. MAY 2 9 1099 VOL. XVII JUNE, 1928 il iF | < \ tHe JOURNAL oF the NATIONAL EDUCATION ASSOCIATION vs WG | ‘= i « { pb it - ‘alma a mn lu , = ae Ce 2 Te Sn Sen es < |Wpsy =i Al a =i ying ¢ The Teacher’s Philosophy of Education—George Willard Frasier ; Elementary Rural Teaching as a Career—Ernest Burnham . : ‘ 167 Sunshine Camp in Cambridge—Hilbert F. Day ; ; ; ‘ ‘ 169 Once Upon a Time in Delaware—A Great School Exhibit . ‘ : : 173 “A Notable Junior High School—Margaret Romer . ; ; : ; 175 The Wheel of the Girls’ Adviser—H. Reed Fulton . ‘ ‘ ‘ ; 177 Our State Associations, 1927-28 ; 3 ; ‘ P : . 179 Editorial—Next Year’s Journal , ‘ , ; : 180 American Education Week November * 11, 1928 ‘ ' ; . ‘ 181 Headquarters Retirement System 5 > ‘ ; ; : 182 Selecting the Best Textbooks—Frank X. Goulet ; : ‘ : P 183 Educational Cooperation . ‘ ‘ ‘ ‘ . 185 Interpreting Educational Needs—Notable Posters : ; P : . 186 An Elementary School Library for $500 . , . , ; ; ; 187 Effective School Library Service ‘ : ; ; : 189 Public School Expenditures in 1925- 26-—-Statieties 190 President Adair’s Program for the Minneapolis Convention ; ‘ , 191 Tentative Programs of Departments and Allied Organizations . : ; 192 Taxes in United States and Other Countries—John K. Norton. ‘ ' 195 Builders of Our Profession ‘ ; i ‘ . ‘ ; , 196 Proposed Amendments to the Bylaws ‘ ; : 197 Minneapolis Convention—Railroad Rates and Special ' Excursions ‘ . A-174 Department of Superintendence—Cleveland : ; ; ‘ . . A-175 Notes and Announcements : : : ; j . A-177 Hl ‘ Ss ag, | = -_ Le 41 [ats t__{j i i ate ‘= aes Ui | J ined €) as i V sc Re Contents of previous issues of The Journal of the National Education Association can be found by consulting the Readers’ Guide in your library. TD nin Is 4 oad = <6 | ( (— = Published monthly, except July, August, and September, by the NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SixTEENTH STREET NortTHweEst, Wasuincton, D. C. a Entered condclass matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24,1912. Acceptance . for mello at special rate of postage provided for & ia section 1103, Act of October 3, 1917, authorized January 26, 1921. vines TM nie ole HIS Leet *This -“e- ry of ‘WI hat’s Nae in mental testing is a notable as well as a us a cont ibution to this important field and it is indis pensable.”’ | strou im The Saturday Review of Literature. - Manual of Individual Mental Tests and Testing AUGUSTA BRONNER, WILLIAM HeEALy, GLApys M. Lowe, and Myra E. SHIMBERG This manual presents what is probably the most compre- hensive collection of tests in the field of individual psycho- logical diagnosis. The authors’ point of view is derived from many years of practical experience in studying the mental capacities of young people. Some of the outstanding features of the book are the inclusion of a number of hitherto unpublished tests of special abilities; the assembling, and thus making readily available, of many tests which until now have been scattered in numerous publications; the descrip- tions and illustrations of the tests and of the methods of giving and scoring them; the norms for the tests, embody- ing much new research, and a section on the meaning and values of the tests. Because.of the scope and the scholarly nature of the work, the ample references to sources and the organized bibliography, this manual will be invaluable as a text in college courses and as a handbook for psycho- logical examiners. With many illustrations. 287 pages. For Sale at All Booksellers LITTLE, BROWN & COMPANY BOSTON PUBLISHERS $3.50 Three Outsta iding New Series THE STRAYER-UPTON ARITHMETICS Three-Book Series Two-Book Series Cn ager Their authors are: Georce Drayton Strayer, Ph. . Professor of E ducation, Teachers College, Columbia University, = % F IFFORD 3REWSTER Upton, A. M., Professor of Mathematics, Teachers College, Columbia University. NEWMAYER AND BROOME’S HEALTH AND HAPPINESS SERIES Four-Book Scries Their authors are: S. Werr Newmayer, A. M., M. D., Supervisor of Medical Inspection of Public Schools, Philadelphia, and Epwin C Broome, Ph. D., LL. D., Superintendent of Schools, Philadelphia. THE CRUMPTON-HOSIC JUNIOR HIGH SCHOOL ENGLISH Three-Book Series Their authors are: Craupta E. Crumpton, A. M., Head of English Department, Hutchins Intermediate School, Detroit, Mich., and James FLeminc Hosic, Ph. M., Ph. D., Professor of Education, Teachers College, Columbia University. AMERICAN BOOK COMPANY HOME FOLKS A Geography for Beginners into the third HUMAN GEOGRAPHY a Peoples and Countries Bk. II. Regions and Trade of them said they didn't have the money. I told A complete course in geography by phy. J. Russell Smith of Columbia University the amount and I'd order the geogra— I used the eggs." WINSTON ™ Her name 1s a secret. but her act is too saat to withhold "I have never introduced any book grade that has carried with it more pleasure and interest Perhaps you know Dr. Smith better as a re- sult of having read his articles on the Missis- sippi Flood which have been supplied, by request, to more than 22,000 individuals concerned with the teaching of geography. In whatever Dr. Smith writes, interest is the keynote. than the geography HOME FOLKS. ... Every recitation has been full of enthusiasm. I do not want to spoil all I've said but may I add this: I priced the book to the children. Some them to bring eggs to A Georgia Teacher Home Office and CHICAGO ATLANTA SA ee ee FOR Manufactory, Philadelphia N FRANCISCO TEXTBOOKS DALLAS TORONTO NEW YORK CINCINNATI CHICAGO BOSTON ATLANTA TT TT Ss A | President, HE MOST IMPORTANT thing about a teacher is his philosophy. By phi- losophy 1 mean the way he looks at the vital problems of life and educa- tion. Differences in philosophy alone make some teachers dynamic forces in the lives they touch and others mere plod- ding, routine followers of the courses of study. This difference of thinking also explains why some teachers are content to teach in a preparatory school that crams for examinations, while others, to be happy, must teach in those schools where citizenship and character are the main objectives. This difference in thinking explains different attitudes toward subjectmat- ter. It makes some teachers regard our great accumulation of knowledge as something that must be put inside the craniums of pupils so that they may have that mythical thing called “educa- tion.” Others see in this great social and factual heritage something to be used only when the past can help explain the present, or predict the future. This difference of philosophy also explains why some teachers have trouble with discipline in the classrooms and others live in harmony and happiness with pu- pils. It also explains why some teach- ers teach subjects while others teach children. Somewhere in the preparation of a teacher very serious attention should be given to the philosophy of education. However, whether a teacher studies this subject or not, he still has a philosophy of life and a philosophy of education. The way he views the ordinary events of life, his attitude toward social problems, his attitude toward religion, politics, la- bor, and various other organizations make up his philosophy of life. same manner, the way he looks at the problem of education will constitute his philosophy of education. What is edu- cation? Why should children go to school? What should a teacher hope to accomplish? What is the function of subjectmatter? What is the value of method ? Whether a teacher is conscious In the. _ The Teacher’s Philosophy of Education GEORGE WILLARD FRASIER of these questions or not, the way he attacks his problems is determined by his basic thinking on these questions. The i A CHILD learns to listen to good music and to love it while attending school, and then keeps on through life with this enjoyment; if he learns to appreciate beautiful pictures and artistic surroundings, and takes this love with him when he leaves school; if he learns to play games that add to the happiness and healthfulness of life, and then keeps on playing them; if he learns good health habits, and keeps on practising them; if he learns to be a good citizen of a school com- munity, and keeps on being a good citizen in a larger community; if his interest in history in school develops into a permanent interest in world affairs; if the good English he learns to speak in school is carried into adult life; and if all the good habits, ideals, and attitudes he develops in the elementary school remain with him throughout life, that child has got the thing we call education.—G. W. F. world has had and still has many philoso- phies of education. Some of them have persisted for centuries. Others have come and gone. It is my desire in this paper to explain to you a good philoso- phy of education—one which helps me answer the above questions, and one which makes teaching a delightful occu- pation. There is nothing original in this philosophy which I state. It proba- bly has been best stated by John Dewey and his followers. Dewey is generally considered to be one of America’s great- est educational philosophers. His teach- ings form the basis of the most advanced thought and practises in the best Ameri- can schools today. Dewey’s philosophy is concerned with public education in a democracy. If America is to continue as the world’s greatest democracy, we must have education that is democratic in its thinking and in its practises. A short explanation of Dewey’s philosophy is here given. Education is life. Many educators [ 165 { Colorado State Teachers College, Greeley, Colorado have believed that the child existed tor the sake of the man or the woman that was to be, and that education should be preparation for the adult life to come later. This is true to a certain extent; however, education is more than prepa- ration for life. Education is life. It is a continuous process from the begin- ning to the end of life, both in and out of school. Deal with the child each day as an individual with real problems to solve and a real life to live, and when he reaches maturity he will be more able to deal with the adult problems that will then confront him. Education is growth. When a child grows from what he is one day into what he is the next day, the great proc- ess of education is taking place. As long as growth continues, education is going on. It is the function of the school and the teacher to see that this growth continues day by day. If growth is a constant process during school life, then it will continue after the child leaves school. Growth that begins in school and continues throughout life is the great goal of modern education. To make this theory concrete, let us see how it has been applied to one school subject, reading. It is no longer con- sidered enough for a child to learn the mechanics of reading; he must be given ample opportunity to read and to enjoy good literature. He must form good library habits. He must learn to know worthwhile literature. Knowing how to read is valueless unless a child learns what to read. If the school accom- plishes this, the individual as an adult will continue to read good literature. This is true education because it is growth started in school and continued throughout life. Education is a social process. Educa- tion in America must be education for democracy. If education is life and growth, then it must be life within a so- cial group. It was believed at one time that education was best accomplished in a quiet place where the learner was un- interrupted. It may be true that learn- ee eee ing takes place under such conditions, but education is much more than learn- ing. It is living. Schools must be dem- ocratic communities wherein children live natural, democratic lives with their companions and grow into adulthood with good citizenship a part of their ex- perience. In sharp contrast to this method is the one which would have children learn the rules for good citizen- ship. These rules may be taught in a nondemocratic school by a teacher who is an autocrat. The difference between the results of the two methods is that in the first case the children, through ex- perience, are good citizens, while by the second method, through knowledge, they merely know how to be good citizens. Education is the continuous recon- struction of experience. ‘The activities of each day are based on past experience. Every day of a child’s life is conditioned upon previous days. However, if edu- cation is growth, some new element is also added. When the new experience is added to the old, it is all reorganized in the light of the new experiences. This forms a new basis for experiences to come later. The “recons‘ruction or re- organization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience,” is, according to Dewey, education. This, in brief, is Dewey’s idea of edu- cation. There are many other philoso- which deserve mention here. Probably the one which is most im- portant is the one which declares that education is preparation for adult life. This theory has a large number of fol- lowers at the present time. In fact at least two of our great schools of educa- tion believe and follow this philosophy. In brief, if you wish to find what should go into a curriculum for spelling, you should search out those words used by adults and teach them to children. If you wish to discover material for geog- raphy, find out those geographical facts an adult needs, and teach them to chil- dren. The same line of reasoning goes through all of the subjects. This idea is contrary to the philosophy which says children should learn to spell those words that they need in their school work. They should learn those geographical facts which they need in their interpre- tation of the material they read during school life. This philosophy of educa- tion also teaches that each school and each grade is a preparation for the grade or the school above. The problem of the elementary school is to prepare for phies 166 THe JOURNAL OF THE NATIONAL EpucATION ASSOCIATION June, 1928 high school, and the high school to pre- pare for adult life. The philosophy in which we believe condemns such an idea of education. If education is life and growth, then a child does not go to school today so that he may be prepared to go to school to- morrow; he goes to school today in or- der that he may live to the fullest today. People who believe in education as preparation not only think that each school is a preparation for the school above, but that each part of the school is a preparation for adult life. Children are constantly told that they must do this and must not do that because they will need this and will not need that when they become adults. This is a very bad philosophy of education. Chil- dren live proverbially in the present. It is dificult to get a young child to do an uninteresting task because it will help him to do something when he becomes an adult. The old idea that we should test all educational values by future needs re- sults in procrastination. When a child is assigned a certain problem and told that he must accomplish it because it will help him when he grows up, he-will naturally think that because it will be a ’ long time before he is grown up he will have a long time to do the problem. However, if a real problem is assigned to a pupil and he sees the connection be- tween the problem and his present life, he will do the problem now and not some time between now and adult life. When you take away from children the immediate appeal of work, it is necessary for the teacher to substitute artificial means in order to accomplish his end. Threats, bribes, and punishments are common as a means of compelling chil- dren to work when the work has ‘no meaning to them except preparation for adult life. It is not necessary to go to the oppo- site extreme and say that education B ipnscs children are learning to use tools in ways that link up with their lives out of school. should not prepare for adult life, but it is wrong to consider preparation for adult life as the end of education. If a child grows and lives to the fullest to- day, he will be able to live better and grow better tomorrow, and when he be- comes an adult he will be prepared to live to the fullest as an adult. This is, in truth, preparation for the future. But the child does not know that he is pre- paring for the future, and he does each tasl: of each day for the joy of doing the day’s work well. All through the many changes in edu- cational belief, we have always had some who held to the doctrine of formal discipline, and we still have them. These believe that subjects are taught not par- ticularly for subjectmatter value but for the mechanical effect they have on the mind. Its psychology is the old faculty psychology discredited by Herbart. Its chief stronghold is among those teachers who teach subjects of little intrinsic value and who must find some excuse for_educational life. Another philosophy we have always had with us is the “knowledge idea.” Children go to school to get knowledge. The aim of teaching is to impart facts. He who knows the most is best educated. It is the philosophy of the college pre- paratory school. In such schools meth- ods of teaching are secondary. Teachers who would lose their positions the first year in a real school flourish in these fact factories. These are a few of the various phi- losophies of education. I have given them for the purpose of demonstrating to you that a philosophy of education may have a tremendous effect on the teacher’s work. Step into any classroom and you can tell by the way the teacher does his work whether he thinks his classroom is a part of life, or whether he thinks it is a place where children should be disci- plined, or a place where they should be given much knowledge. The teacher’s problem, then, as far as child and subjectmatter are con- cerned, is to see that the child and not the curriculum is served. When the child and the curriculum fail to fit, it is the curriculum and not the child that should be adjusted. The teacher must also remember that his school should be a cross section of life where such things as character and citizenship are devel- oped as a valuable byproduct of the day’s work. ‘The teacher also should see that the children form those habits, both men- tal and physical, that will best serve them in living and in earning a living. , ee - signi all 1 of t| phil stan ple; upo the! age beit spit cha cal of cal of th SS OC OD = a Elementary Rural Teaching as a Career Ernest BURNHAM Director, Department of Rural Education, Western State Teachers College, Kalamazoo, Michigan HE PREPARATION of rural teachers is a major problem in rural edu- cation, and rural education is a significant and an interlocking part of all public educational effort. Awareness of this major problem is spreading from philosophers and statesmen to a con- stantly more inclusive number of peo- ple; and the emphasis rests at present upon the evaluation, for purposes of fur- ther development, of the institutional agencies and the leadership which are being applied to its solution. When ambitious, intellectually and spiritually endowed young people are challenged by possibilities of professional careers in education nowadays, the best of them are not thinking in terms of lo- cality, but rather of difficulty or need of adventure, of creative pioneering on the frontiers of progress.. The voice they . hear says in the words of Kipling: Something out there, something hidden, Go and look behind the ranges, Something lost behind the ranges, Lost and waiting for you, Go! The truth of a depressing economic sit- uation, which is seen in the rapid decline from the high crest of affluence to which farming had come during the war, and which has not yet in some places come to the bottom of the wave trough; the state of flux of rural institutions result- ing from the decreased rural population, OULD You choose a school which of these would you attend? The school on the left does not exemplify this ideal. good roads, and quick transportation, which make larger units for institutional a ba ly ITS DAY this was considered an excellent school plant, but since then standards have gone up for schools as well as for homes and methods of transportation. service certain; and the multiplying uses of science expressed in power devices and x . > pal affects the child’s life and carries over into beautiful homes and communities. [ 167 ] mechanical applications in food produc- tion and rural living, whereby the whole level of rural intellectual life is being changed—all enter challenging elements of change into the situation. The “new dispensation” which is in process of being begotten in country life is certainly one of the most impor- tant facts demanding thought today in this free nation. Deans of state colleges of agriculture are saying that America is to have a minimum necessary number, possibly twenty percent or less of her total population, producing the food for all, under conditions of economic, spcial, and educational equality ; or a larger per- cent of the population producing the food in peasant conditions of accepted inferi- ority. If this is a true statement of the situation, then the outcome of the whole agelong struggle for democracy is here at stake. Does anyone doubt that educational agencies now in action and better organ- izatidns for equalizing educational oppor- tunity both as to distribution and effec- tiveness are to be the mightiest force in this blood and iron struggle to succeed permanently as a democracy? The vor- tex effect of urban life can be offset only by the intelligent mastery of the obstacles and the appreciative interpretation of the advantages of rural life. This counter- acting influence has long been gathering force by the rich gifts of science and in- Education is a continuous struggle for the finer and better things. | The one on the right is an example of beauty and good order which | 168 THe JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION vention and an instinctive rejection of the too highly artificialized conditions of urban life. The real name of the sym- bolically beautiful figure of Justice hold- ing the scales over county court houses in the United States is Education. There is now a veritable hierarchy of learning and of social understanding which insures the future of rural, together with all public education, institutions of provided problems of economic, social, and administrative justice can be solved. The has articulate relations with some school smallest local elementary school of secondary grade through privately or, as in most cases, publicly paid tuition; the graduates of high schools find numer- ous higher institutions inviting them; and an adequate number of professional and vocational schools are rapidly becoming available. ‘There are seven frontiers in rural ed- ucation which may well challenge the imaginations and the ambitions of ag- gressively able young men and women. Every one of these opportunities offers growth and service of the most vital and valuable kind. Four types of teaching po- rural elemen- tary schools, in rural high schools, in rural vocational subjects of both second- ary school and college rank in residence sitions are open: In rural teacher preparation in local, state, and national normal and in extension, and in schools and teachers colleges. Three constructive tasks are being done in rural education which call for execu- ARYLAND is especially noted for its attention to rural schools. attractive shade trees, and wellkept playfields. June, 1928 es tive capacity in organization, in super- vision, and in local, county, state, and national administration. These opportunities are seen in the con- solidation and research and helping or supervising teacher movements, in the professional direction which is supplementing the too political administration of rural educa- tion, and in multiplying provisions for the adequate academic and professional preparation of teachers. The limits of this discussion admit a particular statement of the challenge in only one of the seven growth and service opportunities in rural education—that of school. Life service in elementary education has proved to be the consummate satisfaction the teacher in the elementary of many first-rate women and of some men who are so typical of the best ca- pacity and character in the whole range of educational history, that there is no sense in any assumption of superiority on the part of teachers of older pupils and administrators. The elementary school’s service is to the multitude which includes all of the pupils with whom teachers in secondary and higher schools are sub- quently privileged to work. ‘This is pre- eminently the twig-bending period, which is so intimately effective in the whole life achievement. In-the rural elementary school situ- ation as seen in one-teacher, hamlet, small village, and consolidated schools, the teacher’s peculiar advantages are many, two of which are: A proportion- ately much greater part in the total life experience of the child, and the fact that the instruction is double barrelled insofar as localized illustrations must make vivid both rural and urban condi- tions because of the certainty that fully half of the children taught in rural schools will later live in the cities. The teacher of the rural elementary school has the best creative place. This is true because of her vicarious partner- ship in the intellectual, social, and spirit- ual motherhood of citizens equal to the demands of rank and file service and leadership in both rural and urban life, as well as in the great agelong agra- rian problem, with which this whole na- tion is now at grips for the very perma- nence of free institutions. Rural teachers may find the vision, the fact-enriched subjectmatter, the technic begotten by the most practical applica- tion of uptodate principles of education, and the pioneer spirit of adventurous, selfforgetful, creative service and leader- ship taught and inspiringly demonstrated in many educational institutions. Begin- ning one-year courses for high-school graduates are available in local and in some state normal schools; two, three, and four-year courses are attractively offered in state normal and_ other teachers’ colleges; and in university grad- uate schools of education there are gen- eral as well as special subjects intended to qualify creative leaders for work in rural education. This consolidated school at Laurel has abundant light and air, a ee an an po we cle ga Ww Vi ev in av ur Or Ww su de sc oO! m bi m Sunshine Camp in Cambridge What Outdoor Play and Rest, Diet and Sunshine Did for a Class of School Children, Undernourished and Under- weight. By Hilbert F. Day, M. D., President of the Cambridge Antituberculosis Association, Member of the Faculty of thé Harvard Medical School, and of the Surgical Staffs of the Cambridge Hospital, Boston Dispensary, and Peter Bent Brigham Hospital. ARY N. came to Sunshine Camp, twelve years old, five feet three inches tall, weighing eighty-nine and one half pounds. Children of this age and height normally weigh 110 pounds, so that she was nineteen and one half pounds, that is, nineteen percent, under- weight. Eight weeks later, when camp closed, this tall, slender, listless girl had gained eleven and three quarters pounds, which was sixty-two percent of her weight deficiency, with improvement in vigor and physical and mental attitude, evident in the accompanying pictures. This girl was one of thirty, ranging in age from seven to twelve years and averaging fifteen and five-tenths percent underweight, who made up the Cam- bridge summer camp. The camp was one of the seventeen in Massachusetts which for eight weeks or more, in the summer of 1927, took care of 2500 un- derweight, socalled ‘“pretuberculous” school children of the state. Although one of the smaller camps, its results were typical of all. The success of the move- ment is assured. Not only in this state, but in others, plans for the coming sum- mer are for more camps to include more children and for more support of the ONG PERIODS of openair play give needed sunshine and fresh air. on life, and prepares them for the strains and dangers of adoiescence. Their improved condition is shown in their school work. during-the-session work of teacher and Cambridge has been a school nurse. M** N. is shown here as she looked when she first came to Sunshine Camp and as she looked eight weeks later. leader among cities in attention given to its undernourished school children. In 1924 it was one of the three cities in Massachusetts that entered the national school health contest arranged by the American Child Health Association and a prize, a $500 scholarship, was won by a Cambridge teacher. Its school depart- ment was the first in the country to adopt for its health program the excel- lent outline prepared by a joint commit- tee of the National Education Associa- tion and the American Medical Asso- ciation. Of the 23,000 school children of the city there are selected annually by the school nurses and physicians about 2000 underweight and undernourished. Dur- ing summer months about 1000, or one half this group, are cared for by parents and the remaining halt in two large school camps under the supervision of teachers and nurses. The First “Sunshine Camp’”—In the summer of 1926 the first “Sunshine Camp” was formed. Twenty children, girls from seven to twelve years old, a “‘pretuberculous group” socalled because of their undernourishment and poor hab- its of life, were formed in a class and placed in charge of a nurse under direct medical supervision. With a program A summer outofdoors often gives the children a new lease of heliotherapy, rest, and selected diet, an effort was made to bring this group back to normal. The At the end of eight weeks the children had gained on an average more than three pounds in weight and were better in every way. ‘To those in charge, how- the results of this first attempt rather pointed the way to success than result was accounted a success. ever, achieved it. The principal limitations of this ‘‘camp” were due, first, to its loca- tion, which was on the roof of a school building; and, second, to its operation during the day only, the children being at home and out of control at night and during weekends. The Second Camp—The 1927 camp occupied the grounds and two buildings of Shady Hill School, a private, open- air school located at the foot of a south- ern slope with a broad playfield in front extending towards the Charles River. It was a fulltime camp with a session of twenty-four hours a day, seven days in the week for eight weeks. The two single-story school buildings were well- made, with ample windows and modern monitor-roof ventilation. It was neces- sary to provide only screening, folding metal cots, linen, and blankets (which were purchased by the pound). With such improved location and facilities, the results were 100 percent better than the year before. Selection of children—The major- ity of applications for admission to the camp were made by school nurses, with a few by hospitals and social agencies. Nearly sixty applications were received and thirty children who seemed most in need of care were accepted. Informa- tion concerning applicants was gathered Tue JouRNAL OF THE NATIONAL EpucaTion AssociATION June, 1928 from the Tuberculosis Dispensary, the school nurses, and public and private agencies in touch with the homes of the Daily Schedule for Sunshine Camp A.M. 700 Rising time—tooth-brushing. :15 Setting-up exercises. :35 Breakfast. 700 Chores: Making beds. Sweeping dormitories. Washing dishes. Weeding gardens. Dusting. 9:00 Heliotherapy. (One half hour tension.) 10:00 Free play: Writing letters. Playing jackstones, etc. 10:30 Midmorning lunch — milk and crackers. 10:45 Health lesson. 11:45 Preparation for dinner: Washing hands. Setting tables. 12:00 Dinner. P. M. 12:45 Rest. 2:45 Temperature-taking—play. 3:15 Bathing in the river on pleasant days. 5 Heliotherapy and handwork. 5 Preparation for supper. Conn ™N hyperex- ball, 3 :15 Games, singing, plays, etc. :30 Preparation for bed. :40 Story-telling. 8:00 Bedtime. children, the deciding factors being: (1) general condition and history of the child; (2) exposure to tuberculosis in the home; (3) recommendations of the State Department of Public Health physicians who had recently examined many of these children in the school health survey. Daily program—While the objective of the camp was health teaching and health building, it was recognized that the moving spirit must be one of play; that recreation must rest on happiness and a conscious joy of living. Hence the daily program was planned and car- ried out as a series of games, with a cer- tain sense of companionship, loyalty, and camp pride. For this one essential, camp spirit, without which little could have been done, thanks are due to the leaders, to whose understanding and devotion the success of the camp is primarily due. The Daily Schedule shows the order of the camp day. The main factors in improvement— As in the former camp, and in all suc- cessful summer camps for building up underpar children, the main factors, stated in the order of their importance, were: (1) rest; (2) diet; (3) sun- shine treatment; and (4) openair play. Rest—The children were sent early to bed and had long nights of sleep, but besides this there were definite rest hours during the day. In order to improve their posture, during rest the children were encouraged to lie perfectly flat either on their backs or on their stomachs without pillows. At first, the children found these rest hours a hardship, but later on when they began to watch their charts with interest and see how much they were gaining and when they real- ized themselves that rest helped that gaining materially, many of the children took extra rest periods of their own accord. Bier tene shows a group of children as they appeared when they entered Sunshine Camp on July 5. Reading from left to right, Ruth O., Christina D., Annie K., Mary N., and Mary M. Eight weeks of sunshine, play, and good food have transformed this group into these sturdy, smiling children on the right, proud of their health achievement. weight record. See table on page 172 for ee Vol. aa TI Mary dren quire ries twict time: tein, and vary the ° prin 1 wer bani of 1 Aa tica was N too leaf an nite mit me ply the alr an ing su ee ae LE A — _— g Vol. 17, No. 6 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 171 The camp diet—The studies of Dr. Mary Swartz Rose indicate that for chil- dren of this age and weight the daily re- quirement is from 1600 to 2000 calo- ries and that a desirable proportion is twice as much fat and from four to five times as much carbohydrate as of pro- tein, with of course abundant vitamin and mineral factors. For our children, varying greatly in weight and condition, the weekly menu was planned with these principles in mind. The two constant daily items of diet were bread and butter, and milk and bananas. Whole wheat bread, instead of white bread, because of its vitamins A and B and its mineral content, prac- tically twice that of white flour bread, was served with butter at every meal. McCollum’s doctrine, ““We are taking too few of the protective foods, milk, leafy vegetables, and fresh fruits,” now an accepted dietetic principle, was defi- nitely kept in mind. A glass of milk at each meal and at midmorning lunch provided for each member of the class a quart a day, sup- plying not only the calcium but largely the protein requirement and making meat almost unnecessary. Milk, although the most important and satisfactory article of food for grow- ing children and the main reliance of a summer camp like ours, is far from a complete food. It must be supplemented by other foods and its deficiencies cor- rected. Since it contains eighty-eight percent water (the legal standard in Massachusetts) it is too bulky to be a major item of diet. As a balanced food it is markedly deficient in carbohydrate, having only one and one half times as much of the heat and energy-producing carbohydrate as of the tissue-building protein. Furthermore, pasteurization of milk entirely destroys the important vitamin “C.” (We commonly think of vitamin “A” as insuring protection Typical Daily Diets THURSDAY Breakfast—Bananas Rolled Oats Bread and Butter Milk Dinner— Bacon Boiled Eggs Mashed Potato Stewed Tomatoes | Bread and Butter Jello Milk Supper— Peanut Butter Sandwiches Canned Pears Cabbage Salad Cookies Milk FRIDAY Breakfast—Oranges Shredded Wheat Bread and Butter Milk Dinner— Fish Chowder Bread and Butter | Chocolate Bread Pudding Milk Supper— Cabbage and Egg Salad | Sliced Bananas Bread and Butter Cookies Milk SATURDAY Stewed Dried Peaches Malt Breakfast Food Bread and Butter Breakfast— Milk Dinner— Baked Beans Coleslaw Corn Bread Cornstarch Pudding | Bread and Butter Milk Supper— Scrambled Eggs Sliced Bananas Bread and Butter Milk Daily Lunch—Milk and Graham Crackers at 10 A. M. Daily Ee ————— against eye-disease; of vitamin “B” against beri-beri, a nerve disease; and of vitamin “C” against scurvy.) In Boston, as in practically all metro- politan districts, the milk used is pas- teurized and rightly. Safety is a first consideration. This fact, however, ne- cessitates the supply of vitamins from other sources, generally, as for our chil- dren, from fresh fruits. While our camp menu contained oranges twice a week, our main fresh fruit reliance was ripe bananas. The following table shows how the addition of banana restores to pasteurized milk its vitamin values, with increase of vitamin “C”’, Vitamin Vitamin Vitamin A B C Milk (whole) eee ++ * “ (pasteurized) **** ** x “ (pasteurized plus bananas) eee “** * In calorie value the high carbohydrate content of a banana supplies in large measure the needed deficiency, making, with a glass of milk, a wellbalanced ra- tion. This is shown clearly in the fol- lowing schedule from Locke’s ‘Food Values.” Calorie Values Carbo- Pro- Calo- hydrate Fat tein ries Milk (1 glass)... 45.1 81.8 29.8 157 Banana (average eee ee 113.7 a 6.4 127 MEE, Soahceeus. 158.8 89.1 36.2 284 It is our experience that in a well- studied diet for underweight children, bananas and milk should have an im- portant place. Heliotherapy—Sunshine treatment or heliotherapy has for several centuries been recognized as able to make remark- able cures, but nobody standardized this treatment until Dr. Rollier of Switzer- land started to write about it and through his successful treatment of chil- dren became an authority. Heliotherapy, or light treatment, undertakes the sys- tematic exposure of the: body to the sun in order to secure a pigmentation, or tanning, of the skin. It is when the pigmentation of practically the entire body has taken place that the best thera- HIS GRouP is of older children. The improvement in weight as will be seen in weight table and all other respects is yet more marked, From left to right they are Josephine B., Margaret M. (not in the August 30 picture), Julia N., Ruth G., and Helen D. THE peutic results trom the warm rays can be obtained. Plants and animals kept from the sun do not grow as well as those that are ex- posed to it. Dr. Rollier’s work and that of who have proved that the sun’s rays stimulate the blood supply to the part exposed, thereby increasing the growth of healthy tissue, improving metabolism and arresting dis- those followed him have ease. Sunlight is a powerful agent and can- not be used carelessly. “Chose subjected to light treatment must be considered sepa- for it takes a different amount of exposure to pigment individual patients. What heliotherapy can do—As a rule, the poorer the general health of a pa- tient the greater the reaction to sunlight and, rately, therefore, in patients who are par- ticularly weak great care must be ob- applying heliotherapy. Unto- ward symptoms, such as headache, dizzi- fatigue, that given. served ness, nausea, or vomiting, indi- cate too much exposure is being The danger signals that precede skin that does not perspire in warm weather, or burns eas- such conditions are ily or the reverse, and goose-flesh, which is an indication of chilling. The skin, therefore, must be most fully. What may. heliotherapy is: watched care- be hoped for through A gain in the excretory function of the for healthy skin is moist and velvety. An improvement in the general muscu- lar tone. skin, An improvement in the hemoglobin con- tent of the blood. 4. A gain in weight and in physical tone. Successful heliotherapy should be pre- ceded by a thorough physical examina- tion by a physician. Treatment should be begun with a gradual acclimatizing to fresh air and then graded exposure tu the sun. This is done on a definite schedule with the patient reclining, be- ginning first with the feet and legs so as to determine tolerance to sunlight be- fore exposing the trunk. As a general rule, the sun cure cannot be given immediately before or after a meal and should not be longer than three hours a day at the maximum and then in divided doses. A total daily exposure of any one part of the body must not be more than one and one half hours. Again calling attention to the schedule of the children’s day, it will be noted that heliotherapy was used in this camp as a curative agent both morning and afternoon. Openair play—The camp was fortu- nate in having as one of its directors a young woman trained in openair play, and many games were devised which not only entertained the children and kept them busy in the open air but also served to improve their posture. ‘The object was not only to gain weight, but to gain by development of muscular tis- sue. An added zest was given to the out-of-doors by the possibility, realized practically daily, of going in bathing in the Charles River where they were guarded by a trained life saver as well as the experienced swimmer who planned their out-of-door recreation. The accompanying table and weight chart, with the group photographs taken on the first and last days, present a fairly complete picture of the weight- condition of the class at the beginning and at the end of the eight weeks’ session. In friendly rivalry the camp was di- vided into three teams, the white, the blue, and the red. On admission there were: JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION Weight Table of the Class Child —_—— is an Index to Child Health and ‘game | Normal, Weight Age | Weight | July 5 | In In In In years Elizabeth B Anna G. Annie G. Mary D. Lena B. 47 56 59 43.25 42.75 48. 53. 43.75 .25 50 50 .25 .50 .25 .25 50 .50 .25 Grace R. Ruth O. Christina D. Annie K. Mary N. Mary M Marie F Cyrilla F. We NOOR UINMAO BIDS 75 Underweight pounds pounds pounds| pea pounde) pounds Weight | Aug. 30 | Gain Ase | } In In In In years Elizabeth D il | Helen ae a |Caroline C..| 10 |CatherineD. il. JosephineB.| 12 Julia N.....| 14 8 75 15 .25 12 .75 .75 12 Margaret D.| 12 May N.. 12 Margaret S! 12 Normal| Weight | In eam | June, 1928 Iwo in White group, i. e¢., normal or up to five percent ov a Nine in Blue group, ?. ¢., not more than ten percent it ace Fifteen in Red group, 2. more underweight é., tem percent or On discharge there were fourteen in white group, eight in blue, and four in red group. Five children went from the red to the white group. Those who re- mained in the red group gained respec- tively seven, seven and three quarters, ten and one half, and eleven and three quarters pounds. Cost—The total cost of the camp for thirty children during eight weeks was $2105, divided as follows: Rental of buildings and grounds, $500; food, $441; all other expenses, including sal- aries of attendants, $1164. This shows the total per capita cost per child, for eight weeks, $70.16; for one week, $8.77; for one day, $1.25. Owi ing to the fact that some staples were given and that some of the other food supplies were furnished at reduced prices, the daily per capita food cost was twenty-six cents. Summary—The real accomplishments of this camp were a marked improve- ment in the general physical condition of the children, as shown by an average gain of six and three quarters pounds; their better understanding of health rules, their tanning, their better posture, and their development of character as evidenced by a greater selfreliance, poise, and ability to live peaceably with each other. Finally, there was established a real bond between the parents of the children and the camp authorities which meant that health education received by visitors to the camp was carried into their homes and through them into the community. | Weight | Aug. 30 Weight July 5 | Underweight Gain | | In | In In In: | In pounds| poenee yoneae ar —- | .25 -75 -25 -50 .50 -75 .25 -50 25 .50 19 .75 6 14 12 9 15 12 20 28 3.25 6 9.75 6.75 6 10.50 7 1.75 7.75 11.75 6 10.66 | Average CWNSUNBSBAINONUSS & | | | || ; 12 .75 |\Helen D..... | | 6.79 or | 11.4 per —=—=——$———— ——7 a child and tale time. B mad and half a cli her “see and teac hap} sche I city exh and onl nea Wi anc it t bet loc me pu the bal Yo fro fac sai ha dr ot ieee WO HUNDRED NINETY historic years are back of the little state of Delaware—long enough that, to its children, the past must seem as far away and imaginary as the well-loved fairy tale which begins with “Once upon a time.” But those faraway times have been made real to the children of Wilmington and vicinity—and this means more than half the children of Delaware—because a classroom teacher had a vision, because her superintendent and principal were also and gave freedom to plan and and her fellow teachers caught the vision and all worked happily together with the children in the schools until the dream became a reality. During the third week of March, the city hall of Wilmington housed a school exhibit of “the history of Wilmington and its industries,” only the school children of the city and nearby rural districts, but the people of Wilmington who came in such numbers and showed such interest and pride that it became evident the school had builded better than it knew. A project to vitalize local history had become a most effective means of interpreting the schools to the public. In the crowds pressing through the city hall were mothers carrying tiny babes, city officials, an editor from New York City, Governor and Mrs. Robinson from Dover, young men from shops and business said, “This is the greatest thing that ever Wilmington.” tall ~ | | ee ee A Notable Junior High School MARGARET ROMER Memorial Junior High School, San Diego, California EMORIAL Junior High School in San Diego, California, has been selected as the typical western junior high school by Frank C. Touton in his new book, Junior High School Procedure. Let us observe this school and note the balance of all departments that makes it a model. Many schools are es- pecially strong in one field or depart- ment—a feature good in itself but not ideal from the standpoint of the student. Memorial has that splendid balance which makes it an ideal school. On approaching the plant the visitor is first impressed with the buildings. These are of commanding architecture, made of brick faced with cement, and tinted a soft dull yellow. The plant consists of three buildings—the adminis- tration, the science, and the technical arts building. The administration and science build- ings with their connecting arcades in- close a rectangle that has been converted into a garden of marvelous beauty. A velvety lawn in the center is bordered with San Diego palms and surrounded by a walk. Flower beds that are a mass of living color fill the space between the walks and the buildings on two sides, and the walks and the arcades on the two ends. A large lawn dotted with shrubs and young trees stretches in front. During the child’s first year in junior high school he is given two cycle courses. They are so called because the subjects the school and its spacious grounds. rotate. In one cycle the students take five different subjects each semester and spend four weeks on each subject. Four Beng PLACE of the junior high school is that part of the field of educa- tion in which the pupil, after gaining a control of the simpler tools whereby knowledge is attained, comes to use these tools in an attempt to discover his own interests, aptitudes, and capacities. Advocates of the junior high school do not claim to fix in the child settled habits of intellect, char- acter, skill, or temperament. They do claim rather that the junior high school should in the seventh, eighth, and ninth grades guide the pupil in an exploration of the fields of human thought, action, and endeavor, thereby to equip him with knowledge of his interests and capabilities—Touton and Struthers in Junior High School Procedure. weeks are spent learning how to use the library. Since library arrangement is the same throughout the country, if a stu- dent learns how to find what he wants in one library, he can do the same in any library. Not only is he taught how to find the particular book he wants but he is taught also how to look up any given topic. How many adults can do this unaided ? Memorial has a splendid library of about 3000 volumes. It is housed on the second floor of the administration building in a large, light, and airy room. After the four weeks’ study of library usage the students give the same time to penmanship and to spelling. The pur- pose of these reviews is obvious. Next they are given a brief course in hygiene as a reminder of how to care for their bodies. Lastly they are given four weeks in horticulture to give them at least a little acquaintance with plant life. Another cycle rotates at the same time. In this second cycle the boys take two different shop subjects and fine arts, while the girls take cooking, sewing, and fine arts. ‘This last cycle has the very definite purpose of finding out in what line the students’ abilities lie and the things for which they are best fitted. It will be observed that the subjects are in widely diversified fields. With this knowledge the viceprincipals can better guide the students in their two remain- ing years in Memorial and help them plan their programs to meet the demands of their future life work. The cycle idea originated at Memorial and has proved so successful that it has since been adopted by a number of other jun- ior high schools. The room to which the student goes the first period in the morning is known as his “homeroom” and the teacher therein is his homeroom teacher—the one to whom the student takes his trou- bles if he has any. Each homeroom has a president, and the student body council is made up of the presidents of the various homerooms. ‘This council HESE PICTURES show the Memorial Junior High School and some of its activities. The first picture is an airplane view of The picture on the right is of the shoe repair shop. ] 176 takes outside of the classroom. all matters of discipline Under the di- rection of the council, each homeroom care of ‘These guards wear brass badges of authority in turn serves as school guards. and are stationed at various posts inside the building and out to see that the rules made by the council are enforced. ‘The result is splendid order in the halls and on the grounds. It is rare indeed when a teacher needs to interfere. Every alternate Wednesday is club day. On that day the afternoon periods are shortened to allow time for an extra period. club period. There are some thirty different clubs in- cluding boy and girl scouts, camp fire girls, girl reserves, and many others. Every student is permitted to join any club he wishes. This is known as If he does not select a club he must go to study hall, but there are few in study hall because the clubs offer so many attractions and opportuni- ties to learn in unusual and delightful ways. All the boys in the school are mem- bers of the Boys’ Federation, an organiza- tion intended to be helpful to the boys and to promote good wholesome activi- ties among them. Its board of directors consists of its officers, a representative from each grade and a representative from each boys’ club and three men teachers. The girls have a similar or- ganization known as the Girl’s League in which matters of special interest to the girls are considered. Thursday is assembly day. On that day the schedule is slightly altered to al- low for two assemblies at different times. The first is for the eighth and ninth grades and the second is for the seventh grade. Many eminent people Memorial with talks on honor these days. ‘Tue JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION June, 1928 Often, too, the assembly programs are arranged by different homerooms. In the latter case, the program is supposed to bring before all the students the work done in that particular classroom. | 6 pe scHoo. 1 shall be thinking of will be a_ real, live, civilized school, a school fit to dominate the village or the street in which it is found. It will be a more important building by far than the local bank or the chief local stores. It will have to be much larger than any church, for a church needs only one gathering place for its congregation and the school needs several; it needs a great variety of classrooms and laboratories, a picture gallery, a library, a theater, a museum, and an experimental gar- den. Of course the local cinema theater will be included among its — dependencies. It will not only be making the lives of the future but it will be entering into the lives of the present in a hundred various ways, and its staff will be among the most prosperous and important people in the place —H. G. Wells. A special two-year course in home making is given at Memorial. It aims to teach girls everything that should be known by an ideal homemaker. The distinction is made between a_house- keeper and a homemaker. The former can be hired but to be the latter requires’ a God-given talent. ‘The course natu- rally teaches housekeeping as a part of the duties and responsibilities of a home- maker, but it also aims to teach the girls the finer things that go to make up the ideal mother and the maker of an ideal American home. The academic sub- jects given in this course are English, geography, history, music, and household mathematics. The girls are taught how to compute gas and electric bills and the cost of various electrical appliances. They are taught budgets, both personal and family, and how to keep the family ac- counts. It is certainly worthwhile. The school cafeteria is on the first floor of the science building and is headed by a manager who employs five regular fulltime helpers and twenty-seven boys and girls who earn from twenty- five to fifty cents a day by working noons, thus helping to pay their way through school. A look into the kitchen would draw forth the natural exclama- tion, “Why, I never expected the cafe- teria to be so large!’’ More than 500 sandwiches are made daily. An average of 600 students are fed each day in the dining room and about 150 boys are taken care of in the sandwich line out- side. The growth of the school has made a double lunch period imperative this year. The cafeteria is not a profit-mak- ing business. It is so managed that it pays it own way, for that is all that is expected or desired. This makes it pos- sible to serve lunches to the boys and girls at an average cost to them of fif- teen to twenty cents. Memorial opened its doors to its first classes in September, 1922, when the buildings were not yet finished. The first half year was accomplished under difficulties. At that time there were 1016 pupils. Today the faculty com- prises sixty-five and there are more than 1400 students enroled. The plant has almost reached its capacity. The development of this fine high school recalls the rapid growth of this unit in the educational system so new in 1911 when the Encyclopedia of Educa- tion was printed as not even to be men- tioned. OCATIONAL EXPERIENCE of many sorts is given at Memorial. On the left is shown the print shop where The Doughboy, the school paper, is printed. On the right is a class of girls studying household electricity. ‘ -_—- Pp *F eer OO LLL, The Wheel of the Girls’ Adviser By H. Reep FuLtron Viceprincipal, Broadway High School, Seattle, Washington ISUALIZE the girls’ adviser in the modern high school as the hub of a great wheel around which are grouped the spokes of the school—of faculty, principal, central administration, community, boys, girls, self. Under- stand that this is not the only wheel in the school. As the tester at the railway station taps here and there upon the wheels and listens to the answering sounds, so let us tap with questions. We shall not hope to strike every spot from which the mallet might start an echo, but from such vibrations as come can be told the strength and tension of the metal. The value of the following questions lies not in the questions themselves nor in the fragmentary comment tied to each, but in what the reader thinks as he scans or ponders. These questions directed to the adviser of girls in the modern high school, may be stimulating to all teachers of girls. Concerning school—l. Are you an outstanding figure in the life of the school as a whole? While time may woefully limit your contact with the school, you can achieve such a position through a policy of service. 2. Are you a famliar and beloved fig- ure at the parties and entertainments of the school? Given a real love for the joys of youth, your success as censor, modern education. chaperon, and friend lies not far in the future. If you have not that love, wo DINING ROOMS giving special train- ing in home serving are now standard equipment in the best high schools. gather together all that belongs to you and resign. 3. Do you boost athletics and scholar- ship? Curb any tendency to be one- sided. Remember that athlgtics prove a safety valve and that with such a EGULAR TRAINING in physical education for all pupils in all types of schools, according to their needs, is one It is against common sense to weaken the body while attempting to strengthen the mind. valve your “‘boy-girl” problems may be fewer. 4. Are you striving to motivate the lives of all students? Give wholesome motivation to the youth of today and ninety-five percent of the problems are solved. Make each girl feel that her problem is not one of hard or easy teach- ers, poor work slips, or high grades, but that she has a solemn duty to create the best from the God-given ‘“mechanism”’ within her. Keep youth looking upward and the downward glances will not come. Concerning faculty—1. Do you show an interest in professional problems ?— Here the possibilities are unlimited, but there are two problems that directly con- cern your girls: the general enthusiasm of the teaching corps and the health of the teachers. 2. Do you obtain the cooperation of fellow teachers? You must be a mind- reader, a diplomat, an actor, a preacher, and a contortionist in order to secure 100 percent cooperation. An initial step is a character study of every teacher in your building. Then set yourself the task of getting along with each teacher instead of expecting each to get along with you. 3. Do you visualize the life of the entire school when you plan your activi- Ambition and competition some- times overload a school. Don’t take up ties ? (178 activities as a means of personal adver- tisement. 4. Do you take a lead in the faculty’s social life? Seek such training in meet- ing and molding and being molded. Concerning principal and office—1. Do you perform with dispatch the rou- tine work expected of you? ‘The care that you take in small things will plead your cause in larger cases. 2. Are you making more than a ques- tionnaire effort to reach the girl who is or who may become a problem? Know your girls well enough to recognize those who may become problems. Do all within your power to prevent the de- velopment of difficulty. When you take a girl to the principal, have a case his- tory ready to hand to him. 3. Are you aggressive in helping solve such problems as: The corridor loafing habit, clothing and cosmetics, social life at noon and after school ? 4. Do you promote careful personnel work? An advisory committee working vith each class will automatically reduce the strain on the girls’ adviser. Central administration—1. Do you give your wholehearted support to the administration ? 2. Do you adjust yourself to the ad- ministration rather than expect the ad- ministration to adjust itself to you? Strong work is accomplished when the attitude is this: As long as I remain in this school system I shall do the very best that I can. I shall refrain from criticism at all times. The community—1. Are you helping solve the problems of the district dance hall, the neighboring eating places, the park gangs, and the distribution of sex magazines? Do you establish contact with the forces in your community that are fighting for a clean world for chil- dren to grow up in? Do you organize a movement to have parks properly po- liced and to bar “sex” mazagines from your city? If you are not aware of this latter danger, spend a dollar at a maga- zine stand. 2. Is the Parent-Teacher Association your active ally? Sell yourself to the THE JouRNAL OF THE NATIONAL EpucATION ASSOCIATION June, 1928 $$ parents as one who helps the hgme when she helps the girl. The adviser and the boys—1. Are you a student of boy psychology? Often the only way to understand a girl is to understand a boy. 2. Do the boys in your school respect your personality ? b been BOYS in the machine shop at the school at Mooseheart, Illinois, are learn- ing industry, precision, and joy in work. | 3. Do you cultivate the acquaintance of the boy leaders? Ten minutes a day spent in the halls will be a fine invest- ment, provided the students do not take you for a spy. 4. Do you know the boys who are especially attractive to girls? Cooperate with the boys’ adviser about problems that become evident in classrooms and corridors. - With the girlk—1. Are you a gradu- ate student of girl psychology? Try the laboratory method. Don’t be too gulli- ble nor too pessimistic. 2. Have you a standard of achieve- ment you want your girls to attain? Youth needs definite suggestions—a girls’ song, a school creed, a committee on standards. 3. Are you an adviser of girls or merely a girls’ club director? The work of the girls’ club is not to be belittled. It is needed. But the girls you sur- round yourself with may prove a living barrier between you and the girls who need you most. 4. What are you doing for the girl of low scholarship? Your investiga- tion may lead to the removal of certain causes of poor scholarship. Organize a coaching team in your girls’ club. 5. Do you carry on placement work for needy girls? Require a health ex- amination from every girl that you place. 6. Have you a real sympathy for the girl who has done wrong? No one can tell you how to handle such cases, but bear in mind that (1) Only a very small percent of girls are incapable of regeneration; (2) You have a deeper responsibility than merely to rid the school of the girl. 7. Is your attitude that of judge or judicious friend? Do the girls trust you? Are you impartial ? 8. Does your influence reach the new- comer promptly? Coming into a new school offers a splendid opportunity for the girl to take inventory of herself. 9. Are you equipped to give voca- tional advice? Keep pace with the new world of opportunity opening to the girl. See that she is ready to meet the problems of office, factory, and home. A touch of selfanalysis—\. Are you always calm and optimistic? 2. Is there a vein of humor in your makeup? 3. Have you energetic enthusiasm? Things that seem trivial to you may loom large in the eyes of youth. 4. Are you well read? Your broad view- point depends in a large measure upon the reading you do. 5. Can you touch the heart of adolescence? Sentimentality should not be confused with sentiment, but surely the wise adviser will use the forces of adolescent emotions. To return to our opening figure: There are wheels of many uses—cog wheels, drive wheels, cart. wheels, spur wheels, fly wheels, balance wheels. What kind of wheel are you? School of Education, Ann Arbor, Michigan ce a LAL ALLL ~— 2 | Ie ICO a Our State Associations, the National Education Association are here listed with importent information about each. The associations employing fulltime secretaries are indicated by an asterisk. St and territorial associations affiliated with *Alabama Education Association, C. W. Daugette, President, Jacksonville; Frank L. Grove, Sec- retary, 1017 First National Bank Building, Montgomery. Annual Meeting: Alaska Education Association, Conrad H. Bowman, President, Petersburg; Carolyn Burgess, Secre- tary, Petersburg. Annual Meeting: Arizona Education Association, J. O. Mullen, Presi- dent, Jerome; W. T. Machan, Secretary, Prin- cipal, Creighton School, Phenix. Annual Meet- ing: Phenix, November 8, 9, 10, 1928. *Arkansas Educational Association, H. L. Turner, President, State Department of Education, Lit- tle Rock; H. L. Lambert, Secretary, 219-220 Glover Building, Little Rock. Annual Meet- ing: Little Rock, November 14-16, 1928. *California Council of Education, Mark Keppel, President, County Superintendent of Schools, 504 Thorpe Building, 132 North Broadway, Los Angeles; Roy W. Cloud, Secretary, 508 Shel- don Building, 461 Market Street, San Francisco. Annual Meeting: Oakland, April 14, 1928. Division meetings: North Coast Section, Sep- tember 26-28, 1928; Northern Section, October 17, 1928; Central Section, November at Fresno; Central Coast Section, December at San Luis Obispo; Bay Section, December at San Fran- cisco; Southern Section December at Los An- geles. *Colorado Education Association, S. M. Andrews, President, Superintendent of Schools, Walsen- burg; /, B. Mooney, Secretary, 530 Com- monwealth Building, Denver. Division Meet- ings: Western Division, Grand Junction, No- vember 8-10, 1928; Southern Division, Pueblo, November 8-10, 1928; Eastern Division, Den- ver, November 8-10, 1928. Connecticut State Teachers Association, E. Mae Keefe, President, 50 Spencer Avenue, Water- bury; Samuel P. Willard, Secretary, State Cap- itol, Hartford. Division Meetings: Bridgeport, Hartford, New Haven, New London, October 26, 1928. Delaware State Education Association, M. Chan- ning Wagner, President, Principal, High School, Wilmington; Robert E. Shilling, Secre- tary, Superintendent of Schools, Milford. An- nual Meeting: Newark, November 8-9, 1928. Education Association of the District of Columbia, Edith L. Grosvenor, President, Business High School, Washington; J. Anna Tennyson, Secre- tary, Langley Junior High School, Washington. Annual Meeting: October, 1928. *Florida Education Association, George W. Marks, President, Superintendent, Volusia County Schools, De Land; Office of the Secretary vacant. -Annual Meeting: Orlando, November 30 and December 1, 1928. Georgia Educational Association, H. B, Ritchie, President, Dean, Georgia State Teachers College, Athens; Kyle T. AHriend, Secretary, 400 Vine- a Avenue, Macon. Annual Meeting: Spring of 1929. Hawaii Education Association, F. E. Howard, Presi- dent, Hamakuapoko, Maui; Mrs. Phebe Heen Amoy, Secretary, Pohukaina School, Honolulu. Annual Meeting: *Idaho Education Association, D. A. Stephenson, President, Nampa; John I. Hillman, Secretary, 331 Sonna Building, Boise. Annual Meeting: December 27-29, 1928. *Illinois State Teachers Association, Fannie Spaits Merwin, President, Manito; Robert C. Moore, Secretary, Carlinville. Annual Meeting: Spring- field, December 27-29, 1928. *Indiana State Teachers Association, C. E. Hin- shaw, President, Principal, Kokomo High School, Kokomo; Charles O. Williams, Secretary, Room 205 Hotel Lincoln, Indianapolis. Annual Meet- ing: Indianapolis, October 18-20, 1928. , *Iowa State Teachers Association, J. E. Foster, President, Iowa State College, Ames; Charles F. Pye, Secretary, 415 Shops Building, Des Moines. Annual Meeting: Des Moines, No- vember 8-10, 1928. *Kansas State Teachers Association, Mary Pierce Van Zile, President, Dean, Kansas State Agri- cultural College, Manhattan; F. L. Pinet, Sec- retary, 315 West 10th Street, Topeka. Annual Meetings: Hays, Hutchinson, Fort Scott, and Topeka, November 8-9, 1928. *Kentucky Education Association, J. L. Foust, Pres- ident, Superintendent of Schools, Owensboro; R. E. Williams, Secretary, 1122 Starks Building, Louisville. Annual Meeting: Louisville, April 18-21, 1928. *Louisiana Teachers Association, W. J. Avery, Pres- ident, Superintendent of Schools, Alexandria; P. H. Griffith, Secretary, Baton Rouge. Annual Meeting: Baton Rouge, November 1928. Maine Teachers Association, E. E. Roderick, Presi- dent, Superintendent of Schools, Belfast; Adel- bert W. Gordon, Secretary, State House, Au- 4 Annual Meeting: Bangor, October 25-26, 1928. Maryland State Teachers Association, M. Edna Marshall, President, Instructor, Maryland State Normal School, Salisbury; Walter H. Davis, Secretary, Principal H. S., Havre de Grace. Annual Meeting: Baltimore, November 30- December 1, 1928. Massachusetts Teachers Federation, Annie C. Wood- ward, President, 144 School Street, Somer- ville; Stanley R. Oldham, Secretary, 15 Ash- burton Place, Boston. Annual Meeting: April 20, 1929. *Michigan Education Association, Frank Cody, Presi- dent, Superintendent of Schools, Detroit; Ernest T. Cameron, Secretary, 1010 Prudden Building, Lansing. Annual Meeting: *Minnesota Education Association, Leonard V. Koos, President, University of Minnesota, Min- neapolis; C. G. Schulz, Secretary, Room 919 Pioneer Building, St. Paul. Annual Meeting: Minneapolis, November 8-10, 1928. *Mississippi Education Association, J. C. Wind- ham, President, Cleveland; W. N. Taylor, Secre- tary, Box 56, Jackson. Annual Meeting: Biloxi, April 25-27, 1928. *Missouri State Teachers Association, Dr. Eugene Fair, President, State Teachers College, Kirks- ville; E. M. Carter, Secretary, Missouri State Teachers Association, Columbia. Annual Meet- ing: Kansas City, November 14-17, 1928: Dis- trict Meetings; Kirksville, Warrensburg, Cape Girardeau, Springfield, Maryville, Rolla. *Montana Education Association, R. H. Wollin, President, Principal, Custer County High School, Miles City; R. J. Cunningham, Secretary, Room 9, Kohrs Block, Helena. District Meetings: Billings, Great Falls, and Missoula, October 24-27, 1928. *Nebraska State Teachers Association, A. H. Staley, President, Hastings; Everett M. Hosman, Sec- retary, 511 Richards Block, 11th and O Streets, Lincoln. Annual Meeting: In December. Dis- trict Meetings: Chadron, McCook, Lincoln, Nor- folk, and Omaha, October 31-November 3, 1928. Nevada State Teachers Association, Guy V. Towsley, President, Superintendent of Schools, McGill; Chester V. Davis, Secretary, Principal, Ruth School, Ruth. Annual Meeting: Reno, Octeber, 1928. New Hampshire State Teachers Association, Verne M. Whitman, President, Laconia; Florence H. Hewitt, Secretary, 24 Chauncey Street, Ports- mouth. Annual Meeting: New Jersey State Teachers Association, Henry P. ‘Miller, President, Principal, High School, At- lantic City; Charles B. Dyke, Secretary, Office of Administration, Room 304, Stacy-Trent Hotel, Trenton. Annual Meeting: Atlantic City, No- vember 10-13, 1928. New Mexico Educational Association, A. O. Bowden, President, New Mexico State Teachers College, Silver City; John Milne, Secretary, Albuquer- que. Annual Meeting: Albuquerque, Novem- ber 1-3, 1928. *New York State Teachers Association, Dr. Ernest C. Hartwell, President, Superintendent _ of Schools, Buffalo; Harlan H. Horner, Executive Secretary, 212 State Street, Albany; Richard A. Searing, Recording Secretary, 617 North Goodman Street, Rochester. Annual Meet- ing: Buffalo, November 26-27, 1928. District Meetings: Potsdam, October 4-5, 1928; New York City, November 26-27, 1928; Buffalo, No- vember 2-3, 1928; Rochester, November 2-3, 1928; Utica, October 26-27, 1928; Schenectady, October 25-26, 1928; Ithaca, November 9-10, 1928. *North Carolina Education Association, F. P. Hall, President, Gastonia; Jule B. Warren, Secre- tary, Box 887, Raleigh. Annual Meeting: March, 1929. District Meetings: Western Dis- trict, Hendersonville, October 26, 1928; North- [179] 1927-28 western District, Winston-Salem, October 29, 1928; South Piedmont District, Charlotte, No- vember 2, 1928; North Central District, Dur- ham, November 5, 1928; Northeastern District, Greenville, November 9, 1928; Southeastern District, Fayetteville, November 16, 1928. *North Dakota State Education Association, S. J. A. Boyd, President, Langdon; M. E. McCurdy, Secretary, 11 Magill Block, Fargo. Annual Meeting: Grand Forks, November 7-9, 1928. District Meetings: Minot and Jamestown; Dick- inson and Grand Forks, October. *Ohio State Teachers Association, John R. Patter- son, President, Superintendent of Schools, Athens; Frank E. Reynolds, Secretary, 428 Chamber of Commerce, Columbus. Annual Meeting: Executive Committee, Cedar Point, June 25-27, 1928. *Oklahoma Education Association E. A. Duke, President, State Department of Education, Okla- homa City; C. M. Howell, Secretary 708 Con- tinental Building, Oklahoma City. Annual Meet- ing: Oklahoma City, February 7-9, 1929. *Oregon State Teachers Association, H. E. Inlow, President, _ Superintendent of Schools, Pendle- ton; E. F. Carleton, Secretary, 301 Behnke- Walker Building, 11th and Salmon Streets, Portland. Annual Meeting: Portland, December 28-30, 1928. *Pennsylvania State Education Association, Joseph F. Noonan, President, Mahanoy City; James Herbert Kelley, Secretary, 400 North Third Street, Harrisburg. Annual Meeting: Reading, December 27-28, 1928. Rhode Island Institute of Instruction, Howard Edwards, President, Rhode Island State College, Kingston; Clarence W. Bosworth, Secretary, Principal, Cranston High School, Auburn. An- nual Meeting: Providence, October 25-27, 1928. *South Carolina Teachers Association, George W. Wannamaker, President, Superintendent of Schools, St. Matthews; J. P. Coates, Secretary, 314 State Office Building, Columbia. Annual Meeting: *South Dakota Education Association, Lyman M. Fort, President, Principal, Mitchell High School, Mitchell; N. E. Steele, Secretary, Room 3, Perry Building, Sioux Falls. Annual Meeting: Mitch- ell, November 24-28, 1928. *Tennessee State Association of Teachers, Shel- ton Phelps, President, Peabody College, Nash- ville; P. L. Harned, Secretary, State House, Nashville. Annual Meeting: *Texas State Teachers Association, W. L. Hughes, President, College Station; R. T. Ellis, Sec- retary, 708 Neil P. Anderson Building, Fort Worth. Annual Meeting: San Antonio, No- vember 29-30-December 1, 1928. *Utah Education Association, LeRoy Cowles, Presi- dent, School of Education, University of Utah, Salt Lake City: D. W. Parratt, Secretary, 316 Vermont Building, Salt Lake City. Annual Meeting: Salt Lake City, October 18-20, 1928. Vermont State Teachers Association, Maude M. Chaffee, President, Morrisville; Bertha P. Lam- bert, Secretary, 310 Gage Street, Bennington. Annual Meeting: Rutland, October 11-13, 1928. *Virginia Education Association, J. J. Kelly, Jr., President, Superintendent, Wise County Schools, Wise; Cornelius J. Heatwole, Secretary, Room I, State Capitol, Richmond. Annual Meeting: Richmond, November 20-23, 1928, *Washington Education Association, Mae Mark, President, 912 South Ilth Street, Yakima; Arthur L. Marsh, Secretary, 707 Lowman Build- ing, Seattle. Division Meetings: Bellingham and Walla Walla, October 25-26, 1928. *West Virginia State Education Association, Mrs. Bertha Filson, President, Superintendent, Mason County Schools, Point Pleasant; J. H. Hick- man, Secretary, Rooms 403-405 Capital City Bank Building, Charleston. Annual Meeting: Wheeling, November 15-17, 1928. *Wisconsin Teachers Association, R. L. Cooley, President, Director, Milwaukee Vocational School, Milwaukee; B. E. McCormick, Secretary, 716 Beaver Building, Madison. Annual Meet- ing: Milwaukee, November 8-10, 1928. Wyoming State Teachers Association, E. M. Thomp- son, President, Superintendent of Schools, Rock Springs; B. H. McIntosh, Secretary, Principal, High School, Cheyenne. Annual Meeting: Cas- per, October 10-12, 1928. . es The Journal of the National Education Association Published monthly, except July, August, and Sep- tember, by the National Education Association of the United States President, Cornelia S. Adair Secretary, J. W. Crabtree The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the Rep- resentative Assembly, to hold office, and to receive Tue JOURNAL. The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 mem- bership, to receive the Proceedings, committee re- ports, and other regular publications of the Associa- tion. -One dollar of each membership fee is for a year’s subscription to Tre JOURNAL. The pay- ment of $100 gives the privileges of the $5 active membership for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. Tue JourNAL is a member of the Educational ss Association of America and is published in ac- ordance with the standards of that organization. Dp, are C Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103. Act of October 3, 1917, authorized January 26, 1921. Joy Elmer Morgan Harold A. Allan Editor Business Manager EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D.C. Next Year's Journal OURNAL PLANS for next school year are now well developed. They promise to bring to the growing family of JOURNAL readers the most im- mediately useful, stimulating, and repre- sentative interpretation of the things the Association stands for that has thus far been brought together in THE JOURNAL. The articles will be as varied as the profession itself and there will be an abundance of pictures and attractive charts. These plans have been made to serve the interests and needs of many thou- sands of readers of widely varying’ ex- perience and training. Several notable series have been developed along lines suggested by representative educational workers who responded to the question- naire sent them earlier in the year and by more than a thousand check-up sheets which have been sent in month by month. There will be one series on “Schools that are Prophecies.” These articles will describe notable schools selected from the list published in the April JourRNAL. Educational leaders from all parts of the country and many branches of the profession helped in the develop- ment of this list. These descriptions of schools that are doing pioneer work include nursery and Tue JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION preschools, elementary, junior and senior high, rural, junior colleges, and universities. ‘The distribution covers all sections of the United States and both large and small schools. The descrip- tions of these schools are so clear and specific that their progressive features can easily be developed in other schools. There will be a series of nine articles helpful to teachers both in their personal lives and in their dealings with the chil- dren. Among the titles in this series are “Standards of Physical Fitness” by Dr. Jesse F. Williams of Columbia Univer- sity; “Safety Education” by Dr. E. George Payne of New York University; “The Tired Child” by Dr. Max Seham of Minneapolis; “Posture” by Dr. Thomas D. Wood, chairman of the joint committee on health of the American Medical Association and the National Education Association; “Child Health Day,” and “The Summer Round-Up.” There will also be several articles planned especially for the personal growth of teachers by a specialist on mental health. The “Careers in Education” articles which have appeared in THE JOURNAL during 1927-28 have proved so helpful that the theme will be continued during next year in several special fields. For several years THE JOURNAL has carried features which are of such im- portance that readers and students of education anticipate their reappearance each year. Among these are “The Sixty Educational Books of the Year” pre- pared in Teachers’ Department of the Enoch Pratt Free Library at Baltimore under the direction of Joseph L. Wheeler; THE JouRNAL’s Annual Roll Call, showing progress in education of every state and territory in the Union for the year previous; American Educa- tion Week; Forty American Books se- lected each year by the American Library Association at the request of a commit- tee of the League of Nations; and nine tables of invaluable statistics. In the October issue of 1927, a sec- tion was assigned to American Education Week, giving interpretative material in terms of the seven cardinal objectives of education. This feature will be devel- oped in even better form in October, 1928. Another feature for next school year will be on “Interpreting the Schools to the Public.” Educational workers will welcome the helpful material which will come to them in these pages. To ac- quaint the public with the work of the schools, their ideals, their achievements, June, 1928 and their needs is an opportunity which is becoming increasingly important jn the life of the nation. In the changing life of today, educa- tion is changing so fast that much prog- ress can be noted from one year to the next. The February 1929 Journat will present progress in special fields or phases of education for the year 1928. Among the subjects and writers prom- ised are: Elementary Education, Charles H. Judd; Teaching Methods, James F. Hosic; Teacher Training, George W. Frasier; Child Welfare, Grace Ab- bott; School Administration, George D. Strayer; Educational Psychology, Frank N. Freeman. A special feature of the May 1928 JouRNAL was “Opportunities in Sum- mer Schools, 1928” by Adele Hum- phrey. This will be repeated in 1929, illustrated, and made even more useful than the monumental piece of work as- sembled this year. This rich store of material will be used for discussion in regular meetings of the faculties of one hundred percent schools and in other groups. The de- mand for it and the inspiring nationwide cooperation which makes it possible indi- cate that the profession is at work on its problems. RS. S. M. N. MARRS, who was elected presi- dent of the National Congress of Par- ents and Teachers, 1928-30, at the recent con- vention of the Congress in Cleveland, Ohio. The National Congress and the National Education Association work in close coopera- tion on the problems of education and child- hood. | | | ‘ | American Education Week UGGESTIONS FOR MAKING A _ PRO- GRAM—The following suggestions are offered by the American Legion, the National Education Associa- tion, and other organizations to aid in the preparation of programs for Ameri- can Education Week. The purpose of this week is to acquaint the public with the work of the schools, with their ideals, their achievements, and their needs. Let the aim be to have every parent visit his child’s school at least once during the week. Evening sessions may be substi- tuted for afternoon sessions on certain days. For some time prior to Educa- tion Week, articles on the schools should appear in local newspapers. Note that this program emphasizes each of the car- dinal objectives of education: health; worthy home membership; mastery of the tools, technics, and spirit of learn- ing; faithful citizenship; vocational and economic effectiveness; wise use of leis- ure; and ethical character. Health day, Monday, Nov. 5—Health is the foundation of individual happiness and community wellbeing. Health Day programs can show the public what the schools do to promote health through recreation, nutri- tion, ventilation, and training in good habits. An adequate school plant—sanitary, spa- cious, cheerful—helps to improve individual and community life and to insure a better race. Home and school day, Tuesday, Nov. 6— Home is the most fundamental institution among civilized peoples. Its cooperation with the school is a necessity. American Ed- ucation Week is a good time for parents to visit the school and for teachers to plan visits to the homes of their pupils. Let the pupils know what each of them can do to help make better homes. Know your school day, Wednesday, Nov. 7—Schools are the first and biggest enter- prise in locality, state, or nation. A little in- vested in education saves much expended on poverty, disease, and crime. The school teaches children how to learn, to think, to develop vision, to judge, to do, and gives them an appreciation of the spirit of learning. School opportunity day, Thursday, Nov. 8—To help every child find his field of sery- ice and to prepare him for it is a primary responsibility of the school. On this day show the opportunities offered children in your community—how vocational efficiency is promoted through courses in agriculture, trades and industries, commerce, and home economics; how advantages are afforded by special classes and evening schools. Citizenship day, Friday, Nov. 9—The success of a democratic government depends upon the faithful performance by each citi- zen of his public duty. By living as citizens November 5-11, 1928 of the schools, children learn to be citizens of the larger society. Schools eliminate factional and national hatreds and develop that mutual sympathy, respect, and under- standing essential to loyal citizenship. Community day, Saturday, Nov. 10—Edu- cation is a lifelong enterprise. The pro- gram for this day will emphasize the value WwW" you observe American Edu- cation Week? To a _ million teachers this question should come as a challenge to rise to a great occasion. Let us rather ask, “Can we afford not to observe American Education Week?” Can we afford to ignore the need for a permanent season each year when we shall magnify and in- terpret the one institution upon which we are spending most in care and treasure? Without this background of public appreciation education cannot keep pace with the expanding needs of the life around it. The school is America’s choicest gift to civilization. Let us once each year dedicate our- selves anew to the school and the child. Let us exalt the child above industry, above business, above poli- tics, above all the petty and selfish things that weaken and destroy a people. of schools in the advancement of community life. Progressive communities provide for wholesome leisure activities—libraries, parks, playfields, auditoriums—and make the schoolhouse a community center. Armistice day, Sunday, Nov. ll—Ten years ago today the thought of the world changed from war duties to the peaceful pur- suits of life. On this day let the ministers of all denominations tell what teachers and the schools are doing to build citizenship and character. Call attention to the fact that Education Week is now observed in other countries as suggested by the World Federa- tion of Education Associations. Note that the formal observance of Armistice Day under the auspices of the American Legion will be on Monday, November 12. SUGGESTIONS FOR COOPERATING AGENCIES— The superintendent usually serves as direc- tor of the week’s activities. Local officials of the American Legion serve on committees and help to promote the observance of the week. Request the mayor to issue the proclama- tion setting aside Nov. 5-11 as American Education Week. Do this in September. Let churches, fraternal bodies, chambers of commerce, labor organizations, luncheon clubs, and other agencies plan to feature the work of the schools in short talks, a school pageant, radio programs. Newspapers can print articles, editorials, and news about education. Print local pro- gram in full during the week. Run a page advertisement featuring some educational achievement or institution in your City. [181] Merchants will recognize the schools in their window displays and advertisements. Begin doing this the preceding week. Motion picture theaters can use slides urging people to visit the schools and study educational issues. Furnish material for projection to the principal motion picture houses. Radio broadcasting stations may feature educational addresses and school programs. Have several five-minute speeches telling about the schools. Arrange for this early in the fall. Pilgrimages may be made to the best schools in each city and county and to the graves of wellknown educators and _ bene- factors of education. Have a parent’s night. Let the parents attend a shortened school session, say 90 minutes, and meet their children’s teachers. Have the school’s printing presses turn out programs for the week and for each day in the form of dodgers, folders, and booklets. The World Federation of Education As- sociations recommends that Education Week be observed in all nations. Becin Now—Now is the time for teachers’ clubs and school faculties to ap- point committees to carry forward plans for the observance of American Educa- tion Week. The back files of Tue JOURNAL OF THE NATIONAL Epuca- TION ASSOCIATION contain a wealth of material bearing on each of the days. The following references to JOURNAL ar- ticles will be especially helpful: American Education Week; Oct. 1927. 16: 221 Democracy in education—W. H. P. Faunce; Apr. 1928. 17: 103 State universities and public education— Lotus D. Coffman; May 1928. 17: 133 Growth in physical fitness—Kathleen W. Wootten; Oct. 1927. 16: 207 Well-ordered homes—Florence H. Jan. 1927. 16: 7 Experiences in citizenship training—Jessie Duff; June 1927. 16: 187 A school citizenship project; Nov. 1927. 16: 253 Education and the larger leisure—Mabel Travis Wood; June 1927. 16: 173 The sources of ethical character—Joy Elmer Morgan; Dec. 1927. 16: 267 School ideals and character—Henry Neu- mann; Feb. 1927. 16: 47 The American Melting Pot—Francis G. Blair; Oct. 1927. 16: 197 Every Teacher an Interpreter—Cleve R. Bradshaw; Jan. 1928. 17: 13 Economic Resources and School Costs by States in 1926; Feb. 1928. 17: 56 Enrolment in American Schools both Public and Private; May 1928. 17:150 Fitch ; Additional material will appear in the: October JoURNAL OF THE NATIONAL Enpvu- CATION ASSOCIATION, and in the Research Bulletin of the Association. ar SEES Headquarters Retirement System T THE 1926 meeting of the National A Education Association in Phila- delphia the report of E. Ruth Pyrtle, chairman of the Committee on Retirement Allowances, included a rec- ommendation “that the Executive Com- mittee be authorized to take steps to put into effect a retirement plan for the As- sociation’s headquarters staff.” The ap- proval of this recommendation by the Representative Assembly was consistent with the Association’s long established policy of promoting sound teacher re- tirement systems. It is also in line with the increasing téndency on the part of all types of concerns with permanent staffs to set up definite plans for the retirement of their employees when they reach old age. As a first step toward initiating a re- tirement system, an investigation was conducted under the direction of a sub- committee of the Executive Committee made up of Uel W. Lamkin, E. Ruth Pyrtle, and Mary McSkimmon. The results of this study, presented at the Dallas meeting, pointed out that the initiation of a‘retirement system would be a relatively simple matter since most of the employees of the Association were comparatively young and had been em- ployed but a few years. The problem of accrued liabilities, which makes the establishment of many retirement plans so difficult, was therefore not serious. The study also suggested the major features of a plan which appeared best suited to the demands of the situation. The retirement system suggested was based upon the principles for sound teachers’ retirement systems as stated in recent reports of the Committee ‘on Re- tirement Allowances. The prompt es- tablishment of a retirement system along the lines outlined was recommended. At the Seattle meeting, the Board of Directors took final action authorizing the establishment of a retirement system effective December 1, 1927. Membership in the retirement system is limited to those on the permanent roll. Approximately half of the headquarters staff are on this roll. therefore, represents an additional privi- lege which comes to those on the tem- porary roH who qualify through efficient service for a position on the permanent staff. Membership in the system is made a condition of employment on the per- manent roll, thereby guaranteeing in full Membership,’ measure the increased efficiency which results from the adoption of a sound retirement plan for salaried workers. The fund upon which the retirement allowance of each member of the staff will be based is built up by depositing in an account each year an amount which is usTice as well as the best public service requires the retirement and pensioning of teachers after a service of thirty years, and upon carefully devised conditions. We recommend the enactment of laws in the several states to permit and to regulate the retirement and pensioning of profes- sional teachers.—Resolution of the National Education Association passed in 1891, ten percent of the employee’s salary. This deposit is paid for by a five percent deduction from the member’s pay check, and by the payment of a similar sum by the Association. This guarantees an adequate retirement allowance by the time superannuation is reached. An employee may retire and may be retired at any age between sixty and seventy. The age of a few members of the sys- tem is such that the deposits to their credit will not be sufficient by the time they reach the age of superannuation to provide an adequate retirement annuity. The Association at its own expense guar- antees a minimum retirement allowance to such employees. The whole plan is thoroughly sound financially. By the time of reaching re- tirement a sum of money is actually on deposit to the credit of each individual member of the system which is sufficient to cover the cost of his retirement allow- ance for life without additional pay- ments of any kind, either on the part of the retiring employee or the Associa- tion. The plan thereby meets the first and cardinal principle for all retirement systems—financial solvency. No retire- ment system at all is better than one which proves to be insolvent at the time - of retirement. Each member’s retirement fund is kept separately and in case he withdraws from service with the Association previous to the age of retirement, he receives with interest all the deductions from his salary. Protection is also provided against physical disability occurring pre- vious to the age of regular retirement. [ 182]. The nature of the organization of the headquarters staff is such that it was not possible to establish a system which is in all respects a duplicate of the sound teacher retirement systems now in effect in a few states. The number on the permanent staff was too small to make practical the organization of a wholly independent retirement system, such as is desirable in a state with several hun- dred or several thousand teachers. Con- sequently the plan is administered through a wellestablished insurance company selected by the officers. This feature in the plan was necessary due to the relatively small number on the permanent staff, and due to the fact that the members of the staff are the employees of what is legally a private organization, rather than being state em- ployees as are public school teachers. The plan as now in effect provides that the cost shall be met jointly by the em- ployer and the employee, which in teacher retirement systems are the state and the teacher. In the case of a teach- ers’ retirement system, the state itself should administer the system. The establishment of sound retirement plans such as that of the National Edu- cation Association, and such as are also in effect for teachers in many progressive states, is in no sense an act of charity. It is a thoroughly dignified and business- like arrangement whereby two solvent parties, an employee and an employer, © exercise foresight in protecting the effi- ciency of a service to which they are both devoted. These solvent parties co- operate over a period of years in building up a fund which renders the employee financially independent at retirement. The adoption of the retirement system now in effect for the Association’s head- quarters staff guarantees continued effi- ciency on the part of that staff. It will not only result in better work during the period of service, but will keep the paths of promotion open when those who have served long reach old age and their effec- tiveness begins to decrease. By organiz- ing a retirement plan for its headquar- ters staff the National Education Asso- ciation recognizes in practise what it has long advocated in theory—that the estab- lishment of a sound retirement system promises greater efficiency on the part of salaried employees whether they be teachers or whether they be the workers of its own staff. aos w8e we HF Se we OV SF Selecting the Best Textbooks FRANK X. GOULET Principal, Thomas A. Edison Junior High School, Los Angeles, California NE OF THE problems which con- = fronts every organization is the selection of suitable texts upon the expiration of old contracts or upon the determination that the texts in pres- ent use are unsuitable. This problem has variously, in the course of school his- tory, fallen upon state superintendents, boards of education, city superintend- ents, and members of special departments. Only very lately has it been a custom to ask classroom teachers to participate in the judgment and selection of textbooks later to be used in these same classrooms. In Los Angeles, the teachers have been for some time participating in the forma- tion and development of the course of study. At the expiration of a contract for the use of mathematics texts in the junior high schools of the city, the matter of selection of new textbooks was brought for consideration before the teachers composing the committee upon mathe- matics. This committee was faced with the problem and given the responsibility of recommending to the board of educa- tion texts for the classes in mathematics in the junior high schools for the next four years. Discussion of the problem brought out the suggestion that in line with modern educational procedure, some objective method of evaluation and _ selection should be the basis of the committee’s recommendation. It was felt that any- thing as definite as a textbook was sub- ject to quite definite analysis. It was the hope that the board of education would adopt textbooks upon their proved value as texts and not upon political pressure, the personality of the salesman, or any of the more or less devious methods which have no relation whatever to the value of the book as a classroom asset. Accordingly, the Department of Psy- chology and Educational Research was called upon for aid in fashioning some type of measuring stick with which to tackle the new job of measuring text- books. Florence D. Fuller was ap-' pointed as aid to the committee and with the assistance of the committee of mathe- matics teachers proceeded to analyze the organization and makeup of texts. This study resolved itself into an analysis of the various textbooks centering around the following subdivisions: 1. Number and kind of illustrations. 2. Size of numbers used. 3. Mechanical features, such as printing, binding, paper, etc. Sec. 15. Sweet, Sweet-er, Sweet-est. A pear is sweet, a plumb is sweeter, honey ' is sweetest. Ann isa sweet child — She does not cry or snarl. She minds her pa and ma, and loves the little babe. So} she is a sweet child. song. | The sap of the ma-ple has} sweeteness, It can be boil-| ’ | ed till only the sweetness is left and then it is sugar. |Sweet, sweeter, sweet-est, sweet-| ly, swect-ness, |Bold, bolder, bold-est, bold-ly,| | boldness. cold’ wild high calm harsh } blind §=light = bright’ — dark sharp mild tight kind hard smart eps PICTURE and that on the next page are examples of the old style of text- book. They are taken from “The District School as It Was,” edited by Clifton Johnson, published by T. Y. Crowell Company. 4. Methods of presentation, discussion, or- ganization, and suitability. , 5.”"Methods of drills, tests, summaries, and review. 6. Analysis of content. 7. Extent of vocabulary. 8. Manner in which the textbooks were written and developed. 9. And a study of the scholarship, train- ing, and experience of the author. Later, separate committees were ap- pointed to take up each one of these sub- divisions as its special work and to examine every textbook submitted by the publisher for adoption, analyzing it only with reference to the special phase of in- terest to the committee. To illustrate how objective was the method of analysis, perhaps a statement of the procedure by one of the commit- [ 183 ] tees will serve as an example for all of them. The committee on number and kind of illustrations says in its opening report: The committee found that there was a considerable number of types of illustrations used in the texts. It seemed likely that not only the quantity of illustrations, but also the type of illustrations would be of import- ance in judging texts. It was decided, there- fore, to group the illustrations under various headings. An abbreviation for each was agreed upon in order to economize space and labor in recording data. A list of the types and abbreviations follow: Architecture (A) This type includes all pictures of build- ings, arches, etc. Business Forms (BF) Under this heading illustrations of checks, drafts, notes, bills, budgets, etc., have been listed. Charts, Diagrams, Tables (CDT) This type includes information shown, or set off, with lines. Graphs (G) All types of graphs; line, bar, circle, pic- ture, etc., are included here. Geometric Forms (GF) Illustrations of various forms, rectangles, angles, circles, prisms, etc., are classi- fied under this heading. Historical (H) This type includes pictures of persons, historical notes set off by lines, or de- signs, old means of computations, etc. Illustrations of Problems Inclosed by Lines (1) Under this title are included illustra- tions of methods of computing, and of solving problems, when set off by lines. Machinery (M) As the title indicates, pictures, gpr sketches, of machines are listed noe. Pictures of Activities (PA) This type includes pictures ‘Of actions performed by people, but not to be done by the pupils, as filling the auto- mobile tank with gas, etc. Pictures of Procedures, or Directed Activi- ties (PP) Pictures showing pupils how to perform experiments, to measure, etc., are listed under this title. Trigonometric and Geometric Uses (TGU) This includes illustrations of the means of finding the altitude of cliffs, ete. The space occupied by illustrations was measured in square millimeters. The pro- portion of space in each text devoted to illus- trations was calculated. Using the total square millimeters of illustrations found in a book or a series of books, as a basis, the percent of each type of illustrations was computed for each. The desirable proportions of the books in terms of percents of space in a two- book series, in a three-book series, and also 184 Tue JouRNAL oF THE NATIONAL Epucation AssociATION June, 1928 in separate algebras to be devoted to illustra- have been estimated. The desirable proportion of the illustrations, in terms of the percent of space used for illustrations, to be devoted to each type of illustration was ilso estimated. The last two items appear in the tables as Suggested Standards. tions Another instance of objective measure- ment was the work of the committee on vocabulary. All of the books submitted were tested with the Thorndike list of the 10,000 most frequently used words and the texts scored accordingly. These books were scored objectively by this list both as to the extent of the vocabulary and the frequency with which certain vo- cabulary words recurred in the various textbooks. In like manner, the committee on size of numbers and the other committees made surveys of various texts and set up certain definite standards by which the texts could be evaluated; the committee on size of numbers taking as their spe- cial problem a study of whether or not the numbers used in the various texts were such as to be practical or such as to be outside of the actual experience or be- yond the range of probability in the life of the student. In this way, all of the various phases were weighed and scored objectively with the exception of the report on schol- arship, training, and experience of the author, and the manner in which texts were written and developed. ‘These two facts were obtained by written statement from the publishers or authors. A very important point in the report on the manner in which the texts were written and developed was a statement as to whether the texts had been devel- oped through practical work in any sys- tem or systems of schools, or whether A PROBLEM FOR VISITING TEACHER WHEN THE HOME IS INDIFFERENT TO THE CHILD'S INTERESTS HIS HANDIWORK HIS LEISURE TIME THE BOOKS HE READS THE COMPANIONS HE CHOOSES THE CLUBS HE JOINS } THE HOURS HE KEEPS THE LESSONS HE STUDIES THE EFFORT HE MAKES’ they had been written and not tried out before being published. These reports were then sent out to the faculties of the various junior high schools under code numbers and the teachers ranked the texts from highest to EASY LESSONS. THE GOOD SCHOLAR Joseph West had been told, That if, when he grew old, He had not learned rightly to spel, Though his writing were good, "T would not be understood : And Joe said, “1 will learn my task well.” And he made it a rule To be silent at school ; And what do you think came to pass? Why, he learned it so fast, That, from being the fast, He soon was the first im the class. ee SELECT SENTENCES. | Never ask other persons to do any thing for which | } you cap as properly do for youtself. : hai _— as you have learned to work well, try to work quick. | If we do not take pains, we must not etpect to excel in | } anything, ~ Attentive and indusirious people can always find time to do what is proper for them to do. ™ NOTHER PAGE of “The District School as It Was.” Note the old-fashioned bench and low desk. lowest according to the suggested stand- ards which had been set up by the vari- ous committees. The teachers in every case voted in an unprejudiced manner because it was not possible to de- termine for which text they were voting. | more Training ro Home Cooperation Pe rsonalily adjustments Changing School Cours pees FundS the objective evaluation of texts. At the close, and after all of the nine reports had been voted upon and re- turned, the Department of Psychology and Educational Research made a com- posite scale of these votes. This table was presented to the final meeting of the whole committee at which time it was hoped that the committee would be guided in its selection of texts by the re- sults of its own findings. At this final meeting, the names of the actual text- books and the score given them by the entire staff of teachers were placed in the hands of the teachers. When the count was taken, which was by secret ballot, it was found that the series of books scored highest by the various group com- mittees was almost the unanimous choice of the committee as a whole. ‘The re- sult was most gratifying to the educa- tional staff and to most of the book men concerned in the selection. Many of the salesmen for the book concerns felt that an absolute elimina- tion of the personal element in the selec- tion of textbooks would make for im- provement in the writing of texts and would give each author and publisher a better evaluation of the books than any which they could make for themselves. There have been many desirable out- comes as a result of these experiments in The task was a pioneer one and entailed an enormous amount of original work. No one connected with the undertaking be- lieves that the job done is a perfect one, but we believe that it points the way and opens up a general field that has not been touched in educational procedure. As time goes on, it is hoped that other studies similar to this will give us more facts and a better method of measuring textbooks as to their actual value. CONDITIONS THAT INTERFERE © WITH SCHOOL PROGRESS { Child Poor labor health [ | gree ! aroun | quarters the streets THE VISITING TEACHER HELPS FATHERS AND MOTHERS TO CORRECT THESE CONDITIONS * Esa Hangin Courtesy National Committee on Visiting Teachers ECAUSE OF the effort made in the B past two years to inform the public and the teaching profession of the need for a Department of Education with a Secretary in the President’s Cabinet, the representatives of educa- tional organizations who appeared in support of H. R. 7, the Curtis-Reed bill before the House Committee on Education, April 25 to 28, were in com- plete agreement on all essential princi- ples involved. The hearings were presided over with dignity and fairness by Representative Daniel A. Reed of New York, chairman of the Commit- tee on Education and the introducer of the bill in the House. Representatives John A. Robsion’ of Kentucky, Willis G. Sears of Nebraska, and Elmer O. Leatherwood of Utah, contributed much to the cause by their wise cross-examination of witnesses. They are members of the Committee on Education, and supporters of the New Education Bill. The case for the National Education Association and allied organizations was directed by Superintendent William M. Davidson of Pittsburgh, chairman of the Association’s Legislative Commission, who was the first witness on the open- ing day of the hearings. Dr. Davidson traced the history of the movement to establish a department of education since 1866. The constitutional discussion was conducted by State Superintendent John A. H. Keith of Pennsylvania who in- sisted that state superintendents of pub- lic instruction have no fear of federal encroachment on sovereign rights of the states in administering and controlling their systems of education. He was sup- ported by Chancellor S. P. Capen of the University of Buffalo who advanced the opinion that the federal government could not control education even though such control were authorized by law. The bill now before the committee, he pointed out, does not even suggest fed- eral control. Thomas E. Finegan, who for thirty years was a state educational officer, pre- sented out of his wide experience both as a lawyer and educator, the vital need for reliable, complete, and current edu- cational facts for the improvement of schools within the states. The United States Department of Education, he said, Educational Cooperation would be able to carry on its studies on a nationwide scale, offering the results of its findings to all state and local school systems for application to their own specific needs. HE OFFICIAL stenographic report of the hearings on H. R. 7 to estab- lish a United States Department of Education with a Secretary in the President’s Cabinet, held in Washing- ton April 25 to 28 inclusive, will con- stitute an excellent handbook for de- bates in the schools next fall. Every citizen will be entitled to a copy of this report when it is printed. You may obtain your copy by writing to one of your Senators or your Repre- sentative in Congress at his office in Washington. Additional material for debates can be supplied by the Na- tional Education Association, 1201 Six- teenth Street N. W., Washington, D. C. The Bill was published in full in the January 1928 issue of THE JOURNAL of the National Education Association. Representative William C. Hammer of North Carolina, who is not a mem- ber of the Committee on Education, sent a voluntary statement in support of the bill to be filed in the record of the hear- ings. Mr. Hammer said, “I am sincerely in- terested in seeing this measure enacted for it would help the plain folk very much. I am a Southerner, and as such I look out for safeguarding the prin- ciple of states’ rights, but I cannot see where this measure, which would give the states the help of the federal gov ernment and leave the actual adminis- tration of education strictly to the states, would interfere with state autonomy. “Most of all I am for this bill be- cause I want the people of the rural communities to have the same advan- tages as those in the big cities. Most of the experimental schools are now conducted either in connection with big city school systems, or else in high priced private schools. I want some of the re- ‘sults of all this extensive research to be made available for the poorer people in the rural districts, too.” The need for systematic nationwide factfinding in education was urged be- fore the committee by Charles H. Judd, director of the school of education of the University of Chicago, and other [185] representatives of the North Central As- sociation of Colleges and Schools. President Cloyd Heck Marvin of George Washington University empha- sized the benefit which the bill would bring to privately endowed institutions of higher learning in presenting more vital courses of study to their students. Some opponents of the bill introduced statements implying that schools and teachers are being used by the enemies of orderly government to promote anti- social, unpatriotic, communistic, and other radical doctrine. ‘These implica- tions were challenged by Representative Brooks Fletcher of Ohio, a member of the Committee, who requested Secretary Crabtree of the National Education As- sociation to make a statement. Mr. Fletcher secured the Committee’s per- mission to place Mr. Crabtree’s state- ment in the record. Secretary Crab- tree said in his letter “If teachers were ‘red’ or if the schools were spreading vicious propaganda I would know it. The dangers are not in the schools.” Miss Charl Williams, field secretary of the legislative division of the National Secondary Education Association, filed with the committee statements from approxi- mately three-fourths of the state super- intendents of public instruction and from more than a score of great na- tional organizations supporting the bill. Miss Williams, although she had just recovered from an ent throughout the hearings and assisted Dr. Davidson. The hearings on the New Education Bill in the Seventieth Congress have closed. The task is now once more sent back to the educational forces of the illness, was pres- nation. Congress has recessed until December 3, unless called in special session. Most members of Congress have returned to their home districts to prepare for the 1928 election. While they are campaigning in their districts teachers, parents, and laymen will have an opportunity to talk with them and to present to them the imperative neces- sity of a department which will be an adequate factfinding agency dedicated to the best interests of the twenty-eight million young people in the American schools. Congressmen will be influ- enced by the intelligent opinions of their constituents. H™= ARE reduced facsimiles of a set of posters prepared by the Divi- sion of Publications of the National Education Association for the recent Cleveland meeting of the National Con- gress of Parents and Teachers. They suggest one way of making figures simple | by presenting them graphically. The full size of the posters is seventeen by | twenty-three inches. Posters like these can be made by high-school pupils as a part of their regular work. Graphs and | charts are so widely used in modern life that youth should be taught to make and use them just as they are given practise in writing and speaking. These posters may be used to advantage in meetings of state and local education associations. Full size copies can be purchased from the Division of Publica- tions of the National Education Associa- tion, Washington, D. C., at fifty cents each or two dollars per set. A TREASURY EDUCATIONAL LITERATURE were * 1ONS te NATIONAL EDUCATION ASSOCIATION THE JOURNAL Goentens ortiches by urellhnown educofors ond fells whol the schoo! ore dong THE RESEARCH BULLETINS a up-fo-dole educotone! sotishes an solorres, henure, shoal cash, and ether prablems 65 VOLUMES _1857 © DATE The Eight Foot Shelf of Association Proceedi 1857-1928 The Greatest Collection of Educational Literature nthe World =. oo THE TEACHERS’ STANDARD OF LIVING DEPENDS ON SALARIES Some Average Annual Incomes Our HEADQUARTERS in Washington, D.C Nationa, § Congress OF PARENTS AND §) TEACHERS his fine professional home af fhe feachers and fhe af the notran 13 deceit ontooth stu Alochs north af the Waste ouse ae 0 By Tmt Division OF PUBLICATIONS NATIONAL EDUCATION ASSOC! ATION MORTIONEST 1201 SOXTUENTH STREET Waseimeten DC The ~a- Stonds For- Reasonable financial support for all schoals. of the profession. To Serve Interests Like [ 186] NATIONAL EDUCATION ASSOCIATION Welltrained, wellpaid teachers A Depariment of Educat th a Secretary Phe Poudenie Ghana Every teacher at work on the problems A four start in life for every child. Worldwide observance of Education Week WHY A DEPARTMENT OF EDUCATION ? The Seven Osvectives of Epucation ~Lar- : Train farheallh hobtts, oftitudes ond sdeals HOME: Emphasize worthy Aome membership. LEARNING: Maps the fodls, /echnics ond spirit of Jeorring CITIZENSHIP: Prochice faslA ful citizenship : Develop vocofrana! and ecanamie lowe: LEISURE: Give experience in fhe wise use leisure. CHARACTER: Butld ehkico/ chorocter as the supreme valve of education and life. ed § Nationac # E0ucaATIONn # Association Notonol Educosian. Associohon ond he Nefrana/ Congress of Porer!s ord Jeochers are wath 1ng Shrough ie schoa/s far /hese objectives ARE SCHOOLS COSTING TOO MUCH ? How Money Is Spent THE NEW SPIRIT AMONG TEACHERS As shown Ten Years’ MEMBERSHIP GROWTH inthe Nationa EpucaTion ASsociaATION An Elementary School Library for $500 Prepared by the Librarians in the Elementary Schools of Long Beach, California ONG BEACH provides a fulltime librarian for most of its elementary schools and is doing notable work in that field. During the past year these librarians have been working on a cooperative enterprise for Tue JOURNAL, aiming to make, out of their actual experience with children and teachers, a list of books that could be purchased for about $500. This is their list. The librarians who have worked on it have had an average experience of eight years each in teaching, public library children’s work, and school library work in all sections of the United States and represent a wide range of train- ing im credited library schools and teacher training institutions. The group working on the list includes Mrs. Elizabeth Riddell White, director of the Department of Li- braries, and Librarians Bernhardt Barnett, Alma Clements, Helen Jackson, Clara Josse- lyn, Louise Metcalf, Leigh Pearce, Florence Robertson, Katharine Scales, Hazel Tomlin- son, Lenore Townsend, and Josephine Kenkil. In making this list for first purchase for an elementary school library, the following points that every school librarian has to face in making a selection have been kept in mind: 1. The list provides for children from kindergarten through the sixth grade. 2. All readers and textbooks have been omitted except where they have reference value. 3. The modern curriculum and its de- mands upon the library have been constantly kept in mind in selecting the nonfiction books. Some are necessary for factual ref- erences and others for inspirational reading. 4. Enough titles of similar difficulty to supply at least twenty pupils or half an average class with books at one time have been seleeted. This makes it necessary to have at least twenty picture books for kindergarten and first grade; twenty or more easy books for second and third grade. Be- yond the third the reading ability varies and a mixed list will handle most classes. 5. It is assumed that every school is already equipped with one of the good chil- dren’s encyclopedias and a large dictionary of recognized standing. In case they are not already owned by the school, $70 are allowed for these two items in the general reference group. These basic reference books often come as gifts from Parent-Teacher Associa- tions. If schools would cooperate with their public library to obtain books to circulate for home reading, they would help the public library in reaching all the children. Also they would not interfere with the circulation records which affect the library budget, and the school could use its money for a general collection to keep in the library for class use. To make the library a success it is neces- sary to have a trained children’s librarian. The tendency too often is to put a teacher in and let the supervisor give a few lessons to make a librarian of her. There are too few teachers who know children’s books and standards, There is no place in their teacher training where they are taught or read chil- dren’s literature. REAT MEN and women all through history have testified to the in- spiration that has come to them from books. There is much more to be learned than books. Every teacher wishes to preserve a reasonable bal- ance between the child’s experience with things and people and his read- ing. This balance can best be kept and the love of reading cultivated when the child is surrounded by in- viting books and given ample time to read them in his own way. Certainly it is not expecting too much to have in every school a library worth at least half the salary that the teacher would receive in one year. It multiplies the teacher’s power manyfold and gives opportunity for selfdirected learning of immeasurable value. This list is published at this time to aid schools throughout the country in planning purchases for their libraries in preparation for 1928-29. Schools in each state would obtain books on the history of the state corresponding to the titles in this list under California. Making a reasonable allowance for dis- counts, the percents of the $500 spent for various classes are approximately as follows: General reference books, 19; picture books, 6; easy books, 5; fiction, 19; fairy tales, myths, and legends, 8; biography, 7; history, 7; travel in many lands, 3; geography, 6; health and occupations, 2; science and in- ventions, 3; science and nature, 5; special holiday and civic problems, 4; literature, 3; and fine arts, 3. General Reference Books Goode—School atlas, Rand, 1923, $4 Hammond—Modern atlas of the world, Hammond, 1924, $3 ‘ World Almanac—N. Y. World, $1 Ward—Encyclopedia of food, Ward, 1923, $10 Stevenson—Home book of verse for young folks, Holt, 1915, $3 Boy Scouts—Official handbook, 1926, $1 Gardner—Handbook of children’s literature, Scott, 1927, $2 ' Rice—Lessons on the use of books and libraries, Rand, 1920, $1 ‘ A Sears—Children’s catalog. Newest edition, Wilson, 1925, $12 Terman & Lima—Children’s reading, Appleton, 1926, $2 Eastman—Jndex to fairy tales, Faxon, $6 Scott—Stamp catalog, Scott, $1.50 Stern—Clubs, their making and management, Rand, 1925, $1.50 Picture Books Adelborg—Clean Peter, Longmans, $1.50. Brooke—Golden Goose, Warne, $3 Brooke—Johnny Crow’s garden, Warne, $1.75 Brooke—Ring o’ roses, Warne, $3 Brooke—Story of the three bears, Warne. 75 cents Brooke—Story of the three little pigs, Warne, 75 cents ea te diddle diddle picture book, Warne, Crane—Old Mother Hubbard, Dodd, $1 Deming—Indian child life, Stokes, $2.75 [ 187] Falls—A B C book, Doubleday, $2 Francis—Book of cheerful cats, Century, $1.50 Greenaway—Marigold garden, Warne, $2.50 Ivimey—Three blind mice, Warne, $1 Le Mair—Little songs of long ago, McKay, $3 Moore—’T was the night before Christmas, Houghton, 90 cents Smith—Chicken world, Houghton, $2.50 Smith—Railroad book, Houghton, $3 Smith—Seashore book; Houghton, $3 Wright—Real Mother Goose, Rand, $2 Easy Books Bannerman—Little black Sambo, Stokes, 75 cents Bianco—Little wooden doll (Little library), Mac- millan, $1 Bianco—Velveteen rabbit, Doran, $2 Blaisdell—Cherry tree children, Little, $1 Boutet de onvel—Suzanna's auction (Little library), Macmillan, $1 Carrick—Picture folk tales, Stokes, $1.50 er tales from the Russian, Stokes, Goldsmith—-History of little Maemillan, $1 Grant—Windmills and wooden shoes, Southern, 68 cents Grover—Kittens and cats (School edition), Hough- ton, 90 cents Grover—Overall boys, Rand, 75 cents Grover—Sunbonnet babies’ primer, Rand, 70 cents Heward—Ameliar-Anne and the green umbrella, Macrae, $1.50 Heward—Twins and Tabiffa, Jacobs, $1.50 Lang—Fairy stories, 4 vols. Lib. ed., Longmans, 4 Goody-T wo-Shoes, LaRue—F-u-n Book, Macmillan, 68 cents Lefevre—Cock, the mouse and the little red hen, Macrae, $1 Lefevre, Little grey goose, Macrae, $1 Lofting—Story of Mrs. Tubbs, Stokes, $1.25 Lucia—Peter and Polly in spring, Am. bk., 60 cents Orton—Little lost pigs, Stokes, $1.25 Perkins—Dutch twins primer, Houghton, 64 cents Potter—Roly-poly pudding, Warne, 75 cents Potter—Tale of Benjamin Bunny, Warne, 75 cents Potter—Tale of Peter Rabbit, Warne, 75 cents Fiction —* and Jill; il. by H. R. Richards, Little, Alcott—Little men; il. by Reginald B. Birch, Little, $2.50 Alcott—Little women; il. by Alice B. Stephens, Little, $2.50 Alcott—Under the lilacs; il. by Alice B. Stephens, Little, $2.50 Barrie—Peter Pan and Wendy, Scribner, $2.50 Baylor—Juan and Juanita. (Riverside Bookshelf), Houghton, $2 Baynes—Jimmie, Macmillan, $1.60 Brooks—Boy emigrants, Scribner, $2.50 Brown—John of the woods, Houghton, $1.75 Brown—Lonesomest doll, Houghton, $1.25 =a Rose. (Beacon Hill Bookshelf), Lit- tle, Caldwell—Wolf the storm leader, Dodd, $2.50 Clark—Poppy seed cakes, Doubleday, $2 (pega of Huckleberry Finn, Harper, Clemens—Adventures of Tom Sawyer, Harper, $2.25 Coolidge—What Katy did, Little, $2 Defoe—Robinson Crusoe, Harper, $1.75 Dix—Merrylips, Macmillan, $2 Dodge—Hans Brinker; il. by G. W. Edwards, Scrib- ner, $2.50 — that would not kill, Dodd, Fitinghoff—Children of the moor, Houghton, $2.50 French—Grettir the Strong, Story of, Dutton, $2 ~ French—Lance of Kanana, Lothrop, $1.25 Hale—Peterkin papers. New ed. (Riverside Book- shelf), Houghton, $2 Haskell—KXatrinka, Dutton, $2 Hawes—Mutineers, Little, $2 Hunt—A bout Harriet, Houghton, $2 Jackson—WNelly’s silver mine. (Beacon Hill Book- shelf), Little, $2 Kaler—Toby Tyler, Harper, $1.75 eee book (School edition), Doubleday, Lofting—Story of Doctor Dolittle, Stokes, $2 London—Call of the wild, Macmillan, $2 Malot—Nobody’s boy, Cupples, $1.50 Martineau des Chesnez—Lady Green Satin and her maid Rosette, Macmillan, $2 Masefield—Jim Davis, Grosset, $1.25 Meigs—Master Simon’s garden, Macmillan, $2 Meigs—New moon, Macmillan, $2 Miller—Children of the mountain eagle, Doubleday, $2 Moon—Chi-Wee, Doubleday, $2 } } | / Bi 188 ‘THe JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION Morley—Donkey John of the Toy Valley, McClurg, $1.45 Mukerji—Aari the elephant, Dutton, $2 Nordhoff——Pearl lagoon, Little, $2 Paine—Arkensaw bear, Altemus, $1.50 Perkins—Dutch twins (School edition), Houghton, SS cents Perkins—Eskimo twins (School edition), Houghton, SS cents Perkins—-Japanese twins (School edition), Hough- ton, SS cents Perkins—-Mexican twins (School edition), Hough- ton, SS cents Pyle—Men of iron, Harper, $2 Seaman—Jacqueline of the carrier pigeons, Macmil- lan, $1.50 Seton—Biography of a grizzly, Century, $2 Spyri—Heidi; il. by Jessie Willcox Smith, McKay, $3.50 Spyri—-Heidi; (Centennial ed. for circulation), Ginn, 84 cents Stevenson—Treasure island; il. by N. C. Wyeth, Scribner, $2.50 Stevenson—-Treasure ssland (for circulation), Mac- rae, $1.50 Vimar—Curly-haired hen, Fitzgerald, $2 White— Magic forest (Little library), Macmillan, $1 White—When Molly was six, Hough*on, $1.65 Wiggin-—-Birds’ Christmas carol, Houghton, $2 Wiggin—Rebecca of ‘Sunnybrook farm. (Riverside Bookshelf), Houghton, $2 Wyss—Swiss family Robinson, Harper, $1.75 Zollinger—Widow O’Callaghan’s boys, McClurg, $1.50 Zwilgmeyer—Johnny Blossom, Pilgrim, $1.50 Zwilgmeyer—What happened to Inger Johanne, Lothrop, $1.75 Fairy Tales, Myths, and Legends Aesop—Fables; selected by Jacobs (Children’s classics), Macmillan, $1.75 Andersen—Fairy tales, Macrae, $1.50 lrabian Nights Entertainments; il. by M. Parrish, Scribner, $2.50 Baldwin—-Story of Siegfried, Scribner, $2 Beston—-Firelight fairy book, Atlantic, $2.50 Brown-—-In the days of the giants, Houghton, $1.50 Carroll—Alice in Wonderland; il. by J. Tenniel, Macmillan, $1.75 Colum—G olden fleece, Macmillan, $2.25 Gayley—Classic myths, Ginn, $1.82 Grimm—Household stories (Children’s classics), Macmillan, $1.75 Hawthorne—Wonder book and Tanglewood tales, Macrae, $1.50 7 Hutchinson—Chimney corner stories, Minton, $2.50 Jacobs—English fairy tales, Putnam, $1.75 Jatakes—Jataka tales, Century, $1.25 Johnson--Oak-tree fairy book, Little, $2 Kelier—Fat of the cat, Harcourt, $3 gee nner adventures of Nils, Doubleday, Lanier—-Boys’ King Arthur, Scribner, $2.50 Lang—Blue fairy book (Washington Square clas- sics), Macrae, $1.50 Lorenzini—Pinocchio, Crowell, $1.50 Macdonald—Princess and the goblin; il. by Kirk, Lippincott, $1.50 Macdonald—At the back of the uoeeh wind; il. by Smith, McKay, $3.50 Pyle—Merry adventures of Robin Hood, Scribner, $3.56 Thorne-Thomsen—East o’ the sun and west o’ the moon, Row, 60 cents Wiggin—Tales of laughter, il. by Elizabeth Mackin- ston, Doubleday, $3 Williston—Japanese fairy tales (First series), Rand, 1 Zitkaka-Sa—Old Indian legends, Ginn, 76 cents Biography—Individual Boutet de Monvel—Joan of Are, $1.50 Brooks—True story of Abraham Lincoln, Lothrop, 1896, $2 Brooks—True story of George Washington, Lothrop, 1895, $2 Codvy—Buffalo Bill, 1920, $1 Hagedorn—Boys’ _ life Harper, 1922, $1.75 Meadowcro!t—Boys’ life of Edison, Harper, 1921, $1.75 Nicolay—-Boys’ life of Abraham Lincoln, Century, 1906, $1.75 Paine—Boys’ life of Mark Twain, Harper, 1916, $1.75 Richards—Florence Nightingale, Appleton, 1909, $1.75 Roosevelt-—Letters to his children, Scribner, 1919, McKay, 1918, autobiography, Cosmopolitan, of Theodore Roosevelt, White—Daniel Boone, wilderness scout, Doubleday, 1922, $1.75 Biography—Ceollective Beard—Our foreign born citizens, Crowell, 1922, $2 Brower—Story lives of master musicians, Stokes, 1922, $2.50 Cather—Boyhood stories of famous men, Century, 1916, $1.75 Cather—Girlhood stories of famous women, Cen- tury, 1921, $1.75 Eggleston—Stories of great Americans for little Americans, Am. bk., 1895, 60 cents Farjeon——Mighty men from Achilles to Julius Caesar, Appleton, 1925, $1 Farjeon——Mighty men from Beowulf to William the Conqueror, Appleton, 1925, $1 Haaren—Famous men of Greece, Am. bk., 1904, 72 cents Lefferts—American leaders, 2 vols., Lippincott, 1919, $1.84 Morgan—Our presidents, Macmillan, 1924, $2.50 Sanford—-Modern Americans, Laurel, 1921, $1.32 Sanford—Modern Europeans, Laurel, $1.32 Scobey—Stories of great musicians, Am. bk., 1905, 56 cents a ene a Bad orthwhile Europeans, Americans, Ambrose, 1925, Ambrose, 1923, Steedman—When they were children, Nelson, n. d., $1.50 Tappan—Heroes of progress, Houghton, 1921, $1.25 History General Baldwin—-Fifty famous stories retold, Am. bk., 1896, 56 cents Elson—Moedern times and the living past, 2 vols., Am. bk., 1921, $2.40 Hillyer—Child’s history of the world, Century, 1924, $3.50 Terry—History stories of other lands, Rev. ed., Rowe, 1926 Tales from afar and near, 76 cents Tales of long ago, 76 cents Beginnings, 88 cents Lord and vassal, 88 cents New liberty, 96 cents Modern world, %6 cents Greek and Roman Guerber—Story of the Greeks, Am. bk., 1896, 72 cents Guerber—Story of the Romans, Am. bk., 1896, 72 cents European a a beginnings in Europe, Scribner, 1925, $1.12 Hutchinson—Men who found 909, $1.50 Tagpene knights were bold, Houghton, 1911, America, Barse, Indian History and Stories Dearborn—How the Indians lived, Ginn, 1927, 76 eonts Schultz—Sinopah, Houghton, 1913, $1.65 Schultz—With the Indians in the Rockies (Riverside bookshelf), Houghton, 1925, $2 Seymour—Indians of today, Sanborn, 1927, $1 Snedden—Docas, Heath, 1899, 80 cents Sweetser—Book of Indian braves, Harper, 1913, $2 American Bass—Stories of early times in the great West, Bobbs, $1.50 , Bass—Stories of pioneer life, Heath, 1900, 80 cents sy gloat of our country, Winston, 1920, 6 Gordy—Elementary history of the United States, Scribner, 1925, $1.12 Nida—Following Columbus, Macmillan, 1923, 96 cents Pumphrey—Stories of the Pilgrims, Rand, 1910, 75 cents Tappan—Story of America for very young readers, Houghton, 1926, $1.75 California Bandini—Historv of California, Am. bk., 1908, $1 Wagner—Pacific history stories (new ed.), Wagner, 1924, $1.50 Winterburn—Spanish in the Southwest, Am. bk., 1903, 68 cents Travel in Many Lands Carpenter—Around the world with the children, Am. bk., 1924, 72 cents Chance—Little folks of many lands, Ginn, 1904, 64 cents Franck—China, Owen, 1927, 96 cents Franck—Mexico and Central America, Owen, 1927, 96 cents Gaines—Lucita, Rand, 1913, 80 cents Hall—Buried cities, Macmillan, 1922, $2 Lefferts—Neighbors North and South, Lippincott, 1926, $1.50 Perdue—Child life in other lands, Rand, 1918, 85 cents Putnam—David goes voyaging, Putnam, 1925, $1.75 Schott—Czecho-Slovakia, acmillan, 1926, June, 1928 Stuart—Young folks’ book of other lands, Little 1927, $2 Sugimoto—With Taro and Hana in Japan, Stokes. 1926, $1 Tietjens—Japan, Korea and Formosa, Wheeler. 1925, $1.28 “> and the Suez Canal, Wheeler, 1924, Geography—General ere geography, Macmillan, 192}, Shepherd, Geography for beginners, Rand, 1923, 90 cents Geography—Physical and Indus- trial by Country Africa, Australia, and the Pacific Islands Chamberlain—A frica, Macmillan, 1925, 96 cents Chamberlain—Oceania, Macmillan, 1925, 96 cents Asia Allen—A sia, Ginn, 1923 $1 Chamberlain—Asia, Macmillan, 1925, 96 cents Europe Allen—New Europe, Ginn, 1920, $1 Carpenter—Europe, Rev. edition, Am. bk., 1924, $1 Chamberlain—Europe, Macmillan, 1927, 96 cents Clark—Europe, Silver, 1925, $1.28 North America Allen—North America, Ginn, 1920, $1 Allen—United States, Ginn, 1925, 92 cents = eile own United States, Lippincott, 1925. 1.40 South America Allen—South America, Ginn, 1918, $1 Brooks—Stories of South America, Johnson, 1922, 80 cents Reid—Ports and harbors of South America, Pan- Am. Union, 1926, 25 cents Reid—-Seeing South America, Pan. Am. Union, 1925, 25 cents Southworth—Our South American neighbors, \ro- quois, 1924, 96 cents Geography—Industrial ‘Allen—How and where we live, Ginn, 1924, 88 cents Carpenter—Clothes we wear, Am. bk., 1926, 76 cents Carpenter—Feods we eat, Am. bk., 1925, 72 cents Carpenter, Houses we live in, Am. bk., 1926, 80 cents Chamberlain—How we are fed, Macmillan, 1923. 88 cents Chamberlain—How we are clothed, Macmillan, 1923, 88 cents Chase—Stories of industry, 2 vols. New ed., Edu- cational, 1925, $1.50 Fisher—-Resources and industries of the U. §&., Ginn, 1923, 96 cents Fox—-How the world rides, Government Printing. 1926, 25 cents Huntington—Modern bk., 1925; $1.96 eran el Wanted homes in foreign lands, Wells, a. &., Packard—Nations as neighbors, Macmillan, 1925, $1.92 Rocheleau—Great American industries: Minerals, Flanagan, 1927, 76 cents Rocheleau—-Great American industries: Products of the soil, Flanagan, 1922, 76 cents Rocheleau—Great American industries: tures, Flanagan, 1923, 76 cents Sanford—Story of agriculture in the United \States, Heath, 1926, $1.48 Waite geography, Am. bk., 1924, $1. business geography, World Manufac- Health and Occupations Andress—Boys and girls of Wake-up town, Ginn, 1924, 76 cents Andress—Journey to health land, Ginn, 1924, 72 cents Crissey—Story of foods, Rand, 1917, $1.60 Pack—-School book of forestry, Lippincott, 1923, $1 Rogers—-Useful plants every child should know, Grosset, 1913, $1 Judson—Junior cook book, Barse, 1920, $1.25 Slusser—Stories of Luther Burbank and his plant School, Scribner, 1920, &8 cents — Pets for pleasure and profit, Scrib., 1922, Rush—Modern Aladdins and their magic, Little, 1927, $1.50 Science and Inventions Adams—Harper’s electricity book for boys, Har- per, 1907, $1.48 Vol. 17, No. 6 . THe JouRNAL OF THE NATIONAL EpucATION AssocIATION 189 Camm-—Model aeroplanes, Funk, n. d., $1 Crump—Boys’ book of railroads, Dodd, 1921, $1.75 Darrow—Thinkers and doers, Silver, 1925, $1.16 Grant-—Story of the ship, McLoughlin, 1919, $1 Moffett—Careers of danger and daring, Century, 1926, $2 Morgan—Boys’ home book of science and construc- tion, Lothrop, 1921, $2.50 Verrill—Home radio up to date, Harper, 1927, $1 Wade—Everday electricity, Little, 1924, $1.50 Yates—Boys book of model boats, Century, 1920, $2 Science and Nature Patch—First lessons in mature study, Macmillan, 1926, 90 cents Trafton—Nature study and_ science, Macmillan, 1927, $1.20 Olcott—Book of the stars for young people, Put- nam, 1923, Ingersoll—Book of the ocean, Century, 1898, $2.50 Mix—Mighty animals, Am. bk., 1912, 52 cents Dopp—Early cave men, Rand, 1904, 90 cents Dopp—Later cave men, Rand, 1906, 90 cents Kummer—First days of knowledge, Doran, $2 Kummer—First days of man, Doran, 1922, $2 Fultz—Fly-aways and other seed travelers, Public Schools, 1923, 75 cents Rogers—Trees every child should know, Grosset, 1909, $1 Dupuy—Our insect friends and foes, Winston, 1925, 80 cents Miller—Children’s book of birds—Houghton, 1901, $3 1923, Crowder—Dwellers of the sea and shore, Mac- millan, 1923, $2.25 Brown—Green gate to the sea, Silver, 1924, 65 cents Gaylord—Little sea folk, Little, 1923, $1.50 Burroughs—Squirrels and other furbearers, Hough- ton, 1917, $1.75 Ghosh—Wonders of the jungle, v. 1 & 2, Heath, 1918, $1.92 National Geographic—Fur-bearing animals of North America, National Geographic, $3 Special Holidays and Civic Problems Carnegie Library School Assoc.—Arbor day in poetry, Wilson, 1926, 60 cents Carnegie Library School Assoc.—Christmas in poetry, Wilson, 1922, 60 cents Carnegie Library School Assoc.—Memorial day in poetry, Wilson, 1924, 60 cents Carnegie Library School Assoc.—Thanksgiving in poetry, Wilson, n. d., 60 cents Carnegie Library School Assoc.—Easter in poetry, Wilson, 1926, 60 cents Dickinson—Children’s book of Thanksgiving stories, Doubleday, 1923, $1.75 McSpadden—Children’s book of holidays, Crowell, 1917, $1.75 Olcott—Good stories for great holidays, Houghton, 1914, $2.40 Smith—Christmas in 1915, $2 McVenn—Good manners and right conduct, Heath, 1919, $1.76 Pritchard—Stories of thrift, Scribner, 1915, $1 Fairbanks—C onservation reader, World bk., 1920, $1.20 Finch—Guideposts to citizenship, Am, bk., 1927, $1.12 legend and story, Lothrop, Clark—Etiquette Jr., Doubleday, 1926, $2 Bible Sherman—Children’s Bible, Scribner, 1922, $3.50 Literature Browning—Pied Piper of Hamelin; il. by H. lap, Rand, 1910, $1.50 a lian aoncaae of Odysseus, Macmillan, Cooper—Poems of today, Ginn, 1924, 80 cents Field—Poems of childhood, Scrib., 1904, $2.50 Fyleman—Fairies and chimneys, Doran, 1920, $1.25 Lear—Nonsense books, Little, 1923, $2 Stevenson—Child’s garden of verse, Scribner, 1905, $2.50 Thompson—Silver pennies, Macmillan, 1925, $1 Untermeyer—This singing world, Harcourt, $2.25 Wiggin—Golden numbers, Doubleday, 1902, $2 Wiggin—Posy ring, Doubleday, 1903, $1.50 Dun- 1918, 1923, Fine Arts Bryant—Children’s book of celebrated pictures, Century, 1922, $2.50 Carpenter—Stories pictures tell, 8 vols., Rand, 1918, $5.80 Bryant—Children’s book of celebrated buildings, Century, 1924, $2.50 Long Beach Board of Education—Stories of or- chestral instruments, famous composers and operas, 1927, 50 cents Bacon—Operas every child should know, Grosset, 1915, $1 oy ine for the playground, Macm., 1909, $2.40 Hall—Home handicraft for boys, Doran, 1923, $2 Snow—Hundred things a girl can make, Lippincott, 1922, $2.40 Effective School Library Service HAT CONSTITUTES effective school library service—The American Library Association believes that a school library is an essen- tial of the modern school and that ex- pert librarianship is the most important element in effective school library service. The effective school librarian is one who stimulates in boys and girls a whole- some curiosity about books and a desire to possess books; who helps to develop correct reading tastes and encourages reading for pleasure and profit; who provides for pupils systematic instruc- tion in the use of books and libraries, and for teachers and administrators intelli- gent professional service ; who makes the library a center for the socialized activi- ties of the school. Expert school librarianship presup- poses professional preparation including college graduation, or its equivalent, and the completion of (1) at least a year of work in an accredited library school or (2) an accredited school library science curriculum of not less than sixteen se- mester hours. It also includes sufficient courses in education, or their equivalent in teaching experience, to provide the necessary educational background. School administrators desiring effec- tive school library service will find it advantageous to consult with the local library or the state library extension agency as to the best inethods for secur- ing it. They will provide in their budgets for salaries comparable to those paid for expert service in other depart- ments of the school. ‘They will make generous provision in pupil programs for the use of the library, and whenever pos- sible, will so arrange the schedule of the librarian that he may give his entire time to the library, unhampered by other school tasks. Professional training for school library service must be provided by colleges, universities, teachers’ colleges, and nor- mal schools, as well as accredited library schools, if the demand for expert school librarianship is to be met. HE MODEL HIGH SCHOOL LIBRARY Has a reading room near the study hall which seats ten to twenty-five per- cent of the school’s enrolment; Confer- ence and lecture rooms; Standard equip- ment including adjustable shelving, com- fortable tables and chairs, filing and display cases, a magazine case and bulle- tin boards; A book collection approxi- mating six books per pupil, and providing books for ready reference, books supple- menting classroom assignments, books and magazines for the leisure hour at home and at school. Employs—For the large school: A fulltime librarian who is a college gradu- ate and has completed at least one year in an accredited library school, and a fulltime professional assistant to the li- brarian for every 1000 students. For the small school (enrolment 200 or less): A fulltime librarian with qual- ifications as above, or a parttime libra- rian who is a college graduate and has completed an accredited library science curriculum of at least sixteen semester hours, and who divides his time between the school and the public library or be- tween school library work and teaching, and devotes at least half of each school day to school library service. Expends For books, $1 a year per pupil enroled; For library salaries, amounts equal to those paid teachers with equivalent professional training and experience. Provides Systematic instruction in the use of books and libraries; An oppor- tunity for each pupil to use the library for reference and general reading; In- telligent service to the classroom teacher. Stimulates The use of the public li- brary; The desire to books ; Habits of independent investigation ; Reading for pleasure and profit; The development of correct reading tastes. Has your school a model library ? Your local library, your state library extension agency, or the American Li- brary Association, 86 East Randolph Street, Chicago, Illinois, will be glad to give expert advice. Write for descrip- tive leaflets and lists of publications. possess rt gi 188 ‘THe JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION Morley—Donkey John of the Toy Valley, McClurg, $1.45 Mukerji—Aari tie elephant, Dutton, $2 Nordhoff——Pearl lagoon, Little, $2 Paine—Arkansaw bear, Altemus, $1.50 Perkins—Dutch twins (School edition), Houghton, 8S cents Perkins—Eskimo twins (School edition), Houghton, SS cents Perkins—-Japanese twins (School edition), Hough- ton, SS cents Perkins—-Mexican twins (School edition), Hough- ton, SS cents Pyle—Men of iron, Harper, $2 Seaman —Jacqueline of the carrier pigeons, Macmil- lan, $1.50 Seton—-Biography of a grizzly, Century, $2 Spyri—Heidi; il. by Jessie Willcox Smith, McKay, $3.50 Spyri—-Heidi; (Centennial ed. for circulation), Ginn, 84 cents Stevenson—Treasure island; il. by N. C. Wyeth, Scribner, $2.50 Stevenson—TJreasure island (for circulation), Mac- rae, $1.50 Vimar—Curly-haired ken, Fitzgerald, $2 White— Magic forest (Little library), Macmillan, $1 White—When Molly was six, Houghton, $1.65 Wiggin—Birds’ Christmas carol, Houghton, $2 Wiggin—Rebecca of Sunnybrook farm. (Riverside Bookshelf), Houghton, $2 Wyss—Swiss family Robinson, Uarper, $1.75 Zollinger—Widow O’Callaghan’s boys, McClurg, $1.50 Zwilgmeyer—Johnny Blossom, Pilgrim, $1.50 Zwilgmeyer—What happened to Inger Johanne, Lothrop, $1.75 Fairy Tales, Myths, and Legends Aesop—Fables; selected by Jacobs (Children’s classics), Macmillan, $1.75 Andersen—Fairy tales, Macrae, $1.50 irabian Nights Entertainments; il. by M. Parrish, Scribner, $2.50 Baldwin—-Story of Siegfried, Scribner, $2 Beston—-Firelight fairy book, Atlantic, $2.50 Brown-—-In the days of the giants, Houghton, $1.50 Carroll—Alice in Wonderland; il. by J. Tenniel, Macmillan, $1.75 Colum—-Golden fleece, Macmillan, $2.25 Gayley—Classic myths, Ginn, $1.82 Grimm—Household_ stories (Children’s classics), Maemillan, $1.75 Hawthorne—W onder book and Tanglewood tales, Macrae, $1.50 : Hutchinson—Chimney corner stories, Minton, $2.50 Jacobs—English fairy tales, Putnam, $1.75 Jatakas—Jataka tales, Century, $1.25 Johnson—-Oak-tree fairy book, Little, $2 Keller—Fat of the cat, Harcourt, $3 Lagerléi—H onderful adventures of Nils, Doubleday, Lanier—-Boys’ King Arthur, Scribner, $2.50 Lang—Blue fairy book (Washington Square clas- sics), Macrae, $1.50 Lorenzini—Pinocchio, Crowell, $1.50 Macdonald—Princess and the goblin; il. by Kirk, Lippincott, $1.50 : Macdonald—At the back of the north wind; il. by Smith, McKay, $3.50 Pyle—Merry adventures of Robin Hood, Scribner, $3.50 Thorne-Thomsen—East o’ the sun and west o’ the moon, Row, 60 cents Wiggin—Tales of laughter, il. by Elizabeth Mackin- ston, Doubleday, $3 Williston—Japanese fairy iales (First series), Rand, $1 Zitkaka-Sa—Old Indian legends, Ginn, 76 cents Biography—Individual Boutet de Monvel—Joan of Arc, McKay, 1918, $1.50 Brooks—True story of Abraham Lincoln, Lothrop, 1896, $2 Brooks—True story of George Washington, Lothrop, 1895, $2 Cody—Buffalo Bill, autobiography, Cosmopolitan, 1920, $1 Hagedorn—Boys’ life of Harper, 1922, $1.75 Meadowcroit—Boys’ life of Edison, Harper, 1921, $1.75 Nicolay—-Boys’ life of Abraham Lincoln, Century, 1906, $1.75 Paine—Boys’ life of Mark Twain, Harper, 1916, $1.75 Richards—Florence Nightingale, Appleton, 1909, $1.75 Roosevelt—Letters to his children, Scribner, 1919, >? Theodore Roosevelt, White—Daniel Boone, wilderness scout, Doubleday, 1922, $1.75 Biography—Ceollective Beard—Our foreign born citizens, Crowell, 1922, $2 Brower—Story lives of master musicians, Stokes, 1922, $2.50 Cather—Boyhood stories of famous men, Century, 1916, $1.75 Cather—Girlhood stories of famous women, Cen- tury, 1921, $1.75 Eggleston—Stories of great Americans for little Americans, Am. bk., 1895, 60 cents Farjeon—-Mighty men from Achilles to Julius Caesar, Appleton, 1925, $1 Farjeon—-Mighty men from Beowulf to William the Conqueror, Appleton, 1925, $1 Haaren—Famous men of Greece, Am. bk., 1904, 72 cents Lefferts—American leaders, 2 vols., Lippincott, 1919, $1.84 Morgan—Our presidents, Macmillan, 1924, $2.50 Sanford—Modern Americans, Laurel, 1921, $1.32 Sanford—Modern Europeans, Laurel, $1.32 Scobey—Stories of great musicians, Am. bk., 1905, 56 cents os “etree Americans, Ambrose, 1925, .04 Sparks—W orthwhile Europeans, $1.12 .< wie they were children, Nelson, n. d., Tappan—Heroes of progress, Houghton, 1921, $1.25 Ambrose, 1923, History General Baldwin—-Fifty famous stories retold, Am. bk., 1896, 56 cents Elson—Modern times and the living past, 2 vols., Am. bk., 1921, $2.40 Hillyer—Child’s history of the world, Century, 1924, $3.50 Terry—History stories of other lands, Rev. ed., Rowe, 1926 Tales from afar and near, 76 cents Tales of long ago, 76 cents Beginnings, 88 cents Lord and vassal, 88 cents New liberty, 96 cents Modern world, 96 cents Greek and Roman Guerber—Story of the Greeks, Am. bk., 1896, 72 cents Guerber—Story of the Romans, Am. bk., 1896, 72 cents European Gordy—Ame:ican beginnings in Europe, Scribner, 1925, $1.12 Hutchinson—Men who found 1909, $1.50 Tagperem knights were bold, Houghton, 1911, America, Barse, Indian History and Stories Dearborn—How the Indians lived, Ginn, 1927, 76 ents Schultz—Sinopah, Houghton, 1913, $1.65 Schultz—With the Indians in the Rockies (Riverside bookshelf), Houghton, 1925, $2 Seymour—ZI/ndians of today, Sanborn, 1927, $1 Snedden—Docas, Heath, 1899, 80 cents Sweetser—Book of Indian braves, Harper, 1913, $2 American Bass—Stories of early times in the great West, Bobbs, $1.50 3 Bass—Stories of pioneer life, Heath, 1900, 80 cents ~—— ee of our country, Winston, 1920, 6 Gordy—Elementary history of the United States, Scribner, 1925, $1.12 Nida—Following Columbus, Macmillan, 1923, 96 cents Pumphrey—Stories of the Pilgrims, Rand, 1910, 75 cents Tappan—Story of America for very young readers, Houghton, 1926, $1.75 California Bandini—Historv of California, Am. bk., 1908, $1 Wagner—Pacific history stories (new ed.), Wagner, 1924, $1.50 Winterburn—Spanish in the Southwest, Am. bk., 1903, 68 cents Travel in Many Lands Carpenter—Around the world with the children, Am. bk., 1924, 72 cents Chance—Little folks of many lands, Ginn, 1904, 64 cents Franck—China, Owen, 1927, 96 cents Franck—Mexico’ and Central Americe, Owen, 1927, 96 cents Gaines—Lucita, Rand, 1913, 80 cents Hall—Buried cities, Macmillan, 1922, $2 Lefferts—Neighbors North and South, Lippincott, 1926, $1.50 Perdue—Child life in other lands, Rand, 1918, 85 cents Putnam—David goes voyaging, Putnam, 1925, $1.75 Schott—Czecho-Slovakia, acmillan, 1926, June, 1928 Stuart—Young folks’ book of other lands, Little 1927, $2 Sugimoto—With Taro and Hana in Japan, Stokes. 1926, $1 Tietjens—Japan, Korea and Formosa, Wheeler. 1925, $1.28 “i oe and the Suez Canal, Wheeler, 1924, Geography—General i naa, geography, Macmillan, 192], Shepherd, Geography for beginners, Rand, 1923, 90 cents Geography—Physical and Indus- trial by Country Africa, Australia, and the Pacific Islands Chamberlain—A frica, Macmillan, 1925, 96 cents Chamberlain—Oceania, Macmillan, 1925, 96 cents Asia Allen—Asia, Ginn, 1923 $1 Chamberlain—Asia, Macmillan, 1925, 96 cents Europe Allen—New Europe, Ginn, 1920, $1 Carpenter—Europe, Rev. edition, Am. bk., 1924, $1 Chamberlain—Europe, Macmillan, 1927, 96 cents Clark—Europe, Silver, 1925, $1.28 North America Allen—North America, Ginn, 1920, $1 Allen—United States, Ginn, 1925, 92 cents Lefferts—Our own United States, Lippincott, 1925. $1.40 South America Allen—South America, Ginn, 1918, $1 Brooks—-Stories of South America, Johnson, 1922, 80 cents Reid—Ports and harbors of South America, Pan- Am. Union, 1926, 25 cents Reid—-Seeing South America, Pan. Am. Union, 1925, 25 cents Southworth—Our South American neighbors, Iro- quois, 1924, 96 cents Geography—Industrial -Allen—How and where we live, Ginn, 1924, 88 cents Carpenter—Clothes we wear, Am. bk., 1926, 76 cents Carpenter—Feods we eat, Am. bk., 1925, 72 cents Carpenter, Houses we live in, Am. bk., 1926, 80 cents Chamberlain—How we are fed, Macmillan, 1923, 88 cents Chamberlain—How we are clothed, Macmillan, 1923, 88 cents Chase—Stories of industry, 2 vols. New ed., Edu- cational, 1925, $1.50 Fisher—Resources and industries of the U. §&., Ginn, 1923, 96 cents Fox—-How the world rides, Government Printing. 1926, 25 cents Huntington—Modern bk., 1925; $1.96 arg a die homes in foreign lands, Wells, n. d., . + Tere as neighbors, Macmillan, 1925, $1.9 Rocheleau—Great American industries: Minerals, Flanagan, 1927, 76 cents Rocheleau—-Great American industries: Products of the soil, Flanagan, 1922, 76 cents Rocheleau—Great American industries: Manufac- tures, Flanagan, 1923, 76 cents Sanford—Story of agriculture in the United \States, Heath, 1926, $1.48 ye -oaee geography, Am. bk., 1924, & business geography, World Health and Occupations Andress—Boys and girls of Wake-up town, Ginn, 1924, 76 cents . Andress—Journey to health land, Ginn, 1924, 72 cents Crissey—Story of foods, Rand, 1917, $1.60 Pack—School book of forestry, Lippincott, 1923, $1 Rogers—-Useful plants every child should know, Grosset, 1913, $1 Judson—Junior cook book, Barse, 1920, $1.25 Slusser—Stories of Luther Burbank and his plant School, Scribner, 1920, 88 cents , — Pets for pleasure and profit, Scrib., 1922, Rush—Modern Aladdins and their magic, Little, 1927, $1.50 Science and Inventions Adams—Harper’s electricity book for boys, Har- per, 1907, $1.48 Vol. 17, No. 6 Tue JouRNAL OF THE NATIONAL EpucATION AssocIATION 189 Camm-—Model aeroplanes, Funk, n. d., $1 Crump—Boys’ book of railroads, Dodd, 1921, $1.75 Darrow—Thinkers and doers, Silver, 1925, $1.16 Grant-——Story of the ship, McLoughlin, 1919, $1 Moffett—Careers of danger and daring, Century, 1926, $2 Morgan—Boys’ home book of science and construc- tion, Lothrop, 1921, $2.50 Verrill—Home radio up to date, Harper, 1927, $1 Wade—Everday electricity, Little, 1924, $1.50 Yates—Boys book of model boats, Century, 1920, $2 Science and Nature Patch—First lessons in mature study, Macmillan, 1926, 90 cents Trafton—Nature study and _ science, Macmillan, 1927, $1.20 Olcott—Book of the stars for young people, Put- nam, 1923, $3 Ingersoll—Book of the ocean, Century, 1898, $2.50 Mix—Mighty animals, Am. bk., 1912, 52 cents Dopp—Early cave men, Rand, 1904, 90 cents Dopp—Later cave men, Rand, 1906, 90 cents Kummer—First days of knowledge, Doran, 1923, $2 Kummer—First days of man, Doran, 1922, $2 Fultz—Fly-aways and other seed travelers, Public Schools, 1923, 75 cents Rogers—Trees every child should know, Grosset, 1909, $1 Dupuy—Our insect friends and foes, Winston, 1925, 80 cents a - eeean book of birds—Houghton, 1901, $ Crowder—Dwellers of the sea and shore, Mac- millan, 1923, $2.25 Brown—Green gate to the sea, Silver, 1924, 65 cents Gaylord—Little sea folk, Little, 1923, $1.50 Burroughs—Squirrels and other furbearers, Hough- ton, 1917, $1.75 Ghosh—Wonders of the jungle, v. 1 & 2, Heath, 1918, $1.92 National Geographic—Fur-bearing animals of North America, National Geographic, $3 Special Holidays and Civic Problems Carnegie Library School Assoc.—Arbor day in poetry, Wilson, 1926, 60 cents Carnegie Library School Assoc.—Christmas in poetry, Wilson, 1922, 60 cents Carnegie Library School Assoc.—Memorial day in poetry, Wilson, 1924, 60 cents Carnegie Library School Assoc.—Thanksgiving in poetry, Wilson, n. d., 60 cents Carnegie Library School Assoc.—Easter in poetry, Wilson, 1926, 60 cents Dickinson—Children’s book of Thanksgiving stories, Doubleday, 1923, $1.75 McSpadden—Children’s book of holidays, Crowell, 1917, $1.75 Olcott—Good stories for great holidays, Houghton, 1914, $2.40 Smith—Christmas in legend and story, Lothrop, 1915, $2 McVenn—Good manners and right conduct, Heath, 1919, $1.76 Pritchard—Stories of thrift, Scribner, 1915, $1 Fairbanks—C onservation reader, World bk., 1920, $1.20 Finch — Guideposts to citizenship, Am. bk., 1927, $1.12 Clark—Etiguette Jr., Doubleday, 1926, $2 Bible Sherman—Children’s Bible, Scribner, 1922, $3.50 Literature Browning—Pied Piper of Hamelin; il. by H. Dun- lap, Rand, 1910, $1.50 Eee of Odysseus, Macmillan, 1913, Cooper—Poems of today, Ginn, 1924, 80 cents Field—Poems of childhood, Scrib., 1904, $2.50 Fyleman—Fairies and chimneys, Doran, 1920, $1.25 Lear—wNonsense books, Little, 1923, $2 Stevenson—Child’s garden of verse, Scribner, 1905, $2.50 Thompson—Silver pennies, Macmillan, 1925, $1 Untermeyer—This singing world, Harcourt, 1923, $2.25 Wiggin—Golden numbers, Doubleday, 1902, $2 Wiggin—Posy ring, Doubleday, 1903, $1.50 Fine Arts Bryant—Children’s book of celebrated pictures, Century, 1922, $2.50 Carpenter—Stories pictures tell, 8 vols., Rand, 1918, $5.80 Bryant—Children’s book of celebrated buildings, Century, 1924, $2.50 Long Beach Board of Education—Stories of or- chestral instruments, famous composers and operas, 1927, 50 cents Bacon—Operas every child should know, Grosset, 1915, $1 ee -Gaees for the playground, Macm., 1909, 40 Hall—Home handicraft for boys, Doran, 1923, $2 Snow—Hundred things a girl can make, Lippincott, 1922, $2.40 Effective School Library Service HAT CONSTITUTES effective school library service—The American Library Association believes that a school library is an essen- tial of the modern school and that ex- pert librarianship is the most important element in effective school library service. The effective school librarian is one who stimulates in boys and girls a whole- some curiosity about books and a desire to possess books; who helps to develop correct reading tastes and encourages reading for pleasure and profit; who provides for pupils systematic instruc- tion in the use of books and libraries, and for teachers and administrators intelli- gent professional service; who makes the library a center for the socialized activi- ties of the school. Expert school librarianship presup- poses professional preparation including college graduation, or its equivalent, and the completion of (1) at least a year of work in an accredited library school or (2) an accredited school library science curriculum of not less than sixteen se- mester hours. It also includes sufficient courses in education, or their equivalent in teaching experience, to provide the necessary educational background. School administrators desiring effec- tive school library service will find it advantageous to consult with the local library or the state library extension agency as to the best methods for secur- ing it. They will provide in their budgets for salaries comparable to those paid for expert service in other depart- ments of the school. They will make generous provision in pupil programs for the use of the library, and whenever pos- sible, will so arrange the schedule of the librarian that he may give his entire time to the library, unhampered by other school tasks. Professional training for school library service must be provided by colleges, universities, teachers’ colleges, and nor- mal schools, as well as accredited library schools, if the demand for expert school librarianship is to be met. HE MODEL HIGH SCHOOL LIBRARY Has a reading room near the study hall which seats ten to twenty-five per- cent of the school’s enrolment; Confer- ence and lecture rooms; Standard equip- ment including adjustable shelving, com- fortable tables and chairs, filing and display cases, a magazine case and bulle- tin boards; A book collection approxi- mating six books per pupil, and providing books for ready reference, books supple- menting classroom assignments, books and magazines for the leisure hour at home and at school. Employs—For the large school: A fulltime librarian who is a college gradu- ate and has completed at least one year in an accredited library school, and a fulltime professional assistant to the li- brarian for every 1000 students. For the small school (enrolment 200 or less): A fulltime librarian with qual- ifications as above, or a parttime libra- rian who is a college graduate and has completed an accredited library science curriculum of at least sixteen semester hours, and who divides his time between the school and the public library or be- tween school library work and teaching, and devotes at least half of each school day to school library service. Expends For books, $1 a year per pupil enroled; For library salaries, amounts equal to those paid teachers with equivalent professional training and experience. Provides Systematic instruction in the use of books and libraries; An oppor- tunity for each pupil to use the library for reference and general reading; In- telligent service to the classroom teacher. Stimulates The use of the public li- brary; The desire to possess books; Habits of independent investigation; Reading for pleasure and profit; The development of correct reading tastes. Has your school a model library ? Your local library, your state library extension agency, or the American Li- brary Association, 86 East Randolph Street, Chicago, Illinois, will be glad to give expert advice. Write for descrip- tive leaflets and lists of publications. Sea senda Public School Expenditures in 1925-26 Number of pupils (kinder- secondary schools garten to high Aggregate a = ct sli lacie alacai Rank Rank States school incl.) in number = 4 | = . incol, | in = average daily days attende er pupi attendance in Giaeiieie For new build- | | in aver- pos a 1925-26 ennenses ings, sites, and Total age daily schooli ” equipment | attend- provide ance } i 2 3 4 5 6 | 7 | 8 9 10 Continental U.S 19,855,881 3,361,235,210 | $1,609,774,911 $411,037,774 $2 020,812,685 $81.07 $0.48 | | | Alabama | 416,521 57,254,174 | 13,373,716 3,931,240 17,304,956 32.11 .23 | 49 49 Arizona 61,331 10,151,277 7,130,457 1,376,220 8,506,677 116.26 .70 8 4 Arkansas 349, 657 51,195,815 | 10,536,475 3,429,391 13,965 , 866 30.13 .21 S51 50 California 777,738 | 140,473,281 | 95,825,128 41,163,268 136,988 , 396 123.21 68 4 5 Colorado | 182,374 | 32,462,572 21,221,322 | 5,328,225 26,549,547 116.36 65 7 7 | Connecticut 265 , 807 48 , 289 , 406 24,988,651 | 7,777,076 32,765,727 94.01 .52 19 22 Delaware 32,858 | 6,056, 230 | 2,857 ,935 774,726 3,632,661 86.98 47 26 28 Dist. of Columbia 60,903 | 10,999, 293 7,367 ,608 1,922,745 9,290,353 120.97 .67 5 6 Florida 250,355 | 37,573,870 15,591,919 14,497,559 30,089 , 478 62.28 .41 40 34 Georgia 513,017 74,272,598 15,211,566 2,146,056 17,357,622 29.65 .20 52 $1 Idaho 94,100 | 16,273,653 8,376, 301 646 , 206 9,022,507 89.02 .51 23 23 lilinois 1,104,830 | 204, 233, 898 106 , 382,345 31,968 , 339 138 , 350, 684 96.29 .52 16 20 Indiana 586 , 503 101,920, 160 50,776,866 10,452,228 61,229,094 86.58 .50 28 24 lowa 445 935 | 78,484,560 50,996 ,065 6,284,000 57,280,065 114.36 .65 9 8 Kansas 357,041 | 62,482,175 | 30,982,766 4,620,270 35 ,603 , 036 86.78 .50 27 25 Kentucky 381,779 | 62,735,911 15,641,089 1,958,274 | 17,599, 363 40.97 .25 46 48 Louisiana 298,514 44,296,136 | 15,548,612 4,192,556 19,741,168 52.09 .35 43 43 Maine 131,520 | 23,181,362 9,114,484 1,128,920 0,243,404 69.30 .39 36 39 Maryland 214,104 | 39,815,504 15,577,717 6,087 ,512 21,665,229 72.76 .39 33 40 Massachusetts | 657 ,631 | 118,110,714 | 61,393,651 15,768,780 77,162,431 93.36 cm 20 21 Michigan 703 , 800 132,697 ,647 76,554,655 22,892 , 664 99 , 447 ,319 108.77 .58 12 13 Minnesota 445,150 79,383,780 | 42,494,825 9,434,842 51,929,667 95.46 .54 17 19 Mississippi 416,101 58,670,241 | 11,677,353 922,243 12,599,596 28.06 20 54 $2 Missouri $99,622 | 100,430,274 | - 39,972,574 13,244,530 53,217,104 66.66 .40 38 38 Montana 98,615 | 17,171,250 11,106, 389 460, 258 11,566,647 112.62 .65 11 9 Nebraska 267 , 833 49,015, 338 23,725,314 5,623,498 29,348,812 88.58 .48 25 27 Nevada 13,216 2,287,001 1,810,735 146,491 1,957,226 137.01 of 1 2 New Hampshire 62,573 | 10,898,078 5,892,928 - 1,012,362 6,905 , 290 94.18 .54 18 18 New Jersey 589,835 | 110,008 , 647 69,876, 364 22,403 ,903 92,280, 267 118.47 .64 6 10 New Mexico i 67,727 11,852,225 4,894, 309 359, 590 5,253,899 72.27 . 34 35 } | | ; | New York 1,689, 223 313,517,759 192,753,387 52,352,344 245,105,731 114.11 61 10 11 North Carolina 605,755 | 88,473,379 | 26,278,446 8,413,223 34,691, 669 43.38 .30 | 44 44 North Dakota 143,546 23,936,286 | 12,992 ,933 1,359, 235 14,352,168 90.51 . 54 | 22 16 Ohio “> 1,072,923 | 183,705,288 103,367,178 24,212,244 127,579,422 96.34 .56 15 14 Oklahoma 444,349 | 66,172,905 | 27,259,158 1,740,071 28,999,229 61.35 .41 41 36 Oregon ‘ 159,314 27,303,858 | 4,782,738 4,167,209 18,949,947 92.79 .54 21 17 Pennsylvania 1,550,274 280,176,697 137 ,554, 666 32,088 ,623 169 ,643 , 289 88.73 .49 24 26 Rhode Island 93,147 17 ,697 ,930 7,582,737 2,625 , 396 10, 208 , 133 81.41 .43 30 32 South Carolina 345 ,402 | 49,737,888 12,603,571 3,454,795 16,058 , 366 36.49 ae 48 46 South Dakota. . | 138,388 | 23,346,056 13,504,426 1,624,834 15,129,260 97.58 58 | 14 12 Tennessee | 453,229 69,001,151 7, 386,292 3,115,194 20, 501, 486 38.36 «25 47 47 Texas | 1,031,772 138,999,370 54,197,384 10,930,635 65,128,019 52,33 .3) | 42 41 Utah.. | 115,186 20,019,739 8,470,359 1,542,535 10,012,894 73.54 .42 | 32 33 Vermont 54,692 9,369,245 | 4,248,718 277,113 4,525,831 77.68 .45 31 30 Virginia | 424,693 67 ,688, 865 17 ,628, 569 4,126,869 21,755,438 41.51 26 45 45 Washington 262 ,661 46,976,874 26,075,815 4,652,165 30,727,980 99.28 56 13 15 West Virginia 307 , 250 50,618, 898 22,070,820 4,164,659 26,235,479 71.83 .44 35 31 Wisconsin | 474,947 84,644,255 38,780,568 6,735,432 45,516,000 81.65 .46 29 29 Wyoming : 42,140 7,171,697 5,337,027 1,501,226 6,838,253 126.65 74 3 3 Alaska 3,559 604,718 480 , 260 16,581 496 ,841 134.94 79 2 1 American Samoa 1,600 297 ,000 19,138 3,000 22,138 11.96 .06 57 57 Canal Zone 4,116 693 ,922 262 , 493 2,302 264,795 63.77 . 38 39 42 Guam 2,861 580,717 48 ,923 5,140 54,063 17.10 .08 55 | 55 Hawaii 55,740 9,308 , 589 3,731,427 756,875 4,488 , 302 66.94 -40 | 37 37 Philippine Islands 961,375 188,429, 500 11,823,986 697 ,137 12,521,123 12.30 .06 | 55 | 56 Porto Rico 182,365 | 33,737,525 5,183,874 783,138 | 5,967,012 | 28.43 ae I $3 | 54 Virgin Islands...... 3,015 609 ,030 92,326 2,340 94,666 | 30.62 Pe 50 | 53 Alabama. The cost of current expenses perior educational opportunities for their OU CAN OBTAIN the figures for your Y state by reading the table as follows: In Alabama there were 416,521 (column 2) pupils in average daily at- tendance in public elementary and sec- ondary schools in 1925-26; the aggregate number of days attended by these pupils (obtained by multiplying average daily attendance by average number of days schools were in session) was 57,254,174 days (column 3). In 1925-26 the expendi- ture for current expenses was $13,373,716 (column 4) and the amount expended for new buildings, sites, and equipment was $3,931,240 (column 5), making a total of $17,304,956 (column 6) expended for pub- lic elementary and secondary schools in Prepared by the Research Division of the National Education Association Expenditures for public elementary and secondary schools expense in — Cost of current | | elementary and per pupil in average daily attendance in this state for the school year 1925-26 was $32.11 (column 7), and the cost of cur- rent expenses for each day of schooling provided was 23 cents. Alabama ranks 49 both in the cost for current expenses per pupil in average daily attendance and in the cost for current expenses for each day of schooling provided. It will be noted in studying the table that there is a wide variation among the states in the cost for current expenses per pupil in average daily attendance. These variations may be due to any of a number of factors. Some states have adopted the wise policy of providing su- children. Others provide but meagre op- portunities. Sparsity of population makes the cost per pupil more in some states than in- others. Expensive one-room schools still exist in great numbers in some states. The consolidation move- ment, the county unit system of adminis- tration and other effective schemes of organization reduce the cost of a given type of educational opportunity in other states. Sources of data: The figures of this table are derived from Statistics of State School Systems, 1925-26, United States Bureau of Education, Bulletin, 1927, No. 39, [ 190 ] -~ _ President Adair’s Program chosen by President Cornelia S. Adair as the general theme of the sixty-sixth convention of the National Education Association to be held at Minneapolis, Minn., July 1-6. Last summer at Seattle President Blair pre- sented a program centered on profes- sional selfimprovement. ‘Teachers who attended were impressed with the neces- sity for adequate preparation for their work. This year their thoughts will turn to the product of the classroom—the American Citizen. As tentatively ar- ranged by Miss Adair, the programs fol- low: Sunday, July 1. The convention will open with a vesper service to be held at four oclock in the New Central Lutheran Church of Minneapolis. Monday, July 2. There will be a general session at nine oclock in the Municipal Auditorium. The presiding officer will be Francis G. Blair, first vicepresident of the National Education Association and state superintendent of public instruction for Illinois. Address of welcome will be given by Governor Theodore Christianson of Minnesota and President Arthur R. Rogers of the Minneapolis Civic and Commerce Asso- ciation. President E. A. Hardy of the Canadian Teachers Federation will bring greetings from his organization. Presi- dent Adair will speak on the theme of the convention. A general session will be held in the evening presided over by Superintendent Thomas R. Cole of Seattle, Wash. The speakers will be Mary Stewart, news- paper writer, Boston, Mass.; Samuel Crowther, author, Bayside, Long Island, N. Y.; Zona Gale, author, Portage, Wis.; and Daniel L. Marsh, president of Boston University. Tuesday, July 3. The day’s program includes the first business session of the Representative Assembly and a general session. At the Representative Assembly greetings will be presented on behalf of the National Association of Teachers in Colored Schools by Principal Robert R. Moton, Tuskegee Institute, Ala. Re- ports will be made by Sarah ‘T. Muir, Lincoln, Nebr., chairman of the Com- mittee on Ethics; William M. Davidson, superintendent of schools, Pittsburgh, Pa., chairman of the Legislative Com- mission ; Jean L. Soules, Spokane, Wash., president, Department of Classroom sion for Citizenship has been ‘Teachers; and J. Stevens Kadesch, Med- ford, Mass., president, Department of Secondary School Principals. The general session will be a Sym- posium on Citizenship Training. The program will be devoted to citizenship Harris and Ewing Oy S. ADAIR, president of the Na- tional Education Association, 1927-28 and teacher of English in the Bainbridge Junior High School, Richmond, Virginia. training in the schools. The speakers will be A. G. Crane, president, Univer- sity of Wyoming, F. M. Gregg, Ne- braska Wesleyan University; Agnes Samuelson, state superintendent of pub- lic instruction for Iowa; and Sally Lucas Jean, New York City. C. J. Heatwole, secretary, Virginia Educa- tion Association, will preside. Tuesday evening there will be ad- dresses on citizenship by Mrs. Edith B. Joynes, Norfolk, Va.; H. B. Wilson, director, American Junior Red Cross; Walter R. Siders, field representative, World Federation of Education Asso- ciations; and James C. Yen, general director, National Association for Mass Education in China. Mrs. Cora Wilson Stewart, director, National Illiteracy Crusade, Washington, D. C., will pre- side. Wednesday, July 4. John J. Tigert, United States Commissioner of Educa- tion, will preside at the morning session when the convention visitors and citizens of Minneapolis will observe Independ- [191] ence Day. The principal speaker will be Senator Simeon D. Fess of Ohio, who will be introduced by Mayor George E. Leach of Minneapolis. A reception to convention visitors will be given Wed- nesday evening. Thursday, July 5. The day’s pro- gram includes the second business session of the Representative Assembly and the continuation of the Symposium of Citizenship Training. At the Repre- sentative Assembly the speakers will be Fred M. Hunter, Oakland, Calif., chairman of the Committee on Tenure; L. R. Alderman, specialist in adult education, United States Bureau of Education, representing the Department of Adult Education; E. Ruth Pyrtle, Lincoln, Nebr., chairman of the Com- mittee on Retirement Allowances; and William McKinley Robinson, Kalama- zoo, Mich., president, Department of Rural Education. Florence M. Hale, state agent for rural education, Augusta, Maine, will preside at the Symposium for Citizenship Training. The speakers will be Mrs. S. M. N. Marrs, president, National Congress of Parents and Teachers, Austin, Texas; Hugh S. Magill, general secretary, International Council of Religious Education, Chicago; Edward A. Filene, president, William Filene’s Sons Co., Boston ; and John W. Withers, dean, School of Education, New York University, New York City. At the general session Thursday even- ing the theme will be: The Standards and Ideals of National Organizations Have an Important Bearing on Citizen- ship. The speakers will be H. C. Horack, adviser on legal education and admission to the bar, Iowa City, lIa.; W. J. Mayo, surgeon, Mayo Clinic, Rochester, Minn.; and Mary McSkim- mon, Brookline, Mass. Friday, July 6. The third and final business session of the Representative Assembly will be held at nine oclock in the Municipal Auditorium with Presi- dent Adair in the chair. Greetings will be presented from the teachers of Hawaii by F. E. Howard, president, Hawaiian Education Association. the special Committee on Delegate Representation and Kindred Questions will be presented by P. P. Claxton, super- intendent of schools, Tulsa, Okla., chair- man of the committee. The report of Tentative Programs of Departments and Allied Organizations ATIONAL COUNCIL OF EDUCATION will N hold two sessions, Monday and Tues- day afternoons, July 2 and 3. On Monday the topic of discussion will be Syn- thetic Research (Integration). The speak- ers will be Charles A. Prosser, director of Dunwoody Industrial Institute, Minneapolis, and Lotus D. Coffman, president of the University of Minnesota, Minneapolis. The topics at the second session will be: Report f Committee on Behavior-Problem Children, Olive M. Jones, Chairman, principal, Public chool 120, New York City; Report of Com- mittee on Fundamental Basis of the Relation of the Business and Professional Aspects of Educational Administration, George D. Strayer, Chairman, professor of Educational Administration, Teachers College, Columbia University, New York City; Report of Com- mittee on Illiteracy, Mrs. Cora Wilson Stewart, Chairman, National Commission of Illiteracy, Washington, D. C. Department of Adult Education will hold three sessions, Monday afternoon and eve- ning, July 2, and Tuesday afternoon, July 3. (he topic at the first session will be Adult Education in the Public School System. The following subjects will be presented in twenty- five-minute talks and each will be followed by a five-minute discussion: Adult Education from the State Point of View; Adult Education from the City Point of View; Adult Educa- tion from the Rural Point of View; Adult Education from the National Point of View. The annual business meeting will follow these discussions. Methods of Teaching will be the subject of the second session. There will be a thirtv-minute talk on Psychological Bases of Adult Learning followed by a discussion, and addresses and discussions on classroom procedure, ten minutes each. At the third session A Coordinated Pro- gram for Adult Education Agencies will be considered. Six twenty-minute topics with a five-minute discussion of each will be given on the following subjects: The Pace of University Extension in a Coordinated Program; The Place of Library Extension in a Coordinated Program; The Place of Education for Parenthood in a Coordinated Program; The Place of the Interstate Bulle- tin in a Coordinated Program; The Amer- ican Association for Adult Education; The Public Schools of America. Department of Business Education will have the annual luncheon conference with the Minneapolis Civic and Commerce As- sociation on Tuesday, July 3, at 12:15 p. mM. There will be two sessions in the afternoon of Tuesday, July 3, and Thursday, July 5. Che following topics will be presented: The End Product of Shorthand Teaching, Charles G. Reigner, The H. M. Rowe Co., Harlem Square, Baltimore, Md.; The Relationship between Business Courses in Universities and Secondary Schools, R. A. Stevenson, dean, School of Business Administration, University of Minnesota, Minneapolis, Minn.; What I Expect of a Commercial Teacher, John W. Edgemond, director of commercial subjects, Oakland High Schools, Oakland, Calif.; ‘The Use of Measurements in the Improvement of Instruction in Short- HIS VETERAN teacher, Miss Mary E. Beecher, has enjoyed fifty years in the educational service. Now principal of the Liberty, Nebraska, consolidated school, her memory goes back to the sod schoolhouse in Kansas where she began in 1878. The off- cers of the Association wish to receive the names of other veterans who have taught fifty years or more. hand, Ethel A. Rollinson, Columbia Univer- sity, New York City; Determining Stand- ards for Stenographers, Fred Telford, director of Bureau of Public Personnel Research, Fed- eral Board for Vocational. Education; Wash- ington, D. C.; The Preparation of Commer- cial Teachers, J. Murray Hill, vicepresident, Bowling Green Business University, Bowling Green, Kentucky; The Educational Value of Bookkeeping, James O. McKinsey, Head of Accounting Department, University of Chicago, Chicago, Ill.; A Test Program in Commercial Education, Paul Carlson, State Teachers College, Whitewater, Wis.; Retail Selling, as Offered in the Los Angeles, Cal- ifornia, High Schools, Monette O. Todd, Los Angeles, Calif. Department of Classroom Teachers will have two sessions on Tuesday, July 3, and Thursday, July 5, in the afternoon. There will be an editorial conference of the editors of publications of local classroom teachers’ [192] organizations and all others interested at the Department headquarters at the Curtis Hotel, At the first session there will be a keynote address and then the members will divide into the following discussion groups: Dis- cussion Group A, topic, High School and Higher Education, Chairman, R. M. Cald- well, Bryan Street High School, Dallas, Texas; Chairman of program committee, Eula F. Hunter, Executive Committee mem- ber of the Department, Fort Worth, Texas; Discussion Group B, topic, Rural Education, Chairman, R. Ross Smith, vicepresident of the Department; Discussion Group C, topic, Elementary Education, Chairman, Jean L. Soules, president of the Department. The second session will be a business meeting with reports of officers and committee on resolutions, unfinished business, new business, and election of officers. The annual dinner will be held on Thurs- day, July 5, at 6:00 o’clock in the banquet room, Nicollet Hotel. Eula F. Hunter, Executive Committee Member of the De- partment, Fort Worth, Texas, is in charge of arrangements. Department of Deans of Women will hold a luncheon conference Thursday, July 5. Anne Dudley Blitz, Dean of Women, Uni- versity of Minnesota, is in charge of ar- rangements. Department of Elementary School Prin- cipals will hold two sessions, Monday, July 2, and Tuesday, July 3, in the afternoon. Re- ligious Education will be the subject of the first session, with the following topics: The Problem of Religious Education; Religious Education in the Home; Character Training with the Preschool Child; Weekday Re- ligious Education. At the second session the subject will be Character Training. The following topics will be discussed: Social Qualities Essential in Industry; Character Training in the School; Character Traits and the Report Cards; Literature and Character Training. Department of Kindergarten-Primary Edu- cation will meet Monday, July 2, and Tues- day, July 3. The subject for discussion will be The Whole Child as Influenced by Home, Community, and Church with the following addresses: The Child as Influenced by the Home, Mrs. Belle Farley Murray, Saginaw, Mich.; an address by John E. Anderson, director of Institute of Child Welfare, Uni- versity of Minnesota, Minneapolis, Minn.; A Project in Story-Telling, Mrs. Hazel King, teacher, Trenton, Mich. At the second session the speeches will be: The Child as Influenced by the Community, Alice Temple, director, Kindergarten-Pri- mary Department, School of Education, Uni- versity of Chicago, Chicago, Ill.; The Child as Influenced by a Particular School, Livia Youngquist, Winnetka, Ill.; Report of the Research Division, Jane Roberts, Kinder- garten-Primary Supervisor, Gary, Ind. ; A ALT A LL 20 -_ me = Ff ee OC OS a. iia NEU AOU NP me A Vol. ep No. 6 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 193 The annual luncheon will be held Thurs- day, July 5, at the Nicollet Hotel. Miss Stella Wood, principal of Miss Wood’s Kin- dergarten and Primary Training School, Minneapolis, will speak and H. E. Chamber- lain, director of the Child Guidance Clinic, Minneapolis, will discuss What the Child Guidance Clinic Does for the Child. Department of Lip Reading will hold two sessions, Tuesday, July 3, and Thursday, July 5, in the afternoon. At the first ses- sion there will be an informal reception to oficers and members 1:30 to 2:00 o’clock. There will be an address by George E. Leach, mayor of Minneapolis; Horace New- hart, M. D., president of the American Fed- eration of Organizations for the Hard of Hearing, Minneapolis, Minn., will speak on Reducing the Hard of Hearing; and a paper on the work being done for the hard of hearing pupils in the public schools will be given by a teacher of lip reading. There will also be a demonstration of teaching lip reading to hard of hearing children. The second session will begin with an in- formal reception to officers and members, 1:30 to 2:00 o’clock. There will be speeches by S. O. Hartwell, superintendent of schools, St. Paul, Minn., on Work Being Done for the Deaf and Hard of Hearing in the Public Schools of St. Paul, and Alice G. Bryant, M. D., member of American Society of Heat- ing and Ventilating Engineers, Boston, Mass., on Waste in the Education of the Hard of Hearing. There will be a paper on lip reading for the hard of hearing adult and a demonstration of this phase of the work. The business meeting will follow. Department of Rural Education will hold two sessions, Monday, July 2, and Tuesday, July 3, in the afternoon. The subject of the first session will be The School’s Contribu- tion to the State, with the following speeches: The Rural School’s Contribution to our Na- tion’s Citizenship; An Appreciation of Past Leaders in Rural Citizenship; Citizenship Programs: Teaching Citizenship in the One- Room Rural School, A County Program in Citizenship for Pupils and. Adults, A State Program in Citizenship; Contribution of Educational Institutions other than the School to the Rural Woman Citizen; Con- tribution of Educational Institutions other than the School to the Rural Man Citizen; Possible Solution of America’s Agricultural Troubles through a Great Educational Pro- gram. A general discussion will follow. At the second session the topic will be The States’ Contributions to the Schools, with the following addresses: Existing and Poten- tial State Sources of Rural School Revenue; The Size of the Unit for Rural School Sup- port and the Problem of State Aid; State Policies in Rural Finance: Wisconsin’s Plan, Alabama’s Plan, New York’s Plan, Califor- nia’s Plan, Ohio’s Plan, Minnesota’s Plan, Other Outstanding State Plans Now in Use or Suggested ; Federal Aid for Rural Schools. A general discussion will follow. Department of School Health and Physical Education will have two sessions on Tues- day, July 3, and Thursday, July 5, in the afternoon. The topic for both sessions is to be Physical Education and Citizenship. At the first session James E. Rogers, presi- dent of the Department, will speak on Physi- cal Education and Citizenship; Ferdinand J. Lipovetz, director of physical education and health, Crookston, Minn., on A School Physical Education and Health Program in a Minnesota Community; L. M. Post, di- rector of health education, Detroit, Mich., The Administration of the Boys Athletic Program in the Physical Education Depart- ment of Detroit Schools; Ethel Perrin, staff associate, American Child Health Associa- Minneapolis Programs Sunpay, JuLy 1 Afternoon—Vesper service Evening—General session Monpay, Jury 2 Morning—General session Afternoon—Meetings of departments and allied organizations—2 Pp. M. Afternoon—Delegates’ meetings by state—4 :30 P. M. Evening—General session Tuespay, Jury 3 | Morning—First business session of | the Representative Assembly Morning—General session Afternoon—Meetings of departments and allied organizations Evening—General session WEDNESDAY, JULY 4 Morning—General session Afternoon—Left free for sightseeing, Fourth of July Evening—Reception TuHurspay, Jury 5 Morning—Second business session of | the Representative Assembly Morning—General session Afternoon—Meetings of departments and allied organizations Evening—General session Frway, Jury 6 Morning—Third business session of the Representative Assembly Afternoon—Meetings of departments and allied organizations tion, New York City, on Health Trends in Secondary Schools; Cora T. Helgesen, super- visor of school nurses, Minneapolis, Minn., on The Place of the Nurse in a School Health Program. The summary of these talks will be made by Florence Alden, direc- tor, Department of Physical Education for Women, University of Oregon, Eugene, Ore. At the second session the following speeches will be made: Needs in the Train- ing of Physical Education and Health Lead- ers, Margaret Bell; Principles in Health Education Training, Mabel C. Bragg, as- sistant superintendent of schools, Newton, Mass.; Education through Physical Educa- tion, J. B. Nash, New York University, New York City. Edgar W. Everts, state director ‘ of physical education, St. Paul, Minn., will give the Report and Discussion of the Com- mittee Charged with the Responsibility of Finding the Best Executive Technic for Bringing to the Children in the Classroom Adequate Physical Education. The summary will be made by L. Keeler, University of Minnesota, Minneapolis, Minn. The business meeting will follow. Department of Science Instruction will hold two sessions, Monday, July 2, and Tuesday, July 3, in the afternoon. The first session will be a joint meeting with Amer- ican Nature Study Society. Speeches to be made are: The Relative Importance of the Biological and Physical Phases of Science in the Elementary School, Gilbert H. Traf- ton, Mankato Normal School, Mankato, Minn.; The Coordinating Council of Nature Activities: Its Function and Service, Mildred L. Hoerr, New York City; The Larger As- pect of Nature Study, Theodosia Hadley, president, National Council of Supervisors of Nature Study and Gardening, Kalamazoo, Mich.; Science in the Elementary Schools of Minneapolis, Jennie Hall, supervisor of nature study, Minneapolis, Minn. This meeting will be followed by exhibits and visits to Minneapolis schools. At the second session the following sub- jects will be presented: The Contract Plan of Instruction in Science, Lynda Weber, Uni- versity of Wisconsin High School, Madison, Wis.; Laboratory-Classroom Plans for the Small High School, J. H. Jensen, Northern Normal and Industrial School, Aberdeen, S. D.; The Laboratory versus Demonstra- tion Methods of Science Teaching, A. W. Hurd, University of Minnesota High School, Minneapolis, Minn.; The Science Problems of an Editor, Glenn W. Warner, editor, School Science and Mathematics, Crane Jun- ior High School, Chicago, Ill.; Today’s Science for Today’s Students, Hanor A. Webb, editor, Current Science, president of the Department. After the speeches will come the election of officers and other busi- ness. Department of Secondary School Principals will hold two sessions Monday, July 2, and Tuesday, July 3, in the afternoon. Under the subject, Articulation in Secondary Edvu- cation the following topics will be presented: Articulation Between Elementary and Sec- ondary School Units; Articulation Between Junior and Senior High School; Articula- tion Between Secondary School and Higher Education. Other subjects to be presented are: Adjustments in the Teaching of Social Subjects in the Junior High School and The Place and Function of the Library in Sec- ondary Schools. Department of Social Studies will have two meetings, Monday, July 2, and Tuesday, July 3. The following topics will be given: Education for Citizenship, J. M. McConnell, state commissioner of education, St. Paul, Minn.; Development of International Atti- tudes in the Schools, H. E. Wilson, Univer- sity High School, University of Chicago, Chicago, Ill.; Educational Policies of Re- ligious and Peace Organizations, Sylva Han- sen, University High School, University of lowa, lowa City, lowa; The Northwest in American History, Theo. C. Plegen, as- sistant superintendent of State Historical As- sociation, and professor of history, Univer- sity of Minnesota, Minneapolis, Minn.; Adaptation of the Contract Method to Supervised Study, Mary S. Gold, University High School, University of Minnesota, Min- neapolis, Minn.; Provision for Individual Differences, Ruth M. Johnson, Wisconsin High School, University of Wisconsin, Madi- son, Wis.; Some Problems of Social Studies in the Elementary Grades, Prudence Cut- right, supervisor of the social studies, Pub- lic Schools, Minneapolis, Minn.; Model 19+ Classroom Equipment for the Social Studies: Senior High School, R. H. Gray, John Mar- shall High School, Minneapolis, Minn.; Model Classroom Equipment for the Social Studies: Junior High School, Aileen Lynch, Roosevelt High School, Minneapolis, Minn. The business meeting will follow. Department of Superintendence will hold a conference on Monday, July 2, in the afternoon. The following topics will be pre- sented: How Can the City School Unit Dis- charge its Obligation to the Rural School Unit? by two speakers; High School Super- vision by two speakers; Fraternal Greetings from Canada by a _ superintendent Canada. Department of Visual Instruction will hold two sessions, Tuesday, July 3, and Thurs- day, July 5, in the afternoon. ‘The topic at -the first session will be Visual Instruction as an Aid to Classroom Teaching. Mrs. Anna V. Dorris, president of the Department, will extend greetings; she will be followed by Daniel C. Knowlton, assistant professor of visual instruction, Department of Education, Yale University, New Haven, Conn., who will speak on Making the Teaching of His- tory Concrete (illustrated). A classroom teacher will give a demonstration lesson showing Visual Instruction as an Important Factor in Teaching the Natural Sciences. Elda L. Merton, assistant superintendent of schools, Waukesha, Wis., will talk on The Use of Visual Aids in Teaching the Social Studies, and Thomas E. Finegan, education director, Eastman Kodak Company, Roches- ter, N. Y., will present Recent Experiments in Classroom Procedure, illustrating with motion pictures. At the second session the subject will be Visual Instruction Service and Equipment. The following speeches will be given: Effec- tive Cooperation between the Museum and the Public Schools, C. G. Rathman, assistant superintendent of schools, St. Louis, Mo., and chairman of Museum Relations Committee; Visual Instruction Equipment and How to Use It, Dudley Grant Hays, director of visual instruction, public schools, Chicago, Ill.; Standards for the Selection of Pictures, Alfred W. Abrams, director of visual in- struction, State Department of Education, Albany, N. Y.; Looking toward the Future, demonstration of television, vitaphone, movietone, and stereographic film by the Research Department of the Western Elec- tric Co. Election of officers will follow. The annual breakfast will be Wednesday, July 4, at 8:00 a. mM. Reports on problems of administration and research will be given. Department of Vocational Education will hold one session on Monday, July 2, in the afternoon, and on Tuesday, July 3, and Thursday, July 5, they will divide into the follewing groups: Tuesday, Group A, sub- ject, Agricultural Education, Group B, Com- mercial Education, Group C, Manual Arts Education, Group D, Home Economics Edu- cation (under the auspices of the American Home Economics Association); Thursday, Group E, Trade Education, Group D, Home Economics Education (under the auspices of American Home Economics Association), Group F, Vocational Guidance. American Classical League will hold two sessions, Thursday morning and afternoon, July 5. The first session will be a business meeting. At the second session there will from THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION June, 1928 TFT 'IYI'I'I'I'I.I...oONNVN’[”[V["V-—-> cv0™1vvUoWOO nw be: Annual Report, Ralph Van Deman Magoffin, president; Some Medieval Latin Records in the British Archives, Martin B. Ruud, University of Minnesota, Minneapolis, Minn.; The Coefficiency of Oral Latin, Dorothy English, Association for the Reform of Latin Teaching, Cambridge, England; The Coordination of Latin between Secondary Schools and the Colleges. Following the afternoon program, there will be a meeting of Latin teachers under the aegis of the Twin City Classical Clubs which will be followed by a dinner con- ference. Plans for the League and Latin work in the northwest will be discussed. American Home Economics Association will have two sessions, Tuesday, July 3, and Thursday, July 5, in the afternoon. The subject of discussion for the first session will be Home Economics in the Senior High School. There will be a talk on Fundamen- tal Principles in Building Senior High School Courses. Teachers in the field will ‘report on Unit Courses in Senior High School. Child Training in the Secondary Schools will be the topic for the second session. Ad- dresses will be made by John E. Anderson, director of Institute of Child Welfare, Uni- versity of Minnesota, Minneapolis, Minn., and by Mrs. Mildred Weigley Wood, home- maker, Phenix, Ariz. Anna E, Richard- son, field worker in child care and parental education, American Home Economics Asso- ciation, Washington, D. C., will make a re- port on Nationwide Progress in the Teach- ing of Child Training. National Association of Visiting Teachers will hold two sessions, Monday, July 2, and Tuesday, July 3, in the afternoon. The sub- ject for discussion will be The Responsibility of the School and the Developing a Social Attitude Toward the Child. A prominent educator will speak from the point of view of the school and a wellknown social worker will treat the sub- ject from the angle of social agencies. Roundtable discussions will follow each talk. National Conference on Art Education will hold one session Monday afterzoon, July 2, at the Minneapolis Institute of Arts Auditorium. The following addresses will be made: Problems in School Stage Craft, Ralph Smalley, Mechanic Arts High School, St. Paul, Minn.; Organizing Art Education as a Fundamental Part of the Elementary School Curriculum, Audrey M. Thomas, art director, public schools, Virginia, Minn.; Modern Art, Ella M. Witter, art depart- ment, Central High School, Minneapolis, Minn. Immediately following the session, tea will be served by the Art Department of the Minneapolis Public Schools. National Conference on Student Participa- tion in School Government will hold two sessions on Tuesday, July 3, and Thursday, July 5, in the afternoon. The program will include speakers representing six states, and student speakers from the elementary through the junior high school, the senior high school, and the university. These will represent the various types of councils. National Congress of Parents and Teachers will hold a session Monday, July 2, in the afternoon. The subject for discussion will be Home and School as Educators for Citi- zenship: In the City, J. W. Studebaker, superintendent of schools, Des Moines, Iowa; In the Country, Charles W. Taylor, Social Worker in state superintendent of public instruction, Lincoln, Nebr.; In the National Congress, Mrs. Hugh Bradford, national vicepresj- dent, and director of Department of Exten- sion, Sacramento, Calif.; In the National Education Association, Cornelia $. Adair, President, National Education Association, Richmond, Va. A dinner will be held, Tuesday, July 3. Mrs. H. G. Richardson of Minneapolis is in charge of arrangements. National Council of Administrative Women in Education will hold two sessions, a dinner conference on Monday, July 2, and an after- noon conference on Tuesday, July 3. Ad- dresses will be made at the first session by: Cornelia S. Adair, president, National Edu- cation Association, Richmond, Va.; Georgina Lommen, State Teachers College, Moor- head, Minn., president, Minnesota Branch of National Council of Administrative Women; Elizabeth Hall, assistant superintendent of schools, Minneapolis, Minn.; Bessie Bacon Goodrich, assistant superintendent of schools, Des Moines, Iowa; Rhoda M. White, writer and lecturer, Spokane, Wash.; Agnes Sam- uelson, state superintendent of public instruc- tion, Des Moines, Iowa; Mrs. Katherine Cook, specialist in rural education, U. S. Bureau of Education, Washington, D. C. At the second session the addresses will be made by: Sally Lucas Jean, health educa- tion consultant, New York City ; Mabel Bragg, assistant superintendent of schools, Newton, Mass.; Olive M. Jones, principal, Public School 120, New York City. National Council of Geography Teachers will have a session Thursday afternoon, July 5. Topics to be presented at the ses- sion are: The Scope and Value of Geography in the School Program; The Use of Graphic Material in Geography Teaching, Emphasiz- ing the Use of Stereopticon and Moving Pictures; Illustrative and Supplementary Materials as Used in the Classroom; Forest Conservation (illustrated). National Council of Teachers of English will hold two sessions on Monday, July 2, and Tuesday, July 3, in the afternoon. There will be an exposition of “What is Good English?” by competent authorities; a paper on “Experiments in Thinking,” by Mrs. Luella B. Cook of Minneapolis, Minn.; a talk upon our common problems by W. Wilbur Hatfield, secretary of the Council; and a paper on the teaching of grammar and the teaching of literature. National Federation of Modern Language Teachers will hold one session on Thursday. Charles French, Boston University, President. National League of Teachers Associations will hold a session on Monday afternoon, July 2, and on Wednesday noon, July 4, the annual luncheon will take place. National Organization of Secretaries of State Education Associations will meet at Minneapolis. R. T. Ellis, secretary Texas State Teachers Association, president. School Garden Association of America will have two sessions on Tuesday, July 3, and Thursday, July 5, in the afternoon. The first session will include discussion of the work that is being done in various parts of this country and Canada. There will be an address by Mrs. Helen Field Fischer, land- scape designer, Shenandoah, Iowa. At the second session Van Evrie Kilpatrick, first vicepresident, will discuss the system of school gardens of New York City. ~~ ft we; ..UlUCU Taxes in United States and Other Countries in practically all nations since 1914. Several factors have brought this about. First, a rapid depreciation in the purchasing power of currency in practi- cally all countries. In the United States it takes $175 to purchase what $100 bought before the war. The loss in pur- chasing power of money in some coun- tries has been much greater than this. Second, practically all countries have increased the scope of the activities sup- ported at public expense. ‘Third, the war is being paid for. In the United States the federal debt, which is princi- pally due to war expenditures, is eigh- teen billion dollars. Increases in amount of taxes have raised questions in all countries. We have heard much about taxation in this country. It has been frequently stated that taxes are unduly burdensome, that they are more than the country can af- ford, and that they should be reduced. Are taxes more than they should be in the United States? This question is not easy to answer. In any considera- tion of this question, however, one should have in mind a principle which is well stated in a recent publication of the National Industrial Conference Board entitled Cost of Government in the United States: [is pret in taxes have been rapid it is not so much the amount of taxes and public expenditure that should command attention as the purposes which public funds serve and the circumstances surrounding their disposition, i. e., whether the object of the expenditure is wise and whether the function has been properly con- ceived and is being efficiently and economi- cally administered in the interest of the com- munity as a whole. One pertinent bit of information is available concerning the burden of taxa- tion in the United States. The Novem- ber 1927 issue of the Annals of the American Academy of Political and So- cial Science gives the national income and the tax collections in a number of coun- tries for the year 1924 or thereabouts. The chart is based upon these figures. It shows the percent of national income paid in taxes in various countries in 1924. Figures are not available for all coun- tries represented in the chart for years subsequent to 1924. Estimates for some of these countries indicate that the per- cents of income paid in taxes in years since 1924 approximate those given in the chart. For example, estimates given in the Washington Star for 1926 are as follows: National Tax Country Income Collections Percent (000,000 omitted) United States $89,682 $7975 8.89 Great Britain 16,996 4016 23.63 NE sidcicuics 4860 948 19.51 Co 7840 1548 19.74 PERCENT* NATIONAL INCOME PAID™ TAXES IN VARIOUS COUNTRIES ™ 1924 Utes IIT GREAT. BRITAIN NORWAY ITALY CANADA FRANCE AUSTRALIA HUNGARY AusTRIA JAPAN Based principally on data from Oe danals of the American Acadamy &f Political and Secu Soence ; November, 1927, Chapter, pases 36 to 57 If we define effort to support public services as the percent of income allotted for the support of these services, it is evi- dent that the tax bill of the United States requires considerably less effort than that of other nations. So far as figures are available not a country in the civilized world is paying as small a per- cent of its income in taxes as is the United States. The disparity between the effort made by the United States and that of other countries is probably greater than the chart indicates. A man with a yearly income of ten thousand dollars pays ten percent of his income in taxes with less effort than a man with a yearly income of one thousand dollars. In the first case the payment of a ten percent tax usually involves little personal sacrifice, that is, reduc- tion in what a man eats, wears, or other- wise consumes. The payment of such a tax by the man of small income does involve such a sacrifice, since his amount of income is close to the level of sub- sistence. The United States is in the position of the man with a large income. [195] Its per capita wealth and per capita in- come outclass that of any other country. The expenditure of 18.6 percent of its income for public purposes by the United States, which is the average percent of expenditure of the countries listed in the chart not including the United States, would involve less effort than does the expenditure of this percent by the countries listed in the chart. In studying the chart one should have in mind a number of modifying factors affecting the comparability of the figures. First, the difficulty of assembling ac- curate figures as to incomes and tax pay- ments is almost insuperable in most coun- tries. The percents of the chart in some cases involve a degree of error due to this factor. Second, the burden of the war debt is heavier in most countries than in the United States. Third, the scope of public activities differs widely in different countries. Fourth, expendi- tures by governments, particularly in any one year, often differ considerably from the amount collected in taxes. In the United States in 1924, less than eight billions were collected in taxes, while ten billions were expended by the federal, state, and local governments. These and other factors not developed in this article counsel caution in interpreting the figures of the chart. A proper evaluation of such factors, however, would probably not invalidate the principal indication of the chart, namely that the percent of income ex- pended for public purposes is consider- ably less in the United States than in other nations. Even if the United States expended as large a percent of its in- come for public service as other coun- tries, the effort involved would be less because of our far greater per capita income. Whether it would be desirable to ex- pend a larger percent of what we have for public purposes is a question which cannot be answered here. This article is content with the easily defended con- clusions: first, that the tax burden in the United States is much lighter than that in other countries and second, that if the public welfare seems to justify, the amounts expended for public pur- poses, such as the support of schools, can be considerably increased before the effort required to meet the nation’s tax bill will be as much as that of other coun- tries.—John K. Norton. Builders of Our Profession NE EVIDENCE of professional spirit is the choice of teaching as a life voca- tion; another evidence of profes- spirit is life membership in the national professional organization for teach- ers. Che teaching profession is making marked progress because in increasing numbers men and women of ability and promise are choosing teaching as their life work. The National Education Association is growing stronger because teachers of ability and promise, who have chosen teach- ing as their life work, are allying themselves for life with their National Association. In 1925, there were approximately 200 N. E. A. Life Members; today, there are more than 1000. The life Membership fee— $100—payable in one payment or ten—goes to the permanent fund of the Association and thus remains intact, a continuing memo- rial to the member and a lasting guarantee that the N. E. A. will continue its service to the profession. sional young Program for June Faculty Meeting HE FOLLOWING suggestive questions are based on articles in this issue of THE JOURNAL: 1. The Teacher's Philosophy of Education. What is your philosophy of life and of edu- cation? How do the four points of Dewey’s philosophy agree with your own? How is his philosophy suited to life in a democracy ? 2. Elementary Rural Teaching as a Career. In what ways can educational opportunities be equalized? What constructive work is being done in rural education? How are the needs in this field being met in your state? 3. Sunshine Camp in Cambridge. Why do a few weeks of camp life as described by Dr. Day make such great changes in chil- dren? What conditions in modern life cause subnormal health? How can you use the information in this article in * school P 4. A Notable Junior High School. What are the progressive features of this school? Can you develop any of these ideas in. your school P 5. American Education Week. What plans for Education Week should be made now? 6. Selecting the Best Textbooks.. How would such a study be valuable to the teach- ers making itP To the school? 7. Educational Cooperation. Have you read the Curtis-Reed bill in the January is- sue of THe JouRNAL? If your congressman should ask your opinion of the bill, could you give its essential proposals? New Life Enlistments — FOLLOWING life members have been reported since the list was published in the May JouRNAL. your own ARKANSAS—Mrs. Ella B. Andrews, Ewart, Pearl Williamson. Catirornra—Ada E. Blanchard, Perry O. Cole, McKee Fisk, Elizabeth McK. Moore. ConnecticutT—A,. Louise MacMasters, Leon Car- ver Staples. District or Cotumsia—George W.* Hodgkins. Frorma— Mrs. Mae Larsen James B. ILitinois—hate O. Guenther, E. Pauline Lacy. INDIANA—Maude E. Birkey, Donald DuShane, Elizabeth H. Scott, Hollace C. Sherwood, W. A. Smith. lowa—W. A. Brindley. Jarpan—cC. A. Mitchell. Hundred Percent Counties ge VISION of a united profession is spreading among teachers in rural com- munities. County superintendents who have caught this vision encourage their associates to merge their strength with that of state and national associations. The following counties have reported the enrolment of all of their teachers in the National Education Association for the year 1927-28: State County Superintendent Florida Brouard J. S. Ricards Dade Cc. M. Fisher Palm Beach J. A. Young- blood Pinellas R. S. Blanton Maryland Queen Annes T. G. Bennett Ohio Cuyahoga A. G. Yawberg Logan Glenn Drum- mond Wood H. E. Hall Pennsylvania Berks A, F. Kemp Bradford J. A. Morrow Delaware Carl G. Leech South Carolina Leurens Kate V. Wof- ford Tennessee Shelby Sue M. Powers Utah t *Alpine Dist. David Gourley - Davis H. C. Burton Grand D. S. McCorkle *Jordan Dist. D. C. Jensen *Juab Dist. O. L. Barnett Morgan J. R. Tippetts *N. Summit Ernest Jacob- Dist. sen *S. Sanpete E. T. Reid Dist. Wasatch R. F. Nilsson Weber B. A. Fowler West Virginia * McDowell ia t G&G Anderson 1 Utah operates under a_ consolidated system. For the most part, counties. and school districts are identical. The districts marked with an asterisk represent one-half counties. 2 McDowell County is divided into six school districts, five of which are 100 percent in N. E. A. Membership—Adkin, Big Creek, Browns Creek, Northfork, and Elkhorn. Kansas—Lela Eggleston, Vera I. Evans, Bertha Scholl, Eva N. Welsh. KeNntucKy—Mrs. Annabel R. Price. Loutst1ana—Mrs. Johnnie May Gray Baum. MAsSACHUSETTS—Mary L. Bryant, Elsie’ E. Turner. Minnesota—C. C. Baker. Missourt—Mary V. Clarke, W. W. Clement, R. L. Denning, Mrs. L. R. Doolin, Ruth E. Norris. MonTANA—Urban F. Isaacs. NesprasKA—Gertrude Beers, M. Hill, Natalie C. Long, H. F. Stone. New York—Robert E. Minnich, Iva Louther Peters. North Carottina—Mrs. G. Annie W. Holland. NortH Daxota—George W. Hanna, A. W. Mehus. Oxn1o—Henry Claude Dieterich, John R. Patter- son, H. L. Rawdon, William H. Rice, T. M. Wiant. OxtaHomMa—Grace A. Day, Mrs. Grace J. Thornton. : PENNSYLVANIA—Edythe K. Boyd, Lee L. Driver, Mary L. Gordon, Gertrude M. Ramsey, Thomas Woody. SoutH CaroLtina—Ralph S. McChesney. SoutH DaKkota—William I. Early, R. E. Rawlins. Texas—Howard R. Boles, H. H. J. Fling, J. M. Gordon, Mrs. Mae Healer, D. C. McIntosh, Herman D. Thomason. Luvicy P. Hamrick, Mrs. [ 196 } VirGinia—William E. Parsons. WASHINGTON—G. A. Clumpner, John A. O’Rourke, Wyrominc—lIda B. Hull. Completed Enrolments T HE FOLLOWING schools have completed their 100 percent enrolment in the Na- tional Education Association since the list was published in the May JOURNAL. Six Years or More Itumnois—Rock Island, Washington Junior High. On10—Cincinnati, Vine. Five Years WASHINGTON—Spokane, Willard. Three Years MicnicAN—Detroit, Hillger. PENNSYLVANIA—Pittsburgh, Gladstone Junior High and Elementary. Texas—Dallas, Mount Auburn. WASHINGTON—Spokane, Finch. Two Years lowa—Webster, Webster Consolidated. Maine—Rockland, McLain, Purchase Street. MaryYLaANp—Dickerson, High. MicHIGAN—lonia, Emerson. New JersEY—Ventnor City, Oxford Avenue. Current Year Ca.irorNia—Oakland, Franklin, Merritt Hig* Connecticut—Collinsville, Grammar; East WNor- walk, Roger Ludlow Junior High. ILLiNois—Springfield, Matheny; Grade. lowa—Bouton, Public; Cedar Rapids, Madison. MASSACHUSETIS—Bedford, Union; W hitinsville, Center. MicHIGAN—Muskegon, Pillsbury; Saginaw, Wads- worth. Minnesota—Faribault, McKinley; Gilbert, Techni- cal; Hutchinson, High; Jordan, Jordan Public Schools; Little Falls, Columbia, Hawthorne, Lincoln, Washington; Minneapolis, Marshall High, Richfield-Roosevelt; Saint Paul, Como Park; Winona, Central, Jackson, Kosciusko, Lincoln, Sugar Loaf. MississipPi—Jackson, Davis. Missourt—Kansas City, Gladstone. New Jersey—Lyndhurst, Lincoln; Newark, Elliott Street. New Mexico—Albuquerque, Armijo. New YorK—Kenmore, Kenmore Public Junior High. On1o—Rocky River, Kensington. OrErGoN—Jordan Valley, Grade. Texas—El Paso, Dudley. WASHINGTON—Keyport, Public; Spokane, Columbia, Emerson, Hawthorne, Washington. WyomMiInc—Thermopolis, Hot Springs County High. Waynesville, Schools, HE TECHNIC OF LEADERSHIP—A leader will look upon his own: position as a tem- porary one for which he shall develop others more competent than himself knowing that his days are but few. He will set goals, to attain which he will encourage all sane and practical experimenta- tion. He will aid where aid is needed; ad- vise and restrain the overzealous and en- courage where failure looms. He will free himself from detail to apply himself to the greater things of his job. He will keep an open and tolerant mind, train- ing himself to be above personalities and to recognize ability and achievement wher- ever shown. Recognizing that progress is like a mighty stream which, diverted by bar and rock and dam, yet flows steadily onward, he will labor with patience to remove temporary ob- stacles with faith in ultimate success. When he ceases to serve he will relinquish leader- ship with the same courage with which he received it.—Warren A. Roe, principal, Bel- mont Avenue School, Newark, New Jersey. ~ Proposed Amendments to EW ORGANIZATIONS, even in this land of phenomenal growth, have increased in membership as rapidly as the National Education Association. The ten years’ increase in growth from 10,000 in 1918 to 181,000 in 1928 has been an occasion of satisfaction to the members of the Association. It has also been the occasion of necessary changes in organization and administration. Committee work started—In 1924 a committee was appointed to study the problems of the Association growing out of the increased membership. At the Philadelphia convention in 1926, the Representative Assembly authorized the discharge of this committee and the ap- pointment of another with more inclu- sive powers, to be known as the Com- mittee on Appointment of Delegates and Kindred Questions. At this time it be- came evident that many of the Associa- tion’s bylaws were out of harmony with the provisions of the charter and accord- ingly needed a thorough revision. Supt. P. P. Claxton, of Tulsa, Okla., chair- man of the committee, called it together at Dallas in February, 1927. Fourteen members were present at the three meet- ings held. Dr. F. G. Blair, then presi- dent of the Association, was also present. Discussion by members of the committee revealed four outstanding questions to be considered: (1) bringing the bylaws into agreement with the charter; (2) clarifying and bringing into agreement and harmony the bylaws with them- selves; (3) reducing the size of the Representative Assembly; and (4) pro- viding a method for the selection of delegates to the Assembly that would be equitable and yet eliminate the “du- plicate representation” provided by the present bylaws. At the close of the Dal- las convention the complete minutes of the committee sessions were sent each of the twenty-four members of the com- mittee. A follow-up—A_ subcommittee was appointed by the chairman to meet be- fore the Seattle convention to formulate . recommendations to the committee as a whole. This committee met in Chicago on May 20 and 21, 1927. Seven mem- bers including the chairman were pres- ent. As a result of the five meetings held at this time and numerous sugges- tions forwarded by other members, a detailed statement of amendments was prepared and presented in July, 1927, at the Seattle convention with the rec- ommendation that the proposals be held for action at the 1928 meeting of the Representative Assembly. ‘These pro- posals are printed in full in the 1927 United pease P. CLAXTON, States Commissioner and now superin- tendent of schools, Tulsa, Oklahoma, is serv- ing the Association as chairman of the Com- former mittee on Appointment of Delegates and Kindred Questions. Proceedings of the National Education Association, pp. 1025 to 1045. Although most of the proposals relate to changes that will bring the bylaws into conformity with each other and the charter, several relate to a reduction in the size of the Representative Assembly and to a change in the methods of select- ing delegates. During the past year these proposals have been widely dis- cussed and growing out of this addi- tional study the committee has modified its recommendations. The issues which most concern the members of the Asso- ciation at large involve sections 3, 4, 5, 6, 7, and 10 of Article II of the Bylaws now in force. These sections read as follows : Sec. 3. The State Teachers Association or Educational Association of a state, territory, or district, may become affiliated with the National Education Association and shall be [ 197} the Bylaws designated an Affiliated State Association. Each Affiliated State Association shall be a state unit in the organization of the Na- tional Education Association and as_ such shall be entitled to representation in the Representative Assembly as hereinafter pro- vided. The annual dues of an Affiliated State shall be $10 for each delegate to which said state shall be entitled, with a maximum of $100. Said Association shall receive without application, or othe: condition, all regular publications of the Na- tional Education Association, including the volume of Proceedings, reports of commit- tees, and all special bulletins and announce- ments when issued. Association Sec. 4. A local educational association or teachers organization within a state, terri- tory, or district, may afhliate with the Na- tional Education Association and shall be designated an Afhliated Local Association. Each Affiliated Local Association shal! be a local unit:in the organization of the National Education Association and as such shall be entitled to representation in the Representa- tive Assembly as hereinafter provided. The annual dues of an Affiliated Local Associa- tion shall be $5, which shall entitle said Association to receive without application, or other condition, all regular publications of the National Education Association, includ- ing the volume of Proceedings, reports of committees, and all bulletins and announce- ments when issued. Sec. 5. Each affliated association, both state and local, shall be furnished a certificate of membership and shall be entitled to the active assistance and support of the National Edu- cation Association in promoting the interest of such affiliated association and its mem- bers insofar as such interest comes within the purpose and object of the National Edu- cation Association as set forth in its charter. The secretary of the National Education Association shall, with the advice and ap- proval of the Executive Committee, make such arrangements for mutual cooperation between the National Education Association and the state and local affliated associations as will promote the welfare of all and ad- vance the interests of the teaching profession. Sec. 6. Each affiliated state association shall be entitled to elect one delegate and one alternate to the Representative Assembly for each one hundred of its members, or major fraction thereof, who are active members of the National Education Association, up to five hundred such active members, and there- after one delegate and one alternate for each five hundred of its members, or major fraction thereof, who are active members of the National Education Association. Such delegates shall be designated State Delegates. Sec. 7. Each affiliated local association shall be entitled to elect one delegate and one alternate to the Representative Assembly for each one hundred of its members, or major fraction thereof, who are active members of the National Education Association. Such delegates shall be designated Local Delegates. Sec. 10. Delegates shall file their cre- dentials with the secretary of the Associa- 198 Tue JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION June, 1928 tion on blanks furnished by him for that purpose not later than ten days before the beginning of the annual meeting. The Secretary shall turn over such credentials to the Credential Committee, when appointed, with such information thereon as may be ob- tained from the records of the Association. The Representative Assembly shall be the final judge of the qualifications of delegates. The delegates shall have equal rights and each shall have one vote. Meetings of the Representative Assembly shall be open to the active members of the Association who shall be privileged to address the Assembly on subjects pertaining to the Association. The Representative Assembly shall adopt rules of procedure which shall not conflict with the charter and bylaws of the Association. It shall recommend an equitable plan for pay- ing the expenses of delegates to the annual business meeting of the Association. In its Seattle report the committee proposed that sections 3, 4, 5, and 10 be made to read as follows: Sec. 3. The State Teachers’ Association or Educational Association of a state, territory, or district may become afhliated with the National Education Association and_ shall then be designated an afhliated State Asso- ciation. The annual dues of an afhliated State Association shall be $5. Said Associa- tion shall receive, without application or other condition, all regular publications of the National Education Association. Sec. 4. A local educational association or teachers’ organization within a state may affiliate with the National Education Asso- ciation and shall be designated an Affliated Local Association and as such shall be en- titled to representation in the Representa- tive Assembly as hereinafter provided. The annual dues of an Affiliated Local Associa- tion shall be $5, which shall entitle said As- sociation to receive, without application or other condition, all regular publications of the National Education Association. Sec. 5. Each affiliated state association shall, together with the local affiliated asso- ciations within the state, constitute a state unit and as such shall sit in the Representa- tive Assembly. Sec. 10. The Representative Assembly shall be composed of the President and the twelve Vicepresidents of the National Education As- sociation and 500 delegates elected from the several states in the proportion which the number of their active members in the Na- tional Education Association bears to the total number of members of the Association, provided that every state shall be entitled to at least one delegate. The ratio for computing the number of delegates to which the several Affiliated As- sociations are entitled shall be determined by dividing the total number of active mem- bers of the Association by five hundred. The secretary of the National Education Association shall compute this ratio annually at the close of the membership year and shall on or before the 10th day of September, certify the same to the secretary of each State Afhliated Association, together with a state- ment of the number of delegates for the en- suing year to which each of the states is en- titled. He shall also transmit to the secre- tary of each State Association a list of all the Affiliated Local Associations in that state, together with the number of active members of the National Education Association re- corded as members of each of the Affiliated Local Associations. The delegates in the Representative As- sembly to which any state shall be entitled shall be apportioned to the local Associations affliated with the National Education Asso- ciation and to the active National Education Association membership in the state not so affiliated in the ratio of their respective num- bers. Local Afhliated Associations having a National Education Association member- ship entitling them to one or more delegates shall name such delegate or delegates and certify them directly to the secretary of the State Association for election as delegate. Each local affiliated organization whose total active membership in the National Edu- cation Association is less than the ratio, but not less than fifty members, shall be entitled to nominate one delegate; and from these nominees the State Association shall elect the number of delegates to which this group of local organizations is entitled. All nominees not elected as delegates shall be placed on the alternate list. The election of delegates to which the State National Education Association mem- bership, not members of Local Associations, shall be entitled, shall be provided for by the State Association in a manner consistent with the Charter and Bylaws of the National Edu- cation Association, provided that such dele- gates shall not be members of any affiliated local association and provided that with the approval of the Executive Committee of the National Education “Association, any state may, through its State Association, modify the plan herein set forth for electing the dele- gates to the Representative Assembly of dele- gates. , In Boston at the time of the Depart- ment of Superintendence convention the committee held several meetings and again in Chicago April 14, 1928. At the Chicago meeting 36 committee mem- bers were present. Some minor word changes in nine or ten different sections were made and sections 3, 4, and 10 of Article II were redrafted in the light: of the discussion. The proposals of the committee as they now stand would amend sections 3, 4, and 10 of Article II so that they will read as follows: Sec. 3. A state teachers association or edu- cation association of any state may become affliated with the National Education Asso- ciation, and thereupon shall be designated an affliated state association, and as such shall be entitled to elect one delegate and cne alter- nate to the Representative Assembly for each two hundred (200) of its members or major fraction thereof, who are active mem- bers of the National Education Association. Such association shall be entitled to elect such other delegates and alternates as are assigned to it under the provisions of Sec. 10 of this article. Should any affiliated local association within a state fail to elect any or all of the delegates assigned to it by the Secretary of The National Education Asso- ciation, the State Association may elect such delegates and alternates and certify them. The annual dues of an afhliated State As- sociation shall be five dollars, which shall entitle said association to receive without ap- plication or other condition all regular pub- lications of the National Education Associa- tion. Sec. 4. A local education association or teachers organization within a state may affili- ate with the National Education Association and thereupon shall be designated an affliated Local Association, and as such shall be en- titled to elect one delegate and one alter- nate to the Representative Assembly for each two hundred (200) of its members or major fraction thereof, who are also active mem- bers of the National Education Association, The names of such delegates and alternates shall be certified by the secretary of each affiliated local association to the secretary of the State Association, who shall in turn certify them, together with the complete list of dele- gates and alternates from the state, to the secretary of the National Education Associa- tion. A copy of such certificate shall also be transmitted by the secretary of the affiliated Local Association to the secretary of the National Education Association. The annual dues of an affliated local as- sociation shall be five dollars, which shall en- title said association to receive without ap- plication or other condition all regular pub- lications of the National Education Associa- tion. Sec. 5. Each affiliated state association shall, together with the local affiliated asso- ciations within the state, constitute a state unit and as such shall sit in the Representa- tive Assembly. Sec. 10. The Representative Assembly shall be composed of the President and the twelve Vicepresidents of the National Education As- sociation and delegates elected from affiliated state and local associations as herein pro- vided. The secretary of the National Education Association shall provide enrolment blanks with designated space for the name of the affiliated association through which each active member wishes representation, and in computing the number of delegates and alter- nates to which a state is entitled no active member shall be counted in any affiliated as- sociation other than the one so designated. The secretary of each affiliated local asso- ciation shall furnish to the secretary of the National Education Association and to the secretary of the state association a list of its members. The secretary of the National Education Association shall compute annually at the close of the membership year the total num- ber of active members of the National Educa- tion Association in each state and also the number of active members accredited to each affliated State and Local Association as designated on the enrolment blanks within each state for that year. Upon such data the secretary of the Na- tional Education Association shall determine the quota of delegates and alternates to the Representative Assembly to which each state is entitled as follows: A. To each affiili- ated association within each state one delegate and one alternate for every 200 active members of the National Education Associa- tion or major fraction thereof, designating (Continued on page A-176) Vol. 17, No. 0 NO PIG TAIL TWIST quant THREADS STRAIGHT THROUGH. MOTION PICTURE PROJ ECTOR ” For the — § ASSEMBLY HALL and CLASS ROOMS. NO SHAFT } BELTS DRIVE OR CHAINS 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. J 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. 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The children of 1928 take very little on faith—they must be shown. How are YOU going to meet this need ? There is no better way than to illustrate your daily lessons with authentic pictures, which will be found on every con- ceivable subject in the Spencer Filmslide Library—on display at the N. E. A. CONVENTION in MINNEAPOLIS this summer. Be sure to call at Booth 139 so that our representa- tives may have an opportunity of bringing to your attention the very latest developments in projection equipment. Don’t forget!—June 30th to July 6th AT MINNEAPOLIS SPENCER SPENCER LENS COMPANY BUFFALO, N. Y. Chi icago Washington Boston SPENCER New York San Francisco For the convenience of those desiring hotel sleeping accommodations for the meeting a list of hotels and their rates is given below. Hotel Committee, Department of Superintendence, 1604 Terminal Building, Cleveland, Ohio. Applications should indicate date of arrival in Cleveland and names of all parties to be accommodated in the rooms requested. The larger downtown hotels in a convention city are usually reserved to capacity soon after initial announcement is made. true at Cleveland as elsewhere. Applicants, therefore, should express two or three choices of hotels for the guidance of the Hotel Committee HOTELS IN CLEVELAND MEMBERS CLEVELAND HOTEL ASSOCIATION AND CLEVELAND CONVENTION BOARD DEPARTMENT OF SUPERINTENDENCE—CLEVELAND, FEBRUARY 24-28, 1929 President Frank D. Boynton of the Department of Superintendence has announced that the fifty-ninth annual convention of the Department and allied organizations will be held at Cleveland, Ohio, February 24 to February 28, 1929, Requests for Tower This is NAME LOCATION PS Se Pee pe eee oe Chester and E. 13th St.......... NS ou 40 aa 0k bins KOK eRe aoe E. 6th St. and St. Clair.......... ED ceteris yak 2, a sci See cece’ a chet ——— shire and Surrey Roads.... no uclid Avenue. . : eS SO eee ee Carnegie and E. 89th St......... I kB ba oe il Od Dia Adele ie oS Ge Gane Boe. . ........... eer eee, ay ae Superior Ave. and Pub. Sq...... ET ie baie a ann dae ewey waren Prospect and Colonial Arcade.... SE. ou: c odetaawelae soto caukiee 4209 Euclid Avenue............ Devon Hall (women).................. OEE eee OE EE en 1924 E. 105th St. N.E....... Eo ase 5 orca sae ed ae eae Euclid and E. 14th St........ TORE TT ee Te ree ee Euclid and E. 107th St.......... iu: 5 use, aive:.'> sa! ce acing ® RR 3250 Euclid Ave............ TREES Se eee ere: ee E. 9th at Chester........... I can cnens sac swe sh whee Detroit and W. 65th St.......... NG 58S ao Nrare.c bos 0h0 ob ee ken Superior and E. 6th St.......... NT lls ca chid. no or. 5 nk bite ale os ba a oom etre ee 4311 Prospect Ave............. SEO PORE Fe Euclid and E. 22nd St........ SES Cores 5s ley si cacecaceet Ben re RN See ee Superior and E. 9th St.......... ED UN oc bb Son' va bees weet E. 105th at Park Lane.......... SES eee ee 10539 Buclid Ave............... EN AR AS ees Euclid at E. 82nd St............ Nn , e. coke eh eRe E. Bivd. at E. 105th St.......... a a.. « £hG2 40 Ck 664s} we eee eae 105% Proepect. Ave............:. EE, pe ES SRR Sele Sips ce eo dee pS PAE er . 107th and Park Lane Nl a bs a let's tRecky River Sta.) Cleveland. Winton .... Prospect near E. 9th St.......... ROOM ROOM ONE PERSON TWO PERSONS With Bath Without Bath With Bath Without Bath $3.00 to oo-as 18 -S2 to S008 . $3.00 to $4.00 eee. | ree . 183.50 to $5.50 |....... 2.00 to 3.00].... 3. to 6.00 at Fe sere ee 2 | i * 3) Seeeeeres , EEE SEPT of 2.CRRe BP Bec uk os oe dasd 2.00 to 3.00 RS are = SR * | ee : 2.50 to 5.00 | 2.00 to 3.50 | 4.00 to 7.00 | 3.00 to 5.00 F fF OS YS ere er Bie Ob: GAP T. os ovsiawe ss ‘ ie A a Be 1.50 to 2.00 rr yeer? + SY F ee 2.50 to 5.00 / 1.50 to 2.50 | 4.00 to 7.00 | 2.50 to 3.50 2.50 to 3.50] 1.50 to 2.50 | 4.00 to 5.00 | 2.50 to 3.50 tt Fo a 2 ff arene * £2 * 7 ees : 2.00 to 5.00 | 2.00 to 3.00 | 3.00 to 5.00 | 3.00 to 4.00 2.50 to 3.00 | 1.50 to 2.50 | 4.00 to 5. 3.00 to 4.00 ere 2.00 SEN AER 3.00 « - Be? § Re Ne 6.00 to 12.00 |...... +e 1.50 to 2.50 1.50 Fe OF ee ee 2.50 ide Ache 8 waned = | Be: | SeqPepeere 2.00 to 3.00 | 1.50 to 2.00 | 4.00 to 6.00 3.00 ae 1.50 to 2.00 | 3.50 to 4.00 | 2.50 to 3.50 2.50 to 4.00 sete ry ee: BOP Esc cosces 3 i FRR ee 5 2 9 F | SS ee 2.50 to 3.00/| 1.75 to 2.00 | 4.00 to 5.00 | 3.00 to 3.50 2.50 to 5.00 Ae ee = 3.3 to 6.00 1...... ee |, a 4 eg Se eee ey er ‘ cs ] aS ff eee a 4.00 to 5.00 . -b Bh. 4 eee oe 4.50 to 10.00 A AEs oc es kee cveee's * 2 i. 3 peer re hoy ee | eee xX (= ° | Separate | 3.00 4.50 7.00 Mention Tue JournaL when writing our advertisers. A-175 SF et are d A—i76 THE Union Endicott High Endi icott, N. Y C4rchitects, T. I. Lacey & Son, Binghamton, N. Y.) HERE are various so-called side- stream fountains. There are few as really practical, and certainly none that rival Halsey Taylor Drinking Foun- tains in health-safety. Our new de luxe catalog, designed espe- cially for school architects and school au- thorities, is now ready for distribution. It contains many helpful hints on the drink- ing-fountain problem and a description and illustrations of our complete and practical line. Write The Halsey W. Taylor Co. Warren, O. (Largest Manufacturers of Drinking Fountains Exclusively) Automatic Stream Control keeps the Taylor stream at uni- form height regard- less of pressure varia- JouRNAL OF THE NATIONAL EpUCATION ASSOCIATION YOUR tion is your representative. It reflects your judgment and character. Naturally, therefore, you should select your printer as carefully as you would an individual to represent you. OUR PLANT fully appreciates the confidence our clients im- pose in us when they ask us to produce their printing. Each and every job—from a calling card to a million copies of a large magazine—is given the same attention. It will be to your ad- vantage to get information from us regarding your next order for printing. Among the publications from our presses are The Journal of the National Education Association, The National Geographic Maga- sine, The American Federationist, The American Motorist, The American Junior Red Cross News, The Bengalese, The Master Mason, and the Daughters of the American Revolution Magazine. JUDD & DETWEILER, INC. WASHINGTON, D. C. June, 1928 PRINTING Master Printers (Continued from page 198) representation through such association. B. To the affiliated state association of each state one delegate and one alternate for every 200 active members of the National Education Association or major fraction thereof designating representation through that association. C. He shall also assign to the affiliated state association of each state one delegate and one alternate for every 200 active members of the National Educa- tion Association or major fraction thereof in such state who have not designated repre- sentation through any affiliated association within that state. To this number of active members in each state not designating any affiliated association in that state he shall also add the unrepresented active members in the minor fractions of the affiliated asso- ciations of that state. On or before the tenth day of September of each year, he shall certify to the secretary of each affiliated state association the num- ber of active members of the National Edu- cation Association accredited to the state as- sociation, asking representation in the Gen- eral Assembly through such association, and the number of active National Education Association members accredited to each local association within the state, together with their names and addresses. He shall trans- mit to the secretary of the affiliated state association the number of delegates and al- ternates which are to be elected by the state association and by the local associations in that state. He shall also transmit to the secretary of cach local association within the state a list of the active members of the National Edu- cation Association credited to such associ- tion who desire representation in the Rep- resentative Assembly through such local as- sociation, together with the number of dele- gates and alternates which such association is entitled to elect on the above basis. Provided that any state, upon a vote of the active members of the National Educa- tion Association in that state, taken by its State Association, may modify the details of the plan herein set forth for electing the delegates and alternates to the Repre- sentative Assembly assigned to that state. Such action when taken shall be certified by the secretary of the State Association to the secretary of the National Education Association and to the Local Associations within the state. In a letter from Superintendent Blair of Illinois, whose indefatigable coopera- tion with the committee has been note- worthy, we quote: “In conclusion, I want to summarize what I think these amendments will accomplish : 1. They will reduce duplicate voting to the very minimum, if not entirely obviate it. The putting in of the names and ad- dresses of the members had to be done in order to make sure that there would not still be some duplicate voting. 2. They will reduce the size of the Repre- sentative Assembly from a possible 1700 to somewhere around 1000, but in doing this there is no rigid number set. My guess is that if these bylaws are adopted that the first assembly under them will have some- where between 1000 and 1200 delegates. 3. If adopted they will tend to knit to- gether the state delegations into a larger degree of unity than ever before. Announcement— A three-column statement of the bylaws is being printed for use at Minneapolis. Column 1 will contain provisions as they are in present bylaws; Column 2, proposals made by the committee at Seattle; Column 3, proposals made by the committee at its Chicago meeting. Delegates wishing to make themselves familiar with the by- laws will be furnished copies of this statement on request. ONE OF THE interesting exhibits at the N. E. A. convention in Minneapolis this summer will be a little volume called, Glints in the Sand. This book is a collection of poems, essays, stories, and a one-act play and is being issued by the English department of South High School, Minneapolis. The con- tents of the book covering a period of some years is entirely the work of pupils of the school. a t c F ¢ t 1 ( ~ I ee — Vol. 17, No. 6 Tut JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION A-177 _ Notes and Announcements ee A CONFERENCE of presidents of de- partments of the National Education Association will be held at Minneapolis to discuss such questions as the follow- ing: How to organize to make all groups in the department feel at home at the annual meeting and in the work of the department during the year? To what extent to undertake committee work? How to prevent overlapping of programs at the winter and summer meetings? To what extent should de- partments have fulltime secretaries at headquarters? Is there not danger of putting out too many department pub- lications? Which is the better policy for the selection of officers, that of arrang- ing for promotions from one office to another and finally to the presidency, or to elect the president and other higher oficers on their qualifications for these particular offices? How to avoid the claim of clique control? In some cases the conference may wish to express its views in a motion, but in most cases the question should be freely discussed with- out any formal action. CHARTS AND POSTERS on the Educa- tion Bill, which are being prepared by teachers’ organizations and groups in a number of schools, for the exhibit of the Legislative Division at the Minnea- polis convention, should be sent as soon as possible to John N. Greer, Principal, West High School, Minneapolis. Mr. Greer will have charge of mounting the exhibit. Worip FEDERATION OF EDUCATION ASSOCIATIONS to meet at Geneva—The following letter from President Augus- tus O. Thomas gives information about the World Federation which will be of interest to JOURNAL readers: We have finally decided on Geneva, Switzerland, for the next meeting of the Federation, July 25 to August 4, 1929, and plans are well under way. Most of the di- visions were organized at Toronto and will carry on. The Herman-Jordan Committees were reformed somewhat in the light of our experience at Toronto, taking in persons who showed interest and cooperation. Mr. E. J. Sainsbury is made Secretary for the European region and will work with Mt. Pierre Bovet and Miss Marie Butts of the International Bureau of Education at Geneva in the interests of the coming meeting of the Federation. (Continued on page A-178) VISUALIZE — SS et ten —————_ ———J Your Message PICTUROLS lighten the teacher’s task and her lessons remain fresh and vivid in the child’s PICTUROLS arrest attention, rivet interest, help backward pupils, and ad- vance teaching standards. 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Illinois ~ Dept. 14 applies successfully the most modern RESEARCH BULLETINS recently issued deal with such subjects as: School Records and Reports Vol. V, No. § Price, 50 cents Creating a Curriculum for Adolescent Youth Vol. VI, No. 1 Price, 25 cents The Principal Studies His Job Vol. VI, No. 2 Price, 25 cents Special yearly subscription price (5 issues), $1.00 Place your order now for single copies or subscribe, using blank provided below. I wish to subscribe for one year to the Research Bulletin of the National Education Association. N (State) Attach check, cash, or money order and mail to: National Education Association Research Division 1201 Sixteenth Street N. W. Washington, D. C. A-178 THe JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 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 Set of 200 Samples $3.00 ART EXTENSION SOCIETY “l for Educational Service NEW YORK CITY and WESTPORT, Conn. SEE OUR DISPLAY Booth No. 7 Minneapolis Convention TIPrIN®» cenicStudios TIFFIN, OHIO Catalogue upon request Movies in your \chool Do you know the experience of other schools? Which is the best projector for school use?. How much it costs? Where to obtain educational films? FREE pamphlet answers these and | many other important questions. Gives successful programs used by other schools. Tells how money may be raised for worthy causes. We will also send a complete description of the new Acme Motion Picture Projector and, if you wish, arrange for a free demonstra- | tion in your own school. International Projector Corporation Acme Division New York City Please send me FREE Pamphlet J6 y fail This Coupon 90 Gold Street BIOORG 0.0c00untsecssae BAGO cccccoccecces today for free alld § > AAVICE City Seer eeeeesesesee State eeeeeeeeeeeeeee (Continued from page A-177) Many new organizations have applied for membership since the Toronto meeting and the work of the Federation is gradually growing. To secure further information in re- gard to the Federation at Geneva write to, the president, Augutus O. Thomas, state commissioner of education, Au- gusta, Maine, or to the secretary, Charles H. Williams, 101 Jesse Hall, University of Missouri, Columbia, Mis- souri. Fork TEACHERS traveling abroad—The National Union of Teachers’ of England and Wales, which corresponds to the National Education Association of the United States, is prepared to ex- tend various courtesies to members of our Association who are abroad, traveling particularly during their stay in England, including letters of intro- duction to prominent educational work- | ers, advice relative to visits to schools and colleges, information about vacation courses in English and foreign univer- sities and honorary membership in the National Union, including the use of headquarters.- The N. U. T. has especially appointed Miss E. Langley Spence to look after this matter. Teach- ers wishing to do so may address her care English Speaking Union, 37 Berke- ley Square, London. THE vusE of the schools by private or | selfish interests for propaganda purposes is considered in a letter sent by J. W. Crabtree, secretary of the National Edu- cation Asociation, to state superintend- ents of public instruction. The letter follows: I see by the Washington papers that cer- tain propaganda has been widely distributed in your state by the Iebby of public utility organizations. Such material as this has been as widely distributed in other states and for the purpose no doubt, of using the schools to promote corpoate and selfish ends. I am wondering whether teachers have been misled as much as the corporation promoters expected. Why might it not be a good plan to investigate to see whether after al! teach- ers have not as a rule handled the informa- tion in a way to prevent children from get- ting wrong notions. As a teacher in the country school for six years I used to get advertising material put out by industrial agencies to add interest to geography and other subjects. We were able to get excellent help from the har- vester companies, and from the cotton and silk manufacturers. We have often since then encouraged teachers to find material of this type to put life into the work of the school. It seemed to be one way of making (Continued on page A-179) Until you see these pated COLOR PRINTS reproduced from PAINTING MASTERPIECES and HISTORIC DESIGNS it would scarcely seem possible that color can | be represented so accu- ART PUBLISHERS) tion courses. Officially adopted and in constant use in our leading cities. Let us send prospectus and specimen prints Free to Teachers BROWN-ROBERTSON COMPANY, INC. Educational Art Publishers Dept. N.E. \ SCIENCE NEWS-LETTER “ Special Display—Booth 61 E. A. Minneapolis Convention. Ask for sample copy and special school rates. SCIENCE SERVICE 2143 B St. Teachers! Give Yourselves a Treat! DURING THE N. E.A. Visit Booth 99 and leam from THE SURE-WAY ENGLISH BOOKS the modern, X-ray Key Method Visit also CORRECT ENGLISH SERVICE Studio 5th Floor at Young-Quinlan’s MINNEAPOLIS, MINNESOTA rately for art apprecia- | 424 Madison Ave., New York ects Tick et se B® sure to see the Science News-Letter exhibit at the N. This unique weekly magazine is of wonderful benefit to Science Classes in Junior Highs, Senior Highs and Colleges. It includes all current discoveries and inventions. Washington, D. 0. DUDLEY KEYLESS LOCKS The saving in time and worry pays for Dudley Keyless Locks. No more keys to lose—no more disorganized locker control— no more pilfering—no more haphazard in- efficiency. When you consider their low cost Dudley Keyless Locks pay for them- selves over and over again in the saving of time and worry. All brass, strong, durable, noiseless and guaranteed for five years, More than 3,500,000 Dudley Locks in school use. Your school can obtain these fine locks without a cent of investment on your part. Visit Booth 19 M at the Indianapolis Convention or write for our self-financing lan. See the new Dudley Keyless Door “ock—a better lock for every purpose. DUDLEY LOCK CORPORATION 26 N. Franklin Street, Dept. Chicago No custom’s bothers. our customers, DALOLTICON. See es ~ BAUSCH & LOMB OPTICAL CO,, 631 IMPORT YOUR DUTCH BULBS DIRECT ©. from Van’t Hof & Blokker, Limmen, Holland 7, O. B. New York and Toronto. Catalogue and booklet on bulb-growing on request. We have many schools and colleges among S. B.McCREADY, 430-W Brunswick Ave., Toronto 4,Canada ' ‘ j ; cor an sel fis] all set di: no te: or si fo th st . Sw Vol. 17, No. 6 (Continued from page A-178) contacts between the work of the schools and what is actually going on outside. Although certain organized business has seized upon this as a way of promoting sel- fish ends, I wonder whether they have after all been able to get very far in their designs. The high ideals of our profession would, it seems to me, enable the teacher as a rule to discriminate fairly well between that which is proper and wholesome and that which is not wise to teach. I know that it is possible to impose upon teachers and especially upon the youthful and only partially prepared part of the profes- sion. I realize also the need of protection for teachers and the schools by leaders in the profession and particularly by state superintendents and other school authorities. Is there enough in this to make it advis- able for the National Education Association to take a hand in the matter? At the recent hearing on the Education Bill I heard the opposition to the bill ask why we should not be willing for the foundations and other outside agencies to do the research that we would have done by a department of educa- tion. In this situation we have an answer. We also have the answer in the research and study by the Manufacturers’ Association in the educational program which was evolved and which at a cost of thousands of dollars has been distributed throughout the nation. This program would release children from the school at fourteen or after finishing the sixth grade, and it would re- lease those not doing satisfactory work in the schools. There is no question but that the Manufacturers’ Association thought its program was good, looking at it largely from the needs of factories for child labor. The motives of the public utilities lobby are doubtless even more selfish and more design- ing. In all this we must remember that by far the greater number of our leading business men would not stand for this propaganda that their organized lobbies are putting out if they really understood the meaning and purpose of it. They will justify fully our seeing that the schools are protected from vicious and bad influences. What do you plan to do? What should our Association do? Homer H. Seervey has resigned in his eightieth year from the presidency of lowa State Teachers College where he has been for forty-two years. He will be made president emeritus for life. A celebration of the years Dr. Seerley has given to Iowa State Teachers College will be held in connection with com- mencement there the first week in June. Plans are under way now to make this an occasion on which the whole state will join in both honoring Dr. Seerley and reviewing the history of lowa edu- cation with which Dr. Seerley’s life has been synonymous. Democracy IN EpucaTion by W. H. P. Faunce was ranked first by Jour- NAL readers in reports received for (Continued on page A-180) CLEANLINESS THe JOURNAL OF THE NATIONAL EpucaTion AssociATION one C to the three R’s Wi: the ‘“‘three r’s’’ of olden days, today a ‘‘c’’—for cleanliness — is also being stressed. Authorities agree that it is as essential to establish habits of cleanliness in children as to teach them the multiplication table. The child who has been taught the value of brushing his teeth, of washing his hands before meals, of taking frequent baths and of wearing clean clothes, has learned funda- mental lessons that will mean as much through life as the knowledge that two and two make four. Home and school should work together to make cleanliness an enjoyable part of every child’s life. Established to promote public welfare by teaching the value of Cleanliness "O) @ The Institute issues data and publications of interest to parents, educators, health and social service workers. AFTER THE RAIN, for Third, Fourth and Fifth grades. 25c a copy. THE ANIMAL Way, for Kindergarten, First and Second grades. ATALE OF SOAP AND WATER, for Seventh, Eighth and Ninth grades. CLEANLINESS BIBLIOGRAPHY, 20c a copy. Review copies free to administrators; quantity prices upon application. Address Crean.iness Instirute, 45 East 17rH Street, New York INSTITUTE A-180 THe JouRNAL oF THE NATIONAL EpucaTIon AssocIATION June, 1928 HOLDEN Book Covers Springfield, Massachusetts Just Issued THE SCHOOLS OF ENGLAND Edited by Prof. J. Dover Wilson, Litt. D., with a Preface by Lord Eustace Percy, President of the Board of Education Demy 8vo, 400 pp., 18s net The only book which gives a clear, authori- tative and up-to-date account of the English Educational System Can be ordered through any bookseller or will be matled direct on receipt of check for $5 on any American bank by SIDGWICK & JACKSON, LTD. 44 Museum Street London, England UNIVERSITY AND GENERAL TOURS COLLEGE INSTRUCTION AND CREDITS IF DESIRED Address SCHOOL OF FOREIGN TRAVEL INC. Managers of University Tours 110 EAST 42™ST. NEW YORK CITY N.E. A. TOUR To Minneapolis July 1-6 12-day tour, including Montreal, Chi- cago, return via Toronto, Thousand Islands. 3 other extension tours, includ- ing Yellowstone, Canadian Rockies, Grand Canyon, Colorado. W’rite for Booklet. ALLEN TOURS, Inc., 154 Boylston St., Boston You are invited to visit the BALFOUR EXHIBIT Minneapolis Meeting of the Na- tional Education Association g*> CLASS RINGS and PINS Commencement Announcements Fraternity Badges and Novelties Plaques, Medals, Trophies Favors and Programs on Display Featuring the Balfour Plan ao: L. G. BALFOUR COMPANY Main Office and Factory ATTLEBORO, MASS. Branch Offices in Principal Cities (Continued from page A-179) April. Articles receiving first place for previous months are: March, Growth through Reading; February, Growth in Understanding Children; January, The Human Side of Teaching; December, Sources of Ethical Character; Novem- ber, Cincinnati Sets the Pace; October, The American Melting Pot. THE SEVENTH YEARBOOK of the Department of Elementary School Prin- cipals has just come from the press and is being distributed at two dollars per copy by the Department’s office at 1201 Sixteenth Street Northwest, Washing- ton, D. C. The book contains 512 pages and deals with the training requirements and the professional standards of the elementary school principalship. It is expected to have wide use among uni- versity classes in education. City oF OAKLAND HONORS PAST PRESIDENT OF THE NATIONAL EpucA- TION AssociATION—Fred M. Hunter, who was president of the Association 1920-21 leaves Oakland on July 1 to become president of Denver University. During his period of service in the Oak- land schools they have developed in a way that has won the admiration of the teaching profession. That the citizens of Oakland appreciate Dr. Hunter’s great professional services to the city is shown by their expressions of appreciation to him during the closing weeks of the school year as he prepares to leave the city for his larger opportunity at Den- ver. A friend of the Association in Oak- land writes: Doctor Hunter has been feted on every hand by educational, civic, and fraternai or- ganizations that have wished to honor him before it is too late to say, “We thank you for what you have done for us. We wish you well in your new work, but we hate to see you leave.” Among the interesting testimonials to Dr Hunter’s achievements as an edu- cator is a plaque presented to him by the Oakland Chamber of Commerce which bears the following tribute: For unselfish service, for unstinting devo- tion to the public welfare, for his splendid example to our children and his unvarying attention to their development in the public schols of our city, the excellence of which schools he made notable throughout the nation, this plaque is accorded Frederick Maurice Hunter by the Chamber of Com- merce of Oakland, Calif., as a sincere ex- pression of the great regard in which his fellow citizens hold him. Because of his coming among us, we are made a new people. f From his coworkers on the Oakland Board of Education came another testi- monial in the form of a diploma bear- ing a list of his accomplishments while superintendent of schools. To quote from the diploma: Your record here has been one of remark- able achievement uniting the entire school force so that in an outstanding way a demo- cratic organization has been attained in which the functions of teaching, supervision, and administration are in full and sympa- thetic accord, working hand in hand for the betterment of school conditions for children. During your administration to an unusual degree initiative on the part of the teacher in the ranks has been fostered. Professional improvement has become a constant aim as evidenced by the educational preparation in connection with higher institutions of learn- ing carried on while in service during the past year by approximately three fourths of the certificated staff. While notably high professional and edu- cational standards of achievement have been maintained, sound and economical policies of business administration have been inaugu- rated and operated with growing satisfac- tion, and _ extensive building programs amounting to $15,000,000 have been set up and carried through, furnishing the most modern housing for our schools at a mini- mum of expenditure. This has been due to organizational policies for which you have been responsible. The growth of this city during your official term, as shown by the increase of the teach- ing force from 979 to 1980 with a corre- sponding increase in schocl population, has furnished complicated problems which have been effectively and under your leadership. You have been an acknowledged force in all the educational councils of the state and of the nation, the reorganization of the National Education Association having been accomplished under your leadership. You have shown yourself a leader, not only in education but in civic affairs as well, and your advice has been sought by all agencies concerned with making Oakland a greater and better city. At the same time that you have made this remarkable record in educa- tional administration and community leader- ship, you have, by your personal qualities, endeared yourself to those with whom you have worked, not only to your own staff officers, but also to teachers and to citizens generally. satisfactorily solved OPppoRTUNITIES IN SUMMER SCHOOLS which appeared in the JouRNAL for May has proved a popular feature and will be developed further in one of the spring numbers of the JouRNAL for 1929. Among additional notices which have come to the JOURNAL office since that list appeared are the following: An unusual summer course is offered in the City of London Vacation Course in Edu- cation to be held from July 27 to August 10, 1928. The most striking feature of the course is a series of after-luncheon ad- (Continued on page A-182) a Vol. 17, No. 6 THE JOURNAL OF THE NATIONAL EpucaATION AssocIATION "Round the i atiaal Mr. Geo. B. Haynes, Passenger Traffic Manager Room 821, Union Station, Chicago, Ill. _ CHICAGp Please send me literature and information on : 0 Yellowstone 0 Pacific Northwest " O Rainier National Park ( Alaska — MILWAUKEE 0 Escorted All-Expense Tours ey “No S TPA UL Se Se, Ser eeree eee MAC EE gt TR CE ee ee Oe On Mention Tue Journat when writing our advertisers. A eer Ee, hae ce nee a Tue JourNAL or THE NATIONAL EpucaTion AssociATION The Cosmopolitan’s TimetoGo Abroad... August...September Of course in a Cunarder | one is always comfortable | ... has every service... even in the height of the summer rush season ... But... by all means... if you can... go in August ... September .. . the perfect ... the cosmopoli- tantime...in England... on the continent... And Cunard’s 1928 Cabin Service offers the perfect travelling solution ... if | you want to go in digni- fied comfort ... but at pleasantly moderate rates | . . - $152.50 and up Cabin . . . $107.50 Tourist Third Cabin. TheScythia and Laconia.s. | two proud cruise ships... The ae and Carmania ...as a matter of sheer luxury ... have added 4% million dollars in improve- ments! . .. hot al cold running water. ..real beds ... beautiful glass-enclosed decks ..: The Lancastria and Tusca- nia . . . another popular air... also go to France and England... SAILINGS NEW YORK — PLYMOUTH - HAVRE - LONDON C©ARONIA—August 3 + August 31 CARMANIA—August 17 + September 14 TUSCAN IlA—August 10. September 7 LANCASTRIA — August 24 + September 21 N.Y. - BOSTO N—QUEENSTOWN - LIVERPOOL LACONI A—August 4+ September 1 8 C Y T H I A—August 18 + September 13* *From Boston only. CUNARD LINE See Your Local Agent 1840 - EIGHTY -EIGHT-YEARS-OF-SERVICE. 1928 (Continued from page A-180) dresses by distinguished men and women of England. Special attention will be given to sightseeing trips about London, conducted by wellknown people. Three series of lec- tures will be given: First, the General Course in Education, the general theme of which will be English Life and English In- stitutions; second, lecture demonstrations of teaching method and practise; third, special classes for foreign students. The Austro-American Institute of Educa- tion in Vienna will conduct a summer school for American students at the Univer- sity. of Vienna, July 16 to August 12. The language courses, excursions, . and lecture courses will be conducted in English and will be intended to give an outline of Euro- pean, particularly Austrian civilization. Further information regarding the school may be obtained from The Institute of In- ternational Education, 2 West Forty-fifth Street, New York City. The University of Minnesota offers an In- stitute dealing with library problems of ele- mentary schools from July 9 to July 20 in- clusive. It will be under the general charge of Frank K. Walter, University Librarian, to whom requests for more specific information should be addressed. Other special courses for educators to be offered by the University are: “Winnetka Plan” demonstration school, practical observation of the working of the plan; special courses for visiting teachers; institute of higher education for college and university administratives. : Carnegie Library School, Pittsburgh, Pa., will give courses of special interest for li- brary teachers in elementary schools. These will be: Book selection for children, includ- ing story-telling; reference and administra- tion; cataloging and classification. For fur- ther information write to Frances H. Kelly, principal, Carnegie Library School, Pitts- burgh, Pa. A summer course for teachers of printing is to be held at Kansas State Teachers Col- lege of Pittsburgh. The session, which be- gins on May 28 will be held in connection with the regular summer school and will be nine weeks in length. For details, write to R. N. Coffelt, head of the School of Printing, Kansas State Teachers College, Pittsburgh, Kans. Superior State Teachers College of Su- perior, Wis., announces a six weeks’ summer school to begin June 18 and close July 27. Prominent educators from the universities will give special lectures. In OPpporRTUNITIES IN SUMMER SCHOOLS in the May JourNAL the Bureau of special education for teachers of mentally deficient children of Miami University, Oxford, Ohio, is given as being at Dayton. This address is in- correctly given. It is located at 939 Harrison Avenue, Columbus, Ohio. Watter S. GiFrorp president of the American Telephone & Telegraph Com- pany, in an article, Does Business Want Scholars? in Harpers for May con- cludes: June, 1928 i If studies by others corroborate the re- sults of this study in the Bell System and it becomes clear that the mind well trained in youth has the best chance to succeed in any business it may choose, then scholarship as . measure of mental equipment is of import- ance both to business and to business men, Business will have a surer guide to the selec- tion of able young men than it has used in the past, and the young men who train the muscle of their brains can feel reasonably certain that such training will add to their success in business and, in all probability, to the fruitful and happy use of the leisure which success in business will give them. A FRIEND of the JOURNAL sends in this interesting quotation: If parents understood their children as well as children understand their parents perhaps parents could manage their children as well as children manage their parents. The original source of the quotation has been lost. If anyone knows the source the JOURNAL would be glad to receive word of it. THE NATIONAL CAMPAIGN of educa- tion and necessary legislation to protect children and youth from the cigaret habit, which is being led by the Anti- Cigaret Alliance of America—a union of organizations—is now working in fifteen states. ‘They are federating all sympathetic organizations for the cam- paign and find most people opposed to the use of cigarets by youth and anxious for their protection. They have a fine line of leaflets, booklets, books, and plac- ards, and have on their staff those who have given years of study to the sub- ject, doing much scientific investigation and research to learn the actual effects and results of cigaret smoking, especially on youth where results are quickly seen. These specialists are ready to address organizations and schools who desire special, authentic instruction regarding the results of cigaret smoking. They will be glad to hear from all those who want the truth about this great and rap- idly growing evil, or desire to promote this national campaign of child protec- tion. Address the Anticigaret Alliance of America, 26 South Detroit Street, Xenia, Ohio. Mitton G. Porrer, superintendent of schools of Milwaukee since 1914, has been reelected without a dissenting vote with a salary increase from $10,000 to $12,000. Mr. Potter demonstrated his ability in Idaho Falls, Colorado, and in Pueblo, and St. Paul before going to Milwaukee. W. N. Taytor, of Jackson, Mississi- sippi, executive secretary of the Missis- (Continued on page A-184) : | Vol. 17, No. 6 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION Ta v1 D8 seis (ot) - 85 | INTERCOLLEGIATE TRAVEL SCHOOL A-183 IN EUROPE, SUMMER 1929 Federation of Education Association GENEVA, JULY 26- AUGUST 4 To include attendance at the World’s A series of laboratory tours in comparative edu- cation, carrying college credit, under leaders of international reputation Each tour will include countries that can con- tribute most to its particular educational field AMONG THE LEADERS ARE PROF. PATTY HILL and DR. MARY REED—Columbia \ ' \ University—Early Education Group. \ © Haynes \ \ DR. JESSE DAVIS—Harvard and Boston Universities— \ Yellowstone Park— \ Secondary Sancatiem. \ One Amazing Sight After Another! \ DR. J. A. C. CHANDLER—William and Mary College— \ Friendly bears signal the cars and beg for \ University and College Education. \ a, Buffalo and moose and elk roam about \ its wilderness. \ PROF. EDWIN LEE—University of California—Vocational \ The scenery is active! Geysers spout water \ Rdeention \ high into the air. Volcanoes of boiling water \ , . \ will amaze you. A roaring mountain steams \ PROF. CLAIR TURNER—Massachusetts Institute of a Genii anvter Songene crits: be Selbewesene \ Technology—Health Education. \ Park. Its strange spectacles—the glory of its \ 2 ‘ \ Grand Canyon—the thrills of the Cody Road— \ DEAN WALTER ATHEARN—Boston University—Moral \ will stay in your memory forever. \ and Religious Education. \ ‘ The 414-day tour costs $45 the Lodge way, \ . \ 54 the Hotel way—al/ expense. “In Gardiner, \ Each tour will be conducted mainly for research in educa- \ Out Cody” is the way to see the Park or by the \ tion, but will also provide a chance to visit places of his- \ new Gallatin Way, from Bozeman. We'll be \\ ° , yey 0 \ glad to send you free booklets and information. N torical, literary and artistic interest. The educator can thus Y \ combine professional opportunities with the pleasures and \ Northern Pacific Railway \ . : wTrTTI Titi t iii irri t cultural advantages of general travel. \ Mailthis couponto E.E. Nelson, P.T.M.,648Northern Pacific Bidg.,St. Paul, Minn. \ For information regarding professional features of trip, : MY VA Cc ATIO N TR I P please write to any of the above leaders \ ee Cae ee eee ee ee \ ; Address oo. ae ae ——————— : RE ee er ee \ \ If student, state school and grade ___ ‘aor. \ ; ; di Books ortripslam Round Trip Summer \ For pete regarding travel features, \ interested in (¥) : Fore from Chicago ’ ws ° ° e . e ° ° 9. please write to \ oO Dude Ranch Vecntions. ° oe 1% - $57.95 to 66.90 ‘NX CO Rocky Mountains (Helena-Butte) “ie 61.95 TEMPLE Si IOURS \ 4 pion feowe (Spokane) | ge N EMPLESIM@IOURS \ O Rainier Park is eta AE ie aga 139-39 INCORPORATED . . . . . . . . 443 YP k ian \ oO oe hg scorted Tours (all expense) $151.04 to 238.61 -Y Park Square Building, Boston, Mass. \ The “North Coast Limited” Sets the Pace Out West! Mention Tue Journat when writing our advertisers. A-184 GRACE DODGE HOTEL WASHINGTON, D. C. Near the Capitol and Library of Congress Open to men and women Enjoy a vacation in the National Capi- tal—the most interesting city in America Special Summer Rates for Teachers Write for Information GOING TO MINNEAPOLIS? Secure room and board at Woman's Christian Association Clubs (For women) i conveniently near convention hall Reasonable rates Located Spend a week-end or more at beautiful JANETTE MERRILL PARK on Lake Minnetonka (Only 30 miles from Minneapolis) A summer camp for girls and women $10 to $15 per week For information and reservations write: WOMAN’S CHRISTIAN ASSOCIATION 234 Citizens Aid Bldg., Minneapolis, Minn. A RANCH VACATION In the Rockies of northern Colorado. Only a few guests taken. Good fishing in stream and lake; beautiful mountain trails; saddle horses. Rates reasonable. References required and given. Write for booklet to THOMAS BENNETT, Eggers, Colorado 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, 25 Huntington Ave., Room 316 Principat Boston, Mass. For Physical Education The Sargent School For Young Women Founded 1881 by L. W. Sargent, President Dr. D. A. Sargent Cambridge, Mass. 1482 SUMMER LIBRARY SCHOOL July 2nd to August 10th A six weeks’ course in Library Science for School Librarians and Teachers in charge of School Libraries. DREXEL INSTITUTE PHILADELPHIA Rider College Trenton, N. J. Special Summer Sessions Commercial Teacher Training-June 25 Prominent Specialists on Lecture Staff Dean Taylor (N. Y. U.), Dr. Poffenberger (Colum- bia), Dr. Fournier (Princeton), Dr. Partch (Rut- gers), Dr. Horne (N. Y. U.), Dre Smith (Ed. Voe. Guidance Magazine), Martha Bowen (Gregg), Mr. Kissinger, C. P. A. (Temple) and others. Salary increments are based on collegiate status. Bachelor and Master degrees. Credits evaluated. THe JouRNAL OF THE NATIONAL EpUCATION ASSOCIATION June, 1928 (Continued from page A-182) State been ‘Teachers Association, has elected senator from his county. The appreciation of the people for Mr. Taylor’s services is shown by the large majority which he received, which was thirty of the thirty-six voting districts. sippi again Tue Rapio CorpoRATION OF AMER- icA has completed arrangements for a special series of twenty-four educational orchestral concerts to be broadcast next season, beginning October 26. The new RCA Music Education Hour will be under the direction of Walter Damrosch, the dean of American musicians. Mr. Damrosch’s explanation of his purpose in the hour follows: The purpose of the RCA Music Education Hour will be primarily to arouse enthusiasm and a better understanding of music as an artistic expression of human emotions. Sec- ondly to encourage selfexpression in music among the pupils and, therefore, the study of music in the regular curriculum of the schools. This should develop, first of all, singing, a knowledge of musical notation, and in the high schools and colleges, the formation of school orchestras. My ex- perience of over thirty years in this field has proved to me that all these things come inevitably and naturally. Eight $1000 FELLOWSHIPS and eight tuition scholarships in educational sociology have been made available to the Department of Educational Sociol- ogy of the School of Education of New York University. They are offered for a three-year study of the effect of a boys’ club program upon a local community and its boy problems in New York City. To secure application blanks or further information write to Professor Frederic M. Thrasher, director of the Boys’ Club Study, department of Educational So- ciology, New York University School of Education, 100 Washington Square East, New York City. THE SEVENTH Annual Conference on Printing Education, sponsored by the United Typothetae of America, will be held at the Carnegie Institute of Tech- nology, Pittsburgh, Pennsylvania, June 25, 26, 27, 1928. Some forty speakers and discussion leaders, consisting of lead- ers in the printing industry, editors of printing trade journals, educational ad- ministrators, and teachers of printing, have agreed to take part on the program. The University of Pittsburgh is cooper- ating with the Carnegie Institute of Technology in summer courses for teachers and printing craftsmen. The courses will dovetail with and be a part of the conference. To obtain additional information about this conference, write to Fred J. Hartman, director of Depart- ment of Education, United Typothetae of America, Chicago, Ill. A COURSE in aeronautics will be added to the studies at Washington and Lee High School, Clarendon, Virginia, An airplane has been given them and everything in connection with flying will be taught except that there will be no flights. —The Bureau of Naval Aeronau- tics through whom the plane was se- cured has exacted a promise that it will be kept on the ground. THE Boarp of Education at Mont- clair, New Jersey, has recently reelected Superintendent Frank G. Pickell at a salary of $9000 the first year, $10,500 the second year and $12,000 the third year. This action was taken even though Superintendent Pickell’s former contract had a year to run. THE HAZY IDEAS which most of us seem to have concerning our island ter- ritory of Hawaii is causing deep concern to the people there. Hawaii is a ter- ritory of the United States, not a pos- session nor a protectorate and so enjoys the privileges of American citizens. In an attempt to straighten out the mis- understanding current about them the Teacher Council of Honolulu has sent the following letter to state superintend- ents of public instruction throughout the mainland : Dear Fellow-Workers: May we ask a great favor of you to please help us broad- cast the fact that the Hawaiian Islands is a territory of the United States. Hawaii is not a possession nor a protectorate but an integral part of the United States as much as any other state or territory in the Union. We people in Honolulu receive letters addressed to “Honolulu, Philippine Islands ;” “Honolulu, Samoa;” “The American Consul, Honolulu, Philippine Islands,” etc., etc. DIED ON THE FIRING LINE—A letter from Secretary Frank E. Reynolds, of the Ohio State Teachers Association, tells of the sudden death of Dr. Oscar T. Corson, who was president of the National Education Association in 1900. Dr. Corson was addressing the Educa- tional Conference at Ohio State Uni- versity on April 14. He had taken ex- ception to certain criticisms of educa- tion, which, he thought, might mislead the public in its appreciation of the schools, and “had begun his main talk and had said there were three things necessary for education: First, adequate financial support; second, and then he dropped dead.” oT LLL