DECEMBER, 1928 


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tHe JOURNAL oF the 
NATIONAL EDUCATION 
ASSOCIATION 


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The Tired Child—Max Seham and Grete Seham ; 
Mental Health Through Growth—Daniel Wolford La Rue 
Progress of Safety Education—E. George Payne F 
eo A. Edison School for Boys—Clayton R. Wise 
A Movement to Vitalize Commencements 
An Orthopedic School—Meda Bacon : 
Music Education as a Career—Peter W. Delnow 
The Seven Cardinal Objectives of Education 
America the Beautiful—Katharine Lee Bates 
Square Baby: A Tale of Minneapolis—Bertha Feremes 
Editorial—T he Spirit of Cincinnati * ‘ 
An Adventure in Personal Growth—Benjamin F atebtin 
Plans for Group Discussion 
The Improvement of Rural School Buildings—H. W. Se henide 
Married Women as Teachers—d4 study in personnel 
Forty American Books—1927 
Minneapolis Exhibits—pictures 
An Elementary School Citizenship Club—Ray N. Davis 
A Profession in the Making—Payne Templeton 
Fifteen Books for Parents 
Vitalized Group Study and Faculty Meetings 
Membership in Departments of the National Education. Aacaciation 1928 
Builders of Our Profession 
The Fifty-Ninth Winter Meeting 
Notes and Announcements 


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Published monthly, except July, August, and September, by the 
NATIONAL EpucATION ASSOCIATION OF THE UNITED STATES 
1201 SrxTEENTH STREET NortHwest, WAsHINGTON, D. C. 


Entered as secondclass matter October 28, 1920, at the ee 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. 


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related to everyday life. All of us, 
business men, housewives, industrial 
sotkers, and school children suffer from 
}i or are affected by it at some time or 
) her, for short periods or for long. It is 
ign of normal health, yet also a symp- 
 «nof disease. Though varied in its man- 
) ietations it is simple in recognition. As 
> «mon as it is and as long as we have 
wn about it, the nature of fatigue is 
) «il obscure. Physiologists, for the last 
ity years, have been studying acute neu- 
wuscular fatigue in the laboratory by 
sans of socalled performance tests; psy- 
Vivlogists, for twenty-five years past 
we been investigating work and fatigue 
anes in normal subjects; and in more 
at years industrial fatigue in the 
Op roker has attracted the attention of 
sintists. But as yet no systematic study 
_ idhronic fatigue has been made in the 
> tool child. The trend of civilization 
ih excessive nervous and emotional 
Bits of living in early life makes this 
~ nblem of practical and vital importance 
a ‘yteachers. Indeed, no problem is more 
: associated with the health, happi- 
ss, and success of the school child than 
problem of chronic fatigue. , 
> Since the term fatigue is so often mis- 
Msi and since there seems to exist a 
Mikrence of opinion as to just what it 
as let us say at once what we under- 
id by chronic fatigue. To fatigability, 
of the many symptoms in organic dis- 
we do not have reference. Nor do 
have in mind acute fatigue which can 
Putificially produced in normal persons 
iwhich is the inevitable result of a 
mitely prescribed amount of work. 
t have we in mind a clinical syn- 
me, which may be primary, yet often 
tondary, in which the signs and 
uptoms of subefficiency are usually uni- 
mal, where more than one organ and 
me than one system is involved. The 
Mtofhs, psychic, physical, or mental in 
aacter, are varied, differing at times 
min one and the same individual. In 
children the psychic, in others the 
mica symptoms may be predominant. 
ain, the: condition may be permanent 


Ps is a condition most intimately 


oe 




















The Tired Child 


Max SEHAM AND GRETE SEHAM 


and even congenital. By that we mean 
that some children are born with an in- 
ferior constitution predestining them to 
chronic fatigue for the rest of their lives. 

Chronic fatigue manifests itself in four 
ways: (1) by feelings of fatigue; (2) by 


sxsonesneancnnssapidaentionenocstiniateti este tsegbmtte i ticitett isan 


: 


© J. B. Lippincott Co. 

NORMAL child, free from physical defects. 

She has steady nerves and good emo- 

tional control. Her senses function perfectly, 
particularly those of sight and hearing. 





an actual decrease in the individual’s 
average mental achievement; (3) by an 
actual decrease in the individual’s aver- 
age physical strength and endurance ; and 
(4) by emotional unbalance. 

Before entering into the discussion of 
signs and symptoms of fatigue, it will be 
well to stress that all children are suscep- 
tible to fatigue. For just as a man-made 
machine wears out in due time, so must 
the human machine suffer wear and tear. 
Just why one child is able to endure more 
than another is difficult to say with any 
fair degree of accuracy—one must allow 
for the personal equation. One point our 
study has brought out strongly, namely, 
that child will better withstand the rav- 
ages of fatigue who is free from physical 
defects; who has no organic disease or 
constitutional inferiority; who has a 


271] 


December, 1928 


stable and steady nervous system; who, 
day in and day out, follows in his living 
the laws of rational hygiene. 

Some parents think that they can do 
with their children what Elijah did with 


his pitcher; pour the milk from the 
pitcher and still have the pitcher full. No 
matter how strong and welldeveloped 
the child, his energy is not interminable 
We all, in childhood, manhood, or old 
age, have only a certain amount of re- 
serve force, and if we continually over- 
draw it in our daily routine, we shall not 
find any in times of emergency. The 
secret of good vitality lies in the posses- 
sion of skill to economize the reserve 
of vital energy, so as to make it last 
out the expected and necessary period. 
Should the reserve tank be drained con- 
tinuously without allowing for proper 
rest to repair the damage done, fatigue, 
slowly and treacherously but surely, 
steals into the body. 

Chronic fatigue does not manifest it- 
self overnight. It is a condition that comes 
on slowly and therefore in the beginning 
does not appear as dangerous as it really 
is. Like every other disease, it is preceded 
and accompanied by warning signals 
which give notice of approaching danger. 
These signals are sent forth by the human 
body in its desire for protection from 
further damage. 

Should we visit a schoolroom toward 
the end of the afternoon session we 
should observe symptoms of fatigue. We 
find that Johnny, who is ignorant of our 
presence, is not paying attention to his 
teacher; instead his eyes wander from 
Mary’s desk to the window and back to 
Mary’s desk again. Mary seems to be in- 
terested in the book on Johnny’s desk. We 
wonder why she makes so many unneces- 
sary movements. Now Johnny is chew- 
ing his pencil. And Johnny, of whose 
straight carriage we are so proud, sits 
slouching in his seat. The other children, 
too, seem inattentive and restless. 

Many teachers will admit that toward 
the end of a school day the children have 
more difficulty in concentrating, that 
their writing becomes rather careless and 
that their speed of work diminishes, while 


272 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


December, 1928 


er 


the number of their mistakes increases. 

These are some of the symptoms of 
fatigue that occur at the end of a day’s 
work. They are also present in cumula- 
tive chronic fatigue, though in the lat- 
ter condition they appear earlier in the 
day. Chronic fatigue lowers all our 
faculties; it slackens our mental processes 
and dulls our power of will. It clouds 
our judgment and reduces the precision 
of our actions. It decreases our gen- 
eral efficiency and drags down our per- 
sonality to a lower level. 


It is difficult to give a concise picture 


of the signs and symptoms of cumulative 
fatigue, because they vary in number and 
severity, depending on the type of child, 
the state of his general health, and the 
underlying causes. They may be differ- 
ent in an older child and in a young 
child, different in a boy and in a girl. 
They are subject also to racial influ- 
ences. Even in one and the same child 
they will vary at different times of the 
day, since activity and the intake of food 
necessarily have an effect on fatigue. 

But there are some outstanding symp- 
toms in the course of fatigue that every 
teacher can detect once his interest in 
fatigue has been aroused. If we have 
under our care a child that up to the 
age of twelve years has been normal, 
healthy, wellbehaved, and a good scholar, 
and for the last six months has been ir- 
ritable, inattentive, hard to handle, we 
should suspect fatigue. We should not 
call a child “queer” because the muscles 
of his face twitch, because he blinks his 
eyes and snuffles: he probably suffers 
from fatigue. Nor should we punish a 
child for laziness because he won’t get 
up in the morning, dislikes to go to school, 
and does not like to run around as other 
children do; he, too, may be suffering 
from fatigue. We have not done all in 
our power to relieve the headaches of 
a child by having his eyes fitted with 
glasses. Many children have been fur- 
nished with eyeglasses by someone who 
treated only the eye and not the whole 
child. Their eyesight may have been per- 
fect, and their headaches due to fatigue. 
If a child looks weary and pinched and 
has dark circles under the eyes, gets dizzy 
and faints, does not eat well, and can’t 
sleep at night, we should not feed him 
tonics. His symptoms may be due to 
fatigue. 

How can the teacher recognize the 
“tired child?” The normal child sits 
quietly at his desk, holds his head erect 
and with strength; the shoulders are in 
a horizontal line and the back is straight 
as a rod; there is no frown on his fore- 


head ; he holds the pencil firmly in hand 
and his writing is precise and accurate. 
The happy, enthusiastic, and interested 
expression on his face denotes normality 
and efficiency. 

Quite contrary to this is the picture of 
the “tired child.” The eyelids droop 
over eyes which have no luster, but har- 


AD POSTURE in sitting. The tired child 

dreads to perform the functions that are 
required of him in activities at school and 
home. 


bor a faraway expression. The lower 
lids are baggy, giving the impression of 
puffiness. How badly he sits at his desk. 
His head is flexed, dropped to one side, 
and in disregard of all rules for efficient 
writing, his arms and hands rest heavily 
on the desk. His shoulders droop, his 
spine is markedly curved. There is no 
tone nor conscious tension in his always 
relaxed body. He squirms around in his 
seat, resting in his hand first his chin 
and then his forehead. His restless hands 
keep his hair dishevelled and unkempt. 
He twists his hands, cracks the knuckles 
of the fingers, and bites his nails. If asked 
to recite he gets up slowly. as if with 
considerable effort and, while standing, 
shifts from one foot to the other, ap- 
parently unable to find an easy and com- 
fortable position. He does not hold the 
book steadily, the longer he reads the 
further he lowers it. The posture the 
child assumes on standing, walking, and 
sitting, can be taken as one of the indices 
of his general efficiency. Curvature of 
the spine, shoulders held unevenly, a 
head flexed to one side speak not only 
of poor muscle tone but often also of a 


depletion in reserve energy. ‘The tired 
child stands with his feet unevenly 
planted and usually leans on something 
for better support of his body. During 
light gymnastics, calisthenics, he often 
betrays his lowered efficiency by the yp- 
steadiness with which he holds up his 
arms and hands. In gymnasium work his 
response to commands is reluctant and 
uncertain ; his movements lack strength, 
forcefulness, and accuracy ; his endurance 
is at a low level, and his physical judg. 
ment poor. We have only to watch him 
during as simple an exercise as arm 
stretching ; instead of holding his arms 
and hands in a straight line, he relaxes 
the arms and flexes the fingers. Instead 
of standing still at the command “rest,” 
he shifts from side to side, restlessly and 
awkwardly. This picture, we must ad- 
mit, represents an extreme example of 
the tired child. Obviously, not all of 
these signs will be present in every case, 

To postpone, if not altogether ward 
off, chronic fatigue in pupils often rests 
solely with the teacher. Every child has 
his own individual adaptation for work. 
To see to it that the child spends his 
energies as economically as possible is 
part of the teacher’s responsibility. Some 
children are unable to perform intricate 
tasks which require the coordination of 
the higher brain centers and involve the 
use of the finer muscles. To force such 
work on them is sheer folly; if excused 
from these tasks for an indefinite period 
of time they will better advance in the 
end. We can’t chew roast beef unless 
we have the teeth with which to chew 
it; neither can a child perform certain 
tasks unless he is equipped with the nec- 
essary neuromuscular mechanism. In 
children the coordinating apparatus is 
relatively underdeveloped and unstable; 
consequently, nervous tensions are easily 
set up; they usually occur at the end of 
a session. In difficult tasks or those per- 
formed at a high rate of speed, these ten- 
sions drain heavily on the reservoir of 
energy. They can be relieved by change 
in work, by complete rest or play. When 
the class becomes restless, uneasy, and in- 
attention seems to spread, a short recess 
may restore order and efficiency. Throw- 
ing open the windows and allowing the 
children to take breathing exercises, 
substituting singing and manual active 
ties for mental exertion are excellent 
remedies for such a situation. Theres 
a great deal to be done in training the 
abnormal child to economize his nervous 
energy. For the child who suffers from 
emotional extravagance special precalr 
tions are also indicated. Let the 








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ol. 17, No. 9 





— 





remember that work in schooi is largely 
mental and that for better economy and 
greater eficiency work must alternate 
with play and rest. Running and jump- 
ing, preferably outofdoors, are most suit- 
able because they involve the use of the 
large muscles of the trunk and legs, which 
are kept inert during the lesson periods. 
Also rest periods of five to ten minutes 
twice a day will help to prevent fatigue. 

We cannot bring this article to a close 
without a few words about the teacher 
himself. Whoever discusses the hygiene 
of teaching must at the same time include 
the hygiene of the teacher. Some very 
important facts were disclosed by ques- 
tionnaires answered by teachers through- 
out the country. As many as fifty per- 
cent of our primary grade teachers suf- 
fer from a definite impairment of health 
of the body as well as of the mind within 
fue years after they have begun teach- 
ings One third put the blame for their 
physical deterioration on poor ventilation 
in the classroom, on bad lighting, over- 
crowded classrooms, insufficient time for 
relaxation and rest during the day, and, 
last but not least, on the nervous strain 
connected with their work. Further- 
more, the average teacher is obliged to 
yend as many as seven hours a day in 
school, not to mention the time he spends 


} on preparation for the lessons of the fol- 


1) fortant hand in the store. 
3 





lowing day and on correcting papers. 
We are prone to forget that in order to 
do his work efficiently, a teacher must be 
interesting and dynamic, that he must 
work with ‘‘the steam on full;”’ thus 
me hour of good teaching easily equals, 
in effort, two full hours of clerical work 
ina business office. To oblige a teacher 
to give up his luncheon hour (this often 
happens, when teachers supervise the 
pupils during luncheon) is more than a 
lusiness firm expects of the least im- 


That hour 


THe JOURNAL OF THE NATIONAL EDUCATION AssocIATION 


he should have the right to spend where- 
ever and in whatever way he wishes. 
Should he choose to spend it in the school 
building he should find ready for his use 
a room where he will be undisturbed 
and secluded so that he can collect his 
thoughts and refill his depleted reservoir 
of energy. For the school authorities to 





© J. B. Lippincott Co. 


OOD POSTURE in sitting. The majority of 

tired children have bad posture. Their 
general efficiency is decreased by poor bodily 
mechanics. 


designate as restroom for the teachers a 
room with poor ventilation, unfit for any 


other purpose, and then to furnish it with - 


stiff, uncomfortable, and ugly furniture 
shows a severe lack of consideration. 
Since it is essential for the teacher to 
counteract the effect of his indoor and 
sedentary work he should by no means 
be expected, and still less be required, to 
spend his time after school in correcting 


273 





papers. His day’s work should end shortly 
after the children are dismissed from 
school. Furthermore, not enough atten- 
tion is given to the placing of the teacher’s 
desk. His eyes, as well as those of the 
pupils, must be protected against direct 
light. Another factor that often increases 
the already heavy burden of the teacher is 
the lack of consideration and the dis- 
courteous treatment shown to him by par- 
ents. If the child does not do well in 
school, if he brings home a complaint 
from the teacher, parents are apt to put 
the blame on the teacher rather than on 
their own child. 

To all these causes of ill-health of our 
teachers must be added their inadequate 
conditions of living which are largely the 
result of the low salaries we pay. We 
are all too apt to forget that teachers 
are human beings, that they are the liv- 
ing force in our educational institutions, 
which to build up they give part of their 
lives. Their minds must not be thwarted 
by constant imposition from parents and 
boards of education, nor must their en- 
thusiasm be allowed to dwindle away 
into utter passivity through want of good 
health. Since health is the mainspring 
for a teacher’s enthusiasm in his work 
and for his tolerance toward his pupils, 
the state should protect his health by 
providing, at yearly intervals, complete 
and expert medical examinations, either 
free of charge or at least at a very mod- 
erate fee. Teachers should be carefully 
examined and treated, wherever neces- 
sary, for the diseases of the special senses, 
for diseases of the heart and lungs, and, 
since much of their time is spent in stand- 
ing, for the disorders of the legs and 
feet. 

For a full definition of fatigue and a 
fuller discussion of the problem, see 
“The Tired Child” (342 pages) by the 
same authors, published by Lippincott. 
































Personal Growth Through Mental Hygiene 


Mental Health Through Growth 


us mentally one-legged. If we only 

had X-ray vision, so we could look 
through people and see the size of their 
souls, we should find that one may grad- 
uate from college and still be a child in 
feeling, with an emotional age of seven 
and a quotient of seventy-one. 

At parent-teacher meetings, we startle 
the minds of the parents with the thought 
that their darlings are learning something 
all the time. So are we—growing daily 
into a mental posture that is going to sup- 
port health or upset us into illness. Peo- 
ple cultivate what they call their minds; 
but there are still all too few who culti- 
vate their emotions for the sake of char- 
acter and mental health. ‘They take them- 
selves naively and let their feelings grow 
as accident directs. Of many such a mind, 
Hamlet could well say, 


aes growth alone leaves 


*Tis an unweeded garden, 
That grows to seed; things rank and gross 
in nature 


Possess it merely. That it should come to 
this! 


The criminal who is not feeble-minded 
is overdeveloped in some emotion, such as 
anger, lust, elation, appetite, ownership; 
or he is wanting in some inhibiting ten- 
dency, such as tender feeling. How fre- 
quently we find the criminal is one who 
can be unkind to a child, can “offend” 
one of the little ones. The insane, too, 
from the raving maniac to the melan- 
choliac, commonly have some excrescence 
or defect in their primary emotions. Now, 
we are all poor worms (maladjusted, “in- 
sane’) and miserable sinners (‘‘crimi- 
nals’). It is only a question of how 
much—the degree of unbalance among 
our emotions. Character training, now so 
popular, is just one more effort, too often 
indirect and bungling, to keep these emo- 
tions and their outgrowths adjusted to 
life conditions. 

Our complexes and our inhibitions, of 
which we hear so much, both the accelerat- 
ing and the incapacitating, grow up on 
the basis of these primary tendencies. 
Perhaps the best way to name and study 
the complexes is to begin by calling them 
after the emotions, the fear complex, the 
anger complex, the subjection (“‘inferi- 
ority’) complex, and so on. Some teach- 
ers have a curiosity complex, being so 
anxious to learn that they neglect their 
teaching. Parents have been known to 


DaniEL Wo.trorpb La RUE 


slight their children in order to attend 
lectures on child study. 

Each of us becomes a living example 
of some one of the fourteen affective color- 
ings. Smith is habitually fearful, Jones 





The Mental ‘‘Daily 


Dozen”’ 
A Project in Personal Development 


1. Purpose: To develop a healthy, 
strong personality. 


2. Plan: Memorize the names of the 
primary emotions (given in The Vital 
Organs of the Mind in the November 
JouRNAL). Every morning, run through 
the list, setting yourself to act, and 
picturing yourself as acting, with re- 
gard to each tendency, the way you 
want to grow. Pay special heed to spe- 
cial points of need. 

3. Execution. Take pains to start off 
with the right feeling. But “act in the 
living present,” keeping your attention 
on your work chiefly. Don’t worry if 
your growing self makes you a little 
selfconscious at times. This is an ex- 
pected phase of all learning. 

4. Criticism. At night, review the 
events of the day. Rejoice frankly at 
your successes. Check up on your er- 
rors and plan how you will set your- 
self to win out on the same points next 
time. 














is chronically blue with distress. Banter 
one pupil and he grows angry ; banter an- 


other and he laughs. And all the while 


‘we ascribe our bad disposition to the 


environment. We think, as did an in- 
sane man I once knew, that “Any one 
would do as I do if he had to stand what 
I have to.” Yet cold oatmeal for break- 
fast would turn him into a maniac. 

The far-famed “repressed complexes” 
ought rather to be described as “ignored 
and neglected complexes.” They are in 
great measure the result of general in- 
attention to emotional development. The 
psychoanalytic cure (when it does cure) 
lies largely in pointing out to the patient 
which emotion he. has neglected, so he can 
center his attention on it and subject it 
to discipline—can educate it. 

Your “big man” has very likely suc- 
ceeded on the basis of his mental health, 
be it inborn or acquired. He has found, 
perhaps by the bitter experience of costly 
mistakes, that he must hold his temper 
or lose his cause, must avoid envy, jeal- 
ousy, and other reducing moods or pas- 
sions, must be cheerful and friendly if 


[274] 


he would hold friends, and must be able 
to take a beating with a smile to wip 
from this Indian-tempered world its ad. 
miration. 

Now, if we really care enough about 
our precious selves to wish to make the 
most of them, what, practically, can we 
do about it? Two big things. 

1. Form an ideal. This must be largely 
individual. Check up on your fundamental 
tendencies and find what kind of person 
nature evidently intended you to be. Some 
naturally dour individuals should never 
attempt tasks that compel them to deal 
with human nature. Many failures in 
teaching can be traced to a lack of one 
or more of those qualities which are so 
socially necessary, kindness (based on 
tender emotion), poise (based on reason- 
able elation), comradeship (based on 
loneliness), and a sense of humor (based 
on amusement). The common “failure 
in discipline” is first of all a failure in 
selfdiscipline, a failure to achieve mental 
health through mental growth. 

2. In growing to your ideal, use each 
of the primary emotions to facilitate or 
inhibit each of the others. Man, in his 
dealings with nature, has created no new 
force; he has merely opposed one natural 
force to another, served as manipulator. 
And this is all you can do in managing 
human nature. Your kingdom of heaven 
is within you, potentially, waiting to be 
realized through your own sel fassertion. 

On paper, chart the fourteen primary 
tendencies in a circle. Suppose you have 
discovered that you are too irritable, show 
too much anger. Fear will help you re- 
duce it by picturing results that may en- 
sue, loss of friends and popularity, or 
ridicule by your pupils out of school. Dis- 
gust will picture how you have ruined 
happy occasions by your pique and ran- 
cor. Tender emotion will forbid your 
making any one suffer from the slings 
and arrows of your temper. And so on 
round the circle until amusement enables 
you to win a complete victory by practise 
in laughing at your own teapot tempests. 

In a similar way, if any of these quali- 
ties is weak, you have thirteen resources 
which can be concentrated on making It 
stronger. 

Finally, practise the trait under actual 
living conditions, taking the easy case 
first. The same laws of learning pre 
vail here as in intellectual achievement. 


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Progress of Safety Education 


E. Georce Payne 


Assistant Dean, School of Education, New York University, New York City 


11s Now more than a decade 

since 1 worked out experi- 

mentally in St. Louis the 
jan of education in accident pre- 
iention which has been followed 
throughout the country and rep- 
esents the plan substantially in 
eration more or less effectively 
It is there- 
ore worthwhile to take stock to 
ve where any substantial prog- 
ss has been made and to see 
whether the educator may make 


Railroad 





To 


the loss of life and misery grow- general. 





Automobile 
Street car 


Drowning 
All others 


TABLE I 


public enterprise and used care- 





St. Louis: Accidental Deaths: Children of School Age 





1917 | 1918 | 1919 | 1920 


4 months, 
1922 


1921 





15 
6 


wmnwUe Nes 


> 
- 


w 
a 


Le ree 50 } 


This table shows a rapid decline in accidents to children of elementary 
school age in spite of the rather stationary condition of accidents in 








the growing complexity of 
Table I shows the results 


Space does not permit a detailed dis- 


% «sion of the experiments and the prac- 


tical outcomes of the work that have 


% ben accomplished since this first experi- 
nent. It should however be noted that 


me of the yearbooks of the National 


WNciety for the Study of Education has 
Hien devoted to a study of education in 


acident prevention, several universities 


Jad colleges have provided courses for 


tachers, emphasizing accident prevention 


}san objective of education, and edu- 
}utors have generally come to regard 
«ident prevention as a problem of the 
stools. These noteworthy achievements 
He worthy of detailing, but our prob- 
min this article is to outline one of the 
)} wst successful recent attempts to co- 
W dinate the efforts of a community in a 


pint program of the schools and other 


 “encies in the reduction of accidents. 


We should note the fact that experi- 
‘ice in these years has led to a very defi- 
ute conclusion—namely, that accidents 


ayy be reduced and ultimately practi- 


ally eliminated, provided the problem 
t reduction be attacked by the com- 
tunity as a whole, and the schools take 
litit place as one of the agencies. As a 


») Mtter of fact this principle holds for 


"y education which seeks to make 
thangesin social patterns and in the habits 
and practises of the community, whether 
“e aim be to improve health practises, 
‘tzenship, or other conditions that are 
mmarily a matter of social behavior. 
We select Albany, New York, as the 


fully prepared copy for the news 
columns and made frequent edi- 
torial comment. ‘They found 
this a profitable policy, because 
the public was interested in the 
accidents and the progress of the 
program proposed and carried 
out for their reduction. Statisti- 
cal reports from the police de- 
partment were printed weekly in 
|| the newspapers and used by the 
| schools in the language, arithme- 
\| tic, and other classes. Wherever 
| people came together for any 





example, because it more nearly typifies 
the joint community action desired than 
any other American community. 

The program in Albany consisted of 
displaying street posters, of securing con- 
tinuous press publicity, of providing 
safety talks, motion pictures, and litera- 
ture for the general public, of encourag- 
ing activity of women’s clubs, of promot- 
ing safety on the municipal playgrounds, 
of organizing the motor drivers for train- 
ing in safe driving, and safety education 
in the public schools. We shall limit our 
discussion to the work of the schools, 
with a brief description of the activities 
of other agencies, to indicate the com- 
munity character of the enterprise. 

What was the accident situation in 
Albany preceding the development of the 
program? Albany, a city of 120,000 in- 
habitants, had the fatal accident record 
shown in Table III for the year 1925 
and the first six months of 1926, a period 
of eighteen months. 

The community program of accident 
prevention began with the display of 
street safety posters, posted citywide and 
at strategic points for the purposes of 
calling the attention of drivers and pe- 
destrians to street dangers and of empha- 
sizing carefulness on the streets. One 
hundred sixty posters were displayed at 
important street intersections, gas filling- 
stations, playgrounds, and entrances to 
public buildings. They were changed 
monthly to maintain the interest and at- 
tract the attention of the public. 

The press of the community accepted 
the effort of the citizens as an important 


[275] 


purposes, religious, political, com- 
mercial, or social, speakers em- 
phasized the importance of reducing acci- 
dents, literature was distributed, motion 
pictures exhibited, and other means used 
for emphasizing the seriousness of the 
accident situation and the need of co- 
operative effort in their reduction. 

Women’s organizations were particu- 
larly active and the following program 
was carried out by each group: 


1. A regular meeting devoted entirely to 
safety. 

2. Organization of a school committee to 
encourage teachers, by means of classroom 
Visitation, to promote the program of safety 
education in the public schools. 

3. Development enabling club 
members to reach the mothers of their com- 
munities and encourage them to instruct their 
children properly regarding safe practises 
and to give more careful supervision to their 
children’s play. 


of plans 


Since the most serious period of acci- 
dents to children was during the sum- 
mer months when the children were not 
in attendance at school, the director of 
playgrounds sought to provide adequate 
play space for all children and to develop 
a program of safety as a part of the ac- 
tivities. During the first summer of the 
work no children were accidentally killed 
and only one child of the total attendance 
of 250,000 days suffered an injury seri- 
ous enough to require medical atention. 

An attempt was made to enlist in the 
membership of a Safe Drivers’ Club 
every owner of a car and every member 
was asked to sign a pledge: 


1. To obey all Albany traffic regulations, 
2. To drive my car in a careful and pru- 


276 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


December, 1928 


<< $$ act 


TasBLe II 


dent manner, with special regard 
for children and pedestrians. 

3. Toobserve generally the Golden 
Rule in driving and to DRIVE SAFELY 
at all times. 

4. To do my utmost toward the 
elimination of trafhe accidents, to 
the end that the appalling sacrifice 
of life and limb, caused by careless- 
ness, may be stopped and Albany 
made the SAFEST CITY in the WORLD. 


activity to the schools in their $ 
effort to reduce accidents is ob- 

vious. The schools had the in- 
terest of the community in the 
task with which they were con- 
cerned. The children found their 
parents discussing the same problems with 
which they were concerned in schools. 
This made the school emphasis easy and 
the school work effective. 





So much has been published as to de- 
tails of method of safety education that 
we can omit a detailed statement here, 
and say that emphasis upon accidents and 
the means of their reduction was intro- 
duced into the various subjects wherever 
appropriate, and safety clubs were organ- 
ized in the schools. In this respect the 
program did not differ from that carried 
out in St. Louis, Detroit, Springfield, 
and many other cities. 

One feature of the school program 
deserves mention. One of the daily news- 
papers carried a school page in which not 
only compositions and other work of the 
children could be published, but which 
also provided data that could be used 
in the classes for emphasis upon acci- 
dents. The school page contained the 
following types of material: 

1. A weekly analysis of traffic accidents, 
giving the date, name and age of injured, 


. Home Accidents: 
. a. Asphyxiation 
The value of the community . on... 


Poisons 


3. Industrial Accidents 


I gia hide cn ate es pare nns.s 








. Public Accidents: 
i, en ID, ca wc ac eeca cannes 
b. Drowning 
c. Fires or Explosion eee, Se 
d. Railroad Accidents (Trespassing).. . | 
e. Other Public Accidents. . 


Total Public Accidents 


Total Home Accidents. .... -, 





location, type, and cause cf the accident, and 
nature of injuries incurred. 

2. A series of questions and answers rela- 
tive to public and home safety, one question 
being published in a box each week, with 
the answer to the preceding week’s question. 

3. A number of short illustrated talks on 
home and public accident hazards, with sug- 
gested means for overcoming them. 


4. Feature articles by civic, municipal, and 
educational authorities concerning outstand- 
ing developments and results of the demon- 
stration. 


5. Articles descriptive of safety activities, 
projects, and teaching devices in use in in- 
dividual schools. 


6. Original themes, rhymes, songs, letters, 
and other interesting safety material pre- 
pared by pupils as part of regular classroom 
work, 

7. Human interest stories of accidents to 
school children, illustrated by photographs. 

8. Miscellaneous items addressed to teach- 
ers concerning the national and local acci- 
dent situation and methods for presenting 
safety in the classroom. 


9. Suggestions for monthly letters to par- 
ents to be written by pupils as a lesson in 
English composition and penmanship, taken 
home and returned with parents’ signatures. 


Tasce Ill 





Accident Situation in Albany 


1. Public Accidents: 
a. Motor Vehicles 
b. Drowning 
c. Fires or Explosions : 
d. Railroad Accidents (Trespassing) 
e. Other Public Accidents 


Total Public Accidents 








. Home Accidents: 
a. Asphyxiation 
. Poisons... 
. Pee. . 
. Burns. 


. Other Home Accidents...........c.eeceeeees 


ORR) FAOUNG BOOUCIND ow anos oo oe ss 0 os ts 


10. Comic strips depicting hazard. 
ous child practises on the street or 
in the home. 


11. Photographs of individuals o, 
groups active in the school or City- 
wide safety Program, of safety pro. 
jects in English, drawing, drama- 
tics, Civics, etc., and reproductions 
of original material prepared by the 
children. 

The results of this demonstra. 
tion are noteworthy and show 
what has been demonstrated many 
times before—that accidents may 
be reduced and ultimately elimi. 
nated through cooperative effort 
in which the schools playamajor 
part. The accident record in Albany 
showed outstanding reductions, as shown 
in Table II, compared with the exper- 
ence of the corresponding months of the 
preceding year. 

The facts here presented speak for 
themselves. The question frequently arises, 
although less frequently than formerly, 
“What have the schools to do with acci- 
dent prevention ?”’ Accidents result from 
the conditions of modern life. The de- 
velopment of the modern machine which 
relieves man of the arduous toil of former 
generations has brought with it a toll in 
loss of life that is appalling. The increase 
in deaths from the automobile alone has 
averaged one thousand a year in every 
year of the twentieth century, and the in- 
crease goes on. This is easily understood. 
The social patterns are transmitted from 
generation to generation through family 
and community patterns. Whenever a 
rapid development takes place we find our 
practises out of date. The school is the 
only institution than can bring practises 
uptodate. This is the job of the teacher. 





——$—————— 


1925 Jan.-June, Inclusive, 1926 | 





Cc 
( 


Under) 


Children | Total 
(14 and 
Under) Ages) | 


ne | 


hildren 
14 and 


Adults 
(15 and 
Over) 














3. Industrial “Accidents. - 





























Grand Total. . 
































for 
rises, 
erly, 
acci- 
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e has 
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Schools That Are Prophecies 


Thomas A. Edison School for Boys 


R. WIseE 


vzz, BUzz!” went the fly against 
the window pane. The warm 
breeze of early spring rustled the 
mpers in the waste basket and fanned 
Jimmie’s hair against his moist forehead. 
The drone of the teacher’s voice grew 
winter as the boy’s attention wandered 
‘ar from the schoolroom to the interest- 
ing world outside. 

“Jimmie! James Henry! Sit up and 
my attention! This is the third time to- 
jay | have caught you idling away your 
ime. Now let’s consider the next prob- 
im. ‘If three men, working eight hours 
aday, can iy 

But Jimmie didn’t get the right an- 
wer. Neither did he meet with better 
qecess in the later lessons which followed 
during the warm afternoon. The har- 
ased teacher tried all her devices in 
vin. Explanations, drilling, scolding, sar- 
asm, ridicule, none of these seemed to 
pur the boy on to victory over his les- 
ons. At last he sat in sullen silence and 
refused to try further. So he was kept 
after school. 

The next day Jimmie was absent— 
“without cause.” Since this was not his 
frst truancy nor his second, the principal 
alled a meeting of his teachers to con- 
sider what was to be done. 

“He is impossible. He doesn’t try to 
larn. He just sits and looks out of the 
window. I never saw such a stupid child,” 
aid his arithmetic teacher. 

“He’s just plain dumb. And such ob- 
tinacy in the face of all the help I’ve 
tied to give him!”’ exclaimed another. 

“A sound thrashing would bring him 
tund,” volunteered a third. 















cramped for room and equipment. 






Which satisfies his hungers. 





actual menace. 







from other schools in the Cleveland system. 
boys will respond. 










misfit boys. 








Eee 


problem cases were transferred from the regular schools. 


He is largely a product of bad home and community environment. 


CLAYTON 


“IT don’t think we’re being quite fair 
to Jimmie,” said a quiet-voiced teacher. 
“He’s different from our other pupils. I 
have sometimes seen him when he was 
neither sullen nor stupid. Only we don’t 





OOD WORKING is a major activity at the 


school. The boys make tables, book- 
cases, chairs, and many articles of furniture. 





seem to reach him by the things we try to 
teach. Isn’t there some other school where 
different curriculum and teaching meth- 
ods are applied to boys like him ?” 

There was. The principal had recently 
visited a new school in the central part of 
the city where a thousand boys with rec- 
ords of former truancy were enroled and 


I shall expect to see a transformation in a large majority of the boys who attend it. 
I shall expect the truants to cease playing “‘hookey,”’ the troublesome boys to become cooperative, and the bored to regain their natural enthusiasms. 
Nothing less than this will solve the problem for Cleveland. 


The carrying out of these instructions has resulted in the present Thomas A. Edison School. It now occupies an attractive, 
modern, wellequipped building. With its enrolment of one thousand boys, it is probably the largest school of its kind in existence. 
Its excellent school spirit is evidence of what can be accomplished under right conditions with a special discard group of truant and | 





He is evidently not receiving the kind of instruction 
He is restless and rebellious, and keeps the attendance officers busy forcing him to stay in school. 

t. Uneducated, he is almost certain to be a burden to society, and in many cases an 
It is our duty to discover what kind of an education he is capable of receiving and to provide it. 

The kind of school I have in mind does not exist anywhere, so far as I know. It must be developed. 


It will be a unique institution offering a multitude of interesting activities of educational value to which these 


apparently happily and successfully doing 
their work. So arrangements were made 
for the boy’s transfer to that school. 

Jimmie heard the news with misgiv- 
ings. He knew little about the new school 
except that it was miles away, and that 
some boys were said to like it. But think- 
ing it could not be very much worse than 
what he had known, and realizing that 
by his truancy he was getting into serious 
trouble, he presented himself somewhat 
shamefacedly the next morning at the 
office and had an interview with the prin- 
cipal. 

This interview was not exactly what 
he had expected. He received neither 
scoldings nor lectures. He answered a 
number of questions concerning his broth- 
ers and sisters, what he liked to do best 
of anything, who was the best teacher he 
had ever had, whether he had ever earned 
any money, and what he did when he 
played truant from school. Then he re- 
ceived a few words of instruction and ad- 
vice. He was told that he must be in 
school at a certain hour each day, and that 
the necessary carfare for his daily jour- 
neys to and from home would be fur- 
nished him. He learned that the principal 
and teachers hoped he would like the 
school, and that they were ready to help 
him in all ways they could. And he was 
given a printed folder whereon were 
plainly stated the few simple rules and 
requirements of the school. 

He was surprised and pleased to find 
that his homeroom teacher was a man, a 
friendly, sympathetic person who smiled 
a welcome to him as he came to the room 
to be enroled. This teacher discovered 


| 


SCHOOL for truants which has a minimum of truancy, a disciplinary school whose aim is not punishment, a schoo! for misfit boys | 
A housed and equipped as well as any school in the city—this is the Thomas A. Edison School of Cleveland, Ohio. 

For more than twenty years the Board of Education had maintained a school to which boys who were truants or otherwise 
It was housed in an ancient building in very unlovely surroundings and | 
In 1921 the superintendent of schools called to Cleveland a new man to head up this work. To | 
this man he issued the following instructions: 

We have in Cleveland a type of boy who is not being properly educated in the existing schools. 


It will be widely different, in many respects, 











































































































































































































































































































































































278 


THe JouRNAL OF THE NATIONAL EpuCATION AssOcIATION 


December, 1928 


NN Ee 


another boy in the room whom Jimmie 
had formerly known and sent the two 
boys out for a tour of the building, in 
order that the newcomer might better 
understand the school. 

Jimmie thought he had never seen in 
school so many ways of using his hands. 
‘There seemed an endless array of shops— 
shops for woodwork, metal work, print- 
ing, and mechanical drawing, and art 
rooms where one could paint pictures or 
signs, or make models of things that were 
told about in the books. ‘There was even 
a cartooning room where one boy was 
making a funny picture of the principal. 
Farther on were rooms where smaller 
children were weaving baskets, wicker 
furniture, and rugs. He saw also a great 
gymnasium with apparatus for all kinds 
of exercise and games, with a swimming 
pool near at hand. A hundred boys were 
in action in this wing of the building. 
Then he visited the music rooms where 
boys were singing and playing various in- 
From there he went to the 
greenhouse nearby where boys were car- 
ing for flowers of all kinds, and learned 
of a garden plot up the street where 
they worked in the spring and fall. 


struments. 


He visited some classrooms where les- 
sons were being taught. But they seemed 
different from the recitations he had 
known. The children were mostly work- 
ing in groups on different things. The 
teacher moved from group to group, oc- 
casionally calling them all together for a 
short discussion of a topic of common in- 
terest, and then releasing them again into 
groups to continue their study. ‘The chil- 
dren seemed to talk a great deal more 
than the teacher, and Jimmie wished he 
might be in that class and talk, too. 

When his visit was over, he went back 
to his and found himself 
caught up in a stream of activity and dis- 
cussion so engrossing that he was sur- 
prised the day was over so soon. 

Succeeding days were much like the 
first. The lessons seemed worth doing. 
‘The teachers had a way of connecting up 


own group 


the work of classroom and shop so that 
the whole day’s activity was like the 
carrying on of one big task, and the re- 
turning tomorrow to complete it a very 
important thing. 

What Jimmie did not know was that 
the work was carefully planned around 
his interests and graded to his abilities by 
teachers who knew the value of such pro- 
cedure. Because of this individual con- 
sideration he seldom failed in what he 
undertook, and daily attacked new tasks 
with increasing confidence. He received 
much praise and but little censure. 


Occasionally he saw other boys relapse 
into their earlier truant habits, but usu- 
ally they returned after a few days. Jim- 
mie tried it once himself, and promptly 
lost for his class their weekly privilege of 
an hour in the swimming pool, by reduc- 
ing their attendance percent below the re- 
quired level. 

For this, he received dark looks from 
his mates, and two of them waited for 
him after school with definite threats to 
“punch the stuffin’ out of him”’ if he did 
it again. 

He never did it again. It was really 
more interesting to go to school than not. 
He was in an atmosphere of cooperative 
enterprise where success was the normal, 
expected outcome, and failure rare and 
easily avoided. ‘The work was not easy, 
in the sense that it required little effort. 
In fact he had never worked harder in 
his life; but with interest, success, and 
satisfaction attending each task, he did 
not find the labor irksome. Even the long 
morning and afternoon journeys on the 
street car he learned to utilize by reading 
or working at some unfinished lesson. 

He found among his thousand school- 
mates a few whose attitudes and habits 
made them undesirable associates. But 
with them he had little in common, and 
he soon made friends among boys much 
like himself. 

When the new semester came, he re- 
quested and was granted certain changes 
in his program that would provide him 
with more work in the subjects which 
he specially desired. By this time he had 
discovered in himself certain vocational 
inclinations, and his teachers were glad 
to direct his activities into these channels, 





RT* AND history vitalize each other at 
Thomas Edison. This castle is one unit 


of an art study that had historical subjects 
for its basis. 


releasing him from subjects of lesser ap- 
peal as soon as he had met certain te. 
quired standards of proficiency. His plans 
for the future became more definite and 
he looked forward with increasing conf. 
dence to the years ahead. 


% * ¥ * * ei % 


The story of Jimmie is representative 
of those of other pupils in the Thomas 
A. Edison School. This institution rep- 
resents an experiment in educating a g- 
lected group of misfits—namely 1000 
boys of the truant and problem type, 
They have been selected from a much 
larger list reported by school Principals 
and by the juvenile court, and so con- 
stitute a special group taken from other 
schools where their behavior has been con- 
sidered detrimental to the welfare of the 
student body. 

They range in age from six to eighteen, 
in 1Q from fifty-eight to 138, and in 
grade from first to eleventh. The ma- 
jority are dull normals whose mental pro- 
cesses seem to function best when accom- 
panied by motor activity. A considerable 
percent come from foreign homes and 
have found their lack of English vocabu- 
lary a handicap in school. 

The school policy has been summa- 
rized in the following statements: 

1. It is impossible to educate an unhappy 
child. 


2. It is better for a child to attend school 
because he chooses than because he must. 

3. Success should be the normal, usual, ex- 
pected thing in all school life. 

4. Failure is of value to a child only as it 
points out his mistakes and leads him on to 
the discovery of ways to future success. 

5. Thomas A. Edison School is not a place 
of punishment for past offenses. It is a place 
where boys who have failed may learn to 
succeed. It is a place where boys who have 
lost faith in their ability to succeed may re- 
gain that faith. 

6. It is a place where unworthy habits, at- 
titudes, and ideals are to be replaced with 
better ones. 

7. It is a place where boys who have pre- 
viously come to regard school as a burden 
may learn to regard it as a source of satis- 
faction. 


The curriculum has been designed pri- 
marily to meet the needs of the motor- 
minded child—the one who thinks with 
his fingers. One class when studying pio 
neer history, made in the art room 4 
model of an early frontier settlement. A 
correlation project involving classes 1 
history, English, music, woodwork, metal, 
and art, produced a miniature stage set- 
ting of Aida. Classes in geography, 
science, and applied art developed a series 
of models dealing with the iron and steel 
industry of Cleveland. In all cases It has 
been evident that the pupils found such 








sc 
w 


bi 
ar 
Sp 
Sp 


ma- 


Vol. 17, No.9 


— 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


279 





work interesting, and that they learned 
more from this approach than from con- 
yentional textbook instruction. 

Since it is the avowed policy of the 
school to furnish each boy with tasks 
which he can perform with interest, suc- 
cess, and satisfaction, the problem of dis- 
cipline is not a serious one. When a boy 
js engaged in work which seems worth- 
while and which is not discouraging be- 
cause of too great difficulty, he has little 
desire to misbehave. Visitors are im- 
pressed with the orderly behavior and the 
cheerful, cooperative spirit in evidence 
throughout the building. 

There is comparatively little truancy, 
except among the newcomers who have 
not yet become adjusted to the school. It 
is the usual thing for a boy whose attend- 
ance has averaged sixty percent in another 
building to raise it promptly to ninety 
percent or above. The semester average 
from September, 1927, to February, 
1928, was ninety-three and three tenths 
percent. 

The question “What do you do to 
bring this about?” is often asked. The 
answer is that usually little or nothing 
specific is done. “The new boy catches the 
spirit of the school, adjusts himself com- 


HYSICAL EDUCATION is a popular subject at Thomas Edison. The health and interest of the boys is held by 
every facility for exercise and play. This picture caught the boys as they were building a pyramid. 


fortably in his work, and attends because 
he chooses. 

So general has been this improvement 
that it is now the policy of the city Child 
Guidance Clinic to defer all study and 
treatment of problem cases referred to 
them if the child is newly transferred to 
Edison School, because of the probability 
that the troublesome behavior will soon 
be discontinued. 

The assembling of a faculty of superior 
teachers has been a constant aim. Four 
necessary qualifications have been kept in 
mind in their selection: 

1. They must be above the average in 
training, experience, and personality. 

2. They must have a genuine liking for 
children, and must be free from resentful, 


personal attitudes in meeting difficult situa- 
tions. 


3. They must dominate, but not domineer, 
in their control of the boys. 

4. They must have an understanding of, 
and a sympathetic, responsive attitude toward 
the newer movements in education. 


The problem of guidance is of great 
importance in a school of this kind. In 
the largest sense, the entire administra- 
tion of the school is a guidance program. 
When a boy who has disliked school 
learns to appreciate it; when he has re- 








placed habits of truancy with regular at- 
tendance; when he has become more re- 
liable and carries his responsibilities more 
creditably ; then he is being guided. Ap- 
plying the theory of concomitant learn- 
ing, the boys’ emotional attitude toward 
his school life is a matter of major con- 
cern to those in charge. 

Specifically, the school undertakes to 
make a thoroughgoing study of the boy 
and to provide him with a wide range of 
wholesome experiences, thus helping him 
to discover his lines of greatest interest 
and ability. It endeavors to qualify him 
for a juvenile job, and to stir his ambition 
for something better. It seeks to develop 
proper recreational interest and habit for 
his leisure hours. 

The school is in a position to undertake 
many promising experiments. With its 
population of 1000 pupils, its varied and 
flexible curriculums, and itsfreedom from 
the restraints of tradition, it will be pos- 
sible to try out many of the newer 
ideas of discipline, moral training, ability 
groupings, individual instruction, curri- 
culums for the socalled “Z”’ pupil, etc., 
the results of which should have value for 
other types of schools. 


supplying them with 


| 
| 
| 











A Movement to Vitalize Commencements 


OULD WE give but one gift to every 
( youth it would be the torch of in- 
spiration—the ambition to dream 
and to do and to de according to his tal- 
ents. This is the gift eternal. ‘The worth 
of a school and the strength of a teacher 
are measured more by the passing on of 
this torch than by mastery of the petty 
accuracies and technics. Inspiration is the 
soul of great teaching. Real teachers are 
always alert to discover and quicken the 
interests of the child. The commence- 
ment season affords an unusual opportu- 
nity to bring inspiration to a point of 
high effectiveness. By careful planning it 
can have for the graduate and for the 
community the inspiring force of a great 
revival. To make commencements even 
more significant than they are a move- 
ment is underway to give sustained study 
to problems connected with their vitaliza- 
tion. 

First, let us build into our commence- 
ment scheme a sequence of central truths 
so that as the youth passes up the educa- 
tional ladder trom elementary to junior 
high to senior high to college and to pro- 
fessional school, his ideals will be en- 
riched according to the best experience of 
the entire profession. 

Second, let us weave into the com- 
mencements of vocational and _ profes- 
sional schools a fuller appreciation of the 
part which the various occupations play 
in our common life and of the obligation 
that workers in them have to improve 
their service to society. Every special 
service exists not for the specialist but for 
the common good of all. Let our com- 
mencements emphasize the obligation of 
teachers to address themselves to develop- 
ing better schools, doctors to better public 
health, lawyers to wiser laws and court 
procedures, ministers to a more realistic 
church, engineers to a fuller conquest of 
nature, architects to finer homes—each 
workman making his service as nearly 
perfect as possible. 

Third, \et us emphasize each year one 
of the cardinal objectives of education 
and life. This need not mean neglect of 
the other objectives, but merely larger 
emphasis on the one chosen for each year 
as Benjamin Franklin sought to reach 
higher perfection in his virtues by select- 
ing one for special emphasis each week. 
For 1929 commencements, let us empha- 
size health and safety; 1930, worthy home 
membership; 1931, mastery of the tools, 
technics, and spirit of learning; 1932, 


faithful citizenship ; 1933, vocational and 
economic effectiveness ; 1934, wise use of 
leisure ; 1935, ethical character. 

As a means of realizing this program 
the following suggestions may prove help- 
ful: 

1. Let all teachers join in an effort to 
magnify the commencement season and to 


A Commencement 
Pledge 


— Aco, in Athens, a famous city 
of Greece, boys when they 
reached the age of eighteen were 
taught a pledge. They said it each 
day, believed in it and tried to live 
by it. Fathers taught it to their sons, 
who, when they grew up, gave it in 
turn to their own boys. Each helped 
to make the pledge true until Athens 
became “Athens the Beautiful.” 


THE PLEDGE—We will never 
bring disgrace to this our city by any 
act of dishonesty or cowardice, nor 
ever desert our comrades; we will 
fight for the ideals and sacred things 
of the city both alone and with many; 
we will revere and obey the city laws 
and do our best to incite a like re- 
spect and reverence in others; we will 
strive unceasingly to quicken the pub- 
lic’s sense of civic duty, that thus in 
all these ways we may transmit this 
city, greater, better, and more beauti- 
ful than it was transmitted to us. 

If the young’ men of Greece thus 
pledged themselves to uphold their 
city, should the young men and 
women of America do less? 








make it the means of vitalizing the work 
of the graduating class throughout the 
year preceding. 

2. Let every graduate work on some 
project which shows the application of in- 
telligence to an immediate problem with- 
in his experience. : 

3. Start every child on the way to an 
appreciation of our American democracy 
and life as it is revealed in the biographies 
of men like Washington, Franklin, Lin- 
coln, and Edison. 

4. Lead each child to begin working 
out a simple philosophy of life based 
largely on observations which he can be 
led to make for himself. He will thus 
grow naturally from the mere good man- 
ners of childhood to the wisdom of later 
years. 

5. Let the ideal of education as a life- 
long enterprise be consistently empha- 
sized. Everett Dean Martin’s The 
Meaning of a Liberal Education suggests 
the goal that should be interpreted to all 
young people. 

6. Let each class develop a pledge 


[ 280 ] 


which its members will voluntarily take. 
This may be adapted to meet local needs 
from such pledges as the Athenian Oath. 
In the form used it should represent the 
choice of the class or of a special commit. 
tee appointed for the purpose. 

7. The emphasis on health as the spe- 
cial theme of the 1929 commencements 
should (a) lead each graduate to adopt 
a high standard of fitness for himself and 
to understand how to maintain that 
standard in terms of personal habits and 
medical and dental care; (b) include a 
special study by each graduating class of 
the time lost in its own school as a re- 
sult of ill health, the findings to be pre- 
sented as a part of a commencement pro- 
gram; (c) include special study of the 
lives of such great torchbearers for health 
as Pasteur, Walter Reed, and William 
Osler; (d) include awards of school let- 
ters to graduates who have maintained 
high standards of health and school co- 
operation; (e) include special considera- 
tion by classes in professional colleges of 
education, medicine, law, and engineering 
of the part each profession can take in 
the improvement of public health. 

8. If an address by an outside speaker 
is a part of the commencement activities, 
acquaint him with your plans to make the 
commencement more vital, and ask his co- 
operation in your effort to make points of 
contact between commencement and the 
life of each pupil and the homes and en- 
terprises of the community. 

9. The practise of using books as com- 
mencement gifts is widespread. Encour- 
age this practise and cooperate with par- 
ents to find for each graduate the books 
that will mean most in his growth. Li- 
brarians will be glad to help by furnish- 
ing lists and displaying special collections 
of books suitable for commencement gifts. 

10. That the effort may be coordinated 
in each school system let a committee of 
teachers and principals be appointed to 
work out suggestions and plans for all 
schools in the city or county. Plans should 
be made as early in the year as possible 
for the best results. 

If we really believe that the destiny of 
the race is in education let us interpret 
that belief to children and parents and 
citizens in terms so concrete and convince 
ing as to be inescapable. For such an m- 
terpretation, the revival of interest and 
spirit that goes with the commencement 
season is a fertile soil. Shall we not cul- 
tivate it more intensively?—J. E. M. 


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HE GRAND Rapmns school for crip- 

pled children is the second one of its 

type to be established in Michigan. 
The building is the Mission type of archi- 
) tecture and is surrounded by a large weli- 
) shaded playground. In it are housed over 
jour hundred elementary and seventy-five 
crippled children, the latter occupying 
Dthe lower floor of one wing. The crip- 
Bled children are brought from their 
homes in buses owned by the Board of 
Education. 

The school staff comprises a principal 
} who supervises the elementary as well as 
}the orthopedic department, three class- 
} oom teachers, two physiotherapists, and 
De occupational therapist. The grade 
ange is from beginning first through 
) the eighth, and the regular curriculum of 
Die city schools is followed. 

Grand Rapids has always required 
tachers of special classes to train for the 
D yecial type of work which they desire 
teach. When, five years ago, the sub- 
ict of training for the teaching of crip- 
) ped children came up a new problem pre- 
J snted itself, for there was no college in 
Sth country which offered courses for 
Stht type of teaching. It was finally de- 
Hided that the principal and_ teachers 
Sould visit the schools for crippled chil- 

len in Chicago, Detroit, Cleveland, and 
Wlcledo. An arrangement was made with 

the Orthopedic Clinic at Blodgett Me- 

Htorial Hospital whereby a course of 



















Jasna 


Hiwenty lectures was given by members 
@iithe staff and the physiotherapist at the 
Mxhool. These lectures explained the na- 











A 


An Orthopedic School 


Mepa Bacon 


ture of, and remedial treatment for, the 
various handicaps which cause children 
to become crippled. On one Saturday 
morning of each month of that first year 
the orthopedic school staff attended the 





| gee CLASSROOM is equipped with a mov- 
able, adjustable, combination seat and 
desk. They may be provided with patented 
leg rests, when necessary, which serve to sup- 
port legs wearing casts and also permit the 
pupil who wears braces to gain some relief 
from cramped muscles by raising the legs. 





Orthopedic Clinic where the surgeon-in- 
charge explained the nature of the crip- 
pled condition of patients, the majority 
of whom were pupils at the school, and 
advised as to treatment. At the present 
time the Michigan State Teachers Col- 
lege at Ypsilanti is offering a year’s train- 


GAME of ball on the playground. Crippled children play as spontaneously and as joyously as do physically normal children. 
Portion of the large playground where ball and other outdoor games are enjoyed has been assigned to the older pupils. 


[281] 


Schools That Are Prophecies 


ing to those who desire to fit themselves 
as teachers of crippled children. 

Rest periods are provided in a cool, 
darkened, wellventilated room equipped 
with cots and blankets. The first and 
second grade children rest one hour and 
the third and fourth grades one half hour 
each day. Rest periods are supervised by 
the teacher. At first the teacher sat in 
the room on guard but this did not pro- 
duce the results desired. Some nerve- 
wracked little bodies could not relax 
while there was a feeling of tension in the 
room. ‘Then, too, it was such fun to 
peek and see whether or not the teacher 
was looking ; or, better yet, give the pupil 
on the next cot a tap to find out if he also 
was awake. Then teachers tried lying 
down themselves and the result, after a 
little experimenting, was that the ma- 
jority of the children went to sleep. The 
older pupils rest only when periods are 
prescribed by the orthopedist. In addi- 
tion to the formal rest periods each class- 
room is furnished with one or more cots 
and pupils are urged to lie down when- 
ever they feel fatigued. 

Each pupil is measured twice a year 
and weighed once a month by the class- 
room teachers assisted by the school nurse. 
A record of each pupil’s weight is kept 
by the teacher. Many infantile paralysis 
and bone infection cases are persistently 
underweight, unless great care is exer- 
cised in regard to food and rest habits. 
Some pupils are not accustomed to eat- 
ing vegetables and the green leaf foods at 
home. Such pupils are almost invariably 








282 


undernourished and nervous as a conse- 
quence of bad food habits. One task of 
the teacher is to teach her pupils to eat 
the balanced lunch which is served at 
noon. Pupils who are of necessity seden- 
tary frequently become overweight and 
need to be cautioned about overeating the 
flesh-building foods. The school keeps in 
touch with the home, and matters per- 
taining to the welfare of pupils are taken 
up in conferences with parents. 

Grand Rapids has but one orthopedic 
surgeon. He is the surgeon-in-charge at 
the Orthopedic Clinic and is employed 
by the Board of Education to spend one 


hour per week at the school. ‘Teachers, 


physiotherapists, and the occupational 


therapist thus have the opportunity of 
referring to him such matters pertain- 
ing to the welfare of pupils as may be 
benefited by his 
therapists bring to his attention pupils 


advice. The physio- 
whose braces or shoes need changing. If 
he decides that such changes are neces- 
sary, these pupils are taken in a school 
bus to the Orthopedic Clinic where the 
measurements are taken. All 
dressings of active bone infection cases 
are made daily by one of the city visit- 
ing nurses who is present on the day 
and at the same time that the orthopedist 
makes his weekly inspection trip. Not 
only do the pupils have the advantages 
of the service offered by the Orthopedic 
Clinic, but Blodgett Memorial Hospital 
has thirteen other specialized clinics to 
which pupils are frequently 
mended. 

The treatment room is equipped with 
padded tables, a radio-vitant 
baker, a thermolite, flying rings, and stall 
bars. A full length triple mirror is used 
in corrective walking exercises, while a 


necessary 


recom- 


screens, 


victrola provides the rhythm necessary. 


N THE LEFT—A slice of orange disguises the taste of cod liver oil. 
is taught without difficulty to do so at school. At the right—physiotherapy treatment in the treatment room. 


THe JoURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


A Lovett board is provided for scoliosis 
cases. Early this year an ultraviolet ray 
lamp was installed. This is used in the 
treatment of bone disease, malnourish- 
ment, and rickets. Both physiotherapists 
took training at the University of Mich- 
igan Hospital last summer in order to 
learn how to operate and test the light. 

The occupational therapy room pro- 
vides a number of activities: cultural, 
prevocational, and therapeutic. Shop, 
home economics, and typewriting classes 
are instructed in this room. In addition 
a variety of materials, apparatus, and 
toys are employed to assist weakened 
and paralyzed muscles to regain some of 
their lost power by participation in ac- 
tive treatments. The majority of pupils 
so treated are spastic paralysis cases with 
whom improvement is necessarily very 
slow. Each pupil is taken individually 
at first in order that the occupational 
therapist may be able to give her un- 
divided attention to the procedure at- 
tempted. When some degree of concen- 
tration and manipulation has_ been 
reached pupils are taken in small groups. 
Weaving, sewing, braiding, lacing, cro- 
cheting, and the use of hammer and saw 
are some of the activities employed. 

Two of the classrooms open out upon 
a long brick terrace upon which the 
younger children play during their inter- 
missions. They readily dramatize their 
experiences. Playing hospital seems to 
give them a great deal of pleasure. The 
most interesting character dramatized is 
that of the orthopedist whom they all 
admire. 

The crippled child who enters school 
for the first time is invariably unac- 
customed to perform the simplest tasks 
for himself. These he is encouraged and 
expected to do at the school even to the 


Frequently a pupil who refuses to take cod liver oil at 


December, 1928 


es, 


extent of putting forth considerable phys. 
ical effort so long as the result is bene. 
ficial. School dramatics and pupil clubs 
help the pupils to overcome the diffidence 
they naturally feel in appearing before 
others. They enjoy taking part in as. 
sembly programs in the gymnasium 
where all of the children of the build- 
ing are gathered together. 

The school also attempts to provide 
activities by which the pupils may spend 
some of their leisure time. Those who 
are permanently confined to wheel chairs 
are taught various forms of handcraft 
by the occupational therapist. A love of 
reading is fostered and the use of the 
branch library is encouraged. Music 
provides another means of spending leis- 
ure time. It also gives these unfortu- 
nates an opportunity to compete with 
physically normal children. The develop- 
ment of good singing is stressed. Every 
pupil who is able is encouraged to play 
some sort of musical instrument in the 
school orchestra. The orthopedic chorus 
and the school orchestra are occasionally 
invited to appear before adults. Needless 
to say they thoroughly enjoy these events. 

One thing which strikes all those 
who work with these children is their 
readiness to assume responsibility and 
the spirit of helpfulness they show each 
other. For example, one big seventh 
grade boy, an osteomyelitis case, fre- 
quently goes to the primary room at noon 
to urge a little first grade boy, afflicted 
with the same infection, to hurry and 
finish lunch and come _ outofdoors. 
Another seventh grade boy, an infantile 
for four years, has constituted himself 
the caretaker of a helpless wheelchair 
case. Truancy is unknown with these 
pupils, indeed, teachers find it difficult to 
have them stay at home when they are ill. 











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Music Education as a Career 


Peter W. DyYyKEMA 


Professor of Music Education, Teachers College, Columbia University, New York City 


HIS article was prepared on the 
Black Diamond as it journeyed 
from Buffalo to New York late 
in April. The writer was returning 
from the first biennial meeting of the 
Music Supervisors’ National Conference 
held in Chicago. During the day he 
turned the pages of a volume which had 
just come from the press of Oliver Dit- 
son and Co., History of public school 
music in the United States. Professor 
Birge’s interesting presentation of the 
remarkable developments of public school 
music in its ninety years; the vivid im- 
pressions of the astonishing program just 
concluded in Chicago; and the varied 
climatic conditions which the Lehigh 
express passed through as it  stolidly 
dimbed mountains with their light cover- 
ing of snow, or sped through the lowlands 
in which spring was already appearing— 
all these mingled in the pieture of what 
has been the lot of the teacher of music in 
our schools, and what the future has in 
store. The Birge book portrays vividly 
the barren winter of the early beginnings 
of school music and moves on through 
the spring of promise. The convention is 
like the summer with abundant blossom 
and fruit. School music is apparently 
coming into its own and we are now able 
better than ever before to appraise its 
past and sketch its future. 
In the ninety years since Lowell Mason 
introduced school music in Boston we 
have progressed from a few minutes each 
day, devoted to singing simple rote songs 
and learning to read hymn tunes by note, 
toa program involving the folk songs and 
choruses drawn from the entire world, 
some in one, two, three, four, six, and 
tight parts; sight reading ability which 
ives every child the opportunity to pre- 
pare himself to sing in a good choir and 
which gives the favored child power to 
ing difficult a capella music at sight; 
Playing ability which, passing beyond: the 
Mano, enters into the field of band and 
ochestral instruments and from it pro- 
duces bands and orchestras which play 
Works that would do credit to profes- 
‘ional organizations; and finally an ac- 
(uaintance with music through listening 
to the player piano, phonograph, radio, 
and concerts specially prepared for school 
thildren which contain material that was 








unknown even to the welltrained adult 
listener of a generation ago. 

From that first school system of 1838 
in Boston, school music has spread so that 
now every progressive city and a large 
number of the small towns and isolated 
country schools include music as a regu- 


HE SINGING BOYS,” one of Franz Hals’ best 
known paintings, is loved by many be- 
cause it portrays the influence of music. 


lar part of their curriculum. The rapid 
growth of the past few years promises 
continued extension until no school sys- 
tem will be complete without its music 
period. From the days when one teacher 
presented all phases of the music instruc- 
tion, we have already come to the time 
when there are specialists in grade music, 
in junior high and senior high-school 
music, in vocal and instrumental lines, in 
glee club work, private voice study, brass, 
wood, wind, and percussion, even down 
to specialists in the single instrument. 
There are music appreciation specialists 
who do nothing but give trainingin listen 
ing. There are school psychologists who 
attend entirely to the study of testing and 
measuring music power in the children. 
The Music Supervisors’ Journal, which 
is sent free to all persons interested in 
school music, now has a mailing list of 
16,500. There is an increasing demand 
for music instruction and there are not 


A [ 283 ] 





yet enough wellprepared teachers to fill 
all the available positions. 
Training—The early training of school 
music teachers was evident in the school 
of experience and especially the singing 
school. The first summer school exclu- 
sively for school music training dates from 
1884. In 1889 one of the music publish- 
ing companies started a summer school to 
train students to teach its publications. 
From this course, lasting at the most but 
three weeks, there gradually developed 
the full year course at a special music 
school, then the two year course in con- 
nection and normal 
schools, until now we have reports from 
something over 175 institutions in the 
country which are giving some training 
in school music with a number of them 
offering four years of work leading to a 
bachelor’s degree, at least twenty-two in- 


with universities 


‘ stitutions that offer graduate work lead- 


ing to a master’s degree with music edu- 
cation as a major, and one institution al- 
lows students to earn a doctor’s degree 
with this subject as a major. The ma- 
jority of the states now require a mini- 
mum of two years’ work of college grade 
for certification of a music supervisor. 
Practically all the normal schools make 
music a part of the training of their grade 
teachers. California and several other 
states require three years training of col- 
lege grade for a teacher of music in the 
junior high school, and four years for a 
teacher in the senior high school. 

The research council of the Music Su- 
pervisors’ National Conference has issued 
a bulletin entitled A standard course 
of training in music for grade teachers. 
This is suggestive of the fundamental 
training which is needed for all music 
teachers. The different colleges which have 
supervisors’ courses present a considerable 
variation in their curriculum for train- 
ing music supervisors, but in the main 
their requirements correspond to those 
which are set forth in the various specifi- 
cations for certification in different states. 
In general it may be said that the follow- 
ing groups of studies should make up the 
supervisor’s preparation: 

1. Ability to perform. Voice and piano 
are practically always required although 
occasionally some other instrument may 
be substituted for piano. It is much bet- 


284 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 





ter, however, if this instrument can be 
presented in addition to piano. More- 
over, lately there has been a strong tend- 
ency, on account of the rise of instru- 
mental instruction, to require that all 
supervisors should understand and be able 
t correct faulty handling of practically 
all of the instruments of the band and 
orchestra. 

2. General academic training. While 
some schools permit music courses to form 
three fourths of the total four years of 
college credits, and while in conservatories 
even this preparation is frequently ex- 
ceeded, the more common practise is to 
allow a half or a little more than half 
of the 120 semester hours to be earned 
in music. In the list of academic subjects 
English, history, and a little science al- 
ways appear, and some schools require at 
least a slight acquaintance with some 
modern foreign language. From twelve 
to fifteen hours of educational courses, 
such as psychology, tests and measure- 
ments, philosophy of education, and his- 
tory’ of education are expected of all su- 
pervisors. 

3. Courses about music, theory, ear 
training and dictation, keyboard harmony, 
history and appreciation of music, methods 
of teaching music, and practise teaching 


are also fundamental and appear in all 


courses. 

It is generally recognized, however, 
that with teachers of music the personal 
element is of proportionately greater im- 
portance than in the teaching of any other 
subject. The many demands for outside 
work, such as after-school rehearsals and 


The world’s a very happy place, 


participation in school entertainments and 
community events make heavy demands 
upon the physical endurance. No one 
who has not a robust constitution can 
work in school music except under serious 
handicap. Then there must be a pleasing 
manner because when any subject rests so 
largely upon interest and appreciaticn as 
music does, there must be a sense of co- 
operating upon an enjoyable project. 
Moreover the teacher should be neat and 
attractive in appearance both in dress and 
in physical features. Music is an ex- 
pression of beauty which is reinforced by 
the right surroundings including the 
teacher who fits into a picture of order- 
liness and beauty. These qualities com- 
bined will, with thorough musicianship, 
real scholarship, and constant endeavor to 
keep abreast of the many changes in these 
rapidly developing aspects of music edu- 
cation make success more probable if not 
absolutely certain. 

What are the financial rewards which 
a properly qualified supervisor of music 
may expect? In general it may be said 
that they at least parallel the supervisors 
in other special subjects, such as those in 
industrial arts. A recent study made 
by Mr. Fred Strickler for his doctor's 
degree discloses the following facts re- 
garding teachers of industrial arts. Less 
than one percent of them have their 
doctor’s degree; somewhat over three 
percent have their master’s degree ; about 
thirty percent have their bachelor’s de- 
gree; about thirty-one percent have di- 
plomas from institutions of higher learn- 
ing, and about thirty-six percent have had 
about a year of college work. The aver- 


December, 1928 


Ee 


age number of years of teaching experj- 
ence of the 480 teachers and supervisors 
who have studied was about nine and 
three fourths years. The average salary 
of teachers of industrial arts is $2169, 
of college teachers of industrial arts, 
$3179; and of supervisors of industrial 
arts $3293. Years of service and pro- 
fessional training are important determi- 
nants of salary. Frequently, moreover, 
the salary is increased by the teacher 
changing from one position to another, 
To these figures, which doubtless repre- 
sent a fair statement of corresponding 
positions in music, music teachers have 
unusual opportunities for making addi- 
tions. Church choirs constantly seek the 
services of the music supervisor either for 
organist, soloist, member of the quartet, 
or director of the choir. If these and the 
other demands which the community is 
sure to make do not consume all of his 
spare time and energy, the supervisor 
can easily find students who will be glad 
to have some private lessons, vocal or in- 
strumental. The financial income of many 
supervisors is probably superior to that 
of most of the other teachers on the staff 
when all of these extra opportunities are 
utilized. 

School music is developing rapidly in 
this country and there is an increasing 
demand for wellprepared teachers and 
supervisors. The education of the future 
will doubtless make much greater use of 
music than it does at present and con- 
sequently there will be need of better 
preparation, better musical ability, and 
better educational outlook. 





Where every child should dance and sing, 


And always have a smiling face, 


And never sulk for anything. 


The world is such a happy place 


That children, whether big or. small, 


Should always have a smiling face 


And never, never sulk at all. 


—Gabriel Setoun. 

















THE SEVEN CARDINAL OBJECTIVES OF EDUCATION 


Everyday Resolutions for All 


Health and Safety—Set your health standards high and 
improve your habits daily. Modern life demands reli- 
able strength and energy; a sound mind in a sound body. 









Worthy Home Membership—Magnify your home as the 
center of a life that is happy, useful, and unselfish. Home 
is the soil in which the spirit grows. Give your best. 





Mastery of the Tools, Technics, and Spirit of Learning— 
Know how to observe, to study, to think, to plan, to judge, 
and to act. The world is run by thinkers and doers. 





Vocational and Economic Effectiveness—Find your tal- 
ents and train them. Spend wisely less than you earn. 










Faithful Citizenship—Do something daily to make your 
school, your community, your state, your country, and 
your world happier, cleaner, quieter, more beautiful, 
better governed. Each for all and all for each. 





Wise Use of Leisure—Let your daily play be a source of 
joy and strength, a balance wheel for your work. Culti- 
vate growing things, fresh air, sunshine, and simplicity. 


Ethical Character—Search for the highest values and 


build your life according to the best patterns. Read often 
the lives of great men and women. Character is king. 


Use this page from the Journal of the National Education Association as a poster for your schoolroom 


America the Beautiful 


EMORY travels a long way back 
M to June 29, 1893, when I started 

out from Wellesley, my last col- 
lege reports in, household affairs set in 
order, and a breathless packing done, for 
the new summer school at Colorado 
Springs. Hitherto my furthest west 
had been Philadelphia and 1 found the 
journey a keen delight. My old Line-a- 
Day book has this for June 30: “The 
glory and the music of Niagara Falls.” 
The weekend was spent in Oak Park, 
near Chicago, at the home of my friend 
and Wellesley colleague, Katharine Co- 
man, historian and economist, also under 
engagement to lecture at the Colorado 
summer school. 

My friend took me to the great 
World’s Fair, whose White City made 
such strong appeal to patriotic feeling 
that it was in no small degree responsible 
for at least the last stanza of America 
the Beautiful. It evoked its own lyric 
which, because of its intimate connection 
with my subject, I may be pardoned for 
quoting here: 






Is there no ivy greener than the rest, 
No amaranth from shadowy isles Elysian, 
That we may lay upon thy snow-heaped 
breast, 
Year of the Vision? 


For thou hast touched this people to a grace 
That half rebukes the solitary ditty. 
All men were poets for one brief, bright space 
In the White City. 


Beyond the circle of her glistening domes 
A bitter wind swept by to waste and 
wither. 
A cry went up from hunger-smitten homes 
But came not hither. 


So fair she stood, imparadised within 
Her own delight, as film of elfin labor, 
A moonshine fabric, far from stain and din 

Of her dark neighbor. 


And yet Chicago, from her troubled gloom, 
Young daughter of the young, undaunted 
nation, 
Breathed in this evanescent lily-bloom 
Heart-aspiration. 


For through all stress of the material strife, 
The greed, the clash, the coarse, unlovely 
fashion, 
America bears on to sweeter life 
And purer passion. 


Oh, sting our souls with this diviner need 
And, ere thou fadest, take our high decision 
To make thy radiant dream immortal deed, 
Year of the Vision. 


It was with this quickened and deep- 
ened sense of America that we went on, 


KATHARINE LEE BaTEs 


my New England eyes delighting in the 
wind-waved gold of the vast wheat-fields. 

But the sublimity of the Rockies smote 
my pencil with despair, and once ar- 
rived at Colorado Springs, there was 
little chance for verses. The faculty of 


America the Beautiful 
KATHARINE Lee BaTEs 
O BEAUTIFUL for spacious skies, 
For amber waves of grain, 
For purple mountain majesties 
Above the fruited plain! 
America! America! 
God shed His grace on thee 


And crown thy good with brotherhood 
From sea to shining sea! 


O beautiful for pilgrim feet, 
Whose stern, impassioned stress 
A thoroughfare for freedom beat 
Across the wilderness! 
America! America! 
God mend thine every flaw, 
Confirm thy soul in self-control, 
Thy liberty in law! 


O beautiful for heroes proved 
In liberating strife, 
Who more than self their country 
loved, 
And mercy more than life! 
America! America! 
May God thy gold refine 
Till all success be nobleness 
And every gain divine! 


O beautiful for patriot dream 
That sees beyond the years 

Thine alabaster cities gleam 
Undimmed by human tears! 

America! America! 

God shed His grace on thee 

And crown thy good with brotherhood 
From sea to shining sea! 








the summer school consisted mainly of 
professors from the east and when we 
were not actually lecturing we were be- 
set by the most generous and varied hos- 
pitalities. We were driven to Manitou, 
to the Garden of the Gods, to the grave 
of Helen Hunt Jackson, to canyons, 
lakes, glens, bluffs, and cascades innu- 
merable, all so marvelous that our stock 
of exclamations gave out. An enchanted 
summer! We loved it all, even when 
the road by a precipice caved in almost 
before we had passed, obliging us to 
spend a night at Cripple Creek, then in 
its first fierce development as a gold- 
mining center, with no baggage along 
but a volume of Browning. My Line-a- 


[286] 


Day book carries, under date of July 22: 
“Most glorious scenery I ever beheld.” 
And I had seen the Alps and the Pyre- 
nees. 

My memory of that supreme day of 
our Colorado sojourn is fairly distinct 
even across the stretch of thirty-five 
crowded years. It was before the advent 
of automobiles and the cog railway was 
not then in operation. | think we went 
by train to Cascade, where the carriage- 
road began, and there scrambled up into 
a belated prairie-schooner, its tail-board 
emblazoned with the traditional slogan, 
“Pike’s Peak or Bust.’’ Wondering at 
the brilliant spread of devil’s paint-brush 
and the grey reaches of giant mignonette, 
we came to the halfway house, where 
the horses were taken out and sturdy 
mules put in. We had all brought basket 
lunches, but our astronomer, Professor 
Todd of Amherst, warned us so solemnly 
of the danger we incurred in eating above 
the clouds that we meekly passed over 
our baskets to him. As a seasoned abider 
in the upper spaces, he proposed to re- 
main a week on the summit, where the 
observation station was more famous for 
its view than for its food. The mules 
tugged our cumbrous chariot up and up 
through a waste of dead white stems, a 
ghostly forest, until the awful abode of 
the ancient Manitou, the Peak that young 
Lieutenant Pike had seen but never trod, 
was attained. We were all eager to jump 
out, but again were warned by our men- 
tor that we must descend leisurely. 

An erect, decorous group, we stood at 
last on that Gate-of-Heaven summit, hal- 
lowed by the worship of perished races, 
and gazed in wordless rapture over the 
far expanse of mountain ranges and sea- 
like sweep of plain. It was then and 
there that the opening lines of America 
the Beautiful sprang into being. But our 
stay was brief—barely half an hour. 
Professor Todd himself fainted and we 
were all unceremoniously bundled into 
the big wagon. 

It is my impression that I wrote out the 
entire song on my return that evening to 
Colorado Springs. At all events, the four 
stanzas were penciled in the notebook 
that I brought back to Wellesley. The 
comment carried in my Line-a-Day boo 
on the poetic output of the summer under 
date of August 15 is: “Consider my 
verses. Disheartening.” 


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Square Baby: A Tale of Minneapolis 


BerTHA FERGUSON 


Visiting Teacher, Roosevelt High School, Minneapolis, Minnesota 


LIVER LEE was fat and fourteen. 
() Please remember both facts, but 
especially the first one, for fat 
st fourteen is even more embarrassing 
than fat after forty. Adipose tissue is 
the heavy villain of this story. Other 
facts which you will do well to note are 
that it was a crisp morning in October 
and that Oliver was unlawfully stand- 
ing in a filling station directly opposite 
his home when he should have been in 
ghool laboriously constructing sentences 
to illustrate four types of predicates. But 
the heck with predicates! He hated them 
ad everything and everyone therewith 
} connected. If only he could take auto- 
mechanics instead ! 

The following items also will interest 
anyone who has ever been in a tight place 
and hoped to get out without losing dig- 
tity. Oliver was trying to make the 

D luck steps of his home without being 
ven, a thing difficult to do because of 
© his one hundred sixty pounds, his old red 
) sweater, his ancient tennis shoes, loose 
blue jeans, his ruddy face, red hair, and 
> blue eyes. He was decidedly uneasy. He 
© lad “lammed school” four times already 
Hind felt it in his bones that reckoning 
\irw nigh. And the open street corner 
Has no place for a figure of such high 
S iisibility as his. 

He detoured a block or two and then 
ame down the alley to his home, and up 
We back steps with as much dash as his 

weight allowed. Stopping on the landing 

ta much needed breath, he shied an 

pty ginger ale bottle at a passing cat, 

ad surveyed the quiet neighboring back- 

ds with satisfaction. Taking the key 

"om its secret place under the doormat, 

entered the silent house, gloomier and 
S‘ufier than usual. 

Lunch was easy to get, but nothing to 
oer over—a loaf of white bread, a link 

thighly spiced sausage, washed down 
vith cold milk, and topped off with deli- 

pssen cookies and some mixed candy. 

‘sure had been a pippin of a morning. 
‘t the garage where he had passed the 
ime he had seen all kinds of automobile 
*rations—every thing from dirty spark 
“ to diseased transmissions. Best of 

“by wiping car windows he had earned 


“ough money for a show or two. Still 
’ 
* Wasn’t exactly happy. 


ae eee 


He cleared away the signs of his un- 
lawful midday presence, considered wash- 
ing his face but decided against it, and 
hurried down the back steps bound for 
the first show at the Empress. One sharp 
look around for enemies, educational or 
otherwise, and then a headlong charge 
down the avenue. This would be one 
grand day when he wouldn’t have to 
listen to the other kids calling him Fatty, 
Lard, or Square Baby in the shower 
room after gym class. His face grew hot 
as he remembered the humiliation of un- 
dressing for that shower bath and endur- 
ing the jokes about his fat. How dumb 
Dad was to force him into that special 
class! He’d never lose an ounce if he 
stayed in it ten years, for he was usually 
sitting it out on the side-lines as a pen- 
alty for getting out of step or out of 
order, or out of breath. But Dad’s word 
went. Well, he’d just not be there, that’s 
all. He should worry! But he really did 
worry and no slang about it either. 

Everything went according to sched- 
ule. At six-fifteen when Mr. Lee ar- 
rived, Oliver, whistling loudly, with an 
old apron tied around the waist of his 
one hundred sixty pounds, was setting 
the table in the kitchen, and keeping an 
eye on the potatoes that they did not 
boil dry. The heavy iron frying pan was 
heating on the back of the range for the 
steak or pork chops his father usually 
bought on his way home. 

As they sat down to supper, Mr. Lee 
said absentmindedly, “Well, 
school ?” 

“S’all right,” Oliver returned. 

Then impelled to dive off the deep 
end, he continued: “Had a swell speech 
in auditorium this morning. A guy told 
about a trip to the North Pole an’ how 
he lived off’n the ice as he went. Never 
et anything but fresh meat all the time 
he was away. Shot seals under the ice 
and killed piles of polar bears. Gee, it'd 
make a peach of a movie!” 

As his father made no close inquiries, 
Oliver breathed more freely and even 
began to enjoy the excitement of leading 
the conversation, now near the danger 
line and now away from it. At the right 
moment he asked if he might go to a 
show that evening. 

“All yer home work done?” 


’ 
son, how’s 


[ 287 ] 


“Yes, sir; had three study periods in 
school today,” lied Oliver plausibly, as 
he began piling the dishes into the sink. 

“Well, come right back after the first 
show, don’t hang out on the street cor- 
ner. Now mind! And rustle these dishes 
before you go. I’m goin’ to sweep up 
the front room and straighten out that 
junk in the woodshed.” 

As Oliver puffed up the front steps 
after the show that evening, light oozing 
out at the sides of the lowered shades in 
the front room failed to warn him. With 
his mind far away in filmland, he opened 
the sitting-room door and walked into 
an ambush. 

There sat the Home and the School. 
Two bulwarks of the nation. And they 
faced the sinning Oliver. Just a word 
about the second bulwark, Miss Slade. 
If this were the usual story, it would be 
necessary to describe the only woman in 
it—her hair, her eyes, their shifting vio- 
let lights, and so forth and so on. But 
as this is not the usual story, all that need 
be said about Miss Slade is that she was 
Oliver’s favorite teacher and that she was 
social-minded. She understood Oliver 
and his kind. Which is a very, very 
different thing from saying that she ex- 
cused and shielded Oliver and his kind. 

Oliver feebly returned Miss Slade’s 
pleasant greeting and started toward the 
kitchen. 

“Come in here, Oliver,” roared his 
father. “What did you lamm school for 
today? Where was you?” 

“Garage,” Oliver replied. 

“All day?” 

“a, oe. 

“Where was you, then?’ 
“Movie.” 


“Where else was you? Now don’t 
tell me any lies!” 
“TI ain’t tellin’ you lies!” retorted 


Oliver hotly. “I was, too, at the Falls 
Garage, ’n’ went to a show in the after- 
noon.” 

“Two shows in one day, eh? Pretty 
soft! Plannin’ to be a second Fatty Ar- 
buckle, I suppose? Well, me lad I'll 
have a little show all for you one o’ these 
fine days. It’ll cost ya nothin’ to get in, 
but something before yer out! Get me?” 
Oliver did not signify whether he 

t” his father or not, but stared hard 


LP 


288 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


December, 1928 


nn TA ARR 


ahead at the wall space between the bul- 
warks. As Mr. Lee stood menacingly be- 
fore the unyielding Oliver, it seemed to 
Miss Slade that he was trying to coerce 
some younger edition of himself—the 
same bright blue eyes; red, upright hair; 
the fresh colored face with its open ex- 
pression and stubborn jaw. 

“That’s about enough from you for 
one day. Go on up to bed! I'll settle 
with you in the morning,” directed Mr. 
Lee tersely. 

“That sure beats my time,” he said, 
as Oliver slowly ascended the stairs. 
‘Thought he was in school today; gave 
me a line about a man there this morn- 
ing tellin’ how to live at the North Pole. 
All lies, I suppose ?” 

“Not exactly; that was an address at 
the school last year, I think,” Miss Slade 
explained. 

“T’ll teach him to string me with his 
old stuff! Lammin’ school and tellin’ 
lies is about all he does this year! Seems 
like he’s gone plumb hay wire!” 

“What do you think is the reason he’s 
acting this way, Mr. Lee?” 

“There ain’t any reason. He’s just 
mean and ornery, that’s all. He knows 
what’s right as well as you or me, but 
he just won’t do it unless he’s forced.” 

Miss Slade had heard this explanation 
from other parents and sometimes from 
teachers. It recalled in some way the doc- 
trines of original sin and infant dam- 
nation. It was simple and always satis- 
factory to those unable or unwilling to 
cope with the complexities of human be- 
havior. 

Noting that her glance rested upon a 
framed photograph near her, Mr. Lee 
said in a softened tone: ‘“That’s Oliver’s 
mother. She died two years ago the last 
of this month. We've been gettin’ along 
the best we could since. Oliver had a 
splendid mother, Miss Slade. And a 
man never had a better wife than I had. 
Oliver was awful fond of his mother.” 

“You intend him to finish high school, 
Mr. Lee?” 

“High school and college both. 
bound and de-termined he’s to 
everything I missed. 


I’m 
have 
I want him to take 
all the frills, too—music, drawin’, speak- 
in’ pieces, everything that'll give him a 
polish. He ain’t goin to do the dirty 
work of this world for small pay like I’ve 
had to. And I’m goin’ to get that extra 
fat off him, if I’ve got to take a jack 
plane to him. 

“I saw the principal myself and got 
him into a special gym class with lots of 
exercisin’ and cold showers after. And 
what’s me thanks? Lies and lammin’ 


school! Sore’s a pup about the gym class, 
because he’s clumsy and the other kids 
call him Square Baby. Days he hides 
out is usually them gym days. I’m at 
me wit’s end, I'll tell the world!” 

“And of course you've talked this all 
over with Oliver?” Miss Slade asked. 

“No use. All he wants is to bum 
around a garage or hang out at the Falls 
or at some fool show. Crazy about cars. 
That last time him and Andy Cooper 
was out of school he hooked ten dollars 
outa me Sunday pants and they hopped 
a freight for Chicago; goin’ to work in 
a garage there. He was a sorry lad be- 
fore I was through with him that time!” 

“He’s a sorry lad very often,” Miss 
Slade said gently. 

The father looked at her inquiringly, 
uneasily. 

“What has he to be sorry about? He’s 
got it darned good compared with me at 
his age!” 

“He’s sorry about this lonesome house 
and the good mother he lost, Mr. Lee; 
sorry, in his own way at not being able 
to please you; terribly sorry, I imagine, 
at being so stout, so badly dressed ee 

“O that kid don’t give a hang how 
he looks,” interrupted Mr. Lee; “he 
won't wash his neck without a row!” 

‘““There’s a time in everyone’s life when 
he hates to wash his neck,” Miss Slade 


defended. 


Then began in earnest a friendly bat- 


tle for the soul of Oliver Lee. The 
father armed with a parent’s love, a par- 
ent’s frustrated ambition, was a strong 
contender. Could a lad of that age, he 
demanded, have any idea as to what was 
the best way for him to make a living? 
Most boys liked tinkering with cars, but 
was that any good reason why they 
should become mechanics? 

If he let him out of the gym class, 
wouldn’t it look like a reward for tru- 
ancy, and wouldn’t Oliver think he had 
him buffaloed entirely? If a boy did 
wrong and knew he did wrong, sho: ld 
he be let off easy? What about sparing 
the rod and spoiling the child? And 
wasn’t that what was wrong with all 
the youngsters today—too much of their 
own way? Fixing Miss Slade with his 
bright, blue eyes, he concluded: 

“I’m gonna force that kid to do what'll 
be best for him in the long run. He’s 
not gonna take any dinky, short-horn 
mechanics course in high school. He’s 
to get ready for college and be a doctor 
or lawyer with a nice office in one o’ 
them big buildin’s up town—lI’d make 
any sacrifice for that!” 

“T know you would, Mr. Lee, I know 


you would. But be careful! Oliver him. 
self may be the sacrifice. He has a strong 
will and knows his own mind. Don’t 
force him too far; he’s run away once 
and he’s lonesome in a way we grown-ups 
don’t understand.” 

A peculiar creaking of the floor above 
brought a slight lift to the father’s wor- 
ried face. It was a sound he seemed to 
recognize. 

“No use list’nin’ at that stove pipe!” 
he shouted up the stairs ; “you won’t hear 
no good of yerself! I told you to go to 
bed, didn’t I?” 

“Goin’ now!” came back from above 
as Oliver, red and hot, rose from his vigil 
at the stove pipe. Although he had caught 
but an occasional word, he was somehow 
vaguely comforted by Miss Slade’s pres- 
ence. She was rather a good egg, he re- 
flected, as he collapsed into bed and 
drifted off into dreams. 

The friendly battle below continued. 
From time to time the father rattled 
menacingly the rusty armor of an unen- 
lightened authority, but more often he 
was silent, deeply interested in the teach- 
er’s social tactics for capturing the Young 
Enemy above. As far as Mr. Lee could 
discover from her conversation, his boy 
was “lighting up” this way because he 
was lonesome, because he was too fleshy, 
because he was ragged, and because he 
had the wrong program at school. He 
had never thought of Oliver's bad be- 
havior as being caused by anything. 
Queer notions people had nowadays 
about managing youngsters. Himself, he 
believed that a good clump on the side 
of the head was what most of them 
needed. 

But it was a caution, too, the way that 
woman had everything planned out! 
Wouldn’t Mr. ‘Lee buy Oliver a new 
suit instead of that old red sweater out- 
fit? And perhaps he had best let him 
out of that gym class where he was 
called Square Baby and instead try some 
medical treatment for his overweight; It 
was often a matter of glands, she ex 
plained. And, she strongly advised that 
Oliver be given a one-term trial in the 
industrial course. The world needed in- 
dustrial workers as well as doctors and 
lawyers. She had plans for vacation, 
plans for partime work and plans for rec: 
reation for Oliver and even for his 
father. Although he did not admit 1 
Mr. Lee found it rather pleasant t0 hear 
anyone planning anything for him 
cept work and then more work. 

Rising to go, Miss Slade said: 

“Tf you think well of his dropping that 
gym class and changing from the college 





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Vol. 17, No. 9 





preparatory to the industrial course, tell 
him to come to school a bit early tomor- 
row morning, will you? And the sooner 
4 we get him out of that old red sweater, 
- @ the better for all of us.” 


Mr. Lee, although carefully noncom- 

4 mittal, shook hands cordially in parting 
Hand helped Miss Slade start her Ford, 
4 which had grown somewhat sulky during 
the interview. He seemed pondering 
something, however, and she delayed her 


‘ departure. Finally, he said: “I mind a 
. headline in an old copybook I had once, 

‘Be good and you will be happy.’ You 
" sem to work it the other way around— 


| tryin’ to make the kids happy first so’s 
ht | they'll be good after!” 


4 “Well, maybe there’s something in it, 
4 Mr. Lee. And we must always be sure 
" that our idea of good is not just a preju- 
i dice, a forcing of our own opinions. 
© Childhood should be happy, I am sure 
- of that at least. Suppose we try it out on 
‘ your boy and then talk it over again later 
“i in the year? Everything else has failed 
Boe 
va ’ As she drove past Minnehaha Falls, 
uu ® fashing in the moonlight, Miss Slade 


» smiled faintly, uncertain as to whether 
boy 1m . 
» she had won or lost. 


he § ye? 

hy § After his visitor had gone, Mr. Lee 
yy ° 

a | locked up his house, put the oatmeal to 
He © soak in the double boiler, and then went 


“ ® heavily upstairs. As he passed Oliver’s 
tom, he had a glimpse of a rosy face 


ol ) and a strand of bright hair sunk deep in 

’ he mo? pillow. As he looked at Oliver, he 

side > smothered an exclamation which might 

hen have been his favorite and rather fre- 
} quent bit of profanity. Then again it 

that might have been a favorite but decidedly 

out! || ifrequent term of endearment. 

new When Oliver woke the next morning, 

out: J there was a grand smell of coffee and 

him % the clatter of dishes from below. He 

was started up uneasily. Why had his father 

some not called him? He dressed hurriedly 

ht; it 7 and went hesitantly into the kitchen. 

ie eX Oatmeal in silence. First three slices 

| that of toast in silence. After a cup of swell 

in the toffee, his father’s voice : 

ed in- “That teacher wants me to give you 

rs and 

cation, 

or rec 

or his 

mit it, 

to heat 

im 

ing that 





college 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


another chance. Myself, I think ya need 
a whale of a thrashin’!” 

No words exactly suitable occurring 
to Oliver, he applied himself to nourish- 
ment. 


“Beginnin’ tomorrow, you stay after 





‘*l Never Had a Chance’”’ 


Horace C. CARLISLE 


If over a pine-knot fire at night, 
With charcoal on a spade, 
Young Abraham Lincoln learned to 
write 
And cipher, without aid, 
Then rose to the super-heights di- 
vine— 
Unhandicapped by “cant’s’’— 
What reason has youth today to whine: 
“[T never had a chance?” 





If Abraham Lincoln, through the aisles 
Of nature’s darkest nook, 
By night, walked his eighteen weary 
miles 
To borrow just a book, 
With naught but the stars of hope to 
shine 
Along his dark advance— 
What reason has youth today to whine: 
“T never had a chance?” 


If out on the wildest of frontiers 
Known but to nature’s heart 

Offspring of the simplest pioneers 
Young Lincoln got his start 

By learning in nature’s school divine 
To master circumstance— 

What reason has youth today to whine: 
“IT never had a chance?” 














school enough nights till you’ve made 
up every minute you've lammed. No 
bellyachin’ about it, either! Get me?” 

Oliver nodded and turned some water 
into the coffee pot, forcing it to give up 
an extra cupful of something. 

“When school’s out today, come to 
Smith and Brown’s Clothing Store for 
a new suit. ‘Take that old sweater out 
and burn it some dark night. If you 
make good all around this term—and 
by making’ good I mean yer to be in 
school every day and cut up no monkey 
shines of any sort—if ye make good, you 
kin try the industrial course the rest of 
this year. Get to school early this morn- 
in’; Miss Slade has somethin’ to say 
about that gym class.”’ 


289 





As Mr. Lee was leaving, he stopped 
in the doorway to remark: 

“If you wanta live in greasy overalls 
the rest of yer life and wedge yerself 
under the drip pans of all the tin lizzies 
in the country, it’s your funeral, not 
mine. But don’t forget I give you a 
chance for somethin’ better.”’ 

June 15, the last day of school marked 
on Oliver’s calendar by an enormous red 
hand, came at last. The tourist camp at 
Minnehaha Falls was filling up. Cars 
from every state in the Union flashed by 
the Lee home and three gorgeous vaca- 
tion months stretched ahead. 

There was but one session that last 
day of school and Oliver, home at noon 
looking around for a costume suited to 
the occasion, found the old red sweater 
on the back porch where it had flapped 
empty arms all winter. He put it on ex- 
pectantly before the long mirror in the 
kitchen, and sure enough, it was loose! 
Hooray! He had dropped some of that 
silly fat! He walked up and down as 
though modeling in a style show. Of 
course he was no sliver yet, but the way 
that sweater didn’t fit was a dream! 

Before leaving the house, he took out 
his precious report card and read once 
more his final averages. Oh, but they 
made sweet reading! Auto-mechanics, 
A; Mechanical drawing, A; Math., B; 
English, pass; History, pass; number 
days absent, 0; times tardy, 0; deport- 
ment, A. He piled his books in the mid- 
dle of the table with the sugar bowl on 
top and propped the report card against 
it so that Dad would be sure to see it 
if he came home early. 

The family Ford, protesting, was in- 
duced to back out of the garage and 
Oliver picked up Andy Cooper and a 
few other guys for a visit to the Falls 
and a good rattle along Minnehaha Park- 
way, festivities to close with a supper 
at the sandwich counter in the newly 
opened Falls pavilion. That is, supper 
for all but Oliver. 


Himself, he meant 


to be standing carelessly somewhere near 
the kitchen sink when Dad read that re- 
port card. 













School for American Children, Shanghai 





Tue 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. 5 

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. 


Harold A. Allan 


Business Manager 


Joy Elmer Morgan 
Editor 


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


The Spirit of Cincinnati 


IFTY YEARS ago Music Hall, one of 

the most ambitious centers of com- 

munity life and culture in America, 
was opened in Cincinnati. For fifty years 
the graduation exercises of Cincinnati 
high schools have been held there. 

During the second week in October 
these five decades of progress in Cincin- 
nati were celebrated in an industrial ex- 
hibition in Music Hall which has been 
greatly enlarged and improved through 
the years. The schools were asked to take 
part in this exhibition and in the brief 
period of two weeks brought together a 
living exposition that filled one of the 
great auditoriums and aroused the pride 
of Cincinnati citizens. 

Even the large hall could accommodate 
only a small part of the material found to 
be available. That finally selected showed 
the typical activities of the schools from 
kindergarten to college in a series of sev- 
enty booths. On entering the door one 
came face to face with a great banner 


An equal chance for every child with 
character and citizenship as the end 
of education. 





At every turn one came upon large 
charts which taken together summarized 
the modern philosophy of education. For 
example: 


The principles of education—To reveal 
truth and beauty; to develop intelligence and 
skill; to inculcate social and civic ideals; for 
a broader and richer personal life. 

For a liberal education—All who will may 
find an equal and varied opportunity based 
alike upon art and industry, books and things, 
work and study, combined; and where good 
health, the spirit of play, and joy in work 
well done shall abound. 

The kindergarten exhibit was a class- 
room with modern furniture, happy and 
eager children in charge of gifted teach- 
ers, going about their usual learning quite 
unconscious of the passersby. 

In another “classroom” with one side 
open on the aisle were childrenof primary 
grades going ahead with the usual school 
day—a convincing demonstration of the 
effectiveness of the activity program. 
Here they learned more or less inciden- 
tally the three Rs. Parents saw arith- 
metic taught with games or problems in 
storekeeping, where children made change 
and kept records. 

In the history booths one saw the story 
of our fascinating past made a living real- 
ity in wood, soap, and clay. ‘There was a 
beautiful model of the Parthenon built by 
boys. From plans made by themselves 
they had prepared the magnificent old 
Greek structure to an exact scale, thus 
bringing into correlation history, mathe- 
matics, drawing, and woodworking. This 
idea of correlation between the esthetic 
subjects and the practical arts is a strong 
feature of the Cincinnati school system. 

Among junior high-school activities 
were demonstrated industrial art courses, 
homemaking, cooking, health care, metal 
work, and school clubs. One junior high 
school has established a kindergarten to 
give training in child welfare. 

One could not go through the high- 
school exhibit without a new pride in 
American youth. Using equipment from 
the regular laboratories, young men and 
women explained experiments in chemis- 
try and physics, showed the workings of 
gas and water meters, and other everyday 
scientific facts of which the modern youth 
is master but which to the older genera- 
tion are largely mysteries. These young 
Americans know what they are talking 
about. They speak in simple, direct, ac- 
curate sentences that would do credit to 
any teacher. 

The school shops in Cincinnati make 
much of the furniture for the schools, the 
only requirement being that it shall be of 
a higher quality than commercial prod- 
ucts of the same kind. 

In the exhibit of the practical arts par- 
ents saw the connection between the work 
of the schools and the industry of the city. 
Boy sheet metal workers showed a trash 


December, 1928 


can so cleverly designed that it has been 
taken over by industry for manufacture 
on a commercial scale. In the wrought 
metal department were fancy lamps and 
beaten brass in many designs and pat- 
terns. At another booth boys were wiring 
a telephone switchboard—Cincinnati’s 
next generation of electricians. The auto- 
mobile department had a booth with mo 
tors running with parts cut away to show 
the mysteries of ignition. Boys learning 
tailoring were cutting and basting suits, 
The girls in the dressmaking department 
were proud of the new models in contrast 
to a graduation dress worn by a Cin- 
cinnati girl graduate fifty years ago. The 
school kitchens made many a housewife 
envious. The girls prepared food which 
was served to school officers according to 
the latest practise of home hospitality. 

A model dental clinic with fine equip- 
ment went ahead with its usual schedule 
cleaning the teeth of children. 

Fifty years ago at the Paris exhibition 
the Cincinnati schools were awarded a 
gold medal for an exhibition. It was 
largely a mass of figures. The 1928 ex- 
hibition was probably greater than the en- 
tire educational exhibition at Paris, It 
showed what a school can do on short 
notice when the administrative staff, the 
principals, the teachers, and the pupils co- 
operate to interpret the marvelous work- 
ings of modern schools. 


Bee 


© Underwood & Underwood 
AUL V. McNutt, dean of the Law School 
r of Indiana University, recently elected 
national commander of the American Legit 
for 1928-29. The American Legion has from 
the first been interested in schools as one ° 


its patriotic objectives. This year # i 
honored teaching by elevating a teacher 
its highest office. 





ee aan & ee Ue OlOlUre!lUumelUrell CU elCUe Ce: ee oe 





rwood 
School 
elected 
Legion 
as from 
one of 
it, has 
cher 10 





An Adventure in Personal Growth 


Suggesting a Plan for Professional Growth 


the bold and arduous project ot ar- 

riving at moral perfection. I wished 

to live without committing any fault at 
any time; I would conquer all that 
either natural inclination, custom, or 
company might lead me into. As I 
knew, or thought I knew, what was right 
or wrong, I did not see why I might not 
always do the one and avoid the other. 
But I soon found I had undertaken a 
task of more difficulty than I had imag- 
ined. While my care was employed in 
guarding against one fault, 1 was often 
surprised by another; habit took the ad- 
vantage of inattention; inclination was 
sometimes too strong for reason. I con- 
cluded, at length, that the mere specula- 
tive conviction that it was our interest to 
be completely virtuous, was not sufficient 
to prevent our slipping; and that the 
contrary habits must be broken, and good 
ones acquired and established, before we 
can have any dependence on a steady, 
uniform rectitude of conduct. For this 
purpose | therefore contrived the follow- 
ing method. 

In the various enumerations of the 
moral virtues I had met with in my read- 
ing, I found the catalog more or less 
numerous, as different writers included 
more or fewer ideas under the same 
name. Temperance, for example, was 
by some confined to eating and drinking, 
while by others it was extended to mean 
the moderating of every other pleasure, 
appetite, inclination, or passion, bodily 
or mental, even to our avarice and ambi- 
tion. I proposed to myself, for the sake 
of clearness, to use rather more names, 
with fewer ideas annexed to each, than 
afew names with more ideas; and I in- 
cluded under various names of virtues 
all that at that time occurred to me as 
Necessary or desirable, and annexed to 
each a short precept, which fully ex- 
Pressed the extent I gave to its meaning. 
These names of virtues, with their pre- 
cepts were: 


r WAS ABOUT this time I conceived 


1. Temperance—Eat not to dullness; drink 
hot to elevation. 

2. Silence—Speak not but what may bene- 
fit others or yourself; avoid trifling conver- 
sation. 

3. Order—Let all your things have their 


Places; let each part of your business have 
Its time, 





BENJAMIN FRANKLIN 


4. Resolution—Resolve to perform what 
you ought; perform without fail what you 
resolve. 

5. Frugality—Make no expense but to do 
good to others or yourself; i. ¢., waste 
nothing. 


Form of the Pages 


TEMPERANCE 
EAT NOT TO DULLNESS 
DRINK NOT TO ELEVATION 





> | Mi Tt.) WTP Ss. 





















































6. Industry—Lose no time; be always em- 
ployed in something useful; cut off all un- 
necessary actions. 

7. Sincerity—Use no hurtful deceit; think 
innocently and justly; and, if you speak, 
speak accordingly. 

8. Justice—Wrong none by doing injuries, 
or omitting the benefits that are your duty. 

9. Moderation—Avoid extremes; forbear 
resenting injuries so much as you think they 
deserve. 

10. Cleanliness—Tolerate no uncleanliness 
in body, clothes, or habitation. 

11. Tranquillity—Be not disturbed at 
trifles, or at accidents common or unavoid- 
able. 

12. Humility—Imitate Jesus and Socrates. 


My intention being to acquire the hab- 
itude of all these virtues, I judged it 
would be well not to distract my atten- 
tion by attempting the whole at once, but 
to fix it on one of them at a time; and, 
when I should be master of that, then 
proceed to another, and so on till I had 


[291 ] 


gone through them all; and, as the pre- 
vious acquisition of some might facili- 
tate the acquisition of certain others, I 
arranged them with that view, as they 
stand above. Temperance first, as it 
tends to procure that coolness and clear- 
ness of head, which is so necessary where 
constant vigilance was to be kept up, and 
guard maintained against the unremit- 
ting attraction of ancient habits, and the 
force of perpetual temptations. ‘This 
being acquired and established, Silence 
would be more easy ; and my desire being 
to gain knowledge at the same time that 
1 improved in virtue, and considering 
that in conversation it was obtained 
rather by the use of the ears than of the 
tongue, and therefore wishing to break a 
habit I was getting into of prattling, 
punning, and joking, which only made 
me aeceptable to trifling company, I gave 
Silence the second place. This and the 
next, Order, | expected would allow me 
more time for attending to my project 
and my studies. Resolution, once be- 
come habitual, would keep me firm in my 
endeavors to obtain all the subsequent 
virtues; Frugality and Industry freeing 
me from my remaining debt, and produc- 
ing affluence and independence, would 
make more easy the practice of Sincerity 
and Justice, etc., etc. Conceiving, then, 
that, agreeably to the advice of Pytha- 
goras in his Golden Verses, daily exam- 
ination would be necessary, I contrived 
the following method for conducting that 
examination. 

I made a little book, in which I al- 
lotted a page for each of the virtues. I 
ruled each page with red ink, so as to 
have seven columns, one for each day of 
the week, marking each column with a 
letter for the day. I crossed these col- 
umns with red lines, marking the begin- 
ning of each line with the first letter of 
one of the virtues, on which line, and in 
its proper column, I might mark, by a 
little black spot, every fault I found upon 
examination to have been committed re- 
specting that virtue upon that day. (See 
form on this page). 

I determined to give a week’s strict 
attention to each of the virtues succes- 
sively. Thus, in the first week, my great 
guard was to avoid every day the least 
offense against Temperance, leaving the 


292 


other virtues to their ordinary chance, 
only marking every evening the faults of 
the day. Thus, if in the first week I could 
keep my first line, marked T, clear of 
spots, I supposed the habit of that virtue 
so much strengthened, and its opposite 
weakened, that I might venture extend- 
ing my attention to include the next, and 
for the following week keep both lines 
clear of spots. Proceeding thus to the 
last, | could go through a course com- 
plete in three months, and four courses 
in a year. And like him who, having a 
garden to weed, does not attempt to 
eradicate all the bad herbs at once, which 
would exceed his reach and his strength, 
but works on one of the beds at a time, 
and, having accomplished the first, pro- 
ceeds to a second, so I should have, I 
hoped, the encouraging pleasure of see- 
ing on my pages the progress I made in 
virtue, by clearing successively my lines 
of their spots, till in the end, by a num- 
ber of courses, I should be happy in view- 
ing a clean book, after three months’ 
daily examination. 
This my little book had for its motto 
these lines from Addison’s Cato: 
Here will I hold. 
us 
(And that there is, all nature cries aloud 
Through all her works), He must delight in 
virtue; 
And that which He delights in must be 
happy. 


If there’s a power above 


Another from Cicero: 


O Philosophy, guide of life! O investi- 
gator and expeller of crimes! A single day, 
lived well and in accordance with your pre- 
cepts, is to be preferred to sinning immor- 
tality. 


Another from the Proverbs of Solo- 
mon, speaking of wisdom or virtue: 


Length of days is in her right hand, and in 
her left hand riches and honor. Her ways 
are ways of pleasantness, and all her paths 
are peace. 


And conceiving God to be the fountain 
of wisdom, I thought it right and neces- 
sary to solicit His assistance for obtain- 
ing it; to this end I formed the follow- 
ing little prayer, which was prefixed to 
my tables of examinations, for daily. use: 


O powerful Goodness! bountiful Father! 
merciful Guide! Increase in me that wis- 
dom which discovers my truest interest. 
Strengthen my resolutions to perform what 
that wisdom dictates. Accept my kind offices 
to thy other children as the only return in my 
power for thy continual favors to me. 


I used also sometimes a little prayer 
which I took from Thomson’s Poems, 
viz: 


THe JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


Father of light and life, thou Good Supreme! 

O teach me what is good; teach me Thyself! 

Save me from folly, vanity, and vice, 

From every low pursuit; and fill my soul 

With knowledge, conscious peace, and virtue 
pure; 

Sacred, substantial, neverfading bliss! 


The precept of Order requiring that 
every part of my business should have its 
allotted time, one page in my little book 
contained the following scheme of em- 








The Salutation of the 
Dawn 
From the Sanskrit 


ISTEN to the Exhortation of the 
Dawn! 

Look to this Day! 

For it is Life, the very Life of Life. 

In its brief course lie all the Verities 
and Realities of your existence; 

The Bliss of Growth, 

The Glory of Action, 

The Splendor of Beauty. 

For yesterday is but a Dream 

And tomorrow only a Vision. 

But today, well lived, makes 

Every yesterday a Dream of Hap- 
piness, 

And every tomorrow a Vision of Hope. 

Look well therefore, to this day. 

Such is the Salutation of the Dawn. 








ployment for the twenty-four hours of 
a natural day: 


The Morning 


Question. What 
good shall I do this 
day? 


Rise, wash, and ad- 
dress Powerful Good- 
ness! Contrive day’s 
business, and take 
the resolution of the 
day; prosecute the 
present study, and 
breakfast. 


Work 


Read, or overlook 
my accounts, and 
dine. 


Work 


Evening 
Question. What 
good have I done 
today? 


Put things in their 
places. Supper. 
Music or diversion. 
Examination of the 
day. 


Night Sleep 


I entered upon the execution of this 
plan for selfexamination, and continued 
it with occasional intermissions for some 
time. I was surprised to find myself so 
much fuller of faults than I had imag- 
ined; but I had the satisfaction of see- 
ing them diminish. 


December, 1928 


After a while 1 went through one 
course only in a year, and afterward only 
one in several years till at length | 
omitted them entirely, being employed 
in voyages and business abroad, with a 
multiplicity of affairs that interfered; 
but I always carried by little book with 
me. 

My scheme of OrpbeR gave me the 
most trouble; and I found that, though 
it might be practicable where a man’s 
business was such as to leave him the 
disposition of his time, that of a journey- 
man printer, for instance, it was not pos- 
sible to be exactly observed by a master 
who must mix with the world and often 
receive people of business at their own 
hours. Order, too, with regard to places 
for things, papers, etc., | found extremely 
dificult to acquire. I had not been 
early accustomed to it, and, having an 
exceeding good memory, | was not so 
sensible of the inconvenience attending 
want of method. This article, therefore 
cost me so much painful attention and 
my faults in it vexed me so much, and 
I made so little progress in amendment, 
and had such frequent relapses that I was 
almost ready to give up the attempt, and 
content myself with a faulty character in 
that respect, like the man who, in 
buying an ax of a smith, my neigh- 
bor, desired to have the whole of 
its surface as bright as the edge. 
The smith consented to grind it bright 
for him if he would turn the wheel; he 
turned while the smith pressed the broad 
face of the ax hard and heavily on the 
stone which made the turning of it very 
fatiguing. “The man came every now 
and then from the wheel to see how the 
work went on and at length would take 
his-ax as it was, without further grind- 
ing. “No,” said the smith, “turn on, 
turn on; we shall have it bright by and 
by; as yet, it is only speckled.” “Yes,” 
said the man, “but I think I like a 
speckled ax best.’ And I believe this 
may have been the case with many who, 
having, for want of some such means 4s 
I employed, found the difficulty of ob 
taining good and breaking bad habits in 
other points of vice and virtue, have 
given up the struggle, and concluded 
that “a speckled ax was best” ; for some 
thing, that pretended to be reason, was 
every now and then suggesting to me 
that such extreme nicety as I exacted of 
myself might be a kind of foppery ™ 
morals, which, if it were known, would 
make me ridiculous; that a perfect char- 
acter might be attended with the incom 
venience of being envied and hated; and 
that a benevolent man should allow 4 








ar- 


on- 
ind 
y a 





Vol. 17, No.9 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


293 





few faults in himself, to keep his friends 
in countenance. 

In truth, 1 found myself incorrigible 
with respect to Order; and now I am 
grown old and my memory bad, I feel 
very sensibly the want of it. But, on the 
whole, though I never arrived at the per- 
fection I had been so ambitious of ob- 
taining, but fell far short of it, yet I was, 
by the endeavor, a better and a happier 
man than I otherwise should have been 
if | had not attempted it; as those who 
aim at perfect writing by imitating the 
engraved copies, though they never reach 
the wished-for excellence of those copies, 
their hand is mended by the endeavor, 
and is tolerable while it continues fair 
and legible. 

It may be well my posterity should be 
informed that to this little artifice, with 
the blessing of God, their ancestor owed 
the constant felicity of his life, down to 
his seventy-ninth year, in which this is 
written. What reverses may attend the 
remainder is in the hands of Providence; 
but, if they arrive, the reflection on past 
happiness enjoyed ought to help his bear- 
ing them with more resignation. To 
Temperance he ascribes his long-con- 
tinued health, and what is still left to 
him of a good constitution; to Industry 
and Frugality, the early easiness of his 
circumstances and acquisition of his for- 
tune, with all that knowledge that en- 
abled him to be a useful citizen, and 
obtained for him some degree of reputa- 
tion among the learned; to Sincerity and 
Justice, the confidence of his country, 
and the honorable employs it conferred 
upon him; and to the joint influence of 
the whole mass of virtues, even in the 
imperfect state he was able to acquire 
them, all that evenness of temper, and 
that cheerfulness in conversation, which 
makes his company still sought for and 
agreeable even to his younger acquaint- 

ances. I hope, therefore, that some of 
my descendants may follow the example 
and reap the benefit. 

It will be remarked that, though my 
scheme was not wholly without religion, 
there was in it no mark of any of the 
distinguishing tenets of any particular 
sect. I had purposely avoided them ; for, 
being fully persuaded of the utility and 
excellence of my method, and that it 
might be serviceable to people in all re- 
ligions, and intending some time or other 
to publish it, I would not have any thing 
in it that should prejudice any one, of 
any sect, against it. I purposed writing 
a little comment on each virtue, in which 
I would have shown the advantages of 
Possessing it, and the mischiefs attending 





its opposite vice ; and I should have called 
my book The Art of Virtue, because it 
would have shown the means and man- 
ner of obtaining virtue, which would 
have distinguished it from the mere ex- 
hortation to be good, that does not in- 
struct and indicate the means, but is like 
the apostle’s man of verbal charity, who 
only, without showing to the naked and 
hungry how or where they might get 


—— FRANKLIN is one of the 
twelve heroic figures chosen by 
students from schools in more than 
thirty countries in the prize competi- 
tion of 1925-26. The following is the 
student’s essay on Franklin which won 
the prize in this competition: 
UNI0UE in character, winning in per- 
sonality, Benjamin Franklin has a place 
among world heroes because he has 
done so much for America and for 
humanity. In the scientific world his 
discoveries and inventions were numer- 
ous and of surpassing value. He 
founded the University of Pennsyl- 
vania, started public-library systems, 
and created the postoffice of America. 
The Declaration of Independence and 


the Constitution both have among their 
signatures the firmly written name, 


“Benjamin Franklin.” As a_peace- 
maker he is not equaled. Long he held 
off the peril of a great war between 
England and America. Long he battled 
for the friendship of the French, and, 
although he was getting old, he per- 
severed in the accomplishment of his 
objective. He had a large part in 
gaining liberty for his country. He has 
been called “the many-sided Frank- 
lin,” for he was a patriot, a statesman, 
a diplomat, an author, and a man of 
science. “Of sound sense no man ever 
had more.” His great aim was to do 
good. This aim he certainly accom- 
plished, for “his was a life of magni- 
ficent usefulness.” 











clothes or victuals exhorted them to be 
fed and clothed. 

But it so happened that my intention 
of writing and publishing this comment 
was never fulfilled. I did, indeed, from 
time to time, put down short hints of the 
sentiments, reasonings, etc., to be made 
use of in it, some of which I have still by 
me; but the necessary close attention to 
private business in the earlier part of my 
life, and public business since, have occa- 
sioned my postponing it; for, it being 
connected in my mind with a great and 
extensive project that required the whole 
man to execute, and which an unfore- 
seen succession of employs prevented my 
attending to, it has hitherto remained 
unfinished. 


In this piece it was my design to ex- 
plain and enforce this doctrine, that 
vicious actions are not hurtful because 
they are forbidden, but forbidden because 
they are hurtful, the nature of man alone 
considered ; that it was, therefore, every 
one’s interest to be virtuous who wished 
to be happy even in this world; and I 
should, from this circumstance (there 
being always in the world a number of 
rich merchants, nobility, states, and 
princes, who have need of honest instru- 
ments for the management of their af- 
fairs, and such being rare), have en- 
deavored to convince young persons that 
no qualities were so likely to make a poor 
man’s fortune as those of probity and 
integrity. 

My list of virtues did not at first con- 
tain all twelve ; but a Quaker friend hav- 
ing kindly informed me that I was gen- 
erally thought proud; that my pride 
showed itself frequently in conversation ; 
that I was not content with being in the 
right when discussing any point, but was 
overbearing, and rather insolent, of which 
he convinced me by mentioning several in- 
stances; I determined endeavoring to 
cure myself, if I could, of this vice or 
folly among the rest, and I added Hu- 
mility to my list, giving an extensive 
meaning to the word. 

I cannot boast of much success in ac- 
quiring the reality of this virtue, but I 
had a good deal with regard to the ap- 
pearance of it. I made it a rule to for- 
bear all direct contradiction to the senti- 
ments of others, and all positive assertion 
of my own. I even forbid myself, agree- 
ably to the old laws of our Junto, the 
use of every word or expression in the 
language that imported a fixed opinion, 
such as certainly, undoubtedly, etc., and 
I adopted, instead of them, I conceive, I 
apprehend, and | imagine a thing to 
be so and so; or it so appears to me at 
present. When another asserted some- 
thing that I thought an error, I denied 
myself the pleasure of contradicting him 
abruptly, and of showing immediately 
some absurdity in his proposition; and in 
answering I began by observing that in 
certain cases or circumstances his opinion 
would be right, but in the present case 
there appeared or seemed to me some dif- 
ference, etc. I soon found the advantage 
of this change in my manner; the con- 
versations | engaged in went on more 
pleasantly. The modest way in which I 
proposed my opinions procured them a 

readier reception and less contradiction ; 
I had less mortification when I was 
found to be in the wrong, and I more 
easily prevailed with others to give up 








294 THE JOURNAL OF THE NATIONAL EpucaTION ASSOCIATION 


their mistakes and join with me when I 
happened to be in the right. 

And this mode, which | at first put on 
with some violence to natural inclina- 
tion, became at length so easy, and so 
habitual to me, that perhaps for these 
fifty years past no one has ever heard a 
dogmatical expression escape me. And to 
this habit (after my character of integ- 
rity) I think it principally owing that I 


Plans 


r [r PROFOUND INFLUENCE of 
Franklin on the life of his age is 
wellknown. No one can estimate the 

force of the homely maxims that he gath- 
ered from his wide reading and passed on 
with all the multiplied power of a pioneer 
printer in a day when the yearly almanac 
was almost the only printed matter that 
came into many homes. 

Every American teacher should be fa- 
miliar with Franklin’s Autobiography 
and should lead youth to enjoy and ap- 
preciate Franklin’s life. The plan for 
selfimprovement here given is taken from 
the part of the Autobiography in which 
Franklin tells about going into business 
for himself. Members of our profession 
will see in this plan subjects for pro- 
fessional as well as personal improvement. 

The power of Franklin’s teaching lies 
in its simplicity and good humor. He did 
not try to preach. He simply stated facts. 
He took it for granted that people wanted 
to be better and that everyone had habits 
which he would gladly leave behind if he 
only knew how. And he had the supreme 
wisdom to begin on himself. This is the 
strength of Franklin’s plan. It cannot be 
made a system of reporting to others 
without destroying its real purpose. No 
one need apologize to a normal youth or a 
true teacher for suggesting growth; he 
need not attempt to force growth by over- 
formalized methods, by irritated pressure, 
or by strained preaching. For the true 
teacher and the normal youth the urge to 
grow is as natural as the appetite to eat. 
In the best schools it is taken for granted 
as much as the need for play or food or 
companionship. In such an atmosphere of 
mutual helpfulness and frankness pupils 
and teachers share in the great adventure 
of making their lives finer and happier. 
To belong to such a school is a joy indeed. 
There teachers practise among themselves 
the cooperation and selfhelp which they 
seek to extend among the pupils. 

In applying Franklin’s scheme each 
school will wish to work out its own plan. 


had early so much weight with my fel- 
low citizens when | proposed new institu- 
tions, or alterations in the old, and so 
much influence in public councils when 
I became a member; for | was but a bad 
speaker, never eloquent, subject to much 
hesitation in my choice of words, hardly 
correct in language, and yet I generally 
carried my points. 

In reality, there :s >erhaps, no one of 


A committee may be appointed to draw 
up a scheme of the protessional virtues 
which each may use and modify to suit 
his own needs. One teacher of long ex- 





How to Use This Plan 


A‘ EACH TEACHER to read over the 
plan carefully. 

2. Recall several other devices of like 
nature designed to aid in forming right 
habits. 

3. Show why records thus kept must 
be entirely private with the person 
keeping them to be most effective. 

4. Have someone show how any plan 
for the improvement of habits must be 
worked out by the person expecting to 
use it to meet his own needs. 

5. Have someone show why it is es- 
pecially important for teachers to lead 
happy lives. See George Herbert Pal- 
mer’s little book on The Ideal Teacher. 

6. Have some one explain why it is 
important for every teacher to share 
in the work of local, state, national, and 
world movements among teachers. 

7. Have several make lists of things 
which every teacher can do to aid the 
profession to lift the level of child op- 
portunity throughout the world. 

8. The slogan, “Do something daily 
to advance your profession,” has been 
suggested. Try keeping a record of 
your efforts along this line, according 
to Franklin’s plan. 











perience who has gone over these pages 
believes that teachers would profit by 
checking their growth with the following 
virtues: (1) Order, (2) industry, (3) 
sincerity, (4) justice, (5) cleanliness, 
(6) tranquillity, (7) cheerfulness, (8) 
sense of humor, and (9) promptness. 

Another form of Franklin’s idea may 
be found in the codes of such groups as 
boy and girl scouts, Four-H clubs, and 
the like. The boy scout seeks to do a good 
turn daily and has a codeof practise which 
emphasizes the following points: A scout 
is trustworthy, loyal, helpful, friendly, 
courteous, kind, obedient, cheerful, thrifty, 
brave, clean, and reverent. 


December, 1928 


our natural passions so hard to subdue as 
pride. Disguise it, struggle with it, beat 
it down, stifle it, mortify it as much as 
one pleases, it is still alive, and will every 
now and then peep out and show itself; 
you will see it, perhaps, often in this 
history ; for, even if I could conceive that 
I had completely overcome it, I should 
probably be proud of my humility.— 
Selected from Franklin’s 4 utobiography. 


for Group Discussion 


One of the most loved and successful 
teachers in America is William C. Bag- 
ley. In the outline which he gives to sum- 
mer school students occurs the following 
section, which will be helpful here: 


The problems of developing personality 
traits in prospective teachers: 


1. Generally accepted significance of per- 
sonal example leads to obvious inferences re- 
garding the importance of good personality 
traits among normal-school and _teachers- 
college instructors and executives. 


2. The association of traits with appro- 
priate action is an obvious application of the 
recognized principles of learning. 


3. Selfimprovement by the individual on 
the basis of selfratings is a technic that seems 
to be promising. (See Charters, The Teach- 
ing of Ideals, pages 146-56.) 


4. The Hartshorne-May Studies in Deceit 
(1928, Chapter XVI; also pages 320-23) war- 
rant the inference that institutional morale is 
very significant in the development of char- 
acter and personality traits. 


5. The importance of the problem gives 
special importance to the work of such 
normal-school and teachers-college officers as 
the dean of women, the dean of men, the 
training-school director, the critic teachers, 
and others who have individual contacts with 
students. 


Points that are important in profes 
sional ethics may be gleaned by examin- 
ing materials that have appeared in earlier 
numbers of THE JOURNAL: 


Professional ethics for educators—Florence 
M. Teagarden, February, 1924; 13:64. 

Ethics for teachers—N. J. Gould Wickey, 
September-October, 1924; 13:261. 

Ethics for teachers—November, 1924; 
13 :294. 

Des Moines teachers creed—April, 1925; 
14:120. 

A teacher’s prayer—M. L. Wright, Jan 
uary, 1926; 15:11. 

Ethical ideals for professional men—April, 
1926; 15:130. 

The vital organs of the mind—Daniel W. 


La Rue, November, 1928; 17:255. 





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in the rural districts the nation is 
still supporting over 150,000 one and 
} two-room rural schools as compared with 
approximately 14,000 consolidated 
schools. In the very nature of the situ- 
ation the one-room schoolhouse is bound 
to exist and in many cases must exist to 
serve the educational needs of over 
3,000,000 young people. In many states 
there are innumerable sections where 
consolidation is not feasible, so we might 
as well face the fact that the one-room 
school will be with us for long years to 
come and probably never will cease to 
exist except possibly in lessened numbers, 
no matter how much we may wish to 
the contrary. 

There is however one phase of the 
subject which, until quite recently, has 
not been recognized sufficiently, that is 
the physical improvement of existing 
™ schools and bringing to bear upon the 

situation better technical and educational 
© talent to serve both new and old build- 
4 ings. The recognition that there exists 
> here a real problem of stupendous pro- 

portions has come somewhat late and 
even now this thought has not yet been 
overly well developed. We are still satis- 

fied to let well enough alone, though this 
phrase might be paraphrased as, “let 
poor enough alone.” The term ‘problem’ 

is used advisedly for the improvement 

of rural schools is a problem and too 
often neglected or turned over for solu- 

tion to inexperienced or diffiident people ; 

the results are often not encouraging. 

' © Somehow or other there are still many 
who possess the notion that rural schools 
do not need the same modern and ex- 
) tensive facilities that are accorded city 
- ) shildren; that a ‘box-car’ effect is all 
f ® nght for this type of school. Of course 
© there are exceptions, especially among 

those educators intensely interested in 
this work, but we do not find so many 


[ SPITE of our consolidation program 


. Mong those who should be most in- 
erested—school boards. Again it is true 
4; ® that we find many excellent school build- 


mgs erected here and there but the 


1 lias . 
, m seat majority are still of the “un- 
at Washed,” neither enticing nor a subject 
of pride. 
ril, This situation, among many others in 


the educational field, confronted the De- 
partment of Public Instruction of Wis- 









The Improvement of Rural School Buildings 


H. W. ScuMipt 


consin some years ago and some studies 
and investigations were carried on to 
determine, if possible, a set-up for a reme- 
dial program for the physical plant of 
the rural school. A building survey of 


























| 


Proonr Pram 
Beace Mere 


Piaw A 








all rural schools in four representative 
counties was made by the department 
and gave not only very valuable results 
but committed the department to a bet- 
terment program. When out of 350 
rural buildings the median score is but 
48.5 percent it becomes necessary, as a 
matter of policy, to seek for a remedy. 
And observation and comparisons have 
shown that Wisconsin is by no means a 
“tailender” in this respect but on the con- 
trary is certainly in the upper quartile. 
Yet much improvement was needed and 
how to go about it became of vital im- 
portance. 

Most people resent paternalism ; main 
force is obnoxious ; benevolent despotism, 
no matter how benevolent, is contrary to 
American ideals. How to effect an im- 
provement of rural buildings, how to 
convince those primarily responsible to 
change their attitude, proved no light 
task if results were to be permanent and 
the principles evolved in this connection 
were to be accepted wholeheartedly and 
cooperatively by the rural school author- 
ities. I believe that the Wisconsin plan, 
to be explained herewith, not only pro- 


[ 295 ] 


Supervisor of Buildings, Department of Public Instruction, Madison, Wisconsin 


duces excellent results but is sound in 
principle. It is certainly being accepted 
by the state at large. It gives school 
boards what they want, within reason; it 
cooperates with school authorities in giv- 
ing a service not usually available; it pre- 
vents injudicious expenditure of money; 
it gives expert technical advice, and last, 
though not least in the minds of school 
officials, the service is gratis and given 
freely to all who wish to avail themselves 
of it. 

The scheme is simple and developed in 
quite a natural way. In looking about 
to see what had been done by others in 
this direction it was found that the main- 
stay of improving rural school buildings 
consisted of available state “stock’’ plans, 
i. e., a number of plans were developed, 
ranging from a half dozen to a score or 
more and these were then offered school 
districts. This work is most commend- 
able and has resulted in great improve- 
ment where used. But I found a rather 
serious drawback to the scheme. In many 
cases a very definite compromise had to 
be made as the plans did not always fit 
either the locale or the pocketbook, 
neither did they always meet with the 
desires of the people of the district. And 
this is not to be wondered at as the num- 
ber of combinations which can be made 
with the existing variables, such as geo- 
graphic orientation of building, cloak- 
room facilities, sanitary conveniences, 
auxiliary rooms such as kitchen, library, 
teachers’ room, etc., is so great that even 
thirty or forty stock plans will not suffice. 
Of course with any scheme some com- 
promise must be made as a matter of 
practicability but it was believed that the 
field in the above direction was too lim- 
ited to serve to its fullest extent. 

For the past year and a half through 
the department of public instruction I 
have developed one and two-room rural 
school plans, complete with specifications 
and all necessary detailing. (The serv- 
ice is limited at present to the above type 
of schools as it was felt these were in 
greatest need of help and the department 
was not encroaching upon the commercial 
architects’ field. This has been borne out 
in past experience.) School boards desir- 
ing this service fill out a blank containing 
pertinent information, such as plan of 
school. plot,. type of building, whether 


296 


convertible later into two-room struc- 
ture, materials of construction, auxiliary 
rooms, type of heating plant, etc. Some 
even send in preliminary sketches of what 
they would like to have. With this in- 
formation as a basis the plans are de- 
veloped according to the provisions of the 
state building code and the finished plans 
submitted to the Industrial Commission, 
which is legally charged with approval 
insofar as safety, construction, and code 
application is concerned. The plans are 
then sent to the school authorities and 
building may proceed. The extent of this 
service may be gauged by the fact that up 
to date, since January 1, 1927, eighty- 
three of these plans were sent out, exclud- 
ing one exact duplicate. And the end is 
not yet! 

Aside from this, innumerable build- 
ings have been remodeled and modern- 
ized by the department; plans and speci- 
fications furnished for complete artificial 
lighting layouts in all types and sizes of 
older buildings not adequately provided 
with this service; plans made for heating 
and ventilating plants; to say nothing of 
conferences with school officials, too nu- 
merous to mention. Under a cooperative 
arrangement with the industrial commis- 
sion all plans for school buildings in the 
state, except in a few cities, are submitted 
to the department for suggestive check- 
ing and criticisms. The latter are always 
constructive and vary from a few com- 
ments to pages of written material. These 
are made of record and copies furnished 


BEFORE 


THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


both architect and school boards. In this 
way many serious mistakes in planning 
are often prevented. It is now quite cus- 
tomary to have architects submit prelimi- 
nary sketches for this checking. 

The estimated cost of buildings erected 
from the department’s plans is close to 
$550,000. The saving to school districts 
of fees in this connection is $19,000. 

The state has benefited materially 
through this service, even though it has 
been offered but a short time. Of the 
eighty-three plans developed so far at 
least two thirds will be classed as Al 
with a score around the 850 mark, using 
a rural school building score card. Com- 
pared with the previously mentioned 
score of 48.5 percent this is most cer- 
tainly an improvement. Recently a build- 
ing was designed which contains about 
everything that could conveniently be 
placed on the plans; it is designated as 
Plan A. The ground floor contains a 
community room, a first class heating and 
ventilating plant, a water system with 
pump and storage tank, etc. The first 
floor plan is selfexplanatory. Plan C 
shows a school building before remodel- 
ing and modernizing. Plan B shows the 
same school, or rather room, after re- 
planning. Oftentimes such remodeling is 
a paying proposition. 

In conclusion may I state that we have 
rather neglected the influence of environ- 
ment upon the educational progress of 
the child, at least in many, too many, 
rural schools, yes, in too many other 


AFTER 











‘Derope RemodelLing- 
‘Ho Papeucer- 





December, 1928 
schools as well. It will be conceded that 
the physical comfort of the child is an jm- 
portant factor influencing for the better 
a “learning situation” and pleasing sur- 
roundings contribute as well to this situa- 
tion. Therefore anything we may do to 
better school buildings will be reflected 
ultimately and even immediately in child 
reaction. 

May I quote a teacher and give an in- 
cident along the above thought? The old 
school building had been abandoned and 
the children had moved into a fine new 
structure in the fall. The following com- 
ments by the teacher are significant: 

“Yes indeed, we are certainly enjoying 
our new school and we have been kept 
nice and warm all winter and we get lots 
of fresh air now without taking cold. 
Discipline? Why no, we are so pleased 
with our surroundings that the children 
have no thought of being naughty. We 
can now study in a quiet room (library) 
and the children, even the little folks, are 
beginning to read books voluntarily. We 
are now serving warm lunches at noon as 
we have a very nice kitchen. It is a real 
treasure. Do we use the building in other 
directions? Oh yes; we have had two 
parent-teacher meetings already. You see 
the old school room was so.small and cold 
and dingy that the parents did not like to 
come, I guess. But this is different. And 
all my ‘children are working hard now 
and they are certainly enjoying the 
school; I find it much easier to teach 
now.” 


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—— 


re eS aS a ee 





HOULD married women be employed 
as new teachers? Should single 
women teachers who marry be al- 

lowed to continue to teach? These ques- 
tions have been the subject of much dis- 
cussion and some research. 

Opinion divided. Opinion is widely 
divided on these questions. Lewis, in Per- 
sonnel Problems of the Teaching Staff, 
lists thirty-one relatively distinct argu- 
ments for, and thirty-one against the em- 
ployment of married teachers. The 
American Educational Digest recently 
presented a general survey of opinion on 
the question, based upon 954 replies to a 
questionnaire by school superintendents. 
Many viewpoints were expressed. One 
superintendent stated : 


I would not employ married women because 
lam old-fashioned enough to think that, when 
a woman marries, she should make a home, 
but as far as efficiency is concerned, I have 
found little difference. 


Another superintendent declared : 


Married women do little if any outside 
preparation, never attend summer schools, 
and dislike teachers meetings, as supper is 
likely to be late. Their children are neglected. 
One kept roomers and boarders. Most of this 
type were cleared out when the rule was 
adopted against employing married teachers. 


4 
The viewpoint of other school execu- 
tives is expressed by this quotation: 


The only question is, Have married women 
been able to render efficient service? We have 
found them, if anything, more stable and 
equally efficient, in many cases superior. We 
make no distinction whatever between single 
and married women and see no reason why 
any distinction should be made. 


Arguments against employment of 
married women as teachers. Lewis has 
classified the arguments frequently ad- 
vanced against employing married women 
as teachers under three heads, as follows: 


The first is the public bounty fallacy. 
Many laymen still hold that tax-paid posi- 
tions belong to the needy citizens. A married 
Woman presumably has a means of support. 
An unmarried woman has none. The second 
reason is that it is the first business of a mar- 
tied woman to look after her home, and this 
duty is considered impossible of proper ful- 
ilment if the woman teaches. The third rea- 
‘on is often given by superintendents. They 
‘gue that married women are home talent 
ind are harder to handle as one often has to 
handle the whole family and sometimes many 
of the relatives and friends. It is expedient, 
‘herefore, to rule against all married women 


Sa class rather than to deal with each case 
its merits, 





Married Women As Teachers 


Arguments in favor of employing mar- 
ried women teachers. Those who sup- 
port the policy of employing married 
women as teachers begin by rejecting the 
arguments usually advanced against the 


7 interesting statement on mar- 
ried women as teachers is taken 
from the Research Bulletin of the Na- 
tional Education Association for Sep- 
tember, 1928. The subject of this ex- 
cellent Bulletin is Practises Affecting 
Teaching Personnel. It represents 
months of careful study and tabulation 
by Dr. John K. Norton, Director of 
Research, and his associates. Other 
topics discussed in the Bulletin are: 
Salary scheduling ; Requirements affect- 
ing appointments; Retention and pro- 
motion of teachers; Practises affecting 
professional improvement; The sick 
leave problem; Relation of salaries to 
efficiency; Salaries of men and women 
teachers; and Number of monthly sal- 
ary payments. In addition to the dis- 
cussion of these topics there are se- 
lected references on each pointing the 
way to further study. Persons wishing 
copies of the Bulletin may obtain them 
for twenty-five cents each from the 
Research Division, National Education 
Association, 1201 Sixteenth Street 
N. W., Washington, D. C. 








policy as largely irrelevant and appeal to 
a more vital consideration. 

They contend that school boards 
should constantly strive to attract and re- 
tain efficient, and to eliminate inefficient 
teachers, and that this principle should 
be applied with impartiality to all teach- 
ers, both married and unmarried. 

An article in a recent issue of Harper’s, 
“Blue Laws for School Teachers,” sees 
this question as a part of a larger one. 
The viewpoint expressed is as follows: 

It is surprising that so little has been said 
in defense of the school teacher and her right 
to live her own life. For it is a lamentable 
fact that in any number of communities the 
public school teacher no more dares call her 
soul her own out of the schoolroom than she 
does in it. If she dresses too youthfully, if she 
has too many “dates”—in short, if her social 
behavior is at all out of the ordinary, she 
lays herself open to censure, or perhaps even 
dismissal when her year’s contract expires. 
And finally, if she commits the indiscretion of 
marrying, she is more than likely to become 
persona non grata. 


After opposing the barring of married 
women on several grounds the same ar- 
ticle concludes: 


But the most cogent argument of all has not 
yet been mentioned, and that is that our pub- 


[ 297 ] 








lic schools cannot afford to sacrifice teachers 
who have had extensive training and experi- 
ence if the latter are willing to continue to 
serve the community. Indeed, such teachers 
represent a social investment, for they have 
been trained by the normal schools and uni- 
versities, institutions supported by the state 
or by private endowment, and as beginners 
they have gained their experience at the ex- 
pense, let us say, of the public schools them- 
selves. Experience and training in any pro- 
fession are the ultimate criteria and can 
hardly be affected by the married or unmar- 
ried status of the individual. 


The attitude of parents. Recently in 
Washington, D. C., the matter of em- 
ploying married women as teachers was 
made the subject of a citywide discussion 
and referendum. It had been suggested 
that the policy of employing married 
women teachers be modified. Accordingly 
the superintendent of schools recom- 
mended that: 


Since this question originated with the citi- 
zens and since it is a social problem affecting 
home life, as well as an administrative and 
educatiunal problem, the superintendent is of 
the opinion that the matter should be thor- 
oughly discussed by the public before any 
final conclusion can be reached regarding 
what, if anything, should be done. 


Pursuant to the adoption of this recom- 
mendation, the parent-teacher associations 
and various civic groups of the city were 
furnished with information as to the pol- 
icy of the Board, and were given time in 
which to study, discuss, and vote upon the 
question. The vote from seventy organ- 
izations was as follows: 


Favoring married women as public school 
teachers and as normal school students 57 


ee ee Pe re 7 
Non-committal (“let the board decide,” 

WORF) se aei cic bade dace Peak abasdaneees 6 

WN 54 ks baie dco wise eh ox Gate 70 


Legal aspects. According to a recent 
survey of the situation, only five states 
and the District of Columbia have ad- 
judicated the question of marriage as a 
bar to teaching. In the decisions thus far 
handed down it has been held that in 
itself marriage is not a valid cause for 
the dismissal of a teacher who is under 
contract, or who is teaching under a ten- 
ure law which allows dismissal only for 
specified causes. 

Brubacher quotes at length some of 
the decisions thus far made. The decision 
in the Oregon case is clearcut. The argu- 
ment of the counsel for the Board fol- 
lows: 


298 


There are many reasons why the policy 
adopted by the board is just and wise. In 
the lower court, however, counsel for peti- 
tioner pleaded that such policy casts a stigma 
on the marriage institution, and the court held 
it to be contrary to public policy. Of course, 
neither contention is sound. It is no reflection 
on the state of matrimony. It is simply a rec- 
ognition of the new and sacred duties which 
that state imposes, not only on the wife but 
as well on the husband. They have entered 
upon a new life. Both have assumed new and 
additional obligations and duties. Now her 
mind must largely be centered on new duties 
and obligations. She, more than he, is affected 
by this status, so far as concerns the pursuit of 
their former respective callings. Again, when 
a woman marries she rightfully assumes that 
her husband will support her, and society at 
large expects that of him. The unmarried 
woman worker resents and justly resents, the 
competition in her labor market of a married 
woman whose husband is in health and 
strength, and she has a right to assume that 
such is the condition of a newly acquired hus- 
band. Why should not, and why may not, a 
school board recognize these conditions? 


The Court replied to this viewpoint as 
follows: 


If a teacher becomes inefficient or fails to 
perform a duty, or does some act which of 
itself impairs usefulness, then a good or rea- 
sonable cause for dismissal would exist. The 
act of marriage, however, does not, of itself, 
furnish a reasonable cause . . The act 
to which the instant rule relates does not in- 
volve a single element of wrong, but, on the 
contrary, marriage is not only protected by 
both the written and unwritten law, but it is 
also fostered by a sound public policy. It is 
impossible to know in advance whether the 
eficiency of any person will be impaired be- 
cause of marriage, and a rule which assumes 
that all persons do become less competent be- 
cause of marriage is unreasonable because 
such a regulation is purely arbitrary. If a 
teacher is just as competent and efficient after 
marriage, a dismissal because of marriage 
would be capricious. If a teacher is neglect- 
ful, incompetent, and inefficient, she ought to 
be discharged whether she is married or 
whether she is single. 


This and other decisions do not mean 





THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


that the courts have decided a board of 
education cannot refuse to employ a mar- 
ried woman, or that it cannot refuse to 
reemploy her at termination of contract. 
But when an unmarried woman is em- 
ployed, under conditions where cause 
must be shown previous to dismissal, mar- 
riage is not acceptable as a reason for 
dismissal. 

Brubacher in the article previously 
cited raises an issue pertinent to this 
whole question in the following words: 


. . all the cases to date have arisen and 
been judged in the light of the early years of 
a woman’s life. Of course, this is natural; it 
is the time when, probably, marriage and pos- 
sibly maternity are most crucial for her career 
outside of the home. It is here submitted, 
however, that before the wife and mother are 
excluded from public school teaching and pro- 
fessional and vocational life in general, their 
cases should also be viewed from the stand- 
point of middle life. With children grown up 
and quite able to care for themselves and 
home duties less pressing, it seems a misfor- 
tune if women are not to be allowed to real- 
ize greater possibilities within themselves 
than just the small part of their energies and 
working day which homemaking will con- 
sume. It will be further unfortunate, too, from 
the view of the state that the investment that 
has been made in the general and profes- 
sional education of these women shall not 


continue to make a profitable return through- 
out their lives. 


Objective evidence. The amount of 
research on the question of single vs. mar- 
ried women teachers is limited. The ar- 
ticle in the 4 merican Educational Digest 
cited above asked 954 superintendents: 
Are married women with equal training 
and experience as efficient as unmarried ? 
The answers were: 

Yes gee 63 percent 


18 percent 


15 percent 
Married 


efficient 


women more 


+ percent 


Total 100 percent 


66 Cities 161 Cities 326 Cities 


December, 1928 


Opinion based on experience seems to 
indicate that marriage is not a significant 
factor in determining the efficiency. of a 
teacher. 


Carrothers, in Physical efficiency of 
teachers, contributes one bit of evidence. 
His data for the city of Cleveland indj- 
cate that married women who teach are 
subject to a greater amount of illness 
than single women. The difference be- 
tween the two groups is not large how- 
ever. 


Lewis reports a study in Detroit by 
Moehlman which sought to determine the 
relative efficiency of single and married 
women teachers. The conclusion was that 
married women teachers ranked a little 
higher in professional ability, as meas- 
ured by principals’ ratings, than the gen- 
eral ranking of women teachers. 


The evidence of the preceding para- 
graphs does not justify any final conclu- 
sions. Neither opinion nor research thus 
far suggests more than an open mind on 
the whole issue. A general evaluation of 
the evidence seems to reveal little basis 
for the blanket barring of married women 
from teaching on the basis that they are 
less efficient in the classroom than single 
women. 


Current Practise. "Turning from the- 


ory, opinion, and research findings, we 
have the following data on city school 
systems as it affects the employment of 
married women. Approximately sixty 
percent of cities over 2500 in population 
do not employ married women as new 
teachers. This percent holds reasonably 
constant for cities of all populations. On 
the other hand, approximately half of the 
cities report that single women who 
marry may continue to teach. 


397 Cities 582 Cities 1532 Cities 


| lectu: 


tions. 
count 
book: 
other 
This 

withe 
volun 


Clev 
notes 
list 1 


over 100,000 30,000 to 100,000 | 10,000 to 30,000 5000 to 10,000 2500 to 5000 over 2500 in 
in population in population in population in population in population population lie 


Married women employed as new teachers 





Number! Percent | Number] Percent | Number] Percent 


Number] Percent | Number| Percent | Number! Percent Wer’ 
3 ~___anweeleell 


| —-_______ |-_-_—_ . 166 


3 4 5 10 1 12 13 ful 


39.4 59 36.6 3. ‘ 260 
60.6 102 63.4 ; : 321 








“44.7 598 "t 
55.1 930 . ’ 
2 4 | an 


No " 
No report 


| 100.0 


Total 161 100.0 





1532 








, Single women teachers who marry: 
Required to resign at once ; 4 . 8 . : 
Required to resign at end of school year....... ? ze 83 : 105 4 27.1 390 . Bem 
May continue to teach ‘ . 144 , 188 : 2 : 733 , q th 
ES ee ee ee ee ee ee =) ee 9 2 ; 7 . 2 2. 24 


20.6 385 

















| 100.0 | 326 | 100.0 397 1532 











b ice 
| 100.0 10.0 | J 








Read table as follows: Of the 66 cities over 100,000 in population reporting, 26, or 39.4 percent, employ married women as new teachers; 40, or 60.6 oe vas 
do not employ married women as new teachers. Of the 66 cities over 100,000 in population reporting as to their policy concerning single women teachers who marry, 


23, or 34.8 percent, require resignation at once; 5, or 7.6 percent, require resignation at end of school year; and 38, or 57.6 percent, allow teachers to continue in Dew 
the service. Similarly read data for other population groups. 


j sti 

























by the American Library Association 

for the International Institute of Intel- 

| jectual Cooperation of the League of Na- 

tions. By the best-trained librarians of the 

country these are considered the outstanding 

books of the year. Teachers more than any 

other group are interested in finding the best. 

This list enables the teacher to get the best 

without spending valuable time on unworthy 
volumes. 

The notes given here are supplied by the 
Cleveland Public Library which prepared the 
notes for THE JOURNAL on the corresponding 
list last year. 


Te: FORTY notable books are chosen 


: History 


Beano, CHARLES A, AND Mary R. The rise of Amer- 
ican civilization. 2 vols. illus. $12.50. Macmil- 
lan. An admirably organized and fascinatingly 
written survey and interpretation synthesizing the 
economic, political, and social aspects of the Amer- 
ican advance and treating some neglected features 

. such as scientific development, the rise of the 
school system, and the part played by women. 


Haskins, CHARLES H. The renaissance of the twelfth 
century. $5. Harvard. Summarizing intellectual 
achievement during one of the most richly creative 
periods of medieval history, Professor Haskins’ 
book combines a graceful, lucid style with sound 
knowledge of all aspects of the revival of Latin 


—E we 


ed 


Ad 


: scholarship. 

e Jones, Howarp M. America and French culture, 
1750-1848. $5. University of North Carolina. A 

e painstaking and valuable study of French influence 
upon American life during a period of close-knit 
relations, the author's plan omitting all discussion 
of science and commerce and deferring the con- 

, j sideration of literature to a future volume. 

e 


> Nevins, ALLAN. The emergence of modern America, 
| R 1865-1878. $4. Macmillan. A study, swift, read- 


f iy able, and scholarly, of the marked economic and 
: social changes in American life during the Recon- 
y a struction period, a virtual revolution which has 


influenced our presentday civilization materially. 


) Rostovtzerr, Micnary I. A history of the ancient 
V ‘ world; v. 2, Rome. $5. Oxford. The second of 
a two-volume history of the ancient world, this is 
4 an admirably proportioned and richly illustrated 
n history of Rome, stressing the economic, social, and 
x intellectual aspects of that civilization. 


SULLIVAN, Mark. Our times: The United States, 
0 sé1900-1925. 11 America finding herself. $5. Scrib- 
ner. The second of Mr. Sullivan’s projected four 
volumes, this, like the first, giving a panoramic 
survey of his time. Part one of this volume fea- 
tures McGuffey’s Readers in relation to the average 
American's stock of ideas; part two shows the de- 
velopments of the trusts, aviation, motor cars, and 


refrigeration, and describes Roosevelt's earlier pub- 
lic activities. 


WERTENBAKER, Tuomas J. The first Americans, 
1607-1690. $4. Macmillan. A forceful and color- 
ful Portrayal of seventeenth century American 
origins against the European background, a study 
showing how changes brought about by isolation 
and environment laid the foundation of a new cul- 
ture distinctly American.” 


Social Science 


rw SAMUEL F. American secretaries of state and 
ed diplomacy. $4. Knopf. The first three of 
i volumes, planned to give a history of Amer- 
tan diplomacy through biographical sketches of 
© men who have successively directed our foreign 
Policies as secretaries of state. The present volumes 
Soyer from Benjamin Franklin to James Monroe. 


= JouN. The public and its problems. $2.50. 
ow An application of scientific method to the 
the y - human behavior in the political field, in 
de endeavor to ascertain the present and prospec- 
© status of democracy.—Adapted from the N. Y. 












Forty American Books—1927 


Times Book Review. ‘Professor Dewey has per- 
formed in politics the service for which we were 
already indebted to him in education, in ethics 
and in art.”—R. M. Lovett. 


FPRANKFURTER, FELIX, AND LANpIs, JaMEs M. The 


business of the supreme court; a study of the Fed- 
eral judicial system. $5. Macmillan. The first 


Undernourished Minds 


M** PEOPLE suffer from starved 
minds. These unfortunate vic- 
tims lack the invigorating sense of ad- 
venture that comes to those who regu- 
late their intellectual diet with the 
same common sense that governs the 
feeding of their bodies. We do not 
expect a sound body from a diet of 
chaff, or cake, or candy. We seek a 
well-balanced ration with good solid 
food, with proper bulk, variety, and 
vitamin. We eat that ration with rea- 
sonable regularity and reap the re- 
ward in physical vigor and lengthened 
years. Can we afford to do less for 
our minds and spirits than for our 
bodies? Intellectual loaves and fishes 
have never been so plentiful. Let us 
take and eat of them that wisdom 
may be ours and that we may rise 
above the petty, the narrow, and the 
trivial; that we may achieve for our- 
selves that most precious and satisfy- 
ing of all great gifts—the well-nour- 
ished mind. 





adequate study of the organization, history, and 
workings of the federal judicial system from the 
creation of the courts in 1789 to the “Judges Act” 
of 1925. 


SUMNER, WILLIAM G. AND KeLiLer, ALspert G. The 


science of society. $4. Yale. A profound study 
of the evolution and life of human society, begun 
in 1899 by Sumner and brought to completion after 
his death by Keller. “A daring and challenging 
creation... it will be found to be built of 
tested and enduring stuff, adequately wrought.”— 
Yale Review. 


Psychology 


MYERSON, ABRAHAM. The psychology of mental 


disorder. $1.40. Macmillan. Informing, lucid, 
and revealing a wise, humane personality, Dr. 
Myerson’s book gives briefly the names, major 
symptoms, and significance of specific mental dis- 
eases and speaks more fully of their causes. Well 
calculated to “‘stimulate intelligent nonprofessional 
interest in a serious subject.” 


Belles Lettres and Art 


Brooxs, VAN Wyck. Emerson and others. $3. 


Dutton. An important, critical, and interpretive 
study in six episodes of Emerson’s life and times 
occupies half of the book, the remainder is devoted 
to six essays, covering such a wide range of sub- 
jects as W. B. Yeats, Randolph Bourne, Ambrose 
Bierce, Upton Sinclair, Herman Melville, and 
“literary life in America.” 


Cutten, Counter. Copper sun. $2. Harper. A 


second volume of lyrics by the author of “‘Color.” 
Here is a “‘naiveté, love of color, and inborn lyric 
impulse . . . best of all he can forget that he is 


>. 


of the colored race and be just ‘poet’.’’—/Nation. 


Hazarp, Lucy L. The frontier in American litera- 


ture. $2.75. Crowell. Mrs. Hazard’s interesting 


thesis, to which she strictly adheres, is that Amer- 


ican literature has followed the frontier and has 


[ 299] 


changed with the locale of the frontier. ‘‘The 
geographical frontier being now exhausted, as Mrs. 
Hazard points out, the American literary mind has 
now turned in upon itself to discover what lies 
within its innermost and undiscovered reaches.”— 
Booklist. 


Lowes, JoHN L. The road to Xanadu; a study in 
the ways of the imagination. $6. Houghton. An 
exhaustive and absorbing study of the genesis of 
the “Rime of the ancient mariner” and “Kublai 
Khan.”’ “It is valuable not merely because it dis- 
plays the fragments of Coleridge’s raw material but 
because it shows us how they were brought to- 
gether.”—Saturday Review of Literature. 


Mitiay, Epna St. VINCENT. The King’s henchman. 
$2. Harper. A lyric drama of tenth century Saxon 
England which “is too good, line for line, to be 
lost in opera. It belongs to lyric poetry of the 
timeless order.’’—Saturday Review of Literature. 
“Here is a beautiful thing which satisfies our so- 
phisticated twentieth century hunger for the primi- 
tive and delicately lifts the stark life of our for- 


bears into the purest atmosphere of romance.” 
Atlantic Bookshelf. 


PARRINGTON, VERNON L. Main currents in American 
thought; an interpretation of American literature 
from the beginnings to 1920. Vol. 1, 1620-1800. 
$4. Vol. 2, 1800-1860. $4. Harcourt. “Side by 
side with Beard’s ‘Rise of American civilization,’ 
comes this thoroughly able and enlivening inter- 
pretation of American political, social, and eco- 
nomic development as seen in the progression of 
American letters from 1620 to 1860. A third vol- 
ume, ‘The beginnings of critical realism in Amer- 
ica,’ will carry the story from the Civil War down 
to 1920."—Booklist. 


Rosinson, Epwin A. Tristram. $1.50. Macmillan 
“The old legend ‘Tristram and Isolt’, has never 
been told with more dignity and emotion, nor in 
lines that possess such human simplicity and life- 
likeness.”’—Survey. 


SanpsuRG, Cart. The American songbag. $7.50 
Harcourt. Songs and ballads from every section 
of the country, reflecting the spirit of the time and 
place as well as the mood of the singer. A col- 
lection which is a notable commentary on Amer- 
ican life and a genuine contribution to American 
folk literature. 


Tatimapce, THomas E. The story of architecture in 
America. $3.50. Norton. A popular history of 
American architecture, giving a complete view of 
its development from the life of the people and an 
intimate and intelligent account of the architects 
whose influence has been most powerful. 


Religion 


Casg, Suirtey J. Jesus, a new biography. $3. Uni- 
versity of Chicago. A scholarly, candid, and dis- 
passionate study submitting the Gospels to scien- 
tific biographic method in an effort to recover the 
facts of Jesus’ life from the myths and legends 
nurtured by ardent but less thoughtful followers. 


Moore, Georce F. Judaism in the first centuries of 
the Christian era, the age of the Tannaim. $10. 
Harvard. A notable contribution to the study of 
the Jewish background of the Gospels and to the 
study of Judaism in the early centuries of the 
Christian era. 


Drama 


O’Nertt, Eucene G. Marco Millions. $2.50. Boni 
and Liveright. A satirical and at times movingly 
poetic dramatization of the adventures of Marco 
Polo, Venetian merchant, in the exotic East of 
great Kublai Khan. ‘“‘O’Neill sees Marco Polo as 
a Babbitt of his time, letting beauty and love slip 
through his fingers like rejected merchandise.” — 
Publishers’ Note. 


Quinn, ArtHuR H. A history of the American 
drama from the Civil War tc the present day. $10. 
Harper. A_ wellorganized, scholarly, and enter- 
taining survey continuing in two volumes the his- 
tory covered in a 1923 volume as far as the Civil 
War. Volume 1 of this series ranges from Au- 
gustin Daly to the death of Clyde Fitch; Volume 2 
from W. V. Moody to the present. 





300 


THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 


December, 1928 


Se 


Biography 


Baker, Ray S. Life and letters of Woodrow Wilson. 
$10. Doubleday. These first two volumes of the 
authorized biography cover from Wilson's birth to 
his entrance into New Jersey politics. Based on a 
mass of hitherto unavailable official and personal 
material and quoting freely from his intimate let- 
ters, they throw much light on the development of 
the war president's character and ideals during his 
formative years. 


Braprorp, GAMALIEL. D. L. Moody; a worker in 
souls. $3.50. Doran. A study of the personality 
of the great evangelist ‘“‘who for forty years worked 
passionately, lovingly, and successfully to bring 
God to man and man to God;” a nicely shaded 
pertrait drawn with sympathy, discernment, and 
unerring good taste. ‘A complete vindication of 
Mr. Bradford's method of biography.’’—Herbert 
Gorman. 


JeNseEN, Cart C. An American saga. $2.50. Little. 
The story of a Danish peasant lad who, coming 
to America, pursued an adventurous career from 
stevedore to socialist. Bearing the stamp of a 
strongly marked and original personality, this is 
distinctive among “immigrant biographies.” 


Jounson, Geratp W. Andrew Jackson; an epic in 
homespun. $3.50. Minton, Balch. A _ spirited 
and well-proportioned retelling of the picturesque 
story of Old Hickory, frontier warrior and seventh 
president of the United States, incidentally a verv 
attractive piece of bookmaking. ‘‘While taking ac- 
count of Jackson’s weaknesses and limitations, his 
biographer succeeds in making him a heroic figure.” 

Book Review Digest. 


Lamp, HArgo.p. 
men. $3.50. 


Genghis Khan; the emperor of all 
McBride. The first readable biog- 


eee s 


raphy in English of one of the greatest conquerors 
of all time, the Mongol whose armies swept Asia 
and Eastern Europe in the thirteenth century. Mr. 
Lamb has drawn his materials from fragmentary 
early chronicles but he has a genius for recreating 
the past and his narrative has color and vitality. 


Peck, Water E. Shelley, his life and work. $12.50. 


ADAMS, 


BEEBE, 


BROWNELL, 


Houghton. An exhaustive, scholarly work, well- 
proportioned and organized, and written in ani- 
mated style. “This definitive life of Shelley must 
take its place by Miss Lowell’s ‘Keats’ as a 
splendid example of American constructive scholar- 
ship.’’"—Percy Hutchinson. 


Travel and Social Work 


James T. Provincial society, 1690-1763. 
History of American life, v. 3. $4. Macmillan. 
A vivid portrayal of American life during the Pre- 
Revolutionary period, in which bits from old news- 
papers, memoirs, and early travels are fused by 


a brilliant and witty style into a smoothly flowing 
narrative. 


WiLtiAM. Pheasant jungles. $3. Putnam. 
A scientist’s tale of an adventurous search for 
rare pheasants in the Far East, a delightful ac- 
count stripped of all technical matter and told 
with the author’s usual literary skill. 


Wittram C. Democratic distinction in 
America. $2.50. Scribner. A survey of contem- 
porary American civilization which “traces the 
trend of democratic feeling, shows our basic traits, 
temper, and tradition and points the way towards 
better educational training and popular culture.’”’-— 
Boston Transcript. 


Science, Natural and Applied 


BripGMAN, Percy W. The logic of modern physics. 


$2.50. Macmillan. A critical examination of the 


i 


purpose of physics and the nature of its funds. 
mental concepts. Recommended to readers mter. 
ested in the philosophy of physics. The author is 
Hollis Professor of Mathematics and Natural His. 
tory at Harvard. 


CLENDENING, LocaN. The human body. $6. Knopf, 
A vivid, occasionally facetious summary of medical 
knowledge by a practising physician. Illustrations 
from photographs, drawings, and other sources, 
For mature readers. 


East, Epwarp M. Heredity and human affairs, $3.50, 
Scribner. Summarizes current knowledge of hered. 
ity and its laws, and discusses the transmission of 
physical and mental traits with special reference to 
its social effects. For the thoughtful general reader, 


MILLIKAN, Rosert A. Evolution in science and re. 
ligion. $1. Yale. Three lectures by an eminent 
physicist dealing with the evolution of recent 
physics, the relation between new truths and old 
as revealed in the history of physics, and the evoly- 
tion of religion under the influence of science, 
Characterized by clarity and simplicity. 


Purin, MicHaet I. The new reformation; from 
physical to spiritual realities. $2.50. Scribner. 
An interpretation of the revelations of science 
during the last four hundred years, based on the 
author’s belief that science and religion supple- 
ment each other. Addressed to readers without 
elaborate scientific training, but with some knowl- 
edge of the leading facts of physics. 


Sarton, GeorceE. Introduction to the history of 
science. v. 1. $10. Williams and Wilkins. The 
introductory volume of a projected series of eight 
or nine planned to give a complete chronological 
survey of the history of science. A very scholarly 
piece of work. For the student and searcher. 





ITH THE increasing love of books, libraries are becoming finer and better equipped. This picture of the children’s room of the 
West Side Branch of the Grand Rapids Public Library illustrates the growing appreciation of beautiful surroundings. 


























W: TRY to put meaning into everything.” This was the reply of Elizabeth Hall, assistant superintendent of Minneapolis schools, 
when asked the difference in the old and the new teaching. Under her direction, an unusually helpful and stimulating exhibit 

_ was displayed in the Emerson School during the N. E. A. convention last July and was studied by all the Minneapolis teachers 
during September. These pictures from that exhibit suggest some of the methods which “develop the child from within.” 








An Elementary School Citizenship Club 


Ray N. Davis 


Principal, Sartori School, Renton, Washington 


ITIZENSHIP clubs have long been 

common in junior and senior high 

schools, but it seems the elemen- 
tary schools have but recently begun to 
make use of them. ‘They can be used to 
the same ends and quite as successfully in 
elementary schools. “The ends such clubs 
serve are desirable, and the individual and 
community benefits derived from them 
are invaluable. 

It was decided at a teachers’ meeting at 
our school to test the values of an ele- 
mentary school citizenship club. It was 
recognized that the feeling of responsi- 
bility and pride that goes with office hold- 
ing could not be offered to every in- 
dividual, but participation, that goes hand 
in hand with selfesteem, should be the 
aim of our club. After some discussion, a 
working plan was formed by which re- 
sponsibility, participation, and selfreliance 
should be the chief objectives, and there- 
fore character-building, the fundamental 
objective of all education, would be en- 
couraged. 

Under this plan the privilege of mem- 
bership in the club was to be extended 
first to the fourth, fifth, and sixth grades 
and to the first, second, and third grades 
as the plan progressed. Membership was 
to be absolutely voluntary on the part of 
the pupil, but only those pupils having a 
satisfactory scholarship record could be- 
come active members of the club. A satis- 
factory record in citizenship for one ten- 
week period was also made a requirement. 
The pupils who were ineligible because 
of scholarship record were privileged to 
join the club as passive members, without 
vote or ofhice-holding privileges. This rul- 
ing was made because it was felt that pu- 
pils not making passing scholastic marks 
should devote all available time to that 
work. 

A president, a vicepresident, and a sec- 
retary were elected, but the actual execu- 
tive work was to be the duty of a group 
of special committees. The committees 
were to be numerous enough to give every 
member an opportunity to participate in 
one or more. ‘The members were allowed 
to choose the committee on which they 
wished to serve. Each committee was to 
formulate its duties, elect its chairman 
and execute any work it decided was ap- 
propriate to such a committee. Each com- 
mittee decided on the means and methods 


best suited to get the results desired. A 
teacher was to be assigned to each com- 
mittee to supervise its activities and sug- 
gest greater ones. 

Since our school had long had letter 
awards for scholarship, athletics, and va- 


—— ScHOOL where the elementary school 
citizenship club described in this article 
is located. 


rious other activities, it was decided that 
it would only be fair to award letters for 
proficiency in citizenship. With this plan 
in mind the officers of the club met with 
a teacher and drew up a plan. Under 
this plan the award was tc be made on a 
point basis. As an example, perfect at- 
tendance for one semester counted ten, 
club membership ten, committee member- 
ship twenty, and various other activities 
pertaining to citizenship counted points. 
To get the award the candidate must earn 
at least 100 points per semester. To get 
this before the pupils a list of the various 
activities with the points to be earned was 
mimeographed and given to each member 
of the club. All applications for letter 
awards were to be referred to the letter 
award committee composed of teachers. 
This plan was launched in the first two 
weeks of the semester. Interest ran high. 
The attitude toward citizenship duties 
was completely revolutionized. Citizen- 
ship activities were a real pleasure and 
had a real value. Every pupil was puffed 
up with selfesteem and busy with com- 


[ 302] 


mittee responsibilities. Pupils were trail- 
ing teachers asking what more could be 
done instead of teachers trailing pupils to 
get a few things done as had been the case 
the day before. Disciplinary problems 
faded into an uninteresting background, 

No school ever had so many pupils 
hunting out citizenship duties. The |j- 
brary was besieged for books on plays and 
games, and the coaching committees made 
a teacher practically useless on the play- 
field. Hall and stair duty for teachers 
became superfluous. The lunchroom com- 
mittee regulated and improved that room 
beyond the fondest dreams of a teacher. 

Every school activity met with enthusi- 
asm where before indifference had been 
the rule. Safety-first campaigns were ini- 
tiated by the pupils. School savings ac- 
counts increased in numbers and amounts. 
Health posters appeared on the hall walls. 
Absence was cut to a minimum. 

Club meetings are held about every 
two weeks to which the parents are in- 
vited. Speakers from outside schools are 
asked to make talks on the responsibilities 
and duties of citizenship. Club members 
prepare health talks and safety-first proj- 
ects to present at these meetings. It is 
here, perhaps more than any place, that 
the pupil is able to form a true idea of 
citizenship. It is in these meetings that 
enthusiasm is kept at the boiling point. 

The first, second, and third grades soon 
demanded membership in the club, and 
became as active as any other grades. In 
fact the second grade soon took tke lead 
in many activities in the building and on 
the playground. 

Every teacher heartily supported the 
idea and gave every encouragement to all 
the club activities. The success of the club 
is in a large measure due to the teachers 
direction and guidance of the special com- 
mittees assigned to them. They could well 
do this as the time spent is more than 
compensated in the relief gained from 
duties now performed by the club. 

It is felt that the problems of citize 
ship have been brought home to the pu- 
pils in a forceful way. By actual partic 
pation habits in citizenship are formed. 
We are pleased with our experiment I 
character-building. The idea has proved 
itself more successful than we ever & 
pected, and we are looking forward to@ 
continued success with it. 





Qa. wu « 






en- 
pu- 
rici- 
ned. 
t in 


wed 


toa 





A Profession in the Making 


Payne TEMPLETON 


Principal, Flathead County School, Kalispell, Montana 


HIS PROFESSION of ours, teaching, 

is very much in the making like 

most everything else. There is hope 
inthis dynamic situation. The climb of 
the teacher to his 1928 status has been 
tedious and hesitant. Only two hundred 
years ago the professional situation was 
about like this: Old dames, adventurers, 
one-legged and otherwise crippled arti- 
sans, idle churchmen, did the teaching. 
Untrained they were, with no profes- 
sional standards. In the middle and 
southern colonies of America indentured 
servants did much of the teaching. 

Since, we have been striding along, 
though haltingly, until now we are a 
borderline profession. Professional and 
ethical standards have been set up; pro- 
fessional organization has become a con- 
structive force; a third of our teachers 
attend summer school annually, through 
coercion and choice; there are two hun- 
dred professional magazines, and dozens 
of professional books each month; re- 
quirements for teaching in the cities are 
ever rising, and similar standards for 
rural and village workers are in the off- 
ing; salaries are such that most urban 
teachers dress well, travel some, and 
generally enjoy life. 

But are we a profession, even now? 
Or is teaching “‘just a craft, or even a job, 
a temporary job at that?” Our answer 
depends on what is meant by the term 
“profession.” Is it a matter of psychol- 
ogy, depending upon the attitude one 
takes towards his work? Is it possible, 
lor instance, for a ditch-digger to be a 
professional man provided he loves his 
work and realizes the service he renders 
humanity ? 

Most of us will agree with W. R. 
Smith that the question is primarily a 
sociological one. Whether or not a call- 
ing is a profession depends upon the way 
society regards it, not upon the indi- 
vidual. Mr. Smith names four criteria 
of a profession and these we will here 
apply to teaching. So measured, are we 
in the same class with the attorney, the 
physician, and the minister? 

Criterion number one: Does the voca- 
tion render specialized social service? It 
would be a waste of time to argue this 
Point. Teachers who are at all trained 

° render a specialized social service and 





do creative work. In this regard teach- 
ing is not transcended by any profession, 
even granted there is some tiresome 
“prattle” about the “unselfish service” 
the teacher renders, uttered often by men 
who are not sincere. 

Measuring rod number two: Are sal- 
aries adequate for the maintenance of a 





N° BoDY of workmen seeks more 
earnestly to improve its work- 
manship than do the teachers of the 
public schools. No other profession 
spends as much time in selfimprove- 
ment as the teaching profession. 

Few school officers and patrons 


know how much of a teacher’s time 
outside of school hours is given over 
to effort to make himself a _ better 
teacher. While teaching school he is 


always attending school. In order to be 
a good teacher he must ever be a 
good student. If he grows stale as a 
student, he grows stale as a teacher. 
In order that the streams of knowledge 
may be kept fresh and refreshing for 
his pupils, he must ever be drinking 
at the fountain —Francis G. Blair, state 
superintendent of public instruction, 
Springfield, Illinois. 








cultural standard of living? General de- 
ductions are sufficient here. College pro- 
fessors and public school administrators 
could be worse off, much worse. They 
are “getting on,” buying cars, traveling 
some, buying homes, though they hardly 
rank financially with the successful busi- 
ness man. High-school teachers do not 
fare so badly, if they have no depend- 
ents—though it is surprising the number 
who have dependents. The average high- 
school teacher in the northwest, if a 
woman, gets around $1600, and if a 
man, around $1800, for the nine months 
of work. He dresses well, travels some, 
and all in all gets a fair share of life’s 
pleasure. 

The same can be said of grade teach- 
ers, graduates of normal school or col- 
lege, who are working in cities and rather 
large towns. But teachers in the small 
towns and the wide open spaces are not 
so fortunate. There the fight to main- 
tain the cultural standard is hard. 

Yardstick number three: Are the 
workers well trained, and is tenure rea- 


[303] 


sonably permanent? Here we fall below 
par professionally. The average rural 
teacher, even in the northwest, has only a 
high-school education. The average ele- 
mentary teacher in the city has only two 
years above high school, and in the vil- 
lage considerably less than that. Thirty 
percent of high-school teachers have 
had less than four years of college train- 
ing. A negligible percent possess master’s 
degrees. 

But the untrained teacher is losing 
ground. He must take further training 
whether he remains on the same job or 
whether he changes. A “winning way 
with the children,” a sweet smile, and a 
pull with the chairman of the board, do 
not usually suffice. 

Tenure and training are, of course, 
related. If you have invested a consider- 
able amount of time and money in prep- 
aration for a work, you are very likely 
to remain in it. The tenure situation is 
a sore spot in our profession. Once a 
preacher, always one. How seldom a 
lawyer or physician changes his voca- 
tional skin. Once a teacher, always a 
teacher, only if nothing else offers. This 
is not so true of the college professor or 
the administrator in a large community, 
who have almost reached the professional 
plane in this respect. 

We are biologically handicapped as 
to tenure. Young lady teachers simply 
will marry, and schoo] boards will con- 
tinue to say: “Now you have a husky 
husband you don’t need to teach; let some 
poor girl who can’t get a husband have 
the job.” 

Standard 
workers 


number four: Have the 
professional spirit? No one 
seems to know exactly what professional 
spirit is, but we can isolate certain ele- 
ments, such as loyalty, pride, and coop- 
erativeness. 

Perhaps you have heard of the teacher 
who turned probate judge, but later re- 
turned to the educational fold and there- 
after wanted to be accosted and known 
as “Judge.” Young teachers often try 
to hide the fact of their profession. Isn’t 
it true that most of us cringe just a little 
when referred or spoken to as the “new 
professor,” or “teacher?” We can’t ex- 
pect public respect when most of us are 


304 THE JouURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


——————————————— 


a little ashamed. Selfesteem comes first. 

Teachers’ organization is a factor in 
arousing and maintaining spirit. It can 
be instrumental in raising standards of 
professional training, tenure, and sal- 
aries, but the chief contribution of organi- 
zation is in the field of professional spirit. 

A professional organization, local, 
state, or national, is useless if not virile. 
It must have a backbone which bristles 
occasionally. It must go at things as 
other influential bodies do. Opposition, 
if it arises, must be met courteously and 
tactfully, but firmly. A few opponents 
are a good thing. 

The professional organization will be 
honeycombed as long as only adminis- 
trators are active. The classroom 
teacher usually joins, but all too often 
because gently coerced. His only contri- 
bution is his fee. This condition is some- 
times rightly laid at the door of the ad- 


ministrator who has formed the habit of 
always speaking for and repressing his 
teachers. But just as often the fault is 
the teacher’s. He isn’t big enough pro- 
fessionally to see that organization means 
strength for both the group and himself. 

Occasionally the live organization will 
work directly for teachers, as in those 
cases where the public is careless in mat- 
ters of salary and tenure. But the teacher 
group must work primarily for the gen- 
eral improvement of educational condi- 
tions and for the underprivileged child. 
Says Mr. Bagley: “The cornerstone of 
our profession is service to the public.” 

Can we say, then, that teaching is a 
profession? Hardly. When will it be? 
If only someone would tell us! We are 
making professional strides. College pro- 
fessors and administrators in rather large 
communities are almost there now. The 
rest of us, as a group, lag behind. 


December, 1928 


Higher salaries will help, so will 
higher certification requirements, a 
longer period of professional training 
and practise teaching, a reasonably per- 
manent tenure. Teachers’ organizations, 
local, state, national, and even interna- 
tional, will add virility and spirit. Out 
of it all will emerge a teacher who is 
scientifically trained for his work, but 
with this special training grafted on a 
broad general culture; the equal in natu- 
ral ability of the average worker in any 
other profession; possessed of those per- 
sonal qualities which make him a guide 
and a friend rather than a lecturer and a 
taskmaster of children; unashamed to be 
known as a worker in the educational 
field; an ardent and active member of 
various teacher groups. Do you recog- 
nize him? He is on his way, assuredly. 
The coming teacher—the schoolmaster 
of the future! 


Fifteen Books for Parents 


Prepared by the Child Study Association of America 


gee ADOLESCENT Girt by Winifred Rich- 
mond, Ph.D. Macmillan. 1925. $1.25. A 

splendid contribution to the literature of 
adolescence, giving a wholesome survey of 
this period of a girl’s life. A very helpful 


book. 


PARENTS AND Sex Epucation by Benjamin 
C. Gruenberg. American Social Hygiene As- 
sociation. 1923. $1. For parents of children 
under school age. Deals with the young child’s 
need for guidance in matters of sex, always 
keeping in mind the building of habits, knowl- 
edge, attitudes, and ideals in regard to all the 
other aspects of child training. 


Berinc Wet Born by Michael F. Guyer. 
Bobbs-Merrill. 1927. $5. A very clear ex- 
planation of the facts and principles of he- 
redity, and of their bearing on the problems 
of race improvement. 


GUIDANCE OF CHILDHOOD AND YOUTH: 
READINGS IN CHILD Stupy. Edited by Ben- 
jamin C. Gruenberg. Macmillan. 1926. 
$1.50. A source book of readings edited for 
the Child Study Association as a companion 
book to the Outlines of Child Study. These 
‘readings are careful selections from the most 
authoritative sources on child psychology and 
child development and training. They cover 
a wide range of materials, and are so selected 
as to touch upon every phase of child devel- 
opment. A library in one volume. Invaluable 
to parents, teachers, social workers, and 
others who have to do with children. 


EVERYDAY PROBLEMS OF THE EVERYDAY 
CHILD by Douglas A. Thom, M.D. Apple- 
ton. 1927. $2.50. A very helpful book for all 
parents. Behavior problems are described 
and analyzed in simple language based on 
scientific findings. 

Grow1nc Up by Karl de Schweinitz. Mac- 
millan. 1928. $1.75. A simple, direct, and un- 
sentimental account of the events of reproduc- 
tion and propagation. Although written for 
children, parents will find it helpful in meet- 
ing their children’s questions. 


CONCERNING PARENTS. A Symposium on 
Modern Parenthood. New Republic. 1926. $1. 
A record of the National Parenthood Confer- 
ence held by the Child Study Association in 
October, 1925. 


FEEDING THE FAMILY by M. S. Rose. Mac- 
millan. 1916. $2.40. A most practical book— 
scientific in spirit, but sufficiently simple for 
untrained mothers to use. 


Morac INSTRUCTION OF CHILDREN by Felix 
Adler. Appleton. 1892. $2. One of the earliest 
and best contributions to the solution of the 
problem of moral instruction of children 
from six to fourteen or fifteen years of age, 
with a discussion of the methods by which 
this kind of instruction should be imparted. 


Your Cuitp Topay ANp Tomorrow by 
Sidonie M. Gruenberg. Lippincott. 1913. 
$1.75. A simple treatment of the daily prob- 
lems arising in the life of parent and child, 
based upon the results of modern scientific 


research and actual experience in the home 
and mothers’ groups. Some of the problems 
discussed are’ punishment, lies, fear, adoles- 
cence, etc. 


PsYcHOLOGY OF CHILDHOOD by Naomi Nors- 
worthy and Mary T. Whitley. Macmillan. 
1918. $1.80. Although intended as a textbook, 
it is a valuable contribution to a parent's 
library. Chapter XV, a cross-section of 
child life at five and eleven, is particularly 
helpful. 


Tue New PsycHoLocy AND THE Parent by 
H. Crichton Miller. Thomas Seltzer. 1923. 
$1.75. An introduction to the theories of psy- 
choanalysis interpreted in terms of practical 
application, helpful to parents. 


Tue Nervous CuiLp by Hector C. Cameron. 
Oxford. 1919. $1.70. In spite of the title, the 
contents of this book apply to all children. 
The author shows splendid understanding of 
childhood, problems, mental as well as physio- 
logical. Deals helpfully with many and 
varied phases of child behavior. 


ADOLESCENCE by Maurice A. Bigelow. Na- 
tional Health Series, Funk & Wagnalls. 1924. 
35 cents. Clear, vital, and scientific study of 
this critical period of mental and physical 
development. It gives a sane presentation of 
facts and is replete with scientific suggestions. 


Tue Fatuer ANp His Boy by T. W. Gallo- 
way. Association Press. 1921. $1. Nontechni- 
cal, practical heip to parents in guidance and 
instruction concerning reproduction and se% 





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FINE professional spirit is evident 
in the enthusiasm and joy with 
which teachers are working on 
their problems. Wouldn’t it be a deep 
satisfaction to you to grow in your under- 
standing of children? Or, in a coopera- 
tive study of the curriculum of your 
school, to discover where improvement 
can be made? Or, in cooperative effort 
with teachers and the community, to es- 
tablish better tenure for teachers or a 
finer understanding of your school by 
parents? 

Why are educational magazines excel- 
lent material on which to base your group 
study and faculty meetings? THE Jour- 
NAL, your state association and other 
educational magazines reach you every 
month, with fresh material. If your 
school has 100 percent membership in the 
N. E. A. or state association, then every- 
one of your faculty has a copy of the 
same material for study. 

In many schools superintendents, prin- 
cipals, and teachers work together in 
planning what to study and share in the 
responsibility of presiding at meetings. 
Some committees work on special prob- 
lems for a year or longer. 

What to study—The teaching load, 
curriculum revision, tenure, salaries, re- 
tirement, parent and community coopera- 
tion, teacher rating, supervision, Ameri- 
can Education Week, the New Educa- 
tion Bill, new school legislation in your 
own state, what constitutes a profession, 
the seven cardinal objectives, teacher 
training in service, gains from county in- 
stitutes and state and national conven- 
tions, pupil failures. 

How conducted—A special committee 
might work on how Dr. La Rue’s series 
on mental health can be useful in your 
classes, another committee on how your 
school can get the most benefit from the 
Damrosch concerts, another on budgeting 
professional dues, another on how your 
school can use Miss Boysen’s experiment 
in character education. Teachers might 
take turns in posting references to JourR- 
NAL articles on the bulletin board. 


For elementary teachers—The follow- 
ing articles in the Jast three issues of THE 


OURNAL were planned for elementary 
teachers : 


A rural school blazes a new trail—Bessie M. 
King, October, p205 


Meeting parents—Garry C. Myers, October, 
p209 


The John Newbery prize book, October, p210 
Fine music for all schools, October, p212 


Vitalized Group Study and Faculty Meetings 


Educating the whole child—editorial, Novem- 
ber, p250 

The vital organs of the mind—Daniel W. La 
Rue, November, p261 

An experiment in character 
Agness Boysen, November, p261 

The tired child—Max Seham, December, p271 


education— 













































What One Faculty Did 


HROUGH the courtesy of the Lew 
Wallace School of Indianapolis 
THE JOURNAL is privileged to print the 
following program of a faculty meeting 
in that school based on a study of the 
October JOURNAL. 





Theme—National Education Asso- 
| ciation objectives and accomplishments. 

Our Objectives—To become better 
acquainted with scope of N. E. A. 
| activities and its intimate connection 
with teachers’ everyday problems, and 
to help us to realize it is our Associa- 
tion, and the vehicle for educational 
accomplishments. 


Medium—JourRNAL of the National 
Education Association. 


Program—1l. Digest of President 
Adair’s address—p199-200, stressing: 
Removal of illiteracy; Homes for re- 
tired teachers; Value of research work ; 
Education bill; Exchange of credits and 
certificates; Relation between higher 
standards of training for teachers and 
salaries; Degree requirements for ma- 
ture teachers; Objectives of N. E. A.; 
| Accomplishments of N. E. A.; Chal- | 
| lenge of the N. E. A. 


2. Resolutions adopted—p215 | 
3. Digest of constructive tendencies 
| in education—p219: Unity in educa- 
| tional work; Utilities propaganda and 
Federal Trade Commission; Improve- 
ment of research; Interest in Amer- 
ican Education Week. 


| 
| 
} 
4. Digest of American Education 
| 








Week program—p223-227. 
5. What the schools do—p228. 





For junior and senior high schools— 
Teachers might tell how they used Jour- 
NAL articles with their classes in studying 
citizenship, new books, and activities in 
other schools in such articles as: 


Real teaching—Frank Crane, October, p203 

The background of mental health—Daniel W. 
La Rue, October, p211 

Ben Blewett intermediate school—Crecelius, 
Mecker, and Sackett, November, p239 

The meaning of the Peace Pact—Sidney L. 
Gulick, November, p267 

Radio and music education—Walter Dam- 
rosch, November, p256 

Thomas A. Edison school for boys—Clayton 
R. Wise, December, p277 
For colleges—During the past year lay 

magazines have printed many articles of 


interest to college teachers. The follow- 


[305] 


ing have appeared in THE JOURNAL since 
January: 


The human side of teaching—Nathan G. 
Goodman, January, p25 

Shall college doors be 
March, p84 

Democracy in education—W. H. P. Faunce, 
April, p103 

State universities and public education—Lo- 
tus D. Coffman, May, p133 

“Externs” in teacher training—Lois Drake, 
November, p237 

Mental health through growth—Daniel W. 
La Rue, December, p274 


A few high points in state education 
journals—Among interesting articles in 
October issues of various state association 
journals are: 


closed ?—editorial, 


What shall we do about phonics? by Eva 
White in Oregon Educational Journal. 
Do Georgia teachers want it? by Caroline 
Miller in Georgia Educational Journal. 
The mission of the junior high school, by 
J. M. Glass in Kentucky School Journal. 
Good teachers keep well, by Charles Lough- 
inghouse in North Carolina Teacher. 

Constructive program for sight-saving clas- 
ses, by Franklin Royer in Pennsylvania 
School Journal. 


Teaching reading in the elementary schools, 
by W. S. Gray. This article appears in 
several state association journals. It is one 
of a series syndicated by the Service Bu- 
reau of state education associations. 
What THE JouRNAL checkup shows— 

Through the cooperation of a large body 

of its readers, THE JOURNAL has a sys- 

tem of checking which shows what mate- 
rial its readers find most useful. In the 

October JouRNAL, Real teaching by 

Frank Crane received first rank; Presi- 

dent Adair’s address at Minneapolis was 

second ; and Meeting parents by Garry C. 

Myers, third. In view of these reports 

you may wish to go back to these articles 

for further study and reading. 

The principal studies his job—The 
four pages in the November issue on this 
subject show that thousands of principals 
in the Department of Elementary School 
Principals are at work on their problems. 

An adventure in personal growth— 
Another four-page feature—and this one 
in the present issue was planned especially 
for group study and faculty meetings! 
Why not use it with your pupils, also? 

How you can help—Write a letter to 
the editor of THE JouRNAL telling about 
your faculty meetings, what you are 
studying, how conducted, and on what 
problems you would like help. Through 
THE JOURNAL your ideas can reach 180,- 
000 other readers and through them the 
children of the nation. 

























Membership in Departments of the National Education 
Association, 1928 ; 


Prepared by the Research Division of the National Education Association 


——— 




























































































a 


Department of superintendence | Department of secondary school principals | Department of elementary school principals ) 
States and ; ie [een oh TiS WTR fA 7 . ao bee 
other units Number Number Percent | Rank Number Nuinber Percent Rank Number Number Percent A 
eligible for | of col. 3 is of eligible for of col. 7 is of eligible for of col. 11 is ; ida 
membership | members | of col. 2 cou. 4 membership | members | of col. 6 col. 8 | membership | members | of col. 10 me 
1 ~ 3 4 oe 6 7 | 11 12 i tio 
United States 7,291 3,682 50 3,988 7.70 |.. - 
—--——_—_ —— - . - —-— |- - |- ——.--— j-— - - —_—__——_ ——_—_—|—___. fe 
po errr re 116 43 37 ij 337 | iS | 59 4 42 4.20 
Arizona os 36 21 $8.33 | 58 10 17.24 14 7.00 pee 
Arkansas 122 33 27.05 407 23 | 5.65 : 7 15 2.21 leg 
California ; 20/ 45 y | 468 109. 35*| ; | 349 18.27 
Colorado 103 37 71 32.13 2 | 78 12.96 - 
Connecticut 2 92. | 35 35.35 81 11 54 
Delaware. . . 7 a 4 14.29 10 11.63 
Dist. of Columbia : 82. . | 18 120.00* | 74 69.81 ; 
ae 34.3 x | 15 .22 a | : 56 6. : IF 
Georgia...... 21. 32 | 7 | 32 395 | 24 1. [ 
Idaho ae 70 7. se a. 2 5 s 1.83 “ieee eee ‘i 
lilinois. . : ; } , | : | 0. me 
NS i cas n'a 2 | 43. : | q .40 | 6. the 
lowa ; ) 38.2 53 3.43 | 79 9 fi 
Re re 7 Ss | 93 ‘ 25.69 } 8. or 
Kentucky......... 82 | 21.9% ‘ 23 | 02 < 33 4 i 
Louisiana....... . 6. 35 35: .70 ai ing 
a : ] | 2 «32 3. 
Maryland ry 84. | .45 9. vate 
Massachusetts. . . | ; a : | 14 2: you 
Michigan an 50% | q 2 | e. iz 15 , 0S. } - : Do 
| Minnesota..... 2 Ss 7 8 } ‘ | .64 x 14.; ; of | 
Mississippi. . . . ; 25 ; 7 | J 
Missouri. .. Gaze | 39.; 25 44 2 ,193 | 7 ’ ° 
Montana ; 45 28.5 ‘ Wa 
Nebraska a ae S| 3 = ~ eee ‘ -~ a. ad ; s ion T 
Nevada Pate dei 4 .76 f |. a cae 
New Hampshire 12 -11 25 | . por' 
New Jersey 102 97 : | 16. } Nov 
New Mexico 1 81 50 . aa 
New York “113 12.53 22 A 
North Carolina 21 2.86 43 Faye 
North Dakota. . 7 1.44 47 Will 
een. oe se 45 3.21 41 Al 
Oklahoma 35 4.95 37 ‘Sie C. 
icc a eas ; ‘ : 2 iS AI Ee a = es ae . >  Isab 
Oregon. . A Seiya f 4 15 5.02 35 me Ch 
Pennsylvania 1 40 2.32 23 7 
Rhode Island 4 11 2.31 7 Ce 
South Carolina 42 3 .93 49 Mar' 
South Dakota 47 72 . 36 16 Di 
——————- —- —— ——.|— |__| -- | I - Ft 
Tennessee 48 21 .88 , 08. { : Jam 
Texas 23 2 .42 ; | d Gi 
Utah 17 “51 2 : 58 | H. 
Vermont 20 my JZ Bt | - 5 Ib 
Virginia ... 39 91 | , 05 | 3.33 4 I 
Washington 43 | 35 | . } Bate 
West Virginia d , 36 | 36. LR 
Wisconsin | | é 2 $ lo 
Do acerca a ae See... ee 2) TREK | 3) ae Ka 
| Alaska aie AS ee <ereee ire, Reber oer al ns ‘ s 
OOO... nccdsce , - ae Be ea ae Stee fare b Li igs S EE : | one 
Hawaii... 50. 2 4 ; M 
Philippine Islands 52 5 51 | 3 a * : ‘28 2 Mi 
OS 4. } . 7 $3.4 2 meye 
Me 
— ence Ni 
. . . . . . . . . . Ne 
HIS TABLE compares membership of this department are members. This gives training institutions. Column 6 includes Sack 
the various states in three depart- Alabama a rank of 39 among the states principals of public junior, senior, four EE 
ments of the National Education and territories as to the percent of those year high schools, and of combined high Edith 
Association. You may obtain figures for eligible who hold membership in the De- schools and elementary schools. Column ce 
your state by reading the table as follows: partment of Secondary School Principals. 10 is an estimate based on the best in- NE 
In Alabama there are 116 school execu- In Alabama there are 999 principals of formation available and includes princi- = 
tives eligible for active membership in elementary schools. This state has 42 pals of elementary schools having approx- Or 
the Department of Superintendence. This members in the Department of Elemen- imately six or more teachers. r . 
state has 43 members in this department. tary School Principals. In Alabama 4.20 Teachers may well make arithmetic Ps 
In Alabama 37.07 percent of those eligible percent of those eligible for membership problems from this page for solution in Or 
for membership in this department are in this department are members. This school. Such problems are also good les- . 
members. This gives Alabama a rank of gives Alabama a rank of 37 among the sons in civics. For example, how many LR, 
31 among the states and territories as to states and territories as to the percent of new members would have to be enroled fans 
the percent of those eligible who hold those eligible who hold membership in from your state in order that your state e. 
membership in the Department of Super- the Department of Elementary School may rank first in percent membership in Sor 
intendence. Principals. the Department of Superintendence? Plow, 
In Alabama there are 327 principals of Column 2 includes chief executive offi- ne 
° > a Whiti 
secondary schools. This state has 15 mem- cers of public school systems, state, * The percents in excess of one hundred Te: 
bers in the Department of Secondary county, and local, even though the title is percent are accounted for by the fact that * 
School Principals. In Alabama 4.59 per- not superintendent of schools in all cases, college professors, librarians, and laymen “a 
cent of those eligible for membership in and heads of normal schools and teacher hold membership in these departments. bead, 
Wy 


pas ke 


“ee” 











professors on the faculty of the Teach- 

ers College of the University of Flor- 
ida at Gainesville. Each member is a life 
member of the National Education Associa- 
tion. This is the first school to have a hun- 
dred percent enrolment of its faculty in the 
life membership column. Joseph R. Fulk, 
professor of Education of the Teachers Col- 
lege, led in the effort which resulted in this 
unusual achievement. 


Norte RECORD in Florida—There are six 


New Life Enlistments 


IFE MEMBERSHIP, professional salaries, se- 
[ cure tenure, wider training, regular faculty 
meetings led by teachers—these are some of 
the stages by which the profession is moving 
forward and upward to higher achievement. 
Here is a list of people who look upon teach- 
ing as a permanent profession. Their names 
are arranged alphabetically by states. Have 
you been invited to become a life member? 
Do you know of some friend who is worthy 
of this honor? Send inquiries to Secretary 
J. W. Crabtree, 1201 16th Street N. W., 
Washington, D. C. 


The following life members have been re- 
ported since the list was published in the 
November JOURNAL: 


AtanamMa—O. C. Carmichael, James J. Doster, 
Faye Emond, John R. McLure, T. H. Napier, J. D. 
Williams, Josephine Wilson. 

Arkansas—H. L. Davis. ° 
CALIFORNIA—George B. Albee, Miriam D. Eisner, 
Isabelle B. Herold, George A. Rice. 
Cotorapo—Velma L, Powers, V. M. Rogers, A. 
L. Threlkeld. 

ConNECTICUT—Florance E. Bozenhard, Mary E. 
Marks. 

District or CotumBiA—Agnes I. Kinnear. 
FLtorwa—Edward W. Garris, J. F. Miller, Jr., 
James W. Norman, Joseph Roemer, B. A. Tolbert. 
Greorcia—J. M. Phagan. 

Hawau—Robert Leicht. 

IpaHo—J. M. McDonald. 

ILuinois—Evelyn F. Colby, Rachael G. Grimwood, 
Eugene E. Liljequist, Mrs. Pearl K. Nims. 
InDIANA—M. Irene Johnson, J. W. Jones, Charles 
L. Ruby. 
lowa—Walter L. Ernst, Ward T. North. 
Kansas—John Corrigan, A. N. Pomeroy. 
KentuckKy—A. B. Crawford, Glen O. Swing. 
MicHiGAN—Mrs. Erma J. Beckwith. 

MinnEsoTA—M. Elisabeth Stiening. 

Missouri—A. L. Jackson, Clarence H. Linde- 
meyer, Charles H. Williams. 

MonTtaNa—Jessie L. Duboc. 

NepraskA—Lulu Pritchard. 

New Jersey—Dorothy A. Abrams, Mrs. Evelyn 
Stackhouse Belcher, Annie E. Cowen, John H. Fox, 

orge R. Herman, Lillian M. Hopper, Margarette 
E. Howard, Henry P. Miller, Daniel A. Prescott, 
Edith R. Shannon. 

New Mexico—Charles E. Brown, A. L. Hatton, 
8. P. Nanninga. 

New York—Edwin H. Reeder. 

North Carotina—Chester C. Haworth, J. B. 
Jones, Ulysses S. Reynolds. 

On1l0oO—Clara Dauman, Blanche E. K. Evans, James 
B. Frew, Olga A. Jones, David P. Simpson, Edward 
L. Starr. 

OKLAHOMA—Joseph R. Holmes. 

Oxtcon—Henry F. English, E. H. Hedrick, Mary 

ompson., 

 PENNSYLY ANIA—Thomas A. Bock, Clare B. Book, 
rade Carter, Mary P. Lang, C. W. Lillibridge, 
— McConnell, Clarissa A. Moffitt, J. Earle 

sberts, Bela B. Smith, Mrs. Ida P. Stabler, Alice 

homas, Bess E. Van Deusen. 

SoutH Carotina—W. A. Barton, Jr., L. Eugene 

OWers, 


a Dakota—Gertie B. Rogers, Joseph W. 

ing. 

iEXAS—Winifred Bertram, Mary T. Chumbley, 
Johnson, Mattie Sims. 

watt Perry R. Wolcott. 

been oNSIN—Katherine D. Lynch, Dahlia Muri- 





Wrominc—Flora H. Krueger. 








Builders of Our Profession 


Completed Enrolments 


HIS LisT includes schools that have com- 

pleted their hundred percent enrolment in 
the National Education Association since the 
list was published in the November JourNAL. 
Each is doing its share to make teaching bet- 
ter. This list is also a tribute to the leader- 
ship of principals and teachers who have a 
vision of an improved teaching profession. 





Vee IN the service—Homer H. Seerley 
who inspired more than ten thousand 
graduates during his forty-two years as presi- 
dent of the Iowa State Teachers College at 
Cedar Falls; now retired on full salary and 
residence by an appreciative state, recently 
honored by the lowa State Teachers Associa- 
tion at its annual convention—a notable occa- 
sion at which another veteran, Editor A. E. 
Winship, made the principal address. 


Schools which enrol all of their teachers 
in the N. E. A. are placed on the Honor 
Roll of the Association. They merit this 
recognition because the 100 percent record 
suggests high professional spirit. It also sug- 
gests promise of progress for real progress in 
a democracy requires the combined strength 
of many. We do not make marked progress 
as individuals; we go forward in groups. 


Six Years or More 


ArRIZONA—Bisbee, Lincoln; Glendale, Glendale Pub- 
lic Schools; Jerome, Jerome Public Schools, Ad- 
ministration Building, Elementary, High, Primary, 
Walnut Gulch; Mesa, Mesa Public Schools, Frank- 
lin, Irving, Lincoln, Union High, Washington, 
Webster; Phoenix, Phoenix Public Schools, Adams, 
Capitol, Creighton, Douglas, Dunbar, Emerson, 
Fillmore, Franklin, Garfield, Grant, Henshaw, 
Jackson, Kenilworth, Lincoln, Longfellow, Lowell, 
McKinley, Monroe, Washington, Wilson. 

CaLirornia—Monrovia, Orange Avenue; Piedmont, 
Piedmont Public Schools, Egbert W. Beach, Frank 
C. Havens, High, Wildwood; San Francisco, Grat- 
tan, Kate Kennedy, Le Conte, Madison, Pacific 
Heights; San Jose, Gardner, Washington; Santa 
Ana, McKinley, Roosevelt; Stockton, Lincoln, 
Monroe. 


[ 307] 


Co_orapo—A rvada, Grade; Boulder, Highland, Whit- 
tier; Denver, Alcott, Corona, Ironton; La Junta, 
La Junta Public Schools, Boys’ Club, Columbian, 
High, Junior High, Lincoln, North La Junta, 
Park; Longmont, Columbine; Wray, Public. 

ConNECTICUT—Meriden, Robert Morris; Stamford, 
Wall Street. 

DELAWARE—W ilmington, Number 13, Number 23. 

GeorGiA—A mericus, High. 

Ittinois—Blue Island, Junior High; DeLand, De- 
land Township High; Fairbury, Edison, Isaac 
Walton; Maywood, Washington; Pekin, Pekin Pub- 
lic Schools, Community High, Douglas, Franklin, 
Garfield, Jefferson, Lincoln, McKinley, Roosevelt, 
Washington Junior High; (Springfield, Converse; 
Waukegan, Waukegan Public Schools, Andrew 
Cooke, Central, Glen Flora, Greenwood, Mce- 
Allister, North, South, West, Whittier, Waukegan 
Township High. 

INDIANA—Fort Wayne, Jefferson Intermediate; Ham- 
mond, Edison, Kenwood, Wallace, Woodrow Wil- 
son; Huntington, Horace Mann, Lincoln, Tipton; 
South Bend, Coquillard; Terre Haute, McLean 
Junior High. 

Iowa—Burlington, Burlington Public Schools, Corse, 
Grimes, Lauman, Lincoln, North Hill, Perkins, 
Prospect, Salter, Saunderson, Sunnyside, Wash- 
ington; Council Bluffs, Longfellow; Keokuk, Ele- 
mentary Teachers Club; Sioux City, Bancroft, 
Bryant, Cooper, Crescent Park, Emerson, Everett, 
Floyd, Franklin, Hawthorne, Hopkins, Hunt, Irv- 
ing, Lincoln, Longfellow, Lowell, McKinley, River- 
view, Roosevelt, Smith, Washington, Webster. 

KENTUCKY—Louisville, George Washington. 

Matne—Coaribou, High; Castle Hill, Castle Hill 
Public Schools; Chapman, Chapman Public 
Schools; Dexter, Pleasant Street; Houlton, Houl- 
ton-Littleton-Hammond Public Schools; Lewiston, 
Dingley Normal Training; Mapleton, Mapleton 
Public Schools, High; Portland, Butler Grammar, 
Chapman, Emerson, Heseltine, Monument Street, 
Nathan Clifford, Oakdale, Rosa E. True, Saund- 
ers Street, Shailer, Vaughan Street. 

MassaAcHusetTts—Beverly, Beverly Farms, Brown, 
Centerville. 

MicnicAn—Cadillac, Cadillac Public Schools, Cass, 
Cooley, Emerson, Franklin, High, Lincoln, Mc- 
Kinley, Whittier; Detroit, Barstow, Hely, White; 
Ironwood, Aurora; Ludington, Luther Foster; 
Saginaw, Washington; St. Joseph, St. Joseph Pub- 
lic Schools, Garfield, High, Lincoln, Washington; 
South Haven, South Haven Public Schools, Central, 
Hartman, Indiana, Junior High, Senior High. 

MINNeESOTA—Duluth, Nettleton; Minneapolis, Hay. 

Nevapa—Las Vegas, Grade, High, West Side. 

New Jersey—East Paterson, East Paterson Public 
Schools, Fifty-fourth Street, Gilbert Avenue, 
Market Street; West New York, Number 1, Num- 
ber 3. 

New Mexico—Roswell, Washington Avenue. 

NortH Dakota—Minot, Roosevelt. 

On10o—Bellefontaine, Bellefontaine Public Schools, 
Central, High, Hubbard, Lincoln, Mary Fulton, 
McBeth, North; Cincinnati, Twelfth District; 
Columbus, Eighth Avenue, Fulton; East Cleve- 
land, Mayfair; Elyria, Elyria Public Schools, Ely, 
Franklin, Garford, Gates, Gates School for 
Crippled Children, Hamilton, High, Jefferson, Mc- 
Kinley, Roosevelt, Washington; Euclid, Noble; 
Huntsville, Huntsville Village; Mansfield, Hedges; 
Marietta, Marion, Norwood; Massillon, Whittier; 
Norwood, North, Norwood View; Oberlin, Oberlin 
Public Schools, Centennial, High, Junior High, 
Pleasant Street, Prospect Street; WScienceville, 
Coitsville Public Schools, Buckeye, Coitsville 
Center, Geography Hall, John White, Scienceville 
Grade, Scienceville High, Thorn Hill, Thorn Hill 
Avenue, Warren Richey; Toledo, Lincoln; 
Wooster, Beall Avenue, Bowman; Youngstown, 
Myrtle Avenue. 

OKLAHOMA—Muskogee, Muskogee Public Schools, 
Central High, Edison, Franklin, Houston, Irving, 
Jefferson, Longfellow, Pershing, Sequoyah, Wash- 
ington, West High, Whittier; Okmulgee, Okmulgee 
Public Schools, Checotah, Emerson, Franklin, 
High, Horace Mann, Lee, McKinley, Roosevelt, 
Webster, Wilson. 

Orecon—Hood River, Hood River Public Schools, 
Coe Primary, Junior High, Park Street, Senior 
High. 

PENNSYLVANIA—Altoona, Altoona Public Schools, 
Adams, Allegheny, Curtin, Emerson, Fairview, 
Franklin, Garfield, Irving, Jefferson, Lincoln, 
Madison, Miller, Penn, Prospect Park, Roosevelt 
Junior High, Senior High, Stevens, Washington, 
Webster, Wright; Berlin, Berlin Public Schools; 
Corry, Corry Public Schools, Concord, Fairview, 
Harding, Junior High, Senior High, Washington; 
Doylestown, Doylestown Public Schools; Erie, 
Burns, Columbus, Franklin. 

SoutH Daxota—Mitchell, Mitchell Public Schools, 
Central, Eugene Field, Junior High, Lincoln, 
Litchfield, Longfellow, Senior High, Whittier; 
‘Sioux Falls, Irving, Lincoln. 

VERMONT—Burlington, Adams. 






























308 


Virncinia—L ynchburg, Garland-Rodes, White Rock. 

West Vircinia—Clarksburg, Towers. 

Wisconsin-—Kenosha, Durkee, Lincoln, Lincoln 
Junior High, Weiskopf; Wausau, John Marshall. 

Wrominc—Casper, Lincoln, Park; Cheyenne, Central, 
Churchill, Converse, Gibson Clark. 


Five years 


ALABAMA—Birmingham, Hemphill. 

ArIzONA—Bisbee, Central, Garfield; Flagstaff, Emer- 
erson, High; Tempe, Grammar. 

ARKANSAS—Fort Smith, Fort Smith Public Schools, 
Albert Pike, Belle Grove, Belle Point, Dunbar, 
DuVal, Howard, Junior High, Lincoln, Mill Creek, 
Parker, Peabody, Rogers, Senior High, South Fort 
Smith, Spradling, Trusty, Washington. 

CaLirorNiu—Bakersfield, William fenn; Lompoc, 
Miguelito; Monrovia, Wild Rose; San Francisco, 
Paul Revere; San Jose, Hawthorne, Longfellow; 
South Pasadena, Lincoln Park. 

Co_orapo—Denver, Fairmont, Gilpin, Globeville, 
Logan, Milton, Rosedale, Steele, Thatcher, Twenty- 
fourth Street, Valverde, Webster; Englewood, 
Hawthorne; Gunnison, County High; Louisville, 
Louisville Public Schools. 

Connecticut—Darien, Baker, Royle. 

De_awaRE—Wilmington, Number 5, Number 30. 

Ipano—Boise, Roosevelt; Pocatello, Jefferson, Lin- 
coin. 

I_tinois—Bismarck, Bismarck Township Hish; Chi- 
cago, Parker Practice; Chicago Heights, Garfield, 
Grant, Jefferson, Lincoln, Roosevelt; Jacksonville, 
Jacksonville Public Schools, Franklin, High, In- 
dependence, Jefferson, Josephine Milligan. Junior 
High, Lafayette, Morton, Washington; Maywood, 
Emerson; Mount Sterling, Grade; Naperville, 
Naperville Public Schools, Ellsworth, High, 
Naper; Pontiac, Pontiac Township High. 

INDIANA—Bloomington, Elm Heights; E’wood, Os- 
born; Fort Wayne, Forest Park, Hamilton, Lake- 
side, Miner, Riverside, South Wayne; Hammond, 
Franklin, High, Technical-Vocational; Michigan 
City, Canada; South Be-d, Elder, Henry Stude- 
baker, Lincoln, Linden; Terre Haute, W. A. Rea. 

lowa—Council Bluffs, Washington; Dubuque, Jack- 
son; Sioux City, Grant, Joy. 

Kansas——Cherryvale, Garfield, High, Junior Hith 
and Central Grade, Lincoln, McKinley; Humbo'dt, 
Humboldt Public Schools, High, Junior High, 
Lincoln, Washington; Hutchinson, Grandview; 
Leavenworth, Lincoln; Pittsburg, Lakeside Grade. 

Matne—Portland, Americanization, Lincoln Junior 
High, McLellan, Roosevelt, Sherman Street Kin- 
dergarten. 

MassacHusetts—Belmont, Josiah S. Kendall, Win- 
throp L. Chenery; Beverly, Prospect; Gloucester, 
Point Grammar; Millers Falls, Highland; North 
Easton, Junior High; Turners Fails, Montague 
City, New Eighth Street, Old Eighth Street, South 
End; Waltham, Jonathan B. Bright. 

MicuicAn—Detroit, La Salle, Pattensill, Wilkins, 
Williams; Grand Haven, Grand Haven Public 
Schools, Central, Fourth Ward, High, Junior High; 
Grand Rapids, Stocking; Saginaw, Otto Roeser. 

MINNESOTA—Mankato, Lincoln Junior High; Min- 
neapolis, Clara Barton, Irving, Johnson, Longfel- 
low, Northrop, William Penn. 

Missourt—Clayton, Clayton Public Schools, Belle- 
vue, DeMun, Forsythe, High. 

NesraAsKA—Fairbury, East, West; Omaha, Sherman. 

Nevava—District Number One, Educational District 
Number One, Bunkerville, Mesquite, Moapa, Over- 
ton, St. Thomas; Elko, Elko County High. 

New Hampsnuire—East Rochester, Public. 

New Jersey—Camden, Charles Sumner; Englewood, 
Cleveland, Franklin; Fair Haven, Fisk Street, 
Wiilow Street; Newark, School for the Deaf; Ra- 
ritan Township, Sand Hills, Stelton; Rutherford, 
Lincoln, Pierrepont, Sylvan; Summit, Brayton, 
Junior High, Roosevelt; Trenton, Girard, Mott. 

New YorK—Oneida, Washington Avenue; Yonkers, 
Number 14. 

On1o—Amherst, Amherst Public Schools; Barberton, 
Barberton Public Schools, Central, Haz-lwood, 
Highland, High, High Street, Lincoln, Oakdale, 

Rose Street. Washington; Columbus, Columbus 
Normal, Fifth Avenue, Fourth Street, Heyl Ave- 
nue, Medary Avenue, Reeb Avenue; Cuyahoga 
County, Cuyshoga County Public Schools, Bay 
Village, Beechwood, Berea Central Elementary, 
Berea Hith, Br-teneh!, Brecksville, Brooklyn Vil- 
lage, Brook Park, Butternut, Chagrin Falls, Coe 
Ridge, Dover, Fair Street, Fairvizw Central Ele- 
mentary, Feirview High, Garfield Hz-ights Hizh, 
Garfield Park Element-ry, Gorficld Roosevelt, 
Gates Mill, Gilles-Sweet, Independence Villa‘e, 
Maple Leaf, Mayfield Center, Mayfield High, May- 
ficld Oakville, Mavfield Road Elementarv. M’‘les 
Heights Village, North Royalton Rural, Olmst-d 
Falls, Orange Village. Park Kno!'l, Parma Hi’h, 
Parma Seven Hills Village, Parma State Road. 
Parma Thoreau Park, Pearl Road. Richmond 
Heights, Solon Village. Strongsville Villo+e, Val- 
ley View, Warrensvil'e Rural; East Clevelavd, 
Superior; Lakewood, Grant; Lovan County, Belle 
Center Village, Bokescreek Rural, Harrison Rural, 
Iron City Rural, Lake Rural, P rry Rural, Quincy 
Village, Richland Rural, Rush Creek Rural, West 
Liberty Village, Zan> Rura!; Mansfie'd. Prospect, 
West Fifth Street; Norwood, High; Tiffin, College 


THE JOURNAL OF THE NATIONAL EDUCAT:0N ASSOCIATION 


Hill, Junior High, Monroe Street; Warren, Dickey 
Avenue, Elm Street, South Park Avenue; Youngs- 
town. Jefferson. 

OKLAHOMA—Pawhuska, Pawhuska Public Schools, 
Century, Franklin, High, Lynn, Prudom, Separate, 
Union. 

OrEcoN—Lakeview, Lakeview Public Schools. 

PENNSYLVANIA—Clearfield, Fourth Ward; Delaware 
County, Upper Darby District, Cardington-Stone- 
hurst, Garrettford, Keystone; Erie, Harding, Wash- 
ington; Lehighton, Lehighton Public Schools, First 
Ward, Junior-Senior High, Third Ward; Munhall, 
Munhall Public Schools, Andrew Street, High, 
Junior High, Ravine Street, Twelfth Avenue; 
Palmerton, Delaware, Franklin, Hazard, Stephen S. 
Palmer High; Pittsburgh, Bane. 

Ruope IsLanp—Jamestown, Carr, Thomas H. Clarke. 

SoutH Daxota—Chester, Chester Consolidated. 

Utan—Jordan District, Jordan District Public Schools, 
Bingham Central, Bingham High, Bluffdale, But.er, 
Copperton, Crescent, Draper, Granite, Herriman, 
Highland Boy, Jordan High, Lark, Midvale, River- 
ton, Sandy, South Jordan, Union, Upper Bingham, 
West Jordan. 

VERMONT—Brattleboro, Canal Street. 

Vircinta—Lynchburg, Miller Park; Grafton, Grafton 
Public Schools. Central, East Grafton, Fiest Ward, 
High, South Grafton, West Grafton. 

West Vircinia—Sistersville, High, Main Street. 

Wisconsin—Madison, Randall; Racine, Gilbert 
Knapp, Jefferson, N. D. Fratt; Sheboygan, Frank- 
lin, J-fferson, Lincoln, Longfellow, U. S. Grant; 
Wausau, Wausau Public Schools, Central, Franklin, 
Grant, High, Irving, John Marshall, Junior High, 
Lincoln, Longfellow, Vocational, Washington; Wau- 
watosa, Aetna Park. bd 

Wyominc—Casper, Grant, Jefferson; Cheyenne, Cor- 
lett; Midwest, Grade; Riverton, Riverton Public 
Schools, Delfelder Consolidated, Dobler, Grade, 
High; Sheridan, Central, Custer Street, John S. 
Taylor. 


Four years 


ALABAMA—Birmingham, Avondale, Henley, Robert E. 
Lee, Stonewall Jackson, Wylam. 

Arizona—-Douglas, Grammar. 

ARKANSAS—Texarkana, Texarkana Public Schools, 
Central, College Hill, College Hill (Colored), Fair- 
view, Junior High, Orr, Senior High, Washington 
High. 

Centennial, Roosevelt, Williams; Los 
Angeles, Brentwood; \San Francisco, Cabrillo, Fre- 
mont, Hillerest, Irving M. Scott, Speech Correc- 
tion Department; San Jose, Part Time High. 

Co.orapo—Boulder, Mapleton; Branson, Branson 
Consolidated; Denver, Alameda; District Number 
61, Segundo; Fort Lupton, Fort Lupton Public 
Schools. 

ConneEcTICUT—Bridgeport, Carfield. 

District or CoLtumMBIA—Washington, Blow. 

FLormwa—Daytona Beach, Seabreeze High. 

Ipano—Kellogg, Kellogg Public Schools, High, Lin- 
coln, Sunnyside, Wardner, Washington; Rexburg, 
Rexburg Public Schools. . 

ILLinois—Chicago Heights, Chicago Heights Public 
Schools, Franklin, Garfield, Grant, Jefferson, Lin- 
coln, McKinley, Roosevelt, Washington, Washing- 
ton Annex; Evanston, Frances E. Willard, Lin- 
colnwood; Jerseyville, Jersey Township High; 
River Forest, Lincoln; Skerrard, Community High. 

INDIANA—Fort Wayne, Harmer, McCulloch, Washing- 
ton; Freeland Park, Freeland Park Public Schools; 
Indianapolis, Number 81; South Bend, Boys Voca- 
tional, Central Junior High, Colfax, James Whit- 
comb Riley Junior High, Laurel, Senior High. 

Iowa—Centerville, Lincoln, McKinley; Council Bluffs, 
Avenue B. 

Kansas—Garden City, Buffalo Jones. 

Kentucky—Louisville, Belknap, Emmet Field, Isaac 
Shelby, J. B. McFerran, Parkland. 

Maine—Dover-Foxcroft, North Street; Portland, 
Staples; Presque Isle, Aroostook State Normal; 
Sanford, Lincoln; Waterville, South Grammar. 

MAsSACHUSETTS—Adams, Maple Grove; Beverly, 
Beverly Cove, McKay; Franklin, Thayer; Glou- 
cester, Forbes, Hovey; Lynn, Coburn Street; 
S*aron, Charles R. Wilber; Stoneham, East; West 
Sprincfield, Mittineague. 

MIcHIGAN—Bay City, Wenona; Detroit, Crosman, 
Henneman, Ruthruff; G-avd Rapids, Auxiliary 
School for Exceptional Children; Traverse City, 
Traverse City Pub'*e Schools, Boardman Avenue, 
Central, Elmwood, Junior High, Oak Park, Senior 
Hish. Union Street. 

MINNESOTA—C/oquet. Jefferson; Duluth, Fairmount, 
Fond du Lac, Webster; Minneapolis, Agassiz, 
Bencroft, Grover Cleveland, Lowell, Madison, 
Rosedale, Webster. 

Missouri—Kansas City, Greenwood, Leeds, S. B. 
Lodd; St. Lovis, Marquette, Wilkinson; University 
City, Flynn Park; Webster Groves, Junior Hich. 

New Jersey—Atlantic City, Richmond Avenue; 
Camden, H. C. Sharp, J. S. Read, McKinley, Park- 
side; East Oranee, Washinston; En-lewood, 
Liberty; Fair Haven, Knollwood; Fairton, Public; 
Maywood, Public; North Plainfield, Somerset; 
Paterson, Number 22; Trenton, B. C. Gregory, 
James Moses. 

New Mexico—Silver 
Teach>rs College. 
New York—Ardsley, High; Kenmore, Washington 

Elementary; Oneida, North Broad Street. 


City, New Mexico State 


December, 1928 
=o ui 
NortH Dakota—Minot, Central, Lincoln, i 

S. H. S. Grade, Sunnyside. McKinley, 

Oxn1o—Akron, Bryan; Ashtabula, Park Junior High; 
Cincinnati, Girls Vocational; Cleveland, Landon 
Waverly; Columbus, Avondale, Beck Street Dana 
Avenue, Eastwood, John Burroughs, Lane Avenue 

Main Street, Milo, Mt. Vernon Avenue, Second 
Avenue, Southwood, Stewart Avenue; Lakewood 
Harrison, Roosevelt; Lima, Central High, Emer. 
son, Faurot, Franklin, Garfield, Horace Mann 
Irving, Jefferson, Lincoln, Longfellow, Lowell Me. 
Kinley, Richardson, Roosevelt, Washington, Whit. 
tier; Lime City, Public; Logan, Junior High; 
Mansfield, Brinkerhoff, Bushnell; Middletown 
High; Warren, First Street, Market Street Tod 
Avenue, West Junior High; Woodstock, Public 

OKLAHOMA—Hominy, Mound Valley Public. ‘ 

OrEGoN—Marshfield, Coos River; Newberg, Hard. 
ing. 

PENNSYLVANIA—A bington, Abington Public Schools; 
Delaware County, Upper Darby District, Upper 
Darby District Public Schools, Bywood, Carding. 
ton-Stonehurst, Drexel Hill, Fernwood, Garrettiord 
Highland Park, Keyston-, Primos, Stonehurst Hills, 
Upper Darby High; Downington, Industrial and 
Agricultural; Muhlenberg Township, Muhlenberg 
Township Public Schools, Hyde Park, Junior-Senior 
High, Rosedale, Temple; Packerton, Packerton In. 
dependent; Reading, Tenth and Green Street. 

Ruope IsLanp—Newport, Pottcr. 

South Caro_ina—Walterboro, Walterboro Public 
Schools, Grammar, High. 

South Daxkota—Astoria, Astoria Public Schools; 
Belle Fourche, Belle Fourche Public Schools, De- 
partmental, Gray, High, Lincoln; Selby, Selby 
Public Schools; Sioux Falls, Lewis Heights, River. 
side; Wilmot, Wilmot Public Schools. 

TENNESSEE—S pringfield, Senior High; Dallas, North 
Dallas High. 

UtaH—Alpine District, Alpine District Public 
Schools; Murray City, Murray City Public Schools, 
Arlington, Bonnyview, High, Liberty; Salt Lake 
City, Edison. 

WASHINGTON—S pokane, Hillyard Hith. 

West VirGINiA—Clarksburg, Alta Vista; Fairmont, 
W. R. White; Fort Gay, Fort Gay Public Schools; 
Martinsburg, High. 

Wisconsin—Kohler, Kohler Public Schools; Madison, 
Brayton; New London, N.w London Public Schools, 
Lincoln, McKinley; Sheboygan, Horace Mann; 
Wauwatosa, Junior High, Wilson. 

Vo ee Junior High; Salt Creek, 

rade. 


Three years 


ALABAMA—Birmingham, Elyton. 

ArizoNA—Clarkdale, Clarkdale Public Schools; St. 
David, St. David Consolidated Schools. 

CALIFORNIA—Anaheim, Central; Atascadero, Public; 
Oakland, Campbell; San Francisco, 
Lafayette. 

CoL_orapo—Boulder, North Intermediate; Denver, 
Columbine, University Park; District Number 61, 
Primero High; Englewood, Lowell; Frederick, 
Frederick Public Schools; Hillrose, Hillrose Con- 
solidated Schools; Longmont, Bryant, Lincoln; 
— Meeker Public Schools, Rio Blanco County 

igh. 

ConnecticuT—Bristol, North Side; Stratford, Wash- 
ington. 

District or CoLtumMBia—Washington, Randle High- 
lands-Orr. 

Georcia—Macon, Bellevue. 

Ipano—Boise, Whittier; Cambridge, High. 

ILLinois—Chicago, Farragut Junior High; Evanston, 
Noyes; Marengo, Public; Serena, S-rena n 
munity High; Wood River, Wood River Public 
Schools, Lincoln, ‘Washington, Wood River, 
Woodrow Wilson. a 

INDIANA—Fort Wayne, Hanna, Nebraska, Rudisill; 
Martinsville, Central; Sedalia, Public; Seymour, 
Shields Junior High. . 

lowa—Council Bluffs, Madison; Sidney, Sidney Public 
Schools; Sioux City, East Junior High Hobson. 

Kansas—Bonner Sprines, Bonner Springs Public 
Schools, Lincoln, McDanield, Senior and Jeune 
High; Hiawatha, C. H. Janes; Paola, High; Ro'la, 
Rural High; Winfield, Winfield Public Schools, 
Bryant, High, Irving, Lowell, Stevenson, Webster. 

KentuckyY—L ouisville, Hazelwood. 

LouisianNA—Grand Cane, High. B. 

Maine—Augusta, Cony High; Portland, Thomas 
Reed; Waterville, North Grammar. | id 

Missacnusetts—Greenfield, Abercrombie; Medforé, 
Hervey; Plymouth, Knapp; Springfield, Thomas ™. 
Ballict; Winchester, Gcorge Washin¢ton. ‘ 

Micmican— Albion, Albios Publie Reg 
Central, Dalrymple, Junior High, 

West Ward; Clawson, Log Cabin High; Dearborn 
Garrison; Detroit, Breitmeyer, Clerk, oat 4 
Cooper, Don Hubert, Grayling, Holcomb, a. 
Marcy, Peter Vetal, W. E. Leslie; Jonia, Em: 

Jefferson; L’Anse, L’Anse Public Schools, ah, 
High; Monroe, Monroe Public Schools, or 

Christiancy, High, Lincoln, Union; — 
McLaushlin; Pontiac, Baldwin; Saginaw, S¥ one WR 

MINNESOTA—Duluth, Irving; Mankato, Li “ 
Minneapolis, Cavell, Field, Greeley, Hawthorne, 
Howe, Lafayette, Loring, Margaret Fuller, 
haha, Prescott; Owatonna, High; St. P ‘Central, 
side; Virgin‘a, Virginia Public Schools, 


Farmstead, Franklin, Higgins, Homestead, Horace 


Minne- 





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Vol. 17, No. 9 


Mann, James Madison, Jefferson, Johnson, Lin- 
coln, Senior High, Technical High, Washington. 
MissouRI—S¢t. Louis, Edward Wyman. 
MonTANA—Great Falls, Lincoln. 
NevapA—Carson City, Carson City Public Schools. 
New JerseY—Bloomfield, Center; Bridgeton, Irving 
Avenue, Monroe Street; Carney’s Point, du Pont 
Number 1, Lafayette; Hignatstown, Grammar, 
Primary; Paterson, Number 17; Trenton, Monu- 
ment Demonstration, Peabody. 
New Mexico—Roswell, East Side. ‘ 
New YoRK—Scunenectady, Clinton, Nott Intermediate. 
Quio—Akron, Allen, Crosby, East High, Firestone 
Park, Grace, Harris, Howe, H. V. Hotchkiss, King, 
Margaret Park, McEbright, Miller; Alexandria, 
High, St. Albans Township Public Schoois; Ash- 
tavula, Columbus Street Grade, Division, High, 
Pacific Street; Cambridge, Park; Canton, Dueber; 
Chillicothe, Central, Eastern; Cincinnati, School 
for Crippled Children; Columbus, Felton, Leonard 
Avenue, Michigan Avenue, Spring Street, Third 


Street; Hamilton, Jefferson, Tyler; Lakewood, 
Hayes, McKinley; Lancaster, Lancaster Public 
Schools, Children’s Home, East, High, North, 


South, Utica, West; Lima, Lima Public Schools, 
Central High, Emerson, Faurot, Franklin, Garfield, 
Horace Mann, Irving, Jefferson, Lincoln, Long- 
fellow, Lowell, McKinley, Richardson, Roosevelt, 
South Junior High, South Senior High, Washing- 
ton, Whittier; Logan, Logan Public Schools, Cen- 
tral, East, Junior High, Senior High, West; Mans- 
field, Newman; Maumee, Maumee Public Schools, 
Fort Miami, High, Riverside; Newark, East Main 
Street; Powhatan Point, Powhatan Village Schools; 
Rittman, Rittman Public Schools, First Street, 
High, Primary; Tiffin, Minerva Street; Warren, 
C-ntral Junior High, Frances E. Willard; Youngs- 
town, Caldwell. 
OrecoN—Pendleton, Washington. 
PENNSYLVANIA—Clearfield, Clearfield Public Schools, 
Fourth Ward, High, Junior High, Market Street, 
Third Ward; Delaware County, Haverford Town- 
ship, Haverford Township Public Schools, Brook- 
line, Chestnutwold, Junior High, Llanerch, Manoa, 
Oakmont, Preston, Senior High; Emporium, West 
Ward; Erie, Burton, Longfellow; Gettysburg, 
Gettysburgh Public Schools, Franklin Street, High, 
High Street, Lincoln, Meade; Lancaster, Straw- 
berry Street; New Salem, New Salem Independent 
School District; Oil City, Innis Street; Pittsburgh, 
Gienwood. 
Rucpke IsLAND—Cranston, Norwood Avenue; 
erly, Bradford. 
Texas—College Station, A. and M. Consolidated. 
Umu—Mt. Pleasant, Junior High; (Salt Leake City, 
Garfield, Longfellow, Ogquirrh. 
Vacinta—L ynchburg, Fairview, Fort Hill, West End; 
Norfolk, Ocean View. 
WasHINGTON—College Place, Public School District 
Number 31. 
West Vircinta—Oak Park, Triadelphia District High. 
Wisconsin—Kenosha, Columbus, Jefferson, Washing- 
ton Elementary, Washington Junior High; Racine, 
Lineoln; Sheboygan, Sheridan; Wauwatosa, Wau- 
watosa Public Schools, Aetna Park, Junior High, 
Senior High, Wilson. 
Wrominc—Cheyenne, Johnson, Park Addition; 
Laramie, Parkview; Rock Springs, Lincoln, Wash- 
ington. 


West- 


Two years 


ALABAMA—Birmingham, Barker. 

AXIZONA—Benson, Grammar; Bisbee, 
Powell; Flagstaff, Brannen, Dunbar; 
Miller Valley; Willcox, Grammar. 

ARKANSAS—Little Rock, Woodruff. 

CALIFORNIA—A naheim, Fremont, Lincoln; Alhambra, 
Fremont; Bakersfield, Toltec; Hayward, Hayward 
Highland, Pacific Primary; McArthur, Fall River 
Joint Union High; Modesto, Franklin; Needles, 
Needles Public Schools; Palos Verdes Estates, 
Malaga Cove; Pomona, Washington; San Francisco, 
D.tention Home, Frank McCoppin, Raphael Weill, 
Twin Peaks, West Portal; San Jose, Branch High 
Schools; Santa Paula, Briggs-Olivelands Public 
Schools, Briggs, Olivelands. 

CoLoRaDo Denver, Adams, Albion, Baker Junior 
High, Bryant, Teller; District Number 61, Dis- 
trict Number 61 Public Schools, Old Segundo, 
Primero High, Segundo, Valdez; Fort Collins, 
Washington; Gypsum, Eagle County High; Laird, 
Laird Combined; Montrose, Johnson-Northside; 
Paimick, Sedgwick Public Schools; Trinchera, 
ublic. 

Goxwecticut Bridgeport, Lordship; Darien, High; 
East Norwalk, Roger Ludlow Junior High; Nor- 
walk, Center, Roosevelt, Winnipauk; Southington, 
Lewis High; Warehouse Point, Hartford County 
Temporary Home. 
RicT oF CoLumMBiA—Washington, Kenilworth. 
LoRIDA—Daytona Beach, Lenox Avenue; Tampa, 
Ge as Jackson. 
ORGA—Atlanta, C. J. 

nton. 


= Boise, Longfellow, Washington; Nampa, Lake- 


NOIS—Belvidere, 


Franklin, 
Prescott, 


McLendon, Faith, Frank L. 


Logan, Washington; Bowen, 


wen Community High; East St. Louis, William 
» Moirison; Hartsburg, Commercial High; High- 
d Park, Elm Place; 
Oak Park, 


La Grange, Congress Park; 
Oak Park Public Schools, Abraham 





THE JOURNAL OF THE NATIONAL EDUCATION AsSOCIATION 


Lincoln, Henry W. Longfellow, Horace Mann, 
James Russell Lowell, John Greenleaf Whittier, 
Nathaniel Hawthorne, Oliver Wendell Holmes, 
Ralph Waldo Emerson, Washington Irving, William 
Beye, William H. Hatch; Ramsey, Ramsey Public 
Schools; Rockford, Jackson; St. Clair County, 
Lafayette Public Schools. 

INDIANA—Fort Wayne, Franklin, Justin N. Study; 
Hammond, Irving, Lincoln, Maywood, Warren G. 
Harding, Washington; /ndianapolis, Calvin Kendall; 
Martinsville, South; Seymour, Emerson, Lincoln, 
Lynn Street, Riley, Washington; Sullivan, Junior 
High. 





ASPER LUTHER BEESON, who is president of 

Georgia State College for Women, Mill- 
edgeville, Georgia. The faculty of his college 
have just presented Dr. Beeson with a life 
membership in the National Education Asso- 
ciation. This tribute is one which might be 
made by other faculties which wish to honor 
a beloved officer. 





lowa—Cedar Rapids, Garfield, Kenwood; Council 
Bluffs, Dodge, Franklin, Gunn; Dubuque, Bryant. 

Kansas—Augusta, Junior High; Concordia, Lincoln; 
Hutchinson, Lakeview, Winans; Manhattan, Hish; 
McLouth, High; Pittsburg, Lakeside Junior High; 
Powhattan, Rural High. 

Kentucky—Loxisville, Beechmont, Main Building. 

Maine—Camden, Elm Street, Knowlton Street; 
Mexico, Kimball; Southwest Harbor, Pemetic High. 

MaryYLanp—Boonsboro, High. 

MASSACHUSETTS—Athol, Lake Park, Main Street; 
Ballard Vale, Bradlee; Brookline, Michael Dris- 


coll; Everett, Winthrop; Medford, James; Nor- 
folk, City Mills; Plmouth, Junior High, Mt. 
Pleasant; Springfield, Jefferson Avenue; Swamp- 


scott, Machon; Westwood, Islington; 
Lincoln; Worcester, Thorndyke Road. 

MicuiGAN—Cedar Rapids, Arthur; Detroit, George 
Ford, Grant, Harris, Howe, McKinley, M. M. 
Rose, Monnier, St. Clair; Fremont, Fremont Public 
Schools; Highland Park, Liberty; Lincoln Park, 
Lincoln Park Public Schools, Good-ll, Horéer, 
Lafayette, Raupp; Royal Oak, Benjamin Franklin, 
Longfellow, U. S. Grant, Washington. 

MINNEsOoTA—Duluth, Ensign, Morley Heights, Oneota, 
Washburn; Minneapolis, Adams, Cooper, Lind, 
Morris Park, Nokomis Park, Trudeau, Van Cleve, 
Whittier; Rochester, Rochester Public Schools, 
Central, Edison, Hawthorne, Holmes, Junior- 
Senior High, Lincoln, Northrop. 

MississipPi—Brooklyn, Forrest County Agricultural 
High; Jackson, Davis; Red Lick, Red Lick Con- 
solidated. 

Missourt—Kansas City, William A. Knott's. 

MoNTANA—Great Fa'ls, Hawthorne, Lowell. 

NeBRASKA—Grand Island, Dodge. 

Nevapa—Lovelock, Lovelock Consolidated Schools; 
Reno, McKinley Park, South Side; Wellington, 
Smith Valley Union Schools. 

New Jersey—Bernardsville, Olcott; Brigantine, Pub- 
lic; Englewood, Intermediate; Hopewell, Gram- 
mar; Leonardo, Grammar, Middletown Township 
High; Livingston, Roosevelt; Madison, Central 
Avenue; North Plainfield, Watchung; Vineland, 
Vineland and Landis Township Public Schools, 


Winchester, 







309 










































































Butler Avenue, Central, Chestnut and East Street, 
Chestnut and West Street, Cooper’s Mill, East 
Avenue, High, H. L. Reber, Kingman, Magnolia, 
New Italy, North Vineland, Oak and Main Street, 
Opportunity, Orchard Road, Park and East Street, 


Park and Second Street, Pleasantville, Spring 
Road, Trento, West Side. 
New YorK—Brookhaven, Public School District 


Number 29; Glens Falls, Ridge Street; Kenmore, 
Harding Elementary, Sheridan; Rome, Thomas 
Street. 

NortH Dakota—Fargo, Hawthorne. 

Ounu10—A shtabula, Chestnut Street, Columbus Street 
Junior High; Canton, Fairmount, Liberty, Wash- 
ington; Chillicothe, Southern; Cincinnati, Raschig; 
Cleveland, Addison Junior High, Chesterfield; 
Columbus, American Addition, Bellows Avenue, 
Clinton, Hubbard Avenue; Goshen, Public; Mans- 
field, John Simpson Junior High; Marietta, Har- 
mar, Willard; Massillon, Brookfield; Ravenna, 
West Main; (Somerset, Somerset Village Schools; 
Tiffin, Miami Street; West Alexandria, West Alex- 
andria Public Schools. 

OKLAHOMA—Sapulpa, Forest Park, Garfield, Jeffer- 
son, Woodlawn. 

OrEGoN—Jordan Valley, Grade; Lexington, Lexing- 
ton Public Schools; Pendleton, Hawthorne, High, 
Lincoln; Roseburg, Roseburg Public Schools, Ben- 
son, Fullerton, Junior High, Rose, Senior High. 

PENNSYLVANIA—Biglerville, Biglerville Public 
Schools; Camp Hill, Grade, High; Erie, Emer- 
son; Oil City, Gay Street; Plymouth, Plymouth 
Public Schools, Central, Franklin Street, Hugh, 
Main Street, Junior High, Nottingham Street, 
Temperance Hill, Vine Street, Willow Street; 
Schellsburg, Schellsburg Public Schools; West 
Pittston, West Pittston Public Schools, High, In- 
termediate, Junior High, Primary; Wéilkinsburg, 
Wilkinsburg Public Schools, Allison, Johnston, 
Junior High, Kelly, McNair, Semple, Senior High, 
Turner. 

Ruope IsLanp—Westerly, Pleasant Street. 

SouTH CaRoLiInA—Blaney, Blaney Public Schools, 

Canton 


Grammar, High. 

SoutH Dakota—Canton, Public 
Central, East Side, West Side. 

TENNESSEE—Knoxville, Lincoln Park. 

Texas—Texarkana, Rose Hill. 

Utan—Coalville, High, North Summit District Pub- 
lic Schools; Morgan County, Morgan County Pub- 
lic Schools, Grade, High, Milton, North Morgan, 
Peterson, Porterville, South Morgan; Weber 
County, Weber County Public Schools, Burch 
Creek Junior High, Eden, Farr West, Harrisville, 
Hooper Junior High, Huntsville Junior High, 
Kanesville, Liberty, Marriott, North Ogden Junior 
High, Plain City Junior High, Pleasant View, 
Riverdale Junior High, Roy Junior High, Senior 


Schools, 


High, Taylor, Uintah, Warren, West Warren, 
West Weber, Wilson Junior High. 
VERMONT—Montpelier, Primary. 
Vircinia—Lynchburg, Monroe; Newport News, 
Stonewall Jackson. 
WASHINGTON—Everett, Beverley Park, Jefferson, 
Longfellow. 
West Vircinta—Salem, Junior High; Shinnston, 


Junior High and Grade; Wheeling, Centre. 

Wisconsin—Green Bay, East High; Kenosha, Me- 
Kinley Junior High; Madison, Dudgeon; Shedoy- 
gan, Washington. 

Wyominc—Casper, Roosevelt; Cody, Cody Public 
Schools, Grade, High; Laramie, Fremont, Junior 
High; Rock Springs, Yellowstone; Sheridan, Cof- 
feen Avenue. 


Current ycar 


ALABAMA—Birmingham, Acipco, Martin, Minnie Hol- 
man, Montgomery, North Birmingham, Woodrow 
Wilson; Dora, High; Irvington, St. Elmo; Ken- 
nedy, Kennedy Public Schools. 

ARIzONA—Seligman, Public. 

ARKANSAS—Camden, Harmony Grove; Little Rock, 
Joe T. Robinson High, Parham; Mabelvale, Public. 

CALIFORNIA—Alhambra, Central, Park, Ramona 
Grammar; Bakersfield, Lowell; Carmel, Sunset: 
Hayward, Fairview, Muir, Tennyson Grammar; 
San Francisco, Columbus, Commodore Sloat; San 
Gabriel, Potrero Heights; San Jose, Hester, Lowell, 
M. R. Trace; Vallejo, McKinley. 

High ; 


Cor orapo—Canon City, Roosevelt Junior 


Denver, Boulevard, Colfax, Elyria; Fort Collins, 
Franklin, Junior High Annex, Laurel, Remington; 
Lime, Consolidated; Montrose, Montrose Educa- 
tion Association. 

ConnNEcTiICUT—Collinsville, Grammar; Hazardville, 
Scitico; Norwalk, Holmes. 

DeELAWARE—W ilmington, Number 27. 


Dretri-t or Co_tumMBiA—Weashington, 


Military Road, 
Pierce-Webb, Wallach, Weightman. 


FLorwwa—-A popka, Apopka Public Schools; Arling- 
ton, Arlinéton Consolidated; Daytona Beach, 
Central, North Ridgewood, Volusia; Gainesville, 


Teachers College, University of Florida; Jackson- 
ville, Murray Hill; Mount Dora, High, Senior 
Accredited High; Pensacola, Annie E. McMillan; 
Pierce, Junior High. 

Georcta—Americus, East Americus; Columbus, East 
Highland, Waverly Terrace; Midville, Public. 

IpAHO—Blackfoot, Public; Boise, Collister, Lowell, 
Park; Fairfield, District Number 14; Grace, Dis- 
trict Number 35, Hailey, High; Rupert, Lincoln. 


(Continued on page A-256) 








The Fifty-Ninth Winter Meeting 


RESIDENT Boynton on the ground— 
Pir success of a big convention, such 

as the winter meeting of the Depart- 
ment of Superintendence, is dependent on 
a vast deal of detailed preliminary work. 
President Frank D. Boynton recently spent 
a busy weekend at Cleveland in anticipa- 
tion of the Fifty-ninth annual meeting 
of the Department of Superintendence, 
February 24-28, 1929. In consultation 
with Robinson G. Jones, superintendent 
of the Cleveland schools, A. J. Kennedy 
of the Cleveland Convention Board, 
Colonel Leonard P. Ayres, and others, 
Superintendent Boynton completed plans 
covering such important convention mat- 
ters as daily convention schedules, mu- 
sic, vesper programs, decorations, loud 
speaker and projection service. He in- 
spected the ballrooms and auditoriums 
which are to house more than thirty sec- 
tion and discussion group meetings of the 
Department of Superintendence, as well 
as the meetings of the fourteen allied or- 
ganizations officialiy invited to partici- 
pate in the convention. 

Convention exhibit an attractive fea- 
ture—Careful consideration was given to 
the layout for the educational exhibit 
which will be located in a spacious ex- 
hibit hall directly connected with the 
public auditorium where all general ses- 
sions will be held. All of the exhibits will 
be on the same floor, which is on the 
‘street level. A wide covered arcade, ade- 
quately heated and lighted, connects the 
public auditorium with the exhibit hall, 
in which will be located registration and 
convention rest rooms, tele- 
phones, restaurant, and lounge. A not- 
able convention feature will be a mass 
demonstration of health and physical edu- 
cation, in which more than two thou- 
sand Cleveland school pupils will partici- 
pate. 

The Convention theme—President 
Boynton announced that the theme of the 
convention will be, “How Can the Pub- 
lic Schools Better Serve Democracy— 
Increasingly Produce a Better Citi- 
zenry?” On Monday, not only at the 
general morning session, but also in ten 
afternoon section groups, the Depart- 
ment will consider “How Can the Con- 
vention Theme be Realized Through the 
Financing of Public Education ?” 

The subject for Tuesday will be “The 
Articulation of the Units of American 


service, 


Education.” Topics and speakers for the 
general program in the morning and for 
the discussion groups in the afternoon 
have been worked out in cooperation with 
Superintendent Herbert S. Weet, who is 
chairman of the 1929 Yearbook Commis- 
sion. “How Can the Convention Theme 
be Promoted Through Research,” will 


ISE SCHOOL boards send 
their executive and ad- 
| ministrative officers to the 
great conventions of the De- 
partment of Superintendence. 
The money thus spent comes 
back manyfold in the more 
economical and efficient man- 
agement of the local schools. 
Education is moving forward 
rapidly, and any locality which 
deprives its leaders of first- 
hand contact with the currents 
of progress is robbing its chil- 
dren of their right to the best 
educational service. 





be discussed at the general session Tues- 
day evening. “Better Training of Teach- 
ers: Basal and In Service,” will be con- 
sidered in the general session Wednesday 
morning, and by the section groups in the 
afternoon. This will be followed in the 
evening by the demonstration of physical 
and health education by the Cleveland 
public schools. Character education, most 
appropriately, has been selected for dis- 
cussion on the final day of the conven- 
tion. 

Articulation Yearbook to be ready— 
At the Cleveland Convention, the Com- 
mission on the Articulation of the Units 
of American Education will present the 
first of two yearbooks intended to lessen 
the articulation difficulties which pupils 
encounter. The 1929 yearbook will con- 
sist in large part of a preliminary pro- 
gram for improving faults of articulation 
for all stages of education from that for 
the preschool child to the adult. For con- 
venience, the Commission’s work has 
been divided among five sub-committees. 
Herbert S. Weet, superintendent of 
schools, Rochester, New York, is chair- 
man of the Committee on Elementary 
Education; Jesse H. Newlon, director, 
Lincoln School, Teachers College, Co- 
lumbia University, New York City, of 


[310] 


the Committee on Secondary Education; 
Samuel P. Capen, chancellor, University 
of Buffalo, Buffalo, New York, of the 
Committee on Higher and Professional 
Education; Carroll R. Reed, superin- 
tendent of schools, Bridgeport, Connecti- 
cut, of the Committee on Adult Educa- 
tion, and John W. Withers, dean, School 
of Education, New York University, 
New York City, of the Committee on 
Teacher Training. 

With a view to basing its report on 
actual school work, the Commission last 
spring secured the cooperation of twenty- 
two local school systems. Guided by 
uniform instructions prepared by the 
Commission, these school systems made 
an intensive study of articulation prob- 
lems and their solution. Here are some 
typical suggestions gathered from these 
studies ; 


The concept of education and its pur- 
poses held by teachers in elementary 
schools, in junior high schools, in senior 
high schools, and in higher institutions of 
learning is quite different. 

Bases for promotion from one type of 
unit to another vary widely and no an- 
swer seems to have been determined scien- 
tifically as to what should be the bases for 
pupil promotion. 

Overlapping of requirements made by 
various teachers seriously affects pupils. 

Some teachers think largely in terms of 
school subjects, while others think in terms 
of child development. 

Solutions of articulation problems are 
difficult to find since they are so often 
grounded in personal prejudices or estab- 
lished custom. 


At a three-day session held recently in 
Washington, preliminary drafts of pro- 
posed chapters of the yearbook were 
presented to the entire membership of 
the Commission for criticism and discus- 
sion. Twenty-seven leaders of education, 
representing every phase of school work 
and all parts of the nation, were in at- 
tendance. The Commission, through its 
1929 yearbook, hopes to stimulate 
thought and to arouse local school sys- 
tems to intensive study of their articula- 
tion problems. During the two years 
following, the Commission itself will 
undertake numerous cooperative research 
studies of articulation problems. The 
combined contributions gathered from 
local studies and from research will be 
presented in the 1931 yearbook of the 
Department of Superintendence. 





















Vol. 17, No.9 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 

















A modern lesson in geography—seeing the Panama Canal in operation 





11,000 Children 
Underwent ‘[his ‘lest 


In the test of 11,000 children, conducted by two 
nationally known educators, the children using 


Nidakas sential 


Eastman Classroom Films gained 33 per cent more 
in geography and 15 per cent more in general 
7. science than the children who did not use such 
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this result to be a reliable index of the value of 
am | Eastman Classroom Films. 


An interesting description of this remarkable test is yours on request 


| EASTMAN TEACHING FILMS, Inc. 


de SUBSIDIARY OF EASTMAN KODAK COMPANY 
| ROCHESTER, N. Y. 





Mention Tue Journat when writing our advertisers. 


—_ 


A-256 





Builders of Our Profession 
(Continued from page 309) 


ILuinois—Batavia, High; Belvidere, Belvidere Pub- 
lic Schools, Lincoln, Logan, Perry, Washington; 
Charleston, City High, Franklin, Jefferson, Wash- 
ington; Chicago, Dore, Lewis, Pulaski, Schley, 
Stowe; East St. Louis, Harding; Franklin Park, 
Leyden Community High; Hammond, Community 
High; Joliet, N. Hickory; La Grange, Cossitt; 
Lockport, Fairmont; Manito, Community High; 
Mascoutah, Community High; New Boston, Com- 
munity High; Springfield, Butler; Vallmeyer, 
Community High; Wellington, Township High; 
West Brooklyn, High. 

INDIANA—Hammond, Morton; Indianapolis, William 
D. McCoy, Number 80; Martinsville, North; 
Seymour, Seymour Public Schools, Emerson, Lin- 
coln, Lynn Street, Riley, Shields High, Shields 
Junior High, Washington; Silverwood, Lodi. 

Iowa—Council Bluffs, Bloomer Junior High, Walnut 
Grove; Sioux City, North Junior High. 

Kansas—Bronson, Public; Burdick, Diamond Valley 
High; Garnett, Garnett Public Schools, High, Irv- 
ing, Longfellow; Kingsdown, Consolidated Schools; 
Merriam, Shawnee Mission High; Ness City, Ness 
City Public Schools, Grade, High; Pittsburg, 
Forest Park Grade, Wichita, Park. 

KeENTUCKY—H yden, Leslie County High; Louisville, 
Cochran, Stephen Foster, Theodore Roosevelt; 
Maysville, Center. 

Maine—Boothbay Harbor, 
and Southport Schools, High; Camden, 
Gardiner, Central Street; Skowhegan, 
Waterville, Myrtle Street, “Nalnut Street; 
brook, Warren. 

MarRYLAND—Cumberland, West Side; 
Hammond Street. 

MassacHusetts—Adams, Commercial Street; 
Granby, Public; Leominster, Pierce; Lynn, Classi- 
cal High; Springfield, Hooker; Waltham, Pond 
End; Winchendon, Poland. 

MICHIGAN—Alpena, Cass; Detroit, Amos, Burgess, 
D. M. Ferry, Duane Doty, Field, Houghton, Marr 
Training, Maybury, McFarlane, Stephens, Thomas 
Houghten, Van Zile; Ferndale, Ferndale Public 
Schools, Central, Coolidge, Grant, Harding, Jef- 
ferson, Lincoln High, Roosevelt, Taft, Washing- 
ton, Wilson; Flint, Doyle, Homedale, Rankin, 
Roosevelt, Walker, Washington, W. C. Durant, 


Boothbay Harbor High 
High; 
Park; 
West- 


Westernport, 


THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


Zimmerman; Greenville, Greenville Public Schools, 
Grade, Junior High, Senior High; Highland Park, 
High; Jonia, Ionia Public Schools, Emerson, Jef- 
ferson, Junior High, Senior High; /ronwood, 
North Side; Jackson, Trumbull; Muskegon 
Heights, Muskegon Heights Public Schools, Central 
Number 1, Central Number 2, Edgewood, Glen- 
dale, High, Oak Grove, Porter, South Park, West 
Park; Northville, Northville Public Schools, 

MINNESOTA—Duluth, Adams, Kenwood, Lester Park, 
Lincoln, Longfellow, Monroe, Salter; Gilbert, 
Elba, Schley; Minneapolis, Peabody. 

Mississippi—Clarksdale, Elizabeth Dorr High, Eliza 
Clark, Oakhurst, Oakhurst Annex. 


Missourt—Chillicothe, Garrison; Kansas City, Cen- 
tral Junior High, Irving, Linwood, Lykins, Web- 
ster; Lexington, Junior-Senior High; Maryville, 
Maryville Public Schools, Franklyn, Garfield, 
High, Jefferson, Washington; St. Louis, Special 
Training No. 14, Stix; Webster Groves, Lockwood, 
Mark Twain. 


MoNnTANA—Great Falls, Longfellow, McKinley. 


NeBRASKA—Fairbury, Fairbury Public Schools, Cen- 
tral, East, Junior High, Senior High, West; Grand 
Island, Lincoln; Kearney, Alcott, Bryant, Collins, 
Emerson, Hawthorne, Kenwood; Omaha, Mon- 
mouth Park; York, Willard. 

New Hampsuire—Lebanon, 
cook, Charles Street. 


New Jersey—Camden, Dudley, Kaighn; Gloucester, 
Ridgeway Street; Lambertville, High; Linden, 
Number 3; Livingston, Livingston Public Schools, 
Central, Roosevelt, Squiertown; Matawan, High; 
Neptune City, Public; Palmyra, Palmyra Public 
Schools, Number 1, Number 2, Number 3, High; 
Raritan Township, Bonhamtown; Summit, Hamil- 
ton; Trenton, Centennial, Cooper, Skelton. 

New Mexico—Lovington, McGaffey, 
Public. 


New YorK—Buffalo, Lincoln; Congers, High; Glens 
Falls, Big Cross Street, South Street; Ithaca, 
Wyckoff; Johnson City, Frank M. Smith; Ken- 
more, Roosevelt; (Schenectady, Yates; White 
Plains, Greenburgh High; Yonkers, Number 6. 


NortH CAroLinA—Gibson, Gibson Public Schools, 


Grade, High. 

On10—Akron, Goodyear Hall; Ashtabula, Station 
Street; Cambridge, Oakland; Canton, H. S. Belden, 
Stark; Chillicothe, Western; Cincinnati, Cummins; 
Cleveland, Empire Junior High, Lyndhurst; Co- 
lumbus, Chicago Avenue, City View, First Ave- 
nue, Ohio Avenue, Siebert; Croton, Hartford 
High; Custar, Elementary; East Cleveland, Cham- 


School Street; Pena- 


Prairieview; 


December, 1928 


LL 





bers; Hiram, Hiram Village; Lakewood, Lincoln, 
Taft, Wilson; Lorain, Brookside; Massillon, Vine. 
dale; Mount Corry, Union Township Centralized 
Schools; Preble County, Camden Village Public 
Schools, Jackson Township Public Schools; Shakey 
Heights, Malvern; South Euclid, Beechwood; Tif. 
fin, Junior Order Home Schools; Van Buren 
Allen Township High; West Elkton, West Elkton 


Public Schools; Youngstown, Bancroft, Roosevelt, 
OKLAHOMA—Haskell, Haskell Public Schools; §g. 
pulpa, Sapulpa Public Schools, Forest Park, Gar. 
field. High, Jefferson, Woodlawn. 
Orrcon—Elkton, Elkton Union High; Helix, Gris. 
wold High; Sherwood, Public. 


PENNSYLVANIA—Centre Hall, High; Chester County 
Chester County Public Schools; Erie, Wayne: 
Montgomery County, Hatfield Joint Consolidated 
Public Schools, North Wales Borough Public 
Schools, Upper Moreland Township Public 
Schools; New Oxford, High; Philadelphia, H. C, 
“Lea School of Practice, Jones Junior High; Royal- 
ton, Royalton Public Schools; Uniontown, Benja- 
min Franklin Junior High. 

SoutH Daxota—Pierre, Pierre Public Schools; Ver. 
don, High. 

TeNNESSEE—Ashland City, Idlewild; Springfield, 
Springfield Public Schools, Grade, Junior High, 
Senior High. 

Texas—Kaufman, Kaufman Public Schools; Ranger, 
Merriman Ward; Texarkana, Whitaker. 

Utan—Monticello, Public; Oasis, A. C, Nelson; 
Salt Lake City, Lowell. 

VeERMONT—Enosburg Falls, High and Graded. 

Vircinia—Norfolk, Campostella Heights; Peters. 
4 § D. M. Brown; Portsmouth, Woodrow Wilson 

igh. 

WaASHINGTON—Bellingham, Administrative Unit of 
the Bellingham Teachers League; Everett, Gar- 
field, Jackson, Monroe, Parkland Home, Pinehurst; 
Tacoma, Pierce County Teachers Association; Van- 
a Franklin; Wenatchee, Lincoln, South We- 
natchee. 


West Vircinta—Charleston, Lincoln Junior High; 
Sistersville, Sistersville Public Schools, High, 
Junior High, Main Street; Wellsburg, Riverview. 

Wisconsin—Kenosha, Gillett; La Crosse, Franklin, 
Hogan, Logan, Roosevelt; Racine, Stephen Bull; 
Superior, Black River, Franklin; Wausau, Mare- 
thon County Normal. 

Wyominc—Casper, Edgerton, Natrona County High; 
Evanston, Clark; Oakley, District Number 2; 


Rock Springs, Roosevelt; Sheridan, Linden Ave- 
nue. 


Now is the Time to Catch 
THOSE BACKWARD ARITHMETIC PUPILS 


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Vol. 17, No.9 


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THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


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A scene from the film “School Discipline,” in 
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the course is based upon sound pedagogical principles. This is the 
distinguishing feature of all DeVry School Films—they are prepared 
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A striking tribute to the worth of these courses has just been paid 
by the University of Kansas, Charles Ellsworth Dent, Director 
Bureau of Visual Instruction. The university has obtained the com- 
plete series of DeVry School Films for use of all schools in its terri- 
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with their educational exhibits. The school systems of New York, 
Cincinnati, Los Angeles, Newark and many others use DeVry School 
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DeVry School Films come in both 35 mm. and 16 mm 
all are on non-inflammable stock. 

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THE JOURNAL OF THE NATIONAL EpucATION AssOCcIATION 


December, 1928 








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Chrisimas Greetings—W hat this appreci- 
ative pupil said to a beloved teacher the 
officers and staff of the National Educa- 
tion Association wish to say to its mem- 
bers and friends. How pupils appreciate 
their teachers—Gratitude is one of the 
great gifts and teachers get a fair share 
of it. It is one of the joys of the pro- 
fession. The following letter was written 
last Christmas by a pupil to a teacher. 
We believe it expresses the Christmas 
spirit of thoughtful school children every- 
where. 


I have wanted to thank you for the lovely 
things you have done for me, and somehow 
I can’t. Yet I like to think of you as one of 
the lovely gifts which have come to me to 
make me happier. But you are a gift for 
which I can give no return except my con- 
stant love and interest. 

With hearty greetings for a Merry Christ- 
mas and a Happy New Year, I remain, Yours 
sincerely, 


THE DEPARTMENT OF SUPERINTEND- 
ENCE is always confronted with insistent 
demands from many organizations, many 
of them worthy, seeking official recogni- 
tion and participation in convention ac- 
tivities. In spite of efforts to limit at- 
tendance, it has become increasingly dif- 
ficult from year to year to find cities 
where the necessary sleeping room ac- 
commodations are combined with an 
auditorium of sufficient size to seat those 
in attendance at the convention. At 
Boston, a committee was authorized to 
consider the relationships of the Depart- 
ment of Superintendence with other 
organizations. This committee held a 
meeting in Cleveland following Presi- 
dent Boynton’s official convention visi- 
tation. Proposals were brought to the 
attention of the committee, covering a 
range from educational radio to the sim- 
plified calendar. The formal report of 
this committee is to be presented to the 
Cleveland convention. In general, its ten- 
dency will be to limit the activities of the 
Department to those matters with which 
it is very directly concerned. The mem- 
bers of the Committee on Lay Relations 
are M. G. Clark, superintendent of 
schools, Sioux City, Iowa, chairman; 
Charles S. Meek, superintendent of 
schools, Toledo, Ohio; Daniel J. Kelly, 
superintendent of schools, Binghamton, 
New York; S. J. Slawson, superintend- 
ent of schools, Johnstown, Pennsylvania; 
L. P. Benezet, superintendent of schools, 
Manchester, New Hampshire. 


AT THE business meeting of the Califor. 
nia Teachers Association held at the 
Hotel Del Monte, Del Monte, Califory- 
nia, October 2, 1928, Dr. Joseph M. 
Gwinn, superintendent of schools, San 
Francisco, California, was elected presi- 
dent of the California Teachers Asso- 


ciation. 


LEONARD V. Koos was presented a life 
membership in the National Education 
Association at a luncheon held in his 
honor at the Radisson Hotel during the 
meeting of the National Education As- 
sociation in Minneapolis. This presenta- 
tion represented an expression of appre- 
ciation by one hundred former students 
of Dr. Koos for his worthy contributions 
to their training and for his contribu- 
tions to the program of secondary educa- 
tion in the state of Minnesota and in 
the United States. The following men 
spoke of Dr. Koos’ contribution to sec- 
ondary education and to the organiza- 
tions with which they are associated: 
A. E. McQuarrie, C. G. Schulz, John 
K. Norton, J. P. Vaughn, H. V. 
Church, Guy M. Whipple, J. Stevens 
Kadesch, Melvin E. Haggerty, and Er- 
nest M. Hanson. 


SUPERMAXIMUM salaries — The Re- 
search Division of the National Educa- 
tion Association presents the following 
facts: Out of sixty-six cities over 100,- 
000 in population, twenty-seven have 
some form of special or supermaximum 
in addition to the regular or normal 
maximum. The twenty-seven cities re- 
porting some form of special or super- 
maximum salary are: 


Birmingham, Ala. 
Oakland, Calif. 
Washington, D.C. 
Atlanta, Ga. 
Louisville, Ky. 
New Orleans, La. 
Baltimore, Md. 
Fall River, Mass. 
Worcester, Mass. 
St. Paul, Minn. 
Kansas City, Mo. 
Omaha, Nebr. 
Paterson, N. J. 
Trenton, N. J. 


Albany, N. Y. 
Rochester, N. Y. 
Syracuse, N. Y. 
Cincinnati, Ohio 
Cleveland, Ohio 
Dayton, Ohio 
Philadelphia, Pa. 
Pittsburgh, Pa. 
Reading, Pa. 
Scranton, Pa. 
Providence, R. I. 
Salt Lake City, Utah. 
Milwaukee, Wis. 


Of these twenty-seven, eleven report 
additional academic and_ professional 
training as the principal basis whereby 
those who have reached the normal max- 
imum may advance to the supermaxt 
mum. Four report merit as indicated by 
rating or other measures of efficiency ; 
ten combine additional academic and 
professional training and merit as meas 
ured by rating or other measures of effi- 


‘ ciency; one reported length of service as 


the basis of advancement. 





Vol. 


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Vol. 17, No. 9 THE JOURNAL OF THE NATIONAL EpucATION. AssocIATION 


Tue UNKNOWN TEACHER school print- 
ing project planned by THE JOURNAL a 
year ago brought many beautiful posters 
to the JouRNAL office from printing 
classes in more than fifty schools. The 
plan was to set in type Henry van 
Dyke’s tribute to The Unknown Teacher 
as a poster suitable to be framed and 
hung in schoolrooms. One of these pos- 
ters was used on page 229 of the Octo- 
ber JOURNAL. Many of the classes tak- 
ing part in this project expressed a hope 
that a similar plan would be prepared 
for this year. This has been done. Speci- 
fications and copy for the project may be 
secured by writing to the editor of THE 
JOURNAL. 


A LETTER written by D. W. Parratt, 
secretary of the Utah Education Asso- 
ciation to presidents of boards of educa- 
tion in Utah, emphasizes the importance 
of superintendents attending the annual 
convention of the Department of Super- 
intendence. Part of his letter follows: 


It is hoped that your district will join the 
many others of our state in sending its super- 
intendent to this important convention. The 
time is here when progressive superintend- 
ents throughout the country feel the serious 
need of advantages from these national meet- 
ings in order properly to direct and lead the 
educational thought and movements in their 
various districts. 

My experience as one who has served on 
a board of education and also in the capa- 
city of school superintendent has thoroughly 
convinced me of the importance of the super- 
intendent attending these meetings if he is 
properly to measure to the expectations now 
demanded of his office. 


It has been my good fortune to attend many | 


of the National Education Association con- 
ventions, and in consequence I am in a position 
to assure you that the splendid, serious atti- 
tude of the delegates from Utah is a genuine 
credit to our state. Our men go to these con- 
ventions for what they can get out of them 
for the good of their schools. They appre- 
tiate the splendid opportunities to check on 
their own work, to obtain the best in new 
tducational thought, and to partake of the 
tih abundance of professional inspiration. 
These are necessities on the part of the su- 
Perintendent if he is to function as a real 


® ‘ducational leader and thus keep the school 









district in which he serves a live, growing 
stitution. Certainly every school board in 
Utah desires to maintain an uptodate, pro- 
gressive organization and is anxious to give 
whatever aid he can to help the superintend- 
‘it to execute these high hopes and thus ren- 
der the best possible service to the teachers, 
Pupils, and patrons of the community. 


Cup Lazor Day will be observed the 
last weekend of January. The purpose 
of this day is to bring to the notice of 
€ people the conditions in regard to 
shild labor. The National Child Labor 
(Continued on page A-261) 











66 
“We melt snow 
for washing” 


From a country school house comes the tale 
of a teacher meeting primitive conditions with 
true pioneering courage and inventiveness. 

Thanking us for ‘‘After the Rain’’—and its 
cleanliness stories for children — she writes: 
‘“‘We melt snow for washing and manage to 
have warm water and soap to wash at noon.”’ 

Perhaps you too will find the stories in this 
book interesting and helpful. 


CLEANLINESS INSTITUTE 


Established to promote public welfare 
by teaching the value of Cleanliness 


“After the Rain’’ is a book of cleanliness stories about children in many lands, prepared for the 3rd, gth, 
and 5th grades. Review copies free to administrators, Sold in quantity at $15 for 100 copies in paper 
cover. $30 for 100 copies in washable cover. Single copies, 25c, paper cover; gOc, washable cover. 


Address CLEANLINESS INSTITUTE, 45 EAST 17th STREET; NEW YORK 







































When Children 


Come to Florida 


ERE IS A STATE WHICH LITERALLY OPENS 
Ft is ARMS TO THE CHILDREN OF AMERICA 

AND BIDS THEM ENTER CLASSES WITH 
THEIR FLORIDA COUSINS. THOUSANDS OF CHIL- 
DREN AND YOUNG MEN AND WOMEN ARE PLACED 
IN FLORIDA SCHOOLS ANNUALLY. THIS WOULD 
NEVER BE TRUE IF FLORIDA WERE LESS PRE- 
PARED TO GIVE THEM THE EDUCATIONAL ADVAN- 
PAGES THEIR PARENTS SEEK FOR THEM. IN ONE 
FLORIDA CITY A RECENT SURVEY DISCLOSED 
THAT IN THE CLASSES IN GRADE AND HIGII 
SCHOOLS, PUPILS REPRESENTING EVERY STATE 
IN THE UNION WERE ENROLLED. 

NOT ONLY IS FLORIDA MAKING GIGANTIC 
PROGRESS IN PRIMARY AND SECONDARY 
SCHOOLS, BUT HIGHER INSTITUTIONS OF 
LEARNING ALSO OFFER INCREASING ADVAN- 
TAGES. FLORIDA’S OWN UNIVERSITY AND 
THE FLORIDA STATE COLLEGE FOR WOMEN 
ARE GAINING NEW PROMINENCE THROUGH 
MODERN EDUCATIONAL SERVICE TO BOTH 
FLORIDA RESIDENTS AND VISITORS FROM 
OTHER STATES. 


MILLIONS OF DOLLARS HAVE BEEN IN- 
VESTED BY FLORIDA TAXPAYERS IN MODERN 
SCHOOL FACILITIES. FLORIDA’S ARMS ARE 
HELD OPEN TO THE CHILDREN OF AMERICA. 


















































































































































For information on Florida, address 








Department of Agriculture 


Tallahassee 











THE JOURNAL OF THE NATIONAL EpuUCATION ASSOCIATION 


Mention THe JourNnat when writing our advertisers. 
g 





December, 1928 


LL 


a NEN 4! hae Le c, bi 


m | No 


Treasured Diploma 
of All 


All of Florida’s many 
colleges and universities 


and numerous high schools 


are fully accredited in na- 
tional educational circles. 
But the most treasured di- 
ploma of all awarded chil- 
dren attending school in the 


Sunshine State is improved 
health and happiness. Flor- 
ida’s sunshine, in winter, in- 


vites children out-of-doors, 
fosters all-year school sports, 
helps build sturdy bodies for 
sturdy-minded children. 


Dr. John J. Tigert, 
formerly United 
States Commis- 
sioner of Educa- 
tion, is now Presi- 
dent of the Uni- 
versity of Florida. 





que Game cu eeu Gms ce cei ea to an Ge eo ed oi a a ae “1 
| 
| DEPARTMENT OF AGRICULTURE, | 


| TALLAHASSEE, FLA. | 
| Will you please send me information relative | 
| to Industrial Florida? 


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pO ere ree 

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SS ~— 





Vol. 17, No. 9 


(Continued from page A-259) 
Committee which is sponsoring the Day 
presents these facts about the situation: 


In thirteen states children of fourteen may 
leave school for work regardless of their 
grade; in fifteen states children under six- 
teen may go to work without presenting evi- 
dence of physical fitness; in eleven states 
children under sixteen may work in factories 
from nine to eleven hours a day; in thirty- 
one states children may work on scaffolding, 
in twenty-four states around explosives, in 
twenty-eight states on railroads, in twenty- | 
one states they may run elevators, and in fif- | 
teen states may oil and clean machinery in | 
motion; in twenty-seven states there is no 


THE JOURNAL OF THE NATIONAL 





state law regulating the employment of chil- 
dren in newspaper selling and other street 
trades. 


Anyone desiring posters and leaflets 
for distribution, and other helpful mate- 
rial, including a suggested program for 
use in church organizations, schools, and 
clubs, may secure them free of charge 
from the National Child Labor Com- 
mittee, 215 Fourth Avenue, New York 
City. 


THE MERGING of two of America’s best 
known educational magazines took effect 
November 1 when the Educational Re- 
view, recently acquired from Doubleday, 
Doran and Company by the Science 
Press, was combined with School and 
Society. The magazine will be published 
weekly throughout the year, under the 
editorship of J. McKeen Cattell with 


the cooperation of William McAndrew. | 
Dr. Cattell has been editor of School | 


and Society since its founding in 1915. 
Mr. McAndrew has been editor of the 
Educational Review since 1924. 


THE FOLLOWING extract from a letter 
received from Benjamin F. Cincebox, 
principal, Christopher Columbus School, 
dated October 25, 1928, is significant 
of the fine professional spirit which 
characterizes Binghamton: 


Our school with its 42 teachers promptly 
Went 100 percent in membership in the 
N. E. A., State Association, and local associa- 
tions—this for at least the fifth consecutive 
year. We find it no particular trouble to get 
all teachers to join. 


Diviwinc sHEEP and goats—The fol- 
lowing excerpt is from a letter from W. 
O. Forman, principal, Lafayette Junior 
High School, Uniontown Public Schools, 


Uniontown, Pa.: 


I am absolutely convinced that every 
teacher should be a member of the National 
Association. We have no right to consider 
ourselves professionally minded if we do not 
‘“pport our own professional organization. 
The quicker we divide the sheep and the 
07% the finer and better will be our pro- 
‘ssional progress. 


(Continued on page A-262) 














EpuCATION ASSOCIATION 





A-261 


“Dad, what is a T. C. U.? 
After Teacher was hurt, Miss 
Ryerson said it was lucky she 
wasa1Tl.C. U.” 


“Teacher had an accident 


today—” 


is Cash. 


They'll all be sympathetic when they hear of your acci- 
dent—or sickness— 
But what you will need then more than anything else 


This is the one organization in the United States that for over 25 years has been ready 
and willing to pay to any Teacher-Member an income when regular work is interrupted by 


reason of Accident, Sickness or Quarantine 


These Teachers Know 


What Cash from the T. C. U. Means 


A Ray of Sunshine 
Eva M. Langdon, Mt. Pleasant, Utah, 


| writes: ‘‘Being over 2000 miles from home and 


friends, knowing that four months’ salary 
checks were spent in .dvance for my opera- 
tion, having ‘bills’ that must be paid, and then 
to have another illness shortly afterwards, 
well, it just isn’t the best feeling to have. 
But the ‘helping hand’ of the T. C. U., coming 
at a time like this, is like a ray of sunshine 
after a month of dark days.” 


What Friend Could Do More? 


Rebecca Sparkman, 505 Wilson Bivd. N., 
Nashville, Tenn., writes: ‘“When crossing the 
street, I was struck by a speeding automobile, 
causing a fractured skull, dislocated rib, wrist 
and ankle, also several cuts and bruises. 

“But I was a T. C. U. patient and had the 
best of everything in the finest hospital in the 
city. Always, in moments of consciousness, 
I thought of the T. C. U.—my true, reliable 
friend that sent money to help pay nurses and 


doctors to save my life. Fifty dollars a 
month for 12 months: And such courteous 
sympathetic letters! What friend could do 
more? 

“T believe the T. C. U. saved my reason, 
my intellect, my sanity.” 


In the Twinkling of an Eye 


Amanda E. Sharpe, San Francisco, Calif., 
writes: ‘‘The morning I met with my acci- 
dent I never felt better. I even thought 
about it as I walked to school. In the next 
moment I was injured severely. This shows 
how little one knows what can happen.” 


Just “as Advertised” 


Jessie M. Greene, Stamford, Conn., writes: 
“Like a ‘gift from the gods’ came your check 
in full payment of my claim for an attack of 
influenza. I have belonged to your organiza- 
tion less than three years, yet your service was 
sympathetic, prompt and all that you adver- 
tise it to be.” 


What the T. C. U. Will Do for You 


It will pay you $50 a month when you are totally disabled by Accident or Confining Sickness 
It will pay you $25 a month for illness that does not confine you to the house, but keeps you 


from vour work. 
stopped. 
benefits doubled for travel accidents 


It will pay you $11.67 a week when you are Quarantined and your salary 
It pays from $333 to $1000 for major accidents or for accidental loss of life. Al) 
Protects during the vacation period, too. 


Policies with increased benefits issued to those enjoying larger incomes. 


Will You Be Under the T. C. U. Umbrella 
When Something Happens to You? 


While you are still in good health and free from injury—before it is too late—get your name 


on the “T. C. U. Payroll.” 


Enjoy that comtortable feeling of knowing that the Teachers 


Casualty Underwriters stands ready to guarantee you an income when you are disabled by 


Accident, Sickness or Quarantine. 

At least investigate now. We have 
some interesting booklets. Send your 
name in the coupon for full information 
It places you under no obligation. 





Teachers Casualty Underwriters 
594 T. C. U. Building, Lincoln, Nebraska 





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| Tothe T.C.U., 594 T. C. U. Building, 
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Copyright 
PAUL REVERE’S RIDE 


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THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION 


(Continued from page A-261) 
CHILD LABOR in Miaississippi—The re- 
port on child labor in Mississippi by the 
National Child Labor Committee shows 
the following facts: Thirty-three and one 
third percent of the working children 
are thirteen years of age or less; 35.7 per- 
cent, fourteen and fifteen years; and 31 
percent, sixteen years or more. ‘Three 
fourths of all the fulltime children were 
working more than eight hours per day, 
the average day for all children being 9.6 
hours. For 83.1 percent of the children 
thirteen years or less, 74.7 percent of those 
fourteen and fifteen years, and 71.2 per- 
cent of those sixteen years and over, a 
workday of more than eight hours was 
the lot. Of the partime children 47.1 per- 
cent worked more than eight hours on 
Saturday. 

INTERNATIONAL Golden Rule Sunday 
will be observed on December 2 this 


| year. For the last five years this has 


been the time for contributing to the 
Near East Relief. To obtain informa- 
tion about the observance write to Near 
East Relief, 151 Fifth Avenue, New 
York City. 

REMARKABLE CONVENTION—Faculties 
of the ten teacher training institutions in 
the state of New York met in Syracuse 
on October 11 and 12 to work on the 
problems of the profession. Ned H. 


Dearborn, director of teacher training 


for New York State, calls attention to the 


fact that during this meeting the work | 


was carried on in all the teacher training 
institutions by the students. Says Mr. 
Dearborn: 

This arrangement resulted in worthwhile 
educational values for the students. It af- 
forded them an excellent opportunity to as- 
sume heavy responsibilities, to exercise their 
powers of initiative, and tc meet unusual 
problems resourcefully. Nearly 400 of the 
faculty members were present. This repre- 
sents 88 percent of the total faculty member- 
ship. Three of the normal schools had 100 
percent attendance. This splendid record of 
attendance from all the institutions is a clear 
expression of the professicnal interest of our 
normal schools and teachers colleges espe- 
cially in view of the fact that each member 
attending pays his own expenses. 


A course in health education for work- 
ers in continuation schools is being of- 
fered by Teachers College, Columbia 
University this year. The course is 
planned to meet the specific needs which 
have been clearly recognized in a thor- 
ough study now being made in the New 
York City Continuation Schools, and 
this course is to be given at the request 
of the committee directing that project. 
Practical problems of the adolescent 
worker will be studied. Among subjects 


to be considered are safety and first aid 
(Continued on page A-264) 











December, 1928 


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Publishers of Educational Books Since 1838 
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Vol. 17, No.9 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 


World Federation 
of 
Education Associations 


GENEVA 
July 26 to August 4, 1929 


Thos. Cook & Son 


Have been designated as the 


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by 
Miss Olive M. Jones 


Chairman of the Committee on Trans- 
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International Relations of the 





National Education 
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Sailings from New York and Montreal 
from June 1 to July 15 


Pre- and Post-Convention Tours 
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FILL OUT AND MAIL COUPON FOR FULL INFORMATION 
Thos. Cook & Son 
585 Fifth Avenue, New York, N. Y 


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Date of departure________No. in party. 


I am interested in a st -Convention Tour 


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THe JoURNAL OF THE NATIONAL EpucATION AssoctATION December, 1928 


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CHICAGO STATUARY MBG. CO. 
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THE COMMONWEALTH 
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By W. W. Charters 
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Materials for Developing Teacher- 
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To be published in February, $3.00 
| THE UNIVERSITY OF CHICAGO PRESS 


CHICAGO - - - - ILLINOIS 


OUTLINE MAPS AND THEIR USE 


Is a little pamphlet prepared for teachers and pupils 
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It contains paragraphs on the following points in the 
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1. Maps as symbols. 
Map drawing by pupils. 
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- Motive and thought in the use of Outline 
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Help them stay that way 
BUY CHRISTMAS SEALS > 


The National, State, and Local Tuberculosis 
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(Continued from page A-262) 


on the job; posture and the job; nutri- 
tion for the worker; etc. 


AN AVIATION ENTHUSIAST in California 
sends the following clippings calling at- 
tention to the teaching of aviation in the 
public schools. The statement follows: 


Schools Purchase Planes for Boys—While 
plans are progressing to make aviation in- 
struction a part of the regular courses in 
graded and high schools, as proposed by 
the Daniel Guggenheim Fund for the Pro- 
motion of Aeronautics, a number of Ameri- 
can schools already are teaching the young 
idea how to fly. 

Some have made the start in their manual 
training departments. In the Washington 
School in New York, for example, boys 
from 8 to 12 years old have completed eight 
flying models of various machines, includ- 
ing Col. Lindbergh’s Spirit of St. Louis and 
Commander Byrd’s America. 

One or two schools have gone so far as to 
purchase full-sized planes for instruction in 
the theory and mechanics of flight and in 
actual flying as well. One of these, writes Ed- 
gar C. Wheeler in Popular Science Monthly 
for May, is the Galt Joint Union High School 
at Galt, Calif., near Sacramento, where a 
four-year aviation course was started last 
fall. The equipment includes a 90-horse-power 
Eaglerock biplane with a cruising range of 
more than 500 miles. Students have christened 
the ship the Spirit of Galt Hi. In addition, 
there are two non-flying planes and eight air- 
plane motors. All equipment was obtained 
from the United States Government, and was 
formerly used in the Army and Navy air 
services. 

For the first year there have been 32 stu- 
dents, and all have experienced the thrill of 
flying with an instructor. The train includes 
a rigid inspection of the plane after each 
flight. In this way the pupils become thor- 
oughly familiar with all the mechanism. 

A recent remarkable achievement of the 
Galt students was the assembling of a seven- 
passenger Fokker-type Martin observation 
plane, which the boys changed to a single- 
control plane of true passenger type. The skill 
they displayed was acquired in shop practise, 
which included tearing down and reconstruct- 
ing the nonflying planes and the surplus 
motors. 

Another California high school, at San 
Diego, recently purchased from the Gov- 
ernment a $35,000 Martin observation plane. 
Received at Rockwell flying field, it was 
partly assembled and towed to the high 
school campus, where the schoolboys com- 
pleted the assembly under direction of in- 
structors. 


Wo. B. Ittner, architect and school 
specialist, St. Louis, has, with the cur- 
rent year rounded out thirty years of 
schoolhouse planning and construction. 
During this period he has served 105 
cities and towns in the capacity of archi- 
tect or consulting architect. He has 
planned and supervised construction of 
430 schools, of which number 183 are 


. ninety-seven 
elementary; 118 secondary ; ninety-sev® 





Vi 
ad 
tw 
tic 


of 


pl 
po 
po 


su 
ibi 










Vol. 17, No. 9 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION A-265 


additions and rehabilitations ; and thirty- 
two special, private, and rural. 

Mr. Ittner has had honorary recogni- 
tion from his own profession. He holds 
a Fellowship in the American Institute 
of Architects. He is also a life member 
in the National Education Association. 


VALUE OF EDUCATION—Education 
plays a great role in increasing earning 
power. ‘The states where education is 
poorly supported earn much less per 
person than states where educational 
support is more generous. Mental flex- 
ibility, as shown in willingness to try 
new methods and to seek more effective 
economic processes, is a characteristic of 
the educated man. Economists include 
increases in the working power of in- 
dividuals resulting from education as 
one of the factors that mean greater pro- 
ductive power. One economist writes: 
“A nation’s greatest wealth is knowledge 
disseminated among the masses of peo- 
ple. Education is recognized by Presi- 
dent Coolidge as America’s life insur- 
ance when he says, ‘““Those who believe 
in America, in her language, her arts, 
her literature, and her science, will seek 
to perpetuate them by perpetuating the 
education which has produced them.” 


TrY TELLING THE GOOD THINGS YOU 
KNOW ABOUT PEOPLE.—Did you ever 
try telling the good things you know 
about people, while abstaining from 
speaking of their faults? Why not be- 
gin today, and for one week speak only 
good of those you know? You will like 


it and feel better pleased with yourself. | 


You know how true it is that just as 
soon as you hear something unfavorable 
of a person you feel impelled to tell it 
tosomeone. It is a mean streak in your 
nature. You would get a lot more out 
of life with less loss to yourself if you 
would curb this bad habit of yours to 


“knock,” scoff at, or malign others. If | 


you must engage in personalities say the 
good things and leave the rest to the 


hopeless gossips or the few malicious | 
ones in every community. Your own | 
life is not so free from mistakes that you 


tan expect to escape notice in regard to 
them, and you will have all you can do 
‘0 so arrange your life that evil tongues 
‘annot produce detrimental facts about 
you, for any purpose. It is dangerous 
to throw stones, unless you are looking 
for trouble. Begin that experiment in 
"peating good things of your friends, 
and begin today.—Selected. 





UNIVERSITY July 26 to Aug. 3, 1929 









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THE JOURNAL OF 











THE NATIONAL EDUCATION ASSOCIATION December, 1928 


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. 





’ 5 ® 402 Dillaye Bldg., Syracuse 317 Schofield Bidg., Cley. 
The Everett 0. Fisk Teachers Agencies 1420 Chestnut St., Philadelphia 1020 MeGee St., Kanses Clip ” 
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1 Deyieten Oe te St. Portland, Me. 549 Union Trust Bldg., Pittsburg 548 Spring St.. Los anode 
Send for Circular and Registration Form to any address above 


TEACHERS WANTED NATIONAL TEACHERS AGENCY, Inc, 


D. H. Cook, Gen. Mgr., Philadelphia, Penna. 


Other Offices: Syracuse, N. Y.; Cincinnati, O.; Northampton, Mass.; Memphis, Tenn.; 
Pittsburgh, Penna.; New Haven, Conn. 


SOUTHERN TEACHERS’ AGENCY 
Columbia, S. C. Chattanooga, Tenn. Richmond, Va. Louisville, Ky. Memphis, Tenn. 


Operates COLLEGE AND SPECIALIST BUREAU, MEMPHIS, TENN. One registration—all offices, 
Continuous membership. 





THE J. M. HAHN TEACHERS AGENCY 
A WESTERN PLACEMENT BUREAU ELEMENTARY, SECONDARY, COLLEGE 
Always in quest of outstanding educators for important positions. Teachers with higher degrees in 
demand. Doctors of Philosophy urgently needed for college and university positions. 
M. HAHN and Blanche Tucker, Managers, 2161 Shattuck Ave., Berkeley, California 


NATIONAL 
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Three-year course for kindergarten, primary and play- 
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1929. Send for booklet, “‘Training Children.” 


HARRIOT HAMBLEN JONES, Principal 
25 Huntington Ave., Room 316 Boston, Mass. 


| School Health Publications 


Prepared by the Joint Committee on Health Problems in Education 
HEALTH EDUCATION 


A program for publie schools and teacher-training institutions, 

164 Pages $1.00 per copy; cloth bound, $1.50 per copy 
THE DEAFENED SCHOOL CHILD 

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SPRING term opens Jan. 31, 1929. Elementary courses 
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school through sixth grade. New college and dormi- 
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Edna Dean Baker,Pres., Box D-128,Evanston, II. 





National Education Association 
1201 Sixteenth Street N. W. 
Washington. D. C. 


American Medical Association 
535 North Dearborn Street 
Chicago, Illinois 





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Name 
School 


to The Book of Knowledge for help in 

making programs for special school ex- 
ercises they find an abundance of material from 
which to choose. There are more than twelve 
hundred poems and songs with music . . . the 
best from the literature of many lands; there 
are projects, informative articles, stories, little 
plays and charades, group games, pictures and 
things to make and do. 

The Index Volume contains a very complete 
guide, with all the subject-matter of The Book 
of Knowledge so listed that programs may be 
constructed and projects chosen at the least pos- 
sible outlay of time. In the Subject Guide, for 
instance, the Poetry is arranged under such 
headings as Patriotic Poems, National Poems, 
Historical Poems, Nature Poems, Poetry of 
Christmas, Myths and Legends, Story Poems 
and the like. 

The publishers have reprinted, from the new 
edition of The Book of Knowledge, a charm- 
ingly illustrated two-color leaflet containing a 
selection of the world’s favorite old-time Christ- 
mas poems and holiday songs and verses, suit- 
able for use in the Christmas exercises. 


\ HEN school children and teachers come 


MAILED FREE TO SCHOOLS 


Color Reprint of Christmas Carols and Booklet of Answers 


| 
| 
| 
Please send me, without charge or obligation on my part, the Booklet of Answers to I 
Questions and the color reprint of Christmas Carols, taken from the new edition of The | 
Book of Knowledge, the Children’s Encyclopedia. 


Asa 


Program 
Source Book : 


For Holidays Throughout the Year 


Journal of the National Education Association 12-28 


The reprint is free to schools. Write for your 
copy today. With it you will receive, also free 
of charge, a booklet showing how clearly, 
simply, unforgettably the children’s questions 
are answered in The Book of Knowledge—a 
lesson in every question. 


Character Education 


Five sections in The Book of Knowledge, 
which no other informational work contains, 
were included for their daily influence in char- 
acter building: Poetry, Stories, Golden Deeds, 
Industrial Arts, and Worthwhile Games. The 
implanting of desirable traits of character can 
be accomplished indirectly in connection with 
school subjects, but especially through selected 
reading matter. In this field The Book of 
Knowledge has no equal. The ethical point of 
view has been constantly kept in mind and the 
cultivation in the child’s mind and heart of an 
appreciation of the beautiful, a love of truth, 
loyalty, self-reliance, courage, kindness, and 
those standards of conduct that must be firmly 
established in the early years. 


: WK: * 
FP Wia iors