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, The Peace Pact ; P ; . . ; : : ‘ : R 231 | 
Se “Sanctified Squander” in Cleveland—R. G. Jones ; ; j ‘ ; 233 ) x 
i lt Making New Citizens for China—Y. C. James Yen . , ; , 235 iiew 
Li A New Plan of Naturalization—C. C. Kelso ‘ . ’ ; ‘ ' 237 ‘ LU 
Ben Blewett Intermediate School—Crecelius, Mecker, and Sackett . 239 FAS 
=x: “Externs” in Teacher Training—Lois M. Drake : ‘ : ; 241 \ =x 
a ail The Principal Studies His Job—The Growth of an Ide: al, The Duties of the ihm we 
Li | Principalship, Improvement in Service, The Economic Position of the ai 
= Principalship ; ; : ; , . : 243 
=xX= Geneva: A World Capital of — Afi: uirs , ; : : : 247 ) |E xX 
TI Editorial: Educating the Whole Child , ; : 250 ay 
kde | | Way Down South in Dixie—W here next summer's me iting w will he held 251 } 
cad National Education Association Officers, 1928-29 ; ‘ é 252 | eS) 
ey Gi The Meaning of the Peace Pact—Sidney L. Gulick ; ‘ ; 253 ) |=x= 
iT] Making School Administration Responsible ; : : : 254 1 (}] 
\ The Vital Organs of the Mind—Daniel Wolford a os ; 255 ' 
Radio and Music Education—W alter Damrosch ; 256 b GAG 
= Xi % Interpreting the Schools—The Citizen and the Schools, The New spaper and 
[ ft \ the Schools, The Community and the Schools, A Calendar of Interpretation 257 Lt | 
' An Experiment in Character Training—Agness Boysen ‘ : i 261 } 
AZ The Lefthanded Child—Rose 8. Hardwick > ‘ ‘ : , ; 263 ) (Ray 
= X=) } Growth of Summer School Attendance : : : , ‘ : 265 f ss 
Li | The Budgeting of Professional Dues ; ‘ : ' " ; 266 } (Tj 
The Russian Pioneers—Lucy L. W. Wilson ; ‘ ‘ : : j 267 . = 
RS. 3)) Vitalized Group Study and Faculty Meetings . , ‘ . ; : 269 } ISA: 
Builders of Our Profession ; . : : : . : , , 270 
ti | \ Notes and Announcements ? . , ‘ ; ; . : . A-234 } au 


t 


| | Atlanta Hotel Information ; ; ‘ , . ; : , . A-240 


eI 5 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 


NATIONAL EpuCATION ASSOCIATION OF THE UNITED STATES 
1201 StxTEENTH StrEET Nortuwest, WAsHINGTON, D. C. 








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


o> ooo 
—— = —— = o> =o —— - 


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November, 1928 


THE PEACE PACT 


(Pacte Génerale de Renonciation a la Guerre) 


The President of the German Reich, the President of the United 
| States of America, his Majesty the King of the Belgians, the 
_ President of the French Republic, his Majesty the King of Great 

Britain, Ireland, and the British Dominions beyond the Seas, 
Emperor of India, his Majesty the King of Italy, his Majesty the 
_ Emperor of Japan, the President of the Republic of Poland, the 
President of the Czechoslovak Republic, 


Deeply sensible of their solemn duty to promote the welfare of mankind; 

persuaded that the time has come when a frank renunciation of war as an 

| instrument of national policy should be made, to the end that the peaceful and 
friendly relations now existing between their peoples may be perpetuated; 


Convinced that all changes in their relations with one another should be 
sought only by pacific means and by the result of a peaceful and orderly pro- 
cess, and that any signatory Power which shall hereafter seek to promote its 


national interest by resort to war should be denied the benefits furnished by 
this Treaty; 


Hopeful that, encouraged by their example, all the other nations of the 
world will join in this humane endeavor and, by adhering to the present Treaty 
as soon as it comes into force, bring their peoples within the scope of its 
provisions, thus uniting the civilized nations of the world in a common re- 
nunciation of war as an instrument of their national policy; 


Have decided to conclude a treaty, and for that purpose have appointed 
as their respective plenipotentiaries: . . . Who, having communicated to one 
another their full powers, found in good and due form, have agreed upon 
the following articles:— 


ARTICLE I.—The High Contracting Parties solemnly declare, in the names of their respec- 
tive peoples, that they condemn recourse to war for the solution of international controversies, 
and renounce it as an instrument of national policy in their relations with one another. 


ARTICLE II.—The High Contracting Parties agree that the settlement or solution of all dis- 
putes or conflicts, of whatever nature or of whatever origin they may be, which may arise among 
them, shall never be sought except by pacific means. 


[ 231] 





232 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


November, 1928 





ARTICLE III.—The present Treaty shall be ratified by the High Contracting Parties named 
in the preamble in accordance with their respective constitutional requirements, and shall take 
effect as between them as soon as all their several instruments of ratification shall have been de- 
posited at Washington. 


This Treaty shall, when it has come into effect as prescribed in the preceding paragraph, 
remain open as long as may be necessary for adherence by all the other Powers of the world. 
Every instrument evidencing the adherence of a Power shall be deposited at Washington and the 
Treaty shall, immediately upon such deposit, become effective as between the Power thus adher- 
ing and the other Powers parties thereto. 


It shall be the duty of the Government of the United States of America to furnish each 
Government named in the preamble and every Government subsequently adhering to this 
Treaty, with a certified copy of the Treaty, and of every instrument of ratification or adherence. 
It shall also be the duty of the Government of the United States of America telegraphically to 
notify such Governments immediately upon the deposit with it of each instrument of ratification 
or adherence. 


In faith whereof the respective plenipotentiaries have signed this Treaty in the French and 


English languages, both texts having equal force, and hereunto affixed their seals. 


Done at Paris the 27th day of August in the Year of Our Lord one thousand nine hundred 


and twenty-eight. 


HE Peace Pact may easily 
be the dominating docu- 
ment of the twentieth cen- 
tury. The typographical form in 
which it appears here follows 
The Schoolmaster, the official or- 
gan of the National Union of 
Teachers in England. Next to 
the National Education Associa- 
tion, the National’ Union is the 
largest professional organization 
in the world. The fact that The 
Schoolmaster displayed this his- 
torical document in large type 
shows what our fellow teachers 
overseas think of it. 

Describing the event from the 
point of view of one at the scene 
of action, H. E. Woolever, editor 
of The National Methodist Press, 
says: 

The mind of the whole enlightened 
world was turned toward Paris on August 
27, when fifteen of the principal nations 
of the earth signed the Kellogg-Briand 
Pact for the outlawry of war. This event, 
which took place in the great Clock Room 
(Salle de l’Horloge) in the Department 
of Foreign Affairs of the French Nation, 
is regarded in Europe as the most signifi- 


cant advance of civilization which has. 


been registered in decades. 

As one watched the various personages 
—the prime ministers and the ranking 
oficials of the great nations—enter the 





treaty room, and as he realized that some 
of these same officials who now assembled 
to lift the curse of war from mankind, in 
times past had helped unleash the forces 


of a war which had brought destruction 


to the world, he became conscious of the 
advance of the principles of the Prince of 
Peace. The “Pact of Paris” was made 
notable in the annals of the world by the 
rank of those who gathered to affix the 
signatures of nations to the document. 

The ends of the world met here to- 
gether in peaceful accord. It seemed a 
good omen that the first delegates to ar- 
rive in Paris for the purpose of denounc- 
ing war were those from Japan and from 
the United States. They arrived on the 
same morning, Count Uchida, Minister 
of State for Japan, about three hours be- 
fore the Hon. Frank B. Kellogg, Secre- 
tary of State for the United States. Bent 
on the same high purpose, one had spent 
fifteen days crossing two continents and 
passing through Siberia, whereas the other 
had crossed a mighty ocean. 


Editor William Frederick Bige- 
low of Good Housekeeping 
writes in the September number 
of that periodical on “The Man 
Who Ended War.” Said Mr. 
Bigelow: 


It is a great work the Secretary has 
done, and he is to be congratulated upon 
both his zeal for peace and his courage 
and ability in showing the world the way 
to accomplish it. For in spite of the 
skepticism, in spite of the sneers that 


have—largely for partisan purposes— 
been aimed at the multilateral treaties, 
there has never been so effective a plan 
for world peace proposed as these same 
treaties provide. 

And he needs your help—When the 
treaties have been ratified all around, the 
next step will be obvious—the scrapping 
of the implements of war. This is not a 
dream; Secretary Kellogg has made it to- 
morrow’s possibility, and to be translated 
into reality it needs only the support, the 
wholehearted backing, of the man in the 
street, the woman in the home, the 
preacher in the pulpit, the teacher in the 
schoolroom, the editor in his paper or 
magazine. For the first time in the his- 
tory of the world, worldwide and ever- 
lasting peace is to be had, if not exactly 
for the asking, at least by fighting for it 
before our treaty-ratifying bodies. 


Teachers have a tremendous 
interest in peace and in the 
understanding and mutual co- 
operation which the nations of 
the world must have for the high- 
est development of each and all. 
War, more than any other evil in 
modern life, competes with edu- 
cation, sapping the sources from 
which taxes are drawn and con- 
suming energy which should go 
into constructive efforts to relieve 
ignorance and abolish disease 
and poverty. 











— 


— 


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“Sanctified Squander” in Cleveland 


ANCTIFIED SQUANDER” 
about two years ago. 


appeared 
The three 
Cleveland newspapers reviewed it 
briefly on inside pages at that time, but 
they have taken no further notice of it, 
editorially or as news, and I thought the 
pamphlet had disappeared from circula- 
tion until quite recently when I began to 
receive inquiries about it from widely 
separated parts of the country, especially 
from school superintendents and news- 
paper editors. I suspect, therefore, that 
Mr. James F. Walsh, president of the 
Association for Retrenchment in Public 
Expenditures, is attempting a national 
campaign, and I have been interested to 
note that the pamphlet is taken far more 
seriously by many of my correspondents 
than it has been taken here in Cleveland. 
Cleveland has doubled in population in 
fifteen years, and its growth was es- 
pecially rapid during and shortly after 
the war. At that time many of our finest 
office buildings were erected, but there is 
considerable evidence that the town was 
overbuilt. Private enterprise seems to have 
made a very bad guess as to the needs of 
the city, and I shudder to think what 
would have happened if the public school 
officials had made so wild a guess as to 
the city’s future needs for schoolrooms. 
With office space a drug on the market, 
many of the owners feel the burden of 
taxes very keenly, and I certainly do not 
blame them for seeking relief. Since the 
increase in school costs has been out of 
proportion to the increase in enrolment, it 
is assumed that something must be very 
‘wrong. Curiously enough, the less one 
knows about education the more likely is 
he to suspect that something is wrong. 
The Building Owners and Managers 
Association, the Real Estate Board, and 
Mr. Walsh have been the sharpest critics 
of our school costs. The real estate people 
have been less consistent in their criti- 
cisms. Real estate operators of new allot- 
ments and around the outskirts of the city 
generally have seemed to think that at- 
tractive schoolhouses enhance property 
values. Those whose operations are limited 
to the downtown district have been far 
more cautious in advocating building pro- 
grams. As superintendent of schools I 
have been glad that we have had a limited 
number of critics of school expenditures 
at large in the community. I am inclined 


R. G. Jones 


Superintendent, Cleveland Public Schools 


to think that they have a tonic effect on 
school officials generally, causing them to 
examine and constantly reexamine all 
their aims and purposes in the light of the 
public good. 

Sanctified Squander may be summa- 
rized in just two criticisms. First, that 
school expenditures have risen out of all 









Sanctified School Boards 


TS ARTICLE is a reply to the 
pamphlet called Sanctified 
Squander. Since the leading attack in 
that pamphlet is on the schools of 
Cleveland, Ohio, this statement by 
Superintendent Jones is especially 
| timely. The pamphlet was first dis- 
| tributed in Cleveland, later in the | 
state of Ohio and still later it has | 
been distributed by the thousands in 
all the states. It contains such state- 


ments as the following: 
Chief among the most reckless of the tax | 
spenders are the various boards of education 
and school trustees. These bodies, acting in 
most cases under the direction of the school | 
politician, are squandering public funds with 
an abandon never before known. | 
Much of it goes for extravagant salaries 
for school politicians. } 
A large part of the increase is worse than | 
wasted in the most brazen abuse in the pub- | 
lic school system. The school politician in 
the normal school, the normal college, and 
the teachers’ college must have pupils or he | 
will be compelled to earn a livelihood. | 
This can be done and it must be done | 
if we are to insure our future against | 
strangulation by taxation. The first step in 
this direction is to STOP electing to the 
various boards of education incompetent, 
hand-picked, old women of either sex, who 
have a vanity to gratify and who seek the 
adulation of the school teacher and the school 
politician at the expense of the child and 
| the taxpayer. 
| —J. W. Craptree, Secretary. 
| 





































| 


proportion to the increase in population. 
The validity of this criticism must be 
admitted at the outset. Second, that de- 
spite higher costs, the quality of public 
education has deteriorated. 

The human animal is the most restless 
of all living creatures. Whatever his state 
he always is sure that some other would 
be preferable. Most of our progress seems 
to have come out of this discontent. We 
cannot go back to the little red school- 
house with its three R’s unless we also 
are ready to unscramble all the social and 
economic forces that have landed us 
where we are now. 





[ 233 ] 


Current expenditures for the Cleve- 
land public schools for the school year 
1913-14 were $3,601,320. For the fiscal 
year, 1926-27, the amount was $16,- 
480,197, a sum 4.6 times as great as the 
1913 current expenditures. Enrolment 
in the thirteen years increased only 1.87 
times. On this basis current expendi- 
tures for 1926-27 should have been 
$6,734,468. It is the same as saying 
the cost of supporting my family—which 
has not increased at all in thirteen years— 
ought to be no more than it was in 1913. 

School children are not statistics. 
They have a disconcerting habit of turn- 
ing out to be flesh and blood and nerves. 
Since the war we have had a great in- 
flux of colored children from the south. 
Their educational needs are different 
from those of the child of German im- 
migrant parents, and the needs of the 
foreign born are different from those of 
the welltodo native born. 

Since 1913 Ohio has raised the com- 
pulsory school age to eighteen. In 1913 
a very large number of children left each 
year upon completing the seventh or 
eighth grade; now the vast majority stay 
until the finish. 

Since 1913 we have been trying to 
adapt the education to the individual 
needs of the child. This has meant spe- 
cial and special schools for 
crippled children, for the deaf, the blind, 
the wayward, the stammerers, the men- 
tal defectives, etc. 1 do not believe that 
even our sharpest critics wish us to re- 
sume the former practise of trying to 
teach all these children in the same class- 
room. 

Since 1907 the elementary grades in- 
creased in enrolment only 63.8 percent. 
But the kindergartens increased 393.7 
percent, the junior high schools 258.9 
percent, and the senior high schools 
445.3 percent. Special classes and schools 
increased 2601.4 percent! Analysis of 
the current expenditures for 1926-27 dis- 
closes that 84 percent of the entire $16,- 
480,197 was paid out in salaries. The 
largest single item in the payroll was 
$10,220,425, which went to classroom 
teachers. This was 62.02 percent of the 
total current expenditures. The next 
largest item was that paid custodians and 


their helpers—$1,176,815. Principals and 


classes 





234 





‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





November, 1928 





assistant principals received $823,099. 
Salaries paid to those engaged in any way 
in general control totaled $569,876, or 
3.45 percent of the current expenditures. 

Frequently we hear criticism that too 
much money is spent for supervision, but 
even if we could dismiss everyone con- 
nected in any way with supervision, the 
saving would not be large enough to 
give the taxpayer the relief which our 
critics desire. 

The remainder of all the money spent 
for current expenditures is spent for the 
purchase of supplies, books, repairs to 
buildings, coal, etc. All of these things 
are purchased only after competitive bid- 
ding. 

Salaries to teachers were increased 
here under a new schedule adopted in 
1919. Private business was prosperous 
and was bidding against us for labor. 
It was clearly apparent that we would 
have to raise our bid if we wanted to 
hold our teachers and attract other prop- 
erly qualified workers. 

Under the 1919 salary schedule the 
pay of elementary teachers was increased 
to a minimum of $1200. It was pro- 
vided that those with 
cations might 


standard qualifi- 
attain a maximum of 
$2400 at the end of ten years of con- 
tinuous service. Junior high teachers re- 
ceive $1300 to $2700, and senior high 
teachers—the best prepared of the lot, 
since many of them hold master’s de- 
grees—may receive from $1500 to 
$3300. Not even Mr. Walsh, I think, 
has proposed any drastic cut in these 
salaries. 

The high schools are under the con- 
stant inspection of the state department 
of education and the North Central As- 
sociation of Calleges and Secondary 
Schools. If we increase the size of high- 
school classes we inyite the charge that 
we have impaired the effectiveness of the 
instruction and therefore face the danger 
of having the certificates of the schools 
revoked. Thus we would be jeopardiz- 
ing the chances of our graduates to enter 
college on equal terms with the gradu- 
ates of other high schools. 

There remains the question of “fads” 
and “frills.” I have been engaged in 
educational work for more years than 
I like to contemplate and I have heard 
about fads and frills from my youth. 
I have yet to see one. I have seen physi- 
cal education, medical service, lessons 
in thrift, temperance, and safety, do- 
mestic science, art, dressmaking, and a 
variety of other things come into the 
schools, most of which rest on large 
popular demand. And while any one of 


us might consider some of these things 
frills, what may be a frill to me is not 
a frill to you.. 

It is perfectly amazing today to hear 
father and son talking about what is 











Who Provides the Funds? 


peng SQUANDER” is published 
and distributed by the Associa- 
tion for the Retrenchment of Public 
Expenditures. Why is not this As- 
sociation incorporated? Has it any 
other officers or even any other mem- 
bers than its president Mr. James F. 
‘Walsh and its secretary Mr. Gilbert 
Morgan? Who actually wrote the 
pamphlet and would it be possible for 
him to give a fact basis for certain 
statements? 

Who provides the funds for pub- 
lishing and distributing this pamphlet P 
Are they provided by a local group, 
or by some foundation or other out- 
side agency? If Sanctified Squander 
is put out for local political purposes 
then why so much outside distribu- 
tion? These and similar questions put 
| to Mr. Walsh are still unanswered. 
























—J. W. Crastree, Secretary. 





under the hood of an automobile. Father 
not only does not know, but he probably 
never will. The son knows. And he 
knows radio, too, one of the most ab- 


struse of inventions. He knows where ~ 


the materials of the world come from; 
he knows more practical geography upon 
instant calling than his father will ever 
know. The son knows something about 
sanitation. 

There is a decided difference in the 
sort of people going to high school now 
and twenty years ago. Today, high-school 
attendance is wellnigh compulsory for all 
children and we must do our best to edur 
cate them regardless of their abilities. Tc 
meet the diverse types of abilities and the 
differing attitudes of the pupils, we have 
broadened the high-school curriculum. 
We have given instruction which enables 
thousands who do not go on to college 
to make their way in the world. 

There are forty or more colleges in 
Ohio and the standards of most of them 
are about as high as you are likely to 
find anywhere. Most of them admit as 
freshmen only those who have been in 
the upper third or the upper fourth of 
their respective high-school graduating 
classes. Last year psychological tests de- 
vised by Ohio State University were 
given to all freshmen in all the colleges 
and universities in the state. We gave 
exactly the same tests to all senior stu- 


dents in the thirteen Cleveland high 
schools and found to our grateful sur- 
prise that their scores were higher on the 
average than the average scores made 
by the carefully handpicked college 
freshmen. 

The owner of an office building 
who is trying to rationalize his instinc- 
tive aversion to taxpaying sees that we 
no longer teach children how to extract 
the cube root or to identify a greatest 
common divisor. That we are teaching 
the children the bedrock essentials in 
arithmetic as we always did, and also 
teaching them how to repair the family 
auto and how to live in good health in 
the artificial environment of a highly 
congested city does not weigh in our 
favor because the taxpayer is unable to 
associate anything with school except the 
three R’s, tedious drills, the dunce’s cap, 
and perhaps the whip. For my part | 
would exchange a cube root for an auto- 
mobile in working condition any day. 

Underlying all of the controversy 
over school expenditures are two con- 
flicting social philosophies. One is aris- 
tocratic in character. It holds that only 
the few of exceptional ability are worth 
educating. The other is democratic. It 
holds that education is for all the people 
and that the safety of the state depends 
upon the greatest possible general en- 
lightment. I adhere to the latter view. 

I have seen the wealth of the United 
States more than quadrupled in my life- 
time. No one doubts the ability of the 
country as a whole to pay for whatever it 
wants. The question is not an economic 
one at all, as the author of Sanctified 
Squander would have us believe, but a 
social one. The only real question is 
what we wish to spend our money for. 
We can buy automobiles, diamonds, 
chewing gum, and tobatco with it. We 
can spend as much as we spend or more 
for education. 

If I have not altogether mistaken the 
signs, society is attaching a higher and 
higher value to education every passing 
year and I do not look for any material 
reduction in the amount the people are 
willing to spend for it. 

We may receive some criticism, but 
the public does not mind honest mis- 
takes so long as it is conyinced we are 
trying to discover and mend them. If 
we are honest and capable we have 
nothing to fear from those who investi- 
gate us. Our troubles come from those 
who denounce us without the slightest 
effort to inform themselves. 

Let us get off the defensive. 


i> CR >: 


~- —— Wt 


~—_ 





ee a ne ial 


Making New Citizens for China 


Y. C. James YEN 


Director General, Chinese National Association of the Mass 


HE MISSION of the Chinese Mass 
"[ Eiscation Movement is not only 

to teach the unlettered masses of 
China to read but also to train them for 
modern citizenship. Hence the slogan of 
the movement is, “Eliminate illiteracy 
and make new citizens for China.”’ 

The Chinese Mass Education Move- 
ment began during the World War. 
When the Allies needed men to dig 
trenches, manufacture ammunitions, etc., 
they came to China and recruited about 
200,000 laborers. 

While attending Yale I was asked to 
go to France to help these Chinese labor- 
ers. Two days after my graduation I 
left for France. I was first put in charge 
of about 5000 workers in Boulogne. Liv- 
ing day and night with these men I came 
to know them in a way that I never 
could before. Intelligent and industrious 
as they were, most of them were unable 
to read or write even their own language. 
They were very homesick but they 
couldn’t write letters to their home folks. 
They were very eager to know what was 
going on in the war but they were unable 
to read the newspapers. 

I decided that the most essential thing 
that I should do for these men was to 
give them the fundamentals of Chinese 
language education. So right there in 
the labor camp I began my first Chinese 
class of forty laborers. There was no 
textbook, so I had to write it. There was 
no other man available to teach, so I had 
to teach. After about half a year I 
found, to my great surprise, these labor- 
ers, ranging from twenty to fifty years of 
age, not only eager but able to learn. 
They were soon able to write simple 
letters to their folks in China. Later, I 
published a small paper in very simple 
language, containing news about their 
home districts and the war. The work 
went on so well that I was asked to go 
to Paris to take charge of the educational 
work for our 200,000 laborers. 

One day I received a very touching 
letter from one of the laborers who had 
learned to read in France. It read: 


Mr. YEN, Bic TeAcHer: Ever since the pub- 
lication of your paper, I began to know about 
everything under heaven. (That is the Chinese 
way of putting it!) But your paper is so 
cheap. It costs only one centime a copy. 


Maybe you have to close down your work 
very soon. So I inclose herewith 150 francs 
which I have saved during my last three 
years of labor in France. 


That was the biggest revelation of 
my life. Over there in the labor camps, 
I learned something of fundamental im- 





¥ C. James YEN whose pioneer work in 
educating 


the masses of China has 
roused the interest of the world. 





portance which I could never learn in a 
Chinese or an American university. I 
realized as I never did or could before, 
the dire need of education of my fellow 
countrymen and at the same time their 
tremendous possibilities! We of the 
“student class” despised them and called 
them “‘coolies,” or “lower classes.” Be- 
longing to a family of generations of 
Confucian scholars, I never associated 
with the laborers before the War. But in 
France I had the privilege of associating 
with them daily and came to know them 
intimately. I found out that these men 
were just as good as I. The only differ- 
ence between them and myself was that 
I had had opportunity and they hadn’t. 

So right there and then I made the 
resolution that upon my return to China 
I was going to give my life to the edu- 
cation and enlightenment of the millions 
and millions of my fellow countrymen 


[ 235 ] 


Education Movement 


who have been denied a normal oppor- 
tunity of schooling. 

One reason for this illiteracy is that 
China has been a monarchy for many 
centuries, and under a monarchy educa- 
tion for the entire people was not con- 
sidered either necessary or desirable. In 
fact the idea of giving an entire people 
education is a comparatively recent one 
in any country! 

Another reason is the Chinese language 
itself. For centuries the only recognized 
literary medium in China had been the 
classical language. To learn this means 
practically a lifetime of study and this 
automatically ruled out the great masses 
of the people, such as the farmers and 
laborers who are eighty percent of our 
entire population and who had to engage 
themselves in the winning of a “‘rice- 
bowl.” 

Fortunately for mass education there 
is another language in China, the “Pai- 
Hua.” Thanks to the noble efforts of 
the leaders of the “new tide” movement, 
Pai-Hua has gained the prestige of a 
written language. It is most encouraging 
to see the large number of Pai-Hua pub- 
lications that have sprung up during re- 
cent years in China in the form of news- 
papers, magazines, novels, and even school 
textbooks. It is unquestionably going to be 
the national language of the new China. 

But it was quite clear that unless we 
could further simplify the Pai-Hua it 
would be still beyond the reach of the 
masses of China. 

We collected more than two hundred 
different kinds of literature and publica- 
tions in Pai-Hua, including novels, 
stories, magazines, accounting books, and 
official proclamations and counted the 
characters or words in each publication. 
Each character was ranked according to 
its frequency of use. After more than four 
years of statistical study we determined 
the minimum essentials of the Pai-Hua. 
From a total Chinese vocabulary of over 
40,000 characters, we selected 1300 as 
the foundation. 

Based upon these 1300 characters, four 
readers entitled People’s Thousand Char- 
acter Readers were prepared. In four 
weeks, by spending one hour a day in the 
classroom a busy laborer completes one 
reader which comprises more than 300 





) 





36 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





November, 1928 





characters of Pai-Hua. So within ninety- 
six hours of classroom work the average 
man completes the entire course of the 
1300 characters contained in the four 
readers, and the ideas and ideals which 
these characters are capable of express- 
ing. Each reader costs the fabulous sum 
of three cents! So in all four months 
which constitute the full terms of the ele- 
mentary mass education schooling, ali 
that it costs the poor farmer or laborer is 
the price of four books, or twelve cents in 
all! Upon the completion of these readers 
in the “People’s Schools,” the average 
man is able to write business letters, keep 
accounts, and read Pai-Hua newspapers. 

After this first ‘educational tool’’ was 
worked out, our next problem was how 
to put it within the reach of the masses. 
It was clearly understood at the outset 
that in promoting mass education of this 
kind no spasmodic or individual attempt 
alone would be of much avail. Organ- 
ized and cooperative efforts in the form 
of a citywide mass education campaign 
are essential. Such a campaign aims at 
enlisting as many volunteer workers as 
possible and coordinating all the forces 
available in any given community. Each 
local committee is entirely responsible for 
the finance, staff, and equipment of the 
campaign of its locality. 

The place chosen for the first educa- 
tion campaign was in the Province of 
Hunan in March, 1922. A few of the 
salient features of the campaign were: 


1. Organization—Under the leadership of 
the local Y. M. C. A., a Mass Education 
Committee consisting of leading business 
men, editors, guild leaders, officials, pastors, 
teachers, and students was organized. Out of 
this general committee, five subcommittees 
on finance, recruiting teachers, recruiting 
pupils, securing school building, and publicity 
were appointed to set up the campaign. 

2. Publicity—The Committee used 1500 
posters picturing China’s problem of illiter- 
acy and the need for education; 600 official 
proclamations issued by the magistrate ex- 
horting all citizens old and young to avail 
themselves of the opportunity to learn; 10,000 
leaflets giving information concerning the 
“People’s Schools”; and daily newspaper ma- 
terial. In order to arouse the interest of the 
unlettered public, over 5000 people, including 
business men, students, both men and women, 
gentry, scholars, and artisans, carrying large 
banners and lanterns participated in the 
parade. 

3. Recruiting—Fifty-two teams of high- 
school boys and girls and college students 
were organized and sent out to canvass the 
fifty-two districts from home to home and 
shop to shop. We were told by the local peo- 
ple that we would not be able to recruit more 
than one hundred ‘students. But in two after- 
noons the recruiting teams enroled over 1400 
illiterates. The youngest of those enroled was 
ten and the oldest fifty-six years of age. The 


great majority, however, were of the adol- 
escent age. Eighty teachers, including gen- 
try, business people, and faculty members of 
the schools were enlisted. These teachers re- 
ceived no salary. They taught for the regu- 
lar school term of four months on an aver- 
age of one hour each weekday. 

4. School buildings—Fifty buildings were 
secured in all sections of the city. Primary 
schools, churches, guild halls, temples, club 
houses, private residences, police stations, 
Y.: M. and Y. W. C. A.’s were all utilized. 

5. The Commencement—Out of the 1400 
students first enroled, 1200 stuck to the last 
and had the courage to come for the final 
examination which was supervised by the 
governor of the province, and 967 passed 
the examination successfully. They  cele- 
brated a big commencement, the biggest in 
the history of that great province. The gov- 
ernor gave the commencement speech and dis- 
tributed the diplomas for “Literate Citi- 
zens.” These proud students had a big pa- 
rade through the city with their diplomas in 
their hands. That aroused citywide interest. 


That was just an experiment. The old 
scholars who insisted on teaching the clas- 
sical language, who opposed us and at- 
tacked us in the newspapers, now came 
to our support. They said, “Now we 
must educate all the illiterate people in 
this province, and put this work on a 
more permanent basis by organizing a 
Mass Education Association for the prov- 
ince.” They did. Up to 1925, before 
the Communists got in there, we had 
150,000. students in that province alone. 


As China is a continent in itself, we. 


couldn’t say that because we realized a 
certain measure of success in one prov- 
ince, our methods and principles would 
be equally successful all over China. We 
went to North China for our second 
campaign. 

We had more experience and realized 
greater results. All schools and shops 
were closed. To have a boycott strike? 
No! They wanted to celebrate the big 
mass education day for wiping out illiter- 
acy in their province. We had 1400 
graduates this time and as many as four 
hundred included women and girls! 

A good many of the classical high- 
brows were still so benighted that they 
could not see the fundamental impor- 
tance of the work and openly poured 
contempt upon it. So when the time came 
for the graduation ceremony the local 
committee felt that a notable personage 
ought to be secured to give the com- 
mencement speech in order to give dig- 
nity to the occasion. Madame Hsiung 
Hsi-Ling, wife of the ex-premier, was the 
happy choice. I had the privilege of es- 
corting her all the way from Peking. 
After the commencement she said: 


Mr. Yen, you know I have attended many 
graduation exercises, but I never witnessed 


one like this one today. In the first place I 
never saw 1400 students graduate at the 
same time before having both men and 
women. As these graduates walked up twelve 
at a time to receive their diplomas, I noticed 
on one side you would see an old man fifty 
or sixty years of age and on the other, you 
would see a little boy of about twelve. I 
never saw that before. Another thing that 
impressed me profoundly was that among 
he graduates one sees boys seventeen and 
eighteen years old all dressed up in Chinese 
fashion, and others barefooted in rags. I am 
president of the National Women’s Red Cross 
and also president of the National Women’s 
League—but I am going to resign from them. 
*rom now on I am going to devote my life 
to the Mass Education Movement. 


Leading educators realized that in 
order to promote mass education work 
systematically and on a nationwide scale, 
the formation of a central organization 
was urgently needed. So the National 
Association of the Mass Education 
Movement was organized. Since its in- 
auguration, thirty-two city selfsupport- 
ing associations have sprung up. 

Based on the sales of our books, the 
Movement has today about five million 
students. This has beeh done in years of 
flood, famine, and war because of two 
reasons. First, is the tremendous eager- 
ness of the people to get an education. 
There is a traditional respect for learn- 
ing in our country. Education has been 
for centuries confined only to the schol- 
arly few. But since education is now 
made possible for the people they come 
by the hundreds of thousands in spite of 
their keen struggle for a living. The 
other reason is that modern, educated 
men of today have come to realize as they 
never did before, that if China is to take 
her rightful place among the nations, her 
masses must be educated. 

The entire nation is receiving an in- 
tellectual shock. It is a true Renaissance 
of the entire people. It is the beginning 
of a new life for the masses and the dawn 
of a new civilization in the East. But 
we realize that our real task of educat- 
ing the people is just beginning. 

It is my earnest hope that we who are 
engaged in the sacred calling of educa- 
tion in the two great republics, one on 
each side of the Pacific, will exert our in- 
fluence to create a new mentality on the 
part of our youths, and to uphold and 
apply the great ideal of World Brother- 
hood which is embodied in the Christian 
teaching, ‘God has made of one blood all 
nations,” and is beautifully expressed by 
our sage, Confucius, “Under Heaven 
there is but one family.”—From steno- 
graphic report of an address before the 
National Education Association at Min- 


neapolis, July 5, 1928. 








A New Plan of Naturalization 


C. C. KELso 


Director, Department of Citizenship, Public Schools, Los Angeles, California 


ITIZENSHIP classes were begun in 
( the evening elementary schools of 

Los Angeles as early as 1910. 
English and civics were taught in these 
classes to persons desiring to pass the 
court examinations for naturalization. 
When social center activities in connec- 
tion with Los Angeles High School be- 
gan in 1912, it was suggested that there 
should be instruction in government for 
petitioners who did not need language. 
Soon after this class was started, the idea 
of the diploma plan of naturalization de- 
veloped in order that there might be 
closer cooperation between the schools, 
the courts, and the Bureau of Natural- 
ization in preparing petitioners for citi- 
zenship. 

We suggested the diploma‘plan to the 
presiding judge of the Superior Court of 
Los Angeles, in which most petitions for 
naturalization were filed at that time. 
Judge J. P. Wood took the plan under 
consideration and, as he could find noth- 
ing in the law forbidding the acceptance 
of school diplomas as evidence of quali- 
fication, he took the matter up with the 
United States naturalization examiner, 
and promptly received from the Commis- 
sioner of Naturalization in the Depart- 
ment of Labor at Washington, a letter, 
part of which follows: 

\ 


Inasmuch as the law makes no provisions 
as to the character of the evidence which 
shal} be used to enable the court to satisfy 
itself upon this point, the Bureau can have 
no objection to the court adopting the plan 
specified, particularly as the court is not com- 
mitting itself absolutely to such a plan, but 
only until future events shall show that such 
certificates, for any cause, are not worthy of 
acceptance. 

The Bureau quite agrees that the proposed 
method will abbreviate and at the same time 
render more satisfactory the examination 
upon this point, and it is disposed to rest 
in the assurance that the court will use every 
precaution to prevent substitution or other 
imposition which might occasion abuse of 
the plan. 


Thereupon Judge Wood issued an 
order to the effect that school diplomas 
would be accepted as evidence of mental 
qualification for citizenship. In 1914 the 
first class presenting school diplomas 
were admitted by the Superior Court 
without examination on the Constitution, 
history, and government of the United 


States. Since then the plan has been de- 
veloping in Los Angeles. 

A course of instruction approved by 
the courts and the United States Nat- 
uralization Examiner has been worked 
out. This course includes American his- 


H™ THE naturalization classes are 
appreciated can be seen from the 
following letter: 

I wish to express to you my appre- 
ciation of your course on American 
citizenship. I enjoyed every lecture. 
The truth is, I dreaded the idea of 
havirg to attend the lectures on citizen- 
ship and tried to persuade myself that 
it was a foolish arrangement to make 
me, a university professor, take them. 
But I changed my mind completely as 
soon as I heard the first talk. It was 
a pleasure and a privilege to listen. 
Civics is now a life subject to me. I 
have just had the pleasure of voting on 
my first election and the intelligence 
with which I voted and received the 
returns after the election more than 
repaid me for the time put in getting 
my diploma. 














tory and national, state, county, and city 
government. The first requirement for 
good citizenship is sufficient knowledge 
of American history for an understand- 
ing of how things came to be what they 
are in our American life and institutions. 
Then it is assumed that an understand- 
ing of the main facts and principles in 
the organization of our government is 
essential. The outlines of the course 
have been worked out by three agencies 
concerned in the actual experience of de- 
veloping the plan. They are therefore 
being revised continually. So, by the 
cooperation of the courts, the Bureau of 
Naturalization, and the schools, there has 
been set up for the first time in the 
United States, here in Los Angeles, a 
definite standard for admission to citizen- 
ship. The national law does not yet make 
any definite requirement of mental quali- 
fication for citizenship. 

The diploma plan of naturalization 
means the closest kind of cooperation be- 
tween the courts, the Bureau of Natural- 
ization, and the schools. A notice is 
handed to every petitioner in the natural- 
ization office. The result is that the citi- 
zenship class is made up entirely of peti- 


[ 237] 


tioners sent from the naturalization 


office. As there are ninety days between 
the time of filing and the final hearing it 
is necessary that the work of the schools 
shall be completed within the time so as 
to make it possible for petitioners to pre- 
sent a diploma on the date assigned for 
final hearing. And in Los Angeles this 
cooperation has been so complete that 
nearly every petitioner presents a diploma. 
When it is not feasible for the petitioner 
to go to school in order to secure the 
diploma, an examination based on the 
school standard may be given. And so 
the responsibility for mental qualifica- 
tion for citizenship has been largely dele- 
gated to the schools. 

The great problem is to meet the needs 
of all who file petitions, including men 
and women of all ranks, from day 
laborers with little education to educated 
people of all professions, as well as busy 
laymen. The diploma plan provides for 
a presentation which magnifies the impor- 
tance of citizenship. The instruction is 
given in ten informal lectures, with the 
outlines furnished to each member of 
classes in forenoon, afternoon, and eve- 
ning groups. The informal lecture plan 
makes it possible to care for groups when 
necessary, especially in the evening. 

Edward J. Henning, judge of the 
United States District Court, made this 
comment: 


The service rendered by the Department 
of Citizenship of the public schools of Los 
Angeles has been of a high character and 
very satisfactory to the courts in their work 
as naturalization judges. Undoubtedly the 
plan here operated contains the germ of a 


big idea and should be encouraged in every 
way. 


Then there are small study, review, 
discussion, and examination classes in 
which the entire course is covered by the 
use of review outlines, covering the 
course from three points of view; a bare 
outline of the three departments of gov- 
ernment and their functions; the same 
outlines enriched by the most important 
facts; and the third includes more funda- 
mental facts and principles with particu- 
lar reference to the Constitution. In 
these smaller groups the method is by in- 
formal discussions in which all partici- 
pate. Questions from the class are stim- 
ulated and encouraged. The discussions 





»? 


L390 





‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





are vital and interesting. The students 
are generally able to meet the informal 
tests with satisfaction to themselves and 
the instructor. The petitioner is invited 
to ask questions about anything that is 
not understood and these questions re- 
veal attention to the 
main essentials. Anything like a formal 
routine or stereotyped treatment is stren- 


earnest, studious 


uously avoided. An earnest effort is con- 
tinually made to meet the needs of the 
individual, so that each one may acquire 
the necessary understanding of essentials 
as soon as possible. 

There are special study classes for the 
benefit of those who, through lack of edu- 
cation, need more individual help. 
Through cooperation with the Natural- 
ization office, such cases may be held over 
longer than the regular three months so 
that the result is that nearly everyone 
attains an understanding of the minimum 
requirements which are made for the 
diploma. 

The instruction regarding the frame- 
work of government is vitalized contin- 
ually by reference to current events and 
especially by being shot through and 
through by constant reference to and em- 
phasis upon the great fundamental prin- 
ciples of democracy—justice, equality, 
liberty—set up in the Declaration of In- 
dependence and the Constitution of the 
United States. 

On October 1, 1926, the law passed 
by Congress authorizing judges of the 


Federal Courts to delegate more adminis- 
trative functions to naturalization exam- 
iners went into effect. Under the new law 
it is not necessary for witnesses to appear 
in court at all unless there is a contested 
case. The administration under the new 
arrangement in Los Angeles has greatly 
simplified the process of becoming nat- 
uralized since the petitioner need appear 
only once with his witnesses and then if 
he has an approved school diploma, he 
appears in court alone to take oath and 
be admitted without an examination on 
the Constitution at the time of 
hearing. 


final 


This new regime emphasizes the im- 
portance of the diploma plan as it pro- 
vides for the cooperation of the public 
schools with the courts and the natural- 
ization service in an endeavor to set up 
a more adequate standard for admission 
of aliens to our citizenship. It would 
seem that in the larger cities especially 
where the courts have delegated so much 
responsibility to the naturalization serv- 
ice, much might now be accomplished 
through the administration of natural- 
ization procedure. Indeed, some steps 
have already been taken in that direction. 

Judge Edward J. Henning, who has 
been conducting naturalization hearings 
in the ‘United States District Court in 
Los Angeles, and who had been Assistant 
Secretary of Labor in Washington in 
charge of naturalization, has shown great 
interest in the diploma plan as being 


November, 1928 


worked out in Los Angeles. At his sug- 
gestion the Bureau of Education and the 
Bureau of Naturalization are making 
many plans for cooperation in working 


out the diploma plan throughout the 
nation. 


There is, however, great need that 
some adequate standard for admission to 
citizenship should be set up in our 
national law, and that the diploma plan 
be legalized, so that there may be the 
fullest cooperation of the public schools 
in this important matter. 

At the convention of the Department 
of Superintendence of the National Edu- 
cation Association at Boston in February, 
1928, a resolution was adopted emphasiz- 
ing the importance of such a standard. 
The resolution is as follows: 


Appreciating the cooperation now existing 
between the Bureau of Education and the 
Bureau of Naturalization, and recognizing 
that training for citizenship is a phase of 
adult education necessary for candidates 
seeking naturalization, the need of closer co- 
ordination of effort on the part of the Fed- 
eral Bureau of Naturalization, the local 
courts, and the public schools appears urgent. 
There should be a closer alignment of these 
three agencies to the end that the require- 
ments for admission to American citizenship 
shall include a reading as well as a speaking 
knowledge of English and that there shall 
be an appreciable understanding of American 
history, American institutions, and American 
ideals on the part of aliens seeking citizen- 
ship in the United States of America. These 
standards should be nationwide. 








MEETING of the citizenship class. All types of foreigners attend these classes. Those who are highly educated have ex- 
pressed their appreciation of the insight into American government which they receive there. They feel that the time re- 
quired for the classes is wellspent. 




















Schools That Are Prophecies 


Ben Blewett Intermediate School 


P. Crecetius, H. H. Mecker, anno C. H. Sackett 


E BLEWETT Junior High School 
of St. Louis, Missouri, was organ- 
ized in 1917 under the direction of 

P. W. L. Cox, the first principal. The 
progressive principles upon which the 
school was established caused it to be- 
come widely known as a pioneer effort in 
junior high-school procedure. Later the 
name was changed to Blewett Intermedi- 
ate School but succeeding changes in ad- 
ministration were sympathetic with the 
underlying principles and the school has 
continued to develop, chiefly by refining 
the methods originally begun. 

An attempt was made during the past 
year to evaluate the contribution of this 
school to its pupils as compared to the 
influence of the high grade elementary 
schools under the eight-four plan. It was 
felt by a large number of teachers and 
patrons that the Blewett had made con- 
tributions along the following lines: 


1. Pupils have been grouped on the basis 
of ability. 

2. Bright pupils have finished the work in 
less than normal time. 

3. Slow pupils have been organized into 
separate groups and the work presented on 
a level possible for them. 

4. Oyerage, retarded pupils have been 
given special attention and have stayed in 
school. 

5. Schemes of high type pupil participation 
in school government have been organized. 

6. Extensive competitive athletic activities 
within the school have been developed. 

7. A high type of school spirit has been 
developed. 

8. A varied type of auditorium activities 
has been developed. 

9. An extensive offering of club activities 
has been organized. 





LEWETT was one of the pioneers in having student participation in affairs of the school. In the picture on the left students are 
registering for school elections and on the right they are voting for Cabinet members. 


10. Many exploratory or broadening and 
finding courses have been organized. 

11. Pupil contacts with a greater number 
of personalities have been made possible. 

12. The child’s abilities have been chal- 
lenged to a high degree by being matched in 
wellplanned competition. 


NE OF the activities of Blewett Intermediate 
School—the daily flag raising exercise. 


13. Normal progress in terms of regular 
school subjects has been made but with a 
reduction of time to such activities. 

14. A variety of new subject offerings has 
been made to enrich the work. 

15. Pupils have received extensive educa- 
tional and prevocational guidance. 

16. A better trained teacher in sympathy 
with the adolescent child has been secured. 


[ 239 ] 





17. The influence of both men and women 
teachers has been secured. 

18. A greater variety and amount of school 
equipment have been made possible. 

19. For the child not going to college more 
practical offerings have been made possible. 

20. The transition from the grades to the 
high school has been made easier. 

21. Greater provision has been made to 
meet the individual needs of children. 

22. Choices of high-school 
been more wisely made. 

23. More time and expert instruction in the 
special subjects have been secured. 

24. Some freedom in the election of studies 
has been made possible. 

25. A new environment in terms of co- 
operative government has usually made the 
troublesome boy a useful citizen. 

26. The socialized program has developed 
a higher type of general allround social abil- 
ity on the part of the pupil. 

27. Failures have been diminished as a re- 
sult of ability grouping and wise guidance. 

28. The eighth grade no longer seems a 
reasonable stopping place. 

29. Departmental teaching has 
teaching efficiency. 


courses have 


increased 


It is impossible to set forth in a short 
article the details on all of the above 
points. Therefore, two of the outstand- 
ing ones have been selected and are pre- 
sented in some detail. 

Pupils have been grouped on the basis 
of ability—In the method of classifica- 
tion the following factors are considered 
essential and are used: Mental age, 1Q, 
chronological age, rank-in-class, dentition 
age, height and weight, social age, arith- 
metic fundamentals, reading rate and 
comprehension, and health. 

A separate chart is made for each in- 
coming pupil. This chart contains a rec- 
ord of all the data gathered, also a profile 











240 


graph showing the pupil in relation to his 
fellows. A pictorial representation is a 
more effective method than an average or 
a composite score would be, for under 
this plan we do not attempt to combine 
apparently irreconcilable elements, we 
simply let each one speak for itself. 

What use are we going to make of the 
charts now that we have completed 
them? Since we have learned that the 
1Q is probably the most important single 
factor for predicting success in school 
work we shall arrange our charts in the 
order of 1Q with the highest one on top. 
Having determined the number of classes 
that we can afford to organize we pro- 
ceed to divide the entire number of cards 
into that number of groups. We begin 
our work with the first two groups. Ex- 
perience has taught us that rank-in-class 
is probably the factor that is second in 
importance in prognosticating future aca- 
demic performance. Hence we remove the 
cards of those pupils \.ho are not ranked 
in the upper third of their classes. From 
the remaining charts we next exclude, in 
the order named, cards of pupils show- 
ing a poor health rating, i. e. subnormal 
height-weight index or low dentition age, 
poor record in the fundamentals with 
specia: consideration to reading, or low 
social age. We now have two groups: 
One, the “A” group which consists of 
pupils who are highly intelligent, have 
been successful in school work, are so- 
cially and anatomically mature, and 
physiologically in excellent condition ; the 
other group equally intelligent but con- 
taining all of the cases of immaturity of 
one kind or another. The first group 
should be intellectually fed as much and 
as rapidly as the pupils can take it. We 
need have little concern about their ca- 
pacity to digest what we give them, nor 
need we worry about their ability to carry 
the load that is imposed. In working 
with such groups we have found that it 
is the teacher, not the pupil, who is worn 
out by mass of work accomplished. 

We next turn our attention to the two 
groups of charts that came from the bot- 
tom of the pack. Among these will be 
found a number of large, mature, very 
slow, average girls and boys, frequently 
at a third or fourth grade level in read- 
ing rate and comprehension. Our expe- 
rience has convinced us that they will do 
better in segregated groups—at least in 
their first two years in the junior high 
school. The girls often display an all- 
absorbing interest in the opposite sex, the 
boys frequently look upon the girls with 
scorn. They have almost no interests in 
common except one—both find academic 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


work difficult and tiresome. Such pupils 
are placed to their best advantage in 
groups where their attention cannot be 
distracted by members of the other sex 
and where the work can be organized 
around their particular interests. 

The remaining groups may be organ- 
ized from the cards that are left. Since 
the range of differences has been greatly 
narrowed by the removal of the extremes, 
the groups will be found to be quite 
homogeneous if these points are kept in 
mind in making the classification: 1Q, 
rank-in-class, and chronological age. 

Schemes of high type pupil participa- 
tion in school government — Advisory 
groups—Blewett was one of the early 
schools to emphasize pupil participation. 
From its organization one full period 
daily in the seventh grade has been de- 
voted to the activities of the advisory 
group. First looked upon as perhaps an 
excessive amount of time to be taken 
from the formal school work the period 
has proved to be only too short. Some 
years there has been a rather definite pro- 
gram for it but more often it has been 
allewed to develop according to the needs 
of the particular group and according to 
the ingenuity of the adviser. It has al- 
ways been strictly a guidance period in 
which the adviser has been alert in study- 
ing the needs of the pupil. 


Grade congresses—In place of the’ 


usual student council, because of the size 
of the school, each grade is represented 
by a council of its own, known as the 
grade congress. The congress meets regu- 
larly twice a month and discusses the 
problems of the grade. It offers an op- 
portunity for interchange of ideas be- 
tween the groups, and presentation of 
matters before the entire school by way 
of the Cabinet. 

Cabinet—The Cabinet is the highest 
representative body and is composed of 
eighteen members; the principal, two 
faculty members — one man and one 
woman—chosen by the faculty, and fif- 
teen pupil secretaries elected by the en- 
tire school. These secretaries represent 
every noncurriculum phase of the pupils’ 
school life such as: publications, corridor 
officer force, bank, lunchroom, paper col- 
lection, athletics, clubs, library and study 
halls, seventh, eighth, and ninth grade con- 
gresses, auditorium, honors, girls’ lockers, 
boys’ lockers. The Cabinet meets every 
two weeks and gives the principal oppor- 
tunity: to be in touch with every phase of 
school life, to initiate any procedures he 
wishes carried out, and in turn to receive 
from the pupils ideas that it is desirable 
to have reported back to the grade con- 





November, 1928 


gresses and by them to the advisory 
groups. 

Blewett “B’ Council—This is a small 
body of faculty members and pupils 
chosen from the congresses which grants 
awards in citizenship, scholarship, and 
athletics. Three awards may be earned in 
both citizenship and scholarship. An 
award may be earned after one semester’s 
enrolment. It is the purpose to make the 
first award in citizenship possible of at- 
tainment by a large number. A certifi- 
cate bearing several signatures is granted 
and a bronze pin or button with an em- 
bossed ““B” is given. Its intrinsic worth 
is only fifteen cents but it is greatly 
valued. The second award is another 
“B” in oxidized silver and the third one 
in washed gold. Different styles of felt 
letter “B’s” are awarded in athletics. 

Corridor officers—This group is re- 
sponsible for the orderly passing of classes 
in a building not orginally built for large 
numbers and where the problems are con- 
siderable, and is also responsible for con- 
duct in the lunchroom. To be appointed 
to the force a pupil must get the recom- 
mendation of his adviser and three other 
teachers and be accepted by the teacher 
sponsor. There is always a large waiting 
list. Officers are identified by a metal 
badge similar to that of a police officer. 

Intramural athletics — Athletics are 
now entirely between groups within the 
school. During the present year, among 
the boys thirty-seven group teams were 
organized in baseball and thirteen groups 
organized second teams also; in volley 
ball sixty-six teams were formed; in 
basketball sixty-nine teams were formed. 
These teams play the corresponding 
teams within their grade for grade 
championship and the grade champions 
play for the school championship. A base- 
ball series is played in the fall and in the 
spring. The girls also organize a series 
in volley ball. 

Clubs—At the beginning of the se- 
mester a teacher appointed to administrate 
the clubs secures from each teacher data 
concerning the club he will sponsor. 
This includes the name of the club, its 
objectives, activities to be carried on, 
qualifications as to membership, and ca- 
pacity. This is issued in mimeographed 
form to advisers, and pupils make their 
first choices. These are given to the club 
administrator who individually makes up 
the membership of each club. This tends 
to make each club more representative of 
the entire school than if membership were 
made up by the individual club sponsors. 
During the past. year there were forty- 
five club offerings. 








Schools That Are Prophecies 


“Externs” in Teacher Training 


N 1923 THE State Board of Regents 
of South Dakota stated that the type 
of training to be offered by teachers 

colleges was: The preparation of teach- 
ers and supervisors in the rural, elemen- 
tary, and junior high schools. 

After this action by the regents, Presi- 
dent Higbie of Eastern South Dakota 
State Normal School immediately began 
the formulation of principles, one of 
which is as follows: 

The training of a teacher should not be 
conceived of as finished when a course or 
curriculum is completed. Further attention 
should be given by the institution to his suc- 
cessful functioning on the job, in order that 
both teaching success and a_ progressive, 
growing attitude may be assured. 

It was this principle which led to the 
establishment of the Eastern follow-up 
service, which in turn has brought about 
a policy of careful selection of students 
to receive training. It has considerably 
changed the organization of the training 
department, and influenced the placement 
of graduates. 

In order to keep in touch with students 
after graduation, it was necessary for 
some plan to be worked out which would 
function; and, so far as can be learned, 
Eastern State Normal School is a pi- 
oneer in the organization which finally 
developed. 

Soon it was felt that if graduates were 
to be placed who could be guaranteed 
to give satisfaction in the schoolroom, 
some plan of helping them over the 
difficulties they would encounter during 


Lois M. Drake 


their first years of teaching must be 
devised. Accordingly, Miss Effie Bath- 
urst (who is now working on _ her 
doctorate at Columbia University with 


ee ee ee 


“a Y) ante ae 


tt age 
Ls es 





A’ OBSERVATION LESSON—Student teachers 

observing an assistant supervisor teach- 
ing primary children at Eastern South Dakota 
State Normal School. 





the Eastern South Dakota State Normal 
School followup of graduates as a thesis 
subject) was chosen director of field 
service. It was her work to visit students 
while they were teaching and advise with 
them as to how problems might be 











HE PICTURE on the left shows the campus training school. This houses the consolidated school and junior high school. 
right is a view of a free activity period in the training school. 





[ 241] 


solved, the aim being twofold: To help 
the teachers adjust their training ex- 
perience to their own particular teaching 
jobs ; and to keep the faculty of the insti- 
tution in touch with the South Dakota 
field situation, in order that the instruc- 
tion and training of given students might 
be more practical. 

Briefly, the plan is now as follows: 
Each quarter the regular faculty super- 
visors of student practise are sent out 
for a week to the towns and counties 
where graduates are teaching, to visit 
them and to help them in their work. 
Only one supervisor is sent at a time, and 
while she is away, her classes in the in- 
stitution are cared for by the director 
of field service apd the teachers in the 
training school. The aim is to send at 
least eight supervisors into the field each 
quarter, but the number sent is governed 
somewhat by the amount of work to be 
done in the teachers college and the 
amount of money allowed for traveling 
expenses. 

The first duty of the supervisor on 
entering the city or town where the grad- 
uate is teaching is to confer with the 
superintendent. She then visits the grad- 
uate and observes her teach for a half- 
day or a day, according to the need of 
that student and the time at the disposal 
of the instructor. She follows this with 
a helpful conference, giving the student 
advice and suggestions that will tend to 
help her out of any difficulty in teaching 
technic or classroom management. Often 








—— 


On the 











242 


the supervisor takes the class for the 
student in order to show by example how 
to correct certain deficiencies in teaching 
procedure. At the end of the visit she 
leaves with the student a list of sugges- 
tions which bear directly upon her teach- 
ing situation. She also leaves a duplicate 
copy of these suggestions with the super- 
intendent and sends a report regarding 
the needs of each graduate visited to the 
director of field service. As these sugges- 
tions of needs come in, they are tabulated, 
summarized, and leaflets based upon them 
are made up which are sent to the teach- 
ers. When the supervisor returns, she 
makes a verbal report of each graduate 
visited to the supervisor who had that 
particular student in charge during her 
practise teaching period, and the super- 
visor concerned then writes a letter of 
encouragement to the student. 

Although the object in extending the 
training of students over the probation- 
ary period of actual teaching in the field 
is to help the students, in the end the 
institution itself is benefited. It is given 
a chance to test its own methods, to see 
the degree to which they will function 
under actual classroom conditions, and 
to evaluate the service it is giving to the 
community. Other results are attempts 
to make the product more fit by choosing 
them carefully from the standpoints of 
health, intelligence, morality, and a bet- 
ter-balanced professional training. 

Quite early the administration decided 
that one way of improving the quality of 
graduates it was sending into u.e field 
would be to lay more stress upon careful 
selection, and accordingly the following 
announcement was made in 1927: 


Eastern State Normal School aims to deal 
with a highly select group of students only— 
students with good health, high native in- 
telligence, special teaching interest and abil- 
ity, leadership qualities, a sense of humor, 
and a basic desire to render social service. 
Appropriate to this purpose, the institution 
requires three things of each student: Good 
scholarship, a natural aptitude for teaching, 
and good conduct. Students unable or unwill- 
ing to meet these requirements or to cooperate 
in their development will be asked to with- 
draw whenever, in the judgment of the staff, 
the general welfare demands it. Eastern is 
undertaking to scrutinize carefully each stu- 
dent’s record, conduct, and special abilities, 
in order to insure as far as may be advisable 
and possible a highly select and carefully 
prepared product to serve in the schools of 
the state. 


As a result of closely adhering to this 
policy, at the end of the second term this 
year, after six months in residence, ten 
percent of the total student body have 
been advised to withdraw and have done 


THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


so; five percent more have dropped out 
for other reasons—marriage, financial 
difficulties, and illness. The administra- 
tion feels quite sure that such a policy 
on its part will increase the social efh- 
ciency of the graduates and eliminate the 
waste occurring from training and allow- 
ing to be certificated persons unfit for the 
schoolroom. 

The change in the plan of handling 
training, which is also an outgrowth of 
the followup work, is chiefly observable 
in the rural education department. South 
Dakota is a state in which the principal 
occupation is agriculture ; consequently, it 
has a great many rural one-room, con- 
solidated, and village schools. The teach- 
ers colleges of the state offer courses 
which lead to certification as teachers in 
one, two, and four years. By far the 
largest number of students in training 
fall into the one-year class. Nearly all of 
these must of necessity teach in one-room 
rural or consolidated schools and to care 
for their training a consolidated school 
is provided in the campus training school, 
to which children are transported to and 
from the rural districts adjacent to Mad- 
ison, and in a one-room rural school four 
miles from town. 

The consolidated school on the campus 
approaches as nearly as possible the aver- 
age consolidated school in the state in 
regard to materials and equipment, and 
students who get their training in this 
school have the very best procedures put 
before them by the supervisors in charge. 
The one-room rural school is average in 
every respect. The building is a one-room 
structure with a basement which contains 
a furnace and the long tables used in 
serving wintertime hot lunches. In this 
school are eight grades and twenty-four 
pupils. The teacher is a graduate of a 
two-year college course who has had ex- 
perience and is trained for supervision 
work. She lives in the country near where 
she teaches and is constantly in contact 
with the children in the school. 

Early in the year a training schedule 
is worked out whereby eight of the one- 
year students are relieved from other 
class work in order that they may do ob- 
servation and teaching in the rural school 
for two weeks. At the end of this time 
they return to classes and make up the 
work they have missed, and eight others 
are sent to the school. 

The first week of the time the students 
are in the country is given over to getting 
used to the pupils and teacher and in ob- 
serving how the teaching is done. As- 


signments are made and the students as- 
sist in minor ways such as performing 





November, 1928 


room duties, preparing materials, and 
supervising the playground. During the 
second week they practise teaching the 
classes they have observed and have con- 
ferences each day with the supervisor of 
rural education who goes out from the 
college or with the assistant supervisor 
who is in charge of the children. At the 
end of the two weeks, they return to the 
college and continue their practise teach- 
ing there. 

While Eastern State Normal School 
has originated a philosophy and organ- 
ization designed to make it strictly re- 
gional in character, there has been con- 
siderable demand this year for training 
while on the job. Mrs. Hazel H. Ott, 
director of rural education at the institu- 
tion, has spent three months this year in 
Lyman County acting as visiting teacher 
in an experiment in teacher-pupil im- 
provement, with the idea of ascertaining 
how much the efficiency of the rural 
schools would be improved by such help. 

Mrs. Ott began the work by giving 
tests to determine whether pupils were 
properly classified and to discover their 
strength and weakness in various subjects 
and grades. Intensive work was then 
done in the various schools to raise the 
standards of pupils and to help the teach- 
ers in their problems. Finally, a meeting 
was held in the county seat, where the 


_ teachers were given an opportunity to ob- 


serve several demonstration lessons in si- 
lent reading, poetry appreciation, lan- 
guage, etc., conducted by Mrs. Ott. Next 
spring achievement and intelligence tests 
will be given by the county superintend- 
ent in order to determine what the prog- 
ress of the pupils has been with the aid 
of the visiting teacher, and whether suf- 
ficient advancement has been made to 
justify the adopting of the visiting-teacher 
idea as part of a statewide program. 

It is extremely difficult for one within 
an organization to evaluate with any de- 
gree of accuracy anything that may be 
accomplished by that organization. How- 
ever, statements by prominent educators, 
schoolboards, county superintendents, and 
others who are outside the organization 
seem to show that any claim Eastern 
State Normal School may have to educa- 
tional leadership is based upon the fact 
that it has worked out for itself a philoso- 
phy; that it is most carefully selecting 
students for training, placing them with 
discrimination, and then following them 
up on the job in order to insure their 
success. The teacher-training institution 
of the future may be the one which is 
most successful in rendering this impor- 
tant service! 





The Principal Studies His Job 


The Growth of an Ideal 


HOUSANDS OF PRINCIPALS, superin- 
tendents, college experts, and re- 
search students contributed to the 
Seventh Yearbook of the Department ot 
Elementary School Principals of the Na- 
tional Education Association. The re- 
sult of their study is a carefully indexed 
volume of 512 pages containing informa- 
tion of interest and value to teachers and 
principals. 

The classroom teacher will see in this 
volume a lifting of the principalship to a 
higher level of professional service. One 
can readily visualize in the near future 
the vital leadership which will come 
from an administrator who studies his 
problems. Such a forward movement 
arouses the hearty interest and support 
of the teacher. 

A progressive and positive philosophy 
runs through the chapters dealing with 
the principal’s relationship to other school 
officials. The superintendent and prin- 
cipal are described as serving in comple- 
mentary positions. Emphasis is placed 
upon the principal as the responsible 
head of the school and the one to be 
held accountable for the educational pro- 
gram in a given community. By thus 
magnifying the principalship the super- 
intendent exerts a direct influence in im- 
proving the working conditions of pupils 
and teachers. 

Special and general supervisors become 
expert advisers of the principal. They 
assist him in developing skills in teachers 


and pupils. From the wealth of ex- 


perience and contacts they bring demon- 
strations of the most effective teaching 
technics. Their leadership depends more 


upon expert professional knowledge than 
upon administrative authority. 


In the 





































HE DEPARTMENT of Elementary 

School Principals has issued a 
yearbook that will make 1928 famous 
in the history of the principalship. 
Like the yearbooks of the Department 
of Superintendence this volume has 
been developed by a committee in 
cooperation with the Research Divi- 
sion of the Association. 

To those who have had a part in 
this excellent achievement, including 
the chairman of the committee, W. T. 
Longshore, the faithful members of his 
committee, and all who have worked 
with him, the profession owes a debt 
of gratitude, for they have given to a 
pivotal group a new sense of direction 
and high purpose. The benefits will 
be universal and permanent. 

Frank W. Hubbard, Assistant Di- 
rector of Research, worked with the 
committee during the last two years 
of the study. In this and the follow- 
ing three pages Mr. Hubbard presents 
for JOURNAL readers materials from 
the yearbook which concern all. 











Seventh Yearbook supervisors are urged 
toward a program of creative supervision 
in cooperation with principals. 

College experts will find the Seventh 
Yearbook a ready reference for their 


classes. Data and problems essential in 





the training of elementary school princi- 
pals are presented for further and more 
detailed research. Practical suggestions 
are offered on the improvement of pro- 
fessional courses. Survey data of the 
availability and nature of training pro- 
grams should prove of service to those 
interested in professional curriculums. 

Elementary school principals will find 
the Seventh Yearbook a major contribu- 
tion to the practical effectiveness of their 
work. The principal who is studying 
the nature of his activities will find lists 
of duties based upon actual situations 
and evaluated in terms of progressive 
theory. One of the most complete sum- 
maries of research on the principal’s time 
allotment has been presented for com- 
parisons in local situations. Data are 
presented to show the relative profes- 
sional status of the elementary school 
principalship as to training and experi- 
ence. Emphasis is placed upon the im- 
portance of study and research as a means 
of raising the principalship to a high 
level of professional performance. 

Committees of principals’ organiza- 
tions will wish to secure the Seventh 
Yearbook. Problems of time allotments 
for a given community, of an adequate 
salary schedule, of the most worthwhile 
duties, of the delegation of responsibility 
to clerks and the like lend themselves to 
group study and investigation. The data 
in the Seventh Yearbook are presented 
for more specific study and application 
by local groups of principals. 


a 


Then and Now in the Principalship 


THE SLAVE OF ROUTINE 


1. He organizes and manages the school almost entirely from 


his office. 


THE LIBERATOR OF TEACHERS AND CHILDREN 


1. He may be found at work among teachers and pupils. 
2. His teachers receive practical aid and vital inspiration. 


2. His teachers are told to produce results or they will lose 
their jobs. No one shall say he hasn’t made his teachers work. 
3. He runs the school according to his own hobbies and theo- 


ries. Pupils and teachers must submit themselves to his ideas 
of educational procedure. 


4. He considers his original professional training as selfre- 
juvenating and perpetually sufficient. He believes recent devel- 
opments in education to be fads. 


5. He thinks of himself primarily as an administrator who 
should not be seriously concerned with supervision. Petty 


administrative and clerical Cuties absorb most of his time and 
energy. 


6. He is easily satisfied. The principalship becomes a retreat 
from regular teaching and a plateau of professional stagnation. 


He considers the failure of a teacher as a reflection upon his 
supervisory skill. 

3. He welcomes the advice and suggestions of others. By 
delegating simple responsibilities, he develops his associates 
and secures more time for the major work of the school. 

4. He knows that professional leadership depends upon con- 
tinuous study and research. He admires the achievements of 
students of education and uses new knowledge in improving 
his everyday work. 

5. He knows that many routine duties are necessary, but 
subordinate to the technics of improving instruction. He seeks 
constantly to increase the number and quality of his super- 
visory activities. 

6. He is never satisfied. In the principalship he has a con- 
stant challenge to help teachers and pupils with their work. 




















The Principal Studies His Job 


The Duties of the Principalship 


N THE sTupyY of his own duties the 
principal has an opportunity to en- 
rich the quality of his work. New 

functions may be discovered to replace 
those that have become relatively unim- 
portant. Particular emphasis may be 
given to the problems of teachers and 
pupils. In short, the whole character of 
the principal’s work may be elevated 
through the sifting action of careful 
evaluation and close scrutiny. 

The general divisions of work. Ac- 
cording to studies reported in the Sev- 
enth Yearbook the specific duties of the 
elementary school principalship may be 
classified under certain general heads. 
McMurray used three groups: (1) 
clerical duties, (2) routine and semi- 
skilled responsibilities, (3) the technical 
functions. Other writers have used as 
The Com- 
mittee on Standards and Training found 
heads satisfactory for practical 
purposes: Supervision, administration, 
clerical duties, teaching duties, miscel- 
laneous duties. 


many as seven classifications. 


five 


The principals 
replying to the questionnaire gave esti- 
mates of their time allotment to the gen- 
eral phases of their work. The average 
of the estimates gave the following ap- 
proximation of actual practise: 


The time allotment. 


mpemenea- 12 226 283 fd 
Administration 


34.00 percent 
bin sarhtotnidteiaaid beat » 30.00percent 


oS Ean FA arene ae ee! 19.00 percent 
WRN Sane ck cada wena nad 4.00 percent 
OPIOP CHUNOE isos s 6nd views Vaxtes 13.00 percent 
CT ee ere nee 100.00 percent 


The principals who replied to the 
Committee on Standards and Training 
were also given an opportunity to state 
an ideal time allotment. The average 
of the estimates was as follows: 


DUPCTT UO s vi.cs ed euee copes 51.56 percent 
Administration... ol 8 eee es 24.87 percent 
Clee? 208. STOR PPS 5.99 percent 
PeaCRM 978 5 2 20F8R CSET 5.71 percent 
Orher duties: 2... sui. allaslosees 11.87 percent 
y | err te wy ee 100.00 percent 


Briefly, the Committee’s conclusions 
were: 


1. That the time allotments determined by 
national investigations should be applied 
and adjusted to local situations. Individual 


principals should find them suggestive of good 
practise. Groups of principals could - use 
the data as bases for further study. 


2. School boards should formulate and 
support progressive policies which seek 
through clerical help and other means to 
improve the time allotments of principals. 

3. Superintendents occupy a strategic po- 
sition in providing the professional leader- 
ship and tangible assistance essential to the 
wise conservation of the principal’s time. 





cue KIND OF ACTIVITIES and the 
amount of time given to each by 
the principal are matters of concern 
to pupils, teachers, and citizens of the 
community. It may mean the dif- 
ference between healthy, happy pupils 
and children too ill to profit by in- 
struction. It may mean spirited and 
industrious teachers, or an indifferent 
staff of time-servers. It may mean a 
community actively contributing to 
the school, or one 





in which petty 
strife handicaps the educational pro- 


gram. These differences cause the 
thoughtful principal to study his job. 
Every activity needs to be evaluated 
as to its worthwhileness in terms of 
limited time and energy. Petty prob- 
lems in administration and clerical 
work must give way before the greater 
demands of pupil learning and teacher 
improvement. 








Research studies. The data of Wil- 
liam O. Hampton, as set forth in the 
Seventh Yearbook, were secured from 
principals’ diaries kept for a period of 
several weeks. In these reports princi- 
pals noted every few minutes the exact 
nature of their work. ‘The resulting 
statements of activities were studied and 
classified as to their purposes and the 


percent of time devoted to each. The 


main headings with the time given to 
each were as follows: 


I. Supervision of instruction. 


A. Direct supervision, (Observation, 
SI deat aak capa eek eos ee 15.18 
B. Stimulating professional study and 
ie Sy ae yO) ae 18 
C. Improving conditions for teaching, 
(Curriculum revision, etc.) ... 4.72 
II. Administrative activities. 
A. Related to supervision........... 7.57 
B. Care. of SOG... ..ccddee s6cuske 5.24 
C. Health and welfare work........ 1.15 
D. Programs and exercises.......... 4.60 
E. Miscellaneous conferences ....... 12.11 
ae pera eer 6.25 
G. Business affairs of school........ 4.59 
H. Extracurriculum activities ...... 7.54 
I. Time saving devices, (Telephone, 
bulletin board, etc.)........... 2.43 
re Pere eee 13.88 
III. Social activities of principals. 
Mi, Wet SONOS: 6.4 6 d0s6s oes cctccs .64 
B. General social work, (Clubs, char- 
SS eee SESS ae 1.62 


IV. Teaching duties. 


A. Megiiar teaching. s.c0c00sccceses 2.33 
B. Substitute teaching ........0.00. 1.17 
Circ ANNGY 4.6.5 am stap wine's c.0 si0e .10 
D. Teaching extension classes........ 31 
E. Special or undefined............. .03 
V. Clerical work. 
A. Making or checking records...... 1.55 
fe! GREED  Mnbwddcccacidee seceecubow’ 4.18 
ee ee re 2.29 
VI. Miscellaneous. 
Including professional study, school 
time used for private work, etc. .34 


po” BR ee ee re rer eee ee ee Tee 100.00 
Principals were asked to state their au- 
thority on several matters that are us- 
ually shared with the superintendent. 
The majority answers were as follows: 


1. Selection and assignment of teachers to 
school—Principal and superintendent coop- 
erate in some assignments. 

2. Direction of the janitor—Principal has 
full authority. 

3. Making rules for the school—Principal 
may make any rule not in conflict with those 
of superintendent or board. 

4. Selection of textbooks and supplies— 
Principal limited to standard materials fur- 
nished all schools. 


5. Placement of pupils—Principal respon- 


; sible. 


6. Making daily school program—Teach- 
ers with the principal’s approval. 

7. Determining time allotments—Superin- 
tendent’s committees. 


8. Determining content of studies—Teach- 
ers on superintendent’s committees. 


9. Determining specific methods—Princi- 


pal and teacher. 


Principal and the supervisor. ‘There 
are in the school systems of the country 
many general and special supervisors. 
Data reported in the Seventh Yearbook 
indicate that practise does not clearly 
distinguish between them. In some in- 
stances the authority of these supervisors 
is not clearly defined. As a result of 
these conditions principals frequently 
fail to capitalize the skill of supervisors. 
The data collected by the Committee on 
Standards and Training resulted in the 
following conclusions: 


1. The special supervisor as defined in 
this report and as found in some cities is a 
technical adviser of the principal. 


2. Interviews with principals indicate that 
they want special supervisors without ad- 
ministrative authority to assist them in su- 
pervising penmanship, music, art, and other 
specialized fields. 








The Principal Studies His Job 


Improvement in Service 


in elementary education have ques- 
tioned the principal’s right to hold a 
commanding position without adequate 
preparation. ‘The answer to the ques- 
tion lies in continuous study and research 
in service. ‘The replies to the Commit- 
tee on Standards and Training as to the 
means of selfimprovement will prove 
suggestive to principals everywhere. 
Recency of summer school attendance 
—The remarkable growth in summer 
school enrolments during the past few 
years has been a source of pride to educa- 
tors. The reports in the Seventh Year- 
book indicate that elementary school 
principals are taking part in this great 
movement: 


I RECENT YEARS the rapid advances 


1. Over fifty-one percent of the question- 
naires showed summer school work within 
the past three years. 


2. A total of sixty-four percent reported 
summer classes within the past six years. 


A general conclusion of the Commit- 
tee: That periodic attendance at summer 
schools at least every three years is de- 
sirable until a broad training and depth 
of experience has been attained. 


Professional magazines read regularly 
—Many principals keep contact with ed- 
ucational progress through professional 
reading during the school year. The 
principals reported in the Seventh Year- 
book 2061 magazines or approximately 
four each. Those taken or read most 
frequently were: 


1. The Journal of the National Education 
Association was taken or read regularly by 
57.5 percent of the supervising principals 
returning the questionnaire. 


2. The Elementary School Journal was 
second with 40.2 percent. 


3. The Journal of Educational Method 
was third with 18.6 percent. 


Nonprofessional magazines taken or 
read regularly—An additional clue to 
activity of the principal in keeping up 
with community affairs is indicated by 
the nonprofessional magazines read reg- 
larly. A tabulation in order of fre- 
quency showed the following: 


1. The Literary Digest was read regu- 
larly by 46.03 percent of the supervising 
principals returning the questionnaire. 


2. The National Geographic Magazine 
was read by 36.6 percent of the principals. 


Most helpful books read during the 
past year—The Seventh Yearbook re- 
ports another index of the professional 
interest of elementary school principals 
as shown by the most helpful books read 
during the past year. Since the ques- 
tionnaires were mailed early in the calen- 


CONTINUOUS need of our schools 
is vitalized professional leader- 
ship of the teaching staff—a leader- 
ship, not based upon authority, but 
inspired by professional study and 


research. Elementary school princi- 
pals hold the key position 
work of teacher improvement. 
can make 


in the 

They 
suggestions on _ teaching 
methods, on the handling of refractory 
pupils, and on the adjustment of the 
curriculum to classroom problems. 
They can give to teachers the spir- 
itual gifts of a supervision. But con- 
tinuous leadership upon this high 
level depends upon extensive use by 
principals of their opportunities for 
selfimprovement. 














dar year 1927 this would include the 
school year 1925-26 and the early 
months of 1927. Approximately 300 in- 
dividual books were reported. ‘The fol- 
lowing were most frequently mentioned : 


1. Cubberley, The Principal and His School 
2. Gist, Elementary School Supervision 


3. O’Shea, (Editor) The Child: His Nature 
and His Needs 


4. Anderson, Barr, and Bush, Visiting the 
Teacher at Work 


5. Barr and Burton, Supervision of Instruc- 
tion 


Membership in professional organiza- 
tions—The purpose of professional or- 
ganizations is to improve the attitudes 
and resources of the individual. Through 
personal contacts and exchange of in- 
formation it is possible to receive a type 
of training hardly procurable in school. 
Some interesting points set forth in the 
Seventh Yearbook are: 


1. Of the general group of principals 77.2 
percent were members of the National Edu- 
cation Association. More than 92 percent 
of a selected group of outstanding principals 
held the same membership. 


2. Approximately 22 percent of the unse- 
lected principals and 66 percent of the 
selected group held memberships in the De- 


[245] 


partment of Elementary School Principals 
of the National Education Association. 


3. The parent-teacher association 
mentioned by many principals. 


was 


Study or school work outside of school 
day—lIt has been generally recognized 
that the classroom teacher’s time for 
work does not stop with the closing of 
the school day. Is this also true for prin- 
cipals? The analysis of the replies in 
the Seventh Yearbook shows: 


1, The median supervising elementary 
principal spends 7.43 hours per week in 
study or school work in addition to the regu- 
lar school day. Since the median school 
day is 8.68 hours, the total daily time de- 
voted to school work would approximate 
ten hours on a five-day basis. 


2. At least 88.9 percent of the replies show 
extra hours given to school work. 


3. Principals in the larger cities tend to 
devote more time to extra work than the 
principals in small cities. 


Professional articles—Only recently 
has the value of professional writing 
been recognized. After visiting a num- 
ber of outstanding principals personally 
the Committee concluded: 


1. Statistical data are not available on the 
number or kind of professional articles writ- 
ten by principals, although observation 
shows that outstanding principals contribute 
to professional magazines as a means of 
selfimprovement. 


2. Superintendents realizing the value of 
written statements frequently require prin- 
cipals to submit detailed descriptions of the 
work of their respective schools. 


3. Professional magazines are constantly 
searching for wellprepared articles of in- 
terest to elementary school principals. 


4. Principals should not become so ab- 
sorbed in routine activities as to fail to set 
down in writing the procedures and results 
of research. The necessity of describing ex- 
periments in concise statements is excellent 
personal training. Practical articles of this 
sort are among the most potent factors in 
improving the work of other principals. 


Additional reading along the lines ef 
improvement in service will be found in 
the following: 


The Elementary School Principalship, 
Seventh Yearbook, Department of Elemen- 
tary School Principals, National Education 
Association, 1928, Chapters XIV, XV, XVI, 
XVII, XVIII, XIX, XX, XXI, XXII and 
p. 146-154. 





The Economic 


HE OFFICE of the elementary school 
“| princi as defined in the Sev- 

enth Yearbook, demands a leader- 
ship of a high order. An important 
factor in recruiting persons who can 
meet these demands is the question of 
financial return. ‘The answer given to 
this question by local communities will 
largely determine the professional status 
of the principalship of the future. 

W hat is the present status of the prin- 
cipalship? ‘The median salary of teach- 
ing principals in cities is $1666, according 
to Chapter XXIV of the Seventh 
Yearbook. The median salary of city 
supervising principals is $2839. In com- 
munities under 2500 in population a 
median salary of $1860 was reported for 
elementary school principals. The range 
of salaries for all city elementary school 
principals is from less than $1200 to 
$7000. In rural schools, a range from 
less than $1200 to $4000 has been re- 
ported. 

After presenting data to show that 
the wages of professional workers in the 
United States ranged from $2000 to 
$8000 the Committee concluded: 


1. Approximately 42 percent of the prin- 
cipals of the country receive salaries of 
$2000 or less. This is lower than the min- 
imum suggested as a professional wage, and 
less than the average income of the nation’s 


gainfully employed persons. 


2. Although 68 percent of the elementary 


school principals receive salaries above 
$2000, it cannot be said that this percent is 
on a protessional wage scale, since they 


reached this salary only after long years of 
service, rather than beginning at $2000 and 
progressing from this beginning toward the 
higher rates. ; 

3. No principals reported salaries in the 
$6000, $7000, and $8000 classes suggested in 
this chapter as approaching the upper lim- 
its of the incomes earned by the nation’s pro- 
fessional workers. 

4. The incomes of elementary school prin- 
cipals compare unfavorably with those gen- 
erally received by professional workers. 
The elementary school principalship at the 
present time does not rest upon what may 
be called a professional economic foundation. 


Placing the principalship upon a sound 
economic basis. ‘The Seventh Yearbook 
suggests two alternatives since there is 
evidence that the elementary school prin- 
cipalship does not offer a professional 
wage. The specifications for a consid- 
erable percent of the nation’s elementary 
school principals can be kept low. Such 





The Principal Studies His Job 


Position of the Principalship 


principals can be expected to function 
principally as clerks and manipulators of 
routine administrative activities. The 
second alternative is gradually to lift 
the specifications for principals to the 





| geo ree OF firstclass ability have a 
right to expect firstclass wages. If 
the elementary school principalship 
is to attract and retain trained persons 
it must pay a wage commensurate 
with the qualifications demanded. 
Teachers are being deprived of neces- 
sary professional help by the tendency 
of higher salaried positions to draw 
away leadership from the elementary 
school. No community can afford to 
starve its schools by paying low sal- 
aries. Efforts to pay principals a pro- 
fessional wage do not mean that the 
intangible rewards are forgotten, but 
simply that the financial return must 
be such as to assure reasonable satis- 
faction as to the material needs of 
life. 














professional and technical level advocated 


in the Seventh Yearbook and concur- 
rently to provide the scales of compensa- 
tion for this office which would of 
necessity accompany such increased stand- 
ards. 
ceptance of the latter alternative. 

In determining whether the nation 
can afford to pay the principalship an 
adequate salary, the committee devel- 
oped a tentative salary scale. The scale 
was not presented as a model for local 
school systems, but it contained features 
worth mentioning: 


1. The beginning salary of an elementary 
school principal was not less than $2000. 
This was the minimum income suggested 
above for professional workers in the 
United States. 

2. The tentative maximum was set at 
$7000, although miscellaneous factors in 
particular cities might justify a higher wage. 

3. The principle is accepted that smaller 
increases over a long period of time, rising 
to a higher maximum, are preferable to 
large increases and an earlier and less sub- 
stantial maximum. 

4. Professional preparation is used as an 
important criterion. 

5. The salary increments cease after a 
reasonable time if a principal cannot dem- 
onstrate professional progress. 

6. The differentiation between schedules 
for schools of different enrolments is not 
large. The theory underlying this is that 
children attending small schools deserve the 
same professional attention as those in large 
schools. 


[246] 


Wise public policy calls for ac-- 


On the basis of the tentative schedule 
and certain supplementary expenditures, 
the Seventh Yearbook presents an esti- 
mated cost of placing the elementary 
school principalship upon a professional 
wage scale. The total added cost for 
salaries of principals, teachers, and clerks 
was estimated at 1.6 percent for the cur- 
rent expenditures for public elementary 
and secondary schools in 1926. Since the 
resources of the country are adequate to 
meet the increased cost, the Seventh 
Yearbook advocates a professional wage 
in the interests of increased school efh- 
ciency. 

The next step. The achievement of 
the program of a professional wage, as 
suggested in the Seventh Yearbook, will 
require a long period of years. Mean- 
while there is an opportunity for prin- 
cipals to demonstrate their need and 
fitness to receive this additional compen- 
sation. Committees of principals will 
want to study the conditions in their 
local communities. Proposed schedules 
should be based upon proved criteria. 
The Seventh Yearbook will prove to be 
a valuable source of help in this work. 


References for further study are: 


1. The Elementary School Principalship, 
Seventh Yearbook, Department of Elemen- 
tary School Principals, National Education 
Association, 1928, Chapter XXIV. 

2. Teachers’ Salaries in New York City, 
McGaughy, James R., Bureau of Publica- 
tions, Teachers College, Columbia Univer- 
sity, 1927, p102-178, 181-195. 

3. Research Bulletin, “Salaries in City 
School Systems,” Research Bulletin of the 
National Education Association, Vol. V, No. 
2, March, 1927. 

4. Research Bulletin, “The Scheduling of 
Teachers’ Salaries,” Research Bulletin of 
the National Education Association, Vol. V, 
No. 3, May, 1927. Contains a bibliography 
on salaries and salary scheduling. 


ee ae a definite advance 
toward becoming more scientific. Al- 
though unscientific procedures still exist 
in many quarters, enough progress has 
been made in replacing guesswork with 
exact knowledge that the elementary 
school principal has a large body of 
scientific facts and technics at his dis- 
posal. His activities in guiding the edu- 
cational development of children can be 
based upon reliable knowledge.—Re- 
search Bulletin of the National Educa- 
tion Association, March, 1928. 











Geneva: A World Capital of Human Affairs 


Where the World Federation of Education Associations Meets in August, 1929 


ENEVA has put nearly all her eggs 
in an odd basket; she plies a cu- 
rious but, as it turns out, a prof- 

itable and growing trade. 

As Detroit devotes herself to automo- 
biles; as Manchester, in England, lives 
for and by cotton thread and spindles; as 
Minneapolis fattens—municipally speak- 
ing—on her flour mills; as Paris flaunts 
her luxe trade in gowns, jewels, per- 
fumes, and powders, so Geneva on Lake 
Leman has apprenticed herself as chief 
tinker to this world of ours. 

Her full title runs, “Geneva: Interna- 
tional Consulting Engineer in Human 
Mechanics.” 

When friction occurs where nations’ 
boundaries touch, the League of Nations 
at Geneva gets a hurry call. When some- 
one throws a wrench in the gears of Asia 
Minor and more Armenians starve, Ge- 
neva directs the salvage. Every nurse, 
every Mason, every Red Cross chapter, 
every treaty, every tariff, every case of 
anthrax, is Geneva’s concern. An earth- 
quake shakes Japan, the opium trade con- 
tinues in Persia, poison gas gets loose in 
Hamburg, the white slavers trade with 
South America, the black slavers trade in 
Ethiopia—Geneva’s jobs all. In the lan- 
guage of the repairmen, Geneva is “‘trou- 
ble shooter” along every longitude and 
latitude line of earth. 

Forty organizations working on world 
problems are the forty enterprises en- 
gaged in Geneva’s principal industry. 
They range from the League of Nations 
with a budget of $5,000,000 per year, 
down through the International Red 
Cross Committee, the Inter-Parliamen- 
tary Union, the International Masonic 
Association, the International Council of 
Nurses, and the International Bureau for 
the Defense of the Rights of Nations. 
In the field of education alone are these: 

International Bureau of Education 

The International Commission on the 
Teaching of Mathematics 

The International Bureau of New 
Schools 

The International Esperanto Associa- 
tion 

Students’ International Union 

The International Conference of Psy- 
chotechnics as Applied to Vocational 
Guidance and Organization of Labor. 


1 Prepared especially for The Journal of the Na- 
tional Education Association by the National 
Geogramhic Society. 


To the permanent secretariats, insti- 
tutes, unions, bureaus, and headquarters, 
must be added the transient, once-a-quar- 
ter, once - a - year, biennial, quadrennial 
congresses, commissions, committees, con- 





HE GENEVA LIGHTHOUSE.—The level of 

the waters of Lake Leman is subject to 
curious fluctuations, known as “seiches.” 
During these disturbances the whole mass of 
water in the lake swings rhythmically from 
shore to shore. A “seiche” has been known to 
cause a fluctuation of six feet in the level of 
the water at Geneva. One explanation ad- 
vanced for this phenomenon is the sudden 
variation in atmospheric pressure on the sur- 
face of the lake. 





claves, conferences, and congregations, 
not to speak of conventions. 

Geneva during a single month has 
hummed with a League of Nations As- 
sembly bringing in representatives of fif- 
ty-two countries, an international con- 
ference on intoxicants, the commissions 
on white slavery and opium, the malarial 
conference, the congress on unfair com- 
petition, and the International Congress 
of Towns. 

Let us examine more closely the levia- 
than of Geneva’s millennial industries— 
the League. Benevolent though its pur- 


pose, the League will give many a head- 


ache to students of civics. A sculptor 
might represent it by combining the mul- 
tiple features of the many-armed Buddha 
and the many-headed Hydra. 

The League operates through three 
main agencies: the big Assembly, the 
smaller Council, and the permanent Sec- 


[247] 


retariat or headquarters staff. The As- 
sembly has six important committees. 
The Council supervises eleven important 
commissions. The Secretariat has ten im- 
portant divisions working on such vital 
subjects as health, disarmament, and com- 
munications. One of these divisions, 
health, operates through fourteen sub- 
committees. But the story is by no means 
ended; there are ten additional intra- 
mural divisions of the Secretariat relat- 
ing to the library, translation, publica- 
tions, etc. We must not forget the 
International Labor Office with five di- 
visions, nor the permanent and semi-per- 
manent technical organizations of which 
there were nineteen in 1926; there may 
be more by now! 

Yet the peace that is its profession is 
the essence of the city. Quiet beauty 
hangs over Lake Leman, sits on the 
mountains, lolls by the quays, and re- 
sides on the wellmannered, modern 
streets in close shuttered houses. Geneva 
is a whispering, tiptoe town; a genteel, 
white-collar city of weighty enthusiasms, 
where the continuous rustle of leaves in 
the parks—and in the libraries—has not 
yet been drowned by traffic. 

Especially is its character and its site 
revealed to the visitor who comes by 
steamer down the lake which Genevans 
call Leman and nearly everyone else Ge- 
neva. The town rises up like a dam be- 
tween the mountains. In the clear, up- 
land air the waterfront hotels stand 
shoulder to shoulder in the barrier. Over 
them is blue nothingness. Surely, the 
traveler thinks, the water that escapes 
the lake through Geneva must drop off 
the rim of Switzerland. 

To the right of the harbor is the Palais 
des Nations, once a hotel, now temporary 
home of the Secretariat of the League, 
until the new Palais, the designs for 
which have been accepted, rises on a site 
still farther to the right. On the left, be- 
hind the green trees of the Jardin An- 
glais, are the roofs of more hotels, and 
above them the roofs of houses, and above 
them the roof and twin towers of the 
Cathedral. The lake steamer passes from 
the open water between the jetties to a 
dock near the Pont du Mont Blanc. It 
is then the visitor discovers that some- 
thing has happened to the peaceful blue 
lake down which he has steamed. With- 
in the harbor the lake has been meta- 


























































248 


ee ee 


morphosed into a rushing river that splits 
the town and sends streets and buildings 
rolling up the low hills on either hand. 
At Geneva thus begins the French 
Rhone. 

Geneva comes by the prosperity of her 
particular trade honestly. Skilled labor 
is necessary for the remaking and repair- 
ing of civilizations and to specialists with 
visions Geneva opened her gates four cen- 
turies ago. She has liberally shared the 
freedom won from the Dukes of Savoy 
with others oppressed. What is more, 
Geneva has shared her hard-won free- 
dom with no shrewd thought that the 
traffic in reform would one day build a 
city where dwell 127,000 people. 

Such a mixed company has accepted 
Geneva’s_ hospitality! —The reformers, 
John Calvin and John Knox; Ludlow 
and the other regicides who fled England 
when Charles II came to the throne; 
impractical Jean Jacques Rousseau of 
French Revolution fame; caustic Vol- 
taire; the brilliant Madame de Staél 
with her salon; Saussure, the geologist ; 
the English poets Byron and Shelley; 
Madame Lebrun, the French royalist 
artist; Cuvier, the famous French nat- 
uralist; Schlegel, originator of the mod- 
ern school of criticism ; George Eliot, the 
English novelist; Henri Dunant, organ- 
izer of the Red Cross; and now the host 
of practical idealists who have come with 
the League of Nations: Viscount Cecil, 
Sir Eric Drummond, the Secretary Gen- 
eral, Dr. Nansen, and Dame Rachel 
Crowdy. 

Geneva has been to individuals what 
Holland has been to nationalities, a ref- 
uge and a goal. Nevertheless, we must 

admit that the Welcome on the city mat 
' has not always shone as brightly as it 
does today. There were exceptions and 
lapses. 

Climb the Rue de la Corraterie from 
the river, cross a corner of the Place 
Neuve to the Rue de la Croix Rouge, 
and one comes upon a massive white 
marble rampart set in a remnant of the 
city wall. Four giant, stern - visaged, 
bearded, prophetic-eyed, robed figures 
stand side-by-side, facing Rome, their 
backs to the wall; Farel, Calvin, Beze, 
and Knox. Plainly the sculptor has sac- 
rificed lifelike representation to portray 
a spirit of stubborn, they-shall-not-pass 
resoluteness. Farther to the left and 
right on the wall stand other figures, 
among them Roger Williams, who takes 
his place beside a low relief plaque of 
the Compact of the Mayflower. 

But on these four, Farel, Calvin, Beze, 
and Knox, we can concentrate. They 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


made Geneva, a village of 12,000, the 
Rome of the Protestant world. 

Of the vineyard in which they labored, 
John Knox wrote: “This place (Ge- 
neva), where | fear no shame to say, 
is the most perfect school of Christ that 
ever was in earth since the days of the 
Apostles. In other places I confess Christ 
to be truly preached; but manners and 
religion so sincerely reformed I have not 
yet seen in any other place beside.” 

Regulations for the conduct of the 
“most perfect school of Christ” which so 
impressed the refugee from’ Scotland, 
would not meet with such acclaim today. 
The laws and statutes of Geneva dic- 
tated by Calvin give a picture of his city: 

“Item, that no women, of what qual- 
ity or condition soever they be, shall 
wear any verdingales, gold upon her 
head, quoises or gold, billiments or such 
like, neither any manner of embroidery 
upon her sleeve. 

“Item, that no manner of person do 
sing any vain, dishonest, or ribaldry songs, 
neither do dance, nor make masques, 
mummeries, or any disguisings in no 
manner or sort whatever it be, upon pain 
to be put three days in prison with bread 
and water. 

“Item, that none shall be so hardy to 
swear by the name of God upon pain 
for the first time to kiss the ground; and 
for the second to kiss the ground and 
three shillings; for the third time three 
score shillings, and three days in prison 
with bread and water; for the fourth 
time to be deprived and banished the 
town for a year and a day.” 

In the university Calvin fathered a 
régime in keeping with the “reforma- 
tory” laws. Prayers, rollcall, and les- 
sons began the school day at 7 a. m.; 
8:30, half an hour’s rest during which 
the pupils were instructed to “eat bread, 
praying while they did so, without mak- 
ing a noise;’ 9 to 10, more lessons, 
terminating with prayers; 10 to 11, din- 
ner; 11 to 12, psalm singing; 12 to 1, 
more lessons prefaced by prayers; 1 to 2, 
rest period; 2 to 4, more lessons, and at 
4 o’clock the punishment parade was held 
in the great hall. 

Assuredly, the four stone men at the 
Reformation Wall do not give forth the 
spirit of generous welcome that we ex- 
pect and receive from modern Geneva. 
They do not typify freedom; rather dis- 
cipline, sacrifice, and hardness. Although 
the modern liberal leaders coming from 
many nations have made more Christlike 
“the most perfect school of Christ,” Gen- 
eva retains the grim earnestness with 
which Calvin endowed her. 








November, 1998 


“Geneva seems never to have had , 
childhood,” comments Sir Frederic, 
Treves, “much less a frivolous youth,” 

To “the perfect school” there came in 
1758, the bad boy of all Europe. True, 
Voltaire was sixty when he settled down 
on the outskirts of Geneva, yet he still 
retained his passion for placing literary 
tacks in the chairs of the most serioys 
persons and drenching the most sacred 
traditions with pails of hot invective 
Not more than a few months after he 
became a property owner in the Republic 
he promised d’Alembert, the Parisian en- 
cyclopedist, that he would “‘lead the min- 
isters a pretty dance,” and the dance 
began at once. When the Consistory 
asked him to come to their aid, the old 
rogue philosopher, tongue-in-cheek, as- 
sured them that he knew nothing of 
d’Alembert’s critical description of Gene- 
va’s Calvinist faith; that he, Voltaire, 
wanted nothing but a quiet life, for him- 
self and for everybody else, including 
‘“Trinitarians, Unitarians, Quakers, Mo- 
ravians, Turks, Jews, and Chinamen.” 

The scene of his “quiet” life was Fer- 
ney, a run-down, tax-ridden, pauper vil- 
lage with a run-down chateau looking 
on Lake Leman. At least, thus it was 
until Voltaire came. He tore down the 
chateau and on the site built the home 
which is an object of literary pilgrimage 
today. He rebuilt the town of Ferney, 
assured the natives good wages, got their 
taxes lowered, and initiated the weaving 
of silk stockings, the first pair of which 
he sent to the Duchesse de Choiseul. 
Good salesman that he was, Voltaire 
sent with the gift a pretty compliment 
to the Duchesse’s pretty foot! 

When some Geneva watchmakers 
voted to walk out, he encouraged them 
to locate at Ferney. So successful was 
this latter venture that the poet, philoso- 
pher, critic, and dramatist, concentrating 
on a direct mail advertising campaign of 
his own writing, sold at a profit in a 
single year 4000 watches. 

The contemporary visitor finds Ferney 
a pretty, empty little village—a husk of 
a town seemingly built for a motion 
picture company which never arrives. 
There is in Ferney a statue of Voltaire 
as Ferney knew him—a bent, emaciated, 
keen old man. It really seems as if he 
might step off his pedestal and shuflle to 
his garden in “old gray shoes and stop 
ings, a long vest to his knees, the k 
velvet cap and the huge drooping t 


. . ° . at b 
which hung from his head like a sp‘, 
ears.” Educ 


Outside the town the visitor « 
upon the unpretentious chateau of 


Vol. 1 


—_ 


ney, cl 
style. 
lake W 
peaks 
chatea' 
down 
jittle ¢ 
Deo er 
said, € 
Her 
taire \ 
known 
domin 
Bonne 
name 
the st 
visitor 
Here 
night 
farm 
beehiv 
its hot 
at a | 
rected 
dalize 
time 
Shake 
Th 
starch 
Stael, 








he We 
de Si 
Paris 
her 
throu 
and | 
tled ; 
Veck 
XVI 
B zathe 





ire 
nt 





















Vol. 17, No. 8 


sey, closely shuttered after the French 
gyle. South from the terrace spreads the 
lake with Mont Blanc and its attendant 
yaks in the background. Behind the 
chateau rise the Jura Mountains. Close 
jown in front of the manor stands the 
iittle chapel with its famous inscription, 
Deo erexit Voltaire. The only church he 
aid, erected to God alone. 

Here for twenty-four years lived Vol- 
wire with his stout niece, affectionately 
inwn as Madame Roundabout, who 
jominated as housekeeper, and Belle-et- 
Bonne, a young adopted girl whose real 
ame was quite regular, together with 
the stream of distinguished and curious 
visitors, who constantly sought him out. 
Here this man of the city became over- 
sight a country gentleman, managed a 
am with fifty cows and five hundred 
ehives, ran a town as supermayor, built 
tshouses, marketed its products, received 
it a perpetual salon, organized and di- 
rected an amateur theater that both scan- 
alized and lured Geneva, and yet had 
ime to write more prolifically than 
Shakespeare. 

The next person to take some of the 
garch out of Geneva was Madame de 
Saél. As Voltaire left France because 
ie was unwelcome to the court, Madame 
ie Staél lived away from her beloved 
Paris because of the deep enmity between 
tr and Napoleon. After wide travels 
throughout Europe, this clever woman 
ind heralded authoress of Corinne, set- 
tled at Coppet, where her father, Jacques 
Necker, finance minister under Louis 
XVI, had purchased the chateau. She 
uthered around her a sort of living hall 
{fame—and notoriety—a salon as fa- 


mous as any in Paris. Her home, which 
lies also on the north side of the lake, is 
twice as far from Geneva as Ferney, a 
fact of more than passing significance. 
It is even more interesting to visit than 





MARINE BUTTERFLY sailing in the shadow 

of the Swiss Alps. The advent of many 
commodious saloon steamers on Lake Leman 
has not banished entirely these picturesque 
craft with their lateen sails of red. The first 
steamer to ply the waters of the lake was the 
“Guillaume Tell” built in Geneva by an 
Englishman ninety-six years ago. 





Voltaire’s manor, because Coppet’s in- 
terior has not been despoiled. Everything 
is as she left it. 

To the imaginative who climb the 
wide stone stair to the second floor, Ma- 
dame de Staél, green branch in hand, 


NENEVA, astride the river Rhone where it issues from Lake Leman is shown on the left. This view of Geneva shows the Coulou- 
vreniére Bridge and a flotilla of laundry boats anchored in the Rhone with linen hung out to dry on the decks. On the right is 
one of the many interesting parades to be seen in Switzerland. This photograph shows some Swiss students’ guild marching 
B one of the beautiful lake promenades at Lucerne. 





THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 249 
oe ee eee 


still receives of an evening in the candle 
light of her salon. She strides up and 
down in her Empire dress, waving the 
branch; or she speaks from her special 
sofa. Indeed, the original furniture re- 
mains in the room. And it is upholstered 
in the red and white that Madame or- 
dered. One can picture the brilliant vis- 
itors and her favorite, continuous guests, 
listening to her words as, from the sofa, 
she led the sparkling discourse: Madame 
le Brun, who made the painting of her 
that still charms; Madame Récamier; 
Prince Augustus of Prussia; Benjamin 
Constant, the “inconstant” beau of many 
courts; Bonstetten and Schlegel, the phi- 
losophers; Werner, the German poet; 
Karl Ritter, the German geographer ; 
George Tichnor, the American traveler ; 
Pictet, editor of the Bibliothéque; Cu- 
vier, and many others. Anyone was wel- 
come who was not stupid. That was the 
first and last test. 

Possibly the conversation of Madame 
de Staél’s illustrious guests would not 
be considered brilliant today. There is 
reason to believe that their discourse, 
like the French furniture of the period, 
glittered too much for modern taste. 
Nevertheless, we cannot cure ourselves 
from a kind of envy of the chosen ad- 
mitted to the Coppet salon, even as we 
envy those fortunate enough. to live in 
Athens in Pericles’ day. Accompanying 
envy comes a resignation that no one 
living can recapture the spirit of that di- 
verse faculty of men and women at 
Coppet, who occupied themselves with 
Parisian gossip, dusty science, amateur 
theatricals, and romance, only a few 
miles outside of Calvin’s Geneva. 


— 





ee 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


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 for 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. 
THe 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 
Editor 


Harold A. Allan 


Business Manager 


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


Educating the Whole Child 


HE CHILD of an earlier day, when 
the typical community was rural, 





was usually assured certain oppor- 

tunities which contributed largely to his 
growth. Among them: 

An abundance of fresh air 

Plenty of sunshine 

Quiet and freedom from overstimulation 

Companionship with brothers and sisters 

Knowledge of the habits of domestic ani- 


mals with responsibility for the regular care 
of them 


Opportunities to construct, create, and ex- 
plore 

Today the typical community is urban, 
and blessings which once could be taken 
for granted now become the object of 
conscious thought and deliberate plan- 
ning. It is now necessary for both teach- 
ers and parents to keep in mind the whole 
child in the arrangement of home and 
school activities. 

The determination to educate the 
whole child for a fair start in life. is find- 
ing expression in many directions: 

1. There is increasing effort to de- 
velop the child centered school which 
shall give full attention to individual dif- 
ferences and which shall take into ac- 
count the total home-school-community 
situation of each pupil. The teacher in 
the smaller community has much general 
information about children without spe- 
cial effort. The teacher in the city is able 
to obtain complete understanding of each 


N ovember, 1928 


——$S$. $$. ets 


child only through systematic records 
and careful study. 

2. The importance of liberally trained 
teachers receives increasing emphasis. 
Summer sessions grow both in enrolment 
and in quality of their offerings. More 
time is given to preservice preparation of 
teachers and the idea that there shall be 
a continued program of inservice training 
is becoming almost universal. ‘Through 
their organizations teachers are working 
on their problems with full appreciation 
that if they are to inspire in the children 
broad life interests, their own contacts 
must be broad. 

3. The study of the curriculum is 
bringing to whole cities and states a new 
attitude toward learning. Teachers and 
principals are discovering that they can 
build up in the local setting a live body 
of activities which will inspire the in- 
terest of children and contribute toward 
child growth. Teachers are becoming 
more critical of what they teach. They 
are realizing that nothing is good just be- 
cause it is old and that the best which 
is produced today in literature, music, 
architecture, and other phases of life will 
be the classics of tomorrow. 

4. In city and regional planning, bet- 
ter provision is made for playfields 
around school buildings. The standard 
has been set at two and a half acres for 
elementary schools, five acres for junior 
high schools, and seven and a half acres 
for senior high schools. Some of our best 
educational thinkers regard this as the 
minimum and point to the possibility of 
flying fields in connection with high 
schools as the day comes when all youth 
must be taught to fly. It is pointed out 
that such instruction is beginning as a 
commercial enterprise just as business 
training passed an apprenticeship before 
it was taken into public schools. 

5. Parent-teacher units are multiply- 
ing and are developing more effective 
methods of cooperation between home 
and school. Teachers and principals are 
coming to see that parents have a large 
contribution to make and parents grow 
increasingly appreciative of the training 
and special skill of teachers. Child re- 
search centers are multiplying, nursery 
schools are throwing new light on the 
problems of childhood, and the move- 
ment for parent education is spreading. 

6. The significance of American Edu- 
cation Week as a permanent worldwide 
movement is winning its way to wider 
appreciation. The program of this week, 
built around the seven cardinal objec- 
tives, is helping people to see education 
as guided growth which must touch the 


whole life of the child on the one hand 
and the whole life of society on the other 

7. The National Congress of Parents 
and ‘Teachers conducts each year a sum- 
mer roundup of the children, whose aim 
is to bring every child into the great ad- 
venture of school free from remediable 
defects. The time may well come when 
we shall have another roundup of adoles- 
cents which will occur in the fall and 
which will make sure that every youth 
who is not in schoo] shall have found his 
place in industry or some other construc. 
tive activity. Unless the needs of young 
people who are dropping out of school 
are kept in mind, they must drift into 
idleness or petty crime. It is undoubtedly 
from this class that much of the cost for 
crime arises and we need always to bear 
in mind that the crime bill is too high, 
that by careful attention it could prob- 
ably be cut in half within a few years, 
which would mean sufficient saving to 
pay every teacher in the United States an 
annual salary of $5000. The importance 
of this economical aspect is insignificant 
as compared with the human aspect—the 
happiness and safety which would come 
from training into useful and construc- 
tive channels the lives which are now 
wrecked and broken. 


ge A. EASTMAN, president of thesamer- 
ican Library Association for de 
head of the Cleveland Public Lib 
sidered by many the finest system’ 
libraries in the world. This Asso 

the National Education Associatio 
close cooperation. Every city or cou 
spend at least one dollar per capt 
library service. 


for free 





ly 


ar 


shoul 
ir free 





Pai Way Down South In Dixie 





NE OF the finest cities in Dixie 
Oo is making big plans to wel- 

come the convention of the 
National Education Association next 
July. Atlanta is popularly known as 
the Gate City. It is the converging 
point of railroads. It is located on the 
divide between the Atlantic and the 
Gulf at the base of the Blue Ridge 
near the Chattahoochee river. 

Even before the Civil War Atlanta 
had become an important commercial 
center. It was used by the Confeder- 
ate army as a base for supplies. In 
1864 the city was the objective of 
Sherman’s campaign from Chatta- 
nooga. 

While badly devastated by the war 
the city was quickly rebuilt because of 
its strategic location as a commercial 
and transportation center. Today the 
wholesale and retail trade amounts to 
more than $200,000,000 annually. 

Dixie is only another way of spell- 
ing hospitality, and Atlanta is making 
elaborate preparations. The city is 
served by a group of excellent hotels. 
Following is a list of the leading hos- 
telries, the figure after each indicating 
the number of rooms: 


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

Robt. 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 


Room reservations may be made di- 
rect to the hotel or by writing to Fred 


Houser, Executive Secretary, Atlanta 
Convention and Tourist Bureau, 218- 








222 Wynne-Claughton Building,’ At- 
lanta, Georgia. Make your plans early. 

The city’s most attractive homes 
will also be opened to the visiting 
teachers. Here will be furnished en- 





Heroic Lives a 


HE POWER to give yourself 


wholly to an end, to lose your- 
self in the work in hand, not to 
know whether you are building the 
house or the house is building you, 
whether you are carrying the ball 
or are merely the one in the mud at 


the bottom of the heap so long as 
the ball is pushed across the line; 
to fight on in the cause regardless 
of cost or consequence: this is the 
power of all others that conquers 
pain and makes drudgery accepted 
so long as it leads toward the goal— 
From Play in Education, by Joseph 
Lee. 








tertainment of a kind that only the 
“Land where the cotton and taters 
grow” can offer. 

Regardless of the manner of travel 
they may choose, or their direction 
from Georgia, visiting teachers will be 
fascinated by many attractions of sce- 
nic beauty. Stone Mountain is sixteen 
miles east of Atlanta. Here a mass 
of solid granite rises 700 feet above 
the surrounding level, with a vertical 
cliff of 300 feet on the north, where 
giant figures representing scenes of the 
Civil War are being carved. 

There are many ways to reach At- 
lanta and already plans are underway 





in most of the states for special excur- 
sion parties. Some will go by water 
through the Panama canal. Others 
will travel the circuit taking the his- 
torical southern cities enroute, and the 
historical centers of the north on the 
return trip. The usual special rates 
are expected to be available. There 
will also be heavy auto travel and 
special plans are underway to care for 
those who wish to drive their own cars 
over the wonderful highways of the 
southland. 

The convention provides oppor- 
tunity for the pooling of resources; 
it brings together the educational ex- 
perts of the country; it gives a na- 
tionwide dissemination of the fore- 
most educational thinking. It affords 
concrete evidence of the profession at 
work—the outgrowth of professional 
ideas and ideals. ‘Professional knowl- 
edge may be found in libraries,” runs 
a sentence in the Secretary’s report for 
1928, “but professional ideals come 
largely from the inspiration of per- 
sonal contacts such as these meetings 
and educational conventions afford.” 

The program which President Lam- 
kin is developing for the Atlanta con- 
vention will have many unusual fea- 
tures. There will be a wonderful array 
of program talent, both from Amer- 
ica and other countries. Special interest 
is being manifested in the convention 
by southern teachers. There will be 
something for everyone who comes 
that will send him away with new in- 
spiration and vision. 





MEN WHO ARE MAKING BIG PLANS TO ENTERTAIN THE CONVENTION 


Duggan, 
tendent of Schools 


State Superin- 


Willis A. Sutton, Superintendent 
of Schools, Atlanta 





[251] 


Kyle T. Alfriend, Secretary Georgia 
Educational Association 





George Harris Webber, Georgia 
State College for Women 











252 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





National Education 
Association 
Officers for 1928-29 


Uel W. Lamkin, President, State Teachers 
College, Maryville, Mo. 

J. W. Crabtree, Secretary, 1201 Sixteenth 
Street N. W., Washington, D. C. 

Henry Lester Smith, Treasurer, Dean, School 
of Education, Indiana University, Bloom- 
ington, Ind. 


Executive Committee 


Uel W. Lamkin, President, Maryville, Mo. 

Cornelia S. Adair, Vicepresident, Teacher, 
Bainbridge Junior High School, 2121 Park 
Avenue, Richmond, Va. 

Walter R. Siders, Chairman, Board of Trus- 
tees, State House, Augusta, Me. 

Henry Lester Smith, Treasurer, Bloomington, 
Ind. 

Frank E. Reynolds, Member by Election, 
Secretary, Ohio State Teachers Associa- 
tion, 428 Chamber of Commerce, Colum- 
bus, Ohio. 

Board of Trustees 

W. R. Siders, Chairman, Augusta, Me. 

Uel W. Lamkin, President, Maryville, Mo. 

J. M. Gwinn, Superintendent of Schools, San 
Francisco, Calif. 

Kate V. Wofford, Superintendent of Laurens 
County Schools, Laurens, S. C. 

Joseph H. Saunders, Superintendent of 
Schools, Newport News, Va. 


Vicepresidents 


George A. Allen, Jr., State Superintendent of 
Public Instruction, Topeka, Kans. 

Ira T. Chapman, Superintendent of Schools, 
Elizabeth, New Jersey. 

James P. Coates, Secretary, South Carolina 
Teachers Association, 314 State Office 
Bidg., Columbia, S. C. 

J. J. Early, Supt. of Schools, Sheridan, Wyo. 

Charles R. Foster, President, State Teachers 
College, Indiana, Pa. 

Anna Greme Fraser, Viceprincipal, Oakland 
High School, Oakland, Calif. 

Florence M. Hale, State Agent for Rural 
Education, Augusta, Me. 

Elizabeth R. McCormick, Principal, Timothy 
O. Howe School, Superior, Wis. 


G. H. Madden, Supt. of Schools, Winslow, 
Ariz. 
C. B. Turner, Supervisor of Schools, Baton 


Rouge, La. 
Caroline S. Woodruff, Principal, State Nor- 
mal Training School, Castleton, Vt. 


BOARD OF DIRECTORS 

Directors exofficio 
The president, first vicepresident, treas- 
urer, chairman of the Board of Trustees, 
and the secretary, are Directors Exoffitio. 


Life Directors 

Cornelia S. Adair, Richmond, Va. 

Robert J. Aley, President, Butler Univer- 
sity, Indianapolis, Ind. 

Francis G. Blair, State Superintendent of 
Public Instruction, Springfield, III. 

Board of Education, Nashville, Tenn. 

Mary C. C. Bradford, 1735 Bellaire Street, 
Denver, Colo. 

Elmer Ellsworth Brown, Chancellor, New 
York University, New York City. 





November, 1928 


a 


Nicholas Murray Butler, President, Colum- 
bia University, New York City. 

P. P. Claxton, Supt. of Schools, Tulsa, Okla. 

H. A. Graham, East Broadway, Mt. Pleas- 
ant, Mich. 

Frederick M. Hunter, Chancellor, University 
of Denver, Denver, Colo. 

David B. Johnson, President, Winthrop Nor- 
mal and Industrial College, Rock Hill, S. C. 

Olive M. Jones, Principal, Public School No. 
120, New York City. 

David Starr Jordan, Chancellor Emeritus, 
Stanford University, Calif. 

James Y. Joyner, Ass’t Manager, Prudential 
Insurance Co. of America, 304 E. Jones St., 
Raleigh, N. C. 

Mary McSkimmon, Principal, Pierce School, 
Brookline, Mass. 

Jesse H. Newlon, Professor of Education and 
Director, Lincoln School, Teachers College, 
Columbia University, New York City. 

Carroll G. Pearse, Representative of F. E. 
Compton Co., 4315 Lisbon Ave., Milwau- 
kee, Wis. 

Josephine C. Preston, State Superintendent 
of Public Instruction, Olympia, Wash. 

State Teachers Association of Illinois, Rob- 
ert C. Moore, Secretary, Carlinville, III. 

George D. Strayer, Professor of Education 
and Director, Institute of Educational Re- 
search, Teachers College, Columbia Uni- 
versity, New York City. 

A. R. Taylor, 225 N. Fairview St., Decatur, 
Ill. 

Teachers Institute, Philadelphia, Pa. 

John J. Tigert, President, 
Florida, Gainesville, Fla. 

Charles G. White, President, Isbell Mission- 
ary College, Martin, Tenn. 

Charl O. Williams, Director, Field and Leg- 
islative Division, National Education As- 
sociation, Washington, D. C. 


University of 


State Directors 


ALABAMA—J. D. Williams, Principal, Avon- 
dale School, Birmingham. 

ALasKA—William K. Keller, Superintendent 
of Schools, Juneau. 

ArizoNA—Herman E. Hendrix, 
tendent of Schools, Mesa. 

ARKANSAS—J. P. Womack, State Superin- 
tendent of Public Instruction, Little Rock. 

CALIFORNIA—A. R. Clifton, Superintendent of 
Schools, Monrovia. 

CoLorapo—W. B. Mooney, Secy., Colo. Educ. 
Assn., 530 Commonwealth Building, Denver. 

Connecticut—Gordon C. Swift, Superin- 
tendent of Schools, Watertown. 

DeLawarE—David A. Ward, Superintend- 
ent of Schools, Wilmington. 

District OF CoLuMBIA—Harry English, 
Secretary, Board of Examiners, Franklin 
School Building, Washington. 

FLoripa—W. S. Cawthon, State Superintend- 
ent of Public Instruction, Tallahassee. 

Georcia—M. L. Duggan, State Superintend- 
ent of Schools, State Capitol, Atlanta. 

Hawau—F. E. Howard, Principal, Public 
Schools, Hamakuapoko, Maui, T. H. 

IpaHo—Charles F. Dienst, Superintendent of 
Schools, Boise. 

ILLinois—A, L. Whittenberg, Secy., State Ex- 
amining Board for Teachers Certificates, 
Springfield. 

INDIANA—Charles F. Miller, Superintendent 
of Schools, Indianapolis. 


Superin- 


lowa—Mary A. Lord, Teacher, Woodrow 
Wilson Junior School, Sioux City, 

Kansas—M. E. Pearson, Superintendent of 
Schools, Kansas City. 

Kentucky—R. E. Williams, Secy., Kentucky 
Educ. Assn., 1122 Starks Bldg., Louisville. 

LouisianA—C, B. Turner, Supervisor of 
Schools, Baton Rouge. 

MainE—William B. Jack, Superintendent of 
Schools, Portland. 

MaryLAnp—William Burdick, State Super- 
visor of Physical Education, Baltimore. 
MASSACHUSETTS — Annie C. Woodward, 

Teacher, High School, Somerville. 
MicHican—Webster H. Pearce, State Super- 
intendent of Public Instruction, Lansing. 
Minnesota—Effie MacGregor, Principal, 

John Burroughs School, Minneapolis, 
MississipPI—H. V. Cooper, Superintendent 
of Schools, Kosciusko. 
Missouri—Thomas J. Walker, Editor, School 
and Community, Columbia. 
MontTana—R. J. Cunningham, Secy., Montana 
Educ. Assn., Room 9, Kohrs Block, Helena. 
NEBRASKA—M. C. Lefler, Superintendent of 
Schools, Lincoln. 
NevapA—Jennie A. Curieux, Tonopah. 
New HAmpsHirRE—Perley L. Horne, Princi- 
pal, Pinkerton Academy, Derry. 
New Jersey—Alexander J. Glennie, Princi- 
pal, Miller Street School, Newark. 
New Mexico—Mrs. H. F. Brock, Supt. of 
McKinley County Schools, Gallup. 
New YorkK—William H. Holmes, Superin- 
tendent of Schools, Mount Vernon. 
NortTH CAROLINA—T. W. Andrews, Super- 
intendent of Schools, Box 517, High Point. 
NortH Daxota—Minnie J. Nielson, 901 5th 
Avenue, Valley City. 
On1o—A. C. Eldredge, Assistant Superin- 
tendent of Schools, Cleveland. 
OKLAHOMA—John G. Mitchell, President, 
Central State Teachers College, Edmond. 
Orecon—Nettie Mae Rankin, Teacher, High 
School of Commerce, Portland. 
PENNSYLVANIA—J. Herbert Kelley, Secy., Penn. 
State Educ. Assn., 400 N. 3d St., Harrisburg. 
Porto Rico—Francisco Vizcarrondo, Assist- 
ant Commissioner of Education, San Juan. 
Ruope IsLtanp—Agnes M. Bacon, State Su- 
pervisor of Americanization, Providence. 
SouTH CAROLINA—George W. Wannamaker, 
Superintendent of Schools, St. Matthews. 
SoutH Daxora—N. E. Steele, Secy., S. D. Educ. 
Assn., Room 3, Perry Building, Sioux Falls. 
TENNESSEE—P. L. Harned, State Commis- 
sioner of Education, Nashville. 
Texas—L. W. Rogers, First Assistant Su- 
perintendent of Public Instruction, Austin. 
Urau—B. A. Fowler, Supt. of Schools, Weber 
County, 2324 Adams Ave., Ogden. 
VeRMONT—Clarence H. Dempsey, State Com- 
missioner of Educatiof, Montpelier. 
Vircinta—C. J. Heatwole, Secy., Va. Educ. 
Assn., 202-203 Goddin Hall, Richmond. 
Vircin IsLanps—Arthur E. Lindborg, Direc- 
tor of Education, St. Thomas. 


_ Wasuincron—Arthur L. Marsh, Secy., Wash. 


Educ. Assn., 707 Lowman Bldg., Seattle. 
West Vircinta—Joseph Rosier, President, 
State Normal School, Fairmont. 
Wisconsin—E. G. Doudna, Secretary, Board 
of Regents of Normal Schools, 2017 E. 
Monroe St., Madison. ; 
Wyominc—A. A. Slade, Supt. of Schools, 
Laramie. 








dispute 
the dis 
} 0, wo! 
ful nat 
» habits 
4 occasio 
3 with h 
S matic 
Lf 
3 M. 
; fore t 
i agnifi 
. if art 
., 
© longer 
- 
4 shall | 
B politic 


The Meaning of the Peace Pact 


4 
+ 
) pune PEACE PACT of Paris may mean 
) | much, or little, or nothing. All will 
| depend on how much in earnest the 
) pvernments and also the peoples are to 
. put an end to their existing war system. 

Do they, especially the powerful nations 

ike the United States, Great Britain, 

ind France, really wish to settle al/ their 
iisputes by methods of peace, even though 
the disputes may be settled adversely? If 

} 9, world peace will be assured. Power- 
) {yl nations hitherto have developed bad 
> habits of making their wills prevail by 

xeasional resort to force or by backing 

} with huge armies and navies their diplo- 
| matic negotiations. 
| M. Briand’s interpretative address be- 
j fore the signing of the Pact was highly 
) sgificant. “War,” he said, “as a means 
\ of arbitrary and selfish action shall no 
> longer be deemed lawful. Thus its threat 
‘ dull no longer hang over the economic, 
: wlitical, and social life of peoples. “Thus 
i the smaller nations henceforth en- 
7 jy real independence in international 
) discussions.” 

Significant also are the words in the 
}peamble: ‘Convinced that all changes 
their (the peoples’) relations with one 
+ mother should be sought only by pacific 
neans and be the result of a peaceful and 
iderly process.” 
| If the nations take these ideas in 
| tamest, they will deal with each other on 
) the basis of reason, justice, and mutual- 
bi. Battleships and bayonets, airplanes, 
) vison gas, and submarines will play no 
julid part, even implicitly, in discussions 
) ‘ling with disputed rights and needs. 

How much in earnest the nations really 
sein this matter will shortly be shown 
)ytheir next steps. What are they? 

1. With war ruled out as a means for 
‘utting Gordian knots by the sword, the 
tions will need to proceed with skill 
ind zeal in perfecting the agencies, insti- 
lutions, and processes for the peaceful 
tttlement of disputes. In the economic 
velopment of nations, keen rivalries 
} 4d hot disputes are certain. The nations 
Hbould therefore hasten to develop the 
)*hnic for peaceful settlements. They 
hould endow the Permanent Court of 
‘ternational Justice with effective juris- 
ition in all matters with which it is 
wMpetent to deal. Codification and en- 
«tment of international law should be 
ished. Commissions of inquiry, concili- 


ica Paes 


mitt: BAERS ir 


aene unk el 





Sipney L. GuLick 


ation, and arbitration should be kept in 
good working order. The habit of peace- 
ful settlements, even of the most difficult 
questions, must be cultivated. 

2. If the possibility of war is really 
out of the picture, huge armies and 
navies, impregnable fortresses and naval 
bases, great arsenals, poison gas factories, 
and all ‘‘preparedness” programs will be 
needless. The rapidity therefore with 


I AM confident that the simple pro- 
visions of this treaty will be ac- 
cepted by all nations because I am 
sure there is everywhere a will for 
peace. It is a great forward step in 
the preservation of peaceful relations 
between the nations and therefore will, 
I know, prove to be a historic docu- 
ment in the history of civilization. It 
has been a privilege to the United 
States to contribute to the success of 
this movement, a satisfaction to have 
been associated with France and other 
peace-loving nations in thus writing 
into international law one of the deep- 
est aspirations of the human consci- 
ence.—Calvin Coolidge in a letter to 
Gaston Doumergue, president of the 
French republic, August 26, 1928. 














which disarmament takes place will be 
the acid test of the world’s earnestness 
in assuming the pledges of the Multi- 
lateral Treaty. 

Rapid disarmament will beget mutual 
confidence and goodwill between the na- 
tions. Failure to disarm will, on the con- 
trary, create increasing distrust and will 
make the Treaty seem an empty gesture. 

3. With the menace of future war out 
of the picture and the colossal waste of 
war preparations removed, the nations in 
a spirit of mutual goodwill should 
promptly adjust by reducing to a mini- 
mum Germany’s reparation payments 
and the inter-Allied war-debts. 

The economic benefit to each nation of 
the abolition of the war menace would 
make such adjustments easy. Their ac- 
tual adjustment would call forth in a 
wonderful way the mutual goodwill and 
confidence of the nations in each other’s 
purposes and make more certain the per- 
manent validity of the Peace Pact. 

4. Freed from the menace of a possible 
war, the great industrial nations would 
no longer live under the urgent necessity 
of achieving complete economic and in- 
dustrial independence by monopolistic 


[253] 


control of the raw materials needed for 
their industrial development and espe- 
cially for food and munitions in time of 
war. The urge for economic, militaristic 
imperialism will steadily grow less. The 
need for monopolistic control of raw 
materials will be reduced. The “freedom 
of the sea” will be assured. 

5. Hitherto, throughout history, a 
nation’s greatness, glory, and survival 
value have depended on its military 
power. Hereafter, if the nations take 
seriously the antiwar treaty, their great- 
ness, prestige, influence, and glory will 
depend on their positive achievements in 
the essentials of civilization, in such mat- 
ters as: 


1. A more equitable distribution of the 
profits of industry 

2. Friendly cooperation of labor and capital 

3. Steadily rising standards of living 

4. Abolition of poverty and the slums 

5. Abolition of all child labor 

6. Universal education 

7. Increasing scientific understanding of 
nature and utilization of her power 
and resources 

8. Universal popularization and enjoyment 
of culture and of nature 

9. Recognition of the equal rights of all races 
and colors 


10. Increasing achievement of personal char- 
acter, liberty, and opportunity for all 


When the moral, mental, and economic 
powers of a people are no longer wasted 
on payment for past wars and on prepa- 
rations for future war, but are turned to 
the achievement of the essentials of civili- 
zation suggested in the foregoing para- 
graph, what that nation will accomplish 
can hardly be imagined. The test of a 
nation’s real greatness and glory and of its 
place and influence among the nations will 
be the speed with which it gives itself to 
the realization of these ideals and goals. 

Achievement will depend on mental 
clarity, integrity, and energy, on moral 
sincerity and earnestness and, above all, 
on the will-to-brotherliness of the mil- 
lions who constitute the people. In these 
areas the schools and the churches have 
great responsibilities and opportunities. 

The next step, therefore, for the na- 
tions in the march of humanity toward 
the Promised Land is to take in down- 
right earnestness the Multilateral Treaty 
for the Renunciation of War. And the 
peoples as well as the governments must 


take this step with joy, hope, and deter- 
mination. 


Pe ss 


Sanaa 








MODERN SCHOOL system proposes 
A to offer to each pupil enroled 
those unique opportunities for 
acquiring skills, for practise in precise 
thinking, and for growth in power of 
appreciation which are attainable by one 
of his intelligence. In the administra- 
tion of a school system that seeks to 
achieve this desirable end, problems of 
personnel, of pupil records, of diagnostic 
and achievement test programs, of at- 
tendance and health service, of courses of 
study and curricula, of the planning, 
maintenance, and operation of the school 
plant, and of the financing of the school 
system, must be integrated by the execu- 
tive who relates each administrative pro- 
cedure to the realization of the purposes 
for which the schools exist. 

The efficient administration of our 
schools depends upon the recognition of 
the distinction in function between the 
school board as a policy-determining and 
legislative body and the superintendent 
of schools as its chief executive officer. 
The members of a school board render 
their most important service when they 
select the ablest executive available; hav- 
ing rendered this service, they may con- 
tinue to serve the public best by advising 
with him concerning the schools, by inter- 
preting for him the will of the people 
whom they represent, and by requiring 
of him from time to time a record of the 
work done by the school system and pro- 
posals for its further development. The 
superintendent of schools, if he be com- 
petent, will present his program to the 
board of education and will demonstrate 
the wisdom of the policies which he ad- 
vocates, 

In recent years it has been suggested 
that the business administration of schools 
can to advantage be divorced from their 
professional management. It has been 
argued that the construction of school 
buildings, their maintenance and opera- 
tion, the purchase, storage, and distri- 
bution of supplies, the making 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 directly 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 contributes directly to the fur- 








therance of the educational program 
adopted by the board of education. 

A budget should be adopted only after 
the most careful consideration of the 
educational program which it proposes to 


D°” you ever know a school board 
to build a building without con- 
sulting with the teachers who are to 
use it or the principal and superin- 
tendent who are to manage it? Such 
cases are all too common in the smaller 
schools and have their counterpart in 


some of the larger systems. To man- 
age the material side of the school 
system without constant care for the 
needs of children and teachers is to 
defeat the very objects for which 
schools exist. 





finance. A school building is wellbuilt 
only when it has been planned to serve 
the needs of a school offering a program 
of education which has been proposed 
by the superintendent of schools and ac- 
cepted by the board of education. In 
our modern school systems it will 
seldom happen that any two buildings 
will accommodate exactly the same edu- 
cational program. In the maintenance 
and operation of the building, the health 
and convenience of teachers and pupils 
are matters of primary importance. In 
the purchase of supplies, the needs of 
teachers and pupils, and the demands 
of the educational program furnish the 
only sound basis for determination of the 
quantity or quality of materials to be 
purchased. 

Where the business executive has been 
given a place coordinate with the super- 
intendent of schools, this action has been 
taken upon the assumption that better 
business practise would prevail and that 
economies would be effected. A thorough- 
going investigation covering the states 
of New York and New Jersey has 
proved that this assumption is not true, 
and there is no reason why it should be 
true. The board of education that places 
responsibility upon the superintendent of 
schools for the complete administration 
of the school system and requires the 
assistant in charge of business affairs to 
report through him, may reasonably ex- 
pect to secure as high efficiency in the 
business office as could be attained were 
the head of this division to be given a 
position coordinate with the superin- 


[254] 





Making School Administration Responsible 


tendent. Other investigations have ¢ 
tablished the fact that misunderstandings 
and inefficiency are bound to occur where 
a dual system of administration has been 
adopted. Indeed, it not infrequently 
happens that under dual control the su- 
perintendent of schools, who certainly 
must be the leader in the educational 
program, supported by the board of edu- 
cation, spends a large part of his time 
in making adjustments with the business 
office, often on a personal basis. No good 
can come from this waste of the time and 
energy of the man responsible for the 
development of an efficient school system, 

All affirm the necessity for adequate 
business procedures in the administra- 
tion of a school system. The board of 
education in our larger communities 
should elect, upon the nomination of the 
superintendent of schools, an assistant su- 
perintendent in charge of business affairs. 
This man should be highly trained as a 
business executive and should cooperate 
with the superintendent of schools in the 
making of the budget, in the development 
of plans and the supervision of the con- 
struction of buildings, in the purchase, 
storage, and distribution of supplies, in 
the handling of the payroll, and the like. 
His efficiency will be increased by virtue 
of the relationship which he bears to the 
chief executive officer of the board of 
education. The administration of the 
school system will profit from a relation- 
ship which is sound in theory and which 
has been successfully established in 
practise. 

Report of a committee of the National 
Council of Education on The Funda- 
mental Bases of the Relation of the Busi- 
ness and the Professional Aspects of Ed- 
ucational Administration, George D. 
Strayer, chairman, professor of education 
and director, Institute of Educational 
Research, Teachers College, Columbia 
University, and the following members: 
John A. H. Keith, state superintendent 
of public instruction, Harrisburg, Penn- 
sylvania; J. A. C. Chandler, president, 
College of William and Mary, Wil- 
liamsburg, Va.; Frank W. Ballou, su- 
perintendent of schools, Washington, D. 
C.; Frank G. Pickell, superintendent of 
schools, Montclair, New Jersey; Davi 
E. Weglein, superintendent of schools, 
Baltimore, Md.; J. Cayce Morrison, a 
sistant state commissioner of elementary 
education, Albany, New York. 



























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Personal Growth Through Mental Hygiene 


The Vital Organs of the Mind 


rp WE neglect our bodily examination, 

how much more do we shrink from 

the mental! Further, the science of 
mental inspection and diagnosis is far 
fom standardized. In the running of 
the mind, one must perforce be not only 
his own chauffeur, but also, in large 
measure, his own repairman. 

The church, through its confessional, 
may help, and in time each school system 
and social unit will have its “mind doc- 
tor” or psychiatrist, and perhaps its men- 
tal hygienist as well. But even then, each 
of us should be able to recognize the 
wlinders of his mental motor, control 
thm and keep them from racing, and 
dean an occasional dirty spark plug. 

Our present quest is of that very na- 
ture. It is an attempt at job analysis in 
the project of selfmanagement. 

Professor William McDougall has 
given us most enlightenment here. The 
heart of the human personality, its “cyl- 
inders,” are the primary emotions, such as 
fear, anger, elation. Remove these says 
McDougall, and we should be, mentally, 
like springless clocks or fireless steam en- 
gines. Let us pass in brief review the 
fourteen types of feeling. 

1. Fear. This is the nucleus of the instinct 
of danger, avoidance, escape. It is the mother 
of worry, of more of our religion than we 
tare to admit, and of many of those mental- 
nervous troubles, such as hysteria, which are 
known as psychoneuroses. Every one of us 
should brush out of his mind the cobwebs of 
fear that have clung there since childhood 
and give himself a graded course in courage. 

2. Anger. Here we have the emotional 
tepresentative of the instinct of combat, ag- 
gression, pugnacity. Under primitive condi- 
tions, it had victory value. Now, the angry 
man is usually a defeated man. Don’t seize 
the cave man’s club and strike out to lick the 
whole environment. Mental hygiene requires 
that we learn the more excellent way of 
Patience and resourcefulness. 

3. Disgust. This may expand from a bad 
laste to a chronically disgusted disposition, 
determining a certain kind of habitual 

knocker.” The healthy mind learns to tol- 
trate the looks, voices, and behavior of 
others. It can even enjoy an ordinary dose 
{hard luck. The saving in nervous energy 
‘sat compound interest rates. 

4. Tender emotion. This signifies love in 
the higher sense, the heart of the parental, 
Protective instinct. It is the basis of altruism, 
and of our understanding of “divine love.” It 
the outstanding characteristic of our great- 
*t teachers. In its hygiene, we must avoid 
*ttimentality—avoid, as Pat put it, “good 


DaniEL Wo.trorp La Rue 


deeds that are harmful.” If it is rightly di- 
rected, we can hardly have too much of it, 
for it not only “casts out fear,’ but should 
form the very core and harmonizer of the 
personality. 

5. Distress. Here appears the instinct of- 
appeal, springing from a feeling of helpless- 
ness. It leads us to appeal to the Divine Par- 


~~ Pe 


Disgust 


a 


Tender Emotion|___ 


Distress 


Curiosity 


5 
6. 
7 
8 


Subjection 


© 


Elation 


— 
= 


Loneliness 
Appetite 
Ownership 
Creativeness 


Amusement 





hy Column 1, grade yourself on the strength of 
each emotion, using the letters, A, B, C, D, E, 
as in marking papers. E denotes a very low degree. 
Recall your past. Score each feeling as it has 
shown itself in ordinary, everyday situations, espe- 
cially such as arise in your professional practise. 
In doing this, compare yourself with others who 
have low, medium, and high degrees of the trait. 
In Column 2, have some good friend score you im- 
partially. In Column 3, average the two previous 
ratings. (By using more columns, a group of teach- 
ers who are acquainted can score each other with- 
out revealing individual estimates.) The results will 
give suggestive indications as to your emotional 
traits and what to do about them. 





ent. As usual, we must guard against ex- 
tremes, neither falling into the tramp attitude 
which too readily acknowledges its inferior- 
ity by begging for support, nor the shut-in 
habit whjch prevents one from seeking help, 
especially with mental difficulties, when it is 
vitally needed. The golden mean is a happy 
selfassurance. 

6. Lust. Sexual emotion, improperly called 
love, has to do with the pairing, mating, re- 
productive instinct. The term implies no 
moral quality, good or bad, and the instinct 
has nothing necessarily to do with the par- 
ental. The only suggestion that can be offered 
here as to its hygiene is to strengthen other 
emotions, other interests, so as to preserve 
“balance,” leaving lust largely unstimulated 
—a hard thing to do in decaying Rome and 
in modern America. 

7. Curiosity. This ranges all the way from 
the “mystery” of religion to the pursuit of 


[255] 


science for the sake of science. The hygienic 
watchwords are “Satisfaction” and “Guid- 
ance.” Our major curiosity has much to do 
with determining our life work, with all its 
potentiality for mental health and illness. 


8 and 9. Subjection and elation. Here we 
have the basis of two instincts, submission 
and assertion. In the relations of the sexes, 
woman has long overdone one, and man the 
other. On the first is built the widely-known 
“inferiority complex,” and on the second the 
less discussed but more dangerous superiority 
complex. The aim is to steer between the 
Scylla of extreme subjection and the Charyb- 
dis of overweening elation, arriving at a rea- 
sonable selfassurance based on objective 
achievement. 


10. Loneliness. The social, gregarious in- 
stinct gives us a longing for others. In the 
presence of a group, most of us stand alone 
uneasily, either physically or figuratively. 
The healthy mind, as the great Eliot put it, 
has “a decent respect for the opinions of so- 
ciety,” but doesn’t let that interfere with its 
“personal declaration of independence.” 


11. Appetite. This feeling energizes food- 
seeking and hunting. Its hygiene is for the 
most part rather obvious. 


12. Ownership. Here is that which at once 
inspires the miser, prevents the success of 
many cooperative enterprises, and leads to 
much crime. It is prominent in the plot of 
success stories and of breakdowns both bod- 
ily and mental. 


13. Creativeness. The instinct of construc- 
tion underlies that “joy in work” which 
ranges from well digging to world saving. 
We must avoid the error of the professor 
who worked himself sick investigating the 
laws of health. 


14. Amusement. The instinct of laughter 
affords us our much-valued “sense of humor.” 
The great danger is in the blue lack of it. 


The management of these fourteen 
emotions, or tendencies, is our major 
problem in mental health. Everyone has 
them all, but each emotion may vary 
greatly in strength from person to per- 
son—and hence the variety of our dis- 
positions and the ease or difficulty of 
maintaining our balance. It is the ex- 
ercise of these feelings that determines 
the expenditure of our nervous resources 
and has most to do in determining wheth- 
er we shall enjoy a reserve or suffer ex- 
haustion. 

We cannot do a wiser thing than to 
check up on the strength of each of these 
forces in our own personality, and to see 
just how it comes that the fault is not in 
our stars but in our selves if we are 
underlings in psychic sanitation. 


Spaeeiee 































































a 
































Radio 


alive and active as a musician at a 

time when radio offers me such a 
marvellous opportunity to reach the mil- 
lions of American children. They by this 
means can be brought into contact with 
music, the most beautiful and spiritual 
of all arts. 

Thirty years ago I came to the realiza- 
tion that if a love and appreciation of the 
finest music were to be developed among 
the people of America, we must begin 
with the children. They must be led into 
the magic land of music during their 
formative years. So I started my sym- 
phony concerts for children at Carnegie 
Hall with the New York Symphony Or- 
chestra. I am happy to say they were a 
tremendous success. 

What I learned during those thirty 
years I intend to use as the basis for the 
wider field which radio has now per- 
mitted me to enter. Beginning October 
26 I shall give during the present season 
forty-eight symphonic concerts for the 
schoolchildren of America. The Radio 
Corporation of America has made this 
possible by assuming the entire expense 
of so huge an enterprise. 

The concerts are to be in four series— 
the first for children in the third and 
fourth grades, the second for children 
in the fifth and sixth grades, the third 
for the seventh and eighth grades, and 
the fourth for the ninth grade and junior 
high schools. Each concert will last for 
half an hour. 

Following the plan which I worked 
out in my regular concert series for child- 
ren at Carnegie Hall, I shall endeavor to 
initiate children into the field of music 
according to their age and mental ca- 
pacity. 

It is needless to say that it will be 
our endeavor to grade the programs in 
such a way as to lead the children gently 
along until they are able to understand 
and enjoy music of a more complicated 
character. During some of the concerts 
I shall have the various instruments of 
the orchestra play alone, so that the chil- 
dren can gain a good knowledge of their 
qualities and possibilities. I have found 
from experience that the results are re- 
markable. Many of the children take an 
enthusiastic liking for this or that instru- 
ment, and begin the study of it themselves 
and the natural result of this is even- 


| CONSIDER myself fortunate in being 


WaLTeR DaAmrRoscH 


tually the formation of school orchestras. 

Each concert will be supplemented by 
talks about the great composers and the 
forms which they used in creating their 
works. There will also be descriptions 
and proper illustration of the various in- 
struments used in a symphony orchestra. 
It is my hope that in this connection the 
teachers will cooperate by showing the 
children photographs of the instruments— 
possibly the instruments themselves. 

Another important feature of these 
concerts is the question and answer plan 
which we shall adopt to supplement them. 
I have prepared for each of the forty- 
eight programs a list of about twelve 
questions which embody the principal 
points of my explanatory comments and 
which will be sent to all the schools con- 
nected with us by radio so that the teach- 
ers may use them after each concert. We 
plan to send the proper answers to these 
questions to the teachers only, and fol- 
low these answers by additional informa- 
tion which the teachers can impart to 
their pupils at their discretion. 

It was the favorable reception of the 
RCA Hour last season by an adult audi- 
ence of ten million which suggested the 
enormous possibilities of educating an en- 
tire nation in music by means of the 
radio. The socalled musical population 
until now has numbered about one per- 
cent in the cities, and much less than 
that in the country districts. Radio is 
now bringing music to people who never 
thought that this magic world of music 
could become part of their lives but who 
are now irresistibly attracted by it. I 
confidently hope that the proposed edu- 
cational concerts will lay the foundation 
for a nationwide perception and love of 
music among the youth of America, the 
like of which in its scope and importance 
has never been seen before. * 

Last spring the Radio Corporation of 
America broadcast three of my children’s 
and young people’s concerts as an experi- 
ment, announcement of which was given 
by radio and through various educational 
bodies all over the country. These con- 
certs were transmitted through all avail- 
able stations east of the Rocky Moun- 
tains. The response was electric. 

The first of the experimental concerts, 
on one of our RCA Saturday nights, was 
designed for teachers, educational bodies, 
and parents; the second and third, on 


[256] 








and Music Education 


Friday mornings, were for children jp 
the grammar schools and young people 
in the high schools and colleges. 

In hundreds of schools all over the 
country this announcement spread like 
wild fire. The children assembled either 
in their own auditoriums or in public 
halls. Radio instruments were either lent 
by the local radio dealers or other pub- 
lic-spirited citizens. With that remark- 
able adaptability which seems to be a 
characteristic of our people, the whole 
thing arranged itself naturally. The reg- 
ular schedules of the schools were will- 
ingly interrupted by the teachers. In 
such cities as Kansas City, Indianapolis, 
Omaha, Des Moines, and many others, 
all the schoolchildren and faculty “lis- 
tened in.” 

What particularly gladdened my heart 
were the responses received from the 
rural districts. These children perhaps 
are most in need of what an appreciation 
of music can give them, and if I could 
bring the “little red schoolhouse” all 
over the country within the sphere of our 
activities, I should consider it the crown- 
ing arch of our building. For two weeks 
appreciative letters from pupils, teachers, 
and parents poured in by the thousands 
every day. Over twenty-five thousand 
were received, including letters from 
over a thousand schools from all the 
states east of the Rocky Mountains. 

The fundamental object of this radio 
hour will be to open up to the young 
mind the tremendous significance of mu- 
sic. I earnestly wish to arousé a general 
enthusiasm for music and a realization of 
the fact that it is not a mere amusement 
but a powerful and unrestricted medium 
for the expression of human emotion. I 
wish children to get an insight into the 
principles of its construction. 

Of course, we are not going to start 
a sort of correspondence music school. 
But I intend to encourage the pupils to 
selfexpression through music. All educa- 
tors believe in selfexpressional methods 
of development for the young mind, and 
music offers a medium which has not yet 
been employed in this direction. Children 
can be allowed to make their attempts 9 
their own way, perhaps going no further 
than writing down their “reactions” to 
the music. I am confident that this will 
be a beginning of developments whose end 
we cannot even vaguely discern. 





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Interpreting the Schools 


The Citizen and the Schools 


school, or who employs graduates 

of schools, or who uses in his daily 
life products whose excellence and cost 
jepends on the quality of work which 
naduates of schools are able to do is 
; beneficiary of the American public 
chool system. Every citizen who pays 
axes helps to support the schools. 
Everyone who enjoys peace and pros- 
yrity under good government enjoys 
one of the fruits of education. The 
yeople become more anxious to support 
education as they learn to know more 
about its work, aims, and ideals. 

What should the citizen know about 
the schools?—The citizen should be ac- 
qainted with the child-centered curricu- 
lum, which consists of a series of ac- 
tivities based on the principle of guided 


Biss CITIZEN who has children in 


} gowth resulting in sound health; 


worthy home membership; mastery of 


7 the tools, technics, and spirit of learn- 
Jing; faithful citizenship; vocational 
4 ciectiveness; the wise use of leisure; 
| and ethical character. 


The citizen should know what build- 
ngs and equipment are needed to meet 
the requirements of the school program 
of his community. The modern school is 


} built around the needs of the child and 


provides the tools with which the cur- 
rculum meets those needs. 
The citizen should have some knowl- 


} edge of the basic principles of school 
} inance. The business man reports his 
4 pmgress in terms of cost and returns. 

} Lducation must consider these factors 


























tively play mediator between specialist and layman. 


the best interpreter of his discoveries. 


advances knowledge. The interpreter advances progress. 


Democracy of politics depends upon democracy of thought. 


but it is interested, primarily, in the 
value to society of its product—the 
trained school graduate. The enlight- 
ened citizen insists that the financial 
management of his schools be placed in 
the hands of honest experts and he sup- 
ports those experts by supplying them 





6S Bex: SCHOOL IS the largest coopera- 
tive enterprise in modern society. 
Its highest success demands that 
many people work together—in full 
harmony and mutual understanding— 
on the common problems of child- 
hood and youth. Merely to manage 
an enterprise which occupies thirty 





million people is a gigantic task. To 
manage the enterprise during a period 
when ideals and practises are in a 
state of change is a problem of such 
magnitude as to challenge the study 
of parents and citizens as well as 
teachers. 








with the necessary funds to be used in 
behalf of the community’s children. 

The citizen should know the ad- 
ministrators of his schools. In elect- 
ing the public officials who control the 
destinies of the school system he exalts 
the needs of the child above political 
selfishness and greed. 

The citizen should know the teach- 
ers of his children. Since the coming 
of broader professional training among 
teachers, modern parents have been able 
to hold regular conferences with teachers 
regarding the mental and social growth 
of their children. Teaching children is 


ALESMEN OF KNOWLEDGE—The future of America is in the hands of two men—the investigator and the interpreter. We 
s shall never lack for the administrator, the third man needed to complete this trinity of social servants. And we have 

an ample supply of investigators, but there is a shortage of readable and responsible interpreters, men who can effec- 
The practical value of every social invention or material discovery 
depends upon. its being adequately interpreted to the masses. Science owes its effective ministry as much to the interpretative 
mind as to the creative mind. The knowledge of mankind is advanced by the investigator, but the investigator is not always 
Rarely, in fact, do the genius for exploration and the genius for exposition meet in 
the same mind. Many negro mammies of the South can make a strawberry shortcake that would tempt the appetite of the 
gods, but they might cut sorry figures as domestic science lecturers. 
knowledge of all things is indefinite, and the investigator whose knowledge of one thing is authoritative. The investigator 
History affords abundant evidence that civilization has advanced 
in direct ratio to the efficiency with which the thought of the thinkers has been translated into the language of the workers. 
“When the interval between intellectual classes and the prac- 
tical classes is too great,” says Buckle, “the former will possess no influence, the latter will reap no benefit.” A dozen fields 
of thought are today congested with knowledge that the physical and social sciences have unearthed, and the whole tone 
.and temper of American life can be lifted by putting this knowledge into general circulation. But where are the interpreters 
with the training and the willingness to think their way through this knowledge and translate it into the language of the 
Street? I raise the recruiting trumpet for the interpreters——GLENN FRANK. 


The interpreter stands between the layman, whose 


a cooperative enterprise. ‘The child suf- 
fers if the task is regarded either by 
teacher or parent as primarily the respon- 
sibility of the other. 

The responsibility for informing the 
citizen rests with pupils, teachers, and 
administrators who are in daily contact 
with the schools. The schools make 
their direct approach to citizens by 
means of public addresses, demonstra- 
tions, personal conversations, and pub- 
lications. 

Through its own publications the 
school has an opportunity for wide dis- 
tribution of facts presented entirely in 
accord with the school’s administrative 
policies. School publications may be 
produced by groups of pupils as weekly 
newspapers, monthly magazines, or 
annuals. “The school which fails to use 
its student publications as interpreters 
fails to receive the full value of the 
money expended on those publications. 

The annual report of the school ex- 
ecutive is a widely used agency of inter- 
pretation. Reports are now used by 
the wise executive to tell, with the aid 
of photographs and charts, what the 
schools do. 

Once every year the schools of the 
entire nation unite in a program pre- 
senting their aims, ideals, and needs to 
the public. The occasion is known as 
American Education Week. It is ob- 
served during the week in which Armis- 
tice Day (November 11) occurs, begin- 
ning Monday and closing on the fol- 
lowing Sunday. 















Interpreting the Schools 


The Newspaper and the Schools 


HE CHIEF reason for the interest of 

the newspaper in the schools is the 

fact that a majority of the members 

of any community have some sort of 

personal contact with the schools, as 

teachers, pupils, or as relatives of teach- 

ers and pupils. A city of 250,000 peo- 

ple probably will have a public school 

enrolment of about 40,000 and a teach- 
ing staff of nearly fifteen hundred. 

One cause for the Jack of interest in 
the schools by some newspapers, is mis- 
understanding on the part of teachers 
and school administrators as to 
the value of a newspaper’s goodwill 
in promoting the welfare of the school. 
The newspaper is the medium of com- 
munication between residents of a com- 
munity. The American Society of 
Newspaper Editors, in its Canons of 
Journalism, says, “The primary func- 
tion of newspapers is to communicate 
to the human race what its members do, 
feel, and think.” 

The newspaper and the school are in- 
dispensable to each other. The school 
is the creator of the “newspaper read- 
ing public.” The newspaper is the 
channel through which the school pre- 
sents its achievements and needs to the 
taxpayers. 

In many cities newspapers have volun- 
tarily entered the field of school inter- 
pretation. Two New York City news- 
papers devote daily pages to education. 

In smaller cities newspapers have estab- 
lished weekly school pages or tabloid 
sections of four or eight pages devoted 
to school activities. Im some cases an 
educational or school editor is employed 
by the paper, although the school page 
or section is often edited by a teacher 
in the school system. The former 
method seems to be the more success- 
ful. Newspaper executives will take 
more interest in the products of their 
own staff. The principal advantage, 
however, is the degree of impartiality 








that enters the editing when it is done 
by one who is not a part of the school 
system but who has an intelligent inter- 
est in its work. 


HE EDUCATIONAL VALUE of the daily 
newspaper is beyond calculation. 
It is built into the daily lives of 
millions of people. It supplies the 
raw materials of thought and action 
with clocklike regularity and with a 
speed of manufacture that is one of 
the marvels of modern times. It 
makes the whole world one and helps 
to raise the standard of living by 
encouraging people to dress well, to 
live in better homes, to drive finer 
automobiles, to eat a more wholesome 
variety of food, to let their interests 
go out in a wider range of affairs. 
Newspapers have been made pos- 
sible by universal education, and as 
the schools improve the press will 
likewise grow better. Newspapers 
have made a significant gain during 
the past year by refusing to play up 
scandals as extensively as formerly. 
Press Associations and newspaper 
syndicates are giving more attention 
to education, health, science, politics, 
and geography. What eyes are to the 
individual, the newspaper is to society. 
They also teach who follow the re- 
porter’s beat, who write against time 
in editorial offices, who know not 
sleep, nor distance, nor fear, nor 
fatigue in their heroic search for 
news. 


The weekly newspaper in the small 
town offers unusual opportunities for 
interpreting the schools because of the 
neighborly feeling which exists in such 
communities where people are well 
known to each other and where they 
follow with interest the work of individ- 
ual pupils and teachers. Principals and 
superintendents in smaller communities 
wish to keep in close personal contact 
with the local editor even though they 
may designate certain pupils and teach- 
ers to gather news and material for 


publication. Often this work become 
a special project in the English class 
under the direction of the English 
teacher. 

A few large city dailies feel tha 
school news is best treated on its own 
merits in the regular news columns 
every day in the week. Special news. 
writers are assigned to the schools but 
their work is printed without regard to 
fixed position. Under this plan there 
is always a certain amount of interesting 
material concerning the schools that is 
never printed. On the school page 
there is room for detailed accounts of 
the commendable achievements of pupils, 

But there are specific instances in 
which the interests of neither the school 
nor the taxpaying public can be best 
served by the weekly school page. Such 
instances are those which give rise to 
what newswriters call “spot news.” 
Meetings of the board of education or 
school election and the events leading 
up to them are examples of “spot news.” 

Newspapers usually take the initia- 
tive in presenting advance information 
about elections. The superintendent 
of schools and his staff help them by 
giving them free access to all facts which 
concern the schools. Superintendents 
who issue orders prohibiting newswriters 
from entering their schools, place the 
school system at a disadvantage. Most 
large cities have someone in the superin- 


tendent’s staff assigned to the task of 


supplying information to the press, but 
that individual acts as a guide and not 
a censor. 

In presenting through the newspapers 
the facts needed to convince the public 
of the necessity of a bond issue or tax 
levy for schools a certain amount of 
initiative must be assumed by the board 
of education and its officials. The school 
statistician will be called upon to inter- 
pret facts and figures to newswriters 
who are unfamiliar with them. 





T HE RIGHT of a newspaper to attract and hold readers is restricted by nothing but con- 
siderations of public welfare. The use a newspaper makes of the share of public 
attention it gains serves to determine its sense of responsibility, which it shares with 
every member of its staff. A journalist who uses his power for any selfish or un- 
worthy purpose is faithless to a high trust—AMERICAN Society oF NEWSPAPER EDITORS. 


TIs 
9 | co 
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4 .sociations 


* Roundup of Children.” 


Interpreting the Schools 


The Community and the Schools _. 


continual report of its work before 
the public but the citizens of the com- 
munity owe to the school a certain ac- 
In many American cities, 


; [ Is THE duty of the school to keep a 


ve interest. 


y organizations have rendered service 
1; inestimable interpretative value. In 


is particular field of school interpreta- 
jon, the National Congress of Parents 


3nd Teachers has assumed leadership. 
9 Many of its members are teachers but 
7 js program places major emphasis on 


snprofessional interest in school prog- 
ss, State and local parent-teacher 
wganizations begin their annual pro- 
yam of interpretation in the summer 
nonths when most of the schools are 
dosed. At that time the parent-teacher 
conduct their “Summer 
The ultimate 
iim of the summer roundup is to enable 


J wery child in the community to enter 
4 school in September free from remedi- 
J dle physical defects. 
WB vork as 
} National Congress has enlisted the co- 
| eration of the United States Bureau 
4 of Education, The United States Chil- 


To make this 
successful as possible the 


dren's Bureau, The National Education 
Asociation, The American Public 
Health Association, The American Med- 
ial Association, and The American 


4 Dental Association. 


Poa oe eee 


Superintendents and principals have 


_ j}tund the cooperation of the parent- 
4 tucher associations helpful in emergen- 


tes, such as tax levies or bond issues. 


7 The voters are inclined to be interested 


1 campaigns conducted by nonprofes- 
sonal bodies who have a vital personal 


terest in the schools. 


| The past decade has seen the creation 
a several of the large cities of bodies 
town as public school associations, 


) ‘hose members place major emphasis on 
4 the financing and administration of the 
“tools. Public school associations in 
“Me instances have served to deliver 





move.—JOHN DEWEY. 





city school systems from the dominance 
of partisan politics and to emphasize the 
importance of professional leadership in 
public education. 





Agencies of School 
Interpretation 


The Child 

The Teacher 

Vitalized Commencements 

The Parent-Teacher Move- 
ment 

American Education Week 

Newspapers 

School Publications 

Radio 

Exhibits 

Civic Organizations 

Motion Pictures 

Athletics 





The Baltimore Public School Asso- 
ciation has enlisted the interest of nearly 
fifty other lay organizations in the city 
to carry on its program in behalf of the 
schools. So long as public school asso- 
ciations respect professional and educa- 
tional leadership they are an asset to the 
school system. If ever the program be- 
comes one of interference the school suf- 
fers and the association defeats the ends 
for which it exists. 

There are in America nearly a dozen 
national organizations which form local 
luncheon clubs for business and profes- 
sional men. They aim to create good- 
will and friendship among their members 
and to perform some definite type of 
community service. Service to childhood 
is popular among all of them. Some of 
the clubs maintain clinics and camps for 
crippled or tubercular children. Others 
specialize in welfare work for boys. 

A few years ago the Rotary Club of 


Y LAW AND PUNISHMENT, by social agitation and discussion, society can regulate and 
form itself in a more or less haphazard or chance way. 


Society can formulate its own purposes, can organize its own means and resources, and 
thus shape itself with definiteness and economy in the direction in which it wishes to 


Columbus, Ohio, established a custom of 
entertaining, once each year, 150 of the 
“most representative high-school seniors”’ 
in the city. These boys and girls are 
not selected on the single basis of scholar- 
ship. The factors considered are de- 
pendability, faithfulness, spirit, effort, 
modesty, cooperation, conduct, prompt- 
ness, appreciation, and willingness to 
serve. The program is similar every 
year. The pupils are honored as the 
city’s most promising citizens of tomor- 
row. They respond with a few short 
talks and school songs. 

Service for school girls similar to that 
performed for boys by the luncheon 
clubs is conducted by such groups as 
the League of Women Voters, The Fed- 
eration of Women’s Clubs, The Coun- 
cil of Jewish Women, and The Wom- 
en’s Trade Union League. These or- 
ganizations, by providing scholarships 
for worthy students who wish to at- 
tend schools of higher learning and by 
encouraging nonscholarly pupils to com- 
plete the high-school course bring to the 
public a knowledge of some of the 
school’s most vital problems. 

Every local community contains 
branches or chapters of national organ- 
izations devoted exclusively to the in- 
terest of childhood and youth. Among 
these organizations are the Boy Scouts 
of America, The Y. M. C. A., The 
Y. W. C. A., The Boys Club Federa- 
tion of America, The 4H Clubs (in 
rural communities), and The Camp 
Fire Girls. In some cases the activities 
ef these organizations are regarded as 
extracurticulum activities of the schools 
and school time is devoted to their work. 
Whether other organization activities 
are carried on within or without the 
school, they are closely related to the 
school program in developing health, 
home membership, citizenship, voca- 
tional guidance, leisure interests, and 
character training. 


But through education 







































ee : 





















Interpreting the Schools 


| A Calendar of Interpretation 


CHOOL INTERPRETATION can_ be 
S most effective only when most care- 

fully planned. On this page are 
suggestions for a continuous program of 
interpretive work. ‘The topics under 
the headings for each month have been 
used effectively in presenting to the pub- 
lic the activities of schools in various 
communities. The best administrators 
realize the necessity of keeping citizens 
continuously acquainted with the ac- 
tivities, aims, and ideals of the school 
system. In this program of continuous 
interpretation many agencies will co- 
operate. Activities and relationships are 
indicated on this page. Contributions 
which these agencies are glad to make 
are mentioned on the page entitled The 
Community and the Schools. 


September 
Newspaper features 
The opening of schools 
New teachers 
The summer roundup of the children 
Health recommendations of the superin- 
tendent or the school physician 
Demonstrations 
School work exhibits at county and state 
fairs 
School floats in Labor Day parade 
Meetings 
Teachers Institute 
Parent-teacher association to 
parents of beginning children 
Publications 
Handbook for pupils 
Handbook for parents 
Radio 
Talk by superintendent on evening before 
schools open 


welcome 


October 
Newspaper features 
School enrolment figures 
How the school accommodates the in- 
creasing number of pupils 
Needs of the schools at November election 
Student selfgoverning bodies 
Opening of evening schools 
Recent additions to the school library 
Americanization programs (Columbus 
day, October 12) 
Honor rolls based on first six-weeks re- 
ports 
Meetings 
Local teachers association 
State education association 
Board of education 
Parent-teacher association 
Publications 
Monthly and weekly papers published by 
students 
Posters advocating bond issues on tax levies 
at November election. 


November 
Newspaper features 
Election of members to the Board of Edu- 
cation 
Bond issues and tax levies 
Illustrated article showing need of modern 
school equipment, 





American Education Week Program 
Education Week statements by leading 
citizens commending the schools 
What the state spends for education 
Demonstrations 
Rededication of all schools during Amer- 
ican Education Week 
Meetings 
City teachers association 
Parent-teacher associations 
Board of education 


New NaTIONAL Education Associa- 
tion has as one of its major pur- 
poses the interpretation of education 
to the public. It believes that much 


of the effectiveness of the school de- 
pends on the constant dissemination 
of accurate educational 
To that 


information. 
end the Association en- 
courages cooperation between news- 
papers and schools and maintains an 
information service for newspapers 
and magazines throughout the year. 
In THE JOURNAL it presents a con- 
tinuous report of educational prog- 
ress. 





Publications 
Campaign literature for November elec- 
tions 
Circulars describing American Education 
Week 
Radio 
American Education Week Program 


December 


Newspaper features 
Honor rolls based on second six-weeks 
reports 
Reports of state teachers conventions 
Election of new officers of the board of 
education 
Demonstrations 
Christmas concert by pupils 
Awarding naturalization papers to students 
in Americanization classes 
Meetings 
Local teachers association 
State education associations 
Board of education 
Parent-teacher associations 


January 
Newspaper features 
Reopening of schools 
List of midyear graduates 
Demonstrations 
Commencement 
Meetings 
Teachers association 
Parent-teacher associations 
Board of education 
Radio 
Address by selected high-school teachers 
and pupils to graduates of the elemen- 
tary schools 


February 
Newspaper features 
Winter convention of the National Edu- 


cation Association 
Beginning of the semester 


[260] 


Changes in the teaching personnel 

Work of the school dental clinic 
Meetings 

Teachers association 

Board of education 

Parent-teacher. associations 
Publications 

Handbook for new pupils 
Radio 


Addresses by superintendent and President 
of parent-teacher association 


March 
Newspaper features 
Interviews with teachers 
Honor rolls based on first six-weeks re- 
ports 
Demonstrations 
Oratory contest 
papers 
Meetings 
Local teachers association 
Parent-teacher associations 
Board of education 


April 
Newspaper features 
Vocational guidance for high-school pupils 
How the schools care for behavior problem 
children 
Meetings 
Board of education 
Parent-teacher associatiou 
Local teachers association 


May 
Newspaper features 
Child Health Day—May 1 
Honor rolls based on second six-weeks 
reports 
Close of the second semester in the eve- 
ning schools 
Demonstrations 
Openair pageants conducted by the divi- 
sion of physical education 
Meetings 
Address before the graduating class by 
representatives of colleges 
Board of education 
Parent-teacher associations 
City teachers association 
Publications ‘ 
Course of study from which pupils may 
plan their work for next year 


supervised by news. 


June 

Newspaper features 
List of teachers appointed for next year 
List of graduates : 
Summer convention of the National Edu- 

cation Association 

Demonstrations 
A vitalized commencement 
Field Day 


July 
Newspaper features 
Professional study by teachers at summer 
schools : 
Purchase of new school sites 
List of summer school teachers 


August 
Newspaper features aye iram 
Cost of schools per pupil and distribution 
of costs , . 
Additions made to school libraries —_ 
Where the June graduates are employ’ 








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A 
Bre 














An Experiment in Character Training 


AGNEss BoysEN 


Principal, Lyndale School, Minneapolis, Minnesota 


been a growing desire to include 
character training in our school 
wurriculum. ‘This desire has come from 
the fact that many of our school gradu- 
ites are not making a success in the home 
in the business world. In fact, some 
gem to be absolute failures. 
It has become evident to the majority 
i educators that one of the reasons for 


[) ‘men THE past years there has 


} 4ilures among our young people is the 


ict that tradition has taught us that edu- 
ation for life consists in the mastery of 


} withmetic, geography, reading, and writ- 
ing, and other academic subjects, and that 
7 0 be successful one needs a thorough 
| inowledge of the fundamentals. 


This brings us to the definition of suc- 
ws, the understanding of which should 
ie the foundation of education. The ma- 
jority of thinking people today, I believe, 
unite in the opinion that success means 
ervice and an adequate appreciation of 
the value of the best things that life has 
‘0 offer. 

Unfortunately, we find in our peni- 


tntiaries many men who are experts in 


mathematics. This leads us to the con- 
dusion that a knowledge of mathematics 
in itself does not necessarily fit one to 
| Wwecorrectly, and that there is something 


 wch more valuable to be gleaned from 


that study than mere accuracy and speed. 
However, pupils, teachers, and parents 
wntinue to work for marks in academic 


ubjectmatter. Their mind and heart and 


} oul have been fixed on the desire that 
‘ie boy or girl must stand “high” in the 


» our fundamentals. This was largely due 
q the fact that school systems laid much 
» ttater stress on advance in the acquisi- 


ton of subjectmatter than inanythingelse. 

Something needed to be done to change 
te standards of both the parents and 
> ‘ose in charge of the school curriculum. 
Good teachers have constantly worked 


) orcharacter growth when time permit- 


‘4, but when standards were set up that 


) ‘ertain amount of academic work must 
+ “covered, and sometimes pressure in 
>» “lous ways was employed to accom- 
lish thi e . . 
 "Sh-this, it was deemed wise to sacrifice 


many ideals for the demands at hand. 
“it was necessary that some situation 
‘created for the teachers which would 
take it possible for them to turn their 








eyes from the desired gain in academic 
subjects to the realization that there was 
a greater and more desirable field to be 
covered. 

In an experiment of the kind which we 
have worked out at the Lyndale School 
every teacher in the building must be in 
hearty cooperation and sympathy with 
such a movement. In fact, I can use 
only one expression which will cover it— 
they must be ‘“‘completely sold’’—other- 
wise the desirable results will not follow 
as they should. 

For two years in our various confer- 
ences, our group at the Lyndale School 
discussed the needs of education before 
we took any definite action. We consid- 
ered, first, the business world. We inter- 
viewed many prominent business men, 
asking their opinions concerning the rea- 
sons that boys and girls were not making 
good. The following statements were 
among their answers: “They lack in re- 
sponsibility.” “When they finish a job 
they expect someone to give them an- 
other, rather than being alert and finding 
one for themselves.” “They want to be 
told what to do and when to do it.” “It 
seems necessary for someone to stand over 
them continually so that they will not 
waste time.” Another reason given by 
practically all was, ‘““They do not co- 
operate. If someone criticizes them, they 
are disagreeable for the rest of the day. 
They object to taking orders and argue 
with the people who are directing their 
work.” Still another general criticism 
was, “They are not punctual. They 
walk in five or ten minutes late and be- 
gin to watch the clock at 4:30. They 
are very much afraid that they may work 
a minute over time.” Several remarked 
that they had no feeling of loyalty to- 
ward their employers and that they could 
not be depended upon; that if they were 
offered fifty cents a week more they would 
accept it at once, and often telephone in 
the morning that they would not return. 
I asked if they ever dismissed a boy be- 
cause he was poor in arithmetic, spelling, 
or writing. They all smiled at this and 
shook their heads, and asserted that if 
“the boy was on the job and pleasant and 
not afraid to work, they were willing to 
take care of the other things.” 

At about this time, the teachers began 


[261] 


to ask if it would be possible to add 
character traits to the report cards. I was 
glad to have them experiment. We added 
responsibility, service, courtesy, and lead- 
ership. These additions helped the chil- 
dren. The majority of parents, however, 
were still uninterested in the marks of 
these qualifications. This was not the 
first time that I had seen this tried with- 
out success. We saw that something dras- 
tic must be done to change the standards 
of us all. 

I opened the question of a report card 
with no marks in academic subjects and 
all marks in character traits. The teach- 
ers were of one mind and desirous of try- 
ing out this experiment at once. When 
school opened in the fall of 1925, they 
immediately expressed a desire to try out 
this type of report card. 

After receiving permission to go ahead, 
we began to make definite plans. At a 
building meeting we listed every desir- 
able character trait and finally grouped 
them under the ten headings: Reliability, 
obedience, industry, selfcontrol, social 
attitudes, judgment, punctuality, initia- 
tive, personal habits, thrift. I then di- 
vided the teachers into groups to form 
committees to define these character traits 
in terms which the children would un- 
derstand. These requirements were taken 
off with the mimeograph, and each child 
as far down as the second grade made a 
booklet. Each page in this booklet is 
headed with a character trait and below 
are listed the ways of expressing it. 

The kindergarten and the first and 
second grades have their individual book- 
lets which they use as a basis for reading, 
language, and general work. 

After we had taken these preliminary 
steps, we called the parents together for 
the first Parent-Teacher Association meet- 
ing of the year and explained to them 
what we had planned to do. There were 
about three hundred fifty parents present, 
and, as you may well imagine, they were 
much interested in the plan. A large ma- 
jority were delighted, a few were dubious, 
and a very few were antagonistic. 

I asked them to cooperate with us for 
at least one term, and as usual they were 
willing to give me their cordial support. 
I gave them as many details that evening 
as I thought necessary and outlined situ- 





f 


Sibiet, “seotcaeetiineelanmaanel 


262 


THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 


November, 1928 


ee 


ations which might puzzle them. One 
thing I emphasized was that they must 
not expect too much of the children. J 
asked them to consider whether or not 
they, themselves, could be marked “A” 
in all of the character traits. I told them 
that I was sure that I could not be, and 
told them that it was unreasonable to 
expect children to do more than we could 
do. I suggested that they go over the 
booklets carefully with the children, help- 
ing them to understand how to express 
these qualities, and when a child came 
home with a low mark, instead of up- 
braiding him, to check up on the char- 
acter trait, see where the difficulty was, 
and find ways to correct it. 

The day came when we sent out our 
first report cards. The teachers had 
stated previously that it would be im- 
possible to mark these cards out of school 
hours as they had heretofore, as they 
desired to mark them with the help of 
the children. I felt that this was a de- 
cided step in advance. The teachers took 
at least two half-days having individual 
conferences with the children. I wish I 
had space to tell you some of the desir- 
able outcomes of these conferences. One 
teacher who was reluctant to break her 
program to do this work came to me 
and said that in all her years of teaching 
she had never become so well acquainted 
with the problems of her boys and girls, 
and that she had no idea of the diffi- 
culties that they had to meet. 

For two weeks after the first report 
cards were issued, we did nothing but 
talk to parents. We had the pleasure of 
meeting some that we had never seen 
before. When a boy gets an “F” in 
arithmetic his father regrets it, but an 
“F” in reliability is quite another mat- 
ter. He is either annoyed at the boy, or 
resentful at the one who gave the mark. 
In either case it produced some very sat- 
isfactory conferences. It would take too 
long to tell you the many happy results 
of these conferences. 

As the report cards continued to be is- 
sued, complaints grew less, and encour- 
aging comments began to pour in. The 
comments which pleased us most were 
those which stated that the children had 
improved greatly at home. This we felt 
and continue to feel is the most satisfac- 
tory outcome of all. It is not difficult 
to get children to do the right thing in 
a school building where a score of people 
are continually advising and directing. 
The real test is the conduct of boys and 
girls on the street, in the corner store, and 
at home. If the ideals we are teaching in 
the public schools can carry into these 


places, then we are indeed making a con- 
tribution. 

Parents stated that children were ask- 
ing if they were reliable at home, and 
were requesting to know ways in which 
they might express it. They were playing 
with brothers and sisters and neighbors 
harmoniously because their social atti- 
tude must be right. Those who had al- 
ways refused vegetables were asking for 
them because it showed good judgment. 
They were insisting upon going to bed 
at eight for the same reason. These are 
not a few detached cases. It began to be 
general over the entire building because 
we were giving just as much credit for 
work outside as in school. Fathers asked 
for extra booklets to take on the road 
with them in order to study them, and 
many said to me, “These are just as good 
for business as school work,” which was 
the exact comment we were delighted to 
have. 

One boy came to me one morning with a 
little elephant cut from a cake of laundry 
soap. It was so perfect that I expressed 
great admiration and asked when he had 
done it. His answer was, “Oh, my mark 
in initiative is low and I had to do some- 
thing to bring it up, so last night at home 
I looked around to see what I could 
find.” The marking of industry has done 
wonders for the pupils who would not 
work. Boys and girls whom we had de- 
cided were retarded mentally suddenly 
surprised us by jumping to the head of 
the class. We discovered that most of 
these cases were not stupidity but idle- 
ness. Another group of pupils we reached 
were those who were bright and had 
managed to slip through the grades with 
a “C,” who suddenly realized that it was 
their working habits more than their 
100’s that made their progress. We found 
in that way a group of unusually bright 
boys and girls. 

No doubt some will be interested in 
what occurred in scholarship, and I am 
glad to say that the Lyndale advanced 
in scholarship beyond anything it had 
ever done in the old system of marking. 
We were all so thoroughly convinced 
that growth in character would produce 
growth in scholarship that we were not 
surprised when this occurred. 

The children all keep individual graphs 
of their work that they may see their 


improvement. Room graphs are kept also 
not only in subjectmatter but in char. 
acter traits. They enjoy noting how con. 
sistently their studies progress in propor. 
tion to their growth in character. 

Acquisition of subjectmatter is neces. 
sary, but it must be the means to the 
end and not the end in itself. Dr. Me. 
Murry, in Elementary School Standards, 
states : “In instruction in the higher plane, 
facts are comprehended, remembered: 
they cannot be neglected because they are 
the raw material with which instruction 
deals. But they are mainly the means, 
not the end in themselves. Efficiency on 
the part of the pupils is the goal; and 
facts are selected and presented with the 
object of making the pupils energetic and 
high-minded, judicious, forceful, selfre- 
liant.” 

During the past month I have had 
three mothers come into the office and 
say that the Lyndale marking system has 
completely changed their homes. One 
mother wept because her little girl was 
leaving. I then explained to her that this 
system does not need to be limited to 
the Lyndale. Conscientious teachers with 
a vision have always believed in develop- 
ing character and that all we have done 
is to give it first place instead of second, 
and that she as a.mother can continue to 
do the same thing in her home. She ex- 
plained that children of that age are not 
so susceptible to the influence of parents 
as of teachers, and she feels that it is 
quite out of the question for the parents 
to do this work alone. 

We have had letters from every state 
in the union, also from China, India, and 
Egypt, showing that all educators are be- 
coming more and more interested in find- 
ing ways and means to teach character 
building in the schools. 

The question is sometimes asked, “Do 
you have a special period for teaching 
character training?” It is quite as im- 
possible to have one period for teaching 
character training as it would be to have 
one period to express it. It must be 
taught and expressed every minute of the 
day. ‘ 

It has ceased to be an experiment with 
us. Results have been far too accurate to 
be in doubt any longer. Teachers some- 
times express the fear that they may ever 
have to go back to the other system of 
marking, as they feel it would be impos- 
sible. I agree with them. It would in- 
deed be a difficult task to give subject- 
matter its former importance.—RE- 
PRINTED from the sixth yearbook of ~<a 
Department of Elementary School Prin- 
cipals. 









































the 


The Lefthanded Child 


Rose S. Harpwick 


Staff Psychologist, New England Home for Little Wanderers, and Head Psychologist, Division of Mental Hygiene, 
Department of Mental Diseases of the Commonwealth of Massachusetts 


one problem but many, differing 

with the intelligence level, the in- 
llectual type, and the emotional makeup 
of the individual child. 

Here, for example, is a child of low 
normal intelligence, too bright to be eli- 
gible for the special class, but with no re- 
grve of ability to draw upon when he is 


4 Te THE teacher lefthandedness is not 


"} obliged to carry handicaps. At best he 


belongs in the slow moving division, and, 
even so, may have to repeat a grade be- 
fore the law allows him to leave school. 

Lefthandedness marks him as slow and 
dumsy, even in the slow division. School 
won loses the charm of novelty, and be- 
comes a place of gloom, from which he 
>) dips away to the easier and more amus- 
> inglife of the streets, and he compensates 
) for the growing feeling of inferiority at 
shool by seeking social recognition else- 
where. 

Paul’s is a case in point. He is eight 
years old, repeating grade one and ac- 
omplishing practically nothing in school. 
Three different clinics agree that he is 
of normal intelligence, though very close 
to the borderline. He is said to have a 
good memory but to be very clumsy with 
his hands. Distinctly sinistral, he tends 
todo mirror-writing. His school attend- 
ance has been very irregular, and he has 
developed the habit of wandering about 
town at all hours of day and night. He 
has earned considerable money by sing- 
ing and dancing on the streets, or in 
sores or restaurants. One evening the 
> truant officer found him on the street 
» with nine dollars in his pocket. 

He is a pleasant, friendly child, rather 
tsily led, restless, and lacking in persist- 
tnce and poise. When we first saw him 
te said that he could not write even his 
dwn name, but he printed it in mirrored 

> ‘versal: He was given some individual 
lelp, and after a few days was able to 
write his name correctly without a copy, 
though in very large script. We are try- 
ng to have him learn to use the left hand 
» advantage. Fortunately a good home 
Snow open to him and we hope for in- 
tlligent cooperation from the school, 

t it will be hard to counteract the 
tects of these eighteen months of mal- 
idjustment. He now wears glasses to 
‘orrect a marked degree of astigmatism, 









but he has not had them long. His visual 
defect ought to have been corrected be- 
fore he entered the first grade and he 
should have had individual help with his 


lefthandedness soon as it was recognized. 


ESE ARE examples of Paul’s handwriting. 
Above is the “mirror” writing which he 
first produced. Below is the way in which he 
wrote his name after several months’ prac- 
tise. 





If that seems extravagant, consider what 
he has now cost the community in the 
services of truant officer, social workers, 
and examiners, to say nothing of the an 
noyance to his teachers and the bad effect 
of his conduct on other children. 
Bernard presents a somewhat similar 
problem but his case is more hopeful, 
partly because he has the energy and am- 
bition which Paul lacks. He has been 
thoroughly out of adjustment at school 


[ 263 ] 


and has been compensating in somewhat 
anti-social ways. He is nine years old 
and in grade two. Arithmetic is his best 
subject and reading his worst. The 
teachers say that he often appears to be 
day-dreaming but when called upon he 
shows that he knows what is going on. 
He has truanted persistently, missing 
fourteen out of twenty-six sessions last 
November, though the school was just 
across the street from his home. He was 
seldom absent alone and generally took 
with him boys who were much older. He 
was defiant at home, and at school his 
indifference to punishment was felt to be 
undermining the morale of the group. He 
hooked car rides, stole from the neighbor- 
ing store, and had chronic bronchitis 
from smoking cigarettes. 

This is the third clinic at which he has 
been examined within a year. In each 
case he was found to be of average intel- 
ligence. The report from the second clinic 
states that he is lefthanded, but he seems 
to have tried to use the right hand at 
school. 

We found him a quiet little chap, 
rather cautious in his attitude at first, but 
always cooperative and very soon at ease 
and interested. His eagerness to conform 
with requirements sometimes led him into 
blunders, but he was persistent in the 
face of difficulties and reluctant to accept 
help. He was very happy to be praised 
and to feel himself successful. He was 
quite aware of his poor school record but 
was frank about it, and, though a feeling 
of inferiority was beginning to develop 
on this basis, it had not yet become estab- 
lished. 

When reading was mentioned he spoke 
up quickly, saying that he did not know 
how to read or write, but on the Gray 
Oral Reading Test his B-score was 3.1. 
Some of his blunders were due to an 
apparently conscientious effort to read 
rapidly. He also showed a tendency to 
mirrored reversal, reading “‘on” for “‘no” 
and “brof” for “before.” 

His speech was rather infantile at 
times, as regards both word forms and 
sentence structure. There was some stam- 
mering and faulty enunciation, and oc- 
casionally the interpolation of mean- 
ingless sounds, giving the impression of 


a Samer: -- 


a 


264 Tue JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 


November, 1928 


KKK OOOO 


such blocking as might be occasioned by 
failure to establish cerebral dominance. 
This speech defect was aggravated by his 
tendency to precipitate reactions which, 
in turn, seems to be partly temperamental 
and partly a matter of over-compensation. 

His perception can be quite keen and 
discriminating, but his interpretation of 
social situations is a little childish for his 
age. 

Vision tests showed an acuity of 8/10 
for each eye, but the left eye appeared to 
be slightly astigmatic, and in view of his 
special difficulties with reading and writ- 
ing, he was referred to the oculist. He 
came back with a diagnosis of hyperme- 
tropia in both eyes and glasses were pre- 
scribed for constant use. They were pro- 
vided at once and he has cooperated very 
well for a child of his age in the use and 
care of them. 

It was explained to him that mirror- 
writing was perfectly good writing, as 
indeed it is theoretically, but that not 
many people could read it as easily as he 
could and therefore it was important for 
him to practise the usual style. He was 
quick to grasp’ the implication of this 
point of view and the emotional relief 
was evident. He eagerly accepted sug- 
gestions as to positions of hand, arm, and 
paper, and is practising zealously on his 
own initiative. 

His problem is by no means solved yet, 
but it is considerably simplified. If, when 
he returns presently to the public schools, 


the interest and cooperation of his teacher 
can be secured, the prospects for his fu- 
ture will be fairly hopeful. 

In both these cases the difficulties due 
to sinistrality were aggravated by a visual 
defect which must have made all close 
work peculiarly fagging and discourag- 
ing. Also, in both cases, it is the home, 
not the school, that is chiefly responsible 
for the unsatisfactory behavior, but just 
because the home is failing him, it is the 
more important for the school to estab- 
lish a firm hold on the child’s affections. 

An instance of extreme awkwardness 
is that of thirteen-year-old Nan. She was 
failing in school and losing interest and 
ambition. Her teachers reported that not 
only was the content of her written work 
poor, but it was so extremely slovenly as 
to be unacceptable. She was found to be 
using a position intermediate between 
positions B and C of the chart below, 
causing the hand to move on the line of 
writing instead of below or above it, thus 
smearing each word as soon as it was 
written. The results can be imagined. 
This girl was of normal intelligence, 
however, and when position C was illus- 
trated for her and its advantages ex- 
plained, she attempted it at once. Her 
marks came up promptly and with them 
her courage rose. 

How, one asks, does it happen that a 
child in a good school is allowed to ac- 
quire an obviously awkward habit? It 
seems to come about in various ways. 


Sometimes a child shifts his pencil back 
and forth, writing like his neighbors with 
the right hand “when teacher is looking,” 
and quickly shifting the pencil, but not 
venturing to move the paper, when her 
back is turned. Sometimes the child is 
quite frank and aboveboard, simply con- 
ceding the dextral usage as required at 
school but following their bent at home. 
In such a case the teacher may not sus- 
pect the existence of any problem. 

The purpose of all education is the so- 
cial adjustment of the individual and 
that, not with reference to the passing 
moment only, but having in view the 
whole of his probable life span. Any “sys- 
tem of penmanship” is justified only in- 
sofar as it is really an aid in learning 
to write. Writing, in turn, is not an end 
in itself. It is not worth the trouble of 
learning unless it serves to bring the in- 
dividual out of his isolation and into com- 
munication with his fellows on the higher 
social levels. For such service he needs 
the most delicately responsive instrument 
available. The right hand is not good 
enough if the left hand is better. Hap- 
pily for the human race one can perfectly 
well be lefthanded in one activity and 
righthanded in another. Happily, also, 
pen, pencil, and paper lend themselves 
equally to the use of either hand. Let 
us emancipate the next generation from 
the superstition of dextrality. The hand 
and the pen and the system were made 
for the child, not the child for them. 





HB POSITION of the lefthanded is important. If position A represents the advantageous position for the righthanded person “A 
viously C is the corresponding position for the lefthanded. In both of the positions A and C the hand is below the line © 


this an unimportant matter let him try to write using high right hand in position D. 


writing and there is no bend at the wrist. Many lefthanded writers, however, use position B. If any righthanded person thinks 








aii: mints 





Growth of Summer School Attendance 


Prepared by the Research Division of the National Education Association 


Summer school enrolment: | 

Total Number 
number of 
1927 of summer 
——— schools All 
schools reporting 

19282 1928 —— 


Summer school 
enrolment 1928 


Percent of 
teachers 
enroled 

in courses 


Estimated 
States and 


other units 1926 





teachers 
1927-28! All 


courses 


Courses in 
Courses in All education 


education | courses 


Courses in 
education 








3 


313,208 


5,736 

975 
1,918 
8,402 
7,236 


California 
Colorado 


Connecticut 
Delaware 
District of Columbia. 


CR cc anees a cawetee ° 


Illinois 
Indiana 


Michigan 
Minnesota........ Setcbee 
Mississippi 

SS Seer ee 
DEER. sc c0ccevene 


Nebraska 


New Hamsphire 
New Jersey 
New Mexico...... es 


a ee 
North Carolina...... 
North Dakota 

NS eer t Fees" 
Oklahoma 


Pennsylvania........c00. 

Seer ee 
Rete COTOUMS. ...ccccccce 
South Dakota. . 


Washington 
West Virginia 
Wisconsin 
Wyoming 





168 22 


1,144 


31,676 
10, 267 
4,634 
15,438 
15,165 


3,797 
20,885 





EAD TABLE as follows: In Ala- 

bama there were 16,100 
teachers, principals, supervisors, 
and administrative officers in 
public elementary and secondary 
schools in 1927-28. In this state 
17 institutions conduct summer 
schools. A complete report was 
obtained from 16 of these insti- 
tutions as to summer school en- 
rolment in 1928. These 16 insti- 
tutions reported a total summer 
school enrolment of 11,214. Of 
this total 8881 were enroled in 
teacher training or education 
courses. In Alabama the ratio of 
summer school enrolment in edu- 
cation courses to number of 


4 6 7 





9 








218,695 249, 268 
8,883 
585 
2,136 
12,118 
6,248 


873 
237 


4,302 

873 
1,639 
5,883 
5,563 


N — 
snes 


S BAHARKwW ON 


272 
140 
1,231 
2,347 


1,296 
15,145 
10,524 

6,059 

7,048 





— 


mNNw 
oMrn~ 


5,486 


1,548 
3,183 


8,161 
3,789 
1,570 
7,458 
1,162 


5,718 
139 
376 

1,375 

1,034 


—— 
aconow 





—_ 
ono 


_ ~ 
Uren w 


=e =e 
> O00 Oo 


Ne — + 
mI WOO 


_ 
Awwon 





os 
— Un de OO 


Neb 


409 , 341 


11,214 
1,805 
3,363 

22,231 
8,497 


887 
299 
2,567 
2,238 
7,031 


1,217 
25,179 
11,867 
11,577 
10 ,667 


8,417 
5,566 
1,629 
2,503 
8 , 336 





13,906 
9,421 
3,076 

13,708 

939 


8 ,809 
120 
517 

3,111 

1,533 


40,103 
12,347 

4,057 
19,823 
17,191 


3,722 
21,668 
457 
4,209 
3,150 


10,464 
25,319 
1,598 
1,482 
8,332 


7,906 
6,998 
11,170 
925 


1,321 
3,643 
1,226 





teachers in the state is 55.16 per- 


cent. This percent gives Ala- 
bama a rank of 4 in this regard. 

In interpreting the figures of 
this table it should be kept in 
mind that some states offer fewer 
and less attractive opportunities 
for summer school work than 
others. Consequently many teach- 
ers attend summer schools out- 
side the states of their service. 
This and other factors probably 
combine to give a few states a 
considerably higher rank than is 
deserved and _ correspondingly 
reduces the rank of others. Many 
teachers now gain their profes- 
sional advance in extension 








courses during the regular year. 
This table takes no account of 
such work. 

Considered as a whole the 
table indicates a healthy desire 
on the part of teachers through- 
out the nation to improve their 
professional preparation. 


1The figures as .to number of teachers in 
1927-28 are estimates based upon the latest and 
most reliable data available; they include 
teachers, principals, supervisors, and administra- 
tive officers. 

2 The number of institutions in this column is 
that reported in the Educational Directory for 
1928, United States Bureau of Education, Bui- 
letin, 1928, No. 1. All institutions listed in this 
Directory were given two opportunities to report. 
Of the 626 institutions conducting summer ses- 
sion 616 reported or 98 percent. A complete 
report was received from all institutions in 44 
states and territories. The rank of a few is con- 
siderably lowered because some of their institu- 
tions failed to report. Such states may be identi- 
fied by comparing columns 7 and 8. 























PROFESSIONAL MEMBERSHIP ENROLLMENT 
(LOCAL) 


Name — 
(Print or write plainiy) 


P. O. Address 
(Number and street) 


Local Branch (County, City, School) 


Educational Position ———~$_$___ 

Fees—July 1, 1927 to June 30, 1928, as follows: 
Lecal Branch P. &. EB. A. dues... ______. 
P. S. E. A. dues and Journal____ - 
N. E. A. dues and Journal 

Date of payment —._.___ 


This card should be retained by local secretary for membership fle. 


PROFESSIONAL MEMBERSHIP ENROLLMENT 
STAM 


Name — a Se ee ee 
(Print or write plainly) 


P. O. Address 


(Number and street) 


Local Branch (County, City, School) 


Educational Position “ 


Fees—July 1, 1927 to June 30, 1928, as follows: 
a 


Date of payment ree 


Re 
This card should be forwarded with remittance by local treasurer = J. Herbert Kelley, 
Secretary, P. 8. E. A., 400 N. Third St., Harrisbu: 


PROFESSIONAL MEMBERSHIP ENROLLMENT 
(NATIONAL) 


Name — 
(Print or write plainiy) 


P. O. Address ——_ 
(Number and street) 


Local Branch (County, City, School) 


ae ee 


Fees—July 1, 1927 to June 30, 1928, as follows: 


National Education Association dues and Journal ____.___._.______ $2.00 
N. EB. A. dues, Journal and Proceedings _—_____..... sd 09 


Date of payment —.__ 


ee SR SS 
This card should be forwarded with remittance by local treasurer to J. W. Crabtree, N. E. 
A. retary, 1201 Sixteenth St., Washington, D. C. 


1. Local Branch, P. S. E. A. 
2. Pennsylvania State Education Association 
3. National Education Association 


This certifies that — SS ES cre 


— ving 
paid the annual fees is ‘an ACTIVE MEMBER for the y year r July 1, 1927 to June 
30, 1928 and is entitled to full rights and privileges. 


FEES PAID 
joo Branch Dues, P. S. E. A. GLEE IO, REN: 
NE OS ee ae 
N. 4 I is cen ges Dining cama aos eneietinoc 2.00 
Total Paid ee ae eee eee 


Date $$ 


_—-———— Local Secretary 
J. ge ee Kelley, Sescsuey, P. S. E. A. 
J. W. Crabtree, Secretary, N. E. A. 


This card should be returned to the member. 





VERY PENNY saved in the routine of 
professional organization means 
that much more for the vital sery. 

ices which the various associations are 
rendering their members. It means bet. 
ter publications which go to all mem. 
bers, more for research, and more for 
the promotion of such _ professional 
enterprises as salaries, tenure, and 
pensions. The collection of dues for 
hundreds of thousands of teachers neces- 
sarily involves considerable overhead 
cost. Such enterprises as life member- 
ship and the budgeting of professional 
dues help to make this cost as little as 
possible. The plan of budgeting pro- 
fessional dues is growing in favor. 
Five states—Minnesota, Montana, Ne- 
vada, Washington, and Pennsylvania— 
the territory of Hawaii, and more than 
twenty-five local associations have 
adopted this procedure, which facilitates 
enrolment of teachers in local, state, 
and national associations at the same 
time. The Minnesota Education As- 
sociation has just issued a_ten-page 
enrolment leaflet which carries detailed 
information as well as enrolment blanks. 
In commenting upon their plan, Secre- 
tary Schulz writes: “I thoroughly be- 
lieve in combined enrolment of the 
N. E. A. with the State Association. It 
worked well in Minnesota last year and 
we noticed no decrease in state member- 
ship. On the other hand, I think it in- 
creased the interest in the State Associa- 
tion to combine the two.” On this page 
is a reduced facsimile of the coinclusive 
enrolment card adopted by the Penn- 
sylvania State Education Association 
two years ago. This card has met with 
enthusiastic approval by the leaders in 
Pennsylvania, who are interested in 
seeing their state take first place in pro- 
fessional membership—local, state, and 
national. A similar card is in use in the 
state of Washington. 








The Russian Pioneers 


Lucy L. W. WiLson 


Principal, South Philadelphia High School for Girls, Philadelphia, Pennsylvania 


LeaGuE of Youth in Russia was 

inevitable. Literally, it “just 

grew” until now almost all the 
tudents in city secondary schools and 
urprisingly large numbers of peasant 
uth are proud and confident members 
if this organization. 

The members of the League of Youth, 
alled Comsomol, have played an impor- 
nt and worthy part in the evolution of 
education in the Soviet Union. The idea 
of the remarkable schools for peasant 
youth came entirely from them. They 
tae worked at it and with it fervently, 
yrsistently, and to them is largely due its 
shenomenal development and success. It 

| isthe Comsomol, too, who have helped 
materially to reorganize the last two years 

{the usual high school giving to both of 

‘them a strong vocational slant. At the 
ther end of the line, for several years, 
thy have been taking an active part in 
the now flourishing preschool movement 
which is providing schools and summer 
| playgrounds, both in cities and rural dis- 
j tricts, for children from three to seven. 

This is the rich inheritance of duty that 
they now have successfully handed over 
to the Pioneers. 

In speaking in a conference to the 
_ league of Youth there assembled, Kroup- 
kaya, Lenin’s widow, said: 


seaman 


| First, the school must develop in the child 
| wactive interest in the phenomena of nature 
ad of public life. Second, the school must 
tach the child to seek scientific answers to 
t questions in books. Third, the school 





Ag 


of Pioneers in the country. 





must develop in children the habit of study- 
ing and working in groups. 


And, then, almost immediately after- 
ward, with the aid of the Comsomol, 
Kroupskaya developed a _ league of 
younger children, from seven to thirteen, 


& 


P 1ONEER cAMP—A lesson in nature study. 

These children go on hiking and camp- 
ing trips in the summer and learn of nature 
at first hand. 





equivalent to our Boy and Girl Scouts. 
The idea came to her originally from 
American Scout Manuals. Characteristi- 
cally, she sent at once to England for the 
Baden-Powell literature and, with these 
materials in her hands, considered care- 





CTivities of the Pioneers—on the left is a council on the admission of homeless children to the Pioneers. On the right is a march 


fully with an intercreating mind what in 
these movements was worthwhile for 
Russian children, in a Russian environ- 
ment, to develop and strengthen the new 
Russian ideals. 

A year after the launching of the idea, 
there were 4000 Pioneers; the next year, 
200,000 ; and two years later, in 1925, a 
million. Now practically all the children 
in city elementary schools, and increas- 
ingly large numbers of children in the 
rural schools, belong to the Pioneers. 

The Pioneers are everywhere in evi- 
dence, carrying flags and banners, some- 
times in uniform of various types—more 
often with a red kerchief or a red tie as 
their only insignia—at work, marching, 
hiking, singing. In summer they camp 
out together, under the protection of 
members of the older League of Youth, 
the Comsomol. Round the campfire they 
listen eagerly to the stories—now almost 
legendary—that have to do with the 
youth of Lenin and with the Revolution. 
And they learn to know the world of na- 
ture at first hand. They are taught to be 
clean, to be neat, to exercise. A daily de- 
tailed routine for all Pioneers is a pai: 
of the official program. It provides for 
cleansing of hands and teeth in connec- 
tion with school luncheon, fresh air dur- 
ing their daily noonday rest or play as 
well as during the daily afternoon tea 
and play. In short, it inculcates health 
habits, and, at the same time, carefully 

budgets a twenty-four-hour day. Practi- 
cally all city schools provide a Pioneer 











[ 267 ] 





i 





























































268 





Club period of two hours on Thursdays, 
When this is not done, for example in 
schools where the Pioneers are in the 
minority, then the League of Youth of 
that community sees to it that the Pio- 
neers meet on Sundays for about the same 
length of time for a club in which openair 
play and sports predominate. 

In the half dozen years since their 
the have been 
served. Now in their turn they are serv- 
ing on what the Russians call the 
“third front”, the education of very little 
children together with the initiation of 
real freedom for working women. This 
service is in connection with preschools, 
summer playgrounds, and the organiza- 
tion of still younger children in a still 
vounger League of Youth called Okta- 
brists. The Oktabrists, children from 
three to seven, are being guided by the 
Pioneers, just as they in their turn were 
helped by the Comsomols. 

In all the larger towns and cities, chil- 
dren’s hearths, children’s playgrounds, 
and the more formal kindergarten schools 
are to be found not only in connection 
with regular elementary schools, but also, 
independent from them, in separate build- 
ings. The hearths and playgrounds are 
in session all day, the public nursery 
schools and kindergartens from nine until 
three. The socalled “private” kinder- 
cartens close at twelve or one, following 
closely along the lines of the American 
kindergartens. These latter schools are 
not private at all in our sense of the word. 
They are under the direct supervision of 
the People’s Commissariat for Education 
and each must give free education to the 
extent of at least twenty-five percent of 
the total number of children in the 
Expenses are met, not with defi- 
nite fees but cooperatively. 

The preschools are equipped with a 
playroom and a playground, with the 
small chairs and tables, games, all sorts 
of didactic material, and a piano, and 
also with beds, a kitchen, and a dining 
room, or at least facilities for sleeping, 
cooking, and eating. Sleep and food are 
as essential to the education of preschool 
children as are work and play, says the 
state, and, accordingly, provides as care- 
fully for the first as for the last. Food, 
rest, play, work, stories, excursions, art, 
music, drama—all of these enter defi- 
nitely into the curriculum. In these last 
years, too, much success has attended, the 
effort on the part of these schools to 
organize the mothers into effective co- 
operative groups, su that the children 
both at home and in school may experi- 
ence the joy of creative activity at the 


organization, Pioneers 


classes. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


same time that they are forming collec- 
tive habits in their work and at play. 
Summer playgrounds have been develop- 
ing with extraordinary rapidity, especi- 
ally in factory and village districts. 
Quite unexpectedly they have been in- 
strumental in awakening among the 
peasants a strong desire for winter kin- 


dergartens. The mother sees as never 


before the physical advantages of free 
play over swaddling clothes. 

“It is the duty of the Pioneers to par- 
ticipate in the education of the third re- 
lief, thus revolutionizing preschool insti- 
tutions,” writes Pistrak, Volkov, and 
Souroceva in A Guide to Preschool Edu- 
cation just published by the Government 
Publication Bureau (1928), which con- 


tinues as follows: 


Pioneer propaganda will help to increase 
the number of institutions. Already there is 
welldeveloped cooperation between such 
schools and the local pioneers. But too often 
a definite plan is lacking. Hence the follow- 
ing suggestion for organization, planning, 
relationship with the teachers, and with the 
content and method of work: 

The bureau of the young pioneers should 
delegate a definite group to attach itself to 
each local preschool and to be responsible for 
the work of the pioneers there. It is desirable 
to connect a group also with some local trade, 
in order to bring the children in definite con- 
tact with production. 

Groups so connected must be_ relieved 
from other public tasks. But all the pioneers 
should participate on certain occasions, such 
as celebrations, the cultivation of a vegetable 
garden, etc. 

The group or unit of pioneers especially 
concerned with an individual school should 
be subdivided according to the age of the 
children with whom they work. They should 
plan to visit the school, once or twice weekly, 
preferably in the morning. 

The pioneer unit should be composed of 
the older pioneers, because the preschool work 
requires tact and discipline. 

The pioneer unit must keep in touch with 
the individual school for a period not less 
than three months. If the change in units 
corresponds with the trimester schedule (Rus- 
sian schools have three terms instead of the 
more usual two) the work must be planned 
accordingly. 

The teachers should discuss school condi- 
tions and their trimester plans with the pio- 
neers, defining the part of the pioneers in this 
general plan. In addition, at the beginning 
of each week, the pioneer should be helped 
to know the routine for the week as well as 
his own task. 

On the other hand, teachers should acquaint 
themselves with the life of the pioneers and 
cooperate with them. One teacher should be 
responsible for this, attending pioneer meet- 
ings and the council of the leaders, as well 
as keeping in touch with the work of the 
unit in the school. 

Most of the pioneers have had little exper- 
ience with small children. The teacher will 
need to explain the nature of play, the im- 





_ November, 1928 


i: 


portance of hygienic habits, etc., to them. The 
teacher should lead the pioneer, but not sup. 
press either his initiative or his selfactivity, 

There should be organized participation of 
pioneers in all the phases of preschool work, 
in physical education, formation of children’s 
collectives, their relation to the environment, 
their connection with public work, ete, By 
taking part in the work and play of the chil. 
dren, the pioneers stimulate the children and 
help them easily to right methods. Under the 
direction of the teacher, they can organize 
the children into various committees, as well 
as help to organize the wall newspaper and 
keep it going. 

But the pioneers must not be allowed to do 
work for the children. Instead, they should 
cooperate with them, helping the child to 
build his own life, giving him a personal ex- 
ample of discipline and organization. 

Good, at least on paper, say you? It 
is true that these ideals are not realized 
in every school, perhaps, at the present 
writing, in relatively few of them. Never- 
theless, the Pioneers have actually accom- 
plished many things. Among others: 

They have been important factors in 
local propaganda for local preschools. 
This they have accomplished under the 
direction of the League of Youth, some- 
times by getting together a baby’s inn 
display, or wall newspaper, sometimes in 
a library hut, sometimes in a peasant’s 
home. Often they give talks in their own 
or in neighbors’ families on the advan- 
tages of preschools, Only those who know 
the enormous joy of all Russians—nearly 
—in talk and still more talk can realize 
how much easier it is to organize them 
than to get together a worthwhile exhibit. 

In addition, Pioneers have helped in 
the physical work of making the play- 
ground, the school furniture, including 
towels, boxes, etc. ; in helping the teacher 
to make the original survey or census, to 
study local conditions, to know the family 
life of the children. And, after the play- 
ground has arrived, they have so organ- 
ized Pioneer playground duty that the 
teacher can count on a Pioneer assistant 
for every hour of the day. 

Best of all, not only have the Pioneers 
held high the torch, but they have passed 
it on. In many preschools, Oktabrist 
groups have been organized among the 
oldest pupils. These are invariably at- 
tached to the Pioneer unit and share its 
duties, but their activities are also invar- 
iably under the supervision of the teacher 
and of the school physician as well. 

Comsomol, Pioneers, Oktabrist,— 
three strong links in the chain by which 
Soviet Russia is now endeavoring to con- 
nect the schools and the community. 
Education is not mere preparation for 
life, says she, not mere living, either, but 
life at flood tide, life more abundantly. 





. 
j 









—_— 


lar ¢ 
the 
Asso 
and 
Cral 
mad 
ting 
lems 
for 
held 
juni 
h 
thes 
are 
reac 
stat 
in 
is f 
ciat 
ma 
teri 
mo! 
whi 


pro 


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abr 
he 


put 
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| 


faculty meetings in schools of all 

types is steadily growing. A circu- 
lar entitled ““A study of the problems of 
the profession” has been sent out from 
Association headquarters to principals 
and superintendents. In this Secretary 
Crabtree says: “Great progress has been 
made during the last three years in get- 
ting the profession at work on its prob- 
lems. In thousands of schools, meetings 
for considering important questions were 
held regularly last year in elementary, 
junior, and senior high schools.” 

Many local problems are ironed out in 
these meetings. But most questions which 
are coming up in your own school face 
teachers in other communities and other 
states. What teachers and administrators 
in other places are doing and thinking 
is found in THE JOURNAL, in state asso- 
dation journals, and in other current 
magazines. These contain the fresh ma- 
terial which will be in the books of to- 
morrow. They bring ideas and ideals 
which are indispensable to a teacher’s 
professional growth. 

For faculty meetings in senior high 
schools—The high-school teacher keeps 
abreast of the profession he has chosen if 
he desires to succeed. Such teachers will 


Ti PRACTISE of holding regular 


| be interested in the following articles 


published in THE JOURNAL since Jan- 
vary: 


The secondary school—Alvan T. Fuller. 


} April 1928; 17: 121 





Real teaching—Dr. Frank Crane. Oct. 
1928; 17: 203 

Clerks for teachers—Paul A. 
Jan. 1928; 17: 8 

The human side of teaching—Nathan G. 
Goodman. Jan. 1928; 17: 25 

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


The wheel of the girls’ adviser—H. Reed 


Maxwell. 


> Fulton. June 1928; 17: 177 


A subject of interest to all senior high- 
school teachers is that of commencement, 


> school function of absorbing interest to 

















graduates, teachers, and parents. THE 
JournaL has inaugurated a movement 
for vitalizing commencements by giving 
ts columns freely to what has been ac- 
complished in different parts of the coun- 
tty. Commencements in Doylestown, 
Jan. 1928, p. 9, describes the research 
made hy the Doylestown, Pa. graduates 
to failures within their own school. 
uch an investigation cannot fail to re- 
wult in the school’s adapting itself to the 
needs of its young people. 


Vitalized Group Study and Faculty Meetings 


For faculty meetings in junior high 
schools—The junior high school is a com- 
paratively new educational unit. It has 
justified itself in every community where 
it has been started. Investigation shows 
that with the advent of the junior high 
school, schools are rendering a broader 
and more intensive service. More chil- 
dren are kept in school. Fewer cases of 





Progress, or Death! 


A harsh verdict? Nevertheless, true! 


It used to be that certificates once attained were 
good for life, without further effort on the part of the 
holder. 





Now the demand is, more and more, that the teach- 
er keep growing if she is to retain her certificate. 


The demand for “growth” started with the ele- 
mentary schools. It has now spread until it includes 
secondary teachers—and is beginning to include uni- 
versity and college instructors. 


More every year now the price of holding on to a 
job is GROWTH! 


The wise teacher will insure her own future by 


keeping ahead of the demand. 


A Great and Progressive Teacher-Training Institution 





New Mexico Normal University 
Las Vegas 


e 


Fall Quarter, Sept. 24 FRANK CARROON, President 





T= advertisement from the New Mexico 
School Review suggests that the price of 
life is growth, 





juvenile delinquency are coming into 
court. More children find themselves. 
Pupils are better prepared for the work 
in which they engage. Through club 
work they develop more initiative and 
responsibility. Through the correlation 
of hygiene, physical training, medical in- 
spection, and dental clinics, the pupils 
have better health. 

And best of all, better teaching is now 
done in the junior high school, for the 
work constantly attracts better trained 
teachers. Articles in THE JOURNAL that 
will interest the junior high-school 
teacher are: 


Teaching in junior high school—James 
M. Glass, May 1928; 17: 145 

Ben Blewett Intermediate School—Novem- 
ber 1928; 17: 239 

An experiment in character education— 
Agness Boysen, November 1928; 17: 261 

A notable junior high school—Margaret 
Romer. June 1928; 17: 175 

Psychology—Recent educational psychol- 
ogy—Frank N. Freeman. Feb. 1928; 17: 42 


[ 269 ] 


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

Aiding adolescents to interpret life—Mar- 
garet M. Alltucker. Feb. 1928; 17:59 

The vital organs of the mind—Daniel W. 
La Rue. November 1928; 17:255 


Every junior high-school teacher 
should be familiar with the Fifth Year- 
book of the Department of Superintend- 
ence—The Junior High School Curricu- 
lum. Over 450 of its pages are given 
over to the place of the junior high school 
in American education and reports of the 
twelve national subject committees. One 
hundred nineteen research studies and a 
wealth of material are supplied including 
suggestions, bibliographies, sources of ma- 
terial, and detailed outlines of untold 
value in planning. 

What the Journal checkup shows— 
A story of THE JouRNAL checkup is 
told in the October Notes and Announce- 
ments. Reports from JOURNAL readers 
in every state show not only what Jour- 
NAL articles they find most useful but 
what they are reading in other magazines. 
They refer often to articles in magazines 
of state education associations which are 
steadily growing richer in content. 

A few high points in state education 
journals. Among articles in the Septem- 
ber issues of various state association 
journals that are especially useful are: 


Education through personal contact by D. 
E. Phillips in West Virginia School Journal 

Moral education and character training by 
A. C. Fuller in Midland Schools 

A countywide program of supervision by 
H. L. Egger in Texas Outlook 

What a normal graduate should know 
upon graduation by Ashley Worlick in Jour- 
nal of Louisiana Teachers’ Association 

Why not a little inspiration? in Nebraska 
Educational Journal 

The principal as a teacher builder by Lu- 
cilla Gallyer in Utah Education Review. 

Teaching spelling in the elementary schools 
by Ernest Horn. This article appears in 
several state association journals, being one 
of the series syndicated by the Service Bureau 
of state education associations. 


For elementary schools—In this issue 
of THe JourNAL: Are the ideas and 
language of the Peace Pact within the 
comprehension of your pupils? Can they 
see some of the effects which mass educa- 
tion in China may have on our own 
land? A study of your school in regard 
to the suggestions in the editorial could 
be the basis of a stimulating faculty dis- 
cussion. What preparation would your 
school make before trying the experiment 
in character education by Agness Boysen? 






FY ge cement mene 



































































mas” is the slogan adopted by en- 

thusiastic workers in behalf of the en- 
listment of the profession. Organization 
is the outstanding spirit of the age. The 
individual is the important unit of society 
but the individual alone is wellnigh power- 
less, helpless, and hopeless. Progress is 
made by individuals pooling their ideas, 
their intelligence, and their strength. Teach- 
ers are gradually catching this spirit. Writ- 
ing from Mount Vernon, New York, one says: 
“We teachers are beginning to realize that 
if we stand together we may accomplish 
that which seems impossible when going it 
alone.” 

In the past, teachers have often been in- 
dividualists but they have seen the results 
of organization in the other professions, in 
politics, in business, and in industry. They 
are learning the truth of the old adage: “In 
unity there is strength.” They are learning 
to state their faith “on the irresistible force 
that comes when highly developed individ- 
ualism is harnessed into full and complete 
cooperation.” 

There is no more thrilling story than the 
record of the growth of professional organi- 
zations among teachers during the past two 
decades. State associations have multiplied 
their membership of twenty years ago by ten 
and the N. E. A. has grown to forty times 
its size in 1908. These figures are both in- 
spiring and prophetic. The advance is just 
begun. This year will surely show new 
growth and further progress. Two Hundred 
Thousand is the goal,—we must not fail! 


‘T= HUNDRED thousand before Christ- 


New Life Enlistments 


i FOLLOWING life members have been 
reported since the list was published in 
the June Journal. 


Anizona—C. K. Davis, 

ARKANSAS—L, F. Wheelis. 

CALIroRNIA—Hollis P. Allen, Arthur H. Chamber- 
lain, M. W. Chandler, Arthur F. Corey, Miss Roby 
T. Elwood, Mrs. Dora Pankey Glines, Verna L. C. 
Hale, Gertrude B. Hommand, J. D. Hayes, D. L. 
Hennessey, H. D. Herold, Floyd A. Johnson, Ruth 


Ralph H. Zimmerman. 


Paulding, William A. Payne, Thais M. Plaisted, 
Vivian Raybold. 
Co._orapo—Charles E. Greene. 
CoNNECTICUT—Alfred F. Mayhew, Carrie I. 


Simms. 

District or CotumMBiA—C. Riborg Mann. 

FLormipa—Margaret C. Fairlie, M. R. Hinson, G. 
Ballard Simmons. 

Grorcia—Jasper Luther Beeson, C. L. Harrell, 
Annie P. Hopper, L. M. Lester, A. G. Martin, Jere 
M. Pound, R. H. Powell, Charles Mercer Snelling. 

Hawau—George Allen Odgers, Roy Lee Roberts, 
Robert R. Spencer. 

ILtinois—Eleanor A. Birkey, Mrs. Louise P. 
Bush, Mrs. Mina S. Fair, Marion Sykes, Nina C. 
Taylor, J. Kay White. 

INDIANA—Frank E. Allen, Elizabeth Ames, Cor- 
nelius E. Eash, Ida Frances Lindsey, Willard W. 
Patty, Curtis J. Swarens. 

Ilowa—Cora E. Krueger, H. J. Vahrenwald. 

Kansas—Emma Kouns, R. A. Schwegler. 

LouistianA—John A. Hardin, Mrs. Jennie B. G. 
Skinner. 


MAINe—Florence M. Hale, S. J. McLaughlin. 


MARYLAND—Emma Adaline Schad, Mary F. 
Sultzer. 

MICcHIGAN—Frederick D. Dorsch, Harvey H. Low- 
rey, B. E. Smith. 


MINNESOTA—-Prudence Cutright, Leonard V. Koos, 
S. T. Neveln, Lars P. Qualben, M. B. Tollefsrud, 
West High School Library. 

MississiprPI—F, C. Jenkins. 


Missourr—O. E. Gordon, Charles A. McMillan, 
M. G. Neale, Joseph A. Serena, J. B. Sullivan. 

MonTANA—M. P. Moe. 

NEBRASKA—Lloyd W. Ashby, A. A. Reed. 

New Jersey—Arthur S. Chenoweth, Charles S. 
Crow, William H. Miller, Onsville J. Moulton. 

New Mexico—John L. Larkin, Minnie Laws. 

New York—John T. Avery, Bernice E. Bar- 
rows, Ward C. Moon, Alfred H. Saunders, George 
D. Strayer, Jr., Martha M. Wilson. 

NortH CaroLtina—Clyde A. Erwin. 

NortH Dakota—Julia B. Rue. 

Oxu1o—Georgia W. Aiken, Essie Arey, John F. 
Arundel, Lester Black, David L. Buchanan, John D. 
Cantrell, C. R. Coblentz, Arch B. Conklin, Otis O. 
Crawford, G. F. Franz, Marie Hall, Mary A. Hart- 





Is Your Profession Worth 
$100 to You? 


OULD you give up teaching for 
$100? Would you be willing to 
give up your fine associations with 
other teachers; the joy you have in the 
growth of children; the standing your 
profession holds in the community; the 
opportunity for continued study and 
personal growth; and the privilege of 
being a pioneer in today’s educational 
advance P 
Our glorious profession as we know 
it today has been made possible by the 
| men and women of earlier days who 
| worked on the problems of the profes- 
sion—who gave themselves, their time 
| and money to make teaching a finer 
service with a degree of public recogni- 
tion and support which would enable | 
the schools to do the most for the 
children. Much remains to be done. 
When you join local, state, and na- 
tional associations you are helping to 
solve the problems of the profession. 
By becoming a life member of the Na- 
tional Association you declare your life 
interest in the profession and have the 
satisfaction of knowing that your con- 
tribution of $100 will go into the per- 
manent fund where it will help to carry 
on the fine work that is the heritage 
of teachers everywhere. Persons inter- 
ested in this life enlistment should 
write to J. W. Crabtree, Secretary, Na- 
tional Education Association, 1201 Six- 
teenth Street N. W., Washington, D. C. 


Ea 


mann, Wilson Hawkins, Anna E. Logan, Gwendolyn 
J. Myers, D. H. Patton, Anna H. Reifert, Warren 
L. Richey, E. Mabel Runyan, Francis M. Russell, 
L. P. Stewart, J. W. Whitmer, Frank P. Whitney. 

OKLAHOMA—August W. Weigl. 

Orecon—Ethel O. Beougher. 

PENNSYLVANIA—Edith M. Behr, Frances M 
Burlingame, C. R. Foster, Elizabeth M. Huff, W. W 
Irwin, Charles S. Miller, Landis Tanger. 

PHILIPPINE IsLANDS—Serapio Cruz, Abdon Javier, 
Prudencio Langcauon. 

SoutH CaroLtina—C. K. Wright. 

SoutH Dakota—O. D. Dunbar, George E. Hol- 
lister, Alma Leary. 

TENNESSEE—Robert James Kelly. 

Texas—H. Y. Benedict, R. C. Campbell, J. 
Thomas Davis, William Scotia Felming, B. B. Law- 
son, Russell A. Lewis, R. R. McDonald, E. P. 
Onstot, Raymond, A. Smith. 

Utan—Mrs. Deta P. Neeley, Matilda Peterson. 

VirGINIA—Miss Kroes Ficklin, Cornelius J. Heat- 
wole, Forbes H. Norris. 

WASHINGTON—Mr. Purl Stone. 

West VircintAa—Loretta Findley. 

WisconsiIN—Mrs. Gudrun H. McCartan. 

Wyrominc—Vincil Carey Coulter. 


[270] 


















































Builders of Our Profession 


Completed Enrolments 


Neves List of 1927-28 one hundred per. 

cent schools came in too late to appear 
in the June, 1928, issue of Tue JouRNAL, 
Following this list is one for the 1928.29 
schools received uptodate. 


Six Years or More 


ILtinois—Rock Island, Washington Ju 
Winnetka, Winnetka Public Schools, 
ace Mann, Hubbard Woods, Skokie. 

MASSACHUSETTS—Gloucester, Rogers. 

On10—Cincinnati, Vine. 


nior High; 
Greeley, Hor- 


Five years 
WASHINGTON—Spokane, Willard. 


Four years 


DELAWARE—W ilmington, Public Number 18. 

MICHIGAN—Detroit, Williams. 

West ViRGINIA—Morgantown, Beechurst High and 
Grade, Central, Chestnut Ridge, Dellslow, Dorsey, 
Evansdale, First Ward, Flatts, High, Jerome Park, 
Sabratan, Seneca, Star City, Westover, Wiles Hill 
Woodburn, Woodland. ’ 


Three years 


CALIFORNIA—Los Angeles, Miramonte. 

INDIANA—Butler, High. 

MICHIGAN—Detroit, Hillger. 

PENNSYLVANIA—Pittsburgh, Gladstone Junior High 
and Elementary. 

TENNESSEE—Memphis, L. C. Humes High. 

Texas—Dallas, Mount Auburn. 

WASHINGTON—Spokane, Finch. 


Two years 


ILLINOIS—Dolton, Dolton Public Schools, Chicago 
Street, Highlawn, Junior High, Lincoln Avenue. 

lowa—Webster, Webster Consolidated. 

Maine—-#ockland, McLain, Purchase Street. 

MarYLANL—Dickerson, High. 

MICHIGAN—Jonia, Emerson. 

MINNESOTA—St. Cloud, St. Cloud Public Schools, 
Franklin, High, Lincoln, Roosevelt, Union, Wash- 
ington. 

New Jersey—-Ventnor City, Oxford Avenue. 

Oun10—Cincinnati, School for Crippled Children. 

PENNSYLVANIA—Oidl City, Grant Street, Hoffman 
Avenue. 

WEsT ViRGINIA—Morgantown, Second Ward. 


Current year 


ALABAMA—Brighton, Junior High. 
Ca.irorNiA—Oakland, Franklin, Merritt High. 
CoNNECTICUT—Collinsville, Grammar; East 
walk, Roger Ludlow Junior High. 
Grorcia—Atlanta, Adair, Battle Hill, Calhoun, 
Capital View, Crew Street, Davis Street, East Lake, 
Edgewood, English Avenue, Fair Street, Faith, 
Formwalt, Forrest Avenue, Georgia Avenue, Gold- 
smith, Highland Avenue, Home Park, Inman Park, 
I. N. Ragsdale, James L. Key, J. C. Harris, John 
B. Gordon, Kirkwood, Laura Haygood, Lee Street, 
Luckie, McLendon, Milton Avenue, Moreland, Op- 
portunity, Ormewood, Peeples Street, Pryor Street, 
S. M. Inman, Spring Street, Stanton, State Street, 
Tenth Street, W. F. Slaton, Williams Street; Grif- 
fin, West Griffin. 
ILutinois—Cicero, Goodwin; 
Waynesville, Grade. 7 
lowa—Bouton, Public; Cedar Rapids, Madison. 
MASSACHUSETTS—Bed ford, Union; W hitinsville, 


Center. Gaginaw, BE. 8. 


MICHIGAN—Muskegon, 
Wadsworth. , shenlt 
MINNESOTA—Alexandria, Washington; Fari om 
McKinley; Gilbert, Primary, Technical ; Hute 4 
son, High; Jordon, Jordan Public Schools; Lit x4 
Falls, Columbia, Hawthorne, Linéoln, Weentens 
Minneapolis, Boys’ Vocational, Marshall ig, 
Morris Park, Nokomis Park, Richfield-Rooseve ? 
Saint Paul, Como Park, Douglas, Ericsson, Pa 
Hayden Heights, Roosevelt Junior High a nr 
Winona, Central, Jackson, Kosciusko, /1ncol™ 
Sugar Loaf. 
Mississippi—Jackson, Davis. 
Missour!I—Kansas City, Gladstone. 
New Jersey—Lyndhurst, Lincoln; 
New Me Alb Armijo 
EW Mexico—Albuquerque, . " 
New Yorx—Kenmore, Kenmore Public Schools, 
Junior High. 
On10—East Pi saagg en Bee WH -- 
Schools; Roc iver, Kensington. : 3 
Oxanons—Colttessiie, Collinsville Public Schools 


(Continued on page A-232) 


Nor- 


Springfield, Matheny; 


Pillsbury; 


Newark, Elliott 


East Cleveland Public 


ol. « 









































































































































I yo. 17, No. 8 THE JOURNAL OF THE NaTIONAL EDUCATION ASSOCIATION 























PITTSBURGH 
ADOPTS 


THE BUCKINGHAM-OSBURN 
SEARCHLIGHT ARITHMETICS 





; 
Ts 





for exclusive use in the third, fourth, 
fifth, and sixth grades 







No quick decision this, but the result of a year’s thorough 
study and trial of the leading series of arithmetics by a special 
committee appointed by the Superintendent of Schools to 
choose arithmetics for use in Pittsburgh. 





BUCKINGHAM-OSBURN 
SEARCHLIGHT 
ARITHMETICS 


Examined from the point of view of both content and method, 
the Buckingham-Osburn books for grades three through six 
demonstrated their superiority over all six competing series, 
and were selected for exclusive use. 


< ame 





Such a decision by one of the ten largest cities in the country 


is a significant one! 












Some of the features that formed this decision 


—the sound basis of research and experimentation on which 
the Buckingham-Osburn arithmetics are grounded 

—the drill, more systematically distributed than heretofore 

—the abundance of problem and exercise material and the 
interest of the problems 

— the careful analysis of every major topic into separate steps 
of difficulty to facilitate learning 

—the scientifically checked vocabulary 


Special circulars describe these and other features of these 
distinctive new books in detail. Write us for them. 





GINN AND COMPANY 


Boston New York Chicago London Atlanta Dallas Columbus San Francisco 





Mention Tue Journat when writing our advertisers. 

































































































































































































































1. The Holidays 
2. The American Indian 






4. Some Explorers 








6. Colonial Life 


of visual instruction, 






126 WEST 46th ST. 





Builders of Our Profession 
(Continued from page 270) 


Central, Central High, Junior High, Washington. 
Orecon—Jordan Valley, Grade. 
PENNSYLVANIA—Oil City, Opportunity. 
Texas—El Paso, Dudley. 
WASHINGTON—Keyport, Public; Spokane, 

bia, Emerson, Hawthorne, Washington. 
West Vircinta—Morgantown, Morgantown Pub- 

lic Schools, Brewer Hills, Cool Springs, Dug Hill, 

Jerome Park, Junior High, Marilla, Plainview, 

Rock Forge, Sarver, Sturgiss, Sturgisson, Summers, 

Suncrest, Vandervor. 

WYomInc—Thermopolis, Hot Springs County High. 


Colum- 


New Completed Enrolments 


HE FOLLOWING is the first list of schools 

having completed their report for 100 
percent membership in the National Educa- 
tion Association for 1928-29. 


Six years or more 


ILtinois—Waukegan, Jackson. 

TowAa—Sioux City, Whittier. 

MICHIGAN—Holland, Holland Public Schools, Froe- 
bel, High, Lincoln, Longfellow, Van Raalte, Wash- 
ington. 

Missourt—St. Louis, Simmons. 

New YorK—Rome, Jay Street. 

West Vircinia—Charleston, Roosevelt Junior High. 


Five years 


IpaHo—Boise, Garfield. 

iLtinois— Belvidere, High. 

INDIANA—La Porte, La Porte Public Schools, High, 
Junior High, Lincoln, Maple, Park, Riley, Wash- 
ington. 

lowa—Independence, Independence Public Schools, 
Hawthorne, High, Lincoln, Washington-Emerson; 
Keokuk, High School Teachers, Principals and 
Supervisors Club. 

KANSAS—Chanute, Chanute Public Schools, Alcott, 
Cross, Junior High, Lincoln, Murray Hill, Pioneer, 
Senior High. 

New JERsEY—Summit, Lincoln. 

OQuio—Warren, Central, Roosevelt. 

PENNSYLVANIA—Logan Township, Logan Township 





3. Dutch Colonial Life and Customs 9 


5. Other Explorers, Colonization ) 





‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


November, 1928 





tion. 


The complete series is carefully graded for all grades from first school year, twelve sets in all, 
varying in price from $16.00 to $115.00 per set. 


The Twelve Sets Cover: 


7. The Young Republic 
8. From the Civil War to the Present 
. Where Our Civilization Developed 
10. Review of Colonies 
Development of American Institutions 
12. Modern Problems in Their Historical Setting 


A Teacher’s Manual has been prepared to accompany the entire series. 
Written by Rita Hochheimer and Esther Lesser Berg. 

A detailed analysis of the series, with number of colored slides and plain 
slides per set, and price of each set, will gladly be sent upon request. 

[as- Watch this page for future announcements of our offerings in the field 


EYE GATE HOUSE, Inc. 


School 
Mountain, Coleman, East End, Eldorado, Endress, 
Glen White, Jefferson, Kittanning Point, Lincoln, 


District, Baker, Bakers’ Mine Brush 


Logan, Madison, Martz, McKinley, Mill Run, 
Newberg, Roosevelt, South Lakemont, Washington, 
Webster; Mahanoy Township, Mahanoy Township 
Public Schools, Buck Mountain, Ellengowan, Jun- 
ior High, Lincoln, Park Place, Robinsons, St. 
Nicholas, Senior High, Suffolk, Washington, Wig- 
f- Yatesville; Palmerton, Palmerton Public 
Schools. 


SoutnH Dakota—Frederick, Frederick Public Schools. 
WyomInc—Casper, Washington. 


Four years 


MASSACHUSETTS—Plymouth, Hedge. 

Mississippi—Red Lick, Red Lick Consolidated. 
On10—Tiffin, Columbian High. 
PENNSYEVANIA—Berks County, Berks County Pub- 


lic Schools, Amity Township High, Bally, 
Baumstown, Bechtelsville, Bernville, Bethel Consoli- 
dated, Birdsboro High, Birdsboro Lincoln, Birds- 
boro Washington, Blandon Upper, Boyertown High, 
Boyertown Lincoln, Boyertown Washington, Cedar 
Top, Conrad Weiser, Far View, Fleetwood, 
Friedensburg Grade, Gibraltar, Gouglersville, Ham- 
burg Grade, Hamburg High, Kutztown Grade, Kutz- 
town High, Lincoln Park Grade, Longswamp Town- 
ship High and Grade, Lyons, McKinley, Merkel 
Grade, Mohnton Grade, Mohnton High, Monocacy 
Consolidated, Morgantown Consolidated, Morys- 
ville, Mount Aetna Grade, Mount Penn Grade, 
Mount Penn High, Neversink, New Berlinville, 
North Wyomissing Heights, Oley High, Ontelaunee 
Township High and Grade, Penn High, Pennside, 
Pennwyn, Pine Forge, Red Lion, Rehrersburg Grade, 
Reiffton, Robesonia High and Grade, St. Lawrence, 
Seyfert, Shillington Grade, Shillington High, 
Shoemakersville High and Grade, Sinking Spring 
High and Grade, Stony Creek Mills, Stouchsburg 
Consolidated, Strausstown Grade, Topton Junior 
High, Topton Orphans’ Home, Upper Bern Con- 
solidated, Walnuttown, Wernersville High and 
Grade, West Lawn Junior High, West Leesport, 
West Reading Grade, West Reading High, West 
Wyomissing Grade, Womelsdorf High and Grade, 
Wyomissing Grade, Wyomissing High, Yocum; 
Erie, Home. 


WISCONSIN—Oregon, Oregon Public Schools. 


Three years 


CoLorapo—Kirk, High. 
ConneEctTicut—Norwalk, Jefferson. 


Did George Washington Lie? 


What kind of history is being taught in your school? 
Is the history teaching making best use of modern methods? 


Visualized instruction is essential to the clearest understanding 
of most curriculum subjects. This is particularly true of history, 


The Devereaux Lantern Slide Lessons in United States 
History represent the latest development in the field of visualiza- 












NOTICE 


We are desirous of securing field 
representatives in each state. If you 
are available write us as to terms 
and territory. Are you married, 
single, have you a car, references? 


NEW YORK CITY 


ILLINocIsS—Waukegan, Washington. 

MINNESOTA—-Mankato, Franklin Grade; Minneapolis, 
Phillips Junior High, Washington. 

OKLAHOMA—Ramona, Ramona Consolidated Schools. 

WisconsinN—Delevan, High; Wauwatosa, Lincoln. 

Wyominc—District Nineteen, Public School Dis- 
trict Number 19, Afton Grade, Auburn Grade, 
Bedford Grade, Etna Grade, Fairview Grade, Free- 
dom Grade, Grover Grade, Osmond Grade, Smoot 
Grade, Star Valley High, Thayne Grade, Turner- 
ville Grade. 


Two years 


ARIZONA—Holbrook, Holbrook Public Schools. 

Georcia—Atlanta, James L. Key. : 

ILLINOIS—Milledgeville, Grade; Riverton, High. 

Iowa—Hanlontown, Hanlontown Consolidated. 

MICHIGAN—Bellevue, Bellevue Public Schools. 

MINNESOTA—Mankato, Roosevelt Grade. 

New JeRSEY—Madison, Green Avenue; Vineland, 
South Vineland. 

New YorK—Rome, Fort Stanwix. 

Ou10—Bluffton, Bluffton Public Schools, Bluffton- 
Richland High. 

OKLaHoMA—Hominy, Hominy Public Schools, Horace 
Mann, Junior High, Mullins, Senior High. 

OrEGON—Pendleton, Field. 

PENNSYLVANIA—Edgeworth, Public. 

SoutH DaKkota—Brandt, Brandt Independent School 
Number 5 

Texas—Palestine, Lamar. i q 

West VirciInia—Buckhannon, East Main Street; 
Salem, East End, High, West End. 

Wisconsin—Kenosha, Grant; Lake Geneve, Junior 
Senior High; Wauwatosa, Washington. 

WyYominc—Greybull, High. 


Current year 


ConneEctTicut—Darien, Hindley. 

GeorGciA—A tlanta, Peeples Street. Com- 

ILurNois—Charleston, Lincoln; Ipava, Ipave 
munity High. 

INDIANA—Indianapolis, Number 1, Monier é 
Number 8, Number 27, Number 40, = 51. 
Number 44, Number 45, Number 49. — 60. 
Number 55, Number 56, Number 59, ee 14, 
Number 61, Number 66, Number 68, Num 4 

ne i. oo ga 78, Irvington. 
AINE—Solon, High. ‘ i 

Oxn10—Mingo. Junction, Mingo Junction Publie 
Schools. 

VeRMONT—Rutland, Watkins Avenue. 

WisconsiIn—Haugen, Haugen State G 








Vol 


a 
















1928 


polis, 
nools, 

Dis- 
rade, 
Free- 


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-S. NAVY 
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its 151st Write for interesting details 


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THE JoURNAL OF THE NATIONAL EpucATION AssocIATION 


Seeing the Panama Canal in Action 


Classroom Films in geography and general science are now available. 4 
Write us for a demonstration. 


EASTMAN TEACHING FILMS, Inc. 


SUBSIDIARY OF EASTMAN KODAK. COMPANY 


ROCHESTER, N. Y. 








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Leading educators endorse the 
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Special educational releases 
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Nature Study, Current Events 
and single pictures relating 
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Classified lists of all Pathé 
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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 









- Fe ia aA aint le 


| Notes and Announcements 


L 





\ X Rive THIS DATE ON YOUR CAL- 
Remembered ENDAR — On Friday evening, 


November 9 at 10 p. m. eastern 
time there will be a nationwide radio pro- 
gram in connection with American Edu- 
cation Week. The program will consist 
of addresses by leaders in the national 
organizations which are supporting this 
great movement. There will be music by 
the children of the Washington schools. 
Principals will wish to call this occasion 
to the attention of their teachers and 
through the children the teachers will 
wish to remind parents of it. It will be of 
special interest to workers in parent- 
teacher groups. 


RESIDENT Uset W. LaMKIN of the 

National Education Association an- 

nounces the dates of June 28-July 4 
for the sixty-seventh annual convention. 
The convention will open with a general 
session on Friday evening, June 28, and 
will close with a general session on 
Thursday morning, July 4. 

Members of the Association will note 
that this is a change in the usual con- 
vention period and will govern them- 
selves accordingly in making their plans 
to attend the meeting and arranging for 
hotel reservations. 


lowing recommendations to the con- 
ference officers of the Department 
of School Health and Physical Education 
in their meeting at New York, Septem- 


ber 21 and 22: 


= CRABTREE made the fol- 


Formulate a forward looking program and 
outline policies and plans that will have defi- 
nite appeal to all who are engaged in the 
various phases of health service throughout 
the nation in public and private schools and 
in colleges and wherever this work is being 
done. 

Arrange to cooperate with volunteer organ- 
izations and agencies working in your field. 
The Department could at least appoint rep- 
resentatives to attend and participate in na- 
tional and state conferences held by estab- 
lished agencies. A broad policy of encourag- 
ing such agencies in their work of promoting 
interest in health and in encouraging them 
and in encouraging colleges in their research 
work would be of mutual advantage. 

The Association itself cooperates with all 
outstanding educational organizations. It co- 
operates with the great professions, such as 
the one represented by the American Medical 
Association and with outside organizations, 
such as represented by the American Legion. 


It establishes this relation especially where: 


activities and interests overlap. In the two 
mentioned, the connection has been very close. 








November, 1928 


There is also a very close relationship With 
the National Congress of Parents and Teach. 
ers, great professions, and to a few other 
great national organizations. While the As- 
sociation itself must have the official connec. 
tion with great national Organizations, we 
can see how the Department of School Health 
and Physical Education can represent the As. 
sociation in a substantial way in its coopera- 
tion with the American Medical Association 
and yet the general association can maintain 
a relationship such as has existed since 1911, 
That is, we see how you can work out a plan 
which will make the connection effective and 
which will make it mean more to the Amer- 
ican Medical Association and more to the 
National Education Association. The plan 
which your officers are ready to consider is 
that of continuing the Joint Committee on 
Health, of asking for its recognition and sup- 
port by the N. E. A. and of your nominating 
the N. E. A. members of the Committee to be 
appointed by the President. You would direct 
its work, and you would get its findings out 
to those who would use them, and stimulate 
your members to let the schools profit from 
them. 


HE PRESIDENT of the Department 

of Classroom Teachers has sent this 

message to local organizations — 
The Department of Classroom Teachers 
of the National Education Association 
extends cordial greetings. 

The policy of this Department has been 
to promote the economic, social, and pro- 
fessional status of teachers. To accom- 
plish this purpose we have emphasized 
sabbatical leave, simplified rating systems, 
higher qualifications for teachers, an ade- 
quate retirement law, tenure, and partici- 
pation in administrative problems that af- 
fect the classroom teacher. In all these 
studies our underlying aim has been to 
improve the child under our care. 

Three yearbooks have been published. 
The principal theme of the first yearbook 
was “Improving the Condition of Teach- 
ers.” The second continued the same 
thought, but also added the study of the 
child from many angles with the hope 
that it would result in a deeper under- 
standing of his needs and desires. The 
third shows the “Problems and Oppor- 
tunities in Teaching.” The fourth will 
show the wonderful chances the child 
may have under the guidance of teachers 
who have creative ability and who are em- 
ployed in systems where ample latitude is 
given to carry out their ideas. The study 
of class size and its effect on retardation 
under the direction of Dr. Whitney of 
Greeley, Colorado, will be completed in 
this yearbook. We shall also continue the 
study of extracurriculum activities and 
teacher load. ; 

We hope to be of service to the experi- 
enced teacher who at this time is obliged 
to continue her study toward a degree 

(Continued on page A-236) 




















THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-235 


FILMSLIDES AND LANTERNS | “Distinctly Superior 


PRODUCED BY to Any Other That Has 
SPENCER Come to Our Attention” 
PREVENT FAILURES! wi 






















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DAILY 
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Showing the film, ‘‘The Ant,” in 
the Emerson School, Gary, Ind, 








ORE convincingly than anything we might say ourselves + 
is this tribute to DeVry School Films by these two out- 
standing leaders in education of Gary, Indiana. 


“We have been using a good portion of nearly 
all of your Film Lesson Courses during the past 
school year, and we find your material distinctly 
superior to any other that has come to our atten- 
tion in practically every subject. 

“We intend to purchase a number of these films 
for our film library and to rent many of the re- 
maining films during the coming school year. We 
gladly recommend your material to others who 
may be seeking Visual Education Material.” 


A. H. JONES, Director Visual Education. 
W. A. WIRT, Superintendent of Schools. 


Remember these are real teaching films, definitely correlated 
with established school courses, and arranged to cover the en- 
tire school term. Prepared by educators and specialists, col- if 
laborating with experienced scenario writers and laboratory 
| men. Each film is accompanied by a teacher’s lesson guide 








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OUR PLANT 


enabling any teacher to make an effective presentation and 
proper follow-up. 

After a thorough survey of the field, the University of Kansas 
this Fall bought the complete 86 reels of DeVry School Films 
to rent to the schools of the state for regular classroom work. 


Eight Complete Courses Now Available 
F. S. Wythe, Editor-in-Chief 


Nature Study 18 Lessons By Dr. C. Clyde Fisher, Amer- 
ican Museum of Natural History 
American Statesmen 6Lessons By Jas. A. Fitzpatrick ; 
Citizenship 12 Lessons By C. A. Stebbins, formerly with 
U. S. Bureau of Education 
World Geography 9Lessons By DeForest Stull, Columbia 




















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- $ Among the publications from our presses tion without obligation. Send for literature, including samples K 









are The Journal of the National Education of actual teacher lesson guides which accompany films. Indi- 


Association, The National Geographic Maga- cate courses interesting you particularly. 


= 
77 
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ly gine, The American Federationist, The 
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. WASHINGTON, D. C. 


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THE JOURNAL OF THE NATIONAL EpUCATION AssOcIATION 





November, 1928 





Reproductions of 


the World’s Great 


Paintings 


One Cent Size 
3x3%. 


For 50 or more 


Two Cent Size 


5%4x8. 


Feeding Her Birds. Millet 


For 25 or more 


A choice box of 18 cards, no two alike, each with a tissue-lined envelope. 
Price, $1.00. 


_ A customer writes: “I find them more than satisfactory; I am absolutely de- 
lighted with them.” 


‘The Perry] 


Send 50 cents for 25 Art Sub- 
jects, or 25 Pilgrim Pictures, or 
25 about Columbus, the Pil- 
grims, etc., or 25 for Children, 
or for 25 Madonnas, or for 25 
Christmas pictures. Size 5%x8. 


(Continued from page A-234) 

under conditions which appear to her to 
have no further value than the getting of 
credits. Her ambition was to come out of 
college with a broader horizon and with 
work completed that would give her spe- 
cial strength in her own field, but she 
finds it impossible to realize this goal be- 
cause of other requirements to be met. 

The Classroom Teachers Department 
hopes that each local organization will 
have a year full of notable achievements. 
Your problems are our problems, and we 
ask your assistance in carrying out our 
program for the year.—Cordially yours, 
Edith B. Joynes, President. 


ARENT education—The following 

statement was adopted by the Na- 

tional Board of Managers of the Na- 
tional Congress of Parents and Teachers, 
at its meeting in Charleston, Septem- 
ber 27, 1928: 


Education for parenthood—The National 
Board of Managers of the National Congress 
of Parents and Teachers believes that uni- 
versal education for parenthood is of supreme 
importance to the highest development of 
our civilization. It urges 

1. That colleges give special attention to 
problems of parenthood and homemaking. 

2. That directors of summer schools make 
special provision for classes in parent educa- 
tion as rapidly as suitable instructors are 
available. 

3. That teachers colleges include special 
training to prepare their graduates to lead 
parent education groups in local communities. 

4. That graduate teachers colleges provide 
for the training of teachers to present parent 
education in undergraduate schools. 

5. That extension and correspondence study 
departments of colleges and universities de- 
velop courses in parent education. 

6. That every elementary school principal 
take courses in parent education or encourage 
some other member of the school faculty to 
do so. 

7. That visiting teachers pe properly 
equipped to do individual and group work 
in parent education. 


End of Day. Adan 
1928 CHRISTMAS GREETING CARDS 


Order today. 


Box U.S., Malden, Mass. 





8. That public libraries feature special col- 
lections of books, pamphlets, and periodicals 
on homemaking and parenthood. 

9. That state and city school officers look 
forward to bureaus of parent education as a 
permanent part of their regular staffs. 

The National Board of the National Con- 
gress of Parents and Teachers stands ready 
to cooperate with agencies working for a 
trained parenthood. It commends the United 
States Bureau of Education for its activity in 
this field and urges further development of 
its service to the cause of parent education. 


HE PROBLEM of the educational 

treatment of the child who is defec- 

tive in hearing is the basis of the 
latest report of the Joint Committee on 
Health Problems in Education of the Na- 
tional Education Association and the 
American Medical Association. This 
Committee, under the chairmanship of 
Thomas D. Wood of Teachers Col- 
lege, Columbia University, has had the 
assistance of the American Federation of 
Organizations for the Hard of Hearing 
and the New York League for the Hard 
of Hearing, Incorporated. That conser- 
vation of hearing and measures for the 
deafened have heretofore played a negli- 
gible part in the programs, is due to the 
fact that they have not been considered 
of major importance. This report indi- 
cates the extent of the importance of 
defective hearing among school children, 
offers measures for detection of the deaf- 
ened child and outlines knowledge es- 
sential for the teacher and the school 
nurse. The educational program outlined 
is clear and practical. Copy of this report 
is obtainable through the National Edu- 
cation Association or the American Medi- 
cal Association. 


FFICERS of the Association have 
been in touch with the situation 
in the areas devastated by the re- 

cent storm in the south Atlantic. Secre- 
tary J. W. Crabtree sent the following 





Baby Stuart. Van Dyck 


ictures 


Plan Now for 
Thanksgiving and 
Christmas Pictures 


Large Pictures for F; 
Artotypes 


Size 22x28 inches, includi 
the margin. $1.00 each ono 
or more; $1.25 for one. Send 
$2.00 for two of these charming 
pictures. Coat 

Hand Colored, same size, t 
for $3.00; $2.00 for one. a 


The Perry Pictures 
Catalogue 


Send 15 cents in coin or 


stamps for 64-page Catalogue 
of 1,600 miniature illustrations, 
listing 2,250 pictures. 


message to Governor Towner of Porto 
Rico on September 15: 


Our officers request that you advise Presi- 
dent Benner, Commissioner Huyke, and other 
members of our Association to give organized 
help to Red Cross in rendering relief. Our 
hearts go out to your wonderful people. 


Miss Adair, past president of the As- 
sociation, received the following letter 
from Francisco Vizcarrondo, assistant 
commissioner of education of Porto Rico. 
It shows the fine spirit with which they 

re facing the disaster: 


My pear Miss Apair: I thank you very sin- 
cerely for your letter of sympathy on the dev- 
astation of Porto’ Rico. We have had hun- 
dreds of wounded people and not less than a 
$60,000,000 loss. Our school system has suf- 
fered greatly, fifty percent of our rural schools 
were totally destroyed and the other fifty 
percent seriously damaged. About 200 build- 
ings in the urban zone have been totally or 
partially destroyed. This means that more 
than one half of our 5000 schools have been 
swept away. This represents to us a tremen- 
dous task which we are already facing most 
seriously. 

The Red Cross work under the auspices of 
the national government is rendering invalu- 
able cooperation to our people. I am a mem- 
ber of the Executive Committee of the Porto 
Rico Chapter and also President of the Junior 
Red Cross Chapter and we are working day 
and night including Sundays, for the quickest 
and most effective help to the suffering people. 
Our teachers are doing the utmost to help in 
the distress and also in the work of recon- 
struction and reorganization of our school 
system. 


upport for the Education Bill is 
coming from a new quarter. The 
agricultural press is now giving its 
aid in the battle for a Department 
of Education. The magazine Successful 
Farming in its September “school num- 
ber” has this to say of the Bill: 
The United States owes its greatness to its 
general education. Not only the classes but 
the masses get good schooling. Never before 


have the schoolrooms, grades, high schools, 
(Continued on page A-237) 





tempt 
Fical bh 
cools, 


Orhe 
ju the 
S buthe 
tructo’ 
mr tea 


RO 
¢ 
t 
Shay 


/ th 


i fa 


dranc 
| nia, 












fol. 17, No. 8 


(Continued from page A-236) 

yi colleges been so crowded with those eager 
1, now and understand. As yet we have no 
partment of education. Is education of less 
sgortance to the United States than Indian 
} fairs and government land matters, or than 
7 yhor, commerce, or agriculture? Is a depart- 
7 get of War and another of navy a greater 
) yotection to our people than is general edu- 
) ion? Only one thing holds the states to- 
ther; that is mutual understanding, because 
>) i general education. 

) There is before congress a joint bill known 
4, Senate 291 and House 5000, the Curtis- 
Tied education bill. If this bill is passed it 
sil do away with the bureau of education, 
sich is practically useless because of insufh- 
jot appropriations, and create a department 
‘éeducation with a secretary in the cabinet. 
ithe department of education then would be 
jaa parity with other important departments. 
‘0 iWe challenge anyone to find in this bill any 
mempt to take matters of education out of 
Jal hands, or to do away with private 








} chools, 
ec 
‘d Other agricultural magazines support- 
ur a ° ~ ° ° 
athe Bill are: the Capper publications, 
wuthern A griculturist, and Normal In- 
6! ructor and Primary Plans, a magazine 
¥ y £ 
w teachers in rural schools. 
n 


a: R0GRAM for Armistice Day—A 
i/ carefully worked out program for 
the tenth anniversary of Armistice 


in- hy may be had without cost by writ- 
‘v- yx the Women’s International League 
m- 

a" Peace and Freedom, Pennsylvania 
uf-  vanch, 1525 Locust Street, Philadel- 
ols 5 a, 

fty 

n' OW DO rou feel about it ? — Since 
| the first number was issued in 
- January 1921 Tue Journat of 
en- —)% National Education Association has 
ost B ilowed the practise of printing the 
a a ale of contents on the outside of the 
jue tt cover. An inquiry is now being 
m- “ducted at Franklin College, Franklin, 
to ‘diana, to determine the advantages or 
* ‘advantages of this practise. J. H. 
a ‘utemyer of the Department of Edu- 
ne, | 200 writes : 


._ oe. 
fn c a number of years I have been much 
ool an “rested in the effect on the economy of time 
p'tading and the browsing in magazines 
)* to the placement of the table of contents 
g ite outside of the front cover. I should like 
The y* tow what responses you get from your 


its 9 "ders relative to this problem. Would it 
asi yt 2 difference whether it were a casual 
a ‘regular reader? Would it make a differ- 
sfu q “t between a professional magazine and 
um- Wp MPular one? Any other data will be grate- 
Wy * received. 
9 its oak ’ 
‘wt Readers of THE JOURNAL who are in- 
fore 7 in this point are invited to write 
ools, —t to Mr. Stoutemyer or to the 





tor, 





(Continued on page A-238) 





THe JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION 





Sickness 


A-237 


What Would YOU Do? 


If IC Happened Tomorrow? 


Suppose you suffered an Accident tomorrow that disabled you for weeks or 


months— 


Suppose you were suddenly taken sick and a substitute took your place— 


Who would help you pay the Doctor, the Nurse and the Board Bill? 


Accident, 


Sickness and Quarantine are the three major causes that rob thousands of teachers 


of a portion of their salaries every year. 
suffers such a loss every year. 


We know that one teacher out of five 


Will You Get Your T. C. U. Check 
When You Need It? 


Thousands of teachers the past year have had a similar experience to that of 
Mrs. Marion Loney, a New York teacher, who writes: 


“An epidemic of influenza broke out in our community and I got it. Had 
an extra hard dose of it and was confined to bed for nearly three weeks. 
Then I needed a T. C. U. check—and I got it.” 


How easy it is for something to happen—an overplus of the wrong kind of 
germs, or an accident. One starts out in the morning feeling fine, with the world 


looking like a good place in which to live. 


But this evening—or tomorrow—may 


find one in a hospital, facing a prolonged period of inactivity and a greatly in- 


creased expense account. 


What the T. C. U. Will Do for You 


Pay $50 a Month when you are totally disabled by 
accident or confining sickness. 


Pay $11.67 a Week when you are quarantined and 
your salary has stopped. 


Pay $25 a Month for illness that does not confine 
you to the house, but keeps you from work 


Pay 20 per cent increase in sick benefits for two 
months when you are confined to an established 
hospital. 


Pay $50 a Month when you are totally disabled by 
injuries received in an automobile accident ana 
$1,000 for accidental death in an automobile dis 
aster. 


ae! $333 to $1.000 for major accidents, or for acci- 

ental loss of life. These indemnities are increased 
10 per cent for each consecutive annual renewal of 
the policy for not to exceed five years. 


Doubles these benefits for travel accidents sustained 
in railroad, street car or steamboat wreck. 


Operation benefits in addition to other benefits after 
your policy has been maintained in force for one 
year. 


Policies paying larger benefits are also issued. 


Mail the coupon today. It places you 
under no obligation. 


Teachers Casualty Underwriters 
593 T. C. U. Building, Lincoln, Nebraska 


To the T. C. U., 593 T. C. U. Building, 


Lincoln, Nebraska 


I am interested in knowing about your Protective 


Benefits. Send me the whole story and booklet of 
testimonials. 

NAME 

ADDRESS 


(This coupon places the sender under no obligation) 





pie 

















THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





November, 1928 








How Modern Schools 
Use the Harmonica in 
Elementary Music 
Training 
By Wm. J. Haussler 


Thousands of public, private and paro- 
chial schools throughout the country 
have given a definite place to the har- 
monica in their music curricula, as well 
as in their recreational activities. 


They have found it possible to develop 
a quick and rapidly growing interest in 
music through the natural appeal of 
this instrument to the typical girl and 
boy. 


So quickly and so simply can the aver- 
age person (young or old) master 
the harmonica to the point of playing 
real music with accuracy and expres- 
sion that this instrument has been 
recognized by leading musical and edu- 
cational authorities as ideal for the 
initiation of girls and boys-of any age 
to the realm of musical appreciation 
and accomplishment. 


Practical Helps for Teachers 


Teachers and others in authority are invited 
to send for a brochure entitled “The Har- 
monica as an Important Factor in the 
Modern Education of Girls and Boys.” This 
publication, detailing the results obtained 
in thousands of schools throughout the 
country, supplies practical instruction for 
the development of harmonica group ac- 
tivities. It also illustrates and describes 
the free instruction book which is supplied 
to individual players, as well as the vari- 
ous helps which are = ; 
available to teachers 
without cost for 
group instruction. 
The coupon below 
will bring this bro- 
chure without 
charge. 







3 Z| 
Prey in 


Wm. J. Haussler, | - 
111 E. 16th St., Dept. 544-L, New York 


Please send Brochure. 
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Book Covers 


Springfield, Massachusetts 





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On your toes with science 
OR supplementary scientific class’ 


work have you read Science j 
News-Letter, the up-to-the-minute 
weekly? 


it rushes you the latest Scientific 
News within 2 weeks. All of its 
original editorial articles are clip- 
pable without injury to each other. 
Science News-Letter, written simply 
and with highest authority, offers‘ 
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SCIENCE NEWS-LETTER 
2111 B St. Washington, D. C. 








| Bureau of the United States Department 





(Continued from page A-237) 

OIS M. DRAKE, author of “Externs’ 
in Teacher Training and P. Cre- 
celius, H. H. Mecker, and ¢. H. 

Sackett, coauthors of Ben Blewett Inter- 


mediate School, are instructors in the 
schools of which they write. 


Ge tones Frank G. Pickell 


of Montclair, New Jersey, was re. 

cently elected to honorary member. 
ship in the National Council of Educa. 
tion. Editors of local papers and New 
Jersey educators have expressed. them. 
selves as especially pleased with this rec. 
ognition of Superintendent  Pickell’s 
service to the town of Montclair and the 
State of New Jersey. 


STUDY of industrial home work 
in New Jersey has just been 


made public by the Children’s 


of Labor. The 1131 children interviewed 
in the course of the study, which included 
seven New Jersey cities, were found to 
be engaged in fifty kinds of home work. 
By far the greatest number, forty-four 
percent, worked on men’s clothing. Al- 
though the New Jersey sweatshop law re- 
quires that homes in which work is done 
be licensed by the state department of 
labor only seventy-three of the 628 fam- 
ilies visited were licensed. Efforts to 
have the law amended so as to penalize 
the employer for giving out work to un- 
licensed homes have been unsuccessful. 


HE RECEPTION in Mexico City of 

the Friendship School Bags sent by 

the children of the United States 
took place during the Independence Day 
program, September 15, in the presence 
of 65,000 people. On the platform sat 
President Calles and Mexico’s most dis- 
tinguished citizens. School boys and 
girls—3000 of them—each carrying one 
Friendship Bag, marched eight abreast, 
up the central aisle to the platform. 
Speeches were made presenting and ac- 
cepting the bags. 

A course on international friendship 
has been written into the curriculum of 
the primary schools of Mexico, due en- 
tirely to this friendship project from the 
United States, so Mr. Moises Saenz, act- 
ing Minister of Education, said. A teach- 
er in Mexico City said, “We are study- 
ing about the United States, its history, 
its accomplishments, its people, and all 
in a friendly way. This is a new thing, 
and strange, but we are happy in doing 
it!” 

It has been decided to continue this 
project until December 5, 1928. For full 
information write to the Committee 0” 

(Continued on page A-239) 







































































ol. 17, No. 8 





(Continued from page A-238) 
World Friendship among Children, 289 
” F fourth Avenue, New York City. 


© FP ryaizes of $25,000 and $5000 are be- 
1, 7 Pine offered by W. C. Durant for the 
J best plans for making the Eighteenth 
he J Amendment effective. The first prize is 
: ne the best of all plans, the second, for 
ell) the best from a high school. To secure 
re- | details of the competition, write to Prize 
et- | Committee on Eighteenth Amendment, 
ca- Room 2401, Fisk Building, New York 
ew City. 
= HE FACISTS AND ITALIAN SCHOOLS 
ec: | tian living in foreign coun- 
I's tries have been ordered to send their 
the “4 sdren to Italian schools, instead of to 
those of the nations in which they reside, 
ork under pain of being summarily expelled 
een fom the Fascist party in case they al- 
n's rady belong to it. According to the New 
ent York Herald Tribune, this order was is- 
ved wed by Piero Parini, secretary general of 
ded the Foreign Fascist Organization, pre- 





. to 3 wmably with Premier Mussolini’s ap- 
ork, poval. The section dealing with this 
our —) subject follows: 

The secretariat general of the Foreign 
Fascist Organization unfortunately has 
een obliged to observe that various com- 
) patriots residing abroad continue to pre- 
fe sending their children to foreign 
schools instead of to local Italian schools. 
> These cases are all the more deplorable, 
> nce it is inconceivable that a good Ital- 
> in would forego having his own chil- 
) ten grow up with instruction in the 
» linguage of the mother country, thus 
} ‘ming a spirit according to our secular 
culture, 

Whoever does not feel these duties re- 
urding the education and spiritual for- 
mation of his own children and does not 
we that in preferring foreign schools to 
» wr excellent Italian schools abroad is 
i aulty of authentic defection ana the lack 
rm. 4 “one of the essential duties of Italians 
-ac- ] who live beyond the confines of the 

&§ mother country, and is without doubt a 
ship) person incapable of comprehending the 










n of 7) Wirt and ideality of Facism. I direct, 
-en- 7) therefore, that those to whom the action 
the) in question may be imputed and who do 
act- 4 tt change their conduct following the 
~ach- warning by the secretaries of the various 
udy- ascios—and if they be inscribed in the 
tory, jarty abroad—be summarily expelled for 
1 all k of national sentiment.—School and 
hing, 7 Society, 

joing HILDREN in three districts of Ne- 
this braska were without schools as a 
full : result of the tornadoes which 
on tuck Nebraska and South Dakota on 


(Continued on page A-240) 





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Nature Study-Health 
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By ALIcE JEAN PATTERSON 

























HIS series of books on nature study and 

health education is the outgrowth of a conscious 
effort over a long period of time to fit the lessons 
in nature study and health to the needs and 
interests of the children in the various grades of 
the elementary schools. 

The first book of this series covers the work for 
grades one and two, a year’s work for each. This 
is a teacher’s edition. There are no notebooks 
provided for these two grades. Instead, definite 
plans for individual booklets, made by the pupils, 
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For grades three, four, five and six each book 
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education. Accompanying each text from the third 
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Vik Whee nap eeslone ee 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION November, 1928 


ee 


NATIONAL EDUCATION ASSOCIATION—ATLANTA, GA., JUNE 28-JULY 4, 1929 


President Uel W. Lamkin of the Nationa] Education Association announces the dates of June 28—-July 4 for 
the sixty-seventh annual convention. The convention will open with a general session on Friday evening, June 28, 
and will close with a general session on Thursday morning, July 4. 


HOTELS IN ATLANTA 
The list of hotels given below is for the convenience and information of those desiring hotel accommodations at 
Atlanta. The Atlanta Convention and Tourist Bureau is acting as a clearing house for all feservations, and, while 
they desire to have every one placed according to first choice, it is true that the larger downtown hotels are filled first, 
and it will greatly simplify matters if you will state second and third choice in writing for reservations. If you will 
write Fred Houser, Executive Secretary of the Atlanta Convention and Tourist Bureau, 218 Wynne-Claughton 


Building, Atlanta, Ga., stating the date of your arrival and the type of accommodations desired, your request will 
receive prompt attention. 





| 


Rates per Day for Room Accom- | Rates per Day for Room Accom- 


NAME OF HOTEL 


Number modating One Person 


modating Two Persons 








Atlanta Biltmore 
Henry Grady 
Ansley Hotel. 
Piedmont Hotel 
Kimball House 
Cecil Hotel 
Robert Fulton 
Georgian Terrace 
Aragon Hotel 
Winecoff Hotel 
Terminal Hotel 
Cox-Charlton Hotel 
Princeton Hotel 
Marion Hotel 
Imperial Hotel 
Hotel Hampton 
Wilmot Hotel 
Oliver Hotel 
Mid-Town Inn 


Rooms 


| With Bath Without Bath 


With Bath Without Bath 


| 
| 





West Peachtree 
Peachtree at Cain 

N. Forsyth at James St 
Peachtree and Luckie 





Peachtree at Ponce de Leon 
Peachtree at Ellis 

Peachtree at Ellis 

Spring at Mitchell 

G63 Peachtree St............... 
211 Mitchell 

67 Pryor 


| 355 Peachtree St. N.E.......... 


35 Houston St. N.E. 


els | § SS See 


5 Houston St 


Candler Hotel 
Scoville Hotel 
Martinique Hotel 











(Continued from page A-239) 
September 13. One schoolhouse, the La- 
mere, near Walthill, was demolished by 
the wind. It was at this school that two 
pupils were killed and twenty-four seri- 
ously injured. Phyllis Stewart, heroic 
teacher, huddled the children into a 
group when she was warned of the on- 
coming storm and played popular songs 
to quiet them. She was seriously hurt. 
Two other schools were hit by the tor- 
nado. Helen Rooney, teacher, was killed 
when the tornado struck her school near 
Homer. The third school, near Winne- 
bago, was vacated before the storm 
struck. The pupils there were rushed to 
a cyclone cellar nearby and escaped in- 
jury. 

C. H. Adee, superintendent of Homer 


public schools, writes the following ac- 
count of the tornado: 


The tornado was visible from the assembly 
on the upper floor of our school building. At 
‘3:40 o’clock—our dismissal time is 4 o’clock— 
it began to rain. I noted the time as we 
usually let the football boys suit up before 
regular dismissal time and the rain prevented 
in this instance. It rained very hard for a 
short time. At 4 o’clock it was still raining. 
I then dismissed the high-school pupils after 
advising all to stay in the assembly. We did 
not dismiss the pupils of the other grades due 
to the falling rain. Some pupils in the as- 
sembly saw some large hail stones falling as 
the rain abated. I went to the window and 
looking up the valley of Omaha Creek saw 
what appeared to be a very dense rain cloud 
touching the ground. The rapid whirling of 
the clouds indicated a possible tornado. As I 
stood pondering what to do with my pupils, 
I thought I could see a slight eastward drift 


Pp 

7.00 |$3.00 to : 
.00 and up = 
3.00 t 7.00 


2.00 and up 
2.50to 3.50 


to the whirling mass of clouds as they came 
north down the valley. I waited a tense mo- 
ment. The tornado came on, then veered 
slowly, hesitated and then broke rapidly over 
the hill to the east of us to the illfated school- 
house and my pupils were saved. 
THE INTERNATIONAL Institute of 
Teachers College, Columbia University, 
and the Central Institute for Education 
and Instruction of Berlin announce a tour 
of Germany’s educational institutions for 
the summer of 1929. This tour is organ- 
ized by the Central Institute which op- 
erates under the auspices of the Prussian 
Ministry of Education and the German 
Federal Ministry of the Interior. 

The visitation of schools will begin on 
June 17, 1929, either at Hamburg or 
Bremen, and will continue for six weeks, 


(Continued on page A-241) 








year it had the fourteen sets pictured above. Although one set graduated in June, three entered kindergarten this fall. 


t 
G AYARRE SCHOOL, New Orleans, Louisiana, claims the distinction of having more twins than any other echeol in the country. Last 


Rae rain lees 




























GENEVA, 1929 


July 25 August 4 
Meeting of World Federation of Education 
Associations 


Comprehensive 


EUROPEAN TOUR 
Sailing June 15, 22 and 29 


England, Holland, Belgium, France, Germany, 
Switzerland and Italy 


$735.00 


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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


(Continued from page A-240) 
disbanding just before the World Feder- 
ation of Education Associations Confer- 
ence in Geneva, which meets the last 
week in July, 1929. 

The total expense for each member 
for the time spent in Germany will be 
$350. This will include second-class 
railway travel, food, hotels, and neces- 
sary transportation to schools and hotels 
within the cities. There will be twenty- 
five in the party and membership will be 
limited to those who have some command 
of the German language. Anyone inter- 
ested in this visitation tour may secure 
fuller information from Dr. Thomas 
Alexander, Teachers College, Columbia 
University, New York City. 


PLANS FOR a complete series of health 
education films designed specifically for 
classroom use in public schools have been 
completed under an agreement by which 
the Department of Biology and Public 
Health of Massachusetts Institute of 
Technology will cooperate with the 
Eastman Teaching Films, Inc., Roch- 
ester, N. Y., in what is said to be the 
most comprehensive program of its kind 
ever undertaken. 


The program will include films show- 


and problems in health control of the 
environment, all presented with the great- 
est scientific accuracy and so produced 
as to interest the child. Every film will 
be prepared for a particular grade level 
and will definitely recognize the extent 
and limitations of the health knowledge 
already acquired by the child. It is ex- 
pected that the first productions will be 
for the use of upper intermediate and 
junior high schools. 


THE FOLLOWING joint resolution was 
passed by Congress on May 14, 1928: 


Resolved by the Senate and House of Rep- 
resentatives of the United States of Amer- 
ica in Congress assembled, That the Presi- 
dent of the United States is hereby author- 
ized and requested to issue annually a proc- 
lamation setting apart May 1 of each year 
as Child Health Day and inviting all agen- 
cies and organizations interested in child 
welfare to unite upon that day in the ob- 
servance of such exercises as will awaken 
the people of the Nation to the fundamental 
necessity of a year-round program for the 
protection and development of the health of 
the Nation’s children. 


To DATE practically all the nations in 
the world have either signed or adhered 


to the General Pact for the Renuncia- 
Altogether they number 
57. Those which have not yet done one 


tion of War. 


or the other have signified their intention 
to do so. 








A-241 





HUNDREDS 


Health Teaching 
HELPS 


“HYGEIA 


THE FBEALTH MAGAZINE 


Pdioked by tre Amencen Medical Apoctarion 






October, 1928 


‘The Food We Eat 
\ Broken Minds of Youth 


* 25 Cents 
ing, A State of Mind ~ 
— Bowling Green 





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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 third appearance 
with the November 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 
roo to individual teaching prob- 
ems. 


Besides this extra feature, HYGEIA contains 
sound, nontechnical articles on all phases of 
health—diet, exercise, sture, oral hygiene, 
mental 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 
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this advantage during the coming term? 


Special Introductory Offer! 


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the $1.00 I am enclosing. 


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Please send me the next six issues of HYGEIA for 


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Founded 1881 by 
Dr. D. A. Sargent 


THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


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Education 


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CHICAGO, ILLINOIS 


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L. W. Sargent, President 


THE YATES-FISHER TEACHERS’ AGENCY 


PAUL YATES, Manager 
620 South Michigan Avenue, Chicago 
Telephones: Harrison 2642, Harrison 2132 
Other Office: Portland, Oregon, 911-12 Broadway Bldg. 


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A WESTERN PLACEMENT BUREAU d ELEMENTARY, SECONDARY, COLLEGE 
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17, No. 9 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Teachers everywhere acclaim the 
benefits of gum massage 


They enthusiastically help their children 
to develop healthier teeth and gums 


S\UICKLY responsive 
to sound new ideas, 


Iready to grasp the bene- 

fits to their pupils, able 

teachers the country over 
ave started to instruct 

Mchildren in the benefits of 
ym massage. 


' For teachers readily ap- 
eciatethat healthy gums 
essential to sound and 
healthy teeth. Today they 
id gum massage to the 
“toothbrush drill.” Typi- 
of the progressive 
teachers of America is one 
who writes as follows from 
Newport, Ohio: 
' “In our oral hygiene 
lesson we have in- 
Structed the children 
in gum massage 
methods with excellent results.” 
Multiplied by thousands, this 
will immeasurably improve the oral 
health of America’s children! For, 
a one authority puts it, “If a man 
‘of woman reaches adult life with 
clean, healthy gums, he will prob- 
tbly keep them so for the re- 
Mainder of his or her life.” 


Gum massage counteracts 
the damage done by soft foods 


The widespread ravage of gum 
troubles can be laid to hasty eating 
amd, more particularly to the 
Modern diet of soft foods. Stripped 
Of fibre and roughage, these soft 
foods rob the gums of the vigorous 
stimulation they need to remain in 
health. Consequently, the gums be- 
ome soft and tender. “Pink tooth- 
brush” is the all too-frequent warn- 
Ng of impaired gums. Children, as 
you know, prefer a soft, creamy diet. 

Since a return to primitive diet 


Careful, regular instruction in the use of um massage is 
of major importance to the oral health of your children 


is out of the question, dental science 
advocates massage, or gentle brush- 
ing of the gum tissues. This sup- 
plies the healthful stimulation once 
gained from a coarser diet. As one 
specialist points out: 


“The rough, unprepared food 
of primitive man necessitated a 
vigorous and complete mastica- 
tion, which meant that the vas- 
cular, and nervous supply re- 
ceived continual stimulation. 
Massage stirs the circulation, 
invigorates the depleted gum 


Children seem most fond of soft, fiberless foods 
that deprive the gums of needed stimulation 


Mention THe Journat when writing our advertisers. 


cells. It is the best safe- 
guard against diseases 
of the gums.” 


Teach your children 
the benefits of gum massage 


So teach your children 
the double use of the 
toothbrush—to brush the 
gums as well as to clean 
the teeth. Drill them in 
the simple technique of 
gum massage—a gentle 
brushing of the gums 
from base to teeth, inside 
and out, at the same time 
that they clean their teeth. 
Have them learn the first 
axiom of oral health—‘‘to 
have sound teeth you must 
have healthy gums.”’ 


Ipana Tooth Paste is an excellent 
dentifrice to assist you in teaching 
children this new habit of oral clean- 
liness. Not only is it recommended 
by dentists to tone up the gums as 
well as to clean the teeth, but its 
refreshing flavor delights even chil- 
dren, and that makes things easier. 

Ipana’s content of ziratol makes 
it a specific for tender or bleeding 
gums. Try it yourself, if your tooth- 
brush occasionally ‘‘shows pink.” 
But Ipana or no, every educator 
now has an opportunity to spread 
the doctrine of better teeth and 
gums by teaching children the 
twice-a-day habit of gum massage. 


Published in the interest of 
better health, by 
BRISTOL-MYERS COMPANY, NEW YORK 





‘THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION D 
= awd 4 »~ = i 4 4 4 i é ' 


A New Lead in Geography If You Have a 
DODGE-LACKEY Commercial Education 
SERIES Problem 


By Richard E. Dodge, Former Professor of Geography, Teachers 
College, Columbia University, and Earl E. Lackey, Department 
of Geology and Geography, University of Nebraska. 


an investigation of our com- 
plete and comprehensive list 


The Dodge-Lackey Geographies for the 
schools are human geographies. Today 
relationships of human groups, economi- 
cally, commercially, and socially, are the 
larger world problems. Hence, in this 
series, the emphasis is on man himself as to 
his background and the use he makes of 
the area about him. 


of commercial textbooks and 
teaching materials may help 
you to solve it. 


Gregg texts are supported by 
30 years of experience in 
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Th y i 7 
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terials, methods books, tests, 
measurement scales, charts, 
etc., for all commercial sub- 
Dodge-Lackey Elementary Geography jects, are now serving thou- 
Dodge-Lackey Advanced Geography sands of all types of schools 
(Fust Out) and courses. 


Numerous fine maps and many interest- 
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It costs you nothing to investigate. Our nearest office 


RAND MSNALLY & COMPANY iS iste ae 
NEW YORK hse The Gregg Publishing Company 


CHICAGO SAN FRANCISCO 
270 Madison Ave. 536 So. Clark St. 559 Mission St. New York Chicago Boston San Francisco Toronto London 





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ALGEBRA WORKBOOK A new thing—tests in algebra. There are 100 in all, in 
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PROGRESS TESTS An entirely new book based on the ‘everlasting funda- 
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Vol. 17, No. 9 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-245 























. filiot R. Downing, Ph. D. Gerald S, Craig, Ph. D. Otis William Caldwell, Ph. D. E. Laurence Palmer, Ph. D. 


Associate Professor 
of the Teaching of 
Natural Science 
The University of 
Chicago 












Associate in 
Natural Sciences 
Teachers College, 

Columbia University 


Professor of 
Education 
Teachers College, 
Columbia University 


Professor of Rural 
Education 
Cornell University 











iY, af ww = 

_ AThousand Suggestions 

. by These Great Educators...Ready 
for Any Teacher To Use In — 


ieee (NATURE STUDY 


news for every teacher, principal 
md superintendent—a difficult de- 

The outstanding features of this Department in THE CLASS- 
ROOM TEACHER are: 


partment of classroom instruction now 
for the first time in practical teaching 

1. A complete field and laboratory course for pupils of the 
first three grades, by Dr. E. Laurence Palmer. 


form, ready to be incorporated into 
tassroom procedure, smoothly and 

2. A complete elementary-science program for the first three 
grades, by Dr. Gerald S. Craig. 


easily. Ready and usable at once, 
3.A field course for Grades IV, V, VI, VII, VIII, and IX, by 


because it was prepared in profes- 

sionalized form by great educators who 
Dr. Elliot R. Downing, in which every type of topographical 
situation is visited and its plant and animal life studied by 


uderstand classroom procedure and 
the association method. 













































his study of birds in primary grades on 
a housecleaning lesson. He goes from 
the known, familiar thing to the un- 
known. First are the ‘Ceiling Clean- 
ers,” made up of birds which gather 
their food on the wing in the air. 
Following these, Dr. Palmer shows how 
the “Furniture Cleaners” like the 
woodpeckers and flickers keep our 
trees from being destroyed. Then we 
have the “Carpet Cleaners” or birds 
who get their food from the — 
like the robins. “Cleaners of Sinks 
and Drains” are the waders like the 
cranes, ducks, etc. “‘Vermin Destroy- 
ers’? are the owls and hawks which 
keep our rodent enemies in check. 
Finally we have the “Garbage Clean- 
ers” like the crow, buzzard, and gulls. 

What Dr. Palmer and his associates 
have done for Nature Study and 
Science, other great educators have 
done for every subject and every 
problem of the grades through 
Junior High—and the result is THE 
CLASSROOM TEACHER, a complete 
professional guide for teacher, principal 
and superintendent. 

THE CLASSROOM TEACHER is a new con- 
cept in education, designed in a wholly new 
way to put into every teacher’s hands the mod- 
ern teaching methods and professionalized sub- 
ject matter of the foremost men from the lead- 
ing teachers’ colleges. Seventy such educators t 
collaborated in creating THE CLASSROOM i 
TEACHER. Each is a recognized authority in 
his field, and each wrote and signed the section 
dealing with the subject he has made his life- 
time specialty. © 

Bagley, Dawson and Hatch write on History 

...- Smith and Reeve on Mathematics . . . Par- 

kins on upper grade Geography . . . Gray and 
Zirbes on Reading... Every subject is treated 
from kindergarten through junior high and 
every problem from opening school in autumn 
to closing in the spring. 





































wpreciate teaching problems and time 
imitations. 

Out of the great mass of unrelated, 
haphazard, random material employed 
inthe teaching of elementary science or 
tature study, this department in THE 
(LASSROOM TEACHER stands out 
ss the only practical professionalized 
program in existence. It is so ac- 
taimed by leading educators of every 
State. Already this department of 
THE CLASSROOM TEACHER has 
been adopted as required textbooks in 
many of the leading teacher-training 
institutions. 

The authors are men of national 
ttputation, specialists, and acknowl- 
tiged leaders in this field. They give 
jou, in a section of 625 pages, a pro- 
gam of activities for every season in 
wery grade. While their suggestions 
te many and lavish, they are thor- 
vughly practical, because they are 
such as can be carried to full comple- 
ton by any teacher. There is no want 
material, no incomplete half-way 
measures. There are no impossible 
(quirements, no extravagant demands 
m the average teacher’s resources. 
for the first time Nature Study takes 
is well-ordered, professionalized posi- 
‘sn in classroom procedure. Every 
«ivity has a definite objective. It is 
wrelated with the whole educational 
theme. And yet these great educators 
have made the work delightful and 

ating. 
Just for example, Dr. Palmer bases 


4. A complete program of classroom procedure for Grades 
IV, V, and VI, by Dr. Gerald S. Craig. 


5. A complete program of classroom procedure by Dr. Otis W. 
Caldwell for Grades VII, VIII, and IX. 


6.A department, “Camp Cookery,” by Dr. E. Laurence 
Palmer giving recipes and details of handling “the eats” 
on field trips. 






























7.A unique Identification-Appreciation section—the only 
thing of its kind ever prepared for elementary-school 
pupils. This consists of: 


a. Bird-identification section, by Dr. Elliot R. Downing, 
in which all the common birds are treated. Four-color- 
process pictures of every bird, painted by the distin- 
guished bird artist, Major Allan Brooks, are given. 


b. Mammal-identification section, by Dr. Lee R. Dice, in 
which the mammals are grouped according to their 
ecological environment. Every treatise illustrated by 
an actual photograph of the subject. 


c. Fish-identification section, by Dr. David Starr Jordan, 
containing accounts of all the common fresh-water 
fishes. Every one illustrated by actual photograph. 


d. Reptile-and-Amphibian-identification section, by Dr. E. 
Laurence Palmer, treating the common snakes, turtles, 
lizards, frogs, etc. Each illustrated by actual photograph. 


e. Invertebrate-identification section, by Dr. Alfred E. 
Emerson, treating} the common insects and other 
invertebrates. A photograph of the subject accompanies 
each account. 


f. Piant-identification section, by Dr. Henry C. Cowles, 
containing treatises on the common flowers, trees, 
shrubs, etc. Many are illustrated in color and the 
remainder are illustrated by photographs. 





Specimen Pages Free 


We urge every teacher interested in her own 
efficiency and professional success—every prin- 
cipal and superintendent interested in more 
effective teaching to send for an interesting 
brochure describing THE CLASSROOM 


——— ee eee ae —--------j TEACHER, Pe details of our deferred pay- 
THE CLASSROOM TEACHER. INC ment plan. pecimen pages are included and 

° * mailed free. Simply mail the coupon, Dept. 
ept. W-20, 104 S. Michigan Ave., Chicago, II. W-20, THE CLAS ROOM TEAC] ER, i 
| Please send me your free brochure, including specimen pages 104 S. Michigan Ave., Chicago. 


ad The Classroom Teacher. Include details of your easy-payment 


_ This request does not obligate me. | 

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THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 19) Pol. 1 
, { ol. £ 


— 


NIDA SCIENCE READERS 


The Romance of fiction with the added value of fact 
and the wonder of fairy tales with the added value of 
truth. “Is it a true story?” the child asks with almost 
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Book II Trailing Our Animal Friends something real to think about and problems worthy of 


Book I Our Pets 


Book III Baby Animal Zoo his mental efforts to solve. 


Book IV Animal Life These six books may be used either as regular readers 
Book V Makers of Progress or as silent readers for supplementary reading. Fiction 
Book VI Early Men of Science can never be replaced, but the scientific age in which we 
live requires that fiction be well balanced with material 
that will help children to understand actual life about 

them. 
The Nida Science Readers have gone far in solving 


the problem of introducing a preparatory study of science 
into the grades. 


D. C. HEATH AND COMPANY 


BOSTON NEW YORK CHICAGO ATLANTA 
DALLAS SAN FRANCISCO LONDON 











Sharp's _ The Deafened School Child 
English Exercise Books | | Provision for the Detection, Medical and Educational 


Treatment of the Deafened School Child 





For Grades 4 to 12 Inclusive 


Report of the 


Joint Committee on Health Problems in Education 
of the National Education Association 


{* Use in Approximately 3,000 a | out the 


a ‘ American Medical Association 
Throughout the United States with the co-operation of the 


ow American Federation of Organizations 


in | for the Hard of Hearing 

P ‘ » bigs eet Price, postpaid and the 
harp’s Language Practice, for the fourth grade, 64 pages .15c New York League 
Sharp’s L i a ‘ k I, for fifth de, . 

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Sharp’s Language Drills and Tests, Book II, for sixth grade, 

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Sharp’s English Exercises, Book III, for seventh grade, 88 pages..30c | | A concise and helpful study of the problem of the extent, 
Sharp’s English Exercises, Book IV, for eighth grade, 72 pages...30c | | importance and detection of defective hearing among school 
Sharp’s English Exercises, Book V, for high school, 96 pages 40c children and including an outline of the knowledge essential 
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These books lay great stress on the fundamentals, save of educational provisions for deafened children. | 
teachers’ and pupils’ time, create a new interest in the | Pri nace $25 
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WEBSTER PUBLISHING COMPANY | 535 North Dearborn Street 
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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


3 ‘Practical “Books 
for Your Sewin g Classes 


VERY teacher knows that success in teaching sew- 
ing depends upon winning the interest of the pupil. 
For this reason sewing teachers will be glad to know 
that practical books are now available which lend a fasci- 
nating interest to classroom work. They present in great 
variety actual garments of all types for children and grown- 
ups and show step-by-step just how to make them on the 
sewing machine—the natural modern way to sew. These 
books are simple, yet thorough; they are comprehensive, 
yet so compact in size and so moderately priced that every 
pupil can have her own copies. 


“How to Make Children’s Clothes”, just published, 
contains instructions for making garments for children of 
all ages—from baby dresses and slips, through rompers 
and play clothes, to frocks for the high school girl. It is 
64 pages in size with 143 illustrations. 

“How to Make Dresses” gives complete directions 
for cutting, assembling, fitting and finishing five types 
of dresses. It contains 48 pages and 187 illustrations. 


SINGER 


SEWING MACHINE Co. 


Educational Dept. 8-M, Singer Bldg., New York 


“A Manual of Family Sewing Machines” is a practical 
textbook on the care and efficient use of the machine itself. 
It affords an understanding of machine sewing that will 
be of value to the student all through life. 


To teachers—sample copies FREE! 


To any sewing teacher we shall be glad to send a copy of 
each of these books with our compliments. We will also 
furnish you free any desired number of the Manuals for 
your classes. Prices to schools on quantities of the other 
two books will be furnished on request. The coupon be- 
low is arranged for your convenience. 


SINGER SEWING MACHINE COMPAN 
Educational Dept. 8-M, Singer Bldg., New York, N. Y. 
Please send me complimentary copies of “How 

to Make Children’s Clothes” and “How to Make 
Dresses” and quote prices on copies for 
classroom use. Also please send me free 

copies of “A Manual of Family Sewing Machines.” 


PID... cccussnacshitcateiaiigipsiiienpeinianagaialdiatsndieliiespatinlinshuidascbidadiiinistneninen . 


ee ee 
me cue ae ame os os ee ee ee ee ee oe od 


Copyright, U. S. A. 1927 and 1928 by The Singer Manufacturing Co. All Rights Reserved for All Countries 


Mention Tue JournaL when writing our advertisers. 


ee ot ae 










A-248 



















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OUR PLANT 


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Among the publications from our presses 
are The Journal of the National Education 
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WASHINGTON, D. C. 












































THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 

















Mention Tue Journat when writing our advertisers. 


December, 1928 


= 


YEARBOOK PROGRAM 
of 


EASTERN COMMERCIAL TEACHERS’ ASSOCIATION 


1928 Yearbook, Foundations of Commercial Educa. 







tion 

1929 Yearbook, Curriculum-Making in Commercial 
Education 

1930 Handbook, Administration and Supervision of 
Commercial Education 


1928 YEARBOOK, FOUNDATIONS OF COMMER. 
CIAL EDUCATION, NOW AVAILABLE 


The Yearbook is divided into four main parts: 


Part I. Fundamental Issues in Commercial Education 
Some of the principal contributors to Part I are: 


Dr. my Dewey, Columbia University, New York City 
Dr. Lee Galloway, Ronald Press Company, New York Cit 
Dr. W. H. Kilpatrick, Columbia University, New York ity 
Dr. Paul S. Lomax, New York University, New York City 
ed C. Mitchell, Columbia University, New York 



























ity 

— Frederick H. Robinson, College of the City of New 
or 

Dean John W. Withers, New York University, New York 










Dr. a S. Lyon, Institute of Economics; Washington, 

Dr. Leon C. Marshall, University of Chicago, Chicago, Ill. 

Part II. Specialized Appliances of Research Method 

Part III. Research Materials for 
Teacher 

Part IV. Some Problems of the Classroom Teacher 


Only a limited supply of these Yearbooks printed, 
Send for your copy (Price $2.50) to the Eastern Com- 
mercial Teachers’ Association, 253 Lexington Avenue, 
New York City. Reservations will be made as the 
orders are received. 


the Classroom 















~SUBSCRIBE— 


- RESEARCH BULLETIN 


of the 
NATIONAL EDUCATION ASSOCIATION | 



















777 >> 


Published five times each year in January, March, 
May, September and November 


Special subscription price of $1.00 per year | 


A series of practical pamphlets to further 
the professional study of current 
educational problems. 





(77 7D 


The National Education Association 
1201 Sixteenth Street N. W. 
Washington, D. C. 


ae Ai, ee | 




















\\ 





















—_— 


~ ii 






Zo -s=> i _. 








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the instructor while doing all the work in one place. 


The instructor may give demonstrations or hold class recitations in the same 
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Where the science work of the entire school does not cover the entire period of the 
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rooms and helps to cut down the cost per room in new buildings. 


Before you make plans for future laboratory equipment, ask us for our catalog of 
Lincoln Science Desks. 


EXPERTS 
C. G. CAMPBELL, Pres. and Gen. Mgr. 


123 Lincoln St., Kewaunee, Wis. 


Chicago Office: 
25 E. Jackson Bivd. 
Room 1511 





New York Office: 
70 Fifth Ave. 


Offices in Principal Cities 








‘Turovcn constant devotion to the 
finest ideals of craftsmanship, Harter has 
developed a line of Diplomas of surpass- 
ing distinction. The new 1929 line em- 
bodies all the splendid inspiration and 
feeling that comes only through long as- 
sociation—Harter has been designing and 
producing Diplomas for more than a 
quarter century. Samples, at no cost, 
will be sent upon request. See coupon. 


COMMENCEMENT 
INVITATIONS 


New designs, brilliantly executed. Be 
sure to see them. Complete portfolio of 
Samples now ready for mailing. See 
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2054 East 71st St., Educational Publishers 


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A-249 





Beautiful usable 
Music for 
Rural Schools 


Swinging rhythms, galloping rhythms, lullabies, 
dances, folk songs, concert solos, story music, 
orchestras, bands— grouped in a single unit(No. 1) 


Gs~"7T> 


Enough New Victor Orthophonic Records for 


a year’s deginning in music appreciation 


iS"7F> 


13 records 77 selections 20 lessons 
List Price, $10 


If you would select out of all Victor music the records you 
would want most for your rural school, they would probably 
be just these thirteen. For these are Victor Orthophonic 
Records, delightfully varied. with the beauty and freshness 
of presentation that can help rural schools so much. These 
records offer a way for pupils to know the instruments of the 
orchestra, some of the finest music of the masters — and to 
have true appreciation of music. 


If you had the time, you could work out the lessons to 
include these records. But we assume that you haven’t, so 
here are the lessons, too! Twenty of them (which may be 
subdivided into 30 or 40 if desired), cleverly devised for ever- 
increasing interest. 


Enough for a whole year’s varied pleas- 
ure in music. 


The booklet of lessons contains annotations 
on all principal selections. Order from any Victor dealer or 
from us. Or let us tell you more about them. 


Here are sample lessons: 


Mother Goose Party (20212). Children recognize the Mother 
Goose characters and raise hands when they discover them. 


Show 
See Chart. Tell the difference between 
See back of Chart. 
Gavotte— Mignon (Thomas) (20443) 
Mignon is a story of a little girl stolen by gypsies. When 
she is grown, she goes to a village where a musical entertain- 


ment is being given, and there she finds that her father is a 
nobleman. 


Memory Melody Cradle Song (Schubert) (20079). 
pictures of ‘cello. 
violin and ’cello. 


The Gavotte is an old French peasant dance. 
Class may raise hands when loud flute tone is heard. 


>"7"> 
The Educational Department 


Victor Talking Machine Company 
Camden, New Jersey, U.S. A. 


writing our advertisers. 





THE JOURNAL OF THE NATIONAL EpucaTION AsSsOCIATION December 1924 
’ 


Vol. : 


ACTIVE MEMBERSHIP 


A Decade of Achievements 


THEN—1917 NOW—1927 


$635.00 $1300.00 
8th Grade 2 yr. Normal 


40,000 fe 250,000 
25 ey ee 100 


330,689 _._...-College and University Enrolment 664,266 

1,600,000 High School Enrolment 4,000,000 

$750,000,000 —_____- Expenditures for Public School Education $2,000,000,000 

5 he ren ae ee em 14 

5 ee ea 22 

SE > dO ae as Members in the N. E. A.____- Es i 175,000 

200,000 _.._..._Members in State Education Associations 600,000 
Growth in education associations promotes educational progress. It is no mere coincidence that the 
achievements indicated by the table above have been secured during the decade of unparalleled membership 
growth in state and national associations. 


These achievements of the past decade are inspiring, but they must be surpassed during the decade just 
ahead. The educational advantages of the best communities must make further advances. Strength lies 
in uniting the educational forces of the nation. The National Education Association gives every teacher op- 


portunity to have a part in this great program of progress. 


The membership count for the year will be made December 30, 1928. The enrolment is now nearing 
the 200,000 mark. With these facts before you, will you not help to reach the goal of “200,000 by Christmas” 


by securing the enlistment of one who is not now a member of the Association? The membership fee is $2.00. 


77? > 2S 


LIFE MEMBERSHIP 


Life enlistments show permanency of interest and effort. They give assurance to new recruits. They 
impress the public. Their devotion wins law-making bodies. ‘There are now 1900 life members. Why not 
“2000 by Christmas’? Some states are making an effort to double life membership by forming life member- 
ship clubs and in other ways. Let every state make this effort. 


We have been enlisting and reenlisting annually. Let us now enlist for life. The first step has been 
taken; let us take the second. The gains made by the first step indicate the larger things to be accomplished 
by the second. 


Are you not willing to deposit One Hundred Dollars in the Bank of Life Membership? Like other 


sound investments, you are not required to de- 
posit the entire amount at one time unless you 


LIFE MEMBERSHIP so desire. Write for the booklet explaining the 


NATIONAL EDUCATION ASSOCIATION 
1201 Sixteenth St. N. W. 
Washington, D. C. 


ony 
| plan of payment and giving other information. 
You will receive more than compound interest on 
To the Secretary: | your investment. 
I am interested in Life Membership and request you | 
to send me the leaflet which gives complete informa- | 
| 
' 


tion as to its benefits and which describes the plan of 
making payments. 


National Education Association 
1201 Sixteenth Street N. W. Washington, D. C. 


Mention Tug Journat when writing our advertisers, 


































926 @ fol.17, No.9 









































“Eyery elementary school may well add these books to its 
library,” says the Jr. of the National Education Association 
of the Newbery Medal winners, and adds that ‘‘they are the 
beginnings of a notable collection of children’s literature.” 


han Gopal Mukerji, whose GAY-NECK won 
7 Newbery Medal for 1928 as the most distinguished chil- 
dren’s book of that year (SHEN OF THE SEA, by Arthur 
Bowie Chrisman, received the medal in 1926), 


writes a new book : 


| GHOND THE HUNTER 


$2.50 

Illustrated by Boris Artzybasheff 

Other children’s books by Mukerji 

| Each $2.00 

KARI THE ELEPHANT: HARI THE 

JUNGLE LAD: JUNGLE BEASTS 

AND MEN: 

Special school edition, $1.25 

By the Author of WHEN WE WERE VERY YOUNG 


THE HOUSE AT POOH CORNER 
Illustrated by E. H. Shepard, $2.00 
This new Milne book has all the charm of his other books, 
with an added freshness that seems unbelievable, as The 
Forum says: ‘‘Just as good as the first Pooh book and better 
than the second and leaves us wondering how he 
does it so often and so well.” 
y+ Other children’s books by A. A. Milne 
Each $2.00 
NOW WE ARE SIX 
WINNIE-THE-POOH 


Send for Educational and Illustrated Children’s 
Catalogues 


E.P. DUTTON & CO., Inc., 286-302 Fourth Ave., N. Y. C. 


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1. Help solve the problem of buying class jewelry, 
and save expense. 





+2. Promote scholarship and character building. 





ACCOMPLISHED BY 

1. Term contract for class jewelry. 
Presentation of plaque and keys. 
A descriptive folder has been sent to all high schools of 75 or over. 
If not received send for duplicate. 


L. G. BALFOUR COMPANY ATTLEBORO, MASS. 


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THE JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





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A-251 


Flying over the U. S. 
with Col. Lindbergh 


is only one of these new and 
fascinating Geography studies 
by 





This is one of 19 maps approaching the study of Geography from 
an entirely new angle. Each deals with a specific subject, Lindbergh's 
trip being devoted to “Cities of the United States,” 


Work Map and Unit 
Studies in Geography 


By W. M. GREGORY, School of Education; 
Western Reserve University 


Here reduced to its simplest form is the study of the United States. 
Each unit is a project consisting of study materials which are self- 
teaching, work map devoted exclusively to that subject and a work 
unit for self-testing. There are 19 projects in the series, covering 
such fundamental topics as Relief, Physical Features, Coal, Agricul- 
tural Regions, Transportation and Forests. These 19 geographical 
units comprise the U. S. series. 
This series is now ready. Foreign 
series will come later. Don’t 
delay making use of this simplified 
— yet more comprehensive 
method of studying Geography. 
Send today for the complete 
U. S. Series, in heavy manila 
envelope. USE COUPON. 







] If you supervise 
ew or teach element- 
® ary classes, you 
need every issue of 
INDIVIDUAL INSTRUCTION 


the new magazine, published 
quarterly, so modern, so fresh, 
so helpful. Start getting it 
now. SEE COUPON. 






























WORK BOOK. 
GENERAL SCIENCE 
=e 


Work Book in General Science 
By 


Ellis C. Persing, M.A., and Kimber M.Persing, B.S. 


For JUNIOR HIGH SCHOOLS. Facts 
about food, light, air, heat—everything 
pupils meet in their daily life—made 
doubly interesting through simple labora- 
tory experiments they perform them- 
selves. Examine acopy. SEE COUPON. 


Quantity Discount to School Boards 


i! 
APR et RON 8 SONS TERS 





| 7 
| THE HARTER SCHOOL SUPPLY CO., 2054 E. 7ist St, Cleveland, Ohie 
| Please send the following on approval. Enclosed is $ , which will 
| be returned to me if not satisfied. i 
| ( ) Work Maps and Unit Studies in Geography (19 ass’t). 40c | 
| ( ) Work Book in General Science, 128 pages , 60c | 
( ) Year's subscription to INDIVIDUAL INSTRUCTION... $1.00 | 
( ) 1929 Harter Catalog......... FREE | 
| PET hap ce ecks cates danse PO. < :etneteheckenanes 
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From kindergarten to graduating class, 
the harmonica proves valuable and 
interesting. 


This is the harmonica orchestra of the 
Milam School, Dallas, Texas, com- 
posed of members from all classes. 


Educational aud Social 
Values of #e Harmonica 


By WM. J. HAUSSLER 


SOME teachers and musicians, the results claimed for harmonica in- 
struction sound so extraordinary that it may be of assistance to them in 
viewing this instrument in correct perspective to quote verbatim from a few of 
the thousands of reports made each year on harmonica activities as carried on 


in educational institutions throughout the country. Following are some taken 
at random. 



























Mr. Edward R. Maguire, Principal. Junior 


Cc. F. Miller, Supt. Galesburg Public Schools, 
High School No. 61, New York City, says: 


Galesburg, Ill., makes the following statement: 

“We are very much pleased with the harmonica work 
which is being conducted in the Galesburg Public Schools. 
It is remarkable as to how rapidly children are able to 
master the harmonica. We are not attempting to stress 
this work over our regular music work in the school, but 


“T have been using harmonicas in schools for many years. 
The harmonica is a real musical instrument, pure in tone 
and accurate in pitch. It is of great value because of its 
motivation power in interesting those big boys whose 
voices are apparently hopeless and who are discouraged in we feel that from the standpoint of rhythm it has been a 
their attempts to take part in the usual vocal school music decided help to our regular course of instruction in music.” 
lesson. The members of my Harmonica Band have de- + 
veloped the instrument to the point where they are able 
to render high-class selections in a musicianly way, and 
through this they are led to a greater interest in music and 
in instrumentation. They graduate from the harmonica 
to the more complicated wind instruments of the band 
and orchestra. 





Dr. Moritz Stoehr, Professor of Physics at Mt. 
St. Vincent’s College, New York City, and Pro- 
fessor of Acoustics at Mt. St. Mary’s College, in 
Plainfield, N. J., gives this studied opinion: 

“To me I think that the greatest point of advantage in 
using the Hohner Harmonica consists in the following 
physiological phenomena: If adults or children use such 
an instrument as the harmonica, even with no intention of 
playing in itself, merely producing sounds, those sounds, 
which are all of a correct and definite pitch, as I have 
ascertained by careful investigation, will leave impressions 
which are deposited through the labyrinth and the acoustic 
nerve in the brain and will be a musical education and may 
lead to the acquiring of absolute pitch, which so few possess. 
Therefore, I highly recommend the harmonica as an inter- 
locutory teaching device—an instrument that puts anyone 
on the proper paths for a musical education.’”” 


FREE TO TEACHERS 


The brochure shown to the left is mailed without charge 
to adults interested in the possibilities of har- 
monica instruction. Its scope is indicated by its 
title. It contains full information on the devel- 
opment of harmonica work—with illustrations 
and descriptions of the practical helps which are 
available without charge for use by teachers. 









“As a socializing factor the harmonica ranks high. I 
have had experience with the so-called ‘bad’ boy. His 
interest once awakened and encouraged by his success with 
the ‘nstrument, I have, through this, an additional hold 
upon him, a leverage with which to work.” 













Ruth Townsend, Supervisor of Music in schools 
of Paducah, Ky.. reports: 







“We nave a Harmonica Bans in each of the grade schools 
in Paducah and are more than pleased with the results. 





We find it arouses interest in music and creates a desire 
for further musical development. The harmonica is of 
sufficient value that we make it a part of our regular school 
work. We hesitated about taking up har- 
monica work, owing to our lack of knowl- 









edge of this instrument, but found that 
with the aid of free instruction books and 
charts it was easy for the children to learn to 


play.” 









WM. J. HAUSSLER, 
Dept. 544-M, 114E. 16thSt., 
New York, N. Y. 


------—-—-------- 4 





- 
| 

| 

| 

| 

| Please send me your free brochure on “The Harmonica as an Important 
| Factor in the Modern Education of Girls and Boys.” 
| 

| 

| 

| 

i 
7 


Name 


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8 on ge el ee ie cee ee ee aie I ls 


= Sie Sele See 6 eo Oe 6 6 68 66 OS OS OHS Oe Oe EOS OD Ce SDS COESHECZ C4 Roo HSA ewe ews 


a a 


THE JOURNAL OF THE NATIONAL EDUCATION AsSOCIATION 





OPPORTUNITY 


LANGUAGE IN USE 








Look for the Circular 


Mention Tur JourNnaL when writing our advertisers. 





Vol. 


~~ 








December, 1925 


(From Sixth Grade Literature Project, 
Clark’s Language in Use) 






Grades Four, Five, and Six 
By M. G. Clark 


Public School Publishing Co. 
509-11-13 North East St. 
Bloomington, Illinois 












is the title of a new booklet 
written to help you in Teaching 
the Dictionary. Here are a few 
suggestions of the lessons im 
cluded: 


First Dictionary Lessons 
Relative Position of Letters 
How to Find Words 

What You Find 
Pronunciation 

How to Find Meanings 
Parts of Speech and Meanings 
Unusual Uses of Words 
Synonyms 

The Hyphen, Etc., Etc. 






Copies of this new booklet will be sent 
FREE to teachers upon request. 


G. & C. Merriam Company 
Springfield, Mass. 


Publishers of the 4 
Merriam-Webster Dictionaries 
for over 85 years 










THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


STONE'S SILENT READING 


-~<=2. Now Complete cs. 


Book One—Grades I-II . Book Four—Grades IV-V __._____ $.88 
Book Two—Grades II-III ____-.-- .72 Book Five—Grades V-VI _._______ .92 
Book Three—Grades III-IV Book Six—Grades VI-VII tne 


Each Illustrated 


HIS series contains every type of silent reading recom- 
mended in the Report of the National Committee on Reading. 


ACH book contains an interesting content organized for train- 
ing purposes. The method defines and tests each step. 


p I ‘HE course has been worked out in a very practical way by 
the author, Clarence R. Stone, who is a recognized authority 


in classroom procedure and the author of “Silent and Oral 
Reading.” 


Stone’s “Silent and Oral Reading” HOUGHTON 


Revised and Enlarged Edition 
The essentials of sound reading MIFFLIN COMPANY 


method both for lower and upper 


Boston - New York - Chicago 
| grade work are here set forth. $2.00 — — 2 g 


Dallas - San Francisco 


‘The Perry Pictures Help the High School Seniors 


Make Pictures Your Christmas Messengers. and Students 


“SEE AMERICA FIRST” 


STARTING WITH 
Their National Capital 


AND 


MT. VERNON, the Nation’s Shrine 


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REPRODUCTIONS OF THE WORLD’S GREAT PAINTINGS 
Use them as aids in teaching Language, Literature, 
History, Geography, and especially in Picture Study. 


ONE CENT SIZE. 3x3%. For 50 or more. 
TWO CENT SIZE. 5%x8. For 25or more. 


Send 50 cents for 25 Art Subjects, or 25 for Children, or 
set of 25 for Christmas, or 25 Madonnas. Size 5% x 8. 
Large Pictures for Framing. Artotypes 


22x 28 inches, including the margin, $1.00 each for two Send for free folders on the Educational Ad 
or more; $1.25 for one 


Send $2.00 for “A Helping Hand” and “Saved.” | Vantage © rnmeagen Ene ‘Eves to. 20. 
Hand Colored, same size, $3.00 for two; $2.00 for one. Vernon, Alexandria and Arlington. 


1928 Christ reetin ‘ ’ 

1928 Christmas Greeting Cards Mt. Vernon, Alexandria & Washington Ry. Co. 
A choice box of 18 cards, no two alike, each with (Washington-Virginia Ry. Co.) 
a tissue-lined envelope. Price $1.00. Order today. a 


- A customer writes: “I find them more than satis- Station and Terminal 
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The Perry Pictures Box U. S. Malden, Mass. WASHINGTON, D. C. 





Mention Tue Journat when writing our advertisers. 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION December, 


ERE is a book that takes dental instruction right into the 
homes of children. “Long life to your children’s teeth”’ is 


for parents, and gives the sort of personal advice you would 
wish to give, yourself. 


The facts about teeth and their care are fully explained, in a 
bright and entertaining fashion that is easy to read and remem- 
ber. In placing this book in the hands of parents, you can feel 
that your own efforts to build better teeth for children will be 
ably supplemented. 


Le ir lif. . . . 
ett “Long life to your children’s teeth” clearly points out the 
’ g y Pp 
to your children’s teeth! ? 


2 important relationship between food and the condition of teeth. 
Prenatal care of the teeth through diet, proper food in infancy 
and childhood—these subjects are treated as modern dentists 
treat them, in a style the layman will understand. 
We will be glad to send you as many copies of this book as you 
may need, without cost to you. Simply let us know how many 
you wish. 
You will also find our “Build Strong Teeth” Poster useful in 
your school, as a reminder to the children themselves. Small re- 
productions of the poster may be obtained for more general dis- 
tribution, and will be sent free of charge—as will the large posters, 
also. Let us know how many posters and cards you will require for 
your work, and we will ship them to you at once. 


Please use the coupon below in ordering any or all of the above 
material. Mail it to the Educational Department, The Postum 
Company, Inc., Postum Building, New York. 


EDUCATIONAL DEPARTMENT, POSTUM COMPANY, INc. 


© 1928, P. Co. Ine. Postum Building, New York, N.Y 


312-28 
ee 
‘Long Life to Your Children’s Teeth”’ booklets 


Institution or School... 1 ee 
Build Strong Teeth Posters 


Sesgee 2 '  ed sh ow! om se Be See 


Mention THe JourNAL when writing our advertisers. 

















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