JANUARY, 1929 tHe JOURNAL ¢ the NATIONAL EDUCATION ASSOCIATION The School of Tomorrow—An Editorial for the New Year Teachers’ Remedies for Classroom Difficulties—George H. Betts A New Type of Junior College—Marion Coats . The Student Teacher and the Whole Child—May Hill . College Teaching as a Career—Robert D. Leigh All Auto Roads Lead to Atlanta . Honoring a Great Leader—Uel W. Lamkin . : Mental Health and Sleep—Daniel Wolford La Rue New Schools for Old—Gertrude Hartman Editorial—T eacher Participation . The Journal’s Annual Roll Call _€xploitation and Propaganda ’ Horace Mann at Association Headquarters Everyday Resolutions on Health and Safety ; ; The Cleveland Convention—Programs of Allied Organizations Vitalized Group Study and Faculty Meetings Investments in Rural Educational Leadership—Statistics Builders of Our Profession Health in Vitaliaed Commencements Report of the Commissioner of Education Conferences of Classroom ‘Teachers Notes and Announcements {TASS SL \ likes —_ Hi "| ge | = | : I es Hh Se Ali = ae | | 3 Published monthly, except July, August, and September, by the NaTIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 StxTeENTH Street Nortuwest, WAsHINGTON, D. C. { J \ U ) t | — = al \ aa — > —? } Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the Act of August 24, 1912. Acceptance S| } for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized January 26, 1921. ‘ Y qn 3 dl tsi — S <= _ Se — — S S POSTS SST EST ee ee New Supplementary weak Grade I—Toy Town, Blaisdell................008: I UII, i v5 ce nee s bawcddsewacd Grade I11—Out in the Kitchen, Sherman The Gay Kitchen, Sherman Under the Maple Tree, Meyer Adventures in Health, Moulton................ ee Grade I1I—The Bad Little Rabbit, Bigham........ (By the author of “Merry Animal Tales’) Stories Hast and Weet, Peck. ........ 2006 .ccc0. Old Testament Stories, Grover................ A Quart of Moonlight, Sherman.............. ALL FULLY ILLUSTRATED New and Popular Primary Readers LITTLE, BROWN & COMPANY 34 Beacon St., Boston 221 E. 20th St., Chicago — THE TRIANGLE emer ARITHMETICS BOOKS I, II, AND III For Grades 3 to 8 This series, which has been published only a few months, has had a remarkable reception. It has seemed almost as if edu- cators were anxiously awaiting a series with its characteristics. In Minnesota, for ex- ample, fifty-seven places have already or- dered it. And now, the state of Georgia, by adopting it for exclusive use, testifies to the merit of the books. “‘A series with features which make traditions look like ox-carts in the presence of automobiles.” —Journal of Education. Adopted by the}; ree The Empire State of the South has just adopted for exclusive basal use for a pe- riod of five years the books mentioned here. Itis gratify- ing to receive these important adoptions from a state that is recognized for its active progress both educationally and numerically. Popu- lation 5,038,260. ~] (cs WINSTON BUILDING CHICAGO ATLANTA DALLAS Book One (Crumpton), $1.00 Book Two (Crumpton), $1.12 AMERICAN BOOK COMPANY NEW YORK CINCINNATI Crumpton-Hosic Junior High School English By Craupia E, Crumpton, A. M., Head of English Depart. ment, Hutchins Intermediate School, Detroit, Mich., and James F.ieminc Hosic, Ph. M., Ph. D., Professor of Education. Teachers College, Columbia University. yegre STIMULATING, practical ; an independent book for each year ; subject matter so closely con- nected with the daily life of the pupil that he comes to believe good English is something he really needs; models and examples from modern writers who are interesting to young people; all the important topics treated in each of the three books on successively higher levels. Book Three (Crumpton and Hosic), $1.24 CHICAGO BOSTON ATLANTA \ State of Georgia THE WINSTON SIMPLIFIED DICTIONARY INTERMEDIATE EDITION and PRIMARY EDITION As most educators know, this is the one dictionary that defines every word so that its use and meaning can be instantly under- stood. An initial order of 76,000 copies of the Intermediate Edition fromanother state, Florida, is evidence of their appreciation of this unique dictionary. The boys and girls of Georgia, by virtue of the present adoption, now have available a modern dic- tionary that will develop an essential habit. “The first dictionary to pay attention to modern pedagogical principles.” —Peabody Journal of Education. Are you familiar with these texts? THE JOHN C.WINSTON COMPANY LY fj PHILADELPHIA . Z) SAN FRANCISCO ) ») ow aN sat te JOURNAL of the NATIONAL EDUCATION ASSOCIATION VOLUME XVIII JANUARY ’ DECEMBER, 1929 N ApriL, 1913, the National Education Association began pub- lishing a leaflet known as the N. E. A. Bulletin. That bul- letin developed into the present JourNAL. The last issue of the NV. E. A. Bulletin is Volume 9, Number 4, December, 1920. The first issue of the present JouRNAL is Volume 10, Number 1, January, 1921. It should not be confused with an earlier journal—a preprint from the Proceedings—that was published from September, 1916, to May, 1919. A checklist of the Association’s publications from 1857 to 1924 is found in its Proceedings for 1924, pages 1041-60. Ad- ditional lists are published each year in the Proceedings. Pesons binding their copies of the JourNAL into an annual volume will use this sheet for a title page. The 1929 volume includes nine issues, one for each month except July, August, and September. Executive officers of the National Education Association— Kk. Ruth Pyrtle, president; J. W. Crabtree, secretary. The Journal is the official organ of the Association—Joy Elmer Morgan, editor; H. A. Allan, business manager. NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 SixTEENTH STREET Nortuwest, WAsHINGTON, D. C. 1929 The Platform of the National Education Association HE National Education Association reaffirms its abiding faith in the schools and pledges itself to continued efforts on behalf of a fair start in life for every boy and girl. It adopts the following platform of ideals and purposes, which have been established by re- peated action of the Association: 1. A competent, welltrained teacher in every classroom. 2. Improved facilities for the education of teachers and such in- ducements to enter the teaching profession as will attract men and women of the highest character and ability. 3. Such an interpretation of education as will awaken the people to a realization of the importance of the schools, elevate the profes- sion of teaching to a higher plane in public esteem, and insure just compensation, secure tenure, and provision for retirement on the basis of efficient service. 4. Continued and thorough research on educational problems as the basis for revised standards and procedures. 5. The establishment of a department of education with a secre- tary in the President’s cabinet, and the efficient integration of the educational activities of the Federal Government in this department. 6. The unification of the educational forces of the country in one all-inclusive organization devoted to the advance of the teaching profession, with every teacher an informed and participating member of local, state, and national associations. 7. Active assistance to state and local afhliated associations in promoting the interests of such associations. 8. Equal salaries for all teachers, both men and women, of equiv- alent training and experience. 9. Such participation by teachers in the determination of policy as will utilize the best fruits of classroom experience. 10. Cooperation with other organizations and with men and women of vision who recognize that only through education can be solved the major problems of our changing civilization. 11. The National Education Association is committed to a pro- gram of service—service to the teacher, service to the profession, and service to the nation. Its supreme purpose is the welfare of the child- hood of America. Adopted at Atlanta, Georgia, July 3, 1929 Every Library Should Have— These Publications of the National Education Association Journal of the National Education Association (included in $2 and $5 memberships- published monthly except July, August, and September). Extra copies 25 cents each. Proceedings (published annually—included in $5 membership). Cloth, 1215 p. $3. Research Bulletins of the National Education Association. (Five numbers annually— included in $5 membership). Extra copies 25 cents each. Vol. VII, No. 1, January, 1929, Can the States Afford to Educate Their Chil- dren? 44p. Vol. VII, No. 2, March, 1929, The Principal and Progressive Movements in Edu- cation, 56p. Vol. VII, No. 3, May, 1929, Salary Scales in City School Systems 1928-29, 68p. Vol. VII, No. 4, September, 1929, Vitalizing the High-School Curriculum, 104p. Vol. VII, No. 5, November, 1929, The Principal As A Supervisor, 74p. Department of Superintendence. Fifth Yearbook, The Junior High School Curriculum, 562p. Cloth, $2. Sixth Yearbook, The Development of the High School Curriculum, 584p. Cloth, $2. Seventh Yearbook, The Articulation of the Units of American Education, 616p. Cloth, $2. Department of Elementary School Principals—Quarterly Bulletins, 50 cents each ex- cept yearbook issue. Vol. VIII, No. 2, January, 1929, 64p. Vol. Mh ag 3, April, 1929—The Eighth Yearbook, Activities of the Principal, 400p. $2. Vol. VIII, No. 4, July, 1929, 64p. Vol. LX, No. 1, October, 1929, 64p. Department of Classroom Teachers. Third Yearbook, Problems and Opportunities in Teaching, 112p. 50 cents. Fourth Yearbook, Creative Teaching and Professional Problems, 227p. $1. A complete list of the publications of the National Education Association from 1857 to 1924 ap- pears in the 1924 Proceedings, pages 1041-1060. Supplemental lists appear in the Proceedings, 1925: 1080; 1926: 1185; 1927: 1219-1221; 1928: 1191-1192; and 1929: 1201-1202. INDEX TO VOLUME XVIII Adams, Elizabeth K life eae b Adjusting the mala Girl scouts in the larger holesome attitudes, the teache Ithy child, The (quoted)... ie ral community (4 TIN} the junior high school (MAR CKER) s, The (E resident, ‘The The (editorial) Babson, Roger (quoted) IRAN Ss (auo classroom diffi education.... libraries. eee educators \merican | educational tooks of John Dew ok Reviews (W. Child-centered school, The.. Middletown an nN, Frank DD to Cleveland. . ganizatior the way out icatior hit program vy teaching in be improved.. ted YELL, Mrs. HERBERT. appreciate home.. rs of our profession. .3 a 2 2/9, Je Burret, Marcarer M. My educational creed. Burter, Jonn H. Pioneer Burk school, The. Carver, T. N. (quoted) Challenge of the rural school, The CRABTRI CHAMBERS GRANT. hould music keep? Changing family, The (Ernest? Changing secondary school, The.....229, 255, Changing school, The (J. Minor Dorey)... Character education in scouting (James E. WeEsT) hate ese Character growth Charts Chief causes of illness vth of the N. E. A. school bill too high? W W (quoted).. unting (Francis W. KirKHAM) | school, The (book review (GrorceE K. Pratt) GROVES)... Child’s bill of rights, The (Herpert Hoover). 34 CLark, M. G. (quoted) Cleveland convention, Cleveland convention, The (editorial) Coats, Marion. New type of junior col- lege, CoL_BuRN, JESSIE justed College teaching Leicn) Adjusting the malad- How This Index is Made RTICLES and poems are indexed un- der authors and titles. Photos are indexed once under the heading photos. All photos not connected specifically with articles are included. Charts and tables are indexed under charts and tables. Other general subjectheadings are: booklists, editorials, poetry, post- ers, salaries. Editorials are also listed under title in the main alphabet. Contents of THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION are listed in the Readers’ Guide to Period- ical Literature. Committee appointed for Dewey celebration. . Commonwealth teacher-training study (CW. Carson RyAn, Jr.) Conpon, RANDALL J. (quoted) Conferences of classroom teachers Cooper, WILLIAM JoHN. Extracts of Atlanta Addresses (quoted) County unit in Webster parish, The (E. RICHARDSON ) CrapTreE, J. W. - Challenge of the rural schools, The Education for a new world—annual report. Future of the Bureau of Education, The.. Creative writing in Norfolk schools......... Crucial problem of the next decade, The (WIL- LIAM C. BacLey) CuMMING, Hucu §S. Disease—an added school burden Curriculum making for small towns (HENRY HARAP) Curtis, Henry S. athletics, The Dawes, Charles (creed paraphrased) Dean of girls in high school, The (Mary WeEs- STER SAWYER) Dedicating the school (W1LL1AM Hrnry Scott) Democracy in Education (Jonn Dewey) Dempsey, CLarENcE H. What is a satisfac- tory school? Department of Superintendence (tentative pro- gram for Cleveland meeting) Determining factor in American life, (WaLTtER S. Monroe) Development of wholesome attitudes, The Mace ANpDRESS) Drwry, JoHN - Books of — Contribution to education - Democracy in education nee Tk SENN oso 05.565 8K 06 0664 KO - Influence of My pedagogic creed NEA presents life membership to Principles of educational articulation Seventieth birthday of (editorial) the Humanist — quoted Dewey’s influence in the schools............ Direct or indirect character education (GEORGE H. Berrs) Disease—an added school burden (Hucn S. CuMMING) District school, The (Painting by Wiii1am Lapp TAYLOR) Dorty, J. Minor. Changing school, The... [1] ee ey Dorris, ANNA V. Visual instruction in class- room teaching Dorsrty, Susan M. (quoted) DuKELow, Jean H. Venture in poetry, 214 DuNnuop, Giapys L,. Sightsaving 1n the schools 269 Dutton, SAMvuEL T. (quoted) 291 Editorials - American high school, The 52 - Atlanta shall shine 209 Cleveland convention, " 101 Journal for the next school year, T 171 New Commissioner of Education, The 84 Seventieth birthday of John Dewey, The.. 281 School costs and the public 135 --School of tomorrow, The Teacher participation - U. S. office of education Educational psychology during the past year (FRANK N. FREEMAN) Education for a new world (J. W. Craptree). Estucation for worthy home membership. . 255, 299, 303 Education, what program? what price? (FRANK D. Boynton) 69 Educator as a statesman, The (Ross NEY) 24, Euy, Mary L. Adult Education in 1928 5 Ensor, BEATRICE. Everywhere schools are different 156 Ethics of the teaching profession—report (Warp G. REEDER) Everywhere schools are different (BEATRICE ENsor) Exploitation and propaganda (E. BrRooMeE). Facts for writers and speechmakers (American Education Week) Facts for writers and speechmakers (rural education) Finney, Ross The First class ideas from FONTAINE, E. CLARKE. — Assignment of lessons, ‘T — High-school teacher, The FRASIER, GEORGE WILLARD. ‘Teacher training during 1928 FREEMAN, FRANK — Educational psychology during the past year — quoted FRENCH, DANIEL CHESTER by) Future of the Bureau of Education, The (J. CRABTREE) (photo of statue Gesell, Arnold. Guidance nursery, A Getting ready for Geneva (AucGustTuUs THOMAS) . Grisran, KaHLit. Philosphy of work, Gries, J. T. Secondary education in 1928.... Girl scouts in the larger life (ELIZABETH ApDAMS) Gist, Nort P. Liberalizing the adolescent... 166 Grover, Epwin Oscoop. Prophetic experi- ment, Groves, Ernest R. Changing family, The.... Guest, Epcar A. Scoutmaster, The (poem).. Guidance for home membership (JoHN BREWER) Guidance nursery, A (ArNoLD GESELL) Hannah, Paul F. Selecting the nation! flower.. 131 Harap, Henry. Curriculum making for small towns 145 Harris, HELEN. career Hart, I. H. (quoted) HARTMAN, GERTRUDE. (pictorial article) Health in vitalized commencements Heart of a great school, Henperson, RutH E. Service and the Junior ND i cso bee cides dw be 6 eee eS ee 301 Henry, THomas R. Transformation of Peter, The High-school teacher, TAINE) Higher education in 1928 (F. J. Keuiy).... Hitt, May. Student teacher and the whole child, The THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION HotmEs, OLIvER WENDELL (quoted) Home and health, The (Ira S. WILE)........ Honoring a great leader (Urt, W. LAMKIN).. Hoover, HERBERT. — Child’s bill of rights, ” —- quoted , 85, Hoppock, Rosert. What is vocational guid- ance? Hopper, A. M. vision Iiowarp, CHARLES W. Midwest rural school, A How it is done (T. D. Martin) Ilow teaching’ can be improved (FRANK BoyYNTON) IlumMpHREY, ADELE. schools—1929 Indiana Teacher (quoted) Influence of John Dewey, Jacks, Laurence Pearsall. Breadwinning and soulsaving James, WILLIAM (quoted) John Dewey’s contribution to education John Dewey, The humanist John Newbery prize book, The Jounson, HELEN M, Aims in reading Jonres, R. G. (quoted) Jorpan, Davin Starr. — Real need of university education, The.... — Your afterself Journal’s annual roll call, Journal for the next school year, The (edi- torial) Kelly, F. J. Higher education in 1928 KipLinc, Rupyarp (quoted) Kirspy, C. VALENTINE. Art in the rural com- munity KIRKHAM, Francis W. Child accounting.... Lamkin, Uel W. Honoring a great leader..... LA Rus, Danie WoLForp — Mental health and environment Mental health and the principal Mental health and sleep Mental health and social adjustment Mental health habits Mental health through work and play Let, JosEpH (quoted) LeicH, Roserr LD. College teaching career Liberalizing the adolescent (Norn P. G Linpguist, THropork. Teaching the number combinations Locan, S. R. Winnetka schools, The Love one another (Anita IL. WALKER) McMurry, Chas. A. (Teacher training as a career) McNutt, Paut V. (quoted) Map. (All auto roads lead to Mental health and environment (DanreL Wot- FoRD La Mental health and the WoLrForp La peat health and sleep (DANIEL WoOLForD A Mental health and social adjustment (DANIEL Wo trorp La Rue) Mental health habits (Danie WotLrForp Rue) Mental health of the teacher, The (J. Mack ANDRESS) Mental health through work and play (DANIEL W oLForD La Rue) Mentally healthy child, The (J. DRESS) Mental hygiene and the home ‘THom) Mental hygiene in the classroom Mann, Horace - portrait — Statue Marston, Promise Martin, T. D. How it is done Marrs, INA CappELt (quoted) Massachusetts ‘Teachers Federation. er’s own health card May day 1929 play y Mippieton, SaRAH WILSON. (poem) Middletown (book review Ryan, ] Midwest rural school, Howarp) Minter, WituiaMm ALLEN. ‘Teachers talk too much Monrok, Water S. Determining factor in American life, A Morcan, Joy ELMER > Presentation of life membership to John Dewey — quoted — see also Editorials My educational creed (Marcaret M. RELL) Nation (quoted) National Congress of Parents and. novell membership card National Council of Norton) National Education "Association tion Building, Washington, D. National Geographic Society. Atlanta “8 a c. \ 4 ‘Let us have Faith that Right makes Might and in that Faith Let us to the end Dare to Do our Duty aswe -understand it? National high-school orchestra Nationwide school printing project New Commissioner of Education (editorial).. New schools for old (pictorial article GERTRUDE HARTMAN) New type of junior college, A (Marion Coats) Norris, Grorce W. Power trust in the schools, Norton, Joun K. National Council of cation, The One hundred percent counties On to Cleveland (Frank D. Boynton) Opportunities in summer schools—1929 (ADELE HUMPHREY) Organization—The way out (Frank D. TON) OveERSTREET, Harry A. (quoted) Our state associations, 1928-29 Pact of Paris and the schools, The Pact of Paris, The (poster) Patri, ANGELO (quoted) Personal growth through mental hygiene... 51, 86, Philosophy of work, A (Kanuit Gripran).... Photos - Apet, JAMES F Administration, ALDERMAN, L,. ALFRIEND, K. Amos, ‘THYRSA Atlantic City high Baltimore City College Barrows, ALiceE P Boynton, Frank D Brady school, Aurora, Brayton, E. ANTOINETTE Bureau of Engraving and Printing CaMeEROoN, E: Camp, ELIZABETH Campanile of Iowa State College CARLETON, CarNEY, MABEL aS eee CHAPMAN, Pau W Coates, J. P Copy, FRANK.. Columbia high school, South Orange, Coox, KatHEering M Cooper, WitLiaM JouN.. COMUNE, “TE incccceesadinrthscdeanes 242 CRABTREE, J. W CUNNINGHAM, R. J....... Davis, Mary DaBnry 242 DEFFENBAUGH, W. S$ 242 - Department presidents—1929-30 211 EEE, TOM ccccccvccescsccccsensesvage 281 DorsEy, Susan M. (portrait) 136 Duke University 181 Elementary schoolroom, 76 Eu.is, R. T 262 Elmwood public library, Knight Memorial, Providence, R. Evans, Henry R Evergreen forest near FERNALD, FRANCES M Finance and Budget committee Fox, FLorENce C FRAZIER, BENJAMIN W Full-time secretaries of state educational associations GAUMNITZ, George Peabody college for teachers IO) TRB so 06000 secede daneese Greanery elementary consolidated school, St. Louis county, Minn GREENLEAF, WALTER GRIFFITH, P. Grove, F. Gymnasium, University Hansen, Herpert C - HANSEN, RowNA HEATWOLE, C. HickMAN, J. Hituman, J. J Hillsdale school, Hillsdale, HoOLLINGER, JOHN A......... Horace Mann Statue Horner, W. Hosman, E. PS Ge Me cincc cas séeb.cccew sce HuNTER, EvuLa en Se rs ee eee Joun, Water C Jounson, Davin Bancrort Junior-senior high school, Lexington, Mo.. KapESCH, J. STEVENS MP BOW Recsccddvesvesenss KIMBALL, CAROLINE KeELey, J. KEESECKER, WARD KLEIN, ARTHUR LAMBERT, H. LANGVICK, LAMKIN, UEL LATHROP, EpITH Lee, Acnes I Library of a Los Angeles school Library of Colorado State Teacher College. Lincoln High School, entrance gate, los Angeles LOMBARD, ELLEN McCape, MartHua R..... McCorjmick, B. E...... McCurpy, M. E McMurry, CHARLES Ma.ort, J. MarsH, A. Memorial church, Stanford. . MONROE, i. ree Moonsry, W. Moore, Mt. Shasta, er National high-school orchestra..... Norris, GEORGE North High School, Columbus, Oak Park School, Aurora, Omaha Technical High School Outdoor art class—junior high sclrool, nosha, PALMER, Parrattr, D. PHILLIPS, FRANK M.. Pinet, F. Pinkston, Eva G..... Prorritt, M. Pym, <. PyRTLE, REED, READY, REYNOLDS, REYNOLDs, RicKarps, J. . Robert A. Long High School, Longview, Wash. Robert J. Vance School, New Britain, Conn RocKweEL.L, Harry W ra , 211 Rocers, JAMES Rocers, James F Rocers, IL. Roosevelt School, Ridgefield Park, - Roster, SAUNDERS, - Scuuuz, C. Shoumen Refugee School, Srpers, Water R SMITH, Spirit of English High School, ANIEL CHESTER FRENCH) THE Florence, States Office of Educati amaker, Grornce W........-- ngton School, Green River gton State Normal § AWAY) k (HENRY of the lay resolu nmon things nt’s Ten Com mandments OMAS) Commandments for school children.. afterself (Davin eee JorDAN) ist in the public schools, The (GE SORRIS) oew GEORGE K. ‘Child ren and their parents. es ition of life membership to John Dewey (Joy Ex.mer Mo President Lamkin’s progr Prayer of a teacher (poem nyt of CurTIS).. B. Mars experiment, ition dur- Reeder, Ward G fession Real need o STARR J REIMER, Et Remarkable « he of the commissioner Resolutions adopted at Atlanta..... Resolutions adopted at Cleveland Resolutions, department (quoted) lution RICHARDSON the child ‘attitudes. The (Harotr TUTTLE) Rights ‘of the child—habit, The (HaroLp SAXF child—judgments, The (IAro.p JAMES EDWARD. JAMES ill of Sasidiaace LMA School ral education during 1928 (CHARLES PUGSLEY) SSELL, quoted Three problems in an, W. Carson, JR. Child-centered school, The (book review). Commonwealth teacher-training study — Middletown (book review) World Federation at Geneva Salaries. - Median elementary teachers (table) - Teachers in Pittsburgh. Teacher, index of (table) — Teacher trends in, and buying power (table) Sar Francisco Examiner (quoted) SAWYER, Mary Wesster. Dean of girls in high school, The.. Secondary education in 1928 (J. Selecting the national flower (PAuUL HANNAH) pews conscious concern over education measures its interest in its own future. Education looks forward. Wisely guided, it studies human needs as they are likely to be and teaches boys and girls how to live to meet those needs. What we wish to be as a Nation, we can be if we are willing to pay the price. We have tre- mendous material wealth and cannot afford not to pay the price of building men and women who can dominate that wealth and not be dominated by it. Our greatest natural resource, and the one upon which the develop- ment of all others depends, is the in- telligence and morality of the masses of our people. Develop these through improved schools, and industrial and social progress are inevitable. It is in this faith that the National Educa- tion Association and its friends have sought a Federal Department of Edu- cation. Service and the Junior Red Cross Witson and Rutu E. HENperson) Seven objectives in a rural district (Granite District, Utah) Seventieth birthday of John Dewey (editorial) School administration during 1928 (Grorcre D. STRAYER) School cost and the public School librarianship as a career (HELEN HARRIS) School nursing as a career School of tomorrow, The Schools that are prophecies ay 153, Scott, WiLL1AM HENRY. Dedicating the school Scout law, Scoutmaster, Scout oath, ° Scarsdale plan, The (RavupH UNDERHILI).. SHARP, DaLitas Lore (quoted) Sightsaving in the schools (Guiapys J. LOP) SLosson, Epwin E. (quoted) SMITH, Eucent R. Beaver country day school SMitH, Henry Lester (quoted) SPENCER, HERBERT (quoted) STRASSBURGER, Marton. Young citizens great city STRAYER, GEORGE ‘ School administration during 1928 Student teacher and the whole child, (May Hitt) Summit demonstration school, The (FRANK E. WIvarp) Supervisory program, A (Mary STANSBURY Braun) SwEIGARD, I[,uLa, and Woop, What about posture? Tables. Growth of allied educational associations. . Growth of education associations - Growth of National Congress of Parents eG, TORCONS, o.5.62. . - ’ t a ! . ° . ‘ . te F . ° : >; . bcnmapiclsingy . e ° Yi i z . - ’ # * _— *- « e 3 : r r . oa ae, os ; aa x x 2 ad : . F s } : ~ . we? . 7 tad: J “ Ee - ma i ~ f ‘ 56 - . * . * ’ . My “ January, 1929 The School of Tomorrow OULD AMERICA make all its schools as good as its best schools the train- ing of youth would advance during the next decade more than in the entire history of public education. A new spirit s spreading among teachers and parents. hinking people no longer expect tomor- row to be the same as today, They do ot expect the school merely to preserve he past; they wish it to help create the uture. Every student in teacher train- ng institutions and every practising eacher has a stake in the ideals of the ew education. They run like a golden hread through ten thousand books and magazines that reflect the thought of eachers. They are not stated in dog- matic terms or with finality. The world growing more content to be open- minded but the force of the new ideals nd the new trends is unmistakable. Here are some of them: 1. Guided growth—The school of to- morrow will define education simply as puided growth. ‘Teachers and parents will understand that growth comes from within and that it concerns the whole of ife. There will be less restraint in the hool, less unnaturalness and unreason- ableness ; less outside pressure and more selfguidance and individual responsibil- ty. The fullest development of the gifts pf each child will be the goal. 2. Earlier start—The school of to- morrow will start much earlier in the life bf the child than the school of today. he scientific study of infancy is still in ts beginnings. Preschool laboratories d nursery schools are putting increas- ng numbers of children under scientific bbservation. The early findings of these tudies suggest that the first six years of he child’s life may be more important or educational purposes than all the ther years. The simple basic habits that derlie successful living are formed en. The great attitudes toward life ave their roots in infancy. Universal ducation for parenthood will bring chil- Hren into the school of tomorrow in a better condition for learning. 3. Longer attendance—The school of emorrow will continue its guidance Onger and release it more gradually than school of today. No one will be dropped from school because he does not fit. Schools will face frankly their task of adapting themselves to all children and youth. There will be closer mutual understanding between industry and the ——\— a oe le GREAT event of today is not the airplane, the zeppelin, Edisonian inventions, or radio—marvelous as these seem—but the changed attitude which the masses are coming to have toward thinking as a factor in daily life. Think- ing no longer means to the man in the street the verbalistic busy work of the cloister. He sees the fruits of thinking all about him. Many factors have con- tributed to this change but in the large it has been made possible by the free public school and the consecrated teachers who have sought to pass on the torch from generation to genera- tion to an ever widening group of youth until now the school exists for all. The school of tomorrow will be better still. It will be supported by a public which knows that the real wealth of nations lies in the health, intelligence, skill, and purpose of the masses. The school of tomorrow will add to this wealth be- yond the most eager dreams of today. We are now in the midst of an educa- tional revolution—slow but certain, coming like a mighty tide. This editorial is based on existing practises of schools that are prophecies.® school so that students will not be trained for jobs that do not exist or for practises that have become obsolete. In times of unemployment and economic readjust- ment the school may reach out to help workers readapt themselves to new situa- tions. 4. Adult education—The school of tomorrow will be associated with vastly larger provision for the lifelong educa- tion of adults. High schools and col- leges are multiplying rapidly. With four million young people in high school and a million in colleges, a foundation is be- ing laid for the rapid development of public libraries and other enterprises in adult education. The practise of includ- ing a fulltime librarian on high-school faculties is spreading as fast as workers can be trained. Pioneer schools are al- ready adding fulltime librarians to ele- mentary school faculties with excellent (1) results. In the transition from the tra- ditional to the vitalized school no one step is more easily made or more far- reaching in its effect than the develop- ment of the library in charge of profes- sionally trained librarians who make it the servant of a varied and vigorous learning activity. 5. Better teachers—The school of to- morrow will demand teachers of greater skill and training than the school of to- day. Candidates for teaching will be se- lected more carefully. Training will be longer and more thorough. Salaries will be higher and will be based on skill rather than on the age of the children taught. Tenure will be more secure. Community recognition will be more generous. Educational effectiveness could be doubled in two years if the nation would select and train its teachers with as much energy and vision as it gave to training officers for its army in the World War. The rapid improvement in teacher training is suggested by the growth of education associations and in the enrol- ment in summer courses in education which during 1928 reached the inspir- ing total of more than 282,000 in the United States. 6. Aids for teachers—The school of tomorrow will distinguish between the noble art of teaching and the routine aspects of school management. It will provide clerks and machines to do the routine. Industry and business have learned to conserve talent for key ac- tivities. Schools still dissipate the pre- cious energy of the best teachers on tasks that a welltrained clerk could do better. We have undervalued the time of both teacher and learner. In doing so we have often allowed the child to establish in- efficient habits of learning and wrong conceptions as to the rate of learning. 7. Objective school of tomorrow will use objective measurements to guide and stimulate the learning processes. It will not depend on teachers’ guesses. measurements — The It will rely more on the natural desire to achieve and will waste less energy on artificial prodding. It will give each child practise in finding his own errors, in discovering his points of strength and of weakness, and in plan- ning to eliminate his errors and in build- ing up his life. 8. Mechanical equipment—The school of tomorrow will use a wealth of me- chanical equipment to aid learning. Through a great number of scientific ex- periments in laboratories and in schools of education it will discover what every- one should know and the best ways to learn essential elements. Devices needed to guide the learning process will be de- veloped in the form of films, radio, tele- vision, and mechanical means for expos- ing the child’s senses to the items to be learned under psychologically right con- ditions. 9. Broader objectives—The school of tomorrow will work toward broader ob- jectives of education. Already the seven cardinal objectives of education § as worked out by the National Education _ Association and adopted by the National Congress of Parents and Teachers are widely affecting school practise. They are operating in two ways to produce the school of tomorrow. In the first place, teachers are checking existing school sub- jects against these principles. They are asking what and how arithmetic or music or Latin or geometry contribute to health and safety ; to worthy home membership ; to mastery of learning; to faithful citi- zenship; to vocational effectiveness; to the wise use of leisure; and to ethical character. They are asking in what ways each subject might be modified in content and presentation to bring it more fully into harmony with these objectives. In the second place, teachers are asking what materials and activities now touched by the schools not at all or only inade- quately should be brought within the school to fulfill the demands of these seven principles of applied philosophy. 10. Freer atmosphere—The school of tomorrow will not elevate fixed seats, textbooks, set routine, and mere grades above the needs of childhood. It will give children a chance to grow. Longer school days and years will go hand in hand with a more varied program of activities. The child will find joy in school because of its rich opportumities for guided selfrealization. He will set for himself harder tasks than any teacher could set for him. He will master the tools and technics of learning because a keen sense of the need for them will spring out of the fascinating activities of the schoolroom, the playfield, the garden, the shop, and the club. 11. Activity program—The school of tomorrow will lay in rich sensory ex- perience the foundation for a vigorous THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION and wellbalanced mental life. Children will get actual experiences, not mere de- scriptions of other people’s experiences. They will not be content with reading that the magnet attracts iron, they will themselves feel it pull. Activity will be everywhere. The new school will differ Is Your School a Prophecy? | — TEACHER is a prophet and a pioneer. The gifts discovered in his pupils are his daily strength and delight. Some teachers and principals are able to build schools into entirely new institutions. Others must work with broken tools amid difficult sur- roundings but anyone can make a be- ginning. Start tomorrow some definite | effort to apply the principles of pro- | gressive education. Here are things that teachers have found helpful: 1. Make a case study of all the life factors of one of your most difficult pupils. Make a point of contact between some school subject and the life of your community. 3. Endeavor to do some part of your work perfectly even though conditions limit you at other points. 4. Try to picture your pupils and your com- | munity as they will be ten years from now. 5. Give children wide contact with the life around them through field trips and reports | on excursions that pupils have made as in- | dividuals. 6. At least once a month try to talk with each pupil about his personal plans and ambitions. 7. Endeavor so to manage your school that | it shall make a real difference in the way | people feel and think and act in their every- day lives. | from the traditional laboratory, shop, and garden in its greater variety and its large opportunity fpr the individual child to develop his talents to their maximum unrestrained by arbitrary requirements. The child gifted in music may give a large fraction of his time to music over a long period of years. A child gifted in nature study will be encouraged to go as far as he likes. Society will thus prize and develop more than heretofore the talents of its gifted individuals. 12. Behavior problem children—The school of tomorrow will accept its respon- sibility for dealing with all behavior prob- lem children up to the maximum school age whether they are in school or not. Social workers attached to the school will maintain close contact with the home, especially in the case of children whose home conditions are unfortunate. The youthful criminal and children with ten- dencies which point unmistakably toward criminality will be recognized as educa- tional problems. The school will make juvenile courts unnecessary because of its superior ability to handle character prob- lems. Instead of waiting for breakdown and then spending huge sums for judges, lawyers, juries, and court workers, so- ciety through its schools will discover ten- dencies and train for character. It will thus be able to reduce the total of ten billion dollars annually now spent for crime as compared with less than three billion for education. The saving will more than offset the cost of a staff of full- time case workers and visiting teachers in every state, city, and county school sys tem. 13. Elimination of failure—The school of tomorrow will abolish failure which is now so lightly regarded that there are no reliable figures for the nation to show the number of pupils who repeat annually the work of a year or a term. The best estimates suggest that more than one mil- lion pupils in the United States are thus failed each year in the very institutions which exist to teach them success. This is the crime eternal against childhood, We would condemn a physician who al- lowed patients to die of appendicitis for want of an operation. The best schools know how to organize their activities so as not to subject pupils to failure in such large doses as to create the inferiority complex. Not to apply that knowledge for the benefit of children everywhere és to ignore the gift that science has placed at our door. It is the task of the school to teach every child the highest degree of success that his gifts make possible. 14. Responsibility for all children— The school of tomorrow will not consider its task complete until all children of school age are fitted successfully into the activities of citizenship and vocation. lt will be served by a system of child at counting that will know the needs of all children and provide workers within the school system to conserve those need whether the children are in school full time, partime, or not at all. Perniciow talk is now going the rounds about limit ing attendance at high school and college. Proposals are made which strike at the very roots of democracy and are contrary to the basic theory upon which education rests. The school system that excludes aa earnest student because of low rating on some test is in a position not unlike that of a father who abandons his own child. In an age when nearly all occupation are becoming skilled vocations, when mz chinery requiring some technical knowl edge is universal there is less and les room for the untrained. Society mus face the task of continuing the period of training for every individual until he actually at work as a healthy, productivé and harmonious member of the social group. To deny the individual the a¢ justment which school can give is vit tually to deny him life itself—J. E. M. January, 1929 : diffi encc und fold eact ort cess plai Th pup met the ten dle bri; fail wo puy bri ma ers the cre sta of th: ar: ba pr of inj th pu tic sl rary tion S$ af on that hild. rons owl less must dof he is tive, » ade vit Teachers’ Remedies for Classroom Difficulties HE PURPOSE of the study here re- [pened was to discover the remedies teachers themselves propose for the dificulties which they must frequently encounter in the classroom. Seventy-four difficulties were grouped under eleven main headings, printed in a folder, and sent to a group of teachers, each of whom was asked to select the one or more problems he had been most suc- cessful in solving in his school and to ex- plain the method adopted for solution. The following are the problems listed under the heading “Individual Differ- ences :” Dull pupils are by their dullness a drag on the class and a bore to the brighter pupils. How can the problem best be met ? Dull pupils often receive more than their proportional share of time and at- tention. How can the problem be han- dled so that injustice is not done the bright pupils? Bright pupils lose advancement and fail to develop their powers because the work is planned for the average or slow pupils. What can be done to give the bright pupil his full chance? Types of Solutions Proposed.—It may be said in general that the teach- ers offered a wide range of solutions for the difficulties discussed, many of the solutions being stated in terms of con- crete instances. The replies bear the stamp of practical experience rather than of untried theory. 1. Individual differences—The large majority of the teachers are demanding that classes of average size shall be sep- arated into at least two groups on the basis of IQ’s and achievement. An ap- preciable number are strongly in favor of an opportunity room for each build- ing for the care of the slowest pupils from the various rooms. The proposal is made by some to keep the bright and the dull pupils together and to direct the recita- tions so that the bright pupils lead, the slower pupils getting what they can and then receiving special help later from the teacher or an assistant or at home. En- thusiastic recommendation is given the contract system. A few advocate con- ducting the recitation on the level of the duller pupils, the brighter pupils being called upon to help the others understand the lesson. In some cases the bright pupils are assigned as coaches for the slower pupils while the lesson is being prepared ; this suggests something of the old policy of the monitor system. A few teachers would discard all class organiza- tion and depend on individual work with assistance as required. Others defend the practise of dismissing the bright pupils from the recitation when they have con- tributed their part, allowing them to do other work or to read while the slower pupils remain for further help. Probably the most encouraging im- pression received from the solutions of- fered for this group of problems is the very general recognition of the existence of individual differences and of the right of every child to the full use of his powers. 2. Study and _ lesson-getting — The complaints with regard to study and les- son-getting deal chiefly with lack of con- centration, unwillingness to work hard or long, and lack of knowledge of how to study. The chief key to the solution of most, of the difficulties involved is in- terest, motivation, and the setting-free and the calling into action of the latent energy and neural “readiness” of the in- dividual. Much is made of the teacher’s appreciation of effort and achievement. Some teachers use charts to show pupil progress. Others stimulate emulation and competition. Special emphasis is laid on making certain of the suitability of the work for the age level concerned. Use of the assignment to suggest method, to set up definite objectives, and to emphasize hard points is recommended. High- school teachers emphasize the stimulating of a sense of personal pride and responsi- bility in the pupil. Some teachers are ad- vocates of a rigid system of compulsion, the holding of each individual to a rea- sorrable minimum. Supervised study is mentioned by only a few. A considerable number believe that much of the diffi- culty with lesson-getting lies in faulty reading ability and take measures to test silent reading. A few frankly state that no small amount of faulty study is the re- sult of the teacher’s inability or careless- ness in outlining lesson assignments. A few use the lesson period for supervised study instead of recitation. In a number of instances medical attention has proved to be the proper remedy for faulty study and mastery. Diagnostic tests are em- [3] ployed to discover the nature of the pupils’ defects, and proper remedies are then devised. Many teachers find that pupils fail because of lack of fundamental knowledge that should have been ac- quired in earlier grades and take steps to supply the deficiency. Work handed in late is frequently penalized or refused. Posted records of achievement are used as an incentive. 3. Attendance and regularity—Chief dependence is placed by a majority of the teachers on interesting school activities rather than compulsion to cure truancy and tardiness. Parents are visited, or cor- dial notes are sent to them asking for their cooperation. Some teachers organ- ize competition between rooms or classes to establish regularity and punctuality. A few resort to severe measures and ad- mit no tardy child or absentee without a full explanation from the parent. Any time lost must be made up out of school hours. 4. Social demeanor and adjustment— From the kindergarten to the high school the teachers urge the welding of the school into a social group in order to sup- ply the situations in which cooperation and the social graces may be taught and practised. Play is the medium most rec- ommended for such instruction with the younger child. High-school teachers have private conferences with pupils who are deficient socially in an effort to set up suitable ideals. Many elementary schools organize clubs of various sorts and make social participation a feature of the ac- tivities. The suggestion is frequently made that the teacher’s example counts for more in this field than in almost any other in the school. For high-school pupils some teachers recommend the co- operative selection of a list of social traits, which are made the objective of the school group. 5. School attitudes and conduct—A considerable proportion of the solutions offered for problems in school attitudes and conduct provides for a large element of cooperation and selfcontrol. Teachers try to make the school group truly social, with its own code of honor and behavior. Emphasis is placed on the teacher’s sense of justice and fairness. Many teachers in- sist that, if the work is interesting and plentiful, discipline will tend to take care of itself. Primary teachers explain the need of quiet and order so that others may not be imposed upon. Other teach- ers discuss with their pupils the need for rules and regulations, and a code is out- lined and adopted. The unruly pupil is studied by the teacher; he is referred to the school physician or psychologist, and his parents are consulted. In general, he is treated as a pathological case, with mental or physical abnormalities to be corrected. A few teachers contend that nagging teachers are sometimes respon- sible for unfavorable attitudes and poor conduct on the part of pupils. Care and protection of school property is motivated by having the pupils help in furnishing, decorating, and cleaning the schoolroom so that they develop a personal pride and a sense of ownership in it. Teachers ex- plain how taxes paid by parents and neighbors support the school and buy sup- plies. The treatment suggested for dis- honesty in school work is largely putting pupils on their honor, trusting them. Some recommend forfeiture of term credit when any cheating is discovered. Others so arrange seating and questions that cheating in examinations is difficult. 6. Teaching the lesson—Many teach- ers frankly accept the chief responsibility for pupils’ listlessness and inattention in the recitation, saying that with an alert teacher and good methods such condi- tions do not obtain. A goodly number especially stress improved technic and de- scribe the change in response when the method is made suitable. Many place the responsibility for inattention on bad air, distractions from street noises, or con- fusion in the schoolroom. Much is made of the socialized recitation as a cure for lack of interest. Some make use of the spirit of competition between classes or parts of aclass. A considerable number of teachers have found imperfect assignment of lessons a great source of difficulty in the recitation. Many require the pupils to have special notebooks in which all daily assign- ments are carefully written. Some who have found the over-talkative pupil a bur- den have cured the tendency by devices that encourage thought before speech. A few teachers suggest mathematical preci- sion in calling on pupils giving dull and bright pupils exactly the same number of opportunities to recite. Others con- demn this plan and urge that the recita- tion should be more of an informal dis- cussion, each pupil bearing his part but with no mechanical equalizing of ques- tions. Some teachers call first on all the duller pupils and use the brighter pupils THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION to supplement and correct the others. Teachers confess a tendency on their part to answer the question asked if the pupil hesitates or gives an incorrect answer. The remedy suggested is selfcontrol and recognition of the fact that good teach- ing is revealing instead of telling. 7. The teacher himself—As is per- haps natural, teachers offer fewer sugges- tions concerning themselves as individuals than about other factors connected with their work. Many object to the salary level, urging that steps be taken to make the salary more nearly commensurate with the responsibility. Particularly is it urged that the upper salary limit is too near the beginning salary. Many suggest as a cure for scolding and crossness two remedies: Improvement of the physical tone through a careful regimen of food, rest, and exercise and the cultivation of a philosophy of life which stresses serenity and a sense of humor. 8. Textbooks: and materials—Teach- ers are not conscious of serious difficul- ties which originate in the textbooks. In an earlier study made, textbooks and ma- terials were placed almost at the bottom of the list of school difficulties. In the present study little attention is given to this factor. Some recommend the omission of unsuitable parts of a book and the sub- stitution of other material. In some cases this substitution is made on the teach- er’s own responsibility and without the consent of the principal. 9. Organization and administration— A very general accusation made of the administration is that of lack of wisdom or consistency in pupil promotions. The complaint is made that pupils unprepared for the new work are promoted. It is recommended that opportunity rooms be provided for those not ready for promo- tion. Some make the teacher share the responsibility, saying that teachers often give out dishonest monthly report cards in order to conceal the weaknesses of their pupils. A goodly number demand that the size of the classes be reduced, the maximum number in some cases being set at twenty-five. A few teachers object to unskilled supervision and ask for greater freedom from cast-iron require- ments so that they may use their own initiative. 10. Building and equipment—Many teachers tell of beautifying their school- rooms as a project of the pupils and the teacher working together and assert that the improved spirit in the school is worth January, 1929 all the time and effort expended. The pupils have in some cases been allowed to appeal directly to the school board for relief from unsatisfactory conditions, Parent-teacher associations have aided in securing suitable seating. Many teachers use special programs, food or candy sales, and other devices for raising money for equipment. The wisdom of this as a pol- icy is not discussed, the only claim being that sometimes it relieves intolerable sit- uations. 11. Community and home — These teachers evidently believe in advertising the school to the home and to the com. munity. They have organized parent clubs, placed school news in the local papers, held open days for the public, promoted education days in the churches, sought the cooperation of the parent- teacher association, made visits to the homes, sent special invitations to the par- ents to visit the school, and published school papers giving news to the public, They have secured the cooperation,of par- ents in restricting outside programs and entertainments on school nights. They have organized social activities within the school so interesting that they competed successfully with motion-picture shows, theaters, and dances. In short, teachers seem to take it for granted that the school must take the initiative in securing co operation from the home. The Supervisor’s Relation to Classroom Difficulties. — Nothing startling or new appears in most of the solutions offered by the teachers for thes more common school difficulties. Some of the remedies proposed may be seriously open to question. On the whole, however, the measures adopted seem based on’ sound psychology and practical wisdom. It é } to be remembered, however, that the solv tions were supplied by teachers who be lieved that their solutions had proved successful. The many other difficulties of similar kind which every teacher meets may not have been successfully solved Is it not possible that school administrt tors, supervisors, psychologists, and othes concerned with the proper functioning @ the school organism could well afford t give more careful study to the commoms, everyday variety of difficulties which o¢ cupy a large part of the teacher’s thought and time ?—This article first appeared tt “The Elementary School Journal’ ani is used through the courteous permission of the publisher and the author, George H. Betts, director of research, North western University. fit sit- ese ing m- ent cal lic, nt- the yar- hed lic. ar and the ted hers hool hing hese 1e of yusly ver, It & | solu » be oved es of neets lved. str thers ig at rd to mon, h o¢ ught ed it ani ission porge orth A New Type of Junior Marion Coats ~ DecEMBER, 1926, the Board of Re- gents of New York state signed the first charter to be granted in that state to a college which proposed to offer less than a four year course. By this act was the junior college first officially rec- ognized in New York state, although sev- eral institutions had been offering courses of junior college grade for some years. This college, Sarah Lawrence College of Bronxville, was founded by William V. Lawrence by a gift of a million and a quarter in land, buildings, and invested funds. By the terms of the charter, the college may give two, three, or four years of work, as circumstances seem to war- rant. The requirements for entrance to Sa- rah Lawrence College consist, first, of any fifteen units of secondary work recognized by an accredited school as of graduation grade. Second, those applicants will be given preference who have already found a field of success in which they wish con- tinued training. This field of success may be in one of the fine arts—music, paint- ing, sculpture, dramatics. It may be in the field of human relations, in which case the executive ability of the applicant will have been recognized in the perform- ance of work as an officer of some one of the school classes or organizations. Or the applicant may have been conspicu- ously successful in some one academic subject—languages, writing, science, so- cial science—although poor even to the point of failing in other fields of second- ary work. The important thing is that the applicant have a major interest about which she wishes to center all further academic work. It is this major interest which deter- mines in each case what academic work the student shall elect: There are no courses required of all students. The sub- jects in the curriculum are grouped in four fields: Fine arts (including litera- ture), foreign languages, social sciences, and natural sciences. The academic work is strictly collegiate in character, final examinations being set in all courses by examiners who are members of faculties in such other colleges as Wellesley, Smith, Swarthmore, and Barnard. The methods of instruction, however, are tu- torial. Each student is given a syllabus showing what is accepted as a year’s work in each subject she has elected. This work is divided into eight or ten units, giving the student a standard by which she may measure her own progress. Each unit must be mastered before a second unit may be undertaken. No grades are given, nor does the term “unit” have any conno- tation of standardized numbers of days or weeks expended—it is a term used merely for convenience. Students who are ambi- Wao in May. The grounds are in charge of an expert landscape gardener. It is the desire of the college to surround the students with beautiful equipment. tious or who wish to concentrate in a par- ticular subject, may take on alpha and beta contracts, working for diplomas with honor in the subject, in which case addi- tional amounts of work will be indicated in the syllabus. The classrooms are set up as seminar roéms. Each instructor, or “fellow,” has his own seminar room, where he may be found for four hours every morning. The reference books used in the course are on shelves in the seminar room, and it is ex- pected that the students enroled in the course will do the major part of their work in the seminar room, referring all problems to the fellow as they come up. Each student carries three “academic” subjects, only. When instruction becomes individual, and students are allowed to use the time saved from “classes” for their own purposes, the character of the work and the amount done carry the student [5] Schools That Are Prophecies College much further into the subject than do the more usual methods of instruction. This is as true of the work of freshman and sophomore years as of the upper years of college where the “honors plan” is more common. The content of the curriculum recog- nizes the value of “significant situations” in motivating the academic work of the students. Instead of teaching theories which may or may not be found to apply to the concrete cases met in later life, the fellows invite the students to make induc- tive studies of their own, using any seri- ous materials found in daily life. The group working in economics is divided into pairs, each two girls to study an in- dustry which they choose according to a plan outlined by the fellow in economics, the group conferences being given over to discussions of the elements common to the various industries. Each member working in sociology makes a study of her home city or town, comparing the forces at work there with those in other localities. The irresponsible student, the girl who is “dificult” in her human relations, in- dividual problems in working methods, and in emotional control—all furnish subjectmatter for students of psychology. Spanish may be learned as readily in a study of Spanish American civilization as by sets of exercises taken from a Spanish grammar. Deductive processes are de- pendent on experiences and such tech- nic should not be expected of undergrad- uates. The first two years of college are valuable primarily for the information yielded by the experience of living: the power to reason on the basis of this ex- perience must, of necessity, come later in the development of the student. It is the effort of this college to make the experi- ence of the student as broad and as rich as possible, teaching her to reflect and evaluate as she goes. Similarly, the age of late adolescence is one at which powers of appreciation are at their most sensitive. Inclination to- ward creative work may be choked most easily by too critical an atmosphere or by the processes of analysis which are fre- quently forced on students at too early an age. It was Mr. Lawrence’s thought, in including his own home, Westlands, in his gift to the college, to strike the key- note of beauty on which he wished the theme of the college to be based. The ee dormitories are built to harmonize with Westlands. Large and spacious rooms, adequate and dignified living conditions, furniture, rugs, and pictures such as rarely fall to the lot of a college, are all part of the plan to educate the taste as well as the mind of the student. Sarah Lawrence College recognizes the futility of attempting to fence off any part of the student’s activity and label it edu- cation. Every hour of every day is part of the educational process, for better or for worse. The problem consists solely in whether or not the faculty will take cognizance of the “extracurriculum activ- ities’ as important adjuncts to the work of the classroom. A requirement of grad- uation from the two-year course at Sarah Lawrence College is that each girl select a group activity—student government, Christian Union, dramatics, publications, orchestra, chorus, athletics—to which she will give ten or fifteen hours a week. The mere performance of the activity is not enough—each group conducts a two hour weekly seminar in which the fundamental principles of the activity are studied. In the student government seminar, discus- sion centers about problems of conduct and politics. The’ athletic group is con- cerned with all the problems of positive good health. The dramatics association carries on a workshop which engages in all the phases of play-production. Work on the publications connotes a careful study of journalism. The music groups are working in music libraries, reading at sight, having experience in conducting, in harmonizing melodies for use by the group, in producing the musical composi- tions used by the college at various times THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION during the year. Each activity has, not an adviser, but a faculty referee to whom all problems may be referred at will by the student members of the group. Fac- ulty members of special gifts or experi- ence in the various activities may become group members. These activities form the common meeting ground of the entire college. A second way in which the student life becomes an educational laboratory is in the provision it makes for leisure time. Students may emerge from broad educa- tional opportunities with few resources for their own entertainment unless spe- cial thought is given to meeting this difh- culty. At Sarah Lawrence College, an hour and a half a day, following lunch hour, is set aside as leisure time. No ap- pointments of any sort may be made within this period; but many interesting activities will be going on in which all students may join if they choose. There will be handicrafts rooms for weaving and dyeing and metal work. Such hobbies as photography, collecting, gardening, radio will be given laboratory space. Travel and debating and book clubs may meet in these hours. Every girl will be encouraged to form a hobby, to find an avocation in the pursuit of which as many hours of leisure as she is ever likely to have may be advantageously spent. The one requirement is that a record be kept of the way in which this hour and a half each day is spent, showing that both profit and enjoyment were derived from it. In some such way as this students may be prepared for the increasing amount of leisure which is promised to succeeding generations by our industrial system. “Westlands,” now the administration building. January, 1929 The keystone of the Sarah Lawrence program is the don. To each girl a spe- cial member of the staff is assigned who shall be directly responsible for her wel- fare. The function of this fellow will be closely similar to that of the don in the English system of education. The don makes sure of the correlation of work for each student whom she has in her charge, planning a time budget, checking up her progress in the three academic subjects and in the group activity, passing on the value of her leisure time activities, mak- ing a weekly report of progress to the dean’s office. It is the don who has power to grant or withhold permissions for ab- sence from college, given according to the status of the student’s health and work, It is to her don that the student looks for advice and help in all non-academic mat- ters. Definite times are appointed for conference, but the student has free ac- cess to her don at all times. The intent of the College is non-voca- tional although in such activities as or- chestra, chorus, dramatics, and publica- tions the work is conducted on a profes- sional basis. In case the student’s aca- demic caliber and her progress during the first two years warrant it, advanced credit for what has been accomplished at Sarah Lawrence College may be secured at other colleges and universities on a basis to be determined by the Board of Exam- iners. The course is intended, however, to give two or three years of liberal arts work to students who do not intend to matriculate for the A. B. degree. The work is a unit in itself, its value consist ing in its intrinsic worth rather than in its reference to something further on. versil taine of th ten / uniqt have ure t able | M chief and | basic derg the 1 in te to e} and sents peri mon over for | to v exar him mea ject ents coo} hon edu ests giv to | Schools That Are Prophecies | The Student Teacher and the Whole Child HE CLEVELAND Kindergarten-Pri- mary Training School, now a de- partment of Western Reserve Uni- versity, was founded in 1894 and main- tained for thirty-three years as a branch of the Day Nursery and Free Kindergar- ten Association of Cleveland. Whatever unique qualities this training school may have developed are due in a large meas- ure to its close contact with this remark- able philanthropic agency. Most teacher training institutions are chiefly concerned with special technics and methods of teaching. This concern is basic to the work of the Cleveland Kin- dergarten-Primary Training School but the unique character of its work lies, not in technics or methods, but in an attempt to expose its students to the whole child and to the many-sided problems he pre- sents. These students have firsthand ex- perience with children from seventeen months to nine or ten years old. More- over, these student teachers learn to care for the child’s body, to study his behavior, to watch his emotional development, to examine his total environment, to give him the tool subjects of education, to measure his progress in these tool sub- jects, and finally, to meet the child’s par- ents and to work, not only for a closer cooperation between the school and the home, but for a closer identification of education with life problems and inter- ests. How such all-round experience is given these young teachers points the way to better methods and richer possibilities for the future. The physical care of the child is ap- proached from several different angles. The hygiene class begins with the health of the student teacher herself and then turns to the study of the child from in- fancy to adolescence. In addition to lec- ture and textbook information, the stu- dents see the doctor make physical exami- nations of children of different ages and these young teachers become familiar with the normal body of the healthy child and with the common deviations from nor- mal. Incidentally, they soon discover how different a physical specimen the un- dressed child can be from the child they see in the schoolroom with his clothes on. In the nursery schools, the student teach- ts weigh the children, measure them, bathe them, take rectal temperatures, keep records and charts of growth, food intake, sleep, elimination, and defecation. May HI.u Another interesting phase of this work is that these young student teachers work side by side with two other student groups, one from the department of household administration and one from the school of nursing. This working to- 5 STUDENTS know child psychology. This student teacher at Gowan Nursery School knows how to get the child to take the food offered him without using compulsion. gether of three groups of students from the same university (Western Reserve) but with entirely different- backgrounds is a liberal education in itself. The stu- dent nurses awe the others by their ex- pertness in dealing with physical emer- gencies, their lack of squeamishness, and by their skill in handling the child physi- cally. The household administration stu- dents shine in dietetics and are able to give the mothers helpful demonstrations in cooking foods and preparing menus for their children, and in the wise choice of clothes. The student teachers astonish the others by their skill in understanding and dealing with the children’s behavior prob- lems, or the overcoming of food antipa- thies, or establishing desirable habits. In short each student group sees much to ad- mire in the others. Students taking a_ kindergarten-pri- mary training course usually bring to their work more than average interest in children but only average knowledge about them. The first observations of these young teachers show them to be ob- viously puzzled by the behavior and the thinking processes of the children. The [7] first year’s work in psychology, therefore, is devoted to throwing some light on these problems. It tries to answer the two broad questions: Why do children behave as they do, and how do children learn? Readings and class discussions form the academic part of the course, the labora- tory work is carried on through observa- tions of and experience with young chil- dren. This year, the students reading Koehler’s Intelligence of Apes were amazed to find many of the learning proc- esses he describes paralleled in the nursery schools. They made special visits, there- fore, watching two babies, one seventeen months old and one twenty, making their first attempts with spoons and forks. They observed the two year olds using various other tools for the first time, they noted evidences of memory, of emotions, of different methods of problem solving, and they saw learning processes going on with real children instead of with mythi- cal examples in books. Later as student teachers these same young women will keep diary records of everything a child does and says, for a certain period of time and at regular intervals. They will then study the significance of these records with the instructor. This first study of the physical, men- tal, and emotional development of the child is mentioned in detail because it is basic to all other courses. It is fundamen- tal to solving such problems as, what to teach children, when to teach it, and how to teach it, raised by the various profes- sional courses. Moreover, it becomes in itself the cause of many questions. “Is Bertha lazy or is she stupid?” ‘Why does Mrs. Martelli keep on giving her children wine?” “‘Why does Betty have temper tantrums?” “Why does Tommy steal?” The work in educational meas- urements will solve the problem of Bertha, the sociology class will throw some light on racial customs and preju- dices, the study of emotions may offer some clues to Betty’s temper tantrums, but not all of these courses put together give enough information to solve the problem of Tommy’s continued stealing. Even in their freshman year, these stu- dents hear about the work of the behavior clinic with its staff consisting of a psy- chologist, a doctor, a social worker, and a psychiatrist. Students are not admitted to the staff meetings of this group, but some of the case material, or the diag- recommendations are made and known to them when they are dealing with a child who is a behavior problem. noses Once a year, the students hear a com- plete staff meeting. For such a meeting the names of the child and his relatives are changed, because of the highly per- sonal character of the histories, but the rest of the staff meeting is conducted in its regular form. The students hear the statement of the problem, the family his- the study of the child’s total en- vironment, observational records of the child, the results of the doctor’s examina- tion, the psychologist’s tests, and the psy- chiatrist’s examination. Then, from the summary of all these reports and the care- ful diagnosis and recommendations for treatment, they learn something of the painstaking study that is necessary before judgment can be passed on such problems as stealing, or negativism, or fear, and the like. In this staff meeting these stu- dents hear experts considering every phase of the child’s life and it emphasizes and summarizes for them their own simple beginnings in these fields. The unification of principles of teach- ing in the nursery, kindergarten, primary fields is not peculiar to this training school, but is another means of fixing the student’s attention—not upon special technics and methods—but upon the in- terests and needs of early childhood. All of the courses are professionalized and carry the student from the problems in- volved in the nursery school to those of the third grade. Every student has care- fully planned observation periods in the nursery, the kindergarten, and each of the tory, THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION first three grades. F.very student must have one term of practise teaching in the kindergarten and one in the primary, but when 4 young teacher finds she definitely prefers to work with the older children, A University Center of Child Study, Child Research, Child Welfare Caper Lnontal Sem rok Mursery Soh. Laat ~ ty ' ‘ ‘ ‘ t ‘ ~ Kindergarten j Int erred tate } Institute of Child felfare SSS SS Se ote peychologist, doctor, curse peychiateist. dietitian, visiting teseher el ‘ ‘ ' ' ' ' [ae > pees ollege pees Bducs’ low Han ttm oe. - pane | The Experimental School: a center for observation and practical experience for teachers, nurses, dietitians; re- search center for the Graduate School, a laboratory for parental education. The Institute of Child Welfare: a consulting clinic for parents, staffed by experts from the cooperating colleges. | ———____—_— SUGGESTED unit of Western Reserve Uni- versity, Cleveland, Ohio. she may take a second term in the primary grades. On the other hand, when a stu- dent finds she is happier and more suc- cessful in working with younger children, A SUNNY corner, birds, goldfish, and picture books make happy hours in the nursery school shown at the left. teacher guides the curiosity of the children and teaches them how to play happily together. Peter assisting with his own toilet after his bath. In addition to training the minds of the children the students care for their bodies also. January, 1929 she may have a second term of kindergar- ten practise or she may elect one term of practise in the nursery school. From this range of teaching experience the students learn that basic principle of progressive education—the necessity of building a curriculum based upon the en- vironmental needs and interests of the children. Moreover, it prepares the stu- dents for a wide variety of positions, The graduates are fitting comfortably into positions that range from public schools to private, foreign groups to sub- urban, and crowded city neighborhoods to rural ones. Such an experiment in teacher training as the Cleveland Kindergarten-Primary Training School has been able to do would have been impossible except for the spirit of cooperation that distinguishes the city of Cleveland. Now as a department of Western Reserve University, the train- ing school looks forward with eagerness to an expansion of its program. Even- tually it is hoped the course will be four years instead of two. Very soon, a con tact with the public schools of Cleveland is expected with a further enrichment of the curriculum. Finally, the department looks forward to a complete child de velopment unit with a laboratory school of childhood as its center, a clinic for par ents connected with that, and many de partments of the university cooperating in the staffing and direction of the work, In this program of expansion, it is hoped that the unique aspects of this teacher training experiment will not be lost but will merely be prophetic of a fuller and richer experiment tomorrow. The student The picture on the right shows | dre livi lou wit a fi ent visi uni one org fict fes: W: anc edt ma aca up gra the vio of ent scit dey sit} ani tea en; lin College Teaching as a Career RosBert D. LEIGH President, Bennington College, Bennington, Vermont the college professor persists as a type—a tired, absent-minded person dressed with a certain genteel shabbiness living in a “cosy, cultured retreat, sedu- lously built as a sanctuary where, secure with the culture of the past at his back, a fugitive from reality can view the pres- ent safely from a distance. . . .” The visitor to the faculty club of an urban university or the national convention of one of the many academic departmental organizations, however, would have dif- ficulty in identifying members of the pro- fession according to these specifications. With the variety of subjects now taught and the variety of institutions for higher education now in operation there are many different kinds of more or less academic occupation which are entered upon through the welltraveled road of graduate or professional work following the A. B. degree. Some of the more ob- vious possibilities are those of instructor of undergraduates in the small independ- ent colleges in such subjects as literature, science, or history; the head of a large department in a thriving urban univer- sity whose work is that of organization and management as much as classroom teaching; the professional teacher in an engineering, medical, or law school; the research professor whose teaching is limited to that of a few advanced grad- uate students; the special investigator lent to a governmental commission for consultative or administrative work ; and the deans and other administrative off- cers in college and university. This variety of opportunity associated with, or leading from, the college teach- ing career is important to emphasize be- cause it allows the young member of the-profession a very desirable latitude of eventual choice in determining the Place where he can make the most of his particular talents. This he may do without retracing his steps and engag- ing in a long and difficult second appren- ticeship. The interest in research, for instance, may develop slowly after sev- eral years of teaching rather than appear at the outset of an academic career. So also ability and preference for college ex- ecutive work may reveal itself in the ie POPULAR literature and the movies course of a career rather than at its be- ginning. The records of members of col- lege and university staffs show that there is usually a period of gradual rather than immediate adjustment to the type M* EDUCATIONAL creed—I believe in education. I believe that I must at the outset adjust my life in harmony with my Creator. I believe that to be a really good teacher I must catch a vision of a tomorrow in which the brotherhood of man has advanced fur- ther than it has today. I believe that I must be well. I believe that I must be prepared. I believe that I must cul- tivate right attitudes of mind. I believe that I must be open-minded. I believe that I must be ever learning. I believe that I must be forward-looking. I be- lieve that I must be loyal. I believe I must have welldefined aims.—Margaret M. Burrell, Ella Peach School, Union- town, Pa.in PennsylvaniaSchool Journal. | | | | of activity into which the person finally settles. Underneath all of this variety there seems to be a major attraction which draws people to the college teaching pro- fession at the outset and keeps them in it in one capacity or another—this is an intense interest in a field of knowledge or investigation. The firstrate teacher is one who combines such a permanent in- tellectual curiosity with a like interest in individual human beings. But the lat- ter interest is one that may be satisfied by teaching youth of all ages rather than of the college age alone. The particular advantage of the college and university career, therefore, would seem to be the opportunity offered for the lifelong pur- suit of the great truths which men in the modern world believe to be the reward of experiment, reading, and ratiocina- tion. It will be granted that a high de- gree of competence as well as interest, in the field of one’s choice, is a prerequisite of the successful teacher. But fortu- nately a consuming interest and a con- siderable competence usually go hand in hand. ; And so each year our colieges turn into our graduate schools and our graduate schools turn back to our colleges young [9] men and young women who wish to make their own education a lifelong process. To such of these as combine with this desire an ability to understand youth there is offered the opportunity of a life of work which is at the same time full of durable satisfactions. It is a com- pliment rather than a criticism of the occupation, therefore, to say that people enter it because they cannot keep out of it. The good fortune of him who finds in his occupation his recreation and de- light need not be enlarged upon. Assuming that no one who does not have a fundamental intellectual curiosity should enter college teaching it is per- haps more important to indicate the drawbacks of the academic career. They are precisely those features of academic organization which present hindrances to the free and continuous opportunity to think, to write, to investigate, or to en- courage these activities in others, which attract young people to the profession. The first of these hindrances is the pecuniary one. Doctors’ and grocers’ bills have a way of invading the calm and isolation of the scholar’s study. We need to be definite about this matter. As the world’s financial rewards go to the mass of men the college professor is not among those on the poverty level. But he and his family are almost invar- iably persons who insist on maintaining what Jessica Peixotto in her excellent study, Getting and spending at the pro- fessional standard of living, calls a pro- fessional standard of living. They desire especially a comfortable house, a car, the best of education for their children, and they yearn for weekends in the city at the theater and a long vacation for travel. According to this same excellent study, the average faculty salary, which is three thousand dollars in our first class institutions, is insufficient for these family needs. As a consequence the hoped-for leisure and vacation period is spent in odds and ends of remunera- tive work rather than for mental refresh- ment in reading and travel. Even with the addition by such means of about fif- teen hundred dollars annually the in- come of the academic head of a family fails by about two thousand dollars a 10 Tue JouRNAL OF THE NATIONAL EDUCATION ASSOCIATION year to provide the kind of living which would give that family the rational com- forts they desire and give him the free- dom for continued intellectual growth which is a part of the fundamental am- bition which attracted him to his calling. Since this pecuniary problem is probably duplicated throughout the entire teach- ing profession it need not be overstres- sed, but it should be insisted upon as a very real although at the same time quite remediable defect in the career of col- lege teaching. It does and should serve as a factor to be weighed by the person contemplating entering it. A young man and woman who are, either or both, con- sumed with the desire to live through in their own lives the modern American epic of beginning with a bungalow and a Ford and moving up steadily or sud- denly to a country estate and a Cadillac had better seek other means for the at- tainment of their ambition. I do not know how likely other callings are to offer them the medium for expressing such purposes but in any event if they lose directly the attainment of their goal they may reach it vicariously and cheaply through the products of Hollywood. But in academic life they would not only fail to attain such a goal, but they would also be at war with the standards and ideals which govern salaries, promotion, and the ways of academic living, and would be unhappy and often irritating members of the college community. The second drawback to college teach- ing, especially in such fields of knowl- edge as the social sciences, is the isola- tion of the teacher from the main cur- rents, the rapid movement, and what seem to be the realities of modern life. This drawback is much more serious in the rural college than in the great ur- ban university. And it is not an insuper- able obstacle in any case. It is probably true that the busy person engaged in non-academic intellectual activities—the newspaper journalist, for instance—feels as sharply the opposite need for drawing aside from the main stream of surface activity to ponder, to read, to reflect, and to order his thoughts at leisure. But I mention the drawback because it is some- thing almost all college teachers feel at certain times if they are engaged in at- tempting to understand and find mean- ing in the world in which we live. The young man who is impatient to be at the task of doing what he knows rather than of knowing what he is doing, who can- not sense the sure and ultimate power of patiently and gradually pushing to- ward the truth, might better choose some other calling lest he find himself lonely or irritated rather than inspired by the slow and incalculable reward of his la- bors. There are many egotists teaching in colleges and universities. But it is no proper place for egotists. The teacher and investigator to be happy in his work ew Spirit of English High School,” a monument erected in the English High School of Boston, Massachusetts. This statue by Daniel Chester French typifies the spirit of American youth, expressing the principles which have guided them through the years. must be of the type who obtains his satis- faction in other ways than ostentatious recognition or immediate results. The third drawback to college teach- ing many would deny as a special defect of this particular calling. It is jealousy and meanness of spirit. A strange para- dox this, that those who are dedicating their lives to the great common quest of the true, the good, and the beautiful and in kindling in youth the spirit of that quest should in their practical com- munity relations give way to bickering and meannesses more suitable for those whose minds and spirit have no other outlet. But there is an explanation for this. Accomplishment in teaching or scholarship is difficult to measure, as dif- ficult as the comparative quality of so- prano and tenor voices. Promotion is slow and is too often made for acci- dental or meretricious reasons. And upon promotion the whole family de- pends for its wellbeing. The college community moreover is like an army post where everyone knows everyone else’s business—and income. As a result men and women of splendid qualities living January, 1929 in a community with unique possibilities of unusually decent human relations and cooperative endeavor sometimes behave toward each other like adolescents. Noth- ing is so discouraging to the young instructor with high hopes for a life of plain living and high thinking as his first encounter with this all too human frailty of the academic community. His discouragement is matched only by the greater disillusionment of his wife. The real scholar and teacher will develop a philosophy and personality which will overcome this unfavorable aspect of the environment. And at many places and times decent, generous, and cooperative group relations are built up and main- tained for long periods. But unless a young man and woman possess enough selfrespect and serenity to rise above the gossipy life of a small town they are likely to find disappointment and a con- flict with their essential ambitions in the life of a rural college teacher. College instructors, therefore, must be persons of substantial qualities of char- acter both to succeed in their calling and to find permanent satisfaction in it. They must have a wholehearted and enthusi- astic devotion to a field of knowledge or investigation, they must have a pref- erence for modest comfort rather than the high hazards of economic gain or loss, they must have patience and _per- severance, and they must have that es- sential decency which naturally avoids mean competition, unfairness, intoler- ance, and selfseeking. To men and women with these high qualities the aca- demic life offers rich rewards. There is (at least in our better institutions) a lifelong opportunity for freely ranging and consecutive thought and for the con stantly refreshing association with youth, In its highest places such as those oc- cupied by the great spirits who instruct and lead a generation of graduate stu dents and thus as teachers of teachers quietly influence the thought of a gen- eration or a nation and for those other even more unobtrusive men and women who gradually build up a precious and intimate prestige in our smaller colleges, there are rewards which come from the sense of having exercised a real and last ing power and of having obtained 4 tangible immortality. I HOLD every man a debtor to his pro fession, from the which, as men of course do seek to receive countenance and profit, so ought they of duty to endeavor themselves, by. way of amends, to be 4 help and ornament thereunto.—Bacon. N: lar the cit to ne yo la in; th fir th ex ty th A on St: ti JOME OF THE MAIN ROUTES IN THE ONITED STATES All Auto Roads Lead to Atlanta wwe @® 2/35 FIGURES AT TOWN NAMES INOICATE MILEAGES FROM FITLANTA. OW NEAR are you to Atlanta?— This map is for those who plan to attend the convention of the National Education Association in At- lanta next summer. The main routes of the country are outlined. Below each city is a figure indicating the mileages to Atlanta. Add the distance from the nearest of these cities to your home and you have the auto distance to Atlanta. What would it cost you to go to At- lanta?—Determine your expense accord- ing to the amount of time required and the number of sidetrips planned. Ap- Proximate cost may easily be figured by finding the number of days necessary for the trip, and multiplying by the daily expense which can be estimated accord- ing to the number of persons and the type of car used. On the way to Atlanta—Motorists from the northeast may include New York, Philadelphia, Valley Forge, Gettysburg, Annapolis, and other points of interest on the way. Those from the middle States will visit the thriving cities of that section and many will see such attrac- tions as Mammoth Cave and Hodgen- ville, the birthplace of Lincoln, as they drive through the southern states. Those coming from the northwest may stop over at Yellowstone Park, while the Grand Canyon is on the route from the southwest. On all roads leading to At- lanta there are many interesting sidetrips available. Most autoists will find it con- venient to travel home by a different road thus enhancing the value of the journey for sightseeing. Condition of the roads—As the map indicates there is a network of excellent highways covering the entire country. The past few years have seen a tremen- dous gain in the roadbuilding program of the south. Hundreds of miles of hard- surfaced roads connect the leading cities of the south and east. Georgia alone has more than 2900 miles of improved roads. The southland invites you to come— M. L. Duggan, state superintendent of schools for Georgia, writes in Georgia: Already educators planning to come from distant states to the Atlanta meeting in July 1929 have made their reservations for the [ii] entire week with Atlanta hotels and some of the hotels have already signed reservations for every available room. Our sister south- ern states are planning to cooperate with Georgia and Atlanta in extending to the en- tire nation a genuine southern hospitality, and Georgia and Atlanta have already initi- ated plans for such a welcome to the National Education Association in 1929 as few organi- zations of any kind have ever received any- where. A glorious challenge—A land of sun- shine and hospitality—a land filled with picturesque scenes—a land of historic ro- mance—a land of peaches and water- melons—a land of cotton and corn and “taters”’—a land where friendliness is contagious—a land you will never for- get. This, and more, will be the privilege of those who travel to Dixie next sum- mer to attend the sixty-seventh annual convention of the National Education Association. Many teachers will come to know and love America better. They will receive from the convention a new vision of what their profession is doing to build a unified America where every section will appreciate the gifts of its neighbors. Honoring a Great Leader Ue. W. LaMKIN President of the National Education Association HE Iowa State Teachers Associa- tion devoted one session of its great meeting at Des Moines to a pro- gram in honor of Homer H. Seerley on November 9. Included on the program were addresses by the Reverend J. P. Huget of Brooklyn, New York; W. A. Jessup, president of the State University of lowa; A. E. Winship, editor of The Journal of Education; and Uel W. Lamkin, president of the National Edu- cation Association, whose speech is given in full below. A portrait of Dr. Seerley was presented to the state of lowa by John E. Foster, president of the lowa State Teachers Association. It was ac- cepted for the state by Governor John Hammill. Ceremonies like this might well be more frequent. Whenever teach- ers honor a worthy member of the profes- sional group, they call the attention of themselves and the public to the greatness of the educational service. rk. WINSHIP made two statements on which I wish to comment. He said that no state in the Union had done so much for a public school man as lowa had done for Dr. Seerley. May I add that no public school man in America deserved more of his state than Dr. Seerley deserves of the state of Lowa. Dr. Winship said that he would gladly have cancelled any engagement which he might have had to come. I did cancel an engagement. And I cancelled not only for myself but because I believe that the greatest education organization in the world—the organization of which I hap- pen at this time to be president—honors itself by sending an official representative to this gathering this morning which is paying tribute to the character and the work of this man. While the great commander of the armies of the Union in the war between the states, General Grant, was still Pres- ident of the United States, a young man, Homer Seerley, not yet thirty years old, joined the organization which is now the National Education Association then meeting in the city of Baltimore during the great centennial year. I think if the teachers of America were asked to name the two men whom they loved and respected more than any other two men in America, I think a great ma- jority of them would name two men who have been on this platform this morning: One, A. E. Winship of Boston, and the other, Homer Seerley of Iowa. So I ap- preciate the honor that has been conferred upon me by allowing me to come and celebrate with you this morning—not the completion of a man’s service, but the rounding out of more than fifty years of distinguished educational service, not only in lowa but throughout the United States. From 1876 until you by your action made him a life member of the National Education Association, Dr. Seerley had always been, as we hope he will always continue to be, interested and active in the ranks and in the leadership. For a period of more than three years he was the president of the National Council of Education. Within the past few years he has appeared time and again upon pro- grams of the National Education Asso- ciation and upon programs of its depart- ments, and I need not tell you the themes which he has discussed. I need not tell you the position which he has taken. Always regarding the rights of the persons who paid taxes for the support of our schools, -his plea has been for the ele- vation of the profession of teaching, his plea has been for the dignity of the teacher of. little children; and I think it extremely significant this morning that at this recognition service, recognition of the work of Homer Seerlev, you have chosen as the chief officer of your associa- tion a person who is the teacher of little children, the type of person who is en- gaged in education work for whom Dr. Seerley in all of his endeavors has always stood. In 1898, thirty years ago, Dr. Seerley was president of the Department of Nor- mal Schools. That Department no longer exists. A few years after that the presi- dents of a few of the institutions of this section at a time when students went to other institutions to engage in intellectual rather than athletic contests—the presi- dents of a few institutions met and or- ganized an American Council of Normal School Presidents. They did not meet in back rooms, but they invited no one to their meetings, so that they could be [12] free to discuss their own problems. The presidents were the only ones in- vited. Only the presidents or their personal representatives were admitted. That organization grew and became na- tional in character, until finally, along in 1917, five men engaged in teacher college work met in Chicago and organized the American Association of Teachers Col- leges. On this platform this morning sit two of the five charter members of that association. One of them is the man whom we recognize today ; the other, re- ferred to by Dr. Winship, John R. Kirk, has been sent here by the teachers’ col- leges of Missouri, that the teachers’ col- leges of Missouri, through him, might pay tribute with you to this leader in edu- cation. The outgrowth of these two organiza- tions was the present American Associa- tion of Teachers Colleges, which takes the place of the Department of Normal Schools as one of the great divisions of the National Education Association. So far as the work of preparing teachers to teach in the elementary and secondary schools of the nation is concerned, there is no department—not the great Depart- ment of Superintendence, nor the great Department of Classroom Teachers, nor the Departments of Elementary and Sec- ondary School Principals, nor any other department of the National Education Association that has as much to do with the preparation of teachers in the elemen- tary and secondary schools of America as has that association, the American As- sociation of Teachers Colleges, one of whose charter members is the man whose service you are recognizing here today. Again let me say that it is a pleasure and an honor for me, representing the greatest education organization in the world, to join with you as you honor yourselves in paying tribute to fifty years of notable service in this state, a service which means more to Iowa than all the golden products of her fertile fields. I congratulate this Association that it recognizes the service of this man, and we join with you in wishing that that long and useful life may continue to bless the children, the teachers, and the citizens of this great state. — = a 7. — ——_ aa 6 Personal Growth Through Mental Hygiene Mental Health and Sleep DanieEL Wo.rorD La RuE be a drowsy one, really soporific. For the world has committed the crime of Macbeth —it has murdered sleep. Perhaps one reason why religion so often puts us to sleep is because we realize dimly that if we slept more we would sin less. Sleep-fasting causes most of the or- gans and systems of the body to work overtime—and they will collect time- and-a-half pay. A prominent scientist curtailed his sleep to increase his work, and found his efficiency improved. But the passing years convinced him that he had not only lost time, on the whole, but had also lost in alertness and efficiency. Better to be absent from the table than the bed. The rest cure has done more for nervous patients than all other cures to- gether—and nervous breakdown is the disease in which teachers excel. Yet even rest does not restore the nuclei of brain and body cells as sleep does. There is no complete rest but slumber. “How much sleep do I need?” All you can take. I believe it is impossible for a healthy person to sleep too much. In general, sleep till you are rested. If you habitually “sleep long hours with your windows open” and still feel tired, look to your hygiene ; for even eye strain may cause wakefulness. If your selfman- agement is good, it is not likely that you are overworking. So if habits of body and mind are standard and the tired feeling still persists, take an ex- amination. Perhaps you are eating too much protein, or suffering from faulty elimination, or your thyroid is not pro- ducing enough iodine. Perhaps you have a focus of infection, a germ-producing spot, somewhere in your system, giving rise to mental languor or extreme irri- tability. The physician reads signs of this in the increase of white corpuscles in the blood. Also, prolonged loss of sleep re- duces the red corpuscles. Even with harmonic hygiene, there is great individual variation in the amount of time each must spend daily in the tealm of the unconscious, and consider- able personal fluctuation to meet the de- mands of the day, circumstance, or sea- son. The first day of school is most fa- tiguing for the teacher. Theoretically, | ET us hope this subject of sleep will school ought to begin about Thursday, so that a slumberous weekend could pre- vent the initial fatigue from becoming chronic. There is a haunting tradition that great men take little sleep. Even the Knitting Up the Ravell’d Sleave of Care © ACQUIRE the art of sleep, estab- lish some “conditioned reflexes” in this way: 1. At those hours “friendliest to sleep,” when you could scarcely wrestle against it if you would, precede slum- ber with conditions and performances which can be repeated as stimuli to sleep at those hours when it is less friendly. Some of the stimuli that can be con- ditioned in this way are posture, “sleep talk,” slow, deep, sleep-like breathing, | and eye exercises, rolling the eyes slowly up and down, sidewise, obliquely, and in circles—ten counts on each | movement. 2. Use these sleep producers when wakefulness threatens, and beware of misusing them. Continue to recondition these stimuli to sleep (or inhibitors of wakefulness) by repeating them on sleepy nights when they are not needed. And remember that if you expect to sleep deeply, you will, in the end. Bible seems to condemn the bed-lover, and God sleeps not at all. In this respect however, we are not made in the divine image. Many great men are great sleep- ers, and all men show at least one quali- fication for greatness when they exhibit the ability to sleep well. If I were to pick a towering genius, I would select him from among the long-distance sleep- ers. There ought to be contests and prizes for the encouragement of such artists. On the other hand, some are resort- ing to the physician for sleep remedies which they do not need, since they are naturally short-sleepers who have not discovered the fact. Having inquired of nature how long she must borrow your brain each day in order to recharge it, schedule your sleep. Tell Satan, when he tempts you, that you have a running engagement for 10 p. m. with a better spirit than he— [13] Morpheus, sweet kisser of the eyelids. And as you value long life and the smiles of your pupils, keep that engagement. Nature does not want a promissory note for so much sleep, due at the end of six months. She must have you, body and soul, so many hours every day. Be like the nonagenarian, Chauncey Depew, who left banquets to go to bed according to his daily schedule, in order that he might not cheat the next day’s work with an unslept mind. “How can I go to sleep?”” We have not far to go. The answer, smart in its sound but true as to import, is, “Just stop staying awake.” First, convince yourself that you wholeheartedly want sleep, that the bright thoughts which beckon at bedtime are pale as compared with the scintillating ideas which will burst forth in clusters tomorrow from your sleep-fed mind. Just as truly as “an army travels on its stomach,” the soul must be transported on sleep or sink. Prolonged wakefulness may actually de- stroy brain cells, or even body cells. If you wish to go to sleep when you retire, obey three rules: 1. Lower your blood pressure, especially in your brain. The sleeping brain is pale. Draw off from the cerebrum that spiritual liquor, the blood, by some soothing occupa- tion for thirty minutes before the sleep hour. A light lunch, as of crackers and milk, will draw blood to the stomach, but should not be bulky enough to distend the diaphragm up- ward. A neutral bath (water 92 to 95 de- grees) is still better. 2. Avoid excessive fatigue poisons. Walter Camp says dogs do not get “dog tired.” Only humans are that foolish. If you have over- excited your brain with such excess, breathe and drink deeply (of air and water, of course) to neutralize the poison. Then lie down and rest till you are properly tired, in- stead of improperly, and your sleep will pass all dreaming. 3. Turn off your emotion mators. It is not so much thinking that keeps us awake, as feeling—fear of work undone, anger at what the principal said, or some other of the four- teen. Since he only is alive who has a pur- pose, die into sleep by having no purpose. Break your orderly associations by indulging in the most insane nonsense—regular “word salads,” and encourage random visual pic- tures therewith. Or try this (which works with me): Breathe at a slow, sleeping rate, and repeat something well memorized, such as the Twenty-third Psalm, but only one word at each exhalation. Continue, thinking lazily how each word looks. Next you know, it will be morning—and you will feel fit for anything. New Schools for Old HIS PICTORIAL article was prepared for The Journal by Gertrude Hartman, editor of “Progressive Education,” and well- known advocate of schools in which children have more activity, larger freedom, and greater responsibility. The classroom made for passive listening is giving way to the classroom The same classroom after the new program of activities was introduced. made for active doing. This picture is of a classroom of Public School 61, Here the fixed desks have been discarded and a number of activities are New York City, taken before the new type of work came in. being carried on at the same time. The children are absorbed in work. Sometimes the objection is raised that the new type of work cannot be The pupils of the Los Angeles public schools take an active part in creat- done without costly equipment. A resourceful teacher and group of chil- ing their school environment. These boys and girls are decorating the dren of a Duluth school made their easels from bits of scaffolding. cafeteria of their school. They now feel a possessive pride in it. Duluth public school children often bring their pets into the classroom A box house is here seen in the process of construction, and furniture, where they take care of them and incidentally learn much about their rugs, and curtains are being made for it. These children of a Kalamazoo nature and habits. These children are caring for Guinea pigs. public school are learning lessons which they will always remember. These boys are learning botany by firsthand experience with plants in the school greenhouse. They are from Public School No. 45, New York City. City children enjoy the opportunity of working with flowers. This is a meeting of an astronomy club—a voluntary grouping of these Los Angeles children with similar interests. How much greater is their love for the science because they organize and conduct the class themselves. The joy of marionette shows lays strong hold of the dramatic instinct. | These children of the Winnetka public schools wrote a play and made pup- _ bets to act the parts. They have found practical use for their handicraft. New Schools for Old HE CHANGED conditions of the modern world demand a corre- | sponding change in the school. ‘The narrow curriculum of earlier | days is giving way to a program of work and play wherein the tools _of learning are mastered in their relation to everyday life. At the same school these girls have an opportunity for creative expres- sion in the pottery room. They learn to appreciate the value of careful workmanship and are receiving training for a possible means of livelihood. These children of Cleveland have brought their pets to school and are learning about them from the books in the library. They are cultivating | habits .of observation and are getting training in nature study. | Even the upper grade rooms of the modernized school have a flexible environment suitable for active work. This sixth grade classroom of the training school of Milwaukee State Teachers College is an example. | 16 The Journal of the National Education Association Published monthly, except July, August, and Sep- tember, by the National Education Association of the United States President, Uel W. Lamkin Secretary, J. W. Crabtree The payment of $2 active membership dues entitles a member to attend all meetings of the Association and its departments, to vote for delegates to the Representative Assembly, to hold office, and to re- ceive THe JOURNAL. - The payment of $5 instead of $2 entitles an active member, in addition to the privileges of the $2 mem- bership, to receive the Proceedings, committee re- ports, and other regular publications of the Associa- tion. One dollar of each membership fee is for a year’s subscription to THe JouRNAL. The payment of $100 gives the privileges of the $5 active member- ship for life. Subscription to nonmembers is $2 per year; single copies, 25 cents. Advertising rates on application. Members are kindly requested to report at once any change of address, giving old as well as new address. Tue JoURNAL is a member of the Educational Press Association of America and is published in ac- cordance with the standards of that organization. Entered as secondclass matter October 28, 1920, at the postoffice at Washington, D. C., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103. Act of October 3, 1917, authorized January 26, 1921. Harold A. Allan Business Manager Joy Elmer Morgan Editor - EXECUTIVE AND EDITORIAL OFFICES: 1201 Sixteenth Street N. W., Washington, D. C. Teacher Participation ITHIN a decade there has been an advance in American education of truly marvelous proportions. Perhaps nothing has contributed more to this advance than teacher participation— the ideal that the entire profession and not merely a smaller group within it shall determine educational policy and practise. The National Education As- sociation within this decade has grown from ten thousand to nearly two hun- dred thousand. During this period the Department of Classroom Teachers has been magnified. A large number of teach- ers have been given places on commit- tees and a classroom teacher has served as president of the Association. The great projects on which the Association is work- ing have included many activities for the improvement of the status of teachers. Teachers now look to the National Edu- cation Association for leadership in cam- paigns for public support, professional salaries, secure tenure, and provision for retirement. Teacher participation means that the number of people who are free to think on the problems of the profession is mul- tiplied manyfold. It means that there is being thrown into the stream of profes- sional effort the energies of men and wo- men whose daily contact with children gives them firsthand opportunity to test their thinking by the concrete experiences THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION of the school. It means for the masses of teachers a new sense of the significance and larger bearing of their work. It means for the child a teacher with a quickened spirit and wider outlook. It means for the school principal a lighter load and an increased cooperation and loyalty on the part of the teaching staff. It means for the superintendent the sat- isfaction of presiding over an organiza- tion better equipped to solve the difficult problems of education in the community. It means for the citizen added assurance that the work of the schools will be well done. In the revision of the curriculum teach- ers are having an increasing share. Wherever teachers are given an oppor- tunity to work at this enterprise they are showing devotion, a firsthand knowledge of child needs, and the result is better schools and happier teaching situations. The school is worth just the difference it makes in the lives of children. The amount of that difference depends upon the teacher more than upon any other fac- tor. The teacher’s keenness of mind, his fineness of heart, and nobility of spirit are the great factors in the teaching situation. Anyone who is fit to assume the sacred responsibility of guiding the growth of children is fit to have a part in profes- sional organization and in community affairs generally. The time has come to magnify the teacher as a citizen. As an individual and as a group he has a contribution to make to the community advance which is of the utmost importance. His leadership is trusted because of its unselfish character and its freedom from competitive and commercial relationships. It is important that this leadership be capitalized to the full. It is not enough merely that the superintendent shall be active in public affairs. The school principal has a con- tribution to make because every school is the center of a natural community. The teacher has a large contribution to make because teachers in close daily contact with pupils are brought face to face with community problems and needs. Some of the greatest problems of edu- cation are still largely unsolved. The en- listment of the profession in the National Association has reached only about one in five. In tens of thousands of schools the curriculum still contains much that is illadapted to child and community needs. The task of interpreting the schools to the public so that they may understand the newer conditions and January, 1929 ideals is merely begun. The problem of pupil failure growing out of the subject- matter conception of education is a press- ing, insistent problem. In every school, county, city, and state a survey is needed to show the number of pupils who are failing to make their grades. The prob- lem of pupils who drop out of school be- cause of unsuccess before they are ready to take up the duties and opportunities of life is little appreciated in many com- munities. The idea of expelling and ex- cluding pupils is still too prevalent. Only by teacher participation can we make uni- versal the ideal that the schools owe a duty to every child whether he be weak or strong—deaf, dumb, crippled, or way- ward. The child who is weak or stupid needs the aid of the school more than his fortunate brother or sister and if society is to protect itself from ignorance, incom- petence, and crime it must give increasing attention to the less fortunate group of children in the schools. These are only a few of the unsolved problems before the teaching profession. The Association has taken as its goal, “A fair start in life for every boy and girl.” That great ideal can be realized only through the common efforts of all teachers of the nation. M™ Mr. J. Stevens Kadesch, president the Department of Secondary School Principals. Mr. Kadesch is headmaster of the Senior High School of Medford, Massa- chusetts, where he has been since 1921. He has been active in professional organization for many years. Secondary school principals are facing with vision and energy the prob- lems created by a high-school enrolment of more than four million.” 1922. signif betwe earlie perso inten: tary and 1 state gains mate: ress | inter inter The wart life is un are | fron serv for Visit tion A mill pen mac sery mat ers, tral nor inte 7 hue Cat: pre for Gr cae. |=! al HIS 18S THE JOURNAL’S seventh annual roll call of the states to show educational progress each year since 1922. The roll call becomes increasingly significant as comparisons become possible between the progress of today and that of earlier years. These reports from three persons in each state—the state super- intendent of public instruction, the secre- tary of the state education association, and the National Education Association state director—reveal points at which gains have been made. They supply the materials for accounts of educational prog- ress in the various states, for newspaper interpreters, yearbook makers, and others interested in the educational advance. The organized profession is pressing for- ward toward its goal of a fair start in life for every boy and girl. The advance is unmistakable. Among the points which are repeatedly emphasized in the reports from the various states are longer pre- service training for teachers, longer terms for rural schools, increased revenue, re- vision of curriculums, growth of educa- tion associations, and new buildings. Alabama—An increase of more than three million dollars during the year 1928 in ex- penditures for public education which has made possible unusual progress in actual service to the schools through longer terms, materially increased compensation for teach- ers, and vastly improved facilities for the training of teachers in our colleges and normal schools.—R. E. Tidwell, state super- intendent of education, Montgomery. The translation of additional school reve- hue, appropriated in 1927, into enlarged edu- cational opportunities—particularly as ex- pressed in better supervision, and in a uni- form school term of seven months.—Frank L. Grove, secretary, Alabama Education As- sociation, Montgomery. ~ The remarkable growth in professional spirit among the teachers, and the growth of the feeling that the time has come that more nearly equal educational opportunities’ must be offered to all the children of the state — J. D. Williams, N. E. A. state director, Bir- mingham. Alaska—The inauguration of educational Courses in the Alaska Agricultural College and School of Mines, and the improvement in a number of city schools plants through the Construction of new school buildings.—Lester D. Henderson, commissioner of education, Juneau. Arizona—The state board of education, at a recent meeting, adopted the following resolu- tion: “Resolved that on and after July 1, The Journal’s Annual Roll Call An Inspiring Record of the Educational Advance 1930, teacher’s certificates will be issued to only such applicants as have completed at least a three-year course in some accredited institution, over and above a standard high- school course.”’—C. O. Case, state superin- tendent of public instruction, Phenix. NTRANCE GATE fo the Lincoln High School, Los Angeles, California. This photo and the ones on the following pages aim to show recent progress in the construction of school buildings including especially buildings that have been completed during the year 1928. Photos of notable new buildings are desired at THE JOURNAL office. The placing of our normal schools at Tempe and Flagstaff upon a four-year plan instead of two.—W. T. Machan, secretary, Arizona Education Association, Phenix. The establishment of a three-year teacher training course for elementary teachers, as a minimum requirement for teaching in the state of Arizona, and the gradual dropping of trial certificates—H. E. Hendrix, N. E. A. state director, Mesa. Arkansas—The movement to standardize our elementary schools.—J. P. Womack, state superintendent of public instruction, Little Rock. A publicity campaign put on jointly by the state department of education and the Ar- kansas Education Association in preparation for the meeting of the legislature early in January.—H. L. Lambert, executive secretary, Arkansas Education Association, Little Rock. California—Training course for elementary teachers increased to four years culminating in A. B. degree to be effective in 1930 when three fourths of teachers college faculty must possess master’s degree or higher.—William John Cooper, superintendent of public in- struction, Sacramento. [17] A better appreciation of the right of Cali- fornia children to be educated according to their needs, interests, and abilities. A more definite appreciation of an educational square deal.— A. R. Clifton, N. E. A. state director, Monrovia. The California state teacher colleges this year began their first enrolment of students for the four-year course of training for certi- fication —Roy W. Cloud, executive secretary, California Teachers Association, San Fran- cisco. Colorado—The teaching standard raised one hundred percent by checking on the certi- fication and qualifications of ten thousand teachers in the state. Organized and certifi- cated professional reading done by teachers and pupils.—Katherine L. Craig, state super- intendent of public instruction, Denver. The Colorado Education Association in cooperation with the parent teacher associa- tions of the state submitted an amendment to the Constitution which provided for the re- organization of the state department of edu- cation, providing for a commissioner of edu- cation who would be appointed by a state board which the people would elect; this plan to take the place of the direct election of the state superintendent of schools every two years. The amendment did not carry. However, the vote was about 80,000 in favor and 146,000 against. Undoubtedly the two associa- tions will feel sufficiently encouraged by this large favorable vote to submit the amend- ment again next election—W. B. Mooney, executive secretary, Colorado Education As- sociation, Denver. Connecticut—The organization and opera- tion of some eighteen psychological! clinics under the direction of the Division of Special Education and Standards. To these have come pupils who are behavior problems and those who are candidates for special classes.— A. B. Meredith, commissioner of education, Hartford. Delaware—The putting into effect of a building program for which the state had ap- propriated $2,000,000 to assist school districts to meet their needs in this regard.—H. V. Holloway, state superintendent of public in- struction, Dover. District of Columbia—The passage of a new child labor law supplementing the new school attendance law passed in 1925.—Frank W. Ballou, superintendent of schools, Wash- ington. Florida—The vote in the general election November 6 on an amendment proposed by the legislature of 1927 removing the upper limit of millage for school purposes in special tax school districts; publication this fall of the findings of the staff that made the edu- cational survey of the state during the year 1927-28.—W. S. Cawthon, state superintend- ent of public instruction, Tallahassee. is ‘THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Baltimore City College Georgia— Our success in securing the meet- ing of the National Education Association in Atlanta, Georgia, June 28 to July 4, 1929, fo1 its first session in any southern state during the past twenty-eight years. While we are making and planning educational progress in many directions no one thing will bring about such results as will be experienced from this meeting.—M. L. Duggan, state superintendent of schools, Atlanta. The increased efficiency of the rural schools of the state by the longer term or better sal- aries, sometimes both, given to our schools by the-one million dollar equalization fund. Also the evidence received on all sides by talks made with business men that they are realizing more and more clearly every day that “education pays.”’—Kyle T. Alfriend, secretary, Georgia Education Association, Macon. Hawaii—The inauguration, through the es- tablishment of a Division of Research, of a territory-wide program of reclassification and regrading of pupils based on a careful study of intelligence and achievement tests and the recommendation of teachers. It is expected that this program will materially reduce re- tardation in all grades. Along with this pro- gram of reclassification and regrading, there is being developed a careful revision of the entire curriculum better to fit the needs of the new pupil groups.—Will C. Crawford, super- intendent of public instruction, Honolulu. Idaho— The placing of a new, uptodate course of study in language activities in the elementary schools of the state. This includes picture study and a character education pro- gram.—Mabelle M. Allen, state superintend- ent of public instruction, Boise. The work done on the county unit plan for administering education and on the statewide equalization tax are both important. Second to these studies, perhaps, is the initial work done on the revision of the Idaho course of study for elementary schools. This work has tain! . , opened April 10, 1928 not progressed far and will need to be re- vised, but a very good beginning has been made. The normal schools also have revised their curriculum and the consensus of opin- ion is that they have done excellent work.— John I. Hillman, executive secretary, Idaho Education Association, Boise. Improvement in the attitude of teachers to- ward professional organizations and conse- quently keener interest in problems of public education.—Charles F. Dienst, N. E. A. state director, Boise. Illinois—The enlistment of several influen tial statewide organizations in the attack upon our educational problems. Some of these or- ganizations are the State Congress of Par- ents and Teachers, the Federation of Wo- men’s Clubs, the League of Women Veters, % Junior-Senior January, 1929 the State Federation of Labor, the Women’s Trade Union League, Illinois School Board Association, etc.—Robert C. Moore, secretary, Illinois State Teachers Association, Carlin- ville. The year 1928 has brought to the public generally and especially to the rural popula- tion an increased demand for more thor- oughly trained teachers in the elementary schools.—A. L. Whittenberg, N. E. A. state director, Springfield. Indiana— The plan initiated by State Super- intendent of Public Instruction, Roy P. Wise- hart, and carried out by the State Depart- ment of Education in formulating a_ high- school course of study with teacher participa- tion, and the continuing of this same plan for making a course of study for the primary and intermediate grade schools of the state.— Charles O. Williams, secretary, Indiana State Teachers’ Association, Indianapolis. Iowa—The preparation of a new elemen- tary course of study for rural and graded schools.—Agnes Samuelson, state superintend- ent of public instruction, Des Moines. The writing of a new course of study in terms of modern objectives and procedures through the cooperation of the school people of lowa, with Agnes Samuelson, state super- intendent of public instruction. The dedica- tion of the new Medical Building at the Uni- versity of Iowa. The opening of this medical unit marks a new era in education for the profession of medicine in Iowa.—Charles F, Pye, secretary, Iowa State Teachers Associa- tion, Des Moines. The state course of study for elementary grades worked out by many teachers under the direct supervision of the state superintend- ent showed a remarkable professional spirit plus teamwork.—Mary A. Lord, N. E. A. state director, Sioux City. Kansas—The forthcoming report of the Kansas School Code Commission, which is to offer a complete recodification of the present eae! a HR es High School, Lexington, Missouri Vol. —_—_ schoc uary inten TI and ciati' —M sas | Ke the | tive to re supe supe a st supe boar liev: pres won Edu Ly legi: to | defe lapy : edu | supt on e Vol. 18, No. 1 school laws to the Kansas legislature in Jan- uary, 1929.—Geo. A. Allen, Jr., state super- intendent of public instruction, Topeka. The growth, organization, financial success, and educational leadership of the State Asso- ciation is now the big thing on the horizon. —M. E. Pearson, N. E. A. state director, Kan- sas City. Kentucky— Defeat of the effort to abolish the present county administration law, effec- tive in Kentucky since 1920. The bill sought to revert to the old method of electing county superintendents by popular vote which was 1920 by the adoption of a statute placing the selection of the county superintendents in the hands of the county boards, elected by the people. Educators be- lieve that a decisive victory in favor of the present county administration law has been won.—R. E. Williams, secretary, Kentucky Education Association, Lexington. superseded in Louisiana— The killing of the bill in the legislature to require parish superintendents to be selected in popular election, and the defeat of another bill eliminating the over- lapping feature of the parish school board.— T. H. Harris, state superintendent of public education, Baton Rouge. The defeat of a movement to make county superintendents elective by popular vote.— P. H. Griffith, executive secretary, Louisiana Teachers Association, Baton Rouge. Maine— During the past year, after a uni- versal test of the freshmen in high schools, we began a drive in all schools for the bet- ter teaching of reading and the love of litera- ture. This has been going on with marked success and is improving all types of reading as well as all subjects. Our six thousand teachers entered into the spirit of this move- ment in a very satisfactory way. We are con- tinuing the drive for one more year. It is also worthy to note that we are select- ing a number of demonstration rural schools in which the state is cooperating with the lo- cal community in equipping the school prop- Wilson Junior High School, Erie, Pennsylvania THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 19 isda ‘ieanaaal Junior High School. Rockford, Illinois erly and in making it beautiful. This applies to the interior as well as the exterior of the building and grounds. Our plan is to get the people of the community interested, to appoint committees to look after the various phases of the work and keep up the grounds during the summer vacation, the grounds to be fenced and painted to harmonize with the building, a white building with green blinds where possible. Nobody ever shows off a _ rural school, but we hope to have something of which our people will be proud.—Augustus O, Thomas, state commissioner of education, Au- gusta. Statewide drive for improvement in read- ing, carried on in the public schools of the state under the direction of the state depart- ment of education—William B. Jack, N. E. A, state director, Portland. ie. $ At : Maryland— Maryland teachers’ retirement system, established by legislation in 1927, operated successfully for first year in 1927-28. It meets all requirements set up for a sound retirement system.—Albert S. Cook, perintendent of schools, Baltimore. state su- Massachusetts—The preliminary steps have been taken toward the erection of a hew plant for the Massachusetts School of Art, the only art school in the United States supported wholly by state funds. The building will be a beautiful structure with ample provision for carrying on work in teacher-training and in the fine and industrial arts—A. B. Lord, supervisor of research and statistics, Boston. The vote taken by the House of Delegates of the Massachusetts Teachers Federation that a subscription to Common Ground, the oficial organ of the Federation, should be considered as a part of the dues, so that the magazine now goes to all the members.— Stanley R. Oldham, secretary, Massachusetts Teachers Federation, Boston. New building construction. Over fifteen million dollars have been spent this year to raise the standard of our public school build- ings.—Annie C. Woodward, N. E. A. director, Boston. state Michigan—The State Board of Education in Michigan voted that beginning June 20, 1928, the life certificate would be granted only to those students completing three years of work above an approved high school in one of the four state teachers colleges of Michigan.—Webster H. Pearce, state super- intendent of public instruction, Lansing. The completion of the Michigan Education Association building at a cost of over $70,000 which is to house the Association and its va- rious activities in the future.—E. T. Cameron, executive secretary, Michigan Education As- sociation, Lansing. Minnesota— The revised Elementary School Curriculum, rewritten and enlarged, to re- place the edition of 1923.—James M. Me- 20 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Connell, commissioner of education, Saint Paul. Completion of a study and survey of the Minnesota Education Association, directed by Dr. L. V. Koos, of the State University, to rearrange the holding of state and division conventions in alternate years; adoption of the new plan to be effective in 1929 when only division meetings and no state meeting will be held.—C. G. Schulz, secretary, Minnesota Education Association, St. Paul. With the help of Dr. John K. Norton of the National Education Association, the teachers of Minneapolis succeeded in securing a salary increase commensurate with salaries of other cities of the same size. This helps to raise the professional standard throughout the northwest.—Effie MacGregor, N. E. A. state director, Minneapolis. Mississippi—The legislature at its last reg- ular session which began in January of last year and closed the first of April did more for public schools than any other legislature that has met within the last several years. The increase of the state equalization fund from one million and a quarter dollars to two million and a quarter dollars to be dis- bursed by the State Board of Education in such way as to equalize educational oppor- tunities, was the one thing done by the legis- lature most pleasing to us.—W. F. Bond, state superintendent of public instruction, Jackson. Enactment of a law providing for a mini- mum school term of eight months in every county and district, and increased state ap- propriation and county levies to carry out the provisions of the act.—Walter N. Taylor, ex- ecutive secretary, Mississippi Education As- sociation, Jackson. The state law passed by the Mississippi legislature making it possible for every child in Mississippi to attend school at least eight months a year is the most forward step this state has ever taken in education. Practically every county in the state has already met the state requirements and all the rural schools, practically, will be run for at least eight months this year.—H. V. Cooper, N. E. A. state director, Kosciusko. Missouri—The accrediting of our five state teachers colleges by the American Associa- tion of Colleges and Universities and the North Central Association as standard four- year colleges.—Charles A. Lee, state superin- tendent of public schools, Jefferson City. Increase in professional spirit of teachers as shown by attendance at summer schools and enrolment in correspondence courses and in the Missouri State Teachers Association.— E. M. Carter, secretary, Missouri State Teachers Association, Columbia. Montana—Montana’s distribution during 1928 of more than $350,000 to needy school districts in the state has resulted in the pro- vision of nine months’ terms of school for hundreds of boys and girls who had never known nine months’ terms before. This equal- ization fund will be distributed annually.— May Trumper, state superintendent of public instruction, Helena. Two encouraging developments in Mon- tana are: Establishing a research department in Montana Education Association and a movement to unite the teachers of the state in support of a sound retirement law through a campaign of education.—R. J. Cunningham, executive secretary, Montana Education As- sociation, Helena. Nebraska—The launching of a new state- wide character education program, and the rural parent-teacher demonstration in the rural districts of Nebraska.——Charles W. Taylor, state superintendent of public instruc- tion, Lincoln. The development of a plan for equalizing educational opportunity in Nebraska. This plan when put into operation will open the way for material expansion and encourage- ment of Nebraska’s educational program.— Everett M. Hosman, secretary, Nebraska State Teachers’ Association, Lincoln. Nevada—A very satisfactory improvement in all public school work for the year. Voca- tional courses receiving greater attention. 1929 is a legislative year and improvements may be looked for in matters of certification, junior high-school course of study, and better cooperation between the state and county in a program of administration and supervision.— Walter W. Anderson, state superintendent of public instruction, Carson City. A complete new course of study is in the course of construction, and we expect through Columbia High School, South Orange, New Jersey January, 1929 the 1929 legislative session to enact some legislation that will bring about a program of closer cooperation between the state and the county in matters of administration and supervision.—Jennie A. Curieux, N. E. A, state director, Tonopah. New Hampshire—Complete establishment of four-year programs at each of the two state normal schools and graduation of first classes with the degree Bachelor of Educa- tion.—Ernest W. Butterfield, commissioner of education, Concord. New Jersey—General incorporation pro- grams of health education in new curriculums throughout the state and the appointment of a new state director of health education— A. J. Glennie, N. E. A. state director, Newark. Comprehensive state survey of public edu- cation authorized by legislature. State com- mission appointed to examine and establish relations between Rutgers College and the State University of New Jersery. Appoint- ment of an assistant commissioner in charge of teacher training. Reconstruction of school curriculums.—Charles B. Dyke, secretary, New Jersey State Teachers Association, Trenton, New Mexico—Both major political parties pledged in their platforms active support of the State Teachers Association program which calls for reorganization of the state department of education. This plan, if adopted, will give the state board of edu- cation the power to appoint the state super- intendent of public instruction, and also pro- vides for a scientific management of the state school lands and the state school funds— John Milne, secretary, New Mexico Educa- tional Association, Albuquerque. The action of the New Mexico Educational Association in its concerted action to reorgan- ize the state department of education, also the county board of education, making them modern in scope and administration.—Mrs. H. F. Brock, N. E. A. state director, Gallup. New York—Marked cooperation of State Teachers Association and Council of Super- intendents with the state normal schools and the state department of education in study of teacher training needs. Committees of superintendents and high-school principals Brady School, Aurora, Illinois Vol. 1 —_—_ workil second proble missio'! The than f organ are el good s and g tunity their : selves fifty « more that oppo! Grav bany. Ar ing © New 300 | them neve ism.- New Tl prog unde juni com scho rect N 000 to e mon Alle tion x sta’ mu rea in dey tia wh yes lin stu mi me ind ind ent irst Ca- of ate nal Vol. 18, No. 1 working on qualifications of elementary and secondary school principals and on curriculum problems.—George M. Wiley, assistant com- missioner for secondary education, Albany. The central rural school act by which more than fifty rural sections of New York have organized central school districts and thereby are enabled to provide good elementary and good secondary school facilities for rural boys and girls. This law is the first real oppor- tunity that rural people have had to improve their school facilities without burdening them- selves with taxation. The fact that more than fifty districts have been established in a little more than three years is the best evidence that rural people themselves appreciate the opportunity offered to them by it.—Frank P. Graves, state commissioner of education, Al- bany. Arousal of statewide interest in better train- ing of teachers manifested in seven issues of New York State Education with more than 300 pages written on the subject by teachers themselves, an accomplishment, we believe, never before revealed in educational journal- ism.—Harlan H. Horner, executive secretary, New York State Teachers Association, Albany. The study and development of a statewide program of junior high-school instruction under the guidance of the state director of junior high schools, and the report of the committee on objectives for elementary schools —W. H. Holmes, N. E. A. state di- rector, Mount Vernon. North Carolina—Provision to transport 25,- 000 additional children to rural schools, and to extend the school term from six to eight months for 30,000 additional children.—A. T. Allen, state superintendent of public instruc- tion, Raleigh. Gfuwd: ‘nme suncmant. for increaying, ‘he state school fund to a point where a mini- mum school term of eight months can be realized without a very substantial increase in the taxes by the different counties. The development of this sentiment is the par- tial result of the educational commission which has been at work for more than a year.—Jule B. Warren, secretary, North Caro- lina Education Association, Raleigh. North Dakota—Completion of course of study for elementary schools written by acom- mittee of North Dakota people guided by the Stratmeyer-Burner report with suggested daily program giving attention to time ele- ment and grade conditions in rural schools.— Bertha R. Palmer, state superintendent of public instruction, Bismarck. Ohio—Elimination of one-year teacher training courses, and withdrawal from teacher training field of colleges which do not make teacher training a major function as evi- denced by an adequate educational faculty.— J. L. Clifton, director of education, Columbus. Oklahoma—The adoption of the program for establishing accredited elementary schools which endeavors to measure the achievement of the school before it is accredited. The reorganization of the small high schools of the state by adopting a particular type of curriculums suited to the various schools. All teacher training institutions of the state are reorganizing the curriculums for training all types of teachers. This study is being di- rected by E. S. Evenden of Teachers College, Columbia University—John Vaughan, state superintendent of public instruction, Okla- homa City. Making it possible that every school in Oklahoma may have at least an eight months term under proper management, through the state aid measure adopted by the last legisla- ture—C. M. Howell, secretary, Oklahoma Education Association, Oklahoma City. Oregon—Establishment of the Eastern Ore- gon Normal School at La Grande in a sec- tion of the state that heretofore has not been served by a normal school.—C. A. Howard, state superintendent of public instruction, Salem. Committee of high-school teachers on pupil eliminations made a survey to learn causes fer, dnepping from school of all pupils who dropped from elementary @= high schools in Portland during 1926-27 and 1927-28.—Nettie” Mae Ranklin, N. E. A. state director, Port- land. Establishment of a state normal school at La Grande. This is the third school for the training of teachers for the elementary grades, state supported. The buildings are under construction and will be ready for occupancy at the beginning of the summer session, 1929.— E. F. Carleton, secretary, Oregon State Teach- ers’ Association, Portland. gee Junior High School, Appleton, Wisconsin THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION 21 Pennsylvania—lInitiation of the Pennsyl- vania Study of the Relations of Secondary Schools and Colleges. This seven-year study is being directed by the Carnegie Foundation for the Advancement of Teaching upon the invitation and under the joint auspices of the Pennsylvania Department of Public In- struction and the Association of College Presi- dents of Pennsylvania.—John A. H. Keith, superintendent of public instruction, Harris- burg. The giving of relief in the form of. a monthly check from the treasury of our As- sociation to twenty-eight indigent teachers who retired before 1919, when our retire- ment system became operative. Approval of the following amendment to our Code of Ethics regarding Political Macing: Participa- tion by members of the teaching profession in any coercive scheme for the collection of funds for political purposes is unethical.—J. Her- bert Kelly, executive secretary, Pennsylvania State Education Association, and N. E. A. state director, Harrisburg. Porto Rico—The_ rehabilitation of our school system which has been seriously af- fected by the terrible hurricance of Septem- ber 13, 1928. Half of our school buildings were totally or partially destroyed, and, con- sequently, the general efficiency of the work will suffer during the present school year. We are trying our best to hold the effects of the cyclone at the minimum.—Juan B. Huyke. commissioner of education, and Francisco Vizcarrondo, N. E. A. state director, San Juan. Rhode Island—Rhode Island College of Education opens new Henry Barnard school- house for practise training; Rhode Island State College dedicates three new buildings; four new high-school buildings completed, “opened, and filled—Walter E. Ranger, com- missioner of educavitn,-Providence. The completion and openimp~@fthe new Henry Barnard School building at MGS Island College of Education, and the com- pletion and opening of three new buildings at Rhode Island State College. The new Henry Barnard School not only increases the physical resources of Rhode Island College of Education, but it marks an almost epochal advance in the work of training teachers for | 4 ( i b ole, ae ri Pe se sreaney Elementary Consolidated School, High Scho eS: ol, THE JOURNAL OF THE NATIONAL EpuCATION AssOcIATION January, 1929 eee ee a en cae enema S rn sne nnn eee we ¥ = me | St. Louis County, Minnesota our public schools, making available as } does abundant opportunity for observation and practise teaching, as well as for experi. mentation along new lines in education— Clarence W. Bosworth, secretary, Rhode Island Institute of Instruction, Auburn. South Carolina—The extension of the yearly average school term to 172 days with all accredited high schools averaging nine months’ terms or more.—J. H_ Hope, state superintendent of education, Columbia. South Dakota—There has been a steady increase in the enrolment, both in grades and high school, in our state in the past two years, It is a notable fact that over fifty percent of our high-school enrolment are boys and girls who reside in the rural districts, who are taking advantage of the high-school facilities offered them by the towns and cities, It is also a notable fact that a large increase in high-school graduates attending higher institutions of learning has been shown by the educational statistics of South Dakota— C. G. St. John, state superintendent of public instruction, Pierre. Tennessee— The additional two or more buildings at each of the three teacher colleges, | the Polytechnic Institute and the Agricultural and Industrial College for Negroes. Chang- ing the four normal schools to teacher colleges by the establishment of a normal school of junior college grade at Clarksville whose function is training the country teachers. The million dollar appropriation of the state to be matched by half the sum apportioned to each county for the purpose of replacing and repairing inadequate country schoolhouses.— P. L. Harned, commissioner of education, Nashville. Texas—For fifty years the Texas state con- stitution has designated the governor, the secretary of state, and the comptroller as a state board of education exofficio. Public edu- cation has become such an important fune- tion of the state government that an amend- ment to the constitution was adopted in No- vember authorizing the legislature to create a real state board of education. The legisla- ture will have the authority to determine the number of members, the length of term, and prescribe the qualifications and duties. It is a great opportunity and responsibility given to the legislature. The friends of public edu cation are expecting such legislation as will influence great progress during the next few years. Another amendment adopted authorizes the term of office of school trustees to be ex tended not to exceed six years. Inasmuch as the constitutional limitation heretofore has been two years, this will contribute very much to permanency of organization and efficiency of service—S. M. N. Marrs, state superintendent of public instruction, Austi®. Adoption of two amendments to the co stitution of Texas: One giving the legislature power to fix by law the terms of all officers of the public school system including terms of members of all boards not to exceed sit years; the other authorizing the legislature provide by law a state board of education whose members shall be appointed or elected in such manner and by such authority and shall serve for such terms as the legislature shall prescribe not to exceed six years. The Vol. | —— said b be pre Texas Wortl The of Te consti thoriz of ed board and s thoriz of off super prese adopt Texa of ou becat admi amet catio pend Rogé U1 prac scho tend V in t scho hav ing, adn mis \ in tea pul ter rut ten sio pe: wi Al an 9208 Vol. 18, No. 1 THE JOURNAL OF THE NATIONAL EpuCATION ASSOCIATION 23 iS ith said board shall perform such duties as may ition § be prescribed by law.—R. T. Ellis, secretary, eri-— Texas State Teachers Association, Fort ‘ n—f Worth. 10de The adoption on November 6 by the people of Texas of two amendments to the state constitution. One of the amendments au- the} thorizes the legislature to create a state board with of education to replace the present exofficio pars sees 4 4} ; j fh nine F hoard composed of the governor, comptroller, tate and secretary of state. The second one au- } thorizes the legislature to provide for terms a of office of school district trustees and county } and superintendents not to exceed six years. The gz a present constitutional limit is two years. The cent § 2d0Ption of one of the amendments will give i and Texas a state board of education composed i whe of outstanding citizens appointed or elected il because of their superior qualifications for the i ties administration of school affairs. The other rae amendment will provide continuity of edu- | her cational programs in both county and inde- d the pendent school district systems.—L. WwW. | = Rogers, N. E. A. state director, Austin. blic Utah—The steady onward progress in practically every division of the Utah state school system.—C. N. Jensen, state superin- wed tendent of public instruction, Salt Lake City. — b Vermont—The pronounced progress made ng- in the standardization of rural and village ges schools. At present over four hundred schools of have been standardized in respect to build- ose ing, equipment, skilled teaching, and efficient The administration.—Clarence H. Dempsey, com- i, missioner of education, Montpelier. | to Virginia— The improvement in rural schools and in the following respects: Qualification of s.— teachers, length of term, total number of ion, & pupils having the benefit of a nine months term, improvement in sanitary conditions of Re rural buildings.—Harris Hart, state superin- the tendent of public instruction, Richmond. $a Virgin Islands—Increasing the profes- du- sional growth of teachers in service through inc- personal supervision and guidance, together nd- with special classes for particular groups.— No- Arthur E. Lindborg, director of education, ‘ate and N. E. A. state director, St. Thomas. ? Washington—Consolidation of schools ex- “a ceeding all expectations with sixty-one con- solidations by vote of the people, fourteen of _ which were with districts across county bound- du- ary lines. Completion of high-school grad- vill uates’ study dealing with all phases of high- ew © school accounting including extracurriculum zes activities. Establishment of selected library ex | list for elementary schools. Statewide objec- ach tive test program in elementary schools. has Twenty-nine counties qualified for standard ery plates for rural schools. Transportation study ind | by counties, revision of institution accredita- ate tion, completion of permanent teachers rec- tin, FF ord.—Josephine Corliss Preston, superintend- on- ent of public instruction, Olympia. ure Plans initiated for important advance in ers educational legislation of unified educational df forces. Washington Education Association six dues increased to two dollars and fifty cents to for the employment of a field secretary.— jon Arthur L. Marsh, secretary, Washington Edu- red cation Association, and N. E. A. state direc- nd tor, Seattle. Pas ire Shek he West Virginia—The completion of a state- wide survey in four volumes. Volume I, Or- Roosevelt School, Ridgefield Park, New Jersey THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION ganization, Administration, and Finance; Volume II, Educational Achievements; Vol- ume III, Survey of Buildings; Volume IV, Survey of Higher Education. The revision of the elementary course of study. The making of a comprehensive program of teacher-train- ing for the state, including curriculums for the preparation of all types of teachers.— George M. Ford, state superintendent of free schools, Charleston. A statewide survey of all phases of public education in West Virginia in four volumes. The completion of the new elementary course of study for West Virginia schools. The teacher training-program.—J. H. Hickman, secretary, West Virginia State Education As- sociation, Charleston. Completion of a state survey of the public school system of the state, including the ele- —_————_—-_ nm — ae mentary and high schools and the state in- stitutions of higher learning. The results have been prepared and published in four vol- umes. The survey of the elementary and high schools was directed by L. V. Cavins, of the State Department, and the study of the higher institutions was conducted by Charles H. Judd, of the University of Chicago, and a staff of assistants.—Joseph Rosier, N. E. A. state director, Fairmont. Wisconsin—The putting into operation of the new common school equalization law, and the new provisions for the education of crip- pled children.—John Callahan, state superin- tendent of public schools, Madison. Increased growth in membership tn both the national and state associations, increasing January, 1929 the standards of the state teachers colleges, and a much better public attitude toward edy. cation—Edgar G. Doudna, N. E. A. state di- rector, Madison. Adoption by the legislature in 1927 and operation in 1928 of the school equalization tax law which makes for more equitable dis. tribution of state aid in Wisconsin.—B. f, McCormick, secretary, Wisconsin Teachers Association, Madison. Wyoming—The forward looking report which has come from the committee of the State Teachers Association on a teacher re- tirement system with some encouragement that the state legislature may receive it fay- orably.—A. A. Slade, N. E. A. state director, Laramie. Exploitation and Propaganda HE PUBLIC schools are the public’s schools. This has frequently been said; and it is true. For that reason the public should take a keen interest in the schools; should see that they receive adequate support, that they are efficiently conducted, and that the hand of the exploiter is restrained. Equally the public courts are the public’s courts. But who would think of using the courts to advertise some particular brand of soup, or to ventilate the pet notion of some voluntary organization? But these are simi- lar to what some groups or individuals ex- pect of the public schools. For example: I am a manufacturer who produces a highly beneficial tonic. I prepare a pamphlet including the laws of health, and telling the children how to keep well. Very good. But on several pages appears an advertisement of Thompson’s Tonic for Tired Toilers. Why not allow this helpful pamphlet to be dis- tributed amongst the pupils? Because many of my co-owners of the public schools may have equally good tonics to advertise. Their right is equal to mine. And, as we cannot advertise all, we shall advertise none. Or, Leif Ericson is thought to have been the first white man to set foot on American soi}. We ought to erect a monument in his memory. A fine idea. Now, as this is a pa- triotic project of nation-wide interest, of course nobody will object to having the school children contribute. Our Norwegian citizens organize, hire a promoter, who requests the superintendent of schools to collect pennies from the children. He produces a letter signed by the President of the United States, or the Secretary of State, commending the idea of erecting a national monument to Leif Eric- son, and hints that any superintendent of schools who does not comply will be branded by his organization as un-American. As a further form of persuasion he says that they intend to put this inscription on the monu- ment (see box in center of this page); that each school that contributes will receive an engraved certificate to frame and hang on the wall. “You don’t want your schools to be the only ones, etc.,” he finally warns. And the superintendent’s record for Ameri- canism is lowered ten percent. Or, again a committee of gentlemen call on the superin- tendent. They represent the American Society for the Emancipation of Men. They are very earnest. They are plausible. Each is very influential in the city. They desire per- ERECTED TO THE MEMORY OF LieF Ericson BY THE SCHOOL CHILDREN OF THE UNITED STATES mission to send speakers to all the schools to explain to the children the danger that threatens our nation from over-feminiza- tion, and to appeal to them to advocate in their homes -the equal rights of men. They are indignant when the superintendent sug- gests that the schools are intended to teach the children matters of general value to the community and not to spread the propaganda of any particular society. On another day some representatives of the Horseshoers’ Association call at the office. They are planning to celebrate the anniver- sary of the making of the first horseshoe in the city. There is to be a monster parade with ten thousand people in line and twenty bands. They would like five thousand children to parade, and a thousand to form a human horseshoe on the City Hall Plaza, all dressed in special costumes, to sing patriotic songs as the parade passes (two hours). All the teach- ers will be expected to do is to make the costumes, and train the children in formations and singing, and look after the children on the day of the parade. Of course, all the schools are to be dismissed for the afternoon so that all the other children may witness the parade. This is to be an annual affair, “Horse-Shoe Day.” “But,” pleads the super- intendent, “we already have twenty-five spe- cial days, and ten special weeks to celebrate. When are we going to get in a ‘spelling day,’ an ‘arithmetic day,’ and a ‘reading day,’ and a ‘let-em-alone week’?” They leave in disgust; and the superintendent’s record for Americanism is lowered again. Of course these cases of exploitation and propaganda are fictitious, but they bear such close resemblance to cases with which every superintendent in a large community has had to deal that they are types that will easily be recognized. Let us as citizens reason a few moments alon,; these lines: Don’t we own the schools? Yes, we do; but you or I do not in the in- dividual sense in which we own our homes, We are only individual members of the en- tire community of the city and state in our ownership of the public schools. You may paint your house any color you choose, put up signs advertising any commodity, if you like, or invite any group, political, religious, or social, to hold meetings in your home; you may invite your friends in to have a card party, and pass around the hat for the bene- fit of the orphans’ home; but when you at- tempt to do these things in your schools you will find thousands of co-owners who will ob- ject to your use of their schools for advertis- ing your goods, or holding meetings for ex- pressing your political, social, or religious theories, or collecting funds for your pet em terprise. The public schools are the public's schools, in the sense that they belong to all the people. The children are not a voluntary audience that can leave if they don’t like the performance. They are compelled to attend school by the attendance law, and for the pur- pose of receiving instruction in a program of study prescribed by state regulations; and nobody has the right to curtail, alter, or ex tend the program except The Board of Pub- lic Education to which that authority is le gally delegated. The child has four sacred rights—his right to an education, to play and recreation, to religious training, and to 4 decent home life. Anything that interferes” with these not only injures the child but en- dangers the life of the nation.—From the al- nual report (for the year ending June 1928) of Superintendent E. C. Broome of the Phila delphia Public Schools. Dr. Broome is chait- man of the Committee of Ten to investigate the use in schools of materials provided by outside agencies. the li ciatio in th build bronz Stebk the S statu origi! yr. F rated ers, of T the | socia It statu two- Stat at h Mor tari asset ing Mei beri part 7 by and eceovremUmrmTUlC rll Horace Mann at Association HE MEMORY of Horace Mann, pio- [ee advocate of free public schools has been given new recognition in the life of the National Education Asso- ciation. On December 3 there was placed in the central hall of the headquarters building in Washington a replica of the bronze statue of Horace Mann by Emma Stebbins, the original of which stands on the State House grounds in Boston. The statue, which is the exact size of the original, was given the Association by P. P. Caproni and Brothers, Incorpo- rated, Boston, through Walter R. Sid- ers, chairman of the Association’s Board of Trustees and Field Representative of the World Federation of Education As- sociations. It was particularly fitting that the statue be dedicated at the time of the two-day conference of Secretaries of State Education Associations which met at headquarters December 3 and 4. On Monday morning, December 3, the secre- taries took a fifteen-minute recess and assembled in the central hall of the build- ing at 1201 Sixteenth Street Northwest. Members of the Association’s staff, num- bering about 120, were also invited to participate. The presentation address was made by Dr. Siders on behalf of the donors and the gift was accepted for the Asso- ciation by President Uel W. Lamkin. A brief tribute to the part played by Horace Mann in the pioneer days of teacher organization in America was given by the editor of THE JOURNAL. The ideals which Horace Mann ad- vocated in the pioneer days are empha- sized anew in the platforms of the state and national associations. In a sense Mr. Mann is the father of the National Edu- cation Association. A National Conven- tion of the Friends of Common Schools and of Universal Education met in Philadelphia in 1849. Henry Barnard made the program of topics and Horace Mann presided and delivered eloquent addresses at the beginning and at the end of the conference. He emphasized the advantages of cooperation and the need for a comprehensive national association. These addresses may be found in the Fiftieth Anniversary Volume of the As- Sociation’s Proceedings published in 1906. A second convention of the Friends of Common Schools met in Philadelphia in 1850 and organized the American Association for the Advance- ment of Education, which continued to meet for several years. This earlier asso- ciation laid the foundation for the or- ganization of the National Education Association at Philadelphia in 1857. —Harris «& Ewing. AS OBJECT of interest to all who visit Asso- ciation headquarters is the bronze statue of Horace Mann, father of the American public schools. It is a full-sized replica of the statue on the State House grounds at Boston. The original sculpture was by Emma Stebbins. Horace Mann became a member of the Association and remained so until his death on August 2, 1859. At its meeting following his death the Association adopted appropriate resolutions to his memory. Horace Mann was born at Franklin, Massachusetts, May 4, 1796. He was ad- mitted to the bar in Massachusetts in 1823 and spent fourteen years as a law- yer and legislator. His work in the state legislature bore fruit in the enactment of several important laws: (1) against the use of alcoholic beverages; (2) against traffic in lottery tickets; (3) for the establishment of state hospitals for the insane; (4) and the creation of a state board of education. After the creation of the State Board of Education, he became its first secre- tary and undertook the task of reorgan- izing the school system of Massachusetts. [25] ot Headquarters His appointment to that office changed the entire course of his life. Soon dfter he entered the new work he wrote: My law books are for sale. My office is to let. The bar is no longer my forum. I have abandoned jurisprudence, and betaken my- self to the larger sphere of mind and morals. One of his first efforts was to con- solidate the petty district schools into larger units. Although small units re- mained until 1869, the effort prevailed to consolidate the districts in the popu- lous sections of the state. Mann’s re- ports spread the agitation for larger units into neighboring states. He gave attention also to the examina- tion of teachers and their instruction; the improvement of school buildings; the raising of school funds by taxation; the creation of correct public opinion on school questions; encouraged school li- braries; and discarded the slavish text- book method of teaching. His influence aided in establishing the first normal school in America at Lex- ington in 1839, which was later moved to Framingham. Encouraged by the ex- ample of Massachusetts, under the leadership of Horace Mann, Henry Bar- nard succeeded in getting through the Connecticut legislature the act organ- izing the state board of commissioners and became its first secretary. In 1849 Connecticut again followed the steps of Massachusetts by establishing a normal school. In 1843 Mr. Barnard went to Rhode Island, where he assisted in draw- ing up a school law under which he be- came the first commissioner. Horace Mann issued twelve reports while he labored in Massachusetts, the most famous of which were the fifth, por- traying the advantages of an education, and the seventh, recording his observa- tions of European schools, which led to the famous controversy with the thirty- one Boston schoolmasters. In 1848 he was elected to the Congress of the United States, at the same time resigning the secretaryship of the State Board of Education. Horace Mann’s contribution to Amer- ican education corresponds to the con- tribution of Washington and Lincoln in the field of statecraft. His portrait should be in every schoolroom and his birth- day should be honored by appropriate emphasis in all the schools on May 4. | SoS EET ee 6 ye a EVERYDAY RESOLUTIONS ON HEALTH AND SAFETY One of the Seven Cardinal Objectives of Education Set a Goal—Have a personal standard of health and endeavor) ‘*’ constantly to maintain it. Have high ideals of physical, mental,} “: and emotional fitness. mee Form Health Habits—Good health habits of eating, elimina-} ™' tion, sleeping, breathing, bathing, and posture will make your life) ™ happier and richer. Take care of your eyes, teeth, hair, and feet.) Correct Your Defects—Seek to find and remedy causes of all}... ailments. Have a regular health and a dental examination by) '« reliable experts. Get the best advice you can. ar Daily Exercise—Exercise daily in the open air. Fresh air} ,, sharpens the mind. Master two games, an indoor and an out-) “ door. Have a hobby along some creative line as gardening, architecture, or mechanics. Plan your vacation carefully. Rest—Get sufficient sleep with windows open, but avoid over- sleeping. Learn to relax. Stand and sit erect. Mental Hygiene—Avoid fear, worry, anger, irritation, over- | excitement, and other emotional excesses. Cultivate laughter, optimism, and constructive thinking. Stop, Look, Listen!—Help prevent accidents to yourself and | others at home and on the street. Value life highly. Regard every crosswalk as a challenge. Obey traffic regulations. Get the safety habit. : [Use this page from the Journal of the National Education Association as a poster for your classroom d | rd HEN PRESIDENT Boynton’s gavel \X / calls to order the opening session of the Department of Superin- tendence at Cleveland on Monday morn- ing, February 25, it is probable that half the superintendents of schools in the United States will be seated in the great public auditorium. These superintend- ents are responsible for the conduct of the schools in which approximately twenty million children are seeking education. What is said and done at the winter meetings of the Department of Superin- tendence, when reinforced by the far- reaching studies in its Yearbook, mater- ially affects the trend of public education in America. Headquarters—Convention headquar- ters, registration, and postoffice will be located on the main floor of the exhibit hall which is directly connected by an arcade with the public auditorium. It is within easy walking distance of the lead- ing hotels. Convention committees—Robinson G. Jones, superintendent of schools, as gen- eral chairman, is actively in charge of local convention plans. Assistant Superintend- ent Charles H. Lake is chairman of the committee on publicity ; Assistant Super- intendent Albert C. Eldredge is chairman of the committee on hotels; Assistant Superintendent Harry A. Bathrick is chairman of the committee on educa- tional exhibits; Assistant Superintendent Horace M. Buckley is chairman of the committee on information; Harold L. Sammons, secretary to the superintend- ent, is chairman of the committee on transportation; Supervisar of English, Clarence Stratton, is chairman of the com- mittee on Sunday speakers ; Supervisor of Music, Russell V. Morgan, is chairman of the committee on music; and Albert J. Kennedy, manager of the Convention Board, is chairman of the committee on halls and meeting places. Special railroad rates — Roundtrip tickets on the identification certificate plan will be sold at one and one half fare for members of the National Education Association and dependent members of their families. Tickets will be good by way of the same route going and return- ing, The Cleveland Convention February 24-28, 1929 Roundtrip tickets will be sold to Cleve- land, Ohio, February 19 to 25 in terri- tory of the Central Passenger Associa- tion. When validated at regular ticket offices in Cleveland, tickets will be good for return to reach original starting point On to Cleveland How can the public schools better serve democracy, in- creasingly produce a higher type of citizenry? N THIS convention thesis is summed I up the goal of tax-supported edu- cation. There will be seven general sessions discussing some “day theme” drawn from this convention thesis; and | there will be some thirty-odd discus- | sion groups further analyzing the “day themes.” Monday’s theme is A Better Financ- ing of Public Education; Tuesday's theme is The Articulation of the Units | of American Education; Wednesday's theme is The Better Training of Teach- ers, Better Selection of Material En- tering Training Institutions, A Change in Objectives while in Training, A Thorough Sifting while Going through, In Service, Obligations of the School Employing a Teacher; and Thursday's theme sums up in a strong program on Character Education. Every superintendent in every state whe will attend the Cleveland conven- tion is asked to write up a preconven- tion announcement for his local press, | and when he returns to give to his lo- | cal press the high spots of the conven- | tion. Every superintendent in the coun- | try should consider himself as a press agent to put this job across big. Frank D. Boynton, President, Department of Superintendence. not later than midnight of March 6. Dates of sale in the western portion of the United States begin earlier and re- turn limits are later on account of in- creased distance. Details may be had from your local ticket agent. The carriers have also authorized sale of roundtrip tickets with return limit of thirty days from date of sale at one and three fifths fare. Selling dates and other conditions are the same as apply to sale on the fare and one half basis. [27] Identification certificates will be ready for distribution January 10. Write J. W. Crabtree, Secretary, National Edu- cation Association, 1201 Sixteenth Street Northwest, Washington, D. C. If in ar- rears, inclose check for membership dues. If identification certificate is not ob- tained and roundtrip ticket purchased in advance, no adjustment of fare can be made after arrival in Cleveland. ALLIED ORGANIZATIONS National Council of Education will hold two sessions Monday, February 25, and Tues- day, February 26, in the afternoon. The pro- gram will center around the general thought of synthetic research. The responsibility rest- ing upon the National Council for this type of investigation will be stressed and the possi- bility in future programs along this line will be emphasized. It is not the intention to give up entirely studies in the field of analytic re- search but it is the intention to shift the emphasis over into the field of integration and interpretation. There are good prospects of addresses being made by Dr. Henry Fairfield Osborn, Dr. Leonard P. Ayres, and Dr. Ross Lee Finney, as well as by the head of the Research Division of the National Education Association, Dr. John K. Norton. The Department of Deans of Women will open its conference Wednesday noon, Feb- ruary 20, with a business session and close Saturday with a visit to Lake Erie College. Problems of Present Day Individualism is the theme of the first evening meeting on Wednesday. Eleanor Rowland Wembridge, psychologist and social worker, is to discuss one phase of the problem, and two speakers from colleges are to discuss other phases. These speeches are expected to be the basis for considerable discussion in the section and group meetings on the succeeding days. Women in College Administration is the sub- ject for President Little of the University of Michigan and for President Robinson of the College of the City of New York at the concluding general meeting Friday evening, February 22. The dinner meeting is planned for Thursday evening, February 21, at the Hotel Statler. Department of Elementary School Prin- cipals will hold two sessions, Tuesday after- noon, February 26, and Wednesday afternoon, February 27, and a banquet, Tuesday eve- ning, February 26. The theme of the meet- ing is to be How Can the Elementary School Principal Better Serve Our Public Schools? On Monday the following speeches will be made: The Teaching of Democratic Leader- ship, James F. Hosic, Teachers College, Co- lumbia University, New York City; How Can the Elementary Schoc! Principal Better if | a ] i i 28 THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION Serve Our Public School, from the Superin tendent’s Point of View, Bessie Bacon Good- rich, assistant superintendent, Des Moines, lowa; The First Problem of the Elementary School Principal, from the Southern College Point of View, Robert B. Binnon, Peabody College for Teachers, Nashville, Tennessee. At the Wednesday session, W. H. Burton of the University of Chicago will speak on The Type, the Kind, and the Amount of Su- pervision which Elementary Principals Should Know and Should be Able to Give; Amelia Meissner, curator of the Educational Museum, St. Louis, Missouri, will talk on Liow an Educational Museum will Help the Principal and his School; Sarah Horton, prin- cipal of Tremont School, Cleveland, Ohio, will have as her subject Administrative Prob- lems of Elementary Principals. Department of Rural Education will hold two sessions, Monday afternoon, February 25, and Tuesday noon, February 26. The session on Monday will be devoted to a discussion of experiments in the improving of instruction in the rural school. Such questions as indi- vidual instruction, group instruction versus grade instruction, instructional activities in rural schools, county-wide supervision, and the followup work of teacher-training insti- tutions are to be discussed. The tenth anniversary of the department will be observed with a luncheon at noon, Tuesday. Four wellknown educators are to speak on the future of rural education. They will deal with the various phases of the rural school of tomorrow such as legislation, in- struction, administration, supervision, etc. It is hoped to make this one of the features of the convention and that the friends of the de- partment throughout the Association will join in the observance. Plans are being made for a joint meeting of the state supervisors and inspectors of rural schools and the county superintendents and supervisors to be held at 9 a. m. Tuesday. A meeting of the county superintendents and supervisors is to be held at 2 p. m. Wednes- day. There will be a joint meeting of the village and consolidated school principals with the Secondary School Principals De- partment. Department of Secondary School Principals will hold nine sessions, three general, two of the junior high-school, senior high-school, and junior-college groups respectively. The central theme of the program will be Super- vision in Secondary Schools. The topics in general are concentrated in the field of super- vision but there is variety to make the pro- gram attractive to those who are interested in problems other than those arising in the field of supervision. Following is a partial list of topics to be discussed: The Responsi- bility of Supervision; Some Proposals Rekat- ing to the Reorganization of Supervision in the Secondary Field; Examples of Scientific Procedure in Supervision; The Organization of Supervision in the Field; Function of the Principal in the Organization of Supervision; What May the Senior High School Demand of the Junior High School? Building of the Daily Program by the Junior High School; Recognition of Individual Differences in Jun- ior "ligh Schools; The Function of the Junior Cc lege; How the Junior College is Organ- ized in One State; The Future Development of the Junior College; Selection as a Func- tion of American Secondary Education; A New Conception of Commercial Education; Revision of the High-School Curriculum; The Principal’s Program for Training Pupils in Habits of Study; The Effective Utiliza- tion of the High-School Plant; Education as Cleveland Hotels © HEADQUARTERS hotel has been designated. no longer available. All sleeping room reservations are handled through the Hotel Committee of the Cleveland Chamber of Com- merce, of which Albert C. Eldredge is chairman. Inquiries regarding sleeping room accommodations should be ad- | dressed to Mr. Eldredge, Room 1604 Terminal Tower Building, Cleveland, Ohio. Please state exact time of your | arrival and give name and address of | each person to be accommodated by | the reservation. If for any reason a res- | ervation is not needed, notify hotel im- mediately. | Single rooms in downtown hotels are ' | a Unit in the Social Studies Course; A Health Program for the High Schools. Some of the speakers will be: A. S. Barr, Thomas R. Briggs, W. W. Charters, George S. Counts, J. B. Edmonson, N. L. Engelhardt, James M. Glass, Charles H. Judd, Leonard V. Koos, George Melcher, Clyde R. Miller, Jesse H. Newlon, Frederick G. Nichols, W. C. Reavis, W. Carson Ryan, F. E. Spaulding, J. M. Wood. The Department of Vocational Education plans three sectional meetings and one gen- eral session in which the program will be rep- resentative of varying interests. Speakers are being selected over as wide an area as pos- sible and the general purpose is to bring into relief for evaluation the aims and prac- tises of the department and to encourage understanding and promotion. In addition to its own meetings, the department is aiding chairmen in other departments to locate men and women who can bring to their groups new and correct views concerning vocational problems and relationships. The American Educational Research As- sociation will open its program Saturday, February 23, with two afternoon meetings, held simultaneously. At one, under the direc- tion of Superintendent George Melcher, prob- lems relating to Administrative Research will be discussed, at the other, under the chair- manship of Professor W. J. Osburn of Ohio State University, the subject will be New Trends in Instructional Research. The an- nual business meeting will be held Saturday afternoon. The annual dinner Monday eve- ning will consist of the usual banquet and a symposium by ten of the members, each pre- senting a paper in a different field of activity. One of the Tuesday morning meetings, under the direction of Dr. John K. Norton, will discuss problems related to Personnel Administration and the second, under the January, 1929 chairmanship of Professor George C. Kyte, will consider the Appraisal of Supervision, The annual joint meeting with the National Society of College Teachers of Education, Tuesday afternoon, led by President F. C, Ensign, will present a variety of papers re. lated to problems of special interest to these three groups. In the evening the American Educational Research Association will hold a joint meeting with the Department of Super. intendence. The subject for discussion at this meeting will be: The Value and Importance of Research As a Basis for Public School Administration, and its various aspects will be presented by a city school superintendent, a city director of research, a research worker in a state department, and a university re- search director. On Wednesday afternoon the topic for the open meeting will be Philosophy and Re. search, a symposium by two philosophers and two scientists. Council of State Superintendents and Com. missioners of Education will hold two ses- sions, Monday, February 25, and Tuesday, February 26. The president of the Council is A. T. Allen, state superintendent of pub- lic instruction of North Carolina; the sec- retary, Agnes Samuelson, state superintend- ent of public instruction of Iowa, is in charge of the program. Municipal Normal School and Teachers College Section will hold a three-day confer- ence on the afternoons of Monday, Tuesday, and Wednesday, February 25, 26, 27, 1929, The major topic will be The Guidance, Se- lection, and Elimination of Students in Mu- nicipal Teachers Colleges. On Monday the topic for discussion is to be Educational Guidance in High Schools with a View to the Selective Admission of Entrants to Mu- nicipal Teachers Colleges. On Tuesday the topic will be Policies Governing and Prac- tises prevailing in the Selective Admission to Municipal Teachers Colleges. On Wednes- day the topic will be Policies Governing and Practises Relating to the Elimination of Stu dents Who After Admission to Municipal Teachers Colleges Give Evidence of Unfit- ness for a Career in Teaching. Reports will be made at these meetings on the results of a wide survey of “Current Practise.” The National Association of High School Inspectors and Supervisors holds three ses- sions, Monday afternoon, Tuesday morning, and Tuesday afternoon. At its first meeting Monday afternoon, The Articulation of the Units of Education will be discussed. Dr. Henry C. Morrison, Chicago University, will give a definition of Secondary Education with Its Implications. Dr. J. E. Edmonson of the University of Michigan will follow with 4 discussion of The Extent to Which Stand- ardization is Aiding Articulation of Units in the Public School System. Much attention will be given to the small high school. Vari- ous phases of this subject will be discussed by Supervisor Roy L. Me@ore, Professor F. E. Spaulding, Director W. H. Bristow, Director W. H. Gaumnitz, Professor Thomas L. Jones, and Supervisor H. H. Hill. Announcements concerning other allied organizations are continued in Notes Announcements. Vi A first 1 meetil that | about them began C— do? gan t in cel the n more Tl teach tend duct or te ina: a stl to t Vi past rese pro: stuc ect div: the edi anc list Ca mc sol th Te pu pu er 129 — yte, ion, nal in, vill nt, Ts T+ ay; 29, lu —_Fe eS SS eee ULalUre lL elCUeD e” Vitalized Group Study and Faculty Meetings MAN who is known _ nationally among educators said, “When I was made superintendent for the frst time, I approached my teachers’ meetings with fear and trembling. 1 knew that many of my teachers knew more about their work than | did. Many of them were older. But after a time, I began to see this: Why shouldn’t Miss C know more about her work than I do? And when in faculty meetings, I be- gan to ask teachers what they would do in certain cases and get their experiences, the meetings were easier to conduct and more helpful.”’ The responsibility for encouraging teachers’ meetings is with the superin- tendent but many meetings can be con- ducted by principals, department heads, or teachers who have unusual experience ina special field. Teacher participation in a study of school problems gives vitality to teaching. What one state is doing—During the past year North Carolina teachers made research studies on more than a hundred professional problems. The names of the studies and a brief description of the proj- ect studied have been collected by the division of information and statistics of the North Carolina state department of education. The names of these studies and the schools making them are pub- lished month by month in The North Carolina Teacher. Its readers can get more complete information about the solution of these problems by writing to their state department of education or di- rectly to the school making the study. What to study—Ability grouping of pupils, interpreting the schools to the public, assembly programs, student gov- ernment, educational films, speech cor- rection, a survey of pupils’ homes, oppor- tunity rooms, character education, coop- eration with homes, ethics for teachers, length of school day, how to lead more teachers to read professional literature, demonstration lessons. How conducted—The entire faculty is concerned with how your school com- pares with “The School of Tomorrow” as described in the two-page editorial of this issue. Special committees might begin work on those points where improvement could be accomplished this year. Your school library—A complete file of THE JourNAL and other educational Magazines in your school library is a source of invaluable material for profes- sional study. References to magazine ar- ticles might be posted on the bulletin board. For elementary schools—The follow- ing articles are useful to elementary teachers: Are You Growing? io National Education Associa- tion has established as a mini- mum standard for teaching a course of study extending four years beyond the high school. That high level has not been everywhere attained, but noth- ing in American education is moving swifter than the whole teaching body toward this professional goal. The time is close at hand when our children shall have not only an educated teacher, but a trained teacher, as skilled as their family doctor and of the same professional spirit—Dallas Lore Sharp in Recent Gains in American Educa- Progress of safety education—E. George Payne, December 1928, p275 The tired child—Max Seham, December 1928, p271 An elementary school citizenship club—Ray N. Davis, December 1928, p302 The student teacher and the whole child— May Hill, January 1929, p7 Mental health and sleep—Daniel W. La Rue, January 1929, p13 New schools for old—Gertrude Hartman, January 1929, p14 Teachers’ remedies for classroom difficulties— George H. Betts, January 1929, p3 For junior and senior high schools— Teachers at these levels will find sugges- tions in the following articles: Thomas A. Edison school for boys—Clayton R. Wise, December 1928, p277 A movement to vitalize commencements, De- cember 1928, p280 Square baby: a tale of Minneapolis—Bertha Ferguson, December 1928, p287 Everyday Resolutions on Health and Safety, January 1929, p26 Teacher participation—editorial, 1929, p16 January For colleges—What opportunities does the junior college give? What are some of the advantages and drawbacks of col- lege teaching as a career? What progress is being made in teacher training? Such [29] questions as these are answered in the fol- lowing JOURNAL articles: A new type of junior college—Marion Coats, January 1929, p5 College teaching as a career—Robert D. Leigh, January 1929, p9 The student teacher and the whole child— May Hill, January 1929, p7 “Externs” in teacher training—Lois Drake, November 1928, p241 What The Journal checkup shows— Reports from readers on the November JOURNAL gave first rank to An experi- ment in character education by Agness Boysen ; second to “Sanctified squander” in Cleveland by R. G. Jones; and third place to The Peace Pact. In view of these reports you may wish to compare your own preferences with these rankings. A few high points in state education journals—Among interesting articles in November issues of state education jour- nals are: Our deaf and blind, by C. J. Settles in Idaho Journal of Education A project in poetry-book making, by Jessie D. Smith in Alabama School Journal The vital essential in elementary schools, by Katherine Dozier in Georgia Education Journal The better way in Lake County, by S. R. Logan in The Illinois Teacher Direction of study, by C. K. Holsinger in Vir- ginia Journal of Education Plan of supervision as one county does it, in School and Community (Missouri) The Journal’s Annual Roll Call— This eight-page feature shows educa- tional progress in the nation, state by state. Since this roll call has appeared in THE JOURNAL for the past six years, a study of the progress of your state in that time could be made from JouRNAL files of these years. The February JourNAL — Several short articles in this issue will show prog- ress in special fields of education for the year 1928. Each article will be pre- pared by someone specially qualified to present the subject. How you can help—Write a letter to the editor of THE Journac telling about your faculty meetings, how con- ducted, what you are studying, and on what problems you would like help. Through THe JourNAL your ideas can reach 180,000 readers and through them the children of the nation. . Investments in Rural Educational Leadership Prepared by the Research Division of the National Education Association : sian ein ee EADERSHIP and progress have always 2. é y Z s gone hand in hand. The quality of r I | ioe ie | oe | § |e leadership which a cause attracts 85 rH \g. | 38 | ss | a determines to a large degree the success = |29082/6g | Pp | | A oin' | ve $2 843/53 | gz | He fab ae of that cause. , as gs |eag| os 3 | 5 35 g a . 12 The accompanying table gives one silted fa S85 / 382) & % $s | #/|&8 measure of the leadership which rural 3° |e25/as8 sf se. os | - — the | | Bs |23¢ EE b8 sss | 58 E | 5 communities may expect to attract and wend ° —s . . = x, Ae ee ee hold. Figures are given as to the average gard 1 ee ae 4 pe as 8 | 9 ng 3 my county agricultural c — unde acs 5 ai j =a 3 : rae an ome demonstration agents in eac reac es | | d a an Is. 90s 2,975 \3,390 |$2,684 |$2,270 | 84.57 )...... ail of the states. These leaders are responsi- am | | | ble for the vital extension work carried extr Alabama ..| 67 | 98| 67 | 3,244 | 2,938 | 90.56] 2 | 13 on for the betterment of agriculture and - , Arizona... 14 17 i¢ 2,736 2,227 81.39 21 26 for the improvement of rural homes. 18 | Arkansas | 7 | 97| 75} 2,616 | 2,539 | 97.05] 26 | 19 A h lari ‘di fessi | California | ss} 66| s8| 3,356 | 2,017-| 86.01] 1 | 14 ‘Are the salaries paid in your state aan Colorado | 63| 25! 63] 2,406 | 1,703 | 70.78| 40 | 45 high enough to attract and hold in sufh- aie ; | Pe, eh Ny RE ng, Ei lly ge cient numbers those upon whom leader- posse —— 1 Si 1 | 2900 4,250 neg 10 1.5 ship im this important work depends? ical Florida 67| 71 | 67 | 2,791 | 2,575 | 92.26] 18 | 17 In the table will also be found the cian Georgia. . = | = pes | 1,734 | 69.63 | 37 | 43 average salaries paid county superin- ship sees. . , Cn eo ee os tendents of schools. Are these salaries com ern | soz} 122| 202] 3,172 | 2.530 | 79.781 «| 20 adequate in your stateP In most states one Indiana. 92 | 84 | 92/| 2,685 | 2,250 | 84.74] 24 | 23.5 they are below the extremely modest WMveee-nsscend} Pp VEG ESO. | aes | 08) ee salaries received by the county agents. eee 105 84 | 105 | 2,373 1,601 67.46 43 47 R ° h fi ° h li h f ¥ Kentucky | 120 92 | 120 | 2,218 | 2,025 | 91.29| 46 | 30 eview these figures in the light o a | | these facts: The average income of all = ss | 7 | | . . 1 Louisiana ---| ©) 77) G4] 2.92% | 3.273 | 112.01); | 8 gainfully employed persons in_ the Maine..... | 132 | 27 | 132 | 2,096 | 2,569 | 122.56 | 47 18 United Stat : : tely $2000 tor Maryland... .... 23| 42| 23| 2,539 | 3,821 | 150.49| 32 | 3 nite ates % approximately . me! Massachusetts....| 73 | 22| 73 | 2,841 | 3,115 | 109.64| 13 | 10 Elementary school classroom teachers wn Michigan. . 83 | 60| 83 | 3,058 | 1,819 | 59.48) 6 | 37 in cities over 100,000 population now re- life | oe, ceive salaries averaging above $2000, on Minnesota. . ee eka 72 | 87 | 2,533 1,958 77.29 | 33 | 3! hil hi e Mississippi | 82) 10¢| 82 | 3,017 | 1,938 | 64.23| a | 33 while high-school teachers receive $2583 alty Missouri... . 114| 62 | 114| 2,598 | 2,049 | 78.86 | 28 | 29 as an average. The salaries paid those pro enon en ae en Be RB Bd in city school administrative positions, isin “ep yes Biel ae | —_ gee comparable in responsibility to the work on a ae 9 s | 2,858 | 2,280 | 78.72| 12 | 23.5 of the county agents and the county su- eo wes Baetie | > | - | - | _— — we — “ | § ; perintendents of schools, are consider- c New Jersey. : . : be ° : °° New Mexico... 31| 25| 31| 2,573 | 2,271 | 88.26] 30 | 22 ably higher. With such competition can eff | sce thidh 208 94 | 208 | 2,692 | 3,342 | 124.14 | 93 7 rural communities expect to attract and sel pas | hold enough trained leaders to guaran- for | North Carolina. 100 123 | 100 | 2,527 | 3,155 | 124.85 34 | 9 rm ° North Dakota 53 | 29 53 | 2,520 | 1,890 75.00 | 36 35 tee prayer progress = . fa » im the be Ohio. .... 88 | 94/| 88 | 2,818 | 3,400 | 120.65) 15 | 6 home, and in the school! Oklahoma 77| 115 | 77] 2,752 | 1,821 | 66.19] 19 | 36 The figures as to the number and sal- 7} | | — | . . Oregon. . | 36 29 | 36 | 2,830 | 1,780 | 62.89 | 14 39 aries of county agriculture and home th } Pennsylvania | 66} 64| 66| 3,230 | 3,690 | 114.24{ 3 | 4 demonstration agents were obtained Rhode Island.....| 6| 3] 6| 2,600 | 2,500 | 96.15 | 27 | 21 from the office of Cooperative Extension me ona - ye = “i yo ae ap | ~ — Work, Department of Agriculture: The South Dakota... | . i Bs , | 4 ° e ° Tennessee... | 95| 83| 95 | 3,023 | 2,245 | 74.26] 7 | 25 Sn fee ng agents "t 8 sy | | | | ew states include an allowance for ‘ Texas. . .....] 150} 248 | 150 | 2,391 | 2,200 | 92.01} 42 | 27 traveling expenses. (See notes 1 and 2.) | ~ | at| 20| 41 | 1,979 | 3:103”| 156.79| a8 | 11 | 22, these states the averages given in ch poco ; | | 5 and the ranks gi i ] | Virginia... 108 | 98| 108 | 2,405! | 2,667 | 110.89] 41 | 16 column 9 an anks given in co umn ) Washington... 39 | 28| 39] 2,798 | 1,903 | 68.01| 16 | 34 8 are higher than they would be if this Fr ee | | | | item were excluded. | | West Virginia. 55 59 55 | 2,892? | 1,770 | 61.20 11! | 40 Th fi b d ] . N. | Wisconsir. . 72| 53| 721 2,794 | 2,136 | 76.44| 17 | 28 e higures as to number and salaries Wyoming... 23 | 22| 23] 2,734 | 1,726 | 63.13] 22 | 44 of county superintendents of schools ~ a8 aie or. Teens aes were calculated from data obtained : 1 Salary includes travel allowance. through the courtesy of the Rural School 2 Salary of 56 of these agents includes travel allowance. Division of the U. S. Bureau of Educa- H * Five Nebraska superintendents are allowed $7 per day. They are not included tion. The figures given in column 6 are - | in this figure. . : medians rather than averages. “ [30] | L HE SIGNIFICANCE of membership in pro- fessional associations—Recently a direc- tor of health education was to be ap- pointed in one of our largest cities. A young doctor of seeming promise was under consid- eration for the appointment. A member of the board of education asked the opinion of one of the leading physicians in the city re- garding the qualifications of the candidate under consideration. The esteemed physician reached for his Directory of the American Medical Association and then replied with extreme dignity, “I have not had the pleasure of meeting the young man and I do not find his name in the membership list of our pro- fessional organization!” The medical profes- sion has been raised to its present high estate through the united action of its foresighted members. Membership in the American Med- ical Association does not prove that a physi- cian is an expert but it suggests it. Member- ship in teachers associations does not prove competency but it suggests professional spirit, one requisite of real competency. New Life Enlistments Young men and women are especially at- tracted by the opportunity for life enlistment in their chosen profession. When an invita- tion is extended to one of these younger members it is usually a sign of exceptional promise. The beginner in the profession has life ahead of him, his advancement depends on his training, his skill, his professional loy- alty, and his vision. Older workers in the profession are constantly searching for prom- ising new material and they are properly im- pressed by activity in professional organiza- tion. The young teacher who becomes a life member has taken a long step toward higher professional standing and greater working efficiency. He has made himself one of a select company and has laid the foundation for an increasing library of the best that has been thought and said about education. HE FOLLOWING life members have been | reported since the list was published in the December Journal. ALaBaMA—Ruth Dunn. Arizona-—Donald R. Sheldon. ARKANSAs—Spencer D. Albright. CaLirornia—Jessie V. Farr,~ Arthur S. Gist, Ferdinand J. Lapeyri, Gertrude W. Peddie, James T. Preston, E. W. Tiegs. Cotorapo—R. W. Tallman. DELAwARE—Bessie C. Devine. FLoria—Edwin L. Henderson, Gertrude McAr- thur, B. O. Smith. Grorcia—John C. Dixon. Hawai—Miles E. Cary, E. R. Fockler, Fred R. Frizelle, W. Harold Loper. ILuNois—Paul M. Cook, Butler Laughlin, Leon N. Neulen, Don C. Rogers. InDIANA—Harvey G. McComb, A. D. Montgomery. lowa—Elizabeth H. Graves. Kansas—L. F. Fish. Kentucky—Ernest Victor Hollis. Lee Kirkpatrick, John Howard Payne, William S. Taylor. Louisiana—Larry Babin, J. M. Boyet, Amy H. Hinrichs. a George Cunningham, Edward E. Rod- €rick, Missouri—Clara Falke, Genevieve M. Turk, Inez M. Wolfe. NeBRask A—William H. Morton. New JersEY—Powell G. Fithian. New Mexico—Ruth R. Garnes. New York—F. C. Borgeson, William McAndrew, wise R. Specht. Builders of Our Profession NortH Carotina—A, E. Akers, K. R. Curtis. On10—Elizabeth Camp, R. B. Finch, H. R. Gor- rell, Mrs. Ann K. Hessler, Alice M. Kelley, Joseph M. Lewis, Floyd R. McLaughlin, Florence A. Mc- Neal, William L. Moore, Charles B. Rayburn, H. B. Turner, Louis E. Welton. Ox.aHoma—Mrs. J. S. Berkshire. Orrcon—Frank C. Fitzpatrick. PENNSYLVANIA—A. Louise Aldinger, F. M. Bar- County Units Adopt Standards i Pes county associations in many sections of the country are adopt- ing objective standards of achieve- ment. A county association fulfills the following requirements for these three classes: Crass A _ 100 percent membership in county associa- tion 100 percent membership in state associa- tion ‘ 100 percent membership in national associa- tion 2 representatives at annual state meeting for county association workers 6 meetings of the county association during the school year 75 percent of teachers in average attendance at the six meetings | A program arranged long enough before } the meetings so that it can be worked out | and put over Crass B | eal ‘ 100 percent membership in county associa- tion 100 percent membership in state associa- tion } 75 percent membership in national associa- tion 1 representative at annual state meeting for county association workers 5 meetings of the county association dur- ing the school year 60 percent of teachers in average attendance at the five meetings A program arranged long enough before the meetings so that it can be worked out and put over. Crass C 75 percent membership in county assccia- tion ’ 75 percent membership in state associa- tion 50 percent membership in national associa- tion. 1 representative at annual state meeting for county association workers 4 meetings of the county association dur- ing the school year 50 percent of teachers in average attendance at the four meetings A program arranged long enough before the meetings so that it can be worked out and put over rick, Howard W. Fields, Jesse W. Hargis, F. D. Kebock, W. R. Kennedy, I. R. Kraybill, John P. Lozo, Barnet E. Shear, Arthur F. Westlake, Edgard H. Worthington. Porto Rico—Mrs. Ruth C. Delgado. VirciIniA—Edmonia V. Hardy, John Alex Rorer, Lamar R. Stanley. Completed Enrolments oo University Hill School, Boulder, Col- orado, has maintained a 100 percent membership in city, county, state, and na- tional associations for seven years. Leaders with vision are essential for prog- ress in education as in other fields but men of vision who cannot win followers accom- plish little. The inertia of existing customs— things as they are—is too great to be moved by the assaults of single individuals. James [31] E. Russell says, “An individual teacher no matter how just his cause or how patriotic his intent has little chance of being heard if his desires run counter to the whims of the local board. Group action seems to be the only way to progress in a democratic state.” Progress is being made today toward the development of a real profession of teaching because the forward-looking teachers of the nation are uniting their forces through local, state, and national associations, thus making possible group action—“the only way to prog- ress in a democratic state.” ‘He FOLLOWING SCHOOLS have completed their one hundred percent enrolment in the National Education Association since the list was published in the December Journal. Eleven years CoLorapo—Denver, Perry. Ten years Missour!—Sedalia, Horace Mann, Mark Twain. Nine years MASSACHUSETTS—Brookline, J. Elliot Cabot, Pierce; Gloucester, Rogers. Missouri—Sedalia, Arlington, Broadway, Jefferson, Smith-Cotton High, Washington, Whittier. New JersEY—Bridgeton, Vine Street. New YorK—Mount Vernon, William Penn. Vircinia—Norfolk, Henry Clay. WISCONSIN—Fond du Lac, Fond du Lac Public Schools, Bragg, Cleveland, Franklin, Grant, Jef- ferson, Lincoln, McKinley, Roosevelt Junior High, Senior High, Vocational, Washington, Wilson. Eight years ARIZONA—T ucson, Drachman, Dunbar, Miles, Ochoa, Roosevelt. CALirFoRNiA—Berkeley, Cragmont, Hawthorne; Santa Barbera, Franklin, Garfield, Lincoln, McKinley, Roosevelt, Wilson; South Pasadena, Marengo Avenue. CoLorapo—Denver, Lincoln. CoNNECTICUT—Burnside, Grammar. INDIANA—Hammond, Columbia, Riverside. Maine—Portland, Peaks Island. MASSACHUSETTS—Brookline, Edward Devotion, Run- kle; Springfield, Homer Street. NeEBRASKA—Omaha, Bancroft, Central Park, Edward Rosewater. New YorK—Mount Vernon, De Witt Clinton, Ham- ilton, Robert Fulton. On10—Cincinnati, Vine; Euclid, Shore High; Lo- rain, Brownell, Harrison, Lowell; Massillon, Harvey; Norwood, Allison Street. Vircinita—Lynchburg, Floyd. Seven years Arizona—Globe, Globe Public Schools, Central, East Globe, High, Hill Street, Noftsger Hill; Phoenix, Phoenix Public Schools, Adams, Booker T. Washington, Capitol, Creighton, Douglas, Dun- bar, Emerson, Fillmore, Franklin, Garfield, Grant, Henshaw, Jackson, Kenilworth, Lincoln, Longfel- low, Lowell, Lower Henshaw, McKinley, Monroe, Washington; Tucson, High, Mansfield, Mission View, Pascua, Roskruge, University Heights. CaLirorNi—Berkeley, McKinley, Oxford; Glendale, Colorado, Magnolia; Santa Barbara, Junior High; South Pasadena, Oneonta. Cotorapo—Boulder, University Hill; Fleming, Flem- ing Public Schools. Connecticut — East Hartford, Meadow, Second North, Union. ILLINOIs—Sandwich, Sandwich Public Schools, High, North Side, South Side. KaNnsas—Salina, Salina Public Schools, Bartlett, Dunbar, Franklin, Hawthorne, Lincoln High, Longfellow, Lowell, Oakdale, Phillips, Roosevelt High, South Park, Washington High, Whittier. Maine—Old Town, Old Town and Orono Public Schools, Birch Street, Great Works, Helen Hunt, Herbert Gray, Old Town High, Old Town Junior High, Orono Grammar, Orono High, Stillwater, T. and W. Island, Webster. MIcHIGAN—Mount Clemens, Mount Clemens Public Schools, Alexander Macomb, A. T. Donaldson, Clemens, Dickinson, Grant, High, Lincoln, Wood- row Wilson. h i —— 32 THe JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION January, 192) Missour!—Sedalia, Sedalia Public Schools, Arling- Plainfield; Hamtramck, Hamtramck Public Schools, CoLoravo — Boulder, Washington; Pueblo, Distrig ton, Broadway, Horace Mann, Jefferson, Mark Carpenter, Dickinson, Holbrook, Junior High, Twain, Martha Letts, Smith-Cotton High, Wash- ington, Whittier. New Jersey—Long Branch, North Long Branch; Plainfield, Lincoln. New YorkK—Mount Vernon, Columbus, Jefferson, Lincoln. Ou1o — Cincinnati, Pleasant Ridge; Cleveland Heights, Taylor; Lorain, Hawthorne Junior High, High, Lincoln, Whittier Junior High. VirciniA—Lynchburg, Frank Roane. Six years CaLirorNiA—Berkeley, Pasadena, El Centro. ConnNeEcTICUT — Darien, High. Georcia — Americus, Heights. Lincoln, Washington; South Holmes; East Hartford, Prospect Ittinois—Blue Island, Lincoln, Whittier; Cham- paign, Colonel Wolf; Decatur, Roosevelt Junior High; Pontiac, Pontiac Public Schools, Central, Ladd, Lincoln, Special Teachers Department, Washington. Matne—Portland, Morrill. MASSACHUSETTS — Brookline, Maplewood. MicHicaAN—Detroit, Furlow Grammar, Sewall; Gloucester, Guyton; Grand Rapids, Fin- ney, Madison; Hazel Park, Hazel Park Public Schools, Campbell Park, High, Hoover, Martin Road, United Oaks, Wanda. NesrasKA—Omaha, Franklin, Jungmann, Saratoga. New Jersey—Plainfield, Stillman, Washington. Ou1o—Bedford, Bedford Public Schools, Central, Ellenwood, Glendale, High, Interstate; Cleveland, Scranton; East Cleveland, Caledonia; Lorain, Irving Junior High, Longfellow Junior High; Mansfield, Bowman; Youngstown, Harding; Zanesville, Zanesville Public Schools, Columbia, Garfield, Grant, Grover Cleveland Junior High, Hancock Junior High, Jackson, Lash Senior High, Lincoln, Madison, McIntire, Monroe, Moxa- hala, Munson, Norval Park, Pioneer, Sheridan, Stemler, Theodore Roosevelt Junior High, West View. PENNSYLVANIA—Erie, Garfield; Mauch Chunk Dis- trict, First Ward Grand and High School; Pitts- burgh, Friendship. SoutH Daxota—Sioux Falls, Bancroft, Franklin, Emerson, Mark Twain. Vincinia—L ynchburg, Biggers; Norfolk, James Mon- roe; Winchester, Winchester Public Schools, Ele- mentary, High. WASHINGTON—Seattle, Franklin. West Vircinta—Clarksburg, Morgan, Pierpont. WIscoNsIN—Madison, Franklin. Wyominc — Diamondville, District Number Two Public Schools; Worland, Worland Public Schools, Grade, Washakie County High. Benjamin Horace Mann; Tacoma, Five years ARIZONA—Tempe, Grammar. CaLirorNiA—Berkeley, Columbus, Emerson, Frank- lin; San Jose, Grant; Santa Ana, Grand Avenue. Co.torapo—Brusk, Brush Public Schools, Central Grade, Hagan, Knearl Grade, Liberty, Union High; Denver, Barnum, Bromwell, Ebert, Fair- view, Garden Place, Garfield, Hyde Park, Law- rence Street, Montclair, Stevens, Washington Park, West High, Whittier, Wyman; Erie, Erie Con- solidated Schools; Pueblo, District Number One, Bradford, Hinsdale, Irving, Parkview, Riverside, Somerlid, Thatcher; Teller County, School Dis- trict Number One, Cripple Creek High, Golden Grade, Victor Garfield, Victor High; Trinidad, East Street, Park Street. Connecticut — Darien, Darien Public Baker, Fifth Street, High, Holmes, Royle. DeELAWARE—T ownsend, Grammar; Wilmington, Pub- lic Number 9, George Gray. Toano—Idaho Falls, Eagle Rock, Eastside, side, Itutinois—Blue Island, Blue Island Public Schools, Community High, Greenwood, Lincoln, Saunders, Schools, River- Whittier; Champaign, Avenue, Doctor Howard, Gregory, Lincoln, South Side; Dundee, Com- munity High; Elmhurst, Lincoln; Monmouth, Central; Rockford, Kent. ‘ INDIANA—South Bend, Foster, Muessel, Oliver, Washington; Terre Haute, Albert Lange. IowaA—Sumner, Sumner Public Schools; Waterloo, East Side, Alcott, Hawthorne, John Fiske. KANsAS—Hutchinson, Avenue A, Roosevelt. Kentucky—Louisville, Emerson. Matne—Portland, Isabella Garvin, Jackson, Libby, Longfellow, North, Presumpscott Street, River- ton, West, Willard. Massacuusetts — Beverly, Washington; Brockton, Shaw; Medford, Osgood; Montague, Montague Center; North Attleboro, Bank Street; Springfield, William Street Elementary; Swampscott, Clarke, Palmer. MicHiGAN—Detroit, Franklin, Hancock, Hosmer, Lo- gan, Lynch, Myra Jones, Western High; Grand Rapids, Coit, Coldbrook, Dickinson, Lexington, Kosciuszko, Playfair, Senior High, Whitney; Mus- kegon, Nelson; Onaway, Onaway Public Schools. MINNESOTA—Minneapolis, Calhoun, Harriet Beecher Stowe, Harrison. NEBRASKA—Omaha, Beals, Belvedere, Florence, How- ard Kennedy, Park. New Jersey—Bernardsville, Bernards High; Long Branch, Gregory; New Brunswick, Livingston; Plainfield, Irving. E ANTOINETTE BRAYTON, who has just com- © pleted her fifty-third year of teaching, mostly in the schools of North Providence, Rhode Island. Miss Brayton is now a teacher in the primary department of the Centerdale School, North Providence. Until last year, she had had only one day’s absence on ac- count of illness and one case of tardiness on account of a heavy snowstorm. She continues to be one of the most active members of the teaching staff. Ou10—Columbus, Fairwood; Logan County, Logan County Public Schools, DeGraff Village, Jeffer- son Township Public, Monroe Rural, Stokes Rural, Washington; London, London Public Schools, Grade, High; Lorain, Lorain Publio Schools, Brownell, Fairhome, Garden Avenue, Garfield, Harrison, Hawthorne Junior High, High, Irving Junior High, Lincoln, Longfellow Junior High, Lowell, Oakwood, Whittier Junior High; Mansfield, Western Avenue; New Lexington, High; Springfield, Bushnell, Central Junior High, Jefferson; Warren, McKinley. PENNSYLVANIA — Chester, Morton, Starr; Darby, Darby Public Schools, High, Ridge Avenue, Wal- nut Street; Mahanoy City, Mahanoy City Public Schools, High, Junior High, Mahanoy Street, Pine Street, Spruce Street, Spruce Street Annex, Twelfth Street; Mauch Chunk, Asa Packer. Texas—Houston, Alamo. Utan—Salt Lake City, Washington. VirciniA—Lynchburg, John W. Wyatt, Ruffner; Norfolk, John Goode; Richmond, Armstrong Ele- mentary Normal. WASHINGTON-—-Tacoma, Fern Hill, Grant; Walla Walla, Sharpstein. West Vircinta— Charleston, Kanawha, Lincoln, Union. Four years ARIZONA—Florence, Florence Union High. ARKANSAS—Little Rock, Pfiefer. CALIFORNIA — Anderson, Anderson Union High; Berkeley, Part-Time Continuation High, Thousand Oaks, Whittier, Willard Junior High; Davis, Davis Joint Grammar, Davis Joint Union High; Glendale, Benjamin Franklin, Cerritos, Horace Mann, John C. Fremont, John Marshall, John Muir, Thomas Edison, Verdugo Woodlands; Lin- den, Linden Union High; Pasadena, John Muir Technical High; San Francisco, Franklin; San Jose, Woodrow Wilson Junior High. Number One, Pueblo District Number One Py. lic Schools, Bradford, Centennial High, Fountaip Hinsdale, Irving, Park Hill, Parkview, Riversi¢ Somerlid, Thatcher; Trinidad, Centennial, Rice; Wray, Yuma County High. Connecticut—Bridgeport, Lincoln, Stratford, Eli Whitney. District oF CoLtumMBiA—Washington, Langdon, Georcia—Atlanta, Grant Park, Whitefoord. IpaHo—Gooding, Grade; Idaho Falls, Idaho Fal, Public Schools, Central and Junior High, Eag, Rock, Eastside, Emerson, High, Riverside. ILLINOGIs—Champaign, Lawhead, Willard; Cicer, Sherlock, Woodbine; East St. Louis, Junior Hig; Evanston, Orrington; Hampshire, Hampshire Py}. McKinley, lic Schools; Peoria, Whittier; Rockford, Mop. tague; Watseka, Watseka Public Schools, Con. munity High, North Side Grade, South Sik Grade. INDIANA—Fort Wayne, Harrison Hill; Martinsville, High; South Bend, Kaley. Iowa—Council Bluffs, James B. Rue. Kansas—Bird City, Bird City Public Schools, Grade, High, Junior High. Kentucky—Lonuisville, George D. Prentice, Georg W. Morris, Hiram Roberts, John Marshall; Owensboro, Owensboro Public Schools, Abraham Lincoln, Emerson, Franklin, George Washington, Longfellow, Robert E. Lee, Senior High, Wood. row Wilson. Maine—Bar Harbor, High; Portland, Allen, Sum. mit Street. MAssACHUSETTS—Everett, Devens; Malden, Judson; Melrose Highlands, Franklin, Roosevelt, Whittier, Newton, Eliot, Stearns; Sharon, High Street; West Springfield, Park Avenue. MicnicAN—Detroit, Carstens, Columbian, Scripps; Grand Rapids, Straight Street; Muskegon, Hack. ley. MINNEsoTA—Cloquet, Central; Minneapolis, Whit. ney. Missourt—Kansas City, Benjamin Harrison; Si, Louis, Turner. NeBRASKA—Omaha, Adams, Pacific. Nevapa—Reno, Junior High. New Jersey—Atlantic City, Junior High; Bernards. ville, Grammar; Bridgeton, South Avenue; Cam den, Beideman, C. K. Evered, Washington; Dover, Academy Street; Long Branch, Long Branch Pub lic Schools, Broadway Primary Number One, Garfield, Grammar, Gregory, Junior High, Lik erty Street, North Long Branch, Senior Hig, West End; Lyndhurst, Columbus, High, River Road, Roosevelt; Monroe Township, Maple Grove; Montclair, Grove Street, Sea Morris Township, Morris Township Schools, Collinsville, Hanover Avenue, Hillside, South Street; New Brunswick, Washington; Plainfield, Bryant, Jefferson, Whittier; Sea Ish City, Sea Isle City Public Schools; Woodbury, Woodbury Heights. New York — Mount Vernon, Longfellow, Nichol Junior High; Schenectady, Howe. NortH Dakota—Minot, Senior High. ° Ou10—Ashtabula, Harbor Special Public Schools, High, Jackson, Washington; Bellevue, Ellis, Junior High, McKim, Pike; Martins Ferry, South; Me Donald, McDonald Public Schools, Grade, Middletown, Middletown Public Schools, T. Washington, Central, Garfield, Jefferson, coln, North, Roosevelt, Sherman, South, Y Oakwood, Shafor Boulevard; \Saint Paris, J St. Paris Public Schools; Springfield, Spri Public Schools, Automotive, Blair Hall, B Primary, Bushnell, Central Junior High, Co tion, Elmwood, Emerson, Frey Grade, Frey Juni High, Fulton, Garfield, Gray, Highlands, J son, Kenwood Heights, Lagonda, Lincoln, M ley, Northern, Northern Heights, Roosevelt J High, Schaefer Junior High, Senior High, $ Park Junior High, Southern, Warder Park, ington, Western, Wittenberg College; Youngs Elm Street. Public Schools, Athens Boro, Camptown, Boro, East Smithfield, East Troy, LeR Pike Joint, Litchfield Consolidated, Luthers Mills Monroeton, New Albany Joint Consolidated, well, Overton Independent, Powell, Rome, Waverly, Towanda Boro, Troy Boro, Troy Cem ter, Ulster Independent, Warren Center, Wyalu® ing Boro, Wysox Center; Chester, Eyre, Grahat, Howell, Larkin Primary, Thurlow, Wetherill; New Kensington, New Kensington Public Schools, First Ward, High, Junior High, Second Wi Third Ward; Slippery Rock, State Teachers lege of Slippery Rock; Warren, Jefferson. SoutH Daxkota—Sioux Falls, General Beadle. Texas—Houston, Eastwood, Woodrow Wilson. UtaH—Alpine District, Alpine, American Grade, American Fork High, Cedar Fort, Fait field, Lake View, Lehi Grammar, Lehi High, Leb Primary, Lincoln, Lincoln High, Lindon, Mout tain, Page, Pleasant Grove Grade, Pleasant Grové High, Sego Lilly, Sharon, Spencer, Vineyard. 3 PENNSYLVANIA—Bradford County, Bradford (ae a Vol. 1 —_— VERMO WaASsHI Wall West Berv Ridg ing, Yuk son Mel Cree Big Hig! Erin Lani Rod Wel Wisco Dev Nin Sev Wai Hav ARIZO No lic Eli: Mil Ro: He ARKA CaLir Ga No We Sat CoLo Vol. 18, No.1 THE JOURNAL OF THE NATIONAL EpUCATION ASSOCIATION 33 2 ——$_—$——_— rict : be ‘uh. VerMoNT— Brattieboro, Green Street. CONNECTICUT — Stamford, Springdale; Stratford, MIcHIGAN—Bay City, Whittier; Coldwater, Cold- ain, WaASHINGTON—TJ acoma, Bryant, Longfellow; Walla Honeyspot; Jorrington, Southeast. water Public Schools, Franklin, Lincoln, Lincoln ide, Walla, Baker. FLoripa—Dade County, Dade County Public Schools, Junior High, Longfellow, Roosevelt High, Wash- ice: West Vircinta—Big Creek District, Bearwallow, Ada Merritt Junior High, Agricultural High, Al- ington; Dearborn, Southwestern; Detroit, Keating, Berwind High, Billipps, Caretta, Coalwood, Crane lapattah, Andrew Jackson Junior High, Arch Philip, Thomas; WJiles, Niles Public Schools, ley; Ridge, English, Faraday, George Camp, Hall Sid- Creek, Arch Creek Junior High, Art Department, Grade, Junior High, Senior High. ing, Hartwell, Litz-Smith, Newhall, War High, Buena Vista, Central, Citrus Grove, Coconut Grove, MINNESOTA—Cloquet, Garfield, High, L. F. Leach; Yukon Junior High; Charleston, Thomas Jeffer- Comstock, Coral Gables, Country Club Estates, Minneapolis, Miles Standish, Schiller, Willard. son Junior High, Woodrow Wil®on Junior High; Earlington Heights, Florida City, Fulford, Hialeah, MontTANA—Great Falls, Lincoln. ally McDowell County, Browns Creek District, Browns Hialeah Junior High, Highland Park, Homestead, Missourr—St. Louis, Roe. age Creek District Public Schools, Asco, Big Four, Homestead Junior-Senior High, Ida M. Fisher NeEBRASKA—Omaha, Brown Park, Lincoln. Big Sandy, Browns Creek, Browns Creek District Junior-Senior High, Kinlock Park, Larkins, Lemon New Jersey—Bridgeton, High, Junior High; Cam- ero, High, Burke Hollow, Carswell, Davy, Eckman, City, Little River, Little River Junior High, den, Mulford; Carney’s Point, John J. Pershing; igh; Erin, Hemphill-Capels, omen Kimball, King, Miami Beach, Miami High, Miramar, Morning- Lyndhurst, Franklin; Northfield, Northfield Pub- ub. Landgraff, Maitland, Marytown, Mohegan, Prem:er, side, Music Department, Northside, Ojus, Opa lic Schools, Mill Road, Mt. Vernon; West Dept- fon. Roderfield, Twin Branch, Vivian, Welch Grade, Leck + r ae ford Township, West Deptford Public Schools, ‘ ; : ocka, Orange Glade, Orchard Villa, Perrine, ~ ; : _s om. Welch Junior High. P is High. Redland. Redland High Colonial Manor, Mantua Grove, Red Bank, Thor- Side WisconsiN—Eau Claire, Eau Claire Public Schools, tienal e Leon High, Redland, Kedlan igh, ofare, Thorofare Number 4, Verga. Development, Eighth Ward, Fourth Ward, High, Riverside, Robert E. Lee Junior High, Santa New Mexico—Roswell, Missouri Avenue. ille, Ninth Ward, School for the Deaf, Second Ward, Clara, Shadowlawn, Shenandoah, Shenandoah New YorK—Mount Vernon, Washington Junior Seventh Ward, Sixth Ward, Tenth Ward, Third Junior High, Shore Crest, Silver Bluff, Southside, High; Rochester, Lincoln Park, Number 44; Rye, Ward, Vocational; Madison, Draper, Harvey, West Little River, White Belt; Tampa, Seminole Rye Public Schools; Schenectady, Brandywine ade, Hawthorne, Marquette; Milwaukee, Lapham. Heights. Aveant. Wesiiten. Hawau—Koloa, Kauai, Koloa; Makawao, Maui, Ma- OQuio—Akron, Findley, Glover, Leggett, Lincoln orte Three years kawao; ——e —* Mana. ; Perkins; Avon aoe on Bowling Green, all: - ‘ . " . LLINOIS—Burlington, urlington Township High; Church Street, idge Street, South; Cincinnati, md Anizon —Sahord. ee en a. _— Champaign, Central, Columbia, Marquette; De- Bond Hill, Winton Place; Columbus, Crestview, tee, ge hat coe wl Dorks ‘Gea See catur,. Roach; DePue, Depue Public Schools: Northwood, West Broad Street; Grand Rapids, Dod. hee eis Merona High Mensfield Diente Doak. Downers Grove, Lincoln Grade; East St. Louis, Grand Rapids Public Schools; Hancock County, Miles, Mission View, Ochoa, Pascua, Roosevelt, Jefferson, Signal Hill; Elmhurst, Eugene Field; Arlington Public Schools, Washington Township um- Roskruge, Safford, Sam Hughes, University La Grange, Ogden Avenue; Lockport, Taft; Mon- Centralized; Lakewood, Garfield, High; Miamis- Heights. mouth, Garfield, Harding, Willitts; Rockford. burg, Miamisburg Public Schools; Preble County, ea; ArKANSAS—Little Rock, Rightsell. Colonel Ellis, P. R. Walker, Turner; Wheaton, Lanier Township Centralized; Toledo, Franklin; uer, CatirorNiA—Alturas, Modoc Union High; Berkeley, Wheaton Public Schools, Community High. Warren, Laird Avenue, Warren G. Harding Senior eet; Garfield Junior High; Modesto, Washington; Holmes, Junior High, Longfellow, Lowell, Whit- High; Youngstown, East High, Harrison, Hillman. North Hollywood, Lankershim; Pasadena, Daniel tier. OrEGON—Salem, Highland. > Webster; Saw Francisco, Francisco Junior High, INDIANA—Elwood, Senior High; Fort Wayne, Hoag- PENNSYLVANIA—Chester, Gartside, Hoskins, Huber, 4 Sanchez; Santa Barbara, Montecito Union. ; land; Rushville, Belle Gregg. Powell; Oil City, Grant Street, Hoffman Ave- hit Cotorapo—Cheyenne Wells, Cheyenne County High; KaNsAs—Atchison, Roosevelt. nue; Phoenixville, Gay Street, Pottstown, Potts- Denver, Asbury, Byers Junior High, Cole Junior KENTUCKY—Louwisville, J, B. Atkinson, Oakdale. town Public Schools, High, Junior High, New High, Edison, Manual Training High, South MainE—Portland, Leland. Grede. St. High; Eckley, Eckley Public Schools, Grade, MASSACHUSETTS—Beverly, Pleasant View; Lynn, South DaKkota—Elk Point, Elk Point Public High; Julesburg, Sedgwick County High; Kit Car- Euclid Avenue; Sharon, School Street; Ssone- Schools, Grade, High. son, Branch County High; Vernon, High. on wae St ham, Junior High. (Continued on page A-18) SRSSETSESESES SESEPTESZESSSHS FSS F SESPFSRIS SESS IS Harris and Ewing O N Decemser 3 and 4 the secretaries or representatives of thirty-nine state associations gathered at National Education Association Head- quarters for a two-day joint conference with the officers and staff of the Natienal Education Association. This picture was taken in front of National Headquarters and shows the beautiful entrance. In the foreground may be seen a part of the section of a giant equoia tree which was placed in front of the building as a permanent exhibit by the Department of the Interior and which with the building f is one of the points of interest in Washington. Health in Vitalized Commencements HE PLAN—A plan for vitalizing the commencement season was out- lined in the December JOURNAL it suggested that one of the cardinal prin ciples of education and life be emphasized year. Thus in 1929 health and would be emphasized; 1930, worthy home membership ; 1931, mastery of the tools, technics, and spirit of learn- ing; 1932, faithful citizenship ; 1933, vo- cational and economic effectiveness ; 1934, wise use of leisure; 1935, ethical char acter. each safety The elementary school promotion— Make health and safety posters applicable to local conditions. Use health plays and pageants. Write stories correlated with English showing how the city and state promote health and safety through clean water, playgrounds, street cleaning, pure food laws, traffic regulations, fire appa- ratus. Use the best stories along with posters as a promotion week exhibit. Study the lives of men like Jenner, Pas- teur, Reed, and Gorgas and use the best biographies or posters about them as part of the exhibit. Join the cleanup campaign and help publicity by writing composi- tions for an interschool contest on flies and mosquitoes or other pertinent sub- jects. Use health and safety motion pic- tures. Dramatize traffic rules and fire prevention. Have each graduate take a pledge to learn to swim. Give a swim- ming exhibition during promotion week. Learn the fundamentals of resuscitation -and first aid for exhibition. Constantly practise correct posture. Organize a health league. Junior high-school advancement— Have the class determine the health and safety needs of the school and locality. Keep health diaries. Organize the class as junior traffic squads and playground su- pervisors. Study public and private build- ings from the standpoint of health and safety. Make a survey of school attend ance records showing how ill health and accidents affect attendance and lead tc delinquency. Base the advancement pro gram on the reports of such a survey. Urge parents to have a health publication in every home. Conduct a health contest on the point system to include personal health habits, proper hours, exercise, ath- letic contests. Announce the winner as a feature of the advancement program. Let each member learn to swim and secure knowledge of resuscitation, first aid, traf- fic regulations, fire prevention, and give exhibitions during advancement week. Conduct a cartoon contest on health and safety as carried on in one city where the cartoon by a junior-high boy was adopted by the city and used on its trafic markers Use books on health and safety as com- mencement presents. Have the work ot $$ The Child’s Bill of Rights | Herpert Hoover The ideal to which we should strive is that there shall be no child in America: That has not been born under proper conditions That does not live in hygienic sur- roundings That ever suffers from undernour- ishment That does not have prompt and ef- ficient medical attention and in- spection That does not receive primary in- struction in the elements of hy- giene and good health That has not the complete birth- | right of a sound mind in a sound | body That has not the encouragement to | express in fullest measure the | spirit within which is the final | a endowment of every human being. city and county health boards explained by the class. Organize health leagues. Senior high-school conmmencement— Interpret to the patrons at commence ment the specific contributions of the school to the health of the community through athletics and gymnastics, exam- ination of eyes, teeth, and tonsils, and in- struction in hygiene. Schools with added facilities may include the work of the school nurse and physician, the mainte- nance of height and weight records, hot lunches, and other activities. Develop pa- geants (1) on health as a fundamental factor in life; (2) on safety education for community welfare; (3) on health in relation to the other six objectives of edu- cation. Conduct surveys (1) on health of students in relation to school failures; (2) on accidents in relation to absence from school; (3) on presentday school procedures in relation to mental health; (4) on the proportion of preventable and nonpreventable accidents and diseases with suggestions for improvement; (5) on the buildings and grounds in relation to health and safety. Present the results: of one or more of these surveys as a part [ 34] of the commencement program. Conduct an essay contest on health and safety and print the winning compositions along with the commencement program. Pre. sent to the school gifts of playground and gymnasium equipment. Supervise ath letic tournaments among the grades. Organize health leagues. College graduation—Reports may be made on the health of the college com- munity showing number of days lost on account of ill health as compared with other groups. Orations and essays may be built around the lives of pioneers who have made significant contributions to medicine or public health. There may be descriptions of recent great discoveries such as insulin. lower Professional school graduation—Stv dents preparing for each profession may well consider the relation of that profes sional group to the problem of health, Let law students show how health may be advanced through better legislation, teachers through better teaching, min isters through spiritual service and the elevation of ideals, engineers through sanitation and safer construction, ahd thus for all professional groups. Where to get material—List of plays and pageantry, National Tuberculosis Associa- tion, 370 7th Ave., New York City, or from state departments of health. List of health and safety films, National Health Council, 370 7th Ave., New York City. Posture information and pins, American Posture League, 1 Madison Ave., New York City. Building inspection cards, U. S. Public Health Service, Government Printing Office, Washington, D. C. Health education—A program for publit school and teacher training institutions, Ne tional Education Association. A health education procedure, by Wootten. National Tuberculosis Association, 370 7th Ave., New York City. Safety teaching in the modern school, 4 brief outline of materials and method, Edw cation Division, National Safety Council, 108 E. Ohio St., Chicago, II. Health leagues in schools, Virginia Depatt- ment of Health. Bulletin XVI. No. 2. Feb. 24. Standardized athletic tests, badges, plays and pageants, games and dances, pamphlds, Playground and Recreation Association o America and Community Service, Inc. 31 Fourth Ave., New York City. Journal of the National Education Assoc tion for April 1925, p117; June 1925, p17% June 1925, p193; June 1927, p165; December 1927, p286; April 1928, p125; January 19% p9; December 1928, p280. cal ye brief the fi year | follov lected 1926 984,( 2,143 inclu publi schoo in pl 280,- colle; parat 28,2‘ Unit ers ¢ 977, oper: 744, prop incl, 589, T high by | $52 agai dou blin defi ture past ina 192 192 tior and : sho puy the me the the Tee blic Na- HE Unirep Stares Commissioner "’ of Education, in his report to the Secretary of the Interior for the fis- cal year ended June 30, 1928, gives a brief outline of important movements in the field of public education during the year under consideration and presents the following statistics, based on data col- lected by the Bureau of Education for 1926: In the year 1926 there were 20,- 984.002 pupils enroled in public, and 2,143,100 in private elementary schools including kindergartens; 3,786,071 in public, and 346,054 in private secondary schools; 252,907 in public, and 17,209 in private teacher-training institutions; 280,437 in public, and 486,704 in private colleges and universities excluding pre- paratory students. This made a total of 28,296,484 pupils in such schools in the United States. The total number of teach- ers employed in all types of schools is 977,291. The total of maintaining and operating these schools is reported as $2,- 744.979 689 ;and the total value of school property is $8,125,085,472, which amount includes endowments valued at $1,061,- 589,042. The total cost of public elementary and high schools in 1903 was $251,457,625 ; by 1913 this amount had doubled, being $521,546,375; by 1920 it had doubled again, $1,036,151,209; and in 1926 again doubled to $2,026,308,190. This dou- bling process promises not to continue in definitely since the increase in expendi- tures has been slowing down during the past two or three years. The cost per pupil in average daily attendance was $95.17 in 1924, $98.45 in 1925, and $102.05 in 1926. Expenditures per capita of popula- tion for these years are $16.25, $17.15, and $17.50. Although the latest available statistics show a larger increase in the number of pupils enroled in small high schools than ever before, these increases are as yet not keeping pace with the increases in enrol- ments in the urban high schools. Either because of inaccessibility or because of the failure of the objectives, material, or methods of instruction now obtaining in these high schools to meet satisfactorily the needs of rural life, these schools are teaching a relatively small proportion of Report of the Commissioner the rural children. Only 25.7 percent of the children fifteen to eighteen years of age dwelling in rural communities are enroled in rural high schools; whereas 71.1 percent of the children of the same age group in urban communities are found in urban high schools. Thus nearly three Latest Report of the Commissioner of Education _ STATEMENT contained on this page was released for the press in December. It contains important facts about the nation’s educational ac- tivities for the school year 1925-26. These facts may well be used in con- nection with parent-teacher programs and American Education Week plans. Pupils may be encouraged to make arithmetic problems from them and to compare the cost of schools which they attend with these averages for the nation. The Bureau of Education is one of the most important agencies of the United States Government. It was cre- ated at the request of the National Ed- ucation Association and the Associa- tion is now actively supporting its ef- forts to obtain funds for the extension of its activities looking forward to the time when there shall be a Department of Education with a Secretary in the President’s Cabinet. times as large a proportionof city children go to high school as rural children. Rural dwellers cannot hope to compete advan- tageously with urban dwellers so long as their educational equipment is so gen- erally inferior. The junior high school as the imme- diate unit of centralization, and the senior high school and junior college as a second or third unit are showing growth. The junior high-school reorganization as such has not, however, made the rapid progress in rural communities that the advantages offered by it seemed to promise. Thus far only 12 percent of the rural high schools have reorganized upon this basis, whereas 47.2 percent of the urban high-school sys- tems have organized on the junior high- school plan. | Se TRY to give a child’s mind a set from which a moral.—Antioch Notes. of Education The consolidation movement in rural schools progressed normally during the year. It is estimated that there were more than 3,000,000 children enroled in ap- proximately 17,000 consolidated schools in the United States during the school year 1927-28. These statistics do not in- clude many rural high schools which transport pupils, and are, therefore, es- sentially of the consolidated type. The growth of secondary education, which has been one of the outstanding developments in recent years, continues at almost undiminished rate. At the pres- ent time more than one half of the popu- lation of high-school age is in actual high- school attendance. The figures for urban as distinct from rural enrolments reveal greater opportunities of high-school at- tendance offered to city than to rural youth. It is better than an even chance that the city boy of fourteen to seventeen is in high school; by contrast the prob- abilities were seven to one against his father having opportunities for a high- school education in 1900. High-school enrolments have more than doubled since 1920. The extension of secondary education toincludeinits junior high school some of the grades formerly assigned to elementary schools accounts in some measure for this growth. The larger city school systemsare expeditiously placing more and more of their pupils in junior high schools, while the smaller sys- tems are less rapidly but quite consistently also adopting the junior high-school organ- ization. In cities of over 10,000 popula- tion between 75,000 and 100,000 pupils are being transferred from elementary schools into junior high schools every year. One of the significant movements in education during the past few years has been the rapid growth of the platoon or work-study-play plan of school organiza- tion in the cities of the country. In 1922, only thirty-three cities had platoon schools, while in 1928 there are 146 cities in thirty-eight states whjch have one or more of their schools organized upon the plan, or an increase at the rate of eight- een cities a year. Recent reports show that there are over 800 platoon schools in these cities. it cannot escape is im- Conferences of Classroom Teachers NTHUSIASM for the autumnal beau- f ties of the southland and apprecia- tion of the cordial hospitality ex- tended to her in the south and southwest are frequently mentioned by Edith B. loynes, president of the Department of Classroom Teachers, in writing of her recent field trip. Her itinerary included many of the important cities in twelve states. Beginning her trip in North Carolina, Winston-Salem was the first city visited. Here a dinner was given in her honor, attended by over four hundred educa- tional leaders followed by a special meet- ing in the auditorium. At this meeting it was stressed that afhliation of local or- ganizations with the National Education Association will cause them to grow more rapidly. Teacher participation, if encour- aged, will multiply the number of people who are working on the problems of the profession. A discussion of single salary plans, retirement laws, group insurance, and cumulative sick leave followed. Greensboro and Asheville were next visited. In all these places it was empha- sized that a classroom department of the North Carolina State Teachers’ Associa- tion should be organized. Leaving North Carolina, the president stopped at Knox- ville, where the schools are equipped with the latest school furnishings as a result of the building campaign just completed. At Birmingham, Alabama, the schools were putting on a courtesy contest. The teachers of this city realize that a child must have ideals, and endeavor to train for character through health, work, sforts- manship, beauty, thrift, and finally througk courtesy. At the West Tennessee Teachers As- sociation, held in Memphis, teacher par- ticipation was again the keynote. This Association has grown in a year from twelve hundred to thirty-two hundred. A feature of the entertainment provided was the giving of complimentary theater tickets to all members of the Association in attendance. Of her westefn trip, Mrs. Joynes says: My next visit was at Oklahoma City, the first place I taught school, so naturally I re- ceived a cordial welcome. I found the teach- ers hard at work on a retirement law. They were keenly intereted in this department and promised a one hundred percent N. E. A. membership. From Oklahoma City I went to Amarillo, Texas, where they have not had a teachers’ local association. After a meeting with the teachers a great desire to form one was manifested and plans were made to or- ganize the following week. I have since heard that Eula Hunter of Fort Worth, a member of the executive board of the de- partment, completed the organization on No- vember 10. I feel that Amarillo will soon have a thriving association. From Texas, I journeyed on to picturesque Albuquerque, where the state association was HE DEPARTMENT of Classroom Teachers, organized in the sum- mer of 1914 and reorganized in 1922, has been instrumental in the teacher’s awakening to his professional respon- sibilities and privileges. The president does much in her trips to bring about a fuller understanding of the work of the department. Not only does this visiting of the schools reveal to the president prevail- ing classroom conditions and the pro- fessional problems of teachers but it gives the teachers of the country a closer contact with the department and its place in the National Educa- tion Association. Mrs. Joynes’ fall trip included twelve states and the District of Columbia. It is expected that as a result of the president’s field work, the attendance of classroom teachers at the Atlanta convention will be greatly increased. in session. During the week I explained the work of the department in ten group meet- ings and appeared on the general program. The next conference Mrs. Joynes held was at Raton, New Mexico. One of the most enjoyable experiences of her entire trip was an interesting drive to Taos to see the Pueblo Indians. From New Mexico, Mrs. Joynes, ac- companied by the president of the Colo- rado Department of Classroom Teachers, Minnie B. Addleman, attended the Colo- rado Education Association convention, which was held in three sections—Grand Junction, Pueblo, and Denver. At each section meeting a classroom breakfast was held and at each one Mrs. Joynes ex- plained the work of the department. She also spoke on the general program at each place. In addition each afternoon a class- room conference was held. Of this part of her trip Mrs. Joynes says in part: The classroom teachers are wellorganized in this state. They have initiative and are training fine leaders. The president of each section and the president of the entire group will attend the Cleveland meeting. Realteacher participation is manifested inthis group. They show keen interest in their profession and are willing to work along all lines to make them- [ 36] selves more efficient. From Colorado I took the train to western Oklahoma to a meeting thirty-five miles from a railroad, where schools were dismissed in order that two hundred rural teachers might have the opportunity to learn about the department. The State Association at Little Rock, Ar. kansas, was the next point in the field trip, Here one of the finest high schools in the United States was visited. Your president was invited to talk before the County Board Section and elementary and primary groups Everyone is alive to the fact that if educa. § tion is to progress the classroom teacher who is the center must keep pace with the times, From Little Rock I went to Kansas City to the Missouri State Teachers Association, Here on the general program ample opportu. nity was given to explain the aims and actiyi- ties of the department. A luncheon was given by the teachers and a conference was held, This is a wellorganized group. In the large auditorium filled to overflowing, I felt that] was attending a national meeting. On arriving in Atlanta, I found the teach- ers making extensive plans for the summer meeting. The annual dinner of the depart ment is to be given at the Atlanta-Biltmore Hotel, on the beautiful terrace, with a colored chorus singing old-time melodies while the banqueting goes on. Let your slogan be “On to Atlanta.” You cannot afford to miss this southern meeting. At Augusta, a most enthusiastic group awaited me. The teachers are planning to or- ganize a classroom department of the Georgia Education Association next spring. At Colum bus, South Carolina, I talked to the entire ed- ucational group and a reception followed. The last conference held was at Charles ton, South Carolina, where, although it was Saturday, about two hundred teachers assem bled for a luncheon and allowed me to speak on the activities of the department. I was thep taken for drive around historic Charleston and out to the famous Magnolia Gardens, On my return to Washington, I spent three days at N. E. A. headquarters and was given the opportunity of talking to the staff, who lis tened with great interest to my experience if the field and gave their fullest cooperation a individual conferences later. From Washington I attended the meeting of my own state association at Richmond The most important thing accomplished at4 conference held there was the discussion of plans for putting the Department of Clas room Teachers of the Virginia Associatio® on a working basis. The main objective of this group for this year will be a state retire nent bill. Talks were given before six groups In the superintendents’ section I spoke cumulative sick leave, and as a result the resolutions committee of the state associatio® recommended that a plan of cumulative sit leave be adopted in every city and county of the state. A joint luncheon of the commertidl teachers of the state with the Richmond Chait ber of Contmerce, which has become an an affair, was a great success. The classroo@ teacher needs the viewpoint of the busines man and contacts of this kind will do to accomplish this end. Vol. 18, No. 1 THe JouRNAL OF THE NATIONAL EpUCATION ASSOCIATION A-17 el TIES REE TER SIS SSE TODAY’S TREND k B 8 7 IN EDUCATION 0 is reflected in these authoritative . and inspiring books for teachers ie t d >So oo 8. - 5 0 s ¥ CURRICULUM MAKING IN DRUM A PREVIEW OF RUSSELL CLASSROOM un AN ELEMENTARY SCHOOL TEACHING TESTS i ‘ A valuable and _ inspirational This new course gives student Explaining the construction, uses, . book in which the Staff of the Ele- teachers a broad view of educa- scoring, and interpretation of non- I mentary Division of the Lincoln tional theory and practice and standard tests in elementary school School, Columbia University, de- orients them in the profession so subjects. The book discusses the . scribes and interprets its experi- that they may choose intelligently true-false test, the judgment test, . mental work of the last decade. It their fields for specialization. It the selection test, and other kinds, re gives not only the principles under employs the laboratory method and and gives directions for construct- . which the work was developed but provides well-planned projects in ing similar tests adapted to par- : also their practical outcomes, $1.80 the observation of teaching. $1.80 ticular subject matter. $1.60 is up FONTAINE WAYS TO BET- FENTON AND WORCESTER WIECKING EDUCATION . TER TEACHING IN THE AN INTRODUCTION TO EDU- THROUGH MANUAL m- SECONDARY SCHOOL CATIONAL MEASUREMENTS ACTIVITIES d- 4 The aim of this new book is to This new book, purposely pre- A comprehensive discussion of . help the teacher to gain a clear sented in an elementary form, both the theory and practice of a understanding of the aims and pur- gives teachers in service or student teaching handwork in the kinder- m- , : ak poses of her work as a foundation teachers a working knowledge of garten and primary grades. It eD for an improved classroom tech- educational measurements. It dis- shows how the manual arts can = nique. It provides valuable illus- cusses intelligence tests, subject- serve as mediums of expression, ™ trative teaching procedures in the mattertests,new-ty pe examinations, and suggests and describes many he chief high-school subjects. $1.60 and other allied topics. $1.40 projects for classroom use. $1.80 is- in . HENDERSON MATERIALS KELTY TEACHING AMER- REED PSYCHOLOGY OF ing AND METHODS IN THE ICAN HISTORY IN THE ELEMENTARY SCHOOL . MIDDLE GRADES MIDDLE GRADES OF THE SUBJECTS of This new book by an experienced ELEMENTARY SCHOOL A complete review and interpre- a teacher and educator gives a con- A new book in harmony with tation of the scientific experiments of crete, practical treatment of the modern educational thought. It and investigations that have been ire- materials and methods used in covers the technique of teaching made concerning the learning and . teaching each of the chief subjects American history, gives a unit teaching of elementary subjects. the studied in grades four to nine. The presentation of the subject, and Reading, arithmetic, writing, spell- ion discussion is based on the best provides six carefully worked-out ing, language, history, and geog- ' modern educational theory. $2.00 illustrative lessons. $2.40 raphy are discussed. $2.00 y cial atl - Boston New York GINN AND COMPANY Chicago Atlanta nest Dallas Columbus San Francisco yuch Mention Tue Journat when writing our advertisers. A-18 THE JoURNAL OF THE NATIONAL EpuCATION ASSOCIATION January, 1929 (iass Room? now how the S. V E Picturol Set can help you. t gives teachers an angle of approa interest exactly for problem project present an m, it effects amazing re sults in pupil pro A light weight, films of your own selection in a wide. professionally film. Easy operation maintained A helpful teaching Get the facts—know about this in thousan 5 of schools to help teacher and pupil. Send the coupon today SOCIETY FO SUAL EDUCATIO INC. Manufacturers, Producers, and Distributors of Visual Aids Dept. C, Chicago, Mlinois AE CR NE RN NE AO AS A A FA FS cm eae OF 327 S. La Salle St. Society for Visual Education, Inc. Dept. C, 327 S. La Salle St., Chicago, Ml. Gentlemen: Picturol Projector with selected Picturols. Suidon of Our Profession (Continued from page 33) TeENNESSEE—Knoxville, Bell House. Texas—Houston, Crockett, Park Place. Uran—Duchesne County, Boneta, Cedar View, Duchesne, Hanna, Ioka, Mt. Home, Myton, Neola, Roosevelt, Tabiona, Talmage; Provo, Provo Pub- lic Schools, Franklin, Junior High, Maeser, Parker, Senior High, Timpanogos; (Salt Lake City, Columbus, Lafayette. Vircinia — Norfolk, Villa Heights; Portsmouth, Brighton, Truxton; Richmond, Oak Grove. WASHINGTON—Bellingham, Silver Beach; Centralia, Centralia Public Schools, Edison, High, Jefferson, Lincoln, Logan, Oak View, Roosevelt, Washing- ton; Tacoma, Lincoln; Walla Walla, Green Park, Jefferson, Washington. West Vircinta—Charleston, Bigley, Elk, Fernbank, Glenwood, Mercer, Tiskelwah, Watts; Elkins, High, Third Ward; Switchback, Elkhorn District Public Schools. Wisconsin—Hawkins, High; Kenosha, Gillett, Gil- lett Open Air; La Crosse, Hamilton; Madison, Washington; Manitowoc, Cleveland, Garfield, Jef- ferson, Madison Junior High, McKinley, Roose- velt, Washington Junior High; South Milwaukee, Fourth Ward; Two Rivers, Two Rivers Public Schools, H. P. Hamilton, Roosevelt, Washington Grade, Washington High. Wyomtnc—Sheridan, High. Two years AtasKA—Fairbanks, Fairbanks Public Schools. ARIZONA—Clemenceau, Clemenceau Public Schools: Litchfield Park, Litchfield Park Public Schools; Prescott, Prescott Public Schools, High, Jefferson, Lincoln, Washington. CALIFORNIA — Alameda, Everett, Franklin, Lincoln, Longfellow, Mastick, Porter, Washing- ton; Anaheim, Anaheim Public Schools, Broad- way, Citron, La Palma; Glendale, Doran, Eugene Field, Thomas Jefferson; Los Angeles, Manches- ter Avenue; Monrovia, Santa Fe; San Francisco, Andrew Jackson; Santa Barbara, Harding; Tur- lock, Hawthorne, Lowell. Cotorapo—Arvada, High; Canon City, Wilson Junior High; Denver, Evans, Garden Place Junior High, Grant Junior High, Lake Junior High, Reynolds, Stedman; Gilcrest, Gilcrest Consoli- dated; Montrose, Central; Platteville, Platteville Consolidated Schools; Yuma, Consolidated Grade Haight, kevedup Peet aly ng If you would keep your pupils keyed up to peak interest all day long, An up-to-the-minute teaching tool, to classroom lessons that instantly taps pupil and keeps them alertly re spons sive to the lesson at hand. simplifies teaching scientifically desig me 4 "simplified projector with screen and picture selected range Picturol brings you still pictures that can be projected serially from noninflammable and a wide variety of library subjects easily assembled and yllabus accompanies each set. widely endorsed teaching tool that is daily used Please send me full details of your special offer on standard S. V. E find out Ideal and fitted remarkably—and of subjects, ( ) Check here for catalog of school film motion picture subjects. BUFFALO, N. , a +; = geaanengmineeianpigaeraeRemaMNaNAS satis: ——eeernen New York Chicago San Francisco | ~ agers RES ae omRramenaR ne oe Boston Washington | Because> THE LANTERNS are simple to operate—easy to handle—highly efficient and are built especially for the daily use of the teacher for all types of projection. THE FILMSLIDES contain strictly educational material compiled by educators—are authentic in every respect—are closely correlated to the regular subject- matter—and absolutely prevent failures. These are but a few of the reasons. t j giving your specifications, and expert assistance will be rendered as to their adaptability to your needs. Spencer Lens Company Manufacturers of the best projection equipment—mi- croscopes—microtomes—and other scientific Are Spencer Visual Aids Better Than Any Other Available Material? Write in detail, instruments District Number 1, Union High School District Number 1, Waverly High. ConNEcTICUT—Norwalk, Lincoln, South Windsor, Wapping. De_tawaRE—Marshallton, Number 77; Middletown, Middletown, Public Schools. FLoriwa—Crystal River, Senior High; Fort Lauder- dale, Northside; Orlando, West Central; Pal- metto, Palmetto Public Schools; Tampa, Thomas Edison. Georcia—A tlanta, Georgia Avenue, Moreland. Hawai—Kalaheo, Kauai, Kalaheo. IpaHo—Boise, Whitney; Pocatello, Whittier. ILtiNois—Burlington, Burlington Grade; Champaign, Lottie Switzer, Opportunity, Special Teachers; Evanston, Larimer; Monmouth, Junior High; Princeton, Douglas; River Forest, Washington; Rockford, Brown, Franklin, J. Herman Hallstrom, John Nelson, Wight; Springfield, McClernand. INDIANA—/ndianapolis, Calvin Kendall; South Bend, Perley; Union City, Union City Public Schools. Towa—Cedar Rapids, Arthur; Centerville, Garfield; Council Bluffs, Eighth Street. Kansas—Shawnee County, Highland Park Public Schools. Kentucky — Louisville, Montgomery Street. Maine—Portland, Cummings, Long Island, Special Teachers Department. MassacuuseTts —Andover, Bradlee; Belmont, Homer; Brookline, Parsons; Everett, Hancock, Horace Mann, Parlin; Melrose, Lincoln, Mary A. Livermore, Ripley, Winthrop; Norfolk, Jun‘or High; Stoneham, South; West Bridgewater, Sun- set Avenue; Winchendon, Ephraim Murdock. MIcCHIGAN—Dearborn, High, Whitmore-Bolles; De- troit, Duffield, Edgar Guest, Fitzgerald, Goodale, Harms, Ravenswood, W. G. Harding; Grand Rapids, Harrison Park Elementary; Pontiac, Cro- foot, Elmer R. Webster, John P. Wilson, Sarah McCarroll; River Rouge, Dunn, Furgason; Royal Oak, Northwood, Whittier; Saginaw, Crary-Lin- coln, Longfellow. MINNESOTA—St. Cloud, State Teachers College. MOoNTANA—Great Falls, Lowell. NeEsRASKA—O maha, Druid Hill, Long, Mason, Mon- roe. New Jersey—Absecon, Absecon Public Schools; Camden, H. B. Wilson; Lyndhurst, Jefferson, Lincoln, Washington; Monroe Township, Cecil; Montclair, Watchung; Morristown, Boonton Town- ship Public Schools; Mountain Lakes, Mountain Lakes Public Schools; North Plainfield, Harrison; Washington; Monsarrat Departmental, Paterson, Number 14; Pennington, Primary; Plainfield, Evergreen; Summit, Franklin; Titas ville, Public; Vineland, Seventh Street, South Vineland. New Mexico—Albuquerque, Eugene Field. New YorkK—Kenmore, High, Junior High; Mowat Vernon, De Witt Clinton Junior High, William Wilson Junior High. Ou1o—Allensville, Richland Township High; Alli- ance, Alliance Public Schools, Franklin, Mahon ing Avenue, North Lincoln, North Park, Park and Broadway, Riverside, Seneca, Senior High, South Freedom, South Lincoln, South Liberty, State Street; Ashtabula, West Junior High, West Street Grade; Bellevue, Bellevue Public Schools, Ellis, High, Junior High, McKim, Pike; Cincinnati, Chase, College Hill, Kennedy, Mary Dill; Cleve land, Collinwood High, Miles, Mt. Pleasant, Tod; Columbus, Champion Avenue, Fieser; Fremozl, Atkinson, Croghan, Hayes, Otis, Stamm; Lock land, Lockland Public Schools; Martins Ferry, Mackey, North; Oakwood, Harmon Avenue, Oak wood High; Piqua, Bennett Junior High, Spring Street, Staunton, Wilder Junior High; County, Dixon Township Centralized Schools; Rawson, Public; Warren, East Junior High, Emer son, Garfield, Horace Mann; Wyoming, Wyomith Public Schools; Youngstown, South Aveaue, Wood Street. OxtaHoma—McAlester, Fifth Ward, First Ward, Fourth Ward, Second Ward, Sixth Ward, Third Ward; Oklahoma City, Shields Heights. PENNSYLVANIA—Cleirton, Clairton Public Schools, Fifth Street, Fifth Street Junior High, High, Mil ler Avenue, Shaw Avenue, Short Street, Walnut Street, Walnut Street Junior High; Dormont, Hill« dale Avenue, Kelton Avenue; Erie, Davison, coln, Wilson Grade, Wilson High; New Philadel- phia, New Philadelphia Public Schools, Central, East, Front Avenue, Junior High, Schoenbrust, Senior High, South, Tuscarawas Avenue, West Oil City, Opportunity; Pittsburgh, Morningside: Rochester, Rochester Public Schools, Adams Street: Jefferson Street, Junior High, Senior Hifti Shinglehouse, Shinglehouse Public Schools; Tyrot Tyrone Public Schools, Adams, High, Logan, Wi ington; Union City, Union City Public Schools. SoutH Caroiina-—Elloree, Midway. Texas—Forth Worth, Washington Heights. Utan—Davis County, Davis County Public Schools Centerville, Clearfield, Clinton, Davis High, Fam (Continued on page A-20) Vol. 1 THE JoURNAL OF THE NATIONAL EpucATION ASSOCIATION Vol. 18, No. 1 The Greatest Educational Experiment Ever Conducted 11,000 children and 232 teachers in twelve cities took part in a ten weeks’ test—the greatest single experiment ever conducted in education. 5,500 pupils taught with the aid of Eastman Classroom Films gained 33% More in geography and 15%, more in general science than an equal number taught without them. The results brilliantly justify the present pro- gram—scientific, deliberate, discriminating —by which Eastman Teaching Films, Inc., will ulti- mately fill the film needs of every branch of edu- cation. ‘ Evéry teacher, superintendent, board member cin and director of visual education should know about rot this significant new note in education. i W rite for the booklet that tells the story of Eastman Classroom Films ne bare ide; et EASTMAN TEACHING FILMS, Inc. ae SUBSIDIARY, OF EASTMAN KODAK COMPANY ROCHESTER, N. Y. Mention THe Journat when writing our advertisers A-20 Pathe MOTION PICTURES The Criterion of Excellence in Educational Pictures ows Pathe offers the best developed edu- cational motion-picture service avail- able today because it has had not only the endorsement, but also the active aid, of many of the world’s leading educators. Current releases include more than 125 subjects on Geography, Current Events, Children of All Lands, Music, Nature Study, Aviation, Physiology, Literature and other educational topics. In addition, Pathe now releases every two weeks a special edition of Pathe news especially adapted for teach- ing of current events in school. Many educational subjects are now also available on 16 mm. as well as standard film. Standard width films are available on an attractive lease plan—16 mm. subjects are offered for outright Pathe Service is al ways at your disposal in arranging the best pro- grams for any purpose. Teachers’ aid pamphlets and complete informa- tion on request. sale. Trane maeh 35 W. 45th St., New York City Please send me descriptive literature on Pathe Pictures. I am interested in a program for the purpose of THe JouRNAL OF THE NATIONAL EpuCATION ASSOCIATION January, 1920 (Continued from page A-18) ington, Kaysville, Layton, South Bountiful, South Junior High, South Weber, Stoker, Syracuse, West Bountiful, West Point. VerMONt—Rutland, Park Street; Stowe, Senior High. VinciInA—Newport News, High; Norfolk, Larch- mont. WASHINGTON—Wealla Walla, Paine. West VirGcinta—Charleston, Magazine; Clarksburg, Washington Irving High; Elkins, Elkins Publio Schools, Central, First Ward, High, Junior High, Third Ward; Mount Hope, Mount Hope Public Schools, Elementary, Junior High, Senior High. WisconsiIN—Manitowoc, Lincoln High; Milwaukee, Thomas Jefferson; Shorewooc?, Shorewood Public Schools, Atwater, High, Lake Bluff. Wyominc—Greybull, Greybull Public Schools, Grade, Junior High; Laramie, High; Rock Springs, Junior High; Sheridan, Hill. Current year ALABAMA—-Cullman County, Good Hope, Harmony, Kelley, Vinemont, Welti. ALAsSKA—Cordova, Cordova Public Schools; Peters- burg, Petersburg Public Schools; Skagway, Skag- way Public Schools. ArIzONA—Bisbee, Horace Mann Junior High; Lib- erty, Liberty School District Number 25; Maricopa County, Balsz School District Number 31; Tolle- son, Union High. CaLirorNiA—Los Angeles, Ninety-ninth Street, Rus- sell; San Francisco, San Miguel; Santa Ana, Edi- son; Santa Barbara, Frederick Forrest Peabody, La Cumbre Junior High; Santa Maria, Santa Maria Union High; Walnut Creek, Grammar; Whittier, Pico. CovoraDo—A rmel, High; Colorado Springs, Cheyenne Mountain; Denver, Cheltenham, East High, Frank- lin, Sherman, Smiley Junior High; Hayden, Union High; Hotchkiss, Hotchkiss Public Schools, Grade, High; Idalia, High; Thatcher, Public; Trinidad, Columbian. CoNNECTICUT—Glenbrook, Julia A. Stark; South Windsor; South Windsor Public Schools, Pleasant Valley, Rye Street, Union, Wapping. DeLawARE—Edge Moor, Edge Moor Number 93; Wilmington, Number 3, Number 11, Thomas F. Bayard. District oF CotumMBiA—Good Hope, Stanton; Wash- ington, Smallwood-Bowen. FioripA—Holly Hill, Junior High; Manatee, Graded; Pensacola, P. K. Yonge. GeorGiA—A tlanta, Commercial High; North Highlands, Seventh Street. Hawai—Huelo, Maui, Huelo. Ipano—Pocatello, Bonneville; Sandpoint, Jefferson ILLINOIS—A uraro, Greenman; Chicago, Beidler, Greg- ory, Irving Park, O’Toole; Chrisman, Chrisman Township ‘High; Downers Grove, Downers Grove Public Schools, Community High, Lincoln Grade, Washington Grade; East St. Louis, Edgemont; Gurnee, Warren Township High; Mahomet, Com- munity High; Mascoutah, Grade; Rockford, High- land; Springfield, Feitshans, Harvard Park, Ridgely; ‘Streator, Sherman; Thomson, York Com- munity High; Villa Park, Villa Park Public Schools. INDIANA—Alexandria, Junior High; Anderson, An- derson Public Schools, Central Avenue, Columbia, Hazelwood, Jefferson, Junior High, Junior High Annex, Longfellow, Mount Hope, Park Place. Riley, Senior High, Seventh Street, Shadeland, Twenty- ninth Street, Washington; Fort Wayne, Bloomins- dale, Oxford; Indianapolis, John McCormick. Number 32, Number 45, Number 58, Number 80: South Bend, Benjamin Harrison, Madison, Oak- side Street; Terre Haute, Sandison. Towa—Centerville, Central; Council Bluffs, Harri- son, McMillen, Oak, Roosevelt, Second Avenue. Kansas—Atchison, Ingalls Junior-Senior High; Au- gusta, Lincoln; Clayton, High; Kipp, Kipp Rural High; Manhattan, Bluemont, Woodrow Wilson: Topeka, Quincy. KentuckKy—Lexington, College of Education, Uni- versity of Kentucky; Louisville, Robert Fulton. LoutsianAa—New Orleans, McDonogh Number 10. Ma1ne—Boothbay Harbor, Boothbay Center; Dexter, Spring Street; Freeport, Freeport Village Schools; Portland, Cliff Island, Pearl Street Kindergarten, Washington State Normal School; Presque Isle, Gouldville, High; Yarmouth, Yarmouth Public Schools. MARYLAND—Cumberland, Johnson Heights, Street. MASSACHUSETTS—Bridgewater, Training School of the State Normal School; East Braintree, Jonas Per- kins; East Lynn, Lynn Woods; Everett, Glendale, Nichols; Harwich, High; Revere, Governor Br2d- street; Springfield, Charles Street; Uxbeidge, Cen- ter Grammar; Wellesley Hills, L. Allen Kings- bury; West Springfield, Bridge Street; Williams- town, Broadbrook, Cole Avenue, Walter G. Mitch- ell; Winchendon, Marvin. MIcHIGAN—Dearborn, Lindbergh, Oxford; Detroit, Edgewood, Leland, Maybee, Noble, O. W. Holmes, Columbus, Union Robert Burns, Wayne; Flint, Cook, Park Grand Rapids, Alexander; Jronwood, Cen Saginaw, Emerson, Hoyt; Wakefield, Verona. MINNESOTA—Minneapolis, Keewaydin; St. Park, Oak Hill. Missouri—Maplewood, Valley, West Richmond, NesrRASKA—Omaha, Cass, Corrigan, Henry W. Y, Highland, Kellom, Lake, Miller Park, Ro Rosehill, South Lincoln, Walnut Hill, Washi Webster, Windsor. Nevapa—Elko, Grammar; Kimberly, Grammar. New Jersey—Bergenfield, Franklin; Bradley Beach, Grammar; Camden, Yorkship; Delmont, Public; Elizabeth, Unionville; Hawthorne, Washington; Heislerville, Public; Monroe Township, Monrm Township Public Schools, Cecil, Hall Street, Maple Grove, Oak Knoll; Montclair, George Inness Junior High; Morris Plains, Morris Plains Public Schools; Palmyra, Palmyra Public Schools, Number }, Number 2, Number 3, High; Passaic, Franklin; Pitman, Pitman Public Schools, High, Summit Avenue, W. C. K. Walls; Rutherford, Washington; Trenton, Carroll Robbins, Joseph Wood. : New Mexico—Carlsbad, High; Roswell, Junior High. New YorKk—Hartsdale, Number 7; Huntington, Lip coln; Ithaca, Ithaca Public Schools, Belle ’ man, Central, East Hili, Fall Creek, High, J High, South Hill, St. John, West Hill, Wy Mechanicville, Number 2, Number 4; Mount non, Washington; Rochester, Number 37. Oun1o—Akron, Teachers College, University of ron; Ashley, Ashley Village Centralized; Liberty Union High; Bucyrus, Crawford, bourne, Norton; Cambridge, Marquand; Ci nati, Western Hills High; Cleveland, Bolte, Brooklyn Heights, Fairmount Junior High Train ing, Fowler Junior High, Garfield, Halle, Laws, Louisa M. Alcott, Meyer, Patrick Henry Junior High, Puritas, R. B. Hayes, West Technical Hig, Willard, Woodland; East Galion, Galion Public Schools; Lakewood, Madi son; Leesburg, High; Martins Ferry, Martin Ferry Public Schools, Central, Elm, High, Mackey, North, South, Zane; Mount Healthy, Public; Piqua, Piqua Public Schools, Bennett Junior Hig, Central High, Favorite Hill, North Street, South Street, Special Teachers Department, Spring Street, Staunton Street, Wilder Junior High; Sent Euclid, Charles F. Brush High; Steubenville, Jeb ferson; Toledo, Whittier; Toronto, Toronto Public Schools, Central, Fosterville, Franklin, Hig, Roosevelt; West Carrollton, West Carrollton Pub lic Schools; Youngstown, Haselton. OKLAHOMA—McAlester, Senior High. OrEGON—Jordan Valley, Union High Number 1. PENNSYLVANIA—Easton, Easton Public Schools, Au Packer, Centennial, Cottingham, Easton Junior Senior High, Franklin, Lehigh, March Junior High, McCartney, Porter, S. E. Shull Junior High, Stevens, Taylor, Trail Green, Vanderveer, Wash ington, Webster, Wolf Junior High; Erie, Centnl High; Homestead, Second Ward; Mauch Chusk, Mauch Chunk Boro High; Middletown, Grammtt, Wood Street; Northampton, Senior High; Pitts burgh, Fort Pitt; Reading, Elm and Moss Street, Park, Perkimen Avenue, Ricktown; Renfrew, Pem Township High; South Brownsville, Central; ‘South Williamsport, High, Southern Avenue; Washington County, Centerville Borough Publit Schools. Porto Rico—Yauco, High. Ruope IsLaAND—Cranston, Beachmont Avenue. TENNESSEE—Knoxville, Belle Morris, Claxton, My ders, Perkins; Lenoir City, Lenoir City Schools, East Side, Junior High, Nichols, Seni0t High. Texas—Houston, Alexander Hamilton Junior Hift Texarkana, Highland Park. Utan—Brigham, High; Duchesne County, Altonth, Basin, Fruitland, Mt. Emmons, Upalco; Park Cit) Jefferson; Salt Lake City, Franklin, Liberty. Vircinta—Norfolk, Ballentine, Bay View, J. B. Hops John Marshall, Lafayette, Ruffner Junior Samuel Boush, Stonewall Jackson. WaAsHINGTON—Tacoma, Arlington, Dash Point, Ha thorne, Hillsdale, Horace Mann, Irving, Jefferso® Lowell, Madison, McKinley, North East Tacom Regents Park, Roosevelt, Sheridan, Stanley, lard; Vancouver, High. West VirGINIA—Big Creek District, Big Creek Dis trict Public Schools, Bartley, Bearwallow, Bet wind High, Big Creek, Billipps, Board Camp, man, Brewsterdale, Canebrake, Caretta, Coa High, Crane Ridge, English, Faraday, Camp, Hall Siding, Hartwell, Johns Branch, Litt Smith, Middletown, Newhall, Newhall Number § Valls Creek, War Creek, War High, Warrior, Yuko Junior High; Charleston, Charleston Schools, Bigley, Elk, Fernbank, Glenwood, Kt awa, Lincoln, Magazine, Mercer, Senior Thomas Jefferson Junior High, Tiskelwah, Unie Watts, Woodrow Wilson Junior High. Wisconsin—La ‘Crosse, Jefferson, Webster; Radi Janes, Special Teachers Department, Su Department. Wrominc—Cheyenne, High; Laramie, Whitin‘ Cleveland, Rozelle; § SE ad SASRBPSRZS 9s e B® RERRKPRAR re FSETER ESS FE Rites sige EF Sk = FEF & Esrdtte : Vol. 18, No.1 THE JOURNAL OF THE NATIONAL EpucATION ASSOCIATION A-21 ES NO PIG TAIL TWIST THREADS STRAIGHT. THROUGH MOTION PICTURE PROJECTOR “Tor the ASSEMBLY HALL ad CLASS ROOMS NO SHAFT } BELTS DRIVE OR > | CHAINS LOW IN PRICE yet projects a 10 ft. x 14 ft. picture up to 100 ft., equal in quality and definition to pictures shown in mov ing picture houses. 15 DAYS’ FREE TRIAL Compare it with any other make; if not perfectly satisfactory return it and your money will be cheerfully refunded. Many exclusive mechani- cal features, in point of ease of operation, long-life safety, adjustable take-up. focus adjustment, simplicity throughout. IT HAS NO EQUAL. hat’s Why the United States Navy is using 150 Ma- chines. 51 being used by Hollywood’s most famous celebrities, directors and producers. Professional quality with portability. Also made with special base U.S. NAVY has just Weight 44 pounds. bo ght ——. Led operated from any light system, farm lighting u included. its 151st om Write for interesting details HOLMES HOLMES PROJECTOR COMPANY PROJECTOR 1638 No. Halsted St. Chicago, Ill. The Portable School Duplicator gresorserige omg! allows the teacher to supply immedi- ately personal copies of quizzes, tests and examinations without moving from her desk. Simply write, trace, draw or typewrite on the stencil. Snap it on to Multi- stamp and roll off the copies, on any grade paper, 40 to 60 a minute. Multistamp allows personal supervision of more pupils. It gives pupils chance for self- expression. Economical to buy. Simple to operate. Inks from the inside. GUARANTEED. Used by public schools, universities and colleges throughout the country. No. 6. The Complete School Printing Plant. Includes Nos. 1, 3 and 5 Multistamp. With complete supplies, all packed in handsome steel carrying case. Price, $50.00. No. 5. Standard School Size. With full complement of sup- plies. Price, $25.00. No. 3. One-half Letter Size. of supplies. Price, $15.00. No. 1. A Complete Rubber Stamp Factory. plies. Price, $7.50. (Prices f. 0. b. Factory) Write for Catalog and Samples of Work THE MULTISTAMP CO., Inc. : S525 W. 21st St. Norfolk, Va. With complete complement With full sup- Your Pupils hink in ‘Pictures Which Explains the Marked Success of DeVry School Films A scene from the film, “The Artist,” in the course in Vocational Guidance shown in the auditorium, Oakley School, Cincinnati, Ohio POKEN and written words must be “translated” into images in the mind before the pupil receives the meaning of any lesson. Sounds and symbols become mental pictures in the process of learning. In this elemental fact about our mental processes lies one of the important reasons for the great success of teaching with DeVry School Films. The ideas register in the student’s mind immediately; conception is accurate, definite and hence lasting. DeVry School Films are prepared by educators according to sound pedagogical principles. They are correlated with regular courses of study. Complete lesson plans accompanying every film enable any teacher to make an effective presentation. All films are non-inflammable stock, and are supplied in - either 35 mm. or 16 mm. widths. They may be purchased out- right, or obtained on a reasonable rental basis. Send the coupon now for further information and sample of teacher’s lesson guides. Mention the courses which interest you. Eight Complete Courses Now Available Fr. 8. WYTHE, Editor-in-Chief 18 Lessons By Dr. C. Clyde Fisher, American Museum of Natural History By Jas. A. Fitzpatrick By C. A. Stebbins, formerly with U. S. Bureau of Education By DeForest Stull, Columbia University By Fred C. Smith, Harvard University By Dr. Morris Meister, College of the City of New York By Dr. Benj. C. Gruenberg, Director American Association for Medical Progress By J. W. Coffman in cooperation with U.S. Navy DEVRY SCHOOL FILMS, Inc. (Formerly Neighborhood Motion Picture Service, School Division) 131 W. 42nd Street, New York 1111 Center St., Chicago Dept. 1JN (Please address nearest office) Dept. 1JN Nature Study American Statesmen Citizenship 6 Lessons 12 Lessons 9 Lessons 9 Lessons 9 Lessons World Geography Vocational Guidance General Science Health and Hygiene 9 Lessons Electricity 12 Lessons World’s Largest Manufacturer o Standard Motion Picture Cameras and Portable Projectors Mention THe Journat when writing our advertisers. 2 THe JouRNAL OF THE NATIONAL EpucatTion AssocliATION January, 192% Ask for the new Catalog “F” Address Dept. J-2 CA Sign of Quality Laboratory Furniture Factory Manitowoc, U.S Welch Laboratory, Vocational and Library Furniture No. 2530 Physics and Chemistry Used Table In Six feet long, Four feet ° wide, Thirty-three inches Lansing ’ Accommodates four Michigan pupils—two on each side Eastern Made of selected High School white oak Birch top Ebonacid finish Welch Laboratory Furniture is manufactured in our own factory at Manitowoc, Wisconsin. QUALITY JeILC SERVICE W.M. Welch Manufacturing Company General Offices, Warehouse and Scientific Apparatus Factory Chicago, U. S. A Wisconsin » 1516 Orleans St., Other recent installations: University of Minnesota University of Illinois CA Mark of Service Milwaukee, Wisconsin Indianapolis, Indiana Somerville, Massachusetts Factory representatives in all principal cities other al- FOLLOWING are programs ot lied organizations of the Department of Superintendence which will be given at Cleveland: National Society of College Teachers of Education will hold three meetings, Monday, February 25, Tuesday, February 26, and Wed- nesday, February 27. The Monday morning program, in the form of a symposium, centers about the problem of a fundamental course, or fundamental courses in teacher training. There will be presented briefly some of the successful experiments now going forward in the different parts of the country, Dean ss | | third choice in writing for reservations. ' ' | receive prompt attention. j - | = C. B. Gentry, Professor Arthur J. Jones, Dr. Bessie Lee Gambrill, and Dr. C. G. F. Fran- zen contributing. Dean Henry W. Holmes of Harvard will close the discussion and sum- marize. At noon, members of the society will lunch together. The luncheon speaker is President John Gabbert Bowman of the University of Pittsburgh. The central thought of the Mon- day afternoon program is the application of philosophic principles in graduate education, Charles H. Judd, Professor J. H. Coursault, Professor Walter R. Smith, and Dean L. A. Pechstein leading the discussion. Tuesday forenoon will be devoted to in- formal conferences or round tables in Edu- cational Psychology, Philosophy of Educa- tion, History of Education, and Educational Sociology, ‘wellknown men in these fields serving as leaders. On Tuesday afternoon the American Educational Research Association joins with this organization in a program in which a series of experimental projects will be presented, the leaders being Professor Edward H. Reisner, Dr. Herbert A. Toops, Dr. Fred C. Ayer, and Dr. Harl R. Douglass. The outstanding feature of the entire ses sion will be the presentation and considers tion of the Yearbook, greatly enlarged ani enriched over preceding Yearbooks. Under the leadership of Dean W. S. Gray a careful survey has been made of the research and experimental activities of the members of the society: The entire session Wednesday morning will be devoted to the consideration of this significant study. The National Society for the Study of Edw cation will hold two meetings on Saturday evening, February 23, and Tuesday evening, February 26. They will be devoted to the (Continued on page A-23) NATIONAL EDUCATION ASSOCIATION—ATLANTA, GA., JUNE 28-JULY 4, 1929 The list of hotels given below is for the convenience and information of those desiring hotel accommodations at Atlanta. | Convention and Tourist Bureau is acting as a clearing house for all reservaticns, and, while they desire to have every one placed according | to first choice, it is true that the larger downtown hotels are filled first, and it will greatly simplify matters if you will state second and If you will write Fred Houser, Executive Secretary of the Atlanta Convention and Tourist Bureau, 218 Wynne-Claughton Building, Atlanta, Ga., stating the date of your arrival and the type of accommodations desired, your request will The Atlanta Rates per Day for Room Accom- modati Rates per Day for Room Accom- } ! | | Number | One modating Two Persons NAME OF HOTEL ADDRESS a ° o ooms , | | | With Bath | Without Bath With Bath | Without Bath | | | i Atlanta Biltmore...................... rT Tee | 560 \s4.00 ak AS ee 96.00 to $8.00 |... ........cces | Henry Grady ; Peachtree at Cain..... ........ | 500 2.50 to — FRR Ae IS 4.30 te 10:00 4... 2... .ccscceee | Ansley Hotel A Re as N. Forsyth at James St.......... 400 eee Serer end wp... |... «04s s0n'e0de if OS ee ree eg and Luckie. . 400 2.50 to 00 a 00 to $2.50 | 4.00 to 7 00 |$3.00 to $4.00 | |)” eee © at i. i." Ser ee tree 400 2.00 and up 1.50 and up 2.00 and up 3.00 and up iH] Cecil Hotel. .... Luckie a Cone St.. 312 2.00 to | eer ere 3.00 to Mee 1. os 0a6 eC esate | Robert Fulton............. Luckie at Cone St........... oa 300 Se ee” OR errr 3.5000 7.00 |.......s00.cnm Georgian Terrace................ Peachtree at Ponce de Leon..... 256 3.00to 5.00 5.00to 7.00 | 3.50to 5.00 | | ON SO SSS Peachtree at Ellis.............. 200 2.00to 3.00} 1.50to 2.00 | 3.50to 6.00] 2.00to 3.00 ii Winecoff Hotel............ Peachtree at Ellis.......... 200 2.00to 3.00 tinstinths «ace @OGo 6:00 |... 2.060 s0ccem | Terminal Hotel......... Spring at Mitchell............. 125 Fa i le Ra 5 : OR Viah es hia dO sha 3.00to 5.00 Cox-Chariton Hotel ....... 683 Peachtree St............. ; 150 Re” Tc amaescabalas 5.00 and up . oa caeeiaiiee a ii} Princeton. Hotel........... - are eS arr Sr rrr rrr ee re 2.00 and u Dias NE os. 'F's.cb os ap- | Saga a are & 120 2.00to 2.50 1.50 3.00to 5.00 | 2.50 to .50 | Imperial Hotei........ 355 Sonchince St. N.E. 119 2. ee rea rt SX Seer: | | Hotel Hampton. |. 35 Houston St. N.E............. EY + a yf apepenqegqeege: 2:00 23.90)... .:.ciccccamm iH} ME BS on nn ss cw nen ll 100 2.00to 2.50 1.50 3.50to 5.00 | 2.50to 3.00 | Oliver Hotel. .... Se ES Re re rere e re 2.50to 3.50} 1.50to 2. Mid-Town Inn... 4. 3 ee ere ee | FO a ee Be fa ee eee 3.00to 3. Candler Hotel cone Decatur, Ga. 60 | a Re er ae Si. an! 2a TNE a iiesit dsc «2 bt ON” ae 50 2.00to 2.50 | 1.50to 2.00/ 4.00to 5.00 | 2.50to 3.00 |} Martinique Hotel ras 5s __ ia “4 yf fh eee i ew” See | —t _ ccmiaiieiielil Sere ones menial Sse coneitilimaianatitae viata Jol. 1 — presen’ on Pre and IJ ruary and di educat methos Nat: will he 26 and tional groups childre Educa garten and 7 Schoo be Th meeti its to tion t to be cators will b Pract Chr Cente Nurst of H eleme will t Coor Jame: burgh ment: Theo tary for 1 rural will speak Ne Crip; Clev be p Th Ame form 26. 7 Will lumt mee sche Na met Ass 4 will BerBet eas oF e ~ ? te Vol. 18, No. I THE JOURNAL OF THE NATIONAL EDUCATION ASSOCIATION A-23 (Continued from page A-22) presentation and discussion of the Yearbook on Preschool and Parent Education, parts I and IJ of which will be issued about Feb- ruary 1. Part I deals with the organization and development of preschool and parent education; Part II deals with research and methods in preschool and parent education. National Council of Childhood Education will hold two meetings, on Tuesday, February 26 and on Wednesday, February 27. The Na- tional Council is the unification of three groups interested in the education of young children—The National Council of Primary Education, The National Council of Kinder- garten Supervisors and Training Teachers, and The National Committee on Nursery Schools. The theme of the entire session will be The Articulation of School Life. The first meeting, on Monday afternoon, will have as its topic, The Relation of Creative Educa- tion to the Science of Education, the address to be followed by discussions by leading edu- cators. The second meeting, on Wednesday, will have as its topic, Articulation of School Practises. Christine Heinig, director, Child Research Center, Washington, D. C., will discuss The Nursery School, The Beginning Coordination of Home and School. Mabel E. Simpson, elementary supervisor, Rochester, New York, will talk on The Kindergarten Primary Unit— Coordination through Classroom Research. James S. Tippett, University School, Pitts- burgh, Pennsylvania, will speak on The Ele- mentary School Unit—the Coordination of Theory and Practise throughout the Elemen- tary Schools. Home training, right provision for the kindergarten-primary child in the rural school, and administrative problems will be the subject of brief discussion by speakers of experience. National Association of the Teachers of Crippled Children will have a program at Cleveland. Announcements of meetings will be posted in the hotels during the session. The Educational Press Association of America will hold its annual meeting in the form of a luncheon on Tuesday, February 26. The program includes an address by Dean William F. Russell of Teachers College, Co- lumbia University. IN RECOGNITION of his services to the teachers of the state of New York, the House of Delegates of the New York State Teachers Association at its annual meeting in Buffalo, November 27, voted Frank D, Boynton, superintendent of schools of Ithaca and president of the Department of Superintendence of the National Education Association, a life membership in the National Education Association. Tue Department of Classroom Teach- “ts will maintain headquarters at the Statler Hotel during the Cleveland meet- mg- On Monday evening, February 25, adinner will be held at Hotel Winton. (Continued on page A-24) You Aren’t Half as Sick When Yow’re Sick Under the T. C. U. Umbrella! That's what a Teacher writes about her own experience with un- expected illness and T. C. U. Protection. We quote the following from a letter from Miss Ellen Richardson, 1837 Perry St., Jackson- ville, Fla.: “The T. C. U. is all that it guarantees to be. Iliness doesn’t make you half as sick when all the worry is taken out with a T. Cc. U. policy. You pay your bills promptly, for you receive your T. C. U. benefit as soon as application is filed.” Cut Out Worry and Risk Join the T. C. U. “Don’t Worry” Club All These Benefits Are Yours $50 a Month when you are totally dis- abled by accident or confining illness. $11.67 2 Week when you are quaran- tined and your salary has stopped. 25 2 Month for illness that does not confine you to the house but keeps you from work. 20 Per Cent increase in sick benefits for two months when you are con- fined to an established hospital. $50 a Month when you are totally dis- abled by injuries received in an au- tomobile accident, and $1000 for accidental death in an automobile disaster. $333 to $1000 for major accidents, or for accidental loss of life. These in- demnities are increased 10 per cent for each consecutive annual renewal of the policy for not to exceed five years. Double these benefits for travel acci- dents sustained in rai’ oad, street- car or steamboat wv. cock. Operation ben< nee 4 ia = 4 — =a if ‘ TTT oom Toe om 1 a) Sm Tce) Gmc sm Po me TL i tii ¢ ¥ tipper ite TT en ce