1. BO E ce VOL. XVII eat MAY, 1928 APK 2» No. 5 nr) | t__f yi m6 ihe ct ( t_ 7 te JOURNAL ¢ the | NATIONAL EDUCATION ASSOCIATION KS OOO OOO intos i ti nm | el ; (Sap | Panna < ! 1 ‘ J ) ' U —_ at A : e a E 4 k e a e a —— S>o<— oS<—SlCo< = oo o<> ee eS —— = eee ——— ( t wn | L__f} W State Universities and Public Education—Lotus D. Coffman : Growth through Professional Reading—Lewis M. Terman , ‘ ‘ 137 —— Preparation for Auditorium Periods—Joseph W eintrob ‘ : , ‘ 139 The Simplified Calendar and the Schools—Thomas E. Finegan : ‘ 141 {i | Physical Education Advances—James Edward Rogers : 143 | j Fam |} Careers in Education—Teaching in Junior High a M. Glass 145 =xX= A Silent but Forceful Influence—Herbert 8S. Weet ; 4 ; ; ; 147 Tt} Editorial—Chronic Fatigue ; , ; > 148 Teachers’ Salaries—A Constructive Tenitiinieibiihe K. Nertéa ' : 149 Ww Enrolment in American Schools During 1925-26—Statistics , , . 150 { Education for Moral Growth—Margaret M. Alltucker : ‘ ; ; 151 us } The Most Fascinating Chase on Earth—Ernest Gruening ‘ : 153 Extracts from the Boston Convention ‘ : ; : ; 153 Opportunities in Summer Schools—1928—. ienealilied on Adele Humphrey 155 Education and the Indian Survey ‘ . : , , : , 160 More Case Studies—Elizabeth H. Idi ; : , ’ , 161 =X: Impressions of American Education—By a Visitor from ‘India ‘ ; ; 163 ~ Builders of Our Profession and Notable Enrolments in Large Cities é , 164 Minneapolis Convention—Railroad Rates and Special Excursions ; . A-142 Notes and Announcements Contents of previous issues of The Journal of the National Education Association can be found by consulting the Readers’ Guide in your library. OOOO = oo<> = ooo = A co —— —— =< OOOO DOO S—— oe Oo The standard authority N t W in matters of correct English . Foresman’s Higher Book of Songs Woolley S 400 Pages NEw HANDBOOK HIS NEW BOOK contains the most magnificent collection of songs ever brought together for high schools and ad- OF COMPOSITION save classes. The sclections include rare folk songs and the work of the great . composers of the leading countries from Revised and enlarged by ae 6 nape J Bach in the 17th century to Rachmaninoff Franklin W. Scott of today. Special attention has been paid to part arrangements, voice range, etc., in The dictionary for word definitions; Woolley order to make the book conform perfectly for correct English. Because Woolley is con- stantly revised to conform with modern usage it remains strictly up to date in every respect; be- 9 cause of its long record of service. it can justly Foresman’s Books of Songs lay claim to genuine worth. Among many new A Child’s Book Fourth Book ......... $0.64 competing books it maintains its position in the First Book ; Fifth Book 88 front rank as the standard authority in matters of Second Book : Manual ; hing ree ' Third Book j Higher correct English. to high-school requirements. D. C. HEATH AND COMPANY AMERICAN BOOK COMPANY Boston New York Chicago Atlanta lin a Aleta prea NEW YORK CINCINNATI CHICAGO BOSTON ATLANTA Announcing ABE TRIANGLE =—" ARITHMETICS THE AUTHORS | THE SERIES A || A Anew series with problems as real A “oP .ne 2, SRE. ’ j| 28 life itself BOOK ONE rofessor o! ementary Education 5 l r 33a | meee ro Ne A Content expressed in language || Grades 3 and 4 Pe IS that every child can understand | BOOK TWO Associate Professor of Education ~* A Illustrations in color—just one of Grades 5 and 6 University of Wisconsin ° * i the features of this modern series _ || BOOK THREE G. O. BANTING rades 7 a Superintendent of Schools A Based on the results of the latest | os | nar ananhs cnn scientific investigations | SEPARATE ANSWER BOOK | ELDA L. MERTON ° P Geeats ecentiben A This series follows closely the out- |! Wesk Book contains Waukesha, Wisconsin || lines of the best courses of study || pDIAGNOSTIC TESTS AND | Note this excellent combina- || 4 Diagnostic tests and remedial ex- || REMEDIAL EXERCISES tion! Grade Supervisor + ercises developed from classroom for each grade Superintendent + University experimentation Specialists in Elementary Education S WINSTON BUILDING, PHILADELPHIA CHICAGO ATLANTA SAN FRANCISCO DALLAS TORONTO FOR TEXTBOOKS May, 1928 State Universities and Public Education Lotus D. CorrMan President, University of Minnesota, Minneapolis, Minnesota HE STATE universities of America are an expression of the spirit of the pioneers who settled west of the Appalachian Mountains. True, they had their origin in democratic Virginia, but their expansion and development came with the growth of the central west. Since then they have spread to the south and across the Rocky Moun- tains to the Pacific coast. The state universities represent the cul- mination of democracy’s effort to advance itself by education. They have thrived and flourished where democracy has thrived and flourished. Wholly unsym- pathetic with every attempt to transplant an alien university system to American soil, the great body of citizens in the Mis- sissippi Valley, and later to the south and west, sought the establishment of institu- tions of higher learning, open to all, sensi- tive to public need, supported largely by taxes levied upon all, and designed and administered to promote the public wel- fare. The state universities and the public schools evolved out of the same set of con- ditions. The arguments for the establish- ment of the universities were essentially the same as those for the establishment of the public schools, only raised to a higher power. The public schools were intended to be free schools; the state uni- versities were intended to be as nearly free as possible. The doors of the public schools were to be wide open; likewise the state universities were expected to admit those who had completed the work of the next lower unit of the public schools. The public schools were main- tained to provide for each individual that training by which he could profit most; the state universities offered additional training for those who were capable of pursuing their studies into still higher realms. Both the public schools and the state universities were founded on the assumption that society’s welfare is best promoted by providing as nearly free and equal educational opportunities and privi- leges as possible. Indeed from early colo- nial times this conception has been as- sumed to be one of the surest guarantees of civil liberty. But of late, a tide of criticism of the public schools in general and of state uni- versities in particular has begun to flow. VERY HIGH SCHOOL graduate in America should read this notable address which was delivered before the Department of Superintendence at Boston on March 1. It is a clear statement of America’s devotion to education; a full recognition that it is through education that the nation has become great; an appeal for the open door in the higher school as well as the lower; a demand that “the stu- dent of few talents shall not be denied his opportunity while the student of many talents is given his.” Spending sums for waste, crime, and luxuries so vast as to make the total expendi- ture for education look small, Amer- ica can afford to spend more for schools and libraries of all types. With hundreds of thousands unem- ployed she can afford to keep her youth longer at their educational tasks. Today it is a report of one of the great corporations that arraigns the cost of the state universities in most vigorous lan- guage and declares that they have become the victims of mediocrity. “Tomorrow it is a report from one of the great founda- tions declaring that the students should pay the cost of their instruction. The next day it is an address from one of the distinguished citizens of America in which the same declarations are made. Then follows another report, brilliantly written, comparing the best of European secondary schools with American second- ary schools of lower grade, discrediting the work of the American schools. Then comes a report from the manufacturers’ association calling for new limits on child labor legislation and the extension of the privileges of work for children. Then follows a report of the United States Chamber of Commerce presenting fig- ures showing that education is costing too [133] much. One cannot view an array of samples of this nature without stopping to think. If these criticisms and others like them mean anything, they mean that we need to clarify and to redefine our philosophy of life and of education, for it is obvious, even to the casual observer or student, that a wide difference of opin- ion exists between the dominant philoso- phies with regard to education. The state universities and the public schools from the beginning have been maintained to provide freedom of oppor- tunity. One of their fundamental doc- trines has been equal opportunity for all to reach their highest attainments. They have stood vigorously against class educa- tion. They have provided educational facilities for all alike, the rich and the poor, the boy and the girl, the Gentile and the Jew, the fundamentalist and the modernist, the conformist and the non- comformist, the atheist. Free of denominational control, the state universities are nevertheless Christian in spirit, Christian in ideals, and Christian in fellowship. They are open alike to those of social station and to those without. Long ago they learned that genius and talent do not belong to any class based upon wealth or social position. The only differences they rec- ognize are differences due to ability and to a desire to achieve. They recognize religionist and _ the that not all can achieve alike or move forward at equal rates of *speed. They know that some must fall by the way and that some attempt that which they are not qualified to pursue. But they are not willing to condemn those of less talent merely because they have less talent. They propose for them just what they propose for the more talented; that is that each shall be permitted to progress as rapidly as his abilities will permit to the approximate limits of his attainment. The student of few talents shall not be denied his opportunity while the student of many talents is given his. The state universities and the public schools have persistently maintained that 134 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION May, 1928 they are training the common people for the common weal. They have believed in the unlimited potentialities of the in- dividual. In maintaining this as an ideal they have merely been expressing the spirit and philosophy of the free people who support them. Let the universities set them- selves up as class institutions and the sup- port which they have hitherto received will quickly vanish and other institutions will arise out of the soil which gave them birth to take their places. All other criticisms notwithstanding, if the American people have any great state passion, it is a passion for education. They may not all be imbued with a flair for learning, they may not all be en- dowed with a “divine afflatus” for truth, but of this one thing we may be certain, no matter how vigorous the criticism of college and university education may be, the people of this country, those who vote and pay the taxes and support its in- stitutions, will not permit their children to be deprived of their inherent privi- lege to attend college. “hey will estab- lish new ones if they have to, even though the taxes must be increased to support them. It is claimed that the average ability of the student bodies in these days is iower than it was fifteen years ago. This may be true; but based upon a priori evi- dence, this claim is difficult to establish. The standards of admission to college and the standards of college work cer- tainly are higher today than ever before in all of the history of American educa- tion. This is as true of the state univer- sities as it is of the privately endowed universities. If one listens to much of the current criticism he despairs of the col- lege student, but he takes heart when he observes on commencement day that thousands of those who were supposed to be mentally incompetent have completed to the satisfaction of the faculty all of the requirements for their degrees. And it should be remembered that those re- quirements for the most part are deter- mined by those of alleged superior intel- ligence of a generation ago. We hear much about mass education and the absence of the personal touch be- tween university teacher and student. All of the teachers of a generation or so ago did not hold personal communion with their students either; a few of them did; most of them did not. A student then often got very little intelligent ad- vice concerning himself; today he gets advice scientifically determined concern- ing his health, mental makeup, emotional maladjustments, and vocational poten- tialities. We probably forget that there were not very many dynamic personalities on the teaching force in earlier days. There were a few, praise be, and most of us acknowledge their strength of character and personal influence. One of the educational myths is that all of the teach- ers were of this type. Far from it. We should remind ourselves that there are dynamic personalities who are forceful teachers on the teaching staff today and that twenty years hence, they, too, will be remembered with affection by their stu- dents. Not all state university teachers are of the type which R. L. Duffus, a writer for the Sunday supplement, New York Times, January 8, describes, “For him- self (that is, the teacher in the state uni- versity) he needs the arts of the orator quite as much as those of the scholar. He must be ready with stories, with amus- ing illustrations. He must possess the ability to dramatize his subject, so that the dozing student in the last row will every now and then wake up and grasp a fact or principle.” Without claiming that teachers should be entertainers, per- haps a little of.the power of lucid pres- entation may be good for a_ teacher wherever he is. Experience has clearly demonstrated that men who place them- selves rather than the materials of their subjects in the forefront, are condemned by faculty and students alike. In moments of great exultation Amer- icans in general are disposed to praise their schools and the profession of teach- ing. They view with pride the public schools and the state universities as the agencies of the greatest experiment dem- ocracy has ever undertaken. It -is the experiment of providing or of attempt- ing to provide, largely by taxation, for the education of the children of all men and of offering to them, as nearly free as possible, equal educational privileges from the kindergarten to the university. The burden which the present genera- tion has to bear in maintaining this ex- periment is incomparably lighter than that which our sacrificial forefathers bore to establish this great system of pop- ular education. Certainly it is true that the torch of American civilization has been passed from generation to genera- tion, not by tradition, but through the processes of an expanding education. Shall some generation in the compara- tively near future witness the dimming of that torch because it provides the maximum opportunity for the children of the favored and denies the maximum opportunity for the children of the less favored? Americans have long maintained that equality of opportunity is essential to the development, the safety, and the perpe- tuity of democratic institutions. And by equality of opportunity none but the most uninformed have ever thought that it meant equality of ability. Equality of opportunity has been relied on to pro- duce a worthy democratic citizenship. Education has been supported as a social investment. It has been assumed that society’s contribution to the educa- tion of its children is returned manyfold in service, progress, and wealth. And the facts, I believe, fully justify that theory. One only needs to point to the states that have neglected education as contrasted with the states that provide generously for education, to. find evidence in sup- port of this assumption. If one will take the five states that have provided most liberally for education, and compare them with the five states that have pro- vided most parsimoniously for educa- tion, he will find that the average earn- ings of the families in the former are al- most twice those of the latter, that the amount per individual in the savings banks is nearly ten times greater per in- dividual in the former than in the latter, that the number of books in the libraries and the number of magazines and news- papers subscribed to is vastly greater in the former, and that the living conditions by and large are much superior in the former. One of the things we are sometimes prone to forget is that we pay for the things we don’t have as truly as we pay for the things we do have, but we pay in a different kind of coin. One has only to sweep his eye over the world to find abundant support for this statement. The nations that have been unwilling to spend on education are the victims of ignorance, superstition, destitution, and of all the wretchedness that comes in their train. America has achieved her station, not by a withholding but by a generous spending. And she has done it by refusing to close the gates of educa- tional opportunity. Generous donors and generous states have kept them open. Shall she now turn her back on the past and, heedless of its lessons, initiate a new philosophy, one which provides the best of higher education for the privileged few who possess the money to pay for it? Or shall she continue to hold sted- fastly to the theory that democracy in the final analysis is a process of con- Vol. 17, No. 5 tinuous education and that this nation can keep her place at the forefront among the nations of the world by pro- viding more, not less, generously for the education of all? If society is growing more complex, as most of us believe, its problems more numerous, more intricate and more diffi- cult of solution, then more, not less, education will be required for their solu- tion. How tenaciously did our forefath- ers hold to the doctrine that the progres- sive advancement of democratic institu- tions depended upon an educated citi- zenry! An able attorney said to me re- cently, “Mr. Coffman, civilization has been ruined by education. Do you sup- pose you can make people competent to vote on public questions by giving them an education?’ My only answer was, ‘Il know of no other way.” And if the education of a generation is to become increasingly more selective, as some advocate, so that only the gifted possess knowledge concerning the com- plex problems of modern life, which we are constantly called upon to consider and, we have thought, to assist in solv- ing, if college education is to be only for the select, then it becomes alien to the spirit which gave birth to public educa- tion and to the state universities. If pur- sued to its logical conclusion, this doc- trine means that free government, based upon universal citizenship, cannot en- dure. We are not ready to admit, with- out adequate trial, that the great Amer- ican experiment has failed. We are not yet ready to create by deliberate act an uneducated and uninformed proletariat. We know that there are many who maintain that too many are in school and that too many are being graduated from college. There does not appear to be any trustworthy information showing that the professions, in general, are over- crowded. And we do not seem to have too many persons with a knowledge of government and of the other institutions of men. Where trained intelligence exists there we seem to have the best citizenship. And is not citizenship a function which all classes of people are expected to exercise? Shall we deny those who are to traverse the humbler walks of life the outlook of the trained mind? If we attempt to do it we shall probably find ourselves reckoning with- out our host, for as Lincoln said, “God must have loved the common people. He made so many of them,” and they still rule in the land. The state universities and the public schools have had still another common THE JOURNAL OF THE NATIONAL EDUCATION AssOcIATION interest, an interest to which reference has already been made but which is deserving of further consideration. This interest may be best described by refer- ence to an address which I heard a gentleman deliver recently before a dis- tinguished midwestern club. He said, “College education, and perhaps sec- ondary education, to some degree at T= MIGHT well be in every high school and college courses in educa- tion to prepare citizens for an appre- ciation of the place of this great work in a democracy as is now done at Har- vard. In the history of education the threads of the entire cultural history of the world come together. The educational heroes have been makers of history. The processes of educa- tion are the fundamental processes of human advances. As citizens, tax- payers, parents, or trustees all our people have some responsibility for schools and libraries. They can meet that responsibility better if they are familiar with writings on education. Such study may be much more vital for many students than the pursuit of ancient languages or theoretical mathematics. In the absence of speci- fic courses every student approaching graduation might well be led to do some reading in this field. least, should be based upon wealth. Those who are able to pay for it should be privileged to get it; those who can- not pay for it, should be denied it.” Here we have a doctrine, stripped of all veneer, that education in its upper reaches should minister only to an aris- tocracy of wealth. It is a fact that there are almost no free universities any more in this coun- try. The fees charged students by state universities have been increasing but they are not so large, nor have they in- creased so rapidly, as fees charged by private universities. If they must now be increased so that the students pay the full cost or approximately the tuition cost of higher education, then one of the original primary purposes of the state universities will have been defeated. The gentleman to whom I referred a few moments ago, declared that all education is simply a matter of charity and that the costs of education should be .compared with the money given to char- ity. Viewed in this way it is clear that education is absorbing an unreasonable proportion of the nation’s wealth. He stated also that the disintegrating effects of such charitable giving become even more pronounced in the case of students 135 in colleges and universities and especially if the students are being trained for the more lucrative professions. He demand- ed that this pauperization should cease because of its deleterious social conse- quences. It requires a type of reasoning which I am as yet unable to comprehend to understand how those who have them- selves been the beneficiaries of this social charity and who because of it have achieved wealth and recognition in their communities, should now suddenly dis- cover its harmful effects and seek to deny the children of others and even their own sometimes, the advantages which they themselves enjoyed. Suppose it should happen that the great privately endowed universities should become even more select and that men of means and the great foundations should continue to endow them with in- creasing millions and the state univer- sities at the same time were unable to make corresponding progress, then we should, indeed, have what some claim we already have, provincial education in the private institutions and a cheap variety of education for the less favored thousands in the state institutions. Far be it from me to look with envy upon large gifts to private universities. I am especially happy to see them prosper, but I hold at the same time that the state universities, if the common weal is to be served, should prosper in corresponding degree. Education should be looked up- on as national, not as a local enterprise ; as a common, not as a class undertaking. The country as a whole will flourish best if there are many rather than a few centers where distinguished men of art, of literature, and of science are perpet- uating their own kind. The last proposition to which I wish to call attention is likewise one to which reference has already been made. Stated more directly, however, the state uni- versities and the public schools are un- willing to accept the doctrine of a self- appointed aristocracy of brains as their sole or primary function. They fully understand that there is a somewhat popular impression that wherever “‘mass”’ education exists, a term which I deplore, — for I believe there is no such thing as mass education, but wherever it is said to exist, it is believed, there is no training for leadership and yet training for leader- ship is, in the opinion of many, the only justification for higher institutions of learning. Leadership, it should be re- membered, is a relative term. Probably no one is a leader in everything; he leads in some respects and follows in others. 36 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION May, 1928 EEE Intelligent followership may be quite as important in a democracy as intelligent leadership. There are those who maintain that the efficiency and value of the higher institu- tions of learning are determined by the selective and eliminating processes; the fewer they admit and the more they eli- minate the better they are. Some on the other hand measure their progress by the numbers of students they attract. Neither of these measures is adequate and neither can be applied without res- ervation to state institutions. A state institution will eliminate those who can- not do its work, but it will not refuse to give the individual who can do its work a chance to spend more than four years in accomplishing a given task if there seems to be good reason for it. It is unwilling to accept slowness as a sure sign of incompetency. And admitting large numbers of stu- dents does not mean that the state uni- versities are not training for leadership. If they are not already doing so, they should be offering every opportunity for the talented and the gifted and they should be encouraging them in every pos- sible way. In discoursing upon this mat- ter former Dean Eugene Davenport of the University of Illinois said a few years ago, “We hear too much about educating for leadership. What the world wants is not leaders of whom we have a surfeit, but rather information and trained habits of thinking that it may select its leaders wisely. ‘This all means the closest possible working rela- tions between the institutions and the citizenship of the state, between those who, feeling the pressure of unsolved problems, realize the need of better in- formation for those whose business it is to supply the need. A university so guided will remain close to the people and close to its problems. A university that so functions will not come very far from fulfilling its highest usefulness.” Two documents dealing pointedly with this general problem have recently ap- peared. One of them is the January issue of Ginn and Company’s leaflet on “What the colleges are doing,” and the other is the annual report of President Butler of Columbia University. The Ginn leaflet is a series of extracts from articles or bulletins, which reveal a com- mon theme; they favor rigid selection of students. Among other things these authors have set up a new conception of social justice. They argue that fewer students should be admitted and more should be elimi- nated, because the mediocre students are trespassing upon the time and rights of a high-minded faculty who are giving generously, and with high altruistic motives, of their energy and ability for the advancement of society; because the mediocre students are depriving the bril- liant students of that opportunity which they covet of maximum achievement, and because the mediocre students are de- frauding their parents, friends, and so- ciety in general out of the greater re- turns and rewards which would accrue if society invested only in the gifted. The statement is made that “the stam- pede into college life today is in a great measure blind, ill-considered, and with- out high motive,” that the college mar- ket is saturated with mediocrity, that the keynote of the college world is the tragedy of the unfit, that the colleges are engaged in a wildcat exploitation of youth, that education for democracy should cease, and that education for aristocracy should take its place. One of the articles in particular seems to hold the colleges responsible for the ills and sins of society. ‘‘For not a third of all that graduate see in their own in- tellectual growth sufficient compensation for the labors of a college career. Most, on the contrary, feel that they have sacri- ficed time and energy, and for the loss thus sustained they mean to recover from society. Is the legal profession being prostituted by the practitioner who brings with him into practise the ethics of the bootlegger and the heart of the pawnbroker? ‘Then the remedy is not in stricter requirements for admission to the bar. The evil originates at the threshold of the law school or earlier, and there it is to be combatted or -aban- doned.”’ I have long known that the schools of this country had their weaknesses but never before did I assume that they should be held primarily responsible for the sins of men. I knew that they had been forced to assume many burdens which did not belong to them but not until I read these articles did I under- stand that the colleges of this country be- cause they have not been exclusive, are responsible for bootlegging lawyers and medical fishmongers. Were this true I should say that it were high time that Jehovah direct His destructive thunder- bolts at these dens of iniquity. The common theme running through the series of articles is education for the elect. To this doctrine we agree that those who cannot profit by college train- ing should not be permitted to attempt it or to remain at college. Those who can profit by it but will not, likewise should not be permitted to remain at college. Colleges should not be regarded as play- houses, eleemosynary institutions, or rest stations. At the same time there are those of us who remember with gratitude that talent and genius were not the sole requisite for admission to college in our day. The authors of these articles say they are thinking in terms of social justice. I maintain that their doctrine is the doc- trine of individualism concealed under the cloak of social justice. The concep- tion of social justice advanced by these writers is new in the field of education. While it has been advanced here and there by writers, it never before could be dignified as a movement. ‘The focus of our attention, educationally speaking, years ago was upon the individual ; more recently it has been upon those things which minister to the common welfare. The scene in education has been shift- ing from man to his activities; from in- dividualism to the common good; from personality to commonality; from what is best for the individual to what is best for the community. And the common good has not been conceived as depend- ing upon the training of the gifted alone, but upon the training of all who are competent to profit by training. In his annual report, President But- ler distinguishes between universities that reside in the sphere of liberty and universities that reside in the sphere of government. He defines the institutions of liberty as those supported by benefac- tions while the institutions of govern- ment are those supported by taxes. “Free men,” he says, “have themselves erected government and have given to it for domain and occupation a very small part of all that constitutes their activity, phys- ical, intellectual, social, moral, economic, reserving the vast and unlimited re- mainder for themselves as the sphere of liberty.” And again he says, ‘““The vast advantage which a university erected in the sphere of liberty has over a university erected in the sphere of government is in its freedom from bureaucratic control, from partisan political pressure and from those urgings which are the unhappy re- sult of compromise between clashing con- victions and conflicting public policies. A university in the sphere of liberty is master of its own destiny and is respon- sible only to its own ideals and to that larger public which has brought into existence both the sphere of liberty and that of government.” Vol. 17, No. 5 The obvious inference from this is that state universities are greatly limited as to domain and occupation, that is as to the scope of their usefulness, while the endowed universities are practically un- limited as to the scope of their usefulness. If it be true that the social justifications lying back of these two types of univer- sities possess these sanctions, then it is clear that these two types of universities do not operate and are not expected to operate in the same field. Furthermore, it is clear that we are dealing with dif- ferences in kind as well as with differ- ences in degree when we think of the service these two types of universities render. It may be that society must rely even more heavily in the future than in the past for its leadership upon the dwel- lers in the sphere of liberty, while in- stitutions which it itself provides shall be for the training of citizens for the more modest and humbler walks of life. I suspect that if public universities can continue to develop citizens and, if I may dare to say it, “true leaders,” as they have in the past and in increasing num- bers, no imaginary line will ever be drawn between a school in the sphere of liberty and a school in the sphere of government. A second inference to be drawn from Dr. Butler’s statement is that endowed universities sustain no interference with their freedom while state universities do. There is abundant evidence, I believe, in ‘THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION support of the opinion that endowed uni- versities, generally speaking, are influ- enced, controled, and frequently gov- erned quite as directly, ofttimes more obviously, by the donors of their funds than state universities are by the taxpay- ing public. The fundamental question of public concern is not that of control ver- sus freedom, for all institutions are con- troled. It is the question of whether the control always seeks to advance pub- lic interest. This distinction of President Butler’s raises again, and from a new quarter, the question of the purpose and place of the two types of higher education in a de- mocracy. No matter from what source universities receive their support, they should, in my opinion, seek an atmos- phere of freedom in which to do their work and they should view with disfavor any movement or attempt, whether it be directed at state or endowed institutions, to curtail their freedom. The subserv- ience of one institution must eventually menace the life of the other. A state university must, if it is to be worthy of the name university, be as truly a repub- lic of minds where truth is fearlessly sought and taught, as is an endowed uni- versity. We cannot have two classes of true universities in America, one serving in the empyrean fields of liberty and the other with its hands and feet of clay serv- ing in the field of government. Each must serve in both fields, if both liberty 137 and government are eventually tosurvive. And now in conclusion let me say that both the public schools and the state uni- versities represent the struggles of a free people to establish a system of popular education. ‘The between popular education on the one hand and democratic society on the other, is one which the American people still feel with responding devotion. The freer the poli- tical institutions of men the more widely relationship scattered are the schools for everybody ; the more restricted the political institu- tions of men the less widely scattered are The chief means of control in a democracy is some form of popular education. It is no mere accident of time and place that Amer- the schools for everybody. icans have fostered public education for all. more than Thomas Jefferson who de- None recognized the truth of this clared that a free government cannot en- dure without public education. a mighty impetus to its cause. From then until now the public schools and the state universities sometimes with He gave have advanced, uncertain and halting steps, but the movement in general has Could our fore- fathers have looked into the future, they always been forward. would have known that this great experi- ment in democracy was secure, for its foundations are rooted in the idealism of the people and in provisions which they consider wise for meeting the necessities of their social and political structure. Growth Through Professional Reading Head of the Department of Psychology, Stanford University, REQUENT COMMENT has _ been made about the great number of educational leaders throughout the country who came originally from Indiana. I have a theory to account for this undoubted fact. I do not think it is due to any allround superiority of the educational system of that state. Perhaps fifty years ago Indiana held a rather outstanding educational position in comparison with other states of the union, but since then several of her sisters have forged to the front. In my opinion one explanation of the educational leadership which must be accredited to Indiana is that it is due to the methods which have long been employed in that state to keep teachers professionally alive and growing. The Lewis M. TERMAN requirement that every teacher should every year study seriously, discuss in monthly “institutes,” and be prepared to pass examinations on two or three recent educational books could not fail to enlarge the horizon of all and to in- spire many to undertake more extended professional training. My own educational career was no doubt greatly influenced by studying, when I was a poorly prepared rural teacher of that state, Plato’s Republic, James’ Talks to Teachers, and other reading circle books of those years. I am sure the same was true of others. It is hardly possible for a serious-minded teacher to read good professional books year after year without some real effect on everyday work and ambitions. Stanford, California Since those days I have worked in states which could boast of more ad- vanced educational systems, as judged either by money expenditures or by the average amount of normal school train- ing required of their teachers, but no- where have I found so large a propor- tion of the teachers engaged constantly in systematic professional study. It would be better for a state to have on the whole rather inadequately trained teachers who were all struggling for self- improvement in this way than to have only normal school and college graduates who were content with what they had learned in school. Today there is less justification than ever failure to In the before for a teacher’s carry on professional reading. THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION past two decades an extraordinary de- taken literature. velopment has place in educa- tional A single publisher’s series contains about as many genuinely books as the total number on the market in this coun- worthwhile educational try twenty years ago. In that time Amer- ican education has been revolutionized in every field and several entirely new fields have been opened up. The cur- rent texts in school administration, school supervision, educational psychology, and little blance to those which were in general classroom methods bear resem- use at the beginning of the century. Several of our leading educational magazines date back but a few years and most of the older ones have recently undergone marked changes in content and purpose. The developments. still continue. No teacher, not even one whose training has been relatively recent and thorough, can hope to remain upto- date who considerable imount of professional reading. does not do a The growth of our professional litera- ture has involved not only the addition of new fields, such as those dealing with mental tests, achievement tests, backward or gifted children, delinquency, educa- tion for citizenship, vocational education, and vocational guidance, but a general shift in aim, and method of exposition. Presentday books deal less with vague abstractions and more with content, concrete schoolroom problems. ‘They are no longer up in the clouds. They are less soporific, more helpful. “‘Pedaguese”’ has largely been replaced by straightfor- ward exposition of investigational re- sults and common sense thinking. Many of the best educational books of the last ten years can be read for pleasure. However, for the right kind of pro- fessional growth other reading than that of a strictly educational nature is also necessary. For a teacher to keep pro- fessionally uptodate at the expense of more general intellectual growth is un- Professional Reading Fs ge THE thousands of books on education are a few which are so universally helpful that they should be owned, loved, reread, and gener- ously marked by every teacher. Among the books in such a list which each teacher should develop for himself, THe JoURNAL editor would include the following: Ideal PALMER. Talks to Teachers—WILLIAM JAMES All the Children of All the People —WiLttiaM Haw.Ley SMITH Meaning of a Liberal Education— Everett DEAN MartTIN How to Make the Most of Life— ARNOLD BENNETT Education and the BERTRAND RUSSELL Education for a Changing Civiliza- tion—WILLIAM H. Kipatrick. Teacher — Georce HERBERT Life— 300d fortunate both for himself and his pupils. There is some truth in the common opin- ion that long-continued classroom teach- ing has a narrowing effect that needs to be counteracted by the cultivation of other interests. There are two methods of accomplishing this result: participa- tion in community affairs and the culti- vation of reading interests. Both are per- haps necessary ; both humanize the teacher. Of the many kinds of desirable read- ing not strictly of professional nature, probably nothing is more valuable to the teacher than biography and for- Along the skyline trail in the Olympics Photo copyright by Asahel Curtis for Aberdeen Chamber of Commerce. May, 1928 tunately more good biography is being published today than ever before. For one thing, the thoughtful reading of biography gives one the long-distance view of human life as contrasted with the cross-section view that comes from dealing with children of a given age or stage of development. It tends to give one educational perspective. It shows that life is more than school and that a child’s educational growth is not measured entirely by his progress in the formal subjects of the curriculum. 1 am inclined to think that high-school teachers stand in need of special en- couragement to professional study. Be- cause they have ordinarily been required to spend so many years in preparation for their work they are likely to feel that continued study is unnecessary. Every high-school teacher, as well as every other teacher, ought to make it a point to read at the very least two or three educational books every year and at least two educational magazines one of general nature and another deal- ing with some special field of education. I shall resist the temptation to present a list of books for professional reading. No brief list could possibly meet the needs of all, and the preparation of an extensive reading guide would require much thoughtful weighing and sifting. For a knowledge of what is being pub- lished year by year, teachers should send for publishers’ catalogs. For advice in the selection of current books for pur- chase and study they will usually do best to consult the department of education in one of the leading universities. In asking such advice it is important to specify as definitely as possible the field of one’s in- terest and to give some idea of the ground already covered in that field. Preparation for Auditorium JosepH WEINTROB Periods Principal, Texas Avenue School, Atlantic City, New Jersey NY SCHOOL equipped with an audi- torium or large assembly hall has a problem that teachers and principal must face time and again, with recurring persistency, during the school term. A plan of stated assembly gatherings, averaging about two morning exercises per week, wherein the principal or other adults are the chief exhibitions, plus a few songs and some announcements, may serve the purpose of filling the audi- torium regularly, but it has little merit and lacks educational or emotional value. Even adding the flag salute at the end does not raise such gatherings above the commonplace level of mute complacency. Drill and routine may have some value because they force-youth into an attitude of acceptance of whatever its elders de- cide is good for it. If this is considered worthy discipline for the growing mind, plenty of it may be had in the classroom every day. To add more of it on assem- bly days seems like pressing the meas- ure full to repletion. In some schools, the auditorium period may be an occasion inspired by some sud- den need, or as the spirit moves the prin- cipal or other leader to stage some spe- cial event; and sometimes no definite regularity of program is observed. This The children are They are keyed up to the highest notch on the day of the meeting, wondering what excitement is going to has some good points. expectant. be in store for them. But this is too spasmodic a diet for minds that need progressive development. If the per- aeeRrt E str? oa AND TWENTY BLACKBIRDS” presented by young children. The preparation of this play gave great pleasure to them and taught them cooperation and responsibility. formance doesn’t measure up to expecta- tions, or is merely aimed at improving their manners and morals, the children There is are disappointed and restive. no positive reaction from them. Of course, this has no reference to the regular instruction periods or choruses supervised in assembly by the teacher or supervisor. ‘These are excel- lent for their purpose, which is evident to all children and enjoyed thoroughly by the majority of them. No program is needed here, except the one planned by the supervisor in the selection of song material for the period. Preparing children for assembly—ls it worthwhile to plan a program of audi- music torium exercises weeks or months in ad- vance, so that each group, department, or section of a school will have-a defi- nite objective and also a clear idea of its responsibility to the whole school ? As this is being written there comes the low, sweet music of a kindergarten Two kin- dergarten classes with their teachers are song from the auditorium. practising their program for the primary assembly (kindergarten, first and second grades) next The with week. athrill their children’s joy. ‘Their handclappings, their vibrant with childish happiness and enthusiasm. They voices are rhythms, marches, and songs are are not merely exercising. “They have an objective. They know the eagerness of the other children during assembly exercises. It has happened before. Every Thursday afternoon some class has been up there on the stage in the hundred other little ones have sat in front with large auditorium and several HE NEW way of handling auditorium periods is to give the children the responsibility and pleasure of presenting the program. The picture on the left shows a Polish dance, that on the right “music appreciation.” [139] 140 eyes wide open, drinking in the music, the songs, the dances, the little plays, the dozens of incidents that enter into the program of an assembly exercise well planned and thoughtfully and joyfully presented. And now these very youngest are pre- paring for the occasion with a clear idea of the event to come and their own re- sponsibility in it. It is a pleasurable duty. They are willing, eager, happy to learn, and glad to accomplish. There is motivation for every incident. ‘There is justification for every demand on time and effort. Best of all, there is no strange unfamiliarity in the procedure. Every phase of the preparation is closely knit with work and play of the class- room. In this way the program strength- ens, stimulates, and supplements the ac- tivities of the regular school tasks. Selecting program material for audi- torium—A list of presentations for -as- sembly purposes during the past months reads like the chapters of a book on mo- tivation or projects. This was the re- sult of plans made by the teachers whose pupils were prepared in advance for their share in the auditorium programs. The program material runs something like this: Dramatization of a lesson or incident from history, development of a character or char- acteristics selected from the reading lesson, presentation in speech and pantomime of a story from the Bible, dramatizing a signifi- cant incident in the life of a national hero, lifting a phase of international geography into prominence, thrift and waste dramati- cally interpreted by costume, speech, and action, life of a great composer and his music, dramatized and sung, simple folk songs and dances demonstrated, special physical training exercises skilfully presented and explained, a phase of city government and citizens’ responsibilities dramatized. These are only a few of the programs that have so far been given by the pupils of the upper grades. “Teachers have seen their opportunity to emphasize clear enunciation, better English, good pos- ture, and several other desirable features as a byproduct of these preparations for assembly. Or is it a byproduct? After all, the best things the children may get out of all these presentations are as deeply essential as the socalled regular subjects. To face their school fellows from the stage, to try very hard to inter- pret the story, event, or action so that all may understand and appreciate, re- quires a kind of effort that will truly have good effect, especially if persistently and regularly practised and presented. Something may be said, too, of the moral value of all these various pro- THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION grams with their divergent themes or in- terests. This cannot be measured by the results accruing over a short period of time. Somewhere along the line, a word here, a hint there, a point made, a scene presented—will return to identify itself with some personal experience and the contact will be made and held. The rapturous applause of several hundred children when a fifth grade “Abraham Lincoln” told “Blossom” she would get her condemned brother back again, safe and sound, does not signify empty hand- clapping. In that audience of young- sters, something took on a new grandeur because young minds were stirred and sympathy registered its approval because of a noble effort and a kindly, generous deed. Assembly periods for primary grades— In the kindergarten preparations each group has its turn, scheduled and posted in advance of the day, and carefully planned out beforehand. This regularity is not alone useful for its effect on right habits but it begets a spirit of respon- sibility. For young children it is excellent training in cooperation. One of the dif- ficulties of upper, grade teaching along progressive or project lines, wherein the good of the whole school is concerned, is the lack of cooperative spirit - among the grownup children. Selfconsciousness, indifference, and a great desire for ex- pressing selfcentered individuality must be overcome and guided into cooperation or socialization for the benefit of the larger social group. If this training is started in the earlier grades and con- sistently followed up, the foundation is built for a development of individuality that eventually blends its best solo qual- ity into a comprehensive whole for the good of its associates, the school, and the Perhaps this is about the community. May, 1928 nearest equivalent for good citizenship that the school can produce. A remark by one of the teachers dur- ing a fourth grade practise for the au- ditorium period opened up an interest- ing prospect. The children were, many of them, from the very humblest homes in the city with the bleakest social out- look and with the most unpromising, de- pressing environment as a background for family life. They were going through a delightful little play, the dramatization of a whimsical story full of merriment, some pathos, and quite a bit of sharp and pointed truth. The preparation was in- tense and enjoyable. They were work- ing at a lesson that would never yield the same satisfaction or results in an or- dinary classroom recitation. It was then that the teacher said: “This is a sort of compensation for what the children lack at home; and besides, it gives them a chance to practise and prepare for the kind of sociability that the outside world is expecting and looking forward to con- tinually, especially if you think of the entertainments given by so many clubs and societies all over the country and the need of social recreation in the home.” Here is a sort of practical philosophy that makes one aware ot the demands of life. After years of preachment on the meaning of socialization of the curricu- lum, the few words of a teacher sud- denly define the term in a way that has a real human grip. If we want to get away from the stereotyped pattern of life as pictured in “Main Street” or “Babbitt,” we must give the younger children an opportunity for active, 1n- tense, living participation in the affairs of the school where society is in the making. ; The best way to prepare for life is to live. Not by arithmetic and geography and cold storage history alone do we make a living. Contact with our fellow- men, association with our neighbors, ability to do our social share in a world of human kinship—these are also the things that count, and count heavily at that. The school is the place wherein to practise the art of living. Children need this. They grow men- tally in the most astonishing and satis- fying way under this treatment. Their make-believe in play, in dramatization, in preparation, in presentation is not make-believe at all! It is real to them and the glamor of it lasts for a while, ready to be built upon, again and again, for the ultimate good of themselves and their neighbors. The Simplified Calendar and the Schools Tuomas E, FInEGAN Education Director, Eastman Kodak Company, Rochester, New York EVISION of the calendar, a subject R' discussed for ages, is now receiv- ing international attention. The present measure of time with its months of unequal length, shifting day names and floating Easter and other church festivals is considered a makeshift for a scientific instrument. The purpose of a calendar is to meas- ure and register the passage of days throughout the year, and to arrange in advance what days shall be Sundays, work days, and holidays. Neither the length of the year nor that of the day of twenty-four hours can be altered, as these units are astronomically fixed. In the present calendar the day and the week are invariable and the year practically so, but the months are neither equal nor uniform. This variation in an important unit of the calendar has widespread effects. The present calendar had its origin in the calendar devised by the Egyptians, developed through years of study of the length and direction of the noonday shadows cast by the pyramids, which it is now thought were built for that pur- pose. The Egyptians determined the true length of the year, 365.242 days, and divided it into twelve months of thirty days each. The five extra days (or six days in leap years) were devoted to festival holidays. The month was divided into three ten-day periods. After the conquest of Egypt, Julius Caesar, in 46 B. C., adopted the Egyp- tian calendar for the Roman Empire, except that he did not continue the equal months of the Egyptians. He distrib- uted the five extra days throughout the year by adding one day to every other month, i. e., January, March, May, July, September, and November “because odd numbers were lucky,” and took one day off February. In 28 B. C., Augustus Caesar, in order to have as many days in the month of his birth (August) as there were in the birth month of Julius Caesar (July), and also to be known in history as hav- ing altered the calendar, moved the 29th day of February to August. Prop- erty owners who rented by the quarter objected to the unequal quarters caused by this change, as there would have been ninety days in the first quarter and ninety-three in the third. Augustus compromised by moving November 31 to December 31. Effects of Change in the Calendar NY CALENDAR CHANGE would cause a certain amount of inconvenience | during the first year after its adoption. There would be difficulty in making comparisons between the month of the new calendar and the corresponding | month of the old calendar. Adjust- | ment or conversion tables, however, | would considerably reduce the time | necessary for making these computa- tions. All anniversary dates, birth- days, and holidays would be changed, but there would be little actual diffi- | culty in determining these dates from | the adjustment table. The legal con- | | tracts, and mortgages could be easily | | overcome by appropriate acts of the legislature. The Julian calendar was based upon a 365.25-day year with a leap year every fourth year. As the actual year is 365.242 days, .008 of a day was accum- ulated every year. By 1582 the ac- cumulation had amounted to ten days, and Pope Gregory in that year ordered the ten days from October 5 to October 15 dropped from the calendar, and adopted the present rule for leap year. The Gregorian calendar was not adopted by England and her colonies until 1752. All the defects in the Gregorian cal- endar are due to three features: (1) The months are unequal; (2) the month is not an exact multiple of the week; (3) the ordinary year consists of 365 days, just one day over 52 weeks. From a collection of 185 calendar suggestions from thirty-eight nations, in- vestigated by a League of Nations Com- mittee of Inquiry, at the instance of the International Chamber of Com- merce, there emerged two proposals, one to modify the present calendar but still keep the shifting dates, the other to establish a thirteen-month calendar of twenty-eight days each, with an extra Sabbath for December 29. The thirteen equal months plan, [ 141] known as the International Fixed Cal- endar and devised by Moses B. Cots- worth, has met with wide favor among scientists, men, religious and educational authorities, leading women, labor officials, and others. In brief, the International Fixed Cal- endar consists of thirteen standard months, with each month as follows: business Each month in the year will always be exactly the same as that shown above. A new month will be inserted between June and July, as that time of the year the change will cause the least confusion in respect to the seasons. The three hundred and sixty-fifth day will be De- cember 29 but will have no week-day name. This day, to be known as “Year- day,” will be inserted between Satur- day, December 28, and Sunday, Janu- ary 1. In like manner, in leap year the extra day, June 29, will be placed be- tween Saturday, June 28, and Sunday, the first day of the new month. Request has been made by the League of Nations, following its researches, to all nations including the United States, to form national committees to consider calendar revision. The Department of State has just canvassed all govern- ment departments on this question with the result that all are favorable. Direct relation to schools—The ap- plication of the simplified calendar to the educational system of the United States is a matter of very great interest and importance. Its adoption would simplify many details of administration. The legal school term of each state is generally expressed in the law in num- ber of days. In the states of New York and Pennsylvania, for instance, each first-class district is required to maintain school for 180 days. In certain other districts schools must be maintained for 160 days. In some states, as in Penn- sylvania, the law defines a school month as “twenty actual teaching days.” In common practise, the country at large 142 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION May, 1928 not only accepts this definition of the school month, but it also recognizes a school week as one of five actual teach- ing days. A school period of 180 days is the equivalent of thirty-six weeks, or nine school months. A school period of 160 days is the equivalent of thirty-two school weeks, or eight school months. To say that school is maintained thirty- six weeks, or nine months, or to say that school is maintained for thirty-two weeks, or eight months, carries a clearer understanding of the proportion of the calendar year given to school work. Under the present calendar a school month is never coincident with a calen- dar month, but under the proposed re- vised calendar a school month would always be coincident with a calendar month, and a school week would always be coincident with a calendar week. The revised calendar is, therefore, in harmony with what the common prac- tise of the country has been for years in measuring legal school requirements. Under the revised calendar the events of the school year which are usually listed in school and college catalogs as the School Calendar, or the College Cal- endar, would become fixed, and would occur on the same day each week in the year. Pupils, parents, school officers, college authorities, would always know when schools or colleges opened, and when vacations occurred. Holidays oc- curring on a school day would always occur on the same day of the week. School statistics could. be based upon greater uniformity as to the periods of time covered, and would therefore be more valuable. Comparative studies of school work and school expenditures could be based upon factors of greater uniformity and would therefore be more reliable. The effect of business depressions or of periods of prosperity in industrial communities on school and college at- tendance could be more easily and ac- curately measured. The all-year school could easily be operated. Four quarters of twelve weeks each with a vacation of one week after each quarter could be provided under the proposed calendar. Several other equitable divisions of the year could be made. General benefits—Briefly summarized the general advantages of the simplified calendar may be stated as follows: 1. All months would be equal, having ex- actly the same recurring twenty-eight week days of equal monthly calendar value. 2. The day of the week would always in- dicate the monthly date, and conversely the monthly date would indicate its week-day name. Both day and date could be recorded on clock and watch dials. 3. The complete four weeks would ex- actly quarter all months, harmonizing weekly wages and expenses with monthly rent ac- counts, -etc. 4. Pay days would recur on the same monthly date, which would facilitate both business and home life. 5. Each week day would recur on its four fixed monthly dates, thereby making more regular the weekly and monthly work, pay- ments, production, etc. 6. All periods for earning and spending would be either equal to or exact multiples of each other. 7. Holidays and other permanent monthly dates would always occur on the same week day. 8. Every month-end would coincide with the week-end, most convenient for business, rents, and general affairs. Fractions of weeks at month-ends would cease. 9. The month of exactly four weeks would obviate many of the adjustments now neces- sary between four and five week months. 10. The reckoning of lapse of time for in- terest and other purposes would be greatly simplified. 11. All months would be comparable with- out any adjustments being made for unequal! days or unequal number of weeks, and a great amount of clerical work would be elim- inated in the preparation of accounting and statistical reports. 12. All holidays could be placed on Mon- day with advantage both for industry and for workers. 13. Easter could be fixed, which would be of benefit to certain industries and to churches. 14. As there would be thirteen monthly settlements during the year instead of twelve, there would be a faster turnover in money; the same volume of business could be han- dled with less money. This would result in considerable saving throughout the country as a whole. Effects of change—Inasmuch as pop- ular sentiment seems to be crystallizing in favor of calendar adjustment and the revision has long been considered in- evitable, an international conference similar to that convened in this country by President Arthur, who established standard time, will eventually be called by international agreement to consider the equalization of the months to be uni- versally adopted to take effect in 1933 when Sunday again appears, according to the present system, as January 1. . Home Work For Parents Home Work For Parents Rusu is ‘bad for your child. Fix breakfast and luncheon hours to allow ample time to get to and from school. REGULARITY is a virtue to be en- couraged. Trifles should never interfere with regular and punctual attendance at school, CLorHEs that are simple, neat and modest and adapted to the weather are more suitable for school wear than frills and furbelows. SLEEP is essential to well-being. Get your children to bed early for at least ten hours rest. HOME WORK is as much a part of school as class room exercises. Em- phasis should be placed upon out-of- school tasks to develop a sense of responsibility. Quiet rests and soothes the nerves. Every child is entitled to a place in which to study free from interruptions, with good light and ventilation. CRITICISM of schools and teachers to children may result in contempt for school authority. Always hear both sides of every question and consult with teachers before reaching conclusions. INTEREST in your children’s work and play will* stimulate their interest. Keep yourself posted on school work, ath- letics and other activities. Happy schools make happy children. School is a desirable place. Make your children feel that study is pleasant, not painful drudgery. VISIT your children’s schools fre- quently, particularly during OPEN SCHOOL WEEK, that you may have a better understanding of your children’s problems. A Parents Association In Every School— Every Parent A Member United Parents Associations of Greater New York Schools. Inc 152 West 42d Street New York City Telephone Wisconsg €910 Peesiount Robert E. Simon Saceersay Mrs. Joseph A. Shasley Tatasvese 1. Edwin Gollwasser Vice-Passiverts Alexander Mayper, Manhattan Mrs. Wiliam Weaver, Brookiys Frederick C. Schmid, Bronx Mrs. Rollin Lynde liar. Richmond Mra Joseph AK. Van Denberg, Qveens President of the Department of School Health and Physical Education of the National Education URING THE PAST decade, no sub- ject in the school curriculum has received more attention and sup- port than physical education. The National Education committee in proclaiming the seven car- dinal principles of general gave first rank to sound health. The facts and statistics which follow force- fully demonstrate the appreciation by the general educator of the obligation of the school system to train our boys in Association education, health and neuromuscular skills so that they may be prepared not only to make living, but to live a life. We have the fact that live as well as live to Although the statements below show the rapid recognition and support which physical education has _ received since 1918, it must be remembered that physical education is one of the oldest subjects in the To the Greeks it was the curriculum; gymnas- tics and rhythmics formed ninety percent of the training of the Athenian youth. To conduct a_welldeveloped and rounded program in health and physical education, including play, recreation, and adequate space and _ facilities must be provided. One of the out- standing facts during the past ten years is the growth in the size and number of playgrounds, athletic fields, gymnasiums, swimming pools, and other indoor and come to appreciate we must learn to learn. curriculum. sports, Physical Education Advances James Epwarp RoceErs outdoor facilities. Practically no junior or senior high school with an enrolment of 400 students or more is being erected Pog — ») Cast oe eS ii) Mika 4117+ ST neS! = | relation of | enrolment Estimated Elementary schools Secondary schools! Higher institutions? Total in elemen-| Rank population idianigehiaieaan . a ceed ; ae All tary and in States 5-17 years | | | | schools— | secondary | col. (inclusive) total schools to 12 1926 | | Public— | Private— columns | population | Public Private | Public Private Public Private columns columns 3 to 8 to 17 } 3, 5, and 7 | 4, 6, and 8 years of | | age? 1 2 3 4 5 6 | 7 8 } 9 10 il 12 13 Continental U.S.....|30,064,621 |20,984,002 |2,143,100 |3,767,922 340,801 280 ,437 486,826 |25 032,361 |2,970,727 |28,003,088 ORS Bs ~ r82 ROSE. ck cc's oa dtus } 829,729 538,9 4 13,461 §1,511 7,062 4,509 3,191 595 ,004 23,714 618,718 73.64 47 \rizona i ahh obel 111,625 70,745 3,098 10,291 317 4, § eee 83,008 3,415 86 , 423 75.66 46 a } 610,124 462,175 5,909 34,918 3,200 1,723 2,340 498 ,816 11,449 510,265 82.97 37 COs band neces | 824,391 759,676 45,147 257,224 11,910 21,447 17 ,892 1,038 , 347 74,949 1,113,296 130.27*| 1 Colorado eases 261,873 195,101 10,249 41,915 1,905 4,578 3,277 241,594 15,431 257,025 95.15 17 Connecticut......... 372,270 279,106 50,202 41,385 11,462 488 6,581 320,979 68 , 245 389,224 102 . 66* 3 Delaware ere 54,165 33,590 5,673 5,707 1,026 J ae 39 , 966 6,699 46 ,665 84.92 35 District of Columbia. 85,292 60,027 7,269 13,515 3,534 80 13,379 73,622 24,182 97 , 804 98.89 7 ae ee 310,555 307 ,603 6,437 35,077 1,977 3,250 1,356 345 ,930 9,770 355,700 113.05* 2 Georgia , ‘ ..-| 1,000,269 623,684 3,948 65,716 4,962 4,680 7,508 694,080 16,418 710,498 69.81 49 EE ee | 145,431 95 ,831 2,471 21,846 795 2,601 702 | 120,278 3,968 124,246 83.16 36 OE RSE ee 1,683,408 1,095.618 219,198 235 ,896 34,129 } 14,095 46,641 1,345,609 299 , 968 1,645 ,577 94.14 18 Sh. . cs cnedbes | 738,314 488 ,780 53,475 146,447 $,222 7,834 13,141 643 ,061 71,838 714,899 93.99 19 a) ¢cbhaaneds a 606 , 939 444,376 37 ,694 112,297 8,260 | 9,807 | 12,975 566 , 480 58,929 625,409 99.29 6 eer ‘ 473,694 340 , 330 23,108 84,713 | 4,262 8,632 8,825 433,675 36,195 469 ,870 95.51 16 Rates . acc osiecs 722,135 529,996 31,480 45,599 7,904 3,617 4,390 579,212 43,774 622 , 986 85.16 34 Louisiana xe ‘ 583,543 349,488 43,470 45,581 6,492 2,635 5,142 397 ,704 55,104 452 , 808 76.26 45 eee 187 ,464 121,534 18,511 27,062 5,985 | 1,322 1,817 149,918 26,313 176,231 | 92.33 24 Maryland oe tak 375 ,665 229,971 34,229 33,337 5,320 4,906 8,705 268 ,214 48,254 316,468 80.62 41 Massachusetts 957 ,909 616,869 146,961 139,152 17,792 788 | 42,395 756,809 207 , 148 963 , 957 96.12 13 | Michigan. ........ 992.785 744,253 108 ,633 127 ,041 12,964 16,721 7,570 888,015 129,167 1,017,182 100.01*| 4 Minnesota........ 651,623 465 ,853 49,471 85,528 8,328 12,148 7,411 | 563 ,529 65,210 | 628,739 | 93.49 20 Mississippi...... . 595 , 233 529,881 5,460 43,105 3,835 3,378 2,759 | 576,364 12,054 588 ,418 97.82 10 CO ae 859 037 612,414 57,542 110,854 8,600 6,311 16,639 | 729,579 82,781 812.360 91.89 25 BEOMEOGR . o:00:0 00000 175,115 96,049 8,262 20,941 1,294 2,715 } 283 119,705 9,839 129,544 72.26 48 — = —_ a — . a - ‘ —_ —————— wa 2 | | | Nebraska. ........ 358 , 440 266 , 828 21,512 61,309 3,456 6,836 6,509 | 334,973 31,477 366 , 450 98.51 8 NS ae. ” 16,748 ek | ae : =). Re ae i ree } OR Pe eee 16,527 93.23 21 New Hampshire... 102 ,612 59,628 21,727 12,157 4,654 1,432 2,318 | 73,217 28,699 101,916 95 .67 15 | New Jersey....... 874,563 629,774 114,563 105 , 480 9,698 1,613 6,575 736,867 130 , 836 867 , 703 98.28 9 New Mexico....... 116,768 79,529 6,396 8,492 1,202 Ue Osco wadaes ] 88 ,946 7,598 96,544 81.89 38 New York : 2,555,594 | 1,643,215 338 , 338 326 ,660 37 , 894 21,353 81,173 | 1,991,228 457,405 | 2,448,633 91.80 26 | North Carolina. , 925,773 734,170 1,389 _ 84,569 9,553 5,771 8,107 824,510 19,049 843 ,559 89.62 30 | North Dakota. . ae 223,190 149,565 6,778 23,597 929 2,886 432 176,048 8,139 184,187 81.04 40 Ohio os Baie ee ‘ 1,468,838 | 1,031,644 146,479 223,819 19,094 23,084 24,063 1,278,547 189 ,636 1,468, 183 96.75 12 Oxlahoma... wae 721,948 565 , 884 §,572 83,389 2,068 8,428 3,488 657,701 11,128 668 , 829 90.99 27 | Oregon... . ..... 200 ,970 142,711 10,383 39,180 2,204 6,814 2,789 188,705 15,376 204 ,081 96.77 a 2 Pennsylvania...... 2,479,852 1,581,767 271,815 267 , 396 24,894 3,965 57,147 1,853,128 353,856 | 2,206,984 86.53 33. | Rhode Island........ 154,688 96 , 486 29,092 14,942 2,363 §19 2,776 111,947 34,231 146,178 92.37 * South Carolina...... 612,842 435 ,425 1,698 48 ,016 2,570 4,811 4,531 488 ,252 8,799 497 ,051 79.58 43 South Dakota...... 187 ,582 138, 166 8,277 26,674 1 Zao 2,315 1,548 167,155 11,042 178,197 92.94 22 Tennessee....... , 742,617 600 , 584 5,854 53,292 6,380 2,110 9,520 655 , 986 21,754 677,740 89.70 29 5 ashes aiid 1,538,518 1,015,951 34,306 194,468 7,274 12,487 18,515 1,222,906 60,095 1,283,001 81.38 39 Utah chi eh dace 152,132 110,695 1,166 31,093 3,203 3,951 2,094 145 ,739 6,463 152,202 96.07 14 Vermont..........-. 85 ,066 53,551 8,333 10,495 2,323 1,119 956 65,165 11,612 76,777 87.82 31 WOME, wisicisawaennas 731,778 481,799 6,695 69 ,676 7,867 5,617 7,340 « 557,092 21,902 578,994 77.35 44 Washington......... 348 , 860 258,814 13,643 70,563 4,769 10,233 2,002 339,610 20,414 360,024 99.69 5 | West WERE» 65» Saxe 487 ,691 346,716 7,218 36, 383 1,919 2,950 1,764 386 ,049 10,901 396,950 80.43 42 i. eee, 710,552 415,888 89,972 127 ,007 6,659 8,392 8,260 551,287 104,891 656,178 90.00 28 CO eee 58,411 40,474 536 9,797 74 See 51,278 610 51,888 87.11 32 pS EPC Te TET eT ** eo 2 eae CS ARE, ee OP Eroamsstead ee eee OY err Peer American Samoa..... ** 1,800 Ey ee, As Srey! Sienna 1,800 400 Uh Oe eee ore ee fee ** 0 eee : ot Freee EC es ORS A. 7 ae & 9 Bree ere eR Ss eee ** 2,837 109 oy Pe nee < deen Sepa 2,913 109 gt BAAAGAABS Seo Pe ee 7 54,782 6,973 4,078 2,678 GEE Bina aks > 59,543 9,651 8 re Aes Philippine Islands... . ** 1,053,799 52,153 55,156 22,301 BY na hate ga 108 ,955 74,454 aR aE rag ay See ** 206,201 5,492 8,683 973 Oe, OS aes ae 215,825 6,465 ON ee eee Virgin Islands. ...... aad 3,070 1,162 ARERR, Dil et petite Tp acdgy 3,118 1,162 | Og a ee Uae , 4 | | y= CAN obtain the figures for your state as mentary and secondary schools (611,018—the *In states so marked the ratio of elementary ollows: sums of columns 3, 4, 5, and 6) to population 5 and secondary school enrolment to population 4 _In Alabama there were 829,729 (Column to 17 years of age in Alabama (829,728) was to 17 years of age is more than 100 percent due 2) children 5 to 17 years of age. The enrol- 73.64 percent. This percent gives Alabama the to one or more of the following factors: (1) ment in public elementary schools was 538,984 ratio of enrolment in elementary and secondary Children below 5 or above 17 years of age are | (Column 3); in private elementary schools, rank of 47 among the states of the union in enroled in elementary and secondary schools; 13,461 (Column 4); in public secondary schools, schools to population 5 to 17 years of age. (2) the estimates of population increase since 51,511 (Column 5); in private secondary schools, Source of data: Figures of columns 2 to 8 in- 1920 of those 5 to 17 years of age may be too | 7062 (Column 6); in public higher institutions, clusive were obtained through the courtesy of the low; and (3) reports as to enrolment made to 4509 (Column 7); and in private higher insti- Statistical Division of the U. S. Bureau of Edu- , i the U. S. Bureau of Education may include tutions, 3191 (Column 8). A total of 595,004 cation. ; (Column 9) students were enroled in all public 1Includes pupils in college preparatory de- pony nas ee See ee schools (elementary, secondary, and higher in- partments connected with higher institutions. ** Esti & letion 5 4 17 aes Stitutions) .and a total of 23,714 (Column 10) 2 Includes collegiate departments, graduate and prgpetigiee Bag engredle Cee iio | students were enroled in all private schools, professional schools. of age are not available for territories, conse- making a grand total of 618,718 (Column 11) %In column 12 the figure for each state is the quently the data given for territories are not students enroled in all elementary, secondary, percent that the sum of columns 3, 4, 5, and 6 complete. } and higher institutions, both public and private. for a given state is of its population 5 to 17 This table was prepared by the Research The percent relationship of enrolment in ele- years of age. Division of the National Education Association. [150] a if tl —- a 22 2 ep ee a 2 mn HAT ARE THE FACTS RELATIVE TO “FLAMING YOUTH” AND THE “CRIME WAVE’? We hear a lot about both; but as far as figures indicate there is no “crime wave’’ in this country, and “flaming youth” is a phrase coined by the sensationalist. The complexity of presentday social and economic life, however, makes the development of social consciousness a more acute problem than it was in the past. What can the school do that will have the most helpful bearing upon a child’s moral life? This question is uppermost in the minds of all thoughtful teachers today. It does not mean that youth is enjoying a moral toboggan slide. It means that the public school is assuming greater responsibility for moral growth. What is character? What are the hidden springs of conduct? How can moral values be cultivated? Character is something that grows. It cannot be produced in a factory by machine methods. The botanist and the biologist have gained such control over growing things that it is easy to adapt the peculiarities of plants and animals to new environ- ments—and even to create, at will, new varieties. Are there also definite ways and means of developing social traits of character? Most people would agree that before we can get very far in a scientific approach to character develop- ment, we need more knowledge of child nature and the laws of its development, and a keener insight into what we mean by character. We need sympathetic un- derstanding of the mistakes of youth. The adolescent has a desire for freedom and independent action equal to or greater than the adult. However, since he has not lived so long, he lacks the ex- perience and the knowledge with which to direct these desires. He needs to develop an active policeman inside him- self. Everybody wants to live, not just exist; but along with the desire for the fullest possible life must go thought for the “other fellow.” Three prerequisites to duct—see, can, will? moral .con- Kilpatrick, in an- alyzing moral character, raises these three questions: (1) Does the child see what to do and why? (2) Can he do it, after he has seen what to do? (3) Suppose he sees what to do and he can do it, will he do it? Education for Moral Growth In terms of training, this means that the pupil must know the earmarks of a particular situation so that he can size it up—he must have the appropriate con- cepts for sizing it up and also skill in judgment. He must know definitely what moral living means. He must have moral habits of living. He must have an appreciation of moral stand- ards; appreciations come as a result of experience. Teaching children what is right is usually the least of the task. In many instances, if children behaved as well as they know how, their own par- ents wouldn’t recognize them. The “life” way in moral education. The biggest problem of character de- velopment is getting people to want to do right. Education must instil ideals that will stand not merely the daily routine of living, but also emergencies, unexpected temptations, and moral crises. No mere talk, however lofty and true, will accomplish this. We and we teach by doing. Acts make habits; habits make character. The art of living rightly is like all arts; it must be learned and practised with incessant care. The school has the double task of training youth to carry on with the idealism of its fathers, and of training for a dynamic society in which youth must do its part in bringing about so- cial progress. Moral education is more than an attempt to save young people from vice. It should inspire them with a positive, dynamic idealism. According to one writer, the spiritual emptiness of vast numbers of “respectable” lives is a much more serious problem than the open criminality of a small class. The school is engaged in moral train- ing all day long. Character education is a byproduct of all other education and far more important than the direct prod- uct. Children reflect in their behavior the influences that play upon them. To spend five or six hours a day in a class- room where the virtues of courtesy, po- liteness, kindness, sympathy, unselfish- ness, thoughtfulness, orderliness, truth- fulness, sincerity, industry, patience, and justice are practised unconsciously, is of inestimable moral value. Shall morals be taught directly by pre- cept or indirectly by observation and practise? In the direct approach, the teacher begins with a desirable character trait, talks about it during a special pe- [151] learn riod set aside for character development, and, in some cases, creates a program which he hopes will tend to develop that trait. In the indirect method, the teacher uses situations as they arise in connec- tion with classroom work, group activi- . ties, athletics, and other life situations to impress upon an individual pupil or upon a class as a whole some desirable characteristic, or takes it for granted that participation in this particular activity will develop this trait. There are arguments for and against these two methods—the one devotes a definite period to moral instruction just as to mathematics, science, or history; and the other draws moral lessons from every subject by inference rather than by direct approach. ‘Fhe fundamental weakness of the indirect training of char- acter as a byproduct of all school activi- ties is its lack of system. Those in favor of the direct method say: “How can teachers be assured that all the essential traits of character are developed unless they consciously set them up as goals and persistently work toward them? With- out a definite program, no teacher can know with reasonable accuracy where he is going.”” They would have the school select all the important character traits, and formal approaches to their develop- ment, and then decide in what grade special emphasis should be given to a particular trait. The majority of our public schools accept the indirect method in preference to the direct, since preachments of moral virtues too often miss the mark. When a child in real life over a period of years finds himself in a situation in which it is made pleasant to be honest, to co- operate with his neighbors, to reverence things that are sacred, progress is more often made in the development of his character. He learns to be good by be- ing good and by seeing goodness in others. The most important influence affecting a pupil’s character is not what is said to him, but how he is dealt with. The opening exercises may go in one ear and out the other; but an unfair deal in discipline is sometimes not forgotten in forty years. ‘Those who argue for the indirect method of character develop- ment feel that it is a mistake to have one. period formally set aside each day for character development ; they feel that the school program in its entirety should 152 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION May, 1928 be a enterprise. The fact that character development is indirect does not mean that it need be accidental. character-developing Teachers should have shin- ing sun-clear in the midst of all they do definite objectives of character education. Every teacher, regardless of whether he is teaching spelling, social studies, or basketball should ask himself this ques- tion: What character traits should | de- velop in connection with my subject? Charters in his Teaching of Ideals states that the basic method of moral instruction is the indirect method; but on these occasions when this method fails to control moral situations, the direct method should be used as an aux- iliary. That is, when regular school activities do not adequately teach traits, a direct drive upon them can wisely be made. How can the school faculty as a group promote the character development of the student body? ‘They can raise such questions as these for study: discussion and What is character? How may it be developed? What is the best approach at different le v e | s—kindergarten-primary, elementary, junior high school and senior high school? How can character development be evalu- ated? As steps in the solution of these prob- lems a school faculty can: 1. Study the physical, psychological, and social traits of pupils on the various levels. Work out forms to be used in making case studies of poor student citizens. These case studies throw light on the causes of poor citizenship. 2. Select desirable objectives or character traits for the various levels. One approach to this is through a citizenship survey in which each teacher in the school prepares a list of instances of good citizenship among the pupils of the school. Another approach is to have them list outstanding instances of poor citizenship and make suggestions as to how these could be met and overcome. 3. Develop methods of realizing these ob- jectives through the various grades, school subjects, extraclassroom activities, and home room periods. How may teachers help pupils with their individual moral needs and teach them to play the game of life squarely? Experience has shown that these are among the most practical for children of junior and senior high school age: 1. Study child life; learn to know to what extent one can rely upon the child’s natural urges. 2. Be quick to recognize signs of moral failure in individual pupils. ‘They indicate the need for careful case studies to discover causes, diagnose needs, and suggest remedies. 3. Discover and foster each child’s worthy interests. 4. Instead of preaching a string of “don'ts,” keep before the child his best de- sires. 5. See that satisfaction comes to the pupil as a result of his moral and civic action, and discomfort from unsocial conduct. 6. Merely presenting high standards to children acts as a suggestion for their ac- ceptance. 7. Ask each child to make a list of traits he would like to have for his own; to check up on the things that help him win; and also W. H., The D. Appleton URNHAM, Mind. 1924. FENTON, NorMAN, Selfdirection and Adjustment. World Book Com- pany, 1926. Go.icHtLy, T. J., The Present Status of the Teaching of Morals in the Public High Schools. George Pea- body College, 1926. HaArTSHORNE, HuGH, AND May, Mark A., Testing the Knowledge of Right and Wrong. Religious Education Association, Chicago, Ill., 1927. Joint COMMITTEE ON JUVENILE DELIN- QUENCY, Three Problem Children, 1925. NEUMANN, H., Education for Moral Growth. D. ‘Appleton and Co., 1923. Reavis, W. C., Pupil Adjustment in Junior and Senior High Schools. D. C. Heath and Co., 1926. THoM, Doucias A., Everyday Prob- lems of the Everyday Child. D. Appleton and Co., 1927. Normal and Co., to list the things that have contributed to his defeat. 8. Have children relate stories of the courtesies which they have observed. In this way stories of the finest acts of courtesy which they have seen are collected. Children may be awed by older heroes and heroines; but stories of boys and girls who achieve success and who are about their own age and live under approximately similar con- ditions make a vivid appeal. 9. Have the pupil list twenty important ideals and their opposities. 10. Ask pupil to describe his “ideal per- son.” Has this ideal changed in detail dur- ing the last five or ten years? 11. Select biographies for the children to read that enrich their emotions and stimulate their imagination. 12. So set the stage that desirable traits will elicit hearty approval from the pupils. Such action inevitably compels imitation. 13. Make “being good” popular. For good or for ill each school has its ideals of “good form” which are compulsive over its mem- bers, and are handed on from class to class. 14. Place definite responsibility on pupils. 15. Allow students freedom for creative activity and some freedom of choice so that they may experience the consequences of their own actions, . heart who shall see God.” 16. In a case of delinquency, always get the pupil’s own story, preferably in writing, of what the trouble is, what caused it, how he feels about it, and what he expects to do about it. The pupil appreciates the fact that he is given a chance to explain what he considers to be facts, and as a result he is more apt to cooperate in corrective meas- ures. Furthermore, the teacher usually gains information that is useful both in diagnosis and correction. One of the chief factors in the de- velopment of any personality is the in- fluence of other personalities. Educa- tion through friendship is real and vital. So great is the influence of parents, class- mates, and teachers, that one writer states: “Idealism is caught, not taught.” It follows that teachers should be selected for graciousness and _ richness of personality as well as academic abil- ity. The Athenians used to say that if one should set a slave to teach his boy he would finally have two slaves. Un- less the teacher can cause a “flow into” his pupils of a desire to be and do, he cannot be called successful. Religion and morals—Whenever re- ligion is indifferent to conduct, it is little more than magic. It is the “pure in On the other hand, he who says that the public school cannot develop character because it can- not teach particular religious creeds does not realize that one of the first essentials in the development of a sound character is the creation of an environment in which right conduct is made easier than wrong conduct. Honesty, industry, rev- erence—these are not the outcomes of any one religious creed or dogma. ‘These and other virtues that go to make up good character are the outcomes of right conduct continued over a period of years until it becomes a habit. In some cities, cooperative relation- ships have been established between the churches and the public schools so that each child may receive the religious in- struction of his church. Thus the char- acter training of the school and the re- ligious training of the church both con- tribute to the growth of the child’s moral life. Course of study bulletins on charac- ter education—Among the school systems which have recently issued manuals on character education are Birmingham, Boston, Buffalo, Detroit, Indianapolis, La Crosse, Long Beach, Los Angeles, Newark, New York, Oakland, Philadel- phia, St. Louis, Salt Lake City, Schenec- tady, West Allis, and the state depart- ments of education of Nebraska and Utah.— Margaret M. Alltucker. ~ to «5 _— -_ ) RESIDENT A. LAWRENCE LOWELL heads the educational institution which his predecessor, Charles Wil- liam Eliot, made the foremost university in America. As Harvard’s President anything that Mr. Lowell may say on education commands attention. Before the National Education Association’s meeting in Boston this week, he severely indicted American public schools. He declared them to be “ineffective,” to “waste years of the pupil’s time-” Said he: “They scatter their powder in trying to teach too many things and end by teaching nothing well, and in trying to make studies pleasant they have made them easy and they need to be hard.” Whatever truth there may be in this indictment of our secondary schools it applies, insofar as “ineffectiveness” and “time wasting” are concerned. with at least equal if not greater force to the colleges. President Lowell should cast an eye into his own backyard before casting his stone at the school. More- over much of the shortcoming of our preparatory schooling is due to the double task which it must perform to The Most Fascinating Chase on Earth prepare one set of boys for college, and to prepare another, who are not able to go to college—for life. The greatest handicap under which the American school labors today is that it is obliged to cut its cloth to the arbitrary, rigid, and old-fashioned standards set by our colleges in the way of entrance require- ments. The college labors under no such restrictions. Its task—with far greater equipment, greater elasticity, more selected and maturer human ma- terial—is to prepare young men for lite. Does it do so adequately today? It does not. At the expense of knowledge and training, the college still empha- sizes social, athletic, and nonscholastic achievement. It is true that these often contribute mightily to build character, but this is a byproduct wrought through the human contacts which college pro- vides but for which its authorities and faculty claim slight credit. President Lowell’s criticism against making studies “pleasant” and _ their need of being “hard” would be wholly appropriate if tallen from the lips of President Increase Mather, the seven- teenth century A. Lawrence Lowell. The greatest failure of all education, primary, secondary, and collegiate, to date has been that it has confused, as President Lowell seems to, “pleasant”’ and “easy,” and sets the making ot studies “hard” as a desirable goal. “lhe purpose of school and college is to teach, and the more interesting, the more at- tractive, the more genuinely thrilling, every subject is made. the more truly is it being taught, and the more intensively is it being acquired by the student. The Puritan concept that to be worthwhile, anything has to be painful, unpleasant, and “hard,” apparently persists with President Lowell. It is still a widely, perhaps almost universally shared be- lief. But we venture the prediction that it will pass in the face of a new. educational creed that will preach and practise that the pursuit of knowledge can be made the most fascinating chase on earth, and that there is something fundamentally wrong with the instruc- tion that makes it otherwise.—Editorial by Ernest GRUENING in the Portland, Maine, Evening News“ ~ Extracts from the Boston Convention HE Boston CONVENTION included more than a hundred meetings with more than 300 speakers. No one could attend all the meetings or hear more than a tenth of the addresses. ‘The oficial report covering the meetings of the Department of Superintendence it- self is atready in the hands of members of the Department. ‘The annual Pro- ceedings of the Association which ap- pears in October will cover both the Boston and the Minneapolis conventions. Many national and state educational journals have carried excellent accounts of what happened at Boston. The fol- lowing extracts are gleaned trom the many fine addresses delivered at this notable convention. EDUCATIONAL SYSTEMS must keep their courses of study flexible enough to be in accordance with the needs of children if they are to keep abreast of the needs of a rapidly changing civilization.— Cornelia §. Adair. EARLY CHILDHOOD is the golden period for mental hygiene but it is also true that every age has its problems. Meeting life successfully and happily—the true goal of mental hygiene is a continuous struggle. It begins when we are born and continues throughout life. The difficulty of adjustment explains in part why the child sometimes lies, brags, and practises deceit. It is not sarcasm, ridi- cule, or punishment that is needed but sympathetic understanding on the part of parents and _ teachers—J. Mace Andress. Goon SCHOOLS cost much money, but the people are willing to support them if satisfied as to the school policies and the care exercised in the use of school funds. In a community which is wellinformed, good schools will be demanded by the people even if the costs are rather high.— S. Monroe Graves. THE PUBLIC SCHOOLS and the higher institutions have a common objective. That objective is the acquiring and organizing of human knowledge for the purpose of conserving and increasing hu- man excellence. The public schools are {153 ] required by the public education laws to deal with the whole mass of the nation’s children with no privilege of choosing their clientele—Susan M. Dorsey. PsycHOLocy is the ultimate source of our tundamental assumptions in educa- tion. It is sometimes said that philosophy and sociology determine the aims or ends of education and that psychology studies the means by which these ends may be attained. If we pursue analysis far enough we shall discover that the ends themselves are discovered through psy- chological study.—Frank N. Freeman. ADULT EDUCATION is a barometer of the idealism of a nation’s educators. “The nation prospers or falls according to the ability of all its adults to read simple fourth-grade English with understand- ing. the philosophy of education in a democ- racy and in modern terms. nated program must be offered—a people’s university giving the adult the curriculum subjects he needs, and offer- ing him at minimum expense the extra- We must rededicate ourselves to A coordi- 154 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION May, 1928 curriculum subjects he desires.—Robert C. Deming. DIFFERENTIATION of material cannot be done intelligently unless we have clearly in mind the basis on which group- ing of children has been done. At the present time all are satisfied that the I Q alone is not adequate for this pur- pose, for it does not measure school work. Therefore, schools are taking into ac- count previous accomplishment of pupils and opinions of former teachers.—Arthur Gould. THE DEVELOPMENT in the individual pupil of a good character which shall rightly shape and control his conduct in and out of school, and throughout his later life, is an educational task of no mean The achieve- ment of our great objective can be se- cured only through the loyal, painstak- ing, and intelligent cooperation of every teacher.—Jeremiah E. Burke. order. successful THERE IS no greater problem in the field of education than the oneroom rural school, and we have more than 150,000 of them. If we keep the world safe for democracy the rural child must have educational opportunities equal to those of the city child. Education must pre- pare for rural as well as city life —E. L. Hendricks. MANY HAVE BEEN the suggestions given for improvement of teachers in service; but one fact must be clearly recognized, that in the means used for improvement, care must be taken not to mechanize a teacher. A mechanical teacher is not an improved teacher, not a good teacher and never can be so long as he remains merely a machine.—Fred S. Libbey. No PHASE OF SCHOOL work offers such opportunity for professional growth as does curriculum building. It is the out- standing work of the teaching profession. All else that is done in a school system bears on the solution of the problem of building a curriculum and interpreting it to developing boys and girls.—— Margaret M. Alltucker. CREATIVE LEADERSHIP is a requirement of successful senior-high-school instruc- tors. The effective teacher must be one who interprets, one who reveals, one who inspires. A class that follows merely by rote or memorizes textbooks is not ade- quately developing thinkers. The de- mands made upon high-school graduates so change from decade to decade that our teachers must dynamically pave the way for creative thought and flexible attitude. —George Charles Marsden. Ir AMERICA’S TEACHERS have one public and professional obligation above all others, it is to see to it that the American public, the fathers and mothers of our twenty-six million boys and girls, under- stand what American public education is all about.—Rollo G. Reynolds. The Work of the Titans Henry Turner Bailey FN years of blizzard Of tempest and of flood Robbed all the Rocky Mountains Of gravel, sand, and mud. A million golden rivers, Singing madrigals and psalms, Ran eastward with the booty, Whole states within their arms. Nebraska and Iowa, Were first laid down to rest: Then Kansas and Missouri Fell from their gleaming breast; With Arkansas, a child in arms, And Mississippi, free, And the babe Louisiana, They faced the shining sea; And then they let them down at last To batten in the sun. Louisiana’s growing yet! Their work is never done. THE TEACHING of every subject, the dealing with all matters of discipline, the atmosphere and spirit of the school, count for moral education. The teacher must realize that the work of character education is a practical everyday matter demanding constant attention and- prac- tical wisdom in its conduct. To the de- gree that the teacher measures up to this ever present responsibility, will the suc- cess of this character program be as- sured.—Walter F. Downey. To BRING UNITY, balance, and harmony into the life of youth there must be a closer correspondence between his cur- rent relations to educational institutions and his subsequent relations to employ- ment. ‘The essential relationships be- tween service received and service ren- dered should be made dominant in the school as well as out of the school and in employment.—James Collins Miller. ONLY INSOFAR as teaching is put on the basis of continuous research does it be- come professional. The good teacher like the good physician must be continu- ously making a case study of each pupil and each pupil group under his direc- tion. He will carry them home in his thought at night, saying: “I tried this method today; but tomorrow I have a plan of attack that will, I hope, produce better results’—and so forth.—Harold E. Warner. PHYSICAL EDUCATION attempts to de- velop character through pupil activities which are predominantly physical in na- ture. It is an especially effective method of education because pupils are so posi- tively active and because they are usually so vitally interested.—Frederick R. Rogers. THANK Gop For Po.iticIAns—On oc- casion we are prone to speak of politicians in terms of disapproval, though very happily most governors are progressive and close friends of education. Half of the superintendents here present could rise and name in ringing chorus mayors who have shown themselves keenly in- terested in the work which we do. By any definition, all who seek office and all who by their fellows are elected to legislative, judicial, or executive offices are politicians. Fortunately for our na- tion most of ours, now as in the past, in spite of recurring misrepresentation and abuse, in which we join, are patriotic, able, and faithful servants of the state. In a republic politicians are a necessity. Most of ours are and even more of them would like to be friends of education and of the schools. Thank God for politicians —Ernest W. Butter- field. INVESTIGATIONS of foster children have shown that they gain in intelligence un- der the conditions of a good home. They have shown also that there is a marked relationship between the intelligence of foster children and the character of the home. The school progress and the con- duct of foster children is much superior to what we should expect them to be from the character of their parents. We conclude, therefore, that the home has influenced intelligence and conduct. We often assume that home and school can- not affect intelligence on the ground that the biological laws of heredity make it impossible for a native trait to be modified by environment. Modern in- vestigations in biology indicate that traits and characteristics are not inherited in the rigid way that was formerly thought.—Frank N. Freeman. j QOge #6 > ese = © dW a onc a oc ae 2 CU eee oe lhCUeelhCUee ee Oe Opportunities in Summer Schools—1928 ASSEMBLED BY ADELE HUMPHREY Viceprincipal, Polytechnic High School, Los Angeles, California HE LURE which will draw thousands of American teachers from the schoolroom to the college classroom for a summer of mental adventures is here spread out to view. There could be no more convincing argument in favor of a belief that the Ameri- can teacher is avid for selfimprovement. A comparison of these offerings as set forth in pamphlets, catalogs, and letters, gives one a realization that everywhere— east, west, north, south—tremendous prog- ress is being made by the mass of American teachers in lifting themselves to the dignity of real professional preparation. Because teachers are human, and since they are more efficient if they know how to play as well as to work, every institution lists its possibilities for recreation. Many of the colleges are in mountainous or lake regions and provide for much outdoor sport. Cincinnati slyly mentions National League baseball, and Kentucky names the famous trotting horses that may be seen! When teachers return to their charges it is to be hoped that new enthusiasms for knowledge will radiate from them, and that they will be better able for “fellowship” with their pupils. In the compilation of this detailed informa- tion about summer courses several abbrevia- tions have been necessary. FT stands for First Term; ST for Second Term; 1927E for last year’s enrolment, and SF for Special Feature. Colleges belonging to the Amer- ican Association of Teachers Colleges—a department of the National Education Asso- ciation—are indicated by an asterisk (*). Alabama *State Normal School, Troy: 1928 June 4- August 24; 1927E 735. SF New Campus and training school for practise teaching. State University, University P. O. near Tuscaloosa: 1928 FT June 6-July 17; ST July 18-August 24; 1927E 1593. SF 300-acre campus on Warrior River; trips to coal mines, factories, and historic points; 10 days intensive course for football coaches. Dor- mitory accommodations. Arizona *Northern Arizona State Teachers Col- lege, Flagstaff: 1928 June 11-August 17. 1927E 643. SF Altitude, 7000 ft.; 3 hours ride from Grand Canyon. Regular faculty and special lecturers. State University, Tucson: 1928 FT June 11-July 20; ST July 23-August 31. 1927E 274. SF Courses in archeology, geology, and biology; trips to Roosevelt dam and other scenic places. Mountain scenery. Arkansas *State Teachers College, Normal Station, Conway: 1928 FT June 11-July 20; ST July 23-August 21. 1927E FT 1165; ST 426. SF First course in visual education in state; also, first course by national worker in Parent-Teacher Association. Special course for illiteracy workers. State University, Fayetteville: 1928 June 7-July 20. 1927E 784. Fine summer climate in Ozarks. California *Humboldt State Teachers College, Ar- cata: 1928 June 25-August 3. 1927E 279. HIS IS A monumental piece of work. A year ago Miss Hum- phrey discussed summer school op- portunities in the Los Angeles School Journal. She did so well that THe JoURNAL of the National Education Association asked her to go into the project more thoroughly for its world- wide family of readers. This she has done on her own time and without hope of reward except the sense of doing good in the world. It is a fine service—an example of the kind of spirit that is making teaching the The noblest profession of them all. task having been done well once, it will be much easier to do next time. It is not aimed to include schools distinctly local or secondary in char- acter, however fine they may be. If any schools that should be in this list have been omitted, it will be ap- preciated if they will write to Adele Humphrey at 400 West Washington St., Los Angeles, Calif., so that when the list is made up next year provision may be made for them. Cool weather on shore of Pacific Ocean. Trips to nearby redwood forests, beaches, lagoons, etc. *State Teachers College, San Diego: 1928 FT June 25 to August 6. ST August 6- August 31. 1927E 574. SF Eminent lec- turers; proximity of ocean, bay, mountains, etc. *State Teachers College, San Francisco: 1°28 June 25-August 3. 1927E 933. SF Courses for rural teachers in programs to provide for individual differences. Climate superb for study and recreation. *State Teachers College, San Jose: 1928 June 25-August 3. 1927E 1068. SF Notable work in all branches. Trips to Big Trees, old Missions, Lick Observatory, San Fran- cisco, ete. *State Teachers College, Santa Barbara: 1928 June 25-August 3. 1927E 384. SF Daily assembly lectures; climate and scenery unsurpassed. The University of California, Berkeley: 1928 July 2-August 11. 1927E 4976. 305 courses. Six visiting professors from Scot- land, France, and Germany. Work in crea- tive dramatics, in art, in child welfare. The University of California, Los An- geles: 1928 July 2-August 11. 241 courses offered covering all subjects. SF Proximity of ocean and mountains, and cool summer [155] climate. Great libraries and museums ac- cessible. Commercial courses. Leland Stanford Junior University, Stan- ford University P. O.: 1928 June 21-August 3. 1927E 1391. SF Many visiting professors from universities in the U. S. and in Europe. Prof. Lewis Terman will conduct a seminar. Public lectures of great general interest three times weekly. Climate unrivaled for work and play. University of Southern California, Los An- geles: 1928 FT June 18-August 10. ST July 2-August 10. Post Session, August 13- September 4. 1927E 4974 SF 56 visiting professors. 60 courses in Education. Com- mercial courses. Courses for teachers of sight-saving classes. Pomona College, Claremont: 1928 June 25-August 3. 1927E 300. SF Exchange of students and professors from the Univer- . sity of Mexico. School of Marine Zoology at Laguna Beach. Mills College Department of Physical Ed- ucation Field Hockey and Sports Camp, Gold Hollow, Nevada City: 1928 June 30- July 29. Colorado *State Teachers College, Greeley: 1928 FT June 16-July 21; ST July 23-August 25. SF Nationally known lecturers supplement regular faculty. Daily trips and weekend outings, Rocky Mountain National Park. *Western State College of Colorado, Gun- nison: 1928 FT June 16-July 20; ST July 21-August 24. 1927E 600. Rocky Mountain scenery and summer climate. Hiking and fishing. Eminent lecturers. University of Colorado, Boulder: 1928 FT June 18-July 21; ST July 23-August 24. 1927E 3360. SF A branch of New York School of Fine and Applied Art; Carl Glick of Little Theater, San Antonio, will teach play production. Geology and geography at summer camp. Denver University, Denver: 1928 June 18- August 31. 1927E 838. SF Fine climate; weekend trips into Rocky Mountains. Colorado College, Colorado Springs: 1928 June 18-July 27. 1927E 130. Connecticut New Haven Normal School of Gym- nastics; Arnold College for Hygiene and Physical Education, New Haven: 1928 July 16-August 26. 1927E 29. SF Location on Long Island Sound. Yale University Schools of Law and For- estry, New Haven: 1928 June 23-September 7. 1927E 112. Eight fields of individual re- search work open to specially qualified stu- dents. Field work in engineering. Linguistic Institute of Linguistic Society of America, New Haven: 1928 July 9-August 18. Courses in Old Spanish, Old Portu- guese, Vulgar Latin, Old Provencal, etc. State Board of Education School, New Haven: 1928 July 2-August 8. 1927E 846. Intensive offerings for teachers of primary grades. THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION May, 1928 Delaware University of Delaware, Newark: 1928, June 18-July 27. 1927E 291. Florida University of Florida, Gainesville: 1928 June 11-August 4. 1927E 1269 SF Climate good in highlands of state. Good teacher training and graduate courses for welfare workers and nurses training to be superin- tendents of hospitals. Georgia *State Teachers College, Athens: 1928 be- gins June 20. 1927E 450. *State Womans College, Valdosta: 1928 June 1l-July 21. 1927E 285. Good climate on account of gulf breeze. University of Georgia, Athens: 1928 June 25-August 24. 1927E 2453. SF Week of grand opera by New York artists; Institute of Music week with Walter Damrosch. Graduate work. *Georgia State College for Women, Mill- edgeville: 1928 June 12-July 21. 1927E 1100. Hawaii *Territorial Normal and Training School, Honolulu: 1928 June 14-July 25. 1927E 682. SP Prominent mainland educators; ocean climate; semi-tropical scenic beauty. Special work this year in curriculum making. University of Hawaii, Honolulu: 1928 July 2-August 10. SF School of the theater with play production, stage design, and costume design. Courses in Hawaiian flora; one in international problems; another in recent Latin-American history, and many others. Idaho *State Normal School, Lewiston: 1928 June 4-August 3. 1927E 370. University of Idaho, Moscow: 1928 June 11-July 20. 1927E 287. SF 2600 feet eleva- tion and cool weather. Dr. Clyde M. Hill and Dr. Raymond Mosher of Yale, visiting members of faculty. Illinois *Southern Illinois State Normal Univer- sity, Carbondale: 1928 FT June 13-July 21, ST July 23-August 29. 1927E FT 1575; ST 920. *Eastern Illinois State Teachers . College, Charleston: 1928 FT June 9-July 20; ST July 23-August 31. 1927E FT 862, ST 1201. SF Elementary training school with teach- ing done by training te: chers. *Northern Illinois State Teachers College, De Kalb: 1928 June 11l-August 31. 1927E 900. *Western Illinois State Teachers College, Macomb: 1928 FT June 11-July 20; ST July 20-August 29. 1927E 1100. *Illinois State Normal University, Nor- mal: 1928 FT June 9-July 20; ST July 21- August 29. 1927E FT 2481; ST 988. SF Travel course in geography with bus trip as far east as Boston. University of Illinois, Urbana: 1928 June 18-August 10. 1927E 2254. Work duplicates that offered during regular school year. University of Chicago, Chicago: 1928 FT June 18-July 25; ST July 26-August 31. 1927E 6476. Special Schools—American College of Physical Education, Chicago: 1928 June 25- August 4. 1927E 96. SF Courses in cor- rective work; orthopedics and physiotherapy. Pestalozzi-Froebel Teachers College, Chi- cago: 1928 June 18-July 27. 1927E 60. SF Latest kindergarten methods; nursery school, dramatics, etc. National Kindergarten and Elementary College, Evanston: 1928 June 22-August 3. 1927E 210. Demonstration school. EARNING HOW TO BE BETTER TEACH- ie ERS—Not thousands or tens of | thousands but hundreds of thousands | of our teachers go to summer school | each year. “The newest ideas in edu- cation will be demonstrated,” is the | promise held out to prospective stu- dents by many of the summer session announcements. What an _ interest- ing procession the “latest ideas’ would make if we were to recall them, one by one, from the time when the kin- | dergarten was an innovation to the | nursery school of today; from the calisthenics of years gone by to the | clinics and corrective gymnastics of | the present; from elocution to crea- tive dramatics; from the first begin- nings of sloyd to the platoon plan of | industrial education; from the Batavia | | system of salvaging failures to mod- | ern tests and measurements and vo- cational guidance! The newest ideas today are listed under such titles as the Dalton Plan, the Winnetka .Technic, Adult Educa- | tion, the Iowa Plan for Character Training, and Extracurriculum Ac- tivities. The latest subject to appear as a distinct course offered to teachers | by the summer sessions of the more advanced universities is called Stu- dent Participation in the Government of High Schools. Indiana *Ball Teachers College, Muncie: 1928 FT June 18-July 21; ST July 23-August 25. 1927E 1516. *Indiana State Normal School, .Terre Haute: 1928 FT June 18-July 21; ST July 23-August 25 1927E FT 2435; ST 1338 SF Graduate work. University of Indiana, Bloomington: 1928 June 14-August 28. 1927E 1919. SF Grad- uate courses. lowa *State Teachers College, Cedar Falls: 1928 June 6-August 24. 1927E 2398. Iowa State College of Agriculture and Mechanic Arts, Ames: 1928 FT June II- July 20; ST July 19-August 26. 1927E FT 1500; ST 800. SF Graduate work. University of Iowa, Iowa City: 1928 FT June 11-July 20; ST July 23-August 24. 1927E 4095. Kansas *Kansas State Teachers College of Em- poria: 1928 May 3l-July 27. 1927E 1925. *Kansas State Teachers College of Hays: 1928 FT May 29-July 27; ST July 28- August 24. 1927E 791. SF Training School includes junior and senior high schools. *State Teachers’ College, Pittsburg: 1928 FT May 28-July 27; ST July 28-August 24. 1927E FT 2595; ST 731. Eminent lecturers; trips to Ozark Mountains. Kansas State Agricultural College, Man- hattan: 1928 June 1-August 2 1927E 952. SF School for Community Leadership; special course for principals of rural schools; course for athletic coaches. University of Kansas, Lawrence: 1928 FT June 6-July 14; ST July 16-August 10. 1927E 1680. SF 350 courses. Special atten- tion to graduate students. Kentucky *Western Kentucky State Teachers Col- lege and Normal School, Bowling Green: 1928 FT June 4-July 7; ST July 9-August 17. 1927E 2200. SF Courses in Kentucky literature, history, geography, and animal life. Trips to Mammoth Cave and other interesting spots. *State Normal School and Teachers Col- lege, Morehead: 1928 FT June 4-July 7; ST July 9-August 11, 1927E 658. Wooded mountains surrounding college; campus shady; nights cool. *Eastern Kentucky State Normal School and Teachers College, Richmond: Regular session from Sept. 19, 1927, to August 17, 1928. University of Kentucky, Lexington: 1928 FT June li-July 14; ST July 16-August 18. 1927E FT 1143; ST 571. Beautiful location in the heart of the blue grass of Kentucky. Outstanding lecturers; excursions to scenic places, Mammoth Cave, Cumberland Falls, etc. Louisiana *State Normal College, Normal P. O., near Natchitoches: 1928 June 5-August 25. 1927E 1274. Maine *State Normal School, Farmington: 1928 June 25-August 4. 1927E 440. *State Normal School, Gorham: 1928 July 2-August 10. 1927E: 275. University of Maine, Orono: 1928 July 2- August 10. 1927E 335. SF Graduate work; summer climate unsurpassed for study and play. Trips to Moosehead Lake and Bar Harbor. Maryland *State Normal School, Frostburg: 1928, June 25-August 4. 1927E 93. SF Altitude 2200 feet. Mean temperature May to Oc- tober 60 degrees. *Maryland State Normal School, Towson: 1928 June 25-August 5. 1927E 139. SF Lecture course on creative youth by Hughes Mearns. Trips to Annapolis, Gettysburg, etc. . Johns Hopkins University, Baltimore: 1928, June 25-August 3. 1927E 1165. SF New campus; special demonstration school through junior high for normal and superior pupils; newest developments in educational work. University of Maryland, College Park: 1928 June 27-August 7. 1927E 576. Demon- stration schools. Massachusetts Massachusetts Agricultural College, Am- herst: 1928 July 5-August 18. 1927E 150. SF Low tuition fee; full college credit. Vol. 17, No. 5 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 157 Clark University, Worcester: 1928 July 2-August 10. 1927E 219. SF Field trip by bus to Pacific Coast via Yellowstone Park, returning via Grand Canyon, for 7 weeks intensive study of geography. Special courses tor history teachers. Boston University: 1928 July 2-August 11. 1927E 1206. Massachusetts Institute of Technology, Cambridge: 1928 June 4-September 22. 1927E 1450 SF Special courses for teachers of mathematics and science from July 2 to 31 inclusive. Simmons College, Boston: 1928 July 2- August 10. 1927E 270. SF Home _ eco- nomics, secretarial studies, nursing, library science, social work. Smith College School for Social Work, Northampton: July and August. Course covers 14 months: one year of practical work following summer session of intensive study and followed by same. Harvard University, Cambridge: 1928 July 2-August 11. 1927E 2844. SF Courses in elementary curriculum, preschool education, extracurriculum activities, and vocational guidance. Field course in geology in Europe for men and women. Anne L. Page Memorial Summer School for Child Study, Wellesley: 1928 July 2- August 11. Enrolment limited to 50. Affil- iated with Boston University; on Wellesley College Campus. Outstanding lectures in visual education, mental hygiene, etc. The Fairhope Summer School, Tufts Col- lege: 1928 July 5-August 15. Education, fine arts, folk dancing, music, science, in- dustrial arts. Michigan *Western State Teachers College, Kalama- zoo: 1928 June 25-August 3, 1927E 1674. *Northern State Teachers College, Mar- quette: 1928 June 25-August 3, 1927E 726. *Central State Teachers College, Mt. Pleasant: 1928 June 25-August 3. 1927E 1163. *Michigan State Normal, Ypsilanti: 1928 June 25-August 3. 1927E 2165. Socialized training school from kindergarten through junior high. Courses in work with pre- school child. University of Michigan, Ann Arbor: 1928 June 25-August 17. 1927E 3811. SF Excur- sions to Put-in-Bay, Niagara Falls, and other points. Lectures by noted speakers; dra- matics. Courses in biology at the Biological Station on Douglas Lake; in engineering at Camp Davis and in geology and geography in southern Kentucky. Minnesota *State Teachers College, Bemidji: 1928 June 18-July 25. 1927E 341. SF Special lectures and concerts; location, shore of Lake Bemidji in Ten Thousand Lake Region. *State Teachers College, Duluth: 1928 June 18-July 27. 1927E 514. *State Teachers College, Mankato: .1928 June 18-July 27. 1927E 452. *State Teachers College, Moorhead: 1928 June 13-July 25. 1927E 382. SF Advanced rural methods course for rural teachers; field trip of 4% days to Yellowstone Park. *State Teachers College, St. Cloud: 1928 June 18-July 28. 1927E 658. Cool climate and scenic beauty. *State Teachers College, Winona: 1928 June 18-July 27. 1927E 304. Work planned primarily for advanced students. University of Minnesota, Minneapolis: 1928 FT June 15-July 28; ST July 28- September 1. 1927E FT 4833; ST 2296. SF N. E. A. Convention interests and attrac- tions. The Winnetka Plan will be demon- strated. Carleton Washburne, Leonard V. Koos, and other leaders. Special insti- tutes on libraries, problems of higher edu- cation, etc. N THE EAGERNESS for degrees many teachers have taken courses that had little value for them. They have been burdened down with courses in higher mathematics or Latin when what they needed was children’s lit- erature, or field botany, or astronomy, or public speaking, or reading for pleasure. Several measures might be taken which would help this situation as is now done by a very few colleges. First, institutions which grant the de- grees could be a bit less wooden in their requirements. Teachers who at- tend summer school are earnest and might well be consulted about their needs in framing courses and degree requirements. A variety of courses would then be allowed which would make the students better teachers and better human beings, but which would be ruled out under traditional require- ments. The same end could be ac- complished were boards of education and superintendents to define require- ments for promotion and salary ad- vances in terms of courses helpful to the individual teacher and the position he now occupies, rather than abstractly in terms of degrees. We would then have fewer teachers in desperate need of courses to improve their classroom work taking general undergraduate courses for which they have no taste; and fewer students sadly in need of a broader intellectual horizon pursuing narrow and highly specialized courses for the doctorate for which they have neither taste nor talent. ls Mississippi *State Teachers College, Hattiesburg: All year session; 1927E 632. University of Mississippi, University P. O. 1928 June 11-August 10. 1927E 241. Elevation 500 feet. Campus attractive. Missouri *Teachers College, Kansas City: 1928 June 11-July 13. 1927E 506. SF Survey course in education. *Northeast Missouri State Teachers Col- lege, Kirksville: 1928 June 1-August 8. 1927E 1513. *Northwest Missouri State Teachers Col- lege, Maryville: 1928 June 5-August 8. 1927E 1118. College high school for teacher training. *Southwest Missouri State Teachers Col- lege. Springfield: 1928 May 28-August 3. 1927E 1715. SF Elevation of 1200 feet. Healthful climate, beautiful Ozark mountain scenery. *Harris Teachers College, St. Louis: 1928 June 18-July 27. 1927E 323. *Central Missouri State Teachers Col- lege, Warrensburg: 1928 June 4-August 9. 1927E 1980. Noted lecturers. University of Missouri, Columbia: 1928 June 9-August 3. 1927E 2052 (640 in grad- uate school). SF School of Fine Arts and musical attractions. Washington University, Saint Louis: 1928 June 15-July 27. 1927E 920. SF Many grad- uate courses; trips about St. Louis; open air opera season. Montana University of Montana, Missoula: 1928 FT June 18-July 6. ST July 9-July 27; Th. T. July 30-August 27. 1927E 500. SF Courses in conflict between science and re- ligion; history of the northwest; weekend excursions into Bitterroot Mountains. Nebraska *Nebraska State Normal College, Cha- dron: 1928 FT June 8-July 18; ST July 19- August 24. 1927E 582. Special lecturers; trips to nearby Black Hills scenic country. *State Teachers College, Kearney: 1927E 731. SF School for athletic coaches. *State Normal School and Teachers Col- lege, Peru: 1928 FT June 4-July 11; ST July 12-August 17. 1927E 805. *State Normal and Teachers College, Wayne: 1928 FT June 4-July 13; ST July 16-August 17. 1927E 909. University of Nebraska, June 4-August 24. Lincoln: 1928 1927E FT 3009; ST 1466. Nevada University of Nevada, Reno: 1928 June 18-July 27. 1927E 130. Excellent climate. New Hampshire *New Hampshire State Normal, Plym- outh: 1928 July 10-August 17, 1927E 250. University of New Hampshire, Durham: 1928, June 26-August 3. 1927E 288. Moun- tain scenery, cool climate. New Jersey Stevens Institute of Technology, Hoboken: 1928 August 6-September 1. 1927E 98. SF Enabling students to remove “conditions.” Princeton University, Princeton: 1928 July 6-August 23. 1927E 142. The summer ses- sion at Princeton is limited to Princeton students and is given to enable them to make up deficiencies incurred either through illness or failure. Rutgers University, New Brunswick: 1928 June 25-August 3. 1927E 1345. SF Classes in- Journalism; in guidance; courses in clini- cal psychology at the Training School, Vine- land. New Mexico *State Teachers College, Silver City: 1928 June 4-August 24. 1927E 271. Altitude 6200 feet. Excursions to scenic places. Courses offered in all departments. *New Mexico Normal University, East Las Vegas: 1928 FT June 8-July 16. ST July 16-August 24. 1927E FT 900; ST 300. New York *New York State College for Teachers, Albany: 1928 July 2-August 11. 1927E 750. 1928 *State Normal School, New Paltz: July 2-August 10. 1927E 250. 158 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION May, 1928 *State Normal and Training School, Os- wego: 1928 July 2-August 10. 1927E 690. SF Location on shore of Lake Ontario. Camp for vocational teachers. Courses for school nurses and for men teachers of in- dustrial arts *Teachers College of Columbia Univer- city, New York City: 1928 July 9-August 17. Courses offered are parallel and equiva- lent to those offered during the academic year. Columbia University, New York: 1928 July 9-August 17. 1927E 13,857. Special emphasis will be on psychology, history, phy- sics, Slavonic languages and literatures, and educational administration. Courses in li- brary service. Excursions in and about New York. Cornell University, Ithaca: 1928 June 30- August 10. 1927E 2000. SF Strong courses for teachers, especially high and junior-high teachers. Excursions to lakes and Niagare Falls. University of Buffalo, Buffalo: 1928 July 2-August 10. 1927E 501. SF Courses in music supervision, art teaching and super- vision, special-class teaching, speech and dramatics, library science. New York University, New York: 1928 July 9-August 17. Physical education courses will be given at a camp on Lake Sebago, near Bear Mountain. Courses in education for supervisor’s certificate will be given at Oswego in cooperation with the Vocational and Extension Division of the State Depart- ment of Education. Courses in education will also be given at Chautauqua. Special School. American Institute of Dalcroze Eurythmics, New York: 1928 June 15-July 31. 1927E 19. SF The session will be held in the country on Long Island Sound. North Carolina *Appalachian State Normal School, Boone: 1928 June 5-August 24. 1927E 1658. Allti- tude 3700 feet; climate cool and mountain scenery attractive. *East Carolina Teachers College, Green- ville: 1928 June 12-August 25. 1927E 736. Duke University, Durham: 1928 FT June 12-July 21; ST July 23-August 30. 1927E FT 1040; ST 551. SF Study group in France for graduate credit; graduate field work in botany in western part of state. North Dakota *State Normal School, Dickinson: 1928 June 9-August 24. 1927E 550. SF Many ex- cursions through the scenic Badlands. *State Normal and Industrial School, Ellendale: 1928 June 11-August 24. 1927E 318. SF Good summer climate. *State Teachers College, Minot: 1928 June 11-August 24. 1927E FT 868; ST 659. *State Teachers College, Valley City: 1928 June 1l-August 24. 1927E 1300. University of North Dakota, Grand Forks: 1928 June 6-July 27. 1927E 461. SF Excur- sions to Lake Itasca, Winnipeg, etc., and conference of executives of teacher train- ing institutions on curriculum, June 19-21. Ohio *Teachers College of Miami University, Oxford: 1927E 667. SF Bureau of special education for teachers of mentally deficient children, located in Dayton. *State Normal College, Bowling Green: 1928 FT June 18-July 27; ST July 30-August 31. 1927E 800. *Senior Teachers College of Western Re- serve University and the Cleveland School of Education, Cleveland: 1928 June 18-July 27; 1927E 2381. SF Modern language school and French House in which only French and Spanish are spoken. Nature Guide School for the training of nature leaders in Hudson, Ohio. Recreational facilities on Lake Erie. Ohio State University, Columbus: 1928 June 19-August 31. 1927E 3080 SF Special training course in teaching under the Dalton Laboratory plan. Director, Helen Parkhurst .of Dalton Schools, N. Y., originator of plan. Ohio University, Athens: 1928 June 18- August 17. 1927E 1215. Demonstration schools for practise teaching through senior high school. Course for supervisors. A’ YOUNG teacher who carried out a plan of attending, summer after summer for postgraduate work, first one great American university and then another with a European expe- rience thrown in, would possess in middle age an authoritative knowledge of the great subject of education. He would know our great masters of thought and their contributions, would get the atmosphere and learn the ideals of various centers of intel- lectual life, would know campuses, traditions, procedures, strengths and weaknesses, would have a host of ac- quaintances among the finest men and women. Such acquisition would be enjoyable and very valuable. Few ex- penditures of time and money could bring so great a return. University of Akron, Akron: 1928 June 18-July 27. 1927E 427. SF Courses for platoon schools; music appreciation. University of Cincinnati, Cincinnati: 1928 FT June 25-July 31; ST July 30-Septem- ber 1. 1927E 1406. SF Dr. Kilpatrick and Dr. Thorndike of Columbia, and other noted lecturers. Winnetka demonstration. Courses for teachers of sight-saving classes. sions and grand opera. Oberlin College, Oberlin: 1928 June 21- August 15. 1927E 215. SF Field ecology, geology, botany, economics, English litera- ture, fine arts, music, history, French, phi- losophy, sociology, political science. Excur- Oklahoma *Central State Teachers College, Edmond; 1928 May 28-July 27. 1927E 2015. SF Courses in manual training, business, kin- dergarten, and music. New gymnasium with swimming pool. *Northeastern State Teachers College, Tahlequah: 1928 May 21-July 20. 1927E 1604. Located in Ozarks; climate good. Oklahoma City University, Oklahoma City: 1928 FT June 2-July 20; ST July 23- August 13. 1927E 302. Oregon *Oregon Normal School, Monmouth: 1928 June 18-August 31. 1927E 1025. SF Courses in junior-high teaching as well as in elemen- tary subjects. Location on the Willamette in fir-clad hills near coast and mountain re. sorts. University of Oregon, Eugene and Port- land: 1928 June 18-July 27. Post session July 30-August 24 at Eugene only. 1927E 1243. SF Geology camp in Oregon moun- tains; marine zoology camp on Oregon coast. Nationally known instructors. Trips to Crater Lake, Columbia Highway, etc. Pennsylvania *Teachers College, Bloomsburg: 1928 June 25-August 4. 1927E 387. SF Demonstration school. *State Normal School, Clarion: 1928 June 18-July 27. 1927E 520. *Keystone State Teachers College, Kutz- town: 1928 June 25-August 3, 1927E 329. SF Art supervisors course. Trips to historic and scenic places. *State Teachers College, Indiana: 1928 June 18-July 28. 1927E 1278. SF Courses in art, commercial subjects, home eco- nomics, and public school music. *State Teachers College, Slippery Rock: 1928 June 25-August 1. 1927E 664. *State Teachers College, East Strouds- burg: 1928 June 25-August 4. 1927E 427. St Special work in health education. Scen- ery of Delaware Water Gap romantic and beautiful; conducive to outdoor sports and recreation. Pennsylvania State College, State College: 1928 June 30-August 10. 1927E 2799. SF Nature Camp in Stone Valley for training teachers of nature study. Institute of Eng- lish Education taught by wellknown authors. Institute of French Education gives unusual advantages to teachers of French. University of Pittsburgh: 1928 July 2- August 10. 1927E 2432. SF Field courses in botany and zoology at Erie; course in field natural history at Na-Wak-Wa Lodge. Educational conferences in administration and vocational work. Tours through great industrial plants. Carnegie Institute of Technology, Pitts- burgh: 1928 Architecture, June 11-July 21. Courses for teachers of music, art, and in- dustrial education June 11-August 3 and June 25-August 3. 1927E 1927. Lehigh University, Bethlehem: 1928 July 5-August 16. 1927E 447. Wide offering of academic courses and special work in civil and mechanical engineering. Bryn Mawr College, Bryn Mawr: Resident summer school for women workers in in- dustry: 1928 June 15-August 11. tunity for study of liberal subjects. Temple University, Philadelphia: 1928 July 2-August 10. 1927E 1153. Many courses for public school teachers; excursions to Oppor- Washington and other historic places. Library School. Special School. The Drexel Institute School of Library Science, Philadelphia: 1928 July 2-August 10. Courses offered in 1928 in classification, reference work, ad- ministration, book selection, cataloging, young people’s literature. = 1 SQ == — jc. 9 mam fd Ge Vol. 17, No. 5 THE JOURNAL OF THE NATIONAL EpucaTION AssOcIATION 159 South Carolina University of South Carolina, Columbia: 1928 June 19-July 26. 1927E 521. SF Courses especially adapted to the needs of professional teachers in service seeking to do graduate work. South Dakota *Northern Normal and Industrial School, Aberdeen: 1928 June 4-August 24. 1927E 1003. *Eastern State Normal School, Madison: 1928 June 23. 1927E 473. SF In lake region; good climate. *Spearfish Normal School, Spearfish: 1928 FT June 5-July 13; ST July 16-August 24. 1927E FT 470; ST 153. SF Excursions to nearby points of interest. *Southern State Normal School, Spring- field: 1928 June 11-August 31. 1927E 212. University of South Dakota, Vermillion: 1928 June 11-July 20. 1927E 224. Tennessee *George Peabody College for Teachers, Nashville: 1928 FT June 12-July 20; ST July 21-August 29. 1927E 2837. SF Four European professors, including Dr. Paul Dengler of the Austro-American Institute of Vienna. *East Tennessee State Teachers College, Johnson City: 1928 June 6-August 25. 1927E 907. Location in mountains, with trips to scenic spots. University of Tennessee, Knoxville: 1928 FT June 11-July 18; ST July 19-August 24. 1927E 1266. Texas *West Texas State Teachers College, Can- yon: 1928 June 5-August 24. 1927E 1192. SF Altitude 3600 feet. Trips to mountains of Northern New Mexico. *East Texas State Teachers College, Com- merce: 1928 June 5-August 25. 1927E 1817. *North Texas State Teachers College, Denton: 1928 June 3-August 20. 1927E 3290. *Sam Houston State Teachers College, Huntsville: 1928 June 4-August 25. 1927E 1500. *Stephen F. Austin State Teachers Col- lege, Nacogdoches: 1928 June 6-August 29. 1927E 1188. *Southwest Texas State Teachers College, San Marcos: 1928 June 4-August 23. 1927E 2145. *Sul Ross State Teachers College, Alpine: 1928 June 5-August 24. 1927E 508. SF Al- titude 4600 ft. Fine climate, sports, and excursions. University of Texas, Austin: 1928 June 6-August 31. 1927E 3275. Utah Utah Agricultural College, Logan: 1928 June 18. University of Utah, Salt Lake City: 1928 June 11-July 20. 1927E 913. SF Nationally known educators; location on shore of Great Salt Lake and in Wasatch Mountains. Trips to Yellowstone, Zion Canyon, etc. Vermont University of Vermont, Burlington: 1928 July 5-August 11. 1927E 875. SF Location on Lake Champlain; trips to Adirondacks, Montreal, and Quebec. Middlebury College, Middlebury: The Bread Loaf School of English, 1928 July 2- August 16. Enrolment limited to 130. SF Courses in creative writing, essay writing, etc., given by Grant Overton, Dallas Lore Sharp, and others. Courses in dramatic production and stage design. Location in Green Mountains—Battell Forest. Virginia *State Teachers College, East Radford: 1928 FT June 11-July 20; ST July 21-Au- gust 24. 1927E FT 812; ST 757. SF Lo- cated in Alleghany Mountains; climate cool. *State Teachers College, Fredericksburg: 1928 FT June 1l-July 21; ST July 21-Au- gust 25. 1927E 380. SF Open air theater; swimming pool. *State Teachers College, Harrisonburg: 1928 June 18-August 31. 1927E 594. College of William and Mary, Williams- burg: 1928 FT June 14-July 25; ST July 25-August 29. 1927E 847. SF Study tour in Europe, leaves New York for France on June 19; leaves France on return trip August 14. Total cost $595. University of Virginia, University, near Charlottesville: 1928 FT June 18-July 28; ST July 30-August 30. 1927E 2167. SF In- stitute of Public Affairs during second term. Speakers of national and international note. Campus of unrivaled beauty. Washington *Washington State Normal School, Bel- lingham: 1928 June 11-August 24. 1927E 950. Location by sea and mountain. Spe- cial recreation program. *State Normal School, Cheney: 1928 June 4-August 16. 1927E 817. *Washington State Normal School, Ellens- burg: 1928 June 1l-August 24. 1927E 400. SF Outdoor sports include instruction in horseback riding; new dormitories; dra- matic productions. University of Washington, Seattle: 1928 FT June 12-July 17; ST July 18-August 22. Puget Sound Biological Station, Friday Har- bor, June 18-August 17. 1927E 3249. SF Twenty-one visiting professors. Average temperature 65 to 70 degrees. Special trips planned by Mountaineers’ Club. West Virginia *Concord State Normal School, Athens: 1928 June 13-August 12. 1927E 625. SF Lo- cation western slope of Alleghanies, altitude 2600 feet. Special courses in community activities, boy scout work, etc. *Shepherd College State Normal School, Shepherdstown: 1928 June 11-August 10. 1927E 350. Excellent staff of instructors; interesting historic region. *West Liberty State Normal School, West Liberty: 1928 June 11-August 10. 1927E 290. *Marshall College, Huntington: 1928 June 11-August 10. 1927E 1200. SF Practise teaching; trips over scenic motor routes. West Virginia University, Morgantown: 1928 FT June 8-July 20; ST July 21-Au- gust 31. 1927E 1200. Regular instructors, and 20 visiting professors. Location in Al- leghany Mountains. Wisconsin *State Teachers College, La Crosse: 1928 June 18-July 27. 1927E 430. Series of lec- tures by specialists. *The Stout Institute, Menomonie: 1928 June 18-August 16. 1927E 385. Household Arts and Industrial Arts. All-school course in Parental Education. Nursery school. *State Teachers College, Oshkosh: 1928 June 18-July 27. 1927E 484. SF Special program in vocational and industrial educa- tion: gas engines, automobile parts design, auto-electrics, educational counseling, cor- rection of speech defects, education of ex- ceptional children, mental hygiene, etc. *State Teachers College, Platteville: 1928 June 13-July 23. *Central State Teachers College, Stevens Point: 1928 June 18-July 27. 1927E 480. SF Conference on rural education. *State Teachers College, Whitewater: 1928 June 18-July 27. 1927E 400. SF Training of teachers of commercial subjects for sec- ondary schools. University of Wisconsin, Madison: 1928 general session: June 25-August 3. Special! graduate courses: June 25-August 24. Law School: June 18-August 24. 1927E 5165 Favorable climate; lakeside advantages 280 resident faculty; 35 visiting professors. Courses for workers in industry. Wyoming University of Wyoming, Laramie: 1928 June 1l-August 24. 1927E 1364. SF Cool climate; summer camp in mountains. Mexico National University of Mexico, Mexico City: 1928 July 2-August 15. SF Weekend excursions to Preconquest monuments and to nearby colonial cities of magnificent churches and buildings. South America University of Buenos Aires, Argentina: 1928 July 2-July 27. Courses in English, Spanish, Portuguese, and French. Series of lectures sponsored by American commercial houses represented in the Argentine—Inter- national Harvester, National Cash Register, etc. Tuition $30. University of Brazil, Rio de Janeiro: 1928 July 10-August 3. Courses and tuition same as at Buenos Aires. Europe University of Liverpool School of Span- ish at Santander, Spain. Centro de Estudios Historicos in Madrid— July and August. Sociedad de Estudios Vascos in San Se- bastian, July and August. The Sorbonne, Paris: July 7-August 27. Morning lectures; afternoon visits to old and new Paris, Versailles, etc. Austro-American Institute of Education, Vienna: Courses in modern ways of teach- ing foreign languages. Dr. Alfred Adler, Dr. Franz Cizek, and other wellknown lec- turers. Oxford University, Oxford, England: 1928 July 6-July 27. 1926E 233. SF Subject of the special course for American teachers, England in the Nineteenth Century. Ac- commodations in the college halls. Socia! entertainments and trips to Shakespeare country. Education and the Indian Survey PLEA for a changed point of view with respect to Indian educa- tion is the keynote of the chapter on education in the report of the In- dian Survey conducted by the Institute for Government Research, Washington. The report, a volume of 750 pages, has been presented to the Secretary of the ‘nterior and was released to the public late in April. ‘The new point of view, in the opinion of the Institute, must be based on an intelligent understanding of human needs rather than on the operation of The re- port points out that the teaching of Indiin children and adults has proceeded many years on the theory that the child must be removed as far as possible from his home environment in order to be prepared for citizenship. a conventional school system. The modern point of view calls for bringing up the child in the natural setting of his home and family life. So far as the Indian pupils them- selves are concerned, the report draws two principal conclusions. First, con- trary to a fairly popular belief, tests and measurements have proved that “the Indian is essentially capable of educa- tion.’’ Second, in the process of educa- tion, old conventional methods must give way to a system which takes into ac- count the specific needs of the pupil as they are affected by his racial character- istics, traditional background, and home conditions. Not even the methods of the average modern American school can meet the needs of the Indian child. The Institute regards as the principal solution to the Indian educational prob- lem, the development of a better per- sonnel in the Indian schools, both among teachers and key employees like matrons and men disciplinarians. It believes that the most effective method of bringing about the desired new viewpoint is to raise the qualifications for all such school positions. While there are many skilled and devoted teachers and employees, the government regularly accepts for its Indian schools teachers whose creden- tials would not be accepted in good pub- lic school systems. On the subject of personnel, the report adds: Better personnel cannot be obtained at present salaries, which are lower than for any comparable positions in or out of the gov- ernment service. In many of the positions, however, it is not so much higher entrance salaries that are needed as high qualifications and a real salary schedule based upon train- ing and successful experience. Public school systems long ago learned that good teachers could be attracted partly by good entrance salaries, but even more by salary schedules HE COMPLETE REPORT of the Indian Survey conducted by the Institute of Government Research, and pre- sented to the Secretary of the In- terior, is a volume of 750 pages, and may be purchased at five dollars per copy from the Johns Hopkins Press, Baltimore, Maryland. The fifty-page summary of the report is available for free distribution by the Institute for Government Research, 26 Jackson Place, Washington, D. C. assuring increases to the capable—a_ prin- ciple already written into law by Congress but apparently never made effective in the Indian service. The extent of illiteracy and the in- ability to speak English among many Indians of all ages has raised the prob- lem of adult education. Education of adults has not been a program of class- room or textbook work. As pointed out by the United States Commissioner. of Indian Affairs, it must include farming, the elimination of illiteracy, and the value of health and morals above ex- ternal attainments, and the lesson of “interdependence and reliance on their own efforts, taught to a people who have been largely miseducated in this direc- tion for several generations.” The report of the Institute for Gov- ernment Research makes a plea for edu- cation of the adult Indian through his relations with the white man in business dealings. Such transactions, it states, should be regarded as more than mere routine items in business. They are op- portunities for giving the Indian a more firm foundation of selfconfidence and business ability. The Institute recommends the teaching of citizenship through directed ex- periences. The curriculum in the Indian school, according to the survey report, cannot be uniform and standard, nor should the textbook be prescribed. The textbook in reading, with its references to the forest trees and the ocean ships, mean little or nothing to the child of the desert reservation. [ 160 } While practical industrial education is recommended it is pointed out that the present half-day plan, with its large amount of noneducational productive labor has a tendency to reduce the efh- ciency of the school. It was found, too, that Indian school children as young as eleven years of age had in some instances been sent to the beet fields of Colorado and Kansas. The survey staff recom- mends that industrial teachers be per- mitted to plan their courses unhampered by the demands for production to sup- port the schools or the Indian Service. The report states: Industrial training must be subjected to the tests of practical use. The Indian Serv- ice must attempt to place the Indians who leave the school and help them to become established in productive enterprise either on the reservations or in whe communities. It must be prepared to enter into cooperative arrangements with employers so that boys and girls shall have opportunity to gain experience in commercial employment while still having some official connection with the school. In this way the school can place its emphasis on helping the pupil to acquire the necessary fundamental skill and then getting him a job where he can apply this skill in an occupation for which there is a local de- mand. The schools cannot train for all oc- cupations, but they can aid the boy or girl in acquiring those types of skill that are com- mon to many occupations. The Service should make a survey of the economic op- portunities for its pupils and plan its indus- trial training to meet these ends. It is recommended by the report that younger children be eliminated so far as possible from the boarding schools and that day schools be encouraged to a larger extent than at present. The ad- vantage of having a young child in inti- mate contact with the family for normal healthy development is emphasized. It is urged that no children be sent to boarding schools until they have reached adolescence. It is further recommended that promising Indian youths be encour- aged to continue their education beyond the boarding schools and to fit them- selves for professional, scientific, and technical callings. The survey staff sug- gests that the federal government and private organizations might well estab- lish scholarships for such students. The advisability of offering in the boarding schools courses to train for professions where more than high-school graduation is required as a preliminary schooling, is questioned by the Institute’s survey staff. Head Visiting Teacher, Newark, New Jersey HY JOHNNY is persistently a classroom pest and Mary overly sensitive and shy and why Billy, known to be bright, should let day- dreaming and indifference bring him failing marks are questions as baffling to these children as to the teachers who are trying to give them an education. Talking them into desirable behavior is an expedient that often fails. Fre- quently it is necessary to explore the child’s inner life for the hidden causes of his behavior and usually these are found in desires and longings he is seek- ing to satisfy. The dominating desire in us all is to be loved and approved. This urge is particularly strong in childhood and unless the child feels secure in the love and approval of those who surround him, some of his energy will inevitably be wasted in a blind search for security, in these terms, to the detriment of his work. He may be so indulged at home that he is bewildered in the less personal atmosphere of the classroom; or he may be aware of the parents’ greater love for a brighter brother or sister and mis- behaves in a blind effort to find a place in the sun; or perhaps that sense of se- curity he should derive from his belief in his parents’ love and their capacity to maintain a comfortable, stable existence is destroyed by excessive discipline, by family quarrels, or by constant worry over health and finances. Whatever the circumstances may be, the child is disturbed, uneasy, anxious. Nor can he remove these feelings with his hat and coat, when he arrives at school. They are with him as he studies and as he plays, and will continue to disturb him unless his contacts with his teachers and his schoolmates happen to bring him the selfconfidence he lacks. Sometimes the child’s insecurity springs from his rela- tionship with his classmates. He feels inferior to them, fears they do not like him, or is discouraged because he cannot outshine them scholastically. But more often his dissatisfaction comes from the relationship with his teacher. Above all, he wants her love, her attention, her approval. When denied, he may circumvent her by acting up and thus secures, if not her approval, at least her attention; or on the other More Case Studies EvizaABETH H. DExTER hand he becomes indifferent and with- draws into daydreams, a passive resist- ance, less disturbing than open rebellion but creating none the less an obstacle to Hiram Myers ‘- HABIT of orderliness is one of the great products of the school. These children are in the summer play classes at the Henrietta School under the direction of the Child Study Association of America. They are learning to keep their things in good order in containers made from orange cases. her purpose of instructing him. Some- times a special show of attention from the teacher gives him immediate stand- ing with his classmates and happy in his assurance of her interest, he settles down to work wholeheartedly. Sometimes however the teacher is handicapped in tackling his problem, for its sources may lie beyond her control. The feelings and attitudes he brings from home may be so strong that she is unable to counter- act them. Excessive indulgence at home may cause him to demand more than his share of her attention or he may be so discriminated against in the family set- ting that he feels everyone is against him at school. For, in the unconscious mind of the child, school is home on a larger scale with the teacher in the role of mother and the classmates in the role of brothers and sisters. He is likely to feel toward his teacher and classmates as he does toward his family and to assume they feel the same way toward him. [161] Then the academic problem of teaching him arithmetic or geography resolves itself into the problem of straightening out these feelings because they interfere with his applying himself to his work. This often means acquiring knowledge of his affairs at home and developing a concerted effort on the part of mother and teacher to provide him with that sense of love and approval without which he cannot achieve his best school accom- plishment. The illustrate the effect of feelings of insecurity and anx- iety on the child’s adjustment to school and the the teacher may serve as an intermediary between home and school. following cases show purpose visiting A Daydreamer School problem—Sidney, 14 years, repeat ing 7A, is described by his teacher as a daydreamer, slow, indifferent, probably of normal intelligence. Poorest subject is arith- metic. He is wellbehaved and would have received no special notice had it not been for a letter his arithmetic teacher received from his father following a poor report card. The father complained his health was being undermined by the time and energy he was obliged to spend helping Sidney each night with his arithmetic, sometimes till 11 P.M. Home problem—Father, about 40 years, appeared an intelligent, conscientious person. Employed in clerical position. ago he was divorced from his years of quarreling. She was a shiftless housekeeper, indulgent with the children, and did not share her husband’s belief in the need of education. To insure Sidney a proper schooling, he brought him to Newar« where he has made his home with his mother. He himself had left school upon completing the grammar grades and has al- ways felt seriously handicapped by lack of education although in recent years he has taken correspondence courses and attended night school. His heart is set on Sidney’s graduating from high school and, quently, he is much upset over the slow progress. He admits he is at him con- stantly and recently has had him drop the Scouts and other recreational activities so that he can give all his time to study. The grandmother also continually nags Sidney because she knows how anxious her son is that the boy succeed in school. She speaks bitterly of his mother. Examinations at school clinic—Physical— good condition. Psychological—average in- telligence. C. A. 14-0; M. A. 12-10; E. A. 13-5. Interview with psychiatrist: Sidney is fearful of the dark, afraid to sleep alone. He is very unhappy over his poor school- Four years wife after conse- boy’s 162 work, cries nearly every night because of his difhculty with arithmetic, so afraid of failure that he is unable to recite when called on. In speaking of his mother tears came to his eyes and he remarked, “I came to Newark with education, but left my mother.” Probable Sidney's problem— 1. His affection he has lost and feeling he is getting nothing from the education that father to get an some- times I’m sorry I Causes of longing for mother’s was offered as an alternative to living with her. 2. Father’s exaggerated interest in boy’s school progress because of his desire to com- pensate through the boy’s education for his lack. 3. Nagging of own father and grandmother arithmetic, which results in his to that subject so much feeling of failure prevents his thinking over his attaching that fear clearly. 4. Father’s and grandmother’s of the boy is obscured by their dwelling on his failures. Treatment—1. As a real love constant means of giving Sidney confidence in his ability, as indicated by psychological test, he was promoted to 8B, taking 7A arithmetic, instead of French. His request to take shop instead of art was granted. The teachers’ efforts were di- rected toward relieving his fear of failure and giving him the selfconfidence neces- sary to the full use of his intelligence. 9 2. Visiting teacher persuaded father and grandmother to cease nagging and to drop school as an issue. Father’s assistance with homework was discontinued. 3. Sidney’s conflict over leaving his mother was discussed with him and effort made to show him his mother as well as father would take pride in his school success. 4. Ill effect of disparaging the mother was pointed out to father and grandmother. Boy’s right and need to love his mother were stressed. Grandmother was urged to show more affection so she can more ade- quately take his mother’s place. Results—1. After three months in 8B, Sidney was passing all subjects, with poor in arithmetic only. After six months, he was receiving excellent in arithmetic and was promoted to 8A. 2. Teachers comment on his changed ap- pearance and manner. Fear and insecurity are replaced by selfconfidence and pleasure in work. 3. Father and grandmother happier atmosphere in home. longer afraid to sleep alone. joined the Scouts and recreational life. A Spoiled Child School problem—Arthur, 5 years, kinder- garten. Temper tantrums, quarreling with other children, constant demand for teach- er’s attention. Family problem—Parents, a young Jew- ish couple, are in comfortable circumstances with few interests outside of home. Father plays with Arthur every night even when too tired to enjoy him. He brings him a present almost daily. Mother is over- solicitous, fearful of allowing him to go to school alone, dressing him because he will not do it correctly, yielding to his tantrums, humoring his food fads. Parents realize he is thoroughly spoiled. Since. the baby was speak of Sidney is no He has re- enjoys a_ healthy THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION born nine months ago he has had less atten- tion and has been increasingly difhcult to manage. ‘The mother states “his life has changed a good deal since the baby came.” Arthur remarks, “You don’t like more. You like him better than me.” he is scolded, he pounds the baby. Examination — Physical — good condition. Psychological—superior intelligence. C. A. 5-4; M. A. 6-6. Probable of Arthur’s behavior— 1. Indulgence of parents has so accustomed him to having his own way and enjoying the limelight that at school he expects the teacher’s full attention and by fighting tries to dispose of the other children whom he can only consider interlopers, usurping his place at school as does the new baby at home. 2. Because of his longing for his teacher’s attention and his jealousy of his classmates, his energy goes not into his work but into struggling for that familiar place in the sun which he feels he has lost at home and has not succeeded in establishing at school. Treatment—1. Parents were shown that school can only bring Arthur dissatisfaction so long as such disparity exists between the attention he can have at school and that he receives at home. They were advised to let him come to school alone, dress himself, ignore his food fads, emphasize their pleas- ure in his “growing up.” 2. Parents were urged to show no parti- me any When causes ality to the baby and to stimulate Arthur’s sense of pride in the child to dispose of his jealousy. 3. It was suggested both at home and school that tantrums be treated by ignoring, placing him apart from the group if possible. 4. Temporarily while he is learning to get along with less attention at home, the teacher was advised to give him slightly more than his share of her attention until he could feel comfortable with her and on the basis of this security learn to share her with his classmates. 5. Promotion to first grade. Result (6 months later)—1. At home— Arthur shows much more _ independence. Dresses himself, comes to school alone, Tantrums have ceased. children less attention. 2. At school—He is absorbed in first grade work. Most of the time he gets along well with other children. Recently, he remarked to the visiting teacher, “I don’t act like I did in kindergarten. I’m growing up now.” His energy now goes directly into his work for his need for his teacher’s exclusive attention has been relieved by wiser han- dling at home and by the interest his teachers have helped him find in school work itself. Note: No doubt Arthur might have ad- justed himself to school without special assist- ance but it is possible this would have meant forcing submission upon him instead of as- sisting him to find new and healthier ways of obtaining the attention he craved. By dealing with the causes of misbehavior in the early grades, more serious problems in the upper grades may perhaps be prevented. Parents give both May, 1928 A Malcontent School problem—Edward, 13 years, 7C. Surliness, defiance of authority, poor work. Home problem—Parents are Polish immi- grants. Father is a hard worker, ambitious for his children but hot headed and severe in discipline. He has always beaten Edward harshly. The boy is kept closely at home, never allowed out after supper. His sister completed 2 years of high school and is now working. Family plans a high-school edu- cation for Edward. His mother is much upset over his school difficulties and wept uncontrolably in discussing him. Examinations—Physical—Deviated septum, dificult breathing. Psychological—dull nor- mal intelligence. C. A. 13-9; M. A. 11-8; E. A 11-6 Interview with psychiatrist: Edward is very resentful of the excessive authority at home. He doesn’t like school because the work is too hard. He thinks his teachers do not like him. His only interest is in elec- tricity and gym work. Probable causes of his behavior at school—1. Extreme discipline of the father has developed in Edward hatred and re- sentment of all authority. 2. Lack of avility prevents his realizing satisfaction from school work. 3. Family’s emphasis on high-school edu cation increases his feeling of failure and inferiority. Treatment—1. The boy’s better ability in nonacademic subjects was explained to the parents and they were persuaded to encour- age his interest in electricity with view of vocational school instead of high school. 2. The need of treating him more as an adult and less as a child was stressed. The father was urged to show his confidence in and affection for the boy by giving him more independence and discontinuing the beatings. 3. Since it was felt that the school’s most important contribution to Edward’s future success was to develop in him a healthier attitude toward authority, his teachers en- deavored to meet this need by giving him a sense of their interest in him, treating him as an adult in the discussing of authority issues whenever they arose, turning over to him small responsibilities so he could better ap- preciate the use of authority. 4. In several interviews with the psychia- trist, the reasons for his infantile reactions to authority were explained. Results (6 months later)—1. At school— Edward’s behavior improved considerably. Three months later, when he was 14, he entered vocational school where his interest in electricity stimulated his effort and gave him a sense of success impossible in the academic field. 2. At home—he was allowed more liberty. He-joined the Y. M. C. A. Beatings were discontinued. His mother is still over- anxious and his father nags but on the whole they are handling him much more wisely. 3. His resentment of authority is decidedly less obvious. His status as an adult in home and school, and his success in school work have built up his selfrespect and given him a sense of security that makes it no longer necessary for him to believe that the world is against him. With a fuller development of his present attitude, his adjustment to a future empioyer should not be difficult. ASHINGTON as the national capital and the headquarters of foreign embassies and _lega- tions attracts many educational visitors from other lands. ‘They include as a part of their pilgrimage a visit to the headquarters of the National Educa- tion Association which is becoming in- creasingly wellknown throughout the world. One such visitor, K. S$. Vakil, educational inspector, northern division, Ahmedabad, Bombay, India, writes on his return to his home work: You will be glad to learn that I have returned, hale and hearty and profession- ally enriched, from my educational tour round the world. For this professional en- richment I am grateful to you and all other educationists in Europe, America, Japan, and the Philippines, who assisted me heart- ily in my inquiries and investigations. Mr.Vakil includes also some of his impressions of America gained during his six weeks spent visiting our educa- tional institutions. He comments on the generosity and devotion of our people to the schools, remarking that: Such unbounded faith in education is hardly noticeable in any other part of the world, certainly not in India where educa- tion is generally the first to suffer from the cruel axe of the ardent economist. He is also impressed by the new spirit coming into American education. He notes that: The directors, the professors, the teach- ers were there not to impose their views, opinions, or teaching on their assistants, stu- dents, or pupils but to give them friendly direction and guidance as and when sought. This change in the attitude of teachers toward their work which is a recent develop- ment appears to have considerably influenced learners’ attitude toward learning which they are now beginning to look upon not so much as a task imposed on them by some- one else arrogating higher authority to him- self as one undertaken by themselves of their own free will or choice. Thus, the pupils are now in a position to express themselves freely and without restraint. This change appears to have enlivened the whole educa- tional atmosphere and transformed what often used to be dull mechanical routine on teachers’ part and passive and insipid learning on pupils’ part into an active proc- ess of learning or selfteaching, going on without any undue interference on the part of teachers, who are there to direct, not to dominate, to serve, not to command. The library study which has in recent years come to be treated as part of the daily Impressions of American Education By a Visitor from India school work of the pupil appears to assist this process of selfteaching considerably, apart from the spirit of selfhelp, selfreli- Lindbergh Francis G. BLair ITH WORDS swift and strong, In saga or song— Boundless, Deathless as fame— Sing me the name Lindbergh! Lone dove from our Ark Flying o’er war’s dark Hopeless Deluge of hate and grief Bearing the olive leaf Of charity—Lindbergh! Blond viking of old Recast in new mold— Bootless, Bloodless of hands— Conquering all lands, Lindbergh! Tall son of the stars, Towering o’er Mars— Swordless, Commandless, free— Conquering the sea, Lindbergh! Voyaging alone Through uncharted zone— Columbus-like— Better than he knew Binding the old world with the new, Lindbergh! Modest, unknown, Ascending earth’s throne— Lincoln-like— Guileless of arts Winning the hearts Of humanity—Lindbergh! [Written in commemoration of the flyer’s achievement, by Dr. Blair, State Superintendent of Public Instruction in Illinois, and president of the Na- tional Education Association 1926-27.] ance, and research which it engenders in pupils from an early age—a spirit which, as it spreads with the spread of the practise of library study in schools, is bound to pro- duce a robust race of reliant research workers. The next thing that impressed me as in- dicative of a great advance was the sound knowledge and uptodateness of teachers in their own subjects coupled with a desire to remain wellposted in them. This mani- festly enhances their value to their pupils as guides in their work. They are now in a [ 163} position to shake off their old servile alle- giance to the textbooks and go beyond their narrow limits. They do not follow the set textbook method in their work; they work out and determine their own plan and fol low it. The teachers also seemed to me to be de- sirous now to extend their work beyond the precincts of their classrooms—the library, laboratory, demonstration room, museum, school garden, and the like. This naturally tends to free the schools from their old fet- ters and makes for reality in teaching and learning. Another very welcome feature was also noticeable—the growing tendency of teach- ers to treat their pupils as rational beings, not as silly things to be unceremoniously brushed aside. They now patiently listen to their questions and take pains to answer them to their satisfaction; seek their co- operation in school management and in the organization of playground and allied ac- tivities; and consult and respect their collec- tive opinion. Equally remarkable is the ready response which the pupils make to this change in their treatment. They have begun to co- operate heartily with the teachers in all school activities and to feel intimately con- cerned in maintaining and strengthening the discipline, position, and prestige of their schools and in building up their traditions. They have begun to govern themselves, re- lieving their teachers of the odious task of governing them and setting them free for the pleasanter work of guiding them in all their healthy educational activities and for higher work. Verily, the child appears to be slowly but surely coming into his own. ea has now become the chief problem of the world, its one holy cause. The nations that see this will survive and those that fail to do so will slowly perish. Knowledge must hence- forth be the light and guide of mankind. More of it must be quarried from the original sources, nature and man. ‘This, together with the choicest lessons of our past experience, must be ever more widely diffused, and there must be absolute free- dom of both research and teaching. There must be reeducation of the will and of the heart as well as of the in- tellect, and the ideals of service must supplant those of selfishness and greed. Nothing else can save us, and I shall live, and hope to die when my time comes, convinced that this goal is not only not unattainable, but that we are, on the whole, with however many and widespread regressions, making progress, surely, if slowly, and in the right di- rections.—G. Stanley Hall. Builders of Our Profession RGANIZATIONS of teachers are today doing a work of surpassing importance to hu- man happiness and world advance. They deserve the generous support of every teacher. One teacher who has long attended local, state, national, and world meetings suggests that every teacher should contribute at least one day’s salary each year to mem- bership in the organizations that are literally building a new profession and through edu- cation a new society founded on intelligence. Teachers are coming more and more to see that they have the power to make their pro- fession what they wish and are setting out to realize their ideals through their organ- ized groups. Only by awakening the entire teaching staff of the nation can teachers make their maximum contribution to the national wellbeing. One teacher in five is now awakened so far as membership in the National Education Association is concerned. What about the other four? Are you doing your part to reach them? Program for May Faculty Meeting HE FOLLOWING suggestive questions are based on articles in this issue of THE JOURNAL: 1. Teachers Salaries—A Constructive Pro- gram. What are the means suggested by Dr. Norton to prevent a downward trend in teachers’ salaries? 2. More Case Studies. How do_ these cases help you in understanding children? How do they show the importance of a teacher knowing a child’s home life? 3. State Universities and Public Educa- tion. Are the criticisms against colleges a healthy sign in American life or the oppo- site? What would be the effect on the col- lege of admitting only the gifted few? What evidences can you give to support the state- ment that the American faith in education is very real? 4. Growth through Professional Reading. How do Dr. Terman’s standards for profes- sional reading compare with what you are doing? What help does THE JouRNAL give its readers in professional reading? 5. Preparation for Auditorium Periods. What besides cooperation and responsibilty are the basic ideas in planning auditorium periods P 6. The Simplified Calendar and _ the Schools. Compare the benefits of the Inter- national vantages. Fixed Calendar with any disad- 7. Physical Education Advances. How will the advances stated by Mr. Rogers tena to lessen the overemphasis of competitive intensive training for a few? 8. Chronic Fatigue. What conditions in modern life cause chronic fatigue? Do they affect children more than adults? Ds you see evidences of this condition in your class- room P . New Life Enlistments Bees FOLLOWING life members have been reported since the list was published in the April JoURNAL: ALaBAMA—Elna Carson, W. M. Gardner, Miss Rufus P. Henley, H. L. Nipper, James V. Pogue, F. B. Pratt, P. C. Ramsay, Jesse Richardson, Eliza E. Thompson. Ar!70NA—O. L. Carlisle. ARKANSAS—Ury McKenzie, Georgia Lee Stuart. CALirorNiA—E. D. Doxsee, O. D. Enfield, C. Russell Hoyt, Mrs. Sarah G. Kemp. Canapa—A. Kennedy. Cotorapo—Homer W. Anderson, Warren W. Ned- row, Thomas A. Nourse, Mrs. Lillian Hosford Paris, Charles M. White. ConNeEcTICUT—Fred L. Newton. Georcia—Kennis W. Blackman, Robert A. Elrod, Walter B. Hill, Emma O. Smith. ILutinois—Felicitas J. Binna, Lillian Farnam, Clara V. Gawne, Adah Hess, Luther G. Hester, M. R. McDaniel, Miss Olava K. Olsen, Kittie Emeline Ramey, John R. Rowe. (Continued on page A-143) Large Enrolments in the Larger Cities HESE Cities of more than 10,000 population merit special mention for the high percent of their teachers who are members of the National Education Association. 90 percent. Population 100,000 or Over CauirorniA, Oakland, Fred M. Hunter Co.torapo, Denver, A. L. Threlkeld DELAWARE, Wilmington, David A. Ward KANSAS, *Kansas City, M. E. Pearson MINNESOTA, Minneapolis, W. F. Webster Ou1o, *Akron, George E. McCord Texas, Dallas, N. R. Crozier WASHINGTON, Seattle, Thomas R. Cole; *Spo- kane, O. C. Pratt Population 30,000 to 100,000 CauirorniA, Berkeley, H. B. Wilson; Long Beach, W. L. Stephens; San Diego, W. A. Givens; San Jose, W. L. Bachrodt CoLorapo, *Colorado Springs, H. M. Corning; *Pueblo, J. R. Risley and J. F. Keating ItumNois, Decatur, William Harris; East St. Louis, D. W. Potts; *Moline, L. A. “Mahoney; *Oak Park, W. J. Hamilton; Rock Island, R. W. Bardwell ‘ INDIANA, Evansville, J. O. Chewning; Hammond, L. L. Caldwell; South Bend, W. W. Borden lows, Council Bluffs, Theodore Saam; Sioux City, M. G. Clark; *Waterloo, C. W. Klein and C. A. Kittrell Maine, Portland, Wm. B. Jack MassacHusetts, Brookline, O. C. Gallagher MICHIGAN, *Hamtramck, M. R. Keyworth; Muskegon, M. W. Longman Missour!, *St. Joseph, C. A. Greene NesrasKA, *Lincoln, M. C. Lefler New Jersey, Atlantic City, Chas. B. Boyer; New Brunswick, F. J. Sickles New York, *Binghamton, Daniel J. Kelly; Mount Vernon, Wm. H. Holmes On10, Lakewood, J. E. Warren; *Lima, R. E. Offenhauer; *Lorain, D. J. Boone; *Spring- field, F. M. Shelton OKLAHOMA, *Muskogee, C. K. Reiff PENNSYLVANIA, ‘*Altoona, R._ E. Chester, N. W. Cameron; Diehl; *York, R. O. Stoops Vircinia,; *Lynchburg, E. C. News, J. H. Saunders WASHINGTON, Tacoma, Wm. F. Geiger West VirciniA, Charleston, S. E. Weber Laramy; Erie, John Glass; Newport Wisconsin, Kenosha, G. F. Loomis; Madison, T. W. Gosling; Racine, F. M. Longanecker; Sheboygan, H. W. Kircher Population 10,000 to 30,000 ARIZONA, *Phoenix, John D. Loper; *7ucson, C. E. Rose ARKANSAS, *Fort Smith, J. W. Ramsay CaA.iForNiA, Alameda, Wm. G. Paden; Bakersfield, Chas. Teach; Glendale, R. D. White; Santa Ana, J. A. Cranston; Santa . Barbara, P. E. Stewart; Santa Monica, F. F. Martin Cotorapo, Boulder, Wm. V. Casey; Greeley, G. E. Brown; Trinidad, G. S. Willey Connecticut, East Hartford, P. S. Barnes;* Nor- walk, John Lund FLorwa, *Miami, Charles M. Fisher IpaHo, Boise, C. F. Dienst; Pocatello, J. M. McDonald Ituinois, *Blue Island, J. E. Lemon; *Cham- paign, W. W. Earnest; *Chicago Heights, F. T. Goodier; *Elgin, R. W. Fairchild; *Jack- sonville, B. F. Shafer; *Maywood, Eugene La- Rowe; *Pekin, C. B. Smith and R. VY. Lind- sey; *Waukegan, J.-S. Clark INDIANA, *Anderson, W. A. Denny; Elwood, Wm. F. Smith; *Huntington, J. M. Scudder; *La Porte, E. B. Wetherow; *Michigan City, M. C. Murray Iowa, *Burlington, W. G. Brooks; R. L. Reid Kansas, Atchison, T. B. Portwood; *Chanute, L. H. Petit; *Hutchinson, J. W. Gowans; Lawrence, W. W. Curfman; Pittsburg, M. M. Rose; *Salina, W. S. Heusner Kentucky, Ashland, C. E. Ackley; boro, J. L. Foust MassacuHusetts, Plymouth, A. B. Handy MICHIGAN, *Adrian, C. H. Griffey; Ann Arbor, O. W. Haisley; *Holland, E. E. Fell; Iron- wood, D. R. Rice; *Monroe, C. W. Crandell; Sault Ste. Marie, G. G. Malcolm; *Traverse City, Charles L. Poor. MINNESOTA, Mankato, Harry D. Kies; *Roch- ester, G. H. Samberg; St. Cloud, R. H. Brown; *Virginia, W. G. Bolcom *Keokuk, *Owens- é : Those marked with an asterisk have reported complete enrolments; the others, more than Each item includes state, city, and superintendent. Missouri, *Sedalia, Heber Haunt New Jersey, *Asbury Park, A. E. Kraybill; Bridgeton, Chester Robbins; Englewood, W. . White; *Hackensack, Wm. A. Smith; *Long Branch, C. T. Stone; Summit, J. B. Dougall New York, Ithaca, F. D. Boynton; *Lockport, R. B. Kelley NortH Carona, Durham, Frank M. Martin Nortu Dakota, *Minot, L. A. White On10, *Alliance, B. F. Stanton; Ashtabula, M. S. Mitchell; *Barberton, U. L. Light; Cleve- land Heights, F. L. Wiley; *Elyria, R. C. Maston; *Findlay, I. F. Matteson; Fremont, . A. Hudson; *Lancaster, J. J. Phillips; Mansfield, H. H. Helter; *Marietta, B. O. Skinner; *Middletown, R. W. Solomon; *New Philadelphia, F. P. ~Geiger; Niles, R. J. Kiefer; *Norwood, C. W. Johnson; *Tiffin, C. A. Krout; *Warren, H. B. Turner; *Zanes- ville, C. T. Prose OKLAHOMA, *McAlester, M. J. Hale; *Okmul- gee, E. S. Briggs Orecon, Salem, George W. Hug PENNSYLVANIA, *Braddock, T. G. McCleary; *Bradford, J. F. Butterworth; *Clairton, F. N. Frits; Lebanon, S. O. Rorem; *Mahanoy City, H. A. Oday; Meadville, Milon Brown; *Nanticoke, A. P. Diffendafer; *New Kensing- ton, E. T. Chapman; *Plymouth, H. S. Jones; *Pottstown, B. F. Rosenberry; *Shenandoah, A. T. Ratchford; *Steelton, Chas. S. Davis; West Chester, W. L. Philips; *Wilkinsburg, W. H. Martin Soutn Daxota, Aberdeen, M. P. Gaffney; Sioux Falls; A. A. McDonald Utan, *Provo, H. Claude Lewis WasHIncTon, Bellingham, D. E. Weidman; Hoquiam, H. C. Crumpacker; Vancouver, C. W. Shumway; Walla Walla, W. M. Kern West VirciniA, Bluefield, Edwin C. Wade; *Clarksburg, J. A. Jackson; Morgantown, R. C. Smith Wisconsin, *Eau Claire, P. G. W. Keller; *Fond du Lac, L. P. Goodrich; *Manitowoc, Hugh S. Bonar; *Wausau, S. B. Tobey Wyominc, Cheyenne, A. S. Jessup NS [ 164 ] = | es tl lCUCU hOlhlUltéC — -— 6cSlUlUlUC -— a a —_ rT an. Sena cus Vol. 17, No. 5 wreny EE : ' Pf hee | i. ed > 4 | Bieedd ROY i Fe es | be = at _ MOTION PICTURE PROJECTOR paar. ASSEMBLY HALL and CLASS ROOMS | NO PIG TAIL TWIST THREADS STRAIGHT THROUGH FT ad * 'R fi NO e SHAFT | BELTS ls DRIVE OR - CHAINS a LOW IN PRICE yet projects a 10 ft. x 14 ft. picture up to 100 ft., equal in quality and definition to pictures shown in moving picture houses. a \ : 15 DAYS’ FREE TRIAL = Also made with special base Compare it with any other make; if not perfectly satisfactory return it and your money will be cheerfully refunded. Many exclusive mechanical features, in point of ease of operation, long-life safety, adjustable take- up, focus adjustment, simplicity throughout. IT HAS NO EQUAL. That’s Why the United States Navy is using 25 Machines. 51 being used by Hollywood’s most famous celebrities, directors and producers. Professional quality with portability. Weight 44 pounds. Can be operated from any light system, farm lighting included. Write for interesting details. HOLMES PROJECTOR COMPANY THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION A-143 Practical, Economical Visual Instruction Specimens are easily obtained for the Bausch & Lomb LRM COMBINED BALOPTICON. The page of a book, a photograph, the specimen itself— almost anything that will illustrate the point—can be used. Even in a lighted room in which the students can take notes, objects, slides, and—with a B. & L. Film Projector Attachment—even film can be projected with surprising clearness. Send for our booklet “The LRM Balopticon” It is yours for the asking BAUSCH & LOMB OPTICAL CO. 1638 No. Halsted St. 630 St. Paul St. Chicago, IIL wa Rochester, N. Y. Builders of Our Profession (Continued from page 164) INpIA—Mason Olcott. INDIANA—Hazel Antell, Harry Orville Lanning, E. Paul Myers, R. Nelson Snider, Dorothea Thomas. Iowa—Melvin M. Goeldner, E. G. Gregory, Beulah R. Griffin, Allen R. Nieman. Kansas—Chester Huntsinger, Mrs. R. L. James, Elmer E. Pyle, Miss Veta Joe Smith, Hazel E. Wilson. MASSACHUSETTS—Clifford W. Millar, Helen A. Reagan. MicHiGAN—Ethel Mehrling, Bertha M. White. Minnesota—Astrid Lindahl, Clayton M. Olson, A. A. Wellck, Edith B. hana Missourt—Ward E. Barnes, T. D. Glaze, Nora E. Hackley, Grace M. Shepherd. MonTANA—K. W. Bergan, Francis D. Haines, Jennie L. Luke. NesraskKaA—W. H. Browne, Annie T. Cogil, C. B. Mapes, Alice M. Robinson. Nevapa—L. E. McFadden. New Hampsuire—Arthur C. Sears. .- New Jersey—William A. Miller, Elizabeth Otis, Robert Lee Saunders. New Mexico—Paul L. Fickinger, Harry Hogrefe, Vincente D. Ulibarri. New Yorx—Millicent Baum, Mrs. Eileen S. Ben- ham, J. McK. Cattell, Amy Dorothea Davison, Emma E. Irish, Elisabeth Mary Pratt, Mabel Cole- man Skirrow, Allan J. Williams. NortH Carotina—Laura D. Buckley, Ed. B. Car- roll, W. B. Crumpton, R. J. Hilker, George H. Hill, Vashti Howard, Selma C. Webb. North Daxota—Edward A. Milligan. Oxn1o—M. Hortense Beardsley, Warren E. Camp- bell, Helen Frisbie, Mrs. Martha E. Heeussler, Lucia F. Hall, C. W. Handley, Henry A. Hartman, Thomas E. Hook, Marvin S. Mitchell, Willis R. Root, Stella Turner. OKLAHOMA—L. B. Dolan, W. H. Martin. PENNSYLVANIA—Florence B. Beitenman, Michael R. Coogan, Sarah E. Irvin, A. Bessie Johnson, Alan W. Souder. Porto Rico—Hatuey Diaz Baldorioty. Texas—Mrs. Homer Milton Baker, Homer Milton Baker, Lizzie Bullion, Mrs. Fannie Davis, George F. Nelson, Verna Smith, H. S. Von Roeder, L. A. Wooldridge. Utan—Frank W. Farnsworth, Paul E. Reimann, Aaron W. Tracy. VeRMONT—Ethel Wing. VirciniraA—Lulu D. Metz, William Richard Phelps, W. E. Somers. West Vircinta—Mary V. Grose. WisconsiIn—William TT. Darling, Howard, Albert C. Jones. Wyrominc—Carl H. Ferguson. Virgie M. Completed Enrolments HE FOLLOWING schools have completed their 100 percent enrolment in the Na tional Education Association since the list was published in the April JouRNAL: Six Years or More CauirorniA—Oakland, Santa Fe. ILtinois—Maywood, Proviso Township High. MicuicAN—Battle Creek, Number 2, Number 10, Number 13. PENNSYLVANIA—Erie, Columbus. Five Years ALABAMA—Birmingham, Ensley High. CairorniA—Oakland, Manzanita, Melrose. ILLinors—W aukegan, Waukegan Public Schools. New Jersey—West New York, Public Number 1 Four Years ALABAMA—Birmingham, Moore. Ca.irorNiA—Oakland, Cleveland, Crocker Highlands, Durant, Elmhurst Junior High, Emerson, Frick Junior High, Garfield Junior High, Grant, Haw- throne, Highland, Jefferson, Laurel, Maxwell Park, McChesney, Peralta, Piedmont Avenue, Rockridge, Stonehurst, Tompkins. ILL1INois—Maywood, Msywood Public Schools. lowa—Keokuk, Junior High. Massacnusetts—North Easton, Center. MicuicAN—Adrian, Jefferson, Lincoln, Washington; Battle Creek, Number 1. Missouri—Kansas City, Penn, Scarritt, W. W. Yates. On10o—Norwood, Norwood Public Schools. PENNSYLVANIA—Steelton, Steelton Public Schools, East End, Felton, Fothergill, High, Hygienic, Major Bent, West Side. WASHINGTON—Spokane, Logan; Tacoma, Fern Hill. McKinley, Three Years CaurrornrA—Oakland, Bella Vista, Charles Burck- halter, Claremont Junior Hi¢h, Dewey, Lakeview Junior High, Lowell Junior High, Roosevelt High, Toler Heights, Webster. ConneEctTicuT—Stratford, Nichols Avenue. lowa—Keokuk, Keokuk Public Schools, Garfield, George Washington, High, Jefferson, Junior High, Lincoln, Torrence, Wells-Carey. LeutsianA—New Orleans, McDonogh Number 30. MICHIGAN—A drian, Adrian Public Schools, Garfield, Jefferson, Junior High, Lincoln, McKinley, Senior High, Washington. Missouri—Kansas City, Benjamin Harrison. Oxn1to—Meansfield, Mansfield Public Schools. PENNSYLVANIA—Chester, Clayton, Larkin. Texas—Dallas, Brown. WASHINGTON—S pokane, Wilson; Tacoma, Bryant. Two Years Cauirornia—Oakland, Campbell, Chabot, Claw-zon Junior High, E. Morris Cox, Fruitvale, Golden Gate Junior High, Horace Mann, John Swett. Lafayette, Lincoln, Montclair, Parker, Prescott Junior High, Sequoia. Cotorapo—Fort Morgan, Central. Grorcta—Dublin, Calhoun Street. ILutinois—Kenilworth, Joseph Sears; Springfield, Stuart. MIcHIGAN—Battle Creek, Number 3, Number 8, Number 12, Fremont. MINNESOTA—Minneapolis, Roosevelt High. Missour!—Kansas City, Booker Washington. NortH Dakota—Minot, Minot Public Schools. Oxn1to—Lima, South Junior High. PENNSYLVANIA—Chester, Huber. Texas—Harrisburg, Junior High and Elementary. VERMONT—Johnson, Junior-Senior High. WASHINGTON—Seattle, Seattle Superintendents and Supervisors League, Stevens. Current Year ARKANSAS—Smackover, High. CatirorniaA—Oakland, Cole, Glenview Elementary, Lazear, Longfellow, Luther Burbank. CoNNECTICUT—Wapping, Public. Cana. Zone—La Boca, Public. Grorcia—Dublin, Dublin Public Schools, Calhoun Street, High, Johnston Street, Saxon Heights. ILuinois—River Forest, Washington. KeNtucKY—Ashland, Ashland Public Schools, Booker T. Washington, Condit, Oakview, Wylie. LouIsiaNa—Zimmerman, Public. Maine—Isleboro, Grade, High. MassacHuseTts—West Bridgewater, Sunset Avenue: Yarmouthport, Hith. MicnicaN—Battle Creek, Number 11, Urbandale. (Continued on page A-144) -144 THe JourNAL OF THE NATIONAL EpucaTion AssoclATION May, 1928 VISUALIZE “3k Your Message HE S. V. E. PICTUROL Projector is hecessary equipment in the modern class- room. Educators know that teaching with PICTUROLS is most efficient, effective and permanent in results. PICTUROLS lighten the teachers’ task and make lasting im- pressions on the pupils’ plastic minds. PIC- TUROLS are available in all fields of instruc- tion. Low rental rates—low sales price. PIC- The S. V. E. PICTUROL Projector operates 7 4 . ‘ . s easily on *. Bs ag eye Be TUROLS also made to order from your own and applies successfully the most modern ial principles of superior projection. material. Write for complete catalog describing S. V. E. PICTUROL Projectors and Library of PICTUROLS. Ask for details of our offer of FREE PIC- TUROL Library for primary grades. SOCIETY FOR VISUAL EDUCATION. Inc. Mamdecturerts Producers and Detribvtors of Virwal Aids S27 3. Valle SM Chicogp. IMirvois ~ Dept. 14 IMPORT YOUR DUTCH BULBS DIRECT SCIENCE NEWS-LETTER g, from Van’t Hof & Blokker, Limmen, Holland Special Display Booth 61 ais 4 peahie Betablished 1868 stan E sure to see the Science News-Letter exhibit A. : - N. E. A. Minneapolis Convention. This unique TULIPS, HYACINTHS, LILIES, CROSUSES, ETC. weekly magazine is of wonderful benefit to Science Prices F. O. B. New York and Toronto. No Classes in Junior Highs, Senior Highs and — bothers. Catalogue Ra ne on || It includes all current discoveries and inventions. julb-growing on request. e lave many 3 " schools and colleges among our customers. Ask for sample copy and special school rates. Representative for United States and Canada 2143 B St SCIENCE amas ton, D. 0 S. B. MeCREADY, 430-W Brunswick Ave., Toronto 4, Canada wichennaleann raiciandieandis School Men Witha Car Make Summer Pay You Well ) Cerne 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 tion. Mr. ““B’’ wasa 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. F. E. COMPTON & CO. 22. SEVP apes *Names of any of above furnished on request. (Continued from page A-143) MINNESOTA—Minneapolis, Vocational High; Ren. ville, Grade. Missourt—Kansas City, R. W. Foster, Wheatley. New Jersey—Livingston, Roosevelt; Newark, Speed- way Avenue. New YorK—Mount Vernon, DeWitt Clinton Junior High, Sophie J. Mee. NortH Carovtina—High Point, Cloverdale, Johnson Street, Main Street Junier High. On1o—Hancock County, Hancock County Public Schools, Benton Ridge, Jackson Township, Madi- son Township, Marion Township, Mount Blanchard, Mount Cory, Orange Township, Van Buren Town. ship; Marietta, Marietta Public Schools. > ~ Veet Grove, Public; Waverly, Ligh. UtaH—North Sanpete District, Fairview Public, Indianola Public. WASHINGTON—Spokane, Edison, Hutton. West Vircinta—Clarksburg, Clarksbur Public Schools; Salem, Salem Public Schools, rr, East End, High, Junior High, West End. Wiscons1IN—Manitowoc, Manitowoc Public Schools. | ar | Notes and Announcements THe MINNEAPOLIS CONVENTION— Education for Citizenship is the general theme of the program prepared by Presi- dent Cornelia $. Adair for the sixty- sixth annual convention of the National Education Association to be held in Minneapolis, July 1-6. Registration for members and dele- gates will be open Saturday morning, June 30, and preliminary meetings of the Association’s Executive Committee, Board of Trustees, and Board of Direc- tors will be Friday, June 29. Vesper services will be held Sunday afternoon and a sacred concert will be held under the auspices of the National Education Association in the new Min- neapolis Civic Auditorium Sunday eve- ning, July 1. At the general session Monday morn- ing in the Civic Auditorium, there will be addresses of welcome and the annual address of the President of the Associa- tion. Sessions of the Representative Assembly will begin Tuesday at 9 o'clock and will continue on Thursday and Friday mornings. Meetings of De- partments of the Association and allied groups will be held Monday, Tuesday, and Thursday afternoons. ‘The state delegations will hold their separate meet- ings on Monday afternoon. . Wednesday, July 4, has been set aside for observance of Independence Day. There will be a patriotic program at the Auditorium in the morning and in the afternoon the visiting teachers will be guests of the City of Minneapolis. The programs for the General Ses- sions, the Representative Assembly, and the Departments are nearing completion and promise a real treat for all who at- tend. The plans of the Local Com- mittee are being made on a generous (Continued on page A-145) Vol scal one as ven cat ma to cha dri Dr spe far yes be of the the M the spt tio co! of let re A Jc so al N Si of Vol. 17, No. 5 (Continued from page A-144) scale and will help to make the occasion one to be remembered by all so fortunate as to be in Minneapolis for the con- vention. Reports from the various states indi- cate an exceptional attendance with many members driving in their own cars to the “Land of Hiawatha” with its charming lakes and many interesting drives, including the famous Boulevard Drive along the Mississippi river. Arrangements have been made for special railroad rates of one and a half fares for the round trip as in previous years and identification certificates will be distributed through the state directors of the Association. Many teachers will take advantage of the special rates to tourist points during | the summer months with stopovers in Minneapolis which is a gateway both to the east and to the west. Others will spend the weeks following the conven- | tion attending summer sessions in the great colleges and universities near the convention center. Exhibits will be in the Exhibit Hall of the new Civic Auditorium the excel- lent facilities of which insure an un- usually attractive display. Information | relating to hotels may be found on page A-110 of the April number of THE JouRNAL of the National Education As- sociation. Most of the state headquarters already have been located. > NEW SALARY SCHEDULE ADOPTED AT | SEATTLE, WasHINGTON—The Board of Education of Seattle, after an elabo- rate study of needs, has adopted the single salary schedule for its teachers. The salary ranges from $1300 for begin- ning teachers with two years’ experi- ence to a maximum of $2700 for ex- perienced teachers holding the master’s degree. Special provision is made for teachers who have reached the maximum under the old schedule. In his letter to ' the teaching corps Superintendent Thomas R. Cole states: The net result of the schedule and the adjustments is that at the beginning of the > an increase of $100. It is my belief that the . Seattle teachers have much to gain by the adoption of the new schedule, and I urge them to avail themselves of the inducement - that is provided for professional improve- | ment. The acceptance of professional train- ing in accredited schools for salary advance, whether it be for a degree or not, will enable the teacher to pursue work that will be of greatest assistance to her. (Continued on page A-146) THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION : next school year every teacher will receive | \\\\ new way of teaching cleanliness LEANLINESS is a problem in every home, school and commu- nity. To be clean is a protection to health and happiness and brings with it a feeling of well-being, self-respect, and enjoyment. The School Department of Cleanliness Institute publishes supple- mentary readers which are adapted to meet the problems of the class- room teacher and to appeal to the child himself. Review copies free to administrators. THE ANIMAL WAY By Jean Broadhurst Illustrated in color. For kindergarten, first and second grades. Tells through story and gay picture how animals keep clean all day long. First edition, April, 1928. Single copies, 25c. In lots of 25 or more, at the rate of $20 per hundred. AFTER THE RAIN By Grace T. Hallock With an introduction by Dr. C-E A. Winslow Illustrated in color. For third, fourth and fifth grades, dealing with cleanliness customs of children in many lands. First 100,000, November, 1927. Second 100,000, February, 1928. Single copies, 25c. In lots of 25 or more, at the rate of $15 per hundred. A TALE OF SOAP AND WATER By Grace T. Hallock The progress of cleanliness through the cen- turies. For seventh, eighth and ninth grades. First edition, April, 1928. Limited numbers free for school use. CLEANLINESS INSTITUTE Established to promote public welfare by teaching the value of Cleanliness Address CLEANLINESS INSTITUTE, 45 EAST 17th STREET (on Union Square), NEW YORK A-146 THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION May, 1928 | Until you see ause perfect COLOR PRINTS reproduced from PAINTING MASTERPIECES and HISTORIC DESIGNS it will scarcely seem pos- | sible that color can be represented so accurately. Museum Prints, Minia- tures, Historic Designs, Emery Prints. Let us send Prospectus and Specimen Prints Free to Teachers BROWN-ROBERTSON COMPANY, INC. Dept. N. E. 424 Madison Ave., New York | ART PUBLISHERS) COLOR PRINTS =" COLO R.—Accu- rate color is es- sential in present- ing great paint- ings for the de- velopment of Art Appreciation Send for samples and complete in- formation covering our plan for or- ganizing Courses of Study. Introductory , $3.00 ART EXTENSION SOCIETY Incorporated for Educational Service NEW YORK CITY and WESTPORT, Conn. Advice and Aid from Visual Education Authorities on Motion Pictures in the School The motion picture in the school is a comparatively new thing. Before you decide to invest in motion-picture equipment a dozen questions arise in your mind. Just how will motion pictures help in your work? What has been the experience of other schools with mo- tion pictures? Which is the best pro- jector for school use? How much does it cost? Where can you get films? Free pamphlet answers these and many other important questions. Gives successful educational and extra-curricular programs and facts about the new Acme Motion Picture Projector. If you wish we will ar- range a free demonstration in your own school. INTERNATIONAL PROJECTOR CORPORATION—Acme Division 90 GOLD STREET NEW YORK ee ee ee ee oe ee ee ee ee GENTLEMEN: Please send me free pamphlet JNE-1 on Motion Pictures in the School, and complete information about the new Acme Motion Picture Projector. Name Address City | (Continued from page A-145) Do you READ the table of figures in THe JourNAL each month? These tables are fascinating. Try reading them occasionally with a map of the United States before you. Lay a ruler along the line that gives the facts for your state. Trace the figures for the states that stand highest; for the ones that rank lowest. Try to account for the differences. The great sweep of progress and change can be compre- hended only by learning to think in terms of figures. Many of THE Jour- NAL tables cover data that are available nowhere else. VETERANS in the service who have taught for fifty years or more are asked | to send their names and facts about their teaching careers to the National Educa- tion Association. Persons knowing of such teachers are asked to do the same. The officers of the Association are eager to obtain as complete a list as possible. Address these letters to J. W. Crabtree, Secretary, 1201 Sixteenth Street North- west, Washington, D. C. THe CuHILpREN’s Moratity Cope which received the five-thousand-dollar prize of the Character Education In- stitution and which has been widely used in America has been translated and being used in France and other countries which suggests that the basic elements of morality are essentially the same every- where. THE COMMENCEMENT PROGRAM is the title of an extension bulletin issued by the University of North Carolina at Chapel Hill giving suggestions and helps. The material contained in this bulletin will be helpful to schools in- terested in vitalizing their commence- ments. The book deals with organizing for commencement, suggestions for the program, suggested types of programs, the county commencement, and materials and bibliography. A NEW SALARY SCHEDULE for teachers went into effect in New York City in January, by which elementary teachers will receive a minimum of $1608 per annum, rising to $3504 in the fourteenth year of service. Junior and senior high salaries range from $2040 to $5688. Elementary principals have from $5000 to $7000, junior-high from $5500 to $7500, and senior-high from $8500 to $10,000. In addition there are many heads of departments, “senior teachers,” etc., who (Continued on page A-148) GRACE DODGE HOTEL WASHINGTON, D. C. ‘Near the Capitol and Library of Congress Enjoy a vacation in the National Capi- tal—the most interesting city in America Special Summer Rates for Teachers Write for Information per -s@ JAMES BORINGS CRUISES SS CRUISE to EUROPE Z Via the Land of the Midnight Sun By specially chartered White Star Line s&s. S. CALGARIC June 21st THE UNUSUAL ROUTE TO EUROPE Sail from Montreal via the St. Lawrence for Iceland, the North Cape, Norway’s Fjords, and Scandinavia’s famous cities. 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. 730 Fifth Ave.,Ed. Dept. A-5 New York 15 West Gay St., Columbus, Ohio ““ “Nf ott Hs UNIVERSITY AND GENERAL TOURS EUROPE $395 ew COLLEGE INSTRUCTION AND CREDITS IF DESIRED Address SCHOOL OF FOREIGN TRAVEL INC. Managers of University Tours 110 EAST 42™ST. NEW YORK CITY steamers, college atmosphere. 50 Euro- at your service. ae offices at nd for booklet of 200 tours. COLLEGE TRAVEL CLUB 134 Bo TON St Boston Book Covers Springfield, Massachusetts Vol. 17, No. 5 THe JoURNAL OF THE NATIONAL EpucaTIOoNn AssocIATION Low Fares Pacific Northwest Rainier National Park Alaska Yellowstone America’s most dis- tinguished transcon- tinental train with every travel luxury. Roller bearings. Electrified for 660 miles through four mountain ranges. A trip on the Olympian is a vacation joy in itself. Geo. B. Haynes, Passenger Traffic Manager Room 805, Union Station, Chicago, IIl. Send me literature and information on D Pacific Northwest 0 Yellowstone 0 Rainier National Park 0 Alaska 0 Escorted All-Expense Tours a Eee ideas ee Ee Nae Rca =" a: Address weeeernencee ee ewenecece ee ee) Mention THe JournaL when writing our advertisers. A-148 Your Trip to MINNEAPOLIS Note the travel advertisements in the Journal of the National Educa- tion Association. {ACHERS yf Ton AROUND SOUTH AMERICA including the famous Inca Ruins A most unusual itinerary. Visiting Havana; Panama . . 5 F a‘ Canal; Lima, Capital of Peru; Lake Titicaca, highest Consult your local railroad re pre- navigable lake in the world; and from La Paz to sentatives for information on rates and Buenos Aires by the new Transandine Railway; Monte- a ° ar routes. See page A-142 of this issue. video and Rio de Janeiro Write for Booklet M. Leaving July 5th by new Motorship “Santa Barbara,”’ returning August 28th Independent all-inclusive tours to Europe, South America and Domestic Travel arranged at any time, ENCE TOURIST CO., INC. Leaders in South American Travel 331 Madison Ave., Cor. 43rd St., N.Y.C. 66th Annual Convention National Education Association Minneapolis, July 1-6, 1928 CANADIAN NATIONAL —TO EVERYWHERE IN CANADA Vacation OME NORTH where golf, bathing; fishing, boating and other outdoor sports can be en- joyed at their best. Here, by the sea, in the moun- tains or in forest depths, Canada offers you the vacation of a lifetime. The PROVINCES BY THE SEA. Come to one of the’delightful woodland and seashore resorts which abound in New Brunswick, Nova Scotia and Prince Edward Island. See OLD QUEBEC with its landmarks of the ancient French regime, its time-honored customs and old-world atmosphere. Visit one of the many splendid resorts along the Lower St. Lawrence. The HIGHLANDS OF ONTARIO offer excel- lent fishing in Timagami, Nipigon or Algonquin Park Forest Reserves with a wide choice of de- lightful lake and forest havens at Kawartha Lakes, Muskoka Lakes, Lake of Bays, 30,000 Islands of Georgian Bay or the shores of Lake Huron. pa 10 MINAKI on the Winnipeg River calls the lover ee ‘nr of golf and fishing. Exceptional hotel accommo- dation at Minaki Lodge, rates $5.00 a day up, American Plan. JASPER NATIONAL PARK—here you can golf, ride, hike, motor, climk, amid 5300 square miles of Canadian Rocky Mountain magnifi- Scene in Quaint cence. Stop at Jasper Park Lodge—rates $7.50 a Cees day up, American Plan, accommodation for 450 guests. Open May 21st to Sept. 30th. Jasper Golf Week, Sept. 8th to Sept. 15th. Mail the coupon for descriptive booklet. [CANADIAN NATIONAL The Largest Railway System in America Jasper in the Canadian Rockies Boston OFFICES si Portland, Oreg. Alone —p 333 Washington St. 302 Yamhill St. my pearl Il By a St Los Angeles Pacific Building Chicago * 607 So. Grand Ave. Se. Louis 108 W. Adams St. Minneapolis 314 No. Broadway Cincinnati 518 Second Ave. So. 444-7 Boatman's 19 E. 4th Street N _=_ Bank Bldg. Dixie T 1 Bldg. etiers Clout 8 505 Fifth Ave. 2 aes ee ee 948 Union Trust oy, money 83 East Fifth Street J Apgy ~~ Stttdent staeg =~ -~- Bldg. . 1500 Chestnut St. : ‘s _ Detroit 301 Franklin Trust = reg CPE SS fy 1259 ey St. Bldg. ee i ee Dulut A Seattle ae % 430 W. Superior St. an Par Dollies —FiatAn “Sn -**---... ansas City (oe a. ae 706 Grand Ave. Portland, Me. | Washington, - 333-5 Ky. Exchange Grand Trunk D.C. Bldg. Ry. Sta. 15th © I Sts. N. W. THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION National Park May, 1928 (Continued from page A-146) are paid more than the regular schedule. The superintendent of schools receives $25,000, a raise of $5000; the associate superintendent, $12,500; the secretary, $12,500, and the auditor the same. The total increase is $14,000,000 a year. A News BULLETIN has been established by the Department of Classroom Teach- ers of the National Education Associa- tion. The first issue which came from the press in April has been widely dis- tributed. ‘The purpose of the Bulletin is to furnish information concerning the work and activities of the Department to local organization leaders and teach- ers in the field. Information concern- ing activities of teachers organizations and other news will be welcomed by the editor. THE INFLUENCE of the National Edu- cation Association in other countries is often suggested in letters from them. The following paragraph from a letter by Anthony Fanta, Turnov, Czechoslo- vakia, suggests the spirit of the Associa- tion’s overseas friends: America, free and great in its progress and in the work of its teachers through state and national associations, is an example for our young state. If you are interested in our Bohemian journals of education and or- ganization I could send them to you. I thank you sincerely and beg you not to forget me. We can work far over the ocean, but so near in our ideas of democracy and sincere friendship for the best in our nations and mankind. PERSONS INTERESTED in the problem of child labor and the schools should write to the National Consumers League, 156 Fifth Avenue, New York City, for their underscored edition of National Educa- tion and Employment Program. Dr. Oscar T. Corson, who was Presi- dent of the National Education Associa- tion in 1900, has prepared a book on Abraham Lincoln—His Words and Deeds, of which he writes as follows: “Growing somewhat weary with some of the attempts to interpret Lincoln, it seemed to me that it might not be a bad idea to let him ‘speak for himself.’” I had no idea of writing a book when | began a systematic study of Lincoln sev- eral years ago. I trust the book con- tains some real character-building ma- terial.” Worp HAS COME from Brussels, Bel- gium, that THe JouRNAL article, “Cin- (Continued on page A-150) “ : Po Sea Z ay 2 oe SS sa, Vol. 17, No. 5 “4 South Africa Offers Romance Mystery ana Wonder ERE you can find a new, fresh, ever-varied and delight- ful panorama of changing scene and life. Here you will experience pleasures and thrills that will cheer your heart and remain ever a delight in your mem- ory. South Africa is a veritable treasure-house of fascinating wonders—a Pandora Box from which your hands will draw out, every moment, some new and wonderful happiness—a con- tinuous round of charms which never pall or clog. South Africa is a land of invigorating climate, where life is full of song and pleasure. Here modern civilization moves cheek by jowl alongside of picturesque, quaint, dignified native Kraal life. You will find many things you have never seen and can only find in this ancient land famous for its legendary history. Great Diamond Mines Mile-Deep Gold Fields Mysterious Zimbabwe Ruins The Magic Cango Caves Speedy, Preening Ostriches Barbaric Bantu War Dances Kruger Big Game Park and Glorious Cape Peninsula Quaint Kaffir Kraals The Mighty Drakensberg Mountains Wonderful Victoria Falls Surf bathing on unrivaled sea-beaches. _ Sea angling from rock-bound coasts for the finest sporting fish of the world. Trout fishing in Golden Rivers—the angler’s paradise. Golf on sporty courses midst near-by towering mountains. Year-round outdoor tennis on fast, true, antheap courts. You travel on comfortable railroads or along fine motor roads and rest in modern hotels. Write for detailed information and free booklet, **Tour South Africa,” or send 12c (to cover postage) for fully- illustrated travel literature. SOUTH AFRICAN BUREAU Bowling Green Offices NEW YORK CITY Whlllllllllbw bh THE JOURNAL OF THE NATIONAL EpucaTION AssocIATION WY ij, Yn. \ SS Mention THe Journal when writing our advertisers. Courtesy National Geographic Magazine. Lindbergh and the “Spirit of St. Louis” Over Yellowstone Lake Whether seen from the sky, as ‘“‘We” saw it, or from a speed boat skimming its surface, or from the restful hotel veranda, Yellowstone Lake is enchanting. It is held high in a great hollow of the Absaroka Moun- tains and its shores rise thousands of feet from the water in snow-capped peaks. This lovely lake—the rainbow-colored Grand Can- yon of the Yellowstone — friendly bears and wild animals —geysers — boiling pools of brilliant color — hot springs —the famous Cody Road and countless volcanic mar- vels may all be seen in Yellowstone Park. The 4)4-day trip through the Park costs only $45 the Lodge way, $54 the Hotel Way. The Northern Pacific is ‘‘The Yellowstone Park Line”, serving all principal gateways. We’ll gladly make reservations and arrangements for your vacation trip. Mail the cou- pon for free booklet and complete information. Northern Pacific Ry. “First of the Northern Transcontinentals” Mail this coupon to E. E. Nelson, P.T. M., 647 Northern Pacific Building, St. Paul, Minn. Nate MY VACATION TRIP If student, state schoo! and grade 106 Books or trips — ee interested in (+7) 0) Yellowstone Park . Round Trip Summer Fare from Chicago $59.35 () Dude Ranch Vacations BT ee $57.95 to 66.90 O) Rocky Mountains (Helena—Butte) . . . . . « «+ «+ «© «© « 61,95 O Inland Empire (Spokane) . . ‘ 85.05 O Pacific Northwest — 90.30 © Rainier Park Tecoma °° 90.30 Ce ON Ee kw hintaan sh: pp O Burlington Escorted Tours (all expense) ‘ . $151.04 to 238.61 ©) Canadian Northwest. rus yw. «s 90.39 The“NorthCoast Limited” Sets the! Pace Out West AN » A-—150 THE JOURNAL OF THE NATIONAL EpucCATION ASSOCIATION " ae A visit to the-Old World will in- crease infinitely your cultural growth and education! ... Let Cook’s arrange all 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 your convenience and budget (Brochure No. 27). . . of on one of the many programs of delightful group travel (Catalogue No. 1) . . . Particular at- | tention is called to The New Popular | Tours arranged for those who prefer the informal but congenial atmosphere of the Tourist Cabin; splendid itiner- aries—low rates with very comfort- able 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 in- structive voyage ... glorious days at sea... fascinating shore trips . . .visitsto 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 May, 1928 (Continued from page A-148) cinnati Sets the Pace,” has been trans- lated for publication in the Journal of the Federation of Belgian Teachers. LEARNING TO Fry— The following statement is from Aviation, a weekly magazine published at 250 West Fifty- seventh Street, New York City. It con- tains information which will be valuable to school people who expect to spend a part of their vacations learning to fly or who are responsible for advising stu- dents interested in this rapidly develop- ing field. CHOOSING A ScHOoL—With the coming of good weather, many young men will be choosing a flying school and advice as to how to get training is timely but just as hard to give this year as it has been in times past. On the whole, the larger schools probably give more effective training at a lower cost than do smaller schools. The fact that there are fewer students does not necessarily mean that they get more atten- tion because the instructor may have a multi- tude of things to do besides instructing. In a larger school, the instructor specializes on teaching and piles up a vast amount of ex- perience. The larger schools also have the advantage that they have more equipment and that repairs to planes do not hold up the schedule. ‘The airplane dealer who teaches as a sideline may have had the ex- perience in instruction but unless he receives good pay for his time he is likely to side- track this end of his work at times. _ If possible, it will certainly pay a student to go out and see flying instruction going on before he makes a choice. Be sure that the instructors have really had a good deal of experience in teaching. If the school has been established for several years in the same locality, it is easy to check as grad- uates can be written to. The condition of the equipment is perhaps a more important consideration than whether the school is new or not. Some of the best schools in the country still train on Jennies by preference, but they keep them in good condition. A school which never turns a pupil down as unable to learn how to fly is apt to be pretty shortsighted in its principles. Many of the new schools are just as good, even better, than the old ones, but there are also many of them that talk very big but really have not had the necessary experience. In re- gard to yourself, ground courses and out- side work are a nuisance but they are really helpful. Be sure that you can get enough time off so that you can go out to the field at least twice a week—oftener if possible. Do not leave long intervals when you do not visit the field or you will be wasting your time and will have to learn a great deal over again. On the other hand, do not try to crowd your work. There are few students who can take instruction and keep on learning for more than half an hour at a time, or for more than an hour during the course of a day. It takes a certain amount of time to absorb things. It is highly advis- able to take a medical examination before learning to fly—you may have defective vision and not be able to focus properly for landings. Do not start taking flying instruc- tion unless you will have money enough to finish and above all, do not go to a flying school just because the course is cheap. READER REPORTS throughout the year have shown the following articles to be the most popular: October, The A mer- ican Melting Pot; November, Cincin- nati Sets the Pace; December, Sources of Ethical Character; January, The Human Side of Teaching; February, Growth in Understanding Children; March, Growth through Reading. How To USE JouRNAL booklists in se- lecting gifts for commencements— Smoky (reviewed in October, 1927) is a book which the boy or girl graduating from the elementary school will love and appreciate. The Child's Own Library (November, 1928) lists the old favo- rites for younger children which would be loved by kindergarten graduates, and old favorites for older children—tales which have been popular for genera- tions. New favorites for both old and young children provide fresh inspiration for those who have a sound acquaint- ance with the classics of childhood. For the college graduate the books discussed by Jesse Lee Bennett in the March JOURNAL are among the most talked-of in modern thought today. The teacher, either the newcomer from the teachers’ college, or the graduate student receiv- ing a higher degree, will find pleasurable and helpful reading among the books of the Sixty Educational Books for 1927 in the March JourRNAL. Forty A meri- can Books—1926 in the April number gives the cream of all the books printed in America for that year and furnish suggestions for books to give to discrim- inating readers graduating from college or teacher-training schools. THE FEELING of the English people about the naval race with the United States is suggested in comments of the British press. The following editorial is from The Spectator: We have suggested that the government should go out of their way to make it clear to the United States that we welcome their claim to equality. To speak of Great Britain as sanctioning or agreeing to the American demand is, of course, only a man- ner of speaking. The issue as regards equality is not and never has been formally in dispute. We believe, nevertheless, that as the idea is current that Great Britain in effect desires that the United States should not have equality, the government would be well advised: to make a point of removing the misapprehension. (Continued on page A-152) Vol. ay Vol. 17, No. 5 Enjoy a‘House Party’ Vacation —In America or Abroad In America and Europe, Art Crafts Guild Travel Bureau offers care-free, all expense tours, person- ally conducted by expert couriers. All reservations made in advance; sight-seeing well planned; ‘‘the most travel value for the money.” Enjoy a summer of worry-less travel in company with congenial members of ite Tours to Europe or House Party Tours of the U. S., Canada and Alaska. UROPE *%385 ALL EXPENSES— £52 Visit § Countries ™ See England, Belgium, Holland,Germany, France —or Italy, France, Switzerland. Weekly sailings during May, June, July, August, College orchestras on shipboard. $385 pays all traveling and sight-seeing expenses on sea and land—includ- ing round trip, Tourist Third Cabin ocean passage on famous Canadian Pacific ships, extensive sight-seeing programs, good hotel accommodations, usual meals, all Ame abroad. Ask for Booklet oe , “Wonderland « of the West” $2.55 Two Weeks All Expenses DeLuxe Special Trains with caeiation cars, meneune from Chicago over The Milwaukee Road, y cng June, July, August. Visit Sioux Indian Butte copper mines, Rocky Mountains, Rainier National Park, Spokane, Tacoma, Seattle. By steamer on Puget Sound to Victoria and Vancouver, British Columbia. Homeward via Canadian Pacific Railway, ater gd at Field, Emerald Lake, Yoho Valley, Lake Louise, Banff, Moose 7. Minneapolis, St. Paul. $255 includes transporta berth, hotels, meals, sight-seeing. Extensions if desired to Yellowstone teen A - California, Salt Lake and Colorado. Write for Booklet “D caarts Guild Travel Bureau Dept. 482, 510 North Dearborn Street, Chicago, Illinois EUROPE Every deck, every sunny corner—yours Four splendid ships, Minnekahda, Minnesota, Devonian and Wini- fredian, carry only one class— TOURIST Third Cabin. And so, even though you pay only 3c a mile for your crossing, you have the complete freedom of the ship. No class distinctions. $102 3 ONE WAY , . Or, if you wish, you may go “TOURIST” in specially reserved quarters on such famous liners si8 4 50 as Majestic, world’s largest ship. up Homeric, Belgenland. ROUND TRIP May we not send you complete information about our many sail- ings to principal ports of Europe? Gidea. RY WHITE STAR LINE RED JTAR LINE REYEAND LINE LINE SRTERMATIONAL MERCANTILE MARINE COMPANY Address No. 1 Broadway, New York City, our offices elsewhere, or any authorized steamship agents. Mention THe JourNnat THE JouRNAL OF THE NATIONAL EpucaTion AssocIATION when writing our advertisers. 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: an accident while traveling in Ireland. However, | was under the T. 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.” “Last August I met with 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 591 T. C. U. Bldg. Lincoln, Nebr. FREE---This Identification Tag for Your Traveling Bag Ths tc xc Tt. GH UV, Identification Tag. It has a space for your name | and address, with a trans- parent cover for protec- Dame Tessier Wig i-cs.). 2.6.5.2... School. tion. It might save your I am interested in knowing about your Pro- bag from being lost. We | tective Benefits. Send me the whole story and have only a limited num- | Booklet of testimonials. ber, but they are free to I NE OE erates ness censncensesdssedesece teachers as long as they | Se MeRes DAs iid biled sind adds Jéwicedotvivsd st. d th pn. last. Sen fae any ! (This coupon places the sender under no obligation) FREE Information Coupon To the T. C. U., 591 T. C. U. Bidg., Lincoln, Nebraska (Continued from page A-150) Probably America would not want to build up to our naval strength, as she would have no possible use for so many ships. Even if she did, no harm would have been | done. | If we are told that we are advocating jee acceptance of a risk, we can only reply that by far the greatest risk in the world is to accept the assumption that war is prob- 'able, and to ruin ourselves in preparation | for an event which the Geneva Conference ‘should have removed from the category of | possibilities. ‘THECASE IN PROFESSIONAL ETHICS. The following letter and the reply thereto which are published without giving the names of the writers show the impor- tance of eternal vigilance if the prac- tises of school people are to be kept on the highest ethical plane. and professional 1928’s Better Way Abroad... Cunard Cabin Service ... You may get to Europe in 5 days if you choose . . . on the fastest boat of the Atlantic... Cunard’s Mauretania. Dear Sir: At first thought the proposition we are about to make to you may appear to be a fake, and especially under present doubtful business methods used by some. But we want to assure you that we are absolutely sincere in the matter and guar- antee that we will carry out our agreement to the letter. We are very anxious at this time to ascer- tain changes to be made in your school or those in your locality of which you may have knowledge, in the hope that we may recom- mend teachers who we know to be well qualified for the positions. We do not ask you to put forth effort in obtaining this in- formation and imparting same to us gratis but will be very pleased to compensate you for same to the extent of $10 for each vacancy referred to us which we are en- abled to fill. Needless to say we will put forth every effort to fill every vacancy of which we have knowledge and also that we are in a position to fill most any vacancy as our listings are great and will become more so as the present season comes to a close. In furnishing this list kindly give. us all qualifications obtainable along with salary same will pay and to whom application must be made. We would like to have the pleasure of mailing you a check for at least $100. Will you cooperate with us in this matter? Thanking you in advance and awaiting receipt of list of known or anticipated vacancies for 1928-9 we are, Yours very truly, , Manager. Or... you may take the more leisurely Cunard “Cabin” way that so many travellers now prefer... 7% delightful days at sea... in the Scythia and Laconia . . . two distinguished cruise ships .. . cruise luxur- ies at cabin rates!...or in the Caronia and Carmania which have just had % million’ dollarsin improyvementsadded to their charms... hot and cold running water... real beds . . . glass-enclosed decks. The Lancastria and Tuscania ... another popular pair... make up the third team of this bigger and better service. And travelling the “Cabin” way there is this happy compen- sation... Do you object to a moderate fare? ...Cabin rates .-- $152.50 and up. Tourist Third Cabin $107.50. Have you joined the’ Cunard Travel Club? Membership $1.00 for 1 year. CUNARD The superintendent of schools who received the letter sent the following reply: Dear Sir: I have your letter offering me ten dollars for each vacancy of which I notify you and which we fill with your nominations. If I knew of any way of having you prosecuted I would gladly institute proceed- ings against you. In my opinion such prac- tise is most damaging to the profession. I for one shall never betray the trust by using my office for personal profit in any such manner. Very truly, , Superin- tendent of City Schools. See Your Local Agent 1840- EIGHTY -EIGHT- YEARS: OF- SERVICE-]1928 THE JoURNAL OF THE NATIONAL EpucATION ASSOCIATION May, 1928 The JourNat will appreciate having its attention called to other specific cases which involve professional ethics, JOURNAL READERS who have requested articles on citizenship will find the ar- ticle, “Young Citizens’ League of South Dakota,” in the December, 1927, Jour- NAL helpful. A recent letter from C. G, St. John, superintendent of public in- struction in South Dakota, says: There are over 3500 of these leagues now in the state that are training children of all grades for actual citizenship. The league takes up such work as the conducting of business meetings, making motions and entertaining them, electing officers, appoint- ing committees, such as a committee to look after the flag, a courtesy committee, a com- mittee on cleanliness of school grounds, and a committee to assist the teacher in keeping the schoolhouse clean. These leagues are also taking up project work. This year the main project is to reestablish the school libraries. The books are being rebound where needed, and recataloged, and books of no further use are being taken out and a number of new books added to the libra- ries of each of these schools. Last year the main project was the planting of shrubs and trees, and this will be continued this year as a secondary project. Another project is an essay and speaking contest held first in districts, then in counties, and finally a state contest on the subject, “The Eradica- tion of the Barberry, and Its Effects upon the Development of Black Stem Rust in Grain.” By this means we expect to famil- iarize every child in the schools with the nature of this plant and its destructive in- fluence, and by so doing, we hope to be of material benefit to the farming industry of South Dakota. “Tue New EpucaTion IN PoLanp” is discussed in a manuscript by Margaret E. Jones of Philadelphia, from which she authorizes THE JOURNAL to quote the following: Since the foundation of the new Polish Republic in 1919, education has developed extraordinarily. The number of primary schools has increased from 18,000 in 1910 to 27,000 in 1925. School attendance improves every year: 65 percent in 1921, 90 percent at the present time. Progress is especially remarkable in the old Russian territories, where instruction was very little developed. In Warsaw, the school attendance, 13 per- cent before the war, was 83 percent in 1926. Public instruction is obligatory and free, and the constitution allows the open- ing of private schools under the control of the state. There is a growing tendency to- wards the American school system. They are working on the problem of the rural school. There are special classes for ab- normal children. Post-school instruction is going to be made compulsory for all boys and girls from 14 to 18 years who do not go to high school. Agricultural schools, like the popular universities in Denmark, are growing rapidly (there are already more (Continued on page A-154) Vol. 17, No. 5 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION CLEVELAND SUMMER SESSION SENIOR TEACHERS COLLEGE of WESTERN RESERVE UNIVERSITY CLEVELAND SCHOOL OF EDUCATION Six Weeks: Fune 18 - Fuly 27 CALL courses are on a University basis and hence will be received by the University for credit toward a degree. Some special features: A public elementary school in regular session for observation and demonstra- tion purposes. A complete offering in departments of instruction. A Modern Language School and French House in which French and Spanish only are spoken. A nature school and camp established at Western Reserve Academy, Hudson, Ohio. Recreation facilities at University Circle, on the lake and within the city. For general catalog and other detailed information address THE REGISTRAR Cleveland School of Education Building Cleveland, Ohio in the Olorado ockies: Continental Divide—Seen on Student Tours 5,000 miles of cool, delightful travel on largest, fastest ships in the service. Fortnightly service bynewS.S.California, largest steamer ever built under the Amer- ican flag, and the popular S. S. Man- churia and S. S, Mongolia. Apply to Passenger Dept., No. 1 Broadway, New York, where, or any S. S. or R. R. agent. cific line our offices else fonama fa INTERNATIONAL MERCANTIL One Way Water One Way Rail From home town back to home town. Steamer either way. Choice of rail routes across Continent. $350 Ist Class. $225 Tourist Class. -One Way— $250 Ist Class, $125 Tourist. MARINE COMPANY The University of Colorado, in the foothills of the Rockies, offers you unsurpassed opportunities for combining summer study with recreation. Organized hikes and week-end outings; mountain-climbing; visits to glaciers; automobile excursions to Rocky Mountain National Park; moun- tain camp maintained for summer students. Altitude of one mile, within sight of perpetual snow, gives unexcelled climate and stimulating atmos- phere. First Term, June 18 to July 21 Second Term, July 23 to August 24 Courses in Arts and Sciences, Law, Education, Business Administra- tion and Journalism. Art courses given in cooperation with New York School of Fine and Applied Art. Field courses in Geology. Maison Francaise, Casa Espafiola. University Theater with special instruction in Dramatic Production. Many courses for teachers, supervisors and ad- ministrators. Opportunities for graduate work in all departments. Excellent library; laboratories. Organ recitals and public lectures. Vacation railroad rates. Boulder common point from Eastern States. UNIVERSITY OF COLORADO Boulder, Colorado —— a oe ae ee Send Today for Complete Information — Director Summer Quarter (Dept. S), University of Colorado, Boulder, Colorado Please send me the Bulletins checked below: Summer Quarter Catalogue Summer Recreation Bulletin Field Courses in Geology Graduate School Bulletin Write Name and Address in Margin and Mail ‘Mention Tue Journat when writing our advertisers. THE JOURNAL OF THE Nati! ONAL EpUCATION ASSOCIATION May, 1928 Pestalozzi Froebel Pr rimary Training boom eo College June 19—Summer School—July 27 LOCATED ON THE LAKE FRONT, CHICAGO Summer Courses in Primary and Kindergarten Methods—Nursery Schools, Curriculum, Nature Study, Hand Work, Dramatics, Playground Work. Comfortable Dormitory. Address Registrar, Box E, 616-22 S. Michigan Blvd., Chicago oes | Earn Your Credits in | Delightful Surroundings q dD 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. ~D Courses are offered for graduate students, those desiring credit toward college degrees, teachers working for certification credit and those wish- ing to study only for professional or self im- provement. Summer Session [ q D University of Vermont July 5 — August 11 A summer school combining excellent educational opportunities with recreation and the improvement , of health. Subjects: ¢ Arithmetic Rural Education _ Art for Public Schools § Secondary Education Botany English _ : : : Mathematics Commercial Subjects Modern Languages ef) School Administration Greek A _ and Supervision Latin . Fine Arts Vocal and Instrumental General and Educational usie : Psychology Public School Music Philosophy of Education History ee Educational Physical Training ) Measurements Social Science Methods of Teaching Zoology Write for further information and illustrated bulletins. Bennett C, Doua.iass, Director of Summer School D ef University of Vermont Box B Burlington, Vt. Burlington on-Lake- Champlain Perry Kindergarten Normal School Founded 1898 by Annie Moseley Perry Three-year course for kindergarten, primary and play- ground pesitions. Supervised practice teaching. Uni- versity credits. Enroll now for entrance in October, 1928. Send for booklet, ‘“Training Children.”’ HARRIOT HAMBLEN JONES, Principal 25 Huntington Ave., Room 316 Boston, Mass. SUMMER SCHOOL July 2nd to August 10th For Teachers and School Librarians HOME ECONOMICS LIBRARY SCIENCE DREXEL INSTITUTE PHILADELPHIA SUMMER SCHOOL where SUMMER’S COOL Combine study under em- inent professors with a va- cation in the Evergreen Playground Graduate and U aduate Work in Nine Schools and Colleges Two Terms June 12 to July 17 July 18 to Aug. 22 Write for complete ulletins to Henry A. Burd Director of Summer uarter UNIVERSITY of WASHINGTON SEATTLE *“‘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 The Sargent School rr“ For Young Women L. W. Sargent, President Cambridge, Mass. Founded 1881 by Dr. D. A. Sargent 1482 WOULD YOUR SCHOOL LIKE KANE’S PICTURESQUE AMERICA Sent postpaid for 30 days’ free use? Net Price, Schools, $6.67 Resorts and Playgroundsof America 358 Fifth Avenue New York (Please use school letterhead) (Continued from page A-152) than a hundred.) Cooperative schools, the Boy Scout movement, selfgovernment, are encouraged. Associations of the teaching staff are very active and especially concern themselves with the training of instructors, New Pans have recently been an- nounced by the Committee on World Friendship among Children which spon- sored the “Doll Messengers of Friend- ship” to Japan. The new adventure is with Mexico. The plan is to send “Friendship School Bags” for boys and girls in the schools of our neighbor in the south. Each bag will contain ar- ticles of interest and help in the life of school children. Groups of every kind, of young people and children, are invited to have a share in this adventure. A pamphlet giving detailed instructions and suggestions has been prepared and will be sent free to those who desire to share in the project. Address Committee on World Friendship Among Children, 289 Fourth Avenue, New York City. SECONDARY SCHOOL ADMINISTRATORS and teachers in the United States are invited to attend the meetings of the International Congress of Professors of Secondary Schools to be held in Buchar- est, Roumania, July 19-24, 1928. The following facilities and inducements are offered by the Roumanian Government: (1) Free visa of passports. (2) A fifty percent reduction on Roumanian rail- roads from the frontier to Bucharest, and return; also separate cars for larger groups traveling together. (3) Free lodging in the best hotels in Bucharest. (4) Two official banquets offered by the local organizing committee. (5) Vari- ous exhibitions, receptions, etc., which will be organized in honor of the con- gress. (6) A series of diadactical and cultural publications. (7) A_ six-day excursion in the most picturesque parts of the country, in order to visit the vari- ous Roumanian cultural institutions. This excursion will be entirely at the expense of the Ministry: of Public In- struction. It is requested that those who desire to attend the International Congress notify the Bureau of Education of the United States Department of the Interior, Washington, D. C. A GRADUATE FELLOWSHIP of $1000 at Teachers College, Columbia University, for 1928-1929, is offered by the National Bureau of Casualty and Surety Under- writers. Information may be obtained from Albert W. Whitney, National Bureau of Casualty and Surety Under- writers, One Park Avenue, New York.