St. Petersburg, Shorecrest Out- door School. Grorcia—Savannah, Pape School. Hawai—Honolulu, Fort Street Experimental School, Hanahauoli School; Jsland of Maui, Wailuku School; Lahaina, Kamehameha School No. 3. ILtiNois—Carbondale, State Normal School; CAi- cago, Francis W. Parker School, Nursery School; Downers Grove, Junior Elementary School; Evanston, Evanston Elementary School; Glencoe, Hawthorne School; Highland Park, Deforest School; Joliet, Public School; Normal, State Nor- mal School; Rockford, Keith School; Winnetka, North Shore Country Day School, Winnetka Pub- lic Schools. INDIANA—Gary, Public Schools; Indianapolis, Arse- nal Technical School, Orchard School. Schools That Are Prophecies lowA—lowa City, University of Iowa Elementary School and Research Center in Child Welfare. KansAs—Bird City, Bird City High School; Hol- comb, Holcomb Consolidated School. KENTUCKY—Pippapass, Caney Creek. LouIsiaANA—Crowley, Crowley Public School. Maine—Bar Harbor, Public Schools; Castine, Cas- tine Normal School; Portland, Public Schools, Waynefleet School. MARYLAND—Allegany County, Rurel Schools; Balti- more, Baltimore City College, Elementary School No. 69, Friends’ School, Junior High School No. 49, Mergenthaler School of Printing, Park School, Polytechnic Institute, School No. 76, Vocational Colored School for Boys; Bel Air, Bel Air School; Carroll County, Musical Festival; Chevy Chase, Chevy Chase Country Day School; Frostburg, State Normal School; Kent County, Flatland Rural School; Montgomery County, Rural Schools. MASSACHUSETTS—Boston, Beaver School, Continua- tion School, Disciplinary Day School, Horace Mann School for the Deaf, Trade School for Boys and Girls; Brookline, Longwood Day School, Park School; Cambridge, Shady Hill School; Chestnut Hill, Beaver Country Day School; Easton, Easton High School; Hingham, Derby Academy; New Bedford, Friends’ Acad- emy; Northampton, Smith College Day School; Readville P. O., Brush Hill School; Salem, Tower School; Watertown, High School. MICHIGAN—Detroit, Bloomfield Hills School, Mer- rill-Palmer School; Grand Rapids, Nursery School, School for Crippled Children; Highland Park, Highland Park High School; Houghton County, John Doelle Rural Agricultural School; Kalamazoo, Early Elementary Department of Public Schools; Livingston County, Hartland Rural Agricultural School; Macomb County, Rural Schools; Oakland County, Rural Schools; Olivet, Ashland Folk High School; Washtenaw County, Rural Schools; Wayne County, School for handicapped children. MINNESOTA—Minneapolis, University of Minnesota Research Center in Child Welfare; Moorhead, State Teachers College. MississipPi—A gricultural College, Agricultural and Mechanical College; Dixon, Dixon Consolidated School; Neshoba, Neshoba Consolidated School; Philadelphia, Forest Dale Consolidated School. Missour!I—Bloomfield, Bloomfield Consolidated School; Chillicothe, Chillicothe High School; Kansas City, Sunset Hill School; Kirksville, State Teachers College; Lebanon, Teachers Training High School; Mexico, Mexico High School; Mor- risville, Morrisville Consolidated School; Ozark, Ozark Consolidated School; St. Louis, Ben Blew- ett Junior High School, Community School, Cup- rim soon. John Burroughs School, Sunset Hill chool. MonTANA—Hardin, Public School. Nesraska—Central City, Public Schools; Omaha, Technical High School; University Place, Ne- braska Wesleyan University teacher training pro- gram. New HAampsuire—Andover, Proctor Academy; Or- ford, Orford High School; Peterborough, Chil- dren’s Community School; Sandwich, Quimby School; Weare, Weare High School. New Jersey—Atlantic City, Friends’ School; Bay- onne, Junior High School; Caldwell, Caldwell Country Day School; Elizabeth, Grover Cleveland Junior High School; Haddonfield, Friends’ School ; Maplewood, Columbia High School, Ricalton Junior High School; Montclair, Brookside School, Montclair High School;- Morristown, Friends’ School; Newark, Cleveland Junior High School; New Brunswick, Rutgers College; Stel- ton, The Modern School, Work and Play Center; Trenton, Trenton Junior High School. New YorK—Albany, Public School; Bronxville, Bronxville High School, Sarah Lawrence College; Brooklyn, Bay Ridge High School, Erasmus Hall High School, James Madison High School, Pub- lic School; Chazy, Central Rural School; Croton- on-Hudson, Hessian Hills School; Mount Vernon, Nursery School; New Hartford, Utica Country Day School; New Rochelle, Windward School; New York City, Birch-Wathen School, City and Country School, Children’s Home School, Chil- dren’s University School, Child’s Welfare Insti- tute of Columbia University, De Witt Clinton High School, Ethical Culture School, George Washington High School, Horace Mann School, [131] Julia Richman High School, Lincoln School of Teachers College, Public Schools No. 39, No. 45, No. 47, and No. 61, Richard Kelly Junior High School, School of Natural Development, Seward Park School, Social Motive School, Walden School, Walton Junior High School; Washington Irving High School, Washington School, Waverly School, Wells School; Pawling, Manumit School; Peeks- kill, Mohegan Modern School; Port Washington, Manhassett Bay School; Rochester, Harley School, Madison Junior High School, James Monroe Junior-Senior High School, Washington Junior High School; Rome, State Normal School; Rye, Rye Country Day School; Scarborough-on-Hud- son, Scarborough School; Scarsdale, Scarsdale High School; Snyder, Park School; Suffern, Ramapo Valley Day School; Valley Cottage, Little White Schoolhouse; White Plains, Winbrook School; Woodmere, L. I., Woodmere Academy. NortH CAROLINA—Buncombe County, Work with il- literates; Pulaski County, Rural Schools. NortH Daxota—Mayville, State Teachers College. On1o—Akron, King School; Ashtabula, WHarbor Schools; Athens, Public Schools; Canton, Mc- Kinley High School; Cincinnati, Clifton Open Air School, Withrow High School; Cleveland, Kindergarten-Primary Training School, Sibley School for Girls, Thomas A. Edison School for Boys, Thomas Jefferson Junior High School, Wade Park School; Columbus, Fairwood Elementary School; Dayton, Cooperative High School, Oak- wood School; Fairport, Harbor Schools; Hudson, Western Reserve Academy; Sandusky, Public Schools; Yellow Springs, Antioch College; Youngstown, Yale School. OKLAHOMA—Enid, Public School; Norman, Univer- sity High School; Oklahoma City, Public School; Okmulgee, High School; Tulsa, High School. OrEGON——Gresham, Union High School; Monmouth, Oregon Normal School; Newberg, High School; Portland, Music-Education School; The Dalles, High School. PENNSYLVANIA—Ambridge, District School; Bryn Mawr, Phoebe Anna Thorne School; Buck Hill Falls, Buck Hill School; Cheltenham, Chelten- ham Township; Chester County, Unionville Con- solidated School; East Downington, Friends’ School; Easton, College Hill School; Flourtown, Carson College for Orphans; Frankford, Friends’ School; George School P. O., George School; Henryville, Pocono Peoples College; Lancaster County, West Lampeter Vocational School; Lansdowne, Friends’ School; Media, Friends’ School; Overbrook, Central Elementary School; Philadelphia, Friends’ West Philadelphia School, Green Street Friends’ School, Oak Lane Country Day School, Oliver Wendell Holmes Junior High School, Overbrook High School, Shady Hill School, South Philadelphia High School for Girls; Pitts- burgh, Community School; Scranton, Scranton School; Uniontown, Benjamin Franklin Junior High School, Lafayette Junior High School; Wayne, Public School; Westtown, Westtown School; York, Public School. Ruope IsLtanp—Providence, Gordon School. SoutH Carotina—Charleston, Murray Vocational School; Greenville, Parker High School; Greer, Greer High School; Walterboro, High School. TENNESSEE—Hancock County, Mulberry Gap School; Knoxville, Junior High School; Memphis, Public Schools; Nashville, George Peabody College for Teachers. Texas—Cooke County, Elm Grove School; El Paso, Smelter General Industrial School. Utan—Farmington, Centerville School; Granite, Granite District; Smithfield, Cache District; Span- ish Fork, Nebo District. Vircinia—Charlottesville, Public School; Newport News, Public School: Richmond, Public School ; Whitmell, Farm Life School. WasHINGTON—Klaber, Kleber School; Millwood, West Valley School; Morton, Morton School; Seattle, B. F. Day School, John Muir Elementary School, Summit Demonstration School. West VirciniA—W heeling, Waddington Peoples Co!- lege. Wisconsin—A ppleton, Junior High School; Madi- son, University of Wisconsin Experimental Col- lege; Viroqua, County Normal School. Builders of Our Profession "T iestate ARE the guardians of the heritage of all the ages. They sow the seeds that grow into the flower of tomorrow's civilization. They are the lighters of torches that lead the world from darkness to light. They are the bearers of ideals and the trail blazers. All about them they see unfolding life reaching upward. The work of professional organizations of teachers will go far, because it is founded on the deep concern of humanity for its young. “Every teacher at work on the prob- lems of the profession” means every teacher at work on the problems of civilization. Teachers in the schools here listed have shown their interest in professional prob- lems by joining other teachers throughout the nation in the great educational advance. Institutions which have ten or more life members in the National Education Asso- ciation become links in its life membership chain. The West Texas State Teachers Col- lege at Canyon, Texas, is the first college to become a link in this growing chain of pro- fessionally minded men and women. President A. R. Brubacher of the New York State College for Teachers at Albany suggests that life members of the National Education Association living in the various states should hold regular meetings. This would bind together more closely persons holding a life interest in the profession. Several states now hold banquets for Na- tional Education Association life members in connection with the state meetings. New Life Enlistments ¥ kes FOLLOWING life members have been reported since the list was published in the March JoURNAL. ALaBAMA—John E. Bryan, Mrs. J. H. McCoy, Laura S. McGehee, Mary D. Pierce, E. B. Stewart. ArizoNa—Kenneth Dale Anderson, O. W. Patter- son. ARKANSAS—William C. Barham, G. A. Brown, J. R. Bullington, J. D. Clary, J. O. Creager, J. J. Doyne, L. D. Griffin, Frank S. Root, J. D. Shem- well, J. Harley Waldron. CaLirorNiAa—Maree Baker, Hazel Nell Bemus, S. J. Brainerd, A. R. Clifton, Leonard Franklin Collins, Clarence J. DuFour, Lloy Galpin, Helen Heffernan, O. S. Hubbard, Virginia R. Hubener, Elmer C. Jones. Cotorapo—C. J. Edwards, W. S. Tatum, James H. Wilson. ConnNECTICUT—William B. Cornish, Julia A. Davis, Ida G. Holroyd, Elizabeth M. McGrath. De_awarE—M. Channing Wagner. FioripA—Marilla Ohl, H. Rinalden B. W. Spear, L. G. Thomas. Grorcia—Mary W. Postell, Willis A. Sutton, Guy H. Wells. Hawatr—John F. Nelson. IpaHo—Joseph V. Lyon, Frank H. Thomas, W. D. Vincent. ILtinois—James Oliver Buswell, Jr., Isabella Dolton, Enock C. Dyrness, Roy J. Gossman, Caro- line Grote, L. Allen Higley, George L. Letts. Clara E. Newlee, Irving F. Pearson, Alice E. Scott, Nina L. Teach, Velma Fay White. INDIANA—H. D. Ankrom, James C. Black, Charles F. Miller, Franz Robuck, Alice Corbin Sies. Iowa—Edna Gibbs, Emmett C. Kincaid, Eimer L. Ritter, Fred G. Stevenson, George D. Stoddard. KANSAS—Isaac T. Dirks, W. O. Stark, Bernard R. Thorpe. LouisianA—John R. Conniff, Fannie C. Williams. MARYLAND—Sarah Pielert. Massacuusetts—Sarah Louise Arnold, Charles E. Bacon, Edward O. Clark, John E. De Meyer, Daniel L. Marsh, Mrs. Phebe E. Mathews. MicuicAN—Elizabeth A. Byerly. Josef G. Cauff- man, Mrs. Evangeline L. L. Lindbergh. MINNESOTA—Nina Evelyn Baumgardner, Robert J. Deal, Porter S. Dyer, N. Robert Ringdahl. MississiprPI—H. M. Ivy. Missourr—F, H. Barbee, Eugene H. Bash, George Saunders, W. Diemer, V. Carl Ilgen, B. Jeannette Riefling, Russell T. Scobee, Rose S. Wickey. Montana—C. W. Grandey. NepraskA—Raymond G. Campbell, Lucy M. Clark, F. E. Henzlik. New Hampsuire—Arthur D. Wright. New Jersey—Charles B. Boyer, Mary A. Feni- more, Mrs. Helen W. Hazen, Evelyn J. Hawkes, Zora Klain, Mary E. Merchant, Marguerite R. Rahn, Albert Schaffle, Mason A. Stratton. Program for April Faculty Meeting | $ iew FOLLOWING suggestive questions are based on articles in this issue of THE JOURNAL: 1. Growth through Mental Hygiene. What points in the first paragraph are suggestive for your own growth? What reasons do you see for the statement that “facing reality” is a fundamental attitude for mental health? 2. The Twin “Bread and Butter” Cities. How can you use this article with classes in geography, history, and English? How will such studies in- crease an appreciation of America and her European background? 3. Growth of Education Associa- | tions. Does the size-group ranking of the states give more helpful infor- mation than ranking all the states in one group? 4. The Summer Round-Up. How can you use this article with parents in ‘your community? Where can you get more information about “The Sum- mer Round-up?” 5. Teachers’ Salaries—The Future. What are some reasons why there was practically no increase in teachers’ incomes between 1921 and 1925 in rural communities? 6. Health Emphasis for Commence- ment. What is Miss Oppen’s main idea in tying up health with com- mencement ? 7. The Boston Resolutions. Do these resolutions show that the pro- fession is at work on its problems? Which ones seem most important to you? New Mexico—Mrs. H. F. Brock, Edith Gean Brock, Mrs. George Dixon, J. Dorse Dunlap, Milton B. Jensen, Lela A. Manville, R. J. Mullins, Clark E. Persinger, Lois Randolph, James Richard Van Dyke, J. W. Wilferth. New Yorxk—Mabel Carney, Ella Phillips Crandall, Louis M. Dillman, William Elbert, Harold T. Hendershot, Ernest Hesse, Sally Lucas Jean, Edna E. Lamson, E. G. Lantman, Richard E. Teaz, Helen Winkler. NortH Carotina—B. L. Smith. North Daxkota—Jesse A. Bennett, Carl Gilbert- son, Georgia M. Hagaman, Cap Earl Miller, S. E. Syvertson. On1o—Arthur E. Claggett, Robert Louis Erwin, Jay William Holmes, E. E. Leidy, U. L. Light, Ruby L. MacMahan, Robert L. Meeks, Kate M. Offerman, E. Hildegarde Swenson, C. E. Wigton, Isabel R. Wilson. Ox.aHomMa—John F. Bender, W. A. Greene, P. E. Laird, Maurice Bradley Miller. Orrcon—Emmett D. Fowler. PENNSYLVANIA—-Julia Wade Abbot, Rock L. Butler, Carroll D. Champlin, C. C. Crawford, H. Frank Hare, Meyers B. Horner, Ray L. Huff, Matilda Krebs, Clyde Francis Lytle, Ralph Dorn- feld Owen, J. F. Puderbaugh, W. W. Raker, W. [132] Carson Ryan, Jr., Grace E. Steadman, Robert Mce- Curdy Steele, Arthur M. Stull. Ruope IstaNnp—Louise B. Hobson. Soutn Caro_ina—Burney L. Parkinson, W. H. Ward. South Dakotra—M. M. Brumbaugh, Lottie M. Jones, Mrs. Irene Kirkpatrick, Harold Mackenzie, Jessie M. Pangburn, George R. Smith, George T. Williams, Harry R. Woodward. TENNESSEE— Samuel Lothaire Ragsdale. Texas—Ercell W. Brooks, S. DeBord, Howard A. Finch, T. A. Fisher, Novella Goodman, T. H. Holmes, J. A. Jackson, Hubert C. Lyon, S. M. N. Marrs, W. D. Mateer, Donnie McNeill, Clarence Orman, W. I. Stevenson, Darthula Walker, G. B. Wilcox, Mrs. May Winniford. Uran—David Gourley, A. E. Jones. Vircinia—Alice Blanton Carter. WASHINGTON—William F. Geiger, Nagel, Jean L. Soules. West Vircinia—Mary Jane Curran, Avery E. Gaskins, Hattie Harden, Adah Lenora Harris, Gladys Miller, A. L. Stone, C. A. Tesch. Wisconsin—Mary D. Bradford, B. E. McCormick, Lillian F. McCormick. Wyominc—C,. E. Coffey, H. T. Studebaker. Blanche A. Emmett, C. H. : a GREAT EMPIRE state of Pennsylvania and the devoted territory of Hawaii have gone farthest in ceveloping the budget plan for enlisting members in state and national associations. Hawaii has more members in the Association than there are teachers in the territory. Hats off to the fine men and women who have made this record possible! Completed Enrolments a FOLLOWING schools have completed their 100 percent enrolment in the National Education Association since the list was published in the March JouRNAL. Six years or more CALIFOoRNIA—Fresno, Winchell; Long Beach, John C. Fremont; Los Angeles, Utah Street. CoLoravo—Boulder, University Hill. Texas—Beaumont, Junker. Five years Hawat—Hakalau. ILLINo1s—Champaign, Greggory. MaAssaAcHuSETTs—Gloucester, Haskell. Texas—Beaumont, Averill. Vircin IsLaNps—Frederiksted, St. Croix, Diamond Rural. WASHINGTON—T acoma, Franklin. West VirGiniAa—Parkersburg, Jefferson. Four years ALABAMA—Birmingham, Glen Iris. MassacHusetrs—Belmont, Josiah S. Kendall. Nesraska—Omaha, Beals. Oun1o—Niles, Garfield, Harrison, Jackson, Jefferson, Lincoln, Monroe, Roosevelt. South Daxota—Onida, High. Three years AvasKa—Valdez, Public. Cauirornia—Los Angeles, Brentwood, Oakland, Lockwood Junior High. Co_orapo—Kremmling, Grade, Union High. ILLINoIs—Champaign, Lawhead; Cicero, Sherlock, Woodbine. INDIANA—Fort Wayne, Harrison Hill: MaIne—Augusta, Smith; Dover-Foxcroft, Grammar. MARYLAND—Chevy Chase, Public. MassacHusetts—Beverly, Cove; Tatham. MicuiGAN—Grand Rapids, Buchanan. MINNESOTA— Minneapolis, Agassiz, Corcoran. New Jersey—Atlentic City, Brighton Avenue, Household Arts Department; Bridgeton, Pearl Street. New Yorxk—New Rochelle, Stephenson. On1to—Niles, Niles Public Schools, Garfield, Harri- son, Jackson, Jefferson, Lincoln, McKinley Senior High, Monroe, Roosevelt, Washington Junior High; Saint Paris, Johnson-Saint Paris School Dis- trict; Woodstock, Woodstock Village Schools. Texas—Dallas, David Crockett. WASHINGTON—Spokane, Alcott, Cowley, Tacoma, Longfellow. Garvanza; West \Springfield, Franklin; | — Vol. 17, No. 4 THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION Ll was Lost for a moment -~IT WAS MY FIRST CLASS ORTY little faces looked expect- antly into mine, forty children.... all types... .all sizes. ...some like mere babies, others overdeveloped, but all approximately of the same age. I had the task of classifying them. ...I must discover their individual differences. How could I do it?....the task seemed baffling. . . .over- whelming....During lunch hour I spoke to the other first grade teacher and asked her how she was meeting the problem. ““That’s easy,” she said, smilingly, “I found the solution of that problem where I have found = solution of many other problems even more per- plexing. She left me a moment and then returned with a rich looking volume under her arm. It was ‘““THE CLASS- ROOM TEACHER,” Volume No. 2. “Read the first chapter,”’ she said, ‘“‘and see what happens to your problem.” Paid, and the problem disappeared. ‘““THE CLASS- ROOM TEACHER” saved the day for me, and my series, which I ordered immediately, has become my constant advisor. ...I could not afford to be without it. Sixty Educators at Your Elbow In “THE CLASSROOM TEACHER” I have the active guidance of sixty distinguished leaders in edu- Inc. 104 So. Michigan Ave., Dept. J18, Chicago, III. cation, men such as Milo B. Hillegas, Ph.D., LL.D., Professor of Education, Teachers’ College, Columbia University, who has served as Editor in Chief; Drs. Bagley, Briggs, Kilpatrick, and others of Columbia; Horn of Iowa; Dickson and Terman of California; Freeman and Gray of Chicago; etc. These chief educa- tors of America sponsor “THE CLASSROOM TEACHER” alone and recommend it as the only pro- fessional aid to teachers, new or experienced. Suitable for Every Classroom It is not an encyclopedia, not a “reference work,” but a complete curriculum, combining and co-ordinat- ing professionalized subject matter and methods of procedure in usable, practical form for instant use. “THE CLASSROOM TEACHER?” is flexible, suggest- ive, and adaptable to every case... .suitable for class- room use from kindergarten through junior high. Pro- fusely illustrated by color and in photographs. .... "THE CLASSROOM TEACHER” sells itself. Ex- amine a set and be convinced of its boundless helpfulness and you will see why you cannot afford to be without it. The price is well within the range of every teacher’s purse. Full Particulars THE CLASSROOM TEACHER, Inc., 104 South Michigan Avenue, Chicago, Ill. Position... . Mention THe JournaL when writing our advertisers Mail the Coupon Today for Dept. J18 Gentlemen: Please tell me how “THE CLASSROOM TEACHER” will help me solve my teaching problems, and please include also without obligation, free copy of “Who's Who in THE CLASSROOM TEACHER”. A-109 hand 10) ‘THE JOURNAL OF THE NATIONAL EpuUcATION AssocIATION MINNEAPOLIS IS READY r HE sixty-sixth annual convention of the T National Education Association will be held in Minneapolis July 1-6, 1928. The schools and the civic organizations have prepared plans that promise ideal convention conditions and a setting for one of the great in the Association's history. meetings A beautiful and spacious Civic Auditorium— the last word in buildings of this type, unusually fine meeting places for smaller groups, delightful hotels with ample accommodations—all are as- surances of unusual physical comfort. The enthusiasm of the convention workers and the interest of the citizens guarantee that the Metropolis of the Northwest will live up to its well deserved reputation for hospitality. Make your plans NOW to attend the con- vention. The housing committee for the Minneapolis meeting ef the National Education Association has compiled a roster of hotels approved by the Minneapolis Civic and Commerce and the Hotel Association. Please be accurate in filling out the reserva- tion form below and send it to the hotel of your first choice. You will be advised by the hotel of the receipt and listing of your reservation. In event that the reservation of your first choice cannot be made, the hotel manager will forward this blank to the Chairman of the Hous- ing Committee. He will place your reservation under either your second or third choice; or, if Association Rates per day for room these are not available, in as favorable a hotel as possible. You will be advised of the name and location of the hotel in which the reserva- tion is made and the hour at which the reser- vation begins. Rooms not occupied at the desig- nated hour of reservation may be reassigned by the hotel. Please remember that a reservation constitutes a contract with the hotel to provide you with If you find it impossible to carry out your part of the con- tract, namely, to occupy the room at the time agreed upon, please write or wire the hotel re- leasing it, in order that your room may be made available for other members. the accommodations yeu desire. Rates per day for room A pril, 1928 Number accommodating one person accommodating two persons Name of Hotel Address of rooms With bath Without bath With bath Without bath Curtis Hotel 10th St. & 4th Ave. S. 825 $2.00-$3.00 $= cecccoeees FS ee eee ee Nicollet Hotel Washington at Hennepin & Nicollet Aves. 600 2.50- 6.00 $2.00 4.00— 8.00 $3.50 The Leamington 3rd Ave. S. at 10th St. 500 a aa 8=—S ss aae nae NS ee eee ee ee Hotel Radisson 7th St. between Hennepin & Nicollet Aves, 500 3.00— 6.50 2.00— 2.75 5.00—30 .00 4.00 Sheridan Hotel 12th St. between Nicollet & Marquette Aves, 450 2.50 & up 1.50 & up 3.50 & up 2.50 & up West Hotel Hennepin Ave. & 5th St. 362 2.00— 4.00 1.50— 2.00 3.00— 5.00 2.50— 3.00 Andrews Hotel Hennepin Ave. & 4th St. 328 2.50— 6.00 2.00— 2.50 4.00— 7.00 3.00— 3.50 Hotel Dyckman 6th St. between Hennepin & Nicollet Aves. 300 ie Eee)... . «r Dit elle - Is Wo 66 605k Ke Hedin cngcne eee ngqnee ROU Cke see wwisenwiona City and State CHOSHS SHH SEH SESS SESE HHS EHSHH SEH HHS SSH OHH SELES EE EEEO SEO SS EESEESES Please confirm this reservation to applicant. I further agree to notify the hotel immediately in event that I am unable to use this reservation. IMPORTANT TO HOTEL MANAGER—In event that you cannot accept this reservation, please forward this application at once to C. H. Chadbourn, Chairman N. E. A. Housing Committee, Hotel Vendome, 21 South Fourth Street, who will attend to the assignment of this reservation. a id Vol. 17, No. 4 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION Builders of Our Profession— Continued Two years CaLiroRNiA—Long Beach, Thomas A. Edison; Los Angeles, Brooklyn Avenue. Co.oravo—Boulder, Lincoln; Julesburg, Sedgwick County High. ILLiNnois—Champaign, Marquette; Chicago, Scott; Cicero, Burnham, Drexel; East Saint Louis, Emerson, Froebel; Shabbona, Community High and Consolidated Grade; Springfield, Palmer; Still- man Valley, Stillman Valley Public Schools. MAINE—Augusta, Webster. MASSACHUSETTS—Somerville, Morse. MinNESOTA—Ely, Winton; Minneapolis, Sidney Pratt, West High. MissourRt—Kansas City, Hyde Park. New Jersey-—Trenton, Cadwalader. NortH Dakota—Rugby, High. On1o—Akron, Akron Public Schools, Central High, Crouse, East Elementary, East High, Forest Hill, Fraunfelter, Lane, Perkins, Robinson, South Ele- mentary, South High, Spicer; Burton, Burton Public Schools; Cambridge, Park; Youngstown, East High. OrEGON—M yrtle Point, Public. PENNSYLVANIA—Pottstown, Pottstown Public Schools, High, Junior High, New Grade. Texas—Columbia, Public; Dallas, M. B. Lamar; Houston, seaguete: Port Arthur, Tyrrell. Uran—Moab, Grand County High. VirGINiA—Richmond, George Thorpe. WaASHINGTON—Brush Prairie, Hockinson; Spokane, Adams. Current year Arizona—Cascabel, Public. CaLiroRrNia—Bakersfield, Toltec; Modesto, Franklin; Palmdale, Grammar; San Francisco, Bernal; Van Nuys, Hazeltine Avenue. Co_orapo—Canon City, McKinley; Colorado Springs, Colorado Springs Public Schools. CoNNEcTICUT—South Norwalk, Concord, Knudsen; Westport, Green's Farms. Fiorpia—Daytona Beach, North Seabreeze. Hawau—Hauula, Kalihikai, Kauluwela, Keakealani. IpaHo—Pocatello, Washington. lLiinois—Champaign, Champaign Public Schools, Greggory, Lawhead, Marquette, Savoy; Chicago, Newberry; Decatur, Durfee Junior High; East Saint Louis, Woodrow Wilson. Kansas—Hutchinson, Hutchinson Public Schools. MaINE—Andover, East Andover, North Andover; Byron, Public; Frye, Public; Portland, Cummings; Roxbury, Public; South Andover, Public. MAssacHuUSsETTs—Adams, C. T. Plunkett Junior High; Enfield, Enfield Public Schools; Gloucester, Babson; Greenfield, Abercrombie, Pierce Street; Lexington, Junior High, Parker; Lynn, Fayette Street; Pepperell, Pepperell Public Schools, C. M. Shattuck Grade, Groton, High, Varnum; South Natick, Eliot; Tyngsboro, Winslow. MicHiGAN—Detroit, Hanstein, Philip, Webster. MINNESOTA — Birchdale, Birchdale Consolidated Schools; Border, Border Consolidated School; Mankato, State Teachers College; Minneapolis, Jefferson Junior High; Winona, Madison. Missouri—Kensas City, McCoy, Teachers College. NrEBRASKA—Doniphan, High. New HAmpsuire—Brookline, Public; Hampton, Centre; Milford, High; Mont Vernon, Grammar. New Jrrsev—Atlentic City, Texas Avenue; Newark, State Street Binet. New Mexico—Albuquerque, Alameda, Mountain View, North Fourth Street; Old Albuquerque, Duranes, Old Town. NortH Dakota—Fargo, Franklin. On1o—Cincinnati, Walnut Hills High. PENNSYLVANIA—Oil City, Gay Street. SoutH Dakota—Doland, Doland Public Schools. Utan—Logan, Logan Public Schools. VERMONT—Stowe, Senior High. Vircinia—Norfolk, Ocean View. WASHINGTON—Kapowsin, Kapowsin Public Schools. Notes and Announcements ‘THE NEW OFFICERS of the Department of Superintendence elected at Boston were: President, Frank D. Boynton, superintendent of schools, Ithaca, New York; First vicepresident, Joseph M. Gwinn, superintendent of schools, San Francisco, Calif.; Second vicepresident, Frank G. Pickell, superintendent of schools, Montclair, New Jersey; New (Continued on page A-112) " After the N. E. A. Convention visit the Pacific Northwest on the NEW ORIENTAL LIMITED Last year 60,000 people enjoyed the Alpine grandeur of Glacier National Park en route to or from the alluring vacationlands of the Pacific Northwest. For sixty miles the Oriental Limited passes through the scenic beauties of the Rocky Mountains that make up the charm of Glacier National Park. After the N.E.A.Convention in Minneapolis this July visit Spokane, Seattle, Tacoma, Rainier and Crater Lake National Parks, Portland, the Columbia River Gorge,the Mt. Baker Region, Vancouver and Vic- toria. En route stop off in Glacier National Park. Low summer fares. Mail the Coupon. GREAT NORTHERN ROUTE OF THE NEW ORIENTAL LIMITED re ! A.J. DICKINSON, Passenger Traffic Manager ! : Great Northern Railway, St. Paul, Minn. : { . Please send me free book, “The Scenic Northwest.” I am , j interested in trip to ' i O Pacific Northwest 0 Glacier National Park i 1 1 ' ! i Name 2 : : Address : \-112 TH JouRNAL oF THE NATIONAL EpucaTion ASSOCIATION A pril, 1928 Make it a part of your Minneapolis trip! NLY 36 hours from Minneapolis ...on the direct route to the Pacific Coast... are Banff, Lake Louise and Emerald Lake, 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. Worlds Greatest Travel System 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, | tional (Continued from page A-111) member of the Executive Committee, Paul C. Stetson, superintendent of schools, Dayton, Ohio. CONVENTION City For 1929 WINTER CONVENTION—No choice of the meet- ing-place for the next convention was made at Boston. This matter will come up for further consideration at the meet- ing of the Executive Committee of the Department in May. “Most ARDENT CONGRATULATIONS upon the superb management of every detail of the Boston meeting. It was the greatest team work I have ever seen,” writes A. E. Winship, editor of The Journal of Education. AMERICAN EpucaTion WEEK will be observed this year Monday, November 5 to Sunday, November 11. Already plans are under way in many schools for this important occasion. A PHILOSOPHY OF LIFE—Three readable books for persons searching toward a philosophy of life are Josiah Royce’s Philosophy of Loyalty, William De- witt Hyde’s The Teacher's Philosophy In and Out of School, and Henry van Dyke’s Essays in Application. ‘There is material in these three books for a most significant informal study group. THE JOURNAL editors appreciate having teachers call their attention to books that have been found especially helpful. WititiamM BisHop Owen—Resolution of appreciation and respect passed by the Board of Directors of the National Education Association at its meeting in Boston, March 1, 1928: The Board of Directors of the Na- Education Association unani- mously record their appreciation of the leadership and services of William Bishop Owen in helping to make this Association a larger, more powerful, more effective force in determining the trend and policies of America. As an active member and as Presi- dent of this Association he exerted a helpful influence on all of its activities. But his outstanding achievement was the transforming of the annual meeting of the active members into the Representa- tive Assembly. With clear vision and undaunted courage, he went through the difficult tasks of amending the charter (Continued on page A-114) education in Vol. 17, No. 4 wp, Fia_CANADIAN PACIFIC Pays All Expenses — to visit England, Belgium, Holland Germany and France $385 pays all traveling and sight-seeing expenses on sea am! land—including round trip, Tourist Third Cabin ocean passage on famous Canadian Pacific Ships, extensive sight-seeing pro- grams, good hotel accommodations, all tips abroad. Weekly sailings from Montreal and Quebec during May, June, July, August. See Canada en route to Europe. Congenial parties. Experienced guides. College orchestras on shipboard. ““The most travel value for the money.” ... er itineraries offer Italy, France, Switzerland, Spain, Ireland, Scotland, ene pee Austria, Hungary, Czecho-Slovakia, Norway, Sweden—at portionately low cost! Ask for free illustrated tour boo fet. ckarrs GUILD TRAVEL BUREAU Dept. 481, 510 North Dearborn Street, Chicago, Illinois i qe 62 Q Little BLUE School House LEARN FROM TRAVEL OR knowledge that only travel can give—take a Royal Blue Line Motor Tour. Scenes of beauty greet you from the broad windows of a Royal Palace Observation Coach—historical spots await your visit all along the route you choose. One of these luxurious cars is your schoolhouse, agreeable people your fellow-students, our guides your instructors. The tuition is a most moderate fare. For new sights, new pleasures, new friends and an educational vacation you will remember, take a Royal Blue Palace observation coach from any of the cities listed below. You will find it the most satisfactory, the most economical and the most delightful trip you have ever enjoyed. When you go via Royal Blue Line you are always assured of the finest possible service. Let us send you free, upon request, an illustrated map and guide to any of the cities listed below. De Luxe Tours from Coast to Coast PORTLAND, ME. COLORADO SPRINGS, COL. BOSTON PORTLAND, ORE. NEW YORK : LOS ANGELES PHILADELPHIA BUFFALO, N. Y. < J sas ; A WASHINGTON ly es TR 4 b NIAGARA FALLS NORFOLK : Pr \ CHICAGO Seviarks MONTREAL, QUE. e SALT LAKE CITY QUEBEC, QUE. ROYAL BLUE gordi’ : LINE CO., Inc ¢ Boston Office fOR TS’ ‘Hotel Brunswick 5 THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION A-113 Safe Anywhere Under the T. C. U. Umbrella If you contemplate a trip this summer, it will be reassuring to you to know that T. C. U. protection follows you wherever you go. T. C. U. protects in vacation time—anywhere. Cecile Quirk, Brooklyn, N. Y., wrote: “Last August I met with an accident while traveling in Ireland. However, | was under the Ir. C. U. ‘umbrella’ and your check was racing toward Montreal while the steamer was bringing me back to that port.” Mary Eleanor Peters, San Mateo, Calif., recently wrote: “My trip to Yosemite this past week-end was enjoyed all the more be- cause I knew I had T. C. U. protection. Fortunately, I had no casualties from any walks in ice and snow, save one little fall, but the bruised wrist resultant made me again give thanks for your protection.” Get the most out of your vacations by taking the T. C. U. with you to provide against mishaps. Send for full information. TEACHERS CASUALTY UNDERWRITERS 590 T. C. U. Bldg. Lincoln, Nebr. FREE---This Identification Tag for Your Traveling Bag FREE Information Coupon To the T. C. U., 590 T. C. U. Bldg., Lincoln, Nebraska Th ho Hh €C. B Identification Tag. It has | a space for your name ] and address, with a trans- | parent cover for protec- | TR 8 ee eT School. tion. It might save your | I am interested in knowing about your Pro bag from being lost. We Bookie Benefits. et me the whole story and have only a limited num- ! EES: OS CARRReRERD ber, but they are free to . | J My Name is teachers as long as they My Address is (This coupon places the sender un va r no obligation last. Send the coupon. Mention THe Journat when writing our advertisers —EE A-114 Ta JOURNAL OF THE NATIONAL Epucation AssociATION April, 1928 CU LTURE. EDUCATION / UROPE yy Europe whets your appetite for more knowledge . . . a profitable vacation is as- sured you from contact with its life . . . its many institutions for cultural growth and education. Let Cook’s arrange all the details . .. use their 100 convenient offices distributed over Europe . . . enjoy with freedom all that the Old World has to offer. . . travel independently on an itinerary specially planned according to yourconvenience and budget (Brochure No. 27)... of on one of the many programs of delightful group travel (Catalogue No. 1) . . . Particular attention is called to The New Popular Tours arranged for those who prefer the informal but congenial atmosphere of the Tourist Cabin; splendid itineraries—low rates with very comfortable and attractive accommodations (Catalogue No. 10). ANNUAL SUMMER CRUISE to EUROPE and the MEDITERRANEAN Sailing on the S. S. California -July 3 to August 30 Our seventh consecutive Summer Cruise . a wide reaching and instructive voy- age .. . glorious days at sea . .. fascinating shore trips . . . visits to Paris and London . moderate rates! Illustrated folder on request. THOS. COOK & SON New York Philadelphia Boston Baltimore Washington Chicago St. Louis San Francisco Los Angeles Portland, Ore. Toronto Montreal Vancouver Offering college credit. Study groups in art, music, French, German, Spanish, and English literature, under competent leadership, (Program No. 15). _ American Institute of Educational Travel 587 Fifth Avenue, New York Continued from page A-112) and changing the bylaws to accomplish this end. Realizing not only what he had accomplished, but what large oppor- tunities lay before him, we mourn his death. ‘This Association and the cause of education throughout the nation have suffered an irreparable loss in clear constructive leadership. This Resolution of the Board of Di- rectors will serve as evidence to the members of this Association and to all the members of Mr. Owen’s family of the high regard in which he was held by those who were closely associated with him on the Board and other official bodies of the National Education As- sociation. Signed, W. R. Siders, Skimmon, J. W. Crabtree, Blair. untimely Mary Mce- and F. G. ‘TEACHERS AND PATRONS can_ secure much helpful material about “The Sum- mer Round-up” by writing to the Sum- mer Round-up headquarters, 5517 Ger- mantown Ave., Philadelphia, Pa. Reports from JOURNAL readers rank “Growth in Understanding Children” first among the articles in the February issue. GREETINGS FROM THE NATIONAL Epvu- CATION AssociaTic.: by J. W. Crab- before the National As- sociation of Secondary School Principals, February 28, are here given: It is a great honor to be called upon to extend the greetings of the National Education Association to the National Association of Secondary School Principals, yester- tree, secretary, 'day a noted national organization co- operating with the National Education Association—today an integral part of the N. E. A. itself with power and pres- tige on a par with that of the Depart- ment of Superintendence. What could mean more to the N. E. A. than for this outstanding organization to come in with its history rich in achievements and with its complete leadership and control of policies in secondary education and administration ? This is one of the greatest acquisi- tions of strength in the history of the Association. It is equally great for your own group. It adds to efficiency and professional success as those mergers in industry, such as that of the General Motors, add to business success. The previous cooperative relations were cor- dial and effective, but now the organiza- tion becomes like the Department of Superintendence, a powerful link in the chain of strength of the greater As- sociation. What an opportunity the larger Na- tional Education Association has before it. The fullest cooperation and support of all levels in the profession, the con- fidence of other leading professions. The ear of the public as no other association could have. No other organization of teachers in all history in this or any other nation has had the opportunity which these relationships and conditions make possible for the National Education As- sociation. That which has given the Association this unparalleled opportunity is the fact that it works to promote great causes rather than to strive for selfish ends. Its ideals are set forth in the following which is printed again and again in its publications : It works for the youth of the nation. It advocates better salaries for teachers. It brings to the spotlight worthy school activities. It broadcasts progress and worthy achieve- ments. It is a clearinghouse for local and state associations. It is the voice of those in the service. It shapes the ideals of the profession. It is the power plant of educational prog- ress. Its goal has been for a decade “A stabi- lized, all-inclusive membership and the en- tire profession at work on its problems.” better Your group has been guided by these same high ideals, but it now pledges itself anew and will cooperate in a more effective way than in the past. Of course the general Association through its secretary greets you and welcomes you into these larger opportunities and relationships. It has unlimited confi- dence in your department. It hopes you may center your efforts more than ever before on certain vital problems which you naturally desire to promote: 1. Organizing to study the problems of the. profession and of the schools in every high school in the land. 2. Giving particular attention to the ques- tions growing out of the proposal to permit only potential leaders to attend college. 3. Striving to offset the influence of the propaganda sent out recently by the Manu- facturers’ Association which advocates re- leasing for employment all pupils in the upper grades and high schools who aré not doing satisfactory work. 4. Doing investigational and_ research work to better adapt the high-school organi- zation in its curriculum, and in its appli- ances and equipment to meet the actual needs of young men and women, carrying out the principle of providing all with an (Continued on page A-116) Vol. 17,No.4 THE JOURNAL OF THE NATIONAL EpucATION AssocIATION One Class Steamers- Tourist Third Cabin Only For 3c a mile you can cross to Europe and back on these delight- ful ships that carry TOURIST Third Cabin only. Accommoda- tions are comfortable, service courteous, and the company the kind you'll enjoy being with. NO (one way) CLASS DISTINCTIONS! The only 50 steamers of this kind in the world. $ | 9 4 -- Minnekahda Minnesota round Devonian 5 Winifredian trip 3p Regular sailings throughout the year. in Also specially reserved quarters on such famous liners as Majestic, world’s largest ship, Homeric, Belgenland on Spring and Summer sailings. Let us send you full information. WHITE JTAR LINE RED STAR LINE LEYLAND LINE ATLANTIC TRANSPORT LINE INTERNATIONAL MERCANTILE MARINE COMPANY No. 1 Broadway, New York City, or any authorized steamship agent. TEMPLE @ Escorted Spring and Summer Tours to EAN s. at medium and low prices The fullest returns for time and money eet sill,
  • —_, ~~ James Boring’s Cruises NORTH CAPE Unusual Route to Europe By specially chartered White Star Liner S. S. CALGARIC JUNE 21 Leaves Montreal for Iceland, Norway’s Fjords, Landof Midnight Sun, Scandina- via’s Capitals. Stop-over privileges. Rates $550 up. Shore trips included. Also Fourth Annual Mediterranean Cruise, February 8, 1929 Inquire of your own agent or James Boring’s Travel Service, Inc. Educational Dept. 730 Fifth Ave. New York Does writing pay in CashP Here is what three Palmer students say: “I just received a hundred dollar prize for a story.”” Mrs. C. Y., Atlantic City, N. J.... ‘Just received word of the acceptance of ‘Judge Not’, a short story. The price was $100.” E. M. P., Maplewood, Mo. . . “During August I wrote two advertising booklets which brought $50 and $100 respectively.” R. A. McL., Oakland, California. The Palmer Institute courses are endorsed b Jesse Lynch Williams, author 3 of many stories in The Satur- day Evening Post and other magazines, who says: “The Palmer course is better than any system of teaching the writing of fiction in any of our colleges or universities I have personally investigated, "Jesse LYNCH although it may be they have Witu1aMs improved since my day.” Former president P : th Write stories that sell! Use ance Renies the coupon. of America, = (eee PALMER INSTITUTE OF AUTHORSHIP | Dept. 74-D, Palmer Building, Hollywood, Calif. | | Please send me, without any obligation, details | about the course I have checked. | | Short Story Writing | English and Self-Expression ] | Photoplay Writing | ORIG svn cs css -ssinescnsbavcininsananenssncdsrs ecpsonanesancoenatagasseapenbient | J Addr. oo eeecssssessseseessesnnnne neecnnnnennnnnanennnnanen | | All correspondence strictly confidential | No salesmun will call upon you Aco coscunepeqitiqninnn-ahtuntiineabiiabentaiiiniaeadl Learn to write short stories (Continued from page A-114) opportunity for coming into their own, and making a more intimate connection between the work of the high school and the work and needs of the home and community. 5. Taking into account the fact that ad- justments in education are necessary in all nations as in our own, and that other nations are depending on us to work out plans of fundamental importance. It is your great privilege and your special responsibility to show wise leadership in the entire field of secondary education. 6. Carrying out in short the ideals of your department and the Association in every way possible. The educational world is moving for- ward. Industry is setting a challenging pace, but with a profession united as it is, educational progress today is not so far behind. Our biggest problems are still ahead. The greatest value of the work of your association together with that of the general Association during the last decade has been to prepare for meeting the larger responsibilities just ahead. THE FOLLOWING FACTS on the annual membership count just completed are of special interest: The gain for the year 1927 is 11,297. California still retains first place for largest total (18,497). Pennsylvania runs a close second, being only 38 behind (18,459). ‘Thirty-three states show an increase ranging from 8 to 2198. Ohio shows the largest in- crease (2198). Three other states show increases of more than a thousand each— Minnesota (1973), Illinois (1950), Texas (1271). Montana and Minne- sota show the largest percent of increase over 1926, 96 percent and 52 percent, respectively. Hawaii shows more N. E. A. members than public school teach- ers (2593). Wuat IT MEANS to be a delegate to the Representative Assembly of the Na- tional Education Association—(1) That you are one in a thousand among educa- tional workers in the United States set apart to help determine the policies of the profession; (2) that you will have an unusual opportunity to become ac- quainted with others who are working on the problems of the profession; (3) schools last year, colleges first-class hotels, best steamers, college atmosphere. 50 Euro- offices at your service. Bend for booklet of 200 tours. COLLEGE TRAVEL CLUB 134 BovisTon St BostTo April, 1928 that you have an immediate responsi- bility for the activities and success of the National Education Association; (4) that you will have reports and other official documents which will give you a clear picture of the inner work- ings of the organization; (5) that you will be expected to contribute out of your own experience and thinking to the work of the Representative Assem- bly or of any committees to which you may be assigned; (6) that your asso- ciates will expect full reports from you on your return, through the newspapers, local education magazines, and orally at various meetings; (7) that you are an active worker in the greatest profes- sional organization in the world, respon- sible as a practitioner and a citizen for large affairs during a unique period of history in a country faced with the chal- lenge of world leadership toward better life. TRIAL OF SUPERINTENDENT McAn- DREW—The Public School Emergency Committee of Chicago has issued the following statement on the proceedings relating to former Superintendent Me- Andrew: The curtain is about to rise on the last scene of the mock trial of Superintendent McAndrew. After dragging out the pro- ceedings until his term is over, the superin- tendent will be dismissed. What makes this affair a farce is: That the majority of the board of edu- cation were pledged to dismiss McAndrew before they were appointed. They could not be honest with the power that appointed them and honest with the superintendent at the same time. Who can be fairly tried by a jury pledged to return a verdict against him? This is not legal justice but political lynch law. The trial was conducted by the man who made the charges, as prosecutor, judge, and part of the jury. The technical charge against the superin- tendent was that of insubordination, but during the proceedings every kind of testi- mony was admitted from any one who cared to come before the board with any kind of complaint or grievance. The president of the board, prosecutor and judge and jury, himself voted for the introduction of the textbooks charged against the superintendent. When he votes against McAndrew, he votes against himself. Loose-mouthed talkers never before heard of in the world of patriotic endeavor were brought in from coast to coast, but not the slightest effort was made to find out the facts from those qualified to speak of the superintendent’s standing as a civic leader and teacher of youth. The hearings were deliberately delayed from week to week in order that McAndrew might not have an opportunity to bring his case into court and obtain substantial justice (Continued on page A-117) LL TE —_ Vol. 17, No. 4 THE JouRNAL OF THE NATIONAL EDUCATION AssocIATION A-117 (Continued from page A-116) there. The purpose was to defeat the ends of justice and substitute the plans of poli- ticians. The sorry proceedings now coming to a close in the dismissal of a competent official by a packed board constitute the saddest page in the history of the Chicago schools and in fact of all American education. Never in so unblushing and brutal a fashion has the spoils system dared to lay its hands | upon our public schools. Never have there been proceedings so hypocritical and_ in- sincere. Never has_ patriotism been so brazenly invoked to cover up the designs of a plundering crew of political pirates. UNIVERSITY AND GENERAL TOURS peek igi ; $ 395 andup Sy COLLEGE INSTRUCTION BY CHARTERED CUNARD TOURIST CABIN AND CREDITS IF DESIRED “There is no better way” — Write or call Address SCHOOL OF FOREIGN TRAVEL INC. Managers of University Fours 110 EAST 42” ST. NEW YORK CITY — et The purpose of this farce is to conceal plans to make the schools of Chicago a part of a political machine and to distract attention from what is really going on be- Golden days and cool nights hind the scenes, at this very time. When they say patrotism hy mean _ plunder. dd zest to favored pastimes When they say America first they mean Chicago last. Behind the picture of Wash- ington lurks the conspirators who seek to make the school funds, the school lands, school contracts, school textbooks of this city serve the purpose of political scoundrels— in short, to make the public schools a pri- vate asset. When the president of the board, already pledged, and five other members of the board, already pledged, and the attorney of the board, already pledged, finally summon courage to vote on the charges they agreed upon months ago, they will lynch the super- intendent; and will set up a hilarious cry of triumph. But the public will know that this has been a roaring farce; that every ele- mentary principle of justice has been vio- lated; that the most shamelessly unfair | methods have been employed. All over | America school teachers will know that a | great crime has been committed against the | educational profession, and citizens every- where will know that dirty politics is be- hind the mask of patriotism. Within a few months the fathers and mothers of Chicago CANADAS EASTERN P ? ; OFFICES will know that the school children of Chi- ; ‘ r Boston New York cago have been betrayed into the clutches PLAYGROUNDS 333 Washington St. 505 Fifth Ave of political wolves. Buffalo Philadelphia . . . . . 0 visor 1K 4 nut . Fundamental Americanism is supposed to Highlands of Ontario, Quebec and Lower er —s, Raulie Sene guarantee a speedy trial on clear charges & Lawrence. The Provinces by the Ses 108 W. Adoms Se Bldg by a free and impartial court. In the Mc- ‘ Pittsburgh Cincinnati 505 Park Building 49 E. 4th Street 206-7 Dixie Terminal Portland, Me. ; Ose “ Grand Trunk Ry. Sta. Portland, Ore. Andrew case the school board in the name | oy of lake and woodland joys find them to per- of Americanism, exhibits a puppet “judge” fection in the Highlands of Ontario. Muskoka presiding over a packed “court” whose de- Lakes, Kawartha Lakes, Lake of Bays, the 30,000 Cleveland ne ae a A sla . + av > ~c¢ ~s of Lak > 8 Unio - y 302 Yamhill Se cision has been announced in advance, de- Islands of Georgian Bay, * the blue shores . = 948 Union Trust Bldg. Pacific Bldg senlniiet ‘astm. depeeendl siecanemiaiad ae ie Huron abound in fishing, bathing and boating—with Detroit Uieile s s g . oe : ; ot. ‘ ‘ey: / Pas saad golf and tennis at many resorts. Or seek the scented 1259 Griswold St. 314 No. Broadway are the common heritage of all American Duluth 444-7 Boatman's solitudes of Algonquin Park, Nipigon, or Timagami Forest Reserves to whip their teeming waters or camp beneath their stars. 430 W. Superior St. Kansas City 706 Grand Ave. 333-5 Ry. Exchange The Lower St. Lawrence in quaint old French Bldg Quebec, where old-world customs still abound, offers all the lure of Old France without crossing the ocean. Opportunities for golf, fishing and all favored sports. ism. In New Brunswick to delight the lover of life in the open there are mighty forests, lakes and streams and lovely sea-kissed shores, while Nova Scotia and Prince Edward Island give maritime vacation joy beyond your wildest dream. [CANADIAN NATIONAL CJhe Largest Railway System in America citizens. Bank Bldg: St. Paul 83 East Fifth Street San Francisco 689 Market St Seattle 1329 Fourth Ave Washington,D.C., 15th & I Sts. N.W. A crew of political buccaneers, lost to all sense of sportsmanship and fair play, has made a bonfire of the bill of rights while hoisting aloft the picture of George Washington to detract attention from the blow directed at the vitals of real American- Los Angeles 607 So. Grand Ave Minneapolis 18 Second Ave. So. ) i ation. » Tourist Public e JNEA3 dme your fre Mark Apri 18 oN YoUR CALENDAR— Please ser Between 9 and 10 p. m. Eastern time on that day, the National High School Orchestra will broadcast a program through station WJZ and the Blue Network, which includes stations in New York, Boston, Springfield, Balti- (Continued on page A-118) Name ----~" Address ----"~" City “ilk CANADIAN NATIONAL~—TO EVERYWHERE IN CANADA —- 2 isa) —118 So Many Now Cunard Cabin Way | Europe ... Especially The New 1928 Service Two Cruise Ships . .. The Se and Laconia... Now Take You Ever . lee ath Prefer The Going the “cabin” way to Europe means traveling... with every modern convenience ... but on the more leisurely 74 day boats... more moderate in price because more moderate in speed. So great is the demand today among intelligent people for this type of ship, Cunard announces a special new cabin service, at rates from $152.50 up. The Cabin Way To England Even as cruise ships these two were noted for their beauty and luxury ...the Beau Brummels of the sea! Now popular demand puts them into the Cabin Service during the Summer season. .. the same de luxe rooms and service... with a brand new moderation in price! The “New” 1928 Caronia and Carmania Over half-a-million dollars have just been spent on these two famous boats...adding new conveniences ...a“grooming-up” process to brin: aboard such comforts as hot an cold running water in every room... real beds... the luxury of glass-en- closed decks ... winter gardens, etc. SAILINGS NEW YORK — PLYMOUTH-HAVRE-LONDON CARMANIA—April 27 - May 25 CARONIA—May 11 + June8 NEW YORK-—QUEENSTOWN + LIVERPOOL May 26 ae a oe . ay12 -+- June9 LACONIA — Have you joined the Cunard Travel Club? Membership $1.00 for 1 year. CUNARD LINE ®) See Your Local Agent 1840- EIGHTY- EIGHT - YEARS - OF - SERVICE: 1928 To hia Modern Comfort On THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION (Continued from page A-117) more, Rochester, Pittsburgh, Detroit, Cincinnati, Chicago, St. Louis, and Kan- sas City. The program will be con- ducted by Joseph E. Maddy, Frederick Stock, and Howard Hanson. AMERICAN Forest WEEK will be ob- served April 22-28, 1928, when many of the states are celebrating Arbor Day. It has been specially proclaimed by President Coolidge. The following free material may be had from the U. S. Forest Service, Washington, D. C.: Program for observance of American Forest Week in schools, 16 p.; Forestry Facts, 16 p.; Poster—How you can help | protect the forests; President Coolidge’s Proclamation. ‘The American Forestry Association, 1523 L Street Northwest, Washington, D. C., will send free a 9 x 12 poster, Plant a Tree, and the following publications at nominal cost: American Forest Week sticker, 25 cents for 100; Forest activities for everybody, 5 cents each; Trees suitable for shade and ornamental planting, 2 cents each; Arbor Day and Planting program, 2 cents each. The American Tree Asso- ciation, 1214 Sixteenth Street North- west, Washington, D. C., issues free a 32-page Forestry Primer and _ posters. The National Lumber Manufacturers Association, Transportation Building, Washington, D. C., will send free a 32-page booklet on Our American For- ests and an illustrated folder dealing with the industrial values of the forests. The Department of Agriculture issues a 16-page folder containing suggestions for programs for the observance of American Forest Week. Mrs. Evancetine L. L. Linppercu was taken from Detroit to Boston and return by the air service of the United States Army in a beautiful Ford Stout army airplane piloted by Lieutenant Albert Hegenberger. On her arrival in Boston, an escort was provided by the Crosscup-Pishon post of the American Legion of which Colonel Lindbergh is an honorary member. THE LECTURE SYSTEM is that mys- terious process by which the contents of the professor’s notebook passes into the student’s notebook without passing through the brain of either.—Selected. THE THIRTY-FIFTH annual convention of the International Kindergarten Union will be held in. Grand Rapids, April, 1928 Michigan, April 16-19. An_ inspira- tional and practical program is being planned to meet the interests of all those who are in the nursery-kindergarten- primary field, whether classroom teach- ers, supervisors, or parents. The officers of the organization are, Caroline W. Barbour, President; May Hill, First Vicepresident; Evalina Har- rington, Second Vicepresident ; Margaret C. Holmes, Recording Secretary ; Bertha M. Barwis, Corresponding Secretary and Treasurer; and LuVerne Crabtree, Ex- ecutive Secretary and Assistant Treas- urer. THe NeprasKA STATE Teachers Asso- ciation at their last meeting passed these resolutions in regard to the teachers col- lege of the University of Nebraska: That students whose aim is to prepare for teaching be required to register at this teachers college; that the adminis- trative organization of the college be centralized, and the relationship to the college of arts and science be similar to that now existing between the arts col- lege and engineering college or between the arts college and agriculture. THE DEPARTMENT of classification, statistics, and building program in the Denver public schools has been reorgan- ized and renamed. It will now be known as the department of research. Charles E. Greene, formerly director of measurements, has been made the head of the department as director of research. The department of research will take care of both instructional and adminis- trative research. The major portion of this program is devoted to the construc- tion and giving of tests based on new curriculums. ‘These tests are used for evaluating the courses of study and for the improvement of teaching. Another function of the testing program is the classification of pupils by means of achievement and intelligence tests. An important phase of instructional research is the direction and supervision of in- vestigations of educational procedures, of which a large number are being carried on at the present time in the Denver public schools. THe ALUMNAE AsSOCIATION of the State Normal School at Framingham, Massachusetts, has published through the Harvard University Press The First State (Normal School in America. The main part of the book consists of two journals: one kept by Cyrus Peirce, the first principal of the school, origi- (Continued on page A-120) aa a _ —_ . Vol. 17, No. 4 HAT you can spend a glorious three months’ holiday in a trip to Sunny and Picturesque South Africa at a cost not to exceed $1080? NCLUDED in this delightful trip is a full month’s sojourn in this wonderful and romantic land, visiting the scenes en- vironing the lives and histories of Cecil John Rhodes, Stephanus J. Paul Kruger, *, Louis Botha, H. Rider Haggard, Olive &, Schreiner and other illustrious characters a of whom you have so often read. You can visit, among other celebrated places and scenes, the Historic Cape, the bourne of many an ancient mariner; the Great Kimberley Golconda Diamond Mines; the vast Johannes- burg Gold Fields, mile deep; the majestic and incomparable Victoria Falls; the unique, thrill- ing and barbaric Bantu War Dances; the quaint Kaffir Kraals; delightful Durban; the mys- terious Zimbabwe Ruins, dating back, perhaps, to the days of Solomon and Sheba, etc. You will, yourself, stand on the spot where Rhodes spent many a lonely vigil, dreaming of South Africa’s coming greatness, and see with him, rising out of soli- tude and waste, mighty cities, happy rural homes and teeming harvests—a dream already partly fulfilled to your living eyes. And, added to all these marvels, many a delightful side trip to other wonders, at little addi- tional cost. In short, there is presented to you, at a nominal cost, a rare and unique combined educational and recrea- tional trip under ideal climatic conditions and of match- less interest and romance. Historical Résumé of South Africa available or send for free travel booklet, “Tour S. A.,” or 20 cents (to cover postage) for delightfully illustrated 332-page travel book, “Travel in South Africa.’ Write SourH AFRICAN Bureau Bowling Green Office, 11 Broadway, New York City \ ed Mention Tue Jougnat when THE JOURNAL OF THE NATIONAL EpucaTION AssociATION A-119 summer | try the great 8,000 mile water and rail round trip to golden California— one way by Panama Pacific Line over the famous Recreation Route and one way by rail (with | choice of route and stopovers at points of interest). | Really see the wonders of your country, visit colorful Havana, make the thrilling passage through the Panama Canal and learn the at- tractions of the Canal Zone, delightful year-round playground. REDUCED SUMMER RATES The One Way Water—One Way Rail round trip begins at the main r line railroad point nearest ¢ yourhome. Steamermay ¢ \ ‘ be used in either di- 4 AS as: rection. Special, r\) ; AD Conte + 3 sailings, S.S. California (new), largest steamer ever low summer rates, ap- \ ply. built underthe American flag, and the deservedly pop- ular S.S. Manchuria and S.S. Mongolia, between New York, Havana, Panama Canal, San Diego (Co- rouado Beach), Los Angeles, SanFrancisco. \ Full information from any steamship or rail- road agent or No. 1 Broadway, New York City. writing our advertisers. A-120 THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION April, 1928 GRACE DODGE HOTEL WASHINGTON, D. C. Near the Capitol and Library of Congress . « 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, lew cost. Register and for one week or more. July 18th to Sep- tember Ist. Address Alice Beaman, Camp women - Director, Chicago Normal School of Physical | Education, 5026 Greenwood Ave., Box C 948, i Chicago, Mlinois, No Tipping . . Open to men Enjoy a vacation in the National Capi- tal—the most interesting city in America Special Summer Rates for Teachers Write for Information UNIVERSITY TRAVEL SUMMER, 1928 | SCHOLARLY LEADERSHIP COM- AEACHERS 4 TOUp | BINED WITH COMPREHENSIVE ITINERARIES AND LOW COST. INVALUABLE TO TEACHERS WHO AROUND SOUTH AMERICA Including the famous Inca Ruins DESIRE ACADEMIC CREDIT FOR (Continued from page A-118) nally at Lexington, the other by one of Mr. Peirce’s first normal school dents, Mary Swift. stu- Reports FROM Oil City, Pennsylvania, indicate that the radio-wire assembly system for school work proved a great success at its first trial there. Superin- tendent Baum addressed the pupils of the South Side Junior High School from his office on matters of interest in con- nection with school work. The rest of the program was broadcast from the radio station, WLBW, which had been linked up with the equipment in the various rooms of the school. Home For NatTionAL HiGH ScHooL OrcHESTRA—A permanent = summer camp in Michigan, near Interlochen, has. been arranged for the National High School Orchestra, composed of about 300: high-school students from all parts of video and Rio de Janeire 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. A most unusual itinerary Visiting Havana; Panama SUMMER TRAVEL AND STUDY. €anal; Lima, Capital of Peru; Lake Titicaca, highest . mavigable lake in the world; and from La Paz to Write for Booklets Buenos Aires by the new Transandine Railway; Monte- the United States, who have been se- lected by their communities as musi- PTT oe STD Ayes cians of unusual ability. The tract ENCE TOURIST CoO., INC. Leaders in South American Travel 331 Madison Ave., Cor. 43rd St., N.Y.C 56 Boyd Street, Newton, Mass. School Men Wit haCar ake Summer Pay You Well } eenp! ambitious, energetic school man who owns a car will find a double profit in giving his time to Compton's this summer. First, an opportunity to earn double what you earn in a like period in school work; second, a healthful vacation in the open, with training and expe rience that is invaluable and that may be the first step to a most successful business career. Hundreds have proved it Hundreds of school men have found the Compton plan the best and most profitable way to spend a summer vacation. Each summer a large majority of those who were with us the preced- ing summer are back again. And some have stepped into permanent executive positions with us. To cite some specific examples, Mr. ““A'’ was for several years superintendent of schools in one of our largest cities. Immediately following this he was elected president of one of the largest Normal Schools in the state. He resigned this position to join the Compton organi- zation four years ago. He now earns more than he did in either position. Mr. ““B” was a principal of schools for five years. He entered the business world as a text-book salesman where he doubled his salary as a principal. He has been with Compton’s four years and the first year tripled his earnings. Mr. “‘C’’ was engaged in athletic work and now with us his earnings are five times as much as the average principal or superintendent.* Your work with Compton is pleasant work .. . in a field with which you are thoroughly familiar —presenting Compton’s Pictured Encyclopedia to schools or teachers. Compton’s is nationally 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 important and interesting success suggestions and supply you with detailed facts and opportu- 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 Success” without delay. No obligation. SCHOOL SERVICE DEPARTMENT F. E. COMPTON & C e 47-B W. OAK STREET * CHICAGO *Names of any of above furnished on request. Bureau of University Travel comprises 350 acres, and includes a nat- ural depression which will be developed into an amphitheater seating more than 20,000 persons. Here orchestra and band concerts and other entertainments. will be given, and the small charge for admission will help meet expenses of the camp. On1o EpucaTIoNAL CONFERENCE— April 12, 13, and 14, are the dates set for the annual gathering of Ohio educa- tors at Columbus as guests of the Col- lege of Education, Ohio State Univer- sity. Dean George F. Arps is chairman of the executive committee. Thirty- two sectional meetings covering most phases of the public school curriculum and some branches of higher education will be held. Speakers for the general sessions are: Clarence C. Little, presi- dent, University of Michigan; Glenn Frank, president, University of Wiscon- sin; William Oxley Thompson, president emeritus, Ohio State University; J- Paul Goode, professor of geography, University of Chicago; and O. T. Cor- son, former director of education for the state of Ohio. Tue San Dreco, California, schools have issued an Organization Supple- ment to the Superintendents’ Bulletin representing a scheme that has been worked out and charted to show at a glance the relationship of every member (Continued on page A-122) ——— es © tnt dh ati dh ce dn Smo ce od ie dies Pur ~ Gre oe dhe die eho che Che cic dhe dhe on che ce ce = ~ We Vol. 17, No. 4 i eat acct ttt THE JOURNAL OF THE NATIONAL EpucaTtioNn AssociATION University of Cincinnati Announces SUMMER SESSION OF 1928 Two Weeks’ Intersession: June 11-23 (Intensive Education Courses) Six Weeks’ Terms, June 23-July 31; July 30-September 1 (Regular Liberal Arts and Education Courses) Eight Weeks’ Term, June 18-August 11 (Premedical Science Courses) Featuring Two Notable Unit Courses in First Six Weeks’ Term: Advanced Educational Psychology Critical Evaluation of Method First Week: Psychology in Relation to Phi- First Week: Foundations of Method—W. H. Kil- losophy—W. H. Kilpatrick patrick Second Week: Critical Aspects of Second Week: The Elementary School Trend— Psychology—L. A. Ruth Streitz Gregor Third and Fourth Weeks: The Factor of Intelli- Third and Fourth Weeks: The Nature and Prob- gence—E. L. Thorndike _lems of Intelligence—E. L. Thorndike Fifth Week: Methodology for Character Educa- Fifth Week: The Psychology of Character— tion—Mark A. May | Mark A. May ' Adolescent Pechstein, A. Laura Mc- r(( Other Education courses so scheduled that students may attend Unit Courses without conflict. Courses r( Full program in regular Liberal Arts and Education fields. credited toward undergraduate and graduate degrees. r(( Demonstration school on campus: Winnetka Room, Kindergarten, Reorganized Primary, Sight Conservation, Junior High School Grade. r(( Average temperature for summer, 1927, 70°; June, 67°; July, 75°; August, 68°. ( Good rooming accommodations; dormitories for men. ‘((g Superior recreational facilities; Grand Opera nightly; national league baseball; special series of popular lectures. For Bulletin address Dean L. A. Pechstein, Director University of Cincinnati, Cincinnati, Ohio MIDWAY BETWEEN NORTH AND SOUTH PEPE P ECE SESE SE EE SP PP PP SP PPP PSP SP PPS SSP Mention THe JournaL when writing our advertisers. PEPE il A-121 Sache the i ci di Sn cn ch oe co ho ona ci ci ct cp on cia ch co U) Qo Se Ss a www we PPESPE SSP SP SP SP SP Se we Se YS SPS DD ARE NE NE TE OE SS SP SP SP SP wre wren wre Cy G9 49 k4 PPP EPSP CPPS a Ge Ss SPS OLS OPS CIS AND CID SPS CPD OPO op CPDeSapOeps Wa? Sp? SP Sh? SP Sh Sa? Sb Sh? Si? Si Sh? Sa? Se? A-122 Tue JOURNAL oF THE NATIONAL EpuCATION AssOcIATION April, 1928 3 Earn Your Credits in 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. Dp 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. e D Summer Session University of Vermont July 5 — August 11 A summer school combining excellent educational opportunities with recreation and the improvement [ of health. Subjects: o_o Arithmetic Art for Public Schools Botany Commercial Subjects Rural Education Secondary Education English Mathematics Modern Languages e School Administration Gree le e _ and Supervision Latin " Fine Arts Vocal and Instrumental Music Public School Music History Physical Training Social Science Zoology —__ Educational General and Educational Psychology Philosophy of Education *D Measurements Methods of Teaching Bennetr C, Douc.iass, Director of Summer School Box B | Write for further information and illustrated bulletins. ef University of Vermont Burlington, Vt. ge _ profita — ~ Burlington on-Lake~Champlain The Sargent Schoo For Physical Education For Young be . W. Sargent, President Cambridge, Mass. Founded 1881 by Dr. D. 1482 A. Sargent Summer Session - 1928 June 15th to July 27th Graduate Courses Undergraduate Courses Special Courses for Teachers Also Courses in Music, Engineering, Art, Social Work For Bulletin of the Summer Ses- sion, address Dean Isidor Loeb, ‘rector of the Summer Session, 1 204 Duncker Hall, Wash- . ‘Iniversity, St. Louis. LR 1188 Summer Session NORTHWESTERN UNIVERSITY "By the shore of Lake Michigan” Undergraduates, graduates, and others wishing to turn summer vacation into Ble 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 ma - 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 and Technic 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 51, School of Education, Evanston, Illinois, High Scholarshtp 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, lil. Arnold College for Hygiene and Physical Education CAPABLE faculty. Complete gymnastic, camp equipment. Dormitories on campus. appointment bureau. Write for catalogue. and Chapel Streets, New Haven, Conn. 709-B-1928 athletic and Successful Sherman *‘Do Your Summer’s Work in Vacation Land’’ UNIVERSITY of MAINE Summer Session July 2-August 10 Ideal conditions for summer study and recreation. Graduate and under- graduate instruction in education and teaching subjects. Week-end trips to famous beauty spots. For Bulletin address: H. M. ELLIS, Director Orono, Maine (Continued from page A-120) of the school staff and to fix his respon- sibility in an efficient manner. ONE NEW MOVEMENT initiated at the Seattle meeting ofthe N. E. A. found expression in the Conference on Student Participation. It has been decided to hold two sessions at the 1928 meeting of the N. E. A. Plans are underway to have one outstanding speaker present the arguments for student participation in | school government and one to present the | opposing view. It is also planned to have one session open not only to teach- ers, but to student members of student councils, with student speakers, repre- senting councils in senior high schools, in junior high schools, and in elementary schools. UTAH TEACHERS RECEIVE 100-ACRE CAMP siTE—According to the Utah Educational Review, February, 1928, Utah teachers have been given by George Mueller, a philanthropic citizen of Salt Lake City, 100 acres in beautiful North Mill Creek Canyon for use as a camp site or rest rendezvous. In deeding to Salt Lake City his for- mer summer home, Mr. Mueller speci- fied that 100 acres of the tract shall be set aside for the use of the public school teachers of the state. TEACHERS interested in presenting the metric system to children are invited to write to Mr. S. J. Macfarren at 2103 K Street N. W., Washington, D. C. EXTENSIVE EXHIBITS portraying United States methods of education will be shown at the Ibero-American Exposi- tion, Seville, Spain, by the United States Bureau of Education. The exposition, which embraces Spain and Portugal and the republics of North and South Amer- ica, will open on October 12 and con- tinue through the following June. Three buildings will be erected by the United States, two of them purely ex- hibition pavilions and the third a per- manent structure which will later serve as the United States consulate in Se- ville. One of the temporary pavilions will be a large cinema hall for the show- ing of motion pictures of a distinct edu- cational value. NaTIONAL Music WEEK is to be ob- served May 6-12. ‘The Committee has much suggestive material which can be secured at a nominal cost from 45 West 45th Street, New York City.