OCTOBER, 1928 


Ge JOURNAL ¢ the 
NATIONAL EDUCATION 
er 


The President’s Address at Minneapolis—Cornelia Storrs Adair ' , 

Real Teaching—/l rank Crane. ; ; ‘ 203 
A Rural School Blazes a New T calle dihasle M. Kaw ; ; ; : 205 
Building Our Profession—By Dayton, Ohio 1 saa fs : ; ; 207 
Meeting Parents—Garry Cleveland Myers ‘ ‘ : : ; 209 
The John Newbery Prize Book—Gay-Neck , ; ‘ , 210 
The Background of Mental Health—Daniel Wolford ke Res , ; 211 
Fine Music for All Schools—Walter Damrosch’s Radio Program : ‘ 212 
The New Education Bill at re the Legislative Commission : 213 
Editorial—Minneapolis Echoes . ‘ ; ‘ ; ; : , 214 
Resolutions Adopted at Minneapolis . ; ‘ : ; ; 215 
Outlines for Group Study and Faculty Meetings , ‘ ‘ ‘ 218+ 
Constructive Tendencies in Education—Secretary’s Resort ; : ‘ 219 
Points From Minneapolis Addresses . . ; i ‘ ‘ 220 
Presenting the New President—Uel W. Senile , ‘ ‘ 221 
Growth of National Congress of Parents and Teachers 1918- 28 : : 222 
American Education Week—A Permanent Worldwide Movement , ‘ 223 
Health Day, Monday, November 5, 1928 . ; ; . : ; , 224 
Home and School Day, Tuesday, November 6, 1928 ; ) ; : 224 
Know Your School Day, Wednesday, November 7, 1928 ‘ , , ; 225 
School Opportunity Day, Thursday, November 8, 1928 ‘ : , ; 225 
Citizenship Day, Friday, November 9, 1928 ; ‘ , R , ‘ 226 
Community Day, Saturday, November 10, 1928 , * ‘ : 226 
Armistice Day, Sunday, November 11, 1928 : ; ; , , ‘ 227 
What the Schools Do . ; ; , . : , 228 
Let Us Magnify the Schools ‘ , : ; ‘ 229 
Our Biggest Business—Education—W hy America is Great . , ‘ : 230 
Notes and Announcements : ; ‘ . ‘ ° ° > . A-204 


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Contents of previous issues of The Journal of the National Education 
Association can be found by consulting the Readers’ Guide in your library. 


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Published monthly, except July, August, and September, by the 


NAaTIONAL EpucATION ASSOCIATION OF THE UNITED STATES 
1201 SixTEENTH STREET NortHwest, WASHINGTON, D. C. 


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Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance 
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« 


October, 1928 


The President’s Address at Minneapolis 


Teacher, Bainbridge 


HE TIME has come to render an 
"T scout of my stewardship, and, 

like the man in the Bible, I can do 
so with joy and not with sorrow—for 
every member of the Association and 
every circumstance have combined to 
make my term as president a happy one. 
How could I be aught but happy, when 
I recall the gracious manner in which 
you gave me this office, the charm of the 
lovely city of Seattle, the way in which 
you have welcomed me into your homes 
and at your meetings, the wholehearted 
cooperation—the work of the _head- 
quarters staff; and, to crown it all, the 
beautiful hospitality of our hostess city, 
Minneapolis, whose hearty welcome has 
just been extended to us. 

Interpreting the work of the Associa- 
tion in the states—When, in Seattle, you 
did me the honor of electing me your 
president, it seemed that there were two 
contributions that I might try to make 
tc up-building our organization. The 
first was to help the teachers of the coun- 
try to become better acquainted with 
their national association—to be more 
familiar with the scope of its work and 
its intimate connection with their every- 
day problems, to make each one feel 
that it is his, or her, association, and not 
a mere entity far away in Washington. 
To this end, I have accepted every in- 
vitation that it was physically possible 
to accept to speak to interested groups. 
Whenever no definite topic for an ad- 
dress was assigned, I have spoken of the 
aims of the Association—of our hand- 
some and thoroughly equipped head- 
quarters in Washington, of what is be- 
ing done there by the eight divisions. 
I have told of the work of the commit- 
tees and of the eighteen departments. I 
wish that I might picture to you the way 
in which this message has been received, 
or tell of the many special courtesies that 
have been shown me as the representa- 
tive of our great national association. 
This has been a wonderful year—a year 
full of interesting experiences. 


CorRNELIA Storrs ADAIR 


Junior High School, Richmond, Va., and President, National 


Education Association, 1927-28 


In Canada—Three times your presi- 
dent has had the pleasure of representing 
the National Education Association in 
Canada; the first occasion being an ad- 
dress of welcome in your name to the 





— Apair with the gavel made by 
the orphan boys at Nazareth and pre- 
sented to her by the Near East Relief. In 
the background is a rug made by Near East 
Relief orphan girls at Ghazir, Syria, for the 
National Education Association, as an ex- 
pression of gratitude to the school children 
of the United States. 


delegates of the convention of the 
World Federation of Education Asso- 
ciations, which held its biennial meeting 
in Toronto. More than a thousand of 
our membership availed themselves of 
this great opportunity to meet and know 
educators from other lands. A little 
later, the greetings of the National Edu- 
cation Association were presented to the 
Canadian Federation of Teachers. The 
last occasion of an official visit to Canada 
was to represent you at the convention of 
the Ontario Education Association, when 
they presented our fellow-teacher, Mrs. 


Evangeline Lodge Lindbergh, with a life 


[ 199 } 


membership. Perhaps you would be in- 
terested in knowing the form in which 
this membership was presented. It was 
in the shape of a box made of Canadian 
silver—on each corner of the lid was a 
maple leaf surmounted by a beaver. In 
the center was the seal of Ontario. 
Within was a plate of Canadian gold, 
on which was engraved the certificate of 
membership. 

Coordinating work of committees and 
departments—The second task which I 
undertook was to coordinate, as closely 
as possible, the work of the various de- 
partments and committees of the Asso- 
ciation. While each department has its 
own field of work, nevertheless many 
educational interests overlap. 
ample : 


For ex- 
teachers are often 
rural teachers; superintendents, princi- 
pals, and teachers are all interested in 
character education. It is, therefore, 
quite possible for the same work to be 
undertaken by one or more departments, 


Classroom 


causing a waste of time, energy, and 
money. This is especially true of com- 
mittee work within the groups. 

Early in the fall, letters were sent to 
the presidents of the various depart- 
ments, asking that each outline the work 
of his or her particular group for this 
year. These reports were carefully 
studied. A meeting of the officers of de- 
partments and committee chairmen was 
called in Boston in order that these per- 
sons might know each other and become 
familiar with the objectives of every 
group. ‘Those present were so much 
pleased with the idea of a closer integra- 
tion of the work of the Association that 
they decided to make these unofficial 
gatherings a regular feature of conven- 
tion procedure. A program has been pre- 
pared for this meeting and much good 
to the organization will doubtless result. 

Committee work—Y our president and 
secretary have kept in close touch with 
the various committees. Arrangements 
have been made for reports to be given 
both to the board of directors and to the 





~ sem wets 2 


200 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 


delegate body. Let me urge that you 
study the official pamphlets in the en- 
velop given you when you register—thus 
you will be prepared to evaluate and 
act upon these reports. 

Informational material sent out—lIt is 
impossible for me, as president, to give 
you any idea of the hundred of thousands 
of pieces of mail that have gone out 
from headquarters this year. Every ef- 
fort has been made to give to our officers, 
committee chairmen, and members all 
the information that they should have in 
regard to the work of the Association. 
Inquiries for additional knowledge, to 
supplement the material sent out, have 
been gratifying in that they have re- 
vealed the growing interest in education 
throughout the country. 

Complete agenda have been sent to the 
directors before their meetings, both here 
and in Boston. 

For the first time, adequate material 
in regard to committee reports, and the 
completed program, have been sent to 
state and local association secretaries 
prior to the convention. 

Lay support of education—One of the 
interesting features of the work has been 
a more complete realization of the num- 
ber of groups who stand ready and will- 
ing to help the educators of the country 
in their work for the schools. Frequent 
invitations have been received to address 
both men’s and women’s clubs of every 
kind and description—social, civic, and 
business—local, state, national, and in- 
ternational. Every one of these groups 
has an educational committee. You have 
only to think of the work for crippled 
children done by the Shrirers and Ro- 
tarians, the health work and provisions 
for the wiser use’ of leisure time fostered 
by the Kiwanians and Civitans, the em- 
phasis placed on vocational educational 
guidance by the Altrusa and Quota 
Clubs, the slogan of the National Fed- 
eration of Business and Professional 
Women’s Clubs, “At least a high-school 
education for every business woman,” 
the highly significant work of the Par- 
ent-Teacher Associations, and so on 
through the civic, semi-civic, and social 
clubs. Bulletins have come from many 
kinds of organizations, setting forth 
their interest in the field of education. 
What an army to call to cur aid in in- 
terpreting to the public the work of the 
schools! 

Removal of illiteracy—In 1914 the 
National Education Association was the 
first group to sound the challenge to the 
states for the removal of illiteracy. —TTwo 
years ago the Chamber of Commerce of 


the United States published a bulletin 
called “Four Years of Opportunity.” 
It contained a discussion of the illiteracy 
problem in the United States and urged 
each state to endeavor to reduce the num- 
ber of its illiterates before the 1930 cen- 
sus. Much of the material in this bul- 
letin was gleaned from the reports of our 


CHIEVEMENT was written all over | 
A the administration of Presi- 
dent Adair, an administration that 
will stand out in the history of the 
Association as one of the noblest 
recognitions of educational service in 
American history. 

It was in evidence at every turn of 
her thought for the whole year, and it 
is now clear as the day that she is 
a classroom teacher; that she has 
done her thinking on the ground floor 
of school work. It has not been done 
in arm chairs, nor in elegant offices 
with cooling electric fans, but with 
the children whose problems must be 
solved where the children are.—A. E. 
Winship in Journal of Education. 











own Illiteracy Commission. It hardly 
seems possible that we could have so 
long remained inactive in the face of the 
immense financial, social, and spiritual 
losses we were suffering in this country 
through the illiteracy of our people. In 
every state there are literally thousands 
of native-born illiterates—both white and 
colored. The “Four Years of Opportu- 
nity” have dwindled to two years of op- 
portunity. Please let me urge each one 
of you to go back to your state de- 
termined to do all within your power to 
remove from America the stigma of five 
million illiterates. 

Homes for retired teachers—Last 
summer, just after the Sezttle Conven- 
tion, we received an offer of a thousand 
acres of land and a hundred thousand 
dollars in money for the establishment of 
a national teachers’ home. This offer, 
which has since been duplicated, brought 
us to the realization that many ques- 
tions must be answered before we could 
actually establish homes for teachers. 
How many teachers would want to go to 
a home? Would one large national home 
be better—or several regional homes? 
Perhaps state homes would be best. In 
any case, how would the applicants be 
selected? Where could the money be se- 
cured? Plans have been made for col- 
lecting and tabulating all this informa- 
tion. Soon we shall be able to speak 
with authority as to desirability, location, 
types, and costs of homes for retired 
teachers. . 

Research—This is a day of research. 


October, 1928 





Every business of any size has such a 
department. Our own Research Divi- 
sion has grown immensely in scope and 
influence in the five years :t has been in 
existence. Because of the widespread 
desire for definite information, and be- 
cause of the lack of sufficient data as to 
what has been and is being done, the 
executive committee has recommended 
that we set up within our Research Di- 
vision a plan for the coordination of 
educational research. This will necessi- 
tate the employment of an additional re- 
search assistant and the extension of our 
present contacts with the Bureau of Ed- 
ucation, the universities, and _ other 
agencies. We hope, for example, to se- 
cure the interest and cooperation of spe- 
cialists in different phases of educational 
research who will list and evaluate cur- 
rent material. Periodic, annotated 
bibliographies will be published and 
much duplication of effort and expense 
will be eliminated. Thus we will help 
to carry on until the passage of our bill 
for the establishment of the Federal De- 
partment of Education. 

The education bill—Much has been 
accomplished in the past year in extend- 
ing the knowledge of the education bill. 
With this knowledge has come increased 
support for the measure. The hearing 
before the | ongressional Educational 
Committee in Washington last April 
was most encouraging. When all edu- 
cators are informed and working for the 
bill—then, and only then, will we have a 
Department of Education with a Sec- 
retary in the President’s Cabinet. This 
is as it should be. 

Biased propaganda—There is but one 
constitutional justification for expending 
the tax funds of the people upon the pub- 
lic schools. It ‘is to insure the general 
welfare by increasing the common knowl- 
edge and common ability to think ac- 
curately and straight. The public 
schools of the United States are attended 
by more than twenty million Americans 
at the most impressive periods of their 
lives. The slant of their thinking will 
determine the public policy of ‘tomorrow. 
For this reason, the utmost care must be 
taken to avoid the introduction into the 
public schools of propaganda of a kind 
that will bias their future judgments. 

College faculties and the National 
Education Association—The statement 
that members of college faculties are in- 
dividualists interested in ncthing outside 
of their own fields has been frequently 
made. It has also been said that they are 
not interested in the National Education 
Association. Our efficient secretary has 








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Vol. 17, No. 7 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 201 





in his office literally hundreds of letters 
that would disprove both of these state- 
ments. As a result of the resolution in 
regard to tenure of office and salaries of 
college teachers a new cooperative rela- 
tionship has been established with col- 
leges and universities. The outlook in 
this direction is most favorable. 

Exchange of credits and certificates— 
Due to the shift in industry from one 
section to another, and other causes, there 
has been an apparent oversupply of 
trained teachers in some states and a 
deficit in others. This necessitates pro- 
vision for an exchange of professional 
certificates. A special committee, under 
the chairmanship of E. G. Doudna, Sec- 
retary of the Board of Regents of the 
State of Wisconsin, is in charge of this 
work. Later in the week you will hear 
a report from this committee. 

Relation between higher standards of 
training for teachers and salaries—The 
progress made in raising the standard of 
training for teachers is astonishing, but, 
with a few exceptions, salaries have not 
increased in an equal proportion. Un- 
less the public can be made to appreciate 
the direct relation between better teach- 
ers and better salaries, these welltrained 
young people will be forced to go into 
other lines of work. 

Your committee on the economic 
status of teachers, of which B. R. Buck- 
ingham is chairman, is studying this 
question in all of its phases. We may 
confidently expect to hear, in a year or 
two, an authoritative statement on the 
subjects of supply and demand, equaliza- 
tion of salaries for rural teachers, and 
kindred topics. 

Cooperation with other organiza- 
tions—The National Education Associa- 
tion has cooperated in every way pos- 
sible with other educational groups. 
Representatives have gone to many con- 
ventions. The relations between the 
National Education Association and the 
Bureau of Education have been most 
friendly and helpful. You will be called 
upon later in this week to authorize the 
continued support by your officers and 
headquarters staff of a movement for an 
increased appropriation for the Bureau. 

The National Association of Teachers 
in Colored Schools—Six years ago, in 
Boston, the National Education Associa- 
tion Committee on Problems in Colored 
Schools was organized. Because of an 
unfortunate choice of title, this commit- 
tee has been unable to accomplish much. 
It seemed expedient, therefore, to adopt 
a plan of reorganization. We now have 
a Committee on Cooperation Between 


the National Education Association and 
the National Association of Teachers in 
Colored Schools. The membership of 
this committee is composed of representa- 
tives of both organizaations. Their 
president, W. J. Hale, will bring to us 
here the greeetings of the National As- 
sociation of Teachers in Colored Schools, 





Ww" WILL make the design for the Life 


Membership Pin?—The Executive 
Committee will give a prize of $25 to the stu- 
dent in an art course in the public schools who 
presents the best design for the life member- 
ship pin. Those who desire to participate 
in the contest are requested to write J. W. 
Crabtree, Secretary of the National Educa- 
tion Association, 1201 16th St. N. W., Wash- 
ington, D. C., asking for complete informa- 
tion. The picture of the key presented to 
Mrs. Lindbergh may be suggestive. 





and we will send a representative to 
their convention in Charleston, West 
Virginia. 

It is the opinion of your president and 
the Executive Committee that more can 
be accomplished by cooperation with this 
group than by a special committee of the 
National Education Association. 

Degree requirements for mature teach- 
ers—The question has been raised, but 
little actually accomplished, on the sub- 
ject of requirements for Bachelors De- 
grees for mature teacher-students. Per- 


chaps next year something will eventuate 


from this year’s work. It is indeed dis- 
tressing to see a social science or history 
teacher spending her precious sabbatical 
leave studying Greek, French, and 
mathematics. Not that the study of 
Greek, French, or mathematics is unim- 
portant, but the whole matter seems a 
question of objectives. 


Publicity—The National Education 
Association has had an unusual amount 
of favorable publicity in the past year. 
This has been due to several causes: the 
development of closer relations with the 
various press associations; the coopera- 
tion of the official organs of state and 
local education associations—as well as 
other educational journals; the stand 
that the National Education Association 
has taken on several matters of impor- 
tance; and the addresses of the officials 
in various places. In other words, the 
affairs of the National Education Asso- 
ciation have had news value. 

Objectives of the National Education 
A ssociation—Seventy years ago the Na- 
tional Education Association was or- 
ganized “to elevate the character and 
advance the interest of the profession of 
teaching and to promote the cause of 
education in the United States.” As has 
been stated, this movement had two 
closely allied objectives. One has sought 
to create the tools of good teaching— 
courses of study incorporating subject- 
matter and activities suited to the needs 
of all children, teaching technics based 
upon experience and scientific experi- 
ment. The other has. endeavored to re- 
cruit the teaching profession from the in- 
tellectually elite among the young people 
of the nation and to secure social and 
economic recognition for teachers com- 
parable to that accorded to the members 
of other professions that demand the 
equivalent in character, training, and re- 
sponsibility. 

The attainment of these objectives 
calls for leadership of the highest 
quality—unselfish, persevering, ideal- 
istic—leadership worthy of the descend- 
ents of pioneers. 

Some accomplishments—What are 
some of the things that have been ac- 
complished? Between the years 1917 
and 1927 our high-school enrolment has 
increased from 1,600,000 to 4,000,000: 
teacher attendance at summer schools 
has increased from 40,000 to 250,000. 
There are now four times as many teach- 
ers colleges authorized to grant degrees 
as there were in 1917 (25-100). The 
number of consolidated schools has in- 
creased from 8000 to 16,000. Curric- 
ulum research has been fundamental and 
far-reaching. ‘Twenty-six states, as op- 
posed to four or five—now have sound 
retirement laws and the teachers of thir- 
teen states have some form of tenure law. 
The value of school property has increased 
from $2,000,000,000 to $4,800,000,000 ; 
and the average salary of teachers has in- 
creased from $600 to $1300 a year. 





202 





THe JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 





October, 1928 





Nationai Education 
Association is now a million dollar corpo- 
ration. ‘To be absolutely accurate, our 
June Ist report shows that on that date 
our income and assets totaled $1,019,397. 
(181,358) and our 
cash balance of June Ist ($88,311) are 
the have had. Life 
increasing rapidly 
With a few insignificant ex- 


Finance—The 


Our membership 


largest we ever 


memberships are 
(1748). 
ceptions, our divisions at headquarters 
have lived within their budgets. A large 
part of this gain is due to the efficient 
work of our secretary, Mr. Crabtree, and 
of his able corps of assistants. 

Growth in membership—The growth 
in membership of the National Educa- 
tion Association from 10,104 in 1918 to 
181,358 1928 is but the 
growth of the state associations from 
200,000 in 1917 to more than 600,000 


in 1927 presents an astounding figure. 


in amazing, 


Several state associations and many local 
organizations count within their mem- 
bership 100 percent of the teachers in 
the given area. We have more 100 per- 
cent schools in the National Education 
Association today than we had members 
ten years ago. 

Work of state secretaries and direc- 
tors—Too much cannot be said in com- 
mendation of the efficient work of the 
state secretaries and of our state direc- 
tors. ‘They are our field agents in edu- 
cation. 

The end is not yet—While much has 
been accomplished, much more remains 
to be done. Of the 900,000 persons en- 
gaged in educational work in America, 
only 181,358 (about 20 percent) are 
members of the National Education As- 
sociation. A tabulation in the report of 
the secretary indicates that while our 
percent of possible membership now 
equals that of the American Bar Asso- 
ciation, the American Medical Associa- 
tion with its 61 percent of possible mem- 


bership is still in the lead. We are far 
from our goal of a united profession at 
work on its problems. We do not yet 
realize our potential strength for pro- 
gressive and 
legislation. 


constructive educational 

The convention program— For the 
past year, I have traveled to and fro 
and up and down this vast country of 


ours. I have visited historic James- 
town. I have stood at sunset on Burial 
Hill. I have knelt in spirit before the 


defenders of the stockade at Harrods- 
burg. I have traveled the Oregon and 
the Santa Fe Trails. In my heart there 
has grown up a deeper respect and rever- 
ence for those, our pioneer ancestors, 
whose courage and steadfastness have 
given us this wonderful heritage. 

I have visited schools—big schools and 
little schools, one-room schools and 
schools whose magnificent masonry and 
many chambered walls would 
shame an ancient palace. 

Everywhere, I have seen teachers at 
their work training the children of 
America—helping them to establish 
within themselves those cardinal virtues 
that marked our founders. 
evitable that the convention topic this 
year should be Education for Citizen- 
ship. 

The program has been carefully built. 
Each speaker has his contribution to 
make. It is my hope that all of us will 
go away from this meeting with a deeper 
conviction and a wider vision of the part 
that we, as teachers, may play in the 
building of a greater America. 

The challenge of the National Educa- 
tion Association—Perhaps the greatest 
service that our national association is 
rendering is helping local and state as- 
sociations in developing within us teach- 
ers a finer professional spirit—a larger 
vision of the place of education in the 
social, civic, and economic life of our 


put to 








ANY VIsiToRS to the Minneapolis convention 


So it was in- . 


remained in the state for a time to enjoy the glories of the land of 10,000 lakes. 
Here are two photos taken on Cass Lake, one of the favorite fishing grounds of our Indian predecessors. 


communities. It challenges us to fur- 
ther professional study that we may bet- 
ter fit ourselves for our daily tasks, to 
painstaking experimentation that we may 
improve our methods of teaching; to 
scientific study of child life that we may 
better understand the abilities, inter- 
ests, ambitions, and accomplishments of 
each individual pupil. Our National 
Education Association challenges us to 
live life on a high plane—to live it 
abundantly in order that we may inter- 
pret it more accurately to the developing 
boys and girls with whom we work. 
Our National Education Association in- 
spires us with new courage because of the 
cooperative effort of its 181,358 mem- 
bers. It binds the teachers of the nation 
together in one great protessional or- 
ganization, with a common understand- 
ing, common ideals, and one common 
purpose—namely, service to the children 
of America. 

The teachers’ opportunity—The op- 
portunity for service yet before our As- 
sociation is greater than you and I even 
dream. Yet we need not be disheartened 
by the size of our task, for— 

“We believe that the education of 
youth is the finest of the fine arts and 
that our task as interpreter of life to 
youth is a great trust placed in us. We 
believe in the aspirations and the en- 
thusiasms of youth. We believe in the 
power of example. We believe in co- 
operation with all humanizing agencies. 
We believe in patience and perseverance 
and faith in the final outcome of educa- 
tion and of life.” 

It has been said that a task without a 
vision is drudgery—a vision without a 
task is a dream—but a task and a vision 
is joy unspeakable. The teachers of 
America have a great task but they have 
also a vision of thé result of that task 
rightly performed upon the future of 
America and of the wor'd. 































Real | eaching 


HIS IS one of a series of descriptions 
of schools that are prophecies. 
These fascinating articles will run 
Each of them is 
rich in suggestions that can be applied 
by teachers everywhere in their daily 
work. 


throughout the year. 


oop IS no good unless there. is a 

hunger for it. Water is not relished 
unless you are thirsty. 

And the correlative of these facts is 
that teaching does not do much good 
unless there is first a desire to be taught. 

He is a successful teacher, therefore, 
who arouses in his pupils a desire for 
learning. ‘The teacher is not someone 
in charge of the knowledge supply whose 
sole business it is to ladle out informa- 
tion to inquiring minds. His business is 
to create an appetite. When a boy or 
girl wants to learn he can be said to 
have the rudiments of culture—not un- 
til then. 

The Metropolitan High School of 
Los Angeles probably is doing more real 
teaching than any other school in the 
country. It takes the boys and girls 
who have not the opportunity for regu- 
lar schooling and supplies them with 
that training they need. 

There is a law in the state of Cali- 
fornia that every junior worker between 
the ages of sixteen and eighteen who is 
not a high-school graduate must attend 
school at least four hours a week. This 
is not much but it is some. Four hours 
of interested teaching and learning are a 
big influence in young life. “This teach- 








twister 





FRANK CRANE 


ing provides that the young shall not be 
left wholly without training. The board 
of education of Los Angeles generously 
complies with this law by furnishing 





RANK CRANE, known throughout the 

country for his syndicated essays, is now 
living in Los Angeles where he has become 
interested in Metropolitan High School. He 
presents here a description of a school which 
is fulfilling the highest aim of education— 
making better citizens. 


Metropolitan High School on Venice 
Boulevard whose business it is to supply 
opportunity for these parttime students. 
How well it does this is shown by the 
figures that it has 5800 students in at- 
tendance each week for four hours. 


[ 203 ] 


Schools That are Prophecies 


Russia, we are told, is devoting every 
energy to teaching her children “red 
truths.” ‘That is to say, to bring them 
up to be good Communists, which is to 
believe that the state is to be so arranged 
as to give them all work. 

The Metropolitan High School pur- 
sues on the contrary the ideal of every 
man standing on his own feet and tak- 
ing himself off of other people’s backs. 
He has to learn how to find a job and 
to keep it himself and to be selfsupport- 
ing. He is not to look to the state or an 
institution for employment but to make 
for himself a place. The state makes 
him employable, helps him find places 
of employment and relies on him to do 
the rest. The school follows his job 
with a teaching program to help him 
hold the job and be ready for promotion 
on the job and also to be able to pro- 
mote himself in society as well. 

The first aim of the school, as it 
helps its students in social responsibili- 
ties, is to make better citizens. To that 
end the students are carefully inculcated 
in the duties of citizenship. The teach- 
ers are hand picked and all of them are 
interested in their work and have a pas- 
sion for service. 

They love boys and girls. There is 
only one great teacher in the world and 
that is love. 
thing unless you love it and you cannot 
teach boys and girls unless you love 
them. This spirit of love and interest 
is the dominating spirit of this school 
and I saw many letters on file from for- 
mer students, employers, and parents, 


You can’t understand any- 





HESE PICTURES show the type of work being done by the parttime students of Metropolitan High School. On the left is the 
| twister of the cotton mills of the Goodyear Tire Plant; on the right, feeding in raw help for processing before it enters the 












204 


Tue JourNAL oF THE NATIONAL EpucaTIoN ASSOCIATION 


October, 1928 


meee eee 


showing how this care has been appreci- 
ated. 

It is almost impossible to realize the 
various forms of activity which the 
school pursues. 

You may ask what subjects are taught 
or what teaching can be done in so lim- 
ited a period of time. 

What a boy or girl shall study de- 
pends upon that boy or girl. The stu- 
dent is carefully studied to see what he 
wants to know and what he ought to 
know and the teaching is made to fit 
this. There is no prescribed curriculum 
which equally applies to all, no pro- 
crustean bed which all must fit. The 
finding out of what is in a pupil and 
then giving him what he needs is true 
education. ‘The student is given train- 
ing related to his job, training that shall 
make him or her a better workman, a 
more satisfied and faithful employee and 
surer of achievement. Other young 
people are trained to be more efficient 
helpers in the home. 

Of course there are the usual rudi- 
ments of mathematics, English, geog- 
raphy, and science, but there is also an 
infinitude of other subjects. Children 
are taught to cook, to sew, and to work 
in a variety of specialized shops. They 
are taught how to set the table, how to 
clerk in a bank, how to make hats, how 
to be better messengers, also how to be 
better workmen in a bakery, a laundry, 
and a furniture factory. They are 
taught to be good glaziers, typists and 
stenographers, radio operators, cabinet 
makers, and so on. 

Fifteen hundred employers in the city 
of Los Angeles are strong supporters of 
this high school and procure all their 
junior help through its placement serv- 
ice. 

One bank in the city has thirty of its 
boys who are attending this school. One 
large department store sends eighty of 
its junior workers to this school every 
week. 

The pride of California is its schools. 
As you drive along its splendid high- 
ways and see a particularly outstanding 
building, you may rest assured it is a 
public school. The Los Angeles city 
system is admirably superintended by 
Mrs. Susan M. Dorsey whose work has 
attracted national attention. 

The teachers of the Metropolitan 
High School receive the cooperation of 
the employers and work in unity with 
them. They have a system of securing 
jobs for young candidates, and are able 
to assist applicants in securing positions 
by giving them successful training for 


the kind of work for which they are 
best fitted. 

In many instances the students are 
taken out of regular school because their 
parents are financially unable to support 
them. By means of this school students 
are enabled to work in some gainful oc- 
cupation and, at the same time, pursue 
their education, learning to be more effi- 
cient in their calling as well as acquir- 
ing useful knowledge. 

Think of what it means to 2 com- 
munity to have an organized band of 
interested men and women to whom a 
youth can turn should he desire to se- 
cure employment in a definite field in- 
stead of forcing that youth to hawk his 
abilities from door to door in the long 
and gruelling process of finding some- 
thing to do. 

The education of youth is so impor- 


‘tant a matter that everyone should take 


part in it. It should not be confined 
entirely to the schoolroom, but employ- 
ers should cooperate with the school 
system in order to help the junior 
worker secure the life work for which he 
is best fitted. 

More and more the idea is growing 
that the first essential of a good educa- 
tion is to enable a person to stand 
squarely upon, his own feet and to be be- 
holden to nobody. The first requisite of 
an American citizen is work and not 
any form of charity, and this school 
teaches the youth how to find work. It 
is engaged in the tremendous business 
of putting round pegs in round holes 
and not in square holes. 

Often what this school calls a break- 
down in education is caused because a 
child has no avidity for the things he 
is compelled to learn. This school 
adapts what learning it imparts to the 
desire or nature of the scholar and helps 
those who are disgruntled over the 
curriculum of the regular school. Here 
they can pursue some subject that inter- 
ests them and makes them more efficient. 

The product of the school is selfsup- 
porting boys and girls. Its harvest and 
crop is one of selfrespect and selfreliance. 

Probably no institution among us does 
more good toward developing respon- 
sibility than this school. 

Mr. Crane, the principal, said: “Last 
year 8971 parttime permits were issued 
to junior workers under the education 
and supervision of seventy-one teachers. 
The six stories of Metropolitan High 
School are now being completed with a 
total million-dollar investment. At 


present the Metropolitan High School 
is a complete parttime senior high school, 


granting diplomas and furnishing com- 
plete equipment of academic, laboratory, 
and vocational training suited to the 
various needs of the junior employee.” 

This Metropolitan High School in- 
ventories every aspect of the life of its 
young people. Until we know about 
the life of the boy or the girl at home, 
on the job of work, in the field of life 
interests, about his health and recreation, 
surely we only appeal to a part of his 
educational capacity. To do all this the 
Metropolitan High School extends the 
walls of its classrooms to the homes. 
These sympathetic and understanding 
teachers go into the homes and become 
acquainted with home conditions, tradi- 
tions, and peculiar attitudes. 

This school has coordinators who visit 
the job locations of the workers to see 
what present work conditions and work 
needs are, as well as to see what the 
future may be so that teaching can be 
rich in providing for the fullest life these 
young people can live. 

Leisure time is coming to be the tell- 
tale time for the American people. This 
school sponsors activities of a play na- 
ture filling in every leisure hour so 
that these boys and girls would rather 


spend evenings and spare hours at 
Metropolitan High School in the swim- 
ming, basketball, library, debating, 


needlework, dramatic, radio, aeronautic, 
social, press, service, or any one of 
fifty-five clubs, classes, and leisure time 
activities better than anywhere else in 
Los Angeles. 

This school has as its motto never to 
lose a boy or girl. The spirit, self- 
reliance, enthusiasm, and character of 
the student body as it passes in orderly, 
interested, serious fashion about its busi- 
ness in Metropoktan High School 
proves the propriety of the policy of the 
school. 

Instructors, courses of study, organi- 
zation, and methods are secondary to 
the needs of the individual child. They 
are a means; the direction, encourage- 
ment, and stimulation to accomplish. 
The potential possibilities of the junior 
worker as a civic responsibility ‘are the 
first consideration. To have a pro- 
gram of life; to have academic essen- 
tials necessary for happy living and 
wholesome choices; to have and preserve 
health; to know about occupations, and 
to know a vocation; to have, to enjoy, 
and to radiate a high standard of civic 
idealism—all these make up the “Big 
Idea” of the aims and ideals of the 
Metropolitan High School of Los An- 
geles. 


- 














Schools That are Prophecies 


A Rural School Blazes a New Trail 


charged with new attitudes toward 

the training of children, toward edu- 
cation. Much is being talked and writ- 
ten and thought about character edu- 
cation, training for citizenship, parttime 
schools, the individual problem plan. It 
all sounds well, but many people are 
wanting to know how these ideas work 
out in actual practise. 

In a remarkable school, which has 
attracted considerable attention in the 
educational world, character education 
has passed beyond the dream stage. This 
school is located in the state of Virginia, 
in Pittsylvania county, at Whitmell, a 
country post office fifteen miles from the 
nearest railroad. It is known as the 
Whitmell Farm Life School and had 
the honor of acting as host to the first 
country life conference held by the 
United States Bureau of Education. 

Whitmell School is organized on the 
two unit plan of eight elementary grades 
and a four-year high school, and is a 
consolidated housing its 442 
pupils in two buildings. There are 
sixteen teachers including fulltime music, 
agriculture, and home economics teachers. 

Too much cannot be said of the work 
of the principal, Mrs. F. C. Beverley. 
It was her dream to organize the life 
of the Whitmell School in such manner 
as to build character, to instill high 
ideals of citizenship. 

The government of this school is 
unique. All classes above the third grade 
hold elections of class officers on the same 
plan that is used in the primary elections 
of the state of Virginia. The high 


[’ EDUCATIONAL circles the air is 


school, 


Bessie M. Kinc 


school is governed by a court, a mayor, a 
clerk and one representative from each 



















Whitmell Citizenship 
| Creed 


Goop citizen is Trustworthy. His 
| honor is to be trusted. If he 
violates his honor by telling a lie or 
by cheating when trusted he is not a 
real citizen. 

A good citizen is Loyal. He is 
loyal to home, to school, to com- 
munity, to state, and to the nation. 

A good citizen is Helpful. He does 
one good turn daily and he is a friend 
to all. 

A good citizen is Courteous. He is 
courteous to all, especially to women, 
children, old people, and the weak and 
helpless. 

A good citizen is Respectful: He 
respects and obeys his parents, 
teachers, leaders, and all other duly 
constituted authorities. 

A good citizen is Cheerful. The 
harder the tasks, the gladder the 
hearts. : 

A good citizen is Healthy. He is 
healthy in mind, body, and in speech. 
A good citizen is Prompt. He is 
prompt in the performance of all 
| duties. 

A good citizen yearns after knowl- 
edge. Knowledge leads to efficiency. | 

A good citizen is Progressive. He | 
welcomes new responsibilities and 
grows in earnest service. 

A good citizen is Christlike. He 
takes as his example the Perfect 
Citizen, Christ Jesus, and walks in 
His steps. 























This plan of student elections 


grade. 
and student government is known as the 
citizenship plan. 











HESE TWO pictures show activities of Whitmell school. 


receiving efficient training in good workmanship. On the right is the home economics club enjoying a tea at the open air 
theater. 








With Mrs. Beverley as the “power 
behind the throne,” the students have 
formulated a document known as the 
Whitmell Citizenship Creed. Guided 
by the power of suggestion, the pupils 
decided that, if out in the world a man 
is not a good citizen who interferes with 
the privileges of his fellowmen, then a 
student in school is not a good citizen 
if he interferes with the rights and priv- 
ileges of fellow students. And so it 
was that out of a growing conscious- 
ness of the meaning of citizenship, and 
a recognition of the rights of others, the 
students formulated their citizenship 
creed—not all at once. They began with 
seven laws and others have been added 
as occasion required. Any point consid- 
ered worthy of being included in the 
creed, if approved by a majority vote, 
becomes a law. 

Another interesting feature about this 
school, which has attracted much at- 
tention, is the opportunity for character 
development. One very striking ex- 
ample of this is in the manner in which 
pupils judge their own loyalty to the 
citizenship creed. 

Every Thursday morning all classes, 
from the first grade to the twelfth grade, 
hold class meetings for twenty-five 
minutes. In the first and second grades 
the teachers take charge but all other 
grades are in charge of class officers. 
The purpose of these meetings is for 
each pupil to review his conduct of the 
past week and decide for himself whether 
he has broken any principle of the citizen- 
ship creed. If he has, he is expected 
to admit it in the presence of his class, 


On the left is a photo of the shop period where the boys are 





[ 205 ] 









206 


THe JourRNAL OF THE NATIONAL EDUCATION ASSOCIATION 


October, 1928 





and of his own accord express regret for 
bringing discredit upon his group. 

In the grades, the pupils who have 
offended are sent from the classrooms 
while the other students, under the di- 
rection of the teachers in charge, decide 
upon suitable punishment of the of- 
In the high school, every Fri- 
day morning, the court meets for twenty- 
five minutes and all confessed offenders 
and state their offenses. The 
clerk records each offense and all circum- 
stances bearing upon it. The offenders 
are excused while the court decides upon 
the form of punishment for each one. 
Later in the morning, the clerk notifies 
each offender of the kind and duration 
of his punishment. 

It is very gratifying to officers, 
teachers, and patrons of the school that 
the ideals of good school citizenship are 
so cherished by the students that very 
few cases ever go to court. It is also 
a source of satisfaction to all who are 
interested in the school that when pupils 
have not been true to the creed they 
have sufficient courage and sense of honor 
to admit it. 

Another incentive that pupils have for 
upholding the standards of citizenship 
set by the school is that a reward is 
given to the clas$ maintaining the highest 
score for the year. The children in 
with teachers score them- 
selves individually each day. At the end 
of the week the average is transferred 
to a large “Citizenship Chart” on the 
wall. At the weekly general assembly 
each grade reports its citizenship record 
and in this way a wholesome spirit of 
Citizenship ex- 
tends to all activities and to all classroom 
exercises. The score card varies slightly 
in the different grades according to the 
age of the pupils. 

Below is a copy of the high-school 
score card: 


fenders. 


appear 


conference 


class rivalry is set up. 


Value 

1. Keeps desk, table, cloakroom in order 7 
Does not take property of others 
without consent and endeavors 

to restore lost property to owners 9 
. Is quiet and orderly when teacher 


N 


we 


c.f 2 RO, eee 8 
4. Does not copy another person’s work, 

nor allow his own to be copied... 9 
5. Treats members of visiting teams 

wan DGORIIND: 366i cc classes 7 
6. Participates with keen interest in 

group activities and school enter- 

NIECE 65 sa aati beak eka 9 
7. Confesses wrongdoing and _  mis- 


takes and makes such reparations 

as are within his power........ 9 
8. Takes pride in appearance of school 

property and protection of same 8 


9. Is pleasant in greeting people...... 7 
10. Comes to school on time and re- 
sponds instantly to signals...... 9 
11. Considers candidates from stand- 
point of qualities essential for the 
DOG ccpddeet eran cancenneesns 9 
12. Studies civic problems and needs of 
Ce III nnd ck baci eenanis 9 


Another interesting and worthwhile 
service given to the community by Whit- 
mell School is a new department which 
operates during the months of January, 
February, and March for pupils who 
for one cause or another have dropped 
out of school. Many of the boys can 
only attend school during the winter 
months when there is not so much farm 
work on hand. The pupils in this short 
course or opportunity group range in 
age from sixteen to twenty-one and 
some have only finished the third grade 
work. 

This short or opportunity course was 
introduced into the system in January, 
1926, and ran for three months. It 
proved so successful under the direction 
of Erna Glascock that the past year 
the enrolment increased to the extent 
that it became necessary for the home 
economics and agriculture teachers to 
assist in the work of this department. 

The individual problem plan of in- 
struction is followed with these pupils. 
Each child begins where he is capable 
of beginning and proceeds with his 
work as fast as his ability permits— 
completing as many units of work as 
possible at his own rate of speed, being 
encouraged, of course, to work as fast 
as he can. 

The only subjects required of these 
pupils in the short course are English 
and mathematics, but they are permit- 
ted to take any subjects which they may 
be capable of grasping. The aim of 
the instructors is to lead these students 
to select such subjects as seem to meet 
their needs best, especially agriculture, 
home economics, and shopwork. 

This course does not lead to grad- 
uation, but there is always the chance 
that in this group there may be a few 
students who will become sufficiently in- 
terested to insure their return to school 
the next fall, entering as regular stu- 
dents. 

Among other benefits which these 
short course students derive from the 
school is their opportunity for training 
in citizenship and character building. 
They have their own class organiza- 
tion, with representatives to the student 
council and the privilege of voting for 





es 


any school officers elected during the 
three months they are in school. 

Again, the Whitmell School is dif- 
ferent in that it has a pupil accounting 
system in which a record is kept of 
each student’s success or failure for the 
six years following graduation, regard- 
less of whether he goes to a higher jn- 
stitution of learning. The — school 
wishes its graduates to feel they are a 
part of the school, with only a change 
in relationship—that they are merely 
grown-up children gone forth into the 
world, and that they are being followed 
with interest by the old school-home. 

Another unusual feature about this 
very progressive country school is that 
its Alumni Association has established 
a loan fund to assist its members in ob- 
taining a higher education. Records 
show that eighty-eight percent of Whit- 
mell’s graduates have made good at 
higher institutions of learning. 

Still another method of instilling 
high ideals at Whitmell is the plan of 
taking a certain idea—for instance, em- 
phasizing the idea of honesty for an en- 
tire week in all classes. 

World citizenship is promoted by en- 
couraging international friendship, 
brought about by having each class cor- 
respond with a school in some foreign 
country. 

It should be borne in mind that Whit- 
mell School is a country school fifteen 
miles from a railroad and yet it is a 
modern school. It is more, it is a 
model school. 

For the encouragement of other rural 
schools, let it be said that it was not 
all clear sailing in the development of 
Whitmell School. There were difficul- 
ties to overcome. For example, the 
home economics department opened with 
no more equipment than a little oil 
stove and few cooking utensils, and the 
water had to be carried from the vil- 
lage store. But the department proved 
its worth, so it grew. Later an agri- 
culture department was opened and now 
Whitmell, in its new buildings, is a 
Smith-Hughes School. , 

Whitmell School realizes that a per- 
fectly rounded education must concern 
itself with the spiritual side of life as 
well as with the intellectual and physical 
aspects. In recognition of which fact 
it is closely associated with Whitmell 
Memorial Church. Perhaps the last 
thought in the school’s Creed sums up 
the ideal for which Whitmell stands— 
“A good citizen is Christlike. He takes 
as his example the Perfect Citizen, 
Christ Jesus, and walks in His steps.” 





-_ 


ee 



















































trai 
ces: 
onl 
pro 
of 

pro 
an 
tity 
tiv 
but 


sta 


sib 






a 


Building Our Profession 


This is a statement prepared by a committee of principals for the Yearbook of the Principals and 


Supervisors 


Association of Dayton, Ohio. 


The committee includes: 


Lou Gray, O. E. Wright, C. Jeannette Wallace, and Clara Danner. 


present age is characterized by co- 


[’ ALL LINES of human endeavor the 


1, 


operation. In industry and com- 
merce people have organized and worked 
together for the sake of economy and 
the highest results. No longer does the 
tradesman work alone. If he is suc- 
cessful he must join with his fellows not 
only in carrying on his work but in im- 
proving the trade. One of the tests 
of efficiency is the ability to associate 
profitably and pleasantly with others, 
and to “team well” without losing iden- 
tity. Indeed, individuality and coopera- 
tive group work are not only compatible, 
but quite necessary to each other. 

Each of our organizations, national, 
state, and local, secures benefits not pos- 
sible to anyone alone. ‘The three sup- 
plement and connect with one another 
as do our national, state, and local gov- 
ernments. 

The National Education Association 
has for three quarters of a century been 
one of the chief centers of educational 
leadership in the world. Indeed, so 
far as the public schools are concerned, 
the national association has occupied 
first place. From it has flowed the tide 
of educational inspiration. Out of it 
has come the sentiment for increased pro- 
fessional standards, for training of teach- 
ers, and for improvement of teachers in 
service. The results of the investiga- 
tions and reports of its committees and 
those of the National Council of Edu- 
cation have laid the foundation for the 
best practises in the matter of appoint- 
ment, salaries, promotion, and tenure of 
teachers ; for modernized courses of study 
and for developing workable relation- 
ships between home, community, and 
school. 

The National Education Association 
has become the court of final appeal in 
the matter of investigations, studies, and 
reports on school problems. It has 
been and will continue to be the cen- 
tral clearinghouse for educational ideas 
and ideals. 

Under our form of government, edu- 
cation is a matter of state concern. ‘The 
National ‘association can act in an 
advisory capacity to the states. On the 
other hand, legal and authoritative ac- 
tion lies within the states themselves. 


While the fundamental principles under- 
lying educational philosophy are the same 
throughout the states, their application 
and detail differ from state to state. 
School organization, courses of study, 





What We Owe To Our | 
Profession 


L Piprntg and harmonious coopera- 
tion are essential to any pro- 
fessional success. Our world is too 
big and too important to risk any lack 
of unity in our own ranks. 

Teachers should hold active mem- 
bership in local, state, and national 
associations. It tends to stimulate 
pride in our profession, our school and 
our job—we owe it to the cause of 
education—much is done in our be- 
half through this sort of organized 
effort. 

Teaching is not static in its na- 
ture—it means constant progress and 
advancement, One who quits going 
to school, reading professional litera- 
ture, or engaging definitely in improv- 
ing himself professionally should quit 
teaching school—Fort Lupton, Colo- 
rado, Schools. 


| 
| 
| 
| 
| 














certification requirements, financial sup- 
port, compulsory attendance laws—these 
and other matters are in the hands of 
the authorities in the individual states. 

In like manner the various state as- 
sociations represent directly, even though 
nongovernmentally, the educational ac- 
tivities of the several states. These 
state associations should be the direct 
feeders of the national association. The 
foundation, the growth, and the per- 
petuity of the national association are 
conditioned directly upon the strength 
and enthusiasm and productive activities 
of the state organizations. 

Historically, the state associations in 
their earlier forms were the progenitors 
of the national association. Strong state 
groups with outstanding leaders existed 
here and there, especially in the older 
states. From these groups spread the 
impulse to create a national organiza- 
tion of teachers. 

Fifteen years ago the membership in 
our state organizations was meager and 
fluctuating. In 1923 there were scarcely 
more than 300,000 members in all the 


[ 207 } 


Nell H. Brown, chairman, 


state associations combined. Today 
there are more than 560,000 state asso- 
ciation members. 

The growth in membership of the 
National Education Association from 
forty-three in 1857 to 180,000 in 1928 
is in a large measure due to the growth 
of the state associations and participation 
of the latter in the national association 
affairs. The logical relationship of the 
state association to the national organ- 
ization is readily seen. 

Local consciousness here, as elsewhere 
in the several states, preceded the larger 
state vision, which in its turn has given 
rise to the state associations. The 
local associations should be the direct 
feeders of the state association, for the 
foundation, the growth, and the per- 
petuity of the state association are con- 
ditioned directly upon the strength and 
enthusiasm and productive activities of 
the local organizations. 

The estimated number of teachers in 
Ohio Jan. 1928 was 45,000. Ohio’s 
relative rank Jan. 1928 in the National 
Education Association was 13—with a 
membership of 16,785, which was 37.30 
percent of teachers members. 

Ohio’s relative rank Jan. 1928 in 
State Associations was 17—with a mem- 
bership of 37,117, which was 82.48 per- 
cent of teachers members. 

Our professional organizations are the 
policy determining agencies in American 
education. They are the clearinghouses 
for ideas. They are the keepers and 


carriers of our common ideals. They 
are discoverers of talent. They are 
the makers of tomorrow’s schools. They 


are the friends of children and the advo- 
cates of better living for all. Our 
organizations of teachers stand for the 
highest and best things in life. Who- 
ever helps to build them is helping to 
keep uppermost in our civilization the 
values that satisfy and abide. 

These organizations have also aided 
the teachers materially through their 
publications. The N. E. A. Journa 
and the Research Bulletins carry the 
best thought of the profession and the 
results of the most recent investigations 
direct to teachers. The _ inspiration 
from this source is marked and con- 


tinuous, for a careful reading of the 











208 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 








October, 1928 





N. E. A. Journav each month will 
have in itself a broadening influence up- 
on any teacher’s educational and pro- 
fessional outlook. 

Thus far the organizations as a whole 
have been considered. The remainder 
of this paper will emphasize the two 
organizations in which this association 
is particularly interested and to which 
we owe professional loyalty—the state 
and national departments of elementary 
school principals. 

There can be no doubt that the work 
of the Department of Elementary School 
Principals of the National Education As- 
sociation is on a high plane. _Its' mem- 
bership represents, unquestionably, the 
most stirring and efficient among the 
heads of elementary schools. 

1. It is creating a consciousness in the 
group of its own importance and possi- 
bilities. 

2. Finding out who is capable of 
leadership. 

3. Forming standards of achievement 
for the principal. 

4. Laying the foundations for a bet- 
ter appreciation of the elementary prin- 
cipal’s job. 

The main reason for the unusual suc- 
cess of the Department of Elementary 
School Principals is the wise and inspir- 
ing publication, the Yearbook, and the 
bulletins. These have been made possible 
through the cooperation and mutual as- 
sistance of the members. 

But the success and health of our 
national body will depend upon the 
circulation of valuable ideas through and 
from states, as well as the efficiency of 
organization. All that is done to build 
up efficient and through-going state 
groups will bolster up and make more 
effective our national association of 
principals. 

Our state organization is following 
in the footsteps of our national depart- 
ment. 

We need both state and national asso- 
ciations to improve the elementary prin- 
cipal to the point where he can come 
to his natural heritage—the rebuilder 
of the schools of America. 

How can the Dayton Principals and 
Supervisors Association help the state 
and national associations and their de- 
partments ? 

These departments must be just what 
its affiliates make it. The larger the 
number and greater the strength of 
the affiliated organizations the stronger 
the state and national organizations and 
the greater their prestige. A few can 
do wonderful things by working to- 





gether. What might be accomplished 
if the entire teaching body of this great 
country was united, working for one 
common end? The individual job at- 
tains a new dignity when one joins 
thousands of his fellow workers and 
realizes the vastness of result from the 
concerted effort of single individuals. 
These organizations, if they are to be 
helpful, must have material to work on. 
We have various problems confronting 
us this year, and each one of us should 
bend our best efforts toward solving 
them. If a successful solution is found 
it should be passed on to the state and 
national clearinghouse. It may be 
just the helpful suggestion needed by 
some other group less fortunate in find- 
ing a way to clear its difficulty. If an 
affiliate has a difficulty it cannot smooth 
out—make it known at the clearing- 
house ; someone may have found and sent 
in the right answer to that question. 
And if we are gifted with clever ideas 
let us be generous with them, too. 
Much may be accomplished by sharing 
our constructive ideas as well as our 


difficulties. 


Remember that the greatest battles 
on behalf of education for democracy are 
yet to be fought. We have only 
scratched the surface. The teaching 
profession must labor constantly to ren- 
der greater service and to raise the level 
of teaching throughout the United States 
to a higher plane. Continuous profes- 
sional and scientific study is necessary 
in order that education may meet the 
needs of our complex and changing civi- 
lization. We must be ready for “the 
school of tomorrow.” 

Another way in which we may help 
is by giving prompt and thoughtful re- 
sponse to requests for information and 
questionnaires sent out by people mak- 
ing surveys from headquarters. These 
questions and questionnaires are import- 
ant and cooperation is the least we can 
give to the people making investigations. 

Financial support must not be forgot- 
ten. No organization can exist without 
money. 

There are farsighted, public spirited 
teachers who will give time, thought, 
money, and take the risk necessary to 
keep our associations functioning. But 
what are we if we accept the salary in- 
creases, enjoy the protection and prestige, 
and yet give neither time nor money to 
the common effort? Why should any 
one of us save our fifteen dollars each 
year while our neighbors, no more able 
than we, bear all the burden and cost? 
In conclusion—The most inspiring, 








most stimulating influence is to be found 
in association and cooperation in the 
great work of the profession, for we 
grow by taking an active, thinking part 
in the solution of our own problems, 

No others know our needs, the diff- 
culties of our tasks, the visions and 
hopes for our future, as we who are 
at the helm. As individuals we may 
implore, but our voices will not be 
heard. As an organization we may 
command public recognition and respect, 
and public approbation of our demands, 

We today are enjoying the fruits of 
labor, of sacrifice, of expenditure of time, 
money, and nervous energy of the 
pioneers of the profession, who by their 
unfailing courage and untiring zeal have 
lifted the profession to the high plane 
it now occupies. 

Their example challenges every 
teacher to assume his responsibilities and 
to make his utmost contribution, humble 
though it may be, to the profession 
which renders him a livelihood, through 
which he serves, and from which he 
benefits in innumerable ways—tenure, 
increased salaries, pensions, better work- 
ing conditions, improved curriculum. 

We cannot accept benefits derived 
from the labor of others without render- 
ing whatever return is within our power. 
Otherwise, we lose our professional self- 
respect and, by so much, lower the stand- 
ing of our calling in the community, for 
the confidence of the public is stimulated 
by the professional spirit of the teach- 
ing body. The very least a_profes- 
sional-minded teacher can do is to sup- 
port by his membership, and, as far as 
possible, his attendance and _participa- 
tion, the various organizations of his 
profession, local, state, and national. 

By taking a membership we become a 
shareholder in the greatest enterprise 
of the nation. Beyond membership the 
more one gives in thought and effort 
the greater is the return in broadened 
vision, in inspiration and increased devo- 
tion to the great work to which we 
are called. The increasing complexity 
of life creates a greater variety of needs 
and interests. Great achievements have 
been accomplished in the past, but 
greater demands await our concerted 
and vigorous action. No teacher nor 
principal can meet the new demands who 
is not conversant with the work done 
by the various educational organizations, 
who does not keep abreast with the trend 
of the times by reading the bulletins, 
the yearbooks, and other literature of 
these organizations, which can be secured 
only through membership. 





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Meeting Parents 


Garry CLEVELAND Myers 


Head, Division Parent Education, Cleveland College, Western Reserve University 


HE PARENTS greatest interest in 
To school is centered in their chil- 

dren. ‘The average parent comes 
to see the teacher only when invited or 
when seeking to utter some complaint. 
Although a few parents come to school 
to learn about what their children are 
doing there and to assure the school of 
their interest and cooperation, such visits 
are so rare that children, particularly 
older ones, often beg their parents not 
to visit the schoolroom or even enter the 
school office, lest their comrades think 
that they have parents who are meddle- 
some or who follow on their heels. 

Many parents, even of young chil- 
dren, complain that teachers do not want 
parents to bother them. Such teachers 
have gained the impression somewhere 
that they are employed only to teach 
children and not to confer with the 
parents. The teacher who resents the 
visit by the parent merely has failed to 
get a proper point of view. He has a 
narrow notion about what a teacher’s 
opportunities and duties are. He as- 
sumes that the child he teaches is the 
child he hears and sees, ana nothing 
more. He fails to recognize that each 
pupil is tied by heartstrings to his home 
and to the loved ones there; that his 
basic interests are centered in the family 
of which he is a part; that the native 
urges upon which the teacher can hope 
to build his interests in school activities 
are primarily emotional and have their 
wellsprings in the home. 

The teacher who has an insight into 
the feelings and emotions of the chil- 
dren in his class, who knows that these 
factors more than any others will deter- 
mine how pupils behave in school will 
lose no opportunity to get in closer con- 
tact with their homes. 

Of course, some parents will come to 
the teacher in anger; they may manifest 
a lack of selfcontrol; they may be dis- 
courteous even to the point of insults 
and abuse. At such times the teacher 
has the opportunity to demonstrate su- 
Periority by poise and calm. If his 


pupils are witnesses to the visit, the 
teacher’s selfcontrol will prove a power- 
ful influence upon them. 

Every time you demonstrate your su- 
Periority by poise and selfcontrol in deal- 
ing with a complaining parent you are 


paving the way to bring more parents 
to the school. Everyone who comes 
helps you and your pupils in some way. 





| 





The Teacher’s Code 
D. H. Cook, Philadelphia, Pa. 


I AM MOTHER of my children, and 
I try to train their minds and 
morals and to love them as my own. 

I am FATHER of my boys nad 
girls, and I watch, guard, and help 
them over the hard places. 

I am PREACHER without creed, 
| and I lead my children “beside the still 
waters.” 

I am TEACHER of youth, that they 

may feel and know what has been and 
is to be. 
I am SERVANT of the State, and 
| I shall fulfill my obligation to pupils, 
parents, and community, without fear 
or favor, except before God and 
Country. 

I pray for guidance that I may lead; 
| for strength that I may sustain; for 
| wisdom that I may teach. 
I give thanks for the opportunity 
that is mine to serve my children 
whom the homes of my country en- 
trust to my keeping. 





God grant me Grace and Gratitude, 

And give me Faith and attitude 

To Love and Lead, to Preach and 
Teach, 

To Serve in all, while serving each. 











Through them you become acquainted 
with your children as you can in no other 


way. The better you know the child’s 
parents and his home the more resources 
you have through which to motivate him 
to greater effort in his work at school. 

If, as you see Tony, you associate him 
with one or several of his loved ones 
and many home experiences peculiar to 
him, he makes more of an appeal to you 
and you to him. Tony responds; he 
likes you better and consequently likes 
better what you teach. Through such 
associations you are led to put more 
human touches in your teaching. 

When you meet parents at the mar- 
ket, in the postoffice, at the church, or 
theater, make them feel free to inquire 
of you about their. children in your 
schoolroom. Go to the meetings of 
the parent-teacher association. “To do 
so will be to improve in your profes- 
sion, to be a better teacher. 


[ 209 } 


When the parents seek counsel of you 
about the children too young to go to 
school, give it as freely as you are able. 
Be generous, but be cautious; don’t over- 
step your bounds. If you feel unfamil- 
iar with that field read a few books 
like Grove’s Wholesome Childhood, or 
Fenton’s Practical Psychology of Baby- 
hood. Read The Child Welfare Maga- 
zine—the official organ of the National 
Congress of Parents and Teachers—and 
then follow the suggested readings on 
the subject. 

Invite the parents on various occa- 
sions to observe their children in the 
classroom. After school sit down with 
them and talk over some of the prob- 
lems of common interest. If you make 
them feel welcome and comfortable they 
will exchange experiences and tell about 
their failures and successes in dealing 
with special problems with their chil- 
dren. You will learn more from them, 
perhaps, than they will learn from you 
and you will grow to teach their chil- 
dren better. 

Through the parent-teacher associa- 
tion parents are going to learn more 
and more about the school and about the 
teacher’s tasks. Some facts they will 
learn incidentally and some from teach- 
ers, principals, and supervisors who talk 
over with them what is going on in the 
classroom and why. Furthermore, ex- 
perts in parent education are pointing 
out to parents some practical means 
through which they can help their chil- 
dren get more out of school, how the 
citizens of the community can get better 
returns from their school taxes by co- 
operating with the school authorities. 

But most of the improvement in par- 
ent-teacher relationship is going to come 
to pass through the efforts of the teacher. 
He has more training in psychology; he 
looks at his problem more impersonally 
than the parent does; and he has more 
perspective. He therefore, should take 
the initiative. 

No teacher training course of the 
future will be complete which does not 
make the prospective teacher realize the 
importance of the home in relation to 
the child’s success at school and which 
does not show the teacher how to meet 
the parent tactfully and with profit to 
the child, the schootz-and the home. 





book !”’ “A thrill- 


BEAUTIFUL 


ing story!” are the usual com- 
ments of children and adults 
who have read Gay-Neck, by Dhan 


Gopal Mukerji, awarded the John New- 
bery medal for the most distinguished 
children’s book of the past year. 

This prize book is the story of a beau- 
tiful pigeon owned by an Indian boy 
in Calcutta. 


Hindu language is Chitra-griva; Chitra 


Gay-Neck’s name in the 


meaning painted in gay colors, and 


Griva, neck. Gay-Neck’s young master 


savs of him: 


Of course, Gay-Neck did not come out of 
his egg with an iridescent throat; he had 
to grow the feathers week by week; and 
until he was three months old, there was 
very little hope that he would acquire the 
brilliant collar, but at last when he did 
achieve it he was the most beautiful pigeon 
in my town in India, and the boys of my 
town owned forty thousand pigeons. 


When he was older he was even more 
handsome, “like the very heart of a deep 
and large aquamarine—beautiful beyond 
description.” 

There are many high points of thrill- 
ing adventure in Gay-Neck’s life which 
will hold the eager interest of boys and 
girls—his escape from a hawk whose 
eyes blazed with yellow fire and whose 
claws quivered like the tongue of a 
viper ; the terrific storm of the monsoon 
season when Gay-Neck’s father was lost ; 
his wanderings alone in the Himalayas; 
his training for the World War; and his 
adventures over the battlefields of 
France where he carries important mes- 
sages from the front to old Ghond, the 
hunter, are told in a vivid way which 
characterizes Mr. Mukerji’s writing. 

The quieter scenes of Gay-Neck’s life 


are no less vividly shown. His leader- 
ship at home is one of the wonderful 
pictures in this book: 


Flock upon flock, color upon color, their 
fluttering wings bear them above the city. 





rye Gopat Mukerji was born in Cal- 
cutta, India, in 1890. After graduation 
from Calcutta University at 18 years of age, 
he came to America and graduated at Le- 
land Stanford in 1914. He has lectured ex- 
tensively in America and England. 





Soon all the flocks—each flying in the shape 
of a fan—circle in the sky like so many 
clouds caught in large whirlpools of air. 
At last the whole flock reaches such a height 
that not even the blast of a trumpet from 
any pigeon-fancier can reach it. Now they 
stop circling in the air and begin to move 
horizontally. Now suddenly rose the cry 
from many house-tops: “Gay-Neck, Gay- 


Neck, Gay-Neck!” Yes, many of the pigeon 








The John Newbery Prize Book 


fanciers were shouting that name. 


Now I 
could see without the slightest shadow of 
error my own bird at the head of that vast 
flock—a leader amongst leaders—directing 
their manoeuvres.. Oh! what a_ glorious 


moment. He led them from horizon to hori- 


zon, each time rising a few feet higher till 
by eight in the morning not a pigeon could 
be seen in any corner of sky. Now we furled 
our flags and went downstairs to study 
our lessons. At midday, when again we went 
above, each man could see the entire wall 
of pigeons descending. Lo! Gay-Neck was 
still leading. Again rose the shout “Gay- 
Neck, Gay-Neck!” Yes, he had won the 
palm, for he had remained in leadership 
more than four hours, and was coming down 
as he had gone up—a master! 


Mr. Mukerji was wellknown as an 
author before Gay-Neck was published. 
Some of his books for adults are The 
face of silence, Caste and outcast, and 
My brother’s face. His other books for 
children are Kari the elephant, Hari 
the jungle boy, and Jungles, beasts, and 
men. All his books show a great love 
of his native India and a desire to inter- 
pret her to strangers. 

The first Newbery medal was awarded 
to Hendrick Van Loon for his Story of 
mankind. ‘The other awards are: The 
voyages of Dr. Dolittle by Hugh Loft- 
ing, The dark frigate by Charles Board- 
man Hawes, Tales+from silver lands by 
Charles J. Finger, Shen of the sea by 
Arthur B. Chrisman, and Smoky by 
Will James. 

These seven prize books are the begin- 
ning of a notable collection of children’s 
literature. Teachers and children will 
find in them a variety of enjoyment 
which will make future Newbery awards 
an eagerly awaited~ pleasure. Every 
elementary school may well add these 
books to its library.—E. B. 

















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Personal Growth Through Mental Hygiene 


The Background of Mental Health 


DanieEL Wo.trorp La RuE 


Professor of Psychology, State Teachers College, East Stroudsburg, Pennsylvania 


LUNG infection no larger in area 
than one’s thumb nail may throw 
a healthy mind into delirium. A 
thought, though it cannot break a bone, 
can “break” a heart, and it can break 
one’s digestion. An emotion gone wild 
may be worse than a loose cannon on 
shipboard, producing an evil of any di- 
mension, even to death itself. 

When Body and Mind were united, 
Body promised to love, cherish, and sus- 
tain. Mind agreed to love, honor, 
and—obey? Not wholly. She is too 
modern. _It is a twin-star system, each 
revolving about and “obeying” the other. 

Our ancient ancestors, because of their 
experience with shadows, dreams, and 
visions, apparently thought that spirit 
and body were independent, and could 
separate or unite at will. But there 
is no such companionate arrangement. 
The union is “not for just a day,” but 
“for always,” till death do them part. 
Phrases such as “bio-mental” and “corpo- 
mental” remind us of one of life’s most 
important lessons, that body and mind 
form a single system, each part of which 
may influence every other part. _Israel’s 
greatest discovery, that “the Lord is 
one,’ is a projection from the microcosm 
of the individual into the macrocosm of 
the universe. 

If body and mind are one for the 
purposes of health, there arises the old 
question, which one? As ever, the 
feminine element prevails. Say to your- 
self with all conviction, “I am a mind. 
| have a body.” But always add, “I 
must honor and care for that body so 
long as I am united with it.” 

The body appears to be, in a very real 
sense, an outgrowth of the mind, that 
is, formed by it, so much so that one of 
our leading psychologists would classify 
all creatures by their minds rather than 
by bodily structure. Have you not ob- 
setved certain pupils who can scarcely 
be taught health habits because they lack 
the mental qualities necessary to sup- 
port such habits? 

What kind of body does the mind 
want for health’s sake? Neither the 
extremely athletic nor the extremely 
ascetic. The ancient Spartan and the 
medieval body baiter were both trage- 
dies of history. Athenian heavy ath- 


letics should be thought of as more or 
less compulsory military training which 
was reduced or abandoned as soon as 
conditions permitted. 

We still have both these ideals with 
us. Many.individuals, and even many 
schools of “health education,” do not 
seem to have learned yet that it is not 
primarily a muscular system, but a 
nervous system that we aim to build. 
Heavy athletics, such as football, should 
be encouraged for those only who are 
to be draymen, policemen, longshoremen, 
and the like. 

We moderns have also been reducing, 
wearing less and less clothing about our 
bodies and lighter and lighter bodies 
about our souls. There is now definite 
medical evidence that we have been re- 
ducing our minds and lives thereby. 

A fat body does not betray a lean 
mind, nor does a frail figure argue a 
staunch intellect. If anyone is so 
foolish as to issue a fashion plate for 
the body, have the courage to let your 
individuality express itself through your 
physique. Let nature say what you 
should weigh. 

If you want a high candle-power mind 
from your bodily dynamo, don’t appoint 
Dr. Fad as the engineer. One bad fad 
may crack your heart. The automobile 
faddist tells you “It’s all in the battery,” 
or “all in the carburetor,” or in what- 
ever else he has to sell. But we learn 
in time that a good car, like a good 
body, must be sound in every essential 
part. 

What are the essential parts of the 
body? Let us think systematically, 
that is, by systems. First, the digestive 
system, beginning with those pearly gates 
of the lover’s heaven, the teeth. One 
of the most hideous sights I have ever 
seen was that of a classical student quot- 
ing Shakespeare through teeth half con- 
sumed and black with decay. Critical 
inspection along the entire course of the 
digestive tract is needed, embracing its 

many auxiliary organs. And this is 
only an introduction to several other 
physiological systems, circulatory, re- 
spiratory, excretory, reproductive, skele- 
tal, endocrine, muscular, and nervous. 
“‘A hopeless task.” 

That is the very object in this par- 


[211] 


tial recitation of it, to bring conviction 
that it is hopeless for any but the ex- 
pert to attempt. “We would not be 
guilty of the offense committed by that 
classical student,” we aver, “a crime so 
much worse than halitosis!” Yet we 
may have even more offensive foci of 
decay or infection concealed in our 
bodies, where the goblins are getting us 
because we are not watching in. If we 
lived in glass bodies, we not only would 
not throw stones, but we would also 
treat our,internals to some of the care 
we give to our clothes and complexions. 

The lesson is obvious. We believe 
in medical inspection, a complete health 
examination, for those whom we teach; 
and the doctor comes every so often 
even when they are well. Do we be- 
lieve in medical inspection for ourselves, 
and go to the doctor while we are yet 
well? Perhaps we shall have to estab- 
lish a day of “free inspection” for teach- 
ers as some states have for automobiles, 
and instruct the policeman to stop every 
one who does not bear the label, “In- 
spected.” 

Health is like education, something 
which everyone must earn and learn 
by his own efforts. The good physician, 
like the good teacher, cannot graft his 
gift by force into the soul of him he 
serves. Shall we class ourselves with 
those undesirable pupils who are merely 
“exposed” to a subject, but carefully 
avoid taking it? We can all join the 
Life Extension Institute, even without 
going to New York City. And then 
let us correct our impairments, as we 
wish Johnny’s father would have the 
boy’s eyes treated. 

Two of the books that will help: us 
most are Walter Camp’s Daily Dozen 
and Fisher and Fisk’s How to Live. 

Make your body your hobby—only 
don’t keep thinking about it, and don’t 
ride it too hard. Forget the advertise- 
ments you have read about “untapped 
reservoirs of energy,” and so avoid drop- 
ping dead before your class. Find out, 
by observation and counsel, what your 
personal, individual do-power is, and 
hold well within your limit. 

Finally, keep your body-and-brain 
dynamo turning on the ball bearings of 
love and oiled by the lubricant of humor. 
















































HOSE WHO have been eagerly await- 

ing a practical application of radio 

in the public schools will welcome 
the news that Walter Damrosch, world 
famous orchestra conductor, is to broad- 
cast nationally a series of symphony con- 
certs through WJZ and associated sta- 
tions. 

These concerts will be on the air each 
Friday at 11 and 11:30 a. M. from 
October 26 to May 10, and will be re- 
layed through the following stations: 


WIZ New York 
WBZA Boston 
WBZ Springfield 
WBAL Baltimore 
WHAM Rochester 
WLW Cincinnati 
KWK St. Louis 
WTM] Milwaukee 
WOW Omaha WOC Davenport 
KDKA Pittsburgh WHO Des Moines 
WCCO Minneapolis WDAF Kansas City 
KVOO Tulsa WRC Washington— 
WFAA Dallas 11:30—12:00 only 
KPRC Houston KYW Chicago 


WOAI San Antonio 
WHAS Louisville 
WSM Nashville 
WMC Memphis 
WJR Detroit 

WSB Atlanta 
WBT Charlotte 
KOA Denver 


Thus hundreds of thousands of chil- 
dren will be privileged to hear what 
only the children of New York City 
had been enjoying for years in Dr. Dam- 
rosch’s children’s concerts. 

Curriculum adjustment necessary— 
The problem of curriculum adjustment 
has been one of the chief difficulties met 
in broadcasting to schools. Principals 
and teachers have too often felt that 
the entire school body should “listen in” 
at a fixed hour when something of im- 
portance was being broadcast. 

In order to overcome the obstacles 

of fixed program schedules and to con- 
form to accepted. classroom procedure 
with the least possible disruption of 
necessary ofpanization in schools, - Dr. 
Damrosch has called to his assistance 
-some of the country’s wellknown edu- 
cators. 
The standing committee on music ap- 
preciation of the Music Supervisors’ Na- 
tional Conference suggested types of 
concerts desired and the time allotment 
now in effect. 

A small council which will meet an- 
nually in New York City consists of 
nationally known leaders in different 
fields of education, city superintendents, 
principals, music directors, and state 
supervisors of music. 

A glance at the following arrange- 
ment of dates will show that an aver- 
age of fifteen minutes weekly is all that 





Fine Music for All Schools 


is required of any individual student. 
Hours are given in Eastern Standard 
time. Teachers will wish to write these 
hours on the school calendar and into 
their planbooks. By planning well in 





Was DaAmMRoOsCH, whose children’s con- 
certs in New York City have been for 
many years the envy of music teachers every- 


where. Through radio Mr. Damrosch now 
belongs to the nation and the world. The 
feature here announced should mark the 
beginning of a new epoch of popular ap- 
preciation of fine music. 





advance the full benefit of this new op- 
portunity can be made available to 
classes in music appreciation. 


Friday Morning Concerts 


Grades 3 and 4 at 11 A. M. 
Grades 7, 8, and 9 at 11:30 A. M. 


October 26, 1928 February 15, 1929 
November 9, 1928 March 1, 1929 
November 23, 1928 March 15, 1929 
December 14, 1928 April 5, 1929 
January 4, 1929 April 19, 1929 
January 18, 1929 May 3, 1929 
February 1, 1929 


Grades 5 and 6 at 11 A. M. 
Grades 10 and above, 11:30 A. M. 


November 2, 1928 February 22, 1929 
November 16, 1928 March 8, 1929 
December 7, 1928 March 22, 1929 
December 21, 1928 April 12, 1929 
January 11, 1929 April 26, 1929 
January 25, 1929 May 10, 1929 
February 8, 1929 


This seems a_ ridiculously small 
amount of time to be devoted to such 


[ 212] 





a purpose, especially as all great achieve- 
ment in performance must be preceded 
by the hearing of music literature artis- 
tically performed. 

The past of school radio—Until the 
last two or three years, school author- 
ities have hesitated to use radio in the 
classroom because of the dearth of edu- 
cational programs on the air, and be- 
cause receiving sets were not at first ca- 
pable of the best type of daylight recep- 
tion. Now, dozens of stations from 
California to Maine, and from Florida 
to Michigan, have been broadcasting to 
schools. Cleveland, Ohio, has for three 
years had a course of study in music 
appreciation graded to suit children of 
different ages. In Cleveland, radio les- 
sons have been a part of the regular 
course in music, and, in the upper grades, 
furnished material for projects in his- 
tory, geography, English, art, and pen- 
manship. For example, the — sixth 
grades, studying French music for one 
semester, heard French songs, as well 
as orchestral compositions over the air, 
sang folk tunes themselves, danced the 
dances of different periods and wrote 
the biographies of the various composers 
whose music they heard. 

National broadcasting—Although the 
local use of radio in enriching the reg- 
ular music course is important, national 
broadcasting is bringing to the schools 
of the country current events of inter- 
national importance that are history in 
the making. President Coolidge’s speech 
from Cuba, his Gettysburg address, the 
landing of the Bremen fliers, the Repub- 
lican and Democratic conventions are 
a few of the interesting events received 
in schools having sets during the past 
school year. 

The outlook—lIn spite of the achieve- 
ment of the past, in spite of the great- 
ness of Dr. Damrosch’s project dur- 
ing the coming year, we are only on 
the threshold of even greater develop- 
ments in education through radio. If 
administrators see that schools are 
equipped with adequate receiving sets so 
that students under ordinary classroom 
conditions may listen in at certain defi- 
nitely arranged periods, if teachers 
apply the same psychology they use in 
other classes, and if pupils participate 
themselves, making practical application 
of what they hear over the radio, the 
value of this new invention cannot be 
estimated. 





—-s 
et 


Aa @e om me =| > He 


~ 









HE’ REPORT of the Association’s 

Legislative Commission was pre- 

sented at Minneapolis by Super- 
intendent William M. Davidson of 
Pittsburgh, chairman of the Commission. 
The Legislative Commission’s major ef- 
forts in the past year, Dr. Davidson said, 
have been devoted to the campaign to 
establish a United States Department of 
Education with a Secretary in the Presi- 
dent’s Cabinet. In presenting his report 
the chairman stated that the new Edu- 
cation Bill was reintroduced in the House 
of Representatives on December 5, 1927, 
as H. R. 7, by Representative Daniel 
Alden Reed of New York, chairman of 
the House Committee on Education, and 
in the Senate as S. 1584 on December 13 
by Senator Charles Curtis, majority floor 
leader of the Senate and now Republican 
candidate for Vicepresident of the United 
States. 

The bill as reintroduced in the seven- 
tieth Congress, according to Dr. David- 
son, contains one important change. Sec- 
tion 10 has been added to provide for a 
National Council of Education to be 
composed of the chief school officials of 
each state and territory. This provision, 
he said, was added at the urgent in- 
sistence of a large number of leaders of 
the movement for a Department of Edu- 
cation in the hope of facilitating the 
work of the Department as a clearing- 
house for educational problems within 
the states. 

The chairman of the Legislative Com- 
mission paid tribute to the impetus given 
the Department of Education by Presi- 
dent Coolidge in his address to Congress 


last December. Dr. Davidson said: 
«, 

Not since the Education Bill has been be- 
fore Congress, has such an endorsement of 
the principles of the measure been made by 
a President of the United States. Nor have 
we, in any previous year, been so fortunate 
in having statements on the bill made by 
prominent members of Congress. On De- 
cember 20 the Congressional Record carried 
the remarks on a Department of Education 
by Representative Reed, co-author of the bill. 
Reprints totaling 100,000 have been circu- 
lated, and excerpts have been widely printed. 
The late Senator Woodbridge N. Ferris of 
Michigan, another friend of our cause, pre- 
pared a speech on the Education Bill early 
in the seventieth Congress, but was prevented 
from delivering it by his sickness and death. 
This undelivered address was filed in the 
Congressional Record of May 6 in connec- 
tion with memorial services for the Senator, 
and distribution has been begun of 40,000 re- 
prints. Senator Morris Sheppard of Texas, 








The New Education Bill at Minneapolis 


an avowed friend of the Education Bill, has 
fortunately been appointed to succeed Mr. 
Ferris on the Senate Committee on Educa- 
tion and Labor. 


The Commission’s report referred to 
a careful study which it has made of 
the legislative situation in Washington 


COMPLETE stenographic report of 
the latest hearing on the New 
Education Bill, to establish a Depart- 
ment of Education with a Secretary 
in the President’s Cabinet, has been 
published by the Government Printing 
Office. This hearing was held in 
Washington before the House Com- 
mittee on Education, April 25 to 28, 
inclusive, and was summarized on 
page 185 in THe JourRNAL last June. 
A comparatively small number of 
copies of the report were printed. In 
order that workers for the bill may 
be supplied with a record of the hear- 
ing Chairman Davidson of the Legis- 
lative Commission urges members of 
the Association to write their Sena- 
tors and Congressmen, asking that the 
report be reprinted after Congress 
meets in December. 

The report is a volume of 550 pages 
and is entitled “Proposed Department 
of Education. Hearing before the 
Committee on Education, House of 
Representatives, Seventieth Congress, 
First Session, on H. R. 7, a bill to 
create a department of education and 
for other purposes.” 








throughout the past year and which in- 
dicated the need for more careful or- 
ganization within the teaching profession 
before definite action can be obtained in 
Congress. The report states: 


In order to prepare for favorable action 
at that time renewed efforts will be neces- 
sary during the coming year by educators 
who are attempting to interest their Con- 
gressmen in this bill. It is therefore most 
important that members of Congress be in- 
terviewed on this subject while they are at 
home on vacations. Every teacher should 
arrange for a conference with his Congress- 
man about this bill, and in addition get at 
least one business man of the community to 
speak to his Congressman in support of a 
Department of Education. 

It is significant that both the major polit- 
ical parties in this country have at different 
times given their endorsement to the princi- 
ples involved in the Education Bill. The 
Republican party specifically endorsed a De- 
partment of Education and Relief at its 
Cleveland convention in 1924. The Demo- 
cratic party in the same year, at its New 
York convention, and again this year at the 
Houston convention, has likewise committed 
itself to the general principle for which this 


[ 213 ] 


Association has stood since 1918 in its battle 
for a Cabinet post for education. It is like- 
wise significant that the Republican party, at 
its recent convention in Kansas City, nomi- 
nated as its candidate for vicepresident one 
of the sponsors of a Department of Educa- 
tion, Hon. Charles Curtis of Topeka, Kansas, 
co-author with Congressman Reed of the 
new Curtis-Reed bill, now before the Edu- 
cation Committees of both houses of Con- 
gress. 


Dr. Davidson closed his statement 
before the Representative Assembly by 
voicing again, as he did in Seattle a year 
ago, the plea for an active program of 
wholehearted cooperation by all members 
of the teaching profession. He said: 


The chairman of your Legislative Com- 
mission realizes now more than ever that 
the prime necessity at this stage of our cam- 
paign is to carry this bill back into the 435 
congressional districts. No organization in 
America is comparable to the organized 
teaching profession for this task. First the 
educators must be informed and then fired 
with a zeal for the work of winning the 
support of the lay public. The teaching 
profession must furnish the dynamic power 
for the work of interesting business men 
and other community leaders in the prob- 
lems of modern schools. Once they see the 
need for a Department of Education, these 
business men will not have great difficulty in 
convincing Congressmen that the Education 
Bill should be enacted. 

With 31 great national organizations sup- 
porting the movement for a Department of 
Education, with 44 state chairmen of activi- 
ties in behalf of a Department of Education, 
and with a district chairman now in each 
congressional district of 35 states it ought 
not be said that the members of Congress 
have not been informed of the need for en- 
actment of the Education Bill and the deep 
interest of their constituents in its behalf. 

After all the campaign for this measure is 
largely a campaign of education. Not until 
the voters in the states, and especially the 
teachers themselves, know what the Edu- 
cation Bill provides and are enthusiastic in 
its support—not until then will Congress pass 
this legislation. Those people who think 
that this measure will be enacted into law 
by some clever strategy at Washington, 
rather than by a serious nationwide effort, 
are not familiar with the situation which 
exists in the Congress of the United States 
today. 

During the past year the movement for a 
Department of Education has made consid- 
erable headway, but the chairman of your 
Legislative Commission urges renewed and 
more purposeful efforts in this cause until 
the enactment of the bill shall have been 
assured. 

The report of the Legislative Com- 
mission was adopted by the Representa- 
tive Assembly at Minneapolis with op- 
posing votes. 





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, Uel W. Lamkin 
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 tor delegates to the 
Representative Assembly, to hold office, and to re- 
ceive THe JOURNAL. 

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

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

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


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


Joy Elmer Morgan Harold A. Allan 


Editor Business Manager 


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





Minneapolis Echoes 
Ete BEST REPORT of President Adair’s 


administration and of the glories of 
Minneapolis and its generous hospitality 
is written in the hearts of thousands of 
teachers who shared the inspiration and 
the fellowship of the Convention in July. 
In the correspondence that has come to 
the editor there are many paragraphs of 
praise and appreciation. Letter after 
letter refers to the spirit of goodwill 
which prevailed everywhere. Says Past 
President Jesse H. Newlon: 


The hospitality of Minneapolis was out- 
standing. There were many excellent speeches 
and inspiring occasions. The chief charac- 
teristic of the convention, however, was the 
goodwill which had been maintained and 
fostered throughout the year under Miss 
Adair’s leadership. This spirit of goodwill 
was still further manifest in the election by 
acclamation of Uel W. Lamkin, a leader in 
the field of teacher training, as the next 
president. 


Many of the letters speak of the ad- 
dresses by Daniel L. Marsh, president 
of Boston University; James C. Yen of 
Peking, China; and Max Zimpel of Ger- 
many. Says Superintendent David A. 
Ward of Wilmington, Delaware: 


The program as a whole impressed me as 
one of exceptional strength. There were a 
number of outstanding addresses that were 
not only informative but inspirational and 
stimulating. One of these was the address 





THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


by Dr. James C. Yen of Peking, China. I 
heard Dr. Yen in two addresses. His de- 
scription of the mass education movement in 
China was fascinating and helpful in show- 
ing what can be done to bring up the stan- 
dard of the illiterate class. The fact that the 
whole movement is the result of the in- 
fluences of public education in America is 
encouraging to all of us in our effort to edu- 
cate our own adult illiterate population and 
in our effort to contribute educationally to 
the peace and progress of the world. 


Dr. George D. Strayer of Teachers 
College, Columbia University, also a past 
president, comments: 


I think one of the best addresses that I 
have ever heard was given by the Chinaman 
who talked on Mass Education in China. 


Secretary F. E. Reynolds of the Ohio 
State Teachers Association commends the 
entire set-up of the meeting, especially 
the exhibits and the patriotic program on 
the fourth of July. He says: 


The patriotic service on Wednesday morn- 
ing was the high mark in the whole meeting. 
Senator Fess is always a pleasing speaker 
and never more so than in his address that 
morning. 


State Director George W. Wanna 
maker of St. Matthews, South Carolina 
got much profit from the exhibits and is 
looking forward to next year. He re- 
marks: 


I was deeply impressed when Atlanta was 
selected for the next convention. This is 
going to mean much for the South and for 
America as a whole. 


Another note of appreciation is struck 
by Miss Florence Hale of the State De- 
partment of Education, Augusta, Maine, 
who writes: 


One of the best things about the convention 
was the poise and good judgment of the 
presiding officer, Miss Adair. In particular 
her unselfishness in her attitude toward all 
of her speakers and colleagues generally was 
very pronounced. She took very little time 
herself and was extremely brief and tactful 
in what she said about her speakers so that 
it gave them just the right setting. Also her 
poise and lack of tenseness kept the audience 
calm and satisfied. I enjoyed particularly the 
address by Dr. Yen. 


State Director W. H. Holmes, super- 
intendent of schools of Mt. Vernon, New 
York, refers to: 


- . . the masterly way in which Miss 
Adair presided over the meetings. It is a 
difficult position in which to place a person 
who has not had long schooling in the art of 
parliamentary procedure, but Miss Adair met 
every situation in a way to bring about har- 
mony and goodwill and to speed the business 
of the meeting. The teaching profession has 
reason to be proud of her and her achieve- 
ment as president. 





October, 1928 


Secretary J. P. Coates of the South 
Carolina Teachers Association notes: 


I appreciate the emphasis that was put 
on both character education and physical 
education. I am also watching keenly the 
growing interest of the “average teacher” in 
the work of the Association. The exhibits 
were fine—an education in themselves. 


Dr. John J. Tigert as he leaves the 
United States Commissionership of Edu- 
cation to take up his new work as presi- 
dent of the University of Florida, sends 
his cordial congratulations on the con- 
vention, saying: 


I think that President Adair set a new high 
level for N. E. A. presidents. She extended 
goodwill for the organization throughout the 
length of the land. As I am leaving the 
Bureau of Education I am glad to have this 
opportunity to express appreciation for the 
cooperation and enthusiastic support which 
the Association has given the Bureau under 
her leadership. 


There is unusual satisfaction with 
Atlanta as the next meeting place. The 
city is already laying plans to entertain 
a large attendance and President Lamkin 
is planning a program that no teacher 
can afford to miss. The true national 
character of the Association is well sug- 
gested in the location of its meetings 
during recent years—Seattle, Phila- 
delphia, Indianapolis, Washington, D.C., 
and Oakland-San Francisco. For 1929 
Atlanta! Let the entire profession join 
to make this convention a new high-water 
mark. Plan early to come. 





| hain B. Joynes, President of the Depart- 
ment of Classroom Teachers, 1928-29. 
Mrs. Joynes is a teacher in Maury High 
School, Norfolk, Virginia. 









HE RESOLUTIONS of the National 
" Esecatin Association are worked 
out with great care. At the an- 
nual convention each state delegation 
elects a member of the Resolutions Com- 
mittee to serve for the following year. 
This new committee is immediately or- 
ganized and works for an entire year 
on the statement of policies to be pre- 
sented to the next annual convention. 
These resolutions are the work of such 
a committee serving under the chairman- 
ship of Mr. Joseph Rosier, President, 
State Normal School, Fairmont, West 
Virginia, with Miss Edith Grosvenor of 
Business High School, Washington, 
D. C., acting as secretary. 
The committee for 1928-29 has se- 
lected as its chairman Miss Elizabeth 
McCormick, Principal, Timothy O. 


Howe School, Superior, Wisconsin. 


1. Education for a democracy—Our 
American democracy is based firmly on 
the principle of the equal inalienable 
right of all to life, liberty, and the pur- 
suit of happiness. But there can be no 
equal right for all, no best achievement 
for any without full and equal oppor- 
tunity for education. To give this op- 
portunity to all in fullest measure, both 
as the means and as the end of democ- 
racy, is the great purpose of the Amer- 
ican public school. Through the pub- 
lic school we have undertaken to free, 
develop, inform, inspire, guide, and di- 
rect all the energies of all the people to 
the service of man and of society in all 
its forms. From the public school the 
American people expect and demand the 
promotion of individual welfare, public 
health, material wealth, social purity, 
political wisdom, safety and strength of 
state and nation, world vision, and prep- 
aration for the most effective service of 
humanity. It is for these results that 
the people pay ever more willingly rap- 
idly increasing sums of money for the 
support of the schools. That the money 
of the people may be well spent, the 
work of the schools well done and their 
purposes finally attained, we, for our- 
selves and fellow teachers, pledge the 
fullest devotion of all our energies as 
our patriotic duty and highest service to 
State and nation. 

2. National Congress of Parents and 
Teachers—No greater movement in the 
field of education has been fostered dur- 





Resolutions Adopted at Minneapolis 


ing the last quarter of a century than the 
organization of parent-teacher associa- 
tions. ‘This movement has for its pur- 
pose the welfare of children and it has 
held steadfastly to this high endeavor 





For School Faculty 
Meetings 


HIS ANNUAL statement of Associa- 

tion policies shows what problems 
a representative committee believes of 
immediate importance to the teachers 
of the entire nation. The points 
raised in this statement may well be- 
come topics in faculty meetings 
throughout the country. 


























Following are suggested topics for 
discussion: 


1. How education has contributed to the de- 
velopment of American democracy. 

2. How parent-teacher associations streng- 
then the work of the schools. 

3. The state’s responsibility for the educa- 
tion of all its children. 

4. How sound systems of tenure and re- 
tirement improve teaching service. 

5. Why a live curriculum is important. 

6. Recent advances in health and physical 
education in your state. 

7. Why books should have as favorable 
postage rates as magazines and newspapers. 

8. Education bill: How can you help to se- 
cure the passage of this important legisla- 
tion P 








and has become one of the most efficient 
agencies in the promotion of all activities 
which contribute to the successful train- 
ing of the child in its relation to the 
home, school, church, and state. In every 
commonwealth it exerts much influence 
in the field of the curriculum, and in 
the assumption of a proper latitude 
toward extracurriculum subjects. With- 
out its influence there would have been 
less progress in the securing of ade- 
quate funds for buildings, equipment, 
and maintenance of the public schools. 
The social intercourse of parents and 
teachers contributes to a better under- 
standing and appreciation of child na- 
ture and brings about united action in 
every community resulting in democracy 
in education. 

The National Education Association 
commends this great organization upon 
the work already accomplished and as- 
sures its cooperation in all efforts to 
promote a closer relationship between 
the home and the school. 

3. Financing education — The long- 
established and widely accepted principle 
of equalizing educational opportunity is 


[215] 


closely allied with financing education. 
Provisions for education based on abili- 
ties and needs of children are generally 
directly proportional to school revenues. 
The real problem therefore of financing 
education is to devise a system of school 
revenue that will assure equal educa- 
tional opportunity which is the birth- 
right of every American boy and girl. 
The state has the sovereign right and 
the inescapable duty to organize, super- 
vise, and administer education.  In- 
equalities in educational opportunities 
exist in almost every state because of in- 
equalities and inequities in taxation nec- 
essary to produce school revenue. In 
those states where the lack of school 
revenue is most noticeable, invariably 
taxing possibilities have not been ex- 
hausted. ‘There should be made a study 
and investigation of additional sources 
of school revenue, with special attention 
to indirect forms of taxation. 

The state should accept the responsi- 
bility for seeing that a satisfactory pro- 
gram of education is offered to all chil- 
dren and then it should in a businesslike 
manner set about the task of seeing that 
the burden of support of the program is 
distributed in such a manner that it will 
fall upon the people in all localities ac- 
cording to their ability to furnish school 
revenue. 

4. Retirement—Sound teacher retire- 
ment systems increase school efficiency. 
The fact that twenty-two states and the 
District of Columbia now have state- 
wide laws with eleven more states hav- 
ing laws that apply to certain cities 
only, and that the other sixteen states 
are working diligently towards statewide 
retirement legislation, shows that the 
public and the teaching profession recog- 
nize the value of this movement to the 
teaching profession. We believe in a 
retirement system that is absolutely fair 
to the teacher and to the public. The 
efficiency of the teacher is increased by 
a retirement system, because it lengthens 
the period of teaching efficiency by re- 
lieving the teacher’s mind of a fear of 
destitute old age and by making it pos- 
sible for a teacher to invest in study, 
training, and travel, without endanger- 
ing the provision made for his later 
years. 

The National Education Association 
indorses legislation providing for a fair 
and just retirement of teachers and be- 





216 THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 





October, 1928 





lieves that a sound plan for this purpose 
will contribute greatly to the growth 
and the stability of the teaching profes- 
sion. 

5. Tenure—The development of the 
teaching profession depends in a very 
large measure upon the permanence of 
teaching positions and the freedom of 
teachers from those disturbances and 
petty annoyances that cause unrest and 
dissatisfaction. For these reasons this 
association gives its support to all legis- 
lative movements for the securing of 
tenure of position for the teachers of our 
country. We commend those states and 
cities that have safeguarded their schools 
by creating laws for teacher tenure. We 
believe that we cannot have the teaching 
profession that is desirable until teachers 
throughout the country have reasonable 
assurance of tenure. 

This association pledges its support to 
legislation for the purpose of improving 
conditions of tenure, and urges upon 
cities and states the importance of per- 
manence in teaching positions to insure 
the stability and progress of the teach- 
ing profession. 

6. The curriculum —The National 
Education Association recognizes the 
study and investigation of school cur- 
ricula as one of the important educa- 
tional projects in presentday education. 
The increase in knowledge in all fields 
of human endeavor has made necessary 
the selection of subjects for use in the 
school programs of the country. The 
efficiency and the value of modern edu- 
cational programs will depend upon a 
wise selection of material for use in the 
instruction of children. ‘This associa- 
tion notes with interest and approval 
the many studies and reports on the cur- 
riculum that have been made in recent 
years. We believe that the determina- 
tion of educational objectives growing 
out of the study of the school curriculum 
and the selection of subjects with proper 
objectives are essential in the develop- 
ment of presentday school programs. 

The greatest objective in all educa- 
tional training is the growth and devel- 
opment of the child in all those qualities 
that make for complete living. We hold 
to the principle that all programs of 
study should be subordinate to the ad- 
vancement of this great purpose. 

7. Illiteracy—The National Educa- 
tion Association has stood consistently 
for the removal of adult illiteracy from 
the United States and has fostered the 
movement as one in keeping with the 
high ideals and patriotic spirit of the 
teachers of America, as well as one that 


fulfills the meaning and true purpose of 
democracy. 

The year 1930 will be a momentous 
one in educational history, marking as 
it does the new census and the rank 
which our country will occupy among 





unE Marie Rot, granddaughter of Jennie 
J R. Nichols, chairman of the Committee on 
Humane Education of the National Congress 
of Parents and Tedchers, is the fairest blos- 
som in her garden. 





others in literacy. The best possible use 
should be made of the intervening time 
both to enlighten mankind and to lift 
our nation to the place which it de- 
serves to occupy. 

The challenge is to all America, but 
to the teachers it is insistent. We call 
upon the teaching forces of America to 
enlist in a united effort to rid their com- 
munities and the nation of illiteracy by 
1930. 

8. Americanization—The adaptation 
of persons of foreign ancestry and the 
naturalization of the foreign born into 
American citizenship is a matter of such 
importance to the welfare of the nation 
that it should be handled with the great- 
est intelligence. We commend all move- 
ments for the true and sound Ameri- 
canization of those who do not possess 
by inheritance the spirit of our Ameri- 
can institutions, without bringing upon 
those who seek American citizenship 
through the process of naturalization 
any hardship. We hold that the full 
rights of American citizenship should 
not be conferred upon those who have 
not come into full possession of the 
American spirit and American ideals. 
We approve those institutions and agen- 








cies that by instruction, training, and 
inspiration, are striving to bring the for- 
eign born into a loyal and understand- 
ing relation of our American institutions 
and a loyalty to our national ideals. 

9. International relations—The Na- 
tional Education Association declares its 
interest in all movements for the pro- 
motion of more amicable relations among 
the nations of the world. We believe 
that the nations have much more to gain 
through the practise of amity and peace 
than through misunderstanding and dis- 
cord. We especially commend the work 
of the World Federation of Education 
Associations, and we pledge our support 
and cooperation in its various movements 
for the establishment of a better under- 
standing among the peoples of the earth. 
We believe that world peace can only 
be established through a process of edu- 
cation in all nations and that the estab- 
lishment of universal educational ideals 
among the nations will be the greatest 
force for creating international under- 
standing and peace. 

To attain these results we recommend 
that educational institutions provide 
courses of instruction in international 
relations and that all available materials 
for the cultivation of goodwill among 
the nations be fully utilized. Such in- 
struction should be especially emphasized 
in the teacher training institutions. 

10. Freedom of the teacher—The Na- 
tional Education Association — believes 
there is urgent need for recognizing the 
influence of the teacher’s status on the 
whole process of education in the pub- 
lic school. This is especially true in the 
nature of the contract, the status of the 
teacher in the school and in the com- 
munity, and in relation to those in au- 
thority. We believe there should be 
more genuine freedom for the teacher, 
freedom in mind and spirit to achieve 
and create and to take pride in the art 
of teaching, so that he may have the 
same satisfaction in achievement ana 
recognition that the lawyer, the doctor, 
and the engineer have in the practise of 
their professions. Such freedom should 
be accompanied by a proper. restraint 
and a sense of obligation and responsi- 
bility in all relations. 

This association approves for all 
those engaged in public education that 
academic freedom which means, not the 
propagation of unsound or revolutionary 
theories, but rather the exercise of initia- 
tive and independence in the preparation 
of individuals for freedom in a democ- 
racy. ‘The men and women engaged in 
the work of education in our country 














Vol. 17, No. 7 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 2 





— 


/ 


eee eee Le ne nn nn nn a a ni 


should illustrate in their professional 
activities the finest type of American 
citizen. 

11. Convention attendance—We call 
the attention of directors of summer 
schools for teachers and summer sessions 
of colleges and universities attended by 
teachers to the importance of so ar- 
ranging their work as not to deprive 
their students of the opportunity of at- 
tending the meetings of the National 
Education Association. 

12. Health and physical education— 
Health is winning increasing and clearer 
recognition as the fundamental objective 
in the entire program of public educa- 
tion. We recognize health education 
and health service for children as a 
definite and appropriate function of the 
public school. This objective should be 
defined as health of body, health of 
mind, and health of character. It is a 
primary function of the school to dis- 
cover the health assets and health lia- 
bilities of the child, to conduct health 
inspection for the prevention and control 
of communicable disease, to keep a rec- 
ord of the health and growth of each 
child as a part of an educational record, 
to provide a healthful school environ- 
ment, and to safeguard the life and 
health of the pupils in promoting all 
first aid and safety provisions against 
accident. 

The purpose of health education is to 
bring to bear upon every child in the 


school, the greatest possible number of 
infiuences favorable to the inculcation 
of habits, attitudes and knowledge de- 
sirable for individual and community 
health. 

Physical education should put the 
major emphasis upon an extensive pro- 
gram of wholesome activities for all 
pupils, rather than the devotion of the 
facilities of instruction primarily to the 
more highly gifted and intensively de- 
veloped few capable of winning vic- 
tories and contests. 

We indorse all movements in the com- 
munities and in the schools of the coun- 
try for the promotion of physical edu- 
cation and mental health. We believe 
there is no greater objective in educa- 
tion than the ideal of a sound mind in 
a sound body. 

13. Postage rates for books—This as- 
sociation gives its indorsement to the 
proposal to amend the postal laws so 
that more favorable rates may be granted 
for the circulation of books through the 
mails. The diffusion of knowledge, and 
the advancement of culture are depend- 
ent largely upon the wide distribution 
of books. For this reason no unneces- 
sary restrictions should be placed upon 
the circulation of books among the peo- 
ple. 

14. Unity of educational administra- 
tion—In recent years it has been sug- 
gested that the business administration 
of schools can to advantage be divorced 





The charm of a child 
has rarely been so 
well caught in a 
photograph as in this 
picture of Catherine, 


daughter of Ben E. 


|  Harris,Supervisor of 





Industrial Education 


of Alabama. 


from their professional management. 
It has been argued that the construction 
of school buildings, their maintenance 
and operation, the purchase, storage, 
and distribution of supplies, the mak- 
ing of the budget, and the like, can be 
best handled by one trained in business 
affairs. In a considerable number of 
school systems the business manager has 
been made an officer coordinate with the 
superintendent of schools reporting di- 
rectly to the board of education. This 
type of organization ignores the fact 
that every act of the business manager 
is worthy of approval only as it con- 
tributes directly to the furtherance of 
the educational program adopted by the 
board of education. 

All affirm the necessity for adequate 
business procedures in the administra- 
tion of a school system. The board of 
education in larger communities 
should elect, upon the nomination of the 
superintendent of schools, an assistant 
superintendent in charge of business af- 
fairs. This man should be highly trained 
as a business executive and should cooper- 
ate with the superintendent of schools 
in the making of the budget, in the de- 
velopment of plans and the supervision 
of the construction of buildings, in the 
purchase, storage, and distribution of 
supplies, in the handling of the payroll, 
and the like. His efficiency will be in- 
creased by virtue of the relationship 
which he bears to the chief executive 


our 



















218 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCLATiON 








oficer of the board of education. ‘The 
administration of the school system will 
profit from a relationship which is sound 
in theory and which has been success- 
fully established in practise. 

15. Bureau of education—We com- 
mend the work of the United States Bu- 
reau of Education, done too often with 
meager funds and inadequate equip- 
ment. We urge upon Congress the 
importance of making to the Bureau of 
Education such adequate appropriations 
as will enable it to do effectively and on 
the plane of present needs all the work 
f investigation, information, advice, 
and promotion for which it was estab- 
lished. Because of the rapid growth of 
the public high school as a part of our 
system of education we urge the need of 
i comparatively large appropriation for 
the special purpose of enabling the Bu- 
reau, in cooperation with state and local 
authorities and agencies, to make a 
thorough and comprehensive study of 
public secondary education, its organiza- 
tion and methods, and its relation to and 
articulation both with elementary edu- 
cation and with higher education. 

16. The education bill — Efficiency 


and economy demand that the several 
agencies of the federal government deal- 
ing with education, now distributed 
among the several executive depart- 
ments, be consolidated in a department 
of education. 

The welfare of the children enroled 
in our schools is dependent upon our 
ability to make available to boards of 
education, to superintendents of schools, 
and to teachers throughout the nation, 
the results of current practise, of ex- 
periments wherever they are conducted, 
and of scientific investigations. 

We urge that a department of educa- 
tion be created under the leadership of 
a secretary, with a seat in the President’s 
Cabinet. We urge that adequate sup- 
port be provided for this department in 
order that it may conduct such inquiries 
and disseminate such information as will 
make for the highest degree of efficiency 
in all of our schools. This service can 
be rendered by a federal department of 
education without in any way interfer- 
ing with the constitutional rights of the 
several states to control, administer, and 
supervise their own schools. 

We urge the Congress of the United 


October, 1928 





States to create a department of educa- 
tion in accord with the principles cm- 
bodied in the Curtis-Reed Bill which 
was before the last session of Congress, 

17. To Minneapolis — Among. the 
benefits to those attending the annual 
meetings of this association are the op- 
portunities to visit states and cities dis- 
tant from their own homes. Our pleas- 
ure and profit have been especially great 
in seeing and knowing Minnesota and 
Minneapolis. We have found here in- 
spiring natural beauty, and a city of at- 
tractive qualities. We have been im- 
pressed with the educational progress 
manifested in this fine American city. 
We deeply appreciate the spirit of hos- 
pitality shown to us by the city of Min- 
neapolis through its school authorities, 
and its parent-teacher association. 

We shall depart with agreeable and 
lasting memories of our visit to this part 
of our country, and its wellorganized 
and efficient eommittees, its civic organi- 
zations, and the press of the city. We 
shall depart with enthusiastic and last- 
ing impressions of our visit in this our 
great Northwest.—<Adopted by the Rep- 
resentative Assembly, July 6, 1928. 


Outlines for Group Study and Faculty Meetings 


HE JOURNAL OF THE NATIONAL 

EDUCATION ASSOCIATION is used 

in many schools as the basis of study 
for faculty meetings. Each number con- 
tains helpful articles on problems of 
the profession. Since January the Jour- 
NAL has printed the following articles 
on such topics as tenure, salaries, and 
ethics: 


Principles of tenure—editorial. Jan., 1928; 


17:18 
Teacher rating—Burton E. Davis. Jan., 
1928; 17:4 ‘ 


Ethics—For ‘Teachers: a Creed. Jan., 
1928; 17:26 ° 
“T would be true, etc.”—box. Jan., 1928; 
17:30 
Builders of our profession. Jan., 1928; 
17 :35 
Securing a teaching position—E. K. 
Hillbrand. March, 1928; 17:86 
Teachers’ salary trends and _ buying 
power—statistics. Jan., 1928; 17:28 
Teachers’ salaries before the war—John 
K. Norton. Jan., 1928; 17:27 
Teachers’ salary trends since 1913—John 
K. Norton. Feb., 1928; 17:55 
Teachers’ salaries—Present position—John 
K. Norton. Mar., 1928; 17:85 
Teachers’ salaries—The future—John K. 
Norton. Apr., 1928; 17:115 
Teachers’ salaries—A _ constructive pro- 
gram—John K. Norton. May, 1928; 
17:149 


At your meetings in discussing these 
topics bring out what progress has been 
made in securing tenure in 1927. Find 
out whether in your city, state, or county 
the standards of tenure compare with the 
National Education Association report. 
Are salaries in your community com- 
parable with the facts recorded here? 

Other JouRNAL articles and tables on 
the profession include: 


Growth of education associations—sta- 
tistics. April, 1928; 17:124 

Building our profession. Oct., 1928; 17:207 

The teacher’s philosophy of education— 
George Willard Frasier. June, 1928; 
17 7165 

Growth through travel—Gilbert Grosvenor. 
January, 1928; 17:1 


Help for curriculum committees— 
Now that teachers are serving on curri- 
culum committees it is fitting that their 
attention be called to such articles as: 


Remedial instruction in arithemtic—H. J. 
Otto. March, 1928; 17:87 

History and civic project—Once upon a 
time in Delaware—Ethel Blake. June, 
1928; 17:173 

Selecting the best textbooks—Frank X. 
Goulet. June, 1928; 17:183 

Health—School health and physical educa- 
tion. Jan., 1928; 17:29 


Health emphasis for commencement—Lucy 
Oppen. Apr., 1928; 17:125 

Chronic fatigue—editorial. May, 1928; 

17 :148 

Sunshine camp in Cambridge—Hilbert F. 
Day. June, 1928; 17:148 

The summer | round-up—Margaretta W. 
Reeve. April, 1928; 17:113 

What about radio? Jan., 1928; 17:14 

Continuous carefulness counts—Elisabeth 
M. S. Laughton. Feb., 1928; 17:49 

As the children see it—Sarah H. Christie. 
March, 1928; 17:81 

Preparation for auditorium periods— 
Joseph Weintrob. May, 1928; 17:139 


American Education Week is the best 
time in the fall to bring before the public 
the needs and achievements of the public 
schoo!s. Whether appointed as a mem- 
ber of the American Education, Week 
Committee or not, the teacher will gain 
a new appreciation of what may be ac- 
complished by group effort in reading 
page 181 of the June JourNAL and the 
eight-page section of the October Jour- 
NAL (pp. 223-230) devoted to Ameri- 
can Education Week. Apropos is the 
table, Enrolment in American schools 
during 1925-26, May, 1928; 17: 150 
and the article, Meeting parents, October, 
1928, page 209. 





(ff) 


ent 
pa: 
the 
Ex 


oo 


~- - = 








Constructive Tendencies in Education 


ECRETARY CRABTREE’S ELEVENTH 

ANNUAL REPORT, presented at the 

Minneapolis convention, empha- 
sizes the constructive educational tend- 
encies which have become evident in the 
past year and which have a bearing on 
the work and purpose of the National 
Education Association. 

‘The Association,” says the Secretary, 
“has advanced the interests of the pro- 
fession much more rapidly by getting 
into the current of the best educational 
tendencies, by contributing what it could 
to these tendencies and to others grow- 
ing out of them. Has not the gain been 
much more pronounced than would have 
been possible by spending its energies in 
trying to start new trends and theories ?”’ 

Among the constructive tendencies re- 
ferred to is that toward unity on the 
part of those engaged in educational 
work. At Seattle a year ago, the Secre- 
tary urged the adoption of a program 
which would provide more active par- 
ticipation in professional movements on 
the part of college instructors. ‘The re- 
port for this year indicates that a newly 
awakened professional consciousness is 
pervading the ranks of those who teach 
the younger children and those who do 
laboratory work in great research in- 
stitutions. ‘The development of a unified 
profession is also resulting in increased 
confidence on the part of the lay public. 
The reported attempt of the public 
utilities service bureaus to use the schools 
in influencing state and national legisla- 
tion on the question of ownership in 
public utilities is mentioned prominently 
in the report. In a summary of this 
question Secretary Crabtree says: 


While the evidence in the hearing of the 
Federal Trade Commission is not yet com- 
plete, it appears to show that these utility 
service bureaus have attempted to carry out 
the definite purpose of getting propaganda 
into the schools; that they employed college 
professors’ to lecture in schools and colleges; 
that they used their influence through school 
channels and through publishers of textbooks 
to force changes in texts satisfactory to their 
purpose—many changes having actually been 
made; that in some states between $50,000 
and $100,000 was used, a part of which was 
used to reach children in the schools and 
Students in high schools and colleges; and 
that salaries and part salaries were paid to 
those on the payroll of institutions. The 
selfish end is shown in forcing a textbook 
to omit reference to Samuel Insul’s gift of 
thousands to political parties. 

To overlook this insult on the intelligence 
of school authorities would open the gates 


for a flood of propaganda. To let these 
agencies, because of their millions and the 
strength of their organizations, have the right 
of way at this time would mean that all 
other agencies must also have free access to 
the public schools. Owing to the power of 
these agencies in some localities and states, 
it may be unwise and dangerous for a given 





ose Is a marked tendency to 
recognize education as a govern- 
mental issue separate and apart from 
the usual functions of government. 
This tendency recognizes that educa- 
tion has a fundamental re!ationship to 
the welfare of society and to the state. 
It is not simply passive and protec- 
tive. It is not a mere incident to the 
forward movement of society. It is 
more than all that. It places educa- 
tion as the foundation of human prog- 
ress, It tends to establish in the 


several states educational machinery, 
which is responsible to the people 


through the chief state school official 
and which in each state and commu- 
nity separates school issues from all 
others of state and municipal con- 
trol. If the tendency in this direction 
develops as it bids fair to do, it will 
ultimately bring about in this coun- 
try a popular habit of mind which 
will enable citizens and voters to 
solve school problems in the terms 
of school issues, separate from the 
other issues of politics and govern- 
ment. No more wholesome tendency 
is evident than this one—J. W. 
CRABTREE. 








educator to raise his voice against what is 
going on, but there is no such handicap on 
the actions of this Association as a whole. 


The Secretary recommended that the 
National Education Association strongly 
denounce the purpose and efforts of the 
utility service bureaus to carry propa- 
ganda into the schools and that the As- 
sociation appoint a committee to investi- 
gate the whole propaganda question and 
report at the convention in Atlanta in 
1929. 

The steadily decreasing opposition to 
the movement for a Department of Edu- 
cation with a Secretary in the President’s 
Cabinet is indicated in the 
which says: 


report, 


The early fear that a department would 
be immediately followed by establishing a 
national university in Washington, which 
would lessen the prestige of national uni- 
versities already established, is seldom men- 
tioned now. Those who honestly feared that 
the promotion of public school education 
through a department would handicap and 
injure private and church schools, are grow- 
ing less and less persistent in their opposi- 
tion. About the only arguments urged now 


[219] 


are exactly the same that were urged against 
the Departments of Agriculture, Commerce, 
and Labor. With the stimulus from the 
study of the bill back home and the easing 
up of bitter opposition, the bill could be 
passed whenever it is possible to bring it 
to a vote in Congress. 


The growing interest in improving the 
programs of graduation exercises in the 
schools and colleges was described. On 
this subject the report says: 


The commencement season each year wit- 
nesses the passing of three or four million 
young people from one unit of the school 
system into the next higher unit or out into 
active life. These promotion and commence- 
ment exercises focus the attention of prac- 
tically the entire nation on its ideals. At 
best they help to build into the lives of young 
people an appreciation of the more abiding 
values. During the past year a movement 
has been promoted by the Association through 
its division of publications to vitalize com- 
mencements by taking advantage of their 
larger possibilities. That there is a wide- 
spread desire to make commencements richer 
and more forceful is shown by responses to 
editorials in THE JouRNAL and by efforts of 
leading school systems to bring new life 
into this great annual occasion. The As- 
sociation may well be proud of the success 
of this movement. The secretaries of state 
associations are cooperating with the na- 
tional association in an effort to put new 
life into all commencement exercises whether 
in the kindergarten, grammar grade, or 
college. 

The growing importance of research 
is emphasized by the report: 


In the field of education, research is prov- 
ing that education is not the intangible 
process that it was formerly supposed to be. 
Research indicates that education can be 
directed by studying the individual child as 
he is, by visualizing him with his particular 
capacities developed, and by adapting 
courses of study, methods, and environment 
to bring about those changes by which he 
may go out to meet life in terms of his 
own best self. Scientific educational re- 
search only dates back to approximately 
1900. In the last quarter of a century we 
have glimpsed its possibilities. 
years of thoughtful experimentation lie 
ahead of us. Research which evolves out of 
a sound education philosophy and which is 
interpreted by this same philosophy aids 
teachers, principals, and superintendents in 
doing better work. 


Challenging 


Among other important progressive 
educational movements referred to in the 
report was the growth of interest in 
American Education Week. The Secre- 
tary reiterated his former recommenda- 
tion that the National Education Associa- 
tion encourage the worldwide observance 
of Education Week each year. 








Points From Minneapolis 


HE PUBLIC SCHOOL has kept alive 
the watchfulness of the citizen. 
The rural schools have made and 

are making a real contribution to our 
As long as the 
teachers have instilled and are instilling 
in the minds and hearts of the school 
children of our nation the great Ameri- 
can ideals of good citizenship, noble char- 
acter, the dignity of labor, and the de- 
veloping of character through play, we 
can feel secure in the future of our 
nation.—Chloe C. Baldridge. 

TopAY WE ARE inclined to overem- 
phasize education for the group at the ex- 
pense of education for the individual. 
We have made a cult of service, coopera- 
tion, and citizenship, forgetting in our 
social zeal that fundamental paradox 
that “Isolation must precede true 
society’ (Emerson). At the basis of the 
group is the individual. As a result of 
our sentimental emphasis on cooperation, 
pupils are beginning to resent any effort 
to differentiate the individual from the 
mass. They do not aspire to achieve 
beyond the ability of the average. ‘They 
are content if they are “‘as good as the 
rest.” Yet it is the variant within the 
species that propels evolution; and it is 
the superior individual who has made 
progress.—Luella B. Cook. 

SELFPRESERVATION of our democracy 
demands that the high school stress citi- 
zenship above all other objectives, and 
prominent leaders and leading educa- 
tors recommend that we try to develop 
civic responsibility. A high school 
should therefore be a laboratory for 
teaching citizenship, even if it interferes 
with scholarship, although I have never 
found that teaching responsibility for 
citizenship through student cooperative 
selfgovernment and developing scholar- 
ship were necessarily incompatible — 
R. R. Cromwell. 

THE TIME has come when America 
must sound the warning against the 
effort to break down the moral forces 
of America no matter what be the urge 
or where the source. Law enforcement 
in the interest of order must be observed, 
and on no basis shall there be a weaken- 
ing at the violation of war no matter 
what it be—Simeon D. Fess. 

IN ORDER FOR rural education to have 
its chance to educate its children for 
citizenship we must first have legislation, 
an ecomonic relief; second, we must see 
the opportunity that we have even now 


nation’s citizenship. 


and work to teach citizenship through 
the subjects of rural school curriculum. 
A good citizen must be one who finds joy 
in his work, he must be one who loves 
the finer things of life and has some 
way of expressing himself in them.— 
Florence Hale. 





G searen Simeon D. Fess, whose patriotic — 


address before the National Education 
Association on July 4 was enthusiastically 
received by the many thousands who heard 
it in the Minneapolis Auditorium. 





EpUCATION GIVES to the individual 
that most precious of all possessions— 
skill in the art of living. To accomplish 
this skill we must emphasize the first 
objective of education—health. The real 
purpose of health supervision in the 
schools is the maintenance at a high 
standard of excellence of the health of 
those attending, in order that children 
may receive without handicap the largest 
benefit from the schools and go forth 
into life with health and strength.— 
Cora T. Helgesen. 

A SCHOOL ENVIRONMENT § should 
make it easy for a child to practise the 
essentials of healthful living. All de- 
partments in a school system, from the 
janitor to the superintendent, contribute 
to the health of the child. The coordina- 
tion of the various activities and a whole- 
hearted working together are the great- 
est factors in laying the cornerstone of 
health. ..The school of today offers the 
greatest opportunity for the building of 
healthy human beings which has ever 


[ 220] 


Addresses 


been known in the history of the world.— 
Sally Lucas Jean. 

WE LEARN BY doing—and the only 
way one can become a good citizen is 
to practise being a good citizen. If 
youth is to learn citizenship and develop 
ethical character, ‘then it must be by 
practise of the qualities of honesty, fair 
dealing, consideration for the rights of 
others, unselfishness, cooperation, and 
industry. These qualities are made possi- 
ble by regular studies and by what we are 
pleased to call extracurriculum activities, 
The development of character is a mat- 
ter of growth day by day in all situa- 
tions of life—Edith B. Joynes. 

EDUCATION Is the indispensable means 
by which society shapes its ends and de- 
termines its progress. It is the function 
of the teacher to interpret the past, pre- 
serve the present, and determine the fu- 
ture. It is impossible to capitalize society 
so strongly that its accumulated moral 
strength will not subside and ultimately 
end in bankruptcy unless its strength is 
renewed each new generation. That 
means that every generation is faced 
with the necessity of saving society.— 
Daniel L. Marsh. 

PHYSICAL EDUCATION is an adminis- 
trative arm of general education. The 
contributions are not wholly for the 
physical, but it works through the physi- 
cal. Physical education must not be con- 
fused with mere exercise. It involves 
exercise of course, but it affects the en- 
tire organism, which is distinctly a unit, 
mentally and physically.—J. B. Nash. 

OuR SCHOOLS are made better because 
our teachers are made better by retire- 
ment legislation. The children and the 
community are the direct benefactors. 
The fact that twenty-two states and the 
District of Columbia now have state- 
wide laws, with eleven more states hav- 
ing laws that apply to certain cities only, 
and the other sixteen states now work- 
ing diligently toward statewide retire- 
ment legislation shows that, nationally, 
the public and the teaching profession 
recognize the value of teachers’ retire- 
ment to the teaching profession.—E. 
Ruth Pyrtle. 

SINCE INTERNATIONAL affairs are so 
important, and since the purpose of 
schools is to train citizens to deal with the 
important phases of civilized life, we 
cannot afford to neglect the teaching of 
international problems in the schools.— 


Howard E. Wilson. 











Presenting the New President 


E YE DOERS of the word and not 
B hearers only.” That is the spirit 

which has brought Mr. Lamkin 
up the ladder from a pioneer Missouri 
home to the Presidency of the National 
Education Association. He has done 
well whatever his hand found to do. 
Persons who visit the fine institution 
over which he presides speak often of 
the discriminating sense of values that 
has been built up among the students 
and of the abiding loyalty and integrity 
of both students and faculty. Tens of 
thousands of Missouri children are bet- 
ter taught because of the work Mr. 
Lamkin is doing in their midst. His 
life is firmer in its values for having 
come out of the soil of democracy. 
Members of the Association may well be 
proud that their new President is de- 
scended from a line of forefathers who 
have taught school in America since the 
days of Washington and Franklin. 

The allinclusive character of the As- 
sociation is suggested by its choice of 
presidents. Many points of view and 
diverse gifts have come to this influen- 
tial office. Calling the roll of recent 
officers in reverse order, one has a class- 
room teacher, a state superintendent, an 
elementary school principal, and a city 
superintendent; one has representatives 
of Virginia, Illinois, Massachusetts, and 
Colorado; and one understands why 
America has achieved a degree of unity 
found over no other similar area on the 
face of the globe. 
in the schools. 

Uel W. Lamkin was born in Mis- 
His father, E. P. Lamkin, was 
for many years associated with the Clin- 
ton, Missouri, Academy. Mr. Lam- 
kin’s schooling was obtained in this 
academy and in the University of Mis- 
souri. His professional experience began 
with the principalship of the Washing- 
ton School at Clinton. Since then he 
has been high-school teacher and prin 
cipal, state high-school inspector, county 
superintendent of schools, state superin- 
tendent of schools, chief of civilian re- 
habilitation service, and director of the 
Federal Board for Vocational Education. 
Since 1921 he has been president of the 
Northwest Missouri State Teachers Col- 
lege at Maryville. 

All his life Mr. Lamkin has been a 
builder. His gift for constructive work 
as revealed at Maryville is a prophecy 
of what his leadership in the National 


It has been inspired 


souri. 


Education Association will mean. Under 
his guiding hand the Maryville State 
Teachers College has developed in both 
spirit and plant. On the campus have 
been erected two new buildings, one for 
physical education and one a girls’ resi- 





EL W. LAMKIN, president of the National 

Education Association for 1928-29, and 
president of the Northwest Missouri State 
Teachers College at Maryville since 1921. 





dence that is considered a model of its 
kind. Here is a school where dormi- 
tory life sets a standard of what the 
best home life should be. This college 
has won a class A ranking by the Ameri- 
can Association of Teachers Colleges 
and has been recognized a member by 
the North Central Association of Col- 
leges and Secondary Schools for its work 
in liberal arts leading to the A. B. de- 
gree. Here is a faculty which believes 
that every teacher must be a good scholar 
as well as a master of teaching technic. 

President Lamkin has been a worker 
in professional organizations for many 
years. While superintendent of schools 
in Henry County, Missouri, he was 
elected president of the State Teachers 
Association. For the past three years 
he has been a member of the executive 
committee of the Missouri Association. 
He also served as a member of the build- 
ing committee which directed the erec- 
tion of a $50,000 headquarters building 
for the State Association, in Columbia. 

Mr. Lamkin has been active for many 
years in the National Education Asso- 


[221] 


ciation and has contributed much to its 
growth and the development of _ its 
policy. For two years he served as 
chairman of the Committee on Resolu- 
tions and in 1926-27 he was a member 
of the Association’s Executive Commit- 
tee. He helped in the development of 
the headquarters retirement system 
which is considered a model for teacher 
retirement systems throughout the coun- 
try. 

Mr. Lamkin is the fourth representa- 
tive of Missouri to be elected to the 
presidency of the Association. The 
others were William T. Harris, 1875; 
F. Louis Soldan, 1885; and J. M. 
Greenwood, 1898. 


It is a tribute to Mr. Lamkin and a 
promise of growth for the Association 
that he was elected without opposition. 
That a large number of delegates came 
to the polls to cast their ballot when 
there was no contest and no special cam- 
paign was a compliment both to the dele- 
gates and to the new president. 

At the close of the final session of the 
Representative Assembly, the new Presi- 
dent was escorted to the platform by 
Past President Francis G. Blair. Presi- 
dent Adair thanked the delegates for 
their cooperation throughout the year 
and bespoke the same loyalty for the 
new President whom she then intro- 
duced. Said President Lamkin: “I 
have no hope of carrying out the work 
of this Association as efficiently as has 
been done by the daughter of Virginia 
who through her courtesy and ease of 
manner and good judgment and her 
kindly feeling has brought about this 
spirit of goodwill in this Association. I 
come to the office with some apprecia- 
tion of the difficulties that confront me 
and with the hope and belief that I shall 
have the hearty cooperation of every 
member of this Association in seeing that 
it continues to lead in bringing about 
such conditions in America as will pro- 
vide better teaching for children in this 
country that they may have life more 
abundantly and better serve this great 
Republic in which we live and which we 
all love.” 

In a conference with newspaper men 
following his election, President Lam- 
kin emphasized the welfare of the pupil 
in the classroom and suggested that the 
keynote of his work for the year would 
be the slogan of the Association, “A fair 
start in life for every child.” 








Growth of National Congress of Parents and Teachers 1918-28 


Prepared by the Research Division of the National Education Association 


Estimated 


Number of 

















Number of members by years 

















Percent of 
States population standard mee oe = —— _ ~ Rank for 
associa- | | members column banners 
— tions 1918 1920 1922 | 1924 1926 | 1927 | 1928 in 1928 

1 2 3 4 . . @ oe o | 10 11 12 13 
United States 120,013,000 98,844 | 189,282 | 401,308 | 651,133 | 967,766 | 1,133,357 1,275,401 ta eRe coetit3c.: 
Alabama .| 2,573,000 504 556 3,675 5,293 9,799 13,026 14,119 55 39 31 
Arizona 474, 000 | 504 1,200 2,142 3,798 4,424 4,822 4,739 1.00 27 29 
Arkansas 1,944,000 | 17 . «A 267 70 4,632 8,498 16,681 86 30 23 
California. . 4,556,000 21,741 23,880 | 53,047 | 79,808 | 132,229 136,785 150, 884 3.31 4 4 
Colorado 1,090,000 | 23 998 | 12,385 | 15,405 | 25,888 | 31,934 39,178 47,437 4.35 1 1 
Connecticut 1,667 ,000 3,000 3,280 5,015 7,624 9,099 9,962 10,181 .61 37 39 
Delaware ¥ 244,000 SOT is ence 5,414 9,698 | 11,011 9,773 9,155 3.75 2 2 
Dis. of Columbia 552,000 6 525 725 1,785 2,960 5,432 8,752 9,626 1.74 9 11 
Florida 1,411,000 3 | 242 265 359 1,626 7,914 12,417 16,512 1.17 19 5 
Georgia 3,203,000 | 2,351 8,000 8,340 | 14,184] 23,882 33,040 35,635 1.11 20 8 
Hawaii 307 , 100 sid:me-a.evinil oliaia-« x Se 202 254 1,229 1,357 3,339 1.09 21 25 
Idaho 546,000 30 | 190 821 2,159 3,846 §,174 4,340 5,633 03 24 27 
I oan 7,396,000 | | 6,192 11,765 | 27,023 | 54,007 | 74,154 92,645 96,592 1.31 17 22 
Indiana 3,176,000 | 709 3,556 11,238 | 16,427 | 24,832 26,583 29 ,089 .92 29 33 
lowa 2,428,000 | 1,676 2,808 | 16,640 | 25,126 | 35,059 44,609 40 ,997 1.69 10 13 
Kansas 1,835,000 4,290 8,608 | 17,383 | 21,156 18,714 29 684 1.62 11 12 
Kentucky 2,553,000 16,424} 12,255 16,000 | 15,817 19,589 19,724 .77 33 34 
Louisiana 1,950,000 | | 404 155 967 3,550 3,513 4,812 .25 49 48 
Maine 795,000 6142: 2... 1,083 1,126 1,945 4,056 8,427 1.06 23 26 
Maryland 1,616,000 | 598 758 2,378 6,009 5,636 8,176 8,310 51 42 43 
Massachusetts. .. 4,290,000 6,057 7,270 9,733 | 10,397 11,844 12,918 18,882 44 45 47 
Michigan 4,591,000 106 4,640 | 18,485 | 40,567 | 57,885 60,717 63,842 1.39 16 21 
Minnesota 2,722,000 | 31 Be Ss 1,558 12,551 19,282 21,870 27,174 1.00 28 30 
Mississippi 1,790,618 |} 1,159 1,51 3,195 | 10,504] 11,388 11,306 13,018 .73 35 14 
Missouri 3,523,000 | 7,745 | 16,788 | 39,157 | 34,239 | 46,939 60, 354 62,192 ‘37 8 9 
Montana 548,889 | 774 ‘607 505 ‘ths 2,946 4,134 | 4,214 Bi 34 38 
Nebraska. 1,408,000 | 28 913 4,874 | 14,142 15,193 19,786 1.41 15 20 
Nevada atte Le  . aree aeee  ee S 444 40 25 50 .06 50 50 
New Hampshire 456,000 | 315 600 2,197 106 2,857 3,732 3,614 79 32 37 
New Jersey 3,821,000 1 9.065 9,674 | 21,865 | 29,114] 41,464 43,267 54,316 1.42 14 18 
New Mexico 396 000 | oe . 232 754 776 2,082 1,650 1,837 46 44 46 
New York : 11,550,000 2 6,020 6,681 13,704 | 24.648 | 43,781 55,289 55,153 .48 43 45 
North Carolina 2,938,000 1 230 1,308 7,631 10,180 | 13,711 16,037 17,065 58 38 32 
North Dakota. 641,192 |.... Ok See 1,472 2,751 8,552 17,453 23,960 3.74 3 3 
Ohi> renee)  620296.000 2 920 2,310 [| 22,343 | 40,027 | 67,099 61,438 70,124 1.03 25 28 
Oklahoma 2,426,000 356 9 580 7,617 12,752 12,186 16,450 .68 36 35 
Oregon : 902,000 a 1,500 498 4,052 11,164 | 17,703 16,762 16,592 1.84 7 10 
Pennsylvania... . 9,854,000 3 3,283 7.041 12,890 | 20,150 | 29,107 44,923 52,198 53 41 42 
Rhode Island 716,000 5 2,129 2,687 4,013 4,787 9,099 8,279 8,440 1.18 18 24 
South Carolina . . 1, 864,000 468 227 318 1,796 3,844 5,223 4,958 27 48 40 
South Dakota. . . 704,000 507 790 996 5,039 6,350 8,503 10,032 1.43 13 17 
Tennessee. . 2,502,000 3.797 5,190 5,897 7,792 5,123 24,101 26,721 1.07 22 19 
_ ae 5,487,000 6,638 | 17,128 | 21,154] 30,608 | 43,737 50,001 56,235 1.02 26 16 
Utah 531,000 a Sapa Maun Cig? oe ¥ 1,173 2,858 54 40 41 
Vermont 352,428 4 740 1,179 1,296 3,824 4,855 7,587 8,481 2.41 5 6 
Virginia........ 2,575 ,00C 3 25 1,311 3,493 4,532 9,549 8,039 31 47 44 
Washington. ; 1,587,000 5,586 8,742 22,910 | 32,158 | 33,852 34,475 34,709 2.19 6 7 
West Virginia. ... 1,724,000 5 20 231 169 2,041 3,819 5,327 5,435 32 46 49 
Wisconsin. . . : 2,953,000 6 1,117 2,712 5,384 5,920 | 19,472 19,629 23,690 .80 31 36 
Wyoming | 247 ,000 | Oe 50 44 1,226 1,830 1,778 3,760 1.52 12 15 

| 

















BTAIN the figures for your state by 
reading table as follows: In .1918 
Alabama had a membership of 504 
in the National Congress of Parents and 


Teachers; in 1920, 556, and so on. 


The 


membership for 1928 had increased to 
14,119 (column 10). 


dredths of one percent of the total popu- 


At present, 55 hun- 


lation of Alabama, or 1 person in every 


182, is a member. 


This gives Alabama a 


relative ranking of 39. Alabama is 3lst 
in rank for banners (column 13). 
larly read figures for other states. 


Simi- 


Sources of data: Figures as to popula- 
tion for 1928 from U. S. Bureau of Census 


a Le a eT ae eee 


Estimates. Those for membership in the 
National Congress are from Statement of 






































Treasurer’s Receipts of the National Con- 
gress of Parents and Teachers for the 
various years concerned. The percents 
in column 11 are obtained by dividing the 
figures of column 10 by those of column 2. 

Members of the Association will wish 
to give the figures covering their respec- 
tive to the local newspapers. 


Teachers may well make arithmetic prob- 


States 


lems from this page for solution in school. 
Such problems are also good lessons in 
civics. For example, what is the percent 
increase in membership in your state 
from 1918 to 1928? How much would 
the membership of your state have to be 


increased in order to rank first among 


[{ 222 ] 



























































the states in the percent of population 
members? What percent increase would 
this be? 

The five associations having the largest 
absolute membership in 1928 are: First, 
California; second, Illinois; third, Ohio; 
fourth, Michigan; fifth, Missouri. Educa- 
tional workers wishing to organize parent- 
teacher associations for their schools may 
obtain full information: National Congress 
of Parents and Teachers, 1201 Sixteenth 
Street Northwest, Washington, D. C. 


* The banner ranks for states having sep- 
arate colored and white parent-teacher 
organizations were based on the percents 
figured on the white population only. 














American Education Week 


A Permanent Worldwide Movement 


HE IDEA that one week shall be set 
aside each year for rededication to 
the cause of universal education and 
for a deeper understanding of the ideals, 
achievements, and needs of the schools is 
spreading throughout America. It is 
also taking root in other countries under 
the leadership of the World Federation 
of Education Associations. The week, 
which includes Armistice Day, Novem- 
ber 11, will each year be set aside for 
this significant event. The program is 
built around the basic objectives of edu- 
cation corresponding as closely as may be 
to the seven days of the week. 

The suggestions given are tentative. 
It is intended that each community, state, 
and nation shall work out its own pro- 
gram in its own way, ever remembering 
that the schools can render their best 
service only as they are kept close to the 
people who maintain them as the greatest 
cooperative enterprise of modern society. 
The future of world civilization lies in 
the education of the children of the 
world to live and work together in 
mutual understanding and helpfulness. 
The love of childhood expressed in edu- 
cation is a mighty force for unity. What 
greater contribution could this genera- 
tion make to the world than the ideal— 
a fair start in life for every boy and girl? 
In the name of this ideal let every 
teacher make careful plans for Educa- 
tion Week and aid in its full and fitting 
observance. 

The primary purpose—to acquaint 
the public with the work of the schools, 
with their ideals, their achievements, and 
their needs—should be kept in mind by 
all who share in the movement. Con- 
stant emphasis should also be kept on 
the fact that the schools aim to benefit 
the entire life of the child and the whole 
life of society by working toward the 
great objectives of education: health; 
worthy home membership; mastery of 
the tools, technics, and spirit of learning; 
faithful citizenship; vocational and eco- 
nomic effectiveness; wise use of leisure; 
and ethical character. 

During this week let every community 
study not only its educational plant, but 
also its educational ideals and the com- 
munity atmosphere in which children are 
brought up. Let parents visit teachers 
and teachers visit parents in an effort to 
solve the common problems of children. 


Let the week be a time of deeper under- 
standing on the part of the people of 
the role education has played, is playing, 
and must play in the life of our great 
democracy. That nation is greatest that 





What Education Week 
Means 


To the Child: 
Appreciation of his obligation to 


match the privilege of free schooling 
with good spirit and hearty endeavor. 


To the Teacher: 


A call to serve the children of the 
community and to work on the prob- 
lems of his profession. 


To the Parent: 


A fuller understanding of the great 
adventure of parenthood—its duties, 
privileges, and opportunities. 





To the Citizen: 


Intelligent faith in the school as our 
greatest collective enterprise, the 
foundation of our liberties, the pro- 
tector of the achievements of our 
glorious past, and the promise of 
fuller life for tomorrow. 








puts the child first in its thinking, in its 
statecraft, in its business, in its ideals of 
conduct. The nation that has the high- 
est regard for childhood will lead all 
others in health, intelligence, morality, 
efficiency, and happiness. It will reach 
the greatest heights of national pros- 
perity, both material and spiritual. The 
race moves forward through its children. 

Plan early—Chief school officers in 
state, city, and county will take the lead 
in initiating plans, but the ultimate suc- 
cess of the enterprise will depend upon 
the cooperative efforts of teachers and 
parents. Organize committees to make 
plans as early as possible. Plans that 
have proved successful include : 


1. Proclamations issued by mayors and 
governors setting aside the week for special 


‘observance. 


2. Booklets including such school facts as: 
number of schools in city; new _ schools 
opened; enrolment for the past ten years; 
foreign-born adults enroled; cost of edu- 
cating a child for a year; sum spent for 
supplies, buildings, sites, and bond issues. 

3. A set of page folders for each day, 
mimeographed or printed by the school press, 
distributed to parents. 


[ 223 J 


4. Posters telling what the schools do for 
health, home, citizenship, etc., printed in 
school printshops. 

5. A letter written by each child to his 
parents telling something interesting about 
the school. 

6. A citywide exhibit of school activities 
with pupils in charge to explain methods of 
work. 

7. Daily newspaper editorials, with edu- 
cational facts and news, and the local pro- 
gram in full. 

8. Motion picture theaters use slides urg- 
ing the people to visit the schools. 

9. Radio broadcasting stations featuring 
educational addresses and school programs. 

10. Material for short talks on the schools 
and their needs furnished chambers of com- 
merce, women’s. organizations, luncheon 
clubs, and other agencies. 

11. Window and newspaper advertising 
space by merchants and street car posters 
and streamers announcing the week. 

12. Open House Night or Parents’ Night, 
to which special invitations are issued. The 
Student Council may serve as guides. Re- 
ceptions in homerooms. 

13. Stickers for automobile windshields. 

14. Special displays of books in public 
libraries. 

15. Spelling and reading contests; oratori- 
cal and essay contests, using educational 
subjects for themes. 

16. Four-minute talks by school children 
before luncheons and other gatherings. 

Earlier numbers of THE JOURNAL 
containing useful material for this week : 

Democracy in education—W. H. P. Faunce. 
April, 1928; 17:103. 

State universities and public education— 
Lotus D. Coffman. May, 1928; 17:133. 
Dedicating the school—J. G. Collicott. 

Oct. 1926; 15:218. 
School administration during 1927—George 


D. Strayer. Feb. 1928; 17:45. 

Progressive education—Morton Snyder. 
Nov. 1927; 16:235. 

The school of tomorrow—Oct., 1926; 
15 :217. 

Can America afford education? (Table). 


Feb. 1927; 16:64. 

What America spends for luxuries (Table.) 
May, 1927; 16:162. 

Enrolment in American schools during 
1925 and 1926 (Table). May, 1928; 17:150 

Research Bulletins containing much 
useful material are > 

The dividends of the public schools. Vol. 
6, No. 5. Nov. 1928. 

The advance of the American public school 
system. Vol. 5, No. 4. Sept., 1927. 32p. 25 
cents. 

A handbook of major edueational issues. 
Vol. 4, No. 4. Sept., 1926. 72p. 25 cents. 


Send the National Congress of Par- 
ents and Teachers, 1201 Sixteenth St. 
N. W., Washington, D. C., $1 for its 
Publicity Primer, which contains many 
concrete suggestions. 








Health Day, Monday, November 5, 1928 


EALTH is the foundation of per- 
sonal and social wellbeing. By 


helping children form high 
standards of physical and mental fitness 
the school contributes to the _ better- 
ment of the race. Nowhere is the re- 
sponsibility and privilege of the teacher 
more deeply felt than in this first ob- 
jective of education—health. 

Health Day is a good time to demon- 
strate what the schools are doing to pro- 
mote health. By health drills, health ex- 
hibits, gymnastic exhibitions, games, and 
nealth the idea of better 
trained bodies can be emphasized. Tell 
how school, home, and health authori- 
ties cooperate. 

Subjects for addresses—Describe 
what your class, your school, or your city 
is doing for health. Show the relation 
of health to each of the other six car- 
dinal objectives of education. Describe 
the work that is being done in the best 


pageants, 


school systems for handicapped children. 
On this day have every pupil tell what 
it means to be in good health and how 
to carry out his ideals. 

Helpful devices—Print a_ health 
bulletin full of pithy sayings and slogans. 
Hold interclass meetings showing phys- 
ical activities, health parades, slogans, 
with short talks by teachers and pupils. 
Offer prize essays on health subjects. 
Make cartoons and original drawings 
promoting health. Dedicate new play- 
grounds. Get the department stores to 
have window displays. Have five-minute 
talks by doctor or dentist. 

For your local newspapers—Sup- 
ply editor with material for an editorial 
telling what the schools are doing to 
conserve health. Make arrangements for 
reporters to visit health classes and de- 
scribe what they see. Children’s essays 
on health may be submitted to news- 
papers for publication. 


Further material on health may be 
found in earlier numbers of THE Jour- 
NAL as follows: 


The summer round-up—Mrs. Margaretta 
W. Reeve. Apr. 1928; 17:113. 


Physical education advances—J. E. Rogers. 
May 1928; 17:143. 


Chronic fatigue. May 1928; 17:148. 


Research improving health education— 
Margaret M. Alltucker. May 1927; 16:149. 


Growth through mental hygiene—William 
H. Burnham. April 1928; 17:105. 


Mental hygiene in the high school—Elma 
Olson. March 1928; 17:77. 


The thermometer and school—Thomas D. 
Wood. Nov. 1927; 16:258. 


Elementary school letter awards—Bertha 
Shannon Moore. Nov. 1927; 16:251. 


Every school should have a copy of 
Health education: a program for public 
school and teacher training institutions, 
published by the National Education 
Association ; paper $1, cloth $1.50. 


Home and School Day, Tuesday, November 6, 1928 


OME is the .central institution by 
H which civilization is advanced. 
By helping children to establish 
right attitudes and good habits, the home 
lays the foundation upon which the 
school builds. The closest cooperation 
between the two is essential if the child 
is to have a fair start in life. 

Suggestions for addresses—De- 
scribe what your class or your school is 
doing to improve home life. Tell how 
civilization has advanced as home life has 
improved. Point out how the finer quali- 
ties developed in home life underlie suc- 
cess in business. Review the work of 
parent-teacher associations. The pro- 
ceedings of the National Congress of 
Parents and Teachers contain much use- 
ful material on home and school. 

Planning a school program—Let 
the cooking classes serve visitors light 
lunches. Have garment exhibits and let 
the children tell how they made them. 
Scrapbooks containing pictures of better 
homes may be shown. Have sample budg- 
ets on the blackboard. Sing songs that 
magnify the home. Have a parent tell 
how he brought up his children. 

The following resolution on worthy 
home membership was adopted by the 
National Congress of Parents and 
Teachers at its 1928 convention in 


Cleveland as a part of the permanent 
platform setting forth the ideals and 
purposes of the Congress. 


The Congress calls upon its members and 
other educational workers and citizens to 
support measures for the improvement of 
the home and to safeguard family life, with 
suitable instruction for parenthood and 
homemaking. It believes that the ideal home 
should be economically sound, mechanically 
convenient, mentally stimulating, artistically 
satisfying, socially responsible, spiritually in- 
spiring, founded on mutual affection and. 
respect, a place of unselfish love and service. 


An effective four-page folder, ““‘Home 
Work for Parents,” was distributed by 
the United Parents Association of New 
York City showing how parents can 
cooperate with the school to the last- 
ing benefit of the child. The following 
points were brought out: 


Rush is bad for your child. Fix breakfast 
and luncheon hours to allow ample time to 
get to and from school. 

Regularity is a virtue to be encouraged. 
Trifles should never interfere with regular 
and punctual attendance at school. 

Clothes that are simple, neat, and modest 
and adapted to the weather are more suitable 
for school wear than frills and furbelows. 

Sleep is essential to wellbeing. Get your 
children to bed early for at least ten hours’ 
rest. 


[ 224] 


Home work is as much a part of school 
as classroom exercises. Emphasis should be 


- placed upon out-of-school tasks to develop a 


sense of responsibility. 

Quiet rests and soothes the nerves. Every 
child is entitled to a place in which to study 
free from interruptions, with good light and 
ventilation. 

Criticism of schools and teachers to chil- 
dren may result in contempt for school au- 
thority. Always hear both sides of every 
question and consult with teachers before 
reaching conclusions. 

Interest in your children’s work and play 
will stimulate their interest. Keep yourself 
posted on school work, athletics, and other 
activities. 

Happy schools make happy children. School 
is a desirable place. Make your children 
feel that study is pleasant, not painful 
drudgery. 

Visit your children’s schools frequently, 
particularly during Open School Week, that 
you may have a better understanding of 
your children’s problems. 


Additional material on health may 
be found in earlier numbers of THE 
JourRNAL as follows: 


Partnership of parents and teachers—Mar- 
tha Sprague Mason. Nov. 1927; 16:231. 

The beauty of wellordered homes—Flor- 
ence H. Fitch. January, 1927; 16:7. 

The parent-teacher movement. 
1927; 16:69. 

More case studies—Elizabeth H. Dexter. 
May, 1928; 17:161. 

Growth in understanding children—Ira S. 
Wile. Feb. 1928; 17:43. 


March, 














Know Your School Day, Wednesday, Nov. 7, 1928 


HE CENTRAL THOUGHT of _ this 
day’s program is the school itself. 
The school teaches children how 
to learn, how to think, to develop vision, 
to judge, to do, and gives them an ap- 
preciation of accumulated knowledge. 
In the school the child acquires mastery 
of the tools, technics, and spirit of 
learning. 

What every child should know 
about learning—(1) That his educa- 
tion is not complete until he can read 
understandingly, do simple computations 
accurately, use language acceptably, 
write legibly, and spell correctly. (2) 
That age is no bar to mastery of these 
fundamental processes. (3) That a re- 
ceptive and inquiring mind is needed all 
through life. (4) That expression de- 
pends upon clear thinking. (5) That 
habits conserve knowledge and are the 
safeguards of the individual. 

Subjects for addresses—T alks 
may be given by pupils or patrons as 
follows: (1) The cost of our school in 
dollars and cents, telling of the cost and 
upkeep of building, grounds, and equip- 
ment, the cost of instruction including 
teachers salaries and supervision, and 
cost of transportation. (2) The personal 
cost met by parents including books and 
other school supplies, food, clothing, 
school lunches, and paying for help in 


place of children. (3) The source of 
our school funds covering the part paid 
by local funds, by county funds, and by 
state funds. (4) Dividends on our 
school investment including the child’s 
part in making the dividend, the patron’s 
part, and the teacher’s part. 

An excellent address may be developed 
around the following essentials of a good 
school: (1) A competent, conscientious, 
and welltrained teacher in every class- 
room; (2) A vital curriculum, changing 
to meet social and individual needs; (3) 
An effective form of school and class 
organization; (4) A school term of rea- 
sonable length, with high regularity in 
attendance; (5) An efficient, welltrained 
administrative and supervisory staff; (6) 
An adequate building, well equipped 
with ample provision for libraries, lab- 
oratories, physical education, gardens, 
and other school activities; (7) An in- 
telligent and appreciative public support. 

Visiting the schools—Better schools 
are found in communities where parents 
visit the schools, know the teachers, and 
learn the conditions under which both 
teachers and pupils work. Unkind criti- 
cism comes often from those who never 
visit the schools. Parents really inter- 
ested in the schools will visit them sev- 
eral times each term. 

Why parents should visit the 


schools—To keep in touch with their 
children’s work; to encourage the teach- 
ers; to show their willingness to co- 
operate with the administration of the 
school; to become acquainted personally 
with teachers and principals; to learn at 
firsthand the conditions under which 
their children spend several hours each 
day; to understand and appreciate 
changes in courses of study; and to gain 
an accurate idea of the objectives of 
modern education. 

What every parent should know 
about his child—General school suc- 
cess; whether working up to his full ca- 
pacity as determined by intelligence and 
educational tests; vocational tendencies ; 
special aptitudes as well as disabilities ; 
whether child has too many or too few 
outside activities; whether courteous and 
helpful. 

Further material on this topic may 
be found in the Journal as follows: 


As the children see it—Sarah H. Christie. 
March, 1928; 17:81. 


Beautifying the schoolroom—Leon L. Win- 
slow. November, 1927; 16:241. 

Character and school studies—Herbert 
Martin. January, 1927; 16:9. 

Extracurriculum activities—Joseph G. Mas- 
ters. March, 1927; 16:91. 

The teacher’s philosophy of education— 
George W. Frasier. June 1928; 17:165. 


School Opportunity Day, Thursday, Nov. 8, 1928 


ORK is the foundation of prog- 
\ \/ ress. The advance of the indi- 
vidual and of the nation depends 
upon discovering the special talent of 
each worker. He can then be trained to 
make the best use of that talent in work 
that will be a joy to him and a service 
to his fellows. Appreciation of the dig- 
nity of labor is relatively a new idea. 
A still newer idea is that through speciali- 
zation production can be so increased as 
to lift the standard of living for all. In 
an earlier day the child learned vocations 
by living in the midst of them; speciali- 
zation makes that impossible and throws 
upon the school responsibility for kinds 
of training that will enable young people 
to make the most of themselves. 
Subjects for addresses—On School 
Opportunity Dav show what your com- 
munity is doing to prepare young people 
for their vocational and economic respon- 


sibilities. Show how under conditions of 
modern life this phase of education can- 
not be left to chance. Show how voca- 
tional efficiency is promoted through 
courses in agriculture, trades and indus- 
tries, commerce, and home economics. 
Show the advantages afforded by special 
classes and evening schools. Show the 
relation between school training and in- 
dividual success, between training and 
the business and industrial advance of 
communities and nations. 

Schools inculcate the following con- 
cepts which are essential to the highest 
vocational and economic success: Happi- 
ness depends in large part upon one’s 
choice of a suitable vocation; that ad- 
vancement in one’s vocation requires 
hard work, keen interest, ability to carry 
on, the proper amount of initiative, and 
the right attitude towards one’s em- 
ployer and fellow workers; that the 


[225] 


ability to judge the quality of one’s work 
and find ways to improve it is essential 
for success; that the worker should 
possess tact and courtesy in dealing with 
employer and fellow workmen. 

Growth in vocational education— 
One of the evidences of increased interest 
in specific preparation for vocations is the 
enlarged enrolment in federally aided vo- 
cational schools. 780,000 persons were 
enroled in 1927. 

Further material for School Oppor- 
tunity Day will be found in back num- 
bers of THE JOURNAL as follows: 


The first national 4-H pilgrimage. Febru- 
ary, 1928; 17: 53. 

Education for creative farming. February, 
1928; 17:46. 

Art teaching as a career—Joseph Wiseltier. 
February, 1928; 17:39. 

Physical education as a career—Jay B. 
Nash. April, 1928; 17: 107. 











Citizenship Day, Friday, Nov. 9, 1928 


CHOOLS train the boys and girls of 
America to become good citizens. 
School study in geography, history, 
current events, and social civics prepares 
children for citizenship duties. Schools 
aid immigrants to understand and meet 
the problems of everyday life. Schools 
eliminate factional and national hatreds 
and develop that mutual sympathy, re- 
and understanding essential to 
loyal citizenship. 
Suggestions for addresses—This 
day is a good time to honor all the men 


spect, 





and women living and dead who have 
helped build the community, the state, 
the world. America’s 
preme contribution to the world is its 
free public schools. We must love our 
fire them with the _loftiest 
ideals of patriotism, learn their needs, 
work on their problems, make them bet- 
ter and better. The highest test of a 
statesman is his attitude toward the edu- 
cation of the masses. 

This creed for the good citizen is 


the nation, su- 


} ~ 
schools, 


taken from a poster of the Free Public 
Library in Newark, New Jersey: 


I am a citizen of America and an heir to 
all her greatness and renown. The health ana 
happiness of my own body depend upon each 
muscle and nerve and drop of blood doing 
its work in its place. So the health and 
happiness of my country depend upon each 
citizen doing his work in his place. 

I will not fill any post or pursue any 
business where I can live upon my fellow- 
citizens without doing them useful service in 
return, for I plainly see that this must bring 
suffering and want to some of them. I will 
do nothing to desecrate the soil of America, 
or pollute her air or degrade her children, 
my brothers and sisters. 

I will try to make her cities beautiful, and 
her citizens healthy and happy, so that she 
may be a desired home for myself now, and 
for her children in days to come. 


Beauty and citizenship projects 
—Young people are hungry for beauty. 
They love beautiful houses, clothes, fur- 
niture, and pictures. The community 
is farsighted that houses its public art 
gallery in its newest, finest high school 


as is done in Richmond, Indiana. A 
playfield well planted, a community 
bathing pool surrounded by trees and 
shrubbery, a garden club for young peo- 
ple have a lasting effect on their morals. 
Love of beauty is something every school 
can foster and many schools are doing it. 


Further material for Citizenship 
Day may be found in earlier numbers 
of THE JouRNAL as follows: 


Experiences in citizenship training—Jessie 
Duff. June, 1927; 16:187. 

A school citizenship project. 
16:253. 

The Young Citizen’s League of South Da- 
kota—S. B. Nissen. Dec. 1927; 16:277. 
Interesting people. Dec. 1927; 16:299. 
-Continuous carefulness counts—Elizabeth 
M. S. Laughton. Feb. 1928; 17:49. 

The basis of democratic civilization—El- 
mer Cornelius. May, 1926; 15:148. 

Morals and student activities—C. R. Fos- 
ter. April, 1927; 16:113. 

Teaching personal efficiency—W. L. 
son. May, 1927; 16:139. 

Scouting as a vocation—John W. Withers. 
May, 1927; 16:143. 


Nov. 1927; 


Ma- 


Community Day, Saturday, Nov. 10, 1928 


DUCATION Is A lifelong enterprise. 
The ability of the individual to im- 
prove himself is influenced by the 

ideals and practises of the community. 
‘To improve community standards schools 
cultivate tastes in art, music, literature, 
and sports, which help to make leisure 
time an asset rather than a liability. Wise 
communities provide facilities for whole- 
some leisure activities—libraries, mu- 
seums, parks, playgrounds, auditoriums, 
and art galleries. “They make the school- 
house a community center. 
help to unify a community. 

The program for Community Day 
should emphasize the value of schools in 
the improvement of community life. The 
schools should participate in the various 
community activities of the day. Encour- 
age athletics, water and land sports, and 
public programs. Special attention may 
be given to all the agencies that con- 
tribute largely to the wise use of leisure— 
parks, playfields, auditoriums, art gal- 
leries, libraries, and the schoolhouse as a 
community center. 


Good roads 


Suggestions for addresses—Tell 
what your schools are doing to train 


young people for the wise use of leisure. 
Show how the life of your community 
has been affected by the schools’ teaching 
of music, literature, athletics, dancing. 
Describe the work of your parent-teacher 
associations, your public library, your 
recreation centers. Describe motion pic- 
tures as a community asset, telling how 
many country people find in the movie 
their only source of year-round recrea- 
tion, and how hundreds have been im- 
measurably broadened by glimpses of big 
events happening in our own country and 
in distant lands. ‘Tell about such move- 
ments as the Boy and Girl Scouts. De- 
scribe the rapid growth of adult education 
in the United States. Show how a 
school pageant may revolutionize an en- 
tire community by transmitting ideals 
of democracy to both native and for- 
eign-born citizens. 


Parents and teachers—A tremen- 
dous force for community betterment is 
the National Congress of Parents and 
Teachers, with its state branches and 
local units. This organization and the 
National Education Association together 
work for the seven objectives of edu- 


[ 226 ] 


cation, which are emphasized in this 
program for Education Week. The pub- 
lications of both associations contain 
much material of use in planning pro- 
grams and afford an outlook on what 
presentday educators are thinking and 
doing about education. 

Education for leisure—Persons in- 
terested in the deeper problems that un- 
derlie leisure will enjoy reading George 
B. Cutten’s The Threat of Leisure; 
Joseph McCabe’s 1825-1925: A Cen- 
tury of Stupendous Progress; Dorothy 
Canfield Fisher’s Why Stop Learning; 
Everett Dean Martin’s The Meaning 
of a Liberal Education; and Bertrand 
Russell’s Education and the Good Life. 


Write this date on your calendar 
now—Through the courtesy of the Na- 
tional Broadcasting Company, a special 
nationwide Education Week radio hour 
has been arranged for Saturday evening, 
November 10 from 10 to 11, eastern 
time; 9 to 10 central time; 8 to 9 
mountain time; 7 to 8 Pacific time. 
Teachers will wish to call the special 
attention of pupils and their parents to 
this interesting occasion. 











RMISTICE Day provides an oppor- 
A tunity for lessons in patriotism 
and citizenship. Ten years ago 
the thought of the world changed from 
war duties to the peaceful pursuits of 
life and to the duties of citizenship. It 
is significant that the men who conquered 
by the use of arms in the World War 
are the ones to lead in the movement to 
avoid future wars through education, the 
foundation of understanding and cooper- 
ation. On this day members of the 
American Legion will have places of 
honor. 

Suggestions for addresses—Armis- 
tice Day is a good time to point out that 
one of the best ways to honor those who 
have held the nation’s battle lines in be- 
half of independence, national integrity, 
and world justice is to make the nation 
yreater still through the power of educa- 
tion. There is a challenge to live for 
loved ones, for public duty, and for the 
rights of men as well as to die for them. 

Ministers of all denominations will 
welcome Sunday of Education Week as 
a time to emphasize the higher values of 
education and recount the work of teach- 
ers and the schools, based in part from 
knowledge gained from personal visita- 
tion. Ministers should be made the spe- 
cial guests of the schools early in the 
school year so that they may gather ma- 
terial for their sermons on November 11. 
Ethical character is the supreme objec- 
tive of the school and of life. Ways in 


which teachers build character are: 


Armistice Day, Sunday, November 11, 1928 


1. By the influence of a fine personality 
upon unfolding life. 


2. By insisting on honesty in school rela- 
tionships. 


3. By developing habits of selfrestraint 
and goodwill. 

4. By emphasizing the importance of in- 
dustry and the dignity of labor. 

5. By showing children how to work to- 
gether and live together. 

6. By helping children acquire the spirit of 
learning and the desire to continue their edu- 
cation throughout life. 

7. By introducing children to biographies 
of men and women of initiative and char- 
acter. 


This is a good time to point out the 
service of the schools in behalf of world 
goodwill and cooperation. The leading 
thought of the world no longer insists 
that conflict is the best method of prog- 
ress. By bringing together members of 
diverse racial and religious groups in the 
common cooperative enterprise of educa- 
tion, schools are a powerful force for 
cooperation. 

This is a good time also for classes of 
school children to make special pilgrim- 
ages to the tombs of great educators like 
Horace Mann and Henry Barnard and 
to memorials erected to statesmen who 
have fostered education. 

One of the great ideals for which 
schools and churches stand is suggested 
in the following statement from a sermon 
delivered at the National Cathedral, 
Washington, D. C., Sept. 7, 1924, by the 
Rt. Rev. G. Ashton Oldham, D. D., 
Bishop Coadjutor of Albany: 


America First—Not merely in matters ma- 
terial, but in things of the spirit. Not merely 
in science, inventions, motors, and skyscrapers, 
but also in ideals, principles, character. Not 
merely in the calm assertion of rights, but in 
the glad assumption of duties. Not flaunting 
her strength as a giant, but bending in help- 
fulness over a sick and wounded world like 
a Good Samaritan. Not in splendid isola- 
tion, but in Christlike cooperation. Not in 
pride, arrogance, and disdain of other races 
and peoples, but in sympathy, love, and un- 
derstanding. Not in treading again the old, 
worn, bloody pathway which ends inevitably 
in chaos and disaster, but in blazing a new 
trail, along which, please God, other nations 
will follow, into the new Jerusalem where 
wars shall be no more. Some day some na- 
tion must take that path—unless we are to 
lapse once again into utter barbarism—and 
that honor I covet for my beloved America. 
And so, in that spirit and with these hopes, 
I say with all my heart and soul, “America 
First.” 


Further material for this day may 
be found in earlier numbers of THE 
JoURNAL as follows: 


The sources of ethical character—Joy Elmer 
Morgan. December, 1927; 16: 267. 

Education for moral growth—Margaret M. 
Alltucker. May, 1928; 17:151. 

Democratic aristocracy—Henry van Dyke. 
January, 1927; 16:13. 

School ideals and character—Henry Neu- 
mann. February, 1927; 16:47. 

Looking into our ideals. February, 1927; 
16: 54. 

Forming character through play—Mary S. 
Haviland. March, 1927; 16:89. 

Beauty in birds and flowers—Henry Tur- 
ner Bailey. March, 1927; 16:77. 

Teaching the beauty of landscape—Frank 
A. Waugh. May, 1927; 16: 137. 

























of memory feats and drills. 


only 53 days. 


training. 





taught reading, 
grammar, 


spelling, 
geography, 


Forty YEARS Aco 


Schooling was the primary aim and consisted largely 


Small high school attendance—Only 202,963 pupils 
were enroled in high school in 1890. 


Poor attendance—62 percent of the pupils enroled 
attended each day. The average school was open 
130 days, but the average attendance per pupil was 


Poor teachers—The boy or girl of forty years ago 
was taught by a teacher getting an average annual 
salary of $195. But few teachers had normal school 


The old curriculum—The elementary school then 
penmanship, 
U. S. history, 
science, drawing, music, and physical exercises. 



























arithmetic, 
elementary 











Then and Now in Education 


Education is the primary aim and attempts to im- 
prove conduct in line with each of the seven cardi- 
nal objectives. 

Large high school enrolment—4,108,723 pupils are en- 
roled in high schools in 1928. 

Larger attendance—Nearly 79 percent of the pupils 
enroled attend each day. 
open 168 days, and the average attendance per 
pupil is 109 days. 

Better teachers—The boy or girl today is taught by 
a teacher getting an average annual salary of $1275. 
Many of the teachers today are graduates of teach- 
ers’ colleges. 

The new curriculum—Today the elementary school has 

added to the old subjects citizenship, morals and 

manners, cooking, sewing, manual training or indus- 
trial arts, thrift, and accident and fire prevention. 


Topay 





The average school is 




























What the Schools Do 


DUCATION WEEK is a good time to 
study the work of the schools in the 
light of the cardinal objectives of 

education. How schools do this is sug- 
gested by the following statements. 


How the Schools Promote Health—1. 
By cooperating with parents in an effort to 
have every beginner enter school free from 
remediable defects. 

2. By providing for every child clean, 
comfortable, beautiful buildings and play- 
fields, including good light, abundant ven- 
tilation, suitable seats, and clean toilets and 
washrooms. 


* 


3. By wholesome and happy school at- 
mosphere and routine. 


4. By wholesome recreation both in and 
out of doors looking toward the wise use 
of leisure. 


5. By training in health habits in school 
and cooperation with parents to secure right 
habits out of school hours. 


6. By studying the facts of personal hy- 
giene and public sanitation which everyone 
needs to know—disease control, garbage, 
sewage, street cleaning, water supply, pure 
food, pure air, quiet. 


7. By developing an appreciation of health 
as a foundation of happiness and a vital 
common enterprise of the race. 


8. By regular health examinations and the 
correction of defects. 

9. By making special provisions for under- 
nourished or handicapped children. 


What Schools Do to Improve Homes—1. 
Make the school building and grounds an 
example of cleanliness, good order, and 
beauty, worthy to be copied in the best 
homes. 


2. Maintain among the children in school 
the atmosphere of happy cooperation which 
lies at the foundation of all successful hu- 
man relationships. 


3. Teach children how to cook, to sew, 
to repair home equipment, to decorate homes, 
to manage family budgets, and other essen- 
tial technics. 


4. Provide model home kitchens, dining 
rooms, sewing rooms, and sleeping rooms 
within the school and teach their proper use. 

5. Magnify the home as one of the finest 
things in life and help children to appreciate 
their parents and to understand their own 
obligations to do their share in enriching 
home life. 


6. Teach city planning which is essential 
to satisfactory homes under modern urban 
conditions. 


7. Give vocational guidance and training 
leading to increased earning capacity and 
higher standards of living generally. 

8. Give training in reading, music, con- 
versation, and other recreations that enrich 
home life. 


9. Show how boy-girl relationships may 
be kept on a high plane of mutual respect 


and helpfulness thus laying the foundation 
for happy relationships later. 

10. Bring school and home into full co- 
operation through parent-teacher associations 
so that children are helped by the interest 
of parents in their school activities. 


How Schools Encourage Learning and 
Thinking—1. By seeking to provide a com- 
petent and welltrained teacher in every 
classroom. 


2. By maintaining a _ vital curriculum, 
changing to meet evolving social and in- 
dividual needs. 

3. By effective forms of school and class 
organization with activities that arouse in- 
terest and demand thought. 


4. By school terms of reasonable length 
with high regularity in attendance. 


5. By means of efficient, welltrained ad- 
ministrative and supervisory staffs. 

6. By suitable buildings amply provided 
with libraries, laboratories, gardens, club 
rooms, and facilities for other school activi- 
ties. 

7. By helping to maintain a public senti- 
ment that demands adequate educational 
facilities for all children. 


8. By teaching the common branches which 
are the tools of learning and developing 
skill in the technics of learning. 


9. By making the atmosphere of the school 
such that children will acquire the spirit 
of learning with a strong bent toward learn- 
ing as a lifelong enterprise. 


How Schools Develop Vocational and Eco- 


nomic Efficiency—1. By developing sound 
working attitudes and habits within the 
school—joy in work, appreciation of the 
dignity of labor, the service ideal. 


2. By helping each child to understand 
and develop his individual gifts. 


3. By aiding children to explore vucational 
fields and to fit themselves into those for 
which each is best suited. 


4. By specific training for vocations taught 
in technical schools, continuation schools, 
cooperative schools, night schools, and exten- 
sion classes. 

5. By insisting that vocational life be con- 
stantly liberalized and fertilized by the 
search for better ways of doing things and 
the application of finer elements. 


6. By cultivating qualities of character 
and personality essential to the highest suc- 
cess in any occupation. 


How Schools Prepare for Faithful Citi- 
zenship—1. By making the school a little 
democracy in whose activities all have an 
interest and a share. 


2. By helping each child to study the needs 
of people as illustrated by his neighborhood 
and to understand how those needs are 
served by government, by corporations, or 
by individual enterprise. 


3. By so arousing the interest of young 
people in the record of human progress that 
they continue their reading, observation, and 
reflection after they leave school. 


{ 228 ] 


4. By teaching children the facts about 
voting, holding office, sincere and intelligent 
public sentiment, the solution of public prob- 
lems by persons who have no selfish interest 
to serve, and other ideals which look toward 
wise management in community, state, na- 
tion, and world. 

5. By attention to current economic and 
social problems and the various solutions 
that are proposed. 

6. By helping young people to understand 
the spirit of fairness, justice, research, and 
goodwill which should govern the approach 
to all controversial problems. 


7. By developing an appreciation of and 
loyalty, to the principles that underlie our 
American democratic government. 


How the Schools Train for the Wise 
Use of Leisure—i. By introducing young 


people to a wide range of life interests. 


2. By teaching the use of books and li- 
braries and developing wholesome reading 
appetites closely related to each of the great 
objectives of education and life. 

3. By developing appreciation of fine music 
and skill in singing, playing, and dancing. 


4. By having children participate in games 
and sports which may be easily continued 
into the after years. 


5. By providing experience in pleasant 
social life through school activities and clubs. 

6. By cultivating in children a love of the 
outofdoors—appreciation of flowers, animals, 
landscape, sky, and stars. 


7. By giving children an opportunity to 
develop hobbies in various creative fields— 
gardening, mechanics, applied arts, fine arts, 
architecture, city planning. 


8. By making the school and its playfields 
the center and servant of a wholesome and 
satisfying neighborhood life. 

9. By calling attention to various recrea- 
tional agencies and the values which they 
serve—theaters, concerts, libraries, radio, 
periodicals and newspapers, museums, parks, 
playgrounds, travel. 


What Schools Do to Build Character— 
1. By helping each child to develop high 
standards of physical and mental fitness. 


2. By training the senses in classroom, 
shop, laboratory, and playground so that 
children know how to gather and use data 
correctly. 

3. By surrounding children with an at- 
mosphere of the true, the good, and the 
beautiful. 


4. By giving training in collecting and 
weighing the evidence bearing on various 
problems of everyday life. 

5. By bringing all the children together 
and teaching them to work together ip 
friendly cooperation. 


6. By building into the lives of childrep 
the best ideals of health, home, learning, 
citizenship, vocation, and leisure. 


7. By surrounding children with teacher- 
who are genuine, cultivated, earnest, and 
happy. No one can teach more than he is. 








Let Us Magnify the Schools 


Ts VERY NATURE of the work 
which schools do demands that 
they be understood by the people 
if they are to succeed. There must be 
constant and unfailing sympathy be- 
tween parents and teachers each for the 
other. Without mutual respect, coopera- 
tion, and even friendship the thing that 
is most precious in education—the re- 
fined and uplifted spirit—is in danger of 
being lost. Let us therefore magnify 
the schools—teaching children to love 
them, leading parents to work closely 
with them, and inspiring citizens to 
regard them as the highest expression 
of democratic endeavor whereby each 
child is to achieve a fair start in life. 
Here are some _ statements about 
schools and teachers that are worth re- 
peating many times until they are liter- 
ally part of the thought life of the nation 
as a whole. These selections may be 
set in beautiful type and used as school 
posters. They may be used for con- 
tests in public speaking; published in 
newspapers; read at meetings; printed 
on programs for use during Education 
Week. Let children and teachers search 
for other gems that magnify schools. 


Toast to the school—Let us magnify the 
free public school; founded in the idealism 
of our pioneering forefathers on the Atlantic 
seaboard; nurtured on the black soil of the 
central plains; raised to lofty heights of 
purpose and achievement in the mountain 
and Pacific states; now recognized every- 
where as the chief servant of democratic 
life; America’s choicest gift to civilization; 
blood brother of the home; necessary com- 
panion of a realistic church; the very foun- 
dation of an efficient state; a chief concern 
of every citizen; the birthright of every 
child; the hope of a better tomorrow. 

In the faith that the destiny of the race is 
in education and that the real makers of 
history are the molders of youth, let us lift 
up those who work in the schools that youth 
may be lifted up. Let us draw the keenest 
minds, the noblest hearts, the finest spirits 
from among our young into the teachers 
colleges; let us train them well according to 
their gifts and send them forth inspired 
with their sacred mission; let us reward 
them with salaries adequate for the good 
life, with security of tenure, and provisions 
for their later years. 

Let us set the child in our midst as our 
greatest wealth and our most challenging re- 
sponsibility. Let us exalt him above indus- 
try, above business, above politics, above all 
the petty and selfish things that weaken and 
destroy a people. Let us know that the race 
moves forward through its children and, by 
the grace of Almighty God, setting our 
faces toward the morning, dedicate ourselves 
anew to the service and the welfare of 
childhood. 


A prayer for schools—O God, Thou hast 
put into our hands the future of the race. We 
are made coworkers with Thy spirit in cre- 
ating the world that is to be. Thou hast put 


THE 
UNKNOWN TEACHER 


HENRY VAN DYKE 


8) SING the praise of the unknown teacher Great 
Fl generals win campaigns, but it is the unknown sol- 

Ba dier who wins the war. Famous educators plan 
new systems of pedagogy, but it is the unknown teacher 
who delivers and guides the young. He lives in ob 
scurity and contends with hardship. For him no trum- 
phets blare. no chariots wait, no golden decorations are 
decreed. He keeps the watch along the borders of dark 
ness and makes the attack on the tuenches of ignorance 
and folly. Patient in his daily duty, he strives to con- 
quer the evil powers which are the enemies of youth 
He awakens sleeping spirits. He quickens the indolent 
encourages the eager, and steadies the unstable. He com 
municates his own joy im learning and shares with boys 
and girls the best treasures of his mind. He lights many 
candles which, in later years, will shine back to cheer 
him. This is his reward. Knowledge may be gained from 
books; but the love of knowledge is transmitted only 
by personal contact. No one has deserved better of the 
republic than the unknown teacher No one is more 
worthy to beenrolled in a democratic aristocracy. “king 
of himself and servant of mankind” 





The pee wee ae wt pend by Janae Kemper a the shay at The Bewntive Vemumnes) ferent 
Benet OT tee The Ustewwe Panter — 





8 ae is a reduced facsimile of a poster 
published in the print shop of the Brook- 
‘yn Vocational School, Brooklyn, New York, 
as a part of a printing project sponsored 
by the Journat. More than fifty schools 
have submitted similar posters. They are 
excellent examples of student craftsmanship 
and suggest a way in which school print 
shops can cooperate with local committees in 


the preparation for American Education 
W eek. 





every new generation in the lap of the old, 
that there may be continuity of growth. 
Awaken us to our responsibility. Stir us up 
to our own incomparable privilege. Make 
keen within us the conviction that we have 
no work more vital to do than to teach. Re- 
veal to us the school as the heart of the 
world’s work. Vast problems press upon us. 
The world is upturned. The masses seethe 
in the ferment of untried theories. Yet the 
way is so simple! It lies through the child. 
The road to the Golden Age runs through 
the schoolhouse. There is no reform how- 
ever farreaching, no establishment of justice 
however revolutionary, that might not better 
be accomplished by patience through the in- 
struction of the children than through the 
schemes of politics or the violence of war. 
Arms and disorder, destruction and over- 
turning, are man’s way. The school is Thy 
way. Lay upon the conscience of every 
teacher the divinity of his employ. Give 
him the enthusiasm of his opportunity. Show 
him the beauty, the majesty, of his calling, 
the marvel of his art, the proper pride of 
his craftsmanship! Make every parent real- 
ize that the best gift in his power for the 
child is the school! Lay deep in every child's 
heart an unshakable ambition to learn, to 
know, to come to mastery. And unfold to 


[ 229] 


us increasingly what education means! 
Shake from us the ghost grip of the past, 
the narrowing hold of tradition, while we 
still preserve what is good. Deepen, broaden, 
enlarge our conception of the school. Make 
us glad to spend more for it, as the best of 
all investments for the security of the world. 
And show us that there can be no salvation 
for the race that does not first mean salva- 
tion for the child, by striking from his brain 
the chains of ignorance, from his heart the 
iron rim of superstition, and from his hands 
the curse of the unskilled!—Frank Crane. 


In memory of Horace Mann—Thousands 
of schools have been named after Horace 
Mann. Education Week is a good time to 
read his writings and to tell young people of 
his pioneer service on behalf of American 
children as shown in his annual reports and 
other writings. His earthly remains are in 
the Old North Burying Ground at Provi- 
dence, Rhode Island. His grave is sur- 
mounted by a monument which contains 
these words which he loved to quote, “What 
is excellent—as God lives—is permanent.” 
This sentiment expresses the faith of all true 
teachers. 


The life of the American community 
of today is expressed more completely in 
its school buildings and grounds than in 
any other way. Each new building is 
an event in a generation for the neigh- 
borhood it serves. Not to make it 
healthful, convenient, and inspiring is 
a public crime. 


Let every schoolbuilding be rededicated 
during Education Week, using the following 
Statement prepared by a great teacher, Wil- 
liam Henry Scott of Columbus, Ohio.—Let us 
now with earnest hearts and with exalted 
faith and hope solemnly consecrate this 
building to its high and holy purpose. May 
the youth of this community for generations 
to come gather in this place to receive in- 
struction in knowledge and training in vir- 
tue. May they find here every condition 
necessary to a true and enlightened educa- 
tion. Especially, may their teachers be ex- 
amples of excellence in scholarship and 
character, seekers after goodness and truth, 
lovers of children, enthusiasts and adepts 
in the finest of all arts, the development and 
inspiration of human souls. May these rooms 
always be pervaded with an invigorating at- 
mosphere of mental and moral life, and may 
no child pass from these schools to higher 
grades or to the outer world without having 
been made more intelligent, more thoughtful, 
more courageous, more virtuous, and in every 
way more capable of wise and just, of useful 
and noble living. To this end, may the 
blessing of God be upon child and parent, 
upon pupil and teacher, upon principal and 
superintendent, and upon every one whose 
influence will in any degree affect the work 
of education as it shall be conducted within 
these walls. 


There are more children in the schools 
of the nation today than the total popu- 
lation of the country at the close of the 


Civil War. 





Our Biggest Business—Education 


HE MAGNITUDE of education has 
Pas suggested by Frank D. Boyn- 
ton, president of the Department of 
Superintendence of the National Educa- 
tion Association in the following words: 


Education is the big business of the na- 
tion. Offcered by a million teachers, the 
“grand army of the republic,” an army of 
28,000,000 young people, is marching against 
the citadels of ignorance and superstition 
and race hatred, upholding the traditions 
and defending the ideals of the republic— 
an army assembling from hill and dale, from 
city and village, from the farm, the work- 
shop, the mine, from industry and commerce, 
from the homes of the rich and of the pvor, 
with the blood of the Orient and of the 
Occident coursing through their veins; des- 
tined in each of the 48 states of this great 
American “league of nations” to become 
citizens, not subjects; an army whose well- 
being places an obligation upon every Amer- 
ican to support to the limit the stronghold 
of our democracy, the bulwark of our free 
institutions. . 


The nation’s children—More than 
28,000,000 pupils are enroled in the 
public and private schools of the United 
States. During 1925-26, the latest 
year for which figures are available, 
20,984,002 pupils were enroled in the 
public elementary schools; 2,143,000 
were enroled in private elementary 
schools; 3,767,922 in public secondary 
schools; 340,801 in private secondary 
schools ; 280,437 in public higher schools ; 
and 486,826 were enroled in private 
higher schools. 

The first high school maintained 
from taxes was established in Boston in 
1821. During the next half century the 
battle for free high schools was waged 
and won in locality after locality. By 
1880 high-school enrolment had reached 
110,277. Every decade since then it has 
doubled or more than doubled so that 
the figures run—202,963 in 1890; 
519,251 in 1900; 915,061 in 1910; 
2,199,389 in 1920; and now approxi- 
mately 4,000,000. 

One person in every four of the na- 
tion’s population daily gives his working 
hours either to study or to teaching. 
By allowing one parent or guardian for 
each child enroled, the number of per- 
sons interested in education, counting 
children, teachers, and _ parents, is 
57,000,000 persons. Surely a big busi- 


ness from the standpoint of personnel. 


Why America is Great 


The nation’s teachers—The mil- 
lion teachers in the United States are a 
mighty force in the life of the Republic. 


ARE SCHOOLS 
GOSTING TOO MUCH» 


How Money 
Is Spent 


MAI OO LMAO A300 ATION a 


is is a reduced facsimile of one of a set 

of eight posters. The full size is 17 by 
23 inches. These posters may be had at 50 
cents each or $2 a set. The eight are shown 


in miniature on page 186 of the June’ 


JOURNAL. 





Orrin C. Lester, vicepresident of the 
Bowery Savings Bank, New York City, 
who once taught in a country school, 
says: ‘From the standpoint of service 
there is no promotion from teaching.” 
The new spirit among teachers is sug- 
gested by the growth of the National 
Education Association from 10,000 
members in 1918 to 181,000 in 19238. 
It is suggested by the membership of 
650,000 in state teachers’ associations. 
In the past ten years there has been an 
increase in attendance at summer schools 


from 40,000 to 250,000. 


The teachers of America—the Republic’s 
first and last line of defense. Their eco- 
nomic, social, and professional welfare— 
the chief concern of state and nation.—Fran- 
cis G. Blair. 


The spirit of America’s teachers—When 
George Washington needed a trusted officer 
to go within the British lines for informa- 
tion, Nathan Hale, a Connecticut teacher, 
volunteered for the difficult and dangerous 
duty. Captured by Howe’s forces and fac- 
ing death, Nathan Hale expressed the spirit 
of America’s teachers when he said, “I only 
regret that I have but one life to lose for my 
country.” In City Hall Park, New York 


[230] 





City, near the spot where he lost his life, 
stands a statue of this great teacher-hero, 
There is another statue in the State House 
at Hartford; also another in front of the 
library on Main Street in Hartford. 


The nation’s school plant—The 
school has come to be the dominant fea- 
ture of the American landscape. Towns 
and cities are proud to put their wealth 
and talent into buildings worthy of the 
ideals for which the schools stand. In 
1926 the total number of public school 
buildings totaled 256,104. 


It is the school, as the creative expression 
of the aim of the community, which will 
some day give a new nucleus to the aimless 
sprawl of our present agglomerations of 
streets and houses, the school in the small 
town, the university in the great one. In 
the coming cities of America and the recon- 
structed world, schools and universities may 
presently tower over the towns as the cathe- 
drals do over the older cities of Europe, and 
as the pyramids and colossal statue of the 
god Pharaoh towered over the towns of an- 
cient Egypt. The university and its associ- 
ated schools should be the loveliest and 
greatest mass of architecture in every great 
town. The common school should be the 
center and pride of every village. And such 
a school should not be thought of as merely 
preparing children for a way of living al- 
ready defined and settled; it should be 
thought of as giving a direction to the whole 
life of the people—H. G. Wells. 


Importance of education in each 
of the states—Each year the JouRNAL 
OF THE NATIONAL EpucaTion Asso- 
CIATION publishes tables giving impor- 
tant facts about education in each of the 
states and in the United States as a 
whole. Facts may be drawn from these 
tables for each of the states by referring 
to the JouRNAL as follows: 


Public school expenditures in 1925-26. 
June, 1928; 17:190. 

Enrolment in American schools during 
1925-26. May, 1928; 17:150. ' 


Can America afford 
1927; 16:64. 

What America spends for luxuries. 
1927; 16:162. 
Economic resources and school costs by 
states in 1926. Feb., 1928; 17:56. 
Growth of summer § school 
Nov., 1927; 16:257. 

Growth of education associations. 
1928; 17:124. 

Membership in professional and technical 
organizations. Dec., 1927; 16:288. 

Growth of National Congress of Pa:ents 
and Teachers, 1918-1927. Oct., 1927; 16:218. 

Growth of public library service. Jan., 
1927; 16:30, 


education ?—Feb., 


May, 


attendance. 


April, 








Vol. 17, No. 7 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


2 


ans 
\ le , + " 


Some Wonderful Books 


for Primary Pupils 


Judging by what educators have said regarding 
results when these new books are used, they 
are truly wonderful books for primary pupils. 

Story Games with Pictures and Numbers 48 cents 
A silent reader and workbook for primary grades, with tests 
involving number work, writing, spelling, and drawing. 

Work and Play with Words 48 cents 
First steps in the recognition of printed words and sentences 
as symbols of ideas. 

Smedley & Olsen New Primer.......... hoatorwaeaaed 60 cents 
A carefully graded reading book with correct vocabulary, 
unity and continuity in organization, and effective word re- 
view. 

Smedley & Olsen New First Reader 
Much new and original matter very well unified and includ- 
ing a large amount of material for silent reading. 

Smedley & Olsen New Second Reader 
Many new stories and devices designed to hold the child's 
attention and make him think about what he reads, 

Beginner’s Book in Writing and Spelling...........20 cents 
Correlated lessons which lead to the establishment of correct 
responses and habits, and the conseyuent absence of errors in 
writing and spelling. 

Four and Twenty Famous Tales 
Attractive short stories for silent reading in the lower grades, 
with devices for d2termining thought-getting ability. 

Forty Famous Stories a 
A silent reader for fourth grade, including s and compre- 
hension tests based on stories young folks find much delight 
in reading. 

Read and Do..... imei d asia enpais ial a eal 20 cents 
A silent reader for second grade, made up of directions which 
the pupils “Read”, then ““Do”. 

Safety First Stories and Pictures (Gr. 3 and 4) 16 cents 

F Folk Stories and Pictures = (Gr. 3 and 4) 16 cents 

Sun et Sue and Overalls Jim (Gr.2and3)..... .16 cents 
These thr e books present new silent reading material with 
appropriate comprehension tests, and interesting seat work in 
the form of pictures to color 


Circus Pictures to Cut, Color, and Paste 


Gr. 1 and 2 
Peter Rabbit Pletures to Cut, Color, and Paste.....16 cents 
Gr. 2 and 3 


Mother Goose Pictures to Cut, Color, and Paste. ...16 cents 
(Gr. 2 and 3) ; 
These three books provide euly purposeful seat work which 

is unusually effective in vocabulary building. 


Copies for examination sent on receipt of price, subject to return: 
If you haven’t received a copy of our new catalogue, let us know 


immediately.. It contains detailed descriptions of all of our books, 
and specimen pages from many of them. 


HALL& MCCREARY COMPANY 222 S. Wabash Ave. 


Chicago 


Mention Tue Journat when writing our advertisers. 








‘THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





October, 1928 





THREE VISUAL SPECIALTIES 
1. The Hendrie Arithmetic Cards introduce a new element 
into teaching the four fundamental operations. Less than five 
minutes a day with these cards will literally revolutionize the 
class standing in arithmetic. No description here can do them 
justice. Let us send you descriptive folder and sample set of cards. 


2. The Hammond Desk Study Maps are designed to se- 
cure greater concentration of the pupil, more effective socialized 
recitation, and to effect a real economy in the wear and tear of 
geography textbooks. 


3. The Repath Biology Diagrams, for blind and sight con- 
servation classes, actually provide visual instruction for those of 


EYE GATE HOUSE, Inc. 
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for 


Visual Aids to Instruction 


Our LANTERN SLIDE, FILM SLIDE, AND MOTION 
PICTURE SERVICE 
1. The Devereaux Lantern Slides Lessons in United 
States History mark a new period in visualizing our national 
growth. 


2. The Argonaut Slides on United States Geography 
are completely new, up-to-the-minute, and are here offered for 
the first time. Motion pictures correlating with Argonaut Slides 
are available. 


3. The new and popular film slides are now ready in more 
than twenty-five curriculum course subjects. We issue the largest 
film slide catalogue yet published. 


impaired vision or the totally blind. Braille system. 


4. Motion Picture Libraries, either standard guage or 
16 mm. width, are now a possibility for any school system. 


Regarding any of the foregoing items write for particulars and a copy of special catalogue for 


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NOTES and ANNOUNCEMENTS 





hme tee 


On to ATLANTA—The announce- 
ment that the 1929 summer convention 
would be in Atlanta, Georgia, has been 
received throughout the country with en- 
thusiasm and plans are going forward 
earlier than usual to make this one of 
the greatest meetings in the history of the 
Association. It is the first summer con- 
vention to be held in the South since 
the meeting in Charleston in 1900. 

Evening general sessions and meetings 
of the Representative Assembly will be 
held in the Auditorium-Armory, which 
has a seating capacity of 6000, and is 
directly connected with an excellent ex- 
hibit hall. A large number of halls of 
various seating capacities and conven- 
iently located are available for depart- 
ment and group meetings. The conven- 
tion headquarters will be in the Audi- 
torium-Armory. 

Atlanta is making eager preparations. 
It is served by a group of excellent hotels. 
Most of these are located in the heart of 


the downtown section and are conven- 
ient to the places where the sessions of 
the Association will be held. Following 
is a list of leading hotels, the figures after 
each indicating the number of rooms: 


Hotel Ansley, 400 
Atlanta-Biltmore, 560 
Hotel Aragon, 200 
The Cecil, 312 
Robert Fulton 

Hotel, 300 
Georgian Terrace, 256 


Henry Grady Hotel, 
500 
Hotel Hampton, 100 
Imperial Hotel, 119 
Kimball House, 400 
Piedmont Hotel, 400 
Hotel Scoville, 50 
Wilmot Hotel, 100 
Hotel Winecoff, 200 


Hotel room reservations may be made 
by applying to the hotel direct or by 
writing to Fred Houser, Executive Sec- 
retary, Atlanta Convention and Tourist 
Bureau, 218-222 Wynne-Claughton 
Building, Atlanta, Georgia. 


Tue Boarp of Directors of the Na- 
tional Education Association at its meet- 
ing in Minneapolis on June 30 adopted 
the following resolution: 


Resolved, that the Board of Directors con- 
demns the policy and efforts of agencies to 
put propaganda into the schools and hereby 








authorizes the President of the Association 
to appoint a committee of ten to prepare a 
report for the meeting of the Association 
in 1929 on the following points: (1) What 
principles of school administration should 
guide school authorities and what principles 
of school procedure should guide teachers in 
handling material which might be classed 
as propaganda; and, (2) what machinery 
if any needs to be set up on a local, state, 
or national basis to serve as a protection to 
independent school officers and teachers. 


ONE OF THE best programs of the Min- 
neapolis meeting featured addresses on 
the professions of medicine, law, and 
teaching. Miss Mary McSkimmon 
spoke ably for teaching and Dr. W. J. 
Mayo of Rochester, Minnesota, for 
medicine. Dr. Mayo advocated the four 
quarter system above the elementary 
school that graduates might enter upon 
their professional work welltrained at 
an earlier age. Another interesting 
point in his address was the emphasis on 
religion. Dr. Mayo said: 
(Continued on page A-207) 











‘ 











Vol. 17, No. 7 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 





A-205 


Arouse sustained interest with 


Eastman Classroom Films 


Just a few of the subjects in geography and general science, now available, are: 


New England Fisheries 
Wisconsin Dairies 
Cattle 

Cotton Growing 
Anthracite Coal 


The Panama Canal 
Hawaiian Islands 

From Tree to Newspaper 
Atmospheric Pressure 
Purifying Water 


Each film is accompanied by a teacher’s guide. 


There are forty films ready for delivery with many more in production. Further 
details, including prices, are given in our pamphlet Eastman Classroom Films, 


mailed on request, 


Let us give a demonstration 


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A-206 





THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 


October, 1928 








Teaching Films 


Specifically Prepared 
For CLASSROOM Use 


OTION PICTURES freshen and vitalize 

text book instruction—give pupils a ively 
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that are definitely reflected in better grades. 
Leading educators agree on the exceptional value 
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Now, in the school film courses of Neighbor- 
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Outstanding superiorities in these film courses are 
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whom are quoted here, by permission: 


DUDLEY GRANT HAYES, Director Visual Education, 
Chicago Public Schools: “I am glad to say I have used 
a great number of the teaching films of the Neighbor- 
hood Motion Picture Service. I do not know of any 
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Eight Complete Courses Now Available 
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Vocational Guidance 9 Lessons By Fred C. Smith 


General Science 9 Lessons By Dr. Morris Meister 
Health and Hygiene 9Lessons By Dr. Benj. C. Gruenberg 
Electricity 12 Lessons By Joe. W. Coffman 


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The HISTORY filmslides cover the United States, 
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The National Education Association 
1201 Sixteenth Street N. W. 
Washington, D. C. 





Mention Tue Journat when writing our advertisers. 














Vol. 17, No. 7 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


A-207 





(Continued from page A-204) 

There is a tendency of the time for a 
group of intellectualsk—persons who have 
been educated beyond their intelligence—to 
underrate the value of religion as the uni- 
versal comforter in times of physical or 
spiritual but to the masses of the 
people religion has the same potency that 
it has had for two thousand years. 


MemBers of the Boy Scouts of America 
gave valuable service in connection with 
the Minneapolis convention of the Na- 
tional Education Association. It is re- 
ported that 329 separate units of service 
were discharged; 51 different troops 
were represented; 184 different Scouts 
participated; one Scout, Myron Heine, 
second-class Scout of Troop 101 ren- 
dered service at ten different meetings. 


stress, 


As FINAL CLIMAX to a program inter- 
spersed with many social functions the 
Minneapolis teachers were hosts to the 
delegates, Friday afternoon at a picnic 
dinner. During the afternoon a caravan 
of chartered busses with special police 
escort took the delegates and _ their 
friends for a tour of the Twin Cities 
and out into the country of ten thou- 
sand lakes where on the shore of one of 
the most beautiful, White Bear Lake, a 
delicious chicken dinner was served at 
Wildwood Pavilion. Colored balloons 


furnished by the St. Paul teachers added 








picturesqueness and fun to the frolic. 


C. W. Suirk, secretary of the conven- 
tion departmept of the Minneapolis 
Civic and Commerce Association writes: 

According to our count the N. E. A. con- 
vention at Minneapolis received 6833 
column inches in the Twin Cities news- 


papers. This seems to us like a corking 
good record. 


Avucustus QO. THomas, president of 
the World Federation of Education As- 
sociations struck a happy note at the 
Minneapolis convention when he said: 
“It is wrong to divide the children of 
this country into common and preferred 
stock.” He was making a plea for a 
system of schools that would meet the 
needs of all youth from kindergarten 
through the university. 


SUPERINTENDENT FRANK D. BoynToN 
of Ithaca, New York, president of the 
Department of Superintendence, has 
been at work during the summer on 
plans for the fifty-ninth annual meet- 
ing of the Department at Cleveland, 
Ohio, February 24-28, 1929. His pro- 
gram is well underway. 
attractive educational exhibit is to be a 
convention feature. “Those who have 
not yet secured sleeping room reserva- 
tions at Cleveland are advised to write 


An unusually 


promptly to A. C. Eldredge, chairman 
of the Housing Committee, Room 1604, 
Terminal Tower Building, Cleveland, 
stating name and address of each person 
to be accommodated and time of arrival. 


SCHOOLS THAT ARE PROPHECIES! Pro- 
gressive schools that are doing a pioneer 
work in various fields are truly a 
prophecy of what all our schools may 
sometime be. From a list of more than 
300 such schools published in the April 
JOURNAL, selection has been made for 
an outstanding series to appear in the 
JourRNAL during 1928-29. ‘These 
schools will be described by able writers 
so that their progressive features will be 
suggestive for ether schools. “They will 
include all types from preschool to uni- 
versity and both large and small in dif- 
ferent sections of the country. 

Another series will be one-page ar- 
ticles on mental health by Daniel W. 
La Rue which will bring material that 
will help the reader to adjust himself to 
everyday situations in the complex life 
of today. ‘The desire of teachers for 
health material reflects the need that still 
exists everywhere. The JouRNAL of 
1928-29 will publish a series of health 
articles on important phases of that sub- 
ject. The “Careers in Education” 

(Continued on page A-208) 





oy 


Easier, More Effective Teaching with 


NORMAL INSTRUCTOR 
and PRIMARY PLANS 


FOR TEACHERS OF ALL THE GRADES AND RURAL SCHOOLS 


Subscribe Now and Pay Later 


We are making it easy for every teacher to have this wonder- 
fully helpful and inspiring educational magazine. If you 
will fill out and mail the coupon below at once, your subscrip- 
tion will start with the September number and you need not 
pay until November 15th unless you prefer. 


$2.00 Per Year—10 Large Numbers 
r —[Use This Order Blank—Pay November 15th If More Convenient ]— — 


Supplies an abundance of usable Plans, 
Projects, Methods, Aids, Devices, and 
Material for use in all branches 
of elementary school work. 


More Primary Material than any other 
teachers’ magazine and a correspond- 
ingly large amount for the inter- 
mediate and upper grades. 


Many illustrations including: full page 
drawings for Seat Work, Construction 
Work, etc.; page and double page 
Poster Patterns; designs for 
Blackboard Drawings, etc. 


10 Large Full Color Art Masterpieces 
during the year, with complete 
study material. 


Several pages of best entertainment 
material each month, 


Many other departments and special 
features of great interest and 
helpfulness to teachers. 


F. A. Owen Publishing Co. 
EG DANSVILLE, N. ¥. Post Office__ ee ee See see ee ee 
——ooOoOeo””00) 


: (] Check if you wish complete catalog of Owen publications for teachers and schoo!s. 


[J. N. BE. A.-Oct.] Pettis oops 


F. A. Owen Publishing Co., Dansville, N. Y. 


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| Please send me Normal Instructor-Primary Plans for one year beginning 
with the September, 1928, issue. Price $2.00. 
| Place cross (X) in one of (] I am enclosing payment herewith. 
these squares to indicate 
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Name 





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A-208 





LHE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 





October, 1928 











No. 101 
Combination Desk 
Moeser Arm Top Standards 
finished in durable baked 
enamel; woods, in National 
process finish, both in a soft 
brown color 


with 





No. 31 
New National Chair-Desk. 
Equipped with the Moeser 


Extended Arm. 








(Continued from page A-207) 
series of last year will be completed dur- 
ing this year with articles on music, 
teacher training, school librarianship, 
and other special fields. 


Tue Nationat Council of State Su- 
perintendents and Commissioners of 
Education will hold a meeting in Wash- 
ington, D. C., December 11 and 12 of 
the current year. They will confer with 
federal authorities on questions vital to 
the Council. Three main topics have 
been selected for discussion with gov- 
ernment officers. They are: Educational 
statistics, Uniform reports, and How 
the United States Bureau of Educa- 
tion can best serve as a clearinghouse for 
state departments of education. 


NATIONAL TEACHER Day will be ob- 
served on the closing Sunday of Amer- 
ican Education Week, November 11, 
under the leadership of the National 
Congress of Parents and Teachers. 
Wherever there are local parent-teacher 
associations, teachers will wish to co- 
operate in honoring members of the 
teaching profession. 

Dr. JoHn J. Ticert, since 1921 U. S. 
Commissioner of Education, has resigned 
to become president of the University of 


Florida, at Gainesville. The resigna- 





seat. 


1. Health 6. Compactness 

2. Comfort 7. Lasting Finish 

3. Convenience 8. Harmonious Design 
4. Strength 9. Simplicity 

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No. 182 
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tion became effective September 1. Dr. 
Tigert was formerly president of Ken- 
tucky Wesleyan College and for ten 
years was professor of psychology and 
education at the University of Kentucky. 
Dr. Tigert’s many friends will wish him 
success in his new field. 


Since Octoper 1927, THE JouRNAL 
has been sending to several hundred 
readers each month a blank form listing 
JOURNAL articles of that month with 
the request that the five articles which 
have helped the reader most in his effort 
to work on the problems of the profes- 
sion be ranked in order of preference. 
The form can be quickly read and filled 
out; a stamped, addressed envelop is 
inclosed for reply. The mailing list is 
kept “alive” by dropping the names of 
readers who do not return the form and 
adding new ones. Some are selected 
from teachers in 100 percent schools and 
some are teachers who, at the request of 
THE JOURNAL office, have been selected 
by their principals for this service to the 
Association. Every branch of the pro- 
fession and every state in the Union 
has shared in this service. The ranking 
of articles, the comments, and sugges- 
tions from more than a thousand check- 
up sheets that were received during 


f 


Leads You to National 
—the Most Modern and 


Scientific Equipment 





No. 181 
New National Pedestal Desk. 
A favorite where fixed seat- 
ing is required. 





No. 143 
National Separate Desk and Chair. 


1927-28 have given valuable informa- 
tion for planning THE JOURNAL. 

Of the nine articles which received 
first rank during last school year, two 
were editorials, one was an address given 
at the summer convention of the Asso- 
ciation, one was an address given at the 
winter convention of the Department of 
Superintendence, four were articles in 
the planned series, ‘“Growth in the Edu- 
cational Service,” and one was an un- 
solicited article sent in to THE Jour- 
NAL office. 

Dr. Lewis M. Terman, of Stanford 
University, in replying to a letter which 
informed him that his article, “Growth 
through Professional Reading,” ranked 
first in the May 1928 JourRNAL wrote 
the following letter: 


Thank you very much for the information 
in your letter of June ist regarding my 
little article in the May JouRNAL. I am very 
much surprised that this article which I was 
compelled to prepare so hurriedly should 
receive such a ranking. I am very glad you 
let me know about it. 

It seems to me your plan of securing rat- 
ings is a very good one. If all your con- 
tributors knew about it in advance it would 
probably improve their contributions! 


Norte Tuts DATE oN Your CALENDAR 
Now: A notable education program will 
(Continued on page A-210) 





Vol. 17, No. 7 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-209 





THE WIESE LABORATORY FURNITURE COMPANY 


The Factory, Its Personnel, and Its Good Will 
Have Been Taken Over By 
W. M. WELCH MANUFACTURING COMPANY 


This provides a unique combination of manufacturing facilities, trained personnel, and technical staff 
Our Technical Staff includes thirty full time salaried men who are A competent Drafting Department, in conjunction with our tech- 
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these men hold higher degrees as well, as having served as instruc- Laboratory Layouts are furnished either to architects or to 
tors in universities, colleges, technical and high schools. This as- science departments without obligation of any kind. This is 
sures correct design for the precise utility and function of every the first time that such competent service has been made avail- 





detail of our laboratory furniture. able. 


For many years the Wiese Laboratory Furniture Company has been recognized as foremost in the 
production of high quality laboratory furniture 
With the same personnel and increased manufacturing facilities there is every assurance that this reputation will be maintained 
WRITE FOR OUR NEW CATALOG—~just off the press 
Ask for Catalog “F”—Laboratory, Vocational and Library Furniture 


CA Mark of Service 
W. M. WELCH MANUFACTURING COMPANY 


School and Laboratory Furniture, Apparatus and Supplies 


General Offices, Scientific Apparatus Factory and Warehouse 
1516 Orleans Street, Chicago, U. S. A. 





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Laboratory Furniture Factory and Warehouse 
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A210 





THe JouRNAL OF THE NATIONAL EpucATION ASSOCIATION 





Dear Sir: 











October, 1928 





ABRAHAM LINCOLN, when asked about his play- 
ing the Harmonica, said: “This is my band. 
las has a brass band with him in Peoria, but this 
will do me.” 


Character Building 


through 


HARMONICA 


Group Instruction 


By WM. J. 


RACTICAL experience in nu- 

merous schools has clearly 
demonstrated the value of group 
Harmonica instruction in character 
development. This phase is of 
especial interest in the cases of chil- 
dren in whose homes the oppor- 
tunities for cultural development 
are not favorable. It has been 
found repeatedly that even pupils 
who are generally unruly and totally 
uninterested in their formal studies 
can be attracted toward school, 
when all else fails, by group work 
on the Harmonica. 

This is particularly true with re- 
tarded pupils whose limited men- 
tality makes it so difficult to arouse 
real interest and enthusiasm for 
their studies, or to develop those 
traits of character which will assist 
them and offset their mental handi- 
caps. 

Another desirable trait which 
Harmonica practice engenders is 
perseverance—for this instrument 
requires a certain degree of skill 
before it can be played well. Yet 
the fascination of the work itself 
brings this about without conscious 
or tiresome effort. Furthermore, 
Harmonica playing gains the whole- 


WM. J. HAUSSLER, 
Dept. 544-K, 114 East 16th St., 
New York 


ern Education of Girls and Boys.” 


Name 


Address 


Please send me your free brochure on | inthe 
“The Harmonica as an Important Factor in the Mod- 


HAUSSLER 


hearted interest and attention of the 
pupils to such an extent that the 
concentration developed by this 
training is carried over into other 
school activities. 

As soon as the pupils, through 
individual and class instruction, 
have progressed to the point where 
they can attempt ensemble play- 
ing, they are prepared to receive 
the instruction and benefit by the 
discipline of regular orchestral 
training. They learn to follow the 
director and obey his signals—to 
perform with précision and éclat. 
And just as with the most famous 
bands and orchestras, this training 
automatically develops implicit 
obedience, cooperation and highly 
concentrated attention in each 
member. It inculcates a sense of 
responsibility, together with school 
and civic pride. 

Teachers and others in authority 
are invited to send for a brochure 


describing the results obtained in 
thousands of schools throughout 


the country, and supplying prac- - 


tical instruction for the develop- 
ment of Harmonica group activities. 
The coupon below will bring this 
brochure without charge. 


— a a 
‘ 





Doug- 














(Continued from page A-208) 

be broadcast on a nationwide hookup on 
the evening of November 9 between 
the hours of ten and eleven, eastern time; 
nine and ten, central time; eight and 
nine, mountain time; seven and eight, 
Pacific time. Every teacher in the na- 
tion will wish to hear this program and 
to call it to the attention of children and 
their parents. Note this date on your 
calendar now and keep it in mind in 
planning a program for American Edu- 
cation Week. 


Mrs. Epirn B. Joynes of Norfolk, 
Virginia, president of the Department of 
Classroom Teachers, is starting the mid- 
dle of October on an extensive field 
trip. Her itinerary will take her into 
the following states: Alabama, Arizona, 
Arkansas, District of Columbia, Geor- 
gia, New Mexico, North Carolina, 
Oklahoma, South Carolina, Tennessee, 


|and Texas. The purpose of Mrs. 
| Joynes’ trip is to hold conferences with 

classroom teachers to acquaint them with 
| the aims and purposes of the Depart- 


ment and of the Association. She will 
also visit several state associations. 


In THE May Journat Notes and An- 
nouncements there was printed a letter 


| from an employment agency to a su- 


perintendent of schools offering him ten 
dollars for each vacancy in his school 
system which was filled by one of their 
candidates. The National Association 
of Teachers’ Agencies has been investi- 
gating the company which made this 
proposition and has this to say of it: 


The company which made this objection- 
able proposition was not a member of the 
National Association of Teachers’ Agencies, 
was not even a teachers’ agency in the gen- 
eral acceptance of the term, but was simply 
a labor agency, which thought it would try 
its hand in the teaching field. We do not 
believe you will ever find an organization 
which has the placing of teachers as its 
major work using the name “employment 
service.” We teachers’ agency men are all 
proud enough of our work so that we call 
ourselves a teachers’ agency, or a teachers’ 
bureau, or an educational agency, or some- 
thing of the sort, but you will always find 
something in our firm name which connects 
us directly with schools. 


ALBERT SHAW in an editorial in the 
Review of Reviews for July refers to 
the National Education Association as 
“one of the most magnificent of Amer- 
ican organizations for the country’s 
progress in all that makes life worth 
living.”” This same magazine contains a 
most appreciative article by William 
(Continued on page A-213) 








iS 


5 oOo. o@ r 


A-212 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION October, 1928 


YOU can win one of 
these awards 







CORONA PORTABLE 
60 words perfect 









Bronze Pin Silver Pin Gold Pin 
+0 words 56 words 60 words 








Gold Gold Pen 
Pencil 80 words 
70 words 


HIS beautiful Corona Portable is awarded in 
May and December each year. It has a 
standard four-row keyboard, stencil device, varia- 
ble line-spacer—in fact, all of the features found 
on the big machines, except the tabulator. Win- 
ners who prefer the colored Corona to the standard 
black machine may have their choice of six Duco 
colors, scarlet, maroon, green, blue, ivory, and 
lavender. 
The other awards shown on this page are 
offered each month by the School Department 
of L C Smith & Corona Typewriters Inc. 


Both students and teachers of typewriting are 
eligible to compete. 


L C Smith & Corona Typewriters Inc 


Established 1903. School Department, Syracuse, N. Y. Sales offices in principal cities of the world. 


Mention Tre Journat when writing our advertisers. 





A210 








Tue JouRNAL OF THE NATIONAL EpuCATION ASSOCIATION 





October, 1928 





ABRAHAM LINCOLN, when asked about his play- 


ing the Harmonica, said: “This is my band. Doug- 
las has a brass band with him in Peoria, but this 











will do me.” 


Character Building 


through 


HARMONICA 


Group Instruction 


By WM. J. 


RACTICAL experience in nu- 

merous schools has clearly 
demonstrated the value of group 
Harmonica instruction in character 
development. This phase is of 
especial interest in the cases of chil- 
dren in whose homes the oppor- 
tunities for cultural development 
are not favorable. It has been 
found repeatedly that even pupils 
who are generally unruly and totally 
uninterested in their formal studies 
can be attracted toward school, 
when all else fails, by group work 
on the Harmonica. 

This is particularly true with re- 
| tarded pupils whose limited men- 
| tality makes it so difficult to arouse 
| real interest and enthusiasm for 
- . 
| their studies, or to develop those 
| traits of character which will assist 
| them and offset their mental handi- 
| caps. 

Another desirable trait which 
Harmonica practice engenders is 
perseverance—for this instrument 
requires a certain degree of skill 
before it can be played well. Yet 
the fascination of the work itself 
brings this about without conscious 
or tiresome effort. Furthermore, 
Harmonica playing gains the whole- 


HAUSSLER 


hearted interest and attention of the 
pupils to such an extent that the 
concentration developed by this 
training is carried over into other 
school activities. 

As soon as the pupils, through 
individual and class _ instruction, 
have progressed to the point where 
they can attempt ensemble play- 
ing, they are prepared to receive 
the instruction and benefit by the 
discipline of regular orchestra) 
training. They learn to follow the 
director and obey his signals—to 
perform with precision and éclat. 
And just as with the most famous 
bands and orchestras, this training 
automatically develops implicit 
obedience, cooperation and highly 
concentrated attention in each 
member. It inculcates a sense of 
responsibility, together with school 
and civic pride. 


Teachers and others in authority 
are invited to send for a brochure 
describing the results obtained in 
thousands of schools throughout 


the country, and supplying prac- . 


tical instruction for the develop- 
ment of Harmonica group activities. 
The coupon below will bring this 
brochure without charge. 


a ee ee ee _..... ae | 
WM. J. HAUSSLER, ( 
Dept. 544-K, 114 East 16th St., i 
New York P 
Dear Sir: Please send me your free brochure on | ~ ree 


| “The Harmonica as an Important Factor in the Mod- 


ern Education of Girls and Boys.” 


Name 


Address 














(Continued from page A-208) 

be broadcast on a nationwide hookup on 
the evening of November 9 between 
the hours of ten and eleven, eastern time; 
nine and ten, central time; eight and 
nine, mountain time; seven and eight, 
Pacific time. Every teacher in the na- 
tion will wish to hear this program and 
to call it to the attention of children and 
their parents. Note this date on your 
calendar now and keep it in mind in 
planning a program for American Edu- 
cation Week. 


Mrs. Epirn B. Joynes of Norfolk, 
Virginia, president of the Department of 
Classroom Teachers, is starting the mid- 
dle of October on an extensive field 
trip. Her itinerary will take her into 
the following states: Alabama, Arizona, 
Arkansas, District of Columbia, Geor- 
gia, New Mexico, North Carolina, 
Oklahoma, South Carolina, Tennessee, 
and Texas. The purpose of Mrs. 


| Joynes’ trip is to hold conferences with 


classroom teachers to acquaint them with 


| the aims and purposes of the Depart- 





ment and of the Association. She will 
also visit several state associations. 


IN THE May Journat Notes and An- 
nouncements there was printed a letter 
from an employment agency to a su- 
perintendent of schools offering him ten 
dollars for each vacancy in his school 
system which was filled by one of their 
candidates. The National Association 
of Teachers’ Agencies has been investi- 
gating the company which made this 
proposition and has this to say of it: 


The company which made this objection- 
able proposition was not a member of the 
National Association of Teachers’ Agencies, 
was not even a teachers’ agency in the gen- 
eral acceptance of the term, but was simply 
a labor agency, which thought it would try 
its hand in the teaching field. We do not 
believe you will ever find an organization 
which has the placing of teachers as _ its 
major work using the name “employment 
service.” We teachers’ agency men are all 
proud enough of our work so that we call 
ourselves a teachers’ agency, or a teachers’ 
bureau, or an educational agency, or some- 
thing of the sort, but you will always find 
something in our firm name which connects 
us directly with schools. 


ALBERT SHAW in an editorial in the 
Review of Reviews for July refers to 
the National Education Association as 
“one of the most magnificent of Amer- 
ican organizations for the country’s 
progress in all that makes life worth 
living.” This. same magazine contains a 


most appreciative article by William 
(Continued on page A-213) 








THE JOURNAL OF THE NATIONAL EpucaTion ASSOCIATION October, 1928 








OU can win one ot 
these awards 






CORONA PORTABLE 
60 words perfect 





















Bronze Pin Silver Pin Gold Pin 
+0 words 50 words 60 words 
Gold Gold Pen 
Pencil 80 words 
70 words 


HIS beautiful Corona Portable is awarded in 
May and December each year. It has a 
standard four-row keyboard, stencil device, varia- 
ble line-spacer—in fact, all of the features found 
on the big machines, except the tabulator. Win- 
ners who prefer the colored Corona to the standard 
black machine may have their choice of six Duco 
colors, scarlet, maroon, green, blue, ivory, and 
lavender. 
The other awards shown on this page are 
‘offered each month by the School Department 
of L C Smith & Corona Typewriters Inc. 


Both students and teachers of typewriting are 
eligible to compete. 


L C Smith & Corona Typewriters Inc 


Established 1903. School Department, Syracuse, N. Y. Sales offices in principal cities of the world. 


Mention THe Journat when writing our advertisers. 





ee ee Seren Dene 


net he. nee Seam nt me 8 





Gia re oe 


png = 


Tue JouRNAL OF THE NATIONAL 





EpucATION ASSOCIATION 


A-211 












Catalog School 
Slides 


Contains listing of 44,000 Edu- 
cational slides including Science, 
Geography, Literature, Travel, 
Kindergarten, etc. 

Write for Free Copy 


Victor Animatograph Co. 
292 Victor Bidg., Davenport, lewa 









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Springfield, Massachusetts 





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s ONE capable and progressive educator 
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THIRD YEARBOOK 


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| Two Notable Yearbooks 


THE DEVELOPMENT OF THE HIGH SCHOOL CURRICULUM 
Sixth Yearbook, Department of Superintendence 
584 Pages Price, $2.00 
| THE ELEMENTARY SCHOOL PRINCIPALSHIP 


Seventh Yearbook, Department of Elementary 
School Principals 





512 Pages Price, $2.00 


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1201 Sixteenth St. N. W., Washington, D. C. 





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HUNDREDS 


Health Tonahine 
HELPS 


HYGEIA 


THE FAEALTH MAGAZINE 


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“Train for health habits, attitudes, and ideals’’——the 
first objective of education as outlined by the National 
Education Association. 


Let HYGEIA, the Health Magazine, 
help to make health teaching more in- 
teresting, more effective in your schools, 
by supplying countless suggestions for 
themes, notebooks, topics, health clubs, 
class discussion. ‘Teachers everywhere 
are correlating HYGEIA’S articles to 
geography, reading, spelling, language, 
biology, home economics and hygiene, 
and they are using it in kindergarten, 
the grades, high school, even in normal 
school and college. 


New Department 
Edited by 
J. MACE ANDRESS 


A new feature in HYGEIA, “Health 
and the School,” written especially for 
teachers, makes its second appearance 
with the October number. J. Mace 
Andress, widely known to educators for 
his textbooks on health, will contribute 
each month new and original ideas for 
health projects, book reviews, and 
answers to individual teaching prob- 
lems. 

Besides this extra feature, HYGEIA contains 
sound, nontechnical articles on all phases of 
health—diet, exercise, posture, oral hygiene, 
menial health, child training, new medical dis- 
coveries—facts that are thoroughly reliable, for 
HYGEIA is published by the American Medi- 
cal Association. 

In many cities every school receives a copy of 
HYGEIA each month for the use of both. 
teachers and pupils. Harrisburg, Pa., for 
instance, has ordered 50 school subscriptions, 
and Detroit schools receive nearly 300 copies 
of HYGEIA a month. Will your schools have 
this advantage during the coming term? 


Sample Copy Free 


Send the coupon below for a free copy of HYGEIA 
and information on special group rates to schools. 
American Medical Association 

535 N. Dearborn St., Chicago 

Please send me a samp!e copy of HYCEIA and facts 
about special rates to schools. 

Name 


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Vol. 17, No. 7 


THE JOURNAL OF THE NATIONAL EpucaATION ASSOCIATION 





(Continued from page A-210) 
McAndrew on The Organized Teaching 
Business. Says Mr. McAndrew: 


You may properly be proud of your Na- 
tional Education Association, by far the 
largest in the world. It is changing a spotty, 
hit-and-miss occupation of low general aver- 
age throughout the states to a more coherent 
progressive service for your children and 
you. It has brought you beautiful and sani- 
tary school buildings. It has changed school 
from a prison and place of punishment to 
a resort in which children lead happy lives. 


How you can work on the problems of 
the profession—1. Help other teachers 
to appreciate the importance of enlisting 
in local, state, and national associations. 
The profession cannot arise to its full 
effectiveness with only one teacher in five 
sharing in the professional advance. 2. 
Take up some one professional project 
like American Education Week and spe- 
cialize in it this year. 3. Arrange for 
regular meetings of your school faculty 
or local teachers’ association and plan 
programs for the discussion of profes- 
sional problems. 4. Examine regularly 
two or more professional magazines and 
keep familiar with new movements and 
trends. 5. Take part in the movement 
for parent education and the develop- 
ment of cooperation between teachers 
and parents. 


tion of Texas established on July 1 a 
School Plant Division which has out- 
lined its service to the state under the 
following heads: 


1. Making plans of buildings 
eight-teacher schools) 
prints to school boards. 

2. Advising with school boards, county 
superintendents, superintendents of  inde- 
pendent districts, and architects regarding 
proposed plans and specifications, making 
suggestions for the improvement of hygienic 
conditions and the utility of the plant. 

3. Assisting in working out plans for re- 
modeling old buildings that need to be made 
more usable. 

4. Advising with school 
selection of equipment. 

5. Assisting in selecting sites and in plac- 
ing the building on the site. 

6. Assisting in planning school grounds. 

7. Gathering data for the purpose of 
working out standards for Texas on the 
basis of actual conditions in Texas. 


Rurat Lipraries, Farmers Bulletin 
No. 1559 of the U. S. Department of 
Agriculture, should be in the library of 
every rural school in America. It con- 
tains excellent material for community 
civics. Teachers wishing this valuable 
fifty-page pamphlet may have free copies 
by requesting them from the Depart- 
ment of Agriculture, Washington, D. C. 
(Continued on page A-214) 


and furnishing blue 


officials in the 





(one to | 








ry ~ - aa 


‘WhoWill Pay the Doctor, 
the Nurse,and the Board Bill. 


~ MhenYouareSick orlnjured? 


Tue Strate DEPARTMENT of Educa- | 


HIS is the question you must decide, and you are deciding it right now— 

whether you will continue to carry the risk of financial loss and embarrass- 
ment in time of need, or whether you will let the T. C. U. assume the risk and 
share the burden when the loss comes. 


One Teacher in Five Will Lose 


It is an actual fact, proven by the records, that every year one out of five 
teachers suffers enforced idleness and loss of salary through Sickness, Accident 
or Quarantine. 


You may be that unlucky fifth teacher this year. Why take the risk of being 
compelled to use up your savings, or to run into debt, to carry you through a 
period of enforced idleness, when the T. C. U. stands ready to help bear that 
burden? 


What the T.C. U. Will 
Do for You 


The Teachers Casualty Underwriters is a } four 
national organization of teachers for teachers. same 
For the small cost of less than a nickel a day, | Tex 
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These Teachers KNOW 
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October, 1928 





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Synonyms 
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(Continued from page A-213) 
Henry Forp gave these views on al- 
cohol to interviewers on his visit to Eng- 
land: 


My experience is that no one can drink 
alcohol without injury. If people have to 
drink they are done for as far as I am con- 
cerned, In saying this I don’t deserve any 
credit for not drinking, because I don’t like 
it. I have the same remarks to make regard- 
ing smoking—both destroy brain cells. Amer- 
ica has improved considerably under pro- 
hibition, both industrially and commercially 
and the rest of the world will follow. 


COUNTY LIBRARIES are spreading. The 
American Library Association reports 
that in June, 1928, there were 260, seven- 
teen of them having been established in 
the year ending April 30, 1928. They 
are to be found in thirty-four states and 
in every section of the United States ex- 
cept New England, where the town is 
the county unit. California leads with 
forty-six county libraries out of fifty- 
eight counties; New Jersey 
county with only 
counties, and Indiana and | 
lina each have fourteen. 


has nine 
twenty-one 
North Caro- 


libraries 


A Catt to Active Duty—The De- 
partment on Active Citizenship of The 
National Civic Federation is calling on 
all citizens to do their full political duty 
of voting in the coming elections. In a 
statement by John Hays Hammond, 
chairman of the Department, and Peter 
J. Brady, secretary, is the following ap- 


| peal: 


| 


We may rail at the quantity and quality 
of legislation enacted by “corrupt” and “in- 
efficient” municipal and state governments, 
not to mention the federal law-making body, 
but we who refuse to perform our share of 


| the party drudgery have only ourselves to 


blame. That négligence on our part ac- 
counts for many “misfits” holding political 
positions. Demanding recognition of their 
service to the party organizations, they gen- 
erally get the jobs because they have done 
the work which had to be done and in which 


| all good citizens should have participated. 


It is out of this very situation that notorious 
scandals have blossomed in New York City, 
Philadelphia, and Chicago, to specify only 
a few localities. The appalling conditions 
just revealed in the report of the Chicago 
Crime Commission, showing the intimate 
relations between the political machinery and 
the criminal classes, should be read by every 
American citizen who refuses to play his 
part in the field of practical politics. 


We must look to the coming genera- 
ation to aid in bettering the political 
situation. The statement says: 


Since seven million boys and girls will cast 
their first presidential votes this year, it is 
of the utmost importance that they be linked 
up with their respective party organizations. 
There are other millions cf boys and girls, 








zo 


his 


ra- 
-al 


ast 
is 


ed 


ls, 


Vol. 17, No. 7 


however, who will not be of voting age 
but who can aid their party organizations 
in getting the members. of their families to 
perform their civic duty. An experiment 
along this line was made during registra- 
tion week last October in New York City 
by utilizing the 125,000 high-school boys and 
girls to stimulate the civic interest of their 
relatives and friends. The resultant re- 
port showed that, of the 234,000 eligible 
voters interviewed, 170,000 registered. An 
appeal is being made by the Department on 
Active Citizenship to the members of the 
Republican and Democratic National and 
State Committees urging that they exercise 
their influence to induce the thousands of 
local party organizations to find ways to 
utilize the youthful energy and enthusiasm 
of these young citizens. An important point 
to be remembered in connection with the 
high-school students is that, through their 
study of civics, they often have a better 
understanding and appreciation of the im- 
portance of the questions dealt with by mu- 
nicipal and state governments than has the 
average adult in large cities who, as a rule, 
does not even know the name of his alder- 
man nor of his member of the legislature. 
Furthermore, during the last three years 
through the movements known as the Na- 
tional and Intercollegiate Oratorical Con- 
tests on the Constitution, these students have 
acquired a working knowledge of that great 
document, rendering them all the more eligi- 
ble for intelligent participation in practical 
politics. It is the boys and girls of today 
whe tomorrow will bear the burden of 
“carrying on”; therefore, the sooner they 
can be put in harness, the better for the 
future of our land. 


THE Nationa Geographic Society will 
resume publication of the Geographic 
News Bulletins this fall. The bulletins 
are presented to teachers by the Society 
because of the recognized need for the 
latest geographic news: new boundaries, 
capitals, shifts in world trade, archae- 
ological discoveries, and explorations. 
Teachers who ask for the Geographic 
News Bulletins receive thirty issues dur- 
ing the school year. A request for the 
bulletins should be accompanied by 
twenty-five cents to cover mailing costs. 
Address: National Geographic Society, 
Washington, D. C. 


THE ANNUAL meeting of the American 
Library Association was held at West 
Baden, Indiana, May 28 to June 2, with 
2000 delegates present. Carl B. Roden, 
librarian of the Chicago Public Library 
and president of the association, opened 
the conference, and proposed three main 
activities as necessary parts of a program 
to multiply and improve library facilities 
in America. They are: Library extension, 
which is concerned with the promotion 
and establishment of new libraries; adult 
education, which seeks ways and means 
of offering assistance through libraries to 
the millions of adults engaged in selfedu- 
(Continued on A-216) 





























THE JOURNAL OF THE NaTIONAL Epucation AssocIATION 








—but how to keep 
them that wayr 


OTHERS take particular care to see that their chil- 
dren begin the school year with neat clothes and 
well-bathed bodies. 


Children themselves have an interest in appearing 
to advantage the first day of school, but, as the novelty 
of school wears off and the cold weather comes on, this 
enthusiasm sometimes dies and is succeeded by care- 
lessness. 


Most mothers and teachers would welcome aid in 
strengthening the interest of children in cleanliness. The 
School Department of Cleanliness Institute has prepared 
supplementary readers for all grades, which help to make 
cleanliness more vital and spontaneous. 


Titles, descriptions, and prices are given below. 

Cleanliness Institute would gladly serve you in every 
way in Its power. 

Why not avail yourself of this help? 


CLEANLINESS INSTITUTE 


Cleanliness Institute school readers now ready: 
(Review copies free to school administrators.) 
“The Animal Way,” by Jean Broadhurst, for kindergarten, first, and 


second grades; tells of the cleanliness customs of animals; gay with 
color. Single copies, 25 cents. 


“After the Rain,” by Grace T. Hallock, for third to fifth grades ; cleanli- 
ness stories of children in many lands; illustrated in color. Single copies, 
25 cents. 


“A Tale of Soap and Water,” by Grace T. Hallock, for sixth to ninth 
grades; the historical progress of cleanliness and sanitation; illustrated 
in black and white. Single copies, 15 cents. 


Quantity prices upon application 


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Tue JouRNAL OF THE NATIONAL EpucaTION ASSOCIATION 








October, 1928 





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(Continued from page A-215) 
cation, and education for librarianship. 
Linda Eastman, head of the Cleveland 
Public Library since 1918, was elected 
president for 1928-29. 


Book WEEK will be observed this year 
November 11-17. Teachers wishing spe- 
cial material prepared for the observance 
of this week should write to the Book 
Week Committee, 25 West 33d Street, 
New York, asking’ for suggestions for 
programs and other material which will 
be supplied gratis. 


Leacue oF Nations Teaching—The 
attitude of our overseas contemporaries 
toward the League of Nations is sug- 
gested by the following extract from the 
Scottish Educational Journal: 


No longer is the question debated whether 
or not the aims and achievements of the 
League of Nations should find a place in the 
curriculum of cur schools. That battle has 
been fought and won. The great majority of 
our education authorities has adopted resolu- 
tions in favor of League instruction for the 
vouth of the nation. The teaching profession 
through their récognized associations have 
also committed themselves wholeheartedly to 
the introduction of such teaching in the 
schools. 

The main question having been settled, the 
only problem now remaining is how best this 


instruction may be given. Essentially this is a 
question for the teachers to settle, and it is one 
likely to give rise to wide differences of 
opinion and great divergencies in practise. 
Some local authorities have discussed the mat- 
ter with their teachers and have reached cer- 
tain conclusions. Among these is Edinburgh 
Authority, which has now issued in pamphlet 
form a “Memorandum on the Teaching of 
the Existence, Aims, and Achievements of the 
League of Nations.” This has been drawn 
up by a Joint Committee of the Authority 
and Teachers, and is issued for the guidance 
of the staff. 


THE EYESIGHT of school children is of 
the utmost importance. Teachers wishing 
special help can obtain much useful in- 
formation from the National Society for 
the Prevention of Blindness, 370 Seventh 
Avenue, New York City. 


THE ScHOOL of Education at Stanford, 
with the approval of the proper univer- 
sity authorities, has established a new de- 
gree for advanced work in education, anal- 
ogous to the J. D. and M. D. degrees, 
and the equivalent to the Ph.D. degree in 
difficulty of attainment. This degree will 
require not less than three years of resi- 
dent study beyond the A. B. degree, at 
least the last year of which must be done 
at Stanford, together with a satisfactory 
thesis. The new degree will differ from 


the Ph.D. degree in that emphasis will be 
placed on the mastery of professional sub- 
jectmatter rather than on original re- 
search; a reading knowledge of other 
languages will be required only when 
needed for the student’s thesis work ; evi- 
dence as to personal success in actual 
classroom teaching or school administra- 
tion will be required; and the thesis or 
dissertation may be an organization or 
application of existing knowledge as well 
as a contribution. The new degree 
merely shifts the emphasis from research 
to professional equipment and prepara- 
tion for teaching and school administra- 
tion, without lowering university stand- 
ards or creating a cheaper or easier de- 
gree. 


OFFERED FoR the first time in the Uni- 
versity of Southern California, a course in 
Commercial Aviation covering the eco- 
nomics of aeronautics is announced to open 
this month. The course will cover his- 
tory of aviation, types of air craft, types 
of motors, government and state regula- 
tions, mail, express, and passenger serv- 
ice, rates and operating cost, airways, 
airports, safety devices, and government 
inspection, dealing with aviation from a 
service and investment point of view.